Personal Best (A2) Elm - Teacher's Book [PDF]

Zitiervorschau

American English

Personal Best A2

Teacher’s Book

Elementary

Series Editor Jim Scrivener Author Sheila Dignen

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THE COMPLETE PACKAGE

What is available for Personal Best Student’s Book + online access Teacher’s Book + online access

• 12 units of class material

• Teacher’s Book with interleaved Student’s Book

• Review and Practice sections every 2 units

• Guidance notes, Answer Keys, Audio and Video scripts

• Grammar Practice, Vocabulary Practice and Communication Practice sections

• Access code for Richmond Learning Platform

• Access code for Richmond Learning Platform

Teacher’s Resource Book

Workbook +audio

• Over 60 supplementary photocopiable resources • Grammar, vocabulary and skills activities with Teacher’s notes

• Practice of the language and skills in the Student’s Book • For homework or self-study • Review and Practice sections every unit

• Copy-and-go grammar and vocabulary progress tests

• Additional Writing Practice section

Class Audio / Video pack

Language App

• Student’s Book Audio CDs • Student’s Book Video DVD

• Downloadable audio mp3s

• Fun games and activities for extra grammar and vocabulary practice • Rewards and scores to show progress

Digital Book • Complete digital version of the course • Answer Keys, Class Audio and Video • Use on any interactive whiteboard, or with a computer and projector

Richmond Testing • Download unit, progress and mid-/ end-term tests • Editable versions • Richmond Test Manager for digital and customized tests

Richmond Learning Platform • Extended practice activities for grammar, vocabulary and skills • Class Audio mp3s and Video mp4s • Assign, track and grade activities and tests

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CONTENTS

STUDENT'S BOOK CONTENTS

p4

INTRODUCTION

p6

1

You and me

p 20

2

Work and play

p 36

3

People in my life

p 56

4

Home and away

p72

5

What are you wearing?

p 92

6

Home and cities

p 108

7

Food and drink

p 128

8

In the past

p 144

9

Education, education!

p 164

10

People

p 180

11

On the move

p 200

12

Enjoy yourself

p 216

GRAMMAR PRACTICE

p 236

VOCABULARY PRACTICE

p 284

COMMUNICATION PRACTICE

p 328

AUDIO SCRIPTS

p 354

WORKBOOK ANSWER KEY

p 367 3

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CONTENTS LANGUAGE GRAMMAR

1 1A 1B 1C 1D

2 2A 2B 2C 2D

You and me Meeting and greeting My summer blog Is that a “man bag”? Where's my wallet?

3A 3B 3C 3D

4

What I do Weekdays, weekends Find a roommate A new city

Time together A new group Opposites attract A night out

p12 p14

simple present: affirmative and negative ▪ simple present: questions

p16

frequency adverbs and expressions ▪ love, like, hate, enjoy, don’t mind + noun/-ing form ▪

p22 p24 p26

jobs and job verbs ▪ activities (1) ▪

p30

▪ ▪

sentence stress -ing forms

▪ ▪

family activities (2)

prepositions of time ▪ present continuous

▪ ▪

sentence stress linking consonants and vowels

daily routine verbs ▪ the weather and the seasons ▪

p32 p34 p36

p40

simple present and present continuous ▪ can and can’t ▪

dates ▪ can and can’t ▪

clothes ▪ ordinal numbers ▪ hobbies ▪

p44 p46

there is/there are, some/any ▪ prepositions of place ▪ modifiers ▪

p50 p52

SPEAKING

asking for and giving personal information ▪ asking for clarification ▪

PERSONAL BEST

▪

a conversation in a lost and found office

LISTENING

WRITING opening and closing a video looking at work an informal e-mail and free-time activities ▪ connectors: and, but, ▪ listening for names, and or places, days, and times ▪ introduction to the PERSONAL BEST sound /ə/ ▪ an e-mail to a friend Learning Curve

▪

▪

READING ▪ a website about local clubs you can join ▪ scanning a text ▪ also and too

Learning Curve

▪ ▪

Learning Curve

LISTENING

a video about the weather in different parts of the world ▪ listening for the main idea ▪ sentence stress ▪

SPEAKING

making plans accepting or declining an invitation PERSONAL BEST

making plans with a friend to do an activity

WRITING ▪ describing a photo ▪ using personal pronouns PERSONAL BEST

▪

an e-mail describing a holiday

p38

p42

p48

Learning Curve

▪

▪

▪ ▪

there’s/there are sentence stress

rooms and furniture ▪ common adjectives ▪ places in a city ▪

READING ▪ an article about uniforms and if we like wearing them ▪ identifying facts and opinions ▪ adjectives

Learning Curve

LISTENING

a video about unusual homes ▪ identifying key points ▪ contractions ▪

p54

REVIEW and PRACTICE

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-s and -es endings ▪ auxiliary verbs do/does in questions ▪

READING ▪ a blog about a summer spent in London ▪ approaching a text ▪ simple statements with be

p28

Homes and cities

4

countries and nationalities ▪ numbers 1 – 1,000 ▪ personal objects ▪

p20

REVIEW and PRACTICE

A small space Amazing homes The Big Apple Beautiful places

contractions of be sentence stress

p18

What are you wearing?

5 and 6

▪

▪

Home and away

5A Party time 5B Don’t tell me what to wear 5C Do the things you love 5D Can I try it on?

6A 6B 6C 6D

▪

▪

VOCABULARY

p10

People in my life

3 and 4

6

▪

REVIEW and PRACTICE

4A 24 hours in the dark 4B Weather around the world 4C A long weekend 4D A holiday with friends

5

p6

PRONUNCIATION

p8

Work and play

1 and 2

3

p4

the verb be possessive adjectives ▪ ‘s for possession

SKILLS

Learning Curve

▪ ▪

SPEAKING

shopping for clothes offering help PERSONAL BEST

▪

a conversation in a clothes store

WRITING topic sentences ▪ describing places ▪

PERSONAL BEST

▪

a description of your town or city

p56

Language App, unit-by-unit grammar and vocabulary games 18/10/2017 09:02

CONTENTS LANGUAGE GRAMMAR

7 7A 7B 7C 7D

8

Food to your door Stopping for lunch Are you hungry? Out for dinner

p58 p60 p62 p64

8A Technology through the ages 8B Life stories 8C Life in the 1980s 8D What happened to you?

7 and 8

9 9A 9B 9C 9D

10

▪

simple past: questions ▪ verb patterns: verb + to infinitive

p76 p78

▪

food and drink containers and portions

inventions ▪ life stages ▪ irregular verbs ▪

intonation in questions ▪ ‘d like and like ▪

school subjects and education ▪ resolutions ▪

p82

p84 p86

comparative adjectives ▪ superlative adjectives

▪ ▪

-er endings superlative adjectives

p88 p90

REVIEW and PRACTICE

p94

adjectives to describe places ▪ describing appearance ▪ personality adjectives ▪

have to/don’t have to ▪ be going to, future time expressions

have to/has to ▪ sentence stress ▪

travel and transportation ▪ vacation activities ▪

p96 p98 p100

present perfect with ever and never ▪ present perfect and simple past ▪

p102 p104 p106

▪ ▪

sentence stress vowels

p108

REVIEW and PRACTICE

Grammar practice p112

READING ▪ an article about what people eat for lunch around the world ▪ skimming a text ▪ pronouns and possessive adjectives

Learning Curve

LISTENING

a video about our favorite inventions and inspirations ▪ listening for numbers, dates, and prices ▪ phrases ▪

READING ▪ an article about different education experiences ▪ understanding words that you don’t know ▪ because and so Learning Curve

LISTENING

a video about changing our appearance ▪ listening for detailed information (1) ▪ weak forms ▪

▪ ▪

entertainment opinion adjectives

READING ▪ an article about the unusual way Jordan Axani found a travel partner ▪ reading for detail ▪ adverbs of probability Learning Curve

LISTENING

a video about books that have become movies ▪ listening for detailed information (2) ▪ linking consonants and vowels ▪

SPEAKING

in a restaurant ▪ asking politely for something ▪

PERSONAL BEST

▪

ordering food in a restaurant

WRITING planning and making notes ▪ sequencers ▪

PERSONAL BEST

▪

a story about an experience you had

Learning Curve

▪ ▪

SPEAKING

making suggestions sounding sympathetic PERSONAL BEST

▪

describing and responding to problems

WRITING writing a description of a person ▪ clauses with when ▪

PERSONAL BEST

▪

a description of someone you admire

Learning Curve

▪ ▪

SPEAKING

arriving at a hotel checking information

PERSONAL BEST

▪

a conversation at a hotel reception

WRITING writing and replying to an invitation ▪ articles: a/an, the, or no article ▪

PERSONAL BEST

▪

an invitation to a party and a reply

p110

Vocabulary practice p136

Communication practice p158

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Learning Curve

p92 ▪

Enjoy yourself!

12A Going out 12B The book was better! 12C A famous voice 12D Would you like to come?

was and were ▪ -ed endings

▪

p80

▪

11A Getting to work 11B Looking for Elizabeth Gallagher 11C Road trip 11D In a hotel

some/any weak form of

p74 ▪

On the move

11 and 12

past of be, there was/there were ▪ simple past: irregular verbs ▪ simple past: regular verbs and past time expressions

▪

p72

People

9 and 10

12

p70

Education, education!

10A First dates 10B You look so different! 10C The yearbook 10D Someone that I admire

11

p66 p68

REVIEW and PRACTICE

School days Lifelong learning Change your life What’s the problem?

▪

▪

In the past

PRONUNCIATION VOCABULARY

countable and uncountable nouns + some/any ▪ quantifiers: (how) much/many, a lot of, a few, a little ▪

Food and drink

SKILLS

Irregular verbs p176 5 18/10/2017 09:02

A personal welcome to Personal Best by Jim Scrivener, Series Editor

Jim is an internationally respected writer, teacher trainer, materials designer, course leader and educational consultant. His work is mainly focused on practical classroom methodology and teaching techniques – on what works in the classroom. Over the years, he has taught and trained in many different teaching and learning environments around the world. Jim is an established and regular conference presenter. His books have twice won the Duke of Edinburgh English Speaking Union awards as well as the International House prize and the ARELS Frank Bell Prize.

Hello! And welcome to Personal Best.

I’d like to show you some of the features I really like about this book and point out some ways that you can get the most out of it. There are two key ideas that power the concept of Personal Best:

It’s Personal The course focuses on students as individuals who learn at different speeds and have different strengths and weaknesses.

It helps learners achieve their Best To help students reach their full potential, we have focused on the vital role of PRACTICE. The course makes sure that students can actually take away the language they can use.

How is Personal Best different? LANGUAGE

SKILLS

Grammar is taught in stand-alone lessons, separate from skills work. In many coursebooks, students have to understand difficult reading or listening passages before they can extract and study grammar points. In Personal Best language work is not tangled up within long reading or listening texts. The pronunciation syllabus focuses on connected speech to help with recognizing and producing language. Lexis is prioritized. Personal Best includes two or more vocabulary sets per unit. Vocabulary items are useful and relevant for students and are used in discussions or tasks or for other work on a topic. Above all, PRACTICE is given priority in the course. There is a comprehensive skills syllabus. Students can see what is being focused on in the Listening Builder, Conversation Builder, Text Builder, and Skill boxes. Reading and listening skills pages are designed not as vehicles for grammar presentations, but develop learner skills and strategies. Serious attention is paid to helping students speak and write better. Students are challenged to make use of selected functional language and to improve specific speaking or writing skills. There are clear task goals and cumulative aims for speaking and writing activities.

PRACTICE

at the heart of learning

So, how do students learn a language? Just by turning the pages of a book and doing the exercises? As every experienced teacher knows, doing the work, page after page, doesn’t necessarily mean that the students take away anything useful from a lesson. We need to make sure that there is deeper learning. The most important way that this can happen is through a quantity of focused, meaningful practice.

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INTRODUCTION

We believe that typically students struggle with new language because they simply don’t get sufficient practice. They need lots of safe opportunities to try out using new language. Personal Best offers them a wealth of practice in a variety of exercises, tasks, and games in the Student’s Book, Workbook, the Personal Best Language App, the Richmond Learning Platform, and the innovative ‘3xPractice’ feature in the Teacher’s Book.

Moving beyond the ‘correct answer’

Teachers typically ask students to do each coursebook exercise on their own (or possibly in a pair) and then they check the answers together in the whole class (or students do this individually using a list of answers). The class then typically moves on to new work. Just collecting a list of correct answers doesn’t necessarily mean that students have really understood the language point. Students might get a correct answer by luck, by guessing, by listening to other students, by copying, by pretending that they agree with what you said, etc. When students call out their answers, teachers usually hear the students who are stronger, faster, or louder – and say ‘good’ to their answers. But it’s important to remember that these students are, of course, the ones who have already got the correct answers. It’s the other students we need to be interested in. And just because some students have a correct answer, it doesn’t mean that they can actually use the items. A correct answer is the first step towards helping students to use the items, not the final goal. It can be quite a big leap from doing an exercise (such as filling in answers on the page) to really feeling confident with the language items themselves. One simple and enjoyable way you could try is by revisiting an exercise more than once – to go back to it after the original task and checking it has been completed and re-explore it, like a gold miner, digging deeper to find more treasures. By repeatedly reading, remembering, studying, saying, and just ‘playing with’ the language, it is far more likely to lodge deeper in your students’ minds and become part of their usable database of language.

What is ‘3xPractice’?

How can I help my students to really learn the items they study? How can that learning be deeper and more long-lasting? The 3xPractice feature encourages students to play around with new language and experiment with forms and meanings so that they are ‘nudged’ towards greater internalization, memorization, and personalization. In the Personal Best Teacher’s Book, we will offer you lots of ideas for 3xPractice so that, if you want to and have time, you could really exploit the exercises and get much more learning value out of them. You may not want to do this every time you do an exercise – but I encourage you to try it sometimes, to see how much more an exercise can reveal beyond just the ‘correct answer’.

Enjoy using Personal Best

I really hope you enjoy using this course with your students – and don’t forget to check out all those extra ideas we’ve put together in the Teacher’s Book. You’ll find warmers, extra activities, concept questions, and plenty more. Can a course book help students to reach their personal best? Not on its own, certainly – but perhaps, together with your skill and interest and personal touches, you may find a course here that not only helps your students to learn more and learn deeper than they thought possible but also helps you as a teacher to teach to your personal best.

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INTRODUCTION

Approach to Language teaching: A and C Lessons Lessons A and C always focus on Language. They cover grammar, vocabulary, and pronunciation and use accessible, graded texts or audio to contextualize the language point. There is an emphasis on practice via clearly staged activities with additional practice in the Grammar Practice, Vocabulary Practice; and Communication Practice sections, the Personal Best Language App, the Workbook, and the Richmond Learning Platform.

Lesson A – Grammar, vocabulary, and pronunciation

LANGUAGE

Each unit is constructed around a useful and stimulating topic.

simple present and present continuous

UNIT

5

Grammar practice sections provide more explanations, examples and opportunities for practice.

Clear grammar boxes give a summary of the structures being taught.

Each lesson has clear aims for grammar and vocabulary.

What are you wearing? simple present and present continuous

LANGUAGE

■

clothes

■

3 A B

1

4 A

Complete the interview with the correct form of the verbs in parentheses. Which person from the text is the interview with?

Read the text. Match pictures a–c with names of celebrations 1–3. Match sentences 1–5 with the three celebrations. This celebration takes place in Brazil. A lot of people wear red for this celebration. This celebration starts on a Friday. This celebration happens in the winter. Animals take part in this celebration.

to talk about facts and things that happen regularly. to talk about things that are happening now or temporary actions.

simple present and present continuous

Go to Grammar practice: simple present and present continuous, page 120

Go to Vocabulary practice: clothes, page 143

1 2 3 4 5

5A

LANGUAGE

For things that are happening now or temporary actions, we use the present continuous: I’m having dinner with my family now. I’m visiting Seville this week.

a dress a shirt pants boots a jacket sandals a hat a suit

B

ordinal numbers

For things that happen regularly or are always true, we use the simple present: It always happens in January or February. I live in Shanghai.

Look at the pictures in the text. What are the people wearing? Choose from the words in the box.

2 A

■

Complete the rules with simple present or present continuous. Then read the Grammar box.

Grammar

5A Party time

clothes

Underline the verbs in the simple present and circle the verbs in the present continuous in the text.

1 We use the 2 We use the

ordinal numbers

■

Hello. I’m from 103 FM Radio. 1 you a good time? (have) Yes, it’s amazing! We 2 every year. (come) What 3 you right now? (do) We 4 the local people go by on their horses. (watch) The women look beautiful! What 5 they ? (wear) Long flamenco dresses with special sandals, lots of jewelry, and flowers in their hair. People at the fair 6 always traditional clothes like that. (wear) A 7 you here? (live) B No, I 8 just the city this week. (visit) It’s my favorite festival in the whole country. A Great to talk to you! Enjoy the rest of the celebration.

A B A B A B

a

B

5.3 Listen and check your answers.

Go to Communication practice: Student A page 161, Student B page 170 b

5

My name’s Hong, and I live in Shanghai. Today’s January 28th, and I’m celebrating Chinese New Year with my family. Chinese New Year always takes place in January or February, but the date changes every year. For example, it’s on February 5th in 2019 and on January 25th in 2020. Before New Year, we clean our homes and decorate them in the color red for good luck. Then we have a special dinner with our family and wear red clothes. I’m having dinner with my family now, and I’m wearing a red shirt. We’re all having a great time!

Match festivals 1–5 with dates a–e. 1 2 3 4 5

My name’s Ana, and I live in Rio de Janeiro. People from all over the world visit Rio at Carnival time. Carnival is on a different date every year, but it’s always in February or March. It starts on a Friday and finishes on a Wednesday. Today’s Sunday, February 26th – the third day of Carnival – and I’m watching a parade with my friends. The dancers and musicians in the parades are wearing beautiful, colorful costumes.

B 1 2 3 4

7 A

The language presentation texts are short and carefully graded to allow students to focus on the teaching point.

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It’s August twenty-fifth.

It’s the second of May.

It’s the third of June.

5.6 In pairs, say each date in two different ways. Listen, check, and repeat.

It’s April first. April 1 July 4 August 8 September 12

It’s the first of April. 5 6 7 8

October 31 November 20 December 30 January 16

9 February 26 10 March 5

Ask different classmates about their birthdays. Who has a birthday in the same month as you?

A When’s your birthday? B
My birthday’s on March 7th. A What do you usually do on your birthday? B I usually go out for lunch with my family. What about you?

B

Tell the class about your classmates’ birthdays.

Elena’s birthday’s on June 4th. She always goes out with her friends.

Personal PersonalBest Best

40

January 15th March 8th January 1st July 4th February 14th

5.5 Pronunciation: dates Listen and repeat the dates. Which words are stressed?

It’s July fourteenth.

I’m Antonio, and I’m visiting Seville this week for the April Fair. I live in Madrid, but I come to Seville every year in April. Today’s April 18th – the second day of the fair – and right now, I’m walking around with my friends. The April Fair is a party for the whole city. It starts at midnight on a Monday and finishes on a Sunday. The women wear flamenco dresses, jewelry, and flowers in their hair, and the men wear suits and hats. Some people ride horses. The atmosphere’s fantastic!

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b a c d e

Go to Vocabulary practice: ordinal numbers, page 143

6 A

c

New Year’s Day U.S. Independence Day Martin Luther King Jr. Day Valentine’s Day International Women’s Day

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Every grammar point is practiced on the Personal Best Language App.

Write sentences about some of your classmates. What do they usually wear to class? What are they wearing today?

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Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

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INTRODUCTION

Lesson C – Grammar, vocabulary and pronunciation

LANGUAGE

Vocabulary practice sections present and practice additional topic vocabulary.

A selection of key lexical items connected to the lesson topic is presented.

51

can and can’t

LANGUAGE

■

hobbies

can and can’t

4

5C Do the things you love 1

sew bake take photos paint make jewelry

Grammar

Read the web page again and answer the questions.

can to talk about possibility: People can pay to download them. You can buy Alain’s cake at this bakery.

4 Where does Edith sell her clothes? 5 Where do people buy Alain’s cakes?

MONEY MONTHLY

5 A

Negative: People can’t use them for free. Questions and short answers: Can you make money from your hobby? Yes, I can. No, I can’t.

5.9 Pronunciation: can and can’t Listen and repeat.

B

4 You can’t sit there. 5 A Can you knit? B Yes, I can. 6 A Can John play chess? B No, he can’t.

5.10 Say the sentences. Listen, check, and repeat.

1 I can’t swim. 2 You can sell your cakes here. 3 A Can I ask you a question? B Yes, you can.

Meet Sandra, Paul, Alexa, Edith, and Alain. They all make money from their hobbies. 3

can to talk about permission: You can park here. We can sit here.

1 My brother can speak Italian. 2 I can ride a bike. 3 My sister can’t play the violin.

Do you have a hobby? Perhaps you write a blog, collect stamps, or play chess. Or maybe you draw or paint. These are all great hobbies, and many people enjoy doing them for pleasure, but can you make money from your hobby? Read this week’s article and find out. 5

2

5C

Go to Grammar practice: can and can’t, page 121

Do the things you love

1

LANGUAGE

can and can’t

can to talk about ability: He can make money by doing what he loves. She can sew.

Read the web page. Which people don’t have another job?

1 How does Sandra make money? 2 What does Paul paint? 3 Do people buy Alexa’s photos directly from her?

hobbies

Look at the sentences in exercise 3. Choose the correct options to complete the rules. Then read the Grammar box.

Go to Vocabulary practice: hobbies, page 144

B

■

1 We put the base form of a verb with / without “to” after can. 2 The he and she form of can is the same as / different from the other forms. 3 The negative form of can is can’t / don’t can.

Work in pairs. Match the verbs in the box with pictures 1–5 in the text.

2 A

Each language lesson has one Pronunciation focus. The Personal Best Language App also contains a variety of pronunciation exercises.

Communication practice sections provide additional pairwork activities to practice the language.

4

4 David can’t sew. 5 Ellie can sing. 6 A Can you cook French food? B No, I can’t.

Go to Communication practice: Student A page 161, Student B page 170

6 A

Imagine you are the manager of a store. Decide the rules for your salesclerks. Complete the sentences with can or can’t.

SANDRA works full time in an office, but in her free time, she makes jewelry. She started making jewelry when she was a girl and now makes earrings, bracelets, and rings, and sells them online. She can earn about $150 a month from her hobby. She also wears some of the things she makes.

3

PAUL’s a teacher and, in his free time, he paints. He paints beautiful paintings of animals. People often ask him to paint their pets. He usually goes to their homes to see the pets, draws a picture, and then finishes the painting in his studio at home. He sells about ten paintings every year.

ALEXA’s a nurse and her hobby is photography. She has three different cameras. She usually visits interesting places on weekends. She takes great photos, and she often uploads her photos to photo libraries. People can’t use them for free, but they can pay to download them.

1 2 3 4 5 6

EDITH AND ALAIN are retired. Edith can sew and make dresses, shirts, and pants. She sells her clothes at the local market. Alain loves cooking, and he bakes delicious cakes. He sells them to local cafés, and people love them. “It’s great,” he says. “I can make money simply by doing what I love!”

You You You You You You

wear your own clothes at work. read magazines in the store. drink coffee and tea when you’re at work. use your phone in the store. choose what time you have lunch. get a discount when you buy things in the store.

B

In pairs, ask and answer questions about your rules. Do you want to work in your partner’s store? Why/Why not? A Can I wear my own clothes at work? B No, you can’t. Everyone wears a uniform.

7 A

Match sentences 1–5 with headings a–e.

1 You can’t go swimming in the ocean here because we don’t have a beach. 2 I can bake really good cookies.

a Your abilities: things that you can do

3 You can drive a car if you’re over eighteen. 4 You can visit the Science Museum. 5 I can’t speak Japanese.

b Your abilities: things that you can’t do

Complete the sentences from the text with the phrases in the box. c Things that people can do in your town or city

d Things that people can’t do in your town or city

can’t use can pay can make can earn 1 2 3 4

She People They I

e Things that you can do in your country if you’re over eighteen

about $150 a month. them for free. to download them. money simply by doing what I love.

B

In our city, you can watch a soccer game at the national stadium.

Personal Best

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Think of more sentences that are true for you in pairs.

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Write about your favorite hobby. When do you do it? Do you do it with other people? Can you earn money from it?

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Every vocabulary set is practiced on the Personal Best Language App.

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INTRODUCTION

Approach to Skills teaching: B Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking. Each B lesson focuses on one of the receptive skills, i.e., listening or reading. The listening lessons feature a video webshow called Learning Curve. The listening and reading lessons feature Skill, Text builder, and Listening builder boxes.

Lesson B – Reading

SKILLS

Reading Skill boxes focus on and practice a particular reading skill, such as approaching a text, skimming and scanning, etc.

Each lesson has clear aims for the Reading Skill and Text builder features.

51

identifyingfacts factsand andopinions opinions ■■ adjectives adjectives READING identifying

SKILLS

identifying facts and opinions

5B Don’t tell me what to wear 1

Do you wear a uniform at work or in school?

Describe your uniform to your partner. Do you like wearing it? Why/Why not?

Skill

Do you think uniforms are a good idea? Why/Why not?

B

I wear a uniform to school every day. The uniform for boys is black shoes or sneakers, black pants, a white shirt, and a blue sweater. It’s pretty boring, but I don’t mind wearing it. I think it’s OK to have a school uniform. It means my parents don’t need to buy lots of clothes.

Read the Skill box and the text. Find one fact for each person.

Maria, 27

4 Nikki 5 Hannah

I work in fashion, and clothes are a big part of my life. I always wear fashionable suits to work. It’s important to look good on my job – your clothes say a lot about you. Uniforms are fine for some people, but not for me. I don’t want someone telling me what to wear.

In pairs, say your facts. Do you remember which person says them?

Read the text again and answer the questions. Which person/people think(s) that … 1 uniforms aren’t for everyone? 2 his/her uniform’s not nice? 3 his/her uniform is nice? ,

Text builder

Saif, 40

4 his/her uniform’s not interesting? 5 uniforms are a good idea in his/her situation? , , ,

Everyone knows we wear a uniform in the fire department. We wear special boots, pants, jackets, gloves, and helmets because we need them. It also shows people that we’re firefighters – we’re there to help them. I think our uniform’s great! It makes me feel part of the fire department.

adjectives

Adjectives often show someone’s opinion: It’s pretty boring. We have a nice uniform at the bank.

The hat’s terrible.

Nikki, 35

Adjectives come before a noun and after the verb be: We wear a great uniform. The uniform’s great!

4 5

We have a nice uniform at my bank – the women all wear an attractive jacket, a white shirt and scarf, and pants or a skirt. It makes life simple because you don’t need to choose your clothes in the morning! I think the uniform’s very fashionable, too – it’s similar to my own clothes.

Read the Text builder. Find more examples of adjectives in the text. Does each one come before a noun or after the verb be? Look at the pictures. Imagine you wear one of the uniforms. Write a paragraph about your uniform. Give facts and opinions. a

b

5B 1D

Richard, 16

A I wear a uniform on my job – a hat, a shirt, and pants. B That’s Hannah.

3

SKILLS

Uniforms are common for schoolchildren, police officers, firefighters, soldiers, and a lot of other jobs. But do people like wearing uniforms? Does a uniform make you feel part of a group, or do people dislike looking exactly the same? Here, five readers give us their opinions.

identifying facts and opinions

1 Richard 2 Maria 3 Saif

adjectives READING

ARE YOU A FAN?

NO

Texts often include both facts and opinions. A fact is a piece of true information: New Year’s Day is on January 1st. An opinion is what someone thinks about something. You can express an opinion with: a verb: I think (that) …, I don’t think (that) …, I agree, I don’t agree a positive or negative adjective: good, fun, fantastic, bad, horrible

2 A

■

UNIFORMS

Read the introduction of the text and discuss the questions in pairs.

YES

Each reading lesson is built around a full-page text.

c

Hannah, 21 I wear a uniform on my job – a hat, a shirt, and pants. I don’t like my uniform. I don’t like the fabric, and the hat’s terrible. But I agree that uniforms are necessary on my job because they often get dirty, and I don’t want to wear my own clothes at work.

d

Challenge! Personal Best

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Text builder boxes focus on aspects of text cohesion, sequencing, referencing, or language associated with a particular genre such as narratives or articles.

17/10/2017 09:55

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Choose a profession and design an ideal uniform for men and for women. Write a description of it.

43 17/10/2017 09:55

Stronger students, or those who finish quickly, can engage with the language further in a Personal Best activity. Alternatives for weaker students are provided in the Teacher’s Book.

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INTRODUCTION

Lesson B – Listening

SKILLS

Each listening lesson features a vocabulary set. Key lexical items are previewed on the page and exemplified in the video.

Each lesson has clear aims for the Listening Skill and Listening builder features.

61

SKILLS SKILLS

LISTENING

identifying identifying key key points points

■ ■

contractions contractions

■ ■

Learning Curve

Each listening lesson is built around the Learning Curve webshow, which presents documentaries and vox pops on the unit topic.

Students are exposed to a variety of accents and to features of natural spoken speech.

identifying key points

common common adjectives adjectives

5 Learning Curve

6B Amazing homes 1

■

contractions

■

common adjectives

SKILLS SKILLS

LISTENING

6B 1B

6.10 Read the Skill box. Then watch or listen to the second part of the show. Complete the key points with the names.

Match pictures a–h with the adjectives in the box. clean narrow light traditional heavy wide modern dirty

a

b

c

d Josh

e

f

g

Charlotte

Go to Vocabulary practice: common adjectives, page 145

2

’s home is very big and very old. ’s home is small, and it’s not expensive. ’s only living in this home for a short time. ’s home has both modern and traditional things.

1 2 3 4 5 6 7 8

There aren’t any windows in Josh’s apartment. It’s quiet in his apartment at night. Charlotte has some new things in her kitchen. Her wardrobe’s very expensive. Danielle’s house is in Canada. She’s cleaning the shelves right now. Manu lives in his beach house for nine months every year. He’s a teacher in California.

6

h

Think of the homes of your friends and family. Describe them to your partner with the adjectives.

7

My parents’ apartment has a modern kitchen and bathroom. There’s an old armchair in the living room.

Danielle

1 2 3 4

6.10 Watch or listen again. Are the sentences true (T) or false (F)?

Discuss the questions in pairs. 1 Do you live in a house or an apartment? How old is it? 2 Are there old or new things in it?

3 A

In pairs, look at the pictures from the show. What adjectives can you use to describe each house?

Manu

Listening builder

3 Describe your favorite room. 4 Do you live in your house or apartment all year?

contractions

When people speak, they usually contract verbs: He is calling from California! → He’s calling from California! My home is not big. → My home isn’t big. I do not understand. → I don’t understand.

8 A a house in the Czech Republic

B

4

Read the Listening builder. In pairs, complete the sentences from the show with the contractions in the box.

b house in the Philippines

don’t there’s it’s I’m bed’s they’re

6.9 Watch or listen to the first part of Learning Curve and check your answers. 1 2 3 4 5 6

6.9 Watch or listen again. Which house in exercise 3 do sentences 1–5 describe? Write a or b. 1 2 3 4 5

This house can move up and down. This house is on an island. This house changes with the weather. This house can get bigger. This house is above the ground because it’s dry there.

Skill

B

9

identifying key points

Challenge! Challenge! Personal Personal Best Best

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Each listening lesson focuses on and practices a particular listening skill, such as listening for the main idea(s) or identifying the key points.

11/10/2017 12:31

6.11 Listen and check.

Discuss the questions in pairs. 1 2 3 4 5

When people speak, listen for the important things they say. • Don’t worry if you don’t understand every word. • People often give an example of the key points using for example, such as, or e.g. • Listen to which words are stressed. People often emphasize the most important ideas.

When cold, the house turns and moves up, and gets a lot of sun. I mean a garage at a house. There are about 300 small apartments. And very cheap. My opposite the kitchen. There are four bedrooms, and a bathroom next to each bedroom. a teacher!

What do you remember about the homes in the video? Which homes in the video do you like? Why? Which homes don’t you like? Why? Do you prefer modern or traditional homes? Why? Do you know someone who lives in an unusual home? Can you describe it?

Write a paragraph about your home or another person’s home.

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Each listening lesson focuses on and practices a particular aspect of connected speech, such as contractions, linking, sentence stress, etc.

51 11/10/2017 12:31

The vox pops also act as models for short speaking tasks where students talk about their own experiences.

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INTRODUCTION

Approach to Skills teaching: D Lessons Each B and D lesson focuses on development of one of the four skills: reading, listening, writing, or speaking. Each D lesson focuses on one of the productive skills, i.e., speaking or writing. The speaking lessons feature a video webshow called Learning Curve. The writing and speaking lessons feature Skill, Text builder, and Conversation builder boxes, The D lessons bring together the language and skills practiced in the unit in a supported Personal Best productive task.

Lesson D – Speaking

SKILLS

Each lesson has clear aims for the Conversation builder and Speaking Skill features.

51

SKILLS SKILLS

Each speaking lesson focuses on and practices a particular function, such as telling a personal story or speaking on the phone. The Conversation builder highlights the functional language from the video and gives students target expressions to take away.

Like the listening skills lessons, each speaking skills lesson is built around Learning the Learning Curve webshow. In Curve speaking lessons, the hosts talk about their personal lives through video diaries, and we see them in different situations.

shoppingfor forclothes clothes ■■ offering offeringhelp help SPEAKING shopping

shopping for clothes Conversation builder

Learning Curve

5D Can I try it on? 1 A

Where are the women’s changing/dressing rooms, please?

4

6

I like those (shirts).

A Do you have this dress in a small?

Skill

B No, I’m sorry, we don’t. We only have it in a large.

offering help

If someone needs something, we can offer to help them: • Ask if they need help: Are you all right? Do you need any help? • Ask if you can help: Can I help you? • Say what you will do: Just a minute. I’ll check. I’ll show you (where they are). Let me ask someone. I’ll be right back.

5.12 Watch or listen to the second part of the show and check ( ) the clothes that Simon, Jack, and Kate try on. 6 7 8 9 10

I like that (shirt).

Read the Conversation builder. Choose two items in the box. In pairs, take turns asking and answering questions about them. Ask about the prices, sizes (small, medium, or large), and colors. dress shirt jacket jeans pajamas shorts

Simon likes / loves / doesn’t mind shopping for sports equipment. He likes / doesn’t like / doesn’t mind shopping for birthday presents. He likes / doesn’t like / doesn’t mind shopping at department stores. The big event is a special dinner / show / party. “First in Web TV” is a prize / video channel / website.

coat top skirt tie suit

I like these (shirts).

Can I pay with cash/by credit card?

5.11 Watch or listen again. Choose the correct options to complete the sentences.

1 2 3 4 5

I like this (shirt).

Asking for permission: Can I try this (suit) on, please?

5.11 Watch or listen to the first part of Learning Curve. Are the sentences true (T) or false (F)?

1 2 3 4 5

this/that/these/those:

How much is it/are they?

1 Simon, Kate, and Jack all want some new clothes. 2 They have a big event next week. 3 They want to order things online.

3

2D 5D

Do you sell (pajamas)?

Do you like shopping in these places? department stores supermarkets markets local stores online shopping malls

2

SKILLS SKILLS

What colors are there?

books food clothes shoes jewelry sports equipment birthday presents

B

offering help SPEAKING

shopping for clothes

Asking for information: Do you have this (suit)/these (jeans) in (blue/a size 38/a medium)?

Do you enjoy shopping for these things? Why/Why not? Tell your partner.

■

scarf shirt dress pajamas shorts

7

5.13 Read the Skill box. Complete the conversation. Listen and check. A B A B A B

1

?

Yes, please. I’m looking for jackets. 2

. Thank you. Do you have this jacket in a large? 3 . I’ll be right back. … Yes. Here you are. Thank you very much.

Go to Communication practice: Student A page 161, Student B page 170

8 A

In pairs, read the situations. Choose your roles. Think about what you need to say.

PREPARE

Situation 1

Student A

You are a customer. You want to buy a blue T-shirt in a medium. You can spend $20. Ask to try the T-shirt on. Ask about the dressing rooms.

Student B

You are a salesclerk in a department store. You have white, blue, and black T-shirts, in small and medium. They are $19.99.

Situation 2 You are a salesclerk in a shoe store. You have shoes in black, brown, and blue, in every size. They are all $40. Offer to help the customer.

5

5.12 Match the two parts to make complete sentences. Watch or listen again and check. 1 2 3 4 5 6 7

Do you have it What colors Do you Where are the How much Can I pay with Can I try

a b c d e f g

sell pajamas? this credit card here? in a size 38? are there? these on, please? is it? women’s changing rooms, please?

Offer to help the customer.

Challenge! Personal Best

Each speaking lesson focuses on and practices a particular speaking skill, such as showing interest or taking turns, which is exemplified in the video.

B

PRACTICE

C

PERSONAL BEST

Act out your conversations. Find a new partner and act out your conversations again. Is your conversation

better this time?

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You are a customer. You want to buy some brown shoes in a size 9. Ask about the price. If it’s OK, ask to try the shoes on.

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Write a conversation between a customer and a salesclerk in a clothing store or department store.

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47 17/10/2017 09:55

Each speaking lesson ends the unit with a step-by-step personalization activity where students follow three steps to consolidate the Conversation builder and Speaking Skill worked on in the lesson.

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INTRODUCTION

Lesson D – Writing

SKILLS

61

SKILLS

WRITING

topic sentences

■

Each writing lesson focuses on and practices a particular writing skill, such as making notes or writing formally.

A range of text types are modeled and exemplified, including blogs, e-mails and essays.

Each lesson has clear aims for the Writing Skill and Text builder features.

topic sentences

describing places Skill

6D Beautiful places Kathmandu Kathmandu Wellington Wellington Lima Lima Warsaw Warsaw San San José José Nairobi Nairobi Kingston Kingston Sofia Sofia

aa bb cc dd ee ff gg hh

Kenya Kenya Poland Poland Nepal Nepal Bulgaria Bulgaria Costa Costa Rica Rica New New Zealand Zealand Peru Peru Jamaica Jamaica

4 A B

BB Think Think of of ten ten more more capital capital cities. cities.

2

c

d

e

5

1 Lisbon’s the capital city of Portugal. It’s on the River Tejo, and it’s next to the sea. Lisbon’s a pretty small capital city – about 550,000 people live there.

1

. It’s in the middle of the country, and it’s on the River Manzanares. Madrid is the capital of Spain and an important political, economic, and cultural center.

2

. A really old park is El Capricho. This park has a river, a lake, and some interesting statues and fountains. Another famous park is El Retiro. This is very popular with families.

3

. You can go to Plaza de Santa Ana, where there are a lot of fantastic bars and restaurants. Other great areas for going out are La Latina, Malasaña, and Chueca.

If you want to go on a day trip, take the streetcar to Belém. It’s the last district before the beach. There are some interesting museums, a cultural center, and some really beautiful parks. You can try Belém’s famous pastel de nata, too. These are delicious custard pastries – perfect with coffee.

4 There are lots of places to eat and go out in Lisbon. Bairro Alto’s a good place, and there are lots of restaurants and stores. It’s pretty noisy at night sometimes. If you want a traditional Portuguese restaurant, go to Alfama or Graça.

Choose a town or city that you know well. Make notes about the following: • places nearby to go on a day trip • good areas to go out (restaurants, stores, etc.) • the weather in different seasons

B PRACTICE Write a description of your town or city. Begin each paragraph with a topic sentence. • • • • •

4 an interesting day trip 5 where to eat and go out

Paragraph 1: Give geographical information about the location and population. Paragraph 2: Describe an interesting area in the city to visit. Paragraph 3: Describe a place near the city where people can go on a day trip. Paragraph 4: Talk about some good areas to go out. Paragraph 5: Talk about the best time to visit.

C

PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do you like about it? Is there a topic sentence? Can you improve the paragraph?

Challenge! Challenge! Challenge! Personal Personal Best Best

54 641549 _ 0048-0057.indd 54

PREPARE

• the location and population • interesting areas to visit • places with good views

Write the paragraph number for each topic. 1 old parts of Lisbon 2 when to visit 3 geographical information

Recommending places: There are wonderful views of … from … If you want to go on a day trip, go to … … is a good place for … … is a great way to … There are lots of places to …

Read the Text builder. Complete the sentences about the city of Santiago.

6 A

You can visit Lisbon during any season. It’s not very cold in the winter. Spring and fall are lovely times to visit because it’s usually warm and sunny. Summer in Lisbon’s very hot, but you can go swimming in the sea to cool down!

3

describing places

1 Santiago Chile. River Mapocho. 2 ”, go to Pomaire. 3 the city and the mountains from San Cristóbal Hill. 4 Bike riding get to the top of the hill. 5 go out in the evening. Barrio Bellavista restaurants.

2 Lisbon has some very old areas. Alfama and Graça are beautiful old districts with narrow streets, small squares, and interesting shops. Above them is the castle of São Jorge. There are wonderful views of the city from the castle. You can walk to Alfama and Graça, or you can take the streetcar. It’s a great way to see this part of the city.

5

6D 1D

In pairs, write a topic sentence for each paragraph about Madrid.

Describing a place’s location and geography: … is the capital city of … … is in the middle of the country/on the River … /next to the ocean. … people live there.

Lisbon a city by the sea

3

SKILLS

Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon.

Read Read the the description description of of Lisbon. Lisbon. Match Match pictures pictures a–e a–e with with paragraphs paragraphs 1–5. 1–5.

b

WRITING

topic sentences

Text builder

a

describing places

When you write a text, give each paragraph one main topic. The first sentence of the paragraph introduces the topic – we call it a “topic sentence.” For example, in paragraph 1, the “topic sentence” is: Lisbon’s the capital city of Portugal.

1 AA InIn pairs, pairs, match match capital capital cities cities 1–8 1–8 with with countries countries a–h. a–h. 11 22 33 44 55 66 77 88

■

11/10/2017 12:31

Each writing lesson focuses on and practices a particular function such as expressing reasons and results, or use of pronouns. The Text builder highlights an aspect of written English to help students build their own texts.

Write about your favorite area in your town or city. Why do you like it? What can you do there?

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55 11/10/2017 12:31

Each writing lesson ends the unit with a step-by-step personalization activity where students follow the three steps to consolidate the Text builder and Writing Skill worked on in the lesson.

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INTRODUCTION

Welcome to Learning Curve: the webshow for Personal Best

What is Learning Curve?

Learning Curve is an exciting webshow about interesting things from around the world. Located Learning and filmed in New York and London, the Learning Curve Curve hosts present documentaries, interview people on the street, and also talk about their personal lives through video diaries.

Learning Curve exposes students to natural spoken language and develops a range of speaking and listening skills. There is a variety of interaction: monologs to camera, narratives in flashback, two-way dialogs, phone conversations, video conference calls, and group conversations.

How is the webshow integrated into the course? All the video content is integrated seamlessly into the course with one video lesson per unit in the Listening (B) or the Speaking (D) lesson.

How and when do I watch Learning Curve? There is a clear Learning Curve icon on the Student’s Book page where video appears (or the corresponding audio should be played). This icon also appears in the Teacher’s Book. Students can watch each show in its entirety (for enjoyment or familiarization purposes), or it can be broken down into more manageable chunks, as recommended in each lesson. Each one is selfcontained, so if one is missed for any reason, that won’t affect the enjoyment of the next show. Watching the video itself is our recommended option where technology allows, but if you are not able to play video in class, all of the video is supplied as audio only both as mp3 and on the Class Audio CDs. The scripts for the video are included in this

Teacher's Book and can also be downloaded from the Richmond Learning Platform.

How does Learning Curve help to develop skills? Too often students are frustrated that while they can understand their course book audio, they quickly feel lost when exposed to language outside the classroom. By using video to develop listening and speaking skills, students will build the skills and confidence to cope better with real life language environments; for example, recognizing that it isn’t always necessary to understand every word when listening for specific information or gist; or that an awareness of “filler expressions” can help students decode spoken language, as well as help them to sound more natural when they produce these themselves. The videos help to bridge the gap between the classroom and the real world by exposing students to natural spoken English with well-staged and supported exercises.

Meet the hosts!

You will also meet …

Eddie Moore

Penny Abernathy

Eddie works in the New York City studio with Penny. He’s from Connecticut. He enjoys traveling and is a very sociable person.

Penny is British and works in the New York City studio with Eddie. She has a busy social life in New York, but sometimes she misses her family and friends. She shares an apartment with her friend, Taylor.

Kate McRea Kate is from Los Angeles and works in the London studio with Simon. She loves being outdoors and doing sports.

Simon Collins Simon, who’s from the south of England, works in the London studio with Kate. He loves tennis, theater, and music. He doesn't like shopping much – or trying new things! He and Penny were friends at school.

Jack Goode

Jack has his own restaurant, The Goode Food Restaurant, where he is the head chef, and he’s also a food blogger and restaurant critic. Jack was at university with Simon and they have been best friends for years.

Taylor Weiss Taylor is from the Midwest in the U.S. She lives in New York City with Penny and works as a personal trainer. She loves yoga and hates being late!

Marc Kim Marc’s family are from South Korea. He lives in New York City, where he works as the IT specialist at Learning Curve. He is also a part-time student.

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INTRODUCTION

Approach to practice: In class Student’s Book: Practice section There is an extensive Practice section at the back of the Student’s Book for Grammar, Vocabulary, and Communication Practice. Students are directed here from the relevant stages in the lesson. These sections should be done in class to get the maximum benefit from the course and can be used for revision later in the course. The Grammar Practice section provides a clear overview of the grammar for the lesson.

The Vocabulary Practice section includes full lexical sets (two or three per unit).

GRAMMAR PRACTICE

1 Read the advertisement and then complete the sentences with there’s a/there are and there’s/there are no.

We use there is to say that something singular exists. There’s a sofa in the living room. There’s a small balcony in my apartment. There are five people in my family. There are three bedrooms in her apartment.

We use some and any with plural nouns. We use some in affirmative sentences when more than one thing or person exists, but we don’t say exactly how many.

There are no tables. / There aren’t any tables. I have no brothers or sisters. / I don’t have any brothers or sisters. Are there any shelves in the bedroom? Plural nouns

1

There’s a shelf in my bedroom.

There are some shelves in the kitchen.

2

There’s no chair in my bedroom.

There are no / There aren’t any chairs in the kitchen.

3

?

Is there a cabinet in your bedroom?

Are there any cabinets in the kitchen?

4

Yes, there is. / No, there’s not/ there isn’t.

Yes, there are. / No, there aren’t.

5

Yes, Yes, Yes, No, 6

Yes,

Prepositions of place

2

3

4

pictures

books

ball B No, there’s not.

? 2 Answer Student B’s questions about his/her missing objects. You can only answer yes or no.

6C Student A 6

7

8

9

10

1 A Look at the information about three cities. Ask Student B for the missing information and write it in the chart. A Is the market in Blue City busy?

B Yes. It’s very busy.

B Answer Student B’s questions. Blue City mosque – really beautiful

sentences with prepositions of place.

The window is across from the door.

Yellowtown

✔

front yard front yard

bedroom

kitchen

museum – really interesting

dining room

11

backyard

The kitchen is The bathroom is The dining room is There is a small yard There is a large yard 6 There are some trees 1 2 3 4 5

14

more than one definition. 1 2 3 4 5 6 7 8

the bathroom. the two bedrooms. the kitchen. the house. the house. the large yard.

People live here. You go here for entertainment. , This is a religious building. , This is usually a tall building. , This can be outdoors or indoors. It is very quiet in this building. You often find this in the center of a square. You can sometimes find restaurants here.

17/10/2017 16:26

museum – interesting?

✘

✔

cathedral – beautiful? Central Park – not very clean

✘

river – clean? monuments – not very famous

✘

B Yes, but the beach isn’t very clean.

7A Student A 1

Look at the two recipes. Ask Student B if he/she has the food items. Which dish can you cook? A Do you have any eggs? B Yes. I have six.

Omelet

Stirfry

3 eggs 1 onion potatoes 1 pepper cheese

rice 2 peppers 2 carrots 2 onions chicken

2 Look at the food in your kitchen. Answer Student B’s questions. B Do you have any beef? A Yes, I do.

162

Go back to page 53

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Explanations, usage notes, and tables.

✘

✔

A I want to go to Yellowtown because it has really nice hotels.

This famous is for Abraham Lincoln. Let’s go to the and buy some food for a picnic. We live on the ninth floor of this . You can see the from about 20 km. away. It’s very tall. I work in a small downtown. It has four floors. At the , you leave your shoes at the door before you go in. There are concerts and soccer games at this . You can walk or ride a bike over this , but you can’t drive over it. There are concerts in our city’s every winter. The central in Wroclaw is really beautiful. There are colorful houses on all four sides. 11 I often go to the to study.

,

hotels – really nice

food and drink – not expensive at all

1 2 3 4 5 6 7 8 9 10

,

146

Go back to page 49

641549 _ 0112-0135.indd 122

local people – friendly?

2 Decide which city you want to visit in pairs.

3 Complete the sentences with places in a city.

across from

▲

behind

in

13

▲

next to

12

2 Match the places in a city with the definitions. Some places go with

Old Town – really pretty

restaurants – not very expensive

✔

art gallery – good?

bathroom bedroom

Greenville

beach – clean?

market – busy? living room

?

?

5

3 Look at the floor plan of a house. Complete the

6.7 We use prepositions of place to describe location.

122

mirror

A Is there a mirror above the bed?

? 1

garage in your apartment building? . shelves in the living room? . basement that you can use? . sofa in the living room? . good restaurants in the area? . schools for the children? .

No,

+ –

between

Match the places in the box with pictures 1–14. Listen and check.

2 Complete the questions and answers about an apartment.

Singular nouns

on

1 Look at the picture and the objects in the box. Ask Student B questions to find out where they are.

6.15

apartment building bridge cathedral concert hall library market monument mosque office building park skyscraper square stadium theater

two bedrooms. a bathroom. a backyard, but a park near the apartment. 4 some big windows in the living room. 5 bathtub in the bathroom. 6 people in the apartment right now. 7 some stores near the apartment. 8 a subway station near the apartment.

We use any in negative sentences and questions with plural nouns. We use no after an affirmative verb and with a singular or plural noun.

under

6A Student A

1

1 2 3

There are some chairs in the classroom. There are some new students in our class. I have some books in my bag.

in front of

6C Places in a city

Third-floor two-bedroom apartment in a popular area near stores and a park. Five-minute walk to subway station. Living room with big windows. Kitchen, bathroom (shower only, no bathtub). Empty – ready to move in!

We use there are for the plural form.

Y/N

COMMUNICATION PRACTICE

VOCABULARY PRACTICE

6A there is/there are, some/any/no, prepositions of place

6.3

The Communication Practice section provides two or three speaking tasks per unit.

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One pairwork task for every grammar point (two per unit) and one for every speaking lesson (every two units).

Picture-dictionary style vocabulary presentations. Additional exercises for extended practice.

Additional exercises practice both form and meaning of new grammar.

Review and Practice There are six Review and Practice sections that review grammar, vocabulary, and functional language across units. They use a variety of exercises and end with a short, fun Personal Best section that allows for language recall in a more productive way. Review and Practice sections appear every two units and give further opportunities to practice grammar and vocabulary.

5 and 6

REVIEW and PRACTICE

REVIEW and PRACTICE

Grammar 1

I usually work in Budapest, but this month Prague. a I work b I working c I’m working

2

What a do you do b you do c doing you

3

My father a can to b can c is

Inside a

luxury plane

on the weekend?

library

c

closet

d

cabinet

44 bedroom bedroomfurniture furniturewhere whereyou you keep keepclothes clothes

e

garage

f

jewelry

55 aabuilding buildingwhere whereyou youcan canread read and andborrow borrowbooks books

g

sandals

h

shelves

armchair armchair jeans jeans bake bake hall hall play playchess chess study study sofa sofa socks socks kitchen kitchen take takephotos photos closet closet scarf scarf bathroom bathroom skirt skirt knit knit bed bed

The letter M is a between b behind c under

L and N in the alphabet.

I’m sorry, but I a am not b can’t c don’t

come this evening.

Furniture Furniture

This Thisisisthe theEmbraer EmbraerLineage Lineage1000E. 1000E.ItIt11 carry carry90 90 passengers, passengers,but butthis thisone onecarries carriesnineteen. nineteen.There’s There’saaliving livingarea area the thefloor. floor.There There with withleather leatherseats seatsand andaawool woolcarpet carpet22 33 five fiveTVs TVsand andfour fourblu-ray blu-rayplayers. players.The Theseats seatsturn turnsoso around aroundaadining diningtable. table.The Thekitchen kitchen four fourpeople peoplecan can44 has hastwo twoovens, ovens,an anespresso espressomachine, machine,and andaa$75,000 $75,000dishwasher! dishwasher! 5 5 6 6 There’s There’saa large largebed bed the thebedroom bedroomand and the thecockpit cockpit aashower. shower.There Thereare aretwo twobathrooms bathroomsand, and,77 and andthe theliving livingarea, area,there’s there’sanother anothercabin cabinfor forthe thecrew. crew.For Fornineteen nineteen passengers, passengers,there thereare aretwo twoflight flightattendants attendantsand andtwo twopilots. pilots.For For luxury, luxury,you you88 do dobetter betterthan thanthe theEmbraer EmbraerLineage. Lineage.

a good restaurant near here?

The books are a at b in c on

a shelf in the kitchen.

They’re living in Dubai. (simple present)

3

What are you doing? (simple present)

4

We don’t work. (present continuous)

5

Where do you live? (present continuous)

6

He wears shorts. (present continuous)

7

She’s not listening. (simple present)

8

Are you playing tennis? (simple present)

Clothes Clothes

Rooms Rooms

Vocabulary Vocabulary 11

department departmentstores stores bake bake jeans jeans tie tie backyard backyard paint paint shorts shorts monument monument

22 I Idon’t don’tlike likeshopping shoppingfor for my mysize. size.

11 attic attic

desk desk

44 On Onthe theweekend, weekend,I Ilove lovesitting sittingininour our

apartment apartment

55 My Mywife wifelikes likesto to

33 sew sew

bake bake

66 I Ilike likelocal localstores, stores,but butI Ihate hate

knit knit

Name five other items of clothing.

44 boots boots

shorts shorts

pants pants

belt belt

77 InInthe thewinter, winter,I I

55 three three

second second

fourth fourth

first first

88 I Ioften oftenwear wear

66 theater theater

stadium stadium

concert concerthall hall

bridge bridge

77 armchair armchair

desk desk

sofa sofa

chair chair

88 narrow narrow

heavy heavy

modern modern

wide wide

son 5C Les

on Less 6B

Name three hobbies with the word play.

List four pairs of opposite adjectives.

on Less 5C

son 6C Les

List three things you can do well.

Name four adjectives to describe cities.

made made ..

ininaamodern modernstyle. style. ..

bread breadand andcakes. cakes.

on Less 5C

son 6C Les

Write three sentences about things you can’t do in college or at work.

Write a sentence with pretty or really.

Personal Best questions and prompts give the opportunity to review a number of language and skills points from the preceding two units, allowing for language recall and personalization.

ininthe thesummer. summer.

son 5D Les

son 6D Les

List three phrases for shopping for clothes.

Write three sentences to describe your city.

56 641549 _ 0048-0057.indd 56

on Less 6A

Write four sentences about your home, with there’s, there’s no, there are, there are no.

. .I Ican cannever neverfind find

kitchen kitchen

22 living livingroom room bedroom bedroom kitchen kitchen

stove stove

bathroom bathroom

son 6A Les Name five rooms in a house.

..

33 InInthe thepark parkininour ourtown, town,there’s there’saa of ofstone. stone.

Circle Circlethe theword wordthat thatisisdifferent. different.Explain Explainyour youranswer. answer.

son 5A Les Describe what you’re wearing today.

44 Complete Completethe thesentences sentenceswith withthe thewords wordsininthe thebox. box.

11 InInmy myoffice, office,all allthe themen menwear wearaa

Rewrite the sentences with the tense in parentheses. She plays tennis. (present continuous)

Hobbies Hobbies

5 and 6

Personal Best

on Less 5A

88 where whereyou youkeep keepthe thecar car

6

2

b

22 you youput putbooks bookson onthese these 33 shoes shoesfor forhot hotweather weatheror orthe thebeach beach

66 aaroom roomunder underthe thehouse house

5

1

basement

33 Put Putthe thewords wordsininthe thecorrect correctcolumns. columns.

a Is it b There’s c Is there

2

a

77 earrings, earrings,necklace, necklace,etc. etc.

speak three languages.

three people in the picture. a They’re b There are c There’s

8

11 kitchen kitchenfurniture furniturewith withaadoor doorwhere where you youkeep keepthings things

in

4

7

22 Match Matchdefinitions definitions1–8 1–8with withnouns nounsa–h. a–h.

eat eat between between can’t can’t are are on on inin very very can can

Choose the correct options to complete the sentences. 1

A variety of exercises review the grammar from the previous two units. Grammar points are tested separately and in combination.

33 Complete Completethe thetext textusing usingthe thewords wordsininthe thebox. box.

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A variety of exercises review the vocabulary from the previous two units. Vocabulary from different units and lessons is reviewed together.

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INTRODUCTION

Approach to practice: Self study Richmond Learning Platform The Richmond Learning Platform complements the practice offered in the Workbook and on the Personal Best Language App with extra practice activities, a forum, messaging, and storage areas, and a powerful and ground-breaking test management system.

Students Students can practice all the language and skills from the Student’s Book on the platform and receive instant feedback. They can try exercises up to three times to learn from their mistakes.

Teachers

There is a full range of downloadable editable or print-and-go resources, including the worksheets and progress tests from the Teacher’s Resource Book, audio scripts, wordlists, and answer keys. Teachers have their own cloud storage area and can share activities from there with their students.

Testing The Richmond Test Bank offers ready-made interactive, editable or PDF tests, and the Test Manager enables teachers to create their own tests from a wide range of activities and tailor them to their students’ needs.

Teachers can track students’ progress and level of self-study activity and assign ready-made activities from the platform or their own tailored tasks. A set of sophisticated tools enable teachers to see at a glance how students are progressing, and to analyze and compare the progress made by individual students and groups.

Personal Best Language Practice App The Personal Best Language App offers free, self-study practice of the language content from the Student’s Book. Grammar and vocabulary are the main focus, although pronunciation is also incorporated. The App includes accompanying audio and images from the Student’s Book. Each level of the course has a corresponding App. This provides further optional self-study practice of the grammar and vocabulary of that level.

There are three different games for each grammar point and three for each vocabulary set from the Student's Book.

Making the most of the App A clear App icon on the Student’s Book and Teacher's Book page indicates wherever a grammar point or vocabulary set has practice material available on the App. Students access the App on an individual basis and use it in their own time (e.g., as optional homework or as on-the-go mobile learning) to internalize what they have learnt in class. The App provides motivation for short bursts of practice through timed activities and game-like challenges with instant feedback.

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INTRODUCTION

Workbook The Workbook provides a page of practice for each Student’s Book lesson and an additional Review and Practice spread to review the content from the whole unit. The Workbook offers comprehensive self-study practice of the language and skills taught in the Student’s Book. It provides practice not only of grammar, vocabulary, and pronunciation but for all four skills – reading, listening, writing, and speaking – for the corresponding Student’s Book lessons. The audio is available as mp3 download on the Richmond Learning Platform.

UNIT

6

Each grammar point is practiced using a variety of controlled exercises.

6A

LISTENING: Identifying key points

Each reading or listening skill is practiced using texts or audio on a topic related to the Student’s Book lesson.

LANGUAGE

GRAMMAR: there is/there are, some/any and prepositions of place

1

6B

SKILLS

Homes and cities VOCABULARY: Rooms and furniture

3

Complete the text with the words in the box. there are are are there is any there some

Order the letters to make words for rooms or furniture. 1 Is there a TCLSEO in your bedroom? 2 There are a lot of old books and toys in the TENSMEAB of our house.

there’s

3 When it’s sunny, I like sitting outside on the YLBCAON.

So, this is my bedroom – I really like it! 1

4 We have got a AGGARE where my parents keep their car.

a window by my bed, so I

5 Julia’s in the THRABOMO. She’s taking a shower.

can see outside. Across from the bed is a TV. I love watching TV in bed at night! 2

some closets, too, for my

clothes. 3

Each pronunciation point has accompanying audio with a practice exercise. This is available as an mp3 download on the Richmond Learning Platform.

6 Their house has a OMORDEB upstairs, and one downstairs.

4

any shelves? Yes,

there 4

– look! There are

5

2 You can wash your clothes in this. w m

books

on them because I don’t like reading. 7

3 This is a room at the top of a house. a

are lots of DVDs, though.

And

8

3

4 You walk up and down these. s

there a desk? No, I do

my homework downstairs on the big table!

2

Write the words for the definitions. 1 You look at your face in this. m

shelves next to the

bed. There aren’t 6

2 There is a picture on the wall.

6 There's grass and sometimes flowers and trees here. b

Choose the preposition which is not correct.

1

7 You can do your homework here. s

1 The boy is in front of / behind / between the door.

3 The big chair is on / behind / in front of the closet. 4 Is his book under / between / next to your shopping bag?

6 I’m nineteen years old. 7 She is not very friendly. 8 They’re not cheap at all.

c spending time with the family d the backyard

4

e the size of the house

2

Say the sentences. How do we say there’s and there are? Listen again and repeat. 6.1

1 The windows are really big and

clean light narrow uncomfortable dirty cheap modern quiet heavy expensive traditional wide noisy comfortable

.

1 There’s a bed in the living room.

2 At first, the house had two

2 There are some chairs next to the table.

3 Loretta has

6 Two apples are in / under / on the table.

3 Is there a sofa in your bedroom?

4 The host thinks their furniture is really

7 Your cat is behind / on / between the sofa.

4 Are there any shelves? No, there aren’t.

5 Loretta’s husband really likes

8 Is your apartment next to / between / on those two stores?

5 There are five tables in their house.

6 Loretta painted the bathroom and

6 Is there any food in the cabinet?

7 The furniture was

7 There’s a stove in the kitchen.

8 Loretta loves sitting on the summer.

8 There’s no hall in his apartment.

Put the adjectives in the box into seven pairs of opposite meanings.

6.2 Listen again. Complete the sentences.

5 My house is between / under / across from the park and the station.

9 Our teacher is in / next to / in front of the big desk.

4 It’s a sunny day today. 5 I do not like vegetables.

b the colors of the rooms

PRONUNCIATION: there’s/there are

5

3 The table is near the window. 6.2 Listen to a TV show about houses. Check ( ) the key points the speakers talk about. a the furniture

8 You cook food here. k

2 The table is next to / across from / in a small window.

Read the sentences. Write the full form or contracted form of the underlined words. 1 He’s very busy at work.

5 You eat food here. d r

. children.

1

.

2

furniture.

3

.

4

expensive.

5

in the

6

10 Her phone is behind / in / under the TV.

7 33

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6C

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3

Choose the correct options to complete the sentences. 1 I love Suzy’s house! It’s a pretty

b really

1 QUESOM

3 METNUNOM

B

good, but

4 HETACLADR

b not at all c pretty

5 QERUAS

4 We don’t want any dinner, thanks. We’re hungry. a really

6 TRAPATEMN DIGLIBUN

b not very c very

5 Everyone likes Laura. She’s a not very

b really

friendly.

b not very

c pretty

8 NORETCC LALH

c really

4

7 "Can they speak English well?" "They can speak it well, but they want to get better." a very

b not very

You can visit museums, art centers, theaters, and movie theaters. The Plaza de España is a very famous place. It was built in 1928 and is really popular with tourists. If you like being active, you can play soccer or golf at the parks and sports centers. There are lots of great places to go walking, too.

c very

Each writing or speaking skill is practiced using texts and exercises on a topic related to the Student’s Book lesson.

s or

3 My sister loves reading. She’s always at the l

y.

6 In my village, there’s a b

. 2 pretty / good student / is / Emile / a

PRONUNCIATION: Sentence stress

.

5

4 friendly / her uncle / very / is / not

. 5 goes / early / to bed / Paola / very

. 6 not / my / warm / are / gloves / very

.

A lot of tourists come to the April Fair every spring. This celebration takes place next to the river – it’s a wonderful party. There is horseback riding, music, and women wearing colorful flamenco dresses.

E

Nicer times to visit are spring and fall, when it’s sunny and a little bit cooler.

e over the river.

. 3 really / costumes / your / colorful / are

D

m here. There's a basketball

5 His brother-in-law’s an accountant. He works in an o eb g.

1 sunny / not / today / it’s / very

There are really fantastic restaurants where you can get delicious tapas and traditional Spanish food. You have to try the delicious potato omelet – it’s fantastic!

t every morning to buy

2 We live in an old city, so there aren’t many s other tall buildings. 4 There’s a small s game every weekend.

Order the words to make sentences.

C

Complete the words. 1 My mom goes to the m fruit and vegetables.

b not at all c pretty

8 She’s good at sports. She often wins competitions! a not at all

It’s on the River Guadalquivir, but it’s pretty far from the sea. It’s a busy and lively place with a population of 700,000.

7 RGEBID

6 "Can you clean your bedroom? It’s messy." a not at all

A

2 TREHEAT

attractive.

b not at all c very

3 "Do you like this music?" "It’s it’s not my favorite." a not very

WRITING: Topic sentences

Order the letters to make words for places in a city.

beautiful. c not very

2 I don’t like that dress – it’s a pretty

6D

SKILLS

VOCABULARY: Places in a city

1

2

19/09/2017 09:23

LANGUAGE

GRAMMAR: Modifiers

Each vocabulary set is practiced using a variety of exercises.

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1

6.3 Underline the stressed words in the sentences. Listen, check, and repeat.

Read the text about Seville. Match paragraphs A–E with topic sentences 1–5.

1 That chair’s not very comfortable.

1 If you visit Seville in the summer, it can be very hot.

2 Her grandparents’ house is pretty modern.

2 Seville is also well known for its festivals.

3 It’s a very famous painting.

3 You can always find something good to eat in this city.

4 That restaurant's not at all expensive. 5 Our balcony is always really sunny.

At the back of the Workbook, there are six additional pages devoted to further writing skills practice, such as making notes or writing a narrative. These feature more model texts and exercises to practice the writing skill of the unit.

4 Seville is a famous Spanish city.

6 This is a pretty heavy table.

5 There are so many things for tourists to see and do in Seville.

7 The restaurant is very traditional.

2

Complete each sentence about Rome with one word. 1 Rome is the 3 Walking is a great

there. to see the sights.

4 There are wonderful top of the Gianicolo hill. 5 If

3

city of Italy.

2 More than 2.5 million people

of the city from the

like historic sights, go to the Colosseum.

6 There are also lots of really good

to eat.

Write about a city you know well. Begin each paragraph with a topic sentence. Include the following information: Paragraph 1: Where is the city? Paragraph 2: What can you do there? Paragraph 3: What special events or festivals are there? Paragraph 4: Where can you go to eat? Paragraph 5: When is the best time to visit?

34

35

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6

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REVIEW and PRACTICE REVIEW

HOME

The Review and Practice section features podcasts and blogs from the Learning Curve team. This section reviews the language taught in the unit and provides further listening and reading practice.

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BLOG

REVIEW

REVIEW and PRACTICE

PODCASTS

ABOUT

CONTACT

HOME

BLOG

PODCASTS

ABOUT

6

CONTACT

Tom and Sam write about Buenos Aires. Tom and Sam talk about Sally and José's house.

The best of Buenos Aires We asked our readers to tell us about their favorite places in the beautiful city of Buenos Aires. Thanks for all your great ideas. We want to go there – now! We hope you do, too, when you read our blog!

LISTENING

READING

1

1

6.4 Listen to the podcast about Sally and José’s house. What is unusual about it?

1

b There are two houses inside it.

2

c It’s not very neat.

2

2 They don’t like each other. 3 They can’t live together. 4 Sally goes to bed late. 5 José gets up early. 6 They are both clean and tidy. 7 They have the same rooms. 8 José doesn’t see Sally every day.

3

6.4 Listen again and check ( ) the parts of the house that Sally and José mention. 1 backyard 2 dining room 3 kitchen 4 living room 5 bedroom 6 bathroom 7 basement 8 hall

2 3

3 4

4

6.4 Listen again. Are the sentences true (T) or false (F)? 1 Sally and José live in the country.

1

Read the blog on page 37 about Buenos Aires. Match paragraphs A–E with pictures 1–5.

a There is no furniture.

5

2

Choose the correct options to complete the sentences.

A El Ateneo Grand Splendid

1 El Ateneo Grand Splendid doesn’t sell a books. b furniture. c food and drink.

El Ateneo Grand Splendid is the best bookshop in the world! It’s in a beautiful building, which is nearly a hundred years old. There are lots of books, balconies, and comfortable chairs, and there’s a café that sells excellent coffee and delicious pastries. It’s perfect for book lovers!

2 You can watch sports at a San Telmo. b La Poesía. c La Bombonera. 3 You don’t have to pay for a the soccer games. b the walking tours. c the coffee at La Poesía.

5

B La Bombonera Above the houses and stores of La Boca, you can find the soccer stadium. This is where the Boca junior soccer team plays. It’s not too expensive to get a ticket for a game, and it’s a really exciting place to spend some time.

4 They sell cheap clothes a in the park. b next to the theater. c at the market.

C City walking tours

5 San Telmo has lots of a interesting buildings. b good places for music. c parks.

Every day there are free walking tours of Buenos Aires, and you can choose to see the city during the day or at night. You’ll visit modern and traditional buildings, from libraries to cathedrals. There is also a stop at the local market where you can buy clothes and food – clothes are not at all expensive here. The tour begins at the park across from the National Theater and finishes at a bar where you can hear some live Argentinian music.

6 The street art tour a is in one part of the city. b is in different parts of the city. c starts next to an ice cream shop.

D San Telmo San Telmo is the oldest part of the city. There are narrow streets full of interesting stores, monuments, and some excellent restaurants, too. It’s a great place to find an outdoor café, order coffee, and watch the world go by. A very popular café is La Poesía. It’s next to a beautiful old church.

E Street art tour Buenos Aires is famous for street art, and there are some really colorful paintings. The street art tour is a good way to learn about the artists in this amazing place. It takes you all over the city and finishes in a famous ice cream shop. The guides are really friendly, too!

Our next blog post is about Egypt. Do you have any useful travel tips? Let us know!

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INTRODUCTION

Teacher’s Components Teacher's Book The Teacher’s Book is a comprehensive, full-color resource that incorporates the complete Student’s Book. It provides all the necessary procedural guidance to teach the Student’s Book lessons as well as extra ideas to extend and support students. There is a unique 3xPractice feature for each lesson to help teachers and students go deeper into the activities and experiment with forms and meanings.

Each full-sized, color Student's Book page is next to its accompanying teaching notes.

The Overview gives a short summary of the unit content and aims.

The aims of each lesson are clearly outlined.

There is an accessible easy-to-use warmer activity at the start of each lesson to interest and engage students in the topic.

UNIT

UNIT

Homes and cities 6

UNIT

6

Homes and cities LANGUAGE

there is/there are, some/any

■

prepositions of place

UNIT 6 OVERVIEW: This focus of this unit is the places where people live. Sts read a text about a microapartment in Hong Kong, and talk about a room in their own home. They watch or listen to people talking about unusual homes and discuss traditional and unusual homes. They read a text about New York City, and listen to descriptions of places to visit in other cities. They end by reading a description of Lisbon, and writing a description of a city they know.

rooms and furniture

■

6A A small space 1

SKILLS

LANGUAGE

Look at these rooms and items of furniture. Which of them do you have in your home? Can you think of more?

Grammar there is/there are; some/ any; prepositions of place; modifiers

kitchen bedroom living room cooker wardrobe armchair sofa mirror

Vocabulary Rooms and furniture; common adjectives; places in a city

Listening Identifying key points; contractions

Pronunciation there’s/there are; sentence stress

Writing Topic sentences; describing places

Go to Vocabulary practice: rooms and furniture, page 145

2 A B

3

Look at the title of the text and the pictures. How is the apartment special?

LANGUAGE

Read the text and check.

6A A small space

Read the text again and answer the questions. 1 What is Gary’s job? 2 How does Gary make the different ‘rooms’? 3 Where is his bed?

4 Where can guests sleep? 5 According to the text, what free-time activities can Gary do in the apartment?

3xPractice boxes encourage students to engage more deeply with the language in three steps.

6A

Sts read about a micro-apartment in Hong Kong and practice talking about the rooms and furniture in their own home. Grammar there is/there are, some/any; prepositions of place

24-room micro-apartment HONG KONG is a busy and exciting city with a population of more than seven million. Like most people in

Vocabulary Rooms and furniture (attic, balcony, basement, bathroom, bedroom, dining room, garage, garden, hall, kitchen, living room, study, bathroom, armchair, bed, desk, shelves, sofa, closet)

Ask: Where do you live? In a town or city, or in the countryside? In an apartment or a house? Is your home big or small? Is it old or modern? Elicit a few answers from individual sts, then put sts into pairs to talk about their home. Ask some pairs to tell the class how similar or different their homes are.

When you come into the apartment, you see just one room. There’s a wall with a TV on it. If you move this, you find a kitchen with a sink and cooker. Next to the kitchen, there’s a small wall with a washing machine behind it. Back in the main room, are there any chairs? No, there aren’t any armchairs, but there’s a small sofa on a wall. You can lift the sofa, pull down the wall and it becomes a double bed! There are some shelves for books next to the bed and there’s a desk under the shelves.

1

Another wall in the main room has shelves for Gary’s 3,000 CDs. If you move this wall, you find a bathroom behind it. Is there space for visitors? Gary can cover the bath to make a bed for guests. In total, Gary can make 24 different ‘rooms’, including a dining room, a study and a home cinema. There isn’t a balcony, but Gary doesn’t mind. He has enough space to have dinner with friends, do yoga and even have a party!

Read through the words in the box with the class and pre-teach if necessary. Sts work in pairs and discuss which things they have in their home. Get feedback from them.

3 x PRACTICE

Remind sts to go to the app for further self-study vocabulary practice of rooms and furniture.

2 A

Refer sts to the title of the text and the pictures. Discuss as a class how the apartment is special. Elicit a range of ideas and encourage sts to guess and speculate, but don’t confirm the answers yet.

SB page 48, exercise 1

1 Do the exercise as normal. Get feedback from sts, then

elicit the three rooms in exercise 1: kitchen, bedroom, living room. Write these on the board. Brainstorm more rooms and add them to the board. Elicit which of the items in exercise 1 go in the different rooms and add them to the board. Brainstorm more ideas and add them to the board. 2 Do the exercises on the Vocabulary practice page with the class, then ask sts to close their books. Tell them they have learned 26 words for rooms and furniture. Give them three minutes to remember as many as they can. See who remembered the most. 3 Say: This is in the kitchen. You use it to wash your clothes. Elicit the correct word (washing machine). Sts work in pairs and write four more clues for furniture. Tell them they must include information about which room it is usually in. Sts can then work in groups of four to read their clues to each other and guess the words.

48

Communication Talking about your home

Go to Vocabulary practice: rooms and furniture, SB page 145/TB page 303. Sts will find more language presentation and practice for rooms and furniture here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 6A.

WARMER

Hong Kong, architect Gary Chang lives in a small apartment. But Gary’s apartment has a difference – he can move the walls. It’s only 32 square metres, but he can create a lot of new ‘rooms’ inside it.

Pronunciation there’s/there are

B Sts read the text to check the answer to the question in exercise 2A. Check the answer with the class. Answer It’s only a small apartment, but you can create 24 different rooms inside it.

3

Sts read the text again and answer the questions. With stronger classes, encourage sts to write full sentences in their answers. Check answers. Ask: Would you like to live in an apartment like this? Why/Why not?

Extra Practice activities offer ideas for further extending and exploiting the topic and language or skill of the lesson.

Answers 1 He’s an architect. 2 He moves the walls. 3 It’s inside the wall behind the sofa. 4 They can sleep on top of the bathtub. 5 He can watch movies, have dinner with friends, do yoga, and have a party.

108

EXTRA PRACTICE Workbook page 32; photocopiable activity 6A Vocabulary

109

topic sentences Skill

6D Beautiful places 1 A

2

Kathmandu Wellington Lima Warsaw San José Nairobi Kingston Sofia

B

Think of ten more capital cities.

a b c d e f g h

Kenya Poland Nepal Bulgaria Costa Rica New Zealand Peru Jamaica

describing places

WRITING

SKILLS

6D 1D

SKILLS Skill Read the Skill box on SB with sts about topic sentences. Explain that topic sentences help the reader by giving them information about each paragraph at the beginning of the paragraph. Explain that the topic sentence should be quite general, then the paragraph itself can give more detailed information and opinions.

When you write a text, give each paragraph one main topic. The first sentence of the paragraph introduces the topic – we call it a “topic sentence.” For example, in paragraph 1, the “topic sentence” is: Lisbon’s the capital city of Portugal.

In pairs, match capital cities 1–8 with countries a–h.

1 2 3 4 5 6 7 8

■

topic sentences

4 A B

Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon.

Answers 2 Lisbon has some very old areas. 3 If you want to go on a day trip, take the streetcar to

2

. A really old park is El Capricho. This park has a river, a lake, and some interesting statues and fountains. Another famous park is El Retiro. This is very popular with families.

Belém. 4 There are lots of places to eat, and go out in Lisbon. 5 You can visit Lisbon during any season.

3

. You can go to Plaza de Santa Ana, where there are a lot of fantastic bars and restaurants. Other great areas for going out are La Latina, Malasaña, and Chueca.

Personal Best boxes provide activities for weaker students. They are easy for teachers to set up and for individual students to work through on their own.

Read the description of Lisbon. Match pictures a–e with paragraphs 1–5.

Text builder

B

Elicit or explain that Madrid is the capital city of Spain. Sts work in pairs to write a topic sentence for each paragraph about Madrid. Discuss their answers as a class. Possible answers 1 Madrid is the biggest city in Spain. 2 There are lots of wonderful parks. 3 There are lots of places to go out.

describing places

Describing a place’s location and geography: … is the capital city of … … is in the middle of the country/on the River … /next to the ocean. … people live there.

5

Sts underline the topic sentences in paragraphs 2–5 of the description on page 54. Check answers.

. It’s in the middle of the country, and it’s on the River Manzanares. Madrid is the capital of Spain and an important political, economic, and cultural center.

1

Concept check questions ensure students have understood the grammar teaching point, or the 6 text builder / listening builder/ conversation builder language presented in the lesson.

4 A

In pairs, write a topic sentence for each paragraph about Madrid.

Recommending places: There are wonderful views of … from … If you want to go on a day trip, go to … … is a good place for … … is a great way to … There are lots of places to …

1 Santiago Chile. River Mapocho. 2 ”, go to Pomaire. 3 the city and the mountains from San Cristóbal Hill. 4 Bike riding get to the top of the hill. 5 go out in the evening. Barrio Bellavista restaurants. PREPARE

Choose a town or city that you know well. Make notes about the following:

• the location and population • interesting areas to visit • places with good views

5

• places nearby to go on a day trip • good areas to go out (restaurants, stores, etc.) • the weather in different seasons

Answers 1 is the capital city of, It‘s on the 2 If you want to go on a day trip 3 There are wonderful views of 4 is a great way to 5 There are lots of places to, is a good place for

Paragraph 1: Give geographical information about the location and population. Paragraph 2: Describe an interesting area in the city to visit. Paragraph 3: Describe a place near the city where people can go on a day trip. Paragraph 4: Talk about some good areas to go out. Paragraph 5: Talk about the best time to visit.

6

Write about your favorite area in your town or city. Why do you like it? What can you do there?

PERSONAL BEST Sts can practice describing places and using can further by writing a description of their favourite area in their town or city. They can compare their descriptions in pairs. Weaker sts can work in pairs. They read the description in exercise 2 on page 54 again and note down five useful words or phrases for describing places, e.g., beautiful old district, You can try ..., If you want a traditional restaurant, go to ... . They can then use these words or phrases to write sentences about their own town or city. Sts can compare their answers in small groups.

With books closed, write the following fill-in-the-blank sentences on the board: 1 Lisbon is ___ small capital city. 2 Lisbon has some ___ old areas. 3 There ___ interesting museums. 4 ___ also lots of bars. 5 It’s ___ noisy at night. 6 It ___ cold in the winter. Point out that in some sentences the missing words are modifiers, and some are related to there is/there are. Sts work in pairs and complete the sentences from memory. They can check their answers in the text. Remind them that it is important to use new language that they learn, to help them remember it. Answers 1 really a 2 very 3 are some 4 There are 5 pretty 6 's not very

Students follow the steps to write their own description. PREPARE Sts prepare their ideas. With weaker classes, you could choose one or two cities, then brainstorm some ideas as a class and make notes on the board.

PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do you like about it? Is there a topic sentence? Can you improve the paragraph?

Challenge! Challenge! Personal Best

PERSONAL BEST Sts work in pairs. They exchange their descriptions with their partner and choose a paragraph that they like. They check that it has a topic sentence and give feedback on what they like about it, and how it could be improved. Encourage a spirit of peer support and cooperation.

A

C

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Sts read the sentences and complete them with the correct phrases. Check answers.

B PRACTICE Write a description of your town or city. Begin each paragraph with a topic sentence. • • • • •

C

EXTRA PRACTICE Text builder Read the Text builder box with sts about describing places. Explain the meaning of wonderful views if necessary. Point out that we say a city is on a river, and next to the the ocean. Ask questions to check concept. Concept check questions: What phrases can we use to describe a place’s location? (it’s in the middle of the country, on the River ... , next to the ocean). What phrase can we use to talk about the population? (... people live there). What phrase can we use to recommend a day trip? (If you want to go on a day trip, go to ...). What phrase can we use to recommend places to eat? (there are lots of places to eat). What phrase can we use to recommend a way of traveling around a city? (... is a great way to get around the city).

Read the Text builder. Complete the sentences about the city of Santiago.

A

6D

B PRACTICE Sts use the description in exercise 2 as a model and write their own description. Refer sts back to the Skill box, and remind them to use topic sentences. Refer them back to the Text builder box, and encourage them to use a range of different phrases for describing and recommending a place. You could set this stage for homework if you prefer.

55

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INTRODUCTION

Teacher's Resource Book The Teacher’s Resource Book provides extensive photocopiable materials and unit tests. The photocopiable activities can be used as a change of focus or used as revision at a later stage. The unit tests help with recall and provide a sense of progress. There are photocopiable activities for grammar, vocabulary, and skills.

Students work in pairs or groups to complete engaging tasks that practice the language or skills from the lesson.

1A 1C

1B 1C

GRAMMAR

1B

VOCABULARY

What’s in the bag?

Tell me the answer

ASK A QUESTION

SKILLS

1B Skills

Make sentences using a star, a circle and a triangle.

Shaping sentences

Look at your picture and the words in the box. Which things can you see? Put a check (✔) or an x (✘) next to each word.

Is your teacher at home?

chewing gum (✘) comb (✔) glasses ( ) gloves ( ) hairbrush ( ) identity card ( ) keys ( ) mirror ( ) phone ( ) photo ( ) purse ( ) stamps ( ) sunglasses ( ) candy ( ) tablet ( ) tissues ( ) flashlight ( ) umbrella ( ) wallet ( ) watch ( )

Are you a student?

Simple statements with be

are in the classroom

from Brazil

We

Sts play a game in groups. The aim is to review simple statements with be.

PREPARE This

.... .

.......

......

......

Where is your teacher from?

Where are you from?

My name

isn’t

Are your parents Mexican?

in London

You

Elena

Is this an Italian class?

Is your class in the U.S.?

What’s your last name?

What is your teacher’s name?

ASK A QUESTION

in the park

at home

Personal Best

is

Sts work in groups. Give each group a copy of the worksheet and make sure that each group has a sheet of paper to write their answers on.

3 4

ASK A QUESTION

Set a time limit for sts to do the activity and monitor.

Possible answers

STUDENT B

We are in the classroom. We’re not in London. This isn’t my blog. This is really exciting. I am twenty years old. I’m not at home. My name is/’s not Elena. He is interesting. She’s not American. My friends are in the park. My favorite place is my class.

American

chewing gum (✔) comb (✘) glasses ( ) gloves ( ) hairbrush ( ) identity card ( ) keys ( ) mirror ( ) phone ( ) photo ( ) purse ( ) stamps ( ) sunglasses ( ) candy ( ) tablet ( ) tissues ( ) flashlight ( ) umbrella ( ) wallet ( ) watch ( )

Where are your friends from?

am

Are you famous?

’re not

my class

really exciting

FINISH He

Personal Best

The team

My favorite place It

How old are you?

How are you?

my blog

Fast finishers work in their groups. Tell them to cover the sentences they wrote and try to remember as many sentences as possible.

At the end, ask groups to call out their sentences and check they are correct. For each correct sentence, the group wins one point. The group with the most points is the winner.

I

interesting

Look at your picture and the words in the box. Which things can you see? Put a check (✔) or an x (✘) next to each word.

ASK A QUESTION

EXTRA PRACTICE

Explain that sts have to make as many sentences as possible using the shapes on the worksheet and write each one down. Each sentence must include a word or phrase from a star, a circle and a triangle, e.g., We aren’t from Brazil. We are in the classroom. Elicit one or two more examples from the class.

English

She

My friends

What’s in the bag?

Sts use the words in the triangles and the circles to make true sentences about themselves and their lives. Set a time limit for this, then have sts compare their sentences in groups and find similarities.

PRACTICE

1

’m not

What personal possessions do you carry around with you? Make a list and tell your partner.

PERSONAL BEST

Make one copy of the worksheet for each group.

2 What’s your name?

1B

SKILLS

Shaping sentences

STUDENT A

START

The teacher’s notes provide preparation and procedural notes as well as extra practice ideas.

Think of someone that you know well, e.g., a friend or someone in your family, and tell your group about him/her. Say the person’s name, nationality and age. Say if the person is a friend or someone in your family and tell your group where he/she is now.

Personal Best

Personal Best

What personal possessions do you carry around with you? Make a list and tell your partner.

Personal Best A2 © Richmond 2017

twenty years old

Look at the words in the triangles and circles. Use these to make sentences that are true about you. Compare your sentences with the people in your group. Are there any sentences which are the same or similar?

Personal Best A2 © Richmond 2017

Personal Best A2 © Richmond 2017

Personal Best A2 © Richmond 2017

UNIT 6

PROGRESS TEST A

Name:

Date:

...................................................................................

..........................................

Complete the multiple choice questions. Write the correct answer in the box. 1 Have you

seen a tiger?

2 Every year, we drive along the Atlantic 3 I would exercise more if I

A follow-up Personal Best task at the end of each activity allows a more personal response.

. more time.

4 There’s too much food but I don’t want to 5 She has never

Iran.

b ever

c once

a coast

b sea

c mountains

a would have

b had

c have

a throw it

b lose it

c throw it away

a been to

b gone to

c been in

6 I would buy a new fridge, if I

you.

a were

b am

c will be

7 Niagara is one of the largest

in the world.

a rivers

b waterfalls

c streams

a went

b go

c been

a sunrise

b sun

c sunset

8 I

there 20 years ago.

9 We watched the

The Teacher’s Resource Book also provides photocopiable Unit Language Tests to check students' progress quickly in class or as homework.

.

a always

and then went for dinner.

10 If you left now, you 11 She

the train.

a will be able to b could catch c can catch

snowboarding.

12 Anna’s car 13 I

on the way to work. you a lift, if the car was working.

14 I really want to

who took my phone.

15 If you could live anywhere in the world, where

live?

16 Could you buy some coffee, we have 17 I didn’t know the word so I 18 We have tasted it

it. in the dictionary.

.

b not tried

a broke up

b broke down c broke away

a ’d give

b had give

c has never tried

c give

a look after

b look up

c find out

a would you

b will you

c you would

a run out of

b lost

c emptied

a looked at it

b looked it up c looked it

a several times b 2 years ago c last weekend

19 One of the driest places in the world is Death 20 Surfers love going to Hawaii for its huge

a has try

. .

a Shore

b Cave

c Valley

a waves

b seas

c oceans

Score

B1 Pre-intermediate

2

out of

20

Personal Best B1 © Richmond 2018

Audio / Video pack

Digital Book

The Audio and Video pack includes the Class Audio CDs and Class Video DVDs. All audio and video is also available to download from the Richmond Learning Platform.

This is a complete projectable digital resource for the teacher: it provides the Student’s Book in digital format with embedded audio, video, scripts, notes, and answers, for use with a smart board or projector.

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UNIT

1

You and me LANGUAGE

the verb be

■

countries and nationalities

■

numbers 1–1,000

1A Meeting and greeting 1 2

What country are you from? Name three more countries near your country.

A

Match the countries in the box with maps 1–6. Colombia Germany Turkey the U.S. Brazil Japan

1

2

B

3

3

4

5

6

1.1 Listen. Write the letter of each speaker next to the correct map. 1.1 Listen again. Write the nationality of each country in exercise 2.

the U.S. – American

Go to Vocabulary practice: countries and nationalities, page 136

4 YOU AND ME A B

In pairs, look at the pictures. Where do you think the people are from? Read the conversations in exercise 5 and match them with pictures a–c.

a

5

b

c

1.3 Listen and complete the conversations. 1 Emilia Sabine Emilia Sabine Emilia Sara

Hello. My name’s Emilia and this is Sara. Hi, 1 Sabine. Nice to meet you. You, too. Where 2 from? I’m from Germany. And you? 3 from Colombia, from Bogotá. I’m not! I’m from Cali.

2 Sam

Oscar Meiko Oscar Meiko

Oscar, this is Meiko. 4 from Japan. And Meiko, this is Oscar. 5 from Brazil. Nice to meet you, Meiko. You, too, Oscar. How do you spell your name? 6 M-E-I-K-O.

3 Jo Hi, Ali. How are you? Ali Good, thanks. And you? Jo I’m fine. Where are Jean and Paola? Ali They’re not here. 7 at the conference center. Jo What about Andreas? Ali 8 here. His train’s late.

Person

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20

EXTRA PRACTICE Workbook page 2; photocopiable activity 1A Vocabulary

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23

UNIT

UNIT

You and me 1 UNIT 1 OVERVIEW: This unit looks at meeting people and talking about yourself. Sts listen to people meeting and greeting each other, and then practice meeting and greeting. They learn vocabulary for nationalities and read about a young soccer player. They share personal information and practice talking about their personal possessions. LANGUAGE Grammar The verb be; possessive adjectives; ‘s for possession

SKILLS Vocabulary Countries and nationalities; numbers 1–1,000; personal objects

Pronunciation Contractions of be; sentence stress

Reading Approaching a text; simple statements with be

Speaking Asking for and giving personal information; asking for clarification

1A

LANGUAGE

1A Meeting and greeting

Sts listen to conversations in which people meet and greet each other, and practice introducing themselves. Grammar The verb be

Vocabulary Countries and nationalities (Brazil/Brazilian, the U.S./American, etc); numbers 1–1,000

Pronunciation Contractions of be (I’m, you're, he’s, they're, etc.)

Remind sts to go to the app for further self-study vocabulary practice of countries and nationalities.

WARMER Introduce yourself by saying, Hello, my name’s ... . Invite a few students to say their names by asking What’s your name? Ask sts to turn to their partner to say hello, and say their name.

1

Point to the first picture and ask the question. Encourage sts to guess. Don’t confirm the answers yet.

B

B

Play the first speaker. See TB page 356 for audio script. Ask: Which country is he from? (Turkey) Play the rest of the track. Sts listen and write the letter of each speaker next to the correct map. Check answers. 1.1

Answers 1 D 2 F 3 B 4 C 5 A 6 E 1.1 Play audio track 1.1 again for sts to listen and write the nationalities. Check answers.

Answers 1 Japan – Japanese 2 the U.S. – American 3 Brazil – Brazilian 4 Germany – German 5 Turkey – Turkish 6 Colombia – Colombian

Go to Vocabulary practice: countries and nationalities, SB page 136/TB page 285. Sts will find more language presentation and practice for Personal Best countries and nationalities here. Do these exercises with the class, or set them for homework, before continuing with exercise 4A of lesson 1A.

Sts read and match the conversations. Check answers. Answers 1 b 2 c 3 a

In pairs, sts match the countries with the maps. Answers 1 Japan 2 the U.S. 3 Brazil 4 Germany 5 Turkey 6 Colombia

3

4 A

Sts work in pairs to say where they are from and name three more countries near their country.

2 A

Communication Meeting and greeting people

5

1.3 Play audio track 1.3. See the SB page opposite for audio script. Allow sts time to compare their answers in pairs, and then play the track again for them to check and complete their answers. Check answers with the class.

Answers 1 I’m 2 are you 3 We’re 4 She’s 5 He’s 6 It’s 7 They’re 8 He isn’t

3 x PRACTICE

SB page 4, exercise 5

1 Do the exercise as normal. To check answers, play

the audio again, pausing before each fill-in-the-blank sentence for sts to suggest the answers. Ask other sts if they agree, and then play the audio for them to check. 2 In pairs, sts cover the conversations, and then uncover them line by line. They try to predict the next line each time before they reveal it. 3 Ask sts to look at the introductions in the first two lines of each conversation. Play the audio again for them to focus on the pronunciation and intonation. Sts then practice until they can say the lines fluently, and then swap roles and practice again. 21

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the verb be

6

■

countries and nationalities

■

numbers 1–1,000

1A

LANGUAGE

Choose the correct forms of be. Use the conversations in exercise 5 to help you. Then read the Grammar box. ’m not ’s ’re not ’m ’re ’s not 1 I am = 2 You / We / They are = 3 He / She is =

4 I am not = 5 You / We / They are not = 6 He / She is not =

Grammar thefrom verbBritain? be 3 You are / Are you Affirmative: I’m from Italy.

She’s Japanese.

Negative: I’m not from Spain.

We’re German.

He’s not/He isn’t here.

Questions and short answers: Are you from Spain? Yes, I am. No, I’m not.

They’re not/They aren’t American. Is Andreas here? Yes, he is. No, he’s not/ he isn’t.

Go to Grammar practice: the verb be, page 112

7

A

1.5 Pronunciation: contractions of be Listen and repeat the contractions.

I’m you’re he’s she’s it’s we’re they’re

B

1.6 Say the sentences. Listen, check, and repeat.

1 I’m American and they’re Brazilian. 2 He’s Irish.

8

Complete the sentences with the correct form of be. Use contractions if possible. 1 2 3 4 5

9

3 You’re Peruvian and we’re Turkish. 4 She’s from Russia.

Pedro Brazilian. He from Recife. My parents from Poland. Dublin in the UK. It in the Republic of Ireland. “ your name Carlos?” “No, it Carlo.” “ you from Mexico?” “No, I .I from Peru.”

In pairs, look at the pictures. What countries are the people from? What nationality are they? A This is … He’s American. B No, he’s not. He’s Canadian!

a

b

c

d

e

Go to Communication practice: Student A page 158, Student B page 167

10

Write the words or numbers. 1 2 36 3 4 364 5

and

6 634 7 8 908 9 10 894

twenty-five a hundred and forty-three seventy-seven

two hundred and eight a thousand

Go to Vocabulary practice: numbers 1–1,000, page 136

n’s

11

In pairs, introduce yourselves to each other. Say your age if you want to. Hello. My name’s …

You, too.

Nice to meet you.

Personal Best 641549 _ 0004-0011.indd 5

22

Where are you from?

I’m … years old. How old are you?

Imagine that you meet a famous person. Write the conversation. Introduce yourself and ask him/her about himself/herself.

EXTRA PRACTICE Workbook page 2; 00;photocopiable photocopiableactivity activity1A1AGrammar Grammar

641586_P020_035_U01.indd 22

I’m …

5

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1A

LANGUAGE

6

Sts choose the correct forms of be, using the conversations in exercise 5 to help them. They could work in pairs for this. Check answers.

Answers a Catherine (Kate) Middleton, Duchess of Cambridge and b c d e

Answers 1 ’m 2 ’re 3 ’s 4 ’m not 5 aren‘t 6 isn’t

Prince William, the U.K., British Rafael Nadal, Spain, Spanish Justin Bieber, Canada, Canadian Neymar, Brazil, Brazilian Nicole Kidman, Australia, Australian

Grammar Read the Grammar box with sts about the verb be. Explain that the verb be is irregular, so sts need to learn all the forms. Point out that we usually use contractions rather than full forms (I’m, he’s, etc.). Write a few full forms and contractions on the board and elicit that the apostrophe in each case replaces a missing letter, e.g., I’m = I am, she’s = she is, we’re = we are. Point out the inverted word order in questions. Ask questions to check concept. Concept check questions: I am from Italy/I’m from Italy – same meaning? (yes). We are American – what’s the contraction? (We’re American). He’s not from Germany – positive or negative? (negative). They’re from Turkey – positive or negative? (positive). She aren’t from Japan – correct or incorrect? (incorrect – she’s not). I not from Brazil – correct or incorrect? (incorrect – I’m not). You are from the U.S.? – correct or incorrect? (incorrect – Are you from the U.S.?). What’s the short answer to that question? (Yes, I am./No, I’m not.).

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 158. All “Student B” sts should go to SB page 167. Go to TB page 329 for the teacher notes. Do the activity, and then continue with exercise 10 of lesson 1A.

10

Answers 1 25 2 thirty-six 3 143 4 three hundred and sixty-four 5 77 6 six hundred and thirty-four 7 208 8 nine hundred and eight 9 1,000 10 eight hundred and ninety-four

Go to Vocabulary practice: numbers 1–1,000, SB page 136/TB page 285. Sts will find more language presentation and practice for numbers from 1–1,000 here. Do these exercises with the class, or set them for homework, before continuing with exercise 11 of lesson 1A.

Go to Grammar practice: the verb be, SB page 112/TB page 237. Sts will find more language presentation and practice for the verb be here. Do these exercises with the class, or set them for homework, before continuing with exercise 7A of lesson 1A. Remind sts to go to the app for further self-study grammar practice of the verb be.

7 A

1.5 Play audio track 1.5 for sts to listen and repeat the contractions. See the SB page opposite for audio script. 1.6 Sts work in pairs and practice saying the B sentences, focusing on the contractions of be. Play audio track 1.6. See the SB page opposite for audio script. Sts listen and repeat.

8

Read out the first fill-in-the-blank sentence and elicit the missing words as an example. Sts complete the sentences with the correct forms of be. Check answers. Answers 1 ‘s, ‘s 2 are 3 ‘s not / isn‘t, ‘s 4 Is, ‘s 5 Are, ‘m not, ‘m

9

Point to the pictures and ask: How many of these people do you know? If sts don’t recognize many of the people, elicit or explain who they are before sts work in pairs. Sts work in pairs and decide which countries the people are from and their nationalities. Encourage sts to guess if they’re not certain. Check answers. Ask who guessed all the answers correctly.

Point to the first blank and elicit the number 25. Write it on the board. Point to the second blank and elicit the words thirty-six. Write this on the board. Sts write the remaining numbers and words. They could work in pairs for this. Check answers.

Remind sts to go to the app for further self-study vocabulary practice of numbers 1–1,000.

11

Read through the language for introducing yourself with the class and make sure sts understand everything. Tell sts they can invent an age for themselves if they don’t want to say their real age. Sts work in pairs to introduce themselves to each other. Ask some sts questions about their partner, e.g., What’s his/her name? Where is he/she from?

PERSONAL BEST Sts can practice meeting and greeting and the verb be further. They work in pairs and write a conversation with a famous person. They can use the conversations in exercise 5 on page 4 to help. Sts can then role play their conversations in pairs. Refer weaker sts back to conversation 1 in exercise 5 on page 4. Check they understand everything, and then put them into groups of three. They can adapt the conversation by adding their own names and nationalities, and making other changes as necessary. Monitor and help while they are working. They can then practice the conversation in their groups.

23

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1

SKILLS

READING

approaching a text

■

simple statements with be

1B My summer blog 1

Do you like sports? What’s your national sport? What sports do people usually do in the summer?

Skill

approaching a text

Before you read a text, predict as much information as you can. • Read the title of the text. Can you guess what it means? • Are there any pictures? What people, places, and things can you see? • Are there any headings for the different sections? What are the sections about?

2

Read the Skill box. In pairs, look at the title, headings, and pictures in the text. Answer the questions. 1 What type of text is it? 2 Who is the text about?

3

Read the text. Choose a title for each post. 1 2 3 4

4

Week 1 Week 2 Week 3 Week 4

a b c d

Time to go home Learning English My host family Enjoying the tournament

Read the text again and answer the questions. 1 2 3 4

5

3 Where is she right now? 4 What is she doing there?

What is María’s nationality? Where are Helen and Alex from? What are María’s favorite places in London? Who is Hitoshi?

5 Where is María’s English teacher from? 6 Where are the teams in the tournament from? 7 When are the games?

Find words in the text to match to the pictures.

1 h

f

2 c

4 g

Text builder

3 t

5 c

simple statements with be

Simple statements with be have this pattern: subject + verb + complement : This is my blog. The teams are from Spain, Brazil, Portugal, Poland, Russia, England, Mexico, and Japan.

6 7

Read the Text builder and look at the Week 1 post in the text again. Draw a box around the subjects, circle the forms of be, and underline the complements. In pairs, think of a sport you love. Tell your partner about it. I love … It’s really …

6 641549 _ 0004-0011.indd 6

24

EXTRA PRACTICE Workbook page 3; photocopiable activity 1B Skills

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1B

SKILLS

1B My summer blog Sts read about an international soccer player and talk about a sport they love. Reading Sts read a text about an international soccer player who travels to different countries to play.

Skill Approaching a text

WARMER

Text builder Simple statements with be

5

Write the word sports on the board and elicit one or two examples of sports. Put sts into pairs and give them two minutes to write as many sports as they can in English. They can use their dictionaries to help. Bring the vocabulary together on the board and check that sts understand all the words. Ask: What’s your favorite sport?

1

Answers 1 host family 2 classmates 3 team 4 game 5 champions

Sts discuss the questions in pairs. Get feedback on their answers.

Text builder Read the Text builder box with sts about simple statements with be. Use the examples in the box to teach the words subject, verb, and complement (= a noun, pronoun or adjective that comes after a verb such as be, become, or seem). Ask questions to check concept. Concept check questions: What comes first in a statement? The verb? (no – the subject). What comes after the subject? (the verb be). What comes after the verb be? (the complement). This my bag – correct? (no – This is my bag). The keys is on the table – correct? (no – The keys are on the table).

Skill Read the Skill box with sts about approaching a text. Check they understand predict, title, guess, headings, and sections.

2

Sts answer the questions in pairs. Check answers, and point out that it is possible to learn quite a lot about a text before you read it, using this technique. Answers 1 a blog 2 María Gómez – a student from Cádiz in Spain who

6

loves soccer 3 in the U.K. 4 She’s learning English at a language school, and she is also there for an international soccer tournament for students.

3

Check that sts understand team, tournament, and game. Sts read the text again and answer the questions. Check answers. Answers 1 Spanish 2 Helen’s from England, Alex is from Scotland. 3 Big Ben, Buckingham Palace and Tower Bridge 4 He‘s María’s classmate. He‘s Japanese. 5 Australia 6 Spain, Brazil, Portugal, Poland, Russia, England,

Sts look at the Week 1 post again. They draw a box around the subjects, circle the forms of be and underline the complements. Point out that not all sentences include the verb be, so some sentences will not include a circle or underlining. Sts could work in pairs for this. Check answers. Answers

Read the four titles with the class and check that sts understand them. Sts read the text and choose a title for each post. Check answers.

This is my host family. They’re very nice. Helen's English and Alex is Scottish, and their children are called Jenny and Jacob. Jenny's fourteen and Jacob's twelve. Sometimes I play soccer in the park with Jenny and Jacob, and sometimes we all go for a walk in the center of London. It’s a really interesting city. My favorite places are Big Ben, Buckingham Palace and Tower Bridge.

Answers 1 c 2 b 3 d 4 a

4

Point out that the first letter of each word is given. Sts find words in the text to match the pictures. Check answers, and check that sts understand the words.

7

Check that sts understand fantastic. Say some sentences about a sport you love, e.g., I love tennis. It’s fun and it’s very exciting. It’s a great summer sport. Allow sts time to prepare their ideas individually. Monitor and help as necessary. Sts work in pairs telling their partner about their favorite sport. Get feedback on their answers.

Scotland, and Japan 7 in the evening

01

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approaching a text

■

simple statements with be READING

SKILLS

1D 1B

María Gómez

My month in London Hello! I’m María Gómez. I’m 21 years old, and I’m from Cádiz in Spain. I’m a student, and I love soccer! Right now, I’m in the U.K. I’m at a language school to learn English, but I’m also here for an international soccer tournament for students! This is my blog about my month in London.

Week 1 This is my host family. They’re very nice. Helen’s English and Alex is Scottish, and their children are named Jenny and Jacob. Jenny’s fourteen and Jacob’s twelve. Sometimes I play soccer in the park with Jenny and Jacob, and sometimes we all go for a walk in the center of London. It’s a really interesting city. My favorite places are Big Ben, Buckingham Palace, and Tower Bridge.

Week 2 This is my language school. There are lots of students from different countries, and we all speak English together. My classmates are really friendly. I always sit with Hitoshi. He’s Japanese. Our English lessons are fun! Our teacher’s name is Kerry, and she’s from Australia.

Week 3 I’m at the soccer tournament now. The teams are from Spain, Brazil, Portugal, Poland, Russia, England, Scotland, and Japan. We train every morning. I think we’re a good team because we’re very fast. The games are in the evening. They’re really exciting!

Week 4 We’re the champions! I’m happy, but I’m also sad because it’s the end of my month here. Goodbye, London! Until next time!

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How many examples of the verb be can you find in the text?

EXTRA PRACTICE Workbook page 3

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SKILLS

1B

PERSONAL BEST Sts can practice recognizing forms of be further. They find as many examples of the verb be as they can in the text. You could do this as a race. Check answers and see who found the most examples. Weaker sts could find one example in the text of each positive form of be, (am, is, are) and copy it into their notebooks. They can compare their sentences in pairs. Ask some sts to read the sentences they copied to the class.

EXTRA PRACTICE With books closed, write the following fill-in-the-blank sentences on the board: 1 This ___ my language school. 2 Our English lessons ___ fun. 3 Our teacher’s name ___ Kerry. 4 She ___ from Australia. 5 I ___ at the soccer tournament now. 6 The games ___ in the evening. Sts work in pairs and complete the sentences using the correct form of be. They can check their answers in sections Week 2 and Week 3 in the text. Check answers. Answers 1 is 2 are 3 is 4 ‘s 5 ‘m 6 are

EXTRA PRACTICE Refer sts back to the introduction to María’s blog. Ask sts to imagine they are in another country to study or play a sport. Ask them to write an introduction to their blog, using María’s as a model. In weaker classes, sts could work in pairs for this. Sts can compare their introductions in small groups. Ask groups whose trip sounds fun.

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1

possessive adjectives

LANGUAGE

■

’s for possession

■

personal objects

1C Is that a “man bag”? 1 2

In pairs, look at the pictures in the text below. Can you name the objects?

A B

Read the text. Do you think the objects in the list are from a handbag, a “man bag”, or both? 1.8 Listen to a radio program. Check ( ) the objects that you hear.

His bag or her bag?

Where do you put your things when you go out? If you’re a woman, your things are probably in your handbag, but what about men? Today, 50% of men also have a bag – a “man bag.” Is a “man bag” the same as a handbag? And what do men and women carry in their bags? HANDBAG

MAN BAG

keys chewing gum hairbrush gloves candy tablet umbrella phone wallet change purse

Go to Vocabulary practice: personal objects, page 137

3

1.11 Listen to the start of the radio program again and choose the correct options. Host Zoe

4

Zoe’s here with 1 she / her handbag, and Harry’s here with 2 he / his “man bag.” What’s in 3 their / they bags? Zoe, you first. What’s in 4 you / your handbag? Let’s take a look. Here are 5 I / my keys and 6 my / me hairbrush.

