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NEW Challenges Teacher’s Handbook Patricia Mugglestone Con en s Introduction ii Students’ Book contents pages x Teacher’s notes Student A/B activities 89 Questionnaire scores and answers 90 Time Out magazine 91 Time Out answer key 97 Word Bank 98 Students’ Book audioscript 108 Workbook key 112 Workbook audioscript 117 = Students’ Book material Introduc ion to New Challenges About the Students’ Book The course has eight main modules and a Get Ready revision module at the start to get students to use language from New Challenges 1, and At the end of the book there is a magazine section related to the units with fun activities like puzzles, games and reading for pleasure Each module starts with a Get Ready page which introduces the module topic There are then three main lessons In odd-numbered modules, there are Across Cultures lessons and in evennumbered modules, there are Your Challenge and Understanding Grammar spots Each module finishes with a Language Check and a Study Corner with learner development activities to help students become better learners Features in Students’ Book Speak Out These sections give students the chance to express their personal views about topics and ideas presented in the units For example, students are asked to talk about how they feel about animals (Module 1, Unit 1, Exercise 12, page 11), about areas of natural beauty (Module 3, Across Cultures 2, Exercise 7, page 37) and about designer clothes and appearance (Module 5, Get Ready, Exercise 5, page 49) Word Bank The Word Bank (pages 104–113) provides a module-by-module study and reference resource for students to use during lessons and for revision purposes It lists and expands vocabulary from the Module under headings such as Multi-part Verbs, Prepositions, Confusing Words, Compounds and Word Building as well as grouping vocabulary in word families, e.g Talk (Module 1) Vocabulary is presented with definitions and example sentences using the words or phrases in context, e.g heavy rain a lot of rain: There was heavy rain last night (Unit 20) During lessons, students are referred to the Word Bank to develop their word building skills (e.g Module 2, Unit 5, Exercise 9, page 23); to explore collocations (e.g Module 4, Unit 11, Exercises and 6, pages 42–43) and to check their answers to an exercise (e.g Module 1, Unit 2, Exercise 7, page 13) Helps These sections offer advice that students then put into practice in reading, writing, listening and speaking activities The Help sections cover reading skills such as reading headlines (Module 2, page 22), writing skills such as planning emails and letters (Module 2, page 26), listening skills such as working out meaning (Module 3, page 35) and speaking skills such as being polite (Module 4, page 45) The Study Help sections in the Study Corners give study skills advice, e.g on using the Internet (Module 1, page 18) and using dictionaries to increase knowledge of informal and formal language (Module 2, page 28) Everyday Listening These sections give students the opportunity to listen to English in everyday situations, such as short informal conversations (Module 1, Unit 3, page 15), extracts from radio programmes (Module 3, Unit 9, page 35) and shopping dialogues (Module 4, Unit 12, page 45) The exercises train students to listen as we in real life, for example for specific facts and key information Text Builder These sections occur in Your Challenge (Modules 2, 4, and 8) They build on the sentence level skills that students practised in the Sentence Builders in New Challenges and Text Builders focus on important features of whole ‘texts’, such as discourse functions of paragraphs (Module 2, page 26), sequencing (Module 4, page 46) and linkers (Module 6, page 66) Fact or Fiction? The Fact or Fiction? texts provide short real-life contexts related to the module topic Students decide whether they think the information is true or false Sometimes students can use their general knowledge (e.g page 63, the origin of the word athlete) Sometimes students have to guess (e.g page 23, the world’s best-selling newspaper) Encourage students to discuss and give reasons for their guesses The Time Out magazine At the back of the Students’ Book there is the Time Out section, a set of ‘fun’ activities and puzzles in a magazine format There are twenty-four activities in the magazine, one for each of the twenty-four core units in the Students’ Book Students can the activities working individually, in pairs or in small groups The magazine activities are designed to be used when there is time after students have completed a related activity in the Unit, at the end of a Unit or at home The magazine recycles language and topics of the Units in new contexts and authentic, motivating activities such as puzzles (e.g Activity 22, page 102), quizzes (e.g Activity 9, page 96) and stories (Activities 19–21, pages 100–101) ii Introduc ion to New Challenges How to use this Handbook This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, audioscripts, answers to exercises and ideas for extra activities; it also includes the answers for the Workbook The Handbook will help you plan your lessons and is handy for use during lessons Module objectives The module objectives are listed at the top of the first page of each Module in the Students’ Book When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g ‘networking’ in Module 1, ‘gerunds’ in Module If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g ‘writing a personal email or letter’ (Module 2) Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g present tenses (Module 1) At the end of a Module, ask students to read the objectives again Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult to achieve Background information Background Information provides facts and information about aspects of the social and cultural content of the Units It is intended primarily for the teacher but is helpful when students ask about events, people and places mentioned in a Unit, e.g Bristol (Module 1, Get Ready, page 8) Ways of checking answers Students can work in pairs or small groups Try to vary how you check students’ answers to exercises: t

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 Digital components New Challenges offers teachers digital material to support learning in a variety of different ways t
