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Cambridge University Press

www.cambridge.org/elt

Cambridge English Language Assessment www.cambridgeenglish.org

Information on this title: www.cambridge.org/9780521180566

This publication is in copyright Subject to statutory exception and to the provisions of relevant collective licensing agreements,

No reproduction of any part may take place without the written permission of the publishers

First published 2015 Reprinted 2016

Printed in Italy by Rotolito Lombarda S.p.A

A catalogue record for this publication is available from the British Library

ISBN 978-0-521-18054-2 Student's Book

ISBN 978-1-107-49740-5 Student's Book and Online Workbook

ISBN 978-1-107-49735-1 Student's Book and Online Workbook with Testbank ISBN 978-0-521-18055-9 Workbook with Audio

ISBN 978-0-521-18056-6 Teacher's Book with DVD and Teacher's Resources Online ISBN 978-0-521-18057-3 Class Audio CDs

ISBN 978-1-107-49732-0 Presentation Plus DVD-ROM

Teacher's resources, including progress and achievement tests,

worksheets for the video and additional teaching activities at www.cambridge.org/prepareresources

The publishers have no responsibility for the persistence or accuracy of URLs

for external or third-party internet websites referred to in this publication, and do not guarantee that any content on such websites is, or will remain, accurate

or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but the

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(Contents)

Introduction to Prepare!

Component line up Student's Book overview Student’s Book contents

1 It's a challenge!

2 The natural world

Culture The USA

3 _ Travel: then and now

4 Myplace Geography Rivers

5 School

6 It's very special

Culture Secondary school in the UK 7 Travel and holidays

8 Life in the future

Science The birth and death of stars 9 Sport and games

10 Useful websites

Culture Football (the beautiful game)

11 City living

12 Festivals and films History The history of writing 13 Life experiences 14 Spending money Culture Instrument families 15 Free time 16 So many languages Design and Technology 17 Staying healthy 18 Expedition Culture Mumbai, India 19 Different ingredients 20 Changes Literature Michael Morpurgo Exam profiles

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Introduction toÌPrepare!Ì a

Where English meets Exams

Prepare! is a lively new seven-level English course for teenagers It takes learners from A1 to B2 and has comprehensive Cambridge English exam preparation throughout So whether you're teaching general English or preparing students for an exam, Prepare! has a wealth of material to help you do both

Produced and endorsed by Cambridge English Language Assessment, using cutting edge language learning research from English Vocabulary Profile and the Cambridge Learner Corpus, Prepare! is a course you can rely on and trust

Prepare! is written by a team of writers with extensive experience and knowledge of secondary

school students as well as in-depth knowledge of the Cambridge exams

The Student’s Book

The Student's Book includes a starter unit plus 20 short units, covering a wider variety of teen-related topics than other courses After every two units, there is either a culture or cross-curricular lesson which encourages students to learn about the world around them or about other subject areas through English After every four units, there is a review section which revises and consolidates the language from the previous four units through further practice of key language and skills

There are ten videos of authentic interviews with teenagers which are included with this Teacher's Book and worksheets to go with them are provided online

At the back of the book, students will find a grammar reference section, with further practice activities to be used in class or as self-study Vocabulary lists provide useful lists of all the key vocabulary taught in each unit, together with its pronunciation ® Exam preparation Cambridge CEFR Level English Scale Cambridge English cx B2 160-179 alol~ Bi 140-159 4 KT Ti English: First for Schools Cambridge Englis Preliminary for Cambridge English: Key for Schools

Level 1 covers A1 The remaining six levels are split into pairs — Levels 2 and 3 cover A2, Levels 4 and 5 cover B1 and Levels 6 and 7 cover B2 The first book in each pair gradually exposes students to typical exam tasks and techniques, while the second book in each pair makes exam tasks more explicit, thereby preparing students more thoroughly

for the relevant exam All exam tasks in Levels 2-7

are clearly referenced in the Teacher's Book

In addition to regular practice of each exam task in the main units, Level 3, Level 5 and Level 7

have five additional Exam profile sections, which are located at the back of the Student’s Book

These pages focus on each part of each paper, giving detailed information about the exam task, as well as practical guidance on how to approach each task, with useful tips and training to familiarise students with the whole exam and prepare them thoroughly for examination day The Exam profiles can be used as focused training after first exposure to an exam task in the main units, or alternatively towards the end of the year when students require more intensive exam practice

The Cambridge English Scale

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English Vocabulary Profile

The English Vocabulary Profile (EVP) is an online resource providing detailed information about the words, phrases, phrasal verbs and idioms that learners of English know and use at each of the six levels of the CEFR The vocabulary syllabus of Prepare! has been informed by using EVP to ensure that students at each CEFR level are presented with high-frequency words and phrases that are suitable for their language level and relevant to each unit topic Many of the most common words in English have a great number of different meanings and a thorough knowledge of these words helps students to operate successfully even with limited language The special Word profile feature in Levels 4-7 deals with these powerful words in detail Furthermore, the main

vocabulary sections regularly focus on aspects other than ‘concrete’ topic nouns and verbs, such

as adjectives and adverbs, prepositions, phrasal verbs, word families and phrases All of these aspects are important if the syllabus is to provide true breadth and depth

Systematic vocabulary development is crucial to real progress across the CEFR levels Great care has been taken to organise the vocabulary syllabus in a logical way both within and across

the seven levels of Prepare! The course offers regular recycling of vocabulary and builds on what

students already know, to guarantee successful language learning from A1 to B2

For more information on EVP, including information on how it was compiled, how you can access it, as well as ways to get involved in the English Profile programme, visit www.englishprofile.org

The Cambridge Learner Corpus (CLC) has been used to inform exercises in both the Student’s Books and Workbook of Prepare! This ensures that exercises target the language that students need most, as they focus on the areas that students at each level find most difficult, and where

errors commonly occur

Cambridge English Resources CAMBRIDGE ENGLISH Fangwage Assessment

Help your students make friends with other

English learners around the world through our fun, international Cambridge English Penfriends activity, where students design and share cards with learners at a school in another country Cambridge English Penfriends is practical, fun and communicative,

offering students an opportunity to practise what they have learned

Through Cambridge English Penfriends, we will connect your school with a school in another country so you can exchange ces designed by your students If your school’hasn't joined Cambridge English Penfriends yet, what are you waiting for? Register at www.cambridgeenglish.org/penfriends Thi sÿ‡ Cambridge English (Teacher he professional membe that supports your career

For more teacher support, including

thousands of free downloadable resources,

lesson plans, classroom activities, advice, teaching tips and discussion forums, please visit www.cambridgeenglish.org/teachers

(ieee =

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Component line up

Workbook with audio

The Workbook gives further practice of all the language from

the Student's Book and provides students with comprehensive work on skills development, which can be used either in class or for homework In Levels 3, 5 and 7 exam tips provide students

with advice on how to prepare for and do the exam as well as

further exam tasks which provide further practice of the exam tasks encountered in the Student's Book The accompanying audio is provided as downloadable MP3 files and is available from www.cambridge.org/PrepareAudio

Online Workbook

The Prepare! online Workbooks are accessed via activation codes packaged within the Student’s Books These easy-to-use workbooks provide interactive exercises, tasks and further practice of the language and skills from the Student’s Books

Teacher’s Book with DVD

The Teacher's Book contains clear teaching notes on all of the Student's Book tasks as well as keys and audioscripts The

audioscripts include underlined answers

The teacher's books provide plenty of lesson ideas through warmers, coolers, extension ideas and projects, as well as ideas for fast finishers and mixed ability classes Each unit also directs you to where additional resources can be found Workbook answer keys and audioscripts are also included

Exam descriptions, exam tips, explanatory keys, model answers and underlined scripts provide guidance to the teacher and students

on how to excel at the exam

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yt

Class Audio CDs

The Class Audio CDs contain all of the audio material from the Student's Book

clearly shows the CD number and the

track number

Teacher’s resources online - Downloadable materials

Complete suite of downloadable teacher's resources to use in class including: * Key for Schools for Schools speaking test video worksheets

¢ Video extra worksheets * Progress tests * Achievement tests * Corpus tasks These are available from www.cambridge.org/prepareresources Presentation Plus

Presentation Plus is the next generation planning and presentation tool for teachers Perfect for creating engaging lessons it includes:

* Interactive whiteboard tools

* Student's Book and Workbook with interactive exercises * Access to teacher's resources

Ideal to use with a computer and a projector or with an interactive whiteboard

Cambridge English Practice Testbank

Prepare! Level 3 Student's Book with Online Workbook and Testbank contains an access code to four individual practice tests in TestEank Cambridge English: Key for Schools Testkank provides authentic exam practice in an online simulation of the Cambridge

English test environment

How Testkank works:

* ‘Practice mode’ allows up to three attempts at each answer * ‘Test mode’ provides timed test practice and only one attempt * Teacher can set students a whole test or by part

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udent’s'Book'overview

Vocabulary sets informed by Clear grammar presentation and

English Vocabulary Profile to ensure practice is extended in the Grammar

they are appropriate for the level reference section at the back of the book ‘®_ There is comprehensive coverage of pronunciation in

the Student's Books

Common mistakes relevant to your students’ "level are identified and practised in the Corpus |

challenge to ensure meaningful learning

seat |

Motivating, topic-based texts specifically chosen to engage and

inform students

Get talking! presents and practises | EVP informed phrases to encourage |

natural and fluent English Lots of opportunities to personalise

classroom language to encourage meaningful communication

The full range of Exam tasks are introduced and practised in the Student's book and are easily

identifiable

Video interviews with teenagers \ show target language being used in authentic situations

The stages in Prepare to write help

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A culture or cross-curricular

lesson after every two units

eo encourages students to learn about the world around them and

learn about other subject areas through English

The Exam profile pages provide detailed information about the different parts of each paper, with guided practice, useful tips anda partial exam task for students to try

Video material shows

teenagers doing speaking

tasks in an exam situation

Review pages after every four

units gives further practice on

language and skills

Grammar activities

target and revise typical

errors made at the students’ level

Answers to quiz on page 9

1 Russia 2 Geography — rivers 3 the future 4 Unit 15 5 page 106

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10

VOCABULARY | GRAMMAR | PRONUNCIATION |READING —_

Qit'sa Adjectives of personality challenge Page 10 Geographical features Animals ®BThe natural world page 14

Culture The USA page 18

and now Holiday vocabulary page 20

OWy place Describing a holiday

page 24 Words to desoribe homes Geography Rivers page 28

School School words and

age 32 school subjects

ie Take take exams, take

a photo

Git’s very Possessions and

special materials

page 36

Culture Secondary school in the UK page 40

Q Travel and Holiday activities

holidays Get get back, get lost page 42 Transport Life in the Household furniture and future appliances _ ne Words with two pag meanings

Science The birth and death of stars page 50

©Sports and Sports and activities

games Games

page 54

@ Useful People guest, old friend

websites Internet: nouns and

page 58 verbs

Culture Football (The beautiful game) page 62

Present simple The alphabet and present

continuous

Verbs we don't th: @ and 6

usually use in the

continuous

Past simple Silent letters

Past continuous fi:/and //

and past simple

Review 1 Units 1-4 page 30

Comparative Word patterns and superlative

adverbs

Possession Weak forms: a and of

Present continuous Words that sound similar

for future:

Future with will will and won't

Review 2 Units 5-8 page 52

must, musin't, must and mustn't have to, don’t

have to

Verb patterns gh —gerunds and

infinitives

‘Two letters to the teacher

The Merrydown Award

The Earth: A changing planet

The Giant Panda

Amelia Earhart — the

first female pilot to fly

across the Atlantic

Moscow tourist

attractions

Our worst holiday ever

An unusual home

How to give @ good talk Home school is coo!

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An introduction to the

Merrydown Award

Dylan and Gabby talk

about public speaking

The United Kingdom Animal photos

Ata hotel reception desk

Five short conversations

Dylan practises his talk

‘Carmen looks for

something for her art

class

An adventure holiday

Homes of the future

A phone conversation

about dance classes A discussion about mind

sports

A doctor gives advice to

teenagers

|SPEAKING | WRITING |EXAMTASKS |VIDEO

Talk about yourself

A talk about your country © Get talking! You're so

lucky! Really?