A Look at exercise 3 again. Then read the Grammar box. Which possessive adjective is for things that belong to: 1 a man?

B

2 a woman?

3 more than one person?

Are possessive adjectives the same or different with singular and plural nouns?

Grammar I you he she it we they

possessive adjectives

my your his her its our their

my bag/bags your umbrella/umbrellas his pen/pens her glove/gloves its photo/photos our key/keys their tablet/tablets

Go to Grammar practice: possessive adjectives, page 113

Person

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EXTRA PRACTICE Workbook page 4; photocopiable activities 1C Grammar, 1C Vocabulary

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1C

LANGUAGE

1C Is that a “man bag”? Sts listen to a radio program about handbags and personal possessions and talk about their own personal possessions. Grammar Possessive adjectives; ‘s for possession

Vocabulary Personal objects (candy, cell phone, change purse, chewing gum, comb, flashlight, glasses, gloves, hairbrush, identity card, key, mirror, photo, stamps, sunglasses, tablet, tissues, umbrella, wallet, watch)

1

Sts work in pairs to look at the pictures, and name the objects. You could do this as a race. Check answers.

3

1.11 Allow sts time to read through the extract. Play audio track 1.11. Sts listen and choose the correct options. Check answers.

Answers 1 her 2 his 3 their 4 your 5 my 6 my

Answers a “man bag”, a handbag, candy, a phone, an umbrella, gloves, sunglasses, keys

2 A

Check sts understand the different uses of purse in American English: purse means the same as handbag (a bag for personal objects used by women), but change purse is a small container for money which can be carried in a purse or handbag. Check understanding of the other words in the list. Sts read the text, and decide if they think the objects are from a handbag, a “man bag” or both. They could work in pairs for this. Elicit some possible answers, but don’t confirm them yet.

B

Play audio track 1.8. See TB page 356 for audio script. Sts listen and check the objects they hear for each bag. Allow sts time to compare their answers in pairs, then play the audio track again for them to check their answers. 1.8

Answers handbag: keys, chewing gum, hairbrush, candy, umbrella, phone, change purse man bag: keys, chewing gum, gloves, tablet, phone, wallet

3 x PRACTICE

SB page 8, exercise 2B

1 Do the exercise as normal. To check the answers, elicit

which objects sts heard mentioned in the audio, and what the people said about them. Play the audio again for sts to check. 2 Ask sts to close their books. Tell them that there were 10 items in the list on page 8. Sts work in pairs and try to remember as many of the items as they can. 3 Sts work in pairs. They take turns miming one of the objects in the list on page 8. Their partner must guess the object and say a sentence including the object, e.g., I need my keys to drive my car. Go to Vocabulary practice: personal objects, SB page 137/TB page 287. Sts will find more language presentation and practice for personal objects here. Do these exercises with the class, or Personal Best set them for homework, before continuing with exercise 3 of lesson 1C.

Communication Talking about your own and other people’s possessions

Remind sts to go to the app for further self-study practice of vocabulary for personal objects.

WARMER Ask: What do you carry with you every day? Bring sts’ ideas together on the board and translate where necessary.

Pronunciation Sentence stress

4 A

Refer sts back to exercise 3 and point out that the correct answers are all possessive adjectives. Sts read the Grammar box and write the correct possessive adjectives. Check answers. Answers 1 his 2 her 3 their

B

Read out the question and discuss the answer. Answer the same

Grammar Read the Grammar box with sts about possessive adjectives. Ask questions to check concept. Concept check questions: I have an umbrella – is it my umbrella? (yes). Ana has some gloves – your gloves? (no – her gloves). Sam has some keys – our keys? (no – his keys). We have some sandwiches – their sandwiches? (no – our sandwiches). Sam and Ana have some chewing gum – my chewing gum? (no – their chewing gum). my key (one key), my keys (two keys) – correct? (yes). his glove, his gloves – correct? (yes). Go to Grammar practice: possessive adjectives, SB page 113/TB page 239. Sts will find more language presentation and practice for possessive adjectives here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 1C. Remind sts to go to the app for further self-study grammar practice of possessive adjectives.

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possessive adjectives

5

■

’s for possession

1.14

3 His sunglasses are on the table. 4 What’s their phone number?

Practice saying the sentences. Listen, check, and repeat.

1 Your tablet’s new. 2 Where’s my umbrella?

3 Here are our photos. 4 Her gloves are blue.

Complete the sentences with a subject pronoun or a possessive adjective. 1 My friends are Brazilian. ’re from Rio de Janeiro. 2 A Where are sunglasses? B On your head! 3 ’m Spanish. Here’s identity card.

s n

7

G

1C

LANGUAGE

1.13 Pronunciation: sentence stress Listen and repeat the sentences. Underline the stressed words in each sentence.

B

re ut

personal objects

A

1 What’s in your handbag? 2 Here are my keys.

6

■

4 name’s Ahmed. He’s 32 years old. 5 They’re from Italy. names are Francesca and Marco. 6 This is George. ’s from San Diego. 7 We’re in the baggage area at the airport, but are bags here?

Look at the sentences. Complete the rules about possession. Then read the Grammar box. After a singular name (e.g., Mary), we add . After a singular noun (e.g., girl), we add . After a regular plural noun (e.g., boys), we add

1 It’s Carl’s bag. 2 It’s my sister’s phone. 3 They’re my friends’ umbrellas.

Grammar

.

’s for possession

For a singular noun or name: Mary’s glasses are in her bag.

For a plural noun: My parents’ car is red.

Irregular plural nouns: The children’s toys are everywhere!

Go to Grammar practice: ’s for possession, page 113

8

1.15 Look at the picture and listen to John and Mary. Match the possessions with the people in the box.

John Mary John’s friends Mary’s sister Carl

9

Choose the correct options to complete the sentences. 1 It’s Lucy’s bag / Lucy bag. 2 They’re Harry’s / Harrys’ glasses. 3 I’m an English teacher. Here are all my student’s / students’ books. 4 It’s my friends’ / friend’s phone. Look, this is his photo. 5 Here are the mens’ / men’s umbrellas.

Go to Communication practice: Student A page 158, Student B page 167

10

A

2 1

4 5

3

6

In groups of three to five, follow the instructions.

Student A: Close your eyes. Other students: Put one of your possessions on the table. Student A: Open your eyes. Guess whose things are on the table. Is it Manuel’s watch?

B

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Repeat the activity. Take turns being Student A.

Think of a person that you know well. Imagine what he/she has in his/her “man bag” or handbag. Say the objects.

EXTRA PRACTICE Workbook page 4

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LANGUAGE

5 A

1.13 To get across the idea of sentence stress, play the first sentence on audio track 1.13. See the SB page opposite for audio script. Point out that some words are louder than others. Play the sentence again and use your hands to indicate how the volume increases for some words. Play the rest of audio track 1.13. Sts listen and underline the stressed words. Check answers. Play the audio track again for sts to listen and repeat.

1.15 Audio script

M = Mary, J = John M: J: M: J: M: J:

What a mess. What are all these things on the floor? Is this your cell phone? No, it’s my sister’s phone. What about this bag? I think it’s Carl’s bag. And this is his wallet. Look, there are two umbrellas here! They’re my friends’ umbrellas. What about this change purse? Is it your sister’s? M: No, it's mine! J: What about these keys? Are they yours, too? M: No, they’re your keys!

Answers 1 What’s in your handbag? 2 Here are my keys. 3 His sunglasses are on the table. 4 What’s their phone number?

B

6

Answers 1 Mary‘s sister 2 Carl 3 Carl 4 John‘s friends 5 Mary 6 John

1.14 Sts work in pairs and practice saying the

sentences, paying attention to sentence stress. Play audio track 1.14 for sts to listen, check, and repeat. See the SB page opposite for audio script.

Sts complete the sentences with the correct words. Check answers.

9

Sts choose the correct options to complete the sentences. Check answers. Answers 1 Lucy’s bag 2 Harry’s 3 students’ 4 friend’s 5 men’s

Answers 1 They 2 my 3 I, my 4 His 5 Their 6 He 7 our

7

Sts look at the sentences and complete the rules. They could work in pairs for this. Check answers. Answers 1 ‘s 2 ‘s 3 ’ (an apostrophe)

Grammar Read the Grammar box with sts about ’s for possession. Write the two forms ’s and s’ on the board. Ask questions to check concept and point to the two forms on the board where necessary as you ask the questions. Concept check questions: Jack has a phone – is it Jack phone? (no – Jack’s phone). Maria has a bag – is it Maria’s bag? (yes). ’s or s’? (’s). My sisters have some books – my sisters’ books? (yes). ’s or s’? (s’, because there is more than one sister). The men have some chewing gum – the men’s chewing gum? (yes). ’s or s’? (’s, because it’s an irregular plural noun). Go to Grammar practice: ’s for possession, SB page 113/TB page 239. Sts will find more language reference, presentation and practice for the ’s for possession here. Do these exercises with the class, or set them for homework, before continuing with exercise 8 of lesson 1C.

1C

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 158. All “Student B” sts should go to SB page 167. Go to TB page 329 for the teacher notes. Do the activity, and then continue with exercise 10A of lesson 1C.

10 A

Put sts into groups and ask them to have some possessions ready. Demonstrate the activity with one group. Ask one student to close his/her eyes, and ask the other sts to each put one object on the table. The student then opens his/her eyes and guesses who the objects belong to. Students practice a few times in their groups.

B Students switch roles and practice again. Monitor while sts are working, and correct any errors in a feedback session at the end. PERSONAL BEST Sts can practice ’s for possession further. They imagine someone’s bag and say the names of the objects that are in it. Weaker sts can practice in pairs. They exchange three objects from their own bags, and say the names of their partner’s objects. Ask some sts to tell the class what their partner’s objects are.

Remind sts to go to the app for further self-study grammar of ’s for possession.

8

1.15 Point to the picture and explain it shows John and Katy. Play audio track 1.15. See below for audio script. Sts listen and match the possessions with the people. Allow sts time to compare their answers in pairs, and then play the audio track again for them to check and complete their answers. Check answers with the class.

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1

SKILLS SKILLS

Learning Curve

SPEAKING

asking for and giving personal information

■

asking for clarification

1D Where’s my wallet? 1

Answer the questions below. 1 Look at the picture of a lost property office (Lost and Found) in London. What can you see? 2 What other things can you find in a Lost and Found? 3 What things do you often lose? 4 What buildings usually have a Lost and Found?

2

A

1.16 Watch or listen to the first part of a webshow called Learning Curve. What object is missing?

B

1.16 Watch or listen again. Check ( ) the things that are in Kate’s backpack.

keys wallet stamps

3

4

sunglasses mirror tablet

cookies tissues chewing gum

1.17 Watch or listen to the second part of the show. Are the sentences true (T) or false (F)? 1 2 3 4 5

The assistant in the Lost and Found is named Harry. Kate’s personal information is already in the computer. Kate loves James Bond. Kate’s phone is in the assistant’s box. Simon’s phone is different from Kate’s.

A

In pairs, complete the questions in the conversation with the words in the box.

Simon

Kate

address mobile number e-mail address postcode number first name spell

Assistant Here’s the lost property form. Time to fill it out. I’m ready. What’s your 1 ? Kate It’s Kate. Assistant K-A-T-E. What’s your surname? Kate Oh … it’s McRea. Assistant How do you 2 that, please? Kate M-C-R-E-A. Assistant Thanks. And what’s your 3 ? Kate It’s missing. Assistant Could you say that again, please? Kate My cell phone is lost.

B

1.17

Assistant OK. Lost mobile. What’s your 4 , please? Kate It’s 02079 46007. Simon Isn’t that your home phone number? Kate Yes, he can call me at home! Assistant Could you say that again, please? Kate Yes, it’s 02079 46007. Assistant And what’s your 5 , please? Kate 222 Baker Street, Marylebone, London. Assistant OK. What’s your 6 ? Kate NW1 5RT. Assistant Do you have an 7 ? Kate Yes, it’s [email protected].

Watch or listen again to check.

Challe Person

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EXTRA PRACTICE Workbook page 5

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SKILLS

1D

1D Where's my wallet? Learning Curve

Sts watch a video or listen to a conversation at a lost and found office in which people ask for and give personal information. Then they practice asking for and giving personal information.

Speaking Sts watch or listen to a conversation at a Lost and Found (= lost property office in British English) and practice asking for and giving personal information.

Skill Asking for clarification

Conversation builder Asking for and giving personal information

WARMER Play a game to review the alphabet. Starting at the front of the class, sts take turns saying one letter of the alphabet. If they make a mistake or cannot think of the next letter, they are out. Go around two or three times, speeding up each time, until sts are confident. Ask sts to write three new words from lesson 1C on a piece of paper, without their partner seeing. Sts then work in pairs, and spell their words to each other. Their partner writes the words. See who manages to write all the words correctly.

1

Teach the meaning of to lose (something) and Lost and Found (office). Students could work in pairs to answer the questions. See which pair finds the most things in the picture. Get feedback on sts’ answers. Each unit features an episode of Learning Curve, a webshow intended for international Learning students to engage in English language and Curve culture. It is presented by a range of hosts who present documentaries and vox pops (in B lessons which focus on listening skills) and also talk about their personal lives through video diaries (in D lessons which focus on speaking skills). You and your students can watch the videos in class, or download them from the Learning Platform to watch at home. You can watch the episode in its entirety (for enjoyment or familiarization purposes), or you can break it down into more manageable chunks, as recommended in each lesson. It is also available as an ‘audio-only’ option for teaching environments without access to video. Students hear speakers from the UK and the U.S. (exposing them to both British and American English usage and accents) as well as from other countries. The video allows students to practice particular listening skills and gives them exposure to features of natural spoken speech. See TB page 14 for more information on Learning Curve.

2 A

1.16 All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate goes to the Lost and Found to find her lost phone. Read out the question, then play video/audio track 1.16. See TB page 356 for video/audio script. Sts watch/listen and answer the questions. Check answers.

Challenge! Personal Best Answer

Kate’s phone is missing.

23

1.16 Pre-teach the following words from the video: B the ground floor, upstairs, detective, a computer system, a show. Play video/audio track 1.16 again. Students watch/ listen and check the things that are in Kate’s backpack. Check answers.

Answers keys, wallet, sunglasses, tablet, cookies, and chewing gum

3

1.17 Allow students time to read through the sentences. Check that they understand assistant, personal information, and possession. Play video/audio track 1.17. See TB page 356 for video/audio script. Sts watch/listen and decide if the sentences are true or false. Check answers.

Answers 1 T 2 F 3 T 4 F 5 F

4 A

Check that sts understand all the words in the box. Sts work in pairs to read the conversation and complete it with the correct words. 1.17 Play video/audio track 1.17 again. Sts B watch/listen and check their answers. Check answers with the class. NB The British assistant says mobile and postcode but in American English we use cell phone and postal code or zip code.

Answers 1 first name 2 spell 3 mobile number 4 number 5 address 6 postcode 7 e-mail address

3 x PRACTICE

SB page 10, exercise 4A/B

1 Do exercise 4A as normal. Before you play the recording in exercise 4B, read out each fill-in-the-blank sentence and elicit some possible answers. As sts suggest answers, ask: Does this question match the answer that Kate gives? 2 Ask sts to cover the conversation in exercise 4A. Read out Kate’s answers to the questions in a random order. Students race to say the correct questions. 3 Play the video/audio again, pausing after each of the questions. Get students to repeat. Encourage them to copy the pronunciation and intonation the Assistant uses. Students can then practice saying the questions in pairs. Encourage them to practice several times, until they can ask the questions fluently.

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asking for and giving personal information Conversation builder

asking for clarification SPEAKING

SKILLS SKILLS

2D 1D

asking for and giving personal information

Asking for information: What’s your first name/last name (surname)/address/cell-phone number/home phone number/ postal code? Do you have an e-mail address? How do you spell that, please?

5

■

Saying your phone number: 02079 46007 – oh two oh seven nine four six oh oh seven

Saying your email address: [email protected] – k dot mcrea underscore oh oh seven at g mail dot com

Read the Conversation builder. Answer the questions in pairs. 1 How do you say “0“ and “44“ in a phone number? 2 How do you say “@,“ “_,“ and “.com“ in an e-mail address?

6

1.17 Read the sentences. Then watch or listen again. Choose the correct options to complete the sentences. 1 The assistant asks Kate to spell her first name / last name / address. 2 He asks her to say her cell-phone number / e-mail address / home phone number again.

Skill

asking for clarification

When you don’t understand something, ask the speaker for help: • Ask him/her to say the sentence again or to spell the word. • Use Sorry, could you … and please to be polite: Sorry, could you say that again, please? How do you spell that, please?

⤵

⤴

• Use polite intonation: Sorry, could you say that again, please?

7 8

1.18 Read the Skill box. Listen and repeat the questions when you hear the beeps. Copy the intonation. 1.19 Listen to three conversations in a school Lost and Found. For what information does the assistant ask for clarification? Conversation 1 address / postal code / e-mail address Conversation 2 home phone number / cell-phone number / postal code Conversation 3 first name / last name / first name and last name

Go to Communication practice: Student A page 158, Student B page 167

9

A PREPARE You lose an important personal object. Look at the Conversation builder again. Think about your answers to the questions. B

PRACTICE You are at the Lost and Found. In pairs, take turns asking and answering questions and complete the form for your partner. Ask for clarification to check the information is correct.

First name

E-mail address

Last name

Cell-phone number

Address

Home phone number

Postal code

C

PERSONAL BEST Exchange with your partner. Read his/her work and correct any mistakes. How could you improve it?

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Write the e-mail addresses and phone numbers of five people you know. Practice saying them in English.

EXTRA PRACTICE Workbook page 5

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SKILLS Conversation builder Read the Conversation builder box with sts about asking for and giving personal information. Explain that we say phone numbers as single numbers – four – two – six, etc., (but note that British English speakers sometimes use double if the same number is repeated, e.g., double three and that James Bond’s 007 is always pronounced “double oh seven”). Point out the use of dot, at and underscore in e-mail addresses. Ask questions to check concept. Concept check questions: What’s your address? – is this asking for information? (yes). How you spell that? – is that a correct question? (no – How do you spell that?). Spell means say each letter in a word – correct? (yes). My phone number is oh one, five hundred and forty-two, six hundred and nine – correct? (no – we use single numbers for phone numbers). My e-mail address is my – point – name at internet – point – com – correct? (no – we use dot in e-mail addresses).

5

Sts answer the questions in pairs. Check answers. Answers 1 Oh, four four or double four 2 at, underscore, dot com

6

1.17 Allow sts time to read the sentences and options.

Play video/audio track 1.17 again. Sts watch/listen and choose the correct options. Check answers. Answers 1 last name 2 home phone number

7

1.18 Read the Skill box with sts about asking for clarification. Check that sts understand the questions, and point out the intonation pattern on Sorry, could you say that again? Play track 1.18. See below for audio script. Sts listen and repeat the questions. Encourage them to copy the pronunciation and intonation on the recording.

9

1D

Sts follow the steps to have a conversation in a Lost and Found.

A

PREPARE Sts look at the questions in the Conversation builder box again and think about their own answers. Monitor and help while they are working.

B PRACTICE Sts work in pairs to ask and answer the questions in the Conversation builder box and complete the form for their partner. Before they start, refer them back to the Skill box and tell them to ask for clarification during their conversation. C

PERSONAL BEST Sts exchange forms with their partner to check it and suggest improvements. Get feedback from sts on which parts of the task they found easy, and which they found difficult. Suggest that they should practice saying their name, address, phone number and e-mail address regularly, and should also practice spelling their name and address so that they are confident about giving the information.

PERSONAL BEST Sts can practice saying phone numbers and e-mail addresses further. They write the phone numbers and e-mail addresses of five people they know and practice saying them. Sts could dictate the numbers and e-mail addresses to a partner for extra practice. Weaker sts can work in pairs. They each write two phone numbers and two e-mail addresses of people they know, and then work together to decide how to say them. They then practice saying them.

EXTRA PRACTICE Put sts into groups of three. Two sts repeat the conversation from exercise 9B in which they ask for and give personal information and ask for clarification. The third student uses their phone to record the other two. Sts can switch roles and practice again. Watching themselves on video will help sts to evaluate how well they can give personal information, and ask for clarification.

Audio script Sorry, could you say that again, please? How do you spell that, please?

8

1.19 Read out the question, and then play audio track 1.19. See TB page 356 for audio script. Sts listen and choose the correct answers. Check answers.

Answers 1 postal code 2 cell-phone number 3 first name and last name

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 158. All “Student B” sts should go to SB page 167. Go to TB page 329 for the teacher notes. Do the activity, and then continue with exercise 9 of lesson 1D.

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UNIT

21

Work and play LANGUAGE

simple present: affirmative and negative

■

jobs and job verbs

2A What I do 1 2

Look at the pictures. What jobs can you see?

A B

a a

Read the text. Check your answers to exercise 1. Label the pictures with the names of the people. What other jobs are mentioned in the text? b b

c c

d

d

My other job Lots of people around the world have two jobs. Sometimes it’s because they need the money, and sometimes they want to learn something new. Let’s meet some people who each have two jobs. 1 I’m Luisa. I’m from Brazil, but I live in Lisbon with my parents and my sister. I work as a receptionist for an IT company at an office downtown, but I also help my parents at our family restaurant in the evening and on the weekend. It’s a traditional Brazilian restaurant. My sister helps, too. My parents cook the food, and we serve it! I like my two jobs, but I don’t have a lot of free time. 2 Michal lives in Prague. He’s a mechanic, and he works at a garage. He likes his job because he loves cars, but he doesn’t work there on the weekend. On Saturdays, he has a second job – he’s a tour guide for tourists. He knows a lot about his city. 3 Zoe’s 26 years old and lives in Toronto in Canada. She’s a receptionist for a TV company. She works from 9 a.m. to 5 p.m. during the week. Zoe has another job three evenings a week – she teaches Zumba at a gym. She doesn’t work on the weekend. 4 Isaac’s from Jamaica, but he lives in New York. He’s a taxi driver, and he works every day. Isaac likes his job, and he loves New York. He often goes back to Jamaica for his other job. He doesn’t drive a taxi in Jamaica – he’s a singer, and he sings at festivals!

3

Read the text again. Write the names of the people. 1 2 3 4 5

4

They work with cars. , He/She works with food. They have office jobs. , They come from one country and work in another country. They work on the weekend. , ,

,

Complete the sentences with verbs from the text. 1 I in Lisbon. 2 My sister , too. 3 My parents the food.

4 I 5 She 6 He

a lot of free time. Zumba at a gym. a taxi in Jamaica.

Go to Vocabulary practice: jobs and job verbs, page 138

Person

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UNIT

UNIT

Work and play 2 UNIT 2 OVERVIEW: This unit looks at different aspects of work and free time. Sts read a text about people who have two jobs. They listen to people talking about different jobs and free-time activities and talk about the jobs and activities that people they know do. They listen to people at a speed-roommating event, then practice asking and answering questions about themselves by role playing a speed-roommating event. They end by reading an e-mail from someone who has moved to a new city, and then imagine they are in a new city and write an email to a friend. LANGUAGE

SKILLS

Grammar Simple present: affirmative and negative; simple present: questions; contractions; articles (1)

Vocabulary Jobs and job verbs; activities (1)

Pronunciation -s and -es endings; auxiliary verb do/ does in questions

Listening Listening for names, places, days, and times

Writing An informal e-mail; opening and closing an informal e-mail; connectors: and, but, and or

2A

LANGUAGE

2A What I do Sts read a text about people who have two different jobs. They then practice talking about their own job. Grammar Simple present: affirmative and negative

Vocabulary Jobs and job verbs (accountant, businessperson, chef, construction worker, dentist, doctor, electrician, flight attendant, hairdresser, lawyer, mechanic, nurse, police officer, receptionist, salesclerk, singer, taxi driver, teacher, tour guide, waiter/waitress; cook food, cut hair, drive a taxi, finish work, fix cars, help tourists, make clothes, sell computers, serve food, sing, start work, teach, wear a suit)

WARMER

3

Ask: What’s my job? Elicit the answer and say I’m a teacher. Put sts into pairs, and give them two minutes to write as many jobs as they can in English. Bring sts’ ideas together on the board and check they understand all the jobs. Repeat I’m a teacher, and write it on the board. Point out the use of the article a with jobs.

1

Sts work in pairs to look at the pictures and discuss what jobs are shown. Elicit a few ideas but don’t confirm answers yet.

2 A

Sts read the text to check their answers. Check answers with the class and check that sts understand all the jobs. Answers a Zumba teacher b taxi driver c mechanic d receptionist for an IT company

B Sts read the text again to label the pictures with the names of the people, and note down what other jobs they have. Check answers, and check sts understand all the jobs.

Personal Best

Answers a Zoe – receptionist for a TV company b Isaac – singer c Michal – tour guide d Luisa – serves food in a restaurant

Pronunciation -s and -es endings

Communication Talking about your job

Read out the task and explain that more than one name goes with some sentences. Sts read the text again and write the names. Check answers. Answers 1 Michal, Isaac 2 Luisa 3 Luisa, Zoe 4 Luisa, Isaac 5 Luisa, Michal, Isaac

4

Ask sts to find the first verb as an example. Sts then complete the remaining sentences. Check answers and check that sts understand all the expressions. Answers 1 live 2 helps 3 cook 4 don‘t have 5 teaches 6 doesn‘t drive

Go to Vocabulary practice: jobs and job verbs, SB page 138/TB page 289. Sts will find more language presentation and practice for jobs and job verbs here. Do these exercises with the class, or set them for homework, before continuing with exercise 5 of lesson 2A. Remind sts to go to the app for further self-study vocabulary practice of jobs and job verbs.

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simple present: affirmative and negative

5

■

jobs and job verbs

LANGUAGE

2A

Complete the rules for the simple present. Use the text to help you. Then read the Grammar box. 1 For the he/she/it form, we add

or

2 For the negative form, we use

and

Grammar

to the base form of the verb. .

simple present: affirmative and negative

Affirmative: I work for an IT company.

He loves New York.

Negative: I don’t have a lot of free time.

She teaches Zumba.

My parents cook the food.

He doesn’t drive a taxi.

Go to Grammar practice: simple present: affirmative and negative, page 114

6

Complete the text with the correct form of the verbs in parentheses in the simple present.

My parents 1 (have) a hotel in a small town in Spain. I 2 (go) to college every day, but I 3 (help) my parents in the evening. My dad 4 (cook) the food, but he 5 (not serve) it – that’s my job. I have two sisters, but they 6 (not work) in the restaurant. One sister 7 (live) in Germany, and my other sister 8 (work) in a hospital.

7

A

2.4 Pronunciation: -s and -es endings Listen and repeat the sounds and verbs in the chart.

/s/

/z/

likes

B

goes

/ɪz/ finishes

2.5 Add the verbs to the chart. Listen and check.

teaches lives helps works drives watches makes sells

8

9

2.6 In pairs, say the sentences. Listen, check, and repeat. 1 2 3 4

He teaches English. He lives in New York. She helps her parents. He works from 2 p.m. to 10 p.m. every day.

A

Think of three people you know. Write about their jobs, but don’t say what the jobs are.

5 6 7 8

He drives a taxi. She watches TV after work. She makes clothes in a factory. She sells books in a store.

My friend Ana works in the city. She doesn’t work on the weekend. She likes her job because she works with people. She cuts people’s hair.

B

In pairs, tell each other about your people. Guess the jobs.

A Is Ana a hairdresser?

B Yes, she is. Your turn.

Go to Communication practice: Student A page 159, Student B page 168

10

A

Write about your job. Use the prompts to help you. I’m a …

I work in/for a …

In my job, I …

I work during the week/on the weekend.

I work/don’t work in the evening.

I like/don’t like my job because …

B

Work in groups of five or six. Exchange your descriptions with another student. Take turns talking about the person whose description you have. The other students guess who it is. A –This person's a teacher. She works in a language school. She teaches Spanish. She likes her job. She works in the evening, but she doesn’t work on the weekend. B –I think Carla's a teacher. Carla, is it you?

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Write sentences about a dream job.

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LANGUAGE

5

Ask sts to find the verbs from exercise 4 in the text and notice what happens to the verb in the he/she/it form. Sts work in pairs to complete the rules. Check answers.

7 A

2.4 Model pronunciation of the three sounds /s/, /z/ and /ɪz/ in isolation. Play audio track 2.4. See the SB page opposite for audio script. Sts listen and repeat the words.

2.5 Sts work in pairs to decide how to pronounce B the verbs, and add them to the table. Play audio track 2.5. See Answers for audio script. Sts listen to check their answers. Play the audio track again for sts to repeat.

Answers 1 s, es 2 doesn’t, don’t

Grammar Read the Grammar box with sts about the simple present: affirmative and negative. Point out that the I, you, we, and they forms of the simple present are all the same, but the he/she form adds s or es. Point out that in the negative, the I, you, we, and they forms all use don’t, and the he/she forms use doesn’t. Ask questions to check concept. Concept check questions: I work in a restaurant – correct? (yes). He work in a restaurant – correct? (no – he works). He teach sports – correct? (no – he teaches sports). Which forms add s or es? (he and she). I don’t work on the weekend – correct? (yes). She don’t work on the weekend – correct? (no – she doesn’t work). Which forms use “doesn’t”? (he and she). Go to Grammar practice: simple present: affirmative and negative, SB page 114/TB page 241. Sts will find more language reference, presentation, and practice for the simple present affirmative and negative here. Do these exercises with the class, or set them for homework, before continuing with exercise 6 of lesson 2A. Remind sts to go to the app for further self-study grammar practice of the present simple: affirmative and negative.

6

Sts read the text and complete it with the correct verb forms. Check answers. Answers 1 have 2 go 3 help 4 cooks 5 doesn’t serve 6 don’t work 7 lives 8 works

3 x PRACTICE

SB page 13, exercise 6

1 Do the exercise as normal. To check answers, take turns

to read out each sentence, sometimes with the correct verb and sometimes with an incorrect one. Each time ask: Correct or incorrect? Elicit the correct answers. 2 Ask sts to close their books. Write prompts for the text on the board, e.g., have/hotel, go/college, help/parents. Sts work in pairs and try to rewrite the text from memory. They can look in their books again to check. 3 Ask sts to read the text again, and try to memorize as much as they can. Say the first three words of the text: My parents have ... . Elicit the next three words from an individual student (a hotel in). Continue around the class, eliciting three words at a time from individual sts. Other sts can help out if necessary. See if, as a class, you can recreate the whole text!

2A

Answers

/s/: helps, works, makes /z/: lives, drives, sells /ɪz/: teaches, watches

8

2.6 Sts work in pairs and practice saying the sentences. Play audio track 2.6. See the SB page opposite for audio script. Sts listen to check their answers. Play the track again for sts to repeat.

9 A

Read out the example description. Sts work individually to write their job descriptions. Monitor and help while sts are working.

B Sts work in pairs to read their descriptions to each other and guess the jobs. Get feedback on who guessed all their partner’s jobs correctly. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 159. All “Student B” sts should go to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, and then continue with exercise 10A of lesson 2A.

10 A

Read through the prompts with the class and make sure sts understand everything. Sts work individually to write sentences about their jobs. Monitor and help while they are working.

B Sts work in groups. Tell them to put all their descriptions together, shuffle them, and then hand them out again. Sts take turns telling the others in their group about the person whose description they have. The other sts try to guess who it is describing. Get feedback from sts on how easy they found it to guess each other’s jobs. PERSONAL BEST Sts can practice talking about jobs further. They write sentences about a dream job, using the prompts in exercise 10A to help. They can compare their answers in pairs and discuss which dream job they prefer. Weaker sts can write five sentences about the job of someone they know, or a famous person. They can read their sentences to each other in pairs and guess the jobs.

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SKILLS SKILLS

Learning Curve

LISTENING

listening for names, places, days, and times

■

activities (1)

2B Weekdays, weekends 1

Match the activities in the box with pictures a–h. play tennis read a book go to the movies watch TV go for a walk listen to music study meet friends

a

b

c

d

e

f

g

h

2

In pairs, talk about the activities in exercise 1. What activities do you do? I listen to music in the car. I don’t go to the movies.

Go to Vocabulary practice: activities (1), page 139

3

2.8 Watch or listen to the first part of Learning Curve. What do they talk about? Check ( ) the two correct answers. a free-time activities b people who enjoy their jobs c people who don’t have any free time

Skill

listening for names, places, days, and times

Names, places, days, and times are important pieces of information when you listen. • Important words like names, places, days, and times are usually stressed. Listen for stressed words. • We often use prepositions with places, days, and times: in France, on Monday, at 6:30, etc. Listen for the prepositions in, on, and at. • Remember to use capital letters for names, places, and days when you write them down.

4

A

2.8 Read the Skill box. Watch or listen again. Complete the chart with words from the box.

lawyer Marcus

Argentinian dance teacher Puerto Rican English Maggie Pablo tennis coach Name

B

Nationality

Job

In pairs, talk about people you know. Do they love their jobs? Why?/Why not?

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2B

SKILLS

2B Weekdays, weekends Learning Curve

Sts watch or listen to people talking about different jobs and free-time activities, and then talk about the jobs and activities that people they know do.

Listening Sts watch a video or listen to a recording about jobs and free-time activities.

Skill Listening for names, places, days, and times

Listening builder Introduction to the sound /ə/

WARMER Ask: What do you do in your free time? Elicit answers from individual sts. Ask more questions if sts are struggling for ideas, e.g., Do you listen to music? Who are your favorite singers? Do you play sports? What are your favorite sports?

1

Sts match the activities with the pictures. Answers a go for a walk b watch TV c read a book d listen to music e go to the movies f study g play tennis h meet friends

2

In pairs, sts discuss the activities in exercise 1 and say which ones they do. Get feedback from pairs on which activities they both do. Go to Vocabulary practice: activities (1), SB page 139/ TB page 291. Sts will find more language presentation and practice for activities here. Do these exercises with the class, or set them for homework, before continuing with exercise 3 of lesson 2B. Remind sts to go to the app for further self-study vocabulary practice of activities. Each unit features an episode of Learning Curve, a web show intended for international Learning students to engage in English language and Curve culture. It is presented by a range of hosts who present documentaries and vox pops (in B lessons which focus on listening skills) and also talk about their personal lives through video diaries (in D lessons which focus on speaking skills). You and your students can watch the videos in class, or download them from the Learning Platform to watch at home. You can watch the episode in its entirety (for enjoyment or familiarization purposes), or you can break it down into more manageable chunks, as recommended in each lesson. It is also available as an ‘audio-only’ option for teaching environments without access to video. Students hear speakers from the the U.S. and the UK. (exposing them to both American and British English accents) as well as from other countries. The video allows students to practice particular listening skills and gives them exposure to features of natural spoken speech. See TB page 14 for more information on Learning Curve.

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3

Vocabulary Activities (1) (go for a walk, go out for coffee, go out for dinner, go running, go to the movies, listen to music/ to the radio, meet friends, play soccer/tennis/the guitar, read the newspaper, relax, see a movie, spend time with my family, study, watch soccer/TV)

2.8 NB All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate interviews people about their jobs and free-time activities. Pre-teach the following words from the video: cultural, a topic, a study, a balance, the tango. Allow sts time to read through the three possible answers. Play video/audio track 2.8. for sts to watch/listen and check the correct answer. See TB page 357 for video/audio script. Check the answer.

Answer a and b

Skill Read the Skill box with sts about names, places, days, and times.

4 A

2.8 Put sts into pairs to read through the words in the box, and think about how to say them. Discuss their ideas as a class. Remind sts they will have to watch/listen carefully to hear the correct words. Play video/audio track 2.8 again for sts to watch/listen and complete the table.

Answers Marcus Maggie Pablo

Argentinian Puerto Rican English

lawyer dance teacher tennis coach

B Sts discuss the questions in pairs. Get feedback from sts on their answers.

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listening for names, places, days, and times

5

■

activities (1)

LISTENING

2B 1B

SKILLS SKILLS

2.9 Watch or listen to the second part of the show. Complete the sentences with the names and cities in the box.

Toronto Chip New York Gillian Khan London

1 This is She’s from

6

2 This is He lives in

.

. .

3 This is He’s from

. .

2.9 Watch or listen again. Are the sentences true (T) or false (F)? 1 2 3 4 5 6

7

.

Gillian meets friends on Saturday. She goes running on Monday mornings. Khan watches football on Saturday evenings. He studies Italian and Spanish. Chip starts work at 9 a.m. every day. He finishes work at 4 p.m.

In pairs, talk about the people in the video. Answer the questions. 1 2 3 4

Where do they work? What activities do they do in their free time? What do you think of their jobs? Do you do the same activities in your free time?

Listening builder

introduction to the sound /ə/

The unstressed vowel sound /ə/ is also called “schwa.” It is very common in English. We use it in almost every sentence. It is underlined in these phrases: Marcus isn’t a famous tennis player. What do you do in your free time? We want to know!

8

2.10 Read the Listening builder. Read the sentences and underline the letters that you think have the sound /ə/. Then listen and check. 1 My sister’s a doctor. 2 When do you play tennis? 3 I go to the movies on the weekend.

9

4 John’s a police officer. 5 I want to go out for dinner.

A

Think of three people that you know. Make notes about the following questions:

• Where do they live? What’s their job? • What activities do they do in their free time? When do they do them? my friend Victoria – Boston – studies French – Wednesday evenings

B

Take turns telling your partner about the people. Listen and complete the chart about your partner’s people. Name

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Activity

Day(s)/Time

What do you remember about the people in the video? Write a sentence about each person.

EXTRA PRACTICE Workbook page 9

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2B

SKILLS

5

2.9 Sts look at the pictures and read the fill-in-the-

blank sentences. Play video/audio track 2.9. See TB page 357 for video/audio script. Sts watch/listen and complete the sentences. Check answers. Answers 1 Gillian, Toronto 2 Khan, London 3 Chip, New York

6

2.9 Sts read the sentences. Play video/audio track 2.9 again. Sts watch/listen, and decide if the sentences are true or false. You could ask stronger sts to correct the false sentences. Check answers. Play the track again, pausing for sts to hear why each sentence is true or false.

Answers 1 T 2 F (she goes running on Sunday mornings) 3 4 5 6

7

NB Gillian uses the expression goes for a run – in American English, it is more usual to say goes running. F (he watches soccer on Friday evenings) F (he studies Italian and French) T F (he finishes at 5)

Sts work in pairs to discuss the people in the video. Get feedback on their answers.

9 A

To finish up, sts prepare to talk about three people they know. They read the questions and make notes. Monitor and help while they are working.

B Sts take turns telling their partner about the three people they made notes on. Their partner listens and completes the table. When they have both completed the activity, sts can look at their partner’s table to check that all the information is correct. Discuss with the class which parts of the activity sts found difficult. PERSONAL BEST Sts can practice vocabulary for jobs and activities further. They try to remember the people in the video, and write a sentence about each. They can compare their sentences in pairs. Weaker sts can work in pairs. They choose two or three people from the video, and write a sentence about each one. Ask some sts to read their sentences to the class.

EXTRA PRACTICE Sts work in new pairs. They take turns using their phones to record their partner talking about the people they know in exercise 9B. Allow sts time to watch the videos of themselves. Discuss as a class what they noticed about the speed they speak at, their pronunciation and intonation.

Answers 1 Gillian works in Toronto, Canada. Khan works in a lot of places–Europe, the Middle East, Asia. Chip works in Brooklyn, New York. 2 Gillian meets friends, goes running, goes to the movies.

Listening builder Read the Listening builder box with sts about the /ə/ sound. Model the sound in isolation, and then read out the sentences in the box to model the pronunciation of the schwa sound in context. Explain that a lot of vowels are pronounced with this sound when they are unstressed, but pronounced with their full sound when they are stressed. Ask questions to check concept. Concept check questions: What is the schwa sound? (the unstressed vowel in English). Is it very common? (yes). Can different vowels become “schwa” when they are unstressed? (yes). Is the schwa sound used as a stressed vowel? (no).

8

2.10 Sts read the sentences, and underline letters which they think are pronounced as schwa. Play audio track 2.10. See the SB page opposite for audio script. Sts listen and check their answers.

Answers 1 My sister’s a doctor. 2 When do you play tennis? 3 I go to the movies on the weekend. 4 John’s a police officer. 5 I want to go out for dinner.

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2

simple present: questions

LANGUAGE

2C Find a roommate 1 2

Look at the pictures in the text. What do you think “speed-roommating” is?

A B

Read the text and check your answer to exercise 1.

Look at the questions. Who asks them: people who need a roommate or people who need a room in an apartment, or both?

How to find the perfect roommate You have a great apartment, and you need a new roommate. How do you find one? Why not try speed-roommating? It’s a great way to find the perfect roommate. The idea for speed-roommating comes from speed-dating. Speed-dating events are for single people who want to find a boyfriend or girlfriend. Speed-roommating is the same idea, but it’s for people who need a roommate or a room. You meet new people, talk, and ask questions. 1 Where do you live now? 2 Where’s your apartment?

3

3 What do you do?

5 Do you have a boyfriend/girlfriend? 4 Are you a neat person?

7 Does your apartment have a balcony?

2.11 Listen again. Are the sentences true (T) or false (F)?

1 Mike and Bruce work on the weekend. 2 Bruce is a DJ at a club. 3 Phil doesn’t work near Bruce’s apartment.

5

8 What do you do in your free time?

2.11 Bruce is at a speed-roommating event. He is looking for a roommate. Listen and A decide who is the best roommate for Bruce – Mike, Phil, or Andrea. Why?

B

4

6 Does your boyfriend/girlfriend live near here?

What questions do you ask?

4 Phil doesn’t like his job. 5 Andrea doesn’t live with her parents. 6 Bruce has a girlfriend.

Match questions 1–5 with answers a–e. 1 2 3 4 5

Where do you work? What do you do? Do you work in the evening? Where does your boyfriend live? Do you have a boyfriend/girlfriend?

A B

Look at the questions in exercise 4. Which questions have a yes/no answer?

a b c d e

He lives in another city. I work at a local restaurant. No, I don’t. Not at the moment. I’m an accountant. Yes, I do. I finish at about 11:30.

Complete the rule. Then read the Grammar box.

We use the auxiliary verbs 1

Grammar

and 2

to make questions in the simple present.

simple present: questions

yes/no questions and short answers: Do you work long hours? Yes, I do. Does she go out? Yes, she does.

No, I don’t. No, she doesn’t.

Wh- questions: What do you do in your free time? Where do you work? When does he finish?

Look! We don’t use do and don’t in questions with the verb be: Do you live in San Francisco?

Are you from San Francisco?

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2C

LANGUAGE

2C Find a roommate Sts read about speed-roommating, a way of choosing a new roommate quickly. They listen to people taking part in a speedroommating event, and then practice asking and answering personal questions in a role play of a speed-roommating event. Grammar Simple present: questions

Pronunciation Auxiliary verb do/does in questions

WARMER Ask: Where do you live? Who do you live with? Elicit answers from individual sts and find out who shares an apartment or house with other people. Teach the word roommate. Ask: How do you find new roommates? Do you ask friends? Do you look online? Elicit a range of answers from individual sts.

1

Teach the meaning of speed. Sts work in pairs to look at the pictures, and think about what speed-roommating is. Elicit a few possible answers, but don’t confirm them yet.

2 A

Sts read the text quickly to check their ideas. Check answers with the class. Ask: Do you think speed-roommating is a good idea? Why/Why not? Answer It’s an event for meeting new people to try and find the perfect roommate.

B

Sts look at the questions and decide who asks each one. Check answers, and check that sts understand all the questions. Answers 1 people who need a roommate 2 people who need a room in an apartment 3 both 4 both 5 both 6 both 7 people who need a room in an apartment 8 both

3 A

2.11 Read out the question then play audio track 2.11. See TB page 357 for audio script. Sts listen and decide who is the best roommate. Discuss the answer with the class, and encourage sts to give reasons for their answers.

Possible answer Mike is perhaps the best roommate because Phil plays the guitar, but Bruce’s cat doesn’t like loud music, and Andrea doesn’t like cats.

B

Allow sts time to read the sentences. Check they understand everything. Play audio track 2.11 again. Sts listen, and decide if the sentences are true or false. Allow sts time to compare their answers in pairs, and then play the audio track again if necessary for them to check and complete their answers. Check answers with the class. 2.11

Answers 1 T 2 T 3 F 4 F 5 T 6 F (only Andrea has a partner)

4

Communication Asking and answering personal questions

Sts match the questions with the answers. Check answers, and check sts understand that What do you do? asks about someone’s job. Answers 1 b 2 d 3 e 4 a 5 c

5 A

Sts look at the questions in exercise 4 again, and decide which have a yes/no answer. Check answers. Answers 3 Do you work in the evening? 5 Do you have a boyfriend/girlfriend?

B Sts complete the rule. They could work in pairs for this. Check the answers. Answers 1 do 2 does

Grammar Read the Grammar box with sts about simple present questions. Explain that we use do/does to make questions in the simple present, and do/does comes before the subject: Do you work? NOT You do work? Explain that Wh- words come before do/does: Where do you live? Remind sts that we use do with I, you, we, and they, and we use does with he/she. Point out that in short answers we just use the auxiliary verb, not the main verb: Yes, I do. NOT Yes, I do work. Ask questions to check concept. Concept check questions: What auxiliary verb do we use to form questions in the simple present? (do/does). You do live with your parents? – a correct question? (no – Do you live with your parents?). Do he work in an office? – a correct question? (no – Does he work in an office?). Where you work? – a correct question? (no – Where do you work?). Which verb doesn’t use “do/does” to form questions? (the verb be). Go to Grammar practice: simple present: questions, SB page 115/TB page 243. Sts will find more language reference, presentation and practice for simple present questions here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 2C. Remind sts to go to the app for further self-study grammar practice of simple present: questions.

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simple present: questions

6

2.13 Pronunciation: auxiliary verbs do and does in questions Listen to the questions. How do we pronounce do and does? 4 What does Bruce do after work? 5 Where do they live? 6 Do they play tennis?

B

2.13 Listen again and underline the stressed words. Repeat the questions.

A

Complete the questions asked by different people at a speed-roommating event.

1 you like music? 2 your apartment have two bathrooms? 3 What kinds of TV programs you watch?

B

8

2C

A

1 Do you listen to music? 2 Does Phil have a cat? 3 When do you finish work?

7

LANGUAGE

4 Where 5 Who 6

you work? you live with? you go out in the evening?

Ask and answer the questions in pairs.

A Do the quiz in pairs. Write down your partner’s answers. B Are you and your partner similar?

What type of roommate are you? 1 What time / you / go to bed? a 9:00-11:00 b 11:00-01:00 c after 1:00 2 What / you / have for dinner? a I cook a healthy meal. b I have a pizza on the sofa. c I go out for dinner. 3 What / do / on the weekend? a I relax at home. b I spend time with friends. c I go to parties. 4 How many friends / you / have? a 4 or 5 good friends b about 50 c more than 500 on Facebook 5 What / be / your perfect job? a a writer b a fashion designer c a rock singer

9

A

What do you do in your free time? Ask and answer questions in pairs.

A What do you do in your free time?

B

B I meet friends, I go out for coffee, and I spend time with my family.

Work with a new partner. Ask and answer questions about your first partner.

What does Gabriela do in her free time?

Go to Communication practice: Student A page 159, Student B page 168

10

A

Imagine that you want to find a roommate. Write six questions to ask people.

B

Go speed-roommating with your classmates. Talk to lots of people. Ask and answer questions. Choose three good roommates. A Who do you live with right now? B I live in an apartment with three other people.

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46

Imagine you meet someone at speed-roommating who is a terrible roommate. Write the conversation you have with him/her.

EXTRA PRACTICE Workbook page 10

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2C

LANGUAGE

6 A

2.13 Model pronunciation of the strong forms of do

and does in isolation. Remind sts that in sentences some words are unstressed, so their pronunciation may be different. Play audio track 2.13. See the SB page opposite for audio script. Sts listen and notice how we pronounce do and does. Discuss the answer with the class.

8

Read through the quiz with the class. Check they understand that they must form a question from the prompts to ask their partner. Do the first question with them as an example. They keep a note of their partner's answers and when they have finished, they turn to page 164 and work out their partner’s score. They compare their scores and see if they are similar.

Answers

Questions 1 What time do you go to bed? 2 What do you have for dinner? 3 What do you do on the weekend? 4 How many friends do you have? 5 What is your perfect job?

do /duː/ or /də/ does /dəz/

B

2.13 Play audio track 2.13 again. Sts listen and

underline the stressed words. Check answers, and point out that do, and does are not stressed. Play the audio track again for sts to repeat. Answers 1 Do you listen to music? 2 Does Phil have a cat? 3 When do you finish work? 4 What does Bruce do after work? 5 Where do they live? 6 Do they play tennis?

7 A

Sts read the questions and complete them with the correct words. Check answers and check that sts understand all the questions. Answers 1 Do 2 Does 3 do 4 do 5 do 6 Do

B

Sts ask and answer the questions in pairs. Get feedback on their answers.

3 x PRACTICE

SB page 17, exercise 7A

1 Do the exercise as normal. To check answers, read out

each fill-in-the-blank question and ask: do or does? Why? Elicit the correct answer in each case, and then ask a student to read out the completed question. Elicit a few possible answers. 2 Put sts into pairs, and ask them to close their books. Write a brief prompt for each question on the board, e.g., music, two bathrooms. Sts work in pairs and try to rewrite the questions from memory. They can look in their books again to check. 3 Refer sts back to the exercise they did about pronunciation in exercise 6. Ask sts to underline the stressed words in the questions in exercise 7A. Discuss which words are stressed, and model pronunciation of the questions. Sts can then practice saying the questions in pairs, focusing on the pronunciation. Sts can then move on to exercise 7B, and ask and answer the questions.

9 A

Allow sts time to prepare their answers individually. They then ask and answer the question in pairs.

B Put sts into new pairs to ask and answer questions about their first partner. Remind them to use does with the he/she form. Get feedback on sts’ answers. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 159. All “Student B” sts should go to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, and then continue with exercise 10A of lesson 2C.

10 A

Allow sts time to prepare their questions. Monitor and help while they are working. Ask some sts to read their questions to the class. Correct any errors.

B Put sts into pairs and ask them to decide who is Student A, and who is B. They take turns asking each other their questions and make notes on whether their partner would be a good roommate. After two or three minutes, ask the A sts to stand up and move to a new partner. Sts ask and answer their questions again. Repeat this five or six more times. Monitor while sts are working, and note down any errors with questions. When time is up, sts look at their notes, and decide which three people they think would be good roommates. Ask some sts to tell the class who they would choose and why. Correct any errors you noticed in a short feedback session. PERSONAL BEST Sts can practice using the simple present further. They write a conversation with a terrible roommate. Encourage them to use their imagination and point out that the conversation doesn’t have to be serious. Sts could practice their conversations in pairs. Refer weaker sts back to the text on page 12. They can work in pairs, and write three questions about the people in the text, e.g., Where does Isaac sing? Pairs can work together in groups of four to ask and answer their questions.

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21

SKILLS

WRITING

opening and closing an informal e-mail

■

connectors: and, but, and or

2D A new city 1

Think about a town or city that you know well. What do you do there? In pairs, say three sentences to describe the place. I like Rio de Janeiro. It’s a great city. I eat out with my family, I go to the beach, and I go to clubs with my friends.

2

Lucas is in a new city. Read his e-mail to Hayley. Why is he writing? Choose the correct answer. a to tell her about his new life b to tell her about his new girlfriend c to invite her to visit

Hi Hayley, How are things back home in Australia? I’m fine here in Singapore. I love life here – it’s a fantastic city for students! I share an apartment with two more students near my college. My roommates are named Steve and Susie, and they’re great! I have a part-time job. I work at an Italian restaurant as a waiter. Susie has a job there, too, but I don’t work with her because she works on different days. Steve doesn’t have a job right now because he goes to college every day. In the evenings, I study, or I relax and watch TV. I don’t have much free time, but sometimes I go to the movies with Steve and Susie. On weekends, I play sports or I go out with my friends. I love the clubs in Singapore! Write soon. Lucas

3

Read the e-mail again and answer the questions. 1 Where is Lucas from? 2 Who does he live with? 3 What does he do in Singapore in his free time?

Skill

4 What do Lucas and his friends do when they go out? 5 Where does Susie work? 6 Why doesn’t Steve work?

opening and closing an informal e-mail

We write informal e-mails to people we know well, like friends and family. Opening: Closing: Hi/Hello (+ name) Hey! Hello! Write soon. Take care.

See you soon.

For very close friends and family, we often close with Love + (your name) + the letters xx.

4

Read the Skill box. Which opening and closing words or phrases does Lucas use?

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48

EXTRA PRACTICE Workbook pages 11 and 74

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SKILLS

2D

2D A new city Sts read an e-mail from someone who has moved to a new city. They then imagine they have moved to a new city, and write an e-mail to a friend. Writing An informal e-mail

Skill Opening and closing an informal e-mail

Text builder Connectors: and, but, and or

WARMER Focus on the picture in exercise 2. Ask: Do you know this city? Where do you think it is? Elicit a few possible answers. Ask: Why do people sometimes move to a new city? Elicit a range of answers. Ask: Would you like to move to a new city? Where would you go? Why?

1

Sts work individually to think about a city they know well and prepare three sentences. They then work in pairs to say their sentences to each other. Get feedback on sts’ answers.

2

Sts read the e-mail and choose the correct answer. Check the answer. Answer a

3

Students read the e-mail again and answer the questions. They can compare their answers in pairs. Check answers with the class. Answers 1 Australia 2 Steve and Susie – two students 3 He sometimes goes to the movies with Steve and Susie. On weekends he plays sports or goes out with his friends. 4 They go to the movies or to a club. 5 In an Italian restaurant. 6 Because he goes to college every day.

Skill Read the Skill box with sts about opening and closing an informal e-mail. Point out that there are different expressions for opening and closing informal e-mails.

4

Ask sts to find the opening and closing phrases that Lucas uses. Check answers. Answer Hi + name Write soon.

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opening and closing an informal e-mail

5

■

connectors: and, but, and or WRITING

SKILLS

2D

Complete the e-mails with opening and closing phrases.

1

3

John,

How are you? I hope you’re OK. Are you free on the weekend? Do you want to play tennis on Saturday? I usually play with Victor, but he’s in Chicago this weekend. 2

Tom

Sara!

How are you? How’s your new job? I’m in a new apartment, and I have two new roommates! The apartment’s lovely, and my roommates are really nice. Do you want to see a movie or go out for coffee on the weekend? I want to hear your news! 4

Nikki xx

Text builder

connectors: and, but, and or

We use and to add information: My roommates are named Steve and Susie, and they’re great! We use but to introduce a different idea: I don’t have much free time, but sometimes I go to the movies. We use or to add another possibility: In the evenings, I study, or I relax and watch TV.

6 7

Read the Text builder. Find other examples of connectors in Lucas’ e-mail. Complete the sentences with and, but, and or. 1 2 3 4 5 6

8

Eduardo’s my roommate he’s 22 years old. I like my job, I don’t like my boss. On the weekend, I meet my parents at a restaurant, I play the guitar, I’m not in a band. I have two jobs. I work at a café I drive a taxi. Does your girlfriend have a job, is she a student?

Complete the sentences with your own ideas. 1 Elena’s from Colombia, and she … 2 Stefan’s from Germany, but he … 3 We often go out on the weekend, and we …

9

I go to their house for lunch.

A • • • •

PREPARE

4 In the evenings, we go to the movies, or we … 5 I watch soccer on TV, but I don’t watch … 6 In the evening, I …, or I …

Plan an e-mail about your life for a friend in another city. Answer the questions.

Where do you live? Who do you live with? Do you like him/her/them? Do you have a job? What do you do? What do you do in your free time at home? What do you do when you go out?

B

PRACTICE Write the e-mail. Use different paragraphs to write about your home, your job, and your free time. Use and, but, and or to connect your ideas.

• • • • •

C

Open your e-mail. Paragraph 1: Say where you live and who you live with. Paragraph 2: Say if you have a job and describe what you do. Paragraph 3: Describe what you do in your free time. Close your e-mail.

Exchange e-mails with a partner. Underline three sentences with connectors that you think are interesting.

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50

PERSONAL BEST

Describe a city in a different country. Ask your partner to guess the city.

EXTRA PRACTICE Workbook page 11; photocopiable activity 2D Skills

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2D

SKILLS

5

Sts complete the e-mails with suitable opening and closing phrases. Check answers. Answers 1 Hi/Hello 2 Write soon/See you soon 3 Hi/Hello 4 Write soon/Love

Text builder Read the Text builder box with sts about connectors. Explain that we use and to connect ideas that are similar, e.g., It’s sunny, and I’m happy. (They are both positive things.) Explain that we use but to connect ideas that are different, e.g., It’s raining, but I’m happy. (One thing is negative, the other is positive.) Explain that we use or to add a choice or another possibility, e.g., We can stay at home tonight, or we can go out. Ask questions to check concept. Concept check questions: What do we use connectors for? (to add information or ideas). She’s friendly and she’s neat – why “and”? (because the ideas are similar – they are both positive). He’s very nice, but he’s untidy – why “but”? (because the ideas are different – one positive, one negative). We can cook a meal, or order a pizza – why “or”? (because we’re adding a choice or another possibility).

6

Sts read Lucas’ e-mail again and find other examples of the three connectors. Check answers. Answers Susie has a job there, too, but I don’t work with her In the evenings, I study or I relax and watch TV. On the weekends, I play sports or I go out with my friends. I don‘t have much free time, but sometimes I go to the movies.

7

Sts complete the sentences with the correct connectors. Allow them to compare their answers in pairs. Check answers with the class. Answers 1 and 2 but 3 or 4 but 5 and 6 or

3 x PRACTICE

SB page 19, exercise 7

1 Do the exercise as normal. To check answers, read out

each fill-in-the-blank sentence three times, with and, but, and or. Ask: Which one is correct? Why? 2 Put sts into pairs. One in each pair writes down the sentence beginnings from exercise 7 in a random order. The other writes down the sentence endings in a random order. Tell them not to include and, but, or or. With books closed, they try to match the sentence halves and join them with and, but, and or. They can check in their books. 3 In pairs, sts choose three sentences, and write alternative endings for them, using a different connector, e.g., I like my job, and I earn a lot of money. Pairs can read their sentences out, omitting the connector. Other sts listen and guess the connectors.

8

Sts complete the sentences with their own ideas. They can compare their sentences in pairs. Ask some sts to read their sentences to the class.

9

Students follow the steps to write their own e-mail.

A

PREPARE Sts read the questions and answer them. Point out that they do not have to use information that is true – they can invent information about themselves if they prefer.

B PRACTICE Sts use the e-mail in exercise 2 as a model and write their own e-mail. Refer sts back to the Skill box on page 18 to help with opening and closing their e-mail, and remind them to use a range of connectors to connect their ideas. You could set this stage for homework if you prefer. C

PERSONAL BEST Sts work in pairs. They exchange their e-mail with their partner and underline three sentences with connectors that they think are interesting. They could also check for mistakes. They give feedback to each other on how well they have used connectors. Encourage a spirit of peer support and cooperation.

PERSONAL BEST Sts can practice describing a city further. Ask them to prepare a short description of a city in a different country. Remind them to use connectors to link ideas. They then work in pairs to read their descriptions to each other, and guess the cities. Ask who guessed correctly.

SUPPORT! With weaker sts, write these sentence stems on the board: ___ is an exciting city and ... I like ___, but ... I’d love to go to ___ or ___ because ... Sts can complete the sentences with the names of different cities and their own ideas. They can then compare their sentences in pairs.

EXTRA PRACTICE With books closed, write the following fill-in-the-blank sentences on the board: 1 I ___ an apartment with two more students. 2 I ___ a part-time job. 3 Steve ___ college every day. 4 Sometimes I ___ the movies. 5 On the weekends, I ___ sports. Sts work in pairs, and complete the sentences with the correct verbs and prepositions where necessary. They can check their answers in the text. Point out to sts that when they learn new vocabulary, e.g., apartment, job, movies, it is a good idea to write an example sentence to remember verbs and prepositions that go with it. Answers 1 share 2 have 3 goes to 4 go to 5 play

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1 and 2

REVIEW and PRACTICE

Grammar 1

Complete the text with the correct form of the verbs in parentheses.

Choose the correct options to complete the sentences. 1

in Mexico City. a My brother works b My brother work c My brother has

2

My sister . a lives with his parents b lives with our parents c lives with their parents

3

on the weekend? a What does you do b What you do c What do you do

4

Jack . He’s an electrician. a ‘s not construction worker b ‘s not a construction worker c no builds

5

How old are you? a I b I’ve c I’m

6

My hairdresser’s Italian. a She comes from Rome b They come from Rome c She come from Rome

7

American? a Your wife’s b Has your wife c Is your wife

8

2

3

25.

.

Charles 1 (live) in France, but he works in Switzerland. His wife’s German, and they 2 (have) three children. He 3 (be) a lawyer, and she 4 (teach) music. In the evening, she 5 (play) the guitar, and he 6 (fix) watches. On the weekend, they 7 (meet) friends, or 8 (relax) with the family.

Who ? a do work for b do you work for c does he works for

Put the words in the correct order. 1

apartment New York Harry in Tim and live an in

Vocabulary

2

Canada from ’s Harry

1

3

a British Tim in ’s and bank works

4

nine He at starts work

5

restaurant works Harry a in

6

watch after TV work They

7

with out On friends the they go weekend

8

listen and computer games play They music to

Circle the word that is different. Explain your answer. 1

guitar

newspaper

tennis

games

2

doctor

dentist

teach

lawyer

3

Mexico

Irish

Brazil

Peru

4

police officer

Colombian

nurse

teacher

5

Mexican

French

Japan

Italian

6

handbag

keys

gloves

phone

7

sixty

nineteen

seventy

eighty

8

chef

wear

fix

serve

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REVIEW and PRACTICE

1 and1B 2

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. While sts are working, write

Sts read the sentences and questions and choose the correct options to complete them. Check answers. Answers 1 a 2 b 3 c 4 b 5 c 6 a 7 c 8 b

2

Sts put the words in order to make sentences. Check answers. Answers 1 Harry and Tim live in an apartment in New York. 2 Harry’s from Canada. 3 Tim’s British and works in a bank. 4 He starts work at nine. 5 Harry works in a restaurant. 6 They watch TV after work. 7 On the weekend they go out with friends. 8 They listen to music and play computer games.

3

Ask sts to read the text through quickly for general meaning, ignoring the gaps. Ask: Where do they live? (in France). Sts read the text again and complete it with the correct verb forms. Check answers. Answers 1 lives 2 have 3 is 4 teaches 5 plays 6 fixes 7 meet 8 relax

SB page 20, exercise 3

two possible answers for each blank on the board. When they have finished, sts discuss in pairs which is right and why. Discuss as a class why each correct answer is right. 2 Ask sts to close their books. They work in pairs, and try to remember as much as they can about Charles and his wife. You could write some prompts on the board to help them, e.g., from? live? work? evening? They can check by looking in their books. 3 Sts work in pairs, and prepare an interview with either Charles or his wife. As a class, brainstorm some questions they could ask, e.g., Where are you from? Where do you work? Sts can then role play an interview with Charles or his wife, using information from the text. They can switch roles and practice again. Encourage them to try to speak as naturally as possible, to make the interview sound real.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 newspaper (you play all the others) 2 teach (the others are jobs) 3 Irish (the others are countries) 4 Colombian (the others are jobs) 5 Japan (the others are nationalities) 6 handbag (the others are all things you can find in a handbag) 7 nineteen (the others are all even numbers) 8 chef (the others are all verbs)

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REVIEW and PRACTICE

2

3

Match definitions 1–8 with objects a–h. 1

They help you see better.

a

flashlight

2

They keep your hands warm.

b

stamp

3

It helps you see at night.

c

glasses

4

You keep your money in it.

d

wallet

5

It tells you the time.

e

watch

6

You use it to send a letter.

f

comb

7

You use them to open and close a door.

g

keys

8

You use this on your hair.

h

gloves

Complete the sentences with the jobs in the box. chef dentist flight attendant nurse waiter mechanic hairdresser teacher

4

1

A

2

My cousin’s a

serves food in a restaurant.

3

A

cooks the food in a restaurant.

4

A

works in a garage and fixes cars.

5

A

cuts hair.

6

If you have problems with your teeth, see a

7

My

8

My sister’s a New York.

with American Airlines.

.

Personal Best on Less 1A

son 2A Les

Name five nationalities.

Name five jobs.

on Less 1A

Lesson 2A

Write two sentences about yourself using the verb be: one affirmative, one negative.

Write three sentences about your friends using the simple present.

on Less 1B

on Less 2C

Write three simple statements with be.

Write a yes/no question using do or does.

helps me with my English. . She works at a hospital in

Put the words in the correct columns. accountant gloves Brazil Turkish glasses sunglasses Mexican American doctor lawyer UK taxi driver Japan Irish tissues Colombia Jobs

1 and 2

Countries

Nationalities

Objects

on Less 1C

son 2C Les

Name five things in your bag.

Write three questions you can ask the first time you meet someone.

son 1C Les

son 2D Les

Write three sentences using his, her, and their.

Give two expressions for closing an informal email.

on Less 1D

son 2D Les

Give two expressions to ask for clarification.

Write one sentence with but and one with or.

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REVIEW and PRACTICE

2

Sts match the definitions with the objects. Check answers. Answers 1 c 2 h 3 a 4 d 5 e 6 b 7 g 8 f

3

Answers 1 waiter 2 flight attendant 3 chef 4 mechanic 5 hairdresser 6 dentist 7 teacher 8 nurse

SB page 21, exercise 3

1 Do the exercise as normal. When you check the

answers for each blank, ask sts to put up one hand if they think they know the answer, and two hands if they feel certain they know it. Ask those who put up one hand why they are not sure. The sts who are certain can explain. 2 Ask sts to cover the sentences, but not the wordpool box. They work in pairs, and try to remember the sentences. They can look at their books to check. 3 Sts work individually, and imagine they do one of the jobs. They prepare some sentences to say what they do, and why they like it or don’t like it. Tell them not to include the name of the job. Sts then work in small groups to talk about their job. Their classmates listen and guess the jobs.

4

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace, and allow for language recall and personalization.

Sts read the sentences and choose the correct jobs to complete them. Check answers.

3 x PRACTICE

1 and1B 2

These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 2A). They cover grammar, vocabulary, text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs, or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts, and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary, and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 1, pages 6 and 7 Unit 2, pages 12 and 13

Sts add the words to the chart under the correct heading. Check answers and check that sts understand all the words. As an extension, sts could work in pairs, and add more words to the table. Answers Jobs: accountant, doctor, lawyer, taxi driver Countries: Brazil, UK, Japan, Colombia Nationalities: Turkish, Mexican, American, Irish Objects: gloves, glasses, sunglasses, tissues

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UNIT

3

People in my life LANGUAGE

frequency adverbs and expressions

■

family

3A Time together 1

When and where do you spend time with your family? Tell your partner. I see my family on the weekend. We have lunch together on Sundays.

2

3

Look at the pictures of different family activities. How many generations can you see? What are they doing together?

A

Read the text. Complete it with the verbs in the box. go cook make see play watch

Family get-togethers Once a year, my whole family meets at my parents’ house for a weekend of fun, music, and great food. We’re a big family, and there are four generations of us!

games with the children in the In the morning, we often 1 park. My brother Ben has a boy and a girl. My niece and nephew are crazy about soccer, so we usually play that.

for a walk or stay at home. We sit in In the afternoon, we 2 things with the children. the backyard, and we sometimes 3 My sister-in-law Lois teaches five-year-olds, and she always brings lots of paper and pens. dinner. Food’s always an important part In the evening, we 4 of the weekend! Our food’s very international – my grandmother’s Brazilian, my dad’s Colombian, my sister-in-law’s British, and my husband’s Polish. We often have Mexican food because we all love it. television – we prefer to talk. My Uncle Paul and We never 5 my cousins Joe and Megan play music. Uncle Paul and Joe play the guitar, and Megan sings and plays the piano. They’re really good. my family often because we all live in different I don’t 6 parts of the country, but I love these weekends. They’re really special.

B

4

A

3.1

Listen and check your answers.

Read the text again and choose the correct options.

1 The writer is Ben’s sister / aunt. 2 Lois is Ben’s sister / wife.

B

3 Paul is Joe’s father / grandfather. 4 Megan is Paul’s son / daughter.

Look at the main picture in the text. What relation to the writer do you think the people are?

Go to Vocabulary practice: family, page 140

Person

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EXTRA PRACTICE Workbook page 14; photocopiable activity 3A Vocabulary

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UNIT

UNIT

People in my life 3 UNIT 3 OVERVIEW: This unit focuses on family, friends and free-time activities. Sts read about a family reunion and talk about the activities they do each week. They read about different clubs that people can join and then they plan their own. They read about a relationship between people with very different interests, and talk about the things they enjoy, and don’t enjoy doing. Finally, they watch or listen to people planning a night out and they practice making plans for a social event, and practice accepting and declining invitations. SKILLS

LANGUAGE Grammar Adverbs and frequency expressions; love, like, hate, enjoy, don’t mind, + noun/-ing form

Vocabulary Family; activities (2)

Pronunciation Sentence stress; -ing forms

Reading Scanning a text; also and too

Speaking Making plans; accepting or declining an invitation

3A

LANGUAGE

3A Time together

Sts read about a family reunion. They listen to someone talking about activities and talk about activities they do. Grammar Adverbs and frequency expressions (always, usually, twice a day, etc.)

Vocabulary Family (aunt, brother, brother-in-law, children, cousin, daughter, daughter-in-law, father, father-in-law, grandchildren, granddaughter, grandfather, etc.)

WARMER Ask: How many people are there in your family? Who are they? How important is your family to you? What are the advantages/disadvantages of having a big family?

Pronunciation Sentence stress

Communication Talking about how frequently you do activities

B Sts look at the main picture again and decide what relation the people in the picture could be to the writer. Discuss the answers as a class. Answers

1

Sts work in pairs to talk about when and where they spend time with their family. Get feedback.

The people could be the writer‘s parents, sister, nephew, husband, niece, sister-in-law, brother.

2

Read out the question and explain generations. Sts look at the pictures in pairs, and decide how many generations there are. Discuss the answer with the class.

Go to Vocabulary practice: family, SB page 140/TB page 293. Sts will find more language reference, presentation, and practice for family vocabulary here. Do these exercises with the class, or set them for homework, before continuing with exercise 5 of lesson 3A.

Answer There are three generations.

3 A

Sts read the text and complete it with the correct verbs. Don’t confirm answers yet.

Remind sts to go to the app for further self-study practice of family vocabulary.

3.1 Play audio track 3.1. See the SB page opposite B for audio script. Sts listen and check their answers.

Answers 1 play 2 go 3 make 4 cook 5 watch 6 see

4 A

Read the sentences with the class, and check sts understand all the options. Pre-teach the family words if necessary. Sts read the text again and choose the correct options. Check answers. Answers

Personal Best 1

sister 2 wife 3 father 4 daughter

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frequency adverbs and expressions

5

6

■

family

3A

LANGUAGE

3.4 Listen to Ben and match the activities with the people and the frequency expressions. 1 2 3 4 5 6

play tennis read stories go out for coffee watch TV go out for dinner buy food

son grandmother son and daughter cousin wife brother-in-law

every day once a week once a month three times a week every evening twice a month

A

Underline the frequency adverbs in the text on page 22. Complete the rule.

Frequency adverbs go before / after the verb be and before / after other verbs.

B

Look at the frequency expressions in exercise 5. Which word means “one time”? Which word means “two times”? Then read the Grammar box.

Grammar

frequency adverbs and expressions

Frequency adverbs: 100% always

usually

often

sometimes

hardly ever

0% never

Frequency expressions: once/twice/three times

a day/week/month/year every

Go to Grammar practice: frequency adverbs and expressions, page 116

7

3.6 Pronunciation: sentence stress Listen to the sentences. Underline the stressed words or A syllables. Are the frequency adverbs and expressions stressed? 1 I sometimes play the guitar. 2 He’s often late. 3 We never watch television.

B

8

A

4 They eat out once a week. 5 She sees her grandparents three times a year. 6 I listen to the radio every day.

3.6 Listen again and repeat the sentences. Copy the rhythm.

Write five sentences about you and your family. Use different frequency adverbs and expressions.

I often go out for coffee with my mother-in-law.

I sometimes watch TV with my grandparents.

I play soccer with my brother once a week.

B

In pairs, say your sentences. Do you do the same activities with the same people?

Go to Communication practice: Student A page 159, Student B page 168

9

A

Ask and answer questions with your classmates about how frequently you do the activities. go to (the movies)

play (a sport)

cook

A How often do you go to the movies?

B 1 2 3 4 5 6

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meet (your cousins)

drive a car

B Once a month. What about you?

A I never go to the movies.

Complete the sentences about your classmates. never goes sometimes plays cooks meets his/her drives a car goes running

. . . . . .

Draw your family tree. Choose five people in your family and write a sentence about each of them.

EXTRA PRACTICE Workbook page 14; 00; photocopiable photocopiable activity activity 3A 2A Grammar Grammar

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go running

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3A

LANGUAGE

5

3.4 Ask sts to read through the activities and the

frequency expressions. Play the first sentence of audio track 3.4 and elicit the answer as an example. See TB page 358 for audio script. Play the rest of the audio track. Sts listen and complete the matching task. Check answers. Answers 1 play tennis, brother-in-law, once a week 2 read stories, son and daughter, every evening 3 go out for coffee, cousin, twice a month 4 watch TV, son, every day 5 go out for dinner, wife, once a month 6 buy food, grandmother, three times a week

3 x PRACTICE

Go to Grammar practice: frequency adverbs and expressions, SB page 116/TB page 245. Sts will find more language reference, presentation, and practice for adverbs and frequency expressions here. Do these exercises with the class, or set them for homework, before continuing with exercise 7A of lesson 3A. Remind sts to go to the app for further self-study grammar practice of adverbs and frequency expressions.

7 A

3.6 Play audio track 3.6. See the SB page opposite for audio script. Sts listen and underline the stressed words and syllables, and decide if the frequency adverbs and expressions are stressed.

SB page 23, exercise 5

Answers 1 I sometimes play the guitar. 2 He’s often late. 3 We never watch television. 4 They eat out once a week. 5 She sees her grandparents three times a year. 6 I listen to the radio every day.

1 Do the exercise as normal. To check answers, read out

each activity and elicit the correct sentence. Play that sentence on the audio for sts to check. 2 Sts cover the second and third columns, and look at the activities. They try to remember the sentence that goes with each activity. Play the audio again for them to check. 3 In pairs, sts use the activities, people, and frequency expressions to write three new sentences, e.g., I play tennis with my wife every day. Ask some sts to read their sentences to the class.

6 A

Write the frequency adverbs from the Grammar box on the board and check sts understand them. Sts find and underline the adverbs in the text, and complete the rule. They could work in pairs for this. Check answers. Answer Rule: after, before

B Sts look back at the frequency expressions in exercise 5 and answer the questions. Check answers. Answers Once means one time; twice means two times.

Grammar Read the Grammar box with sts about adverbs and frequency expressions. Elicit that frequency adverbs come after the verb be (She is always happy) but before other verbs (She always helps me). Point out the position of don’t/ doesn’t in negative sentences: She doesn’t always help me NOT She always doesn’t help me. Point out that frequency expressions usually come at the end of a sentence: I see her once a week. Ask questions to check concept. Concept check questions: I sometimes play soccer – do I play every day? (no – maybe once a week). Joe plays often soccer – correct? (no – often plays). Does he play more than me? (yes). Sam usually is late for class – correct? (no – is usually late). Is he late 20% of the time, or 80%? (80%). I see my grandparents on July 15th, August 15th, September 15th, etc. – how often do I see them? (every month/once a month). I play tennis on Tuesdays, Thursdays, and Saturdays – how often do I play? (three times a week).

The frequency adverbs are stressed, and the important words in the frequency expressions are stressed. 3.6 Play audio track 3.6 again. Sts listen and repeat B the sentences, paying attention to the stress and rhythm.

8 A

Read out the example sentences and elicit one or two more examples. Sts write their sentences individually.

B Sts work in pairs to read their sentences to each other, and discuss whether they do the same activities with the same people. Get feedback on their answers. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 159. All “Student B” sts should go to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, then continue with exercise 9A of lesson 3A.

9 A

Read out the example questions. Point out the form of the question: How often do you ...? Point out the question What about you? to ask the same question back to someone. Allow sts time to prepare their questions. Sts ask and answer questions with different classmates. Tell them they should note down their classmates’ answers.

B Sts complete the sentences with information about their classmates. Ask some sts to read their sentences out. PERSONAL BEST Sts can practice family vocabulary further. They draw their family tree, then choose five family members and write a sentence about each of them using frequency adverbs and expressions. Sts can compare their family trees and sentences in pairs. With weaker classes, brainstorm some more ideas for activities and write them on the board, e.g., go to concerts, play games. Sts write three sentences about themselves and their family using frequency adverbs and expressions. Two sentences should be true, and one should be false. Sts read their sentences to each other in pairs, and guess which sentence is false.

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SKILLS

READING

scanning a text

■

also and too

3B A new group 1

Look at the picture. In pairs, talk about how you usually meet new people in your town or city.

Skill

scanning a text

Scanning means reading quickly to find specific information; for example, you scan a TV guide for a program, or a schedule for a train’s arrival time. You don’t read everything. You only look for the information you want.

2

A Read the Skill box. Imagine that you like art and photography. Scan the website to find groups that are suitable for you. B

You are free on Monday and Wednesday evenings. Which art or photography group can you join? Scan the website again.

3

Read the website again and read for detail. Are the sentences true (T) or false (F)? 1 2 3 4 5

The Walking Club meets on the weekend. The Drawing Club always meets in a studio. The Italian Club sometimes goes to Italy. The Camera Club has an exhibit once a year. In the International Friends Club, people cook at different homes every week.

Text builder

6 Children and young people watch the Drama Club’s shows. 7 The Cooking Club meets once a week. 8 The Movie Club always meets every Saturday evening.

also and too

Also and too are adverbs that we use to add extra information. Also often goes after the verb be and before other verbs. Too usually goes at the end of the sentence. We use a comma before too, but not before also.

4

5 6

A B

Read the Text builder. Underline examples of also and too on the website.

1 2 3 4

She plays the guitar, and she also / too writes stories. I want to join the Camera Club and the Cooking Club, also / too. We go to the movies once a month, and we sometimes go to the theater, also / too. They go to a restaurant twice a week, and they also / too get takeout once a week.

Choose the correct words to complete the sentences.

In pairs, discuss which club on the website you like most. Why?

A

Plan a new club for the website. Think about the following:

What does it do? How often does it meet? Where does it meet?

B

Tell the class about your new club and listen to your classmates’ clubs. Decide which new club you like most.

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EXTRA PRACTICE Workbook page 15; photocopiable activity 3B Skills

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SKILLS

3B

3B A new group Sts read about clubs offering different activities, and then plan a new club and present it to their classmates. Reading Sts read a text about different clubs.

Skill Scanning a text

WARMER

Text builder also and too

4 A

Sts underline examples of the two words on the website. Point out the position of also after the verb be but before other verbs. Point out that too comes at the end of a sentence, and is preceded by a comma.

Ask: What do you do in your free time? Elicit a few answers and ask more questions to review some of the activities sts learned in unit 2, e.g., Do you listen to music? Do you play soccer or tennis? Ask questions with How often ...? to review the frequency expressions. Ask: Do you belong to any clubs? What are they? What other clubs do you know about? Elicit answers from individual sts.

1

Answers … we also go outside to draw once a month. We also watch Italian movies together. We want to … have a good time, too! We perform three shows a year … at local schools, too. … we also meet other people who love cooking. It’s a great way to … make new friends, too.

Sts look at the picture and discuss the question in pairs. Get feedback on their answers. Ask: Are clubs a good way to meet new people? Why?

B Sts choose the correct words to complete the sentences. Check answers.

Skill Read the Skill box with sts about scanning a text. Point out that scanning can save you a lot of time by getting you to the information you need quickly, or getting you to the right part of a text, which you can then read carefully.

2 A

Sts scan the website on page 25 to find suitable groups. You could set a time limit of two or three minutes, to encourage sts to scan quickly. Check answers. Answers Drawing Club, Camera Club

B Sts scan the website again to find which of the two clubs they can join. Check answers. Answer Camera Club

3

Sts read the text more carefully, and decide if the sentences are true or false. Check answers.

Answers 1 also 2 too 3 too 4 also

5

Allow sts time to prepare their ideas individually. Point out that they must give reasons for their answers. Sts then discuss their ideas in pairs. Get feedback on their answers, and see which club is the most popular overall.

6 A

Sts work individually or in pairs to plan a new club. You could brainstorm a few ideas as a class first, e.g., a computer game club, a reading club. Point out to sts that they need to plan all the details of when, where, and how often the club meets. Monitor and help while sts are working.

B Ask individuals or pairs to present their new clubs to the class. Ask sts which club they like most and why. With larger classes, sts could present their ideas to each other in groups of five or six, and each group could choose one idea to present to the class.

Answers 1 T 2 F 3 F 4 F 5 F 6 T 7 T 8 F

Text builder Read the Text builder box with sts about also and too. Ask questions to check concept. Concept check questions: I like drawing, and cooking too – do I like cooking? (yes). Do I like two things? (yes). I like drawing, and I also like cooking – same meaning? (yes). Which do we use at the end of a sentence – also or too? (too). Jorge is Spanish, and María also is Spanish – correct? (no – María is also Spanish).

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scanning a text

■

also and too READING

SKILLS

3B 1D

Clubs near you WALKING CLUB

INTERNATIONAL FRIENDS CLUB We’re a walking club for people who love the country. We go on lots of walks of different lengths and levels of difficulty. We start at 9:30 a.m. on Sunday mornings, and we usually finish at about 5 p.m.

DRAWING CLUB

We’re a friendly group that meets every week on Tuesdays. We usually meet at a restaurant, and we often go to the movies and theater. We want to learn about other countries and cultures, and have a good time, too!

DRAMA CLUB This is a club for art lovers of all ages. Beginners are very welcome! We don’t have a teacher, but we all learn from each other. We work in a studio on Thursday evenings, and we also go outside to draw once a month.

ITALIAN CLUB

We’re a big group, but we always welcome new members. We perform three shows a year at the local arts center and at local schools, too. We meet on Wednesday evenings at 7:30.

COOKING CLUB We meet every Saturday to cook together at someone’s home and then enjoy a great meal! We try lots of new and delicious foods, and we also meet other people who love cooking.

Buongiorno! We’re a group of people who speak Italian and who are interested in Italian culture. We meet at an Italian restaurant once a month, on a Friday evening. We also watch Italian movies together.

CAMERA CLUB

MOVIE CLUB Do you like photography? If so, come and join our camera club! We meet every Monday at 7 p.m. We have talks and discussions about different kinds of photography, and we show each other our own photos.

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Describe a club that you’re in now or when you were a child.

EXTRA PRACTICE Workbook page 15

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We don’t have a regular meeting! Members post a message on the website and invite others to join them for a movie. After watching the movie, we usually go out for coffee and talk. It’s a great way to enjoy movies and make new friends, too.

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SKILLS

3B

PERSONAL BEST Sts can practice talking about clubs and free-time activities further. Ask them to think about a club they are in now or one they were in as a child. Sts work in pairs to describe their club to their partner. Ask some sts to tell the class what they learned about their partner’s club. Weaker sts could play a game. They work individually to prepare three clues about one of the clubs in the text on page 25. They then work in pairs and take turns reading their clues to each other. Their partner gets three points if they guess the club after only one clue, two points if they guess after two clues, and one point if they guess after three clues. Sts could repeat with a new partner. See who gets the most points.

EXTRA PRACTICE With books closed, write the following fill-in-the-blank sentences on the board: 1 We go outside ___ a month. 2 We meet at an Italian restaurant once a ___ . 3 We meet ___ Monday at 7 p.m. 4 We ___ go to the movies. 5 We ___ welcome new members. 6 We meet every ___ to cook together. 7 We ___ go out for coffee and talk. Sts work in pairs to complete the sentences from memory and decide which club they refer to. You could write the names of the clubs on the board to help them. Sts can check their answers in the text on page 25. Check answers and see who guessed the most correctly. Answers 1 once – Drawing Club 2 month – Italian Club 3 every – Camera Club 4 often – International Friends Club 5 always – Drama Club 6 Saturday – Cooking Club 7 usually – Movie Club

EXTRA PRACTICE Put sts into pairs. Ask them to imagine they are at one of the clubs and prepare a short conversation, without mentioning the name of the group. Tell them to use information from the text and their own ideas. Ask pairs in turn to perform their conversations for the class. Other sts can guess which club they are at.

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love, like, hate, enjoy, don’t mind + noun/-ing form

LANGUAGE

■

activities (2)

3C Opposites attract 1

Which activities are good for a couple to do together? In pairs, choose five activities and explain why. going on vacation visiting relatives playing sports going bike riding playing computer games visiting museums relaxing at home studying

Go to Vocabulary practice: activities (2), page 141

2

A

Read the text about Cara and Chris. What do they do together?

B

Discuss the questions in pairs.

1 Are Cara and Chris happy that they are very different? Why/Why not? 2 Do you think opposites attract?

Do opposites really attract? Or is it better to find someone similar to you? We ask one couple why they are together when they are so different from each other.

OPPOSITES attract

CARA My boyfriend Chris and I are very different. He’s always out, and he loves playing sports. He likes running, and he loves playing tennis. I don’t mind tennis, but I hate running! I like different activities: I enjoy doing yoga in the park, and I love reading. But I think we’re a great couple. Why? We both like living in the city. We enjoy good restaurants, and we love seeing our friends on the weekend, but I sometimes prefer to spend a quiet evening with him at home.

3

CHRIS I think it’s great that Cara and I have our own interests. I enjoy being active: I play tennis and go running every day. Cara enjoys relaxing at home, and she loves visiting museums and galleries. I don’t mind visiting museums, but I hate art! We do some things together – we both love going bowling, for example, but I don’t want a girlfriend who’s just like me. They say “opposites attract,” and I agree!

A Work in pairs. Read the text again. Student A: write about Cara. Student B: write about Chris. Complete the sentences. Student A 1 Cara loves 2 She enjoys 3 She likes 4 She doesn’t mind 5 She hates

B

. . . . .

Student B 1 Chris loves 2 He enjoys 3 He likes 4 He doesn’t mind 5 He hates

. . . . .

3.8 Tell your partner your answers. Listen and check.

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LANGUAGE

3C

3C Opposites attract Sts read about a relationship between people who have very different interests. They then talk about things that they enjoy and don’t enjoy doing. Grammar love, like, hate, enjoy, don’t mind + noun/-ing form

Vocabulary Activities (2) (do karate/yoga, go bike riding/bowling/ dancing/shopping/swimming/to a club, have a barbecue/a picnic, play golf/the violin/volleyball, visit a gallery/a museum/relatives, walk the dog)

WARMER Read out the title of the lesson Opposites attract and elicit or explain the meaning (people who are very different are often attracted to each other). Ask: Do you have a similar saying in your language? Do you agree that opposites attract, or do you think couples often have similar interests? Have a brief class discussion.

1

Check understanding of the eight activities in the box, and pre-teach as necessary. Sts work in pairs choosing five activities that they think are good for a couple to do together. Get feedback on their answers, and see if the class can agree on the most important activities overall.

3 x PRACTICE

SB page 26, exercise 1

1 Do the exercise as normal. When you get feedback

from sts, encourage them to give reasons for their choices. Ask other sts if they agree or disagree and why. Ask: Why do you think (studying) together isn’t good? Encourage as many sts as possible to join in and express their opinions. 2 Ask sts to close their books. Write the second part of each activity on the board, e.g., on vacation, relatives. Sts work in pairs and try to remember the complete expressions. They can look in their books to check. 3 Sts work in pairs. They take turns miming one of the activities in exercise 1. Their partner must guess what it is. Go to Vocabulary practice: activities (2), SB page 141/ TB page 295. Sts will find more language presentation and practice for activities here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 3C.

Pronunciation -ing forms

Communication Talking about things you like and don’t like doing

B Sts discuss the questions in pairs. Get feedback on their answers. Answers 1 Yes. They think it’s great that they have different interests, and that they are not just like each other. 2 Students’ own answers

3 A

Divide sts into A and B pairs. A sts read about Cara again and complete the sentences about her. B sts read about Chris, and complete the sentences about him. Don’t check answers yet. 3.8 Sts work in their pairs to tell each other the B answers that they found in their text, and note down their partner’s answers. Play audio track 3.8. See TB page 358 for audio script. Sts listen and check their answers. Check answers with the class. Ask: Which person is most like you? Why?

Answers Student A 1 Cara loves reading, seeing friends on the weekend, visiting museums and galleries, and going bowling. 2 She enjoys doing yoga in the park, good restaurants, and relaxing at home. 3 She likes different activities and living in the city. 4 She doesn’t mind tennis. 5 She hates running. Student B 1 Chris loves playing sports, playing tennis, seeing friends on the weekend, and going bowling. 2 He enjoys good restaurants and being active. 3 He likes running and living in the city. 4 He doesn’t mind visiting museums. 5 He hates art.

Remind sts to go to the app for further self-study vocabulary practice of activities (2).

2 A

Sts read the text quickly to find what Cara and Chris do together. Check answers. Answer Cara and Chris both enjoy good restaurants, meeting their friends on the weekend, and going bowling together.

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4

■

activities (2)

LANGUAGE

3C

Look at the sentences in exercise 3. Choose the correct option to complete the rule. Then read the Grammar box. After love, like, hate, enjoy, and don’t mind, we usually use a a noun or -ing form. b a to infinitive.

Grammar

love, like, hate, enjoy, don’t mind + noun/-ing form love, like, etc. + -ing form of verb: I love watching TV. I like reading books. I enjoy listening to music. I don’t mind playing tennis. I hate visiting museums.

love, like, etc. + noun: I love TV. I like books. I enjoy music. I don’t mind tennis. I hate museums.

Go to Grammar practice: love, like, hate, enjoy, don’t mind + noun/-ing form, page 117

5

A

3.10 Pronunciation: -ing forms Listen and repeat the verbs.

watching

B

6

reading

visiting

doing

going

being

playing

running

3.11 Say the sentences. Listen, check, and repeat.

1 2 3 4 5

I don’t mind visiting museums. She doesn’t like going bowling. I love reading magazines. He hates going to the gym. We enjoy doing yoga.

A

Complete Stephanie’s profile with the correct form of the verbs in the box. get talk watch cook be play

About me:

Stephanie Ellis In the evening, I usually make dinner because I don’t mind 1 . After dinner, I walk my dog Bruno for an hour. It’s very relaxing, and I enjoy 2 to other dog walkers. I love 3 exercise, and sometimes I go running with a friend. I also love 4 at home with Bruno, but I don’t like 5 TV, and I hate 6 computer games.

B

Look again at the text on page 26. Who do you think is Stephanie’s friend: Cara or Chris?

Go to Communication practice: Student A page 159, Student B page 168

7

A • • • • • •

B

Write two true sentences for you for each verb. Use nouns and -ing forms. I love … I like … I enjoy … I don’t mind … I don’t like … I hate … Compare your sentences with a partner. Are you similar or different?

A I enjoy swimming in the sea. B I don’t like swimming. I enjoy ...

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Choose someone you know. Write about what he/she loves, likes, and hates doing.

EXTRA PRACTICE Workbook page 16; photocopiable activity 3C Grammar

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LANGUAGE

4

Sts look at the sentences in exercise 3 again and choose the correct option to complete the rule. Check the answer. Answer a

Grammar Read the Grammar box with sts about love, like, hate, enjoy, don’t mind + noun/-ing form. Ask questions to check concept. Concept check questions: I like soccer/I like playing soccer – are both correct? (yes). I don’t mind to stay at home – correct? (no – I don’t mind staying at home). I like tennis and I love swimming – which is my favorite? (swimming). I don’t mind listening to music, but I hate watching TV – which do I prefer? (listening to music). Go to Grammar practice: love, like, hate, enjoy, don’t mind + noun/-ing form, SB page 117/TB page 247. Sts will find more language reference, presentation and practice for love, like, hate, enjoy, don’t mind + noun/-ing form here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 3C.

3C

7 A

Sts write two sentences about themselves with each sentence beginning. Encourage them to use a mixture of nouns and -ing forms in their sentences. Monitor and help while they are working.

B Read out the example answers and point out that the negative response to A’s sentence uses I don’t. Sts compare their sentences in pairs. Ask them to note down which sentences are similar. Ask some pairs to tell the class whether they are similar or different. See which pairs are the most similar and the most different. PERSONAL BEST Sts can practice talking about their likes and dislikes further. They think about someone they know, and write sentences about what they love, like, and hate doing. Sts can compare their sentences in pairs. Refer weaker sts back to the activities in exercise 1 on page 26. They can work in pairs and take turns guessing whether their partner loves, likes, doesn’t mind, or hates each activity. Get sts to feed back on what they learned about their partner, and see who guessed their partner’s likes and dislikes correctly.

Remind sts to go to the app for further self-study grammar practice of love, like, hate, enjoy, don’t mind + noun/-ing form.

5 A

3.10 Allow sts time to read through the verbs. Play audio track 3.10. See the SB page opposite for audio script. Sts listen and repeat the verbs. 3.11 Sts work in pairs and practice saying the B sentences, paying attention to the pronunciation of the -ing forms. Play audio track 3.11 for sts to listen, check and repeat. See the SB page opposite for audio script.

6 A

Check sts understand the meaning of profile. Sts read the profile and complete it with the correct verb forms. Check answers. Answers 1 cooking 2 talking 3 getting 4 being 5 watching 6 playing

B Sts re-read the text on page 26, and discuss the question in pairs. Discuss the answer with the class. Possible answer Chris. They both enjoy running.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 159. All “Student B” sts should go to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, then continue with exercise 7A of lesson 3C.

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SKILLS SKILLS

Learning Curve

making plans

SPEAKING

■

accepting or declining an invitation

3D A night out 1

A

Look at the clocks. Match them with the times.

a

b

c

d

e

f

g

h

i

j

1 2 3 4 5

B

2

It’s ten thirty. It’s a quarter after ten. It’s ten o’clock. It’s twenty-five after ten. It’s seven minutes after ten.

6 7 8 9 10

It’s a quarter to eleven. It’s five after ten. It’s twenty after ten. It’s twenty-five to eleven. It’s ten to eleven.

3.12 Listen and check. Listen again and repeat.

3.13 Watch or listen to the first part of Learning Curve. What’s Penny’s main problem? a She is late. b Ethan is late. c They don’t know what time it is.

3

3.13 Watch or listen again. Choose the correct times. 1 2 3 4 5

4

Penny’s watch says it’s five minutes to/after ten. The clock on the wall says it’s seven/eleven minutes after ten. The clock on Penny’s computer says it’s a quarter past/half after ten. Ethan wants to meet Penny at ten to/ten after eleven. Ethan’s phone says it’s ten thirty/forty. 3.14 Watch or listen to the second part of the show and answer the questions.

1 What two activities do they all want to do? 2 What time does Penny arrange to meet Taylor and Ethan?

Ethan Marc Penny

Taylor

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SKILLS

3D

3D A night out Learning Curve

Sts practice telling the time, then watch or listen to a conversation in which people plan a night out. They then practice making plans and accepting or declining invitations.

Speaking Sts watch a video or listen to a conversation in which two people plan a night out.

Skill Accepting or declining an invitation

WARMER

2

Ask: Where can you go if you want to go out with friends? Elicit a few ideas, e.g., the movies, bowling alley, a restaurant. Ask: How often do you go out with friends? Where do you usually go? What are your favorite places? What time do you usually meet? Sts can discuss the questions in pairs. Get feedback on their answers.

1 A

Sts look at the times and match them with the clocks. They could work in pairs for this. 3.12 Play audio track 3.12. See Answers for audio B script. Sts listen and check their answers. Play the audio track again for Sts to listen and repeat.

Answers 1 It’s ten thirty. e 2 It’s a quarter after ten. a 3 It’s ten o’clock. j 4 It’s twenty-five after ten. g 5 It’s seven minutes after ten. f 6 It’s a quarter to eleven. i 7 It’s five after ten. h 8 It’s twenty after ten. c 9 It’s twenty-five to eleven. d 10 It’s ten to eleven. b

3 x PRACTICE

SB page 28, exercise 1A/B

1 Do exercise 1A as normal. To check answers, read out each time in turn and ask: Which clock?

2 Do exercise 1B. Then ask sts to cover the list of times.

In pairs, they look at the clock, and try to remember how to say the times. They can look at the list of times again to check. 3 In pairs, sts draw three more clocks, and work out how to say the times. Monitor and help while they are working. Put pairs together into groups of four. They exchange clocks, and try to say the times on the clocks they have been given. They can check each other’s answers, and ask you if they are not sure about something.

48

Conversation builder Making plans

3.13 All the D lessons in this level which focus on

speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate makes plans to meet some friends in the evening. Pre-teach the following words from the video: annoying, a time difference, a script. Tell them that Penny uses past, not after when she tells the time, because she’s British. Allow sts time to read through the sentences. Play video/audio track 3.13. See TB page 358 for audio script. Sts watch/listen and choose the correct answer. Check answers. Answer c

3

3.13 Allow sts time to read through the sentences. Play video/audio track track 3.13 again. Sts watch/listen and choose the correct times. Check answers.

Answers 1 after 2 seven 3 quarter past 4 ten to 5 forty

4

3.14 Pre-teach the following words from the video: a bowling lane, a roommate, no time like the present (= an expression meaning it is a good idea to do something right now). Play video/audio track 3.14. See TB page 358 for video/audio script. Sts watch/listen and answer the questions. Check answers.

Answers 1 have dinner and go bowling 2 seven o‘clock

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making plans

■

accepting or declining an invitation SPEAKING

Conversation builder

SKILLS SKILLS

3D 2D

making plans

Suggesting an activity: Would you like to …? Do you want to …? How about having dinner/How about we have dinner …? Let’s go together. Do you have plans after …? Are you free for lunch on Thursday? Agreeing on a time: What time is good for you? Let’s say 8 p.m. About seven? Can we go at 8 p.m.?

5

How about we meet tomorrow at six?

3.14 Read the Conversation builder. Match the two parts to make complete A sentences. Watch or listen again and check. 1 2 3 4 5 6

What time is How about we meet Do you want to Would you like Are you both free Can we go at

a b c d e f

at five thirty in front of our building? to come? seven o’clock? good for you? for dinner? go bowling tonight?

B

Who says questions 1–6? Write M (Marc), E (Ethan), T (Taylor), or P (Penny). Watch or listen again to check if necessary. 1 2

6

3 4

5 6

In pairs, make plans to see a movie and go shopping together. Take turns suggesting the activity.

Skill

accepting or declining an invitation

When you accept or decline an invitation, it’s important to be polite. • When you accept, be enthusiastic: Sure. I like bowling! Yes, I’d love to. Cool!

• When you decline, explain why, and say that you’re sorry: I’d really love to, but I’m busy tonight. Tonight? I’m sorry, I can’t. How about another day? • Use intonation to sound enthusiastic or sorry.

7

3.15 Read the Skill box. Listen to the conversations. Does speaker B accept ( ) or A decline (X) the invitations? 1 2 3 4

B

A A A A

Would you like to go out for dinner tonight? Do you want to have a barbecue this weekend? How about going swimming tomorrow? Do you want to have lunch on Saturday?

B B B B

3.15 Listen again. Repeat speaker B’s words. Copy his/her intonation.

Go to Communication practice: Student A page 159, Student B page 168

8

A PREPARE Think of an activity you want to do with a friend. Use the places in the boxes or your own ideas. movies bowling alley

café

restaurant

shopping center

museum

gallery

gym

B

PRACTICE Invite your partner to do your activity, and accept or decline your partner’s invitation politely. Agree on a time and place if you accept.

C

PERSONAL BEST In groups of four, repeat your conversations, and listen to the other pair. Do they use the phrases from the Conversation builder and Skill box correctly?

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How often do you go out in the evening during the week? Describe what you normally do.

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SKILLS Conversation builder Read the Conversation builder box with sts about making plans. Ask questions to check concept. Concept check questions: Which phrases can we use to suggest going to the movies? (Would you like to go to the movies?/How about we go to the movies? How about going to the movies?/Do you want to go to the movies?). Are you free on Friday? – What do I want to agree? (a day/time). This time is good for you? – is this correct? (no – What time is good for you?). Which phrase do we use to suggest a time? (Let’s say …/About …?/Can we go at …?/How about ...?).

5 A

3.14 Sts match the two parts to make complete questions. Play video/audio track 3.14 again. Sts watch/ listen and check their answers. Check answers with the class.

Answers 1 d 2 a 3 f 4 b 5 e 6 c

B

3.14 Sts work in pairs to remember who said each

question in exercise 5A. Elicit answers, and play video/ audio track 3.14 again if necessary for sts to watch/listen and check their answers. Check answers. Answers 1 E 2 M 3 T 4 E 5 E 6 P

6

Work with a confident student to elicit an example conversation in which you suggest one activity, and the student suggests the other. Sts then work in pairs to make plans. Ask some pairs to perform their conversations for the class.

Skill Read the Skill box with sts about accepting or declining an invitation. Check they understand everything.

3D

A

PREPARE Read through the places with the class and make sure sts understand everything. You could brainstorm a few more ideas as a class.

B PRACTICE Sts work in pairs and take turns inviting their partner to do something with them. Their partner accepts or declines the invitation politely. Remind sts to use phrases from the Conversation builder box to make plans, and phrases from the Skill box to accept or decline the invitation. Encourage them to make their conversation a bit longer by suggesting a few different times and places before they finally agree, and encourage them to use intonation to show whether they are enthusiastic or disappointed and apologetic. C

PERSONAL BEST Put pairs together into groups of four. Pairs take turns to repeat their conversation. Their classmates listen, and give feedback on how well they used the phrases from the Conversation builder and Skill box. Remind sts that feedback should always be positive and helpful, and not too critical.

PERSONAL BEST Sts can practice talking about nights out further. They work in pairs, and discuss how often they go out in the evening during the week, and what they normally do. Get feedback on their answers. Weaker sts can look at the activities in exercise 8A again, and choose three that they often do with their friends. They can compare their lists in pairs, and talk about when they do these things, and why they enjoy them.

EXTRA PRACTICE Put sts into groups of three. Two sts practice a new conversation, using the ideas in exercise 8, in which one invites the other to do an activity, and the other accepts or declines politely. The third student uses their phone to record the other two. Sts can switch roles and practice again. Watching themselves on video will help sts to evaluate how well they can make plans, and accept and decline invitations.

7 A

3.15 Play audio track 3.15. See TB page 358 for audio script. Sts listen and note down whether the person accepts or declines the invitations. Check answers.

Answers 1 ✗ 2 ✓ 3 ✓ 4 ✗ 3.15 Play audio track 3.15 again. Pause after each B of speaker B’s answers for sts to repeat. Encourage sts to copy the speaker’s intonation to sound enthusiastic or disappointed and apologetic.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 159. All “Student B” sts should go to SB page 168. Go to TB page 331 for the teacher notes. Do the activity, then continue with exercise 8 of lesson 3D.

8

Sts follow the steps to have a conversation about a night out.

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UNIT

4

Home and away LANGUAGE

prepositions of time

■

daily routine verbs

4A 24 hours in the dark 1

Do you usually do these things in the morning? Discuss in pairs. check e-mails go to the gym take a bath take a shower have breakfast

Go to Vocabulary practice: daily routine verbs, page 142

2

A Look at the title of the lesson and the pictures in the text. Which countries sometimes have 24 hours of darkness? B

Read the text. Match the headings in the box with paragraphs A–E. Light and dark Summer activities Our daily routine My city Winter activities

A I’m from New York, but I now live in the north of Norway in a small city called Tromsø. I like living here. I have an interesting job, and I like the people.

LANGUAGE

by Tom Sanders

B I work from 8:00 in the morning to 4:00 in the afternoon. I usually wake up at 6:00 and get up at 6:15. I take a shower and get dressed. At 6:45, I have breakfast and check my e-mails. I leave home at 7:15. My wife and children leave home at 8:00. The children start school at 8:30 and finish at 2:30. I get home at about 5:00. C Our lives are different in the summer and the winter. In the summer, there are 60 days when the sun doesn’t set. From May to July, it’s light at midnight. And in the winter, we have 60 days of night. From November to January, it’s dark at noon! D It’s very dark, but it’s not a bad time of year. On the weekend, we spend time together as a family, or we go skiing. We sometimes see the Northern Lights at night. They’re really beautiful. E In the summer, we spend a lot of time outdoors. In the evening, we often have a barbecue on the beach and, on Friday nights, we sometimes go to outdoor concerts. In July, we go on vacation. We usually visit my family in New York and also spend some time with my wife’s family in the mountains.

Person

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UNIT

UNIT

Home and away 4 UNIT 4 OVERVIEW: This unit looks at different aspects of travel. Sts read a text about an American who now lives and works in the north of Norway, and then talk about their own preferences for their daily routine. They watch or listen to people talking about the weather, and discuss the weather in their country. They read posts from someone who is visiting a new city, and then imagine they are in a new city and practice calling a friend. They end by reading an e-mail from someone who is on vacation, they write an e-mail to a friend in which they talk about their vacation, and then describe some photos they are attaching. LANGUAGE

SKILLS

Grammar Prepositions of time; present continuous

Vocabulary Daily routine verbs; the weather

Pronunciation Sentence stress; consonant-tovowel linking

Listening Listening for the main idea(s)

Writing Describing a photo; using personal pronouns

4A

LANGUAGE

4A 24 hours in the dark Sts read a text about an American who now lives and works in the north of Norway, and describes his daily routines. They then practice talking about their own daily routines. Grammar Prepositions of time (in, on, at, from ... to)

Vocabulary Daily routine verbs (finish school/work, get dressed, get home, get up, go to bed/school/sleep/work, have breakfast/ dinner/lunch, take a bath/shower, wake up)

WARMER Ask: What do you like doing in the summer? Elicit a few ideas, e.g., having a barbecue/picnic, going to the beach. Ask: What about winter? What do you like doing then? Elicit a few ideas, e.g., watching movies, going for walks. Ask: Is your daily routine different in summer and winter? Do you sleep more in the winter? Are you more active in the summer?

1

Read through the activities with the class and pre-teach if necessary. Sts work in pairs and discuss which things they usually do in the mornings. Get feedback on their answers.

3 x PRACTICE

SB page 30, exercise 1

1 Do the exercise as normal. When you get feedback

from sts, ask about each activity in turn: Who (checks e-mails) in the morning? Ask questions to encourage sts to say more, e.g., Do you check e-mails before you have breakfast? Do you sometimes answer e-mails before breakfast? 2 Books closed. Tell sts there were five activities in exercise 1. Give them a minute to remember as many as they can. Sts can look in their books to check. See who remembered them all. 3 Put students into pairs. Student A says one of the nouns from exercise 1 and Student B must make a sentence using it with the correct verb. Student A does this for all the nouns, then they change roles and do the Personal Best activity again.

Pronunciation Sentence stress

Communication Talking about your daily routine

Go to Vocabulary practice: daily routine verbs, SB page 142/TB page 297. Sts will find more language presentation and practice for daily routine verbs here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 4A. Remind sts to go to the app for further self-study vocabulary practice of daily routine verbs.