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ew Challenges Active Teach: an interactive version of the Students’ Book suitable for using with any IWB or simply with a computer and projector Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio, video and interactive activities into your lessons to motivate your whole class Includes Teacher Development Workshops, photocopiable resources, print ready tests and easily customisable tests with answer keys, games, all the audio for the Students’ Book and Workbook, the New Challenges DVD and DVD worksheets, and the Word Bank – in short, all the New Challenges resources at the click of a button! iii Introduc ion to New Challenges Challenge We first thought of the title of this book after speaking to the inspired (and inspiring) head teacher of a secondary school in a working class district outside Warsaw He was talking to us about all the problems his school faced and, despite them, the many achievements of his students inside and outside the classroom They took part in science olympiads, sporting events, choirs, youth orchestras, theatre groups, chess competitions and many other activities This demonstrated the kind of enthusiasm and challenge we wanted to inspire in our own material Our definition of a ‘challenge’ is a task that, while not easy to accomplish, is worthwhile and rewarding A challenge requires patience, hard work and the ability to overcome problems Many challenges also involve working with other people as a team to achieve goals that would be impossible to reach as an individual For many years, in both society and education, there has been a tendency to focus on activities that give instant reward and success However, more and more young people are taking part in challenging activities like popular marathons, expeditions, extreme sports and voluntary work Even in the unlikely world of computer gaming, game designers have found that the most popular games are those that are the most difficult, hence the expression ‘hard fun’ The conclusion must be that a challenge is often fun because it is not easy; people enjoy being stretched and challenged Challenge In The Classroom Within the English language classroom there is one obvious challenge: learning a foreign language in a few hours a week within a school context The challenge is there for students (and teachers) whether we like it or not It may sometimes look insurmountable but it is not if we break it down into a series of smaller tasks or ‘challenges’ In New Challenges, each module contains a series of grammar and skills activities and builds towards final speaking, writing and listening tasks in which students can use the language they have learnt Because these tasks are achievable, they build students’ confidence as well as laying the foundations for communicative competence In parallel, there are learner development activities, such as self-checks at the end of each module that encourage students to be aware of how well they are progressing towards the greater challenge of learning English The theme of ‘challenge’ is also present in such topics in New Challenges as protecting the environment and being eco-friendly, the ex-model Waris Dirie and the Paralympic champion Tanni Grey-Thompson In addition, the story focuses on how a group of teenage characters, at both a group and personal level, take part in challenges In New Challenges 4, the characters start an Internet radio station: they report news, interview local people and challenge business malpractice iv The characters in the story provide positive role models for teenage students because they are doing something worthwhile and overcoming personal and group problems to achieve their goals The story provides a springboard for education in citizenship: making students aware of their rights and responsibilities; helping others and working for the community; being a good citizen The Students’ Book Organisation New Challenges has a topic-based approach It enables students to learn about the world through English and to learn the language at the same time The course is divided into eight main modules plus a Get Ready module The Get Ready module gets students to use language from New Challenges 1, and 3, familiarises them with the course and develops their awareness as learners The themes in the main modules: are related to students’ own world (e.g social networking, shopping, fashion, sports and games, books and films) are cross-curricular (e.g the environment, law and order, art, literature, history) develop citizenship education (e.g learning about people around the world, rights and responsibilities of teenagers) are about other cultures around the world (e.g means of communication, national parks, body art, Rapa Nui) In New Challenges 4, the eight main modules are organised like this: a Get Ready page introduces students to the topic the first lesson presents grammar through reading texts and gives plenty of practice the second lesson develops reading, presents vocabulary and practises speaking the third lesson develops the story and has a major focus on speaking and listening odd-numbered modules have Across Cultures lessons with reading, speaking and a project even-numbered modules have Your Challenge spots with writing tasks and Understanding Grammar spots at the end of every module there is a language check and learner development spot At the end of the book there is Time Out, a magazine section related to the lessons with fun activities like puzzles, games and reading for pleasure Students can the activities if they finish early in class or at home There is also a Word Bank organised by lexical features (Multipart Verbs, Word Families, Compounds etc.) Students can use this section to activities in the coursebook and as a reference to revise and increase their own vocabulary Introduc ion to New Challenges Approach Grammar In New Challenges 4, grammar is the first lesson in each module t
Grammar is presented in context Students read a variety of texts and then focus on the structures t
First there is a focus on form Then students work out, in a guided way, how to use the new structure t
Practice moves from easier, more guided exercises on form to freer speaking and writing tasks t
