This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.
Trang 1New
TRUE Pre-Intermediate
Teacher’s Book
Colin Campbell, Shona Rodger
Trang 2Ce £8 8 8 Student’s Book contents 4 Introduction 7 11 2 The bigtime 20 Let’s revise Units 1 and 2 key 27 2 Homeand family 29 FF Bodyand soul 37 Let’s revise Units 3 and 4 key 44 > TWheworldahead 45 SG New horizons 52 Let’s revise Units 5 and 6 key 58 F Asporting life 59
BS Strange but true 66
Let’s revise Units 7 and 8 key 73
*» Off tosee the world 74
7w Tfifĩcsdœr©< 82
Let’s revise Units 9 and 10 key 88
Photocopiable activities contents 89
Photocopiable activities 90
Photocopiable activities Teacher’s notes 115
Workbook answer key 121
Trang 3Page 4
Reading and Vocabulai The last word
: Matching headings; Comp Exam training: Matching headings Vs Verbs; say, talk, speak or tel?” Grammar 1 imple and esent continuous
Getting the message
L: Telephone messages; Matching; Note-taking
Exam training: Matching
5: The meaning of words; American English and Britsh English F: Talking about meaning; Asking for information
2 Thebigtime
R: Choosing a title; True or false; Multiple Exam training: Reading for specific info Multiple choice Vs Opposite meanings; Word formation ‘lucky break!
L: True or false; Completing notes Exam training: True or false P: Stressed words ‘S: Films E: Expressing preferences; Making suggestions vic eee) Page 54 16 20 mm
#Mormeeneffarmifw | Wild child Reading for general meaning; Missing sentences Family relationshi L: True or false Exam training: Reading for general meaning; Missing Exam training: True or false
sentences P: Word stress
Vs Phrases with different meanings; Phrasal verbs ‘connected with the family; Collocations with get and S: Understanding advertisements F: Persuading; Making arrangements make
Page 30 30 32 3
Body andisouf ‘The truth about feeling afraid The present perfect | Taking care of yourself R: Matching headings; Comprehension questions L: Multiple-choice questions Exam training: Matching headings to paragraphs Exam training: Multiple-choice questions V: Synonyms; Adjectives with -ed and -ing; Soundbites: | feel fine
Extreme adjectives $: Food; Likes and dislikes; Setting up a snack bar F: Talking about likes and dislikes; Persuading others to agree Page 42 4“ 46 ieee) Page 106
STIheworidahedef | bremeweather eading for specific information; Matching headings Future forms ‘A delicate balance L: Aweather forecast; Matching
jouns; Environmental problems : Green living; Making predictions; Talking about the future P: Silent letters F: Planning and making arrangements
Page 56 56 58 60
& New horizons ‘A golden opportunity The present perfect | Survival
: True or false continuous L: Completing notes; Matching ¥: Opposites; What's the difference?; Words connected ‘Soundbites: Pure shores
with work F: Giving advice and responding; Exchanging information Finding a part-time job
Page 68 68 70 72
LeLs revise Units 5 and 6 Page 80
ZAsportingfife The Jamaican bobsleigh team R: Predicting content; Comprehension questions The past perfect Giant strides L: Sentence completion; True or false (and error correction) V: Words connected with sport; Compound nouns; Adverbs of degree Exam training: Sentence completion $: Talking about free time
Soundbites: | want to break free
Page 82 2 8 86
BStrangebut true | chostly figures R: True or false; Matching information; Comprehension Conditionals The falling cow L: True or false (and error correction); Multiple-choice questions questions Exam training: True or false
Exam training: Matching information P: Same sound - different spelling
: What's the difference?; Negative prefixes $: Good luck and bad luck; Giving an account F: Discussing topics; Making your story more interesting
Page 94 % 9% 98
ma
R: True or false; Matching Exam training: Key words
V: Phrasal verbs; Prepositions and time
mm
Grammar reference p134 Word list p141
DOfftoseethe world ‘An unusual tour of London R: Completing information; Matching Reported speech Loud and clear! Le Announcements; Note-taking; Multiple-choice questions
ferbs and phrasal verbs; Travel nouns; Words '$: Planning a holiday; Booking a holiday; Telling someone about a holiday connected with travel
Page 108 108 110 112
TOTfilestones The legal age The passive Time for a change L: Predicting content; Multiple choice Exam training: Multiple choice S: Turning points
Trang 4
Iture focus/Grammar 2
The history of English 6: can, can't or (not) be able to M2 Writing an informal email Distant friends Exam training: Informal emails Word foc Verbs Words connected with studying Learning a language Languages and nationalities Messages and notes
Reading for pleasure
Love story by Erich Segal (retold by Rosemary Border)
10 2 1 15
Writing a biography Opposite meanings Aman of the sea Astar’ life Success by Christine Lindop Types of movies Show business The audience Meanings of make 2 24 26 a
Special days in the USA Writing a student magazine article | Phrases with different meanings The secret diary of Adrian Mole G: Relative pronouns Avery special day Phrasal verbs connected with the family by Sue Townsend
get or make?
Family relationships
36 38 40 41
Living in the extreme: Alaska Writing an informal letter ‘Synonyms Frankenstein
G: The present perfect or the past simple? News from hospital Adjectives with -ed and -ing by Mary Shelley retold by Patrick Nobes) Extreme adjectives Parts of the body A balanced diet Meanings of do 4 50 52 5s
South Africa: Kruger National Park Writing a postcard Nouns A ghost in love G: must, mustn't, have to and be not allowed to | Wish you were here Aweather forecast Geographical features by Michael Dean
The environment
62 6 66 6
Education UK style Writing a letter of application Opposites The thirty-nine steps
G: -ing forms anda What's the difference? by John Buchan (retold by Nick Bullard) I need a job! Starting out Sporting superstitions 6: may, might, could; probably and definitely ing an article Sun for the family Exams Phrasal verbs with look A sports report Sports, players and places ‘Adverbs and adjectives What’ the difference? Free-time activities Jason's trial by Vernon Scannell Agirl called Golden by David Bateson 88 90 92 9
Wonderful places Writing a story What's the difference? The hound of the Baskervilles
6: should, ought to and shouldn't Ghosts Prefixes by Arthur Conan Doyle (retold by Patrick Nobes) Describing people
sydney Writing a semi-formal email Verbs and phrasal verbs Three men in a boat
G: have to, don't have to, need to and Holiday! Travel nouns by Jerome K Jerome (retold by Diane Mowatt) holiday don't need to Exam training: Semi-formal emails | Being Getting around a tourist
114 116 118 119
‘The changing face of Europe Writing and informal letter Phrasal verbs Hud
6: Words and prepositions ‘An invitation Prepositions and time Meanings of get
Jobs and employment by Mark Twain (etold by Diane Mowatt) kleberry Fi
Trang 5Cee Telia haley)
See Unit summary on Contents pages 4-5
Reading The last word s pages 4-5
Warm-up
Drew the Italian national flag on the board and elicit the word
san for nationality and the language Point out that in many
the same word can be used for both, for example: nationality language ese Japanese sh Spanish n some cases it is different, for example: mationality language 4astrian German can English Quick quiz
1 In pairs, students look at the quiz and answer the
questions Check the answers with the class = 1 a Dutch (also French and German) b Spanish
c English (and aboriginal languages) 2 Hindi, English, Chinese
3 over 6,000
Reading
sk students to do the exercise in pairs Students read the article and see if their predictions were correct or not
Picture note
L cture shows a man, talking on the phone He looks like
origine (a native Australian person) He has dark skin His
nd body are painted white, and his eyes are outlined in
“£m raining) MEN Heangs to paragraphs Tell students that good readers are active readers When
matching they need to think about the ideas ina paragraph, not just individual words Ask students to look
2 paragraph 5 in the text Ask them how they know that
this paragraph goes with heading a Elicit or point out that the first sentence of a paragraph often introduces the topic 3 Students do the exercise on their own and then check their
answers in pairs Check the answers with the class
@sa5 b2uciind 4mes) 116
4 Ask students to discuss these questions in pairs They then
write their answers on their own Check the answers with the class
On Possible answers
1 Maluerindi does not think there is anything we can do
about his loneliness
2 About 3,000 languages will probably disappear
3 Languages die mainly because bigger languages become more and more important
4 They can write down the language They can also train teachers and write books in the language for schools 5 We should care because when languages disappear
nothing remains We have lost part of our world history
Mixed ability note
Students can first plan answers on their own and then work in
mixed ability pairs to produce agreed answers This gives the
weaker student in the pair time to think of their own answers
but also allows them, if they wish, to use the language which the stronger student may have
Vocabulary
Verbs
5 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class 1 change b become different
2 disappear e stop existing
3 destroy a damage something completely
4 survive ¢ live after a difficult event
5 save d_ stop something dying
6 care f be interested in something 6 You could set this for homework
Optional activity
If you do exercise 6 in class, ask students to write their three sentences on a separate piece of paper Ask them to write
their name on the paper When they have finished, collect the papers and redistribute them Make sure students do
not receive their own paper Ask students to look at the
sentences and decide whether they are (1) true and (2)
correct They should write their comments below the
sentences and return them to the original writers If there is any disagreement, the original writers should ask you say, talk, speak or tell?
7 Ask students to do the exercise on their own and then
check their answers against the article Check the answers
with the class
on 1 talk 2 speak 3 said/says 4 tell
8 Students do the exercise on their own and then check their
answers in pairs Check the answers with the class
On speak talk tell say/ said
9 Ask students to do the exercise on their own Check the answers with the class
Trang 6|_ mee _)
Time to talk!
Students do this in small groups and report back to the rest of the class If there is time, ask them to give reasons for their answers and / or elicit other ways of learning foreign
languages
Numbers
Ask students to close their books Dictate the numbers below to the class Ask students to write them in words rather than
figures, (for example ‘one’, not ‘1’)
one, twenty-eight, fifty-one, six thousand
Ask students if they remember what the numbers referred to in the pages they have studied
Students first check in pairs that they have written the numbers
correctly, and then continue to work in pairs trying to remember what they refer to After a few minutes, write the numbers on the board and check how much the students can remember If they cannot remember everything, give them a
minute or two to read pages 4-5 and find the answers
On one: number of speakers who speak Maluerindi’s language
twenty-eight: number of languages with just one speaker left spoken in Australia
fifty-one: other languages with just one speaker left six thousand: the number of languages in the world
Grammar 1 5 pages 6-7
The present simple and the present continuous
1 Students do the task in pairs and report back to the class
2 4) am Ask students to read through the beginning of the presentation and to think about the verbs that could fill the gaps Play the recording for the first time Students listen
and check their guesses Ask students what tenses are used
on 1 do
2 are studying
first gap: present simple second gap: present continuous
3 Students do the exercise in pairs Check the answers with the class I'm doing you're looking understands look spend they're becoming œ@xiou +0
Mixed ability note
Pair weaker students and stronger students to discuss the
answers before writing them down
Grammar check
The present simple and the present continuous Uses
1 Ask students to look at the Grammar check box Make sure they understand the meaning of uses Ask them to look back at the text in exercise 2 Then ask them to give the tense of verb 1 and match it to one of the uses in the box They do the same with verb 2
Working on their own, students then match verbs 3-8 in
exercise 3 to the uses in the box They then discuss their answers with a partner
Check the answers with the class on Present simple
1 something that happens regularly: 1
2 something that is permanent or always true: 5, 6, 7 Present continuous
3 something that is happening at the moment of speaking: 4
4 something that is only temporary: 2, 3
5 a change that takes place over a period of time: 8
Forms
2 Ask students to do the exercise on their own Check the answers with the class
on Present simple
Positive: They do a project every term Question: Do they do a project every term? Present continuous
Negative: She isn’t doing a project this term Question: Is she doing a project this term?
You may decide to set some or all of exercises 4-7 for homework
\ /
What do they mean?
4 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class ộffid2iI0737414/605⁄0561
Mixed ability note
Ask students who finish quickly to match the verbs in 1-6 to the uses in the Grammar check box on page 6
The present simple or the present continuous?
5 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class on 1 areselling 2 amusing 3 comes 4 am getting
Trang 7— and negatives
Ask students to close their books, then introduce this =xercise by writing the first group of words on the board
4sk students whether the words make a negative sentence 2 2 question Ask them how they know it is a question
because there is a question mark) Give them a little time ® arrange the words to make a question before asking one
ent to give the answer
ucents do questions 2-6 on their own the answers with the class ‘> 2 Some people don't like symbols
2 tam not doing a project this term
= Do companies spend a lot of money on advertising? 5S Are you looking at the chart?
© Are you learning about different symbols?
d negative sentences They should write them ona 2per with the words jumbled up as in the exercise mre them to include question marks in the questions.) Ask
e their name on their piece of paper Either
these extra sentences to other students who have exercise, or keep them for another lesson Which tense?
® Stusents do the exercise on their own and then check their
amSwers in pairs, if necessary referring to the Remember!
tm Check the answers with the class
seeds 2 am learning 3 are becoming
@eetown 5 understand 6 do you have
sends 8 means 9 Doyouknow 10 belongs ete ik wear tat the driver is learning and has not yet passed his / her aero zs - signs attached to the front and back of a car lets activate
See Socents a fixed time, for example eight minutes, to mite their questions
® Wik around and monitor students while they interview “2m other Make a note of any frequent errors for
areecSon later ‘ive ability notes
‘Ser wester students with stronger ones to prepare questions, me em ask them to change partners and interview someone
=
© seme pels finish quickly, ask them to continue the interview ‘et Se Sout other topics, for example computers or part-time
Students write five things about themselves on a piece of
paper These should be true and they should be in either the present simple or present continuous tense, for example: | live by the sea
1am wearing blue socks
Ask students not to write their names on their pieces of paper Collect them in and divide the class into pairs Redistribute one
piece of paper to each pair of students and ask them to work
out who the person is As pairs finish, give them a new piece of
paper until you have given out all the papers The pairs report back to the class saying who they think the people are and
why, for example:
We think this is Jan because we can see that he is wearing blue socks and we are sure he lives by the sea
Listening and speaking
Getting the message se pages 8-9 1 Students match the verbs and nouns
om send —an email make —a phone call leave — a message dial — a number phone — someone
2 Ask students to look at the pictures on page 8, and discuss the questions in pairs They feed back their answers to the class
om The pictures show:
1 someone writing an email on their computer 2 someone text messaging on their mobile phone 3 someone talking on the phone
4 someone using sign language, a special language of hand-signals for deaf people
Listening
Tell students that they should always read the instructions and information carefully before starting a listening task Thinking about the topic and anticipating the words they might hear will help with both general comprehension and completing the matching task
3 4) 12) Ask students to look at the information in a—d Ask them to think of words they might use in messages about these topics Play the recording for the first time Students
listen and match the messages to a~d Message 1 Woman: Man: Could | speak to Nicky, please? Hello? 224556
Woman: |'m sorry Nicky isn’t here at the moment Can | take a message?