2 A

Refer sts to the title of the lesson and the pictures. Discuss as a class which countries have 24 hours of darkness.

B Point out the blanks in the text for the paragraph headings. Read through the paragraph headings with the class, and make sure sts understand them all. Sts read the text and match the headings with the paragraphs. Check answers with the class. Answers A My city B Our daily routine C Light and dark D Winter activities E Summer activities

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prepositions of time

3

daily routine verbs

■

4A

LANGUAGE

A Read paragraph B again. Cover the text. Ask and answer questions about Tom and his family’s daily routine with the verb phrases in the box. What can you remember? wake up have breakfast leave home start work/school finish work/school get home A When does Tom wake up?

B

B I think he wakes up at 6:00.

In pairs, compare your daily routine with Tom’s. What is the same? What is different?

I have breakfast at home, too. I don’t check my e-mails at home. I get home at six o’clock, not five o’clock.

4

Choose the correct prepositions to complete the sentences. Use the text to help you. Then read the Grammar box. 1 I leave home at / in 7:15. 2 In / From May on / to July, it’s light at / in midnight. 3 We sometimes see the Northern Lights in / at night.

Grammar in: the morning(s) the winter July

4 At / In the summer, we spend a lot of time outdoors. 5 On / At Friday nights, we sometimes go to outdoor concerts.

prepositions of time on: Saturday(s) Friday night(s) Monday morning(s) the weekend

at: 5:30 midnight/noon

from … to: … Monday … Friday … November … January … 9:00 a.m. … 5:00 p.m.

Go to Grammar practice: prepositions of time, page 118

5

A

Read about Tom’s daughter, Mia. Complete the sentences with the correct prepositions.

1 I usually wake up 5:45 on weekdays. 2 I swim 6:30 7:30. the weekend, I get up the afternoon! 3 Fridays and Saturdays, I go to bed late. 4 the summer, I often go to concerts night. They don’t finish until 2:00 morning, but it’s still light.

B

6

4.3 Listen and check your answers. What does Mia love doing? Do you enjoy this activity? 4.4 Pronunciation: sentence stress Listen and repeat the sentences. Which words are stressed?

1 I get up at six in the morning. 2 I work from Monday to Friday. 3 I go swimming on Wednesday evenings.

7

the

A

Complete the sentences so that they are true for you. Write one false sentence.

1 I get up at 2 I work from 3 I

B

4 I walk to work in the summer. 5 My wife gets home at midnight. 6 We have dinner at 8:30.

. . evenings.

4 I summer. 5 I don’t weekend.

the the

In pairs, say your sentences. Guess the false sentences.

Go to Communication practice: Student A page 160, Student B page 169

8

A

Read and answer the questions. Are you a morning person or an evening person?

1 2 3 4

What time do you usually get up on the weekend? What time do you usually go to bed on the weekend? When do you like working or studying? When do you enjoy getting exercise?

B

Find a classmate who is like you. Discuss what you like doing in the morning or in the evening. Tell the rest of your class. David and I are morning people. We like getting up early and going to the gym before work.

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Think of someone that you know well. Describe his/her daily routine during the week and on the weekend.

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LANGUAGE

3 A

Allow sts time to read paragraph B of the text again, and then ask them to cover it. Sts work in pairs to ask and answer questions about Tom and his family’s daily routine, and see how much they can remember. They can read the paragraph again to check their answers. Find out who has a good memory!

6

4.4 Allow sts time to read through the sentences. Check they understand everything. Play audio track 4.4. See the Answers for audio script. Sts listen and repeat. Play the track again for sts to decide which words are stressed. Check answers and point out that the prepositions of time are not stressed.

B Sts work in pairs and compare their own daily routine with Tom’s. Get feedback on their answers, and see whose routine is similar to Tom’s and whose is very different.

4

Answers 1 I get up at six in the morning. 2 I work from Monday to Friday. 3 I go swimming on Wednesday evenings. 4 I walk to work in the summer. 5 My wife gets home at midnight. 6 We have dinner at half past eight.

Sts choose the correct prepositions in the sentences. They can refer back to the text to help them. Check answers. Answers 1 at 2 From, to, at 3 at 4 In 5 On

Grammar Read the Grammar box with sts about prepositions of time. Point out that the use of prepositions is not always logical, for example, we say on Monday but in the morning, and we say at night but on Monday night. Explain to sts that they need to learn how each preposition is used and practice using them until the different patterns come naturally to them. Ask questions to check concept. Concept check questions: Which prepositions can we use to talk about time? (in, on, at, from ... to). Which preposition do we use with days of the week? (on). Which do we use with months and seasons? (in). Which do we use with times of day? (at). Which two do we use to say how long something continues? (from ... to). at night or in night? (at). in the morning or at the morning? (in). Go to Grammar practice: prepositions of time, SB page 118/TB page 249. Sts will find more language reference, presentation and practice for prepositions of time here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 4A. Remind sts to go to the app for further self-study grammar practice of prepositions of time.

5 A

Sts complete the sentences with the correct prepositions. Don't confirm answers yet. 4.3 Play audio track 4.3. See below for audio script. B Sts listen and check their answers. Check answers with the class. 4.3 Audio script

4A

7 A

Sts complete the sentences about their own daily routines. Make sure they understand that all their sentences should be true except one.

B Sts work in pairs to read their sentences to each other and guess which is false. Ask some sts to read their sentences to the class. Correct any errors with the prepositions of time. Ask who guessed the false sentence. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 160. All “Student B” sts should go to SB page 169. Go to TB page 333 for the teacher notes. Do the activity, and then continue with exercise 8A of lesson 4A.

8 A

Sts read the questions and answer them, and then decide if they are a morning person or an evening person.

B Sts walk around the classroom and ask and answer the questions with different people to find someone who is like them. Stop the activity after a few minutes, and ask some sts to tell the class who is like them and why. See if there are more morning people or evening people in the class. PERSONAL BEST Sts can practice talking about daily routines further. They think of someone they know well and write sentences about their daily routine during the week and on the weekend. They can compare their answers in pairs and discuss whose routine is similar to theirs. Weaker sts can write five sentences about their own routines, using daily routine verbs and a range of prepositions of time. They then close their books and read their sentences to each other in pairs, omitting the prepositions of time. Their partner must complete the sentences with the correct prepositions.

I usually wake up at a quarter to six on weekdays because I go swimming every day. I swim from half past six to half past seven. I love swimming, but I hate getting up early! On the weekend, I don’t go swimming, so I get up in the afternoon! I often go out with my friends, and on Fridays and Saturdays, I go to bed late. In the summer, I often go to concerts at night. They don’t finish until two o'clock in the morning, but it’s still light. Answers 1 at 2 from, to, On, in 3 On 4 In, at, in

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SKILLS

Learning Curve

listening for the main idea

LISTENING

■

sentence stress

■

listenin

the weather and the seasons

4B Weather around the world 1

Complete the sentences with the words in the box. snowing hot cold raining cloudy foggy

1 It’s

.

2 It’s

.

3 It’s

.

4 It’s

.

5 It’s

.

6 It’s

.

Go to Vocabulary practice: the weather and the seasons, page 142

2

A Complete the chart. Then tell your partner about the activities that you do during different seasons. Season

B

Months

Weather

My activities

What is your favorite season? Why? Tell your partner.

Skill

listening for the main idea(s)

It is important to understand the main idea when someone is speaking. • Use any pictures to help you understand what the topic is. • Think about who is speaking and what the situation is. • Don’t worry if you don’t understand everything. Listen for the important words.

3

4.6 Read the Skill box. Watch or listen to the first part of Learning Curve. Match places 1–4 with the types of weather a–d. 1 2 3 4

4

New York Mount Emei Bay of Bengal Rome

a b c d

rainy and very cloudy usually warm very rainy sometimes snowy in winter

4.6 Watch or listen again. For 1–3, check ( ) the correct sentence, a or b. 1 a b 2 a b 3 a b

It never snows in the fall in New York. Ethan wears his snow boots every day in the winter. It rains a lot in Mount Emei, but it rains more in the Bay of Bengal. It’s very cloudy in the Bay of Bengal. It doesn’t often snow in Rome. When it snows in New York, the schools always close.

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4B

SKILLS

listening for the main idea

■

sentence stress

■

the weather and the seasons

4B Weather around the world

Learning Curve

Sts learn vocabulary for the weather and watch or listen to people talking about the weather. They discuss the weather in their country.

Listening Sts watch a video or listen to a recording about the weather in different parts of the world.

Skill Listening for the main idea(s)

Listening builder Sentence stress

Allow sts time to read through the places and the types of weather. Play video/audio track 4.6. See TB page 358 for video/audio script. Sts watch/listen and match the places with the types of weather. Check answers.

WARMER Ask: What’s the weather like today? Elicit answers from individual sts. Ask: What’s your favorite weather? Why? Elicit a range of answers.

1

Check understanding of the words in the box and preteach as necessary. Sts look at the pictures and complete the sentences with the correct words. Check answers and model pronunciation of the words. Answers 1 hot 2 cold 3 snowing 4 raining 5 foggy 6 cloudy

Vocabulary The weather and the seasons (cloudy, cold, foggy, hot, icy, raining/rainy, snowing/snowy, sunny, warm, wet, windy; spring, summer, fall, winter)

Answers 1 d 2 a 3 c 4 b

4

4.6 Allow sts time to read through the sentences. Play video/audio track 4.6 again. Sts watch/listen and check the correct sentences. Check answers.

Answers 1 b 2 a 3 a

Go to Vocabulary practice: the weather and the seasons, SB page 142/TB page 297. Sts will find more language presentation and practice for the weather and the seasons here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 4B. Remind sts to go to the app for further self-study practice of vocabulary for the weather and the seasons.

2 A

Sts complete the chart with information about the weather and seasons in their country, and the activities they do in each season. They can compare their answers in pairs.

B Sts discuss in pairs what their favorite season is and why. Get feedback on their answers. Skill Read the Skill box with sts about listening for the main idea(s).

3

4.6 NB All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Fernando and Penny talk about the weather and interview people about the weather in their country. Pre-teach the following words from the video: on camera (= in a photo or movie), the Coliseum (a monument in Rome), a thermometer, degrees (= unit of measurement of the temperature), minus seven.

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listening for the main idea

5

■

sentence stress

■

the weather and the seasons

SKILLS

4B 1B

4.7 Watch or listen to the second part of the show. For each sentence, write M (Marina), S (Sam), or J (Jenny).

Marina

Sam

1 Once in 100 years, there’s snow!

6

Jenny

2 I get about 100 days of sun a year.

4 I love it. Winter is here!

3 It’s like this 200 days a year.

5 I sleep early and wake up early.

6 We don’t usually talk about the weather.

4.7 Watch or listen again. Choose the correct options to complete the sentences. 1 2 3 4 5 6

7

LISTENING

Marina says it’s 17°C / –7°C / 18°C. She goes to her sister’s house after breakfast / in the afternoon / in the evening. Sam says it’s sometimes / usually / always hot and sunny in Egypt. His advice is to wear a hat / wear boots / carry an umbrella in hot weather. Jenny says the weather forecast is good for Saturday / Monday / Tuesday. She likes / doesn’t like / hates living in Newfoundland.

In pairs, think of some advice for visitors to your country for different seasons. In the winter, it’s a good idea to wear warm clothes.

Listening builder

sentence stress

In English, we usually stress the most important words in a sentence. These stressed words are usually nouns, verbs, adjectives, and adverbs. You can usually understand the general idea if you only hear these words: Mount Emei in China gets twenty-seven feet of rain in a year. In the evening, we have dinner at my sister’s house.

8

A

Read the Listening builder. Read the text and underline the most important words.

Patagonia is a beautiful part of South America. It’s always windy in Patagonia. The wind is sometimes very strong – about a hundred and twenty kilometers an hour. You can’t walk when it’s so windy.

B

9

Discuss the questions in pairs. 1 2 3 4 5 6

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4.8 Listen and check which words are stressed.

Do people in your country talk about the weather a lot? Do you talk about the weather a lot? Who do you talk about it with? What kinds of weather do you like? (sunny weather, rainy weather, etc.) What kinds of weather do you hate? What do people do in your country when the weather is bad? Do you sometimes have strange weather? Describe it.

Write a guide to the weather in your country for tourists.

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SKILLS

5

4.7 Sts look at the pictures and read the sentences

in the speech bubbles. Play video/audio track 4.7. See TB page 359 for video/audio script. Sts watch/listen and write the correct person for each sentence. Check answers. Answers 1 S 2 J 3 J 4 M 5 M 6 S

6

4.7 Sts read the sentences. Remind them how to say –7° (minus seven degrees) and teach the word Celsius. Play video/audio track 4.7 again. Sts watch/listen and choose the correct words to complete the sentences. Check answers. Play the track again, pausing for sts to hear why each answer is correct.

Answers 1 –7°C 2 in the evening 3 usually 4 wear a hat 5 Tuesday 6 likes

7

4B

PERSONAL BEST Sts can practice vocabulary for the weather and seasons further. They write a guide to the weather in their country for tourists. They can compare their guides in small groups. Weaker sts can work in pairs. They write three or four sentences about the weather in their country. They can then practice saying their sentences, stressing the important words to give the correct sentence stress. Ask some sts to read their sentences to the class.

EXTRA PRACTICE Sts work in groups of three. They take turns using their phones to record their classmates asking and answering the questions in exercise 9. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

Sts work in pairs to think of some advice for visitors to their country. Get feedback on their answers.

Listening builder Read the Listening builder box with sts about sentence stress. Explain that stressed words are often said slightly louder and more slowly than unstressed words. Remind sts that in unstressed words, vowels are often reduced to a schwa. Model pronunciation of the sentences in the box, putting stress on the important (underlined) words. Ask questions to check concept. Concept check questions: Which words do we stress in a sentence? (the most important words). What kinds of words are these? (nouns, verbs, adjectives, and adverbs). Which words are unstressed? (articles, prepositions, pronouns, etc.). What often happens to vowels in unstressed words? (they are pronounced as a schwa).

8 A

Sts read the text and underline the important words. They could work in pairs for this. 4.8 Play audio track 4.8. See Answers for audio B script. Sts listen and check their answers. Check answers with the class. You could play the audio track again, pausing after each line for sts to repeat. Encourage them to copy the sentence stress on the recording.

Answers Patagonia is a beautiful part of South America. It’s always windy in Patagonia. The wind is sometimes very strong – about a hundred and twenty kilometers an hour. You can’t walk when it’s so windy.

9

To finish up, sts talk about the weather in their country. They read the questions and prepare their answers, then discuss the questions in pairs. Get feedback on their discussions.

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present continuous

LANGUAGE

4C A long weekend 1 2 3

What do you like doing when you visit a new city? Tell your partner.

A B

In pairs, look at the pictures of Charlotte and Pete’s trip. Which city are they in? Read Charlotte’s posts. Which famous places does she mention?

Read the posts again. Answer the questions. 1 Do they like their apartment? 2 What’s the weather like?

a

b

We’re going away for a long weekend. I’m so excited! We’re sitting on the train, and we’re waiting to leave for Paris on the Eurostar. I’m having a good time already!

e

We’re here. We’re staying in a private apartment with a view of the city. It’s so romantic!

f

I’m having a good time, but Pete isn’t happy. We’re going shopping on the Champs-Élysées. He’s carrying my bags. I’m feeling hungry – time for lunch.

4

5

We’re at a lovely little restaurant. I’m having the steak! The weather’s lovely and warm. What’s Pete doing? He’s trying to speak French to the waiter.

3 How do they travel around? 4 Do they like the food?

c

Today, we’re visiting the Rodin Museum. We’re walking around the beautiful gardens in the warm spring sunshine.

g

It’s late. We’re tired, and we’re taking a taxi back to the apartment after a great night out. The city lights are amazing!

d

Look, it’s the Eiffel Tower! I feel like a real tourist. We’re having a sandwich and waiting in line.

h

It’s our last day. We’re buying some food to take home. It’s raining, but we don’t mind.

Match Pete’s posts 1–8 with pictures a–h. 1 2 3 4 5 6 7 8

I’m looking for some French cheese as a present for my mom. The weather’s great. We’re having a fun time at the museum. We’re going to Paris! What a cool apartment! Charlotte’s taking a shower, and I’m relaxing after the trip. We’re visiting a very famous monument. I want to take a selfie at the top. I’m not enjoying this! I hate shopping! We’re going back to the apartment now. Fantastic night out! Finally, I’m sitting down! What’s for lunch?

A B

Underline the verbs in exercise 4. Which ones describe an action that is happening now? Choose be or have to complete the rule. Then read the Grammar box. We form the present continuous with the verb be / have + -ing form.

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LANGUAGE

4C

4C A long weekend Sts read someone’s posts about a long weekend away in a new city. They then imagine they are on vacation and phone a friend to tell them where they are and what they are doing. Grammar Present continuous

Pronunciation Consonant-to-vowel linking

WARMER Ask: What do you usually do on the weekend? Elicit a few answers, then ask: Do you sometimes go away for a weekend? Where do you go? What’s your favorite place for a weekend away? Elicit a few answers and elicit which cities sts know and like. Ask: Where would you like to go for a weekend? Why? Elicit a range of answers from individual sts.

1

Read out the question and elicit a few possible answers, e.g., visit museums, eat in nice restaurants. Sts discuss the question in pairs. Get feedback on their answers and see what the most popular activities are.

2 A

Sts look at the pictures and discuss in pairs where Charlotte and Pete are. Discuss the answers as a class and ask sts how they know. Answer They are in Paris. There is a picture of the Eiffel Tower.

B Sts read the posts and answer the question. Check answers. Answer the Rodin Museum, the Eiffel Tower, and the ChampsÉlysées

3

Sts read the posts again and answer the questions. Check answers. Answers 1 Yes, they do. It‘s romantic. 2 It‘s warm and sunny. 3 They walk, and when they are tired at the end of the evening, they take a taxi. 4 Yes, they do. They buy some to take home.

4

Sts read Pete’s posts and match them with the pictures. Allow sts time to compare their answers in pairs. Check answers with the class.

Communication Talking about what you are doing now

3 x PRACTICE

SB page 34, exercise 4

1 Do the exercise as normal. To check answers, read

out each sentence in turn and ask: Which picture is it? Why? Ask sts who have different answers to explain their choices. Other sts can look at those pictures again and read the texts, and decide which one is correct. 2 Ask sts to cover the text in exercise 3 and uncover just the first row of pictures. They work in pairs and try to remember what each post said. They can use the sentences in exercise 4 to help them. They repeat this with the second row of pictures. They can look at the text again to check. 3 Ask sts to work in their pairs and prepare a conversation between Charlotte and Pete at one of the places in exercise 3. They can use the information in the text to help them, and encourage them to use their imaginations too. Monitor and help while they are working. Sts can practice their conversations in pairs. Ask some pairs to perform their conversation for the class. Other sts can listen and guess which picture it refers to.

5 A

Sts look at the verbs in exercise 4 again and decide which ones describe an action that is happening now. They could work in pairs for this. Check answers. Answers Verbs (The bold verbs describe an action that’s happening now.): I’m looking, is, We’re having, We’re going, Charlotte’s taking. I’m relaxing, We’re visiting, I want to take, I’m not enjoying, I hate, We’re going back. I’m sitting down, ’s

B Sts read the rule and choose the correct option to complete it. Check the answer. Answer be

Answers 1 h 2 c 3 a 4 b 5 d 6 e 7 g 8 f

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present continuous

LANGUAGE

4C

present continuous

Grammar

Questions and short answers: What’s Pete doing? Are you eating steak? Yes, I am. No, I’m not.

Negative: I’m not enjoying this. It isn’t raining.

Affirmative: I’m having a good time. He’s carrying my bags. We’re taking a taxi home.

Go to Grammar practice: present continuous, page 119

6

A

4.10 Pronunciation: linking consonants and vowels Listen and repeat the sentences.

I’m getting up.

B

It

isn’t raining.

He’s eating a sandwich.

4.11 Listen and underline the words that are linked. Listen, check, and repeat. 3 We’re sitting in a café. 4 They’re going away for a weekend.

1 What are you talking about? 2 He’s enjoying this game.

7

Complete the dialogues with the present continuous form of the verbs. Then act out the dialogues in pairs. 1 2 3 4

A What A A Why A

5 A Who

you it

(do) here? (snow)?

James your friends Ben

I (wait) for my friends. No, it . It (rain). He (go) to a job interview. Yes, they . They (look) for their umbrellas. B I don’t know. He (not / talk) to Alex because Alex is here!

B B (wear) a suit? B (leave) now? B

(call)?

Go to Communication practice: Student A page 160, Student B page 169

8

Work in groups. Take turns miming and guessing the actions. get dressed

take a shower

have dinner in a restaurant go shopping

sit in a café finish work A Are you getting dressed?

9

wait for a train

go to bed relax

B No, I’m not.

A Are you taking a shower?

B Yes, I am!

A Charlotte calls her friend, Olivia. Complete the conversation with the correct form of the verbs in the box. Who is Nacho? visit have do make play wait

Olivia Charlotte Olivia Charlotte Olivia

Charlotte

B

10

Hi, Charlotte! How are you? Hi, Olivia! I’m good, thanks. I’m in Paris with Pete! We 1 a great time! Paris! That’s fantastic. What 2 right now? We’re at the Eiffel Tower. We 3 to go up. Where are you? Nacho and I 4 my in-laws with the girls. They 5 in the backyard with Nacho’s mom. And Nacho’s dad 6 lunch for us. That sounds nice.

4.12 Listen and check your answers.

Imagine you are on vacation. Decide where you are. Call your partner and tell each other where you are, who you are with, and what you are doing. A Hello, Ana. It’s Daniel.

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B Hi! Where are you?

A I’m in New York. I’m going for a walk in Central Park.

Imagine your long weekend. Write eight sentences to describe what you’re doing.

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LANGUAGE

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 160. All “Student B” sts should go to SB page 169. Go to TB page 333 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 4C.

Grammar Read the Grammar box with sts about the present continuous. Explain that we use the present continuous, NOT the simple present, for things that are happening now, e.g., It’s raining. Explain that we form the present continuous with the correct form of be and the -ing form of the verb. Point out the negative form He isn’t sleeping, NOT He doesn’t sleeping. Point out that in questions be comes before the subject: What are you doing? NOT What you are doing? Point out that in short answers we only use the appropriate form of be, and we don’t repeat the -ing form. Ask questions to check concept. Concept check questions: Which verb form do we use for things that are happening now? (present continuous). She is talk to Sam – correct? (no – she is talking). They sitting outside – correct? (no – they are sitting outside). Do we use ‘don’t/doesn’t’ in the negative? (no – we use negative forms of be). You are feeling happy? – correct? (no – Are you feeling happy?).

8

6 A

4.10 Allow sts time to read the three sentences. Point out the linking symbols between some consonants and vowels. Play audio track 4.10. See the SB page opposite for audio script. Sts listen and notice the way the consonants and vowels are linked. Play the audio track again for sts to repeat.

Demonstrate the activity by miming one of the actions yourself. Get sts to guess what you are doing. Sts work in groups and take turns miming and guessing the actions. Monitor while sts are working, and correct any language errors in a feedback session at the end. Ask sts which actions were the most difficult to mime.

9 A

Sts read the conversation and complete it with the correct form of the verbs. They can compare their answers in pairs, but don’t confirm answers yet.

4.12 Play audio track 4.12. See the SB page opposite B for audio script. Sts listen and check their answers. Check answers with the class.

Answers 1 ‘re having 2 are you doing 3 ‘re waiting 4 are visiting 5 ‘re playing 6 ‘s making

Go to Grammar practice: present continuous, SB page 119/TB page 251. Sts will find more language reference, presentation and practice for the present continuous here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 4C. Remind sts to go to the app for further self-study grammar practice of the present continuous.

4C

(Nacho is Olivia’s husband.)

10

Allow sts time to prepare their ideas individually. With weaker classes, you could brainstorm some ideas as a class. Sts then work in pairs and practice phoning each other to say where they are and what they are doing. Encourage sts to ask their partner questions to find out more details, e.g., Where are you staying? Ask some sts to tell the class where their partner is and what he/she is doing. Discuss whose vacation sounds the most fun!

B

4.11 Allow sts time to read the sentences, and then play audio track 4.11. See the SB page opposite for audio script. Sts listen and underline the words that are linked. Check answers, and then play the audio track again for sts to hear the linking. Play the audio track again for sts to repeat.

Answers 1 Whatare you talkingabout? 2 He‘senjoying this game. 3 We’re sittingina café. 4 They’re goingaway fora weekend.

7

Sts read the dialogues and complete them with the present continuous form of the verbs. Check answers. Then sts act out the dialogues in pairs.

PERSONAL BEST Sts can practice using the present continuous further. They write eight sentences describing what they are doing on their long weekend. Sts can compare their ideas in small groups. With weaker classes, decide on a weekend destination as a class, and brainstorm some ideas of what you can do there. Sts then work in pairs to imagine they are there and write three sentences about what they are doing. Elicit sentences from pairs and write them on the board. Ask sts to read the sentences on the board and ask: Does it sound like a good vacation?

Answers 1 are, doing, ‘m waiting 2 Is, snowing, isn’t, ‘s raining 3 is, wearing, ‘s going 4 Are, leaving, are, ‘re looking 5 is, calling, isn’t talking

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SKILLS

WRITING

describing a photo

■

using personal pronouns

4D A vacation with friends 1

Ask and answer the questions in pairs. 1 When do you go on vacation? 2 Where do you usually go?

2

A B

3 Who do you go with? 4 What do you like doing there?

Look at the pictures. Guess where the people are. Read the e-mail and check.

Hi Lucy, 1 How are you? How’s work? I hope everything’s OK. 2 I’m in Argentina! I’m visiting Leo and María in Buenos Aires, and I’m having a wonderful time. The

weather’s amazing! It’s 25 degrees, and it’s never cloudy. It’s hot all day and warm at night. It’s so nice after the cold fall weather at home. 3 Most days I get up early here, and I go running with Leo before breakfast. He loves getting exercise in

the morning. Then we return home and have breakfast. Leo and María start work at 8:30, and I leave the apartment with them. I go into the city and visit different places like Casa Rosada and Teatro Colón. In the evening, we go for a walk and then have dinner. The restaurants are great here, and the steaks are fantastic! 4 I’m sending you a couple of photos that I took. The first photo’s of some colorful houses in an area

called La Boca. It’s a really cool part of town with some amazing buildings. In the second photo, you can see Leo and María. We’re having coffee in a local café near their apartment. They have great coffee and delicious pastries there. My flight’s on Friday. See you at work on Monday! Love, Gemma

3

Read the e-mail again. In which paragraph does Gemma … 1 write about the weather? 2 describe the pictures?

Skill

3 ask Lucy questions? 4 write about her daily routine on vacation?

describing a photo

When you send a photo, describe who or what the photo shows. If it shows people, describe what they are doing: The first photo’s of some colorful houses. In the second photo, you can see … In this photo, I’m in the park with my friends. We’re playing soccer. This photo’s of my sister. She’s playing the piano. Here’s a photo of our new car.

4

Read the Skill box. Look at Gemma’s e-mail again. How does she describe the pictures?

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SKILLS

4D

4D A vacation with friends Sts read an e-mail from someone who is on vacation. They then imagine they are on vacation, and write an e-mail to a friend. Writing An e-mail

Skill Describing a photo

Text builder Using personal pronouns

WARMER Write the word vacation on the board. Put sts into pairs and give them two minutes to write as many words as they can to do with vacations. Tell them the words can be nouns, verbs, or adjectives, e.g., beach, swim, happy. Bring sts’ ideas together on the board. If some words don’t seem directly relevant to vacations, ask sts to explain the connection. Explain the meaning of any words sts don’t know, and see who wrote the most words correctly.

1

Sts work in pairs to ask and answer the questions. Get feedback on their answers.

2 A

Ask sts to look at the pictures. Discuss as a class where the people might be. Elicit a range of possible answers, but don’t confirm them yet.

B Sts read the e-mail to check their ideas. Ask who guessed correctly. Answers They are in Buenos Aires, in Argentina. Gemma is the only person on vacation.

3

Students read the e-mail again and answer the questions. They can compare their answers in pairs. Check answers with the class. Answers 1 paragraph 2 2 paragraph 4 3 paragraph 1 4 paragraph 3

Skill Read the Skill box with sts about describing a photo. Point out that we use the simple present to describe what we can see (I’m in the park, This photo is of ..., Here’s a photo of ...) and we use the present continuous to describe what the people are doing in the photo. (We’re playing soccer. She’s playing the piano.) Point out that we say a photo of ... .

4

Sts look at Gemma’s e-mail again and discuss how she describes the pictures. Discuss the answers as a class. Answers In the first picture, she describes a place. In the second picture, she describes what they are doing (having a coffee in a local café) and what the food and drink are like.

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describing a photo

5

■

using personal pronouns

A

Match the two parts to make complete sentences.

1 2 3 4

In this photo, I’m with Here’s a photo In this photo, we’re Here’s a photo of us in

B

Match the completed sentences with pictures a–d.

a b c d

a

b

c

d

Text builder

WRITING

SKILLS

4D 1D

Red Square in Moscow! fixing our bikes. of Sydney at night. my niece, Eliza. We’re reading a story.

using personal pronouns

We often use personal pronouns (he, she, it, etc.) to avoid repeating words and names: I’m with Sergio and Ana. We’re eating fish. It’s delicious! Eleni’s helping me with my French homework. She speaks really good French.

6

7

A Read the Text builder. Read paragraphs 3 and 4 in the e-mail again and underline the personal pronouns. What do they refer to? B

Complete the sentences with the correct personal pronouns.

1 2 3 4 5

I’m with Theo. This is the hotel pool. Theo’s shopping. Katie’s in bed. The kids are out.

’re waiting for the train. ’s on top of the hotel. ’s spending all his money! ’s sleeping! ’re on their bikes.

A PREPARE Imagine you’re on vacation. Decide where you are, what the weather’s like, how you’re feeling, who is with you, and what to do every day. Imagine two or three photos of your vacation. B • • • • • •

PRACTICE

Write an e-mail to a friend. Use personal pronouns to avoid repeating words/names.

Begin your e-mail. Paragraph 1: Ask your friend how he/she is. Paragraph 2: Describe where you are, what the weather is like, and who is with you. Paragraph 3: Describe your daily routine on vacation. Paragraph 4: Describe two or three photos of your vacation. Finish your e-mail.

C

PERSONAL BEST Exchange e-mails with a partner. Does his/her e-mail contain personal pronouns to avoid repeating words/names? Can you add any more?

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Find a photo of people on vacation. Describe their vacation. Where are they? What are they doing?

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SKILLS

5 A

B Sts complete the sentences with the correct personal pronouns. Allow them to compare their answers in pairs. Check answers with the class.

Sts match the two parts of the sentences. Check answers. Answers 1 d 2 c 3 b 4 a

B Sts match the completed sentences in exercise 5A with the pictures. Check answers. Answers 1 b 2 a 3 d 4 c

3 x PRACTICE

SB page 37, exercise 5B

1 Do the exercise as normal. To check answers, read out

each completed sentence in turn and ask: Which photo? How do you know? Ask sts to explain why each sentence matches a particular picture. 2 Ask sts to cover the sentences in exercise 5A and just look at the pictures. In pairs, sts try to remember the sentence that goes with each picture. They can look at exercise 5A again to check. 3 In pairs, sts look at the sentence beginnings in exercise 5A again and write alternative endings, to match the pictures. Tell them to be creative and use their imagination, e.g., In this photo, I’m with my friend Tom. He’s showing me how to build a new bike. Sts work in pairs to prepare their new sentences. They then work in groups of four. They show the pictures to each other, using their sentences.

Text builder Read the Text builder box with sts about using personal pronouns. Explain that we use pronouns because a text would be repetitive if we kept repeating the same words and names. Remind students that we can’t usually omit the subject noun or pronoun in English: (It’s delicious!) Remind sts that there are different pronoun forms for male and female people (he/she) and for things (it) and also different forms for subject and object pronouns (she/her, he/him, etc). Ask questions to check concept. Concept check questions: Why do we use personal pronouns in a text? (to avoid repeating the same words or names). Which pronouns can I use for myself? (I/me). Which can I use for my brother? (he/him). Which can I use for my mother? (she/her). Which can I use for a place? (it). When do I use ‘we’ and ‘us’? (for me and someone else). When do I use ‘they’ and ‘them’? (for more than one person).

6 A

Sts read the e-mail again to underline the personal pronouns and decide what they refer to. Sts could work in pairs for this. Check answers. Answers

4D

Answers 1 We 2 It 3 He 4 She 5 They

7

Students follow the steps to write their own email.

A

PREPARE Sts prepare their ideas. With weaker classes, you could brainstorm some ideas as a class and make notes on the board.

B PRACTICE Sts use the e-mail in exercise 2 as a model and write their own e-mail. Refer sts back to the Skill box on page 36 to help with describing their photos, and remind them to use personal pronouns. You could set this stage for homework if you prefer. C

PERSONAL BEST Sts work in pairs. They exchange their e-mail with their partner, check to see if their partner has used personal pronouns and see if they can add any more. They could also check for mistakes. They give feedback to each other on how well they have used personal pronouns. Encourage a spirit of peer support and cooperation.

PERSONAL BEST Sts can practice describing photos further by finding a photo of people on vacation. They could use a photo from their phone or tablet if they have one available, or they could look online for a photo. They write sentences describing where the people are and what they are doing. They can present their photos to each other in pairs. Weaker sts can work in pairs. They each choose a photo from their phone or from the internet, and then work together to write sentences describing each one. Ask some pairs to present their photos to the class.

EXTRA PRACTICE With books closed, write the following fill-in-the-blank sentences on the board: 1 Most days I ___ early. 2 I ___ running with Leo. 3 He loves ___ exercise. 4 Leo and Maria ___ work at 8:30. 5 I ___ the apartment with them. 6 In the evening, we ___ for a walk and then ___ dinner. Sts work in pairs and complete the sentences with the correct daily routine verbs. They can check their answers in the text on page 36. Remind them that they should keep reviewing vocabulary that they have learned, to help them remember it. Answers 1 get up 2 go 3 getting 4 start 5 leave 6 go, have

Paragraph 3 – I (Gemma), He (Leo), we (Gemma and Leo), we (Gemma, Leo and Maria) Paragraph 4 – I (Gemma), We (Gemma, Leo and Maria), It (the local café), It (La Boca)

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3 and 4

REVIEW and PRACTICE

Grammar 1

2

3

Complete the text with the words in the box. flies at often arrives stays checks starts spends

Choose the correct options to complete the sentences. 1

This week a I stay b I staying c I’m staying

in Washington, D.C.

2

What right now? a do you do b are you doing c doing you

3

My grandfather always a is visiting b visit c visits

4

do you see your cousins? a How many b How often c How about

5

My sister’s birthday is a at b in c on

6

My brother’s in his room with a friend. computer games. a They playing b They’re playing c They play

I live in six cities on Sunday afternoons.

Friday.

7

I on the weekend. a play always soccer b always play soccer c play soccer always

8

When go shopping? a do you usually b usually do you c are you

Barbara Fiala is the owner of Baobab, a communications travels for company, based in New York. She 1 work and spends around two months a year in Europe. She 2 to London and then visits Berlin, Budapest, and Warsaw. She usually 3 three nights in each city and then starts again. She 4 in the evening, so she’s ready to work the next day. “I often go for a walk or go to the gym 5 6 a.m,” she says. She 6 7 work around 7 a.m. and her e-mails and makes some telephone calls before her meetings. In London, she 8 with her sister, but in the other cities she stays at hotels. She does yoga and reads books to relax.

Complete the dialogue with the correct form of the verb in parentheses. A How 1

(be) the new job?

B It’s good. Right now, I 2 project.

(work) on a new

Vocabulary

A Where? B Near Miami. We A Where 4

3

(build) a new hotel. (live) right now?

1

Circle the word that is different. Explain your answer.

B I’m living with friends from Monday to Friday, and then I always 5 (come) home on the weekend.

1

son

father

niece

brother

2

fall

rain

spring

winter

A Are you OK with that?

3

yoga

barbecue

picnic

dinner

4

golf

bowling

volleyball

dancing

5

cold

snowy

warm

icy

6

gallery

museum

gym

violin

7

aunt

grandmother

son

mother

8

karate

swimming

shopping

running

6

B I don’t mind (travel), and I enjoy (work) on a small team.

7

A No problems at all? B Well, I hate 8 mornings!

(get up) early on Monday

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REVIEW and PRACTICE

Grammar

Vocabulary

1

1

Sts read the sentences and choose the correct options to complete them. Check answers. Answers 1 c 2 b 3 c 4 b 5 c 6 b 7 b 8 a

2

Sts read the dialogue and complete it with the correct verb forms. Check answers.

3 and1B 4

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 niece (the others are all male) 2 rain (the others are all seasons) 3 yoga (the others all relate to food) 4 dancing (the others all use a ball) 5 warm (the others all relate to cold temperatures) 6 violin (the others are all places) 7 son (the others are all female) 8 karate (you use the verb go with all the others)

Answers 1 is 2 ‘m working 3 ‘re building 4 are you living 5 come 6 traveling 7 working 8 getting up

3 x PRACTICE

SB page 38, exercise 2

1 Do the exercise as normal. When you check answers,

for each answer ask sts to put up their left hand if they think they know the answer, and their right hand if they feel certain they know the answer. Ask a student who feels certain to give their answer, and explain why it is correct. 2 Sts work in pairs. They take turns covering the dialogue. Their partner reads out the questions from the dialogue, and they try to remember the answers. Their partner can help them if necessary. They can switch roles and practice again. 3 Sts work in pairs and change some of the details in the dialogue. Allow sts time to practice their dialogues in their pairs, and then ask some pairs to perform their dialogues for the class.

3

Ask sts to read the text through quickly for general meaning. Ask: How many nights does she spend in each city? (three). Sts read the text again and choose the correct words to complete it. Check answers. Answers 1 often 2 flies 3 spends 4 arrives 5 at 6 starts 7 checks 8 stays

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REVIEW and PRACTICE

2

3

Personal Best

Make words to describe the weather.

What’s the weather like? It’s 1

dyocul

2

ndwyi

3

tho

4

gyogf

5

mrwa

6

yunsn

7

ianry

8

wgonnsi

.

Put the words in the correct columns. summer school son swimming gym spring shopping sister home winter running uncle fall cousin yoga museum Seasons

4

Relatives

Activities

Places

Complete the sentences with the correct form of the verbs in the box. do finish start walk get play go have 1

My father

2

He works in a factory and

3

I usually

4

To stay in shape, I

5

I home.

6

In the evening, I

7

My sister

the violin.

8

We often

dinner together.

3 and 4

up in the morning at six o’clock. work at 7:30 a.m.

to work at 10:00 a.m. on Fridays.

son 3A Les

son 4A Les

Name five relatives.

Write three things you do every evening.

on Less 3A

son 4A Les

Write two sentences using frequency adverbs.

Think of three time expressions beginning “In…”.

son 3B Les

on Less 4C

Write a sentence using also.

List three things you can do on weekends in another city.

on Less 3C

son 4C Les

Describe two things you like doing, one during the week and one on weekends.

Write a question and answer using the present continuous.

karate at lunchtime.

work at five in the evening and ride my bike my dog for an hour.

son 3D Les

son 4C Les

Write three times of the day which are important to you.

Write a negative sentence using the present continuous.

son 3D Les

son 4D Les

Give two expressions used for agreeing on a time to meet a friend.

Describe where you are, what you’re doing, and the weather.

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REVIEW and PRACTICE

2

Sts unscramble the letters to make the words to describe weather. Check answers, and check that sts understand all the words. Answers 1 cloudy 2 windy 3 hot 4 foggy 5 warm 6 sunny 7 rainy 8 snowing

3

Sts add the words to the chart under the correct heading. Check answers and check that sts understand all the words. As an extension, sts could work in pairs, and add more words to the table. Answers Seasons: summer, spring, winter, fall Relatives: son, sister, uncle, cousin Activities: swimming, shopping, running, yoga Places: school, gym, home, museum

4

Sts read the sentences and complete them with the correct form of the verbs in the box. Check answers.

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace, and allow for language recall and personalization. These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 4A). They cover grammar, vocabulary, text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts, and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary, and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 3, pages 18 and 19 Unit 4, pages 24 and 25

Answers 1 gets 2 starts 3 go 4 do 5 finish 6 walk 7 plays 8 have

3 x PRACTICE

3 and1B 4

SB page 39, exercise 4

1 Do the exercise as normal. When you check the

answers, ask individual sts to give each answer. Ask other sts: Do you agree with this answer? Why/Why not? 2 Ask sts to cover the exercise. Write some key words for each sentence on the board, e.g., father/up/six, work/ factory/7:30. Sts work in pairs, and try to recreate the sentences. They can look at their books to check. 3 Ask sts to choose three of the verb–noun combinations from the sentences, and write sentences about themselves, e.g., I never get up early. I usually start work at nine o’clock. Sts can practice saying their sentences to each other in pairs.

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UNIT

5

What are you wearing? simple present and present continuous

LANGUAGE

■

clothes

■

ordinal numbers

5A Party time 1

Look at the pictures in the text. What are the people wearing? Choose from the words in the box. a dress a shirt pants boots a jacket sandals a hat a suit

Go to Vocabulary practice: clothes, page 143

2

A B

Read the text. Match pictures a–c with names of celebrations 1–3.

1 2 3 4 5

This celebration takes place in Brazil. A lot of people wear red for this celebration. This celebration starts on a Friday. This celebration happens in the winter. Animals take part in this celebration.

Match sentences 1–5 with the three celebrations.

a

b

c

My name’s Hong, and I live in Shanghai. Today’s January 28th, and I’m celebrating Chinese New Year with my family. Chinese New Year always takes place in January or February, but the date changes every year. For example, it’s on February 5th in 2019 and on January 25th in 2020. Before New Year, we clean our homes and decorate them in the color red for good luck. Then we have a special dinner with our family and wear red clothes. I’m having dinner with my family now, and I’m wearing a red shirt. We’re all having a great time!

My name’s Ana, and I live in Rio de Janeiro. People from all over the world visit Rio at Carnival time. Carnival is on a different date every year, but it’s always in February or March. It starts on a Friday and finishes on a Wednesday. Today’s Sunday, February 26th – the third day of Carnival – and I’m watching a parade with my friends. The dancers and musicians in the parades are wearing beautiful, colorful costumes.

I’m Antonio, and I’m visiting Seville this week for the April Fair. I live in Madrid, but I come to Seville every year in April. Today’s April 18th – the second day of the fair – and right now, I’m walking around with my friends. The April Fair is a party for the whole city. It starts at midnight on a Monday and finishes on a Sunday. The women wear flamenco dresses, jewelry, and flowers in their hair, and the men wear suits and hats. Some people ride horses. The atmosphere’s fantastic!

Person

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UNIT

UNIT

What are you wearing? 5 UNIT 5 OVERVIEW: This unit looks at clothes and hobbies. Sts read about celebrations from different parts

of the world, and the different clothes people wear, and they read about different people’s attitudes to a uniform they have to wear. They also read about people who earn money from a hobby, and end by practicing shopping for clothes.

SKILLS

LANGUAGE Grammar Simple present and present continuous; can and can’t

Vocabulary Clothes; ordinal numbers; hobbies

Reading Identifying facts and opinions; adjectives

Pronunciation Dates; can and can’t

Speaking Shopping for clothes; offering help

5A

LANGUAGE

5A Party time

Sts read about celebrations in different countries. They listen to a conversation about a celebration, and practice talking about their own birthday and how they usually celebrate it. Grammar Simple present and present continuous

Vocabulary Clothes (belt, blouse, boots, bracelet, coat, costume, dress, earrings, gloves, hat, jacket, jeans, jewelry, necklace, pants, sandals, scarf, shirt, shoes, shorts, skirt, sneakers, socks, suit, sweater, tie, T-shirt); ordinal numbers (first, second, third, etc.)

WARMER

Read through the words with the class and pre-teach if necessary. Sts look at the pictures and discuss in pairs what the people are wearing. Check answers.

the word (sandals). In pairs, sts write four more clues for clothes. In groups of four sts read their clues to each other, and guess the words. Ask who guessed all the words correctly.

Go to Vocabulary practice: clothes, SB page 143/TB page 299. Sts will find more language presentation and practice for clothes vocabulary here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 5A. Remind sts to go to the app for further self-study practice of clothes vocabulary.

Answers a dress, a shirt, a hat, pants, a jacket, boots

3 x PRACTICE

Communication Talking about dates and how you celebrate special occasions

3 Say: You wear these on your feet in summer. Sts guess

Read out the lesson title Party time and explain it if necessary. Ask: Do you like going to parties? Why/Why not? Elicit a few answers, and then ask: What makes a good party? What’s the right number of people for a party? Should there be food? What about drinks? What’s the best music for a party? Discuss as a class what makes a good party. Encourage as many sts as possible to join in and share their opinions.

1

Pronunciation Dates

SB page 40, exercise 1

1 Do the exercise as normal. To check answers, say some

true and false sentences about each picture, using words from exercise 1, e.g., The woman is wearing a white dress. (true) She’s wearing blue sandals. (false) As you say each sentence, sts call out true or false. Discuss any differences of opinion. 2 Do the Vocabulary practice exercises with the class. In pairs, sts then cover the wordpool box in exercise 1 and just look at the pictures. They describe what the people are wearing, using words from exercise 1 and the Vocabulary practice. They can look in their books to Personal Best check.

2 A

Read out the title of the text and explain celebrations, if necessary. Sts read the text, and find the names of the celebrations in the pictures. Check answers. Answers a Seville’s April Fair b Rio Carnival c Chinese New Year

B Sts read the article again and match the sentences with the celebrations. Check answers. Answers 1 Rio Carnival 2 Chinese New Year 3 Rio Carnival 4 Chinese New Year 5 Seville’s April Fair

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simple present and present continuous

3

A B

■

clothes

■

ordinal numbers

5A

LANGUAGE

Underline the verbs in the simple present and circle the verbs in the present continuous in the text. Complete the rules with simple present or present continuous. Then read the Grammar box.

1 We use the 2 We use the

Grammar

to talk about facts and things that happen regularly. to talk about things that are happening now or temporary actions.

simple present and present continuous

For things that happen regularly or are always true, we use the simple present: It always happens in January or February. I live in Shanghai. For things that are happening now or temporary actions, we use the present continuous: I’m having dinner with my family now. I’m visiting Seville this week.

Go to Grammar practice: simple present and present continuous, page 120

4

A Complete the interview with the correct form of the verbs in parentheses. Which person from the text is the interview with? Hello. I’m from 103 FM Radio. 1 you a good time? (have) Yes, it’s amazing! We 2 every year. (come) What 3 you right now? (do) We 4 the local people go by on their horses. (watch) The women look beautiful! What 5 they ? (wear) Long flamenco dresses with special sandals, lots of jewelry, and flowers in their hair. People at the fair always 6 traditional clothes like that. (wear) A 7 you here? (live) B No, I 8 just the city this week. (visit) It’s my favorite festival in the whole country. A Great to talk to you! Enjoy the rest of the celebration.

A B A B A B

B

5.3 Listen and check your answers.

Go to Communication practice: Student A page 161, Student B page 170

5

Match festivals 1–5 with dates a–e. 1 2 3 4 5

New Year’s Day U.S. Independence Day Martin Luther King Jr. Day Valentine’s Day International Women’s Day

b a c d e

January 15th March 8th January 1st July 4th February 14th

Go to Vocabulary practice: ordinal numbers, page 143

6

A

5.5 Pronunciation: dates Listen and repeat the dates. Which words are stressed?

It’s July fourteenth.

B

It’s the second of May.

It’s the third of June.

5.6 In pairs, say each date in two different ways. Listen, check, and repeat.

It’s April first.

7

It’s August twenty-fifth.

It’s the first of April.

1 2 3 4

April 1 July 4 August 8 September 12

A

Ask different classmates about their birthdays. Who has a birthday in the same month as you?

5 6 7 8

October 31 November 20 December 30 January 16

9 February 26 10 March 5

A When’s your birthday? B
My birthday’s on March 7th. A What do you usually do on your birthday? B I usually go out for lunch with my family. What about you?

B

Tell the class about your classmates’ birthdays.

Elena’s birthday’s on June 4th. She always goes out with her friends.

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Write sentences about some of your classmates. What do they usually wear to class? What are they wearing today?

EXTRA PRACTICE Workbook page 26; 00; photocopiable activity 5A Grammar

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5A

LANGUAGE

3 A

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 161. All “Student B” sts should go to SB page 170. Go to TB page 335 for the teacher notes. Do the activity, and then continue with exercise 5 of lesson 5A.

Sts could work in pairs for this. Check answers. Answers Simple present: ’s, live, ’s, takes, changes, ’s, clean, decorate, have, wear, ’s, live, visit, is, ‘s, starts, finishes, ’s, ’m, live, come, ’s, is, starts, finishes, wear, wear, ride, ’s Present continuous: ’m celebrating, ’m having, ’m wearing, ’re having, ’m watching, are wearing, ’m visiting, ’m walking

B Pre-teach temporary. Sts complete the rules, using the verbs in exercise 3A to help them. Check answers. Answers 1 simple present 2 present continuous

Grammar Read the Grammar box with sts. Remind them that we use the simple present for habits and routines, and things we do regularly, or things that are always true, and we use the present continuous for things that are happening now, or things that are only temporary. Point out that we often use frequency adverbs with the simple present, and we use time expressions such as right now with the present continuous. Ask questions to check concept. Concept check questions: I work on Saturdays – Do I mean every week? (yes). Is this a regular action? (yes). Which verb form do I use? (simple present). I’m working today – is this every day? (no). Is it happening now? (yes). Which verb form do I use? (present continuous). I live in a small apartment – always true, or temporary? (always true). Which verb form do I use? (simple present). I’m staying at a hotel this week – always true, or temporary? (temporary). Which verb form do I use? (present continuous). Go to Grammar practice: simple present and present continuous, SB page 120/TB page 253. Sts will find more language reference, presentation, and practice for the simple present and present continuous here. Do these exercises with the class, or set them for homework, before moving on to exercise 4A of lesson 5A. Remind sts to go to the app for further self-study grammar practice of the simple present and present continuous.

4 A

Sts read the interview, and complete it with the correct verb forms. Elicit which person from the text the interview is with (Antonio), but don’t check the verb forms yet. 5.3 Play audio track 5.3. See the SB page opposite B for audio script. Sts listen and check their answers. Check answers with the class, and discuss any that sts found difficult.

Answers 1 Are, having 2 come 3 are, doing 4 are/'re watching 5 are, wearing 6 wear 7 Do, live 8 ‘m, visiting

5

Pre-teach the names of the festivals. Sts match the festivals with the dates. Check answers and point out how we say the dates using ordinal numbers. Ask: Which of these festivals do you celebrate? How do you celebrate? Answers 1 c 2 d 3 b 4 e 5 a

Go to Vocabulary practice: ordinal numbers, SB page 143/TB page 299. Sts will find more language presentation and practice for ordinal numbers here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 5A. Remind sts to go to the app for further self-study vocabulary practice of ordinal numbers.

6 A

5.5 Play audio track 5.5. See the SB page opposite for audio script. Sts listen and repeat the dates. Elicit which words are stressed, and then play the audio track again for sts to repeat, focusing on the stressed words. Point out the two different ways of saying the dates, e.g., the second of May/May second.

Answers It’s July fourteenth. It’s August twenty-fifth. It’s the second of May. It’s the third of June. 5.6 Sts work in pairs to practice saying the dates in B two different ways. Play audio track 5.6. See TB page 359 for audio script. Sts listen to check their answers. Play it again for sts to listen and repeat.

7 A

Invite two sts to read out the examples. Point out the phrase What about you? to ask a question back to someone. Sts move around the classroom asking each other about their birthdays. Ask some sts who has a birthday in the same month as them.

B Ask sts to tell the class something they learned about how a classmate celebrates their birthday. PERSONAL BEST Sts can practice clothes vocabulary and the simple present and present continuous further. They write sentences about what some of their classmates usually wear to class, and what they are wearing today. Sts compare sentences in pairs. With weaker classes, write the following sentence beginnings on the board: During the weekend, I sometimes wear ... When I go to parties, I often wear ... Today I’m wearing ... Sts can complete the sentences with their own ideas, and then compare their sentences in pairs. Ask some sts to tell the class something about their partner.

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51

SKILLS

READING

identifying facts and opinions

■

adjectives

5B Don’t tell me what to wear 1

Read the introduction of the text and discuss the questions in pairs.

Do you wear a uniform at work or in school? YES

Describe your uniform to your partner. Do you like wearing it? Why/Why not?

Skill

NO

Do you think uniforms are a good idea? Why/Why not?

identifying facts and opinions

Texts often include both facts and opinions. A fact is a piece of true information: New Year’s Day is on January 1st. An opinion is what someone thinks about something. You can express an opinion with: a verb: I think (that) …, I don’t think (that) …, I agree, I don’t agree a positive or negative adjective: good, fun, fantastic, bad, horrible

2

A

Read the Skill box and the text. Find one fact for each person.

1 Richard 2 Maria 3 Saif

B

4 Nikki 5 Hannah

In pairs, say your facts. Do you remember which person says them?

A I wear a uniform on my job – a hat, a shirt, and pants. B That’s Hannah.

3

Read the text again and answer the questions. Which person/people think(s) that … 1 uniforms aren’t for everyone? 2 his/her uniform’s not nice? 3 his/her uniform is nice? ,

Text builder

4 his/her uniform’s not interesting? 5 uniforms are a good idea in his/her situation? , , ,

adjectives

Adjectives often show someone’s opinion: It’s pretty boring. We have a nice uniform at the bank.

The hat’s terrible.

Adjectives come before a noun and after the verb be: We wear a great uniform. The uniform’s great!

4 5

Read the Text builder. Find more examples of adjectives in the text. Does each one come before a noun or after the verb be? Look at the pictures. Imagine you wear one of the uniforms. Write a paragraph about your uniform. Give facts and opinions. a

b

c

d

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SKILLS

5B

5B Don’t tell me what to wear Sts read about different people who have to wear a uniform to school or work and their attitude towards their uniform. They then imagine they have to wear a uniform, and write a paragraph about their uniform and their opinion of it. Reading Sts read a text about different people who have to wear uniforms.

Skill Identifying facts and opinions

WARMER

Answers 1 Maria 2 Hannah 3 Saif, Nikki 4 Richard 5 Richard, Saif, Nikki, Hannah

Ask: What kind of clothes do like wearing? What are your favorite clothes? Why do you like them? Elicit answers from individual sts. Encourage as many sts as possible to join in and express their opinions. Ask: What kind of clothes do you hate wearing? Why don’t you like them? When do you have to wear them? Elicit answers from individual sts.

1

Text builder

Read out the title of the text and explain uniform and fan if necessary. Sts read the introduction of the text, then follow the flow chart and discuss the questions. Get feedback on their answers, and have a brief class discussion on uniforms. See who thinks they are a good idea, and who doesn’t agree.

Read the Text builder box with sts about adjectives. Explain that adjectives often show a writer’s opinion. Point out that adjectives don’t change with singular or plural nouns (a fantastic hat/some fantastic hats) and point out that they come before a noun (a nice dress, NOT a dress nice), or they come after the verb be: That dress is nice. Ask questions to check concept. Concept check questions: Our uniform is great – which is the adjective? (great). Positive or negative opinion? (positive). Is the adjective before the noun or after “be”? (after be). Can you change the sentence so the adjective is before the noun? (yes – It’s a great uniform). We wear horrible shoes! – which is the adjective? (horrible). Positive or negative opinion? (negative). Can you change the sentence to put the adjective after “be”? (yes – Our shoes are horrible).

Skill Read the Skill box with sts about identifying facts and opinions. Point out that sometimes writers use expressions to give their opinions, e.g., I think ..., or I agree, and sometimes they use adjectives such as fun or horrible to show if their opinion is positive or negative. Point out that in order to understand a text fully, it is often important to recognize when a writer is giving facts, and when they are expressing their own opinion.

2

Read out the first sentence about Richard (I wear a uniform to school every day) and elicit that it is a fact. Sts read the text and find one fact for each person.

4

Answers Richard: He wears a uniform to school every day. or The uniform for boys is black shoes or sneakers, black pants, a white shirt and a blue sweater. Maria: She works in fashion. or Clothes are a big part of her life. or She always wears fashionable suits to work. Saif: Firefighters wear special boots, pants, jackets, gloves, and helmets. or Firefighters are there to help people. Nikki: The women all wear an attractive jacket, a white shirt and scarf, and pants or a skirt. or You don’t need to choose your clothes in the morning. Hannah: Her uniform is a hat, a shirt and pants. or Uniforms often get dirty on her job.

B Sts work in pairs to say their facts to each other and guess which person says each one. Ask who guessed all their partner’s facts correctly.

3

Text builder Adjectives

Sts find more examples of adjectives in the text and decide whether they come before a noun or after the verb be. Check answers. Answers Uniforms are fine … (after be) I always wear fashionable suits to work. (before a noun) We wear special boots. (before a noun) The women all wear an attractive jacket. (before a noun) I think the uniform‘s very fashionable. (after be) …uniforms are necessary… (after be)

5

Sts choose one of the uniforms on page 42 and imagine they have to wear it. They write a paragraph giving some facts about the uniform and their own opinions. Sts could work in small groups to read their paragraphs to each other. The sts listening could try to guess which uniform each person is talking about.

Sts read the text again and match the people with the opinions. Point out that there is more than one person for some opinions. Check answers.

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identifying facts and opinions

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adjectives READING

SKILLS

5B 1D

UNIFORMS ARE YOU A FAN?

Uniforms are common for schoolchildren, police officers, firefighters, soldiers, and a lot of other jobs. But do people like wearing uniforms? Does a uniform make you feel part of a group, or do people dislike looking exactly the same? Here, five readers give us their opinions.

Richard, 16 I wear a uniform to school every day. The uniform for boys is black shoes or sneakers, black pants, a white shirt, and a blue sweater. It’s pretty boring, but I don’t mind wearing it. I think it’s OK to have a school uniform. It means my parents don’t need to buy lots of clothes.

Maria, 27 I work in fashion, and clothes are a big part of my life. I always wear fashionable suits to work. It’s important to look good on my job – your clothes say a lot about you. Uniforms are fine for some people, but not for me. I don’t want someone telling me what to wear.

Saif, 40 Everyone knows we wear a uniform in the fire department. We wear special boots, pants, jackets, gloves, and helmets because we need them. It also shows people that we’re firefighters – we’re there to help them. I think our uniform’s great! It makes me feel part of the fire department.

Nikki, 35 We have a nice uniform at my bank – the women all wear an attractive jacket, a white shirt and scarf, and pants or a skirt. It makes life simple because you don’t need to choose your clothes in the morning! I think the uniform’s very fashionable, too – it’s similar to my own clothes.

Hannah, 21 I wear a uniform on my job – a hat, a shirt, and pants. I don’t like my uniform. I don’t like the fabric, and the hat’s terrible. But I agree that uniforms are necessary on my job because they often get dirty, and I don’t want to wear my own clothes at work.

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Choose a profession and design an ideal uniform for men and for women. Write a description of it.

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SKILLS

5B

PERSONAL BEST Sts can practice using adjectives and expressing facts and opinions further. They choose a profession and design an ideal uniform for men and women, and write a description of it. Encourage them to think about what job the uniform is for, and make sure it is suitable for the job as well as attractive/ fun to wear. Sts can compare their uniforms in small groups. Ask some sts whose uniform they would be happy to wear and why. With weaker sts, brainstorm some more people who wear uniforms, e.g., police officers, doctors, nurses, salespeople, pilots, athletes. Write notes on the board. Sts can work in pairs and write a description of one or two of the uniforms. Ask pairs in turn to read their descriptions to the class. See if other sts can guess whose uniform is being described.

EXTRA PRACTICE Tell sts they are going to play a game to test their memories. Put sts into pairs and give them three minutes to read the text on page 43 again, and note down what clothes make up each person’s uniform, e.g., black shoes, a white shirt. They then choose five items and write these on a piece of paper to test their classmates. While they are working, write the five names from the text on the board. Ask sts to close their books, and put pairs together into groups of four. They take turns to read out the items of clothing they chose. The other pair must try to remember who wore each item. Ask who guessed all five correctly.

EXTRA PRACTICE Put sts into pairs. Tell them they are going to role play an interview with one of the people in the text on page 43. As a class, brainstorm some questions they could ask, e.g., Can you describe your uniform? Do you like it? Why/Why not? Which parts would you like to change? Write the questions on the board. Sts then work in pairs to prepare their interview. Tell them to use information and opinions from the text, and also to use their imagination to add more information and opinions. Monitor and help while sts are working. Sts can practice their interviews in pairs. Ask some pairs to perform their interviews for the class. Other sts can listen to guess who is being interviewed, and to note down what opinions are expressed.

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can and can’t

LANGUAGE

■

hobbies

5C Do the things you love 1

Work in pairs. Match the verbs in the box with pictures 1–5 in the text. sew bake take photos paint make jewelry

Go to Vocabulary practice: hobbies, page 144

2

A B

Read the web page. Which people don’t have another job? Read the web page again and answer the questions.

1 How does Sandra make money? 2 What does Paul paint? 3 Do people buy Alexa’s photos directly from her?

4 Where does Edith sell her clothes? 5 Where do people buy Alain’s cakes?

MONEY MONTHLY

Do the things you love

Do you have a hobby? Perhaps you write a blog, collect stamps, or play chess. Or maybe you draw or paint. These are all great hobbies, and many people enjoy doing them for pleasure, but can you make money from your hobby? Read this week’s article and find out. 5

Meet Sandra, Paul, Alexa, Edith, and Alain. They all make money from their hobbies. 1

3

2

SANDRA works full time in an office, but in her free time, she makes jewelry. She started making jewelry when she was a girl and now makes earrings, bracelets, and rings, and sells them online. She can earn about $150 a month from her hobby. She also wears some of the things she makes.

3

PAUL’s a teacher and, in his free time, he paints. He paints beautiful paintings of animals. People often ask him to paint their pets. He usually goes to their homes to see the pets, draws a picture, and then finishes the painting in his studio at home. He sells about ten paintings every year.

ALEXA’s a nurse and her hobby is photography. She has three different cameras. She usually visits interesting places on weekends. She takes great photos, and she often uploads her photos to photo libraries. People can’t use them for free, but they can pay to download them.

4

EDITH AND ALAIN are retired. Edith can sew and make dresses, shirts, and pants. She sells her clothes at the local market. Alain loves cooking, and he bakes delicious cakes. He sells them to local cafés, and people love them. “It’s great,” he says. “I can make money simply by doing what I love!”

Complete the sentences from the text with the phrases in the box. can’t use can pay can make can earn 1 2 3 4

She People They I

about $150 a month. them for free. to download them. money simply by doing what I love.

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5C

LANGUAGE

5C Do the things you love Sts read about people who earn money from a hobby. They talk about things they can do, and things that people can and can’t do in different situations. Grammar can and can’t

Vocabulary Hobbies (bake, collect (coins/stamps), dance, draw, knit, make (jewelry), paint, play (chess/online games/ the drums), sew, sing, take (photos), write (a blog))

WARMER Ask: What do you like doing in your free time? Elicit a few ideas as examples, and teach the word hobby. Ask sts to make a list of the five hobbies they most enjoy doing. Monitor and help with vocabulary as necessary. Put sts into small groups to compare their lists and see which hobbies are the most popular. Ask groups in turn to report back to the class, and see which hobbies are the most popular in the class.

1

Check understanding of the five hobbies in the box and pre-teach as necessary. Sts work in pairs to match the verbs with the pictures on the Web page. Check answers. Answers 1 make jewelry 2 paint 3 take photos 4 sew 5 bake

Go to Vocabulary practice: hobbies, SB page 144/TB page 301. Sts will find more language presentation and practice for hobbies here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 5C. Remind sts to go to the app for further self-study vocabulary practice of hobbies.

2 A

Sts read the Web page and answer the question. Check the answer with the class and check that sts understand retired.

3

Pronunciation can and can’t

Communication Talking about things people can and can’t do in different situations

Sts complete the sentences with the phrases, using the text to help them. Check answers, and check that sts understand all the sentences. Answers 1 can earn 2 can’t use 3 can pay 4 can make

3 x PRACTICE

SB page 44, exercise 3

1 Do the exercise as normal. To check answers, ask

individual sts to find each completed sentence in the text and read out the sentence before it, and then the completed sentence. Discuss the meaning of each sentence, and make sure sts understand all the sentences. 2 Ask sts to close their books. Write the verbs from the wordpool box on the board. Sts work in pairs and try to remember the correct sentence for each verb. They can look in the text again to check. 3 Sts work in pairs. They choose one of the people in the text and prepare a short interview with them. You could brainstorm some possible questions they could ask, e.g., Why do you like this hobby? Do you earn a lot of money? Tell them their interview must include the verbs from exercise 3. Sts can practice their interviews in pairs. Ask some pairs to perform their interviews for the class.

Answer Edith and Alain

B Sts read the Web page again and answer the questions. Check answers. Answers 1 She makes and sells jewelry. 2 He paints paintings of animals. 3 No, they download them from photo libraries. 4 She sells them at a local market. 5 They buy them in local cafés.

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can and can’t

4

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hobbies

LANGUAGE

5C

Look at the sentences in exercise 3. Choose the correct options to complete the rules. Then read the Grammar box. 1 We put the base form of a verb with / without “to” after can. 2 The he and she form of can is the same as / different from the other forms. 3 The negative form of can is can’t / don’t can.

Grammar

can and can’t

can to talk about ability: He can make money by doing what he loves. She can sew. can to talk about possibility: People can pay to download them. You can buy Alain’s cake at this bakery.

can to talk about permission: You can park here. We can sit here. Negative: People can’t use them for free. Questions and short answers: Can you make money from your hobby? Yes, I can. No, I can’t.

Go to Grammar practice: can and can’t, page 121

5

A

5.9 Pronunciation: can and can’t Listen and repeat.

1 My brother can speak Italian. 2 I can ride a bike. 3 My sister can’t play the violin.

B

4 You can’t sit there. 5 A Can you knit? B Yes, I can. 6 A Can John play chess? B No, he can’t.

5.10 Say the sentences. Listen, check, and repeat.

1 I can’t swim. 2 You can sell your cakes here. 3 A Can I ask you a question? B Yes, you can.

4 David can’t sew. 5 Ellie can sing. 6 A Can you cook French food? B No, I can’t.

Go to Communication practice: Student A page 161, Student B page 170

6

A

Imagine you are the manager of a store. Decide the rules for your salesclerks. Complete the sentences with can or can’t. 1 2 3 4 5 6

You You You You You You

wear your own clothes at work. read magazines in the store. drink coffee and tea when you’re at work. use your phone in the store. choose what time you have lunch. get a discount when you buy things in the store.

B

In pairs, ask and answer questions about your rules. Do you want to work in your partner’s store? Why/Why not? A Can I wear my own clothes at work? B No, you can’t. Everyone wears a uniform.

7

A

Match sentences 1–5 with headings a–e.

1 You can’t go swimming in the ocean here because we don’t have a beach. 2 I can bake really good cookies.

a Your abilities: things that you can do

3 You can drive a car if you’re over eighteen. 4 You can visit the Science Museum. 5 I can’t speak Japanese.

b Your abilities: things that you can’t do

c Things that people can do in your town or city

d Things that people can’t do in your town or city

e Things that you can do in your country if you’re over eighteen

B

Think of more sentences that are true for you in pairs. In our city, you can watch a soccer game at the national stadium.

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Write about your favorite hobby. When do you do it? Do you do it with other people? Can you earn money from it?

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LANGUAGE

4

Sts look at the sentences in exercise 3 again and choose the correct options to complete the rules. Check answers. Answers 1 without 2 the same as 3 can’t

Grammar Read the Grammar box with sts about can and can’t. Point out the three different uses of can and can’t, to talk about ability, possibility, and permission. Explain that can and can’t are the same for all persons, and are followed by the base form of a verb. Point out that we form questions by putting can before the subject: Can you dance? NOT You can dance? Ask questions to check concept. Concept check questions: I can swim – is this an ability? (yes). You can use my phone – is this an ability? (no, it’s permission). You can see movies at the cinema – is this an ability? (no, it’s a possibility). I can’t come out tonight – is it possible? (no). I can to cook pretty well – correct? (no – I can cook). She cans dance – correct? (no – She can dance). Do you can sing? – correct? (no – Can you sing?). Go to Grammar practice: can and can’t, SB page 121/TB page 255. Sts will find more language reference, presentation, and practice for can and can’t here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 5C. Remind sts to go to the app for further self-study grammar practice of can and can't.

5C

B Read out the example question and answer. Elicit another possible question and answer as an example. Sts then work in pairs to ask and answer questions about their rules. Ask some sts if they would like to work in their partner’s store, and ask them to explain why or why not.

7 A

Read through the headings with the class and check that sts understand everything. Sts match the sentences with the headings. They could work in pairs for this. Check answers. Answers 1 d 2 a 3 e 4 c 5 b

B Sts work in pairs and think of more sentences to write under each heading. Ask pairs in turn to read some of their sentences to the class. Other sts can listen and decide which heading they belong under. PERSONAL BEST Sts can practice talking about their hobbies and using can further. They write a short paragraph about their favorite hobby, saying when they do it, who they do it with and if they can earn money from it. Sts can share their paragraphs in small groups. Ask some sts what new hobbies they have learned about from their classmates, and which of their classmates’ hobbies they would like to try and why. Weaker sts can make a list of three things they can do well, and three things they can’t do. They then work in pairs and take turns saying the activities to their partner, e.g., ride a bike. Their partner must guess if they can or can’t do it, e.g., I think you can ride a bike. Ask who guessed all their partner’s abilities correctly.

5 A

5.9 Allow sts time to read through the sentences. Play audio track 5.9. See the SB page opposite for audio script. Sts listen and repeat the sentences. Point out that when can is stressed, it is pronounced /kæn/, but when it is not stressed, it is pronounced /kən/. Point out that can’t is always stressed, so always has a strong pronunciation /kant/.

B

5.10 Sts work in pairs and practice saying the sentences, paying attention to the pronunciation of can and can’t. Play audio track 5.10 for sts to listen, check their pronunciation and repeat. See the SB page opposite for audio script.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 161. All “Student B” sts should go to SB page 170. Go to TB page 335 for the teacher notes. Do the activity, and then continue with exercise 6A of lesson 5C.

6 A

Remind sts that we can use can to talk about permission, so it is often used to talk about rules. Sts read the rules and complete them with can or can’t. Point out that there are no right and wrong answers, but sts must decide for each activity whether the salesclerks can or can’t do it.

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SKILLS SKILLS

Learning Curve

SPEAKING

shopping for clothes

■

offering help

5D Can I try it on? 1

A

Do you enjoy shopping for these things? Why/Why not? Tell your partner. books food clothes shoes jewelry sports equipment birthday presents

B

Do you like shopping in these places? department stores supermarkets markets local stores online shopping malls

2

5.11 Watch or listen to the first part of Learning Curve. Are the sentences true (T) or false (F)? 1 Simon, Kate, and Jack all want some new clothes. 2 They have a big event next week. 3 They want to order things online.

3

5.11 Watch or listen again. Choose the correct options to complete the sentences. 1 2 3 4 5

4

5.12 Watch or listen to the second part of the show and check ( ) the clothes that Simon, Jack, and Kate try on. 1 2 3 4 5

5

Simon likes / loves / doesn’t mind shopping for sports equipment. He likes / doesn’t like / doesn’t mind shopping for birthday presents. He likes / doesn’t like / doesn’t mind shopping at department stores. The big event is a special dinner / show / party. “First in Web TV” is a prize / video channel / website.

coat top skirt tie suit

6 7 8 9 10

scarf shirt dress pajamas shorts

5.12 Match the two parts to make complete sentences. Watch or listen again and check. 1 2 3 4 5 6 7

Do you have it What colors Do you Where are the How much Can I pay with Can I try

a b c d e f g

sell pajamas? this credit card here? in a size 38? are there? these on, please? is it? women’s changing rooms, please?

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SKILLS

5D

5D Can I try it on? Learning Curve

Sts watch or listen to people talking about clothes and buying clothes. They then practice a conversation in a clothes store.

Speaking Sts watch a video or listen to people talking about clothes and shopping for clothes.

Skill Offering help

WARMER Ask: Shopping – do you love it or hate it? Elicit a few answers, then ask sts to write down three words that sum up what they love or hate about shopping. You could give an example yourself, e.g., My three words are: new clothes, exciting! Ask sts one by one to tell the class what they wrote and why. See which people in the class are the biggest fans of shopping, and which people dislike it the most.

1 A

Sts work in pairs and discuss which things they enjoy shopping for. Ask some sts to tell the class how similar or different they and their partner are and why.

B Check understanding of the places and teach the meanings if necessary. Sts work in pairs and discuss where they like shopping. Discuss the answers with the class.

2

5.11 NB All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate, Simon and Jack discuss buying new clothes and then go shopping for clothes. Allow sts time to read through the sentences. Check they understand order. Pre-teach the following words from the video: an event, an award, enormous. Play video/audio track 5.11. See TB page 359 for video/audio script. Sts watch/listen and decide if the sentences are true or false. You could ask stronger sts to correct the false sentences. Check answers.

Conversation builder Shopping for clothes

5

5.12 Allow sts time to read both parts of the sentences. Play video/audio track 5.12 again. Sts watch or listen and match the two parts to make complete sentences. Check answers.

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

3 x PRACTICE

SB page 46, exercise 5

1 Do the exercise as normal. To check answers, read out some correct and some incorrect questions and ask each time: Correct or not correct? 2 Ask sts to cover the second part of the sentences, a–g. In pairs, sts look at the sentence beginnings and try to remember the sentence endings. They can look at the sentence endings again to check. 3 As a class, brainstorm a simple answer to each question, and write them on the board. Sts can then practice asking and answering the questions in pairs.

Answers 1 T 2 T 3 F (they want to go to a shopping mall)

3

5.11 Allow sts time to read the sentences and possible answers. Play video/audio track 5.11 again. Sts watch/ listen and choose the correct answers. Check the answer with the class.

Answers 1 doesn’t mind 2 likes 3 doesn’t like 4 party 5 prize

4

5.12 Allow sts time to read the list of clothes. Check they understand them all, and check they understand the meaning of jumper (British English) (= sweater in American English), size, and try clothes on. Play video/ audio track 5.12. See TB page 359 for video/audio script. Sts watch or listen and check the clothes the people try on. Check answers.

Answers 2, 4, 5, 7, 9

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shopping for clothes Conversation builder

■

offering help SPEAKING

SKILLS SKILLS

2D 5D

shopping for clothes

Asking for information: Do you have this (suit)/these (jeans) in (blue/a size 38/a medium)?

this/that/these/those:

What colors are there? Do you sell (pajamas)? Where are the women’s changing/dressing rooms, please?

I like this (shirt).

I like these (shirts).

I like that (shirt).

I like those (shirts).

How much is it/are they? Asking for permission: Can I try this (suit) on, please? Can I pay with cash/by credit card?

6

Read the Conversation builder. Choose two items in the box. In pairs, take turns asking and answering questions about them. Ask about the prices, sizes (small, medium, or large), and colors. dress shirt jacket jeans pajamas shorts A Do you have this dress in a small?

Skill

B No, I’m sorry, we don’t. We only have it in a large.

offering help

If someone needs something, we can offer to help them: • Ask if they need help: Are you all right? Do you need any help? • Ask if you can help: Can I help you? • Say what you will do: Just a minute. I’ll check. I’ll show you (where they are). Let me ask someone. I’ll be right back.

7

5.13 Read the Skill box. Complete the conversation. Listen and check. A 1 B A B A B

?

Yes, please. I’m looking for jackets. 2

. Thank you. Do you have this jacket in a large? 3 . I’ll be right back. … Yes. Here you are. Thank you very much.

Go to Communication practice: Student A page 161, Student B page 170

8

A

In pairs, read the situations. Choose your roles. Think about what you need to say.

PREPARE

Situation 1

Student A

You are a customer. You want to buy a blue T-shirt in a medium. You can spend $20. Ask to try the T-shirt on. Ask about the dressing rooms.

Student B

You are a salesclerk in a department store. You have white, blue, and black T-shirts, in small and medium. They are $19.99.

Situation 2 You are a salesclerk in a shoe store. You have shoes in black, brown, and blue, in every size. They are all $40. Offer to help the customer. You are a customer. You want to buy some brown shoes in a size 9. Ask about the price. If it’s OK, ask to try the shoes on.

Offer to help the customer.

B

PRACTICE

C

PERSONAL BEST

Act out your conversations. Find a new partner and act out your conversations again. Is your conversation

better this time?

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Write a conversation between a customer and a salesclerk in a clothing store or department store.

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5D

SKILLS Conversation builder Read the Conversation builder box with sts about shopping for clothes. Point out the difference between this and these (for things that are close to us) and that and those (for things that are further away from us). Point out the use of in in questions about size and color, e.g., Do you have this sweater in blue? Remind sts that a lot of clothes are plural nouns, e.g., shoes, pants, shorts, so they would use plural forms in the questions, e.g., How much are they? Can I try them on? Ask questions to check concept. Concept check questions: I like this hat – is the hat close to me? (yes). I like those shoes – are they close to me? (no – they’re further away). I like this jeans – correct? (no – I like these jeans). Do you have these pants small? – correct? (no – do you have these pants in a small?). How can I ask if it’s OK to use a credit card? (Can I pay by credit card?). Where are the dressing rooms? – what do I want to do? (try something on).

6

Sts work in pairs to ask and answer questions about the clothes in the box.

Skill Read the Skill box with sts about offering help. Check they understand everything.

7

5.13 Sts read the conversation and complete it with the correct words. Play audio track 5.13. See below for audio script. Sts listen and check their answers. Check answers with the class. 5.13 Audio script

A: B: A: B: A: B:

Do you need any help? Yes, please. I’m looking for jackets. I’ll show you where they are. Thank you. Do you have this jacket in a large? Let me ask someone. I’ll be right back. … Yes. Here you are. Thank you very much.

Answers 1 Do you need any help 2 I’ll show you where they are 3 Let me ask someone

8

Sts follow the steps to have a conversation about buying clothes.

A

PREPARE Allow sts time to read through the situations. Make sure they understand everything. Pre-teach salesclerk.

B PRACTICE Sts work in pairs and take turns being the customer and salesclerk and role play the situations. Remind sts to use phrases from the Conversation builder box to ask for information and permission, and encourage them to use phrases from the Skill box to offer help. Remind them to use this, that, these and those correctly. C

Put sts into new pairs to practice again. Encourage them this time to try to speak in a more natural way, without referring back to their book too much. Get feedback from sts on whether they felt their conversation was better this time. Remind them that being good at speaking is all about practice, and it is often worth practicing the same conversation two or three times until it starts to feel completely natural. PERSONAL BEST

PERSONAL BEST Sts can practice shopping for clothes further. They work in pairs and write a new conversation between a customer and a salesclerk. They can practice their conversations in pairs. Ask some pairs to perform their conversations to the class. Ask other sts to give feedback on how helpful the salesperson was. Refer weaker sts back to the conversation in exercise 7. They can work in pairs to practice this conversation. They could then change some of the details, e.g., the clothes or size, and practice again.

EXTRA PRACTICE Put sts into groups of three. They can look at the situations in exercise 8 again and change some of the details, e.g., the clothes, colors, and prices. Two sts practice a new conversation using the new situations. They could stand up and act out the scene as they speak. The third student uses their phone to record the other two. Sts can switch roles and practice again. Watching themselves on video will help sts to evaluate how well they can deal with buying clothes and offering help.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 161. All “Student B” sts should go to SB page 170. Go to TB page 335 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 5D.

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UNIT

6

Homes and cities LANGUAGE

there is/there are, some/any

■

prepositions of place

■

rooms and furniture

6A A small space 1

Look at these rooms and items of furniture. Which of them do you have in your home? Can you think of more? kitchen bedroom living room stove closet armchair sofa mirror

Go to Vocabulary practice: rooms and furniture, page 145

2 3

A B

Look at the title of the text and the pictures. How is the apartment special? Read the text and check.

Read the text again and answer the questions. 1 What is Gary’s job? 2 How does Gary make the different “rooms”? 3 Where is his bed?

4 Where can guests sleep? 5 According to the text, what free-time activities can Gary do in the apartment?

24-room micro-apartment HONG KONG is a busy and exciting city with a population of more than seven million. Like most people in Hong Kong, architect Gary Chang lives in a small apartment. But Gary’s apartment has a difference – he can move the walls. It’s only 32 square meters, but he can create a lot of new “rooms” inside it. When you come into the apartment, you see just one room. There’s a wall with a TV on it. If you move this, you find a kitchen with a sink and stove. Next to the kitchen, there’s a small wall with a washing machine behind it. Back in the main room, are there any chairs? No, there aren’t any armchairs, but there’s a small sofa on a wall. You can lift the sofa, pull down the wall, and it becomes a double bed! There are some shelves for books next to the bed, and there’s a desk under the shelves. Another wall in the main room has shelves for Gary’s 3,000 CDs. If you move this wall, you find a bathroom behind it. Is there space for visitors? Gary can cover the bathtub to make a bed for guests. In total, Gary can make 24 different “rooms,” including a dining room, a study, and a movie room. There’s no balcony, but Gary doesn’t mind. He has enough space to have dinner with friends, do yoga, and even have a party!

Person

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UNIT

UNIT

Homes and cities 6 UNIT 6 OVERVIEW: The focus of this unit is the places where people live. Sts read a text about a microapartment in Hong Kong, and talk about a room in their own home. They watch or listen to people talking about unusual homes and discuss traditional and unusual homes. They read a text about New York City, and listen to descriptions of places to visit in other cities. They end by reading a description of Lisbon, and writing a description of a city they know. SKILLS

LANGUAGE Grammar there is/there are; some/ any; prepositions of place; modifiers

Vocabulary Rooms and furniture; common adjectives; places in a city

Listening Identifying key points; contractions

Pronunciation there’s/there are; sentence stress

Writing Topic sentences; describing places

6A

LANGUAGE

6A A small space

Sts read about a micro-apartment in Hong Kong and practice talking about the rooms and furniture in their own home. Grammar there is/there are, some/any; prepositions of place

Vocabulary Rooms and furniture (attic, balcony, basement, bathroom, bedroom, dining room, garage, hall, kitchen, living room, stairs, study, (front/ back)yard; armchair, bed, cabinet, chair, closet, desk, mirror, shelves, sofa, stove, table, washing machine)

Ask: Where do you live? In a town or city, or in the country? In an apartment or a house? Is your home big or small? Is it old or modern? Elicit a few answers from individual sts, and then put sts into pairs to talk about their home. Ask some pairs to tell the class how similar or different their homes are. Read through the words in the box with the class and pre-teach if necessary. Sts work in pairs and discuss which things they have in their home. Get feedback from them.

3 x PRACTICE

Remind sts to go to the app for further self-study vocabulary practice of rooms and furniture.

2 A

Refer sts to the title of the text and the pictures. Discuss as a class how the apartment is special. Elicit a range of ideas and encourage sts to guess and speculate, but don’t confirm the answers yet.

SB page 48, exercise 1

1 Do the exercise as normal. Get feedback from sts,

and then elicit the three rooms in exercise 1: kitchen, bedroom, living room. Write these on the board. Brainstorm more rooms and add them to the board. Elicit which of the items in exercise 1 go in the different rooms and add them to the board. Brainstorm more ideas and add them to the board. 2 Do the exercises on the Vocabulary practice page with the class, and then ask sts to close their books. Tell them they have learned 25 words for rooms and furniture. Give them three minutes to remember as many as they can. See who remembered the most. 3 Say: This is in the kitchen. You use it to cook meals. Elicit the correct word (stove). Sts work in pairs and write four more clues for furniture. Tell them they must include information about which room it is usually in. Sts can then work in groups of four to read their clues to Personal Best each other and guess the words.

Communication Talking about your home

Go to Vocabulary practice: rooms and furniture, SB page 145/TB page 303. Sts will find more language presentation and practice for rooms and furniture here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 6A.

WARMER

1

Pronunciation there’s/there are

B Sts read the text to check the answer to the question in exercise 2A. Check the answer with the class. Answer It’s only a small apartment, but you can create 24 different rooms inside it.

3

Sts read the text again and answer the questions. With stronger classes, encourage sts to write full sentences in their answers. Check answers. Ask: Would you like to live in an apartment like this? Why/Why not? Answers 1 He’s an architect. 2 He moves the walls. 3 It’s inside the wall behind the sofa. 4 They can sleep on top of the bathtub. 5 He can watch movies, have dinner with friends, do yoga, and have a party.

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there is/there are, some/any

4

A

prepositions of place

■

rooms and furniture

LANGUAGE

6A 5A

Complete the sentences. Check your answers in the text.

1 There 2 There

B

■

a wall with a TV on it. some shelves for books.

3 There 4 There

balcony. any armchairs.

Choose the correct options to complete the rules. Then read the Grammar box.

We can use some and any with plural nouns. They mean “more than one.” 1 We use some / any in affirmative sentences. 2 We use some / any in negative sentences and plural questions.

Grammar

there is/there are, some/any

Singular Affirmative: There’s a TV. There’s an armchair. Plural Affirmative: There are some cabinets.

Negative: There’s no sofa. There’s no balcony.

Questions: Is there a washing machine? Yes, there is. No, there’s not. (No, there isn’t.)

Negative: There are no/There aren’t any stairs.

Questions: Are there any shelves? Yes, there are. No, there aren’t.

Look! We usually use the contraction there’s for there is. We don’t contract there are. Go to Grammar practice: there is/there are, some/any, page 122

5

A

6.4 Pronunciation: there’s/there are Listen to the sentences and notice how there’s and there are are pronounced. Listen again and repeat.

1 There’s a balcony. 2 There are two armchairs.

B

6.5 Say the sentences. Listen, check, and repeat.

1 There are five rooms in the apartment. 2 There’s a big table in the kitchen.

6

3 There’s no sofa. 4 There aren’t any shelves.

3 There are no chairs in the living room. 4 There’s no garage.

6.6 Listen to the description of an apartment. Complete it with the prepositions in the box. A Which room is the speaker describing?

behind in front of across from under next to

This is my favorite room. There’s a window 1 the door. There are some chairs and a table 2 the window. We have two comfortable armchairs – they’re 3 the TV, and there’s a small table between them. There are some shelves 4 the armchairs. We have some books and a clock on the shelves. There’s a cabinet 5 the TV.

B

Underline two other prepositions of place in the text in exercise 6A. Then read the Grammar box.

Grammar

prepositions of place

We use prepositions of place to say where something or someone is: Beth’s in the backyard. The bathroom’s across from the bedroom.

Our photos are on the shelves.

Go to Grammar practice: prepositions of place, page 122 Go to Communication practice: Student A page 162, Student B page 171

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Think of a room in your house. What furniture is there? What other objects and possessions are there? Describe it to your partner and ask him/her to draw a plan of it.

Write a paragraph about your classroom. Describe what there is.

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6A

LANGUAGE

4 A

Sts complete the sentences about the micro-apartment. Check answers.

Answers 1 across from 2 under 3 in front of 4 behind 5 next to

Answers 1 ‘s 2 are 3 ‘s no 4 aren’t

The speaker is describing the living room.

B Sts find and underline two more prepositions in the description in exercise 6A. Check answers, and check that sts understand the meaning of the prepositions.

B

Sts choose the correct options to complete the rules. They could work in pairs for this. Check answers. Answers 1 some 2 any

Answers

Grammar

Grammar

Read the Grammar box with sts about there is/there are, some/any. Explain that we use there is/there are to talk about what is in a place. Point out that in the singular, we just use a/an with there is/isn’t: There’s a sofa. There isn’t a table. We also often say There’s no table. Point out that in the plural, we use there are, and we use some in affirmative sentences, and any in negative sentences and plural questions: There are some chairs. There aren’t any mirrors. We also often say There are no mirrors. Read the Look! note and explain that we often contract the singular form there’s, but we don’t usually contract the plural form. Point out that we don’t contract the singular form in short answers: Is there a table? Yes, there is. NOT Yes, there’s. Ask questions to check concept. Concept check questions: When do we use “there is/there are”? (to say what is in a place). Which form do we use with a singular noun? (there is). Which do we use with a plural noun? (there are). Do we use “some” and “any” with “there is” or “there are”? (there are). When do we use “some”? (in affirmative sentences). When do we use “any”? (in negative sentences and questions). Do we contract “there is” and “there are”? (we contract “there is”, but not “there are”). Are there a shower? – correct? (no – Is there a shower?). Are there some chairs? – correct? (no – Are there any chairs?).

Read the Grammar box with sts about prepositions of place. Ask questions to check concept. Concept check questions: Which preposition is the opposite of “behind”? (in front of). Which preposition means that something is at the side of another thing, and close to it? (next to). Which preposition means that something is on the other side of the room? (across from). (NB Point out that British English speakers use “opposite” instead of “across from”.) Which preposition means that something is lower than another thing? (under). Which preposition means in the middle of two things? (between).

Go to Grammar practice: there is/there are, some/any, SB page 122/TB page 257. Sts will find more language reference, presentation, and practice for there is/there are and some/any here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 6A. Remind sts to go to the app for further self-study grammar practice of there is/there are and some/any.

5 A

6.4 Play audio track 6.4. See the SB page opposite for audio script. Sts listen and notice the pronunciation of there's and there are. Play it again for sts to listen and repeat.

B

6.5 Sts work in pairs to practice saying the

sentences, focusing on the pronunciation of there’s/there are. Play audio track 6.5. See the SB page opposite for audio script. Sts listen and check. Play it again for sts to listen and repeat.

6 A

6.6 Allow sts time to read the fill-in-the-blank

description. Read through the prepositions with the class and pre-teach if necessary. Play audio track 6.6. See the SB page opposite for audio script. Sts listen and complete the description. Check answers, and elicit which room is being described.

between, on

Go to Grammar practice: prepositions of place, SB page 122/TB page 257. Sts will find more language reference, presentation, and practice for prepositions of place here. Do these exercises with the class, or set them for homework, before continuing with the communication practice of lesson 6A. Remind sts to go to the app for further self-study grammar practice of prepositions of place. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 162. All “Student B” sts should go to SB page 171. Go to TB page 337 for the teacher notes. Do the activity, and then continue with exercise 7 of lesson 6A.

7

Allow sts time to prepare their ideas individually. Monitor and help as necessary. Sts then work in pairs and take turns reading their descriptions to each other. Their partner must listen and draw the room that is described to them. Sts can compare the drawings with the descriptions to check that they match.

PERSONAL BEST Sts can practice talking about rooms and furniture and using prepositions of place further. They write a paragraph about their classroom, using words for items of furniture and prepositions of place. Sts can compare their paragraphs in pairs. Weaker sts can work in pairs and use each of the prepositions of place in exercise 6A to write a sentence about something in their classroom. Pairs can take turns reading their sentences to the class, omitting the prepositions of place. Other sts can look around the classroom and guess the missing prepositions. 111

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SKILLS SKILLS

Learning Curve

LISTENING

identifying key points

■

contractions

■

common adjectives

6B Amazing homes 1

Match pictures a–h with the adjectives in the box. clean narrow light traditional heavy wide modern dirty

a

b

c

d

e

f

g

h

Go to Vocabulary practice: common adjectives, page 145

2

Think of the homes of your friends and family. Describe them to your partner with the adjectives. My parents’ apartment has a modern kitchen and bathroom. There’s an old armchair in the living room.

3

A In pairs, look at the pictures from the show. What adjectives can you use to describe each house?

a house in the Czech Republic

B

4

b house in the Philippines

6.9 Watch or listen to the first part of Learning Curve and check your answers.

6.9 Watch or listen again. Which house in exercise 3 do sentences 1–5 describe? Write a or b. 1 2 3 4 5

This house can move up and down. This house is on an island. This house changes with the weather. This house can get bigger. This house is above the ground because it’s dry there.

Skill

identifying key points

When people speak, listen for the important things they say. • Don’t worry if you don’t understand every word. • People often give an example of the key points using for example, such as, or e.g. • Listen to which words are stressed. People often emphasize the most important ideas.

Challe Person

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SKILLS

6B

6B Amazing homes Learning Curve

Sts learn some common adjectives and watch or listen to people talking about unusual homes. They discuss traditional and unusual homes.

Listening Sts watch a video or listen to a recording about unusual homes.

Skill Identifying key points

Listening builder Contractions

WARMER Ask: What’s your home like? How many rooms are there? What is there in the (kitchen/living room)? Elicit answers from individual sts and review the vocabulary from page 48. Ask sts to write three sentences about their home, two true and one false. Sts then work in pairs to read their sentences to each other and guess the false one. Ask who guessed correctly.

1

Check understanding of the adjectives in the box and pre-teach as necessary. Sts look at the pictures and match them with the adjectives in the box. Check answers and model pronunciation of the adjectives.

4

Vocabulary Common adjectives (cheap, clean, comfortable, dirty, expensive, heavy, light, modern, narrow, noisy, quiet, traditional, uncomfortable, wide)

6.9 Allow sts time to read through the sentences. Play video/audio track 6.9 again. Sts watch/listen and decide which house each sentence describes. Check answers.

Answers 1 a 2 b 3 a 4 b 5 b

Skill Read the Skill box with sts about identifying key points. Point out that when people emphasize something they often speak slightly more slowly, clearly and loudly.

Answers a dirty b clean c modern d traditional e wide f narrow g heavy h light

Go to Vocabulary practice: common adjectives, SB page 145/TB page 303. Sts will find more language presentation and practice for common adjectives here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 6B. Remind sts to go to the app for further self-study vocabulary practice of common adjectives.

2

Allow sts time to prepare their descriptions individually. They then describe the homes of their friends and family members to each other in pairs. Ask some sts to tell the class about one of the homes they discussed.

3 A

Sts look at the pictures of the houses in pairs and decide what adjectives they can use to describe each one. They can use adjectives from exercise 1 and their own ideas. Elicit some possible answers, but don’t confirm them yet. 6.9 NB All the B lessons in this level which focus on B listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Penny and Simon discuss unusual homes, and interview people about their homes.

Pre-teach a studio and the ground. Play video/audio track 6.9. See TB page 360 for video/audio script. Sts watch/ listen and check their answers to exercise 3A. Discuss the answers as a class. Possible answers

Challenge! Personal Best a

unusual, round, modern, warm, wide, clean b traditional, high, dry

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identifying key points

5

■

contractions

■

SKILLS SKILLS

LISTENING

6B 1B

6.10 Read the Skill box. Then watch or listen to the second part of the show. Complete the key points with the names.

Josh

Charlotte 1 2 3 4

6

Danielle

Manu

’s home is very big and very old. ’s home is small, and it’s not expensive. ’s only living in this home for a short time. ’s home has both modern and traditional things. 6.10 Watch or listen again. Are the sentences true (T) or false (F)?

1 2 3 4 5 6 7 8

7

common adjectives

There aren’t any windows in Josh’s apartment. It’s quiet in his apartment at night. Charlotte has some new things in her kitchen. Her wardrobe’s very expensive. Danielle’s house is in Canada. She’s cleaning the shelves right now. Manu lives in his beach house for nine months every year. He’s a teacher in California.

Discuss the questions in pairs. 1 Do you live in a house or an apartment? How old is it? 2 Are there old or new things in it?

Listening builder

3 Describe your favorite room. 4 Do you live in your house or apartment all year?

contractions

When people speak, they usually contract verbs: He is calling from California! → He’s calling from California! My home is not big. → My home isn’t big. I do not understand. → I don’t understand.

8

A Read the Listening builder. In pairs, complete the sentences from the show with the contractions in the box. don’t there’s it’s I’m bed’s they’re 1 2 3 4 5 6

B

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6.11 Listen and check.

Discuss the questions in pairs. 1 2 3 4 5

Challenge! Personal Best

When cold, the house turns and moves up, and gets a lot of sun. I mean a garage at a house. There are about 300 small apartments. And very cheap. My opposite the kitchen. There are four bedrooms, and a bathroom next to each bedroom. a teacher!

What do you remember about the homes in the video? Which homes in the video do you like? Why? Which homes don’t you like? Why? Do you prefer modern or traditional homes? Why? Do you know someone who lives in an unusual home? Can you describe it?

Write a paragraph about your home or another person’s home.

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SKILLS

5

6.10 Sts look at the pictures and read the fill-in-the

blank sentences. Pre-teach opposite (British English) (= across from in American English), great-great-great grandfather, and wardrobe (British English) (= closet in American English). Play video/audio track 6.10. See TB page 360 for video/audio script. Sts watch/listen and complete the key points with the correct names. Check answers. Answers 1 Danielle 2 Josh 3 Manu 4 Charlotte

6

6.10 Sts read the sentences. Play video/audio track

6.10 again. Sts watch/listen and decide if the sentences are true or false. Check answers. Play the track again, pausing for sts to hear why each sentence is true or false. Answers 1 F (there’s one small window) 2 T 3 T 4 F (it‘s not expensive) 5 F (it’s in France) 6 T 7 F (he lives on the beach for three months a year) 8 F (he’s a teacher in New York)

7

6B

the questions and prepare their answers, then discuss the questions in pairs. Get feedback on their discussions.

PERSONAL BEST Sts can practice describing homes further. They write a paragraph about their home or a home that they know. They can compare their paragraphs in pairs. Weaker sts can work in pairs. They write three or four sentences about one of the homes in the video. Ask some sts to read their sentences to the class.

EXTRA PRACTICE Sts work in groups of three. They take turns using their phones to record their classmates asking and answering the questions in exercise 9. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

Sts work in pairs to discuss the questions. Get feedback on their answers.

Listening builder Read the Listening builder box with sts about contractions. Point out that contractions can be difficult to hear because they are short and often unstressed. They can also sound like other words, e.g., in speech they’re, their and there sound the same. Point out that it is important to hear contractions correctly in order to understand the correct meaning. Ask questions to check concept. Concept check questions: What are contractions? (shortened forms of verbs). When do people often use contractions? (when they are speaking). Why are they difficult to hear? (because they are short and often unstressed). Why is it important to listen for contractions? (to understand the correct meaning).

8 A

In pairs, sts read the sentences and complete them with the correct contractions. 6.11 Play audio track 6.11. See the SB page opposite B for audio script. Sts listen and check their answers. Check answers with the class.

Answers 1 it’s 2 don’t 3 they’re 4 bed’s 5 there’s 6 I‘m

9

As a wrap-up, sts discuss their opinions of homes and practice describing a home that they know. They read

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modifiers

LANGUAGE

■

places in a city

6C The Big Apple 1

A

Think of a city from these continents and regions. Write a fact about each city. Europe

2

Asia

Africa

Latin America

Australasia

B

In pairs, tell each other about your cities. Are any of your facts the same?

A B

Look at the pictures. What do you already know about New York City? Make a list in pairs. Read the text. What information about New York City is new to you?

Condé Nast building). It’s not beautiful at all, in my opinion, but it’s an important “green” building. New York has very cold winters and pretty hot summers, but 4 Times Square produces its own comfortable temperature for most of the year.

New York — “the Big Apple” — is my favorite city in the world. I love the streets, the modern skyscrapers, and old apartment buildings. It’s full of really famous sights, and even on a short visit, you can see a lot of amazing things. For many people, number one on the list of places to see is the Empire State Building. It’s a very famous skyscraper, and there are great views of the city from its 86th and 102nd floors. Another interesting skyscraper is 4 Times Square (formerly the

3

For a fantastic view of Manhattan and the Statue of Liberty, visit the Brooklyn Bridge. It’s great for taking photos, but it’s really busy, with hundreds of cars, bikes, and people. If you get stressed out by the noise, go back to Manhattan and relax in City Hall Park for a while. It’s a pretty small park, but it’s very special. You can have your lunch there and decide what to do next: see a show on Broadway, go shopping on Fifth Avenue, or go for a walk in Central Park. It’s impossible to be bored in this incredible city! by Harry Fuller

Read the text again. What adjectives does the writer use to describe the places? 1 the Empire State Building 2 4 Times Square

4

3 the Brooklyn Bridge 4 City Hall Park

Match sentences 1–5 with pictures a–d. Two sentences match one picture. Then read the Grammar box. 1 This restaurant is very busy. 2 This restaurant’s not very busy. 3 This restaurant is pretty busy.

a

b

4 This restaurant is really busy. 5 This restaurant’s not busy at all.

c

d

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LANGUAGE

6C

6C The Big Apple Sts read a text about New York City and the places to visit there. They listen to descriptions of two more cities, and practice talking about places to visit in a city. Grammar Modifiers

Vocabulary Places in a city (apartment building, bridge, cathedral, concert hall, library, market, monument, mosque, office building, park, skyscraper, square, stadium, theater)

WARMER Ask: Do you enjoy visiting different cities? What are your favorite cities? Why? Elicit a range of answers. Ask: What do you do when you visit a new city? Elicit a range of answers, e.g., go to museums, go shopping, eat in restaurants, etc. Ask: Which cities would you like to visit one day? Why? Elicit a range of answers.

1 A

Sts think of a city for each continent or region, and write a fact about it. Sts could work in pairs for this.

B Sts work in pairs to tell each other about their cities. If sts worked in pairs for exercise 1A, they could work in groups of four for this exercise. Get feedback on which of the sts’ facts were the same.

2 A

Sts look at the pictures and work in pairs to make a list of things they already know about New York City. Bring sts’ ideas together on the board.

B Sts read the text and note down information about New York City that is new to them. Get feedback on their answers.

3

Sts read the text again and note down the adjectives the writer uses to describe each place. Check answers, and check that sts understand all the adjectives. Answers 1 famous 2 interesting, not beautiful, important, green, comfortable (temperature) 3 great (for taking photos), busy 4 small, special

Pronunciation Sentence stress

3 x PRACTICE

Communication Describing a city

SB page 52, exercise 3

1 Do the exercise as normal. To check answers, ask

individual sts to read out the sentences from the text with each adjective. Elicit the meaning of each adjective, and then brainstorm other adjectives that could describe the places. 2 Put sts into pairs and ask them to cover the text. They try to remember what the text says about the four places. You could write the adjectives from exercise 3 on the board to help them. They can check their ideas in the text. 3 Ask sts to imagine they are tourists at one of the places. Ask them to prepare a short conversation describing what is around them, but without giving the name of the place. Allow sts time to prepare their conversations. Monitor and help while they are working. Sts can then practice their conversations. Encourage them to use intonation to sound enthusiastic. Ask some pairs to perform their conversations for the class. Other sts can listen and guess the places.

4

Ask sts to read the text again and find the phrases with very, pretty, really and at all (really famous sights, it’s a very famous skyscraper, it’s not beautiful at all, very cold winters, pretty hot summers, it’s really busy, it’s a pretty small park, it’s very special). Check that sts understand them. Sts then read sentences 1–5 and match them with the pictures. Point out that two sentences match one picture. Check answers. Answers 1 a 2 c 3 b 4 a 5 d

Personal Best

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modifiers Grammar

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places in a city

6C

LANGUAGE

modifiers

We use modifiers with adjectives: There are really beautiful views of the city. It’s really hot in the summer. It’s a pretty famous building.

It’s not a very big park. It’s not a beautiful building at all.

Go to Grammar practice: modifiers, page 123

5

Look at the sentences in exercise 4. Rewrite them beginning with This is. This restaurant is very busy. → This is a very busy restaurant.

6

John is staying in a hotel in New York City. Look at his feedback form about the hotel and complete the sentences with is/isn’t and very/really ( ), pretty ( ), not very (X), or not … at all (X X). In your opinion, this hotel is … comfortable

modern

John says that the hotel … 1 comfortable. 2 clean.

7

X

nice

3 4

clean

expensive

modern. expensive.

5 6

quiet

nice. quiet

XX

.

6.13 Pronunciation: sentence stress Listen and underline the stressed words in the sentences. A Listen, check, and repeat. 1 This is a really interesting city. 2 The bridge is pretty wide. 3 Our office isn’t very nice.

B

4 The café isn’t cheap at all. 5 Their new house is very traditional. 6 It’s a really famous monument.

6.14 Say the sentences. Listen, check, and repeat.

1 This apartment is really modern. 2 Pizza Palace isn’t a very expensive restaurant. 3 Boston is a pretty nice city.

4 This square is very popular. 5 We live in a really old house. 6 This building’s not beautiful at all.

Go to Communication practice: Student A page 162, Student B page 171

8

Complete definitions 1–3 with the words in the box. square cathedrals apartment buildings skyscrapers mosques market 1 Religious buildings like and are often very beautiful. 2 are very tall buildings. They can be hotels, office buildings, and . 3 A is an open area in a town or city. There’s often a there where you can go shopping.

Go to Vocabulary practice: places in a city, page 146

9

A

6.16 Listen and match the places with the cities.

mosque square

Cairo

Brasília

stadium market theater cathedral skyscraper

B

6.16 Listen again and make notes about the places in Cairo and Brasília. Talk about what you can remember in pairs.

You can buy clothes and jewelry at the market in Cairo.

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Choose three or four interesting buildings in your city. Write a description of them for a travel website.

EXTRA PRACTICE Workbook page 34; photocopiable activities 6C Grammar, 6C Vocabulary

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6C

LANGUAGE Grammar

B

Sts work in pairs to practice saying the sentences. Play audio track 6.14. See Answers for audio script. Sts listen to check their answers and repeat.

Read the Grammar box with sts about modifiers. Explain that we use modifiers to make the meaning of an adjective stronger or weaker. Explain that very and really make the meaning of an adjective stronger, while pretty and not very makes the meaning weaker. Point out that not ... at all makes the meaning of an adjective very weak. Concept check questions: It’s a really nice city – stronger or weaker meaning? (stronger). Which modifier has the same meaning as “really”? (very). It’s really nice park – correct? (no – It’s a really nice park). The people aren’t friendly – how can we make the meaning stronger? (The people aren’t friendly at all). Go to Grammar practice: modifiers, SB page 123/TB page 259. Sts will find more language reference, presentation, and practice for modifiers here. Do these exercises with the class, or set them for homework, before continuing with exercise 5 of lesson 6C.

Answers 1 This apartment is really modern. 2 Pizza Palace isn’t a very expensive restaurant. 3 Bristol is a pretty nice city. 4 This square is very popular. 5 We live in a really old house. 6 This building’s not beautiful at all.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 162. All “Student B” sts should go to SB page 171. Go to TB page 337 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 6C.

8

Read the words in the box and pre-teach if necessary. Sts complete the definitions. Check answers. Answers 1 cathedrals, mosques 2 Skyscrapers, apartment buildings 3 square, market

Remind sts to go to the app for further self-study grammar practice of modifiers.

5

Sts could work in pairs for this. Check answers. Answers 1 This is a very busy restaurant. 2 This isn’t a very busy restaurant. 3 This is a pretty busy restaurant. 4 This is a really busy restaurant. 5 This isn’t a busy restaurant at all.

6

Check that sts understand all the adjectives on the form. Sts complete the sentences with modifiers. Allow sts time to compare their answers in pairs. Check answers. Answers 1 is pretty 2 is very/really 3 isn’t very 4 is very/really 5 is pretty 6 isn’t, at all

7 A

6.13 Allow sts time to read the six sentences. Play audio track 6.13. See Answers for audio script. Sts listen and underline the stressed words. Play the audio track again for sts to listen and check their answers. Point out that the modifiers and adjectives are always stressed, but the at in at all is not usually stressed. Play the audio track again for sts to listen and repeat.

