Empower Starter Teachers Book

Welcome to Cambridge English Empower A unique mix of learning and assessment For Students Cambridge English Empower is a new general English adult course that combines course content from Cambridge University Press with validated assessment from Cambridge English Language EMPOWER Assessment ONLINE ACCESS Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones cambridgelms.org/empower This unique mix of engaging classroom material and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress This unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress The course provides: • intriguing images, texts and video designed to arouse curiosity and get students talking • unit progress tests and mid-course and end-of-course competency tests delivered through the Cambridge Learning Management System (CLMS) • manageable learning with a syllabus informed by English Profile and the Cambridge English Corpus, ensuring students encounter the most relevant language at the right point in their learning A1 English Profile www.englishprofile.org C1 Advanced B2 Upper Intermediate B1+ Intermediate B1 Pre-Intermediate A2 Elementary A1 Starter Doff, Thaine, Puchta, Stranks, Lewis-Jones 978-1-107-46596-1 • Doff, Thaine, Puchta, Stranks, Lewis-Jones • Empower A1 Student’s Book with Online Access C M Y K Cambridge English Empower is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from Cambridge English Language Assessment Includes access to: • tests from Cambridge English Language Assessment • personalised practice • online workbook EMPOWER A1 STARTER STUDENT’S BOOK WITH ONLINE ACCESS A1 STARTER STUDENT’S BOOK cambridge.org/empower Other components include: Teacher’s Book Presentation Plus DVD-ROM Class Audio CDs Class DVD STARTER BOOK STUDENT’S E ACCESS WITH ONLIN A1 System Requirements: This product is optimised for use on the following systems and browsers: Windows Vista, Windows 7, Windows 8, Windows 8.1 Supported browsers: Internet Explorer 10 and 11, most recent version of Chrome, most recent version of Firefox Mac OSX 10.8 and 10.9 Supported browsers: Safari 6.0 and 7.0 JavaScript must be enabled in the browser Minimum internet speed: 3Mbps download and 512 Kbps upload speed per user Firewall: Must allow delivery of content from multiple IP addresses What could your students achieve with Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Hardware requirements: Minimum screen resolution: 1024x768px Microphone for voice recording activities Online Assessment Online Practice Online Workbook Student’s Book with online access Cambridge English Empower? Teacher’s Book contents Introduction Welcome Rachel Godfrey Cambridge English Empower is a general English course for adult and young adult learners that combines course content from Cambridge University Press with validated assessment from Cambridge English Language Assessment Course methodology Page Learning Oriented Assessment The course provides: A1 eBook English Profile www.englishprofile.org • intriguing images, texts and video designed to arouse curiosity and get students talking C1 Advanced B2 Upper Intermediate Syllabus Unit Page 28 Unit Page 38 Unit Page 48 Unit Page 58 Unit Page 69 Unit Page 79 Unit Page 90 Unit Page 101 Unit Page 112 Unit 10 Page 123 Unit 11 Page 134 Unit 12 Page 146 Teaching plus tests delivered through the Cambridge Learning Management System (CLMS) • manageable learning with a syllabus informed by English Profile and the Cambridge English Corpus, ensuring students encounter the B1+ Intermediate B1 Pre-Intermediate A2 Elementary A1 Starter most relevant language at the right point in their learning The Workbook includes: • practice of all grammar, vocabulary and Everyday English • downloadable audio cambridge.org/empower Other components include: Student’s Book Teacher’s Book Presentation Plus DVD-ROM Class Audio CDs Class DVD Rachel Godfrey Print Workbook with answers, with downloadable audio and video For Teachers STARTER ’S BOOK TEACHER Photocopiable activities CMYK Class Audio CDs STARTER IO CDs CLASS AUD Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Class Audio CDs System requirements: Adrian Doff, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Mac® OS X 10.6, 10.7, 10.8 and 10.9 Cambridge English Empower Presentation Plus classroom presentation software allows you to conveniently present all of the Student’s Book, Class Audio and Video content in a lively and interactive way at the front of the classroom It also includes the Workbook with Answers, the Workbook Audio and Video content, and the Photocopiable Activities from the Teacher’s Book A1 Cambridge English Empower Presentation Plus uses a great range of tools to enhance your learners’ classroom experience You can: • play Audio and Video clips and display scripts • display answer keys • highlight, write, draw and erase • hide and reveal text and images • zoom in and out • create notes and save annotations • attach your own web links • connect to Cambridge Dictionaries Online K DENT’S BOO WITH STU WORKBOOK AND 1GB of RAM; 128 MB of graphics memory 3GB of free disc space A1 English Profile www.englishprofile.org CEFR chart C1 Advanced 50mm wide, height variable B2 B1+ Upper Intermediate Intermediate B1 Pre-Intermediate A2 Elementary A1 Starter Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Class DVD STARTER DVD-ROM Microsoft® Windows® XP/Vista/7/8 Doff, Thaine, Puchta, Stranks, Lewis-Jones A1 STARTER CLASS DVD Presentation Plus can be used with all types of interactive whiteboard, or with a computer and projector A1 STARTER EMPOWER A1 STARTER Pronunciation AUDIO CD SET Doff, Thaine, Puchta, Stranks, Lewis-Jones Vocabulary Doff, Thaine, Puchta, Stranks, Lewis-Jones Page 222 Grammar Empower A1 Starter Teacher’s notes AUDIO CD SET ISBN: 978-1-107-46597-8 Page 151 Rachel Godfrey with Julian Oakley and Wayne Rimmer Teacher’s Book with photocopiable activities and online access EMPOWER Overview A1 EMPOWER Page 148 • Print Workbook without answers, with downloadable audio and video • extra reading and listening practice 978-1-107-46608-1 • Doff, Thaine, Puchta, Stranks, Lewis-Jones • Empower A1 Presentation Plus C M Y K Unit overview Page 18 Page 198 A1 • unit progress tests and mid-course and end-of-course competency Teaching notes Page 174 • Student’s Interactive This unique mix of engaging classroom materials and reliable assessment, with personalised online practice, enables learners to make consistent and measurable progress 978-1-107-46614-2 • Anderson • Empower A1 Starter Workbook with Answers C M Y K Page 14 online access STARTER OK WORKBO ERS WITH ANSW A1 STARTER WORKBOOK Page Page • Student’s Book without EMPOWER 978-1-107-46609-8 • Godfrey, Gairns, Redman, Rimmer • Empower A1 Starter Teacher’s Book C M Y K Page Also available A1 Adrian Doff, Craig Thaine Herbert Puchta, Jeff Stranks, Peter Lewis-Jones Presentation Plus Introduction Student’s Book with online access Online Assessment • Comes complete with access to Online Assessment, Online Practice and Online Workbook – delivered via the Cambridge Learning Management System (CLMS) • Validated and reliable assessment throughout the course – developed by experts at Cambridge English Language Assessment • Syllabus informed by English Profile, the Cambridge English Corpus, and benchmarked to the Common European Framework of Reference (CEFR) • A learning-oriented approach – assessment that regularly informs teaching and learning English Profile www.englishprofile.org Interactive eBook • With the Interactive eBook, you can the Student’s Book activities in interactive form (specially designed for tablets), play all Class Audio and Video, check and display answers, control audio speed, create text and voice notes, and more • The Interactive eBook can be accessed with the Cambridge Bookshelf iPad app, or using the Cambridge Bookshelf Web • A Unit Progress Test for every unit (automatically marked) – covering grammar, vocabulary and functional language – plus a Unit Speaking Test • Mid-course and end-of-course competency tests that cover all four skills and generate a CEFR report, which reliably benchmarks learners to the target level For more details about the Cambridge English Empower assessment package, and Learning Oriented Assessment, please see pages 7–8 Online Practice • Personalised practice – automatically assigned according to each student’s score in the Unit Progress Test, so their time is spent on what they need most Reader on a desktop or laptop computer With the iPad app • Language presentations, practice activities and skills-based extension activities for every unit it can be used offline (after initial download) • Automatically marked Online Workbook • Extra practice of all the grammar, vocabulary and functional language, plus extra writing • Automatically marked Teacher’s Book Presentation Plus • Detailed teacher’s notes for every lesson, including extra tips, ideas and support, and answer keys • Photocopiable activities – a range of communicative extra practice activities for every unit, including grammar, vocabulary and pronunciation • With Presentation Plus, you can display all Student’s Book material, play all Class Audio and Video, show answer keys, and more • Presentation Plus can be used with all types of interactive whiteboards, or with a computer and projector Online access for teachers Class DVD • To access Cambridge English Empower’s unique online assessment and practice package, please go to cambridgelms.org/empower, select ‘Register’ and follow the instructions • All the video material for the Student’s Book, plus Video Extra Class Audio CDs • All the listening material for the Student’s Book Print tests • Downloadable from cambridge.org/empower For more information and extra resources, go to: cambridge.org/empower Course methodology Key methodological principles A learner-centred approach Cambridge English Empower, with its unique mix of learning and assessment, places the learner at the centre of the learning process This learnercentred approach also applies to the course methodology – the Student’s Book and additional resources provide a range of classroom materials that motivate learners, address their language needs, and facilitate the development of their skills Supporting the teacher Cambridge English Empower also supports the teacher through classroom methodology that is familiar and easy to use, and at the same time is flexible and creative A number of key methodological principles underpin the course, enhancing the interface between learners and their learning, and between learners and teachers Cambridge English Empower: encourages learner engagement delivers manageable learning is rich in practice provides a comprehensive approach to productive skills Measurable progress These four principles lead to motivated learners, successful lessons and measurable progress This progress is then measured by a uniquely reliable assessment package, developed by test experts at Cambridge English Language Assessment Learner engagement Getting Started Each unit begins with a ‘Getting Started’ page, designed to engage learners from the very start of the unit – leading to greater motivation and more successful learning It does this in three ways: • Clear learning goals – ‘can do’ statements immediately focus learners on their objectives • Striking images that take an unusual perspective on the unit theme – this raises curiosity, prompts ideas and questions in the mind of the learner, and stimulates them to want to communicate • Short speaking activities that prompt a personal response – leading to longer-lasting learning and a sense of ownership from the start These activities also offer a diagnostic opportunity to the teacher Remarkable texts and images Throughout the course, learners encounter texts and images that inform, amuse, surprise, entertain, raise questions, arouse curiosity and empathy, provoke an emotional response, and prompt new insights and perspectives – this means that learners are consistently motivated to engage, read, listen and communicate The texts have been carefully selected to appeal to a wide range of learners from a variety of cultural backgrounds They have an international focus and flavour, and each text has a story to tell or a point of view to offer that will be of interest to learners All texts are accompanied by receptive tasks that support the development of reading and listening skills Frequent opportunities for personal response There are frequent opportunities to practise speaking throughout every lesson These include personalisation tasks which make the target language in every unit meaningful to the individual learner But not only that – there are also regular activities that encourage learners to respond personally to the content of texts and images These personal response activities foster successful learning because they: • make learning more memorable – so it lasts longer • are inclusive – there is no ‘correct’ answer, so all learners can participate successfully • promote spontaneous spoken interaction – this further enhances the learner’s sense of freedom and ownership, enhances motivation, and makes learning more relevant and enjoyable Introduction Manageable learning A second core principle that informs Cambridge English Empower is recognition of the importance of manageable learning This offers learners (and their teachers) reassurance that they will not be overwhelmed at any point in their learning journey, leading to more successful learning outcomes and sustained motivation The Cambridge English Empower classroom material reflects the concept of manageable learning in three main ways: • Syllabus planning and the selection of language • Lesson flow • Task and activity design ‘Grammar Focus’ and ‘Vocabulary Focus’ sections at the back of the book Reading and listening activities allow learners to process information in texts in a gradual, supportive way Speaking and writing activities are made manageable by means of clear models, appropriate scaffolding, and a focus on relevant sub-skills associated with a specific spoken or written outcome As an overall principle, the methodology throughout Cambridge English Empower anticipates and mitigates potential problems that learners might encounter with language and tasks While this clearly supports learners, it also supports teachers because there are likely to be fewer unexpected challenges during the course of a lesson – this also means that necessary preparation time is reduced to a minimum Syllabus planning and the selection of language A key element in making learning material manageable concerns the selection of target language In Cambridge English Empower, two powerful Cambridge English resources – the Cambridge Corpus and English Profile – have been used to inform the development of the course syllabus and the writing of the material These resources provide reliable information as to which language items learners are likely to be able to learn successfully at each level of the CEFR This means learners using Cambridge English Empower are presented with target language that they are able to incorporate and use at that point in their learning journey, and they