1 o r t e M e d i u G s ’ r e h Teac Sheila Dignen 00_Metro TB intro.indd 1 23/06/2017 13:46 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2018 The moral rights of the author have been asserted First published in 2018 2022 2021 2020 2019 2018 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: isbn: isbn: isbn: isbn: 978 19 441016 978 19 401681 978 19 405050 978 19 441051 978 19 405052 Teacher’s Guide Teacher’s Pack Teacher’s Access Card Online Homework Classroom Presentation Tool Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Back cover photograph: Oxford University Press building/David Fisher Commissioned photography by: Benjamin Norman/People’s Television pp.12, 13, 14, 22, 23, 32, 35, 44, 45, 54, 57, 58, 66, 67, 76, 79, 88, 89, 98 Illustrations by: Paco Cavero/Sylvie Poggio pp.8, 18, 39 (ex.1 & 6), 49 (ex.2), 99; Chris Chalik/The Bright Agency pp.36, 49 (ex.7), 59, 90; Simon Cooper pp.4, 17, 28, 29 (ex.1), 34, 72, 77, 78, 119, 122; Alejandro Mila/Sylvie Poggio pp.6, 9 (ex.4), 24, 25 (ex.4), 33, 55, 83, 94, 102, 117, 121 (puzzles); Paul Moran/Beehive Illustration pp.25 (ex.2), 46-47, 50, 111, 113 (bird hieroglyphs), 114 (guitar diagram); Andrew Painter pp.62, 93, 95, 97, 118, 121 (extra vocab), 124; Andy Parker pp.7, 9 (ex.5), 10, 19, 29 (ex.4), 37, 39 (ex.4), 42, 51 (ex.4), 52, 56, 68, 96, 123 Video stills by: Oxford University Press pp.22 (café), 22 (waterfront houses), 22 (boutique shops), 22 (American Airlines Arena), 32 (Rjukan), 32 (Atacama desert), 32 (people with umbrellas), 54 (wildlife centre), 54 (owl), 54 (mouse), 54 (toad), 98 (traffic), 98 (jogger), 98 (cyclist), 98 (girl eating) The publisher would like to thank the following for their permission to reproduce photographs: 123RF pp.32 (stormy landscape/Olexiy Samoylenko), 40 (spoon full of sugar cubes/ Christopher Fell), 40 (salt/Danny Smythe), 40 (soup/Oleg Dudko), 120 (harvested fields/ bzh22), 120 (ocean waves/Tamara Kulikova); Alamy Stock Photo pp.4 (teenager wearing headphones/Jose Luis Pelaez Inc, Blend Images), 4 (teenager painting/Ian Shaw), 6 (man eating burger/Implementar Films), 6 (teenagers on treadmill/Lynne Sutherland), 10 (rice based meal/MIXA), 14 (beetles for sale, Cambodia/Tim Whitby), 14 (Topshop, Oxford Street/Finnbarr Webster), 14 (Paris riverside/Horizon Images), 15 (tents/Robert Daly, OJO Images Ltd), 16 (teenager holds skis/moodboard), 16 (TMZ tour bus/Leigh Green), 16 (tourists hiking desert/Stefan Auth, imageBROKER), 18 (woman chilling on beach/ Dan Dalton, caia image), 21 (Museum of Modern Art, NY/Russell Kord), 21 (volunteers helping at food bank/Jim West), 26 (radar on truck/Ryan McGinnis), 26 (big water bottle/ Jurij Kachkovskij), 31 (underground motel room/Paul Kingsley), 31 (motel, Australia/ Oliver Berner), 35 (kitchen/Elizabeth Whiting & Associates), 38 (boys playing computer games/Jochen Tack), 40 (tomato ketchup bottle/Michael Burrell), 40 (orange juice/ICP, incamerastock), 40 (teenager eating chips/WHITEBOX MEDIA), 41 (teenager raiding fridge/Image Source), 53 (crab on beach/Ron Steiner), 69 (South Pole success, 1911/North Wind Picture Archives), 70 (bat/imageBROKER), 70 (desert/Ville Palonen), 75 (space robot/TASS, ITAR-Tass Photo Agency), 75 (astronauts on the moon/INTERFOTO, History), 75 (peaks on Mars/Encyclopaedia Britannica, Inc./NASA), 84 (woman giving granddaughter present/Frederick Kippe), 88 (woman using tablet/Wavebreak Media ltd), 89 (Selfridges Seaty/Iconpix), 91 (teenager on bar/Igor Gavrilov), 101 (Japanese plastic crepes/Steve Vidler), 102 (george Washington statue and tulips/Frank Vetere), 102 (Autumn park/Arnav Mukherjee), 107 (Dalmation dog/Nick Moore), 110 (Marvel London Comicon/Nando Machado), 112 (grass snake/Lee Crabtree), 112 (caterpillar/ Natural History Museum, London), 113 (drawing of wood wheel/INTERFOTO, History), 114 (guitar and speaker/Michael Flippo), 116 (old sony walkman/shinypix), 116 (vintage mobile phone/Chris Willson), 117 (insect repellent spray/Kevin Wheal), 117 (Rough Guide to France/CBW), 118 (winter portrait of teenager/Sergey Kichigin); Bridgeman Images pp.73 (Marco Polo on a camel/Ron Embleton, Look and Learn), 113 (papyrus Egyptian art/Louvre, Paris); Corbis pp.14 (Machi Picchu/Corbis), 101 (boy body boarding/ Corbis); Getty Images pp.4 (girl and molecular model/Tetra Images), 4 (student and maths problems/Wikram Raghuvanshi), 5 (smiling teenager/Akiko Aoki), 6 (teenager with football/Echo), 7 (portrait of girl/Brand New Images), 7 (teenage boy/Terri LeeShield Photography), 14 (teenager surfing/Warren Bolster), 14 (Great Wall of China hiker/Doug McKinlay), 15 (Iguacu Falls/Michael Runkel, robertharding), 16 (cheeseburger and hot dog/Jupiterimages), 17 (teenager eating sushi/Johner Images), 18 (man with crocodiles/DPA), 18 (man in clothing shop/Fuse), 20 (teenager on mobile/ Gawrav Sinha), 21 (teenagers using mobile/Moxie Productions), 21 (teenagers in kitchen/Patrick Sheandell O’Carroll), 27 (friends by pool on mobiles/Denise Crew), 29 (football shirt/Tom Chance), 30 (female using tablet/Maskot), 30 (boy in classroom/ Johner Images), 31 (woman in fur jacket/Thulin Lars), 38 (teenagers singing karaoke/ John Fedele), 38 (outside movie night/Dan Hallman), 43 (tomato festival Spain/AFP), 44 (fox/Stephen Dalton/Minden Pictures), 47 (amazon river tour boat/Todd Gipstein), 00_Metro TB intro.indd 50 (bengal tiger hunting/Tom Brakefield), 53 (island/Barcroft), 53 (desert beach/Brian J Skerry), 53 (boat wreck/tap.10), 55 (penguin eye/Daisy Gilardini), 58 (Ellie Goulding performing/Xavi Torrent), 58 (Miles Davis performs/David Redfern), 58 (Ziggy Marley performing/Jerod Harris), 58 (Violinist/Srdjan Stevanovic), 59 (pop group/The Chosunilbo JNS), 60 (Ariana Grande performing/Gilbert Carrasquillo), 60 (Selena Gomez performs/Christopher Polk), 60 (Michael Jackson performing/Phil Dent), 61 (Marilyn Monroe/Alfred Eisenstaedt), 63 (John Lennon/K & K Ulf Kruger OHG), 64 (teenage dreams/Stockbyte), 66 (Taylor Swift/Kevin Mazur), 66 (Bob Marley performing/Michael Ochs Archives), 66 (Ed Sheeran performing/Sergi Alexander), 71 (girl on yacht/AFP), 72 (Bear Grylls/ChinaFotoPress), 72 (female pilot/New York Times Co.), 74 (wind surfers/ ullstein bild), 75 (Yuri Gagarin/Heritage Images), 75 (space station/World Perspectives), 75 (rocket/Scott Andrews), 76 (sailing ship ‘Discovery’/Mansell), 76 (Mount Erebus/Print Collector), 80 (celebrity selfie/Handout), 82 (skype/Barcroft), 82 (professor giving speech/ Mint), 83 (Kenyan boys/Kristian Buus), 84 (female student/Image Source), 84 (teenager with orange/Denise Crew), 92 (teenager diving/PNC), 102 (lake in Boston/Robert Chiasson), 104 (bat/Christian Ziegler/Minden Pictures), 106 (woman travelling/svetikd), 107 (teenage boy portrait/Rob Lewine), 109 (Times Square/Siegfried Layda), 109 (Great Wall of China/Peter Adams), 109 (Turkish market/Jorg Greuel), 110 (metal festival/Nick David), 110 (emo kids/PYMCA), 110 (teenagers/Phyllis Leibowitz), 113 (sphinx and pyramids/Marianne Williams), 115 (kids meditate/Hindustan Times), 115 (students doing exercises/Servais Mont), 115 (surf school/Fairfax Media), 116 (early computers/ Bettmann), 116 (laptop computer/Science & Society Picture Library), 116 (IBM Simon/ Rob Stothard); iStockphoto pp.6 (kid at the movies/Juanmonino), 81 (teenager using iPad/Juanmonino), 87 (Online and Offline/mipan), 87 (family using devices around breakfast table/monkeybusinessimages), 101 (Tokoyo street market/Cristian Baitg), 119 (dishes hanging on clothesline); Oxford University Press pp.6 (girl shopping/Andres Rodriguez), 10 (cheese sandwich/Image Source, H + S Images), 16 (boys shopping/Oxford University Press), 16 (indian food/Joe Gough), 40 (feta salad/Christian Jung), 40 (cereal/ Oliver Hoffmann), 40 (olive oil/Angel Simon), 50 (panda bear/Hung Chung Chih), 60 (flute/White), 80 (white water rafting/Ammit Jack), 81 (teenager using laptop/ Andersen Ross), 86 (smart phone/YAY Media AS), 119 (teenager/Suzanne tucker), 120 (beach/Marisa Estivill), 120 (crocodile/Tom Brakefield), 120 (golden eagle/Frank Burek), 120 (bee/Serg64); Press Association Images p.65 (music video/Casey Rogers); Rex Shutterstock pp.43 (elephants s[pray tourists/KeystoneUSA-ZUMA), 43 (parade, Thailand/Paul Brown), 43 (tomato festival/Jhon Paz), 58 (The Maccabees/Danny Payne), 58 (Iron Maiden/Maria Laura Antonelli), 58 (Jay Z/MediaPunch), 58 (Janelle Monae/ Sadaka Edmond), 60 (Freddie Mercury/Richard Young), 60 (5 Seconds of Summer/ Broadimage), 61 (Black Sabbath/MediaPunch), 61 (Rihanna/Agencia EFE), 62 (Katy Perry/ REX), 65 (Shawn Mendes/REX), 69 (climber/Sipa Press), 71 (Tenzing Norgay and Edmund Hillary), 75 (first dog in space/Sovfoto), 75 (virgin galactic spaceship), 80 (Cristiano Ronaldo/Ruben Albarran), 84 (teenager smiling/WestEnd61), 86 (father and daughter/ Monkey Business Images), 94 (Christian Klein crashing F1/Balazs Horvath), 105 (Lorde/ Most Wanted), 114 (Jimi Hendrix/Marc Sharratt); Science Photo Library p.75 (Mars pathfinder robot/NASA); Shutterstock pp.4 (teenagers in gymnasium/TunedIn by Westend61), 6 (trendy girl/Rohappy), 10 (bolognese/Africa Studio), 10 (pizza/Zick Svift), 11 (three friends/Olga Rosi), 13 (Eiffel Tower/pisaphotography), 14 (tropical island beach/ photogerson), 14 (hotel swimming pool/photopixel), 14 (beach/Stockdonkey), 15 (swimming pool/Maxim Tupikov), 18 (surfer/Joakim Lloyd Raboff), 20 (woman on mobile/BestPhotoStudio), 20 (teenager on mobile/Rohappy), 20 (teenager on mobile/De Visu), 21 (zebra crossing/Pan Xunbin), 21 (teenager using tablet/gemphoto), 22 (promenade, Miami/pio3), 23 (Austin, Texas skyline/f11photo), 23 (Marquam bridge/ Jon Biolous), 26 (tornado/Sergey Nivens), 26 (emergency kit/stocksolutions), 26 (video camera/spaxiax), 26 (torch/Korchagin), 29 (scarf/Roman Sigaev), 38 (silhouettes of people at festival/Rawpixel.com), 40 (butter on plate/ziviani), 40 (ham/jurasy), 41 (spoon and sugar/Marlena Zagajewska), 41 (orange smoothie/Jenifoto), 41 (ham sandwiches/ Olga Nayashkova), 41 (spaghetti bolognese/PhotoEd), 43 (flags and blue sky/Frank L Junior), 44 (Los Angeles street/blvdone), 44 (food van and queue/Joe Seer), 45 (herd of African elephants/john michael evan potter), 46 (jaguar/Travel Stock), 46 (tiger close up/ enciktat), 46 (mountain lion/Dennis W Donohue), 48 (back alley/Derek R Audette), 48 (kangaroos/Jodie Nash), 50 (alligator/Raffaella Calzoni), 50 (snake/Patrick K Campbell), 55 (bear/Erik Mandre), 55 (close up tiger/dangdumrong), 55 (kangaroo/ structuresxx), 55 (shark/nicolasvoisin44), 55 (monkey/Vasilly Koval), 55 (snake eye/ Asmus Koefoed), 55 (elephant eye/Jiri Foltyn), 57 (art mural/Leonard Zhukovsky), 60 (logosGromovPro), 60 (drums/Dario Sabljak), 60 (guitar/Balefire), 67 (Lake Tahoe/ topseller), 69 (Antarctica map/Peter Hermes Furian), 74 (burger/Dejan Stanic Micko), 74 (Avatar on tablet/Twin Design), 74 (forest/Leonid Yakutin), 75 (night sky/sumroeng chinnapan), 76 (library/DavidPinoPhotography), 79 (social media icons/Vasya Kobelev), 80 (girl working on laptop/pikcha), 80 (movie blank sign/Pixel Embargo), 80 (smart phone/Rawpixel.com), 80 (aerial view of ohone, headphones and coffee/tomertu), 80 (cloud download music/wowomnom), 80 (tablet/Antonio Guillem), 80 (search engine illustration/Crystal Eye Studio), 80 (friends taking photos of