Man: Yes, could you tell her that I'll pick her up to go to the disco at ten this evening?
Trang 8nit Oo
Man: Oh, sorry! It’s John
Woman: Fine I'll give her the message Message 2
Machine: Could you please leave your message after the long tone? Girl: Oh, er yes It's Sophie here — with a message for Daniel Just
to say that I've got tonight’s English homework You weren't in school today so | thought you might want to know what it is
Give me a call on 556778
Message 3
Boy: Hil How are you?
Girl: Fine, thanks You?
Boy: \'m fine You haven’t seen Simon, have you? I'm looking for
him
Girl: No,sorry But I'm seeing him later We're going for a swim
Boy: Could you give him a message from me? Girl: Sure
Boy: Couldyou ask him to phone me on my mobile, as | need to ask him about his birthday party next week?
Girl: No problem
Ask students to compare their answers in pairs
Play the recording for the second time and check the
answers with the class
om a Message 3 b Message 1 c Message 2 d is not needed
Note-taking
4 4) +z Students look at the notes for messages 1, 2 and 3
Play the recording Students make notes while they listen and then check their notes in pairs
If necessary, play the recording again Check the answers
with the class On Message 1 1 Nicky 2 ten thisevening 3 John Message 2 4 Sophie 5 Daniel 6 556778 Message 3 7 Simon 8 on mobile 9 about his birthday party Sending messages
5 If you have a large class, you may prefer to divide students
into smaller groups with six to ten students in each group
Ask one student from each group to come to the front of the class and whisper a sentence to them They return to their group and whisper the sentence to the next student,
and so on The last student in the group writes down what they think they heard Then the first student returns to you
and you whisper a second sentence to them, and so on At
the end, ask each group to read out their answers Possible sentences:
What are you doing tonight?
Tell him I'm out
Note: This activity is more fun if the sentences relate to the students themselves or what has been happening in the class
Ask students to work in pairs Ask one student in each pair to
look at the board and the other to look away from it Write
these phrases on the board: I'm really sorry
Would he like to go to
What do we have to do? Ask him to call me Give me a call
Tomorrow evening | wasn't at school today
The students looking at the board read the phrases to their
partners who should suggest what type of message they might
come from For example, 3 and 7 might be from messages
about homework
NOAUAWNA
Speaking
The meaning of words
6 Ask students to keep their books closed Write one of the
American English words in the Student’s Book on the board Choose one that you are confident your class do not know Wait until someone asks you what it means If they ask in their own language, ask them to translate the question into
English Write the translation on the board and explain that
you will practise it later
Explain what the word means and also tell the class that in
British English there is a different word with exactly the
same meaning Either give them the word or, if you think your students might know it, try to elicit it Explain that there are a number of words in British English which are different from American English
On American: elevator, bathrobe
British: lift, dressing gown
7 4) 13) Students read the dialogue and discuss in pairs what might go in the gaps Remind students of how
important it is to anticipate possible answers Play the recording Students fill in as many gaps as they can Students
check their answers with a partner's Play the recording again if necessary Check the answers with the class
Talking about meaning
Jim: 1 What does ‘elevator’ mean?
Jane: I'm not sure, 2 but | think it means ‘lift’ 3 Do you know what ‘bathrobe’ 4 means?
Trang 9# ==-2ents check the meanings of their words in the Wordlist © back of the Student’s Book Walk around and
tor the pairs while they are asking about each other's Check that they are using the forms in the dialogue
'©œcct (US) = tap
‘Rashlight (US) = torch ‘Bilfold (US) = wallet
west US) = waistcoat @antyhose (US) = tights
‘Gresstore (US) = the chemist’s
® sk the class if they know any more examples of British ssh and American English words which are different = feu Set the context: Maria is in a town she doesn’t
“mew and she needs to find the library She’s asking Jane
‘mF Srections Students read the dialogue and discuss in
Sars what might go in the gaps Remind students of how
m™portant it is to anticipate possible answers Play the "=<ording Students fill in as many gaps as they can Students check their answers with a partner's Play the ‘=cording again if necessary
‘ere questions and understanding the answer cuse me, do you know where the library is? #= HS in Burundi Street U-N-D-I
3 Could vou tell me where that is?
past the school, take the first right and it’s opposite the bus son
‘Wars Sorry that was a bit fast, 4 | didn’t understand Could you repeat = more slowly?
Bake play
‘Tt Explzin to the class that they will be working in pairs to
create a dialogue based on the one in the dialogue box
pairs decide who is Student A and who is Student B 4sk them to study the prompts for a minute or two and
ten act out the dialogue Monitor the pairs as they work
and make a note of any frequent mistakes for correction
‘ater If there is time, ask some pairs to act out their
dialogues in front of the class
‘T2 Ask students to work in new pairs, and create a new
dialogue using the prompts, and the language in the dialogue box The student who was Student A in exercise
11 should now be Student B, and vice-versa
If there is time, ask some pairs to act out their dialogues in front of the class
Mixed ability note
4sk half the pairs to prepare for Student A's role and half for
Student B's Then they form new pairs so that there is one Student A and one Student B in each pair This gives weaker
Students both more preparation time and more support before
‘ey act out the dialogues
| wWnitt
Optional activity : b
Draw a simple plan of the school in the centre of the board Elicit from the class what landmarks can be found
near the school, for example shops, taxi ranks and
cinemas Gradually build up a map of the area surrounding the school on the board This gives you an
opportunity to revise vocabulary
Divide students into pairs, Student A and Student B
Student A should be a stranger and Student B themselves
Ask the pairs to decide where they are on the map The ‘strangers’ should then decide where they want to go Student A asks for directions and Student B gives them After a while, ask students to swap roles
Monitor students while they are working and note down any frequent errors for correction later
Note: this activity allows students to add additional information to their directions because of their local knowledge
ee ( © Quick filler! 5 `
Choose some places the students know from the area
around their school, for example the local cinema Make up sentences about where they are, for example:
This place is near the Post Office on Market Street Read out the sentences and ask students to guess what
places you are talking about
Culture focus English Club ss page10
Warm-up
With books closed, ask the students if they have ever looked up
any websites which are in English Ask if any of them know what the letters FAQ mean If they don't, give one word, for example questions, and try to elicit the others
1 Still with books closed, explain to the class that they are going to look at a web page from an English Club Ask them to spend a few minutes in pairs or small groups thinking of questions they would like to ask about the English
language Students report back to the class Write their
questions on the board Check if any other students know
the answers to the questions
Students open their books and look at the frequently asked
questions Give them a few minutes to guess the answers
Ask them for their ideas
2 Ask students to read the web page and find the answers to
the frequently asked questions Ask them to see if they can
find answers to their own questions as well
4) +: The text is recorded, so if you like, students can listen to the recording while they read
Trang 10L am)
Talking about your country
Students discuss the questions in pairs or small groups Alternatively, if you have time for a more extensive project, you could use the Optional activity below
( Optional acti
| Ask students to talk to their parents and / or grandparents
and try to answer these questions in as much detail as | possible | 1 What languages did your parents / grandparents study at | school? 2 Are they different languages from the ones you are studying?
Why did they study those languages?
Did they enjoy studying them?
How did the teacher teach grammar / speaking / writing?
Can they still read / speak the languages they studied?
How has your language changed since the time when your parents / grandparents were young? For example, are
there more English words in the language now?
NQUAW
In the next lesson, ask students, working in small groups,
| to prepare a short group presentation based on the
| information they have collected Tell them that they do not
| have to report everything but can choose what they feel is
| most interesting
\ Each group gives their presentation to the class
ˆ @® Quick fillerst
| 1 Students think of the longest words they know in English This can be done as a team game with teams
scoring points for every word longer than, for example, | eight letters
| 2 Students try to write a sentence without the letter ‘e’ They can do this either on their own or in pairs
Grammar 2 38 p2ge1
> Grammar reference: SB page 134
can, can’t or (not) be able to
can and can't
1 Ask the class to read the dialogue in the example Practise it chorally Ask two students to create another short dialogue using ideas from the pictures, for example:
A: Can you speak Spanish or German?
B:_I can speak German, but | can’t speak Spanish
Students do the exercise in pairs
Mixed ability note
Students who finish quickly can ask and answer questions
about other abilities they have
can or be able to?
2 When students have found the sentence, write it on the
board Ask them why we cannot use can in this sentence If no one can explain this, tell them to look at the Remember! box
on will be able to speak
3 Students look at the words in the columns and answer the questions
Om» column 1—can column 2 —be able to
4 Students finish the sentences on their own Ask some students to read out their sentences Check that they have all understood the difference between be able to and can can, can't or (not) be able to
5 Ask students to do the exercise in pairs Check the answers
with the class
on 1 beableto 2 can't 3 beableto 4 can
5 beableto 6 beableto 7 won't be able to/ can't 8 beableto 9 beenableto 10 has been able to 6 Students look at the prompts for question 1 If necessary,
explain that they have to make a question using all the
words given and also can, can’t or (not) be able to Give
them a minute or two to look at the other prompts and : then ask a student to say what the first question is Write it ' on the board Ask another student to ask you the question
Answer, then continue the dialogue like this: _
Student: Can you speak more than two languages?
Teacher: No | can speak English and Spanish but nothing '
else | would like to be able to speak Italian What ; about you? | Students work in pairs using the prompts
Mixed ability note
Give students time in pairs to prepare the questions Then ask them to change partners and ask and answer with their new partner
= `
Optional activity |
| Write the five categories below on the board Elicit |
| examples of each category, for example: | foreign languages speak Russian
| music play the guitar sing | computers surf the Internet send emails | cooking cook spaghetti make pancakes
art draw pictures take photographs | If dictionaries are available, ask students to use them to
Trang 11Let’s activate
Pins for the future
Ask students to do the activity in pairs They should write a
st of ideas only, not sentences They can use the prompts
here, or think of their own ideas
®@ Monitor the pairs as they work and make a note of any
frequent mistakes for correction later Mixed ability notes
“sk students to work in pairs to prepare their lists Instead of
ng a target of five things, you could set a time limit, for
=semople three minutes In this way weaker students will not
‘== they have failed to meet the target
Writing an informal email
Distant friends 8 pages 12-13
Warm-up
3 students open their books, brainstorm different ways can keep in touch with friends (for example: telephone,
eters, email)
1 Students look at the pictures on page 12 and match them % words Then they answer the questions in pairs and
report back to the class
+ chatrooms are very popular in the UK Teenagers use ‘em to make friends, exchange views and information on music
aed ‘ims, etc and even for help with their homework
Studying the sample
2 udents to do the exercise in pairs Students read the
text and answer the questions Check the answers with the
1 2 pen pal by email
2 to meet e-pals from all over the world 3 nothing — it’s free
4 you send an email that they post on the website 5 emails from e-pals
Before students do the exercise, ask them to brainstorm the
‘od of things Anna might say about herself in her email
: nts discuss their ideas in pairs and then feed back to ass Ask students to read the email and see how many
ir ideas she mentions
sk students to tell you all the ways they know to start and #=# an informal email (and / or letter) and write them on ‘te board, for example, Dear (first name), Hi, Hello; All the ‘est, Best wishes, Love from, Bye for now
it T
4 Students do the exercise on their own and then check their
answers in pairs Check the answers with the class
Ø> 4-— Details about the school 2— Basic information about Anna
1—Opening
3 — Family details 7-Closing
6 — Request for a reply 5 —Hobbies and other interests
Steps to better writing
Contractions
5 Aska student to read the text about contractions in the rubric aloud Students do the exercise on their own and then check their answers in pairs Check the answers with the class
om 1 seven: name’s—nameis I’m-—lam_ It’s—Itis Ive-lhave we're-weare they're — they are
you’d — you would
2 you are—you're it is not —it isn’t / it’s not they have not — they haven't / they've not she will —
she'll we would —we'd they are—they’re he has
—he’s you will not — you won't
3 she’s—sheis/she has I'd —1 would / | had
6 Ask students to close their books Introduce this exercise by writing the first sentence on the board Ask students which words can be contracted and make these changes to the sentence on the board Point out that the auxiliary have is not contracted here because it is stressed This is because it
is not followed by a main verb Tell students that a negative contraction would be possible, for example, My brother's got
a car but | haven't
Students do sentences 2-5 on their own Check the answers with the class ©>x 1 My brother hasn't got a car but | have
2 » Jack isn’t /Jack’s not coming to the party, is he? * Yes, he is I've just had a text from him 3 I'm buying her something | know she'll like 4 I'm emailing you because my phone’s run out
5 * Are you Swedish? * No, I’m not I’m Finnish
Dictation
Read each sentence below twice at normal speed After each
sentence, give students time to write down how many words it
contains in its full form, i.e without contractions When you have finished, students compare their answers with a partner
If necessary, read the sentences again so that they can check
their answers
I'll see you at two o'clock
They've gone to the concert I'm sorry | can’t make it tomorrow She’s going on holiday on the seventh I'm sorry you can’t come this evening
Trang 12| rnt T J
Normal and extreme adjectives Checking
7 Ask a student to read the text about adjectives in the rubric 12 Remind students that they should always check their
aloud written work Set aside time in class for them to exchange Students do the exercise on their own and then check their their emails with a partner's and check through each other's answers in pairs They may need to check some of the work for the points listed under Checking
adjectives in dictionaries or the word list on page 141
Check the answers with the class Point out that we use Word focus s8 page 14 extreme adjectives when we are talking or in informal sở _ e ( 9 Verbs
writing to sound more interesting
5 1 1sae 2 destroy 3 care 4 survive on Normal: good, nice, pleasant, bad, unpleasant
Extreme: fantastic, terrible, brilliant, amazing, On Words connected with studying
incredible, awful 2 study—student revise — revision Do the activity with the whole class Explain that you can practise ~ practice repeat — repetition use very and extremely with normal adjectives to make the memorise or remember — memory adjective stronger, for example, very good, extremely good translate — translation (also translator) Extreme adjectives can be made stronger using absolutely, learn — learner
for example, absolutely fantastic Point out that you can use
really with both normal and extreme adjectives Om Learning a language
41 study 2 Practise 3 learn 4 repeat om 1 normal 5 translate 6 revise
2 extreme
31B NWBS) Extension
8 In pairs, students look back at Anna’s email and find the O™ Languages and nationalities
adjectives used with the modifying adverbs Check the 5 4 Dutch, Brazilian, British, Portuguese, American,
answers with the class Swiss, Austrian, Canadian, New Zealanders, Irish
5 (main languages) Dutch, Portuguese, English, Portuguese, English, German / French / Italian, German, English / French, English, English /
Gaelic om a really nice place
very good friends extremely difficult absolutely amazing
Om Messages and notes
Writing an informal email 6 1 left 2 answerphone 3 Phone/Ring 4 make Understanding the task 5 dialled 6 ring/phone 7 phone call
9 Read the instructions for exercise 11 with the class Ask +
students to answer the questions in pairs and then feed Reading for pleasure back to the class 666 06cas LOV€ SỈOFV sẽ page 15
Om Possible answers 1 to find an e-pal
2 basic information about yourself, family details, information about your school, hobbies and other interests
3 your address and /or phone number because it’s
dangerous — people might not be who they pretend to be on the Internet
Love Story is ranked one of the most romantic films of all time It tells the story of Oliver Barrett, who comes from a long line of wealthy family graduates He meets and falls in love with Jennifer Cavilleri, who comes from a working-class family The couple decide to get married, but Oliver's father disapproves of the marriage and cuts ties with his son A few years later, Jennifer is diagnosed with leukaemia and begins costly cancer treatment Oliver borrows money from his father without telling him the real reason why he needs it At the end of the film, Oliver's father realises that Jenny is ill and that his son borrowed the money for her He immediately goes to the hospital but by the time he arrives Jenny is dead He apologises to his son, who replies with the now famous quote: ‘Love means not ever having to say you're sorry.”
