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Citation preview

Spectrum

Teacher’s Guide

4 Paul Kelly

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3 10/06/2016 10:40

1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2016

The moral rights of the author have been asserted First published in 2016 2020  2019  2018  2017  2016 10  9  8  7  6  5  4  3  2  1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale isbn: 978 0 19 485254 8 isbn: 978 0 19 485248 7 isbn: 978 0 19 482043 1

Teacher’s Guide Tests and Resources Disc Teacher’s Guide and TRD Pack

Printed in Spain This book is printed on paper from certified and well-managed sources acknowledgements The publishers would like to thank all the teachers who have contributed to the development of this course, in particular: Sonia Blaya Albert, IES 8 de Marzo, Alicante; Mª Ángeles Cabrera Hernández, IES Vecindario, Vecindario; Jose Manuel Cano Franco, IES Paco Molla, Petrer, Alicante; Beatriz Carcelén Guiu, IES Ángel Sanz Briz, Zaragoza; Enrique Castillo Almira, IES El Bohío, Cartagena; Maria José Estrada Arasa, Institut Deltebre, Deltebre; Ana María Fernández Gómez, IES Pérez Galdós, Las Palmas de Gran Canaria; María Consuelo González de Castro, CPI A Cañiza (Pontevedra); Marisa Juan García, IES Pare Vitoria, Alcoy; Carmen Macarena Osuna Rodríguez, IES FLorencio Pintado, Peñarroya – Pueblonuevo (Córdoba); Jaime Tomás Pons Abad, IES Dr Pedro Guillén, Archena; Ana María Ruiz Herrera, IES Margarita Salas, Seseña (Toledo); Rosa Isabel Vera Saura, IES Santa Pola, Santa Pola. The publishers would also like to thank all teachers who were interviewed, took part in Focus groups, or who answered questionnaires during the development of this course. The publishers would like to thank the following for the permission to reproduce photographs: Alamy Images pp.7 (sports shop/Alan King), 10 (colourful social media icons/Leigh Prather), 10 (teen girl being bullied by text message/Ian Allenden), 19 (notebook image/ paper spiral/Storylife), 20 (Dog walker on the Upper West Side, New York City/© Alex Segre/Alamy Stock Photo), (23 (TV advert/© f8 archive/Alamy Stock Photo), 43 (notebook image/paper spiral/Storylife), 54 (man using running machine/ imtmphoto), 56 (young woman holding rake/Hero Images Inc.), 57 (notebook image/paper spiral/Storylife), 64 Katherine Mansfield, pen name of Katherine Mansfield Beauchamp (1888-1923) short story writer born in Wellington, New Zealand./ World History Archive), 69 (notebook image/paper spiral/Storylife), 71 (Waterstone’s book display/Chris Harris), 77 (palace room/NiKreative), 80 (teen boy on bed with dogs/Image Source), 81 (notebook image/paper spiral/Storylife), 82 (people holding blank board/YAY Media AS), 82 (Old Trafford football stadium/David Goddard), 88 (snow roller/© Tom Uhlman/Alamy Stock Photo), 95 (notebook image/paper spiral/Storylife), 100 (tiger shark/Nature Picture Library), 100 (dog with mouth open/ Brook Fabian), 107 (notebook image/paper spiral/Storylife), 112 (professor giving a lecture/moodboard), 117 (first aid kit/ Jochen Tack), 119 (notebook image/paper spiral/Storylife), 135 (group of friends cycling/Jesse Wild), 135 (Personal Rapid Transport cars at Institute of Science and Technology in Abu Dhabi/Lain Masterton), 149 (portrait girl in corridor/Hero Images Inc.), 133 (Exam results day for students - © Jim Holden/Alamy Stock Photo); Bridgeman Images pp.22 (Advert for The “Hart” Patent Safety Cycling Skirt, c.1897/Private Collection/Bridgeman Images),147 (The Scream, 1893), 147 (The Starry Night, June 1889 Gogh), 147 (Composition Number 8, 1923 Kandinsky); Corbis Images pp.8 (Student consoling despaired friend on hallway of university library © Milton Brown/Westend61/Corbis), 9 (Friends in photo booth wearing moustaches/© 13/ Compassionate Eye Foundation/Chris Windsor/Ocean/Corbis), 12 (Easton LaChapelle/© Aude Guerrucci/Pool/Corbis), 16 (Rwandan village well/Chris Noble/Aurora Photos), 16 (polar bear mother and cubs/Theo Allofs), 20 (Teenage boy planting flowers © Ed Bock/Corbis), 24 (floating market, Indonesia/Keren Su), 28 (teenager working in office/Uwe Umstätter/ Masterfile), 39 (close up of Masai Mara women/Jonathan & Angela Scott/JAI), 46 (Teenager with cell phone and headphones on skateboard/Hero Images), 50 (Lower back pain/© B. Boissonnet/BSIP/Corbis), 70 (Friends talking at a party/© Blend Images/ Corbis), 92 (students watching stars in planetarium/Hill Street), 96 (Close up of camel’s mouth/© Jami Tarris/Corbis), 100 (elephants/ZSSD/Minden Picture), 102 (rock engravings, Sahara desert/Alberto Arzoz//Design), 102 (interior corridor of Newgrange/Gianni Dagli Orti), 102 (rock art, Australia/Steven David Miller/Nature Picture), 106 (electricity exhibit/Sean Gallagher/National Geographic), 108 (Barista using cell phone/© JGI/Jamie Grill/Blend Images/Corbis), 112 (model wearing Pringle clothing, London Fashion), 114 (control room/Mars Orbiter Mission/Jagadeesh NV/epa), 114 (rocket/India’s moon mission/Pallava Bagla/Pallava Bagla), 129 (1960s weight reducing machine/ClassicStock), 139 (jogging frog/Chris Collins); Empower Orphans: p.12 (Neha Gupta/Empower Orphans) Getty Images pp.5 (Child reading book with his imagination coming to life/Gandee Vasan/Iconica), 6 (Steven Bradbury winning medal/Timothy A. Clary), 6 (Mireia Belmonte/Kazuhiro Nogi), 8 (Selfie of a group of teenagers/Leonardo Patrizi, 14 (wolf in snow/Len Tillim), 14 (bull elk/Carol Polich Photo Workshops), 14 (silhouette of wolf at sunset/Norbert Rosing), 17 (Scientists tag a sedated polar bear/Richard Olsenius/ National Geographic), 18 (group of students studying together/kristian sekulic), 21 (auction crowd/Rich Legg), 21 (Woman Painting fence/Hill Street Studios), 20(British currency/Alan Crawford), 23 (neon lights background, Times Square/Travelif), 26 (1940s grocer pointing out ration points on canned goods/Charles Phelps Cushing/ClassicStock/Getty Images), 26 (Full shopping cart in supermarket aisle/Dave and Les Jacobs), 29 (teen girl with crossed arms/Peter Nicholson), 31 (Mother consoling unhappy daughter/Jamie Grill), 30 (Close up of Women with games console/TheBiggles), 34 (Neon lit disco dancefloor/Jill Tindall), 35 (Electric guitar with amplifier/Scott Quinn Photography), 36 (portrait of a teenage boy holding brussel sprouts on a fork/Stockbyte), 37 (Girl (14-15) sleeping in bed/Lena Katarina Johansson), 39 (Masai warriors dance/​ Nico Tondini), 42 (solar power station/Karl-Friedrich Hohl), 46 (Sulking moody blonde woman pouts defiantly/Rapid Eye), 46 (Teenage boy (16-18) stretching, yawning in bed, elevated view/lasius Erlinger), 46 (Teen Girl Dancing in Confetti/ wundervisuals), 51 (Rafael Nadal/Maddie Meyer/Getty Images Sport), 51 (paralysed Claire Lomas finishes the London), 58 (Return to Zip Wire/s0ulsurfing Jason Swain) 68 (indoor climbing/Blend Images - Jade), 70 (Two teenage girls sitting on a bus, having a conversation/Valentine/Fuse), 70 (Having fun with digital tablet/mediaphotos), 70 (blurred neon lights/ Terraxplorer), 74 (cinema audience/Nick White), 77 (Grand Harbour, Valletta, Malta/Terry Why), 81 (Large group of students cheering at college sporting event/HeroImages), 84 (sailing-boat on stormy sea/John Lund) 84 (Portrait of three young female

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cyclists at velodrome/Dark Horse/Cultura), 86 (businesspeople reading newspapers on crowded train/Image source), 86 (Real tunnel with high speed/FredFroese), 86 (Sony Corp. Makes Announcement About ‘Project Morpheus’ VR Headset At The 2015 Game Developers Conference/Bloomberg), 90 (Kabaddi match/Ed Jones), 91 (game of road bowling/Patrick Horton), 91 (road bowling ball/Patrick Horton), 93 (people watching a 3D movie/andresr), 98 (Couple in market at cheese stall/Michael Heffernan/Taxi), 100 (baboon covering eyes/Tom Brakefield), 100 (chimpanzee pulling a face/Andrew Plumptre), 104 (Participants play their cajones/AFP), 105 (whisking eggs in a bowl/JGI/Jamie Grill/blend images), 112 (nurse assisting patient/Steve Debenport), 112 (personal trainer at gym/Hero Images), 113 (television reporter/Nano Calvo), 114 (Starship Enterprise/BS Photo Archive), 116 (turtles on beach/Jeff Rotman), 118 (waitress in Mexican restaurant/Todd Warnock), 118 (waitress in Mexican restaurant holding picture/Todd), 119 (Coach with diverse team of young children playing soccer/ kali9/E+), 120 (Teenage friends with skateboards/Image source), 120 (Students bowing in play/Hill Street Studios/Blend Images), 121 (Victorious Soccer Team with Trophy/Moodboard/Cultura), 120 (school trip/Friends have fun togetherness/ franckreporter/E+), 141 (Truman, Churchill and Stalin at the Potsdam),144 (Scott Fitzgerald/American Stock Archiv), 145 (bomb disposal/Kommersant Photo), 145 (robotic hand/Gently does it/Colin Anderson/Photograhper’s choice), 146 (‘Love Conquered Fear’ print, 1840/Print Collector), 146 (the slums of London engraving/DEA/J. E. Bulloz), 146 (railway illustrations, 1831/Print Collector), 123 (A volunteer with students at Sulaimanya Muslim School/Margie Politzer/Lonely Planet Images), 129 (woman twirling hula hoops/A Hudson), 129 (women doing aerobic exercise/Dennis Hallinan), 131 (emperor penguin chick/Martin Ruegner); Isaac Allotey and the Dance Warriors of Africa: p.38 (Dance Warriors of Africa/email: info@ dancewarriors.com); istock pp.26 (Ration book/chrisdorney), 32 (Modern House with Solar panels/ctor), 106 (Blindfolded young woman tasting ice cream/PJPhoto69), 129 (girl rollerskating/RyersonClark), 133 (girl reading e-book/Svetlana Braun); Rex pp.23 (display of bathroom on elevated billboard advertising Ikea/SEVGI/SIPA/REX Shutterstock), 28 (Honest Jon’s record shop/Ming Tang-Evans), 72 (Diggerland/Nick Cunard), 77 (Troy film set, Malta/Andrew Murray), 82 (Heaton, Park Manchester/ Simon Buckley), 96 (A Chinese young woman poses to touch a giant panda’s nose/ImagineChina), 118 (group of high school students/Kelly Redinger/Design Pics); Oxford University Press Images: pp.5 (smartphone/Umberto Shtanzman), 5 (laptop/You can more), 9 (Student study group/Juice Images), 13 (Desktop calendar/billdayone/Shutterstock), 13 (Teen Girl playing guitar/ Dm_Cherry/Shutterstock), 16 (Earth from Space/NASA), 17 (Student boy/ZouZou/Shutterstock), 17 (Student girl/Monkey Business Images/Shutterstock), 17 (man looking up/CREATISTA), 22 (tropical beach/leoks), 26 (Cheddar cheese/Brent Hofacker), 26 (eggs/Kovalchuk Oleksandr), 28 (Headphones/Alexander Demyanenko), 50 (broken leg/AID/Corbis), 55 (teen boy smiling/Edyta Pawlowska/Shutterstock), 55 (headshot lady/mike stone), 60 (Chinese teen girl/Mark Bassett), 60 (portrait teen boy smiling/Photodisc), 73 (Safari Helmet/Photodisc), 80 (drum kit/Dario Sabljak), 82 (Fish and chips/stocksolutions/ Shutterstock), 84 (space shuttle/Vadim Sadovski/shutterstock), 92 (teen girl/Rob Marmion), 93 (Student with glasses/Vitchanan Photography), 93 (high school student by lockers in purple top/Monkey Business Images), 94 (DICTIONARIES/Oleksiy Mark), 105 (Student on Campus/Joana Lopes), 108 (Mount Fuji/Sean Pavone), 108 (Teacher helping Student/Goodluz), 108 (Travelling Business man/NicoElNino), 120 (Girl portrait/Chris King), 145 (microprocessor/R-studio), 123 (Picking Up rubbish/Lifesize); Shutterstock pp.4 (Young woman photographing with digital gadget old buildings in Dubrovnik old city center. Back view with tablet screen/RossHelen.) 4 (a Pteranodon flying isolated on white background/Valentyna Chukhlyebova) 4 (T Rex/ Isolated Dinosaurs on white background/metha1819) 4 (The Camarasaurus dinosaur lived in North America during the late Jurassic Period - 3D render/Linda Bucklin.), 4 (Big Ben, London/Tangman Photography), 4 (Woman wearing glasses for augmented reality at Smau/Stefano Tinti5 (Rss glossy vibrant web button/Vjom), 7 (sports shop/pio3), 9 (Senior woman eats lunch at retirement home/Alexander Raths), 8 (Climbing team on the summit of a challenging rock mountain/Greg Epperson), 11 (library/Mikael Damkie), 11 (lovely puppy/Miroslav Hlavko), 12 (Sphere of plastic bricks/Magicvector), 14 (Yellowstone National Park entrance sign/Dgrilla), 15 (Yellowstone National Park/Bertl123), 18 (abstract blue background), 20 (judge’s gavel/Nata-Lia), 24 (vending-machine-for-the-sale-of-soft-drinks/Constantine Pankin), 24 (Men’s jeans (front, back views). Photo-realistic vector illustration/ivelly), 25 (viking helmet/koya979), 28 (Vintage Record player/kldy), 28 (Seven inch singles/Stuart Fuidge), 29 (brunette teen girl/Tracy Whiteside), 29 (Smiling Young African American Male/Flashon Studio), 30 (typing on laptop/imtmphoto), 30 (Pine wood texture with grunge yellow white color/Jan Faulkner), 30 (crumpled paper effect/Kjpargeter), 32 (Windmill Farm/Mimadeo), 32 (public electric car recharging a parking spot/Paulo Bona), 32 (3D cut of working car motor on the engineering drawing/Nikonaft), 32 (Reset of water at hydroelectric power station on the river/ Aleksandr Kurganov), 33 (White Smart watch/Koksharov Dmitry), 32 (Car battery isolated on white background/Ensuper), 33 (Some bicycles of the bike rental service in Madrid, Spain/Isa Fernandez Fernandez), 34 (Group Of High School Students Running In Corridor/Monkey Business Images), 34 (multicolour squares background/Essl), 35 (farm of solar cell panels/ Stockphoto Mania), 35 (Apple iPad/r.nagy), 36 (brain model/vasabii), 36 (cardiogram background/Allies Interactive), 37 (young basketball players playing with energy/FCSCAFEINE), 37 (cartoon bicyle/notkoo), 40 (teen boy in front of graffiti/Max Topchii), 40 (recycling symbols/Vitezslav Valka), 41 (Students Leaving/auremar), 42 (crumpled paper effect/Kjpargeter) 43 (wind farm/ majeczka), 43 (electric car/Artens), 45 (High School Students Taking Part In Group Discussion/Monkey Business Images), 44 (Men and women avatar profile picture set/Liubou Yasiukovich), 44(Speech and thought watercolor bubble shape/itVega), 44(Debate concept illustration with crowd people silhouettes/madpixblue), 45 (White square graph paper/sommthink), 46 (Closeup portrait of nerdy young woman with black glasses biting her nails./PathDoc), 46 (young man with guitar/Zurijeta), 46 (yellow smiley face/zentilia), 46 (sky at sunset/Grisha Bruev), 48 (watercolour circles/KsushaArt), 48 (watercolour painting/ Rudchenko Liliia), 48 (Tammy vector avatars/Jesus Sanz), 48 (Cool Guy people icons/FJstudio), 48 (Maria cartoon faces/ dedMazay), 48 (Rainbow Harry cartoon boy/Ralf Juergen Kraft), 48 (excited woman/Ariwasabi), 49 (woman painting wall/ iofoto), 50 (Female High School Basketball Team Playing Game/Monkey Business Images), 50 (Ankle brace/Tewan Banditrukkanka), 50 (Young woman scratching herself/Piotr Marcinski), 51 (Sport vector illustration/zeber), 52 (winter landscape/RHIMAGE), 52 (people in snow/Andrew Park), 53 (grey owl/Critterbiz), 52 (ice over water/Rumo), 54 (walnuts/ Dionisvera), 54 (cooked fish fillets/HLPhoto), 54 (woman with glass of water/Sheftsoff), 54 (man asleep in bed/Monkey Business Images), 54 (couple dancing in kitchen/Wallenrock), 54 (blurred light background/Kesu), 56 (sheep in Canary Wharf/ IR Stone),56 (set of various gardening items/Jovanovic Dejan), 56 (Funny cow/Dudarev Mikhail), 58 (Abstract business science or technology background/DrHitch), 58 (woman holding modern mobile smartphone with login/Bloomua), 58 (chat template/ PiXXart), 60 (cake covered in sweets/ThreeRivers11), 60 (global online communities graphic/Cienpies Design) 61 (motor bike race/Ahmad Faizal Yahya), 62 (smiley icons flat design/rendix_alextian), 63 (Confident young man talking on mobile phone in cinema, spectators looking angry./Stocklite), 64 (open book/Be good), 65 (Beautiful purple fields/PonomarenkoNataly), 65 (Afternoon tea/c.byatt-norman), 64 (big lawn/schab), 66 (music dance background/Redshinestudio), 66 (St Leonards Festival/ David Fowler), 66 (dancer/ayakovlevcom), 67 (teen boy in red/Djomas), 67 (teenage boy blue top/Nolte Lourens), 67 (Smiling female teen/hturner), 67 (Colourful music background/Spectrum Studio), 68 (hiking bag and boots/Alexander Raths), 68 (climbing equipment/swinner), 68 (climbing rope/Dr. Cloud), 68 (hiking boots/ultimathule), 68 (ice axe/Krasowit), 70 (Night view with people enjoy on rollercoaster at Siam park amusement in Bangkok/SIHASAKPRACHUM/Shutterstock.com), 70 (Music band performing/Nejron Photo), 70 (two young students talking/Helder Almeida), 70 (Night street view of Leicester Square/BikeWorldTravel), 72 (alligator leather/andersphoto), 74 (Stage with Red curtains/Serafima82), 74 (theatre masks/ Elnur), 75 (pressing hotel bell/Andrey Burmakin), 76 (blue lagoon/Tyler Olson), 78 (wood background/Nightman1965), 78 (blank digital tablet/patrisyu), 78 (row of coloured books/gfdunt), 78 (Mysterious medieval castle in a misty full moon/ Zacarias Pereira da Mata), 78 (Portrait of a young woman/Tatiana Koshutina), 78 (Young woman stand near the car and look on map/NatUlrich), 79 (Group of Young people/ProStockStudio), 80 (equaliser/Sonya illustration), 81 (Drumsticks on drums black isolated/Pupes), 82 (White square graph paper/sommthink), 83 (Couple rowing boat/AVAVA), 832 (icecream cone/the Bakery), 82 (plate, camera, bus and map icon/Travel horizontal banner set with summer holidays sightseeing elements/Macrovector), 82 (suitcase icon/Colourful set of summer icons/mayrum), 84 (high speed train/Oleksiy Mark), 85 (surfers walk along the beach in Burleigh Heads/Pawel Papis), 86 (Barclays Cycle Hire station opposite Battersea power station/Dutourdumonde Photography), 91 (cricket ball/Robyn Mackenzie), 93 (ice hockey player/Andrey Yurlov), 87 (Summer fun at aqua park/ Deviant), 94 (aeroplane flight paths/freesoulproduction), 94 (flag illustrations/Jason Winter), 94 (abstract blue background/ Toria), 95 (Students trying to guess the English word/Dragon Images), 96 (woman relaxing floating/Antonio Guillem), 96 (headphones on music background abstract/Sandratsky Dmitriy), 96 (Woman with cake/Pavel Sazonov), 96 (underwater blue background/ririro), 98 (Rope pomegranates/Valentyn Volkov), 98 (potato crisps/Yalcin Sonat), 98 (A young man looks at an empty board/LuckyImages), 99 (cheeseburger/ProKasia), 98 (Vegetables and pastas on brown wood background/ yonibunga), 99 (vector colour food icons/bioraven), 100 (grey kitten/robert_s), 102 (planet Earth/leonello calvetti), 104 (Guitar and Cajon/Candy Halls), 107 (Vector human iris with some highlights and reflections/Argus), 108 (young, male researcher/ chemistry student carrying out scientific research in a lab/lightpoet), 110 (Set of vector cute character avatar icons in flat design/irinaflora), 113 (education concept/Vladgrin), 114 (background/deepsky astrophoto/Standret), 115 (full moon/ pockygallery), 116 (Toronto CN Tower at night/Andy Tam), 116 (llama at Machu Picchu/Tokelau), 116 (sunset with giraffes silhouette/SW_Stock), 117 (Headshot of woman/Pablo Calvog), 117 (Headshot of boy/SLP_London), 117 (GPS navigator/Oleksiy Mark), 117 (DSLR camera/Marcio Jose Bastos Silva), 118 (basketball ball/Aaron Amat), 120 (students jumping/Group Student with notebooks summer outdoors/Poznyakov), 120 (Back to school sketches/Elina Li), 120 (White square graph paper/ sommthink), 125 portrait two young women/lightwavemedia, 130 (maple wood grain texture/Nightman1965) (140 (fiery background/nikkytok), 142 (River Duero and Aldeadavila dam/Lled, 148 (satellite dish antennas/gui jun peng), 123 (lion cub at conservation centre/niall dunne), 126 (blank corkboard/koosen) (127 (round flag icons/Luca_Luppi), 133 (frog in rain/Anneka), 137 (heart fighting brain/Fabio Berti), 137 (young man/Edyta Pawlowska); Stop !T Foundation: p.10 (Todd Schobel, the founder of the STOP!T and logo); Transport Systems Catapult: p.86 (urban transport pod); Zip.2000: p.73 (zipwire images/zip.2000) p.112, photos courtesy of Jose Tuduri and Tim Friers Oxford University Press culture video stills: pp.15, 27, 39, 53, 65, 77, 91, 103, 115, Oxford University Press design: 28 (store logo), 58 (on screen mock ups) 62 (screen design), 42 (paper), 77 (poster), 88 (simple weather icons), 89 (simple weather icons), 114 (planets), 124 (icons), 130 (icons) 136 (fork and knife icon) 144 (paper texture (145 (ipad background) Cover images by: Getty Images (snowboarding/yulkapopkova), (Radcliffe Camera/Joe Daniel Price); Shutterstock (friends/Africa Studio). Illustrations by: Martin Garlick/Beehive: 140 (volcano), 148 (satellite orbit); Alberto Hoyos: 88, 89, (newspaper illustration) 110, 111; Anna Hymas pp.14 (map), 26 (map), 52 (map) 38 (map), 64 (map), 76 (map), 90 (map); Rob Knipe: p.22 (cough medicine poster); Andrew Lyons/Handsome Frank pp.40, 41, 88 (activity 2), 104, Sean Longcroft: pp.90 (footballers), 100 (monkeys); Martin Sanders/Beehive Illustration: pp.32 (infographic); Roger Stewart: 105 (keyboard) 142 (power station and detail), 143 (arms) The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.xxxix Adapted extract from “Table 2: Common Reference Levels: self-assessment grid” on pp.26–27 of Common European Framework of Reference for Languages: Learning, Teaching, Assessment by the Council of Europe. © Council of Europe. Reproduced by permission.

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Contents Teaching notes

Introduction Course overview

iv

Starter unit

4

Spectrum methodology

v

Unit 1 Making a difference

8

Course components

vii

Unit 2 A consumer’s world

20

Guide to Student’s Book 4

ix

Unit 3 The energy of tomorrow

32

Guide to Workbook 4

xiv

Project 1 A class debate

44

Guide to the iPack

xvii

Unit 4 Live well

46

Teaching tips

xviii

Unit 5 Community spirit

58

Mixed ability

xx

Unit 6 Good times

70

Special Educational Needs

xxii

Project 2 A day trip in your area

82

Using technology

xxiii

Unit 7 In the news

84

Video in the ELT classroom

xxiv

Unit 8 The senses

96

CLIL

xxv

Unit 9 Next steps

108

Key competences

xxvi

Project 3 Our yearbook

120

Examples of Key Competences in Spectrum 4

Review and Skills practice

122

xxvii

Focus on CLIL

140

Pronunciation practice

149

Irregular verb list

153

Evaluation and testing Student self-assessment checklists Evaluation record sheet End-of-year self-assessment

xxxi xxxiii xxxviii xxxix

Audio script

Workbook Audio scriptsT163 Workbook answer key

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T152

T168

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Introduction Course overview Spectrum course description and aims Spectrum offers students and teachers an engaging and lively approach to learning English. The course supports students in their language learning through carefully graded and structured tasks and activities and through opportunities in every lesson for personal response and activation of the language learned. Vocabulary and grammar are presented through attractive photos and illustrations and a variety of appealing topics. The four skills of reading, listening, speaking and writing are practised in context. The development of Spectrum has been based on thorough research with teachers in Spain through surveys and focus groups, and responds to three main requirements: 1 To motivate students so they become more engaged with their learning. Spectrum presents new language through a range of authentic topics selected to engage students and keep them interested. The digital products (including video, animation, games and VocApps) contextualize learning and are appealing to students in the 21st century classroom. 2 To foster effective communication and activate students’ language. Spectrum includes regular Your turn tasks to get students talking and to enable and encourage them to give a personal response. In level 4, Make it big! and Vlogsters are interactive videos in which students play an active role. 3 To accommodate all students through providing material at a range of levels. The mixed-ability solutions included in the iPack, the Workbook and on the Tests and Resources Disc meet the needs of all students. The material in Spectrum implements the latest research in L1 and L2, addressing the identified needs and expectations of both teachers and students. Spectrum also strictly aligns with current educational requirements and ensures recommended progress and learning outcomes are covered throughout.

Course aims Meaningful learning is at the heart of Spectrum.   To develop effective communication

• Practical English pages focus on real-life communicative • • •

iv

situations stimulating students’ engagement. Your turn at the end of most double-page spreads offers regular short production tasks to encourage collaboration. Speaking tasks are carefully scaffolded, starting with simply building students’ confidence and then developing and extending gradually to encourage more independence. Writing pages offer a step-by-step approach to develop students’ writing.

  To make learning more meaningful and transferable • The double-page spreads at the beginning of each unit invite students into the topic through interesting images, personalization questions and video. • Broad umbrella topics focus on a different facet of the subject area on each spread, which builds on and enriches students’ overall knowledge. • Texts about real people, places and events in the course give students the opportunity to research them online to reinforce their understanding and extend their knowledge. • Spectrum revises and extends language in fresh contexts and situations. Cumulative and consolidation work built in throughout the course means teachers can keep track of students’ understanding and retention of the language.   To develop a deeper understanding of English usage • Spectrum contextualizes all new language to give clear examples of how the target structures and vocabulary can be used. • The Grammar animation on the iPack and the Digital Student’s Book provides a fun cartoon, which presents situational grammar and offers clear visual examples of the structures. • Grammar presentations on the page give students a clear understanding of the language structures, supported by carefully graded exercises in the Student’s Book, Workbook, on the iPack and on the Resources Disc.   To provide suitable material for a range of abilities

• Preparation tasks on the iPack and on the Tests and Resources •

•

Disc offer students additional support to prepare them for the skills tasks in the Student’s Book. One- to three-star Extra Practice tasks for grammar and vocabulary on the iPack and on the Tests and Resources Disc enable the teacher to choose appropriate tasks according to students’ levels. One- to three-star tasks in the Workbook and on the Tests and Resources Disc make managing mixed-ability classes efficient.

  To teach natural, everyday English • Students are more likely to improve in fluency if they are encouraged to pick up ‘chunks’ of functional language and use them in communicative contexts. • The Practical English double-page spread in each unit offers carefully staged dialogue practice. Students hear the language being modelled first and then practise the language themselves. Then they can practise the target language in the interactive video Your turn task. • Functional language is practised in the Workbook and Resource material and included in the Speaking tests.

Introduction

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  To focus on developing students as active and successful participants in 21st century communities • The seven Key competences are developed in Spectrum through the wide range of tasks included in the course from the core language presentation and practice pages to the Projects, Pronunciation and CLIL material. • Key features in Spectrum also cover some of the competences including: ūū Say it! (Linguistic communication competence) ūū Your turn (Digital, and Cultural awareness and expression competences) ūū Projects (Social and Civic, and Sense of initiative and entrepreneurship competences) ūū Research it! (Learning to learn, Digital, and Sense of initiative and entrepreneurship competences) ūū For a more detailed description of the competences and cross referencing to the coverage in Spectrum, please see pages xxvi–xxx.   To encourage the use of technology in the classroom • The iPack is more than just a digital presentation tool. It allows for different ways of engaging with students, creating variety and a more dynamic classroom environment.

• Video is visually appealing and captures students’

• • • •

imaginations. Spectrum includes three videos per unit: a warm-up video to introduce the topic and present the target language in context, a culture video to extend students’ knowledge of the world, and an exciting interactive video (Vlogsters or Make it big!) in which students interact with the presenters and guests. Students love cartoons, so what better way to present target grammar than through an animation to grab their attention. The iPack also contains additional interactive tasks and a digital class game at the end of each unit to recycle the language of the unit. Digital versions of Spectrum Student’s Book and Workbook are available through the code printed inside the front cover of the print book. Students can also download the course-specific VocApp on their smartphones for free to practise course vocabulary through quizzes or can go online to the Oxford Online Learning Zone for additional material.

Spectrum methodology An integrated approach During the research stage for this project, it became clear that teachers were looking for course material that engages and supports students and builds their confidence in English language learning. Teachers also asked for the language to be contextualized in varied and unusual topics to keep students interested and motivated. At the same time, teachers asked for material that’s more natural, more intuitive and closer to how we typically deal with language and that places students at the centre of their learning. This motivated our overall approach to developing the course with a focus on meaning-centred learning. In practical terms, this means that the language systems, grammar, vocabulary and pronunciation, aren’t taught and practised in isolation but through the four skills. This methodology is typically known as the integrated approach. This section offers an overview of the distinct elements of the language systems with the integration in the four skills in order to explain the methodology and pedagogy behind each one.

Vocabulary Each unit has two core vocabulary sets, which are generally topic based. In the earlier levels, the lexical sets in some units are also of the same word class (e.g. verbs, nouns, adjectives) for ease of processing and classification. In addition, Spectrum offers carefully planned and sourced functional language phrases that appear on the Practical English page. These elements make up the ‘core vocabulary’ for all students to access and learn.

For stronger students who can cope with a more extensive vocabulary list, there is a third vocabulary set in each unit. These short sets of five or six words appear on the Culture or Practical English lessons of each unit. The Word builder on the Culture pages enhances students’ awareness of language patterns in which vocabulary and grammar interact, such as phrasal verbs and compound nouns. This feature is supported by interactive exercises on the iPack, also available in the Extra Practice worksheets on the Tests and Resources Disc. Finally, Learn it! vocabulary focuses on words and phrases that often cause difficulty for the target learners. The third vocabulary set and the Learn it! language are practised and tested in two- and three-star tasks and tests only. The two core vocabulary sets are presented on the page and supported by practice tasks in the Student’s Book and on the iPack. The graded practice tasks can also be printed from the Tests and Resources Disc. New target vocabulary appears in reading and listening texts and in the grammar tasks, ensuring further exposure to familiarize students with the language before they use it in the more productive tasks in the Your turn sections. Recycling is carefully planned and systematically integrated in Spectrum. Target vocabulary appears in texts and tasks in the Unit Review, throughout the Student’s Book and in the iPack additional material.

Spectrum methodology

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The Workbook provides additional graded vocabulary practice in each unit, and the target language also appears in the Cumulative review tasks. At the back of the Workbook, students can compile their own ‘dictionary’ on the vocabulary reference pages and can find additional vocabulary practice. The Tests and Resources Multi-ROM includes additional vocabulary worksheets at three levels. Vocabulary is assessed in the Unit tests, End-of-term and End-of-year tests.

Grammar Each unit of Spectrum covers two main grammar points. New structures appear in context in the reading or listening texts. After the exploitation of these texts, teachers can present the new structure through the grammar table on the page and reinforce it by watching the fun cartoon Grammar animation on the iPack. The animation features the main character ‘Pip’ along with his friends. Each episode tells a short story which contextualizes the grammar point, followed by visual representation of how the structures are formed. Clearly signposted grammar rules encourage students to derive the form and complete the rule through analysis and reflection, thereby developing more independent learning. The Grammar reference at the back of the Workbook provides further detail and explanation. Additional graded tasks have been included on the iPack, which can also be printed from the Tests and Resources Disc. Students are given the opportunity to produce the language more freely in the Your turn sections. As with vocabulary, recycling grammar is a priority in Spectrum and the target structures appear in texts and tasks in the Unit Review and in the iPack additional material, as well as throughout the rest of the level as appropriate. Grammar is also recycled and developed across the four levels of the course. Additional information is added each time to build on students’ knowledge of English usage from the previous levels of Spectrum. The Workbook provides additional graded grammar practice in each unit, and the target language also appears in the Cumulative review tasks. At the back of the Workbook, students can find additional practice. The Grammar reference pages have also been translated into four languages: Basque, Catalan, Galician and Spanish. These are available to download and print from the iPack. The Tests and Resources Disc includes additional grammar worksheets graded at three levels. Grammar also forms part of the Unit tests, End-of-term and End-of-year tests.

Skills practice  Reading plays an important part in language learning. Spectrum includes a wide range of text types, including articles, web pages, stories, blogs, emails, questionnaires and interviews. All texts are carefully graded and aim to provide interesting information in a realistic way. The two main reading texts in each unit and the Focus on CLIL texts are recorded on the Class audio CD or can be played directly from the iPack.

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Reading texts are used in different ways throughout the book: To preview and recycle grammar and vocabulary: the main text in each unit is used to practise the first vocabulary set and to preview new grammar points. For reading comprehension: The first exercise typically develops subskills like skimming and scanning to ensure that students gain a global understanding of the text. Subsequent exercises ask students to read for specific information. Shorter texts appear throughout the course to recycle and practise grammar and vocabulary, to provide a writing sample and to set the context for listening or speaking tasks. The texts on the Focus on CLIL pages focus on cross-curricular subjects such as History, Literature and Science. Each topic area has been carefully selected to tie in with the topic of the unit as
well as the curriculum for that subject area in ESO4. The texts introduce subject-specific vocabulary. The background information notes in the Teacher’s Guide will help you prepare to pre-teach vocabulary if necessary, and pre‑empt any difficulties. Reading preparation tasks are included on the iPack. The Workbook offers further reading practice.  Listening forms an important part of language development and can help improve oral production. With this in mind, Spectrum offers many opportunities for listening: • a main listening focus in each unit • two interactive videos and a Culture documentary per unit • dictations and Say it! (pronunciation) tasks • additional listening practice on the Practical English page. The listening texts provide a range of speakers in different situations, including radio programmes, interviews, conversations and announcements. The main listening comprehension texts in Spectrum practise the second vocabulary set and grammar point in context. Listening preparation tasks on the iPack help students prepare for the listening exercise. The Student’s Book exercises give support in listening to gain a general understanding of the text and develop the skill of listening for gist as well as listening for specific information. Dictation also features in every unit. It is important for students to be able to recognize the language they have learnt in both written and oral form. This intensive listening practice helps to fine tune the ear and creates a deeper association with the aural and written form of the language.  Speaking plays an important role in Spectrum with many opportunities for students to participate in speaking activities practising both accuracy and fluency. The Unit opener presents the unit topic and encourages students to activate language connected to the topic. Throughout the course, personalization tasks appear either in the Student’s Book or as Optional activities in the Teacher’s Guide in which students are asked to give their opinion or relate a personal experience. Each ‘lesson’ culminates in Your turn tasks which offer opportunities for students to practise the language they have been learning in a freer and often more personalized way.

Spectrum methodology

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The Practical English spread presents and practises useful functional language from everyday contexts. Realia is used to establish the situation and the functional language is then presented in context through a listening. Students are then guided through a range of tasks, which culminate in a freer dialogue. There are two interactive videos running throughout Spectrum. Students can either watch a fun and exciting reality show (Make it big!) where contestants present their ideas to a panel of judges, or a Vlogster video where students watch a teen vlog and choose from various options that are presented to them. The functional language has been woven into each episode and ‘YOUR TURN’ offers students the opportunity to interact. The nine Pairwork worksheets on the Tests and Resources Disc offer additional speaking practice with practical outcomes. Pronunciation also features in every unit. Say it! tasks target specific sounds, word stress, sentence stress and intonation. The syllabus has been developed especially for Spanish speakers. Each unit provides intensive practice on a particular point with additional practice at the back of the Student’s Book. All the pronunciation tasks include audio examples on the class CD and on the iPack.   Spectrum 4 devotes a spread in every unit to guided Writing activities. The final writing tasks cover a variety of different text types, such as emails, blogs and essays. 
The Model text shows

clear paragraph structure and uses target language from the unit in simple sentence patterns. The model text also exemplifies a language point, such as time expressions, sequencing words or register. There is practice of this language point in the Look at language section before students move on
to the Writing task. The Writing preparation on the iPack offers help in planning the writing task. The paragraph plan shows students how to structure their notes into paragraphs and how to begin each paragraph. The Workbook offers a similar writing task to consolidate the points focused on in the Student’s Book. Other writing opportunities include: some of the Your turn tasks, and the Projects offer more extensive and freer writing practice. New in Spectrum level 4, are additional skills practice pages at the end of the Student’s Book. The skills are paired up: Listening / Speaking and Reading / ​Writing, and provide extra practice with a variety of exercise types. Also new at Spectrum level 4, are Listening practice pages and Writing reference pages in the end section of the Workbook. The Listening practice activities give students the opportunity to do extra work at home or in their own time, the audio is available on the Spectrum 4 VocApp or through the Oxford Online Learning Zone. The Writing reference pages give structured guidance to support students’ own writing across a variety of different text types.

Course components Student’s components The Student’s Book • Starter unit plus nine 12-page units. • Each unit begins with an opening double-page spread to introduce the topic and present the first vocabulary set through photos and a range of exercises. • The two main vocabulary sets and grammar points are practised through a reading text on spread 2 of the unit and a listening text on spread 3. • The next pages in each unit are devoted to a Culture text and Speaking (Practical English). • Each unit ends with a spread devoted to developing writing. • Three projects are included to help students consolidate the language they have learned in a practical context. • Nine Review pages at the back of the Student’s Book recycle the grammar, vocabulary and Practical English from each unit. • NEW IN LEVEL 4: Nine Skills practice pages at the back of the Student’s Book offer extra support for listening / speaking and reading/writing in alternate units. • Nine Focus on CLIL pages at the back of the Student’s Book cover a range of ESO4 subjects. • Pronunciation practice complete with audio offers extra practice of the Say it! points. • Irregular verb list The Workbook

• Eight pages of additional practice for each of the Student’s Book units. This includes graded vocabulary and grammar practice and graded reading and writing practice.

• Each unit ends with a Cumulative review page. • NEW IN LEVEL 4: nine pages of extra listening practice, with audio available on the Spectrum VocApp or via www.oxfordpremium.es

• 40-page Vocabulary and Grammar reference with practice tasks for each grammar point and the •

unit vocabulary. Irregular verbs list.

Course components

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The VocApp • Students practise the vocabulary from the Student’s Books on their smart phones at their own pace. • Translations into four languages (Basque, Catalan, Galician and Spanish). • Audio for each item in the word list. • Two types of quizzes. • Personal top scores for students to track their progress over time. • NEW IN LEVEL 4: Audio files for the listening practice material in the Workbook.

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Oxford’s website for students using Oxford courses offers regularly updated extra online practice including: • articles, podcasts, videos, and other features. • tasks which are automatically marked and students’ scores are recorded in the Gradebook. • access via www.oxfordplus.es

Teacher’s components The Teacher’s Guide contains: • a wealth of information about the methodology of the course, key competences, mixed-ability classes and other areas of interest. • photocopiable Students’ SelfAssessment Checklists. • teaching notes and answer keys for all the Student’s Book material. • background notes, cultural information, and language notes. • audio transcripts. • the Workbook answer key. The Tests and Resources Disc contains: • printable and photocopiable worksheets and tests in pdf and editable Word formats. • 30 graded grammar and vocabulary worksheets (1–3 star). • nine Curriculum extra worksheets for each of the Focus on CLIL topics. • nine video scripts. • nine communicative pairwork worksheets to offer extra speaking practice in the classroom. • ten extra practice worksheets, which are also available on the iPack. • nine skills preparation worksheets to prepare for the skills tasks. They are also available on the iPack. • a diagnostic test and 27 graded unit tests including listening, vocabulary, grammar, reading and writing activities (1–3 star). • three end-of-term tests and an end-of-year test at three levels. • speaking tests for the diagnostic test and for each unit, end-of-term and end-of-year tests. • NEW IN LEVEL 4: Exam practice material. • audio for the listening tests. The Teacher’s edition of the Workbook contains: • Workbook with answers included. The five Class audio CDs contain: • all the listening material for the Student’s Book, including Pronunciation and CLIL. • the listening material for the tests.

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The iPack contains: • the Student’s Book and Workbook on screen with pop-up answers to all the exercises. • integrated audio clearly signposted with icons. • two interactive videos and one culture video with worksheets per unit. • Make it big! and Vlogsters video scripts as PDFs. • grammar animations in each unit. • preparation tasks for grammar, vocabulary and skills. • grammar reference in Basque, Catalan, Galician and Spanish, grammar practice and vocabulary reference and practice. • nine interactive team games.

OXFORDPREMIUM • access at www.oxfordpremium.es • cultural extras and extra practice worksheets • online training opportunities plus educational news and updates

• Log onto Oxford Premium to download the course

Programaciones. An extensive and comprehensive programación didáctica has been developed by OUP for each level. The document includes overviews of the content and educational objectives, as well as guides on how to develop each lesson following the course methodology and within the framework of the latest educational legislation. It proposes ways to best exploit the wide array of course components within the structure of each lesson. Each programación details learning outcomes and key competences at lesson and activity levels and provides rubrics for evaluating language acquisition alongside key competences.

Course components

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Guide to Student’s Book 4 4.1 Vocabulary

1

4 2 5 3

1 Unit aims for key vocabulary, grammar and Practical English are clearly summarized. 2 These pages use striking images, discussion ideas and a video to engage students with the unit topic and to present the first vocabulary set. 3 Stimulating activities help activate useful language structures and new vocabulary.

6

4 Vocabulary work in the Student’s Book is supported by additional practice exercises on the iPack. 5 NEW IN LEVEL 4 21st Century Skills feature gives students opportunities to develop skills of collaboration, communication, creativity and critical thinking. 6 Your views videos motivate students to explore the topic further and allow students to express their opinion on a topic-related question.

4.2 Reading and Grammar 2

3

4

1

1 The reading text integrates the first vocabulary set and grammar point in a topic-related context. 2 Grammar is presented with the support of a grammar animation and additional practice exercises on the iPack.

3 NEW IN LEVEL 4 The Recycle feature revises language and structures featured in previous levels of Spectrum. 4 The Your turn feature gives students freer communication practice using both vocabulary and grammar, and helps students express their own ideas.

Guide to Student’s Book 4

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4.3 Listening, Vocabulary and Grammar 4

1 5 2 3

1 Vocabulary presentation and practice in the Student’s Book is supported by additional practice exercises on the iPack. 2 The Listening preparation activity on the iPack gives additional pre-listening support. 3 The listening task and comprehension exercises present the second vocabulary set and grammar point in context. 4 Grammar is presented with the support of a grammar animation and additional practice exercises on the iPack.

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5 The online search icon indicates authentic topics and real people, places and events that students can research further online. 6 Your turn gives students freer communication practice using vocabulary and grammar, and helps students express their own ideas.

4.4 Culture 1

4

2

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3

1 The Culture lesson focuses on countries where English is spoken. Students expand their cultural awareness through reading comprehension, often integrated with listening work. 2 The reading text presents the third vocabulary set. 3 Learn it! tips focus on common errors, confusing words and other vocabulary items. 4 The Word builder feature systematically enhances students’ awareness of lexico-grammatical patterns in English, such as modifying adverbs, affixes, phrasal verbs and compound nouns. x

6

5 The Culture videos offer extension material on a closely related topic. 6 The short quiz introduces the unit’s Focus on CLIL topic. This is explored in more detail in the Focus on CLIL pages at the back of the Student’s Book, with support material in the Tests and Resources Disc.

Guide to Student’s Book 4

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4.5 Practical English 1

2 3 5

6

4

7

1 The Practical English page introduces a real-life communicative situation. Through vocabulary work, listening, speaking and occasional writing tasks, students learn and activate the target functional language. 2 The Speaking preparation activity on the iPack gives additional support. 3 Carefully structured speaking actvities and a clear model help students create a meaningful dialogue. 4 NEW IN LEVEL 4 The Speaking strategy feature suggests ways students can increase their confidence in a variety of speaking contexts.

5 Say it! gives students practice in pronouncing easily confused sounds, stress and intonation. 6 Functional language and associated grammatical structures are clearly marked for students to study and memorize. 7 Students can watch either an episode of Make it big!, a fun and exciting interactive reality show where contestants present their ideas to a panel of judges, or a Vlogster video where students watch a teen vlog and choose from various options that are presented to them. Both videos showcase the functional language being used in context.

4.6 Writing 1

4

2

5 3

1 The writing lesson gives step-by-step help to enable students to write a wide variety of texts more fluently and accurately. 2 Analysing a model text encourages students to recognize key textual features and language appropriate to each genre. 3 NEW IN LEVEL 4 Research it! suggests areas of the topic that students can research further.

4 Look at language highlights and tests key words and structures which students can use in their own writing. 5 The writing task gives students a clear reason for writing. Preparation work on the iPack and a simple guide helps them to produce appropriate written work.

Guide to Student’s Book 4

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Projects 1

2

1 Three exciting, creative projects offer students an opportunity for extensive independent or collaborative group work. They include a class debate, organizing a day trip and preparing a class yearbook. Projects can be completed after every three units or as appropriate for the class.

3

4

2 Analysis of a model project provides guidance and inspiration. 3 Useful language is suggested, with key structures highlighted. 4 Step-by-step tasks help students to prepare and plan their work.

Review and Skills practice 1

1 The Review page recycles the grammar and vocabulary points from each unit through skills practice. This prepares students for the Unit tests. 2 The Skills practice page offers extra practice of listening / ​ speaking and reading / writing in alternate units. This provides extra support for students as they reach the end of ESO4 stage. xii

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3 A reference to the Workbook for review material, including a cumulative focus covering previous units.

Guide to Student’s Book 4

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Focus on CLIL 1

1 The nine Focus on CLIL pages are linked to the curriculum for other subjects studied in the third year of ESO. These are supported by additional practice material on the Tests and Resources Multi-ROM. 2 Students can use English in the context of a wide range of school subjects, including Geology, History, Science, PE, Literature, Technology and Art.

2

Pronunciation practice

1

1 The Pronunciation practice includes a phonetic alphabet guide and activities to practise the Say it! pronunciation focus from each unit. 2 Students can listen to and repeat words which demonstrate each sound.

2

Irregular verb list Irregular verb list Infinitive be become begin bid break bring broadcast build burn buy catch come cost do drink drive eat fall feel find fly get give go hang have hide hit know learn leave lend lose make meet put read ride run say see sell send set shake sit sleep speak speed split swim take teach tell think throw wear write

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/bi/ /bɪˈkʌm/ /bɪˈɡɪn/ /bɪd/ /breɪk/ /brɪŋ/ /brɔːdkɑːst/ /bɪld/ /bɜːn/ /baɪ/ /kætʃ/ /kʌm/ /kɒst/ /duː/ /drɪŋk/ /draɪv/ /iːt/ /fɔːl/ /fiːl/ /faɪnd/ /flaɪ/ /ɡet/ /ɡɪv/ /ɡəʊ/ /hæŋ/ /hæv/ /haɪd/ /hɪt/ /nəʊ/ /lɜːn/ /liːv/ /lend/ /luːz/ /meɪk/ /miːt/ /pʊt/ /riːd/ /raɪd/ /rʌn/ /seɪ/ /siː/ /sel/ /send/ /set/ /ʃeɪk/ /sɪt/ /sliːp/ /spiːk/ /spiːd/ /splːt/ /swɪm/ /teɪk/ /tiːtʃ/ /tel/ /θɪŋk/ /θrəʊ/ /weə(r)/ /raɪt/

Past simple was / were became began bid broke brought broadcast built burnt / burned bought caught came cost did drank drove ate fell felt found flew got gave went hung had hid hit knew learnt / learned left lent lost made met put read rode ran said saw sold sent set shook sat slept spoke sped / speeded split swam took taught told thought threw wore wrote

/wɒz / wɜː(r)/ /bɪˈkeɪm/ /bɪˈɡæn/ /bɪdˈ/ /brəʊk/ /brɔːt/ /brɔːdkɑːst/ /bɪlt/ /bɜːnt / bɜːnd/ /bɔːt/ /kɔːt/ /keɪm/ /kɒst/ /dɪd/ /dræŋk/ /drəʊv/ /eɪt/ /fel/ /felt/ /faʊnd/ /fluː/ /ɡɒt/ /ɡeɪv/ /went/ /hʌŋ/ /hæd/ /hɪd/ /hɪt/ /njuː/ /lɜːnt / lɜːnd/ /left/ /lent/ /lɒst/ /meɪd/ /met/ pʊt/ /red/ /rəʊd/ /ræn/ /sed/ /sɔː/ /səʊld/ /sent/ /set/ /ʃʊk/ /sæt/ /slept/ /spəʊk/ /sped / spiːdɪd/ /splːt/ /swæm/ /tʊk/ /tɔːt/ /təʊld/ /θɔːt/ /θrʊː/ /wɔː(r)/ /rəʊt/

Past participle been become begun bid broken brought broadcast built burnt / burned bought caught come cost done drunk driven eaten fallen felt found flown got given gone / been hung had hidden hit known learnt / learned left lent lost made met put read ridden run said seen sold sent set shaken sat slept spoken sped / speeded split swum taken taught told thought thrown worn written

/bɪːn/ /bɪˈkʌm/ /bɪˈɡʌn/ /bɪd/ /ˈbrəʊkən/ /brɔːtˈ/ /brɔːdkɑːstˈ/ /bɪlt/ /bɜːnt / bɜːnd/ /bɔːt/ /kɔːt/ /kʌm/ /kɒst/ /dʌn/ /drʌŋk/ /drɪvn/ /ˈiːtn/ /ˈfɔːlən/ /felt/ /faʊnd/ /fləʊn/ /ɡɒt/ /ˈɡɪvn/ /ɡɒn / biːn/ /hʌŋ/ /hæd/ /ˈhɪdn/ /hɪt/ /nəʊn/ /lɜːnt / lɜːnd/ /left/ /lent/ /lɒst /meɪd/ /met/ /pʊt/ /red/ /ˈrɪdn/ /rʌn/ /sed/ /siːn/ /səʊld/ /sent/ /set/ /ʃeɪkn/ /sæt/ /slept/ /ˈspəʊkən/ /sped / spiːdɪd/ /splːt/ /swʌm/ /ˈteɪkən/ /tɔːt/ /təʊld/ /θɔːt/ /θrəʊn/ /wɔːn/ /rɪtn/

The Irregular verb list provides a quick reference to the past simple and past participles of irregular verbs used in the Student’s Book.

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Guide to Student’s Book 4

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Digital Student’s Book The Digital Student’s Book includes all the pages of the Student’s Book, with exercises in an interactive format, as well as the grammar animations. Students and teachers can use all the content very easily on desktop, laptop or tablet computers. The Digital Student’s Book features automatic scoring of most exercises. In addition, the teacher version of the Digital Student’s Book includes extra functionality that gives teachers the option of revealing answers in the exercises.

The Gradebook allows teachers to monitor students’ progress in the Digital Student’s Book and send feedback on their work. Teachers can choose to filter the data in a variety of different ways, and they can generate reports.

Guide to Workbook 4 Vocabulary and Grammar 1 The Workbook offers further practice of the unit’s key vocabulary and grammar points. 2 Exercises are clearly marked as 1*, 2** or 3*** level, to offer material appropriate for mixed-ability classes.

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Guide to Workbook 4

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Vocabulary, Practical English and Reading

1

2

1 The Practical English exercises give further practice of the functional language from the Student’s Book. 2 The reading text focuses on a topic linked to the unit and offers students further reading and comprehension practice at 1*, 2** and 3*** levels of difficulty.

Writing and Cumulative Review

1

1 The writing page has staged activities leading to a final writing task. 2 Look at language gives students further practice of language points highlighted in the Student’s Book writing lesson. 3 Students work on practical tasks to complete a model text. 4 The writing guide helps students to structure their own writing. 5 The Cumulative review page tests vocabulary and structures from the current and preceding units.

2

4

5

3

Listening practice

Writing reference

1 NEW IN LEVEL 4: Additional Listening practice for each unit at the back of the Workbook. 2 A dictation focuses students’ attention on understanding language in context and improving their listening and writing accuracy.

1 NEW IN LEVEL 4 Writing reference to support the text types in Student’s Book 4. 2 Think and Plan sections give advice on how to generate and organize ideas for each text type. 3 The model text is annotated to highlight language and structures which students can 1 replicate in their own work. 2 4 Useful language feature introduces transferable phrases which can be used in a particular 3 text type whatever the subject.

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Guide to Workbook 4

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Vocabulary reference and practice pages 1

3

1 The Vocabulary reference page lists the core vocabulary from the Student’s Book, Learn it! words, and the Functional language. 2 Phonetics are included to help with pronunciation, and there is space for students to write in their own translations. 3 Vocabulary practice pages offer further practice through games and puzzles.

2

Grammar reference and practice pages 1

2

1 The Grammar reference page contains tables with example sentences, explanations of how each structure is used, and notes about common errors. 2 The Grammar practice page has fun activities for grammar consolidation.

Digital Workbook The Digital Workbook includes all the pages of the Workbook, with exercises in an interactive format. Students and teachers can use all the content very easily on desktop, laptop or tablet computers. The Digital Workbook features automatic scoring of most exercises. In addition, the teacher version of the Digital Workbook includes extra functionality that gives teachers the option of revealing answers in the exercises. The Gradebook allows teachers to monitor students’ progress in the Digital Workbook and send feedback on their work. Teachers can choose to filter the data in a variety of different ways, and they can generate reports.

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Guide to Workbook 4

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Guide to the iPack Spectrum iPacks offer the complete Student’s Book and Workbook contents with an interactive answer key and audio, plus all of the following extras:

Grammar animations provide a fun way to present grammar to students through cartoon characters followed by animated presentations of the structures.

Each unit contains three videos: One Your views video, which introduces the topic through voxpop interviews. One Culture video documentary on the Around the world page offering topic-related extension material. One Interactive video on the Practical English page: either an episode of the Make it big! reality show, or Vlogsters teen vlog.

Extra practice worksheets offer graded practice for vocabulary and grammar. Skills preparation tasks enable teachers to select material to support the skills work. Grammar reference from the workbook translated into Basque, Catalan, Galician and Spanish.

A fun way to revise the unit content with your class is through the Interactive Team Games included on the Review pages. These include Lucky Wheel, Make a Path and Walk the Plank.

Guide to the iPack

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Teaching tips Teaching vocabulary Modelling and drilling  Students need to hear and say new words. Model the new vocabulary yourself and play the class audio, and be positive about students’ efforts to repeat words. Vary the way in which you drill new words: as a whisper, only boys, only girls, half the class and all together. Autonomy  Help students to direct their vocabulary learning independently and collaboratively in these ways: • Brainstorm to see what words students already know before presenting a new vocabulary set. Allow them to list in their own language the words they think should be in the set. After the presentation, ask students to find more words for the set, including any they have already listed. • Encourage students to record new words in meaningful sets in the Workbook Vocabulary reference or in a notebook. Support students to use a variety of ways to record the meanings, e.g. definitions, translations, example sentences, and to say which methods they find most useful. • Ask students to work collaboratively to make their own simple exercises, which you can compile and copy. Use activities from the Workbook as models, for example: word search puzzles and simple quiz clues, such as This is the opposite of … / You can swim here. / French is the language here. • Appoint a student vocabulary monitor in each lesson, to write new words onto slips of paper and put them into a class vocabulary box. The words can later be drawn from this at random for revision and games. • Start or end lessons by asking students to test each other on recent vocabulary items. • Incorporate games such as Vocabulary Bingo or Hangman into classes regularly. Model these games, then get students to play them together in groups. • Set the vocabulary revision games and activities in the Workbook as homework, and ask students to give you feedback about how well they have remembered new words.

Teaching grammar Modelling and drilling  Use the grammar animation on the iPack, or give a clear spoken model of the structures and have the students repeat after you. This increases their confidence when they are asked to produce it themselves. Autonomy  Help students to direct their grammar learning independently and collaboratively in these ways: • Elicit  When presenting structures, ask students to deduce the rules as far as possible. • Personalized reference  For new structures, ask students to note down examples with information about themselves, their family and friends, and their home or home town. When you want to revise a structure, start by asking several students for their personalized examples.

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• ‘Open-book’ tests and self-correction  For variety,

•

•

• •

give students a test in which they can use the grammar explanations and Workbook grammar reference in their books. When you mark tests or written work, underline errors, but get students to work together to correct them themselves. Substitution  Write a sentence on the board and underline one or two words which you want students to change. Let them work in pairs together. Repeat the process, and when you have five sentences on the board, erase some of the words and ask students to write down the missing words. Grammar dictation  Say sentences with the target structure in them at a natural speed. Ask students to listen and make notes, then work in groups to reconstruct the sentence. Students will need to discuss the necessary grammar to rebuild the sentence. Grammar Bingo  Use items such as prepositions of place, superlative adjectives, interrogative pronouns, etc. Sentence sale  Give groups of students an imaginary credit of €100. Write sentences on the board, some with grammar mistakes, and each with a price. Offer the sentences for ‘sale’. Look at each sentence in turn, and ask students if they want to ‘buy’ it. If they buy a correct sentence, they score its value, but if it’s incorrect, they lose the money. Correct the errors in groups.

Teaching listening Prediction and preparation  This is important for confidence building. You can help students by using the iPack Listening preparation activities and these techniques: • Engage interest by looking at the pictures and headings, to predict listening text content. Ask students what they already know about the topic, and brainstorm vocabulary. Pre-teach and model new words, so the pronunciation is not a surprise. • Make sure that students read and understand the listening task before listening. • Tell students the number, gender and age of speakers, and the topic. Playing the recording  Play the recording as many times as necessary. Encourage students to say if they need to listen again. The first time, tell them just to listen, without writing. Using the transcript  As a follow-up activity, you can give them a copy of the transcript to read (on the iPack or at the back of this Teacher’s Guide) while listening. Less able students may be supported by having the transcript at an earlier stage.

Teaching reading Preparing and prediction  There is support for reading preparation on the iPack. As with listening, discussing visuals and headings, brainstorming vocabulary and checking students’ prior knowledge of the topic will build confidence.

Teaching tips

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Autonomy  Help students to direct their learning and work independently and collaboratively in these ways: • Encourage students to use a dictionary to check new words and update their vocabulary notebooks. • Jigsaw reading  Students work in pairs, splitting the text in two, and then telling their partner about their half of the text and working on comprehension questions together. • True and False  Groups write sentences about the text, some true and some false. They then challenge other groups to identify the true sentences and correct the false ones. • Find the questions  Write the answers to text comprehension work on the board. Students work in groups to make the questions. • Memory game  Read parts of the text aloud. Stop at various points, and ask students to say the next word or phrase.

Teaching writing Use the iPack preparation activities to help students to build up a systematic approach to writing. Working on strategies and subskills as a class can improve students’ abilities to write independently: • Analyze the model text  Work as a class to highlight features of the model text such as layout, paragraphing, titles and headings, structures and vocabulary. • Write together  Go through the stages of collecting ideas, brainstorming language, and planning, to produce a collaborative piece of writing on the board together. Then set group or pairwork writing tasks, so students can discuss the stages of successful writing, and you can circulate around the class, giving individual help. • Correction and feedback  Always mark students’ writing, as this increases motivation. Make it clear to students that writing is assessed on both accuracy and content. Use a coded marking system to identify types of mistakes, so students can self-correct, such as: sp = spelling, √ = missing word, gr = grammar, v = vocabulary, wo = incorrect word order Increase students’ motivation by making positive comments, and keeping displays of written work on the classroom walls.

Teaching speaking It takes time to develop confidence and fluency in speaking. There is preparation work on the iPack, and speaking tasks in Spectrum are simple and structured, to make the speaking experience successful. You can build students’ confidence in speaking in these ways: • Give plenty of time to prepare, including vocabulary support and planning what to say. • Use models. These are provided throughout Spectrum: with speaking tasks, in Functional language boxes on Practical English pages, on the class audio CDs and in the interactive video on the iPack. You can also model simple exchanges with a stronger student in class, or get two students to ask and answer, before the rest of the class try the task.

• Add variety to dialogues to help reinforce the language by:

• • •

introducing another person, introducing another condition (i.e. you’ve just woken up, you feel really excited, or asking for ideas to change the ending). Invite students to express their opinions. Spectrum frequently asks students to personalize their speaking, and this makes their learning more motivating and memorable. Encourage students to keep a section of their notebooks for ‘Everyday Phrases’ or ‘Conversation’, where they can record useful functional language and simple exchanges. Save correction of speaking errors until after the task is complete. Then put them on the board and work collaboratively to correct them.

Teaching pronunciation Integrate pronunciation into lessons  Spectrum has short but frequent opportunities to practise pronunciation via the Say it! feature. Extension work can be found in the Pronunciation practice (pp. 149–151) of the Student’s Book. Dictation work offers further listening practice to associate sounds with their written form. Autonomy  Encourage a self-directed approach to pronunciation with these techniques: • Encourage students to learn and identify the sounds they commonly confuse, using the Phonetic alphabet (p. 149). • Revise problematic sounds regularly to reinforce them. • Demonstrate the sound ‘silently’ showing the movement required by the mouth / tongue and ask students to copy it (without sound) before vocalizing it. • Support students in learning to identify word stress patterns or examples of particular sounds. • When doing speaking exercises (supported by class audio or video), encourage students to mimic intonation of speakers (and for video, also the body language and gestures). This will add an element of fun into speaking tasks, and increase students’ confidence in conversational English. • Read aloud short passages in class regularly, and ask students to read aloud as part of their homework, to give them plenty of practice in maintaining rhythmic speech. Don’t read aloud all of the reading texts, as this is more an exercise in pronunciation practice than a reading comprehension one! • Use videos  The interactive videos and the culture videos in Spectrum all help to demonstrate pronunciation. In addition, students can watch videos of non-native English speakers, for example Fernando Alonso, Penelope Cruz or Pau Gasol, to see realistic and admirable goals. • Correction  Pronunciation errors are best corrected quickly. This could be done collectively at the end of the speaking session, which also avoids embarrassing individual students. Errors can be corrected by ‘echoing’ mispronounced sounds; in other words, say the word as they did, but with a rising intonation so that they self-correct. Or simply say the sound or word correctly and ask them to repeat it again. Avoid focusing on individual students; ask all the class to repeat the word together or just boys / just girls to say the word.

Teaching tips

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Mixed ability Introduction Teaching mixed-ability classes is a challenge most teachers face at one time or another. In fact, to a certain extent, all classes are mixed ability. Students learn at different speeds, in different ways, and they are individuals with different learning preferences and interests. We normally use the term ‘mixed ability’ when these natural differences are wider than usual. But it is a simplification to think that in a mixed-ability class some of the students are weak and others strong; in practice, some of the ‘weak’ students may just take longer to understand what is being taught. In addition, students who seem weak in language skills are often strong in other academic areas and cognitive abilities, so it is important to provide ways for those strengths to be used. The most important concern for the teacher is how to engage all the students so that each one has a sense of challenge, progress, and achievement. When students are engaged, their motivation and confidence increase. Providing opportunities for students to work at their own level or to work cooperatively gives them all achievable challenges, and means that they are less likely to become frustrated because they can’t keep up, or bored because they finish too fast. Planning for different ways of engaging a mixedability group may take a little time, but the results are well worth the effort.

Mixed ability in Spectrum Spectrum offers graded and structured exercises to support all students’ language learning. In particular, Spectrum caters for mixed-ability students in a number of different ways: • The iPack (see Teacher’s Guide Introduction p. xvii) and the Tests and Resources Disc contain preparation activities for all skills work and for students who need additional support to manage the Student’s Book lesson material. • The iPack and the Tests and Resources Disc offer extra practice material for all grammar and vocabulary sections, and the Workbook has language and skills exercises. All activities are offered at three levels, ranging from mostly passive and highly structured work at one-star level, through to personalized and more open-ended tasks at threestar level, which will foster independence and autonomy amongst your strongest students. • For students who need more revision of ESO-level grammar, the Workbook also offers clear explanations and further practice exercises in the Grammar reference and Grammar practice sections (Workbook pp. 102–135). • The Teacher’s Guide contains optional extra activities. • The Tests and Resources Disc, which accompanies this Teacher’s Guide, contains Grammar and Vocabulary worksheets and Tests all at three levels. The different star-level tests are differentiated in the following ways: the one-star tests assess vocabulary sets one and two of the unit; the two- and three-star tests in addition assess the third vocabulary set; and the three-star tests also include a xx

short Cumulative review section which assesses grammar and vocabulary selected from previous units.

Ten tips for teaching mixed-ability classes 1 Use pairs Pairwork is a useful way of involving all your students in an activity. Depending on the activity, you might decide to use same-ability pairs, for instance when working on fluency. This way, weaker students aren’t overshadowed by stronger students, and stronger ones don’t feel held back. You could also try mixing abilities, and see how weaker students can learn from the stronger ones. To save time in class, decide before the lesson who you want to work together in pairs.

2 Use groups This is another way of making sure all your students are actively engaged with the lesson topic. It gives them time to work with their friends and at their own pace, rather than having to work at the teacher’s pace and keep up with the rest of the class. This approach can work well with the Practical English activities in Spectrum.

3 Encourage cooperation Use activities that make students work together, rather than against each other, to achieve the outcome. Such tasks promote interdependent and supportive relationships in the group rather than competitive ones.

4 Assign roles Assign roles to your students when doing activities, for example, timekeeper, materials distributor/gatherer, group leader, notetaker, or spokesperson. This allows you to give everyone in the class a chance to contribute. It is a simple way of involving even those students who rarely take part. Such students are generally very happy to be given responsibility, and the confidence it gives them can spill over into their learning.

5 Make strong students the ‘teachers’ Students who are always the first to give an answer or speak out are often keen to be stretched with bigger challenges, and can otherwise become disruptive or bored. One approach is to give them the role of teacher for specific activities. This allows them to show the class what they can do, and helps them develop a sense of responsibility.

6 Get students learning actively If you have enough space in your classroom, some kind of physical activity or movement around the class is a great way to get students mixing and working together, regardless of ability. Activities that get students out of their seats mingling and working together are also very good from the point of view of variety and stimulation. Many of the Your turn activities in Spectrum lend themselves to this approach.

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7 Recycle previous learning

Adapt activities so that you can address the needs of faster and slower students. Have an easier version ready for weaker students or a harder version for stronger ones. You can also set up activities in which students have more or less challenging roles. Adapted activities require a little preparation, but the advantage is that everybody can do the same activity with the challenge adjusted to meet their needs.

2 Divide students into several same-ability groups. 3 Explain that each group is going to produce a different poster. 4 Let each group choose one area they want to make a poster about. Weaker groups can make vocabulary posters, stronger groups can focus on grammar. 5 Give out large sheets of paper and colour pens or markers. 6 Students work together and think of how to present new vocabulary or grammar in a way that helps to explain them. They can use rules, examples, pictures, etc. 7 Students present their posters to the class. 8 Display the posters around the classroom. This gives students a sense of achievement and helps them remember what they have learned.

9 Use extension activities

3 Keeping an English diary

Have an extension activity as a backup for fast finishers. There are many three-star extension activities available in the Spectrum Workbook and in the Tests and Resources Disc. With a mixed-ability class it’s reasonable to have different expectations of different students. Some stronger students might benefit from heavier correction (although this might not apply to all of them). On the other hand, be selective about how much or what you correct with weaker students. Think of correction as a tool for comparing students to their own previous achievements, rather than to others in the class, or to your own fixed standard.

This is an ongoing extension activity that your students can do whenever they have time, such as at the end of a lesson, when they have finished the class work. Students can keep a digital diary or use a small notebook. 1 Students can write about whatever they want, and as much or as little as they want – the focus should be on increasing fluency. They can include drawings or pictures to make it more like a scrapbook. 2 With your students’ permission, you can occasionally collect and read their diaries, and give them feedback and suggestions that refer more to the content than to the language. If you give language feedback, it should be appropriate to the ability of the individual students.

Four activities for mixed-ability classes

4 Mind maps for writing

Weaker students often find it difficult to recall work that has taken place in previous lessons, so it is useful to start lessons with short activities that recycle previous learning, such as memory games or quick quizzes.

8 Adapt activities

10 Use double standards when correcting

1 Ways of adapting activities There are many ways to adapt activities to suit different language abilities. For example, you can make a gap-fill activity into a less challenging version by narrowing the choices down like this: Spectrum Student’s Book 4 page 50 exercise 2: ‘You’ve got a (...) shoulder. You won’t be able to play volleyball for a few weeks.’ Easier version: ‘You’ve got a dislocated / ​itchy shoulder. You won’t be able to play volleyball for a few weeks.’ Alternatively, you could provide the weaker students with a word pool to use when selecting the right words for each gap. It is also a good idea to give different students different homework based on their level. For example, in Spectrum Student’s Book 4 page 11 exercise 9, weaker students could write the story in their own words, based closely on the original, and stronger students could write a longer story with more details.

2 Creating a unit poster This activity is a mini-project which involves the use of groups and encourages cooperation. It makes use of a variety of skills and allows students to take different roles in the completion of the task, as well as encouraging creativity. It is a useful way to end a unit and revise or recycle previously learned language. 1 Work as a whole class and elicit the language you have recently practised. Put it on the board, e.g. technology, the passive.

Mind maps are an excellent way of preparing mixed-ability classes for a writing activity. They require different kinds of skills – imagination, seeing connections between different ideas, seeing the whole picture, visual mapping skills, and language – so the activity engages students with a wide range of abilities. 1 Put your students in mixed-ability groups of four or five students each and give them three or four large pieces of paper and the topic for the mind map. 2 Tell the groups that they will make a rough plan of their mind map first and then produce a fair copy. 3 Get them to write the topic in the centre of the paper and to think of the main sub-topics. These should be evenly spaced around the main topic and joined to it with lines. 4 Now ask them to think of additional ideas for each of the sub-topics and again link them with lines. They should also link ideas across the mind map, where appropriate. This stage generates a lot of discussion, drafting, and redrafting and students should normally have as much time as they need. 5 Each group should now create their fair copy, and then practise how they are going to present their mind map to the others. 6 Each group presents their mind map to the rest of the class. All students will now have not only their own ideas for the writing task, but also all the other groups’ ideas. If possible, they should have photocopies of each group’s mind map to work from when they do their writing task.