Answers 1 This is a really interesting city. 2 The bridge is pretty wide. 3 Our office isn’t very nice. 4 The café isn’t cheap at all. 5 Their new house is very traditional. 6 It’s a really famous monument.

6.14

Go to Vocabulary practice: places in a city, SB page 146/ TB page 305. Sts will find more language presentation and practice for places in a city here. Do these exercises with the class, or set them for homework, before continuing with exercise 9A of lesson 6C. Remind sts to go to the app for further self-study vocabulary practice of places in a city.

9 A

6.16 Explain to sts that they are going to hear descriptions of two different cities. Play audio track 6.16. See TB page 360 for audio script. Sts listen and match the places with the cities. Check answers.

Answers Cairo – market, square, mosque, theater Brasília – square, skyscraper, cathedral, stadium

B 6.16 Play audio track 6.16 again. Sts listen and make notes about the places in the cities. In pairs, sts discuss what they can remember. Elicit what sts can remember about each city. See who remembered the most. PERSONAL BEST Sts can practice the vocabulary for places in a city and modifiers further. They choose three or four buildings in their own city and write a description of them for a travel website. Sts compare their descriptions in pairs or groups. With weaker classes, write these prompts on the board: a popular square a busy market a quiet park an expensive restaurant a modern skyscraper Sts work in pairs to write sentences about places in a city using the prompts and modifiers, e.g., The Torre KOI is a really modern skyscraper Mexico City. Ask some sts to read their sentences to the class.

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SKILLS

WRITING

topic sentences

■

describing places

6D Beautiful places 1

2

a

A

In pairs, match capital cities 1–8 with countries a–h.

1 2 3 4 5 6 7 8

Kathmandu Wellington Lima Warsaw San José Nairobi Kingston Sofia

B

Think of ten more capital cities.

a b c d e f g h

Kenya Poland Nepal Bulgaria Costa Rica New Zealand Peru Jamaica

Read the description of Lisbon. Match pictures a–e with paragraphs 1–5.

b

c

d

e

Lisbon a city by the sea 1 Lisbon’s the capital city of Portugal. It’s on the River Tejo, and it’s next to the sea. Lisbon’s a pretty small capital city – about 550,000 people live there. 2 Lisbon has some very old areas. Alfama and Graça are beautiful old districts with narrow streets, small squares, and interesting shops. Above them is the castle of São Jorge. There are wonderful views of the city from the castle. You can walk to Alfama and Graça, or you can take the streetcar. It’s a great way to see this part of the city. 3

If you want to go on a day trip, take the streetcar to Belém. It’s the last district before the beach. There are some interesting museums, a cultural center, and some really beautiful parks. You can try Belém’s famous pastel de nata, too. These are delicious custard pastries – perfect with coffee.

4 There are lots of places to eat and go out in Lisbon. Bairro Alto’s a good place, and there are lots of restaurants and stores. It’s pretty noisy at night sometimes. If you want a traditional Portuguese restaurant, go to Alfama or Graça. 5

You can visit Lisbon during any season. It’s not very cold in the winter. Spring and fall are lovely times to visit because it’s usually warm and sunny. Summer in Lisbon’s very hot, but you can go swimming in the sea to cool down!

3

Write the paragraph number for each topic. 1 old parts of Lisbon 2 when to visit 3 geographical information

4 an interesting day trip 5 where to eat and go out

Challe Challe Person

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EXTRA PRACTICE Workbook pages 35 and 76

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SKILLS

6D

6D Beautiful places Sts read a description of Lisbon, in Portugal. They then write a description of a city they know well. Writing Describing a place

Skill Topic sentences

WARMER Give a brief description of your perfect city, e.g., My perfect city is pretty big. There are lots of really beautiful old buildings, and there are interesting museums. The streets aren’t very busy. There are some really fantastic parks, and good restaurants. Ask sts to think about their perfect city, and write five things about it. Get feedback on sts’ ideas, and discuss as a class the most important things that make a city nice to live in or visit.

1 A

Sts work in pairs to match the capital cities with the countries. Check answers. Answers 1 c 2 f 3 g 4 b 5 e 6 a 7 h 8 d

B Sts work in pairs to think of ten more capital cities. You could do this as a race. Elicit answers from pairs one by one.

2

Focus on the pictures and elicit or explain that they show Lisbon, the capital city of Portugal. Sts read the description and match the pictures with the paragraphs. Check answers.

Text builder Describing places

3 x PRACTICE

SB page 54, exercise 3

1 Do the exercise as normal. To check answers, read out

each topic heading and ask: What kind of information do you expect to find under this heading? Elicit some answers, then ask: Which paragraph does it match? What information does that paragraph include? Discuss whether the information matches sts’ predictions. 2 Put sts into pairs and ask them to cover the text. Sts look at the topics in exercise 3 and try to remember as many details as they can from the text about each topic. They can look at the text again to check. 3 Sts work in pairs or small groups and look at the topics and the text again. They try to think of more details that could be added under each topic. Tell them they don’t need to add the information, just think about other details they could add. Elicit ideas from each pair or group and point out to sts that it is very important to organize writing into clear paragraphs, with different topics.

Answers a 5 b 1 c 4 d 2 e 3

3

Students read the description again and write the correct paragraph numbers. Check answers. Answers 1 paragraph 2 2 paragraph 5 3 paragraph 1 4 paragraph 3 5 paragraph 4

Challenge! Challenge! Personal Best

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topic sentences Skill

■

describing places

WRITING

SKILLS

6D 1D

topic sentences

When you write a text, give each paragraph one main topic. The first sentence of the paragraph introduces the topic – we call it a “topic sentence.” For example, in paragraph 1, the “topic sentence” is: Lisbon’s the capital city of Portugal.

4

A B

Read the Skill box. Underline the topic sentences in paragraphs 2–5 of the description of Lisbon. In pairs, write a topic sentence for each paragraph about Madrid. 1

. It’s in the middle of the country, and it’s on the River Manzanares. Madrid is the capital of Spain and an important political, economic, and cultural center.

2

. A really old park is El Capricho. This park has a river, a lake, and some interesting statues and fountains. Another famous park is El Retiro. This is very popular with families.

3

. You can go to Plaza de Santa Ana, where there are a lot of fantastic bars and restaurants. Other great areas for going out are La Latina, Malasaña, and Chueca.

Text builder

describing places

Describing a place’s location and geography: … is the capital city of … … is in the middle of the country/on the River … /next to the ocean. … people live there.

5

Recommending places: There are wonderful views of … from … If you want to go on a day trip, go to … … is a good place for … … is a great way to … There are lots of places to …

Read the Text builder. Complete the sentences about the city of Santiago. 1 Santiago Chile. River Mapocho. 2 ”, go to Pomaire. 3 the city and the mountains from San Cristóbal Hill. 4 Bike riding get to the top of the hill. 5 go out in the evening. Barrio Bellavista restaurants.

6

A

PREPARE

Choose a town or city that you know well. Make notes about the following:

• the location and population • interesting areas to visit • places with good views

• places nearby to go on a day trip • good areas to go out (restaurants, stores, etc.) • the weather in different seasons

B PRACTICE Write a description of your town or city. Begin each paragraph with a topic sentence. • • • • •

Paragraph 1: Give geographical information about the location and population. Paragraph 2: Describe an interesting area in the city to visit. Paragraph 3: Describe a place near the city where people can go on a day trip. Paragraph 4: Talk about some good areas to go out. Paragraph 5: Talk about the best time to visit.

C

PERSONAL BEST Read your partner’s description. Choose a paragraph that you like. What do you like about it? Is there a topic sentence? Can you improve the paragraph?

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Write about your favorite area in your town or city. Why do you like it? What can you do there?

EXTRA PRACTICE Workbook page 35; photocopiable activity 6D Skills

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SKILLS Skill Read the Skill box with sts about topic sentences. Explain that topic sentences help the reader by giving them information about each paragraph at the beginning of the paragraph. Explain that the topic sentence should be general; then the paragraph itself can give more detailed information and opinions.

4 A

Sts underline the topic sentences in paragraphs 2–5 of the description on page 54. Check answers. Answers 2 Lisbon has some very old areas. 3 If you want to go on a day trip, take the streetcar to Belém. 4 There are lots of places to eat and go out in Lisbon. 5 You can visit Lisbon during any season.

B Elicit or explain that Madrid is the capital city of Spain. Sts work in pairs to write a topic sentence for each paragraph about Madrid. Discuss their answers as a class. Possible answers 1 Madrid is the capital city of Spain. 2 There are lots of wonderful parks. 3 There are lots of places to eat and go out.

6D

B PRACTICE Sts use the description in exercise 2 as a model and write their own description. Refer sts back to the Skill box, and remind them to use topic sentences. Refer them back to the Text builder box, and encourage them to use a range of different phrases for describing and recommending a place. You could set this stage for homework if you prefer. C

PERSONAL BEST Sts work in pairs. They exchange their descriptions with their partner and choose a paragraph that they like. They check that it has a topic sentence and give feedback on what they like about it, and how it could be improved. Encourage a spirit of peer support and cooperation.

PERSONAL BEST Sts can practice describing places further by writing a description of their favorite area in their town or city. They can compare their descriptions in pairs. Weaker sts can work in pairs. They read the description in exercise 2 on page 54 again and note down five useful words or phrases for describing places, e.g., beautiful old district, You can try ..., If you want a traditional restaurant, go to ... . They can then use these words or phrases to write sentences about their own town or city. Sts can compare their answers in small groups.

EXTRA PRACTICE Text builder Read the Text builder box with sts about describing places. Explain the meaning of wonderful views if necessary. Point out that we say a city is on a river, and next to the sea/ocean. Ask questions to check concept. Concept check questions: What phrases can we use to describe a place’s location? (it’s in the middle of the country, on the River ... , next to the sea/ocean). What phrase can we use to talk about the population? (... people live there). What phrase can we use to recommend a day trip? (If you want to go on a day trip, go to ...). What phrase can we use to recommend places to eat? (There are lots of places to eat). What phrase can we use to recommend a way of traveling around a city? (... is a great way to get around the city).

5

Sts read the sentences and complete them with the correct phrases. Check answers. Answers 1 is the capital city of, It‘s on the 2 If you want to go on a day trip 3 There are wonderful views of 4 is a great way to 5 There are lots of places to, is a good place for

6

With books closed, write the following fill-in-the-blank sentences on the board: 1 Lisbon’s ___ small capital city. 2 Lisbon has some ___ old areas. 3 There ___ interesting museums. 4 ___ also lots of bars. 5 It’s ___ noisy at night. 6 It ___ cold in the winter. Point out that in some sentences the missing words are modifiers, and some are related to there is/there are. Sts work in pairs and complete the sentences from memory. They can check their answers in the text. Remind them that it is important to use new language that they learn, to help them remember it. Answers 1 a pretty 2 very 3 are some 4 There are 5 pretty 6 's not very

Students follow the steps to write their own description.

A

PREPARE Sts prepare their ideas. With weaker classes, you could choose one or two cities, and then brainstorm some ideas as a class and make notes on the board.

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5 and 6

REVIEW and PRACTICE

Grammar 1

3

2

3

I usually work in Budapest, but this month Prague. a I work b I working c I’m working What a do you do b you do c doing you My father a can to b can c is

2

in

luxury plane

8

speak three languages.

The letter M is a between b behind c under

L and N in the alphabet.

I’m sorry, but I a am not b can’t c don’t

come this evening.

This is the Embraer Lineage 1000E. It 1 carry 90 passengers, but this one carries nineteen. There’s a living area with leather seats and a wool carpet 2 the floor. There 3 five TVs and four blu-ray players. The seats turn so four people can 4 around a dining table. The kitchen has two ovens, an espresso machine, and a $75,000 dishwasher! There’s a 5 large bed 6 the bedroom and a shower. There are two bathrooms and, 7 the cockpit and the living area, there’s another cabin for the crew. For nineteen passengers, there are two flight attendants and two pilots. For luxury, you 8 do better than the Embraer Lineage.

a good restaurant near here? a Is it b There’s c Is there

2

The books are a at b in c on

1

She plays tennis. (present continuous)

2

They’re living in Dubai. (simple present) What are you doing? (simple present)

4

We don’t work. (present continuous)

5

Where do you live? (present continuous)

6

He wears shorts. (present continuous)

7

She’s not listening. (simple present)

8

Are you playing tennis? (simple present)

4

Co

Vocabulary

2

1

3

Circle the word that is different. Explain your answer. 1

attic

2

desk

bathroom

kitchen

4

living room bedroom

kitchen

apartment

5

3

sew

stove

knit

bake

6

4

boots

shorts

pants

belt

7

5

three

second

fourth

first

8

6

theater

stadium

concert hall

bridge

7

armchair

desk

sofa

chair

8

narrow

heavy

modern

wide

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Pu

1

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3

a shelf in the kitchen.

Rewrite the sentences with the tense in parentheses.

3

5

7

5

8

4

6

three people in the picture. a They’re b There are c There’s

7

3

Inside a

on the weekend?

4

6

M 1

eat between can’t are on in very can

Choose the correct options to complete the sentences. 1

2

Complete the text using the words in the box.

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REVIEW and PRACTICE

2

3 x PRACTICE

1

1 Do the exercise as normal. To check the answers, put

Sts read the sentences and choose the correct options to complete them. Check answers.

1

kitchen furniture with a door where you keepAnswers things

2

7

you put 1books c on these a weather or the beach shoes for2 hot 3 furniture b bedroom where you 4 b keep clothes 5 a a building where you can read 6 b and borrow books 7 c a room under 8 c the house earrings, necklace, etc.

8

whereSts you keep the rewrite thecar sentences using the tenses in parentheses.

4 5 6

3

Grammar Match definitions 1–8 with nouns a–h.

3

2

Check answers.

Put the words in the correct columns.

Answers

armchair 1 jeans bake hall play chess study She’s playing tennis. sofa socks kitchen photos closet 2 They live in take Dubai. scarf bathroom 3 What doskirt you knit do? bed

4 Furniture 5 6 7 8

3

4

5 and1B 6

We aren’t working. Hobbies Clothes Where are you living? He’s wearing shorts. She doesn’t listen. Do you play tennis?

Rooms

Complete the sentences with the words in the box.

Answers

department stores bake jeans tie 1 can on backyard2 paint shorts monument 3 are 4 eatall the men wear a 1 In my office, . 5 very 2 I don’t like shopping for . I can never find my size. 6 in 7 between 3 In the park in our town, there’s a made 8 can’t of stone. 4

On the weekend, I love sitting in our

5

My wife likes to

6

I like local stores, but I hate

7

In the winter, I

8

I often wear

sts into small groups and ask them to compare their answers, noting down ones where they have different answers. Ask groups which answers they disagree on, and discuss as a class which answers are correct for these and why. Then check the rest of the answers. 2 Ask sts to close their books. They work in pairs and try to remember as much as they can about the Embraer Lineage 1000E. You could write some prompts on the board to help them, e.g., passengers, seats, carpet, kitchen. They can check by looking in their books. 3 Ask sts to imagine they are on the plane. Sts work in pairs and prepare a short conversation describing what they are doing and how they are feeling. Encourage them to use the information in the text and also their imaginations. Sts can practice their conversations in pairs. Encourage them to use intonation to sound happy and enthusiastic. Ask some pairs to perform their conversation for the class.

Vocabulary 1

Ask sts to read the text through quickly for general meaning. Ask: What’s special about this plane? (It’s only for nineteen passengers, so there’s a lot of luxury.) Sts read the text again and complete it with the correct words. Check answers.

SB page 56, exercise 3

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 desk (the others are rooms) 2 apartment (the others are rooms) 3 stove (the others are verbs) 4 belt (we use ‘a pair of' with the others) 5 three (the others are ordinal numbers) 6 bridge (the others are buildings) 7 desk (you can sit on the others) 8 modern (the others are all to do with physical characteristics, not age)

.

in a modern style. .

bread and cakes. in the summer.

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REVIEW and PRACTICE

2

Match definitions 1–8 with nouns a–h. 1

kitchen furniture with a door where you keep things

a

basement

b

library

2

you put books on these

c

closet

3

shoes for hot weather or the beach

d

cabinet

4

bedroom furniture where you keep clothes

e

garage

f

jewelry

a building where you can read and borrow books

g

sandals

h

shelves

5

3

6

a room under the house

7

earrings, necklace, etc.

8

where you keep the car

armchair jeans bake hall play chess study sofa socks kitchen take photos closet scarf bathroom skirt knit bed Furniture

Hobbies

Clothes

Rooms

re

n er!

t en

4

son 5A Les

son 6A Les

Describe what you’re wearing today.

Name five rooms in a house.

Name five other items of clothing.

on Less 6A Write four sentences about your home, with there’s, there’s no, there are, there are no.

son 5C Les

on Less 6B

Name three hobbies with the word play.

List four pairs of opposite adjectives.

on Less 5C

son 6C Les

List three things you can do well.

Name four adjectives to describe cities.

Complete the sentences with the words in the box. department stores bake jeans tie backyard paint shorts monument

nt

Personal Best

on Less 5A

Put the words in the correct columns.

5 and 6

1

In my office, all the men wear a

.

2

I don’t like shopping for my size.

3

In the park in our town, there’s a of stone.

4

On the weekend, I love sitting in our

5

My wife likes to

6

I like local stores, but I hate

7

In the winter, I

8

I often wear

. I can never find made .

in a modern style. .

bread and cakes.

on Less 5C

son 6C Les

Write three sentences about things you can’t do in college or at work.

Write a sentence with pretty or really.

son 5D Les

son 6D Les

List three phrases for shopping for clothes.

Write three sentences to describe your city.

in the summer.

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REVIEW and PRACTICE

2

Sts match the definitions with the nouns. Check answers. Answers 1 d 2 h 3 g 4 c 5 b 6 a 7 f 8 e

3

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization.

Sts add the words to the chart under the correct heading. Check answers and check that sts understand all the words. As an extension, sts could work in pairs and add more words to the chart. Answers Furniture: armchair, sofa, closet, bed Hobbies: bake, play chess, take photos, knit Clothes: jeans, socks, scarf, skirt Rooms: hall, study, kitchen, bathroom

4

5 and1B 6

These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 6A). They cover grammar, vocabulary, text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

Sts read the sentences and complete them with the words in the box. Check answers. Answers 1 tie 2 jeans 3 monument 4 backyard 5 paint 6 department stores 7 bake 8 shorts

3 x PRACTICE

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 5, pages 30 and 31 Unit 6, pages 36 and 37

SB page 57, exercise 4

1 Do the exercise as normal. When you check the

answers, read out each sentence, inserting a correct or incorrect answer. Ask Is this right or wrong? Why? 2 Ask sts to cover the sentences, but not the wordpool box. They work in pairs and try to remember the sentences. They can look at their books to check. 3 Sts work in their pairs and write three sentences, using as many words from the wordpool box as they can. Ask some pairs to read their sentences to the class. See who managed to use the most words!

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UNIT

7

Food and drink LANGUAGE

countable and uncountable nouns + some/any

■

food and drink

7A Food to your door 1

A

Discuss the questions in pairs.

1 Where do you usually go food shopping? 2 How often do you buy food? 3 Do you enjoy food shopping? Why/Why not?

B

Look at the pictures on the page. Which items of food can you name?

Go to Vocabulary practice: food and drink, page 147

2

Read the text. What types of food are very popular in food boxes?

What should we have

for dinner?

Do you hate supermarkets? Do you like eating healthy meals? A lot of companies in different countries now deliver food boxes to your house. You can find boxes with all different types of food: fresh fruit and vegetables, meat and fish, vegetarian and vegan food, and even desserts, cookies, and cakes. Fruit and vegetables are very popular, especially if it’s the season when they’re fresh. You usually can’t choose the food in the box – it’s a surprise!

3

A B

7.2 Listen to James and Fran. What do they cook for their dinner? 7.2 Listen again. Which two types of food aren’t in the food box?

fruit beef

4

A

potatoes eggs peas onions peppers

7.3 Listen and complete the sentences.

We need There’s There isn’t You have potatoes. 5 Are there 6 There aren’t 1 2 3 4

rice

pepper. beef. rice. tomatoes, strawberries, and onions? peppers.

B

Read the sentences again and complete the rules with singular or plural. Then read the Grammar box. 1 Uncountable nouns like rice and beef only have a form. 2 Countable nouns like tomato and onion can be singular or . 3 We use some and any with uncountable and countable nouns.

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EXTRA PRACTICE Workbook page 38; photocopiable activity 7A Vocabulary

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UNIT

UNIT

Food and drink 7 UNIT 7 OVERVIEW: This unit looks at food and drink. Sts read about a box scheme for delivering fresh fruit and vegetables, and they read about what different people eat for lunch around the world. They also read about the 5:2 diet, in which people diet for two days a week to lose weight, and discuss how healthy their own diet is. They end by practicing language for eating out in a restaurant. SKILLS

LANGUAGE Grammar Countable and uncountable nouns + some/any; quantifiers: (how) much, (how) many, a lot of, a few, a little

Vocabulary Food and drink; containers and portions

Pronunciation some/any; weak form of

Reading Skimming a text; pronouns and possessive adjectives

7A Food to your door

Speaking In a restaurant; asking politely for something

LANGUAGE

7A

Sts read about a box scheme for delivering fresh fruit and vegetables to people’s homes. They listen to a conversation about the kinds of food people cook, and then design their own fresh-food box, and practice talking about the food they eat. Grammar Countable and uncountable nouns + some/any

Vocabulary Food and drink (apple, banana, beans, beef, bread, cabbage, cake, carrot, cereal, cheese, coffee, cola, cookies, cucumber, dairy, drinks, egg, fish, French fries, fruit, grains, grapes, ice cream, juice, lemon, meat, melon, milk, mushrooms, onion, orange, pasta, pear, peas, pepper, potato chips, potato, protein, rice, salad, snacks, soup, strawberry, tea, tomato, vegetables)

WARMER Read out the unit title Food and drink. Ask: What words for food and drink do you know? Elicit a few answers, and then put sts into pairs and give them two minutes to write down as many words for food and drink as they can. Bring sts’ ideas together on the board. See which pair wrote the most words correctly.

1 A

Sts read the questions and discuss them in pairs. Get feedback on their answers.

B Sts look at the pictures of food on page 58 and name as many items of food as they can. They can compare their answers in pairs. Check answers with the class.

Go to Vocabulary practice: food and drink, SB page 147/ TB page 307. Sts will find more language presentation and practice for food and drink here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 7A. Remind sts to go to the app for further self-study vocabulary practice of food and drink vocabulary.

2

Read out the question and explain popular if necessary. Sts read the text and answer the question. Check the answer. Answer fruit and vegetables

Communication Talking about food

3 A

7.2 Read out the question, and then play audio track 7.2. See TB page 360 for audio script. Sts listen and answer the question. Check the answer.

Answer spaghetti Bolognese 7.2 Read through the names of the foods in the box B and pre-teach as necessary. Play the audio track again. Sts listen and note down the two types of food that aren’t in the box. Check the answer.

Answer rice and peppers

Suggested answers tomatoes, green onions, eggplant, red pepper, carrots, radishes, leeks, celery, onions, sweet potatoes, eggs

Pronunciation some/any

4 A

7.3 Allow sts time to read through the fill-in-theblank sentences. Elicit the kinds of word that are missing (an article or quantifier). Play audio track 7.3. See the SB page opposite for audio script. Sts listen and complete the sentences. Check answers.

Answers 1 a 2 some 3 any 4 some 5 any 6 any

B Sts read the sentences in exercise 4A again and then read and complete the rules. Sts could work in pairs. Check answers, and check that sts understand everything. Answers 1 singular 2 plural 3 plural

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countable and uncountable nouns + some/any Grammar

■

food and drink

LANGUAGE

7A

countable and uncountable nouns + some/any

Countable nouns:

Uncountable nouns:

three eggs

rice meat

two apples

pasta

two strawberries

H07P61H01-06 H07P61H01-06

There are some onions. Are there any tomatoes? We don’t need any potatoes.

There’s some fruit. Do we have any pasta? There isn’t any juice.

Go to Grammar practice: countable and uncountable nouns + some/any, page 124

5

A

7.5 Pronunciation: some/any Listen to the sentences. How do we say some and any? Are they stressed?

1 I have some fruit in my bag. 2 We need some carrots. 3 There are some crackers on the plate.

B

6

A

4 We don’t have any bread. 5 I don’t want any peas. 6 Is there any milk?

7.5 Say the sentences. Listen again, check, and repeat.

Look at the pictures and name the items. Are they countable (C) or uncountable (U)?

a

c

b

e

f

g

d

h

U07P61H07-14 B In pairs, make sentences about the food and drink in 6A. Use a, an, or some.

There are some mushrooms.

7

A Imagine you are preparing a fresh-food box for a family. Choose the following food and drink to go in it: three types of fruit

three types of vegetables

some protein (meat, fish, etc.)

something sweet

B

Guess what’s in your partner’s box. Ask questions with Is there/Are there …? Who can guess the most items? A Is there any cheese?

B No, there’s not. My turn. Are there any strawberries?

A Yes, there are!

Go to Communication practice: Student A page 162, Student B page 171

8

Ask and answer the questions in pairs. 1 What do you usually have for breakfast, lunch, and dinner? 2 What food do you need for your favorite meal? 3 What food is in your fridge at home right now?

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Think of someone you know and make the perfect food box for him/her. Describe it.

EXTRA PRACTICE Workbook page 38; 00; photocopiable activity 7A Grammar

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7A

LANGUAGE Grammar Read the Grammar box with sts about countable and uncountable nouns + some/any. Elicit that uncountable nouns have no plural form, so we can’t say two rices or three pastas. Elicit that we use some and any with uncountable nouns and plural countable nouns: There is some fish. There are some eggs. Point out that we use some in affirmative sentences, but we use any (NOT some) in negative sentences and questions: There aren’t any potatoes NOT There aren’t some potatoes. Ask questions to check concept. Concept check questions: I like apples – countable or uncountable noun? (countable). Do you like meat? – countable or uncountable? (uncountable). We use “some” in affirmative sentences – true or false? (true). Can we use “some” and “any” with uncountable nouns? (yes). Can we use them with plural nouns? (yes). They have any fish – correct or incorrect? (incorrect – we use some in affirmative sentences). Do we have some pasta? – correct or incorrect? (incorrect – we use any in negative sentences and questions).

3 x PRACTICE

1 Do exercise 6A as normal. To check answers, point to

each picture and elicit the name of the item. Then ask: singular or plural? a, an, or some? Elicit answers. 2 Sts work in pairs. They take turns pointing to one of the pictures. Their partner must say the correct word as quickly as possible. Encourage sts to practice several times, until they can say all the words confidently. 3 Do exercise 6B as normal, and elicit some sentences from the class. Ask sts to cover the pictures and draw a grid of eight squares, to match the eight pictures. They work in pairs, and try to remember the order of the items by writing the appropriate sentence in each square on their grid. They can look at the pictures at the end to check. Ask who remembered perfectly!

7 A

Read through the instructions with the class and explain protein if necessary. Sts work individually to choose the foods for their food box.

B Demonstrate the activity by asking a confident student some questions about their fresh-food box. Sts then work in pairs to ask and answer questions. Ask who guessed all the items correctly.

Go to Grammar practice: countable and uncountable nouns + some/any, SB page 124/TB page 261. Sts will find more language reference, presentation, and practice for countable and uncountable nouns + some/ any here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 7A. Remind sts to go to the app for further self-study grammar practice of countable and uncountable nouns + some/any.

5 A

7.5 Allow sts time to read through the sentences, and then play audio track 7.5. See the SB page opposite for audio script. Sts listen and notice the pronunciation of some and any. Elicit how the words are pronounced, and elicit that they are unstressed.

B

7.5 Sts work in pairs to practice saying the

sentences. Play the audio again for sts to listen, check, and repeat.

6 A

Sts look at the pictures to name the items and say whether they are countable and uncountable. They could work in pairs for this. Check answers. Answers a a lemon – C b mushrooms – C c milk – U d water – U e ice cream – U f an orange – C g cheese – U h candy – U

SB page 59, exercise 6A/B

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 162. All “Student B” sts should go to SB page 171. Go to TB page 337 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 7A.

8

Allow sts time to read the questions and prepare their answers individually. Sts then work in pairs to ask and answer the questions. Ask some sts to tell the class something they learned about their partner.

PERSONAL BEST Sts can practice food and drink vocabulary further. They think of the perfect food box for someone they know and write some sentences to describe it. Encourage them to include some negative sentences as well as affirmative ones, e.g., There are some apples, but there aren’t any oranges. Weaker sts could choose ten things to put in a food box for themselves and note down the items. They could then work in pairs and present their food boxes to each other. Ask some pairs which items they both had in their boxes.

B Read out the example and elicit another example from the class. Sts work in pairs to make sentences about the food. Elicit some sentences from the class.

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7

SKILLS

READING

skimming a text

■

pronouns and possessive adjectives

7B Stopping for lunch 1

A

How important is it for you to stop for a lunch break every day? Mark the line. 1

2

3

4

5

6

7

8

9

Very important

B

10

Not important at all

In pairs, discuss the questions. How long is your lunch break? Where do you usually have lunch?

Skill

skimming a text

When we skim a text, we read it quickly to understand the main ideas. • Read the first sentence of each paragraph to get an idea of the topic. • Read the rest of each paragraph quickly. Don’t worry if you don’t understand every word. • Try to understand the general idea or ideas in the text.

2

Read the Skill box. Skim the text and match the countries with the sentences. the U.S.

Italy

Kenya

1 People often have lunch with their colleagues. 2 People often have a quick lunch. 3 Lunch breaks in cities are different from in the country.

3

Read the text again and answer the questions. 1 2 3 4 5 6

4

Match the places from the text with the sentences. 1 2 3 4

5

What do people like in their sandwiches in the U.S.? What does Carla do when she has lunch? Why is lunch very important in Kenya? Where does Joseph like sitting for lunch? What happens to a lot of stores in small towns in Italy at lunchtime? What does Andrea sometimes do after lunch?

A lot of working people in the U.S. eat their lunch here. People in the U.S. often buy sandwiches here. A lot of popular food in Kenya comes from here. Italians in the country often eat their lunch here.

, ,

,

In pairs, discuss the people in the text. Whose lunch break is similar to yours? Which do you think is the best and why?

Text builder

pronouns and possessive adjectives

We use pronouns and possessive adjectives to avoid repeating nouns and names: I usually buy a sandwich. I eat it at my desk. Working people usually have a long, sociable lunch. They often go to their favorite restaurant.

6

Read the Text builder. Look at the sentences from the text. What do the underlined pronouns and possessive adjectives refer to? 1 My lunch break is an hour, but it’s longer on Fridays. 2 The quality of the food is very important to Italians, even if their lunch break is short. 3 My wife is an excellent cook. She usually makes some pasta with beef and tomato sauce.

7

In pairs, think about different people and their jobs in your country. How long is their lunch break? Where do they go for lunch? What do you think they have?

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EXTRA PRACTICE Workbook page 39; photocopiable activity 7B Skills

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7B

SKILLS

7B Stopping for lunch Sts read about how people spend their lunch break and what they eat for lunch in different parts of the world. Sts then think about the lunch habits of people in their own country. Reading A text about lunch in different parts of the world

Skill Skimming a text

WARMER

Text builder Pronouns and possessive adjectives

4

Ask: What do you usually have for lunch? Elicit a few answers from individual sts, then ask sts to note down four or five things they often eat and drink for lunch. Put sts into small groups to compare their answers. Ask groups to tell the class whose lunches are similar, and whose are very different.

Answers 1 in their office, at their desk 2 supermarket, delicatessen, café 3 the west of Kenya 4 at home

1 A

Read out the question. Sts mark the line with their own opinion. Sts can compare their answers in small groups. Discuss as a class who thinks it is very important to stop for lunch, and who thinks it isn’t important at all.

5

B Sts discuss the questions in pairs. Get feedback on their answers.

Read the Text builder box with sts about pronouns and possessive adjectives. Explain that when we write, we use pronouns and possessive adjectives so that we don’t keep repeating the same nouns and names. Use the example sentences to elicit examples of pronouns and possessive adjectives. Ask questions to check concept. Concept check questions: Which pronoun refers to a thing? (it). What about a man or boy? (he). What about a woman or girl? (she). My parents enjoy food and he always has a big lunch – correct? (no – they always have). This is my brother’s favorite restaurant – can you replace “my brother’s” with a possessive adjective? (his favorite restaurant). My friends and I love this café – it’s her favorite – correct? (no – it’s our favorite).

Read the Skill box with sts about skimming a text. Remind them that they can also learn a lot about a text by reading the title and looking at pictures. Point out that the first sentence of each paragraph often introduces the topic for that paragraph, so it is useful to read that sentence carefully. Emphasize the fact that when you skim a text, you shouldn’t stop if there are words you don’t understand, but should continue reading to understand the general meaning. Check that sts understand the country names. Pre-teach colleagues if necessary. Sts skim the text and match the countries with the sentences. Check answers. Answers 1 Kenya 2 the U.S. 3 Italy

3

6

Pre-teach nap. Sts read the text again and answer the questions. Encourage sts to use their own words in their answers if possible. Check answers. Answers 1 cheese or meat such as chicken 2 She reads the news on the Internet. 3 Because people leave home early and don’t have time for breakfast. 4 He likes sitting outside in the sun. 5 They close for two or three hours. 6 He sometimes has a nap / sleeps for a short time.

Read out the questions and check that sts understand everything. Allow sts time to prepare their ideas individually. They then discuss the questions in pairs. Get feedback on their discussions.

Text builder

Skill

2

Sts read the text again and write the correct places. Check answers.

Sts look at the underlined pronouns and possessive adjectives in the sentences and decide what they refer to. They could work in pairs for this. Check answers. Answers 1 my lunch break 2 Italians 3 my wife

7

Allow sts time to prepare their answers individually. Sts then discuss the questions in pairs. Ask some sts to tell the class something they learned from their partner.

04

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skimming a text

■

pronouns and possessive adjectives READING

SKILLS

7D 7B

Lunches around the world In the U.S., a lot of working people take a short lunch break. They eat lunch in their office or even at their desk. Sandwiches are the most popular lunch, and they’re often filled with cheese or meat, such as chicken. People bring their own sandwiches or buy them from a supermarket, delicatessen, or café. A lot of places also sell salads and soup to take out.

“I rarely take more than ten to fifteen minutes to eat my lunch. I usually buy a sandwich from a coffee shop near the office. I then eat it at my desk and read the news on the Internet. After that, I continue working.”

In Kenya, lunch is a very important meal because people leave home very early, and they don’t have time for breakfast. Working people usually have a long, sociable lunch. They often go to their favorite restaurant with their colleagues. People eat a lot of fish, and the most popular dishes come from the west of Kenya.

“My lunch break is an hour, but it’s longer on Fridays. I usually go for lunch with some friends from work, and we like sitting outside in the sun to eat. It’s nice to have lunch together. I usually order the same dish: fish with vegetables in a creamy sauce.”

In small towns and villages in Italy, people usually take a long lunch break. Stores and businesses close for two or three hours, and families have a big lunch together at home. It’s different in big cities – people take a shorter lunch break and usually don’t go home. The quality of the food is very important to Italians, even if their lunch break is short.

“I always close my store for lunch and eat with my family. My wife is an excellent cook. She usually makes some pasta with beef and tomato sauce, and then we have chicken or fish with fresh vegetables. I sometimes have a nap (a short sleep) after lunch. I open the store again at 4 p.m.”

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Write a paragraph about a typical lunch on a work day for you.

EXTRA PRACTICE Workbook page 39

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SKILLS

7B

PERSONAL BEST Sts can practice food vocabulary further. They write a paragraph about a typical lunch on a working day. Encourage them to use pronouns and possessive adjectives to avoid repeating nouns and names. Sts can share their paragraphs in small groups. Ask some sts to tell the class something interesting that they learned from their classmates. With weaker sts, write these questions about lunch on the board: What time? Where? Who with? How long? What kind of food? Sts work individually to make notes on how people typically have lunch in their country. They can discuss their notes in small groups. Ask some sts where people spend the most and least time over lunch.

EXTRA PRACTICE Tell sts they are going to play a game to test their memories. Put sts into pairs and give them three minutes to read the text on page 61 again and make a list of all the different kinds of food that are mentioned, e.g., sandwiches, fish. They then work in pairs and take turns choosing one of the food items and saying which country it relates to in the text. Explain that they should choose items they are confident about first! When all the food items have been chosen, sts can check their answers in the text and see which of them remembered the best.

EXTRA PRACTICE Divide the class into three groups of sts, A, B and C. The A sts are Carla, the B sts are Andrea and the C sts are Joseph. Tell sts they are going to have a conversation about what they have for lunch and how important it is to them. Allow sts time to reread their part of the text again, and allow them to make a few notes. Sts then work in groups of three to discuss what they have for lunch. With weaker classes, you could brainstorm some questions they could use to start their discussions, e.g., What do you usually have for lunch? How long do you spend having lunch? Where do you eat? Who with? What about you? Encourage sts to get into their role and use their imagination to add more details about their character.

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7

quantifiers: (how) much, (how) many, a lot of, a few, a little

LANGUAGE

■

containers and portions

7C Are you hungry? 1

Look at the picture and discuss the questions in pairs. 1 What can and can’t you eat or drink when you’re on a diet? 2 Do you know any unusual diets?

2

A B

Read the text. Why is the diet called the “5:2 diet”? Do you think it is a good idea? Complete the chart with the food and drink that Gary eats every week. Vegetables

Fruit

Meat

Dairy products

Drinks

Other food

Five days a week Two days a week

The 5:2 diet

Gary is on the 5:2 diet. FIVE DAYS a week, he has:

Do you know about the 5:2 diet?

For some people, this amazing diet really works. On the 5:2 diet, you can eat normally for five days a week. You are only on the diet for two days a week, but, on those two days, you can only eat 500 calories a day if you’re a woman and 600 if you’re a man. How much is 600 calories? Here are some examples:

• Breakfast – two eggs, three slices of toast with butter, a cup of coffee with milk and sugar • Snack – a few cookies • Lunch – a bag of nuts, two sandwiches • Snack – a small bag of potato chips, a carton of juice • Dinner – pasta with beef and tomato sauce, peas • Drinks – five cups of coffee with sugar and milk, three bottles of cola

TWO DAYS a week, he has: 1 large burger

• Breakfast – a slice of toast with no butter, a cup of coffee with no milk • Snack – water, an apple • Lunch – salad • Snack – an orange • Dinner – chicken and cabbage • Snack – a few grapes

2 small bars of chocolate

2 bowls of rice 3 bags of potato chips

6 tins of tomatoes

3A

a a slice of toast

6 bananas

Label the items from Gary’s list.

b

c

d

e

f

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LANGUAGE

7C

7C Are you hungry? Sts read about the 5:2 diet that a lot of people use to lose weight. Then they discuss what foods they usually eat, and how healthy their diet is. Grammar Quantifiers (how) much, (how) many, a lot of, a few, a little

Vocabulary Containers and portions (bag, bar, bottle, bowl, box, can, carton, cup, glass, jar, packet, piece, slice, spoonful)

Communication Talking about your diet

3 A

WARMER

Sts look at the pictures and label the items with the correct words from the text. Check answers, and check that sts understand all the words for containers and portions.

Ask: What kinds of food are good for you? What kinds of food are not healthy? Why? Elicit a few ideas, and then put sts into pairs and ask them to look again at the food vocabulary on page 147. Ask them to divide the kinds of food into those that are healthy and those that are unhealthy. Discuss their answers as a class, focusing especially on any kinds of food they have different opinions about.

1

Pronunciation Weak form of

Answers b a cup of coffee c a bag of nuts d a bag of potato chips e a carton of (orange) juice f a bottle of cola

Read the questions with the class and check that sts understand be on a diet. Sts discuss the questions in pairs. Get feedback on their answers and teach the word calories.

3 x PRACTICE

2 A

Read out the question, and then ask sts to read the text quickly to find the answer. Point out that they can skim the text, as they are reading, to understand the general meaning. Check students understand what the 5:2 diet is, and then discuss as a class whether sts think it is a good idea.

SB page 62, exercise 3

1 Do the exercise as normal. To check answers, read out

each answer in turn, including some incorrect ones, e.g., a carton of nuts. Ask: Is this right or wrong? Who has a different answer? What other things can you buy in bags/cartons, etc? 2 Ask sts to cover page 62. Write the words for the food items (but not the containers or portions) on the board. Sts work in pairs and try to remember the container or portion for each food item. They can look at the text again to check. 3 Ask sts to close their books. Write the words for the containers on the board. Sts work in pairs. They take turns choosing one of the containers or portions. Their partner must say a phrase using a suitable food. Sts can use their own ideas for foods, as well as the ones in the text.

Answer You eat normally for five days a week, and are on a diet for two days a week.

B Read through the chart with the class and make sure sts understand the headings. Sts then read the text again and complete the chart with the foods. Check answers. Check that sts understand all the foods that Gary mentions, but don’t focus too much on the containers and portions at this stage. Ask: Do you think Gary has a healthy diet on his “normal” days? Why/Why not? Elicit a range of answers. Answers Vegetables Five days a week

peas

Two days a week

salad, cabbage

Fruit

an apple, an orange, a few grapes

Meat

Dairy products

beef

butter, milk six cups of coffee, a carton of juice, three bottles of cola

chicken

Drinks

Other food two eggs, three slices of toast, a few cookies, a bag of nuts, two sandwiches, a small bag of potato chips, pasta, tomato sauce, sugar

a cup of a slice of coffee with toast with no milk, no butter water

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quantifiers: (how) much, (how) many, a lot of, a few, a little B

■

containers and portions

7C

LANGUAGE

Cover page 62 and answer the questions in pairs.

1 What do you remember about Gary’s diet? 2 What can he eat two days a week?

3 What can he eat five days a week?

Go to Vocabulary practice: containers and portions, page 148

4

A B 1 2 3 4 5 6

5

7.7 Listen to Gary talking to his friend Amy about his diet. Is it a “5” or a “2” day today? 7.7 Listen again and complete the sentences and questions.

I normally have a lot of for breakfast. How much can you have? I only have a little – not a lot. How many of coffee do you have on a “5” day? I don’t eat much , and I don’t eat many . I have a few in the morning for my snack.

A

Look again at 4B and complete the sentences with much, many, and a lot of. Then read the Grammar box.

1 2 3 4

We use How We use How We use We use

to ask about countable nouns. to ask about uncountable nouns. in affirmative sentences and questions. and in negative sentences.

B

Which phrase in 4B means “a large amount”? Which phrase means “a small amount”? Which phrase means “a small number”?

Grammar

quantifiers: (how) much, (how) many, a lot of, a few, a little

Countable nouns: I eat a lot of vegetables. I have a few cookies with my coffee. I don’t eat many potato chips. Do you eat many vegetables? How many eggs do you eat? Not many./A few./A lot.

Uncountable nouns: I eat a lot of fruit. I put a little milk in my coffee. I don’t eat much meat. Do you drink a lot of coffee? How much fruit do you eat? Not much./A little./A lot.

Go to Grammar practice: quantifiers: (how) much, (how) many, a lot of, a few, a little, page 125

6

A

7.9 Pronunciation: weak form of Listen and repeat the phrases.

1 a lot of pasta 2 a cup of coffee

B

3 a bottle of water 4 a lot of salad

7.10 Say the sentences. Listen, check, and repeat.

1 I don’t eat a lot of cookies. 2 Can I have a bag of potato chips, please?

7

3 There’s a can of peas in the kitchen cabinet. 4 I drink a lot of coffee.

A

Complete the questions with How much or How many.

1 2 3

rice do you eat a week? pasta do you eat a week? glasses of water do you have a day?

B

5 a glass of orange juice 6 a piece of cake

cups of coffee do you have a day? sugar do you have a week? cartons of juice do you buy a week?

4 5 6

Ask and answer the questions in pairs.

A How much rice do you eat a week?

B I have rice about once a week. How about you?

Go to Communication practice: Student A page 163, Student B page 172

8

A

Do you have a healthy diet? Score your typical daily diet 1–10 on the scale below.

junk food lover 1

B

2

3

4

5

6

7

8

9

10

healthy eater

Compare your scale with a partner. Discuss your typical daily diet.

A I have a pretty healthy diet. I don’t eat many cookies or a lot of cake. I don’t eat junk food. B Me, too. I eat a lot of fresh fruit and vegetables, but I sometimes have soft drinks, such as cola.

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Plan a new diet to help people be healthier. What can you eat and drink each day or week?

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7C

LANGUAGE

B

Sts cover page 62 and discuss the questions in pairs. Sts can look at the text again to check their answers. Ask: Who in each pair remembered the most? Go to Vocabulary practice: containers and portions, SB page 148/TB page 309 Sts will find more language presentation and practice for containers and portions here. Do these exercises with the class, or set them for homework, before continuing with exercise 4A of lesson 7C. Remind sts to go to the app for further self-study vocabulary practice of containers and portions.

4 A

7.7 Read out the question, and then play audio track 7.7. See TB page 361 for audio script. Sts listen and answer the question. Check the answer.

Answer It’s a “2” day.

B Allow sts time to read through the fill-in-theblank sentences and questions. Play the audio again for sts to listen and complete them. Check answers. 7.7

Answers 1 toast 2 fruit 3 milk 4 cups 5 meat, cookies 6 cookies

5 A

Sts look at exercise 4B again and complete the sentences. They could work in pairs. Check answers. Answers 1 many 2 much 3 a lot of 4 (not) much, (not) many

B Read out each question and elicit the answers, referring sts back to the sentences in exercise 4 for help. Answers a large amount = a lot of a small amount = a little a small number = a few

Grammar Read the Grammar box with sts about quantifiers. Point out that we use a lot of, a little, and a few in affirmative sentences, and we use much and many in negative sentences and questions. Point out that we use a lot of with both countable and uncountable nouns. Elicit that we use much and a little with uncountable nouns and many and a few with countable nouns. Ask questions to check concept. Concept check questions: A lot of apples – a large number or a small number? (a large number). A few oranges – large or small number? (small number). A little beef – large amount or small amount? (small amount). A little milk or a few milk? Why? (a little milk – we use a little with uncountable nouns). I don’t eat much chocolate or I don’t eat many chocolate? Why? (much – we use much with uncountable nouns). I eat many cookies – correct? (no – we only use much/many in negative sentences and questions).

Go to Grammar practice: quantifiers, (how) much, (how) many, a lot of, a few, a little, SB page 125/TB page 263. Sts will find more language reference, presentation, and practice for quantifiers here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 7C. Remind sts to go to the app for further self-study grammar practice of quantifiers.

6 A

7.9 Allow sts time to read through the sentences. Play audio track 7.9. See the SB page opposite for audio script. Sts listen and repeat the sentences. Point out that of is unstressed, so it is pronounced with a weak vowel /əv/.

7.10 Sts work in pairs and practice saying the B sentences, paying attention to the pronunciation of the weak form of of. Play audio track 7.10 for sts to listen and check, and then play it again for them to listen and repeat. See the SB page opposite for audio script.

7 A

Sts read the questions and complete them with the correct words. Check answers. Answers 1 How much 2 How much 3 How many 4 How many 5 How much 6 How many

B Sts ask and answer the questions in pairs. Ask some sts to tell the class the biggest difference between them and their partner. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 163. All “Student B” sts should go to SB page 172. Go to TB page 339 for the teacher notes. Do the activity, and then continue with exercise 8A of lesson 7C.

8 A

Focus on the scale and make sure sts understand junk food lover and healthy eater. Refer sts back to Gary and ask: What score would you give him on the scale? Why? Elicit a few answers. Sts then give themselves a score for how healthy their diet is.

B Ask two confident sts to read out the example answer. Sts then work in pairs to compare their typical daily diets. Ask some sts to tell the class what is similar and different about their diet and their partner’s. PERSONAL BEST Sts can practice talking about food and using quantifiers further. They plan a new diet to help people be healthier. Ask them to think about different kinds of food and drink, and how much of each thing people should eat each day or week. Sts can compare their diet plans in small groups. Weaker sts could think about their discussions in exercise 8B and write three sentences recommending changes their partner could make to their diet to make it healthier. Sts can discuss their sentences in pairs. Ask who agrees with their partner’s suggestions.

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7

SKILLS SKILLS

Learning Curve

SPEAKING

in a restaurant

■

asking politely for something

7D Out for dinner 1

Look at pictures a–d. In which pictures are the people: d 1 asking for the check? 3 arriving at a restaurant? 2 ordering food?

2

4 reserving a table?

a

b

c

d

A B

7.11 Watch or listen to the first part of Learning Curve. Which activity in exercise 1 do you see or hear? 7.11 Watch or listen again and answer the questions below.

1 What is the name of Jack and Lance’s restaurant? 2 Why is the restaurant called this?

3

3 What day and time does Simon want to reserve a table for? 4 How many people does he want the table for?

7.12 Now watch or listen to the second part of the show. Who orders the following food and drink? Write K (Kate) or S (Simon). 5 chips, peas, and carrots 1 small salad 6 chocolate ice cream 2 chicken soup 7 a cup of tea 3 goulash with rice 4 chicken

Conversation builder

in a restaurant

Reserving a table: Do you have a table for … please? It’s for … people. Arriving at a restaurant: We have a table reserved in the name of …

4

A

Ordering food: I’d like the (chicken), please. I’ll have … Could/Can I have …? The same for me, please./Me too.

Read the Conversation builder and complete the mini-conversations.

Waiter Dimitri

Hello, Harry’s Restaurant. How can I help? 1

Saturday for lunch, please? Dimitri Waiter Waiter Dimitri

B

Paying the check: Could/Can we have the check, please?

Hello. 2 Aristov. No problem. Follow me, please. Would you like a starter? Yes. 3 the vegetable soup, please.

Waiter And for you? Svetlana 4 five-bean salad, please? Svetlana 5 please? Waiter Would you like to pay by cash or credit card? Svetlana By card.

the

€,

In groups of three, practice saying the conversations. Take turns being the waiter, Dimitri, and Svetlana.

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7D

SKILLS

7D Out for dinner Learning Curve

Sts watch or listen to a conversation in which people are eating in a restaurant. Then they practice reserving a table, ordering food, and paying the check in a restaurant.

Speaking Sts watch a video or listen to a conversation in which people are eating in a restaurant.

Skill Asking politely for something

WARMER Ask: How often do you eat in restaurants? What’s your favorite restaurant? Why? Have a brief class discussion. Ask more questions to encourage sts to say more about their own experiences, e.g., Who do you usually go to restaurants with? What kinds of food do you enjoy eating there? How expensive is your favorite restaurant?

1

Read out the four options and check understanding. Preteach vocabulary as necessary. Sts look at the pictures and match the options with the pictures. Check answers. Answers 1 d 2 c 3 b 4 a

2 A

All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate and Simon eat out in a restaurant. Read out the question. Pre-teach owners, to surprise someone, to smell good, and a booking. Play video/audio track 7.11. See TB page 361 for video/audio script. Sts watch/listen and note down which activity they see or hear. Check the answer. 7.11

Answer a Reserving a table 7.11 Allow sts time to read the questions, then play B video/audio track 7.11 again for sts to watch/listen and answer the questions. Check answers with the class.

Answers 1 the Goode Food Restaurant 2 “Goode” is Jack‘s last name. And when you say “Goode Food” it sounds like “good food”. 3 Saturday at 7 p.m. 4 two

3

7.12 Allow sts time to read the food and drink. Check they understand everything. Pre-teach bill (British English) (= check in American English), biscuits (British English) (= cookies in American English), reserved, a scoop (of ice cream), cash, and it’s on me (I will pay for it). Play video/audio track 7.12. See TB page 361 for video/audio script. Sts watch or listen and write K (Kate) or S (Simon) next to each food or drink item. Check answers.

Answers 1 K 2 S 3 K 4 S 5 S 6 S 7 K

04

3 x PRACTICE

Conversation builder In a restaurant

SB page 64, exercise 3

1 Do the exercise as normal. To check the answers, put

sts into pairs and ask them to write a list of what each person eats. Ask some pairs to read their lists to the class. Discuss any disagreements, and then confirm the answers. 2 Sts work in pairs and try to remember the exact words Kate and Simon used to order each item. Play the video/audio again for them to check. 3 Sts work in pairs and practice ordering the food that Kate and Simon order, referring to the food and drink in exercise 3. Encourage them to say the exact words that Kate and Simon say and to copy the pronunciation and intonation from the video/audio to order each item in a natural way.

Conversation builder Read the Conversation builder box with sts about eating in a restaurant. Point out that we say “a table reserved in the name of ...” . Point out that I’d like the ..., Could/Can I have ... and I’ll have are equally polite ways of ordering food. Ask questions to check concept. Concept check questions: How do I ask about reserving a table? (Do you have a table for ...?). Complete the phrase – I have a table reserved in ... (the name of ...). I’ll have the ... – what am I doing? (ordering food). What other phrases can I use to order food? (I’d like the ..., Could I have the ...). My friend is having salad and I’d like salad too – What can I say? (the same for me, please). How can I ask for the check? (Could/Can we have the check, please?).

4 A

Students complete the mini-conversations. Answers 1 Do you have a table for 2 We have a table reserved in the name of 3 I’d like/I’ll have 4 Could I have/Can I have 5 Could/Can we have the check

B Sts work in groups of three and practice the conversations. They switch roles and practice again. Encourage them to speak in a natural way and use intonation to sound polite and friendly. If your sts enjoy role play, they could act out the scene as they practice.

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in a restaurant

5

■

asking politely for something SPEAKING

SKILLS SKILLS

7D

7.12 Watch or listen again and complete the sentences. 1 2 3 4 5

Kate doesn’t want or in her starter. Jack’s goulash has , , vegetables, and spices in it. Jack wants to have scoops of . Kate wants to pay by , but Simon wants to pay by . Jack says that the meals are “on the ” – it means Simon and Kate don’t need to pay.

Skill

asking politely for something

It’s important to use polite forms when you ask for something. Instead of I want, use I’d like, Can I have …? or Could I have …? I’d like a cup of coffee. Could I have a large orange juice, please? Can we have three slices of cake? Use polite intonation, too.

6

A

7.13 Read the Skill box. Listen to three situations. Which customer is more polite, a or b?

1

2

3

B

Take turns asking and answering the waiter’s questions politely. Use the food items and drinks below or your own ideas. Are you ready to order your Can I get you any drinks? main course now? Anything else? Would you like a starter?

bread French onion soup avocado salad

fish and chips

U07P67H01-07

7

olives

Go to Communication practice: Student A page 163, Student B page 172

bottle of mineral water

glass of orange juice

A PREPARE Look at the menu. Decide when you want to go there for a meal, with how many people, and what you would like to eat.

STARTERS Tomato soup, Garlic mushrooms, Bean and pasta salad MAIN COURSES Roast beef, Fish of the day, Fried chicken All served with seasonal vegetables and a choice of French fries, boiled potatoes, or rice. DESSERTS Chocolate cake, Local cheeses, Fresh fruit, Ice cream (choice of flavors)

B

PRACTICE

Decide who the waiter is and who the customer is.

CUSTOMER: Call the restaurant to reserve a table. Arrive at the restaurant, order your food, and ask for the check. WAITER: Take the telephone reservation. Welcome the customers to the restaurant, take their order, and give them the check.

C

PERSONAL BEST

Exchange roles and repeat the conversation. Is it easier to be the waiter or the

customer? Why?

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Plan a menu for your ideal restaurant. Describe it.

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SKILLS

5

7.12 Sts read through the fill-in-the-blank sentences.

Play video/audio track 7.12 again for sts to watch/listen and complete the sentences with the correct words. Check answers. Answers 1 cucumber, onions 2 meat, tomatoes 3 three, ice cream 4 cash, credit card 5 house

Skill Read through the Skill box with the class about asking politely for something. Model the polite intonation for them.

6 A

7.13 Play audio track 7.13. See below for audio

script. Sts listen and decide which customer is more polite in each case. Check answers with the class, playing the audio track again for sts to hear the polite customer again. You could get sts to repeat the polite sentences, copying the intonation and stress patterns on the audio track. 7.13 Audio script

1 A: B: 2 A: B: 3 A: B:

I want a cup of coffee. I’d like a cup of coffee, please. Can I have a large cola, please? Give me a large cola. Two glasses of apple juice and some water. Could we have two glasses of apple juice and some water? Thanks.

7

7D

Sts follow the steps to have a conversation in a restaurant.

A

PREPARE Allow sts time to read through the menu. Make sure they understand everything. Sts decide when they want to go there for a meal, and how many people they will be with.

B PRACTICE Sts work in pairs and decide which role they will each have. Allow them time to read the situation, and make sure they understand everything. Remind sts to use phrases from the Conversation builder box, and encourage them to use phrases from the Skill box to sound polite. When they practice the phone call, they could sit back to back in pairs, to make it more realistic. C

PERSONAL BEST Sts switch roles and practice again. Get feedback from sts on which role they felt was easier, and why.

PERSONAL BEST Sts can practice vocabulary for food further. They work individually and plan a menu for their ideal restaurant. They then describe their menu to each other in pairs. Weaker sts could work in pairs and make four or five changes to the menu in exercise 7, using their own ideas. Put pairs together into groups of four to describe their menus to each other.

EXTRA PRACTICE Put sts into groups of three. Two sts can use their new menus from the Personal Best activity to role play a new conversation between a waiter and a customer. They could stand up and act out the scene as they speak. The third student uses their phone to record the other two. Sts can switch roles and practice again. Watching themselves on video will help sts to evaluate how well they can deal with reserving a table and ordering food in a restaurant.

Answers 1 b 2 a 3 b

B Read through the food and drink items with the class and pre-teach if necessary. Point out that fish and chips is the name of a typical dish, but that in general fried potatoes are fries or French fries in American English. Encourage sts to use their own ideas instead, if they prefer. Sts work in pairs and take turns being the customer and answering the waiter’s questions politely. Encourage them to practice more than once, so they become more fluent. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 163. All “Student B” sts should go to SB page 172. Go to TB page 339 for the teacher notes. Do the activity, and then continue with exercise 7 of lesson 7D.

04

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UNIT

8

In the past past of be

LANGUAGE

■

simple past: irregular verbs

■

inventions

8A Technology through the ages 1

Match the inventions with the words in the box. Do you have any of these things in your home? video player

a

digital camera

b

microwave

TV

c

smartphone

CD player

d

e

f

Go to Vocabulary practice: inventions, page 149

2

Which inventions are important to you? Choose your top three and tell a partner. I can’t live without my smartphone, GPS, and TV.

3

A When do you think most people in the U.S. first had these things in their homes? Write 1930s, 1960s, or 1990s. washing machine radio

B

black-and-white TV vacuum cleaner

telephone the Internet

CD player freezer

Read the text. When did Ethel, George, and Jessica have these things in their homes?

The 1930s

Ethel

George

In the 1930s, life at home wasn’t easy. There was a lot of housework to do, and we didn’t have a lot of things to help us like we do now. There wasn’t a vacuum cleaner, an electric iron, or a washing machine in our home. We didn’t have a private telephone, but there was a phone that we shared with other families. We didn’t make many telephone calls! We had a radio, but we didn’t have a TV. In my free time (we were always busy, so there wasn’t much free time!), I read a lot of books.

My first house was very different from my parents’ house. The furniture was very colorful, and there was a lot of technology. We had a telephone and a TV. The TV was black and white, and there were a lot of different programs, but there weren’t many channels. We had some modern appliances in our kitchen – a fridge, a freezer, an electric stove, a toaster, and a washing machine, and we always had a vacuum cleaner.

The 1990s

Jessica

In the 1990s, a lot of my friends had TVs in their bedrooms. TVs and other electrical items weren’t expensive, and I had a TV and a video player in my room. I had both a cassette player and a CD player to listen to music. In 1997, I bought my first cell phone. There was a computer in our house. I didn’t use it much, but in 1998, we got the Internet at home. We were so excited! I can’t imagine life without the Internet now. Can you?

Person

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UNIT

UNIT

In the past 8 UNIT 8 OVERVIEW: The focus of this unit is talking about the past, and past events. Sts read a text about technology through the ages. Then they watch/listen to people talking about past inventions. Next, they read about a family that decided to live like a family in the 1980s, and practice talking about things that they did in the past. They finish by reading an account of a disastrous job interview and writing an account of something interesting or unusual that happened to them in the past. SKILLS

LANGUAGE Grammar Past of be; simple past: irregular verbs; simple past: regular verbs and past time expressions

Vocabulary Inventions; life stages

Listening Listening for numbers, dates and prices

Pronunciation was and were; -ed endings

Writing Planning and making notes; sequencers

8A

LANGUAGE

8A Technology through the ages

Sts read a text about technology in the 1930s, 1960s and 1990s. Then they practice talking about the kinds of technology they had when they were young. Grammar Past of be; simple past: irregular verbs

Vocabulary Inventions (black-and-white TV, cassette player, CD player, clothes dryer, color TV, digital camera, dishwasher, DVD player, freezer, fridge, GPS, laptop, microwave, smartphone, toaster, vacuum cleaner, video player, washing machine)

WARMER

page 149 with the class. In pairs, sts take turns miming one of the inventions, and their partner must guess it. Encourage them to practice until they can remember and say all the words quickly.

Go to Vocabulary practice: inventions, SB page 149/TB page 311. Sts will find more language presentation and practice for inventions here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 8A.

Read through the words in the box with the class and pre-teach if necessary. Sts work in pairs and label the inventions. Discuss as a class which of the inventions sts have in their homes. Answers a TV b smartphone c video player d digital camera e microwave f CD player

3 x PRACTICE

Communication Talking about technology when you were young

3 Do the exercises in the Vocabulary practice section on

Ask: What do you know about life in the 1960s? In what ways was it different? Elicit a few ideas, and then ask sts to work in pairs and note down five ways in which life was different in the 1960s. Ask pairs to tell the class their ideas. If they mention technology, write the names of the items they mention on the board and teach the word technology. If they don’t mention these things, introduce the idea, and ask: What kinds of technology did people NOT have in the 1960s?

1

Pronunciation was and were

SB page 66, exercise 1

1 Do the exercise as normal. Before you check the

answers, read out each word from the box one by one and ask: Which picture? Elicit answers and encourage sts to discuss any differences of opinion. Give the correct answer, and then model pronunciation and get sts to repeat the word. 2 Ask sts to cover the box. In pairs, they look at the Personal Best pictures and try to remember the words from memory. They can look at the words in the box again to check.

Remind sts to go to the app for further self-study vocabulary practice of inventions.

2

Allow sts time to prepare their ideas. Brainstorm some more ways of saying that something is important to you, e.g., I really need my ..., I depend on my ... . Sts work in pairs and tell their partner what inventions are important to them. Encourage them to give reasons.

3 A

Sts discuss in pairs. Encourage them to speculate and guess if they don’t know. Don’t confirm answers yet.

B Sts read the text to check their ideas. Check answers and ask sts what they found most surprising in the text. Answers washing machine – 1960s radio – 1930s black-and-white TV – 1960s vacuum cleaner – 1960s

telephone – 1960s the Internet – 1990s CD player – 1990s freezer – 1960s

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past of be

4

■

simple past: irregular verbs

■

inventions

A

Complete the sentences from the text with the correct form of be.

1 2 3 4 5 6

My first house very different from my parents’ house. In the 1930s, life at home easy. We so excited! TVs and other electrical items expensive. There a lot of technology. There many channels.

B

Answer the questions. Then read the Grammar box.

1 Which are the two affirmative past forms of be? 2 What are the negative forms? and 3 What are the past forms of there is and there are?

Grammar

LANGUAGE

8A 7A

and and

past of be, there was/there were

Affirmative: I was two years old in 1934. You were a child in the 1960s. Life was difficult in the past. We were happy.

Negative: I wasn’t alive in 1930. You weren’t an adult. It wasn’t easy. My parents weren’t rich.

Past of there is and there are: There was a TV in our living room. There was no private telephone in our house. There were a lot of TV programs. There weren’t many TV channels.

Go to Grammar practice: past of be, there was/there were, page 126

5

8.4 Pronunciation: was and were Listen and repeat the sentences. Which verb forms are stressed: affirmative or negative? 1 The TV was in the living room. 2 There wasn’t much free time. 3 There were two bedrooms and a bathroom.

6

A

4 Things were very different. 5 Dishwashers weren’t in every home. 6 There weren’t many cars.

Look again at the text. Find the affirmative simple past form of these verbs.

1 have

2 read

3 buy

4 get

B

Find the negative simple past form of these verbs from the text. Which verb form do we use after didn’t? Then read the Grammar box. 1 have

Grammar

2 make

3 use

simple past: irregular verbs

A lot of verbs have an irregular simple past affirmative form. You need to learn them. Affirmative: Negative: In the 1930s, I read a lot of books. We didn’t make many phone calls. We had a computer. I didn’t go there much.

Go to Grammar practice: simple past: irregular verbs, page 126

7

A

8.6 Complete the text with the simple past form of the verbs in the box. Listen and check.

buy (×2) have not use not have In the 1990s, I 1 a cell phone, but I 2 a digital camera. I 3 a digital camera in 4 2001, but then, in 2005, I a smartphone, so I 5 my digital camera after that.

B

Tell your partner about yourself. Use the prompts. In the 1990s/2000s, I had a …

I didn’t have a …

I bought a …

I used …

Go to Communication practice: Student A page 163, Student B page 172

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Talk about your parents/grandparents when they were young. What did/didn’t they have in their homes?

Think about your house when you were a child. Write about the gadgets and inventions you had.

EXTRA PRACTICE Workbook page 44; 00; photocopiable activity 8A Grammar

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8A

LANGUAGE

4 A

Grammar

Sts complete the sentences with the correct form of be. Check answers.

Read the Grammar box with sts about the simple past: irregular verbs. Explain that a lot of common verbs have irregular simple past forms, and sts need to learn them. Point out that we only use the simple past form in affirmative sentences, and it is the same for all persons. Remind them that in negative sentences, we use didn’t + the base form. Ask questions to check concept. Concept check questions: When do we use the simple past? (to talk about events in the past). Are verbs such as “make” and “buy” regular or irregular? (irregular). What’s the simple past of “buy”? (bought). Have? (had). Does the simple past form change for I, you, he, she, etc? (no). Do we use the simple past form for affirmative sentences or negative ones? (affirmative). How do we form the negative? (with didn’t and the base form).

Answers 1 was 2 wasn‘t 3 were 4 weren’t 5 was 6 weren’t

B Sts look at the sentences in exercise 4A and answer the questions. Check answers. Answers 1 was, were 2 wasn’t, weren’t 3 there was, there were

Grammar Read the Grammar box with sts about the past of be. Point out we use was for the I, he, she, and it forms, and we use were for the you, we, and they forms. Elicit that the negative forms are wasn’t (was not) and weren’t (were not). Ask questions to check concept. Concept check questions: When do we use the past of “be”? (to talk about the past). When do we use “was”? (with I, he, she, it). When do we use “were”? (with you, we, they). I was happy – correct? (yes). Phones was expensive – correct? (no – phones were expensive). Can you make those two sentences negative? (I wasn’t happy. Phones weren’t expensive). There’s a TV in the kitchen – can you change the sentence so it’s about the past? (There was a TV in the kitchen). There are no cell phones – can you say this about the past? (no – There were no cell phones).

Go to Grammar practice: simple past: irregular verbs, SB page 126/TB page 265. Sts will find more language reference, presentation, and practice for irregular verbs in the simple past here. Do these exercises with the class, or set them for homework, before continuing with exercise 7A of lesson 8A. Remind sts to go to the app for further self-study grammar practice of irregular verbs in the simple past.

7 A

8.6 Sts complete the text with the correct verb forms. Play audio track 8.6 for sts to listen and check their answers. See the SB page opposite for audio script.

Go to Grammar practice: past of be, there was/there were SB page 126/TB page 265.

Answers 1 had 2 didn’t have 3 bought 4 bought 5 didn’t use

Sts will find more language reference, presentation, and practice for the past of be, there was/there were here. Do these exercises with the class, or set them for homework, before continuing with exercise 5 of lesson 8A.

B Sts use the prompts to tell their partner about themselves.

Remind sts to go to the app for further self-study grammar practice of the past of be, there was/there were.

5

8.4 Play audio track 8.4. See the SB page opposite for audio script. Elicit that the affirmative forms are not stressed (/wəz/ and /wər/), but the negative forms are stressed (/wɑznt/ and /wɜrnt/). Play the audio track again for sts to listen and repeat.

6 A

Sts look at the text on page 66 again and find the simple past forms of the verbs. Check answers. Point out that although the spelling read is the same in the present and past tenses, the pronunciation is different (/ri:d/ and /red/). Answers 1 had 2 read 3 bought 4 got

B

Sts look at the text again and find the negative simple past verbs. Check answers, and then elicit that after didn’t we use the infinitive form of the verb. Answers 1 didn’t have 2 didn’t make 3 didn’t use

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 163. All “Student B” sts should go to SB page 172. Go to TB page 339 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 8A.

8

Allow sts time to prepare their ideas individually. They then exchange their ideas in pairs. Ask some sts to tell the class something they learned about their partner's family.

PERSONAL BEST Sts can practice using the past of be further. They write about the gadgets and inventions they had in their homes when they were a child. Remind them to use there was/there were. Sts can compare their descriptions in pairs. Ask weaker sts to think about their house when they were a child, and write these sentence beginnings on the board: There was a ... / There were ... / There was no ... / There weren’t any ... / We had a ... but we didn't have a ... . Sts complete the sentences with their own ideas. They can compare their sentences in pairs.

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8 27

SKILLS SKILLS

Learning Curve

LISTENING

listening for numbers, dates, and prices

■

phrases

■

life stages

8B Life stories 1

Match the phrases in the box with pictures a–f. get married retire go to college be born start school get a job

a

c

e

b

2

d

f

Look at the chart. When do these life stages happen in your country? Discuss in pairs. Average age in the U.S.

Average age in the UK

start school

Life stage

5 or 6

4 or 5

go to college

18 or 19

18 or 19

get married

28

31

have your first baby

26

30

In our country, people start school when they’re four.

Go to Vocabulary practice: life stages, page 150

3

8.8 Watch or listen to the first part of Learning Curve. Choose the correct options to complete the sentences. 1 Simon talks about the invention of the satellite / GPS. 2 Kate talks about the invention of instant coffee / coffee filters.

Skill

listening for numbers, dates, and prices

We sometimes have to listen for numbers, dates, and prices: • Practice listening to numbers regularly on the radio or on television. • Be prepared to hear years and dates if someone is talking about the past. • Listen for the verbs cost and spend. We often use them to talk about prices.

4

A 8.8 Read the Skill box. Watch or listen again and complete the sentences with the correct numbers, dates, and prices. 1 2 3 4 5 6 7 8

Simon’s taxi trip took minutes. It cost about £ . In 19 , Roger Easton worked at a research center in Washington, D.C. In the 19 s, he thought of putting clocks on satellites. It cost about $ million to build the first GPS. On February 1978, the first GPS satellite went into space. Melitta Bentz was born on January 31, . In the early th century, people used little bags to make coffee. Kate usually spends £ when she buys a cup of coffee.

B Discuss the questions in pairs. 1 Do you use the inventions in the program? How often do you use them? 2 Which invention do you think is more important? Why? 68 641549 _ 0066-0075.indd 68

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SKILLS

listening for numbers, dates, and prices

8B Life stories

Learning Curve

■

phrases

■

8B

life stages

Sts learn vocabulary for life stages, and then watch or listen to people talking about inventions and practice listening for numbers, dates, and prices. They focus on irregular simple past verb forms, and practice listening for phrases. They end by talking about the life story of someone they know.

Listening Sts watch a video or listen to a recording about inventions.

Skill Listening for numbers, dates, and prices

Listening builder Phrases

Grammar Irregular simple past verb forms

Vocabulary Life stages (be born, die, finish college/ school, get a degree, get a job, get divorced, get married, go to college, have a baby/ family, meet someone, retire, start school)

WARMER

Skill

Tell the class something about your early life, e.g., where you were born, where you went to school, which college you studied at. Ask: Where were you born? Where did you go to school? Did you go to college? What did you study? Elicit answers from individual sts, and then put sts into pairs to tell each other something about their life. Ask some sts to tell the class something they learned about their partner.

Read the Skill box with sts about listening for numbers, dates, and prices. Check they understand cost and spend. Point out that when people say dates, they may say them in different ways, e.g., the tenth of December or December tenth. Remind sts that in English, we say years as two separate numbers, e.g., 1946 = nineteen forty-six.

1

Check understanding of the phrases in the box and pre-teach as necessary. Sts look at the pictures and match them with the phrases in the box. Check answers and model pronunciation of the phrases. Answers a be born b start school c go to college d get a job e get married f retire

2

Sts read through the chart and think about when these things happen in their country. They discuss their ideas in pairs. Get feedback on their answers.

4 A

8.8 Allow sts time to read through the fill-in-theblank sentences. Play video/audio track 8.8 again. Sts watch/listen and complete the sentences with the correct numbers, dates, and prices. Check answers.

Answers 1 15, 14 2 43 3 60 4 100 5 22/22nd 6 1873 7 20 8 2–3

B Sts discuss the questions in pairs. Get feedback on their answers.

Go to Vocabulary practice: life stages, SB page 150/TB page 313. Sts will find more language presentation and practice for phrases for life stages here. Do these exercises with the class, or set them for homework, before continuing with exercise 3 of lesson 8B. Remind sts to go to the app for further self-study vocabulary practice of phrases for life stages.

3

8.8 NB All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Kate and Simon discuss inventions, and interview people about technology and inventions.

Sts read through the sentences. Pre-teach the following words from the video: GPS, satellite, space, an invention, to invent something, a research center, an object, instant coffee, to pour (coffee), coffee filter and delicious. Play video/audio track 8.8. See TB page 361 for video/audio script. Sts watch/listen and choose the correct words to complete the sentences. Check answers. Answers 1 GPS 2 coffee filters

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5

■

phrases

■

life stages LISTENING

SKILLS SKILLS

8B 7B

A Look at the irregular simple past forms in the chart. Write the infinitive of each verb. Then check in the Irregular verbs list on page 176. Infinitive

Simple past

Kate or Simon?

Infinitive

Simple past

1

took

5

thought

2

had

6

went

3

told

7

made

4

cost

8

gave

B

Kate or Simon?

8.8 Watch or listen again. Who says the irregular simple past forms in 5A? Write K (Kate) or S (Simon).

Go to Vocabulary practice: irregular verbs, page 150

6

8.10 Watch or listen to the second part of the show. Match the people with the services that they mention. There is one service that you don’t need.

cooking app online language courses sightseeing app online fashion store

2 Marcello:

1 Vanessa:

7

3 Xander:

8.10 Watch or listen again. Choose the correct options to complete the sentences. 1 2 3 4 5 6

Vanessa’s birthday is on May 10th / 12th / 28th. It usually costs about £11,000 / £23,000 / £33,000 to start a company. She got her degree in 2002 / 2010 / 2012. Marcello got married two / three / four years ago. Xander finished his invention on April 1st / 3rd / 5th. His invention costs about $1.13 / $1.30 / $1.19.

Listening builder

phrases

People often use set phrases when they talk, especially in informal situations. Learn them as phrases, not just individual words: I’m just in time. Bye for now!

8

8.11 Read the Listening builder. Complete the sentences with the phrases in the box. Listen and check.

First of all a cup of coffee Of course you can! Bye for now! What do you do? 1 2 3 4 5

9

A B I sell computers. A Can I ask you a question? B A See you tomorrow. B See you! A Would you like and a cookie? B Yes, please. A How did you start writing books? B , I wrote a blog, and then I wrote a book.

In pairs, think of someone interesting that you know and talk about his/her life story. My grandma was born in Lima in 1929. She got married to my grandfather when she was 18.

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Think of a famous person that you know about. Write a paragraph about his/her life story.

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SKILLS

5 A

Sts look at the irregular simple past forms and complete the chart with the infinitive of each verb, referring to the Irregular verbs list on page 176 to help. Check answers, and model pronunciation of the irregular forms. Remind sts that they need to learn irregular verb forms.

Listening builder Read the Listening builder box with sts about phrases. Point out that phrases are very common in informal language and they can be difficult to recognize, because they often include very common words such as just, time, etc., but with particular meanings. Point out to sts that it is important for them to learn informal phrases so they can recognize them when they hear them. Ask questions to check concept. Concept check questions: When do people often use phrases? (in informal language/situations). Why are they difficult to recognize? (because they often include very common words with particular meanings). What can you do to recognize phrases better? (learn them as phrases).

Answers 1 take 2 have 3 tell 4 cost 5 think 6 go 7 make 8 give 8.8 Play video/audio track 8.8 again. Sts watch/ B listen to hear who uses each irregular verb and write the correct initial, K (Kate) or S (Simon). Check answers.

Answers 1 S 2 S 3 S 4 S 5 S 6 S 7 K 8 K

Go to Vocabulary practice: irregular verbs, SB page 150/ TB page 313. Sts will find more language presentation and practice for irregular verbs here. Do these exercises with the class, or set them for homework, before continuing with exercise 6 of lesson 8B.

8

8.10 Read out the services, and explain the meanings

as necessary. Pre-teach the following words from the video: university (British English) (= college in American English), a (college) degree, economics, a webcam, technology and to inspire someone. Play video/audio track 8.10. See TB page 362 for video/audio script. Sts watch/listen and match the people with the services they mention. Check answers. Answers 1 online fashion store 2 online language courses 3 sightseeing app

7

8.10 Sts read the sentences and options. Play video/

audio track 8.10 again. Sts watch/listen and choose the correct options to complete the sentences. Check answers. Answers 1 12th 2 £23,000 3 2012 4 three 5 1st 6 $1.30

8.11 Sts read the sentences and complete them with the correct phrases. Play audio track 8.11. See the SB page opposite for audio script. Sts listen to check their answers. Check answers, and check that sts understand the meaning of all the phrases.

Answers 1 What do you do? 2 Of course you can! 3 Bye for now! 4 a cup of coffee 5 First of all

Remind sts to go to the app for further self-study vocabulary practice of irregular verbs.

6

8B

9

To finish off, sts return to the topic of life stages and talk about the life of someone they know. They read the instructions and prepare their answers, then talk about the people in pairs. Get feedback on their discussions.

PERSONAL BEST Sts can practice talking about life stages further. They write a paragraph about the life of a famous person they know. They can compare their paragraphs in pairs. Weaker sts can work in pairs. They choose a famous person and write three or four sentences about their life. Ask some sts to read their sentences to the class, without saying the person’s name. Other sts can listen and guess who the person is.

EXTRA PRACTICE Sts work in pairs. They take turns using their phones to record their classmate talking about their person in exercise 9. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

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8

simple past: regular verbs and past time expressions

LANGUAGE

8C Life in the 1980s 1

2

A

In pairs, look at the pictures. What do you know about life in the 1980s?

B

Do you like the fashion and music from the 1980s? Why/Why not? Discuss in pairs.

Read the text. What is it about? Choose the best summary. 1 It’s about a family who lived in the 1980s without any technology. 2 It’s about a family who stopped living with modern technology. 3 It’s about a family who didn’t like 1980s technology.

BACK TO THE 1980s

In 2013, Canadian couple Blair and Morgan McMillan started to worry about their two young sons, Trey and Denton. The boys used a smartphone and a tablet, and they were always inside – they didn’t want to play outside. Blair and Morgan wanted to change the situation, so they decided to live like a family in the 1980s for a year. They stopped using cell phones, tablets, the Internet, and cable TV! Life changed a lot. Blair and Morgan stopped banking online; instead, they went to the bank in person. They used an old-fashioned camera, not a digital camera. At home, the family listened to cassettes and watched videos. There was an old games console from the 1980s, and the children played Super Mario Bros. on that. And they loved it! For their vacation, the family traveled across Canada using a map, not a GPS. Some things were hard. Blair lost a business partner because he didn’t use a computer or cell phone for his job. It was difficult for the family to communicate with their friends and relatives. They had a phone, but all their friends and family used the Internet or social media. But a lot of things were better. The family saved a lot of money. Also, they enjoyed spending more time together in the evenings and on the weekend. The boys didn’t play with their phones and computers all the time – they played with their toys in the living room, and Blair and Morgan talked on the sofa or watched 1980s TV programs.

3

Read the text again. Are the sentences true (T) or false (F)? 1 2 3 4 5 6

4

The boys liked playing outside before 2013. Blair and Morgan stopped going to the bank in “the 1980s.” The family had a TV before 2013. Blair didn’t use modern technology in his work in “the 1980s.” The family didn’t have much money in “the 1980s.” The family were together more often in “the 1980s.”

Find the affirmative form of the sentences in the text. 1 Blair and Morgan didn’t want to change the situation. 2 They didn’t stop using cell phones. 3 They didn’t use an old-fashioned camera.

4 The family didn’t travel across Canada. 5 The family didn’t save a lot of money. 6 They didn’t enjoy spending more time together.

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8C

LANGUAGE

8C Life in the 1980s Sts read a text about a modern family who decided to give up modern technology and live like a family in the 1980s. Then they practice talking about their own life when they were younger. Grammar Simple past: regular verbs and past time expressions

Pronunciation -ed endings

WARMER Ask: Do you think life is better now than it was in the past? Which things are better? Which things aren’t as good? Elicit a range of answers and ask: Is technology always a good thing? Are there any disadvantages? What are they? Elicit a range of answers.

1 A

Sts look at the pictures in pairs and discuss what they know about life in the 1980s. Get feedback on their answers. Ask sts if they recognize the people in the first two photos. Elicit or explain that they are Madonna and Michael Jackson. The other pictures show: a man dressed in 1980s fashion, with the hairstyle of the time; a woman in 1980s clothes, with curly (permed) hair; a woman in a 1980s office; children using a 1980s computer at home.

B Elicit what music and fashions were popular in the 1980s, e.g., elicit singers such as Michael Jackson and Madonna, bands such as Culture Club and Duran Duran, and fashion styles such as power dressing for women (with big shoulder pads) and romantic styles (with loose, flowing skirts and dresses). Sts work in pairs to discuss what they know about music and fashion in the 1980s, and what they like and dislike. Get feedback on their answers.

2

Read through the three summaries with the class and make sure sts understand everything. Sts read the text quickly and choose the best summary. Check the answer. Answer 2

3

Communication Talking about the past

3 x PRACTICE

SB page 70, exercise 3

1 Do the exercise as normal. When you check answers,

read out each sentence and ask sts all together to shout true if they think it is true or false if they think it is false. Ask a student who gave the correct answer to explain why. 2 Ask sts to cover the text. In pairs, they try to remember as much about the text as they can, using the sentences in exercise 3 as prompts. They can look at the text again to check. 3 Divide the class into four groups, A, B, C and D. Each group looks at one paragraph of the text again in detail and tries to remember it. Put sts into groups of four, with one A, B, C and D student. Sts work in their groups and try to retell the story from the text. They can help each other if necessary. Encourage them to practice more than once, so they can tell the story in a natural, fluent way.

4

Sts look in the text to find the affirmative forms of the sentences. Check answers. Answers 1 Blair and Morgan wanted to change the situation. 2 They stopped using cell phones. 3 They used an old-fashioned camera. 4 The family traveled across Canada. 5 They saved a lot of money. 6 They enjoyed spending more time together.

Sts read the text again and decide if the sentences are true or false. Check answers. Answers 1 F 2 F 3 T 4 T 5 F 6 T

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5

A B

LANGUAGE

8C

Look at the sentences in exercise 4. What ending do regular simple past affirmative forms have? Underline more regular simple past forms in the text. Then read the Grammar box.

Grammar

simple past: regular verbs and past time expressions

Affirmative: They listened to cassettes. I loved playing video games.

Negative: They didn’t watch DVDs. Blair didn’t use a computer for work.

Past time expressions: last week, last month, last year, last summer a few years ago, a week ago, two days ago, three hours ago yesterday morning, yesterday afternoon, yesterday evening

Look! We say last night, NOT yesterday night. We can also say last evening. Go to Grammar practice: simple past: regular verbs and past time expressions, page 127

6

A

8.13 Pronunciation: -ed endings Listen and repeat the three verbs in the chart. Notice how we say the -ed endings.

/d/

/t/ looked

B

changed

/ɪd/ wanted

8.14 Add the verbs in the box to the chart. Listen, check, and repeat.

tried

7

decided

stopped

traveled

played

waited

liked

ended

8.15 Say the sentences. Listen, check, and repeat. 1 We traveled all night. 2 I watched a movie last night. 3 The family saved a lot of money.

8

watched

4 You needed a new cell phone. 5 My father worked on the weekend. 6 I wanted a new computer.

A

Write true sentences with affirmative or negative simple past verbs.

1 2 3 4 5 6

I I I I I I

B

In pairs, compare your sentences. Add more information.

dinner last night. (cook) a photo online yesterday. (post) to the radio this morning. (listen) two years ago. (move) German at school. (study) in a different city when I was younger. (live)

A I cooked dinner last night. I cooked lasagna.

B I cooked chicken last night.

Go to Communication practice: Student A page 163, Student B page 172

9

A • • • •

B

Write one thing for each point below. A TV program or movie you watched last week: A place you traveled to last year: A game or sport that you played last month: The job that you wanted to do when you were a child: Work with your classmates. Find someone with the same answer as you.

A When I was a child, I wanted to be a vet. How about you? B I didn’t want to be a vet. I wanted to be a farmer.

10

Tell your classmates about different people in your class. Erica wanted to be a farmer when she was a child.

ogether.

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Choose ten years of your life. Write one important thing that happened in each year.

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LANGUAGE

5 A

Refer sts back to their answers in exercise 4 and read out the question. Elicit the answer – an -ed ending.

Answers

/t/: stopped, watched, liked /d/: tried, traveled, played /ɪd/: decided, waited, ended

B

Sts look at the text on page 70 again and underline more regular simple past forms. Check answers. Answers Blair and Morgan started to worry. they didn’t want to play outside they decided to live Life changed a lot Blair and Morgan stopped banking online the family listened to cassettes and watched videos the children played Super Mario Bros. And they loved it. he didn’t use a computer their friends and family used the Internet the boys didn’t play with their phones they played with their toys Blair and Morgan talked watched 80s TV programs

7

Go to Grammar practice: simple past: regular verbs and past time expressions, SB page 127/TB page 267. Sts will find more language reference, presentation, and practice for regular verbs in the simple past and past time expressions here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 8C. Remind sts to go to the app for further self-study grammar practice of regular simple past verbs and past time expressions.

6 A

8.13 Play audio track 8.13. See the SB page opposite for audio script. Sts listen and notice the three different ways of pronouncing the -ed ending. Play the audio track again for sts to listen and repeat.

B

8.14 Play audio track 8.14, pausing after each verb

for sts to add it to the chart. See the SB page opposite for audio script. Sts listen to check their answers and repeat.

8.15 Sts work in pairs and practice saying the sentences. Play audio track 8.15 for sts to listen and check their pronunciation. See the SB page opposite for audio script. Play the audio again for sts to listen and repeat.

8 A

Allow sts time to read through the fill-in-the-blank sentences and check they understand everything. Sts write true sentences with affirmative or negative verbs in the past simple. Answers 1 cooked / didn‘t cook 2 posted / didn‘t post 3 listened / didn‘t listen 4 moved / didn‘t move 5 studied / didn‘t study 6 lived / didn‘t live

B Ask two sts to read out the example answer. Sts then work in pairs to compare their sentences and add more information. Ask some sts to tell the class something about their partner.

Grammar Read the Grammar box with sts about regular verbs in the simple past and past time expressions. Explain that regular verbs add -ed to form the simple past, and the form is the same for all persons. Point out that with some verbs there are spelling changes, e.g., a double letter in stopped. Point out that, as with irregular verbs, we form the negative with didn’t + the infinitive: didn’t want. Read through the time expressions and explain the meanings. Point out the position of ago after the noun: a week ago NOT ago a week. Ask questions to check concept. Concept check questions: We listened to music – simple present or simple past? (simple past). Regular or irregular verb? (regular). How do we form the simple past for regular verbs? (we add -ed). Does the form change for I, you, he, etc? (no). How do we form the negative? (with didn’t and the base form). They didn’t waited for me – correct? (no – they didn’t wait for me). We finished ago two weeks – correct? (no – two weeks ago).

8C

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 163. All “Student B” sts should go to SB page 172. Go to TB page 339 for the teacher notes. Do the activity, and then continue with exercise 9A of lesson 8C.

9 A

Read through the list with the class and make sure they understand everything, including the past time expressions. Sts write their answers individually.

B Ask two sts to read out the example dialogue. Explain that we use How about you? to ask the same question back to someone. Sts move around the class and try to find someone with the same answers as them. Point out that they will need to tell the class something about their classmates, so they should listen carefully to what they say.

10

Ask individual sts to tell the class something about their classmates.

PERSONAL BEST Sts can practice using the simple past further. They choose ten years of their life and write an important thing that happened in each one. Monitor and help with vocabulary and irregular past forms if necessary. Sts can compare their sentences in pairs. With weaker classes, write the following prompts on the board: Yesterday, I ... Last week, I ... Last year, I ... In 2015, I ... Sts complete the sentences with their own ideas. Monitor and help with vocabulary and irregular past forms if necessary. They can compare their sentences in pairs.

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SKILLS

WRITING

planning and making notes

■

sequencers

8D What happened to you? 1 2

Think of something interesting that happened to you last week, last month, or last year. Tell your partner. Read Tony’s story. Did he get the job?

My nightmare job

interview

L

ast week, I had a job interview. The interview was on Friday at 9:30 a.m. in New York City. On Thursday evening, I prepared a presentation on my laptop and checked the train times and the address of the company. Before the interview, I felt confident. I went to bed early because I wanted to sleep well. On Friday morning, the problems started. First, I didn’t hear my alarm, and I woke up late. I didn’t have time to take a shower or have breakfast. I ran out of the house.

3

It started to rain, so I stopped to buy an umbrella. Then I ran to the station, but I missed my train! I felt quite stressed, but there was another train in twenty minutes. I called the company, and they changed the interview to 10:30 a.m. I felt a bit more relaxed. Later, I arrived in New York, and I checked my phone to see where the company was. But my phone had no battery! I was very late when I arrived at their office. After I got to the interview room, I opened my bag to take out my laptop, but it wasn’t there! I felt really stressed, and I had a terrible interview. I wasn’t surprised when I didn’t get the job! by Tony Smart

Read the story again. Order events a–h from 1–8. a b c d

The interview started. Tony checked the address. They changed the interview time. He checked the train times.

Skill

e f g h

His phone didn’t have any battery. It started to rain. He went to the station. He saw that he didn’t have his computer.

planning and making notes

Before you write a story about yourself, ask yourself the following questions and make notes: 1 When did it happen? 2 Where were you at the start? 3 What were the main events? 4 How did you feel at different times? 5 What happened in the end?

4

Read the Skill box. Imagine you are Tony and answer the questions in the Skill box.

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SKILLS

8D

8D What happened to you? Sts read a story about a disastrous interview. Then they write a story about a good, bad, or strange experience that they had in the past. Writing A story about an experience

Skill Planning and making notes

Text builder Sequencers

WARMER Play a game to review simple past forms. Put sts into teams and ask them to close their books. Say the base forms of verbs that sts have studied in the simple past in this unit, e.g., have, make, read, go, buy, want, wait, etc. Include a mixture of regular and irregular verbs. As you say each verb, teams race to give the correct simple past form. They get a point for a correct answer, but lose a point if they give an incorrect answer. See which team has the most points at the end.

1

Give an example of something interesting that happened to you last week, e.g., I bought a new phone. Sts work in pairs to tell a partner about something interesting that happened to them. Ask some sts to tell the class what they learned from their partner.

2

Read out the title of the story and pre-teach nightmare and interview if necessary. Sts read the story and answer the question. Check the answer. Answer No, he didn’t get the job.

3

Students read the story again and order the events. Check answers. Answers 1 d 2 b 3 g 4 f 5 c 6 e 7 h 8 a

Skill Read the Skill box with sts about planning and making notes. Explain that it is important in a story to make it clear what order the events happened in.

4

Sts imagine that they are Tony and answer the questions about the story. Check answers. Answers 1 on Friday morning 2 at home 3 I woke up late, missed the train, changed the interview time, arrived late and started the interview, realized my laptop wasn’t in my bag, didn’t get the job. 4 I felt confident the night before. I felt stressed when I missed my train. I felt more relaxed when I changed my interview time. I felt very stressed again when I found my laptop wasn’t in my bag. 5 I had a terrible interview and didn’t get the job.

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planning and making notes

5

■

sequencers

WRITING

SKILLS

8D 7D

Match the notes with the different questions in the Skill box.

a fell asleep on the bus to the airport, didn’t get off the bus at the airport, missed the plane, slept at the airport b last month c

London, on vacation

d got a flight the next day e

tired (on the bus), stressed and angry (at the airport), very tired, but happy (the next day)

Text builder

sequencers

We can connect events with words such as first, then, later, before, and after. We use these to show the time order of the events: First, I got up late. Then I took a shower. Later, I went out for coffee. We use before and after + a noun or verb phrase: Before the interview, … After I got to the interview room, …

6 7

Read the Text builder. Underline the sequencers in the story on page 72. Choose the correct sequencers to complete the sentences. 1 2 3 4 5

8

I always walk my dog in the evening before / after I go to bed. First / Before, I had a cup of coffee. Then I went shopping. I felt very tired on the trip home. Later / Before, I fell asleep on the sofa. We bought some food. First / Then we made a nice meal. Are you coming before or after / later dinner?

Complete the text with the words in the box. then first later before after (×2) I had a terrible day yesterday. 1 2 I leave the house. 3 them in my jacket pocket. 5 I went to speak to my boss. 6

9

, the coffee machine broke – I always have a cup of coffee I couldn’t find my car keys. 4 30 minutes, I found , I had an argument with a colleague at work. It was awful, so I spoke to her about the situation, I felt a lot better.

Write sentences about yesterday. Use the sequencers in exercise 8. After I arrived at work, I made a large cup of coffee.

10

A

PREPARE

Think about a good/bad/strange experience you had. Make notes about these things:

• the introduction to the story: When did it happen? Where were you? Who were you with? • the events of the story: What happened? What problems did you have? What did you do? How did you feel? What happened in the end?

B C • • • •

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PRACTICE

Write a story about your experience.

PERSONAL BEST

Read another student’s story. Check that:

the introduction is clear. the events of the story are clear. the verbs are in the correct simple past form. the sequencers show the order of events clearly.

Choose a well-known movie and describe the events. Ask your partner to guess the movie.

EXTRA PRACTICE Workbook page 47; photocopiable activity 8D Skills

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SKILLS

5

Sts match the notes with the questions in the Skill box on page 72. Check answers. Answers a 3 b 1 c 2 d 5 e 4

9 10

Text builder Read the Text builder box with sts about sequencers. Explain that we use sequencers to make it clear when the events in a story happened, and in what order. Explain that we use First, Then, and Later at the beginning of a sentence, often followed by a comma. Point out that before and after are followed by a noun or a verb phrase. Ask questions to check concept. Concept check questions: What do sequencers tell us? (when events happened and in what order). Which sequencer do we use for event number 1? (First). Which do we use for the next event? (Then). Which do we use for an event that happens after a while? (Later). Where in a sentence do we use First, Then, and Later? (at the beginning, often with a comma after them). What comes after “before” and “after”? (a noun or verb phrase). After the meal, I went home – correct or incorrect? (correct). After we finished eating, I went home – correct or incorrect? (correct).

6

Sts look at the story on page 72 again and underline the sequencers. Check answers. Answers First, Then, Later, After

7

Sts read the sentences and choose the correct sequencers to complete them. Check anwers. Answers 1 before 2 First 3 Later 4 Then 5 after

3 x PRACTICE

SB page 73, exercise 7

8

Sts read the text and complete it with the correct sequencers. Check answers.

Sts write some sentences about what they did yesterday, using the sequencers in exercise 8. Sts can compare their sentences in pairs. Ask some sts to read their sentences to the class. Students follow the steps to write a story about an interesting or unusual experience they had.

A

PREPARE Sts prepare their ideas. With weaker classes, you could brainstorm some ideas first, e.g., a trip that went wrong, an unexpected meeting with someone, etc.

B PRACTICE Sts use the story in exercise 2 as a model and write their own story. Refer sts back to the Skill box on page 72 and remind them to use their notes to make the story clear. Refer them back to the Text builder box and encourage them to use a range of sequencers to make it clear when the events happened and in what order. You could set this stage for homework if you prefer. C

PERSONAL BEST Sts work in pairs. They exchange their story with their partner and check it, using the checklist provided. Encourage them to give some positive feedback on the content of the story, too, and encourage a spirit of peer support and cooperation.

PERSONAL BEST Sts can practice writing stories further by describing the events in a well-known movie. Remind them to use sequencers. They read their descriptions to each other in pairs and try to guess their partner’s movie. Weaker sts can work in pairs. They think of a movie they both know and write five sentences about what happened in it, using sequencers to order the events. Sts can then work together in groups of four to read their sentences to each other and guess the movies.

EXTRA PRACTICE With books closed, write the following base forms and fill-in-the-blank sentences on the board: arrive feel go have run wake up

1 Do the exercise as normal. When you check the

answers, read out each sentence with both options in turn and ask: Which is correct? Why? What does the sequencer tell us? 2 Ask sts to cover the exercise. Read out each pair of events from the sentences, e.g., walk my dog, go to bed. Sts work in pairs and try to write the sentences from memory. They can look at the exercise again to check. 3 Sts work in pairs and rewrite each sentence using a different sequencer, e.g., First, I walk my dog. Then, I go to bed. Ask pairs to read their sentences to the class. Ask other sts: Is the meaning the same as the original sentence?

8D

1 2 3 4 5 6

Last week, I ___ a job interview. I ___ confident. I ___ to bed early. I didn’t hear my alarm and I ___ late. I ___ to the station. Later, I ___ in New York.

Sts work in pairs and complete the sentences with the correct simple past verb forms from memory. Sts can check their answers in the text. Check answers and ask: Which verb is regular? (arrive) Remind sts that they need to learn irregular simple past forms. Answers 1 had 2 felt 3 went 4 woke up 5 ran 6 arrived

Answers 1 First 2 before 3 Then 4 After 5 Later 6 After

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7 and 8

REVIEW and PRACTICE

Grammar 1

2

3

Complete the text with the correct form of the verbs in parentheses.

Choose the correct options to complete the sentences. 1

How a many b often c much

fruit do you eat in a week?

2

I have a an b any c two

3

There isn’t a any b some c a

4

For this recipe, I need some peas and a any onions b some onions c a onion

eggs every day for breakfast.

milk in the fridge.

5

How are there for dinner? a much people b many people c many persons

6

There isn’t a lot of b a lot of c a lot

7

Last night, there a weren’t b isn’t c wasn’t

8

My nephew doesn’t like a a b much c any

.

Bel Pesce is a famous Brazilian entrepreneur. When she 1 (read) (be) seventeen she 2 about the American university MIT and decided that she 3 (find) the name of the only (want) to study there. She 4 Brazilian graduate from the school and arranged to meet him. She 5 (take) a box of awards with her and 6 (spend) hours discussing her ideas with him. After that, she 7 (decide) to apply to MIT and, three months later, they 8 (accept) her. She completed her studies and (work) for Microsoft, Google, and other then 9 IT companies. She 10 (write) a book in 2013 called The Brazilian Girl from Silicon Valley.

cheese.

any bread in the store.

green vegetables.

Vocabulary 1

Rewrite the sentences with the simple past tense. 1

I sometimes work from home. Last Tuesday, I

2

He often goes to Paris. Three weeks ago, he

3

juice

pear

banana

slice

bottle

jar

box

3

fridge

microwave

GPS

dishwasher

4

cheese

beef

ice cream

milk

5

crackers

beans

carrots

peas

6

coffee

tea

cake

water

7

salad

cereal

pasta

rice

8

tablet

smartphone

freezer

laptop

. .

I call my sister most days. This morning, I

8

apple

2

We visit friends most weekends. Last weekend, we

7

.

1

I get up early. Yesterday morning, I

6

.

They sometimes play tennis. Last weekend, they

5

.

She often eats out. Last night, she

4

.

Circle the word that is different. Explain your answer.

.

They see their parents every month. Last month, they

.

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REVIEW and PRACTICE

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. When you check the

Sts read the sentences and questions and choose the correct options to complete them. Check answers. Answers 1 c 2 c 3 a 4 b 5 b 6 b 7 c 8 c

2

Read out the task and remind sts to think about which verbs are regular and which are irregular in the simple past. Sts rewrite the sentences in the simple past. Check answers. Answers 1 worked from home 2 went to Paris 3 ate out 4 played tennis 5 got up early 6 visited friends 7 called my sister 8 saw their parents

3

Explain that MIT stands for Massachusetts Institute of Technology, an American university that specializes in science and technology, and Silicon Valley is an area of the U.S. where there are a lot of technology companies. (NB American English speakers use both university and college.) Ask sts to read the text through quickly for general meaning. Ask: How many Brazilian students were there at MIT before Bel applied? (one). Sts read the text again and complete it with the correct verb forms. Check answers.

7 and1B 8

SB page 74, exercise 3

answers, focus on each verb and ask: Regular or irregular? What is the correct simple past form? 2 Ask sts to close their books. They work in pairs and try to remember as much as they can about Bel. You could write some prompts on the board to help them, e.g., from? seventeen, MIT, meet, apply. They can check by looking in their books. 3 Sts work in pairs and imagine what the other Brazilian graduate said to Bel about his experiences of MIT. As a class, brainstorm some ideas first, e.g., I went to MIT because I wanted to get a good education. I enjoyed studying there. Sts can practice saying their sentences. Ask some sts to read their sentences to the class.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 juice (the others are all fruits) 2 slice (the others are all containers) 3 GPS (you use all the others in the kitchen) 4 beef (the others are all dairy products) 5 crackers (the others are all vegetables) 6 cake (the others are all drinks) 7 salad (the others are all grains) 8 freezer (the others are all types of computer)

Answers 1 was 2 read 3 wanted 4 found 5 took 6 spent 7 decided 8 accepted 9 worked 10 wrote

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REVIEW and PRACTICE

2

3

Personal Best

Match definitions 1–8 with objects a–h. This is something for: 1

cooking something quickly

a digital camera

2

talking to your friends

b freezer

3

keeping food frozen

c dishwasher

4

taking photos

d GPS

5

helping you find your way

e microwave

6

doing the dishes

f    smartphone

7

watching TV shows you missed

g fridge

8

keeping things cold

h video recorder

Complete the sentences with the correct form of the verbs in the box. meet finish get have go be born start retire

4

1

All of our children

2

My daughter years old.

3

You normally can’t sixteen.

4

In the UK, students usually don’t live at home when they to college.

5

To get a good job, you need to

6

People often

7

My sister

8

My parents

in July.

on Less 7A

son 8A Les

Name five vegetables.

Name five kitchen objects.

on Less 7A

Think of three kinds of food that are uncountable.

son 8A Les Write a sentence with there weren’t.

school when she was four school before you are

a good degree.

their partners at work.

son 7B Les

on Less 8B

Name two pronouns and two possessive adjectives.

Name six important life stages.

her second baby last year. in 2010 at the age of 60.

Put the words in the correct columns. cereal onions freezer carton fridge rice carrots pepper dishwasher bread bag glass cabbage microwave pasta

Vegetables

7 and 8

Containers

Kitchen equipment

Lesson 7C

Write two questions, one with How much …? and one with How many …?

son 8C Les Write two sentences beginning a few years ago.

Grains

son 7C Les Write a sentence with a few.

on Less 8C List six regular verbs and put them in the simple past.

son 7D Les

son 8D Les

Give three phrases for ordering food in a restaurant.

Write three things you did yesterday with first, then, and later.

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REVIEW and PRACTICE

2

Sts match the definitions with the objects. Check answers. Answers 1 e 2 f 3 b 4 a 5 d 6 c 7 h 8 g

3

Answers 1 were born 2 started 3 leave 4 go 5 get (have is also possible) 6 meet 7 had 8 retired

SB page 75, exercise 3

1 Do the exercise as normal. When you check the

answers, focus on each fill-in-the-blank sentence and ask: Which verb? Why? Which verb form? Why? Discuss any differences of opinion and elicit the correct answers. 2 Ask sts to close their books. Write the second part of each life stage expression on the board, e.g., born, school, college, degree. Sts work in pairs and try to remember the sentence for each life stage. They can check by looking in their books. 3 Sts work individually. They write four questions to ask a partner about life stages, e.g., When did you start school? When would you like to retire? Sts can work in pairs to ask and answer their questions. Ask some sts to tell the class something they learned about their partner.

4

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization.

Sts read the sentences and complete them with the correct form of the verbs in the box. Check answers.

3 x PRACTICE

7 and1B 8

These questions and prompts give sts the opportunity to revise a number of language and skills points from the preceding two units in a more productive way. The points being revised are referenced according to which lesson they appear in (e.g., Lesson 8A). They cover grammar, vocabulary, text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 7, pages 42 and 43 Unit 8, pages 48 and 49

Sts add the words to the table in the correct columns. Check answers and check that sts understand all the words. As an extension, sts could work in pairs and add more words to the table. Answers Vegetables: onions, carrots, pepper, cabbage Containers: carton, packet, bag, glass Kitchen equipment: freezer, fridge, dishwasher, microwave Grains: cereal, rice, bread, pasta

43

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UNIT

9

Education, education! LANGUAGE

past of be and simple past: questions

■

school subjects and education

9A School days 1

Do you have these types of schools in your country? In pairs, discuss the ages when you start and finish each type of school. We start nursery school when we’re two and finish when we’re four. • nursery school • kindergarten • preschool

2

3

• elementary school (primary school) • middle school • high school (secondary school)

A B

Read the text. Do South Korean students study more or less than students in your country?

1 2 3 4 5

What is a Hagwon? What do South Korean high school students say you can do if you sleep for three hours? What do they say you can do if you sleep for six hours? What lessons do elementary school students have? What is Hanja?

Read the text again and answer the questions.

Find five school subjects in the text.

School system in

South Korea Education is very important in South Korea. School days are long – students are often in school for eight hours. A lot of parents also send their students to a Hagwon, a private school where they have extra lessons before or after their normal school. Teachers give a lot of homework, too. All these hours, weeks, and years of study decide if students do well on their exams and can go to a good college, which is very important in South Korean society. High school students in their last year have a saying: sleep three hours and go to a top college. Sleep six hours and forget about college.

Nursery school and kindergarten (ages 0–6) Students can start going to school from a very young age. Playing games is an important part of lessons.

Elementary school (ages 6–12) As well as subjects like geography and math, students have lessons about how to be practical, how to enjoy life, and how to have good morals.

Middle school (ages 12–15) At this age, students start learning to write Hanja, the Chinese characters that are used in the Korean language.

High school (ages 15–18) There are different types of high schools, for example, science high schools, foreign language high schools, and art high schools.

Go to Vocabulary practice: school subjects and education, page 151

4

A 1 2 3 4 5 6

9.3 Listen to Ji-hoon. Are the sentences true (T) or false (F)?

He started nursery school when he was two years old. He went to a Hagwon in middle school. He was good at English. He went to an arts high school. He went to the library after school. He didn’t go to college.

