Read on 2 Organise students into pairs and read the task instructions aloud.. 11 Read the instructions aloud and organise students into small groups to complete the task.. Read the instr
Trang 2GOLD EXPERIENCE
Gold Experience 2nd edition is an 8-level course that prepares
students for the Cambridge English Qualifications exams while
building their language and real-world skills The course gives
students thorough exam preparation in terms of both strategy
and language, while simultaneously developing the life skills
that students will need to use English successfully beyond the
classroom Real-world, engaging materials ensure students are
switched on and curious to learn more This second edition is fully
updated with new content and a new design
The A2+ level
The A2+ level is designed for classes where some or all students
are preparing for B1-level exams such as B1 Preliminary for
Schools This A2+ level acts as a stepping stone towards the
B1-level exam However, the ‘general English’ feel and
teen-centric topics and texts make it suitable for students who are
not studying for an exam With all-new content for the second
edition, Gold Experience A2+ will continue its focus on developing
students’ confidence in using English for communication and
extending their knowledge of vocabulary and structures It
also aims to find surprising and engaging ways to introduce
some thought-provoking topics and themes, and encourages
students to reflect on their own knowledge and experience
Gold Experience 2nd edition will equip students to succeed in
the B1 Preliminary for Schools exam, but also to succeed in their
upcoming young adult lives
The principles and methodology
Reliable
First and foremost, you need your course to help you achieve
students’ core aims of building language skills and passing
exams With Gold Experience 2nd edition, the syllabus is based
on a combination of exam requirements and the Global Scale of
English, ensuring comprehensive language coverage Meanwhile,
we have brought together highly experienced authors and exam
consultants to ensure accuracy and rigour in exam preparation,
as well as managing the balance of general English, exam English
and life skills This means you can rest assured that your students
will be learning the right language with suitable practice to help
them excel in their exams and communicate with confidence
‘Under-the-hood’ exam preparation
We believe that students need training and practice to excel
in exams, but that this doesn’t need to be the overarching
feel of a class In Gold Experience 2nd edition, exam tasks are
woven seamlessly into the flow of the lesson, but can be easily
identified by the icon Each unit includes work on every exam
paper, giving students exposure to realistic tasks with a focus
on the target language of the unit Over the course of the
book, students build their exam strategies and their confidence
through the step-by-step core activities and task-based exam
tips For those classes or individuals wanting more targeted exam
preparation we have a full practice test in the Workbook, and an
additional Exam Practice book for practice of full papers
Engagement Gold Experience 2nd edition aims to bring new experiences to students, and encourage students to bring their own experience
to the classroom We believe that any text or discussion topic should be interesting regardless of the language, and we have tried to balance light, quirky topics that students will have fun with, with more weighty themes to really get them thinking Where possible, we have used authentic texts and real people
in reading texts allowing students to expand on anything that takes their interest Authentic broadcast video from a variety
of sources, and grammar ‘vox pop’ interviews with teenagers introduce students to authentic accents and real experiences and stories
As every teacher knows, when students are engaged with the topic and the material, they are engaged with English and everything else is just that little bit easier
‘Whole student’ development
As well as language and exams, we know you care about developing your students as citizens of the world This means helping them develop their ability to think critically, assimilate new information and points of view, and formulate, express and defend their opinions This means helping them develop research techniques, work both alone and with others, and reflect on their own learning In Gold Experience 2nd edition, these skills are developed throughout each unit in the Speak up sections, where students are encouraged to discuss and debate, and in
a more focused way, at the end of each unit in the Project and Independent Learning strands The Projects are designed to be flexible and you can decide to do them quickly in class, or expand them into longer-term projects over several classes or weeks The Independent Learning syllabus builds over the course of the book to help students discover both study tools and techniques, and more about themselves as learners
Flexible resources
We know that the real classroom can often be far more complex than the ideal classroom we imagine For that reason, we’ve provided a wealth of materials to provide extra support
or further challenge for students who need it, plenty of additional and alternative ideas and resources for you, and
a full suite of components to allow you to tailor your teaching package to your classroom
Trang 3COURSE
COMPONENTS
For students
Student’s Book with App
• Short Starter Unit allows students
to review and practise key skills
before starting on exam practice
• Nine topic-based units divided
into 6 main teaching lessons, plus
video, project, independent learning,
wordlist and unit check
• Final tenth unit review provides
revision of language and skills from
the course in exam task format
• Training and practice for the
B1 Preliminary for Schools exam is
seamlessly integrated into every lesson
• Students and teachers can easily identify exam-like tasks with
the icon
• Additional examples of vocabulary sets in Extend vocabulary
in the back of the book
READING
Power up
1 What makes your perfect holiday? Work in pairs and decide on the three
most important things.
2 What do you know about summer camps for young people? What
activities can you do there?
Read on
3 Read about fi ve young people who are interested in going to a summer
camp Find the things that are important for each person.
4 Read text 1 in Ex 3 again Then read the reviews on page 95 Which ones mention the things that are important for Beth? Do they use the same words as the text about Beth?
5 Read the exam tip and complete the task.
exam tip: multiple matching
More than one review might mention some of but only one will match all the things the person wants.
Read the reviews again Which one matches all the things that Beth wants?
6 Read the reviews again Decide which summer camp (A–H) would be the most suitable for the people in Ex 3 (1–5).
7 Find words in the reviews that have these meanings.
1 a number of diff erent things from which you
can choose (review A):
2 every day (review B):
3 diffi cult (review C):
4 in every possible way (review D):
5 for one person (review E):
6 make something over a period of time
8 Work in pairs Talk about the summer camps
in the reviews Which one would you most like
2 What activities can people do there?
3 What’s special about it?
10 Work in the same pairs Present your summer camp to the class Vote for the best one.
Beth has just started having tennis lessons
She’d like to improve her skills and try some
new sports She wants to stay at camp overnight,
but in her own room, which must have wi-fi !
1 Beth
Eve hasn’t stayed away from home before,
so is looking for a daytime camp She’s never
enjoyed sport, but loves art and making things
She needs a camp that isn’t too expensive
3
Theo isn’t into sport, but he loves computers
and gaming He enjoys competing against
other people in a friendly way He wants to
spend three weeks at camp in August
2
Jack loves adventure and is happiest when he’s
bit different He wants to try water sports and he
also wants organised activities in the evenings.
4
Daisy loves music and drama She plays the guitar
and would like to play music with other people She
also loves performing and wants the experience of
staying away from home She doesn’t eat meat
This is the creative camp! As well as painting and drawing, there are lessons on using technology in creative ways, from making cartoons to games and apps for your phone The camp runs daily from 9.00 to 6.00 for three weeks in July, and you can take things home each evening to show your family Prices are quite low, too.
This is the place for sports and for people who like to be busy and outside all day As well as popular sports such as basketball and tennis, there are also more challenging activities like mountain biking and horse-riding There’s no wi-fi , but there are
Langdale is isn’t cheap, but it’s great if you love art and drama and there’s also every sport you can think of, with expert teachers to help you Choose just one activity or do food is great, with vegetarian choices
Come for days only or stay in a single
or shared room, all with wi-fi !
Want to get creative? Go For It only opened last year, but it’s from clothes to musical instruments or even help to develop a new electronic game! There are quizzes in the evenings, with great prizes for the winners It’s open July to September Prices are high, but we know you’ll love it!
If you’re not scared of being scared, then why not Be Extreme?
There are lots of great activities you probably haven’t done before, like driving a quad bike or coming down zip wires high Evenings are full, with quizzes and other fun things, so you’ll never get bored!
This is the perfect summer camp for all those who love the stage, whether singing, playing in a band, dancing or acting
You’ll learn from experts how to improve your
a local theatre The accommodation and food are excellent, with great vegetarian choices.
Have you discovered the fun of summer camp yet? Summer camp
is a great way of making new friends your family We review some popular summer camp choices.
Langdale Summer Camp
food is great, with vegetarian choices
This is the perfect summer camp for all those who love the stage, whether singing, playing in a band, dancing or acting
You’ll learn from experts how to improve your
a local theatre The accommodation and food are excellent, with great vegetarian choices.
and having your fi rst holiday without your family We review some popular summer camp choices.
95 How does the sea say ’hello’ to the beach? It doesn’t say anything It just waves!
• Students are encouraged to explore their ideas, opinions
and knowledge of the world through frequent discussion
opportunities, for example through Speak up activities
• Video clips expose students to a variety of authentic
broadcasting formats, accents and ideas, and encourage
students to think critically about what they watch
• Where appropriate, grammar vox pop interviews give
authentic examples of target grammar in use
• End of unit projects can be adapted depending on the
time available, and encourage students to explore a topic,
collaborate and work creatively with classmates, and present
back to the class
• Independent learning sections guide students through
diff erent aspects of self-refl ection and help them become more
successful learners
• The back of book Grammar fi le gives a full page of detailed
grammar and language explanation, plus a full page of practice
activities for every unit
• Writing fi le and Speaking fi le give task-by-task exam-related
help and useful language for productive tasks
• Student’s App gives access to videos and the extensive class
eBook for students
• Full Student’s Book in digital format with embedded audio, video and interactive activities
• Suitable for computer or tablet
Workbook
• Mirrors the Student’s Book lesson by lesson and consolidates
learning with targeted practice
• Additional topic-related practice of reading, writing, speaking
and listening skills
• Extensive practice of course grammar and vocabulary,
including practice of Extend vocabulary from the back of the
Student’s Book for stronger students
• Complete practice exam in Unit 10.
• Designed for either independent study at home or in-class extra practice
• Audio for listening lessons available on the Student’s App.
• Audio for listening lessons available on the Student’s App
5 What might the teacher, Miss Parker, say about the
1 for a start A looked aft er
2 in the open air B outside
3 pretty amazing C fi rstly
4 have no idea D the fi nal thing to do
5 last on my list E very surprising
6 took care of F do not know
5 Complete the sentences with the correct form of the phrases from Ex 4.
1 I usually my friend’s dog while she is away.
2 We sometimes go to see concerts .
3 I couldn’t do the homework , I couldn’t remember at it was, and then I couldn’t fi nd my dictionary.
4 Nearly fi nished is get fl owers for mum.
5 The fi lm was – I loved it!
6 I’m sorry, but I what we’ve got to do for homework.
READING
1 Complete the sentences with the correct adjectives.
colourful empty peaceful social wild
1 It’s very sitting in the garden with just the sound of the birds.
2 Some roads in the USA go across wide areas
of land, with no trees or houses.
3 Our park is a very place and lots of people meet there to chat.
4 The countryside near my home is quite with lots of trees and bushes but there are some interesting walks and paths.
5 I like gardens with lots of diff erent fl owers.
2 Read the blog and match the photos (A–C) with paragraphs
2, 3 and 4.
A Paragraph B Paragraph C Paragraph
3 Read the blog again and choose the correct answers.
1 How does the writer feel about the project?
A happy that it’s fi nished
B surprised that it was interesting
C worried about presenting it
D bored by the topic
2 How is the Sky Garden diff erent from a normal
public garden?
A it’s bigger
B it’s more expensive to visit
C it’s got diff erent plants
D it’s inside a building
3 What can’t the writer understand about the
second garden?
A why it’s oft en empty
B why it was designed in this way
C why it has this name
D why it doesn’t have many plants
4 What does the writer think about the last garden?
A they should have left the gardens as they were
B it was really lucky the gardens were found
C the gardens would look even better if they spent more money
D the gardens should be advertised more
A
48
The great outdoors
6
Online Practice for students
• Fully interactive digital version of the Workbook, which
complements and consolidates the Student’s Book material
• Instantly graded activities with supportive feedback.
• Personal gradebook for students to review their performance.
• Access to Student’s Book video and audio for students.Exam practice books
• Additional intensive practice for the B1 Preliminary for Schools
• Two complete practice tests, one with tips and guidance for every task
• Extensive support for productive tasks at the back of the book
• Online answer keys, audio and speaking test videos with teacher’s resources
Questions 21 – 26
For each question, choose the correct answer
Desert island challenge
How would you feel about living on a desert island for a week? Could you five teenagers from London were given.
The first thing they had to find was fresh drinking water They knew that seawater only needed to locate fresh running water and soon found a waterfall
There was a (23) range of fruit on the island and from their preparation But they still had to go out in (25) of them Some of the students also found (26) of coconut trees, so they didn’t go hungry.
Questions 27 – 32
For each question, write the correct answer
Write one word for each gap.
Hadrian’s wall
My family went to the north of England on holiday last year We visited many
(27) built by the ancient Romans about 2,000 years ago, when it (28) was the Roman emperor at the time.
The wall goes (29) the way from the east coast of England
there’s still plenty to see, and you can walk along it for miles There are
(32) all, however, was visiting the Roman fort called Vindolanda,
where you can talk to the archaeologists at work
Trang 4• Teaching notes (digital teacher’s book)
• Detailed grammar PowerPoint presentations for each unit’s grammar points
• Three photocopiable worksheets (Grammar, Vocabulary + skill or exam focus) per Student’s Book unit, with full teaching notes and answer key
• Class audio and video
• Assessment package (see below)
or editable word documents
• Answer keys and audio fi les
• Test pack includes:
• Diagnostic test to help place students and identify strengths
Online Practice for teachers
• Teacher view of Online Practice provides a full learning
management system
• Assign tasks to the whole class, groups or individual students
depending on their needs
• Automatic marking to save time.
• Performance area lets you see how individual students and the
whole class are progressing overall and by skill
For teachers
Teacher’s Book
• Teaching notes with a wealth of additional and alternative
classroom ideas, including for mixed ability classes, fast fi nishers,
and additional questions to encourage critical thinking
• Exam information, including how Student’s Book activities may
diff er from exam tasks (for example, shorter text length, fewer
items, a focus on unit language meaning less variety of tested
language than in the exam, etc.)
• ‘How to’ sections in the introduction, giving advice on
teaching for exams, fl ipping the classroom, developing your
students as independent learners, teaching with projects and
teaching with readers
• Speaking and Writing Success Criteria at the back of the book
to help you and your students understand what a solid answer,
a good answer and an ‘acing it’ answer looks like
• Photocopiable audioscripts and videoscripts at the back
of the book
• Workbook answer key
• Access code for all Gold Experience digital teacher tools
8
Getting away
Ask students to look at the photo Use
the photo to teach the words ice, snow and freezing Read out the title of the unit (Getting away) and elicit or explain
that this is a phrase we use to mean going somewhere for a rest or a holiday
Ask: Why do people like to get away
have a holiday at home, or do you have
the questions as a class.
Read out the quote, It’s not a holiday
if there’s no snow Ask the class what
it means (that the person only enjoys going on holiday to places where there is snow) Then read through the discussion questions with the class and giving reasons for their answers Get
feedback from each of the groups.
Possible answers
1 The boy is in a very cold country, maybe
on a mountain He is hiking, because he has a backpack on his back.
2 No, I wouldn’t enjoy this kind of holiday
because I like to go to warm countries for my holidays, so I can go to the beach and swim in the sea.
3 Yes, I went to Morocco once It was
very hot during the day so we couldn’t
do very much, but it was cooler in the evenings.
READING
topic: holidays, summer camps
skill: matching meaning
task: multiple matching
topic: moving to a diff erent country
skill: matching meanings
task: multiple choice
SPEAKING
topic: things you travel with
skill: reaching agreement
task: collaborative task and discussion
WRITING
topic: a holiday story
skill: structuring a story; using
3 Ask them to read about the five young people who want
to go to a summer camp, and to note down the three things that are important for each person Check answers
as a class, eliciting evidence from the descriptions to support the answers.
1 Beth: improve tennis skills and try new sports, stay at
camp in her own room, wi-fi
2 Theo: computers and gaming, competing against others
in a friendly way, three weeks in August
3 Eve: daytime only, art and making things (not sport), not
too expensive
4 Jack: outdoors things that are exciting and different,
water sports, organised activities in the evenings
5 Daisy: performing and playing music with other people,
stay away from home, doesn’t eat meat
4 Explain to students that they need to find summer camps that match all the things each person is looking for Ask students to read about Beth again, then read all the reviews and note down which ones mention some or all of the things that are important to her Check answers as a class, eliciting evidence from the reviews to support the
answers Ask: Do the reviews use the same words as the
text about Beth? Elicit that they use different words, e.g
improve her tennis skills = expert teachers to help you; her own room = single room; internet = wi-fi.