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Special Educational Needs in the ELT classroom: focus on dyslexia Special Educational Needs (SEN) is the term we use to refer to the requirements of a child who has a difficulty or disability which makes learning harder for them than for other children their age. Note that gifted and talented children are also considered to have special needs as they require specialized, more challenging materials. Of course, children make progress at different rates and vary widely in how they learn most effectively. It is important to recognize that although students with special needs may have difficulties in some areas, there will also be areas of strength. Recognizing and utilizing these strengths is important to the students’ academic development as well as their self-esteem. Your daily contact with these students will help you understand what works best for each individual and determine your choice of the most appropriate techniques. SEN covers a broad range of difficulty or disability, including difficulty with numbers, attention deficit and autism. Here we’ll focus on dyslexia as it affects approximately 10% of the population, so each classroom may have two or three students with this learning difficulty. Dyslexia is a neurological condition that causes the brain to process and interpret information differently, which in turn makes language learning challenging. It is not a sign of low intelligence or laziness, or the result of impaired hearing or vision. Dyslexia can manifest itself in a variety of ways: through linguistic problems such as slow reading speed, difficulties with word recognition and spelling, or a smaller range of vocabulary in L1; and through non-linguistic problems such as a more limited memory span, difficulties with handwriting and with gross and fine motor skills, difficulties with time management and organization of work, and slowness in automizing new skills. It is important to recognize that these difficulties will vary in their severity or seriousness in different individuals, and some people will experience some, not all, of the problems. Students with dyslexia can become competent and skilled second language users. Students can become frustrated by their inability to work in the same way as their classmates, so a supportive school with a warm and positive classroom environment can increase the confidence of a student with dyslexia and can help to reduce the negative effect of the condition on their future life. Even small steps, such as ensuring that a student is sitting comfortably at their desk with a wellpositioned writing surface, can have a positive impact.

Some areas of difficulty

• Speaking and listening skills seem to be affected less than the • •

Some effective strategies

• Give students short instructions, perhaps one step at a time, •

•

• •

•

• •

• Students with dyslexia may struggle with the spelling of words

•

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in English since the spelling rules and conventions can appear unpredictable, specific sounds are spelt in many different ways, and certain letters can be pronounced differently. Students with dyslexia may find it more difficult to learn abstract words than concrete nouns, and may find it easier to learn nouns than verbs and adjectives. They may find it hard to distinguish between words with similar sounds or that are close in meaning.

literacy-based skills of reading and writing. Questions which require open-ended answers and pronunciation activities may be difficult for students with dyslexia or other special educational needs. Students with dyslexia may struggle with the organization of their work and their classroom equipment, and this may impact on their learning.

•

with realistic targets – so they get a sense of accomplishment. Students with dyslexia do not need an entirely different set of materials from the rest of the class. Focus their attention on particular sections, or select from the Extra practice activities on the Spectrum iPack, from the Spectrum Workbook, or from the 1-, 2- or 3-star worksheets on the Tests and Resources Disc. Students with dyslexia may benefit from a more structured approach to learning, with controlled oral practice, plenty of examples, and opportunities to plan their work. The structured approach to lessons in Spectrum and the models and examples in the Practical English pages, for example, will support dyslexic students’ communication skills. Allow students who need longer to process information to do what they can in class, and encourage them to finish at home if possible. Students with learning difficulties tend to respond positively to extensive repetition and practice and to explicit explanation. The Spectrum Workbook Grammar reference pages follow this approach. You may find that doing language drills in class, focussing on a small set of core vocabulary or one grammatical feature at a time, will be helpful for students with SEN. Remember that similar-sounding words or words with a similar meaning may cause confusion, so present them separately. Students with dyslexia learn better if vocabulary is taught in context, or anchored to an image. The presentation of vocabulary in Spectrum through strong visual images will help with this. Encourage students to create mind maps or visual representation of vocabulary in vocabulary notebooks so that they can review new language regularly. Students with dyslexia often engage well with electronic or interactive devices, so the games on the Spectrum iPack and on the VocApp will help them with learning and reviewing vocabulary at their own pace. Multi-sensory and multi-channel formats such as reading with audio in the Student’s Books, grammar animations as an alternative way to present grammar and games on the iPack, as well as the interactive activities on the Digital Book, are well suited to students with dyslexia.

SEN in the ELT classroom

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Using technology Introduction

Podcasts

Spectrum and Oxford’s online resources give teachers an exciting opportunity to successfully integrate new and different teaching methods into lessons. Below is a list of how these technologies might be used in the English class.

• Download the podcasts of radio programmes or a TV series

Classroom Presentation Tool

•

Use the Spectrum iPack with all its additional extras including interactive tasks, videos and games to engage students and motivate them to actively participate in the class. For more details about the Spectrum iPack, see Teacher’s Guide p. xvii. The tool also connects to the internet (see the next section for ideas). Any interesting links can be saved on the iPack, so you can revisit them next time you teach the lesson.

The internet

• The online search icon indicates authentic topics that can be

• • • •

researched further. Enrich your students’ learning experience by encouraging them to find out further information about the topics, watch videos, take virtual tours of places and engage with interactive maps and images. Download images, diagrams and infographics to engage students in the lesson topic, and for presenting the target language of the lesson. Get students to consult given websites to research different topics and to use the web as a resource to find the answers to their own questions. Encourage students to download the lyrics to their favourite English songs online, or to search out English films with English subtitles to watch. Download software for making digital presentations, projects and voiceovers.

Blogs and social media

• Create a class blog to keep in touch with students via their

• • •

• •

home computers. Ask one student to write up their notes after each lesson and post them online. Post useful documents such as homework tasks, or language reference material. Use your blog as a discussion forum. Post topical statements, and encourage students to leave their own comments. Try to find other English classes from other parts of the world via social media, and use your blog to connect with each other. Discuss how to use social media safely in your classes. This will improve students’ digital competence, as well as equipping them with the necessary awareness and language to use social media successfully and appropriately in English. Encourage students to do peer correction by reading each other’s work on the blog and suggesting changes. Set up a task for students to practise functional language, e.g. suggestions. Ask students to organize an end-of-term event and get them to make suggestions on the blog. The event could be held during the last class of term.

•

to support the theme of the lesson. Record students interviewing each other in different situations and save it on the computer as a podcast. The class then listens to the podcasts and votes on the best one. Get students to prepare a presentation of a topic that interests them and make a podcast of it. The class then listens to the podcasts and prepares questions to ask the speakers.

Oxford Online resources For students Oxford Online Learning Zone offers students a wide range of regularly updated resources to support and extend their learning in class. All activities and texts are supported by comprehension checks. • access via www.oxfordplus.es • a monthly online e-magazine with seasonal topics • three cultural videos on a variety of topics • three webquests, thematically linked to the culture videos, where students explore carefully selected websites to answer a topical quiz • downloadable podcasts to practise their listening • step-by-step conversational practice, including listening models, guided dialogues, and an interactive listen-andrecord video conversation • a quiz game covering a variety of topics in an Englishspeaking culture • an online gradebook, with records of activities completed and progress made

For teachers Oxford Premium offers teachers invaluable news and features to help with your classes. • access via www.oxfordpremium.es • downloadable support materials (such as tests, portfolios and programmes, teaching tips, cultural extras and extra practice activities) for your Oxford course • access to a wide range of online tools and resources, to create your own classroom materials • Oxford Community – a forum for teachers to share teaching tips and classroom experience together • a searchable database of up-to-the-minute news articles concerning English and education, collected from specialist global media • webinars from experts on current pedagogical topics, such as CLIL, teaching teenagers and different learning styles • invitations to training workshops and opportunities to meet course authors

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Video in the ELT classroom The use of video as a teaching tool is widely recognized as a method of motivating and engaging students. This is especially true in today’s world, when young people can access video at any time of the day or night on their smart phones, laptops or tablets. For teenagers, video is more than just a passive form of entertainment: they enjoy using it – it is their medium of choice for the delivery of information, and they interact with it actively and regularly. When a video features an engaging, authentic topic such as those used in the Spectrum culture videos, the effectiveness of the medium as a learning tool is maximized: students’ eagerness to comprehend a stimulating video has the dual effect of improving their language retention as well as increasing their general knowledge and awareness of the world at large. So how exactly can video be used to enhance learning in the classroom? Firstly, teachers can use it as a visual aid to reinforce language that has been learnt: seeing and hearing people use language in a meaningful context acts as a powerful aid to memory. Also significant is that in watching video, learners activate prior knowledge of specific contexts and build the cognitive skills required to understand, process, and interact with language in a way that they cannot do by using reading materials alone. An example would be a functional context such as ordering a meal in a restaurant. Reading a dialogue about this is difficult for students to conceptualize and relate to. On the other hand, viewing a visually stimulating clip, and then actively participating in ordering a meal in the Spectrum interactive

video, is considerably more effective as a learning mechanism. Another excellent way to exploit the medium is for students to use it as a model for their own work, which they can produce on any video-capable device such as a smart phone or tablet. Active participation in creating a video is a task which students are typically enthusiastic about doing, and further reinforces language taught. In the example given above, students can use the interactive video as a model to act out their own scenario in a restaurant. There are many other opportunities throughout Spectrum, for example in the Practical English lessons or in the Projects, for students to use video to present their work. Finally, video work can be very usefully deployed as a reference point for nurturing 21st century skills. The extension activities in the Spectrum culture video worksheets are a good way of promoting cultural awareness and building empathy. The tasks help to personalize issues and allow students to collaborate, express their opinions, and do research. The wide range of different types of video available to Spectrum users ensures that the benefits of using the medium in the classroom are felt to the full. Whether viewing motivating Grammar animations which bring language structures to life, learning about the world in the videos on the opening spreads and the culture videos, or participating in real-life situations in the interactive videos, the students’ learning experience is enriched and their language acquisition and understanding is consequently increased.

Videos in Spectrum 4

3 The interactive video is either Make it big!: an engaging and stimulating reality show where contestants present their ideas to a panel of judges, or a Vlogster video where students watch a teen vlog and choose from various options.

Spectrum has four videos per unit to engage and entertain students and to promote their learning. 1 Each unit starts with a Your views warm-up video to raise students’ interest for the unit ahead. It introduces the unit topic and exposes students to some of the language from the unit. Students answer a comprehension question and get instant feedback from the show presenter. 2 The grammar presentations in Spectrum are brought to life with grammar animation videos in each unit. These use humorous characters and storylines to introduce and revise the main grammar points quickly and effectively.

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4 Each Spectrum unit has a culture video linked to the unit topic. These videos add to students’ global awareness and help to foster attitudes of respect and tolerance for the diversity of cultural expression.

Video in the ELT classroom

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CLIL What is CLIL?

Exploit students’ background knowledge

CLIL is Content and Language Integrated Learning. It involves lessons in a second language on content subjects of the school curriculum (e.g. Science, Geography, Music, Art).

Be sure to make the initial stage of a CLIL lesson fun and motivating, challenging the students to solve puzzles, suggesting solutions to problems or guessing the answers to general knowledge questions in a quiz.

Why use CLIL? CLIL is an efficient means of learning a language. It engages students with widely different interests, and provides opportunities for using English in motivating contexts. CLIL also exploits students’ different learning styles, making the most of their abilities, background knowledge and skills from other disciplines. CLIL is an efficient way of introducing an international aspect into the teaching of content subjects. Secondary students who become accustomed to conducting their studies in English will be at a definite advantage in their future education. Since English is the common language of the internet and many journals and academic papers, a confident command of English is often indispensable for future studies and careers.

Tips for using CLIL Teaching another subject in a foreign language can be daunting. A good way to ensure your lessons are successful is to be well prepared. Take time to research and understand the content of each lesson in advance. Learning another subject in a foreign language can also be a challenge. If there is a lot of new vocabulary in a lesson, you can help students by asking them to use a dictionary or the internet to find out how to say a set number of key words in English. You can also encourage students to review the topic in their own language, if they have studied it previously in another school class. Before setting internet research, check the website carefully, to make sure that the information is accurate and the website is reliable. Make sure the preparation you ask students to do is achievable in terms of cognitive and linguistic level.

Don’t be afraid to say you don’t know If you are primarily an English teacher, students may ask you questions relating to another subject which you cannot answer immediately. It is better to say that you are unsure. You can then opt to tell the students you’ll find out for the next class, or ask a teacher of the other subject to come into the next class to answer the question. When teaching another subject in English for the first time, you may believe that the teaching techniques are very different for teaching that subject in English. Be reassured that there are also a lot of similarities between English and other subject classes. Use the teaching techniques you are familiar with as well as learning from your colleagues.

Give plenty of visual support In the CLIL classroom, students may need additional support to grasp the concept of the lesson. Visual aids such as illustrations, photos, realia, DVD film, PowerPoint presentations, miming and gesture are all useful.

Focus primarily on the content The principal aim of the CLIL lesson is to impart knowledge of the subject area. As long as students understand the key concepts of a lesson, they do not need to understand every single word of the material in English. A passive understanding of some areas of language is sufficient.

Build students’ confidence Increase your students’ confidence in CLIL lessons by:

• Making aims clear Outlining the objectives of CLIL lessons at the outset will motivate students and help them to put the new material into the context of what they already know.

• Finding opportunities for recycling It can be hard for students to retain a lot of new information, especially in a different language. For this reason, reviewing key concepts and language whenever they come up naturally in other classes will be helpful.

• Making tasks achievable Students will manage productive language tasks much better if they have a clear model to work from. It is more important that they participate in the lesson than participate only in English, so they may sometimes need to use their first language. You can help them to use English more by making your own language straightforward. As well as asking questions which require phrases as a response, you can also use questions that they can answer simply with a ‘Yes’ or a ‘No’.

• Providing other forms of support where necessary Students may sometimes need some support in their first language. Many teachers adopt the successful strategy of switching briefly and naturally from one language to another in order to explain a difficult concept.

CLIL and Spectrum Each unit in Spectrum has a Focus on CLIL page at the end of the Student’s Book, with additional support material in the Teacher’s Guide. These sections are linked to the curricula of other subject areas studied in ESO4. These topics are taken further in the Curriculum extra worksheets on the Tests and Resources Disc.

CLIL

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Key competences The Key competences for lifelong learning combine knowledge, skills, attitudes and values that help students become active participants in 21st century communities. They are essential for personal development, social inclusion, active citizenship and successful employment. They also nurture motivation, flexibility, self-awareness, confidence and respect for others. The emphasis on advancing key competences during the formative and school years is gaining strong support from teachers, educators and governments throughout the world. This in turn is reflected in curriculum design and planning, material development, teaching and assessment. A brief explanation of the main characteristics of the Key competences within the framework of learning a foreign language is set out below.

7 Linguistic communication Learning a foreign language contributes to progress in this competence by developing students’ communication skills (listening, speaking, reading and writing). Their receptive and productive skills are enriched by understanding the way language is structured. Students are motivated to use language systems creatively and appropriately, to adapt discourse to suit different contexts. Intercultural appreciation enriches the linguistic experience and highlights relevant aspects of plurilingualism. 2 Learning to learn The development of learning strategies and skills is at the heart of this competence. Students learn to identify methods, resources and opportunities for furthering their learning. Building transferable skills enables them to accurately evaluate their own performance and acquire effective study skills both in and out of the foreign language classroom.

5 Social and civic competences Active participation in society and successful working life is integral to social competence. Developing an awareness of and respect for oneself as well as the different customs and ways of thinking of others is an essential part of this. Civic competence refers to the awareness of social and political concepts such as democracy, equality and justice which allow individuals to actively participate in democratic societies. The nature of many activities that form a core part of foreign language teaching requires students to interact with other students in the class in a cooperative manner. Tasks which personalize learning by asking students to answer questions about themselves or express their opinions are also relevant for the acquisition of social competence.

1 Digital competence

of information and also to communicate with a wider range of people. Language courses give students the tools they need to communicate appropriately in different contexts, including online communication. When learning a foreign language, it is important to be exposed to a range of resources and genres of speech and writing. The regular use of digital learning resources, including websites and interactive whiteboard materials, directly adds to the development of this competence. Web-based activities used in foreign-language classrooms aid the development of critical evaluation.

3 Cultural awareness and expression The study of a foreign language requires an understanding of the culture of the countries in which it is spoken. In addition to promoting an understanding of the contribution of others to the cultural and artistic heritage of a country, learning a foreign language gives students the means to express their own creativity in an appropriate way. Tasks which require students to express their opinions or give an emotional response or create a piece of original spoken or written work contribute to this competence. Examples of such tasks could be narratives, Tweets, projects or dialogues.

4 Sense of initiative and entrepreneurship The learning of a foreign language contributes to the achievement of this competence because it encourages teamwork in the classroom, the management of personal resources, and social skills such as cooperation and negotiation. Students are encouraged to adopt procedures which allow them to use their own initiative and decision-making skills during the planning, organization and management of their work. This experience amounts to a transferable skill that can be used in both social and commercial contexts. Tasks which require students to work in pairs or small groups, or carry out short projects, require cooperation, flexibility and time management.

6M  athematical competence and basic competences

in science and technology Though this does not have an obvious link to foreign language learning, it can feature in the language class in a number of different ways. Most notably, students are exposed to contentintegrated learning through a variety of topics which focus on science and technology. They also come into contact with the use of numbers, their basic operations and their application to everyday life. Tasks which require students to interpret numerical data, e.g. tables, or reflect on scientific and technological advances contribute to this competence.

Digital competence is the ability to confidently use diverse information and communication technology as well as the skill to critically evaluate the information acquired. Knowledge of a foreign language enables students to access a broader range

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Key competences

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Examples of Key Competences in Spectrum 4 7  1  Linguistic communication Since Spectrum is a language course, linguistic communication is by definition at its heart. The primary focus of all the exercises, activities and projects and of all the resources is to contribute to the development of students’ linguistic competence in the English language. In particular, the following features will help students activate their linguistic knowledge, communicate accurately and express themselves effectively within a range of contexts: The Say it! feature throughout the units gives students an immediate opportunity to focus on new sounds and establish patterns. The unit-by-unit pronunciation practice (pp. 149–151) helps students to hear and reproduce words accurately and make relevant connections.

The interactive video and the associated Practical English pages support students in initiating, sustaining and concluding conversations, and offer functional language practice in a range of social and cultural contexts. Spectrum’s step-by-step approach to writing develops supported transferable skills and gives them strategies to produce texts to become successful writers in a wide variety of media and text types, including narratives, opinion essays, reports, announcements, blogs, questionnaires and formal letters. The Look at language feature enables students to systematically deduce rules and build their knowledge about how English operates, and use these appropriately in the production of accurate writing.

The unit dictations help students develop more accurate listening strategies by focussing their attention on understanding language in context and improving their listening and writing accuracy.

2 2  Learning to learn Students are encouraged to monitor and assess their own learning throughout the Spectrum course. Giving students opportunities to see their own progress along with teaching strategies for effective learning helps to build their confidence and increase motivation. This approach is fostered both in the Student’s Book and in tasks throughout the whole course package.

Unit 5 (p. 58) Students use images to create a visual link to memorize a new vocabulary set.

The main vocabulary, grammar and practical English covered in each unit is summarized in a box on the opening page of each unit. Teachers can use this to focus students’ attention on the learning outcomes for that unit.

Unit 8 (p. 102) Students identify pairs of synonyms in order to clarify their meaning and aid recall.

iPack preparation activities for the Student’s Book reading, listening, speaking and writing activities help raise students’ awareness of strategies to successfully accomplish the tasks. The following activities support students to use new skills and knowledge to facilitate their learning. Unit 1 (pp. 10–11) Students interact with a grammar table to identify patterns and infer rules for the use of the past simple, past continuous and used to. Unit 2 (p. 22) Students scan a text in order to complete it with missing information. Unit 3 (p. 34) Students use context to identify the meanings of highlighted words in a text.

Unit 6 (p. 75) Students deduce the rules for using a grammar structure. Unit 7 (p. 91) Students study the context in which idiomatic expressions are used in order to work out their meanings.

Unit 9 (p. 111) Students define a situation where they need to revise for an exam and use the models to give advice. The Learn it! feature throughout the units alerts students to patterns in language to help them develop successful strategies to use in their language learning. The regular Research it! feature encourages students to develop effective autonomous information research skills. It covers a wide variety of topics, such as science, technology, language and history. Student’s Book unit reviews and the self-evaluation features in the Workbook encourage students to assess their progress constructively. The Workbook also contains a cumulative review section, so students continually revisit and review language from earlier units.

Unit 4 (p. 56) Students identify the main subject of each paragraph of a text in order to understand their general meaning, by matching titles with subjects.

Key Competences

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5 3  Social and civic competence Spectrum encourages students to develop the social skills of co-operation and mutual understanding through its extensive use of discussion and awareness-raising activities. Real-world tasks enable students to improve constructive communication strategies within a variety of situations. The Practical English pages, Your turn feature and the Projects help students to develop the awareness, skills and knowledge to communicate appropriately in a wide variety of social contexts. Many of the lesson topics and reading texts in Spectrum encourage students’ self-awareness within a social and historical context, and promote a sense of ethical responsibility and community spirit. The following page spreads are some examples of where the competence is developed in Spectrum’s Student’s Book 4: Unit 1 (unit opener, 1.2) Students develop their understanding of behaviour that can have a positive and negative affect on the people in their social circles by discussing and reading about friendship and companionship. (1.5) Students learn about charity organizations and how to request and give information about them. Unit 2 (2.2) Students expand their awareness of advertising and publicity while reflecting on the influence that it has on them and others. Unit 3 (3.5) Students learn about personal responsibility to protect the environment and are encouraged to support sustainable development by discussing ways of reducing waste. Project 1 (pp. 44–45) Students develop their assertiveness and tolerance for others’ points of view while working collaboratively to choose the topic for a class debate, prepare their point of view and exchange opinions during the debate.

Unit 4 (unit opener, 4.2) Students develop their appreciation of the power of positive action and discuss and learn about how their environment can affect them. Unit 5 (unit opener, 5.2) Students develop their awareness of the impact of digital tools, social media and online communities on their lives. (5.3) Students learn about the importance of good manners in both the on- and offline worlds. Unit 6 (6.5) Students build on their ability to understand and express different points of view while discussing different forms of entertainment in order to reach an agreement. Project 2 (pp. 82–83) Students develop their assertiveness, tolerance for others’ points of view and their ability to communicate constructively, negotiate and compromise while working collaboratively on the tasks leading to a presentation of activities in their local area. Unit 7 (7.5) Students build on their ability to understand and express different points of view, to compare, negotiate and compromise while discussing different events and making choices in order to reach an agreement. Unit 8 (unit opener, 8.2) Students learn to expand their appreciation of the world around them, are encouraged to share their experiences with others and to give advice and make recommendations. Unit 9 (9.2) Students expand their appreciation of the basic concept of solidarity for the wider community by considering how social networking can support members of a community. Project 3 (pp. 120–121) Students develop their assertiveness, tolerance for others’ points of view and their ability to communicate constructively, negotiate and compromise while working collaboratively on the tasks leading to the production of a yearbook: assessing each other’s work, distributing tasks within the group, planning the structure and design of the yearbook, resourcing the necessary equipment, etc.

1 4  Digital competence Students are given opportunities to develop this competence in Spectrum by using a wealth of digital components and by interacting with technology in a variety of ways. The iPack material features presentations, exercises, dialogue practice, videos and games to encourage digital learning. The Digital Student’s Book features Grammar animations which help to foster learner autonomy as students manage their learning via a digital tool. The Digital Workbook also features digital interactive tasks which link to the Gradebook.

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Both digital components support students as they understand how to navigate around and interact with the digital contents. The Spectrum VocApp (available FREE for students with smartphones) and the Oxford Online Learning Zone (accessible via the promo code in the books) promote learner autonomy and encourage students’ initiative. The interactive Your views video offers students informative documentary-style video material to consolidate their learning throughout the course, and requires them to use digital skills to select from options, or to find information.

Key Competences

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The online search icon alongside various texts in the Student’s Book, encourages students to develop their interests by searching online for further relevant information. Students will use their critical judgement to evaluate the relevance of information and to distinguish between reliable and unreliable sources, and to distinguish between fact and opinion. The Research it! boxes throughout the Student’s Book challenge students to expand their research skills using electronic reference sources. These are a valuable tool to motivate students to do further research on a given topic, and will require students to understand the need to evaluate and check information found online. For example, in unit 3 page 34, students can look online for information on how energy can be created by people walking on special floor tiles, but will need to use their critical judgement and multiple sources to ensure they are finding facts, not science fiction.

The projects after units 3, 6 and 9 provide additional opportunities for students to use the internet to do research and to use a variety of computer applications to process and present information. Students can share information and communicate electronically whilst developing an awareness of the risks associated with collaborative networking and being aware of keeping safe online. Project 1 (pp. 44–45) Students collaborate to prepare and hold a class debate. They use digital tools to search for good sources and collect information to support the point of view that they are supporting. Project 2 (pp. 82–83) Students are encouraged to use digital tools to collaboratively collect, organize and record information about activities in their local area and share it with the class through a video or a multimedia presentation. Project 3 (pp. 120–121) Students collaborate to produce a yearbook while using digital tools to search for ideas, design the pages, write and edit the articles, include photos, etc.

3 5  Cultural awareness and expression With its global perspective, emphasis on cross-cultural comparison and focus on contemporary artistic expression, Spectrum offers ample opportunity to develop this competence. Reading and listening texts about the real world provide exposure to English-speaking cultures throughout the world. Reading is extensively supported with Culture videos to stimulate students’ interest, enrich their knowledge, and to foster their understanding of and respect for other cultures. Unit 1 (pp. 14–15) This text helps students understand and appreciate the importance of national parks in the preservation of nature. Students also learn about the careful management of natural spaces so that the needs of both wildlife and local populations are met. Unit 2 (pp. 26–27) This text introduces students to the development of supermarkets and the consequences that they have had for society. It also encourages them to think about the elements that make one shopping experience more attractive than another.

Unit 5 (pp. 64–65) This text exposes students to social class differences in New Zealand at the beginning of the last century. It encourages students to reflect on class in their own culture and to think about the different rules that exist for formal and informal social events. Unit 6 (pp. 76–77) This text explains how the Mediterranean island of Malta has broadened its economic base by attracting filmmakers to work on the island and describes the way that the local environment and buildings have been adapted for use by the film industry. Unit 7 (pp. 90–91) This text about the history and rules of some lesser-known sports helps students broaden their awareness of how cultural diversity often contributes to national identity. Unit 8 (pp. 102–103) This text about ancient rock art fosters students’ appreciation for the history and importance of art in all cultures while also encouraging them to enrich their understanding of other examples of ancient works of art.

Unit 3 (pp. 38–39) This text is about the cultural importance of dance in different communities and helps students develop cultural awareness about traditions that exist in their own cultures.

Unit 9 (pp. 114–115) This text about space exploration exposes students to some of the reasons that countries like India have for getting involved in the development of space craft. It also encourages students to consider the possible applications of technology in improving people’s lives.

Unit 4 (pp. 52–53) This text about extreme winter conditions in Canada broadens students’ awareness of how people are able to adapt to harsh climates and helps students understand how our environment affects the way we live.

The Your turn feature and speaking and writing activities invite students to show awareness of cultural and historical differences and express their ideas about these topics in a creative way.

Key Competences

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4 

6  Sense of initiative and entrepreneurship

Spectrum emphasizes productive lesson outcomes which challenge students to work autonomously, take risks and express themselves creatively. Numerous opportunities to contribute their own ideas keep tasks fresh and engaging, and help students develop planning and task management skills to achieve communicative objectives and to turn ideas into action. Unit 1 (pp. 11, 13, 15) Students work independently to analyse past events or the local environment, organize their ideas, record notes and deliver short talks. Unit 2 (p. 25) Students work autonomously and collaboratively to express their opinions on shopping and consumerism. Unit 3 (p. 33) Students demonstrate their sense of initiative and pro-activity while planning and creating an infographic to illustrate the green energy sources that are available in their countries. Unit 4 (pp. 49) Students demonstrate their sense of initiative and risk-taking skills by planning the action they would take in different situations. Unit 5 (p. 59, 61) Students develop ethical awareness while discussing social media. Unit 6 (p. 79) Students work autonomously while planning, organizing notes and preparing for a meeting. Unit 7 (p. 87) Students demonstrate their sense of initiative and pro-activity while planning improvements to public transport. Unit 8 (p. 105) Students build on their planning, organization and management skills while preparing detailed instructions.

Unit 9 (p. 113) Students assess their own career aspirations and discuss what would be challenging and motivating about achieving them. The Practical English sections in each unit offer numerous scenarios for collaborative group or pairwork and role plays, during which students have opportunities to develop their transferable skills of planning, negotiation and pro-activity. The writing, group and speaking projects after Units 3, 6 and 9 challenge students to work collaboratively to extend their knowledge beyond the classroom and organize and present their ideas. The projects allow them to develop negotiation, planning, decision-making and time management skills. Project 1 (pp. 44–45) ‘A class debate’: Students work collaboratively to choose the topic of the debate, choose roles, research the topic, present and respond to arguments, formulate and respond to questions during the debate, take part in a vote and evaluate their own learning. Project 2 (pp. 82–83) ‘A day trip in your area’: Students collaborate to collect ideas, research, write notes, assess each other’s work, prepare and give a presentation or make a video on activities to do in their local area. Project 3 (pp. 120–121) ‘Our yearbook’: Students demonstrate initiative by identifying a number of sources from which to collect ideas, writing profiles, designing, planning, organizing and managing different tasks, assessing each other’s work and publishing the final product.

6  7  Mathematical competence and basic competences in science and technology Students are exposed to aspects of the competence in many of the lessons in Spectrum. A number of real-world tasks incorporate mathematical expressions and processing.

Unit 8 (pp. 104–105) Students practise their numeracy skills by following instructions and by preparing and giving detailed instructions for each stage of an activity

Unit 3 (pp. 32–33) Students take part in scientific inquiry and assess statistical information in the form of percentages. .

Unit 9 (pp. 116–117) Students apply basic mathematical principles by interpreting travel information and calculating travel times.

Project 1 (pp. 44–45) Students apply basic mathematical principles to organize and control a debate, allocating an equal amount of time to each participant, before analysing and interpreting the results of the vote at the end of the debate. Unit 5 (pp. 58–59, 60) Students consider the importance of digital tools in everyday situations and communities. Project 2 (pp. 82–83) Students apply their knowledge of technological tools to collaborate in the production of a multimedia presentation or a video. Unit 7 (pp. 86–87) Students consider scientific advances in transport and discuss the impact this will have on public transport in their area in the future.

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Project 3 (pp. 120–121) Students work cooperatively and handle technological tools to produce a yearbook. A number of CLIL topics improve students’ understanding of mathematical, scientific and geographical topics. Unit 3 (Focus on Science, p. 142) Students study how hydropower is produced and interpret a diagram on the different components of a hydroelectric power plant. Unit 6 (Focus on Technology, p. 145) Students build on their knowledge of robotics and future applications of robots. Unit 9 (Focus on Technology, p. 148) Students develop their understanding of satellites and their uses and discover the basic scientific principles behind their orbits.

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Evaluation and testing Spectrum provides a wide range of ways for you to check your students’ progress. The term ‘assessment’ covers a series of procedures and tests, including informal assessment, selfassessment and formal assessment. • Informal assessment is where the teacher checks how well the students are learning using informal methods like observation, questioning and correction, generally during lesson time. • Self-assessment encourages the student to reflect upon and evaluate his or her own learning and learning strategies with a view to future improvement. It should be noted that the teacher, using this system of assessment will also be evaluating not only the students’ learning, but also the process of learning. In other words, not simply awarding marks or deciding if something is correct or incorrect, but also giving the students credit for positive learning strategies and motivating them to learn further. • Formal assessment is achieved through structured tests and exams, which take place at set intervals during the year and with different purposes in mind. These also include diagnostic entry tests at the start of the course or end-ofterm and end-of-year tests. On the one hand, test results must give an accurate picture of the students’ current level of knowledge and skills, but on the other should also encourage the students by concentrating on what they can do, and not only on what they can’t. One of the main aims of testing is diagnostic: in other words, to identify the need for revision, consolidation or extension.

Self-assessment Self-assessment plays an important role in the process of learning. It involves the language student in a process of reflection and appraisal of their own competences and skills, while at the same time training them in how to consolidate these competences. Spectrum deals with this important area in the following ways: • Student’s Book: students may be referred back to the learning objectives of the unit when they have completed it, and asked which items they are confident of being able to use. • Student’s Book Grammar sections: students can look back at the presentation material to check their understanding of the form and usage of the new grammar. • Student’s Book Review: suggest that students go back over the unit and complete any work or worksheets they haven’t done to help them revise before doing the exercises on the Review pages. • Workbook Grammar and Vocabulary Reference: students are encouraged to reflect on the grammar and vocabulary of the unit, and do the exercises to check their grasp of the language.

• Workbook Cumulative Review: a chance for students

and teachers to check progress. The score system will show where more work, if any, needs to be done. These may be set as homework, or done in class.

Formal assessment: Tests A wide range of tests is available on the Tests and Resources Disc. This contains all the tests as editable Word files and as PDFs, the answer key and the accompanying audio files. The tests contain a wide range of material to evaluate students including: a diagnostic test, nine unit tests, three end-of-term tests, an end-of-year test and fourteen speaking tests. The unit tests, end-of-term tests and end-of-year tests are at three levels to allow teachers to choose which best matches the students’ abilities. All the tests have the same format and include listening, vocabulary, grammar, reading and writing sections. A marking scheme is provided, with a final mark out of 100 for each test. There is also a speaking test for each unit. The diagnostic test covers language that students will have learnt previously and is a useful tool for measuring the students’ level of English. The unit tests cover all the language covered in each unit. The three end-of-term tests cover material from units 1–3, 4–6 and 7–9 respectively. Each one tests language and skills work from those Student’s Book units. There is also an end-ofyear test. The different star-level tests in Spectrum are differentiated in the following ways: the one-star tests assess vocabulary sets one and two; the two-star tests in addition assess the third vocabulary set; and the three-star tests also include a short Cumulative review section which assesses grammar and vocabulary selected from previous units.

Continuous assessment In addition to using the test material provided, teachers may also wish to assess students’ progress on a more regular basis. This can be done by giving marks for students’ homework and for their performance in class. There are various opportunities to assess students’ progress as you are working through a unit. The Practical English and Writing pages all require students to produce a dialogue or text that could be used for assessment purposes. Make sure that students know that you are marking their work, as they will respond more enthusiastically to productive tasks if they know that it will influence their final grade. There is a photocopiable Evaluation Record Sheet on page xxxviii of this Teacher’s Guide, which can be used to keep a record of students’ progress during the year. The sheet includes sections for continuous assessment and for the test results. The sheet can be used by both the teacher and the student to see which areas the student is good at and could do extension work in, and which areas of language need to be revised. Use the appropriate level of worksheets from the Tests and Resources Disc to provide extra practice at the students’ level.

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Assessing Speaking and Writing Speaking The speaking tests in Spectrum are in three parts: 1 About you (suggested weighting: 20%) Students respond to personal questions about themselves, their experiences, their likes and dislikes, etc. The questions recycle vocabulary from the units and use a variety of tenses. 2 Role play (suggested weighting: 40%) This part of the test assesses students’ ability to use the communicative expressions taught in the speaking section of each unit. Students complete a dialogue with the target expressions, and then practise the dialogue. There is an extension section, which provides an alternative format for students of higher ability. 3 Photo description (suggested weighting: 40%) Students are given one of two photographs and asked to describe general and detailed aspects of them and also to give their opinions on issues arising from the photo. There is an extension section, which includes some more general opinionbased questions, or questions comparing the two photos. The following criteria can be used to assess students’ performance in the speaking tests: • Content: How well did students complete each task? Did they answer the questions and add relevant opinions? • Fluency: How natural did the students sound? Did they manage to speak without hesitating too much? • Interaction: How well did students interact with you or their partner? To what extent did they have a real conversation? • Language: Did students use appropriate vocabulary and grammar? For the unit tests, did they use new vocabulary and grammar taught in the unit? How rich / varied was their language? • Accuracy: How many errors were there, especially basic errors?

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Writing The Writing section of each test in Spectrum asks students to produce a written text of a similar type as the corresponding unit of the Student’s Book. The following criteria can be used to assess each piece of writing: • Content: Have students completed the task successfully? Have they included all the information specified in the instructions? • Appropriacy: Have students used language appropriate to the task type, for example informal expressions in an email to a friend? • Organization: Is the writing appropriately organized into paragraphs and appropriately laid out? • Language: Have students used appropriate vocabulary and grammar? How rich / varied is the language used? • Linking: Are linking words and expressions used appropriately to give the text cohesion? • Accuracy: How many errors are there in lexis and grammar, especially basic errors?

The Common European Framework The Common European Framework of Reference for Languages (CEFR), developed by the Council of Europe (Language Policy Unit), includes reference level descriptions to promote transparency and coherence in language learning, teaching and assessment. The CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2. The ‘can do’ statements corresponding to each level of the CEFR are designed to be used by everyone involved in foreign language education. These include teachers, teacher trainers, ministries and education bodies which set foreign language curricula, publishers developing new materials, and of course students who wish to evaluate their own progress. The CEFR levels that most closely correspond to Spectrum level 4 are B1 to B2. The level descriptors for A2, B1 and B2 are included in the End-of-year self-assessment chart on page xxxix.

Evaluation and testing

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Photocopiable © Oxford University Press 2016

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Self-assessment checklist

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**

I can listen for detailed factual information to complete factfiles.

I can give information about a cause I support and request information from others.

I can write an informal email to a friend.

Listening Page 12:5

Practical English Page 17:8

Writing Page 19:4

I can describe my personal qualities in the context of a job interview. I can write a formal letter to complain about something that has gone wrong.

Practical English Page 29:8 Writing Page 31:5

Yes /

No

Study strategy: Do you find evidence in a reading text to support your answers?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

Yes /

No

Study strategy: Do you use different vocabulary and structures in informal and formal contexts?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

!!

!

*

**



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can listen for specific information to answer questions.

Listening Page 24:4/5

2 Complete the form.

I can recognize where missing sentences belong in a text.

Reading Page 22:2

A useful expression

I can read and match headings to content of a text.

Reading Page 14:1

I can talk about the influence of advertising on what I have bought.

Speaking Page 23:8

What I remember: A useful question

I can read and match names to information about a text.

Reading Page 10:2

I can talk about what my friends and I do to make a difference to our local community.

Speaking Page 21:7

What I remember: A useful question

I can talk about what I have been doing in the recent past.

Speaking Page 13:9

*

2 Complete the form.

I can talk about when I made a new friend.

Speaking Page 11:9

!

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. !!

Unit 2 1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

Unit 1

Name: _____________________________   Class: __________________

Name: _____________________________   Class: __________________

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

Student self-assessment checklist

Student self-assessment checklist

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Self-assessment checklist

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**

I can extract information from a listening text to complete sentences.

I can express interest, satisfaction and hope when discussing ways of saving energy.

I can write an opinion essay about an environmental problem.

Listening Page 36:5

Practical English Page 41:8

Writing Page 43:6

Yes /

No

Study strategy: Do you organize your ideas into a paragraph plan before you start a writing task?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

Yes /

No

Study strategy: Do you use phrases for paraphrasing if you can’t remember the exact word to use?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

!!

!

*

**



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can write a blog about an activity I do, using informal English.

I can ask for and give advice in a variety of contexts.

I can recognize the sequence in which specified information appears in an interview.

2 Complete the form.

Writing Page 57:7

Practical English Page 55:7

Listening Page 50:4

I can read an article and correct errors in sentences about it.

A useful expression

I can extract new vocabulary from a reading text and use it accurately in a new context.

Reading Page 38.3

Reading Page 52:2

I can extract information from a text to complete sentences.

What I remember: A useful question

I can scan a text for information.

Reading Page 34.2

Reading Page 48:2

What I remember: A useful question

I can give a short talk about how to be more energetic.

Speaking Page 37:10

I can talk about what makes me happy and what I do when I am stressed.

2 Complete the form.

I can make future predictions about technology and what type of energy it will use.

Speaking Page 47:3/6

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. *

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

!

Unit 4

Unit 3

!!

Name: _____________________________   Class: __________________

Name: _____________________________   Class: __________________

Speaking Page 35:9

Student self-assessment checklist

Student self-assessment checklist

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**

I can identify sentences within a text which confirm specified information.

I can listen carefully to match speakers to paraphrased ideas from a listening text.

I can express certainty, doubt and make suggestions when talking about local community projects.

I can write clear announcements for a club that provide different types of information.

Reading Page 60:2

Reading Page 64:2

Listening Page 62:4

Practical English Page 67:7

Writing Page 69:5

Yes /

No

Study strategy: Do you identify the key words on questions before you answer them?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression

What I remember: A useful question



Watch a TV programme, video or DVD

  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

 

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can identify the main point of an article and complete summary sentences about the text.

Speaking Page 63:9

2 Complete the form.

I can discuss my opinion of correct etiquette for mobile phone and other technology use.

Speaking Page 61:9

I can read a text and find specific information. I can complete a gapped text with sentences. I can listen to a radio interview and correct errors in sentences about it. I can ask for opinions and give my own point of view in a group discussion. I can write a story.

Reading Page 72:2 Reading Page 76:2 Listening Page 74:5 Practical English Page 79:9 Writing Page 81:5

Yes /

No

Study strategy: Do you write down synonyms as well as new words to help you remember their meanings?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression

What I remember: A useful question

!!

!

*

**



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can interview classmates about an interesting trip and then report back on what they said.

Speaking Page 73:8

2 Complete the form.

I can talk about better time management.

Speaking Page 71:5

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. *

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

!

Unit 6

Unit 5

!!

Name: _____________________________   Class: __________________

Name: _____________________________   Class: __________________

I can use a variety of question forms to ask other people questions about their experiences of online communities.

Student self-assessment checklist

Student self-assessment checklist

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Self-assessment checklist

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**

I can identify which information is covered in, or omitted from, an article.

I can identify different extracts and then complete sentences about them.

I can interpret how a speaker is feeling by identifying the tone of voice they use.

I can compare and contrast different options.

I can write a report outlining the benefits of something.

Reading Page 90:2

Listening Page 88:5/6

Practical English Page 93:7

Practical English Page 93:8

Writing Page 95:6

Yes /

No

Learning strategy: Do you try to use the context to work out the meaning of words before you check in a dictionary?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression

What I remember: A useful question



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can describe a memorable sporting event I have seen.

Speaking Page 91:7

2 Complete the form.

I can give my predictions about changes to public transport in my area in the future.

I can complete a questionnaire and include opinions, reasons and recommendations in my responses.

Writing Page 107:6

Yes /

No

Learning strategy: Do you remember to react to what your partner said and sound interested when you and he/she are speaking to each other?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression

What I remember: A useful question

!!

!

*

**



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can give detailed instructions and make myself clear if needed.

Practical English Page 105:9

2 Complete the form.

I can listen to instructions and identify the picture which depicts the language I hear.

I can read a text and find specific information.

I can talk about animals I like and dislike, and explain why.

I can talk about a restaurant or café I like.

Listening Page 100:4

Reading Page 98:2 and 102:2

Speaking Page 101:11

Speaking Page 99:9

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well. *

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

!

Unit 8

Unit 7

!!

Name: _____________________________   Class: __________________

Name: _____________________________   Class: __________________

Speaking Page 87:8

Student self-assessment checklist

Student self-assessment checklist

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I can read a forum and match information to each participant. I can extract new vocabulary from a reading text and use it accurately in a new context. I can listen to a radio programme and match jobs to different people. I can give warnings and tips to people in different situations. I can write and edit a CV to reply to a job advert.

Reading Page 110:3 Reading Page 114:4 Listening Page 112:3 Practical English Page 117:9 Writing Page 119:5

Yes /

No

Learning strategy: Do you check that you have used cognates and false friends correctly when editing your work?

How can I improve?

Objectives: One thing which I need to improve

Some useful words

A useful expression

What I remember: A useful question

!!

!

*

**



  Other activities:

  Read a magazine

  Write a letter

  Look at web pages

  Write an email or chat

  Watch a TV programme, video or DVD

  Read a reader

  Listen to music

  Revise before a test

  Learn new words

  Do homework

What did you do in English outside class?

I can talk about how technology can help us have a better future.

Speaking Page 115:6

2 Complete the form.

I can talk about my dream job.

Speaking Page 113:8

!! I need to try this again.  ! I could do this better.  * I am satisfied.  ** I can do this very well.

1 Complete the self-evaluation by ticking the boxes that best refer to your ability.

Unit 9

Name: _____________________________   Class: __________________

Student self-assessment checklist

xxxviii

Evaluation record sheet

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End-of-year test

End-of-term 3 test

Unit 9

Unit 8

Unit 7

End-of-term 2 test

Unit 6

Unit 5

Unit 4

End-of-term 1 test

Unit 3

Unit 2

Unit 1

Diagnostic

2 Test results

Unit 9

Unit 8

Unit 7

Unit 6

Unit 5

Unit 4

Unit 3

Unit 2

Unit 1

Date

Listening

Grammar

Vocabulary

Vocabulary

1 Classwork (Continuous assessment)

Evaluation record sheet

Grammar

Speaking

Listening

Reading

Name of student 

Writing

Reading

Writing

Total / 100

Class

Speaking

Comments

End-of-year self-assessment Name: 

Date: 

Evaluate your language ability in each skill area. Read the descriptions of language skills for levels A2, B1 or B2. Then put ticks (✓) or crosses (✗) in the table. A2

B1

B2

Listening Reading Conversation Speaking Writing A2

B1

B2

Listening

I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.

I can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. I can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar. I can understand most TV news and current affairs programmes. I can understand the majority of films in standard dialect.

Reading

I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and I can understand short simple personal letters.

I can understand texts that consist mainly of high frequency everyday or job related language. I can understand the description of events, feelings and wishes in personal letters.

I can read articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints. I can understand contemporary literary prose.

Conversation

I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.

I can deal with most situations likely to arise while travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (eg. family, hobbies, work, travel and current events).

I can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.

I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions and my educational background.

I can connect phrases in a simple way in order to describe experiences and events, my dreams, hopes and ambitions. I can briefly give reasons and explanations for opinions and plans. I can narrate a story or relate the plot of a book or film and describe my reactions.

I can present clear, detailed descriptions on a wide range of subjects related to my field of interest. I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example thanking someone for something.

I can write simple connected text on topics which are familiar or of personal interest. I can write personal letters describing experiences and impressions.

I can write clear, detailed text on a wide range of subjects related to my interests. I can write an essay or report, passing on information or giving reasons in support of or against a particular point of view.

(Oral interaction)

Speaking (Oral production)

Writing

Adapted extract (A1 & A2) from “Table 2 – Common Reference Levels: self-assessment grid” on pp.26–27 of Common European Framework of Reference for Languages: Learning, Teaching, Assessment by the Council of Europe. © Council of Europe. Reproduced by permission.

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S

Starter unit

Unit summary

Culture note

Vocabulary Technology: browse, press, scroll, swipe, switch on, tap, text, update Sports: catch up, miss out, pick up, take up, try out Money: afford, be worth it, borrow, lend, save up, waste

Grammar Modals Past simple and present perfect Present simple and present continuous

Augmented Reality (AR) is the use of computer technology to ‘enhance’ or ‘augment’ the real world through visual or audio effects. Users wear special AR glasses to transfer information from a computer to the real world. An example of Augmented Reality in computer games might be that users see the game characters in the real world, moving around next to them. In an educational context, it could be transferring historical or scientific information into the real world, as described in the article, to bring subjects to life for students.

Exercise 2  $ 1.02

• Read through the instruction with the class. • Give students time to read through the pieces of information

Functional language Expressing time at, during, from … to, in, until

•

Unit opener

•

Reading and Vocabulary Aims

•

Augmented Reality in education. • Answer questions about the article. • Practise using technology vocabulary. 7 Develop linguistic communication. 1 Develop digital competence.

1 2 3 4 5

• Read and listen to an article about the future use of

(1–5) and make sure that they understand everything. Play the recording for students to read and listen and answer the questions in their notebooks. Ask them to note down the line numbers for where they found the answer. You might want to do question 1 as an example and refer students to the relevant lines in the article to read where the information is stated. Check answers with the class.

ANSWERS

Information given (in lines 13–15). Information not given. Information not given. Information given (in lines 16 –20). Information not given.

Exercise 3

VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.

Warm-up

• Read through the instruction with the class. Ask students to

•

read through the instruction text quickly, ignoring the gaps, to get the gist. Ask: What device is mentioned that you can connect the glasses to? (your smartphone) Ask students to read the instructions again and write the missing words in their notebooks. Students can use their dictionaries to check the meaning of the words in the box. Check answers with the class, and make sure that students understand all the vocabulary.

• Focus students’ attention on the photos on page 4. Ask: What

•

•

1  switch on   ​2  press  ​3  browse  ​4  update  ​5  tap  ​ 6  scroll  ​7  swipe  8  text

do the photos show? Elicit a few ideas, and then teach the term Augmented Reality (see Culture note). Ask students if they have any computer games or apps which use Augmented Reality. Ask: How do you think Augmented Reality could be used in the classroom? Elicit a few ideas.

Exercise 1

• Read through the question and ask students to look at the •

ANSWERS

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

photo of Big Ben and the photo of Big Ben on the tablet. Elicit a range of answers, and encourage as many students as possible to join in and share their experiences.



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T4

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Modals Aims

• Revise how to use modals. • Practise using modals in sentences and in controlled and personalized practice. 7 Develop linguistic communication.

Exercise 4

• Ask students to read the example sentences. Discuss the

•

• • •

meaning of each sentence. You could ask students to translate some of the sentences into their language to check understanding. Read through the table with the class and check that students understand obligation, prohibition, necessity, advice, ability and permission. Ask students to copy the table in their notebooks and complete it with the correct words. Check answers with the class. Alternatively, read through the table with the class and elicit the correct answers, and then ask students to copy the completed table in their notebooks. Elicit the rules for the use of modals (they don’t add -s in the he / ​she / ​it form, they are followed by an infinitive without to and they don’t have different tense forms).

ANSWERS

1  have to   ​2  need to   ​3  ought to   ​4  be able to   ​ 5  are allowed to

Optional activity To reinforce the difference between must / ​have to, mustn’t and don’t have to, write on the board the three gapped sentences: 1 You … do your homework. 2 Your homework … be late. 3 You … do extra work, but it’s a good idea. Focus on the three sentences and ask: Which one expresses an obligation? (1) Which one expresses a prohibition? (2) Which one expresses no obligation? (3) Elicit the missing verbs, eliciting both possible verbs for sentence 1. Point out that must / ​have to have a similar meaning in the affirmative form, but different meanings in the negative form. Encourage students to note down the sentences, or similar sentences, to make clear the distinction between must / ​have to, mustn’t and don’t have to. ANSWERS

1  must  ​2  mustn’t  ​3  don’t have to

T5

Exercise 5

• Read through the first sentence with the class and elicit the • •

correct modal to replace the words in italics (have to / ​must). Ask students to read the remaining sentences and write the correct modals in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  have to/must   2​   should/ought to   ​3  don’t have to   ​ 4  can’t/mustn’t  ​5  will be allowed to   6​   had to

Optional activity Ask students to write three rules for their ideal school. Elicit a few examples first, e.g. Teachers must always be kind to students. Students don’t have to do homework. Divide the class into groups to compare their rules and choose the four they like best. Have a class vote on the best ones. v Grammar practice

• 1–3 star tasks to practise modals. Also available on the Tests and Resources Multi-ROM.

Speaking Aims

• Talk about rules for using electronic devices at school.

5 7

Develop social and civic competences. Develop linguistic communication.

Exercise 6

• Focus students’ attention on the photos and elicit the

•

• •

devices / ​symbol (laptop, mobile phone, Wi-fi). Brainstorm other devices that might be used in class, e.g. desktop computer, tablet, calculator, interactive whiteboard. Invite a student to read the instruction aloud. Divide the class into pairs or groups and ask them to write five rules for using electronic devices in class. Ask students to think about the three points raised in the question. Encourage them to use the language in the Useful language box. Invite some students to tell the class about their group’s / ​ pair’s rules or organize the class into new groups / ​pairs and have them explain their rules to each other. Ask students to decide which are the most practical or realistic rules.

Further practice

Grammar, Workbook page 5 Vocabulary, Workbook page 4 Grammar and vocabulary reference, Workbook pages 96–99 Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Starter

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S.2 Sport

Exercise 3  $ 1.03 Audio script pT152

• Give students time to read through the gapped information

Vocabulary and Listening

•

Aims

• Revise and learn vocabulary for sports. • Listen to a podcast about a memorable sporting moment. • Complete information from the podcast.

7 5

Develop linguistic communication. Develop social and civic competences.

ANSWERS

1  Ice skating   ​2  Winter Olympics   ​3  fell  ​4  second  ​ 5  Four  ​6  gold  ​7  Doing

Warm-up

• With books closed, ask: What’s your favourite sport? Elicit a few •

answers, and then give students two minutes to write as many sports words as they can, using their dictionaries to help. Bring students’ ideas together on the board and check understanding. See which pair wrote the most correct words. Make sure skating is included in the list.

Exercise 1

• Read through the instruction and the first question with the • • •

class. Elicit the missing word (out). Elicit that try out is a phrasal verb, with the meaning try something for the first time. Ask students to copy and complete the questions in their notebooks. They can use their dictionaries if necessary. Check answers with the class. Give students time to prepare their own answers to the questions. Have them ask and answer them with a partner. Suggest that they use them to talk about the sports that they mentioned in the warm-up.

ANSWERS

1  out  ​2  up  ​3  up  ​4  up  ​5  out

Optional activity Give a description of some of the rules of a sport, using modals from page 5, e.g. You can play this game inside or outside. You have to hit a ball over a net with a racket. The ball is allowed to bounce once, but it mustn’t bounce twice, and it must land inside the court. (tennis) Divide the class into pairs to prepare a similar description. Go round monitoring and encourage them to use a range of modals and semi-modals. Invite pairs to read their descriptions aloud for other students to guess the sports.

Exercise 2  $ 1.03  Audio script pT152

• Tell students that they are now going to listen to an extract • •

•

about Steven Bradbury. Play the recording again for students to listen and complete the information. Pause the recording as necessary to allow students time to write. Alternatively, students could complete the information from memory, and then listen again and check answers with the class.

from the Sporting Moments podcast. Invite a student to read the instruction aloud. Play the recording for students to listen and answer. Check answers with the class.

ANSWER

Steven Bradbury is from Australia. He hasn’t participated in other competitions since his success.

Past simple and present perfect Aims

• Revise how to use the past simple and present perfect.

7

Exercise 4

• Invite different students to read the sentences in the box aloud, and answer question 1.

• Read through the questions and elicit the answers. Elicit a

rule for questions 2–5, e.g. We use the present perfect to talk about unfinished periods of time. Ask students to write the rules and some of the examples from the table in their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

1 2 3 4 5

Past simple: 1, 3, 5; Present perfect: 2, 4, 6 2, 4, 6 1, 3, 5 2, 4, 6 1, 3

v Grammar practice • 1–3 star tasks to practise past simple and present perfect. Also available on the Tests and Resources Multi-ROM.

Exercise 5

• Ask students to read the report quickly, ignoring the gaps, to • •

get the gist. Ask: What is Mireia’s sport? (swimming) When does she train? (early in the morning) Ask students to read the report again and write the correct verb forms in their notebooks. Check answers with the class. Remind students that there is an Irregular verbs list on the inside back cover, and they should aim to learn all the irregular forms on the list.

ANSWERS

1  did you do   ​2  didn’t jump   ​3  ’s had   ​4  started  ​ 5  hasn’t been  ​6  won  ​7  broke  ​8  hasn’t achieved

Further practice

Vocabulary, Workbook page 5 Grammar, Workbook page 6 Grammar and vocabulary reference, Workbook pages 96–99 Grammar and vocabulary worksheets, Tests and resources Multi-ROM



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Develop linguistic communication.

Starter

T6

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Vocabulary and Listening Aims

• Learn verbs to talk about money. • Listen to a conversation about shopping.

7

Develop linguistic communication.

Warm-up

1 2 3 4 5 6

Marta wants to buy the item for her brother, Guillermo. She is learning English at a language school in London. She works in a clothes shop at weekends. Marta’s brother takes extra large. This season’s shirt costs £50. The shop assistant is studying Spanish.

Exercise 5

• Ask: Who enjoys/hates shopping? Why? Ask: When did you last

• Ask students which sentence in the box refers to a habit

Exercise 1

•

go shopping? What did you buy? Were you happy with it?

• Ask students to check the verbs in the box in their dictionaries. • Read through the first situation and elicit the correct verb (borrow). Then ask students to complete the exercise.

• Check answers, inviting students to give a relevant sentence using the correct verb, e.g. Can I borrow your jacket, please?

ANSWERS

1  borrow  ​2  afford  ​3  save up   ​4  be worth it   ​5  lend  ​ 6  waste v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 2  $ 1.04  Audio script pT152

• Read through the question with the class. If necessary, pre•

teach discount and a bargain. Play the recording for students to listen and answer the questions. Check the answer with the class.

ANSWER

a Tottenham Hotspur football shirt from last year; £30

Exercise 3  $ 1.04 Audio script pT152

• Play the recording again for students to listen and answer the questions. Check answers with the class.

ANSWERS

1  Her brother, Guillermo.   ​2  Learning English.   ​ 3  In a clothes shop.   ​4  Extra large.   ​5  £50.  ​6  Spanish.

Present simple and present continuous Aims

• Revise the present simple and the present continuous. • Do a dictation based on the conversation. • Learn functional language for expressing time.

7

Develop linguistic communication.

Exercise 4

• Read through the questions in exercise 3 and elicit whether • •

they are in the present simple or present continuous. Ask them to work in pairs to write the sentences. Invite students to read out their answers.

(I support Tottenham Hotspur) and which refers to an activity that is happening now (We’re offering a discount). Ask students to choose the correct tenses to complete the rule.

ANSWERS

simple; continuous v Grammar practice • 1–3 star tasks to practise present simple / present continuous. Also available on the Tests and Resources Multi-ROM.

Exercise 6  $ 1.05  Audio script pT152

• DICTATION Give students time to read the gapped sentences. • Play the recording for students to listen and write the

completed sentences in their notebooks. Pause the recording as necessary to give students time to write.

ANSWERS

1  in  2  at; during   3  from; to   4  until

Exercise 7

• Read through the time words in the Functional language box •

and then ask students to read the example sentences. Ask students to use the time words to write sentences about themselves, then share these sentences with the class.

Exercise 8

• Read through the instruction and the information in the box. • Give students time to prepare their questions. Divide the class into pairs to ask and answer their questions.

Your turn Aims

• Talk about shopping.

5 Develop social and civic competences. 7 Develop linguistic communication. Exercise 9

• Give students time to prepare their ideas, and then divide the class into small groups to talk about shopping. Encourage students to use the phrases in the Speaking strategy box.

Further practice

Vocabulary, Workbook page 6 Grammar, Workbook page 7 Vocabulary reference, Workbook pages 96–97 Vocabulary worksheets, Tests and Resources Multi-ROM

ANSWERS

Present simple: 1, 3, 4, 5 / Present continuous: 2, 6

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1

Making a difference

Unit summary

VOC APP

Vocabulary Personality adjectives: dedicated, dependable, enthusiastic, kind, optimistic, outgoing, sensible, supportive, sympathetic, truthful Collocations: get and make: get better, get involved, get permission, get the feeling, get things done, get used to, make a difference to, make an effort, make an impression, make the most of Natural environments: the wild, pack, bank, dam, shade Word builder: (bring) change, (cause) damage, (make) the decision, (record) information Learn it!: sympathetic, sensible, sensitive

Grammar Past simple, past continuous and used to Present perfect continuous with for and since Present perfect simple and continuous Present perfect simple with already, still, just and yet

Functional language Requesting information I’d like some information about … . Can you explain which / ​how / ​what … ? Could you tell us about … ? Where can we find out more (about …)? Giving information Let me explain how it works. What you do is … . Have a look on our website to see … . We’ve already … .

Unit opener Vocabulary

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.

Exercise 1

• Focus students’ attention on the photos. Ask them to describe the situations in each of the photos and say what the relationship between the people is.

Optional activity Before students do exercise 2, read out the adjectives in the box aloud. Ask students to repeat them, drawing their attention to the syllable on which the stress falls on each adjective. Read them out aloud again and ask students to mark the stress on the correct syllable of each adjective. 1st syllable: dedicated  sensible  truthful 2nd syllable: dependable supportive outgoing 3rd syllable: optimistic sympathetic 4th syllable: enthusiastic

Exercise 2

• Invite a student to read the instruction aloud. • Read through the definitions with the class and check students understand them.

• Ask students to copy and complete the definitions in their •

notebooks with the adjectives in the box. Check answers with the class.

ANSWERS

1  kind  ​2  supportive  ​3  sympathetic  ​4  enthusiastic  ​ 5  outgoing  ​6  truthful  ​7  sensible  ​8  dedicated  ​ 9  optimistic  ​10  dependable v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Aims

• Learn personality adjectives. • Describe what makes a good friend.

7 5

Develop linguistic communication. Develop social and civic competences.



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Exercise 3 Learn it!

• Focus student’s attention on the expression false friends in the • •

Learn it! box and elicit its meaning. Ask students if they can think of any examples. Read the three bold adjectives aloud and model their pronunciation. Ask students to use them to complete the sentences. Ask three students to read out their sentences, telling them to pay close attention to pronunciation.

ANSWERS

1  sensitive  ​2  sympathetic  ​3  sensible

Exercise 4

• Ask students to read the internet forum. • Divide the class into pairs to discuss the forum and choose three comments that they both agree with.

• Then ask students to discuss in pairs the comments that they •

agree with the least. Invite some students to share their comments with the class.

Exercise 5

• Encourage students to work individually to complete the

sentence with their own ideas. Conduct class feedback, inviting some students to share their sentences with the class, and others to say if they agree or disagree with the ideas expressed.

Exercise 6 21st Century Skills: Making choices

• Focus students’ attention on the 21st Century Skills box and • • •

read through the task. Ask a student to read the situation aloud. Read through the questions and check students understand what they have to do. Tell students to work in pairs or small groups. Invite some pairs or small groups to share their decisions with the class, and ask others to say if they agree or disagree with the solutions presented.

Exercise 7

• Play the video for students to watch. v Your Views: Friendship

• Duration: 2.10 minutes • Topic: What do you think is important in a good friend? • Task: Discuss your views on the topic. Further practice Vocabulary, Workbook page 8 Vocabulary reference, Workbook pages 100–101 Vocabulary worksheets, Tests and Resources Multi-ROM

T9

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1.2 Positive action

Past simple, past continuous and used to

Reading

Aims

• Compare and contrast the use of the past simple, past continuous and used to.

Aims

• Complete sentences and a text with the past simple, past

• Read and listen to an article about cyber bullying. • Answer questions on the article.

continuous and used to. 7 Develop linguistic communication.

5 Develop social and civic competences. 1 Develop digital competence. v Reading preparation • Interactive task to pre-teach vocabulary from the article and introduce students to the topic.

v Grammar animation • Presentation of past simple, past continuous and used to in context.

Warm-up

• Focus students’ attention on the photos and the title of the

•

article. Ask: What is bullying? Elicit a general description, e.g. being unkind to someone, especially someone who is younger or weaker than you. Ask: What do you think cyber bullying is? Elicit that cyber bullying is using computers or mobile phones to bully others. Ask: How can people bully others online? How can we prevent people from bullying others online? Elicit a range of answers.

Exercise 1  $ 1.06

• Read through the question with the class and then play the •

recording for students to read and listen to the article. Elicit answers to the question.

SUGGESTED ANSWERS

@westhighbros: @westhighbros was immediately successful and enthusiastic students shared thousands of supportive tweets. STOPit!: And news agency CNN has just voted STOPit! one of the top five apps to change the world.

Exercise 2

• Read through the instruction with the class. Ask students to write Jeremiah, Todd or Both in their notebooks.

• Allow students to compare their answers in pairs before •

checking them with the class. Check answers with the class. Ask students which idea (Jeremiah’s or Todd’s) they like best and why. Elicit a range of answers, and encourage as many students as possible to join in and express their opinions.

ANSWERS

1  Both  ​2  Todd  ​3  Jeremiah  ​4  Todd  ​5  Both  ​ 6  Jeremiah

Optional activity Elicit other situations when someone might send a supportive tweet to a friend. Ask students to write their own supportive tweet to a friend or classmate. If necessary, point out that a tweet can have a maximum of 140 characters, including spaces. Encourage students to compare their tweets in pairs. Invite some students to read their tweets to the class.



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Exercise 3

• Invite different students to read the example sentences in the •

•

•

table on page 10 aloud. Ask them to translate the sentences into their own language to check understanding. Invite a student to read the instruction aloud and check students understand what they have to do. Tell students to work in pairs. Ask them to copy the rules in their notebooks and to complete them with the words in the box. Check answers with the class. Point out that we usually use the past continuous + past simple in the same sentence for an action in progress (past continuous) that was interrupted by another action (past simple). Point out that we can also use the two tenses together with just when to indicate actions that happened immediately after one another. Encourage students to copy some of the examples from the table in their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

1  used to   ​2  the past simple   ​3  the past continuous   ​ 4  the past simple   ​5  the past continuous   ​6  the past simple v Grammar practice • 1–3 star tasks to practise past simple, past continuous and used to. Also available on the Tests and Resources Multi-ROM.

Exercise 4

• Read the first sentence aloud and elicit the correct word. •

Then ask students to read the remaining sentences and choose the correct answers. Check answers with the class, referring back to the explanations in exercise 3 as necessary to explain the answers.

ANSWERS

Exercise 6

• Remind students that use to is a regular verb when it is used • •

ANSWERS

1  used to wear   2​   use to like   ​3  use to feel   ​4  use to live

Exercise 7

• Ask students to read through the text quickly, ignoring the • •

• Invite a student to read the instruction aloud. • Elicit which tense is used for longer actions and which for • •

shorter actions. Refer students to the example sentences in the table on page 10 or to exercise 4 if necessary. Ask students to copy and complete the sentences in their notebooks with the correct past simple and past continuous form of the verbs in brackets. Check answers with the class.

ANSWERS

Your turn Aims

• Practise using the past simple and past continuous. • Write about making a new friend.

7 Develop linguistic communication. 5 Develop social and civic competences. Exercise 8

• Invite a student to read the instruction and questions aloud. •

Tell students that if they can’t remember a real incident, they can use their imagination and invent one. Give students time to write their answers.

Exercise 9

• When students have finished their answers to exercise 8, read

•

ANSWERS

1 While Matthew was having a walk, he met an old school friend. 2 Katie and Lauren were playing video games when I arrived at the house. 3 Just when I was starting to fall asleep, my phone rang. 4 We had the idea for the blog while we were watching a documentary on YouTube.

gaps, to get the gist. Ask: What did Clare help with? (the writer’s Maths homework) Ask students to read the text again and write the correct options in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

1  While  ​2  sat  ​3  use to   ​4  weren’t  ​5  was having   ​ 6  when  ​7  offered  ​8  understood

1  when  ​2  While  ​3  Just when   ​4  when

Exercise 5

in the past simple, adding -d in affirmative, but not in negative sentences or questions. Ask students to copy and complete the sentences in their notebooks with the correct form of used to. Check answers with the class.

• •

through the instruction and the notes for the example story. To make it more interesting, you could personalize the story and talk about one of your own experiences of meeting a friend for the first time. Ask students to look at the phrases in the Useful language box and think about how they can use them to talk about their own experiences. Divide the class into pairs or small groups and encourage them to tell each other about their experiences. Conduct class feedback, inviting some students to read their descriptions to the class. Correct any mistakes and praise students’ use of the past tenses.

Further practice

Grammar, Workbook page 9 Grammar reference, Workbook pages 102–103 Grammar worksheets, Tests and Resources Multi-ROM

T11

Unit 1

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1.3 Special people

ANSWERS

1 Easton used Lego pieces and a 3D printer. 2 Neha’s charity helps children receive an education.

Vocabulary and Listening Aims

• Learn collocations with get and make. • Read fact files about two teenagers who have achieved

v Listening preparation • Interactive task to pre-teach vocabulary in the audio.

Exercise 4  $ 1.07  Audio script pT152

something special. • Listen to a conversation about the fact files. 7 Develop linguistic communication. 3 Develop cultural awareness and expression. 5 Develop social and civic competences.

• Read through the questions with the class and check students

Warm-up

1 Easton LaChappelle was inspired after meeting another young person. 2 Neha Gupta returned to her parents’ country.

understand what they have to listen for.

• Play the recording for students to listen and answer the •

ANSWERS

• Ask students to look at the photos and then read the title of the lesson, Special people, aloud. Ask: Why do you think the young people in the photos might be special? Elicit a range of ideas, e.g. volunteering to help people, organizing events to help a local school, inventing a device, etc. Encourage students to reflect and say how these activities make someone special. Elicit a range of answers.

Exercise 1

• Read through the instruction with the class and invite a

• •

student to read expressions 1–10 aloud. Read through the words and expressions A–J and check that students understand them. Ask students to work in pairs to match the expressions with get and make (1–10) to the definitions (A–J) in their notebooks. Check the answers with the class. Make sure students understand all the underlined phrases.

ANSWERS

1  J  ​2  A  ​3  F  ​4  G  ​5  C  ​6  H  ​7  B  ​8  D  ​9  I  ​10  E

Exercise 2

• Read through the instruction with the class and ask different students to read each question aloud.

• Ask students to replace the underlined words in each •

questions in their notebooks. Check answers with the class.

sentence with expressions with get and make in their notebooks. Check answers with the class.

ANSWERS

1  get involved   2​   get the feeling   3​   get better   ​ 4  make the most of   5​   get used to   ​6  get things done   ​ 7  make an impression   ​8  make a difference to

Exercise 5  $ 1.07  Audio script pT152

• Play the recording again for students to listen and write the missing words from the fact files in their notebooks.

• Play the recording again for students to check and complete • •

their answers. Alternatively, students could complete the fact files from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1  trip / holiday / visit   ​2  school  ​3  $1 million   ​4  100  ​ 5  hand  ​6  cheaper  ​7  $80,000

Optional activity Say: Imagine the two teenagers in the fact files have the chance of winning a prize for their work in the community. Which teenager do you think should win the prize? Why? Give students time to read the fact files again and think about their answer to the question before they discuss it in small groups. Invite groups in turn to tell the class which teenager they have chosen and why. Have a brief class discussion. You could end with a vote to see which teenager most students think should win.

Further practice

Vocabulary, Workbook page 10 Vocabulary reference, Workbook pages 100–101 Vocabulary worksheets, Tests and Resources Multi-ROM

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 3

• Focus students’ attention on the two fact files and ask the students to read them and answer the questions.

• Check answers with the class.



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Present perfect continuous Aims

Exercise 8

• Ask students to read through the rule for the present perfect

• Learn how to use the present perfect continuous. • Complete sentences and ask questions using the present

•

v Grammar animation • Presentation of present perfect simple and present perfect continuous in context.

•

perfect continuous. 7 Develop linguistic communication.

Recycle

• Read through the information in the Recycle box with the

class. Write for and since on the board and elicit some time phrases that are used with each one, e.g. for: two weeks, a few months, a long time; since: last week, 2012, June, two o’clock.

Exercise 6

• Focus attention on the grammar table. Invite students to identify the affirmative, negative and question forms.

• Remind students that some verbs are not used in continuous

•

forms, and so are not used in the present perfect continuous: I have known Tom for ten years. NOT I have been knowing Tom for ten years. Ask students to complete the sentences. Check answers with the class.