food/Bon Appetit), 80 (smart phone message connection concept/Rawpixel.com), 80 (teenager using phone/Olga Danylenko) 81 (teenager on laptop/junpinzon), 84 (toddler/nattul), 84 (cat sleeping/ RenataOs), 85 (vector illustration headphones/Portare fortuna), 86 (Apple iPad/mama_ mia), 86 (playstation 4/charnsitr), 87 (board games/Filip Fuxa), 87 (electronic devices/ Neirfy), 87 (saxophone/AGCuesta), 87 (playing cards/Timmary), 87 (board game/Fotyma), 87 (book stack/ajt), 88 (man text messaging on phone/Dedi Grigoroiu), 88 (man uses phone/iJeab), 88 (man plying game on tablet/Bloomua), 91 (woman making smoothie/ racorn), 92 (karting/PhotoStock10), 92 (woman carries bike/CandyBox Images), 94 (female singer/Stokkete), 94 (martial arts/Ververidis Vasilis), 98 (Brooklyn Bridge/M Soderlund), 100 (girls play video games/bikerriderlondon), 102 (winter street/Svitlana Pimenov), 103 (coffee shop/Monkey Business Images), 103 (teenager portrait/Kiselev Andrey Valerevich), 104 (black leopard/Volodymyr Burdiak), 105 (communication icon set/Anya Ku), 108 (earphones/Olga Popova), 108 (fruit ice pop/bonchan), 108 (teenager uses tablet/Khakimullin Aleksandr), 110 (man with surfboard/Bona_natty), 111 (portrait of woman/Indypendenz), 111 (portrait of teenager/Rob Marmion), 112 (leaf/Rudchenko Liliia), 112 (caterpillar/Kirsanov Valeriy Vladimirovich), 112 (blackbird/cmnaumann), 112 (two male deer/KACHALKIN OLEG), 112 (sparrowhawk/Mark Medcalf), 112 (frog/ azure), 112 (fox/Paul Reeves Photography), 112 (rabbit/Laurent Renault), 112 (red deer/ Richard P Long), 112 (leaves of sorrel/schankz), 113 (board game/Federica Milella), 114 (guitar/Melica), 114 (guitar/chungking), 117 (beach towel/Mike Flippo), 117 (sun crean/Mybona), 117 (US passport/topseller), 117 (water bottle/Take Photo), 120 (rapids/ JayL), 120 (forest/hofhauser), 120 (mountain/Daniel Prudek), 120 (desert/Delpixel), 120 (tuna fish/Tom Wang), 120 (black bear/critterbiz), 120 (tiger salamander/Matt Jeppson), 123 (boy using laptop/Monkey Business Images) Special acknowledgement is due to Lewis Lansford for the Watch pages The authors and publishers would like to thank all the teachers and schools whose feedback, comments, and suggestions have contributed to the development of Metro. The authors would also like to thank all of those involved in the production of Metro. James Styring dedicates the series to Jude Robert Alver Styring 23/06/2017 13:46 Where will Metro take you? ● For Students iv ● For Teachers v Making the most of Metro ● Messages ● Unit from the authors and the series consultant walkthrough vi vii ● Metro Online Homework and On the Move xxi ● Metro Classroom Presentation Tool xxii ● Class Audio track list Teaching Notes ● Student Book and Workbook Contents ● Welcome to Metro ● Introducing 12 ● Unit 1 On vacation 13 ● Unit 2 My kind of day 23 ● Review A 33 ● Unit 3 Party time 35 ● Unit 4 Wild 45 ● Review B 55 ● Unit 5 Stars of sound 57 ● Unit 6 Explore 67 ● Review C 77 ● Unit 7 Life online 79 ● Unit 8 Staying in shape 89 ● Review D 99 ● Writing 101 ● Culture 109 ● Metro 00_Metro TB intro.indd … and Cross-curricular Express 117 ● Videoscripts 125 ● Workbook 127 answer key 23/06/2017 13:46 Where will Metro take you? Metro’s fresh approach reflects how today’s teenagers learn about the world and each other The reliable methodology builds students’ confidence, and guides them on their journey towards independent learning For Students Student Book and Workbook • Each unit features fresh, modern topics, that teenage students can immediately connect with • The grammar syllabus is progressive yet supportive and is designed to help build • • • students’ confidence Vocabulary is presented in meaningful, real-life contexts, with lots of visual support Audio of all vocabulary helps students to achieve accurate pronunciation A carefully-designed skills syllabus gives students the opportunity to consolidate new language whilst developing each of the four skills Good readers, Good writers, and Good listeners skills tips highlight effective strategies that learners can use to immediately improve their performance, and build their competence for future exams Metro Workbook offers extra practice of Vocabulary, Grammar, and Reading, and is combined with the Student Book for convenience and flexibility Video in every unit • Each unit of Metro opens and closes with a video that puts the unit language and topic in a meaningful context • Warm-up videos at the beginning of each unit immediately engage students, and • • 34.17 preview vocabulary and themes that students will see in the upcoming unit Relatable teenage friends appear in realistic and funny situations that students can identify with Watch videos are longer documentaries or interviews, which explore cultural topics, and are presented by the Metro characters Online Homework • With interactive activities practicing vocabulary, grammar, listening, speaking, • • • reading, and writing, and media-rich content featuring video, audio, and images, Metro Online Homework is a modern way to complete homework Metro’s Online Homework allows students to complete all their homework assignments in a safe and supported digital environment Students can practice new language from the main units and get instant feedback, connect with other students and their teacher, and track their progress Designed for personal computer and tablet, Online Homework provides over 200 more learning activities On the Move • Students can use their own personal smartphone or tablet to practice English ON E TH VE MO iv anywhere with On the Move • On the Move features brand-new content based on the contents of the Student Book, including video exercises, vocabulary practice, grammar practice, listening activities, and extra challenge exercises that push students further Metro for Students 00_Metro TB intro.indd 23/06/2017 13:46 For Teachers Classroom Presentation Tool • The Classroom Presentation Tool makes it easy to deliver heads-up lessons • Video, audio, interactive activities, and answer keys launch straight from the page • Answers can be revealed instantly for exercises in the Student Book and the Workbook • Clickable links to Workbook pages, Metro Express pages, Writing pages, and • • exclusive Pronunciation pages make navigation simple Classroom Presentation Tool can be used on a tablet or computer, or connected to an IWB or projector Teachers can plan lessons online or offline, across all their devices, and save weblinks and notes directly on the page Teacher’s Guide • At-a-glance answer keys save time when teaching and marking • Clear, step-by-step teaching notes make lesson planning easy • Ideas for warm-ups and extra activities are included with each lesson • Audio and video scripts and Workbook answer keys are included • Ask students to read the chart and complete it with the correct forms • Check answers with the class Then read through the chart with the class and make sure students understand all the forms Ask students to translate the sentences in the chart into their own language, to check understanding Read through the information in the Stop box with the class and tell students they need to learn these spelling rules • Usage Students need to remember to use the correct form of be and the -ing form of the verb in the present progressive I’m trying Japanese food NOT I trying Japanese food or I’m try Japanese food • Read out the first sentence and point out the example answer • Ask students to complete the sentences with the correct verb forms • Check answers with the class, referring back to the rules in exercise 2 and the Stop box as necessary • Read out the first pair of sentences and point out the example answers • Check that students understand dance • Ask students to find the people in the picture and complete the sentences Students could work in pairs for this • Check answers with the class Your turn • Read out the task and the example answer Check that students understand Jamaica • Ask students to use their imagination and write sentences about what they are doing in each country • Underline the verbs in the sentences Grammar Aim learn affirmative and negative forms of the present progressive • Write the following jumbled sentences • • Invite two students to read out the conversation in the speech bubbles • Put students into pairs to ask and ANSWERS Warm-up • • ANSWERS Students’ own answers and ask: Is this something the person does every day? (no) Is it something they are doing now? (yes) Explain to students that the verbs are in the present progressive form on the board: T-shirt / I’m / a / buying speaking / aren’t / English / we desert / we’re / in / the / hiking Put students into pairs to write the sentences in the correct order Check answers, and ask: Which country is each person in? Students can check their answers in the text on page 16 answer questions using the sentences they wrote in exercise 5 I’m buying a T-shirt (U.K.) We aren’t speaking English (Canada) We’re hiking in the desert (Morocco) • Ask some students to tell the class something their partner is doing without saying the country, e.g., (Ana) is eating a hamburger See if other students can guess the country w 07 • Read out the question Then play the audio Ask students to read and listen, and answer the question ANSWERS • Check the answer with the class Students’ own answers Further support ANSWER They are thin sticks used for eating in some countries METRO EXPRESS p.117 Workbook p.W12 Online Homework Unit Unit 03_MTB1_4410168_U1.indd 17 17 07/06/2017 13:54 Online Homework • Online Homework enables teachers to easily assign and mark homework, • and track students’ progress In one easy-to-use platform, you can access Online Homework and a wealth of Tests and extra teaching resources Teacher’s Resource Center End-of-year Test A Reading Listening Unscramble the school subjects Pairwork Read Julia’s webpage Who is her favorite teacher? cesinec P.E E P t r c m o p u e c cBoard einse thma Who p y gis o g eit? rha tihorsy sEhinlg Editable Tests • For every level of Metro there are editable Unit Tests, Name: Vocabulary School subjects My World t r a news blogs Student A game 1–4 Who is it? events friends Sta ish rt be I you we they Fin ? 