won’t encounter too much above-level language in reading and listening texts It also means that learners are not overwhelmed with unrealistic amounts of language because the Cambridge Corpus and English Profile are also able to give an indication of what constitutes a manageable quantity of language at each level Lesson flow Learning is also made more manageable through the careful staging and sequencing of activities Every lesson starts with a clear ‘Learn to …’ objective and ends with a substantial output task Each lesson is comprised of several manageable sections, each with a clear focus on language and/or skills Each section builds towards the next, and activities within sections likewise The final activity of each spread involves a productive learning outcome that brings together the language and the topic of the lesson, allowing learners to put what they have learned into immediate use Task and activity design Tasks and activities have been designed to give learners an appropriate balance between freedom and support Grammar and vocabulary presentations take a straightforward approach to dealing with the meaning and form of new language, and practice is carefully staged, with additional support in the Rich in practice It is essential that learners are offered frequent and manageable opportunities to practise the language they have been focusing on – they need to activate the language they have studied in a meaningful way in order to gain confidence in using it, and of course meaningful practice also makes new language more memorable Cambridge English Empower is rich in practice activities and provides learners and teachers with a wide variety of tasks that help learners to become confident users of new language Student’s Book Throughout each Cambridge English Empower Student’s Book, learners are offered a wide variety of practice activities, appropriate to the stage of the lesson or unit: • Ample opportunities are provided for controlled practice of target language • Many of the practice activities provide learners with an opportunity to personalise language • There are frequent opportunities for communicative spoken practice Communicative practice activities are clearly contextualised and carefully staged and scaffolded, in line with the principle of manageable learning • Further spoken practice is provided in the final speaking activity in each of the A, B and C lessons, providing the principal communicative learning outcome in each of these lessons • In the ‘Grammar Focus’ and ‘Vocabulary Focus’ pages at the back of the Student’s Book, there are more opportunities for practice of grammar and vocabulary, helping to consolidate learning • In the ‘Review’ page at the end of each unit, there are opportunities for further practice of target language Teacher’s Book • Many learners find practice activities that involve an element of fun to be particularly motivating Many such activities – six per unit – are provided in the photocopiable activities in the Teacher’s Book, providing fun, communicative practice of grammar, vocabulary and pronunciation • The main teacher’s notes also provide ideas for extra activities at various stages of the lesson Other components Through the Cambridge LMS, Cambridge English Empower provides an extensive range of practice activities that learners can use to review and consolidate their learning outside the classroom: • The Online Practice component offers interactive language presentations followed by practice and extension activities Learners are automatically directed to the appropriate point in this practice cycle, according to their score in the Unit Progress Test (at the end of Student’s Book lesson C) • The Workbook (Online or Print) provides practice of the target language after each A, B and C lesson 4  A comprehensive approach to productive skills Most learners study English because they want to use the language in some way This means that speaking and writing – the productive skills – are more often than not a priority for learners Cambridge English Empower is systematic and comprehensive in its approach to developing both speaking and writing skills in each unit’s C lesson – ‘Everyday English’ Speaking Cambridge English Empower helps learners to become effective users of high-frequency functional/situational language The target language is clearly contextualised by means of an engaging video (also available as audio-only via the Class CDs), filmed in the real world in contexts that will be relevant and familiar to adult learners These ‘Everyday English’ lessons focus on two key elements of spoken language: • Useful language – focusing on the functional and situational language that is most relevant to learners’ needs, and manageable within the target level • Pronunciation – focusing on intelligibility and covering many aspects of phonology and the characteristics of natural speech, from individual sounds to extended utterances There is a substantial speaking task in each ‘Everyday English’ lesson that provides learners with an opportunity to activate both of these elements This comprehensive approach ensures that speaking skills are actively developed, not just practised Writing Across each level of Cambridge English Empower, learners receive guidance and practice in writing a wide range of text types At A1 level, the writing practice is integrated with the listening and speaking in the C lesson – as it is in real life – and not practised in isolation This integration allows learners to fully engage with the topic ahead of writing Learners also: • read a text which provides a model for the later writing output task •h  ave the opportunity to go to the Writing Plus section at the back of the book to develop aspects of a specific writing subskill that has been encountered in the model text • g o on to write their own text, in collaboration with other learners Process writing skills are embedded in the instructions for writing activities and encourage learners to self-correct and seek peer feedback In addition to the skills development in the C lessons, the A and B lessons also provide frequent opportunities for learners to develop their receptive and productive skills In line with other elements of Cambridge English Empower, the texts used for skills development engage learners and provide them with opportunities to personalise language Likewise, the tasks are designed in such a way as to make the learning manageable The extension activities in the Online Practice component (via the Cambridge LMS) also offer further practice in reading and listening skills Learning Oriented Assessment What is Learning Oriented Assessment (LOA)? As a teacher, you’ll naturally be interested in your learners’ progress Every time they step into your classroom, you’ll note if a learner is struggling with a language concept, is unable to read at a natural rate, or can understand a new grammar point but still can’t produce it in a practice activity This is often an intuitive and spontaneous process By the end of a course or a cycle of learning, you’ll know far more about a learner’s ability than an end-of-course test alone can show An LOA approach to teaching and learning brings together this ongoing informal evaluation with more formal or structured assessment such as end-of-unit or end-of-course tests Ideally supported by a learner management system (LMS), LOA is an approach that allows you to pull together all this information and knowledge in order to understand learners’ achievements and progress, and to identify and address their needs in a targeted and informed way A range of insights into learners and their progress feeds into total assessment of the learner It also allows you to use all of this information not just to produce a report on a learner’s level of competence but also to plan and inform future learning For more information about LOA, go to cambridgeenglish.org/loa How does Cambridge English Empower support LOA? Cambridge English Empower supports LOA both informally and formally, and both inside and outside the classroom: Assessment that informs teaching and learning • Reliable tests for both formative and summative assessment (Unit Progress Tests, Unit Speaking Tests and skills-based Competency Tests) • Targeted extra practice online via the Cambridge Learning Management System (CLMS) to address areas in which the tests show that learners need more support • Opportunities to the test again and improve performance • Clear record of learner performance through the CLMS LOA classroom support • Clear learning objectives – and activities that clearly build towards those objectives • Activities that offer opportunities for learner reflection and peer feedback • A range of tips for teachers on how to incorporate LOA techniques, including informal assessment, into lessons as part of normal classroom practice Introduction Assessment that informs teaching and learning Cambridge English Empower offers three types of test written and developed by teams of Cambridge English exam writers All tests in the course have been trialled on thousands of candidates to ensure that test items are appropriate to the level Cambridge English tests are underpinned by research and evaluation and by continuous monitoring and statistical analysis of performance of test questions Cambridge English Empower tests are designed around the following essential principles: Validity – tests are of authentic real-life English and of the language covered in the coursebook Reliability – tasks selected are consistent and fair Impact – tests have a positive effect on teaching and learning in and outside the classroom Practicality – tests are user-friendly and practical for teachers and students Unit Progress Tests The course provides an online Unit Progress Test at the end of every unit, testing the target grammar, vocabulary and functional language from the unit The teacher and learner are provided with a score for each language area that has been tested, identifying the areas where the learner has either encountered difficulties and needs more support, or has mastered well According to their score in each section of the test, the learner is directed either to extension activities or to a sequence of practice activities appropriate to their level, focusing on the language points where they need most support This means that learners can focus their time and effort on activities that will really benefit them They then have the opportunity to retake the Unit Progress Test – questions they got right first time will still be filled in, meaning that they can focus on those with which they had difficulty first time round Unit Speaking Tests Cambridge English Empower provides a comprehensive approach to speaking skills For every unit, there is an online Unit Speaking Test which offers learners the opportunity to test and practise a range of aspects of pronunciation and fluency These tests use innovative voice-recognition software and allow the learner to listen to model utterances, record themselves, and re-record if they wish before submitting Competency Tests Cambridge English Empower offers mid-course and end-ofcourse Competency Tests These skills-based tests cover Reading, Writing, Listening and Speaking, and are calibrated to the Common European Framework of Reference (CEFR) They provide teachers and learners with a reliable indication of level, as well as a record of their progress – a CEFR report is generated for each learner, showing their performance within the relevant CEFR level (both overall and for each of the skills) The Cambridge Learning Management System (CLMS) provides teachers and learners with a clear and comprehensive record of each learner’s progress during the course, including all test results and also their scores relating to the online practice activities that follow the tests – helping teachers and learners to recognise achievement and identify further learning needs Within the CLMS, a number of different web tools, including message boards, forums and e-portfolios, provide opportunities for teachers and learners to communicate outside of class, and for learners to additional practice These tools can also be used by teachers to give more specific feedback based on the teacher’s informal evaluation during lessons The CLMS helps teachers to systematically collect and record evidence of learning and performance and in doing so demonstrates to teachers and learners how much progress has been made over time LOA classroom tips for teachers In a typical lesson you’re likely to use some or perhaps all of the following teaching techniques: • • • • • monitor learners during learner-centred stages of the lesson elicit information and language concept check new language drill new vocabulary or grammar encourage learners to review and reflect after they’ve worked on a task The table below summarises core and LOA-specific aims for each of the above techniques All these familiar teaching techniques are a natural fit for the kind of methodology that informally supports LOA An LOA approach will emphasise those parts of your thinking that involve forming evaluations or judgements about learners’ performance (and therefore what to next to better assist the learner) The ‘LOA teacher’ is constantly thinking things like: • Have they understood that word? LOA classroom support • How well are they pronouncing that phrase? Clear objectives • How many answers did they get right? An LOA approach encourages learners to reflect and selfassess In order to this, learning objectives must be clear In Cambridge English Empower, each unit begins with a clear set of ‘can do’ objectives so that learners feel an immediate sense of purpose Each lesson starts with a clear ‘Learn to …’ goal, and the activities all contribute towards this goal, leading to a significant practical outcome at the end of the lesson At the end of each unit, there is a ‘Review your progress’ feature that encourages learners to reflect on their success, relative to the ‘can do’ objectives at the start of the unit Within the lessons, there are also opportunities for reflection, collaborative learning and peer feedback • How well did they understand that listening text? • Were they able to use that language in a freer activity? • How many errors did I hear? • And what does that mean for the next step in the learning process? The Cambridge English Empower Teacher’s Book provides tips on how to use a number of these techniques within each lesson This will help teachers to consider their learners with more of an evaluative eye Of course it also helps learners if teachers share their assessment with them and ensure they get plenty of feedback It’s important that teachers make sure feedback is well balanced, so it helps learners to know what they are doing well in addition to what needs a little more work Teaching techniques monitoring eliciting concept checking drilling review and reflect Core aims • checking learners are on task • checking learners’ progress • making yourself available to learners who are having problems • checking what learners know about a topic in order to generate interest • checking that learners understand the use and meaning of new language • providing highly controlled practice of new language • finding out what ideas learners generated when working on a task • praising learners’ performance of a task • indicating where improvement can be made LOA aims • listening to learners’ oral language, and checking learners’ written language, in order to: »»diagnose potential needs »»check if they can use new language correctly in context • finding out if learners already know a vocabulary or grammar item • adapting the lesson to take into account students’ individual starting points and interests • checking what could be a potential problem with the use and meaning of new language for your learners • anticipating and preparing for challenges in understanding new language, both for the whole class and for individuals • checking that learners have consolidated the form of new language • checking intelligible pronunciation of new language • asking learners how well they feel they performed a task • giving feedback to learners on specific language strengths and needs • fostering ‘learning how to learn’ skills Unit overview Lesson A and Lesson B • input and practice of core grammar and vocabulary, plus a mix of skills and pronunciation 5A There are lots of old houses UNIT Learn town Learn to to describe describe a a town VERY HOT! a hadames is a beautiful old city in Libya There are lots of old houses, shops and cafés – so what’s different? Ghadames is in the Sahara It’s very hot in the day (sometimes 55°C) The houses have very thick walls and they’re always cool In the old town there are streets for men and children and there are different streets (on the roofs of the houses) for women Now, there’s a new town with new houses and flats, but in summer lots of people go to live in the old houses because they aren’t hot a ‘My daughter goes there every day from 8:00 to 4:00.’ ‘We go there for dinner every Saturday night.’ ‘I often drink coffee there with my friends.’ ‘You’re in room 305 Here’s your key.’ ‘They have fruit and vegetables and also newspapers and magazines.’ ‘I’d like £500, please.’ café shop restaurant school bank hotel Look at the pictures of Ghadames and Esperanza Base Which place is … ? • an old city b Which places in 3a are these? 2.40 Match the words in the box with the places in pictures a–f Listen and check READING G VOCABULARY Places in a town positive G there is is // there there are: are: positive G there V Places in in a a town town V Places • in a hot country • in a cold country a c b Read about the two places and check your Now go to Vocabulary Focus 5A on p.148 d Sound and spelling /uː/ and /ʌ/ answers in 1a d b Russia food new two who mother umbrella beautiful sometimes Do you think Ghadames and Esperanza Base are nice places to live? Why / Why not? ■ Describe a town ■ Talk about hotels and hostels c ■ Ask about and say where places are lots of houses UNIT e5s speranza Base is Argentinian and it’s in Antarctica It’s cold in summer (0°C) and very cold in winter (-10°C) There are homes for about 100 people there There are ten families with children, there’s a school and there are two teachers There’s also a bank and a hospital There are a few cars, but there’s only one road – it’s 1.5 km long! a Complete the sentences Check your answers in e the texts in 1b c Singular: There a new town / a school Plural: are lots of old houses / two teachers 2.38 Pronunciation Listen and write the sentences How many words are there in each? c restaurant food shop Lesson C • functional language in common everyday situations • language is presented through video filmed in the real world • highly communicative integrated skills lesson • special focus on writing skills • input and practice of core pronunciation station 5C school a cinema Use there’s or there are b Tell a partner your sentences in 2d It’s in … 2.56 a 2.37 a a bed a chair a TV b VOCABULARY Hotels Look at the picture of a hotel and tick (✓) the things you think are in each room a bath a phone a computer pictures room bed TV There There Look at pictures 1–3 of Turkey Choose adjectives to talk about them Compare your ideas with your partner • beautiful • exciting shower • great • interesting • nice • old • boring • big c Read the review again Tick (✓) what’s in the hostel first floor ground floor d small rooms big rooms café restaurant TV room small rooms café kitchen TV room Would you like to stay at the hostel? Why / Why not? H O L I D AY R E V I E W S 2.46 sure c • swimming pool • hospital d 2.58 B B Listen again and repeat B B d LISTENING a 2.62 Put the conversation in the correct order Listen and check WRITING Great, thank you And is there a good restaurant in this part of town? A Excuse me, can you help me? OK, thanks for your help A Are there any good cafés near here? A My country is very hot in summer James’s new car is really fast This film is so boring a Read part of an email from Sophia to her parents She writes about her new flat Does she only write about the good things? Yes, there’s one in the next street – Café Milano No, I’m sorry, there aren’t any restaurants near here But there’s one near the station Yes, of course No problem My new flat is great It’s big and it’s in a nice part of town The flat is near my office and there’s a beautiful park in the next street There isn’t a supermarket near me, but there’s a shop in the next street Practise the conversation in 4c with a partner b 2.59 Watch or listen to Part Answer the questions b 2.59 Watch or listen to Part again Are the sentences true or false? Do Sophia and Megan find a shop? Who they meet in the street? Sophia thinks a café is a shop James sees Megan and Sophia first James lives in the next street There’s a supermarket in the next street There’s a shop near James’s flat • cinema • restaurants Go to Writing Plus 5C on p.156 for and and but c Write about your part of town Use there’s / there isn’t / SPEAKING there are / there aren’t Use and and but Communication 5C Student A look at the information below Student B go to p.111 d Read about your partner’s part of town Is it the same? a Conversation You’re on a street you don’t know Ask Student B about: Ask your partner about their town, city or street Are there any cafés in your town? • a hotel • cafés b Conversation Now you’re on a street you know Use the information to answer Student B’s questions Yes, there are two cafés • a bank: in the next street • shops: not near here – near the hospital Is there a supermarket in your street? No, but there are two shops c café kitchen Unit Progress Test SPEAKING CHECK YOUR PROGRESS Communication 5B Student A go to p.105 Student B go to p.110 Listen again Tick (✓) the things in the hostel 2.51 You can now the Unit Progress Test 44 wi-fi showers 45 Why people like hostels? Why people like hotels? Practise saying the words d No, there is a museum in this town – on Cromwell Road 2.51 Listen to a hostel receptionist and Barry, a guest Is Barry happy with the hostel? free rooms car park Russia • cafés • supermarket LISTENING b Listen to the words in the box Underline the /ʃ/ sound in each word fish a car park here? Yes, there’s a car park here any cafés near here? Yes, there are cafés near here about your partner’s town, city or street Here are some ideas: Read your sentences and listen to your partner’s sentences Are they the same? 2.47 shop Complete the questions Listen and check Now go to Grammar Focus 5B on p.120 c Write questions using Is there … ? and Are there … ? There’s a big museum in this town / city There are lots of shops here There aren’t any hostels There are two stations There aren’t any parks There aren’t any museums in this town Listen and practise this sound /ʃ/ shower d a b Sound and spelling /ʃ/ b c Think about the town or city you’re in now Tick (✓) the sentences that are true Correct the false sentences second floor 2.52 Singular: Plural: b Read Sandra’s review of a hostel in Turkey Does Sandra Talk about the questions What are the good things and bad things about this hotel room? What other buildings you think are near these rooms? Would you like to stay in this hotel? a any blankets a restaurant Sandra’s review there A Listen to the sentences Underline one word with strong stress in each sentence 2.58 We say really with a strong stress to: speak loudly make the meaning stronger there is / there are: questions b Find more examples of there isn’t and there aren’t in like the hostel? b Tick (✓) the correct rule GRAMMAR 2.50 Complete the sentences with isn’t or aren’t Listen and check READING a 2.45 Match the words in the box with pictures 1–5 Listen and check GRAMMAR there is / there are: negative It’s a really nice flat, Sophia 2.57 Listen to the sentence again Is really more or less stressed the second time? UNIT thereisis/ there / thereare: are:negative negativeand andquestions questions G Gthere Hotels V VHotels c Listen to the sentence where 2.61 Match the two possible answers in a–c with questions 1–3 in 4a Listen and check a Yes, there are There’s one in this street / No, sorry, there aren’t b Yes, there’s one near my flat / No, sorry, there isn’t c It’s in the next street / It’s in this street c PRONUNCIATION Emphasising what you say MEGAN 5B near Does Megan like Sophia’s flat? What does Sophia need? Does Sophia know where to buy food near her flat? It’s near … Describe your street, but don’t say its name Do other students know the name of the street? Learn Learntototalk talkabout abouthotels hotelsand andhostels hostels 2.60 Complete the questions with words in the box Listen and check ’s your flat? Is a supermarket near here? Are there any shops here? b 2.55 Watch or listen to Part Answer the questions a GETTING STARTED USEFUL LANGUAGE Asking and saying where places are Ask and answer the questions b 41 Is there a hostel in your town? Emphasisingwhat whatyou yousay say1 P PEmphasising Anemail emailabout abouta aplace place WWAn What food shops or markets are there near your home? Do you go to these shops or markets? How often? Is the food good / expensive? OLD STREET Esperanza Base 40 UNIT Learn Learntotoask askabout aboutand andsay saywhere whereplaces placesare are Is there a supermarket near here? LISTENING SPEAKING words from this lesson There’s a … There are … Everyday English a a Think of a street in the town where you are now Make notes Use f d Write two true sentences about your street e bank What is the same about the town on the map and your town? Now go to Grammar Focus 5A on p.120 café 2.44 Listen again Are the sentences true or false? There are lots of shops in New Street Nice people work in the bookshop The café is Italian The coffee and cakes in the café aren’t good It’s a Chinese restaurant The restaurant is cheap there is / there are: positive b Plac Listen to a conversation about places in a town Look at the map and match 1–5 with the words in the box GRAMMAR lunch Practise saying the words 2.44 b d VERY COLD! Sound /ʌ/ school LISTENING bookshop lots of cars a few houses Ghadames E Sound /uː/ Language Plus a few, lots of a few cars /ʌ/ lunch 2.43 What sound the marked letters have in the words in the box? Listen and add the words to the sound groups below ‘It’s always cold here.’ ‘Our new flat is very hot in summer.’ ‘It’s so small – you never get lost.’ ‘The men and women don’t always walk together.’ ‘The school is small, but it’s very good.’ Listen and practise these sounds /uː/ school Esperanza Base (EB)? a CAN DO OBJECTIVES 2.42 c Are the sentences about Ghadames (G) or NEW STREET Getting Started page • clear learning objectives to give an immediate sense of purpose • striking and unusual images to arouse curiosity • activities that promote emotional engagement and a personal response Introduction Now go to Vocabulary Focus 5B on p.149 d Pronunciation Listen to the words Notice the stressed syllables Practise saying them e Which things in pictures 1–5 in 1a aren’t in a hostel room? 2.49 hostel hotel The Cave Hostel This is a great hostel in Göreme, in Turkey It’s in Cappadocia, a very old part of the country You can lots of things here My favourite thing is going in a hot air balloon You can see really beautiful places from the air hostel room Unit Progress Test • covering grammar, vocabulary and functional language Also available: • Speaking Test for every unit • mid-course and end-of-course competency tests The hostel has different rooms with different prices On the first floor, there are small rooms for two people with baths On the second floor, there are big rooms with six beds in them They’re very cheap, but there isn’t a shower or a bath in the big rooms There aren’t any blankets or pillows – you pay for those There isn’t a restaurant or café in the hostel, but there’s a kitchen on the ground floor There aren’t any TVs in the rooms, but there’s free wi-fi It’s a very simple place to stay, but it’s clean And the people are very friendly Faruk, the manager, sings karaoke really well! Sandra 42 43 39 Review • extra practice of grammar, vocabulary and pronunciation • ‘Review your progress’ to reflect on success UNIT Additional material For extra input and practice, every unit includes illustrated Communication Plus, Grammar Focus, Vocabulary Focus and Writing Plus sections at the back of the book 2B Student A 2C Student A a Look at the picture Student B has a similar picture a Ask Student B about his / her: Ask and answer questions to find seven differences • surname • address b Write the words Review 1A Student A Address: High Street Phone number: 0124 364592 Email address: toniramirez@powermail.com a Correct the sentences c There an Italian restaurant There’s an Italian restaurant There is a museum in this street? Yes, there’s There are a shower There aren’t a free rooms Is there swimming pool in the hotel? No, there not is > werhos ipowll Is Are there a bank near here? bottles of water in the room? there a supermarket in this street? TV in the room? there any cafés near here? teacher in the room? Is there Is there c a VOCABULARY up you umbrella lovely Russia beautiful new brother school mother museum pool a What are these places? Use the words to complete /uː/ She’s Russian They’re American • Moscow • Istanbul Omar picture Tell him / her the people’s names d Tokyo c Now go back to p.58 New York Mexico City up A Are you from the USA? I’m not B No, A Are you Eric? B Yes, I’m not from Italy Now go back to p.8 c you You aren’t a teacher we We aren’t from the USA you You aren’t teachers Tip Part 2: Negative and questions Part 1: Positive I am not ➔ I’m not You are not ➔ You’re not We are not ➔ We’re not a Complete the sentences with isn’t or aren’t a Complete the sentences with he’s, she’s or they’re She They He They He She I’m not from Brazil NOT I amn’t from Brazil Yes/No questions (?) He is Japanese ➔ He’s Japanese They are American ➔ They’re American Italian Chinese Brazilian Russian Spanish American questions He isn’t Japanese She isn’t Russian Is he Japanese? Yes, he is No, he isn’t Is she Russian? Yes, she is No, she isn’t they Are they American? Yes, they are No, they aren’t d Berlin They’re both students they They aren’t American Now go back to p.35 104 103 Where’s he / she from? Who’s he / she? they Where are they from? Who are they? Are he Italian? She is Chinese? Are they Japanese? aren’t or ’re A Who is this? B He A B No, he my friend, Lee he Chinese? He from the USA A Who are they? B They my friends, Nick and Anna A they from England? B No, they They Russian Is he Japanese? NOT Is Japanese? OR He is Japanese? Are they American? NOT Are American? OR They are American? Yes, he is NOT Yes, he’s Tip b d Now go back to p.11  Now go back to p.11 Tip She is not Russian ➔ She isn’t Russian They are not American ➔ They aren’t American Now go back to p.27 he / she He is Russian? Is she Brazilian? Are English they? c Complete the conversations with is, isn’t, ’s, are, Short answers he she Wh- questions (?) – he she Italian She’s Brazilian American They’re English Chinese He’s American Russian They’re English Spanish He’s Italian Brazilian She’s Japanese b Tick (✓) the correct questions Correct the wrong 1.23 1.21 He’s a student He studies English … A Are we in Spain? B No, A Are you students? B Yes, Now go back to p.9 1B be: he / she / they 1.22 things that are the same about Omar and Monica c Listen to Student B talk about Monica Find six c Listen to Student B talk about the clothes in I speak a little … Negative (–) I Part 2: Negative and questions b Tell Student B about these cities Do you speak …? c Listen to Student B and reply c b Write short answers He’s Japanese Tip Where is he from? ➔ Where’s he from? Who is she? ➔ Who’s she? /ʌ/ you • Paris • Rio de Janeiro you / are / how ? How are you? are / from / the USA / you ? we / in / Russia / are ? OK / I / am ? name / your / what’s ? she they ‘I’m a student I’m 19 and I study English at Cairo University, in Egypt I live at home with my parents My mother is a teacher and my father works at the Bank of Cairo He’s a bank manager I have one brother He’s married and he lives in Dubai He works at Dubai Airport.’ b Answer Student B’s questions about the time in This person has a blouse and a skirt What’s this person’s name? We’re from Brazil We aren’t from Brazil You / Rebecca I / a teacher We / in Paris I / OK b Put the words in the correct order to make questions No, we aren’t + he a Read the information about Omar on your card a Ask Student B the time in these cities: are wearing Find out their names and write them under each picture Yes, you are No, you aren’t 1.19 4B Student A 3B Student A b Tell Student B about the clothes the people in picture Do you work in …? I live in … the crossword Her home is … information is the same about all three people? Celia Where are you? No, I’m not Yes, you are No, you aren’t Yes, we are students? Part 1: Positive No, they aren’t They’re American She’s from … Frank How are you? Where are we? you Yes, I am OK? in London? Are you We / from Brazil 1.11 Where am I? you we Short answers at home? Are you Are we you for 1–5 1B be: he / she / they Are they British? c Listen to Students B and C talk about two people What May Use the questions below to help you 2.63 Complete the table with the words in the box Practise saying the words picture Then ask Student B about the nationalities of the people Am I you we Part 2: Negative Wh- questions (?) I This is … and answer Student B’s questions c Listen to Student B talk about the people in the Her name’s … a Look at picture Make notes about their clothes b Start a conversation with Student B about their life SOUND AND SPELLING a Write one positive (+) and one negative (–) sentence I am from New York I’m from New York We are students You are Roberto I am fine, thanks We are from Mexico Are you from Spain? NOT You are from Spain? Yes, I am NOT Yes, I’m 1.8 cover the box b Tell Student B the names of the people Name: Kate Town / city: Ely – small city near Cambridge, in England Home: beautiful, old house b Tell Students B and C about Kate • You live in Paris in France, but you work three days a week in London, in the UK • You work two days a week at home • You study French and you go to lessons on Friday You’re John and Hannah a Look at the picture and the information box Then a Read the information about Kate a Read the information kanblet thab Jenna = British Denis = Russian Sandra and Pietro = Italian 2A Student A Where you live? Ask and answer the questions in 1b i w-i f You’re right We’re from the USA you I am ➔ I’m You are ➔ You’re We are ➔ We’re c Choose a name and a country and have another Now go back to p.19 I I’m fine you we Tip b Have a conversation with Student B 4A Student A Yes/No questions (?) Positive (+) conversation Part 2: Negative a Write sentences with ’re or ’m 1.7 1.6 I Sandra and Pietro I have two phones b b Complete the sentences 6 wotel Now go back to p.20 7B Student A Do you have a phone in your picture? Jenna A Hello, I’m B Hi, I’m Bella Nice to meet you A Are you from ? B No, I’m not I’m from the USA And you? A I’m from B Are you a teacher? A No, I’m a And you? B I’m a teacher Surname: Ramirez orom Part 1: Positive and questions Part 1: Positive and questions Denis the conversation questions deb 1A be: I / you / we 1A be: I / you / we 1B Student A a You’re Yoshi from Japan You’re a student Complete b Read the information on your card Answer Student B’s GRAMMAR Grammar Focus Grammar Focus UNIT Communication Plus • phone number • email address What’s your surname? 114 115 b 2.64 Look at the information in the table /ɒ/ shop hospital hot c /aʊ/ /əʊ/ pillow know hotel shower flower towel hot – hotel shower – how OK – know go – pillow hot – towel flower – hospital How well did you in this unit? Write 3, 2, or for each objective = very well = well = not so well Vocabulary Focus 2B Common objects Communication Writing Plus Plus Writing Plus 3C Contractions a Look at the sentences and read about contractions 1A Countries 1C Capital letters and full stops a a Look at the sentence Read the information about 2.65 Are the marked sounds the same (S) or different (D)? Practise saying the words town – shop D > REVIEW YOUR PROGRESS Vocabulary Focus 1.14 Listen and write the countries on the map a Tip 1.14 Listen again and practise saying the countries c Add the name of your country in English to the list in a Practise saying it e a bottle of water (bottles of water) a computer (computers) g a knife (knives) a 1.50 a phone (phones) Listen and repeat the objects a phone ask about and say where places are a watch (watches) Is it a watch? an umbrella a book d No Nationality Australia Australian Poland Polish Brazilian Spanish Turkey Turkish Canada Canadian Italy Italian Russian a -ish 3.3 Mexican American 1.17 Listen and repeat the countries and nationalities d a bag (bags) a chair (chairs) a clock (clocks) a cup (cups) a football (footballs) a glass (glasses) a guitar (guitars) a lamp (lamps) a picture (pictures) a plant (plants) a plate (plates) a radio (radios) a suitcase (suitcases) 1.64 /e/ (ten) /aɪ/ (hi) /əu/ (no) /uː/ (you) /aː/ (car) Aa /eɪ/ Hh /eɪʧ/ Jj /dʒeɪ/ Kk /keɪ/ Bb /biː/ Cc /siː/ Dd /diː/ Ee /iː/ Gg /dʒiː/ Pp /piː/ Tt /tiː/ Vv /viː/ Ff /ef/ Ll /el/ Mm /em/ Nn /en/ Ss /es/ Xx /eks/ Zz /zed/ Ii /aɪ/ Yy /waɪ/ Oo /əu/ Qq /kjuː/ Uu /juː/ Ww /dʌbəljuː/ (‘double u’) Rr /aː/ I’m e 132 Now go back to p.10 R H Q O Z Y C (you) U, Q , W (day) J, , A, K (hi) I, (we) T, , B, D, E, G, P, V Canadian b Then swap roles c Work in groups of three Cover the pictures and make sentences Add one more object each time Now go back to p.56 At home, I have a guitar contractions It I You We c (ten) N, L, (car) (no) , M, S, X d Now go back to p.20 e At home, I have a guitar, ten plates and three big plants 133 1.68 Correct the spelling Listen and check Then practise spelling the words adress vilage umbrela hapy At home, I have a guitar and ten plates don’t I’m you’re she’s they’re they are are not we are is not a Look at the examples and the word order Some words in English have double letters in their written form village Other words in English have letters in their written form that might seem different from what you hear city /sɪti/ F isn’t we’re d from Sweden (He is) tomatoes (They are) five o’clock (is not) have a big meal in the evening (do not) a teacher (are not) OK (I am) eat meat (do not) Spanish (I am not) Now go back to p.29 Try to use contractions in your text message 4C Word order Part 2: Spelling Say the letters Japanese Canada aren’t /iː/ (we) it isn’t they aren’t c Add the words in brackets to each sentence Use I / you / we don’t I don’t eat fish you are she is I am not Listen to how we say the letters of the alphabet b Add the letters to the group with similar sounds Work in pairs Student A: say a country Student B: say the nationality c Write your nationality it is not they are not Contraction I / you / we not /eɪ/ (day) British Chinese it’s they’re It’s a pizza Full form b Match the contractions in the box with 1–8 -ese -an b it is Part 1: The alphabet a the UK / 46 he isn’t she isn’t I not eat fish Now go back to p.18 Listen and repeat the objects Contraction I’m not you aren’t we aren’t he is not she is not they are h q r t 2C The alphabet and spelling Country Full form I am not you are not we are not he’s she’s Present simple: negative a A b d e g Yes Contraction I’m you’re we’re he is she is It is a pizza b Write the capital letters Is it a book? – Full form I am you are we are Now go back to p.13 My name’s Sophia Taylor an umbrella (umbrellas) Guess your partner’s words 7A Common objects Nationality -ian talk about hotels and hostels c Don’t show your partner! a Complete the tables with countries from page Country a ticket (tickets) h b Write three objects on three pieces of paper d be: positive and negative + they’re married we’re from brazil he’s a student this is ruben i’m in a class with amy lee my name is sandro their flat is in mexico city it’s small Capital letters We use capital letters (A, B, C, D … ): • for names (Sophia Taylor, Olga Vasin, Maria González) • names of places (Toronto, Canada, High Street) • for nationalities (Italian, British, Chinese) • at the beginning of a sentence (My name’s … ) a newspaper (newspapers) Full stops = full stop We usually use full stops at the end of sentences Now go back to p.9 describe a town a key (keys) f 1B Nationalities I CAN … sentence T My name’s Sophia Taylor a book (books) d b d c b the USA Brazil the UK / Britain Spain Mexico Russia China Japan the USA = the United States of America the UK = the United Kingdom I’m (contraction) = I am She’s (contraction) = She is We use contractions in speaking and writing, usually in informal situations I’m in a café with Sophia She’s my new friend at work c Add capital letters and full stops to each capital letters and full stops smal dificult intresting rite Now go back to p.21 rong 10 nife Word order • subject + verb I work You don’t work • subject + verb + object Clara and Lisa don’t have a brother They speak French • subject + verb + preposition + noun My daughters study at university They don’t live in a flat • subject + verb + object + preposition + noun I don’t have a phone in my bag I like milk in my coffee We can use here or there after a verb I live there You don’t work here b Tick (✓) the correct sentences a b a b a b a b a b a b Tennis we play We play tennis I don’t teach children Don’t teach children I They there don’t study They don’t study there My sister in Japan lives My sister lives in Japan These are my friends These my friends are I have a flat in New York I in New York have a flat c Put the words in the correct order to make sentences Remember to use capital letters and full stops don’t speak / they / German there / have coffee / you we / in a factory / don’t work teaches / at the university / my dad / Italian the computer / I / at the office / don’t like have / in New Zealand / a nice house / they d Now go back to p.37 155 154 Lessons A and B Grammar and Vocabulary and a mix of skills Clear goals Each lesson starts with a clear, practical and achievable learning goal, creating an immediate sense of purpose Manageable learning The syllabus is informed by English Profile and the Cambridge English Corpus Students will learn the most relevant and useful language, at the appropriate point in their learning journey The target language is benchmarked to the CEFR 5B VOCABULARY Hotels a Is there a hostel in your town? room bed TV G there is / there are: negative and questions V Hotels 2.45 Match the words in the box with pictures 1–5 Listen and check bath Learn to talk about hotels and hostels a Look at pictures 1–3 of Turkey Choose adjectives to talk about them Compare your ideas with your partner • beautiful • exciting shower READING • great • interesting • nice • old • boring • big b Read Sandra’s review of a hostel in Turkey Does Sandra like the hostel? c Read the review again Tick (✓) what’s in the hostel second floor first floor ground floor d small rooms big rooms café restaurant TV room small rooms café kitchen TV room Would you like to stay at the hostel? Why / Why not? H O L I D AY R E V I E W S Regular speaking activities Frequent speaking stages to get students talking throughout the lesson b Sound and spelling /ʃ/ 2.46 2.47 Listen to the words in the box Underline the /ʃ/ sound in each word shop c d e fish sure Russia Practise saying the words Now go to Vocabulary Focus 5B on p.149 2.49 Pronunciation Listen to the words Notice the stressed syllables Practise saying them hostel hotel Which things in pictures 1–5 in 1a aren’t in a hostel room? hostel room The Cave Hostel This is a great hostel in Göreme, in Turkey It’s in Cappadocia, a very old part of the country You can lots of things here My favourite thing is going in a hot air balloon You can see really beautiful places from the air The hostel has different rooms with different prices On the first floor, there are small rooms for two people with baths On the second floor, there are big rooms with six beds in them They’re very cheap, but there isn’t a shower or a bath in the big rooms There aren’t any blankets or pillows – you pay for those There isn’t a restaurant or café in the hostel, but there’s a kitchen on the ground floor There aren’t any TVs in the rooms, but there’s free wi-fi It’s a very simple place to stay, but it’s clean And the people are very friendly Faruk, the manager, sings karaoke really well! 42 10 Listen and practise this sound /ʃ/ shower Learner engagement Engaging images and texts motivate learners to respond personally This makes learning more memorable and gives learners ownership of the language Sandra Introduction ‘Teach off the page’ Straightforward approach and clear lesson flow for minimum preparation time UNIT GRAMMAR there is / there are: negative a 2.50 Complete the sentences with isn’t or aren’t Listen and check There There 2.52 c Think about the town or city you’re in now Tick (✓) the sentences that are true Correct the false sentences There’s a big museum in this town / city There are lots of shops here There aren’t any hostels There are two stations There aren’t any parks b a car park here? Yes, there’s a car park here any cafés near here? Yes, there are cafés near here Now go to Grammar Focus 5B on p.120 c Write questions using Is there … ? and Are there … ? about your partner’s town, city or street Here are some ideas: • cafés • supermarket d Read your sentences and listen to your partner’s sentences Are they the same? There aren’t any museums in this town Complete the questions Listen and check Singular: Plural: Sandra’s review d a any blankets a restaurant b Find more examples of there isn’t and there aren’t in GRAMMAR there is / there are: questions • swimming pool • hospital • cinema • restaurants Ask your partner about their town, city or street Are there any cafés in your town? Yes, there are two cafés Is there a supermarket in your street? No, there is a museum in this town – on Cromwell Road No, but there are two shops a b LISTENING 2.51 Listen again Tick (✓) the things in the hostel free rooms car park c 2.51 Listen to a hostel receptionist and Barry, a guest Is Barry happy with the hostel? café kitchen Rich in practice Clear signposts to Grammar Focus and Vocabulary Focus sections for extra support and practice SPEAKING Communication 5B Student A go to p.105 Student B go to p.110 wi-fi showers Spoken outcome Each A and B lesson ends with a practical spoken outcome so learners can use language immediately Why people like hostels? Why people like hotels? Personal response Frequent opportunities for personal response, making learning more manageable 43 11 Answers 1  Did you like Henley? 