Planning
10 Divide students into groups of three or four Tell them to
think about what they discussed in exercise 9 and also to look back at Anna’s email in exercise 3 when planning their paragraphs Monitor and provide help if necessary
Writing Warm-up
11 Students write their emails in class or for homework Ask students what famous love stories they know Are there any Remind students that the emails should be between famous love stories from their country? Ask students to tell the 120-150 words story Have they heard of the film Love Story? Can anyone tell
Trang 13
Understanding the story
1 4‹)+« Ask students to read and / or listen to the extract Do not give them a task Give them as long as they need Afterwards ask them if they liked it and if they would like to see the film? Why? / Why not?
Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class —1F Vocabulary 2 Ask students to do the exercise in pairs Check the answers
Talking about your reactions
Deride students into groups of three or four to discuss the @eestions Groups then feed back to the class
Optional activity Acting out
Trang 14The big time
See Unit summary on Contents pages 4-5
Reading Success ss pages 16-17 Language note
the big time — the highest / most successful level in an occupation, especially the entertainment business
Warm-up
Ask students to write down the names of people they think are
successful They need not be famous people Now ask them to
think why they are successful In pairs they show each other their names and explain why these people are successful
1 In pairs, students match the opposites Check the answers with the class
On success ~ failure rich—poor win—lose receive — give
2 Students discuss in pairs which two things they think are
most important in achieving success
3 Students discuss the questions in pairs and then feed back their ideas to the class Take a class vote on whose success
is the most impressive
On The pictures show:
1 Steve Redgrave, an Olympic rower from Britain
2 Gisele Biindchen, a top model from Brazil
3 Anna Paquin, an actress from Canada 4 Georg Solti, a conductor from Hungary
Reading
4 Check that students understand the titles Remind them to choose a title after reading the first few lines and write it down
5 Students now read the rest of the article Give them a time limit, for example three minutes Students check their titles in pairs Check the answer with the class
on 2 How to get to the top Language notes
ambition — strong desire to be successful
stockbroker — a person whose job is to buy stocks and shares for
other people
pursue a career in acting — to try to achieve a career in acting
make a living — earn money
fellow actor — someone who acts with you
samples — a small part of something as an example
fashion brand — selection of clothes designed by the same
person
aim high — try to be / get the best
Explain that we often read texts to find specific
information, for example, numbers, a location, names of
people In these cases it is a waste of time to read all the
text with the same amount of attention If necessary, translate specific into their own language
6 Ask students to read the statements and check that they
understand them
Students do the exercise on their own and then compare
answers in pairs Check the answers with the class
On 1 False Michelle Williams's parents wanted her to become a stockbroker 2 True 3 True 4 False You need to work hard 5 True
Point out to students that it is important to read each possible answer before choosing They should think carefully about the meaning of each answer, and not try to match words
7 Ask students to look at the example, and the explanations a,
b and c Make sure they understand why c is the correct answer
Students complete the exercise on their own and then check
their answers in pairs Check the answers with the class ox1b 2c 3c
Mixed ability note
Before students answer the questions, ask the whole class to
identify which part of the text they can find each answer in
Students then look at those parts in pairs and discuss the
answers
Vocabulary
Opposite meanings
8 Give students the first phrase, easy, and ask them to find a word in the first paragraph that means the opposite When they have identified the word difficult, ask them to ;
complete the exercise on their own and then check their answers in pairs Check the answers with the class
om difficult discovered main enormous positive
weak proud Mixed ability note
Give students the numbers of the lines where they will find the
words
Lines: 12, 16, 18, 34, 40, 47, 47
9 Students write their sentences on their own, or do this part
of the exercise for homework Ask them to write sentences
which show the meanings of the adjectives
Trang 15Word formation
‘W Write the words success and ambition on the board and ask students to make adjectives from them by adding letters to the end (successful, ambitious) Ask them if they can think of other endings that are used to make new words in this way Students do the exercise on their own Ask students to use dictionaries to check their answers Check the answers with
the class
=» success ambition fame hard work dedication telent luck
#1 Students do this exercise on their own and then check their
answers in pairs Check the answers with the class
ST ambitious 2 talented 3 luck 4 hard work 5 successful 6 dedicated 7 fame
“amguage note
*amt out that in English some nouns can also be used as
@liectives Movie and fashion are examples in the text
_ ®gtional activity
“sk Students to think of a famous person and to write this
person's name on a piece of paper Collect the pieces of geper and redistribute them so that no student receives
her own Students work in groups and discuss the people whose names they have Which ones do they think are the
most successful at present? Which ones do they think will be remembered in 100 years’ time?
Time to talk!
Swe Students a few minutes to look at the pictures on their mem and to think about their answers to the questions Do they
want to be like any of the people in the pictures? They then
@scuss the pictures and their ideas in small groups Ask groups
we eed back their ideas to the class
Grammar 1 33 pages 8-19
>» Grammar reference: SB page 134
The past simple and the past continuous
% Ask students to look at the photo of Bjưrk /bja:k/ — a mous Icelandic singer and songwriter — and tell you
rything they know about her Ask them to discuss the other questions about their favourite singers or bands
& radio programme
2 4 21 Ask students to look at the text and guess what the
missing words are Play the recording once
Sirk was born on November 21, 1965, in Reykjavik, Iceland Becoming
(@@ends best-known musician and winning a best actress award at the
ilm Festival for the film Dancer in the Dark did not come without
wrk Young Bjérk started her musical training by studying the flute, ame and voice She recorded her first album when she was just 11 years
siti i the next eight years she played in three bands, and in 1981 worked =m 2 TV programme, Rock in Reykjavik She met Einar Orn and Sigtryggur Salidersson when she was recording a radio programme in 1984 and they
he band Kuki, which in Icelandic means witchcraft
on 1 recorded 2 played 3 worked
3 Ask students to look at the verbs on the board and answer
On We add the suffix -ed Pronunciation 4 Ask students to look again at the verbs on the board Say the cm 1 lid/ œx wanted /d/ walked/t/ turned/d/ ended /1d/ Lm | Check the answers with the class and write the verbs on the board
the question Draw a line under the -eđ suffix Ask the students how we form the past simple of regular verbs Drill the verbs with the whole class Refer students to the
Grammar reference section on page 134 for more detailed
spelling rules about the past tense -ed ending
verbs, emphasising the different pronunciation of the past
tense -ed endings Students complete the pronunciation tules in pairs Check the answers with the class 2 /t/ or /d/
5 Ask students to work in pairs They look at the verbs and
practise pronouncing them Remind them that they can
refer to the rules in exercise 4 if they need to
6 4) 22) Students look at the verbs and say how the past tense -ed endings are pronounced Play the recording once
Students check their answers If you feel they need more practice, drill the verbs with the whole class
jumped /t/ invented /id/ believed /d/
Optional activity
Quiz
Ask students, working in pairs, to choose a favourite singer or band Give them about ten minutes to write sentences about their choice They should include information about
when they started their careers, what their first hits were,
etc Monitor the pairs as they work and help with language
points
Ask each pair to read out their sentences without saying who the singer or band is The other pairs listen and write down who they think it is When all the pairs have read out
their sentences, they say who their singers or bands are The other students can now comment on the accuracy of the information, or give more information
Regular and irregular verbs
7 Remind students that many verbs in English have irregular
past simple forms Ask students for a few examples of
irregular verbs
Trang 16
—m
om 1 recorded 2 went 3 became 4 played 5 made
6 had 7 broke 8 moved 9 chose 10 began 11 was 12 sold 13 starred 14 wrote 15 won The irregular verbs are:
2 go (went) 3 become (became) 5 make (made) 6 have (had) 7 break (broke) 9 choose (chose) 10 begin (began) 11 be (was) 12 sell (sold) 14 write (wrote) 15 win (won) Language note score — the music written for a film Grammar check The past simple and the past continuous Forms
1 Write the two sentences on the board Ask students, working on their own, to write their negative and question forms
Students check their answers in pairs before you check them with the class
on Past simple
Negative: Radio stations didn’t play their first single Question: Did radio stations play their first single? Past continuous
Negative: She wasn’t living in London Question: Was she living in London? Uses
2 Students, working in pairs, complete the sentences Check the answers with the class
on 1bd 2a,c¢
Š ⁄
Past simple or past continuous?
8 Students do the exercise in pairs, if necessary referring to their answers to the Grammar check on page 18 Check the answers with the class
on 1 were studying 2 called, played 3 had, were finishing 4 changed
5 stopped, were recording 6 was touring, took 9 Students work on their own to do this exercise and then
check their answers in pairs Again, if necessary, they should
refer to the Grammar check Check the answers with the class om 1 got 2 weren't 3 didn’t matter 4 were making
5 was growing 6 liked 7 grew 8 was learning 9 met 10 couldn't
Let’s activate Information exchange
10 Ask students to work in pairs Ask them to decide who is going to be Student A and who is going to be Student B
Students should first work on their own, completing their stories Give them a time limit, for example ten minutes
They ask each other the questions about their texts
Check the answers with the class
On Student A’s text
1 washaving 2 arrived 3 was listening
4 didn’thear 5 brought 6 opened 7 could 8 read 9 found Possible answers to Student A’s questions: 1 In the car 2 Driving to France with her family Because they were going on holiday 3 Her grandmother
4 To tell Sarah that she had passed all her exams 5 Asked her mother to stop the car at the next
motorway services Student B’s text
1 was driving 2 were going 3 rang 4 answered 5 was 6 wasringing 7 felt 8 asked 9 bought Possible answers to Student B’s questions:
1 At home 2 Having breakfast
3 Yes, he didn’t hear the bell Because he was listening to the radio
4 He wondered what it was
5 The information that his application to enter the young musician competition had been accepted
Mixed ability note
Divide the class into pairs Half the pairs look at the Student A
text and the other half look at the Student B text They
complete the text together and then form new pairs with students who have looked at the other text They then ask each other the questions
Pop stars — are they telling the truth?
Divide the students into groups of four, Students A, B, C, and D Students A and B invent their own pop group Students C and D are record producers who are going to interview Students A
and B, the pop stars They think of questions to ask them Help
students by writing these notes on the board: what doing before started group?
when started recording?
how many records?
names of albums?
what countries played in?
Give the groups about ten minutes to prepare, then ask them
to divide into two pairs so that Student C is interviewing Student A and Student D is interviewing Student B Students C and D ask the same questions and make notes of Students A and B’s answers When Students C and D have finished their
interviews, they compare the answers they have been given If
the answers are the same, then Students A and B are telling
the truth and they get a recording contract If the answers are
Trang 17: $ $
Listening and speaking
A lucky break! ss pages 20-21
1 Students discuss the questions in pairs and then feed back their ideas to the class
Listening
Point out to students that they must think carefully about
the meaning of each statement before they listen
2 4) 23 Ask students to look at the statements Check that
they understand them Play the recording for the first time Students decide if the statements are true or false
Era
Ser2h: Oh no! Not that silly advert for chocolate again? | hate it when
that advert is on
+eke- Do you? | think it’s great | think adverts like that are better than
some of the programmes
Serah: Come on, Luke They're awful! Most of the time you don’t even
know what they're advertising
we: That's what makes them interesting You have to guess what it is
they're trying to advertise And that shampoo advert makes me laugh
Serah: Well, all | can say is that you've got a very strange sense of humour! %e&e- You can laugh, but a lot of famous actors started their career in
adverts for TV and the cinema!
