Trang 1 CONTENTSStudent’s Book overview 2Workbook overview 4Teacher’s Book overview 5Digital components 5Yearly Plan 6 Starter unit 10Hobbies and games 13Technology22Revision 1 31Heroes3
Trang 2The Student’s Book includes:
• A two-page Starter unit
• Eight ten-page units
• A revision section every two units
• ‘Upgrade for Exams’ sections after each revision
• Six Student A-B ‘Communication Activities’
• A ‘CLIL and Projects’ section (to be used everytwo units)
• A two-page section including texts for students
to edit
• Four extra reading texts with activities
• A ten-page Language Database
Student’s Book overview
Vocabulary is presented
through pictures and recorded on the Audio CDs so that students can practise pronunciation.
The steps included
in the Speaking Task
help students prepare and practise their own
dialogues.
There is usually a listening
activity with the new vocabulary leading to a pair-work speaking task.
The Speaking section
makes use of functional language in everyday situations The texts are recorded on the Audio CDs.
The Culture section
highlights an aspect of life in different English- speaking countries
The texts are recorded on
the Audio CDs.
The Reading texts, which are highly
informative, introduce the new language in contexts suitable to the age of the students These texts are recorded on the Audio CDs.
The carefully structured
Writing Task provides students
with enough scaffolding for their written production.
The Writing section provides
models of different text types
A specific language point is highlighted in each unit to help students improve their writing.
The exercises in the
Progress check revise
the language presented
in the unit.
Look! boxes are included throughout
the unit to help students by providing language and learning tips.
The Word check box includes words
students may not know for them
to guess the meaning through context or by using a monolingual dictionary, thus fostering students’
thinking in the target language.
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Unit
6 World of music Vocabulary 1 Music
1 Match pictures 1–4 with some of the phrases in blue
record a song • a single • a record • a playlist • a hit •
a recording studio • an album cover • song lyrics •
a music festival • release an album • go to number one • play live at a concert • form a band • go on tour
It was ‘24K Magic’ by Bruno Mars
What was the last album you bought?
I have never listened to it Is it good?
2
1
4 2.13 Listen and match the speakers with the songs they downloaded.
1 Todd a ‘Wolves’ by Selena Gomez
2 Kate b ‘Perfect’ by Ed Sheeran
3 Julie c ‘Finesse’ by Bruno Mars
3 4
2 2.12 Listen and repeat.
3 Choose the correct words.
How do musicians become famous?
First, they (1) form / release a band, then they think of some good (2) lyrics / playlists and music for a song
After writing the song, they go to a (3) concert /
recording studio to record the song Then they
release a (4) single / cover If the song is a (5) hit /
record, it could (6) go / form to number one and
then they become famous After that, the band should
(7) play / release an album and go on tour so that they can (8) record / play live for their fans.
5 Work in pairs Find out about the last album your friend bought.
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6 Reading 1
6 Read the text quickly How long did Taylor Swift’s second album stay at the top of the charts?
7 2.14 Read again and listen Check your answer
to exercise 6 Then answer the questions.
1 Do you think Taylor Swift is a traditional singer?
Justify your answer.
2 Who influenced her?
3 When did her life begin to change?
4 In your opinion, has this singer been successful?
Justify your answer.
5 Has she ever helped a charity?
6 How long has Taylor been a songwriter?
8 What do these numbers refer to in the text?
1 1989 3 2006
2 14 4 11
9 Read the text again and find words or phrases for these meanings
1 the state of being famous 3 more than
2 prizes 4 in the future
Cognates are words that are similar in English and in your language Be careful! There are false cognates too.
contract is a cognate but actual is a false cognate.
LOOK!
ABOUT YOU What kind of music do teenagers listen to in your country? What released any albums?
Taylor Swift Taylor Swift is an American country-pop singer from Pennsylvania, USA She plays the critics all over America as one of the best singers ever.
home | login | album list | search
summary Since the release of her first album, Taylor’s life has changed dramatically
She has earned over 40 million dollars, won lots of awards, worked with the Jonas
Brothers, appeared in the film Hannah Montana and given over a million dollars to
different charities It’s clear that this young singer-songwriter from America has an exciting career ahead.
musical biography
Taylor was born in 1989 and her rise to fame has been steady and uneventful
She started writing songs when she was 12 years old and her break came at the age of 14 when she was singing at the Bluebird Café in Nashville She was seen by Scott Borchetta, a record producer, and was given a recording contract with Big
Machine Records Three years later, in 2006, she released her first album, Taylor Swift, which produced five hit singles She was nominated for the Best New
Artist Award at the 50th Grammy Awards that year Since then, she has won stayed at the top of the album charts for 11 weeks While both her first and second albums stayed in the charts, she became the biggest selling artist of 2008
Her third album, Speak Now, was released
in October 2010 and sold more than a million copies in its first week Her latest
album, Reputation, was released in 2017.• ukulele • steady • uneventful • growing up
WORD CHECK
influences Her grandmother was an opera singer and Taylor says she was a big influence on her and her musical style as she was growing up Her other musical influences include American country singers Shania Twain, LeAnn Rimes and the Dixie Chicks.
4 Prepare a dialogue between you and a friend.
No, thanks! I don’t like Katy Perry.
No, I can’t I’ve got a ticket for the Katy Perry concert
Why (6) you come with
Have you heard her new album?
It’s her best.
Me neither, but have fun!
I think so too / Me too / Me neither / I totally disagree.
STEP 3 Work in pairs Take turns to act out
the dialogue.
3 Practise the dialogue and act it out.
Yeah, I think so too
Can you (5) , Louis?
I see what you mean, (4) I think the concert will be great anyway.
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6 Writing
A description of a musical hero
5 Read and complete the text with some of the phrases in blue
was released • usually known • was sold • at the • were sold • never known • released • on the • her fantastic
7 Choose the correct words.
1 Ariana Grande began her music career in / at
the age of 18.
2 Two years last / later, she released her first album.
3 For / Since then, she has been in the top 10
international charts.
4 In / At 2014, she recorded a song with The Weeknd
and it was very successful
5 Apart from singing, she has done some charity
work since / for more than ten years
Writing Task
1 Plan Make notes about the person you are going to write about and include:
Personal details: name, when and where he/she was born, what he/she does
Musical achievements: hits, albums, sales, awards, performances, plans
Other achievements: charity work, other achievements
Conclusion: why you admire this person
2 Write Use the text, your notes and this structure:
Paragraph 1: Personal details Paragraph 2: Musical achievements Paragraph 3: Other achievements Paragraph 4: Conclusion
3 Check music the passive, different tenses time expressions
A year later , she released her second album, ‘Alive’
She has been my musical hero for more than five years
LOOK!
Jessica Cornish was born in London in 1988
She is (1) by her artistic name, Jessie J
She is an English songwriter.
singer-She became famous (2) age of 23 when her first album, Who You Are, was released
in 2011 It went to number one in the UK charts and millions of copies (3) around the world Since then, she has performed live at concerts and festivals all over the world In 2012, she gave a spectacular performance at the London Olympics A year later, she (4) her second album, Alive.
Incredibly, she has also found time to do lots of amazing charity work In 2013, she shaved off her hair on live TV to raise money for various charities.
I admire Jessie J for (5) music and her work
to help others She has been my musical hero for more than five years
6 Read again and answer the questions
1 When was Jessie J born?
2 What does she do?
3 When did she become famous?
4 What are her main musical achievements?
5 What else does she do?
6 Why does the writer admire her?
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1 2.21 Read and listen Then answer the questions.
1 What can you see at The Sydney Opera House
apart from opera?
2 How many people go to performances at The
Sydney Opera House every year?
3 What is The Met?
4 What is the young artists programme for?
2 Read again and correct the wrong information.
1 The Sydney Opera House became an icon in the
16th century.
2 There are more than four venues inside it.
3 Not many performances are held there annually.
Investigate any important Opera Houses in Europe or South America Write down some with your classmates.
WEBQUEST
4 The Sydney Opera House is called ‘The Met’.
5 Live performances have been broadcast for more
than a century.
there in your town/country? What kind of music are they for? Are the performances broadcast live?
The Sydney Opera House
The Met
Famous music venues
The Sydney Opera House, in Australia,
is one of the great iconic buildings of the 20th century It was opened in 1973 by Queen Elizabeth II It is famous for music concerts and theatre performances
in the six separate venues inside It is the home of the Sydney Symphony Orchestra and Opera Australia It is one
of the busiest performing arts centres in the world Every year, more than 1,500 performances are attended by about two million people Many famous pop stars and singers have performed at the Opera House There’s something for everyone.
The Metropolitan Opera House, or ‘The Met’, is in New York It is the home of The Metropolitan Opera, America’s biggest classical music organization It has a young artists programme to help young singers develop their careers Luciano Pavarotti became famous after singing there Other regularly sing there The Met has broadcast live performances on the radio since 1931 and now they are streamed directly to smartphones.
1 CDs (use) to store music.
2 ‘What a Wonderful World’ (usually play) on
the radio.
3 DVDs (not sell) in many shops.
4 This museum (visit) by more than ten thousand
people last year.
5 Millions of videos (download) last year.
The passive: interrogative
5 Write passive questions
1 How many tablets / sell / your country / every year?
2 What colour / your classroom / paint / last May?
3 When / the new band / form?
4 lyrics / put / on the cover?
5 Who / mp3 player / invent / by?
Integration Choose the correct words.
Aubrey Drake Graham (1) is usually known /
usually knows by his artistic name Drake He (2) is /
and actor He first (3) became /
was becoming popular in 2009 with ‘So Far Gone’, his
first big-time mixtape In 2010, he (4) was released /
released his album Thank
me Later, which became really successful in a short time His album
Take Care (5) was earned / earned him his first
Grammy Award for Best Rap Album Drake released his fourth album, Views, in 2016, breaking several chart Since then, Drake (6)
won / has won several
other awards like Juno Awards and some American music awards.
2 Peter hates waiting He’s very (patient)
3 They are very , they never want to try anything
6 That doesn’t make sense, it’s (logical)
The passive: present and past simple
3 Rewrite the sentences using the passive
Start with the underlined words Omit by when possible.
1 A famous artist designed the album cover.
2 My friend wrote that song.
3 People played music thousands of years ago.
4 Students use computers in many schools
5 Edison invented many machines.
6 They give music lessons in all British schools.
7 My friends formed a band at school.
8 My sister downloaded many songs last week
Grammar is presented
with clear grammar tables
Graded exercises help students practise the form
and meaning of the new grammar structures.
The Pronunciation box
in every unit focuses
on sounds, stress and
intonation.
Each unit includes an
extended Listening text to
develop listening skills.
The activities in the
Upgrade box offer
further opportunities for students to practise what they have learnt so far and can be used with fast finishers.
66
Grammar 1
The passive: present and past simple
4 Read the sentences in the table How do we form the past simple passive?
5 Complete the text with the past simple passive of the verbs in brackets.
1 Look at the sentences in the table and choose the correct words to complete the rules.
a We use the passive to stress the action / the person who did the action.
b We form the present passive with the present
simple of the verb be / have + the past participle
of the main verb.
c The doer of the action is sometimes mentioned / never mentioned.
d The doer of the action is mentioned when it is
unusual or very important / unimportant
2 Complete the text with the present simple passive of the verbs in brackets.
How a song is recorded
Microphones are put (put) in different parts of the recording studio Sound engineers make sure microphones and get ready to start the recording with the help of special software Each instrument (2) (record) on a separate track and then they (3) (mix) together Special effects (4) (add) if necessary When the mix (5) (finish), it (6) (master) mainly to balance volume levels This final product,
3 Rewrite the sentences using the beginnings given.
1 People only use good computers in big studios.
She was born in 1989.
She wasn’t born in 1980
The passive: past simple
This album by The Beatles
is still popular today
The famous cover was designed (design) by Peter Blake The people on the large pictures which (1)
(make) of card The people (2) (choose) by The Beatles because they admired them, although at least three people from their original list (3) (not include) in the end The 65 models (4) (make) by Peter Blake and Jann Haworth and the photo (5) (take) by Michael Cooper on 30th March 1967.
The recording (6) (complete) in April 1967 and the single (7) (play) on the radio for the first time in May The album (8) (release)
in June 1967 although some early copies (9) (sell) a month before
in May
She is considered by critics as one of the best singers ever
She isn’t considered as one of the best actresses.
The passive: present simple + -
+ -
UPGRADE
Read the text and choose the correct words.
The National Children’s Orchestra of Great Britain,
or NCO, is a registered charity It (1) orchestral training for children aged 7 to 14 NCO includes six national age-banded orchestras and six regional orchestras (2) you want to join the orchestra, you must audition The Main Orchestra (under 14) is one
of the (3) children’s orchestras in the world
Once you are a member of the orchestra, you must continue practising and studying Each orchestra (4) once or twice a year at residential courses around the UK, where they receive training (5)
leading music tutors and conductors Main and Under
13 Orchestras have a nine-day course in spring and (6) nine-day course in summer The younger orchestras have an eight-day course in summer.
The courses’ main aim is to prepare the repertoire that the children are going to play at an end-of-course concert The younger orchestras (7) for family and friends, while Main and Under 13 Orchestras perform
in public at major concert venues.
6 2.17 Listen to the programme Are the statements true, false or not mentioned?
1 Mike says he has seen Muse in concert twice.
2 Mike thinks that their music is not original.
3 Their latest album was released in 2014.
4 Mike says that their album was a failure in Russia.
5 Stella’s favourite singer is Shakira.
6 Stella doesn’t feel like attending Beyoncé’s concert
in England.
7 Jamie says that the songs his favourite band play
lack originality.
8 Jamie adds that Arctic Monkeys are planning a
new tour in South America.
7 2.17 Listen again and complete the sentences
1 Mike thinks that Muse are
2 The Second Law was released
3 Stella thinks that Beyoncé is of R&B music
4 Jamie thinks that Arctic Monkeys are a truly
live band.
A B C
1 given giving provides
2 While If What
3 finest fine better
4 have met meets meeting
6 other another more
7 performs perform has performed
A 2.15 Listen and repeat the sentences
Which syllables have the main stress
in each sentence? What happens to the words in purple?
1 Records are made of plastic.
2 The phonograph was invented by Edison.
3 In 1982, CDs were first released.
4 Computers are used at school.
B 2.16 Listen and repeat the phrases with the \´\ sound.
PRONUNCIATION \´\
Trang 3FINISH
Vocabulary
My neighbours are having lots of a…
these days I don’t think they get on.
You need special e…
to climb
I can’t make p…
about the future!
The Weeknd w two a
in a science fiction film is no easy task.
The band will meet at the r… s…
at 7 am next Wednesday.
My boyfriend is a very good person but he’s a bit u He always says he’ll be on time but he never is!
Our new teacher seems to be very i… He gets angry
if we don’t finish our work soon.
START
My friend Mike is a s…
He has done dangerous scenes in some of Spielberg’s films.
M17 388 Phases3SB 074 077 R3.indd 74
08/03/18 09:35
The Collaborative Task gives
students the chance to work
in groups and produce a text
that integrates the language
learnt so far, using various
tools and formats.
The Revision sections consist
of a vocabulary and grammar
review from the previous two
units through reading and
listening exercises.
The Communication Activities
section, divided into Student A
and B, provides six motivating
pair-work tasks that improve
communication skills and
foster lively interactions.
The Editing your Work
section provides six texts containing grammar, spelling
and vocabulary mistakes for
students to spot and correct
using the correction code
given This section aims at
raising students’ awareness
of grammar, vocabulary and
spelling issues.
The Extra Reading section
includes four reading texts
presented in different formats
and dealing with varied topics
They are followed by productive
activities which help develop
students’ reading comprehension
skills They also include a
Your turn section where students
write their own text relating to the
topic they have just read about.
The Upgrade for Exams
sections provide additional practice through
international exam-type exercises.
• What film is it?
• What kind of film is it?
• Who is the director?
• Who are the main actors?
• Who was the soundtrack composed by?
a famous film poster
1 How much money is spent / is spending /
is going to spend on music festivals every year?
2 What kind of music is downloading usually /
5 Does / Was / Did this photo taken by a
professional?
a No, I took it with my new camera.
b Some scenes were filmed in a college in Oxford.
1 Ellie and Steve are going to the theatre today.
2 Ellie says that the film has no special effects.
3 Steve hates James Bond films.
4 The film was released last year in the USA.
5 Ellie’s sister never downloads music for free.
6 Ellie wants to go bowling before the film.
or make pictures to illustrate your poster.
So far, Leona has (5) two albums Every day, her songs are downloaded by thousands of people all (6) the world In fact, her first single,
UK single after it was downloaded over 50,000 times only 30 minutes after it was released! Her second single, ‘Bleeding Love’, (7) to number one in over 30 countries When she released (8) sold in just two days! Her latest tour was (9) 2016 It (10) very successful!
2 Complete the questions about the text in exercise 1 and answer them.
1 When famous?
2 How long a top-selling artist?
3 What of her first single?
4 How many in just two days when ‘Run’
was released?
Upgrade for Exams
This Band Rocks is a fantastic film
by Nicholas Wilson, the famous American director It features the story of a school band that wins a competition and becomes famous world wide, but its lead singer – Walter – performed by Nick McCallum, falls seriously ill and the band has to cancel the concerts However, Walter needs
so the other members of the band decide to continue their gig The day their first album
is launched, coincides with the day Walter is operated on.
This Band Rocks has a
simple plot but it surprises the audience with great photography, a high quality soundtrack and sound performances.
This Band Rocks
His first film!
Nothing surprises the audience
Everything is predictable.
Not a very original idea!
Only for very young people.
Just an excuse band’s music
The band may sing well but their acting is not good at all!
Too simple! Too few characters and very poor dialogue!
3 Imagine you saw a film called This Band Rocks The reviews were good but you did not like the film at all Use the notes and your own ideas to write a new but negative review
to upload onto your personal blog.
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Communication Activities – Student A
1 Write as many sentences as possible in three minutes comparing the three objects
in the picture You may use the adjectives in many different sentences you have written.
4 Mark and Daniel are thieves and they were caught by the police Read the sentences and tell your partner what the thieves told the police Then listen to your partner and compare his/her information with yours How many statements are different? Who do you believe, Daniel or Mark?
Mark ‘I’m an innocent man.’
Daniel ‘Mark is a serial killer.’
Mark ‘I have a decent job in a small village.’