2  I don’t think so 3  Maybe you’re right 4  I don’t think the bedroom is a good idea 5  I think London Zoo is very nice 6  What about the Tower of London? 7  I think you’re right 8  What you think? c Individually, students categorise the four expressions as a, b, c or d in 2a Play the recording for students to check their answers Check answers as a class Establish the meaning of agree (have the same opinion) Elicit the negative form of this word (disagree) 4.48 e Ask students to read the conversation to find out what the pair are talking about (learning languages) Elicit the different aspects of learning a language (grammar, vocabulary, pronunciation, listening, speaking, reading, writing, everyday expressions) Give students time to read the conversation, think of their opinions, and complete the conversation with their own ideas Monitor and check that students are using the expressions correctly f Answers 1 c  2 a  3 a  4 d d Individually, students put the words in the correct order to make sentences Play the recording for students to check their answers Check answers as a class 4.49 Answers 1  I think the museum is very interesting 2  What you think of the new restaurant? 3  I think you’re right 4  I don’t think so 5  I don’t think the colour blue is a good idea In pairs, students practise the conversation in 2e, taking turns to be A Listen and check that they’re pronouncing the expressions correctly Nominate one or two stronger pairs to read their conversations for the class Then take the opportunity to find out what your students think is difficult about learning English and what’s not so difficult a 4.50 Play the recording for students to notice how the marked letters are pronounced Ask: Which word has some silent letters? (right) Play the recording again for students to listen and repeat Monitor and check that students are pronouncing the consonant groups correctly b 4.51 Give students time to look at the words and sounds in the task Then play the recording for them to listen and match the marked letters with sounds a–f Play the recording again if necessary Check answers as a class Answers 1 c  2 f  3 e  4 b  5 a  6 d LOA TIP CONCEPT CHECKING Drilling useful language for everyday English is more meaningful if you link it to the class’s context Remind students of the places they discussed in 1e Drill expressions for asking an opinion (What you think of … ? What about … ? What you think? Do you like … ?) by saying What you think of (place)? What about (place)? etc for students to listen and repeat Next, point out that we use I think … a lot for giving an opinion Say some example opinions for students to listen and repeat, e.g I think (place) is beautiful I think (place) is very interesting Again, link the opinions to places in the area to keep the drill meaningful Write a tick (√) on the board and drill these expressions for having the same opinion: Maybe you’re right I think you’re right Yes, I agree Use facial expressions (e.g nod and smile) to show agreement Write a cross (X) on the board and drill these expressions for having a different opinion: I don’t think so I don’t think that’s true I don’t think that’s right I’m not so sure I don’t agree Use facial expressions (e.g shake your head or frown) to show disagreement Finally, give some simple opinions, e.g I think the weather is really nice today I think your English is good I think this classroom is very nice I think this street is really clean and ask students to agree or disagree with them Keep this stage as light-hearted as you can, encouraging students to have different opinions and use different expressions PRONUNCIATION Consonant groups c Put students into pairs to practise saying the words Monitor and check students are pronouncing the consonant groups correctly SPEAKING Tell students that they can now practise using all the language from the lesson with a partner in a conversation about places to visit Divide the class into pairs and assign A and B roles Student As look at the information on SB p.106, which gives them their opinions, and prepare what to say Student Bs the same on SB p.113 Tell them to begin their conversation using the speech bubbles, and then to continue using expressions from the lesson and opinions from their role card Monitor and note down any common mistakes/ errors with the language from this lesson to deal with during feedback Tell students to go back to SB p.93   EXTRA ACTIVITY To give students more personalised practice in agreeing and disagreeing, write this list on the board for students to copy: •  a place •  a food or drink •  an object •  an activity For each item in the list, students either find a picture of one in the SB or think of their own example and make a note of their opinion of it Put students into groups of three Students take turns to give their opinion about examples of things on the list (e.g Look at page 51 I think this city is very beautiful.) The other two students use expressions from the book to show that they agree or disagree UNIT 11  Achievers  131 WRITING a Give students two minutes to read Sophia’s email to a friend, and answer the question Ask them to look for the three main topics that Sophia writes about Students compare answers in pairs Check the answer as a class Answer There are lots of things she can in London She’s making new friends there She likes her flat a lot She can walk to work every day b Students go to Writing Plus 11C on SB p.159 Read through the information in exercise a as a class Individually, students exercises b and c Check answers as a class Tell students to go back to SB p.93 Answers (Writing Plus 11C SB p.159) b 1 her  2 She  3 They  4 them  5 He  6 he  7 It 8 You  9 it c 1 She, it  2 it, us  3 They, him  4 We  5 me 6  He, her, she, him   FAST FINISHERS Ask fast finishers to circle all the pronouns in Sophia’s email on SB p.93 and to think about what or who each pronoun is about c Give students 5–10 minutes to read the notes and write an email to a friend about their life now Monitor and check that students are using subject and object pronouns correctly d Students swap their email with a partner and read their partner’s email They then tell their partner what they think is interesting about their partner’s life before sharing this information with the rest of the class at the feedback stage ADDITIONAL MATERIAL Workbook 11C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.171 132  UNIT 11  Achievers UNIT 11 Review a Write these questions on the board: Which countries does the writer mention? Where does he live now? Which family members does he write about? Give students one minute to read the text and find out Tell them not to worry about the gaps at the moment Check answers as a class (1 England, New Zealand, Australia, New Zealand, his parents, his wife, and his son) Give students two minutes to read the text again and add the verb phrases in the correct form Students compare answers in pairs Check answers as a class GRAMMAR a Write this gapped sentence on the board: This cake is for ! Elicit all the possible pronouns that could finish the sentence (me, you, us, him, her, them) Individually, students complete the sentences with the correct pronoun Check answers as a class Answers 1  was born  2  grew up  3  finished school  4  went to school 5  went to university  6  got married  7  died  8  had a baby boy Answers 1 me  2 them  3 her  4 us  5 him  6 you  7 it b Individually, students complete the verb phrases in the   EXTRA ACTIVITY table with words in the box Check answers as a class Copy these speech bubbles on the board: Can you help us? Look at me! c I don’t understand you I know him! Stop them! Why don’t you turn it off? Ask students to identify the object pronouns in each sentence (1 us, me, you, him, them, it) Then ask: Who is saying each sentence? Why? What’s happening? What you think? Students discuss their ideas in pairs Take feedback as a class (Suggested answers: some people are lost in a new place, a small child is riding a bike for the first time, you are speaking, you see a friend on TV, two people are running away with your money, your friend’s phone is on) Do students have similar or very different ideas? b Students look at the table and complete the conversation with the words and phrases below it Students compare answers in pairs Check answers as a class by asking two students to perform the conversation Remind students that can is stressed in questions, negatives and short answers, but not in positive sentences In pairs, students practise reading the conversation Answers 1 Can  2 he canʼt  3 can  4 can  5 Can she  6 she can 7 can  8 canʼt  9 Can you  10 I can c Answers 1 basketball  2 songs  3 walls  4 a motorbike 5 to work  6 dinner VOCABULARY In pairs, students ask and answer questions with Can you … ? about the activities in 1b Monitor and check students are using and pronouncing can correctly   FAST FINISHERS Ask fast finishers to ask their partner questions with Can … ? about friends and family members They can look at Vocabulary Focus 11B on SB p.140 for ideas, e.g Can your brother drive a car? Can your friends dance? a Write I … every day, I sometimes … and I never … on the board and give a few examples of your own using the verb phrases in 2b, e.g I sometimes play cards I never play basketball In pairs, students talk about how often they the activities in 2b Take feedback as a class, asking students to report back anything surprising they learned about their partner SOUND AND SPELLING 4.52 Students tick the words with an /ɜː/ sound Play the recording for them to listen and check their answers Check answers as a class In pairs, students practise saying the words with an /ɜː/ sound Monitor and correct their pronunciation as necessary Answers thirteen university weren’t thirty worked b Students decide whether the marked sounds are the same or different in each pair of words Play the recording for them to listen and check their answers Check answers as a class In pairs, students practise saying the words, making sure they pronounce the marked sounds the same in every pair Monitor and correct as necessary 4.53 Answers 1 S  2 S  3 S  4 S  5 S  6 S LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice UNIT 11  Achievers  133 T UNI UNIT OBJECTIVES At the end of this unit, students will be able to: understand information, texts and conversations about future plans exchange and convey information about future plans understand conversations in which people make and accept invitations and so themselves write an invitation Plans UNIT CONTENTS G  GRAMMAR going to: positive and negative going to: questions V  VOCABULARY Months: January, February, March, April, May, June, July, August, September, October, November, December Future time expressions: at the weekend, in (March) / (the winter) / (two weeks), next (March) / (Monday) / month / week / (summer), on (Friday), this afternoon / evening / (March) / month / (summer) / (Wednesday) / week / weekend, tomorrow Ordinal numbers: 1st–31st Common verbs and collocations: sport, the cleaning, the washing, yoga, your homework, go to the beach, clean a room / your flat, invite someone to a party, invite someone for a meal, make a cake, visit a friend, visit London, visit a museum, use a computer, use the Internet Language Plus: The date P C  PRONUNCIATION Sentence stress going to Sound and spelling: /v/ and /w/ Sound and spelling: oo  COMMUNICATION SKILLS Talking about future plans Asking and answering about future plans Making and accepting invitations Writing an invitation Writing Plus: Paragraphs GETTING STARTED OPTIONAL LEAD-IN Ask students to imagine they’re going on holiday to one of the countries on SB p Give them a few minutes to write a list of four items to take with them Tell them to move around the classroom trying to find someone who’s chosen the same country as them and compare lists Take feedback as a class 134 UNIT 12 Plans a 4.54 Elicit an initial response to the picture Do students think it’s funny? Why? Put students into pairs to look at the picture and discuss questions 1–4 Monitor and notice whether students attempt to use going to in questions and but don’t correct any errors at this stage Take feedback as a class and write students’ suggested answers on the board If you wish, give students information from the Culture notes Play the recording for students to listen to other people talking about the picture Do the two speakers have the same ideas as on the board? Check as a class, underlining any of the ideas on the board that the two speakers say Audioscript A Do you think this family are going to go on a long or a short holiday? B Oh, a long holiday They have lots of things! Are they going to go somewhere near or far? A I think somewhere far You don’t take lots of things when you’re going somewhere near B That’s true Are they going somewhere hot? A Yes, I think so There are things for the swimming pool B Oh yes A Do you think they’re going to stay in a hotel? B Maybe, yes A hotel with a swimming pool A OK And are they going to drive to the airport? B No, I don’t think so A I agree They can’t take all those things on an aeroplane B No, they are going to drive all the way to the hotel A What did this man a month before the holiday? B A B A B A B A B A B A B A Maybe he booked the hotel online? Yes, good idea And a day before? Maybe he packed the suitcases? No, I think he did that on the morning of the holiday Yeah, maybe What you think they’re going to on holiday? I think the children are going to play with their toys, and maybe the man’s going to play golf So, what about the girl? Yeah, how does she feel? Bored? Maybe Bored because they’re late? Yeah When you go on holiday, you pack too much or not enough? Well, I usually forget things! I forgot all my socks last time! I always pack too much! Lots of clothes and I only wear some of them EXTRA ACTIVITY Write these sentences on the board: A Maybe he booked the hotel online? B I always pack too much! C Maybe