The final activity (Your Turn) gives students an opportunity to use the grammar to talk about their own lives t
There are four Understanding Grammar sections that focus on problematic areas such as verb patterns t
In the Study Corner, students test their knowledge and are guided to remedial exercises Sentence Builders t
Sentence structure has often been neglected in ELT even though most language groups have quite different syntax from that in English (e.g verb position in Slav languages; adjective position in Latin languages) L1 interference causes mistakes of word order and these are usually more serious than other mistakes because they affect understanding t
Sentence Builders focus on sentence structure which is often related to the main grammar or content of the module (e.g be like, look like and like related to fashion and appearance) t
Target patterns appear in texts, are explicitly focused on in Sentence Builders and are then practised in guided exercises Sentence Builders can be used as a pattern bank to help students when revising Lexis t
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ey Word boxes in New Challenges cover lexical areas such as communication, the media, the environment, landscape, money, materials, clothes, hairstyles, sports and games, crime Key Words help students to understand both reading and listening texts and give them essential vocabulary for writing and speaking tasks t
Word Builders focus on key lexical features and help build up students’ capacity to organise and learn English vocabulary Lexical features include multi-part verbs (e.g look for something), dependent prepositions (e.g afraid of), verbs with prepositions (e.g argue about), word families (e.g little/low/tiny), confusing words (e.g argue and discuss) and compound nouns and adjectives (e.g footprint and air-conditioned) t
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Word Bank provides a reference for all of the lexical features in New Challenges and also contains the lexical features that students looked at in the previous three levels of New Challenges t
Key Expressions are related to key functional areas from B.1.1, B.1.2 and a few of those from B.2 in the Common European Framework (e.g expressing opinion, giving personal news, making arrangements, complaining) t
There are other useful phrases in the story dialogues These are focused on in the Workbook Pronunciation t
The main pronunciation spot is in the Everyday Listening section Pronunciation focuses on difficult sounds for students (e.g /əʊ/, /aʊ/, /ɪə/ and /aɪ/) t
Listen Closely, also in the Everyday Listening section, looks at supra-segmental pronunciation work One of the biggest problems students have with listening to natural English speech is actually hearing words and expressions, as many words just seem to disappear Listen Closely tasks at this level focus on stress in common expressions, changing meaning with stress and word boundaries Skills t
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New Challenges 4, skills activities are guided, structured and, wherever possible, integrated with other skills t
There are speaking activities in every lesson and tasks always use language that has been presented to students (vocabulary, grammar and Key Expressions) Students are given time to think about their ideas and prepare for speaking as well as time to report back to the class t
There are at least three reading texts per module Text types include: magazine articles/letters; letters, emails and notes; extracts from non-fiction; interviews; questionnaires; travel brochures; stories; biographies There is also extra reading in the Time Out magazine t
There are three listening tasks in every module First there is a gist listening in the Get Ready section In the story unit, students read and listen to dialogues which help them see the relation between spoken language and its written form The Everyday Listening has both extensive and intensive tasks Listen Closely and Pronunciation tasks develop learners’ ability to distinguish sounds, words and expressions t
There is writing in every module In odd-numbered modules, there are projects which students can either in pairs or on their own Projects give students a chance to write about their own world and to be creative There are clear models and stages In even-numbered modules, Your Challenge spots focus on more interactive writing: an email; a letter of complaint; a sports survey and report; a story Students are given clear models and the writing tasks are carefully staged Text Builders focus on the structure of the target text and on linking words and expressions v Introduc ion to New Challenges Culture s ITHEACHOFTHETHREEMAINUNITS THEREISA CORRESPONDINGSPOTINTHE Time Out MAGAZINE4HIS MEANSTHAT WHENSTUDENTSlNISHEARLYORHAVETIMETO SPARE THEYCANDOAGAME Skills Work in pairs Use the Key Expressions and the instructions to have a conversation A B Did you see that film last night? Yeah, amazing, wasn’t it? By the way, did you see the Arsenal game? A B A B A B A Start talking about last night’s TV Reply Change the topic to sport or clothes Reply Change the topic to film or books Go back to sport or clothes Reply Go back to films or books Reply Change the topic to school Reply Everyday Listening Extra Look at the Listening Help Divide the class into two groups Ask each group to listen carefully to one of the conversations and make a note of extra information Play the recording Each group then tells the class their extra information Listening Help: Answering questions t
Read the questions before you listen t
Remember, the words in the question may not be exactly the same on the CD t
Think of synonyms and examples For example, if the question asks about sport, the speaker might mention games or exercise (synonyms) or football or tennis (examples) 3.20 Exercise 3.19 Dialogue (Sue and Ben) T F F T Steve and his girlfriend went out with each other for a long time Ben doesn’t like sport Ben and Sue both liked Steve’s girlfriend Ben doesn’t want to go to the birthday party Dialogue (Katy and Tom) 3.20 3.21 T F F T Listen Closely Some sounds disappear or change in natural speech Listen to the sentences They’ve been together for ages He looked terrible He’s such a good guy I better start getting ready It’s her eighty-sixth birthday! I’ve got to two more of my maths problems Listen again and repeat the sentences in Exercise 3 t