Daniel ‘I don’t want to go to prison.’
Mark ‘Daniel is telling lies.’
2 Find out if your partner has done any of the actions in the pictures and, if he/she has, ask when, where and what it was like Then answer your partner’s questions.
3 Look at the pictures, describe what has happened to you and ask your partner for advice Then listen to what has happened to
5 Your partner has got a similar email but with
a few differences Answer your partner’s questions to discover them.
a
1 b
2
d c
of photos! The weather was great in the morning but in the afternoon it got cloudy and cold, so we returned to the hotel
In the evening, we went to the theatre and then we had dinner
at a new pizza place near the hotel We returned at about 10 and today we are taking the plane to London We have already packed up Don’t worry about us! We’ll write again when we are
expensive practical fast small ecological
In 1848, people discovered gold in the area and the population grew from 1,000 to 25,000 in one year
San Francisco became the largest city on the west coast.
There are over 100 neighbourhoods
in San Francisco Chinatown is one
of them With its own hospitals, shops and restaurants, Chinatown outside Asia.
San Francisco Bay’s Golden Gate Bridge is an American icon It connects the city of San Francisco with northern California Also in the bay, we find ‘The Rock’ – Alcatraz, a prison until 1963.
Silicon Valley is south of San Francisco It’s home to many large technology companies such as Apple® and Hewlett-Packard®, as well as to other dot-com companies
These are companies like Google™, Facebook and eBay™ which operate mainly over the Internet.
Correct these writing pieces.
b Write an email to your friend recommending
a film
a Imagine you are a celebrity: a famous writer, actor, politician
Write about your favourite hobby
I created him but now he more famous than me All the people around world are familiar with he, Harry Potter but few remember my name, JK Rowling My real name is Joana Rowling I was born in July 31st
My sun sign is Leo I not was a star when I was a child I was a quiet and unathletic girl Write stories was me favourite hobby At the age of 6, I wrote
my first novel I wanted to be a writer and I finally becamed a famous writer and a multimillionaire but writing remains me favourite pastime.
I love sit in a small coffee shop, creating stories and inventing new characters I can right in expensive hotels and luxury seaside resorts but prefer the small coffee shop I sit in the window, watch the people into the street and suddenly his faces change and become wizards and witches and new arguments develop in
on holidays this summer because dad is have problems
in the work During the day I go to the club and in the evening I watch films
There is a film I like to recommend, The most dangerous game The film it is in black and white and there’s a lot
of suspense Bob Rainsford, a famous big game hunter, sailing on a luxury boat He thinks that in the world there are two kinds of people: the hunters and the hunted This is the theme central of the film Suddenly, the ship sinks and only Rainsford survives.
In an island he finds the luxury palace of a Russian Count The Count is also a hunting lover He bored
of hunting; he now prefers to hunt men As you can imagine, Rainsford be his next prey I will not tell you the final Now it is your turn to recommend a film.
Yours sincerely, Sean
Willy Hello!
Tom
Felipe is now 11 years He live in Argentina During her childhood, he cudn’t write or eat with a fork or ride a bike because he born without fingers The cost
of a prosthetic hand was around 40,000 dollars so his parents couldn’t afford buying one.
In 2016, they contacted Gino Turino their great surprise, they can obtained a
Alex, my friend, told me that her grandpa used to build wax figures when he young His grandpa said to him one day, ‘You know, Alex, when I shape looked me and concluded, ‘The wax figures not are lifeless, you see.’
In the London Dungeon, we walk through the gloomy passages We saw the horror faces of the victims on the torture chamber and the burning eyes of Jack the Ripper.
The other youths on the museum shouted and laugh
Alex and I, on the contrary, stared at the figures suspiciously They looked so really! I began to suffocate I could feel the presence of spirits near I
When we finally came out, I went blank and fell flat
in the flor!
prosthetic hand for only 40 dollars.
Now Felipe is happy boy; he can write and eat with a knife and fork and, what’s more, he can ride her ‘new’ bike.
Gino the leader of the Atomic Lab team Produce prosthetics on 3D printers for free Gino is only 21 and his aim in life it is to help people living without limits In 2016, helped disability and is now plan to help people around the world, too Young people like he do a difference.
e Your school will give a prize to ‘the Best Buddy’ in each class Write a letter recommending the classmate you consider the best companion
Dear All,
I like to recommend Nicolas Houghton for the Best Buddy Prize for is friend and helpful He listen to our problems and tries to help we Nicholas has fourteen years
Last month, for instance, our classmate Mary Alison was very sad because her computer was stole and her parents couldn’t buy a new one Nick organized a raffle
us with the homework.
Academically, he is very good at maths but most of us are very weak at algebra and geometry Before every test, he invites we to his home and explain the theory
Always pass our math exams thanks to him He is really kind and generous! I think he should to get the Best Buddy Prize!
d Write a story about a ring
When Father died, we has a lot of debts My mum want that I finish school, so she sold the ring that my father gave her on their wedding day With that money she paid for those studies I could finished school and enter to university I was always grateful to
my mum for her unconditional support.
After six years from hard work, I graduate
as a Doctor in Medicine As time went
by, became a well-known doctor in my neighbourhood Mother very proud of me
But one day she fell ill We tried many treatments She knowed her condition were serious but she struggled valiantly ‘I will get over it because you the best doctor in the world,’ she sayed to me.
That day I walk past the local pawn shop whith tears in my eyes There, in the shop window,
I saw the ring I had seen all my life on my mother’s finger My heart beat with hope ‘I’ll get it back’, I decide so I searched in my poket for my credit card and walked in the shop
Now I was sure my mum would recover.
4 When the professionals meet the scientist
the following week, he is dressed in ragged clothes.
5 When he arrived in a country in the future,
he met three kinds of humanoids.
6 Weena returns to the present time with the
scientist.
7 He made friends with three Eloi humanoids.
2 In your folder, write the characteristics and type of life of the Morlocks and the Eloi.
THE TIME MACHINE
By H G Wells
The novel begins with an English scientist discussing the concept of time with a group of professionals ‘Time is the fourth dimension,’ he explains and shows his listeners the miniature model of his invention He has created a device
to travel to the future He presses the lever of the mechanism and, to everyone’s surprise, the time machine is gone This scientist is a Time Traveller He announces that he will try his experiment and in a week’s time he will share his experience with them.
The following week, the professionals meet
in the scientist’s home again and the Time Traveller arrives later, disheveled and in torn clothes He proceeds to describe to his guests his journey to the future He explains that he stopped his time machine in the year 802,701
AD because he wanted to see what had become of the human race.
He arrived in a country of small humanoids called and didn’t need to work; therefore, they led a life of leisure and had no discipline or curiosity.
While he explored the place, he found a drowning lady by the name of Weena He saved her and she accompanied him on his exploration journey Suddenly, he noticed that his machine had disappeared The Morlocks had hidden it underneath a statue Apparently, civilization in this lived on the surface, and the Morlocks, the brutal working-class, who lived underground in caves and light, they came to the surface at night to catch their prey, the Eloi.
Science fiction explores the relation between technology, society and how the individual understands the universe Let’s read a part of one of the first novels of this genre and discuss our innate curiosity about the future and our speculations about time and society.
WHAT WILL BE, WILL BE!
WHAT WILL BE, WILL BE!
3 Match words 1–5 with some of the definitions a–h.
d material used to make clothes
f a large amount of something
g a handle that you pull or push to make
a machine work
h for that reason
4 Underline the expressions in the text that refer to science.
5 Analyze and answer. 1 In an adventure, there is a quest, there are
monsters and there is a suffering lady.
In what way is The Time Machine an adventure?
2 In a dystopia, everything is unpleasant and there
is a horrifying picture of the future.
In what way is The Time Machine a dystopia?
3 A science-fiction novel explores the relation
between technology and society What makes this story a science-fiction novel?
The Time Traveller went underground to retrieve his machine but the Morlocks were out to hunt him so he protected himself and Weena with matches He lit a fire to frighten them away Many of those underground monsters were killed but unfortunately, Weena died too The scientist took shelter in an underground palace and when the Morlocks were about to catch him, he got on his time machine and rocketed off He then travelled 30 million years ahead into the future, and, to his great disappointment, the only sign of life
on Earth was a blob with tentacles.
When the Time Traveller completes the description of his journey, his guests look at him sceptically.
The following day, one of the guests visits the Time Traveller and sees him get on the machine and whizz off When the novel finishes, three years have gone by since that day and the Time Traveller has not come back.
Language Database
S too/enough
• too means ‘more than necessary’ or ‘more than is good’.
• enough means ‘less than necessary’.
• too goes before adjectives and adverbs while enough
goes after adjectives and adverbs We also use enough before nouns.
Let’s stay home I’m too tired.
I can’t understand you You are speaking too fast.
Is that clear enough?
You are not running quickly enough You’ll lose the race.
• After too/enough we can use for + object or to infinitive.
This sweater is too big for her.
She isn’t young enough to marry that man.
• We can use too/enough + for + object + to infinitive.
The new flat is too small for us to live there.
The dress isn’t long enough for her to wear to the party.
1 Complete the sentences using too or enough and the words in brackets.
1 Susan is not to vote at school (old)
2 The table was for me to move along (heavy)
3 Ben isn’t to reach the top shelf in the kitchen (tall)
she was saying (quietly)
5 The weather is to go to the park Let’s watch
a film (bad)
6 The clothes mum bought me are to fit me (big)
S as … as/not so (as) … as
• We use (not) as … as to compare two people or things
The adjective comes between as and as.
• We usually use so in the negative.
For me, maths is as difficult as physics What about you?
She is not so/as boring as her brother is.
2 Complete the sentences using as … as and the adjectives in blue.
fast • hard • brave • expensive • bad • windy
1 My brother’s new car is as as my father’s car.
1 Tense review: present simple
• We use the present simple for habits and routines.
I play cards with my friends on Saturday.
0% 100%
never seldom sometimes usually always
• Adverbs of frequency go before the verb, but after the
verb be.
Toby never cheats when he plays a board game.
affirmative negative interrogative present
simpleHe wins I don’t Do theywin ?
1 Tense review: past simple
• We use the past simple to describe finished actions or
situations in the past.
We played cards last Saturday and I won.
affirmative negative interrogative past
simpleI guessed You didn’tguess Did heguess ?
1 Gerunds
• We use the gerund (-ing form) after verbs for likes or
dislikes, and after prepositions.
I love playing football.
She’s good at learning languages.
3 Complete the sentences with a suitable verb.
Julia loves playing board games.
1 My sister is interested in a good tennis player.
3 Henry and John enjoy friends on Friday evening.
4 I hate on crowded buses.
4 Write sentences using a gerund.
107
1 Write as many sent ences as possibl e in three minutes c omparing the thr
ee objects
in the picture Y ou may use the adjectiv es in blue Once you hav e finished, compar e your answers with y our partner and find out ho w many different sent ences you hav e written.
2 Find out if your partner has done any of the actions in the pictur es and, if he/she has, ask when, wher e and what it was like Then answer your partner’ s questions.
3 Look at the pictur es, describe what has happened to you and ask your partner f or advice Then lis ten to what has happened t o your partner and giv e him/her some advic e.
4 Mark and Daniel ar e thieves and the y were caught by the polic e Read the sent ences and tell your partner what the thie ves told the police Then lis ten to your partner and compare his/her sent ences with your
s How many statement s are different? Who do y ou believe, Daniel or Mark?
Daniel ‘I’m an innocent man.’
Mark ‘Daniel is a hard-working person.’
Daniel ‘I am not a thief! I’m a doctor.’
Mark ‘My friend and I have got good families.’
Daniel ‘My friend needs medication He is
absolutely crazy!’
5 Your partner has got a similar email but with
a few differenc es Answer your partner’ s questions to disc over them.
a
1 b
2
d c
we went for a walk We didn’t like Ro me It is old and bo ring We visited the Colosseum and t ook some photos! The weather was great in the morning but in the aft ernoon it got cloud y and cold, so we r eturned to the hotel In the evening, we went t o the cinema and the n we bought a few sandwiches to eat at the hotel We were too tired to go out Today we are taking the plane t o Madrid, so now w e must pack up D on’t worry about us! We’ll writ e again when we ar e in Madrid.
Hugs and kisses, Ryan
Mum and Dad Hello
chicken Stroganof f
inexpensive practical slow big ecological
M17 388 Phases3SB 102 117 extras.indd 107
08/03/18 10:29
Four CLIL texts and Projects
present interesting topics for students to investigate further
in groups, thus stimulating team work and collaboration.
The Language Database
summarizes the grammar
structures in the book and
provides additional grammar
practice This section can be
used in class to supplement
each unit in the book and/or
at home to help students with
homework and self-study.
The two Audio CDs
include the audio for the texts in the book as well as the listening and pronunciation activities.
Patrick Howarth Patricia Reilly
eg rabación, pstam
o, canje, e
© Macmillan Publishers S.A., 2018 Con autorización de Macmillan Publishers Limited
M17-396-Phases3-Audio CD.indd 1 3/8/18 12:34 PM
Trang 4The Workbook includes:
• Practice activities for all the units in the Student’s Book
• Four Worksheets which provide further reading practice
• A Digital Competence worksheet at the end of each unit
Workbook overview
The Reading section
provides a passage related
to the theme of the unit, followed by comprehension
activities This page may
be used with fast finishers
and at any time during
the class.
The Unit check section
revises the main vocabulary and grammar
from the unit.
The Vocabulary and Grammar
practice exercises correspond to
the topics presented in the same
sections in the Student’s Book.
The Writing section follows
the same guided approach presented in the Student’s Book.
The Digital Competence
worksheets at the end of each unit include a collaborative project where students use online tools for production and interaction.
The Workbook audio, which includes the tracks for the listening activities and the dictations, is provided in mp3 format to be downloaded from the Student’s Resource Centre at www.macmillan.com.ar/phases.
The Writing guide steps help
students with the preparation
of their own text.
4
61
6 Reading
1 Read the text and match the questions 1–5 with the paragraphs A–E.
1 What are the Proms?
2 What is the Royal Albert Hall used for?
3 Where and what is the Royal Albert Hall?
4 What’s it like inside the Royal Albert Hall?
5 Who built the Royal Albert Hall and why?
The Royal Albert Hall
A The Royal Albert Hall in London is one of the most famous public venues in the world It is a familiar London landmark and a major tourist attraction The huge red-brick building is oval, with a domed roof made of glass and steel
B The Royal Albert Hall has a romantic history It was built because
of Queen Victoria’s love for her husband Prince Albert The Prince wanted to create a cultural quarter in London for ordinary people to enjoy He built a lot of museums and colleges, but he died nation to remember him forever
C Inside, the auditorium is decorated with gold pillars and wine-red curtains and carpets, and there is an enormous golden organ behind the stage However, the Victorians did not know much about acoustics The auditorium echoes, and in bad weather you can hear the rain on the glass roof.
D The auditorium can hold more than 5,000 people It is used for many different cultural events: classical and pop concerts, over the world have performed here.
E Every summer since 1941, the famous Promenade Concerts or ‘Proms’ have taken place at the Royal Albert Hall The tickets are cheap, so anyone can afford to go Over 70 concerts are performed in eight weeks A lot of seats are removed from the auditorium and ‘Prommers’ stand while they listen to the music The First Night and the Last Night of the Proms are especially popular
2 Read the text again and answer the questions.
1 What is the Royal Albert Hall made of?
2 Why did Queen Victoria build it?
3 When was it opened?
4 What is one problem with the Albert Hall’s
acoustics?
5 What is it used for? (three things)
6 What are the Proms and when do they take place?
3 Choose the correct word for each definition.
1 a building that everybody recognizes
6 people who lived in England when Victoria
was the queen
a Prommers b Victorians
63
44 Unit check
6
1 Complete the text with one word in each space.
2 Circle the positive adjectives Then change them to negative adjectives using the prefixes un-, in-, or il-.
1 Please don’t be It’s ridiculous to take
so many bags on a picnic One will do.
2 We shouldn’t wait for my sister She’s completely
She is always late.
3 Your question is It has no answer.
4 Robert Bowls is highly He always uses the same words in his songs!
5 Thank you but I don’t want you to point out my
mistakes I know I’m
4 Choose the correct words. 1 English is not only spoken / only speak in the UK.
2 A dangerous criminal has / was caught at the
3 Steven Spielberg usually is made / makes very
interesting films.
4 Your dog left / was left outside last night and it
cried for three hours!
5 This castle was built / was building in 1573.
6 Music festivals are usually hold / held in spring.
5 Complete the questions with the correct form of the verbs in brackets Then match them with the answers a-f.
1 When the latest hockey World Cup (hold)?
2 Where Roland Garros usually (play)?
3 Who the Titanic soundtrack (compose) by?
4. The Beatles ever (interview) by the BBC?
5. turtles (find) in rivers?
6 How pancakes (make)?
a No They are usually found in salty water
b It’s played in France.
c Three years ago, I think.
d With flour, eggs, butter and milk.
e Yes, they were, and more than once
f By James Horner.
Enrique ‘Ricky’ Martín Morales was born in Puerto Rico on 24th December 1971 He is a pop singer, musician, songwriter and actor who achieved prominence when he joined the (1) Menudo, and then as a soloist
He (2) his first solo album in 1991
Then, in 1999, after several albums in Spanish,
he released his first English-language hit ‘Livin’
and (3) to number one at once Since then, Ricky Martin has played (4) at different concerts in more than 50 countries all over the world, has participated in several music (5) and has written a lot of unforgettable song (6)
In 2007, Martin (7)
on a worldwide tour which
he called Black and White and which started with a performance in Puerto Rico and concluded with a presentation at the Madison Square Garden in New York City After finishing his worldwide (8) , Martin took a break and focused
on his private life.
62
Writing
A description of a musical hero
1 Complete the text with the time expressions below.
ago • At the age of • for • in • just • later (x2) • now • Since then (x2)
2 Read the text again and answer the questions.
1 How old was Madonna when she moved to
New York?
2 What was her first rock band called?
3 How long did ‘Like A Virgin’ stay at number one?
4 Which film did she act in and won a Golden Globe
She released her first big hit ‘Like A Virgin’ (3)
1984 It stayed at number one (4) six weeks
(5) , she has sold more than 300 million records worldwide.
In 1984, Madonna also started acting in films like Vision Quest and Desperately Seeking Susan (6) , she has been in many other films including Evita, for which she won a Golden Globe Award.