the man’s going to play golf D They have lots of things! E I usually forget things! F A hotel with a swimming pool Play the recording again for students to listen and number the sentences in the order they hear them Check answers as a class, pausing the recording after each of the six sentences and writing the number on the board (A3, B6, C4, D1, E5, F2) b Check students understand pack, using mime if necessary Teach or elicit too much by drawing a simple suitcase on the board and saying: I’m going on holiday for two days I want to take ten books, five DVDs, six pairs of shoes, five pairs of jeans It is too much or not enough? (too much) Then, say: I’m going on holiday for two weeks I want to take one T-shirt, one pair of jeans and that’s all Is it too much or not enough? (not enough) Put students into pairs or small groups to answer the questions Take feedback as a class, encouraging students to tell the class what their partners said CULTURE NOTES The word staycation is a combination of the words stay and vacation It is used to talk about holidays (or vacations) that people take in their own country or at home, rather than travel and stay in another country Instead of going away or booking a hotel, the person might visit local tourist attractions, or eat at local restaurants The advantages of a staycation, apart from being cheaper than travelling far away, is that it is more environmentally friendly, and allows the holidaymaker to see parts of their own country or area that they wouldn’t normally visit 12A I’m going to have a long hot bath OPTIONAL LEAD-IN Write these statements about holidays on the board: • I go on holiday every year At the end of this lesson, students will be able to: • understand a text about a TV reality show • use going to in positive statements correctly • use a lexical set of months and future time clauses correctly • use ordinals correctly to say the date • understand three people talking about holiday plans • use going to in negative statements correctly • talk about holiday plans • I always go on holiday with other people • I never go to other countries on holiday • I sometimes go on holiday alone • I like TV programmes about travelling • I went on a good holiday last year • I would like to travel somewhere new this year Give students one minute to think about whether these statements are true or false for them Put students into pairs or small groups to compare their ideas for two minutes, giving more details where possible Take feedback as a class a READING Give students time to think about things that are important to them Put them into pairs to talk for one minute Take feedback as a class b Point to the picture and ask: What are they doing? (They’re walking in the mountains.) Tell students to look at the question Check students understand fun (something that you enjoy), dangerous (it can hurt or kill you) and its opposite, safe Give one minute for students to read Outside the comfort zone quickly for general meaning and to answer the question Check the answer as a class Point out that comfort zone is a situation you know well and includes the kinds of things they talked about in 1a Answer UNIT 12 Plans 135 c Give students two minutes to read the text again in more detail and answer the questions Students compare answers in pairs Check answers as a class Teach the phrase reality TV for programmes like this If you wish, give students information from the Culture notes Ask students to name some reality TV shows Ask: Do you sometimes watch TV programmes like this? Why / Why not? Answers 1  They go and live in the mountains 2 No, they don’t Every day they something difficult and sometimes dangerous It’s usually cold and wet and they don’t have a lot of food 3  A prize of £25,000   CULTURE NOTES  CAREFUL! When using going to, students at this level often miss out be, e.g We going to start at 3:30 (Correct form = We’re going to start at 3:30.) They may also use go instead of going, e.g I’m go to have a sandwich (Correct form = I’m going to have a sandwich.) They may omit going completely, e.g I’m to my homework (Correct form = I’m going to my homework.) Another common error is using the verb form to + -ing instead of the infinitive form, e.g I’m going to working on a farm (Correct form = I’m going to work on a farm.) Some students may use will where be going to would be correct, e.g I will have a hot bath (Correct form = I’m going to have a hot bath.) c Reality TV is a genre in which ordinary people (noncelebrities) are filmed for TV in unscripted situations The genre began in the 1940s with shows like Candid Camera, in which unsuspecting members of the public were secretly filmed by hidden cameras while practical jokes were played on them Later, in the 1970s, programme makers started producing observational documentaries like The Family, which recorded the day-to-day activities and conversations of ordinary people Answers 1  the main verb  2  No, we can’t d It was from the year 2000 onwards that reality TV became really popular, with the debut of shows like Big Brother in which ordinary people in unfamiliar environments face increasingly difficult challenges Contestants are voted for by the public until one winner is left In talent shows like The Voice and American Idol, professional judges are involved, as well as the TV audience Some people criticise reality TV for not being as ‘real’ as it claims to be Situations are often deliberately created by the programme makers to generate conflict, and editing can change the appearance of what really happened in order to add drama to a show In other cases, programme makers may even actually stage fake scenes which are then presented to the viewer as ‘real’ d a Students read the people’s ideas for after the programme and choose the best one In pairs, students compare their opinions Take feedback as a class Which idea most people in the class like best? GRAMMAR going to: positive 4.55 Books closed Write on the board: I’m _ to have a big cup of coffee and ask: What’s the missing word? Can you remember Shelley’s sentence? Try to elicit the gapped word (going) If you can’t, ask students to look again at SB p.96 Books open Students complete Mick’s sentences with the words in the box Play the recording for students to listen and check their answers Check answers as a class Answers 1 going  2 to  3 are b Discuss the question as a class Make sure all students understand the future (after now) by comparing with now and the past (before now) Answer the future 136  UNIT 12  Plans 4.55 Pronunciation Play the recording again for students to listen to the sentence stress and pronunciation of going to and answer the questions Check answers as a class In pairs, students practise saying the sentences Monitor and check students are pronouncing the sentences correctly 4.56 Students read the information in Grammar Focus 12A Part on SB p.130 Play the recording where indicated and ask students to listen and repeat Students complete exercise a in Part on SB p.131 Check answers as a class Tell students to go back to SB p.96 Answers (Grammar Focus 12A Part SB p.131) a 1  going to eat  2  going to have  3  going to watch 4  going to wear  5  going to go   FAST FINISHERS Ask fast finishers to think of different sentences with going to for 1–5 in exercise a, e.g I’m hungry I’m going to make lunch It’s very hot I’m going to open the window e Give students one or two minutes to write three sentences with going to about their plans for after class Write some verbs on the board if you think students need support (e.g meet, eat, have, watch, play, phone, speak to, drive, take) Monitor and help or correct as necessary f Put students into small groups to compare their sentences If space allows it, get the students moving around the classroom and talking to other students Take feedback as a class, asking students to report who has the same plans as them   EXTRA ACTIVITY Remind students of the everyday objects and activities they talked about in 1a Say: Imagine you are on the TV show ‘Outside the comfort zone’ What are you going to eat or after the programme finishes? Choose three things Put students into pairs to talk about their plans with going to, e.g I’m going to eat lots of chocolate Take feedback as a class, asking students to report their partner’s plans to the class, e.g Anita’s going to watch TV in bed VOCABULARY  Months and future time expressions; Ordinal numbers a Remind students that am means nine o’clock in the morning, and pm means nine o’clock in the evening Point to Monday am on the timeline and say: It’s Monday morning Individually, students put the future time expressions 1–6 in the correct place on the timeline They write the numbers under the relevant square or squares on the timeline Check answers as a class Answers MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY MONDAY am pm am pm am pm am pm am pm am pm am pm am pm EXTRA ACTIVITY Write these dates on the board as figures in day/month format: 19/10, 02/01, 31/05 Elicit the spoken form (the nineteenth of October, the second of January, the thirty-first of May) Give students one minute to write five dates that are important to them in the same day/month format Put students into pairs to talk about why each date is important to them Monitor and check students are saying the and of correctly when saying dates, and that they’re pronouncing the ordinal numbers and months correctly a Language Plus The date Give students time to read the information Point out the use of on with dates, e.g on 30th April Drill the dates in the book (the fifth of August, the twentieth of March) Make sure students pronounce the and of as weak forms /ðə/ and /əv/ by clapping your hands on the numbers and months to show that they’re stressed words (Note that we pronounce the as /ðə/ before every ordinal number except eighth, eleventh, eighteenth, eightieth, etc., when the is pronounced /ðiː/ because of the vowel sound in the ordinal numbers.) Write today’s date on the board in numbers and ask students to say it Elicit or teach the ordinal numbers first, second, third, fourth and fifth Write on the board: 1st–5th March Use the thumb and fingers of one hand to count out and drill the first of March, the second of March, the third of March, the fourth of March, the fifth of March b 4.57–4.59 Students complete the exercises in Vocabulary Focus 12A on SB p.147 Play the recording for exercise a (Months and future time expressions) for students to listen and repeat the months In exercise b, students talk about the seasons in their country Take feedback as a class Play the recording in exercise c for students to listen and repeat the time expressions Students exercise d individually Check answers as a class Give students one minute to think and write their answers in exercise e Put students into pairs to compare their sentences Take feedback as a class Play the recording for exercise a (Ordinal numbers) for students to listen and repeat the ordinal numbers Point out that we always pronounce the th at the end of ordinal numbers as /θ/ Put students into pairs for exercise b Monitor and check students are pronouncing th correctly Tell students to go back to SB p.97 Answers (Vocabulary Focus 12A SB p.147) d Thursday Thursday, June, winter, year three months, June, winter Thursday, June, winter, year c In pairs, students ask and answer the questions Monitor and check students are using on and pronouncing the dates correctly Take feedback as a class LISTENING Point to the three pictures and ask: What things and places can you see? (e.g a boat on the sea, fruit in a garden, a kitchen) Play the recording for students to listen for general meaning and answer the question Check the answer as a class 4.60 Answer P picture c Y picture a N picture b Audioscript PAOLA This summer, I’m not going NIKITA Most summers I go to to have a normal holiday I’m another country – last year I going to something different went to Munich in Germany I read about a cooking school This summer, I’m not going to in the mountains I’m going to travel abroad I’m going to stay learn how to cook really well in this country I’m going to It’s a two-week course I think stay on a farm and I’m going to it’s going to be fun! work there They aren’t going to pay me, but it’s not important YAZ Every summer my family for me I want to something normally gets a house near different and be outside all day the beach and we spend the holiday there But we aren’t going to that this year For a change, we’re going to go on a trip to Norway There’s a boat that goes along the coast of Norway They say it’s a very beautiful trip b 4.60 Give students time to read the three sentences and make sure they understand the meaning of trip (a journey to another place and back) Play the recording again for students to listen in more detail and decide if the statements are true or false Students compare answers in pairs Ask them to correct the false statement Check answers as a class Answers F (This is Paola’s first cooking course.) c a T T Put students into pairs to discuss the questions Take feedback as a class GRAMMAR going to: negative 4.61 Ask students to complete the two sentences Play the recording for students to check their answers Ask: Do we stress the word ‘not’ and ‘aren’t’ in these sentences? Play the recording again for students to listen and check (Yes, we do.) Play the recording again for students to listen and repeat Answers I’m not going to have a normal holiday We aren’t going to that this year UNIT 12 Plans 137 b 4.62 Students read the information in Grammar Focus 12A Part on SB p.130 Play the recording where indicated and ask students to listen and repeat Students complete exercises a and b in Part on SB p.131 Check answers as a class Put students into pairs to practise the conversation in b Tell students to go back to SB p.97 Answers (Grammar Focus 12A Part SB p.131) a 1  He’s going to his homework at the weekend 2  We aren’t going to visit my parents next week 3  I’m going to have a party on Friday night 4  They aren’t going to play football on Saturday 5  She isn’t going to cook dinner this evening 6  We’re going to meet some friends tomorrow evening b 1  ’m going to stay  2  ’m going to cook   3  ’m not going to watch 4  ’m going to read  5  ’m not going to cook  6  ’m going to get 7  ’m going to go  8  ’m going to have c Individually, students complete the conversations Play the recording for students to listen and check their answers Check answers as a class 4.63 Answers and audioscript 1  A  After class, I’m not going to my homework B  Why not? A  I’m tired I’m going to it tomorrow 2  C  After class, I’m not going to go home D  Why not? C  I’m going to meet friends in a café d In pairs, students practise the conversations in 5c They then change the conversations, using their own ideas If students need help thinking of ideas, write these words and phrases on the board: use my phone, anything, eat anything, speak English, go outside Ask a couple of stronger pairs to say their versions in front of the class SPEAKING a Tell students that they can now practise using all the language from the lesson Give them one minute to write two things they’re going to on their