ANSWERS

1 2 3 4 5 6

Rebecca has been working as a volunteer for two years. I’ve been doing my homework since I got home at five o’clock. We’ve been revising for three hours. I need a rest. They’ve been chatting online for hours. My brother has been working at the charity for six months. Susana has been designing apps since she was at school.

• •

simple and the example sentence at the top of the page. Write some sentences on the board to highlight the difference between the present perfect simple and the present perfect continuous: Amy has been doing her homework since 6pm. She’s finished Maths and now she’s doing English. Tom has been reading that book for three hours and he’s read two chapters. Ask students to say what Amy and Tom have done and what they haven’t done. Ask students to complete the sentences with the correct forms of the verbs in brackets in their notebooks. Check answers with the class.

ANSWERS

1 I’ve been saving money to buy a new phone. So far, I’ve saved over £100. 2 Katie has been learning to play the guitar since she was 11, and she’s played in several concerts at my school. 3 Andy hasn’t finished that book yet, and he’s been reading it for weeks. 4 They’ve played that same song ten times today, and they’ve been listening to music for hours! 5 Rebecca has been writing her novel for a year. She’s written 150 pages so far. v Grammar practice • 1–3 star tasks to practise present perfect continuous and present perfect simple. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Read through the instruction and the example question with

• Discuss things you have done and have been doing this year. • Practise using the present perfect simple and present perfect

• •

Exercise 9

Exercise 7

the class. Point out that we use How long in questions about the duration of an action or event. Ask students to write the remaining questions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6

How long has Rebecca been working as a volunteer? How long have you been doing your homework? How long have you been revising? How long have they been chatting online? How long has your brother been working at the charity? How long has Susana been designing apps?

Present perfect simple Aims

• Learn the difference between the present perfect simple and present perfect continuous. • Complete sentences using the present perfect simple and continuous. 7 Develop linguistic communication.

T13

continuous. 7 Develop linguistic communication. 5 Develop social and civic competences.

• Invite a student to read the instruction and the examples

• •

aloud. Ask: What things have you done or have you been doing this year? Encourage students to add a few ideas to the ones in the box, e.g. learning a musical instrument, doing a new sport, learning a language. Give students a few minutes to think of their ideas, then divide them into small groups to discuss them. Encourage them to use the language in the Useful language box. Conduct class feedback, inviting some students to tell the class something they learned about their partner. Praise good use of the target language and correct any mistakes.

Further practice

Grammar, Workbook page 11 Grammar reference, Workbook pages 102–103 Grammar worksheets, Tests and Resources Multi-ROM

Unit 1

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1.4 Culture

Exercise 2

• Ask students to read the sentences in exercise 2. Then ask

Reading and Vocabulary Aims

• Read and listen to a blog about wolves in Yellowstone

•

National Park.

• Answer questions on the blog. • Understand new vocabulary in context. • Learn and practise using verb and noun collocations.

3 Develop cultural awareness and expression. 7 Develop linguistic communication. Warm-up

• Focus students’ attention on the map of the USA. Point out

•

the arrow to Yellowstone National Park. Ask: What do you know about Yellowstone National Park? What animals do you think you can see there? Elicit a range of ideas. Point to the photos of the animals and elicit their names (wolf / wolves and elk). Ask: What do you know about wolves? What effect do you think wolves can have in a national park? Encourage students to speculate and share their ideas with the class.

Culture note Wyoming and the Yellowstone National Park Wyoming is a state in the central part of the USA. It is the 10th largest state by area, but is the least populated, as much of the land is uninhabited mountains. Yellowstone National Park was established in 1872, and was one of the first national parks in the world. It covers nearly 9,000 km2 and includes lakes, rivers, forests and mountain ranges. Animals that live in the park include grizzly bears, mountain lions, bison and elk. Wolves were reintroduced to the park in 1995 and, by controlling the previously uncontrolled population of elk, have brought considerable benefits to the plant and animal life of the park.

them to read the blog again and decide if the sentences are true or false, correcting any false sentences in their notebooks. Check answers with the class and elicit corrections for the false sentences. Accept variations on the sentences given in the key, as long as the meaning is the same.

SUGGESTED ANSWERS

1 False. She walked in the direction of the sound. 2 False. She is one of a team of people who have got involved in a project to reintroduce wolves to the park. 3 True. 4 True. 5 False. The wolves have helped the local economy. Tourists stay in local hotels and eat in restaurants. 6 False. The writer believes the wolves will continue to be the good guy in this story for years to come.

Exercise 3

• Focus students’ attention on the highlighted words in the

blog. Encourage them to guess their meaning from context.

• Ask students to match each word to one of the definitions •

(1–5) in their notebooks. Check answers with the class.

ANSWERS

1  shade  ​2  dam  ​3  packs  ​4  the wild   ​5  banks

Exercise 1  $ 1.08

• Read through headings 1–4 with the class and make sure • • •

students understand them all. Elicit the meaning of reintroduce. Play the recording for students to read and listen to the blog, and match the headings to paragraphs A–D. Check answers with the class.

ANSWERS

1  D  ​2  C  ​3  A  ​4  B



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Exercise 4

• Focus students’ attention on paragraphs B and C. Ask the

• •

students to find the names of five animals other than wolf (elk, beavers, ducks, otters, trout). You could point out that the plural form of elk can be elk or elks. Tell students to use the context to decide what type of animals they are and match them to the definitions. Tell students that there is more than one answer for question 4. Check answers with the class.

ANSWERS

1  beavers; otters   ​2  duck  ​3  trout  ​4  wolf / elk

Exercise 5  $ 1.09  Say it!

Research it!

• Read the Research it! box with the class. • Students could do the research online in class, using their •

phones or tablets. You could do the activity as a race, to motivate students. Alternatively, give them the research task to do for homework. Encourage them to use the internet and other resources.

Your turn Aims

• Give a talk about a national park or area of natural beauty.

• Focus students’ attention on the two different sounds in the

3 Develop cultural awareness and expression. 4 Develop sense of initiative and entrepreneurship. 7 Develop linguistic communication.

•

Exercise 8

• •

Say it! box. Model the two sounds in isolation. Then play the recording for students to listen and repeat the words. Write the sounds /æ/ and /ʌ/ at the head of two columns on the board and ask students to copy it in their notebooks. Play the recording again and have them write the words in the correct column according to the sound they contain. Check answers with the class, then play the recording again. There are follow-up exercises for further practice on page 149.

ANSWERS

/æ/: dam, pack, banks /ʌ/: hunt, ducks, suddenly

Word builder: Verb and noun collocations Exercise 6

• Elicit or explain that certain verbs collocate with nouns. Give

• • •

one or two examples, e.g. make a mistake, do your homework. Remind students that it is a good idea to learn verb and noun collocations together. Focus students’ attention on the nouns in the box and ask students to find these nouns in the blog and complete the collocations in their notebooks. To help students, you could tell them which paragraphs to look in (change – paragraph D, damage – paragraph B, the decision – paragraph B, information – paragraph A). Check answers with the class.

ANSWERS

• Read through the instruction with the class and brainstorm •

• •

some national parks and areas of natural beauty. Give time for students to research and prepare their talks. Encourage students to write some notes in their notebooks, but not to write down the whole talk. They could work individually or in pairs. Invite individuals or pairs in turn to give their talks to the class. Encourage other students to listen carefully and ask questions at the end of each talk. Conduct class feedback, praising good use of the target language and correcting any mistakes.

Exercise 9

• Students watch the video. v Culture video: Marwell wildlife • Duration: 4.37 minutes • Topic: Marwell Wildlife: a zoological park and conservation centre. • Video worksheets are available in the iPack Resources tab.

Focus on … Geology

• Ask students to read the question about Yellowstone National Park and discuss the answer in pairs before they look at page 140 to find out if they are right. Students can now do the Focus on CLIL activities on page 140.

bring change, cause damage, make the decision, record information

•

Exercise 7

Yellowstone National Park was created by a giant supervolcano.​

• Ask students to complete the sentences with the correct •

collocations and write them in their notebooks. Check answers with the class.

ANSWERS

1  caused; damage   ​2  made the decision   ​3  bring; change   ​ 4  record / recorded information v Vocabulary practice • Interactive task to practise verb and noun collocations.

T15

ANSWER

Further practice

Pronunciation, Student’s Book page 149 Vocabulary, Workbook page 12 Reading, Workbook page 13 Word builder, Vocabulary reference, Workbook pages 100–101 Focus on Geology, Student’s Book page 140 Curriculum extra worksheet Unit 1, Tests and Resources Multi-ROM

Unit 1

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1.5 Practical English: giving information

ANSWERS

1 2 3 4 5

Listening and Reading Aims

• Read a poster for the Global Impact Fair. • Listen to a conversation and answer questions about the

Global Impact Fair. • Do a dictation based on the conversation. • Discuss the impact of different projects. 3 Develop cultural awareness and expression. 5 Develop social and civic competences. 6 Develop mathematical competence and basic science and technology competences.

Exercise 4  $ 1.12  Audio script pT153

• Invite a student to read the information in the Speaking •

•

Warm-up

• With books closed, ask: What are the main problems in the •

world today? Elicit a few ideas, making sure to elicit the ideas of climate change and poverty. Ask: What can individuals do to make a difference to these problems? Try to elicit ideas such as volunteering, giving money to charity and holding fundraising events.

Exercise 1

• Focus students’ attention on the title of the poster and read

• •

the instruction aloud. Check students understand the nouns impact (an effect) and fair (in this case, a place where people can go to find information, buy things or get involved in projects). Use the photo to teach the meaning of well (n.). Ask students to read the poster and decide which project they would choose. Explain that they should be ready to explain why they have chosen this project. Students can discuss their choices and reasons in pairs.

I’d Could you tell us Let me explain What you do is Can you explain

• •

strategy box aloud. To make the strategy clear, you could give students some examples from their own language. Ask students to read the sentences and question in pairs. Tell them to try and eliminate words from the sentences and questions in their notebooks without affecting the meaning. Invite different pairs to read out their sentences and tell them if they have been successful or not. Play the recording for students to listen and write the shortened sentences and question in their notebooks. Pause the recording as necessary to allow students time to write. Alternatively, students could complete the sentences from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1 Hey Theo, over here. 2 Sorry, late as usual. 3 Where to next?

Exercise 2  $ 1.10  Audio script pT153

• Tell students they are going to listen to a conversation at the

Global Impact Fair. Invite a student to read the question aloud.

• Play the recording for students to listen and answer the question. • Check the answer with the class. ANSWER

2: They are requesting information about a project.

Exercise 3  $ 1.11  Audio script pT153

• DICTATION Give students time to read through the gapped sentences.

• Play the recording for students to listen and write the • •

completed sentences in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could complete the sentences from memory, and then listen again to check and complete their answers. Check answers with the class.



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Unit 1

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Speaking

• Read through the expressions in the Functional language box

Aims

•

• Create an advert for a cause. • Practise requesting and giving information. • Learn functional language for requesting and giving information.

7 4

Develop linguistic communication. Develop sense of initiative and entrepreneurship.

v Speaking preparation • Interactive task to activate the functional language.

Exercise 5  $ 1.13

• Read through the information and the two questions with •

•

the class. Tell students to read and listen and answer the questions in their notebooks. Alternatively, you could ask three confident students to play the roles of Stacy, Theo and the volunteer and role-play the conversation. Check answers with the class.

ANSWERS

1 The money will keep the polar bears’ natural habitat clean and help people do research to stop them from suffering health problems due to pollution. 2 People can help by adopting a polar bear.

Exercise 6 Recycle

• Invite a student to read the examples in the Recycle box

• • •

aloud. Point out the different positions of the three words in a present perfect sentence. Elicit that yet always comes at the end of a sentence (I haven’t finished yet); still comes before the verb (I still haven’t raised) and already comes between the auxiliary and the main verb (I have already got it). Invite two confident students to read through the dialogue, ignoring the gaps, to get the gist. Ask students to write the dialogue in their notebooks, completing the gaps. Explain that there may be more than one possible answer. Allow students to compare their answers in pairs before checking them with the class.

• • •

and make sure students understand them all. Have them take turns to request information about the other students’ project. When they have finished, encourage students to repeat the activity with students from other groups. Monitor while they are working and note down any mistakes to deal with in a feedback session at the end. In the feedback session, ask some students which projects they found most interesting, and which they think will have the biggest impact.

Your turn Exercise 9

• Play the video for students to watch and interact with. v Interactive video Make it big! Inventor: Unit 1 • Duration: 6.33 minutes • Topic: Contestant Walter Evans presents his invention to the judges. • Task: Answer the interactive question at the end of the video. • Video scripts are available on the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Practical English, Workbook page 12 Functional language, Vocabulary reference, Workbook page 100 Make it big! scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

ANSWERS

1  just / already   ​2  still  ​3  already  ​4  yet

Exercise 7

• Read through the instruction with the class. Focus students’

•

attention on the causes in the box and brainstorm some other causes that students might be interested in supporting, e.g. save giant pandas, help build a school, teach children in Bangladesh, etc. Ask students to prepare their adverts, and also to think about more details about their project. Go round monitoring and assisting as necessary.

Exercise 8

• Read through the instruction with the class and divide the students into pairs or small groups.

T17

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1.6 Writing an informal email

Look at language: linking expressions

Aims

Exercise 2

• Focus students’ attention on the highlighted words and

• Read a model informal email. • Learn to use informal linking expressions. • Write an informal email.

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Develop linguistic communication. Develop sense of initiative and entrepreneurship.

•

expressions in the email. Ask students to match them to functions 1–3. Check answers with the class, and make sure that students understand how the words and expressions are used.

ANSWERS

1  Basically  ​2  Anyway  ​3  so

Writing preparation Warm-up

• Ask: Do you write emails? Who do you write to? What kinds of

things do you write about? Do you usually write in a formal or an informal style? Elicit a range of answers, and encourage as many students as possible to join in and share their ideas.

Culture note Youth councils are popular in the UK as a way of encouraging young people to become involved with their local community. They can be based in youth clubs, schools or local government offices. They may organize community-based projects such as helping the elderly or cleaning up the local environment, or they may be involved in making decisions about the provision of facilities that interest young people, such as skateparks. For those who want to become more involved on a national level, there are national campaigns run by the British Youth Council, such as a campaign to get the voting age reduced from 18 to 16. There is also a UK Youth Parliament for young people, aged 11 to 18, who are more interested in national issues.

Exercise 1

• Ask students to read the model email. Read through the • •

instruction with the class and give students time to read questions 1–5. Check that they understand the questions. Ask students to write full answers to the questions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 Kirsty has been getting involved in the youth club council since she last saw George. 2 They do things like shopping for people who are ill, or reading to young children. 3 She used to think it was a waste of time. 4 Now she thinks it’s fantastic. 5 She feels much more outgoing and confident now.



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Unit 1

T18

10/06/2016 10:40

Exercise 3

• Ask students to read the sentences and write the correct •

linking expressions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  so  ​2  Anyway  ​3  Basically  ​4  so

Optional activity Ask students to read the email again and find useful phrases to use at the beginning and end of an informal email. Bring the phrases together on the board and brainstorm other similar phrases that can be used. Encourage students to use a range of informal phrases when they write their own emails. SUGGESTED ANSWERS

Hi, Hello, Hey How are you? How are things? How’s life? What have you been doing? What have you been up to? I’ve got to go now. Must go now. Keep in touch. Write soon. See you soon. Give me a call some time. Take care. Bye for now.

Writing task v Writing preparation • Interactive task to help students write about experiences.

Exercise 4

• Explain to students that they are going to write an informal •

email. Invite a student to read the task aloud. Focus students’ attention on the bullet points and brainstorm some other ideas that students might have.

c Draft

• Ask students to write the first draft of their emails. Explain that • • •

a ‘draft’ means an early version of a piece of work, which will then be checked and corrected before it is finalized. If they do this in class, go round giving help and encouragement. Remind them to use informal linking expressions, the present perfect simple and the present perfect continuous. Remind them to check their grammar and spelling carefully.

d Check

• Explain that the next stage in the writing process involves • • •

checking their work. They could check their own work themselves, but it is often helpful to do this with a partner. Ask students to exchange their first drafts with their partners and to read their partner’s email. Students should go through their partner’s email and answer the questions. Students then report back to each other about their work.

e Write

• Students write the second and final draft of their emails. • Tell them to correct any mistakes their partners found. • Invite some students to read their emails to the class. • Alternatively, upload the students’ emails to the class, English department or school blog and ask students to read them and vote for the best.

Further practice

Writing, Workbook page 14 Writing reference, Workbook page 89 Unit 1 Review and Skills practice, Student’s Book pages 122–123

a Think of ideas

• Read through the instruction with the class. • Brainstorm some ideas for actions that could make a

• • •

difference to their lives, e.g. deciding to volunteer at a local old people’s home, joining a gym, taking up a new hobby or study course. Invite a student to read the information in the diagram aloud. Go through each section of the diagram and check that students understand what each part asks for. Ask students to copy the diagram in their notebooks and complete it with information about their own experiences.

b Plan

• Go through the writing plan with the class and make sure •

students understand that they should structure their email in this way. Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

T19

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2

A consumer’s world

Unit summary

Exercise 1

• Ask a confident student to read the dictionary definitions

Vocabulary Advertising: advertise, appeal, appear, broadcast, claim, convince, exaggerate, inform, promote, recommend Shopping: bargain (n, v), bid (n, v), browse (v), browser (n), charge (n, v), consume (v), consumer (n), purchase (n, v), refund (n, v), select (v), selection (n), supplier (n), supply (v) Shops and supermarkets: aisle, checkout, counter, goods, packaging Word builder: labour-saving, long-term, low-priced, readymade, self-service, wide-ranging Learn it!: little, a little, few, a few

Grammar

•

aloud. Ask them how they would translate auction and bid into their own language. Ask students to say which photo on the page is related to the two words.

Exercise 2

• Ask students to read the guide and tips. Discuss as a class

what happens at a fundraising auction. Ask students if they have heard of any similar events in their area.

SUGGESTED ANSWER

At a fundraising auction people raise money for charity by selling objects or services to the person who bids the most money.

Past simple and past perfect simple enough, (a) few, (a) little, lots of, plenty of, too much, too many

Functional language Describing your personal qualities I do / ​did a lot of (+ -ing / ​noun). I consider myself to be (+ adjective). I’m a dedicated (+ noun), and I love (+ noun). I really enjoy / ​like …, so … really appeals to me. I’m good with (+ noun), so (+ noun / ​+ gerund) shouldn’t be a problem for me.

Unit opener Vocabulary Aims

• Learn advertising vocabulary. • Read about a fundraising auction. • Discuss how you could participate in a fundraising auction.

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Develop linguistic communication. Develop social and civic competences. VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.



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Unit 2

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Teaching notes for exercises 1 and 2 can be found on page T20

Exercise 3

• Read through the instruction with the class. Ask students to • • •

read the questions and check that they understand them. Divide the class into pairs. Ask students to read the fundraising guide again and answer the questions in their notebooks. Go round monitoring and assisting as necessary. Invite some students to read out their answers to the class. As a class, discuss which good causes students would most like to raise money for. Then check answers with the class.

ANSWERS

1 You can publicize objects and services at an auction. 2 You should persuade your friends to participate because more volunteers means more money. 3 It’s good to volunteer in small groups because it’s much more fun. 4 You should tell all your friends and family about the auction. 5 Your appearance is important because some auctions are broadcast on the local news so you could appear on TV.

Exercise 4

• Focus students’ attention on the highlighted words in the • •

fundraising guide. Encourage them to guess their meaning from context. Ask students to match each word to one of the definitions (1–4) in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  appeal  ​2  claim  ​3  broadcast  ​4  advertise; promote

Exercise 5

• Ask students to look at the bold words in the sentences

• •

and then find them in the text. Allow them to use their dictionaries to check the meaning if necessary. Make sure students understand all the words. Ask students to read the sentences and change the words so that they are in the correct sentences. Remind them to write their answers in their notebooks. Invite some students to read their sentences aloud to check them with the class.

ANSWERS

1 They claim that they are excellent musicians, but I think they exaggerate. 2 I offer a personal shopping service. It will appeal to people who don’t have much time. 3 We want to convince a local celebrity to appear at our auction. 4 An important TV channel is going to broadcast a report about the auction on tonight’s news.

Exercise 6

• Ask a confident student to read the instruction and the • •

questions aloud. Divide the class into pairs or small groups to ask and answer the questions. Go round monitoring and assisting as necessary. Invite some students to give their answers to the class.

Optional activity Hold a class fundraising auction (just for fun, not for real money!). Ask all students to think of a service they could offer their classmates. Brainstorm some examples first, e.g. doing someone’s Maths homework for them, tidying their bedroom, carrying their bag to school for a week.. Elicit all the services on offer and write them on the board. You could offer a service yourself, to add to the fun, e.g. setting no homework for a week. Tell students they must now bid for the services. They each have a total budget of 20 euros. Explain that they can either use all their money to bid for just one service, or they can bid less for several different services. Call out each service in turn and elicit bids. (You could ask a confident student to be the auctioneer.) Award each service to the highest bidder. If a student bids the maximum 20 euros for a service, they automatically get it. At the end, emphasize that the auction was just for fun, and students do not have to provide the services they offered. Ask students if they are happy with the services they ‘bought’. Ask: Do you think a real fundraising auction would be fun? Would it be a good way of raising money? Why? / ​Why not?

Exercise 7 21st Century Skills: Getting involved

• Focus students’ attention on the 21st Century Skills box and read through the task.

• Ask students to answer the questions in their notebooks. •

Go round monitoring and assisting as necessary. Invite some students to read out their answers to the class.

Exercise 8

• Play the video for students to watch. v Your Views: Volunteering

• Duration: 2.53 minutes • Topic: What sort of person do you think makes a good volunteer?

• Task: Discuss your views on the topic. Further practice

Vocabulary, Workbook page 16 Vocabulary reference, Workbook pages 104–105 Vocabulary worksheets, Tests and Resources Multi-ROM

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

T21

Unit 2

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2.2 Sell, sell, sell … Reading Aims

• Discuss adverts. • Read and listen to a timeline of the history of advertising. • Answer questions on the timeline.

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Develop linguistic communication. Develop social and civic competences.

v Reading preparation • Interactive task to pre-teach vocabulary from the timeline and introduce students to the topic.

Warm-up

• With books closed, ask: Do you notice a lot of advertising around

•

you every day? Do you like watching TV commercials, or do you find them annoying? Why? Do you think there are too many commercials on TV? Elicit a few ideas, then ask: What are your favourite commercials at the moment? Why? Which ones don’t you like? Why? Discuss the questions as a class and encourage as many students as possible to join in and express their opinions.

Tell students they are going to think of a new snack product and decide how to advertise it. Brainstorm some ideas for products first, e.g. a new flavour of crisps or a new kind of pizza. Divide the class into groups. Ask them to write a description of their product and a slogan for it. Then have them plan their TV commercial. Invite groups to present their ideas to the class in turn. If students enjoy acting, they could act out their commercials. As a class, discuss which adverts are effective, and which products students would like to try.

Past simple and past perfect simple Aims

• Compare and contrast the past simple and past perfect simple. • Complete sentences and a text using the past simple and past perfect simple. 7 Develop linguistic communication.

v Grammar animation • Presentation of past simple and past perfect simple in context.

Exercise 3

• Invite two students to read the example sentences aloud, and

ask students to identify the bold tenses in each sentence. Focus students’ attention on the Recycle box and point out that we form the past perfect simple with had and the past participle.

Exercise 1

• Read through the questions with the class and check that

•

students understand them all. Divide the class into small groups and set a time limit for them to look at the adverts and discuss the questions. Elicit answers to the questions. Ask: Which adverts do you think would be effective? Why?

ANSWERS

past simple: claimed; chatted past perfect simple: had recommended; had bought 

Exercise 4

• Ask students to copy the rules into their notebooks, choosing

ANSWERS

1  a skirt for cycling   ​2  cough medicine   3​   a colour TV   ​ 4  a bathroom  ​5  holidays

Exercise 2  $ 1.14

•

• Focus students’ attention on the gaps A–E in the timeline and • •

read the instruction aloud. Play the recording for students to read, listen and complete the gaps with sentences 1–5. Remind them to write their answers in their notebooks. Check answers with the class.

•

the correct options. Alternatively, read out the rules and elicit the correct options, and then ask students to copy the rules into their notebooks. Check answers, and make sure that students understand everything. Ask them to find more examples of the past simple and past perfect simple in the timeline and exercise 2. Point out that a lot of very common verbs have irregular past participles and students need to learn these. Remind them to refer to the Irregular verb list on the inside back cover when necessary.

ANSWERS

1  before  ​2  past perfect simple   ​3  past simple

ANSWERS

A  4  ​B  3  ​C  5  ​D  1  ​E  2

v Grammar practice

• 1–3 star tasks to practise past simple and past perfect simple.

Optional activities Ask: What makes a good advert? Elicit a few ideas and write them in a list on the board, e.g. a good slogan, a catchy tune, humour. Divide the class into small groups. Ask them to discuss which three characteristics from the board are the most important in a good advert. Invite groups in turn to tell the class their ideas. Discuss the ideas as a class and see if you can agree on the top three characteristics overall.

Also available on the Tests and Resources Multi-ROM.



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Unit 2

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Exercise 5

• Read out the first gapped sentence and elicit which action

• •

from the box completes it (The auction / ​already / ​start). Elicit which tense is needed in the gap (past perfect simple). Go through the other sentences and repeat the process. Ask students to copy and complete the sentences in their notebooks. Conduct class feedback. Elicit why each tense is correct, referring back to the rules in exercise 4 as necessary.

ANSWERS

1 2 3 4

• Read through the instruction and the sentences with the class. • Ask students to read the sentences again and write the correct verb forms in their notebooks.

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 By the 19th century, advertising had become very common. 2 I bought this shampoo because I’d seen a very convincing TV commercial. 3 We arrived at the auction at five o’clock. By that time they’d sold everything. 4 Tom didn’t go to the restaurant because he’d already eaten. 5 I didn’t watch the film on TV because I’d already seen it at the cinema.

Exercise 7

• Ask students to read the texts quickly, ignoring the gaps, to

•

Aims

• Practise using the past simple and past perfect simple. • Talk about how advertising has influenced you.

7 5

get the gist. Ask: Which product did the writer buy in the first text? (a new energy drink) Which product did he / ​she buy in the second text? (a hamburger) Ask students to read the texts again and write the correct verb forms in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

Develop linguistic communication. Develop social and civic competences.

Exercise 8

• Read through the instruction with the class. Point out that

The auction had already started I got up I hadn’t been Marta read the book

Exercise 6

•

Your turn

• • •

students will need to use the past simple to talk about when and where they bought the product, and the past perfect simple to talk about when and where they had seen the advert. Tell students that if they can’t remember a real incident, they can invent one. Give students time to make notes of their ideas, but encourage them not to write complete sentences. Divide the class into small groups to tell each other about their experiences. Go round monitoring and assisting as necessary. Conduct class feedback, praising good use of the target language and correcting any mistakes. Invite some students to tell the class about their experience.

Culture note Advertising Advertising on TV is very expensive for companies. The most expensive slots are during very popular shows such as the final of the British TV talent show The X Factor, where a  30-second slot can cost as much as £200,000. Companies are increasingly turning to alternative methods of advertising, such as videos on internet sites like YouTube. If a clever commercial ‘goes viral’, it can be seen by millions of people all over the world for a fraction of the cost of a TV commercial.

Further practice

Grammar, Workbook page 17 Grammar reference, Workbook pages 106–107 Grammar worksheets, Tests and Resources Multi-ROM

ANSWERS

1  bought  ​2  ’d seen   ​3  hadn’t tried   ​4  saw  ​5  appeared  ​ 6  ordered  ​7  claimed / had claimed   ​8  was

T23

Unit 2

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• Invite some students to tell the class what the questionnaire

2.3 Shopping and you

said about them, and if they agree.

Vocabulary and Listening

ANSWERS

Aims

• Learn vocabulary for shopping. • Complete a questionnaire about shopping. • Listen to some interviews about shopping experiences around the world.

v Listening preparation • Interactive task to pre-teach vocabulary in the audio and introduce students to the topic.

Exercise 4  $ 1.15  Audio script pT153

• Learn about word stress.

7 3 5

1  consumer  ​2  bargains  ​3  refund  ​4  browse  ​5  charge  ​ 6  selection  ​7  purchase  ​8  supply

• Tell students they are going to listen to two radio interviews

Develop linguistic communication. Develop cultural awareness and expression. Develop social and civic competences.

•

Warm-up

about shopping experiences. Read the question aloud and ask students to look at the pictures. Play the recording for students to listen and write the names of the two countries in their notebooks. Check answers with the class and ask: Which country can you see in the photo? (Indonesia)

• Ask: Do you enjoy going out shopping? Why? / ​Why not? What

•

•

The photo of the vending machine was taken in Florence, Italy. The photo of the floating market was taken in Indonesia.

are your favourite shops? What do you usually buy when you have money? Elicit a range of answers. Ask students to think about the last two things they bought, where they bought them and why they chose them. Divide the class into pairs to compare answers. Invite some students to tell the class something they learned about their partner.

Exercise 1

• Read through the instruction with the class and ask students

•

to copy the verbs into their notebooks, then put a tick or cross next to each one. Ask them to check the meaning of any words with a cross in their dictionaries. Allow students to compare their notes in pairs before checking the meaning of the verbs with the class.

Exercise 2

• Read through the instruction with the class and focus

•

students’ attention on the nouns in the box. Ask students to copy the nouns into their notebooks and allow them to use their dictionaries if necessary. Ask them to decide if the nouns relate to people, things, or both. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

people: browser; consumer; supplier things: bargain; bid; browser; charge; purchase; refund; selection A browser can be both a person and a thing. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 3

• Ask students to read the questionnaire and complete it with • •

ANSWERS

Exercise 5  $ 1.15  Audio script pT153

• Give students time to read the questions. • Play the recording again for students to listen and answer the •

questions. With a weaker group, it might be necessary to play it more than once. Check answers with the class.

ANSWERS

1 The woman bought some jeans because she realized she hadn’t brought enough warm clothes. 2 She didn’t buy them from a shop because it was late and very few shops were open. 3 She is happy with her purchase because they fit really well. 4 Things are sold on boats at the market. 5 There was too much food and he couldn’t see it all. 6 He bought lots of fruit.

Exercise 6  $ 1.16  Say it!

• Explain that some verbs and nouns are written the same in • • •

English, but they sound different because of the word stress. Focus students’ attention on the three pairs of words in the Say it! box. Play the recording for students to listen and repeat. Elicit which syllable is stressed in each word. Play the recording again if necessary. There are follow-up exercises for further practice on page 149.

ANSWERS

refund (v)  refund (n)   discount (v)  discount (n)  increase (v)  increase (n)

the correct form of the verbs and nouns from exercises 1 and 2. Remind them to write their answers in their notebooks. Read through the questionnaire with the class to check answers, and make sure students understand everything. Ask students to read the questionnaire again and answer it for themselves, then read the conclusions after each set of questions.



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Unit 2

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enough, (a) few, (a) little, lots of, plenty of, too much, too many Aims

• Learn the difference between enough, (a) few, (a) little, lots of, plenty of, too much and too many. • Complete sentences and a text using the different words. 7 Develop linguistic communication. v Grammar animation • Presentation of enough, (a) few, (a) little, lots of, plenty of, too much and too many in context.

Exercise 7

• Read through the example sentences in the box with the • • •

class. You could ask students to translate the sentences into their own language to check understanding. Focus students’ attention on the nouns that follow the underlined words. Ask students if the nouns are countable or uncountable. Read through the rules and elicit the correct answers from the class. Elicit the corresponding example sentence(s) each time. Then ask students to copy the rules into their notebooks. Encourage students to copy some of the examples in their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

1  little; a little   ​2  few; a few   ​3  lots of; plenty of

Exercise 8 Learn it!

• Read the Learn it! text to the class and check understanding. • To reinforce the difference between little and a little and few

• •

and a few, write a pair of contrasting sentences on the board, e.g. We had a little money, so we had a drink in a café. We had little money, so we couldn’t buy anything. There are a few good shops in the town centre. There are few good shops in the town centre. Elicit or point out that the first sentence in each pair has a positive meaning, and the second sentences has a negative meaning. You could ask students to translate the sentences into their own language to check understanding. Ask students to translate and write the sentences in their notebooks. Check answers with the class, referring back to the rules in exercise 7 to explain the answers.

Exercise 9

• Read out the first sentence prompt. Ask: Is the noun following

• •

the gap countable or uncountable? (countable) Is the meaning positive or negative? (negative) Elicit the correct word to complete the sentence (Few). Ask students to choose the correct options and copy and complete the sentences in their notebooks. Check answers with the class, referring back to the rules in exercise 7 to explain the answers.

T25

ANSWERS

1  Few  ​2  lots of   3​   a little   ​4  plenty of   ​5  little v Grammar practice • 1–3 star tasks to practise enough, (a) few, (a) little, lots of, plenty of, too much and too many. Also available on the Tests and Resources Multi-ROM.

Exercise 10 Recycle

• Read the information in the Recycle box with the class. • Elicit some further examples, e.g. I didn’t have enough time to

• • • •

finish my homework. He isn’t old enough to watch that film. Point out the position of enough in each sentence and elicit the reason. Focus students’ attention on the photos and elicit or teach Viking and helmet. Ask students to read through the text quickly, ignoring the gaps, to get the gist. Ask: What did the writer buy in the Viking Store? (nothing) Ask students to read the text again and write the missing words in their notebooks. Check answers with the class.

ANSWERS

1  little  ​2  a few / ​lots of /​plenty of   ​3  lots of /​plenty of   ​ 4  enough  ​5  a little   6​   lots of / too much   ​ 7  lots of / too many   8​   a few /​lots of /​plenty of   ​9  Few

Your turn Aims

• Describe a recent shopping experience. • Practise using enough, (a) few, (a) little, lots of, plenty of, too much and too many. 5 Develop social and civic competences.

Exercise 11

• Read through the instruction with the class, and then give

•

students a few minutes to prepare their ideas. Encourage them to use some of the grammar words from this page in their answers and the expressions in the Useful language box. Go round monitoring and assisting as necessary. Divide the class into small groups to share their experiences.

Further practice

Pronunciation, Student’s Book page 149 Vocabulary, Workbook page 18 Vocabulary reference, Workbook pages 104–105 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 19 Grammar reference, Workbook pages 106–107 Grammar worksheets, Tests and Resources Multi-ROM

Unit 2

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2.4 Culture

Exercise 2  $ 1.17

• Read through the instruction with the class. Use the photos to

Reading and Vocabulary

pre-teach or check that students understand rationing. Play the recording for students to read and listen to the article. As a class, discuss the reasons that are given for the popularity of supermarkets. Comment on whether the students had mentioned any of these reasons in exercise 1. If they are particularly interested in the topic, they could discuss their opinions in groups.

Aims

• •

7 3

Exercise 3

• Read and listen to an article about supermarkets in the UK. • Answer questions on the article. • Understand new vocabulary in context. • Learn about compound adjectives and practise using them. Develop linguistic communication. Develop cultural awareness and expression.

• Read through the instruction with the class. Focus students’

Warm-up

• Focus students’ attention on the map. Elicit the names of the

countries that make up the United Kingdom (England, Wales, Scotland and Northern Ireland), and elicit where they are on the map. Focus on the labelled places (London, Cardiff, Belfast and Edinburgh) and elicit what students know about these places.

•

Exercise 1 

• Point to the photos of the shops in the text and ask students

•

to talk about the differences between the two pictures. Ask: When do you think the pictures were taken? What type of shops do the pictures show? Divide the class into pairs and ask them to answer the question in exercise 1. Invite some students to tell the class their answers and ask the class if they agree or disagree with the answers they hear.

Culture note The history of supermarkets Supermarkets started to become popular at the beginning of the 20th century. Until then, the majority of food shops specialized in selling one type of product. Grocers sold what was known as ‘dry grocery’ products, which were products that came in tins and packets and lasted a long time. Butchers and greengrocers were completely separate independent businesses. In the USA in the 1920s, chain food stores began to appear across the country. However, these stores usually offered only dry products and they didn’t sell meat, or fruit and vegetables. It was the motorcar that inspired the first markets that had a butcher’s, greengrocer’s, grocer’s and baker’s all in the same place. Big car parks were built in Los Angeles and the different shops were placed around them. Shoppers often thought of these markets as being a single business, although the different shops were in fact owned by different people. Most experts agree that the first true supermarket was opened in Queens, New York in 1930. A man called Michael J. Cullen bought an old garage and installed separate departments that sold different types of food. Cullen sold lots of food at low prices and added a car park to the building. At first, other food chains ignored Cullen’s ideas, but when the country suffered a recession and people had less money to spend on food, supermarkets began to appear all over the USA.



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•

•

attention on the paragraphs (A–E) Explain that they need to read the article again and choose the correct idea (1–5) for each paragraph. Work through the first item with the class as an example. Ask them which paragraph talks about the future. Discuss the answer with the class, encouraging students to justify their answers. Ask students to read the remaining paragraphs and write the correct answers in their notebooks. Check answers with the class, encouraging students to justify their answers.

ANSWERS

1  E  ​2  B  ​3  C  ​4  A  ​5  D

Exercise 4

• Focus students’ attention to the words in the box. Ask them to • •

find the words in the article. Ask students to read the definitions and match the words to them. You could also ask them if they can find any of the words in the pictures. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  checkout  ​2  counter  ​3  goods  ​4  packaging  ​5  aisle

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Word builder: compound adjectives

Your turn

Exercise 5

Aims

• Elicit or explain that a compound adjective is an adjective

• • •

made up of more than one word. Elicit or give one or two examples of compound adjectives, e.g. long-haired, middleaged. Ask students to read the rules and copy them in their notebooks. Ask students to find two examples of each type of compound adjectives and to say what they think these adjectives mean. Elicit their ideas, but don’t confirm them at this point. Check answers with the class.

• Write an advert for a local supermarket. • Practise using compound adjectives.

7 5

Exercise 7

• Invite a student to read the task aloud and make sure students •

ANSWERS

1 wide-ranging; labour-saving 2 low-priced; ready-made 3 self-service; long-term

Exercise 6

• Read through the instruction with the class and ask students • •

to read the sentences quickly to get the gist. Check they understand range and the false friend career. Ask students to read the sentences again and write them with the correct compound adjectives in their notebooks. Remind them also that compound adjectives are placed before nouns. Check answers with the class by inviting different students to each read a sentence aloud.

SUGGESTED ANSWERS

1 2 3 4 5

This is a labour-saving machine. What are your long-term career plans? The restaurant’s menu offers wide-ranging dishes. This shop sells low-priced mobile phones. I bought a ready-made lasagne.

Optional activity Write the following gapped words and phrases on the board. 1 c o rs 2 c s 3 c c 4 s 5 p p Ask students to read the article again to find the gapped words and phrases and complete them. You could do this as a race, to motivate students. Check answers and check that students understand all the words. Point out that they can use some of these words when they write an advert for a supermarket in exercise 7.

Develop linguistic communication. Develop social and civic competences.

• •

understand what they have to do. Point out that they can think about a local supermarket or invent one if they prefer. Divide the class into pairs or small groups to prepare the adverts. Give students time to prepare their ideas by writing a list of features in their notebooks. Encourage students to use compound adjectives and the language from the Useful language box. Encourage the pairs / ​small groups to read out or act out their adverts to the class. Ask the class to vote for the best one.

Exercise 8

• Students watch the video. v Culture video: Supermarkets

• Duration: 3:46 minutes • Topic: Shopping • Video worksheets are available in the iPack Resources tab.

Focus on … History

• Ask students to read the question about World War II and •

discuss the answer in pairs before they look at page 141 to find out if they are right. Students can now do the Focus on CLIL activities on page 141.

ANSWER

It was called ‘The Cold War’. It was called The Cold War because there was no direct military action.

Further practice

Vocabulary, Workbook page 20 Reading, Workbook page 21 Word builder, Vocabulary reference, Workbook pages 104–105 Focus on History, Student’s Book page 141 Curriculum extra worksheet Unit 2, Tests and Resources Multi-ROM

ANSWERS

1  customers  ​2  products  ​3  choice  ​4  cost  ​5  popular v Vocabulary practice

• Interactive task to practise compound adjectives.

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2.5 Practical English: describing personal qualities

Exercise 3  $ 1.18  Audio script pT153

• Read through the instruction with the class and play the

Listening Aims

•

• Read a job application form. • Listen to a job interview and answer questions. • Do a dictation based on a conversation.

7

ANSWER

Trevor has applied for the job for two reasons: the hours are much better for him and he really likes music.

Develop linguistic communication.

Exercise 4  $ 1.19  Audio script pT154

Warm-up

• With books closed, ask: Do you have a part-time job? Would you •

•

like a job? Why? / ​Why not? Elicit a few ideas. Then ask: What part-time jobs can teenagers do? Elicit a range of possible jobs, e.g. working as a waiter, working in a supermarket, walking dogs, babysitting. Write a list of jobs on the board. As a class, discuss the advantages and disadvantages of each one. Encourage as many students as possible to join in and express their opinions.

Exercise 1

• Ask students if they have ever filled in a job application form. • •

recording again for students to listen and write the answer in their notebooks. Point out that Trevor has more than one reason for wanting to change his job. Pause the recording as necessary to allow students time to write. Check the answer with the class.

Ask them what kind of information these usually ask for. Focus students’ attention on Trevor’s application form and ask them to read it and answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 Trevor is applying for the job of Saturday sales assistant. 2 He is working at Wholefoods Supermarket at the moment.

• DICTATION Ask a confident student to read the instruction • • • •

aloud. Ask another student to read through the sentences, ignoring the gaps. Encourage students to see if they can complete the sentences before they hear them. Play the recording for students to listen and write the completed sentences in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could complete the sentences from memory, and then listen again to check and complete their answers. Check answers with the class, and ask students if they had guessed any of Trevor’s words correctly.

ANSWERS

1  2  3  4  5  6 

musician  ​ I really like; working   ​ talking; sociable   ​ an honest person   ​ numbers; working   ​ reliable

Culture note Many young people in Britain have part-time jobs, especially during their last two years at school. The most common jobs are babysitting, working in a shop and working as a waiter.

Exercise 2  $ 1.18 Audio script pT153

• Tell students they are going to listen to Trevor’s interview as

part of the job application process. Read the question aloud.

• Play the recording for students to listen and write the answers •

in their notebooks. Check answers with the class.

ANSWERS

Trevor talks about his work experience, personal qualities and interests.



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Speaking Aims

• Practise using character adjectives. • Describe qualities needed to do different jobs. • Read tips about using body language. • Learn functional language for describing your personal qualities.

7 5

Develop linguistic communication. Develop social and civic competences.

ANSWERS

1 2 3 4 5 6

Exercise 8

• Read through the expressions in the Functional language box

v Speaking preparation • Interactive task to activate the functional language.

•

Exercise 5

•

• Read through the jobs and character adjectives with the class

• • •

• •

and make sure that students understand them all. Model pronunciation of any difficult words, e.g. efficient, punctual, reliable, sociable. Invite a student to read the example answer aloud and elicit one or two more sentences describing qualities that would help for being a waiter. With a weaker group, elicit one or two examples for each job. Give students time to choose a job and write sentences about themselves. Remind them to use phrases from the Functional language box. Go round monitoring and assisting as necessary. When they have finished, ask students to share and compare their sentences with one or two classmates. Conduct class feedback and invite some students to read their sentences aloud to the class. Ask other students if they agree that these qualities would be useful.

Exercise 6  $ 1.20

• Invite a student to read the instruction aloud. Give students • • •

time to read the dialogue. Play the recording and ask students to answer the question. Alternatively, ask two confident students to play the roles of Mr Owen and Emily and to read the dialogue aloud. Check the answer with the class.

ANSWER

Emily has applied for a job as a hotel receptionist.

Exercise 7

• Invite a student to read the information in the Speaking • • •

strategy box aloud. Ask students to read through the tips, and make sure that they understand everything. Ask students to decide which are good tips and which are bad tips. Ask them to rewrite the bad ones so that they are good in their notebooks. Check answers with the class. As a class, elicit and discuss other tips that students know about body language. Ask: Do you ever think about your body language? In what kind of situation?

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✓ ✗ Don’t cross your arms in front of your chest. ✓ ✓ ✗ Don’t play with your hair. This shows you’re nervous. ✗ Stand up straight when you enter and leave the room.

•

• • •

and make sure students understand them all. Ask students to read the dialogue in exercise 6 again and remind themselves of the questions that Mr Owen asked. Give students time to choose their job and prepare their answers to the questions. Remind them to write notes to help them answer the questions, not full sentences. Divide the class into pairs to role-play their interviews. If possible, arrange the desks so that pairs are facing each other. Ask the ‘interviewers’ to note down how well the ‘candidates’ answer questions, and what their body language says about them. When students have finished one interview, they should swap roles and do the role-play again. Conduct class feedback, praising good use of target language and correcting mistakes. Invite some students to say how well their candidate performed, and if they would offer them the job. Encourage some pairs to perform their interviews for the class.

Optional activity Ask students to think about their ideal job and prepare a short script for a ‘CV video’, where they will try to persuade their dream employer to give them a job. If students have their phones with them, they could use their phones to record their videos. Alternatively, students can present themselves to their classmates in small groups. Groups can discuss whether they think each person is suitable for the job they would like, and they could suggest alternative jobs for their classmates. Finish with a brief class discussion on what makes a good CV video.

Your turn Exercise 9

• Play the video for students to watch and interact with. v Interactive video Make it big! Pop star: Unit 2

• Duration: 6.03 minutes • Topic: Contestant Sammy Chiles tries to impress the judges. • Task: Answer the interactive question at the end of the video. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Practial English, Workbook page 20 Functional language, Vocabulary reference, Workbook page 104 Make it big! scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

Unit 2

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2.6 Writing a formal letter

Exercise 4

• Ask students to rewrite the sentences in formal English in their

Aims

• Read a model formal letter. • Learn about formal written English. • Write a formal letter.

7 4

•

SUGGESTED ANSWERS

Develop linguistic communication. Develop sense of initiative and entrepreneurship.

Writing preparation Warm-up

• Ask: Do you ever write letters? Who do you write to? What kinds •

of things do you write about? Elicit a range of answers from the class. Ask: Why might you write a letter to a company? Elicit the idea of writing a letter of complaint. Ask: Have you ever wanted to complain about something you bought? What was it? What was the problem? What happened? Encourage as many students as possible to join in the discussion.

Exercise 1

• Read through the instruction with the class. Ask students to •

notebooks. You could ask students to work in pairs. Remind students to refer to the model letter. Check answers with the class.

1 2 3 4

I would be grateful if you could give me a full refund. Yours faithfully, The advertisement was broadcast on children’s television. This situation is disappointing, as I had previously associated your shop with quality products.

Culture note All video games are rated according to their suitability for children of different ages. There are five age bands in the UK. The two lower bands, 3 and 7, are advisory only and not required by law. They give a general idea of the suitability of games for very young children, especially in relation to the amount of violence. The three higher bands, 12, 16 and 18, are legal requirements. Although all games are labelled in this way and young people may not buy games that are beyond their age range, many teenagers in fact illegally play games that are too old for them.

read the model letter and make a note of the answers to the questions in their notebooks. As a class, discuss the answers, eliciting different opinions on what the result may be.

ANSWERS

The person is complaining about a new video game. It is inappropriate for children.

Exercise 2

• Ask students to read through points A–E. Then ask them to •

read the letter again and, in their notebooks, write the order in which the information appears in the letter. Allow students to compare their answers in pairs before checking them with the class. Ask students to provide evidence from the letter for their answers.

ANSWERS

C, E, B, D, A

Look at language: formal letters and emails Exercise 3

• Ask students to read sentences 1–7 and check they •

understand the vocabulary. Ask them to decide which sentences apply to both formal and informal emails. Conduct class feedback. Ask students to refer back to the letter to justify their answers. Point out that if you know the name of the person you are writing to, you should write Dear + the name, e.g. Dear Mr Watson; you should also end the letter Yours sincerely, rather than Yours faithfully.

ANSWERS

Tips 3, 4, 5, 6, and 7 apply to both.



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Writing task v Writing preparation • Interactive task to help students with formal language for complaining.

Exercise 5

• Explain to students that they are going to write a formal letter. Invite a student to read the task aloud.

• Focus the students’ attention on the situations and brainstorm some ideas about experiences that students might have in these situations.

a Think of ideas

• Read through the instruction with the class. • Go through each blue section of the diagram and check that •

students understand what each part asks for. Ask students to copy the diagram in their notebooks and complete it with information for one of the situations in exercise 5. Tell students that they can write about a real incident or invent one.

e Write

• Students write the second and final draft of their letters. Tell • • •

them to correct any mistakes their partners found. If they do this in class, go round giving help and encouragement. Remind them to use formal language. Invite some students to read their letters to the class. Encourage their classmates to listen for examples of formal language. Alternatively, upload the students’ letters to the class, English department or school blog and ask students to read them and vote for the best.

Further practice

Writing, Workbook page 22 Writing reference, Workbook page 90 Unit 2 Review and Skills practice, Student’s Book pages 124–125

b Plan

• Go through the writing plan with the class and make sure •

students understand that they should structure their letter in this way. Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

Optional activity Ask students to read the letter again and find formal phrases with the following meanings: 1 I’m sending you the receipt. 2 Please write back soon. Check answers. Point out to students that these are both useful phrases they can use in formal letters. SUGGESTED ANSWERS

1 Please find the receipt attached. 2 I look forward to your reply and hope that this matter can be resolved quickly.

c Draft

• Ask students to write the first draft of their letters. If they do • •

this in class, go round giving help and encouragement. Remind them to use expressions for formal letters and past tenses to explain what happened. Remind them to check their grammar and spelling carefully.

d Check

• Ask students to exchange their first drafts with their partners • •

and to read their partner’s formal letter. Students should go through their partner’s formal letter and answer the questions. Students then report back to each other about their work.

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3

The energy of tomorrow

Unit summary

Exercise 1

• Focus students’ attention on the photos. Point to each one in

Vocabulary Technology adjectives: alternative, chemical, electronic, energy-saving, green, high-tech, hydroelectric, innovative, mechanical, smart, solar, sustainable, wind-powered, wireless Function verbs: absorb, boost, burn, crash, perform, process, release, repair, rest, transport Word builder: dancer (n), dance (n), performer (n), performance (n), participant (n), participation (n), supporter (n), support (n) Learn it!: smart

Grammar The passive: past, present and future (will) Reflexive pronouns, emphatic pronouns, each other and one another

turn and elicit its name. Tell them that they can use the words in the box, but there is one word that does not have a picture.

ANSWERS

Page 32, top from left to right: petrol engine, (wind) turbine, smart watch, power station; bottom of page: battery Page 33, clockwise from top: electric motor (bicycle), electric motor (car), eco-house, turbine (dam) The thing which isn’t shown is a light bulb.

Exercise 2

• Read through the instruction with the class. • Draw three columns on the board with the headings devices, •

Functional language Expressing interest and disinterest I’m quite / (not) really / not at all interested in … (+ -ing / noun) … doesn’t appeal to me. … seems like a waste of time to me. Expressing satisfaction and disappointment I’m really / not very pleased with … I could(n’t) do better … I’m a bit disappointed with … Expressing hope It’d be great if … you could / would … I really hope …

•

energy and both. Elicit an example from exercise 1 for each category, and then ask students to copy and complete the table. Check answers with the class. If different answers are suggested, use this as a way in to a discussion about the different types of energy. Elicit other words that could be added to each category.

SUGGESTED ANSWERS

1 The electric motor, battery, smart watch, eco-house, electric car and electric bike are all devices. 2 The wind turbines, electricity pylons, hydroelectric power station, petrol engine, battery, electric car, electric bike, solar panels, and energy diagram all show types of energy. 3 The photos of the eco-house with solar panels, electric motor, battery, electric bike and electric car show both.

Exercise 3

• Read through the instruction with the class. • Read through the adjectives in the box, modelling their pronunciation and intonation.

Unit opener

• Ask students to copy the adjectives into their notebooks and

Vocabulary Aims

•

• Talk about devices that you use regularly. • Learn adjectives to describe technology.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences.

Exercise 4

• Invite a student to read the instruction and the example •

VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.

mark them with a tick or cross. They can then use a dictionary in pairs to check the words that they don’t understand. Conduct class feedback and invite pairs in turn to tell the class the definitions that they have found.

•

sentence aloud. Have students work in pairs. Ask them to decide which adjectives and nouns go well together. Give students time to write their sentences. Go round monitoring and assisting as necessary. Allow students to compare their answers in pairs before checking them with the class.

v Vocabulary practice

• 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.



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Exercise 5 Learn it!

• Focus student’s attention on the words in the Learn it! box. • Ask students to translate the sentences and to discuss the different meanings of smart.

• Ask students to create sentences of their own with the different meanings of smart.

Exercise 6

• Focus students’ attention on the infographic and read out •

•

the different types of energy on it. Check that students understand the vocabulary. Ask individual students to read the sentences in exercise 6. Then ask them to read the infographic again and decide if the sentences are true or false. Remind them to write their answers in their notebooks. Check answers with the class.

ANSWERS

1  True  ​2  False  ​3  False  ​4  True  ​5  False

Exercise 7 21st Century Skills: Say it with images

• Focus students’ attention on the 21st Century Skills box and read through the task.

• Divide the class into small groups and ask them to think of a •

•

green energy source that is used in their country or region. Ask them to find out information about the green energy source and to look for images that they can use in their infographic. Students could do the research online in class, using their phones or tablets. Alternatively, students could do the research for homework and create the infographics in the next class. Ask groups in turn to present their infographics to the class. The class could vote for the most informative or the most imaginative.

Exercise 8

• Play the video for students to watch. v Your Views: Favourite inventions

• Duration: 2.45 minutes • Topic: What’s your favourite invention? Why do you like it? • Task: Discuss your views on the topic. Further practice Vocabulary, Workbook page 24 Vocabulary reference, Workbook pages 108–109 Vocabulary worksheets, Tests and Resources Multi-ROM

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3.2 High energy

Exercise 3

Reading

• Focus students’ attention on the highlighted verbs in the article. • Ask students to match each verb to one of the definitions

Aims

• Check answers with the class.

(1–4) in their notebooks.

• Read and listen to an article on using power from kinetic energy. • Answer questions on the article. • Understand new vocabulary in context.

6 Develop mathematical competence and basic science and technology competences. 7 Develop linguistic communication.

v Reading preparation • Interactive task to pre-teach vocabulary from the article and introduce students to the topic.

ANSWERS

1  stored  ​2  charges  ​3  plugged in   ​4  make use of

Research it!

• Read the Research it! box with the class. • Students could do the research online in class, using their • •

Warm-up

• Focus students’ attention on the pictures and elicit

descriptions of them, e.g. The top picture shows young people running along a corridor. The bottom picture shows people stepping on the floor. Ask: What do the pictures have in common? (the people are moving their legs quickly). Ask: How might these people create energy by moving? Teach the term kinetic energy. Ask: Do you think it is possible to use this energy? What could it be used for? Elicit a range of ideas.

phones or tablets. You could do the activity as a race, to motivate students. Alternatively, students could do the research task for homework and report back in the next class. Remember to have a follow-up discussion in class when they have done the research. Ask: Do you think it would be a good idea to have these tiles in your school? Why? / Why not?

Exercise 1  $ 1.21

• Pre-teach tiles and charge (your phone). Read through the •

question with the class, and play the recording for students to read and listen to the article. Elicit and discuss the forms of movement that are mentioned in the article.

ANSWERS

running; walking; dancing

Culture note Kinetic energy is the energy created when a person or object moves. As well as the devices mentioned in the article, companies are also developing other products that use kinetic energy to produce small amounts of electricity, e.g. a child’s skipping rope, a football and a pair of shoes. These devices produce clean, sustainable energy, and could also bring health benefits by encouraging people to be more active.

Exercise 2

• Ask students to read the article again and decide which •

pieces of information are given. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  ✓  ​2  ✗  ​3  ✓  ​4  ✓  ​5  ✓



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The passive: past, present and future (will) Aims

Exercise 7

• Read the first active sentence aloud and ask students whether

• Revise the form and use of the passive in past, present and future tenses.

• Complete sentences and a text using the passive.

7

v Grammar animation • Presentation of past, present and future passives in context.

Exercise 4

• Focus students’ attention on the sentences in the table, and •

have them match these to the different passive forms (1–3). Check answers. You could ask students to translate the sentences into their own language to check understanding.

ANSWERS

1 A small electric generator is worn on the knee. 2 Kinetic floor tiles were installed in the corridors. 3 Electronic devices will never be plugged in again.; How will it be used?; Scientists hope that these kinetic devices will be sold in shops.

Exercise 5

• Write the last three sentences from the table on the board. Point out how they relate to each other.

• Ask students to copy the rules into their notebooks and to

complete them with the words in the box. Check answers.

ANSWERS

passive; verb be; past participle; main verb

Exercise 6

• Read through the instruction and the first sentence with the

• •

•

Develop linguistic communication.

class. Ask students which verb should go between kinetic devices and sell. Ask students for the past participle of sell. Write the complete sentence on the board. Ask students to write the correct sentences in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4

Kinetic devices will be sold in shops soon. Will a new power station be built in this area? Petrol won’t be used as much in the future. Electric lights in the city streets won’t be replaced by solarpowered lights until next year. 5 Will mobile phones be powered by mini solar panels? 6 The use of alternative energy sources will be increased in the next decade.

ANSWERS

1 2 3 4 5

classroom, e.g. This device was developed in Sweden. Point out that the sentence doesn’t tell us who developed the device. Elicit some possible ideas for who developed it, e.g. a Swedish scientist, an American student. Elicit a passive sentence with by, e.g. The device was developed by a Swedish scientist.

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The model of a high-tech engine was made by students. Electricity isn’t generated by these machines. Is salt water converted into drinking water by this device? The files weren’t stored correctly by Jack. The library computers are switched off at 10 p.m.

Exercise 8

• Ask students to read the text quickly to get the gist. Ask:

Which form of energy is older than we think? (solar energy)

• Ask students to read the text again and write the correct passive verb forms in their notebooks. Check answers.

ANSWERS

1  will be used   ​2  is produced   ​3  was awarded   ​4  are used  ​ 5  will be installed   ​6  will be seen v Grammar practice • 1–3 star tasks to practise the past, present and future passives. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Practise using passive forms. • Discuss your ideas about future energy sources.

6 Develop mathematical competence and basic science and technology competences. 5 Develop social and civic competences. 7 Develop linguistic communication.

Exercise 9

• Focus’ attention on the photos. Invite a student to read the •

questions and example sentences aloud. Elicit more examples. Ask students to write passive sentences with their own ideas. Go round monitoring and assisting as necessary.

Exercise 10

• Read through the expressions in the Useful language box and •

Recycle

• Read the information in the Recycle box with the class. • Elicit a similar passive sentence about something in the

they will need to use the present or past simple passive form in their answer (past). Elicit the correct passive sentence. Tell them to begin the passive sentence with the word in brackets. Ask students to write the sentences in their notebooks. Check answers with the class.

•

make sure students understand them all. Divide the class into small groups to compare and discuss their ideas. Encourage students to think of two or three devices. Remind them to use the phrases from the Useful language box. Conduct class feedback and invite groups in turn to tell the class which devices they talked about.

Further practice

Grammar, Workbook page 25 Grammar reference, Workbook pages 110–111 Grammar worksheets, Tests and Resources Multi-ROM

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3.3 Brain power

ANSWERS

1  rest  ​2  repair  ​3  performs  ​4  boosts  ​5  absorbed  ​ 6  burns  ​7  crash  ​8  process  ​9  release  ​10  transports

Vocabulary and Listening Aims

• Learn verbs that describe functions. • Listen to a presentation on the brain and answer questions.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences.

• With books closed, ask: How does your body get energy? (from

food) When do you need the most energy? Which parts of your body do you think need the most energy? Elicit a few ideas, and use the opportunity to revise some body parts, e.g. muscles, heart, brain. Ask students to open their books. Focus on the title of the presentation: The hungriest part of our body, and elicit that this is the brain. Ask: Are you surprised by this? Why? / Why not? Does studying make you hungry?

Exercise 1

• Explain that the three fact boxes, A, B and C, talk about the

•

brain and three different things: exercise, sleep and food. Ask students to read the presentation quickly, ignoring the gaps, and match the titles with the fact boxes. Check answers with the class.

ANSWERS

1  B  ​2  C  ​3  A

students’ attention on the highlighted words in the fact boxes. Ask them to match a highlighted word with the first definition. Check the answer with the class. Ask students to match each word to the remaining definitions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  rest  ​2  repair  ​3  perform  ​4  boosts  ​5  absorb  ​6  burn  ​ 7  crash  ​8  process  ​9  releases  ​10  transports v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 3

• Read through the instruction with the students. Ask students •

for students to listen and answer the question.

• Check the answer with the class. 2: a computer

Exercise 5   $ 1.22  Audio script pT154

• Give students time to read the gapped sentences in the

• • •

presentation. Play the recording again for students to listen and write the missing words in their notebooks. Pause the recording as necessary to give students time to write. Play the recording again if necessary, for students to check and complete their answers. Alternatively, students could guess the missing words, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1  20  ​2  thoughts  ​3  sugar  ​4  benefits  ​5  blood  ​6  good  ​ 7  organize  ​8  accidents  ​9  Siestas / A siesta

Reflexive pronouns, each other and one another • Compare and contrast reflexive pronouns, each other and

• Read through the instruction with the students. Focus

•

• Invite a student to read the question aloud. Play the recording

Aims

Exercise 2

•

Exercise 4  $ 1.22  Audio script pT154

ANSWER

Warm-up

•

v Listening preparation • Interactive task to pre-teach vocabulary in the audio.

one another. • Identify reflexive pronouns in context. • Complete sentences and a dialogue with the correct pronouns or each other / one another. 7 Develop linguistic communication.

v Grammar animation • Presentation of reflexive pronouns, each other and one another in context.

Exercise 6

• Read through the example sentences with the class. Make •

sure students understand them. Then read through the rules and discuss the answers. Encourage students to copy the sentences into their notebooks, and add the correct explanation for each one.

ANSWERS

1  C  ​2  A; B   ​3  D; E

to copy and complete the sentences in their notebooks with the correct form of the highlighted words from the fact boxes. Allow students to compare their answers in pairs before checking them with the class.



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Exercise 7

• Read out the first sentence beginning and elicit the correct • •

ending from A–F. Ask students to match the remaining beginnings to the endings in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Make sure students understand all the sentences.

Exercise 10

• Read through the instruction with the class and invite a

• •

ANSWERS

1  D  ​2 A   ​3 F    ​4 C   ​5 B   ​6 E

Exercise 8

• Read through the instruction with the class. Read out the first • •

sentence and elicit the correct reflexive pronoun. Ask students to read the remaining sentences and write the correct reflexive pronouns in their notebooks. Students could work in pairs to do this if they prefer. Check answers with the class, making sure that students understand all the sentences.

ANSWERS

1  herself  ​2  themselves  ​3  myself  ​4  itself  ​5  yourself

Exercise 9

• Ask students to read the dialogue quickly, ignoring the gaps, •

•

to get the gist. Ask: What activity do they mention is good for the brain? (telling jokes) Read through the instruction with the class. Ask students to read the dialogue again and write the correct words in their notebooks. Remind them that there may be more than one correct option. Check answers with the class. You could point out that each other is more common than one another, especially in informal language.

ANSWERS

1  ourselves  ​2  myself  ​3  each other / one another   ​ 4  ourselves  ​5  each other / one another v Grammar practice

• 1–3 star tasks to practise reflexive pronouns, each other and one another. Also available on the Tests and Resources Multi-ROM.

Your turn

student to read the example sentences aloud. Elicit a few more examples, e.g. I could get more sleep so I don’t feel tired. I could do more exercise so my brain gets more oxygen. Ask students to write their ideas in their notebook. Go round monitoring and assisting as necessary. Divide the class into small groups to discuss all their ideas and choose the best ones. Point out to students that they should have good reasons for their choices, as they are going to present them to the class.

Exercise 11

• Ask students to work in their groups to prepare a short

• •

presentation. Encourage them to use the language in the Useful language box. Go round monitoring and assisting as necessary while they are preparing their presentation. Invite groups in turn to give their presentations to the class. Ask other students to listen and note down the ideas they suggest. When all the groups have given their presentations, ask students which ideas overall they think would be most useful for them.

Optional activity Ask students: Are you happy with your general energy levels? Would you like to feel more energetic? What would you do if you felt more energetic? Challenge any students who are interested to follow some of the advice from exercises 9 and 10 for a couple of weeks. Set a date for them to report back to the class. Ask: Do you feel any different now? What do you think has made the difference? Do you think you will continue to do the same things? Why? / Why not?

Further practice

Vocabulary, Workbook page 26 Vocabulary reference, Workbook pages 108–109 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 27 Grammar reference, Workbook pages 110–111 Grammar worksheets, Tests and Resources Multi-ROM

Aims

• Discuss ways to make yourself feel more energetic. • Give a presentation of your ideas.

5 7

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3.4 Culture

ANSWERS

Reading and Vocabulary Aims

• Read and listen to two texts about dance performances from Ghana and Kenya.

• Answer questions on the texts. • Understand new vocabulary in context. • Learn about the sounds /ɔ:/ and /ɒ/. • Learn about noun formation and practise forming nouns from verbs. 3 Develop cultural awareness and expression. 7 Develop linguistic communication.

Exercise 2

• Check students understand choreography and practise its

•

pronunciation. Ask students to read the texts again and answer the questions in their notebooks. Encourage them to use their own words where possible, rather than copying from the texts. Check answers with the class.

SUGGESTED ANSWERS

Warm-up

• Focus students’ attention on the map of Africa and the

•

Text A: a review (it describes the ‘performance’ and gives an opinion about it) Text B: a travel guide (it gives information about a ‘visit to Kenya’ and includes phrases such as ‘trip to a traditional village’ and ‘visitors’) 

labelled countries, Ghana and Kenya. Elicit what students know about these countries, e.g. their history, geography, natural resources, famous people from there, etc. Focus students’ attention on the photos, and read out the titles of the two texts. Make sure students understand warriors. Ask: Have you ever seen dancing like this? Do you think it would be difficult to do? Would it be exciting to watch? Why? Why do you think warriors traditionally perform dances? Encourage students to speculate and share their ideas.

Culture note Ghana is a coastal country in West Africa, with a population of 27 million people. The capital is Accra, and the official language is English, although most people also speak one or more African languages. Parts of Ghana were controlled by Great Britain until the country achieved independence in 1957. The country now has a successful economy, exporting oil, gold, diamonds and cocoa. Kenya lies on the equator in east Africa. The capital is Nairobi, and the country has a population of around 44 million. Kenya is one of the most stable and prosperous countries in central Africa. Kenya was under British control from 1888 until 1963. The official languages are English and Swahili. The country exports tea and coffee, and has also recently become a successful exporter of cut flowers to Europe. The Maasai are a semi-nomadic people who live in Kenya and northern Tanzania. They are known for their striking forms of dress and traditional customs. The Tanzanian and Kenyan governments have tried in recent years to persuade the Maasai people to abandon their nomadic life and live in fixed settlements, but their efforts have met with considerable resistance.

1 extraordinary, energetic, electric, powerful 2 Isaac Allotey is the grand dance master and founder of the Dance Warriors. 3 The group helps train street children in drumming and dancing. 4 Young Maasai men take part in the jumping dance. They do this to celebrate significant stages in their lives. 5 Adumu is also named ‘the jumping dance’ because it involves jumping as high as you can in the air. 6 Other members of the tribe watch the performance to see who can jump the highest.

Exercise 3

• Focus students’ attention on the highlighted verbs in the •

texts. Ask students to use the correct forms of these verbs to complete the sentences in their notebooks. Check answers with the class.

ANSWERS

1  participate  ​2  support  ​3  develop  ​4  celebrates  ​5  train

Exercise 4  $ 1.24  Say it!

• Focus students’ attention on the two different sounds in the •

• • •

Say it! box. Model the two sounds in isolation. Then play the recording for students to listen and repeat the words. Write the sounds /ɔː/ and /ɒ/ at the head of two columns on the board and ask students to copy it in their notebooks. Play the recording again and have them write the words in the correct column according to the sound they contain. Check answers, playing the recording again for students to hear the sounds. There are follow-up exercises for further practice on page 150. There is a follow-up optional activity to practise the pronunciation point on the following Teacher’s Book page.

ANSWERS

/ɔː/ authentic; perform; support; transported /ɒ/ strong

Exercise 1  $ 1.23

• Read out the three text types. Play the recording for students •

to read and listen, and ask them to note down the text type for each text in their notebooks. Check answers with the class, asking students to give reasons for their answers.



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Optional activity Write the following words on the board and ask students to decide which vowel sound they include: warrior, taught, not. Check answers with the class, and remind students that the same vowel sound can be represented by different spellings. Divide the class into pairs and ask them to write a sentence using as many of the words from exercise 4 and from the board as they can. Encourage them to use their imagination and be creative. If necessary, give them an example, e.g. It is not impossible to do the authentic warrior dance, but you need to be strong to perform this dance! Invite pairs in turn to read their sentences to the class. See which pair managed to use the most words correctly!

Word builder: noun formation Exercise 5

• Read through the instruction with the class, and draw

• •

attention to the two example answers. Elicit the meaning of the two nouns. You could ask students to translate them into their own language to check understanding. Ask students to copy the table in their notebooks and complete it with the correct nouns. Students could use their dictionaries to help, and you could do this as a race, to motivate students. Allow students to compare their answers in pairs before checking them with the class by writing the nouns on the board. Make sure that students understand them all.

ANSWERS

Verbs

Noun (person)

Noun (activity, situation)

dance

dancer

dance

perform

performer

performance

participate

participator/ participant

participation

support

supporter

support

Exercise 6

• Read through the instruction with the class. Read the first

•

sentence aloud and elicit the correct noun. Remind students to use the nouns from exercise 5 and point out that in some cases they will have to use the plural form. Ask students to read the sentences and write the correct nouns in their notebooks. Then check answers with the class.

ANSWERS

1  performance  ​2  Participation  ​3  supporters  ​4  dance v Vocabulary practice • Interactive task to practise noun formation.

Optional activity Focus on the nouns in exercise 5. Write on the board the suffixes -er, -ant, -tion, -ance. Point out that -or is a variant of -er. Give students two or three minutes to think of more nouns that can be formed from verbs by adding these suffixes. Give them one or two examples to start off if necessary.

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Elicit the nouns and write them on the board. Elicit which verbs the nouns are formed from. Remind students that it is a good idea to learn related nouns when they learn a new verb. SUGGESTED ANSWERS

-or / er: actor, editor, reporter, singer, teacher -tion: application, education, indication, recommendation -ment: advertisement, excitement, entertainment, investment -ance: appearance, assistance, disappearance, entrance

Your turn Aims

• Discuss traditional customs in your country. • Practise using nouns formed from verbs.

7 3

Develop linguistic communication. Develop cultural awareness and expression.

Exercise 7

• Invite a student to read the task aloud. Make sure students • • •

understand everything. Brainstorm some traditional customs with the class and make notes on the board. Give students time to write their descriptions individually. Remind them to use the expressions in the Useful language box. Go round monitoring and assisting as necessary. Invite some students to read their descriptions to the class. Conduct class feedback, praising good use of the target language and correcting any mistakes. Ask: Do you think it is important to keep traditional customs alive? Why?

Exercise 8

• Students watch the video. v Culture video: Diwali

• Duration: 3.27 minutes • Topic: Celebrating Diwali: a Hindu festival. • Video worksheets are available in the iPack Resources tab.

Focus on … Science

• Ask students to read the sentence and discuss the answer in

pairs before they look at page 142 to find out if they are right.