Play the recording two or three times, pausing it after each sentence for students to listen carefully t
Check that students identify which sound disappears or changes in each sentence Some students may find this easier than others If necessary, say the phrases slowly yourself so that students can focus on which sound disappears or changes (It is not necessary to use technical terms such as elision or intrusive /r/.) t
Students may find it helpful if you can give some examples from their L1 where sounds disappear or are changed in natural speech Listen to two conversations Are the sentences true (T) or false (F)? Tom’s dad is getting a new computer Katy has passed her driving test Katy had a serious crash Tom was once injured in a car crash Answers TIM E OUT! Everyday Listening Exercise t
Read aloud the advice about answering questions t
Elicit synonyms and examples for another topic, e.g the topic of hobbies (near-synonyms are pastimes, leisure activities and interests, and examples are cycling, singing and photography) 3.19 Page 103, Exercise 24 85 Exercise Audioscript ­ page 111 t
Give students time to read through the questions before you play the recording t
Play the recording, twice if necessary, for students to listen and mark the sentences true (T) or false (F) for ages (intrusive /r/) looked terrible (elision of /t/) good guy (elision of /d/) start getting (elision of /t/) sixth birthday (elision of /θ/) more of (intrusive /r/) 3.21 Exercise t
Play the recording several times for students to listen and repeat the sentences chorally and individually TI M E OUT! Page 103, Exercise 24 Photocopiable activity 14, Active Teach Answers ­student page 85 Your Challenge Your Challenge Writing:  A story Writing: A story Text Builder Complete the text with the linking words in the box after midnight sandy beach long, dark hair hot weather punk music open-air café fall in love firework display Exercise t
Ask students to look at and talk about the picture, e.g Where you think this is? What time of year? How would you describe the two young people? Do the two young people live in this place? How long you think they have known each other? t
Read through the expressions together before students work in groups or as a class after afterwards during meanwhile suddenly then when while Match the paragraphs (1–4) with the notes below t
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what happened in the end when and where it happened the main action how it all began Write a story beginning: I was on holiday in … when it happened STEP Look at the Writing Help Writing Help: Planning Answers after midnight hot weather fall in love Text Builder Exercise 86 see you at the fiesta?’ The following Friday was our last day We went to the fiesta after dinner The streets were crowded In the square, Suddenly , a local group was playing Spanish punk music I saw Isabel and her friend, Blanca! Paul and I walked nervously across to them Isabel looked lovely with her tanned skin, brown eyes and long, dark hair We had a lemonade in an open-air café and Isabel and I talked and talked for ages Meanwhile, poor Paul and Blanca were getting bored, so we danced for a while and then watched the firework display While we were watching the fireworks, we held hands But Paul and I had to go home, so s we all swapped mobile numbers Afterward I phoned her to say goodbye We kept in touch for a while but then we stopped I still think about Isabel sometimes and smile, even now you know about Avoid topics with difficult vocabulary and language t
When you are making notes, try to use the words you know Only look up new words when it is very important t
When you are writing, avoid grammar structures you are not sure about STEP It happened during our summer holiday in Spain We rented a house in a village on the coast The house was near a sandy beach, like those you see in travel brochures but the water was freezing! after we had One day, we were going back home spent all day on the beach A driver was having problems with his car When we saw that the car was completely stuck in the sand, my friend Paul and I offered to give it a push Then two Spanish girls came and helped us Having got the car out, one of the girls thanked us in English and smiled at me ‘I’m Isabel,’ she said ‘That’s my dad Maybe we’ll t
When planning a story, think of a topic Decide what kind of story you want to write t
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Students read the story and check their answers from Exercise Read the story and check your answers from Exercise Write notes using the headings in Exercise STEP Exercise t
Students work individually, completing the text with the linking words They can compare answers in pairs before checking answers as a class t
Check answers by asking individuals to read aloud the sentences containing the linking words Look at the picture Which three of the expressions in the box you think are not in the story? Use your notes to write your story Check the story for spelling, grammar, vocabulary and linking words Work in groups Read each other’s stories Answers ­student page Exercise t
Students work individually, matching the paragraphs with the notes t
After checking answers, ask students to read the text and make a note of any new vocabulary Explain or encourage students to guess the meaning of any new words Answers when and where it happened how it all began the main action what happened in the end 86 Exercise Exercise t
Read through Steps 1–4 so students understand what to t
Draw students’ attention to the advice on ‘Planning’ in Step Emphasise that students should try to use vocabulary and grammar that they already know t
Elicit three or four suggestions for different story lines Students with less imagination can use one of these story lines if they wish t
Students work individually, planning and writing their story t
Encourage students to work with a partner, checking and correcting their stories They can refer to you if they are not sure about any of the corrections t
In groups of four to six, students read each other’s stories t