Person

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EXTRA PRACTICE Workbook page 50; photocopiable activity 9A Vocabulary

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UNIT

UNIT

Education, education! 9 UNIT 9 OVERVIEW: This unit looks at education. Sts read about the school system in South Korea, and read a text about people who studied and learned in unusual ways. They talk about their own experiences of education, and discuss the advantages and disadvantages of homeschooling. Sts read about some new apps that can help you make changes in your life, and discuss things they would like to do one day. Finally, sts learn how to talk about problems, and practice sounding sympathetic and making suggestions. SKILLS

LANGUAGE Grammar Simple past: questions; verb patterns: verb + to + infinitive

Vocabulary School subjects and education; resolutions

Reading Understanding words that you don’t know; because and so

Pronunciation Intonation in questions; ‘d like and like

Speaking Making suggestions; sounding sympathetic

9A

LANGUAGE

9A School days Sts read about the education system in South Korea, and listen to an interview with a young person from South Korea. Then they talk about their own experiences of education. Grammar Simple past: questions

Vocabulary School subjects and education (art, biology, chemistry, foreign languages, geography, history, IT, literature, math, music, PE, physics, science, social studies, technology; do (a test/an exam/homework), fail, get into (college), go to (school), pass, take (a test/an exam); college, elementary school, high school, kindergarten, middle school, nursery school, preschool)

WARMER Write the word education on the board. Ask: What words come into your head when you see this word? Elicit a few ideas, and discuss who in the class has a positive and negative view of education. Ask sts individually to write three words that sum up education for them. Tell them the words can be a sentence, e.g., I love it! or they can be three individual words, e.g., boring, necessary, hard. Ask sts in turn to read their three words to the class and explain why they chose them.

1

Read through the types of school. Sts work in pairs to discuss which types they have in their country, and when they start and finish each type. Ask some sts to tell the class something they learned from their partner.

3

B

Sts read the text again and answer the questions. Answers 1 a private school where children can have extra lessons 2 go to a top college 3 forget about college 4 usual subjects like geography and math, and also how

Personal Best

Communication Talking about education

Sts look at the text again and find five school subjects. Check answers. Answers geography, math, science, foreign languages, art

Go to Vocabulary practice: school subjects and education, SB page 151/TB page 315. Sts will find more language presentation and practice for schools subjects and education vocabulary here. Do these exercises with the class, or set them for homework, before continuing with exercise 4A of lesson 9A. Remind sts to go to the app for further self-study vocabulary practice of school subjects and education vocabulary.

2 A

Elicit what sts know about South Korea. Sts read the text and answer the question. Ask for their answers.

Pronunciation Intonation in questions

4 A

9.3 Allow sts time to read through the sentences. Check they understand library. Play audio track 9.3. See TB page 362 for audio script. Sts listen and decide if the sentences are true or false. Check the answers.

Answers 1 F 2 T 3 F 4 F 5 T 6 F

to be practical, how to enjoy life and how to have good morals 5 the Chinese characters that are used in the Korean language

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past of be and simple past: questions B

school subjects and education

LANGUAGE

9A 7A

9.3 Listen again and complete the questions.

1 When 2 3 What

5

■

you

you

school? school? your best subject?

4 5 6

you good at English? you a lot of homework? you into college?

Look at the questions in 4B and complete the rules. Then read the Grammar box. 1 For the verb be, we make past questions with (question word) +

/

2 For other verbs, we make past questions with (question word) +

+ subject + infinitive.

Grammar

+ subject.

past: questions Simple past: Did you enjoy school? Did your school have a swimming pool? What subjects did you study in high school? Where did you go to college?

Past of be: Were you a good student? Was English your favorite subject? Who was your teacher? What were your worst subjects?

Go to Grammar practice: past: questions, page 128

6

A

9.5 Pronunciation: intonation in questions Listen to the questions. Do they have rising ⤴or falling ⤵intonation at the end?

1 Did you enjoy school? 2 Were you a good student? 3 Did you study music in school?

B

Match the beginnings of rules a–b with the endings.

⤴

a We use rising intonation for …

questions with a question word.

b We use falling intonation for …

questions with a yes/no answer.

⤵

s 0–6)

g age.

7 8

9.5 Say the questions from 6A. Listen, check, and repeat.

Complete the questions with did, was, or were. Then ask and answer the questions in pairs. 1 2 3 4 5 6

ts have and

he uage.

4 Where did you go to college? 5 What was your favorite subject? 6 Why did you study Russian?

What subjects you study in high school? What your favorite subject? there a lot of homework? What subjects you good and bad at? When you start and finish high school? you do well on your exams in school?

Go to Communication practice: Student A page 164, Student B page 173

9

A

Look at the sentences. Decide what questions you need to ask.

1 Did you do homework before school?

e, and

Find a classmate who … 1 2 3 4 5 6 7 8

Name:

did homework before school. studied until ten in the evening. was the best student in his/her class in school. had classes on Saturdays. was very good at math. played sports for his/her school. learned a musical instrument in school. didn’t enjoy school.

B

Ask different classmates the questions. Try to find someone different for each sentence. Give more information when you answer the questions. A Did you play sports for your school?

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B Yes, I did. I was on the school basketball team!

Find someone who went to school in another town or city. Ask him/her five questions about his/her school.

EXTRA PRACTICE Workbook page 50; 00; photocopiable activity 9A Grammar

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9A

LANGUAGE 9.3 Allow sts time to read the questions, and then B play audio track 9.3 again. Sts listen and complete the questions. Check the answers.

Answers 1 did, start 2 Did, enjoy 3 was 4 Were 5 Did, have 6 Did, get

3 x PRACTICE

Answers 1 rising 2 rising 3 rising 4 falling 5 falling 6 falling

6 B

Answers a We use rising intonation for questions with a yes/no answer. b We use falling intonation for questions with a question word.

SB page 77, exercise 4A/B

1 Do exercise 4A as normal. To check answers, read

out each sentence in turn and ask: True or false? How do you know? Elicit the answers, and what sts can remember from the audio. Ask sts to correct the false sentences. Do exercise 4B as normal. 2 Ask sts to cover exercise 4B. Write prompts on the board for the six questions, e.g., start school, enjoy school, etc. Sts work in pairs and try to remember the questions. They can look at their books again to check. 3 Read out each question and ask: What can you remember about Ji-hoon’s reply? Elicit some ideas, and then play the audio again for sts to listen and check. In pairs, sts can role play the interview with Ji-hoon.

5

Sts look at the questions in exercise 4B again and complete the rules. Check the answers. Answers 1 was, were 2 did

Grammar Read the Grammar box with sts about simple past questions. Point out the word order in the questions with be: Were you a good student? NOT You were a good student? Point out the word order in the questions with did: Did you enjoy school? NOT You did enjoy school? Elicit that we use the base form of the verb, NOT the simple past. Ask questions to check concept. Concept check questions: You were happy – can you make this a question? (Were you happy?). When you did finish school? – correct or incorrect? (incorrect – When did you finish school?). Did you enjoyed music? – correct or incorrect? (incorrect – Did you enjoy music?). Why? (We use the base form in simple past questions). He enjoyed school – can you make this a question? (Did he enjoy school?). Go to Grammar practice: simple past: questions, SB page 128/TB page 269. Sts will find more language reference, presentation, and practice for simple past questions here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 9A. Remind sts to go to the app for further self-study grammar practice of simple past questions.

6 A

9.5 Play audio track 9.5. See the SB page opposite for audio script. Sts listen and decide if the questions have a rising or falling intonation. Check the answers, playing the audio track again for sts to hear the correct intonation.

Sts match the beginnings of the rules with the endings.

7

9.5 Sts work in pairs saying the questions from 6A. Play the audio again for sts to listen and repeat.

8

Sts complete the questions with the correct words. Check answers, and model pronunciation of the questions. Allow sts time to prepare their answers individually. Then they work in pairs to ask and answer the questions. Answers 1 did 2 was 3 Was 4 were 5 did 6 Did

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 164. All “Student B” sts should go to SB page 173. Go to TB page 341 for the teacher notes. Do the activity, and then continue with exercise 9A of lesson 9A.

9 A

Sts look at the prompts and write the questions they need to ask. Check the answers. Answers 1 Did you do homework before school? 2 Did you study until ten in the evening? 3 Were you the best student in your class in school? 4 Did you have classes on Saturdays? 5 Were you very good at math? 6 Did you play sports for your school? 7 Did you learn a musical instrument in school? 8 Did you enjoy school?

B Ask two sts to read out the example question and answer. Sts then move around the classroom asking their questions. Stop the activity when someone has found a student for each category. Ask some sts to tell the class something about one of their classmates. PERSONAL BEST Sts can practice asking questions in the past further. They think of five questions to ask someone who went to school in another town or city. When sts have prepared their questions, they move around the classroom again and find someone to ask their questions to. Ask some sts to tell the class something they learned about their classmates. Weaker sts could work in pairs and think of three more questions to ask their classmates about education, e.g., Did you have a lot of exams? Did you do well on your exams? Did you study any unusual subjects? Put pairs together into groups of four to ask and answer their questions. Ask some sts to tell the class something they learned about their classmates.

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97

SKILLS

READING

understanding words that you don’t know

■

because and so

9B Lifelong learning 1

A

Look at the skills. Check ( ) the ones that you can do now. Cross out (X) the ones that you can’t do.

• drive a car • ride a bike

B

• speak German • play a musical instrument

• sail a boat • create a website

Discuss how you learned to do each skill in pairs.

I took driving lessons when I was eighteen.

2

Read the introduction to each section in the text. Match the headings with the sections. Adult learning

3

Homeschooling

Self-study

Work in groups of three. Each person reads one of the interviews. Close your books and tell your group about the person in the interview. I read about Ana. Her parents homeschooled her because …

Skill

understanding words that you don’t know

When you read a text, don’t worry if there are words you don’t understand. First, read the whole text to understand the main idea. Then look at the new words. Ask yourself these questions: • Are they verbs, nouns, or adjectives? • Do they look similar to words in your language? • Does the topic or sentence help you understand the meaning?

4

A Read the Skill box and look at the sentences from the text. Are the bold words verbs, nouns, or adjectives? 1 2 3 4

Some of the world’s most successful people had parents who chose homeschooling. I didn’t enjoy it at first because I missed my friends. He cofounded WhatsApp, the world’s most popular messaging app, with Brian Acton. Do you have any advice for people who want to teach themselves something?

B

In pairs, discuss what you think the words mean. Use the text to help you. Check in a dictionary to see if you are right.

Text builder

because and so

We use because to give a reason: I didn’t enjoy it at first because I missed my friends. We use so to give a result: The lessons were really easy for me, so my parents decided to teach me at home.

5

6

A B

Read the Text builder. Underline more reasons and results with because and so in the text.

1 2 3 4 5

I found math difficult My grandfather is getting a part-time degree There are lots of self-study videos online I wanted to be a lawyer when I was younger I wanted to homeschool my children

Match the two parts of the sentences and include because or so to complete them. a b c d e

I wanted to earn a lot of money! he didn’t go to college when he was younger. I went to night school to take extra classes. I left my job to teach them. it’s really easy to learn a new skill.

Discuss the questions about homeschooling, self-study, and adult learning in pairs. 1 What are the good and bad things about homeschooling? 2 Are you learning something by yourself right now, or would you like to? What activity or subject is it? 3 Would you like to go back to school when you’re older? Why/Why not?

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9B

SKILLS

9B Lifelong learning Sts read about some successful people who learned in unusual ways. Then they discuss the advantages and disadvantages of homeschooling. Reading A text about successful people who learned in unusual ways

Skill Understanding words that you don’t know

WARMER

Answers 1 doing well and achieving good results 2 felt upset because my friends weren’t there 3 started a company with someone else 4 suggestions that could help someone

Ask: Is school the best way for children to learn? What are the disadvantages of learning at school? Elicit a range of answers, then ask: What other ways are there to learn? What about studying at home? What about studying when you’re older? Do you know anyone who has studied or learned something outside school in this way? Hold a brief class discussion.

Text builder

1 A

Read the Text builder box with sts about because and so. Explain that we use because to give a reason, e.g., He was unhappy because he didn’t have any friends, and we use so to give a result: He didn’t have any friends, so he was unhappy. Ask questions to check concept. Concept check questions: I was late because I missed my train – does “because” introduce a reason or result? (a reason). What was the reason why I was late? (because I missed my train). The weather was bad, so we couldn’t go out – does “so” introduce a reason or result? (a result). Was the weather bad? (yes). What was the result of this? (we couldn’t go out). Can you say the same idea using “because”? (yes – We couldn’t go out because the weather was bad).

Read through the skills with the class. Sts tick the things they can do and cross the ones they can’t do.

B Sts discuss in pairs how they learned to do each skill. Get feedback on their answers. Is there a skill that everyone in the class can do/that no one can do?

2

Point out the introduction to each section in the text, before the questions and answers. Sts read the introductions and match each heading with a section. Check the answers. Ask: Which section are you most interested in reading? Why? Answers 1 Homeschooling 2 Self-study 3 Adult learning

3

Put sts into groups of three and ask them to decide in their groups who will read each interview. Sts read their interviews and then report back to their classmates in their groups. Ask: Which way of learning do you think is the most difficult? Why?

5 A

Sts look at the text again and underline the reasons and results. They could work in pairs for this, or sts could each read the section of text that they read in exercise 3, then report back to the class. Check the answers. Answers

Skill

… the classes were really easy for me … so my parents decided to teach me at home. I didn’t enjoy it at first because I missed my friends. They only had one computer in the whole school, so I taught myself to program from books. It can be hard without a teacher, so you need to love the subject that you’re learning. I started going to night school because I wanted to learn a foreign language.

Read the Skill box with sts about understanding words that you don’t know. Remind them that when they read a text for the first time, it is often a good idea to skim it and not worry about words they don’t understand. Explain that when they read it in more detail, they can often use the context to work out what unfamiliar words mean. Tell them not to stop and think about all new words, as this would take too much time. They should try to identify the important ones and think about those.

B Sts match the sentence parts and join them using so or because. Check the answers.

4 A

Sts could work in pairs for this. Check the answers, and ask in each case: How do you know it is a noun/verb/ adjective? Answers 1 adjective 2 verb 3 verb 4 noun

B Sts discuss in pairs what the words might mean. Encourage them to read the context around each word carefully, and think about whether the word is similar to any words in their language. Sts can check their ideas in a dictionary. Discuss the meaning of each word with them.

Text builder because and so

Answers 1 c so 2 b because 3 e so 4 a because 5 d so

6

Allow sts time to prepare their answers individually. Sts then discuss the questions in pairs. Ask some sts to tell the class something they and their partner agreed on, and something they disagreed on.

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because and so READING

SKILLS

7D 9B

DIFFERENT PATHS 1 In the U.S., about 2.5 million young people have their classes at home. Some of the world’s most successful people had parents who homeschooled them: the scientist Michael Faraday, the rock group the Jonas Brothers, and Soichiro Honda, who started Honda cars. Ana, why did you have classes at home? In elementary school, classes were really easy for me – I helped the teacher! So my parents decided to teach me at home. Did your mother or father teach you? My mother taught me math and science, and my father taught me geography, history, and politics.

Ana, 25, researcher

Did you like learning at home? I didn’t enjoy it at first because I missed my friends. But I really enjoyed studying with my two brothers.

2 A lot of successful people learn their skills themselves. David Karp, who started the photo blog website Tumblr, taught himself to program. Jan Koum is another programmer who learned through self-study. He cofounded WhatsApp, the world’s most popular messaging app, with Brian Acton. Ralph, why did you become interested in programming? I loved making things and solving puzzles when I was a child. With programming, you can do both. Did you learn programming in school? No! I went to school in the 1980s. They only had one computer in the whole school, so I taught myself to program from books. Ralph, 45, businessman

Do you have any advice for people who want to teach themselves something? It can be hard without a teacher, so you need to love the subject that you’re learning.

3 A lot of people go back to school later in life. In 2007, singer Shakira took a college course on the history of western civilization. Basketball star Shaquille O’Neal left college to play in the NBA. He went back to school in 2000, and by 2012, he was Dr. O’Neal. Next on his list? Law school. Eva, when did you leave school? I left school at 16. I got married and had four children. I worked part time. Why did you start to study again? I started going to night school because I wanted to learn a foreign language. I chose French. When did you go to college? When I retired, I went to college to study French. I graduated when I was 73! Eva, 73, retired secretary

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Describe what type of student you are. Do you find learning new things easy?

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SKILLS

9B

PERSONAL BEST Sts can practice talking about education further. They think about what kind of student they are and whether they find it easy to learn new things. Then they work in pairs and describe their learning style to their partner. Encourage them to give examples of the kinds of things they find easy and difficult to learn. Ask some sts to tell the class in what ways they and their partner are similar or different. Weaker sts can make a list of three things they find easy to learn and three things they find difficult to learn. Sts can compare their lists in small groups and discuss what things they all find easy or difficult to learn. Get feedback on their discussions.

EXTRA PRACTICE Ask sts to cover the text on page 79. Write prompts for the questions in the text on the board, e.g., why / you / classes / home mother / father / teach / you you / like / learning / home Sts work in pairs and try to write the simple past questions from the prompts. They can look at the text again to check their answers. Discuss with the class what aspects of the question formation they found difficult. Review the rules if necessary. For extra practice, sts could work in pairs and write two or three more questions they would like to ask the people in the text.

EXTRA PRACTICE Say: Sometimes it’s difficult to learn when no one is teaching you. Ask: Which person in the text might say this? (Ralph). Point out that the sentence doesn’t use exactly the same words as the text. Put sts into pairs and ask them to write two things that each person in the text might say about their education. Encourage them to use information from the text, but reword it using different words. Put pairs together into groups of four to read their sentences to each other and guess the people. Point out to sts that being able to understand paraphrases like this is a useful skill that they can use when they do reading tasks or exams in the future.

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verb patterns: verb + infinitive

LANGUAGE

■

resolutions

9C Change your life 1

A Read the introduction to the text. Did you make a New Year’s resolution this year? Did you keep it? Discuss in pairs. B

Complete the text with the phrases in the box. get in shape save money improve your diet get a new job be more organized

Apps TO CHANGE YOUR LIFE On January 1st every year, millions of us make New Year’s resolutions – things that we want to change in our lives. But only 8% of us are successful! Here are some top apps that can help you keep your resolutions.

MYWELLNESS

This app encourages you to 1 . If you join a gym and scan the code on the machines, it records all the exercise that you get. It also helps you plan your exercise goals.

ALLRECIPES You can get bored eating the same food every day. You tell Allrecipes what’s in your cabinets and fridge, and it gives you some new and healthy recipes. It’s a great way to 2 .

TOSHL FINANCE

This app teaches people to 3 . It shows you how you spend your money and gives you ideas about how to save.

EVERNOTE This is a great planning app for students who want to 4 . It organizes your study plans and gives you to-do lists. It can help you get good grades and pass exams.

SWITCH

This app can encourage you to 5 . If you see a job you like, you can contact the company. They see your profile but not your name, so you can keep it a secret from your manager!

2

In pairs, look at the apps again. Tell your partner which apps you think are good for you and why. I think Allrecipes is a good app for me. I usually eat the same food every day.

Go to Vocabulary practice: resolutions, page 152

3

A

9.7 Listen to people talking about the changes they want to make. Match the people with the apps from the text.

1 Megan 2 Zafar

B

3 Tatyana 4 María

5 Raymond

9.7 Listen again. Complete the sentences with the verbs in the box.

need (×2) ’m planning want ’d like hope 1 2 3 4 5

I I I I I

to learn how to cook some new things. to save money for my vacation. to get a new job this year. to lose six kilos before the summer. to go to college next year, so I to get good grades and pass my exams.

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9C

LANGUAGE

9C Change your life Sts read about some apps that can help people to make changes in their life. Then they discuss what changes they would like to make, and what things they would like to do in the future. Grammar Verb patterns: verb + to + infinitive

Vocabulary Resolutions (be (more) organized, buy a car, earn (more) money, get (more) exercise, get a (new) job, get in shape, have an interview, improve your diet, improve your relationship (with someone), join a gym, lose weight, make (new) friends, meet someone new, run a marathon, save (more) money)

WARMER Ask: Are you happy with your life? Do you enjoy your job? Do you have a nice place to live? What things would you like to change to make your life better? Elicit a few ideas, and then ask sts to write down three changes they would like to make in their lives. Sts can compare their ideas in small groups. Get feedback on their discussions and see what kinds of changes most sts would like to make.

1 A

Read the questions with the class and explain New Year’s resolution if necessary. Focus on the text and check that sts understand apps. Sts read the introduction to the text and discuss the questions in pairs. Get feedback on their answers.

B

Read the phrases with the class and pre-teach if necessary. Sts read the text and complete it with the correct phrases. Check the answers. Answers 1 get in shape 2 improve your diet 3 save money 4 be more organized 5 get a new job

3 x PRACTICE

SB page 80, exercise 1B

1 Do exercise 1B as normal. To check answers, elicit a

summary of what each app does, and then ask: Which phrase matches this? Why? 2 Ask sts to turn their books over. Write the final word from each phrase on the board. Sts work in pairs and try to remember the phrases. They can look in their books again to check. 3 Say: I want to buy a new phone, but I don’t have any money. What can I do? Elicit the answer: You should save money. Sts work in pairs to imagine three situations in which people might make the resolutions in exercise 1B. Then they work in small groups to tell their classmates the situations. Their classmates give advice using the correct phrases.

2

Allow sts time to prepare their ideas individually. Sts then work in pairs to discuss which apps are good for them and why. Get feedback on their discussions, and see which apps overall sts think are the most useful.

Pronunciation ‘d like and like

Communication Talking about things you would like to do

Go to Vocabulary practice: resolutions, SB page 152/TB page 317 Sts will find more language presentation and practice for vocabulary for resolutions here. Do these exercises with the class, or set them for homework, before continuing with exercise 3A of lesson 9C. Remind sts to go to the app for further self-study practice of vocabulary for resolutions.

3 A

9.7 Read through the task with the class, and then play audio track 9.7. See below for audio script. Sts listen and match each person with one of the apps. Check the answers, asking sts to give reasons to support each answer. 9.7 Audio script

Megan

I like cooking, but I don’t have many new ideas about things to cook. I’d like to learn how to cook some new things. Zafar Oh no! Look at my credit card bill! What do I spend all my money on?! I need to save money for my vacation. Tatyana I really don’t like my job. My boss is terrible and my work is boring. I’m planning to get a new job this year. María I eat pretty healthy food, but I never do any exercise. I hope to lose six kilos before the summer, but I find the gym so boring. I never know what machines to use. Raymond Last year, my grades weren’t very good. I want to go to college next year, so I need to get good grades and pass my exams in the summer. Answers 1 Allrecipes 2 Toshl finance 3 Switch 4 Mywellness 5 Evernote 9.7 Read through the verbs with the class and B pre-teach if necessary. Sts read the fill-in-the-blank sentences and complete them with the correct verbs. Allow sts time to compare their answers in pairs, and then play audio track 9.7 again. Sts listen and check their answers. Check answers with the class.

Answers 1 ‘d like 2 need 3 ‘m planning 4 hope 5 want, need

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4

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resolutions

LANGUAGE

9C

Complete the rule. Then read the Grammar box. After verbs like want, need, hope, and plan, we can use an

Grammar

.

verb patterns: verb + infinitive

I want to improve my diet. I need to get more exercise every week.

I’m planning to save more money this year. I’d like to get a new job.

Look! ’d like is the contracted form of would like. It means want, not like. I’d like to join a gym this year. BUT I like going to the gym.

Go to Grammar practice: verb patterns: verb + infinitive, page 129

5

A

9.9 Pronunciation: ’d like and like Listen and repeat.

I’d like you’d like we’d like

B

I would like you would like we would like

I like you like we like

9.10 Say the sentences. Listen, check, and repeat.

1 I’d like to speak French. 2 I like speaking French. 3 We’d like to play more sports.

6

4 We like playing sports. 5 They’d like to go on vacation. 6 They like going on vacation.

A

Match the two parts to make complete sentences. Some items have more than one possible answer.

1 2 3 4 5 6

I didn’t get any exercise last week. I need I want to get a job in another country, so I need I’m living in a new city. I hope I have a test next week. I’m planning I have a lot of free time. I’d like I want to get a better job, but I need

B

Which of the sentences are true for you? Tell your partner.

a b c d e f

to make some new friends. to start a new hobby. to improve my English. to go to the gym this week. to improve my skills. to study every evening.

I need to improve my English because I want to work in Canada one day.

Go to Communication practice: Student A page 164, Student B page 173

7

A • • • • • •

Think of one idea for each option. Write your answers in the shapes. a person that you’re planning to visit next week a place where you hope to go on vacation one day a language that you’d like to learn a person that you want to speak to today a place where you’d like to live one day something that you’re planning to buy this year

B

Show your partner your answers. Ask each other questions about them and explain why you wrote them. A Why did you write “Barcelona”? B Because I’d like to live in Barcelona one day. I think it’s a really cool city.

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Plan a new app to help people change their lives. What does your app do? Think of a name for it.

EXTRA PRACTICE Workbook page 52; photocopiable activities 9C Grammar

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LANGUAGE

4

Sts look at the sentences in exercise 3B again and complete the rule with the correct word. They could work in pairs for this. Check answers. Answer infinitive

Grammar Read the Grammar box with sts about verb patterns. Point out the use of ’d like or would like meaning “want”: I’d like to lose weight. Point out that like on its own has a different meaning (= to enjoy something) and can be followed by ing or the infinitive. Ask questions to check concept. Concept check questions: What pattern do we use after want, need and plan? (verb + infinitive). I want earn more money – correct or incorrect? (incorrect – I want to earn more money). I like getting exercise – is this something I enjoy or something I want to do? (something I enjoy). I’d like to join a gym – something I enjoy or something I want to do? (something I want to do). Get more exercise – like or would like? Can you make a sentence? (would like – I’d like to get more exercise). Go to Grammar practice: verb patterns: verb + infinitive, SB page 129/TB page 271. Sts will find more language reference, presentation, and practice for verb patterns with verb + infinitive here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 9C.

9C

7 A

Explain to sts that they should think of an idea for each of the options, and write their answers in the shapes in a random order. Give one or two examples of possible answers, e.g., my grandmother, Spain.

B Ask two confident sts to read out the example answer. Sts then work in pairs to ask and answer questions about their answers. Ask some sts to tell the class something they learned about their partner. PERSONAL BEST Sts can practice talking about resolutions further. They plan an app to help people change their lives. Tell them they should think of a name for the app and explain what it does and how it can help people. They could work in pairs or small groups for this. Ask sts to present their new app to the class. Ask other sts which apps would be the most useful for them. With weaker sts, write the following sentence beginnings on the board: I like ... Next year, I’d like to ... This evening, I want to ... Next weekend, I need to ... In the summer, I’m planning to ... Sts complete the sentences with their own ideas. They can then compare their sentences in pairs. Ask some sts to tell the class something they learned about their partner.

Remind sts to go to the app for further self-study grammar practice of verb patterns with verb + infinitive.

5 A

9.9 Play audio track 9.9. See the SB page opposite for audio script. Sts listen and repeat the verbs. Point out that the difference in pronunciation between I like and I’d like is quite small, so it is important to make sure it is clear, to get across the correct meaning.

9.10 Sts work in pairs and practice saying the B sentences. Then play the audio for sts to listen, check, and repeat. See the SB page opposite for audio script.

6 A

Sts match the two parts to make complete sentences. Check the answers. Answers 1 d 2 c 3 a 4 f 5 b 6 e

B Allow sts time to prepare their ideas individually. They then work in pairs to tell their partner which sentences are true for them. Encourage them to give reasons for their answers. Ask some sts to tell the class something they learned about their partner. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 164. All “Student B” sts should go to SB page 173. Go to TB page 341 for the teacher notes. Do the activity, and then continue with exercise 7A of lesson 9C.

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SKILLS SKILLS

Learning Curve

SPEAKING

making suggestions

■

sounding sympathetic

9D What’s the problem? 1

A

Match problems 1–5 with pictures a–e.

1 I’m stressed at work. 2 I’m always tired. 3 I’m homesick, and I miss my family.

a

b

B

4 My exams aren’t going well. 5 I’m having problems with my boyfriend/girlfriend.

c

d

e

Do you sometimes have these problems? Discuss in pairs.

I don’t sleep well, and I’m always tired.

2

9.11 Watch or listen to the first part of Learning Curve. What’s Marc’s problem? Choose the correct option. a He didn’t finish his final exam. b He arrived late for his exam. c He thinks he failed his exam.

3

9.11 Watch or listen again. Are the sentences true (T) or false (F)? 1 2 3 4

4

Marc studied hard for this exam. He has two jobs. He’s stressed, and he’s always tired. His sister sent him some candy for good luck.

A Look at Penny’s text message to Marc. What two suggestions does she make? How does Marc respond?

B

Complete the sentences to make two more suggestions for Marc.

1 Why don’t you … 2 How about …

Conversation builder

making suggestions

Making suggestions: Why don’t you talk with your family now? What/How about visiting your parents later this month? Can you take some time off work? Let’s do something quiet tonight.

Responding to suggestions: I’m not sure I should. That’s a (really) good idea.

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9D

SKILLS

9D What's the problem? Learning Curve

Sts watch or listen to people talking about problems that they have. Then they practice responding to other people’s problems by sounding sympathetic and making suggestions.

Speaking Sts watch a video or listen to a conversation in which people talk about their problems.

Skill Sounding sympathetic

WARMER Ask: Who do you usually talk to when you have a problem? Why do you talk to this person? What do they do to help you? Elicit a few answers from individual sts. Ask: How can you help when a friend has a problem? Elicit a range of answers from individual sts.

1 A

Read out the five problems and check understanding. Pre-teach as necessary. Sts look at the pictures and match the problems with the pictures. Check answers. Answers 1 b 2 c 3 a 4 e 5 d

B Sts work in pairs to discuss which problems they sometimes have, and which they never have. Ask some sts to tell the class something about their partner.

2

All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Marc, Ethan, and Penny talk about problems they have experienced. Allow sts time to read the sentences. Pre-teach the following words from the video: a graduate, to plan something, to be stressed, and sticky (food). Play video/audio track 9.11. See TB page 363 for video/audio script. Sts watch/listen and decide what Marc’s problem is. Check answers. 9.11

Conversation builder Making suggestions

4 B

Sts complete the sentences to make two more suggestions for Marc. They could work in pairs for this. Get feedback from them and ask which suggestions they think are the best.

Conversation builder Read the Conversation builder box with sts about making suggestions. Point out the use of an -ing form after What/How about ... . Point out that we use That’s a good idea to respond in a positive way to suggestions, and I’m not sure to respond in a negative way. Ask questions to check concept. Concept check questions: Why don’t you talk to him – what am I doing? (making a suggestion). Let’s go out / Should we go out? – same meaning? (yes). Can you go to bed earlier? – correct? (yes). What about go to bed earlier? – correct? (no – What about going to bed earlier?). I’m not sure – do I like this suggestion? (no).

Answer c

3

9.11 Sts read the sentences. Play video/audio track 9.11 again. Sts watch/listen and decide if the sentences are true or false. They can compare their answers in pairs. Check answers.

Answers 1 F 2 T 3 T 4 F

4 A

Sts read Penny’s message to Marc and his reply, and then answer the questions. Answers Penny suggests that Marc takes a break, and that he meets her and Ethan for a coffee. Marc likes the idea, thanks Penny, and agrees to meet them.

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5 6 7

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sounding sympathetic SPEAKING

SKILLS SKILLS

9D 7D

Read the Conversation builder. In pairs, make suggestions for the problems in Exercise 1, and respond. 9.12 Watch or listen to the second part of the show. Which problem from exercise 1 does Penny have? What two suggestions does Ethan make? 9.12 Watch or listen again and complete the extracts with the words in the box.

awful sorry shame no Penny Ethan …

My parents can’t come to New York on holiday until next spring. Oh, I’m 1 to hear that.

Penny Ethan …

I’m homesick! Oh 2 ! Poor you!

Marc Penny …

I couldn’t remember the answer to one of the math problems. I was too tired. That’s a 3 .

Marc Penny

I was so tired I fell asleep on the train. I almost missed my exam! How 4 !

Skill

sounding sympathetic

If someone has bad news or feels unhappy, we can show that we are sympathetic.

⤵

• Use falling intonation: That’s a shame!

⤵

How terrible!

⤵

⤵

⤵

Poor you!

• Say you’re sorry to hear his/her news: Oh no! I’m sorry to hear that. • Show you understand that the situation is bad/difficult: I’m sure it’s difficult to (be so far away from your family).

8

9.13 Read the Skill box. Listen and repeat the expressions of sympathy when you hear A the beeps.

B

In pairs, take turns saying sentences 1–6 and respond with sympathy. Use intonation to sound sympathetic. 1 2 3 4 5 6

I don’t sleep well because my neighbors are very noisy. I can never find the time to study because I have two jobs. My girlfriend/boyfriend isn’t speaking to me. I missed my nine o’clock class again, and the teacher wants to speak to me. I have a $2,000 credit card bill! I didn’t get into college last year.

Go to Communication practice: Student A page 164, Student B page 173

9

A PREPARE Think of three problems you sometimes have or had in the past. Use the following ideas and your own ideas. • problems at work/with education • problems with your family or partner

• problems with your friends • problems with money

B

PRACTICE In pairs, take turns describing your problems. Show sympathy, make suggestions, and respond to the suggestions. Use a variety of phrases.

C

PERSONAL BEST Repeat the activity with a different partner. Did they use different phrases from the Conversation builder? Did they sound sympathetic? Who made the best suggestions?

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Write a short conversation between two friends about a problem one of them has.

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SKILLS

5

6

Read the Conversation Builder on page 82 with the class. Ask sts to work in pairs to take turns making make suggestions for the problems in exercise 1 and responding to them. Monitor while they are working and correct any errors in a feedback session at the end.

3 A: B: 4 A: B: 5 A: B:

9.12 Explain to sts that they are now going to watch/

listen to the second part of the show and hear from Ethan, Penny and Marc. They should watch/listen and decide what problem from exercise 1 Penny has, and say what two suggestions Ethan makes. Pre-teach homesick. Play video/audio track 9.12. See TB page 363 for video/audio script. Check answers. Penny’s problem is 3 – she is homesick, and her parents can’t come to New York until next spring. Ethan’s suggestions: talk to your family now; visit your parents later this month

1 Do the exercise as normal. To check answers, ask what

7

9.12 Give sts time to read the four extracts and the

words in the box. Then play video/audio track 9.12 again for sts to watch/listen and complete the extracts with the words in the box. Check answers with the class. Answers 1 sorry 2 no 3 shame 4 awful

Skill Read through the Skill box with the class on sounding sympathetic, and make sure they understand all the phrases. Remind sts that intonation in English is very important to help convey feelings such as sympathy, interest or enthusiasm. Model the falling intonation on one or two of the phrases.

8 A

9.13 Play audio track 9.13. Sts listen and repeat the expressions of sympathy. See below for audio script. 9.13 Audio script

1 A: I’m really tired! B: Poor you!

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2 A: I didn’t get the job. B: That’s a shame!

I failed my exams last year. Oh no! I’m sorry to hear that. I don’t have many friends here. I’m sure it’s difficult to be so far away from your family.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 164. All “Student B” sts should go to SB page 173. Go to TB page 341 for the teacher notes. Do the activity, and then continue with exercise 9 of lesson 9D.

SB page 83, exercise 6

Penny’s problem was and elicit how much sts can remember about the details. Ask: When can Penny’s parents come to New York? Why can’t Penny call her parents now? Ask what Ethan’s suggestions were, and if Penny found them helpful or not, and why. 2 In pairs, sts try to remember the exact words Ethan used to make suggestions. Play the beginning of track 9.12 again for them to check. 3 Sts work in pairs and practice Penny and Ethan’s conversation. Encourage them to use Penny and Ethan’s exact words and then, when they are more confident, to change some of the details in the suggestions, and in Penny’s responses.

I was in a car accident last month. How terrible!

B Sts read through the sentences. Make sure they understand everything. Sts work in pairs and take turns saying the sentences and responding with sympathy. Monitor while they are working, and encourage them to use intonation to sound sympathetic. Correct any errors in a feedback session at the end.

Answers

3 x PRACTICE

9D

9

Sts follow the steps to have a conversation about problems.

A

PREPARE Allow sts time to think of three problems. With weaker classes, you could brainstorm some more ideas with the class first.

B PRACTICE Sts work in pairs and take turns describing their problems, and then respond to their partner’s problems by expressing sympathy and making suggestions. Remind them to use falling intonation to sound sympathetic, and encourage them to use a range of phrases from the Conversation builder box to make suggestions. C

PERSONAL BEST Sts repeat the role plays with a different partner. Then they give their new partner feedback on the range of phrases they used, how sympathetic they sounded, and how good their suggestions were.

PERSONAL BEST Sts can practice talking about problems further. They write a conversation between two friends about a problem one of them has. They could work in pairs for this, each of them writing one part of the conversation. Then they could act out their conversation for another pair. Weaker sts could each write one problem on a piece of paper. Put sts into small groups, and ask them to put all the problems on the table. As a group, they discuss each problem one by one and try to think of the best suggestions for each one.

EXTRA PRACTICE Put sts into new groups of three. Two sts role play another conversation in which one of them talks about a problem and the other shows sympathy and makes suggestions. The third student uses their phone to record the other two. Sts can switch roles and practice again. Watching themselves on video will help sts to evaluate how sympathetic they sound and how well they can make and respond to suggestions. 179

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UNIT

10

People comparative adjectives

LANGUAGE

■

adjectives to describe places

10A First dates 1

A

Make pairs of opposite adjectives. Use them to describe the places in the pictures. empty

unfriendly

safe

light

crowded

b

a

B

friendly

dark

c

dangerous d

e

Use the adjectives to talk about places in your town or city.

The subway is always really crowded. The downtown area is safe during the day, but it can be dangerous at night.

Go to Vocabulary practice: adjectives to describe places, page 152

2

Read the definition of a first date. Choose three good places for a first date from the ideas below. Discuss in pairs. a restaurant

3

a movie theater

first date: a meeting, usually at a restaurant, movie theater, etc., with a new person when you’re looking for a boyfriend or girlfriend

a café

your house

a shopping mall

a club

a bowling alley

Read the text. Which three places are a bad idea for a first date? Which three places are a good idea?

Where NOT to go on a first date You have a date with someone special, and you don’t know where to go. Don’t make the mistake of choosing the wrong place. Here are three places not to go!

1 A movie theater

Do you want to sit in a dark room in silence during your first date? No? Then don’t go to the movies! How about going to the park instead? Nothing is more important than conversation on a first date, and a walk in the park gives you lots of time to talk and have fun together. It’s more romantic than a movie theater, and it’s also cheaper. In fact, it’s free!

2 A club

Music, dancing, beautiful people … a date at a club sounds great! Or maybe not. It’s impossible to talk, and a lot of people don’t feel comfortable on a crowded dance floor. Why not go bowling? A bowling alley is quieter and more relaxed than a club, and it’s cheaper!

3 An expensive restaurant

It’s a popular first date, but a meal in an expensive restaurant is often a bad idea. It can be hard to relax and be yourself in a restaurant, especially if it’s pretty quiet. It’s better to meet in a café for a cup of coffee or lunch. It’s more comfortable than a restaurant, and if things aren’t going well, it’s also easier to escape! Our final piece of advice: don’t be late. There’s nothing worse than a late date!

Person

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UNIT

UNIT

People 10 UNIT 10 OVERVIEW: This unit focuses on people, personality, and relationships. Sts read a text about the best place for a first date and discuss suitable places for different social occasions. Then they listen to people talking about appearance and makeovers. Next, they read about the tradition of yearbooks in the U.S. and other countries, and discuss what yearbook awards they would give to their classmates. They finish by reading about a talented ballet dancer from Sierra Leone, and write about a person that they admire. SKILLS

LANGUAGE Grammar Comparative adjectives; superlative adjectives

Vocabulary Adjectives to describe places; describing appearance; personality adjectives

Listening Listening for detailed information; weak forms

Pronunciation -er endings; superlative adjectives

Writing A description of a person; clauses with when

LANGUAGE

10A First dates

10A

Sts read a text about where not to go on a first date, then discuss the best places for different social occasions such as a birthday party or a school reunion. Grammar Comparative adjectives

Vocabulary Adjectives to describe places (beautiful, crowded, dangerous, dark, empty, friendly, horrible, light, lovely, safe, ugly, unfriendly)

1 A

Read through the words in the box with the class and pre-teach if necessary. Sts work in pairs to make pairs of opposite adjectives. Check answers. Sts then use the adjectives to work in pairs and describe the places in the pictures. Elicit a description of each place. Answers a friendly (– unfriendly) b crowded (– empty) c light (– dark) d dangerous (– safe); dark (– light) e unfriendly (– friendly)

B Sts work in pairs and use the adjectives to talk about places in their town or city. Ask some sts to tell the class about a place they like or a place they don’t like, and why. Go to Vocabulary practice: adjectives to describe places, SB page 152/TB page 317. Sts will find more language presentation and practice for adjectives to describe places here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 10A. Remind sts to go to the app for further self-study vocabulary practice of adjectives to describe places.

Personal Best 2 Read out the definition of a first date and check that sts understand it. Read through the places with the class

Communication Talking about and describing places

and pre-teach if necessary. Allow sts time to prepare their ideas individually. Sts then work in pairs to discuss the different places and choose three that are good for a first date. Get feedback on their answers, and see if the class can agree on the three best places.

WARMER Ask: Where do you usually meet your friends when you go out? Elicit a few answers, and then ask: Why do you like that place? What’s it like? Are there are lot of people there? Is it quiet or noisy? Elicit a range of answers from individual sts.

Pronunciation -er endings

3

Read out the question. Pre-teach romantic, relaxed, and comfortable to describe places. Sts then read the text to find the answers. Check the answers with the class. Answers bad idea: a movie theater, club, expensive restaurant good idea: park, bowling alley, café

3 x PRACTICE

SB page 84, exercise 3

1 Do the exercise as normal. To check answers, say each

place that is mentioned in the text in turn and ask: Why is it good/bad for a first date? Elicit answers using adjectives from exercise 1A. 2 Ask sts to cover the text. In pairs, they try to remember the six places and the reasons why they are good or bad for a first date. They can look at the text again to check. 3 Divide the class into groups of six, and allocate each person one of the places from the text. Tell sts a friend wants advice on where to meet for a first date, and they all believe their place is the best. They must try to persuade their classmates. Allow them time to prepare their ideas individually. Encourage them to use adjectives from exercise 1A and their own ideas. Allow sts a few minutes of discussion time, and then ask groups to report back on who was the most persuasive and what they agreed/disagreed on.

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comparative adjectives

4

adjectives to describe places

LANGUAGE

10A 7A

Complete the sentences with words from the text. 1 2 3 4 5

5

■

It’s than a movie theater. A bowling alley is and It’s to meet in a café. It’s also to escape! There’s nothing than a late date!

than a club.

Look at the sentences in exercise 4 and complete the grammar rules. Then read the Grammar box. 1 To make the comparative form of a short adjective, for example, cheap, we add 2 To make the comparative form of a long adjective, for example, comfortable, we put before it. 3 The comparative forms of good and bad are and .

.

comparative adjectives

Grammar

Short adjectives (one syllable or two syllables ending -y): It’s cheaper than a movie theater. It’s harder to relax in a restaurant. It’s easier to escape.

Long adjectives: Nothing is more important than conversation. A bowling alley is more relaxed than a club.

Irregular adjectives: A café is better than a restaurant. A date in a movie theater is worse than in a park.

Go to Grammar practice: comparative adjectives, page 130

6

A

10.3 Pronunciation: -er endings Listen and repeat the adjectives and comparatives.

big – bigger

B 1 2 3 4 5 6

7

noisy – noisier

cheap – cheaper

empty – emptier

10.4 Say the sentences. Listen, check, and repeat.

Bangkok is cheaper than Singapore. Tokyo is safer than Los Angeles. Winters are darker in Iceland than in Sweden. Zurich is quieter than Rome. The market is friendlier than the shopping center. The bus is busier than the train.

10.5 George and Lola are discussing A restaurants for a first date. Match the adjectives with each restaurant. Listen and check.

cheap crowded expensive quiet romantic relaxed

B

good (food)

Compare Mimi’s and Luigi’s in pairs.

Mimi’s

Mimi’s is more romantic than Luigi’s.

Luigi’s

Communication practice: Student A page 165, Student B page 174

8

In pairs, think of places in your town or city. Discuss where to go and what to do for the special occasions below. A I think Pizza Palace is a good place for a second date. B I’m not sure. I think a café like Coffee House is better because you can relax there.

a second date

a friend’s 30th birthday

your niece’s second birthday a school reunion

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your grandmother’s birthday a big family get-together

other ideas

Write ten comparative sentences about cities in your country.

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LANGUAGE

4

Sts complete the sentences with words from the text on page 84. Check answers.

7 A

10.5 Point to the two photos and point out the two restaurant names. Sts work in pairs and match the adjectives with the two restaurants. Elicit a few ideas, but don’t confirm them. Play audio track 10.5 for sts to listen and check their answers. See below for audio script.

Answers 1 more romantic 2 quieter, more relaxed 3 better 4 easier 5 worse

5

10.5 Audio script

George Lola George

Sts look at the sentences in exercise 4 and complete the grammar rules. They could work in pairs for this. Check answers.

Lola George

Answers 1 -er 2 more 3 better, worse

Lola

Grammar

George Lola

Read the Grammar box with sts about comparative adjectives. Explain that we use comparative adjectives to compare two things. Explain that for short adjectives we add -er to the end of the adjective. Point out the spelling change for most short adjectives ending in -y. Explain that for longer adjectives we use more, and we don’t change the form of the adjective. Point out the irregular comparative forms for good and bad. Point out that we use than after comparative adjectives. Ask questions to check concept. Concept check questions: Why do we use comparative adjectives? (to compare two things). cheap, hard, quiet – short or long adjectives? (short). How do we form the comparatives? (with -er: cheaper, harder, quieter). important, comfortable – short or long adjectives? (long). Do we add -er to form comparatives? (no – we use more). A café is cheap than a restaurant – correct? (no – cheaper). A restaurant is romanticer than the park – correct? (no – more romantic). The food is gooder here – correct? (no – better). The food is more bad here – correct? (no – worse). The park is quieter a club – correct? (no – quieter than). Go to Grammar practice: comparative adjectives, SB page 130/TB page 273. Sts will find more language reference, presentation, and practice for comparative adjectives here. Do these exercises with the class, or set them for homework, before continuing with exercise 6A of lesson 10A. Remind sts to go to the app for further self-study grammar practice of comparative adjectives.

6 A

10.3 Play audio track 10.3. See the SB page opposite

for audio script. Sts listen and notice the pronunciation of the comparative adjectives. Play the audio track again for sts to listen and repeat.

B

10.4 Sts work in pairs and practice saying the

sentences, paying attention to the -er endings on the comparative adjectives. Play audio track 10.4. See the SB page opposite for audio script. Sts listen and check their answers, and then listen again and repeat.

10A

George Lola

George

Hey Lola, I need your advice. My advice? Why’s that? Well, I have a date next Saturday and I’m not sure where to go. A date? With who? Anyone I know? No, no one you know. Anyway, come on, I need your help. Well, there’s that restaurant on George Street, Mimi’s. That’s quite nice. Or what about Luigi’s? That’s good too. Which do you think is better for a date? Well, Mimi’s is quieter than Luigi’s. It’s also more romantic, I think. Mm, I’m not sure that I want “quiet and romantic”. It’s only our first date. OK. Well, Luigi’s is usually more crowded than Mimi’s and Mimi’s is more relaxed. The food’s better at Mimi’s, but it’s not bad at Luigi’s. And Luigi’s is a lot cheaper too. OK, Luigi’s it is then! Thanks, Lola.

Answers Mimi’s: expensive, good (food), quiet, romantic, relaxed Luigi’s: cheap, crowded, good (food)

B Sts work in pairs to compare the two restaurants, using comparative adjectives. Encourage sts to make as many sentences as they can, using different comparative adjectives. Check answers with the class. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 165. All “Student B” sts should go to SB page 174. Go to TB page 343 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 10A.

8

Read through the special occasions with the class and make sure sts understand get-together and reunion. Allow sts time to prepare their ideas individually. They then exchange their ideas in pairs. Ask some pairs to tell the class which special occasions they found it most difficult to agree about and why.

PERSONAL BEST Sts can practice using comparative adjectives to compare places further. They write ten sentences comparing different cities in their country. Sts compare their sentences in pairs. Weaker sts could work in pairs. They think of two restaurants or cafés they both know and write six sentences comparing them, using adjectives from exercises 1A and 7A. Remind them to think about whether the adjectives are long or short, and refer them back to the Grammar box to help them. Ask some sts to read their sentences to the class.

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7 10

SKILLS SKILLS

Learning Curve

LISTENING

listening for detailed information (1)

■

weak forms

■

listenin

describing appearance

10B You look so different! 1

Match the words in the box with pictures a–c. straight hair beard red hair glasses curly hair elderly middle-aged blond hair bald young

a

b

c

Go to Vocabulary practice: describing appearance, page 153

2

In pairs, think of people you know and describe their appearance. A My father has a beard.

3

B My friend Amanda has blond hair. She’s tall and slim.

10.7 Watch or listen to the first part of Learning Curve. Choose the correct definition of “disguise.” a A disguise is something that helps you look younger. b A disguise is something that changes the color of your hair. c A disguise is something that makes you look like a different person.

Skill

listening for detailed information (1)

It is often necessary to understand what someone says in detail. • Read the questions before you listen and think about the possible answers. • Listen for words that introduce the information that you need. For example, if you need the name of a movie, listen for the word “film” or “movie.” • Wait until the speaker has finished speaking before you answer the question.

4

A

10.7 Read the Skill box and questions 1–6 below. Watch or listen again. Complete the sentences.

1 2 3 4 5 6

Ethan mentions a movie called The Master of . In the movie, the actor Dana Carvey becomes an overweight , In another scene, Dana is a middle-aged woman with Dark lines on an actor’s face can make him or her look Lucia Pittalis can make her eyes look smaller or her lips look A wig can make your hair look or .

B

Do you know any movies where someone has a disguise? Tell your partner about the movie.

character. hair. . .

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SKILLS

listening for detailed information (1)

■

weak forms

■

10B

describing appearance

10B You look so different!

Learning Curve

Sts learn vocabulary for describing appearance, then watch or listen to people talking about their appearance and having a makeover. Then they practice describing someone before and after a makeover.

Listening Sts watch a video or listen to a recording about appearance and makeovers.

Skill Listening for detailed information (1)

Listening builder Weak forms

Vocabulary Describing appearance (bald, beard, black, blond, brown, curly, dark, earrings, elderly, glasses, gray, heavy, light, long, medium-length, middle-aged, mustache, overweight, piercing, red, short, slim, straight, tall, thin, wavy, white, young)

WARMER

Skill

Describe yourself for the class, e.g., I’m short, I have brown hair and blue eyes. Ask individual sts questions about their appearance, e.g., What color is your hair? What color are your eyes? Are you tall or short? Elicit answers. Teach the word appearance and ask: Are you happy with your appearance? Why/Why not? Elicit a range of answers.

Read the Skill box with sts about listening for detailed information.

1

Check understanding of the words in the box and preteach as necessary. Sts look at the pictures and match them with the words in the box. Check answers and model pronunciation of the words. Answers a red hair, curly hair, young b straight hair, middle-aged, blond hair c beard, glasses, elderly, bald

Go to Vocabulary practice: describing appearance, SB page 153/TB page 319. Sts will find more language presentation and practice for describing appearance here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 10B.

4 A

10.7 Allow sts time to read through the fill-in-theblank sentences. Read out each fill-in-the-blank sentence and elicit some possible answers, or elicit the kind of word that is missing in each case. Pre-teach the following words from the video: a stylist, a master of something (= someone who is very good at something), Carnival, Halloween, and a wig. Play video/audio track 10.7 again. Sts watch/listen and complete the sentences with the correct words. Check answers.

Answers 1 Disguise 2 bald 3 white 4 elderly 5 bigger 6 shorter, longer

B Sts discuss the question in pairs. Get feedback on their answers.

Remind sts to go to the app for further self-study vocabulary practice of describing appearance.

2

In pairs, sts take turns to describe someone they know. They can ask questions about the people their partner describes, to find out more information, e.g., Does he have glasses?

3

10.7 NB All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Penny and Ethan describe the appearance of people they know, and then interview people who want a makeover.

Model pronunciation of disguise. Sts read through the definitions. Play video/audio track 10.7. See TB page 363 for video/audio script. Sts watch/listen and choose the correct definition. Check the answer. Answer c

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listening for detailed information (1)

5

■

weak forms

■

describing appearance

LISTENING

SKILLS SKILLS

10B 7B

10.8 Watch or listen to the second part of the show. Match the things that the people change in their makeovers with the names below. You can use one word more than once.

beard eyes hair mustache

1 Ginny

6

10.8 1 2 3 4 5 6 7 8

7

2 Ron

3 Malika

Watch or listen again. Are the sentences true (T) or false (F)?

Ginny wants straight hair. She wants her lips to look bigger. Ron wants a makeover because he has a new job. After his makeover, he feels lighter. Malika usually has long, curly hair. Malika thinks she looks taller after her makeover. Her boyfriend talked a lot when he saw her. Ginny thinks she looks younger after her makeover.

Discuss the questions in pairs. 1 How important is your appearance to you? (1 = not important, 10 = very important) 2 How much time and money do you spend on your appearance each week? 3 Do you want to look different? If so, what do you want to change?

Listening builder

weak forms

In English, we don’t usually stress words like articles and prepositions. These words sound shorter and weaker than important words like nouns, verbs, and adjectives: One of the best makeup artists in the world is Kevin Yagher. I have an interview for a new job later, in an art gallery.

8

A Read the Listening builder. Read the sentences and underline the words which you think have weak forms. 1 2 3 4 5 6

B

9

The people in the movie were very young. His character was an elderly man with a long white beard. She puts a lot of makeup on their faces. I like your hair. I think the color looks great. The name of her character was Emma. My brother has a long beard and a mustache. 10.9

Listen and check.

A Look at the photos of two makeovers. In pairs, describe the photos from “before” and “after” the makeovers. B

In pairs, answer the questions.

1 How does the man/woman look different now? 2 Do they look better or worse after their makeovers in your opinion? Why?

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Imagine you had a makeover. Describe your new appearance.

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SKILLS

5

10.8 Teach the meaning of makeover and elicit the kinds of things that people can change in a makeover. Also pre-teach an interview (for a job), a rider (= someone who rides a motorcycle), and a clue. Sts read the ideas in the box and look at the pictures. Point out to sts that they can use the words in the box more than once in their answers. Play video/audio track 10.8. See TB page 363 for video/ audio script. Sts watch/listen and match the things the people change with the names. Check answers.

B

10.9 Play audio track 10.9. See Answers for audio script. Sts listen and check their answers. Sts could practice saying the sentences in pairs, paying attention to the weak forms.

Answers 1 The people in the movie were very young. 2 His character was an elderly man with a long white 3 4 5 6

Answers 1 hair/eyes 2 beard/mustache 3 hair

6

10.8 Sts read the sentences. Play video/audio track

10.8 again. Sts watch/listen and decide if the sentences are true or false. Check answers. Play the video/audio track again for sts to hear the correct answers. Then ask students to correct the false sentences. Answers 1 T 2 F (she wants her eyes to look bigger) 3 F (he has an interview for a job) 4 T 5 F (she usually has long, straight hair) 6 T 7 F (he was quieter than usual) 8 T

7

Sts discuss the questions in pairs. Get feedback on their answers.

10B

beard. She puts a lot of makeup on their faces. I like your hair. I think the color is lovely. The name of her character was Emma. My brother has a long beard and a mustache.

9 A

Sts work in pairs to describe the people before and after a makeover. Get feedback on their answers, and, as a class, brainstorm a full description of each photo.

B Sts discuss the questions in pairs. Get feedback on their discussions. PERSONAL BEST Sts can practice describing appearance further. They imagine they had a makeover and describe their new appearance. They can describe their new appearance to each other in pairs. Weaker sts can work in pairs. They look back at the photos in exercise 5 and choose one of the people to describe before and after their makeover. Ask some sts to describe their chosen person for the class.

Listening builder

EXTRA PRACTICE

Read the Listening builder box with sts about weak forms. Explain to sts that in English we usually stress the important words in a sentence, such as the nouns, verbs, and adjectives. Smaller words such as articles and prepositions are usually unstressed, so are pronounced with weak forms. Elicit or remind sts that vowels in weak forms are often pronounced as /ə/ (schwa), rather than as the vowel they are spelled with. Ask questions to check concept. Concept check questions: Which words are usually stressed in a sentence? (important words such as nouns, verbs, and adjectives). Which words are not usually stressed? (small words such as articles and prepositions). How are these words pronounced? (with weak forms). Which vowel sound is often used in weak forms? (the ‘schwa’ sound).

Sts work in pairs. They take turns using their phones to record their classmate describing the photos in exercise 9A and answering the questions in exercise 9B. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

8 A

Sts read the sentences and underline the words that they think have weak forms. They could work in pairs for this.

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7 10

superlative adjectives

LANGUAGE

■

personality adjectives

10C The yearbook 1

Look at the adjectives in the box. Think of someone you know for each one. Tell your partner. smart lazy shy polite popular kind funny My nephew is very smart. He’s studying math in college.

Go to Vocabulary practice: personality adjectives, page 154

2

A Look at the pictures. Which famous person can you see? Read the text quickly. Which other famous people does it mention and why? B

Read the text again. Which of these things can you find in a yearbook? What else does a yearbook include? • • • • •

3

personal stories about people in the school exam results photos of students students’ e-mail addresses students’ plans for the future

Match the awards with the celebrities. There are three extra awards. 1 Renée Zellweger 2 Michael Jackson 3 Jack Nicholson

a b c d e f

the worst dancer the most beautiful girl the nicest personality the laziest student the shyest classmate the best actor

THE YEARBOOK “The best athlete” … “The nicest personality”… “The worst dancer.” Welcome to the yearbook, an important tradition in the U.S. and other countries. A yearbook is like a photo album, with photos of all the students in one year in a high school or college. Students write about sports teams and clubs, they remember funny stories about their classmates and teachers, and they write about their future plans. A yearbook also includes awards. These can be for the friendliest teacher, the laziest student, the funniest laugh, and so on. In high school, Renée Zellweger was “The most beautiful girl,” Jack Nicholson was “The best actor,” and Michael Jackson was “The shyest classmate.” Here’s a surprising one – in his school, “The least likely to be successful” was … Tom Cruise! Some people say that high school and college are the happiest days of our lives. And, for millions of students, the yearbook is an important way of remembering that time.

4

Look at the adjectives in exercise 3 and answer the questions. Then read the Grammar box. 1 2 3 4

What letters do we add to a short adjective to make the superlative form? What word do we use before long adjectives? What is the superlative form of good and bad? and What word comes before all superlative forms?

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LANGUAGE

10C

10C The yearbook Sts read a text about yearbooks, and the awards that some famous people were given by their classmates. Then they think of some awards to give to their own classmates. Grammar Superlative adjectives

Vocabulary Personality adjectives (brave, cheerful, confident, funny, generous, kind, lazy, nice, polite, popular, shy, smart, talkative)

WARMER

3

Describe yourself using five adjectives or short sentences, e.g., I work hard, I’m usually happy, I’m friendly, etc. Ask: How would you describe yourself? Ask sts individually to write down five words or short sentences to describe themselves. Sts can compare their lists in small groups. Ask groups which words or expressions were the most frequent in their group.

1

Read through the adjectives with the class and pre-teach if necessary. Sts work individually to think of someone they know for each adjective. They then work in pairs to compare their ideas. Get feedback on their answers. Go to Vocabulary practice: personality adjectives, SB page 154/TB page 321. Sts will find more language presentation and practice for personality adjectives here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 10C. Remind sts to go to the app for further self-study vocabulary practice of personality adjectives.

2 A

Ask sts to look at the photo and guess who it is. Elicit a few possible answers, but don’t confirm them yet. Sts read the text quickly to check the answer, and note down other famous people that are mentioned, and why they are mentioned. Check the answers, and check that sts understand awards. Ask: What is a yearbook? Do you have something similar in your country? Answers Renée Zellweger is the person in the picture. Jack Nicholson, Michael Jackson, and Tom Cruise are mentioned because of the awards that their classmates gave them.

B Sts read the text again and decide which of the things in the list are included in a yearbook, and note down other things that a yearbook includes.

Pronunciation Superlative adjectives

Communication Talking about people’s personality

Read through the awards with the class and make sure sts understand them all. Sts look at the text again and match the awards with the people. Check answers. Answers 1 b the most beautiful girl 2 e the shyest classmate 3 f the best actor

3 x PRACTICE

SB page 88, exercise 3

1 Do the exercise as normal. To check answers, read out

each award one by one and ask: Does the text mention this? Where? Which person does the award match? 2 Ask sts individually to read the text again and write down ten key words to help them remember what it says. Put sts into pairs. They combine their lists and use them to try to remember as many details from the text as they can. They can look at the text again to see how well they remembered. 3 Sts work in pairs. Tell them they each have two minutes to talk about the text and give as much information about it as they can. In pairs, sts time each other and each talk for two minutes. They can practice again to see if they can improve their fluency. Get feedback from sts on how easy or difficult they found the task.

4

Focus on the adjectives in exercise 3 again and make sure sts understand that the most popular = more popular than anyone else. Teach the term superlative. Sts look at the adjectives in exercise 3 again and answer the questions. They could work in pairs for this. Check answers. Answers 1 -est 2 most 3 best, worst 4 the

Answers Personal stories about people in the school Photos of students Students’ plans for the future A yearbook also includes awards.

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superlative adjectives Grammar

■

personality adjectives

LANGUAGE

10C

superlative adjectives

Short adjectives (one syllable or two syllables ending -y): She’s the nicest person in our class. High school and college are the happiest days of our lives.

Long adjectives: She’s the most popular girl in the school. Our teacher is the most interesting person that I know.

Irregular adjectives: He’s the best dancer in the school. This is the worst photo of me.

Go to Grammar practice: superlative adjectives, page 131

5

A

10.12 Pronunciation: superlative adjectives Listen and repeat the superlatives.

the nicest

B

the funniest

the most popular

the most relaxed

10.13 Say the sentences. Listen, check, and repeat.

1 You’re the kindest person that I know. 2 He’s the laziest person in the office.

3 She has the most beautiful voice. 4 It’s the most exciting movie of the year.

Go to Communication practice: Student A page 165, Student B page 174

6

Complete the text about Ashrita Furman with the superlative forms of the adjectives in the box. popular high strange heavy tall fast

The most world records on the planet The Guinness Book of World Records is one of the 1 books on Earth. If you have a copy, you will probably notice the name Ashrita Furman. This is because Ashrita has 2 number of world records on the planet – more than 200! And his records are also some of the 3 records in the book. Here are a few: The 4 shoes in the world In November 2010, Ashrita walked around London in shoes that weighed 146.5 kg. object balanced on the nose The 5 In August 2015, Ashrita balanced a 15.95 m. pole on his nose in New York. mile with a milk bottle on the head The 6 In February 2004, in Indonesia, Ashrita ran a mile in 7 minutes, 47 seconds, balancing a milk bottle on his head.

7

A

Write sentences that are true for you.

The kindest person that I know is my friend María. The (interesting) show on TV at the moment is … The (beautiful) place in my country is … The (expensive) place in my town is …

The (kind) person that I know is … The (old) person in my family is … The (lazy) person that I know is … The (funny) person on TV is … The (good) movie of the year so far is …

B

Ask and answer questions about your answers to exercise 7A in pairs.

Who’s the kindest person that you know?

8

A In groups, create your own class awards. Discuss and choose an award for each student. Use the ideas in the boxes and your own ideas. friendly

funny

happy

kind

good at English

nice laugh

beautiful hair

big smile

good clothes

good at sports

I think Eduardo always wears really cool clothes. Let’s give him an award for the best clothes.

B

Share your awards with the class.

We’d like to give Elena the award for “the friendliest student”.

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190

Write ten superlative sentences about people and places that you know.

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LANGUAGE Grammar Read the Grammar box with sts about superlative adjectives. Explain that we use superlative adjectives to compare three or more things. Explain that for short adjectives we add -est to the end of the adjective, and for long adjectives we use most. Point out the irregular superlative forms for good and bad. Point out that we always use the before superlative adjectives. If you think your sts would find it helpful, you could write some comparative and superlative adjectives on the board so sts can see how the two forms are related. Ask questions to check concept. Concept check questions: Why do we use superlative adjectives? (to compare three or more things). She’s the tallest in the class – does that mean she’s taller than everyone else? (yes). nice, kind – how do we form superlatives? (with -est: nicest, kindest). popular, intelligent – do we add -est to these to form superlatives? (no – we use most). She’s most intelligent person in our class – correct? (no – the most intelligent). I’m the most bad at math – correct? (no – the worst). He’s the goodest dancer – correct? (no – the best dancer). Go to Grammar practice: superlative adjectives, SB page 131/TB page 275. Sts will find more language reference, presentation, and practice for superlative adjectives here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 10C. Remind sts to go to the app for further self-study grammar practice of superlative adjectives.

5 A

10.12 Play audio track 10.12. See the SB page opposite for audio script. Sts listen and notice the pronunciation of the superlative adjectives. Play the audio track again for sts to listen and repeat.

10C

7 A

Ask sts to complete the sentence beginnings with the correct superlative forms. Check these with the class. Sts then complete the sentences with their own ideas. Answers kindest, oldest, laziest, funniest, best, most interesting, most beautiful, most expensive

B Sts work in pairs to ask and answer questions about their sentences. Ask some sts to tell the class something they learned from their partner.

8 A

Put sts into small groups, and explain that they are going to create some awards to give to their classmates. Allow sts time to read through the ideas, and then read out the example. Sts discuss their awards in their groups. Encourage them to be inventive and think of their own ideas too!

B Ask groups one by one to announce their awards to the class, saying why they have awarded each one. You could ask sts who are given awards to respond. If you have time and your sts enjoy acting, you could act out an awards ceremony in which sts present their awards to each other and give a short thank-you speech. PERSONAL BEST Sts can practice using superlative adjectives further. They write ten sentences about people and places that they know, using superlative adjectives. Sts can compare their sentences in pairs. With weaker classes, write the following adjectives on the board: generous, funny, brave, polite, talkative Ask sts to write superlative sentences about people they know using each of the adjectives. Sts can compare their answers in pairs and explain why they chose each person.

10.13 Sts work in pairs to practice saying the B sentences, paying attention to the pronunciation of the superlative adjectives. Play audio track 10.13 for sts to listen and check. See the SB page opposite for audio script. Play the audio again for sts to repeat.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 165. All “Student B” sts should go to SB page 174. Go to TB page 343 for the teacher notes. Do the activity, and then continue with exercise 6 of lesson 10C.

6

Check that sts understand the adjectives and teach them if necessary. Check that sts remember the spelling rule for adjectives that end in -y. Students complete the text with the superlative form of the adjectives. Ask sts if they know of any other unusual or funny records. Answers 1 most popular 2 the highest 3 strangest 4 heaviest 5 tallest 6 fastest

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7 10

SKILLS

WRITING

writing a description of a person

■

clauses with when

10D Someone that I admire 1

Is there someone that you admire? It could be a friend, a family member, or someone famous. Why do you admire him or her? Discuss in pairs. I admire my aunt. She’s a surgeon, and she saves people’s lives. It’s a really difficult and important job.

2

A B

Read Hannah’s description. Who does she admire and why?

1 2 3 4 5

What does Michaela look like? What happened when she was three years old? When did she move to the Dutch National Ballet? Who does Michaela help? What difficult situation did Hannah have?

Read the description again and answer the questions.

Michaela DePrince

A PERSON I ADMIRE

Michaela DePrince is a ballet dancer from Sierra Leone. She’s unusual in the world of ballet because there aren’t many ballerinas from her country. She is slim and confident and has a beautiful smile. 1

From a young age, Michaela’s life was extremely difficult. When she was three years old, she lost both her parents in the civil war in Sierra Leone. But she survived her difficult past, and today she’s one of the most talented young ballet stars in the world. She became the youngest dancer at the Dance Theatre of Harlem in New York when she was just seventeen and, in 2013, she moved to the Dutch National Ballet. 2 I admire Michaela because she’s a very strong and brave person. As well as ballet dancing, she spends a lot of time helping young people who have problems in their lives. 3 When I didn’t get the grades that I needed to study medicine in college, Michaela’s story inspired me, and I didn’t give up.

[Photos: SB10D-01

and

SB10D-02 – Two photos of ballerina Michaela de Prince, in different poses]

By Hannah Lee

Skill

writing a description of a person

When you write a description of a person, organize your ideas into paragraphs, for example: Paragraph 1: where the person is from, his/her job, appearance, and personality Ed Sheeran is a singer and musician from England. He has red hair and blue eyes, and is very popular. Paragraph 2: information about his/her life and achievements He was born in 1991 in Yorkshire. When he was a child, he learned to play the guitar. He made his first record when he was thirteen. Today, he is popular all over the world. Paragraph 3: why you admire him/her I admire him because he writes beautiful and honest songs, and he’s very talented.

3

Read the Skill box. Complete 1–3 in the description of Michaela DePrince with sentences a–c. a She shows that there is always hope for a better future. b In 2016, she danced in Beyoncé’s visual album, Lemonade. c For a ballerina, she’s not very tall.

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192

EXTRA PRACTICE Workbook pages 59 and 78

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SKILLS

10D

10D Someone that I admire Sts read a text describing someone that the writer admires. Then they write a description of someone that they admire. Writing A description of a person

Skill Writing a description of a person

Text builder Clauses with when

WARMER Ask: Why do you think some people become very successful? What kind of personality do you need to become successful? Discuss the questions as a class, and use the opportunity to review some of the personality adjectives from 10C, e.g., brave, smart, confident, etc. Ask: What else do you need to become successful? Elicit other ideas, e.g., luck, support from family and friends, etc. Discuss which are the most important things overall.

1

Read out the questions, and allow sts to prepare their ideas individually. Sts then discuss the questions in pairs. Get feedback on their discussions.

2 A

Use the photo in the text to teach ballet dancer. Sts read the description and answer the question. Check the answers. Answer She admires Michaela DePrince because she is a strong and brave person (and she helps young people who have problems).

B Students read the description again and answer the questions. Check answers. Answers 1 Michaela is slim and has a beautiful smile. 2 She lost both her parents in the civil war in Sierra Leone. 3 In 2013. 4 Young people who have problems in their lives. 5 She didn’t get the grades she needed to study medicine in college.

Skill Read the Skill box with sts about writing a description of a person. Explain that it is important to have a clear paragraph structure to help build up a clear “picture” of the person in the reader’s mind, and help the reader understand why you admire this person.

3

Sts read the description again and complete it with the missing sentences. Check answers. Answers 1 c 2 b 3 a

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writing a description of a person

4

■

clauses with when

WRITING

SKILLS

10D 7D

Organize the sentences about Lionel Messi into three paragraphs. a He played his first game for Barcelona when he was seventeen and quickly became one of their most important players. b When Lionel was a young boy, he began playing soccer. FC Barcelona soon noticed him and, when he was thirteen, he moved to Spain. c He’s 1.7 m. tall and has dark brown hair. d Lionel Messi is not only a fantastic soccer player, but he’s also a great person. e He’s generous and kind, and he does a lot to help children’s charities. f Lionel Messi is a soccer player from Argentina. He plays for FC Barcelona in Spain and for his national team, Argentina.

Text builder

clauses with when

We use a clause with when to talk about two things that happened in the past: When she was three years old, she lost both her parents. She became the youngest dancer at the Dance Theatre of Harlem when she was just seventeen. We use the clause with when for the action that happened or started first: When she arrived in the U.S., she joined the Dance Theatre of Harlem.

5

A

Read the Text builder. Choose the correct option to complete the rules.

1 When a clause with when comes before the main clause, we use / don’t use a comma. 2 When a clause with when comes after the main clause, we use / don’t use a comma.

B

Join the two sentences with a clause with when. Write two versions for each sentence. He was eighteen. At that time, he moved to Australia. When he was eighteen, he moved to Australia. He moved to Australia when he was eighteen.

6

1 2 3 4 5 6

She finished college. After that, she became a photographer. His mother died. After that, he went to live with his aunt. I was a student. At that time, I met my wife. I had a problem at work. That’s when my best friend gave me some good advice. She was thirty. At that time, she had her first baby. He retired. He learned to play the guitar.

A

PREPARE

Make notes about a person that you admire. Think about these questions:

• What does he/she do? What does he/she look like? What is he/she like? • What do you know about his/her life and achievements? • Why do you admire him/her?

B

PRACTICE

Write a description. Use the heading A person that I admire.

Paragraph 1: Describe the person. Paragraph 2: Describe the most important events of his/her life. Paragraph 3: Describe why you admire the person.

C

PERSONAL BEST

Read your partner’s description. Correct any mistakes and give suggestions

for improvement.

Challenge! Personal Best 641549 _ 0084-0093.indd 91

194

Think of a famous person who is unusual in his/her profession. Write some facts about him/her.

EXTRA PRACTICE Workbook page 59; photocopiable activity 10D Skills

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SKILLS

4

Sts read the sentences and organize them into paragraphs, using the Skill box to help them. Let sts compare answers in pairs, and then check answers as a class. Answers Paragraph 1: f, c Paragraph 2: b, a Paragraph 3: d, e

Text builder Read the Text builder box with sts about clauses with when. Explain that we can use when to link two things that happened in the same sentence and say which happened or started first. Explain that we use when in the clause with the action that happened or started first. Ask questions to check concept. Concept check questions: What can we link using “when”? (two things that happened in the past). Do we use “when” with the thing that happened first or second? (first). She left home when she was sixteen – did she become sixteen before she left home? (yes). He joined a football club when he finished school – which happened first? (he finished school).

5 A

Sts look at the examples in the Text builder box and choose the correct option. Check answers. Answers 1 use 2 don’t use

B Explain the task and read out the example sentences. Sts then join the sentences using when. Check answers. Answers 1 When she finished college, she became a photographer. 2 3 4

5 6

She became a photographer when she finished college. When his mother died, he went to live with his aunt. He went to live with his aunt when his mother died. When I was a student, I met my wife. I met my wife when I was a student. When I had a problem at work, my best friend gave me some good advice. My best friend gave me some good advice when I had a problem at work. When she was thirty, she had her first baby. She had her first baby when she was thirty. When he retired, he learned to play the guitar. He learned to play the guitar when he retired.

3 x PRACTICE

SB page 91, exercise 5A/B

1 Do the exercise as normal. To check answers, ask

individual sts to read out each sentence. Ask other sts: Do you agree? Does this sentence need a comma? 2 Ask sts to cover the exercise. Write a single prompt for each pair of sentences on the board, e.g., finish school. Sts work in pairs and try to remember each sentence. They can look at the exercise again to check. 3 Sts work in small groups. The first student says one of the sentences from exercise 5B. The next person repeats the sentence, changing just one word, e.g., When she finished school, she met a photographer. The only word sts cannot change is when. Sts continue until they have a completely different sentence.

6

10D

Sts follow the steps to write a description of a person they admire.

A B

PREPARE

Sts prepare their ideas and make notes.

PRACTICE Sts use the description in exercise 2 as a model and write their own description. Refer them back to the Skill box and remind them that it is important to organize their ideas clearly into paragraphs. Refer them back to the Text builder box and encourage them to use clauses with when to link events. You could set this stage for homework if you prefer.

C

PERSONAL BEST Sts work in pairs. They exchange their description with their partner and check it, correcting any mistakes they see and giving suggestions for improvement. Remind them that it is important to make feedback positive and helpful, and they should also give feedback on things they like about the description.

PERSONAL BEST Sts can practice writing descriptions of people further by thinking of a famous person who is unusual in his or her profession. They write some sentences giving some facts about the person. Ask some sts to read their sentences to the class, without saying the name of the person. See if other sts can guess the person. Weaker sts can work in pairs. They think of a musician, a sports person, or an actor that they both admire. Ask them to write four sentences about the person, describing the person and saying why they admire them. Ask pairs to read their sentences to the class, without saying the person’s name. See if other sts can guess the person.

EXTRA PRACTICE With books closed, write the following fill-in-the-blank phrases on the board: 1 there aren’t ___ black ballerinas 2 ___ a young age, Michaela ... 3 she’s one of ___ most talented ballet stars ... 4 when she was ___ seventeen ... 5 As well ___ ballet dancing, she ... Explain that in each phrase there is one word missing. Sts work in pairs and complete the sentences with the correct words. Sts can check their answers in the text. Check answers with the class. If necessary, review the rules about much/many that sts learned in Unit 7. Explain the meaning of the phrase from a young age (= starting at a young age and continuing for some time). Review the form of superlative adjectives if necessary. Explain the use of just meaning only. Point out that as well as is a linker that we can use for adding more information. Answers 1 many 2 From 3 the 4 just 5 as

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91and and10 2

REVIEW and PRACTICE

Grammar 1

Complete the questions in the dialogue.

Cross out (X) the sentence that is NOT correct. 1

a Where did you go last weekend? b Where went you last weekend? c Where were you last weekend?

2

a Were you study English in elementary school? b Did you study English in elementary school? c Were you happy in elementary school?

3

a He wanted finish the job. b He agreed to finish the job. c He decided to finish the job.

4

a My sister’s older than me. b I’m younger than her. c She’s more old than me.

6

a This question’s more easy than the others. b This question’s easier than the others. c This question’s the easiest.

8

1 Q

a We’re planning to go away this weekend. b We would like to go away this weekend. c We need going away this weekend.

5

7

2

3

A 2 Q A 3 Q A 4 Q A

a This hotel’s the most expensive in the town. b This hotel’s the more expensive in the town. c It’s also the most comfortable.

5 Q A

a Who’s the better player in the world? b Who’s the best player in the world? c Who’s the most popular player in the world?

6 Q A

Make comparative sentences with the adjectives in parentheses.

7 Q

Congratulations! H i t y H

m

W

d

H H

f

d

?

t

 ?

y

s

 ?

y

w

 ?

i

 ?

I walked about 200 km. So it was a healthy activity. D l any weight?

y

Yes, I did. I lost about five kilos. W

d

y

4

A mile’s about 1,500 m., and a kilometer is 1,000 m. (long)

Vocabulary

5

A bike’s lighter than a car. (heavy)

1

6

The Nile’s 6,800 km., and the Yangtze’s 6,500 km. (short)

Player A’s number 1 in the world. Player B’s number 25. (good)

c

I spent about $200.

The cheetah has a top speed of 95 km. an hour, and the lion about 80 km. an hour. (fast)

8

f

d

3

My mother’s 70. My father’s 68. (old)

y

m

Flight A’s $400 and Flight B’s $300. (expensive)

7

y

I found them in New York City.

2

A

d

I caught 142.

John’s 20 and Sophie’s 21. (young)

8 Q

d

It took me just over two weeks.

1

A

l ?

p

I played it for my work. I work for a tech company in Manhattan. W

y

a Pokémon fan as a child?

Yes, I was. I played it in 1996 on my Game Boy.

Circle the word that is different. 1

chemistry

physics

history

biology

2

take

get into

pass

fail

3

get in shape

get a job

lose weight

get exercise

4

short

slim

empty

tall

5

crowded

dark

dangerous

kind

6

curly

young

gray

straight

7

lazy

nice

polite

brave

8

school

college

gym

kindergarten

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REVIEW and PRACTICE

Grammar

Vocabulary

1

1

Sts read the sentences and decide which one in each group is not correct. Check answers and discuss as a class why the sentences are incorrect. Answers 1 b 2 a 3 a 4 c 5 c 6 a 7 b 8 a

2

9 and1B 10

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 history (the others are all science subjects) 2 get into (you can use all the others to talk about exams) 3 get a job (the others are all ways to become healthier) 4 empty (the others all describe people) 5 kind (the others all describe places) 6 young (the others all describe hair) 7 lazy (the others all have a positive meaning) 8 gym (the others are all places where you study)

Sts write comparative sentences using the adjectives in parentheses. Check answers. Answers 1 John’s younger than Sophie. 2 Flight A’s more expensive than Flight B. 3 The cheetah is faster than the lion. 4 A mile is longer than a kilometer. 5 A car’s heavier than a bike. 6 The Yangtze’s shorter than the Nile. 7 My mother’s older than my father. 8 Player A is better than Player B.

3

Focus sts on the picture and read out the title of the dialogue. Ask: Do you know this game? Do you play it? Sts read the dialogue and complete the questions with the correct words. Check answers. Answers 1 How long did it take you? 2 How many did you catch? 3 Where did you find them? 4 How much did you spend? 5 How far did you walk? 6 Did you lose any weight? 7 Why did you play it? 8 Were you a Pokémon fan as a child?

3 x PRACTICE

SB page 92, exercise 3

1 Do the exercise as normal. When you check the

answers, go around the class for each answer, asking sts to say one word each of each question. Say each complete question and ask: Is it correct? Do we need to change anything? 2 Put sts into pairs and ask them to close their books. Read out each answer from the dialogue one by one. Sts try to write the questions from memory. They can check by looking in their books. 3 Sts work in pairs. They change some of the details in the answers, and then practice the dialogue in pairs. Encourage them to speak at a natural speed, and try to make the dialogue sound as natural as they can.

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REVIEW and PRACTICE

2

3

Match definitions 1–8 with adjectives a–h. 1

between 45 and 60

a

funny

2

too heavy

b

elderly

3

not dangerous

c

safe

4

over 80

d

in shape

5

spends money on others

e

overweight

6

has little or no hair

f

middle-aged

7

makes people laugh

g

bald

8

healthy and gets regular exercise

h

generous

Put the words in the correct columns. overweight nursery curly college straight kindergarten lazy unfriendly school long ugly brown Places of learning

4

Types of hair

Other adjectives

91 and 10 2

Personal Best son 9 1A Les

on120AA sson LLeess

ListName five school five nationalities. subjects.

List five adjectives Name to describe five jobs. places.

on 1A Less 9

on120AA sson LLeess

Write two Write two simple sentences about past questions yourself using about someone’s the verb be, one school days. positive, one negative.

Write three Write two sentences sentences about your comparing two parents using towns or the present cities. simple.

son 9 1A B Les

on120CB ssson LLees

Describe Write a sentence something with because. you love.

List five adjectives to Write a yes/no describe question using people’s be. appearance.

Complete the conversation with the words in the box. lazy funny blond tall cheerful long young short Jack

How’s your new colleague?

Victoria She’s really 1 Jack

Do I know her? What does she look like?

Victoria She’s 2 Jack

 . Always telling jokes!

With 3

 and slim. Only about 1 m. 55.

Brown?

Victoria No. 4 boss? Jack

Name five Write a question things you carry using need to. with you.

son 10 LLeessson 2CC Write List three two sentences questions you about you and can the with first yourask family time you meet superlative someone. adjectives.

 hair?

Victoria Not at all. She has short hair. Jack

on 1C Less 9

 , actually. What about your new

She’s OK. She’s 5  – only about thirty. She’s pretty 6  – about 1 m. 70. She’s 7  – you know, she smiles a lot. She works long hours. Not like the 8   manager we had before.

son 9 1C D Les

ssoonn120DC LLeess

Think of five Write three expressions sentences using for making his, her, their. suggestions.

Give two List five expressions adjectives for an to closing describe informal personality. email.

on D LLeesssson 91D Give two expressions to Think of three say you don’t expressions understand on for sounding the telephone. sympathetic.

ssoonn120DD LLeess Write a Write one sentence with sentence with when to link two but andinone events the with or. past.

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REVIEW and PRACTICE

2

Sts match the definitions with the adjectives. Check answers.

SB page 93, exercise 2

1 Do the exercise as normal. When you check the

answers, read out each adjective and ask: Which definition matches this? Why? Can you give me an example of how we use this adjective? 2 Put sts into pairs and ask them to cover the adjectives and just look at the definitions. They read the definitions again and try to remember the adjectives. They can check by looking in their books. 3 Sts work in pairs. They write a short conversation using as many of the adjectives as they can. Monitor and help while they are working. Sts can then practice their conversations in pairs. Encourage them to speak at a natural speed and try to make their conversation sound as natural as they can.

3

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization.

Answers 1 f 2 e 3 c 4 b 5 h 6 g 7 a 8 d

3 x PRACTICE

9 and1B 10

Sts add the words to the table under the correct heading. Check answers and check that sts understand all the words. As an extension, sts could work in pairs and add more words to the table.

These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 10A). They cover grammar, vocabulary, text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs, or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 9, pages 54 and 55 Unit 10, pages 60 and 61

Answers Places of learning: nursery, college, kindergarten, school Types of hair: curly, straight, long, brown Other adjectives: overweight, lazy, unfriendly, ugly

4

Sts read the conversation and complete it with the correct words in the box. Check answers. Answers 1 funny 2 short 3 long 4 blond 5 young 6 tall 7 cheerful 8 lazy

47

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UNIT

11

On the move LANGUAGE

have to/don’t have to

■

travel and transportation

11A Getting to work 1

A

What forms of transportation can you see in pictures a–d? What other forms of transportation can you think of?

a

B

b

c

d

How do you usually travel to these places? Tell a partner.

• the supermarket • your work or place of study • your English class A I always go to my English class by bus. B Really? I drive.

Go to Vocabulary practice: travel and transportation, page 155

2

A

Read the introduction to the text. Complete the three definitions with the correct words. (verb): to travel to work (noun): the trip to work

1 2

B

to work

Read the rest of the text. Which forms of transportation does it mention?

THE WORLD’S

Do you have a long trip to work? Do you have to sit in traffic for hours or fight with thousands of other commuters for a place on the subway? It doesn’t have to be stressful to commute. Here are three of the world’s coolest commutes.

3

(noun): people who are traveling

3

C

hris Roberts is a doctor with Australia’s Royal Flying Doctor Service. He spends about 90 minutes every day on a plane, and he often has to fly to some of the most remote places in Australia – places where there are no airports. “I love flying to work,” he says, “but we have to look out for kangaroos when we land, especially at night.”

I

nger Bojesen is a journalist in Copenhagen, Denmark. Her trip to work is a 30-minute bike ride. In Copenhagen, 45% of people go to work by bike. There are bike lanes and special traffic lights for bicyclists, so they don’t have to wait with all the cars and buses. And it’s very safe. “I love my commute,” says Inger. “It’s really fast, and it’s free!”

J

ohn Douglas is an engineer at a power plant on beautiful Lake Manapouri in New Zealand. There are no roads to the power plant, so John has to drive to the ferry, and then he and his coworkers have to travel across the lake by boat. It’s called the “Z” boat because “zzzz” is the sound of workers sleeping during the trip! “It’s a great way to start the day,” says John.

Read the text again. Who do you think says the following about his/her commute: Chris, Inger, or John? 1 2 3 4 5 6

It’s a really quiet commute, and the scenery is beautiful. Sometimes I see some interesting animals during my trip. I love getting some exercise on my way to work. I take two different forms of transportation to get to work. I can also go to work by car or bus if I want. I travel at different times of the day.

Person

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UNIT

UNIT

On the move 11 UNIT 11 OVERVIEW: This unit looks at travel and transportation. Sts read about some interesting commutes to work and talk about their own trip to work. Then they read a text about two complete strangers who went on a three-week trip together and talk about things they would like to do in the future. They read about a very long road trip and plan their own “vacation of a lifetime”. Finally, sts watch/listen to people checking into a hotel and then practice their own conversations for arriving at a hotel.

SKILLS

LANGUAGE Grammar have to/don’t have to; be going to

Vocabulary Travel and transportation; vacation activities

Pronunciation have to; sentence stress

Reading Reading for detail; adverbs of probability

Speaking Arriving at a hotel; checking information

LANGUAGE

11A Getting to work

11A

Sts read about some interesting trips to work, using unusual forms of transport. They practice talking about signs and end by discussing their own trips to work. Grammar have to/don’t have to

Vocabulary Travel and transportation (bike, boat, bus, car, ferry, foot, helicopter, motorcycle, plane, scooter, ship, streetcar, subway, taxi, train, truck, van)

WARMER

B Sts read the rest of the text and note down the forms of transportation it mentions. Check the answers. Answers subway, plane, bike, car, bus, ferry, boat

1 A

Answers

Communication Talking about travel and transportation

Answers 1 commute 2 commute 3 commuters

Ask: Do you like traveling? Where was the last place you visited? Elicit a few answers, and ask more questions to encourage sts to say more, e.g., Who did you go with? What did you do there? Would you recommend it as a place to visit? Ask: What form of transportation did you use to get there? Elicit answers and ask: Do you like traveling by (train)? Why/Why not? Sts work in pairs to identify the forms of transportation in the pictures and think of other forms of transportation. Check answers for the four photos, and then build up a list on the board of other forms of transportation sts have thought of. Check that sts understand them all.

Pronunciation have to

3

Sts read the text again and decide who might say each of the sentences. Check answers. Answers 1 John 2 Chris 3 Inger 4 John 5 Inger 6 Chris

The photos show traveling by bus, train, boat/ferry, and taxi.

B

Sts work in pairs to discuss how they travel to the different places. Ask some sts to tell the class something about their partner. Go to Vocabulary practice: travel and transportation, SB page 155/TB page 323. Sts will find more language presentation and practice for travel and transportation here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 11A. Remind sts to go to the app for further self-study vocabulary practice of travel and transportation.

Personal Best

2 A

Sts read the introduction and complete the definitions. Check answers and model pronunciation of the words.

01

3 x PRACTICE

SB page 94, exercise 3

1 Do exercise 3 as normal. To check answers, divide the

class into three groups: Chris, Inger, John. Read out each sentence and ask each group: Might you say this? Why? 2 Sts cover the text and look at the sentences again. They work in pairs and try to remember what the text said in relation to each of the sentences. They can look at the text again to check. 3 Sts work in pairs. They choose a picture from exercise 1A and think of something that one of the people in it might say about their trip to work. Ask pairs to say their sentences to the class. Encourage sts to speak with feeling, so they sound enthusiastic or fed up with their commute. Other sts can try to identify the correct picture. 201

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have to/don’t have to

4

A

■

travel and transportation

LANGUAGE

11A 7A

Complete the sentences and question with words from the text.

1 We look out for kangaroos when we land. 2 Bicyclists wait with all the cars. 3 John drive to the ferry. 4 you sit in traffic for hours?

B

Choose the correct option. Then look at the examples in the Grammar box and check. After have to or has to, we use the base / -ing form of the verb.

Grammar

hink of?

have to/don’t have to We use don’t have to/doesn’t have to to say that something isn’t necessary: You don’t have to go to work by car. It doesn’t have to be stressful to commute.

We use have to/has to to say that something is necessary: We have to go there by plane. She has to drive to work. Do you have to take the train to work?

Go to Grammar practice: have to/don’t have to, page 132

5

A

11.3 Pronunciation: have to/has to Listen and repeat.

1 I don’t have to go by boat. 2 Do you have to work today?

B

11.4

3 He has to go by bike. 4 She has to get up early.

Say the sentences. Listen, check, and repeat.

1 You have to go to work by subway. 2 We don’t have to work today. 3 She has to wear a uniform.

6

A

Look at the signs and complete the sentences. Use the verbs in the box with have to/don’t have to. pay

1 You

B a

4 He doesn’t have to go to school on Sundays. 5 Do you have to go home by bus? 6 Does she have to drive to work?

turn off

leave

your phone.

2 You

to go in.

3 You

your dog outside.

In pairs, explain what the signs mean. Use have to and don’t have to. b

c y day part 0th birth th 5 1 March . at 7:30 p.m ion Un t n e d tu S !

Sara’s 3

ts

n No prese

Go to Communication practice: Student A page 165, Student B page 174

7

A

Ask and answer questions about your partner’s commute to work or place of study.

How do you get to work? I have to drive because there are no buses.

B

Work with a different partner. Tell him/her about your first partner’s trip.

Ana works at the airport. She goes there by subway. It’s usually very busy, and she has to stand.

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202

Write a paragraph about your favorite form of transportation and why you like it.

EXTRA PRACTICE Workbook page 62; 00; photocopiable activity 11A Grammar

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LANGUAGE

4 A

Sts complete the sentences with words from the text on page 94. Check answers.

B Sts work in pairs and explain what the signs mean, using have to and don’t have to. Check answers with the class.

Answers 1 have to 2 don’t have to 3 has to 4 Do, have to

B Sts look at the sentences in exercise 4A again and complete the rule. They could work in pairs for this. Check the answer. Answer base

Grammar Read the Grammar box with sts about have to/don’t have to. Point out that the form of have changes according to the person (I have, he/she has, etc.), but the verb after to is always in the base form. Explain that have to is used when something is necessary, and don’t/ doesn’t have to is used when something isn’t necessary. Ask questions to check concept. Concept check questions: I have to go by train – do I choose to do this? (no – it’s necessary – I have no choice). I don’t have to drive – is it necessary? (no). Can I choose to use a different form of transportation? (yes). She have to walk to work – correct? (no – she has to walk). He don’t have to travel very far – correct? (no – he doesn’t have to). Go to Grammar practice: have to/don’t have to, SB page 132/TB page 277. Sts will find more language reference, presentation, and practice for have to/don’t have to here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 11A. Remind sts to go to the app for further self-study grammar practice of have to/don’t have to.

5 A

Allow sts time to read through the sentences. Play audio track 11.3. See the SB page opposite for audio script. Sts listen to the pronunciation of have to. Play the audio track again for sts to repeat. 11.3

11A

Suggested answers a You have to stop. b You have to go/turn left. c You don’t have to bring presents.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 165. All “Student B” sts should go to SB page 174. Go to TB page 343 for the teacher notes. Do the activity, and then continue with exercise 7A of lesson 11A.

7 A

Elicit one or two questions with have to that sts could ask about their partner’s commute, e.g., Do you have to leave home early? Do you have to drive? Do you have to buy your ticket in advance? Allow sts time to prepare their questions individually. Sts then work in pairs to ask and answer questions about their commute to work or school.

B Sts work in new pairs and give details of their first partner’s commute. Remind them to use has to/doesn’t have to. Ask who learned about an interesting trip to work. Ask sts to tell the class about any interesting trips their classmates have. PERSONAL BEST Sts can practice talking about travel and transportation further. They write a paragraph about their favorite form of transportation and why they like it. Sts can compare their paragraphs in pairs. Discuss with the class which forms of transportation most people like and dislike. With weaker sts, write the following fill-in-the-blank sentences on the board: I like traveling by ... because ... I don’t like traveling by ... because ... I would love to travel by ... because ... Sts complete the sentences with their own ideas. They can compare their sentences in pairs. Discuss with the class which forms of transportation sts would like to try and why.

B

11.4 Sts work in pairs to practice saying the sentences. Play audio track 11.4 for sts to listen, check, and repeat. See the SB page opposite for audio script.

6 A

Read through the verbs in the box with the class and pre-teach if necessary. Sts look at the signs and complete the sentences with the correct verb forms. Allow sts time to compare their answers in pairs, and then check answers with the class. Answers 1 have to turn off 2 don’t have to pay 3 don’t have to leave

01

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11 7

SKILLS

READING

reading for detail

■

adverbs of probability

11B Looking for Elizabeth Gallagher 1

A Imagine you can go on a trip to anywhere in the world for three weeks. Write down the countries you’d like to visit. B

2

In pairs, compare your lists. Say one thing you’d like to do in each country.

Read the text about Jordan Axani and Elizabeth Gallagher. What was unusual about their trip?

Skill

reading for detail

When you read a text, first look at the pictures and title, and then skim the text to understand the main ideas. After that, read the questions carefully. Underline any key words. Find the part of the text with the information you need, and read it slowly and carefully. The questions may repeat key words from the text, or they may express the ideas in a slightly different way.

3

Read the Skill box. Answer the questions. 1 2 3 4 5

4

Match the questions to the paragraphs. Then write the answers. 1 2 3 4 5

5

When did Jordan and his girlfriend’s relationship end? What did Jordan do about their vacation when their relationship ended? What happened when Jordan placed an ad on Reddit? How was Jordan and Elizabeth’s relationship at the end of the trip? What did Jordan do after the trip?

How old is Jordan? How long was the around-the-world trip? How many people responded to Jordan’s ad? Where did Jordan and Elizabeth spend New Year’s Day? Which city was Jordan and Elizabeth’s favorite?

2

Read the Text builder. Complete the chart with the adverbs in the box.

Text builder

adverbs of probability

We use adverbs of probability to say how certain we feel about something. Maybe and perhaps usually come at the beginning of a sentence: Maybe one day there will be a movie about their adventures. Other adverbs of probability usually come before the main verb, but after the verb be: Things definitely felt a little strange at first. Prague was possibly their favorite place. definitely

maybe

It’s certain

6

perhaps

possibly

It’s almost certain

probably

certainly

It’s not certain

A Look at the list of activities below. Check ( ) the ones you’d definitely like to do, put a question mark (?) next to the ones you’d possibly like to do, and a cross (X) next to the ones you definitely wouldn’t like to do. ride an elephant climb a volcano write a book

B

fly in a helicopter appear on TV learn a new skill

learn an instrument run a marathon do a parachute jump

Compare your ideas in pairs.

A I’d definitely like to ride an elephant.

B Really? I definitely wouldn’t want to do that! I’d like to climb a volcano.

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SKILLS

11B

11B Looking for Elizabeth Gallagher Sts read about a man who decided to find a replacement travel companion for a trip after his relationship with his girlfriend ended. Then they discuss things they would like to do in the future. Reading A text about a man who was left with travel tickets in his girlfriend’s name after they broke up, so decided to find someone with the same name to be his travel companion

WARMER

4

Ask: What makes a good travel companion? What kind of person should they be? Elicit a few answers, and then ask: Do you need to know someone well to go traveling with them? Could you enjoy traveling with a stranger? Why/Why not? Elicit a range of answers.

Answers 1 28 – paragraph 2 2 three weeks – paragraph 2 3 1,200 – paragraph 3 4 Hong Kong – paragraph 4 5 Prague – paragraph 4

Sts work individually to write down the countries they would most like to visit. Monitor, and help with the names of countries if necessary.

Text builder Read the Text builder box with sts about adverbs of probability. Explain that we use adverbs of probability to express how certain or uncertain we feel about something. Explain that it can be about things that are in the present, past or future, e.g., That’s possibly his new girlfriend (present), It was definitely my favorite place (past), Maybe we’ll go on vacation together (future). Point out that we often use maybe and perhaps at the beginning of sentences, but that perhaps is formal. Point out the position of the other adverbs before a main verb but after be. Ask questions to check concept. Concept check questions: What do adverbs of probability tell us? (how certain someone is about something). Maybe and perhaps – same meaning? (yes, but perhaps is more formal). Where do they usually go in a sentence? (at the beginning). Which is more certain – definitely or possibly? (definitely). I saw definitely Max at the concert – correct? (no – I definitely saw Max). His train was probably late – correct? (yes).

B

Sts compare their answers in pairs and explain what they would like to do in each place. Ask some sts to tell the class about one of the countries their partner would like to visit and why. Read out the question, and then ask sts to read the text and find the answer. Remind them that when they read a text for the first time, they should look at the pictures and title to get an idea of what it is about, and then skim it to understand the main ideas. You could set a time limit for this exercise, to encourage sts to skim the text quickly. Check the answer. Answer They didn’t know each other before they set out.

Skill Read the Skill box with sts about reading for detail. Point out that they need to read each question very carefully to find out exactly what information they are looking for in the text. Then they need to find the correct part of the text and read it very carefully to find the answer. Point out that the correct answer may not use the same words as the question, so they need to think about the meaning of the words, and not assume that an answer is correct just because it uses a word that is in the question.

3

Sts read the text again and answer the questions. Check the answers. Answers 1 A month before their vacation started 2 He contacted the airline about Elizabeth’s ticket. / He decided to find a woman with the same name as his girlfriend. 3 About 1,200 women contacted him. 4 They were like brother and sister / They became friends. 5 He started to write a book.

Text builder Adverbs of probability

Sts match the questions to the paragraphs, and then answer the questions. Check the answers.

1 A

2

Skill Reading for detail

5

Sts complete the chart with the adverbs. They could work in pairs for this. Check answers, and check that sts understand all the adverbs. Answers It’s certain: definitely, certainly It’s almost certain: probably It’s not certain: maybe, perhaps, possibly

6 A

Allow sts time to read through the list of activities. Explain any words that they don’t understand. Sts then add a check, a question mark, or an x to each ambition.

B Ask two confident sts to read out the example answer. Point out that we use Really? to express surprise. Sts work in pairs to compare their ideas. Ask some pairs to tell the class which of their partner’s answers they found the most surprising.

01

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reading for detail

■

adverbs of probability READING

LOOKING FOR

Elizabeth Gallagher

1 It’s like a story in a movie: a couple plans a romantic trip around the world, but then they break up. The boyfriend doesn’t want to go on the trip by himself, but he can’t change the names on the tickets. He has to go alone … or he has to find another woman with the same name as his ex-girlfriend. So he starts looking for one …

SKILLS

11B 7D

2 That’s exactly what happened to 28-year-old Jordan Axani from Canada. He reserved a threeweek-long vacation with his girlfriend, but their relationship ended a month before the vacation started. Jordan didn’t want to cancel his vacation but he didn’t want to go alone. The airline told Jordan that it was impossible to change the names on the tickets, so he decided to find a woman with a Canadian passport and with the same name as his ex-girlfriend: Elizabeth Gallagher. 3 Jordan placed an ad on the website Reddit, and about 1,200 women contacted him. Of those 1,200 women, eighteen had the name Elizabeth Gallagher and a Canadian passport. Jordan chose a 23-year-old student from Nova Scotia to come with him on the trip. 4 Jordan and Elizabeth had an amazing trip; they saw some beautiful places and met some great people. They went to New York, Paris, Venice, and Bangkok. They spent the New Year in Hong Kong. Prague was possibly their favorite place. Did they become friends? Yes, they did. Elizabeth thought that things definitely felt a little strange at first, but, after a while, they were like brother and sister. Elizabeth had a boyfriend back in Canada, so she and Jordan probably got along better because of this. 5 So, what’s next for Jordan and Elizabeth? Elizabeth went back to her life in Nova Scotia. But Jordan is writing a book and – who knows – maybe one day, there really will be a Hollywood movie about their adventures together.

olcano.

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Imagine you are Jordan or Elizabeth. Write an e-mail to a friend at home telling him/her about your trip.

EXTRA PRACTICE Workbook page 63

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SKILLS

11B

PERSONAL BEST Sts can practice talking about travel further. They imagine they are Jordan or Elizabeth and write an e-mail to a friend about their trip. Sts can compare their e-mails in pairs. Weaker sts can work in pairs and write down three things that Jordan possibly said to his friends after his trip, and three things Elizabeth said. They can compare their sentences in small groups.

EXTRA PRACTICE Ask sts to cover the text on page 97. Write the following fill-in-the-blank sentences on the board: 1 Jordan and his girlfriend ___ a romantic trip. 2 Jordan didn’t want to ___ on the trip by himself. 3 Jordan ___ a three-week-long vacation with his girlfriend. 4 Jordan didn’t want to ___ his vacation. 5 Jordan and Elizabeth ___ an amazing trip. Point out that the sentences all include the words trip or vacation, and the missing words are all verbs that go with these nouns. Sts work in pairs and try to complete the sentences from memory. They can look at the text again to check their answers. Check the answers, and check that sts understand all the verbs. Point out to sts that it is important to learn verbs that collocate with nouns. Answers 1 planned 2 go 3 reserved 4 cancel 5 had

EXTRA PRACTICE Ask: What would be the advantages and disadvantages of going on a trip with someone you don’t know? Elicit a few ideas, and then put sts into pairs and ask them to think of three advantages and three disadvantages. Elicit sts’ ideas and have a brief class discussion. Ask: Would you answer an ad looking for someone with your name? Why/Why not? Elicit a range of answers.

01

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7 11

be going to and future time expressions

LANGUAGE

■

vacation activities

11C Road trip 1

A

Complete the questions about vacations with the verbs in the box. visit

go (×3)

relax

stay

1 2 3 4

Do you prefer to Do you prefer to Do you prefer to Do you prefer to

to the beach or to the mountains? at a hotel or at a campsite? sightseeing or by the pool? a castle or shopping for gifts?

B

Ask and answer the questions in pairs.

Go to Vocabulary practice: vacation activities, page 156

2

Read the text. What is the connection between the two pictures?

RADIO 7

The best road trip In the early 1940s, Sullivan Richardson, a journalist from Detroit, got into his white Chrysler with two friends and drove 14,000 miles from North America to the very tip of South America. It’s one of the greatest car adventures of all time. There were no roads for a lot of their trip. The three men drove over mountains and through deserts and jungles. At night, they camped next to the car. People said the trip was impossible, but after nine months and one day, they finally reached their destination in Chile. It was the trip of a lifetime! Now, more than 75 years later, friends Jack Reid and Ben Davis are going to take a similar trip along the longest road in the world – the Pan-American Highway, but in a comfortable camper!

3

11.6 Listen to an interview with Jack and Ben. Complete the chart with information about the trip.

Sullivan Richardson’s trip

4

Jack and Ben’s trip

Starting point

Detroit

1

Length of trip

nine months

2

Where / stay?

camped next to the car

3

Sightseeing?

no

4

A

11.6

Listen again and complete the sentences.

1 2 3 4 5 6

We’re going to from Arizona. We’re not going to all the way to Chile. Where are you going to ? Are you going to the same places as Sullivan? We’re going to a volcano in Guatemala. We’re going to hiking in Costa Rica.

B

Choose the correct options to complete the rules. Then read the Grammar box and check.

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11C

LANGUAGE

11C Road trip Sts read about an extremely long road trip, and read a conversation about vacation plans. Then they plan their own “vacation of a lifetime.” Grammar be going to and future time expressions

Vocabulary Vacation activities (go hiking, go on vacation, go sightseeing, go surfing, go to the beach, go to the mountains, have a good time, relax by the pool, relax on the beach, stay at a campsite, stay at a hotel, stay at an apartment, stay with friends, visit an art gallery/ a castle/a museum)

1 A

Remind sts to go to the app for further self-study vocabulary practice of vacation activities.

2

Allow sts time to read the questions. Pre-teach beach, mountains, campsite, sightseeing, pool, castle, and gifts if necessary. Sts complete the questions with the correct verbs. Check answers. Answers 1 go 2 stay 3 go, relax 4 visit, go

B Allow sts time to prepare their answers to the questions individually. They then ask and answer in pairs. Ask some sts to tell the class something they learned about their partner. 3 x PRACTICE

Focus on the two photos and elicit what they show. Sts read the text to find out the connection between the two photos. Check the answer. Answer They’re both of the same trip but one trip was 75 years ago.

3

11.6 Read through the chart with the class. Play audio track 11.6. See TB page 364 for audio script. Sts listen and complete the chart with the correct information. Check answers.

Answers 1 Arizona 2 eight weeks 3 sleep/camp in a (comfortable) campervan 4 yes

SB page 98, exercise 1A/B

1 Do exercises 1A/B as normal. To check answers for

exercise 1B, ask about each activity in turn: Who prefers going to the beach? Sts put their hand up if their partner prefers this activity. Ask one or two sts to tell the class why their partner prefers this activity. 2 Books closed. Write the nouns from questions 1–4 in exercise 1A on the board: beach, mountains, etc. Sts work in pairs to remember which verb goes with each noun. Sts can look at their books again to check. 3 Put sts into small groups and ask them to imagine they are on vacation together. Tell them they need to decide on their plans for today. They must plan their whole day, and they can do three activities in total. Remind them of phrases for making suggestions, e.g., How about we…? Why don’t we …? Let’s … .Tell them they must discuss all the activities before they decide. Ask groups to report back on their plans for their day.

Communication Talking about your perfect vacation

Go to Vocabulary practice: vacation activities, SB page 156/TB page 325. Sts will find more language presentation and practice for vacation activities here. Do these exercises with the class, or set them for homework, before continuing with exercise 2 of lesson 11C.