Don’t draw any conclusions yet about which camp is best for Beth – this will be done in the next exercise.
A, C and E mention tennis or sports
C and E mention single rooms
E mentions there is wi-fi
No, they don’t always mention the same words.
exam tip
5 Read through the exam tip with the class and reinforce the point that for the answer to be correct, it must match all the things that are important for the person Ask students to look at the reviews again and at their answers
to the last exercise, and decide which one matches all three of Beth’s requirements Check the answer as a class.
to think about it too much, but just to write down their first thoughts.
Write the word holiday in the middle of the board, and
allow students time to write their words Help them where are thinking Elicit words from individual students and add
them to the board, e.g sun, beach, swim, fun, happy, relax to
make a word cloud Write words in bigger letters if a lot of students say them.
Discuss as a class the most common associations with holidays, and if there are any surprising words.
Power up
1 Put students into pairs to discuss the question and write down the three most important things for their perfect holiday, and their reasons They can refer to the words
on the board to help them with ideas Ask pairs in turn to tell the class their ideas, and see if the class can agree on the three most important things overall If they are not in agreement as a class, discuss that this isn’t a bad thing –
it just reflects everyone’s different tastes.
Possible answers
good weather, fun activities, a beautiful beach
2 Go through the questions with the class and elicit answers Encourage students to share any knowledge
or experience they have with the rest of the class If students don’t know much about summer camps, share the information from the background box with them,
then ask: Do you think summer camps are fun? Why?
background
Summer camps are very popular in some countries, especially the United States Children and teenagers may spend several weeks of their summer holiday at summer camp, and the camps are seen as a good way to make new friends and try new activities Most camps offer a range
of outdoor activities such as hiking, swimming, canoeing, etc., as well as fun evening activities like games and quizzes Some focus on more specialised activities such
as art, music or drama, but always in a fun and relaxed environment.
117
Teacher’s Online Resources
All the support a busy teacher needs in one place, accessed via
the access code in the back of the Teacher’s Book or via your
Pearson consultant
Presentation tool
• Front-of-class teacher’s tool with fully interactive version of
every Student’s Book and Workbook activity with integrated
audio and video
• Planning mode, including teacher’s notes, and teaching mode
• Easy navigation via either book page or lesson fl ow
• Additional whole-class game activities – plus score and timer
tools for teacher-led games
students and identify strengths
GRAMMAR
Task 1
Complete the text with a, an, the or –.
My name’s Erika and I’m from (1) Germany I live in Berlin, which is (2) capital It’s
(3) great city for people who love cultural activities We have lots of excellent museums and some of them
are very unusual One of these is (4) German Currywurst Museum I think it’s (5) amazing
place It’s (6) exhibition about ‘currywurst’ – a popular snack of sausage with curry ketchup It sounds
strange, but it’s really delicious! (7) German people love it (8) tourists think it’s good, too
So if you visit my country, don’t be afraid to try it!
8
Task 2
Complete the sentences with one word in each gap.
9 Dad, I need a advice and I think you can help me.
10 Are there interesting things for visitors to see in your town?
11 Sorry, I can’t meet you on Saturday I’ve got a of homework to do.
12 Your backpack is heavy! How books have you got in it?
13 the information I have for my project is from the internet I hope it’s correct.
14 I have a good friends in my neighbourhood, including my best friend Tom.
15 Hurry up, Pat! We don’t have time before our train leaves.
16 I don’t know famous people, but I’d love to meet my favourite singer.
8
Task 3
Choose the correct answer.
17 good friends are important to have.
A The B A C –
18 These are photos I took on my holiday in France.
A some B any C every
19 Do you have money?
A many B any C a lot
20 There are canals in Amsterdam.
A a lot B lot of C a lot of
21 There are a really nice cafés in the town square.
A little B few C lot
22 There isn’t bread at all, so I can’t make a sandwich.
A little B much C any
23 How pressure are you under when you have exams?
A much B many C any
24 Let’s listen to music while we do our homework.
A some B little C any
25 students worry about their exams.
A A lot B All C Every
9 Photocopiable © Pearson Education Limited 2019 17
Name:
Class:
2ND EDITION A2+ for Schools Pre-First
UNIT 1: LANGUAGE TEST A
Trang 5Starter: All about me
Lead-in SB p6Focus students’ attention on the photo Ask them to describe what they see Nominate a student to read the quote aloud and elicit its meaning (music is the answer to life’s problems) Point
out that, in this quote, answer means
‘a way of dealing with a problem’ Ask:
Do you agree with this? Why/Why not?
Is music important to you? What kind of music do you like? Organise students into
groups to discuss the questions Monitor
as they do this, offering support where necessary After five minutes, bring the class together and conduct a whole-class discussion Generate as much discussion
as possible and write any new language
on the board
Possible answers
1 He’s playing a guitar.
2 piano, keyboard, drums, violin,
saxophone, trumpet, flute, clarinet, trombone, harmonica, etc
3 Yes, I can play the piano, but not
very well
extra
Organise students into small groups Give them a one-minute time limit to write down as many different types
of music as they can think of When time is up, bring the class together and collect answers To increase the level of challenge, get students to give examples of each musical genre
READING
read online posts about people’s
favourite objects
LISTENING
listen to people talking about going
back to school after the summer
Trang 65 Get students to quickly read the text Check
understanding by asking: What are Jamie’s fi ve favourite objects? (football boots, picture with friends, skateboard,
slide rule, a piece of moon rock) Ask students to tell you which object they fi nd the most interesting Circulate
as students complete the text, off ering support where necessary and noting any issues students have with the language Check answers around the class
1 These 2 was 3 were 4 My 5 me 6 am 7 This
8 he 9 his 10 they
6 Tell students about some objects which are important to
you Say something like: I never go anywhere without my phone I have everything on it – my music, my contacts,
my photos – so it’s really important to me! My camera is also important to me because I love taking photographs
of landscapes … Read the instructions aloud and focus
students’ attention on the table Circulate as students complete it, off ering support where necessary and asking prompting questions Organise students into groups Monitor as they compare their ideas, encouraging quieter students to participate in the conversation as much as possible Nominate one student from each group to report back on the discussion
Possible answers
This ring belonged to my grandmother It reminds me of her,
so I wear it all the time
My best friend knitted me this scarf, so it’s really special It’s
in my favourite colours too!
My swimming badges are important to me, because they remind me of what I’ve achieved and the progress I’ve made
I got this water bottle from my friends at my last school It was a leaving present, so it’s really special
Listen up
7 Tell students how you feel about going back to school
aft er the summer Say something like: I feel happy about seeing my students again (point to picture C), but a little sad about the early mornings (point to picture B)! Get
students to look at the photos and ask them to describe what they see Read the instructions aloud Organise students into pairs and get them to discuss their answers Get a few students to report back
8 S.1 Read the instructions and play the recording, twice if necessary Allow students to compare notes with
a partner before checking answers as a class Ask them which part of the recording gave them the answer
1 B 2 A 3 C
9 S.2 Read the instructions aloud and check students’
understanding of can and can’t by asking: Which is positive? Which is negative? Give students a minute to
complete the text before playing the recording so they can check their answers
1 can 2 can’t 3 can 4 can’t 5 can 6 can
Power up
1 Organise students into groups Focus their attention on
the photographs and read the instructions aloud Give
students a couple of minutes to complete the task Monitor
as they do this, encouraging discussion and prompting
where necessary Bring the class together Collect answers
around the class and write any new words on the board
Ask questions to generate as much language as possible,
e.g Do you have something like this? Can you describe it?
What size/colour is it? What’s It made of?
1 mobile phone 2 bicycle helmet 3 games console
4 pencil case 5 old coin 6 (electric) guitar
7 T-shirt 8 body board 9 cup 10 friendship bracelets
Possible answer
Yes, I have friendship bracelets, a pencil case and an electric
guitar – and of course, I have a mobile phone!
Read on
2 Organise students into pairs and read the task
instructions aloud Tell them to concentrate just on Dale
and Greta because they have photos Refer students back
to the objects in Ex 1 and circulate as students make their
predictions Aft er three or four minutes, bring the class
back together to share ideas Make sure students are able
to provide reasons for their answers
Possible answers
I think Dale looks sporty so the bicycle helmet is probably
his And he has cool hair so he probably has an electric guitar
too He looks like he might have friendship bracelets, as he
has a friendly face
Greta looks serious so maybe she is interested in history
I think the old coin belongs to her – and maybe the pencil
case, too
3 Read the instructions aloud Point out that students
should read the posts quickly and that it doesn’t matter
if they don’t understand every word Explain that reading
for gist is an important skill to have, as it allows you
to get key information from a text Give students two
minutes to read the posts before bringing the class
together again Ask students: How many of your guesses
were correct?
Dale: bike helmet, games controller, coin, T-shirt, guitar
Greta: mobile phone, pencil case, body board, cup, friendship
bracelets
4 Read the instructions aloud Give students a moment to
read the sentences and allow them the opportunity to
ask if there is anything they don’t understand Monitor as
students complete the task, off ering support if necessary
Allow students to check their answers with a partner
before conducting class feedback
1 Dale 2 Dale 3 Greta 4 Greta 5 Greta
Trang 7Challenge students to see who can remember the most information about their partner Go around the class asking students questions and awarding points for each correct answer The student with the most points
16 Explain to students that they are going to think about how to structure their website post Give students a two-minute time limit to complete the answers Check answers as a class Then give students time to thoroughly read the contents of the explore language box, taking in each structure so that they can use them in the next task
1 B 2 C 3 A
17 This could be assigned as homework If you choose to make time in class, monitor as students write their post, offering support where necessary Ask them to exchange their first draft with a partner and encourage them to offer constructive feedback Choose a couple of good examples to photocopy and distribute to the rest of the class
Possible answer
My first object is a teddy bear My mum says I’m a bit too old for teddy bears, but I don’t agree! My dad bought it for me when I was a baby Next, this photograph is really important
to me – it’s a photo of me and my sister on holiday together
My sister is at university now and I miss her I also love these shoes because they’re so bright and colourful I usually wear them to parties and on special occasions My fourth object is
a snow globe I collect snow globes and this is my favourite one I got it in New York My fifth object is a drawing My little cousin drew it for me and that makes it special
1 1 this 2 those 3 that 4 these 5 This
2 1 was 2 ’m 3 weren’t 4 is 5 are
3 1 A 2 B 3 C 4 B 5 A 6 B 7 C 8 A
4 1 My baby sister can’t swim.
2 Lisa and George can ride a bike.
3 Can Pablo speak English?
4 I can’t play the piano.
5 Can your cousin drive?
5 1 Don’t wait 2 Do 3 Use 4 don’t start 5 Don’t try
6 1 Where 2 What 3 how 4 Why 5 Whose 6 When
10 Model the activity by telling students a thing you can
and a thing you can’t do at school and in the holidays
Say something like: In the holidays I can go travelling
When school starts I can’t wear jeans and a sweatshirt
every day Give students a couple of minutes to write
their sentences (three for at school and three for in the
holidays, each with a mix of can and can’t) Monitor as
they do this, offering support where necessary
Possible answers
When school starts, I can see my friends every day
When school starts, I can’t stay up late watching films
When school starts, I can’t play football all the time
In the holidays, I can spend lots of time outside
In the holidays, I can relax in the sunshine
In the holidays, I can’t practise karate
11 Read the instructions aloud and organise students into
small groups to complete the task Ask a few groups to
report back on their discussion
Possible answer
Miguel wrote that he can stay up watching films in the
holidays Miho said she can do that too I can’t do that,
because I have a holiday job But I can earn money in the
holidays so I don’t mind
12 Focus students’ attention on the title of the article and
check that they understand its meaning Check students’
understanding of the blues, by asking: If I have the blues,
do I feel happy or sad? (sad) Read the instructions aloud
and organise students into pairs Circulate as students
complete the task, offering support where necessary
Check answers as a class
1 Forget 2 find 3 Don’t try 4 Get 5 Have
6 don’t forget
Speak up
13 Organise students into pairs Challenge them to see who
can be first to match the questions with the answers
Collect answers around the class, modelling question
intonation and sentence stress where necessary
1 C 2 E 3 F 4 H 5 B 6 G 7 D 8 A
14 Tell students to work with a different partner Circulate
as they ask and answer the questions, making a note
of any interesting answers you hear After five minutes,
nominate a few students to report back on what they
have learned about their partner
Possible answers
My name’s Marta
I live in Madrid
I’m 16 years old
I live with my mum, my little brother and my dog
I usually walk to school
I feel pretty happy about being back at school because it’s
good to be with my friends again
My camera is important to me because I love taking
photographs; my roller blades are also really important
because I love skating around the park
I’m looking forward to the school trip and also sports day
Trang 8Lead-in SB p9Ask students to look at the photograph Ask them to describe what they see,
using questions such as: Where are the two girls? What are they doing? What
do you think the relationship between them is? How are they feeling?
Focus students on the title of the unit,
There’s no place like home Elicit what it
means (that your home is the best place
in the world; it’s a safe and comfortable
place) Ask: Where is your home? What
do you like about it? Put students into
pairs or small groups to discuss this Ask
a few students to share their ideas with the rest of the class
Read questions 1–3 with the class and ask students to discuss them in groups Monitor as students share their answers, off ering support where necessary Nominate a student from each group to give feedback
Finally, read the quote aloud to the class and elicit its meaning (home is the place you feel the most love for, no matter
where you are) Ask students: Do you agree?
Possible answers
1 I live at home with my mum, dad, three
brothers, aunt and my dog
2 I think I’m most like my mum because
I like talking and spending time with my friends I’m also very impatient!
3 The thing I like the most is that the
town where I live is safe and friendly
My parents don’t need to worry about
me, so I have a lot of freedom
READING
topic: growing up happy
skill: fi nding specifi c information
task: identify correct sentences
GRAMMAR
articles
some, any, (how) much, (how) many,
all, a little, a few, a lot (of)
task: open cloze
VOCABULARY
around town: places and buildings
LISTENING
topic: hanging out with friends
skill: listening for specifi c information
task: multiple choice (pictures)
SPEAKING
topic: family timeskill: planning what to saytask: describing a photo
WRITING
topic: what makes a place greatskill: note-taking and planningtask: article
Trang 94 If necessary, pre-teach the meaning of the following
terms: only child, independent, cycle path, and skating
Check students’ understanding by asking concept
questions, e.g Does an only child have brothers and sisters? (No) If someone is independent do they need help with everything? (No) Are they able to do things alone? (Yes) If someone cycles on a cycle path, are they in the same place as all the cars, buses and lorries? (No) Are they
on a path which is only for cyclists? (Yes) What time of year do people go skating? (Winter) What do you need to wear on your feet in this season? (Boots)
Give students a two-minute time limit (or shorter for stronger classes) to read the blog Point out that students should scan the text quickly, rather than reading for every detail Explain that scanning is a useful skill to develop,
as it can help you to get an idea of what the text is about and what information it contains When students have matched the paragraphs with the headings, allow them
a minute to check their answers with a partner Then go over the answers as a class
1 C 2 D 3 B 4 A
5 Give students a minute to look through the sentences and allow them to ask questions about anything they don’t understand Then give them a further four minutes to complete the task Circulate as students do this, offering support where necessary Emphasise that students don’t need to worry if they don’t understand a word: the focus
is on getting the overall meaning of the text Check answers around the class
extra: fast finishers
Ask fast finishers to correct the untrue statements and
to share these with the class as you check the answers (See the answer key for solutions.)
1, 3, 4, 6 and 7 are true.