Students can make a display of their stories Unders anding Grammar: Talking about quantity Read the text Which is your country’s most famous gallery? Have you ever visited it? all countries both places most capital cites some famous galleries B all/both/most/some/none/ neither + of + pronoun/ the + plural noun all of the activities both most some none neither Complete the sentences with words from the table in Exercise I had two photographs in the exhibition and both of them sold for £25! My friend and I get bad marks for art because neither of us can draw Most things in the museum shop were expensive but I found some cheap postcards We’ve studied some abstract artists at school but not many There was a terrible fire and sadly none of the paintings were saved It was Christmas Day so all of the galleries were closed in London of the galleries of London’s galleries of them of them of them Complete the rule with A or B from Exercise A , all, most and some refer to people In column or things in general B , all, most and some refer to specific In column people or things Use the text to complete the rules with both, neither and none Neither Neither and and none both have negative meaning are used to talk about two people or things Put all, none, most and some on the scale none some most 0% Exercise t
Students complete the rules with the correct words The National Portrait Gallery has a special programme for people aged fourteen to twenty-one The activities include drawing, film making and photography All of the activities are outside school hours so most of them are at the weekends but some of them are in the holidays Complete the table with examples from the text A all/both/most/some + plural noun Answers ­student page Both places have special activities for young people In the National Gallery, students can study the science of colour or use the pictures to tell stories and create plays Most of London’s galleries are free and they are usually open every day but visitors must remember that none of them open on 25th December The National Gallery and the National Portrait Gallery are very popular Both of the galleries are in Trafalgar Square and neither of them has an entrance fee In the National Gallery you can see paintings by great artists from the thirteenth to nineteenth centuries, for example, Vincent Van Gogh The National Portrait Gallery has an enormous collection of paintings and photographs There are portraits of all of the Exercise British kings and queens as well as ordinary people like actors, scientists and singers All countries are proud of their artists and most capital cities have a national gallery where you can see famous works of art For example, the Prado in Madrid and the Zach ta in Warsaw are both world-famous art galleries There are also some famous galleries in London all 100% Complete the sentences with of where necessary – artists are successful Not all of the paintings I took photographs of some – colours We experimented with some – art galleries have activities for students Most of them for help I asked both of the paintings interested me None Unders anding Grammar Talking about quantity Exercise t
Students work individually, reading the text about famous galleries t
Encourage students to say what they know about their country’s most famous gallery Answers ­student page Exercise t
Draw the line on the board for individuals to write the words in the correct places on the line Answers ­student page Exercise t
Check answers by asking individuals to read aloud the sentences Answers ­student page Exercise t
Students the exercise working individually They can compare answers in pairs before checking answers as a class Think about your class Make sentences beginning with All/ None/Most of us … All of us are learning English None of us has got a car Most of us enjoy sport Answers ­student page Work in pairs Write five sentences with Both of us … and five with Neither of us … Exercise Both of us like modern art Neither of us likes traditional art TIM E OUT! Page 00, Exercise 87 Exercise t
Look at the table with the class Point out that some phrases, but not all, can be used with and without of and so examples can be written in both columns of the table t
Students work individually or in pairs, reading the text and completing the table t
Draw the outline of the table on the board Check answers by asking individuals to complete the table on the board Answers ­student page t
Ask individuals to read aloud the example sentences t
Elicit one or two more example sentences before giving students time to think of sentences about their class t
Students tell the class their sentences Ensure that each student says at least two sentences Exercise t
Ask one of the students to read aloud the example sentences t
After the pairs have written their sentences, they can form groups of four or six and read each other’s sentences 87 S udy Corner Language Check Exercise 1 Answers Complete the sentences with the adjective form of the nouns in brackets I think the swan is (symbol) of love I think landscape paintings are (relaxation) Magritte’s ideas are very (cleverness) The artist uses everyday objects in an (imagination) way A (surprise) number of artists have mental health problems Some people prefer (reality) sculptures but others like abstract ones Guernica by Picasso is the most (impression) painting in the gallery Monet’s paintings are very (peace) The gallery is (confusion) because the paintings are grouped by subject, not date 10 Her paintings are very (colour) symbolic relaxing clever imaginative surprising realistic impressive peaceful confusing 10 colourful Exercise Answers 11 She said (that) she liked to work outside 12 She said (that) her favourite artist was Paula Rego 13 She said (that) she had become famous when she had won the Turner Prize 14 She said (that) she would never stop painting 15 She said (that) her art teacher had encouraged her to use watercolours Grammar / 15 Complete the dialogue A Sorry to interrupt you, Pat Have you seen my mobile? It’s over there 27 By the way, Sue phoned She wants to see us on Saturday I think we’re meeting Sandra, aren’t we? 28 Let’s talk about that later 29 As I was saying, where’s my mobile? There, on the table Oh, yeah 30Changingthe subject, can you read this letter? Tell me what you think Report the sentences from an interview with an artist Start each sentence with She said … A 11 12 13 14 15 ‘I like to work outside.’ ‘My favourite artist is Paula Rego ‘I became famous when I won the Turner Prize.’ ‘I’ll never stop painting.’ ‘My art teacher encouraged me to use watercolours.’ B A B Complete the sentences with the correct prepositions 26 Key Expressions /5 Study Help: Dictionary skills (2) Read the advice below t