Sarah: Really? | didn’t know that
dents discuss their answers in pairs Play the recording for a second time Students check their answers Check the answers with the class
1 True 2 False 3 True 4 True 5 True
3 4) 24 Explain the situation and ask the students to look
the adjectives used to describe jobs Check they
understand what the words mean Students discuss in pairs
which words they might use and feed back their ideas to the class Play the recording Students check if they heard any of the words
at Eee
interviewer: Lots of young actors get their big break in television by
working in adverts, but it’s not all glamour and fun, it can be really hard work too Two new actors in adverts are Georgina and Danny, and they've come to tell us what it’s
really like in the world of television Danny, when did you start working in adverts?
Đanny About three years ago, when I was seventeen | can still
remember shooting my first scene — someone threw a pair of swimming trunks at me and told me to go and put them
‘on, then jump into a freezing pool of water in front of the camera crew, who were all wearing clothes! | felt really
embarrassed, | can tell you But you soon start to enjoy it
imterviewer: Now, Georgina you're eighteen, aren't you?
Georgina: That's right
seterviewer: And you appeared in an advert for washing up when you
were sixteen Washing-up liquid’s not very glamorous, is it?
Georgina: No, but, as you said earlier, it was my big break!
=terviewer: And how do you find the hard work and long days?
Georgina: Well it’s tiring, but quite exciting too!
ipterviewer: And how did you feel when you did your first scene,
Georgina?
Unit2 Georgina: _ | felt terrible It was a bit like my first day in a new school, |
didn’t know where to go or what to do! And | had to do one scene after the other really quickly — but it’s great now! |
wouldn't change it for anything!
4 Students look at the boxes for Danny and Georgina and the
information they need to listen for Remind them that they
should not try to write complete sentences when they make notes
Play the recording again Students listen and make notes Give students a minute to check their notes in pairs and
play the recording for a final time if necessary Check the
answers with the class om Danny age now: 20 how he felt filming his first scene: really embarrassed Georgina age now: 18 how she felt filming her first scene: terrible Pronunciation Stressed words
5 4) 25) Explain to students that some words in English sentences are stressed more than others, and that they are generally the words that carry the most information, i.e nouns and pronouns, verbs, adjectives and adverbs Write the sentence on the board and ask students to tell you
which words are nouns and pronouns, etc and therefore
might be stressed Underline the words
Play the recording for the first time Ask the students which
two words were stressed Circle the correct answers Om my, trainers
Explain that which words are stressed most depends on the
meaning of the sentence In this sentence the speaker is
emphasising which advertisement is their favourite, probably in contrast to someone else’s favourite, and what
the advert is for
Play the recording for the second time Students repeat the
sentence after the recording
6 4) 26 Give students a minute or two to look at the sentences and decide which words might be stressed in
each Play the recording for the first time Students mark their answers and compare them in pairs
Play the recording for the second time Students check their answers Check the answers with the class
ow 1 terrible 2 more 3 enjoy
Trang 18jcmie 2
( © Quick filler!
| Ask students to repeat the sentence in exercise 5 on their
| own with the same stress-pattern, but replacing ‘trainers’
| with the thing advertised in their own favourite
| advertisement, for example:
| Student 1: My favourite advertisement on television is an
| advert for cars
| Student 2: My favourite advertisement on television is an \ advert for make-up
"——
Vocabulary
7 Students complete the sentences with the correct form of the verbs on their own They then check their answers in pairs Check the answers with the class
On 1 saw 2 amwatching 3 hear 4 listen to
Speaking
Films
8 Check that students understand the kinds of film listed in question 4 If necessary, translate the words Students
discuss the questions in pairs and feed back their ideas to
the class | Optional activity
Ask students for the titles of films they have seen recently | If they only know them in their own language, help them :
| to translate them into English Write the titles on the board
Ask students to match these films to the kinds of film listed in exercise 8
Dictate these words to the class:
soldiers special effects war love triangle realistic car chase exotic location happy ending sentimental | Ask students to match them to the different kinds of film | (There are no clear-cut answers here, for example you
| might find special effects in an action film or a horror film, | however you would be unlikely to find a car chase in a
| romance.)
\ ¬¬—ễễễễễỄễỄ
9 Students look at the pictures and read the descriptions of the films Give them a time limit, for example two minutes Ask
them to guess what the numbers in brackets mean If they
do not know, explain that they refer to the age people have
to be to see the film in Britain Ask them why they think
people need to be older to see A Good Year and Serenity
10 4) 27 Students read the dialogue and discuss in pairs what
might go in the gaps Remind students of how important it is to anticipate possible answers Play the recording Students
fill in as many gaps as they can Students check their
answers with a partner's Play the recording again if
necessary Check the answers with the class
Tapescript and answers Expressing preferences
Laura: Which film should we go and see?
Adam: 1 I'd prefer to go and see Serenity What about you? Laura: 2 | think I'd rather see A Good Year than Serenity | don't like
science fiction films
Adam: I'm sure 3 I'd enjoy Casino Royale 4 more than A Good Year They say it’s very good
Laura: OK, let’s go and see Casino Royale then
Write the phrases, Id prefer, Id rather and I'd enjoy more
on the board and drill them chorally Check that students
know what @ stands for
11 Monitor the pairs as they work and make a note of any frequent mistakes for correction later
12 4) 28 Students read the dialogue and discuss in pairs what might go in the gaps Play the recording Students fill
in as many gaps as they can Students check their answers
with a partner's Play the recording again if necessary Check the answers with the class
Tapescript and answers Making suggestions
Adam: 1 Why don't we go for something to eat before the film?
Laura: Good idea 2 What about going to that new café? But 3 let's go after the film, shall we?
Adam: OK, see you later
Mixed ability note
After doing exercise 12, write the dialogue on the board Divide
the class into two halves and ask students to repeat it chorally,
‘one half saying Jim’s words and the other half Jane's Remove
some of the words and ask them to repeat it again Remove more words and ask students to repeat the dialogue for a third time
13 Write the phrases Why don’t we .? What about going .? and Let’s go on the board Drill them chorally
Ask students to add to the ideas in the dialogue and the pictures and write them on the board, for example: go to McDonald's
for a walk in the park
Students make up their own dialogues Monitor the pairs as
they work
14 Ask students to work in new pairs for this exercise You may wish to model the dialogue with one of the stronger students before the students begin Ask the student to come to the front of the class and ask you questions based on the
prompts If there is time, try this with a second student, but give different responses to show some of the different
possibilities
S1: How did you feel about the film?
T: | thought it was really boring and sentimental
$2: How did you feel about the film?
T: It was too violent Just lots of killing It was terrible Mixed ability note
Before students do the exercise, ask them, in their pairs, to
decide what went wrong with the evening Give them a few minutes to do this and allow them to use their dictionaries As
they work, monitor what words and phrases they are looking
Trang 19Culture focus British cinema ss page 22
Mixed ability note
4sk students to look at the pictures and discuss in pairs what the connection is between them and British cinema They can
3o this before reading the text Picture note
The films and characters shown in the pictures are: A Hard Day’s Night, with the Beatles
Sean Connery as James Bond
Chariots of Fire
Four Weddings and a Funeral Bridget Jones's Diary
uUbRWnNna
1 Make sure that each student in the pairs chooses different decades
2 4) zø The text is recorded, so if you like, students can listen to the whole text after they have read their own paragraphs
‘Singing London’ was a phrase used in the 140s to describe a time when London was seen as the most exciting city in Europe for young people
> Quick filler! |
Dictate these words to students and ask them to find words | formed from the same root in the text (Remind them of the word formation exercise on page 17.)
direct begin fail relation arrive check the answers with the class
2 directors (line 5), beginning (line 11), failures (line 14), relationship (line 19), arrival (line 23)
Talking about your country
“ter they have discussed the questions, the pairs or groups =port back to the rest of the class Grammar 2 55 page 23 > Grammar reference: SB page 135 Articles the or no article?
1 Ask students to do the exercise on their own and then check in pairs Check the answers with the class =1b 2a 3C
2 Ask students to do the exercise on their own and then check in pairs Check the answers with the class 1a 2b
3 Students do the exercise in pairs Check the answers with the class
2= 1The 2 noartice 3 The 4 noarticle 5 The 6 The 7 noarticle 8 The, the
| UWnit2
Mixed ability note
Ask students who finish early to match the use of articles in this exercise to the rules given in exercises 1 and 2
4 Students do the exercise in pairs
Check the answers with the class If there is time, ask some pairs to read out the corrected version of the dialogue om best film — the best film (line 1)
the science fiction films — no article (line 3) the thrillers — no article (line 5)
the Brazil — no article (line 6) a, an or the?
5 Students do the exercise in pairs
When they have finished, check that they understand the rules
Om We use a when a countable noun is mentioned for the first time (as in sentence a)
We use the when we know which thing we mean (as in sentence b)
6 Students do the exercise on their own Check the answers with the class
On 1 The British, the Americans
2 The film, a Steven Spielberg film 3 no articles 4 the last film 5 The French, a lot of films
6 alot of money 7 the biggest studio 8 no articles ( Optional activity
| Ask students to choose one paragraph from the text on | page 22 and underline all the nouns Then ask them to | look carefully at the ways articles have been used with the | nouns and find examples of the rules in exercises 1, 2 and
{5 0n this page
Writing a biography
A star's life SB pages 24-25
1 Students discuss the questions in pairs and then feed back their answers to the class
Studying the sample
Notes
2 Give students a time limit, for example five minutes, to read the text
3 Ask students to do the exercise on their own Check the answers with the class
Trang 20TT
4 Ask students to look back at the biography and underline the
words and phrases used for talking about time (in 1975, when
she was 12, at the age of 16, After she won a modelling competition, before travelling to America) Ask students to do the exercise on their own Check the answers with the class on 1 at 2 When 3 in 4 Before 5 After
Steps to better writing
Time prepositions
5 Ask students to do the exercise in pairs Check the answers
with the class
om in July, 1994, December, the 1980s, 2005 ‘on Sunday, July 4th, Christmas Day, Friday
at 8 o'clock, midnight, 2.15
(no preposition) last year, last Tuesday, this morning, last week
6 Students do the exercise on their own and then check their answers in pairs Check the answers with the class on 1 nopreposition 2 in 3 no preposition 4 nopreposition 5 at 6 in 7 on 8 on 9 in ⁄% Quicl ler! ) Read out these beginnings of sentences Students complete |
them with time phrases depending on the preposition, or on whether there is no preposition
The last World Cup was in
| sometimes go to the cinema on The Euro was introduced in Our English lesson begins at
I get upat
We normally eat strawberries in 1am going home
fA
Sequences
7 Look at the chart and ask individual students to read out a
sentence each Do the first sentence in the exercise orally
with the class to make sure everyone understands what they have to do Ask students to do the exercise in pairs Check the answers with the class
on 1 She worked in Italy for a year and after that she went to America
After working in Italy for a year, she went to America 2 She got to New York and then she went to ballet
school
After she got to New York, she went to ballet school 3 She injured her knee and then she gave up ballet
After injuring her knee, she gave up ballet
4 She moved to LA and after that she got a part in a TV show
After she moved to LA, she got a part in a TV show ( Optional activity
Ask students to write four sentences about themselves using the sequencing phrases in exercise 7 Students read
{ their sentences t0 a partner
“ —
Writing your biography Understanding the task and planning
8 Make sure students understand what they have to do Ask
students to work in pairs to find the information for each
point
Writing
9 Ask students to write the biography on their own using the notes in exercise 8 as a plan Give them a time limit, for example, ten minutes, to do this (Alternatively they could do this for homework.) Remind them to use the time prepositions in exercise 5 and the sequencing phrases in exercise 7
Mixed ability note
Before students start writing the biographies, they discuss what
they are going to write in pairs, and then write on their own When they have finished, they exchange biographies and check what the other person has written
Checking
10 In addition to using the checklist provided, ask students to
exchange their biography with a partner and check each
other’s work Ask individual students to read out their
biography to the class
Word focus ss page 26
Om Opposite meanings
11 well built 2 richest 3 tiny 4 similar
5 positive 6 weak 7 proud On Success
2 1 ambitious 2 talented 3 famous 4 successful 5 dedicated 6 lucky 7 hard-working
3 1 lucky 2 hardwork 3 talent 4 dedicated
5 ambition
Om Types of movies
4 action thriller historical epic
horror science fiction romance comedy
Extension
Om Show business
5 Place: theatre, cinema, concert hall
Type of entertainment: ballet, film, opera, play, show
Entertainer: film star, comedian, singer, musician,
dancer Om The audience
6 1 watch 2 saw 3 hear 4 wentto/saw 5 sit
6 clapped 7 booed 8 listening to
O-» Meanings of make 71d 2c 3b 4e 5a
a —.—=——==#
Trang 21
Reading for pleasure
4 man of the sea se page 27
Gnderstanding the article
+3 4) 29 Before students do the exercise, ask them to read
2nd / or listen to the article You can ask individual
students to read a paragraph each out loud or read to
themselves if this is easier Ask students to do the exercise
on their own and then check their answers in pairs Check
the answers with the class
‘ST The society named after Cousteau was set up in 1973 2 He enjoyed inventing things when he was young 3 Cousteau bought the ship where he spent most of his
life in 1950
4 He won two Academy Awards, in 1956 and ten years later
5 Cousteau took up underwater swimming on the recommendation of his doctors after recovering from ` a car crash
© He nearly lost his life in an accident when he was 26
years old
7 His most popular television series started on television two years after he won his second Oscar ® He died when he was 87 years old
Pap culture references to Jacques Cousteau
= The French protagonist in the 1443 film The Pink Panther was
warmed Inspector Jacques Clouseau
= 2n episode of Friends, Phoebe has a dream about Jacques
Cousteau and later shouts out ‘I love Jacques Cousteaul’ © Star Trek: The Next Generation, a shuttlecraft carried
zoard USS Enterprise bears his name Weadulary
2 sk students to do the exercise on their own and then check eir answers in pairs Check the answers with the class
St atanend 2 inventing 3 diver 4 protect
5 creatures 6 society
Talking about your reactions
S&ore students do the exercise, give them two minutes to read
‘Me questions and think about their responses Divide students
= small groups to discuss the questions Allow a maximum
© % minutes Ask groups to share their ideas with the class
=
‘Optional activity
“sk students to work in pairs and imagine they are going to mterview Jacques Cousteau about his life and work In their Bers, students decide who is Jacques Cousteau and who is ‘e interviewer They can choose any point in his life to
y out the interview, for example, 1966 after he wins his nd Oscar or just after he invents the aqua lung zz | Let’s revise Units 1 and 2 SB pages 28-29 Grammar
Present simple and present continuous
1 1Shedoing? 2 ’sfinishing 3 don’tthink 4 gives 5 says 6 are becoming 7 Do you know 8 ’s talking
9 comes 10 Do you want
can, can't, be able to
2 1 can't 2 beableto 3 can 4 can't
6 beableto 7 beableto 8 can’t 5 can
Past simple and past continuous
3 1 waswatching 2 rang 3 picked 4 was 5 was calling 6 could
4 Possible answers
1 While | was walking home, it started to rain
2 My friend came to see me while | was having dinner 3 While | was talking to my friend on the phone, Susan
knocked at the door
4 The singer met the members of the group while she was recording a radio programme
Paul was touring around France when he met his wife
6 Sally was doing her homework when her mother called
her for dinner
w
Articles
5 1 noartie 2 the 3a 4 the 5 noarticle 6a 7 the 8 noarticle 9 noarticle 10 The
Listening
4) 2m
6 1 False 2 False 3 True 4 False
Message 1
Hi, Jim It’s me — Susan You're probably not back from school yet Just a quick question You know that work we're doing on our presentations? Do we have to give it to the teacher tomorrow? Do you think you could give
me a ring this evening and let me know? The number's 436766 Thanks a
lot Bye
Message 2
Brian — it’s Mike Just to let you know that we've got tickets for tonight’s football match My dad’s bought three Do you want to come? We could pick you up about six this evening and have a quick meal on the way to the stadium Could you phone back as soon as possible?