A conversation asking for

tourist information

Talk about an adventure you would like to have

A talk about your school

Describe your perfect school

Talk about possessions © Get talking! Actually,

its ,1 think it’s

A perfect adventure week

Plan an activity weekend

Make predictions about the

future

® Get talking! Why not? First of all

Agreeing and disagreeing

Give advice on a problem

© Get talking! After all, Make sure Write about yourself A text about an animal A paragraph about Amelia Earhart and Fred Noonan A description of a home A reply to an email Write about possessions Adjective order A message for a time capsule too, also, as well A description of a website Speaking Part 1 Listening Part 2 Speaking Part 2 Reading and Writing Part 7 Listening Part 1

Reading and Writing Part 3b

Reading and Writing Part 9 Listening Part 2

Reading and Writing Part 4

Listening Part 5

Listening Part 3

Reading and Writing Part 3a

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[UNT |VOCABULARY |GRAMMAR |PRONUNCIATION|READNG —_ City living Page 64 @ Festivals and films page 68 Places

Signs and notices

Instruments and types of music History The history of writing page 72 BD Life experiences page 76 W Spending money page 80 Jobs Past participles Shops Units of measurement Culture Instrument families page 84 @Free time page 86 So many languages! page 90 Free-time activities Collocations order a pizza, pay a bill Words to describe language learning Determiners Uncountable nouns Relative pronouns who, which, that Conjunctions

Sounds and spellings

Review 3 Units 9-12 page 74 Present perfect with ever and never Present perfect with just, yet and already Present perfect with since / for Present perfect and past simple Past participles Questions with question words Weak forms Word stress Design and Technology Materials from nature page 94 Review 4 Units 13-16 page 96 WStaying healthy page 98 WW Expedition! page 102 Body parts Teen health Things to take on an expedition Phrasal verbs pick up, wake up Culture Mumbai, India page 106 W Different ingredients page 108 @D Changes page 112 Literature Michael Morpurgo page 116 12 Words to describe cooking Ingredients Types of building Change as a verb and noun Pronouns myself, yourself, herself, himself, ourselves, yourselves, themselves First conditional may / might Present simple passive Past simple passive Review 5 Units 17-20 page 118 /u:/ and // Sentence stress Ways to pronounce ea

Sounds and spelling quiz

Exam profiles 1-5 page 120 Australian cities Music festivals Showing today at Star Cinema Alife quiz Businesses and shops in Caroiff A special birthday An amazing language learner Languages of the world Teen health The Merrydown Expedition — kit list A description of an expedition Breakfast cereals A cooking blog Changing buildings Two biography fact files

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Acity quiz

Acinema trip

The Merrydown Award —

choosing who to interview A birthday picnic

Birthday challenges

Three young people talk

about their free time

Different languages

Astory about an accident

Plans for the expedition Describing photos of the expedition

Acooking competition

An interview about

changing jobs

Activities page 135 Vocabulary list page 138

Making requests and

responding

A presentation on a festival

exciting, Make sure

Ask and answer questions

about experiences

Role play three different situations

Plan and make suggestions

âđ Get talking! / suppose,

If you like

Talk about your partner's hobbies and free time activities An interview Languages you and your family speak © Get talking! unfortunately, at least Plan an expedition

you?, The same

Invent and describe a new snack

Decide on a recipe

Talk about reusing a building © Get talking! You're

welcome All the time Acity quiz An invitation to the cinema Anote Your partner's hobbies and activities Information about your English class Conditional sentences A description of an expedition A biography

Grammar reference page 147

EXAM TASKS VIDEO

Reading and Writing Part 4 Listening Part 4

Reading and Writing Part 3a

Speaking Part 2

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14

9 (se

The adventure starts here

Lesson profile

| Speaking Say which activities you would like to try

Listening -A teacher talks about a school challenge Reading Students’ letters about themselves Vocabulary Adjectives describing personality Grammar Present simple and present continuous Writing Write a paragraph about yourself

—————

Warmer

If the students did Level 2 together, this activity gets them using simple English again after the break; if they didn't, it helps them get to know each other

Write the words food, sport, city, animal and colour on the board Give the students one minute to write down their favourite thing in each category Start by giving them an example for each, e.g ice cream, basketball, Milan, elephant and green

In pairs, the students then compare and discuss their answers Demonstrate with a stronger student: Teacher: What's your favourite food, Mario?

Student: | love sushi There’s a great sushi place near my house What about you?

As a variation, all the students should walk around the

class asking and comparing answers to see which items

in each category are the most popular * ———————————— —'

OR

1 Ask the students Would you like to try flying a

plane? Get some answers and ask them what other activities they would like to try Pre-teach award (a prize you give to someone for something good they did), then arrange the students in groups and

tell them to look at the poster Ask some questions about things on the poster and tell them any words they don’t know

The students then discuss the questions in the book When they have finished, you ask the questions to students from different groups to compare answers

LISTENING

2 ©1102 Ask the students Do you think Mr Jackson will

say sport? Why? / Why not? (Yes, it's in the pictures.)

Will he say fast food? Why? / Why not? (No, this award is

about doing healthy things.)

Arrange the students into small groups and ask them to do the same task for the words in the box Then the students listen for the first time, tick the words they hear and compare this with their predictions

Unit 4

Answers

camp; exercise; hiking; hobby; students; subject; talk

Audioscript

Mr Jackson: Good afternoon, everyone Thanks for coming to the meeting Now, I'm going to tell you about the Merrydown ‘Award A very special man called John Merrydown started it 50 years ago He was a head teacher here, and he wanted to help his students have fun, make friends and learn new things Those first students had a great time, and | hope you do too

There are four parts to the award You do something different in each part, but they are all very useful in your lives The first part is ‘public speaking: You need to think of a subject and prepare to talk about it for three minutes You do this in front of a big group of people It sounds easy but it’s not! The next partis ‘fitness’ It’s all about getting fit! You can choose any kind of exercise It can be sport, or dance, or something else

Then, theres the ‘skills’ part For that, you need to choose

a hobby or activity and get better at it Maybe you can learn

to play the piano or the guitar Or, if you know what job you want to do when you're alder, you can find out about that

‘And finally — the expedition! You're going to go hiking in the countryside You have to camp for one night and do all your ‘own cooking It's hard, but its great fun

Now, if you want to do the award, | would like you to write me a letter Tell me about yourself and why you want to do it Give that to me next week OK, are there any questions?

3 Ci.02 Ask two or three general questions to see how

much the students understood the first time, for example Who started the award? (John Merrydown) How many parts are there to the award? (four) Who does the cooking? (the students)

Arrange the students into pairs Pre-teach public speaking, skill and expedition and ask the students to

read the information and predict the answers: Before you listen again, think what kind of word it could be, like a noun or adjective, and give a possible answer For example, (1) is a number — it could be two

Play the recording for the students to write the missing

information

Play it again, pausing after each question, for the students to check their answers When you check through the answers, stop the recording after each question so that weaker students don't get lost

Answers

1 three/3 2 sport 3 guitar 4 hiking § letter

Extension activity

In pairs, the students discuss which of the four parts of the award is the most interesting and which is the most difficult

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READING AND VOCABULARY GRAMMAR Present simple and present

4 Ask the students questions about the photos, for continuous

example, What is the boy's name? Who likes painting? 6 Books closed, read out (some of) these sentences from

The students match the letters Ask some the letters and see if the students can remember who

comprehension questions afterwards, for example, What they are about, Dylan or Gabby:

instruments does Dylan play? (guitar and keyboard) How | usually work hard (Dylan) old is Gabby’s neighbour? (85) I love school (Gabby)

At the moment I'm painting a picture of the sea (Gabby) I'm learning to play the keyboard now (Dylan)

Fast finishers | do a lot of sport (Dylan)

Ask fast finishers to choose a birthday present for | like to be busy (Gabby) Gabby’s neighbour Give a few fun examples like ‘a cake

with 85 candles’ ‘Dylan's old hockey stick: Books open, the students complete the verb table Answers

Answers Present simple Present continuous

1 Dylan 2 Gabby Tusually work hard I'm learning to play the

| do a lot of sport keyboard

5 Ask the students to underline these words in the two | play hockey twice a week I'm teaching my brother to letters Explain that they are adjectives like intelligent | go swimming every Tuesday | swim

and nice, which describe people See if the students Hove school He's really enjoying it

can work out the meaning from the context by | also like helping other I'm painting a picture of the

concept-checking: people 3 be

Someone who says please and thank you is (polite) ae goshoppingwmnn her | Myjmupand | are planning

Someone who does good things is (kind) palvave els me si When you feel happy about something, you are

(pleased) 7 Ask the students to underline the time expressions in the

Someone who doesn't like to work hard is (lazy) sentences, for example at the moment This is revision Someone who is happy to see you is (friendly) but they will probably still have trouble with the form

Someone who has many things to do is (busy) as well as meaning, especially the third person s (She Someone who makes you laugh is (funny) always tells me) in the present simple and the forms of

Someone who has many friends is (popular) be in the present continuous

Do the first written sentence together, then the students Elicit from the students the positive, negative and work individually Note that pleased is the only adjective question forms for each tense

in the list which only goes after the person it describes: Language note: the present simple is the most common the lazy boy / the boy is lazy but the boy is pleased not verb tense in English

the-pleased-boy

Answers Fast finishers

1 lazy 2 pleased 3 kind 4 popular § funny 6 polite The students write four sentences about what they

7 friendly 8 busy always, usually, sometimes and never do

Mixed ability Answers

Mi lime, or ask stronger students / fast finishers to mime Jc RR MI 1 We use the present continuous to talk about things happening now, at the moment,

the answers for each sentence For example, for 1 put 2 We use the present simple to talk about things that are your hands behind your head and yawn always true or happen regularly

> Grammar reference Student’s Book page 147

Extension act ty : | 8 With weaker groups, go through the exercise and

Arrange the students into pairs They have to think of highlight the time expressions which help students

someone they know for each word and explain why, decide which tense to use (in brackets in the Answers)

Demonstrate with a stronger student Teacher: Do you know a busy person? Student: My mother is very busy Teacher: Why?

Student: She works and helps me at school Do you

know someone like this?

Fast finishers

Fast finishers write two more sentences for the other

students to do For example:

| get up / am getting up at seven o'clock every day

It's hot Why do you wear / are you wearing a sweater?

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16

Answers

1 watch (every week) 2 do you usually eat (usually) 3 I'm practising (now)

4 are learning (now)

5 | don't always do (always)

6 is teaching (at the moment)

Ask the students to think of one country where it rains a lot, one where it rarely rains, one where it snows a

lot, one where it never snows The students write a

sentence for each and compare answers

Next write the corpus sentence on the board and, if necessary, underline the time phrase at the moment to help the students find the mistake

Answer

Itis raining a lot at the moment

WRITING

9 Present this as a mind map on the board and ask the

students to think of examples for each category The

students should use Exercise 4 to help them with ideas and language

adjectives | like / don't like

now sports/hobbies

The students write their paragraphs individually on a piece of paper Tell them not to write their names When they have finished, put the paragraphs on the walls * around the classroom The students then walk around the room, read the paragraphs and guess who wrote them Alternatively, read (some of) the paragraphs aloud

Cooler

Dictate this The students listen and draw it

Four teenagers are camping by the river, two boys and two girls They are all wearing jeans and T-shirts The two girls are playing football and the two boys are sitting down and watching them.A bird is flying in the sky and there are some fish swimming in the river.A cat is trying to catch the fish but they are swimming too fast The students can then draw their own pictures and

dictate them to each other Fill in, the form, with your, details Lesson profile Reading An application form for the Merrydown Award

Vocabulary Contact details Pronunciation The alphabet

Listening Gabby and Dylan meet Finn and talk about their public speaking project Speaking Give your contact details; say

what you do in your free time (Key

Speaking Part 1)

Warmer

To revise the grammar from the last lesson, read out five sentences, some present simple and some present continuous, about yourself The students must decide if they are true or false For example,

| get up at six o'clock every day My husband/wife plays the guitar

| am reading ‘Romeo and Juliet’ at the moment My grandmother speaks English very weil /am wearing green socks

The students do the same in pairs

READING

1 Books closed, on a projector show the students, or just name, some websites you like or use a lot and tell them why (it's clear and easy to use, there's lots of useful information about .) Ask the students to show each

other their favourite websites on their mobile devices, or

just name them, and ask and answer questions about

them, for example How do you know about this website? — My friend told me about it