2 Alex and Amy don’t live in Holland – they live in England.
5 Lucas says young people in Holland seem less worried
about school than his cousins in England
8 Alex wants to give up because he always has to practise
be the first to match the definitions with the words and phrases in the text which have the same meaning
Go over the answers together, taking time to model correct pronunciation of any unfamiliar words As you collect feedback, ask students personalised questions containing the target language in order to aid recall,
e.g When did you last feel under pressure? Where’s your favourite place to hang out with your friends? Do your parents ever give you a lift to school?
1 (a) lift 2 hang out 3 freeze 4 pressure 5 community
6 open
To start
Tell students one thing you like about the town/city where
you live and one thing you don’t like Say something like: I like
the town I live in because it’s small and friendly and everyone
knows each other I don’t like the town I live in because there
aren’t very many things to do in the evenings Organise
students into pairs Ask them to think of three things they
like about where they live (they will have begun this process
if they discussed question 3 during the lesson Lead-in) and
three things they don’t like Circulate as students do this,
prompting and offering support where necessary Bring the
class together and nominate students to report back on their
discussions
Power up
1 Focus students’ attention on the ten adjectives
Read them aloud around the class, modelling correct
pronunciation where necessary Check students’
understanding of the adjectives by asking concept
questions, e.g If a place is dull, is it an exciting place to
be? (No) Is it a boring place? (Yes) If a place is industrial,
are there are a lot of green fields and quiet spaces? (No)
Are there a lot of factories? (Yes)
Possible answers
My town is attractive It has lots of nice buildings
It’s lively There are always people on the streets
I feel very safe there
background
In the 1970s, the Dutch government invested a lot of
money in improving the cycling infrastructure This was
partly due to the increasing number of accidents on the
road, partly for economic reasons and partly also due to
worries about the effects that cars were having on the
environment
The Netherlands is now famous for its huge network
of cycle paths, which are completely separate from
motorised transport, clearly lit and well signposted Cities
are filled with places to park your bicycle and many shops
sell garlands of flowers, brightly coloured panniers and
other accessories so you can customise your bike to your
own personal style It’s no surprise that cycling is such
a popular way to travel around in this country
Read on
2 Ask students to look at the photos and ask them to
describe what they see Elicit the following words: canal,
frozen and ice-skating Collect students’ ideas as to what
country might be represented in the photographs Gather
as many ideas as possible and encourage students to give
reasons for their choices
The country is Holland / the Netherlands
3 Students check their predictions by reading the first line
of the blog Elicit, if necessary, that Amsterdam is the
capital city of Holland Find out if any of your students
have ever been to Holland before and ask them to share
Trang 10Possible answers
1 My life is similar to Lucas’ life because I travel everywhere
by bike and I don’t need my parents to give me lift s My life
is diff erent from Lucas’ life because there aren’t so many good places to hang out in my town My life is similar to Alex and Amy’s because I get a lot of homework and oft en have exams too
2 I’m lucky to live where I live because there isn’t too much
traffi c on the road and it’s a quiet, safe and peaceful place with lots of beautiful green areas
3 Young people in my town complain that there aren’t
enough things for them to do and places for them to go when the weather is bad For example, we haven’t got a cinema or an indoor swimming pool
4 I think that Sweden would be a good country for a young
person to live in because I saw a TV programme about
a day in the life of a Swedish school and it looked really relaxed, fun and interesting
Fun footer
Read the footer aloud to your students Ask students to tell you about similar festivals in their own country (or countries they have visited / know something about)
To fi nish
Remind students that Lucas mentions a ‘report on happiness’ Organise students into groups and ask them to decide on the top three things that make them happy Aft er two or three minutes, ask students to share their answers with the rest of the class Encourage them to give reasons for their choices
To prepare for the Grammar lesson, you could ask students
to complete Ex 1 on page 12 of the Student’s Book for homework, and to read the grammar reference section on articles on page 126
Also share with them a link to the PowerPoint Grammar Presentation on articles Tell them to write down the main grammar points plus any questions they have, and say that you will go over these in the next lesson
Extra Practice App
READING (Continued)
extra: mixed ability
Ask students who fi nish early to fi nd one or two other
words from the text which they don’t know the meaning
of They should underline these words, and try to work
out what they mean from their context They should then
check in a dictionary to confi rm their guesses Have them
share these with the class This will help less able students
by giving them defi nitions that they won’t have time to
look for themselves
Sum up
7 Give students a minute to read the quotes Encourage
them to check the meaning of any unfamiliar words in
their dictionaries or with you Students should work in
pairs to match the quotes with the person (or people)
from the text who would be most likely to say them
As you collect class feedback, ask students to explain
the reasons for their choice in as full a way as possible
You could also ask them to say who the speaker might
be talking to, and why
1 Alex or Amy 2 Lucas 3 Lucas’s mum or dad 4 Alex
5 Alex or Amy
extra
Organise students into pairs Ask them to choose one
of the quotes and create a roleplay around it Nominate
a few students to perform their roleplay to the rest of
the class
Possible answer
A: Do I have to continue? I’ve already played for two hours
and I’m bored!
B: Well you can take a break, but I want you to practise more
tomorrow
A: But tomorrow’s Sunday!
Trang 113 1.2 Give students two minutes to complete the sentences, then play the recording Go through the
answers, asking students to tell you why the, a, an or
no article (–) has been used
1 –, – 2 a 3 the, the 4 a, the, – 5 –, – 6 an
4 Focus students’ attention on the comments on Lucas’ blog Give them a minute to read the text, and ask
questions to check their understanding, e.g What are the nationalities of the people who have commented? (Dutch, English (or he lives in England) and Spanish) Why does Sanne think that Lucas is lucky? (He lives in Amsterdam.) What does Joe agree with? (English kids are under a lot
of pressure at school.) Why does Ana put her phone
on silent? (Her parents message her too much.) Give
students a minute to complete the blog and then check answers around the class
1 a 2 the 3 the capital 4 an 5 a 6 an 7 English kids
8 Communication
extra: fast finishers
Ask students to match their answers to both Exs 3 and 4 with one of A–F in the explore grammar box
They can share their answers with the class when you check the answers to each exercise, and this will help the whole class to better understand the grammar
Speak up
5 Tell students to ignore the disagree/agree bars for now – these are for Ex 6 Read the instructions aloud, then have students look at the example sentence together Ask
why the first is the but the second is a (because there
is only one capital, but there are many small towns) Have students complete 1–4 alone When students have completed the sentences, allow them to check their answers with a partner before conducting class feedback
1 Being an only child is boring – big families have more fun.
2 I prefer to ask people my own age for advice (no additions)
3 When a teenager gets a message from an adult, they
should reply immediately
4 I’d prefer to live in a modern city than an old-fashioned
village
To start
Check how much students already know about articles by
writing the following prompts on the board:
In my town, there is / are …
I like my town because there is / are …
Give students three minutes and ask them to complete
the prompts with true information Then nominate a few
students to read their answers aloud Note how well your
students are able to use articles, but do not do any explicit
correcting at this stage
alternative
If you haven’t already, you may want to download the
Grammar Presentation for this lesson from the Teacher
Resources area of the Pearson English Portal This
presentation has been created specifically for this lesson
and is fully editable for teachers
1 Write the following sentences on the board: I have
a cat and a dog The cat is called Lily and the dog is
called Nero They both love playing with balls Ask your
students: Why do we use a in the first sentence? Why
do we use the in the second sentence? Why don’t we
use a or the in the third sentence? Collect students’
ideas around the class.
If you used the flipped classroom approach suggested
at the end of the last lesson, elicit answers to the first
exercise and go over any questions students have
from it or from the grammar reference section
If you didn’t use the flipped classroom approach at
the end of the Reading lesson, point out now that
a and an and the are called articles Read the explore
grammar box with the class and have students
complete Ex 1 Check answers around the class
1 C 2 E 3 D 4 B 5 F 6 A
2 1.1 Read questions A–C and nominate a few different
students to answer them with their own opinions
and knowledge Then focus students’ attention on
the instructions Play the recording once, or twice if
necessary Check answers around the class
1 B 2 C 3 A
Trang 12VOCABULARY SB p13
around town
To start
Ask students to write three sentences about themselves
One should contain a, one should contain the and one should contain no article They should, however, blank out the a and the Students should then swap with their partner, who should decide whether a, the or no article should be used.
1 Ask students to turn to look at the photos on page 153 Allow them to share their ideas about what they see in the photos before conducting class feedback Encourage any ideas at this stage
Possible answers
Both the photos show unusual buildings They use square shapes and diff erent colours to make a very interesting design
2 Challenge students to be the fi rst to complete the matching task Check answers around the class, modelling the correct pronunciation where necessary Point out that a ‘rubbish bin’ can just be called a ‘bin’ Ask students
to describe what they see in the photos, giving as much information as they can
A rubbish bin B bike rack C seat D bus stop
E crossing F pavement
3 Read the exercise instructions and the information in the explore vocabulary box with the students Organise students into pairs and give them a one-minute time limit
to complete the task Check answers around the class Refer students back to the information about forming plurals Ask them to write down the plural forms of each
of the words in the box
1 gallery 2 centre 3 pool 4 park 5 store 6 block
extra: fast fi nishers
Fast fi nishers can write sentences using the words they didn’t need from the word snake
4 Focus students’ attention on the photographs used to illustrate the article Ask them to describe what they see Allow students a minute to skim-read the article Ask
questions to check their understanding, e.g Why does the writer think that cities are becoming more interesting? What examples does the writer give to prove his/her point? Read the instructions aloud to students and give
them a couple of minutes to complete the task Read the completed article around the class
1 art gallery 2 bus stop 3 bike rack 4 pavement
5 seats 6 department store 7 apartment blocks
5 1.3 Read the instructions and check that your students understand the task Play the recording, twice
if necessary Check answers around the class Encourage students to tell you which of the words and phrases they heard helped to inform their choice
GRAMMAR (Continued)
6 Organise students into small groups to discuss the
questions Have a volunteer read the example aloud
to the class, and explain that you will want to hear
explanations and reasons like this one Give students
30 seconds to make a mark in each disagree/agree bar
to indicate their opinion before they begin Monitor
as students share their ideas, prompting them to give
reasons for their choices When groups have had the
chance to discuss each point, bring the class together
Nominate people from each group to report back, and
encourage as much debate as possible
Possible answers
I agree that life is better for young people who live in the
capital There are more interesting opportunities and more
shops Also, it’s easier to fi nd a part-time job if you want one
1 I disagree that it’s more fun being in a big family I think it
depends on the family! I know a lot of people who argue
all the time with their brothers and sisters If you’re an
only child you don’t have that problem
2 I agree I usually ask my friends for advice because they
understand my situation better than an older person can
3 Yes, I agree that a teenager should reply immediately to
the adult, because if not, the adult might think that the
teenager hasn’t received the message
4 I disagree I’d prefer to live in an old-fashioned village
because villages are relaxing and peaceful places to live
watch out for
If it’s relevant to your students, point out that in students’
fi rst language, articles might be used very diff erently
Even advanced learners still make mistakes with articles,
e.g The life is very diffi cult or I am student This can occur
even when students are well aware of the rules
You can’t expect perfection from students at this stage,
but it is a good idea to gently correct persistent errors
Remind student to always double-check their writing for
errors with articles
Fun footer
Read the footer as a class Ask students: Do you oft en lose
your phone? How do you usually fi nd it?
To fi nish
Put students into groups of three or four Ask them to make
a list of fi ve ideas which might improve the place they live for
people of their age group You can start by giving them an
example, e.g We need cycle lanes so that young people can
travel safely around the city Circulate as students write their
lists, making sure that they give reasons for their suggestions
Aft er fi ve minutes, bring the class together to share ideas
Decide as a class what the three best ideas are
Extra Practice App
Trang 13LISTENING SB p14
To start
Ask students to think of three words they learned in the vocabulary lesson Organise the class into small groups Get each person to take a turn at drawing something to illustrate one of their words While they’re drawing, the other group members have to guess the word being drawn The student who guesses the correct answer first wins a point The student with the most points at the end of the activity
is the winner At the end of the activity, go around the class, eliciting which words were drawn and sharing any particularly good (or funny) drawings
Power up
1 Model the activity by telling students what you usually
do after school, e.g I usually go to the park after school because I like to get some fresh air after being in the classroom all day I often buy a cup of coffee and just relax! Have students share their own ideas with a partner
After a couple of minutes, nominate a few students to report back on their discussions
Possible answers
1 bike ride, countryside, school, work, laptop, friends
2 cake, party, friends, paintballing
3 art class, robot, working on a computer, editing something
4 concert, watch football, new shoes, shopping
5 dancing, messy room, pizza
game on
Read the game instructions aloud to the class Think of
a place in the town where you are teaching (e.g a library)
and mime an action (e.g browsing through a book, then
taking it to a desk and then home with you) Ask your
students to tell you where they think you are and what
they think you’re doing Organise students into pairs to
play the game Allow students to use dictionaries so they
can check words for places around town
Monitor as students act out their activities Choose a
couple of the best mimes to be performed to the rest of
the class
Speak up
6 Organise students into small groups Ask them to close
their books and give them a minute to think of all the
places and objects they remember from this lesson List
them around the class Then read the instructions aloud
to students and give them a few minutes to answer the
questions in their groups Circulate as students complete
the task, prompting where necessary Bring the class
together Go through the pictures and places one by one
and ask students to give their opinions on whether or not
their town should have them
Possible answers
I’d love to have colourful and fun rubbish bins in my town
I think it’s a good idea to stop people from throwing rubbish
on the street
I think more bike racks are definitely a good idea I love
cycling and it’s important to have places where you can
leave your bike I don’t mind whether they look like these
cool ones, but if they did that would be great!
To finish
Organise students into groups Say to students: You have
$1 million! How can you make your town better or more
beautiful? Give students five minutes to come up with five
realistic suggestions for doing this After five minutes, make
groups work with another group to report back on their
ideas Conduct class feedback, and as a class, decide on the
three best ideas
To prepare for the explore grammar section in the Listening
lesson, you could ask students to complete Ex 4 on page 14
of the Student’s Book for homework, and to read the
grammar reference section on some, any, how much/how
many, a little, a few and a lot of on page 126.
Also share with them the PowerPoint Grammar Presentation
on the same topic Tell them to write down the main
grammar points plus any questions they have on any aspect
of the homework, and say that you will go over these in the
next lesson
Trang 14Speak up
6 Give the students a couple of minutes to answer the quiz questions Then organise students into pairs to share their ideas When they have had time to discuss, bring the class together Nominate a few students to share their answers to the questions Read the second part of the task and discuss as a class
Possible answers
I think that Ana’s house is better to hang out at than my house because she doesn’t need to ask her mum fi rst We can go whenever we want to!
We both think that my house is a better hangout house than Joe’s because at my house my friends and I can take snacks from the kitchen when we want to
7 Refer students back to the explore grammar box Tell them that they are going to use the grammar they have learned to make sentences Read the instructions aloud and give students three or four minutes to complete the task Allow students to compare notes with a partner before collecting ideas around the class
Every perfect hangout house has some cute pets living in it
In the perfect hangout house there are a few secret spaces where you can have peace and quiet
Fun footer
Nominate a student to read the fun footer aloud Ask
students: Do you agree with this? Why / Why not? Elicit some
of the reasons that people don’t have enough time, and discuss whether it’s important to make time for the things
you love Ask: Is always being busy a modern problem?
Extra Practice App
LISTENING (Continued)
This is an exam-style task but in the Cambridge
Preliminary for Schools exam, there would be seven
questions instead of fi ve In the exam the questions would
also be read out in the recording
3 1.5 Play the recording again while students
complete the task Check answers around the class
1 C (We’re bloggers … We write together every day.)
2 C (So we went paintballing It was amazing!)
3 B (Unfortunately, the technology tutor isn’t here but
we hope to have robot-building back next week.)
4 A (My favourite band is playing and I can’t aff ord
the ticket.)