27 3 they am / are I am not / are not Student B: Who’s your favorite7teacher? What are teacher? your three Student B: Who’s favorite Student A: He’s Mr. … / She’s Mrs. … they am not / are not E F the U.S G your She’s from She’s my favorite teacher My activities? H we am / are Student A: He’s Mr. … /favorite She’s Mrs. … Student B: What’s your favorite school day? favorite school day is Tuesday It’s an easy Student B: What’s your day favorite school day? Student A:sentences It’s … ★ ★ Complete the with the correct affirmative (✓) Student A: It’s … You’re …, and you’re from … or negativeStudent (✗) formB:of be In the picture, I’mStudent with myB: friends Carla, Lucy,you’re from … You’re …, and Choose card.history Don’tclass say the name on the card I ’m (✓) inayour Throw again and Tom It’s Saturday andBwe aren’t at school Student chooses a card Ask Student B questions Answer Student A’s questions Student A guesses Math and science (✗) my favorite subjects who is Swap roles again Repeat who you are Swap roles again Repeat with a My favorite sport Guess is tennis, butStudent I’m not Bvery Our names are Tom and Emma We (✓) 13 a different card different card Basic adjectives good at it Lucy iswith very good at tennis Carla and I (✗) good at art What are your Go back four Complete the sentences with the correct two favorite Match the letters toTom make Name: Name:on Adam Mia and Joe Adam (✓) fromName: the U.S areadjectives very goodName: at basketball and they’re squares school subjects? adjectives Ana Ana Country: the U.S Country: the U.S sm ea b school hateam You (✓) a good student! the 24 Brazil is subject: a very big P.E country Favorite Favorite subject: P.E Country: Country: We’re from Jamaica We (✗) from South Africa ne ig o rig at: isn’t the geography answer It’s Good at: geography Brazil Brazil Good No, that 10, What number is wr ht ong all Favorite teacher: Mrs Lee Favorite teacher: Mrs Lee Favorite subject: subject: not 11 ★ ★ ★ LookFavorite at the pictures and complete the sentences with the correct form of be this square? Favorite day: Wednesday Favorite day: Wednesday sy ld rd w science George is 87 He’s very science Good at: Name: Kenji Name: Kenji 23 I’m good at It’s veryyour Good at:things 5Read Julia’s webpage again Complete thenot chart 3science Write about favorite small math math Name three places in Japan I’m a Country: Japan Say two things Country: It’s my first daythat at school – your neighborhood Favorite subject: in color science day sport(s) Favorite subject: science Favorite Favoritesubject(s) teacher: you are interested Name Juliateacher: student Where are they? Good at: English Good at: English Mr Alvares Mr Alvares Favorite There areteacher: twelve students in my class – it’s very Mr Saito Favorite teacher: Mr Saito 10 8Age 12day: Favorite Favorite day: 22 your Favorite day: Tuesday Favorite day: Tuesday Describe Monday Monday What number is Country Complete the adjectives Then write bedroom Make four I ’m good from We They thisteachers square? Name: Name: Name: Olivia Name: Olivia their opposites Yoursentences turn at math the U.S We’re students George George and Australia Country: Australia Favorite subjects Country:4 big small Favorite subject: Complete geography the sentences Favorite subject: geography Country: with information Country: ea the U.K the U.K Good at: P.E Good at: P.E about you Subject she’s good at 5teacher: ri Favorite Mrs Smith Favorite teacher: Mrs Smith Favoritesubject subject:is Favorite subject: My favorite school Favorite6day: Friday Favorite day: Friday geography geography o Favorite school day is a very hard school subject 20 Good at: Good at: Name: Name: Dina 3Dina My school bag is big / small history history Favorite sport Go back four Country: Russia Country: Russia What day is it today? My phone is old / new squares Favorite teacher: Favorite subject: math Favorite I Tom subject: math The students Favorite teacher: You and Zac Mr Jones Mr Jones Good at: art at: art My nameGood is Jack boys They’re girls twins 19 13 Favorite day: Favorite day: Favorite teacher: Mrs Akulov Favorite teacher: Mrs Akulov Say two things Who is in your Friday Friday Favorite day: Monday Favorite day: Monday you can and two family? Say their Metro Starter • Vocabulary Unit © Oxford YourUniversity turn Press 2018 things you PHOTOCOPIABLE can’t names and ages Student A: I’mis good at … It’s hard My geography teacher Mrs Green my ! ?! is Metro Starter • Pairwork Unit 18 ? ✂ ! 11 like are ✂ 417Complete the sentences for you Use the 15 correct form of be PHOTOCOPIABLE © Oxford University Press 2018 ✂ Metro Starter • Reading Unit there closet mall ✂ ! ? a / an 21 they’re 16 Ask Ia question with an English student Can you …? I 14 years old My friends Make a sentence with easy, hard, right, or wrong Class: TOTAL: Name: PHOTOCOPIABLE © Oxford University Press 2018 / 100 Class: TOTAL: swim mth 1 ma ggrphy his / 50 Class: Test A* science Vocabulary P.E math school subjects scnc use cell phones TOTAL: Name: Test A** 1math Match 1–7 with a–g to make P watch movies go to malls TOTAL: Name: Metro Starter • Grammar Unit (1) TOTAL: Review Tests, and End-of-year Tests Unit Tests are provided in A, B, and C versions to offer complete flexibility, and star * and star ** versions to suit the needs and levels of different students / 50 Complete the opposites of the Vocabulary a 4 2 3 /5 4 “No 2008–2017.” Metro Starter End-of-year Test A 0.0004 is a very small / old / wrong EDITABLE © Oxford University Press 2018 number Metro Starter Unit Test C* Total points /3 Choose the correct adjectives China is a big / hard / small country “What’s + 8?” /5 “That’s wrong / easy / new It’s 10!” EDITABLE © Oxford University Press 2018 Tom is 89 He’s right / old / hard Metro Starter Unit Test B* “What’s 456 x 46?” EDITABLE © Oxford University Press 2018 “Oh… um… That’s new / hard / small.” from Brazil Math and geography Metro Starter • Board game 1–4 / 50 Class: mother adjectives b2 grandfather a ence Complete the4school subjects park mall hard ea s y P bE th Complete the4school subjects sneakersc shoes E wrong r s m at h closet bookcase big s point for each correct answer hstryTotal points /4 geo E d tory is or fish ricee rt Eng new o h cmptr scnc ci nc watch wallet sci f graphy ► 05 Listen 1again the point for each correct answer Total points /3 point forChoose each correct answer Total points /5 m ng is movies gaming correct answers You will hear the P g g lish recording twice om ute / ci nc point for each correct answer point for each correct / 6Total s points Complete the sentences with Label the pictures with school answer c Total points In the program, Dr Forbes talks about the r adjectives in exercise subjects in exercise a interests of … in the U.S Complete the sentences7 witheothera h Label the pictures school Russia is a very big country pointwith for each correct answer Total points /7 a young children correct form of the verbs point forUse each short correct answer Total points subjects in exercise It’s/ 617 million km² forms when possible b teenagers “What’s the capital of Spain?” 6Spanish Match the be) conversations 1–6 with I ’m not (not c old people the pictures with school school subjects inLabel exercise “That question is It’s Madrid!” point for each correct answer Total points /5 We Dr Forbes works for … subjects in exercise “How old are you, Mary?” (not1 have) any money “I’m good at soccer!” a a sports magazine math 90 I’m very / ” point for each correct answer points Jerry and “I’mSue not!” Choose the two opposite adjectives “I’m Total b a business magazine (not be)P.E in the classroom “Are you Ian?” c a technology magazine a big b small c old math Sally (study)Choose the opposites “Yes You’re I–A–N, Ian.” of the “Beijing is in Japan.” A lot of Americans get their first cell phone b easy c new Spanish at school.2 a old adjectives 1–4 “3 x = 16.” “No, it isn’t It’s in China.” when they are … years old a easy b be) wrong c hard Ted (not “Um… no, it isn’t You’re new a old b big c easy a 11 b 12 c 13 math b right point for each correct answer Total points a small c wrong interested in science 18.” c wrong hard a small bIt’s easy “18 – = 11.” … of young Americans like shopping for Jo (have) a point for each correct answer Total points /6 “My pencil is cm.” clothes online big a old b small c easy “Yes It’s the correct answer.” collection of old watches Match the adjectives 1–4 with their ” a 40% b 50% c 60% right a hard b“It’s small c wrong opposites a–d William Choose the correct adjectives point for each correct answer Total points /5 Dr Forbes says that young Americans “Picasso?” point for each correct answer Total points /3 (not4 play) volleyball on Wednesdays big b a old often use apps to … 1Gogh!” London is a big / right / easy city “No It’s van Jack (watch) hard b small a their homework on My2 school is very hardChoose / wrongthe / old old American movies TV correct adjectives new c wrong b shop for food The first students? 1862! correct “Press Ctrl, Alt, andTotal Delete.” point for each answer points /1 “6 – = 0.” right d easy c talk to their friends “My name’s Anna.” “Is that A–N–A?” “OK.” “Yes That’s right / new / big.” point for each correct answer Total points “No You’re easy / wrong / new points for each correct answer Total points /3 Rio de Janeiro is a(n) easy / big / It’s A–N–N–A.” “President Obama? 2008–2015?” right city listen to music online nglsh point for each correct answer 14 / 50 Grammar and VocabularyName: Class: Test B* ✂ 26 Test C* Vocabulary Vocabulary Grammar (1) Student B throw the dice and follow the instructions on the Play the game in small groups Take turns to Work with Student B ChooseIfa you card.make Don’tasay the Work with A square Student AUse chooses a card square mistake, go back toStudent your last a yellow word in your answer Match the pictures A–H with the school subjects 1–8 I’m in exercise 1 Hi! My name’s Julia 12 and name on the card Answer Student B’s questions Ask Student A questions the person Guess and get one extra point! When you have three points, about have : affirmative and negative ( ,another turn , , ) A B C Student D you are I’m about at school Sydney in theinperson B guesses who who Student A is Swap roles What nationality Swap roles ★ Choose the correct Then write the short forms Student B: What’s yourschool favorite subject? Australia My favorite subjects are What is words in your are people from … Student B: What’s your favorite subject? Student A:bag? It’s … Say four things we am not / are not you’re science and geography They’re fun! I’m good you am / are • the U.S.? Describe them.are you good at? Student A: It’s … Student B: What subject • the U.K.? I am / are you am not / are not at geography, butStudent I’m not very goodsubject at science B: What are you good at? Student A: I’m good at … ► 05 Listen and check () two more Complete the lists with the words activities that Dr Forbes mentions You will hear the recording twice Write the school subjects Use beans boots bracelet cousin play sports u desk messaging science store a, e, i, o, and my favorite subjects PHOTOCOPIABLE © Oxford University Press 2018 PHOTOCOPIABLE © Oxford University Press 2018 Metro Starter Unit Test A** Metro Starter Unit Test A* EDITABLE © Oxford University Press 2018 EDITABLE © Oxford University Press 2018 Worksheets • Reading, Vocabulary, Grammar, Pairwork worksheets, and Games ensure that teachers have plenty of materials to use all year round Audio Visual Pack • The Class Video DVD contains all four levels of video • The Class Audio MP3 CD contains all four levels of audio • The Classroom Presentation Tool also contains all of the class video and audio, for complete flexibility Metro for Teachers 00_Metro TB intro.indd v 23/06/2017 13:46 Using Metro Making the most of Metro A message from the authors While planning and writing Metro, the needs of secondary school teachers and learners have been central to our thinking For teachers, teenagers are a demanding yet rewarding age group Students of this age are experiencing great personal, social, and educational challenges, while adapting to the rapidly-evolving world that surrounds us all To support and engage learners in this environment, classroom materials need to reflect this world as closely as