Then ask the students to make a list of what should

go on the Merrydown Award website, for example, photographs of activities, useful links

Elicit or pre-teach form, ‘a document with spaces for you to write information: Books open, the students read the letter which gives information about the Merrydown, Award and answer the questions Give an oral example: Everyone does the same activities (wrong, you choose your activities) In the feedback, the students must

correct the wrong answers

Unit 1

Fast finishers

Fast finishers write a message from Mr Jackson on the

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|

2 Books closed, ask the students what information Merrydown students would need to give on the form, for example age, and pre-teach contact details (information you need so that you can write or speak to someone) Books open, the students do the matching task Then drill the questions

Answers

1e 2d 3b 4a 6c

VOCABULARY

3 © 03 Books closed, ask the students to look up the

following London addresses on Google Maps, or similar,

and use the internet to find who lives/lived there:

22A Baker St (Sherlock Holmes) 10 Downing St (the Prime Minister) Buckingham Palace (the Queen) 155 Norman Road (David Beckham)

Read each address aloud and get the students to

repeat it

The students then listen to and repeat Gabby’s details Make sure that they break the phone numbers into groups of digits, with a pause between, as this is easier to say, hear and remember

After playing the recording several times, see if the students can read Gabby's details by themselves and then, books closed, remember and say them Language note: 0 is pronounced in different ways: ‘oh’ in telephone numbers, ‘zero’ in temperatures and ‘nil’ in team games

4 Drill the questions: What's your email address? Where

do you live? What's your phone/mobile number? Words like you and do you are unstressed and the intonation is falling Also teach Can you repeat that, please? as the

students will need this

Arrange the students into pairs and demonstrate the task with a stronger student

Extension activity

The students make up the contact details of a famous person, for example Frankenstein or Jennifer Lawrence, and go round the class asking for one another's contact details

PRONUNCIATION | The alphabet

5 There are many alphabet songs on YouTube for a fun

introduction Tell the students to read out the letters of

the alphabet Ask them Does B sound like E or F? (E)

Which sound have they both got? (i:) Tell the students

to complete the table

Ci Then play the recording for them to check Answers Alg|lr|lilo|oln H|G|L|Y U J[|D|M w K|E|N els P|x Plz V Extension activity

The students stand in a circle and in turn repeat the letters of the alphabet forwards (A-Z) and backwards (ZA) You then say a common sound like /er/ The students continue saying the letters but the student who has to say a letter with that sound (for /er/ it would be letters A/H/J/K) sits down

If the student doesn't sit down, or sits down for the

wrong letter, that student is out of the game and leaves

the circle Continue until there is one student left

LISTENING

6 C115 Ask the students to look at the photo and think

of three questions to ask Finn For example: How do you know Gabby and Dylan? Why do you want to do this award? What activities do you want to do?

Ask the students what the first part of the Merrydown Award is (public speaking — see Student's Book page 10) Tell them to read the questions before they listen so they

know what to listen for

Answers

1 (getting to know your) neighbours

2 homework (the students shouldn't have any) 3 He will ask his mum (She teaches public speaking at

college.) Audioscript

Dylan: So, Gabby, what subject are you going to choose for your public speaking?

Gabby: I'm not sure! Maybe something about getting to know your neighbours People dor't talk to each other enough! What about you?

Dylan: | want to talk about homework

Gabby: Really? Sorry, Dylan, but that doesn’t sound very interesting!

Dylan: Wait till you hear my idea No more homework!

We should study at school and then go home and enjoy ourselves in the evenings

Gabby: What?!

Mr Jackson: Excuse me, you two This is Finn He's a new student and he's going to do the award with us Can he work with you?

Dylan: Of course! Hi, Finn I'm Dylan and this is Gabby Gabby: Pleased to meet you!

Finn: Hi!

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18

Dylan: We were just talking about the public speaking Do you know what you are going to do for that?

Finn: Not yet, but my mum teaches public speaking at college So she's got lots of ideas

: Brilliant! Hey, can she give me some tips for my talk about homework?

: Dylanl

Its fine — II ask her

OK then! Can I text or email you tonight? Sure, here's my number It's 07342 667 378 : Got that, And what’s your email address? 1townsend56@gt.com : f dot How do you spell Townsend? T.O-W-N-§-E-N-D K f dot townsend fifty-six at gt dot com Thanks

7 Ci.0 Play the recording again and stop it after Gabby: Dylan! to check the answers to Exercise 6 The answers to Exercise 7 come atter this For extra speaking practice, arrange the students into groups of four and give them each a copy of the recording script and get

them to act out the conversation Answers 07342 667 378 ftownsend5é @gt.com Extension activity

Arrange the students into groups and ask them to think of three possible topics for public speaking They should then say what their ideas are and why they are interesting For example: Our first idea is parks The parks in our town are very boring and teenagers don't want to spend time there

SPEAKING

en ẽ._.Ưừớớ_ ƯẰẶ-ẶẰẽốớ ene eee

@® Prepare for Key for Schools

Speaking Part 1

Task description

In Speaking Part 1, students are in pairs The examiner will ask each student questions about the student's family, school, hobbies, home, etc The examiner will speak to both students but will ask each one different questions

Exam tips

Tell students that the examiner can only mark what the students say, so it is important for them to answer the questions as fully as they can They usually have to spell their name, so it is important they know the alphabet

> See Exam Profile 1, Student's Book page 120

Unit 1

8 Askthe questions to the students first and get them to answer in full sentences Then arrange them into pairs to fill in the form

9 Ask the questions to the whole class and get some sample answers Do not accept answers of single words; they must be at least two sentences long For example: Teacher: Tell me about your family

Student: | have quite a small family There’re me, my parents and my little brother, Alex He's four and very funny!

Drill the questions before you arrange the students into pairs to choose three questions and ask each other Stronger students can ask all the questions and then find a new partner

10 Have a brief class discussion Stronger students can do

it in English, weaker ones in L1 If you do this after each

of the exam tasks, you can find out where students have problems and help them work towards overcoming them They will also benefit from each other's ideas

a

Project

Use an English-learning website

The students should find the British Council

LearnEnglish teens site and sign up They need to go to http:/earnenglishteens.britishcouncil.org/ and then click on ‘Sign up for a free account’ at the top of the page They will have authentic practice in giving contact details and the site is a terrific resource for teenagers (and their teachers)

*——— le ts GF

i

Cooler

Write this sentence on the board, teach fox, and ask the

students what is special about it:

The quick brown fox jumps over the lazy dog If the students don’t know, go through the alphabet, crossing off the letters in the sentence until they

understand that it uses every letter of the alphabet

Arrange the students into groups They must write their own sentence which uses as many letters of the alphabet as possible The winner is the group with a grammatical sentence with the most different letters

Teacher’s resources

| Student’s Book |

Trang 19

The, world is chan

{ Lesson profile | | Vocabulary Geographical features |

| Reading The Earth: A changing planet

| Grammar Verbs we don't usually use in the

| continuous |

| Pronunciation The sound ‘th’

| Listening A description of the UK | | Speaking Describe the geography and weather |

\ of your country

To practise the new vocabulary and alphabet sounds from Unit 1, play Battleships Ask the students to make two 8x8 grids in their notebooks, They label the bottom of each grid A-H and the side |-P In one grid they write six new words from Unit 1, horizontally, vertically or diagonally, one letter in each cell The other grid they

leave blank

Arrange the students into pairs They take turns to guess each other's letters by reading out coordinates (the alphabet letters) and try to find their partner's six words For example:

Student A: B/P?

Student B: No, my turn D/J?

Student A: Yes, the letter K (Student B writes K in square B/P on his/her blank grid.)

VOCABULARY AND READING

1 Elicit the easier words sea and river: What do we call the

water next to the beach? (sea) And the water that runs

into the sea? (river)

Books open, ask the students to look at the words in the box and see if they are in the pictures As examples, the students should name famous or local places, like

the Black Sea or the hill near our school Drill the new

vocabulary

Answers

Volcano is in the top right picture; hills can be seen in the background of the third picture on the right; mountains are seen in the bottom picture below the text

Extension activity

The students draw one of the words on the board for the other students to shout out what it is

2 Ask the students to find these things on a real or online

map: Mount Everest, the Amazon, the Baltic Sea, the Arctic and Greenland

Arrange the students into pairs to discuss the questions For the second question, ask them to think about changes in different categories like climate, animals and people, giving some examples, e.g people are moving

around more, etc

Pre-teach earthquake (it's easier to demonstrate by shaking the desk!) and tell the students to check their ideas in the reading text

Language note: you can say the Earth or just Earth with no article

Answers

1 4.6 billion years

2 Temperatures are rising; the weather is wetter in some places and drier in others; there are more big storms; the Arctic is getting warmer

3 Do the first one together Ask the class to read the first paragraph and decide which heading fits it best (C) Then ask them to say why — which information gave them the answer (the word old)

Ask the students to do the same thing for the other paragraphs In feedback ask them to say why

Answers:

Paragraph 1 - C (4.6 billion years old) Paragraph 2 — D (changing because of)

Paragraph 3 — B ({t’s normal but are worried)

Paragraph 4—A (Farmers in Greenland like the warm weather) Extension activity

Early finishers can search the internet for ‘the oldest

m in the world: For example, the oldest mountains in the world are probably the North Georgia mountains in America, over 1 billion years old

4 Ask Which word in paragraph 1 means ‘think but don’t know for sure’? (believe) The students then work individually

Mixed ability

With stronger students, you could do the task orally, reading out the definition and not giving the first letter

With weaker students, tell them that the words are in

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20

GRAMMAR Verbs we don't usually use in the continuous

5 The students find and underline the verbs in the text and

say which tense they are in They then tick the verbs in the second box which belong to the same category

Answers

The verbs in the first box are all in the present simple The verbs in the second box which are about thinking, feeling and owning are: belong to, hate, love, need, want, have Language note: Have can be used in the present continuous in phrases like have a shower Think is used in the present simple for giving opinions, e.g What do you think about climate change? but in the present continuous to describe the thought process, e.g What are you thinking about? The other verbs are not impossible in the continuous in some contexts but the rule is a good one for this level

Alternative presentation

Write on the board John is learning Spanish He knows it well Underline the two verbs and say, States are about facts, they are true or false, but processes describe what is happening Which verb in the sentence is about a state [knows] and which one is about a process [is learning]? Explain that state verbs rarely go in the continuous form Continue the example on the board and elicit the correct forms: He (want) to go to Argentina and so he nec (save) money for the trip [wants / is saving] The

students can then do Exercise 5

G Tell the students to think about the verbs in Exercise 5

Answers

1 hate 2 wants 3 are you singing;need 4 belongs

5 love 6 'm/am running

Ask the students to write down two things that a) they don't have and don't need; b) they have but they don't need; c) they don't have but they need Give an example for each category: bad friends; a bright green skirt; a

present for their mum's birthday Then ask them to find

the mistake in the corpus example

Answer

mneeding l need

LISTENING

7 ©+%» Books closed, ask the students (some of) these general knowledge questions about the UK:

Which countries are in the UK? (England, Scotland, Wales, Northern Ireland)

What is the capital of Wales? (Cardiff) What language do they speak in Scotland? (English — very few people know Scottish Gaelic) What is the second biggest city in Britain? (Birmingham)

Unit 2

Go through the notes and ask the students to predict what the answers might be: 1 is a noun, the name of an island; 2 and 3 are nouns, something from geography;

4 is the name of a river; 5 is difficult to work out, but it is

something the UK doesn’t have; 6 and 7 are adjectives They then listen and check their predictions To make it easier, you could stop the recording after each answer is given

Cultural background

The UK is England, Scotland, Wales and Northern Ireland; Great Britain is England, Scotland and Wales; the British Isles is a geographical unit — the UK and

smaller islands like the Hebrides, near Scotland

Many people use the UK and Great Britain to mean the same thing Answers 1 Great Britain 2 sea 3 mountains 4 Severn 5 weather 6 colder 7 wetter Audioscript

| come from the United Kingdom It’s often called the UK The country is made up of several islands The biggest one is called Great Britain Its the ninth biggest island in the world There are lots of smaller islands too Many of them are in Scotland No one in Britain lives more than 120 kilometres from the sea Northern Ireland is part of the United Kingdom too