• Students can now do the Focus on CLIL activities on page 142. ANSWER

Water is used to generate hydroelectric energy.

Further practice

Pronunciation, Student’s Book page 150 Reading, Workbook page 29 Word builder, Vocabulary reference, Workbook page 108 Vocabulary, Workbook page 28 Focus on Science, Student’s Book page 142 Curriculum extra worksheet Unit 3, Tests and Resources Multi-ROM

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3.5 Practical English: interest, satisfaction and hope

• Allow students to compare their answers in pairs before

Listening

They talk about ‘getting around’, ‘shopping habits’ and ‘at home’.

Aims

Exercise 3  $ 1.25  Audio script pT154

checking them with the class.

ANSWERS

• Read a profile of a green dieter. • Listen to a conversation about green issues. • Answer questions on the conversation. • Do a dictation based on the conversation.

• Ask students to read the questions. Tell students they are •

5 Develop social and civic competences.

•

Warm-up

• With books closed, ask: How green are you? Elicit or explain

• •

that the question refers to how much you try to look after the environment. Elicit some ways in which individuals can help the environment, e.g. saving energy at home, recycling, using public transport, etc. Ask students to think about how green they are, and give themselves a score from 1 (not green at all) to 10 (very green). As a class, discuss what scores students gave themselves and why.

Culture note

Exercise 1

• Focus students’ attention on the title of the profile and check • •

ANSWERS

1 Because he goes to football practice in the car with his dad. 2 Rafi has stopped buying things he doesn’t need and only uses local shops. 3 His mum says it’s a waste of time because they don’t have enough money to make big changes.

Exercise 4  $ 1.26  Audio script pT154

• DICTATION Give students time to read through the gapped •

Britons are among the worst energy wasters in Europe. Common ways in which people waste energy are leaving mobile phone chargers plugged in, leaving appliances such as computers and TVs on standby and not switching lights off when leaving a room. Countries where people are generally better at saving energy include Germany and Spain. Overall, the USA remains the biggest consumer of energy worldwide, and the largest producer of greenhouse gases.

that students understand diet. Read through the questions with the class, and then ask students to read the profile and answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 The objective of the Green Diet is to consume less energy and protect the planet. 2 He’s going to ask his mum and dad for help because there are three of them in their house and they need to take part as well.

going to listen to the conversation again and ask them to answer the questions. Play the recording for students to listen and answer the questions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

• •

sentences. Play the recording for students to listen and write the completed sentences in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could complete the sentences from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1  ​2  3  4  5  6 

know I can do   really pleased with   ​ It’d be great if   ​ not really interested   ​ seems  ​ really hope

Exercise 5

• Read through the Speaking strategy box with the class. • Invite two confident students to read out the first dialogue. • •

Elicit some possible continuations of the dialogue, using phrases from the Speaking strategy box. Divide the class into pairs to think of ways to complete the dialogue and practise the dialogues with their own ideas. Invite some pairs to perform their dialogues for the class.

Exercise 2  $ 1.25  Audio script pT154

• Tell students they are going to listen to a conversation •

between Rafi and his mum. Invite a student to read the question aloud. Play the recording for students to listen and answer the question.



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Speaking Aims

• Read a dialogue about a Green Diet profile. • Discuss the profile and your reaction to it. • Learn functional language for expressing interest and

disinterest, satisfaction and disappointment, and hope. 7 Develop linguistic communication. 5 Develop social and civic competences. v Speaking preparation • Interactive task to activate the functional language.

Exercise 6  $ 1.27

• Invite a student to read the instruction aloud. Give students • • •

time to read the dialogue. Play the recording and ask students to answer the question. Alternatively, ask three confident students to play the roles of David, Andrea and Alex and to read the dialogue aloud. Check the answer with the class.

ANSWER

Optional activity If students are interested in this topic, they could set themselves some class targets for reducing their impact on the environment. In class or for homework, students could look for websites where they can calculate their own ‘carbon footprint’ (the amount of CO2 that they are personally responsible for creating each year). As a class, students could compare notes and discuss what activities or lifestyle choices have the biggest impact on the environment. Brainstorm ideas for changes that students could make in their lives, e.g. walking or cycling to school, recycling more, etc. Ask individual students what changes they could make. A week later, invite students to report back on what changes they have made in their lives. Make notes on the board, and discuss how significant the total changes have been. Encourage students to see that if a lot of individuals make small changes, the overall impact can be quite significant.

Exercise 9

• Focus students’ attention on the Green Diet profile and check

They are talking about shopping habits.

Exercise 7  $ 1.27

• Read through the instruction and the questions with the class. • Play the recording again and ask students to answer the

•

•

•

questions in their notebooks. Check answers with the class.

ANSWERS

1 Alex shows the least interest in the Green Diet. David shows the most interest. 2 David is the least satisfied with their progress.

•

Exercise 8

•

• Read through the instruction with the class and make sure that students understand what they have to do.

• Focus students’ attention on the first idea for saving energy • •

and ask them to say which area of the Green Diet it belongs to. Divide the class into small groups and ask them to categorize the other ideas for saving energy and to add their own ideas. Monitor and help while students are working. Conduct class feedback, inviting some students to tell the class about the ways of saving energy that they have discussed.

ANSWERS

turn off electrical appliances when not in use: at home recycle all glass, paper and aluminium: rubbish disposal have showers not baths: at home repair old clothes: rubbish disposal

that students understand the figures. Ask questions about the scores, e.g. Do you think 65% at home is a good score? Is 50% good for getting around? Which scores could you improve? How? Read through the expressions in the Functional language box and make sure students understand them all. Model the pronunciation and intonation. Give students time to study the profile in detail and think about their reactions to it. Divide the class into pairs to talk about their interest in the diet, their progress with the diet and their hopes. Go round monitoring and assisting as necessary. Remind them to use phrases from the Functional language box. Conduct class feedback and invite some students to tell the class their ideas. Ask other students if they agree or disagree, and why.

Your turn Exercise 10

• Play the video for students to watch and interact with. v Interactive video: New from old! Vlogsters: Unit 3

• Duration: 3:16 minutes • Topic: Zac shows how to make a new T-shirt from old. • Task: Make a choice from the options offered at the end of •

the vlog. Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Practical English, Workbook page 28 Functional language, Vocabulary reference, Workbook page 108 Vlogsters scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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3.6 Writing an opinion essay

ANSWERS

wind power; electricity; solar power

Aims

Exercise 2

• Read a model opinion essay. • Learn to use both and neither. • Write an opinion essay.

• Read through the question with the class. • Give students time to read the essay and list the advantages and disadvantages of wind power.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and

• Allow students to compare their answers in pairs before

Writing preparation

Advantages: It is sustainable, clean, cheap, reliable and adaptable. Disadvantages: Wind turbines are noisy and ugly. They transform the landscape.

technology competences. 4 Develop sense of initiative and entrepreneurship.

Warm-up

• With books closed, ask: What are the main forms of energy that •

we use today? (oil and gas) What will happen to these energy sources in the future? (they will run out) Ask: What alternative forms of energy will we be able to use in the future? Elicit some possible alternative forms of energy, e.g. solar power, and ask: What are the advantages and disadvantages of these energy sources?

Culture note The UK produces around 10% of its electricity from wind power. Although it is a clean way of generating power, there have been protests about the development of large wind farms because people find them unattractive and noisy. With offshore wind farms, there are concerns that the turbines may be responsible for the death of large numbers of sea birds. The largest solar power plants in the world are in the USA and Spain. Solar energy is not as controversial as wind energy, although some environmentalists have concluded that the solar panels require as much energy to produce as they can generate during their active lifetime. Solar technology is improving all the time, however, and is seen as the ‘clean’ energy of the future, especially in countries which have a lot of sunshine. The first experimental wave farm was opened in Portugal in 2008. The sea has the potential to generate large amounts of energy, although environmentalists worry that large turbines in the sea could be a danger to fish and marine mammals. Electric cars are generally seen as the form of transport of the future. Although they are still expensive to buy, prices are coming down and the infrastructure of charging points is gradually being installed in cities such as London. Some cities, such as Paris and Madrid, are also encouraging the use of electric vehicles via rental systems.

Exercise 1

• Read through the instruction with the class. Focus students’ •

attention on the photos and elicit answers to the questions. Ask: Have you seen any of these energy sources around this area? If they don’t know of any in their own area, encourage students to describe any they have seen in other places, e.g. on a trip, or on the TV. (Try to do some prior research about local alternative energy sources in order to prompt the class.)



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checking them with the class.

ANSWERS

Exercise 3

• Explain that the questions in this exercise relate to the structure and paragraph plan of the essay.

• Ask students to read through the questions and then refer • •

back to the relevant sections of the essay to choose the correct options. Discuss the answers with the class, encouraging students to provide evidence for their answers. Point out that this is a good structure and paragraph plan to use for any opinion essay.

ANSWERS

1  B  ​2  A  ​3  A  ​4  B

Look at language: both and neither Exercise 4

• Read the example sentences aloud, modelling the intonation • • •

for students to repeat. Elicit the conjunction that goes with both words (neither … nor; both … and). Read through the rules with the class. Give students time to work the answers out for themselves before you elicit them from the class. Ask students to copy the completed rules into their notebooks. Students can copy the examples into their notebooks, or they could modify the example sentences to make them more personal to help them remember the structure.

ANSWERS

1  both; and   ​2  neither; nor   ​3  adjectives

Exercise 5

• Ask students to read and match the sentence halves in their •

notebooks. Allow students to compare their answers in pairs before checking them with the class. Invite different students to read the completed sentences aloud and make sure they are using suitable intonation, pausing where appropriate.

ANSWERS

1  B  ​2  A  ​3  D  ​4  C

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Writing task v Writing preparation • Interactive task to help students with useful expressions for opinion essays.

Exercise 6

e Write

• Students write the second and final draft of their opinion • •

• Explain to students that they are going to write an opinion

•

•

•

•

essay about an environmental topic. Focus the students’ attention on the three topics and ask them to brainstorm some advantages and disadvantages for each one. Conduct class feedback and invite some students to tell the class their advantages and disadvantages.

a Think of ideas

• Read through the instruction with the class. • Go through each section of the diagram and check that

essays. Tell them to correct any mistakes their partners found. If they do this in class, go round giving help and encouragement. Remind them to use passive forms. Conduct class feedback, inviting some students to read their essay to the class. Alternatively, upload the students’ essays to the class, English department or school blog and ask students to read them and vote for the best.

Further practice

Writing, Workbook page 30 Writing reference, Workbook page 91 Unit 3 Review and Skills practice, Student’s Book pages 126–127

students understand what each part asks for.

• Ask students to copy the diagram in their notebooks and

•

complete it with the topic from exercise 6 that they are going to write about and three advantages and disadvantages. Give them some time to research this. Tell students to decide which two advantages and which two disadvantages are the most important and to include them in their essays.

b Plan

• Go through the writing plan with the class and make sure •

students understand that they should structure their essay in this way. Ask students to write the writing plan in their notebooks, including relevant ideas from their answers to section a.

c Draft

• Ask students to write the first draft of their opinion

•

essays. If they do this in class, go round giving help and encouragement. Remind them to use passive forms, the conjunctions both and neither and to include both advantages and disadvantages. Remind them to check their grammar and spelling carefully.

d Check

• Ask students to exchange their first drafts with their partners • •

and to read their partner’s opinion essay. Students should go through their partner’s opinion essay and answer the questions. Students then report back to each other about their work.

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Group speaking project: a class debate Aims

• Listen to part of a debate. • Learn phrases for starting, ending and taking part in a debate. • Research and prepare arguments for a debate. • Take part in a debate and vote on the motion.

4 7 2 5

Develop sense of initiative and entrepreneurship. Develop linguistic communication. Develop learning to learn competence. Develop social and civic competences.

• Read the third instruction. Focus students’ attention on •

ANSWERS

1 A clear example of this is … 2 Research has shown that …; There is evidence that … 3 Another reason why we (dis)agree with the statement is that … 4 To conclude, we have said that …; To sum up, we feel that …

Step 1

• Read through the instruction with the class. Then read

Useful materials – computers or other devices with internet access – a timer, e.g. on a phone – paper – pens

• •

Warm-up

• Explain to students they are going to have a class debate.

•

Ask: What is a debate? What happens in a debate? Elicit that a debate is a formal discussion in which arguments for and against an idea are put forward, and people vote. Ask: Do you ever watch debates on TV? What about?

Before you start  $ 1.28  Audio script pT154

the Useful language box again and ask them to put the expressions into the four categories. Check answers with the class.

through the three statements at the top of the page again as examples of what students should produce. Put students into small groups. Give students time to think of a topic to debate. Then invite a student from each group to tell the class the statement they have chosen. Ask for a show of hands from the students to decide which two statements the class would like to debate.

Step 2 

• Read through the instruction with the class and divide •

students into four groups, A–D. Ask groups to agree on the roles they will have. Ask the two groups that are taking part in each debate if they want to speak for or against the statement.

• Read through the first instruction with the class and ask a • • •

student to read the statements aloud. Make sure the students understand the statements. Explain that they are going to hear students taking part in a debate about one of the statements. Ask them to listen carefully and decide which statement they are debating. Play the recording through once. Check the answer with the class.

ANSWER

They are debating statement A: ‘Modern technology has made people’s lives much better.’  They are arguing for the statement. • Read the second instruction. Ask a student to read the expressions in the Useful language box aloud. Explain to students that they are going to hear the recording again and they have to write down in their notebooks the expressions from the Useful language box they hear. • Play the recording again, pausing for students to write down the phrases. • Check answers with the class. ANSWERS

B: Another reason why we agree with the statement is that …; E: Research has shown that …; F: There is evidence that …; G: To conclude, we have said that …; H: To sum up, we feel that …



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Step 3

• Read through all the instructions with the class and make sure •

•

• •

•

students are clear about what they have to do. Ask each team to work together to research their ideas and prepare their arguments. Tell them that each member should try to each take a different angle on the subject, so they each make different points to try and persuade the audience. Refer them to the Useful language box and ask them to think of other good phrases they can use to put their points across and persuade the audience, e.g. It is clear that … , Most people would agree that … , No one can deny that … . Ask the teams to also think about what arguments the other team might put forward, and plan good questions they can ask, or points that they can make to challenge their opponents’ arguments and show the audience that they are wrong. Refer them to the phrases in the Useful language box. Tell students to make sure they use good sources to get accurate information to support their arguments. Go round monitoring and assisting all groups while they are working. Set a time limit of about ten minutes for this preparation stage. Tell students to make sure they have enough material for the time that they have and that they present their arguments in a clear and logical manner. Ask students to copy the table in their notebooks and make notes of their arguments, evidence and examples.

Step 6

• Ask students which arguments worked best in the debate • •

and why. As a class, discuss what went well in the debate, and what could be improved. Ask students to make their own personal notes to help them next time they take part in a debate. Ask students what they have learned from the project.

Step 4

• Encourage students to nominate members of their groups to • • •

present their arguments and summarize them. Invite both teams to tell the class who they have chosen for the key roles. Ask the teams to practise presenting their arguments to each other. You could ask them to work in pairs to do this, with one student presenting and the other providing feedback. Tell students that they can refer to the notes that they have made, but encourage them to speak naturally and to use the expressions from the Useful language box in their presentations.

Step 5

• Organize the classroom for the debate so that the speakers are at the front.

• Introduce the debate and the main speakers. Refer them

• • • •

to the agenda to remind them of how the debate should proceed. Tell students to keep an eye on the time and signal when speakers should stop. Only intervene if there is a problem. Allow time for questions from the audience before the groups summarize their positions. At the end of the debate, ask for a show of hands from the students to see if they are for or against the statement. Repeat the process for the second debate.

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Unit 3

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4

Live well

Unit summary

Exercise 1

• Focus students’ attention on the people in the photos and ask

Vocabulary

them to use adjectives to describe how the people feel.

Phrasal verbs: calm (sb) down, cheer (sb) up, chill out, cut down on, face up to, open up to, slow (sth) down, wake (sb) up, work out Aches and pains: broken, bruised, dislocated, itchy, sore, sprained, swollen Phrasal verbs: carry on, end up with, keep in, lie around, wrap up Word builder: accessible, advisable, cautious, national, snowy Learn it!: break (n), break (v)

Grammar

• Invite different students to read aloud the different responses

• •

to the question. Ask the class to read and listen and see if the adjectives that they used to describe the photos are mentioned. Tell them to write the adjectives that are in each text in their notebooks. Ask students to find three pairs of opposite adjectives. Tell students that there might be more than one possible antonym for some adjectives. Allow students to compare their answers in pairs before checking them with the class.

SUGGESTED ANSWERS

The first and second conditional if and unless The third conditional

calm / ​stressed (angry/anxious/busy); grumpy / ​cheerful; sleepy / ​dynamic

Functional language Asking for advice What should I do? What would you do if you were me? Would you suggest … (+ing)? Giving advice If you …, you will … (+ infinitive) If I were you, I’d … (+ infinitive) My advice would be to … (+ infinitive) Make sure you … (+ infinitive) Have you thought about …? (+ing) You could … (+ infinitive) You should / ​shouldn’t … / ​You ought to (+ infinitive)

Unit opener Vocabulary Aims

• Learn phrasal verbs for actions and feelings that make you happy. • Learn adjectives for feelings. • Talk about what makes you happy.

7 5

Develop linguistic communication. Develop social and civic competences. VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.



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Unit 4

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Exercise 2

• Ask a confident student to read the instruction and the • •

definitions aloud. Tell students to find adjectives in the speech bubbles that match the definitions. Point out that more than one adjective might match some of the definitions. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  anxious  ​2  cheerful  ​3  dynamic  ​4  grumpy; angry   ​ 5  sleepy  ​6  calm

Exercise 3

• Read through the instruction with the class. Tell students to • •

use the list of adjectives from exercise 2. Choose an adjective and ask and answer the question with a strong student. Divide the class into pairs to ask and answer the questions.

Exercise 4

• Ask individual students to read the sentences in exercise 4.

•

Then ask them to read the speech bubbles again and decide if the sentences are true or false, correcting any false sentences. Remind them to write their answers in their notebooks. Check answers with the class and elicit corrections for the false sentences. Accept variations on the sentences given in the answer key, as long as the meaning is the same.

ANSWERS

1 2 3 4 5

True. False. Beth doesn’t cut down on things she does. False. Thomas listens to music when he has a problem. False. Abigail opens up to friends when she feels anxious. True.

Exercise 5

Optional activity Write the following questions on the board: 1 What problems do you find it difficult to face up to? Why? 2 Do you know anyone who should slow down? Why? 3 What do you do when you want to chill out? 4 What should you cut down on? Why? Ask students to write one more question to ask a partner, using the phrasal verbs in the speech bubbles. Divide the class into pairs or small groups to ask and answer the questions on the board and their own question. Invite some students to share one of their own answers with the class.

Exercise 6

• Read through the instruction with the class. Ask students to • • • •

ANSWERS

1  cheer  ​2  work  ​3  open  ​4  calm  ​5  chill v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 7 21st Century skills: Supporting others

• Focus students’ attention on the 21st Century Skills box and •

• Focus on the phrasal verbs in bold in the speech bubbles and

•

•

•

•

elicit the meanings. Ask students to choose the correct options and copy and complete the sentences in their notebooks. Do the first one as an example if necessary. Check answers with the class.

ANSWERS

1  slow down   ​2  face up to   ​3  cheer up   ​4  cut down

read the questions quickly, ignoring the gaps, to get the gist. Divide the class into pairs and ask them to complete the questions in their notebooks. Check answers with the class. Tell the pairs to ask and answer the questions. Invite some students to share their own answers with the class.

read through the task. Divide the class into small groups and ask them to think of ways of cheering someone up. Ask students to think about what they do when they want to cheer themselves up. Tell each group to choose a representative to write their sentences. Ask groups in turn to present their advice to the class. The class could vote for the best.

Exercise 8

• Play the video for students to watch. v Your Views: Cheer up! • Duration: 2.22 minutes • Topic: What cheers you up when you’re sad? • Task: Discuss your views on the topic.

Further practice

Vocabulary, Workbook page 32 Vocabulary reference, Workbook pages 112–113 Vocabulary worksheets, Tests and Resources Multi-ROM

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Unit 4

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4.2 The power of positive action Reading

Exercise 2

• Explain that 1–6 are comments people have left on the blog. Ask students to read the blog again and, in their notebooks, complete the comments with the correct colour. Allow students to compare their answers in pairs before checking them with the class.

Aims

•

3 5 7

1  yellow  ​2  green  ​3  blue  ​4  red  ​5  Red  ​6  green; pink

• Read and listen to a blog about how colours affect our mood. • Answer questions on the blog. Develop cultural awareness and expression. Develop social and civic competences. Develop linguistic communication.

Optional activity

v Reading preparation • Interactive task to introduce students to the topic.

Warm-up

• With books closed, point to some colours around the

• • •

ANSWERS

classroom and ask: What colour is this? Include some unusual colours such as beige if possible, and check students understand light and dark to describe colours. Give students two minutes to write as many colour words as they can. They can use their dictionaries to help. Invite the students who wrote the most words to make a list on the board. Ask the rest of the class to suggest further colours. Make sure that students understand all the colours. Ask: What’s your favourite colour? Which colours do you like wearing? Why? Which colours don’t you like? Why? Do some colours make you feel more cheerful? Elicit a range of ideas.

Ask students to read the blog posts again and then write their own comment in response to one of the posts. Invite students in turn to read out their comments to the rest of the class, who should say which blog post it relates to. Elicit whether they agree or disagree with the comments. Encourage as many students as possible to join in and express their opinions.

Exercise 1  $ 2.02

• Read through the question with the class and draw students’ •

attention to the colours of the blog entries. Play the recording for students to read and listen. Check answers with the class, and elicit any related experiences that students have had with colours.

SUGGESTED ANSWERS

Blue makes people less hungry. Light blue helps you to study and relax. Green calms people down. Pink slows people down and makes them sleepy. Red creates a more dynamic mood and makes people win more games. Yellow helps people to open up and cheer up.

Culture note According to psychologists, yellow is associated with sunshine and energy and is therefore a good colour to use in a kitchen or dining room. Green is associated with nature, and is a calm, restful colour. It is often used in bedrooms. Blue is also believed to be a calm, soothing colour, associated also with intellectual activity, making it suitable for bedrooms and studies. Pink is a restful colour, associated with love, so is most suitable for bedrooms. Red is associated with danger, adventure and warmth. It is often recommended as a colour for dining rooms, but not for bedrooms.



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Unit 4

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The first and second conditional Aims

• Revise the form and use of the first and second conditional. • Complete sentences and a dialogue using the first and second conditional. 7 Develop linguistic communication.

v Grammar animation • Presentation of the first and second conditional in context.

Exercise 3

• Read through the example sentences in the table with the

• • •

class and make sure students understand them. You could ask students to translate the sentences into their own language to check understanding. Ask students to answer the questions in their notebooks. With a weaker group, work through the questions with the class, eliciting and discussing the answers. Check answers with the class. Students can copy the examples into their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

1 2 3

first conditional: sentences 1 and 2 second conditional: sentences 3 and 4 first conditional second conditional

Exercise 4

• Read through the instruction with the class. • If necessary, read the first gapped sentence aloud and elicit • •

the correct first conditional. Ask students to copy and complete the sentences in their notebooks with the first conditional form of the verbs in the box. Check answers with the class.

ANSWERS

1  ‘ll be late   ​2  won’t be hungry   ​3  passes the exam   ​ 4  ‘ll feel less anxious   ​5  ‘ll feel more dynamic   ​ 6  doesn’t cut down v Grammar practice • 1–3 star tasks to practise the first and second conditional. Also available on the Tests and Resources Multi-ROM.

Recycle

• Read through the information in the Recycle box with the class. • Write a first conditional sentence with If + not on the board

•

e.g. If I don’t go running, I feel stressed out. Underline If I don’t and point out that we can replace if not with unless and an affirmative verb. Write a second conditional sentence with he or she on the board, e.g. He would go to bed if he were sleepy. Underline were and reinforce the point that we can use were with I and he / ​ she in second conditional sentences.

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• You could point out that If I were you, I’d … is often used to give advice.

Exercise 5

• Read the first gapped sentence aloud and give students • •

time to write the answer in their notebooks. Elicit the correct second conditional sentence. Ask students to complete the remaining sentences and questions in their notebooks. Check answers with the class.

ANSWERS

1 Amy would help us if she were here. 2 If they went to bed earlier, they wouldn’t feel so sleepy (at school). 3 Would I feel more relaxed if I painted my bedroom green? 4 If I were you, I’d slow down. You look stressed out. 5 Would I have more energy if I worked out at the gym before school?

Exercise 6

• Ask students to read the dialogue quickly, ignoring the gaps, • •

to get the gist. Ask: Why does Harry want to paint his bedroom? (the colours are too dark) Ask students to read the dialogue again and write the correct verb forms in their notebooks. Check answers with the class by inviting two confident students to read the completed dialogue to the class.

ANSWERS

1  had  ​2  paint  ​3  were  ​4  look  ​5  wouldn’t choose   ​ 6  ‘ll feel

Your turn Aims

• Practise using the second conditional. • Discuss ideas about colours for a bedroom, trainers, the school building, hair and a car. 5 Develop social and civic competences. 4 Develop sense of initiative and entrepreneurship.

Exercise 7

• Read through the instruction with the class and invite a student to read the questions aloud.

• Ask students to add more questions with their own ideas • •

in their notebooks. Go round monitoring and assisting as necessary. Divide the class into small groups to ask and answer the questions. Remind students to use the second conditional in their answers. Conduct class feedback and invite groups in turn to tell the class what their answers were and why.

Further practice

Grammar, Workbook page 33 Grammar reference, Workbook pages 114–115 Grammar worksheets, Tests and Resources Multi-ROM

Unit 4

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4.3 Sporting injuries

v Listening preparation • Interactive task to pre-teach vocabulary in the audio.

Vocabulary and Listening

Exercise 3  $ 2.03  Audio script pT155

• Read through the instruction with the class and give students

Aims

time to copy the table in their notebooks.

• Learn vocabulary for aches and pains. • Listen to a podcast about sports injuries. • Answer questions on the podcast.

• Play the recording for students to listen and complete the

7 2

•

Develop linguistic communication. Develop learning to learn competence.

•

Warm-up

• With books closed, ask: What sports do you do? Elicit some • •

answers and write the sports on the board. Point to the sports on the board and, as a class, brainstorm more sports. Add these to the board and check that students understand them all. Ask: Have you ever suffered a sports injury? Elicit a few answers, then ask: Which sports do you think are the most dangerous? Why? Elicit a range of answers.

•

table. Pause the recording as necessary to give students time to write. Play the recording again if necessary, for students to check and complete their answers. Alternatively, students could answer the questions from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

Exercise 1

Sport

Injury

How

Event missed

Maria Sharapova

tennis

bursitis/ injured her shoulder

playing tennis

US Open

Steve Morrow

football

broken arm

celebrating

a party

• Ask students to read through the web page and look at the • • •

photos. You could ask them to match the problems shown in the photos with the tips. Ask: Have you ever suffered with any of these problems? Elicit a range of answers from individual students. Divide the class into small groups to discuss the tips. Ask them to choose the three most useful tips. Explain that there isn’t a right or wrong answer, but they should try to justify their choice. Invite groups in turn to tell the class their top tips and why they have chosen them.

Exercise 2 

• Read through the instruction with the class. • Read through the adjectives in the box, modelling their • • •

pronunciation and intonation. Make sure students understand all the adjectives. Read through the sentences with the class, ignoring the gaps, so students get the gist. Ask students to copy and complete the sentences in their notebooks with the correct words. Allow students to compare their answers in pairs before checking them with the class.

Exercise 4  $ 2.03  Audio script pT155

• Read through the instruction with the class. Invite individual students to read the sentences aloud.

• Play the recording again for students to listen and put the •

sentences in the correct order in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

C, E, B, F, A, D

ANSWERS

1  dislocated  ​2  bruised  ​3  itchy  ​4  swollen; sprained; broken  ​5  sore v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.



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Unit 4

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The third conditional Aims

• Learn the form and use of the third conditional. • Complete sentences and a text using the third conditional.

7

Develop linguistic communication.

v Grammar animation • Presentation of the third conditional in context.

Exercise 5

• Read through the example sentences in the table with the • • •

class and make sure that students understand them. Students could translate the sentences into their own language. Ask students to read the rules, choose the correct options and copy the complete rules in their notebooks. Encourage students to copy some of the examples from the table in their notebooks, or modify the example sentences to make them more personal to help them remember. Reinforce the point that we use the past perfect, not would, in the if clause: If they had known, they would have done things differently. NOT If they would have known, … .

ANSWERS

1  past  ​2  past perfect simple   ​3  would have   4​   first

Exercise 6

• Read through the instruction and the sentences and make sure the students understand them.

• Ask them to match the beginnings 1–5 to endings A–E in •

their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  E  ​2  D  ​3  A  ​4  C  ​5  B

Exercise 7

• Focus students’ attention on the picture and ask students • • •

what they know about the sports stars Rafael Nadal, Serena Williams and Michael Jordan. Read through the sentences aloud, ignoring the verbs in brackets. Ask students if they already knew the information about the three sports stars. Ask students to write the completed third conditional sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in exercise 5, as necessary, to explain the answers.

ANSWERS

1  hadn’t started  ​2  had listened  ​3  Would ... have become

Culture note Michael Jordan was not initially accepted into his university basketball team because, at 1.80 m, he was considered too short. The following year, he trained hard and also grew 10 cm, so was finally accepted into the team.

T51

Rafael Nadal wanted to follow his uncle Miquel Àngel Nadal and become a professional footballer. However, his uncle Toni realized he was going to be a better tennis player and persuaded him to leave school and dedicate himself to tennis when he was 15. Serena Williams started playing tennis with her sister Venus when she was very young, and soon started winning junior tournaments, going on to become the World Number One.

Exercise 8

• Focus students’ attention on the photo of Claire Lomas, and

• •

ask them to read the text quickly, ignoring the gaps, to get the gist. Ask: Which sports event did she participate in after her injury? (the London marathon) Ask students to read the text again and write the correct verb forms in their notebooks. Check answers with the class.

ANSWERS

1  hadn’t had   ​2  wouldn’t have lost   ​3  ‘d used   ​ 4  would’ve been  ​5  wouldn’t have raised   ​6  hadn’t done v Grammar practice • 1–3 star tasks to practise the third conditional. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Write sentences about a sports person. • Practise using the third conditional.

3 7

Develop cultural awareness and expression. Develop linguistic communication.

Exercise 9

• Elicit information about sports people that students admire. • •

•

Write notes on the board as students offer information. Focus on the notes on the board and elicit one or two third conditional sentences about the sports people. Ask students to write their sentences in their notebooks, using the notes on the board or their own ideas. Remind them to include at least one third conditional sentence. Encourage them to use the language in the Useful language box. Go round monitoring and assisting as necessary. Conduct class feedback, praising good use of the target language and correcting any mistakes.

Further practice

Vocabulary, Workbook page 34 Vocabulary reference, Workbook pages 112–113 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 35 Grammar reference, Workbook pages 114–115 Grammar worksheets, Tests and Resources Multi-ROM

Unit 4

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4.4 Culture

Exercise 2

• Give students time to read the sentences. Check that students

Reading and Vocabulary

•

Aims

• Read and listen to an article about the Canadian winter. • Answer questions on the article. • Understand phrasal verbs in context. • Learn about adjective suffixes and practise using them.

3 7

ANSWERS

Develop cultural awareness and expression. Develop linguistic communication.

Warm-up

• Focus students’ attention on the map and elicit what students • •

know about Canada, e.g. its geography, weather, sports, famous Canadians, etc. Read the title of the article aloud. Ask: How cold do you think it is in the winter in Canada? What dangers are there when it is very cold? How do you think people stay healthy? Encourage students to speculate and share their ideas with the class.

Canada Canada is the world’s fourth-largest country by total land area, and one of the richest countries in the world. Its capital is Ottawa. The native people of Canada include the Inuit, who live in the far northern parts of the country. European colonization of Canada, mainly by Britain and France, began in the 16th century, and the country gradually gained full independence during the 19th and 20th centuries. Canada has two official languages, English and French, and prides itself on being ethnically and culturally diverse. Winnipeg is in the south of Canada, about half way between the eastern and western shores. It is Canada’s seventh largest city. The climate is warm in the summer and very cold and dry in the winter, with snow sometimes lasting for up to six months. Temperatures can fall as low as -50 degrees. Spongee is a game similar to ice hockey that is played only in Winnipeg. The game is played with a soft ‘spongy’ puck instead of the traditional hard puck used in ice hockey, and players wear ordinary shoes instead of ice skates.

Exercise 1  $ 2.04

• Read through the topics in the box with the class. Encourage

•

students to guess which of the topics the article will discuss and what it might say about each one. Play the recording for students to read and listen for the topics that are mentioned and make a note of them in their notebooks. Check answers with the class and ask who guessed correctly.

Exercise 3

• •

houses and transport aren’t mentioned



in the article. Encourage them to guess their meaning from context. Ask students to match each phrasal verb to one of the definitions (1–5) in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  keep in   ​2  end up with   ​3  lie around   ​4  carry on   ​ 5  wrap up

Optional activities Divide the class into groups to discuss these questions: What do you think you would enjoy about life in Winnipeg? What do you think you would find difficult? Then invite different groups to share their ideas with the class. As a class, discuss the advantages and disadvantages of living in a cold climate. Divide the class into pairs and ask them to design a poster for a school in Winnipeg, advising students on how to stay safe and healthy during the winter. Encourage them to use zero conditional sentences. Go round monitoring and assisting as necessary. Students can present their posters to the class, and the class could vote for the best.

Exercise 4 Learn it!

• Focus students’ attention on the two words in the Learn it! box. Point out the pronunciation is the same.

• Ask students to make one sentence with break as a noun and •

ANSWERS

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1 True: ‘freezing winters with temperatures of -50ºC – lower than they sometimes are on Mars!’ 2 Not in the text. 3 True. ‘Most Winnipeg schools cancel outdoor breaks at -25 ºC.’ 4 Not in the text. 5 True: ‘Winnipeggers also play a variation of ice hockey called spongee.’ 6 False: ‘The skywalk is a network of heated walkways and tunnels.’

• Focus students’ attention on the highlighted phrasal verbs

Culture note

•

•

understand everything, e.g. freezing. Ask them to read the article again and decide if the sentences are true, false or not in the text. Ask them to write the evidence for each answer from the text and correct any false sentences. Allow students to compare their answers in pairs before checking them with the class.

one with break as a verb. Ask students to read out their sentences.

Unit 4

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Word builder: adjective suffixes Exercise 5

• Read through the instruction and the words in the box

•

• •

with the class. Then ask students to find the corresponding adjective forms in the article. You could do this as a race, to motivate students. Check answers with the class, and write the adjectives on the board. Each time, invite a student to read aloud the relevant line from the article. Make sure that students understand all the adjectives. Give students time to read the sentences. Then ask them to complete them with the correct adjectives. Allow students to compare their answers in pairs before checking them with the class.

Exercise 6

• Invite a student to read the instruction aloud. Make sure • •

• • •

ANSWERS

access – accessible (lines 46–47: ‘first aid kits are accessible’) advise – advisable (line 13: ‘it’s advisable to wrap up’) caution – cautious (lines 11–12: ‘the people of Winnipeg have to be cautious’) nation – national (line 31: ‘the national sport of ice hockey’) snow – snowy (line 27: ‘even in extremely snowy or foggy weather conditions.’) 1  cautious  ​2  national  ​3  snowy  ​4  advisable  ​ 5  accessible v Vocabulary practice • Interactive task to practise adjective suffixes.

Optional activity Focus on the adjectives in exercise 5. Elicit the adjective suffixes and write them on the board (-ible, -able, -ous, -al, -y). Point out that -able is used as a variant of -ible. Divide the class into small groups and ask them to think of more adjectives which have these suffixes. Elicit the adjectives and write them on the board. Remind students that it is a good idea to learn word families, and learn how to form new words from words they already know.

students understand everything. Read through the questions with the class and elicit some example answers. Give students time to prepare their ideas individually. Point out that if any students don’t go on this kind of holiday, they should imagine what they would do if they did. Encourage them to use the language from the Useful language box. Go round monitoring and assisting as necessary. Divide the class into small groups to share their ideas, or discuss the ideas as a class. Conduct class feedback, inviting some students to tell the class what they take with them and what they do on their holiday. Praise good use of the target language and correct any mistakes as necessary.

Exercise 7

• Students watch the video. v Culture video: Vancouver

• Duration: 4.14 minutes • Topic: Vancouver: a city in the south of Canada. • Video worksheets are available in the iPack Resources tab.

Focus on … PE

• Ask students to read the sentences and discuss the answers in •

pairs before they look at page 143 to find out if they are right. Students can now do the Focus on CLIL activities on page 143.

ANSWERS

1  False. Cardiac muscles are in our hearts.   2  True  3  True

Further practice

Reading, Workbook page 37 Word builder, Vocabulary reference, Workbook page 112 Focus on PE, Student’s Book page 143 Curriculum extra worksheet Unit 4, Tests and Resources Multi-ROM

SUGGESTED ANSWERS

-ible / ​able: enjoyable, comfortable, visible, edible -ous: dangerous, famous, mysterious -al: logical, professional, traditional -y: windy, rainy, sunny

Your turn Aims

• Discuss things that you take with you on a winter holiday. • Practise using conditionals and giving reasons.

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4.5 Practical English: asking for and giving advice

• DICTATION Give students time to read through the gapped •

Listening Aims

• Read a guide to staying healthy at exam times. • Discuss the tips and add further ideas. • Listen to a conversation about tips for staying healthy at exam times. • Do a dictation based on the conversation. 7 Develop linguistic communication. 2 Develop competence in learning to learn.

• •

sentences. Play the recording again for students to listen and write the missing words in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could complete the sentences from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

Warm-up

• With books closed, ask: How often do you have exams? •

Exercise 3  $ 2.06  Audio script pT155

How much time do you spend revising for exams? Elicit a range of answers. Then ask: Why do you think it’s important to be healthy when you’re revising for exams? How could you stay healthier during exam times? Encourage as many students as possible to join in and share their ideas.

Exercise 1

1 2 3 4 5

would be to stop Have you thought about could were; ‘d drink too much; won’t sleep well

Optional activity Ask students to use the sentence beginnings in exercise 3 to write two more pieces of advice about reducing stress at exam times. Divide the class into pairs to compare their ideas and choose two pieces of advice they both agree with. Then invite some pairs to tell the class the two pieces of advice they chose and why.

• Read the instruction and the title of the guide aloud, then

• • •

focus students’ attention on the photos. Ask: What tips do you think the guide includes? Encourage students to speculate and share their ideas. Ask students to read the guide and make a note, in their notebooks, of the tips they use themselves. Then encourage them to reflect on the situation and add one more tip. Invite students in turn to read their tips to the class. Write them on the board. Conduct class feedback. Ask students which tips they consider to be the most useful.

Exercise 2  $ 2.05  Audio script pT155

• Tell students they are going to listen to a teacher giving advice about exam revision. Read the question aloud.

• Play the recording for students to listen and make a note, in •

their notebooks, of the tip that is discussed. Allow students to compare their answer in pairs before checking them with the class.

ANSWER

Get enough sleep



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Speaking

• Ask students to copy the remaining sentences into their

Aims

•

• Learn about sentence stress. • Learn about and practise paraphrasing as a speaking strategy. • Learn functional language for asking for and giving advice.

7 2

Develop linguistic communication. Develop competence in learning to learn.

v Speaking preparation • Interactive task to activate the functional language.

Exercise 4  $ 2.07

• Invite a student to read the instruction aloud. Give students • • •

time to read the dialogue. Play the recording and ask students to answer the question. Alternatively, ask two confident students to play the roles of Leo and Ms Collins and to read the dialogue aloud. Check the answer with the class.

• • •

ANSWERS

What should I do to get fit? If I were you, I’d get some sleep. What would you do if you were me? My advice would be to eat lots of fish and vegetables.

Exercise 7

• Read the instruction with the class, and then focus students’ •

ANSWERS

They are talking about taking breaks whilst studying (tip 4).

Exercise 5

•

• Read through the Speaking strategy box with the class. • Focus on the words in the box and elicit some possible

•

•

•

•

paraphrases for brain, e.g. It’s something that controls our bodies. Divide the class into small groups to think of paraphrases for the remaining words. Invite groups in turn to tell the class their paraphrases. As a class, discuss which paraphrases work best for each word.

EXAMPLE ANSWERS

It’s the thing inside your head that thinks. (brain) It’s something that you do when you move your body to music. (dance) It’s similar to a meal but it’s smaller. (snack) It’s what somebody does after sport to cool down their muscles. (stretch)

Optional activity Ask students to look back at the text on pages 52–53 and choose three more words to paraphrase, e.g. trapped, breaks, sensible. Give them time to think of ways to paraphrase them. Divide students into pairs to read their paraphrases to each other, without saying the words. Their partner must guess the words. Conduct class feedback eliciting how easy or difficult they found the task, and how many words they guessed correctly.

Exercise 6  $ 2.08  Say it!

• Read through the instruction with the class and explain that in •

English some syllables are stressed more than others. Write the first question from the Say it! box on the board. Play the recording for this question and elicit which syllables are stressed. Underline these syllables on the board.

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notebooks. Play the rest of the recording, pausing after each sentence or question so that students can underline the stressed syllables. Check answers, playing the recording again so that students can hear which syllables are stressed. Play the recording again for students to listen and repeat. There is a follow-up exercise for further practice on page 150.

attention on the phrases for asking for advice in the Functional language box. Make sure they understand everything. Invite two different students to read the two situations aloud. Then divide the class into small groups and ask them each to choose one of the situations. Explain that they should prepare and practise a dialogue asking for and giving advice. Tell them to use the dialogue in exercise 4 as an example. Go round monitoring and assisting as necessary. When students finish, they can swap roles and practise again. Invite some students to perform their dialogues for the class.

Optional activity Ask students to work individually and think of another situation that they would like advice about. Divide the class into pairs and ask them to take turns to explain their situations to their partner and ask for and give advice. Ask students to tell the class if their partner gave useful advice.

Your turn Exercise 8

• Play the video for students to watch and interact with. v Interactive video: New friends Vlogsters: Unit 4 • Duration: 3:54 minutes • Topic: Tips on how to make friends if you’re shy. • Task: Make a choice from the options offered at the end of the vlog. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Pronunciation, Student’s Book page 150 Practical English, Workbook page 36 Functional language, Vocabulary reference, Workbook page 112 Vlogsters scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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4.6 Writing a blog

Exercise 2

• Ask students to read the blog again and match topics 1–5 to

Aims

• Read a model blog. • Learn some differences between formal and informal English. • Write a blog.

7 4 3

Develop linguistic communication. Develop sense of initiative and entrepreneurship. Develop cultural awareness and expression.

Exercise 3

Encourage as many students as possible to join in, express their opinions and give reasons for their opinions.

Warm-up

• Ask: Do you write a blog? If not, would you like to? Do you read

other people’s blogs? What do you enjoy reading about? Elicit a range of answers. Focus students’ attention on the photos and ask: What do you think an inner-city farm is? Why do you think this girl enjoys working on the farm? What do you think she writes about in her blog? Elicit a range of answers.

Research it!

• Read the Research it! box with the class. • Students could do the research online in class, using their •

ANSWERS

1  Week 3  ​2  Week 1  ​3  Week 3  ​4  Week 2  ​5  Week 2

• Read the question aloud and discuss it with the class.

Writing preparation

•

•

Week 1, Week 2 or Week 3 in their notebooks. Give students time to compare their answers in pairs before checking them with the class. Encourage students to provide evidence from the blog for their answers.

Optional activity Ask students if they know of any urban farms in their area, town or city. Elicit any information they have, or encourage students to do some research to report back at a future class. Ask students: If you’d had an urban farm near your home when you were younger, what would you have done? If you had one near your home now, would you like to work there? Why? / ​Why not? Elicit ideas as a class or, if students are very interested in the topic, give them time to discuss the questions in groups. Then invite them to share their thoughts with the class.

phones or tablets. You could do the activity as a race, to motivate students. Students will probably find the answer that blog is short for weblog (web log), a list of items on a web page.

Exercise 1

• Read through the list of benefits with the class and make sure students understand them all.

• Ask them to read the model text and make a note of the •

benefits that the blogger mentions in their notebooks. Check answers with the class.

ANSWERS

1 and 3

Culture note There has been a growing movement to create more urban or inner-city farms over the last twenty years, and they can now be found in cities around the world. The aims of urban farming are: to produce fresh food locally in a way that reduces the carbon footprint from agriculture; to provide fresher food which contains fewer chemicals; to encourage people to spend more time outdoors doing physical activity; to help to connect people living in cities with country life. Some larger scale urban farms have also been established, such as the world’s first rooftop farm, which was opened in New York City in 2010.



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Look at language: formal and informal English Exercise 4

• Read the question through with the class and elicit the

answer. Point out or elicit that blogs are written in informal English in order to address the reader directly and have the feeling of being a conversation.

ANSWER

a Think of ideas

• Read through the instruction with the class. • Go through each section of the diagram and check that students understand what each part asks for.

• Ask students to copy the diagram in their notebooks and

complete it with the topic from exercise 7 that they are going to write their blog about.

The blog is written in informal English. Examples of informal English include phrases like ‘chill out’ and ‘kids’ as well as use of contractions.

b Plan

Exercise 5

•

• Read through the features with the class. Check that students understand colloquial (= very informal).

• Ask students to find examples of the features in the blog. • Conduct class feedback. Ask students to provide examples of

• Go through the writing plan with the class and make sure

c Draft

• Ask students to write the first draft of their blogs. If they

the features they found.

SUGGESTED ANSWERS

1 2 3 4 5 6

join; volunteer; spend (etc.) I’ve just joined; I volunteered; I spent; I worked kids chill out I’ve; they’ll; I’m; couldn’t but; and; also

Exercise 6

• Focus students’ attention on the blog and point out that the •

underlined words are more formal than usual for a blog. Ask students to rewrite the underlined words in their notebooks. Check answers with the class.

ANSWERS

1  I’ve  ​2  wasn’t  ​3  wouldn’t  ​4  Also  ​5  I’ve  ​6  kids  ​ 7  cheers me up

Optional activity Ask students to read the final sentence of each blog post. Ask: What do you notice? (They all end with an exclamation mark.) Elicit or point out that it is important to end a blog post strongly, for example with a humorous comment or an opinion.

Writing task v Writing preparation • Interactive task to practise useful expressions to use in a blog.

students understand that they should structure their blog in this way. Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

•

do this in class, go round giving help and encouragement. Remind them to use informal language and phrasal verbs and to make the blog reflect their personalities and interests. Remind them to check their grammar and spelling carefully.

d Check

• Ask students to exchange their first drafts with their partners • •

and to read their partner’s blog. Students should go through their partner’s blog and answer the questions. Students then report back to each other about their work.

e Write

• Students write the second and final drafts of their blogs. • Tell them to correct any mistakes their partners found. • If they do this in class, go round giving help and • •

encouragement. Remind them to use informal language. Invite some students to read their blog to the class. Their classmates can listen for examples of informal English. Alternatively, students could work in pairs to read their partner’s blog to check that it follows the blog plan, uses informal language and includes phrasal verbs.

Further practice

Writing, Workbook page 38 Writing reference, Workbook page 92 Unit 4 Review and Skills Practice, Student’s Book pages 128–129

Exercise 7

• Explain to students that they are going to write a blog about a free-time activity. Invite a student to read the task aloud.

• Brainstorm some ideas for free-time activities that students •

could write about, e.g. joining a sports club or a gym, joining a drama group, working as a volunteer, etc. Invite some students to read out their ideas for blogs to the class.

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5

Community spirit

Unit summary

Exercise 1

• Read through the instruction with the class and focus

Vocabulary

students’ attention on the pictures.

Digital technology: bookmark, blog, comment, edit, like, log in, respond, share, sign up, subscribe, update, upload Manners: appreciation, behaviour, consideration, etiquette, interaction, misunderstanding, netiquette, politeness, rudeness, tradition Society: manners (n), mate (n), poverty (n), respectful (adj), wealthy (adj) Word builder: bring up, cheer up, make up, own up, put up Learn it!: actually, currently

Grammar

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

A  video channel   ​B  social network   ​C  social network   ​ D  wiki  ​E  instant messaging   ​F  blog  ​G  music streaming

Exercise 2

• Start by explaining that the four quotes (1–4) talk about

•

Question forms Verbs with -ing and to Modals of deduction and possibility

•

different forms of social media. Ask students to read the quotes quickly, ignoring the gaps, and check that they understand them. Ask them to read the quotes again and match them to four of the pictures in their notebooks. Check answers with the class.

ANSWERS

1  A  ​2  B  ​3  F  ​4  D

Functional language Making suggestions It’d be great if we could … (+ infinitive) Why don’t we … (+ infinitive)? We’d better (not) … (+ infinitive) How / ​What about … (+ -ing / ​noun)? Expressing certainty It’s / ​There is / ​are sure + to … (+ infinitive) That’s definitely … (+ noun / ​adjective) Expressing doubt I’m not (really) sure / ​It’s unlikely … (+ that clause)

Unit opener Vocabulary Aims

• Learn digital technology verbs. • Talk about how digital you are.

7 1

Develop linguistic communication. Develop digital competence. VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.



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Exercise 3

• Read through the instruction with the class and ask students •

to check the meaning of any words that they don’t know in a dictionary. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  subscribe  ​2  upload  ​3  sign up   ​4  log in   ​5  share  ​ 6  blog  ​7  comment  ​8  respond  ​9  bookmark  ​10  edit v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 7

• Play the video for students to watch. v Your Views: Technology

• Duration: 2.48 minutes • Topic: How important do you think it is to keep up with technology?

• Task: Discuss your views on the topic. Further practice

Vocabulary, Workbook page 40 Vocabulary reference, Workbook pages 116–117 Vocabulary worksheets, Tests and Resources Multi-ROM

Exercise 4

• Ask students to read the questionnaire. • Divide the class into pairs and give them time to ask and

answer the questions. Remind them to make a note of their partners’ answers.

Exercise 5

• Invite students to share some of their partners’ answers with the class. Encourage them to use the examples as a model. You could find out which students are the most digital by asking students to give their partners one point for each yes answer to the questionnaire. See who has the highest score overall.

Optional activity Give a description of how to do one of the activities in the questionnaire, e.g. You go to the website and add your name and a password too. Ask: What am I describing? (logging in to a site) Ask students to choose two more of the activities in the questionnaire and write similar descriptions of how you do them. Invite students in turn to read out one of their descriptions for the rest of the class to guess the activity. You could do this as a game, awarding a point to the first student to guess each activity correctly. With a stronger group, you could ask students to close their books once they have written their descriptions, to make the activity more challenging.

Exercise 6 21st Century skills: Safe social media

• Focus students’ attention on the 21st Century Skills box and read through the advice.

• Divide the class into small groups and ask them to research •

online safety and think of three more pieces of advice. Tell students to refer to their own experience of using the internet. Invite a representative from each group to read out their advice and ask the class to decide which is the most useful.

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5.2 Online communities

Exercise 2

• Ask students to read the interviews again and, in their

Reading

•

Aims

• Read and listen to an article about online communities. • Answer questions on the text. • Understand new vocabulary in context. • Learn about the false friend actually.

7 5

Develop linguistic communication. Develop social and civic competences.

Warm-up

• With books closed, ask: What is a community? Elicit that a •

•

community is a group of people who live in the same place or have something in common. Ask: Do you think there are also online communities? What kinds of communities are there online? Elicit a range of ideas, e.g. communities of people who play games together or share an interest. Ask: What online communities do you belong to? Do you have any online friends? Is there a difference between real-life friends and online friends? Why? / ​Why not? Elicit a range of answers.

v Reading preparation • Interactive task to pre-teach vocabulary from the article and introduce students to the topic.

Exercise 1  $ 2.09

notebooks, complete the sentences. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5

people moved to cities and had more free time are creative and love making things original ideas have an opinion and want to express it in writing members are part of a large community and everyone can comment on each other’s work 6 are about exchanging ideas and helping others

Optional activity Ask: Which website, ‘Craftsy’ or ‘WriteHere’, appeals to you the most? Why? Elicit a few ideas. Then ask: What other hobbies can you share with people online? What are the advantages of online communities? What are the disadvantages? Discuss the questions with the class. Encourage as many students as possible to join in and express their opinions.

Exercise 3 Learn it!

• Read through the information in the Learn it! box with the

class. Point out that actually is a false friend in English because it looks like the Spanish word actualmente. Ask students to translate the sentences into their own language. Discuss the translations as a class. Then refer students back to the reading text to find another sentence with actually. Ask students to note down the two words in the Learn it! box with examples in their notebooks.

• Read through the question with the class. Suggest that

•

• Play the recording for students to read and listen to the

•

•

Research it!

students make notes in their notebooks as they read and listen. interviews. Allow students to compare their answers in pairs before checking them with the class.

• Invite a student to read the question in the Research it! box

SUGGESTED ANSWER

Yes, Jessie and Alfie do think Craftsy and WriteHere are communities. Jessie says it feels real to her and Alfie says members of WriteHere are part of a large community.

Culture note It is estimated that some teenagers in the UK now spend more time on digital media of various kinds than they do sleeping (around 8 hours a day). The most popular devices are smartphones, and websites such as YouTube, Instagram, What’sApp and Snapchat are the most frequently used. Over the last few years, concerns have grown over the safety of young people online. Schools now include lessons on how to stay safe online, for example by not giving out personal details, not uploading photos to people you don’t know and not arranging to meet online friends without an adult present.

• •

aloud. Students could do the research online in class, using their phones or tablets. You could do the activity as a race, to motivate students. Alternatively, students could do the research task for homework and report back in the next class. Remember to have a follow-up discussion in class when they have done the research.



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Question forms Aims

• Revise question forms in a range of question types. • Write complete questions. • Transform statements into questions. • Complete a dialogue using a range of question forms.

7

Develop linguistic communication.

v Grammar animation • Presentation of question forms in context.

Exercise 4

ANSWERS

1 Who uploaded that video? 2 When did you join Craftsy? 3 Which bus goes to the city centre? 4 What does this machine do? 5 What happened / happens at the end of the film? Subject questions: 1; 3; 5 Object questions: 2; 4

Exercise 7

• Read through the instruction with the class. Then go through •

• Read the examples in the table aloud and model the

•

• • •

intonation for students to repeat. Make sure students understand them. You could ask students to translate the example questions into their own language, to check understanding and to highlight differences between question formation in English and their own language. Ask students to look at the examples again and answer the questions. If students have problems identifying the subject and object questions, ask them to identify the subject of the verb in each case (C site, B who) and explain that B is the subject question because Who is the subject of the verb. You could go through the Recycle box with the class at this point (see below). Check answers with the class. Encourage students to write further example questions, or they could modify the examples here to make them more personal, to help them remember the grammar.

ANSWERS

1  D  ​2  A  ​3  B  ​4  C

Recycle

• Read through the information in the Recycle box with the class. • Ask students to translate the sentences into their own language, and discuss some possible answers to each question, e.g. Matt phoned me.

Exercise 5

• Read the first question aloud and elicit the correct question •

tag. If necessary, remind students of the rules for the formation of question tags. Ask students to write the correct question tags in their notebooks. Check answers with the class.

ANSWERS

1  don’t they   ​2  is she   ​3  did they   ​4  hasn’t she   ​ 5  could he

the example sentence and question with the class. Ask students to write the remaining questions in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5

What does Andy blog about? Who does Lily share her posts with? Who is Craftsy for? What are you afraid of? Who was Jessica speaking to?

Exercise 8

• Ask students to read the dialogue quickly, ignoring the gaps, • •

to get the gist. Ask: Who does Jade enjoy networking with? (bike lovers) What has she commented on? (the MotoGP Grand Prix) Ask students to read the dialogue again and write the correct options in their notebooks. Check answers by inviting two confident students to read the completed dialogue to the class.

ANSWERS

1  have  ​2  do you   3​   What do   ​4  are you   ​5  Have you ever v Grammar practice • 1–3 star tasks to practise question forms. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Practise using a range of question types. • Ask and answer questions about experiences with online communities. 5 Develop social and civic competences. 7 Develop linguistic communication.

Exercise 9

• Ask students to prepare some questions to ask their

• Read through the instruction with the class. Then go through

classmates. Encourage them to use the expressions in the Useful language box. Divide the class into pairs and give them time to ask and answer the questions. Invite some students to tell the class something they learned about their classmates.

•

Further practice

Exercise 6

•

the first question as an example with the class. Ask students to write the remaining questions and decide which are subject and which are object questions. Check answers with the class.

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•

Grammar, Workbook page 41 Grammar reference, Workbook pages 118–119 Grammar worksheets, Tests and Resources Multi-ROM

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5.3 Be polite!

Optional activity Write the following questions on the board: 1 What examples of politeness are the most important? Why? 2 What kinds of rudeness annoy you the most? Why? 3 How do you show your appreciation of a good meal? 4 Do you think you should behave differently towards people who have a high rank in society? Why? / ​Why not? Discuss the questions as a class, or divide the class into groups to discuss them and then invite students to report back to the class

Vocabulary and Listening Aims

• Learn vocabulary for manners. • Listen to a report about manners. • Answer questions on the report.

3 5 7

Develop cultural awareness and expression. Develop social and civic competences. Develop linguistic communication.

Exercise 2

Warm-up

• With books closed, say: Imagine you are having dinner with

• •

some important people. How should you behave? What things should you do or not do? Elicit that you should behave in a polite way, and elicit a few examples of polite behaviour, e.g. you should say please and thank you. Divide the class into pairs and give them two minutes to make a list of things you should and shouldn’t do in this situation. Bring students’ ideas together on the board, and ask: Do you think good manners are important? Why? / ​Why not? Elicit a few answers, then ask: Do you think that manners are the same all over the world? What things do you think are different? Elicit a range of answers.

• Read through the instruction with the class. • Divide the class into pairs and give them a few minutes to •

v Listening preparation

• Interactive task to pre-teach vocabulary in the audio. Exercise 3  $ 2.10  Audio script pT155

• Tell students they are going to listen to a radio report about •

Exercise 1

• Read through the instruction with the class, and have

• • •

students read the encyclopaedia entry. Ask: What were manners based on in the past? (tradition) What has caused changes in table manners? (fast food) Focus students’ attention on the highlighted words in the encyclopedia. Encourage them to guess their meaning from context. Ask students to match each word to one of the definitions (1–10) in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  behaviour  ​2  rudeness  ​3  etiquette  ​4  politeness  ​ 5  appreciation  ​6  tradition  ​7  netiquette  ​ 8  misunderstandings  ​9  consideration  ​10  interaction v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

decide if they agree or disagree with the statements. Ask them to give reasons for their opinions. Invite some students to tell the class their opinions and ask the class to decide which they agree with the most.

• • •

good manners throughout the world. Read through the instruction with the class and then invite different students to read the points on the list aloud. As a class, briefly discuss which things are examples of good or bad manners. Play the recording for students to listen and note down in their notebooks which things are mentioned. Check answers with the class. Ask: Which countries are Huan and Haruko from? (China and Japan)

ANSWERS

Eating very quickly and blowing your nose in public are mentioned.

Exercise 4  $ 2.10  Audio script pT155

• Give students time to read the information and make sure •

• •

they understand everything, e.g. gesture. Play the recording again for students to listen and write the name of the person who mentions each piece of information in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could write the names first from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1  Haruki  ​2  Huan  ​3  Professor Morrison   ​4  Anne Simmons  ​ 5  Haruki  ​6  Huan



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Verbs with -ing and to Aims

• Learn about verbs that are followed by -ing or to with a

• Conduct class feedback, praising good explanations of the differences.

Optional activity

change in meaning. • Complete questions using the correct verb forms. 7 Develop linguistic communication.

• Write the following verbs on the board: forget, remember,

v Grammar animation • Presentation of verbs with -ing and to in context.

•

Exercise 5

•

• Read through the instruction with the class. Explain that there

• •

•

is an example sentence in the table that matches each of the meanings A–G. Remind them that there are two examples sentences for meaning G. Ask students to find examples in the table that match the meanings A–G and to write them in their notebooks. Allow students to compare their answers in pairs before checking them with the class. You could ask students to translate the sentences into their own language to check understanding. Encourage students to copy some of the examples from the table in their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

stop, go on and regret. Explain that these verbs can be followed by both to + infinitive and -ing, but with a change of meaning. Divide the class into pairs and ask them to use their dictionaries. Tell them to write example sentences with the verbs that show the differences in meaning. Ask pairs in turn to read their sentences to the class. Write the best examples on the board for students to copy in their notebooks.

Exercise 8

• Read through the instruction with the class and ask students • •

to read the sentences, ignoring the gaps, and check that they understand them. Ask students to complete the questions with the correct forms of the verbs in the box in their notebooks. Check answers with the class.

ANSWERS

1  Checking  ​2  receiving; to respond   ​3  to correct; sending  ​ 4  switch off

1  F  ​2  B  ​3  D  ​4  A  ​5  C  ​6  G  ​7  G  ​8  E

Your turn

Exercise 6

Aims

• Read through the instruction with the students. Read the

• •

first sentence aloud and refer students back to the meanings A–G and the table. Ask: What kind of word is ‘important’? What comes after an adjective: an -ing form or an infinitive with ‘to’? Ask students to copy and complete the sentences in their notebooks with the correct form of the verbs. Check answers with the class, referring back to the table and exercise 5, as necessary, to explain the answers.

• Practise using verbs followed by -ing or to. • Answer and discuss questions about behaviour.

7 3 5

Exercise 9

• Divide students into small groups to ask and answer the

ANSWERS

1  to respect   ​2  reading  ​3  use  ​4  eating  ​5  to cook   ​ 6  Respecting  ​7  Blowing  ​8  to look

•

v Grammar practice • 1–3 star tasks to practise verbs with -ing and to. Also available on the Tests and Resources Multi-ROM.

•

Exercise 7 Learn it!

• Read through the information in the Learn it! box with the

•

class. Then read sentences 1 and 2 and ask: Which sentence refers to stopping an activity for a short time and then continuing it again? (sentence 1) Which sentence refers to stopping an activity for ever? (sentence 2). Ask students to look at sentences 3 and 4 and to find the difference between the meaning of ‘try’ in each one. Suggest that they translate the sentences into their own languages.

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questions in exercise 8. Encourage them to use the language in the Useful language box. Alternatively, ask the pairs to write two more questions before they answer them. Go round monitoring and assisting as necessary. Conduct class feedback, praising good use of the target language and correcting any mistakes. Invite some students to tell the class about experiences to do with manners that they have had.

Further practice

Vocabulary, Workbook page 42 Vocabulary reference, Workbook pages 116–117 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 43 Grammar reference, Workbook pages 118–119 Grammar worksheets, Tests and Resources Multi-ROM

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5.4 Culture

Exercise 2

Reading and Vocabulary

• Give students time to read the sentences. • Ask students to read the story again and write the lines in

Aims

• Allow students to compare their answers in pairs before

which they find evidence in their notebooks.

• Read some background information on a short story about the class system in New Zealand. • Read and listen to an extract from the story. • Understand new vocabulary in context. • Learn phrasal verbs with up. • Learn about stress with phrasal verbs. 7 Develop linguistic communication. 3 Develop cultural awareness and expression.

ANSWERS

Warm-up

• Focus students’ attention on the New Zealand map. Elicit •

checking them with the class.

what students know about New Zealand, e.g. its geography, weather, sports, famous people, etc. Focus on the photo of Katherine Mansfield. Point to the photo and ask: What do you think Katherine Mansfield wrote about? Elicit a few answers, and then ask students to read the information in the In context box.

1 Lines 1–2: It was a warm, windless day and the garden was looking its very best. Perfect for a garden party. 2 Lines 11–12: ‘Good morning,’ she said, copying her mother’s voice. But that sounded so silly that she was embarrassed. 3 Lines 20–21: ‘Well, shall we put it on the lawn over there?’ she asked. ‘I don’t like it,’ the man said. 4 Lines 36–38: He bent down to touch the lavender next to him. Laura didn’t know many men who cared about the perfume of flowers. 5 Lines 39–41: She wished she could have them for friends instead of the silly boys who came to Sunday night supper.

Exercise 3

• Focus students’ attention on the highlighted words in the story. •

Culture notes Katherine Mansfield Katherine Mansfield was born in Wellington, New Zealand in 1888. Her father was a wealthy banker, so she moved in high-ranking circles and was able to observe the manners and behaviour of the people there. Katherine left her home at the age of 19 to live in London. She moved back to New Zealand three years later, and it was at this stage of her life that she began to write. She is known especially for her short stories about New Zealand high society. New Zealand New Zealand is an island nation in the Pacific Ocean, to the south east of Australia. Because of its isolation, it has many unusual plants and animals that are unique to New Zealand. The native inhabitants of New Zealand are the Maori people. The country was colonized by Britain in the 18th and 19th centuries and gained its full independence in 1947. It is still a member of the British Commonwealth, which means that the British monarch is also the head of state of New Zealand. As well as Katherine Mansfield, famous New Zealanders include the mountaineer Sir Edmund Hillary, who was the first person to reach the summit of Everest, and film director Peter Jackson, who directed the Lord of the Rings trilogy.

•

Ask students to read the words in context and try to work out the meaning, but do not confirm their ideas at this point. Read the first definition aloud and ask students to find the highlighted word in the story that matches it. Ask students to match each word to one of the definitions (1–5) in their notebooks. Check answers with the class..

ANSWERS

1  poverty  ​2  mate  ​3  manners  ​4  wealthy  ​5  respectful

Word builder: phrasal verbs with up Exercise 4

• Refer students back to the first half of the story on page 64 • •

and ask them to quickly find the phrasal verbs in the story. Then ask them to match the phrasal verbs to the meanings (1–3) in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  put up (line 3)   ​2  bring up (line 24)   ​3  cheer up (line 18)

Exercise 5

• Read through the verbs in the box with the class. • Read the first sentence aloud and elicit the sentence with the correct phrasal verb.

• Ask students to copy and complete the sentences with the

Exercise 1  $ 2.11

correct phrasal verb. They can use their dictionaries to help. Allow students to compare their answers in pairs before checking them with the class.

• Read through the instruction with the class. Then play the

•

•

1  Cheer  ​2  bring  ​3  put  ​4  make  ​5  catch

recording for students to read and listen to the extract and write down why Laura was responsible for the marquee. Check the answer with the class.

ANSWER

Laura was responsible for the marquee because she was artistic.



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ANSWERS

v Vocabulary practice • Interactive task to practise phrasal verbs with up.

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Exercise 6  $ 2.12  Say it!

• Read through the instruction with the class and explain that in • • •

phrasal verbs some parts of the phrase are stressed more than others. Focus students’ attention on the phrasal verbs in the Say it! box. Play the recording for students to listen and repeat the phrasal verbs. Play the recording again for students to listen to the phrasal verbs. Elicit the answer to the question. There is a follow-up exercise for further practice on page 150.

ANSWER

3: The stress is on the preposition.

Optional activity Divide the class into pairs and ask them to write a sentence with as many phrasal verbs from exercises 5 and 6 as possible, e.g. When you feel stressed, try to calm down and chill out, then you’ll start to cheer up! Encourage them to be creative and use their imagination. Ask pairs in turn to read their sentences to the class, with the correct stress on the phrasal verbs. See which pair managed to include the most phrasal verbs, and whose sentence was the most creative.

Focus on … Literature

• Ask students to read the question about The Great Gatsby and •

discuss the answer in pairs before they look at page 144 to find out if they are right. Students can now do the Focus on CLIL activities on page 144.

ANSWER

The film The Great Gatsby is based on a novel by F. Scott Fitzgerald.

Further practice

Pronunciation, Student’s Book page 150 Reading, Workbook page 45 Word builder, Vocabulary reference, Workbook page 116 Focus on Literature, Student’s Book page 144 Curriculum extra worksheet Unit 5, Tests and Resources Multi-ROM

Your turn Aims

• Discuss the ‘rules’ for social events.

7 5

Develop linguistic communication. Develop social and civic competences.

Exercise 7

• Read through the instruction with the class and check students understand everything.

• Ask students to write the ‘rules’ for the three situations in their •

notebooks. Go round monitoring and assisting as necessary. Elicit other rules, e.g. for a wedding you must arrive on time, you should buy a gift, etc. Ask students to add two more rules to their list.

Exercise 8

• Divide the class into small groups to discuss their ideas and see if they agree or disagree.

• Invite some students to tell the class some of the rules that

they agree or disagree about in their group. Discuss the rules as a class and see if you can reach agreement.

Exercise 9

• Students watch the video. v Culture video: Charles Dickens • Duration: 3.55 minutes • Topic: The life of the English writer Charles Dickens • Video worksheets are available in the iPack Resources tab.

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5.5 Practical English: suggestions, certainty and doubt

Exercise 2  $ 2.13  Audio script pT156

• Tell students they are going to listen to a meeting of the

Listening •

Aims

• Read a flyer for a festival. • Listen to a community group meeting about a festival. • Answer questions on the listening. • Do a dictation based on the conversation.

5 7

Develop social and civic competences. Develop linguistic communication.

•

ANSWERS

1  Arts  ​2  Students  ​3  dancing  ​4  13.30  ​5  11.00

Exercise 3  $ 2.14  Audio script pT156

• DICTATION Ask a confident student to read the instruction

Warm-up

• With books closed, ask: Have you ever been to a music festival? If

•

organizers of a community festival. Focus students’ attention on the numbered gaps in the flyer, and give students time to read through the flyer again. Play the recording for students to listen and write the missing information in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

some students have been to festivals, ask more questions, e.g. Where was it? What kind of music did you listen to? Did you enjoy the experience? Why? / ​Why not? If students have not been to any festivals, ask: What festivals are there in your country or region? What kinds of music can you hear at the festivals? Which one would you like to go to? Why? Elicit a range of answers.

Culture note

• •

aloud. Ask another student to read through the sentences, ignoring the gaps. Tell students that you are going to play a recording and they should write down exactly what they hear and complete the sentences in their notebooks. Play the recording for students to listen. Pause the recording as necessary to give students time to write. You may need to play it more than once. Check answers by writing the sentences on the board. Make sure that students understand all the sentences.

ANSWERS

There are a large number of festivals across the UK in the summer months. Most of the major cities have their own festival, such as Leeds and Reading, but the biggest and most famous is still Glastonbury Festival, which is held on farmland in the south west of England. The festival started in the 1970s and has continued to grow each year, now attracting over 120,000 festival-goers each year. There are also a large number of smaller specialist festivals, e.g. folk music or country music festivals, and, on a smaller scale, a lot of small towns also have an annual festival where local artists perform.

1  better  ​ 2  be great   ​ 3  sure  ​ 4  sure  ​ 5  we could   ​ 6  How about  ​ 7  offering  ​ 8  Why don’t   ​ 9  unlikely  ​ 10  Perhaps we could

Exercise 1

• Read through the questions with the class and focus students’ attention on the flyer.

• Elicit the answers to the questions. ANSWERS

1 It is an art and culture festival. 2 The aim of the festival is to raise money for a new community centre. 3 You can enjoy music, dance and theatre at the festival.



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Speaking Aims

• Discuss performances at a festival and agree which to attend. • Revise modals of deduction and possibility. • Learn how to express certainty and uncertainty. • Learn functional language for making suggestions, expressing certainty and doubt. 7 Develop linguistic communication. 4 Develop sense of initiative and entrepreneurship. v Speaking preparation • Interactive task to activate the functional language.

Exercise 4  $ 2.15

Exercise 7

• Read through the instruction with the class. Divide the class

•

into groups to discuss a programme for a one-day festival. Remind them to use phrases from the Functional language box. Go round monitoring and assisting as necessary. Invite some groups to tell the class what their programme is.