5 B (Do you remember the last time when just one friend
came? There were packets, cans and empty pizza
boxes all over your room.)
alternative
If you haven’t already, you may want to download the
Grammar Presentation for this lesson from the Teacher
Resources area of the Pearson English Portal This
presentation has been created specifi cally for this lesson
and is fully editable for teachers
4 If you used the fl ipped classroom approach at the end
of the last lesson, elicit answers to Ex 4 now, and go
over any questions students have from the exercise or
the grammar reference section
If you didn’t use the fl ipped classroom approach at
the end of the Vocabulary lesson, give students time
to work in pairs now to complete all eight questions
Bring the class together and nominate a few students
to share their answers Get the rest of the class to
listen and say why the sentence is correct or incorrect
1 some (some + plural countable noun)
2 any (any in negative sentences)
3 many (many + plural countable noun)
4 much (much + uncountable noun)
5 All (all + plural countable noun)
6 a little (a little + uncountable noun)
7 a few (a few + plural countable noun)
8 a lot of (a lot of in affi rmative sentences – many usually
in negative sentences and questions)
5 Read the title of the quiz to your students Elicit the
meaning of the word hangout (a place where you can
spend time in a relaxed way, usually with your friends)
Mention that to hang out is a phrasal verb and can
be used in sentences like: I enjoy hanging out with my
friends Allow students one minute to complete the quiz
questions Read the questions aloud around the class so
students can check their answers
1 little 2 All 3 some 4 many 5 much 6 few
Trang 154 Read through the instructions and nominate a pair of students to read the example aloud Next, demonstrate the activity with a confident student Ask the student
to briefly look at the photo, then have them close their book and ask them a question (a different question from the one in the example) Allow other students to help out if the student you have chosen is having difficulty remembering Make sure students get to look at the photo for 30 seconds before completing the task As you monitor, in addition to checking the target language, make sure that students are formulating questions correctly Conduct class feedback
exam tip
5 1.6 Read the exam tip aloud to your class Ask
students to describe the photo, e.g There are six people walking in the woods I think they are a family because they are all different ages, from young to middle-aged to old Prompt students to give more details: what clothes
the people are wearing, what they look like, what the weather is like, what season they think it is, how they think the people are feeling, etc
Play the recording and get students to underline the things the speaker mentions Conduct class feedback.They talk about 1, 2, 4, 5 and 7
6 1.7 Give students a minute to read through the items
on the list, then play the recording for a second time Check answers around the class
weather 3 clothes 4 actions 5 people 1feelings 6 place 2
extra: mixed ability
Weaker students can check their answers by reading the audioscript on page 164
Speak up
7 Organise students into pairs, and allocate each student a letter, A or B Ask students to turn to the page number as directed in the instructions Tell them that they must not look at their partner’s photo Monitor as students make notes on their picture, prompting and helping with vocabulary where necessary Let students compare notes with another student who has the same letter Then put students back into their original pairs to complete the activity Reassure students that the quality of the drawing doesn’t matter – what is important is that they get the things in the right places, following their partner’s instructions Monitor as students do this, taking notes which can be used in the feedback session Bring the class together again
Give students feedback on how well they used present tenses and how accurately they used prepositions to say where things were in the photos
If necessary, ask students to repeat the task, bearing this specific feedback in mind
See Possible answers on the next page
To start
Ask students to write two true sentences and one false
sentence about their town, e.g There aren’t many cafés
in my town There are a few parks There are lots of art
galleries Organise students into pairs Ask them to share
their sentences and guess the false ones If they are all from
the same town, guessing the answers will be easier than if
everyone is from different places, so in this case encourage
students to think of things their friends might not know – to
concentrate, for example, on their area of the town, or to talk
about unusual features, e.g There are three bike racks on my
street There is a blue bus stop at the supermarket Monitor
as students do this activity, focusing their attention on the
meaning of the quantifiers they have used Collect class
feedback, asking students to share their sentences with the
rest of the class, and reminding them of and reinforcing the
rules where necessary
Power up
1 Have students answer the questions about themselves
Collect some answers from around the class
Possible answers
I play computer games every day I play them with my
brother
I go for a walk every day, after school I go with my friend
and her dog
exam tip
2 Ask students to look at the photo and describe what they
see Ask volunteers to each contribute a sentence to the
description
Then focus their attention on the exam tip and give them
a minute to complete the task Allow them to check their
answers with a partner before reading the text around
the class
1 shows 2 see 3 are 4 are sitting 5 are standing
6 are 7 are watching 8 are enjoying
Read through the useful language box together, checking
that students understand the meaning of the phrases
Get them to demonstrate with objects on their desks
where necessary
3 Organise students into pairs Read the instructions and
the example answer together, then give them time to
read the items on the list Monitor as students complete
the task, focusing on the correct usage of the target
language
Possible answers
The window is on the right at the back
The big table is at the front
The small table is at the back on the right
The girl with the grey top is at the back on the left
She’s behind her mum and next to her sister
Trang 16If your students are all from the same town, tell them
to describe a town/city they have been to on holiday, or somewhere they would like to go If they don’t know the answers to all of the categories, tell them to guess, and to
use words like about, maybe and I think.
Power up
1 Read the instructions and the items on the list aloud to your class Check that students know the meaning of the words and take time to explain the meaning of any unfamiliar words or phrases Give students a minute to rank the items on the list, and when they have fi nished ask them to compare their choices with those of their partner Ask a few students to share their decisions with the rest of the class Encourage students to give reasons for their decisions
Plan on
2 Read the notice aloud to your students Elicit what the
verb twin means in twinning programme (it means to
form a relationship between two places, people, or ideas), and explain that this is not the same meaning as the
noun twin (used to describe one of two children who are
twins, siblings born at the same time) If relevant, ask your students which schools their school is twinned with Organise students into pairs and give them a couple of minutes to discuss the questions Conduct class feedback
1 B 2 C
3 Focus students’ attention on the photographs Read the question aloud and conduct a class discussion Before they choose where they would like to live, ask students
to fi rst describe what they see in each photograph, and encourage them to give detailed descriptions using the categories they talked about in the last lesson Generate
as much vocabulary as possible and write any new language on the board
Student A: This photo shows a family at home I can see
four people – a man and a woman who are probably
parents, and their son and daughter They are in a living
room The daughter is lying on the fl oor All the other
people are sitting in front of a sofa They are wearing
jeans and T-shirts and no shoes or socks There is a
laptop on the fl oor, but only the mother is looking at it
I think they are having a nice time, because everyone is
smiling and laughing
Student B: The photo shows a teenage boy at home
He’s in his bedroom and he’s lying on his bed He’s looking
at his phone I think it’s a nice day outside – the weather
looks nice The boy is wearing a T-shirt and jeans and
his shoes are on the fl oor There are some caps hanging
on the wall above him He looks like he’s having a quiet
aft ernoon
alternative
Have students repeat the task with another student
(before they see the photo they have been trying to draw).
Or ask students to record themselves on their phones,
then listen back to their recording
To fi nish
Give students a one-minute time limit to fi nd a photo on
their mobile phone which shows more than one person and
which they would feel comfortable showing to their partner
Give them a further minute to plan what they are going to
say about their chosen photo They should then describe the
photo to their partner (but not show them the photo) Their
partner should listen and draw what they hear Finally, they
should put the drawing and the photo side by side and see
how accurately the photo matches the drawing
Trang 17Write on
9 Go through the task with students Ask students to write notes, rather than complete sentences When they have finished, put them into pairs to compare their ideas
This is an exam-style task The rubric in the equivalent Cambridge Preliminary for Schools exam task is laid out differently, but there will always be an introductory statement followed by three questions that the students must answer in around 100 words At this early stage in the course, a word count for this exam-type task is not specified
10 Students write their article Monitor as they write, making sure that they are writing in clear paragraphs
Model answer
I’m from Ostrava in the Czech Republic The city is in the west of the country, about 15 kilometres from the border with Poland
It is very different from the capital, Prague, because
it is an industrial city, but it is still a very interesting place Some of the mines are now museums, so you can find out about our history The main square is a great place to hang out with friends Every year we have an international music festival too It’s fantastic and my friends and I love it
Ostrava may not be a very pretty city but it’s still a good place to grow up
Improve it
11 When students have finished their first draft, ask them to check it using the items on the list They could then give their work to a partner to perform a similar check Collect
in students’ work, and make suggestions for re-drafting Focus on assessing these points:
• students’ use of connectors
• their use of prepositions of place and phrases to
describe where things/places are
• their accurate use of articles (a, the, etc.)
• how well their article is organised
• whether the article fulfils the briefYou could select a particularly good example of student’s writing and photocopy it for the rest of the class, or project it on the whiteboard for the class to read
To finish
Ask students to think of a town they have visited/a town they have always wanted to visit and that they know a little bit about They should imagine that they are in this city right now Ask them to think about what they see/hear/smell/feel and what they are doing They should then describe their sensory experience to a partner who should listen and guess where they are Get a couple of students to share their descriptions with the rest of the class
4 1.8 Ask students to read the instructions and check
that they understand the task Play the recording, twice if
necessary, and collect answers to the first part of the task
from around the class Ask students to identify the words
and phrases which helped them to choose their answers
Finally, ask students to work in pairs to compare their
own ideas from Ex 3 with what the speakers said
1 C 2 B 3 A
5 Read the instructions to your class Nominate a
student to read the phrases aloud Get students to
set their phone/watch times and start the task When
they have finished, find out who managed to say the
most sentences Ask them to share their sentences
with the rest of the class
Possible answers
Finland is in the north of Europe
Senegal is in the west of Africa
I’d love to live in the capital of Spain one day
In the south of Argentina and Chile is a region
called Patagonia
New York is on the coast
I think living by the sea sounds relaxing
6 1.9 Nominate a student to read the question aloud
Play the recording again for students to complete the task
Azra – in Izmir, a city on the east coast of Turkey; doing
water sports, going to the beach and relaxing by the water,
reading a book, listening to music, looking at the sea
Carlos – in the Spanish capital, Madrid; sports, music, gaming
competitions, markets, exhibitions
Ewa – in a town called Zakopane in the south of Poland near
the mountains; skiing, snowboarding, walking and enjoying
nature
7 Give students a minute to read the text about Bilbao
Check understanding by asking questions, e.g Where in
Spain is Bilbao? What does the art gallery look like? What
can you do there? Then ask students to complete the text
by choosing the correct options Read the text around the
class, and confirm why each answer is correct by referring
back to the explore language box
1 in 2 the 3 near 4 so 5 because 6 some
7 in front of 8 and
8 Organise students into pairs to choose the correct title
Conduct feedback, checking that students have all made
the same choice and asking them to justify their decision
with evidence from the text
2 and 3 are possible choices 3 is the best one because it
matches the content of the article
Trang 184 Organise students into groups Read through the instructions aloud and focus students’ attention on the bullet-pointed items Give students 5–10 minutes
to plan their event, discussing each of the items on the list in turn Circulate as students do this, prompting and off ering support where necessary Ask students to make notes on their ideas and to agree on a plan
alternative
You could ask students to do this part of the project for homework They should make notes individually at home, and then share them in their groups in the next lesson The group votes on the best idea, then they complete tasks 5 and 6 together
5 Read the question aloud to students and put them back into their groups to discuss ideas Nominate students from a couple of groups to share their ideas with the rest
Encourage students to listen carefully to each other’s presentations The class can then vote on which plan they think is the best
extra
Once the class has voted on the plan they think is best, put them back into their groups to suggest changes and improvements to the plan Then, create new groups containing one person from each of the original group so that they can swap ideas Encourage them to share their ideas and comment on how good the changes are
Home town performance
1 Ask students if they feel the people in their town/city are
a friendly community (a group of people who have things
in common) Give students two minutes to discuss the
question with their neighbour, then have some volunteers
report back Ask for ideas about what could improve the
community feeling of their town/city
2 Organise students into pairs Tell them that they
are going to watch a video about a plan to make a
neighbourhood a better place for young people to live
in Before you watch the video together, pre-teach the
following words: neighbourhood (an area where people
live), ice rink (the place where you go ice skating), pop-up
(a word to describe a small business or shop that appears
very quickly and usually doesn’t stay for very long)
Read the instructions aloud and then play the video clip
Ask students to share their ideas with a partner before
conducting class feedback
It was a good thing because it brought people together
3 Give students a minute to look at the questions and
ask you about anything they don’t understand Then play
the recording while students answer the questions Give
them a minute to compare notes with a partner before
checking answers around the class
1 Nottingham
2 There is a good community spirit.
3 There isn’t much to do for young people.
4 They grew up in Nottingham and started ice skating there.
5 She hopes it will change the way people think about
St Ann’s
Trang 19UNIT CHECK SB pp19–20This Unit check covers articles and quantifiers, animals, and words for describing places and buildings.
Vocabulary
1 industrial 2 modern 3 dull 4 safe 5 attractive
3 1 bike rack 2 pavement, crossing 3 swimming pool
4 a rubbish bin 5 art gallery 6 seat
7 department store (or also art gallery) 8 apartment block
4 1 capital 2 an area 3 border 4 sea 5 centre
to eat and drink, and go shopping I’m one of three kids
I have a brother and a sister but they are both at university
in Mexico City My dad works in a hospital and my mum’s a teacher When I’m not at school, I like hanging out with my friends, playing sport and cooking! I think I’d like to be a chef one day What about you?
Write back soon
3 1 any 2 little 3 much 4 All 5 much 6 some
4 1 some help 2 All the students 3 are only a few
4 weren’t any 5 was only a little traffic
5 1 all 2 how many 3 a little 4 a lot of 5 how much
6 some
INDEPENDENT
Thinking about your learning
Point out to students that an important part of learning
a language is thinking about what you’re doing, and how you
can make changes to the way you are learning
1 Go through the instructions with the class, discussing
each question one at a time Allow students to discuss in
pairs first if you think it will work best for your class Then
elicit feedback from the class
Possible answers
I enjoyed the reading lesson because it was interesting to
read about someone from another country I also enjoyed
the speaking lesson, because I’m quite good at speaking
I didn’t like the writing lesson so much, because writing is
very difficult for me
2 Encourage students to look back through the unit as they
think about which lessons they thought they did well in
Tell them to choose the three that they remember most
positively Go through some of the reasons in the speech
bubbles and encourage students to use these ideas, or
think of their own reasons You could suggest that they
give themselves a score for each lesson area from 1 (I did
well) to 6 (I did badly) Put students into pairs to compare
their answers, then discuss as a class which lessons most
students felt they did well in
3 Give students time to think of their own reasons for
why they didn’t do so well in the other lessons, or why
they don’t remember them so positively (pointing out
that these may not be the same thing) Then put them
into pairs to discuss their ideas Point out that it doesn’t
matter if one student was very good at one lesson but
another student was not Tell students that everyone has
their own strengths and weaknesses, and it is important
to find out what they are in order to improve them So
this activity is not about comparing with others – it is
about reflecting on their own work only
4 Go through the task and the example notes Give
students up to five minutes to write their own ideas
in their notebooks Conduct feedback as a class and
encourage students to monitor their learning like this as
they continue with the course
Trang 20Try something
Lead-in SB p21
Read the unit title aloud to the students
and elicit what try means in this
context (to do or use something for a short while to discover if it is suitable, successful, enjoyable, etc.) Then focus students on the quote and ask students
to put their hands up if they think it is true for them Nominate students who have their hands up to tell you about the kinds of challenges they enjoy setting for themselves Then focus students’ attention on the picture and ask them to describe what they see
Ask prompting questions such as: What
is the girl doing? How do you think she
is feeling? Would you like to do this activity?
Organise students into pairs to discuss the questions Monitor as they complete this task, prompting where necessary Bring the class together and nominate
a few students to share their answers with the rest of the class Generate as much discussion as possible and write new language on the board
Possible answers
1 The girl is climbing in a forest /
adventure playground
2 I think people enjoy doing activities
like this because they feel challenged and they can feel proud of themselves
if they manage to complete them successfully Also, when people do activities like this the body releases adrenalin which makes you feel energetic and alive
3 I’d like to try rowing because I enjoy
working as part of a team and I also enjoy being on the water I’d love to try scuba diving because I’m interested in seeing the world underwater Finally, I’d like to try skydiving because it must be
an incredible feeling and this would also really challenge me as I’m a little bit frightened of heights!