possible For the teacher, we recognize that it can take time to craft stimulating lesson plans for teenagers – time that too often is not available With this in mind, we have created a comprehensive set of materials with integrated video lessons and digital components which teenagers can relate to, and which requires little or no preparation by the teacher For students, motivation is fundamental to their learning and, to a large extent, this will come from students’ interest in their classes We’ve aimed to provide a high level of visual interest throughout the course, using relevant and memorable vocabulary presentations in real-world contexts that students of this age will recognize from their daily lives Texts are intrinsically interesting, with topics that motivate students to listen, read, and also to relate personally to the texts With an emphasis on real people, places, and events, there is often potential for students to find out more online about the subjects We sincerely hope you and your students find learning with Metro both rewarding and successful And get in touch at elt.oup.com/contactus if you have a comment or experience to share James Styring Nicholas Tims A message from the series consultant Throughout each unit, Metro develops a sequence of learning activities which considers the students’ processes of acquiring knowledge Each unit starts with a video – a real, visual and aural stimulus – which inspires students to engage in the process of learning English The sequence of each unit gets the participants involved in innovative, creative, and different activities of vocabulary, listening, grammar, and reading These activities make the students participate actively, emotionally and cognitively with each exercise, strengthening the learning of each language area The learners through their engagement and interaction internalize all of the important aspects of the language Scanned by CamScanner The last part of the process of developing an additional language is to explore and practice the structures studied in different but real situations – cultural, academic, and social Metro allows students the opportunity to this through extra-curricular subjects, cultural topics, functional language, and projects I wish you and your students every success with Metro Aírton Pozo de Mattos vi Messages about Metro 00_Metro TB intro.indd 23/06/2017 13:46 In this unit … talk about vacation activities describe feelings make invitations read questions carefully before reading texts understand a video about Miami Video Watch the warm-up video The language and skills that students acquire in each unit of Metro are listed here at the start of each unit Video On vacation 34.17 In Paris, the are awesome! Metro features integrated video in every unit On the first page of each unit, the course characters feature in short, engaging videos that introduce aspects of the unit topics On the Watch page at the end of every unit, students watch a documentary video with comprehension and skills practice The Watch pages end with students doing a project There are four main characters for each level in the Metro Student Book videos They are typical American teenagers who help bring the material to life, and engage students’ interest in the unit topics The warm-up videos set the unit topic in a memorable manner, and introduce part of that unit’s first vocabulary set thirteen ON E TH VE MO 4410151_M1_SBWB_Book.indb 13 Video 13 12/04/2017 15:04 The course characters appear in recognizable settings that teenage students can identify with In some units, a character talks on his or her own about a topic In other units, the characters appear having conversations together, talking on the phone, or making video calls Simple comprehension checks act as a motivation to watch Making the most of Metro: Video Before watching: encourage students to focus Give students 15 seconds to look at the picture Then with books closed, ask questions using recycled language, for example: Who is in the picture? What color is Jenna’s top? Before watching: arouse students’ curiosity Ask students to read the dialogue bubbles and to look at the picture Ask: Where are they? Can you guess what Morgan likes? What are you interested in? Play the video without sound Can students guess what the characters are talking about? Pause the video Can students guess what is going to happen next? Can students guess what a character is about to say? Unit walkthrough 00_Metro TB intro.indd vii 23/06/2017 13:46 V Vocabulary V Vocabulary My brother and I often go to my grandparents’ house in the summer Their house is near the ocean, so we go to the beach every day We swim and surf for two weeks It’s awesome! Vacation activities Each unit of Metro teaches two main sets of vocabulary that include lexical fields (father, mother, etc.), collocations (have lunch, take a shower), and word families (excited, exciting) 02 Read about Beth Choose T (True) or F (False) Beth’s grandparents go to her house T■ F■ in the summer T■ F■ Beth and her brother like beaches Look at the pictures in the text Complete the vacation ideas with the activities go shopping go to the beach hike stay in a hotel sunbathe surf try new food visit famous places Units start with a short question and text to establish the topic and preview some items from the first vocabulary set These mini-texts show some of the new vocabulary in a recognizable and realistic context 03 Look at the activities in exercise 2 and complete the chart in your notebook for you It’s interesting It’s boring Listen, check, and repeat METRO EXPRESS p.117 Look out for 00 All vocabulary is recorded to model pronunciation COOL VACATION IDE AS! like this one You can see the ocean from the rooms Realistic space for students to write gives students a permanent record of new words Try new food in Cambodia These are fried beetles! in London, U.K Oxford Street has over 300 stores in Noosa, Australia It’s perfect for beginners 14 There are links to additional vocabulary practice in the Workbook (see page xx) and in the Online Homework (see page xxi) in Mexico This beach is beautiful fourteen Your turn is a personalization exercise which makes language relevant to students and helps memorization Exercises which provide speaking practice can be conducted in open class (led by a teacher or a student) or in closed pairs with a teacher monitoring Workbook p.W4 like Machu Picchu in Peru Online Homework 4410151_M1_SBWB_Book.indb 14 12/04/2017 15:04 Making the most of Metro: Vocabulary Use students’ existing knowledge The short exercise that begins each unit is an opportunity to draw students’ attention to the new words that preview the main vocabulary set Ask students if they know other words around the topic and write them on the board Draw students’ attention to these words when they meet them in the main vocabulary set Ensure students have a record of new vocabulary Make sure students complete matching or labelling tasks in the presentation of vocabulary Encourage them to underline stressed syllables in vocabulary for future reference viii Recall, recycle, and review Multiple exposures to vocabulary will increase the likelihood of students remembering words Metro recycles taught vocabulary throughout the course, and games, vocabulary notebooks, categorizing through vocabulary webs, personalized flashcards, and puzzles (see Metro Express, page xx) are other ways to aid recall and review vocabulary Dictate Dictation is a valuable activity that can employ all four language skills when done collaboratively If you want to quickly review some vocabulary, dictate a list of words or even a few sentences Give students time to compare their answers before feedback, injecting useful language such as “It isn’t spelled like that.” Unit walkthrough 00_Metro TB intro.indd 23/06/2017 13:46 4410151_M e he h or L Choose the correct verbs My parents often hike / stay on their vacations Top vacations I really want to try / visit the Pyramids in Egypt markets They’re interesting Each unit of Metro has two main recordings They recycle the preceding vocabulary set, but keep grammar within known levels Listening in Metro emphasizes understanding rather than testing 04 Listen and match parts 1–3 with advertisements A–C SUMMER CAMP! A I always try / visit new food on vacation Do you visit / go to the beach with your family or your friends? B DISCOVER We stay / go in a hotel on vacation SOUTH AMERICA Our house is near the ocean, so we surf / hike every weekend C Metro recordings include individual “vox pop” speakers, conversations, interviews, students’ reports, podcasts, and radio shows Your turn Plan a vacation in pairs Ask and answer questions Come to Florida! Do you want to visit famous places? No, I don’t That’s boring! 04 Listen again Check (✓) two more activities you can on each vacation Practice typically begins with orientation practice such as listening for gist These exercises help students get a general understanding of a recording before they listen for detail Sunbathe Listening Listening I never sunbathe / go on the beach It’s boring! In other countries, we stay / go shopping at L Hike in Paris, France But Go shopping don’t swim in the river! Visit famous places Watch movies outside Stay in a hotel 04 Answer the questions Listen and check Exercises in Metro usually have an example answer How long is the pool at the Siesta Beach Hotel? 22 meters How many restaurants does the hotel have? Where you stay on the Summer Camp vacation? Exercises progress to after-listening activities such as “recall” exercises, encouraging students to remember details before listening a final time to check On How long is the vacation? or weeks When can you go on the Discover South America tour? along the Great Wall of China It’s 8,800 km long! In , , and What can you on the website? Watch a about the tour fifteen 04/2017 15:04 On vacation 15 4410151_M1_SBWB_Book.indb 15 12/04/2017 15:04 Making the most of Metro: Listening Help students to prepare before they listen Check students understand the exercise instructions Ask students to read the example and the questions carefully so they have a general idea of what they are going to hear With some exercises, students can predict possible answers without marking them in their books Show students how to listen for gist Students often think that to understand a recording, they have to translate every word Students can quickly “get lost” during a listening because they stop at unknown words To help with this, most Metro listenings start with a gist question First, students read the question Then they listen all the way through, without making notes or stopping Encourage students to keep listening When students are doing comprehension based on a reading text, they can refer back to the text to find the answers, but they can’t pause and rewind a recording Often students get stuck when they can’t answer a question: the recording plays on, and they miss the rest of the questions Tell students not to stop at questions they can’t answer You can help students by stopping after each answer has been given on the recording – check the answer and ask students to read the next question before you press play again Then play the whole recording