Message 3
Peter It’s Mary Just a quick call to tell you how to get to our house this evening | can’t remember if | told you or not Get off the bus by the bus station — go straight past the railway station and take the first turning on the right Walk down the road and you'll see our house on the left You
can’t miss it It’s opposite the library
Message 4
Thank you for phoning the Phoenix Theatre The box office is closed at the
moment If you wish to book tickets for the rock concert next month, you
can either ring again during box-office hours (10 a.m to 7.30 p.m), call our 24-hour credit-card booking service on 08903345567, or come to the theatre in person You should book early, as there are only a few tickets
Trang 22
UWnit2
Speaking
7 Possible answers
Do you know what ‘faucet’ means?
Excuse me, do you know where the library is, please?
Can you spell ‘elevator’?
What interesting sights are there in your town?
Excuse me, what's the time?
Can you tell me the name of a good dentist, please?
should 2 prefer 3 rather 4 renting 5 enjoy lets DAuURWNA ° oo Writing 91b 2d 3a 4e 5c 10 Possible answers
How old are you?
Have you got any brothers or sisters?
Where do you live?
Can you speak any other languages? Are you here on holiday?
Do you fancy going out to the cinema tonight?
Trang 23Home and family
See Unit summary on Contents pages 4-5
Reading Wild child ss pages 30-31
1 Students discuss the questions in pairs or small groups and feed back their ideas to the class
Reading
Remind students that the objective is to gain a general understanding of the main ideas of the text Tell students they should try to keep their eyes moving over the text, and should not stop if they don’t understand a word Moving their finger over the text as they read can help them to keep reading quickly
2 Give students a time limit to read the text, for example four
minutes Check the answer with the class
=~ Possible answer
Because she helped her change her life
fam training TRMSHE SEN CC
Remind students to look for clues in missing sentences to
help them identify who or what the sentence is about
Gues can be proper nouns, pronouns, and identifying if the sentence is direct speech (Who is speaking?)
3 Go through the example with the class Make sure they derstand why the answer is gap e
Students do the exercise on their own and check their answers in pairs Check the answers with the class
sđ&& 1c 2b 3C 4d 5a
4 Check that students understand the meanings of the adjectives Ask them to answer the questions in pairs Students feed back their ideas to the class
2» Possible answers
1 selfish, difficult, unhappy 2 caring, kind, understanding 3 hard-working, thoughtful
Vocabulary
Phrases with different meanings
5 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class 1a 2b 3b 4b
Ỉ UWnitz }
Phrasal verbs connected with the family
6 Ask students to do the exercise on their own and check their answers in pairs They may need to check some of the phrasal verbs in dictionaries or the Wordlist on page 141 Check the answers with the class
om Possible answers
What parents do: bring up, look after, tell off What children do: grow up, take after
What both do: put up with
There are other possibilities For example older children can bring up or look after their younger brothers and sisters, and children can look after their parents if they are ill
Mixed ability note
Remind students that the first three verbs in the list are in the text (paragraphs 1 and 2) and looking at them again may help them do the exercise
7 Students do the exercise in pairs Check the answers with the class
on 1 brought up 2 look after 3 told her off
4 put up with / look after 5 growsup 6 take after
Collocations with get and make
8 Ask students to do the exercise in pairs Check the answers with the class
On get: a cold, into trouble, better, some shopping make: money, sure, your mind up, a mistake, friends
® Quick filler!
Write get and make on the board as the headings for two columns Ask students, without using dictionaries, to think of as many other expressions as they can using the two verbs For example:
get make
together a record
out your bed
Some expressions can be used with both get and make, for
example a phone call
Time to talk!
Students discuss the questions in small groups and feed back their ideas to the class
Choose a popular soap opera on television that most of your
students will know Write the names of some of the characters on the board and ask students to do the following activities: 1 Match the adjectives from exercise 4 to the characters 2 Make sentences about the characters using phrasal verbs
Trang 24| Units
Grammar 1:3 pages 32-33 (Grammar check \
Comparatives and superlatives
* 4 Warm-up
Comparatives and superlatives Write some examples of comparatives and superlatives on the
1 Students write their list of adjectives in pairs then feed back board and check how much students know about how they are their ideas to the class Write the adjectives on the board formed
Ask students to look at the three photographs on page 32
and say where they would rather live and why Which is the most popular place, and why do most of the class prefer it
to the others? Monitor what they say Check how well they On 11 small 2 nice 3 easy 4 big
1 and 2 Ask students to do the exercises in pairs Check the
answers with the class
are able to use comparative and superlative forms, but do 5 relaxing, convenient, beautiful 6 bad, good not correct mistakes at this stage 2 Short adjectives
Picture note big bigger the biggest The pictures show: easy easier the easiest
1 a high-rise tower block in a city nice nicer the nicest
2 anisolated cottage or farm house in the country Long adjectives
3 a row of terraced houses in a suburb or city relaxing more relaxing the most relaxing
5 fs convenient more convenient the most convenient 2 4) aa) Play the recording for the first time In pairs, heannril iore: beaunirilomeative mest beadnrran
students check if they heard any of the words on the board Irregular adjectives
that they thought of in exercise 1 bad wane he wort good better the best
John and Suzie far further the furthest
Suzie: You know, a lot of our friends thought we were mad to move & little smaller the smallest E
to the city after growing up in the country, but we love it
John: Yeah, we're very lucky because the flat is big and we have lots 4 Give the pairs a time limit to make their lists, for example
of space eight minutes This exercise could also be done as a whole- Suzie: And everything’ so close —there-are banks and shopsand supermarkets and cinemas — just five minutes away board class activity Write the positive and negative points on the
John: _ Actually, living in a city is much easier than being in the country
We don’t even miss it — just look out of the window — we've got 5 Walk round monitoring the pairs as they work and make a
a big green space with lots of trees and grass and flowers note of any frequent errors for correction later Suzie: OK, it belongs to everyone who lives in the square ~ but that
doesn’t matter — we can use it when we want to and it’s one of
the nicest gardens in London ( ® Quick filler!
| Describe a house or flat you are familiar with, possibly
Martin
Martin: | work in Edinburgh in Scotland, but | live in a little village | your own Students listen and make notes of how your about an hour's drive away, and | love it It’s where my wife | home is different from their own In pairs, they check
grew up, and all her friends and family are there It’s very | whose home is more similar to yours
relaxing to live in the country and the air is lovely and clean sie
The people | work with in the office, they always ask me why | SG -
don't live nearer the office | know what they mean —a flat near ( Optional activity \
the office would be more convenient than where we live now, | |
but it’s not what we want | think | live in one of the most | Ask students to work in pairs Each describes their home to
beautiful places in the world | the other and both take notes They then pretend to be Ỉ
Katrina | estate agents and write a description of their partner's Ỉ
Katrina: | live on the outskirts of Birmingham In the old days | used to home They should emphasise the positive points and try
have a difficult time getting to school There were always traffic | to make the negative points sound positive too For
jams ~ and when they started rebuilding parts of the city centre, | example, if it is a small flat they can write, ‘easy to clean’
the traffic jams were even worse than before But when they | or ‘cheap to heat’ They then read their descriptions to
finished it, they put in more bus routes One of the bus stops is just round the corner from my house And now of course, the
trip to school is much better than it used to be — it only takes
me ten minutes or so
\ each other —= Negative comparisons
6 Read through the examples with the class 3 Ask students to read the sentences below the pictures
Check that they understand them Play the recording for Om We use not as + adjective + as
the second time Students check their answers in pairs
Check the answers with the class
Om John and Suzie: 1 big 2 easier 3 nicest Martin: 1 relaxing 2 convenient 3 beautiful Katrina: 1 difficult 2 worse 3 better
Trang 25
) the first sentence on the board as an example so that
dents can see how you want them to change the
ntences Students do the exercise in pairs Check the swers with the class
=> 1 Katrina is not as old as her brother
2 Towns are not as inconvenient as villages
3 The journey was not as bad as it was last time # The train is not as slow as the bus
3 London is not as small as Birmingham É The country is not as noisy as the city
Semparing objects
® 5c‘ore they do the exercise, check that students know the
mes of the items in the pictures Remind them to look
the examples ined ability note
Sud discuss the first picture and then report back to the
You can check if they are using both comparatives and ° secriatives #e† activate
What do you think?
dents do this in pairs or small groups and then report ck to the class If time is short, ask them to discuss the
s) that interest them most
®&% Students to look at all the items in the pictures in exercise
anc make questions which compare all of them, for example:
‘Wee one is the most expensive?
ey ask and answer their questions in pairs
Listening and speaking
Family relationships se pages 34-35
+3
k that students understand the questions before they
uss them with their partner
“emguage note
‘we! out with — argue with
Pont out to students that it is essential to read the
‘Stements first and understand them, but not to try and ‘Gecide if they’re true or false until they listen
2 4 32 Ask students to read the statements first, and check
they understand them Play the recording for the first time
meerview 1
iterviewer: Now, Alex, you're an only child What effect would you say
this has had on you — at home and at school?
Mex | think it’s made a huge difference | don’t really miss not having brothers and sisters, although | sometimes think it
would be nice to have someone to talk to But then | realise that | have so many friends that | spend most of my time
talking on the telephone anyway, or sending text messages
——
Interviewer: Yes, but do you think it has made a difference to you as a
person? To your personality, | mean?
Yes, | think so I've always been very hard-working and confident As | spend a lot of time with adults | feel quite
comfortable in their company I'm quite ambitious, and very
independent Maybe I'm a bit spoilt, too — but my parents don’t think | am They're always telling me how proud they
are of me!
Alex:
Interview 2
Interviewer: Do you come from a big family, Henry?
Henry: Not too big, | have two brothers and they're both younger
than l am
Interviewer: And how do you feel about being the eldest child? Henry: We get on quite well, but they do annoy me sometimes
They are very young and we don’t have much in common |
have to look after them and | have to be reliable —
especially when something goes wrong!
Interviewer: Would you have preferred to be the youngest child?
Henry: No way! My youngest brother always wants to do what my
middle brother and | do — but he’s too young Still, in some ways | think he’s had more freedom than we have My
parents were much stricter with us than they are with him!
Students check their answers in pairs Play the recording for the second time Check the answers with the class
on 1 False 2 True 3 False 4 False 5 True 6 False
3 Ask students to read the questions Play the recording for the third time Students note down the answers and then compare their answers in pairs Check the answers with the class
Om 1 talking on the telephone, or sending text messages 2 hard-working, confident, ambitious, independent, spoilt 3 He gets on quite well with them, but they sometimes annoy him 4 Because he has more freedom than Henry and his middle brother Talking about personality
4 Ask students to do the exercise on their own and then check their answers in pairs or small groups
Om 1 Possible answers
Alex: spoilt, independent, ambitious Alex's parents: proud
Henry: reliable
Henry’s parents: strict
Pronunciation
Word stress
5 33) Give students time to look at the words and
underline the main stress Play the recording
Students check their answers in pairs
Check the answers with the class Do a choral drill of any words where students are unsure of the stress
O» 1 ambitious 2 responsible 3 confident 4 hard-working 5 patient 6 reliable
7 independent
Trang 26
Speaking
6 If necessary, explain that flatmates are people who share a flat, for example students Ask the class why they think
housework might cause problems (One possible answer is
that one person might not do his or her share of the housework.)
Students discuss the other words in pairs and then feed back their ideas to the class Write the problems they
suggest on the board If there is time, ask students to put the problems in order from the most serious to the least serious © Quick filler!
Ask students to discuss what happens in their homes For
example, ask: Who does the housework? Are there |
arguments about which TV programme to watch? Who looks | after the pets?