There are lots of hills in the UK We have some mountains, but

not many Most of them are in Wales, the north of England and the north of Scotland

England has some very beautiful lakes They are in the north west, It's a popular place for holidays

Most British rivers are not very long The longest is the River Severn, which begins in Wales It's 338 kilometres long Other important British rivers are the Thames, which goes through London, and the Clyde in Scotland

The UK doesn’t have great weather It rains a lot and it never

gets very hot The south is warmer than the north, and the east is the driest part of the country

The weather in the UK is changing at the moment Winters are

getting colder, with more snow, and summers are getting wetter Sometimes we have big storms

PRONUNCIATION _ th: /@/ and /3/

8 C107 Play the recording of the two sounds These sounds are specific to English, so you will need to show how the sounds are made, by exaggerating how the tongue makes contact with the upper teeth The difference between them is ‘voicing’ and you can demonstrate this by asking the students to put their hands over their ears and hearing the buzzing for /õ/ A good contrast is breath /@/ versus breathe /6/ but you will need to demonstrate the meaning of these words

O18 After the students have put the words into the

Trang 21

Answers

/9/ Earth: north, south, thing, think /8/ weather: other, there, these, this

Language note: the main problem with these sounds is pronouncing them together with sounds like /s/, /k/ and /z/, so itis worth drilling combinations like this thing (s + 9), his thing (z +8), sixth (ks + 8), what's that (s + 0) and Smith’s there (0+s+ð)

Extension activity

Arrange the students into groups Brainstorm words

with th-sounds The students should make a sentence

with as many th-sounds as possible Give an example: The three mothers there think that these clothes are the

best in this weather Collect all the sentences, correct

any errors, and make them into a list for the whole class to read and repeat

SPEAKING

9 Say to the students: That was the UK, but what is interesting in our country? Show them the list in Exercise 10 and get some examples in each category Arrange them into pairs to make notes and prepare their

talks

410 Arrange pairs together into groups of four The talk could

be done as a PowerPoint presentation and/or recorded Ask each pair to tick the list and complete these two sentences after they have listened to the talk: This talk was good because

(you spoke about all of the things)

To make this talk better you can (speak more clearly)

They should also ask and answer (two) questions about each other's talk For example Where did you get the information about the weather changes?

Cooler

Write these sentences on the board (or dictate them)

and ask the students to correct them 1 A mountain is a small hill (smatt big)

A volcano is water with land around (veteane lake) It is dry in a storm (dry wet)

Thing and this begin with the same sound (the-same a different)

' She is understanding the question (is-understanding

understands)

It rains now (reins is raining)

Are you knowing French? (Are-you-knewing Do you know) | Lesson profile | Vocabulary Animals

| Listening Key Listening Part 2

| Reading The Giant Panda |

| Speaking — Ask and answer about animals i

| Writing A text about an animal; prepositions Í about, around, between, including

Spell out this sequence letter by letter for the students to separate into words and write down as a sentence: Todayslessonisaboutanimals (Today's lesson is about animals.)

The learners could then write a short sentence and

repeat the activity in pairs,

VOCABULARY

\ Ask Which of these animals do you know? before the matching

Arrange the students in pairs to answer the questions Pre-teach rare: Something which is rare is very unusual, for example snow in summer Pre-teach the wild: The wild is the natural place for animals to live, not a zoo Question 4 could be done as a brainstorming exercise with the whole class, one student writing them on the board, or in groups Ask the students to name animals in a certain category, like ones that live in your country or ones that are dangerous, and give a number, say six animals, otherwise they may use their mobile devices or

dictionaries to find lots of unusual animals!

Answers

a lion b dolphin ¢ snake d penguin e monkey 1 lions — Africa; dolphins — all the oceans of the world;

‘snakes — in most countries; penguins — in the southern hemisphere (South America, South Africa, South Australia, Antarctica); monkeys — South America, Africa, southern Asia 2 lions — savannah grassland, plains, open woodland;

dolphins — sea; snakes — forests, deserts, prairies; penguins — sea, rocks near the sea; monkeys — forests 3 Lions and snakes can be dangerous,

4 The lion, penguins and monkeys are in a zoo

5 Other animals at A2 level: bear, chicken, dinosaur, duck, insect, mouse, rabbit, rat

Carrer

2 This could be done in pairs or, to maximise speaking opportunities, as a class survey with the students

asking the questions to as many other students as

they can in a time limit

Trang 22

Extension activity

The students turn the results of the survey into a pictograph They make a graph with the number of

pictures of the animal corresponding to how many students like it (look up ‘animal pictograph’ on Google for examples) This could be done on paper or electronically LISTENING SSS ©) Prepare for Key for Schools Listening Part 2 Task description

In Listening Part 2, students listen to two people talking and they have to match two lists of items, for example people and their hobbies, or days of the week with activities

Exam tips

Tell the students that there are five questions plus an example, and eight answers, so there are two answers they don't need to use They may hear two or more words from the list of answers for each question, but only one will be correct They must listen for the meaning to choose the right one

3 ©+%œ Before the first listening, check that the students

understand the situation and instructions: Who took the

photos? (Uncle Liam) You need to put a letter next to each animal The letter is a (country) Tell the students that they can use each letter once only

Go through the answers with the students, pointing out the wrong answers as well as the right ones and the key words The task is tricky because other countries are mentioned around the correct answer

Answers

1 © Gina asks about Kenya but Liam says / took that in India 2 B Liam says there are snakes in Africa and India but / took

that picture in England

3 H Gina asks about New Zealand but Liam says That [photo] was in South Africa

4 G Liam says he saw dolphins in Mexico and Argentina but I took that photo in Scotland

5 E Gina thinks the picture is from India but Liam says / took that in Mexico,

Audioscript

You're really good at photography, Uncle Liam! Thanks, Gina

Did you take this picture of a lion when you were in

Kenya last year?

: That's right

Gina: You're so lucky — I never go to exciting places like that! Did you take that picture of a monkey there too? : Ltook that in India We were at a market and they were

eating all the fruit,

Gina: | can't believe you took this picture of a snake! Weren't you afraid?

Unit 2

Liam: No, | was excited! Anyway, it's not dangerous, like the ones you see in Africa or India | took that picture in England, when | was hiking

Gina: Really?! And this is such a great picture of a penguin!

Did you take it in New Zealand?

hat was in South Africa It's funny, isn’t it?

Yes! This dolphin picture's good too

Oh, yes | saw dolphins in Mexico and Argentina, but

| took that photo in Scotland

And finally this amazing elephant You took that in a forest in India, | suppose?

Liam: Er | took that in Mexico Gina: What??

Liam: In a zoo, Gina!

Gina: Oh, right! Liam: Gina: Liam: Gina: See Student's Book page 130 Answers 1 Conversation 1 — photo 4 Conversation 3 — photo 3 24 -conversation’ 2-3 3-2 4-1 5-3 6-2 7-1 Conversation 2 — photo 2 C10 Audioscript Conversation 1

Boy: Hi, Daisy! Happy birthday for yesterday! Did you have a good day?

Daisy: It was brilliant — my mum took me and my cousins to.a theme park

Boy: You're so lucky! | love theme parks

Daisy: They're fantastic, aren't they? We had a really good time,

Conversation 2

Girl: What did you do in the school holidays, Pete?

Pete: | went on a climbing course

Girl: at?? | didn't know you liked climbing,

Pete: | do now! It was great fun And | made lots of new friends

Conversation 3

Boy: Tariq — you need to come to my house this afternoon,

Tariq: Really? Why?

We need to start work on our science project! The teacher wants it on Tuesday

Tariq: Oh, right | forgot about that OK, then! Ns at ee a Se a er ee es READING

4 Use the picture to pre-teach panda and bamboo Give an example of a panda fact like There is one in our zoo The students write down three more things As an

alternative, or extension, ask the students to write three

things which they would like to know about pandas, for example, Do they only eat bamboo?

The students then check if these ideas and questions

are answered in the text

5 Demonstrate the task orally: Pandas live in bamboo

Trang 23

Answers

1X (now they only live in China)

2 Xx (they sometimes eat other things)

3v

4 X (they eat bamboo after four months) 5 x (the number is between 1000 and 2000) 6⁄

SPEAKING

6 This task is similar to Key Speaking Part 2, see page 30

Books closed, say We are going to read about some more rare animals What questions have you got about them? In pairs, they should write down six questions in note form, for example What name? and, books open, compare them with the ones in the exercise

Ask the students to write out the questions in full grammatical sentences and drill them

Arrange the students into new pairs to make questions

from the prompts on Student’s Book page 135 and

answer them

With weaker groups, do some work on question forms first For example, give them the questions with the words mixed up for them to put in the right order

Answers

1 What kind of animal is it? 2 Where is it from? 3 Where does it live? 4 What does it eat? § How much does it weigh? 6 How many are (there) left in the wild?

7 What are the babies called? 8 How many babies does a female have? 9 How long does a baby stay with its mother?

WRITING

Prepare`to write

(ŒNNWZNĐ? Go through the text and clarify the meaning

of each preposition For example:

They spend about 12 hours a day — Does ‘about’ mean exactly 12 hours? (no)

also eat other things, including plants, fish -Do pandas eat plants and fish ? (yes)

pandas weigh between 75 and 135 kilograms — Could a panda weigh 70 or 140 kilograms? (no) pandas stay with their mothers for around 18 months — Could they stay for 19 months? (yes)

The students name the two prepositions which are the same and complete the sentences

Answers

About and around have the same meaning in this text 1 between 2 about/around 3 including 4 between

5 including

[TY] The students should find out information about

their animal to answer the questions in Exercise 6 They can find the information in L1 but they must write it down in English Weaker students could do the planning and writing stage in three pairs, each pair taking responsibility for one paragraph

(NU Write the paragraph plan on the board Tell the

students to use the prepositions between, about /

around and including at least once

(WWNSWÄ Tell the students to look for grammar,

vocabulary and spelling mistakes As an extension, the students read each other's writing and answer the questions in Exercise 6 about the new animal

—————— Project

Wonders of our country

° Ask if anyone knows the Seven Wonders of the World (The Pyramids of Egypt, Hanging Gardens of Babylon, Statue of Zeus at Olympia, Temple of Artemis at Ephesus, Mausoleum at Halicarnassus, Colossus at Rhodes, Pharos of Alexandria) Show some photos or a YouTube clip of them

s Arrange the students into groups of five They must make a PowerPoint presentation of five wonders of your country Brainstorm some examples of natural and man-made things in your country

¢ First, they should make a list of possible places and then choose five of them

* Then, they find information about each of them * Each student prepares a slide about one wonder ¢ Finally, they should put the slides together, check their English and then present to the whole class

J

Cooler

Have a quiz of the unit content

1 Which is older — Everest or the Amazon rainforest?

(Everest)

2 Could you grow vegetables in Greenland 50 years ago? (no)

What is the longest river in the UK? (the Severn) What is the driest part of the UK? (the east) What is a baby panda called? (a cub)

How many hours a day do pandas spend eating?

(12)

7 How long does the kakapo stay with its mother? (10 weeks)

8 Which countries does the Siberian tiger live in? (Russia, China, North Korea)

oune

| Teacher’s resources

Student’s Book

Trang 24

[ Lear |

| * The students learn about the USA and how it is |

* Inthe project stage, the students find out about and describe a state or area in the USA or their own

| \ country,

Fast finishers

Ask the students to add one or two more questions to the quiz for other students to answer They could use mobile devices to get information For example: Which famous river goes through the USA?