for students to check Students are learning to listen, not being tested Make sure students realize that the questions are there to support their understanding, not to test their memories Listening exercises in Metro are designed to be achievable Unit walkthrough 00_Metro TB intro.indd ix 23/06/2017 13:46 R Reading R Each unit of Metro includes two main reading texts, as well as texts in the Culture and Cross-curricular pages Reading 05 Read and listen to the quiz Which countries are the people in? Read the quiz again and write the names Abi is on a tour of Beverly Hills the U.K is feeling very hot is trying new food is speaking a different language is buying a present 06 Take the quiz Listen and check I’m in London, in the U.K I’m buying a T-shirt for my best friend The price is … a €15 b $15 c £15 We’re skiing in Quebec, Canada We aren’t speaking English! In this part of Canada, everyone speaks … a French Every main reading text is recorded to give students an opportunity to listen to the pronunciation features of language in a continuous text b German c Spanish Ollie Helen The first reading text of each unit recycles the first vocabulary set and models the first target grammar We’re in a restaurant in India I’m eating curry for the first time! People often eat curry with … a rice c fruit b pasta THE VACATION QUIZ indicates extra information related to the language area It can appear on Vocabulary, Grammar, Speaking, or Reading pages, and includes aspects of the grammar of words (lexicogrammar), common errors, or useful phrases Stop Josh I’m on a celebrity bus tour in the U.S with my mom We’re looking at celebrities’ homes A lot of celebrities live in … We’re in Morocco, in North Africa We’re hiking in the desert It’s fun, but it’s 30°C here I need a drink! The name of the desert is … a the Gobi b the Sahara c the Atacama a Beverly Hills b Las Vegas c Washington Abi sixteen Sam 16 4410151_M1_SBWB_Book.indb 16 12/04/2017 15:04 Making the most of Metro: Reading Encourage autonomy Remind students to use every bit of information on the page to help them understand a text as fully as possible That could mean headings, pictures, or even the design of the text itself Familiarity with and availability of other resources, such as dictionaries, will also allow students to deal with problems such as unknown vocabulary without asking a teacher for help with every problem Get students to generate their own comprehension tasks With stronger classes, students can collaborate to generate their own comprehension exercises on a text Start with a simple example such as a true/false exercise Students can swap their exercises with other groups to answer individually or in groups x Interact with texts after the comprehension stage The completion of comprehension activities does not have to be the end of students’ interaction with a text Some ideas: • Students close their books and you read aloud Pause at appropriate points to see if students can remember the next word in the text – rewarding both accurate and plausible guesses • Take some key sentences from the text, perhaps exemplifying important structures, and produce jumbled versions – either on a worksheet or on cards Ask students to recreate the sentences and then check if they are correct Point out the relevant structures • For texts rich in facts, group students and get them to recall as many facts as possible within a time limit Unit walkthrough 00_Metro TB intro.indd 10 23/06/2017 13:46 4410151_M Cross-curricular 7–8 Computer science Aims study a timeline of the cell phone design a timeline for another digital device or product Warm-up • With books closed, explain the term • • digital device and ask: What digital devices you use every day? Elicit answers from individual students, e.g., phone, TV, camera, laptop Ask: What you know about the history of these devices? When did people start using them? Elicit a few ideas, but don’t confirm them Tell students they are going to learn about the history of the Internet and digital technology 1 w 104 • Read out the In minute … challenge, • • • • • • • and explain the word acronym (a word that is formed from the first letter of each word in the name of something, e.g., PC = personal computer) Put students into pairs and give them one minute to name as many digital acronyms as they can Bring students’ ideas together on the board and see which pair wrote the most acronyms correctly Read out the task Focus on the example answer and point out how blue matches the facts about computers in the timeline Pre-teach go on sale, sold, and launched Play the audio Ask students to read and listen to the text Ask students to match the labels with the color codes Check answers with the class ANSWERS Students’ own answers • Read through the list of devices with • • the class and check that students understand them all Ask students to read the text again and order the events Check answers with the class • Read through the sentences with • • 116 the class and check that students understand them all Ask students to read the text again and match the sentences with the gaps Allow students time to compare their answers in pairs Then check answers with the class Practice activity (all classes) Before students work on their own timeline, put them into pairs and ask them to read the text again and find sentences or phrases they could use in their timeline Bring students’ ideas together on the board and build up a list of useful vocabulary, sentences, and phrases that students can use in their writing, e.g., The invention of the … allowed people to … The first … went on sale It was the first … with a … People … for the first time … sold the first … People started to … … launched There were … billion … in the world Project • Read through the project notes with • • • • the class and check that students understand everything Students can work individually or in pairs to their research and draw their timeline They can this in class, or for homework Encourage them to include pictures in their timeline Put students into small groups to compare their timelines Ask some students what facts they found surprising or interesting Discuss, in the students’ own language if necessary, what they have learned about the digital revolution in this class Cross-curricular 7–8 Metro TB1.indb 116 05/06/2017 15:59 Puzzles The verbs are in the wrong sentences Write new sentences about the vacation activities I visit on the beach every day I sunbathe on the beach every day We always stay shopping We always go shopping I go famous places I visit famous places We go in a hotel We stay in a hotel I always sunbathe new food I always try new food We try in the mountains We hike in the mountains I can hike in the ocean I can surf in the ocean We often surf to the beach We often go to the beach Look at the picture How are the people feeling? Complete the puzzle H O T 4 S C A 6 H U N G R I E D Y Ask students to close their books, and write the adjectives from exercise 2 on the board Mime being scared The first student to say the correct adjective gets a point Cross the adjective off the board Invite students in turn to mime one of the adjectives and get other students to guess it Continue until all the adjectives have been practiced See which student has the most points Extra vocabulary • With stronger classes, put students into S E X C D I B O R E D R T Metro Express ON VACATION, … Practice activity (all classes) O I T E D • Y L Extra vocabulary D • Things you take on vacation • Match the words with the pictures beach towel guidebook insect repellent passport sunscreen water bottle Practice activity (all classes) insect repellent beach towel sunscreen passport guidebook water bottle one hundred seventeen 4410151_M1_SB_p110_124.indd 117 Metro Express Aims practice vocabulary from Unit learn vocabulary for things you take on vacation Puzzles 19/04/2018 10:30 • Point to the first picture and point out the example answer in the puzzle • Ask students to complete the puzzle with the remaining adjectives • Check answers with the class, and • • Read out the example answer and point • • 117 Say: I’m tired because I don’t have any insect repellent and I can’t sleep Point out that the sentence contains an adjective from exercise 2 and a word from the Extra vocabulary Put students into pairs and ask them to write sentences using an adjective from exercise 2 and a word from the Extra vocabulary Encourage them to be creative and use their imagination! Ask pairs in turn to read their sentences to the class The class could vote for their favorites out to students that the verb has been corrected Ask students to write the remaining sentences with the correct verbs Check answers with the class pairs and ask them to match the words with the pictures Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the words Check answers with the class, and check that students understand all the words Model pronunciation of the words, especially beach towel and guidebook Ask: Which things you always take on vacation with you? Why? • check that students understand all the adjectives You could put students into pairs and ask them to write three example sentences, using some of the adjectives in exercise 2 Ask some students to read their sentences to the class Metro Express 11_MTB1_4410168_WCC.indd 117 117 19/04/2018 10:34 Metro Express Aims practice vocabulary from Unit learn more weather adjectives Puzzles • Focus on the example answer and • • point out to students that the letters for each weather adjective are around the symbol for that adjective Ask students to write the remaining weather adjectives Check answers with the class • Ask students to read the speech bubble • and choose the correct answer Check the answer with the class • Ask students to complete the puzzle and find the hidden word • Check answers with the class Extra vocabulary • With stronger classes, put students • • into pairs and ask them to match the weather adjectives with the pictures Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the adjectives Check answers with the class, and check that students understand all the words Model pronunciation of the words • Ask students to answer the questions • Check answers with the class ANSWERS Students’ own answers Practice activity (all classes) Say: I can’t see very well What’s the weather like? Elicit the answer (foggy) Put students into pairs and ask them to write three more clues for weather adjectives, either for the adjectives in exercise 1 or the ones in the Extra vocabulary Ask students to close their books and put pairs together into groups of four Pairs take turns to read their clues to each other and guess the weather adjectives Ask who guessed all the adjectives correctly 118 Metro Express Metro TB1.indb 118 05/06/2017 15:59 • • with the class, using the pictures to teach the meaning of the words Check answers with the class, and check that students understand all the words Model pronunciation of the words Practice activity (all classes) Play: In my shopping basket I have … Ask a student to choose an item from page 119 and complete the sentence, e.g., In my shopping basket I have two eggs The next student repeats this and adds another item, e.g., In my shopping