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good dictionary can help you work out the meanings of idiomatic expressions 3.22 1.0 Feedback t
Listen and check your answers to the Language Check Write down your scores 88 Complete the sentences with all, both, most, neither or none I’ve got two brothers 21 Both of them love art but 22 neither of them can paint The art gallery was enormous! 23 All of us spent several hours there but 24 none of us saw everything I like 25 most creative activities, for example sculpture, drawing and photography but I hate writing poetry B of doing the same thing every day 16 I’m tired of 17 Don’t stand there There’s a danger falling over the edge 18 I’m interested in visiting the sculpture garden Answers ­student page t
Look at the table below Check where you Feedback t
Students listen to the recording to check their answers Check spelling where necessary by asking individuals to write the answers on the board t
After checking answers to Exercise 5, students work in pairs, reading the dialogue aloud Correct any serious pronunciation errors t
Students look at the table to see which sections in the Students’ Book they need to look at again t
Give students time in class or at home to Language Check of the Workbook / 10 Vocabulary Exercises 3–5 3.22 19 His career was helped by going to a good university 20 She worries about leaving her cats Language Check made mistakes Wrong answers: Look again at: Numbers 1–10 Get Ready – Key Words Numbers 11–15 Unit 22 – Grammar Numbers 16–20 Unit 23 – Sentence Builder Numbers 21–25 Understanding Grammar Numbers 26–30 Unit 24 – Key Expressions t Now the exercises in Language Check 88 of the Workbook t
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your own language or try to paraphrase the English one Find idiomatic expressions with these meanings in sentences 1–3 badly / not realise something / not know where you are We lost our way when we were in the forest The computer game was such good fun I lost track of the time Our basketball team lost out because their players were much taller than us Study Help:  Dictionary Answers skills (2) lost our way – not know where you are lost track of – not realise something lost out – badly t
Read through the advice with the class t
Students look up the idiom lose (your temper) in their dictionary Ask them to give an equivalent idiom or paraphrase in their L1 t
Students work individually, reading sentences 1–3 and matching the idiomatic expressions with the meanings Module Test, Active Teach 89 Why did he decide to rob the bank? Because he had lost all his money gambling Find out about your partner’s people Ask what their names are and use questions with like Who you think will get on with each other? Read the information about two people and answer your partner’s questions t
Chloe: friendly and outgoing; small with dark hair; music and dancing t
William: serious; dark hair and glasses; computer games and playing the drums Unit 14, Exercise 10, page 53 Your partner has got dirty hands Find out why Use the Present Perfect Simple and Continuous Situation You have been clearing rubbish from the river You have taken out two old bikes and a bag of plastic bottles Read the situation and answer your partner’s questions Unit 7, Exercise11, page 31 he – see a cow in the road no, but he – not sleep well the night before win a few amateur driving competitions he – drop his girlfriend at the bus stop the owner of the cow – call the police A Why did he decide to rob the bank? How did they manage to catch the robber? Why didn’t he wear a mask? Were the police certain they had the right man? Did they find the money? A B Ask your partner what they are tired of and worried about Can you give them any advice? Use Why don’t you … , You should … and What about … You are: tired of arguing with actors worried about finding a good title song for your film You are a film director Look at the information and answer your partner’s questions Unit 23, Exercise 11, page 83 Explanation The objects are the remains of a snowman which has melted Situation There are some stones, a carrot, a hat and a pipe on the ground in the middle of a garden Situation A man is in bed He makes a phone call, says nothing and then goes to sleep Explanation The man is in a hotel and can’t sleep because someone in the next room is snoring The man phones the next room, wakes up the snorer and then goes to sleep Read these situations and explanations Then answer your partner’s questions Unit 20, Exercise 8, page 73 Is it a team sport? Do they need special equipment? Your partner has a list of different Olympic sports Find out which one they have chosen Ask ten yes/no questions swimming 89 90 Why did he decide to rob the bank? Because he had lost all his money gambling Find out about your partner’s people Ask what their names are and use questions with like Who you think will get on with each other? s ,IAMWARMTALLANDFAIRSEEINGFRIENDSAND HAVINGFUN s &REYAQUIETDYEDBLACKHAIRANDPIERCEDEARS ONLINEGAMINGANDPLAYINGTHEGUITAR Read the information about two people and answer your partner’s questions Unit 14, Exercise 10, page 53 Your partner has got wet feet Find out why Use the Present Perfect Simple and Continuous Situation You have been working in the vegetable garden You have dug up some potatoes and planted some tomatoes Read the situation and answer your partner’s questions Unit 7, Exercise11, page 31 Why did the man crash into the tree? Was he driving too fast? Was he a good driver? Were there any passengers in the car? How did the police learn about the accident? B lose all his money gambling security camera – film the robber’s face leave the mask at home the robber – leave his fingerprints in the bank the robber – hide the money in his house A B ski jumping marathon running Ask your partner what they are tired of and worried about Can you give them any advice? Use Why don’t you … , You should … and What about … You are: tired of making horror films worried about never directing a classic film You are a film director Look at the information and answer your partner’s