Refer students again to the title of
the unit and ask: Do you oft en try new things?
Write on the board:
• meet new people
• eat new food
• listen to new music
• visit diff erent places
• watch new fi lms or read new books Ask students: Which of these things do you do oft en? Organise students into
groups and get them to discuss their answers Circulate, prompting where necessary Nominate a few students to report back on how oft en the rest of their group tries something diff erent
READING
topic: hobbies you can learn online
skill: recognising the purpose of
collocations: practising and improving
task: multiple choice cloze
LISTENING
topic: is joining a club good for you?
skill: listening for detail; predicting
information you are listening for
task: sentence completion
SPEAKING
topic: games and free time activitiesskill: discussing options; making suggestions; giving opinionstask: collaborative tasks
Trang 214 Ask students to look at the photos and describe what they see Elicit as many predictions as possible as to what students think the article will be about Give students a minute to read the article When time is up, get students
to tell you whether or not they had the right idea
The article mentions card tricks, film-making and hip-hop dancing
1 program 2 site 3 share 4 search for 5 press
6 links
extra: fast finishers
Challenge fast finishers to find a new word from the text (this should not be one of the words from Ex 6) They should write a definition for this word, with the help
of a dictionary if necessary Students should then give their definitions to a partner, who should try to find the matching word in the text Get students to share their words and definitions with the rest of the class
Sum up
7 Focus students’ attention on the questions, and then organise them into pairs Read the example aloud to students and give them the chance to ask any questions before getting them started on the task Circulate as students share their ideas, prompting where necessary and providing them with any language they need to complete the task
Possible answers
1 I think that making animation films is the most difficult
skill We did an animation project in art once, and it took such a long time to film a very short scene
2 I admire Kyndall Harris because she says she is young but
has managed to achieve her dream through hard work and determination
3 I think I’d like to try card tricks because I would really enjoy
surprising my friends
To start
Write hobbies / sports on the board Give students three
minutes to write down as many hobbies or sports as they can in
English Collect answers from the class and write them on the
board Find out which student managed to think of the most
Power up
1 Nominate a student to read the activities in the box
aloud Model correct pronunciation where necessary
Read the first part of the task instructions aloud and
discuss as a class which activities can be done online
Next, get students to work through the items, ranking
them in terms of difficulty Allow students to share their
ideas with a partner before bringing the class together
again and getting them to report back
Possible answer
You can get information about things online, but with
most activities, you learn by doing Maybe it’s easiest to
learn about languages online, because you can find lots of
reading and listening texts, and there are dictionaries But
you can’t learn to speak or write online I think sports skills
are the most difficult to learn online You can watch people
doing a sport, like swimming, but you can only really learn by
practising, and moving your body
Read on
exam tip
2 Read the exam tip aloud to your students, including the
task in the last line Then focus students’ attention on the
notice and the message and give them a minute to read
them and decide on the answer to the question Elicit
the correct answer, asking students to tell you how they
recognised the request Elicit that the request begins
with Can we … ?
the text message (2)
This is an exam-type task In the Cambridge Preliminary
for Schools exam, there are five short signs, notices or
messages on different topics, where here there are just two
3 Remind students that, in order to complete this
task successfully, they should bear in mind the exam
tip they have just read Give students a minute to
choose the correct answers before checking answers
around the class
1 B (It says films must be no longer than four minutes
A is incorrect: There is a prize for each age group
C is incorrect: films can be on any subject.)
2 C (Can we learn some dance moves together? A is
incorrect: Tabi is sending Ellie some information
about a website B is incorrect: Tabi wants to learn
some dance moves with Ellie – she doesn’t ask Ellie
to teach her.)
Trang 22GRAMMAR SB p24
To start
Write the following on the board: drink coff ee, go to the cinema, study English, watch TV, tidy your room Organise
students into pairs Tell them that they are going to ask their
partner questions beginning with How oft en do you … ?
to fi nd out more information Monitor as students ask and answer questions, noting down how well students are coping with the target language and highlighting areas for development
extra: digital
You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal This presentation has been created specifi cally for this lesson and is fully editable for teachers
identify which are present continuous and which are present simple and to explain why
If you followed the fl ipped classroom instructions suggested at the end of the Reading lesson, check the answers to Ex 1 together now, then discuss any questions students have about the explore grammar box, the exercise or the grammar reference section
If you did not follow the fl ipped classroom approach, focus students’ attention now on the explore grammar box and ask them to complete the task Allow students to check their answers with a partner before conducting class feedback
1 is always true 2 will happen 3 is happening now
4 before 5 aft er 6 don’t usually use
2 2.1 Read the task instructions aloud to students and give them a minute to look at the table Ensure that they understand that the activities are split into categories, but that some speakers will mention activities
in more than one category Allow them to check any vocabulary they are not sure of before playing either the video or the audio recording Check answers as a class
1 hockey 2 football 3 singing 4 drums
5 computer games 6 fi lms
3 2.2 Focus students’ attention on the task instructions, then allow them a minute to complete the sentences Then play the recording so that they can check their answers Conduct feedback, checking that students understand why each form has been used
1 play 2 train 3 dance 4 like
5 am learning, ’m teaching
READING (Continued)
Speak up
8 Focus students’ attention on the example Organise
students into pairs to come up with three ideas Aft er a
couple of minutes, ask students to share their ideas with
another pair Bring the class together and collect ideas
around the class
Possible answers
You could watch ‘How to’ videos online The advantage of
this is that you can watch as many times as you like The
videos are oft en quite good fun too
You could go to an evening class The advantage of this is
that you would get to meet new people
You could get a friend to teach you The advantage of this
is that you would defi nitely have a lot of fun while learning
(and it would probably be free too!)
extra: fast fi nishers
Have students go through the list of ideas they compiled
in Ex 8 and also think of a disadvantage for each one (to
go with the advantage they have already thought of)
Fun footer
Nominate a student to read the fun footer aloud Ask: Do you
like watching old fi lms? Why / Why not?
To fi nish
Ask students to choose a hobby or activity that they enjoy
doing Give students a time limit (three or four minutes) to
prepare a brief explanation of their hobby They should then
try to ‘sell’ the hobby or activity to their partner, with the aim
of persuading them to take it up Conduct class feedback and
fi nd out which of your students managed to persuade their
partner to take up their hobby Elicit how they managed to be
so persuasive
To prepare for the Grammar lesson, ask students to complete
Ex 1 on page 24 of the Student’s Book for homework, and to
read the grammar reference section on the present simple
and present continuous on SB page 128
Also share with them a link to the PowerPoint Grammar
Presentation on the present simple and present continuous
Tell them to write down any questions they have, and say that
you will go over these in the next lesson
Extra Practice App
Trang 23To finish
Write the following incorrect sentences on the board, and cover them up until you are ready to start the activity, so that students can’t read them in advance
I starting to learn French
I hardly go ever to football matches
Are you agreeing with me?
I’m not playing tennis very often
She goes occasionally running.
Organise students into pairs Explain that each of the sentences contains an error Point out that the error could involve changing more than one word, but that they relate to one problem (e.g the wrong tense, or the wrong word order) Challenge students to see who can be the first pair to find the error in each sentence Conduct class feedback
Extra Practice App
4 Give students a time limit of one minute to complete the
task Allow them to check their answers with a partner
before conducting class feedback Refer back to rule C in
the explore grammar box to ensure students understand
why each answer is correct
1 hardly ever go 2 is never 3 rarely see
4 occasionally play 5 is sometimes
5 Read the instructions aloud Point out that students
should not show each other their answers until their
partner has had the chance to guess Each correct guess
should win a point Conduct class feedback and find out
who has scored the most points
6 Ask students to read the text quickly to get the general
gist of what it’s about After a minute, stop them and
ask questions to check their general understanding,
e.g What is changing about football in Brazil? (Girls are
starting to play football, after being left out of the game
for many years.) Read the instructions aloud and get
students to complete the task Monitor, offering support
when needed Read the text around the class
1 don’t usually play 2 think 3 are changing 4 want
5 are doing 6 play 7 run 8 are starting 9 agree
10 is helping 11 starts
Speak up
7 Organise students into small groups Read the questions
aloud and give students the chance to ask you about
anything they don’t understand Give them 5–6 minutes
to discuss the questions as a group Monitor as students
have the discussion, making a note of any good language
use along with any interesting ideas Also take this
opportunity to write on the board for the To finish
activity (see below), if you plan to do it
Bring the class together for a whole-class discussion
Encourage as much debate as possible and write down
any new ideas on the board
extra: mixed ability
For weaker groups of students, give them a set amount
of time for each specific question
Stronger students should control their own discussion,
to ensure that it flows as naturally as possible It is
more important that they have an authentic conversation
than that they get through all of the talking points in the
time allowed
Possible answers
1 I play football and tennis I play football once a week and
I play tennis every day in summer time
2 At the moment, I’m learning fencing and I’m also learning
how to play the guitar
3 Usually, boys and girls play the same sports in my country
However, there’s one sport that boys hardly ever play –
and that’s netball
Trang 24Prompt students by asking: What do you think it takes 10,000 hours to do? Then get students to quickly read
the article to check whether their predictions were correct Read the second line of the instructions aloud and give students two minutes to complete the task Allow students to check their answers with a partner before reading the article around the class
1 B (the collocation is spend time)
2 A (the word get means ‘achieve’ here)
3 D (the collocation is make progress)
4 B (the collocation is get better)
5 C (the collocation is waste time)
6 B (the collocation is do well, meaning ‘succeed’)
Speak up
4 Read the instructions aloud Organise students into groups
to discuss the questions Nominate a student from each group to report back on their answers
game on
Go through the task with the class, including the example dialogue, and focus students on the phrases in bold in Ex 1 Put students into pairs to take turns saying the last word of
each phrase (well, time, results, etc.) and making a personal
sentence about their partner with the whole phrase
Fun footer
Ask a student to read the joke aloud Get a student who understands the joke to explain it to anyone who doesn’t (balloons make a ‘popping’ sound when they are burst)
To fi nish
Ask students to have the conversation that they had in the
To start activity again, but this time they need to include as much of the language from this lesson as possible
To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 5 on page 26 of the Student’s Book for homework, and to read the grammar reference section on subject and object questions on page 128.Also share with them the PowerPoint Grammar Presentation
on subject and object questions Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these
in the next lesson
Tell students about something that you are trying to get better
at, e.g I really want to improve my piano playing, so I’m playing
for 20 minutes every day I also choose a new song to learn once
a week Organise students into pairs and get them to share
something with their partner which they want to get better
at Their partner should listen and off er some suggestions on
what they could do to improve in this particular area Monitor
as students do this, prompting and off ering language support
where necessary Bring the class together and nominate a few
students to report back on their conversations
1 Focus students’ attention on the quiz and read the task
instructions aloud, followed by the title of the quiz Check
students’ understanding of the title question by eliciting
the meaning of the phrase get to the top Ask: If I want to
get to the top at work, do I need to climb to the top of the
building? (No) Do I need to work very hard so that I can be
the most successful at what I do? (Yes)
Ask students to look through statements 1–8 and give them
the chance to ask about any words and phrases they don’t
understand Then allow students three to four minutes to
complete the quiz Circulate as they answer the questions,
off ering support where necessary Let students turn to page
154 to read the results for their scores, before giving them
the chance to share their results with a partner Bring the
class together Ask students: Do you agree with your results?
Encourage them to give reasons for their answers, using
examples from their own experience
Possible answer
I agree with my results because I think I do have what it
takes to get to the top I work very hard to get better at
things, even when they are diffi cult for me
2 Focus students’ attention on the phrases in bold in the
quiz Read the instructions aloud and challenge students
to see who can be the fi rst to match the phrases with
their meaning Collect answers around the class
Personalise the new language by asking questions, e.g
What’s your favourite way to waste time? What do you
think you’re making progress in at the moment? Do you
like taking part in games when you’re at a party?
1 D 2 E 3 C 4 F 5 B 6 A
Read the advice in the explore vocabulary box aloud Ask
students if they can think of any more expressions with do,
get, go and make Write students’ ideas on the board.
This is an exam-style task but in the Cambridge
Preliminary for Schools exam, the text would have a
greater variety of verbs This text refl ects the lesson
focus on collocations related to practising and improving
3 Before students read the article, focus their
attention on the title and get them to predict what
the text is about
Trang 25Make sure that students have stuck to the conditions dictated in the second line of the instructions about what can be written in each gap, e.g three words cannot be correct, and nor can a number plus a word This is exactly as per the exam and an important rule for the students to get used to Write the answers on the board, so that students can check their spelling.
1 55 / fifty-five (They want to get up to 100 members,
but they’ve got 55 now.)
2 Thursday (Some youth clubs meet at the weekend,
but they think people are often busy on Saturday and Sunday, so they meet on Thursdays.)
3 countries (They invite people from different countries
around the world.)
4 film (They have programs for doing animation, and
some of their members are working on a film.)
5 competition (One thing that everyone thinks is really
good fun is the monthly competition)
6 trips (Something I think we should do in the future is
increase the number of trips we go on.)
extra: digital
If you haven’t already, you may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal This presentation has been created specifically for this lesson and is fully editable for teachers
5 If you used the flipped classroom approach at the end of the last lesson, review the exlore grammar box together, elicit answers to Ex 5 and go over any questions students have from the exercise, the explore grammar box or the grammar reference section
If you didn’t use the flipped classroom approach at the end of the Vocabulary lesson, read the explore grammar box with the class and have students choose option A or B to complete the statements Allow them
to compare notes with a partner before checking answers around the class
When the students all have a completed box, read the question in the instructions to the class and elicit
a response Elicit that those on the left ask about the subject of the verb Elicit the difference in structure between those on the left and those on the right (the questions on the left don’t utilise an auxiliary verb) Refer students to the grammar reference section
on page 128 of the Student’s Book to clarify the difference between the two You could also use the PowerPoint Grammar Presentation to teach this point
1 A 2 B
Those on the left ask about the subject of the sentence
6 Get students to complete the questions, referring to the explore grammar box where necessary Circulate as students complete the task, checking work as you go Read the questions around the class, addressing any issues or questions students have with the language
To start
Tell students about a club you go to Say something like:
Every Monday evening, I go to a yoga club The club is a class
of about ten people We meet and do stretches and just relax
I really like it! Get some students to tell the class about a
club they belong to Ask questions, e.g How often do you go?
What do you do there? Where does the club take place? Who
else goes with you? Why do you like it?
Power up
1 Organise students into pairs Read the instructions aloud
and get them to share their ideas with a partner You
could model the activity by providing one of your own
suggestions first, e.g For me, one of the main advantages
of joining a club is getting to meet other people Monitor
as students share their ideas, prompting where necessary
Bring the class together for class feedback
Possible answers
make friends, learn new skills, feel part of something, have
a sense of belonging, a useful experience to put on the CV,
a good way to relax, something different from school work
2 2.3 Read the instructions aloud and check that
students understand the task before playing the
recording Allow students to check their answers with
a partner before conducting class feedback
the report mentions the following benefits: spending time
with other people, making new friends, doing more exercise,
making healthier choices, being happier
Listen up
exam tip
3 Refer students to the exam tip Read the instructions
aloud, emphasising the task that students have to
complete – deciding what type of information is needed
for each gap Ask students to skim-read the text in Ex 4
quickly, then ask: What are the notes about? (a youth club)
Elicit what kind of information is missing from the notes
1 a number 2 a day 3 a subject or topic
4 an object, something you can make 5 an activity
6 an activity
This is an exam-style task but in the Cambridge
Preliminary for Schools exam, the rubric for this task type
starts with: For each question, write the correct answer in
the gap.
instructions Remind students of the kind of
information they are looking to hear (by revisiting
the suggestions they came up with in Ex 3) Play the
recording, twice if necessary, while students fill in the
missing information Allow students to check their
answers with a partner, before reading the completed
text around the class
Trang 26SPEAKING SB p27
To start
Organise students into pairs Give each student a role: one student wants to stay in and watch TV, while the other one wants to go out and have a picnic The pairs have two minutes to try to persuade their partner to do their activity instead Circulate as students try to persuade each other, noting down their ability to make suggestions When the two minutes are fi nished, nominate a strong pair to perform their roleplay to the rest of the class Listening students should comment on what language the successful student used to
persuade his/her partner Ask students: How did it feel when you got what you wanted? How did it feel if you didn’t get what you wanted?