Madonna married twice She has two children of her own and some time years (8) , Madonna directed the film W.E.
Madonna has (9) released her latest album, Rebel Heart, which became a hit worldwide Do you think she is (10) planning visit your country on tour?
Write a first draft Use the notes you made and the
model text in exercise 1 Remember to use time expressions and appropriate tenses Try to use passive voice when possible.
Check your work and write the final copy.
When and where was he/she born? Where and what did he/she study?
At what age did he/she start singing/playi ng in public?
What was his/her biggest hit? When did h e/she become famous?
Did he/she get married? If so, when? Did he/she have any children?
When and where did he/she die? (not to b e used if he/she is still alive) Why do people remember him/her today?
1 Match the verbs 1–6 with the words a–f to make phrases.
1 go to a a band
2 go on b a song
3 form c an album
4 play d live at a concert
5 release e number one
6 record f tour
2 Write the words below under the definitions.
a playlist • a record • a hit • a band • a single •
a group of musicians
a band
1 a list of songs chosen by someone
2 a recording of just one song
3 a very successful song
4 make an album available for people to buy
5 a vinyl disc, not a CD
6 the words of a song
7 the front of a record album
3 Order the words to make sentences Add the missing word in each sentence.
1 band / an / months / two / released / ago / the
2 wasn’t / Oxford / good / very / festival / in / music
3 in / 80s / the / discs / industry / the / music /
revolutionized
4 Complete the sentences with words related to the world of music.
The Killers formed their band in 2001.
1 At the beginning, they played _
_ at small clubs in Las Vegas, Nevada.
2 They released their first _,
Hot Fuss, in June 2004.
3 Hot Fuss _ number one in
the UK and Australia.
4 Their _ ‘Mr Brightside’
was a big hit in the UK and the USA.
5 Some people don’t understand the
_ of their song ‘Human’.
6 The lead singer Brandon Flowers _
9 They played live at lots of
around the world last year.
64
form a band / go on tour / play live / record
a song music festival / lyrics / a hit / an album / playlist / recording studio
1 What is the presentation about?
2 What makes the presentation dynamic and interactive?
1 Read and answer.
1 Have you ever made a presentation?
3 Why are these presentations more interesting?
Let’s analyze!
2 Look at this digital presentation Then answer the questions.
In a web-based presentation you can use videos, music and links to the slides and you can save it online and and dynamic, and this makes it more interesting Lots
of people can contribute to web-based presentations, making them good collaborative projects.
➜ Rapping is speaking or chanting lyrics, often with a beat.
➜ Many people think rap is like poetry.
➜ Rap songs are often about social or political themes.
➜ Rapping first started in America in the 1970s, especially among African Americans, but it didn’t become popular until 1979 In 1979, the Sugarhill Gang released their single ‘Rapper’s Delight’ It was a big hit!
Suddenly, record producers noticed this new musical genre.
➜ After that, many rap acts started, for example Run-DMC and N.W.A At first, most rap artists were African-American men.
➜ In the 1980s, female rap bands such as Salt-n-Pepa, and white rap bands such as the Beastie Boys, had big hits.
➜ Nowadays, rappers such as Eminem and Tinie Tempah are very popular.
WEB-BASED PRESENTATIONS
The Upgrade exercises
are intended for students who need more challenge.
Dictation exercises are
provided for students
to further practise their spelling and to help them develop their listening skills.
60
5 Rewrite the questions 1–6 in the passive voice Then match them with some of the answers a–i.
1 Do they allow children in this club?
2 Where do they keep the animals?
3 Where did they film Titanic?
4 Who composed the soundtrack?
5 Do they speak French in Belgium?
6 When do they collect the rubbish?
a The filming of Titanic began many years ago.
b It is usually collected on Wednesday between
5 and 7 pm.
c No, children are not allowed here.
d Yes, the children do.
e Yes, but Dutch is spoken by 58% of the population
and French is spoken in the south.
f It was composed by a young amateur Italian
musician.
g Most of them are kept in cages but the ones
that are not dangerous are free.
h The French do.
i Most of it was filmed in Mexico.
Listening
6 16 Listen and choose T (true) or F (false).
1 Maddy has never been to the O2 arena T / F
2 The O2 arena is in north-west London T / F
3 It’s only used for concerts T / F
4 Concert tickets cost around £50 T / F
5 Claudia went there once on a school trip T / F
6 She tried learning to play the guitar
at the British Music Experience. T / F
7 At Dance Attic, you can learn lots of
different dances. T / F
7 16 Listen again and complete the sentences.
1 The O2 arena is .
2 Claudia has been to there.
3 The British Music Experience is .
4 Maddy doesn’t like .
Dictation
8 17 Listen and write in your folder.
UPGRADE
Choose the correct words.
For his eleventh birthday, Elvis
Presley gave / was given a guitar,
which cost $7.75 The guitar
(1) bought / was bought at the
Tupelo Hardware Company, which
still (2) exists / existed today In
went there to read a famous
letter The letter (4) wrote /
was written by Forest L Bobbo
who (5) sold / was sold the guitar to Elvis If you (6) will go /
see the letter According to the letter, Elvis wanted to money, so he got the guitar
When he was 13, the Presley family moved to
Memphis While the family (8) were living / are living
there, he was influenced by blues and gospel music
At 14, Elvis played his guitar in a high school concert
and all the girls (9) are going / went crazy.
He left school at 18 and got a job While he
(10) was working / worked as a driver, he recorded
‘That’s All Right Mama’ It (11) played / was played
on the radio and became a massive hit That song put him on the road to fame
Elvis (12) is called / calls The King of Rock and Roll
by his fans, or just The King His song ‘It’s Now Or
Never’ (13) has sold / was selling 25 million copies
so far Since Elvis’s death in 1977, his home, Graceland,
600,000 people (15) visit / are visiting it every year At the moment, the managers of Graceland (16) plan /
are planning some new exhibitions Perhaps you
(17) visit / will visit Graceland one day!
Trang 5The Teacher’s Book includes:
• The Yearly Plan
• Unit-by-unit notes with answers to all the
exercises and audioscripts
• Useful ideas on how to exploit the Communication
Activities, the ‘Editing your Work’ and the ‘Extra
Reading’ sections
• Complete answer keys to the Language Databaseand the Workbook, including all the Workbookaudioscripts
At the Teacher’s Resource Centre, you can find:
• The digital Teacher’s Book
• Unit tests, a mid-year test and an end-of-year
test (all in PDF and Word format, to be easily
customized)
• Photocopiable material: extra worksheets for fast
finishers and speaking tasks
• All the audio files (including the audio for the tests)
in mp3 format to download and use on mobile
devices
At the Student’s Resource Centre, you can find:
• All the audio files for the Workbook activities
in mp3 format to download and use on mobile
devices Students can access without registration
At digital.macmillan.com both teachers and
students can access:
• the Digital Student’s Book with the embedded
audio for all the listening exercises, plus a correcting interactive language Quiz at the end
self-of each unit, a Video Activity for each Culturesection and additional Skills Activities for eachCollaborative Task in the Revision sections
• an eReader with two factual texts and two original
fiction texts with comprehension questions andglossary plus audio recordings
Teacher’s Book overview
Digital components
Clear aims are included at the
beginning of each lesson.
Each lesson is divided into three
stages: Initial phase, Core and
Closing phase.
Workbook references are included when appropriate.
Teaching tips are included to help
you make the most of each class.
64
Lesson 1
To learn vocabulary about music.
To read a biography of Taylor Swift and do comprehension work.
To learn and use cognates.
Aims
Initial phase
Write the word ‘song’ on the board and give the class three minutes to write a word or phrase related to music beginning with each letter, eg: ‘s’: saxophone, sing, single; ‘o’: opera, organ, oboe, orchestra;
‘n’: notes, new age; ‘g’: guitar, gig, gospel, garage
As you check the work orally, invite students to illustrate the meaning of the word in a sentence.
attention to the phrases in blue and have them match some of them with pictures 1–4.
Answers
1 music festival / play live at a concert; 2 record a song;
3 a recording studio; 4 a playlist
2 2.12 Play the track for the class to listen and repeat the phrases in exercise 1 Point out that
‘record’ is stressed on its first syllable when
it is a noun and on the second syllable when it
is a verb Also establish a difference between the verb ‘live’ and ‘live’ in this context, which is pronounced \laiv\.
Unit
6 World of music
Provide these definitions for students to say the correct phrases from exercise 1.
1 visit different towns and villages presenting
a new album (go on a tour)
2 become people’s favourite song (go to
number one)
3 launch a CD (release an album)
4 perform in a concert (play live at a concert)
5 the place where songs are recorded
PHASES EXTRA
4 2.13 Ask students to listen to the track and match the speakers with the songs they downloaded Play the track again and check their work orally.
Audioscript Kate So, Todd, what was the last song you downloaded?
Was it good?
Todd It was ‘Finesse’ by Bruno Mars Yeah, it’s not bad, Was it good?
Kate It was ‘Wolves’ by Selena Gomez It’s fantastic! I play
it all the time What about you, Julie? What was the last song you downloaded? Did you like it?
Julie It was ‘Perfect’ by Ed Sheeran It was quite good!
Check the answer in exercise 7.
7 2.14 Play the track for students to listen as they read the text Have them check their answer to exercise 6 Check orally.
Answers
1 Student’s own answer 2 Her grandmother and some American country singers (Shania Twain, LeAnn Rimes and seen while singing at the Bluebird Café by Scott Borchetta,
a record producer 4 Student’s own answer 5 Yes, she has helped different charities 6 She has been a songwriter since she was 12.
8 Ask students to read the text again in order to find what the given numbers refer to Check the answers orally.
Answers
1 the year in which she was born; 2 at the age her life began
to change; 3 the year in which she released her first album;
4 the number of weeks her second album stayed at the top of the charts
9 Invite students to read the text again in order to given Check the answers orally.
Answers
1 rise to fame; 2 awards; 3 over; 4 ahead
Have students play a dictation competition on the board Divide the class into two teams Call
a student from each team out to the front Play the first sentence from track 2.14 (from the first paragraph) and encourage Student A and B to write what they hear Call two other students and proceed likewise with the second sentence Go
on in the same way until they have written the whole paragraph Check and decide who the winners are.
PHASES EXTRA
10 ABOUT YOU Organize the class into groups and give them a few minutes to discuss what kind of music teenagers listen to in their country, what the top bands are and if they have released any albums recently After four or five minutes, invite the groups to report their opinion to the class.
Closing phase
Divide the class into groups of four and ask them to make up a story in connection with music using the vocabulary they have learnt Remind students that a good story should have a setting, an introduction, a body and a conclusion Give them only three minutes
to invent the story Invite the groups to choose a spokesperson and share their stories with rest of the class.
Ask the class to re-read the text and underline the Then explain that they must be careful because some words are cognates and others are false cognates Explain that while cognates are words
or false friends are words that look similar to a word in L1 but actually mean something completely different, eg: English-Spanish cognates: accident, false cognates: advertise, actually, approve, embarrassed, carpet Of course, cognates vary from language to language Elicit cognates and ask students why they think it is important to learn false cognates.
e forms.
To focus on the use of weak forms and sentence stress.
To listen to a r adio programme about favourite musicians and do comprehension work.
Aims
Initial phase
Have students r evise basic inf ormation about T aylor Swift through these questions: ‘Where is Taylor Swift from?’ ‘What music al instruments c an she play?’
‘When did she r elease her firs t album?’ ‘In which film did she appear?’
Core
Grammar 1 The passive: pr esent and pas t simple
1 Use the text on page 65 t o introduce the present passive in context Present the affirmative form first Ask students who c onsider Taylor as one of the best singer s ever (critics all o ver America) and when they answer, write the complete sentence in the passive on the boar
d, eg: ‘Taylor
is considered by critics all o
ver America as one
of the best singer s ever’ Then ask when she released her sec ond album and do the same
Write, eg: ‘Her second album was r
eleased in
2008’ Elicit what the two sentences hav
e in common (verb be + past participl e) and explain this is the pas sive Ask the clas s to provide the equivalent activ e voice sentenc es Finally, draw students’ attention t
o the grammar table and have the class r ead the sentenc es and choose the correct wor ds to complete the rules for the passive Check their work orally and as y
ou do, make referenc e to the sentences on the board.
Answers a the action; b be; c sometimes mentioned; d very important
If you consider it nec essary, elicit an e xample
in the interrogativ e form and another one in the negative Then y ou may write a suit able title and invite the class t o copy the exampl es into their folders Make sur e the title is cl ear enough and point out the f ormula as well as the use of the passive to emphasize actions rather than doer
Answers
1 are captured; 2 is recorded; 3 are mixed; 4 are added;
5 is finished; 6 is mas tered; 7 is saved Make students a f ew questions about the text in exercise 2 using the passive Have them answ
er also using the pas sive You may choose a very strong student t o make his/her clas smates a few questions.
in the main focus Check on the boar
d and have students read aloud to help int ernalize the structure Help the clas s decide if the y consider the real subject (doer of the action) nec essary
in the passive c onstruction If so, it should be introduced by the preposition ‘by’.
it necessary, you may systematize: write a suitable title and ask the clas s to copy the summary into their folders.
5 Have the class complete the text with the pas
t simple passive of the v erbs in brackets Check their work on the boar d and have them practise reading the text al oud.
Answers
1 were made; 2 were chosen; 3 w ere not included; 4 w ere made; 5 was taken; 6 was completed; 7 was played; 8 was released; 9 were sold
In semantic terms, the pas sive is used when the person who does the action is unkno
wn or irrelevant, or when we speak about a gener
al truth, eg: ‘Good c offee is produc ed in Colombia.’
The passive is mainly used in scientific reports and newspaper s articles, but it is not usually used in colloquial contexts.
Trang 6all forms have got: all persons, all forms too/enough
as as not so (as)
as
Revision:
adjectives, countable/
uncountable nouns
Verb to be all forms Adjectives Routine verbs do/does, don’t/
doesn’t can/can’t like
Strategies:
Listening for gist Listening for imitation
Text types:
Informal conversations
Functions:
Asking for and giving personal information Asking and answering about abilities Talking about likes and dislikes Asking about possession
Deducing meaning from context
all forms, all persons Gerunds:
after verbs such as like and after prepositions
Playing games Character adjectives
Present simple form of routine verbs Past simple form
of regular and irregular verbs Vocabulary about playing games Character adjectives
Strategies:
Reading and listening for gist Reading and listening for specific information Listening to imitate sound and intonation Identifying the topic
in a text Predicting from the paratext Deducing meaning from context
Text types:
Informal conversations Articles Personal profile
Deducing meaning from context Using a model text to copy the structure for one’s production
Researching in preparation for a writing task Selecting and organizing information Presenting work to classmates
2
Technology Past simple: regular and
irregular verbs – all persons, all forms Past continuous with when and while: all persons, all forms Contrast between past simple and continuous Comparative and superlative forms of adjectives
IT activities Jobs Regular and irregular past
forms did, was/were Vocabulary about
IT activities and jobs
Word stress
Strategies:
Predicting content from paratextual information Reading and listening for gist Reading and listening for specific information and for detail Listening to imitate sound and intonation Identifying topic
in a text Deducing meaning from context Associating the information in a text with personal experience Text completion
Text types:
Informal conversations
An interview Articles
A thank you letter
Functions:
Asking and answering about the past Talking about actions in progress in the past Correcting wrong information about a text Asking for something in a shop
Respecting turn-taking in conversations Actively listening to the interlocutor to imitate sound and intonation
Using a model text to copy the structure for one’s production
Adapting the level of politeness to social context
Researching in preparation for a writing task Selecting and organizing information Presenting work to partners
Trang 7Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
Cross-links
Revision 1 Material seen in Units 1 and 2
Collaborative Task: Investigating, discussing and presenting a poster about technological gadgets Upgrade for Exams
CLIL and Projects Social studies: Cities and their history / Project: Special neighbourhoods
Final Task: Writing an article about a neighbourhood 3
Heroes Present perfect: all
persons, all forms for and since
Fundraising ideas make and do
have/has: strong and weak forms Past participle form of regular and irregular verbs for and since Fundraising vocabulary make and do collocations
Strategies:
Using paratextual material to aid comprehension Reading and listening for gist Reading and listening for detail Reading for specific information Listening to imitate sound and intonation Identifying the topic in a text Deducing meaning from context
Text types:
Informal conversations Interviews Articles
Respecting turn-taking in conversations Actively listening to the interlocutor to imitate sound and intonation
Deducing meaning from context Using a model text to copy the structure for one’s production
Adapting the level of politeness to social context
Organizing the information in a text using linkers
Researching in preparation for a writing task
4
Incredible
journeys
Contrast between present perfect and past simple Quantifiers
Travel Extreme adjectives
have/has in strong and weak forms
Past participle
of regular and irregular verbs Travel vocabulary Extreme adjectives
\‰…\ \i…\ \ø\
Strategies:
Predicting content from paratextual information Using paratextual material to aid comprehension Reading and listening for gist Reading and listening for specific information and detail Identifying true and false cognates Listening to imitate sound and intonation Identifying the topic in a text Deducing meaning from context
Text types:
Informal conversations Emails Articles
A website Descriptions of journeys
Deducing meaning from context Selecting information to compare and contrast
Using a model text to copy the structure for one’s production
Organizing a the information in a text using linkers to avoid repetition
Researching in preparation for a writing task
Revision 2 Material seen in Units 3 and 4
Collaborative Task: Writing a description of an imaginary tour of two countries Upgrade for Exams
CLIL and Projects Science: The solar systemy / Project: A film about a journey to outer space
Final Task: Writing a magazine article or preparing a digital presentation about a film review
Trang 8Films Noun suffixes will and going to
Film vocabulary Noun suffixes Sentence stress and weak forms
Strategies:
Predicting content from paratextual information Using paratextual material to aid comprehension Reading and listening for gist Reading and listening for specific information and detail Inferential reading Listening to imitate sound and intonation Identifying the topic in a text Deducing meaning from context Becoming aware of the use of sexist terms
Text types:
Informal conversations Articles Interviews Film reviews
Respecting turn-taking in conversations Actively listening to the interlocutor to imitate sound and intonation
Deducing meaning from context Using a model text to copy the structure for one’s production
Adapting the level of politeness to context Organizing the information in a text using linkers to avoid repetition
Researching in preparation for a writing task Making an oral presentation
questions
Music Negative prefixes
Sentence stress and \´\
Strong and weak forms in the passive Music vocabulary Negative prefixes
Strategies:
Predicting content from paratextual information Using paratextual material to aid comprehension Reading and listening for gist Reading and listening for specific information and detail Associating paragraphs and headings Identifying true and false cognates Inferential reading Listening to imitate sound and intonation Identifying the topic in a text Deducing meaning from context
Text types:
Informal conversations Interviews
A website Articles Description of
to a concert Describing a person
Deducing meaning from context Using a model text to copy the structure for one’s production
Adapting the level of politeness to context Organizing the information in a text Researching in preparation for a writing task
Revision 3 Material seen in Units 5 and 6
Collaborative Task: Investigating and making a poster presentation of a famous film Upgrade for Exams
CLIL and Projects Music: Jazz and its instruments / Project: A picture poster of your favourite band
Final Task: Making a poster presentation of a band
Trang 9Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
Making friends Verb and noun collocations
must/mustn’t, has to/have to, doesn’t/don’t have to should/shouldn’t would/wouldn’t Making friends vocabulary Verb and noun collocations
\aI\ \eI\
Strategies:
Predicting content from paratextual information Using paratextual material to aid comprehension Reading and listening for gist Reading and listening for specific information Reading to compare and contrast Inferential reading Listening to imitate sound and intonation Identifying the topic in a text Deducing meaning from context
Text types:
Informal conversations Articles
A website Questionnaire
A formal letter
Functions:
Talking about making friends Asking and answering about obligation Asking for and giving advice
Describing hypothetical situations using second conditional
Writing a formal letter
Deducing meaning from context Using a model text to copy the structure for one’s production
Using informal language to talk to a friend Adapting language to context and aim Organizing the information in a text using linkers
Researching in preparation for a writing task
Text types:
Short informal conversations
An interview
A letter
Social studies:
Famous friendships
8
Special
stories
Reported speech: say and tell Reported speech:
orders and requests
Phrasal verbs Crime said/told/asked/
ordered Phrasal verbs Crime vocabulary
\O\ \O…\ \´U\
Strategies:
Predicting content from paratextual information Using paratextual material to aid comprehension Reading and listening for gist Reading and listening for specific information Inferential reading Identifying true and false cognates Listening to imitate sound and intonation Identifying the topic in a text Deducing meaning from context
Text types:
Informal conversations Articles Stories
Strategies:
Selecting relevant information to answer questions or solve T/F/NM exercises Actively listening to the interlocutor to respond appropriately
Respecting turn-taking in conversations Actively listening to the interlocutor to imitate sound and intonation
Deducing meaning from context Using a model text to copy the structure for one’s production
Using informal language to talk to a friend Adapting language to context and aim Sequencing events in the past Organizing the information in a text using linkers to avoid repetition
Researching in preparation for a writing task
Text types:
Short conversations Stories
Description of story characters
Literature:
Famous stories
Revision 4 Material seen in Units 7 and 8
Collaborative Task: Presenting a good story from an interesting book Upgrade for Exams
CLIL and Projects ICT: e-Commerce / Project: Famous shops in my town
Final Task: Writing a school magazine article about famous shops Extra Reading Let’s play!