Your turn Exercise 8

• Play the video for students to watch and interact with. v Interactive video Make it big! Magical moments: Unit 5

• Invite a student to read the instruction aloud. Give students

• Duration: 6.40 minutes • Topic: Contestant Lorna Ferryman wants to ‘make it big’ as

• Play the recording and ask students to answer the question. • Alternatively, ask three confident students to play the roles of

• Task: Answer the interactive question at the end of the video. • Video scripts are available on the iPack Resources tab and on

time to read the dialogue.

James, Sophie and Matt and to read the dialogue aloud.

• Check the answer with the class. ANSWERS

They agree to include more dance acts, get a rapper and get an indie band for the festival.

Exercise 5 Recycle

a magician.

the Tests and Resources Multi-ROM.

Further practice

Practical English pages, Workbook page 44 Functional language, Vocabulary reference, Workbook page 116 Make it big! scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

• Read through the instruction with the class. Ask students to • • •

read the information on modals of deduction and possibility. Ask students to read the sentences quickly, ignoring the gaps, and check they understand them. Ask students to copy and complete the sentences in their notebooks with the correct modal verb. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 must; can’t 2 may/might/could; may/might/could 3 may/might/could

Exercise 6  $ 2.15

• Read through the Speaking strategy box with the class. Ask •

students if they can remember any examples of the strategy from the conversation in exercise 2. Play the recording, pausing after each sentence to elicit which strategy the speaker is using. Discuss how certain or uncertain each speaker sounds.

ANSWERS

using fillers: Sophie, James emphasizing certain words: James pausing before or after phrases: Sophie changing the speed we speak at: Sophie

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5.6 Writing an announcement

Exercise 2

• Read through the list with the class. Make sure students

Aims

• Read some model announcements. • Learn about common spelling mistakes and practise correcting them.

• Write four announcements.

7 4

Develop linguistic communication. Develop sense of initiative and entrepreneurship.

Writing preparation

•

ANSWERS

The time, the date, the place, the purpose of the event, who is invited are all essential to include in an announcement about an event.

Look at language: spelling

Warm-up

• Ask: Do you belong to any clubs outside school? Elicit a range •

•

understand purpose. Ask students to read the announcements again and decide which things on the list are essential information. Check answers with the class.

of answers and ask more questions to encourage students to talk about their hobbies and interests. Focus students’ attention on the photos and ask: Have you ever been climbing? Would you like to try it? Why? / ​Why not? Elicit a range of answers.

Exercise 3

• Read through the instruction and the sentences with the • •

Culture notes Climbing Climbing is a popular adventure sport in the UK. There are mountains in Scotland, Wales and the north of England which provide excellent opportunities for climbers of a range of different ability levels, from beginners to advanced. The highest mountains in the UK are Ben Nevis in Scotland (1344 m), Snowdon in Wales (1085 m) and Scafell Pike in the north of England (978 m). A popular extreme sport known as ‘The Three Peaks Challenge’ is to climb all three mountains within a 24-hour period. Indoor climbing centres, with practice climbing walls such as the one shown on page 68, are also becoming increasingly popular with climbers of all ages. Clubs Clubs are seen in the UK as a great way for young people to learn new skills, socialize, keep fit and have fun. Most schools run a variety of after-school clubs, which take place immediately after the school day. The most popular activities are sports of various kinds, drama, dance and music. These extra-curricular activities are an important part of school life, and young people are encouraged to join in.

•

class. Then read through the types of mistakes (1–3). Focus students’ attention on the mistake in the first sentence and elicit what kind of mistake it is. Then ask students to look at the remaining mistakes. Ask students to correct the spelling mistakes and copy and complete the sentences in their notebooks. They should then make a note of whether the mistake relates to rule 1, 2 or 3. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6

receive; 1 there; 3 know; 2 by; 3 experienced; 1 climbers; 2

Exercise 1

• Invite a student to read the instruction aloud. • Ask students to read the announcements and to make a note of what each event is and when and where it is taking place.

• Check answers with the class. ANSWERS

Training sessions: Tuesday and Thursday evenings in the gym at 6 p.m. Social events: Wednesday at 7 p.m. in the school hall. Talk by Jason Hadderly: Next Friday, Room H303 from 5.30 p.m. New club website: Next weekend, online.



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Exercise 4

• Ask students to read the announcement and correct the five •

•

mistakes in their notebooks. Check answers with the class. Point out the spelling of ‘friendship’ and remind students of the rule: i before e except after c. Elicit a few more examples of the rule, e.g. (ie) believe, achieve, thief; (ei) ceiling, receipt. Ask: What spelling mistakes do you usually make? Elicit a few answers, and point out to students that they should keep a record of mistakes that they typically make, so that they can learn to check their writing for them.

ANSWERS

1  friendship  ​2  achieve  ​3  pleasant  ​4  here  ​5  exciting

Optional activity Dictate the following sentences to the class: 1 The Scottish mountains provide an excellent environment for climbing. 2 We need to receive your suggestions before the committee meeting. 3 The head teacher made a few surprising announcements. Divide the class into pairs to compare their sentences and spot and correct any spelling mistakes. They can use their dictionaries to help.

b Plan

• Go through the writing plan and make sure students understand •

c Draft

• Ask students to write the first draft of their announcements.

•

• Ask students to exchange their first drafts with their partners and to read their partner’s announcements.

• Students should go through their partner’s announcements •

• Students write the second and final drafts of their • •

v Writing preparation • Interactive task to help present useful expressions.

•

•

announcements for a club newsletter. Invite a student to read the task aloud. Students choose a club. Brainstorm some ideas for information to go in the announcements.

and answer the questions. Students then report back to each other about their work.

e Write

•

• Explain to students they are going to write four

If they do this in class, go round giving help and encouragement. Remind them to make sure the announcements include all the relevant information. Remind them to check their grammar and spelling carefully.

d Check

Writing task

Exercise 5

they should structure their announcements in this way. Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

announcements. Tell them to correct any mistakes their partners found. If they do this in class, go round giving help and encouragement. Invite some students to read their announcements to the class. Their classmates can listen for the main points of the announcement. Alternatively, students could work in pairs to read their partner’s announcements to check that it follows the plan, and that the spelling and grammar is correct.

Further practice

Writing, Workbook page 46 Writing reference, Workbook pages 89–95 Unit 5 Review and Skills Practice, Student’s Book pages 130–131

a Think of ideas

• Read through the instruction with the class. • Go through each section of the diagram and check that students understand what each part asks for.

• Ask students to copy the diagram in their notebooks and • • •

complete it with the topic from exercise 5 that they are going to write their blog about. Ask a student to read the second bullet point aloud. Ask students to copy the table in their notebooks and add details about the events. Brainstorm some ideas for how a club could communicate with its members. Write the ideas on the board, e.g. text messages, emails, letters etc. Ask students what types of messages they would send with each method of communication.

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6

Good times

Unit summary

Exercise 1

• Focus students’ attention on the photos and ask: What can you

Vocabulary Reporting verbs: add, ask, agree, complain, confirm, deny, mention, recommend, reply, say, suggest, tell Entertainment nouns: act, amateur, microphone, monologue, newcomer, professional, script, scriptwriter, sketch, spotlight, stage, venue Film: blockbuster, film buff, set, shoot, zoom in Word builder: in a film, in a scene, in the background, in the studio, on location, on screen, on set, on stage Learn it!: ask

• • •

see? Elicit a description of each set of photos and ask students to predict what the conversations are about. Ask students to read conversations 1–4 quietly and check their predictions. Go through any unknown vocabulary. Ask students if they agree with the final opinions expressed by Tim and Amy in conversations 1 and 2. Read exercise 1 and questions 1–4 aloud and answer the first question as an example. Ask the students to work in pairs to answer the questions. When they have finished, elicit a few answers from the class.

Exercise 2

Grammar

• Focus students’ attention on the reporting verbs in bold in

Reported speech Reported questions, requests and commands Reported suggestions and offers

•

Functional language Asking for points of view What did you (all) think about … ? What’s your opinion? Giving points of view My view is that … To my mind, … In my opinion … From my point of view, … Agreeing with others I couldn’t agree more. I agree with you entirely / ​mostly / ​up to a point.

•

the conversations. You could ask students to translate the verbs that they know into their own language to check understanding. Read through the definitions and ask students to match the verbs to them. Check answers with the class.

ANSWERS

1  G  ​2  D  ​3  F  ​4  H  ​5  A  ​6  C  ​7  B  ​8  E v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Unit opener Vocabulary Aims

• Learn reporting verbs. • Discuss how you manage your time.

7

Develop linguistic communication. VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.



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Exercise 3

• Ask students to choose the correct options and copy and •

complete the sentences in their notebooks. Do the first one as an example if necessary. Check answers with the class.

ANSWERS

1 2 3 ​4 5 6

told complained; added suggested recommended said; confirmed asked

Exercise 4

• Read the question aloud and elicit a few answers from

• • •

individual students. Encourage them to use a range of reporting verbs. Give an answer yourself first if necessary, e.g. A friend told me that the new Avatar film is coming out soon. I said it would probably be boring, but she mentioned that I really enjoyed the first film. Divide the class into small groups to talk about recommendations they have been given recently. Go round monitoring and assisting as necessary. Invite some students to share their experiences with the class.

Exercise 5 21st Century Skills: Time management

• Focus students’ attention on the 21st Century Skills box and read through the task.

• Elicit some vocabulary that students will need to complete • • •

the task: the names of school subjects and free-time activities. Ask students to make a timetable in their notebooks and complete it with times when they do school work and when they do free-time activities. Divide the class into small groups to compare their tables. Finish the activity by asking students if they think they have a good balance between school work and free-time activities, or if they think they should make changes to their plans.

Exercise 6

• Play the video for students to watch. v Your Views: Entertainment • Duration: 2.38 minutes • Topic: What do you do for fun with your friends? • Task: Discuss your views on the topic.

Further practice

Vocabulary, Workbook page 48 Vocabulary reference, Workbook pages 120–121 Vocabulary worksheets, Tests and Resources Multi-ROM

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6.2 A great day out!

Culture notes

Reading Aims

• Identify topics and speakers in reviews. • Answer questions on the reviews. • Practise recognizing and saying the sounds /θ/ and /ð/.

7 5

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v Reading preparation • Interactive task to pre-teach vocabulary from the reviews and introduce students to the topic.

Warm-up

• With books closed, ask: Do you ever go on days out with your

•

family or friends? Where do you go? What do you enjoy doing? Elicit a range of answers, and make a note of popular places on the board. Point to the places on the board and ask: Which place would you recommend the most? Why? Elicit a few answers and then, as a class, discuss what makes a good day out.

Exercise 3  $ 2.17  Say it!

Exercise 1  $ 2.16

• Invite a student to read the instruction and the information

•

about the three people aloud. Play the recording for students to read and listen and decide which trip would be best for each person. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

• Read through the instruction and the options with the class. Ask students to write the correct places in their notebooks. Check answers with the class.

ANSWERS

Zip 2000 at Sun City Jacksonville Zoo and Gardens Diggerland Jacksonville Zoo and Gardens Diggerland Zip 2000 at Sun City

•

Say it! box. Model the two sounds in isolation. Then play the recording for students to listen and repeat the words. Write the sounds /ð/ and /θ/ at the head of two columns on the board and ask students to copy it in their notebooks. Play the recording again and have them write the words in the correct column according to the sound they contain. Check answers with the class. There are follow-up exercises for further practice on page 151.

ANSWERS

Exercise 2

1 2 3 4 5 6

• Focus students’ attention on the two different sounds in the

• •

1 Jacksonville Zoo and Gardens 2 Zip 2000 at Sun City 3 Diggerland

•

Zip 2000 is 2 km long and the average speed achieved is around 120 km per hour, with maximum speeds of around 160 km per hour. The minimum age for the ride is 12, and there is no maximum age. According to the Zip 2000 website, the oldest person to go on the ride so far is an 84-year-old woman from Scotland. As well as providing fun for families, the ride has also set the scene for marriage proposals. There are four Diggerland theme parks in the UK, and they are very popular with both children and adults. Visitors can have a go at driving large construction vehicles, racing in dumper trucks, or driving tractors and mini Land Rovers. There are also some rides involving construction machinery, e.g. being spun around in the bucket of a large digger! Jacksonville Zoo is a popular zoo in Florida, which offers visitors the chance to be a zookeeper for a day. The experience involves working with the professional zookeepers to help look after the animals and see what goes on behind the scenes at a busy zoo. Participants have to be prepared to roll up their sleeves and work hard, and not worry about getting a bit wet or dirty!

/θ/: theme; thing; think /ð/: the; there; this

Research it!

• Read the Research it! box with the class. • Students could do the research online in class, using their • •

phones or tablets. You could do the activity as a race, to motivate students. Alternatively, give them the research task to do for homework. Encourage them to use the internet and other resources. Students may find the answer that alligators are native to China and America. Crocodiles are found in other countries.



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Reported speech Aims

• Revise the rules for changing direct speech to reported speech. • Practise changing sentences and a note from direct speech to reported speech. 7 Develop linguistic communication.

v Grammar animation • Presentation of reported speech in context.

Exercise 4

• Invite two students to read the sentences in the table aloud. • Check they know the rules for the tense changes. • Ask students to copy sentences 1–3 in their notebooks and •

complete them, referring to the table to help them. Check answers with the class.

ANSWERS

1  past simple   ​2  past perfect simple   ​3  past perfect simple

Exercise 5

• Ask students to copy and complete the sentences in •

their notebooks with the correct form of the verbs in reported speech. Check answers with the class.

ANSWERS

1 2 3 4 5

Nathan said that his present was great. Rebecca complained that she had forgotten her ticket. Andy mentioned that Tom had been on a day trip. Ella agreed that the Zip 2000 felt like flying. He told Richard that he had bought a book about alligators.

Exercise 6 Recycle

• Ask students to read the Recycle box. Elicit the things that

• • • •

students have to change when transforming direct speech into reported speech and write them on the board: the tenses, subject and object pronouns, possessive adjectives, expressions of time, expressions of place. Ask students to look at the example sentences and to identify the changes. Ask them to read the sentences in the exercise and to identify the words that they will have to change. Ask them to write the correct sentences in their notebooks. Check answers with the class.

Exercise 7

• Ask students to read through the note quickly to get the gist. • • •

Ask: What job does the person have to do? Read the beginning of the reported speech aloud and elicit the first missing verb form. Have students write the remaining missing words in their notebooks. Check answers with the class. Invite a student to read the completed reported speech to the class.

ANSWERS

1  had been   ​2  the month before   ​3  my  ​4  hated  ​5  had just spent   ​6  my v Grammar practice • 1–3 star tasks to practise reported speech. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Practise using reported speech. • Ask and answer questions about your last day trip.

7 5

Develop linguistic communication. Develop social and civic competences.

Exercise 8

• Ask students to think about an interesting day trip, real or • •

• •

imaginary. Read the questions aloud and give students time to think about their answers. Divide the class into pairs to ask and answer the questions. Ask students to note down what their partner says in their notebooks. Give students time to change their partner’s direct speech into reported speech. Encourage them to use the language in the Useful language box. Then invite students in turn to tell the class about the other students’ experiences. Encourage students to self-correct any mistakes with the reported speech. Ask: Which day out sounds the most fun? Why?

Further practice

Pronunciation, Student’s Book page 151 Grammar, Workbook page 49 Grammar reference, Workbook pages 122–123 Grammar worksheets, Tests and Resources Multi-ROM

ANSWERS

1 Lucia said (that) she wanted to go to the cinema the next day. 2 Jade replied (that) they still hadn’t finished their dinner. 3 Mark mentioned (that) he had seen an interview with that author the week before. 4 Sam told me (that) Oliver had won first prize in a writing competition the year before. 5 Oscar complained (that) their teacher had given them loads of homework for the following week.

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6.3 A funny night out

ANSWERS

Vocabulary and Listening Aims

• Learn vocabulary about entertainment. • Listen to a radio interview about stand-up comedians. • Answer questions about the radio interview.

7

Develop linguistic communication.

• With books closed, ask: What kinds of things make you laugh?

•

Elicit a few ideas, and then ask students to write the names of five films, TV programmes or comedians that make them laugh in their notebooks. Divide the class into small groups to discuss and agree on three films, TV programmes or comedians that they all find funny. Invite groups in turn to tell the class their three choices and why they have chosen them.

Exercise 1

• Ask students to read the posters. • Ask: What are they advertising? Elicit the answer and check • • •

students understand stand-up comedy and open mic night. Ask: Who are the events for? Elicit the answer and check students understand amateur and newcomer. Ask: Where do they take place? Elicit the answers. Ask if students would like to participate in one of the events, explaining why / ​why not.

1 The posters are advertising Stand-up comedy classes and an Open Mic night (a chance for anybody to try doing some stand-up comedy). 2 The events are for amateurs and newcomers. 3 The events take place at the Weston Comedy Club and the Broadway Comedy Club.

professionals

venue

act

scriptwriter

stage

monologues

amateur

microphone

sketches

newcomers

scripts

Exercise 3

• Ask students to copy and complete the questions in their •

notebooks with the correct highlighted words from the posters. Put students into small groups to discuss the questions, then invite them to report back to the class.

ANSWERS

1  act  ​2  venue  ​3  spotlights; stage   ​4  script v Listening preparation • Interactive task to pre-teach vocabulary in the audio.

Exercise 4  $ 2.18  Audio script pT1156

• Tell students they are going to listen to a radio interview with • •

a stand-up comedian. Read through the instructions and the list of tips with the class. Ask students to write the tips (A–C) in their notebooks. Play the recording for students to listen and write the letters of the tips in the order they are mentioned. Check answers with the class.

A, C, B

Exercise 5  $ 2.18  Audio script pT156

• Give students time to read the sentences and copy them in •

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

•

Exercise 2

•

• Focus students’ attention on the highlighted words in the

posters. Ask students to copy the table in their notebooks and complete it with the highlighted words. Encourage them to try and work out the meaning of the words from the context, but allow them to use their dictionaries if necessary to check the meanings. Check answers with the class, and make sure students understand all the words.



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performances

ANSWERS

ANSWERS

•

material / ​ places / ​ equipment

spotlights

Warm-up

•

people

their notebooks. Play the recording again for students to listen and correct the mistakes in their notebooks. Pause the recording as necessary, to allow students time to write. Alternatively, students could correct the mistakes first from memory, then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1  an open mic night   ​2  newcomers  ​ 3  the audience like you  ​4  world  ​5  never

Optional activity If students are interested in comedy and jokes, you could ask them to prepare a joke in English to tell the class in the next lesson. Students could either translate a joke from their own language, or they could search for an English joke online.

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Reported questions, requests and commands Aims

• Learn how to report questions, requests and commands. • Practise reporting questions, requests and commands.

7

Develop linguistic communication.

Exercise 9 Learn it!

• Invite a student to read the question, the Learn it! box and the • •

sentences aloud. Ask them to discuss the question in pairs. Check answers with the class.

ANSWERS

v Grammar animation • Presentation of reported questions, requests and commands in context.

Request: Mum asked me to buy some tickets. Question: He asked me if I liked comedy.

Exercise 6

• Invite a student to read the strange requests aloud. Ask: Which

• Invite a student to read aloud the direct questions and • •

reported questions from the table. Ask: What differences do you notice between the direct questions and reported questions? Elicit a few answers, and then ask them to copy and complete the rules with the three options. Check answers with the class, and make sure students understand everything. Encourage students to copy the example questions from the table in their notebooks.

ANSWERS

1  do  ​2  whether  ​3  question

Exercise 7

• Elicit the rules for reported speech from page 73. Tell students • • •

that they have to make the same changes to reported questions as they do to reported statements. Do the first question with the class. Focus students’ attention on the fact that the word order in reported questions is the same as in reported statements. Ask students to rewrite the questions in their notebooks. Check answers with the class.

ANSWERS

1 She asked me if/whether I was a professional comedian or an amateur. 2 I asked him if/whether he had watched Comedy Club on TV the night before. 3 We asked her where the venue for the open mic night was. 4 They asked the teacher what time the comedy class started. 5 He asked me who had written the script.

Exercise 8

• Read the direct and reported requests and commands in the

• •

table aloud. Ask: What differences do you notice between the direct requests and commands, and the reported requests and commands? Elicit a few answers, and write the rules on the board. Then ask students to copy the rules in their notebooks. Ask students to answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5

C is a request and A and B are commands. No, it doesn’t. We use the reporting verb ask in reported requests. We use the reporting verb tell in reported commands. An object pronoun comes after the reporting verb.

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Exercise 10

• •

one do you find most unbelievable? Go through the example with the class. Have students write the remaining requests and commands in their notebooks. Check answers with the class.

ANSWERS

2 3 4 5 6

A guest asked the hotel to do their son’s Maths homework. A guest told the hotel to stop the sea from making a noise. A guest told the hotel not to let the birds sing in the morning. A guest asked the hotel to close the curtains in their room. A guest told the hotel not to allow people to walk on the beach.

v Grammar practice • 1–3 star tasks to practise reported questions, requests and commands. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Practise using reported questions, requests and commands. • Talk about your own experiences of performing in public.

7 5

Develop linguistic communication. Develop social and civic competences.

Exercise 11

• Read through the instruction with the class and ask students to •

make notes in their notebooks. Point out that if they can’t think of a real experience that they have had, they can invent one. Go round monitoring and assisting as necessary.

Exercise 12

• Read through the instruction with the class. As an example,

•

explain an experience of yours by answering the questions from exercise 11. Students then look at their notes and decide which reporting verbs they can use to explain their experiences. Encourage them to use language in the Useful language box. Divide the class into small groups to talk about their experiences.

Further practice

Vocabulary, Workbook page 50 Vocabulary reference, Workbook pages 120–121 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 51 Grammar reference, Workbook pages 122–123 Grammar worksheets, Tests and Resources Multi-ROM

Unit 6

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• Allow students to compare their answers in pairs before

6.4 Culture

checking them with the class.

Reading and Vocabulary

ANSWERS

A  3  ​B  2  ​C  1  ​D  4

Aims

Exercise 3

• Read and listen to a travelogue about Malta. • Answer questions on the travelogue. • Understand vocabulary to do with film. • Learn about prepositional phrases.

3 7

• Focus students’ attention on the highlighted words in the •

Develop cultural awareness and expression. Develop linguistic communication.

ANSWERS

1  A  ​2  B  ​3  B  ​4  A  ​5  C

Warm-up

• Focus students’ attention on the photos and the map of •

Malta. Elicit what students know about Malta, e.g. its location, weather, history, language, etc. Ask: Would you like to visit this island? What do you think you can see and do there? Elicit a range of answers, and encourage students to speculate based on the photos.

Word builder: prepositional phrases Exercise 4

• Invite a student to read the instruction aloud. Go through

Culture note Malta Malta is one of the smallest countries in the world, covering around 316 square kilometres. The capital is Valetta. Malta’s location, in the middle of the Mediterranean, has made it strategically important for trade and defence throughout history. The island has therefore had a succession of rulers, from the Phoenicians and Romans in ancient times to the French and British in more modern times. The island became a member of the EU in 2004. Its two official languages are English and Maltese. Tourism is an important part of Malta’s economy. Film production has also become an important source of income for the island in recent years.

Exercise 1  $ 2.19

•

• •

the completed parts of the table with the class and point out that sometimes the choice of prepositions is not predictable, so students need to learn fixed prepositional phrases such as on stage and in a film. Ask students to copy the table in their notebooks. Then have them find the words in the travelogue and add these to the table. Check answers with the class, making sure that students understand all the prepositional phrases.

ANSWERS

1  location  ​2  set  ​3  the background

Exercise 5

• Ask students to read the text and complete it with the correct •

prepositional phrases in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

• Read through the instruction with the class and have students

•

travelogue. Ask students to read the words in context and complete the definitions. Check answers with the class, and make sure students understand all the words.

read the three titles. Point out that there are some gaps in the travelogue, A–D, but students should ignore these at this stage. Play the recording for students to read and listen to the travelogue. Ask them to choose and write the best title in their notebooks. Check answers, asking students to justify their choice.

SUGGESTED ANSWER

3: The movie star of the Mediterranean. The travelogue describes different places which have been used in film shoots. It doesn’t focus on one particular film or location.

Exercise 2

1  on location   ​2  In; scenes   ​3  in; films   ​4  on location/on set v Vocabulary practice • Interactive task to practise prepositional phrases.

Optional activity Ask the following questions and discuss the answers with the class. Encourage as many students as possible to join in and express their opinions. 1 What are the advantages and disadvantages of filming on location and in a studio? 2 Would you rather see your favourite story on stage or on screen? Why? 3 If you had the chance to appear in one film, which film would it be? Why?

• Give students time to read sentences 1–4. Ask them to read

the travelogue again and write the number of the sentence for each gap in their notebooks.



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Unit 6

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Your turn Aims

• Have a conversation about a favourite film and its location. • Give reasons for choosing something.

5 3

Develop social and civic competences. Develop cultural awareness and expression.

Exercise 6

• Read through the instruction with the class. • Put students into small groups to think about different

• • • •

films they have seen that were filmed in interesting places. Encourage them to draw up a list of possible films in their groups. Each student then chooses one film location they would like to visit. Give students time to think individually about their answers to the three questions. Read through the language in the Useful language box with the class. Encourage students to use this language in their discussions. Divide the class into pairs to have their conversations. Go round monitoring the discussions and giving help where needed. At the end of the activity, you could ask a few students to report to the class what their partner told them. Make sure they use reported speech correctly.

Exercise 7

• Students watch the video. v Culture video: Iconic film locations

• Duration: 4.05 minutes • Topic: New York: an iconic film location. • Video worksheets are available in the iPack Resources tab.

Focus on … Technology

• Ask students to read the question about robots and discuss •

the answer in pairs before they look at page 145 to find out if they are right. Students can now do the Focus on CLIL activities on page 145.

ANSWER

Robots are also used in manufacturing, to defuse explosive devices in dangerous situations, and to detect toxic chemicals in burning buidings.

Further practice

Vocabulary, Workbook page 52 Reading, Workbook page 53 Word builder, Vocabulary reference, Workbook page 120 Focus on Technology, Student’s Book page 145 Curriculum extra worksheet Unit 6, Tests and Resources Multi-ROM

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6.5 Practical English: giving and asking for points of view

Exercise 3  $ 2.20  Audio script pT156

• Invite a student to read the instruction aloud. Give students •

Listening Aims

• Read some book reviews. • Listen to a conversation at a book club meeting.

•

7

•

Develop linguistic communication.

Warm-up

• With books closed, ask: What was the last book you read? Did

•

you enjoy it? Why? / ​Why not? What kinds of books do you like reading? Elicit a few answers, then ask: How do you choose books to read? Do you ever read reviews? What information can you find in a review? Elicit a range of answers. Ask: Do you belong to a book club? Do you know anyone who belongs to one? What do people do in a book club? Elicit a range of answers, and elicit or explain that in a book club people read a book and then discuss it as a group.

ANSWERS

1 2 3 4 5

Exercise 1

• Read through the instruction with the class and have students read the book reviews quickly.

• Ask them to decide which books they would like to read •

and why. Invite some students to share their ideas with the class.

Exercise 2  $ 2.20  Audio script pT156

• Tell students they are going to listen to members of a school

• • •

book club discussing the rating of some books. Give students time to read the sentences and make sure they understand everything. Play the recording for students to listen and answer the questions in their notebooks. Pause the recording as necessary. Play the recording a second time if necessary. Check answers with the class.

True. False. He couldn’t agree more. False. He enjoyed the first three books in the series. False. She agrees with George up to a point. True.

Exercise 4 

• Read through the instruction with the class and give students

Culture note Book clubs are very popular in the UK. Most groups are informal, with a small number of people who choose books to read and then meet to discuss them. Most people who belong to book clubs enjoy the challenge of reading books that they might not otherwise choose to read, and the opportunity to discuss their opinions in a relaxed, friendly atmosphere.

time to read the sentences. Play the recording again for students to listen and decide if the answers are true or false. Remind them to write their answers in their notebooks. You could ask students to correct the false sentences. Pause the recording as necessary to give students time to write. Check answers with the class.

•

time to read sentences 1–5. Tell them that the sentences are from the recording that they have just heard. Then ask them to match the underlined words (1–5) to the meanings (A–E) in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  C  ​2  A  ​3  D  ​4  E  ​5  B

Optional activity Encourage students to record all the expressions from exercise 4 and the recording in their notebooks, with pairs of expressions with similar meanings together, e.g. My view … / ​ My opinion … . Ask them to write three sentences with their own opinions about books they have read, using expressions from exercise 4. Go round monitoring and assisting as necessary. With books closed, ask students in turn to read out one of their sentences to the class, e.g. My view is that the Harry Potter books are amazing. Ask other students to repeat the sentence, using a different expression with the same meaning, e.g. To my mind, the Harry Potter books are amazing. The first student to give a correct alternative sentence gets a point. Continue until all the expressions have been practised, and as many students as possible have participated. See who has the most points at the end.

ANSWERS

1 They are reviewing Night School Resistance. 2 George liked the book the least. 3 Ms Roth doesn’t express an opinion about the book.



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Unit 6

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Reported suggestions and offers Aims

• Learn how to report suggestions and offers. • Practise reporting suggestions and offers.

7

Develop linguistic communication.

Exercise 5

• Invite a student to read aloud the examples of direct and •

reported suggestions and offers in the table. Ask: What differences do you notice between the direct suggestions and offers and reported suggestions and offers? Elicit a few answers, and then ask students to copy the rules in their notebooks.

Exercise 6

• Read through the instruction with the class and ask students •

to write the reported suggestions and offers in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

SUGGESTED ANSWERS

1 James offered to help me with my bags. 2 Carrie suggested that we could recommend other books by that author. 3 Lulu suggested that we/they meet again the week after/the following week. 4 Henry offered to help me write the report. 5 Fred offered to get me a glass of water.

ANSWERS

1  In my view   2​   To my mind   ​3  in my opinion   ​ 4  From my point of view   ​5  I couldn’t agree more v Speaking preparation • Interactive task to activate the functional language.

Exercise 8

• Ask students to read through the Speaking strategy box. Read • •

ANSWERS

1  If I stay  ​2  last year

Exercise 9

• Read through the instruction with the class. Give students • •

•

Speaking Aims

through the instruction with the class. Check they understand what the words are used to refer to. Ask students to discuss the answers in pairs. Tell them to translate the sentences into their own language. Check answers with the class.

time to think about three things they have enjoyed recently and why. Then divide the class into small groups. Read through the expressions in the Functional language box and make sure students understand them all. Demonstrate the activity by asking a group which of them has seen a popular film or TV show. If some students have seen it, ask them for their point of view, using a phrase from the Functional language box. Encourage them to use one of the phrases when they reply. Ask students to work in their groups. They should take it in turns to find out which books, TV programmes, films or video games they want to review. They then ask and answer questions about them. Go round monitoring and assisting as necessary. Invite some students to tell the class something they learned about their classmates.

• Talk about books, TV programmes, films or video games you

•

• Practise exchanging points of view. • Do a dictation based on a dialogue at a book club. • Learn functional language for asking for and giving points of

Your turn

have enjoyed recently.

view and agreeing with others. 3 Develop cultural awareness and expression. 5 Develop social and civic competences. 7 Develop linguistic communication.

Exercise 7  $ 2.21  Audio script pT156

• DICTATION Invite a student to read the instruction aloud. Give • • •

students time to read the dialogue, ignoring the gaps. Play the recording and ask students to complete the dialogue in their notebooks. Pause the recording as necessary to give students time to write. Check answers with the class. Alternatively, tell the students that they will be completing the dialogue with phrases similar to the ones used in exercise 4. Ask them to predict which phrases they will use before listening. Then play the recording and students check their answers.

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Exercise 10

• Play the video for students to watch and interact with. v Interactive video: Sport Vlogsters: Unit 6

• Duration: 2:45 minutes • Topic: Zac and Chloe argue about whether watching sport or playing sport is better.

• Task: Make a choice from the options offered at the end of •

the vlog. Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Practical English, Workbook page 52 Functional language, Vocabulary reference, Workbook page 120 Vlogsters scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

Unit 6

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6.6 Writing a story

Look at language: sequencing words

Aims

Exercise 3

• Invite a student to read the instruction aloud. Go through

• Read a model story. • Learn to use sequencing words. • Write a story.

3 4 7

Develop cultural awareness and expression. Develop sense of initiative and entrepreneurship. Develop linguistic communication.

• •

the different categories of sequencing words and make sure students understand how we use the words and expressions. Focus students’ attention on the highlighted words in the story and ask students to use them to complete the table. Check answers with the class.

ANSWERS

Writing preparation

1  first  ​2  When  ​3  soon  ​4  Then  ​5  while  ​6  end

Warm-up

Exercise 4

• Ask: What kinds of music do you like listening to? Who are your

favourite bands or singers? Do you play any musical instruments? What was the last concert that you went to? Elicit a range of answers, and encourage as many students as possible to join in and express their opinions.

Exercise 1

• Ask students to read the instruction and the three possible

• Read through the instruction with the class, pointing out that for some gaps there is more than one possible answer.

• Ask a student to read the text aloud. Check students • •

titles.

• Invite a different student to read each paragraph aloud. • Allow students to compare their answers in pairs before •

checking them with the class. Invite students to explain why A and B are not correct.

ANSWERS

A incorrect – Andy’s dream of being like Max, the drummer of N19, is fulfilled because he replaces Max at the concert. B incorrect – Andy plays the drums not the guitar. C correct

Exercise 2

• Read through the questions with the class and make sure

•

students understand everything. Make sure the students realize that some of the questions are not answered in the text. If you want to make the exercise easier, tell the students that there are two questions that are not answered. Remind them to write their answers in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

understand it. Tell students to work in pairs and complete the text in their notebooks with the sequencing words and expressions. Check answers with the class, asking students to say what function each sequencing word or expression performs, i.e. as soon as means ‘happening at the same time.’

ANSWERS

1 2 3 4 5 6

At first as soon as While Then / ​Next, / ​After that, / ​After a while, / ​(A little) later, Then / ​Next, / ​After that, Finally / ​In the end

Optional activity Ask students to write three sentences about themselves using sequencing words and expressions from exercise 3, e.g. I sometimes listen to music while I’m having a shower. Go round monitoring and assisting as necessary. With books closed, invite students in turn to read one of their sentences to the class, omitting the sequencing word or expression. See if other students can guess the missing word or expression. You could do this as a game, awarding a point to the first student to guess each missing word.

ANSWERS

1 2 3 4 5 6

He was the best drummer in the school. Not answered. He was fifteen. Not answered. The people felt excited at first. Because it was the most unforgettable experience of his life. / ​Because it was his ambition to be like Max, the drummer in N19.



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Unit 6

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Writing task v Writing preparation • Interactive task to revise entertainment words.

Exercise 5

• Explain to students that in this lesson they are going to write •

•

a narrative story and that the first line has been given to them. Ask students to read the instructions and first line of the story. Ask students how a stand-up night might be a big success. Write some ideas on the board: the script was well-written, the audience laughed at the jokes, the comedian became a professional. Ask students to add their own ideas.

e Write

• Students write the second and final draft of their stories. • Tell them to correct any mistakes their partners found. • Invite some students to read their stories to the class. • Alternatively, upload the students’ stories to the class, English department or school blog and ask students to read them and vote for the best.

Further practice

Writing, Workbook page 54 Writing reference, Workbook pages 89–95 Unit 6 Review and Skills practice, Student’s Boook pages 132–133

a Think of ideas

• Read through the instruction with the class. • Remind students to create a character that they think will be suitable for the story.

• Ask students to work in pairs and complete the notes in their • • •

notebooks. When the students have finished, discuss with the class which information they think they are unlikely to use in the story. Ask them to explain why. Invite a student to read the information in the plot diagram aloud. Go through the questions that each section of the plan asks for. Tell students that they have to answer the questions with their own ideas and create a plot for their main character.

b Plan

• Go through the writing plan with the class and make sure •

students understand that they should structure their stories in this way. Ask students to write the writing plan in their notebooks, including relevant ideas from their answers to section a.

c Draft

• Ask students to write the first draft of their stories. If they do this in class, go round giving help and encouragement.

• Remind them to use sequencing words and expressions. • Remind them to check their grammar and spelling carefully. d Check

• Ask students to exchange their first drafts with their partners and to read their partner’s story.

• Students should go through their partner’s story and answer •

the questions. Students then report back to each other about their work.

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Speaking project: a day trip in your area Aims

• Listen to a presentation on a day trip. • Plan and research activities for a day trip. • Plan a video or presentation to present your day trip. • Make your video and show it to the class, or prepare and give

ANSWERS

1 an hour 2 go to the animal centre, hire a rowing boat on the lake or just chill out 3 explore or go shopping at the Arndale Centre 4 umbrella

your presentation. 4 Develop sense of initiative and entrepreneurship. 7 Develop linguistic communication. 2 Develop learning to learn competence. 5 Develop social and civic competences.

Useful materials – computers or other devices with internet access, e.g. phones or tablets – cameras, or devices with cameras on them, e.g. phones or tablets – paper – pens

Warm-up

• Ask students: What school trips have you been on? Ask

questions about their experiences, e.g. Where did you go? What activities did you do? What did you learn? What did you enjoy the most? Which things were not so enjoyable? Why?

Before you start  $ 2.22  Audio script pT157

• Explain to the class that they are going to listen to two

• •

students making a presentation about a day trip that they have planned. Invite a student to read the instruction and questions 1–5 aloud. Play the recording and ask students to write the correct names in their notebooks. Check answers with the class.

ANSWERS

1  Alex  ​2  Katie  ​3  Alex  ​4  Katie  ​5  Katie • Focus students’ attention on the itinerary, and ask students to read it through quickly. • Draw students’ attention to gaps 1–4 in the itinerary and tips. Elicit one or two possible answers for each gap. Then play the recording again and ask students to write the missing words in their notebooks. • Alternatively, students could complete the gaps from memory, and then listen again to check and complete their answers. • Check answers with the class. Ask: Which activities would you enjoy? Why? • Focus on the Practical tips section of the itinerary and elicit some more possible tips, e.g. bring money to buy souvenirs, carry your things in a rucksack, wear a light coat, etc.



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Unit 6

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Step 1

• Explai that students are now going to prepare their own •

•

presentations on a day trip in their area. Read through the instruction with the class. As a class, brainstorm some possible activities that students could do in their area. You could give students some areas for activities to think about: sights, shopping, local food, nightlife, etc. Make notes on the board. Divide the class into pairs. Read through the example itinerary with the class and ask students to choose the most interesting activities from the brainstorming and plan their own itineraries. Go round monitoring and assisting as necessary.

Step 2

• Invite different students to read the steps aloud. • Ask pairs to start by deciding which part of the day each of •

•

•

them is going to focus on. Now ask students to work individually. They can do their research online in class, using computers or their phones or tablets. Set a time limit for the online research, to avoid students becoming distracted. Monitor and help while students prepare their itineraries individually. Remind them to refer to the questions in Step 2 so that they include all the necessary information, as well as suggestions and tips. When students have prepared their itineraries individually, put them back into their pairs to compare their itineraries and check that they are happy with everything. Give them time to make small adjustments if necessary.

• Go round monitoring and assisting while students are

working. Encourage them to use their dictionaries to help with new words, or allow them to ask you for help.

Step 5

• Read through the instruction with the class. • Make sure students all have access to a camera to record themselves if they are making a video.

• Ask students to work in their pairs to practise giving their

•

• •

• •

Step 6

• Conduct class feedback. Ask students to refer to their notes

Step 3

• Read through the notes carefully with the class, and discuss

•

•

the different options: making a video or doing a presentation. Discuss which options are possible in your circumstances, how each might work in practice, and what equipment students would need for each. If students are going to visit locations to film, this will have to be done for homework, and the project resumed in the next lesson. Have students work in their pairs to agree the details of their video or presentation. Go round monitoring and assisting as necessary to make sure that each pair has a clear plan which is practical and possible with the time and resources available. Invite some pairs to share some of their plans with the class. As a class, discuss any difficulties there might be with the plans, or any possible improvements.

presentation. Go round monitoring and assisting as necessary. Encourage them to speak in a natural way as far as possible, rather than reading from a script. Remind students that they can use intonation to sound friendly and enthusiastic and to emphasize the important information. Encourage them to use gestures, too, to make their presentation natural and interesting to watch. When students are ready, ask them to record or give their presentation. Ask other students to watch the presentations carefully and make notes on the strong points of each presentation, e.g. They spoke in a natural way. They used informal phrases to sound friendly and enthusiastic. The activities sound fun. In large classes, students could work in groups of 10–12 students to show or give their presentations to each other. Their classmates should listen and make notes as above. Allow time at the end for questions about the presentations.

• • •

and discuss which videos or presentations they enjoyed the most and why. Make a list of positive feedback and ideas on the board as they come up during the discussion. Point to the notes on the board and ask students to make their own personal notes to help them next time they give a presentation. Ask students to share with the class what they have learned from the project.

Step 4

• Read through the phrases in the Useful language box with the

•

class and make sure students understand them all. If you have time, you could play the recording from Before you start again, for students to hear some of the phrases in context. Ask students to work individually to make notes for their part of the presentation. Emphasize that they should just be making notes, and not writing a full script of what they plan to say. Suggest that they write bullet points, rather than full sentences.

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Unit 6

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7

In the news

Unit summary

VOC APP

Vocabulary Phrasal verbs: travel: come across, get away, get off, get on, see off, set off, speed up, stop over, take off, turn back Nouns: weather: blizzard, breeze, drizzle, frost, gale, hailstorm, hurricane, mist, sleet, tornado Sporting events half-time (n), finish line (n), opponent (n), runner-up (n), score (n) Word builder: be in a league of their own, be neck and neck, be no match for, fight a losing battle, get off to a good start, put up a good fight Learn it! in …’s time

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.

Exercise 1

• Read through the instruction and questions with the class. • Focus students’ attention on the photos and ask: What can you •

Exercise 2

Grammar

• Focus attention on the headlines and ask: Where might you

Future continuous Future tenses Comparatives and superlatives Future expressions

•

Functional language Comparing and contrasting places It might be (+ comparative) … … is less / ​more (+ adjective) than … There are (not) as many as … They are not so (good) as … There’s never been a (+ comparative) way to … You’ll not only (+ infinitive), but you’ll also (+ infinitive) … … is the only (+ noun) in town with (+ noun). It may be (+ adjective), but it won’t be as (+ adjective) as …

•

ANSWERS

Exercise 3

• Focus students’ attention on the highlighted phrasal verbs in • •

Vocabulary

•

• Learn phrasal verbs for travel. • Read newspaper headlines for travel stories. • Describe your dream holiday.

7 5

Develop linguistic communication. Develop social and civic competences.

see headlines like these? Read out each one and check that students understand deal, mission, charity and sailor. Ask students to read the headlines again and match them to photos (1-5) in their notebooks. Ask students to think of photos to illustrate the other two headings. Invite some students in turn to describe their photos for the headlines. As a class, discuss and decide which are the best photo suggestions.

1  C  ​2  E  ​3  G  ​4  B  ​5  A

Unit opener Aims

see? Elicit a description of each photo. Allow students to compare their answers in pairs before checking them with the class.

the headlines A–G. Encourage them to guess their meaning from context. Point out that the pictures might help them. Read the first definition aloud and ask students to match the phrasal verb in the text to it. Ask students to match each phrasal verb to one of the definitions (1–10) in their notebooks. Check answers with the class, and make sure that students understand all the words.

ANSWERS

1  get on   ​2  come across   ​3  get off   4​   get away   ​ 5  speed up  ​6  turn back   ​7  see off   ​8  set off   ​9  take off   ​ 10  stop over

Optional activity Ask students to write one more newspaper headline using one of the phrasal verbs in exercise 3. Elicit a few examples from the class first, e.g. Walkers come across mysterious animal. Ask students in turn to read out their headlines, inserting a ‘beep’ sound where the phrasal verb should be. See if other students can guess the missing phrasal verbs.



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Unit 7

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Exercise 4

• Read through the instruction and ask students to read the • •

sentences, ignoring the gaps, and check they understand them. Ask students to complete the sentences with the correct verbs or prepositions from exercise 3 in their notebooks. Check answers with the class.

Further practice

Vocabulary, Workbook page 56 Vocabulary reference, Workbook pages 124–125 Vocabulary worksheets, Tests and Resources Multi-ROM

ANSWERS

1  set  ​2  take  ​3  on; get   ​4  away  ​5  see v Vocabulary practice

• 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 5

• Invite a student to read the instruction and advert E aloud. • Tell students that they should get ideas by answering the

•

•

questions and ask more questions if necessary to prompt students, e.g. How long would you get away for? What exciting things would you like to come across during your holiday? Ask students to read the example answer and then to write their descriptions in their notebooks. Go round monitoring and assisting while they are working, and encourage them to use a range of phrasal verbs. Divide the class into small groups to read their descriptions to each other and agree on the best dream holiday in their group. Invite groups in turn to read their chosen dream holiday aloud. As a class, discuss and decide which is the best dream holiday overall.

Exercise 6 21st Century skills: Global awareness

• Focus students’ attention on the 21st Century Skills box and • •

•

read through the task. Divide the class into pairs. Tell them to agree to watch the same news programme in the evening and to make notes on the main news stories. In a later class, ask students to choose one of their news stories and to prepare a short presentation about it. Tell them to think about how to persuade the class that their news story is the most important. Ask the pairs in turn to present their news stories to the class. The class could vote for the most persuasive.

Exercise 7

• Play the video for students to watch. v Your Views: The news

• Duration: 2.22 minutes • Topic: Do you read the news? Can you remember a news story that really grabbed your attention?

• Task: Discuss your views of the topic.

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Unit 7

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7.2 Travel news Reading Aims

• Read and listen to an article about travel in the future. • Answer questions on the article. • Understand new vocabulary in context.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences.

Warm-up

• With books closed, ask: How do you get to school each day?

•

What other forms of transport do you use in your town or city? Elicit a few answers and make a list on the board of the different forms of transport mentioned. Point to the forms of transport on the board and ask: What are the advantages and disadvantages of each? Elicit a range of answers and discuss which forms of transport students prefer and why.

v Reading preparation • Interactive task to pre-teach vocabulary from the article and introduce students to the topic.

Exercise 1  $ 3.02

• Focus students’ attention on the numbers in the box and elicit how to say them.

• Play the recording for students to read and listen to the article •

and note down what each number represents. Check answers with the class.

Static bikes have been used for several years to generate power in a range of situations. Some gyms, for example, use the power generated by static bikes to help power their lighting and heating. It is possible that in the future people might ride on static bikes while they are working, to power their computer, or, as mentioned in the article, use pedal power for public transport. Electric skateboards already exist and are becoming a popular means of transport in congested cities. Batteries are constantly being improved, and boards that can travel at 20–30 kph should be available within the next few years. The proposal for vacuum tube transport was first proposed in the 1970s, and scientists have been working since then to develop the ideas further. Removing all air from the tunnels would remove all air resistance on the trains, allowing them to travel at very high speeds using very little power.

Optional activity Ask: What other future forms of transport can you imagine? Elicit a few ideas, and then divide the class into small groups. Encourage them to brainstorm ideas and think of another future form of transport that would be fast and clean, e.g. electric roller-skates, electric scooters, personal jet-packs. Go round monitoring and assisting as necessary. Invite groups in turn to share their ideas with the rest of the class. As a class, discuss and decide which ideas are best and why.

Exercise 2

• Read through the instruction with the class. Ask students to •

ANSWERS

1: It will take 1 hour to travel by ‘vactrain’ from Europe to New York. 10: In 10 years’ time, ‘travellers’ will be able to ‘visit’ places by wearing virtual reality face visors. 30: In the future there will be new models of skateboard that can travel at over 30 km/h. 360: Virtual reality face visors will give you a 360° view of the scenes on the screen. 4,000: ‘Vactrains’ will be able to travel through tunnels at 4,000 km/h.

•

read the sentences, ignoring the gaps, and check that they understand them. Ask students to read the article again and copy and complete the sentences in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5

traffic lights; vehicle-to-vehicle communication systems ‘talk’ to other cars; accidents; faster/quicker/sped up pay; pedal (on static bicycles) faster/quicker travel virtually / see 360° around you

Culture note Vehicle-to-vehicle (or V2V) communication is being developed and tested by several large motor manufacturers, including General Motors, BMW and Audi. Urban transport pods are seen by many as a cheap, clean alternative to current ways of getting about towns and cities. One town in the UK, Milton Keynes, has announced that it intends to introduce the pods by 2017, as a way for people to travel between the train station and the town centre.



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Unit 7

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Future continuous Aims

• Learn the future continuous. • Write sentences and complete an article using the future continuous. 7 Develop linguistic communication.

v Grammar animation • Presentation of the future continuous in context.

Exercise 3

ANSWERS

1 2 3 4 5 6

Exercise 7

• Ask a confident student to read the instruction and the

• Invite some students to make example sentences using the

•

•

•

• •

table and read them aloud. Read through the rules with the class, ignoring the gaps. Ask students to copy the rules into their notebooks and to complete them with the words in the box. Check answers with the class. Encourage students to copy some of the examples from the table in their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

1  will be; -ing  ​2  at a certain time   ​3  in

Exercise 4 Learn it!

• Read through the information in the Learn it! box and the •

two sentences with the class. Ask students to translate the sentences into their own language. Discuss the translations as a class.

Exercise 5

• Read through the first sentence with the class and elicit the •

correct verb form. Ask students to complete the remaining sentences in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5

This time tomorrow, Luca will be flying to London. Don’t call Tim at five, he’ll be revising for his exams. What time will Steffi be setting off tomorrow? Relax! Our train won’t be leaving until half past six. Will you be stopping over anywhere on your way to Australia?

v Grammar practice • 1–3 star tasks to practise future continuous. Also available on the Tests and Resources Multi-ROM.

will be setting will be finishing will be installing will be selling will not be getting will not be speeding

•

example sentence aloud. Then read through the time expressions. Ask students to use the expressions and the future continuous to write sentences in their notebooks about themselves. Invite some students to share their sentences with the rest of the class. As a class, discuss and decide which sentences talk about activities that most people in the class will be doing.

Your turn Aims

• Practise using the future continuous. • Write about planned changes to public transport in your area.

7 5

Develop linguistic communication. Develop social and civic competences.

Exercise 8

• Invite two students to read the instruction and the questions •

• •

aloud. As a class, brainstorm some ideas for changes to public transport in the students’ area. Ask students to make notes about the changes, working individually or in pairs. Go round monitoring and assisting, and encourage them to use verbs in the future continuous and the expressions in the Useful language box. Divide the class into groups to compare their ideas. Conduct class feedback, praising good use of the target language and correcting any mistakes. Discuss which ideas are realistic and likely.

Further practice

Grammar, Workbook page 57 Grammar reference, Workbook pages 126–127 Grammar worksheets, Tests and Resources Multi-ROM

Exercise 6

• Ask students to read the newspaper article quickly, ignoring • •

the gaps, to get the gist. Read the first sentence aloud and elicit the correct verb form. Ask students to read the rest of the article and complete it with the correct forms of the verbs in the box in their notebooks. Check answers with the class. Invite a confident student to read the completed article to the class.

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Unit 7

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7.3 And now for the weather

Possible additional words: downpour, monsoon, dew, fog, freezing fog, hail, gust, typhoon, windstorm

Vocabulary and Listening

Examples of extreme weather: gale, blizzard, hailstorm, hurricane, tornado

Aims

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

• Learn vocabulary for weather. • Listen to extracts from different situations. • Answer questions on the extracts.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and

v Listening preparation • Interactive task to revise and pre-teach vocabulary in the audio.

Warm-up

Exercise 5  $ 3.03  Audio script pT157

technology competences.

• With books closed, ask: What’s the weather like today? What was

• Tell students they are going to listen to three different extracts

•

•

it like yesterday? What’s it usually like in (January / ​July / ​October)? Write any weather words students mention on the board. Give students two minutes to write down as many more weather words as they can. They can use their dictionaries to help. Bring students’ ideas together on the board.

•

related to the weather. Read through the situations with the class and make sure that students understand them. Play the recording for students to listen and match the extracts to the situations. Check answers with the class.

ANSWERS

Exercise 1

• Ask students to use their dictionaries to check the words. Tell

1  a news report   ​2  an advert for a programme   ​ 3  a weather forecast

• Check answers with the class.

Exercise 6  $ 3.03  Audio script pT157

them to translate the words into their own language.

• Ask students to read the sentences, ignoring the gaps, to

Exercise 2

• Ask students to match the words to the pictures (A–F). • Check answers with the class. ANSWERS

A  sleet  ​B  frost  ​C  drizzle  ​D  gale  ​E  mist  ​F  breeze

Exercise 3

• Ask students to read the facts about uncontrollable weather

•

and complete them with the correct words. They can use their dictionaries to help. Point out that they may need to change the form of the words. Check answers with the class, and make sure students understand all the words.

• •

ANSWERS

1  stop tornadoes   ​2  300 metres   ​3  it rained   ​4  heavy rain  ​ 5  gales

Exercise 7

• Read through the speech bubbles next to the picture. • Write on the board adjective + noun and adverb +

ANSWERS

1  hailstorm  ​2  tornado  ​3  blizzards  ​4  hurricanes

Exercise 4

• Ask students to complete the table with the words. Ask them

•

•

• •

to think of one more word for each column. Remind them of the words that you wrote on the board in the warm-up. Check answers with the class, asking students to say which words are examples of extreme weather.

ANSWERS

water

snow / ​ice

wind

drizzle mist sleet

blizzard frost sleet hailstorm

breeze gale blizzard hurricane tornado

adjective. Ask students to read the sentences again and ask: When do we use ‘what’ in an exclamation: before an adjective and a noun or before an adverb and an adjective? Repeat the question, but this time asking about how. Complete the rules on the board and ask students to copy the rules in their notebooks. Ask students to complete the dialogues in their notebooks. Check answers with the class.

ANSWERS

1  What  ​2  How



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get the gist. Then play the recording again for students to listen and complete the sentences. Pause the recording as necessary, to give students time to write. Play the recording again if necessary, for students to check and complete their answers. Check answers with the class.

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Future tenses Aims

• Revise and practise future tenses. • Complete sentences using a range of future tenses.

7

Develop linguistic communication.

v Grammar animation • Presentation of future tenses in context.

Exercise 8

• Invite different students to read example sentences A–G aloud. • Ask students to read the sentences again and match them to the tenses in the box. Then check answers with the class.

ANSWERS

A  present continuous   ​B  will  ​C  be going to  ​ D  present simple  ​E  be going to  ​F  will  ​G  will

Exercise 9

• Ask a confident student to read sentences 1–7. • Ask students to read the sentences again and match them to • •

sentences A–G in the box. Allow students to compare their answers in pairs before checking them with the class. Encourage students to copy the uses of the different tenses, together with an example sentence for each one in their notebooks, or they could modify the example sentences to make them more personal to help them remember the grammar.

ANSWERS

1  E  ​2  A  ​3  G  ​4  D  ​5  F  ​6  C  ​7  B

Recycle

• Read through the Recycle box with the class. Point out that

•

it is usually impossible to predict the future with complete certainty, so we often build in a little uncertainty by using the verbs think and believe, and adverbs perhaps and maybe. Elicit one or two more examples using the verbs and adverbs.

Exercise 10

ANSWERS

1  SD  ​2  FI  ​3  SD  ​4  FI

Optional activity Ask students to copy and complete the sentences in exercise 11 iwith the correct form of the verbs in brackets. ANSWERS

1  ‘ll help   ​2  ‘m going to drive   ​3  ‘ll have   ​ 4  ‘m not going to go out

Exercise 12

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps, • •

ANSWERS

1  I’m not going to pass   ​2  I’ll bring   ​3  We’re going to miss   ​ 4  won’t tell   5​   you’ll have v Grammar practice • 1–3 star tasks to practise future tenses. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Practise using future tenses. • Give a weather forecast.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences. 3 Develop cultural awareness and expression.

Exercise 13

• Read through the instruction with the class. Divide the class

• Read through the instruction and sentences with the class. • Ask students to read the sentences again and complete them •

with the correct form of the verbs in their notebooks. Allow students to compare their answers in pairs. Then check them as a class. Refer back to the rules to explain the answers.

ANSWERS

1  does; leave   ​2  ’m playing   ​3  starts  ​4  ’s  ​5  ’m meeting

Exercise 11

• Ask students to read the sentences quickly, ignoring the verbs • •

in brackets to get the gist. Ask a number of strong students to suggest contexts for each of the situations. Elicit which situations show spontaneous decisions and which show future intentions. Check answers with the class, referring back to the rules as necessary to explain any mistakes.

T89

to get the gist. Ask students to read the sentences again and to complete them with the correct form of the verbs in the box. Allow students to compare their answers in pairs before checking them with the class.

• • •

into pairs and ask them to find a weather forecast for their area for the week ahead. Students could do the research online in class, using their phones or tablets. Give students time to prepare their forecasts individually. Go round monitoring and assisting as necessary. Encourage students to use the language from the Useful language box. Ask them to present their forecasts to the class. Discuss the similarities or differences between the forecasts. Conduct class feedback, praising good use of the target language and correcting any mistakes.

Further practice

Vocabulary, Workbook page 58 Vocabulary reference, Workbook pages 124–125 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 59 Grammar reference, Workbook pages 126–127 Grammar worksheets, Tests and Resources Multi-ROM

Unit 7

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7.4 Culture

ANSWERS

Reading and Vocabulary Aims

• Read and listen to two match reports for Kabaddi and Irish road bowling.

• Answer questions on the match reports. • Understand new vocabulary in context. • Learn about idiomatic expressions.

7 3

Develop linguistic communication. Develop cultural awareness and expression.

Exercise 3

• Focus students’ attention on the highlighted words in the

Warm-up

• Focus students’ attention on the photos. Ask: What are the people doing? What sport do you think they are playing? Elicit a few ideas.

•

have to do in the game? Elicit a range of answers. Encourage students to talk about sports that they enjoy and describe in detail what the players do. Use the photos to teach the terms contact sport and ball sport.

•

• Ask: What are your favourite sports? Why? What do players

Culture note Kabaddi The sport of Kabaddi originated in ancient India and is still played mainly in Asian countries such as India, Pakistan, Bangladesh, Sri Lanka and Nepal. It was brought to Britain by immigrants from India and Pakistan, and there is now a British national team. Irish Road Bowling The ball, or ‘bullet’, used in Irish Road Bowling is a steel ball around 18 cm in circumference and weighing around 794 g. Until the 19th century, the sport was played more widely, in parts of Scotland, northern England and the USA. It is now largely confined to Ireland.

Exercise 1 

• Read the task aloud and read through the two possible • •

definitions of the word tag. Ask students to scan the rules of the game for Kabaddi and decide which definition is correct. You could do the activity as a race, to motivate students. Check the answer with the class.

ANSWER

A

Exercise 2  $ 3.04

• Ask students to read and listen to the reports. • Ask students to read the sentences in exercise 2. Then ask them

•

1 True. Lines 14-16: ‘There are two teams, each with seven players on the court at one time and another five as substitutes.’ 2 False. Lines 16-18: ‘…players called ‘raiders’ run into the other team’s half of the court to ‘tag’ opponents.’ 3 True. Line 4: ‘Sri Lanka were already leading at half-time’ 4 Not in the text 5 False. Lines 27-28: ‘for most of the match they were neck and neck’ 6 False. Lines 33-34: ‘O’Driscoll was runner-up last year, so he was disappointed to have to settle for second place again.’

to read the reports again and decide if the sentences are true, false or not in the reports. Ask them to correct any false sentences and justify their answers with evidence from the reports. Allow students to compare their answers in pairs before checking them with the class.



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reports. Encourage them to guess their meaning from context. Ask students to read the sentences (1–5) and write the missing words in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Make sure that students understand all the highlighted words.

ANSWERS

1  opponents  ​2  runner-up  ​3  Half-time  ​4  score  ​ 5  finish line

Exercise 4 Learn it!

• Read through the information in the Learn it! box with the •

class. Ask students to read the sentence in the box and translate it into their own language. Then read through the two sentences in the exercise and ask students to rewrite them following the instructions.

ANSWERS

1 I’m about to finish my homework. 2 It’s about to rain.

Optional activity Ask students to close their books. Write the following gapped sentences on the board: 1 They qualified the semi-finals. 2 They played a match Pakistan. 3 They are competing a place the final. each other. 4 Two players compete 5 They play a course. 6 Carter had better control his ball. 7 Carter finished ahead O’Driscoll. Ask students to complete the sentences with the correct prepositions. Students can then open their books and check their answers in the match reports. Reinforce the point that it is important to learn which prepositions to use in common phrases. ANSWERS

1  for  ​2  against  ​3  for, in   4​   against  ​5  on  ​6  of  ​7  of

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Word builder: idiomatic expressions Exercise 5

Exercise 7

• Elicit ideas for some memorable sporting events that students

• Invite a student to read the instruction aloud. Ask students to find the idiomatic expressions in the reports and complete them.

• Check answers with the class, discussing what each

expression means. Ask if there are similar expressions in their own language.

•

ANSWERS

1  2  3  4  5  6 

league  (i.e. better than all the rest)  ​ fight  (i.e. did their best to win, rather than accepting defeat) ​ losing  (i.e. there was no way they could win)  ​ match  (i.e. couldn’t come close to winning against ...)  ​ good  (i.e. to start off well)  ​ neck  (i.e. be equally successful)

• •

v Vocabulary practice

• Interactive task to practise idiomatic expressions. Exercise 6

• Focus students’ attention on the picture and ask them to • •

describe the situation (the blue team has just scored a goal and the defender is extremely frustrated). Ask students to read the dialogue and write the correct idiomatic expressions in their notebooks. Remind them to use the correct verb forms. Check answers with the class.

Exercise 8

• Students watch the video. v Culture video: Cricket

• Duration: 3.47 minutes • Topic: Cricket: a traditional British sport. • Video worksheets are available in the iPack Resources tab.

Focus on … History

• Ask students to read the question about the Industrial

ANSWERS

1 2 3 4 5 6

got off to a were fighting a losing put up a good neck and neck were in a league of no match

Optional activity Divide the class into pairs and ask them to write a new dialogue about a successful match, beginning with the sentence What a great match! Encourage them to use some of the expressions from exercise 5. Go round monitoring and assisting as necessary. Ask pairs to practise their dialogues in pairs. Then invite some pairs to perform their dialogues for the class.

may have watched. Point out that the event could be an important national or international event, e.g. a football cup final or a tennis Grand Slam final, or it could be an important local game involving their school or a team in their town. Give students time to prepare their descriptions individually. Remind them to use words and phrases from exercises 5 and 6 and the expressions from the Useful language box. Go round monitoring and assisting as necessary. Divide the class into small groups to describe their sporting events to each other. Ask each group to choose one of the sporting events to tell the class about. Invite groups in turn to tell the class about the event they chose. Ask other students if they remember the events mentioned, and encourage them to add more details if they do.

•

Revolution and discuss the answer in pairs before they look at page 146 to find out if they are right. Students can now do the Focus on CLIL activities on page 146.

ANSWER

The main changes during the Industrial Revolution were in mechanization, transport and social class.

Further practice

Vocabulary, Workbook page 60 Reading, Workbook page 61 Word builder, Vocabulary reference, Workbook page 124 Focus on History, Student’s Book page 146 Curriculum extra worksheet Unit 7, Tests and Resources Multi-ROM

Your turn Aims

• Describe a memorable sporting event.

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Unit 7

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7.5 Practical English: comparing and contrasting

Comparatives and superlatives Aims

Listening

• Revise and learn more about comparatives and superlatives. • Complete sentences with comparative and superlatives.

Aims

7

• Read and listen to some adverts for leisure activities. • Correct differences in the adverts.

5 7

Develop social and civic competences. Develop linguistic communication.

Develop linguistic communication.

Exercise 3  $ 3.05  Audio script pT157

• Read through the examples and the information about

comparatives and superlatives in the table with the class.

• With a weaker group, briefly revise the rules for forming

Warm-up

• With books closed, ask: What places are there in your area for

•

•

• •

young people to visit with their friends? Elicit a few ideas. Build up a list of places on the board. Point to the places on the board and ask: Which places do you go to regularly? Which would you like to visit? Which do you think are the most fun? Why? Elicit a range of answers and encourage as many students as possible to join in and express their opinions.

Exercise 1

• Ask students to read the adverts quickly and decide which one is the most expensive and the cheapest.

•

comparatives and superlatives with short and long adjectives. Elicit that good has irregular comparative and superlative forms. Read the adjectives in the box in exercise 3 aloud and elicit which are short adjectives and which are long. Give students time to read the gapped sentences. Play the recording again and ask students to write the correct comparatives and superlatives in their notebooks. Pause the recording as necessary to give students time to write their answers. Alternatively, students could write the correct comparatives and superlatives from memory, then listen again to check and complete their answers. Check answers with the class.

• Ask them to read the adverts again and say which one looks

•

•

1  the most exciting   ​2  the latest   ​3  the most educational   ​ 4  more enjoyable   ​5  the best

the most interesting to them. Ask them to say why. Elicit answers from individual students, asking them to justify their choices.

ANSWERS

1 Milton Planetarium is the most expensive activity. 2 Incrediview Cinema is the cheapest.

Exercise 2  $ 3.05  Audio script pT157

• Read through the instruction with the class and ask: What

• • • •

kinds of differences might there be in the adverts? Elicit that the differences might be in details such as days, dates, names, prices and other numbers. Tell students they are going to listen to three radio adverts related to the places in the printed adverts. Play the recording for students to listen and correct the mistakes in their notebooks. Pause the recording as necessary for students to write their answers. Play the recording again for students to check and complete their answers. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

Planetarium advert: Sunday Saturday 3rd June; Free entrance for a year for the first four three visitors Incrediview advert: 4D 3D cinema; 50% 30% off tickets Hockey Dock advert: ice volleyball ice hockey; opening times: Monday to Thursday 4 p.m. – 10pm 9 p.m.



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ANSWERS

Speaking Aims

• Talk about different places to visit. • Do a dictation based on a dialogue about leisure activities. • Learn about intonation.

7 4

Develop linguistic communication. Develop sense of initiative and entrepreneurship.

v Speaking preparation • Interactive task to activate the functional language.

Exercise 4  $ 3.06

• Invite a student to read the task aloud. Give students time to • •

read the dialogue. Play the recording and ask students to answer the questions. Alternatively, ask three confident students to play the roles of Megan, Joe and Harry and to read the dialogue aloud. Check answers with the class.

ANSWERS

They choose Hockey Dock. Joe is the most enthusiastic and Harry is the least enthusiastic.

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Exercise 5  $ 3.07  Audio script pT157

• DICTATION Tell students that you are going to play a recording • •

of the dialogue and they should write down exactly what they hear. Play the recording, pausing it and repeating as necessary to allow the students to write the missing phrases in their notebooks. You may need to play it more than once. Check answers with the class.

ANSWERS

1  2  3  4  5 

the most interesting   ​ as exciting as   ​ less expensive   ​ more exciting   the most active

Exercise 6  $ 3.08  Say it!

• Read through the instruction and the sentences in the box •

•

with the class. Tell students that you are going to play a recording of the four sentences and ask them to add an arrow to show where the speaker’s voice goes up. Check answers with the class by writing the sentences on the board. Make sure that students understand all the sentences. There are follow-up exercises for further practice on page 151.

• Conduct class feedback, praising good use of the target language and correcting any mistakes.

Your turn Exercise 9

• Play the video for students to watch and interact with. v Interactive video: Adventure! Vlogsters: Unit 7 • Duration: 3:35 minutes • Topic: Zac considers which adventure sport he might be able to do. • Task: Make a choice from the options offered at the end of the vlog. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Pronunciation, Student’s Book page 151 Practical English, Workbook page 60 Functional language, Vocabulary reference, Workbook page 124 Vlogsters scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

ANSWERS

Line 1: only, cinema, country Line 2: remember Line 3: go Line 4: waiting

Exercise 7  $ 3.09

• Read through the information in the Speaking strategy box • • •

with the class. Then read the question. Play the recording once for students to listen. Play it again, pausing after each set of sentences to discuss the answer to the question with the class. Play the recording a further time, pausing after each enthusiastic sentence and asking individual students to repeat, copying the intonation and tone of voice.

ANSWER

They sound more enthusiastic in both of the second sentences.

Exercise 8

• Invite several students to read the instruction and the two • •

•

situations aloud. For question 2, brainstorm some ideas for places in the students’ home town that students might suggest. Divide the class into pairs and ask them to prepare their conversation. Remind them to use the dialogue from exercise 4, expressions from the Functional language box and a suitable tone of voice to sound enthusiastic. Go round monitoring and assisting as necessary. Invite some pairs to perform their conversation for the class. Encourage other students to give feedback on how enthusiastic they sounded.

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7.6 Writing a report

Culture note

Aims

• Read a model report. • Learn to add new points. • Write a report.

5 7

Develop social and civic competences. Develop linguistic communication.

Writing preparation Warm-up

• Ask: What languages can you learn at your school? Are they

compulsory? Elicit a few answers, then ask: At what age do children usually start learning a foreign language in your country? Do you think this is too young or too old to start? Why? Elicit a range of answers.

Exercise 1

• Invite a student to read the questions aloud, and discuss them as a class. Encourage as many students as possible to join in and express their opinions. Prompt them with more questions if necessary, e.g. How can learning a foreign language help you with your career? What things are difficult if you can’t speak any foreign languages? Which are the most important languages to learn? Why?

• Ask students to read the report to see if any of their ideas were included by the writer.

• Invite some students to tell the class which of their ideas are mentioned. Ask: What advantages does the writer mention?

Exercise 4

• Read through the instruction with the class and ask students to copy the table in their notebooks.

• Ask students to read the report again and complete the table •

with the highlighted expressions. Check answers with the class, and make sure that students understand all the expressions.

1  addition  ​2  well  ​3  more  ​4  moreover  ​5  only

Exercise 5

• Read through the instruction with the class. Then invite a student to read the first sentence aloud and choose the answer.

• Ask students to read the remaining sentences and write the

ANSWERS

The report mentions the following advantages: studying a foreign language can help you when you are travelling; it can help you meet new people and discover new places; it can help you perform better in other subjects at school and help you understand and use your own language better; it can help improve your memory.

Exercise 3

• Read through the sentences with the class and make sure that students understand everything.

• Ask students to read the report again and match the sentence •

Look at language: adding new points

ANSWERS

Exercise 2

•

School children in England have to learn at least one foreign language at school from the age of seven until they are 14. The languages most commonly taught are French, German and Spanish. Some schools have also begun to teach Mandarin Chinese in recent years, as this is increasingly seen as an important world language. After the age of 14, students can choose to continue studying a foreign language, but it is not compulsory. Over the last few years, the number of students studying foreign languages up to the age of 18 has declined significantly, with students tending to choose subjects which they perceive to be ‘easier’. There has also been a decline in the number of British students studying foreign languages at university. The debate about whether the government should intervene to reverse this decline is ongoing.

beginnings (1–4) to the endings (A–D) in their notebooks. Check answers with the class.

•

correct expressions in their notebooks. Check answers with the class.

ANSWERS

1  In  ​2  Furthermore  ​3  but  ​4  as well as   ​5  what’s more

Optional activity Ask students to write three sentences about themselves or their school using expressions from exercise 4, e.g. I am going to study computer technology when I leave school. What’s more, I want to set up my own website. Go round monitoring and assisting as necessary. Invite students in turn to read out one of their sentences. Encourage other students to say if the sentences are also true for them.

ANSWERS

1  C  ​2  B  ​3  D  ​4  A



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Unit 7

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Writing task v Writing preparation • Interactive task to practise useful vocabulary.