WARMER Tell sts you are going to write a word on the board, and they must write down the first word that comes into their head when they see the word. Tell them not to think about it, but just to write the first word they think of. Write the word vacation on the board. Ask sts one by one to tell the class the word that they wrote. Write the words on the board. Discuss as a class what the words show about how people feel about vacations.

Pronunciation Sentence stress

4 A

11.6 Allow sts time to read the fill-in-the-blank sentences. Pre-teach volcano if necessary. Play audio track 11.6 again. Sts listen and complete the sentences. Check answers with the class.

Answers 1 leave 2 travel 3 stay 4 visit 5 climb 6 go

B Sts look at the sentences in exercise 4A again and choose the correct options to complete the rules. Check answers. Answers 1 future 2 base

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be going to and future time expressions Grammar

■

vacation activities

LANGUAGE

11C

be going to and future time expressions

We use be going to + the base form of the verb to talk about future plans: We’re not / We aren’t going to travel all the way to Chile. I’m going to visit the beaches in Brazil. Where are you going to stay? We’re going to drive 14,000 miles. Is your friend going to come with you? She’s not / She isn’t going to go by bus.

Look! We use future time expressions with be going to. She’s going to get a new job next year.

Go to Grammar practice: be going to and future time expressions, page 133

5

A

11.8

Pronunciation: sentence stress Listen to the sentences. Listen again and repeat.

1 She’s going to travel by train. 2 We’re not going to go to the beach. 3 Are you going to stay with friends?

B

11.9

Say the sentences. Listen, check, and repeat.

1 I’m going to visit the castle. 2 You’re not going to come with me. 3 We’re going to travel by boat.

6

4 He’s not going to relax by the pool. 5 Are you going to visit South America? 6 Is she going to stay at a hotel?

A Complete the conversation with the verbs in the box and the words in parentheses. Use be going to. stay

visit

do

go (×2)

take

come

Nuria Where 1

watch

(you and Tim) on vacation this year?

Mona Cape Town in South Africa. Nuria Really? I went last year – it’s amazing! What 2 (you) there? Mona 3 (we) Robben Island, and 4 (we) hiking up Table Mountain. 5 (I) a rugby game, but 6 (Tim) with me – he’s not interested in sports. I think 7 (he) some photos of the city. Nuria It sounds great. Where 8

(you)?

Mona We’re not sure yet. Do you know any good hotels?

B

Act out the conversation in pairs.

Communication practice: Student A page 166, Student B page 175

7

A

In pairs, plan your own “vacation of a lifetime.” Make notes about your plans.

Which country? One place or different places? (forest, city, coast, etc.) Travel to your destination? (plane, ferry, car, etc.) Length of stay? (one week, two weeks, one month, etc.) Accommodations? (hotel, apartment, campsite, etc.) Places to visit? (museums, castles, stores, etc.) Activities? (sports, hiking, surfing, etc.)

B

Work with a different partner. Talk about your vacation plans. Ask him/her for more information.

A We’re going to go to China on vacation. We’re going to stay there for two weeks, and we’re going to visit a lot of different places. B That sounds interesting. Which places are you going to visit?

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You are going to go on a road trip. Write an e-mail to a friend about your plans for the trip.

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LANGUAGE Grammar Read the Grammar box with sts about be going to and future time expressions. Explain that we use be going to to talk about our future plans or intentions. Explain that the form of be changes according to the person, but the rest of the form stays the same: I’m going to, he’s going to, etc. Elicit that be going to is always followed by a base form of a verb. Point out that we add not to form negatives: I’m not going to ..., she isn’t going to ... . Point out the word order in the question form. Ask questions to check concept. Concept check questions: I’m going to visit New York – is this my intention? (yes). Is it a plan I have for the future? (yes). What part of the verb follows “be going to”? (a base form). We not going to visit Cuba – correct? (no – we aren’t going to). I don’t going to stay very long – correct? (no – I’m not going to). What you are going to do? – correct? (no – What are you going to do?). Go to Grammar practice: be going to and future time expressions, SB page 133/TB page 279. Sts will find more language reference, presentation, and practice for be going to and future time expressions here. Do these exercises with the class, or set them for homework, before continuing with exercise 5A of lesson 11C. Remind sts to go to the app for further self-study grammar practice of be going to and future time expressions.

5 A

11.8 Play audio track 11.8. See the SB page opposite for audio script. Sts listen and notice the pronunciation of be going to. Focus on the sentence stress and point out the stress on the go- of going to and then the main verb, but not on the to. Point out also the stress on the negative verb not. Play the audio again for sts to listen and repeat.

11C

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 166. All “Student B” sts should go to SB page 175. Go to TB page 345 for the teacher notes. Do the activity, and then continue with exercise 7A of lesson 11C.

7 A

Allow sts time to read through the notes. Explain destination and accommodations if necessary. Sts work in pairs to plan their vacation of a lifetime. Monitor and help while sts are working.

B Put sts into new pairs to talk about their vacation plans. Encourage them to ask questions to find out more about their partner’s trip. Ask some sts to tell the class something about their partner’s trip. Discuss as a class whose trip sounds exciting. PERSONAL BEST Sts can practice talking about travel further. They imagine they are going to go on a road trip and write an e-mail to a friend about their plans. Encourage them to talk about things they are going to do. Sts can compare their e-mails in pairs and discuss whose trip sounds like fun. With weaker sts, write the following sentence beginnings on the board: This evening I’m going to ... Next weekend I’m going to ... On my next vacation, I’m going to ... Sts complete the sentences with their own ideas. They can then compare their sentences in pairs. Ask some sts to tell the class something their partner is going to do.

B

11.9 Sts work in pairs and practice saying the sentences, focusing on the sentence stress. Play audio track 11.9 for sts to listen, check and repeat. See the SB page opposite for audio script.

6 A

Sts read the conversation and complete it with the correct forms of be going to and the correct verbs. Check answers with the class. Answers 1 are you and Tim going to go 2 are you going to do 3 We’re going to visit 4 we’re going to go 5 I’m going to watch 6 Tim’s not going to come 7 he’s going to take 8 are you going to stay

B Sts work in pairs to practice the conversation. Encourage them to switch roles and practice again, and to focus on trying to sound natural and fluent. You could model and drill some of the questions and sentences with be going to first, to help sts to become more confident about saying them.

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11 7

SKILLS SKILLS

Learning Curve

SPEAKING

arriving at a hotel

■

checking information

11D At a hotel 1

A

Look at the reasons why people stay at hotels. Can you think of more?

• You’re on vacation. • You have a very early flight at an airport. • You’re on a business trip.

B

In pairs, discuss the questions.

1 What do you enjoy about staying at hotels? 2 Is there anything that you don’t like about hotels? What? 3 When did you last stay at a hotel? Describe your experience.

2

11.10 Watch or listen to the first part of Learning Curve. Check ( ) the type of room that Ethan and Penny have.

Standard room

Deluxe room

Ethan Penny

3

11.10 Watch or listen again. Are the sentences true (T) or false (F)?

1 2 3 4 5 6 7

Ethan’s going to reserve a hotel room in New York. He has a meeting there. He reserves a room for three nights. Breakfast is included in the price. There’s a discount for all the rooms. Penny spells her first name for the receptionist. Her room’s on the seventh floor.

Conversation builder

arriving at a hotel Hotel guest: I reserved a room under/in the name of … I have a reservation under/in the name of … Which floor did you say? What’s the WiFi password?

Hotel receptionist: Welcome to the … Hotel. (Are you) Checking in? Could you spell your last name, please? Could/Can I have your identification/ID/credit card, please? Can you sign this form, please? Here’s your room key/passport/credit card.

4

A a b c d e

B

Read the Conversation builder. Order the sentences from 1–9 to make a conversation. Here you are. Here’s my passport. Sure. OK. Here’s your room key. Room number 1203, on the twelfth floor. Thank you. Could I have your ID, please? Thanks. Which floor did you say? The tenth?

f g h i

Great. Can I have your credit card, please? Yes. I reserved a room under the name of Lucía Espinosa. No, the twelfth floor. Welcome to Park Road Hotel. Checking in?

In pairs, act out the conversation. If you want, use your own names and change the other details.

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SKILLS

11D

11D At a hotel Learning Curve

Sts watch or listen to people making a hotel reservation and arriving at a hotel. Then they practice arriving at a hotel and talking to the receptionist.

Speaking Sts watch a video or listen to a conversation in which people make a hotel reservation and arrive at a hotel.

Skill Checking information

Conversation builder Arriving at a hotel

WARMER

Conversation builder

Ask: How often do you stay at hotels? Do you stay at them for work, or when you are on vacation? Elicit a few answers from individual sts. Ask: What is important in a good hotel? Elicit a range of answers from individual sts.

Read the Conversation builder box with sts about arriving at a hotel. Point out the phrasal verb to check in meaning to arrive at a hotel and collect your keys, and point out the phrase Here’s your ... which we use when we give something to someone. Point out the phrase a room/reservation under/in the name of ... . Point out the pronunciation of WiFi /ˈwaɪfaɪ/. Ask questions to check concept. Concept check questions: What does “checking in” mean? (arriving at a hotel and collecting your keys). When do we use the phrase “Here’s your ...”? (when we are giving something to someone). I have a reservation for the name of Smith – is this correct? (no – under/in the name of …). What do you need in order to use the internet in a hotel? (the WiFi password/code).

1 A

Sts make a list of as many reasons as they can why people stay at hotels. Get feedback and elicit all the reasons they can think of.

B Sts discuss the questions in pairs. Get feedback on their discussions and invite sts who have had very good or bad experiences to share them with the class.

2

11.10 All the D lessons in this level which focus on speaking skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Ethan and Penny stay at a hotel for a business meeting. Allow sts time to look at the chart. Check they understand standard and deluxe. Pre-teach a code, make a reservation, a password, and social media. Play video/audio track 11.10. See TB page 364 for video/audio script. Sts watch/listen and complete the chart. Check answers.

Answers Ethan: standard room Penny: deluxe room

3

11.10 Sts read the sentences. Play video/audio track 11.10 again. Sts watch/listen and decide if the sentences are true or false. You could ask stronger sts to correct the false sentences. Check answers. Play the video/audio track again for sts to hear why each sentence is true or false.

Answers 1 F (it’s in a small town 300 miles from New York) 2 F (he reserves a room for two nights) 3 T 4 F (you have to pay for breakfast) 5 F (there is a discount for deluxe rooms) 6 F (she spells her last name) 7 T

01

4 A

Sts order the sentences to make a conversation. Check answers. Answers 1 i 2 g 3 d 4 a 5 f 6 b 7 c 8 e 9 h

B Sts act out the conversation in pairs. They can switch roles and practice again. Ask some pairs to perform the conversation for the class. 3 x PRACTICE

SB page 100, exercise 4A/B

1 Do exercise 4A as normal. To check the answers, give

the first line of the conversation and tell a student this is their line. Ask them to say their line, and then elicit the second line and give this to a second student. Continue building up the conversation, with students each saying their line and then adding on another line, until the conversation is complete. 2 Do exercise 4B as normal, then ask sts to close their books. Read out the first line of the conversation. Sts try to remember the next line. Give them the next line and try to elicit the following line. Continue in this way, eliciting each line in turn. 3 Sts work in pairs. They choose a role (hotel receptionist/guest) and write down a maximum of two words to remind them of each of their lines. Then they practice the conversation again with books closed, using their notes as prompts. Encourage them to speak at a natural speed, in a natural, fluent way.

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arriving at a hotel

5 6

checking information SPEAKING

SKILLS SKILLS

11D 7D

11.11 Watch or listen to the second part of the show. Who enjoyed their stay at the hotel? Who didn’t enjoy it? 11.11 Watch or listen again. Choose the correct options to complete the sentences. 1 2 3 4

7

■

Penny says she’d like to check in / check out / change rooms. Penny’s stay was horrible / comfortable / lovely. Ethan paid more than / less than / the same as Penny. The WiFi in Ethan’s room was awful / pretty good / very good.

A Read the Skill box. Complete mini-conversations 1–4 with a phrase to check the information. Skill

checking information

If you aren’t sure if information is correct, you can check it with the person who said it. Formal: You’re going on May 11. Is that correct? He’s over eighteen. Is that correct? Neutral: Did you say one room for one night? Informal: That’s with the discount, right? 1 A B 2 A B 3 A B 4 A B

Did you say the fourth floor?

Breakfast is at seven, right?

I’d like to reserve a double room for two nights. You want a double room. ? I’d like a standard room for three nights. Arriving on April 19th. two nights from April 19th? The price for a deluxe room is $100 a night. The price includes breakfast, ? There’s a 20 percent discount for advance reservations. a 20 percent discount?

B

11.12 Listen and check. Pay attention to the intonation. Then act out the conversations in pairs.

Go to Communication practice: Student A page 166, Student B page 175

8

A PREPARE In pairs, look at the diagram and discuss what you could say at each stage. You can make notes. Receptionist

Guest

Greet the guest. Ask if he/she is checking in.

Give details of your reservation.

Ask the guest for his/her documents.

Give the documents.

Give the guest his/her room key and say what floor.

Take the key. Ask about breakfast, WiFi, and anything else that you want to know.

Give the information.

Thank the receptionist.

B PRACTICE Repeat the conversation until you can say it without looking at the diagram or your notes. Check any information that you’re not sure about. C PERSONAL BEST Work with another pair. Listen to their conversation. Did they check any information? What was good about their conversation? Challenge! Challenge! Personal Best 641549 _ 0094-0101.indd 101

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Ethan is checking into a hotel in your town/city. Write the conversation.

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SKILLS

5

Divide the class into Student A and Student B. All “Student A” sts should go to SB page 166. All “Student B” sts should go to SB page 175. Go to TB page 345 for the teacher notes. Do the activity, and then continue with exercise 8 of lesson 11D.

11.11 Read out the question. Pre-teach a rate (= the

amount you pay for something) and air conditioning. Play video/audio track 11.11. See below for video/audio script. Sts watch/listen and answer the questions. Check answers. 11.11 Audio script

E = Ethan, R = Receptionist, P = Penny R: P: R: P: R: P: E:

P: E:

Hello. How can I help you? I would like to check out, please. Did you enjoy your stay? Yes. It was comfortable and my room was very nice. Thank you. Here’s your bill. Thanks. Wow! $189 is a great rate for a deluxe room. Ethan, how was your room? $189 for a standard room too! And my WiFi was awful and the air conditioning didn’t work very well. And the hotel didn’t have any more rooms available, so I couldn’t change rooms. Oh! I had the same rate for the deluxe room because I used the discount code! Poor you. Welcome to the Lucky Penny hotel!

11D

8

Sts follow the steps to have a conversation at a hotel.

A

PREPARE Allow sts time to plan their conversations and make notes. Encourage them to make just brief notes, rather than writing full sentences.

B PRACTICE Sts work in pairs and practice their conversation. Remind them to use formal or informal phrases to check information, and encourage them to use a range of phrases from the Conversation builder box. Encourage them to practice their conversation until they can say it without looking at the diagram. They can then switch roles and practice again. C

PERSONAL BEST Sts work in groups of four to perform their conversations to each other and give feedback on how well they checked information, and what things they did well.

PERSONAL BEST Answers Penny enjoyed the hotel. Ethan didn’t enjoy it.

6

11.11 Sts read through the sentences. Play video/audio

track 11.11 again. Sts watch/listen and choose the correct options to complete the sentences. Check answers. Answers 1 check out 2 comfortable 3 the same as 4 awful

Skill Read through the Skill box with the class on checking information and point out the different level of formality with the different phrases. Elicit when you might use formal language, e.g., talking to a business customer, and elicit when you might use informal language, e.g., talking to a friend.

Sts can practice conversations at a hotel further. They imagine Ethan is checking into a hotel in their town or city, and write a new conversation. They can practice their new conversations in pairs. Weaker sts could work in pairs. With books closed, they imagine they are checking into a hotel in an English-speaking country. Ask them to remember and write down three things they might say to the receptionist, and three things the hotel receptionist might say to them. They can open their books to check their answers.

EXTRA PRACTICE Put sts into groups of three. Two sts role play another conversation at a hotel, using the diagram in exercise 8. The third student uses their phone to record the other two. Sts can switch roles and practice again. Watching themselves on video will help sts to evaluate how confident and fluent they sound, and how well they can check information.

7 A

Sts read the two conversations and complete them with the correct phrases. 11.12 Play audio track 11.12. See the SB page B opposite for audio script. Sts listen and check their answers. Sts then act out the conversations in pairs. Encourage them to use intonation to sound more polite when they use the more formal phrases, and more friendly when they use the informal phrases.

Answers 1 Is that correct 2 Did you say 3 right 4 Did you say

Go to Communication practice

01

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UNIT

12

Enjoy yourself! present perfect with ever and never

LANGUAGE

■

entertainment

12A Going out 1

A

Complete the chart with the words about entertainment. fan

game

play

opera house

People

B

actor

club

Places

Events

In pairs, add more words about entertainment that you know to the chart.

Go to Vocabulary practice: entertainment, page 157

Mozart 2

A

Read the interview. Who is the person in the picture? What is he going to try for the first time?

to

What happens when a heavy metal fan goes to an opera for the first time? Have you ever been to a baseball game? Have you ever acted in a play? Is there a new experience that you’d like to try? Each week, we ask a guest to try something new for the first time. Our guest this week is Steve Bryant, a journalist with the heavy metal magazine, Metal World. Steve has never been to an opera. So you’ve never been to an opera, Steve – is that right? That’s right. I’ve been to music festivals and rock concerts, but not to an opera. I’ve walked past the opera house, but I’ve never been inside. We know you love heavy metal. What other music do you listen to? I like a lot of different styles of music, from rock to blues and soul, and singer-songwriters like Neil Young and Bruce Springsteen. What are your thoughts about opera music? I’ve never really listened to it, and I don’t know much about it. So this is going to be an interesting experience. I don’t know if I’m going to like it!

B

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

1 Steve has never been to a music festival. 2 Steve has never been inside an opera house.

3

A

Complete the sentences from the interview.

1 2 Steve

B

3 He’s only interested in heavy metal music. 4 He knows a lot about opera.

you never

to a baseball game? to an opera.

3 I 4 I

past the opera house. never inside.

Complete the rules. Then read the Grammar box.

1 We form the present perfect tense with the verb + past participle. 2 We often use the adverb in questions to ask about someone’s experiences. 3 We often use the adverb in negative sentences about experiences.

Person

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UNIT

UNIT

Enjoy yourself! 12 UNIT 12 OVERVIEW: This unit focuses on things that people do in their free time for enjoyment. Sts read an interview with someone who tries something new for the first time, and do a questionnaire on how adventurous they are. They listen to people talking about their favorite books and films, and then they talk about a movie that they like. They listen to a radio program about the actor who is the voice of Bart Simpson, and discuss things they have and haven’t done. Finally, they read a party invitation and some replies, write their own invitation, and reply to a classmate’s invitation. SKILLS

LANGUAGE Grammar Present perfect with ever and never; present perfect and simple past

Vocabulary Entertainment; opinion adjectives

Listening Listening for detailed information (2); linking consonants and vowels

Pronunciation Sentence stress; vowels

Writing Writing and replying to an invitation; articles: a/an, the, or no article

LANGUAGE

12A Going out

12A

Sts read an interview with someone who is going to try something new for the first time, and listen to a later interview about his experience. Then they do a questionnaire to find out how adventurous they are when it comes to trying new things. Grammar Present perfect with ever and never

Vocabulary Entertainment (actor, artist, ballet, band, club, concert, dancer, exhibit, fan, game, musician, opera, opera house, opera singer, play, player, race)

WARMER Ask: What do you like doing in your free time? Elicit a few answers, and then write the word entertainment on the board. Elicit some different forms of entertainment, e.g., movies, music, sport. Ask: What kinds of entertainment do you enjoy? Why? Elicit a range of answers.

Read out the title of the text and check that sts understand that Metallica is an American heavy metal band, and Mozart is a classical composer. Sts read the interview and answer the questions. Check answers with the class, and check that sts understand opera. Answers The person is Steve Bryant. He is going to go to an opera for the first time.

B Sts read the interview and decide if the sentences are true or false. Check answers with the class.

Answers

Answers 1 F 2 T 3 F 4 F

people: actor, fan places: opera house, club events: game, play

B

Sts work in pairs and add more words to the chart. Elicit answers from the class and bring them together on the board. Check that sts understand all the words. Go to Vocabulary practice: entertainment, SB page 157/ TB page 327. Sts will find more language presentation and practice for entertainment vocabulary here. Do these exercises with the class, or set them for homework, before continuing with exercise 2A of lesson 12A. Remind sts to go to the app for further self-study practice of entertainment vocabulary.

Personal Best

Communication Talking about your experiences

2 A

1 A

Read through the words in the box with the class and pre-teach if necessary. Sts work in pairs to complete the chart with the correct words. Check answers with the class.

Pronunciation Sentence stress

3 A

Sts complete the sentences with the correct verbs, referring back to the interview to help them. Check answers and explain that the verbs in these sentences are in the present perfect tense. Answers 1 Have, ever been 2 has, been 3 ‘ve walked 4 ‘ve, been

B Sts look at the sentences in exercise 3A again and complete the rules with the correct words. Check answers with the class. Answers 1 have 2 ever 3 never

39

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present perfect with ever and never Grammar

■

entertainment

LANGUAGE

12A 7A

present perfect with ever and never

We use the present perfect to talk about experiences in our lives. Affirmative: I’ve been to music festivals and rock concerts. Negative: He hasn’t listened to an opera — He’s never listened to an opera. Questions: Have they (ever) acted in a play?

Yes, they have. / No, they haven’t.

Look! Regular past participles are the same as simple past forms. They end in -ed: acted, walked, listened. The past participle of go is gone, but we often use been for experiences: I went to London again last year. I’ve already been three times.

Go to Grammar practice: present perfect with ever and never, page 134

4

A

12.3 Pronunciation: sentence stress Listen and repeat.

1 I’ve been to an opera. 2 I haven’t been to a tennis game.

B

3 I’ve never sung in a band. 4 Have you ever bought a lottery ticket?

12.4 Say the sentences. Listen, check, and repeat.

1 Have you ever been to New York? 2 I’ve acted in a play.

5

6

3 I’ve never had a pet. 4 I haven’t flown business class.

12.5 Listen to part 2 of the interview with Steve. Complete the sentences. 1 2 3 4

I I Now I can say that Most of my colleagues

A

Complete the sentences with the past participles of the verbs in the box. see

cook

work

fly

about going to an opera. a lot of bands. to an opera! an opera.

fail

go

cry

arrive

1 2 3 4

I’ve I’ve never I’ve I’ve never

during a movie. a Shakespeare play. to a ballet. an exam.

B

In pairs, say which sentences are true for you.

5 6 7 8

I’ve I’ve never I’ve I’ve never

Chinese food. late for my English class. as a waiter in a café. in a helicopter.

A I’ve cooked Chinese food. B That’s not true for me! I’ve never cooked it.

Go to Communication practice: Student A page 166, Student B page 175

7

A

In pairs, ask and answer the questions in the questionnaire.

A Have you ever been to a soccer game?

B Yes, I have. How about you?

Are you adventurous? Do you like to try new things? How adventurous are you? Try our questionnaire to find out. HAVE YOU EVER … 1 (go) to a soccer game?

5 (visit) an art gallery?

2 (see) your favorite band in concert?

6 (go) to an opera?

3 (be) in a carnival?

7 (dance) salsa?

4 (play) in a band or orchestra?

8 (climb) a mountain?

B

YOUR SCORE 7–8 You’re very adventurous. Is there anything you haven’t done?! 4–6 You’re pretty adventurous, but there’s a lot more that you can try in life. 1–3 You haven’t done many things, but don’t worry! Why not try something new this weekend?

Find your partner’s score and tell the class about him/her.

Sofia is pretty adventurous. She’s been in a carnival, but she’s never climbed a mountain.

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Write about five things that you have done this year.

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LANGUAGE Grammar Read the Grammar box with sts about the present perfect with ever and never. Explain that we use the present perfect to talk about experiences in our whole lives. Point out that the form of have changes according to the person, but the past participle always remains the same. Point out that a lot of common verbs have irregular past participles, which sts will need to learn. Point out the use of ever in questions, and point out that we use never with an affirmative verb: I’ve never been to London NOT I haven’t never been to London. Ask questions to check concept. Concept check questions: Have you ever played soccer? – am I asking about one particular time, or about your whole life? (your whole life). What part of the verb comes after “have”? (the past participle). Have you met ever a famous person? – correct? (no – have you ever met). I haven’t never seen a play – correct? (no – I’ve never seen). Have you ever gone to New York? – correct? (no – have you ever been). Go to Grammar practice: present perfect with ever and never. SB page 134/TB page 281. Sts will find more language reference, presentation, and practice for the present perfect with ever and never here. Do these exercises with the class, or set them for homework, before continuing with exercise 4A of lesson 12A. Remind sts to go to the app for further self-study grammar practice of the present perfect with ever and never.

4 A

12.3 Play audio track 12.3. See the SB page opposite for audio script. Sts listen and notice the sentence stress. Point out that we don’t usually stress have in affirmative sentences in the present perfect, but we stress the negative haven’t/hasn’t. Play the audio track again for sts to listen and repeat.

B

12.4 Sts work in pairs and practice saying the sentences, paying attention to the sentence stress. Play audio track 12.4. See the SB page opposite for audio script. Sts listen and check their answers, and then listen again and repeat.

5

12.5 Allow sts time to read through the fill-in-the-

blank sentences, and then play audio track 12.5. See TB page 364 for audio script. Sts listen and complete the sentences. Check answers with the class. Ask: Are you surprised by Steve’s reaction to opera? Answers 1 have/’ve never thought 2 ‘ve seen 3 I’ve been 4 have never seen

6 A

Sts read the sentences and complete them with the correct past participles. Check answers. Answers 1 cried 2 seen 3 been 4 failed 5 cooked 6 arrived 7 worked 8 flown

12A

B Sts work in pairs to say which sentences are true for them and compare their answers. 3 x PRACTICE

SB page 103, exercise 6A/B

1 Do exercise 6A as normal. To check answers, read out each fill-in-the-blank sentence in turn and ask: Which verb from the list? Elicit the base form, and then ask: What’s the past participle form? 2 Books closed. Write the verbs from the box on the board, and write one other word from each sentence, e.g., movie, ballet. Sts work in pairs to rewrite the sentences from memory. They can look at their books again to check. 3 Do exercise 6B as normal. Then ask sts to write four new sentences about themselves using the present perfect and the verbs in exercise 6A. Tell them three should be true and one should be false. Sts work in pairs to say their sentences to each other and guess which is false.

Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 166. All “Student B” sts should go to SB page 175. Go to TB page 345 for the teacher notes. Do the activity, and then continue with exercise 7A of lesson 12A.

7 A

Allow sts time to read the questionnaire. Explain any unfamiliar vocabulary. Sts work in pairs and use the prompts to prepare the questions they are going to ask. Check answers, and drill pronunciation of one or two questions. Sts then work in pairs to ask and answer the questions and note down how many things their partner has done. 1 Have you ever been to a soccer game? 2 Have you ever seen your favorite band in concert? 3 Have you ever been in a carnival? 4 Have you ever played in a band or orchestra? 5 Have you ever visited an art gallery? 6 Have you ever been to an opera? 7 Have you ever danced salsa? 8 Have you ever climbed a mountain?

B Sts read their partner’s score. Ask some sts to tell the class how adventurous their partner is. See which class members are the most and least adventurous. PERSONAL BEST Sts can practice talking about their experiences further. They write about five things that they have done this year, including any new experiences. Encourage them to include some present perfect sentences to talk about their experiences. Sts can compare their answers in pairs. With weaker sts, brainstorm some different activities or experiences with the class and write them on the board. Sts then write four sentences in the present perfect about activities or experiences that they have/haven't done. They could then add a sentence about an activity they would like to do. Ask some sts to read their sentences to the class.

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12 7

SKILLS SKILLS

Learning Curve

LISTENING

listening for detailed information (2)

■

linking

■

opinion adjectives

12B The book was better! 1

Complete the sentences with the words in the box. terrible sad amazing fun scary strange

1 This is

4 Our team is

2

2 This movie is really

!

today.

5 This view is

!

!

3 What a

picture!

6 This book is so

.

Think of an example for each of the adjectives in exercise 1. Tell your partner. Walking in the forest at night is scary.

Go to Vocabulary practice: opinion adjectives, page 157

3

12.7 Watch or listen to the first part of Learning Curve. Which sentence isn’t true? 1 Kate knows more about Frankenstein than Simon. 2 There are lots of different Frankenstein movies. 3 The Lord of the Rings movies were created before the books.

Skill

listening for detailed information (2)

It is often necessary to understand what someone says in detail. • Listen carefully to all the speakers. Sometimes one person corrects another person’s information. • Listen for people’s names. Often you hear important information about the person immediately after you hear the name. • Listen for key nouns and adjectives.

4

12.7 Read the Skill box. Then read the sentences below and watch or listen again. A Are the sentences true (T) or false (F)? 1 2 3 4 5 6 7 8

Kate says Dr. Frankenstein is a monster. The most famous Frankenstein’s monster is from the 1931 movie. In the book, Frankenstein’s monster never speaks. Boris Karloff’s special boots made the monster very tall. There are three The Lord of the Rings books. They made the first movie in 274 days. Some characters are funnier in the movie than in the books. The location of the films was Australia.

B

In pairs, discuss Frankenstein and The Lord of the Rings. Have you seen or read them? If not, would you like to see or read them? What do you think of them?

Challe Person

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SKILLS

12B

12B The book was better! Learning Curve

Sts learn opinion adjectives, and then watch or listen to people talking about movies and practice listening for detailed information. Then they practice talking about movies.

Listening Sts watch a video or listen to a recording about movies.

Skill Listening for detailed information (2)

Listening builder Linking consonants and vowels

Vocabulary Opinion adjectives (all right, amazing, awesome, awful, boring, cool, exciting, fantastic, fun, great, horrible, interesting, sad, scary, strange, stupid, terrible)

WARMER

Skill

Ask: What movies have you seen recently? What were they about? Did you enjoy them? Why/Why not? Elicit answers from individual sts, and ask more questions to encourage sts to say more, e.g., Who was in it? What happens in the end? Encourage other sts to join in and give their opinions if they have seen the same movies.

Read the Skill box with sts about listening for detailed information. Point out that speakers also often give false information before they give information that is true, e.g., A lot of people think that Frankenstein is a monster, but he isn’t.

1

Check understanding of the adjectives in the box and pre-teach as necessary. Sts look at the pictures and complete the sentences with the correct adjectives. Check answers. Answers 1 fun 2 scary 3 strange 4 terrible 5 amazing 6 sad

2

Allow sts time to prepare their ideas individually. They then work in pairs to discuss their ideas. Get feedback on their answers. Go to Vocabulary practice: opinion adjectives, SB page 157/TB page 327. Sts will find more language presentation and practice for opinion adjectives here. Do these exercises with the class, or set them for homework, before continuing with exercise 3 of lesson 12B.

4 A

12.7 Allow sts time to read through the sentences. Play video/audio track 12.7 again. Sts watch/listen and decide if the sentences are true or false. You could ask stronger sts to correct the false sentences. Check answers.

Answers 1 F (Dr Frankenstein made the monster.) 2 T 3 F (He has long conversations with Dr Frankenstein.) 4 T 5 T 6 F (They made all three movies in 274 days.) 7 T 8 F (It was New Zealand.)

B Sts discuss the questions in pairs. Get feedback on their answers.

Remind sts to go to the app for further self-study vocabulary practice of opinion adjectives.

3

12.7 NB All the B lessons in this level which focus on listening skills are accompanied by video (i.e., an episode of Learning Curve). In this lesson, Simon and Kate discuss movies, and interview people about their opinions on well-known movies.

Sts read through the sentences. Pre-teach mask. Play video/audio track 12.7. See TB page 365 for video/audio script. Sts watch/listen and decide which sentence isn’t true. Check the answer. Answer 3

Challenge! Personal Best

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listening for detailed information (2)

5

■

linking

■

opinion adjectives LISTENING

SKILLS SKILLS

12B 7B

12.8 Watch or listen to the second part of the show. Choose the correct options to complete the sentences.

Andy

Millie

Holly

Yiannis

1 Andy thinks is amazing. a The Lord of the Rings b the original Mad Max movie c the third Mad Max movie 2 Millie has seen all the Harry Potter movies . a 10 times b 15 times c 20 times 3 Holly explains that Jane Austen didn’t write , but it has the same story as one of her books. a Emma b Clueless c Pride & Prejudice 4 Yiannis thinks that were the best ones. a the first James Bond movies b the first James Bond books c the later James Bond movies

6

7

12.8

Watch or listen again. Correct the mistakes in the sentences.

1 2 3 4 5 6 7 8

The original Mad Max movie is American. Andy says that Mad Max: Fury Road is a happy movie. In Harry Potter, they play Quidditch in the dining hall. Charlie, Percy, and Bill are Ron Weasley’s younger brothers. The book Emma is about people in a high school. Bridget Jones’s Diary was a movie before it was a book. The first James Bond movies were very different from the books. Ian Fleming was a spy in the James Bond books.

A

Make notes in the chart about some books you know that are also movies. Book

B

Opinion of book

Movie

Opinion of movie

In pairs, discuss the books and movies.

I love the book The Great Gatsby. It’s beautiful and sad. But I think the 2013 movie is terrible.

Listening builder

linking consonants and vowels

When a word ends in a consonant sound and the next word starts with a vowel sound, we usually link them together: The Lord of the Rings was a very popular series of books. I can talk about James Bond all day!

8

9

12.9 Read the Listening builder. Look at the sentences from the program and mark the links between words. Then listen and check. 1 2 3 4 5

Let’s talk about the movie of another book. I thought it was exciting! She’s a big fan of Jane Austen’s books. I’m sure a lot of people agree with us! I’ve read all the books and seen all the movies.

A

Prepare a one-minute talk about a movie. Use these questions to help you.

• What is the movie about? • Who were the actors?

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• Did the idea for the movie come from a book?

In pairs, give your talks. Ask your partner questions about his/her movie.

Choose two films and write a paragraph comparing them. Which movie is better/sadder/more exciting/funnier?

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• Was the location important? • What’s your opinion of it?

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5

12.8 Sts look at the pictures and read through the

sentences. Make sure students understand everything in the sentences. Pre-teach action (in a movie) and secret agent. Play video/audio track 12.8. See TB page 365 for video/audio script. Sts watch/listen and choose the correct options to complete the sentences. Check answers. Answers 1 b 2 a 3 b 4 a

6

12.8 Sts read through the sentences. Play video/audio

track 12.8 again. Sts watch/listen and correct the mistakes in the sentences. Check answers. Answers 1 American Australian 2 fun sad 3 dining hall stadium 4 younger older 5 high school small village 6 before after 7 were weren’t 8 was wasn’t

7 A

Sts make notes on some movies they know that are also books. Monitor and help while they are working. If sts are struggling for ideas, you could brainstorm some ideas with the whole class first.

12B

9 A

To finish off, sts give a talk about a movie they know. They read the questions and prepare their ideas. Monitor and help while they are working.

B Sts give their talks in pairs. Encourage sts to listen carefully to their partner’s talk and ask questions to find out more information. Ask some sts if they have seen the movie their partner talked about, or if they would like to see it. PERSONAL BEST Sts can practice talking about movies and giving their opinion further. They write a paragraph comparing two movies they know. They can compare their paragraphs in pairs. Weaker sts can work in pairs. They choose one movie and write a short paragraph about it, describing the story and giving their opinion of it, but without saying the name. Ask pairs to read their paragraph to the class. Other sts can listen and guess the movies.

EXTRA PRACTICE Sts work in pairs. They take turns using their phones to record their classmate giving their talk in exercise 9B. Watching themselves on video will help sts to evaluate how naturally and fluently they can speak.

B Sts discuss their ideas and opinions in pairs. Get feedback on their discussions. Listening builder Read the Listening builder box with sts about linking consonants and vowels. Explain that when we link sounds we join them together, so it isn’t clear where one word ends and the next one begins. Read out the sentences in the box and model pronunciation to show how the consonants and vowels link. Ask questions to check concept. Concept check questions: Do we link two vowels or two consonants together in sentences? (no). What sounds do we link in sentences? (we link consonants at the end of a word to vowels at the beginning of the next word). What happens when we link them? (we join them together, so we can’t hear a space between them).

8

12.9 Sts read the sentences and mark the links

between the words. Play audio track 12.9. See Answers for audio script. Sts listen to check their answers. Check answers. Sts could then practice saying the sentences in pairs. Answers 1 Let’s talkabout the movie ofanother book. 2 I thoughtit wasexciting! 3 She’sa big fanof JaneAusten’s books. 4 I’m surea lotof peopleagree withus! 5 I’ve readall the booksand seenall the movies.

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7 12

present perfect and simple past

LANGUAGE

12C A famous voice 1

A

Look at the picture and answer the questions.

1 Who is the character on the right? 2 What cartoon series is he from? Have you ever seen it? 3 Who do you think the woman on the left is?

B

Read the text and check your answers.

As one of the most famous voices in the world, Nancy is the voice of Bart Simpson, from the American TV cartoon, The Simpsons. Naughty schoolboy Bart and his family are some of the world’s most popular TV characters. Listen to today’s program to find out more.

2

3

A

12.10 Listen to the radio program. When did Nancy start playing Bart?

B

12.10 Listen again and answer the questions.

1 2 3 4

Who did Nancy want to play at first? What awards has Nancy won? Has she ever acted in a movie? What did Nancy say about her job on The Simpsons?

A Look at the extracts from the program. Underline the present perfect sentences, and circle the simple past sentences. Rob When did Nancy start playing Bart? Chrissie She started playing Bart in 1987. Rob Has Nancy ever won an award? Chrissie Yes, she’s won a lot of awards. In 1992, she won an Emmy.

B

Answer the questions. Then read the Grammar box.

1 Which two time words does Rob use in the box above? 2 Which tense does he use with these time words?

Grammar

present perfect and simple past

Present perfect (talking about experiences in our lives, when we don’t say when something happened): She’s acted in movies. I’ve been to New York. Have you ever won an award? Simple past (asking for and giving more detail about past events): She was in Godzilla in 1998. I went to New York last year. I went with my dad. When did she win an award? Did you have a good time there?

Go to Grammar practice: present perfect and simple past, page 135

Person

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LANGUAGE

12C

12C A famous voice Sts read a text and listen to a radio program about the actor who is the voice of the cartoon character Bart Simpson. Then they complete and act out two conversations about people’s experiences, and end by asking each other questions about their own experiences. Grammar Present perfect and simple past

Pronunciation Vowels

WARMER With books closed, ask: What are your favorite TV programs? Elicit a few answers from individual sts, and then teach the meaning of cartoon and ask: What about cartoons? Which cartoons do you like? Why? Elicit a range of answers from individual sts.

1 A

Sts look at the picture and discuss the questions in pairs. Elicit some possible answers, but don’t confirm them yet.

B Sts read the text to check their answers to the questions in exercise 1A. Check answers with the class. Ask: Are you surprised that a woman plays Bart? Answers 1 Bart Simpson 2 The Simpsons 3 Nancy Cartwright, the voice of Bart Simpson

2 A

12.10 Read out the question, then play audio track 12.10. See TB page 365 for audio script. Sts listen and answer the question. Check the answer.

Answer In 1987.

B

12.10 Allow sts time to read through the questions,

then play audio track 12.10 again. Sts listen and answer the questions. Check answers with the class. Answers 1 Lisa Simpson 2 She won an Emmy in 1992, and she won an award for

Communication Discussing experiences and giving more details

B Sts answer the questions about the time words. They could work in pairs for this. Check answers. Answers 1 When, ever 2 When – simple past; ever – present perfect

Grammar Read the Grammar box with sts about the present perfect and simple past. Explain that we use the present perfect to talk about an experience we have had at some time in our lives, without saying when: I’ve seen that movie. Explain that we use the simple past to talk about things that happened at a particular time in the past: I saw that movie last year. Ask questions to check concept. Concept check questions: I want to talk about an experience at some time in my life – which verb form do I use? (the present perfect). I want to give more details about when it happened, or what I did – which verb form do I use? (the simple past). I’ve been to a lot of music concerts – correct? (yes). I’ve seen an opera last weekend – correct? (no – I saw an opera). Go to Grammar practice: present perfect and simple past, SB page 135/TB page 283. Sts will find more language reference, presentation, and practice for the present perfect and simple past here. Do these exercises with the class, or set them for homework, before continuing with exercise 4 of lesson 12C. Remind sts to go to the app for further self-study grammar practice of the present perfect and simple past.

voice actors in 2012. 3 Yes, she has. 4 She said it was the best acting job in the world.

3 A

Sts read the extracts from the program. They underline the present perfect sentences, and circle the simple past sentences. Check answers with the class. Answers present perfect: Has Nancy ever won an award? Yes, she’s won a lot of awards. simple past: When did Nancy start playing Bart? She started playing Bart in 1987. In 1992, she won an Emmy.

Personal Best

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4

LANGUAGE

12C

Match the base forms, simple past forms, and past participles. Which past participles are the same as the simple past forms? buy – bought – bought Simple past

Base form buy drink drive eat fly meet read see speak wear win write

5

Past participle

ate met saw drank wrote flew spoke wore drove won read bought

won eaten met read worn written flown spoken driven bought drunk seen

A

12.12 Pronunciation: vowels Listen and repeat the past participles in exercise 4.

B

12.13 Make pairs of past participles with the same vowel sound. Listen, check, and repeat.

won, drunk

6

A

Write the conversations in full. Use the present perfect and simple past.

1 A B A B A B

you / ever / meet / a famous actor? yes who / you / meet? I / meet / Salma Hayek / last year. oh, really? where / you / meet / her? I / meet / her on a flight from Paris to London.

B

In pairs, act out the conversations. Ask more questions to get more information.

2 A B A B A B

you / ever / try / dangerous sport? yes what / you / try? I / try / rock climbing. you / enjoy / it? yes, it / be / great!

Go to Communication practice: Student A page 166, Student B page 175

7

A

Check ( ) the sentences that are true for you.

1 2 3 4 5 6 7 8

I’ve had a big party at my house. I’ve walked out of a movie theater before the end of a movie. I’ve bought clothes online. I’ve stayed awake all night. I’ve tried a dangerous sport. I’ve traveled first class. I’ve sung on stage. I’ve been on TV or in a newspaper.

B

Now work in groups. Ask Have you ever questions about the activities. Then ask simple past questions to find out more. What …?

When …?

Where …?

Who …?

How …?

How much/many …?

Did you …?

A Have you ever had a big party at your house? B Yes, I have. A How many people did you invite?

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Think of an interesting experience you’ve had. Write a conversation like in exercise 6 to explain what happened.

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LANGUAGE

4

Sts match the simple past forms and past participles with the base forms. Check answers, and then elicit which past participles are the same as the simple past forms. Point out that with regular verbs, the simple past and past participle are the same. With some irregular verbs they are the same, and with others they are different. Point out that although the simple past and past participle forms of read look the same as the base form, they have a different pronunciation. Answers buy, bought, bought drink, drank, drunk drive, drove, driven eat, ate, eaten fly, flew, flown meet, met, met read, read, read see, saw, seen speak, spoke, spoken wear, wore, worn win, won, won write, wrote, written The verbs buy, meet, read and win have the same simple past and past participle forms.

3 x PRACTICE

the class into three groups: Base form, Simple past, and Past participle. Ask a student from the Base form group to read out each base form in turn. A student from each of the other two groups provides the simple past and past participle forms. 2 Ask sts to close their books. Write the base forms from exercise 4 on the board. Sts work in pairs and try to remember as many of the simple past and past participle forms as they can. They can look at their books again to see how well they remembered. 3 Sts work in groups of three. They take turns to say a sentence using one of the base forms. The second student says a similar sentence in the simple past, and the third a sentence in the present perfect. Encourage sts to use the verbs several times, using different sentences, and to continue until they can do the transformations easily and fluently.

5 A

12.12 Play audio track 12.12. See the SB page opposite for audio script. Sts listen and repeat the past participles.

B

Answers and audio script won, drunk eaten, seen met, read worn, bought written, driven flown, spoken

6 A

Sts read the prompts and write the conversations in full. They could work in pairs for this. Check answers, and discuss why each verb form is used in each sentence or question. Answers 1 A Have you ever met a famous actor? B Yes, I have. A Who have you met? B I met Salma Hayek last year. A Oh, really? Where did you meet her? B I met her on a flight from Paris to London. 2 A B A B A B

SB page 107, exercise 4

1 Do the exercise as normal. To check answers, divide

12.13 Read out the two example verbs and point

out that they have the same vowel sound. Sts work in pairs and make pairs of verbs which have the same vowel sound. Play audio track 12.13 for sts to listen and check. See below for audio script. Play the audio again for sts to repeat.

12C

Have you ever tried a dangerous sport? Yes, I have. What did you try? I tried rock climbing. Did you enjoy it? Yes, it was great!

B Sts work in pairs to practice the conversations. Encourage them to ask more questions to extend the conversations. Tell them to switch roles and practice again, and encourage them to use a good range of intonation to make their conversations sound natural. Go to Communication practice Divide the class into Student A and Student B. All “Student A” sts should go to SB page 166. All “Student B” sts should go to SB page 175. Go to TB page 345 for the teacher notes. Do the activity, and then continue with exercise 7A of lesson 12C.

7 A

Sts work individually to read the sentences and check the ones that are true for them.

B Ask two sts to read out the example answers, then put sts into small groups. Explain that sts should take turns asking one of their classmates a question using Have you ever ...? If they answer yes, other sts can ask questions in the simple past to find out more. Ask some sts to tell the class something they learned about their classmates. PERSONAL BEST Sts can practice talking about experiences further. They write a short conversation, like the ones in exercise 6, about an interesting experience they have had. Sts could compare their conversations in pairs and practice them. Ask weaker sts to write a sentence about something interesting they have done, like the ones in exercise 7A. Sts can then work in pairs and tell their partner about their experience. Their partner can ask questions using the simple past to find out more. Ask some sts to tell the class something they learned about their partner.

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12 7

SKILLS

WRITING

writing and replying to an invitation

■

articles

12D Would you like to come? 1

Match pictures a–d with the events in the box. What other types of parties can you think of? a housewarming party

2

a dinner party

a wedding reception

a

b

c

d

an office party

Look at the party invitation below. Why are Amy and Will having a party?

Amy and Will are having a

going-away party We’d love you to join us as we say “Goodbye U.S.” and “Hello Australia!” When: Saturday July 2nd, from 12:30 to 4:30 p.m. Where: 17 Park Avenue Children are welcome. No presents please. RSVP: [email protected] or 917-555-2392.

3

Now read three replies. Who is going to go to the party? Who can’t go?

Dear Amy and Will, Thanks so much for the invitation. I’m really sorry, but we can’t make it because we’re on vacation then. Hope you have a great time, and good luck in Australia! Keep in touch. We’d love to come and visit you! Best wishes, Kate and Ian xx

Hi Amy, hi Will, Thank you for the invitation. We’d love to come to the party, and both of the kids would love to come, too! We can’t wait to see you. Lots of love, Ed and Fiona

Dear Amy and Will, Thanks very much for the invitation. I can definitely make it. I’m probably going to be a bit late as I’m going to drive back from Boston that day. Can I bring anything? Food? Something to drink? All the best, Jim

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SKILLS

12D

12D Would you like to come? Sts read a party invitation and three replies. Then they write their own invitation to an event, and write a reply to an invitation from one of their classmates. Writing An invitation

Skill Writing and replying to an invitation

WARMER Ask: Have you ever had a party? Elicit answers from individual sts and ask more questions to encourage them to say more, e.g., What was the party for? Where was it? Who did you invite? Did you enjoy it? Encourage sts to talk about their own experiences and ask each other questions. Ask: What makes a good party? Encourage a range of answers.

1

Sts match the pictures with the events. Check answers, and make sure sts understand all the events. Point out that a reception is a formal party. As a class, brainstorm some more types of party, e.g., a birthday party, a going-away party, an end-of-exams party. Answer a an office party b a wedding reception c a dinner party d a housewarming party

2

3 x PRACTICE

Text builder Articles: a/an, the, or no article

SB page 108, exercise 3

1 Do the exercise as normal. To check answers, refer to

each reply in turn and ask: Can this person go? How do you know? Elicit the phrase that each person uses to accept or decline the invitation. 2 Put sts into pairs. Ask them to choose one of the replies and read it carefully so they can remember it. They can write down five words to help them. Sts then close their books and rewrite the reply from memory. They can look at the exercise again to check. 3 Put sts into small groups, and ask them to get a piece of paper ready. Tell them they are going to reply to Amy and Will, and they cannot make it to the party. Encourage them to use their imaginations for the reason! Without planning their reply, one student starts by writing the first word. Sts pass the paper around the table, each adding one word at a time. They can help each other if they get stuck. Ask sts in turn to read their completed replies to the class.

Sts read the invitation and answer the question. Check the answer. Answer They are leaving the U.S. and going to live in Australia.

3

Sts read the three replies and decide who can and who can’t go to the party. Check the answer. Answers Ed and Fiona and Jim are going to the party. Kate and Ian can’t go.

Personal Best

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writing and replying to an invitation Skill

■

articles

WRITING

SKILLS

12D 7D

writing and replying to an invitation

When you write an invitation, say what sort of party it is, where it is, what time it starts, and the date. Give people your contact details: We’re having a (going-away) party. Hope you can come. / Hope you can make it. Please reply. / RSVP (from the French expression: répondez s’il vous plaît) When you reply, thank the person who has invited you, and accept or decline the invitation. If you decline, explain why you can’t come: I’d love to come. I’d love to come, but ... / I’m really sorry, but we can’t come.

4

A

Read the Skill box. Then read the invitation and replies again, and answer the questions.

1 2 3 4

Which of the phrases do Amy and Will use? Find another phrase to invite someone to a party. Find another phrase for accepting an invitation. Find another phrase for declining an invitation.

B

Rewrite the replies. Use phrases from the Skill box.

a

b Hi Amy and Will, I can’t come.

Amy, Will,

Exam that day.

George

Thanks. See you on the 2nd. Jess and Matt

Text builder

articles: a/an, the, or no article

We use a/an before singular nouns when we talk about a person or thing for the first time: Amy and Will are having a going-away party. We use the if we have already mentioned the person or thing: We’d love to come to the party. We use no article when we talk about things in general: I love parties!

5

Read the Text builder and complete the sentences with a/an, the, or – (no article). Lucy Joe Lucy Joe Lucy Joe

6

I moved into 1 new apartment last week, and I’m having 2 housewarming party next Friday. Would you like to come? I’d love to! What time’s 3 party? It’s at eight o’clock. 4 apartment is 12A, Lancaster Street. Great. Do you like 5 cake? Yes! Especially chocolate cake. Great. I can make 6 orange and chocolate cake for the party.

A PREPARE Choose a type of party from exercise 1 or use your own ideas. Plan the details of your party. B

PRACTICE Write an invitation to your event. Then exchange it with a partner and write two replies: one accepting and one declining the invitation. Use information and phrases from the Skill box and exercise 3 on page 108.

C

PERSONAL BEST Read your partner’s replies to your invitation. Do they use phrases from the Skill box? Do they use articles correctly? Which reply is better and why?

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230

Plan the perfect party. Who would you invite and what would you do?

EXTRA PRACTICE Workbook page 71; photocopiable activity 12D Skills

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SKILLS Skill Read the Skill box with sts about writing and replying to an invitation. Point out that RSVP is an abbreviation for the French expression that means the same as Please reply. Explain that in a reply, it is important to thank the person for the invitation even if you can’t go to the event.

4 A

Sts read the invitation and replies again and answer the questions. Check answers. Answers 1 Amy and Will are having a (going-away) party, RSVP 2 We’d love you to join us 3 I can (definitely) make it 4 I’m really sorry, but we can’t make it

B Sts read the notes and rewrite the replies using phrases from the Skill box. Allow sts time to compare their answers in pairs. Ask some sts to read their replies to the class. Suggested answers a I’m really sorry, but I can’t come because I have an exam that day. b Thanks so much for the invitation. We’d love to come. We can’t wait to see you on the second.

Text builder Read the Text builder box with sts about articles. Explain that we can use a/an when we mention something for the first time: I got an invitation from Mark. Elicit that we use an when the word after the article begins with a vowel sound. Explain that we use the for something we have already mentioned: I’m going to accept the invitation. Explain that we use no article to talk about things in general: Dinner parties are fun. Ask questions to check concept. Concept check questions: I’ve got an exam/the exam tomorrow – which is correct? (an exam). Why? (because I’m talking about it for the first time). I’ll be happy when an exam/the exam is over – which is correct? (the exam). Why? (because I’ve already mentioned it). I hate exams/the exams – which is correct? (exams). Why? (because I’m talking about exams in general).

5

Sts read the conversation and complete the sentences with the correct articles. Check answers. Answers 1 a 2 a 3 the 4 The 5 - 6 an

6

Sts follow the steps to write and reply to an invitation.

A B

PREPARE

Sts prepare their ideas and make notes.

Sts use the invitation in exercise 2 as a model and write their own invitation. Refer them back to the Skill box for useful phrases they can use, and refer them to the Text builder box to remind them about the rules for using articles. Sts then exchange invitations PRACTICE

12D

with a partner and write two replies to their partner’s invitation, one accepting and one declining the invitation. They can use the replies in exercise 3 to help them.

C

PERSONAL BEST Sts work in pairs. They exchange their replies to their partner’s invitation and read them to see if they use phrases from the Skill box and if they use articles correctly. They give feedback to their partner on which reply they think is better and why. Remind them that they should always be positive and encouraging when they give feedback to a partner.

PERSONAL BEST Sts can practice talking about parties further by working in pairs or small groups and planning their perfect party. They decide who they would invite and what they would do. If sts are enjoying the activity, they could plan their party in detail, e.g., deciding about details such as food and music. Ask pairs or groups to present their party to the class. Ask which parties sound like fun. Weaker sts could work in pairs or small groups and plan an end-of-year party for the class. Ask them to think about where it should be and what they should do. Discuss their ideas as a class and see which are the most popular.

EXTRA PRACTICE With books closed, write the following fill-in-the-blank sentences on the board: 1 Hope you have a ___ time. 2 Good ___ in Australia. 3 ___ in touch. 4 ___ I bring anything? Tell sts the sentences are all from the replies to Amy and Will’s invitation. Sts work in pairs and try to complete the sentences from memory. Check answers and complete the sentences on the board. Answers 1 great 2 luck 3 Keep 4 Can

Focus on the sentences on the board and ask: a Which sentence asks someone to call or write? b Which sentence wishes someone a good trip? c Which sentence makes an offer? d Which sentence gives someone good wishes for the future? Elicit the answers from the class and make sure sts understand how each sentence is used. Answers a 3 b 1 c 4 d 2

Point out to sts that it is worth making a note of useful phrases such as these that they can use in different situations. You could brainstorm some other situations in which sts could use the phrases, e.g., Good luck with your exams. Can I help with the food?

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111 and and12 2

REVIEW REVIEW AND and PRACTICE PRACTICE

Grammar 1

2

2

Choose the correct options to complete the text.

Part-time teacher, part-time magician

a I have to get up early every morning. b I have got up early yesterday. c I got up early yesterday.

2 3 4 5

a You have to drive on the left in the UK. b I drove on the left when I was in the UK. c You haven’t to drive on the left in the UK.

3

a What do you going to do next weekend? b Are you going surfing next weekend? c What are you going to do next weekend?

4

a How’s she going to get there? b Who’s she going to go with? c How long she’s going to stay?

5

a Have you ever drove a Rolls Royce? b I’ve never driven a Rolls Royce. c I drove a Rolls Royce ten years ago.

6

a When have you see her? b Have you seen a famous person? c When did you see her?

7

a I went to Poland last year. b I’ve been to Poland twice. c I never gone to Poland.

8

a She wrote some famous poems. b She has wrote some famous poems. c She has written some famous poems.

6 7 8

It’s necessary for me to get up early. (have to)

2

You can choose to come or not. (have to)

3

I don’t plan to get a new job next year. (not / going to)

4

I’m not hungry, so I don’t want dinner. (not / going to)

5

The train always stops at the next station. (going to)

6

I went to Paris in 2010 and 2012. (have / twice)

3

Pu

4

Ch

Alan Jordan has two jobs. From Monday to Friday, he teaches in an elementary school where he 1has to / have to teach seven-yearolds how to read, write, and count. In the evenings and on the weekends, he becomes Ali Giordano and performs magic tricks for his audience. I asked him about the two jobs. Q Which job do you prefer? A I like both jobs. In both, I 2have to / have stand up in front of a large group of people and tell them stories. They 3don’t have to / have to listen carefully to me, and I 4have to / has to be careful with my words.

Rewrite the sentences with the words in parentheses. 1

M 1

Cross out (X) the sentence that is NOT correct. 1

2

3

Ja

5Have you ever used / Did you ever used magic with

Q

Vi

your students? A Of course. Last week, 6I have taught / I taught a complete math class using playing cards. They 7learned / have learned arithmetic and saw magic at the same time.

Ja

Vi

Q Have you used magic in other lessons? A Yes. For example, two weeks ago 8I taught / I’ve taught my class some vocabulary. I put words on cards, and the children had to find the objects. Some of them 9have appeared / appeared by magic in surprising places!

Ja

Vi

Ja

Vi 7

8

I always go on vacation in my own country. (never / abroad) She buys lottery tickets and isn’t successful. (have / never)

Vocabulary 1

Ja

Circle the word that is different. Explain your answer. 1

match

opera

actor

concert

Vi

2

boat

bike

ballet

bus

Ja

3

boring

stupid

awful

amazing

4

pool

campsite

hotel

apartment

5

hiking

exciting

surfing

sightseeing

6

beach

mountains

museum

artist

7

strange

interesting

fantastic

great

8

train

taxi

ferry

car

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REVIEW and PRACTICE

2

Grammar

3 x PRACTICE

1

1 Do the exercise as normal. When you check the

Sts read the decide which one in each group Match definitions 1–8sentences with wordsand a–h. 1 2

is not correct. Check answers and discuss as a class why really the fantastic sentences are incorrect. a ballet

tourists like doing this

Answers a form of classical dancing 4 you can 1dobthis on the beach c here on vacation 5 you can 2stay 3 a 6 really bad 4 c 7 this transports 5 a passengers by sea 8 the opposite 6 a of interesting 7 c Put the words in the correct column. 8 b 3

3

b

relax

c

campsite

d

sightseeing

e

amazing

f

boring

g

terrible

h

ferry

opera subway great plane bus play ballet Read amazing out the task and do the first one with the class game asexciting truck Sts cool an example. then write sentences that have the

2

same meaning as the first sentence, using the words in

parentheses. Check Positive Formsanswers. of adjectives transportation

Types of entertainment

Answers 1 I have to get up early. 2 You don’t have to come. 3 I’m not going to get a new job next year. 4 I’m not hungry, so I’m not going to have dinner. 5 The train is going to stop at the next station. 6 I’ve been to Paris twice. 7 I’ve never gone on vacation abroad. 8 She’s never won the lottery.

4

Choose the correct options to complete the sentences.

3

Ask sts to read the text through quickly for general How was your meaning. Ask:weekend? What are Alan’s two jobs? (he’s a teacher 1 and a magician). Sts/ read theWe text again and choose the Victoria It was great / boring terrible. went to Miami, correct wordsand to then complete Check saw a movie, had a it. nice meal.answers. Jack

Jack

11 and1B 12

What was the movie like?

Answers

Victoria It was 2boring / all right / exciting with a fabulous 1 has to car chase! Unfortunately, the ending was 2 have to 3interesting / stupid / amazing. 3 have to Jack Really? That’s 4 have to too bad. And how was the meal? Victoria We5 went a 4boring / cool / scary restaurant. Havetoyou ever used It’s6very fashionable, so it was expensive, but the I taught food was good. 7 learned 8 I taught Jack Sounds great. 9 appeared Victoria It certainly wasn’t 5strange / boring / stupid. It

SB page 110, exercise 3

answers, read out each sentence containing options twice, once with each option. Ask: Which is correct? Why? 2 Put sts into pairs and ask them to close their books. Write the correct verbs from the text on the board, e.g., has to teach, have to stand up, have to listen. Ask sts in their pairs to use the verbs on the board as prompts and try to remember as much about Alan as they can. They can look at the text again to check. 3 Tell sts they are going to talk for one minute about Alan, and they must give as many details about him as possible in that time. Allow sts time to prepare their ideas individually and make a few notes to help them. Sts then work in pairs and take turns giving their talk. Their partner can time them. Encourage sts to practice several times and try to speak more quickly and become more fluent each time. Get feedback on whether they managed to include more information after practicing.

Vocabulary 1

Sts circle the word that is different in each set. Check answers, and ask sts to explain in each case why the word is different. As an extension, sts could write two or three sentences using some of the words. Answers 1 actor (the others are all events or performances) 2 ballet (the others are all forms of transportation) 3 amazing (the others all have a negative meaning) 4 pool (the others are all places where you can stay) 5 exciting (you can use the verb go with all the others) 6 artist (the others are all places you might visit on vacation) 7 strange (the others all have a positive meaning) 8 ferry (the others are all forms of transportation on land)

was very crowded with fabulous music. What about your weekend? Jack

It was 6all right / amazing / sad. Nothing special. We went to a concert on Saturday.

Victoria How was it? Jack

7Great

/ Terrible / Exciting! I don’t really like classical music, and it lasted over three hours. It wasn’t even a good orchestra. Luckily, we went to this 8strange / boring / amazing club afterwards.

39

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REVIEW and PRACTICE

2

3

Match definitions 1–8 with words a–h. 1

really fantastic

a

ballet

2

tourists like doing this

b

relax

3

a form of classical dancing

c

campsite

4

you can do this on the beach

d

sightseeing

5

you can stay here on vacation

e

amazing

6

really bad

f

boring

7

this transports passengers by sea

g

terrible

8

the opposite of interesting

h

ferry

Put the words in the correct column. opera subway great plane bus play amazing ballet game exciting truck cool Positive adjectives

Forms of transportation

Types of entertainment

an for

4

/

Personal Best ssoonn111AA LLeess

on122AA sson LLeess

List five Name five forms of nationalities. transportation.

Think of four places Name you can gojobs. to for five entertainment.

ssoonn111AA LLeess

on122AA sson LLeess

Write two sentences about Write a sentence yourself using with I don’t the verb be, one have to. positive, one negative.

Write three sentences Write a about your question with parents using ever. the present simple.

sssoonn111AB LLees

on 122CA ssson LLees

Write two sentences, Describeone with definitely something and one with you love. possibly.

Write a sentence with Write a yes/no never inusing the question present be. perfect.

Choose the correct options to complete the sentences. Jack

How was your weekend?

on111CC sson LLeess

son 12 LeLsesson C

Name five six Name vacation things you carry activities. with you.

Listofthree Think three questions you irregular past can ask theand first participles time you meet their simple past someone. forms.

1great

Victoria It was / boring / terrible. We went to Miami, saw a movie, and then had a nice meal. Jack

What was the movie like?

Victoria It was 2boring / all right / exciting with a fabulous car chase! Unfortunately, the ending was 3interesting / stupid / amazing.

d

Jack

class d to by

Really? That’s too bad. And how was the meal?

Victoria We went to a 4boring / cool / scary restaurant. It’s very fashionable, so it was expensive, but the food was good. Jack

Sounds great.

Victoria It certainly wasn’t 5strange / boring / stupid. It was very crowded with fabulous music. What about your weekend? Jack

rt

11 1 and and 2 12

It was 6all right / amazing / sad. Nothing special. We went to a concert on Saturday.

Victoria How was it? Jack

ng

ment

eeing

7Great

/ Terrible / Exciting! I don’t really like classical music, and it lasted over three hours. It wasn’t even a good orchestra. Luckily, we went to this 8strange / boring / amazing club afterwards.

on111CC ssson LLees

son on12D LLeesss 2D

Write a sentence about Write three a place you sentences using planher, to go to his, their. this year.

Giveoftwo Think two expressions expressions for forclosing invitingan informalto someone email. something.

on 111DD ssson LLees

on122DD sson LLeess

Give two Give three to expressions expressions say you don’t for checking understand on information. the telephone.

Think Writeofone two expressions sentence with for accepting but and one an invitation. with or.

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REVIEW and PRACTICE

2

Sts match the definitions with the words. Check answers. Answers 1 e 2 d 3 a 4 b 5 c 6 g 7 h 8 f

3

Sts add the words to the chart in the correct column. Check answers and check that sts understand all the words. As an extension, sts could work in pairs and add more words to the chart. Positive adjectives: great, amazing, exciting, cool Forms of transport: subway, plane, bus, truck Types of entertainment: opera, play, ballet, game

Sts read the conversation and choose the correct words to complete it. Check answers. Answers 1 great 2 exciting 3 stupid 4 cool 5 boring 6 all right 7 Terrible 8 amazing

3 x PRACTICE

Personal Best At the end of each Review and practice double-page spread, there is a Personal Best section. The aim here is to provide a quick challenge to change the pace and allow for language recall and personalization.

Answers

4

11 and1B 12

These questions and prompts give sts the opportunity to review a number of language and skills points from the preceding two units in a more productive way. The points being reviewed are referenced according to which lesson they appear in (e.g., Lesson 12A). They cover grammar, vocabulary, text builder language from reading and writing lessons, and conversation builder language from speaking lessons. Sts work individually, in pairs, or in groups, according to the class dynamic and the time available. Set a time limit if you would like to add a competitive element. Encourage sts to refer back to the relevant lessons if they are having difficulties. The aim is for them to respond to the prompts and engage with the target language in a personal way. Their answers will vary. Monitor and help as necessary and get feedback on sts’ answers.

WORKBOOK REVIEW AND PRACTICE Students will find two pages of Review and Practice at the end of each unit of their Workbooks. Unit 11, pages 66 and 67 Unit 12, pages 72 and 73

SB page 111, exercise 4

1 Do the exercise as normal. When you check the

answers, focus on each group of three adjectives and ask: Do we need a positive or negative adjective in this sentence? Why? Elicit the answer, and then ask: Which is the correct adjective? 2 Put sts into pairs. Ask them to cover the conversation with a piece of paper. They gradually lower the paper, to reveal each question one by one. Before they reveal the answer, they try to remember it in as much detail as possible. Then they uncover it to check. 3 Elicit that each person talks about two events in the conversation. Ask sts individually to imagine two events they went to last weekend, and think of what they can say about them, and how they can describe them, using adjectives from exercise 4. Write some questions from the conversation on the board: How was your weekend? What was the ... like? How was the ...? What about your weekend? How was it? Then sts work in pairs and have a conversation about their own weekends, using the questions on the board as prompts. Encourage them to show by their intonation whether they enjoyed their events or not.

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GRAMMAR PRACTICE

1A The verb be We use the verb be to say who people are and to give other information about them (for example, where they are from, what job they do, where they are, how they are).

1 Complete the sentences with the correct affirmative form of the verb be.

I’m Juan. I’m Mexican. This is Michel. He’s from France. My sister is a teacher. She’s in the classroom. How are you? I’m fine.

1 2 3 4 5 6 7 8

We also use the verb be to talk about ages. I’m 25.

We add not after the verb be to make the negative: ’m not, ’re not, and ’s not. We can also use the forms aren’t for ’re not, and isn’t for ’s not. We form questions by putting the verb before the subject. The full forms of the verb be are am, is, and are. We don’t use contractions in short answers.

2 Read the information. Complete the questions and write the short answers (e.g. Yes, she is).

I

he / she / it

you / we / they

I’m Spanish.

Tom’s from Chicago.

You’re Japanese.

I’m not Portuguese.

Maria’s not / isn’t Australian.

We’re not / aren’t from Vietnam.

Fiona Murray is a student in Montreal, Canada. She’s 22 years old. She’s from Boston, in the state of Massachusetts. Her parents are Irish.

?

Am I from Canada?

Is she from New York?

Are you from Turkey?

1

her name Fiona?

Y/N

Yes, I am. / No, I’m not.

Yes, she is. / No, she’s not / isn’t.

Yes, we are. / No, we’re not / aren’t.

2

she 23 years old?

We use the contraction ’s with third person singular nouns, names, and pronouns.

3

she a student?

My sister’s here. Sabine’s here. She’s here.

4

she from Montreal?

5

her parents Canadian?

6

her parents from Ireland?

1.4

+ −

We use the contraction ’re with you, we, and they. You’re my friend. We’re Colombian. They’re from Brazil.

But we use are with plural nouns and names. My friends are from Brazil. Gina and Laura are German.

3 Complete the conversation. Use contractions where possible. Nice to meet you. My name 1 Carla. Nice to meet you, too. I 2 William. Where 3 you from? I4 from China. 5 you from Italy? A No, I 6 from Italy. I 7 from Argentina. B8 you here with your family? A No, I 9 . They 10 at home. A B A B

We use the contractions ’s not or isn’t with he, she, and it, and ’re not or aren’t with you, we, and they. He’s not/He isn’t here. They’re not/They aren’t here.

We usually use aren’t with plural nouns and names.

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EXTRA PRACTICE Workbook page 00; photocopiable activity 0.0

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▲

Gina and Laura aren’t Brazilian.

236

She Brazilian. They from Argentina. Pedro in the classroom. Fabio and Daniele here. I 27. My name Yara. We students. My teachers American.

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GRAMMAR PRACTICE

1A The verb be

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

1.4 Read through the information about the verb be with the class, or allow sts time to read it on their own. Play audio track 1.4 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and complete them with the correct affirmative form of the verb be. Check answers. Answers 1 is / ’s 2 are / ’re 3 is / ’s 4 are 5 am / 'm 6 is / ’s 7 are / ’re 8 are

2

Allow students time to read through the information about Fiona. Make sure they understand everything. Refer them to the examples of questions and answers in the table on the left of the page. Sts complete the questions with the correct form of the verb be, and then write the short answers. Check answers.

SB page 112, exercise 3

each completed sentence one by one, some with the correct answer and some with an incorrect answer. In each case, ask: Correct? Elicit the correct forms and write them on the board. 2 Allow sts time to read through the conversation again, then ask them to close their books. Read out one or two prompts from each sentence, e.g., nice/meet, name/ Carla. Sts work in pairs and try to write each sentence. They can open their books to check when they have written the whole conversation. 3 Put sts into pairs. Ask them to change the names and other details in the conversation to make it about themselves. They can then practice their conversation in pairs. Encourage them to practice two or three times, and try to become more fluent each time they practice. Refer sts back to page 5 if they want to revise the verb be further, or see more examples of it in context.

Answers 1 Is, Yes, it is. 2 Is, No, she’s not. 3 Is, Yes, she is. 4 Is, No, she’s not. 5 Are, No, they’re not. 6 Are, Yes, they are.

3

Sts read the conversation and complete it with the correct words. Remind them to use contractions where possible. Check answers. Answers 1 ’s 2 ’m 3 are 4 ‘m 5 Are 6 ‘m not 7 ‘m 8 Are 9 ‘m not 10 ‘re

26

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GRAMMAR PRACTICE

1C Possessive adjectives and ’s for possession

1 Choose the correct words to complete the sentences. 1 2 3 4 5 6 7 8

Possessive adjectives We use possessive adjectives before nouns to say that something belongs to someone. It’s my wallet. This is your book. This is her phone. Where is his bag? Is this our umbrella? This is their car. 1.12

She / Her is 48. They / Their names are Maria and Lucy. Her / She keys are in the car. I’m you / your teacher for today. We / Our tickets are in his wallet. He / His is from Vietnam. I / My last name is Moszkowski. Is his / he umbrella black?

2 Complete the sentences with possessive adjectives. 1 Marie and Sylvain are French.

Subject Possessive pronoun adjective

2

I

my

I’m Spanish. My name is Raúl.

you

your

Are you ready? Your taxi’s here.

he

his

He’s a great teacher. His students are young.

she

her

She’s at work, but her handbag is at home.

it

its

It’s a great city. I like the city for its beaches.

we

our

We’re from the U.S., but our son is British.

they

their

They’re not here. Their train is late.

3 4 5 6 7 8

family is from Paris. This is wallet. Look, here’s your identity card. I am Chinese. family is from Beijing. Italy is famous for food. classmates are from all over the world. We have interesting discussions in class. She’s the mom in my host family. name is Tamara. He’s my Spanish friend. name is Marcos. What’s last name, Megan?

3 Correct and write the statements and questions. Use ’s or an apostrophe (’) to indicate possession.

We use the same possessive adjective for singular and plural nouns.

1 Are these your sister glasses?

It’s my pen. They’re my pens. This is their car. These are their cars.

2 Benedict is Millie boyfriend.

’s for possession

3 My mothers books are in my bag.

We add ’s to a singular name or noun to say that something belongs to someone.

4 Our teacher name is Susanna.

Tom’s book is here. Where are Lisa’s bags? This is the teacher’s desk.

5 My parents new car is an Audi.

We don’t usually use ’s to say that something belongs to a thing. We use of.

6 Our children favorite TV show is The Simpsons.

The front of the bus. The end of the vacation.

With regular plural nouns that end in -s, we use an apostrophe (’) after the -s to talk about possession. These are the students’ books. My friends’ names are Lucy and Samir.

With irregular plural nouns, we use ’s to talk about possession.

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The children’s books are in the classroom. The women’s soccer team are the champions. Where are the men’s bags?

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1C Possessive adjectives and ‘s for possession 1

1.12 Read through the information about possessive

adjectives and ’s for possession with the class, or allow sts time to read it on their own. Play audio track 1.12 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 She 2 Their 3 Her 4 your 5 Our 6 He 7 My 8 his

2

3

Read through the information about ’s with the class, or allow sts time to read it on their own. Sts read the sentences and rewrite them using the correct forms. Remind sts to think about whether the noun is singular or plural in each case. Check answers. Answers 1 Are these your sister’s glasses? 2 Benedict is Millie’s boyfriend. 3 My mother’s books are in my bag. 4 Our teacher’s name is Susanna. 5 My parents’ new car is an Audi. 6 Our children’s favorite TV show is The Simpsons.

Refer sts back to pages 8–9 to review possessive adjectives and ’s for possession further, or see more examples of them in context.

Sts read the sentences and complete them with the correct possessive adjectives. Check answers. Answers 1 Their 2 your 3 My 4 its 5 My 6 Her 7 His 8 your

3 x PRACTICE

SB page 113, exercise 2

1 Do the exercise as normal. To check answers, ask a

student to read out each completed sentence. Ask other sts: Do you agree with this answer? What other answers do people have? Elicit the correct answers. 2 Put sts into pairs. They choose three sentences and change some of the details to use a different possessive adjective, e.g., Anne is French. Her family is from Paris. Ask some sts to read their sentences to the class. 3 Sts work in pairs and write a simple sentence about a person, place, or thing, e.g., My brother is eighteen. / This is my phone. Put pairs together into groups of four. They exchange sentences and write a second sentence for each of the sentences they are given, using a possessive adjective, e.g., His name is Sam. / All my contacts are on it. Ask some pairs to read their pairs of sentences to the class.

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2A Simple present: affirmative and negative 1 Choose the correct words to complete the sentences.

We use the simple present to talk about: • facts. I’m Italian. We live in New York. He doesn’t work at a restaurant.

1 Adam have / has a job in a garage. 2 Dean likes Mexico, but he don’t / doesn’t like Mexico

City. 3 Tyler speak / speaks French, but he doesn’t speak German. 4 Carla works in the evening, but she doesn’t work /

• regular routines. I work every day. We go to the movies on the weekend. They get up at 10 on Sundays.

works on the weekend. 5 Barbara and Fatima teach / teaches Spanish at a college. 6 We doesn’t have / don’t have an office in New York.

We form negatives with don’t/doesn’t + the base form of the verb. 2.3

+

–

I / you / we / they

he / she / it

We work in a hospital.

Laura works in an office.

I teach English.

He teaches Japanese.

They have a new car.

She has a beautiful apartment.

You make great coffee.

Simon makes good tea.

We don’t work in a school.

Paul doesn’t work in a store.

I don’t teach French.

He doesn’t teach in a school.

They don’t have a yard.

She doesn’t have a dog.

You don’t love your job.

Damian doesn’t love his girlfriend.

2 Complete the sentences with the correct affirmative form of the verbs in the box. watch serve start cut help finish work go live 1 2 3 4 5 6 7 8

We usually add -s to the verb to make the third person singular (he/she/it) form. He serves food in the restaurant. She loves her job. Ivan sings at festivals. Camilla helps her parents on the weekend.

I in an apartment in Rio de Janeiro. He’s a waiter. He the food. My sister is a hairdresser. She people’s hair. They for a bank in the city. Elena tourists. She gives them information. We to work every morning by bus. Karl TV every evening. Sara work at 9 a.m. and she at 5 p.m.

3 Look at the information and complete the affirmative and negative sentences about Emma. work: in a hospital in a store go to work: by bus by car finish work: at 4 p.m. at 5:30 p.m. help: tourists customers

Spelling rules for third person singular (he/she/it) We usually add -s to the base form. work ⇨ works When the verb ends in a consonant + y, we change the y to i and then we add -es. study ⇨ studies When the verb ends in -sh, -ch, -x or -s, we add -es. finish ⇨ finishes watch ⇨ watches Some verbs are irregular. go ⇨ goes do ⇨ does have ⇨ has

1 Emma

She 2 She She 3 She She 4 She She

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in a hospital. in a store. by bus. by car. at 4 p.m. at 5:30 p.m. tourists. customers.

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2A Simple present: affirmative and negative 1

2.3 Read through the information about the simple

present affirmative and negative with the class, or allow sts time to read it on their own. Point out the different forms for he/she/it in the affirmative and negative. Play audio track 2.3 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 has 2 doesn’t 3 speaks 4 work 5 teach 6 don't have

2

Sts read the sentences and complete them with the correct affirmative form of the verbs. Check answers. Answers 1 live 2 serves 3 cuts 4 work 5 helps 6 go 7 watches 8 starts, finishes

3

3 x PRACTICE

SB page 114, exercise 3

1 Do the exercise as normal. To check answers, read out

each fill-in-the-blank sentence, and ask: Which verb? Elicit the correct verb, and then ask: Affirmative or negative? Correct form? Elicit the correct answers. 2 Ask sts to close their books. Say some incorrect sentences about Emma, using some information from the exercise and some new information, e.g., She works in a bank. She goes to work by bus. Sts work in pairs and race to correct the sentences with a negative and affirmative sentence, e.g., She doesn’t work in bank. She works in a store. 3 Write the following notes on the board: work: start work: go to work: like: Sts work individually and complete the notes about themselves, including affirmative and negative information as in the exercise, e.g., like: sports music. Sts then work in pairs. They exchange notes and write affirmative and negative sentences about their partner. Ask some sts to read their sentences to the class. Refer sts back to page 13 if they want to review the simple present affirmative and negative further, or see more examples of it in context.

Allow sts time to read through the information. Read out the first fill-in-the-blank sentence and elicit the correct verbs as an example. Sts then complete the sentences. Check answers. Answers 1 doesn’t work, works 2 doesn’t go to work, goes to work 3 doesn’t finish work, finishes work 4 doesn’t help, helps

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2C Simple present: questions We use questions in the simple present to ask about things that are facts, or regular routines. We form questions in the simple present with do/does + subject + base form.

1 Put the words in the correct order to make questions. 1 like / you / do / Spanish / food / ?

Do you like soccer? Does she live in a big apartment? Does he work on the weekend? Do they go out a lot?

2 in / Santiago / does / Sandra / live / ? 3 they / do / Hong Kong / work / in / ?

We form short answers with Yes/No, + subject + do/does/don’t/doesn’t.

4 Eric / does / drive / a car / ?

Yes, I do. No, I don’t. Yes, she does. No, she doesn’t 2.12 I / you / we / they

?

Y/N

5 finish / do / we / at / 5 p.m. / ? 6 do / teach / English / you / ?

he / she / it

Do they live in the city?

Does he live with you?

Do we have more time?

Does it have a yard?

Do you work at a café?

Does she work at a hotel?

Yes, I do. / No, I don’t.

Yes, she does. / No, she doesn’t.

2 Look at the short answers to the questions in exercise 1. Correct the mistakes. 1 2 3 4 5 6

If we want more information, we put a question word (what, where, when, why, who, how, etc.) before do/does at the start of the question. Where do you live? Who do you live with? What does he do on the weekend? How do you get to work? When does the class start? Why do you like soccer?

Yes, I like. Yes, she do. No, they not. No, he don’t drive. Yes, we does. Yes, I teach.

3 Write questions.

1 you / come from Australia 2 your apartment / have / a TV 3 you / like movies 4 when / you / go to work 5 where / your best friend / live

▲

6 what / she / do

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2C Simple present: questions

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, start with

2.12 Read through the information about simple present questions with the class, or allow sts time to read it on their own. Point out the word order, and the different form does for he/she/it. Play audio track 2.12 for sts to listen and repeat. See the SB page opposite for audio script.

Sts put the words in the correct order to make questions. Check answers. Answers 1 Do you like Spanish food? 2 Does Sandra live in Santiago? 3 Do they work in Hong Kong? 4 Does Eric drive a car? 5 Do we finish at 5 p.m.? 6 Do you teach English?

2

Sts read the short answers and correct the mistakes in them. Check answers. Answers 1 Yes, I do. 2 Yes, she does. 3 No, they don’t. 4 No, he doesn’t drive. 5 Yes, we do. 6 Yes, I do.

3

SB page 115, exercise 3

a different student for each question, and ask them to say just the first word of the correct question. The student next to them gives the second word, and so on until the question is complete. Other sts can help out if a mistake is made. 2 Asks sts to close their books. Give a possible answer to each question in turn, e.g., No, I don’t. I come from Spain. Sts work in pairs and try to remember the questions. When a pair says the correct question, repeat your answer and ask: Does the answer match the question? 3 Sts work in pairs. They change one or two details in each question, e.g., Do you come from Brazil? Does your house have a yard? Monitor and help while they are working. Put pairs together into groups of four to ask and answer their questions. Ask some sts to tell the class something they learned about their classmates. Refer sts back to page 17 if they want to review simple present questions further, or see more examples of them in context.

Sts use the prompts to write questions. Check answers. Answers 1 Do you come from Australia? 2 Does your apartment have a TV? 3 Do you like movies? 4 When do you go to work? 5 Where does your best friend live? 6 What does she do?

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3A Frequency adverbs and expressions We use frequency adverbs with the simple present to talk about routines and how often we do things.

1 Rewrite the sentences. Put the frequency adverbs in the correct places. 1 My father reads the newspaper. (always)

100% always

I always watch TV on the weekend.

usually

I usually read the newspaper on the weekend.

often

2 My aunt has lunch with friends. (often) 3 My cousin is at home in the evening. (usually) 4 They work on the weekend. (sometimes)

I often go for a walk on the weekend.

5 I go to the movies. (never)

sometimes

I sometimes study English on the weekend.

hardly ever

I hardly ever drink coffee.

never

6 I’m very busy. (often)

2 Complete the sentences. Put one word in each sentence.

I never watch soccer on the weekend.

 0% We usually put frequency adverbs before the main verb. I always listen to the radio in the car. NOT Always I listen to the radio in the car,or I listen always to the radio in the car.

But we usually put frequency adverbs after the verb be. They’re never late. NOT They never are late.

We use How often … ? to ask about how frequently actions happen. How often do you go out for dinner?

We also use frequency expressions with the simple present to talk about regular habits and routines. I visit my parents every day. I visit my grandparents twice a week. I visit my cousins once a year.

1 I go to the gym day. 2 We go on vacation three times a

3.5

I go to the movies

every once a twice a three times a four times a

3 4

day. week. month. year.

5 6

– in March, May, and October. I see my grandparents twice week. I usually have a cup of coffee a day – with breakfast and after lunch. My dad plays golf three a week. My brother visits me twice a week, but my sister only a week. visits me

3 Correct the sentences. Once means “one time” and twice means “two times.”

1 Never Sam listens to music.

We usually use frequency expressions at the end of a sentence. We sometimes use them at the start of a sentence.

2 Always the apartments here are nice.

I visit my cousins once a year. Once a year, I visit my cousins. NOT I once a year visit my cousins.

3 We eat out hardly ever on Saturdays. 4 Lidia drives to work every days. 5 We see our cousins four or five times year. 6 I go to the theater once time a month.

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3A Frequency adverbs and expressions 1

3.5 Read through the information about frequency adverbs and expressions with the class, or allow sts time to read it on their own. Point out the position of frequency adverbs before main verbs, but after the verb be. Play audio track 3.5 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and rewrite them with the frequency adverbs in the correct place. Check answers. Answers 1 My father always reads the newspaper. 2 My aunt often has lunch with friends. 3 My cousin is usually at home in the evening. 4 They sometimes work on the weekend. 5 I never go to the movies. 6 I’m often very busy.

2

3

Sts read the sentences and correct them. Check answers. Answers 1 Sam never listens to music. 2 The apartments here are always nice. 3 We hardly ever eat out on Saturdays. 4 Lidia drives to work every day. 5 We see our cousins four or five times a year. 6 I go to the theater once a month.

Refer sts back to page 23 if they want to review frequency adverbs and expressions further, or see more examples of them in context.

Point out the frequency expressions in the chart on the left of the page. Sts read the sentences and complete them with the correct words. Check answers. Answers 1 every 2 year 3 a 4 twice 5 times 6 once

3 x PRACTICE

SB page 116, exercise 2

1 Do the exercise as normal. To check answers, read out

each fill-in-the-blank sentence one by one. Say: Who is sure they know the answer? Put up your left hand. Who is not sure? Put up your right hand. Ask a student who is sure to give their answer, and ask who in the “not sure” group had the same answer. Discuss why the answer is correct. 2 Ask sts to close their books. Write prompts for the activities on the left of the board, e.g., go/gym, go/ vacation. On the right of the board, write prompts for the frequency expressions in a random order, e.g., three/year, twice/week. Sts work in pairs and use the prompts to rewrite the sentences. They can look in their books again to check. 3 Sts work individually and write three sentences about themselves using the activities on the board and their own ideas for frequency adverbs and expressions, e.g., I never go to the gym. Sts then work in pairs and try to guess their partner’s sentences, e.g., I think you go to the gym twice a week. Ask how many sentences sts guessed correctly.

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3C love, like, hate, enjoy, don’t mind + noun/-ing form We use love, like, hate, enjoy, and don’t mind to say if we feel positively or negatively about something.

1 Complete the sentences with the -ing form of the verb in parentheses. 1 2 3 4 5 6 7 8

The verbs love, like, and enjoy have a positive meaning. I love tennis. I like basketball. I enjoy swimming.

The verb don’t mind has a neutral meaning. I don’t mind working on the weekend. Soraya doesn’t mind cats.

The verbs don’t like/don’t enjoy and hate have a negative meaning.

They like new places. (visit) I like time with my family. (spend) He doesn’t like . (swim) She hates dinner. (make) Does Freya like ? (drive) I love on the beach. (run) Do you like a student? (be) My parents love photos. (take)

2 Complete the sentences with love, like, don’t mind, don’t like, hate, and the -ing form of the verbs in the box.

I don’t like going to the gym. Emil hates watching soccer.

work go meet play make cook learn listen

We use a noun or the -ing form of a verb after these verbs. (We can also use the infinitive after love, like, and hate.) 3.9

I love I enjoy I like I don’t mind I don’t like I hate

tennis. / playing tennis. museums. / visiting museums. dogs. / walking my dog. rock music. / listening to rock music. Indian food. / eating Indian food. soccer. / watching soccer.

1 They

Japanese food. 2 Sadiq

Spelling rules for the -ing form

We usually add -ing to the base form of the verb.

3 4

play ⇨ playing talk ⇨ talking When a verb ends in consonant + e, we usually remove the e and then add -ing. take ⇨ taking live ⇨ living BUT be ⇨ being When a one-syllable verb ends in a vowel + a consonant, we double the consonant and then add -ing. sit ⇨ sitting plan ⇨ planning When a one-syllable verb ends in a vowel + a consonant, we double the consonant and then add -ing. sit ⇨ sitting plan ⇨ planning

5 6 7 8

a bank. I Tania clothes. I friends in town. We Liam shopping. I

in French.

my golf.

to the radio.

3 Read the sentences. Check ( ) the ones that are correct. Rewrite the incorrect ones. 1 I love American movies. 2 Do you like cook? 3 Pedro doesn’t like basketball. 4 I hate be late. 5 Tomiko enjoys to play soccer.

▲

6 I love talking to my friends.

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3C love, like, hate, enjoy, don’t mind + noun/-ing form 1

3.9 Read through the information about love, like,

hate, etc., with the class, or allow sts time to read it on their own. Point out the spelling rules for -ing forms. Play audio track 3.9 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and complete them with the correct -ing form of the verbs. Check answers.

Sts read the sentences. They check the ones that are correct, and rewrite the incorrect ones. Check answers. Answers 1 ✓ 2 Do you like cooking? 3 ✓ 4 I hate being late. 5 Tomiko enjoys playing soccer. 6 ✓

Refer sts back to page 27 if they want to review love, like, hate, enjoy, don’t mind + noun/-ing form further, or see more examples of them in context.

Answers 1 visiting 2 spending 3 swimming 4 making 5 driving 6 running 7 being 8 taking

2

3

Point out the smiley/sad icons in the sentence prompts and elicit which verb each one relates to. Elicit the first complete sentence as an example. Sts then complete the remaining sentences with the correct verb form. Check answers. Answers 1 like cooking 2 doesn’t mind working 3 don’t like learning 4 loves making 5 like meeting 6 hate playing 7 doesn’t mind going 8 like listening

3 x PRACTICE

SB page 117, exercise 2

1 Do the exercise as normal. To check answers, read out

each fill-in-the-blank sentence one by one, and ask: Which verb from the box? Elicit the correct verb, then ask: like, love, hate, don’t like or don’t mind? Elicit the correct verb, and then elicit the correct answer. 2 Ask sts to close their books. Say each sentence from exercise 2 again but with one or two mistakes, e.g., They hate cook Japanese food. Sts work in pairs and race to say the correct sentences from memory. 3 Sts work individually. They write three prompts like the ones in exercise 2 about things they like and don’t like doing, e.g., I tennis. Sts work in pairs and exchange prompts. They write sentences about their partner based on their partner’s prompts, e.g., You like playing tennis. Sts can read their sentences to each other and discuss whether they are correct.

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4A Prepositions of time We use different prepositions to make common time expressions.

1 Complete the sentences with in, on, at, or from … to. 1 I usually take a shower 2 Charles does his homework 3 I’m at work 8:30

4.2

Preposition

We use this with …

Example

in

the + parts of the day

in the morning(s) in the afternoon(s) in the evening(s)

the + seasons

in the winter in the spring in the summer in the fall

on

at

from … to

months of the year

in January in September

days of the week

on Monday(s) on Tuesday(s)

days and parts of the day

on Thursday morning(s) on Saturday night(s) on Friday evening(s) on New Year’s Day

the weekend

on the weekend / on weekends

times

at 6 o’clock at 11:30

midnight/noon/night

at midnight at noon / noon at night

festivals

at Thanksgiving at New Year’s

days

from Wednesday to Sunday

months

from January to June

times

from 6:30 to 9:00

years

from 2000 to 2006

4 5 6 7 8

day. They visit their cousins New Year’s Day. We always go out Friday nights. Is it hot here August? The days are short the winter. What do you like doing the weekend?

2 Read the text and underline eight mistakes. Write the correct prepositions below the text.

Every day, from Monday in Friday, I get up at 6:30. I leave the house at 7:30, and I start work on 8:15. I don’t work on Friday afternoons. I finish work in noon. On July and August, it’s very hot. I usually go to the swimming pool with my children in the afternoons, and in night, we go for a walk. In the weekend, I don’t get up early. At Saturday mornings, I go running on 11, and then my wife and I make lunch. On Sundays, we usually take the children to visit my parents or my wife’s parents.

Look! at night NOT in night BUT on Friday night

1 2 3

We use these time expressions at the start or at the end of a sentence. We use a comma after them if they are at the start. I usually get up at 7:30. At 7:30, I usually get up. I have an Italian class on Wednesday evening. On Wednesday evening, I have an Italian class.

the evening. night. 6:30 every

4 5 6

7 8

3 Write sentences. Add prepositions. 1 I visit my grandparents / the weekend 2 February / we usually go skiing

We can use plurals for days, parts of the day, and weekend if we talk about things that we do regularly.

3 I usually stop for a cup of coffee / noon

I don’t work on the weekend / on weekends. In the morning / In the mornings, I often go running before work.

4 Wednesday evenings / my sister does yoga 5 Carlos works / Monday / Saturday 6 My daughter’s birthday is / the spring

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4A Prepositions of time 1

4.2 Read through the information about prepositions of time with the class, or allow sts time to read it on their own. Point out the different prepositions that are used in different expressions, and point out the information in the Look! box. Play audio track 4.2 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and complete them with the correct prepositions. Check answers. Answers 1 in 2 at 3 from, to 4 on 5 on 6 in 7 in 8 on

2

3

Remind sts that when time expressions are at the beginning of a sentence, they are followed by a comma. Sts use the prompts to write sentences. Check answers. Answers 1 I visit my grandparents on the weekend. 2 In February, we usually go skiing. 3 I usually stop for a cup of coffee at noon. 4 On Wednesday evenings, my sister does yoga. 5 Carlos works from Monday to Saturday. 6 My daughter’s birthday is in the spring.

Refer sts back to page 31 if they want to review prepositions of time further, or see more examples of them in context.

Sts read the text and find and underline eight mistakes. They write the correct prepositions below the text. Allow sts time to compare their answers in pairs, and then check answers with the class. Answers 1 in Friday – to Friday 2 on 8:15 – at 8:15 3 in noon – at noon 4 On July and August – In July and August 5 in night – at night 6 In the weekend – On the weekend 7 At Saturday mornings – On Saturday mornings 8 on 11 – at 11

3 x PRACTICE

SB page 118, exercise 2

1 Do the exercise as normal. To check answers, write

all the time expressions from the text on the board in order, both the correct and incorrect ones. Ask: Which ones are you 100% sure are incorrect? Work through the expressions, dealing first with the ones that sts are confident are incorrect, then discussing ones that they are less certain about. Elicit the incorrect ones, and elicit the correct expressions. Correct the expressions on the board. 2 Allow sts time to read through the text again, and then ask them to close their books. Sts work in pairs and use the time expressions on the board to try to rewrite the text. They can open their books again to check. 3 Sts work individually and write a short text about their own routines, based on the text in exercise 2. Encourage them to use at least eight different time expressions. Sts can then work in pairs and tell each other about their routines.

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4C Present continuous 1 Put the words in the correct order to make sentences.

We use the present continuous to talk about: • things that are happening now. I’m taking a shower. It’s raining. What are you reading?

1 using / the computer / Ella / is / ? 2 parents / I / visiting / am / my 3 reading / Matt / the newspaper / is

• things that are temporary. We’re staying at a hotel. I’m not working this week.

4 isn’t / my / working / phone

We form the present continuous with the verb be + the -ing form of the main verb. 4.9

+ – ? Y/N

I

he / she / it

you / we / they

I’m getting dressed.

He’s getting dressed.

We’re getting dressed.

I’m not watching TV.

She’s not watching TV.

We’re not watching TV.

Am I sleeping?

Is she sleeping?

Are they sleeping?

Yes, I am. / No, I’m not.

Yes, she is. / No, she’s Yes, they are. / No, not/isn’t. they’re not/aren’t.

5 staying / we / are / at a hotel / this weekend 6 you / going / where / are / ?

2 Complete the sentences with the correct present continuous forms of the verbs in parentheses. 1 I 2 3

Spelling rules for the -ing form

We usually add -ing to the base form of the verb.

4 5

play ⇨ playing talk ⇨ talking When a verb ends in consonant + e, we usually remove the e and then add -ing. take ⇨ taking live ⇨ living BUT be ⇨ being When a one-syllable verb ends in a vowel + a consonant, we double the consonant and then add -ing. sit ⇨ sitting plan ⇨ planning

6 7 8

dinner right now. (have) We to the beach now. (go) The Internet today. (not work) Tim a shower? (take) She a coat today. (not wear) What you ? (do) I today because it’s Saturday. (not study) I in the right place? (sit)

3 Look at the picture. Use the words to make questions and write true short answers.

Look! We often use the present continuous with time expressions such as (right) now, today and this week/month/year. I’m having breakfast right now. I’m studying a lot this month.

1 they / talk 2 they / have / a good time 3 it / snow 4 it / rain 5 she / carry / an umbrella

▲

6 he / wear / glasses

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4C Present continuous

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, ask pairs

4.9 Read through the information about the present continuous with the class, or allow sts time to read it on their own. Point out the Look! note and remind sts that it is a good idea to learn the time expressions that are commonly used with each tense. Play audio track 4.9 for sts to listen and repeat. See the SB page opposite for audio script.

Sts put the words in order to make sentences. Check answers. Answers 1 Is Ella using the computer? 2 I am visiting my parents. 3 Matt is reading the newspaper. 4 My phone isn’t working. 5 We are staying at a hotel this weekend. 6 Where are you going?

2

Sts read the sentences and complete them with the correct present continuous forms. Check answers.

SB page 119, exercise 3

of sts to read out one of the questions and answers. Ask other sts: Do you agree? Did you have a different answer? 2 Asks sts to cover the prompts and just look at the picture. In pairs, they try to remember the six questions and answers. They can look at the prompts again to check. 3 Sts work in pairs and write three more questions about the picture to test their classmates, using the present continuous, e.g., Is the woman wearing gloves? Monitor and help while they are working. Put sts together into groups of four, and ask them to close their books. Sts ask each other their questions and answer from memory, using short answers. See who remembered everything correctly. Refer sts back to page 35 if they want to review the present continuous further, or see more examples of it in context.

Answers 1 ‘m having 2 ‘re going 3 ‘s not working 4 Is, taking 5 ‘s not wearing 6 are, doing 7 ‘m not studying 8 Am, sitting

3

Focus on the prompts and make sure sts remember snow, rain, umbrella, and glasses. Sts look at the picture and use the prompts to write questions. They then write the short answers. Check answers. Answers 1 Are they talking? No, they’re not/aren’t. 2 Are they having a good time? No, they're not/aren’t. 3 Is it snowing? No, it’s not/isn’t. 4 Is it raining? Yes, it is. 5 Is she carrying an umbrella? No, she’s not/isn’t. 6 Is he wearing glasses? Yes, he is.

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GRAMMAR PRACTICE

5A Simple present and present continuous We use the simple present to talk about facts and things that happen regularly. Sam lives in Australia. We wear a uniform at work. I usually wake up at six o’clock.

1 Choose the correct words to complete the sentences and questions. 1 2 3 4 5 6

We use the present continuous to talk about things that are happening now, or are temporary. I’m wearing blue pants today. I’m going to work by car today. My friend is living in New York right now.

We often use the simple present and present continuous together to contrast the usual situation with what is happening now, or is temporary.

2 Complete the sentences with the simple present or present continuous form of the verbs in parentheses. I right now. (read) He to New York three times a year. (go) They us every summer. (visit) How Erica to work today? (get) I coffee very often. (not drink) We a really good TV series right now. (watch) 7 I usually juice for breakfast. (have) 8 Please be quiet – the baby . (sleep) 1 2 3 4 5 6

5.2 Present simple and present continuous

It usually doesn’t rain in the summer, but it’s raining today. I usually wear jeans to work,

but today I’m wearing a suit.

I often don’t cook,

but I’m cooking every evening this week.

There are some verbs that describe a state, not an action. We normally don’t use these verbs in the present continuous. I prefer this music. NOT I’m preferring this music. Sorry, I don’t understand. NOT Sorry, I’m not understanding. I have some new sandals. NOT I’m having some new sandals.

What do you do / are you doing right now? Is he going / Does he go there often? They’re working / work late tonight. I never read / ’m never reading books. I’m studying / study in my bedroom now. Most people finish / are finishing school at eighteen or nineteen years old.

3 Read the information. Then complete the text about James.

Look! Here are some common state verbs:

l day Typica d toast tea an suit ll day work a

Feelings: like, love, hate, want, prefer, need Thoughts and opinions: know, believe, remember, forget, understand, think States: be, belong, have (when we talk about relationships or possessions)

Vacation ! coffee an d croissa nts shorts an d T-shirt have a gr eat time!

James usually 1

tea and toast for

breakfast. He 2

a suit. He 3

all day. This week, James is on vacation. He 4

coffee and croissants for

breakfast. He 5 He 6

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shorts and a T-shirt. a great time!

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GRAMMAR PRACTICE

5A Simple present and present continuous 1

5.2 Read through the information about the simple

present and present continuous with the class, or allow sts time to read it on their own. Point out to sts the different time expressions that are used with the two different verb forms, and point out that they can often use clues such as time expressions to help them choose the correct verb form. Play audio track 5.2 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct verb forms to complete them. Check answers. Answers 1 are you doing 2 Does he go 3 ’re working 4 never read 5 ‘m studying 6 finish

2

3 x PRACTICE

SB page 120, exercise 3

1 Do the exercise as normal. To check answers, read out

each fill-in-the-blank sentence, and ask: Simple present or present continuous? Why? Elicit the reason for the choice of tense, and then elicit the correct form. 2 Ask sts to cover the text and just look at the information about James. In pairs, they try to rewrite the text about James from memory, using the prompts in the information. They can look at the text again to check. 3 Sts work individually and write a new set of prompts about themselves, describing what they eat, wear and do on a typical day and on vacation. Sts then switch prompts with a partner and write sentences about their partner. Ask some sts to tell the class about their partner. Refer sts back to page 41 if they want to review the simple present and present continuous further, or see more examples of them in context.

Sts read the sentences and complete them with the correct verb forms. Check answers. Answers 1 ‘m reading 2 goes 3 visit 4 is, getting 5 don’t drink 6 ‘re watching 7 have 8 is sleeping

3

Read through the information with the class and elicit that the information about a typical day refers to James’s normal routines, and the information about his vacation refers to something different. Sts read the text and complete it with the correct verb forms. Check answers. Answers 1 has 2 wears 3 works 4 ‘s having 5 ‘s wearing 6 ‘s having

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GRAMMAR PRACTICE

5C can and can’t We use can and can’t to talk about:

ces

• ability. I can swim. My brother can play the guitar. I can’t speak Italian. My sister can’t cook. • possibility. You can make money from your hobby. It can snow here in the winter. You can’t get there by bus.

n

r es.

1 Look at the chart and complete the sentences with can or can’t. Craig

Helen

Manuel

Silvia

cook

✔

✔

✘

✔

play tennis

✔

✘

✔

✘

drive

✔

✔

✔

✘

speak French

✘

✘

✘

✔

• permission. You can take my umbrella. We can sit here. We can’t park on this street. You can’t use this gym if you’re not a member.

ear. (go)

(get) ) ght now.

1 Craig 2 3 4 5

To make questions with can, we put can before the subject. We use the same form for all people.

have) leep)

5.8

+

I / you / he / she / it / we / they I can play the piano.

6 Craig, Helen, and Manuel

1 2 3 4 5 6

We can finish work early today. She can’t speak Japanese. They can’t work at night. You can’t walk on the grass. ?

Can she play the guitar? Can you come to my party?

Can Silvia drive? Can Craig play tennis? Can Helen cook? Can Manuel speak French? Can Helen and Silvia play tennis? Can Craig and Manuel drive?

3 Complete the sentences about the pictures. Use can or can’t and the phrases in the box.

Can we park the car here? Y/N

drive.

2 Write short answers to the questions about the people in exercise 1.

They can go to the city by bus. –

cook, but he speak French. Helen play tennis, but she drive. Craig, Helen, and Manuel speak French. Manuel cook, but he drive. Silvia cook and speak French.

walk on the grass ride a bike on this street pay with a credit card park here for one hour

Yes, we can. / No, we can’t. 1

2

Look! The full form of can’t is cannot. We don’t often use cannot; can’t is the usual negative form. I can’t meet you tonight. NOT I cannot meet you tonight. CREDIT CARDS ACCEPTED

1 hour 3

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4

You You You You

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GRAMMAR PRACTICE

5C can and can’t

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, ask

5.8 Read through the information about can and can’t with the class, or allow sts time to read it on their own. Play audio track 5.8 for sts to listen and repeat. See the SB page opposite for audio script.

Sts look at the chart and complete the sentences with can or can’t. Check answers. Answers 1 can, can’t 2 can’t, can 3 can’t 4 can’t, can 5 can 6 can

2

Remind sts that in short answers we just use can/can’t, and don’t repeat the main verb. Sts look at the chart in exercise 1 again and write short answers to the questions. Check answers.

SB page 121, exercise 3

individual sts to read out each sentence. Ask other sts: Do you agree? Who has a different sentence? 2 Ask sts to cover the wordpool box and the sentences, and just look at the pictures. In pairs, they try to remember the sentence for each picture. They can look at their answers again to check. 3 Put sts into pairs. Ask them to choose one of the pictures and prepare a short conversation about it, using can and can’t, and encourage them to use new sentences with can and can’t, as well as the ones from this exercise, e.g., I’m sorry, you can’t park here all day, but you can park here for one hour. Sts can practice their conversations in pairs. Ask some sts to perform their conversations for the class. Refer sts back to page 45 if they want to review can and can’t further, or see more examples of them in context.

Answers 1 No, she can’t. 2 Yes, he can. 3 Yes, she can. 4 No, he can’t. 5 No, they can’t. 6 Yes, they can.

3

Sts look at the pictures and complete the sentences about them. Check answers. Answers 1 You can park here for one hour. 2 You can pay with a credit card. 3 You can’t ride a bike on this street. 4 You can’t walk on the grass.

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GRAMMAR PRACTICE

6A there is/there are, some/any/no, prepositions of place

1 Read the advertisement and then complete the sentences with there’s a/there are and there’s/there are no.

We use there is to say that something singular exists. There’s a sofa in the living room. There’s a small balcony in my apartment.

Third-floor two-bedroom apartment in a popular area near stores and a park. Five-minute walk to subway station. Living room with big windows. Kitchen, bathroom (shower only, no bathtub). Empty – ready to move in!

We use there are for the plural form. There are five people in my family. There are three bedrooms in her apartment.

We use some and any with plural nouns. We use some in affirmative sentences when more than one thing or person exists, but we don’t say exactly how many.

1 2 3

There are some chairs in the classroom. There are some new students in our class. I have some books in my bag.

4 5 6 7 8

We use any in negative sentences and questions with plural nouns. We use no after an affirmative verb and with a singular or plural noun. There are no tables. / There aren’t any tables. I have no brothers or sisters. / I don’t have any brothers or sisters. Are there any shelves in the bedroom? 6.3

Singular nouns

2 Complete the questions and answers about an apartment. garage in your apartment building? . shelves in the living room? . basement that you can use? . sofa in the living room? . good restaurants in the area? . schools for the children? .

1

Plural nouns

No,

+

There’s a shelf in my bedroom.

There are some shelves in the kitchen.

2

–

There’s no chair in my bedroom.

There are no / There aren’t any chairs in the kitchen.

3

?

Is there a cabinet in your bedroom?

Are there any cabinets in the kitchen?

4

Yes, there is. / No, there’s not/ there isn’t.

Yes, there are. / No, there aren’t.

5

Y/N

two bedrooms. a bathroom. a backyard, but a park near the apartment. some big windows in the living room. bathtub in the bathroom. people in the apartment right now. some stores near the apartment. a subway station near the apartment.

Yes, Yes, Yes, No, 6

Yes,

Prepositions of place

3 Look at the floor plan of a house. Complete the

6.7 We use prepositions of place to describe location.

sentences with prepositions of place.