A TheAmazon B TheThames C The Mississippi (Answer: C) Useful vocabulary nickname symbol armadillo prickly beaver state (region) panther poppy ===—==——-—=—-., Preparation

If the students are going to do the project in class, they

will either need access to the internet or books and maps The website http://www.discoveramerica.com/ usa/states.aspx has lots of information and pictures

about the individual states of the USA

SS

Answers

1© 2B 3A 4B 5C 6A

2 Ask the students what the flag of the USA looks like Ask

them how many stars there are on the flag and why (50,

one for each state) Explain that the USA is divided into states Tell the students to read the box, look at the map and find Alaska

Fast finishers

Ask fast finishers the name of the one other state which,

like Alaska, is not joined to the other states (Hawaii)

Warmer

Arrange the students into pairs Say a word and give

them one minute to think of as many associated

words as possible For example, summer — ice cream, holidays, hot, etc See which pair has the most words, Other good starter words are home, money and green

The final one should be the USA

Ne

Cultural background

There is a federal system in the USA, so states have some autonomy from the central government and can decide local issues like educational policy and transport regulations This means that laws can vary between

‘states, so, for example, you can drive when you're 16 in Idaho but you have to be 18 in Florida

‘1 Ask the students some simple questions to see how

much they know about the USA, for example What's the name of the president? When did Columbus discover America? (1492), What is the American English word for ‘sweets’? (candy) Also ask some open questions like What American films/music do you like?

The students do the quiz individually, then check with a partner Language note: we have the article before ‘USA’, i.e ‘the USA’ Answer

Alaska is shown in orange below the main part of the map This is because it is situated west of the northern part of Canada 3 See if the students can name the states and then ask

them to check with one another in groups of four (They will find the answers in Exercise 4.)

See which group can name the most other states You could help by putting up some of the states on the board as anagrams: gieagro (Georgia) naidnia (Indiana) aenvda (Nevada) twyekon (two words) (New York) niwgasonht (Washington)

Underline the first letter of the anagram to give a clue 4 Check that the students know the compass directions by

shouting out a position, for example north, south-east, and getting them to move to the appropriate part of the

classroom

Give the students two minutes to read the text and check their answers to Exercise 3

Trang 25

Fast finishers

See if the students know what these American

holidays are

July 4th (Independence Day)

Second Monday in October (Columbus Day) Last Thursday in November (Thanksgiving)

The students could then find out information about them on their mobile devices or in books and discuss which

‘one they would like to take part in

Answers

1 California 2 Texas 3 Florida 4 New York Other states will be students’ own answers

5 Go through the pictures and get the students to describe them Teach and drill the new words as you're going through them: panther, beaver, armadillo, poppy, prickly

pear cactus

Tell the students to look at the first picture and say what state it belongs to Then let the students work individually

Answers

a Florida b NewYork c¢ California d Texas e Texas

f California g Florida h New York

6 Ask the students some comprehension questions about the text, for example Where is California? (on the west coast), Where can you find Disney World? (Florida) What plant grows in the desert? (prickly pear cactus)

The students complete the table

Mixed ability

With weaker groups, divide the groups into four and

each student can fill in the table for one state Answers State California Florida Other name The Golden State The Sunshine State «

The Empire State

The Lone Star State Animal _| Plant poppy orange tree bear panther New York Texas beaver rose prickly pear cactus armadillo Extension activity

Ask the students to discuss which state they would most

like to visit and why

(xjxô——————————— As preparation, explain again that a state is like

a region and ask what the equivalent is in your country Ask which region the students live in and

what is special about it With stronger students, ask

if there is a federal system as in the USA, where

regions/states have some freedom Is this a good or a bad thing?

Tell the students that they need to make an individual presentation about somewhere in your

country or about a state in the USA In class, get

the students to decide which place they will find out about, so that you know there will be variety in the presentations

The students find out the information for homework and make a presentation to show in class Stronger students could add other information, like local

languages, special places, regional food/drink, geographical features like lakes, etc

The students present their information in class There could be a vote for the most interesting

presentation Encourage the students to ask one another questions after the presentation You could

also collect all the different information and turn it

into a class quiz for another lesson

¿——————ễ Cooler

Read out these places and get the students to write

them in two columns: with the and without the The

answers are given in brackets

Example: the =

the USA America

5th Avenue (—) Hudson River (the) Empire State Building (the) Macy's Department Store (—) Lake Superior (—)

Rocky Mountains (the) White House (the) Wall Street (—) Central Park (—)

Golden Gate Bridge (the)

The students could then find out information about

these places from the internet or a library

SSS

Trang 26

I

26

Lesson profile

Vocabulary Travel and adventure _ Reading The story of Amelia Earhart

| Pronunciation Silent letters

Grammar Past simple

| Writing A paragraph about Amelia Earharts | time on the island

Speaking Talk about an adventure you would

like to have

Warmer

Arrange the students into groups On the board write these questions about famous travellers If the students have mobile devices, don't give the alternative answers, let the students look them up

Who .?

1 went to China and met Kublai Khan?

A Captain Cook B Marco Polo (B) was the first woman in space?

A Valentina Tereshkova B Amelia Earhart (A) went around the world in eighty days in a famous book?

A Don Quixote B Phileas Fogg (B) took an army of elephants across the Alps? A Hannibal B Julius Caesar (A)

Was the first woman to fly across the Atlantic?

A Valentina Tereshkova B Amelia Earhart (B)

VOCABULARY

1 Write the word train on the board and elicit as many

other examples as you can From level A1/A2: aeroplane/

plane, ambulance, bicycle/bike, boat, bus, car,

helicopter, taxi

Arrange the students into pairs for the discussion and demonstrate in front of the class with one of the stronger students

Teacher: Yulia, do you like going by bike?

Student: Sure, | come to school by bike What about you?

2 At this level, the students will need monolingual

dictionaries Do the first three with the class as these are

more difficult and then let them work individually

Answers

1 exciting 2 Airbus, Boeing 737, Boeing 747 3 under the wings; they give power 4 into the air 5 inaplane 6 itstops 7 flies the plane

8 The pilot must talk to / communicate with the airport Unit 3 Extension activity Read out the definitions for the students to shout out the word: an exciting and sometimes dangerous experience (adventure)

transport for flying people (aeroplane)

this gives power to machines and makes them move (engine)

a journey in the air (flight)

someone who travels by transport (passenger) you burn this to give heat and power (fuel) the person who flies a plane (pilot) you listen to this for information (radio)

READING

3 Ask the students to look at the pictures and elicit as much information as you can before the students read For example /s this a new or an old story? (old) Does the newspaper have good or bad news? (bad) Give a time limit for this gist-reading task

Answers

pilot — Amelia Earhart navigator - Fred Noonan

last place she took off from — Lae, in Papua New Guinea No one knows what happened to her Her plane didn't cross the Pacific

4 Ask some oral questions first, e.g Was Amelia an

unusual woman? (yes) What was the name of her plane? (Electra) Then arrange the students into groups to answer the written questions

Fast finishers

Fast finishers should underline five new words

(e.g successful, amazing, took off, bone, button) in the text and find out what they mean They can then compare

with other fast finishers and tell the rest of the class Answers 1 Because she was the first female pilot to fly across the Atlantic 2 In 1937,

3 He was the navigator 4 They flew west to east

5 Because the plane did not carry a lot of fuel 6 They were flying to Howland Island They didn't arrive, 7 Nikumaroro Island is 640 kilometres from Howland Island 8 They found a campsite with fish and bird bones, two buttons

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5 Ask the class what they think the problems of living on

a desert island might be Tell them that the answers to the questions are not in the text and there are no right answers, Point out that in question 3 they need to use an -ing form after the preposition for, e.g for killing birds In Exercise 11 the students will write a paragraph based on their notes

Possible answers

1 fish/birds / rain water / juice from fruits

2 it was cold at night / they wanted to make a signal 3 for preparing food / cutting things

4 there was no water / it was too hot

PRONUNCIATION Silent letters

6 Cin Ask the students What season comes after

summer? and elicit autumn Ask them to spell it Ask How do we pronounce the ‘n’ at the end of the word? Elicit that we don't pronounce it, it is silent, i.e it is written

but not said

In pairs, the students read the words and underline the silent letters Then they listen, check and repeat Elicit any more examples of silent letters the students might know, e.g often, talk, night

Answers

(Silent letters are in brackets.)

b(u)ild, clim(b), fli(gh)t, (k)new, (k)nife, lis(t)en, sc(h)ool, (w)rite Language note: the rules for silent letters are complicated, but five useful rules at this level are:

i) bissilentin mb, e.g clim(b), bom(b), lam(b) ii) kis silentin kn, e.g (k)now, (k)nife, (k)nee ili) nis silent in mn, e.g autum(n), colum(n)

iv) ris silent in British English if it is not before a vowel,

e.g ca(r), ho(r)se but rat

¥) his silent in many combinations, e.g hour, sc(h)ool, ve(hjicle, Sara(h)

Extension activity

Ask the students to make a vocabulary quiz where the answers are all words with silent letters For example: Spiderman does this really well (climb)

We are here now (school)

GRAMMAR Past simple

7 Tell the students to underline the past simple verbs

Say Give me an example of a regular past simple verb (walked) and elicit the rule (base form + ed) Then say

Tell me some verbs which are not like this, which are

irregular (do—did, go—-went)

The students complete the exercise in the book Ask them to give you the base forms of the irregular verbs too All the examples of negatives are full forms, so make sure the students know the contractions too

(did not + didn’t)

Answers

1 wanted; did (she) do; decided; didn't carry

2 was not; took off; flew 3 be (was/were)

=> Grammar reference Student’s Book page 149 8 Arrange the students into pairs Tell them there are 28

examples of the past simple in the text The first students to underline all 28 are the winners and they have the first chance to correct the Corpus challenge

Answers

became, loved, wanted, was, decided, was not, did not stop,

did (she) do, decided, chose, didn't take, was, took off, flew, travelled, flew (on), had to stop, didn't carry, were able to, took off, was, arrived, saw, thought, saw, was, was, found

9 Ask the students to do questions 1-4 and work out the rules for making past simple questions Then they answer questions 5 and 6

Fast finishers

Fast finishers write two more questions like 5 and 6 and give them to another fast finisher to do

ed

“

Mixed ability

Give weaker students a simple example to help them:

Amelia liked Fred

subject object

Say /f the question is about the subject (Amelia) there

is no ‘did’ Write:

22? liked Fred-+Who liked Fred?

Say /f the question is about the object (Fred) we need ‘did’

Write:

Amelia liked ???—Who did Amelia like? Give an extra example with What:

What animals lived on the island? (What = subject, So no did) What animals did they see? (What = object, so did) Answers a Fred Noonan 1a

2 questlon word + past simple

3 question a: the object; question b: the subject

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10 Ask the students how many of the verbs in the sentences

are regular (two) Tell them to be careful about the spelling change with travel in number 1

Fast finishers

Tell fast finishers to write the message in a bottle, for example, / am Amelia Earhart and | came to Nikumaroro island two days ago

Answers

1 travelled 2 didn't return 3 did your aeroplane take off 4 flew 5 didn'tsee; was 6 found

Answer

Tim, Sue, Christoph and Sabrina were here

WRITING

11 Tell the students to look back at the end of the story on

page 20 Tell them they are going to write a paragraph using their notes from Exercise 5 As the model sentence starters begin / think, the students should use some basic linking words like so, but and maybe

Sample answer

| think Amelia and Fred ate fish and drank rain water when they were on Nikumaroro island Maybe they built a fire because they wanted to cook the fish So | think they used a knife for

preparing food But | think they died because they didn't have enough food or water

COR cư,

42 Ask the students to tell you the advantages and

disadvantages of each kind of transport, for example A hot air balloon is slow and can’t carry many people but it is fun! Arrange the students into groups for the discussion

Afterwards, pair up the students from different groups so that they can tell and compare their

adventures

ee

Extension activity

The students make a poster for their adventure, with pictures and description, for a wall display

ie a i a i ẽn— 2

Cooler

Arrange the students into groups Ask them to write the alphabet A-Z down a page of their notebooks For each letter they must think of a verb, for example Ask, Break, Come, Do, etc Give a time limit and see which group can match a verb to the most alphabet letters The students then write the past simple for each verb:

Asked, Broke, Came, Did, etc =———= Unit 3 ow,can ! help you? | Lesson profile Listening Asking the hotel receptionist for information

Reading Tourist information leaflets

Speaking Asking for and giving tourist information; Key Speaking Part 2

Warmer

Arrange the students into pairs Ask them to write down eight things that you need to take on holiday, for example a passport and money They then compare lists and say why you need each thing, for example

An umbrella is good because it isn’t nice to get wet

USTENING AND VOCABULARY

‘1 Ask the students What is the name of the place ina

hotel where you get your key? (reception) and tell them to open their books and look at the photo Check the meaning of the vocabulary and drill it

Who is the person who gives you your room key? (receptionist)

And the person who takes the key is the ? (guest) This person does not stay in a place all the time (visitor) This person travels for fun not business (tourist) A tourist is not on business but ? (on holiday) If you are lost, you need a ? (map)

You put your clothes and things in a bag called a (suitcase)

A lot of suitcases together are ? (luggage)

Arrange the students into pairs to describe the photo using the words in the box

Language note: /uggage is uncountable; suitcase is

countable

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Audioscript

John: Hello, We arrived this morning I'm with my mum and dad, and my sister

Receptionist: Oh yes, | remember John, isn't it? How can | help you?