Further practice

Writing, Workbook page 62 Writing reference, Workbook page 93 Unit 7 Review and Skills practice, Student’s Book pages 134–135

Exercise 6

• Explain to students they are going to write a report. They can • •

•

choose one of the topics listed or the topic in the diagram below. Invite a student to read the task aloud. Brainstorm some ideas for further possible topics. Students can work in pairs to write down some notes for each of the topics – both those on the page and new ones they have thought of. Invite some students to read out their ideas for each topic to the class. Ask students to select the topic they are going to write their report about.

a Think of ideas

• Read through the instruction with the class. • Go through each section of the diagram and check that •

students understand what each part asks for. Ask students to copy the diagram in their notebooks and complete it with the topic that they are going to write their report about.

b Plan

• Go through the writing plan and make sure students

understand they should structure their reports in this way.

• Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

c Draft

• Ask students to write the first draft of their reports. If they

do this in class, go round giving help and encouragement. Remind them to check their spelling and to make sure the reports include formal language and linking expressions, suitable modal verbs and evidence for the benefits that they write about.

d Check

• Ask students to exchange their first drafts with their partners and to read their partner’s report.

• Students should go through their partner’s report and answer •

the questions. Students then report back to each other about their work.

e Write

• Students write the second and final drafts of their reports. • Tell them to correct any mistakes their partners found. • If they do this in class, go round giving help and • •

encouragement. Remind them to use formal language. Invite some students to read their reports to the class. Their classmates can listen for the main points of the report. Alternatively, students could work in pairs to read their partner’s reports to check that it follows the plan, and that the spelling and grammar is correct.

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8

The senses

Unit summary

VOC APP

Vocabulary Idioms: have and take: have a good nose for, have an eye for, have an open mind, have no idea, take it easy, take it from me / ​ us, take note of, take your mind off, take your breath away, take your time Abstract nouns: affection, aggression, anxiety, bravery, compassion, friendship, happiness, loneliness, sadness, trust Adjectives: breathtaking, huge, unforgettable, peculiar, vital Word builder: look around, look back, look down, look into, look out for Learn it!: a flock of birds, a herd of elephants, a pack of dogs, a pride of lions, a school of dolphins, a troop of monkeys

Grammar Defining and non-defining relative clauses Articles Indefinite pronouns

Functional language Giving instructions: Beginning Before you begin, … (+ imperative) Start by … (+ -ing) Continuing Then, after that, you should … (+ infinitive) The next step is to … (+ infinitive) When / ​Once you’ve done that, … (+ imperative) While … (+ present continuous) (+ imperative) Finishing The last step is to … (+ infinitive) Finally, you could / ​should … (+ infinitive)

Unit opener Vocabulary Aims

• Learn idioms with have and take. • Read listings from different events guides. • Describe an exhibition or event you have been to.

7 5 3

Develop linguistic communication. Develop social and civic competences. Develop cultural awareness and expression.

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.

Exercise 1

• Read through the instruction with the class. • Divide the class into pairs and give them two minutes to •

discuss the question. Invite some students to tell the class what they think and ask the other students if they agree or not.

Exercise 2

• Divide the class into small groups to discuss the question and •

think of reasons for their answers. Invite groups to share their ideas and reasons with the class.

Exercise 3

• Read the instruction with the class and ask different students to read the adverts aloud.

• Ask students to complete the idioms with the verbs take or •

have in their notebooks. Check answers with the class.

ANSWERS

1  take  ​2  take  ​3  take  ​4  have  ​5  have  ​6  have  ​7  take  ​ 8  take  ​9  take  ​10  have

Exercise 4

• Read the first definition aloud and ask students to match •

an idiom from exercise 3 to it. Ask them to match the other idioms to the definitions in their notebooks. Check answers with the class, and make sure that students understand all the idioms.

ANSWERS

A B C D E F G H I J

10 have an open mind 5 have a good nose for (something) 4 have an eye for (something) 1 take your time 8 take your mind off (something) 6 have no idea 9 take note of (something) 2 take your breath away 3 take it easy 7 take it from (someone)

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.



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Exercise 5

• Ask students to read the sentences, ignoring the gaps, to get • •

the gist. Ask students to copy and complete the sentences in their notebooks with the correct idiom. Remind them to use the correct form of the verb. Check answers with the class.

ANSWERS

1  take your mind off   ​2  take it easy   ​3  has no idea   ​ 4  has an eye for   ​5  Take it from

Exercise 6

Exercise 8

• Play the video for students to watch. v Your Views: Performers

• Duration: 2.29 minutes • Topic: Who is your favourite performer? Why do you like them? • Task: Discuss your views of the topic. Further Practice Vocabulary, Workbook page 64 Vocabulary reference, Workbook pages 128–129 Vocabulary worksheets, Tests and Resources Multi-ROM

• Read the instruction with the class and elicit some events or •

• •

exhibitions that students have been to. Invite a student to read the example aloud. Ask students to write a description of an event or exhibition they have been to, using some of the idioms. Go round monitoring and assisting as necessary. Divide the class into small groups to read their descriptions to each other. Encourage other students to ask questions to find out more about the events. Invite some students to tell the class about an interesting exhibition or event that one of their classmates went to.

Optional activity Divide the class into small groups. Ask them to choose one of the senses and plan their own event or exhibition to explore this sense. Encourage them to be creative and use their imaginations! Go round monitoring and assisting as necessary. Then invite groups in turn to present their ideas to the class. Ask students which of the events they would like to go to and why.

Exercise 7 21st Century skills: Check your facts!

• Focus students’ attention on the 21st Century Skills box and •

• • • •

read through the task. Divide the class into pairs. Ask them to research the terms ‘science fact’ and science myth’. Students could do the research online in class, using their phones or tablets. Tell them to make notes about the information that they find. In class, ask students to choose one of the pieces of information that they have found and to prepare a short presentation about it. Ask the pairs in turn to present their myth or fact to the class. The class could vote on whether the information is true or not. After the vote, ask the pairs to say whether the information is true or not. Additionally, they could explain any other information that they have learnt about the subject. Encourage students to talk about how they can check how reliable their source of information is. Elicit that they shouldn’t rely on just one source of information when doing their research.

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8.2 Making sense of food

Defining and non-defining relative clauses

Reading

Aims

• Learn about defining and non-defining relative clauses. • Review relative pronouns. • Write sentences and complete a review using defining and

Aims

• Read and listen to an article about food. • Answer questions on the article.

3

non-defining relative clauses. 7 Develop linguistic communication.

Develop cultural awareness and expression.

Warm-up

• Ask: What did you have for breakfast this morning? What did you •

eat? Did you enjoy it? Why? / ​Why not? Elicit a few answers and encourage students to talk about the food they like. Then ask: What makes a meal enjoyable? Is it just the taste? What other things are important? Elicit ideas and make notes on the board, e.g. smell, texture, presentation, etc. Point to the ideas on the board and ask: When you eat a meal, you use your sense of taste, but what other senses are important for enjoying food? Why? Elicit a range of answers.

v Reading preparation • Interactive task to pre-teach vocabulary from the article and introduce students to the topic.

Exercise 3

• Invite a student to read out the example sentences in the • •

table. Then ask students to copy the rules into their notebooks and to choose the answers to complete them. Check answers with the class. Encourage students to copy the example sentences from the table into their notebooks next to the rules, or they could make them more personal to help them remember the grammar.

ANSWERS

1  defining  ​2  non-defining

Exercise 1  $ 3.10

• Read through the instruction with the class. Then play the •

v Grammar animation • Presentation of defining and non-defining relative clauses in context.

recording for students to read and listen to the article and choose the best title. Check the answer with the class.

ANSWER

Recycle

• Read through the information in the Recycle box with the

class. Ask students to find examples of the relative pronouns in the article. Ask students to translate some of the sentences into their own language to check understanding.

2 Eating with all your senses

Exercise 2

• Ask students to read the article again and write the answers to •

the questions in their notebooks. Encourage them to use their own words as much as possible in their answers. Check answers with the class.

ANSWERS

1 We depend on our eyes when we choose food because we are bombarded with colour, light and images while we are shopping. 2 It can be difficult to use all our senses when shopping because many shops don’t like people to touch their products, and packaged food is hard to smell. 3 You can often taste food in food markets. 4 Touch is the most important sense for people with no sense of smell. 5 Take your time when eating and use all five senses so you can enjoy every aspect of your meal.



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Exercise 4

• Ask a student to read the instruction aloud, then read through • • •

the sentences and make sure that students understand all the words. Then ask them to match the beginnings (1–5) to the endings (A–E), joining them with the correct relative pronouns in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Check answers with the class, making sure they have included the commas where necessary.

ANSWERS

1 C: We went to the restaurant where we ate last week. 2 E: I have to talk to the chef who I did the cooking classes with. 3 D: That’s the woman whose daughter is going to work as a waitress at our café. 4 B: This is an exhibition which will appeal to visitors’ sense of touch and smell. 5 A: At that restaurant they serve dishes which will take your breath away!

Exercise 5

• Read through the instruction and the first sentence with the • •

class and elicit the missing word. Ask students to read the remaining sentences and write the correct relative pronouns or adverbs in their notebooks. Check answers with the class, making sure they have included the commas where necessary.

ANSWERS

1 My eldest brother, who is getting married next month, wants to have some different dishes at his wedding. 2 Buonasera Pizza, which is my favourite pizzeria in town, will be closing next week. 3 Maria, whose restaurant has been quite successful, has just written a cookery book. 4 They live in a beautiful town in Galicia, where they own a small restaurant. 5 My best friend, who lived in Tokyo for ten years, has opened a Japanese restaurant in Barcelona. v Grammar practice • 1–3 star tasks to practise defining and non-defining relative clauses. Also available on the Tests and Resources Multi-ROM.

Exercise 6

• Read through the instruction and the phrases in the box with

• •

the class. Then read the first sentence and ask students to decide which phrase from the box completes it. When they have chosen a phrase, ask them if it needs commas or not. Read through the remaining sentences and ask students to complete them with the other phrases in the box in their notebooks. Check answers with the class.

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ANSWERS

1 Ethan, who speaks five languages, works for a travel agency. 2 Amy is the girl who has just graduated from catering college. 3 The exhibition, which is on all summer, is all about the senses. 4 I only like recipes that / which are quick and easy. 5 Is that the man whose son is a footballer? 6 Next summer we’re going to Paris, where my dad was born.

Exercise 7

• Ask students to read the review quickly, ignoring the gaps, to •

•

get the gist. Read through the first sentence with the class and elicit the missing word. Ask: Does this sentence need commas on both sides of the gap? (no) Ask students to read the rest of the review again and write the correct words in their notebooks. Check answers with the class.

ANSWERS

1  who  ​2  , which   ​3  where  ​4  which / that   ​5  , who   ​ 6  which / that

Your turn Aims

• Practise using defining and non-defining relative clauses. • Describe a restaurant.

7 3

Develop linguistic communication. Develop cultural awareness and expression.

Exercise 8

• Invite a student to read the instruction and the example sentences aloud.

• Ask students to make notes about the topics that are listed. Ask them to suggest other things that are important when deciding to go to a café or restaurant, e.g. Wi-fi, service, cleanliness, etc.

Exercise 9

• Divide the class into small groups to talk about their notes •

and discuss which restaurants or cafés they would like to try. Encourage them to use the language in the Useful language box. Invite some students to tell the class about some of the restaurants they discussed.

Further practice

Grammar, Workbook page 65 Grammar reference, Workbook pages 130–131 Grammar worksheets, Tests and Resources Multi-ROM

Unit 8

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8.3 Animal communication

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Vocabulary and Listening

Optional activity

Aims

• Learn abstract nouns. • Listen to a podcast on animal communication. • Answer questions on the podcast. • Learn about collective nouns.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences.

Warm-up

• With books closed, ask: What are your favourite kinds of

• •

animals? Why? Elicit a few ideas, then ask: Can animals communicate with each other? In what ways? Elicit a few ideas, e.g. dogs bark to show they are angry or excited. Divide the class into pairs and give them two minutes to list as many different forms of animal communication as they can. They can use their dictionaries to help. Bring students’ ideas together on the board.

Exercise 1

• Read through the instruction and the questions with the class. • Ask students to read the podcast guide and to answer the •

questions in their notebooks. Check answers with the class.

Write the following questions on the board, or dictate them to the class. Divide the class into small groups to discuss them, then invite some students to share their ideas with the class. 1 Is friendship possible without trust? Why? / ​Why not? 2 What is the best way to show your friendship to someone who is upset? 3 How should bravery be rewarded in our society? 4 What is the difference between affection and compassion? v Listening preparation • Interactive task to pre-teach vocabulary in the audio.

Exercise 4  $ 3.11  Audio script pT157

• Tell students that they are going to listen to a podcast of an

• •

interview about animal communication. Read through the instruction and the items in the box with the class and make sure that students understand everything. Play the recording for students to listen and match the photos to what each gesture shows. Check answers with the class.

ANSWERS

1  not wanting to communicate   ​2  sensing food   ​ 3  friendship  ​4  warning of danger   ​5  happiness

Exercise 5  $ 3.11  Audio script pT157

SUGGESTED ANSWERS

1 The podcast is about how animals communicate feelings and have similar emotions to humans. 2 He used to think that animals only used aggression to express themselves. Now he thinks they have real feelings.

Exercise 2

• Give students time to read the sentences. Play the recording

•

again for students to listen and write the missing words in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could write the missing words first from memory, and then listen again to check and complete their answers. Check answers with the class.

• Ask a student to read out the instruction aloud. • Read out the nouns, modelling the pronunciation. You could

•

•

1  body language   ​2  sense of smell   ​3  with their hand   ​ 4  120 sounds   ​5  was rescued

•

ask students to listen and say which nouns are stressed on the first syllable and which on the second. Ask students to find the words in the guide and translate them into their own language. Ask if any of the nouns are similar to nouns in the students’ own language. Check answers with the class, and make sure that students understand all the words.

Exercise 3

• Ask students to copy the table into their notebooks and complete it with the nouns from exercise 1.

• Check answers with the class.

ANSWERS

Exercise 6 Learn it!

• Invite a student to read the information on collective nouns

aloud. Ask students if their language also has different collective nouns for different animals. You could discuss which other animals we can talk about using these collective nouns, e.g. a herd of cows / ​buffalo / ​reindeer, a flock of sheep / ​ geese, a school of whales, a pack of wolves / ​hyenas, a troop of chimpanzees / ​gorillas.

ANSWERS

Positive feelings and qualities

Negative feelings and qualities

affection bravery compassion friendship happiness trust

aggression anxiety loneliness sadness



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Articles

Your turn

Aims

Aims

7

7 5

• Revise articles. • Complete sentences and a text using a range of articles. Develop linguistic communication.

v Grammar animation • Presentation of articles in context.

Exercise 7

• Practise using articles. • Talk about animals that you like.

Exercise 11

• Invite a student to read the instruction and the example

• Read through the instruction with the class and invite a • •

student to read the example sentences. Ask students to copy the rules into their notebooks and to complete them with a / ​an, no article or the. Encourage students to copy the example sentences in their notebooks, or they could modify the sentences to make them more personal to help them remember the grammar.

ANSWERS

•

•

1  a / ​an   ​2  the  ​3  no article

Exercise 8

• Ask students to choose the correct options and copy and •

complete the sentences in their notebooks. Allow students to compare their answers in pairs.

ANSWERS

1  an; no article   ​2  no article   ​3  a; no article   4​   a; no article  ​ 5  no article

Exercise 9

Develop linguistic communication. Develop social and civic competences.

•

sentences aloud. Give students time to prepare their ideas. Encourage them to make notes, but not to write full sentences. Divide the class into small groups to tell each other about the animals that they like. Encourage them to use the expressions in the Useful language box. Monitor and help while students are working, and note down any common mistakes in the use of articles. Invite some students to tell the class about an animal that one of their classmates likes and why. Discuss as a class which animals are the most and least popular and why. Conduct class feedback, praising good use of the target language and correcting any mistakes.

Further practice

Vocabulary, Workbook page 66 Vocabulary reference, Workbook pages 128–129 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 67 Grammar reference, Workbook pages 130–131 Grammar worksheets, Tests and Resources Multi-ROM

• Ask students to read the sentences quickly, ignoring the gaps, •

to get the gist. Ask them to copy and complete the sentences in their notebooks with the correct article or X. Check answers with the class.

ANSWERS

1  X; the   ​2  the; an   ​3  The; the   ​4  X; X   5​   a; the; the

Exercise 10

• Read through the instruction and the words in the box with • •

the class. Ask students to read the text quickly, ignoring the gaps, to get the gist. Then ask them to write the missing words in their notebooks. Check answers with the class.

ANSWERS

1  dogs  ​2  affection  ​3  a dog   ​4  Lucky  ​5  the friendliest   ​ 6  a walk v Grammar practice • 1–3 star tasks to practise articles. Also available on the Tests and Resources Multi-ROM.

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8.4 Culture

Ask pairs to write a sentence including at least five /w/ sounds. Encourage them to use their imagination and make their sentence amusing if possible. Have students swap sentences with another pair and practise saying the sentence they have been given. Then invite some students to read their sentence to the class. Ask other students to listen and note down the /w/ sounds that they hear.

Reading and Vocabulary Aims

• Read and listen to some fact files about rock art. • Answer questions on the fact files. • Practise recognizing and saying the sound /w/. • Understand new vocabulary in context. • Learn phrasal verbs with look.

Exercise 4

• Focus students’ attention on the highlighted words in the fact

7 Develop linguistic communication. 3 Develop cultural awareness and expression.

•

Warm-up

• Focus students’ attention on the photos. Ask: What do they

•

show? How old do you think these works of art are? Elicit a range of answers and encourage students to speculate and share their knowledge. Ask: Why do you think that people in the past made works of art in this way? Why do you think people make works of art nowadays? Is art still important, now that we have photographs and films? Why? / ​Why not? Elicit a range of answers and encourage as many students as possible to join in and express their opinions.

•

ANSWERS

vital – essential; huge – enormous; breathtaking – magnificent; unforgettable – memorable; peculiar – strange

Word builder: phrasal verbs with look Exercise 5

• Ask students to read the fact files again to find phrasal verbs

Exercise 1  $ 3.12

• Play the recording for students to read and listen to the fact files, and to match the photos to the paragraphs.

• •

• Check answers with the class. ANSWERS

A  2  ​B  3  ​C  1

• Ask students to read the fact files again, and then have them read the sentences and write the missing words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

1  look out for   ​2  look down   ​3  look around   ​4  look back   ​ 5  look into

Research it!

• Read the Research it! box with the class. Brainstorm some

ANSWERS

1  surface  ​2  Niger / ​Africa   ​3  monuments  ​4  entrance  ​ 5  40,800  ​6  speak

•

Exercise 3  $ 3.13  Say it!

• Give students time to read through the words in the Say it! box.

• •

Then play the recording for them to listen. Elicit that although some words begin with the letter w, and some begin with wh, they are pronounced with the same /w/ sound. Play the recording again for students to listen and repeat. There are follow-up exercises for further practice on page 151.

Optional activity Divide the class into pairs and give them two minutes to brainstorm as many words as they can with the /w/ sound. Bring students’ ideas together on the board.



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with look. You could ask different students to read different fact files, to save time. Ask students to match the phrasal verbs to their meanings. Check answers with the class, and make sure that students understand all the phrasal verbs.

ANSWERS

Exercise 2 

•

file. Read the first word (essential) and elicit which highlighted word has a similar meaning (vital). Ask students to match the rest of the adjectives in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Make sure students understand all the highlighted words.

•

examples of rock art in the students’ own country. If students cannot think of any examples, ask them to do a quick online search to identify some. Divide the class into pairs and allocate different examples of rock art to different pairs, to make sure they don’t all research the same one. Give them time to do the research in class, using computers or their phones or tablets. Encourage them to make notes on the rock art they are researching. Go round monitoring and assisting as necessary. Students might find information about the large group of late prehistoric cave paintings on the eastern coast of Spain. There has been some debate about how old they are, but it is thought that they date from c. 8000–3500 BC. The paintings are mainly in red and show scenes of hunting, gathering, fights and daily life.

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Exercise 6

• Invite a student to read the instruction aloud, and have • •

students read through the sentences quickly to make sure they understand everything. Ask students to read the sentences carefully and write the correct phrasal verbs in their notebooks. Point out that they will need to change the form of some of the verbs. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

Exercise 8

• Students watch the video. v Culture video: Stonehenge

• Duration: 3.13 minutes • Topic: Stonehenge: an ancient British site • Video worksheets are available in the iPack Resources tab.

Focus on … Art

• Ask students to read the question and discuss the answer in

pairs before they look at page 147 to find out if they are right.

1  looking out for   ​2  looking into   ​3  look down   ​ 4  look back  ​5  look around

• Students can now do the Focus on CLIL extension on page 147.

v Vocabulary practice • Interactive task to practise phrasal verbs with look.

Portraits, landscapes and still lifes are all types of painting.

Optional activity Ask students to close their books. Write the following gapped sentences on the board: 1 Many petroglyphs date tens of thousands of years. 2 The giraffes were carved ancient sandstone. 3 It aligns perfectly the sunrise. 4 The roof box allows the light  . Divide the class into pairs to complete the sentences with the correct preposition or adverb. When they have finished, students can open their books and check their answers in the fact files. Check answers with the class. Elicit the difference in meaning between carving something onto stone (= onto the surface) and carving it into stone (= cutting the stone more deeply). Point out that small words like prepositions are important grammatically, and for conveying meaning.

ANSWER

Further practice

Pronunciation, Student’s Book page 151 Vocabulary, Workbook page 68 Reading, Workbook page 69 Word builder, Vocabulary reference, Workbook page 128 Focus on Art, Student’s Book page 147 Curriculum extra worksheet Unit 8, Tests and Resources Multi-ROM

ANSWERS

1  back  ​2  on  ​3  with  ​4  in

Your turn Aims

• Talk about a place that you find interesting for historical or artistic reasons. • Write a fact file on the place you talked about. 5 Develop social and civic competences. 3 Develop cultural awareness and expression.

Exercise 7

• Invite a student to read the instruction aloud. • Divide the class into small groups and ask them to read the questions and think of a place.

• Ask students to write their fact files in their notebooks.

•

Encourage them to use the expressions in the Useful language box. Go round monitoring and assisting as necessary, and encourage them to use a range of vocabulary. Invite some students to read their fact files to the class.

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8.5 Practical English: giving instructions

Exercise 3  $ 3.15  Audio script pT158

Listening

•

• Tell students that they are going to hear the instructions in

Culture note

Aims

• Read and listen to some instructions for assembling a

cajon drum. • Do a dictation based on some instructions. • Learn about indefinite pronouns. 7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences.

Warm-up

• Point to the diagrams in the instructions and ask: Have you

•

ever bought something that you needed to put together yourself? What was it? Was it easy or difficult to assemble? Why? Elicit a few answers and encourage students to talk about their own experiences. Read out the heading Cajon assembly kit and ask: Do you know what type of instrument a cajon is? Can you guess? Elicit a few ideas but don’t confirm them at this stage as they will find this out in exercise 2.

Exercise 1

• Ask students to look at the instruction manual and use their

•

dictionaries to check the meaning of the words. They should then identify the items in the pictures. Students could work in pairs for this activity. Check items with the class and check that students understand all the vocabulary. You could also use the pictures to teach drill (picture 5) and brush (picture 6). Model the pronunciation of any difficult words.

ANSWER

A cajon drum is a box-like wooden drum, originally from Peru. It is made from thin plywood, and has five solid sides and a sixth side, at the rear, with a sound hole cut in it. The player sits astride the drum and plays on the front face of the box using hands, sticks or brushes. Some modern cajons may also have several stretched cords, guitar strings or a drum snare inside, to give a greater range of possible sounds. The cajon is most widely used in traditional Peruvian music, to accompany the acoustic guitar. It is also becoming more popular in blues, rock, pop and jazz music, and folk music from other countries such as Ireland.

Exercise 4  $ 3.16  Audio script pT158

• DICTATION Read through the instruction and the sentences • • •

Exercise 2  $ 3.14

• Tell students that they are going to listen to the instructions

•

• •

for the cajon assembly kit. Read the instruction aloud. Ask students to write the numbers 1–6 in a list in their notebooks. Play the first part of the recording and elicit the answer to the question (3–A). Ask students to look at picture 1 carefully. Play the rest of the recording and ask students to listen for the instruction which matches picture 1 and write the corresponding letter in their notebooks (B). Ask students to look carefully at the remaining pictures. Play the recording again and ask students to write the letter of the relevant instruction for each picture in their notebooks. Play the recording again if necessary, for students to check and complete their answers. Don’t confirm answers at this stage as they will have a chance to do this in exercise 3.

with the class. Make sure that students understand all the sentences. Tell students that you are going to play a recording of the six sentences and they should write down exactly what they hear and complete the sentences in their notebooks. Play the recording, pausing where necessary. You may need to play it more than once. Check answers by writing the sentences on the board. Check students’ understanding of the sentences again.

ANSWERS

1  Before you start   ​2  The first thing   ​3  The next step   ​ 4  Then  ​5  The last step   ​6  Finally, perhaps

Recycle

• Read through the information in the Recycle box with the

class. Make sure students understand everything and elicit a few example sentences with a range of indefinite pronouns.

The DVD with assembly instructions is not in the pictures.

•

the correct order. Ask them to listen and check their answers.

Exercise 5  $ 3.17  Audio script pT158

• Invite a student to read the instruction aloud. Then give •

students time to read the sentences and write the correct indefinite pronouns in their notebooks. Play the recording for them to listen and check their answers.

ANSWERS

1  everyone  ​2  anything  ​3  Nobody  ​4  something

ANSWERS

1  B  ​2  C  ​3  A  ​4  F  ​5  E  ​6  D



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Speaking Aims

• Learn how to make yourself clear when giving instructions. • Describe how to clean a computer keyboard. • Give some step-by-step instructions. • Learn functional language for giving instructions.

7

Develop linguistic communication.

Exercise 6  $ 3.18

Exercise 9

• Read through the instruction and the three activities with •

•

• Invite a student to read the instruction aloud. Give students time to read the dialogue.

• Play the recording and ask students to answer the question. • Alternatively, ask a confident student to read the instructions

•

aloud.

• Check the answer with the class. ANSWER

The final product is a Spanish omelette.

Exercise 7 

• Read through the information in the Speaking strategy box

Your turn

strategies for making yourself clear. Invite some pairs to inform the class of their strategies and demonstrate them if appropriate.

Exercise 10

v Speaking preparation • Interactive task to activate the functional language.

Exercise 8

• Read through the instruction and ask students to look

• •

•

with the class. Then read the question.

• Divide the class into pairs and ask them to think of other •

•

the class. Elicit some example instructions for each activity, encouraging students to use phrases from the Functional language box, e.g. Before you begin, check that you have all the ingredients for your meal. / ​Start by choosing your character for the game. / ​The first thing you should do is make sure you have all the parts. Give students time to prepare their instructions individually. They can use their dictionaries to help them. Encourage students to use the language from the Functional language box and to make notes or draw pictures for the different stages of their activity, but not to write full sentences. Divide the class into groups to give their instructions. Remind them of the points in the Speaking strategy, and encourage them to use a range of ways to make themselves clear. Ask other students in the group to listen to the instructions and make notes of the important points. Ask some students to tell the class which strategies and phrases their classmates used to give their instructions and make themselves clear.

at the pictures. Ask: What is the person doing? (cleaning their keyboard). Ask students what they use to clean their keyboards. Elicit the names of the materials, tools, etc. that students can see in the picture and write them on the board: alcohol, cotton wool, dirt, brush. Divide the class into pairs and ask them to write instructions for pictures 2–3 in their notebooks. Invite some pairs to read out their instructions to the class.

• Play the video for students to watch and interact with. v Interactive video Make it big! A fitness fan

• Duration: 5.17 minutes • Topic: Contestant Sally Long presents her product to the judges. • Task: Answer the interactive question at the end of the video. • Video scripts are available on the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Practical English, Workbook page 68 Functional language, Vocabulary reference, Workbook page 128 Make it big! scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

SUGGESTED ANSWER

Start by shutting down your computer and unplugging the keyboard. After that, turn the keyboard upside down and shake out any bits of food or dust. The next step is to take some gentle alcohol and rub it between the keys with a cotton bud or small cloth. Finally, remove any remaining dust with a small paintbrush.

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8.6 Writing questionnaire responses Aims

• Read a model completed questionnaire. • Learn to give reasons in writing. • Complete a questionnaire with feedback on an event.

3 7 5

Develop cultural awareness and expression. Develop linguistic communication. Develop social and civic competences.

ANSWERS

1 False. She only decided to go because of her interest in the subject. 2 False. She liked the museum staff because they were entertaining. She also enjoyed doing the experiments and testing her senses. 3 False. She doesn’t mention this. 4 True. 5 False. Her final comment is that she had such a good time that she has recommended it to lots of her friends.

Writing preparation

Look at language: giving reasons

Warm-up

Exercise 4

• Focus students’ attention on the questionnaire and ask:

• Focus students’ attention on the blue sentences in the

•

•

Do you ever complete questionnaires? When was the last time you did this? What was the questionnaire about? Elicit a range of answers and encourage students to talk about their own experiences. Ask: Why do companies sometimes ask people to complete questionnaires? What kind of information do they want? Encourage as many students as possible to join in and express their ideas.

Exercise 1

• Invite a student to read the instruction aloud. If necessary, • •

brainstorm two or three exhibitions students may have seen. Divide the class into groups to talk about exhibitions they have seen. Encourage their classmates to ask questions to find out more about the exhibitions. Invite some students to tell the class what they learned about an exhibition that one of their classmates went to.

Exercise 2

• Ask students to read the questionnaire and answer the •

question. Discuss the answer with the class, encouraging students to give reasons to support their answer.

ANSWERS

The reviewer’s feedback is positive.

• Read through the sentences with the class and make sure that

•

students understand everything. Ask students to read the questionnaire again and decide if the sentences are true or false, correcting any false sentences. Allow students to compare their answers in pairs before checking them with the class.



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•

ANSWERS

1  a noun phrase   ​2  the same

Exercise 5

• Invite a student to read out the first sentence and the example answer.

• Ask students to rewrite the remaining sentences in their •

notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

Exercise 3

•

•

questionnaire. Invite a student to read out the sentences. In each sentence, elicit the reason given (as a result of a report in the news; because of my interest in the subject; due to the long queues). Read through the rules with the class, and ask students to copy them into their notebooks, choosing the correct options to complete them. Check answers with the class and make sure that students understand everything. Point out that because can also be used to give reasons followed by a clause, but because of must be followed by a noun. Write these sentences on the board to illustrate the difference: We had to wait a long time because there was a queue. We had to wait a long time because of the queue.

1 2 3 4 5

The bus was late due to heavy traffic. Jack was disappointed because of his bad exam results. Amy won a medal as a result of her bravery. We forgave him because of our good friendship. The museum has been busier due to an increase in school visits.

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Writing task

• Alternatively, students could work in pairs to read their

v Writing preparation • Interactive task to help students talk about an event.

partner’s questionnaire answers to check that it answers all the questions, includes reasons and uses because of …, as a result of …, and due to … .

Exercise 6

Further practice

• Invite a student to read the task aloud. Explain to students

•

•

that they are going to complete a questionnaire to give feedback about an event they have been to. Have them copy the blank questionnaire into their notebooks. Brainstorm some ideas for the topic of the questionnaire. Tell students that they can replace the word exhibition with one of these ideas. Ask students what events they have been to recently. If any students have not been to any events recently, brainstorm some ideas for imaginary events, e.g. a music concert or a sports event. Write students’ ideas on the board.

Writing, Workbook page 70 Writing reference, Workbook page 94 Unit 8 Review and skills practice, Student’s Book pages 136–137

a Think of ideas

• Read through the instruction. Students choose one of the • •

ideas on the board and write it at the top of the questionnaire. Ask students to think of three positive and three things that could be improved. Ask some students to read out their ideas.

b Plan

• Go through the writing plan and make sure students •

understand they should structure their answers to the questionnaire in this way. Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

c Draft

• Ask students to write the first draft of their questionnaire

answers. If they do this in class, go round giving help and encouragement. Remind them to check their spelling and to make sure to use expressions for giving opinions and to use linkers to give reasons for their opinions.

d Check

• Ask students to exchange their first drafts with their partners • •

and to read their partner’s questionnaire answers. Students should go through their partner’s questionnaire answers and answer the questions. Students then report back to each other about their work.

e Write

• Students write the second and final drafts of their questionnaire answers.

• Tell them to correct any mistakes their partners found. • If they do this in class, go round giving help and •

encouragement. Remind them use expressions for giving opinions and to use linkers to give reasons for their opinions. Invite some students to read their questionnaire answers to the class. Encourage their classmates to listen for reasons and examples of because of …, as a result of …, and due to … .

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9

Next steps

Unit summary

7 4 5

Practised and tested in 1–3 star tasks and tests

Vocabulary Verbs and prepositions: education: apply for, believe in, benefit from, comment on, concentrate on, graduate from, participate in, prepare for, search for, specialize in, succeed in Adjectives: careers: academic, badly-paid, challenging, motivating, repetitive, rewarding, skilled, unskilled, unsociable, varied, vocational, well-paid Space missions: atmosphere (n), launch (n), mission (n), spacecraft (n), surface (n) Word builder: effectively, eventually, intend, prove, ultimate

Grammar Revision 1: Present simple, Present continuous, Past simple, Past continuous, used to, Present perfect simple, Present perfect continuous, Past perfect, will future, be going to future, Future continuous Revision 2: Reported statements, Reported requests, Third conditional, Articles, Defining and non-defining relative clauses, Questions ending in a preposition, Question tags, Second conditional, Subject and object questions, Verb + -ing / ​to Plural nouns

VOC APP

For individual practice, students who have a smartphone can download the free Spectrum VOC APP, which includes wordlists of the key vocabulary complete with audio, example sentences, quizzes and a choice of Basque, Catalan, Galician or Spanish translations.

Exercise 1

• Read through the instruction with the class. • Divide the class into pairs and give them two minutes to •

Giving warnings and tips Remember to take … Always … (+ infinitive) Never … (+ infinitive) (Book) soon, otherwise you might … (+ infinitive) Don’t panic. / ​Don’t worry. (Give) this … or you might … (+ infinitive) He / ​She / ​You / ​We / ​They should … (+ infinitive) otherwise (he) might … (+ infinitive) Hurry. It’s essential to … (+ infinitive) / ​that you … (+ infinitive)

discuss the questions. Invite some students to tell the class what they think and ask the other students if they agree or not.

ANSWER

1 A

Exercise 2

• Ask students to read through the quiz questions quickly.

•

Functional language

Develop linguistic communication. Develop sense of initiative and entrepreneurship. Develop social and civic competences.

•

Focus students’ attention on the bold verbs and prepositions, and ask them to use their dictionaries to check the meanings. Make sure students understand them all, and explain any other difficult vocabulary. Ask students to read the quiz again and choose the correct answers for them. Have students read the Results section to see what it says about them. Ask them to decide whether they agree or disagree with the results, and why.

Exercise 3

• Invite a student to read the instruction aloud. Divide the class

into small groups to compare their answers and scores and say why they agree or disagree with the results. Allow a few minutes for this, and then invite individual students in turn to tell the class who in their group agrees and disagrees with the results, and why.

Unit opener Vocabulary Aims

• Learn verbs and prepositions related to education. • Read and complete a quiz on you and your future. • Describe your future plans.

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Exercise 4

• Read through the instruction with the class and ask the • •

students to copy the verbs into their notebooks. Ask students to write the correct prepositions next to each verb. Ask the students to translate the verbs into their own language. Ask them to decide if they are used with a preposition, and if they are, if they are the same prepositions as in English. Check answers with the class.

ANSWERS

1  for  ​2  in  ​3  from  ​4  on  ​5  on  ​6  from  ​7  in  ​8  for  ​ 9  for  ​10  in  ​11  in

Exercise 7

• Play the video for students to watch. v Your Views: Plans for the future

• Duration: 2.27 minutes • Topic: What are your plans for the future? • Task: Discuss your views of the topic. Further practice

Vocabulary, Workbook page 72 Vocabulary reference, Workbook pages 132–133 Vocabulary worksheets, Tests and Resources Multi-ROM

Exercise 5

• Ask students to read the sentences, ignoring the gaps, to get • •

the gist. Tell students to complete each sentence in their notebooks with a verb from exercise 4. Check answers with the class.

ANSWERS

1  concentrate; prepare   ​2  specialize; graduate   3​   apply  ​ 4  participate  ​5  believe

Optional activity Ask students to close their books. Divide the class into teams of three or four students and make sure they have a pen and paper ready. Write the bold verbs (but not the prepositions) on the board. Call out the verbs one at a time in random order. Each time, teams race to write a sentence using the verb and the correct preposition. The first team to bring you a correct sentence gets a point. Continue until all the verbs have been practised. See which team has the most points. v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 6 21st Century skills: Life plans

• Focus students’ attention on the 21st Century Skills box and read through the task.

• Ask students to answer the questions by writing notes on a • •

small piece of paper. Tell students to fold up their papers and collect them in a bag. Ask each student to take out a paper, read the notes and guess whose future they have chosen. Ask the person who wrote the notes to reveal themselves so the students can see if their guesses were correct or not.

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9.2 Studying for success

Exercise 3

• Ask students to read through the questions and make sure

Reading

•

Aims

• Read an internet forum on revision skills. • Answer questions on the forum. • Understand new vocabulary in context. • Practise saying the sounds /ð/ and /d/.

7 2

•

ANSWERS

1  Lazy342  ​2  ACEstudent  ​3  Georgie99  ​4  Dude87  ​ 5  Princess

Develop linguistic communication. Develop learning to learn competence.

Culture note

Warm-up

• Ask: How often do you have exams? Do you think you have too •

many exams or not enough? Why? Elicit a range of answers and encourage students to express their opinions. Ask: Are exams the best way of measuring students’ progress? Why? / ​Why not? What are the advantages and disadvantages of exams? What other ways could be used to assess students? Discuss the questions with the class.

v Reading preparation

• Interactive task to pre-teach vocabulary from the article and introduce students to the topic.

Exercise 1  $ 3.19

• Elicit what an internet forum is (an online discussion site or

• • •

message board where people have conversations about a topic that interests them). Focus students’ attention on the forum and make sure that students understand what it is and its different features. Ask: Do you go on forums like this? Read through the words in the box with the class and check that students understand everything. Play the recording for students to read and listen to the forum and decide which thing is not mentioned. Check the answer with the class.

ANSWERS

‘do extra classes’ is not mentioned.

Exercise 2

• Invite a student to read the questions aloud. • Ask some students for their answers to question 1. Ask how •

that they understand everything. Ask students to read the forum again and answer the questions in their notebooks. Check answers with the class, asking students to provide evidence from the text to support their answers.

successful they think these tips are. Ask students to make notes for two other tips in their notebooks. Invite some students to read out their tips to the class and ask the other students if they think the tips are good or not.

Students in Britain have important exams at the ages of 16 and 18. At 16, they take GCSE exams in between seven and twelve subjects. Most schools will insist that students achieve a satisfactory grade in a particular subject if they wish to continue studying it for the following two years. Students who choose to take up an apprenticeship in a more practical subject have to reach a minimum standard of five passes at GCSE in core subjects such as English, Maths and Science. At 18, most students take A level exams in three or four subjects. Students who wish to go to university usually apply before they do these final exams. They will often receive a ‘conditional’ offer from a university, stating what grades they need to achieve in their exams in order to be accepted onto the course. Prestigious universities will usually ask for three A grades. Results day is therefore traditionally a day of huge celebration or disappointment for students, depending on whether they achieve or fail to achieve the grades that they need to take up their preferred university place.

Optional activity Ask students individually to write their top five tips for exam preparation. Go round monitoring and assisting as necessary. Put students into groups of four to compare their lists and agree on a top five. Invite groups in turn to present their top tips to the class and explain why they chose them. Find out which tips occur the most often, and see if the class can agree on a top five overall.

Exercise 4  $ 3.20  Say it!

• Model the /ð/ and /d/ sounds individually and point out that •

• •

the distinction between these two sounds is often difficult for Spanish speakers, especially after the letters l and n. Play the recording once for students to identify which words in the Say it! box contain a /ð/ sound (this, the). Play the recording again and ask students to repeat, paying particular attention to the /ð/ sounds. Ask students whether any words contain the /d/ sound (end). There are follow-up exercises for further practice on page 151.



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Revision 1 Aims

• Revise grammar tenses. • Complete sentences with the correct verb tenses. • Complete a forum post with the correct verb tenses.

7

Develop linguistic communication.

Exercise 5

• Divide the class into pairs and ask them to match the different

•

tenses in exercise 5 with the sentences from the forum in the table. You could do this as a race to motivate students. Remind them to write their answers in their notebooks. Check answers with the class and discuss how each tense is used.

ANSWERS

A  be going to future   ​B  will future   ​ C  present perfect continuous  ​D  present simple   ​ E  past simple  ​F  past continuous   ​G  past perfect simple   ​ H  used to  ​I  present continuous   ​J  present perfect simple   ​ K  future continuous

Exercise 6

• Read through the instruction and question 1 with the class. • •

Write the answer to question 1 on the board as an example: We use the present simple to talk about present habits. Ask students to use the same sentence structure to complete the rules about the other tenses in their notebooks. Allow students to compare their answers in pairs and discuss any differences before checking them with the class.

ANSWERS

1  4  7  9 

present simple   ​2  present continuous   ​3  used to  ​ past simple  ​5  past continuous   ​6  present perfect simple  ​ present perfect continuous   ​8  past perfect simple   ​ be going to  ​10  will future   ​11  future continuous

Exercise 7

• Ask students to read the sentences and write the correct verb •

forms in their notebooks. Allow students to compare their answers in pairs and discuss any differences before checking them with the class.

Exercise 8

• Ask students to read the forum post quickly, ignoring the • •

gaps, to get the gist. Ask: Which of Kate’s ideas do you agree with? Why? Elicit a few answers. Ask students to read the forum post again and write the correct words in their notebooks. Check answers with the class. Invite a student to read the completed forum post to the class.

ANSWERS

1  since  ​2  used to   ​3  had  ​4  ‘m  ​5  were studying   ​ 6  had  ​7  ‘re going   ​8  ‘ll be sitting   9​   ‘ll pass v Grammar practice • 1–3 star tasks to revise tenses. Also available on the Tests and Resources Multi-ROM.

Your turn Aims

• Practise using a range of different tenses. • Write a forum post.

7 4

Develop linguistic communication. Develop sense of initiative and entrepreneurship.

Exercise 9

• Read through the instruction and the example sentences with the class. Students then write their forum posts individually. Go round monitoring and assisting as necessary, and encourage them to use the expressions in the Useful language box and some of the more difficult tenses from exercise 5.

Exercise 10

• Divide the class into small groups to read their posts to each •

other and vote for the ideas they like best. Invite some students to tell the class about the ideas they chose.

Further practice

Pronunciation, Student’s Book page 151 Grammar, Workbook page 73 Grammar reference, Workbook pages 134–135 Grammar worksheets, Tests and Resources Multi-ROM

ANSWERS

1 I have been revising for hours now but I still haven’t finished. 2 Alice lost her mobile phone while she was working in the library yesterday. 3 Raj usually studies in his bedroom but at the moment he’s working in the sitting room. 4 This time next week I’ll be doing my Maths exam. I think I’ll need a break after it. 5 Mark commented on the forum regularly last year, but he hadn’t posted anything on it before then.

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9.3 The world of work

Optional activity

Vocabulary and Listening Aims

• Learn adjectives for jobs. • Listen to a radio programme about jobs. • Answer questions on the radio programme.

7

Develop linguistic communication.

Warm-up

• With books closed, ask: How many different jobs can you name?

•

Elicit a few ideas, and then divide the class into pairs and give them two minutes to write as many jobs as they can. They can use their dictionaries to help. Bring students’ ideas together on the board and make sure that students understand all the jobs. See which pair wrote the most jobs correctly.

Exercise 1

• Ask a student to read the instruction aloud. • Read out the adjectives, modelling the pronunciation. You

•

•

could ask students to listen and say which adjectives are stressed on the first syllable, which on the second and which on the third. Ask students to use their dictionaries to check the meaning of the adjectives and translate them into their own language. Ask if any of the adjectives are similar to words in the students’ own language. Check answers with the class, and make sure that students understand all the words.

v Vocabulary practice • 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Exercise 2

• Focus students’ attention on the photos and elicit the names • • •

of the four jobs A–D (nurse, university lecturer / ​teacher, fitness instructor, journalist / ​reporter). Invite a student to read the instruction aloud. Go through the words in the three white boxes and model their pronunciation. Ask students to read the job descriptions and write the correct adjectives in their notebooks. They can use their dictionaries to help. Check answers with the class, and make sure that students understand all the adjectives. Ask students to match the jobs to the photos.

Write the following questions on the board: 1 What jobs do you think are the most challenging? Why? 2 What jobs do you think should be better paid? Why? 3 Would you be happy to do a job with unsociable hours? Why? / ​Why not? 4 What jobs would be too repetitive for you? Why? 5 What jobs do you think would be the most rewarding? Why? Ask students to prepare their answers individually. Encourage them to think about all kinds of jobs, not just the ones on page 112. Divide the class into groups to compare their ideas. Then discuss the answers as a class. Encourage as many students as possible to join in and express their opinions. v Listening preparation • Interactive task to pre-teach vocabulary in the audio.

Exercise 3  $ 3.21  Audio script pT158

• Tell students that they are going to listen to a radio • • •

programme about three people who do some very different jobs. Point out their photos on the page. Read through the instruction and the jobs in the box with the class and make sure that students understand them. Play the recording for students to listen and write the correct jobs for each person in their notebooks. Check answers with the class.

ANSWERS

Lyndsey Scott is a model and a computer programmer. José Tuduri is a bank manager and a DJ. Tim Friers is a designer and a singer-songwriter.

Culture note A recent survey of British teenagers’ attitudes to careers showed some interesting trends. Only 19% of modern teenagers expect to have the same job for life, whereas for their parents and grandparents this percentage would have been much higher. Modern teenagers are interested in more than just making a living, with 17% saying that they aspire to doing a job that will make a difference to society. Young people in Britain today are also more entrepreneurial than their parents and grandparents, with around 10% saying that they would like to start their own business.

ANSWERS

1 1 varied  2  motivating  3  challenging (News reporter Photo D) 2 1 academic  2  repetitive  3  rewarding (Lecturer Photo B) 3 1 unsociable  2  badly paid   3  vocational (Doctor Photo A)



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Exercise 4  $ 3.21  Audio script pT158

• Give students time to read the sentences, and point out that • • •

all the underlined words are incorrect. Play the recording again for students to listen and write the correct information in their notebooks. Alternatively, students could write the corrected sentences first from memory, and then listen again to check and complete their answers. Check answers with the class.

ANSWERS

1 Lyndsey is from New York and is a top model. 2 She has worked for some of the world’s most famous fashion houses. 3 Lyndsey plans to continue developing apps in the future. 4 José’s night job starts when the long summer nights arrive. 5 He thinks working with people is very rewarding. 6 José leads the crowd in enormous group dances. 7 Both Tim’s jobs are creative. 8 Tim and his band are busy promoting their new album.

Revision 2

Your turn Aims

• Practise using a range of grammar structures. • Write and talk about your dream job.

5 3 7

Exercise 7

• Invite a student to read the instruction aloud. • Give students time to write some notes. They could draw

•

structures. 7 Develop linguistic communication.

Exercise 5

• Ask students to read the sentences and write the correct options in their notebooks.

• Allow students to compare their answers in pairs before

a chart in their notebooks with the words challenging and motivating at the top of two columns, then write downnotes for each one. Go round monitoring and assisting as necessary.

Exercise 8

• Read through the instruction and the example sentences with •

Aims

• Revise a range of grammar topics. • Complete sentences and a text using a range of grammatical

Develop social and civic competences. Develop cultural awareness and expression. Develop linguistic communication.

•

the class. Divide the class into small groups to tell each other about their dream jobs. Encourage them to ask questions to find out more, and to give their opinions on their classmates’ dream jobs. Invite students to tell the class about their dream job.

Further practice

Vocabulary, Workbook page 74 Vocabulary reference, Workbook pages 132–133 Vocabulary worksheets, Tests and Resources Multi-ROM Grammar, Workbook page 75 Grammar reference, Workbook pages 134–135 Grammar worksheets, Tests and Resources Multi-ROM

checking them with the class.

ANSWERS

1  doesn’t  ​2  had  ​3  to rest   ​4  switched  ​5  ’d  ​6  I could   ​ 7  , which   ​8  this  ​9  for  ​10  hadn’t

Exercise 6

• Ask students to read the text quickly, ignoring the gaps, to • •

get the gist. Ask: What is the writer’s conclusion? (that modern teenagers aren’t afraid of hard work) Ask students to read the text again and write the correct words in their notebooks. Check answers with the class, and revise any grammar items that a lot of students found difficult.

ANSWERS

1  had  ​2  to do   ​3  asked  ​4  the  ​5  which  ​6  These  ​ 7  which  ​8  would v Grammar practice

• 1–3 star tasks to revise tenses. Also available on the Tests and Resources Multi-ROM.

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9.4 Culture

Exercise 2

• Ask students to read the FAQ page again and answer the

Reading and Vocabulary

•

Aims

SUGGESTED ANSWERS

• Read an FAQ page on space research in India. • Answer questions on the FAQ page. • Understand new vocabulary in context. • Learn about cognates and false friends.

6 Develop mathematical competence and basic science and technology competences. 7 Develop linguistic communication.

Warm-up

• With books closed, ask: What do you know about space

•

technology? Which planets have people and spacecraft been to? Which countries have sent rockets into space? Elicit a range of answers and encourage students to share their knowledge. Ask: Which countries are interested in space exploration now? Elicit that China and India are both developing space programmes. Ask: Why do you think more countries are getting involved in space travel? Is it worth all the money it costs? Why? / ​ Why not? Elicit a range of answers, and encourage students to join in and express their opinions.

Culture note As stated in the FAQs, India’s space research programme began in the 1960s, with the first satellite launch in 1969. A successful mission to the Moon in 2008 was followed by the equally successful mission to orbit Mars in 2013. ISRO is also known to be interested in launching a mission to Venus. Opinion is divided in India over the benefits of space research. Some argue that it raises the profile of the country and will help it to develop into a modern, industrialized country. They also argue there are many spin-off benefits for the economy from the new technologies and new materials that are developed. Others believe that spending such large amounts of money on space exploration (the Mars mission cost around $72 million) is not appropriate for a country such as India, where large numbers of people live in poverty.

Exercise 1  $ 3.22

• Read through the instruction and the question with the class.

•

questions in their notebooks. Check answers with the class.

Elicit or explain that FAQ stands for frequently asked questions. Play the recording for students to read and listen to the FAQ page, in order to answer the question. Check the answer with the class.

1 The ISRO was set up in 1969. 2 He believed that space exploration would transform the lives of people on Earth – specifically, in India. 3 More accurate weather forecasts could help people prepare for the monsoon season more effectively, saving not only crops but also lives. 4 The ISRO’s data collection system will deliver more accurate weather data, and will improve communication and television broadcasting. 5 The ISRO launched its first mission to another planet on  5th November 2013. 6 The goal of the Mars Orbiter Mission was to orbit Mars and to study the physical features and atmosphere.

Exercise 3

• Focus students’ attention on the highlighted words in the FAQ page.

• Ask students to match each word to one of the definitions •

(1–5) in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Make sure students understand all the highlighted words.

ANSWERS

1  launch  ​2  spacecraft  ​3  mission  ​4  surface  ​ 5  atmosphere

Word builder: false friends Exercise 4

• Check students understand the meaning of false friend. Elicit • • •

that a false friend is a word in English that looks similar to a word in their language, but has a different meaning. Read through the words in the box with the class and ask students to check their meaning in their dictionaries. Ask students to read the sentences, ignoring the gaps to get the gist. Tell them to complete the sentences with the words in the box in their notebooks. Check answers with the class.

ANSWERS

1  eventually  ​2  ultimate  ​3  intend  ​4  prove  ​ 5  effectively

SUGGESTED ANSWER

Weather and climate change can be monitored more easily with space exploration.



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Exercise 5

• Divide the class into pairs to write a new sentence for the •

false friends in exercise 4. Go round monitoring and assisting as necessary. Invite pairs to share their sentences with the class.

v Vocabulary practice • Interactive task to practise false friends.

Your turn Aims

• Discuss different topics. • Practise using technology vocabulary.

7 Develop linguistic communication. 6 Develop mathematical competence and basic science and technology competences.

Exercise 6

• Invite a student to read the instruction aloud and focus students’ attention on the list of topics.

• Give students time to make notes about their ideas, and then

•

divide the class into pairs to talk about the topics. Encourage them to use expressions in the Useful language box. Go round monitoring and assisting as necessary, and note down any common mistakes. Then, as a class, invite students to present some of the ideas that they have discussed. Praise good use of the target language and correct any mistakes.

Exercise 7

• Students watch the video. v Culture video: Visiting Mars • Duration: 3.44 minutes • Topic: Advancements in NASA’s exploration of Mars. • Video worksheets are available in the iPack Resources tab.

Focus on … Technology

• Ask students to read the question and discuss the answer in •

pairs before they look at page 148 to find out if they are right. Students can now do the Focus on CLIL activities on page 148.

ANSWER

GPS receivers receive signals from four satellites.

Further practice

Vocabulary, Workbook page 76 Reading, Workbook page 77 Word builder, Vocabulary reference, Workbook page 132 Focus on Technology, Student’s Book page 148 Curriculum extra worksheet Unit 9, Tests and Resources Multi-ROM

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9.5 Practical English: giving warnings and tips

Exercise 4  $ 3.23  Audio script pT159

• Read through the instruction with the class and give students •

Listening and Vocabulary Aims

• Read a web page about taking a summer trip. • Listen to two phone conversations about gap years.

7 5

Develop linguistic communication. Develop social and civic competences.

• Ask: What are you planning to do when you leave school? Will

you go to university or college, start a training course, or find a job? Elicit a range of ideas. Ask: Would you like to take a summer trip? Elicit answers from a range of students. Encourage students to give reasons for their answers. Discuss the advantages and disadvantages of taking a summer trip.

Exercise 1

• Focus students’ attention on the web page and ask students • •

•

ANSWERS

Warm-up

•

•

time to read through the sentences quickly. Play the recording again for students to listen and match sentence beginnings 1–5 to endings A–E in their notebooks. Pause the recording as necessary to give them time to write. Remind them also to write down who says each sentence. Alternatively, students could complete the notes from memory, and then listen again to check and complete their answers. Check answers with the class.

to look at the four summer trip options. Check that students understand volunteer and conservation. Read through the questions with the class and ask students to read the web page quickly to answer the questions. Allow students to compare their answers in pairs or small groups before discussing them with the class.

1  D (said by expert)   ​2  C (said by expert)   ​3  E (said by expert)  ​ 4  B (said by expert)   ​5  A (said by expert)

Optional activity Divide the class into small groups and ask them to plan their own summer trip. Explain that they should think about where the trip is to, what kinds of work or travel it would involve, and how much it would cost. Tell them to plan as many details as they can. Go round monitoring and assisting as necessary. Invite groups in turn to present their summer trip to the class. Encourage other students to ask questions to find out more information. Students could vote for the best idea (they are not allowed to vote for their own idea).

Exercise 2

• Read through the list of words and phrases with the class and • •

model the pronunciation of any difficult words. Refer students back to the web page and ask them to match the highlighted words to the meanings in their notebooks. Check answers with the class.

ANSWERS

1  accommodation  ​2  destination  ​3  expert  ​4  timetables  ​ 5  support  ​6  itineraries

Exercise 3  $ 3.23  Audio script pT159

• Tell students that they are going to listen to phone

• •

conversations between a travel agent and two callers who want to find out more about summer trips. Read through the instruction with the class and make sure students understand where the links on the web page are. Play the recording for students to listen and answer the question. Check answers with the class.

ANSWERS

Caller 1 will click on the ‘do paid work abroad’ link. Caller 2 will click on the ‘Volunteer work in East Africa’ link.



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Speaking Aims

• Discuss important things to prepare for a summer trip. • Practise giving warnings and tips. • Understand new vocabulary in context. • Learn about using synonyms and antonyms to make our language more interesting. • Do a dictation based on a conversation. • Learn functional language for giving warnings and tips. 7 Develop linguistic communication. 5 Develop social and civic competences. v Speaking preparation • Interactive task to activate the functional language.

Exercise 8

• Read through the Speaking strategy box with the class and •

ANSWERS

Synonyms: Don’t worry/Don’t panic Antonyms: Always/Never

Exercise 9

• Read through the instruction with the class, and invite a student to read the three situations aloud.

• Elicit some example warnings for each situation, encouraging

Exercise 5  $ 3.24

• Invite a student to read the instruction aloud. Give students

•

•

•

•

time to read the dialogue. Play the recording and ask students to answer the question. Alternatively, ask two confident students to play the roles of Maggie and Raj and to read the dialogue aloud. Check the answers with the class.

•

ANSWERS

Raj will click on ‘backpack around the world’, ‘travel insurance’, ‘local society and culture’ and ‘travel planner tool’.

Exercise 6  $ 3.25  Audio script pT159

• DICTATION Tell students that you are going to play the recording • •

of the dialogue again and they should write down exactly what they hear to complete the gaps in their notebooks. Play the recording, pausing where necessary. You may need to play it more than once. Check answers with the class.

ANSWERS

1  never leave   ​2  it’s essential   ​3  You should   4​   always  ​ 5  Never

Exercise 7

• Read through the instruction with the class. Ask students to

• • •

look at the phrases in the Functional language box. Give or elicit one or two examples of warnings or tips, e.g. It’s essential to take a first-aid kit because it could save your life. Remember to take a phrase book so you can communicate with people. Focus students’ attention on the photos and encourage them to use the functional language to make up phrases about these items. Give students time to prepare their ideas, and then put them into groups to compare and discuss which warnings and tips they agree with. Invite some students to share some of the warnings and tips they agreed on with the class.

T117

make sure students understand everything. Refer students to the four sentences and ask them to find two synonyms and two antonyms

•

students to use phrases from the Functional language box, e.g. Book soon, otherwise the tickets might be more expensive. It’s essential to plan your route carefully. Write useful vocabulary on the board. Give students time to prepare their ideas individually. Go round monitoring and assisting as necessary. Divide the class into groups to practise giving their warnings. Remind them to use synonyms and antonyms to vary their language where possible. Encourage other students in the group to listen to the warnings and note down the phrases their classmates use, and examples of synonyms and antonyms they use. Conduct class feedback, praising good use of the target language and correcting any mistakes. Ask students how easy or difficult they found it to avoid using the same words and phrases more than once.

Your turn Exercise 10

• Play the video for students to watch and interact with. v Interactive video: Holidays Vlogsters: Unit 9 • Duration: 3:36 minutes • Topic: Chloe gives advice about how to make a holiday with friends go well. • Task: Make a choice from the options offered at the end of the vlog. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Further practice

Practical English, Workbook page 76 Functional language, Vocabulary reference, Workbook page 132 Vlogsters scripts, Tests and Resources Multi-ROM Communication: Pairwork, Tests and Resources Multi-ROM

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9.6 Writing a CV

Exercise 3

• Invite different students to read the questions aloud, and

Aims

• Read a model CV. • Learn to use plural nouns. • Write a CV.

7 5 4

• •

Develop linguistic communication. Develop social and civic competences. Develop sense of initiative and entrepreneurship.

Writing preparation Warm-up

• Focus students’ attention on the CV and teach the word CV.

•

Ask: Have you ever written a CV? When? What job was it for? What kind of information would you put on your CV? Elicit a range of answers. Ask: What do you think makes a good CV? What do you think employers are looking for on a CV? Encourage as many students as possible to join in the discussion and express their opinions.

Culture note In Britain, as in many other countries, it has become difficult to find a job in recent years. This is especially true for young people who may have very little real work experience. Having a good CV (curriculum vitae) is recognized as being extremely important, and many schools now offer students help with putting together their CV. Many schools also organize a range of activities, such as challenging expeditions or voluntary work, to enable students to gain experiences that they can write about on their CVs.

make sure that students understand everything. Ask students to read the CV again and answer the questions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5

Profile Additional information Education and qualifications Profile Interests

Optional activity Ask students to imagine that they are going to have an interview in order to take part in the exchange programme. Ask: What questions do you think the interviewer might ask? Brainstorm some questions as a class and write them on the board, e.g. Why do you want to participate in this programme? What educational qualifications have you got? What work experience do you have? What strengths do you have? Why do you think you are suitable for this programme? Divide the class into pairs to role-play an interview. Go round monitoring and assisting as necessary. Students can swap roles and practise again. Ask students what they found easy and difficult about answering the interview questions.

Exercise 1

• Ask students to read the advert quickly to get the gist. Ask: • •

What is the British Language Institute offering? (three summer course vacancies to students who want to study in Britain) Ask students to read the advert again, more carefully, and decide what kinds of information (1–6) they would include on a CV in response to the advert. Encourage students to share their ideas with the class, asking them to explain their reasons where appropriate.

Exercise 2

• Ask students to read the CV and answer the question. • Discuss the answer with the class, encouraging students to give evidence to support their answers.

ANSWERS

Adriana has included her experience of using language and her personal qualities.



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Look at language: plural nouns Exercise 4

• Read through the information on plural nouns with the class. • Ask students to copy the table in their notebooks and •

complete it with the highlighted words in the CV. Check answers with the class.

ANSWERS

1  activity  ​2  activities  ​3  life  ​4  lives  ​5  coach  ​ 6  coaches  ​7  child  ​8  children

Writing task v Writing preparation • Interactive task to help students with prepositions.

e Write

• Students write the second and final drafts of their CVs. • Tell them to correct any mistakes their partners found. • If they do this in class, go round giving help and • •

encouragement. Remind them to use formal language. Invite some students to read their CVs to the class. Alternatively, students could work in pairs to read their partner’s CVs to check that it follows the plan, and that the spelling and grammar is correct.

Further practice

Writing, Workbook page 78 Writing reference, Workbook page 95 Unit 9 Review and Skills practice, Student’s Book pages 138–139

Exercise 5

• Explain to students they are going to write a CV and apply •

for a job in an advertisement. Invite a student to read the advertisement aloud. Check that students understand the vocabulary.

a Think of ideas

• Read through the instruction with the class. • Go through each section of the diagram and check that students understand what each part asks for.

• Ask students to copy the diagram in their notebooks

and complete it with further notes about their own skills, experiences and personal qualities that are relevant for the job in exercise 5.

b Plan

• Go through the writing plan and make sure students

understand they should structure their CVs in this way.

• Ask students to write the writing plan in their notebooks and to match their ideas from section a to the writing plan.

c Draft

• Ask students to write the first draft of their CVs. If they do this

in class, go round giving help and encouragement. Remind them to check their spelling and to make sure the CVs include positive verbs and adjectives about themselves, a list of achievements and clear sections.

d Check

• Ask students to exchange their first drafts with their partners and to read their partner’s CVs.

• Students should go through their partner’s CVs and answer •

the questions. Students then report back to each other about their work.

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Group writing project: our yearbook Aims

• Plan a class yearbook. • Write personal profiles for the yearbook. • Edit the profiles and publish the yearbook.

4 7 2 5

Develop sense of initiative and entrepreneurship. Develop linguistic communication. Develop learning to learn competence. Develop social and civic competences.

Useful materials – computers or other devices with internet access, e.g. phones or tablets – cameras, or devices with cameras on them, e.g. phones or tablets – paper – pens

Step 1

• Read through the instruction with the class. • Ask students to read the questions in Maria’s profile page and

•

• •

then elicit other questions that could be included in a student profile, e.g. What do you do in your free time? What’s your greatest achievement this year? Refer students to the examples at the bottom of the page and ask for some original or funny suggestions. Now ask students to look for ideas. They can do their research online in class, using computers or their phones or tablets. Set a time limit for the online research, to avoid students becoming distracted. Allow students to compare their ideas in pairs before discussing them with the class. Then ask students to decide which ideas are the most interesting and best reflect their personalities.

Warm-up

• Ask: Do students at your school produce a yearbook at the end of

•

the year? If the answer to this question is yes, ask: What kinds of things are included in the yearbook? Who writes the articles? Who is the yearbook for? If students are not familiar with the idea of a yearbook, explain that it is a collection of profiles of individuals, which is something that students can keep to remind them of their year at school. Ask: What activities from this year might you write about in your profile for a yearbook? Elicit a range of answers.

Culture note Almost all high schools in the USA, Canada and Australia produce yearbooks. They are usually produced by a student committee, with help from members of staff. Over the last ten years, they have become increasingly popular in British schools.

Before you start

• Ask a confident student to read through the task. • Focus students’ attention on Maria’s profile, and ask students • •

to read it through quickly. Check students understand everything. Ask students to answer the questions. Check answers with the class.

ANSWERS

1 A bird flew into the History classroom during her end-ofyear exam. 2 Maria’s dream job is to be an actress. 3 Maria won’t miss PE. 4 Student’s own answers.



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Step 2

• Ask students to work individually to write their own profile • •

pages. Limit them to six questions and tell them to use the ideas that they discussed in Step 1. Emphasize that students are writing for their classmates, so they should make their profiles interesting for them. Go round monitoring and assisting as necessary. If necessary, encourage them to use the profile on page 120 as a model.

Step 3

• Read through the instruction with the class and make sure students understand everything.

• Ask students to work individually to plan how they are going

• • •

to design their profile pages. Discuss types of illustrations that they could use and ask the class for ideas about the best computer programs to use. Ask students to look for ideas online, using computers or their phones or tablets. Set a time limit for the online research, to avoid students becoming distracted. If students have cameras on their phones, they could take a photo of themselves to add to their profile. Go round monitoring and assisting as necessary.

Step 6

• Encourage students to discuss which profiles they like best. • As a class, discuss which profiles work well, and what makes

• •

them interesting and lively to read. Make a list of positive feedback and ideas on the board as they come up during the discussion. Point to the notes on the board and encourage students to make their own personal notes to help them next time they produce a piece of writing of this kind. Ask students what they have learned from the project. Congratulate the whole class for all their hard work and a successful project. Encourage them to show their yearbook to family and friends.

Step 4

• Ask a student to read the instruction aloud. • Divide the class into groups to read each other’s pages and •

• •

edit them. Point out that students should not be too critical of each other’s work. They should work together and focus on the three areas highlighted in blue in Step 4, correct mistakes and make the pages lively and interesting. Go round monitoring and assisting as necessary. Ask students to prepare the final version of their personal profiles, either in class or for homework.

Step 5

• Go through the instruction with the class. • When all the students are satisfied with the contents of their

•

• • • •

pages, invite them to consider the layout of the yearbook. Divide the class into groups and ask them to plan the best order of pages for the yearbook. Ask the groups to present their suggestions and decide on the best order. Now focus students’ attention on the design of the cover of the yearbook. As a class, students decide who should create it. The class could discuss the type size and colour that they want for the title and headings. You could also ask for suggestions for any artwork or photos. Ask for two or three volunteers to bring the pages together and put them in the correct order. Ask students to print out their yearbook. If students are producing an online yearbook, they should send or upload their work to the appropriate place. Finally, distribute the finished yearbook to groups of students for them to read.

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1

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page. v Unit 1 game Have some fun together while you revise with your class by using the Walk the plank game on the iPack.

• Give students time to think of the missing words. • Check answers with the class. ANSWERS

1  Dam  ​2  banks  ​3  shade  ​4  wild  ​5  packs

Grammar Exercise 4 

• Read through the instruction, the verbs in the box and the

VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 1 Review, page 122 Workbook: • Cumulative Review S–1, page 15 • Grammar and Vocabulary reference and practice, pages 100–103 Tests and Resources Multi-ROM: • Unit 1 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 1 Grammar and Vocabulary worksheets ( ★ , ★★ , and  ★★★ ) • Unit 1 Communication: Pairwork worksheet • Unit 1 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

sentences and make sure students understand them all.

• Ask students to read the sentences again and complete them •

with the correct form of the verbs in the box in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 1 as necessary to explain the answers.

ANSWERS

1  were enjoying   ​2  was flying   ​3  saw  ​4  realized  ​ 5  used to walk   ​6  was becoming   ​7  took up

Exercise 5

• Invite a student to read the instruction aloud. • Go through the example question and answer so students know what to do.

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  C  ​2  E  ​3  B  ​4  D  ​5  A

1 How long has she been a volunteer? She’s been a volunteer for five years. 2 How long have they been preparing for the exam? They’ve been preparing for the exam since last term. 3 How long has it been raining? It’s been raining since yesterday morning. 4 How long have we been waiting for the bus? We’ve been waiting for the bus for half an hour. 5 How long has your dad had those sandals? He’s had those sandals for twenty years. 6 How long have Marc and Luis known each other? They’ve known each other since they were six years old.

Exercise 2 

Exercise 6 

Vocabulary Exercise 1 

• Read through the instruction with the class. • Give students time to read through the five sentences and •

match them to the adjectives (A–E) in their notebooks. Check answers with the class.

ANSWERS

• Read through the instruction and the expressions in the box • •

with the class. Ask students to read the sentences quickly, ignoring the gaps, to get the gist. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  get permission   2  get things done   3  made an impression  4  make the most   5  make an effort

Exercise 3 

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps, to get the gist. Make sure students understand all the words.

• Read through the instruction and the example. Ask students: • • •

Which word or phrase do we use with affirmative sentences: ‘already’, ‘still not’ or ‘not yet’? Ask a confident student to read through the ‘to do’ list aloud. Give students time to write the sentences in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4 5

He’s already found volunteers to help at the fair. He hasn’t emailed the organizers to reserve a stand yet. Has still hasn’t written text for the leaflets. He’s already uploaded the new videos to the website. He hasn’t collected the posters and leaflets from the printer’s yet. 6 He hasn’t set up the stand yet.



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1

Skills practice

Listening Exercise 1  $ 4.02  Audio script pT159

• Read through the instruction with the class. • Elicit what students can see in the photos on the left side of • • •

Further practice

Review, Workbook page 15 Unit 1 Tests, Tests and Resources Multi-ROM

the page. Then invite a student to read the fact files aloud. Elicit which adventure the students find the most interesting and why. Ask students to predict what each trip might involve. Play the recording for students to check their predictions. Allow students to compare their answers in pairs before checking them with the class.

SUGGESTED ANSWERS

The Otesha Project: cycling and helping the environment Amanzi Travel: discovering Africa, helping people and learning a new language

Exercise 2  $ 4.02  Audio script pT159

• Play the recording again and ask students to complete the • •

sentences with a word or number in their notebooks. Pause the recording as necessary to give students time to write. Alternatively, students could write the words and numbers from memory, then listen again to check. Check answers with the class.

ANSWERS

1  six  ​2  UK  ​3  classrooms  ​4  vegetables  ​5  Africa  ​ 6  habitats  ​7  children  ​8  100

Speaking: Describing a photo Exercise 3

• Read through the instruction with the class. Then read the • •

• •

• • •

expressions aloud and make sure students understand them all. Give students time to look at the photos. Elicit what is happening in each photo. Divide the class into pairs and ask each pair to focus on one of the photos. Tell them to brainstorm vocabulary that they need to talk about their photo. Also ask them to think about the tenses that will probably use. Reorganize the pairs so that each student has prepared a different photo. Ask the students to talk about their photos for one minute. Tell the student that is listening to monitor their partner’s performance and to give feedback at the end on points that they noticed. As a class, discuss what went well in talking about the photos, and what could be improved. Ask students to make their own personal notes to help them next time they have to describe a photo. Put students into new pairs to practise again if necessary.

T123

Skills practice

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2

Review ANSWERS

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page.

1  browse  ​2  consumers  ​3  select  ​4  purchase  ​ 5  bargains  ​6  charges

v Unit 2 game Have some fun together while you revise with your class by using the Lucky Wheel game on the iPack.