basket I have two eggs and a cup Continue around the class, with each student repeating the previous items and adding one more, until the list becomes too long to remember Metro Express Aims • Focus on the example answer and practice vocabulary from Unit learn words for things you use at the table Puzzles • Focus on the example answer and • • point out that students need to count the different items of food in order to complete the sentences Ask students to complete the remaining sentences with the correct words Check answers with the class • • point out that the letters of the word salt have been crossed out Point out that the first three of the remaining letters (HES) form the beginning of the answer to the question Ask students to cross out the correct letters for each word Then use the remaining letters to write the answer to the question Check answers with the class Extra vocabulary • With stronger classes, put students into pairs and ask them to look at the pictures and write the correct words Students can use their dictionaries to help With weaker classes, the task Metro Express Metro TB1.indb 119 119 05/06/2017 15:59 Metro Express Aims practice vocabulary from Unit learn words for animal groups Puzzles • Focus on the example answer and • • elicit that a penguin is the odd one out because it has only two legs, whereas the others in the group have four legs Ask students to choose the remaining odd ones out Check answers with the class, asking students to explain in each case why the word they have chosen is the odd one out • Ask students to complete the puzzle and find the hidden word • Check answers with the class and check that students understand all the words Extra vocabulary • With stronger classes, put students into • • pairs and ask them to match the words with the pictures Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the words Check answers with the class, and check that students understand all the words Model pronunciation of the words • Put students into pairs and ask them to • write the types of animal Check answers with the class, and see which pairs got all the answers right Practice activity (all classes) Say: This is a mammal It lives in forests and it eats fruit It can climb trees Ask students to guess the animal (monkey) Put students into pairs and ask them to write two or three more clues for animals, saying what type of animal each one is, and what habitat it lives in Ask students to close their books Then put pairs together into groups of four to read their clues to each other and guess the animals Ask who guessed correctly 120 Metro Express Metro TB1.indb 120 05/06/2017 15:59 Practice activity (all classes) Put students into small groups and ask them to imagine they are forming a band Ask them to decide what style of music they play, and who does what in the band, e.g., who is the songwriter, who writes the lyrics for their songs, who is the drummer, keyboard player, etc Ask students to write a brief description of their band and its members, using as much vocabulary from this page as possible Ask groups in turn to present their band to the class For a bit of fun, they could mime playing together as their band! Metro Express Aims practice vocabulary from Unit learn more words for instruments Puzzles • Focus on the example answer and point out that it relates to picture 2 • Ask students to look at the remaining pictures and complete the puzzle • Check answers with the class Extra vocabulary • With stronger classes, put students • Focus on the example answer and • • point out to students that the letters for this word are all the same color Ask students to find the letters with the same color and complete the puzzle You could this as a race, to make it competitive Check answers with the class, and see who found all the answers correctly in the quickest time • • into pairs and ask them to look at the picture and complete the sentences Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the words Check answers with the class, and check that students understand all the words Model pronunciation of the words Metro Express Metro TB1.indb 121 121 05/06/2017 15:59 Metro Express Aims practice vocabulary from Unit learn some strong adjectives Puzzles • Point to the example and elicit the meaning • Ask students to find seven more • adventure verbs in the word search Then look back at page 68 to see which one is missing (follow) You could this activity as a race, to make it competitive Check answers with the class • Point out the code charts • Ask students to break the code and • • discover the secret message You could set a time limit for this, to make it competitive, and students could work in pairs Check answers with the class Ask: Do you know Katy Perry? Do you like her music? Extra vocabulary • Read out the heading Strong adjectives • • • and elicit or teach the meaning (adjectives with a strong meaning) Give an example by writing good and amazing on the board and asking: Which is a normal adjective, and which is a strong adjective? Elicit that amazing is a strong adjective With stronger classes, put students into pairs and ask them to complete the sentences with the correct adjectives Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the adjectives Check answers with the class, and check that students understand all the adjectives Model pronunciation of the adjectives Practice activity (all classes) Put students into pairs and refer them back to the code charts in exercise 2 Ask students to write an example sentence using one of the strong adjectives Then write it in code Put pairs together with another pair to break the code and write the sentence they have been given Ask pairs in turn to read out the sentences they were given Check that the strong adjectives are used correctly 122 Metro Express Metro TB1.indb 122 05/06/2017 15:59 Extra vocabulary • With stronger classes, put students into • pairs and ask them to label the parts of the web page Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the words Check answers with the class, and check that students understand all the words Ask: Which of these parts of a web page you use most often? Which you never use? Elicit answers from individual students Practice activity (all classes) Tell students you are going to test them on the Extra vocabulary Ask students to close their books, and draw a rough copy of the web page onto the board, with the icons for the different parts Number the icons 1–6 Put students into pairs or small groups and given them two minutes to name as many parts of the web page as they can Stop the activity after two minutes and check answers See which pair or group wrote the most words correctly Metro Express Aims • Focus on the example answer and practice vocabulary from Unit learn words for part of a web page Puzzles • Ask students to complete the missing • • words in the puzzle Then complete the sentence with the mystery words Check answers with the class Ask: Which of these things did you online yesterday? Elicit answers from individual students • • • • point out that the letters SMART are crossed out in the grid Point out that the remaining letters in the top line of the grid form the first word of the question Ask students to complete the sentences Then cross out the letters in the grid and write the question With weaker classes, ask students to complete the sentences first Check answers, and then ask them to cross out the letters and write the question Check answers with the class Put students into pairs to ask and answer the question Metro Express Metro TB1.indb 123 123 05/06/2017 15:59 Metro Express Aims practice vocabulary from Unit learn words for items in a first aid kit Puzzles • Focus on the example answer and elicit that it is a way of staying healthy • Ask students to unscramble the letters • and find the hidden message You could this as a race, to make it competitive Check the answer with the class • Focus on the example answer and point • • out that the letters for each expression are in the correct order, but with other letters between them Ask students to find the expressions and match them with the pictures Check answers with the class Extra vocabulary • With stronger classes, put students into • • pairs and ask them to label the parts of the first-aid kit Students can use their dictionaries to help With weaker classes, the task with the class, using the pictures to teach the meaning of the words Check answers with the class, and check that students understand all the words Model pronunciation of the words • Ask students to match the illnesses and injuries with the suggestions • Check answers with the class Practice activity (all classes) Put students into pairs and ask them to prepare a mime showing one of them with an illness and injury and the other giving first-aid Ask students to close their books Ask pairs in turn to perform their mime for the class Ask other students to guess what the illness or injury is (e.g., He has a cold) and what treatment is being given (e.g., She’s giving him some tablets) The class could vote for their favorite mime 124 Metro Express Metro TB1.indb 124 05/06/2017 15:59 Videoscripts Unit p.22 w Video I love vacations! I know a fantastic place to go on vacation: it has warm weather, awesome beaches, and great food! Do you want to know where it is? Let’s find out! My top vacation idea is Florida, in the United States Today, I’m visiting Miami I’m excited! Miami’s a great city, with tall buildings, lots of boats, and big houses by the water The buildings are cool, and I love these boats Miami is on the ocean, so there are awesome beaches near the city These people are sunbathing on South Beach It’s really popular South Beach is on the Atlantic Ocean Look – these people are sunbathing, swimming, and walking beside the sea What are they playing? They’re playing volleyball And look – they’re cycling! The streets near the beach are exciting, too This is Tenth Street It has great restaurants, stores, and hotels Sports are very popular in Miami, too This is a famous place in Miami – the American Airlines Arena Miami’s basketball team plays here The team is called Miami Heat And this is the Sun Life Stadium It’s the home of Miami’s American football team – the Miami Dolphins I want to visit one more place It’s called Coconut Grove I love this area There are amazing cafés and restaurants here Are you looking for a great meal? Try Cuban food I love it! And there are lots of cafés selling sandwiches and cakes It’s a great place for shopping, too These small shops and boutiques are popular Miami is awesome From sun, sea, and sand to sports stars and boutique stores, there’s something for everyone Unit p.32 w Video What’s the weather like where you are today? It’s cold and rainy here! Today, I want to show you some places where the weather is different Do you know a place where it never rains? Or a place that can be hot, cold, sunny, and rainy all in one day? Let’s find out! This is the Atacama Desert It doesn’t rain often here, so it’s very dry There’s no water and few plants or animals This is Rjukan, a small town in Norway In the winter, it’s often very cold There’s a lot of snow, and it isn’t sunny Some places are very dry, and some places are