questions Unit 23, Exercise 11, page 83 Explanation The woman is a knife-thrower’s assistant in a circus Her new shoes have high heels She wears them during the performance and is taller than usual, so a knife kills her Situation A woman buys a new pair of shoes, goes to work and dies Explanation Oliver and Sam are goldfish The window blew open and knocked the goldfish bowl onto the floor The bowl broke and the fish died Situation Oliver and Sam are lying dead on the floor in a pool of water The window is open Read these situations and explanations Then answer your partner’s questions Unit 20, Exercise 8, page 73 Is it a team sport? Do they need special equipment Your partner has a list of different Olympic sports Find out which one they have chosen Ask ten yes/no questions basketball Ask your partner these questions about picture B Read the notes about picture A and be prepared to answer your partner's questions Use the Past Perfect in the answers Choose an Olympic sport and answer your partner’s questions Ask your partner these questions about picture A Read the notes about picture B and be prepared to answer your partner's questions Use the Past Perfect in the answers volleyball Choose an Olympic sport and answer your partner’s questions Unit 4, Exercise 11, page 21 Unit 17, Exercise 11, page 63 Unit 4, Exercise 11, page 21 javelin throwing Unit 17, Exercise 11, page 63 S uden B S uden A Student A and B Activities Questionnaire scores and answers Results: Module 1, Get Ready, Exercise 2, page or under You are a disaster for the planet! Over That’s quite good but you can more! Over 10 Brilliant! You’re a good green! 2 TELEGRAPH 3 NETWORK 4 EMAIL 5 MOBILEPHONE 8 TABLET 6 )NSTANTMESSAGING 7 MICRO BLOG Unit Exercise Page 22 Look at the headlines about the news stories in Get Ready, Exercise 2, page 19 Guess what they mean Aussie Saves United Cuba Crisis Declared Proud Parents Pose Masked Gunman Caught Thousands Flee Homes Now match the headlines (1–5) with the explanations (a–e) a) The government have declared a state of emergency in the south of the island b) Julie and Jeff invited journalists to their home to take photos of them and their son, Ben c) One of the men who robbed the Natwest Bank in Manchester has been arrested d) Dave Smith played brilliantly and saved two penalties against Liverpool e) Large numbers of people in Cuba have had to leave their houses Which of these things you do? Exercise 5, page 29 Questionnaire scores: Turn the lights off when you leave a room +2 points (Why? Leaving lights on wastes a lot of electricity.) Walk or cycle to school every day +5 points (Why? Many short car journeys are unnecessary and create more pollution and greenhouse gases than long journeys.) Leave the TV or hi-fi on standby –2 points (Why? Leaving machines on standby increases our electricity use by about 7–10%.) Use a reusable bag when you go shopping +3 points (Why? Over 500 billion plastic bags are used and thrown away every year.) Use both sides of a piece of paper +2 points (Why? 40% of all the trees cut down are used to make paper.) Drop litter when you’re out with your friends –8 points (Why? Litter looks horrible, costs a lot of money to clean up and is bad for wildlife.) Collect and recycle cans and plastic bottles +5 points (Why? Recycling saves energy and resources (e.g aluminium in cans) It also reduces the amount of rubbish we produce which has to be put somewhere.) Fact or Fiction? Unit 2, page 13, fiction (A couple named their baby Like – after the button on Facebook.) Unit 5, page 23, fact The figure is rising daily!) Unit 8, page 33, fiction (The flowers from Africa use less energy than the flowers from Europe.) Unit 11, page 43, fiction (The Celts used coins shaped as rings and wheels but not as hedgehogs! Some coins were made in the shape of animals In Ukraine, in the fifth century BC, coins in the shape of dolphins were used.) Unit 14, page 53, fiction (There are no height limits Most models are between 1.73 – 1.8 metres tall but many are smaller or taller.) Unit 16, page 61, fiction A computer chess game first beat a person in 1996 – Deep Blue beat Garry Kasparov.) Unit 17, page 63, fiction (It means ‘someone who competes for a prize’.) Unit 20, page 73, fact (Holmes was killed in The Adventure of the Final Problem but reappeared in The Adventure of the Empty House after public pressure for the popular detective to be brought back to life.) Unit 22, page 81, fiction (He cut off his left ear.) Phonetic Chart \p\ \b\ \t\ \d\ \k\ \g\ \f\ \v\ \T\ \D\ \s\ \z\ \S\ \Z\ \tS\ = = = = = = = = = = = = = = = pen bad tap can get few view throw though see zoo shop measure cheese \dZ\ \m\ \n\ \N\ \h\ \l\ \r\ \j\ \w\ \e\ \œ\ \iÜ\ \I\ \AÜ\ \Å\ = = = = = = = = = = = = = = = join man not ring hot let rain yet way let add teeth bit art dog \OÜ\ \U\ \uÜ\ \ø\ \‰…\ \´\ \eI\ \´U\ \aI\ \aU\ \OI\ \I´\ \e´\ \Ue\ = = = = = = = = = = = = = = form put cup skirt the make home fly now enjoy near care poor 91 90 92 Animal Talk Gorillas hit the ground with their back legs when there is danger Miriam: Yes It took me ages And you? Lydia: Hi, Miriam Have you done the maths homework? Lydia: So are you gonna miss the party on Saturday? f) j) i) Helen: Hi, you two No problem – I’ve done number tomorrow I’ll show you on the bus Miriam: No, honest, I’ve got a sore throat and temperature h) Miriam: Well, I think I’ll be better for that! g) Miriam: I don’t think I’ve done it right, either Look, Helen’s online Lydia: I can’t number e) d) Miriam: I’m not going to school I’ve got a cold c) b) Helen: Are you sure you just don’t want to miss the physics test? a) Helen, Miriam and Lydia were chatting online, but something went wrong with the program and it put the messages in the wrong order Put them in the correct order ).34!.4-%33!'