Understanding advertisements
7 Check that students understand the information in a-f Students do the exercise in pairs
Language note
amenities — features of a place that makes living there easy or
pleasant, for example good cinemas, restaurants, and shops in a town on 1 ,¢,d,f 2b,e ® Quick filler! ` Ask students to write down four headings: kitchen,
bedroom, living room, bathroom Read out these words and
ask students to list them under the appropriate heading:
cooker sofa armchair fridge wardrobe desk
bookcase shower reading lamp computer sink Some items can go in more than one room, for example,
you might find a computer in a living room or a bedroom
8 4) aa) Students read the dialogue and discuss in pairs
what might go in the gaps Play the recording Students fill in as many gaps as they can Students check their answers
with a partner's Play the recording again if necessary
Check the answers with the class pt and answers Persuading Maria: 1 | think the first one is better 2 because it’s cheaper and has fewer people Anna: 3 Yes, it looks OK, but the second one is bigger and very close to the shops
Maria: 4 | don’t mind a ten-minute walk to the shops
Anna: 5 But the more expensive one 6 seems more friendly
9 Write the phrases / think because Yes, but 1 don’t mind on the board Drill them chorally
Ask students to work in pairs and create their own
dialogues Monitor the pairs as they work Check that they
are using the forms in the dialogue box correctly
Write the dialogue on the board Divide the class into two halves and ask students to repeat it chorally, one half saying Maria’s words and the other half Anna’s Remove
some of the words and ask them to repeat it again Remove more words and ask students to repeat the
dialogue for a third time
ml
10 4) 3s Students read the dialogue and discuss in pairs
what might go in the gaps Play the recording Students fill
in as many gaps as they can Students check their answers with a partner's Play the recording for the second time and
check the answers with the class
Tapest
Making arrangements
sam: Hello?
Maria: 1 I’m ringing about the room in the newspaper Is it still available? Sam: Yes, it is
Maria: 2 | was wondering if | could come and see it?
Sam: Sure We're usually both here at the weekend and in the evening
Maria: 3 What about Thursday evening? At seven o'clock?
Sam: 4 Ƒm sorry, but we're both out that evening 5 What about Friday evening?
Maria: Yes, 6 that would be fine See you then Sam: OK Bye!
11 Write these phrases on the board
I’m ringing about 1 was wondering if What about Thursday? That would be fine
Drill them chorally Students make up their own dialogues Monitor the pairs as they work
Culture focus
Special days in the USA 58 page 36 Warm-up
Remind students of one or two special days in their country Ask them why they are special Ask them what they know about
special days and celebrations in the USA
1 Ask students to look at the statements in pairs and see if
they already know any answers Then ask them to read the
text and complete the exercise on their own Give them a time limit, for example five minutes
4) + The text is recorded, so if you like, students can
listen to the recording while they read
They check their answers in pairs Check the answers with
the class
om 1 False The thirteen colonies of North America signed
the Declaration of Independence
2 False At Hallowe'en children get sweets from their neighbours 3 False St Patrick's Day is important for Irish immigrants 4 True 5 True
Trang 27ctate this list of ways of celebrating special occasions
students to match them to celebrations, for example, cial food — Christmas swecial food flying the national flag _ firework display party “2 Quick fillert ) | | parade picnic special clothes
Talking about your country
“sx Sudents to discuss the questions in pairs or small groups ame report back to the class Any questions they have no time
‘® answer can be set as homework
Optional activity ¬
4sk half the students to do research into Easter and / or Goristmas celebrations in another country The other half
uld talk to their parents and find out differences ween celebrations now and in their childhood In the
t lesson pair one student from one group with a Student from the other They report back on what they
save found out They then report back to the whole class —— — sh Grammar 2 3 page 37 > Grammar reference: SB page 136 Relative pronouns
whe that or which?
1 ®ad through the examples with the class
2 sk students to work in pairs to complete the rules Check the answers with the class
‘> We use who and that when we talk about people
We use that and which to talk about things
3 Read through the sentences with the class Students work their own and decide which rule is correct Check the answers with the class
= Rule a is correct
# Students do this exercise on their own and then check their
swers in pairs Check the answers with the class
#1 She owns the car that / which broke down 2 m going to see the girl who / that broke her leg 3 Are you reading the book that / which | gave to you? That’s the man who / that won the prize
5 Did you like the biscuits that / which | bought last
week? Mã
© Have you seen my homework that / which | was working on last night?
7 That's the girl who / that | saw at the party Harry met a couple who / that were staying in the same hotel 3 We visited a museum that / which was really interesting #@ This is the book which / that Ela wants to read | init zs J Which pronoun?
5 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class On 1 who 2 that 3 that 4 that 5 that 6 who
7 which 8 that
6 In their pairs, students decide in which sentences they could leave the pronoun out Check the answers with the
class
Om Sentences 2, 3, 4, 5 and 8 whose or who's?
7 Read through the examples with the class
8 Ask students to do the exercise on their own and then check
their answers in pairs Check the answers with the class
On 1 whose 2 who's (who is) 3 who's (who has) 4 whose 5 whose 6 who's (who is)
Let’s activate What do you think?
9 Ask students to complete the sentences on their own and
then feed back their ideas to the class Alternatively, you could set this exercise for homework
Mixed ability note
Write these possible sentence endings on the board and ask students to match them to the sentence beginnings in their
books
has three floors father is an engineer
have travelled to other countries are on a Monday or Friday
my grandfather built has more than forty teachers
have mobile phones
was built more than fifty years ago isten to music in the morning
looks really ugly
Optional activity
Ask students, in pairs, to prepare ten small pieces of paper Then ask the pairs to think of five sentences which include
relative pronouns They should divide the sentences into two parts and write the first part on one piece of paper and the second part on another They then pass all the
pieces of paper to another pair who match the sentence parts This pair passes the pieces of paper to another pair,
Trang 28| Units J
Writing a student magazine
article A very special day se pages 38-39
Warm-up
Ask students to look at the pictures at the top of page 38 and
describe what is happening in each What festival are they
celebrating? Which country are they in?
Picture note
The pictures show:
1 Rio de Janeiro carnival, Brazil
2 fireworks display (ask students to give examples) 3 La Tomatina (tomato fight), Bufiol / Valencia, Spain 4 Venice carnival, Italy
1 Ask students to discuss the questions in pairs and report
back to the class
Studying the sample
2 Give students a time limit to read the text, for example, four minutes With books closed, ask students questions about the text to check comprehension, for example: When does the festival usually take place? Who takes part in the festival? What do office workers do? What activities do they do at the
picnic? What food does the student eat at the picnic? Why does the student like hanami?
3 Ask students to do the exercise in pairs and then feed back
to the class
On 1 Present simple — because the festival takes place every year
2 Possible answers 1 Introduction 2 People 3 Activities 4 Food and drink 5 Conclusion 4 Ask students to do the exercise in pairs and then feed back
to the class Om Possible answers
kyoto
cherry trees along Biwako Canal party in the park
picnic
sing songs, tell stories
Steps to better writing Word order: verbs and objects
5 Look at the sentences with the class and ask students to say which is incorrect, and why If necessary, explain that the
verb and the object of the verb usually go together It’s very unusual to put words between them
Students do the exercise on their own and check their
answers in pairs Check the answers with the class
On 1 | like Christine very much
2v
3 | buy presents for my friends 4 | get presents from my family 5V
6 We have turkey like most people 7 After lunch we take the dogs for a walk 8v
Word order: frequency
6 Look at the examples with the class Students do the
exercise on their own and then check their answers in pairs Check the answers with the class
on 1 a after the verb be b before the main verb
2 either at the beginning or the end of the sentence 7 Students do the exercise on their own and check their
answers in pairs Check the answers with the class
On 1 We usually stay at home for New Year 2 The town is always quiet at that time 3 My friends often go away on holiday 4 We go to Scotland from time to time 5 The weather is never very good 6 Even so, we always have a great time
Ask students to write five sentences about themselves using some of the words and expressions of frequency Tell them to
write three true and two false sentences They swap sentences with a partner They read their partner's sentences and try to
guess which are false
Writing a student magazine article Understanding the task
8 Read the instructions in exercise 11 and then answer the
questions orally with the class
Planning
9 and 10 Read the instructions with the class and make sure
everyone understands what they have to do
Writing
11 Students write their description on their own, either in class or for homework Remind them to use their notes and the
sample text on page 38 to help them Mixed ability note
Students work in pairs preparing the mind map and the notes, but then write the description on their own They can then compare their finished descriptions with their partner's
Checking
12 In addition to students using the checklist provided, ask students to exchange descriptions with a partner and check each other's work
Alternatively, if you have room, ask students to fix their
Trang 29
Word focus ss page 40
o Phrases with different meanings
1 1 amiss, b missed
2a work hard, b work hard
3 a very close, b very close
4 astayed on , b stayed on |
21-4a 2-1a 3-1b 4-3a 5-3b |
6-4b 7-2a 8-2b |
© Phrasal verbs connected with the family |
3 1 bringthemup 2 putupwith 3 look after | 4 grewup 5 takeafter 6 told me off
= get or make?
4 1 getting 2 made 3 make 4 got 5 made | 6 get 7 make 8 make | Extension > Family relationships 5 1 aunt 2 uncle 3 cousins 4 husband 5 grandparents 6 grandchildren 6 1 niece 2 granddaughter 3 wife 4 grandson 5 husband 6 nephew 7 1 splitup 2 remarried 3 step-father 4 ex-wife 5 mother-in-law
Reading for pleasure The secret
diary of Adrian Mole se page «1 Warm-up
“sx students if they keep a diary If yes, ask them what things ey write in their diaries (for example, feelings about a situation, =sewersations they have had with people, descriptions of things ‘ey have done, seen or read) and how often they write in them
Understanding the diary entries
1 4) 37 Before students do the exercise, ask them to read and / or listen to the diary entries You can ask individual
students to read an entry out loud or read to themselves if this is easier
Read the instructions with the class and make sure
everyone understands what they have to do Ask students to do the exercise in pairs and then feed back to the class
= Possible answers
the birds: The lucky toothless birds started their horrible squawking
his toothache: | told her the pain had stopped and ‘instructed her to cancel the appointment
his father: It’s all right for him: he hasn’t got any real teeth
| its J
Language notes
stands no chance — will not succeed
pedigree — high quality because the parents, grandparents, etc
are all of the same breed and specially chosen
torment — great pain
Casualty Department — the emergency department of a hospital
racked with agony — in extreme pain (a rack historically was a device for torturing people by stretching their bodies)
squawking — loud harsh cries
on strike — refusing to work prolong — extend
telly — informal word for television triumph — victory
hail — frozen drops of rain
sarcastically — saying the opposite of what you mean to make fun of someone
wittily — cleverly funny
prevailed — was the most common
2 Ask students to do the exercise on their own Check the answers with the class
On water workers going on strike, a reduction in London bus fares
Vocabulary
3 Students do the exercise on their own and check their answers in pairs Check the answers with the class ow» mournful (negative), cheerful (positive)
toothless — without teeth
other adjectives: smart, sad, lucky, tired
4 Students do the exercise on their own and check their answers in pairs Check the answers with the class On 1 The birds started squawking horribly
2 I swore that | would never do it again
3 From this day forward | am going to hand in my homework on time
4 instructed my mother to cancel the appointment 5 Fantastic! Incredible! We had been given a half day
off school
6 | missed the bus so | walked home It took hours and hours
Trang 30ces
Talking about your reactions
Before students do the exercise, give them two minutes to read the questions and think about their responses Divide students
into small groups to discuss the questions Allow a maximum
of ten minutes Ask groups to share their ideas with the class This may lead to further discussion
Optional activities
The following could be done in class or for homework
When they have finished, ask students to swap entries with a partner to check each other's work | |
1 Just another day |
Ask students to imagine they are Adrian and to write |
another day's entry for his diary Remind them that he |
exaggerates everything in his life so, for example, ‘a bad day’ becomes ‘a terrible day’ and ‘a few minutes’ becomes
‘hours’ Students first decide what happened to Adrian and
then write about it using exaggerated language 2 Adog’s life
Ask students to write about Sunday April 5th from the dog's point of view
w Student diary
Ask students to write a diary entry for themselves for
Trang 31Bodyandsou!l
See Unit summary on Contents pages 4-5
Reading The truth about feeling
afraid! se pages 42-43
1 Students do this exercise on their own and then check their answers in pairs Check the answers with the class
> Positive: amusing, interesting, brilliant, fantastic,
enjoyable
Negative: boring, annoying, terrifying, awful, disturbing,
horrible, frightening
2 Make sure students understand the language in the riptions Ask them to do the exercise in pairs
Check the answers with the class
=» 1 b—we breathe more quickly 2 a-—our heart beats faster 3 d—we feel hot or cold
4 c-—our pulse rate is quicker
5 e—we cannot move
Reading
3 nind students that they are reading for specific formation and can ignore the other information in the text for the moment Give them a time limit, for example
three minutes Check the answers with the class
>» the danger comes from outside the danger comes from inside people
m training aragt phs Point out to students that double-checking their answers in
‘this way does not take much time in the exam, and is well worth doing
# Ask students to do this exercise on their own and then
k their answers in pairs Check the answers with the
Seif 2b 3e 4d 5a
S Ask students to read the text and answer the questions in
pairs Check the answers with the class
=~ Possible answers
1 Because they don’t usually have strong characters or stories
2 Because we get the same feelings we do in real life when we do something exciting
They feel safe in the cinema and when they come
out their real fear doesn’t seem so bad
4 Because it is more ‘realistic’ to people
They show us things which we don’t understand
w
uw
Vocabulary
Synonyms
6 Ask students to do the exercise on their own and then check
their answers in pairs Check the answers with the class
On 1 wondered 2 sad 3 scare 4 disappears 5 keep on
Optional activity
Ask students to work in pairs or small groups They think of
examples of horror films that:
1 show something many people are afraid of in real life
| 2 show a danger coming from outside
3 show a danger coming from inside a person 4 show impossible, unknown things
Pairs / Groups report back to the class Which films do the class agree are the most frightening?
Adjectives with -ed and -ing
7 Ask the class to decide which is the correct form If there is
time, ask them to look at the examples of adjectives ending in -ed and -ing in the text before discussing the difference
between the two endings On 1 terrifying 2 terrified
-ed describes the feeling
-ing describes the situation / person / event that causes the feeling
8 Students do the exercise on their own or in pairs
Check the answers with the class
on 1 terrifying 2 frightened 3 exhausting
4 fascinated 5 astonishing 6 bored 7 interesting Extreme adjectives
9 Write one pair of the adjectives on the board, for example, frightening and terrifying, and ask the students what the
difference is between them Ask for examples of when people might be frightened and when they might be
terrified
Students do the exercise in pairs They may need to use their dictionaries
Check the answers with the class om frightening — terrifying big — enormous
interested —fascinated bad—terrible tired — exhausted small—tiny cold—freezing surprised — astonished 10 Students do the exercise on their own Monitor them as
they work, checking that the sentences show the meanings of the adjectives Ask individual students to read out their
sentences to the class Alternatively, you could set this
Trang 32Là
Mixed ability note
Students work in pairs discussing the sentences before they
write them down on their own
“
Í Optional a
Ask students to write three or four sentences using some of
the extreme adjectives in exercise 9 They then read them | out, leaving a gap or making a ‘beep’ sound where the | adjective is, for example:
| When we came back from the mountains there was no
| heating on the train and it was absolutely ‘beep’
(The other students guess the missing words
Time to talk!