Organise students into pairs and get them to discuss the question Aft er a couple of minutes, conduct class feedback by collecting as many diff erent kinds of games
as possible around the class plus some examples of family members who match the descriptions in A–D Write new language on the board
Possible answers
1 We usually play card games, and we also like strategy
games, like Risk
2 My little brother is a really sore loser If he doesn’t win,
he gets really upset and sometimes just walks away in
a bad mood!
2 Focus students’ attention on the pictures and ask them
to name the activities they see Next, nominate a student
to read the task in the box aloud Allow students to ask questions about the task, before proceeding to read the task instructions and giving students a minute to complete the task Check answers around the class
1 F 2 T 3 T 4 T
3 2.5 Read the instructions aloud to the class Refer students back to the activities in the pictures and elicit the words for each of them Then play the recording while students try to answer the questions Allow them
to check their answers with a partner before conducting class feedback
Yes, they talk about all the activities They think a fi lm would
be the most fun
alternative
Weaker students can check their answers at a slower pace
by referring to the audioscript on page 165
LISTENING (Continued)
For the second part of the task, organise students into
pairs and ask them to practise asking and answering the
questions Bring the class together for feedback Nominate
a few students to report back on their partners’ answers
1 teaches you 2 do you eat 3 do you sit 4 watches
7 Ask students to read the blog post quickly so that they
can understand the gist of what it’s about Ask: What is
the writer of the blog complaining about? Do you agree
that doing nothing can be a positive thing? Why / Why
not? Next, read the instructions aloud and give students
a time limit of two minutes to complete the task Read
the text around the class
1 What do you want 2 what happens 3 Who do you think
4 who wants 5 Who enjoys 6 What do I need
Speak up
8 Organise students into pairs Read the task instructions
aloud to students and give them the opportunity to ask
any questions they may have about the task Put some
talking points on the board to prompt students, e.g
What does the club do? How oft en do people meet? Where
is it? What age groups can come? etc Give students
time to discuss their ideas Monitor as students do this,
off ering support where necessary Ask a few students to
report back on their ideas
Possible answer
A lot of people in my class are interested in taking
photographs, so I think that a photography club would be a
really good idea We would meet in the art department once
a week Every meeting we could decide on a theme (like
family, free time, sunsets, etc.) and then we could go out and
take photos on the theme Maybe we could ask one of the
art teachers at school to help us At the end of the year we
could exhibit our photos in the school
Fun footer
Nominate a student to read the footer aloud Elicit some
situations in which you might say Join the club!, e.g Someone
tells you they have a cold – you have a cold too; your friend
tells you she has too much homework – you have too much
too Get students to practise this expression in pairs, taking it
in turns to think up problems
To fi nish
Remind students about the Me time mentioned in Ex 7 Elicit
that ‘Me time’ is the phrase used to describe time that is used to
do exactly what you want to do Get students to jot down what
they would do if they had an hour of ‘Me time’ Tell the class that
you will be sharing their ideas with the class aft erwards Collect
the students’ ideas in and read them out to the class The
students must guess the author of each ‘me time’ activity
Extra Practice App
Trang 27watch out for
Students can often sound wooden and unnatural when asking questions such as these Take time to demonstrate the appropriate intonation: you could try getting students
to record themselves on their phone and comparing their intonation to that in the recording You can also demonstrate intonation patterns by writing phrases on the board, drawing arrows to convey rising and falling intonation
In the Cambridge Preliminary for Schools exam, candidates will have approximately 2–3 minutes to do the task type replicated in Exs 7 and 8 Here timing is not mentioned, but you could choose to time students if you wish
7 Organise students into pairs Read the task in Ex 2 aloud and check that everyone understands what they have to do Remind them of statements 2–4 in
Ex 2 as a guide to what they have to achieve Monitor
as students complete the task, making notes on how well the students work together to make a decision Assess students’ ability to use language to make suggestions and ask for opinions, and also take note
of their intonation Then conduct class feedback at the end, going over any issues you encountered while monitoring
If time allows, have students repeat the task with another partner Allow time at the end of the task for students to give each other feedback, comparing the language they used with the model they listened
to in Ex 2
8 Ask a volunteer to read aloud the instructions on page 154 and allow students the opportunity to ask any questions or check vocabulary they might need Monitor
as students complete the task, providing support where necessary Select a confident pair to perform their conversation in front of the rest of the class
Possible answer A: OK, shall we start with chess? Would a chess club be
a good idea?
B: No In my opinion, not many people like chess
I sometimes play at home, but a lot of people think it’s boring
A: Yes, I agree It would be nice to have something
more active, like tennis maybe What do you think about that?
B: Yes, a lot of people like tennis But I think most people
already go to the sports centre if they want to play tennis
A: That’s true And you can get better lessons at the
sports centre I guess it’s the same for swimming, too
B: Yes, I agree And swimming is quite serious I mean,
I think it would be nice to have something that’s really fun An exercise class like this one might be more fun, and it’s something that everyone can join in with
A: Yes, I think that would be fun! Or what about a music
club? A school rock band would be cool Don’t you think so?
4 2.6 Give pairs a couple of minutes to discuss
advantages and disadvantages Go around the class,
collecting ideas Then play the recording again Allow
students a couple of minutes to make the comparison
in pairs before bringing the class together to share what
they discussed
Advantages and disadvantages mentioned in the audio:
Playing a computer game:
advantage: some people enjoy them
disadvantage: a lot of people don’t enjoy them, especially
older people
Playing a traditional board game:
disadvantage: boring; can cause arguments
Going for a walk:
advantage: good if there is a nice park near where you live
Football and volleyball:
advantage: most people enjoy playing games like these
disadvantage: people can be bad losers
Relaxing in the garden:
disadvantage: boring
Watching a film:
advantages: you can choose something funny; still
enjoyable if the weather is cold
Read the useful language phrases together as a class,
by getting students to take it in turns to read one each
Support them in completing the phrases with their own
suggestions for practice, e.g What do you think about
having a barbecue? / Would going for a swim be a good
idea? Ensure that they know what verb form to use with
each phrase
5 Have students work individually to complete the extracts
from the conversation Then replay the audio, pausing
after each extract to check answers around the class
Replay the audio, asking students to notice and repeat
the intonation
1 idea 2 sure 3 Would 4 great 5 about 6 agree
exam tip
6 2.8 Read the exam tip and question aloud to students
Give students a moment to see if they can remember any
of the questions, then play the recording again and let
students note down what they hear Collect questions
from around the class
What do you think about that idea?
Would X be a good idea? (x2)
Trang 28WRITING SB pp28–29
To start
Play a game of ‘Just a minute’ with your students Choose a confi dent student to model the activity with Tell the student
that they have to speak about the topic of My favourite hobby
for one minute without stopping or changing subject The rest of the class should listen and make sure that the student sticks to the rules Organise students into small groups and get students to do the same with the following subjects:
My favourite hobby; A hobby I would like to try; A hobby
1 quiet 2 friendly 3 clever 4 serious 5 careful
6 honest 7 confi dent 8 polite
skill tip
3 Organise students into pairs to brainstorm character adjectives to go with the activities (question 1) Aft er a minute or two, get students to work with another pair
to pool their list of adjectives Finish off by collecting adjectives around the class and having students add some
of them to their own lists
Ask students to select the adjectives which apply to them (question 2) Ask students to share these adjectives with their partner and see if their partner agrees
Possible answers
1 I think that confi dent people enjoy acting Usually, creative
people enjoy art Sporty people like cycling and clever people enjoy doing puzzles
2 The adjectives from Ex 2 which describe me are polite,
careful and serious
Plan on
4 Focus students’ attention on the photograph of the two girls and ask for volunteers to describe it Read the questions in the instructions and generate a few possible answers from your students Give students a minute
to read the profi le quickly and check their ideas Ask
students: Do you know this sport? What do you know about it?
Lisa’s hobby is taekwondo One day, she would like to win
a competition
5 Model the task by doing the fi rst question together with your class Get students to do the rest of the exercise alone Allow students to check their ideas with a partner before reading the text around the class
1 like 2 think 3 love 4 makes 5 ‘m learning
6 ‘m getting 7 practise 8 take
SPEAKING (Continued)
B: Yes, that would be amazing! That’s something that
people can’t do on their own at home The music
teachers here could help, and maybe they could do
a show at the end of term
A: Yes, good idea What do you think about a homework
club? I guess some people might be interested in that?
B: I’m not sure I wouldn’t like it, and I think most other
people wouldn’t like it A club should be something
fun, I think What about cooking? I would like to learn
to cook That’s a useful skill
A: Yes, that’s true And it would be fun to learn how
to make nice food Maybe at the end of each class
everyone could eat their food together?
B: Yes, I like that idea.
A: So, it’s time to decide What do you think?
B: Well, I would choose either cooking or a music club
What do you think?
A: Yes, I agree they’re both good ideas Maybe the
cooking is better because that’s something that
everyone can do With the music club, not everyone
can play an instrument or sing
B: Yes, that’s true And it’s also a useful skill for life And it
would be fun to cook and eat meals together
A: OK Let’s go for that one, then.
To fi nish
Tell students that you are going to let them have a class party
at the end of the week/month What they need to do is to
plan their party, using the language of making suggestions
which they have been practising this lesson
Write the following headings on the board:
Organise students into groups and give them a time limit of
fi ve minutes to plan the party Circulate as students complete
the task, noting how they are using the target language Get
a student from each group to report back and, as a class,
decide on the best plan
Trang 29SWITCH ON SB p30
Musician family
1 Read through the instruction with the class, check
understanding of the word expert (someone who is very
good at something) and give students a few minutes
to share their own stories and experiences in pairs Nominate a few students to report back Ask questions to get more information (and encourage listening students
to do the same), e.g How often does he practise? Does she learn alone or does she have a teacher? Does his skill make him money or is it just for fun?
Possible answer
My cousin practised juggling for 20 minutes every day for five years Now he can juggle ten glass bottles at one time It’s amazing!
2 Elicit or remind students of the meaning of improve
(to get better at something) Ask the question to the whole class and elicit different answers
Possible answer
I think it’s because it makes you feel good when you can see that you are getting better at something It’s satisfying It’s good to have skills because you can use these skills to help other people or to entertain them
3 Tell students that they are going to watch a video clip about someone who practised a skill and became really good at it When they have watched the clip, ask the students to discuss the answer to the question in pairs, then elicit an answer from the class
The family is unusual because all seven children are talented musicians
4 Focus students’ attention on the statements and give them the opportunity to ask questions about anything they don’t understand Then play the recording again Give students a minute afterwards to mark down their answers to the questions and compare their answers with
a partner, before checking answers as a class
1 T 2 F 3 F 4 T 5 T
5 Organise students into groups and get them to discuss this question Monitor as students share their ideas, prompting and offering support where necessary After
a few minutes, open this up into a whole-class discussion Generate as much discussion as possible and write the best ideas on the board
Possible answer
I think the younger children feel proud of their big brother and happy for his success It probably also helps them to feel more motivated to practise their own musical instruments
6 Ask students to skim-read A–J, then tell them to
skim-read the profile again to look for each piece of
information Check answers as a class
A, B, D, E, F, H, I, J
Read through the explore language box with the students
Make further example sentences to ensure that they
understand the difference between the two uses
7 Have students complete the task as a class, including
answering the two questions Point out that one day is
used to talk about an unknown time in the future
1 B 2 A Sentence 1 is about the present, and sentence 2
is about a hypothetical future
8 Get students to complete the sentences As you check
answers around the class, ask students to tell you
whether or not these statements are true for them
1 like spending 2 ‘d like to go 3 ‘d like to play
4 like making
9 Focus students’ attention on the table Go through the
headings as a class, giving students the chance to ask
questions about any language they don’t understand
Stress the importance of making notes before you start
writing – it makes the writing stage easier and quicker
Circulate as students complete the task alone, offering
support and prompting where necessary
Write on
10 Students can either do this activity in class or for
homework If students do the task for homework,
there will be more time available for peer marking and
improvement If you do the activity in class, allow students
15 minutes to complete their writing on their own
Model answer
My name’s Roberto Getto I’m 14 years old I’m friendly, but
I’m often quiet and serious My hobby is blogging I blog
about my other hobby which is cooking Every day I make a
meal, write about it and then I take a photograph of it
It’s a good hobby because it helps me practise lots of skills:
writing, photography and, of course, cooking It’s important
that I practise these skills because one day I would like to be
a famous food writer or chef! In fact, I’m writing a cookery
book at the moment …
Blogging also helps me make friends from all over the world!
I get lots of nice comments on my blog
Improve it
11 Get students to work through their written text referring
to the profile Then get them to repeat this exercise with
a partner’s work
To finish
Put students into pairs to talk about the hobbies they wrote
about They should try to do this without reading out what
they have written
Trang 30INDEPENDENT
Language and skills
Remind students that it is important to think about what they have learned, and what they have found di ffi cult to learn, in order to continue making progress with their language skills Point out that they should be as honest
as they can when thinking about their own strengths and weaknesses
1 Ask students to look back through the unit on their own and answer the questions Put them into groups to compare their answers, then discuss their ideas as a class
2 Encourage students to look back through the unit as they think about which activities they enjoyed, and which they found more diffi cult Put students into pairs to compare their answers, then discuss as a class which activities students found diffi cult
Possible answers
I enjoyed some of the speaking activities on page 27 because I like discussing things with other people, and there was lots of useful language for me to use
The fi nal writing task on page 29 was diffi cult, because it was diffi cult for me to use the grammar correctly, and I made lots of mistakes at fi rst
3 Students can think about the skills alone Discuss as
a class which skills the students fi nd diffi cult and why
4 Organise students into pairs Give them time to list various ideas, and then complete the sentences with the ones most relevant to them Discuss students’ ideas as a class and write their suggestions on the board Discuss as
a class which tips are the most useful and why
Possible answers
To remember the language, I could try writing down words
on post-it notes, and putting them on the walls around my room When I have remembered the words, I can take the notes down
To practise writing, I could try looking at model pieces of writing, and looking at the words and grammar the writer used, and how the writer organised the information
SWITCH ON (Continued)
Project
6 Read through the instructions in Exs 6 and 7 Make sure
students understand that they need to produce a profi le,
and they are going to present their information, photos
and videos to the class Organise students into groups
and give them time to choose an expert and discuss
the headings in the bullet points Be on hand to off er
suggestions and support, as well as signposting students
towards useful resources
alternative
If time is short in class, students could work individually
and do the research for homework In the next lesson,
they could share their ideas with the group and choose
the best person to present
7 Depending on class time available, some of this activity
may have to be completed as a homework task If so,
make sure that students allocate responsibilities fairly
within the group Students could prepare a short video
about their chosen expert or they could prepare a
multi-media slideshow presentation Each presentation should
only last a few minutes, so encourage students not to add
too much information
When students are presenting to the rest of the class, ask
those students listening to think of questions to ask when
the presentation has fi nished
alternative
Instead of (or as well as) researching a person, students
could be ‘experts’ and talk about something they know
how to do well Ask students to choose a sport, game,
book, fi lm, or something else that they know a lot about,
and to prepare a short presentation introducing it to the
class Organise students into small groups to share their
information, and ask questions to fi nd out more
Trang 317 Model answerHi,
You want to know about my free time After school I’m usually quite tired I do my homework, then I often relax and play computer games or I sometimes watch a film On Wednesday evenings I go to gymnastics club That’s really good fun! I love doing gymnastics At the moment, I’m trying
to learn how to walk on my hands At the weekend I always see my friends
We sometimes go to the cinema together, or we go shopping in town I’m really interested in music, too At the moment, I’m trying to learn how to play the guitar I’m not having lessons,but I watch a lot of videos online It’s difficult, but I’m making progress!