We are everyday heroes The Unexpected What will be, will be!
Trang 10To revise basic functions: introducing oneself
and others, asking and answering about age and
talking about likes
To revise vocabulary: descriptive adjectives,
clothes, jobs and professions, food, etc
To revise can, have got, like, there is/are and
present simple and present continuous
To use too and enough, and as as/not so (as)
as to compare
Aims
Initial phase
• Introduce yourself to the class and ask some new
members their names
• Revise the alphabet: do some spelling dictation
on the board Start with simple English names,
eg ‘John’ or ‘Jason’ and then move on to longer
names, eg ‘Margaret’, ‘Geraldine’, ‘Theodore’
Core
Introductions
pictures Then play the track for students to
identify the three teenagers
Audioscript
Mia Hi, I’m Mia I’m 15 I live in London I like going to
the cinema with friends I like watching fiction films but I don’t like horror films When I’m
science-at home, I like wscience-atching cartoons on TV like Family Guy and The Simpsons.
Max Hello I’m Max I’m 14 and I’m English, but I live in
Scotland I don’t like going to the cinema because it’s very expensive I like watching films at home
My favourite films are fantasy films, but I can’t stand romantic comedies – they’re so boring! I love watching reality shows on TV.
Ruby Hi I’m Ruby I’m also 14 and I live in Manchester in
the north-west of England I’m like Max – I hardly ever go to the cinema I like downloading films and watching them on my laptop at home I like adventure films, but I don’t like animated films
I love watching sports programmes on TV because
I play football.
Answers
1 Ruby; 2 Max; 3 Mia
attentively Then play the track once again for
students to complete the teenagers’ profiles
accordingly Check their answers on the board
• Use the information in exercise 2 to revisethese functions:
1 Asking and answering somebody’s age.
2 Saying where somebody lives
3 Expressing likes and dislikes.
To do so, tell the class about yourself and elicit
a few examples
• For further practice, you may whisper acelebrity’s name into a student’s ear for theclass to make questions that he/she willanswer as if he/she were the celebrity
PHASES EXTRA
take turns to introduce themselves by saying their name and surname, where they live and what they like doing in their free time To make this activity more fun, they can pretend to be one of the teachers Avoid correcting their mistakes unless they are considerably important
Otherwise, just take down notes and comment on group errors once the activity is over
Vocabulary
opposites Check orally and ask which of those adjectives they can use to describe the people
in the picture
Answers
2 d; 3 e; 4 b; 5 f; 6 a
• Elicit more pairs of opposites, eg ‘interesting/
boring’, ‘friendly/unfriendly’, ‘strong/weak’,
‘smart/silly’
• Invite students to use different adjectives todescribe celebrities they are well acquaintedwith, eg TV characters, singers, sportspeople,etc
PHASES EXTRA
first orally as an example for them to understand what they have to do Check their work orally and elicit the reasons for their choices
Answers
1 explorer (it is a job, the others are clothes); 2 swimming (it is an activity, the others are feelings); 3 mountain (it is a landscape feature, the others are buildings in a city); 4 science (it is a school subject, the others are natural disasters);
5 knee (it is a part of the body, the others are parts of the face);
6 temperature (it is a health problem, the others are character adjectives); 7 milk (it is a drink, the others are jobs)
Starter unit
Trang 11Starter unit
Ask students to work in pairs to add at least
one more word to each group Check their work
orally
Possible answers
1 shoes, boots, skirt, cap, sweater; 2 angry, sad, excited,
bored, embarrassed; 3 church, school, shopping centre;
4 earthquake, tornado, tsunami; 5 eyebrows, eyelids, ears,
eyelashes, chin; 6 brave, shy, wise, funny, loyal; 7 police
officer, mechanic, architect
• One way of challenging students to improve
their fluency and pronunciation is by asking
them to read aloud Practise reading the
different groups of words fast Take the chance
to correct pronunciation if necessary
• Invite students to work in groups of four and
give them three minutes to write as many
sentences as possible using the adjectives in
exercise 4 and the nouns in exercise 5 Once
the two minutes are over, check their work
The winner is the group with more correct
sentences Make sure each member of the
group reads at least one sentence
PHASES EXTRA
Grammar
activity to revise the verb to be in its affirmative,
interrogative and negative form Do the same
with have and has Proceed in the same way
with the present simple for routines Write a
few examples on the board to systematize
Once you have made sure students understand
the differences, give the class three minutes
to correct the mistakes in the sentences
Have students discuss their work with their
classmates Check orally Ask different students
out to the front to write the correct sentences
Remember to elicit the reasons for their
corrections
Answers
1 Dan and Megan are friends 2 Rita’s favourite sport is
swimming 3 Megan lives with her parents in Reading
4 Rita doesn’t like tennis 5 Dan and Rita don’t go to the same
school 6 Does Dan like playing football? 7 Has Megan got
any brothers or sisters? 8 Beth is Dan’s best friend and his
girlfriend too.
Give the class one minute to memorize the
sentences in exercise 6 Ask questions, eg ‘Who
is Dan’s friend?’ ‘What is Rita’s favourite sport?’
‘Does Megan live with Dan?’ ‘What sport doesn’t
Rita like?’
PHASES EXTRA
and can showing students that we form it by changing the word order Contrast with present simple questions, in which the use of auxiliaries
is required Then invite the class to write questions using the words given Check their work on the board
Answers
1 Can you swim in the sea? 2 Does your best friend like chocolate? 3 Have you got any pets? 4 Is there a computer in your bedroom? 5 Are there any good shops where you live?
6 Can you speak French accurately?
questions in exercise 7 fluently and modelling intonation: Yes/No questions require rising intonation Then invite students to work in pairs and take turns to ask and answer the questions
in exercise 7 As they do so, circulate monitoring their work Challenge students by asking them to add a seventh question
write ‘U’ for the uncountable nouns or ‘C’ for the countable ones Check orally
Answers
bread U; apple C; tomato C; money U; chocolate U/C; water U;
fruit U/C; milk U; juice U; grape C
Give the class two minutes to add at least five nouns to each group in exercise 9 Check their work orally
Possible answers
U: Coke, tea, salt, beer, sugar, marmalade, butter C: book, desk, table, mouse, dog, pencil, backpack
10 Write these words on the board: ‘pencils’,
‘chairs’, ‘coffee’ and ‘Coke’ Ask the difference between the first two and the last two nouns
Elicit examples of countable and uncountable nouns Remind the class that we use some and any with uncountable nouns and with plurals
Provide a few examples Invite the class to complete the sentences with is/isn’t or are/
aren’t If necessary, systematize the use of there is and there are for existence Check their work orally Write the answers on the board to avoid mistakes
Answers
1 aren’t; 2 isn’t; 3 is; 4 isn’t; 5 are
Some nouns can be countable or uncountable depending on the context, eg ‘How many coffees would you like?’ (C); ‘Is there any coffee in the jar?’ (U); ‘I’ve bought you a box of chocolates.’ (C);
‘I don’t like chocolate.’ (U)
LANGUAGE TIP
Trang 12Have students describe their ideal bedroom
using there is/isn’t and there are/aren’t
PHASES EXTRA
11 Give the class some minutes to read the example
sentences in the table and then choose the
correct words so as to describe the rules for
too and enough Have students compare their
answers in pairs before checking with the whole
class on the board
Answers
a too, too; b enough, enough, after, before
12 Have students order the words to frame the
sentences correctly Ask them to pay special
attention to the location of the words too and
enough Check their answers on the board by
asking different volunteers to come to the front
and write their sentences
Answers
1 We aren’t old enough to travel alone 2 These new shoes
are too big for me 3 I am not warm enough 4 The tour wasn’t
exciting enough for me 5 Those jeans are too expensive.
13 Give students one or two minutes to read the
sentences individually and then to complete
them with too or enough correspondingly Have
students compare their answers in pairs and
finally check orally
Answers
1 too; 2 enough; 3 too; 4 enough; 5 enough
14 Give the class some minutes to read the example
sentences in the table and then choose the
correct words so as to describe the given rules
Have students discuss and compare their
answers in pairs Finally, check orally
Answers
compare; between
15 Invite students to complete the sentences with
the comparative forms that have been previously
presented and the adjectives in brackets Check
their answers on the board
Answers
1 Sparrows are not so colourful as parrots 2 Uncle George
is a millionaire, but he isn’t as rich as Bill Gates 3 My cousin
Timmy is as fast as I am We can both run a mile in 50
seconds 4 Everybody knows that a panda is as aggressive
as a grizzly bear 5 Wallabies are not so big as kangaroos
6 Motor scooters are not so ecological as cars.
In order to study and monitor their own learning,
refer students to the Language Database on
page 118
Closing phase
Divide the class into two teams and play a dictation competition Invite one student from team A and one student from team B out to the front and take turns
to dictate sentences Explain that every student that comes to the front starts with ten points but each mistake means one point off Once the competition
is over, count the mistakes and calculate each team’s score Here are some sentences you may dictate: ‘Rita’s favourite sport is swimming.’ ‘Dan and Rita don’t go to the same school.’ ‘I know Megan hasn’t got any brothers or sisters.’ ‘Beth is Dan’s best friend and his girlfriend too.’ ‘My best friend doesn’t live here He lives in Oxford.’ ‘I’ve got a modern computer in my bedroom.’
Workbook pages 3 & 4
Trang 13Lesson 1
To learn vocabulary about hobbies and games
To talk about one’s favourite games
To read about the history of games
Aims
Initial phase
Divide the class into two teams Pick a student from
each team and in turns, dictate these sentences
from the end to the beginning for students to say
them properly: ‘I don’t like playing cards very much.’
‘My sister’s bedroom is very small.’ ‘John doesn’t
like swimming in winter.’ ‘Alice likes reading short
detective stories.’ ‘My brother can’t play basketball.’
‘We all like playing computer games.’ Give one
point to each team if the student says the sentence
correctly
Core
Vocabulary 1
Playing games
games they enjoy playing Teach the words ‘dice’
and ‘counter’: a ‘dice’ (‘dice’ singular and plural) –
a plastic cube with its sides marked with spots
that you roll or throw when you play a board game
and you need to move forward; a ‘counter’ – a
small object used for marking a position on a
board game Then ask which games are played
with dice and counters Do exercise 1 orally Use
pictures 1–5 and definitions to teach the unknown
vocabulary
Answers
1 beat/lose; 2 cheat; 3 roll a dice; 4 land/move a counter;
5 lose/beat
Play the track for students to listen and repeat
Correct pronunciation if necessary, paying
special attention to vowel quality in ‘turn’ and
the \v\ sound in ‘move’
and use the words in exercise 1 to complete them
Remind students to write the verbs in the correct
form Check the work orally
Answers
1 lose; 2 cheats; 3 give up; 4 roll a dice; 5 land
Ask various students these questions and accept different answers
1 How can you cheat when you play cards?
2 Can you cheat to get a high number when you
roll a dice?
3 When you play a card game, is it possible to
guess the cards your opponent has?
4 When was the last time you played cards?
5 Did you beat anybody or did you lose?
PHASES EXTRA
games in blue and find out if they usually play them and how Play the track for students to listen to Lou and Will and to underline the games that they describe
Audioscript/Answers Lou OK This is a game for four people Each player has
got four counters of the same colour The players roll the dice and move their counters around the board The winner is the player who moves their counters around the board back to the start.
Will It’s my turn This game is for two people who play
on a board with 64 squares Each player has got
16 pieces One player has got white pieces and the other player has got black pieces The player with the white pieces always moves first.
• Recapitulate information about the gamesmentioned in the track in exercise 3 Usequestions or sentence completion
• Elicit descriptions of how to play other games,eg: chess, Clue, Uno, etc
PHASES EXTRA
to play the guessing game Lou and Will were playing in exercise 3 Invite students to work in pairs: each student chooses a game and gives clues for his/her partner to guess Give them two minutes to think of clues they can give their partner Model with a strong pair Then circulate monitoring their work Avoid correcting unless the mistake is worth it
Workbook page 5
Reading 1 Board games – from cardboard to pixels
paragraph of the text very quickly and to try to identify the number of games that are mentioned
Check their answer orally
Unit
1 Hobbies and games
Trang 14Answers
Four games are mentioned: Senet, backgammon, chess and
Monopoly
games in blue and to tell their classmates which
ones they have played or know the rules of Play
the track and invite students to listen as they
read the text attentively Then ask them to put
the games in chronological order taking into
account when they were invented Check orally
using ordinal numbers, eg: ask, ‘Which was the
first game?’ ‘Which was the second one?’ Write
the number and the initials on the board to make
sure students have the right answers
Answers
1 Senet; 2 backgammon; 3 chess; 4 Monopoly; 5 Robotek
• Monopoly is a board game in which players move
around the board buying properties, developing
their properties with houses and hotels, and
collecting rent from their opponents The aim
of the game is to drive the opponents into
bankruptcy
• Senet (or Senat or Sen’t) was a game played
by the ancient Egyptians and is an ancestor of
Backgammon A Senet board consisted of three
rows of ten squares set in a rectangle Each
person had five pieces of contrasting colour
or pattern The movements of the pieces were
determined by throwing four split twigs with a
dark face on one side and a light face on the
other (binary lots)
PHASES CULTURE
circle the correct words Check orally
Answers
1 played; 2 doesn’t come; 3 didn’t appear; 4 the USA; 5 isn’t
Invite the class to work in groups and do these
tasks:
1 Discuss and write a definition of ‘game’
2 Mention the three most popular games in
your group
3 Mention two strategy games.
4 Describe the differences between chess and
Robotek
PHASES EXTRA
paragraph of the text Ask them to underline
the benefits of digital board games Check their
answers orally and then encourage them to
suggest other benefits they may think of
Answers
Digital boards offer high quality graphics, animation and interactivity They allow you to play with people in other countries You can never lose your counters.
presented in the text) they would like to play and invite them to justify their choice Avoid correcting unless the mistake is worth it
Give the class two minutes to make a list of more compounds using words from the text in exercise 6, eg: ‘birthday present’, ‘computer screen’, ‘computer program’, ‘birthday party’,
‘personal card’, ‘invitation card’, ‘single-user game’ Check their answers orally
PHASES EXTRA
Closing phase
Divide the class into two teams Pick different students from each team In turns, dictate these word quartets for students to spot the odd one out and make a sentence with it: ‘Senet – backgammon – Monopoly – fun’; ‘dice – counter – roll – pieces’;
‘move – dice – roll – win’; ‘winner – instructions – advice – recommendations’; ‘competition – game – Marathon – board’; ‘queen – Robotek – king – pawn’ Explain the rules: If the student just spots the odd word, his/her team gets two points If the student spots the odd word and makes an accurate sentence, his/her team scores five points The winner is the team that gets more points Teach unknown words
Lesson 2
To revise the present and past simple in all their forms
To use adverbs of frequency and time expressions
to talk about routines and past events
To focus on the pronunciation of verb endings in the present and past simple
To listen to a report on celebrities’ hobbies
Aims
Explain that some nouns are single words and others are compound Provide these examples:
‘living room’, ‘birthday cake’, ‘TV camera’ and
‘police station’ Elicit others Explain that some compounds are separated by a hyphen but that this punctuation mark is tending to disappear
LOOK!