Students discuss the pictures in pairs or small groups and feed
back their ideas to the class Discuss as a class which are the most frequent fears and which ones are the easiest to get over Ask if anyone has a story they want to tell about getting over
a phobia
Grammar 1 535 pages 44-45 The present perfect
Warm-up
Ask students to look at the pictures at the bottom of the page
How would they describe the appearance and fitness of the different people? Why might some of the people be unfit?
1 Ask students to discuss the questions in pairs or small groups and feed back their ideas to the class
2 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class om have you lived have you ever been have you had
you have just finished you've just had (you’ve just) played | haven't exercised
(i =———————_—
{ Optional activity \
| Role play |
| Ask students to work in pairs One is the receptionist at the |
| Health and Fitness Centre and the other isa new member |
| The receptionist asks the new member questions and |
| completes the questionnaire for him / her The new | member can either be themselves or pretend to be one of | | the characters illustrated at the bottom of the page )
Grammar check
The present perfect Forms
1 Ask students to do the exercise in pairs Check the answers
with the class
On 1 1 Negative: You haven’t forgotten your swimming things Question: Have you forgotten your swimming things? 2 Negative: We haven’t completed the club's questionnaire Question: Have we completed the club's questionnaire?
3 Negative: Pete hasn’t been to the health club Question: Has Pete been to the health club?
4 Negative: Sue and Mick haven’t gone to the gym Question: Have Sue and Mick gone to the gym?
Uses
2 Ask students to do the exercise in pairs Check the answers
with the class
on 2 a you have just finished, you've just had, (you've just) played
b have you lived, | haven't exercised
c_ have you ever been, have you had
Three uses of the present perfect
3 Ask students to work in pairs and match the sentences to
the pictures Check the answers with the class onal b3 c2
4 Ask students to do the exercise in pairs Check the answers
with the class Note that the position of already is
sometimes variable
1 Tom hasn’t finished his project yet 2 Sarah has just phoned her friend 3 The film on TV hasn't finished yet
4 My brother has already swum ten lengths / My brother has swum ten lengths already 5 Haven't you had dinner yet?
6 Has Mary shown you the gym yet?
7 Have you already finished having your shower? / Have you finished having your shower already? 8 We have just filled in the questionnaire
5 Read through the examples with the class, and make sure the
students understand the difference between for and since Ontb 2a
Trang 33
> 1 has lived, for
2 have attended, since 3 haven’t seen, for 4 haven't had, for
5 has been, since
7 Before they start the activity, remind students to be careful with been and gone when talking about experience
She’s been to England (= she has had this experience at
some time in the past)
She's gone to England (= she is there now)
Students do the exercises on their own and then check their
answers in pairs Check the answers with the class Has Jan ever visited London?
Bella has never driven a car
My friends have never done aerobics before
Have your parents ever been abroad?
No one in my family has ever ridden a bicycle | have seen the team play three times Paul has broken his leg skiing twice How many times have you been to the club?
ONOURWN
|
Let’s activate
Writing about experiences
® Ask students to write their six sentences on their own and
then show them to a partner Remind them to use the present perfect, and never or not yet with the last three Alternatively, you could set this exercise for homework
The ‘yes’ game
T=! students that they are going to work in pairs taking it in terns to ask each other questions They can use the present perfect or any other tense Every time their partner answers
ves the questioner gets a point After two minutes they change
mies Give a time limit for this game, for example eight menutes The student with the most points wins the game
Mixed ability note
students a few minutes to prepare their questions before Strting the game
Listening and speaking Taking care of yourself ss pages 46-47
Warm-up
Ask students to draw an outline of a human body in their notebooks and label it with words they know, for example,
arm, foot, heart Students do this on their own and then check with other students As they learn new words from other students they should add these to their drawings
1 Students do the exercise on their own and check their
answers in pairs Check the answers with the class
on 1 | feel: ill / sick
2 I've got a sore: arm / wrist / finger / throat I've got a pain in my: arm / wrist / finger / throat | broke my: arm / wrist / finger
I’ve got a: stomach ache / headache / toothache / temperature uk w Listening
Remind students that they should not try to decide what the answers are before they listen When they hear the recording for the first time, they should put a mark by the answer they think is correct When they listen for the second time, they can then check their answer This makes the listening task active at each stage
2 4) a Remind students to read each statement carefully before they listen Give them time to read through the questions before you play the recording Play the recording
for the first time Students mark their answers Situation 1
| don’t know how | did it | felt so stupid afterwards | was running to catch a bus on my way to a football match Anyway, | fell over onto my arm —
and that was the strange thing — it was my ankle | hurt | twisted it
Luckily, | didn’t break it, so | didn’t need to see a doctor | just caught the next bus and went to the football match
Situation 2
| was all right when | came to school this morning Anyway, then | noticed | had a bit of a headache — | never usually get headaches — but it soon stopped Then, about five minutes ago | began to feel really hot | think I'll phone my parents at work and ask them to come and take me home
Situation 3
Oh, mum, I've been feeling terrible all night | think | must have eaten something bad last night My stomach really hurts | don’t think | can go to school, as ever since | got up I've been feeling really sick
Situation 4
Doctor: Well, what seems to be the problem?
Man: — Um, | cut my hand when | was cooking
Doctor: Ah, well, | don’t think the cut’s too bad You were lucky, it could be a lot worse | don’t think the cut needs stitches, but you'll
have to be careful when you use your right hand You use that hand for writing, don’t you?
Man: Yes, yes, | do
Doctor: Now, I'm going to put a plaster on it, and give you some cream Leave the plaster on for a few days, and then when you take it
Trang 34Play the recording for the second time Students check their
answers in pairs Check the answers with the class
Ontb 2a 3b 4b
Memory game
3 The students who are checking could give a time limit for the students who are remembering, for example, one
minute
Soundbites
4 be 42) With books closed ask students what they know about the Beatles Tell them the title of the song, / feel fine, and ask them what they think it is about Then write this list of words on the board and elicit their ideas about what the song is about again and write them on the board
love diamond rings world girl happy baby
Then tell the students that they should listen and write down the order the words in the list appear in the song Check answers with the whole class and compare what they think the song is about now with their original ideas
om baby happy love girl world diamond rings
The song is about a man who is happily in love
5 Ask students to open their books and read the questions Students read the lyrics as you play the recording again, and then answer the questions in pairs Discuss question 3 with the class
©> 1 Because he’s in love 2 things, diamond rings
Speaking
Food
6 Ask students to look at the pictures and discuss what is in each one They then read the labels quickly and match them to the pictures Give them a time limit, for example, two minutes
onte 2b 3a 4c 5d
Students find the opposite words on their own and check their answers in pairs Check the answers with the class om low-fat fresh sweet tasty tender authentic
simple to prepare cheap healthy maximum spicy
7 Students do the exercise in pairs Mixed ability note
Students first think of and describe their favourite food to their partner They then work with a different partner to do the exercise
Likes and dislikes
8 4) 43) Students read the dialogue and discuss in pairs what might go in the gaps Play the recording Students fill in as many gaps as they can Students check their answers
with a partner's Play the recording again if necessary
Check the answers with the class
Tapescript and answers
Talking about likes and dislikes
Jane: 1 Llove curry, it’s delicious
Jim: 2 Lhate it because it’s too hot and spicy 3 | like mild food like fish ~
and chips
Jane: 4 | don’t like eating fried food; it’s unhealthy, and it looks very greasy
9 In pairs, students practise the dialogue with books open,
and then with them closed Then they practise with the other phrases
Mixed ability note
Revise the meaning of the phrases by asking students to put them in order, from the strongest approval to the strongest disapproval
(adore, | really like, | like, | don’t like, | can’t stand, | detest)
10 Students do the exercise in pairs Monitor them as they
work Which is the most popular and the least popular food in the class?
Setting up a snack bar
11 4) 44 Students read the dialogue and discuss in pairs
what might go in the gaps Play the recording Students fill in as many gaps as they can Students check their answers with a partner Play the recording again if necessary
Check the answers with the class
Tapescript and answers
Persuading others to agree
Jim: 1 Lthink we should just sell chips and chocolate Young people love
them
Jane: 2 But don’t you think that’s a bit unhealthy? Perhaps we should sell
fruit too
Jim: 3 Lsuppose so, but that does seem a bit boring
Jane: 4 How about selling unusual kinds of food like pineapple?
Jim: | suppose that’s OK, as long as we sell chocolate as well
12 Remind the students to use the key phrases from the
dialogue boxes in exercises 8 and 11, and the words in exercise 6 during their discussion They should appoint a group secretary to note down their decisions
13 Groups compare their decisions If there is time, you could
ask the whole class to agree which ideas are the best
Culture focus
Living in the extreme 8 page 48, Warm-up
Ask students to choose their favourite season and think about
why they like it They discuss this in small groups and report
back to the class
1 and 2 Ask students to do these exercises in pairs or small
groups and report back to the class
On The pictures show:
1 Husky dogs pulling a sledge in a snowy landscape There are some people on the sledge, wearing hats and warm clothes It looks very cold
2 Areindeer wading through a river or lake It has big antlers on its head There’s a snowy mountain in the background
Trang 35a quiz
dents can do this on their own or in pairs Give them time limit to read the article, for example, three minutes
ey are working in pairs, they should take turns to ask ‘he questions When they finish the questions, they should =zø the text again to check the answers
«& 4s The text is recorded, so if you like, students can
tsten to the recording while they read Check the answers
weth the class
7 Since 1983
2 Skiplane or dogsled 3 40 miles away
Wild bears
5S Gab and oyster soup, goose or reindeer meat, blueberry muffins, chocolate brownies, and ice-cream pudding
& They are happy
7 600,000
# ín the 1600s the Russians took over the area In 1867, they sold it to the American government
' Americans and Scandinavians began to arrive in the early 20th century In 1959, Alaska became an American state
Talking about your country
‘@astents discuss the questions in pairs or small groups and feed ‘Zeck their ideas to the class
ơ
_ â Quick filler!
_ &sk students to think of five things they would want to take _ wth them if they had to spend a winter in Alaska Students _ @e this on their own and then discuss what they have ' esen in pairs Ask the class which items are the most ular = | @ptional activity
“sk students, working in groups, to think of a remote part eir country They should try to find out about life in area For example:
What is the landscape like?
What sort of houses do people live in? What kind of work do they do? What do they eat?
4s there any problems about living there?
They can use reference books or the Internet, or ask other |
swbject teachers at the school They may also be able to |
#t ¡níormation from their parents or grandparents dents present what they have found out in the form
2 wall-poster or class presentation `— —— Lzz ) Grammar 2 58 page 49,
The present perfect or the past simple?
Draw students’ attention to the Remember! box Introduce a few other examples relevant to their own lives You could ask about the experiences they wrote about on page 45, for example: S: I’ve been to the top of the Eiffel Tower
T: When did you go there?
S: | went there last year | went with my parents It was great
1 Ask students to look at the sentences and do the exercise in pairs Check the answers with the class
on 1 the present perfect 2 the past simple
2 Students do the exercise in pairs Check the answers with the class
on 1 has already seen 2 watched 3 have just written 4 sent 5 hasbought 6 ran 7 has never gone 8 went
3 Students do the exercise on their own Check the answers with the class
om 1 didyoudo 2 have you ever been to 3 did you go 4 Have you ever done 5 Did you watch
6 have you visited 7 Have you ever climbed 8 did you get
4 Students do the exercise on their own Check the answers with the class
on 1 have lived, opened 2 have come, came, ate, broke 3 have learnt 4 kept, attracted 5 has always played 6 has just celebrated
Talking about the news
5 Students do the exercise in pairs Check the answers with
the class
mn 1 lived / has lived, climbed 2 found, ran, have already found 3 have had, was
Mixed ability note
If your class needs more support with this activity, introduce a few news items from school or everyday life that will be
relevant to the students, for example:
The head teacher has decided to give you a day off school Great Britain has won the Eurovision Song Contest
Explain that the present perfect is often used in news stories because the fact that something has happened is often more
important than details of when, how, etc In the rest of the
Trang 36wWnit
Let’s activate
Your experiences
6 Walk round monitoring the pairs as they work Make a note
of any frequent errors in their use of the present perfect and / or past simple for correction later
Keep talking!
Write some prompts on the board, for example:
break a bone? have an accident? see someone famous?
be on TV? take a really good photograph? attended a great concert?
In pairs, students take turns asking each other questions using
the prompts They start by asking a question using the present
perfect If the answer is ‘Yes’, they continue by asking for more information using the past simple, for example:
When did you ?, How did you ?
Writing an informal letter
News from hospital se pages 50-51
1 Students discuss the questions in pairs or small groups and feed back their opinion to the class
Studying the sample
2 Give students a time limit, for example, three minutes, to read the letter on their own and answer the questions Remind them that it is not necessary to understand all the language at this stage, and they should focus on finding the
answers to the questions Check the answers with the class
on 1 about two days
2 because it’s a complicated break 3 fed up / bored
4 they're friends
3 Ask students to do the exercise on their own and then check
their answers with a partner Check the answers with the class
on 1 Inthe top right-hand corner 2 Four
3 1 the reason for writing
2 details of what happened 3 details of what life is like now
4 a request
{ Optional activity \ Students talk in pairs about when they last wrote a letter
| Ask them these questions |
How was it different in layout from Anna’s letter? |
What was the reason for writing? What did they write about? |
What did they write at the end of the letter, where Anna has written lots of love?
Do they prefer writing emails to letters: ? Why? / Why not?