Write soon,Sam
1 1 We go 2 I’m studying 3 I don’t know 4 aren’t working
5 are you going 6 do you do
2 1 is ringing 2 don’t often watch 3 is usually 4 are you crying 5 don’t agree 6 isn’t raining
3 1 always use 2 want 3 am looking 4 often go
5 shows 6 am trying 7 am starting 8 love 9 suggests
10 am getting
4 1 A 2 B 3 B 4 A 5 B
5 1 are you looking at
2 lives in that
3 do you spend time with
4 does that shop sell
5 is going (to the cinema)
6 1 What do you want to buy?
2 Who is organising the school trip?
3 Who are you writing to?
4 What is happening?
5 What do you do on Wednesday evenings?
6 Who keeps moving my school bag?
Extra Practice App
This Unit check covers the present simple and continuous,
subject and object questions, and collocations on the topic
of practising and improving
extra
Encourage students to memorise the Practising and
improving collocations by writing each verb on one side
of a piece of paper (e.g spend) and the other part of
the collocation on the other (e.g time) They could also
write example sentences, with the verbs gapped (e.g
I _ _ _ _ _ a lot of time shopping online.) They can then
use these example sentences to test themselves on the
collocations later
Vocabulary
1 make (progress) 2 (wasting) time 3 (gets good) results
4 (taking) part 5 go (well) 6 get (it right)
3 1 drawing 2 singing 3 making films 4 cycling
5 dancing 6 languages
4 1 cooking 2 acting 3 playing the guitar 4 art
5 team sports
5 1 honest 2 quiet 3 careful 4 confident 5 serious
6 clever 7 polite 8 friendly
6 1 press 2 share 3 link 4 site 5 program 6 search
Review
1 1 play 2 is becoming 3 leaves 4 don’t believe 5 is often
6 never do well 7 hardly ever makes 8 doesn’t usually give
2 1 ’s getting, practises 2 Do you have, ’m learning
3 does the film, don’t know 4 Do you need, think
5 are you doing, ‘m trying, Do you like
6 Are you enjoying, are always
7 Do you usually go, Do you want
8 Do you always have, don’t usually eat, ‘m trying
3 1 do you enjoy 2 hates 3 happens 4 do you travel
5 spends 6 do you want
3 all (The gap requires a word related to a number or
quantity Other words such as many, some and most don’t
fit because they are followed by of All doesn’t need of.)
4 ever (This word is required to complete the frequency
expression hardly ever.)
5 few (The gap requires a word related to a number or
quantify Other words such as number don’t fit because
they need to be followed by of.)
6 who (This word is required to complete the question Who,
rather than what, is correct because the question is asking
about people.)
Trang 323 Read all about it
Lead-in SB p33Focus students’ attention on the quote and photograph Get students
to describe the scene they see, and ask
questions such as: What kind of story
do you think the girl is reading? Why do you think this? How do you think she is feeling? Read the quote aloud and ask students: Do you think it’s possible to be too old for stories? Organise students
into groups and get them to discuss the questions Circulate as students share their ideas, off ering support where necessary
Possible answers
1 As a child, my favourite story was
Goldilocks and the Three Bears My
mum and dad had to read it to me every night and I knew it off by heart!
2 I actually do quite a lot of reading on
my phone when I’m travelling I also download audiobooks which I enjoy listening to at night time – it helps me get to sleep
3 I think we enjoy stories because when
we read them, we can travel to diff erent places and meet diff erent people – we don’t even need to leave our home!Bring the class together to have a shared discussion about stories Collect students’ favourite story titles around the class, providing English translations wherever possible
Focus students on the title of the unit Point out that this is a phrase that newspaper sellers used to say when they were selling newspapers in the
streets Ask students: What type of things do we read every day now? Elicit
answers from the class and build up
a list on the board (e.g newspapers, websites, social media news feeds, text messages, emails, stories) Then ask:
Which things do you read most, and why? Put students into pairs to discuss
this Then conduct feedback as a class
READING
topic: railway to the rescue
skill: understanding text structure
task: gapped text
GRAMMAR
past simple and past continuous
someone, anyone, nothing,
topic: story slams
skill: listening for specifi c information
and detailed meaning
task: multiple choice
SPEAKING
topic: something funny happened
to meskill: tenses; understanding a good model; planning
task: tell a story
WRITING
topic: short storiesskill: interesting the reader; planningtask: story
SWITCH ON
video: Teen Pressproject: recording an interview
Trang 333 Give students two minutes to read the news story by themselves When the time is up, ask some students to tell you whether their predictions were correct, and how the news story differed from what they first thought You could also share some of the information from the background box with the students.
exam tip
4 Read the exam tip aloud to students Give students an opportunity to ask questions about anything they don’t understand Get students to complete the exam task with
a partner Circulate as students do this, checking that they are following the process outlined in the exam tip Bring the class together for feedback Ask students to explain how they arrived at their answer
1 G (explains why in the next sentence it says they had to
get to the house on foot or by water)
5 Give students a minute to look through the sentences and allow them to ask questions about anything they don’t understand Read the instructions aloud, focusing students’ attention on the gaps in the text Circulate as students complete the task, reminding them to follow the exam tip Collect answers around the class
1 see Ex 4 answer key above
2 B (gives more information about the inside of the
cottage)
3 A (links to the word officers in the following
paragraph)
4 F (explains how the location of the line can help the
police rescue the family)
5 D (explains the children’s reaction to the train;
them and they in following sentence relate back
to children)
extra: fast finishers
Put fast finishers into pairs to compare answers Then ask them to explain their reasons for each answer by going back to the article and saying why each sentence fits in its gap (i.e to come up with the information in brackets in the answer key)
6 Challenge students to see who can be the first to match the definitions with the words and phrases in the text Go over the answers together
1 remote 2 tied up 3 flowing 4 stuck 5 pick them up
6 stuff
extra
With stronger students, ask personalised questions
containing the target language, e.g Do you live somewhere remote? Do you take a lot of stuff with you when you go on holiday? Have you ever been stuck anywhere you didn’t want to be?
To start
Ask students to think of the last news story they read, saw
or heard about and to share it with a partner Give students
about three minutes to tell their story to their partner (and
listen to their partner’s story) before bringing the class
together and nominating a few students to share their stories
with the rest of the class Ask questions to elicit as much
detail as possible, and encourage those students listening
to ask questions, too
Power up
1 Elicit what a headline is (the title of a newspaper report,
printed in large letters above the report) Focus students’
attention on the headlines Nominate students to
read each one aloud Organise students into pairs and
give them a minute to decide what the stories have in
common Check answers as a class Next, go through
the headlines one at a time For each one, get students
to imagine some of the details behind the story Do this
by asking questions, e.g Why do you think there was a
smartphone in the swimming pool? Where do you think
the fire was? Why do you think a helicopter was needed to
rescue the teenager?
Discuss question 2 as a class Nominate a few students
to name their chosen headline and give reasons for their
choice
1 C
2 Possible answer
I’d like to read the story about the woman being rescued
by her dog, as I love animals and I enjoy reading stories
about them – and this sounds like a happy story!
background
The article on SB page 35 is based on a real-life news story
about a family who were rescued by the iconic Hogwarts
Express train, made famous by the Harry Potter stories In
fact, the Hogwarts Express is a real steam train called the
Jacobite, which runs across 41 miles of railway in the UK
The Jacobite starts its journey very near Ben Nevis (the
highest mountain in the UK) and travels out to the coastal
town of Mallaig over Glenfinnan viaduct, which Harry
Potter fans might recognise as the bridge to Hogwarts
Even if you’re not a fan of the Harry Potter books, the
route is said to be one of the most beautiful train journeys
in the world
Read on
2 Read the instructions aloud to students Organise
students into pairs and give them a one-minute time limit
to make predictions about the story Discuss answers as
a class
Possible answer
I think it’s a story about a family who went travelling around
the world by train and by boat, starting in England The train
in the photos also looks a little like the Hogwarts Express –
so maybe something magical happened!
Trang 34Speak up
8 Organise students into groups to discuss the questions Monitor as students share their ideas, off ering support where necessary Bring everyone together and get students to discuss their answers as a class Generate as much language as possible and write any new words or phrases on the board
Possible answers
1 I think it sounds exciting! I would like to go somewhere
like this I really love remote places and peace and quiet,
so this would be heaven for me
2 Yes, I have Once, I went to visit my grandmother in the
mountains It snowed during the night, and we couldn’t leave the next day We had to wait for the roads to clear
I didn’t mind because I like staying with my grandmother!
3 I think rescue stories are oft en in the news because they
have happy endings! People feel good when they read or hear about them
Fun footer
Nominate a student to read the footer aloud Elicit what
a unicorn is (a mythical horse-like animal with a single horn
growing from its forehead) or if you have internet access in the classroom, show students a picture of one on the board
Ask students: What’s the national animal in your country?
Do you know the national animal of any other countries?
To fi nish
Focus students’ attention on one of the headlines from
Ex 1 Organise students into pairs One student should be
a television news reporter and the other should be the main character from the story (i.e the phone-saving teen, the rescued woman, or the injured teen) Give students one minute to prepare their questions or their story (depending
on which role they are playing) They should then conduct their roleplay Nominate a few willing students to perform their roleplay for the rest of the class
To prepare for the Grammar lesson, ask students to complete
Ex 1 on page 36 of the Student’s Book for homework, and to read the grammar reference section on the past simple and past continuous on SB page 130
Also share with them a link to the PowerPoint Grammar Presentation on the past simple and past continuous Tell them to write down the main grammar points and any questions they have, and say that you will go over these in the next lesson
Extra Practice App
READING (Continued)
Sum up
7 Read the task instructions aloud to students With lower
ability classes, allow them to prepare for this activity
by dividing them into groups, i.e a parents’ group, a
police offi cers’ group, etc Give each group fi ve minutes
to prepare their version of the story Circulate, off ering
language support where necessary Get students to work
in pairs to tell their own story and listen to their partner’s
story Bring the class together again and nominate some
of the strongest students to perform their story to the
rest of the class
Possible answers
The parents: We were so excited about going on holiday
to Scotland, but when we arrived at the cottage we did
feel a bit worried It was so remote! When we woke up and
realised the house was under water and the canoe had gone,
we felt very worried, but we didn’t want to frighten the
children so we tried not to panic We just phoned the police
and spoke to them calmly When the train arrived, we were
so happy to see it that we didn’t realise it was the train from
Hogwarts We didn’t understand why our children were
jumping up and down and screaming with happiness!
The children: That was the best holiday ever What an
adventure! We will never forget waking up and being
surrounded by water The best bit was when the train came
to pick us up It was like a dream seeing the Hogwarts train
coming towards us, and the view from the train was just like
the scenery you see in the Harry Potter fi lms
The police offi cers: The weather in this part of Scotland can
be very wet and cold We oft en get emergency calls from
people who are in trouble Well, when the Cluett family
called us, we felt so sorry for them – the mother sounded
so worried! We knew they had children with them so we
decided to organise something they would never forget
The train staff : When the police called us and asked us
to make an extra stop, we were very happy to say ‘yes’
The children were so happy, it was great to see their little
faces! This really is the most beautiful train and the most
wonderful train journey in the world, so it’s good to share it
with visitors to the country
extra: mixed ability
Stronger students could be challenged to think up a news
story containing all of the words and phrases from Ex 6
(stress that it should be as diff erent as possible from the
story they have just read) Students can write up their
story, or they can make notes and then tell it to the rest of
the class
Trang 353 3.2 Give students up to three minutes to read the text and choose the correct options Play the recording so that they can check their answers Next, go over the answers one by one, asking students to give reasons for their choices.
1 was 2 bought 3 wanted 4 were 5 was having
explain why was is needed (because it is part of a past
continuous structure We know from the first sentence,
which uses were and found, that the story is talking about
the past) Allow students to complete the next two gaps with a partner Monitor as students do this, checking that they are following the exam tip
1 past continuous (because of the -ing form following
the gap)
2–3 past simple (because there is no auxiliary or -ing form
and it’s a series of completed actions)
This is an exam-style task but in the Cambridge Preliminary for Schools exam, there would only be six gaps to fill and the gaps would represent a greater variety of language This text reflects the lesson focus on the past tenses Note that in some cases in this exercise more than one answer
is possible; this will not be the case in the Cambridge exam Additionally, an example is given at the start in the Cambridge exam but is not required here as the teacher can demonstrate to students how the task works
5 If necessary, pre-teach the word drain (a pipe
that carries water or waste liquids away) Then give students just enough time to quickly read the story
Ask questions to check understanding, e.g Why did the girl jump down the drain? Who rescued her? How did she feel afterwards? Students should then
complete the text Allow students to check their answers with a partner before reading the text around the class Stop at each gap and ask students to explain why they chose their answer
1 was (past continuous for an action in progress in
the past)
2 fell/went/disappeared/dropped (past simple for a
completed past action)
3 made/took (past simple for a completed past action
Think of a memorable event that happened in your school
or town recently, e.g the fire alarm going off, an important
person coming to visit, a fireworks display, etc Tell students
what you were doing when these events happened, e.g When
the fire alarm went off, I was drinking coffee in the staffroom
Ask students to tell you what they were doing when these
events happened and choose a couple of students’ answers
to write down on the board Draw students’ attention to the
forms used, eliciting the terms past continuous, past simple
and irregular.
extra: digital
You may want to download the Grammar Presentation
for this lesson from the Teacher Resources area of the
Pearson English Portal This presentation has been
created specifically for this lesson and is fully editable for
teachers
1 If you used the flipped classroom approach at the
end of the last lesson, talk briefly through the explore
grammar box, eliciting the answers to the first
exercise, and go over any questions students have
from the exercise, the grammar box or the grammar
reference section
If you didn’t use the flipped classroom approach at
the end of the Reading lesson, refer students now to
the explore grammar box and give them two minutes
to read and complete the explanations Let students
check their answers with a partner before conducting
watch out for
When using the past continuous, students may forget
to include the auxiliary was/were, e.g It raining all day
yesterday Or they may remember the auxiliary but
pronounce it in a stressed (rather than unstressed) way,
e.g They had an adventure when they were staying in
Scotland.
2 3.1 Read the instructions aloud and focus students’
attention on the different options Play the recording and
get students to select their answer Confirm the correct
answer with the class, then ask students: What went
wrong on this trip? (The girl’s dad accidentally had his
phone’s video camera in selfie mode all the time, so he
didn’t get any videos of his family.)
C
Trang 36should continue by making a sentence about the teacher’s
cat using another adjective, e.g The teacher’s cat is a big cat Continue around the class, accepting any adjective that
is sensible To increase the level of challenge, students can
be asked to remember (and say) all the adjectives which have
gone before, e.g the third student would say: The teacher’s cat is a friendly cat, a big cat and a sporty cat.
1 Organise students into pairs Read the instructions aloud and challenge students to see which pair can be the fi rst
to organise all the adjectives under the correct headings When a few pairs have completed the task, collect
answers around the class (Note that gold appears in two
columns, so accept either one as correct and discuss this with the students at the end.)
size: huge, tiny price: valuable colour: dark, light, gold
(dull can also be used to describe a colour)
age: ancient, modern material: gold, woodenopinion: dull, exciting, ordinary, scary, special, useful
extra
Ask students to work in pairs to practise saying the adjectives from Ex 1 Get them to mark the stressed syllable
on the multi-syllable adjectives Check answers as a class
2 Ask students to continue working in pairs Read the instructions aloud and stress that, as in Ex 1, students must see how quickly they can complete the task Collect answers from around the class Then personalise the
language by asking questions, e.g Do you have anything which is wooden with you at the moment? What is the most valuable thing that you own?