next holiday, using the ideas in the book Monitor and help as necessary LOA TIP MONITORING Speaking activities work best when students are motivated This can be achieved by ensuring all students feel confident that they have prepared plenty of things to say Monitoring at the preparation stage can be a useful way to find out which students need a bit of extra support when preparing ideas Go round the class looking out for anyone who isn’t making many (or any) notes Stop and take time to give them some ideas or suggest places in the book where they might find their own The Vocabulary Focus section at the end of the Student’s Book is often a good source of ideas, especially as by this stage in the course, students have completed almost all the exercises there For exercise 6a and the Extra activity at the end of the lesson, direct students who need extra support to Countries and nationalities (1A and 1B) on SB p.132, Places in a town (5A) on SB p.148, Hotels (5B) on SB p.149, Daily routine (6B) on SB p.137, Clothes (7B) on SB p.152, Free time activities (8B) on SB p.138, Transport (9A) on SB p.153 and Abilities (11B) on SB p.140 138  UNIT 12  Plans b Give students another minute to write two things from their everyday life they aren’t going to on their next holiday You may wish to remind them about Alessandro’s trip on SB p.73 (He didn’t stay in a hotel, he didn’t go to big cities, he didn’t drive, he didn’t check his emails, etc.) Monitor and help as necessary c Put students into small groups to tell other students about their holiday plans Do they all have the same ideas? Take feedback as a class   EXTRA ACTIVITY Divide the class into three or four groups and give them 5–10 minutes to plan a holiday together in either a very hot or a very cold country Write these questions on the board for the groups to think about: • Where are you going to stay? • What are you going to take on holiday? What aren’t you going to take? • What kinds of transport are you going to use? What aren’t you going to use? • What are you going to there? What aren’t you going to do? Monitor as the groups prepare their ideas Stop and get involved with each group for a short time Show enthusiasm for their ideas and suggest other ideas to get them thinking The more motivated students are at this stage, the more successful the speaking stage itself will be (see Monitoring) After five or ten minutes, ask one person in each group to tell the rest of the class about their group’s holiday plan They should try to persuade the other groups that theirs is a good plan The other groups listen carefully and ask one or two questions about the plan Encourage all group members to answer the questions, not just the presenter Notice whether students are attempting to use questions with going to, but don’t correct errors at this stage At the end of all the presentations, take a class vote to find out which holiday is the most popular (students can’t vote for their own holiday) ADDITIONAL MATERIAL Workbook 12A  hotocopiable activities: Grammar p.157, Vocabulary p.164, P Pronunciation p.172 12B What are you going to this weekend? At the end of this lesson, students will be able to: • understand a text about using your weekends well • use a lexical set of common verbs and collocations correctly • understand a conversation between friends about plans for the weekend • use going to in questions correctly • ask and talk about plans for the future OPTIONAL LEAD-IN Books closed Write TIME on the board with these words around it: afternoon, minute, season, day, hour, week, year, month, weekend Ask students to put the words in order from a short period of time to a long period of time You may wish to draw a horizontal line on the board and put minute at the left end and year at the right end Check answers as a class (from short to long: minute, hour, afternoon, day, weekend, week, month, season, year) Ask the following questions: • How many minutes are there in an hour? (60) • How many hours are there in a day? (24) • How many days are there in a week? (7) • How many months are there in a year? (12) • How many weekends are there in a year? (52) EXTRA ACTIVITY Remind students about this idea from Laura’s book: Write a list of 100 ‘big’ things you’d like to in your life Tell students that some people call this a bucket list (see Culture notes) Give students two minutes to write a short bucket list of five ‘big’ things they’d like to in their life Put them into groups to compare their lists If you have space, get the students up and walking round the classroom to this If students hear good ideas, they can add them to their lists Take feedback as a class, asking students if there is one thing on their list they can this weekend • How many hours are there in your weekend? a READING Put students into small groups to read the sentences and tell each other which are true for them Take feedback as a class b Give students one minute to read Only 4,000 weekends in your life! for general meaning and choose the sentence in 1a which matches the writer’s main idea Students compare answers in pairs Check the answer as a class Answer It’s important to use the time well at the weekend c Put students into pairs to talk about which things in the picture Laura says are good to at the weekend and which aren’t good to Tell students to look at the text again if necessary Check answers as a class Answers Good things: a play some music, c plan three to five activities to and write them down, e go for a run Not good things: b sit on the sofa and watch TV, d clean your house or flat d Give students one minute to read Wendy, Dermot and Rini’s plans for the weekend and match them with the first three ideas in the text Check answers as a class Answers Rini Dermot Wendy e Put students into pairs to discuss what they think about Laura’s ideas Tell them that the information comes from a real book about managing your free time, called What the most successful people on the weekend (You may wish to point out that on the weekend is more common in American English; in British English it’s more common to say at the weekend.) Ask: Would you like to read the book? Why / Why not? If you wish, give students information from the Culture notes CULTURE NOTES Time management and ‘bucket lists’ In her self-help book about time management, What the most successful people on the weekend (2012), Laura Vanderkam suggests ways to help you make the most of your free time by focusing on what really matters to you and setting time aside to it One way of identifying personal priorities is to write a ‘bucket list’ (a list of things to before you die) This word comes from the informal expression kick the bucket (to die) Typical items on a bucket list include travelling to interesting places, travelling by unusual forms of transport, learning new skills and doing extreme sports a VOCABULARY  Common verbs and collocations 4.64 Students match the verbs in the box with the words and phrases to make common verb phrases and collocations Play the recording for students to check their answers Check answers as a class Answers invite visit make paint clean use go b Give students one minute to read the text and lists on SB p.98 again and find examples of each verb in 1a Check answers as a class Suggested answers yoga invite some friends for dinner visit Paris make a cheesecake paint my room clean your house or flat use your computer go for a (long) run UNIT 12 Plans 139 c d Give students time to think about what they always/ often/sometimes/never at the weekend Put them into pairs to compare and discuss their ideas Take feedback as a class, asking students to tell the class what they and their partner both do, or differently at the weekend 4.65 Students go to Vocabulary Focus 12B on SB p.141 Play the recording for exercise a for students to listen and repeat the verbs and their past forms Students complete exercise b Check answers as a class Give students one minute to exercise c Tell them to use the past simple with a past time expression (e.g I visited a friend yesterday), the present simple with always/sometimes/never (e.g I always use a computer) or going to + a future time expression (I’m going to go to the beach tomorrow) Monitor and help as necessary Students tell a partner their sentences Are any of their sentences the same? Take feedback as a class Tell students to go back to SB p.99 Answers (Vocabulary Focus 12B SB p.141) b 1 does 2 invite 3 paint 4 visited 5 make 6 does 7 use JESSICA  So what are you going to this weekend, Marcus? MARCUS   Well, on Saturday I’m going to get up early and I’m going to go for a run Then I’m going to go shopping J What are you going to buy? b c d a LISTENING AND GRAMMAR  going to: questions 4.68 Point to the picture of Lee and Marcus (the two men) in the picture Say: Lee and Marcus are talking to their friend Jessica about their plans for the weekend Ask: Do they know exactly what they are going to do? Point to No plan and elicit No Ask the question again and point to Clear plan to elicit Yes Play the recording for students to listen and write Lee and Marcus’s names on the line Students compare answers in pairs Play the recording again if necessary Check answers as a class Answers Lee Marcus no plan clear plan Audioscript JESSICA  What are you going to this weekend, Lee? LEE  Oh, I don’t know Nothing much Are you going to go out? L I’m going to see a film J 140  UNIT 12  Plans What film are you going to see? I don’t know yet I don’t know what’s on J What about Sunday? L Well, I’m going to go out somewhere … maybe See what the weather’s like J L 4.69 Individually, students choose the correct questions Play the recording for students to check their answers Check answers as a class Play the recording again for students to listen and repeat Monitor and check students are pronouncing the questions correctly 4.70–4.71 Students read the information in Grammar Focus 12B on SB p.130 Play the recording where indicated and ask students to listen and repeat Students complete exercises a and b on SB p.131 Check answers as a class Tell students to go back to SB p.99   FAST FINISHERS Put students into pairs to practise saying the five conversations in exercise b Tell them to repeat the conversations, using their own ideas to change the answers, e.g A: Are you going to stay at home tonight? B: Yes, we are We’re going to watch a film Ask some pairs of students to read one or two of their new conversations to the class e CONVERSATION 4.68 Play the recording again for students to listen and tick the things they know from listening to the conversations Students compare answers in pairs Check answers as a class Answers (Grammar Focus 12B SB p.131) a 2  What are you going to this evening? 3  Are they going to go to Italy next summer? 4  When are you going to have lunch? 5  How is she going to get to the airport? 6  When are we going to clean the flat? b 1  Are you going to stay 2  is she going to buy 3  Are you going to go 4  are they going to invite 5  Is he going to watch 4.67 For exercise 2, play the recording for students to listen to the words and practise saying them and some shoes And in the evening I’m going to meet some friends for a meal J Where are you going to go? M There’s a new restaurant called Sandy’s We’re going to go there And on Sunday, I’m going to play tennis Answers 3  Marcus’s shopping plans 4  the name of the restaurant Marcus is going to go to 5  Marcus’s plans for Sunday 4.66 For exercise 1, play the recording for students to listen to the pronunciation of the two sounds and words Ask: Are your teeth on your lips for the /v/ sound or the /w/ sound? (/v/) Play the recording again for students to listen and repeat M Well, I want to buy a new jacket Answers 1 a  2 b e Sound and spelling /v/ and /w/ CONVERSATION 4.72 Individually, students put the words in the correct order to make questions Play the recording for students to listen and check their answers Check answers as a class Answers 1  What are you going to this weekend? 2  Are you going to go out? 3  What film are you going to see? 4  What are you going to buy? 5  Where are you going to go? f Divide the class into pairs and assign A and B roles Student A is Lee Student B is Marcus Ask: Who doesn’t have clear plans for the weekend? (Lee) Elicit or teach some of the expressions Lee uses to show this (Oh, I don’t know Nothing much I don’t know yet I’m going to go out somewhere … maybe.) Write these expressions on the board and drill them Then drill some of Marcus’s ‘clear’ statements, e.g I’m going to go shopping I’m going to play tennis Put students into pairs to have the conversations Student B asks Lee questions 1, and in 3e, Student A asks Marcus questions 1, and in 3e Monitor and check students are saying the questions correctly and that they are expressing Lee’s uncertainty and Marcus’s certainty in their answers When they’ve finished, correct any errors as a class and drill the ‘clear’ and ‘not clear’ statements again Then ask students to repeat the conversations, taking the opposite roles this time SPEAKING a Tell students that they can now practise using all the language from the lesson Give them two minutes to write questions to ask their partner using the ideas in the book and going to Monitor and check they’re forming the questions correctly Suggested answers What are you going to this evening? What are you going to at the weekend? What are you going to on your next birthday?   