The window is across from the door.

front yard

living room

kitchen

dining room backyard

front yard

in front of

under

next to

in

on

between

behind

across from

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bathroom bedroom

The kitchen is The bathroom is The dining room is There is a small yard There is a large yard 6 There are some trees

1 2 3 4 5

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122

bedroom

the bathroom. the two bedrooms. the kitchen. the house. the house. the large yard.

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GRAMMAR PRACTICE

6A there is/there are, some/any, prepositions of place 1

6.3 Read through the information about there is/there

are and some/any with the class, or allow sts time to read it on their own. Play audio track 6.3 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the advertisement for an apartment and complete the sentences with the correct words. Check answers. Answers 1 There are 2 There’s 3 There’s no, there’s 4 There are 5 There’s no 6 There are no 7 There are 8 There’s

2

3

6.7 Read through the information about prepositions of place with the class, and play audio track 6.7.

Sts look at the floor plan and complete the sentences with the correct prepositions of place. Check answers. Answers 1 across from 2 between 3 next to 4 in front of 5 behind 6 in

Refer sts back to page 49 if they want to revise there is/ there are with some/any, and prepositions of place further, or see more examples of them in context.

Sts complete the questions and answers with the correct forms. Check answers. Answers 1 Is there a, there’s not/there isn't 2 Are there any, there are 3 Is there a, there is 4 Is there a, there is 5 Are there any, there aren’t 6 Are there any, there are

3 x PRACTICE

SB page 122, exercise 2

1 Do the exercise as normal. To check answers, tell sts

you are going to read out each completed sentence with one extra, incorrect word. Tell them they must listen carefully and notice the incorrect word. Read out the sentences in turn, e.g., Is there any a garage in your apartment building? Elicit the correct answers. 2 Ask sts to close their books. Write prompts for the questions and answers on the board, e.g., garage? ✗. Sts work in pairs, and try to remember the questions and answers. They can open their books again to check. 3 Sts work in pairs. They change some of the details in the questions and answers, and prepare a short telephone conversation in which someone wants information about an apartment. Monitor and help while they are working. Allow sts time to practice their conversations in pairs. Encourage them to speak as naturally as possible. You could ask some sts to perform their conversations for the class. Other sts could listen and note down what there is and isn’t in the apartment.

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GRAMMAR PRACTICE

6C Modifiers We use modifiers with adjectives to make them stronger or weaker.

1 Rewrite the sentences. Put the modifier in parentheses in the correct place. 1 The beach is busy today. (very) 2 The stadium is full at the moment. (not very) 3 You can buy beautiful presents at the market. (really) 4 This is an old apartment building. (pretty) 5 This café is expensive. (not … at all) 6 I’m reading an interesting book right now. (pretty)

2 Put the words in the correct order to make sentences. It’s really/very big.

1 a / bathroom / there / large / is / pretty

It’s pretty big.

2 a / skyscraper / I / in / very / tall / work 3 I / street / on / a / live / quiet / pretty 4 clothes / are / these / very / expensive 5 sister / at / isn’t / my / busy / all 6 food / good / the / isn’t / very

3 Look at Andy’s review of his vacation. Complete the sentences about it using modifiers and the adjectives in parentheses. It’s not very big.

It’s not big at all.

We use really and very to make an adjective stronger. The city is really big. The market is very busy on Saturdays.

old town beautiful busy

We use pretty and not very to make an adjective weaker. If we use pretty, the adjective has the same meaning, but is weaker. If we use not very, the adjective has the opposite meaning.

restaurants expensive good food

The bridge is pretty old. The apartment’s not very old. = The apartment is pretty new.

We use not + adjective + at all to give a strong opposite meaning to an adjective.

beaches crowded clean

The beach isn’t crowded at all. = The beach is very empty. The restaurant’s not expensive at all. = The restaurant is very cheap.

• good for families • cheap

6.12

modifier + adjective + (singular) noun

The house is really/very beautiful.

It’s a really/very beautiful house.

The house is pretty beautiful.

It’s a pretty beautiful house.

The house isn’t very beautiful.

It’s not a very beautiful house.

The house isn’t beautiful at all.

It’s not a beautiful house at all.

7

▲

modifier + adjective

The old town is 1 but it’s 2 are 3 the food is 4 beaches are 5 but they’re 6

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really beautiful

(beautiful), (busy). The restaurants (expensive), and (good). The (crowded), (clean). It’s (good) place for families because it’s 8 (cheap) place to stay.

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GRAMMAR PRACTICE

6C Modifiers

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read

6.12 Read through the information about modifiers with the class, or allow sts time to read it on their own. Play audio track 6.12 for sts to listen and repeat. See the SB page opposite for audio script.

Sts rewrite the sentences with the modifiers in the correct place. Check answers. Answers 1 The beach is very busy today. 2 The stadium is not very full at the moment. 3 You can buy really beautiful presents at the market. 4 This is a pretty old apartment building. 5 This café’s not expensive at all. 6 I’m reading a pretty interesting book right now.

2

Sts put the words in the correct order to make sentences. Check answers. Answers 1 There is a pretty large bathroom. 2 I work in a very tall skyscraper. 3 I live on a pretty quiet street. 4 These clothes are very expensive. 5 My sister isn’t busy at all. 6 The food isn’t very good.

3

SB page 123, exercise 3

through the review first, asking questions about each prompt, e.g., Is the old town beautiful? Is it fairly beautiful or very beautiful? Then read out the fill-in-theblank sentences and elicit the answers. 2 Ask sts to close their books. Write the categories from the review on the board, e.g., old town, beaches, etc. Sts work in pairs and try to remember what Andy said about each thing. Sts can check their answers by looking at the review again. 3 Put sts into pairs. Ask them to imagine a conversation between Andy and a friend based on his review. The friend is asking Andy about the place and Andy is answering, e.g., Is the old town nice? Yes, it’s really beautiful. Sts can practice their conversations in pairs. Encourage them to speak with feeling and use sentence stress to emphasize the modifiers. Refer sts back to page 53 if they want to review modifiers further, or see more examples of them in context.

Focus on the review and make sure sts understand all the vocabulary. Sts then look at the review and complete the sentences with the correct information. Point out that there may be more than one correct answer sometimes. Check answers. Answers 1 really/very beautiful 2 really/very busy 3 not very expensive/not expensive at all 4 really/very good 5 pretty crowded 6 very/really clean 7 pretty good 8 pretty cheap

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GRAMMAR PRACTICE

7A Countable and uncountable nouns + some/any

1 Look at the picture. Write a, an, or some.

Countable nouns are things that we can count. I have a brother. There are two glasses on the table. There are fourteen students in the class.

Countable nouns have a singular and a plural form. We can use a/an with the singular form. Do you want a banana? I like bananas. We need an egg for this recipe. We need three eggs for this recipe.

Uncountable nouns are things that we can’t count. They usually don’t have a plural form, and we can’t use a/an with them. I don’t like cheese. Do you like lemonade? There’s a lot of sugar in this cake. We’re having pasta for dinner.

some/any We use some in affirmative statements with uncountable nouns and plural countable nouns. We use it when we don’t say exactly how much or how many.

We use any in negative statements and questions with uncountable nouns and plural countable nouns. There isn’t any milk. We don’t have any oranges. Do you have any money? Are there any strawberries?

Singular + – ?

2 Complete the conversation with a, an, some, or any.

Countable nouns

7.4

meat chocolate melon apple bread orange potatoes tomatoes

1 2 3 4 5 6 7 8

There’s some juice in the fridge. There are some apples in the bowl.

A What’s for lunch? Is there 1 pasta? B No, there isn’t 2 pasta. But there’s

Uncountable nouns

3

Plural

There’s a banana.

There are some bananas.

There’s some water.

There’s no lemon.

There aren’t any lemons.

There isn’t any coffee.

Is there an onion?

Are there any onions?

Is there any tea?

rice in the cupboard.

A Good. And do we have 4 meat or fish? B Yes, we have 5 chicken and 6 fish.

green pepper and 8 There’s 7 salad. onion, too, but there isn’t 9 A No problem. We can buy 10 salad at the market.

3 Make sentences. Add a, an, some, or any. 1 there / not / cheese / on this pizza

Look! We usually use some in questions when we offer something to someone.

2 you / have / tomatoes / ?

Do you want some soup? Would you like some carrots?

3 there / milk / in the fridge 4 we / not have / yogurt 5 there / mushrooms / in the shopping bag 6 there / water?

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7A Countable and uncountable nouns + some/any 1

7.4 Read through the information about countable

and uncountable nouns with the class, or allow sts time to read it on their own. Point out to students that when they learn new nouns, they should also learn whether they are countable or uncountable. Play audio track 7.4 for sts to listen and repeat. See the SB page opposite for audio script. Read out the task and elicit that we use a/an with singular countable nouns, e.g., a banana, and we use some with uncountable nouns, e.g., some water, and plural countable nouns, e.g., some oranges. Sts look at the picture and complete the labels with the correct words. Check answers. Answers 1 some 2 some 3 a 4 an 5 some 6 an 7 some 8 some

2

Read through the information about some and any with the class, or allow sts time to read it on their own. Remind sts that we use some in affirmative statements, and we use any in negative statements and questions. Sts read the conversation and complete it with the correct words. Check answers. Answers 1 any 2 any 3 some 4 any 5 some 6 some 7 a 8 an 9 any 10 some

3 x PRACTICE

SB page 124, exercise 2

1 Do the exercise as normal. To check answers, ask

students to read out one completed line of the conversation. Ask other students: Do you agree? Does anyone have a different answer? 2 Ask students to close their books. Write prompts for the conversation on the board, e.g., lunch? / pasta? ✗ pasta / ✓ rice / cupboard meat? / fish? ✓ fish / beef / green pepper / onion ✗ salad salad / market Sts work in pairs and try to remember the conversation. They can open their books to check. 3 Put sts into pairs and ask them to decide who is A and who is B. Allow them time to read the conversation again and make notes to help them remember their part. Then they practice the conversation in pairs, looking at their notes to help them at first, and then without their notes. Encourage them to practice several times, speeding up each time to sound more fluent.

3

Sts make sentences using a, an, some, and any. Check answers. Answers 1 There isn’t any cheese on this pizza. 2 Do you have any tomatoes? 3 There’s some milk in the fridge. 4 We don’t have any yogurt. 5 There are some mushrooms in the shopping bag. 6 Is there any water?

Refer sts back to page 59 if they want to review countable and uncountable nouns further, or see more examples of them in context.

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GRAMMAR PRACTICE

7C Quantifiers: (how) much, (how) many, a lot of, a few, a little We use how much and how many to ask about quantity. We use how much with uncountable nouns and how many with countable nouns.

1 Complete the questions with How much or How many.

We use a lot of or lots of with countable and uncountable nouns to talk about large quantities. We can use them in affirmative sentences, negative sentences, and questions. I eat a lot of fruit. I don’t eat a lot of apples. Do you eat a lot of potato chips?

We use a lot of and many to ask about quantities. We use a lot of with uncountable nouns and many with countable nouns.

2 Choose the correct words to complete the sentences. 1 2 3 4 5 6 7 8

Do you drink a lot of juice? Are there many/a lot of students in your class?

We use not much and not many in negative sentences to talk about small quantities. We use not much with uncountable nouns and not many with countable nouns. There isn’t much sugar in this cake. I don’t eat many potato chips.

We use a few and a little in affirmative sentences and questions to talk about small quantities. We use a little with uncountable nouns and a few with countable nouns.

cups of coffee do you drink every day? sugar do you put in your coffee? time do you spend online every day? e-mails do you send every day? rooms are there in your home? water do you drink every day? brothers and sisters do you have? jewelry do you wear?

1 2 3 4 5 6 7 8

How much fish do you eat every week? How many students are there in your class?

There isn’t much / a lot cheese in the fridge. I drink a lot / a little of tea every day. My friends don’t send me much / many messages. I don’t take much / a little sugar in my tea. It’s good to eat a lot / a little fish every week. I have much / lots of cousins. Do your children eat a few / a lot of fruit? I drink a little / a few glasses of milk every day.

3 Look at the picture and complete the sentences with quantifiers.

I’d like a little milk in my coffee. Would you like a little sugar in your coffee? I eat a few pieces of fruit every day. Are there a few eggs in the fridge? Countable nouns

Uncountable nouns

Large quantities

There are a lot of/lots of crackers. Are there many crackers? Are there a lot of/lots of crackers?

There’s a lot of/lots of cheese. Is there a lot of/lots of cheese?

Small quantities

There are a few crackers. There aren’t many crackers. There aren’t a lot of crackers. Are there a few crackers?

There’s a little cheese. There’s not much cheese. There’s not a lot of cheese. Is there a little cheese?

7.8

Look! With a lot of / lots of, we don’t say of if we don’t say the noun. Do you have any milk? Yes, we have a lot. NOT Yes, we have a lot of.

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There are There isn’t There are There’s There aren’t There’s

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cups. cake. bottles of water. pizza. potato chips. salad.

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GRAMMAR PRACTICE

7C Quantifiers: (how) much, (how) many, a lot of, a few, a little 1

7.8 Read through the information about quantifiers

with the class, or allow sts time to read it on their own. Play audio track 7.8 for sts to listen and repeat. See the SB page opposite for audio script. Sts complete the questions with how much or how many. Check answers. Sts could then ask and answer the questions in pairs. Answers 1 How many 2 How much 3 How much 4 How many 5 How many 6 How much 7 How many 8 How much

2

3 x PRACTICE

SB page 125, exercise 3

1 Do the exercise as normal. To check answers, say a

range of incorrect sentences for each answer, with the correct one mixed in, e.g., There aren’t much cups. There are few cups. There are a little cups. There are a lot of cups. Sts shout STOP when they hear the correct sentence. 2 Ask sts to cover the sentences in exercise 3 and just look at the picture. They work in pairs and try to remember the sentences. They can look at the prompts again to check. 3 Sts look at the picture and write three questions to ask a partner about the picture, e.g., Are there many potato chips? Sts then close their books and take turns asking and answering their questions from memory, using the correct quantifiers. Refer sts back to page 63 if they want to review quantifiers further, or see more examples of them in context.

Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 much 2 a lot 3 many 4 much 5 a little 6 lots of 7 a lot of 8 a few

3

Sts look at the picture and complete the sentences with the correct words. Check answers. Answers 1 lots of/a lot of 2 much 3 a few 4 a lot of/lots of 5 any 6 a little

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GRAMMAR PRACTICE

8A Past of be, there was/there were, and simple past: irregular verbs We use the past of be and the simple past to talk about completed actions and situations in the past.

1 Complete the sentences with was, wasn’t, were, or weren’t. 1 I 2 Chris

The past forms of the verb be are was and were.

born in the U.S. I’m Canadian. at my house yesterday. He was at

home.

Life was difficult in the 1930s. Our house wasn’t very big. We were very happy. We weren’t rich.

3 It 4 We

Friday yesterday. Today is Saturday. at the movies last night. We left at

10.00 p.m. 5 The stores

8.2

I / he / she / it

you / we / they

+

I was busy last week.

We were busy last week.

–

He wasn’t busy yesterday.

They weren’t busy yesterday.

there was/there were

anything. 6 There concert. 7 Lucia 8 The market crowded.

open, so we didn’t buy any tickets, so we didn’t go to the born in Uruguay in 1978. busy this morning. It was so

2 Write the sentences in the negative.

We use there was/there were to say that something existed in the past.

1 I had breakfast this morning.

There was a TV in our living room. There were two rooms in our apartment.

2 We read the newspapers yesterday.

8.3

Singular

Plural

3 My dad made dinner last night.

+

There was a fridge in our kitchen.

There were a lot of books in my bedroom.

4 We bought a color TV in the 1970s.

–

There was no/There wasn’t any freezer.

There weren’t any CDs.

5 I was at home on Saturday.

Simple past: irregular verbs The verb be is irregular in the past. A lot of common verbs have an irregular simple past form, too.

6 My parents were on vacation last week.

3 Complete the text with the past of be or the simple past of the verbs in parentheses.

We made a cake yesterday. I had an English class last week.

We make the negative simple past form of all verbs with didn’t + the base form of the verb. We didn’t make bread yesterday. I didn’t have a French class last week. 8.5

I / you / he / she / it / we / they

+

I bought a lot of books in the 1990s.

–

I didn’t buy expensive clothes.

(be) difficult for a In the 19th century, life 1 (be) pretty lot of people. Usually homes 2 (not be) a bathroom small. There usually 3 (not have) modern in the house. People 4 (not inventions like TVs or radios. They 5 (not be) any buy) many things, and there 6 (read) books and computers. But people 7 (have) toys. children 8

For a full list of irregular verbs, see page 176.

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8A Past of be, there was/there were and simple past: irregular verbs 1

8.2, 8.3 Read through the information about the simple

past of be and there was/there were with the class, or allow sts time to read it on their own. Play audio tracks 8.2 and 8.3 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and complete them with the correct verb forms. Check answers. Answers 1 wasn’t 2 wasn’t 3 was 4 were 5 weren’t 6 weren’t 7 was 8 was

2

8.5 Read through the information about the simple past of irregular verbs with the class, or allow sts time to read it on their own. Remind sts that we use the irregular past form in affirmative sentences, but in negative sentences we use didn’t and the base form of the verb. Play audio track 8.5 for students to listen and repeat.

3 x PRACTICE

SB page 126, exercise 3

1 Do the exercise as normal. To check answers, read out

the text, pausing before each blank. Elicit each answer, e.g., was, and then suggest an incorrect answer and ask: Why not were? Elicit the reason. 2 Allocate sts a number between 1 and 8. If you have more than 8 sts, give the same number to more than one student. Sts look at the text again and memorize the sentence or phrase with their numbered blank. Ask sts to close their books. Starting with the number 1s, see if the class can remember the whole text. You can help with prompts if necessary. 3 Ask sts to imagine they are giving a talk on life in the 19th century, and the text is their talk. Allow them time to make a few notes on the text as prompts for themselves. Sts then work in their pairs and practice giving their talk. Encourage them to use a wide range of intonation to make their talk sound interesting. Their partner can give feedback on how fluent and interesting they sounded. Refer sts back to page 67 if they want to review the simple past of be, and irregular verbs further, or see more examples of them in context.

Sts write the negative sentences. Check answers. Answers 1 I didn’t have breakfast this morning. 2 We didn’t read the newspapers yesterday. 3 My dad didn’t make dinner last night. 4 We didn’t buy a color TV in the 1970s. 5 I wasn’t at home on Saturday. 6 My parents weren’t on vacation last week.

3

Sts read the text and complete it with the correct verb forms. Check answers and remind sts that the form read is pronounced differently when it is a past tense form. Answers 1 was 2 were 3 wasn’t 4 didn’t have 5 didn’t buy 6 weren’t 7 read 8 had

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GRAMMAR PRACTICE

8C Simple past: regular verbs and past time expressions We use the simple past to talk about completed actions and situations in the past.

1 Complete the sentences with the verbs in the box. Use affirmative simple past forms.

With regular verbs, we usually add -ed to the base form of the verb.

enjoy live play work listen watch study want

My brother worked as a waiter in London for two years. In the past, children played with traditional toys. My brother wanted a bike for his birthday. I finished my exams last month.

1 2 3 4 5 6 7 8

Spelling rules for regular affirmative simple past -ed endings We usually add -ed to the verb. work ⇨ worked watch ⇨ watched When a verb ends in e, we add -d. dance ⇨ danced live ⇨ lived

2 Complete the sentences with yesterday, last, ago, or in. Emma called me morning. Cameron stayed with us night. I read four books on vacation summer. We moved to Chicago eight years . My dad opened a restaurant the 1980s. We watched a terrible movie on TV afternoon. 1969, a person walked on the moon for the first time. 8 Carmen finished college four months . 1 2 3 4 5 6 7

When a verb ends in consonant + y, we change the y to i and then we add -ed. study ⇨ studied try ⇨ tried When a verb ends in vowel + y, we add -ed. play ⇨ played enjoy ⇨ enjoyed When a verb ends in consonant + vowel + consonant, we usually double the final consonant and add -ed. stop ⇨ stopped plan ⇨ planned

We make the negative form of regular verbs with didn’t + base form. 8.12

In his last job, Tony at a bank. We to the news on the radio. She in Berlin in a great apartment. Lena to go out, but her friends were busy. They tennis in the park yesterday. My parents a movie online last night. I reading my new book on the weekend. I Spanish in Mexico a few years ago.

3 Write sentences. Use the simple past and complete the time expressions.

I / you / he / she / it / we / they I enjoyed the meal. I didn’t enjoy the movie last night. We watched the movie together. We didn’t watch TV.

Past time expressions We often use past time expressions with the simple past to say when an action or situation happened. I played tennis last week. I played tennis yesterday morning. I moved to Spain seven years ago. In the 1920s, clothes were very different from now.

1 I / visit / China / 2013 2 my family / live / in Australia / 1970s

last

evening/night/week/month/year/spring/summer/fall/winter

yesterday

morning/afternoon/evening

two days three weeks five years

ago

in

1990/the 1930s/the 18th century

3 Lucas / not finish / his homework / night 4 Sam and Ellie / celebrate / Sam’s birthday / at a

restaurant / two days 5 the 1990s / a lot of people / listen to / dance music 6 my brother / not want / to go to the movies / night

▲

Look! We can say either “yesterday evening” or “last evening.”

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8C Simple past: regular verbs and past time expressions 1

8.12 Read through the information about the simple

past of regular verbs with the class, or allow sts time to read it on their own. Point out the spelling changes with some verbs, and point out that in the negative, we use didn’t and the base form of the verb. Play audio track 8.12 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and complete them with the correct forms of the verbs. Check answers. Answers 1 worked 2 listened 3 lived 4 wanted 5 played 6 watched 7 enjoyed 8 studied

2

Read through the information about past time expressions with the class, or allow sts time to read it on their own. Remind sts that we say three days ago, not ago three days.

3 x PRACTICE

SB page 127, exercise 3

1 Do the exercise as normal. To check answers, put

sts into small groups and ask them to compare their answers and decide on the correct answer for each sentence. Ask groups to read one of their sentences to the class. Ask other groups if they agree. 2 Allow sts time to read through the sentences again, then ask them to close their books. Give prompts for each sentence, e.g., China 2013 / Australia 1970s. Sts work in pairs and try to remember the sentences and write them down. They can look at their books again to check their ideas. 3 Put sts into pairs. Ask them to prepare a short conversation containing at least two of the sentences, and more if they can. Encourage them to use their imaginations. Give sts time to practice their conversations in pairs. Ask some pairs to perform their conversations for the class. See who managed to use the most sentences. Refer sts back to page 71 if they want to review the simple past of regular verbs and past time expressions further, or see more examples of them in context.

Sts read the sentences and complete them with the correct words. Check answers. Answers 1 yesterday 2 last 3 last 4 ago 5 in 6 yesterday 7 In 8 ago

3

Sts write the sentences using simple past verbs and past time expressions. Check answers. Answers 1 I visited China in 2013. 2 My family lived in Australia in the 1970s. 3 Lucas didn’t finish his homework last night. 4 Sam and Ellie celebrated Sam’s birthday at a restaurant two days ago. 5 In the 1990s, a lot of people listened to dance music. 6 My brother didn’t want to go to the movies last night.

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GRAMMAR PRACTICE

9A Past: questions For the past of be, we form questions with was/were + subject. Were you a good student? Was your school near your home? Were the exams very difficult? Was English your favorite subject?

1 Complete the past questions with the words in parentheses.

For the simple past, we form questions with did + subject + base form of the verb. Did you study Spanish in school? Did your parents go to college? Did you have toast for breakfast today? I / he / she / it

you / we / they

?

Was the class interesting?

Were Tom and Mía in class yesterday?

Y/N

Yes, it was. / No, it wasn’t.

Yes, they were. / No, they weren’t.

9.4

Verb be Other verbs

? Y/N

the weekend?

2 Write short answers to the questions in exercise 1. 1 2 3 4 5 6 7 8

Did you have an English class last week? Yes, I did. / No, I didn’t.

We can put question words at the start of the question to ask for more information. What was your favorite subject? Where did you study? Who was your favorite teacher? Why did you study history? When did you finish college? How was your vacation? How many students were there in your class? How much did your dictionary cost? How long did you stay? How far did you go?

(be/it) sunny yesterday? (you/play) golf with Laura? (they/enjoy) the game? (be/Paul) good at golf? (you/like) the golf course? (be/it) busy? (be/your shoes) comfortable? (Paul/stay) with you on

1 2 3 4 5 6 7 8

Yes, Yes, Yes, No, Yes, No, No, No,

. . . . . . . .

3 Put the words in the correct order to make questions.

1 you / a / did / vacation / good / have / ? 2 go / did / where / you / ? 3 on the tour / how many / were / people / ? 4 the / hotels / nice / were / ? 5 have / did / what time / you / dinner in the hotel / ? 6 food / like / the / you / did / ?

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▲

7 stay / did / long / how / you / ?

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GRAMMAR PRACTICE

9A Simple past: questions

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, write

9.4 Read through the information about simple past questions with the class, or allow sts time to read it on their own. Point out the word order in the questions, and point out that after did we use the base form of the main verb. Play audio track 9.4 for sts to listen and repeat. See the SB page opposite for audio script.

Sts complete the simple past questions with the correct verb forms. Check answers. Answers 1 Was it 2 Did you play 3 Did they enjoy 4 Was Paul 5 Did you like 6 Was it 7 Were your shoes 8 Did Paul stay

2

Sts complete the short answers to the questions in exercise 1. Check answers.

SB page 128, exercise 3

each set of prompts on the board in turn. Sts take turns suggesting where one word should move to, to gradually make the correct questions e.g., you a did vacation good have ➞ did you a vacation good have ➞ did you have a vacation good ➞ did you have a good vacation? 2 Ask sts to close their books. Write a simple one or two word prompt for each question on the board. Sts work in pairs and try to remember the questions. They can look in their books again to check. 3 Put sts into pairs. Ask them to imagine someone had a really good or really bad vacation. Ask them to think of answers to the questions in exercise 3, and then act out a conversation. Allow sts time to practice their conversations, and then ask some sts to perform their conversations for the class. Refer sts back to page 77 if they want to review simple past questions further, or see more examples of them in context.

Answers 1 it was 2 I did 3 they did 4 he wasn’t 5 I did 6 it wasn’t 7 they weren’t 8 he didn’t

3

Sts put the words in the correct order to make questions. Check answers. Answers 1 Did you have a good vacation? 2 Where did you go? 3 How many people were on the tour? 4 Were the hotels nice? 5 What time did you have dinner in the hotel? 6 Did you like the food? 7 How long did you stay?

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9C Verb patterns: verb + infinitive When we use two verbs together, we need to use the right form for the second verb. We use an infinitive after some verbs. These verbs often (but not always) refer to plans for the future.

1 Complete the sentences with the infinitive of the verbs in the box. check get start run lose make pass talk 1 2 3 4 5 6 7 8

9.8

We want I hope We’re planning She’d like My parents need I intend

to

go to the movies tonight. see you tomorrow. move next year. visit the U.S. buy a new car. join a gym.

Other verbs that are followed by an infinitive are: begin, choose, continue, agree, decide, learn, prefer, offer, start.

jewelry. classes this fall. to you about it? weight. my e-mails. in shape this summer. a marathon. my exams this term.

2 Choose one or both options to complete the sentences. He really doesn’t like to cook / cooking. I’d like to change / changing my diet. Do you like to play / playing sports? She’d love to spend / spending more time with her grandchildren. 5 I like to earn / earning lots of money. 6 Would you like to make / making some new friends? 7 He’d love to go / going to college. 1 2 3 4

Look! The verbs begin and start can be followed by an infinitive or the -ing form. The meaning is the same. I began learning English when I was five. / I began to learn English when I was five. The bus didn’t come, so we started walking home. / The bus didn’t come, so we started to walk home.

The full form of ’d like is would like. It means the same as want, but it is more polite. I’d like to see your house. Would you like to come on vacation with me?

I’m learning She’s planning Did he agree Emilio wants I need Lisa is planning They decided I hope

3 Look at Gemma’s New Year resolutions. Then write sentences using the verbs in parentheses.

We can also say ’d love/would love + infinitive. I’d love to go to Australia one day. Would you like to go to the beach today? Yes, I’d love to!

New Year Resolutions!

Look! We use both an infinitive and the -ing form after like and love. The meaning is different from ‘d like / ‘d love.

• learn Portuguese (plan)

We like to travel/traveling. We’d like to go to Australia next year. I love to play/playing soccer. I’d love to play for Real Madrid one day.

• join a gym (plan)

• go to Rio de Janeiro (want) • go running three times a week (want) • visit my parents more! (need) • get a new job (intend) • save money and buy an apartment (hope) • meet someone nice (hope)

▲

1 She is planning to 2 3 4 5 6 7 8

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9C Verb patterns: verb + infinitive

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, read out

9.8 Read through the information about verb patterns with the class, or allow sts time to read it on their own. Remind them that some verbs are followed by an -ing form rather than infinitive. Play audio track 9.8 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and complete them with the correct verb forms. Check answers. Answers 1 to make 2 to start 3 to talk 4 to lose 5 to check 6 to get 7 to run 8 to pass

2

SB page 129, exercise 3

each prompt, e.g., learn Portuguese and get sts to say the correct sentence all together. 2 Ask sts to close their books and put them into small groups. Tell them there were eight resolutions on Gemma’s list. Give them two minutes to remember as many as they can and write the sentences from memory. They can open their books again to check. See which group remembered the most. 3 Sts look at Gemma’s resolutions individually. They change some of the details and write their own resolutions, e.g., I want to learn computer programming. Sts can work in pairs or small groups and tell their classmates their own resolutions. Refer sts back to page 81 if they want to review verb patterns further, or see more examples of them in context.

Refer sts back to the notes on like/would like and love/ would love. Point out the different meanings and different verb patterns. Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 to cook / cooking 2 to change 3 to play / playing 4 to spend 5 to earn / earning 6 to make 7 to go

3

Sts read the New Year resolutions. Elicit the first sentence as an example. Sts then write the sentences. Check answers. Answers 1 She’s planning to learn Portuguese. 2 She wants to go to Rio de Janeiro. 3 She’s planning to join a gym. 4 She wants to go running three times a week. 5 She needs to visit her parents more. 6 She intends to get a new job. 7 She hopes to save money and buy an apartment. 8 She hopes to meet someone nice.

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GRAMMAR PRACTICE

10A Comparative adjectives We use a comparative adjective + than to compare two things or people. The park is nicer than the bus station. Los Angeles is bigger than San Francisco. The lasagna here is better than the chicken.

1 Complete the sentences with the comparatives of the adjectives in parentheses. 1 Do you think a walk on the beach is 2

comparative adj + than

10.2

Adam is

older than

me.

Julie is

friendlier than

Laura.

Skiing is

more dangerous than

walking.

3 4 5

Spelling rules for comparative adjectives

6

When an adjective is one syllable, we add -er. fast ⇨ faster old ⇨ older When a one-syllable adjective ends in -e, we add -r. nice ⇨ nicer safe ⇨ safer When a one-syllable adjective ends in a consonant + vowel + consonant, we double the final consonant and add -er. hot ⇨ hotter big ⇨ bigger

7 8

than going to a bowling alley? (romantic) The second date is usually than the first! (easy) Playing video games is than watching TV. (exciting) The apartments here are than those downtown. (large) Sneakers are than sandals for long walks up mountains. (good) It’s usually here in the spring than in the summer. (wet) The movies are than the theater. (cheap) Calling someone the wrong name on a date is than being a few minutes late. (bad)

2 Look at the pictures. Choose the correct words and include comparative adjectives to complete the sentences.

When an adjective ends in consonant + y, we usually change the y to i and then we add -er. easy ⇨ easier friendly ⇨ friendlier happy ⇨ happier BUT shy ⇨ shyer dry ⇨ dryer 1 My hair was a lot / a bit

when I was Chris JoeJoe 8kg8kg Chris 16kg 16kg younger.

When an adjective is two or more syllables, we usually use more + adjective. dangerous ⇨ more dangerous crowded ⇨ more crowded modern ⇨ more modern

Joe Joe Chris 8kg 8Chris 16kg 16kg kg

Some comparatives are irregular. good ⇨ better bad ⇨ worse far ⇨ further/farther

Joe Joe Chris 8kg 8Chris kg 16kg 16kg Seoul Mexico Mexico City City Seoul 88678867 km km 89388938 km km

2 Joe’s suitcase is much / a little

Chris’s.

Look! With some two-syllable adjectives, we usually use -er, not more. quiet ⇨ quieter

than

Seoul Seoul Mexico City Mexico City 8938 km8938 km8867 km 8867 km

narrow ⇨ narrower Seoul Seoul Mexico City Mexico City 8938 km8938 km8867 km8867 km

We can also use less + adjective + than to compare things. I’m less stressed on the weekend than during the week. = I’m more relaxed on the weekend than during the week.

3 Mexico City is much / a little

We can add much and a lot before comparatives to show there is a big difference. We can add a little or a bit before comparatives to show the difference is small.

from London

than Seoul.

much, a lot, a little, a bit big difference: New York is Skiing is

much a lot

bigger than Boston. more dangerous than walking.

small difference:

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a little a bit

hotter than yesterday. more crowded than the restaurant.

▲

Today is The café is

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GRAMMAR PRACTICE

10A Comparative adjectives 1

10.2 Read through the information about comparative adjectives with the class, or allow sts time to read it on their own. Point out the spelling changes for some of the short adjectives. Play audio track 10.2 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and complete them with the correct comparative forms. Check answers. Answers 1 more romantic 2 easier 3 more exciting 4 larger 5 better 6 wetter 7 cheaper 8 worse

3 x PRACTICE

SB page 130, exercise 1

1 Do the exercise as normal. To check answers, ask

individual sts to read out each sentence. Ask other students: Do you agree? Who has a different answer? 2 Allow sts time to read through the sentences again, and then ask them to close their books. Read out prompts for each sentence, e.g., walk on the beach / bowling alley. Sts work in pairs and try to write each sentence. When they have finished, they can open their books to check. 3 Sts work individually. Ask them to write the sentence beginnings and then to complete the sentence endings (the words after the blank) in their own way, for example Do you think a walk on the beach is more romantic than playing computer games? If they wish, they could also change the adjective, e.g., Do you think a walk on the beach is more exciting than playing computer games? Put sts into pairs. They practice saying their sentences to each other. They can answer their partner’s question / say whether or not they agree with their partner’s sentences.

2

Sts look at the pictures and choose the correct words and add comparative adjectives to complete the sentences. Check answers. Answers 1 a lot longer 2 much lighter 3 a little further / farther

Refer sts back to page 85 if they want to review comparative adjectives further, or see more examples of them in context.

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10C Superlative adjectives We use a superlative adjective to say that something is more than all the others in a group.

1 Complete the sentences with the superlatives of the adjectives in parentheses. 1 She’s girl that I know. (pretty) 2 My friend Sam was person in my class.

New York is the biggest city in the U.S. The park is the nicest place in my town. The lasagna is the best thing on the menu.

(popular) 3 My son’s child in the world! (beautiful) 4 month of the year here is February. (hot) 5 Singing in a band is thing that I do.

We use the with superlative adjectives. New York is the biggest city in the U.S. NOT New York is biggest city in the U.S.

(exciting) the + superlative adj

10.11

6 When was

Adam is

the oldest person

in our class.

Julie is

the friendliest person

that I know.

Skiing is

the most dangerous

sport.

2 Complete the sentences with the superlatives of the adjectives in the box. romantic smart nice kind expensive noisy 1

Spelling rules for superlative adjectives

2

When an adjective is one syllable, we add -est. fast ⇨ fastest old ⇨ oldest

3

When a one-syllable adjective ends in -e, we add -st. nice ⇨ nicest safe ⇨ safest

4

When a one-syllable adjective ends in consonant + vowel + consonant, we double the final consonant and add -est. hot ⇨ hottest big ⇨ biggest

5

When an adjective ends in consonant + y, we usually change the y to i and then we add -est. easy ⇨ easiest friendly ⇨ friendliest happy ⇨ happiest BUT shy ⇨ shyest dry ⇨ dryest

day of your life? (happy)

6

piece of jewelry is this necklace. It cost more than 100 dollars. You’re person that I know. You understand things very quickly. My sister is person in my family. She helps older people with their shopping. place at school was the cafeteria. Everybody talked there! Mr. and Mrs. Brown are neighbors. They’re really lovely people and friendly, too. Sam often gives his girlfriend Katia flowers. He’s of all my friends.

3 Look at the pictures and complete the sentences with comparative or superlative adjectives.

When an adjective is two or more syllables, we use most + adjective. dangerous ⇨ most dangerous crowded ⇨ most crowded modern ⇨ most modern For some two-syllable adjectives we don’t use most. clever ⇨ cleverest quiet ⇨ quietest narrow ⇨ narrowest Some superlatives are irregular. good ⇨ best bad ⇨ worst far ⇨ furthest/farthest

big small Anna

Jodi

Fumiko

Anna

Jodi

Fumiko

700 students

500 students

700 students Anna

500 students Jodie

1 Anna’s school is 2 Jodie’s school is 3 Fumiko’s school is

Look! If we use a possessive adjective directly before the superlative, we don’t include the.

than Jodie’s. . .

good bad

Emily is my best friend. What’s your most expensive possession?

A A AA AA AB AB B B Michael

Jack

Michael

Jack

Michael

Jack

▲

4 Matt got 5 Michael got 6 Jack got

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1000 students 1000 students Fumiko

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D D DD DD DD DD D D

Matt

Matt

A A AB AB BB BC B C

Matt

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GRAMMAR PRACTICE

10C Superlative adjectives

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, elicit each

10.11 Read through the information about superlative adjectives with the class, or allow sts time to read it on their own. Remind them of the spelling changes in some short adjectives, and remind them that we usually use the before superlatives. Play audio track 10.11 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and complete them with the correct superlative adjectives. Check answers. Answers 1 the prettiest 2 the most popular 3 the most beautiful 4 The hottest 5 the most exciting 6 the happiest

2

Sts read the sentences and complete them with the correct superlative adjectives. Check answers. Answers 1 The most expensive 2 the smartest 3 the kindest 4 The noisiest 5 the nicest 6 the most romantic

3

SB page 131, exercise 3

completed sentence and ask: Is this true? How do you know? Sts give the facts from the pictures to support their answers. 2 Ask sts to focus on the pictures. Say: My school is smaller than yours – who might say this? Who would they say it to? (Anna to Fumiko, Jodie to Anna or Fumiko). Say some more sentences about the schools and exam results, asking who might say each sentence and who they would say it to. 3 Put sts into groups of three. Ask them to decide who will be each person, Anna, Jodie and Fumiko. They take turns saying a true or false sentence to one of the others in their group, e.g., Your school is smaller than mine. My school isn’t the biggest. Their classmates decide if the sentence is true or false. Ask them to focus on the pronunciation of the comparative and superlative adjectives and the sentence stress when they say the sentences. Sts can repeat the activity with Michael, Jack, and Matt.

Refer sts back to page 89 if they want to review superlative adjectives further, or see more examples of them in context.

Sts look at the pictures and complete the sentences with the correct comparative or superlative adjectives. Check answers. Answers 1 bigger 2 the smallest 3 the biggest 4 better 5 the best 6 the worst

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GRAMMAR PRACTICE

11A have to/don’t have to We use have to + the base form of the verb to say that something is necessary.

1 Choose the correct words to complete the sentences.

We have to wear a uniform in school. I have to go to work by bus. My brother has to get up at 5:30 every morning. Donna has to call her parents every night.

1 I have to / don’t have to drive to work because there

We use don’t have to + base form to say that something isn’t necessary.

3 Visitors to our office have to / don’t have to sign the

I don’t have to work on Mondays. They don’t have to study today. It’s Sunday. Carlotta doesn’t have to buy a new computer. She got one for her birthday. Simon doesn’t have to cook dinner tonight. He’s at a restaurant.

4

are no buses or trains near my house. 2 We bought our train tickets online so we have to /

don’t have to buy them at the station.

We use have to/don’t have to for situations in the present and in the future.

5

I have to wear a uniform at work. (present situation) 6

I don’t have to get up early tomorrow. (future situation) 11.2

I / you / we / they

he / she / it

7

+

I have to work tomorrow.

Jack has to take the train to work.

8

–

I don’t have to work on Sunday.

He doesn’t have to start work at 7:30.

? Y/N

Do you have to take the train today?

Does he have to wear a uniform?

Yes, I do. / No, I don’t.

Yes, he does. / No, he doesn’t.

visitors’ book. They can’t go into the building if they don’t sign it. Elena is a waitress and she usually has to / doesn’t have to work on the weekend because it’s a busy time at the restaurant. You have to / don’t have to wash those cups. Put them in the dishwasher! We have to / don’t have to walk the dog twice a day because he needs the exercise. My brother has to / doesn’t have to go far to work. His office is only about a kilometer from his home. My parents have to / don’t have to teach me to drive, but they’re giving me a lot of lessons at the moment!

2 Complete the sentences with the correct form of have to or don’t have to. 1 I’m sorry. I can’t talk now. I 2 “ you

go! get up early to go to

work?” “Yes. I get up at five.” get in shape. He already swims, runs, and plays soccer every week. You make dinner. I can do it. children go to school when they’re five? My sister teach in a school as part of her degree in education. We stay at home. Do you want to go for a walk? What train Paul catch in the morning?

3 Matt

Look! We use had to/didn’t have to to say that something wasn’t necessary in the past.

4 5

I had to visit my aunt every weekend. We didn’t have to play sports after school.

6 7 8

3 Look at the job information. Complete the sentences with have to or don’t have to and the verbs from the box. a uniform ✘

clothes from the store ✔

clothes at full price ✘ customers ✔ after 6 p.m. ✘

on the weekend ✔

a degree ✘

18+ ✔

buy have work (x2) wear (x2) be serve 1 You 2 You 3 You 4 You

a uniform. clothes from the store, but you our clothes at full price. You get 50% off. customers. on the weekend, but you

after 6 p.m.

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▲

5 You

over 18, but you

a degree.

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GRAMMAR PRACTICE

11A have to/don’t have to

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, focus

11.2 Read through the information about have to/don’t have to with the class, or allow sts time to read it on their own. Play audio track 11.2 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the sentences and choose the correct verb forms to complete them. Check answers. Answers 1 have to 2 don’t have to 3 have to 4 has to 5 don’t have to 6 have to 7 doesn’t have to 8 don’t have to

2

Sts read the sentences and complete them with the correct forms of have to/don’t have to. Check answers.

SB page 132, exercise 3

on each fill-in-the-blank sentence one by one, and ask questions based on the job description, e.g., Is a uniform necessary? (yes) Do you have a choice? (no) What’s the correct verb form? Elicit the correct answers. 2 Ask sts to cover the sentences and wordpool box, and just look at the job description. In pairs, they rewrite the sentences based on the job description. They can look at the exercise again to check. 3 Put sts into pairs. Explain that one of them has a new job (the one in the job description) and the other is asking questions about it, e.g., Do you have to wear a uniform? When do you have to work? Sts work in pairs and prepare a short conversation. Allow them time to practice their conversation, and then ask some sts to perform their conversation for the class. Remind them to think about the pronunciation of have to. Refer sts back to page 95 if they want to review have to/ don’t have to further, or see more examples of it in context.

Answers 1 have to 2 Do, have to 3 doesn’t have to 4 don’t have to 5 Do, have to 6 has to 7 don’t have to 8 does, have to

3

Sts read the job description which gives information about conditions of work in a clothes store, and then complete the sentences with the correct verb forms. Check answers. Answers 1 don’t have to wear 2 have to wear, don’t have to buy 3 have to serve 4 have to work, don’t have to work 5 have to be, don’t have to have

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GRAMMAR PRACTICE

11C be going to and future time expressions

1 Write sentences. Use be going to. 1 Mark / play / guitar / this evening

We use be going to + the base form to talk about future plans. I’m going to visit friends in Mexico this year. He’s going to have pizza for dinner tonight. We’re not going to stay at a hotel. What are you going to do this summer?

2 my parents / go / vacation / tomorrow 3 my sister / not run / a marathon / this summer

11.7

I

he / she / it

+

I’m going to relax by the pool.

She’s going to stay at a campsite.

We’re going to visit a museum.

I’m not going to study this weekend.

She’s not/She isn’t going to stay at an apartment.

My friends aren’t going to visit me next year.

Am I going to meet your friends later?

Is she going to stay at a hostel?

Are they going to eat out tonight?

Yes, I am. / No, I’m not.

Yes, she is. / No, she’s not/she isn’t.

Yes, they are. / No, they’re not/ they aren’t.

–

? Y/N

you / we / they

Look! When the main verb is go, we do not normally use to go after going. Are you going surfing tomorrow? Camille is going abroad next year.

4 I / cook / dinner / tonight 5 you / go / swimming / this afternoon? 6 we / not use / our car / this year

2 Jamie, Fran, Paola, and Alfredo are on vacation together. Complete the conversation with the correct form of be going to and a verb from the box.

But it is also correct to use to go. read visit play relax not do take (x2) do go

Are you going to go surfing tomorrow? Camille is going to go abroad next year.

Jamie What 1

Future time expressions

Paola

We often use the following future time expressions with be going to: this

morning / afternoon / evening / week / weekend / month / year / spring / summer / fall / winter / January, etc.

tomorrow

morning / afternoon / evening / night

next

week / month / year / spring / summer / fall / winter / January, etc.

Paola

in

the morning / afternoon / evening / spring / summer / fall / winter / January, etc.

Jamie Paola Jamie

Jamie

Look! We say tonight, NOT this night.

Paola

Today is Monday, January 1st. January 1st this week this morning tonight January 2nd tomorrow morning tomorrow night January 3rd January 4th January 5th January 6th this weekend January 7th January 8th next Monday next Monday night

Jamie

3 Today is Monday, March 10th. Write the time expressions for the days and times. 1 2 3 4 5 6

▲

Monday Tuesday Wednesday Thursday Friday Saturday Sunday Monday

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you and Alfredo tomorrow? In the morning, we 2 sightseeing the castle and go in the city. We 3 shopping. What about you? We 4 running, and then we 5 by the pool. In the afternoon, Fran 6 a surfing class, and I 7 my book on the beach. 8 Fran a surfing class every day? Yes, she is. She really wants to learn. Don’t you want to? No, I just want to relax. I 9 much this week. Just a bit of running and swimming. What about volleyball? Alfredo 10 volleyball this evening. Are you interested? Yeah! Thanks!

the morning of March 11th March 17–23th March 10–16th the evening of March 10th April Saturday, March 15th and Sunday, March 16th

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GRAMMAR PRACTICE

11C be going to and future time expressions 1

11.7 Read through the information about going to with the class, or allow sts time to read it on their own. Focus on the first Look! box with the class and remind sts that we often use just going rather than going to go. Play audio track 11.7 for sts to listen and repeat. See the SB page opposite for audio script.

Sts use the prompts to write sentences with be going to. Check answers. Answers 1 Mark is going to play the guitar this evening. 2 My parents are going (to go) on vacation tomorrow. 3 My sister isn’t going to run a marathon this summer. 4 I’m going to cook dinner tonight. 5 Are you going (to go) swimming this afternoon? 6 We aren’t going to use our car this year.

2

3

Read through the information about future time expressions with the class, or allow sts time to read it on their own. Sts read the information and write the time expressions. Check answers. Answers 1 tomorrow morning 2 next week 3 this week 4 this evening 5 next month 6 this weekend

Refer sts back to page 99 if they want to review be going to further, or see more examples of it in context.

Sts read the conversation and complete it with the correct verb forms. Check answers. Answers 1 are, going to do 2 ‘re going (to go) 3 ‘re going to visit 4 ‘re going (to go) 5 ‘re going to relax 6 is going to take 7 ‘m going to read 8 Is, going to take 9 ‘m not going to do 10 is going to play

3 x PRACTICE

SB page 133, exercise 2

1 Do the exercise as normal. To check answers, ask a pair

of confident sts to read out the completed conversation. Ask other sts to put up their hand if any of their answers are different. Discuss any differences and ask the student with the correct answer to explain why it is correct. 2 Allow sts time to read through the conversation again, then ask them to cover it, and just look at the verbs and the four names in the rubric. Sts work in pairs and write sentences about what each of the four people is and isn’t going to do. They can look at the conversation again to check. 3 Put sts into pairs. They prepare a new conversation between Fran and Alfredo about what they are going to do. Allow sts time to practice their conversations. Remind them to think about the pronunciation of be going to and the sentence stress. Encourage them to practice more than once, and try to become more fluent each time they practice.

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GRAMMAR PRACTICE

12A Present perfect with ever and never We use the present perfect to talk about experiences in our lives.

1 Choose the correct words to complete the sentences. Lev has / have worked as a professional dancer. I’ve never / ever been to an opera. I has / have acted in a few plays. Have you ever / Have ever you listened to jazz? Tom doesn’t work here. He’s been / moved to a different company. 6 We’ve ever / never visited the museum in my town.

I’ve visited China. He hasn’t been to Australia. Have you worked in a restaurant?

1 2 3 4 5

We often use ever in a question with the present perfect. It emphasizes that we are talking about “our whole lives up to now.” Have you ever listened to classical music? Have your parents ever been to a festival?

We often use never to make a negative sentence with the present perfect. It emphasizes that we are talking about “our whole lives up to now.”

2 Complete the sentences with the past participles of the verbs in parentheses. 1 I’ve never 2 I’ve

I’ve never tried Russian food. He’s never been to Scotland.

We form the present perfect with the verb have and the past participle of the main verb. 12.2

I / you / we / they

he / she / it

+

I’ve visited a lot of castles.

He’s been to Vietnam.

–

They haven’t studied Italian.

She hasn’t played badminton.

?

Have you stayed in this hotel?

Has he worked in London?

Yes, I have. / No, I haven’t.

Yes, he has. / No, he hasn’t.

Y/N

3 4 5 6 7 8 9

a foreign language. (study) in a restaurant, but I’ve never in a store. (work) Have you ever volleyball? (play) Has your mother-in-law ever with you? (stay) I’ve never to a classical concert. (be) We’ve never a famous person. (see) We’ve never together. (act) My sisters haven’t me in New York. (visit) I’ve a lot of Indian food. (cook)

3 Write short conversations. Use the present perfect.

For regular verbs, the past participle form is the same as the past simple form. It ends in -ed. See page 127 for the spelling rules for simple past forms ending in -ed.

Look! In the present perfect, we use the past participle -ed form for negative sentences and questions, as well as affirmative sentences. This is different from the simple past, where we only use the simple past -ed form for affirmative sentences. Compare: Did you visit the National Gallery yesterday? Have you visited the National Gallery? NOT Have you visit the National Gallery? I didn’t visit the National Gallery yesterday. I haven’t visited the National Gallery. NOT I haven’t visit the National Gallery.

Like the simple past, a lot of common verbs have an irregular past participle. For a full list of irregular verbs, see page 176. 1 A you / ever / go / to Peru?

Look! When we talk about experiences, we sometimes use been to instead of gone to to say that someone went somewhere and returned. She’s been to London three times. = (She went and returned.)

B no / I / never / go / to South America 2 A your mom / ever / study / English? B yes / and / she / study / German, too 3 A Charlie and Kate / ever / play / rock music?

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▲

B no / but / they / play / classical music

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GRAMMAR PRACTICE

12A Present perfect with ever and never 1

12.2 Read through the information about the present

perfect with ever and never with the class, or allow sts time to read it on their own. Play audio track 12.2 for sts to listen and repeat. See the SB page opposite for audio script. Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 has 2 never 3 have 4 Have you ever 5 moved 6 never

2

Remind sts that some verbs have irregular past participles. Sts read the sentences and complete them with the correct past participles. Check answers.

3 x PRACTICE

SB page 134 exercise 3

1 Do the exercise as normal. To check answers, read out

each verb first and ask: regular or irregular? What’s the past participle? Elicit the correct past participle, and then elicit the correct question or sentence. 2 Ask sts to close their books. Read out the question in each conversation in turn. Sts try to remember the answers to the questions. Then read out each answer in turn. Sts try to remember the questions. They can look in their books again to check. 3 Put sts into pairs. Ask them to change some of the details in the conversations to make them true or relevant for them, e.g., Have you ever been to Italy? Have you ever been to a rock concert? Sts can then practice asking and answering the questions in pairs. They can switch roles and practice again. Encourage them to practice several times, focusing on the pronunciation and sentence stress. Refer sts back to page 103 if they want to review the present perfect with ever and never further, or see more examples of it in context.

Answers 1 studied 2 worked, worked 3 played 4 stayed 5 been 6 seen 7 acted 8 visited 9 cooked

3

Sts write short conversations using the present perfect. Check answers. Answers 1 A Have you ever been to Peru? B 2 A B 3 A B

No, I’ve never been to South America. Has your mom ever studied English? Yes, and she has studied German, too. Have Charlie and Kirsty ever played rock music? No, but they’ve played classical music.

26

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GRAMMAR PRACTICE

12C Present perfect and simple past We use the present perfect to talk about an experience in our lives. We use the present perfect to introduce a topic and say that it happened.

1 Choose the correct words to complete the conversation. A 1Have you ever been / Did you ever go to Peru? B Yes, I have. 2I’ve been / I went with some friends from

I’ve met Jennifer Lawrence. I’ve been to New York. My sister has started a new job.

college last year. A Where 3have you been / did you go? B To Machu Picchu. 4It’s been / It was fantastic. A I’d love to go there! 5I’ve been / I went to Lima in

When we give details about the experience (for example, when something happened, what exactly happened, who you were with, or how you felt), we use the simple past.

2010, but not Machu Picchu.

I’ve met Jennifer Lawrence. I met her in a hotel in London. I’ve been to New York. I went there in 2005. My sister has seen a shark. She was really scared.

When we ask for more details about past events, we usually use the simple past, not the present perfect. Where did you meet Jennifer Lawrence? NOT Where have you met Jennifer Lawrence? When did you go to New York? NOT When have you been to New York? How did your sister feel? NOT How has your sister felt?

B Machu Picchu is amazing! 6We’ve had / We had a great

time. A What 7have you done / did you do there? B 8We’ve been / We went on some incredible hikes.

2 Complete the conversation with the words in parentheses using the present perfect or the simple past. A B A B

We often start a conversation with the present perfect. When we give details about the experience, or ask for them, we change to the simple past.

A B A B

12.11

Situation

Form

Example

Question about an experience

Present perfect

Have you ever been to Spain?

Answer

Present perfect

Yes, I have.

Details

Simple past

I went there two years ago.

Question asking for details

Simple past

Did you go to Madrid?

Answer

Simple past

No, I didn’t. But I went to Valencia and Málaga.

1

(you / ever / see) the movie Selma? (see) it in 2015. 3 (you / like) it? Yes, it 4 (be) great. David Oyelowo 5 (play) Martin Luther King Jr. very well. 6 (he / win) any awards? Yes, he 7 (win) some awards. 8 (he / be) in other movies? Yes. He 9 (be) in Lincoln. I 10 (love) that movie! Yes. I 2

3 Write the conversation. Use the present perfect and the simple past.

For a full list of irregular verbs, see page 176.

A you / ever / do / karate? B yes / I / try / it / two years ago A what / you / think / of it? B I / really / like / it A where / you / learn?

▲

B I / take / classes at the sports center

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GRAMMAR PRACTICE

12C Present perfect and simple past

3 x PRACTICE

1

1 Do the exercise as normal. To check answers, focus on

12.11 Read through the information about the present perfect and simple past with the class, or allow sts time to read it on their own. Play audio track 12.11 for sts to listen and repeat. See the SB page opposite for audio script.

Sts read the conversation and choose the correct words to complete it. Check answers. Answers 1 Have you ever been 2 I went 3 did you go 4 It was 5 I went 6 We had 7 did you do 8 We went

2

Sts read the conversation and complete it with the correct verb forms. Check answers. Answers 1 Have you ever seen 2 saw 3 Did you like 4 was 5 played 6 Did he win 7 won 8 Has he been 9 was 10 loved

3

SB page 135, exercise 3

each set of prompts in turn and ask: Present perfect or simple past? Why? Elicit which verb form is correct and why, and then elicit the correct answer. 2 Allow sts time to read through the conversation again, then ask them to close their books. Write a few prompts for the conversation on the board, e.g., karate? two years ago, think? like, where? sports center. Sts work in pairs and try to remember the conversation. They can look in their books again to check. 3 Put sts into pairs. Ask them to each think of something they have tried in the past. They can then use the questions in exercise 3 to have similar conversations about their own experiences, giving their own answers to the questions. Allow sts time to practice their conversations in pairs. Encourage them to practice two or three times, and try to become more fluent each time they practice. Ask some sts to tell the class about their partner’s experience. Refer sts back to page 107 if they want to review the present perfect and simple past further, or see more examples of them in context.

Focus on the photo and elicit the word karate. Ask if anyone has done karate. Sts write the conversation. Check answers. Answers A Have you ever done karate? B Yes, I tried it two years ago. A What did you think of it? B I really liked it. A Where did you learn? B I took classes at the sports center.

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VOCABULARY PRACTICE

1A Countries and nationalities

1A Numbers 1–1,000

1

1

1.2 Complete the chart with the nationalities in the box. Listen and check.

1.7

0 zero/oh

21 twenty-one

1 one

22 twenty-two

Portuguese British Mexican French Argentinian Polish Chinese Italian Brazilian Spanish Country

Write the missing numbers. Listen and check.

Nationality

2 two

23

3 three

30 thirty

4 four

31

1 China

5 five

32 thirty-two

2 Japan

6 six

40 forty

7 seven

50

8 eight

60 sixty

Japanese

3 Portugal 4 Vietnam

Vietnamese

5 England

English

6 Ireland

Irish

9 nine

70 seventy

10 ten

80 eighty

11

90 ninety 100 a hundred/one hundred

12 twelve

7 Poland 8 Scotland

Scottish

9 Spain 10 Turkey

Turkish

11 the UK 12 Germany

German

13 thirteen

101 a hundred and one

14 fourteen

102

15

200 two hundred

16 sixteen

210 two hundred and ten

17 seventeen

322

18 eighteen

468 four hundred and sixty-eight

19 nineteen

13 Mexico

713

20

14 the U.S.

1,000 a thousand/one thousand

American We often pronounce zero “oh” when we say numbers one at a time: “I’m in room four-oh-three.”(=403)

15 Argentina 16 Australia

Australian

2 Look at the pictures and complete the numbers in words.

17 Brazil 18 Canada

Canadian

19 Colombia

Colombian

20 Egypt

Egyptian

21 Peru

Peruvian

1 It’s Lucy’s birthday. She’s

.

22 Italy 23 Russia

5 A normal year has

days.

PARIS PARIS 480 480

98 98

Russian

2 The Jones family live on

24 France

, Main Street.

6 It’s

kilometers to

Paris.

2 Complete the sentences about the people.

3 The population of Newtown is

.

.

.

. 4 The bike is

EXTRA PRACTICE Workbook page 00; photocopiable activity 0.0

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7 Our hotel room is number

$400 $400

.

Go back to page 4

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284

204

NEWTOWN NEWTOWN population population 658 658

▲

136

Diego is Peruvian. He’s from . Natasha is Russian. She’s from . Troy is American. He’s from . Mesut is Turkish. He’s from . Dominique and Ellie are Canadian. They’re from Ana is Colombian. She’s from . Maciek and Janusz are Polish. They’re from Hong is Vietnamese. She’s from . Oscar and Ana are Brazilian. They’re from José Carlos is Mexican. He’s from . ▲

1 2 3 4 5 6 7 8 9 10

dollars.

8 The watch is

euros.

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VOCABULARY PRACTICE

1A Countries and nationalities 1.2 Sts look at the chart and complete it with the 1

nationalities in the box. Play audio track 1.2. See below for audio script. Sts listen and check their answers. Point out the change in spelling between some countries and nationalities, e.g., France, French. Point out that in some other cases, there is a change in pronunciation or stress between some countries and nationalities, e.g., Italy / ˈɪtəli / Italian /ɪˈtælɪən/. Play the audio again, pausing after each country/nationality pair and asking sts to repeat. 1.2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Audio script

China, Chinese Japan, Japanese Portugal, Portuguese Vietnam, Vietnamese England, English Ireland, Irish Poland, Polish Scotland, Scottish Spain, Spanish Turkey, Turkish the UK, British Germany, German Mexico, Mexican the U.S., American Argentina, Argentinian Australia, Australian Brazil, Brazilian Canada, Canadian Colombia, Colombian Egypt, Egyptian Peru, Peruvian Italy, Italian Russia, Russian France, French

Answers 1 Chinese 3 Portuguese 7 Polish 9 Spanish 11 British 13 Mexican 15 Argentinian 17 Brazilian 22 Italian 24 French

2

Sts read the sentences and complete them with the correct words. Check answers with the class. Answers 1 Peru 2 Russia 3 the U.S. 4 Turkey 5 Canada 6 Colombia 7 Poland 8 Vietnam 9 Brazil 10 Mexico

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3 x PRACTICE

SB page 136, Countries and nationalities, exercise 2

1 Do the exercise as normal. When you check the

answers, ask individual sts to give each answer. Ask Does anyone have a different answer? How do you spell the country? Is there a change in pronunciation between the country and the nationality? 2 Ask sts to cover the exercise. Say the sentences from the exercise one by one, but reading out the country instead of the nationality, e.g., Ewan is from Scotland. Sts race to say the nationality, e.g., He’s Scottish. 3 Sts work in pairs. They prepare four more sentences with blanks like the ones in exercise 2. Tell them they can leave out either the country or the nationality. Pairs work together in groups of four. With books closed, they take turns reading their sentences to each other. The other pair guesses the missing country or nationality. Refer sts back to page 4 if they want to review countries and nationalities further, or see more examples in context.

1A Numbers 1–1,000 1.7 Sts write the missing numbers as words. You 1

could put sts into pairs and do this as a race. Play audio track 1.7. See the SB page opposite for audio script. Sts listen and check their answers. Check answers further by getting individual sts to come and write the numbers on the board. Check the spellings, paying attention to the hyphens in numbers such as twenty-three. Point out that we say three hundred (and twenty-two), NOT three hundreds. Point out that the number 50 is fifty NOT fivety. Answers 11 eleven 15 fifteen 20 twenty 23 twenty-three 31 thirty-one 50 fifty 102 a hundred and two 322 three hundred and twenty-two 713 seven hundred and thirteen

2

Sts look at the pictures and complete the numbers. Remind them to write the numbers as words. Check answers by writing the numbers on the board, or asking sts to do this. Check the spellings. Answers 1 twenty-one 2 ninety-eight 3 six hundred and fifty-eight 4 four hundred 5 three hundred and sixty-five 6 four hundred and eighty 7 two hundred and four 8 seventy-five

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1C Personal objects 1

1.9

Match the words in the box with pictures 1–20. Listen and check.

key sunglasses mirror gloves chewing gum flashlight tissues photo stamps glasses identity card watch umbrella hairbrush wallet candy change purse comb tablet cell phone

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

2 Read the information about plurals. Write plurals for the words. Look! We make most plurals by adding -s or -es. We add -es if a word ends in -ch, -sh, -s,-x, or -z: stamp Ö stamps, watch Ö watches. 1 2 3 4 5 6

comb hairbrush card key mirror cell phone

7 8 9 10 11 12

photo change purse tablet flashlight umbrella wallet

4

1.10 Now read about the pronunciation of plurals ending in -s and -es. Put the plurals from exercise 2 into the chart. Listen and check.

/s/

/z/

/ɪz/

when the final sound in the word is /t/, /k/, /p/, /f/, or /θ/

when the final sound in the word is /b/, /d/, /g/, /l/, /m/, /n/, /v/, /ð/, or a vowel sound

when the final sound in the word is /tʃ/, /dʒ/, /ʒ/, /ʃ/, /s/, /ks/, or /z/

combs

3 Choose the correct words to complete the sentences. Is that rain? Where’s my umbrella / hairbrush? Look at this photo / mirror of my boyfriend. Do you have a tablet / stamp? I want to send a letter. What time is it? I don’t have my wallet / watch. It’s very cold today. Take some mirrors / gloves with you. I always wear combs / glasses when I read. Where’s my car key / card? I have twenty dollars in my change purse / flashlight. It’s very sunny. Where are my tablets / sunglasses? Chewing gum / Candy is bad for your teeth. ▲

1 2 3 4 5 6 7 8 9 10

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1C Personal objects 1.9 Sts match the words in the box with the pictures. 1

3

Play audio track 1.9 for sts to listen and check their answers. See Answers for audio script. Check answers with the class, and check that sts understand all the words. Answers 1 hairbrush 2 stamps 3 tablet 4 chewing gum 5 comb 6 glasses 7 gloves 8 tissues 9 flashlight 10 photo 11 change purse 12 sunglasses 13 umbrella 14 wallet 15 watch 16 identity card 17 key 18 mirror 19 cell phone 20 candy

3 x PRACTICE

SB page 137, exercise 1

1 Do the exercise as normal. Before you play the audio to check the answers, read out each object in the box and ask: Which picture? Discuss any differences of opinion that sts have. Then play the audio. 2 Ask sts to cover the words. In pairs, they look at the pictures and try to remember as many of the words as they can. They can look at the words in the box to check. 3 Sts work in pairs. They take turns miming one of the objects in the pictures. Their partner must guess the word and say it in a sentence, e.g., It’s your watch.

2

Sts read the sentences and choose the correct words to complete them. Check answers, and check that sts understand all the sentences. 1 2 3 4 5 6 7 8 9 10

4

umbrella photo stamp watch gloves glasses key change purse sunglasses Candy

Read through the information on the pronunciation of plurals with the class. Sts then add the plurals from exercise 2 to the chart. They could work in pairs for this. Play audio track 1.10. See Answers for audio script. Sts listen and check their answers. Play the audio track again, pausing for sts to repeat the plurals. 1.10

Answers /s/

tablets wallets flashlights

/z/

combs cards keys mirrors cell phones photos umbrellas

/ɪz/

hairbrushes change purses

Refer sts back to page 8 if they want to review vocabulary for personal objects further, or see more examples in context.

Read the information on plurals with the class. Sts then write the plurals for the words. Check answers, and model pronunciation of the plural forms. Answers 1 combs 2 hairbrushes 3 cards 4 keys 5 mirrors 6 cell phones 7 photos 8 change purses 9 tablets 10 flashlights 11 umbrellas 12 wallets

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VOCABULARY PRACTICE

2A Jobs and job verbs 1

2.1

Match the jobs in the box with pictures 1–20. Listen and check.

hairdresser tour guide police officer doctor electrician teacher taxi driver dentist flight attendant singer mechanic nurse lawyer waiter/waitress receptionist businessperson accountant construction worker chef salesclerk

1

2

3

4

5

1 go to th

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

2

2.2 Match the two parts to make sentences. Listen and check. 1 2 3 4 5 6 7 8 9 10 11 12

He cooks He drives He fixes They make She serves He wears They start She teaches He finishes He cuts She helps She sells

a b c d e f g h i j k l

a taxi. food in a restaurant. English in a school. work at 9 a.m. people’s hair. food to customers. people at a tourist office. cars in a garage. computers in a store. a suit at work. clothes in a factory. work at 6 p.m.

3 Complete the sentences with job verbs and jobs. 1 Mario works in a garage. He 2 Samantha works in a high school. She

cars. He’s a . French and Spanish.

.

She’s a

3 Hitoshi and Kazuo work in the kitchen of a restaurant. They

the food for the customers. They are 4 Tomiko also works in the restaurant. She

.

the restaurant. She’s a 5 Maya is a . She 6 Terry works at night. He

York. He’s a

. the customers in

people’s hair. a taxi in different places in New

.

7 Raul works in a clothing store. He clothes. He’s a . 8 Ola, Piotr, and Marta are in a pop group. Marta plays the drums, Piotr

. She’s the group’s . a uniform. He . food and drink to the passengers. He’s a 10 Clara works in a hospital. She work at 7 p.m., and she late, at 8:30 p.m. She’s not a doctor. She’s a . plays the guitar, and Ola

9 Mark works on airplanes. He

▲

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2A Jobs and job verbs 2.1 Sts match the jobs with the pictures. Play audio 1

track 2.1. See Answers for Audio script. Sts listen and check their answers. Check that sts understand all the jobs. Answers 1 mechanic 2 nurse 3 singer 4 taxi driver 5 teacher 6 tour guide 7 waiter/waitress 8 accountant 9 construction worker 10 businessperson 11 chef 12 dentist 13 doctor 14 police officer 15 receptionist 16 salesclerk 17 electrician 18 flight attendant 19 hairdresser 20 lawyer

1 go to the

2

3

Sts read the sentences and complete them with the correct jobs and job verbs. Check answers. Answers 1 fixes, mechanic 2 teaches, teacher 3 cook, chefs 4 serves, waitress 5 hairdresser, cuts 6 drives, taxi driver 7 sells, salesclerk 8 sings, singer 9 wears, serves, flight attendant 10 starts, finishes, nurse

Refer sts back to page 13 if they want to review jobs and job verbs further, or see more examples in context.

2.2 Sts match the two parts of the sentences. Play audio track 2.2. See Answers for audio script. Sts listen and check their answers. Check answers with the class, and check that sts understand all the sentences.

Answers 1 He cooks food in a restaurant. b 2 He drives a taxi. a 3 He fixes cars in a garage. h 4 They make clothes in a factory. k 5 She serves food to customers. f 6 He wears a suit at work. j 7 They start work at 9 a.m. d 8 She teaches English in a school. c 9 He finishes work at 6 p.m. l 10 He cuts people’s hair. e 11 She helps people at a tourist office. g 12 She sells computers in a store. i

3 x PRACTICE

SB page 138, exercise 2

1 Do the exercise as normal. Before you play the audio to check the answers, read out each sentence beginning one by one and ask: Which ending? Ask a student to read out their completed sentence and ask other sts: Is this correct? Discuss any differences of opinion that sts have. Then play the audio. 2 Ask sts to cover the sentence beginnings. In pairs, they look at the sentence endings, and try to remember the correct beginning for each one. They can look at the sentence beginnings again to check. 3 Sts work in pairs. They take turns reading out one of the completed sentences to their partner. Their partner must say the name of each person’s job. They can look at the pictures and words in exercise 1 to help them.

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2B Activities (1) 1

2.7 Look at pictures 1–20 and complete the phrases with the words in the box. Listen and check.

study book (my) friends read time walk guitar movie TV dinner watch play radio listen running coffee movie relax

1 go to the

7 listen to the

2 go out for

8 spend

3 go out for

9

tennis

4 go out for a

5 go

10 play the

11

with my family

14 see a

13

15

correct form.

3 4 5 6 7 8 9

16 meet

17

18 watch

2 Do you want to watch movie tonight? 3 I always listen music on the train. 4 I usually meet the friends after work. 5 I want to go the movies this weekend. 6 My parents play the tennis with their friends.

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soccer

1 My friend Tara plays a guitar in a rock group.

in a band. She’s really good. at breakfast. He likes reading the

sports section. We on Saturday evenings. We go to a very good Chinese restaurant. I want to get some exercise. Do you want to with me in the park? I all the time. I’m a Barcelona fan. I in the car. I play my favorite songs. After work on Fridays, I in town, and we go to a café to talk. On the weekend, Rosie : her parents, her brother, and her two sisters. My sister and I on Saturdays. I usually have a cappuccino, and she has a latte. I in the library after class.

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290 290

12 read a

3 Correct the mistakes in the sentences. Rewrite the sentences.

▲

10

the

to music

newspaper

2 Complete the sentences with phrases from exercise 1. Use the 1 My sister 2 My dad always

6

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VOCABULARY PRACTICE

2B Activities (1) 2.7 Sts look at the pictures and complete the phrases 1

with the words in the box. They could work in pairs for this. Play audio track 2.7. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the expressions. Answers 1 (go to the) movies 2 (go out for) dinner 3 (go out for) coffee 4 (go for a) walk 5 (go) running 6 listen (to music) 7 (listen to the) radio 8 (spend) time (with my family) 9 play (tennis) 10 (play the) guitar 11 read (the newspaper) 12 (read a) book 13 relax 14 (see a) movie 15 study 16 (meet) (my) friends 17 watch (soccer) 18 (watch) TV

3 x PRACTICE

3

Sts read the sentences and rewrite them, correcting the mistakes. Check answers. Answers 1 My friend Tara plays a the guitar in a rock group. 2 Do you want to watch a movie tonight? 3 I always listen to music on the train. 4 I usually meet the friends after work. 5 I want to go to the movies this weekend. 6 My parents play the tennis with their friends.

Refer sts back to page 14 if they want to review vocabulary for activities further, or see more examples in context.

SB page 139, exercise 1

1 Do the exercise as normal. Before you play the audio

to check the answers, point to each picture and ask: What’s the activity? Elicit the correct expression and discuss any differences of opinion that sts have. Then play the audio. 2 Ask sts to cover the pictures. In pairs, they look at the words in the box and try to remember the expressions. They can look at the pictures again to check. 3 Sts work in pairs. Point out that there are 18 activities in this exercise. Give sts one minute to study the pictures and expressions, and then ask them to close their books. They take turns miming one of the activities. Their partner guesses the activity, and they write it down. Stop the activity after a few minutes. See who has managed to remember all 18 activities.

2

Sts read the sentences and complete them with the correct phrases. Check answers. Answers 1 plays the guitar 2 reads the newspaper 3 go out for dinner 4 go running 5 watch soccer 6 listen to music 7 meet my friends 8 spends time with her family 9 go out for coffee 10 study

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3A Family 1

3.2 Complete Jack’s family tree with the words in the box. Listen and check.

wife father-in-law sister-in-law daughter brother sister nephew niece father aunt cousin (×2) grandmother

Bill

Marion

1grandfather

Diane 3

Christine

Paula 10

Louise 11

Evie

and and

Jane

Tim

7mother

8uncle

Andy

Sarah

13

JACK

14

Zach

are Jack’s parents. are Jack’s in-laws (mother- and father-

David 15brother-in-law

Solomon

17son

3.3 Complete the sentences with the correct names. 1 2

6

Carrie 12

16

2

Harry

5mother-in-law

4

Stephen 9

Robert

2

18

Carmen 19

3 Complete the chart with the family words from exercises 1 and 2. male

female

male and female

in-law). 3 4 5 6 7 8 9 10

and are Jack’s grandparents. and are Jack’s children.  ,  , and are Harry and Jane’s grandchildren. Jack is and ’s son-in-law. Carrie is and ’s daughter-in-law. Jack is ’s husband.  , and are Bill and Marion’s grandsons. is Robert and Christine’s granddaughter.

4 Find three false definitions. Write the correct definitions. 1 2 3 4 5 6 7 8

My nephew is my brother’s son. My mother-in-law is my wife’s sister. My daughter is my son’s sister. My granddaughter is my daughter’s daughter. My niece is my cousin’s daughter. My father-in-law is my husband’s father. My grandparents are my nephew’s parents. My cousins are my aunt’s children. ▲

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3A Family 3.2 Ask sts to find Jack in the family tree. Ask: Who 1

is Jack’s mother? (Jane) Who is Jack’s son? (Zach). Sts look at the family tree and complete it with the correct words. Point out that one word in the box is used twice. Play audio track 3.2. See below for audio script. Sts listen and check their answers. Check that sts understand all the family words. 3.2 Audio script and answers

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

2

grandfather grandmother aunt father-in-law mother-in-law father mother uncle cousin cousin sister-in-law wife brother sister brother-in-law daughter son nephew niece

3.3 Sts read the sentences and complete them with the correct names from the family tree in exercise 1. Play audio track 3.3. Sts listen and check their answers. Check answers, and check that sts understand all the family vocabulary. 3.3 Audio script

1 2 3 4 5 6 7 8 9 10

Harry and Jane are Jack’s parents. Robert and Christine are Jack’s in-laws. Bill and Marion are Jack’s grandparents. Evie and Zach are Jack’s children. Evie, Zach, Solomon and Carmen are Harry and Jane’s grandchildren. Jack is Robert and Christine's son-in-law. Carrie is Harry and Jane’s daughter-in-law. Jack is Carrie’s husband. Stephen, Jack and Andy are Bill and Marion’s grandsons. Evie is Robert and Christine’s grandaughter.

3 x PRACTICE

SB page 140, exercise 2

1 Do the exercise as normal. Before you play the audio to check the answers, read out each completed sentence, some with correct answers and some with incorrect. Ask each time: Is this correct? Why not? Elicit the correct answers. Then play the audio. 2 Ask sts to cover exercise 2 and just look at the family tree. Ask questions about the sentences in exercise 2, e.g., Who are Harry and Jane? Who are Jack’s in-laws? Sts look at the family tree and answer the questions. 3 Sts work in pairs. They write four true or false sentences about the family tree. Monitor and help while they are working, and make sure their true sentences are really correct. Put pairs together into groups of four. They take turns reading their sentences to each other and guess whether each one is true or false. They can use the family tree to explain why the false sentences are not correct.

3

Check that sts understand male and female. Sts complete the chart with the family words. Check answers. Answers male: grandfather, father, father-in-law, uncle, brother, brother-in-law, husband, son, nephew female: grandmother, mother, mother-in-law, aunt, sister, sister-in-law, wife, daughter, niece male and female: grandparents, parents, in-laws, cousin, children

4

Sts read the definitions and find three false ones. They write the correct definitions to replace the false ones. Check answers, referring back to the family tree as necessary to help. Answers 2 My mother-in-law is my wife’s sister mother. 5 My niece is my cousins brother or sister’s daughter. 7 My grandparents are my nephew’s parents’ parents.

Refer sts back to page 23 if they want to review family vocabulary further, or see more examples in context.

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VOCABULARY PRACTICE

3C Activities (2) 1

3.7 Match the phrases below with pictures a–p. Listen and check.

a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

p

do 1 karate 2 yoga

walk 3 the dog

play 4 golf 5 volleyball 6 the violin

go bowling bike riding dancing shopping swimming

2 Complete the sentences with the verbs in the correct form. 1 2 3 4 5 6 7 8 9 10

have 12 a barbecue 13 a picnic

7 8 9 10 11

They a barbecue every time it’s hot and sunny. We always a picnic for my birthday. I yoga on Friday mornings. We volleyball on the beach. I sometimes galleries. I always dancing with my family on Saturday evenings. My son the violin in his school orchestra. I don’t go to the gym, but I dancing on weekends. My best friend bike riding every Sunday afternoon. My children often bowling with their friends.

visit 14 a gallery 15 a museum 16 relatives

3 Write the phrases from exercise 1 that match the sentences. 1 If you’re interested in very old things, you can do this. 2 This is when you go to see your cousins, grandparents, etc. 3 Lots of people do this Japanese sport. 4 Lots of people do this sport on the beach in the summer. 5 You can do this in the sea or at a pool. 6 This is when you cook a meal outside. 7 You need a bicycle for this.

▲

8 You need a very large open green space if you want to do this sport.

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VOCABULARY PRACTICE

3C Activities (2) 3.7 Sts match the phrases with the pictures. Play 1

audio track 3.7. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the activities. Answers 1 do karate d 2 do yoga c 3 walk the dog p 4 play golf e 5 play volleyball i 6 play the violin h 7 go bowling o 8 go bike riding m 9 go dancing j 10 go shopping n 11 go swimming g 12 have a barbecue a 13 have a picnic f 14 visit a gallery k 15 visit a museum l 16 visit relatives b

3 x PRACTICE

3

Sts read the sentences and write the correct phrase for each one. Check answers. Answers 1 visit a museum 2 visit relatives 3 do karate 4 play volleyball 5 go swimming 6 have a barbecue 7 go bike riding 8 play golf

Refer sts back to page 26 if they want to review activities further, or see more examples in context.

SB page 141, exercise 1

1 Do the exercise as normal. Before you play the audio to check the answers, read out each completed activity in turn, e.g., do karate, and ask: Which picture? Elicit the correct answers and discuss any differences of opinion. Then play the audio. 2 Ask sts to cover the phrases below the pictures. In pairs, sts look at the pictures and try to remember the phrases. They can look at the phrases again to check. 3 Sts work in pairs. They take turns miming one of the activities. Their partner tries to guess the activity. With stronger classes, sts can do this with the phrases covered. With weaker classes, sts can refer to the phrases to help them.

2

Sts read the sentences and complete them with the correct verb forms. Check answers. Answers 1 have 2 have 3 do 4 play 5 visit 6 go 7 plays 8 go 9 goes 10 go

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4A Daily routine verbs 4.1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Match pictures a–o with activities 1–15. Listen and check.

have lunch have dinner go to school get dressed wake up take a shower get up go to work take a bath go to bed go to sleep finish school get home finish work have breakfast

a

b

c

d

e

f

g

h

i

j

k

l

m

n

o

▲

1

4B The weather and the seasons 1

Go back to page 30

4.5 Look at the pictures and complete the sentences with the cities. Listen and check. 30

22°

-11°

BARCELONA

14°

ST PETERSBURG

1 It’s raining/rainy in 2 It’s snowing/snowy in 3 It’s hot in .

. .

36°

SHANGHAI 4 It’s warm in 5 It’s very cold in 6 It’s wet in

MUMBAI

. . .

12° SAN FRANCISCO

7 It’s sunny in 8 It’s foggy in 9 It’s windy in

1°

10° LIVERPOOL

. . .

STOCKHOLM

10 It’s cloudy in 11 It’s icy in 12 It’s cold in

. . .

2 Label the pictures with the seasons. Then write a word from exercise 1 to describe the weather in each season. summer fall spring winter

,

, ▲

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VOCABULARY PRACTICE

4A Daily routine verbs 4.1 Sts match the pictures with the verbs. Play audio 1 track 4.1. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the daily routine verbs. Answers 1 have lunch h 2 have dinner l 3 go to school g 4 get dressed c 5 wake up a 6 take a shower d 7 get up b 8 go to work f 9 take a bath m 10 go to bed n 11 go to sleep o 12 finish school i 13 get home k 14 finish work j 15 have breakfast e

3 x PRACTICE

SB page 142, Daily routine verbs, exercise 1

1 Do the exercise as normal. To check the answers, tell

sts you are going to read out the activities with some correct answers and some incorrect ones. Tell sts they must stop you when they hear an incorrect answer. Elicit the correct answer from the class. 2 Sts work in pairs. Student A covers the list of activities, and Student B calls out a picture, e.g., “h” and Student A must say the activity. They then switch roles. 3 Write the verbs have, get, go, wake, and finish on the board. Tell students to close their books and write as many of the activities as they can with each verb.

4B The weather and the seasons 4.5 Sts look at the pictures and complete the sentences 1 with the correct cities. Play audio track 4.5. See the SB page opposite for audio script. Sts listen and check their answers. Check answers with the class, and check that sts understand all the weather vocabulary. Answers 1 Liverpool 2 Stockholm 3 Mumbai 4 Barcelona 5 Saint Petersburg 6 Liverpool 7 Barcelona 8 San Francisco 9 Shanghai 10 Mumbai 11 Saint Petersburg 12 Stockholm

2

Sts look at the pictures and label them with the correct seasons, and then add a word from exercise 1 to describe the weather. Check answers. Answers 1 spring, warm/windy 2 summer, hot/sunny 3 fall, windy/foggy 4 winter, snowy/icy

Refer sts back to page 32 if they want to review vocabulary for the weather and the seasons further, or see more examples in context.

Refer sts back to page 30 if they want to review daily routine verbs further, or see more examples in context.

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5A Clothes 1

5.1

Label the clothes and jewelry in the pictures with the words in the box. Listen and check.

belt tie necklace bracelet pants T-shirt earrings boots coat jacket jeans sandals blouse sneakers scarf jewelry dress gloves hat shirt shoes shorts skirt socks suit sweater 10

5

1

11

6

2

12

7 3

13

8 4

14 9

15

18

22

16

21

19

23

17 24 20 25 26

2 Choose the correct words to complete the sentences. My pants are too big. I need a necklace / belt. Jim hates wearing a suit and tie / scarf. He prefers jeans and a T-shirt. When Anna goes running, she wears boots / sneakers. I like wearing jewelry, especially sandals / earrings. It’s cold outside. Wear a scarf and gloves / shorts.

6 7 8 9 10

My daughter likes climbing trees, so she wears pants / a skirt. Sally’s going to a party, so she’s wearing a T-shirt / dress. In the summer, I like wearing shorts / shoes and sandals. Should I wear my red blouse / socks or my blue shirt with my jeans? You need to wear a coat / suit when you go to a job interview. ▲

1 2 3 4 5

Go back to page 40

5A Ordinal numbers 1

2 Complete the sentences with the ordinal numbers in parentheses.

5.4 Write the ordinal numbers. Listen and check.

first third

sixth seventh

8 9 10 tenth 11 12 13 thirteenth 14 fourteenth

15 20 21 22 30 40 50

Write them in words. twentieth twenty-second thirtieth fiftieth

1 2 3 4 5 6

Kazakhstan is the biggest country in the world. (9) December is the month of the year. (12) Barack Obama was the president of the U.S. (44) International Women’s Day is March . (8) Valentine’s Day is on February . (14) Veterans Day is November . (11) ▲

1 2 3 4 5 6 7

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VOCABULARY PRACTICE

5A Clothes 5.1 Sts look at the pictures and label the clothes and 1

2

jewelry with the correct words. Play audio track 5.1. See Answers for audio script. Sts listen and check their answers. Answers 1 T-shirt 2 shorts 3 socks 4 sneakers 5 hat 6 coat 7 gloves 8 scarf 9 suit 10 shirt 11 tie 12 jacket 13 pants 14 shoes 15 sweater 16 belt 17 jeans 18 blouse 19 skirt 20 sandals 21 jewelry 22 earrings 23 necklace 24 bracelet 25 dress 26 boots

3 x PRACTICE

Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 belt 2 tie 3 sneakers 4 earrings 5 gloves 6 pants 7 dress 8 shorts 9 blouse 10 suit

Refer sts back to page 40 if they want to review clothes vocabulary further, or see more examples in context.

5A Ordinal numbers 5.4 Sts look at the numbers and write the ordinal 1

numbers. Play audio track 5.4. See the SB page opposite for audio script. Sts listen and check their answers. Write the ordinal numbers on the board so that sts can check their spellings. Answers 2 second 4 fourth 5 fifth 8 eighth 9 ninth 11 eleventh 12 twelfth 15 fifteenth 21 twenty-first 40 fortieth

SB page 143, exercise 1

1 Do the exercise as normal. To check the answers, read

out each word from the wordpool box one by one and ask: Which picture? What color is the (belt)? 2 Ask sts to cover the exercise and uncover each picture one by one, keeping the words hidden. In pairs, they look at the pictures and try to remember all the clothes words. They can look at the words in the box again to check. 3 Sts work in pairs. They choose three pictures and write two or three clues for each one, e.g., It’s a man. He likes running. He has white socks and sneakers. Put pairs together into groups of four. With books closed, they take turns reading out a set of clues for a picture. The other pair tries to remember the picture and say one more thing about it, e.g., He has a white T-shirt. They get a point if their sentence is correct.

2

Sts read the sentences and write the correct ordinal numbers to complete them. Check answers. Answers 1 ninth 2 twelfth 3 forty-fourth 4 eighth 5 fourteenth 6 eleventh

Refer sts back to page 41 if they want to review ordinal numbers further, or see more examples in context.

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5C Hobbies 1

5.7

Match the verbs in the box with pictures 1–15. You need some verbs more than once. Listen and check.

collect play make sew knit sing dance take write paint draw bake

1

2

a blog

6

11

7

the drums

12

2 Match the hobbies with the descriptions.

3

online games 4

5

photos

8

jewelry

9

10

chess

13

stamps

14

15

coins

3 Choose the correct words to complete the sentences.

1 These hobbies are connected to music.

1 Right now, I’m drawing / knitting a sweater. I want to finish it before

2 People often do these hobbies in beautiful places.

2 I collect stamps / coins. My favorite one is made of gold. 3 Everyone can sew / take photos on their smartphones, but some

the winter.

3 This hobby is connected to food.

people can do it really well. 4 My friend Emily makes / sews jewelry. She’s making me a necklace for

4 You study and collect objects for this hobby.

my birthday. 5 We need someone who plays the drums / bakes for our band. Do you

5 You need another person to do this hobby.

know anyone? 6 My cousin is traveling in Africa at the moment, and she makes / writes

6 These hobbies are connected to clothes.

a blog every day. I like reading it to find out what she’s doing. 7 My wife loves painting / baking, and I love eating her cakes and

7 You need to use the Internet for this hobby.

cookies. We’re a perfect match! 8 My friend Matt is learning to dance / sing. Right now, he’s learning the

tango. ▲

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5C Hobbies 5.7 Sts match the verbs with the pictures. Point out 1

that the verbs in the box can be used more than once. Play audio track 5.7. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the verbs and phrases. Answers 1 dance 2 draw 3 play (online games) 4 bake 5 take (photos) 6 write (a blog) 7 play (the drums) 8 make (jewelry) 9 paint 10 play (chess) 11 sew 12 knit 13 collect (stamps) 14 sing 15 collect (coins)

2

3 x PRACTICE

SB page 144, exercise 3

1 Do the exercise as normal. To check the answers, read

out each sentence twice, with the two different options. Ask: Which one is correct? Why? 2 Ask sts to close their books. Write a clue for each sentence on the board, e.g., sweater, gold. Sts work in pairs and try to remember the sentences. They can look at the exercise again to check. 3 Sts work in pairs. They choose five sentences and make at least two changes to each one, e.g., My sister Anna is learning to sew. Ask pairs to read some of their sentences to the class. Refer sts back to page 44 if they want to review hobbies further, or see more examples in context.

Sts read the descriptions and match them with the hobbies. Check answers. Answers 1 dance, play the drums, sing 2 draw, take photos, paint 3 bake 4 collect stamps, collect coins 5 play chess 6 sew, knit 7 write a blog

3

Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 knitting 2 coins 3 take photos 4 makes 5 plays the drums 6 writes 7 baking 8 dance

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6A Rooms and furniture 1

6.1

Label the picture with the rooms and places in the box. Listen and check.

yard

balcony

kitchen

bedroom

living room

bathroom (x2)

dining room

study

garage

hall

attic

basement stairs

1 6 2 7 3 8 4

e

c b

5

11

10

d

a

g

f

h

i

j

12

2

l

14

13

7 shelves 8 sofa

6.8 Match the adjectives with their opposites. Listen and check. 1 2 3 4 5 6 7

expensive clean narrow noisy comfortable heavy modern

a b c d e f g

wide uncomfortable light cheap traditional dirty quiet

9 table 10 closet

▲

4 stove 5 cabinets 6 desk

6B Common adjectives

2 3 4

▲

restaurants. I like places where you can talk with friends. My girlfriend usually buys clothes. I’m different – I buy clothes and have some money for other things. We have two sofas. One is old, but very – it’s perfect for watching a . movie. The other one is new, but it’s My husband wants to buy some furniture, but I don’t. I want some things because our apartment is very new. Your T-shirt is really ! Go and find a blouse. My bike is very , but Carl’s is really . I can carry his bike with one hand. I only have a double bed and a small closet in my bedroom. The room’s and the bed’s , so I have no space.

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7

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11 washing machine 12 mirror

2 Complete the sentences with opposite adjectives.

5 6

302 302

k

6.2 Find the furniture items in the picture. Write the letters a-l. Listen and check. 1 armchair 2 bed 3 chairs

1

9

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6A Rooms and furniture 6.1 Sts look at the picture and label it with the correct 1 rooms and places. Play audio track 6.1 See Answers for audio script. Sts listen and check their answers. Answers 1 attic 2 study 3 bedroom 4 kitchen 5 balcony 6 bathroom 7 bathroom 8 dining room 9 hall 10 living room 11 garage 12 basement 13 yard 14 stairs

2

audio track 6.8. See Answers for audio script. Sts listen and check their answers. Check answers with the class, and check that sts understand all the adjectives. Answers 1 expensive – d cheap 2 clean – f dirty 3 narrow – a wide 4 noisy – g quiet 5 comfortable – b uncomfortable 6 heavy – c light 7 modern – e traditional

2

6.2 Sts find the items of furniture in the picture and write the correct letters next to the words. Play audio track 6.2. See Answers for audio script. Sts listen and check their answers.

Answers 1 armchair k 2 bed a 3 chairs i 4 stove g 5 cabinets h 6 desk d 7 shelves c 8 sofa l 9 table j 10 closet b 11 washing machine f 12 mirror e

3 x PRACTICE

6B Common adjectives 6.8 Sts match the adjectives with their opposites. Play 1

Sts read the sentences and complete each sentence with a pair of opposite adjectives. Check answers. Answers 1 noisy, quiet 2 expensive, cheap 3 comfortable, uncomfortable 4 traditional, modern 5 dirty, clean 6 heavy, light 7 narrow, wide

Refer sts back to page 50 if they want to review common adjectives further, or see more examples in context.

SB page 145, exercise 2

1 Do the exercise as normal. Before you play audio track

6.2, read out each letter one by one and ask sts to all call out at the same time the correct word for that letter. Discuss any differences of opinion, and elicit the correct words. Then play the audio track. 2 Ask sts to cover the words in exercise 2. In pairs, sts look at the picture again and try to remember all the furniture words. They can look at the words again to check. 3 Sts work in pairs. They choose five items of furniture and write clues for them, based on the picture and their own knowledge. For example: It’s in the living room. You sit on it. (armchair) Ask sts to close their books. Ask pairs to read their clues to the class. The first pair to say the correct word for each clue gets a point. See which pair has the most points at the end. Refer sts back to page 48 if they want to review rooms and furniture further, or see more examples in context. 303 641586_P284_327_VP.indd 303

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6C Places in a city 1

6.15

Match the places in the box with pictures 1–14. Listen and check.

apartment building bridge cathedral concert hall library market monument mosque office building park skyscraper square stadium theater

1

2

3

4

5

6

7

8

9

10

11

12

13

14

2 Match the places in a city with the definitions. Some places go with more than one definition. 1 2 3 4 5 6 7 8

People live here. You go here for entertainment. , This is a religious building. , This is usually a tall building. , This can be outdoors or indoors. It is very quiet in this building. You often find this in the center of a square. You can sometimes find restaurants here.

, ,

3 Complete the sentences with places in a city. This famous is for Abraham Lincoln. Let’s go to the and buy some food for a picnic. We live on the ninth floor of this . You can see the from about 20 km. away. It’s very tall. I work in a small downtown. It has four floors. At the , you leave your shoes at the door before you go in. There are concerts and soccer games at this . You can walk or ride a bike over this , but you can’t drive over it. There are concerts in our city’s every winter. The central in Wroclaw is really beautiful. There are colorful houses on all four sides. 11 I often go to the to study. 1 2 3 4 5 6 7 8 9 10

▲

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6C Places in a city 6.15 Sts match the places in the box with the pictures. 1 Play audio track 6.15. See Answers for audio script. Sts listen and check their answers. Answers 1 market 2 cathedral 3 mosque 4 bridge 5 library 6 apartment building 7 skyscraper 8 theater 9 office building 10 concert hall 11 square 12 stadium 13 monument 14 park

3 x PRACTICE

3

Sts read the sentences and complete them with the correct words. Check answers. Answers 1 monument 2 market 3 apartment building 4 skyscraper/cathedral/mosque/apartment building/ 5 6 7 8 9 10 11

office building office building mosque stadium bridge concert hall square library

Refer sts back to page 53 if they want to review places in a city further, or see more examples in context.

SB page 146, exercise 1

1 Do the exercise as normal. Before you play audio track

6.14, read out each place in the box and ask: Which picture? What do people do in this place? 2 Ask sts to cover the words in the wordpool box. In pairs, sts look at the pictures again, and try to remember the words for the places. They can look at the words again to check. 3 Tell sts you are thinking about one of the places in the pictures. Get sts to ask you questions to guess which one it is, e.g., Is it very big? Are there offices in it? Is it a home? Are there books in it? The student who guesses correctly can think of the next place, and other sts can ask questions to guess what it is. Continue until most of the places have been used.

2

Sts read the definitions and match them with the places. Check answers. Answers 1 apartment building 2 theater, concert hall, stadium 3 cathedral, mosque 4 apartment building, skyscraper, office building 5 market 6 library 7 monument 8 square

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7A Food and drink 1

7.1

Complete the food groups with the words in the box. Listen and check.

cabbage cereal cookies eggs fish grapes juice melon mushrooms onion orange peas potato chips rice tea yogurt

fruit

1pear

2apple

3banana

4lemon

5strawberry

6

7

8

vegetables

9pepper

10carrot

11beans

12tomato

13cucumber

14potato

15

16

17

18

grains

19pasta

20bread

21

22

protein and dairy

23meat

24beef

25cheese

26ice cream

27milk

28

29



30

snacks and others

31cake

32salad

33French fries

34soup

35

36

drinks

37coffee

38cola

39

40

2 Read the definitions and write the words. A small yellow fruit. Food for breakfast. We usually eat it with milk. A white vegetable. We often cook with it. A cold brown drink. Very small green vegetables.

6 7 8 9 10

The meat from a cow. An orange vegetable. A small green or purple fruit. A large green vegetable. A large green or yellow fruit.

▲

1 2 3 4 5

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7A Food and drink 7.1 Read out the food groups and check that sts 1

understand them all. Sts look at the pictures and complete the food groups with the words in the box. Play audio track 7.1. See the SB page opposite for audio script. Sts listen and check their answers. Answers 6 orange 7 grapes 8 melon 15 mushrooms 16 peas 17 cabbage 18 onion 21 cereal 22 rice 28 yogurt 29 fish 30 eggs 35 potato chips 36 cookies 39 juice 40 tea

3 x PRACTICE

2

Sts read the definitions and write the correct words. Check answers. Answers 1 lemon 2 cereal 3 onion/potato/mushroom 4 cola 5 peas/beans 6 beef 7 carrot 8 grape(s) 9 cabbage/cucumber 10 melon

Refer sts back to page 58 if they want to review food and drink vocabulary further, or see more examples in context.

SB page 147, exercise 1

1 Do the exercise as normal. Before you play audio

track 7.1, allow sts time to compare their answers in pairs and agree on their answers. Ask pairs to read their answers for one of the food groups. Ask: Who agrees with these answers? Who disagrees? Discuss any differences of opinion. Then play the audio. 2 Ask sts to close their books, and put them into small groups. Write on the board the name of each food group on page 147, and the number of words included in that group, e.g., fruit: 8. In their groups, sts try to remember as many of the words as they can. You could set a time limit for this, and make it into a competition. 3 Sts work individually and write down five foods from page 147 that they love, five that they quite like, and five that they hate. Allow sts to move around the classroom to compare their lists and find the person whose lists are most similar to theirs. Get feedback on what sts found out about their classmates.

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7C Containers and portions 1

7.6

Match the phrases in the box with pictures 1–15. Listen and check.

a bar of a bag of a bottle of a bowl of a cup of a glass of a jar of a packet of

a box of a can of (x2) a carton of a piece of a slice of a spoonful of

1

tea

2

bread

3

juice

4

tomatoes

6

cereal

7

cheese

8

pasta

9

11

carrots

12

13

water

14

chocolate

2 Choose the food or drink that isn’t possible. 1 2 3 4 5 6 7 8 9 10

a bowl of soup / ice cream / cola a jar of olives / jam / meat a bag of cookies / apple juice / potato chips a slice of yoghurt / cake / apple a can of peas / tomatoes / sugar a carton of cereal / juice / milk a piece of cheese / meat / tea a cup of coffee / potato / water a can of honey / cola / lemonade a spoonful of oil / honey / cheese

10

honey

cola

15

sugar

I have two or three of coffee every day. How many of bread do you want? There are two of lemonade in the fridge. We need a big of apple juice. I have a of cereal in the cabinet, but I don’t want it. We love olives, so we always have a few in the cabinet. It’s very hot. I need a of water. If I want a snack, I buy a of chocolate. There’s a of strawberry jam, if you want some on your toast. 10 I sometimes buy a of potato chips for my daughter.

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cookies

3 Complete the sentences with the correct words.

148

308 308

5

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7C Containers and portions 7.6 Sts match the phrases in the box with the pictures. 1 Play audio track 7.6. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the phrases. Answers 1 a cup of (tea) 2 a slice of (bread) 3 a carton of (juice) 4 a can of (tomatoes) 5 a packet of (cookies) 6 a box of (cereal) 7 a piece of (cheese) 8 a bowl of (pasta) 9 a bottle of (olive oil) 10 a jar of (honey) 11 a bag of (carrots) 12 a bar of (chocolate) 13 a glass of (water) 14 a can of (cola) 15 a spoonful of (sugar)

2

3 x PRACTICE

SB page 148, exercise 3

1 Do the exercise as normal. To check answers, read

out each fill-in-the-blank sentence and three possible answers, e.g., I have two or three slices/cups/glasses of coffee every day. Ask: Which one is correct? Why? 2 Ask sts to close their books. Read out the end of each sentence in turn, e.g., coffee every day, toast do you want? Sts work in pairs and try to remember the sentences and write them down. They can look at their books again to check. 3 Sts work in pairs and make changes to the sentences. Tell them they can change everything except the word for the container or portion, and encourage them to be creative in their changes, e.g., I have two or three cups of coffee every day. My brother has five or six cups of tea every morning. Ask pairs to read out the sentence that they managed to change the most. Refer sts back to page 63 if they want to review vocabulary for containers and portions further, or see more examples in context.

Sts read the phrases and choose the food or drink that isn’t possible in each case. Check answers. Answers 1 cola 2 meat 3 apple juice 4 yogurt 5 sugar 6 cereal 7 tea 8 potato 9 honey 10 cheese

3

Sts read the sentences and complete them with the correct words. Check answers. Answers 1 cups 2 slices 3 bottles/cans 4 carton/bottle 5 box 6 jars/cans 7 glass 8 bar 9 jar 10 bag

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8A Inventions 1

8.1

Match the words in the box with pictures 1–18. Listen and check.

freezer color TV smartphone fridge digital camera cassette player dishwasher (clothes) dryer DVD player black-and-white TV laptop GPS toaster video player microwave CD player vacuum cleaner washing machine

1

2

3

5

8

6

9

12

15

4

7

10

11

13

14

16

17

18

2 Match the words from exercise 1 with the descriptions below. You use this to watch a show. , You keep food in this. , You use this to cook food. , You use this after you wash clothes. You use this to listen to music. , ,

,

,

6 7 8 9 10

You can use this to help you find a place. , You can use this if you want to watch a movie. , You can use the Internet on this. , You can take photos with this, but you can’t use the Internet. You can use this to wash plates and cups. .

▲

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8A Inventions 8.1 Sts match the words in the box with the pictures. 1

Play audio track 8.1. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the words. Answers 1 laptop 2 toaster 3 smartphone 4 CD player 5 video player 6 color TV 7 black-and-white TV 8 DVD player 9 dishwasher 10 (clothes) dryer 11 fridge 12 microwave 13 cassette player 14 washing machine 15 GPS 16 digital camera 17 freezer 18 vacuum cleaner

2

3 x PRACTICE

SB page 149, exercise 2

1 Do the exercise as normal. To check answers, read out

each description and ask: What invention is this? Who thinks it’s a (digital camera)? Who thinks it’s something else? Discuss possible answers and elicit the correct one. 2 Ask sts to close their books. Read out the descriptions in a random order. Sts race to say the correct words. 3 Sts work in pairs. They prepare a conversation in which someone is buying one of the inventions. The customer asks questions about the item, e.g., Can I use it to take photos? The salesclerk answers, and gives more information to persuade the person to buy it, e.g., Yes, and you can use it to send emails too. Tell sts not to mention the name of the invention. Monitor and help while sts are preparing and practicing their conversations. Ask pairs to perform their conversations for the class. Other sts can listen and guess the inventions. Refer sts back to page 66 if they want to review inventions further, or see more examples in context.

Sts match the words in exercise 1 with the descriptions. Check answers. Answers 1 color TV, black-and-white TV, laptop 2 fridge, freezer 3 microwave, toaster 4 (clothes) dryer 5 CD player, cassette player, laptop, smartphone 6 GPS, smartphone 7 DVD player, video player, laptop 8 laptop, smartphone 9 digital camera 10 dishwasher

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8B Life stages 1

8.7 Match the words and phrases in the box with pictures 1–12. Listen and check.

be born meet someone get divorced finish school go to college retire have a baby/family start school get married get a job get a degree die

1 be born

3

2

5

4

7

6

2 Complete the sentences with phrases in the correct form. 1 My dad last year. But he’s still really busy all the time! 2 My sister and my brother-in-law want to buy a big house with lots of

bedrooms before they

.

3 In the U.S., children when they are five years old. 4 These days, a lot of people use the Internet to try to

8

11

10

12 die

5 Dani doesn’t want to

after he finishes school. He wants to start working, instead. 6 Jenny is in college. She wants to in French and Russian. 7 My friends Emily and Martyn last year on a beach in the Caribbean! It was beautiful! 8 Most women have babies in the hospital, but my dad at home. ▲

special.

9

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8B Irregular verbs 1

8.9 Match the irregular simple past forms in the box with the verbs. Listen and check.

spoke heard said began had ate drank left thought gave drove did saw got came took went met wrote knew 1 2 3 4 5 6 7 8 9 10

begin come do drink drive eat go give hear know

11 12 13 14 15 16 17 18 19 20

say see leave speak get take think write meet have

2 Complete the text with the simple past forms of the verbs in the box. have drive leave come

This is my family, and I’m Australian, but my dad is British. He 1 the UK, and 2 here in 1985. He 3 some people there. He a job in Sydney because he 4 5 my mom. They 6 married and 7 two children – my brother and me. They 8 a lot of things with us and 9 us to lots of beautiful places. We 10 from Sydney to Melbourne once, and another time from Sydney to Brisbane, in our old car! ▲

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VOCABULARY PRACTICE

8B Life stages 8.7 Sts look at the pictures and complete the phrases 1

with the words in the box. Play audio track 8.7. See the SB page opposite for audio script. Sts listen and check their answers. Answers 2 start school 3 finish school 4 go to college 5 get a degree 6 get a job 7 meet someone 8 get married 9 have a baby/family 10 get divorced 11 retire

2

Sts read the sentences and complete them with the correct form of the phrases. Check answers. Answers 1 retired 2 have a baby/have a family 3 start school 4 meet someone 5 go to college 6 get a degree 7 got married 8 was born

Refer sts back to page 68 if they want to review life stages further, or see more examples in context.

8B Irregular verbs 8.9 Sts match the irregular simple past forms with the 1

3 x PRACTICE

SB page 150, Irregular verbs, exercise 1

1 Do the exercise as normal. Before you play the audio,

read out each base form in turn and ask: What’s the simple past form? How do you spell it? How do you pronounce it? Then play the audio track. 2 Ask sts to close their books. Write the base forms on the board. Sts work in pairs and try to remember as many of the simple past forms as they can. They can look in their books again to check. 3 Write the base forms of the verbs on the board and divide the class into teams. Teams take turns to choose one of the verbs and say a correct sentence in the simple past. If their sentence is correct, they get a point and the base form is crossed off the board. If their sentence is not correct, don’t correct it, and leave the base form on the board. Continue until all the base forms have been used. See which group has the most points.