very wet Some places are very hot, and some places are very cold But the weather in the U.K is different It’s sometimes hot in the summer, but it’s usually warm And sometimes in the summer, it’s cool and rainy! It’s sometimes cold in the winter, but it’s usually just cool And in every season some days are sunny, some are rainy, some are windy, and some are cloudy In fact, it’s often sunny, rainy, windy, and cloudy on the same day Sometimes choosing clothes is a problem! It often rains when you’re wearing shorts and a T-shirt, and then it’s sunny when you put on a rain jacket! The weather changes all the time, so the weather forecast is very popular A lot of people study the weather every day This is the Radcliffe weather station in the U.K Jamie is a student at the station, and every day he checks the weather At the moment, he’s reading the thermometer and writing the temperature in a notebook He’s also checking the rain gauge Rain falls into this small bottle, and today there’s mm of rain This information on the temperature and the rain helps experts to forecast the weather This is very helpful After all, it helps us to know what to wear! Unit p.44 w Video What’s your favorite place to have lunch? In L.A., there are some great places you can get delicious food for lunch But they aren’t restaurants … and they aren’t stores What are they? Let’s find out! Here we are in Los Angeles It’s in the United States, on the Pacific Ocean People in Los Angeles love food and they love food trucks They’re really popular Look Lots of people are waiting! Food trucks sell lots of different kinds of food They’re buying Mexican food and this truck sells Thai food This truck sells salad Why are food trucks popular? Because the food is great and it’s fast – but it isn’t fast food Often, it’s healthy, too Look at this! He has some salad! But is the food expensive? No, it isn’t Look! In Los Angeles, restaurants are often expensive But the food trucks are cheap With food trucks, there aren’t any chairs or waiters But the customers are happy This truck sells Belgian food Aarti Kanodia sells Belgian waffles and fries from her truck She makes the waffles with eggs, milk, and some flour and sugar They’re delicious Aarti drives her truck to a different place in Los Angeles every day But how you find her? Look Aarti has a schedule It’s online, and it tells people where she is Why are food trucks popular in Los Angeles? Look at the weather It’s always warm and sunny People enjoy the outdoors Waiting for good food isn’t a problem So food trucks are very popular They’re healthy and cheap People in Los Angeles love them, and they love the food! Unit p.54 w Video Hey! Do you know which wild animals live in the U.K? Are there deer and foxes? What about snakes? Let’s find out! There are a lot of different wild animals in the U.K There are amazing birds like this owl It’s beautiful! And look – it’s a toad! There are small animals like this mouse, and larger ones – like this wildcat These are polecats, and this is a badger These are red deer They’re herbivores – they eat grass and leaves You can see them in many parts of the U.K Today, I’m at the British Wildlife Center in Newchapel, England There are a lot of wild animals here This is an otter Otters live on land and in rivers and lakes Otters are good at swimming! Otters are carnivores They usually eat fish but can also eat small animals like mice, birds, and snakes Oh, look There’s a snake now! This snake is called an adder Adders are venomous So be careful.They can bite! But life in the wild is difficult for some British animals Many of them need our help This is a hedgehog Hedgehogs are endangered in Britain because of human activity This is a red squirrel Red squirrels are endangered, too Why? Around 150 years ago, there were only red squirrels in the U.K There weren’t any gray squirrels But now there are lots of gray squirrels from North America in the U.K They eat all the nuts and fruit, so there isn’t any food for the red squirrels But there’s a home for red squirrels at the Wildlife Center There aren’t any gray squirrels here, and there’s a lot of food The red squirrels can eat the food they need They have a great home here! The Wildlife Center is awesome It helps wild animals and teaches us about our beautiful world Unit p.66 w Video Connor Hello! I’m Connor, and today I’m with Chris, Jenna, Greg, and Morgan I want to ask them about their favorite music My first question is: What kind of music you enjoy? Jenna I like pop and rock I love dancing Chris I like a lot of music, but I’m a big fan of reggae – the music of Jamaica! My very first concert was a reggae concert Greg What kind of music? All kinds Classical, rock, R&B, jazz … Morgan For me, metal is the best A lot of my friends like metal, too – my skateboarding friends Greg Hip-hop, reggae, pop … I love music! But I don’t really like metal Connor What’s your favorite band? Chris I love Bob Marley He was amazing – so my favorite band is Bob Marley and the Wailers Jenna I’m a big fan of Taylor Swift I love her music! But I also like the Beatles They were fantastic musicians! Greg What’s my favorite band? Hmm That’s hard I love lots of bands! But I think my favorite musician is Ed Sheeran He’s a fantastic singer and guitarist – and a great songwriter, too Morgan The best band ever is Iron Maiden – they have the best guitarists, the best drummer, the best bass guitarist, the best singer … Connor What was your first favorite band? Greg My first? My first was a kids’ TV band called The Wiggles! Jenna My dad loves the Beatles They were my first favorite band Morgan My first favorite band was Iron Maiden I love Iron Maiden Chris Good question! I’m not sure … There was always music in my house Videoscripts Metro TB1.indb 125 125 05/06/2017 15:59 Connor Can you play a musical instrument? Greg Yes I have a guitar – and I can play it But I’m not a very good guitarist Morgan No, I can’t I love listening to music, but I’m not good at making music Chris Yes, I can I can play the piano Jenna I can’t play an instrument, but I can sing Greg My guitar was a birthday present from my parents, when I was 11 years old Morgan No, I can’t Well, I can play air guitar Can I say that? Chris I don’t really enjoy the piano I started when I was years old It was my mom’s idea Jenna I love singing I sing in the shower every morning! Connor What’s your favorite song? Jenna Hmmm … good question Probably a Taylor Swift song Maybe Blank Space … Greg It’s an Ed Sheeran song – Photograph It’s a love song Morgan Remember Tomorrow, by Iron Maiden It’s a really cool song Chris My favorite? I really don’t know Probably Three Little Birds That was my first Bob Marley song, when I was … I don’t know … years old? Jenna … or maybe Out of the Woods? That’s a great song Yeah, Out of the Woods, by Taylor Swift Greg Ed Sheeran is really good His first album was in 2011 I was at his concert last year! It was amazing Morgan That was on their first album, in 1980 It’s an old song! Connor OK, thanks Jenna, Greg, Morgan, and Chris! Unit p.76 w Video Do you know about the British explorer, Robert Scott? Do you know where he traveled and what he explored? Let’s find out! Robert Scott was an English explorer He led two famous expeditions to Antarctica He was born on June 6, 1868, near the town of Devonport, in England He went to school near his home for four years Then he went to a boarding school The school prepared boys for the navy At the age of 13, he left school and found a job with the Royal Navy In 1899, when Scott was 31 years old, he took a new job: leader of an expedition to Antarctica Scott’s ship came from the city of Dundee, in Scotland The ship was called Discovery It used both steam and sails The ship was strong Antarctica is a place of dangerous ice and snow Fifty men sailed to Antarctica – sailors, scientists, and explorers They wanted to learn about the land, the plants and the wildlife of Antarctica, and they wanted adventure On August 6, 1901, Discovery left the U.K They traveled for five months, with stops in Cape Town, South Africa, and Lyttelton Harbour in New Zealand They reached Antarctica on February 8, 1902 They made a camp with a large hut for their supplies, but they lived on the Discovery Soon, Discovery was stuck in the snow and ice But the men stayed with the ship 126 The weather was very cold, and often windy The men didn’t leave the ship often But Discovery was strong – and it was a good home The men walked on the ship’s deck and worked, studied, ate, and slept in the ship’s rooms Finally, in November 1902, some men left the ship They wanted to reach the South Pole It was a very difficult journey Every day, they walked about sixteen kilometers across the snow and ice But they didn’t reach the South Pole The men returned to their ship On January 5, 1904, two ships arrived to help them The men worked together and broke the ice around Discovery On September 10, 1904, the ship finally arrived in London Scott was a hero Scott wanted to return to Antarctica He wanted to reach the South Pole But a Norwegian explorer named Roald Amundsen got to the South Pole first – in December 1911 Scott reached the South Pole in January 1912, but died in the snow on the return journey Robert Scott was a great explorer He loved adventure and became famous for his life of discovery Unit p.88 w Video Seb Hello! I’m Seb, and today I’m with Chris, Jenna, Greg, and Morgan Today, we’re talking about the Internet! My first question: What you online? Chris I look up information a lot – soccer scores, news about my favorite athletes, that kind of thing Jenna I read fashion blogs, I chat with my friends, and I download music, too And I look up information online for my homework Greg I write a blog, mostly about music, and I share videos and pictures of my favorite bands Morgan I watch and share skateboarding videos, and I post comments on skateboarding websites and forums Sometimes, I make my own skateboarding videos, and I share them online I play games online a lot, too Seb How often you go online? Greg Every day I’m on my smartphone during the day, and I like to go online with my laptop in the evening Morgan At least ten times a day I can’t go online at school, but I go on a lot before and after school Chris Maybe twenty times a day … more on weekends I follow sports online, so I go on during games Jenna Every day I use Facebook a lot to chat to my friends, and I love Instagram! But we also send text messages Seb How many messages did you send yesterday? Jenna I sent about 50 text messages yesterday, I think My friends and I text a lot! Chris I sent maybe ten text messages yesterday I sometimes send text messages to my mom … she sends a lot of text messages With my friends, I often chat online Morgan I message my friends online – we use WhatsApp I don’t know how many messages I sent yesterday … a lot! Greg I didn’t send any messages, but I used Twitter I tweeted two or three times yesterday Seb How many hours did you spend online last weekend? Chris I didn’t spend much time online last weekend! I played soccer on Saturday, and I went to the movies with my friends on Saturday night But we chatted online about the movie Jenna Probably two or three hours I looked