FAST FINISHERS Ask fast finishers to write more going to questions to ask their partner (e.g about holidays, next week, next year) Encourage them to use other question words too, e.g How are you going to get home after class?, When are you going to your homework? b In pairs, students ask and answer their questions in 4a Remind them to use expressions like Nothing much, I don’t know and Maybe if they don’t have clear plans Students listen to their partner and mark their plans on the line in 3a Monitor and note down any errors with the target language to deal with at the feedback stage c Ask students to compare their lines with other students’ Who has clear plans for the future? Who doesn’t? Take feedback as a class, asking students to give some examples of their partner’s plans LOA TIP REVIEW AND REFLECT Write these things on the board: 1  look again at all the grammar in Units 1–12 2  look again at all the vocabulary in Units 1–12 3  study English at A2 level 4  visit an English-speaking country 5  take exams in English in the future 6  use English for study in the future 7  use English for work in the future 8  use English for fun in the future Then write this key: √ = yes ? = maybe X = no Give students time to look at each point on the board and mark them according to the key Put students into pairs to ask and answer questions with going to about the ideas on the board, e.g Are you going to study English at A2 level? Maybe Take feedback as a class Nominate a few pairs to tell the class the things they are both going to and the things they both aren’t going to ADDITIONAL MATERIAL Workbook 12B Photocopiable activities: Grammar p.158, Vocabulary p.164 UNIT 12  Plans  141 12C Everyday English At the end of this lesson, students will be able to: Would you like to come for dinner? OPTIONAL LEAD-IN Books closed Write on the board: INVITATION • understand conversations in which people make and accept invitations • use appropriate phrases for making and accepting invitations • recognise the way in which the letters oo can sound • invite other people to something • use paragraphs correctly • write an invitation dinner party pm @ my house Say to students: You’re going to have a dinner party at your house You can invite five people, famous or not famous, from the past or from now Who are you going to invite? Why? e Give students one minute to make a list of dinner guests Put students into small groups to compare and talk about their guest lists Take feedback as a class Ask: Which of these dinner parties would you like to go to? Why? a Give students time to think about their answers and encourage them to think of anything else they when they have a dinner party Check they understand fixed (not changing) b Answers new thank James LISTENING a Put students into pairs to talk about their ideas in 1a Take feedback as a class c Point to the pictures and ask: What’s Sophia doing? Why you think James is calling her? Elicit students’ ideas and write them on the board Don’t confirm the answer at this point d Play Part of the video or audio recording for students to listen for the general meaning and check if their guess in 1c was correct Check the answer as a class Ask: When James invites Sophia to his flat for dinner, does Sophia say yes or no? (She says no, because she invites James to her flat for dinner.) Video/Audioscript (Part 1) SOPHIA Hi, James! JAMES Hello, Sophia! S How are you? J I’m fine How about you? S Yes, really good I bought some more things for my flat today and I’m just putting them away J Oh, great Oh, so, mm, I wanted to ask you … Would you like to come for dinner? You know, at my flat S Well, that’s really kind of you, James I’d love to, but … J Oh, good S No, I’d love to, but I just think … you’ve helped me so much You know, you met us at the station, the clock … 142 b UNIT 12 Plans J S J S J S J S J S J Oh, that was nothing No, but I’d like to say thank you So, would you like to come for dinner at my flat? Oh, well, yes I’d love to come Thank you Are you free on Friday? Oh, no Sorry, I’m busy then, a work thing, but Saturday’s OK Great! Come on Saturday OK See you then See you then Bye Bye is USEFUL LANGUAGE  Making and accepting invitations 4.74 Individually, students categorise the six expressions Play the recording for students to listen and check their answers Check answers as a class Drill the expressions Elicit some possible ways to finish I’d love to, but … (e.g I’m busy then I’m going to go shopping with Anna then) Answers a c b a 4.73 Answer James wants to invite Sophia to his flat for dinner 4.73 Play Part of the video or audio recording again for students to listen and underline the correct words Check answers as a class c b 4.75 Individually, students complete the conversation with the words in the box Play the recording for students to listen and check their answers Check answers as a class by asking one pair of students to read out the conversation Answers like love Thank free sorry busy OK c In pairs, students practise the conversation in 2b Ask them to repeat it a few times, changing the place and the days LOA TIP ELICITING I wasn’t sure about staying in London J Oh? S No But now I feel like I have new friends – here, so … So last week I decided I’m going to stay M Oh, that’s wonderful news J Yeah, great! S Books closed Combine the ideas from Sophia and James’s conversation and the Useful language to build a simple elicited dialogue on the board This is the conversation you’re going to elicit: James: Would you like to come for dinner at my flat? Sophia: I’d love to, but… c J:   Oh, good S:  But I want to thank you So, would you like to come for dinner at my flat? J:   Oh, no Sorry, I’m busy then Saturday’s OK 4.76 Play Part of the video or audio recording again for students to listen in more detail and tick the correct answer Check the answer as a class d Students make sentences about the story using words and phrases in the box Students compare answers in pairs Check answers as a class S:   Great! Use the questions below to elicit the conversation If students get stuck, give the first words or letters as prompts If absolutely necessary, supply whole words, phrases or sentences yourself Keep the class engaged in the eliciting process, encouraging them to self-correct and/or to correct each other S Answer 3  She’s going to stay in London J:   Oh, well, yes I’d love to come Thank you S:   Are you free on Friday? Oh, that’s so nice Yes, yes it is Now let’s have dinner J Great … S OK, sit down, both of you, and I’ll bring the food M Lovely! J Thank you, Sophia M Answers 1 b  2 a  3 d  4 c   EXTRA ACTIVITY What did Sophia say? As this is the last episode of Sophia’s story, ask these questions as a class to see how much students can remember and what they think might happen next: James thought Sophia said ‘yes’ He was happy What did he say? Did Sophia meet James at work? (no, he’s Megan’s cousin) What was James’s invitation to Sophia? How did Sophia change the conversation? What was her invitation to James? What did James say? What day did Sophia suggest? Where did Sophia and Megan meet? (at work) 3 Who was the first visitor to Sophia’s new flat, Megan, James or both? (Megan) 4 What did Sophia and Megan together at the weekend? (They went to Henley.) What did James help Sophia with? (the clock) How did she suggest it? Did James accept or say no? What did he say? What day did he suggest? 6  Do you think Megan is going to invite Sophia for dinner at her flat in the future? (Students’ own answers) How did Sophia finish the conversation? 7 What about James? Is he going to invite Sophia for dinner? Why you think so? / Why not? (Students’ own answers) When the whole dialogue is on the board, put students into pairs to practise saying it 8 Are Sophia and James going to be good friends? Why you think so? / Why not? (Students’ own answers) LISTENING a Put students into pairs to look at picture c on SB p.101 and think about their answers to the questions Elicit ideas, but don’t confirm the correct answers at this point b Play Part of the video or audio recording for students to listen for the general meaning and check if their guesses in 3a were correct Check answers as a class a 4.76 Answers 1  He’s going to Sophia’s flat for dinner 2  He bought the flowers for Sophia Video/Audioscript (Part 2) SOPHIA  Hi Is that you, James? JAMES  Yes, it is S OK Come on in! J These are for you S Oh … thank you They’re beautiful J Oh, Megan – you’re here too Hi MEGAN  Hi, James You look smart! J Er, yes Thank you Good – now you’re both here Yes, we’re both here S  Well, I just … I wanted to say thank you – to both of you It was my first month in a new city and you really helped me a lot And … well … I’m really feeling at home here now M Great S J PRONUNCIATION  Sound and spelling: oo 4.77 Play the recording for students to listen how oo is pronounced in the two marked words Check answers as a class Drill the two words Point out that there is no rule about whether oo is pronounced /ʊ/ or /uː/ Students need to listen and learn each word Answers 1  /ʊ/ 2  /uː/ b 4.78 Play the recording for students to listen and put the words in the correct place in the table Students compare answers in pairs Play the recording again if necessary Check answers as a class Drill all the words Answers Sound 1  /ʊ/ cook, look, book, football Sound 2  /uː/ cool, spoon, soon UNIT 12  Plans  143 c In pairs, students practise saying the words Monitor and check they’re pronouncing them correctly Correct any errors you hear SPEAKING Tell students that they can now practise using all the language from the lesson with a partner in a conversation Divide the class into pairs and assign A and B roles Student As look at the task and diary information on SB p.108, and prepare what to say Student Bs the same on SB p.113 Monitor as students talk and note down any errors with the language from this lesson to correct at the feedback stage Tell students to go back to SB p.101 WRITING a Give students one minute to read the invitations and replies to see if Jon and Emma say yes or no Check answers as a class Answers Jon says no because he isn’t here He’s in Sheffield and he’s staying there till Sunday Emma says no because she’s working till 6:30 b Students go to Writing Plus 12C on SB p.159 Go through the information in exercise a as a class Tell students to look at exercise b Explain that the lines in and are missing paragraphs Which paragraph is missing from each invitation, a or b? Students complete the exercise Check answers as a class Give students two minutes to individually rewrite the invitations in exercise c Monitor and check studentsʼ work Tell students to go back to SB p.101 Answers (Writing Plus 12C SB p.159) b 1 a  2 b c Do you have any plans for the weekend? I’d like to see a film We could meet at the cinema at 6:30 Is that OK for you? It’s my birthday next Friday I’m going to be 30! Would you like to come here for a meal on Saturday? I’m going to invite a few friends   FAST FINISHERS Ask fast finishers to look at Sophia’s email on SB p.93, count the paragraphs and write the topic of each paragraph by the side of it in a few words Check answers by looking at what they’ve written (It has four paragraphs: Paragraph 1: thanking Lisa; Paragraph 2: life in London; Paragraph 3: Sophia’s flat; Paragraph 4: her friends and family.) 144  UNIT 12  Plans c Give students 5–10 minutes to read the notes and write an invitation Remind them to use paragraphs Monitor and help as necessary d Students swap their invitation with a partner and read their partner’s invitation They then write a reply, using expressions from the lesson, and give the reply to their partner Take feedback as a class Ask: What did you invite your partner to do? Did he/she say yes or no? ADDITIONAL MATERIAL Workbook 12C Unit Progress Test Personalised online practice Photocopiable activities: Pronunciation p.172 UNIT 12 Review GRAMMAR a Write this statement on the board: Emily’s going to visit Minna Give students 30 seconds to read Emily’s email to check if the statement is true or false Check the answer as a class (False Minna’s going to visit Emily.) Give students two or three minutes to read the email again and complete it with the correct form of be going to and the verbs in brackets Check answers as a class Answers 1  ’m going to study  2  ’m going to work  3  ’m going to cook 4  is going to cook  5  ’m not going to work  6  ’re going to arrive 7  is going to have  8  isn’t going to invite  9  ’m not going to 10  aren’t going to go b Individually, students correct the error in each sentence Check answers as a class Answers 1 ‘Are you going to watch TV this evening?’ ‘No, I’m not.’ 2  Is your mum going to cook your dinner this evening? 3  ‘Are you going to clean your bedroom?’ ‘Yes, I am.’ 4 What are you going to wear tomorrow? 5  ‘Are your friends going to visit you today?’ ‘Yes, they are.’ 6 What are you going to next summer? c In pairs, students ask and answer the questions in 1b Take feedback as a class d   EXTRA ACTIVITY Write this task on the board: Find someone who … • does a lot of sport / the washing / yoga • doesn’t use the Internet / a computer every day • went to the beach / cleaned their room / visited a friend yesterday • can make a cake / bread / pizza • is going to visit a friend / invite someone for a meal / their homework after this class Tell students to choose ONE idea in each line and make a question about it to elicit the answers yes or no For example, Do you yoga? Did you use the Internet yesterday? Put students into large groups or get them moving around the classroom to ask their five questions to different people If someone answers ‘yes’, they make a note of that person’s name and ask one or two questions to find out more information Take feedback as a class Ask students to tell the class what they found out about other students a VOCABULARY a Say January, February … and elicit the rest of the months of the year Put students into pairs to practise saying the months together Let them look at Vocabulary Focus 12A on SB p.147 if they need help Ask: ‘in’, ‘on’ or ‘at’ January? (in) Individually, students cross out the answers which are not possible Check answers as a class Answers 1  tomorrow / on tomorrow  2  this / in / next / on Friday 3  at / in the weekend  4  on / this / in / next June 5  next / at weekend  6  on / in Sunday 7  in / on three weeks  8  this / at afternoon b Individually, students complete the ordinal numbers Check answers as a class Answers 1 second  2 thirtieth  3 twenty-first  4 third  5 fifteenth 6 ninth c Individually, students complete the questions with the words in the box Check answers as a class Answers 1 visit  2 make  3 do  4 clean  5 use  6 invite   FAST FINISHERS Ask fast finishers to replace the nouns in the questions in 2c with different nouns, e.g Do you often visit your family? Are you going to make bread at the weekend? They can use their own ideas or ideas from Vocabulary Focus 12B on SB p.141 Tell them to use these new questions in 2d In pairs, students ask and answer the questions in 2c Take feedback as a class SOUND AND SPELLING 4.79 Play the recording for students to listen and circle all the /v/ sounds and underline all the /w/ sounds in the phrases Check answers as a class Play the recording again for students to listen and practise saying the phrases Put students into pairs to practise saying the phrases Monitor and check they are pronouncing /v/ and /w/ correctly Answers 1  visit in the evening  2  we never invite Wendy 3  I love weekends in winter 4 win video games every week 5  watch TV with Vicky and William 6 on Wednesday the twelfth of November b 4.80 Play the recording for students to listen and put the words in the right place in the table Check answers by playing the recording again and pausing it after each word Put students into pairs to practise saying the words Monitor and check that they are pronouncing oo correctly Answers /ʊ/ good, book, football, look /uː/ boots, cool, school, soon In some words oo is a short sound and in others it is long LOA REVIEW YOUR PROGRESS Students look back through the unit, think about what they’ve studied and decide how well they did Students work on weak areas by using the appropriate sections of the Workbook, the Photocopiable activities and the Personalised online practice UNIT 12  Plans  145 ... teaching and learning English Profile www.englishprofile.org Interactive eBook • With the Interactive eBook, you can the Student’s Book activities in interactive form (specially designed for tablets),... create text and voice notes, and more • The Interactive eBook can be accessed with the Cambridge Bookshelf iPad app, or using the Cambridge Bookshelf Web • A Unit Progress Test for every unit (automatically... projector Online access for teachers Class DVD • To access Cambridge English Empower s unique online assessment and practice package, please go to cambridgelms.org /empower, select ‘Register’ and