Steps to better writing
Informal language
4 Ask students to do the exercise in pairs Check the answers with the class
œ
On 1 begin: Dear end: Lots of love (and other possible answers: Hope to see you soon, All the best, Love) 2 some contractions
5 Ask students to do the exercise in pairs Check the answers
with the class
Language note
The expression dead to mean very is only used with certain adjectives, e.g boring, tired, cool
on id 2f 3e 4a 5c 6b
Informal words, phrases and punctuation: Anyway (to change the subject) (line 16); It'd be great (lines
16-17), exclamation marks (lines 2, 7, 11, 15 and 19)
Useful phrases
6 Ask students to do the exercise in pairs Check the answers
with the class
on tb 2a 3c 4f 5d 6e
Editing
7 Ask students to do the exercise on their own and then check their answers in pairs Check the answers with the class Om Dear Jen
Thanks very much for your letter I’m sorry | haven't written for so long, but I've been very busy | was sorry
to hear about your exam
Anyway, I’ve got some good news I've got a new (.) boyfriend He’s called Pete, and | met him at a party Here is a picture of me and him on a night out Hope to see you soon
Love, Amanda Mixed ability notes
Help students by telling them which lines the mistakes are in Ask students to work in small groups circling the mistakes
before they work on their own to think of the correct forms
Writing an informal letter Understanding the task and planning
8 Make sure that students understand what they have to do Ask students to order the notes in pairs Check the order
with the class
on Suggested order:1c 2f 3d 4h 5e 68 7a 8b
Writing
9 Students write their letters on their own, in class or for homework Tell students that their letter should be about
120-150 words long Remind students that they can use
Trang 37
Checking
™ © addition to students using the checklist provided, ask Students to exchange letters with a partner and check each ’s work Word focus ss page 52 = Synonyms 11c 2e 3a 4b 5d
21 Sad 2 scare 3 keepon 4 disappears 5 wonder
> Adjectives with -ed and -ing
3 1 aboring,b bored 2 a terrifying, b terrified
3 a exhausted, b exhausting 4 a interesting, b interested 5 a excited, b exciting
> Extreme adjectives
4 1 enormous 2 terrifying 3 astonished
4 freezing 5 tiny 6 terrible 7 fascinated 8 exhausted
Extension
= Parts of the body
S ahead b nose cchin d eye e ear
f mouth g lips
§ Body: waist, shoulder, chest, neck, stomach, back
Arm: elbow, finger, nail, wrist, hand, thumb Leg: thigh, nail, knee, ankle, foot, toe
= A balanced diet 7 Possible answers
Meat: fish, chicken, beef, pork
Fruit: apples, pineapples, bananas Vegetables: tomatoes, peas, potatoes
Descriptions: salty, simple to prepare, cheap, tasty
Desserts / sweets: pudding, ice cream = Meanings of do Bic 2e 3d 4a 5b Reading for pleasure Frankenstein se page 53
arkenstein is an tổ\b novel by Mary Shelley tt is a Gothic thriller ame 2 passionate romance, but also a cautionary tale about the Sareers of science Victor Frankenstein, a science student, creates a suman being from stolen body parts He means for the creature to 3# Deautiful, but when he brings it to life, he is horrified by its eeousness Tormented by loneliness, Frankenstein's monster takes murderous revenge by killing two of his creator’s family members
Warm up
‘x Students to tell you what they know about Frankenstein
© a=ydody has seen the film or read the book, ask them to
®! me class the story
Understanding the story
1 4) 46 Before students do the exercise, ask them to read
and / or listen to the extract Students do the exercise on their own and then check their answers in pairs Check the answers with the class
om 1 Frankenstein created a monster 2 The monster killed two people
3 Frankenstein met the monster near the rocks
4 The monster took Frankenstein to a hut on the mountain 5 The monster told Frankenstein his story
6 The monster asked Frankenstein to make another ugly, female monster
7 Frankenstein agreed to do what the monster asked 8 The monster promised to live far away from other people 9 The monster ran away down the mountain
10 Frankenstein returned to Geneva
Vocabulary
2 Students do the exercise on their own and check their answers in pairs Check the answers with the class
om a unhappy, big, strong, gentle, alone, miserable, ugly b sad, evil, a murderer, miserable
Talking about your reactions
This could be done in class, but it would be a good idea to allow students to think about the questions at home beforehand
Optional activities
1 Dramatised quotes
Before the lesson, write short quotes from the story on pieces of paper Divide the class into groups and give each) group four or five quotes The students decide who said
them and at what point of the story They then read them
out in the order in which they occur in the story
Encourage students to dramatise the quotes when they
read, expressing the characters’ emotions
2 What happened?
Students work in groups and decide:
What happened to Justine and William and why?
What happened after Frankenstein returned to Geneva? Did he make the second monster? How did the two monsters react to each other?
Students write their stories as a group and tell them to the whole class
The monster and the police
Ask students to improvise dialogues between two stupid policemen and the monster They stop him in the street
and ask him the usual questions, for example:
What are you doing out at this time of night?
Do you live near here? Have you been drinking?
Are you married?
w
Trang 38
| oes |
| 4 Lonely male monster
| Frankenstein does not keep his promise The monster
decides to put a ‘lonely hearts’ advert in the newspaper | Students work in pairs to write the advert If you think
they need help, write these prompts on the board: Lonely male monster looking for a companion She must be | | | My hobbies are ES am big and 1 live Let’s revise Units 3 and 4 ss pages 54-55 Grammar Comparing 1 Paris is bigger than Budapest, but it’s not as large as London Science is easier than Maths, but it isn’t as simple as History
The weather in England is better than the weather in Scotland, but it isn’t as good as the weather in Greece 4 Jason is more intelligent than Harry, but he isn’t as clever as Emma Greek is more difficult than English, but it isn’t as hard as Japanese The seaside is nicer than the city, but it isn’t as attractive as the mountains
the fastest 2 the highest 3 the longest 4 the oldest
the most dangerous 6 the most expensive N w œ 5 N ua
who, which, whose, who's
3 1 who 2 which 3 who's
6 who's 7 whose 8 who's 4 which 5 whose
Present perfect
4 1 Sam hasn’t done his homework yet sam has already phoned his girlfriend Sam has just shown me his new TV Sam has never seen a live football match Sam has just won the race
Sam hasn't filled in the questionnaire yet
DuUAWN
How long have you lived in this flat?
Have you ever visited Paris?
Have you finished that book?
How long have you been a student here? Have you spoken to Jan today?
Has your brother ever been to Australia?
OurWwn=
have just bought 2 visited 3 have wanted 4 left
5 decided 6 found 7 havebeen 8 have made up 9 have lived Listening 7 ÁQ4z1‹ 2a 3b ác Situation 1
ve gọt four brothers and everybody says it must be awful living in a house
with four brothers Actually, they can be a bit annoying at times, especially when they're all watching a football match on TV | can’t stand football! B: most of the time, it’s great fun They've all got friends, so the house is
always full of people, and I’ve always got somebody to take me out if | want to go | feel sorry for my friends who haven't got brothers | think it’s
much easier to have four brothers than to have four sisters!
Situation 2
It's funny what other people think about you It’s usually very different
from what you're really like Take my friends, for example They all think \'m a really confident person, and sometimes | do feel confident, for
example, when I'm out with them having a good time But | always feel
nervous when | meet new people at parties | like being alone, and | like
to be with my family and relatives, but I'm not very good at making new friends | think a lot of people feel the same way | do
Situation 3
My friends and | always go to the woods on Saturdays We all have mountain bikes and we've made a racing track in the woods Last
Saturday, on our way there, | fell off my bike We were cycling along the
pavement and suddenly this dog came from nowhere — | turned the bicycle wheel to avoid it | cut my ankle a bit — but it was my arm | really hurt | had to go to hospital, but | was lucky — | didn’t break it | won't be able to ride my bike for a while, though
Situation 4
Doctor: Now, you say you've got er a headache and you feel hot Is
there anything else you haven’t mentioned? Have you any pains
in your stomach, for example, or have you er been sick over
the last day or two?
Patient: No, doctor, I haven't
Doctor: Well, you've certainly got a temperature, but | don’t think it’s serious Just a bad cold, | would say Take one of these pills eve four hours and stay in bed for two days You'll probably feel fine
after that If not, come back and see me on Friday
Trang 39The worltdahead
See Unit summary on Contents pages 4-5
Reading Extreme weather ss pages 56-57
Warm-up
ute the phrase extreme weather on the board With their losed, ask students to try to think of examples Suggest nk of films or television programmes they have seen, mple, The Perfect Storm What weather conditions did
ims / programmes show?
Reading
3
Students look at the pictures and discuss the questions in
oairs They report back to the class With the class, decide
which of the weather conditions is the most dangerous and
= The pictures show:
1 A flooded landscape, taken from the air The houses
are surrounded by water
2 Atornado A big dust cloud is rising up into the air
3 A hurricane A palm tree is bending over in the strong
wind It’s raining
4 A drought The earth is dry and cracked
students to only look at the title of the article Explain the title of the article global warnings is a play on
Sobal warming, the subject of the article Ask them if they «ow what global warming is (the increase in temperature
of the Earth's atmosphere, caused when certain gases, cially carbon dioxide, trap the sun’s heat) Discuss whether global warming is a good or bad thing, and why
ck that students understand the language of the ‘Stions before they start reading Give them a time limit, r example, three minutes Ask them to check their answers in pairs Check the answers with the class
> 1 That more of their land will soon be under water
2 Human beings creating more and more carbon
dioxide
3 They cut down all their trees
4 The weather will become more extreme
# sk students to do this exercise on their own and then check their answers in pairs Check the answers with the dass
=1d 2a 3b 4e 5Í 6c
'WSxed ability note
ents to read each paragraph in turn and then discuss
2 partner which heading goes with it Vocabulary Nouns
5 Ask students to do the exercise in pairs Check the answers
with the class
Om geographical features: ocean, island, forest, ground, hill, sea
the weather: climate, drought, flood, atmosphere,
environment
6 Students do the exercise on their own and then check their
answers in pairs Check the answers with the class On 1 flood 2 atmosphere 3 island 4 ocean 5 weather 6 forest Language note An ocean is larger than a sea, for example, Pacific Ocean, Baltic Sea © Quick filler!
Ask students to think of other words to go in the two categories in exercise 5, geographical features and the weather Give them a time limit, for example five minutes
7 Ask students to do the exercise in pairs Check the answers with the class
ox1Í 2c 3e 4d 5a 6b
1 global warming 2 meltingicecaps 3 fossil fuels
4 greenhouse gases 5 carbon dioxide
6 climate change
Time to talk!
Ask students to discuss their ideas in pairs or small groups Students discuss whether they do these things themselves, or
whether people in their country do them If possible, they add to the list
1 Write some of the words associated with weather that students have studied in this section Ask students, working
in pairs, to look at a map of the world and label it with the
words Where, for example, would they put tornado? Students discuss their decisions with other pairs
2 Ask students to imagine they are not in their own country,
but in another part of the world In pairs they decide which
country they are in They then prepare a short weather
forecast for that country Pairs read out their weather forecasts to the rest of the class, who guess which country
Trang 40its Grammar 153 pages 58-59 > Grammar reference: SB page 137 Future forms Warm-up
Write these foods and drinks on the board: orange juice milk shake Coca-Cola milk fruit chocolate bar vegetables
Ask students which ones they like, which ones they don’t like,
which ones they eat and drink most often, and which ones their parents tell them to eat and drink Ask them to give
reasons for their choices
1 Ask students to discuss the questions in pairs then feed back their ideas to the class
Picture note
The picture shows two men putting labels on square
watermelons It might be in a factory, or at a market Some
women are in the background looking at the fruit The people
look Japanese, or Asian
2 Ask students to do the exercise on their own and check
their answers in pairs Check that they know the meaning
of fizzy Give them a time limit, for example, two minutes Check the answers with the class omta 2b f ` Optional activity \ | Ask the students to summarise each of the articles in one sentence | | Possible answers: =
The Japanese have invented a square watermelon which is
easier to cut and keep in the fridge
Dr Kaufman has put carbon dioxide in fruit to make it taste like fizzy drinks
(Grammar check \
Future forms
1 Ask students to do the exercise on their own and then check
their answers in pairs Check the answers with the class
on Possible answers
1 will
(examples from article 1) What will inventive fruit farmers .2 Perhaps they will produce Or will we see straight bananas .?_ it won't be cheap (examples from article 2) He hopes it'll make Our first product will be that will allow people
we will make
2 going to
(examples from article 2) You're not going to have 3 present continuous
(example from article 2) the FizzyFruit website is showing
he’s going to work
2 Students work in pairs matching the uses Check the
answers with the class
on a will
b going to
¢ present continuous
3 Students underline the question forms and negatives on
their own and then do the exercise in pairs Check the answers with the class
Q: When will the machine be in the shops?
A: We don’t know exactly, but it won't be in the shops before next year
Q: Are you going to develop other foods with FizzyFruit in
them?
A: Yes, of course There will be lots of FizzyFruit products
& in the future J
will
3 Ask students to look at the example They work in pairs to
decide on a new product and prepare an advertisement for
it Ask the pairs to read out their adverts to the class Mixed ability note
Brainstorm ideas with the whole class Ask students to think of jobs that people do not like doing, for example, washing up, housework and homework Write their ideas on the board and then ask them, working in pairs, to design a machine to do one of these jobs
—
Optional activity
Ask students to think of things that were invented in the 20th century, for example, television, computers, mobile phones, and aircraft Ask them, working in pairs or small
groups, to write a short description of one of these inventions as if it was a completely new idea, for example:
This machine will help people send messages all over the world They will carry it with them and talk to people in countries thousands of miles away They will send written messages as well
The pairs or groups read out their descriptions The rest of
the class listen and then, pretending that they are living in
1900 and have never heard of the invention, ask questions
about how it works
\ =
going to
4 Check students understand what a New Year's resolution is Ask them to do the exercise on their own and check their
answers in pairs Remind them that Sally’s list is in note
form and in places she has missed out a or the They will need to add articles to make complete sentences Check the answers with the class
Present continuous
5 4) sa’ Give students a few moments to look at Sally’s diary