Trang 151 Initial phase
Write action words/phrases on slips of paper, eg:
‘breathe’, ‘jump’, ‘have dinner’, ‘study English’, etc
Invite various students out to the front Have them
pick a slip of paper and define the word/phrase in it
for their classmates to guess it Ask them to use the
present simple or continuous when trying to define
the word/phrase, eg: ‘breathe: people do this all the
time Now, everybody in the world is doing it.’
To make this activity more fun, you may organize the
class into two teams and have students from each
team take turns to guess the actions
Core
Grammar 1
Tense review: present simple and past simple
games through a few questions, eg: ‘Do you need
a dice to play backgammon?’ ‘Do you need a dice
to play chess?’ ‘What does a player save when
he/she plays Robotek?’ Go through the present
simple column in the grammar table with the
class Draw students’ attention to sentences a
and b Discuss the answers orally
Answers
a present simple; b do, does
Encourage students to talk about their routine,
including some big lies for their classmates to
guess them and correct the wrong information
Then refer students to the article about the
history of games once again and ask what they
remember about it As they talk, write the past
verbs they use on the board Group them in
two columns: regular and irregular ones Elicit
the difference between the two columns and
refer the class to the past simple column in the
grammar table before asking them to complete
sentences c and d Check their answers orally
Answers
c was, were; d did
Encourage some students to tell their
classmates where they were at different times
yesterday and last weekend Then invite them to
talk about their last summer holidays
correct form of the verbs in brackets Check their
work orally and write the answers on the board
to avoid spelling mistakes As they read their
answers, ask them what words helped them
decide which tense to use
Present simple: every weekend, every day, in the morning
Divide the class into two teams and have a student from team A choose one sentence from exercise 2 and mention some specific information from it, eg: Student A: ‘a chess competition’ Make it clear that students should pick units of meaning, not mere isolated words
Have a student from the opposing team provide the question to which the chosen phrase is the answer, eg: Student B: ‘What does your school have every year?’ or ‘What sort of competition does your school have every year?’
PHASES EXTRA
correcting the work orally, have students check with their classmates and discuss
Answers
1 was born; 2 won; 3 plays; 4 makes; 5 didn’t go; 6 is
Give the class two minutes to memorize key information about Anand Viswanathan
Read these incorrect sentences for students to listen and correct them:
‘Anand was born in 1990.’ (In 1969.) ‘Anand makes very simple moves.’ (He makes very precise moves.) ‘Anand is American.’ (He is Indian.) ‘Anand didn’t win any championships in 2007.’ (He won the World Chess Championship.)
‘Anand’s dad taught him to play chess.’ (His mum taught him.) ‘Anand’s mum played chess with her husband.’ (She played with Anand’s brother.)
Check their work on the board
PHASES EXTRA
Pronunciation Present simple and past simple
past form on the board and invite a strong student to read both words aloud Remind students that the -ed suffix is pronounced \t\
after voiceless sounds, \d\ after voiced ones and
\Id\ when the root verb ends in \t\ or \d\ Then
Draw students’ attention to the ‘Look!’ box and then ask them to add time expressions for the present and past simple Check orally
LOOK!
Trang 16play the track for the class to listen and repeat
Correct if necessary Invite students to read the
three sets of sentences in groups
present and past forms
Audioscript/Answers
1 I play with my friends.
2 We looked at the cards.
3 They studied Italian.
and elicit the past form of the verbs Then give
the class three or four minutes to write the verbs
in the text in their correct place and form – not
only past but also affirmative, interrogative or
negative Check on the board
Answers
1 play; 2 Do, know; 3 was born; 4 loved; 5 studied; 6 began;
7 invented; 8 didn’t call; 9 found; 10 became
• For the sake of fluency and pronunciation,
have students practise reading the text in
exercise 4 aloud in groups, faster and faster
each time
• Check understanding through these questions:
1 What made Rubik famous?
2 What did this man study?
3 What did he do for a living?
4 When did he make his great invention?
5 How long did it take him to find a solution?
6 Who completed the cube in less than ten
seconds?
PHASES EXTRA
questions Invite them to work in pairs Check
orally
Answers
1 Do you often play board games with your friends at school?
2 Who do you usually play board games with? 3 What board
games do you usually play at home? 4 Did you play any board
games at home last weekend? 5 Did you lose or win? 6 How
long did you play? 7 Did you have a good time?
Draw students’ attention to the adverbs in the
Look! box See if students remember where
adverbs of frequency are placed in a sentence
Answers
They go before the main verb and after the verb be.
Write these phrases on the board: ‘in the
morning’, ‘in the afternoon’, ‘in the evening’
Encourage students to tell their classmates what
they always/usually/sometimes/seldom/never do
in the morning, and so on
LOOK!
take turns to ask and answer the questions in exercise 5
In order to study and monitor their own learning, refer students to the Language Database on page 118
Workbook pages 6 & 7
Listening Celebrities and their hobbies
in blue and make sure they all understand their meaning Play the track for the class to listen to the report and number the hobbies according to the order in which they are mentioned
Audioscript
We usually only see celebrities when they are performing or
in the public eye But stars need to relax too and when they have some free time, they enjoy their hobbies just like you and me.
Heart-throb actor Robert Pattinson is really musical and loves playing the piano In fact, he even plays on the soundtrack of some of his films He’s also keen on reading
We all know that Fernando Alonso is a Formula 1 racing magician, but he also does magic in his free time Yes, really!
When the world champion driver is not racing cars, he enjoys doing magic tricks for his friends.
Another sports star, footballer Cristiano Ronaldo, also has a surprising free-time activity He loves playing bingo ‘It can be very exciting,’ he says
Many celebrities like collecting things Leonardo DiCaprio, star of blockbusters like The Wolf of Wall Street and Django Unchained, collects toy action figures His favourites are his massive collection of Star Wars characters.
And finally, Spanish actress Penelope Cruz has a musical hobby That’s right, she loves singing karaoke! The Oscar- winning actress sings rap songs, especially Eminem songs, when she wants to relax! Maybe we’ll see her in the Top 40 sometime soon.
Answers
1 play the piano; 2 do magic; 3 play bingo; 4 collect Star Wars figures; 5 sing karaoke
statements silently and play the track a second time for them to listen and answer Check orally
Answers
1 true; 2 not mentioned; 3 false; 4 true; 5 not mentioned;
6 false; 7 not mentioned; 8 not mentioned
Pair up students and encourage them to choose one of the celebrities mentioned in exercise 7
They role play an interview about his/her hobbies Walk around and monitor
PHASES EXTRA
Trang 17This activity may be done by the whole class or
by fast-finishers Students fill in the blanks with
only one word Check their work orally
Answers
1 is; 2 loves/likes; 3 doing/playing; 4 does/goes; 5 was
UPGRADE
Closing phase
Play ‘Define your Work Line’ Organize the class
into two groups Invite a student from team A out
to the front and ask him/her to think of a job or
a profession and keep it to himself/herself Have
this student define what he/she does so that the
members of the opposing team can guess his/her
work line Proceed in the same way with a student
from team B and so on, eg: Student A: ‘I start work
very early in the morning I use flour I wash my
hands several times a day It’s usually hot in my
work place.’ Student B: ‘You’re a baker.’ If students
run out of ideas, you may suggest these jobs/
professions: ‘bank clerk’, ‘bus driver’, ‘tourist guide’,
‘firefighter’, ‘air hostess’, etc
Lesson 3
To learn character adjectives to describe people
To read about famous men and their hobbies
To use gerunds after certain verbs and
prepositions
Aims
Initial phase
Have students practise adjectives Organize the
class into two teams and invite a member of team A
out to the front Whisper an adjective, eg: ‘friendly’
into the student’s ear Encourage the members
of his/her team to make questions about his/her
everyday activities, last weekend activities or his/
her relationship with others or his/her attitude
towards life so as to guess the adjective The student
will mime actions trying to show the characteristic
denoted by the adjective in question, eg: for
‘friendly’, the student can mime a big smile, can hug
his/her classmates or shake hands with everyone
Use this as a model and then go on with the game
Proceed in the same way with a student from the
opposing team and so on Here is a list of adjectives
you may use: ‘friendly’, ‘sad’, ‘happy’, ‘excited’,
‘angry’, ‘thirsty’, ‘fast’, ‘afraid’
Core
Vocabulary 2 Character adjectives
in blue with pictures 1–6 orally Use definitions to teach unknown vocabulary
Answers
1 cautious; 2 talkative; 3 unsociable; 4 serious; 5 clumsy;
6 honest
repeat Correct pronunciation if necessary, paying special attention to the -ous ending and the quality of the \dZ\ sound in ‘jealous’
exercise 1 with their antonyms
Answers
1 unsociable; 2 talkative; 3 honest; 4 confident
Ask students to work in pairs Explain they will have three minutes to choose adjectives from exercises 1 and 3 and write down what behaviours or attitudes they correspond to, eg:
‘jealous: a jealous person doesn’t share things easily, feels sad when other people have got new things and pays attention to other people all the time.’ Walk around and provide help Check their work orally and discuss if necessary
The aim of this activity is to help students talk
as they memorize adjectives, so avoid correcting and take into account that adjectives reflect subjectivity, so a student’s answer may
over-be correct even if you don’t agree with it
PHASES EXTRA
the correct adjectives from exercise 1 Check their work orally and copy the answers onto the board to make sure they have the right answers
in their books
Answers
1 unsociable; 2 cautious; 3 talkative; 4 curious; 5 serious;
6 jealous
ask and answer questions about their character
Model with a strong pair To expand on this, students may also ask and answer about their best friend’s character
Workbook page 8
Trang 18Reading 2
Britain’s special secret agent
the pictures on page 11, identify the celebrity and
the famous film character he plays
so as to check their answers to the previous
exercise Confirm the correct answer orally
read the text attentively Give them a few minutes
to answer the questions and then tell them to
check in pairs Finally check the answers with
the whole class
Possible answers
1 No, we don’t 2 Because he plays James Bond in the 007
films and many people think he’s amazing 3 No, it wasn’t
4 He became world famous when he played a role in Lara
Croft: Tomb Raider 5 His last James Bond film was Skyfall
6 He’s a simple man who didn’t have an easy-going life and
now wants to enjoy his success privately
through the given statements attentively They
decide whether each statement is true, false or
not mentioned Discuss the answers orally
Answers
1 false; 2 true; 3 not mentioned; 4 false; 5 true; 6 not mentioned;
7 false; 8 false; 9 false
Have students write true statements for the
ones that are false
PHASES EXTRA
Grammar 2
Gerunds
10 Ask students to look at the sentences in the
grammar table and say what they all have in
common (a verb + verb ending in -ing) Explain
that these -ing forms are called ‘gerunds’ Have
students complete the rules and check their
answers orally
Answers
a love, enjoy; b on, in
Verbs ending in -ing may be gerunds or present
participles While the former has a nominal
function and can thus be replaced by ‘something’,
the latter has a more verbal function, as used in
the present or past continuous Students at this
level do not need to know this difference
TEACHING TIP
11 Ask students to write sentences using gerunds
Elicit the first one as an example and then give students a few minutes to do their work Check
on the board
Answers
1 Teenagers enjoy meeting friends 2 Old people often hate travelling 3 Mary is not good at drawing cartoons 4 I am keen on playing computer games with my friends 5 Some actors do not mind signing autographs.
Choose a student and encourage him/her to say what he/she hates doing He/She should make
as many sentences as possible in one minute
Proceed in the same with a second student using ‘can’t stand’ Go on with other verbs that are followed by gerunds and adjectives + prepositions
take turns to ask and answer the questions in exercise 12 Circulate monitoring their work as they do so
This activity may be done by the whole class or by fast-finishers Students read the text and choose the correct words
Workbook pages 9 & 10
Trang 19same way with other students until they cannot
remember what their classmates have said To
guarantee this activity is fun, insist on their saying
everything at normal speed If they take
too long, it becomes boring
Lesson 4
To develop speaking skills: At home
To write a personal profile
Aims
Initial phase
Brainstorm activities students usually do in their
free time at home and write them on the board
Then have volunteers say true sentences using
the suggested ideas, eg: ‘I usually watch TV in my
bedroom.’
Core
Speaking
At home
conversation and have the class choose the
correct answers Check their answers and elicit
what each girl says
Audioscript
Rita This programme’s terrible.
Megan Yeah, I’m really bored.
Rita What’s on the other channels?
Megan Nothing! There isn’t anything interesting on TV at all.
Rita Let’s play tennis … Oh no! It’s starting to rain!
Megan I don’t want to go outside in the rain!
Rita No!
Answers
1 isn’t; 2 tennis; 3 raining
ask which film they decide to watch Have them
complete the blanks Check orally
Answers
Avatar
play the exchanges one by one, eliciting repetition
Give them a few minutes to practise with a partner
and invite them to act out the dialogue Encourage
students to sound natural, so accept personal
versions and correct only if the mistake is really
relevant Insist on fluency and intonation You
can model with a strong pair first asking them to
include gestures when possible
Speaking Task
dialogue Ask them to read and follow the three steps carefully Give them approximately four minutes to do so When time is up, have pairs of students act out their dialogues If the class is too big, you may have pairs work simultaneously as you circulate monitoring their work; otherwise, it’s much more fun to have at least a few pairs role-play at the front
Unit 1 Speaking Task (see Teacher’s Resource Centre)
Writing
A personal profile
then to choose the correct words Check the answers on the board
Answers
1 in; 2 listening; 3 for; 4 talking; 5 playing; 6 watching
encourage the class to answer the questions orally
Answers
1 He goes to Park Lane Secondary School 2 Because he has got his GCSE exams 3 His hobbies are playing the guitar, listening to music and playing football 4 He likes reggae and rap 5 At the weekend, he usually meets up with friends and they watch TV or play computer games.
because or although Check their work orally
Answers
1 so; 2 Although; 3 so; 4 because; 5 although
To make sure all students pay attention to what their classmates say when they role-play, ask questions like: ‘What film did Alex and Sonia want
to watch?’ ‘Did they agree?’ ‘What did she say?’
• Use the board to compare and contrast reasonand consequence Invite students to paraphrasesentences using so, because and although,eg: ‘I want to be an interpreter, so I’m learningEnglish.’ ‘I’m learning English because I want to
be an interpreter.’
LOOK!
Trang 20Writing Task
Tell students that they will work on their own
personal profile Tell them to follow the three steps
given Explain that they will have to create a similar
piece of writing as the one Tom wrote
with a plan Have students make notes about
themselves based on the items suggested:
personal information, and activities they do
during the week and at the weekend Remind
them that when they brainstorm ideas, it is not
necessary to write complete sentences The
purpose of planning is organizing ideas
them so as to fit the described structure They will
include their personal details in the first paragraph
In the second one, they will write about what they
do during the week And in the third one they will
write about what they do at weekends
make sure they have included vocabulary related
to free-time activities and character adjectives as
well as linkers, adverbs of frequency, gerunds and
present tenses Fast-finishers may exchange their
work with a partner and look for mistakes
Workbook page 12
Closing phase
Once students have finished, read two or three
samples and discuss mistakes orally Remember to
correct all the others
Lesson 5
To learn factual information about famous sporting
events
To visit a website to find specific information about
famous sporting events in the USA
To read and answer about Wimbledon
To integrate what students have learnt so far
Aims
Initial phase
Write these sporting events on the board: The Super
Bowl, The Grand Prix, FIFA World Cup Final, The
‘Superclásico’ Ask students if they know what all
these names refer to (they are all famous sporting
events from all over the world) See whether they
can add other well-known sporting events and make
a list on the board
Core
Culture Famous sporting events
and have the class discuss what sporting events they may read about, either local or international
Ask them to explain if they consider these events are worth reading about Then play the track for global comprehension Check through these questions: ‘What is the text about?’
‘In what country does this event take place?’
Give students a few minutes to read the text individually and find out what the given numbers refer to Check the answers orally
Answers
a the number of boxes of strawberries people eat; b the total number of ball boys and ball girls; c the average age of ball boys and ball girls; d the year in which Wimbledon started;
e the number of bottles of champagne people drink
the questions Check the answers orally and discuss the answer to question 3
Possible answers
1 It’s a very famous tennis championship 2 It takes place in London, UK, every year in the last week of June 3 Student’s own answer
and decide whether each of the statements is true or false according to the information given
Check answers orally
Answers
1 false; 2 false; 3 true; 4 false
• Copy these sets of words onto the board and have students make false statements about
‘youngest players – compete’, ‘most people – watch – matches – TV’, ‘spectators – not drink anything – watch – matches’, ‘ball boys and girls – members – World Tennis Association’,
students to correct the false statements so that they are true according to the information
in the text in exercise 1
• To challenge students a bit further, you may erase the words from the board and give them two minutes to write as many sentences as they remember from the activity
PHASES EXTRA
Trang 21sporting events they have in their country If
necessary, write the names on the board and the
corresponding sport Then give the class a few
minutes to choose an event and think what they
can say about it Encourage students to tell the
class about the chosen sporting event
If you want to make exercise 4 more
communicative, you may discuss different
sporting events and invite students to work in
groups to investigate one event and make a
presentation about it These questions may help
you organize their work:
1 When and where is it?
2 When did it start?
3 Who were the first players?
4 Who won?
5 When is the next event?
6 Who will participate?
7 How much does the ticket cost?
PHASES EXTRA
Webquest
Invite the class to navigate different websites so as
to obtain relevant information about famous sporting
events in the USA Encourage them to take down
notes and to print pictures if possible Then devote
some minutes of the lesson to share and exchange
the obtained information
Possible answers
The Superbowl: it is the annual championship game of the
National Football League (NFL) The game is the culmination of
a regular season that begins in the late summer of the previous
calendar year Normally, Roman numerals are used to identify
each game, rather than the year in which it is held It has become
so big that over 200 countries now televise it The commercials,
half-time show and events surrounding the week leading up to
the game have become just as big as the game itself The name
was derived from late Chiefs owner Lamar Hunt after seeing his
children play with a superball.
NCAA Final Four ‘March Madness’ basketball tournament: it is
a single-elimination tournament played each spring in the United
States, currently featuring 68 college basketball teams from the
Division I level of the National Collegiate Athletic Association
(NCAA), to determine the national championship The tournament
was created in 1939 by the National Association of Basketball
Coaches and was the idea of The Ohio State University coach,
Harold Olsen It is played mostly during March It wasn’t televised
until 1962.
Daytona 500: it is considered the most prestigious stock car
race in the world The race is 500 miles, which requires 200
laps around the 2.5-mile Daytona International Speedway loop
An entire tourism industry has built up around the Daytona 500
because it takes place in Florida in February.