2

Sts read the text and complete it with the correct simple past forms. Check answers. Answers 1 left 2 came 3 got 4 knew 5 met 6 got 7 had 8 did 9 took 10 drove

Refer sts back to page 69 if they want to review irregular verbs further, or see more examples in context.

verbs. Play audio track 8.9. See Answers for audio script. Sts listen and check their answers. Answers 1 begin, began 2 come, came 3 do, did 4 drink, drank 5 drive, drove 6 eat, ate 7 go, went 8 give, gave 9 hear, heard 10 know, knew 11 say, said 12 see, saw 13 leave, left 14 speak, spoke 15 get, got 16 take, took 17 think, thought 18 write, wrote 19 meet, met 20 have, had

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9A School subjects and education 1

9.1

Match the school subjects in the box with pictures 1–15. Listen and check.

art biology chemistry geography history IT (information technology) literature math (mathematics) foreign languages music PE (physical education) physics science social studies technology

1

2

3

4

5

6

7

8

9

10

11

12

14

2

9.2 Match the parts of the phrases. There are usually two or more possible matches. Listen and check. 1 2 3 4 5 6

pass take go to do get into fail

a b c d e f g h i

nursery school kindergarten elementary school middle school high school college an exam a test homework

13 15

3 Complete the definitions with words from exercises 1 and 2. 1 Very young children go to learn in these places. 2 3 4 5 6

,

In this subject, you learn about the past. In this subject, you read books and plays. In this subject, you play different kinds of sports. This verb means “get a bad result.” This is where you can study after you finish high school.

7 This verb means “get a good result.” 8 In this subject, you learn about different animals and plants. 9 In this subject, you learn how to communicate with people in

different countries. 10 Children go to learn in these places between the ages of 12 and 18.

▲

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9A School subjects and education 9.1 Sts look at the pictures and match the school 1

subjects in the box with the pictures. Play audio track 9.1. See Answers for audio script. Sts listen and check their answers. Check that they understand all the school subjects. Answers 1 math 2 technology 3 foreign languages 4 music 5 literature 6 PE – physical education 7 IT – information technology 8 art 9 chemistry 10 biology 11 physics 12 geography 13 history 14 science 15 social studies

2

9.2 Sts match the parts of the phrases. Play audio

track 9.2. Sts listen and check their answers. Check that sts understand all the phrases. 9.2 Audio script

1 pass an exam, pass a test 2 take an exam, take a test 3 go to kindergarten, go to nursery school, go to elementary school, go to middle school, go to high school, go to college 4 do an exam, do a test, do homework 5 get into college 6 fail an exam, fail a test

3 x PRACTICE

SB page 151, exercise 2

1 Do the exercise as normal. Before you play the audio,

read out each verb one by one and ask: What words can you add to make a phrase? What does the phrase mean? 2 Ask sts to cover the verbs on the left. Sts work in pairs. They look at the nouns on the right and try to remember the verbs that go with each one to make phrases. They can look at the verbs again to check. 3 Ask sts to cover the verbs on the left. Sts work in small groups. They take turns choosing a noun from the right and making a sentence about themselves using a correct phrase. Their classmates can decide if the phrase is correct or not. They continue until they have practiced all the phrases. Ask some sts to tell the class something they learned about their classmates.

3

Sts read the definitions and complete them with the correct words. Check answers. Answers 1 kindergarten, nursery school, preschool 2 history 3 literature 4 PE 5 fail 6 college 7 pass 8 biology 9 foreign languages 10 middle school, high school

Refer sts back to page 76 if they want to review school subjects and education further, or see more examples of them in context.

Answers 1 g, h 2 g, h 3 a, b, c, d, e, f 4 g, h, i 5 f 6 g, h

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9C Resolutions

10A Adjectives to describe places

1

1

9.6 Write the phrases under the headings. Listen and check. 1 2 3 4 5 6 7 8

be (more) organized buy (a car) get (more) exercise earn (more) money get a (new) job get in shape have an interview improve your diet

9 10 11 12 13 14 15

improve your relationship join a gym lose weight make (new) friends meet someone new run a marathon save (more) money

10.1

Match the adjectives with the correct pictures. Listen

and check. a

b

c

d

build

1 overwe

hair co 1 dark 2 light

health

money

3 empty 4 crowded

e

f

5 friendly 6 unfriendly

work and study

relationships

g

h

7 lovely 8 horrible

i

j

k

l

2 Choose the correct verbs to complete the sentences. 1 I want to get / go in shape this year. 2 My brother improved / saved a lot of money last year and bought

a new house. I want to get / make a new job this year because I don’t like my job. My boyfriend and I don’t make / get much exercise. We’re lazy! If you want to join / lose weight, you need to get some exercise. Kelly is / does very organized. She has a to-do list. Do you know a good way to see / make new friends? I don’t earn / do much money. I want a new job!

3 Match the sentences. 1 I want to improve my relationship

with my girlfriend. 2 I want to join a gym. 3 Last year, I decided to improve

my diet.

in shape for that. b I didn’t have a boyfriend last year. c I don’t like answering questions

about myself.

4 I want to meet someone new

d I started eating a lot more fresh

this year. 5 I really don’t like having interviews.

vegetables. e I didn’t spend much time with her last year.

▲

152

a I play soccer and I want to get

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9 beautiful 10 ugly

11 safe 12 dangerous

a

2 Complete the sentences with adjectives from exercise 1. 1 Why is this restaurant ? Perhaps the food’s not good. 2 We love living in this area because it’s for the children to

play outside. 3 People are in small towns. They always say “hello.” 4 I usually walk to work. There’s a bus, but it’s always and

e

you can’t get a seat. 5 The outside of our apartment building is a bit

, but it’s not a problem. You can’t see it when you’re inside! 6 My bedroom is my favorite room. It has big windows, and it’s really all day. ▲

3 4 5 6 7 8

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VOCABULARY PRACTICE

9C Resolutions 9.6 Read the headings with the class and check that 1 sts understand them. Sts match the phrases with the headings. Play audio track 9.6. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the phrases. Answers

build

1 overweight/

health get more exercise get in shape improve your diet join a gym lose weight 2 athin/ run marathon money buy a car earn more money save more money

hair color

3 x PRACTICE

1 Do the exercise as normal. To check answers, read out

each sentence on the left and ask questions to elicit the meaning, e.g., I want to improve my relationship with my girlfriend – Is my relationship good? (no) Do I want to make it better? (yes) Then ask: Which sentence gives more information about (my relationship)? Elicit the answers. 2 Ask sts to cover the sentences on the left. Sts work in pairs. They look at the sentences on the right and try to remember the first sentence for each one. They can look at the verbs again to check. 3 Ask sts to cover the sentences on the right. They work in pairs and write a new second sentence for each of the sentences on the left. Ask pairs to read out one of their new sentences. Other sts can listen and match the new sentences with the sentences on the left.

work and study be more organized get a new job have an interview relationships improve your relationship make new friends meet someone new

2

Refer sts back to page 80 if they want to review vocabulary for resolutions further, or see more examples in context.

10A Adjectives to describe places 10.1 Sts look at the pictures and match the adjectives 1 with the correct pictures. Play audio track 10.1. See Answers for audio script. Sts listen and check their answers. Check that they understand all the adjectives.

Sts read the sentences and choose the correct words to complete them. Check answers.

Answers 1 dark a 2 light b 3 empty d 4 crowded c 5 friendly f 6 unfriendly e 7 lovely h 8 horrible g 9 beautiful j 10 ugly i 11 safe l 12 dangerous k

Answers 1 get 2 saved 3 get 4 get 5 lose 6 is 7 make 8 earn

3

Sts read the sentences and match them. Check answers. Answers 1 e 2 a 3 d 4 b 5 c

a

e

SB page 152, Resolutions, exercise 3

2

Sts read the sentences and complete them with the correct adjectives. Check answers. Answers 1 empty 2 safe 3 friendly 4 crowded 5 ugly 6 light

Refer sts back to page 84 if they want to review adjectives to describe places further, or see more examples in context.

6

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10B Describing appearance 1

10.6

curly

Complete the diagrams with the words in the box. Listen and check. earrings

elderly

light

gray

build

heavy

medium-length

mustache

height

1 overweight/

2 thin/

3 short

slim

tall

age

5 young

4

6 middle-aged

7

hair color

8 blond/

9 black

10 dark

11 brown

12 red

hair style

15 bald

14

hair on the face

16 straight

17

18 wavy

hair length

21 long

13 white

19 beard

20

others

22 short

24 piercing

23

25 glasses

26

2 Match pictures a–h with the descriptions. 1 2 3 4 5

This person is elderly. She has wavy gray hair. This person has short brown hair. He doesn’t have an earring. This person is young. She has medium-length red hair. This person has medium-length light hair. She wears glasses. This person has short blond hair, a beard, and a moustache. He doesn’t wear glasses.

6 This person is bald, with a white beard, and mustache.

He wears glasses. 7 This person has black hair. She has black earrings. 8 This person is middle-aged. He has brown hair and an earring.

b

c

d

e

f

g

h

▲

a

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VOCABULARY PRACTICE

10B Describing appearance 10.6 Sts look at the pictures and complete the 1

diagrams with the correct words. Play audio track 10.6. See the SB page opposite for audio script. Sts listen and check their answers. Answers 1 heavy 2 slim 4 tall 7 elderly 8 light 14 gray 17 curly 20 mustache 23 medium-length 26 earrings

2

Sts read the descriptions and match them with the photos. Check answers. Answers 1 d 2 b 3 a 4 h 5 g 6 e 7 f 8 c

3 x PRACTICE

SB page 153, exercise 2

1 Do the exercise as normal. To check answers, read

out each description sentence by sentence, eliciting which photo fits each part of the description, e.g., This person is elderly. Which people are elderly? She has wavy gray hair. Which people have gray hair? Which people have wavy hair? Elicit which picture matches each description. 2 Ask sts to cover the descriptions. In pairs, sts look at the pictures and try to remember the descriptions. They can look at the descriptions again to check. 3 Tell sts you are thinking about one of the pictures. They ask yes/no questions to guess the person, e.g., Does the person have an earring? Sts then work in pairs to play the guessing game. Get feedback on how quickly they managed to guess. Refer sts back to page 86 if they want to review vocabulary for describing appearance further, or see more examples in context.

6

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10C Personality adjectives 1

10.10 Match the adjectives in the box with pictures 1–12. Listen and check.

smart

confident

funny

generous

kind

popular

lazy

polite

brave

cheerful

shy

talkative

1

2

3

4

5

6

7

8

9

10

11

12

2 Choose the correct adjectives to complete the sentences. 1 My brother hates parties because he’s really generous / shy. 2 Elvira is very talkative / polite in class. The teacher sometimes says,

“Please be quiet for a moment, Elvira!” 3 Jürgen was really smart / kind to me after I failed my exam. 4 Sam is confident / nice when she speaks English. She always wants

to practice.

3 Complete the sentences with words from exercise 1. 1 2 3 4 5 6

Alison is very Joe is so I wish I was Most people are You’re so Belinda is always

. She always pays for my coffee. . He makes everyone laugh. like my friend. He always gets good grades. , although there are some horrible people. ! Are you really going to do a bungee jump? , even when things aren’t going well for her.

5 I want to lose weight. I need to be a little less lazy / brave and get

more exercise! 6 I think it’s important to be polite / funny, so I always say “please” and

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▲

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VOCABULARY PRACTICE

10C Personality adjectives 10.10 Sts match the adjectives with the pictures. Play 1

audio track 10.10. See Answers for audio script. Sts listen and check their answers. Ask sts if they all agreed with the recording. Did anyone have a different interpretation of the pictures? Check that sts understand all the adjectives. Answers 1 brave 2 confident 3 generous 4 lazy 5 talkative 6 smart 7 funny 8 kind 9 cheerful 10 popular 11 polite 12 shy

2

3

Sts read the sentences and complete them with the correct adjectives from exercise 1. Check answers. Answers 1 generous 2 funny 3 smart 4 kind 5 brave 6 cheerful

Refer sts back to page 88 if they want to review personality adjectives further, or see more examples in context.

Sts read the sentences and choose the correct adjectives to complete them. Check answers. Answers 1 shy 2 talkative 3 kind 4 confident 5 lazy 6 polite

3 x PRACTICE

SB page 154, exercise 2

1 Do the exercise as normal. To check answers, focus

on each sentence one by one and ask sts to put up their left hand if they think the first option is correct, and their right hand if they think the second option is correct. Ask a student who chose the correct answer to explain why. 2 Ask sts to close their books. Rephrase the information about each person in the sentences, without the personality adjectives, e.g., My brother hates parties. The teacher sometimes asks Elvira to be quiet. Jürgen helped me after I failed my exam. Sts work in pairs and try to remember the correct personality adjective for each person. They can open their books to check. 3 Sts work in pairs. Ask them to write three more sentences about people to suggest different personality adjectives. Tell them they can use ideas from the pictures in exercise 1, or their own ideas. Elicit a few examples first, e.g., Tom isn’t scared of fierce animals. (brave). Put pairs together into groups of four. With books closed, they take turns reading their sentences to each other and guessing the personality adjectives.

6

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VOCABULARY PRACTICE

11A Travel and transportation 1

11.1

Complete expressions 1–18 with the words in the box.

bike boat bus (x2) car ferry foot helicopter motorcycle plane scooter ship streetcar subway taxi train truck van

1 by

2 by

3 by

4 by

5 by

6 by

7 by

8 on

9 by

10 by

11 by

12 by

13 by

14 by

15 by

16 by

17 by

18 by

2 Write the forms of transportation in the correct columns. by water

by air

on land

3 Choose the correct phrases to complete the sentences. 1 I prefer to go to work by bike / by bus. The exercise wakes me up. 2 I’m scared of flying, so I wouldn’t want to go by helicopter /

by motorcycle. 3 I don’t like to take the subway after midnight, so I usually go home

by ship / by taxi if I’m out late. 4 A lot of people travel by ferry / by motorcycle in my city. It’s quicker

and easier than by car. 5 I love traveling by car / by train. You can walk around, if you want! 6 I go to college by subway / by van. I can’t sightsee, but it’s very quick. 7 I’m from France, but I live in Spain. I usually go home to visit my

es. eople. ? l for her.

▲

family by bus / by truck. It’s sometimes slower, but it’s cheaper than flying. 8 My town is next to a very wide river. There’s no bridge, but you can go across the river by streetcar / by ferry.

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11A Travel and transportation 11.1 Sts look at the pictures and complete the 1

expressions with the words in the box. Play audio track 11.1. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the expressions, and point out that we say on foot. Answers 1 (by) car 2 (by) van 3 (by) subway 4 (by) train 5 (by) ship 6 (by) taxi 7 (by) bike 8 (on) foot 9 (by) motorcycle 10 (by) helicopter 11 (by) scooter 12 (by) streetcar 13 (by) bus 14 (by) boat 15 (by) bus 16 (by) ferry 17 (by) plane 18 (by) truck

3 x PRACTICE

3

Sts read the sentences and choose the correct words to complete them. Check answers. Answers 1 on foot 2 by helicopter 3 by taxi 4 by motorcycle 5 by train 6 by subway 7 by bus 8 by ferry

Refer sts back to page 94 if they want to review vocabulary for travel and transportation further, or see more examples in context.

SB page 155, exercise 1

1 Do the exercise as normal. To check the answers, play

the audio. Pause before each answer and elicit what sts have written. Discuss any differences of opinion, then play the correct answer. 2 Ask sts to close their books. Tell them there are 17 words for travel and transportation on page 155. Put sts into pairs and give them two minutes to remember and write down as many as they can. They can open their books to check. See who managed to remember them all. 3 Write on the board: I prefer to go to work ... Elicit a possible ending to the sentence, with a form of transportation and a reason, e.g., I prefer to go to work by train because it’s fast. Elicit a disadvantage of this form of transportation and an alternative, e.g., But the train is expensive. I prefer to go to work by bus because it’s cheap. Continue going around the class, with each student pointing out a disadvantage and suggesting a different form of transportation. Tell sts their reasons don’t need to be serious, and encourage them to be inventive! You could repeat the activity talking about going on vacation.

2

Sts write the forms of transportation in the correct columns. Check answers. Answers by water: boat, ferry, ship by air: helicopter, plane on land: bike, bus (x2), car, foot, motorcycle, scooter, streetcar, subway, taxi, train, truck, van

6

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VOCABULARY PRACTICE

11C Vacation activities 1

11.5 1 2 3 4

Match sentences 1–12 with pictures a–l.

They’re going sightseeing. She’s going surfing. They’re going to the beach. They’re going to the mountains.

5 6 7 8

9 10 11 12

She’s going hiking. She’s relaxing on the beach. He’s relaxing by the pool. They’re staying at a hotel.

She’s staying at an apartment. They’re staying at a campsite. She’s staying with friends. They’re visiting a museum/an art gallery.

a

b

c

d

e

f

g

h

i

j

k

l

2 Read about the people. Then choose a vacation activity from the box for them. c go surfing d relax by the pool

1 Luís likes walking in different places, like mountains 2 3 4 5

and forests. Shelley and Phil like visiting cities, but they don’t like staying at hotels. Juan is very athletic, and he loves the ocean. Hong likes art and history. Maciek doesn’t like doing housework like cooking and making the bed. He likes staying at very comfortable places.

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e stay at a campsite f go sightseeing

g visit a museum/an art gallery h stay at a hotel

6 Linus loves visiting cities. He always wants to see a lot of

different places and take lots of photos. 7 Fabio has three new books to read. He loves hot weather,

but he doesn’t like the sea. 8 Mina and her family love the country. They like being

outside, and they don’t like hotels.

▲

a stay at an apartment b go hiking

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VOCABULARY PRACTICE

11C Vacation activities 11.5 Sts read the sentences and match them with the 1 pictures. Play audio track 11.5. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the activities. Answers 1 They’re going sightseeing. f 2 She’s going surfing. i 3 They're going to the beach. e 4 They’re going to the mountains. h 5 She’s going hiking. g 6 She’s relaxing on the beach. k 7 He’s relaxing by the pool. l 8 They’re staying at a hotel. a 9 She's staying at an apartment. c 10 They’re staying at a campsite. j 11 She's staying with friends. d 12 They’re visiting a museum. / They're visiting an art gallery. b

3 x PRACTICE

SB page 156, exercise 1

1 Do the exercise as normal. Before you play the audio

track, read out each activity and ask: Which picture? Discuss any differences of opinion and encourage sts to give reasons for their answers. Elicit the correct answers, and then play the audio. 2 Ask sts to cover the sentences. In pairs, sts look at the pictures and try to remember the sentences. They can look at the sentences again to check. 3 Sts work in pairs. They imagine they are doing one of the activities, and prepare a short conversation, without mentioning the activity. You could demonstrate by asking a confident student to imagine they are visiting a museum with you. Improvise a short conversation. Monitor and help while sts are preparing and practicing their conversations. Ask pairs in turn to perform their conversations for the class. They could also act out their conversations if they want to. Other sts listen and guess what they are doing.

2

Sts read about the people and choose a suitable vacation activity for each one. Check answers, asking sts to give reasons for their choices. Answers 1 b 2 a 3 c 4 g 5 h 6 f 7 d 8 e

Refer sts back to page 98 if they want to review vacation activities further, or see more examples in context.

6

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VOCABULARY PRACTICE

12A Entertainment 1

12.1

actor

Match the people in the box with pictures 1–6 and the events with pictures 7–12. Listen and check. artist

dancer

band/musician

opera singer

player

concert

game

opera

play

exhibit

ballet

1

2

3

7

8

9

4

5

6

10

11

12

2 Complete the chart with words from exercise 1. event

1

exhibit

band

2

3

ballet

4

game

actor

5

singer

6

1 2 3 4 5 6 7 8

I love this ’s work. She uses beautiful colors. My friend’s are really good. They play rock music. Do you like ? Or do you prefer modern dance? How many are there on a soccer team? What’s your favorite Shakespeare ? There’s an art at City Hall. Did you go to the jazz on Friday night? My cousin is an . He’s been on TV a few times. ▲

person/people

3 Complete the sentences with words from exercise 1.

Go back to page 102

12B Opinion adjectives 1

12.6 Complete the chart with the adjectives in the box. Listen and check.

awesome awful boring amazing exciting interesting all right terrible sad strange horrible fun fantastic stupid cool great scary

Positive

OK

Negative

2 Read the sentences and choose the adjective that’s not possible. 1 This play is terrible / cool / boring. Can we go home now? 2 I don’t like sad / scary / exciting movies. I prefer action movies. 3 I had an amazing time at the party last night. It was all right /

awesome / fun. 4 New York is a really interesting / exciting / scary city. I’m going to go

there again. 5 We had a nice vacation in Chile, but the weather was awful /

horrible / great. 6 I don’t think I like Pedro very much. He’s a bit fun / strange / scary! 7 I went to hear a really fantastic / awesome / terrible singer on the

weekend. She was amazing!

▲

8 The movie was a bit interesting / stupid / strange. I didn’t really like it.

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VOCABULARY PRACTICE

12A Entertainment 12.1 Sts match the words in the box with the pictures. 1 Play audio track 12.1. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the words. Answers 1 artist 2 player 3 opera singer 4 dancer 5 actor 6 band, musician 7 ballet 8 concert 9 play 10 game 11 opera 12 exhibit

2

Sts complete the chart with the correct words from exercise 1. Check answers. Answers 1 artist 2 concert 3 dancer 4 player 5 play 6 opera

3

Sts read the sentences and complete them with the correct words from exercise 1. Check answers. Answers 1 artist 2 band 3 ballet 4 players 5 play 6 exhibit 7 concert 8 actor

Refer sts back to page 102 if they want to review vocabulary for entertainment further or see more examples in context.

12B Opinion adjectives 12.6 Focus on the chart and check that sts understand 1

the headings positive and negative. Sts add the adjectives to the chart. Play audio track 12.6. See Answers for audio script. Sts listen and check their answers. Check that sts understand all the adjectives. Answers Positive: amazing, cool, exciting, fantastic, fun, great, interesting OK: all right Negative: awful, boring, horrible, scary, sad, strange, stupid, terrible

2

Sts read the sentences and choose the word in each one which isn’t possible. Check answers. Answers 1 cool 2 exciting 3 all right 4 scary 5 great 6 fun 7 terrible 8 interesting

3 x PRACTICE

SB page 157, Opinion adjectives, exercise 2

1 Do the exercise as normal. Before you play the audio

track, read out each sentence in turn, with each of the three adjectives. Ask: Which sentence doesn’t sound right? Elicit the answers, encouraging sts to give reasons. Then play the audio. 2 Sts work in pairs and think of one more adjective which would fit in each sentence, e.g., This play is terrible. Can we go home now? Ask some sts to read their sentences to the class. Ask other sts: Does this have the same meaning as before? 3 Sts work in pairs. They choose one of the situations in the sentences and expand it into a short conversation. Challenge them to use as many adjectives from exercise 1 as they can. Monitor and help while sts prepare and practice their conversations. Ask how many adjectives sts managed to use, and ask the pairs who used the most to perform their conversations for the class. Refer sts back to page 104 if they want to review opinion adjectives further, or see more examples in context.

6

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COMMUNICATION PRACTICE

1A Student A 1 You are Max. Listen and answer Student B’s questions.

2 This is Student B. Ask questions and complete the information. What’s your name? How do you spell it? Where are you from?

Name: Max Lundberg Nationality: Canadian Age: 41

How old are you?

1C Student A Look at the people and the possessions. Take turns asking and answering questions with Student B. Find out who the following possessions belong to. You can only answer Yes or No. Is it Eliza’s pen? Are they the children’s candies?

?

?

?

?

Sarah

the students

the children

Eliza

the Johnsons

Tom

Sadiq

the teacher

1D Student A 1 Look at the contacts. Ask Student B for the missing phone numbers and e-mail addresses. Ask for clarification if you don’t understand. A What’s Emi’s cell-phone number?

2 Now listen and answer Student B’s questions about the contacts.

Contact Mobile Email

Emi

Contact Mobile Email

Jeff 1-917-555-6321

Contact Mobile Email

Liz

Contact Mobile Email

Ravi 1-302-555-8930

[email protected]

[email protected]

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328

EXTRA PRACTICE Workbook page 00; photocopiable activity 0.0

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COMMUNICATION PRACTICE

1A

1D

All “Student A” sts should go to SB page 158. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 167. See TB page 346 for the Student B activity. Ask sts to read through the instructions for the activity. Ask them to read the details on their identity card. This will be in exercise 1 for A sts and exercise 2 for B sts. Read through the questions with the class and make sure sts understand them all. Sts then work in pairs to ask their questions and answer their partner’s questions. Remind them to note down their partner’s answers. Monitor while they are working, and note down any errors with the target language. Sts can look at their partner’s information to check their answers. Ask who managed to write all the details about their partner correctly. Correct any errors you noticed in a feedback session at the end.

1C All “Student A” sts should go to SB page 158. See the SB page opposite for the Student A activity.

All “Student A” sts should go to SB page 158. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 167. See TB page 346 for the Student B activity. Ask sts to read through the instructions for the activity. Point out that they each have some information about their contacts, but they each have some information missing. Model pronunciation of the four names in the contacts. Read out the example question, and elicit the other question that sts will need to ask: What’s (Jeff’s) e-mail address? With weaker classes, you could quickly review how to say phone numbers and e-mail addresses in English by writing one or two fictitious numbers and addresses on the board. Sts then work in pairs and take turns asking and answering their questions. Monitor while they are working, and note down any errors with the target language. Sts can check their answers by looking at their partner’s contact information. Get feedback on who managed to write the phone numbers and e-mail addresses correctly, and what difficulties sts had. Correct any errors you noticed in a feedback session at the end.

All “Student B” sts should go to SB page 167. See TB page 346 for the Student B activity. Ask sts to read through the instructions for the activity. Point out to students that they each have some pictures of people with possessions, and they also each have some people and possessions that are not matched with each other. Explain that they have to ask questions to find out which possession belongs to each person. Check that sts know the words for all the possessions, and then model pronunciation of all the names. Read out the example questions, and elicit one or two more example questions. Sts then work in pairs and take turns asking and answering their questions. Monitor while they are working and note down any errors with the target language. Elicit who all the possessions belong to by calling out each possession in turn and eliciting a sentence saying who it belongs to, e.g., Candies? They’re the children’s candies. Correct any errors you noticed in a feedback session at the end. Answers sunglasses – Sadiq's candies – the children's pen – the teacher's tablet – Eliza's keys – the Johnsons' books – the students' umbrella – Tom's phone – Sarah's

40

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COMMUNICATION PRACTICE

2A Student A 1 Listen to Student B and complete the descriptions. Mark is a 1

2 Now describe these people to your partner.

. He 2

in a . He’s from 4 , but he 5 in Toronto. He 6 in the on the weekend. evening, and he 7

MAYER Job: mechanic / fixes cars Place of work: garage From: Warsaw Lives: Berlin

3

. She 9 . Paula is a 8 , but she 11 in She’s from 10 in the evening, but she Manchester. She 12 13 on the weekend.

VIVIANA

Works: evening ✘ weekend ✔

Job: teacher / teaches English Place of work: elementary school From: Lisbon Lives: Rio de Janeiro Works: evening ✘ weekend ✘

2C Student A 1 You want a roommate who has a job, likes music, and cooks. Student B’s friend, Jon, needs a room. Ask Student B questions. Is Jon a good roommate for you? 1 where / he / live? 2 what / he / do? 3 what / he / do / free time?

bad

2

4 he / cook? 5 he / like / music?

Student B wants a roommate. Your friend, Helen, needs a room. Answer Student B’s questions about Helen. Helen lives with her mother. She works in an office. After work, she goes to the gym. She doesn’t stay at home every night – she goes out a lot with her friends. She doesn’t like cats.

OK

good

3A Student A

Flora

1 How often does Flora do these things? Ask Student B. A How often does Flora go to the movies? B She goes to the movies three times a month.

2 Answer Student B’s questions about Justin.

go to the movies

never

2

cook in the evening

four times a week

3

play online games

every day

4

see his/her grandparents

often

5

go running

twice a week

6

listen to the radio

sometimes

3C Student A

Sophia

Sophia and Sam are a couple. Ask Student B questions about Sam, and answer Student B’s questions about Sophia. Find the following: One thing that Sophia and Sam both love One thing that Sophia and Sam both like One thing that Sophia and Sam both hate A Does Sam like art?

Justin

1

love

like

hate

art

cook

jazz

walk the dog

soccer

go shopping

have a picnic

go out for dinner

watch TV

do yoga

read magazines

visit family

B No. He hates it!

3D Student A You want to meet Student B for coffee this weekend. You’re free at the following times. Ask and answer questions to find a time when you’re both free. A Would you like to go out for coffee at 10 o’clock on Saturday morning? B I’m sorry, I can’t.

SATURDAY

SUNDAY

Free time 10:00 a.m. – 11:30 a.m. 2:30 p.m. – 3:00 p.m. 6:30 p.m. – 8:30 p.m. 10:00 p.m. – 11:00 p.m.

Free time 11:00 a.m. – 3:00 p.m. 4:45 p.m. – 6:00 p.m.

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2A All “Student A” sts should go to SB page 159. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 168. See TB page 347 for the Student B activity. Ask sts to read through the instructions for the activity. Point out that they each have some information about two people. This will be in exercise 2 for A sts and exercise 1 for B sts. Point out that they also each have a text to complete about two people their partner knows about. This will be in exercise 1 for A sts and exercise 2 for B sts. Ask sts to read through their information and fill-in-theblank text, and think about how they can describe the people on their sheet. With weaker classes, you could put sts into AA and BB pairs to prepare how they are going to describe their people. Sts then work in pairs and take turns describing their people. Their partner listens and completes their fill-inthe-blank text. Monitor while they are working and note down any errors with the target language. Sts can check their answers by reading back their completed text to their partner. Their partner can confirm the details. Correct any errors you noticed in a feedback session at the end.

2C All “Student A” sts should go to SB page 159. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 168. See TB page 347 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they each want a new roommate. Ask them to read through the kind of roommate they are looking for. This will be in exercise 1 for A sts and exercise 2 for B sts. Elicit the questions they will need to ask, using the prompts. Point out that they each have information about a possible roommate. This will be in exercise 2 for A sts and exercise 1 for B sts. Ask them to read through this information and make sure they understand everything. Sts then work in pairs to ask their questions, and decide if the person is a good roommate for them. Monitor while they are working and note down any errors with the target language. Get feedback on whether each person is a good roommate or not, and why. Correct any errors you noticed in a feedback session at the end.

3A All “Student A” sts should go to SB page 159. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 168. See TB page 347 for the Student B activity. Ask sts to read through the instructions for the activity. Point out to sts that they each have information about one

person, and they have another person they need to find information about. Allow sts time to read the list of things they must ask questions about. Check they understand everything. Read out the example question and answer. Elicit some other possible answers, using frequency adverbs, e.g., She never goes to the movies. Point out the different position of frequency adverbs and expressions. Sts then work in pairs to ask and answer questions about the people, and complete the table. Monitor while they are working and note down any errors with the target language.

3C All “Student A” sts should go to SB page 159. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 168. See TB page 347 for the Student B activity. Ask sts to read through the instructions for the activity. Ask them to look at the information they have about either Sam or Sophia. Ask them to read through the information, and make sure they understand everything. Read out the three things sts must find, and check they understand both. Read out the example question and answer. Elicit another example question from an A student, and elicit the answer from a B student. Sts then work in pairs and take turns asking and answering questions. Monitor while they are working and note down any errors with the target language. Elicit the answers to the three things sts needed to find out, and then correct any errors you noticed in a feedback session at the end. Answers They both love walking the dog. They both like soccer. They both hate going shopping.

3D All “Student A” sts should go to SB page 159. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 168. See TB page 347 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they want to meet this weekend, but they are only free at certain times. Ask an A student to read out their example question and answer, and then ask a B student to read out their example question and answer. Elicit some other possible ways of responding to the invitation. You could write the expressions from the Skill box on page 29 on the board, for sts to refer to. Sts then work in pairs and take turns asking and answering questions and agree when they can meet. Monitor while they are working and note down any errors with the target language. Elicit the times that sts agreed to meet. Correct any errors you noticed in a feedback session at the end. 331

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4A Student A 1 Look at the pictures of Zak. Ask Student B questions about the missing information. Write the missing times or time expressions. Answer Student B’s questions. A When does Zak wake up? B He wakes up at …

1

2 8:15

3

4 noon

5

6 midnight

7

8 Friday nights

9

10 weekend

11

12 winter

2 Compare with Student B. Do you have the same times?

4C Student A Take turns describing your picture to Student B and listen to Student B’s description. Find six differences between your picture and Student B’s picture. Say what the people are doing. A In my picture, Clare and John are eating.

Sarah David

Clare

John

B In my picture, they’re not eating. They’re …

Rob

Amber

Alex

Jess

Ellie

Joe

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4A

4C

All “Student A” sts should go to SB page 160. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 169. See TB page 348 for the Student B activity. Ask sts to read through the instructions for the activity. Point out that they each have some information about Zak, but they also have some information missing. Explain that they should ask their partner questions so that they can add times to the activities that have no times. Allow sts time to complete the information. Sts then work in pairs to ask and answer questions and see if they have the same activities and times as their partner. Ask them to note down any differences. Monitor while they are working and note down any errors with the target language. Get feedback on which of their times and activities were the same, and which were different. Correct any errors you noticed in a feedback session at the end. Answers The activities are: 1 wake up – at 7:25 2 walk the dog – at 8:15 3 work in an office – from 9:00 to 5:30 4 have lunch – at noon 5 watch TV – from 10:00 to 11:45 p.m. 6 go to bed – at midnight 7 go to a Spanish class – on Wednesday evenings 8 meet friends – on Friday nights 9 go for a run – on Saturday mornings 10 visit relatives/his mother/his grandmother – at/during the weekend 11 play golf – in summer 12 go on vacation – in winter

All “Student A” sts should go to SB page 160. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 169. See TB page 348 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they each have a picture showing people doing different activities, but there are six differences between their pictures. Ask sts to look at their picture and think about how to describe what the people are doing. With weaker classes, sts could work in AA and BB pairs to prepare their descriptions. Read out the example sentences. Sts then work in pairs and take turns describing their pictures and find the differences. Monitor while they are working and note down any errors with the target language. Sts can compare their pictures to check their answers. Get feedback on the differences sts noticed, and the ones they missed. Correct any errors you noticed in a feedback session at the end. Possible answers Student A’s picture Clare and John are having a meal/eating (at a restaurant). Sarah is carrying a baby. Alex and Ellie are running / going running. Amber is looking at her laptop. Jess is walking a dog. David is waiting for a bus. Student B’s picture Clare and John are buying some fruit (at the grocery store). Sarah is talking on her phone. Alex, Ellie and Noah are going to the café. Amber is carrying two (shopping) bags. Jess is reading a newspaper / having a coffee. David is having a meal/eating (at a restaurant).

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5A Student A 1 Look at the pictures. Describe Eric to Student B. Use the words in the boxes to help you. have

wear

go to work

by bike

toast

by bus

jeans and a shirt

Eric usually …

a suit

eggs

But today, he …

2 Listen to Student B’s description. Complete the sentences about Emily. 1 Emily usually has 2 She usually wears 3 She usually goes to work

for breakfast, but today she’s having , but today she’s wearing . , but today she’s going

. .

3 Check your pictures and sentences with Student B. Do the sentences describe the pictures correctly?

5C Student A Ask Student B about Alisha and complete the chart. Answer Student B’s questions about Artur. A Can Alisha speak a foreign language? B Yes, she can. She can speak Italian.

Can he/she …

Artur

Alisha

… speak a foreign language?

Yes (English and German)

… dance?

No

… play a musical instrument?

No

… ride a horse?

No

… take good photos?

Yes

… cook?

Yes (Polish food)

… fix things?

Yes (bikes)

5D Student A 1 You are a customer in a department store. Student B is a salesclerk. Student B begins the conversation. Ask him/her these questions. Yes, please. Do you sell coats?

Do you have this coat in gray?

Can I pay with this credit card?

How much is it?

2 You are a salesclerk in a department store. Student B is a customer. Begin the conversation with him/her. Use these sentences. Do you need any help?

We have them in black, blue, green, and gray.

Can I try it on?

Great. Thanks.

Yes, we do. Here are some in a 28.

Yes, of course.

They’re near the shoes. I’ll show you.

I’m not sure. Let me ask someone. One moment. … They’re 60 dollars.

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5A

5D

All “Student A” sts should go to SB page 161. See the SB page opposite for the Student A activity.

All “Student A” sts should go to SB page 161. See the SB page opposite for the Student A activity.

All “Student B” sts should go to SB page 170. See TB page 349 for the Student B activity.

All “Student B” sts should go to SB page 170. See TB page 349 for the Student B activity.

Ask sts to read through the instructions for the activity. Explain that they each have some pictures with information about a person. These will be in exercise 1 for A sts and exercise 2 for B sts. Allow sts time to look at the pictures and prepare their description of their person. They should say (1) what the person usually has for breakfast and what they are having today; (2) what the person usually wears and what they are wearing today; (3) how the person usually goes to work and how they are going to work today. With weaker classes, sts could work in AA and BB pairs for this. Remind them that we use the present simple for habits, and the present continuous for things that are happening today.

Ask sts to read through the instructions for the activity. Explain that they will take turns being a customer and a salesclerk, and have a conversation. In each case, the salesclerk will start the conversation. Point out that this will be exercise 2 for A sts and exercise 1 for B sts. Ask sts to read through their sentences and make sure they understand everything. Elicit the sentence that B sts will use to start the conversation in exercise 1 (Hello. Can I help you?).

When sts have prepared their descriptions, explain that they each have some fill-in-the-blank sentences about their partner’s person. These will be in exercise 2 for A sts and exercise 1 for B sts. Allow sts time to read through the sentences and make sure they understand everything. Sts then work in pairs and take turns describing their person. Their partner listens and completes the sentences. Sts can check their answers by comparing their sentences with their partner’s pictures. Monitor while they are working and note down any errors with the target language. Get feedback on how easy or difficult they found the task. Correct any errors you noticed in a feedback session at the end.

Sts then work in pairs to role play their conversations. Monitor while they are working and note down any errors with the target language. Encourage them to practice each conversation more than once, to help them become more fluent. Get feedback on how polite and helpful the salesclerks were. Correct any errors you noticed in a feedback session at the end.

5C All “Student A” sts should go to SB page 161. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 170. See TB page 349 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they each have some information about the things a person can and can’t do, and they each have to find out information about another person. Allow sts time to read the through the table, and make sure they understand all the abilities. Explain that sts will take turns asking questions. Read out the example question and elicit another example question and answer. Sts then work in pairs to ask and answer questions and complete their tables. Monitor while they are working and note down any errors with the target language. Sts can check their answers by comparing their tables. Ask individual sts to say some sentences about what the people can and can’t do. Correct any errors you noticed in a feedback session at the end.

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6A Student A 1 Look at the picture and the objects in the box. Ask Student B questions to find out where they are. mirror

pictures

books

ball

A Is there a mirror above the bed?

B No, there’s not.

?

?

? ?

2 Answer Student B’s questions about his/her missing objects. You can only answer yes or no.

6C Student A 1 A Look at the information about three cities. Ask Student B for the missing information and write it in the chart. A Is the market in Blue City busy?

B Yes. It’s very busy.

B Answer Student B’s questions. Blue City mosque – really beautiful

Yellowtown

✔

beach – clean?

market – busy? museum – really interesting

Greenville Old Town – really pretty

restaurants – not very expensive

✔

✘

local people – friendly?

art gallery – good?

hotels – really nice

food and drink – not expensive at all

✘

✔

cathedral – beautiful? Central Park – not very clean

✔

✘

river – clean?

museum – interesting?

monuments – not very famous

✘

2 Decide which city you want to visit in pairs. A I want to go to Yellowtown because it has really nice hotels.

B Yes, but the beach isn’t very clean.

7A Student A 1

Look at the two recipes. Ask Student B if he/she has the food items. Which dish can you cook? A Do you have any eggs? B Yes. I have six.

Omelet

Stirfry

3 eggs 1 onion potatoes 1 pepper cheese

rice 2 peppers 2 carrots 2 onions chicken

2 Look at the food in your kitchen. Answer Student B’s questions. B Do you have any beef? A Yes, I do.

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7A

6A All “Student A” sts should go to SB page 162. See the SB page opposite for the Student A activity.

All “Student A” sts should go to SB page 162. See the SB page opposite for the Student A activity.

All “Student B” sts should go to SB page 171. See TB page 350 for the Student B activity.

All “Student B” sts should go to SB page 171. See TB page 350 for the Student B activity.

Ask sts to read through the instructions for the activity. Explain that they each have a picture of the same room, but some objects are missing from each of their pictures. They need to ask questions to find where the objects are. Allow sts time to read through their list of missing objects, and make sure they understand them all. Point out that they will need to use prepositions of place to find out where the objects are. Read out the example question, and elicit other prepositions of place that sts will use, e.g., under, next to, across from.

Ask sts to read through the instructions for the activity. Explain that they each have a list of ingredients that they need. These will be in exercise 1 for A sts and exercise 2 for B sts. Allow sts time to read through their list of ingredients and make sure they understand everything. Explain that they also have a picture with ingredients they have in their kitchen cabinet. This will be in exercise 2 for A sts and exercise 1 for B sts. Allow sts time to look at the picture and make sure they know all the words for the foods. Read out the example questions and answers.

Sts then work in pairs to ask and answer their questions and find out where their missing objects are. Monitor while they are working and note down any errors with the target language. Sts can check their answers by looking at their partner’s picture. Correct any errors you noticed in a feedback session at the end.

Sts then work in pairs and take turns asking their partner which food items they have and deciding which dish they can cook. Monitor while they are working and note down any errors with the target language. Elicit which dish each student can cook and why. Correct any errors you noticed in a feedback session at the end.

Answers

Answers

A mirror – next to the closet pictures – above the bed books – on the table / next to the TV/computer ball – under the table B shoes – in the closet clock – above the pictures shelves – above the TV/computer lamp – next to the closet/table

Student A can cook a stirfry. Student B can cook spaghetti Bolognese.

6C All “Student A” sts should go to SB page 162. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 171. See TB page 350 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they each have some information about three cities, and they need to ask questions to find out more information. Allow sts time to read through the information, and make sure they understand everything. Read out the example question and answer, and then allow sts time to prepare the questions they need to ask to find their missing information. With weaker classes, sts could work in AA and BB pairs for this. Sts then work in pairs and take turns asking and answering questions and complete the table. They can check their answers by looking at their partner’s table. Sts then discuss which city they want to visit and why. Monitor while they are working and note down any errors with the target language. Ask individual sts to tell the class which city they and their partner want to visit and why. Correct any errors you noticed in a feedback session at the end.

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7C Student A 1 Read about the Mediterranean diet. Ask Student B about the food items in the box and complete the sentences. A Can you eat any cheese on the Mediterranean diet? B Yes, but you can’t eat much.

2 Read about the Paleo diet. Look at the pictures and answer Student B’s questions. B Can you eat any bananas on the Paleo diet? A Yes, but you can’t eat many.

cheese fish lemons onions olive oil pastries tomatoes meat eggs oranges candy

THE PALEO DIET

The Paleo diet is similar to what people ate 2.5 million years ago. You can only eat natural food. If you want to try the Paleo diet, follow these rules:

The Mediterranean diet People who live near the Mediterranean Sea usually live for a long time and are healthy. If you want to try the Mediterranean diet, follow these rules:

?

You can eat a lot of:

.

You can’t eat much/many:

.

You can’t eat any:

.

You can eat a lot of: You can’t eat much/many: You can’t eat/drink any:

7D Student A 1 You are a waiter. Read each sentence to your partner and wait for his/her response. Read the next sentence. Sentences 1 and 2 are on the telephone. 1 2 3 4

Good afternoon, The Red Lion Restaurant. How can I help? For how many people? Hello. How can I help you? Are you ready to order?

8A Student A 1 Read the facts for each decade to Student B. Don’t say the decade! Ask him/her to guess the decade. 2 Now listen to Student B’s facts. Try to guess the decade. Is it the nineteen eighties? Is it the two thousands?

5 6 7 8 9

Would you like a starter? And what would you like for the main course? Would you like that with French fries or salad? Can I get you any drinks? Would you like anything for dessert?

2 Now switch roles and repeat the activity. You are Student B. Go to page 172.

GUESS THE DECADE! In this decade … • people had black-and-white TVs. • the Russians sent the first satellite into space. • John Wayne, Frank Sinatra, and Marilyn Monroe were popular Hollywood stars. Answer: the 1950s (“nineteen fifties”)

8C Student A 1 Look at the information in the chart. Take turns telling Student B facts about the people, using the simple past. Listen and complete the chart with Student B’s information. A Paulo was born in Recife, in Brazil.

2 Compare your information with Student B. Is it the same?

In this decade … • the Summer Olympics were in China. • some countries in Europe had a new type of money. • a lot of people bought a GPS. Answer: the 2000s (“two thousands”)

Paulo be born in

Recife, in Brazil

want to be / when he/she / be / a child study / in college

Daria St. Petersburg, in Russia

a pilot French

travel to cook / for dinner last night

Emma

medicine Peru in 2015

lasagna

play

steak chess on the weekend 163

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7C

8A

All “Student A” sts should go to SB page 163. See the SB page opposite for the Student A activity.

All “Student A” sts should go to SB page 163. See the SB page opposite for the Student A activity.

All “Student B” sts should go to SB page 172. See TB page 351 for the Student B activity.

All “Student B” sts should go to SB page 172. See TB page 351 for the Student B activity.

Ask sts to read through the instructions for the activity. Point out that they each have information about a particular kind of diet. This will be in exercise 2 for A sts and exercise 1 for B sts. Point out that they also have information about a second kind of diet, with some information missing. This will be in exercise 1 for A sts and exercise 2 for B sts.

Ask sts to read through the instructions for the activity. Point out that they each have some information about different decades to read to their partner. Their partner must listen and guess the decades. Allow sts time to read through their information and make sure they understand everything.

Allow sts time to read the information about the different diets to make sure they understand everything and know the words for all the food items that are shown. Read out the example questions and answers. Sts then work in pairs to ask and answer questions and complete the information about the diets. Monitor while they are working and note down any errors with the target language. They can check their answers by looking at their partner’s sheet. Get feedback on who managed to complete the information successfully. Ask: Which diet would you prefer to follow? Why? Correct any errors you noticed in a feedback session at the end. Answers Mediterranean diet You can eat a lot of fish, lemons, tomatoes, onions, oranges, olive oil. You can't eat much cheese, eggs, meat. You can't eat any cake or candy. Paleo diet You can eat a lot of meat, eggs, nuts, fish. You can't eat many bananas, potatoes, apples. You can't eat/drink any bread, cheese, coffee, milk.

7D All “Student A” sts should go to SB page 163. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 172. See TB page 351 for the Student B activity.

Sts then work in pairs and take turns reading their information to their partner and guessing the decades. Monitor while they are working and note down any errors with the target language. Get feedback on who guessed the decades correctly. Correct any errors you noticed in a feedback session at the end.

8C All “Student A” sts should go to SB page 163. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 172. See TB page 351 for the Student B activity. Ask sts to read through the instructions for the activity. Point out that they each have some information about different people, but they each have some information missing. Explain that they will take turns giving their partner the information they have, using the past simple, and they will complete the chart with the information their partner gives them. Allow sts time to read through their information and prepare what they are going to say. With weaker classes, sts could work in AA and BB pairs for this. Sts then work in pairs and take turns reading their information to their partner and completing the chart. Monitor while they are working and note down any errors with the target language. Sts can check their answers by looking at their partner’s chart. Correct any errors you noticed in a feedback session at the end.

Ask sts to read through the instructions for the activity. Point out that they each have some sentences that are part of two conversations. The first conversation is on the phone, and the second is in a restaurant. Explain that Student A’s sentences are in the correct order, but Student B’s sentences are not in the correct order, and they must choose a suitable response each time Student A says a sentence. Allow sts time to read through their sentences and make sure they understand everything. Demonstrate the activity by asking a Student A to read out their first sentence. Elicit a suitable response from a Student B (I’d like to reserve a table for Wednesday evening, please). Sts then work in pairs to have their conversations. Encourage sts to switch roles and practice again, to try to sound more fluent. Check answers by asking some pairs to perform their conversations for the class. 339

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9A Student A Ask Student B simple past questions to complete the text about Fabia’s elementary school. Answer Student B’s questions. A Where was Fabia’s school? B It was one mile from her house.

Finland has one of the best education systems in the world. Read about Fabia’s time in elementary school. I didn’t go to nursery school or kindergarten. I started elementary school when I was seven years old. My school was 1 (where?). I went to school by bus every day. I2 school (did / enjoy?)! Classes started at nine o’clock in the morning. There were fifteen students in my class, and I always sat next to 3 (who?). My teacher’s name was Johannes, and he was our teacher for six years. My favorite subjects were 4 (what?), and I still love learning foreign languages now. I hated math, and I was bad at 5 (what subjects?).

9C Student A Take turns reading the sentences with Student B. Student B finishes your sentences and you finish Student B’s sentences.

Your sentences

Student B’s sentences

1

Jenna is studying Spanish. She’s planning …

… to save some money every month.

2

Saul wants to be a doctor. He needs …

… to spend some time in the U.S. to improve it.

3

Carlotta eats a lot of junk food. She wants …

… to improve their relationship.

4

Hans wants to lose weight. He’d like …

… to do a course in Asian cooking.

5

Brigit doesn’t like her job. She’s hoping …

… to learn to write computer programs.

6

Sasha moved to a new city recently. She’d like …

… to get in shape this year.

9D Student A 1 Read your problems to Student B. Listen to his/her suggestion(s) and respond.

2 Listen to Student B’s problems. Sound sympathetic and make suggestions to him/her from the list below.

A I left my backpack on the bus this morning! B How terrible! Can you call the Lost and Found? A That’s a good idea.

B My boss lives in New York, and she only visits us once a year. A I’m sure it’s difficult to be so far away from her. How about

• • • • •

B I’m not sure I should. She’s very busy.

I left my backpack on the bus this morning! I have an exam tomorrow, but I don’t know the subject very well. I can’t study at home because it’s always noisy. My roommate never cleans the kitchen. My laptop stopped working last night!

asking her to visit twice a year?

• • • • •

take some time off work and visit her watch less television in the evening ask your boss to visit twice a year get more practice and take it again turn your phone off

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9A

9D

All “Student A” sts should go to SB page 164. See the SB page opposite for the Student A activity.

All “Student A” sts should go to SB page 164. See the SB page opposite for the Student A activity.

All “Student B” sts should go to SB page 173. See TB page 352 for the Student B activity.

All “Student B” sts should go to SB page 173. See TB page 352 for the Student B activity.

Ask sts to read through the instructions for the activity. Point out that they each have a text with some blanks. Explain that they are going to ask their partner questions to complete their text. Allow sts time to read through their fill-in-the-blank text to make sure they understand everything and prepare the questions they need to ask using the past simple. With weaker classes, sts could work in AA and BB pairs for this.

Ask sts to read through the instructions for the activity. Explain that they each have some problems. These will be in exercise 1 for A sts and exercise 2 for B sts. Allow sts time to read through their problems and check they understand everything. Point out that they each have some ideas to help them give advice. These will be in exercise 2 for A sts and exercise 1 for B sts.

Sts then work in pairs and take turns asking their questions and completing their texts. Monitor while they are working and check they are formulating the questions correctly. Sts can check their answers by looking at their partner’s text. Correct any errors you noticed in a feedback session at the end. Student A's questions 1 Where was your (elementary) school? 2 Did you enjoy school? 3 Who did you sit next to? 4 What were your favorite subjects? 5 What subjects were you bad at?

Allow sts time to read through these and check they understand everything. Read out the example conversations. Elicit some other phrases for making and responding to suggestions. You could write the phrases from the Conversation builder on page 83 on the board to help sts. Remind them to use intonation to sound sympathetic. Sts then work in pairs to tell their partner their problems, make suggestions, and respond to the suggestions. Monitor while they are working and note down any errors with the target language. Get feedback from sts on how sympathetic their partner was. Correct any errors you noticed in a feedback session at the end.

Student B's questions 1 Did you go to nursery school? 2 How did you go to school? 3 What time did classes start? 4 What was your teacher's name? 5 What subject did you hate?

9C All “Student A” sts should go to SB page 164. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 173. See TB page 352 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they each have some sentence beginnings and endings. Point out that they all use verbs that are followed by to + infinitive. Allow sts time to read through their sentence parts to make sure they understand everything. Explain that sts will take turns reading out one of their sentence beginnings. Their partner must offer a suitable ending. If they don’t think their partner’s ending is suitable, they can ask for a different one. To demonstrate, ask an A student to read out their first sentence beginning, and ask a B student to provide a suitable ending. Explain that when sts have an ending they are happy with, they should note it down. Sts then work in pairs to read out their sentence beginnings and suggest endings. Monitor while they are working and note down any errors with the target language. Ask individual sts to read out some of their completed sentences. Correct any errors you noticed in a feedback session at the end. 341

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10A Student A 1 You want to reserve a hotel for your vacation. You have two young children. Ask Student B questions to find out about the two hotels. Which one is better?

2 You are a travel agent. Answer Student B’s questions about the two hotels. Sunset Hotel

A Which hotel is nearer the beach? B The Apex Hotel is nearer the beach.

You’re looking for a hotel that is: APEX HOTEL

SEA VIEW HOTEL

near the beach quiet small friendly clean safe less expensive

Party Hotel

Price

$$$

$

Beach

100 meters

600 meters

Clubs

300 meters

10 meters

Stores

50 meters

1 kilometer

Number of rooms

60

200

Comments

modern hotel (2015) uncomfortable beds cheap food

old hotel (1970) comfortable beds expensive food

10C Student A Take turns asking and answer the trivia questions with Student B. You have different questions. Complete the questions with the superlative of the adjectives in parentheses. Score 1 point for each correct answer. Who can score the most points? The correct answers are in red. Tell Student B the extra information about the correct answers.

GENERAL KNOWLEDGE TRIVIA

A What is the cleanest city in the world? a) Calgary in Canada, b) Tokyo in Japan, or c) Florence in Italy? 1

What is

(clean) city in the world? a) Calgary in Canada

b) Tokyo in Japan c) Florence in Italy

In a 2016 survey, Calgary in Canada was the winner of “The Cleanest City” award. 2

Who was

(popular) person on Facebook in 2016? a) Daniel Radcliffe b) Cristiano Ronaldo c) Meryl Streep

In 2016, Cristiano Ronaldo had more than 107 million “Likes” on Facebook. 3

How long was

(long) pizza in the world? a) 800 meters

b) 1.8 kilometers

c) 80 meters

In 2016, 250 pizza chefs made a pizza that was 1.8 kilometers long in Naples, Italy. They used 2,000 kilograms of mozzarella cheese. 4

What soccer team has

(noisy) fans in the world? a) Arsenal in England b) Colo Colo in Chile c) Galatasaray in Turkey

The noise of Galatasaray fans at their stadium in Istanbul can reach 130 decibels – that’s louder than a jet airplane when it takes off! 5

What is

(high) capital city in the world? a) La Paz in Bolivia b) Addis Ababa in Ethiopia c) Kathmandu in Nepal

La Paz in Bolivia is 3,640 meters above sea level. For tourists, it can be hard to breathe, walk, and sleep.

11A Student A 1 Ask Student B questions about John’s job, using have to. Complete the chart with yes or no. Then guess what John’s job is. A Does John have to wear a uniform at work? B No, he doesn’t.

2 Now answer Student B’s questions about Tiffany. You can only say yes or no.

JOHN

TIFFANY Tiffany is a flight attendant.

1 wear a uniform?

Yes

2 drive at work?

No

3 work at night sometimes?

Yes

4 travel to other countries?

Yes

5 help people?

Yes

6 be in shape?

Yes

7 work alone?

No

8 speak to a lot of people?

Yes 165

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10A All “Student A” sts should go to SB page 165. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 174. See TB page 353 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they are going to role play a conversation between a customer and a travel agent. Point out that they each have some information about themselves, for when they are the customer. This will be in exercise 1 for A sts and exercise 2 for B sts. Point out that they also each have some information about hotels, for when they are the travel agent. This will be in exercise 2 for A sts and exercise 1 for B sts. Allow them time to read through the information about themselves and prepare the questions they need to ask to choose which hotel is better for them. With weaker classes, sts could work in AA and BB pairs for this, and you could check their questions before they continue with the activity. Sts then work in pairs to ask and answer the questions. Monitor while they are working and note down any errors with the target language. Ask some sts to tell the class which hotel is better for them and why. Correct any errors you noticed in a feedback session at the end. Student A's questions Which hotel is quieter? Which hotel is smaller? Which hotel is friendlier? Which hotel is cleaner? Which hotel is safer? Which hotel is not too expensive? Student B's questions Which hotel is nearer the clubs? Which hotel is better for shopping? Which hotel is bigger? Which hotel is more modern? Which hotel is more comfortable? Which hotel is cheaper?

10C All “Student A” sts should go to SB page 165. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 174. See TB page 353 for the Student B activity. Ask sts to read through the instructions for the activity. Point out that they each have some quiz questions to ask their partner. Allow sts time to read through their questions and make sure they understand everything, then allow them time to complete them using superlative adjectives. With weaker classes, sts could work in AA and BB pairs for this, and you could check their questions before they continue with the activity.

Sts then work in pairs to read their quiz questions to each other and choose the correct answers. Monitor while they are working and note down any errors with the target language. Get feedback on who guessed the most answers correctly. Correct any errors you noticed in a feedback session at the end. Student A's questions - superlatives 1 the cleanest 2 the most popular 3 the longest 4 the noisiest 5 the highest Student B's questions - superlatives 1 the happiest 2 the most expensive 3 the biggest 4 the cheapest 5 the tallest

11A All “Student A” sts should go to SB page 165. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 174. See TB page 353 for the Student B activity. Ask sts to read through the instructions for the activity. Point out to sts that they each have information about one person’s job, and they have another person they need to find information about. Allow sts time to read the list of things they must ask questions about. Check they understand everything. Read out the example question and answer, and point out to sts that they should ask all their questions using have to. With weaker classes, sts could work in AA and BB pairs to prepare their questions. Sts then work in pairs to ask and answer questions about the people and complete the chart. Monitor while they are working and note down any errors with the target language. They can check their answers by looking at their partner’s chart. Correct any errors you noticed in a feedback session at the end. Questions 2 Does John/Tiffany have to drive at work? 3 Does he/she have to work at night sometimes? 4 Does he/she have to travel to other countries? 5 Does he/she have to help people? 6 Does he/she have to be in shape? 7 Does he/she have to work alone? 8 Does he/she have to speak to a lot of people? Answers Yes, he/she does. / No, he/she doesn't.

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11C Student A

You

1 Ask Student B about his/her vacation plans and complete the chart. Use be going to. A Where are you going to go? B I’m going to go to Lima in Peru.

2 Now answer Student B’s questions about your vacation plans. Use the information in the chart.

Student B

1 Where / go?

Crete, Greece

2 When / go?

June 10th

3 Who / go with?

my family

4 How / travel?

boat

5 Where / stay?

apartment

6 What / do?

relax by the pool go to the beach play tennis go surfing

7 When / return?

June 24th

11D Student A 2 You are the receptionist at the Castle Hotel. Greet the guest, ask for 1 You are Karol. You are checking in at the Sea View Hotel. Tell the his/her reservation information, and give him/her the information receptionist about your reservation, answer his/her questions, and ask he/she asks for. for the missing information. Check anything that you aren’t sure about. Your name

Karol Lisicki

Guest name

?

Type of room

Deluxe room

Type of room

?

Number of nights

2

Number of nights

?

Discount?

?

Discount?

NO

Breakfast included?

?

Breakfast included?

YES

WiFi password

?

WiFi password

THECASTLE99

Room number and floor

?

Room number and floor

357, third floor

B Welcome to the Sea View Hotel. Checking in? A Yes. I reserved a room in the name of ...

12A Student A

12C Student A

1 Ask and answer questions with Student B about the people in the chart. Use the present perfect + ever.

1 Ask Student B questions with the prompts. Use the present perfect + ever for question “a,” and the simple past for question “b.” Then decide if you think his/her answer is true.

A Has Henry ever been to a music festival?

Nadia go to a music festival

Henry

Elena

✘

✔

✘

watch a basketball game

✔ ✔

climb a mountain study a foreign language

✘

✘

✘

✘ ✔

✔

✘

✘

dance all night sing in a band

Oliver ✔

see the Mona Lisa in Paris travel to another continent

B Yes, he has.

✘

✘

2 Now imagine that you work for a dating agency. Work with Student B. Which two of the four people have the most similar interests?

A B A B A B

Have you ever met a famous person? Yes, I have. Who did you meet? I met Penélope Cruz. I think that’s true. No, it’s not true!

a a a a a a

you / meet a famous person? you / win / a competition? you / buy / flowers for someone? you / be / the U.S.? you / see / the same movie several times? you / eat / sushi?

b b b b b b

Who / you / meet? What / you / win? Who / you / buy them for? Which cities / you / visit? Which movie / be / it? What / you think of it?

2 Now answer Student B’s questions. For question “a,” answer Yes, I have. Invent information for each question “b,” if necessary.

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11C

12A

All “Student A” sts should go to SB page 166. See the SB page opposite for the Student A activity.

All “Student A” sts should go to SB page 166. See the SB page opposite for the Student A activity.

All “Student B” sts should go to SB page 175. See TB page 354 for the Student B activity.

All “Student B” sts should go to SB page 175. See TB page 354 for the Student B activity.

Ask sts to read through the instructions for the activity. Point out to sts that they each have information about their own vacation plans, and they need to ask questions to find out about their partner’s vacation plans.

Ask sts to read through the instructions for the activity. Point out that they each have some information about the activities the people in the chart have and haven’t done, but they each have some information missing.

Allow sts time to read the list of things they must ask questions about and prepare their questions. With weaker classes, sts could work in AA and BB pairs for this. Read out the example question and answer.

Allow sts time to read through the chart and make sure they understand everything. Model pronunciation of the four names in the chart. Read out the example question, and elicit one or two more questions that sts will need to ask using Has ... ever ...? Remind sts that we ask: Has ... ever been to a music festival? NOT Has ... ever gone to a music festival?

Sts then work in pairs to ask and answer questions about their vacation plans and complete the chart. Monitor while they are working and note down any errors with the target language. They can check their answers by looking at their partner’s chart. Correct any errors you noticed in a feedback session at the end. As an extension, sts could make a similar chart with their own ideas for their vacation plans. They could then repeat the activity with a different partner.

11D All “Student A” sts should go to SB page 166. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 175. See TB page 354 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they are going to role play a conversation between a tourist and a hotel receptionist. Point out that they each have some information about themselves, for when they are the tourist. This will be in exercise 1 for A sts and exercise 2 for B sts. Point out that they also each have a chart to complete, for when they are the hotel receptionist. This will be in exercise 2 for A sts and exercise 1 for B sts. Allow them time to read through the information about themselves and prepare the questions they need to ask when they are the hotel receptionist. With weaker classes, sts could work in AA and BB pairs for this, and you could check their questions before they continue with the activity. Sts then work in pairs to ask and answer the questions and complete the chart. Monitor while they are working and note down any errors with the target language. Sts can check their answers by looking at their partner’s chart. Correct any errors you noticed in a feedback session at the end.

41

Sts then work in pairs and take turns to ask and answer their questions and complete the chart. Monitor while they are working and note down any errors with the target language. Sts can check their answers by looking at their partner’s chart. Sts then work in their pairs and decide which of the people have the most similar interests. Get feedback on their answers, and ask them to provide reasons for their answer. Correct any errors you noticed in a feedback session at the end. Ask: Which of the activities in the chart have you done?

12C All “Student A” sts should go to SB page 166. See the SB page opposite for the Student A activity. All “Student B” sts should go to SB page 175. See TB page 354 for the Student B activity. Ask sts to read through the instructions for the activity. Explain that they are going to ask their partner questions about things they have done, and when they answer their partner’s questions, they must answer Yes, I have and invent some details of their experience. Their partner must then decide if their answer is true or false. Allow sts time to read through the prompts and prepare their questions. Point out that they should use the present perfect for the a questions and the past simple for the b questions. With weaker classes, sts could work in AA and BB pairs to prepare their questions. Sts then work in pairs to ask and answer questions and decide which of their partner’s answers are true. Monitor while they are working and note down any errors with the target language. Get feedback on who guessed their partner’s false answers correctly. Correct any errors you noticed in a feedback session at the end.

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1A Student B 1 This is Student A. Ask questions and complete the information.

2 You are Li. Listen and answer Student A’s questions.

What’s your name? How do you spell it? Where are you from? Name: Li Yang Nationality: Chinese Age: 24

How old are you?

1C Student B Look at the people and the possessions. Take turns asking and answering questions with Student A. Find out who the following possessions belong to. You can only answer Yes or No. Is it Tom’s phone? Is it the Johnsons’ umbrella?

?

?

?

?

Sarah

the students

the children

Eliza

the Johnsons

Tom

Sadiq

the teacher

1D Student B 1 Look at the contacts. Listen and answer Student A’s questions. 2 Now ask Student A for the missing phone numbers and e-mail addresses. Ask for clarification if you don’t understand. B What’s Emi’s e-mail address?

Contact Mobile Email

Emi 0034666063267

Contact Mobile Email

Jeff

Contact Mobile Email

Liz 1-310-555-8274

Contact Mobile Email

Ravi

[email protected]

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2A Student B 1 Describe these people to your partner.

2 Now listen to Student A and complete the descriptions. Mayer is a 1

MARK Job: nurse / in a hospital From: Chicago Lives: Toronto Works: evening ✔ weekend ✔

3 5

but he 7 PAULA

. He 2 in a . He’s from 4 , but he in Berlin. He 6 in the evening, on the weekend.

Viviana is a 8

. She 9 in a . She’s from 11 , but she 12 in Rio de Janeiro. She 13 in on the weekend. the evening, and she 14

Job: chef / cooks Japanese

10

food From: Sydney Lives: Manchester Works: evening ✘ weekend ✔

2C Student B 1 Student A wants a roommate. Your friend, Jon, needs a room. Answer Student A’s questions about Jon.

2

Jon lives with his parents. He’s a student. In his free time, he plays the guitar. He doesn’t cook. He has a girlfriend. He loves music.

You want a roommate who has a job, doesn’t stay home every night, and likes cats (you have one). Student A’s friend, Helen, needs a room. Ask Student A questions. Is Helen a good roommate for you? 1 where / she / live ? 2 what / she / do ? 3 what / she / do / after work ?

bad

OK

3A Student B 1 Answer Student A’s questions about Flora. A How often does Flora go to the movies? B She goes to the movies three times a month.

2 How often does Justin do these things? Ask Student A.

4 she / stay home / every night ? 5 she / like / cats ?

good

Flora 1

go to the movies

three times a month

2

cook in the evening

rarely

3

play online games

never

4

see his/her grandparents

every day

5

go running

once a week

6

listen to the radio

often

Justin

3C Student B Sophia and Sam are a couple. Ask Student A questions about Sophia, and answer Student A’s questions about Sam. Find the following: One thing that Sophia and Sam both love One thing that Sophia and Sam both like One thing that Sophia and Sam both hate B Does Sophia like doing yoga? A Yes. She loves it!

Sam love

hate

jazz

soccer

cook

go out for dinner

have a picnic

go shopping

walk the dog

watch TV

art

visit family

do yoga

read magazines

3D Student B You want to meet Student A to go running this weekend. You’re free at the following times. Ask and answer questions to find a time when you’re both free. B Would you like to go running at 8:45 on Saturday morning? A I’m sorry, I can’t.

like

SATURDAY

SUNDAY

Free time 8:30 a.m. – 10:00 a.m. 1:30 p.m. – 2:30 p.m. 5:30 p.m. – 6:30 p.m.

Free time 12:00 p.m. – 4:00 p.m. 7:30 p.m. – 9:30 p.m.

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4A Student B 1 Look at the pictures of Zak. Ask Student A questions about the missing information. Write the missing times or time expressions. Answer Student A’s questions. B When does Zak walk the dog? A He walks the dog at ...

1 7:25

2

3 9:00 – 5:30

4

5 22:00 – 23:45

6

7 Wednesday evenings

8

9 Saturday mornings

11 summer

10

12

2 Compare with Student A. Do you have the same times?

4C Student B 1 Take turns describing your picture to Student A and listen to Student A’s description. Find six differences between your picture and Student A’s picture. Say what the people are doing. A In my picture, Clare and John are eating.

B In my picture, they’re not eating. They’re …

John Amber

David

Rob

Alex

Ellie

Clare

Sarah

Jess

Joe Noah

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5A Student B 1 Listen to Student A’s description. Complete the sentences about Eric. 1 Eric usually has for breakfast, but today he’s having 2 He usually wears , but today he’s wearing . 3 He usually goes to work , but today he’s going .

.

2 Look at the pictures. Describe Emily to Student A. Use the words in the boxes to help you. have wear go to work

pants and a sweater coffee

a skirt and a blouse

Emily usually …

by subway by car tea

 But today, she …

3 Check your pictures and sentences with Student A. Do the sentences describe the pictures correctly?

5C Student B 1 Ask Student A about Artur and complete the chart. Answer Student A’s questions about Alisha. B Can Artur play a musical instrument? A No, he can’t.

Can he/she …

Artur

Alisha

… speak a foreign language?

Yes (Italian)

… dance?

Yes (the Tango)

… play a musical instrument?

Yes (the drums)

… ride a horse?

No

… take good photos?

No

… cook?

Yes (Italian food)

… fix things?

Yes (computers)

5D Student B 1 You are a salesclerk in a department store. Student A is a customer. Begin the conversation with him/her. Use these sentences. Yes, we do. I’ll show you where they are.

Just a moment, I’ll check. Yes. Here you are.

Yes, of course. The dressing rooms are over there.

It’s 75 dollars.

Yes, we take all credit cards.

Hello. Can I help you?

2 You are a customer in a department store. Student A is a salesclerk. Student A begins the conversation. Ask him/her these questions. Great. Thanks.

And what colors are there?

Yes, please. Do you have these pants in a size 28?

Thanks. Can I try them on?

Thanks. How much are they?

Where are the dressing rooms?

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6A Student B 1 Look at the picture and answer Student A’s questions about his/her missing objects. You can only answer yes or no. A Is there a mirror above the bed?

?

B No, there’s not.

? ?

? 2 Look at the objects in the box. Ask Student A questions to find out where they are. shoes

clock

shelves

lamp

6C Student B 1 A Look at the information about three cities. Answer Student A’s questions.. B Ask Student A for the missing information and write it in the chart. B Is the mosque in Blue City beautiful?

A Yes. It’s really beautiful.

Blue City

Yellowtown

mosque – beautiful? market – very busy

beach – not very clean

✔

✘

Old Town – pretty?

restaurants – expensive?

museum – interesting? art gallery – not very good

Greenville

local people – really friendly

✘

food and drinks – expensive?

cathedral – really beautiful

✔

Central Park – clean?

hotels – nice?

river – really clean

museum – not interesting at all

✔

✘

✔

monuments – famous?

2 Decide which city you want to visit in pairs. A I want to go to Yellowtown because it has really nice hotels.

B Yes, but the beach isn’t very clean.

7A Student B 1 Look at the food in your kitchen. Answer Student A’s questions. A Do you have any eggs? B Yes. I have six.

2 Look at the two recipes. Ask Student A if he/she has the food items. Which dish can you cook? B Do you have any beef? A Yes, I do.

Kebab

beef 1 onion bread yogurt 2 peppers

Spaghetti Bolognese beef 1 onion 3 tomatoes spaghetti 1 pepper

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7C Student B 1 Read about the Mediterranean diet. Look at the pictures and answer Student A’s questions.

2 Read about the Paleo diet. Ask Student A about the food items in the box and complete the sentences.

A Can you eat any cheese on the Mediterranean diet? B Yes, but you can’t eat much.

B Can you eat any bananas on the Paleo diet? A Yes, but you can’t eat many.

bananas apples milk nuts fish meat bread eggs potatoes coffee cheese

The Mediterranean diet People who live near the Mediterranean Sea usually live for a long time and are healthy. If you want to try the Mediterranean diet, follow these rules:

THE PALEO DIET

The Paleo diet is similar to what people ate 2.5 million years ago. You can only eat natural food. If you want to try the Paleo diet, follow these rules:

You can eat a lot of: You can’t eat much/many: You can’t eat any:

You can eat/drink a lot of:

.

You can’t eat/drink much/many:

.

You can’t eat/drink any:

.

7D Student B 1 You are a restaurant customer. Listen to your partner. Choose a sentence and answer. 1 2 3 4 5

It’s for six people. Yes. Can I have the chicken soup, please? Yes. Could I have some seltzer, please? With French fries, please. I’d like to reserve a table for Wednesday evening, please.

8A Student B 1 Listen to Student A’s facts. Try to guess the decade. Is it the nineteen sixties? Is it the nineteen thirties?

2

Now read the facts for each decade to Student A. Don’t say the decade! Ask him/her to guess the decade.

6 7 8 9

Hello. We have a table reserved in the name of Cox. I’d like the steak, please. No, thank you. Could we have the check, please? Yes, we are.

2 Now switch roles and repeat the activity. You are Student A. Go to page 163.

GUESS THE DECADE! In this decade … • Space Invaders and Pac-Man were popular video games. • people first bought cell phones in stores. • the UK had its first female Prime Minister. Answer: the 1980s (“nineteen eighties”)

8C Student B 1 Look at the information in the chart. Take turns telling Student A facts about the people, using the simple past. Listen and complete the chart with Student A’s information. B Emma was born in Austin, in the U.S.

2 Compare your information with Student A. Is it the same?

In this decade … • the first Winter Olympics were in France. • jazz music was popular. • there was a new country – the USSR. Answer: the 1920s (“nineteen twenties”)

Paulo be born in

Emma Austin, in the U.S.

want to be / when he/she / be a chef / a child study / in college travel to

a doctor history

China in 2007

cook / for dinner last night play

Daria

Canada in 1998 spaghetti

golf on the weekend

volleyball yesterday afternoon

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9A Student B Ask Student A simple past questions to complete the text about Fabia’s elementary school. Answer Student A’s questions. B Did Fabia go to nursery school and kindergarten? A No, she didn’t.

Finland has one of the best education systems in the world. Read about Fabia’s time in elementary school. I1 (did / go?) to nursery school or kindergarten. I started elementary school when I was seven years old. My school was one mile from my house. I went to school 2 (how?) every day. I really enjoyed school! Classes started at 3 (what time?). There were fifteen students in my class, and I always sat next to my best friend, Emma. My teacher’s name was 4 (what?), and he was our teacher for six years. My favorite subjects were English and Swedish, and I still love learning foreign languages now. I hated 5 (what subject?), and I was bad at art and music.

9C Student B Take turns reading the sentences with Student A. Student A finishes your sentences and you finish Student A’s sentences.

Your sentences

Student A’s sentences

1

Kyle and his girlfriend argue a lot. They need …

… to improve her diet.

2

Christa is joining a gym. She’s hoping …

… to travel through South America.

3

Mahmood is interested in IT. He’d like …

… to start running.

4

Eleni’s English isn’t very good. She’s planning …

… to make some new friends.

5

Nathan loves Thai food. He wants …

… to get a new job soon.

6

Claire wants to buy a new car. She’s hoping …

… to get a place to study medicine in college.

9D Student B 1 Listen to Student A’s problems. Sound sympathetic and make suggestions for him/her from the list below.

2 Read your problems to Student A. Listen to his/her suggestion(s) and respond.

A I left my backpack on the bus this morning! B How terrible! Can you call the Lost and Found? A That’s a good idea.

B My boss lives in New York, and she only visits us once a year. A I’m sure it’s difficult to be so far away from her. How about

• • • • •

B I’m not sure I should. She’s very busy.

go to the library take it to the repair shop call the Lost and Found watch some online videos about your subject talk to him/her about it

asking her to visit twice a year?

• • • • •

My boss lives in New York, and she only visits us once a year. I failed my driving test yesterday. My mother’s in the hospital, but I’m very busy at work. My friends call me in the evening when I want to study. I often don’t have time to do my homework in the evening.

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COMMUNICATION PRACTICE

10A Student B 1 You are a travel agent. Answer Student A’s questions about the two hotels. A Which hotel is nearer the beach? B The Apex Hotel is nearer the beach.

2 You want to reserve a hotel for your vacation. You’re going on vacation with a big group of friends. Ask Student A questions to find out about the two hotels. Which one is better? You’re looking for a hotel that is:

Apex Hotel

Sea View Hotel

Price

$$

$$$

Beach

200 meters

500 meters

Clubs

30 meters

1 kilometer

Stores

100 meters

2 kilometers

Number of rooms

80

20

Comments

friendly staff dirty rooms on a busy street

unfriendly staff clean rooms safe, quiet location

SUNSET HOTEL

PARTY HOTEL

near the beach near the clubs good for shopping big modern comfortable cheap

10C Student B Take turns asking and answering the trivia questions with Student A. You both have different questions. Complete the questions with the superlative of the adjectives in parentheses. Score 1 point for each correct answer. Who can score the most points? The correct answers are in red. Tell Student A the extra information about the correct answers.

GENERAL KNOWLEDGE TRIVIA

A What is the happiest country in the world? a) Brazil, b) Australia or c) Denmark?

1

According to a UN report, what is

(happy) country in the world?

a) Brazil b) Australia

c) Denmark

With a population of 5.6 million, Denmark reached Number 1 in the “World Happiness Report” in 2016. 2 Which was

(expensive) film of these three?

a) Pirates of the Caribbean 4

b) Titanic

c) Jurassic World

Pirates of the Caribbean 4 cost $378.5 million in 2011. It didn’t get good reviews, but it earned more than $1 billion. 3

How big is

(big) spider in the world?

a) 30 centimeters wide

b) 1 meter wide c) 10 centimeters wide

The Goliath Birdeater tarantula lives in the rainforests of South America and is the size of a dinner plate! 4 Which is

(cheap) car in the world?

a) Lamborghini Aventador b) Tata Nano

c) Volkswagen Golf

The Tata Nano is made in India. It cost $2,000 in 2009. 5

How tall was

(tall) man in the world? a) 3.24 meters b) 2.43 meters c) 2.72 meters

Robert Wadlow was born in 1918 in the U.S. In 1940, he was 2.72 meters tall.

11A Student B 1 Answer Student A’s questions about John’s job. You can only say yes or no. A Does John have to wear a uniform at work? B No, he doesn’t.

2 Now ask Student A questions about Tiffany’s job, using have to. Complete the chart with yes or no. Then guess what Tiffany’s job is.

JOHN TIFFANY John is a truck driver. 1 wear a uniform?

No

2 drive at work?

Yes

3 work at night sometimes? Yes 4 travel to other countries? Yes 5 help people?

No

6 be in shape?

No

7 work alone?

Yes

8 speak to a lot of people?

No

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11C Student B

Student A

1 Answer Student A’s questions about your vacation plans. Use the information in the chart. A Where are you going to go? B I’m going to go to Lima in Peru.

2 Now ask Student A about his/her vacation plans and complete the chart. Use be going to.

You

1

Where / go?

Lima, Peru

2

When / go?

January 16th

3

Who / go with?

my partner

4

How / travel?

plane

5

Where / stay?

hotel

6

What / do?

try local food visit the museums go shopping watch a soccer game

7

When / return?

January 30th

11D Student B 1 You are the receptionist at the Sea View Hotel. Greet the guest, ask for his/her reservation information, and give him/her the information he/she asks for.

2 You are Wendy. You are checking in at the Castle Hotel. Tell the receptionist about your reservation, answer his/her questions, and ask for the missing information. Check anything that you’re not sure about.

Guest name

?

Type of room

?

Your name

Wendy Zhao

Number of nights

?

Type of room

Standard room

Discount?

YES

Number of nights

3

Breakfast included?

NO

Discount?

?

WiFi password

seaviewhotel2000

Breakfast included?

?

Room number and floor

105, first floor

WiFi password

?

Room number and floor

?

B Welcome to the Sea View Hotel. Checking in? A Yes. I reserved a room in the name of ...

12A Student B

12C Student B

1 Ask and answer questions with Student A about the people in the chart. Use the present perfect + ever.

1 Answer Student A’s questions. For question “a,” answer Yes, I have. Invent information for each question “b” if necessary.

B Has Nadia ever been to a music festival? A No, she hasn’t.

Nadia go to a music festival

Henry Elena ✔

watch a basketball game

✔

see the Mona Lisa in Paris

✘

✔ ✘

✔

study a foreign language dance all night sing in a band

✘ ✔

travel to another continent climb a mountain

✔ ✔

✔ ✔

Oliver

✔

✔ ✘

✔

2 Now imagine that you work for a dating agency. Work with Student A. Which two of the four people have the most similar interests?

2 Now ask Student A questions with the prompts. Use the present perfect + ever for question “a,” and the simple past for question “b.” Then decide if you think his/her answer is true. A B A B A B a a a a a a

Have you ever lost something important? Yes, I have. What did you lose? I lost my credit card. I think that’s true. No, it’s not true!

you / lost something important? you / fly / in a helicopter? you / see / a lion? you / go / the UK? you / read / the same book several times? you / eat / curry?

b b b b b b

What / you / lose? Where / you / go? Where / you / see it? Which cities / you / visit? Which book / be / it? What / you think of it?

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Learning Curve

CD track

Audio track

Content

CD 1 Units 1–3 UNIT 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19

page 4 exercise 2 and 3 page 136 Vocabulary Practice page 4 exercise 5 page 112 Grammar Practice page 5 exercise 7A page 5 exercise 7B page 136 Vocabulary Practice page 8 exercise 2 page 137 Vocabulary Practice page 137 Vocabulary Practice page 8 exercise 3 page 113 Grammar Practice page 9 exercise 5A page 9 exercise 5B page 9 exercise 8 page 10 exercise 2 page 10 and 11 exercise 3, 4 and 6 page 11 exercise 7 page 11 exercise 8

UNIT 2 20 21 22 23 24 25 26 27 28 29 30 31 32

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13

page 138 Vocabulary Practice page 138 Vocabulary Practice page 114 Grammar Practice page 13 exercise 7A page 13 exercise 7B page 13 exercise 8 page 139 Vocabulary Practice page 14 exercise 3 and 4 page 15 exercise 5 and 6 page 15 exercise 8 page 16 exercise 3 page 115 Grammar Practice page 17 exercise 6

UNIT 3 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15

page 22 exercise 3 page 140 Vocabulary Practice page 140 Vocabulary Practice page 23 exercise 5 page 116 Grammar Practice page 23 exercise 7 page 141 Vocabulary Practice page 26 exercise 3 page 117 Grammar Practice page 27 exercise 5A page 27 exercise 5B page 28 exercise 1 page 28 exercise 2 and 3 page 28 and 29 exercise 4 and 5 page 29 exercise 7

CD 2 Units 4–6 UNIT 4 1 2 3 4 5 6 7 8 9 10 11 12

AUDIO/VIDEO TRACK LISTING

Tracks in red are for Learning Curve (available as video and audio)

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12

page 142 Vocabulary Practice page 118 Grammar Practice page 31 exercise 5 page 31 exercise 6 page 142 Vocabulary Practice page 32 exercise 3 and 4 page 33 exercise 5 and 6 page 33 exercise 8 page 119 Grammar Practice page 35 exercise 6A page 35 exercise 6B page 35 exercise 9

CD track

Audio track

Content

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 5.13

page 143 Vocabulary Practice page 120 Grammar Practice page 41 exercise 4 page 143 Vocabulary Practice page 41 exercise 6A page 41 exercise 6B page 144 Vocabulary Practice page 121 Grammar Practice page 45 exercise 5A page 45 exercise 5B page 46 exercise 2 and 3 page 46 exercise 4 and 5 page 47 exercise 7

UNIT 6 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41

6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 6.13 6.14 6.15 6.16

page 145 Vocabulary Practice page 145 Vocabulary Practice page 122 Grammar Practice page 49 exercise 5A page 49 exercise 5B page 49 exercise 6 page 122 Grammar Practice page 145 Vocabulary Practice page 50 exercise 3 and 4 page 51 exercise 5 and 6 page 51 exercise 8 page 123 Grammar Practice page 53 exercise 7A page 53 exercise 7B page 146 Vocabulary Practice page 53 exercise 9

CD 3 Units 7–9 UNIT 7 1 2 3 4 5 6 7 8 9 10 11 12 13

7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 7.9 7.10 7.11 7.12 7.13

page 147 Vocabulary Practice page 58 exercise 3 page 58 exercise 4 page 124 Grammar Practice page 59 exercise 5 page 148 Vocabulary Practice page 63 exercise 4 page 125 Grammar Practice page 63 exercise 6A page 63 exercise 6B page 64 exercise 2 page 64 and 65 exercise 3 and 5 page 65 exercise 6

UNIT 8 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.9 8.10 8.11 8.12 8.13 8.14 8.15

Audio track

Content

UNIT 9

UNIT 5 13 14 15 16 17 18 19 20 21 22 23 24 25

CD track

page 149 Vocabulary Practice page 126 Grammar Practice page 126 Grammar Practice page 67 exercise 5 page 126 Grammar Practice page 67 exercise 7 page 150 Vocabulary Practice page 68 and 69 exercise 3, 4 and 5 page 150 Vocabulary Practice page 69 exercise 6 and 7 page 69 exercise 8 page 127 Grammar Practice page 71 exercise 6A page 71 exercise 6B page 71 exercise 7

29 30 31 32 33 34 35 36 37 38 39 40 41

9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 9.10 9.11 9.12 9.13

page 151 Vocabulary Practice page 151 Vocabulary Practice page 76 exercise 4 page 128 Grammar Practice page 77 exercise 6 and 7 page 152 Vocabulary Practice page 80 exercise 3 page 129 Grammar Practice page 81 exercise 5A page 81 exercise 5B page 82 exercise 2 and 3 page 83 exercise 6 and 7 page 83 exercise 8

CD 4 Units 10–12 UNIT 10 1 2 3 4 5 6 7 8 9 10 11 12 13

10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 10.13

page 152 Vocabulary Practice page 130 Grammar Practice page 85 exercise 6A page 85 exercise 6B page 85 exercise 7 page 153 Vocabulary Practice page 86 exercise 3 and 4 page 87 exercise 5 and 6 page 87 exercise 8 page 154 Vocabulary Practice page 131 Grammar Practice page 89 exercise 5A page 89 exercise 5B

UNIT 11 14 11.1 15 11.2 16 11.3 17 11.4 18 11.5 19 11.6 20 11.7 21 11.8 22 11.9 23 11.10 24 11.11 25 11.12

page 155 Vocabulary Practice page 132 Grammar Practice page 95 exercise 5A page 95 exercise 5B page 156 Vocabulary Practice page 98 exercise 3 and 4 page 133 Grammar Practice page 99 exercise 5A page 99 exercise 5B page 100 exercise 2 and 3 page 101 exercise 5 and 6 page 101 exercise 7

UNIT 12 26 27 28 29 30 31 32 33 34 35 36 37 38

12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13

page 157 Vocabulary Practice page 134 Grammar Practice page 103 exercise 4A page 103 exercise 4B page 103 exercise 5 page 157 Vocabulary Practice page 104 exercise 3 and 4 page 105 exercise 5 and 6 page 105 exercise 8 page 106 exercise 2 page 135 Grammar Practice page 107 exercise 5A page 107 exercise 5B

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UNIT

1 1.1

page 4, exercise 2B

A I’m Ali. I’m Turkish. B Hello. I’m Oscar. I’m Brazilian and I’m from Rio De Janeiro. C My name’s Sabine. I’m German. D Hi. My name’s Meiko. I’m Japanese. E My name’s Emilia. I’m from Bogotá. I’m Colombian. F Hello. I’m Sam. I’m American. 1.8

page 8, exercise 2B

P = Presenter, Z = Zoe, H = Harry P: Lots of women have handbags. And today, 50% of men also have bags –“man bags”. But, do men and women carry the same things in their bags? Let’s ask my two guests today. Zoe is a teacher. And Harry is an office manager. Zoe’s here with her handbag and Harry’s here with his “man bag”. What’s in their bags? Zoe, you first. What’s in your handbag? Z: Let’s take a look. Here are my keys and my hairbrush. I have some chewing gum. And I have some candy here too. What else? Um … here’s my umbrella! And my phone, of course. Oh, and my change purse. P: Wow, that’s a lot of stuff in one bag! Now, Harry. How about you? What’s in your bag? H: Let's see, so I have some chewing gum, my keys, some gloves, my tablet and my phone as well. P: Is that all? H: Yes, that’s all! No, wait, my wallet! P: So, now we want to know what all you at home have in YOUR bags! Go to our Twitter or Facebook sites and let us know! 1.16

page 10, exercises 2A and 2B

K = Kate, S = Simon K: Hi! Kate here! It's five o'clock and it's time to go home. I'm ready. Do I have everything? Where's my phone? OK. Here are my keys. Where's my wallet? Great, here it is. And my sunglasses. Good. My tablet's in there. Oh, my friend Jack's Scottish cookies. Ha, Scottish biscuits! And chewing gum. So, where is my phone? Oh, no. It's not here! S: What isn’t there? K: Oh. You're still here? S: What's wrong? K: My smartphone is missing. Lost. Gone. Arrrgh! S: No! Isn't it on your desk? K: No. It's not there. It's not in my backpack or in my pocket.

S: K: S: K: S: K: S:

Is it by the coffee machine? No, it's not there. I lost it. OK. Let's go to the Lost Property Office. There's a Lost and Found at Learning Curve? Er, yes. It's for all the workers in the building. Do people here lose things often? I don't know. But I know the assistant there. It's on the ground floor and it closes at six, so, let's go! K: OK.

page 10 exercises 4 and 5, page 11, exercise 6 1.17

K = Kate, S = Simon, H = Harry H: This umbrella goes in this box. S: Excuse me, Harry. Are you busy? H: Oh, hello there. S: I'm Simon. This is Kate. We work upstairs at the show Learning Curve. K: Hello. Nice to meet you. H: Right. Well, is this your first time in the Lost Property Office? K: Yes. Yes, it is ... H: That means you're not in my computer. You need to be in the computer. Right, er, here’s the lost property form. Time to fill it out. I'm ready. What's your first name? K: It's Kate. H: K–A–T–E. What's your surname? K: Oh. It’s McRea. H: How do you spell that, please? K: M–C–R–E–A. H: Thanks. And what's your mobile number? K: It's missing. H: Could you say that again, please? K: My cell phone is lost. H: OK. Lost mobile. What's your number, please? K: Um, it's 02079 46007. S: Isn't that your home phone number? K: Yes. He can call me at home! H: Could you say that again, please? K: Yes, it's 02079 46007. H: And, what's your address, please? K: 222 Baker Street, Marylebone, London. H: Oh, are you neighbours with Sherlock Holmes? K: No. I'm next to the Sherlock Holmes Museum. S: So, her phone is lost. And where's Sherlock Holmes, the detective? Not here! H: OK. What's your postcode? K: Um, NW1 5RT. H: Do you have an email address? K: Yes, it's k.mcrea underscore double oh seven at gmail dot com. S: What? Your home phone number and your email use double oh seven? Do you love James Bond? K: Simon! Yes, I do. So what?

H: Bond. James Bond. Double oh seven. Haha. OK. Let's check that. K dot M–C–R–E–A underscore double oh seven at gmail dot com. Is that right? K: Yes. That's it. H: Er, wait. One minute. No, I'm sorry. Yes, there's only one mobile phone in the box at this moment. Is that yours? K: No, that's not my phone. Thanks anyway. H: OK. What's your mobile number, please? Sorry, but it needs to be in the computer. K: But, oh, OK. It's 07700 900877. H: OK. I can call it. Then the number goes in the system. Just a minute. K: My phone! Hey! That's my phone! Where is it? S: Oops! K: In your bag, Simon! That's mine, thank you! S: Our phones. They're exactly alike. Sorry, Kate! Sorry! H: Oh, you're both very funny. What's the name of your show again? S/K: Learning Curve! 1.19

page 11, exercise 8

A = Assistant, S = Student Conversation 1 A: What’s your address, please? S: Well, I live in the UK. It's 34, West Road, Oxford, U.K. A: And what’s your postal code? S: Um, OX24 3AN. A: Sorry, could you say that again, please? OX … S: OX24 3AN. A: Thanks. Conversation 2 A: S: A: S: A:

What’s your phone number? My cell-phone number? Yes, your cell number. 917-555-9026. Sorry, could you say that again, please? 917...? S: 917-555-9026. A: Thanks. Conversation 3 A: S: A: S: A: S: A: S:

What’s your first name? Johann. How do you spell that, please? J-O-H-A-N-N. Thanks. And your last name? Fischer. And how do you spell that, please? F-I-S-C-H-E-R.

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UNIT

2 2.8

page 14, exercises 3 and 4

Hello! I'm Simon Collins and welcome to our web show, Learning Curve. We bring you interesting cultural topics and talk to people from around the world. Join me and my co-host, Kate McRea in London, and our hosts Penny Abernathy and Ethan Moore in New York City! Today, we want to know: Are you happy in your job? And what do you love to do in your free time? Sometimes, people have jobs they love. They're lucky people! What is your job? Are you an accountant or businessman or woman, and do you love maths? Are you a nurse or a doctor? Or a hairdresser? Do you cut or colour hair and really enjoy it? Some people love their jobs, and they're very happy at work. So where are these happy workers in the world? A study of jobs in 35 countries shows that a lot of Colombians enjoy their work! Another study shows 67% of Canadians really like their jobs. And in Holland, it's 57%. In the US, about 51% of people love their jobs. But everyone agrees that a balance, or a mix, between life and work is important. Who has fun at work because they love their jobs? Pablo Repun is an Argentinian dance teacher. He loves to dance. Pablo teaches at a tango dance school in Florida! This is Marcus Willis. He's English. Marcus isn't a famous tennis player but he likes Wimbledon. Actually, he played Roger Federer there. Wimbledon is a popular place to play and watch tennis here in the UK. Marcus teaches tennis to children – and he loves the sport and his job. Wow! I love playing tennis but I don't play at Wimbledon. Are you a fan of the cinema? Well, Maggie CorreaAvilés loves it. She's a lawyer from Puerto Rico and she has a great job, but she watches films in her free time. Maggie is probably the world's number one film fan. She has the world record for watching 1,132 films in one year! Wow! She really loves movies. Do you love your job? What do you do in your free time? Let's hear from our viewers. Kate is on the street! Kate? 2.9

page 15, exercises 5 and 6

S = Simon, K=Kate, G=Gillian, Kh=Khan, C = Chip K: Hey, Simon! I'm here outside an old cinema, and, wow, there are a lot of tourists. Excuse me. I'm Kate from Learning Curve – may I ask you a question? G: Sure. Hello! K: Where are you from and what’s your job?

G: Hi. I'm Gillian and I'm Canadian. I'm here on vacation. But, um, in Toronto, I am a mechanic. I work in a garage. K: Wow. Do you like your job? G: Oh, it's great. I repair cars, motorbikes, anything with wheels! Every day is different, that's why I love it. But on the weekends, I meet friends on Saturday, or go for a run on Sunday. You know. K: And I see you have a movie ticket! Are you a fan of the cinema? G: Oh, yes, I love the cinema. I go a lot. It's one of my favorite things to do in my free time. I'm a big James Bond fan. I love all his movies. And his great cars! K: Really? Wow, me too! Let's go for a coffee and a chat about him! Over to you Simon! Who's on video chat? S: Well, this is Khan! Khan, tell us about your job. Kh: I'm a tour guide! I work for a tour company. I love my job. S: Really? That sounds great! Where do you go? Kh: I travel in Europe, the Middle East, Asia. I'm Pakistani, but I live here in London. S: Wow! And what do you do at the weekend? Kh: On Friday evenings, I watch football on TV, play online games, and listen to music. I sing too. I study French and Italian, so sometimes I sing at work in those languages. People on my tours love it! S: Thanks, Khan. Please, sing something for us before you go. Wow! He really has talent. Kate, are you still there? K: Hi! I'm here by the water and there are people from all over the world here! Meet Chip! Chip, are you American? C: Yes, I am. I'm from Brooklyn, New York. K: So, you aren't a tourist, are you? C: No, I play guitar here. I play all kinds of music. Monday to Friday and weekends. I start at 9:00 a.m. every day and finish at five. It's my job! K: Do you always wear a uniform? C: Yes, I wear a different uniform every day. Today, I'm a flight attendant. I dress in the clothes of different workers and sing songs about their jobs. K: That's great! What other clothes do you wear? C: I wear a suit. And when I wear a suit, I play this. Listen! K: Wow. That’s music to my ears! And that's all we have time for at Learning Curve! Back to you, Simon! S: So, are you happy in your job? What do you love to do in your free time? We want to know! See you next time.

2.11

page 16, exercises 3A and 3B

B = Bruce, M = Mike, P = Phil, A = Andrea Mike B: Hi, I’m Bruce. M: I’m Mike. So, Bruce, what do you do? B: I’m an accountant. I work for a company in Washington, D.C. What about you? Where do you work? M: I work at a local restaurant. I’m a chef. B: Oh, great. Do you work in the evening? M: Yes, I do. I finish at about eleven thirty. And I work on the weekend. B: Well, I work in the evening on Friday and Saturday, but not as an accountant. M: Oh, what do you do, Bruce? B: I’m a D.J. in a club. M: Wow! That’s a really different job. B: I know. I love it! Phil B: Hello, I’m Bruce. P: Hi, Bruce, I’m Phil. So, where’s your apartment? B: It’s in Silver Spring. P: Oh, great. That's where I work. Do you live with other people? B: No, it’s just me and my cat. Do you like cats? P: Yes, I do. I love them! B: What do you do in your free time, Phil? P: Well, I don’t have much free time. I’m a teacher and, in the evening, I usually plan my classes for the next day. B: Do you work long hours? P: Yes, but I love my job. And, on the weekend, I relax. I play the guitar in a band. B: Do you play the guitar at home, too? P: Yes, sometimes. Is that a problem? B: Um … I don’t think so, but my cat doesn’t like loud music. Our apartment is nice and quiet. P: Ah. I see. Andrea B: Hi, I’m Bruce. A: Hi, Bruce. I’m Andrea. B: Nice to meet you. Where do you live at the moment? A: I live with friends in Silver Spring, but I work in Bethesda. B: What do you do? A: I’m a hairdresser. B: Great, and, um, what do you do in your free time? A: Oh, I go out with friends, or I visit my mom and dad, or I relax at home with my boyfriend. How about you? B: Well, at the moment, I don't have a girlfriend. It's just me and my cat! A: Oh, do you have a cat? B: Yes. Is that OK? A: I don’t like cats. I’m allergic to them. B: Oh.

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AUDIO VIDEO SCRIPTS UNIT

3 3.4

1 2 3 4 5 6

page 23, exercise 5

I play tennis with my brother-in-law once a week. I read stories to my son and daughter every evening. I go out for coffee with my cousin Joe twice a month. I watch TV with my son every day. I go out for dinner with my wife once a month. I buy food for my grandmother three times a week. 3.8

page 26, exercise 3B

Student A 1

2 3 4 5

Cara loves reading, seeing friends on the weekend, visiting museums and galleries and going bowling. She enjoys doing yoga in the park, good restaurants and relaxing at home. She likes different activities and living in the city. She doesn’t mind tennis. She hates running!

Student B 1

2 3 4 5

Chris loves playing sports, playing tennis, seeing friends on the weekend, and going bowling. He enjoys good restaurants and being active. He likes running and living in the city. He doesn’t mind visiting museums. He hates art! 3.13

page 28, exercises 2 and 3

P = Penny, E = Ethan P: Oh, ten o’clock! Time to have a coffee. Something is wrong with my watch. It says five minutes past ten. But the clock on the wall says it’s seven minutes past ten. Well, this is annoying. What time is it? What? This clock says it’s quarter past ten. So my watch is ten minutes slow. My mum gave me this watch for my eighteenth birthday. It’s a bit old, but I love it. I don’t like thinking about home when I’m at work. Today is my mum’s birthday. She wants me to video chat with her tonight during her party. I love chatting on video with my mum and dad, my brothers and my grandparents. The time difference is difficult. Sometimes my parents forget that London is five hours ahead of New York. Hmm, is that clock right? Now it says twenty past ten. Ethan wants to read tomorrow’s script at about ten minutes to eleven. E: Penny? What time is it? P: I don’t know.

E: What do you mean , you don't know? Look at your watch! P: Well, it doesn’t work. It’s wrong. But I love wearing it because my mum gave it to me. And today is my mum’s birthday and I can’t be with her. E: Oh. I'm sorry, Penny. Are you OK? P: I’m OK. Thanks, Ethan. So, by my watch, it’s twenty-five past ten, but I think it’s really twenty-five to eleven. E: Um, my phone says it’s 10:40. But I set it ten minutes ahead so I’m never late, so that means it’s really half past ten. P: Wait! What? Ugh! Let me look at my mobile. This says twenty-five to eleven. Why are some clocks right and others wrong? E: I don’t know. Maybe time stops for you! Well, I’ll see you later. P: It’s very strange. Now my watch says half past ten. And my mobile says twenty-five minutes to eleven. It’s so confusing.

page 28, exercise 4 and page 29, exercises 5A and 5B 3.14

P = Penny, E = Ethan, M = Marc, T = Taylor E: Hi, Marc! What’s up? M: Hey, Ethan. Would you like to go bowling tonight? There are new bowling lanes at City Center. E: Bowling? Sure, I like bowling. What time is good for you? M: Uh, let’s say bowling at 7:30? E: Half past seven? Sure, that sounds great. Do you want to have dinner first? M: Yeah, I’d love to. I’m always ready for a good meal! E: That’s because you’re always hungry. M: OK. How about we meet at 5:30 in front of our building? E: Cool. See you. P: Hello? T: Hey, Penny. This is your favorite roommate! P: Hi, Taylor. You’re my only flatmate! T: So, do you want to go bowling tonight? P: Bowling? I don’t mind bowling, but I’m sorry, I can’t. T: Oh, that’s too bad. P: Um, well, I’d love to, really, but it’s my mum’s birthday. She wants me to video chat, so I need to be home by six o’clock. T: Oh. I understand. How about having dinner and then going bowling after your call? About seven? P: Good idea. Can we try that new restaurant? T: Sure. See you later. E: Hey Penny, Marc and I want to go to a new restaurant after work tonight. Would you like to come? P: Tonight? I’m sorry, I can’t. I have plans. Another day perhaps? E: That’s too bad. Well, if your plans change, let me know.

P: Sure. Thanks, Ethan! Hey, Ethan, wait a minute. E: Yeah? P: Um, do you have plans after dinner? E: Well, Marc and I want to go bowling. P: Wait! Taylor and I also want to go bowling. But I need to call my mum first. E: Are you both free for dinner? Let’s go together. E/P: There’s a new restaurant … E: You see, I’m really good at bowling. P: Great. You and I can be a team! So, can we go at seven o’clock? E: Sure. Why not? I can text Marc right now. There’s no time like the present. P: Um, what time is it, really? E: What does your watch say? P: Oh, no! It’s still half past ten! E: See? Time stops for you, Penny! 3.15

page 29, exercises 7A and 7B

1 A: Would you like to go out for dinner tonight? B: Tonight? I’m sorry, I can’t. 2 A: Do you want to have a barbecue this weekend? B: Yes, I’d love to! 3 A: How about going swimming tomorrow? B: Yeah! Cool. 4 A: Do you want to have lunch on Saturday? B: Thanks, I’d love to, but I can’t. Another day perhaps?

UNIT

4 4.6

page 32, exercises 3 and 4

E= Ethan, P = Penny E: Hello. It’s time again for Learning Curve. Today we’re talking about the weather. Everyone knows … P: Ethan! E: Yes? P: What are you doing? E: I’m taking this snow off my boots. P: But we’re on camera! Is it still snowing, then? E: Yes, and it’s really cold out there. P: What are those on your feet? E: Oh, these? These are my snow boots. I wear them every day in the winter so my feet never get wet. P: In England, we call those wellies. They’re for rain, not snow! And Ethan, it’s November, so it’s still autumn. E: But winter is coming early. Sometimes New York State has a lot of snow. Like today! So, what’s the weather like in your home city?

358 641586_P355_365_AS.indd 358

18/10/2017 09:24

AUDIO VIDEO SCRIPTS Most people know that it’s usually hot in places like Brazil, but sometimes the weather does very unusual things. Mount Emei in China gets 27 feet of rain in a year. That’s 8.3 meters of rain! It’s always very cloudy. In fact, sometimes there are clouds on top of other clouds. If you don’t mind carrying an umbrella every day, the Bay of Bengal in India is a very beautiful place. But it gets 39 feet, or 12 meters, of rain, every year! Whoa! Here’s an example of strange weather. Rome, Italy, has warm weather most of the time. But about every 20 years, Rome has a really big snowfall. February 4, 2012 was the date of the first big snowfall in Rome in 26 years, 2.5 inches. P: Two and a half inches? In New York, that’s nothing! Um, that’s six and a half centimetres. E: But when the city isn’t ready for snow, it’s a problem. The Italian government closed the Coliseum and other tourist places. Here in New York, tourist places and schools usually close only when the weather is really bad. Penny, let’s hear about the weather from our viewers! 4.7

page 33, exercises 5 and 6

P: Thanks, Sam. This is exciting. Now we have Jenny on video chat from a very foggy place. Jenny? J: Hello, there! P: Where are you? J: I’m in Argentia, Newfoundland, in Canada. P: But I can’t see you. J: This is my view. P: Ah! There you are! There’s a lot of fog! J: It’s like this 200 days a year. Even in the spring and summer! P: Wow! J: The weather report says Saturday, Sunday and Monday: fog. On Tuesday: a great day! Fog in the morning and a little sun in the afternoon! It’s always like this. P: Do you like living there? J: Sure! I get about 100 days of sun a year. So I’m OK. And it’s warm and sunny over in the next town today, so I can have dinner there! P: Thanks, Jenny, and enjoy Tuesday! J: Bye! P: Well, Ethan, I think people enjoy all kinds of weather. Ethan? E: Yes, I think so. That’s all we have time for today on Learning Curve. I’m ready to go for a walk outside! What’s the weather like where you live? Let us know!

E= Ethan, P = Penny, M = Marina, S = Sam, J = Jenny P: Here’s Marina, our receptionist at Learning Curve in the UK. She’s on holiday in Russia with her family! Hi, Marina! What’s the temperature in St. Petersburg at the moment? M: Hi, Penny! My thermometer says eighteen degrees in Fahrenheit and minus seven in Celsius. Ah. I love it. Winter is here! P: Wow! So, what do you usually do in winter? M: I sleep early and wake up early because it’s dark here in winter. I walk in the snow after breakfast every day and cook for my family in the afternoon. In the evening, we have dinner at my sister’s house. P: Well, ... M: I wear this hat every day. It’s very warm! P: Lovely! M: Thanks! See you after my holiday! P: Now we have someone on video chat from the other side of the world. What’s the weather like in Egypt, Sam? S: We don’t usually talk about the weather in Egypt. P: Right. It’s always hot and sunny in Cairo. S: Usually, but not always. Once in 100 years, there’s snow! P: Wow! And what about this year? S: Just hot. P: So, what’s your advice for tourists in Egypt in the spring or summer? S: Wear a hat and drink lots of water. And don’t worry about snow boots for another 100 years.

UNIT

5 5.6

1 2 3 4 5 6 7 8 9 10

page 41, exercise 6B

It’s April first. It’s the first of April. It’s July fourth. It’s the fourth of July. It’s August eighth. It’s the eighth of August. It’s September twelfth. It’s the twelfth of September. It’s October thirty-first. It’s the thirty-first of October. It’s November twentieth. It’s the twentieth of November. It’s December thirtieth. It’s the thirtieth of December. It’s January sixteenth. It’s the sixteenth of January. It’s February twenty-sixth. It’s the twenty-sixth of February. It’s March fifth. It’s the fifth of March. 5.11

page 46, exercises 2 and 3

S = Simon S: What can I wear? What looks good? I don't know! See those clothes over there? They're four years old! I can't wear that shirt for the hundredth