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps,

VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 2 Review, page 124 Workbook: • Cumulative Review S–2, page 23 • Grammar and Vocabulary reference and practice, pages 104–107 Tests and Resources Multi-ROM: • Unit 2 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 2 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 2 Communication: Pairwork worksheet • Unit 2 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary Exercise 1 

• Read through the instruction with the class. Read through • • •

the verbs in the box and make sure students remember their meanings. Ask students to read the mini-dialogues quickly, ignoring the gaps, to get the gist. Give students time to complete the dialogues in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4

A claim B exaggerate A inform B advertise A convince B promote A recommend B appeal

Exercise 2 

• Read through the instruction and the nouns in the box with • •

the class and check students remember them. Ask students to read the article quickly, ignoring the gaps, to get the gist. Allow students to compare their answers in pairs before checking them with the class.

Exercise 3 

to get the gist.

• Make sure that students understand all the words in the • •

advertisements. Give students time to think of the missing words. Check answers with the class.

ANSWERS

1  aisle  ​2  checkout  ​3  counter  ​4  goods  ​5  packaging

Grammar Exercise 4 

• Read through the instruction and the sentences with the class. • Ask students to read the sentences again and match the

•

sentence beginnings (1–5) with the sentence endings (A–E). Then ask them to complete the sentences with the correct form of the verbs in brackets in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 2 as necessary to explain the answers.

ANSWERS

1 E I had made a shopping list, so I knew exactly what to buy. 2 B They didn’t give me a refund because I had thrown away the receipt. 3 A By the time she arrived at the supermarket, it had run out of eggs. 4 D Doug returned to the shop because he had forgotten to take his change. 5 C We hadn’t eaten anything before going shopping, so we bought too much food.

Exercise 5

• Ask a student to read the instruction aloud. • Go through the first sentences in each question and make sure students understand them.

• Do the first question with the class as an example. • Ask students to complete the rest of the sentences in their notebooks.

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  enough  ​2  little  ​3  a few   ​4  Too many   ​5  plenty of   ​ 6  few  ​7  a little   ​8  too much

Review

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2

Skills practice

Reading Exercise 1

• Ask students to read the website quickly to get the gist. Ask: What can you buy on Crafti? (things that people have made).

• Check students understand the topic of each section of • • •

the website. Read through the instruction with the class. Point out that the questions follow the order of the website. Ask students to read the website again and choose the correct option for each question. Check answers with the class, discussing why the other options are incorrect.

ANSWERS

1  C  ​2  B  ​3  B  ​4  A  ​5  B  ​6  A

Writing Exercise 2

• Read through the instruction with the class, and ask students • • • • •

to confirm what they have to do. Refer students to the questions and give them time to think of ideas and plan their reviews. Divide the class into pairs or groups to compare their plans. Give them time to adjust their own plans. Ask: What style would be appropriate for this writing task? Elicit that a review should be in quite informal language. Ask students to write their reviews in their notebooks. Remind them to use a range of vocabulary and structures. Go round monitoring and assisting as necessary. When students have finished, ask them to read the task again and make sure they have completed it correctly, kept within the word limit, given reasons for their opinions and used an appropriate style.

Exercise 3

• Read through the instruction with the class. Give students •

• •

time to read the questions. Make sure they understand them. Divide the class into pairs or groups and ask them to plan their websites. Ask them to write the three questions in their notebooks or a large piece of paper and note down their responses to them. They should also consider the design and illustrations that they would use. Go round monitoring and assisting as necessary. When students have finished, ask them to present their ideas to the class. You could ask the class to vote for the best website.

Further practice

Review, Workbook page 23 Unit 2 Tests, Tests and Resources Multi-ROM

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Skills practice

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3

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page.

Exercise 3 

v Unit 3 game Have some fun together while you revise with your class by using the Make a path game on the iPack.

• Make sure students understand all the words in the

VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 3 Review, page 126 Workbook: • Cumulative Review S–3, page 31 • Grammar and Vocabulary reference and practice, pages 108–111 Tests and Resources Multi-ROM: • Unit 3 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 3 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 3 Communication: Pairwork worksheet • Unit 3 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary • Read through the instruction with the class. • Give students time to read through the definitions and think of the adjectives that match them. Check answers with the class.

ANSWERS

1  green  ​2  innovative  ​3  hydroelectric  ​4  sustainable  ​ 5  wireless  ​6  hi-tech

Exercise 2 

• Read through the instruction with the class and ask a student • •

gaps, to get the gist.

• •

advertisement. Ask students to read the advertisement again and write the correct words in their notebooks. Check answers with the class.

ANSWERS

1  support  ​2  develop  ​3  celebrate  ​4  participate  ​5  train

Grammar Exercise 4 

• Read through the instruction and the email with the class and make sure students understand everything.

• Ask students to read the email again and complete it with •

the correct passive forms of the verbs in brackets in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 3 as necessary to explain the answers.

ANSWERS

1  is protected   ​2  was purchased   ​3  are provided   ​ 4  was connected  ​5  will be used   ​6  will be recycled   ​ 7  is not thrown away   ​8  will be answered

Exercise 5

Exercise 1 

•

• Read through the instruction with the class. • Ask students to read the advertisement quickly, ignoring the

to read out the sentences aloud. Ask students to choose the correct options and copy and complete the sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps, to get the gist.

• Do the first question with the class as an example. Ask the • •

students if the pronoun they need refers to the writer’s parents or sister. Give students time to complete the other sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  herself  ​2  yourself  ​3  each other/one another   ​ 4  ourselves  ​5  myself  ​6  yourselves

ANSWERS

1  release  ​2  absorb  ​3  repair  ​4  transport  ​5  crash



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3

Skills practice

Listening Exercise 1  $ 4.03  Audio script pT159

• Read through the instruction with the class. • Ask students to read through the three possible definitions. •

Ask them to note down which definition they think is correct. Play the recording for students to listen and choose the correct definition.

ANSWER

B

Exercise 2  $ 4.03  Audio script pT159

• Read through the instruction with the class and ask students • • •

to read through the questions and possible answers. Make sure they understand everything. Explain that they will hear the recording twice, so they don’t need to worry if they don’t hear all the answers the first time they listen. Play the recording for students to listen and choose the correct answers. Then play the recording again for them to listen and check. Check answers with the class, discussing the evidence for each correct answer.

ANSWERS

1  B  ​2  A  ​3  A  ​4  C  ​5  B  ​6  A

Speaking: A role play Exercise 3

• Read through the instruction with the class. Give students •

• • •

time to read the information to include in the interview and to add some topics. Divide the class into pairs of student As and pairs of student Bs and ask them to prepare their roles. Student As should think of suitable questions and student Bs should think of the answers they might have to give. Go round monitoring and assisting as necessary. Reorganize the pairs so that each new pair is formed by a student A and a student B and tell them to role play the interview. Invite some pairs to role play their interviews for the class.

Further practice

Review, Workbook page 31 Unit 3 Tests, Tests and Resources Multi-ROM End-of-Term 1 Tests, Tests and Resources Multi-ROM

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Skills practice

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4

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page. v Unit 4 game Have some fun together while you revise with your class by using the Walk the plank game on the iPack. VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 1 Review, page 128 Workbook: • Cumulative Review S–4, page 39 • Grammar and Vocabulary reference and practice, pages 112–115 Tests and Resources Multi-ROM: • Unit 4 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 4 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 4 Communication: Pairwork worksheet • Unit 4 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary • Invite a student to read through the instruction aloud. • Read through the verbs and prepositions in the boxes and ask

• •

students to make as many phrasal verbs as they can. Ask students to read the sentences quickly, ignoring the gaps, to get the gist. Ask students to complete the sentences with the correct phrasal verbs in their notebooks. Check answers with the class. Point out that some questions could have more than one correct answer.

SUGGESTED ANSWERS

1  slow down   ​2  cut down   3​   chill out   ​4  face up   ​ 5  Cheer up  ​6  work out

Exercise 2 

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps, • • •

Exercise 3 

• Read through the instruction and the phrasal verbs in the • •

box with the class. Students write the correct phrasal verb in each gap. Ask students to read the dialogue quickly, ignoring the gaps, to get the gist. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  carry on   ​2  end up with   ​3  lie around   ​4  wrap up   ​ 5  keep in

Grammar Exercise 4 

• Read through the instruction with the class. • Ask the students to work in pairs to read through the sentences • • •

and decide when they need to use the first conditional and when they need to use the second conditional. Check answers with the class. Ask students to read the sentences again and write the correct first or second conditional forms in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 4 as necessary to explain the answers.

ANSWERS

Exercise 1 

•

ANSWERS

1  bruised  ​2  itchy  ​3  aching  ​4  sore  ​5  swollen  ​6  broken

to get the gist. Make sure that students understand all the words. Give students time to think of the missing words and ask them to write them in their notebooks. Check answers with the class.

1 2 3 4 5 6

We’ll arrive at 7.30 unless there’s a delay. I’d go to the party if I was free. I’d go to the doctor’s if I were you. If I had a time machine, I’d visit Ancient Rome. He won’t pass the exam unless he works harder. I wouldn’t want to be famous unless I was also very rich.

Exercise 5

• Invite a student to read the instruction aloud. • Ask students to read the conversation quickly, ignoring the gaps, to get the gist.

• Make sure students understand all the words. • Ask students to complete the sentences with the correct forms of the third conditional in their notebooks.

• Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 If I’d known earlier, I would’ve come to cheer you up. 2 I wouldn’t have fallen over if I’d worn / been wearing my trainers. 3 But you wouldn’t have needed to run if Adam hadn’t taken your phone! 4 If this had happened last week, I would’ve sold it to Amy. 5 If I’d stayed at home yesterday, none of this would’ve happened.



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Review

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4

Skills practice

Reading Exercise 1

• Ask students to read the article quickly, for gist. Ask: Would you • • •

like to try any of these forms of exercise? Why? / Why not? Give students time to read through items 1–7, and make sure they understand everything. Point out that in this task type, the items are not in the order of the article. Ask students to read the article again and write the correct paragraph letter for each item 1–7. Check answers with the class, discussing the evidence in the article for the answers.

ANSWERS

1  D  ​2  B  ​3  A  ​4  C  ​5  D  ​6  C  ​7  A

Exercise 3

• Read through the instruction with the class. Allow students •

• •

time to read the questions. Make sure they understand them. Divide the class into pairs or groups and ask them to invent a new health and fitness trend and to create a poster to advertise it. Ask them to consider the design and illustrations that they would use. Go round monitoring and assisting as necessary. When students have finished, ask them to present their ideas to the class. You could ask the class to vote for the best new health and fitness trend and the best poster.

Further practice

Review, Workbook page 39 Unit 4 Tests, Tests and Resources Multi-ROM

Optional activity Ask: What forms of exercise do you do? Do you think you do enough exercise? Why do you think people are always looking for new ways to do exercise? Elicit a range of ideas and hold a brief class discussion.

Writing Exercise 2

• Read through the instruction with the class, and ask students

•

• •

•

•

to say what they have to do. Read through the three questions and remind students that they should make sure they answer these three questions in their letter or email of complaint. Ask: What do you think is an appropriate style for this task? Elicit that the email or letter of complaint is for a company so should be formal. Discuss ways in which students can achieve this, e.g. by using full forms rather than contractions and using formal phrases for linking ideas, expressing opinions and giving reasons, e.g. In addition, … However, … On the other hand, … In my opinion, … Give students time to plan their email or letter of complaint. Students could compare their plans in pairs and suggest improvements. Ask students to write their emails or letters of complaint in their notebooks. Remind them to use a range of vocabulary and grammatical structures. Go round monitoring and assisting as necessary. When students have finished, ask them to read the task again and make sure they have covered all the key points in the task and kept within the word limit. Remind them to read their writing carefully and correct any mistakes they find. Invite some students to read their emails or letters of complaint to the class. Encourage other students to give positive feedback.

T129

Skills practice

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5

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page. v Unit 5 game Have some fun together while you revise with your class by using the Lucky wheel game on the iPack.

ANSWERS

1  politeness  ​2  consideration  ​3  appreciation  ​ 4  interactions  ​5  behaviour  ​6  rudeness

Exercise 3 

• Read through the instruction and the words in the box with •

VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 5 Review, page 130 Workbook: • Cumulative Review S–5, page 47 • Grammar and Vocabulary reference and practice, pages 116–119 Tests and Resources Multi-ROM: • Unit 5 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 5 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 5 Communication: Pairwork worksheet • Unit 5 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary • Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps,

• •

•

ANSWERS

1  respectful  ​2  wealthy  ​3  manners  ​4  mates  ​5  poverty

Grammar Exercise 4 

• Read through the instruction and the sentences with the class. • Ask students to work in pairs to correct the sentences. • Check answers with the class. Refer back to the rules in Unit 5 as necessary to explain the answers.

ANSWERS

1  did you   ​2  did you go   ​3  did you comment   ​4  taught  ​ 5  hasn’t he

Exercise 5

• Invite a student to read the instruction aloud. • Ask students to read the text quickly, ignoring the gaps, to get

Exercise 1 

•

•

the class. Ask students to read the advertisements quickly, ignoring the gaps, to get the gist. Make sure students understand all the words. Give students time to complete the adverts with the words from the box in their notebooks. Check answers with the class.

to get the gist. Ask students to choose the correct options and write them in their notebooks. Allow students to compare their answers in pairs before checking them with the class. If you have time, you could ask students to work in pairs and write sentences using the words in the incorrect options.

ANSWERS

• •

the gist. Ask students to read the text again and write the correct form of the verbs in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  reading/to read   ​2  getting  ​3  Looking  ​4  reading  ​ 5  to give up   6​   not to check   ​7  texting  ​8  reading/to read  ​ 9  having  ​10  to have   ​11  to know   ​12  survive

Exercise 6 

1  C  ​2  C  ​3  B  ​4  B  ​5  B

• Read through the instruction with the class and ask a student

Exercise 2 

•

• Read through the instruction with the class. • Ask students to read the text quickly, ignoring the gaps, to get • •

the gist. Make sure students understand all the words. Ask students to read the text again and write nouns in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

•

to read out the sentences aloud. Ask students to choose the correct options and copy and complete the sentences in their notebooks. Check answers with the class.

ANSWERS

1  must  ​2  might  ​3  can’t  ​4  must  ​5  could



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5

Skills practice

Listening Exercise 1  $ 4.04  Audio script pT160

• Read through the instruction with the class and ask students to read the encyclopaedia entry.

• Ask students to guess the correct answers. • Play the recording for students to listen and check their predictions.

• Check answers with the class. ANSWERS

1  largest  ​2  Antarctic  ​3  winter

Exercise 2  $ 4.04  Audio script pT160

• Read the instruction aloud, and ask students to read • • •

through the questions and possible answers. Make sure they understand everything. Explain that they will hear the recording twice, so they don’t need to worry if they don’t hear all the answers the first time they listen. Play the recording for students to listen and choose the correct answers. Then play the recording again for them to listen and check. Check answers with the class, discussing the evidence for each correct answer.

ANSWERS

1  A  ​2  B  ​3  B  ​4  C  ​5  B  ​6  A

Speaking Exercise 3

• Read the instruction aloud, and give students time to read •

• • • •

through the types of communities. Ask students: What other types of community can you think of? Brainstorm topics related to each type of community and write them on the board, e.g. an animal that lives in a group: hunting a tribe: rites of passage a cultural community in my country: activities, etc. Ask students to do online research for their presentation using their phones or tablets. Set a time limit for the online research, to avoid students becoming distracted. Give students time to organize their notes and practise their presentation. Divide students into groups to give their presentations and give feedback at the end on points that you noticed. Invite some students to give their presentations to the class. Encourage other students to give positive feedback.

Further practice

Review, Workbook page 47 Unit 5 Tests, Tests and Resources Multi-ROM

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6

Review

Unit 6

Exercise 3 

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page. v Unit 6 game Have some fun together while you revise with your class by using the Make a path game on the iPack. VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 6 Review, page 132 Workbook: • Cumulative Review S–6, page 55 • Grammar and Vocabulary reference and practice, pages 120–123 Tests and Resources Multi-ROM: • Unit 6 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 6 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 6 Communication: Pairwork worksheet • Unit 6 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary

• Read through the instruction and the nouns in the box with • • •

ANSWERS

1  blockbuster  ​2  set  ​3  shoot  ​4  zooms out   ​5  film buffs

Grammar Exercise 4 

• Read through the instruction and the sentences with the class • •

and make sure that the students understand what they have to do. Ask students to read the sentences again and complete the messages in direct speech in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 6 as necessary to explain the answers.

ANSWERS

1 2 3 4 5

I can’t see ’ve seen this film ’m at the party; there isn’t anyone here went to the beach yesterday can’t go out; I have / I’ve got an exam tomorrow

Exercise 5

Exercise 1 

• Read through the instruction and the sentences with the class. • Give students time to read through the six sentences and match them to the verbs in their notebooks.

• Check answers with the class.

• Invite a student to read the instruction aloud. • Go through the first question with the class so students know • •

ANSWERS

1  confirm  ​2  recommend  ​3  add  ​4  deny  ​5  agree  ​ 6  suggest

Exercise 2 

• Read through the instruction with the class. • Give students time to read through the definitions and think •

the class. Ask students to read the review quickly, ignoring the gaps, to get the gist. Ask them to read the text again and write the correct words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

of the nouns that match them. Remind them to write their answers in their notebooks. Check answers with the class.

ANSWERS

1  amateur  ​2  newcomer  ​3  venue  ​4  sketch  ​5  script  ​ 6  spotlight

what to do. Ask students to do the other questions in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5

whether I could wash the dishes; R not to spend too much money; C why I hadn’t invited him to my party; Q if she could borrow some money; R not to feed the penguins; C

Exercise 6 

• Read through the instruction and the sentences with the class. • Ask students to read the sentences again and choose the correct options in their notebooks.

• Check answers with the class. ANSWERS

1  that we go   ​2  to drive   ​3  to pay   ​4  we invite   ​5  to give



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6

Skills practice

Reading

• When the students have answered the questions, ask them

Exercise 1

• Ask students to read the blog quickly, for gist. Ask: Does the

writer manage to do nothing all afternoon? (no – just one hour)

• Give students time to read through the sentences. Make sure • •

they understand everything. Ask students to read the blog again and decide if they are true, false or the text doesn’t say. Remind students that the sentences occur in the same order as the information in the blog. Check answers with the class.

ANSWERS

• • •

to prepare the dialogue. Suggest that they make notes about what each character has to say rather than writing down the exact words. Set a time limit, to avoid preparation going on too long. Go round monitoring and assisting as necessary. Invite the groups to perform their role plays for the class. Ask the class to vote for the best one.

Further practice

Review, Workbook page 55 Unit 6 Tests, Tests and Resources Multi-ROM End-of-term 2 Tests, Tests and Resources Multi-ROM

1  F  ​2  T  ​3  DS  ​4  DS  ​5  F  ​6  F  ​7  F  ​8  DS

Optional activity Ask: Do you think you could spend a whole hour / afternoon / day doing nothing? Why? / Why not? Can you forget about social media for a day? Why? / Why not? Hold a brief class discussion and encourage as many students as possible to join in and express their opinions.

Writing Exercise 2

• Read the instruction aloud, and ask students to say what they

• • • •

•

have to do. Elicit or point out that in this task students must choose one of the topics and give their own opinion, with reasons to support their opinion. They do not have to give both sides of an argument, but they can give contrasting opinions, for example by saying: Some people would say that … , but I don’t agree. Divide students into pairs and ask them to brainstorm ideas for both topics. Then put pairs together into groups of four to compare their ideas. Give students time to plan their essay. Students could compare their plans in pairs and suggest improvements. Ask students to write their essays in their notebooks. Remind them to use a range of vocabulary and grammatical structures. Go round monitoring and assisting as necessary. When students have finished, ask them to read the instruction again and make sure they have answered the question in the task and kept within the word limit. Remind them to check their work carefully for mistakes. Invite some students to read their essays to the class. Encourage other students to give positive feedback.

Exercise 3

• Read through the instruction with the class. Give students •

time to read the first line of the role play (what Mum says) and the four questions and check they understand everything. Divide the class into groups and ask them to answer the questions to prepare the role play. Suggest that the groups nominate someone to take notes.

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Skills practice

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7

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page. v Unit 7 game Have some fun together while you revise with your class by using the Walk the plank on the iPack. VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 7 Review, page 134 Workbook: • Cumulative Review S–7, page 63 • Grammar and Vocabulary reference and practice, pages 124–127 Tests and Resources Multi-ROM: • Unit 7 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 7 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 7 Communication: Pairwork worksheet • Unit 7 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Grammar Exercise 3 

• Invite a confident student to read through the instruction and the itinerary. Make sure students understand all the words.

• Read through the questions with the class. • Give students time to write the answers in their notebooks. • Check answers with the class. ANSWERS

1 2 3 4 5 6

They will be listening to an introductory talk. They will be climbing in the local hills. They will be kayaking in the indoor pool. They will be having/eating lunch in the Hilltop Café. They will be mountain-biking in the local hills. They will be having a horse riding lesson.

Exercise 4 

• Read through the instruction and the sentences with the class • •

and make sure students understand them all. Ask students to read the sentences again and complete them with the correct form of the verbs in the brackets in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 7 as necessary to explain the answers.

ANSWERS

• Read through the instruction and the phrasal verbs in the box

1 2 3 4 5 6

• Ask students to read the dialogue quickly, ignoring the gaps,

Exercise 5

Vocabulary Exercise 1 

with the class.

• •

to get the gist. Give students time to complete the dialogue with the phrasal verbs in their notebooks. Check answers with the class.

ANSWERS

1  set off   ​2  saw (me) off   ​3  got on   ​4  speed up   ​ 5  turn back  ​6  get off

Exercise 2 

• Read through the instruction and the sentences with the class. • Ask students to read the sentences again, choose the correct •

options and copy and complete the sentences in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

I won’t be late. She’s going to fall over in those shoes. The plane takes off at 11.25. Maybe the letter will arrive tomorrow. I’ll call Adam and see if he wants to go out tonight. I won’t buy this product again.

• Invite a student to read the instruction aloud. • Go through the sentences with the class. Ask students to write •

new sentences that have the same meaning as the original sentences with the words in bold. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5

My sister is sportier than me. London isn’t so rainy as Edinburgh. I think football is as exciting as basketball. You’re better at Maths than I am. Walking isn’t as dangerous as cycling.

ANSWERS

1  tornado  ​2  drizzle  ​3  frost  ​4  mist  ​5  breeze



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7

Skills practice

Listening Exercise 1  $ 4.05  Audio script pT160

• Read the instruction aloud, and ask students to read through • • •

Further practice

Review, Workbook page 63 Unit 7 Tests, Tests and Resources Multi-ROM

the first part of the radio report. Check they understand everything. Ask students to guess the missing words. Play the recording for students to listen and check their prediction. Check the answer with the class.

ANSWER

driverless cars

Exercise 2  $ 4.05  Audio script pT160

• Read the instruction aloud, and ask students to read through • • •

the sentences. Make sure they understand everything. Explain that they will hear the recording twice, so they don’t need to worry if they don’t hear all the answers the first time they listen. Play the recording for students to listen and complete the sentences. Then play the recording again for them to listen and check their answers. Check answers with the class, discussing the evidence for each correct answer.

ANSWERS

1 2 3 4 5 6

pay people to drive them buses or trains they are near their cars shops, restaurants and houses live in a rural village working out (on an exercise bike)

Speaking Exercise 3

• Read through the instruction and the statement with the class. • Ask students to look at the notes and decide which are in favour and which are against driverless cars.

• Divide the class into pairs of student As and pairs of student Bs

• • • • • •

and ask them to prepare to argue for or against the statement. They can use the ideas on the page and from the recording as a starting point, and add some of their own ideas. Set a time limit to avoid preparation going on too long. Go round monitoring and assisting as necessary. Reorganize the pairs so that each new pair is formed by a student A and a student B and tell them to debate the statement. Monitor while they are working, and give feedback at the end on points that you noticed. Finish by asking students to vote in favour or against the statement depending on what they really think about driverless cars. Invite some students to explain the reasons for their opinions.

T135

Skills practice

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8

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page.

Exercise 3 

v Unit 8 game Have some fun together while you revise with your class by using the Lucky wheel game on the iPack.

• Make sure that students understand all the words. • Give students time to complete the postcard in their

to get the gist.

notebooks with the adjectives.

• Check answers with the class.

VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 8 Review, page 136 Workbook: • Cumulative Review S–8, page 71 • Grammar and Vocabulary reference and practice, pages 128–131 Tests and Resources Multi-ROM: • Unit 8 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 8 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 8 Communication: Pairwork worksheet • Unit 8 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary Exercise 1 

• Read through the instruction and the sentences with the class. • Ask students to read the sentences again and match the

•

• Read through the instruction with the class. • Ask students to read the postcard quickly, ignoring the gaps,

sentence beginnings (1–6) to the sentence endings (A–F) in their notebooks. Then ask them to complete the sentences with have or take. Check answers with the class.

ANSWERS

ANSWERS

1  huge  ​2  breathtaking  ​3  peculiar  ​4  vital  ​ 5  unforgettable

Grammar Exercise 4 

• Read through the instruction, the relative clauses in the • •

box and the restaurant review with the class and make sure students understand everything. Ask students to read the review again and complete it with the relative clauses in the box in their notebooks. Remind them to use commas where necessary. Allow students to compare their answers in pairs before checking them with the class. Refer back to the rules in Unit 8 as necessary to explain the answers.

ANSWERS

1 2 3 4 5 6

, which opened two years ago, which the restaurant is famous for , whose father is also a well-known chef, where there are already over 50 Italian restaurants which encourages people to come back , who are all members of Luigi’s family,

Exercise 5

• Read through the instruction with the class. • Ask students to read the dialogues quickly, ignoring the gaps, to get the gist.

• Give students time to find the article mistakes and to check their answers with a partner. Check answers with the class.

1  B; have   ​2  F; take   3​   D; have   4​   C; have   ​5  A; take   ​ 6  E; take

•

Exercise 2 

• Read through the instruction and the sentences with the class. • Ask students to complete the sentences in their notebooks

1 2 3 4

•

Exercise 6 

with the correct noun forms of the adjectives. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  affection  ​2  aggression  ​3  anxiety  ​4  bravery  ​ 5  compassion  ​6  loneliness

ANSWERS

I left it at the home. She works in the a secondary school in Manchester. I’m going to take it back to a the shop. you should go to the Oxford Street.

• Read through the instruction and the sentences with the class. • Give students time to complete the sentences with the •

indefinite pronouns in their notebooks. Check answers with the class.

ANSWERS

1  every  ​2  some  ​3  No  ​4  any  ​5  any  ​6  some



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8

Skills practice

Reading Exercise 1

Exercise 3

• Read the instruction aloud and ask students to say what they

• Ask students to read the website quickly for gist. Ask: Who do • • •

you have the most in common with: Ian or Cerise? Why? Elicit a few answers. Give students time to read through questions 1–6, and make sure that they understand everything. Point out that in this task type, the items are in the order of the text. Ask students to read the website again and choose the correct option for each question. Check answers with the class, discussing why the other options are incorrect.

ANSWERS

1  C  ​2  B  ​3  B  ​4  A  ​5  C  ​6  B

Optional activity Ask: Who do you know who is very sensible? Who follows their heart more? In what situations do you think it’s a good idea to follow your heart? Divide the class into small groups to discuss the questions. Invite some students to tell the class something they learned from one of their classmates.

•

•

•

have to do. Elicit or point out that in this task students must give advice and their own opinions. Divide the class into pairs and ask them to brainstorm ideas of what advice they would give in this situation. Then put pairs together into groups of four to compare their ideas. Go round monitoring and assisting as necessary. Ask students to complete the writing task in their notebooks. Remind them to use a range of vocabulary and grammatical structures. Encourage them to use appropriate language to give advice and opinions. Set a word limit of 100 words. Invite some students to read their writing to the class. Encourage other students to give positive feedback and to say if they agree with the advice or not.

Further practice

Review, Workbook page 71 Unit 8 Tests, Tests and Resources Multi-ROM

Writing Exercise 2

• Read through the instruction with the class, and ask students

• •

• • • •

•

to explain what they have to do. Discuss the key points in the task (begin with the sentence in the task, write 100–150 words). Remind students that they should make sure they do these things in their story. Ask: What makes a good story? Elicit that a story must have a beginning, a middle and an end, and the ending should be interesting in some way. Ask: What kind of language should you use in a story? Elicit that you should use narrative tenses (past simple, past continuous and past perfect) for the events in the story, and you should use adjectives and adverbs to make the story interesting and exciting. Ask: What do you think is an appropriate style for this task? Elicit that the story should be fairly informal and be appropriate for a young audience. Give students time to plan their story. Students could compare their plans in pairs and suggest improvements. Ask students to write their story in their notebooks. Remind them to use a range of vocabulary and grammatical structures. Go round monitoring and assisting as necessary. When students have finished, ask them to read the instruction again and make sure they have covered all the key points in the task. Remind them to read through their story carefully and correct any mistakes, e.g. in spelling. Invite some students to read their stories to the class. Encourage other students to give positive feedback.

T137

Skills practice

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9

Review

This page reviews the vocabulary, grammar and functional language taught in each unit and develops the learning to learn competence. Encourage your students to spend time revising before they do the exercises on this page.

Exercise 3 

v Unit 9 game Have some fun together while you revise with your class by using the Make a path game on the iPack.

• Ask the students to work in pairs and see who can find the

VOC APP

For individual practice, students who have a smartphone or tablet can download the free Spectrum VOC APP. Make sure your students use the extensive course material provided. This includes: Student’s Book: • Unit 9 Review, page 138 Workbook: • Cumulative Review S–9, page 79 • Grammar and Vocabulary reference and practice, pages 132–135 Tests and Resources Multi-ROM: • Unit 9 Extra Practice pages (Grammar and Vocabulary ★ , ★★ , and ★★★ ). Also available on the iPack. • Unit 9 Grammar and Vocabulary worksheets ( ★ , ★★ , and ★★★ ) • Unit 9 Communication: Pairwork worksheet • Unit 9 Tests ( ★ , ★★ , and ★★★ ). Available as a pdf and in editable Word format.

Vocabulary Exercise 1 

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps, • •

to get the gist. Ask students to read the sentences again and complete them with the correct prepositions in their notebooks. Check answers with the class.

• Read through the instruction with the class. • Tell the students that the words are written horizontally and vertically.

• •

words the quickest. Once students have found the words, tell them to complete the sentences. Check answers with the class.

ANSWERS

1  launch  ​2  atmosphere  ​3  spacecraft  ​4  mission  ​ 5  surface

Grammar Exercise 4 

• Read through the instruction with the class. • Ask students to read the sentences quickly, ignoring the gaps, • •

to get the gist. Ask students to read the sentences again and complete each one with one word in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  had  ​2  used  ​3  will  ​4  was  ​5  going  ​6  been

Exercise 5

• Read through the instruction and the sentences with the class. • Ask students to work in pairs to correct the sentences. • Check answers with the class. ANSWERS

1  he’d eaten   ​2  Working  ​3  invited  ​4  wouldn’t have gone  ​ 5  haven’t  ​6  to study

ANSWERS

1  in/at; in   ​2  from; in   ​3  for; for   4​   from; for   ​5  in; on

Exercise 2 

• Read through the instruction with the class. • Ask students to read the text quickly, ignoring the gaps, to get the gist.

• Have students complete the missing words in their notebooks. • Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  unskilled  ​2  challenging  ​3  rewarding  ​4  well-paid  ​ 5  varied  ​6  vocational  ​7  motivating  ​8  unsociable



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Review

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9

Skills practice

Listening Exercise 1  $ 4.06  Audio script pT160

• Read through the instruction with the class and ask students to read the advert. Check they understand everything.

• Play the recording for students to listen and choose the •

correct answer. Check the answer with the class.

ANSWER

B

Exercise 2  $ 4.06  Audio script pT160

• Read through the instruction with the class ask students to •

•

read the questions and possible answers. Make sure they understand everything. Play the recording for students to listen and choose the correct answers. Then play the recording again for them to listen and check. (If you prefer, you could do the first question as an example with the class.) Check answers with the class, discussing the evidence for each correct answer.

ANSWERS

1  A  ​2  A  ​3  C  ​4  A  ​5  B  ​6  C

Speaking: A conversation Exercise 3

• Read through the instruction with the class. Then read the •

• • •

statements aloud and make sure students understand them. Elicit different ways to start a conversation, e.g. by asking a question, giving an opinion or giving an interesting piece of information, e.g. Do you think that exams are the best way to evaluate students’ knowledge? / I don’t think that exams are the best way to evaluate students’ knowledge. Do you agree? Ask the groups to think of two more statements about studying and careers. Students write their ideas on small pieces of paper and put them on the table. Students then take it on turns to read out a statement and talk about it with the group. Encourage students to use the expressions in the book to express their opinions. Monitor while they are working, and give feedback at the end on points that you noticed.

Further practice

Review, Workbook page 79 Unit 9 Tests, Tests and Resources Multi-ROM End-of-term 3 Tests, Tests and Resources Multi-ROM End-of-year Tests, Test and Resources Multi-ROM

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1

Focus on Geology: volcanoes

Aims

• Read and listen to a text about volcanoes. • Learn geology vocabulary. • Listen to a conversation about different types of volcano. • Ask and answer questions about different types of volcano.

Exercise 4  $ 4.08  Audio script pT161

• Give students time to read the sentences. Make sure they understand the words.

• Play the recording again for students to listen and write the

6 Develop mathematical competence and basic science and technology competences. 7 Develop linguistic communication.

Warm-up

• Ask students questions about volcanoes, e.g. Where can you

find volcanoes? Are there any in your country? What happens when a volcano erupts? What are the dangers from volcanoes? Have you ever seen a volcano erupting on TV? Elicit a range of answers and encourage students to share their knowledge and experiences.

Exercise 1  $ 4.07

• Read through the instruction with the class. Play the recording •

for students to read and listen and match the topics to the paragraphs in their notebooks. Check answers with the class, and make sure that students understand active, inactive and dormant.

ANSWERS

•

ANSWERS

1 2 3 4 5 6 7 8

• Read through the words in the box with the class and model • •

their pronunciation. Ask students to read the text in exercise 1 again to help them write the correct words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1  conical mountain   ​2  ash cloud   3​   lava  ​4  Earth’s crust   ​ 5  ​magma

Exercise 3  $ 4.08  Audio script pT161

• Read through the instruction and the types of volcano in the • •

box with the class. Play the recording for students to listen and note down the different types of volcano in the order they are mentioned. Check answers with the class.

cinder cone volcano composite volcano shield volcanoes shield volcanoes lava dome cinder cone volcano composite volcano composite volcano

Exercise 5

• Read the instruction and the example questions aloud and

•

1  B  ​2  A  ​3  C

Exercise 2

answers in their notebooks. Pause the recording as necessary to give students time to write. Play the recording again for students to check their answers. Check answers with the class.

•

demonstrate the activity by telling students you have thought of a type of volcano. Encourage them to ask you questions to guess what type it is. When a student guesses correctly, invite them to think of a different type of volcano. Ask other students to ask questions and guess the type of volcano. Continue until all the volcano types have been practised.

Optional activities Ask students to look at the text and exercises again and make a note of all the vocabulary to do with volcanoes. You could set a time limit and challenge students to find as many words as they can. Bring all the vocabulary together on the board and check that students understand it all. Suggest to students that they should choose the most important words to record in their notebooks and try to remember them. Tell students they are going to research a volcano for homework. Brainstorm the names of some famous volcanoes, e.g. Mount Etna, Yellowstone, Vesuvius, Erebus. Ask students to choose a volcano and find out more information about it. Ask them to prepare a description of it, using some of the vocabulary on this page. In the next lesson, divide the class into groups to compare their information. Invite some students to tell the class what they have learned about volcanoes.

ANSWERS

1 2 3 4

cinder cone volcano shield volcano composite volcano lava dome

Focus on Geology: volcanoes

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Focus on History: the Cold War

2 Aims

• Read and listen to a text about the Cold War. • Understand new vocabulary in context. • Listen to a conversation about historical events. • Complete a timeline with dates and information. • Discuss ways of preserving peace.

3 Develop cultural awareness and expression. 7 Develop linguistic communication.

• Check answers with the class, and make sure that students understand all the words.

ANSWERS

1  developing world   ​2  by proxy   ​3  nuclear weapons   ​ 4  emerged  ​5  embargoes

Exercise 3  $ 4.10  Audio script pT161

• Explain to students that they are going to listen to a boy

Warm-up

• Ask: What do you know about the Second World War? Elicit a

•

range of answers, and then ask: What happened in Europe after the Second World War? Elicit a few ideas, prompting students with more questions as necessary, e.g. What happened to Germany? What about Russia? Encourage students to share their knowledge with the class. Focus students’ attention on the photo and ask students if they recognize any of the people. Elicit or explain that the photo shows Winston Churchill, President Truman and Joseph Stalin. Elicit what students know about these people.

Culture note The photo on page 141 shows three world leaders: Winston Churchill of the UK, President Truman from the USA and Joseph Stalin from the USSR. The three men were at a meeting in Potsdam, Germany in 1946 (which became known as the Potsdam Conference), to discuss the future of Germany after the Second World War. Among other things, it was decided that Germany should be divided, with West Germany remaining under the control of the West, and East Germany coming under the control of the USSR.

Exercise 1  $ 4.09

• Read through the questions with the class and make sure that • •

students understand everything. Play the recording for students to read and listen to the article, and answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 The USA and the Soviet Union were the two main countries in the Cold War. 2 The USA supported anti-communist (capitalist) ideology while the Soviet Union supported communist ideology.

Exercise 2

• Focus students’ attention on the words in the box. Ask

• •

revising for a History test. Read through the timeline with the class, and make sure that they understand all the country and place names. Play the recording for students to listen and complete the timeline, pausing as necessary to give them time to write. Allow students to compare their answers in pairs before checking them with the class. Ask students which of the events in the timeline they have heard of. Elicit any information that they have about the events.

ANSWERS

1  1945  ​2  air  ​3  Organization  ​4  1950–1953  ​5  1955–1975  ​ 6  1955  ​7  Wall  ​8  1962

Exercise 4

• Invite a student to read the statement aloud. Give students time to think about their own opinions and reasons.

• Elicit some expressions for giving opinions, and agreeing and

• •

disagreeing politely, and write them on the board, e.g. In my opinion, … , I would argue that … , Don’t you think that … ? Yes, I agree with you. Yes, you’re right. I’m not sure about that. Yes, that’s true, but … Divide the class into groups to discuss the statement. Invite groups in turn to tell the class about their discussion, and things they agreed and disagreed about.

Optional activity Divide the class into groups of four, and ask them to choose one of the events mentioned in the timeline. Two students in each group should research the event from the point of view of the USA, and the other two should research it from the point of view of the Soviet Union. They could either do this in class or for homework. In their groups, students should then discuss the event they have chosen, with each pair putting forward the point of view of the country they represent. Invite groups in turn to tell the class what they learned about the event they chose and, if they wish, which point of view they are more sympathetic to.

students to find the words in the text and to read them in context. Then ask them to match the words to the definitions (1–5) in their notebooks.

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3

Focus on Science: hydroelectric power stations

Aims

• Read and listen to a text about the power of water. • Learn vocabulary for parts of a hydroelectric plant. • Discuss the environmental effects of building hydroelectric

plants. 6 Develop mathematical competence and basic science and technology competences. 3 Develop cultural awareness and expression.

Warm-up

• With books closed, ask: How can electricity be generated? Elicit

•

a range of ideas, including coal-fired power stations, nuclear power, wind power and solar power. If students don’t mention hydroelectric power, bring it up and check that students understand what it is. Ask: What ways are used to generate electricity in your country? Elicit what students know, and encourage them to share information with each other. Tell students that they are going to look at hydroelectric power in more detail.

Optional activity Divide the class into pairs. Ask them to cover the text and try to explain how a hydroelectric power station works, using just the diagram. Invite some pairs to try and explain a hydroelectric power station to the class. Encourage other students to help out if they are struggling. As a class, see if students can produce a complete, clear explanation.

Exercise 4

• Invite a student to read the instruction and the questions

•

Exercise 1  $ 4.11

• Read through the instruction and the headings with the class. • Play the recording for students to read and listen to the •

information and match the headings to the paragraphs. Check answers with the class.

ANSWERS

A  Hydro-history  ​B  How hydro works   ​C  Pros and cons

Exercise 2

• Ask students to read the sentences and then read paragraph B again to decide if the sentences are true or false.

• Ask them to correct the false sentences in their notebooks. • Check answers with the class, asking students to provide evidence from the text for their answers.

ANSWERS

1  True.  ​2  False. The pressure increases as it flows.   3​   True.  ​ 4  False. The rotor spins round.   5​   True.

Exercise 3

• Focus students attention on the words in the box. Ask

•

students to read paragraph B of the text again, and look at the words in context. Then ask the students to match the words to the different parts of the diagram, writing the correct words in their notebooks. Students could work in pairs to do this. Check answers with the class.

•

aloud. Then ask students to read paragraph C of the text again and note down the advantages and disadvantages of hydroelectric power that it mentions. Bring the advantages and disadvantages together on the board, and elicit others, e.g: (advantages): unlike solar or wind power, hydroelectricity can be produced all year round, in all weather conditions. (disadvantages): channelling a river into a hydroelectric power station might take water away from other areas that need it; there is a danger of the dam bursting and flooding a large area of land. Invite some individual students to tell the class which arguments they find the most convincing and why.

ANSWERS

1 It is clean, renewable, efficient and cheap. Hydroelectric power stations are expensive to build and need a lot of land. They can also have negative consequences for animals and their habitats.

Optional activity Divide the class into groups of four and ask them to choose four other ways of generating electricity, e.g. solar power, wind power, nuclear power, wave power, geothermal power. Each student should then choose one form of power to research individually. Explain that they should find out how it works, and what the advantages and disadvantages are. Alternatively, students could do the research for homework. In their groups, students should then take turns to present the form of power they have researched. As a group, they should then discuss the four forms of power they have chosen and decide which one is the best for their country to use. Invite groups in turn to tell the class which form of power they think is the best and why.

ANSWERS

1  reservoir  ​2  dam  ​3  sluice gate   ​4  generator  ​5  turbine

Focus on Science: hydroelectric power stations

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Focus on PE: muscles

4 Aims

ANSWERS

• Read and listen to a text about muscles and movement. • Learn vocabulary to do with muscles. • Discuss different sports and the muscles they use.

6 Develop mathematical competence and basic science and technology competences. 5 Develop social and civic competences. Warm-up

• Ask: How much exercise do you do each week? How much exercise •

do you think you should do? Elicit ideas and encourage students to talk about their own experiences and express their opinions. Ask: Why is it important to do exercise? Elicit ideas and build up a list of benefits on the board, e.g. good for your heart, helps you to lose weight, good for reducing stress. If students don’t mention muscles, introduce the idea that doing exercise keeps your muscles strong, which helps you to move easily.

Exercise 1  $ 4.12

• Read through the instruction and the questions with the class • •

and make sure that students understand everything. Play the recording for students to read and listen to the text and match the questions to the paragraphs in their notebooks. Check answers with the class.

ANSWERS

1  C  ​2  B  ​3  D  ​4  A

Exercise 2

• Read through the words in the box with the class. Encourage

•

students to use their dictionaries to check the meaning of the words. Then have them copy the diagrams in their notebooks and write the correct words to complete the diagram. Check answers with the class, and make sure that students understand all the words.

ANSWERS

1  contracted  ​2  biceps muscle   ​3  tendon  ​4  tendon  ​ 5  relaxed  ​6  triceps muscle

1  slow twitch   ​2  fast twitch   ​3  voluntary muscles; pull   ​ 4  antagonistic pairs   5​   strains; cramp

Optional activity Tell students you are going to give a definition of one of the words from exercises 2 or 3. Say: This happens when your muscles are tired. It’s very painful. (cramp) Divide the class into pairs to prepare definitions of two words from exercises 2 and 3. Go round monitoring and assisting as necessary. Ask students to close their books. Invite pairs in turn to read out their definitions. The first student to guess the word gets a point. Continue until all the words have been practised. See who has the most points at the end.

Exercise 4

• Invite different students to read the questions aloud. • Give students time to think about their answers. Then divide •

the class into pairs or small groups to ask and answer the questions. Invite some students to tell the class something they learned about their classmates.

Optional activity Divide the class into groups of four and ask each student to choose a different sport, e.g. football, tennis, swimming, cycling. In their groups, students should each research their sport, to find out which muscles are important for that sport, and what kinds of training are useful for the sport. If students are doing the research in class, monitor and help while they are working. Alternatively, students could do the research for homework. In their groups, students should then take turns to present the information they found and discuss what forms of exercise are the best for each sport. Invite groups in turn to tell the class what they learned about the muscles used for different sports and different forms of exercise for each sport.

Exercise 3

• Focus students’ attention on the words in the box. Ask

• •

students to find and read the words in the text and try to work out their meanings from the context first. Then they can use their dictionaries to check the meanings if necessary. Ask students to read and complete the sentences by writing the correct form of the words in their notebooks. Allow students to compare their answers in pairs before checking them with the class.

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5

Focus on Literature: features of a narrative

Aims

• Learn about the author F. Scott Fitzgerald. • Listen to a student’s presentation on narrative features. • Read and listen to an extract from The Curious Case of Benjamin Button by F. Scott Fitzgerald. • Talk about the narrative features of a novel or short story. 3 Develop cultural awareness and expression.

Warm-up

• Ask: What kinds of books do you enjoy reading? Do you enjoy • •

reading novels or short stories? If students enjoy reading, ask: Who is your favourite author? Why? What is your favourite novel? Why? What makes a good novel? If students don’t enjoy reading, ask them about films that they enjoy. Ask: What kinds of films do you like? Why? What’s your favourite film? Why? What makes a good film? Encourage as many students as possible to join in and talk about their likes and dislikes.

Exercise 1

• Focus students’ attention on the photo and elicit what • •

students know about F. Scott Fitzgerald. Read the question aloud, and ask students to read the In context! box to find the answer. Check the answer with the class. Ask: Have you read this novel, or seen the film? Would you like to? Why?

Exercise 4  $ 4.14

• Invite a student to read the instruction and the sentences

aloud, and make sure that students understand everything.

• Play the recording for students to read and listen to the •

extract and answer the questions in their notebooks. Ask them to correct the false sentences. Check answers with the class.

ANSWERS

1 2 3 4 5

False. They cut his hair and dyed it black. True. False. She left the house after one look at Benjamin. True. False. He shook the rattle sometimes.

Exercise 5

• Read through the instruction and the questions with the class. • Give students time to prepare their ideas. If students cannot •

•

think of a novel or short story that they have read, they could talk about a film that they have seen. Divide the class into groups to tell their classmates about the novel, short story or film they have chosen and talk about the narrative features. Go round monitoring and assisting as necessary. Invite some students to tell the class about their chosen novel, short story or film.

SUGGESTED ANSWER

He is born old and gets younger as he lives his life in reverse.

Exercise 2  $ 4.13  Audio script pT161

• Read through the narrative features in the box with the class, • •

and make sure that students understand them. Play the recording for students to listen to the presentation and note down which narrative features are mentioned. Check answers with the class.

ANSWERS

setting; plot; characterization; conflict; point of view; theme

Exercise 3  $ 4.13  Audio script pT161

• Give students time to read through the sentences. • Ask students to write the narrative feature each sentence shows in their notebooks.

• Play the recording again for students to check and complete •

their answers. Check answers with the class.

ANSWERS

1  point of view   ​2  characterization  ​3  setting  ​4  theme  ​ 5  plot  ​6  conflict

Focus on Literature: features of a narrative

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Focus on Technology: robotics

6 Aims

• Read and listen to a text about robotics. • Learn vocabulary for robotics. • Discuss the positive and negative consequences of robotics.

Exercise 4

• Read through the areas in the box and the questions with the

6 Develop mathematical competence and science and

•

Warm-up

• • •

technology competences.

• Focus students’ attention on the photos and ask: Where do we •

use robots? Elicit what students know, and encourage them to share the knowledge that they have. Ask students where they think we will see the use of robots increase in the future. Write these categories on the board and elicit a few ideas and encourage students to speculate: home, work, school, entertainment, health, transport.

Exercise 1  $ 4.15

• Read through the instruction and the headings with the class. • Play the recording for students to read and listen to the information and match the headings to the paragraphs.

• Check answers with the class. ANSWERS

1  B  ​2  C  ​3  A

Exercise 2

• Focus students’ attention on the highlighted words in the text. • •

class and check that students understand everything. Refer to the warm-up and ask students to think of other areas that are affected by robotics. Brainstorm some positive and negative consequences of robotics and cybernetics in one or two of the areas. Put students into pairs or groups to discuss the questions. Monitor and help while students are working. Invite some students to tell the class about the positive and negative consequences that they have discussed.

Optional activity Divide the class into pairs and ask them to prepare a short presentation about an important invention that has changed our lives. In their pairs, students should research their invention, to find out who invented it, when and why it was useful. Students should also explain how it has changed our lives. If students are doing the research in class, monitor and help while they are working. Alternatively, students could do the research for homework. In their pairs, students should then take turns to present the information they found and the class should discuss which invention they think has been the most useful.

Encourage them to check their meanings in their dictionaries. Ask students to write the words that complete the diagram in places 1 and 2 in their notebooks. Check answers with the class.

ANSWERS

1  controller  ​2  actuators

Exercise 3

• Invite different students to read the questions aloud. Check • •

that students understand military and application. Ask students to read the text again and answer the questions in their notebooks. Check answers with the class.

ANSWERS

1 Robots do very repetitive or mechanical tasks. 2 The robots are controlled remotely so that their operators can stay out of danger. 3 The sensors in the London Fire Brigade’s robots are used to detect the presence of toxic chemicals, radiation or combustible gases in burning buildings. 4 By implanting a microchip in his arm which was connected to his nerves. 5 A possible application for Professor Warwick’s experiment would be to help people with physical disabilities.

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7

Focus on History: the Industrial Revolution

Aims

• Read and listen to a text about the Industrial Revolution. • Learn vocabulary about industry during the Industrial

Revolution. • Discuss the effects of the Industrial Revolution. 6 Develop mathematical competence and basic science and technology competences. 5 Develop social and civic competences.

Warm-up

• Focus students’ attention on the pictures and elicit what they •

show. Ask: What period in history do you think this is? Elicit a range of ideas, and introduce the term Industrial Revolution. Ask: What was life like before the Industrial Revolution? How did the Industrial Revolution change people’s lives? How do you think people felt about the first railways? Elicit a range of answers, and encourage students to share their knowledge with the class.

Exercise 1 

• Read the instruction aloud and ask students to match the

•

words in the box to the pictures. Ask: What do you think life was like for the people who lived in these houses and worked in this factory? Check answers with the class.

ANSWERS

1  factory life   ​2  housing  ​3  travel

Exercise 2  $ 4.16

• Ask a student to read the instruction aloud. Then play the •

recording for students to read and listen to the text, and match the pictures to the paragraphs. Check answers with the class.

ANSWERS

1  A  ​2  C  ​3  B

Exercise 3

• Focus students’ attention on the words in the box. Encourage

• •

them to read them in context in the text again and try to work out their meaning. They can use their dictionaries to check the meanings if they are unsure. Ask students to read the sentences and write the correct words in their notebooks. Check answers with the class, and make sure that students understand all the words.

Exercise 4

• Invite two students to read the questions aloud. Ask students

• •

to look again at the pictures, and give them time to prepare their answers. Encourage them to make notes, but not to write full sentences. Go round monitoring and assisting as necessary. Divide the class into groups to compare their ideas and discuss the questions. Ask some students to report on the ideas that the groups have discussed and have a class discussion on the positive and negative effects of the Industrial Revolution.

ANSWERS

1 Positive: new machines were invented; mechanization made textile production faster and cheaper; roads were improved and canals and railways were built so that materials, products and people could be moved more cheaply and quickly; food became cheaper and people’s diets became more varied; life expectancy was higher; education was free. Negative: Factories were often noisy and dangerous and many children worked in them; many people lived in poverty.

Optional activity Ask students to imagine that they are living in a small town before the Industrial Revolution. Elicit the different kinds of people who live in and around the town, e.g. farmers, business people, a teacher, a doctor, young people. Tell students that there are plans to build a railway through the town, and new factories near the town. Ask: Who might be in favour of the changes? Why? Who might be against the changes? Why? Elicit a range of ideas. Ask students to choose a character from the town to role play, and decide how they feel about the changes that are going to happen. Give them time to plan their ideas. Go round monitoring and assisting as necessary. Divide the class into large groups to role play a discussion about the future of their town. Encourage them to use their imagination and argue from the point of view of their character. At the end, ask them to hold a vote on whether or not to allow the railway to be built in their town.

ANSWERS

1  steam  ​2  Coal  ​3  textile  ​4  Iron; steel

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Focus on Art: modernism

8 Aims

• Read and listen to people describing their favourite paintings. • Read about modernism in art. • Learn vocabulary about modernism in art. • Listen to a conversation between two people describing paintings. • Discuss paintings that you like and dislike. 3 Develop cultural awareness and expression. 5 Develop social and civic competences.

Warm-up

• Focus students’ attention on the paintings and ask: Which one •

• •

do you like the most? Why? Elicit a few answers from individual students. Divide the class into pairs, and give them two minutes to write down as many adjectives as they can to describe each painting. Encourage them to include adjectives for emotions, e.g. calm, relaxing, as well as words to describe the colours and form of the paintings. Bring students’ ideas together on the board and discuss any interesting adjectives that students have suggested. Use the paintings to teach canvas, landscape and abstract art.

Exercise 1  $ 4.17  Audio script pT162

• Read the instruction aloud. Then play the recording for •

students to listen and answer the question. Check answers with the class.

ANSWER

Exercise 3  $ 4.18  Audio script pT162

• Invite a student to read the instruction and the questions •

aloud. Then play the recording for students to listen and answer the questions. Check answers with the class.

ANSWERS

1 Tim is describing The Scream and Adi is describing Composition Eight. 2 The Scream is by Edvard Munch and Composition Eight is by Wassily Kandinsky.

Exercise 4  $ 4.18  Audio script pT162

• Give students time to read through the questions and • • •

options. Play the recording again for students to listen and write the correct options in their notebooks. Alternatively, students could choose the correct options from memory, and then listen again to complete and check. Check answers with the class.

ANSWERS

1 2 3 4

A Expressionism B couldn’t afford canvas A colour A you decide the meaning

Exercise 5

• Invite a student to read the instruction and questions aloud. Give students time to think about their answers individually.

Painting A (The Starry Night by Vincent Van Gogh)

• Divide the class into groups to discuss the questions. Go

Exercise 2

•

• Ask students to read through the In context! box to get the

•

•

gist. Ask: How many different art movements does it mention? (6 – Modernism, Impressionism, Post-Impressionism, Expressionism, Cubism and Surrealism) Focus students’ attention on the highlighted words. Ask students to read the words in context again, to try to work out their meaning. Then have them match the words to the definitions in their notebooks. Allow students to compare their answers in pairs before checking them with the class. Make sure students understand all the words.

round monitoring and assisting as necessary. Ask some students to tell the class something they learned about one of their classmates.

Optional activity For homework, students could choose one of the artists or movements mentioned in the In context! box. They could research the artist or movement, and download some photos of paintings. In the next lesson, students could present their findings to each other in groups. You could have a class discussion about which movements or artists students like, and why.

ANSWERS

1  still life   ​2  canvas  ​3  landscape  ​4  abstract  ​5  portraits  ​ 6  avant-garde

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9

Focus on Technology: satellite communication

Aims

• Read and listen to a text about satellites. • Discuss devices that rely on satellites.

6 Develop mathematical competence and science and technology competences. 1 Develop digital competence.

Warm-up

• Point to the pictures on page 148 and elicit the word satellite.

Tell students you are going to test their general knowledge about satellites. Read the following questions to the class and encourage students to guess the answers. 1 In what year was the first satellite sent into space? (1957) 2 What animal was sent into space with a Russian satellite? (a dog) 3 How many working satellites are there currently travelling around the Earth? (around 1,000) 4 How many old, broken satellites are there still going around the Earth? (around 2,600) • Tell students the answers and see who correctly guessed the most answers. Ask students which answer they find the most surprising and why.

• Focus students’ attention on the numbers in the box and elicit

•

Ask students to find verbs in the text with the following meanings: 1 send a signal or information from one place to another 2 move around something (2 verbs) 3 watch something carefully 4 send a satellite into space Check answers with the class, and make sure students understand all the verbs. ANSWERS

1  transmit  ​2  circle/orbit  ​3  observe  ​4  launch

Exercise 3  $ 4.20  Audio script pT162

• Tell students that they are going to hear a radio programme • • •

Exercise 1  $ 4.19

•

Optional activity

how to say them. Play the recording for students to read and listen to the text and find out what the numbers represent. Check answers with the class.

ANSWERS

5: there are five types of orbit 465: Geostationary satellites and the Earth travel at 465m per second 27,000: To escape the pull of gravity, low Earth orbit satellites have to travel at at least 27,000 km per hour. 1,000s: There are thousands of artificial satellites orbiting the Earth.

on the topic of satellites. Give students time to read the sentences. Play the recording for students to listen and decide if the sentences are true or false. You could ask students to correct the false sentences. Play the recording again for students to check and complete their answers. Check answers with the class.

ANSWERS

1 2 3 4

True. True. False. GPS was originally developed by the US military. False. GPS is made up of a group of more than twenty satellites. 5 False. GPS receivers need to receive signals from four satellites or they won’t work. 6 True.

Exercise 4

• Invite a student to read the task aloud. Elicit one or two

Exercise 2

examples of devices that rely on satellites, e.g. phones and tablets. Elicit a few ways in which GPS can be used for good and bad purposes, e.g. to find people who are lost, or to spy on people. Divide the class into pairs to list more ideas. Go round monitoring and assisting as necessary.

• Ask students to read the instruction again, and then ask

•

•

Exercise 5

them to complete the diagram by matching the letters in the diagram (A–E) with the orbits (1–5) in the text. Allow students to compare their answers in pairs before checking them with the class.

more items.

ANSWERS

A 4 Low Earth orbit B 1 Polar orbit C 2 Highly elliptical orbit

• Put pairs into groups of four to compare their lists and add

D 5 Medium Earth orbit E 3 Geostationary orbit

• Ask groups in turn to read their lists to the class. Make notes •

on the board as groups report back. Focus students’ attention on the notes on the board and discuss which devices are the most useful, and which uses of GPS technology are the most beneficial or the most worrying.

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Pronunciation practice Phonetic alphabet Exercise 1  $ 4.21

ANSWERS

1  A (n); B (v)   ​2  A (n); B (v)   ​3  A (v); B (n)   ​4  A (v); B (n)   ​ 5  A (v); B (n)

• Play the recording for students to listen and repeat the sounds • •

and example words in the table. Ask for individual repetition around the class and make sure students can pronounce any sounds which are particularly difficult for speakers of their native language. Encourage students to learn the phonemic symbols. If they know these, they will be able to work out the pronunciation of any words they look up in a dictionary.

Unit 1: Sounds /æ/ and /ʌ/ Exercise 1  $ 4.22

• Model the two sounds individually. • Play the recording for students to listen and repeat the pairs of words. Play the recording several times if necessary to ensure accurate pronunciation.

Exercise 2  $ 4.23

• Ask students to read through the pairs of words. • Play the recording for students to listen and write the words • •

they hear in their notebooks. Check answers with the class. Play the recording again for students to listen and repeat the words.

ANSWERS

Nouns

Verbs

Did she beat the world record? There’s been a big increase in traffic. It was a very successful advertisement. You should ask for a refund. The market sells fresh produce.

Where did they record that album? Did crime increase last year? They always advertise on TV. I hope they agree to refund my money. What does the factory produce?

Exercise 2  $ 4.25

• Demonstrate the idea of word stress, if necessary, by saying the • •

word table and eliciting that the first syllable is pronounced louder and with more intonation than the second syllable. Write the word table on the board, separated into syllables, i.e. ta / ​ble. Draw a dot over the first syllable to show where the stress falls. Ask students to write the words from exercise 1 in their notebooks, divided into syllables. Play the recording for students to listen and mark the stressed syllables.

ANSWERS     • •         • •

1 record (n); record (v)

1  match  ​2  begun  ​3  fun  ​4  sang  ​5  drunk  ​6  bat

    •  •          •   •

Exercise 3  $ 4.24

    • •  •        •  • •     •

• Read through the tip with the students. • Model the pronunciation of match and much. • Play the recording for students to listen and repeat the pairs of words in exercise 2.

Unit 2: Word stress Exercise 1

• Ask students to read the sentences and decide if the • •

highlighted words are nouns or verbs. Check answers with the class, but don’t model the pronunciation of the words at this stage. Ask students to copy the table into their notebooks and then write the sentences in the correct columns.

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2 increase (n); increase (v) 3 advertise (v); advertisement (n)     • •      

• •

4 refund (v); refund (n)       •  •       

• •

5 produce (v); produce (n)

Exercise 3  $ 4.25

• Play the recording again for students to listen and check their answers.

• Play the recording a further time for students to listen and repeat the sentences.

Pronunciation practice

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Unit 3: Sounds /ɔ:/ and /ɒ/ Exercise 1

• Model the two sounds. Give an example of each sound in a • •

word if necessary, e.g. caught, cot. Ask students to copy the table into their notebooks and complete it with the words. If you wish, you could ask students to underline the letters that make the /ɔ:/ and /ɒ/ sounds.

Exercise 3  $ 4.27  Audio script pT162

• Read through the tip with the students. • Play the first sentence again and elicit which words have stronger stress, and which have weaker stress.

• Play the remaining sentences, pausing after each one for •

ANSWERS

/ɔː/

/ɒ/

absorb also bought draw port source taught

electronic tomorrow volunteer

Exercise 2  $ 4.26

• Play the recording for students to listen and check their answers. • Play the recording again, pausing after each word for students •

to repeat. For additional practice, you could ask students to write a sentence containing some of the words from the table. They could swap sentences with a partner and practise saying the sentence they have been given.

Exercise 3  $ 4.26

• Read through the tip with the students. • Play the recording again for students to listen and repeat the words in their sound groups.

•

students to mark the stress. Play the recording again for students to listen and check their answers. Explain that the main content words in the sentence have stronger stress, and the grammatical, or function words, such as auxiliary verbs and prepositions, are generally unstressed. Point out that there are other content words that have a weaker stress because they are important for the meaning but are less important than the words that are most stressed. Play the recording again for them to listen and repeat the sentences.

ANSWERS

1 2 3 4 5

Hot is the opposite of cold. What do you think we should do? Salsa is a kind of dance. Make sure you stretch before you do exercise. I recommend eating toast for breakfast.

Unit 5: Stress with phrasal verbs Exercise 1

• Read through the instruction and sentences with the class. • Ask students to copy the phrasal verbs into their notebooks and complete them.

ANSWERS

1  up  ​2  out  ​3  on  ​4  off  ​5  down

Exercise 2  $ 4.28  Audio script pT162

Unit 4: Sentence stress

• Play the recording for students to listen and check their

Exercise 1

• Ask which word is stressed in each phrasal verb.

• Ask students to read through the words in the box. • Students then copy the sentences into their notebooks and complete them with the correct words from the box.

Exercise 2  $ 4.27  Audio script pT162

• Play the recording for students to listen and check their answers.

answers.

ANSWER

The second word (the particle) is stressed in each phrasal verb.

Exercise 3  $ 4.28  Audio script pT162

• Play the recording again for students to listen and repeat. • For additional practice, you could ask students to write a

sentence using one or more of the phrasal verbs. They could swap with a partner and practise saying the sentence they have been given, using the correct stress on the phrasal verb.

ANSWERS

1  opposite  ​2  should  ​3  kind  ​4  sure  ​5  eating

Exercise 3  $ 4.29

• Invite students to read the sentences aloud. Students could •

do this as a class or in pairs or small groups. Play the recording for students to listen and check their pronunciation.

Pronunciation practice

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Unit 6: Sounds /θ/ and /ð/ Exercise 1  $ 4.30

• Play the recording for students to listen and repeat the sounds and the words.

Exercise 2  $ 4.31

Exercise 3

• Focus students’ attention on the red lines in exercise 3. Explain •

ANSWERS

• Play the recording for students to listen and read the sentences. • Ask students to copy the table into their notebooks and complete it with the highlighted words.

ANSWERS

1  C  ​2  A  ​3  B  ​4  D

Exercise 4  $ 4.34

• Play the recording for students to listen and repeat the

sentences. Encourage them to pay attention to intonation.

/θ/

/ð/

thunderstorms thief thumb thirsty something Thursdays

brother That father mother this together

Unit 8: Sound /w/ Exercise 1  $ 4.35

• Model the sound, and then play the recording for students to •

Exercise 3  $ 4.32

• Play the recording again for students to listen and check their •

answers. Play the recording once more, pausing after each word for students to repeat. Have students read all the words in the /θ/ column, then the words in the /ð/ column in their tables.

Exercise 4  $ 4.31

• Read through the tip with the students. • Play the recording from exercise 2 again for students to repeat the sentences paying attention to the sound /ð/.

Unit 7: Intonation Exercise 1  $ 4.33

speaker sounds enthusiastic or not.

• Explain that they are going to listen three more sentences

•

and they should draw a happy face if the speaker sounds enthusiastic, and a neutral face if they don’t. Play the rest of the recording for students to listen and draw the faces in their notebooks. Check answers with the class.

ANSWERS

1  h  ​2  h  ​3  j  ​4  j

Exercise 2  $ 4.34

• Copy the first sentence onto the board. • Play the recording of the first sentence and elicit where the

• •

speaker’s voice goes up and where it goes down. Mark the intonation on the sentence with a line (see exercise 3 for an example, but do not draw students’ attention to this yet). Play the recording, pausing after each sentence for students to say where the speaker’s voice goes up and down. Play the recording again, pausing after each sentence for students to repeat.

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listen and repeat the words. Encourage students to speed up each time they repeat the words.

Exercise 2  $ 4.36

• Play the first three words and elicit which one doesn’t have a /w/ sound (who).

• Play the rest of the recording, pausing after each group of

three words for students to write in their notebooks the word that doesn’t have a /w/ sound.

ANSWERS

1  who  ​2  showed  ​3  owner  ​4  wrong  ​5  whose  ​ 6  review  ​7  write  ​8  who

Exercise 3  $ 4.37  Audio script pT162

• Play the recording for students to listen and check their answers. • Play the recording again for them to listen and repeat the words with a /w/ sound.

• Play the recording of the first sentence and ask students if the

•

that these lines show intonation patterns. Ask students to match sentences 1–4 in exercise 2 with the intonation patterns. Check answers with the class.

Unit 9: Sounds /ð/ and /d/ Exercise 1  $ 4.38

• Model the two sounds. Then ask students to copy the • •

sentences into their notebooks. Play the recording for students to listen and mark the sounds. Play the recording again for students to listen and check.

ANSWERS

1 2 3 4 5 6

The dog went into the dining room. That documentary was rather dull. Did they make these delicious desserts? The other dress is more delicate than this one. Their father decided to donate a hundred dollars. The detective helped to catch the drug dealers.

Exercise 2  $ 4.38

• Read through the tip with the students. • Play the recording again for students to listen and repeat.

Encourage them to make a long /ð/ sound for the th words.

Pronunciation practice

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Audio scripts Starter unit, page 6, exercises 2 and 3  C 1.03

Presenter:  Hello, and in this week’s Sporting Moments podcast, we’ve decided to take a look at sportsmen and women who became winners by accident. Here’s Angela with the first story. Angela:  What do you think of when you hear the words ‘Australia’ and ‘sport’? Cricket or rugby, perhaps. Or possibly water sports like surfing. But I’m sure that nobody thinks of ice-skating! However, ice skater Steven Bradbury surprised Australians (and the rest of the world) when he won his first ever gold medal for Australia in the Winter Olympics of 2002. For years Australians have asked the same question: how did he do it? Well, here’s the story… Most of his friends took up outdoor sports at school, but Bradbury decided to try out ice-skating and ended up representing his country. At the Salt Lake City Olympics, luck was on his side! Bradbury was tired after the first two races, and in the semi-final he couldn’t catch up with the leaders. He thought the Olympic Games had finished for him. Then, suddenly, three of the other skaters fell. Bradbury came second and qualified for the final! In the final, Bradbury was even more tired and was last with 50 metres to go. Incredibly, the other four skaters crashed and fell. Bradbury skated past them and won the gold medal! He hasn’t skated in any competitions since then, but Australians have invented a phrase to describe unexpected success: doing a Bradbury! Presenter:  Wow! That’s quite a story. Thanks, Angela. Now we go from a lucky skater to a lucky tennis player. Here’s Ian to tell us all about...

Starter unit, page 7, exercises 2 and 3  C 1.04

Marta:  Hello. Have you got a minute? Assistant:  Yes, of course. How can I help? Marta:  I’m looking for a football shirt for my brother. Assistant:   What team does he support? Marta:  Err… Totten … Totten … How do you pronounce it? Assistant:   Tottenham Hotspur, but most people just call them Spurs. Marta:  That’s much easier! Assistant:   Are you Spanish? Marta:  Yes. I arrived in May so I’ve been here all summer. Assistant:  Oh yeah? What are you doing here? Marta:  I’m learning English at a language school. I also work in a clothes shop at weekends during the day to earn money and to practise my English more. Assistant:   Your English is very good! Marta:  Thanks. Assistant:   So, what size does your brother take? Marta:  Err, extra large. Assistant:   OK, here you go. Marta:  Thanks. How much is it? Assistant:   £50. Marta:  £50! I can’t afford that! Maybe I’ll save up and come back in a few weeks.

Assistant:   Well, all the new football shirts cost the same. But we’re offering a £20 discount on last year’s shirt from this week to the end of August. I can also put your brother’s name on the back for no extra cost. Marta:  So that would be… £30. Um, I’m not sure. Assistant:  Remember, the discount only lasts until the end of the month. Marta:  Well, OK. It’s not exactly a bargain but it’ll be worth it when he sees it! Assistant:   Let’s see… . What’s your brother’s name? Marta:  Guillermo. Assistant:   Can you spell that for me? Marta:  Sure. It’s G-U-I–DOUBLE L–E-R-M-O. Assistant:  G-U-I–DOUBLE L–E-R-M-O. Anyway, I’m learning Spanish at the moment but I don’t have many opportunities to practise. Maybe I should go and…

Starter unit, page 7, exercise 6, Dictation  C 1.05 1 I arrived in May. 2 I also work in a clothes shop at weekends during the day. 3 We’re offering a discount from this week to the end of August. 4 Remember, the discount only lasts until the end of the month.

Unit 1, page 12, exercises 4 and 5  C 1.07

Molly:  Hi Sarjit. What are you doing? Sarjit:  Well, I saw an advert about an award for people who make a difference in their community, and I started looking for information about people our age who do something special to help others. Molly:  Oh, yeah? Have you found anything interesting? Sarjit:  Well, yes, I’ve found some pretty inspirational people. Molly:  Really? Like who? Sarjit:  Well, the first person I read about was Neha Gupta who set up the charity Empower Orphans. She’s from Pennsylvania, in the USA, but her parents are Indian. Molly:  Why did she set up the charity? Sarjit:  Well, every year, she used to visit her grandparents in India and take presents for the local children. During one trip to India, she visited the children’s orphanage and discovered that the children didn’t go to school. When she got home to the USA, she started the charity Empower Orphans in order to help the children in the community. Molly:  Wow, that sounds great! How long has she had the charity? Sarjit:  Since 2005, when she was only nine years old… Molly:  Wow! That’s incredible! Sarjit:  Hang on, I still haven’t finished! Molly:  There’s more? Sarjit:  Yes, listen to this. The charity has already raised over $1 million and has sponsored the education of 100 children. Molly:  That’s really inspirational! Sarjit:  I know! Easton LaChappelle is also very impressive. He’s from Colorado, in the USA. He loves Lego and he made a robotic hand with pieces of Lego when he was fourteen.