Masters Golf Tournament: it is played at the Augusta National
Golf Club since 1933, and it is one of the most important men’s
professional golfing championships It is played during the first
week of April The winner of the Masters traditionally receives a
green jacket to wear following his victory.
Boston Marathon: it is held every year on Patriots’ Day – the
third Monday of April – since 1897 (it is the world’s oldest annual marathon race) The race attracts top male and female runners from across the world but is also open to amateurs The 100th running of the Boston Marathon set a world record for the number of participants, which included 38,708 entrants, 36,748 starters and 35,868 finishers In addition to the many runners, the race also has approximately 500,000 spectators.
Triple Crown Horse Racing: the Kentucky Derby, the Preakness
Stakes and the Belmont Stakes make up the three horse races of the Triple Crown In order to win the ‘Triple Crown’, a horse must win all three races This has only happened 12 times in history;
the last time was in 2015.
The US Open: it is the final Grand Slam tennis tournament of the
season and it is played on the hard courts at Flushing Corona Park, in Queens, New York The finals of the US Open take place on the central court, named Arthur Ashe Stadium, after the American tennis great The two-week tournament takes place at the end of August/beginning of September.
Meadows-Closing phase
Give the class two minutes to go through this unit in their book and then ask them to mention one thing they have learnt or they remember from the unit, eg:
‘Wimbledon tennis championship takes place every year in London.’
Progress check
Answers
1 1 cheat; 2 lose; 3 miss; 4 dice; 5 beat
2 a talkative; b clumsy; c jealous; d unsociable; e cautious;
f confident 1 confident; 2 cautious; 3 jealous; 4 unsociable;
5 clumsy
3 1 won; 2 didn’t play; 3 cheats
4 1 Did you stay at home last weekend? 2 Where did you and your family go? 3 Did you have a good time? 4 Do you usually go there at weekends? 5 Who do you usually go with?
5 1 Simon likes playing computer games 2 Tim and Sue love watching TV 3 Maggie is not keen on playing tennis 4 Tim and Sue hate going shopping 5 Paul is not interested in watching
TV 6 Sarah is good at playing football.
Integration
1 don’t live; 2 go; 3 study; 4 do, do; 5 take; 6 plays; 7 sitting;
8 drawing; 9 drew
Trang 22Lesson 1
To learn vocabulary related to IT activities
To read about the power of technology
To raise awareness of the importance of the
paratext
To focus on and practise stress
Aims
Initial phase
Brainstorm nouns and verbs related to technology
and write them on the board in two columns
Make questions or invite students to make their
classmates questions using the technology words
on the board
Core
Vocabulary 1
IT activities
the equipment Do this orally
Answers
1 smartphone / mobile phone; 2 charger; 3 memory stick /
USB flash drive; 4 e-book reader; 5 laptop / notebook
with the equipment shown in pictures 1–5 Elicit
one as an example and give them time to think
Discuss
Answers
scan a photo: 1; send an email: 1, 5; store data: 1, 3, 4, 5;
post a comment: 1, 5; connect to the Internet: 1, 4, 5; charge
a mobile phone: 2; download/upload a video clip: 1, 5; go
online: 1, 5; plug in a memory stick: 5
repeat At this stage, it is advisable to focus
on pronunciation, so pay special attention to
initial clusters \sk\ and \st\ For the sake of
internalization, ask how often they do each of
these actions, who with, who to, etc
check their work orally
Answers
1 charge; 2 stores; 3 download; 4 post; 5 send; 6 go online
Unit
2 Technology Have students work orally Write these words on
the board: ‘a picture’, ‘data’, ‘music’, ‘a photo’,
‘a comment’, ‘an email’ and ‘a mobile phone’
Ask students to say the verbs that collocate with each of them, eg: ‘scan a picture’, ‘print a picture’, ‘download a picture’ Accept different combinations
PHASES EXTRA
Megan and Dan Ask how many hours Dan watches TV every week
Audioscript/Answer Megan How many hours do you use a computer every
week?
Dan A computer? About three I spend about one
hour chatting online and about two hours playing computer games.
Megan How many hours do you watch TV every week?
Dan About four or five.
Megan And how many hours do you spend listening to
music on your mp3 player?
Dan A lot! Probably about eight hours.
Play each exchange once and elicit repetition
PHASES EXTRA
questions using the vocabulary in exercise 2
Model with a strong pair first Monitor their work
Workbook page 15
Reading 1 The power of technology
and encourage them to answer the general comprehension questions individually Do not check answers yet
Draw students’ attention to the Look! box and have them read and discuss the given information Ask the class to read the title and make predictions about the content of the text:
Do they expect to read about a positive or
a negative aspect of technology? Then lead students to focus their attention to the photo:
How do the people in the photo look? Do they think they are old friends? Pictures can also anticipate what we are going to read about
LOOK!
Trang 23read the text attentively Have them check their
answers to exercise 7 Check them orally
Answers
1 Patrick did 2 It is the amount of money Patrick offered Leo.
able to correct the wrong information in each of
the given statements Check orally If necessary,
discuss and write the answers on the board
Answers
1 Leo lost his job and he became homeless 2 Patrick
decided to help Leo after five months since the first day he
saw him 3 Patrick offered Leo money or free lessons in
writing computer code 4 Patrick bought Leo a second-hand
laptop and three books on Java 5 Leo found programming
interesting and he learnt quickly.
10 Have students read the text again and then
answer the given questions Encourage students
to discuss the answers in pairs and then check
orally or on the board
Answers
1 He worked for an insurance company 2 He taught Leo every
day for two months 3 Because they said Leo needed food
and a home instead of computer lessons 4 You can use it for
building apps, websites or video games, for example 5 He
built and launched his own app to encourage people to share
car rides and reduce pollution.
Pronunciation
Word stress
help them break the words into syllables
and mark the stress on the words in exercise A
Invite them to read the words aloud Correct
Invite students to play this memory game Explain you
will read word trios for them to identify which word
has been taken from the text they have just read
Once they have identified the words, students must
make a true statement about themselves using them
Play with the class as a whole or in two teams as a
competition Words to be read: ‘computer code –
essays – compositions’; ‘brand new – old – hand’; ‘uploading – investigating – programming’;
second-‘email – blog – webpage’, eg: Teacher: ‘programs – apps – social networks’ Students: ‘apps’ Student A:
‘I download lots of apps on my phone every day.’
send
on the Internet
play online
charge my
Organize the class into groups of four and pick
a strong student from each group Give each of those students a copy of the table with IT activities and ask them not to let the members of their group see the words Explain to the class that the chosen student in each group will have to define the actions
as quickly as possible for the members of their group to guess, eg: if the action is ‘use a memory stick’, the students may say, ‘I do this when I want to store data I can move a document from one place
to another I do not usually do it every day, but I do this when our IT teacher asks us to bring a project
to school I don’t print the document – I load all the information onto it and bring it to school.’ Tell them they are not allowed to use any of the words
in the phrase while giving their definition, but they may say the first letter and the number of letters
in each phrase as a clue Make sure students have understood the rules and start playing The winner
is the group that finishes first Monitor their work while they are playing
Trang 24Core
Grammar 1
Past simple and continuous: when and while
on page 17 as a revision and then have them
read the first three sentences in the grammar
table Elicit the tenses used and point out that
the adverbial clause may also be used at the
beginning of the sentence Proceed in the same
way with the second set of sentences and elicit
the differences between when and while Use the
board to illustrate the concept of long and short
actions in the past as follows:
‘I was having
a shower when the bell rang.’
long action in progress (past continuous) when
a short action interrupted it (past simple)
‘I was having a shower while my sister was studying.’
two simultaneous long actions in the past (past continuous)
Ask students to look at the sentences in the
grammar table and choose the correct words to
complete the rules Check orally Point out how we
form the interrogative and negative forms as well
Answers
a long; b a short one; c past
sentences about what was happening while Mary
was having a shower Check their work on the
board
Answers
1 was having a shower, was watching TV; 2 she was having a
shower, was sleeping on the sofa; 3 she was having a shower,
was cooking; 4 she was having a shower, was sweeping the
floor/cleaning the bedroom; 5 she was having a shower, was
sitting on her bed
• Ask students to work in pairs to ask and
answer questions about the sentences in
exercise 2, eg: ‘What was Mary doing while
her grandmother was watching TV?’ ‘Who was
cooking while she was having a shower?’
• You may also conduct this as a game by
dividing the class into two teams Give them
two minutes to observe the picture in exercise 2
in detail and then have students from team A
make a question and students from team B
answer it, and vice versa
PHASES EXTRA
past continuous form of the verbs in brackets
to learn what was happening when Beth arrived home yesterday Check orally
Answers
1 was not writing, was watching; 2 were looking, weren’t preparing; 3 wasn’t listening, was chatting; 4 was waiting, wasn’t using; 5 were sleeping, weren’t eating
Give the class two minutes to memorize what each person was and was not doing Read these sentences aloud All of them starting ‘When Beth arrived home yesterday, …’: ‘her two cats were not sleeping.’ (F) ‘her sister was listening to her favourite song on her phone.’ (F) ‘Mike was watching TV.’ (T) ‘her mum was reading a website.’
(T) ‘her friend was not using the computer.’ (T) ‘herfather was cooking.’ (F) Have students stand up ifthe sentence you read is false and remain seated if
it is true If the sentence is false, elicit the correctversion
PHASES EXTRA
situations described in exercises 2 and 3 Check their work orally
Answers
1 Were Beth’s parents preparing a meal when she arrived?
2 Was Lisa chatting online when Beth arrived? 3 Was Lisa listening to music when Beth arrived? 4 Was Mary’s mum cooking while Mary was having a shower? 5 What was Mary’s dad doing while Mary was having a shower?
answer the questions in exercise 4 Monitor their work as they do so
in the past simple or continuous Check on the board
Answers
1 took; 2 was sleeping; 3 was writing; 4 was trying; 5 saw;
6 looked; 7 did, do; 8 was asking; 9 arrived
continuous questions about the text in exercise 6
Check orally
answer the questions they have just written down
in exercise 7 Walk around and monitor
In order to study and monitor their own learning, refer students to the Language Database on page 119
Trang 25This activity may be done by the whole class
or by fast-finishers Students read the text and
complete with the correct form of the verbs
Answers
1 went; 2 saw; 3 visiting; 4 met; 5 wasn’t; 6 decided; 7 were
watching; 8 went; 9 left; 10 had
UPGRADE
Workbook pages 16 & 17
Listening
A social network
networking site’ and ask students to name the
ones they know Ask what they use these sites
for Have the class look at exercise 10 and predict
the answers orally
A social networking site enables users to
create public profiles within that website and
form relationships with other users of the
same website who access their profile Social
networking sites can be used to describe
community-based websites, online discussion
forums, chatrooms and other social spaces
on line Facebook and Twitter are the most
common ones but there are others, eg:
asmallworld (for the jet set), buzznet (about
pop music and pop culture), filmaffinity (about
films and TV series), etc
PHASES CULTURE
choose the correct answers
Audioscript
Presenter On today’s programme we’re looking at the
history of one of the most popular social networking sites today – Facebook Ben Davies is here to tell us all about it Ben, how did Facebook start?
Ben Well, a student called Mark Zuckerberg started it
when he was at Harvard University.
Presenter So he started it by himself?
Ben No, he started it with three other computer
science students … Eduardo Saverin, Dustin Moskovitz and Chris Hughes.
Presenter So there were four of them all together who
started Facebook?
Ben Right.
Presenter And why did they start it?
Ben Well, they wanted to have a website for all the
university students, so it started as a website for Harvard University students That was in 2004
Then it became available for other American universities Then it became available for all American high school students in 2005.
Presenter I didn’t know that.
Ben And in 2006 it became available for everyone age
13 and over You need an email address, but if you’re over 13 and you’ve got an email address you can join Facebook.
Presenter But Facebook isn’t available in every country, is
it?
Ben No … you’re right It’s prohibited in countries
such as China and Iran, so it isn’t available there And many offices don’t like people using
it at work Office managers think people spend too much time networking with friends and not working.
Presenter So how many Facebook users are there now?
Ben How many people have profiles and use it? Let’s
see … It’s got over 2.2 billion monthly active users all over the world!
Presenter And is it more popular than other social
networking sites?
Ben At the beginning of 2018, it was the most used
site … so now it’s more popular than YouTube
or WhatsApp – or any other site In January, Facebook had about 2.2 billion active users, compared to YouTube which had about 1.5 billion active users And it’s the most popular social networking site in India, America and Brazil.
Presenter Is it mainly young people who use it?
Ben No, not at all, but it is very popular with young
people An American company did a survey and asked students what their favourite things are … music was number one, Facebook was number two.
Presenter I see! So Facebook is really popular, but not as
popular as listening to music.
Ben Yes Did you know there’s a new dictionary word
because of social networking sites? Some years ago an important American dictionary said that their word of the year is the new verb ‘unfriend’.
Presenter To ‘unfriend’?
Ben Yeah It means to remove someone as a friend on
a social networking site like Facebook.
Presenter So now you know Don’t offend your Facebook
friends or they could unfriend you!
Answers
1 c; 2 c; 3 b; 4 c; 5 b
Play the track exchange by exchange so that students can repeat the questions and summarize the answers After this, you can invite a strong pair to role play different parts of the interview
PHASES EXTRA
Closing phase
Have students play the ‘Oral Composition Game’
Organize the class into two teams Explain that they will have to create a story orally: each student will have to repeat what the previous student has said and add some information Model with some strong students, eg: Teacher: ‘My friend Mary arrived home
Trang 26from work and decided to have a shower, so …’
Student A: ‘My friend Mary arrived home from
work and decided to have a shower, so she got a
towel and went to the bathroom …’ Student B: ‘My
friend Mary arrived home from work and decided to
have a shower, so she got a towel and went to the
bathroom She was having a shower and listening to
her favourite music when …’ When a student fails to
repeat what a partner has said or to add information,
the opposing team takes over The winner is the team
that manages to complete a story
Lesson 3
To learn and use vocabulary about jobs
To read about a miracle thanks to technology
To revise the comparative and superlative forms of
adjectives
Aims
Initial phase
Get students to define and guess some jobs and
professions they are well-acquainted with, eg:
‘police officer’, ‘nurse’, ‘detective’, ‘teacher’,
‘scientist’, ‘reporter’, etc Provide an example, eg:
Teacher: ‘This person sometimes works in an office
and sometimes in the streets He/She wears a
uniform and represents the law.’ Student A: ‘police
officer’ To make this activity even more productive,
you may elicit adjectives that students associate
with each of the jobs/professions, eg: ‘police officer’:
‘brave’, ‘respectful’, ‘smart’, ‘strict’, ‘responsible’,
‘reliable’ You may pre-teach adjectives, eg: ‘reliable’
or ‘trustworthy’ if necessary
Core
Vocabulary 2
Jobs
of the jobs in blue To teach the unknown words,
help students discover cognates (words that
look the same on two or more languages, eg:
‘politician’) or use a definition
Answers
1 surgeon; 2 bank clerk; 3 graphic designer; 4 optician;
5 builder; 6 politician
repeat Draw their attention to phonological
aspects such as the silent ‘u’ in ‘builder’ or the
quality of \Sn\ in -cian
words from exercise 1 and check orally
jobs as possible to each word set They may use words from exercise 1 or others they know
Check orally
Possible answers
1 beautician, electrician, politician, mathematician; 2 lawyer, researcher, computer programmer, taxi driver; 3 scientist, artist, dentist, psychologist, ecologist
Many women are now doing jobs that were previously done by men and vice versa and this has brought about some language changes
Now we commonly use neutral words, eg:
‘firefighter’ (instead or ‘fireman’), ‘flight attendant’ (instead of ‘air hostess’), ‘police officer’ (instead of ‘policeman’ or ‘policewoman’)
or ‘postal worker’ (instead of ‘postman’)
A miracle – thanks to technology
words in blue Lead them to predict the words they expect to find in the text and to tick them
check their answers to the previous exercise
Check orally
closed and check global comprehension through these questions: ‘What is the text about?’
‘What problem did Martin have?’ ‘What was the solution?’ Then play the track a second time for students to read, listen and answer the
Draw students’ attention to the noun endings in the Look! box and their pronunciation: -cian \Sn\, -er \´\ and -ist \Ist\
LOOK!
Trang 27questions Discuss the answers orally Clear up
vocabulary queries Then ask leading questions
to check content
Answers
1 A tooth 2 His wife 3 Yes, they do.
and then to correct the wrong information in
each of them Check the answers with the whole
class If necessary, write them on the board
Answers
1 Martin became blind when he had an accident 2 Martin was
already blind when he met his wife 3 Doctors knew from the
very beginning that the operation wasn’t easy 4 They put the
lens in a tooth before putting it into the patient’s eye.
To move deeper, discuss other ways students can
think of in which technology can help people who
are ill or who have disabilities
Write these words on the board for students to
put them in order and make sentences about
the text in exercise 7:
1 is / in / life / Martin’s / technology / very /
5 Martin / eyes / after / operation / when /
opened / his / the / saw / he / wife / his
6 Martin / not / blind / is / that / he / happy / is
Answers
1 Technology is very important in Martin’s life 2 Martin
had an accident some years ago 3 An optician told Martin
about a revolutionary treatment 4 First doctors implanted
the lens in a tooth 5 When Martin opened his eyes after the
operation, he saw his wife 6 Martin is happy that he is not
in exercise 7 using the comparative form, eg:
‘Is Martin happier now than in the past?’ ‘Is
Martin’s lens cheaper or more expensive than a
plain pair of glasses?’ ‘What do you think is more
difficult: to be blind or to have “a science fiction
eye”?’ Say adjectives and write their comparative
form on the board in two columns, one for short
adjectives and the other for long adjectives
Then have the class read the sentences
exemplifying both comparative forms, for short
and long adjectives, in the grammar table Elicit
differences orally Proceed in the same way with
the superlative forms and finally have students choose the correct words to complete the rules
Check orally
Answers
a two; b -er; c more; d short; e superlative
Invite students to compare different technological devices, eg: a tablet, a smartphone, a laptop, an e-book reader and a flatscreen TV They can use these adjectives:
‘cheap’, ‘expensive’, ‘big’, ‘small’, ‘interactive’
and ‘modern’ As they say the sentences, point
to the corresponding column on the board
PHASES EXTRA
10 Have the class complete the sentences using the
adjectives in blue Check on the board
Answers
1 longer; 2 more interesting; 3 most important; 4 more long-lasting; 5 more modern
11 Ask the class to compare using the adjectives
given Check their work orally
Draw students’ attention to the Look! box and make sure they understand that two-syllable adjectives ending in -y form their comparative and superlative forms like any short adjective, while those two-syllable adjectives ending in any other letter behave like long adjectives, eg:
ending in -y: ‘happy’, ‘messy’, ‘tidy’, ‘angry’,
‘dirty’, ‘sexy’; ending in other letters: ‘nervous’,
‘anxious’, ‘clever’, ‘modern’, ‘useful’
LOOK!