1 dull 2 tiny 3 huge 4 valuable 5 ordinary 6 ancient
7 wooden 8 gold 9 special
3 3.3 Ask students: Have you ever tried geocaching before? Do you know what it is? You may need to highlight the pronunciation of geocache (/'dʒiːəʊkæʃ/), pointing out
that a cache is a word to describe a number of things that have been hidden and geo- relates to the world and maps
But don’t tell students exactly what it is – accept their guesses, then allow them time to skim-read the article When they have fi nished, ask them to tell you if their ideas were correct They should then go back and fi ll in the blanks Finally, play the recording so that students can check their answers
1 exciting 2 modern 3 ancient 4 special
4 3.4 Allow students to check the meaning of any of the words on the list which they don’t understand Nominate
a couple of students to guess the adjectives which might go with each word Play the recording, then check answers around the class
1 valuable gold 2 useful modern 3 scary black
GRAMMAR (Continued)
Speak up
6 Read the instructions aloud, then focus students’
attention on the list of time expressions Model the
activity by telling students what you were doing at one
of these times, e.g An hour ago, I was travelling to school
on the bus Monitor as students write their sentences,
making sure that they are remembering to include two
false sentences (their false sentences should not be too
unbelievable, as this will have an impact on the next
activity) Unless you plan to mix up the class before Ex 7,
warn students not to allow their neighbour to see what
they are writing
Possible answers
First thing this morning, I was running around the park
An hour ago, I was sitting in my maths class
Yesterday morning, I was lying in bed because it was Sunday!
Yesterday evening, I was visiting my aunt
Last Saturday aft ernoon, I was having a picnic with friends
On my last birthday, I was enjoying myself at my amazing
party!
7 Nominate two students to read the example conversation
aloud to the rest of the class Organise students into
pairs and circulate as they complete the task, providing
support with past forms where necessary Bring the class
together and fi nd out if anyone managed to correctly
guess which of their partner’s sentences were false
extra
Refer students to the explore grammar box again Ask
students to work in pairs to come up with their own
personal examples for points A, B, C and D Collect
examples around the class
Fun footer
Nominate a student to read the footer aloud Ask: Do you
think this is true for you? How do you feel about this fact?
To fi nish
Talk about bad experiences while travelling Tell students
about a time when something went wrong for you on a trip,
e.g I was travelling to New York I was standing in the airport
when my phone rang It was very noisy and I couldn’t hear what
the person was saying so I walked to a quieter place When
I fi nished the call, I realised I didn’t have my suitcase I walked
back to where I was before, but it wasn’t there! Airport security
took it away because they thought it was dangerous! I was very
embarrassed Organise students into pairs Ask students to
tell each other about something that went wrong when they
were on a trip (If students haven’t experienced something
going wrong on a trip, ask them to invent a story.) Monitor as
students share their stories, off ering support where necessary
Extra Practice App
Trang 37LISTENING SB p38
To start
Organise students into small groups Get them to think about
a story they enjoyed recently (this could be a film, a book, or something they heard from a friend) and ask them to take it
in turns to each share their story with the rest of the group Monitor as students share their stories, noting their use
of past tenses Choose a couple of particularly interesting stories from the ones you have heard, and ask students to tell their story to the rest of the class
Power up
1 Tell students about your favourite and least favourite
ways to experience a story Say something like: I really enjoy reading books, because I love escaping into a different world which I can take with me anywhere I go
Then read the task question and instructions aloud to students and get them to complete the ranking exercise Bring the class together to report back on their choices Encourage students to give reasons for the order in which they have ranked the media
Listen up
exam tip
2 Read the exam tip and task to the class Do the first part
of the task – read the questions (not the answer options)
as a class Focus students’ attention on question 1 and ask them to think about the information they will need in order to answer this question Elicit that, to answer this question, students will need to find out what a story slam
is Then give students a couple of minutes to complete the rest of the task before conducting class feedback
Possible answers
1 what a ‘story slam’ is
2 where Eddie heard about story slams
3 what Eddie thought about his first slam – his opinion
4 what Eddie’s first story was about
5 what Eddie likes most about story slams
6 Eddie’s plans for the future
Read the explore vocabulary box with the class Elicit the
difference between a fact adjective and an opinion adjective
by asking a question, e.g If I say that my neighbour’s house is
beautiful, is it a fact or is it my opinion? (It’s your opinion.) If
I say that my neighbour’s house is white, is it a fact or is it my
opinion? (It’s a fact.)
5 Get students to complete the phrases using what they
learned in the explore vocabulary box Collect answers
from around the class
1 interesting ancient coin 2 special foreign stamps
3 dull old photo 4 exciting Japanese comic
5 ordinary little notebook
extra: fast finishers
Get students to choose five objects that they can see
in the classroom For each object, they should think
of two adjectives to describe it They should then put
the adjectives in the correct order and write sentences
including all five objects along with their adjectives
Speak up
6 Organise students into groups to brainstorm their ideas
Monitor as they do this, prompting and providing language
input where necessary Collect ideas around the class
Possible answers
1 valuable: a bank note; cheap: a sweet; useful: a pen/pencil;
tiny: a ring; scary: a spider; special: a painting
2 I’d hide it between some trees near my house.
To finish
If it is appropriate to use the internet in class, ask students
to go online and find out if there are any geocaches hidden
near where they live (They can do a search for geocache plus
the name of their town/city.) Bring the class together and ask
them to report on their findings Then ask: Would you like to
play this game? Why / Why not?
To prepare for the explore grammar section in the Listening
lesson, ask students to complete Ex 4 on page 38 of the
Student’s Book for homework, and to read the grammar
reference section on someone, anyone, nothing, everything,
etc on page 130.
Also share with them the PowerPoint Grammar Presentation
on the same topic Tell them to write down the main
grammar points plus any questions they have on any aspect
of the homework, and say that you will go over these in the
next lesson
Trang 38LISTENING (Continued)
This is an exam-type task In the Cambridge Preliminary
for Schools exam, students will have time to read the
questions before the recording is played Ex 2 above acts
as an equivalent to this
3 3.5 Play the recording for students to choose
the correct answer for the questions Play the
recording again if necessary (In the exam, candidates
will hear the recording twice.) Allow students
to compare their answers with a partner before
conducting class feedback Ask students to tell you
why they chose their answers Get them to look at the
audioscript on page 166 and encourage them to fi nd
evidence from the script to support their answers
1 B (people listen to writers read their own work Each
person has fi ve minutes to read their story aloud to
the audience.)
2 C (I fi rst read about it online A teenager from
Washington blogged about the slam she went to.)
3 B (Someone told a ghost story, another person
did science fi ction, and there were lots of funny
stories too.)
4 A (everyone in the shop was laughing My face went
bright red.)
5 C (For me, it’s the audience Having a group of people
there to react to your ideas is great There’s nothing
better.)
6 A (I’m going to continue with it but not as
a full-time job.)
alternative
If you haven’t already, you may want to download the
Grammar Presentation for this lesson from the Teacher
Resources area of the Pearson English Portal This
presentation has been created specifi cally for this lesson
and is fully editable for teachers
4 If you used the fl ipped classroom approach at the end
of the last lesson, elicit answers to Ex 4 now and go
over any questions students have from the exercise,
the grammar box, the grammar reference section or
the PowerPoint presentation
If you didn’t use the fl ipped classroom approach at the
end of the Vocabulary lesson, write some and any on
the board Ask students: When do we use ‘some’ and
when do we use ‘any’? Elicit that we usually use some
in positive sentences and any with negative sentences
and questions Explain that it is similar with someone,
something, anyone and anything Give students a
minute to read the grammar box and to complete the
table Monitor as students do this, off ering support
where necessary Conduct class feedback and give
students the opportunity to ask questions
1 anyone 2 no one 3 something 4 everything
5 Read the title of the text to the class Ask students to look away from their Student’s Book and predict what they think some of the tips might be Then get them to quickly read the text to check their predictions Then ask students to read the article and complete the tips with the correct words Check answers as a class Ask if anyone guessed any of the tips correctly
1 someone 2 something 3 nothing 4 anything
5 no one 6 anyone
extra: fast fi nishers
Fast fi nishers can add some of their own tips for giving a perfect presentation, using the target language from the explore grammar box
Speak up
6 Read the instructions aloud to the class and organise students into groups Monitor as students write their tips, providing support with the target language Nominate a few groups to report back and get students to listen for the most interesting or most unusual tips
Possible answers
Planning a partySend everyone an invitation in plenty of time before your party
Ask everyone to bring something to eat
Ask a friend to check you haven’t forgotten anything.Don’t leave anything valuable in the room where the party
is. (It might get broken!)Make sure everyone is having a good time and no one is left out
To fi nish
Write the following words on the board:
story sky TV homework hotel job
important help shop child teacher train
Put students into groups Give them three minutes to make
as many sentences as they can using the words on the board Each sentence should include at least two of the words, and one of those must be from the left hand column When time
is up, fi nd out who came up with the most sentences Ask each group to read their sentences out, and award points for each correct sentence
Extra Practice App
something someone
no one nothing everyone anything
Trang 395 Readthe instructions aloud to students and focus their attention on the prompts Organise students into pairs and get them to retell the story Remind them
to use language from the box, and point out that they don’t have to use the same language as was used in the recording – many of the other phrases can be used
to mean similar things Circulate as students tell their stories, noting down any good use of language and supporting students who need it After everyone has had
a chance to tell the story, nominate a strong student to tell the story to the whole class Get students to listen and to comment on what the student did well
Possible answer
This is a true story that happened to me when I was on
a plane with my mum I was just sitting down and I noticed there was a boy who looked like me a few rows in front of
us So, we took off and soon after that, my mum went to the toilet Can you guess what happened next? Suddenly, the other boy’s mother came and sat down next to me She thought I was her son so she started talking to me, telling
me I was a good boy! When my own mum returned, the lady was really embarrassed Now, I always tell my mum she should tell me what a good boy I am!
6 3.8 Before you listen to the recording, ask students to tell you what makes a good storyteller Collect as many suggestions as you can (see the answer key for ideas, plus: the speaker is interested in their own story, the speaker knows their story well, the story isn’t too long, the speaker speaks clearly, the story isn’t too complicated, etc.) Read the task instructions aloud and play the recording, twice if necessary Get students to discuss their choice with a partner before opening this up into
a class discussion Elicit what makes student 2 the best storyteller and get students to suggest how speakers 1 and 3 could improve their storytelling skills
Student 2: she has planned the story; the action is clear; she talks directly to the listener; she doesn’t sound bored
Speak up
7 Tell students to think about something funny which has happened to them (they can invent a story if nothing from their own experience comes to mind) Give them a minute
to share their ideas with a partner (tell them they can add made-up details to make their story as funny as possible) Then focus students’ attention on the tips Read them aloud around the class, and get students to demonstrate their understanding by giving you examples of each one Finally, give students a few minutes to prepare their story Circulate, offering support where necessary and making sure students are referring to the useful language from Ex 4
extra: mixed ability
If you feel your students are capable, encourage them not to write out a full script for their story but instead to write notes and read from these If they are doing this, they will have to think carefully about how to include some of the useful language from the box, because it will
be easy for them to forget to use it if they don’t have it written in front of them
For weaker students, pair students up and have them help each other insert useful language into their story to help
To start
Get students to think of a simple joke in their own language
that they find funny Give them a minute to work to translate
it into English Allow them to work with a partner if your
students speak the same language Monitor as students do
this, offering language support where necessary Nominate
a few students to share their jokes with the rest of the
class Ask students: Is it easy to translate jokes into another
language? Why / Why not?
1 Read the questions aloud to your students Tell them
what last made you laugh out loud, e.g I last laughed out
loud when my four-year-old nephew made a funny face
at me Get students to talk about their answers with a
partner and then get a few pairs to report back
Possible answers
When I was watching my favourite comedy
When my brother fell over at the disco when he was dancing
to impress a girl!
When my friend told me a really funny joke
2 Read the question aloud Challenge students to see who
can be the first to answer correctly
They’re going to listen to the stories
3 3.6 Tell students to look at the pictures Tell them that
they are going to read a story and they should predict
the content of the story based on the photos they see
Collect ideas around the class Give students a minute to
read the story and check if their predictions were correct
Then get students to complete the sentences Circulate,
offering support where necessary Read the story around
the class Ask students: How did the speaker feel when she
ended up all over social media? (embarrassed)
1 was chatting, were all enjoying
2 didn’t know, was wearing
3 pulled, was moving
4 flew, landed
5 took, were
4 3.7 Refer students to the useful language box
Get students to check the meaning of any unfamiliar
words or phrases Read the instructions and play
the recording while students complete the task
Collect answers around the class Check students’
understanding by asking them questions such as:
Where was the boy? (on a plane) Who else was on the
plane? (a boy who looked like him) What happened?
(The other boy’s mum thought that the speaker was
her son and started speaking to him.)
I’m going to tell you about something funny that …
Trang 40WRITING SB pp40–41
To start
Tell students that they will be writing stories in today’s lesson and that you are going to start by exercising their creative muscles Explain that students are going to get into
a time machine, which is going to land in the year 3000 Tell students to close their eyes and imagine that they are now getting out of the time machine and looking around
them Ask: What do you see? What do you hear? How does
it feel? Tell students to go for a little (imaginary) walk and
pick something up to take back to the classroom, before getting back into their time machine and coming back to the present time Tell students to open their eyes and share their experiences with their friend They should also tell them about the object they picked up Aft er a few minutes, nominate a few students to report back on their collected objects and experiences to the rest of the class
Power up
1 Get students to look at the photographs and ask them to describe what they see Read the instructions aloud and organise students into pairs to discuss their ideas Point out that there are no wrong answers – this is an opinion question, and they can choose more than one location
if they like Bring the class together again and nominate students to share their thoughts Generate as many ideas
as possible
Possible answers
I think that a forest is an exciting location for a short story, because you could have magical animals living in the trees or
it could be a haunted forest – there are so many possibilities!
I also think a beach is a good place for a short story because you could write a story about holidays, about treasure or even about a shipwreck …
2 Focus students’ attention on the tips Give them the opportunity to ask questions about anything they don’t understand Read some example answers to the students from the answer key below Give them a minute to think of some stories they like and to think about how
it fulfi ls the star stories criteria Then organise students into groups Get them to share their ideas and tell their partners why they think their chosen book or story follows the list of tips Circulate as the groups share their choices, encouraging discussion and prompting where necessary Bring the class together and ask for volunteers
to share their choice with the class
Possible answers
I think that Tolkien’s The Hobbit is a good story, because the
writer describes the magical worlds really well The language
is really descriptive
I really enjoyed Charlie Higson’s The Enemy because the
plot was exciting but not too complicated It has a good ending too
Plan on
3 Read the instructions aloud to students and ask them to complete the task alone Allow students to check their ideas with a partner before collecting the correct answers
from around the class Ask students: Can you think of any more advice to add?
1 doesn’t have 2 doesn’t need 3 entertaining 4 past
SPEAKING (Continued)
8 If necessary, get students to practise telling their
stories with a partner before putting them into larger
groups Circulate as students tell their stories, providing
encouragement and support Each group can nominate
their best storytellers to share their stories with the class
Possible answer
This is a true story that happened to me when I was three
My mum went outside to hang out the washing in our
garden I was in the house, and I started playing with the
key in the lock Can you guess what happened next? Yes,
I accidentally locked my mum out of the house She was
shouting at me to turn the key, but I started panicking and
wasn’t able to unlock it In the end, she had to call the fi re
brigade!
Fun footer
Read the fun footer aloud to the class Challenge students to
see who can be the fi rst to explain the play on words (planet
and plan it both sound the same).
To fi nish
If all students have smartphones (or an alternative way to
make recordings), ask them to record themselves telling their
stories from Ex 8 Ask them to play the recording back and
listen to themselves As they read and listen back, they should
follow the SHINE checklist in Ex 7, making sure that they
fulfi lled all of the criteria Conduct class feedback and get
students to share any areas where they could improve