John: it's our first time here in Moscow and we want to do some sightseeing this afternoon Can you give me some information, please?

Receptionist: Yes, certainly There's a big map over there on the wall and | can give you a small street map here it is We're here and the tourist information centre is here It's not very far You can easily get there on foot

John: That's perfect Thank you Do they have tour guides, do you know? My mum and dad like having a tour guide My sister and | think tour guides are boring — we think it's much more fun exploring on our own!

Receptionist: Yes, well I'm sure they have tour guides John: Thanks Oh, by the way, have you got an

underground map too?

Receptionist: Yes, look, It's on the other side of the street map The best way to get around Moscow is by metro, that's the underground, or by bus You can get day tickets for both

John: What about taxis? Aren't they quicker? Receptionist: Taxis are OK but they can be expensive and

quite slow, There's always a lot of traffic and so they often take a long time!

John: Thank you That's really useful information for mum and dad Bye

Receptionist: Goodbye Oh, excuse me You left your

suitcase

John: Pardon?

Receptionist: Isn't that your suitcase there on the floor?

John: No, that isn't mine Ours are in our room | saw

at the desk before Nai

of luggage Perhaps it belongs to him He went

up in the lift,

Receptionist: Ah yes | remember I'l call his room Thank you

3 ©:+ See how much the students understood on the

first listening and demonstrate the task by asking some

simple yes/no questions, for example John arrived in the

morning (Yes.) Taxis are the best transport in Moscow (No, the metro is.) When the answer is ‘no’ the students should correct the statement

Mixed ability

Tell weaker students that there are four yes and four no

answers

Answer

1 x (He has asister) 2% 3 x (It's not very far.) 4 X (It's on the other side of the street map.) 5 6 X (No, that isn't mine.) 77 BV

READING

4 Books closed, write the word MOCKBA (Moscow in

Russian letters, pronounced /mesk've/) on the board

and ask the students if they can read it

Ask the students what they know about Moscow and Russia, for example Where were the 2014 Winter Olympics? (Sochi)

Books open, ask some questions about the photographs

Match the first text and picture together, showing that the key words are oldest streets and shopping The students

then work individually

Answers 1d 2a 3c 4b

5 Show some YouTube clips of these places to give more

information and atmosphere Tell the students to discuss each place in turn Model with a stronger student: Student: (Teacher), would you like to visit the Arbat? Teacher: Yeah, why not? | need to buy some souvenirs

Which place would you like to visit?

SPEAKING

6 C13 Ask the students Where can John get more

information about what to see? and elicit ‘tourist

(information) office: Tell the students to read and listen and tick the pictures of places which the family will visit that day

Mixed ability

With stronger students, play the recording first, books closed, and see if they can do the task

Answer

They are going to visit the Cat Theatre, the Kremlin and Red Square,

Play the recording again and ask some general comprehension questions like When is the zoo closed? (Monday)

7 ©)1.14 First, the students should read and listen to the

phrases Pause the recording after each phrase to give

them enough time to repeat them

Second, the students should repeat after the recording without looking at the text

Optionally, play the recording for a third time, books closed, and ask the students to write down each phrase

after it has been said

8 Give an example yourself first of an interesting city and four sights Brainstorm cities and sights on the board Arrange the students into pairs One student should be a tourist and the other person should be a clerk in a tourist information office They swap roles when they have finished Change the pairs after the first conversation so they can have a different conversation when they change roles

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Ị ! 30 © Prepare for Key for Schools Speaking Part 2 Task description

In Speaking Part 2, students ask and answer

questions using prompts they have on cards One card has prompts to make questions and the other has

information on it to answer their partner’s questions Exam tips

Tell students to avoid giving one-word answers but to try to ask full questions and give full answers They shouldn't worry too much about making mistakes but speak confidently

9 Ask the students to form the five questions See if they can find different ways of making the same question, for example Where is it? and What's the address?

Answers

1 What's the address? / Where is it?

2 Isit open every day?

3 What time does it close? 4 How much are drinks?

5 Can you tell me the web address?

10 Demonstrate by writing a different example on the board, prompting and answering the students’ questions: 16 Penny Lane Tuesday — Sunday Hours: 10.00 — 16.00 Coffee 1.50 and tea 1.00 www.pennylanetourism.co.uk

The students then ask and answer the questions, swapping roles when they have finished

Extension activity

The students make their own information cards for other

places in town, for example a café or the zoo, and ask and answer questions

Answers

A's questions

How much does the concert cost? / How much is the concert? When is it/ the concert?

Where is it/ the concert?

What's the phone number?

What time is the concert?

B's questions

Where do we meet?

How long is the tour?

What's the website? / Is there a website? ‘When is it/ the tour?

How much is does it / the tour cost?

Unit 3

Project

Famous women round the world

* Divide the students into groups of four Tell them they are going to find out about famous women from different countries, one for each student in the group,

and fill in a table about them

* First, they should look online to find examples of famous women from the present and past

ø Next, they divide the work between themselves, and each student should get information online about one woman They should make notes like this Born/died 1929-1945 Name | Nationality German Why famous Lived in secret place because of war Wrote a famous diary about her life there Anne Frank © They should try to find a picture or photo of the

person, or draw a picture

* They should use the information they have gathered to prepare a PowerPoint presentation — one slide for each woman — and present it to the class Have a vote on the most interesting women

—————

Cooler

Write these groups of words on the board The students must find the odd-one-out Do the first one together to demonstrate, then the students work in groups There

could be different answers

1 Red Square the Metro the Golden Gate Bridge (the Golden Gate Bridge — the others are in Moscow)

2 Oakland Howland Nikumaroro Lae

(Howland — Amelia Earhart never got there) 3 ride fly walk drive

(fly — the others are on the ground) 4 tourist guest pilot visitor

(pilot — the others are people on holiday) 5 aeroplane helicopter bike car

(bike — it has no engine) the Kremlin

The students could make their own odd-one-outs

Teacher’s resources

| Student’s Book |

Grammar reference and practice page 149 Vocabulary list page 138 Video Adventures! Speaking Part 2 Workbook | Unit 3 pages 12-15 Ỉ Go online for |

* Video extra worksheet |

s Speaking test video worksheets

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We were stayi an apartment Lesson profile

| Vocabulary Holidays and home | Reading Our worst holiday ever!

| Grammar Past continuous and past simple

| Pronunciation —/1/ and /is/

Reading and Key Reading and Writing Part 7 1 Writing

Warmer

Ask the students to make two columns in their

notebooks, one for regular and one for irregular verbs

Dictate this list of verbs for the students to write in the

right column:

ask, break, call, carry, do, draw, swim, shout, go, jump, laugh, leave, ride, visit, worry

After you have checked together, the students then give the past simple of the irregular verbs

Answers

Regular: ask, call, carry, shout, jump, laugh, visit, worry Iegular: break (broke), do (did), draw (drew), swim (swam), go (went), leave (left), ride (rode)

VOCABULARY

1 Write on the board the saying ‘Home is where the heart is’ and ask the students what they think it means, (We feel happy at home and it is the place where we want to be / Home is where the people we love are.) Arrange the students into groups and ask them to discuss the questions and write notes on the word map They should show and explain their word maps to other groups in full sentences, for example, We wrote

Argentina’ because we live here

2 Books closed, write on the board, ‘Home is the best place for a holiday,’ Brainstorm some reasons for and against this For example (For) cheap, interesting places near, no language problems; (Against) nothing new to

see, same food, no sea

Arrange the students into pairs One student should

argue for this, the other should argue against it

Demonstrate in front of the class with a stronger student: Teacher: It's cheaper to stay at home You don't need to

travel anywhere

Student: But it’s good to see new places | know

everywhere near my home

Books open, tell the students they are going to read about a family who didn't stay at home Check or teach the meaning of the words in the box (storm is from Unit 2, suitcase from Unit 3)

Tell the students to talk about the pictures using full sentences, not just words Give a model with the first picture: In picture a, can see a cupboard under a sink The door is open and there are some mice inside Perhaps they went there to find some food

READING

3 Tell the students to read the text first, then match each

picture to a part of the text, and underline the relevant part

Mixed ability

With strong students, you could read out the story the first time, as a listening exercise, before they check the written text Answers a We looked, and at the back of the cupboard we saw a family of mice!!! b it started to rain really hard Dad drove us back to the apartment

¢ We packed our suitcases and left the apartment very quickly! d We had to eat our supper in the dark!

@ the rain was coming into Pavel’s bedroom and his bed was very wet š

The first day of the holiday doesrit have a picture (paragraph 1)

4 Explain that a caption is a title for a picture Ask the students which is the best caption for picture a, ‘Dad gets a surprise’ or ‘Where mice live’? (‘Dad gets a surprise’ because this is the story.) Arrange the students into pairs to write captions They can write a phrase or a short

sentence

Extension activity

The students write speech bubbles for the pictures to show what the family are thinking and saying

5 Say to the students Elena had three problems What

were they? (no electricity / rain in Pavel’s room / mice) Arrange the students into groups and ask them to make a list of six other things that can go wrong on holidays Give some examples like ‘a noisy hotel’ and ‘a dirty beach! Then tell the students an example of a bad holiday that you had (It doesn’t need to be true!) Arrange the students into pairs and ask them to tell each other about a bad holiday / day out they had It doesn't need to be a true story and they can listen and decide if they believe it Put these prompts on the board: Where? When? Who went? What happened?

Combine pairs into groups to tell the stories again Ask the students to report back on each other's holidays, for example Lucinda had a terrible holiday in England First

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32

Fast finishers

Fast finishers choose the best story in the group and make captions for the important parts, like they did in

Exercise 4

GRAMMAR Past continuous and past simple

6 The students do question 1 Then pre-teach interrupt by demonstrating it: ask one student to count to ten and then interrupt her in the middle Use timelines to show the sequence of events in the sentences

Mum and Dad were cooking

———— rametme

Pavel was playing

⁄, my computer stopped ⁄!

Explain that when and while are words which join parts of a sentence and say when something is happening

different times

| was chatting

different times

clouds came over rain started

Question 2: The students then match the descriptions in

[Hii to the sentences a-c

For question 3, ask the students to underline all examples of the past simple and circle all examples of the past continuous in the text To find examples of i-ili they need to look at sentences where there are two verbs, for example past simple x 2, in the same sentence

Mixed ability

Give three of the sentences (see Answers) in a different

order and ask weaker students to match them to i, ii or iii Finally, ask them to complete the rule in question 4 Answers 1 a were cooking (past continuous); was playing (past continuous)

b was chatting (past continuous); stopped (past simple) ¢ came (past simple); started (past simple)

2i-c ji-a lii-b

3 i We packed our suitcases and left the apartment ii While Mum and Dad were reading their books, my brother

Pavel was building a really big sandcastle / While we were shopping, the sun was shining

iii When we were walking back to the car, it started to rain really hard / When we got back, the rain was coming into Pavel’s bedroom / Mum and Dad were cleaning the apartment when suddenly dad shouted

4 past simple; present participle

+ Grammar reference Student’s Book page 150 7 The students should cover up the text and tell the story,

taking it in turns to use a picture as a prompt When they have finished, they should swap pictures and repeat

Unit 4

8 Books open, give the students 30 seconds to look at the picture Books closed, ask them questions to see how much they remember, for example, Where was Ben? (in the kitchen) What animal was on TV? (a dog) Arrange the students into pairs and, books open, they should say what was happening, using while They then do the task in writing

Answers

When the taxi arrived Jade was packing her suitcase Sam was listening to music Kit and Lulu were watching TV Ø,Corpus challenge

PRONUNCIATION /¡/ and /1/

9 Ouss Write this saying on the board and ask the students to say the missing word: ‘North, south,

3 west, home is best (east) Say that east begins with /i:/ and show the students how /i:/ is pronounced: the lips are open wide, the top part of the tongue is near the top of the mouth, and the sound is long Then contrast the /1/ sound in is: the lips are loosely spread, the tongue is nearer the centre of the

mouth, and the sound is shorter

In pairs, students say the pairs of words to each other and put them into two columns, /1/ and /i:/ Play the recording for them to listen, check and repeat

Language note: /i:/ is often spelled ee, ¢ or ea (tree, be, sea); /1/ is often spelled ï, ¢ or y (sit, houses, Dylan)

Fast finishers

The students make and say three sentences each using a minimal pair, for example / will eat it later

Answers

Jis!_ eat, feet, he'll, he’s, leave, seat Jif it, fit, hill, his, live, sit

Extension activity

Play ‘Chinese Whispers’: arrange the students into

groups of six to ten; give one word with an [xf or /iz/

sound, e.g eat, to the first student; she must whisper

it to the next student and so on; the last student must

say the word and the group see if it is the same as the

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READING AND WRITING

@ Prepare for Key for Schools

Reading and Writing Part 7 Task description

Reading and Writing Part 7 tests students’ knowledge of

grammar Students fill in ten spaces in one or two short

texts The text types are ones which students could be expected to write themselves, for example an email or message on the internet

Exam tips

Tell students to write only one word — contractions count

as two They should also think about the time — is it past, present or future?