Although we may try to set grammar rules as clearly as possible, very often these are changed by native speakers, who in turn rely on tendencies In fact, two-syllable adjectives show great variability
The tendency, however, is to inflect (ie add -er, -est to) adjectives ending in -y, (‘pretty’, ‘prettier’,
‘prettiest’) and to accept both forms with adjectives ending in -ly (‘lonelier’ or ‘more lonely’) Adjectives ending in -ow, like ‘narrow’, -er, like ‘clever’ and -le, like ‘simple’ are accepted in both forms
TEACHING TIP
Remind students of the irregular forms of ‘good’
and ‘bad’ Elicit examples with the comparative and superlative forms, eg: in relation with bands, singers and computers
LOOK!
Trang 28Possible answers
1 A lion is more dangerous than a cat 2 This electric guitar is
more expensive than a recorder 3 Halle Berry is the oldest of
the three 4 The red car is the most modern of the three
5 The smartphone is better than the computer.
In order to study and monitor their own learning,
refer students to the Language Database on
pages 119 & 120
v
Divide the class into two teams and invite
students in team A to write the names of two
celebrities or two animals on a slip of paper Ask
team B to write three things or people on a slip
of paper, eg: three electric gadgets, three songs
or three actors Have students in team A swap
their slip of paper with team B and give each
team four minutes to write as many sentences
as possible to compare the people, animals or
things, eg: ‘Madonna – Shakira’: ‘Madonna is
older than Shakira.’ ‘Shakira is more beautiful
than Madonna.’ ‘Madonna is richer than
Shakira.’ Check their work orally
PHASES EXTRA
Workbook pages 19 & 20
Closing phase
Write or read these sentences aloud for students to
correct the mistakes:
1 Tablets are not best than smartphones.
2 Smart TVs are expensivier than traditional ones.
3 Most people agree that cheetahs are the fast
animals in the world
4 Have you ever seen a most modern computer
than this?
5 Who is the richer man on earth?
6 I have never flown on a biggest plane that this.
7 Our new teacher is patienter than Ms Brown.
8 My writing seems to be worst than before.
9 What is the more practical gadget you’ve got?
Lesson 4
To develop speaking skills: Out shopping
To write a thank you letter
Aims
Initial phase
Have students close their books and ask if they have
recently bought any electronic equipment Ask, eg:
‘What did you buy?’ ‘Where?’ ‘How much did you pay
for it?’ ‘What questions did you ask about it?’
Core
Speaking Out shopping
conversation and answer the question
Audioscript Shop assistant Can I help you?
Carla Yes, I’m looking for a new smartphone.
Shop assistant This one’s on special offer It’s £75.
Carla What features has it got?
Shop assistant It’s got an HD video camera, a music player
and 4G mobile Internet.
Carla Right What about that one over there? Can I
see it?
Shop assistant Sure This is a really good one.
Carla How much is it?
Shop assistant It’s £200.
Carla Oh! That’s too expensive for me OK, I’ll take
the other one.
Shop assistant That’s £75 then, please.
Carla Here you are Thanks Bye.
Answer
She wants to buy a smartphone.
the track a second time for them to check their work Check orally
Answers
1 £75; 2 camera; 3 see; 4 much; 5 expensive
dialogue Then, with books closed, play the questions and elicit the answers Invite students
to practise and act out the dialogue
Speaking Task
dialogue Read step 1 aloud and have them decide what they want to buy Read step 2 aloud and ask the class to think about what they and the shop assistant will say Finally, have them work in pairs and take turns to act out the dialogue Avoid corrections unless the mistakes are worth it
Unit 2 Speaking Task (see Teacher’s Resource Centre)
Writing
A thank you letter
letters and when they last wrote a thank you letter or email Ask who and why they had to thank Have students read the letter and cross out eight unnecessary words Invite them to compare and discuss their findings in pairs and then check the answers with the whole class
Answers
this; do; so; did; to; the; to; of
Trang 29individually and to answer the questions given so
as to check comprehension Check the answers
orally If necessary, write them on the board
Answers
1 Because she was very busy at school 2 It was a
smartwatch 3 She can read texts and emails, take photos
and make phone calls 4 She had pizza and cake with her
friends after school and then they all went to the cinema.
Draw students’ attention to the structure of
the letter: there are three paragraphs The
first paragraph is an introduction The second
paragraph tells about the present The last
paragraph is about how the girl celebrated her
birthday
endings a–e so as to make expressions for a
thank you letter
Answers
1 e; 2 d; 3 b; 4 c; 5 a
Writing Task
Tell students that they will work on their own thank
you letter Tell them to follow the three steps given
Explain that they will have to create a similar piece
of writing as the one Luciana wrote
notes about who they they want to write to and
why they haven’t written before, what present
they want to thank for and why they like it, and
what they did on their birthday
and assemble them so as to fit the suggested
structure Remind them to include the typical
expressions used in a thank you letter
checklist so as to make sure they have included
vocabulary related to IT activities as well as the
past simple and the past continuous tenses
Workbook page 22
Tell the class that there are fixed expressions
for writing emails and letters and these differ
depending on whether you are writing to someone
you know, like a friend or a member of your
family, or to someone you don’t know Read the
expressions in the Look! box and make sure
students understand them Ask which ones
Luciana uses in her letter and have the class say
which phrases are used in the introduction, which
to thank and which at the end of the letter
LOOK!
Closing phase
Invite students to swap their letters with a partner for peer correction and once they have finished their final version, you may correct two or three samples orally Remember to correct the rest as well
To read and answer about Alexander Graham Bell
To integrate what students have learnt so far
Aims
Initial phase
• Ask students if they think there are more landlinephones than mobile phones or vice versa Discussthe advantages and disadvantages of each andwrite down ideas on the board, eg:
Landline phone Mobile phone
It is cheaper
Those who know your habitual timetables can usually find you
You can take it with you wherever you go
It can be very useful
in emergencies, for example when you get
a flat tyre in the middle
of nowhere
You can do many other things apart from just phoning, eg: send messages, listen to music or take photos
• Read these sentences aloud for students to guessthe missing word: ‘He … born in Scotland, but hisfamily moved to Canada when he was 23.’ (was)
‘He made … first invention at the age of 12.’ (his)
‘After his first invention, … continued inventingthings.’ (he) ‘His mum became deaf … he was achild.’ (when) ‘He became interested … sound andstarted designing machines to transmit sound.’
(in) ‘After a few years, he invented … telephone.’
(the) Ask the class if they know who all the abovesentences refer to (Alexander Graham Bell)
Trang 30Core
Culture
Famous inventions and inventors
they listen to text Check global comprehension
through these questions: ‘What is the text
about?’ ‘In what way did his mother influence his
work?’ ‘Who was Watson?’ Then give the class a
few minutes to answer the questions individually
and finally check the answers orally
Answers
1 He was born in the USA 2 He produced his first invention
when he was just 12 3 Because his mother became deaf
4 In Boston 5 Over 150,000 people.
Invite students to read the text again if
necessary and answer these questions:
1 Why do you think Bell’s family moved to
Canada?
2 What kind of a child do you think Bell was?
3 In your opinion, was Bell similar to other
children of his age? Justify your answer
4 Of the 93% of the people who own a mobile
phone in the UK, what percentage do you think are teenagers?
Accept different answers
PHASES EXTRA
and have various students answer This activity
may be done in two ways: 1) You may read one
question at a time and elicit different answers
2) You may give the class a few minutes to
prepare a short speech in answer to the three
questions Of course, the answer to the second
question will not be exact, but you may invite
students to research at home and bring accurate
information for the next class
Webquest
Invite the class to visit various websites so as
to obtain information about one of the greatest
inventions of the last century: the radio
Answers
Lee Deforest developed a device that made it possible to amplify
the radio frequency signal picked up by an antenna so that
weaker signals could be used He was also the person who first
used the word ‘radio’.
Organize the class into two teams Invite a member of team A to sit at the front facing his/her classmates, back to the board Ask a student from team B to pick a word from the text and write it on the board It should be
a content word, eg: ‘engineer’, ‘telephone’,
‘sound’, etc They shouldn’t choose any articles
or quantifiers The student sitting at the front makes questions to the members of his/her team so as to guess the word Go on in the same way The winner is the team that guesses more words in less time
PHASES EXTRA
Closing phase
Give the class two minutes to go through this unit
in their book and then ask them to mention one thing they have learnt or they remember from the unit, eg: ‘There are nearly 7 billion mobile phone subscriptions in the world.’
Progress check
Answers
1 1 scan, photos; 2 store, data; 3 charging, mobile phone; 4 print, document; 5 downloaded
2 1 politician; 2 builder; 3 journalist; 4 surgeon; 5 chemist
3 1 What were you doing at 10 pm last night? 2 What were your parents doing at 3 pm on Sunday? 3 Were you and your friend watching a film at 9 pm yesterday? 4 Was your friend sleeping
at 10 am this morning?
4 When the technician arrived at the office, the manager was talking on the phone When the technician arrived at the office, the secretary was drinking tea and using the computer When the technician arrived at the office, the cleaner was cleaning the window When the technician arrived at the office, the cat was chasing a mouse.
5 1 bigger; 2 more, than; 3 most; 4 the; 5 best
6 1 My mother’s mobile phone is older than my mobile phone
2 The Nile is the longest river in the world 3 Sam’s language test was the worst in class 9 4 Sonia’s daughter is the shortest
in the family 5 My brother’s car is more modern than my dad’s.
Integration
1 than; 2 were; 3 couldn’t; 4 installed; 5 stopped; 6 was travelling;
7 connected; 8 started; 9 use; 10 greatest
Trang 31Revision 1
Initial phase
Play with the pictures on page 26 Divide the class
into three teams and give them four minutes to
memorize as many details as possible from the
pictures Have the members of each team take turns
to pick a picture and make as many sentences as
they can in one minute They will score one point for
each correct sentence Play for five or six minutes
The winner is the team with the most points
Core
Vocabulary
Have students play the vocabulary game This may
be done in pairs Ask students to take turns to guess
the words Alternatively, it may be done as a written
exercise Once they have finished, check their
answers on the board
Answers
Move; roll, dice; cheat; cautious; clever; curious; talkative;
posting; plug, stick; Builders; Surgeons
Reading
Daisy’s blog
plans to find out what cities she wants to visit
Answers
Blackpool
the questions Their answers may be discussed
orally so that they can self-check their work
Answers
1 Because she started university 2 To celebrate the beginning
of the academic year 3 No, they aren’t Some are peaceful
and others are wild 4 You can walk or do sports 5 For having
a tower similar to the Eiffel Tower in Paris.
the text in exercise 1 Check students’ work and
have them ask and answer the questions orally
Answers
1 is Blackpool usually; 2 did Daisy go to; 3 did she go
1 Because it is the most important seaside town in the UK
2 When she was a little girl 3 With her father.
Revision 1
Invite students to take turns to choose words from the text for their classmates to make sentences about Daisy’s blog
You may also work on inferential reading asking students these questions:
1 Do you think Daisy and her friends will make
parties every weekend?
2 What are the differences between a garden
party and a party indoors?
3 What do you imagine Blackpool is like?
4 Why do you think Daisy doesn’t mention her
mum?
PHASES EXTRA
Grammar
present continuous or the present simple Elicit the first as an example and check their work after a few minutes
Answers
1 Martin does not usually use his computer in the afternoon
2 My brother is downloading video clips in his room now
3 The speaker is taking his memory stick out of his briefcase now 4 I don’t usually print out documents 5 Alice often cheats at games 6 Children don’t play boring games.
silently and then to complete it with the correct form of the verbs in blue Check the answers orally
Answers
1 lived; 2 wore; 3 didn’t have; 4 heard; 5 Was; 6 were looking;
7 sat; 8 were; 9 was visiting
with the comparative or superlative form of the adjectives in brackets Check the answers orally and then write them on the board
Answers
1 bigger; 2 the most beautiful; 3 smaller; 4 the most interesting;
5 more beautiful; 6 better
Listening
group of friends and say what they are talking about Check orally
Audioscript Sarah Hi, Mark Hi, Anna Come in.
Anna Where’s James?
Sarah He’s coming now He’s not very happy.
James Hi, Mark Hi, Anna.
Mark What’s wrong?
James I’ve got a new mobile phone and I don’t understand
it I hate gadgets.
Sarah That’s not true You love playing computer games
and chatting online to your friends.
Trang 32Anna What’s the problem?
James I don’t know I was sending a text last night when
the phone stopped working.
Mark Why don’t you show it to Anna?
Sarah Good idea, Mark Anna helped me when I had a
problem with my mp3 player.
Anna I love playing with electronics.
Sarah So what are we doing today?
Mark Let’s go into town There’s an exhibition on the
history of gadgets at the museum.
James Oh no.
Sarah What about going to the shopping centre?
Mark Yeah, good idea I want to go to the computer shop
to buy a memory stick.
Answer
b
to listen and answer the questions Play the track
part by part for students to check their work
Answers
1 He doesn’t understand it 2 He was sending a text
3 She had a problem with her mp3 player 4 It’s about the
history of gadgets 5 Because he wants to go to the computer
shop to buy a memory stick.
Students read the text and choose the correct
Explain to the class they will make a poster about
the technological gadgets they use and prefer or
the ones they would love to have Brainstorm a few
ideas and write the words on the board, eg: ‘games
console’, ‘smart TV’, ‘laptop’, ‘iPad’, ‘smartphone’
Read the questions and ask the class to choose the
gadgets they would like to include in their poster
and make notes about them using the questions as
a guide This should be done individually
2 Group work
Ask students to get together in groups of four or
five Have them check what gadgets they have in
common and invite them to discuss their ideas using
the tips given Ask the class to choose four gadgets
and make notes describing them, saying what they
can be used for, when they bought them or if they
are planning to buy them
3 Writing
Students organize their information into paragraphs
paying special attention to the use of punctuation
marks, adjectives and linkers, and to word order
Remind students they should also make drawings or
get pictures to illustrate their work
4 Presentation
Students are given some time to rehearse their presentation and then present their work to the class
1 When / my brother / pass / exams / last year /
my parents / give / new phone
2 While / his father / work / he / study / his
Core
go through the statements and decide whether each of them is right or wrong Point out that if there is not enough information to decide, they may choose the ‘Doesn’t say’ (c) option Check their answers orally
Answers
1 b; 2 b; 3 a; 4 c; 5 b; 6 c
statements and questions and to choose the correct answers Check their answers orally
Answers
1 a; 2 c; 3 b; 4 c; 5 b; 6 c
Trang 33Revision 1 Closing phase
Have students work in pairs One student goes
to page 102 and the other goes to page 107 to do
Communication Activity 1 The aim of this activity
is to enhance students’ autonomy and have them
describe technological objects using the vocabulary
they have learnt Explain that the activity will be
timed Read the instructions aloud and make
sure everybody understands what they have to do
Mention that both Student A and B have the same
pictures, but that three of the words are different
Give the class three minutes to do the work and two
more minutes to check what sentences they have
in common Invite students to report the sentences
that are different
Possible answers
Student A: The laptop is more expensive than the tablet The tablet
is not so practical as the smartphone The smartphone is the
smallest of the three The smartphone is the most ecological and
the fastest.
Student B: The tablet is the lowest of the three The laptop is bigger
than the tablet The tablet is slower than the laptop
The smartphone is the most practical and ecological The tablet is
not so inexpensive as the laptop.
Communicative activities imply information
gap – something that is not known by one of the
speakers, something that has to be found out
As communicative activities involve interaction,
they are likely to make the classroom noisy but
positively so Don’t be afraid of getting students
to talk; just make sure you take the necessary
precautions:
a Give clear instructions and check they
understand what they have to do
b Circulate monitoring their work and helping
when there is some difficulty
c Avoid unnecessary correction; it only hinders
progress
It is true that communicative activities can
pose challenges, especially when students and
teachers are accustomed to teacher-centred
work, but they provide more exposure, more
authentic opportunities to use the language and
are more fun
TEACHING TIP
Revision 1
Trang 34Pre-teach the word ‘fundraising’ through definition:
‘collecting money to help those in need’ Elicit the
names of local fundraising organizations and what
they do to help those in need You may also refer to
UNICEF, Oxfam and/or Caritas
Core
Vocabulary 1
Fundraising ideas
and ask what they can see in each Have the
class match the pictures with some of the ideas
in blue Teach the unknown vocabulary through
definition and examples Check the answers
orally
Answers
1 sell raffle tickets; 2 do a sponsored swim; 3 organize a
jumble sale; 4 have a barbecue; 5 collect money
Play the track for students to listen and repeat
In the USA, children are involved in fundraising
through their schools They often organize jumble
sales in which they sell second-hand articles or
biscuits that they have made on their own
PHASES CULTURE
words from exercise 1 Check their work orally
Answers
1 badges; 2 sponsored; 3 jumble sales; 4 barbecue; 5 make
charity
Students write a list of problems their friends
or neighbours may have and discuss how they
could help through a fundraising activity
PHASES EXTRA
and Megan, and say what ideas they consider
Play the track a second time and ask what they finally decide to do and why
Audioscript/Answer Dan Which fundraising idea do you think is best Megan?
Megan I think selling cakes is a good idea because
everyone can participate.
Dan I think making a charity CD is a good idea because
everyone can buy one.
Megan Why don’t we have a bring and buy sale, then we
can sell cakes and CDs?