up information for my homework, and I went online to look at some shoes and some clothes, too Morgan Maybe six hours on Saturday – I played Minecraft a lot – online, with some people in other countries Greg A few hours on Saturday I watched some music videos online, and I downloaded some music Chris Then on Sunday, we played baseball, and on Sunday night, I watched a soccer game on TV So I wasn’t online much! Actually … I chatted online to my friends about the soccer game So I probably spent three or four hours online Morgan But on Sunday I went skateboarding with my friends – I didn’t spend time online on Sunday Greg On Sunday, I did homework, so I looked up information on the Internet I spent about two hours online Seb What’s the best thing about the Internet? Jenna The Internet is so good for homework! When my mom was young, she didn’t have a computer! She didn’t go online to look up information – she went to the library! Now it’s so easy to look up information online Chris The best thing? It brings people together I sometimes watch a soccer game on TV, and at the same time, my friends and I text each other and talk about it on social media When my dad was a teenager, that wasn’t possible He listened to games on the radio! Morgan The communication E-mail, video chatting, messaging, sharing photos and videos … It’s amazing My mom didn’t have a cell phone when she was 13 Greg You can learn about everything Sometimes, I hear about a new band Then I go on the Internet and I visit their website, watch their videos, maybe download their music It’s amazing When my dad was a teenager, he bought CDs in a store Life was different 30 years ago! Seb What’s the worst thing about the Internet? Greg The worst thing? Last night, I stayed awake too late looking at the Internet on my phone I’m tired today! Chris There is no worst thing Life before Videoscripts Metro TB1.indb 126 05/06/2017 15:59 the Internet was boring and slow Life with the Internet is good The worst thing about the Internet is when you are not connected to it Jenna Wrong information Recently, on the Internet, I read some information about history Then I checked the dates at school, and they were wrong There are a lot of different websites with different information You have to be careful! Morgan It’s addictive! I spend a lot of time playing games online! Seb Thank you, Morgan, Chris, Jenna, and Greg! Workbook answer key p.W4 Exercise 1 S B U S E N Unit p.98 w Video Today, I’m in New York City New York is called ‘the city that never sleeps’ – and I love it here Manhattan is the most famous part of New York City Every day, two and a half million people travel into Manhattan for work And every year about 50 million tourists come here The sidewalks are crowded with people walking, and the streets are full of cars and buses In the past, people didn’t ride bikes in New York City The traffic was dangerous They took the subway or drove their own cars So a lot of New Yorkers didn’t get much exercise Because they were very busy, they ate a lot of fast food, too In those days, a lot of New Yorkers were unhealthy In 2002, Michael Bloomberg was the mayor of New York City He wanted to change things He told New Yorkers to get in shape! He told them to walk or ride their bikes, and to eat a healthy diet And they did! It was amazing! Now, New Yorkers exercise a lot Look! It’s winter, but they’re walking, riding their bikes, and jogging And look at this It’s called the High Line In the past, it was a railway in Manhattan But it closed in 1980 Then in 2006, it re-opened as a park Now, people love jogging, walking, and relaxing on the High Line In May 2013, the Citi Bike service began You can rent a bike for about ten dollars a day There are 332 bike stations in the city, so it’s always easy to find a bike Fortytwo thousand people use a Citi Bike every day! Today, a lot of New Yorkers have a healthy diet New York has thousands of restaurants And now, menus show how many calories are in each meal So it’s easy to choose a healthy diet Of course, you can’t change everything Some people don’t walk, run, or work out, and you can still buy fast food But Mayor Michael Bloomberg’s advice was good for New York Exercise Vocabulary Unit 1 Unit 3 p.W6 T A B H V A C A T I O N I Y H T S K E E W surf Go shopping Hike Try new food sunbathe Exercise 2 E 3 F 4 B 5 D 6 A Exercise 4 bored tired scared thirsty cold Unit 2 p.W5 Exercise 2 a 3 b 4 e 5 c Exercise 2 snowing spring raining summer sunny fall cloudy windy Exercise 3 10 swimsuit flip-flops swim trunks coat rain jacket hoodie scarf hat gloves Exercise 4 hat rain jacket shorts flip-flops swim trunks E T Meat oranges strawberries pineapples burgers hot dogs Other cakes eggs Exercise 2 c oranges a cookie b burgers a potato chips a hot dog Exercise Exercise 2 H I Fruit 2 b 3 a 4 a 5 b Exercise 4 juice butter ketchup oil Unit 4 p.W7 Exercise 2 A 3 C 4 B 5 F 6 D Exercise 2 Snakes Butterflies Elephants Kangaroos monkeys Exercise 3 island farmland forest mountain Exercise 4 lake river desert beach mountain Unit 5 p.W8 Exercise F N M A I E B C S R J A Z Z E Z L R O I Y E T S S A D C S G C E P J S E K G L Z J O L S I H I P H O P L I K M M S T H X C C Y M N H D M E T A L Z L R T U A U L R Workbook answer key Metro TB1.indb 127 127 05/06/2017 15:59 Exercise rock jazz pop metal classical Exercise 2 Exercise reggae classical music metal pop R&B Exercise 3 Exercise fans songwriter guitarist lyrics keyboard player Exercise 2 c 3 e 4 a 5 d 6 f Exercise 1 Exercise S A C L A J P U I M B L M M P L L O O Exercise 2 carry look for Follow help escape Exercise 3 leave find get buy have Exercise 4 grew up left went found got had Unit 7 p.W10 Exercise 128 shy smart friendly funny kind Unit 8 p.W11 Unit 6 p.W9 T F F T T Exercise 2 E 3 D 4 B 5 A 6 F download music share videos read news post comments take quizzes chat read look up write K F O R ’m sitting are making Exercise 4 Is your brother wearing sunscreen? isn’t Are you sunbathing in the park? aren’t Is she listening to the teacher? is Am I sitting in your chair? are Are you feeling tired? ’m not Exercise 5 Why are we running? What is your brother doing? Why are you wearing […]? What is the dog eating? How are you feeling? Unit 2 p.W14–15 Exercise 2 A 3 B 4 B 5 A play ride jog sleep have brush Exercise Exercise Exercise 3 burn sick cut headache cold Exercise 2 a 3 c 4 c 5 c 6 b Grammar Unit 1 p.W12–13 Exercise going stopping writing walking studying having swimming Exercise 2 aren’t ’re is aren’t is Exercise ’m not learning is teaching aren’t doing My brother never cleans his room Our grandparents are staying with us at the moment Ellie studies English every day The students usually walk to school I’m not wearing my jacket today ’s having are playing have eat ’m having go ’re hiking Exercise 4 Mine His Yours Theirs Ours Exercise 5 mine theirs yours Ours his yours Unit 3 p.W16–17 Exercise any an any any a Workbook answer key Metro TB1.indb 128 05/06/2017 15:59 Exercise 2 Yes, there are No, there isn’t No, there aren’t Yes, there are Yes, there is Exercise 3 There isn’t a There aren’t any There are some There aren’t any There’s a Exercise 2, 4, Exercise 5 some any any some any any any Exercise 6 They have some ketchup There’s some salad There isn’t any cheese They don’t have any meat There’s some apple juice Unit 4 p.W18–19 Exercise much many much many many Exercise 2 much a few much any much Exercise 3 How much, much How many, any How much, a lot of How much, a little How many, a few Unit 5 p.W20–21 Exercise Were there any monkeys in the trees? Was there a beautiful beach? Was there any chocolate on your ice cream? Exercise there weren’t, there were there was, there weren’t there wasn’t, There were 3, 4, Exercise Exercise were was weren’t were wasn’t were was 5 10 11 12 b c d wasn’t was was was were was wasn’t was were weren’t was 1969 2015 1996 Exercise 6 Were Was Were Was 6 Exercise -d stayed washed danced sunbathed liked -ied carried studied tried Exercise 2 ed 3 d 4 ed 5 ed 6 d 7 ed 8 ed Did, Did, watch Did, play Did, share Did, read Exercise Unit 6 p.W22–23 -ed didn’t wear didn’t wash didn’t study didn’t eat didn’t know Exercise wasn’t How old were you Where was Was it was Who was What was Exercise didn’t write didn’t visit didn’t take didn’t look up didn’t post Exercise No, they weren’t No, he wasn’t Yes, they were Yes, he was Exercise 5 finished shared didn’t take out washed didn’t go Exercise Exercise 4 made found, swam caught, taught sat, had felt, slept Unit 7 p.W24–25 Exercise 3 thought found, took met, spoke ran, knew slept, got up Exercise Exercise Exercise 2 d 3 e 4 a 5 f 6 c Exercise In 1993, he studied in college In 1993, he lived with other students In 1993, he camped in the forest In 1993, he walked to college In 1993, he cooked all his food Yes, did Yes, did No, didn’t Yes, did No, didn’t Exercise 6 Did you have Yes, I did Where did you stay Did you eat No, I didn’t Unit 8 p.W26–27 Exercise playing running going hiking being Workbook answer key Metro TB1.indb 129 129 05/06/2017 15:59 exploring camping Unit 2 p.W29 Exercise b love swimming hates playing loves jogging like riding don’t like doing Exercise 3 Do you like playing, Emma Do you like jogging, Jesse Do you like swimming, Emma Do you like riding, Jesse Do you like doing, Lou Exercise 4 shouldn’t should should shouldn’t shouldn’t Exercise Should we finish this exercise for homework? I shouldn’t eat chocolate cake for breakfast They should take a shower after soccer practice Should I watch this movie? You shouldn’t drink coffee in the evening Exercise 6 shouldn’t eat should try Should I stay shouldn’t swim should listen Reading Unit 1 p.W28 Exercise Day Exercise 3, 4, Exercise Suggested answers: He’s feeling scared because there aren’t any stores or restaurants on the PCT They’re drinking coffee and looking at the mountains They’re having dinner at p.m because they’re hungry Ethan wants a meat and cheese pizza Ethan is sunbathing 130 Exercise Exercise 1 C 2 A 3 B Exercise 3 Arctic January cool coats sounds Unit 3 p.W30 Exercise 1 b 2 c 3 d 4 a Exercise Suggested answers: T F (Holly is Kerry-Anne’s dog.) F (She’s making the icing.) F (It’s sunny on the day of the party.) T It’s magical because there’s a lake and a beach The first Lake of Stars Festival was in 2004 Unit 6 p.W33 Exercise c Exercise 2 a 3 d 4 c Exercise Suggested answers: France laboratory the Aqua-Lung movies taught Unit 7 p.W34 Exercise 1 B 2 C 3 A Exercise 2 b 3 a 4 e 5 c Suggested answers: They moved to the U.S in 1992 / when Jan was 16 He learned about computers from books He worked at Yahoo! after he left college In 2007, he left his job and traveled to South America with Acton He and Acton sold their company in 2015 Exercise Exercise Exercise 3 middle sand guests icing Unit 4 p.W31 Exercise 2 km 3 Dr. 4 kg Exercise 3 small rice 350 150 forests Unit 5 p.W32 Exercise May June September Exercise 2 7,000 200,000 4,500 give up poor earn right away Unit 8 p.W35 Exercise a Exercise 3, Exercise 3 energy headache cereal juice fruit Exercise Suggested answers: It’s in Japan, in the mountains, near Tokyo The Taico Club Festival is 24 hours long 1,500 people were at the first Glastonbury Festival Workbook answer key Metro TB1.indb 130 05/06/2017 15:59