10 Teli the students to discuss what kind of words are

missing, then complete the email individually

Answers

1ls 2 from 3 have 4 are 5 me

11 Ask the students to read both emails and tell you

who had the best weekend (Jackie) Ask some more

questions about the emails, for example, Who helped their Dad? (Tim) Why? (His mum is ill.)

Tell the students to complete the emails

Mixed ability

Go through the text and ask weaker students questions about the missing words, for example: Number 1, what kind of word must be in every sentence? (a verb)

Number 2, alter ‘tell me’ and before a noun, what kind of

word do we need? (a preposition) Answers 1 about 2 the 3 by 4 every/each Shad 6 not 7 so/and 8 do 9a 10 me Cooler Arrange the students into pairs Write these times on the board: 10.00 yesterday 19.00 two days ago ‘on my birthday

this time one year ago

The students must tell each other what they did or were doing at these times For example At ten o'clock yesterday we were having a maths test

last Saturday evening

Reading An unusual home

Speaking Present your ideas for an unusual home Listening Key Listening Part 1

Writing A description of a home

\

Give the students one minute to write down as many words with /r/ and /i:/ as they can Then write some of their examples on the board Mouth one of the words to the class: put your mouth into the right position for

the word but don't say it aloud The students have to

recognise the word from your lip movements Repeat, and when the students get the idea, they can play in

groups

VOCABULARY

1 Books closed, ask the students to write two things they

like about their house and two things they don't like Give some examples like ‘nice garden’ and ‘far from school! Arrange the students into pairs to compare and discuss Books open, they see if they have used any of the words in the box The students should look at the pictures and discuss the questions using the words in the box Demonstrate with a stronger student:

Student: The first one, the boat, is unusual and it's very

light because it’s in the open air

Teacher: But it might be dark inside, Toni, and it isn't very attractive

READING

2 Tell the students to look at the picture of Paula and Gary

and say why each of the four homes would be good/bad for them, for example The boat is too big for two people Then ask the students to read the text and say which is Paula and Gary's home (picture b)

As a variation, get the students to read the questions in Exercise 3 first and predict what the answers are

3 Get oral answers first and then tell the students to

answer in full sentences in their notebooks

Possible answers

1 They wanted to live somewhere more interesting 2 Tim/ Gary's dad had a good idea / helped them 3 They bought a lorry

4 Gary built everything 5 They moved in a year ago 6 They love it

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34

4 Give some more examples of unusual places They could be fantasy, for example, an underwater castle, an apartment on the 317" floor, a house with

wheels The students make a list of four unusual

places and compare with a partner

Ask them to think of ideas about making them into a home They should write notes about what to

improve, furniture, technology, other ideas

They make the notes into a paragraph and draw a picture They then present their ideas The class could vote on which is the strangest/best place to live MS LISTENING ———————— @® Prepare for Key for Schools Listening Part 1 Task description

In Listening Part 1, students are tested on their ability to identify simple factual information in five separate short

conversations Students listen for information such as

prices, numbers, times, dates and descriptions They have to choose one of three pictures as the answer

Exam tips

Tell students to listen carefully for meaning, as they will hear something about all three pictures, but only one answers the question They should listen all of the way through, as the answer could come at the beginning, middle or the end of the conversation

=> See Exam Profile 1, Student's Book page 120

5 ©: -16 Ask the students to describe what the three pictures show Elicit that they represent different types of weather: sunny, rainy and cloudy Tell them that they will hear all three types of weather mentioned on the recording, but only one is the answer to the question What is the weather like now?

Play the recording and ask them to tell you which is the right answer (C, cloudy) and what is said about the

other types of weather (A — it is going to be sunny in the

afternoon; B — it was raining earlier)

Audioscript

What's the weather like now?

Boy: Shall we go for a bike ride? It's going to be sunny this afternoon, Girl: Are you sure about the weather? It was raining earlier ‘this morning Boy: Yes, but it's stopped raining and there are only a few clouds now, Girl: OK See you later Unit 4

6 ©:+› Tell the students to describe and compare the pictures before they listen They then listen and choose the right picture

When you go through the answers, ask students to say why the other options are wrong, for example, 7 is not B because cheese was for breakfast

In question 4, students have to hear the word fifteen correctly Point out that the stress can change on words like fifteen: on its own, for example as an age or a house number, the stress is fifteen, but when followed by a noun, for example fifteen roses, the stress is on the first syllable

Answers

10 2A 3A 4A 5C

Audioscript

1 What are they going to put in their sandwiches? Shall we make some sandwiches? I'm hungry

Yes, I'm hungry, too Look, there's some cheese in, the fridge, and some tomatoes as well

Boy: Well, | had cheese for breakfast, so let's have the chicken

Girl: OK We can leave the cheese and tomatoes for Mum and Dad

2 How much does the boy want to spend on new sunglasses? Boy: Excuse me | want to buy some new sunglasses

I've got £10 Have you got anything for that price? Assistant: Well, these are very popular They were £16 but

they're in the sale

Boy: But they're still £12 That's too expensive for me Assistant: |'m sorry That's all we have

3 What colour does Ben want to paint his bedroom?

Girl: Hello, Ben, Are you going to help your dad paint your bedroom?

Ben: Yes He prefers red but | don't like that colour very much | like blue

Girl: | think green would be better It’s nice and bright Boy: Sorry | don't agree!

4 What's the number of the girl's house? a Do you live in this street?

Yes, | do | live at number 15 It's over there Is it the white house?

Yes, that’s right

5 Where did James have his picnic?

Girl: Which park did you have your picnic in yesterday, James?

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[Get.talkingt ` See Student's Book page 130

Answers

2 Sandra — team sports Phil — swimming 3 1 it's the best way 5 sure

2 I'msorry 6 Excuse me 3 | don't agree 7 Yes, that's right 4 By the way 8 Have a good day O1.8 Audioscript

Sandra: Hi, Phil What are you doing here? Phil: Hi, Sandra I'm joining a swimming class

Sandra: | didn't think you liked swimming

Phil: Well, | don't, but everyone says it's the best way to keep fit

Sandra: Do they? Well, |'m sorry, | don't agree! | prefer

team sports

Phil: But I'm not very good at team sports!

Sandra: True! By the way, Phil, can | borrow your phone? | lost mine

Phil: Yes, sure, Sandra

Man: — Excuse me, is your name Sandra? Sandra: Yes, that’s right

Man: — Then | think this is your phone It's got your name on it

Sandra: Yes, itis Thanks very much

Phil: I've got to go now, Sandra Have a good day Sandra: You too! Enjoy your swim Bye

Na nn a oe

WRITING

Prepare'to'write

W7 The students read and say where Fernanda

lives (Sao Paolo) and how many rooms the apartment has (five)

Write this on the board: Luiza is my friend Luiza is 15.1 like Luiza and Luiza likes me

Ask Does it look strange? (yes) Change the sentence on the board:

Luiza is my friend She is 15.1 like her and she likes me Ask What are these words she, her and me?

(pronouns)

Get the students to say what nouns the underlined pronouns replace in the Fernanda text

They do the opposite with the text about David: they replace the nouns with pronouns

Answers

Fernanda: It's = our apartment She = Luiza

We = Luiza and |

The house + It Mia — She

Helen and Francisco — They

David:

GUI The students make notes about their own home (WMIG Tell the students that the paragraph should be

more than three sentences long

{{GRGXB Tell the students to check their work to make

Sure that the sentences are grammatical and there is not a lot of repetition of nouns

| Vocabulary list page 139 Video | Go online for Project

Helping the homeless

Pre-teach the word homeless and ask the students

to give reasons why people become homeless, for example, they lose their job The students should find out about homeless people in your country, how they live and how we can help them

Arrange the students into groups to find out answers to

these questions:

¢ What problems do homeless people have? ¢ Are there any organisations/charities (explain this

word) to help them?

Examples from the UK are Shelter www.shelter.org.uk, which works with people in the UK, and Homeless International www.homeless-international.org, which works with people in the developing world You could show images from these sites to show who they work with and the things they do

* How can we help? * How can our country help?

The students could find information online or in the

library or just ask people Some of this can be their own opinion They then make a presentation for the class

Cooler

Arrange the students into groups They need to choose

furniture for the bedroom in their new apartment They

have $300 to spend Give them this list of items:

small bed $100 desk $40

big bed $150 cupboard $50

bookcase $50 TV / computer table $40 armchair $80 sink $50

chair $30

The students can ask you for other pieces of furniture and you decide the price

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(ng objectives

| + The students learn the names of important rivers and how rivers look and change because of their flow They also learn how rivers affect the land

1 around them

| Inthe project stage, the students use this

( information to describe a river in their own country =———==

Useful vocabulary

erosion floodplain meander sediment valley

Preparation

If the students are going to do the project in class, they will either need access to the internet or local maps

and atlases, National Geographic has local language websites and video channels where the students can find information Warmer Ask the students to write down four things in each of the following categories: Ball games, Unhealthy food, Interesting jobs, American states, Rivers

See which student finishes first and compare answers

1 Elicit what the students know about rivers, bringing out

the following information A river begins at a source, for example a spring, and ends at a mouth, for example the sea Rivers flow downhill but they do not always take a direct path The flow of a river is a source of energy which changes its shape and features

Tell the students to read the names of the rivers in the box and ask if they know which country or region the rivers are in, and if they know anything else about them Which river is the longest?

Then see if they can match the pictures to the rivers

Answers

a Yangtse b Amazon ¢ Nile d Volga

Some information about the rivers is given in brackets

a Yangtse This river is in China [It is about 6,300 km long, the third longest in the world A third of China’s population live on the land around the river (the Yangtse River Basin),]

b Amazon This river is in South America [It begins in Peru and flows east into the Atlantic Ocean, Most of it is in Brazil

It is the largest river in the world (quantity of water) and the

second longest, It is about 6,400 km long It is between 1.6

and 10 km wide but in the wet season parts of it can be

@s much as 190 km wide There are no bridges across the Amazon because most of It is in the rainforest, where there

are no roads or cities.]

¢ Nile This river is in Africa, [It is about 6,650 km long and is

believed to be the longest river in the world It begins from Lake Victoria in Uganda and ends in Egypt The Egyptians built the Pyramids close to the Nile because they had to bring

the huge stones down the river from Aswan About half of

Egypt's population live in the Nile Delta region.)

d Volga This river is in Russia [It is about 3,700 km long, the longest river in Europe it begins in hills between St

Petersburg and Moscow and flows into the Caspian Sea About half of Russia’s biggest cities are on or near the Volga In some places it is so wide you cannot see the other side Sturgeon fish (from which we get caviar) live in the Volga.]

2 Ask the students to name two rivers in their country Elicit some information about them, for example, Where is it? Is it a long river? Is it famous for anything? Have you

seen it?