Dan Good idea!
they would like to go on a school trip Have them work in pairs to discuss different fundraising ideas and the advantages each offers Have some pairs report their ideas to the class
Workbook page 25
Reading 1 Felicity Marks / Maria Schonfeld
then choose one of the given options as the best title Have students share their answer and to support it with ideas from the text
Answer
c (Two inspiring fundraisers)
listen Then give them a few minutes to decide and write ‘true’ or ‘false’ for each statement
Have them correct the false statements Check their work orally
Answers
1 true; 2 true; 3 false (Maria is the co-founder of Akosia.); 4 true
then answer the given questions individually
Before checking with the whole class orally, have students check and discuss their answers in pairs
Answers
1 Four months 2 They receive education 3 A building with better facilities 4 They learn about cooperation and teamwork 5 In Ghana, Mexico and Mongolia.
Invite students to talk about people they know who help others, eg: a local priest, a teacher,
a famous sportsperson, etc It would be interesting to analyze the possibility of helping these people help others Students can work in pairs or you may open a class discussion
Trang 353
Ask the class to make questions about the text
for these answers:
1 It offers free education, books and meals
2 It was a small wooden hut with one
classroom only
3 To develop creativity and confidence of
deprived children around the world
4 It has organized a film-making project for
children
5 She is passionate
PHASES EXTRA
Closing phase
Give students a few minutes to re-read and try to
memorize as many details from the text as possible
Read these words aloud: ‘passionate’, ‘education’,
‘started’, ‘aim’, ‘sponsored’, ‘wooden’ Have students
provide the context (sentence) in which they appear
in the text, eg: Teacher: ‘passionate’ Student A:
‘a passionate woman’ Student B: ‘Maria Schonfeld
is a passionate woman.’ This may be done with the
class as a whole or as a game dividing the class into
two and having students take turns to answer
sponsored: Felicity’s charity did sponsored walks and skydives
wooden: The building was a small wooden hut at the beginning.
Lesson 2
To use the present perfect in all its forms to talk
about recent actions
To ask and answer about experience using the
Have students revise the past simple Invite them to
work in groups and make up a story in ten minutes
Listen to their stories and vote for the most creative,
the funniest or for the best ending
Core
Grammar 1 Present perfect
fundraising projects on page 31 and underline all the verb phrases they can find with have/has + a verb Write two examples on the board Explain that after have or has we use the third column, the past participle, and that there are regular and irregular past participles Regular verbs form both the past simple and past participle with -ed while irregular verbs change Invite students
to go through the verbs they have underlined
in the text and say if past time expressions like
‘yesterday’, ‘ago’ or ‘last’ are used with this tense Have the class read the grammar table and answer the questions orally
Answers
1 ‘done’ is irregular 2 No, we don’t 3 No, we use it for recent actions.
on page 128 Then have students complete the sentences with the present perfect form of the verbs in brackets trying to remember the past participle Check orally
Answers
1 has built; 2 have not seen; 3 has organized; 4 has written;
5 have not sold
Write this list of activities on the board:
‘celebrate a birthday, do my homework, see a Japanese film, drive a luxurious car, eat fast food, watch my favourite programme’ Ask various students what they have/haven’t done this week, making sure they understand that the week hasn’t finished and this is why they should use the present perfect instead of the past simple
PHASES EXTRA
The difference between ‘He has written several books’ and ‘He wrote several books’ is that we use the past when the writer is either dead or not likely to write other books in the future The use of the present perfect, on the other hand, suggests that the writer may have a new title in the future
LANGUAGE TIP
In order to challenge students and help them memorize the new verb form, ask them to repeat their answers more fluently or trying to improve their pronunciation
TEACHING TIP
Trang 36As you make it fly, say, ‘Look, I’ve just made a
paper plane and it can fly!’ This will give the class
a clear idea of how ‘recent’ the action is Then
invite the class to look at the pictures and make
present perfect sentences with just to express
recent actions Give them a few minutes to check
their verbs if necessary and check their answers
on the board
Possible answers
1 The woman in the picture has just opened the door /
She has just arrived home from work 2 The man has just
had dinner / He has just finished eating 3 The lady has just
bought a pair of shoes 4 This boy has just fallen down /
He has just hurt his knee.
present perfect sentences using the words given
Elicit the first as an example Give the class a few
minutes and check their work orally Insist on
fluency
Answers
1 I haven’t done a sponsored swim 2 My friends have had
lots of barbecues 3 We haven’t organized a jumble sale
4 He hasn’t bought a raffle ticket 5 My brother has collected
second-hand books for a bring and buy sale 6 My mum has
raised £2,000 for charity.
Ask students to underline the verbs in the
sentences in exercise 4 and say the sentences
again so that they are true for them
PHASES EXTRA
Pronunciation
Contractions
repeat the sentences paying special attention to
the quality of \v\ and \z\ sounds Explain that ‘ve
and ‘s are the contracted forms of have and has
and repeat Check pronunciation as well as
intonation
Audioscript
1 We haven’t seen many films in English.
2 She’s organized a jumble sale.
3 He’s written lots of emails.
4 I haven’t bought a charity CD.
Invite students to read the sentences in exercise
4 aloud using contractions
PHASES EXTRA
experience Make students a few personal
questions about experience using the fundraising phrases they have learnt, eg
‘Have you ever done a sponsored race?’ Elicit the short answers and write both questions and answers on the board Point out word order in the interrogative form Ask other students, eg: ‘Have you ever organized a bring and buy sale?’ ‘Have you and your friends ever sold raffle tickets?’
Draw students’ attention to the grammar table and lead them to notice that in affirmative short answers we must use strong forms and no contractions, eg: ‘Have you ever been to the zoo?
Yes, I have.’ Then explain that when they answer affirmatively, for the sake of communication, they should expand and say when If they use a time expression, then they should use the past simple
This is why Have you ever …? questions are answered with a present perfect short form and then details are given in the past simple
given and ever Check orally Pay attention
to fluency and intonation Have you ever …?
questions take a rising intonation contour
Answers
1 Have you ever collected money for charity? 2 Have you ever learnt to play a musical instrument? 3 Have you ever done a sponsored swim? 4 Have you ever bought a charity badge?
5 Have you ever met a famous person?
answer the questions in exercise 6 Model with
a strong pair and remind students to provide details using the past simple if they answer affirmatively
Conduct a quick survey asking students to put up their hands if they have answered their questions affirmatively, count and take down notes Have students write a short report based on the results, eg: ‘27 students have collected money for charity Only ten students have bought charity badges Nobody in this class has ever met a famous person.’
PHASES EXTRA
Elicit the first as an example Then play the track for students to listen and check their work Ask students to count the number of mistakes they
Refer students to the Look! box Model with the help of some strong students Provide a verb for them to ask and answer in pairs, eg: Teacher:
‘drive a car’ Student A: ‘Have you ever driven a car?’ Student B: ‘Yes, I have I drove my father’s car last week.’
LOOK!
Trang 373
made and to say the answers they got wrong
If you spot any group error, clarify it
Answers
1 ever; 2 haven’t; 3 Have; 4 never; 5 done; 6 haven’t; 7 met;
8 you; 9 have you; 10 never; 11 been; 12 have; 13 have;
14 forgotten
Do comprehension work on the text Read these
sentences aloud Have students raise their right
hand if they are true and their left hand if they
are false
1 Gina has never ridden a horse before (T)
2 Colin has ridden different horses (F)
3 Colin says he has never done anything
interesting (F)
4 Gina’s life has always been very interesting (F)
5 Gina hasn’t met any celebrities (T)
6 Gina has eaten Thai food twice in her life (F)
7 Gina was an actress in the past (T)
Have various students take turns to read the
conversation aloud Insist on fluency, check
pronunciation and suitable intonation
PHASES EXTRA
In order to study and monitor their own learning,
refer students to the Language Database on
pages 120 &121
Workbook pages 26 & 27
Listening
Charity hotline
down as many activities for charity as they can
think of Give them three minutes to do the work
Check orally and ask them what they think about
charity work Use the board to write specific
vocabulary, eg: ‘help the poor’, ‘help those in
need’, ‘help the sick’, ‘provide shelter’, etc Draw
students’ attention to the picture and explain that
these two students have been doing some charity
activities Have them make predictions using
the ideas they have provided previously Play the
track for the class to check their predictions
Then play the track again for them to answer the
questions Check orally
Audioscript
Presenter Hello, and welcome to Charity Hotline On today’s
show, I’m talking to Simon Walker and Maria Phillips from Wootton School They’ve come on the show to tell us about how they’ve been fundraising this week So, Maria, what have you done this week?
Maria I’ve done a sponsored swim I’ve swum regularly
since I was six years old, so I really like swimming I did the swim with three friends in
my class and so far we’ve raised seven hundred and fifty pounds We’re still collecting money so
we hope to raise a total of £1,000.
Presenter That sounds incredible Maria Well done Have
you ever done a sponsored swim before?
Maria No, I haven’t, but I really enjoyed it It was very
tiring, but it was fun.
Presenter How far did you swim?
Maria We swam a total of sixteen hundred and fifty
metres.
Presenter Fifteen hundred metres?
Maria No, sixteen hundred and fifty metres It’s a mile
And it took us about an hour So, we were very tired at the end.
Presenter What about you, Simon? What fundraising activity
have you done this week?
Simon Well, the activity that raised the most money was
car washing My friend Ben and I have washed one hundred and sixteen cars this week We put
an advert in the local paper and our headteacher let us use the school car park after school We charged £5 per car, so we’ve raised a total of £580.
Presenter That’s fantastic You say this was the activity that
raised the most money What else have you done?
Simon We organized a jumble sale and a raffle We
looked through our old toys, books, gadgets and clothes and collected lots of things Most of the things we put in our jumble sale, but some of our things were more valuable, for example, Ben has just bought a new laptop so we sold raffle tickets for his old laptop.
Presenter How much money did you raise?
Simon We raised another £382, so altogether we’ve
raised a total £962.
Presenter That’s incredible Thank you very much for
coming on the show and telling us about it …
Their two main fundraising campaigns are Red Nose Day and Sports Relief In the UK, Red Rose Day is an annual fundraising event in which people wear red noses and do something funny
to raise money for charity
PHASES CULTURE
the correct answers Check their work orally
Answers
1 c; 2 c; 3 b; 4 d; 5 a
students write ‘true’ or ‘false’ for each sentence
Discuss their work and elicit the reasons for their choices
Answers
1 true; 2 true; 3 not mentioned; 4 not mentioned; 5 false;
6 not mentioned
Trang 38This activity may be done by fast finishers or by
the class as a whole Invite students to correct
the mistakes in the sentences Check their work
orally
Answers
1 We have done lots of different things to raise money 2 He
has not been to Ghana many times 3 They’ve sold cakes and
sandwiches to people 4 I have not read any books in English
5 You’ve given lots of money to charity 6 He has visited Africa
three or four times.
UPGRADE
Closing phase
Play a dictation competition Organize the class into
two teams Invite a member of each team out to the
board and play the first sentence of track 1.30 for
students to write it down Proceed in the same way
with various students and five or six sentences of
the track The winner is the team with the fewest
mistakes
Lesson 3
To learn and use collocations with make and do
To read an article about Selena Gomez and do
Play the ‘Yes, I have’ game Have students work in
pairs and take turns to ask their classmates Have
you ever …? questions The answers may be true
or false To discover if the answer is false, students
can make only three Wh- questions in the past
simple and will consider gestures such as facial
expressions, eg: Student A: ‘Have you ever jumped
out of a plane?’ Student B: ‘Yes, I have.’ Student A:
‘When did you jump?’ Student B: ‘Last week.’
Student A: ‘What was the weather like when you
jumped?’ Student B: ‘It was a sunny day.’ Student A:
‘Who jumped with you?’ Student B: ‘My mother did.’
Student A: ‘Well, that’s false You’ve never jumped
out of a plane.’ Student B: ‘You are right.’ If they
guess correctly, they get a point If they make the
wrong guess, they lose
Core
Vocabulary 2 make and do
blue and write ‘M’ if they collocate with make and
‘D’ if they collocate with do Students will check their answers in exercise 2
check their work
Audioscript/Answers
do charity work, make money, make someone happy,
do nothing, make someone laugh, make friends, make
a decision, do homework, make a mistake, do your best,
do someone a favour, do exercise
the phrases from exercise 1 Check their work
Answers
1 make someone happy / make someone laugh; 2 do homework; 3 do exercise; 4 do nothing; 5 make someone laugh / make someone happy; 6 do charity work
Give the class a few minutes to memorize the collocations and play a memory game Read the phrases in exercise 1 aloud and have students say if they collocate with make or do, eg: Teacher:
‘someone happy’ Student A: ‘make someone happy’
PHASES EXTRA
correct form of make or do Check orally
Answers
1 makes; 2 make; 3 made; 4 do; 5 do; 6 made; 7 do; 8 make
take turns to ask and answer the questions in exercise 4 Model the first question and circulate monitoring their work
Give the class a few minutes to work in pairs and add collocates to the list in exercise 2, eg:
‘make: a party/a trip/a promise/an effort/a complaint/a fortune/a noise/a list’; ‘do: the shopping/a test/the washing up/harm/one’s hair/your job’
PHASES EXTRA
Workbook page 28
Trang 393
Reading 2
Selena Gomez, Goodwill Ambassador
and answer the questions Elicit what they know
about Selena Gomez
Selena Marie Gomez, born in 1992, is an
American actress and singer best known for
portraying Alex Russo in Disney Channel’s series
Wizards of Waverly Place
PHASES CULTURE
will check their answer in exercise 8
they listen Ask them to check their answer to
exercise 7 Check orally
Answer
Four (Island Dog, RAISE Hope for Congo, the Lupus Research
Alliance and UNICEF).
Then play it a second time for students to read,
listen and answer the questions Check and
discuss the answers orally
Answers
1 She’s been famous for over ten years 2 She works for
Island Dog, RAISE and UNICEF 3 She became a Goodwill
Ambassador in 2009 4 She went there to visit children
who live without enough food or water 5 Because Goodwill
Ambassadors try to make people aware of the world’s
problems and encourage them to help.
UNICEF is the world’s leading organization
working for children and child rights
The acronym stands for ‘United Nations
International Children’s Fund’ Since 1954,
UNICEF has had Goodwill Ambassadors The
goal of the programme is to allow celebrities
with a demonstrated interest in UNICEF
issues to use their fame to draw attention to
important issues This may take the form of
public appearances and talks, visits to troubled
regions, which draw attention from the media,
and use of their political access to advocate
UNICEF causes Lio Messi, Shakira, Ricky
Martin and Susan Sarandon are some of the
UNICEF Goodwill Ambassadors
PHASES CULTURE
Give the class three minutes to write as many questions (other than the ones in exercise 8) about Selena Gomez as possible Invite them to exchange questions with their partner and take turns to ask and answer them
PHASES EXTRA
if Goodwill Ambassadors do an important job or not Alternatively, this may become a whole class discussion
Grammar 2 for and since
10 Present ‘since’ first Ask when Selena Gomez became
an Ambassador and write the corresponding answer with since, eg: ‘Selena has been an Ambassador since 2009.’ Write the sentence on the board and draw students’ attention to the use of the present perfect explaining that she is still an ambassador and to the fact that since is followed by a definite point in time
Ask a few personal questions, eg: ‘How long have you studied English?’ ‘How long have you been a student
at this school?’ ‘How long has your best friend known you?’ Proceed in the same way with for Then draw students’ attention to the grammar table and have them choose the words to complete the rules
Answers
1 for; 2 since
11 Ask students to write the time expressions in blue in
the correct column Check by drawing the table on the board and inviting various students to write the time expressions in the correct column Before saying if each answer is correct or incorrect, ask students if they agree or would make any changes
Answers
for: two hours, three weeks, a long time, a month since: 2 pm, April, this morning, I was born, Saturday, last night
Have students use the expressions in the table
in the previous exercise to make true sentences about themselves They should use the present perfect
PHASES EXTRA
12 Ask the class to complete the sentences with for
or since Have students work individually Check orally and write their answers on the board to avoid mistakes Read the first as an example
Answers
1 for; 2 since; 3 since; 4 for
Trang 4013 Have the class write questions with how long
Go over the example, clarifying that they must
add words and use the correct verb forms Give
students a few minutes and invite them to check
their work with their partner Then check their
answers on the board
Answers
1 How long has he known his best friend? 2 How long have
you studied English? 3 How long have you had your mobile
phone? 4 How long have you lived in your home? 5 How long
have they had their pet?
Ask students to write two more questions with
how long in which the subject is ‘your best friend’
PHASES EXTRA
and answer the questions in exercise 13 and in
the previous Phases extra section Model with
a strong pair, aiming at fluency and correct
intonation Remind students that How long …?
questions take a falling intonation pattern
This activity may be done just by fast finishers or
by the class as a whole Have students complete
the text with since and for Check their work
orally and write the answers on the board to
avoid mistakes
Answers
1 since; 2 since; 3 for; 4 for; 5 since
UPGRADE
Give students three minutes to write present
perfect questions about the text in the Upgrade
section Then have them ask and answer those
questions
PHASES EXTRA
In order to study and monitor their own learning,
refer students to the Language Database on
page 121
Workbook pages 29 & 30
Closing phase
Invite students to talk about a person they consider
‘cool’ You may just have them talk or give them a
few minutes to organize their ideas following the
model text in the Upgrade section above
Lesson 4
To develop speaking skills: A sponsored walk
To write a magazine article about a organized charity event
student-Aims
Initial phase
Ask students to work in pairs Give them two minutes to make a list of all the sponsored activities they can think of Have them share their ideas with the class, eg: ‘a sponsored swim / walk / writing competition / painting exhibition / triathlon’, etc
Core
Speaking
A sponsored walk
first part of Megan and Mr Rodmell’s conversation and answer why Megan is talking to him
Audioscript/Answer
Mr Rodmell Hello, Megan.
Megan Hi, Mr Rodmell Do you have a minute?
Mr Rodmell Sure What can I do for you?
Megan Well, I’m raising money for charity.
Mr Rodmell Oh yes?
whole conversation and complete Check their work orally and point out that ‘would you like’
is used to make polite requests Emphasize the pronunciation of \dZ\ in ‘Would you …?’ Also, point out the use of ‘(£1) a mile/an hour’, etc
Answers
1 walk; 2 Oxfam; 3 £1; 4 Saturday
repeat paying special attention to intonation and pronunciation Give students a few minutes to practise and have them act out the dialogue
Speaking Task
dialogue with a friend following the three steps given Make sure students understand the events listed on the cards and remind them they can use the dialogue in exercise 2 as a model Go through the questions and possible responses with the class Give students time to organize their ideas into a dialogue and invite them to take turns to act out the conversation A strong pair may role-play at the front while the rest may do so from their desks