%3 Kangaroos show affection by holding each other’s trunks Dogs press their necks together when they are attracted to each other Giraffes rub noses as a sign of affection Elephants put their tail between their legs when they are frightened Horses show they’re angry by putting out their tongues Animals can’t talk but they communicate in other ways Just one thing – the names of the animals are in the wrong places! Can you correct them? Animal Talk: gorillas, dogs, horses, elephants, giraffes, kangaroos Instant Messages: c, a, e, g, j, d, b, i, f, 10 h  TI M E OUT! b a Here is a funny news story from Germany Put the sentences in the correct order to find out why the woman called the police Here’s a story from Brazil Put the sentences in the correct order to find out what happened Headlines from History 1348 1492 1789 MAN WALKS ON THE MOON d c 1912 1957 1969 ‘New World’ Colombus Finds Black Death: Killer Disease Hits Europe 1893 f RUSSIA LAUNCHES SPUTNIK SATELLITE g Women Get Vote In New Zealand REVOLUTION IN FRANCE ~ KING FLEES VERSAILLES e Some boys found $60,000 a Before that, some robbers had hidden the money in a suitcase in the garden of an old house b Before that, the robbers had robbed a bank c Before that, they had climbed over the fence into the garden and had seen a suitcase full of money d Before that, the boys had played football e Before that, they had lost the ball in the garden of an old house B An old woman called the police a Before that, the parrot had started to call ‘Mama, Mama!’ b Before that, the woman had thought her new neighbour’s child was alone in the house c Before that, the woman had heard someone calling for their mother d Before that, the woman’s new neighbours had put their pet parrot in its cage and had gone out A Stories in Reverse Match these headlines from history with the years TITANIC SINKS! Compare your radio show with your friends’ Which show is the best? Write a topic for your listeners to give their opinions about ‘Hot topic’ for a phone-in Who? Write three questions to ask your guest Special guest Playlist Here’s your chance to be a top DJ – plan your own radio show here! ! You r O w n R a di o S h ow Stories in Reverse: Story A: b, c, a, d Story B: c, e, d, a, b Headlines from History: a 1912, b 1969, c 1348, d 1492, e 1957, f 1789, g 1893 91 93 h) The thieves didn’t realise that they were on the radio and over a hundred listeners called the police g) A spokesperson for the producers said: ‘We are a huge success We have to perform extra shows every week!’ f) Tiago Amorin da Silva was talking ‘live’ on Verde e Rosa radio station at a.m., when two men broke into the studio and demanded money e) Only thirty people can fit inside the bathroom and they have to stand up during the thirty-minute performance d) A new play is a surprise hit in the Brazilian city of São Paulo c) The police said: ‘The robbers didn’t realise what was going on and we were able to surprise them and arrest them.’ 20 18 19 17 15 16 13 14 11 12 10 cardboard cereal packets/egg boxes plastic packaging broken televisions/computers newspapers/magazines plastic bottles (washed) glass bottles/jars (washed) tea bags envelopes/letters broken fridges books (in good condition) clothes (in good condition) old mobile phones flowers/plants fruit tins/cans (washed) waste paper vegetables meat/fish re-usable furniture polystyrene packaging Find the right place (a–h) on page 95 for the rubbish (1–20) There may be more than one answer Rubbish! Sort the Mixed-Up News: Story A: d, b, e, g; Story B: a, f, h, c Sort the Rubbish! g, f, h, g, f, d,7 a and c , g, h, 10 b, 11 b, 12 h, 13 a, 14 a and c, 15 e, 16 g, 17 a and c, 18 c, 19 h, 20 c 94 a) A Brazilian DJ was robbed while he was doing his daily radio show B b) The play, called Thorough Search, is staged in a bathroom at the Renaissance Theatre RADIO ROBBERY BATHROOM PLAY B A Find two different news stories Match each sentence (a–h) with the headlines (A or B) and then put them in the correct order Mixed-Up News normal rubbish b charity shop Tim and Kathy Myers walk to the local shops twice a week with their re-usable shopping bags They buy organic fruit and vegetables in the market – both of them are vegetarians They also grow vegetables in their small garden which they fertilise with their own compost They have ten hens which give them eggs, and a goat which gives them milk Sometimes, they buy low-energy light bulbs for their house They haven’t got a computer or television at home They listen to their wind-up radio! Read about three families’ shopping habits How green are they? Classify them: a) ultra-green b) not very green c) very bad for the planet! Give three reasons for each of your answers Every Saturday, Tina and Colin Royle go by car to the supermarket two miles away from their home They don’t like vegetables very much but in the summer, they sometimes buy local fruit from a farm shop near them Their favourite food is pizza, hamburgers and chips and they usually buy frozen food They buy a lot of tins, too, especially baked beans Colin loves chocolate and he always buys a few packets of chocolate biscuits They would like to buy a new TV because the one they’ve got is very old e metal f plastic g paper Rodney and Margaret Caldwell go shopping twice a week at a big hyper-market about twenty miles from their house They’ve got a big four-wheel-drive car so it’s a comfortable journey They go on foreign holidays four or five times a year, especially to South Africa, the Far East and Australia, and they like buying delicacies from around the world They always buy the best vegetables available: apples from Chile, kiwis from New Zealand and raspberries from Kenya Rodney and Margaret like buying gadgets They have four plasma TVs, three computers, two enormous washing machines, a dishwasher and two big fridges They love clothes and drive two hundred miles to London every month to go to the best shops recycling centre h (metal/batteries)  4IPQQJOH
)BCJUT c a garden compost d glass Shopping Habits b, a, c 92 95 and a) sell cheap things b) recycle clothes c) are all the same a) Oil b) Wind power c) Solar power  a) paper b) compost c) clothes be made into , Recycled plastic bottles can  and give us renewable energy a) oil b) glass c) tin * Plastic is made from + a) reusable b) made from recycled materials c) made from lots of different materials because they are ) Drink cartons are difficult to recycle $140,000 $60,000 $17.4 million Four American flags from the American War of Independence captured by an officer in the British army in 1780 An angry letter to a journalist written by John Lennon A black cocktail dress worn by Marilyn Monroe in one of her films A hat and a cane from one of Charlie Chaplin’s films $22,000 Guess how much the objects below were sold for at auction 10 Guess the Price +¶%$.mciUfYjYfm[fYYb (¶*.mciUfYUV]h[fYYb $¶'.c\XYUf