3 Point out the ‘top; ‘bottom’ and ‘side’ of something on your desk Ask the students to look at the diagram in the top right corner of the Rivers text and complete the

sentences Answers

1 bed 2 bank

Extension activity

Tell the students that ‘bank’ has two meanings: the side of a river and a place you get money Ask if they know any other words like this, for example, ‘book’ (noun thing you read / verb order ticket), ‘train’ (noun transport / verb prepare for sport) and ‘park’ (noun green place / verb to stop and leave a car somewhere for a period of time)

4 Tell the students to read the Rivers text and underline the words 1—6 in the text and then match them with their

meaning a-f

Answers

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*

5 Ask the students to read the sentences Give, or with

a stronger group elicit, examples of words to complete the sentences (adverbs to go with moves, for example quicker, stronger) The students then read the text and complete the sentences with words from the text

Answers

1 faster 2 more slowly

6 Ask the students how many paragraphs there are in the

text (three) Tell them to match each paragraph to a row of diagrams,

Check understanding of these processes in L1 if necessary:

Ask why inc the river gets deeper (paragraph 1: sediment

from erosion is carried down the river and out to sea) Ask why in a there are curves (paragraph 2: the energy of the water erodes the river banks)

Ask why in b the river floods (paragraph 3: there is a lot of rain and the land is flat)

Ask the students to give examples of each of the three situations in their country, for example a river which often floods

Answers

te 2a 3b

7 Tell the students to look at the photographs and say which river and country this is (the River Thames, England) Ask them to look at the text and say how long the Thames is (346 km) The students read the text and answer the questions

———————

Fast finishers

The students use mobile devices or a book to find the

name of the longest river in the UK (the Severn) and ‘some facts about it, for example which region and cities it goes through

a _ _ j

Answers

1 Itgoes east 2 the NorthSea 3 slowly 4 London

§ Itis on flat land 6 Because of the Thames Barrier Extension activity

Ask the students Why are rivers important to people/

Countries? (Uses of rivers include fishing, transport, energy and leisure.) How do they affect people's lives?

(In the Amazon Rainforest, for example, it is the main

form of transport; the flood plains of the major rivers Such as the Nile, Yangtse, Ganges water the land,

enabling crops to be grown which feed large parts of the

Population, etc.) What can we do to protect rivers and

(fE- TT C——~—~=——

———————— —_—— _

Subject learning

In the next stage, the students are going to draw and write about a river in their country Encourage a

class discussion on what they have learned so far If

appropriate, do this in the students' own language Use these questions:

Why do rivers change?

What happens when rivers flow fast?

Why are rivers important?

Also check some of the vocabulary learned in the

lesson, for example draw a river with a curve on the

board and ask what they can see (curve/meander)

Sl a i a ea ata see i TE

* Tell the students that they have to make a poster with text and pictures about a river in their country,

Put them into pairs or groups of three The stronger ‘students should do/check the writing

Remind the students of their answers to Exercise 3, Get them to name more rivers in their country, ‘small local ones as well as large national ones, and choose one Make sure the groups choose different rivers so that there will be some variety in the

posters

The students should use the Thames text as a model in terms of content and length They will find out information at home and do the writing and drawing in class

Put the posters on the classroom wall and let the students go round the room comparing the information,

Cooler

Get the students to solve this famous logic problem: A farmer wants to cross a river and take with him a wolf, a goat, and a cabbage There is a boat that can take him

and either the wolf, the goat, or the cabbage If the wolf and the goat are alone on one bank, the wolf will eat the goat If the goat and the cabbage are alone on the bank, the goat will eat the cabbage

How can the farmer bring the wolf, the goat, and the keep them clean? cabbage across the river? *S——— — Answers

1 The farmer takes the goat across (leaving the wolf and

cabbage behind); he returns alone

2 The farmer takes the wolf across; he returns with the goat

3 The farmer takes the cabbage across; he returns alone 4 The farmer takes the goat across — everyone is together on

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38

Choose your,topic carefully

| Lesson profile

Reading How to give a good talk |

_ Grammar — Comparative and superlative adverbs

Listening Dylan practises his talk |

_ Reading Key Reading and Writing Part 3b i | Vocabulary School and school subjects |

| Speaking Give a 30-second talk |

Warmer

Draw a 5x5 grid on the board and write a word

diagonally left-right Ask the students to shout out words to fill in each row horizontally For example: LỊO|R E|M LIA O|R N GIA N

When the students understand, tell them to play in groups, one student choosing a diagonal word to begin

READING

1 Arrange the students into groups to discuss the questions You could restrict the discussion to English

lessons, or extend it to cover other lessons too Find out

if they have to give talks, and if so, how they feel about doing this Do they find it easy or difficult?

2 Pre-teach tip: A tip is useful advice, like ‘always have a good breakfast’ Arrange the students into groups Write some tips on the board The students should discuss

which are useful

Learn a new word every day Only speak English in lessons

Find an English-speaking friend on Facebook Sing English songs in the shower

Buy some easy readers

Practise pronunciation in front of a mirror

Tell the students to do the same thing for the tips about how to give a good talk

3 Check that the students understand what they have to do by asking: How many headings are there? (7), How many paragraphs? (7) What are you going to do? (match them) Demonstrate the strategy with the first heading, a Ask Can you find a tip where there is a word meaning ‘not much’? (less in tip 2)

The students do the matching exercise

Unit 5

Fast finishers

Fast finishers should add two more tips, for example Prepare your talk with PowerPoint and Don't get

nervous, look at the face of a friend Answers 1c 2a 3f 4d 5g 6b 7e GRAMMAR _ Comparative and superlative adverbs

4 Say to everyone You did that exercise quickly and then write this on the board Ask the students, What kind of word is quickly? (an adverb) Does it describe what you do or how you do it? (how) Tell the students that quickly is a simple adverb, more quickly is a comparative adverb and most quickly is a superlative adverb

Ask the students to read the sentences Draw their

attention to wel! and best and explain that they are irregular forms of good: well — better — the best

S Ask the students to underline alll the other adverbs in the

text and complete the rules Answers carefully ~ simple more easily — comparative clearly — simple well — simple

the most carefully — superlative the longest - superlative badly — simple

the best — superlative

better — comparative

easily (x2) - simple less quickly — comparative more clearly — comparative more loudly — comparative quickly — simple

We usually use than after comparative adverbs We use the before superlative adverbs

Language note: adverbs usually go after the verb and never between a verb and object, / finished quickly but

| finished qttiekly the book quickly; less and least can

be used instead of more and most with the opposite meaning, for example /ess quickly

6 Tell the students that bad is irregular before they complete the table

Language note: some short adverbs can form the comparative and superlative with -er and -est, for example early, quick and slow; there is a spelling

Trang 39

Answers adjective | simple | comparative | superlative adverb adverb | adverb

bad badly | worse (than) —_| the worst

good well better the best

careful | carefully | more carefully | the most carefully (than)

quick quickly | more quickly | the mostquickly

(than) the quickest

quicker (than)

easy easily | more easily the most easily (than) the easiest

easier (than)

Extension activity

Ask the students to write down two things which they

should do less loudly, less badly and less often Give some examples, like sing in the shower, tidy my room, forget my homework They then compare answers

Alternative presentation

Ask the class to repeat the alphabet A-Z Arrange them in pairs One student says the alphabet as quickly as they can, the other times them Then they swap roles

Next ask all the students to line up according to their time, the slowest on the left and the quickest on the right Go down the line and compare the students:

Tomas said it more quickly than Ivo Sandra did it the most quickly

Christina said it less quickly than Lionel

Highlight the comparative forms on the board and ask the students to make sentences comparing themselves, for example, / said it more quickly than most of the class

7 Ask the students to choose the correct forms

Answers

1 too quickly 2 the most quietly 3 more carefully 4 well 5 less often

Answer

The weather was very good

LISTENING AND READING

8 C1.20 Ask the students Who was Gabby and Dylan's new friend? (Finn) How many parts are there to the Merrydown Award? (four) What was the first part? (giving a talk) Tell them that Dylan is going to give his talk

and ask What was tip 3 in the reading text? (plan your

talk) How? (have a beginning, middle and end) Ask Does

Dylan do this? Listen and tell me

Play the recording

Answer

No, he doesn't follow all the advice

Audioscript

Dylan: | think homework is a bad idea We have two hours of homework a night That's too much Er, sorry Oh yes One: | think we learn better when we do work in class Two: We should have time to do other things in the evenings, like sports and music Three: Oh, and | think people are boring if they study all the time So, no more homework er That's it

Reading and Writing Part 3b Task description

Reading and Writing Part 3b tests students’ knowledge

of functional language Students complete a

conversation with five spaces by choosing from a list of eight options

Exam fips

Students should look at what comes before and after

each space to decide what fits best

They may need to think about grammar when looking

for the right answer

9 Ask the students what was good and what was bad about Dylan's talk Give some examples: homework is an interesting topic; Dylan didn’t make any grammar

mistakes

Ask the students to read the conversation and think

about what the missing lines might be Then they try to find a match for them Tell them to go through it and do the ones they find easy first, and cross them out, so they don’t use them again, then go back and try to do the ones they missed

After you have checked the answers, and helped students understand how they could have found the answers, the students read out the conversation, taking it in turns to be Finn and Gabby

Answers

1B you†e right (in reply to wasn't it?); started and the beginning have a similar meaning

2 H He stopped because He forgot

3 A spoke too fast means it was hard to understand him 4 D third part refers to his ideas; after the space That's right!

answers the question Wasn't it something about 5 F Finn asks for Gabby's opinion, and it wasn't bad

expresses an opinion; needs to improve it has a similar

meaning to lots more practice

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40

VOCABULARY

10 The students put the words into two columns: School words and School subjects Answers School words: classroom, dictionary, diploma, paper, uniform, fail/pass/take an exam School subjects: art, biology, chemistry, music, physics, sport SPEAKING

41 The students give their own talk Arrange them into

groups to think of ideas Give some extra ideas as examples, like Everyone should study English, We can study by internet and not come to school, Exams are a bad idea

Write a frame on the board to help them plan: | want to talk about | think that There are three reasons for this One Two Three

Finally, | want to say that

The students should practise individually first, recording themselves on a mobile device or listening to a partner Remind them to use the tips from Exercise 2 Then, in groups, they listen to each talk and say if they like it

Mixed ability

Give the weaker students simpler topics, like Schoo! holidays are too short, and/or let them do their talk in pairs, each person preparing and doing half the talk

Sample answer

| want to talk about school uniform | think that school uniform is a good idea There are three reasons for this One, you don't need to think what to wear every day Two, parents don't need

to spend a lot of money on expensive clothes Three, school

children feel like a team if they all wear the same thing So, | will finish by saying that school uniform is not a bad thing We wear

uniform in our school and it is a nice one! Cooler

A silent conversation Arrange the students into pairs Each student has a piece of paper and writes the first line of a conversation They then pass it to their partner Each partner continues the conversation with a new line and passes the paper back Continue until the students have a dialogue of ten lines or give a time limit The

students then read out the conversations to the rest of

the class,

Home schooling | Lesson profile

Reading Home school is cool! |

Vocabulary Expressions with take

Reading Key Reading and Writing Part 9 j

| and Writing 1

Pronunciation Word patterns

Speaking Talk about your perfect school |

———

Warmer

Tell the students to read aloud each question in About you Now tell them to read them again quickly, then more quickly, then slowly, then quietly, then quickly and quietly, then slowly and loudly The students can also suggest adverbs to read the questions, for example angrily and happily

Oise ee eS

Cultural background

Children in Britain go to school at the age of four or five The system is divided into primary school (4-11) and secondary school (11-18) Most children, over 90%, go

to mixed-sex state schools where the education is free There is a National Curriculum which all the students

follow, with twelve compulsory subjects Home schooling is allowed in the UK but it is not very common

Students will find out more about secondary schools after Unit 6 in Culture: Secondary school in the UK

a)

4 Elicit the names of the school subjects and ask the

students what they do in each of these subjects For

example /n biology we learn about people, animals

and flowers

Arrange the students into pairs to answer the

questions

Language note: the main school subjects are English, geography, history, mathematics (maths),

science (physics, chemistry, biology), ICT, design and technology, music, art, modern languages;

the school subject is called PE (physical education) rather than sport

—————

Fast finishers

Fast finishers should add two more How many / How much .? questions and discuss them For example: How much do you spend on your school lunch?

How many students walk to school?

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