Audio scripts

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Molly:  Lego? I’m impressed! Sarjit:  Since then he’s produced a complete robotic arm. Robotic arms are usually very expensive, so Easton started experimenting with robotics and a 3D printer to make cheaper parts. He had the idea after meeting a young girl at the Colorado Science Fair. She was born without an arm and she needed a robotic one. But it cost $80,000! Easton was shocked, because her family will have to pay for new arms as she grows up, and that’s a lot of money. So he produced an arm that only costs $500! Molly:  Really? That’s amazing! Sarjit:  And it will make a huge difference to the girl who inspired him. And also to other people around the world. Molly:  That really is brilliant. So do you know anyone from around here that you might like to nominate for the award?

Unit 1, page 16, exercise 2  C 1.10

Stacy:  Hey Theo, over here. Sorry, late as usual. Have you been waiting long? Theo:  No, only for five minutes. I haven’t spoken to anyone yet. Stacy:  Ok, well, let’s have a look at the different projects. Sponsor a well? I’d like some information about that. Come on! Woman:  Hi there. Can I help you? Stacy:  Yes, please. Could you tell us about sponsoring a well? Woman:  Sure. Let me explain how it works. What you do is decide how much money you can donate every month. We will send you regular updates on how we’ve been spending your money. We’ll also put you in touch with children living in the villages. Theo:  Can you explain which countries benefit from it? Woman:  Well, the main countries are African countries like Sierra Leone, Rwanda and Uganda. We raise money to build wells in villages that don’t have access to clean water. Stacy:  I can’t imagine what that must be like. Has the project been running for long? Woman:  Since 2007. Stacy:  And how long have you been working on the project? Woman:  For about two years now. Stacy:  It sounds great. We want to get involved in a good cause, but we still haven’t decided which project to support. Woman:  Would you like a leaflet? Theo:  We’ve already got one, thanks. We’ll have a think about it... Where to next?

Unit 1, page 16, exercise 3, Dictation  C 1.11 1 I’d like some information about that. 2 Could you tell us about sponsoring a well? 3 Let me explain how it works. 4 What you do is decide how much money you can donate every month. 5 Can you explain which countries benefit from it?

Unit 1, page 16, exercise 4  C 1.12 1 Hey Theo, over here. 2 Sorry, late as usual. 3 Where to next?

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Unit 2, page 24, exercises 4 and 5  C 1.15

Presenter:  Shopping: love it or hate it, it’s impossible to escape it, especially on holiday. Today, we’re at Heathrow airport to ask about the shopping experiences passengers have had on their travels. Presenter:  So, where you’ve been? Woman:  I’ve been to Florence in Italy. Presenter:  And did you have any interesting shopping experiences on your trip? Woman:  Err... yes, I did. I bought some jeans from a vending machine. Presenter:  From a vending machine? You’re joking! Woman:  No, seriously! Presenter:  And why didn’t you buy them from a shop? Woman:  Well, on the plane from London I realized that I hadn’t brought enough warm clothes. When we arrived in Florence, it was late and very few shops were open. Also, we had very little time to get to the hotel. Then I saw this vending machine that sold jeans. There were plenty of different sizes, including my size and I’m pleased with them because they fit really well! Presenter:  That’s amazing! Do you know if these vending machines are very popular? Woman:  Well, quite a few people were queuing to buy some jeans from this one! Presenter:  OK, so you’ve been to Indonesia. Man:  Yes, that’s right. Presenter:  And did you have any interesting shopping experiences? Man:  Yes, we did. We went to a floating market, where everything was sold on boats. Presenter:  Oh wow! Were they big boats? Man:  No, they were quite small and narrow but there was plenty of food for sale! In fact, the problem was that, on a few boats, there was too much food and we couldn’t see it all. Presenter:  Was it safe on the boats? Man:  Oh, yes. The boats don’t move much, but sometimes there were too many boats on the river and there wasn’t enough space for all of them! Presenter:  It sounds amazing. So what did you buy? Man:  We bought lots of fruit. We only had a little local money, but it was enough because there were lots of bargains!

Unit 2, page 28, exercises 2 and 3  C 1.18

Ms Amza:  Hello, you must be Trevor. I’m Andrea Amza, the general manager. Trevor:  Pleased to meet you. Thank you for inviting me for an interview. Ms Amza:  Thanks for coming. Now, Trevor, it says that you’re working part-time in a supermarket. Why have you applied for this job? Trevor:  For two reasons really. Firstly, the hours are much better for me. At the supermarket I work three evenings a week, and it takes up too much time. I’ve got important exams next year and I don’t have enough time for studying. Ms Amza:  I see. And the second reason? Trevor:  Well, I’m a dedicated musician. I really like music, so working in a music shop really appeals to me.

Audio scripts

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Ms Amza:  Well, that’s great, but the job mostly involves dealing with customers and working on the cash desk. Will you be able to do that? Trevor:  Definitely! I do a lot of talking to customers at the supermarket and I’m really sociable. Also, I consider myself to be an honest person. I’m good with numbers, so working on the cash desk shouldn’t be a problem for me. Ms Amza:  That’s very good to hear. Now, the shop opens at nine a.m. but you’ll need to arrive at half past eight. Will that be a problem? Trevor:  No, not at all. I have always been very punctual for my supermarket job and I think it’s important to be reliable. Ms Amza:  OK, great. Now, are there any questions you’d like to ask me?

Unit 2, page 28, exercise 4, Dictation  C 1.19 1 I’m a dedicated musician. 2 I really like music, so working in a music shop really appeals to me. 3 I do a lot of talking to customers at the supermarket and I’m really sociable. 4 I consider myself to be an honest person. 5 I’m good with numbers, so working on the cash desk shouldn’t be a problem for me. 6 I think it’s important to be reliable.

Unit 3, page 36, exercises 4 and 5  C 1.22

Woman:  Today we’re going to talk about our brains and the energy they need to perform well. Our brains are the hungriest part of our bodies … they use 20% of the energy that we get from our food! But if we want our brains to process our thoughts and feelings, we need to supply them with the right food; our brains can’t do this themselves! One of our brain’s favourite types of food is glucose. Glucose is a natural sugar found in food like pasta, rice, bread, and fruit. If you make yourself a breakfast that includes these foods, you’ll have lots of energy levels during the morning. But don’t eat too much sugar because it can cause our brains to crash briefly! Man:  OK, let’s talk about exercise. Our brains and bodies depend on each other, so exercise has physical and mental benefits. When we exercise, our heart transports blood and oxygen to our brain. Studies show that this extra oxygen improves our memories and can even make our brains grow! So when we do exercise, we give our brain more energy. Then, after we do exercise our brain releases chemicals which make our whole body feel good! So our body and our brain help one another. Woman:  I’d now like to discuss sleep. Your brain needs you to rest so that it can absorb what you have learned during the day. It’s like a computer and it needs to organize its documents and store them in the correct files. It also needs time to fix any problems. If you don’t give your brain time to rest, you can burn yourself out. And research has shown that when we don’t sleep enough, we have more accidents. The brain can’t do this by itself – you have to help it and make sure you get enough sleep. Experts also recommend a siesta so that your brain can perform better in the afternoon. I’m going to follow this recommendation myself! Man:  OK, we’ve come to the end of our presentation. Let me summarize the areas we’ve covered.

Unit 3, page 40, exercises 2 and 3  C 1.25

Mum:  What are you doing, Rafi? Rafi:  I’m checking my profile on the Green Diet website. Mum:  Diet? You don’t need to go on a diet. Rafi:  Mum! It’s a green diet. It’s about consuming less energy. What I meant was that my results have been published on the website. My progress is ok, but I could have done better in some areas. Here, have a look. Mum:  Only 80% for ‘Getting around’! That should be 100% – you walk or cycle everywhere! Rafi:  It’s because I go to football practice in the car with Dad. I know I can do better, but the stadium’s too far away to cycle. Mum:  You’ve a got a high score for ‘Shopping habits’. Rafi:  Yeah, I’m really pleased with that score because I’ve made a big effort. I’ve stopped buying things I don’t need and I only use local shops. Mum:  Your lowest score is for ‘At home’… Rafi:  I know. I’m disappointed with that but it’s because we waste a lot of energy at home … leaving lights on, turning the heating up too high. It’d be great if you and Dad could go on the diet, too. Mum:  Well, it’s a great project, but I’m not really interested in taking part. We don’t have enough money to make big changes, like installing solar panels, so it seems like a waste of time to me. Rafi:  We don’t have to install solar panels, Mum. What I was trying to say was that we can save a lot of energy with small changes. For example, wearing warmer clothes instead of turning up the heating. I really hope you’ll think about it seriously, Mum.

Unit 3, page 40, exercise 4, Dictation  C 1.26 1 I know I can do better. 2 I’m really pleased with that score. 3 It’d be great if you and Dad could go on the diet, too. 4 I’m not really interested in taking part. 5 It seems like a waste of time to me. 6 I really hope you’ll think about it seriously.

Project 1: Before you start, page 44  C 1.28

Student 1:  Another reason why we agree with the statement is that people have access to many more books than they did in the past. Research has shown that young people read more than people over the age of 30. And there is evidence that people who own ebook readers or tablets generally read more than people who don’t. Student 2:  To conclude, we have said that technology is having a positive effect on our brains and on our education. Using electronic devices makes us think faster and thanks to the internet and ebooks, we have access to more information than previous generations. To sum up, we feel that as technology advances, human beings are becoming more intelligent.

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Unit 4, page 50, exercises 3 and 4  C 2.03

Isaac:  Hello and welcome to this week’s campus sports podcast! We’ve got a great show prepared for you today, haven’t we, Beth? Beth:  That’s right! We’re going to look at sports injuries and how to avoid them. Isaac:  Most professional athletes train every day and a lot of their training is about avoiding injury. Beth:  Exactly! Tennis players visit physiotherapists and have lots of massages to avoid swollen elbows and wrists, for example. Isaac:  Yes, and footballers have the same treatment so that they don’t get sore ankles or aching muscles. And all athletes do lots of stretching. So, if you want to avoid sports injuries, look after yourself like a professional. Beth:  That’s right. I sprained my ankle last month when I was jogging. If I had seen a physiotherapist, I would have recovered a lot more quickly. But what if you haven’t got the money for physiotherapy? Isaac:  Well, we can do lots of stretching before and after we play. However, some injuries are difficult to avoid! Beth:  I’m not convinced about that. Have you got any examples? Isaac:  Yes, tennis player Maria Sharapova missed the US Open because she had injured her shoulder. Beth:  Did she injure herself playing tennis? Isaac:  Yes, apparently she had already had repair surgery on that same shoulder. Later, her diagnosis was a condition called ‘bursitis’. She had to have regular physiotherapy sessions after that and she recovered. But if she hadn’t injured her shoulder, she wouldn’t have missed the US Open. Beth:  But sometimes sports stars can injure themselves off the pitch. Isaac:  Well, Arsenal footballer, Steve Morrow, had an accident on the football pitch after his team had won the cup final. Beth:  After the game had finished? How did he do that? Isaac:  Well, what would you have done if your team had just won the cup? Beth:  I would’ve celebrated! Isaac:  Definitely! Me too! Well, Steve celebrated by climbing onto his teammate’s shoulders. Unfortunately, he fell off and broke his arm. So, while the other players went to a party, Steve went to hospital with a broken arm! Beth:  That sounds terrible! Perhaps we shouldn’t always copy the professionals! Would he have broken his arm if his team had lost, I wonder? Isaac:  Perhaps not, but I think he was still happy for their victory. Now…

Unit 4, page 54, exercise 2  C 2.05

Teacher:  Right, you’ve all read The Healthy Guide to Exam Success. Has anyone got any questions? Student A:  I’ve got one. I can’t sleep when I’m stressed, and I’m worried that I won’t get seven hours’ sleep at night. What should I do? Teacher:  Well, you ought to try to relax. My advice would be to stop studying an hour before bed time. You could spend that hour watching TV, or doing some exercise. Student B:  Have you thought about listening to some quiet music while you try to fall asleep? That often helps me to relax. Or you could have a hot bath … that’s a great way to relax.

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Teacher:  Yes, that’s a good idea. Student C:  If I were you, I’d have a hot drink before you go to bed. I often have… what’s it called? It’s similar to hot chocolate. Teacher:  Do you mean cocoa? Student C:  Yes, that’s it. Drinking cocoa or any milky drink can often help you to sleep. But you shouldn’t drink coffee. Student A:  Why not? Student C:  Because it’s got something in it – um… something that makes you feel awake. Teacher:  Caffeine? Student C:  Yes, that’s the word. So if you drink too much coffee, you won’t sleep well. Teacher:  That’s right. Too much caffeine can be bad for you. I think one or two cups of coffee a day is fine, but you shouldn’t drink too much. Any other questions?

Unit 4, page 54, exercise 3, Dictation  C 2.06 1 My advice would be to stop studying an hour before bed time. 2 Have you thought about listening to some quiet music? 3 You could have a hot bath. 4 If I were you, I’d have a hot drink. 5 If you drink too much coffee, you won’t sleep well.

Unit 5, page 62, exercises 3 and 4  C 2.10

Anne Simmons:  Good morning and welcome to Society Today. I’m Anne Simmons, and in this week’s programme, we want to look at manners. What effect is globalization having on the way we behave and treat others? I decided to find out and I started by asking Professor Samuel Morrison why we have manners. Professor Morrison, welcome to the show. Professor Morrison:  Thank you. Well, manners are rules about ‘correct’ behaviour. But these rules change with the times. For example, in the past, manners were often related to a person’s position in society, but that’s not so important now. Today, we have new rules, such as ‘netiquette’ for online interaction. Anne Simmons:  So etiquette varies according to the period you live in. But do manners still vary from country to country? I have here in the studio Haruki, a Japanese student. So Haruki, what do you think? Haruki:  Well, I am sorry to say that fast-food restaurants have changed how we eat. In the past, people preferred eating slowly while talking to other people. Now, a lot of people have stopped eating together at home. They prefer to eat very quickly and alone. I’ve also noticed that people blow their noses in public. For the Japanese, blowing your nose in public is the worst kind of rudeness. In Japan, you must go to the bathroom to do this. Anne Simmons:  Thank you, Haruki. Also in the studio is Huan, a Chinese student. Huan, what differences have you noticed between Britain and China? Huan:  In China, you should leave a little food on your plate when you finish a meal. If you don’t, it looks like you haven’t had enough to eat. In Britain, it’s the opposite. I mean, you should leave an empty plate. That way the cook knows you enjoyed eating the food! Anne Simmons:  Thank you. So, some manners are becoming more international, but there are still differences. Before travelling, find out about good and bad manners in other cultures, and remember, politeness and respect for others are everything when you are travelling.

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Unit 5, page 66, exercise 2  C 2.13

Ratka:  Hi guys. Nick & Lucy:  Hi Ratka. Ratka:  Now, I’ve confirmed all bands, theatre groups and dance acts for the festival. We’d better finish the advert next. Nick:  It’d be great if we could advertise it on TV, wouldn’t it? Lucy:  I’m not sure that’s possible, Nick, to be honest. It’d cost too much money. Ratka:  Lucy’s right, Nick. Now, let’s look at the flyer. There are sure to be mistakes. Lucy:  Mm, it looks good; very professional. But, um, perhaps we could give the festival a better name. Nick:  Yeah, Lucy’s right. How about Arts in the Park? Ratka:  That’s great! Let me just write that down… Ratka:  Now, what about the ticket prices? Lucy:  Mm. We could consider offering 20% off for students. A discount could make a big difference to them. Nick:  That’s a good idea, Lucy. It’ll help to attract more people. Ratka:  OK, why don’t we finalize the order of the performances? Nick:  Um, I think 9 p.m. might be a bit late for The Gruffalo. It’s unlikely that many kids will be there at that time. It may be better to have the play in the morning. Ratka:  Nine o’clock? That can’t be right. There must be a mistake there. It should be at eleven o’clock in the morning. Lucy:  Yes, that’s definitely the best time. Ratka:  OK, eleven o’clock… Lucy:  Ah, perhaps we could change the times of the dance events. Let’s have the folk dancing at eleven and the Dance Marathon at one thirty. Ratka:  Good idea. OK, well I’ll just…

Unit 5, page 66, exercise 3, Dictation  C 2.14 1 We’d better finish the advert. 2 It’d be great if we could advertise it on TV. 3 I’m not sure that’s possible. 4 There are sure to be mistakes. 5 Perhaps we could give the festival a better name. 6 How about Arts in the Park? 7 We could consider offering 20% off. 8 Why don’t we finalize the order of the performances? 9 It’s unlikely that many kids will be there at that time. 10 Perhaps we could change the times of the dance events.

Unit 6, page 74, exercises 4 and 5  C 2.18

Young comedian:  So, I went to the doctor and explained that I got a terrible pain in my eye every time I drank a cup of tea! He told me to take the spoon out of the cup before drinking!! Presenter:  Oh dear! That was a young comedian who was participating in an open-mic night at the Broadway Comedy Club last week. An open-mic night is a show when members of the audience can get on stage and perform a short comedy act. It’s an opportunity for newcomers to experience what it’s like to be a professional comedian. Most people discover that it’s not easy! So what’s the secret to being a good comedian? Chris Hancock teaches comedy classes once a week at the Weston Comedy Club. I asked him whether he could give us a few tips.

Chris Hancock:  A student asked me what the most important skill was for a comedian. I replied that it was the ability to make the audience like you. He also asked me if I made jokes about myself. I replied that there were two types of comedian: comedians who laugh at themselves and comedians who laugh at the world. I told him that it was important to decide which type of comedian he wanted to be. I nearly always laugh at myself, by the way! Presenter:  OK! And what other things do comedians need to decide? Chris Hancock:  Well, you need to decide what type of act to do. Are you going to do lots of short jokes, long monologues, or sketches? Presenter:  So when you’ve decided on the type of comedian you want to be and the details of your act, what next? Chris Hancock:  Your material, the script! Think carefully about your audience and what will make them laugh. Also, watch the news frequently so that your jokes are up-to-date. And don’t tell jokes that insult groups of people; insulting people is never funny! Presenter:  Thanks very much Chris.

Unit 6, page 78, exercises 2 and 3  C 2.20

Ms Roth:  Are you all ready for today’s book club meeting? George:  Erm Ms Roth… I think we’re missing a chair. Elliot:  There’s one over here. Ms Roth:  Great, so let’s decide what ratings we’re going to give this month’s books so that we can upload the reviews to the website. You’ve all read Night School Resistance by C.J. Daugherty, so what did you all think about it? Krissie, perhaps you could start today. Krissie:  ‘Chilling’ is the best word to describe it. I was really scared, but I still loved it. What about you, Elliot? Elliot:  I couldn’t agree more. To my mind, it’s one of the best teen novels around. Ms Roth:  OK. And you, George? George:  Mmm… In my view, the Night School series has gone as far as it can go. I mean, this is the fourth book in the series now, isn’t it? Don’t get me wrong, I enjoyed reading the first three, but it’s getting a bit unoriginal now. My view is that this should be the last in the series. Ms Roth:  I agree up to a point, but I think we should treat each book separately. So, let’s rate this one here in the review. Elliot:  That’s a good idea. Who wants to be first? Krissie:  Shall I go first? I’d say it’s a four. George:  I’m between a three and a four. Elliot:  Four. Ms Roth:  OK, a four it is then.

Unit 6, page 79, exercise 7, Dictation  C 2.21

Ms Roth:  Let’s look at If I Stay next. George:  In my view, this is so well-written. Five from me. Elliot:  I read it last year and I love it now as much as I did then. To my mind, this is the best of the three. I say five. Krissie:  Really? I thought it was OK, but I wouldn’t give it more than a three. Ms Roth:  Well, the majority wins. So five it is. OK, the last book is Sofi Mendoza’s Guide to Getting Lost in Mexico. Elliot:  This is a romantic adventure, but it’s dull, in my opinion.

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Krissie:  I agree with you mostly. From my point of view, it’s a three and a half. What did you think, George? George:  I couldn’t agree more.

TV Presenter:  Thanks Anna. How very disappointing! I’ll buy you a present next time the sun shines. And that’s a promise! Now with today’s sport...

Project 2: Before you start, page 82  C 2.22

Unit 7, page 92, exercises 2 and 3  C 3.05

Alex:   Hello! My name’s Alex and this is Katie. In this presentation, we’re going to tell you about all the fun things we’ve organized for your day trip on 6th April! Katie:   We’re going to leave early in the morning because there are lots of places we want you to visit. We’ll meet at quarter to nine outside the school and the coach will leave at nine. If you’re a football fan, I think you’ll enjoy our first stop. We’re going to visit Old Trafford, the home of the city’s greatest football team, Manchester United! Man City fans wouldn’t agree with me, though! The tour lasts an hour, and then there’ll be time to buy souvenirs in the gift shop. After that, we’re going to go to the biggest park in the city, Heaton Park. We’ll arrive at about one o’clock and we’ll have a picnic lunch if the weather’s good enough. Alex:   Thanks, Katie! After lunch, you can choose what you want to do in Heaton Park. You can go to the animal centre, hire a rowing boat on the lake or just chill out. Again, it’ll depend on the weather. A bit later on, we’re going to take you into Manchester city centre. You’ll have a couple of hours there to explore. If you’re into shopping, you could go to the Arndale Centre. Our final activity of the day will be dinner at one of our favourite restaurants. We’re going to take you out for a British classic: fish and chips! Katie:   Finally, here are a couple of practical tips. Manchester can be cold and wet in April, so bring an umbrella and a warm coat! Also, I’d recommend wearing comfortable shoes, as you’ll spend a lot of the day walking around. That’s all for now, but if you’ve got any questions, just get in touch. We’re really looking forward to showing you our city!

Unit 7, page 88, exercises 5 and 6  C 3.03

News anchor:  ... and now Angela González reports on an innovative plan to try to stop some of the 1000 tornadoes that hit the USA every year. Angela:  Tornadoes destroy property and kill people and scientist, Rongjia Tao, believes it’s time we stopped them. He is presenting his idea for the construction of giant walls in Denver next week. The walls will be over 300 metres high and 45 metres wide, but will they be big enough to resist a tornado? News anchor:  A giant wall, what a great idea! And that’s all for now… Radio voiceover:   Every once in a while we hear of strange weather phenomena like this story from Lajamanu, a small town in the Australian desert, 400 kilometres from the coast. Eyewitness:  “It had just started to rain hard, when I noticed white things falling out of the sky and moving around on the ground. It was raining fish! There were fish everywhere!” Radio voiceover:  How very interesting! Find out more about the day it rained fish. Weird Weather starts next Wednesday at 7 p.m. on Radio 3. TV Presenter:  OK, it’s time to see if Anna Logan has some good news about the weather for the weekend. Weather woman:  Unfortunately not, Tom. Those black clouds coming in from the Atlantic show that today’s drizzle is going to turn into heavy rain this evening. We also think that the breeze will turn into gales tomorrow, I’m afraid.

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Announcer 1:  Don’t miss the grand opening of Milton Planetarium on Saturday, 3rd June. It’s guaranteed to be the most exciting day of the year. Milton Planetarium has all the latest technology and hundreds of interactive exhibits. It promises to be one of the most educational leisure options in town. There’s never been a more enjoyable way to learn about the planets. And get there early, because we are giving a year’s free entrance to the first three visitors! Milton Planetarium is where science rocks! Announcer 2:  Incrediview Cinema is a must for all film fans, with as many as ten top films to choose from every day. Don’t miss our Super Wednesday deal with 30% off all ticket prices and a free soft drink for all cinema goers. Incrediview Cinema – the only cinema in town with real Digital 3D. Announcer 3:  Keep cool on the ice this summer at Hockey Dock – and discover the joy of ice skating. Train with the best coaches in the world at our state-of-the-art ice rink. We offer training sessions in speed skating, figure skating and ice hockey. And if you just want to skate for fun, Hockey Dock is the place to go. Planning a celebration? Make your birthday extra special by having your party on the rink. Opening times: Monday to Thursday 4 p.m. to 9 p.m., Friday to Sunday 9 a.m. to 11 p.m. What are you waiting for? Discover the Hockey Dock.

Unit 7, page 93 exercise 5, Dictation  C 3.07

Megan:  How about the Incrediview Cinema? It’s the only 3D cinema in the country! Joe:  I’d like to do something a bit more interesting. Harry:  Well, I think the planetarium is the most interesting place. And it’s more educational than the other options. It’s where Science rocks, remember! Megan:  I’m not sure. The planetarium might be educational, but it won’t be as exciting as the Incrediview Cinema. Incrediview Cinema is also less expensive than the planetarium. Joe:  Well, I think Hockey Dock is the place to go. It’s much more exciting than the planetarium and it has more activities than the cinema. It’s also the most active leisure option. Megan:  So, we’ll not only have fun, but we’ll also keep fit! I like that. What do you think, Harry? Harry:  Well, OK. I don’t mind going to Hockey Dock. Joe:  Excellent, thanks, Harry. So, what are we waiting for? Let’s go!

Unit 8, page 100, exercises 4 and 5  C 3.11

Podcast presenter:  Welcome to Talking Animals. This week we’re talking to zoologist Zoe Adams about animal communication. How is animal communication similar to human communication? Zoe:  Well, both animals and humans use body language and facial expressions to show feelings of anxiety, sadness or affection, for example. Think of how dogs wag their tails when they’re happy, for example. Animals and humans also use their sense of smell to discover information about other people or animals. Podcast presenter:   Right. And whose sense of smell is better?

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Zoe:  It’s usually the animal’s, but they use their smell to collect different types of information. Some sharks can smell a small drop of blood from 300 metres away. Podcast presenter:  What about communication between groups of animals, such as flocks of birds or troops of monkeys? Zoe:  Well, a researcher at a zoo in England has observed that Mandrill monkeys cover their eyes with their hand when they don’t want to communicate. None of the people at the zoo know where the gesture came from, nor does the researcher. It appears that the monkeys invented the gesture themselves. Podcast presenter:  So some animals can invent new types of communication? Zoe:  Exactly. Monkeys also use sounds to communicate. One study identified 120 sounds that monkeys use to warn of different dangers. Podcast presenter:  Incredible! So, finally, you’re going to tell us about two elephants and their special friendship. Zoe:  Yes, it’s the story of two circus elephants, Jenny and Shirley, who were reunited after they had been separated for twentytwo years. Jenny was rescued from the circus by an elephant sanctuary, but Shirley continued to work in circuses and was badly treated. She was also kept on her own. Eventually, Shirley was rescued by the same elephant sanctuary and the two elephants were reunited. Podcast presenter:  What happened when they saw each other? Zoe:  Their happiness was amazing! It was obvious that they hadn’t forgotten each other and were still great friends. Podcast presenter:  So elephants never forget! Well, thanks very much for joining us Zoe. Zoe:  Thank you.

Unit 8, page 104, exercise 3  C 3.15

Presenter:  B – picture one Speaker:  Before you start assembling, look at the list of contents and check that you have all the correct parts. Hopefully you haven’t lost anything! Presenter:  C – picture two Speaker:  The first thing you should do is attach the small top piece of the cajon to the sides. Make sure that all the edges are aligned. If the edges aren’t matched, your cajon will be unstable – and nobody wants to fall off their cajon! Then put glue on the edges. Repeat for the bottom piece. Presenter:  A – picture three Speaker:  The next step is to put the two straps around the box. While the glue is drying, put the snare into the box. With a snare, you get a better range of sound. That way, you can use it to play all kinds of music. Presenter:  F – picture 4 Speaker:  Then fix on the back piece of wood. Use the screws to do this. Make sure the hole is at the top, not at the bottom. After that, you should screw on the front piece. Then you can remove the straps. Presenter:  E – picture 5 Speaker:  The last step is to attach the rubber legs to the bottom of the cajon. Your cajon is now ready for playing. You’ll soon be creating amazing sounds that will be music to everyone’s ears! Presenter:  D – picture 6

Speaker:  Finally, perhaps you could paint something on it to give it your own style. Happy playing!

Unit 8, page 104, exercise 4, Dictation  C 3.16 1 Before you start assembling, look at the list of contents. 2 The first thing you should do is attach the small top piece of the cajon to the sides. 3 The next step is to put the two straps around the box. 4 Then fix on the back piece of wood. 5 The last step is to attach the rubber legs to the bottom of the cajon. 6 Finally, perhaps you could paint something on it to give it your own style.

Unit 8, page 104, exercise 5  C 3.17 1 You’ll soon be creating amazing sounds that will be music to everyone’s ears! 2 Hopefully you haven’t lost anything! 3 Nobody wants to fall off their cajon! 4 Perhaps you could paint something on it to give it your own style.

Unit 9, page 112, exercises 3 and 4  C 3.21

Presenter:  Welcome to this week’s episode of … Modern Heroes! Today, we’re looking at people with amazing double lives! Here’s Sean with our first hero from New York! Sean:  Lyndsey Scott is a top model who has worked for some of the world’s most famous fashion houses. But it seems that the glamorous world of fashion isn’t challenging enough for Lyndsey because she has another job as well! Her night job is quite different. Lyndsey is a computer programmer and she has already created seven apps for smartphones. Lyndsey plans to continue developing apps in the future. Presenter:  Wow! What interesting jobs! Now we’re going to hear from Alex, who is reporting from the Mediterranean island of Menorca. Alex:  If I wanted some financial advice while I was on Menorca, I’d visit the bank where José Tuduri works. And if I wanted to have some fun … I’d also speak to José! Because when the long summer nights arrive, José the bank manager becomes DJ Chicha! José told me that he found working with people very rewarding. That’s good because over 4,000 people have come to the town of Sant Climent to watch him in action! DJ Chicha not only plays good music, but he also leads the crowd in enormous group dances! Presenter:  Really? How cool! Now onto our last modern hero, who is from Belfast. Lilly, tell us all about him. Lilly:  Well, by day, Tim Friers works as the head of design for an international publisher. He said his job was very varied. His other job is also creative and provides a good opportunity to release some stress. Tim is also a singer-songwriter and leader of the band Tim Friers and the Mercenaries! Tim said it was great that both his jobs were so creative. He can use his design skills to create album covers, T-shirts and lots of other products which are used to market the band. The band regularly plays at festivals and have just released an album which they are busy promoting at the moment. Presenter:  No way! How exciting! Hey, Lilly, can I just ask you one more question…

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Unit 9, page 116, exercises 3 and 4  C 3.23

Maggie:  Hello, Maggie speaking. How can I help you? James:  Oh, hi. I want to organize a trip this summer and I’ve been looking at your website, but I don’t really know where to start. Maggie:  OK, don’t worry. The first thing you should decide is what type of trip you want to go on. Give this a lot of thought, or you might not make the best use of your summer. Can you see the search box on our website which says ‘I’d like to...’? James:   Oh yeah. Got it. Maggie:  Have a look at the options there and decide what kind of trip you’d like to make. James:  Well, I’d like to work while I’m travelling. Maggie:  What kind of work? Voluntary or paid? James:  If I had more money, I’d do voluntary work, but financially that won’t be possible, so it’ll have to be paid. I was thinking about teaching English, perhaps. Maggie:  Now, if you look at the website there’s an option there that’ll give you more information about teaching English. James:  Great. I’ll have a look at that... Maggie:  Maggie speaking. What can I do for you? Daniella:  Oh, hi. My name’s Daniella. I want to travel and do voluntary work this summer. I know it’s a bit late to start planning, but can you help me? Maggie:  Don’t panic. My advice would be to book a complete package. Daniella:  What’s that? Maggie:  Well, we offer complete packages to several destinations and make all the arrangements for you. All you have to do is decide where you want to go. Daniella:  I’d quite like to go to Africa. Maggie Well, our East Africa package involves taking part in a volunteer project. But, hurry. If you don’t start getting organized soon, you won’t have enough time to get the visas and the vaccinations you need to go to Africa. Book soon, otherwise you might not get the place you want. Daniella:  Let me just see what it’s all about…

Unit 9, page 117, exercise 6, Dictation  C 3.25 1 Well, never leave without travel and medical insurance. 2 Also, it’s essential to be familiar with local customs and laws. 3 You should research local prices otherwise you might pay more than necessary. 4 And always watch out for taxi drivers. 5 Never get into the car before agreeing the price.

Unit 1, page 123, Skills practice, exercises 1 and 2  C 4.02 There’s no doubt about it: we all need holidays. Whether we stay at home or travel to distant destinations, holidays allow us to take a break from our daily routine. For some people, they’re a chance to relax or spend time with friends and relatives. But holidays can also be an opportunity to change the world. One way that people can use their free time to make a difference is through The Otesha Project. Each year, the project organizes six-week cycling tours. Some days are spent cycling, but not all of them. Participants stop in different places around the UK to work on community, education and farm projects.

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Depending on the route you take, you could help to build classrooms using environmentally-friendly materials or organize the sale of boxes of local organic vegetables. Otesha’s cycling holidays not only make a difference to the environment, but they can also transform the lives of the people who participate in them. Another organization that helps people to combine adventure with volunteering is Amanzi Travel. Their slogan is ‘Do something amazing’ and you’ll do just that on one of Amanzi’s volunteering holidays in Africa. These trips allow you to discover Africa while getting involved in a variety of projects. You might assist animal conservationists by recording information about wildlife and their habitats. Or you could help local people by working in clinics, looking after young children or teaching. Volunteers can also use the trip as an opportunity to try out the local language. Tours last from two days to three months and there are over 100 different tours available – you simply choose your tour and Amanzi’s supportive staff will make all the arrangements. So if you’ve got some free time, why not consider one of these trips? You could make a real difference to the world and it might just change your life too.

Unit 3, page 127, Skills practice, exercises 1 and 2  C 4.03

Radio presenter:  Hello, ciao, hola, bonjour, guten tag, buongiorno, shalom. You might have already guessed that today’s subject is languages – specifically, the kinds of language learners that we call ‘hyperpolyglots’. My guest is language expert Sonja Mathieson. Sonja, what’s a hyperpolyglot? Sonja:  Well, there are different categories of language learners. There are monolinguals, who speak one language, and bilinguals, like me, who speak two. Then there are polyglots, who speak several languages, and finally hyperpolyglots, who speak lots of languages. Radio presenter:  When you say ‘lots of’ languages, how many is that? Sonja:  Well, Ray Gillan, who’s in his fifties, can speak eighteen languages. And Emil Krebs, another hyperpolyglot, speaks sixtyeight languages. Radio presenter:   Sixty-eight! How is that possible? Sonja:  Well, human brains are incredibly powerful and we’re all able to absorb language at amazing speed. But hyperpolyglots’ brains appear to be especially good at acquiring language. While some people find language learning difficult or boring, hyperpolyglots find it easy and enjoyable. They seem to be able to hear a new word, store it and use it when they need to. Radio presenter:  So brains are a bit like computers... Sonja:  The human brain is similar to a computer in that it processes and stores great quantities of information. However, the brain is more powerful because it can do something that a computer can’t: interpret the information that it processes. Radio presenter:  And brains don’t crash like computers, even when they have to process a lot of information, as hyperpolyglots often have to. Sonja:  That’s an interesting point. The thing is, hyperpolyglots don’t usually have to use all their languages at the same time. The brain is able to store information and activate it when it’s needed. Radio presenter:   So why do hyperpolyglots learn all these languages? I imagine they don’t use them every day.

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Sonja:   I think some hyperpolyglots love communicating online with each other and with native speakers. But most are just fascinated by how languages work and enjoy the learning process. Radio presenter:   That’s very interesting. Thank you, merci, danke and obrigada for teaching us about hyperpolyglots!

Unit 5, page 131, Skills practice, exercises 1 and 2  C 4.04

Hi, everyone. Today I’m going to talk to you about emperor penguins, the largest species of penguin. Emperor penguins live in Antarctica, in a kind of community called a ‘rookery’. A rookery contains several families – from about ten to as many as a hundred. These communities are extremely important because the penguins’ survival depends on how well they cooperate with one another. They all have specific roles to play in the rookery and young penguins are taught to be respectful of the other members. The rookery is especially important during the extreme Antarctic winter, which is when the penguins breed. At the beginning of the season, the penguins walk between 50 and 120 kilometres from the sea to their breeding area. Each female lays only one egg each year, so it’s extremely important to protect it. But it isn’t the female who looks after the egg – it’s the male. While the female goes back into the sea to feed on fish, the male protects the egg by keeping it under his feet. For two long, cold months, the male penguins in the rookery stay close to each other to keep warm. They show consideration for each other by taking turns to be in the middle of the group, where it’s warmer. When the females return to the rookery two months later, they use their voices to communicate with the males. Each male responds in a special voice to tell his partner where he is. The females arrive just as the egg hatches. Then they feed the young penguins with fish that they’ve carried from the sea in their stomachs. But soon afterwards, the family splits up again. This time, it’s the males who return to the sea to find food for the young penguin. Males can lose up to 50 percent of their body weight while they’re waiting for the females to return, but they’re still fit enough to make the long journey to the sea. Again, the rookery is important, as the penguins work together to catch fish. Well, that’s the end of my presentation. I hope you enjoyed it.

Unit 7, page 135, Skills practice, exercises 1 and 2  C 4.05

They might not be a common sight on our roads yet, but it’s likely that they soon will be. These vehicles are able to navigate and avoid obstacles without the need for a human driver. In fact, developers claim that driverless cars do these things better and more safely than people, thanks to radar, GPS and sophisticated software. Experts predict that, in time, this technological development could change our world in ways that we can only begin to imagine. One question that people are asking is how driverless cars could affect public transport. At the moment, taxis are expensive because we have to pay people to drive them. Buses and trains are cheaper, but they don’t take us directly to our destinations. Individual driverless taxis could solve both problems. You would no longer be limited to a particular bus route or train line if you could simply get into a car and tell it where to go. If driverless taxis were as cheap as buses or trains, public transport as we know it today might disappear completely.

Driverless cars could transform our cities in other ways too. At present, car parks are built in city centres because people want to be near their cars. But if we had driverless cars, we’d be able to get out of our vehicles in the centre of town and leave them to drive themselves to car parks outside of the city. Then there would be more space in the city centre for shops, restaurants and houses. Driverless technology could change where people live, too. If you work in a city and live in a rural village, you probably spend a lot of time driving. But what if you didn’t have to drive the car yourself? What if you could sleep during the journey, watch a film, or even work out on an exercise bike? If our cars became extensions of our homes, a two-hour journey wouldn’t be a problem. And then we wouldn’t have to live in cities at all. Of course, no one knows if or when these things might happen. However, it seems likely that one day, driverless vehicles will dramatically change the way we travel, work and live.

Unit 9, page 139, Skills practice, exercises 1 and 2  C 4.06

Teacher:  Hi, Jett. Don’t you have a class now? Jett:  No, I’ve got a free period. I’m going to the library to fill in an application form. Teacher:  Really? What for? Jett:  It’s for a training session that I’m hoping to take part in. Teacher:  That sounds interesting. What kind of training is it? Jett:  It’s called ‘Zuu’. Teacher:  ‘Zoo’ as in animals? But I thought you wanted to be a fitness trainer after you leave school. Jett:  I do! No, it’s spelt Z-U-U. It’s a fitness programme that trains the whole body by making you move like different animals. For example, you might have to crawl like a bear or hop like a frog. It’s a fantastic way to keep fit. The exercises aren’t as repetitive as they are in a lot of other fitness programmes. Teacher:  It sounds very innovative! Will the Zuu training programme help you when you leave school? Jett:  Definitely. I’ve decided to specialize in fitness training after leaving school. I don’t want to do anything academic, so it seems like a good choice for me. And Zuu is about to become the next big thing in fitness, so finding a job shouldn’t be too difficult. Teacher:  It’s good that you’ve made up your mind. After all, you’ve only got one semester left before you leave. You’re very good at sport, so I’m sure you’ll succeed in the training programme. But is it a good idea to concentrate on just one technique? Jett:  It isn’t just a technique; it’s a whole new way of thinking about keeping fit. The sessions I’ve done so far have been really motivating. The guy who created it says that anybody can do Zuu and that it burns a lot of calories quickly. He points out that we never see overweight animals – but we see lots of overweight people. Teacher:  It sounds funny. Jett:  Yeah, it is! Before I tried it, I was worried that I’d look uncool but I soon forgot about that because it works. You use your whole body, so you can feel a big difference very quickly. And it’s sociable. When you participate in a Zuu session, you have to work in a group – like animals. They even call the participants a ‘pack’, as if you’re wolves. It’s good for people who aren’t used to being around other people. Teacher:  Maybe you could give us a demonstration next term! Jett:  Yeah – OK!

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Unit 1, page 140, Focus on Geology, exercises 3 and 4  C 4.08

OK … so now we’re going to look at the four main types of volcanic structure. Let’s start with the cinder cone volcano. These volcanoes have a conical shape and they have steep – almost vertical – sides. Cinder cones are quite explosive. They erupt every twenty years, on average. The next type of volcano is the shield volcano. These are much flatter and wider than cinder cones, with very gentle slopes. The sides are not vertical, at all. Shield volcanoes can be very big and up to 160 kilometres across. Shield volcanoes can be very active, but their eruptions aren’t very explosive. The islands of Hawaii have lots of these types of volcanoes. Right, the third type of volcano is the composite volcano. Some of the world’s most famous and spectacular volcanoes are in this category. Mount Kilimanjaro in Tanazania, Mount Fuji in Japan, Mount Vesuvius in Italy and Mount Teide on the island of Tenerife in Spain are all composite volcanoes. They’re made from alternating layers of lava and ash and, in a way, they’re a combination of cindercone and shield volcanoes. The eruptions from these volcanoes can be really dangerous, destroying everything in their path. Composite volcanoes can last for millions of years. OK… the last type of volcanic structure is called a lava dome. These are circular projections of lava that come up through the Earth near to a volcano’s main opening. The lava is very thick and builds up into a dome shape. Lava domes grow quite slowly. So, does anyone have any questions before we move on?… Yes, Chloe…

Unit 2, page 141, Focus on History, exercise 3  C 4.10

Hannah:   Hey, Nathan, what’s up? Are you revising?! Nathan:  Yes, we’ve got the Cold War test this afternoon! Hannah:  Er, I know! I’m ready for it. Give me that book. I’ll give you a quick test. Ready? Nathan:  Er… OK! Ready. Hannah:  Right… let’s have a look at this timeline … OK… in what year did the USA drop atomic bombs on Nagasaki and Hiroshima to try to end World War Two? Nathan:  Oh, um… 1945. Hannah:  Correct! What was the first crisis of the Cold War? Nathan:  The Berlin Blockade! That was when Joseph Stalin, leader of the Soviet Union, blocked transport to the west side of Berlin so the Allies dropped supplies onto Berlin from the air. Hannah:  That’s right … Ahh OK, here’s a good one. What does NATO stand for? Nathan:  Oh, I know this one. It was founded in 1949 and it stands for… North Atlantic Treaty… Organization. Hannah:  Very good! OK, here’s the next one. When was the Korean War? Nathan:  Um … 1950 to 1954? Hannah:  No, sorry. It was from 1950 to 1953. Nathan:  Yeah, I knew that. Hannah:  When was the Vietnam War? Nathan:  It was from 1955 until 1975. Hannah:  OK, next questions. What was the Warsaw Pact and when was it signed? Nathan:  Right, it was signed in 1955 and it was an agreement between all the countries in the Soviet Union. It said that if one country was attacked, all the other countries in the pact would go to war too.

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Hannah:  Perfect. OK, there were two big events in 1956, the Hungarian Revolution and … Nathan:  The Suez Crisis. Hannah:  Great, full marks. Right … what happened in 1961? Nathan:  Um, … can you give me a clue? Hannah:  Think of Berlin. Nathan:  Oh, yeah! The Berlin Crisis happened and that led to the building of the Berlin Wall. Hannah:  OK, last one. When was the Cuban Missile Crisis and which countries were involved? Nathan:  It was in 1962 and it was a confrontation between the Soviet Union on one side and the USA on the other. It happened because US spy planes found missile sites in Cuba. Hannah:  Brilliant! See? You know loads about the Cold War! Nathan:  Thanks, Hannah, I do feel a bit better about it now. Hey, do you think…

Unit 5, page 144, Focus on Literature, exercises 2 and 3  C 4.13

Mr Wilkinson:  OK, who’s next? Liam! I think it’s your turn, isn’t it? What’s your presentation about? Liam:  It’s about The Curious Case of Benjamin Button. Mr Wilkinson:  OK, quiet everyone, please. Liam, over to you… Liam:  Right… um… so, The Curious Case of Benjamin Button is a fantasy story by F. Scott Fitzgerald. The setting is the American city of Baltimore in the 1860s. The plot is about a man called Roger Button who has a son called Benjamin. When Benjamin is born, he is like a seventy-year-old man and can speak perfectly! Roger Button is embarrassed about his son and tries to make him act like a baby. But Benjamin just wants to be an old man! Benjamin also gets younger as everyone else gets older. The story is told in short episodes that follow his life as he gets married, has a son, joins the army, goes to university, and then to school. In other words, Benjamin lives his life in reverse. The ending is very sad because he becomes a baby and forgets everything that has happened in his life. The characterization in the story is interesting because Benjamin’s personality changes as he gets younger. One of the most important features of a narrative is conflict. The main conflict in this story is between Benjamin and his father, and also between Benjamin and his wife and his son. The story is told from the point of view of a narrator who is telling this incredible story to us, the readers. So it’s a first-person narrative but we don’t really know who the narrator is. I think that the main theme, or message, of the story is that people shouldn’t worry about what other people think all the time. Mr Wilkinson:  Did you enjoy the story? Would you recommend it? Liam:  Yeah, I did enjoy it and I’d definitely recommend it. Mr Wilkinson:  Excellent, Liam, thank you…

Unit 8, page 147, Focus on Art, exercise 1  C 4.17

My favourite painting is a classic of modernism. It’s also one of the most famous paintings in the world. It’s just so rich and imaginative, so dramatic and expressive. It was painted when the artist was staying in an asylum in France. In reality, you can’t see the village or the church from the asylum window but it doesn’t matter. Modernism was about impressions and feelings, it wasn’t about reproducing things exactly as they are in real life.

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Unit 8, page 147, Focus on Art, exercises 3 and 4  C 4.18

Tim:  So, I’m Tim and this is my favourite painting. It’s The Scream by Edvard Munch. A lot of people find it terrifying and that’s why I like it! It’s an Expressionist portrait of a strange person who is looking at us with his mouth open and his hands over his ears. It looks as if he’s by the sea and he’s remembered something terrible, or he’s having a panic attack, but it’s not very clear. There are four versions of The Scream. They’re all on cardboard, not canvas. That’s because cardboard was much less expensive and Munch didn’t have much money at the start of his career. Adi:  I’m Adi, and my favourite type of art is abstract art and my favourite painting is called Composition Eight. It’s by Wassily Kandinsky, who is my favourite artist. The painting is incredible. It’s basically a collection of geometric shapes and lines. In 1923 this painting was revolutionary. In my opinion, Kandinsky is so interesting because he was the first artist to concentrate purely on colour, line and form instead of just trying to reproduce reality. In this painting, the composition is really interesting. There are so many shapes and it’s really dynamic, like the shapes are moving. What I love about abstract art is that it doesn’t try to be realistic; it’s open to many different interpretations.

Unit 9, page 148, Focus on Technology, exercise 3  C 4.20

Radio presenter:   OK, today we’re talking about… satellites! To explain how they work, we welcome to the show scientist and author Professor Rachel Bruce! Rachel:  Hi! Radio presenter:   So, we depend on satellites for so many things in modern life. I switch on my GPS satnav as soon as I get in the car! But how do they work, Rachel? Rachel:  Well, basically, it starts at a ground station on Earth. Ground stations are big buildings with enormous satellite dishes. The ground stations are designed to receive or transmit radio waves to thousands of artificial satellites orbiting the Earth. The satellites receive the radio waves from the ground stations and then retransmit them back to Earth. These retransmitted radio waves are received by different ground stations in other parts of the world. The ground stations are connected to our normal telecommunications networks on Earth like the internet or the telephone network. Simple! Radio presenter:  Ah, so that explains how we can watch live TV and talk to people on the other side of the world. So what about GPS? How does that work? Rachel:  Well, it was originally developed by the U.S. military and it’s the name for a group of more than twenty satellites that are positioned at different points around the world. They are always moving, circling the planet, and sending radio signals about their position and time back down to Earth. Anyone who has a GPS receiver, in their car or mobile phone, can receive signals from these satellites. The GPS receiver combines the information from four satellites at the same time and calculates its exact position on the Earth. Radio presenter:  Amazing! Rachel:  It certainly is… But, um, the problem with GPS is that if your GPS receiver can’t detect signals from four satellites at the same time, it won’t work.

Radio presenter:  Ah, so if there are obstructions like buildings or trees, your GPS receiver won’t function correctly? Rachel:  Yes, that’s right. Radio presenter:  Well, Rachel, we’re running out of time unfortunately but that was great …

Pronunciation, page 150, unit 4, Sentence stress, exercises 2, and 3  C 4.27 1 Hot is the opposite of cold. 2 What do you think we should do? 3 Salsa is a kind of dance. 4 Make sure you stretch before you do exercise. 5 I recommend eating toast for breakfast.

Pronunciation, page 150, unit 5, Stress with phrasal verbs, exercises 2 and 3  C 4.28 1 grow up take something up 2 fall out work out 3 switch something on get on 4 tell somebody off get off 5 calm down slow down C 4.32

/θ/ thunderstorms thief thumb thirsty something Thursdays

/ð/ brother that father mother this together

Pronunciation, page 151, Unit 8, Sound /w/, exercise 3   C 4.37 1 when water 2 sweet equipment 3 waitress while 4 wall wear 5 away which 6 nowhere everyone 7 window winter 8 whether white

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Workbook Audio scripts The workbook audio is available on Spectrum 4 Voc App, or via www.oxfordpremium.es

Unit 1, Listening practice, page 80, exercises 1 and 2    1.1

Radio presenter:  Volunteer tourism, or ‘voluntourism’, allows people to travel while helping local people and wildlife. It’s an industry that’s growing fast. In fact, over 1.6 million people already choose this kind of holiday every year. My guest is Louise Richardson, who’s just returned from a volunteering holiday. Welcome, Louise. Can you tell us about your trip? Louise:  Of course. I spent this summer in Borneo in Southeast Asia, where I was working at a centre for orangutans. Radio presenter:  How amazing! Louise:  Yes, it was wonderful. My favourite part was hanging out with the baby orangutans. They were adorable. Radio presenter:  What gave you the idea of going on a volunteering holiday? Louise:  I wanted to make the most of my summer and do something to make a difference instead of just lying on a beach. Then I saw a television documentary about the Great Orangutan Project, which made a big impression on me, and I knew immediately how I wanted to spend my holiday. Radio presenter:  Now, voluntourism has faced some criticism, hasn’t it? People have suggested that perhaps, for some volunteers, the motivation is to improve their CV or upload exciting photos to Facebook. What’s your view on that? Louise:  I can’t speak for everybody, but personally, I believed in the project and wanted to help. Of course, there were lots of benefits for me. It was a fantastic adventure and I made some great friends. But if you can enjoy yourself and do something useful at the same time, why not? Radio presenter:  What advice would you give people who’d like to try voluntourism? Louise:  Remember that you’re there to get things done, not to relax. Also, be aware that it isn’t cheap. Volunteers usually have to pay for flights, accommodation, food and other things. And finally, make sure the organization is dependable, especially if you’re travelling to an unfamiliar part of the world. Radio presenter:  Thanks, Louise. To find out more about volunteering…

Unit 1, Listening practice, page 80, exercise 4, Dictation    1.2

1 It’s an industry that’s growing fast. 2 Then I saw a television documentary about the Great Orangutan Project, which made a big impression on me. 3 And I knew immediately how I wanted to spend my holiday. 4 It was a fantastic adventure and I made some great friends. 5 Make sure the organization is dependable.

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Unit 2 Listening practice, page 81, exercises 1 and 2     2.1

As I arrive at Marienplatz, the main square in the German city of Munich, the first snow starts to fall. The temperature is minus two degrees, but thanks to my thick coat, hat, scarf and gloves, I’m not thinking about the cold. Instead, I’m enjoying the magical sight of my first German Christmas market. Whether you’re buying presents or just want to enjoy the atmosphere, a visit to a German Christmas market is the perfect way to celebrate the winter. These markets are famous throughout the world, and it’s easy to see why. The square has been transformed into a winter wonderland. There are around 150 traditional market stalls selling all kinds of beautiful things, from wooden decorations to handmade candles. In front of the Town Hall is Munich’s famous Christmas tree, which is about 30 metres high and decorated with more than 2,500 lights. The sky above the square is full of bright stars and the air smells of spices, Bratwurst sausage and freshly baked biscuits. My main reason for being here is to buy presents for my family. But I can’t resist the delicious biscuit smell so I decide to follow it. I find myself at a stall selling Lebkuchen, beautifully decorated biscuits in the shape of stars and hearts. I buy a bag of six biscuits and then continue walking around the square, stopping to listen to musicians and take photos. I’ve never been a fan of shopping, but this is wonderful – much more fun than being in a crowded department store. The market in Marienplatz is the oldest Christmas market in Munich – it started in the 14th century – but it isn’t the only one. There are twenty other Christmas markets here and many more in other German cities. German Christmas markets are very popular so make sure you book your travel and accommodation early to find the best price for your trip. Prices for a return flight to Munich …

Unit 2 Listening practice, page 81, exercises 4 and 5, Dictation    2.2

1 As I arrive at Marienplatz, the main square in the German city of Munich, the first snow starts to fall. 2 A visit to a German Christmas market is the perfect way to celebrate the winter. 3 There are around 150 traditional market stalls selling all kinds of beautiful things. 4 This is wonderful – much more fun than being in a crowded department store. 5 The market in Marienplatz is the oldest Christmas market in Munich…

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Unit 3 Listening practice, page 82, exercises 1 and 2     3.1

Presenter:  Hello, and welcome to this week’s edition of Technology Matters. People often say that knowledge is power, and that’s never been more true than in the current internet age. Nowadays, thanks to all the information that’s available, anyone can, in theory, become an inventor. With me in the studio to discuss this is Dr Alan Morgan, who teaches science at Wood Farm College in London. Dr Morgan, in recent years, we’ve seen various examples of teenagers becoming successful inventors, haven’t we? Dr Morgan:  Absolutely. Take Eesha Khare, for example. She was only 18 when she developed a mobile phone charging device. Eesha’s device was amazing because it could fully charge a phone in seconds – not hours, like most chargers. Presenter:  And then there’s Deepika Kurup. Dr Morgan:  That’s right. When Deepika won a prize for her invention in 2012, she was only fourteen years old. She created a solar-powered system for purifying water. On a trip to India, she’d been shocked to see children drinking dirty water, so she decided to try to do something. Presenter:  And do you think other young people can be inspired by examples like these? Dr Morgan:  Definitely. In the past, technical knowledge was available to few people. Now thousands of video tutorials are uploaded to the internet every day. Maybe you’ve never worked in electronics. Perhaps you haven’t even left school yet. It doesn’t matter. The information is out there and people are using it to teach themselves new skills. Presenter:  But presumably, even with all this knowledge, you’ve still got to be a special kind of person to be an inventor, haven’t you? Dr Morgan:  Yes, I think so. You need creativity to identify a problem and think of a solution. You also need to be passionate about changing the world. And above all, you have to be able to convert that creativity and passion into action and get things done. Perhaps not everyone has these qualities, but for those people who do, the possibilities are almost infinite. Presenter:  An inspiring message there. Dr Morgan, thank you very much for joining us.

Unit 3 Listening practice, page 82, exercise 5, Dictation    3.2

1 People often say that knowledge is power… 2 Take Eesha Khare, for example. 3 And then there’s Deepika Kurup. 4 And do you think other young people can be inspired by examples like these? 5 In the past, technical knowledge was available to few people.

Unit 4 Listening practice, page 83, exercises 1 and 2    4.1

Grace:  Hi Jacob! What are you drinking? Jacob:  Hello, Grace. It’s an energy drink. It’s the Maths exam tomorrow and I’ve got to revise this evening. I’ll have to go to bed late, I think. Grace:  I wouldn’t drink that stuff if I were you. Have you looked at the ingredients? My sister says that those drinks make your heart rate much faster and then you feel anxious. Instead of helping you concentrate, they can have the opposite effect. Jacob:  How does your sister know so much about energy drinks? Grace:  Because she’s training to be a nutritionist. She’s been studying for three years. Jacob:  A nutritionist? Grace:  Yeah, someone who knows about the relationship between food and health. Jacob:  That sounds interesting. So what does she recommend, then? Grace:  Eggs! Jacob:  Eggs? Grace:  Apparently, they’re very good for the brain, and especially for the memory. Jacob:  I love eggs, so that explains why I’m so intelligent! Grace:  Actually, I was going to suggest that you should start eating more of them! Jacob:  Very funny! Grace:  Anyway, eggs also help your muscles grow stronger, so if you eat them regularly, you won’t have aching muscles after working out. Jacob:  Really? And what else does your sister say we should eat? Grace:  Well, you’ll have more energy if you eat bananas. Natural sugar from fruit is much better for you than the sugar that they add to energy drinks. She says we should cut down on fast food and that kind of thing. Apparently, it slows down our brains and can make us feel stressed. Jacob:  That sounds scary! OK, so I’ll have to eat an egg salad and a banana for dinner this evening. Do you think that’ll help me stay awake? Grace:  Probably. But studying all night isn’t a very good idea either. Jacob:  Are you going to tell me that I need to drink a glass of hot milk and go to bed at nine o’clock? Grace:  I don’t know. Maybe nine o’clock is a bit early! But a glass of milk does help people relax before going to sleep. Jacob:  Well, if it helps me pass my exams, I’ll try it! Thanks, Grace.

Unit 4 Listening practice, page 83, exercise 4, Dictation    4.2

1 It’s the Maths exam tomorrow and I’ve got to revise this evening. 2 I wouldn’t drink that stuff if I were you. 3 She says we should cut down on fast food and that kind of thing. 4 Do you think that’ll help me stay awake? 5 I don’t know. Maybe nine o’clock is a bit early!

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Unit 5 Listening practice, page 84, exercises 1 and 2    5.1

Hi, everyone! My name’s Natalie. Welcome to my video ‘Three questions I’m often asked about blogging’. I’ve been writing a successful blog for three years and I absolutely love it. In this video, I’m going to explain why I enjoy blogging so much. So when I tell people that I have a blog, the question they usually ask is: ‘Why did you decide to start a blog?’ I used to respond by saying I wrote my blog to connect with other people. But the truthful answer is that I do it for myself. Converting my thoughts into words helps me to understand myself. It helps me to reflect on my current situation and plan my goals. Another thing people often ask me is: ‘Why do people blog instead of keeping a diary?’ Well, it’s an excellent question. Some people write blogs to promote themselves to employers. For example, my friend Stacey wants to be a journalist, so she uses her blog to show people that she can write. But that isn’t my reason for blogging. So why do I choose to broadcast my thoughts to the world? For me, it’s because I find that uploading my thoughts to the web helps me clarify them and improve as a writer. When you know that other people are going to read and comment on your writing, you make more effort to develop your ideas and choose the right words to express them. The third question that people ask me is: ‘How do you choose what to write about?’ Well, I just write about anything that’s on my mind. I always recommend that new bloggers start writing about a subject that fascinates them, even if they think they’ve got little to say at first. I’ve learned that writing helps you process your ideas and discover new ones. If you start putting your thoughts into words, you’ll find that they change and grow, and that interesting and innovative ideas start to appear by themselves. So I hope you enjoyed my video and that it’s inspired you to try blogging! Please visit my blog at www. …

Unit 5 Listening practice, page 84, exercise 4, Dictation    5.2

1 I’ve been writing a successful blog for three years. 2 I used to respond by saying I wrote my blog to connect with other people. 3 Well, it’s an excellent question. 4 I always recommend that new bloggers start writing about a subject that fascinates them. 5 I’ve learned that writing helps you process your ideas and discover new ones.

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Unit 6 Listening practice, page 85, exercises 1 and 2    6.1

Hello and welcome to our latest podcast. The Easter holidays will soon be here, so it’s time to start planning some great family days out. If you’re in the North East of England and are looking for some fun things to do in the area, keep listening! Whatever your age, you’re sure to have fun at the Discovery Museum in Newcastle. Dedicated to science and local history, the museum is full of interactive exhibits for a totally handson learning experience. Admission to the museum is free and there’s a great café where you can relax and have something to eat or drink. If you’re looking for something more artistic, then don’t miss the Laing Art Gallery in Newcastle city centre. The Laing offers a range of permanent and temporary exhibitions covering different visual arts, from painting and photography to children’s book illustrations and film-making. There are often special events during the school holidays, so make sure you check the website. For the ultimate in shopping, cross the river from Newcastle city centre to the town of Gateshead, where you’ll find the Metrocentre. Built in the 1980s, the Metrocentre is one of Europe’s largest indoor shopping centres. As well as over 300 shops, you’ll find a wide range of restaurants, a large IMAX cinema and other leisure facilities. If you love shopping, we know you’ll love the Metrocentre. If the weather’s good and you feel like some fresh air, why not take the metro train to Whitley Bay, on the coast? From there, you can walk across the beach to St Mary’s Island. Children will love climbing on the rocks and if you’re lucky, you might even see a variety of interesting birds, or even seals chilling out on the rocks. Finally, if you’re into history or cinema, you’ve got to visit Alnwick Castle. It’s one of Britain’s finest medieval castles, with beautiful gardens. If you’re a fan of the Harry Potter films, you’ll be excited to discover that the castle was one of the filming locations for Hogwarts. Do you remember Harry’s first Quidditch lesson in the first film? That was shot at Alnwick Castle. Anyway, thanks for listening and enjoy the holidays!

Unit 6 Listening practice, page 85, exercise 4, Dictation    6.2

1 Dedicated to science and local history, the museum is full of interactive exhibits. 2 There are often special events during the school holidays.… 3 From there, you can walk across the beach to St Mary’s Island. 4 Children will love climbing on the rocks. 5 You’ll be excited to discover that the castle was one of the filming locations for Hogwarts.

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Unit 7 Listening practice, page 86, exercises 1 and 2    7.1

Presenter:  When most people retire, they look forward to slowing down and taking it easy. But not 68-year-old John Laws. When John retired from work after thirty years, be bought himself a bike and set off on a journey around the world. He’s just got back and he’s here in the studio to tell us all about his adventure. John, why did you do it? John:  Because I’d never travelled. Well, in fact, that isn’t true. I’d travelled thousands of kilometres when I was working as a bus driver, but that was around the South West of England. I’d lived by the sea all my life, but I’d never crossed it, not even to go to France. I wanted to see the world! Presenter:  So how long did the journey take and how many countries did you cycle through? John:  I set off two years and seven months ago and I got home six weeks ago, so I was away for almost two and a half years. In that time, I travelled through sixteen countries. Presenter:  I’m sure you had amazing experiences every day, but what will you remember most about your trip? John:  Ooh, that’s a very difficult question. As you say, there was so much that was memorable. In general, I would say some of the scenery I saw – deserts, mountains, all kinds of landscapes. I’ll always remember the kind people I met, too. For example, in Nepal, a family invited me to stop over at their house when I had nowhere to stay. Presenter:  It must have been very hard at times. John:  Yes, it was. I’ve often complained about the British weather, but there were times when I really missed it! The weather is so much more extreme in other parts of the world. In China, I was in an extraordinary hailstorm. It was like golf balls were falling from the sky! In India, a tornado had destroyed the road. And in Cambodia, there was so much mist that I couldn’t see anything at all. I didn’t know whether I’d be able to continue. Presenter:  Amazing. And I hear that you’re already planning another trip! John:  Oh, yes. I’ve got a taste for adventure now. I can’t wait to get away again!

Unit 7 Listening practice, page 86, exercise 4, Dictation    7.2

1 And he’s here in the studio to tell us all about his adventure. And I hear that you’re already planning another trip! 2 I’d lived by the sea all my life… I wanted to see the world! 3 I was away for almost two and a half years. I’ll always remember the kind people I met, too. 4 I’ve often complained about the British weather. I didn’t know whether I’d be able to continue. 5 there were times when I really missed it! There was so much mist that I couldn’t see anything at all.

Unit 8 Listening practice, page 87, exercises 1 and 2    8.1

Presenter:  Welcome to the programme. Today we’re going to begin by asking the question: ‘how many senses do we have?’ Most people will say ‘five’: sight, sound, touch, smell and hearing. But others believe that we have many more than five senses and some people claim that there could be over thirty. These include a sense of adventure, temperature, fashion, pain, humour and so on. Tonight’s guest, Marie Knowles, is here to talk about a sense that many people claim not to have: a sense of direction. Marie, you’re the president of an orienteering club so you must have a good sense of direction. But why do people find this so difficult? Marie:  I think there are several reasons for this. Some people expect to get lost, so they do. Others just don’t pay enough attention to where they are. If people don’t have a good eye for detail, they may not notice differences between places. This is especially likely to happen in areas where the streets are practically identical. Presenter:  And can orienteering help these people? Marie:  It can to a certain extent. The first step is to start feeling comfortable reading maps. A lot of people don’t know how to do this, and once they learn, they feel much more confident about finding their way around. Presenter:  But do we really need a sense of direction these days? Can’t we just use GPS systems? Marie:  Take it from me, nobody should depend completely on a GPS system. The ability to find your way around is a skill which everyone needs. For one thing, you might end up in the wrong place if you don’t spell a place name correctly. I once heard about a couple in Italy who wanted to go to the stunning island of Capri, but ended up in the industrial town of Carpi instead. Presenter:  There was also the man who bought a second-hand GPS system and set it to take him home, only to end up at the home of the GPS system’s previous owner! Marie:  Yeah! To be honest, I don’t have much sympathy for someone who does that. I mean, you can’t just expect to let the GPS do all the work while you sit back and take it easy. How can anyone not realize they’re on completely the wrong road? Presenter:  I agree! Marie, I’m afraid that’s all we’ve got time for...

Unit 8 Listening practice, page 87, exercises 4 and 5, Dictation    8.2

1 These include a sense of adventure, temperature, fashion, pain, humour and so on. 2 I think there are several reasons for this. 3 If people don’t have a good eye for detail, they may not notice differences between places. 4 This is especially likely to happen in areas where the streets are practically identical. 5 The first step is to start feeling comfortable reading maps. 6 The ability to find your way around is a skill which everyone needs.

Workbook Audio scripts

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Unit 9 Listening practice, page 88, exercises 1 and 2    9.1

Presenter:  With academic study becoming increasingly expensive, more young people are choosing apprenticeships instead. An apprenticeship allows you to train for a profession and earn money. It’s a much better option than facing an unpredictable future in a badly paid, unskilled job. But not everyone wants to be a plumber, a carpenter or a mechanic. On today’s show, we’re talking to school leavers who are doing more unusual apprenticeships. Our first caller is Abby, who’s 22 and an apprentice diamond setter. Abby, what does your apprenticeship involve? Abby:  Well, we learn to make jewellery. I spend my days making metal frames for rings, necklaces and earrings which diamonds are then placed into. Presenter:  So it’s quite creative, then? Abby:  Yes. That’s one of the things I like about it. I should get quite a well-paid job at the end of it, too. Presenter:  Have you always wanted to do this? Abby:  Not at all. I had no idea diamond setters existed until recently. I was underqualified for all the other careers I was interested in, so I feel really lucky to have got this opportunity. Presenter:  Thanks, Abby. Our next caller is Ewan. He’s nineteen and he’s doing a rather different apprenticeship: as a horse dentist! Ewan, what’s your apprenticeship like? Ewan:  Great – if you like animals! Horses have lots of teeth, so they need constant care. We take teeth out, clean them… things like that. Presenter:  And is there an exam that you have to take? Ewan:  Yes, there is. We work with the professionals to learn the necessary skills. Then we take an exam to become qualified in horse dentistry. Presenter:  Are you enjoying it? Ewan:  Definitely. It’s rewarding when a horse is in pain and you know you can help. Presenter:  Thanks, Ewan. Finally, let’s talk to Judy. She’s twenty and an apprentice chocolatier. Judy, I suppose everyone tells you what an amazing job you have. Judy:  Yeah, although I never dreamed of making chocolates as a child. It’s something I’ve become interested in over time. Presenter:  So it wasn’t your plan when you left school? Judy:  No. When I first looked into apprenticeships, I felt dissatisfied with all the options available. I went travelling and I got this idea while I was away – in Belgium, unsurprisingly! Presenter:  So if you’re wondering what to do next, here are three ideas for you. Never forget that there’s a world of jobs out there ...

Unit 9 Listening practice, page 88, exercise 4, Dictation    9.2

1 With academic study becoming increasingly expensive, more young people are choosing apprenticeships instead. 2 It’s a much better option than facing an unpredictable future in a badly paid, unskilled job. 3 I was underqualified for all the other careers I was interested in… 4 When I first looked into apprenticeships, I felt dissatisfied with all the options available. 5 And I got this idea while I was away – in Belgium, unsurprisingly!

T167

Workbook Audio scripts

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Workbook answer key     page 4 

Starter unit Reading

1 * 1  F  ​2  T  ​3  T  ​4  F

Vocabulary Technology verbs

1 * 1  update  ​2  charge  ​3  scroll  ​4  Press  ​ 5  tap 2 ** 1  text  ​2  browse  ​3  Swipe  ​4  plug in  ​ 5  update 3 ** 1  Scroll  ​2  swipe  ​3  text  ​4  charge, plug  ​5  Press, tap   6​   browsing

    page 5 

Grammar Modals

1 * 1  B  ​2  F  ​3  D  ​4  E  ​5  C  ​6  A 2 ** 1  S  ​2  D  ​3  D  ​4  S  ​5  S 3 ** 1  need to   ​2  didn’t have to   ​3  couldn’t  ​ 4  able to   ​5  must 4 *** 1  able  ​2  have  ​3  ought  ​4  mustn’t  ​ 5  could  ​6  allowed

Vocabulary Phrasal Verbs

1 ** 1 A I think I might enjoy it 2 B I couldn’t run fast enough 3 A I was ill 4 A I’d missed the last bus 5 B it’s a good way to get fit 2 *** 1  try out   ​2  take up   ​3  pick up   ​ 4  catch up with   ​5  miss out on

    page 6 

Grammar Past simple and present perfect

1 ** 1 ’ve been 2 called 3 took 4 has already gone 5 haven’t arrived 2 ** 1  taught  ​2  hasn’t done   ​3  has lived   ​ 4  went  ​5  did, spend 3 *** 1  joined  ​2  ’ve, started   3​   ’ve done   ​ 4  went  ​5  didn’t like   ​6  ’s, taken up

    page 7 

Grammar Present simple and present continuous

1 * 1  winning  ​2  having  ​3  studying  ​ 4  visiting  ​5  stopping  ​6  taking 2 ** 1 drinks, ’s having 2 doesn’t, win, ’re playing 3 ’re looking, don’t want 4 are getting on, fight 5 love, ’m not reading 6 ’m listening, don’t understand 3 *** 1 ’m studying, Students’ own answers. 2 play, Students’ own answers. 3 S tudents’ own answers, is learning, Students’ own answers. 4 go, Students’ own answers.

    page 8 

Unit 1 Making a difference Vocabulary Personality adjectives

1 * 1  ive  ​2  ful  ​3  able  ​4  ible  ​5  ing  ​ 6  ed

Vocabulary Money and shopping

1 * 1  waste  ​2  save up   ​3  lend  ​4  afford  ​ 5  be worth 2 ** 1  worth  ​2  save  ​3  lend  ​4  afford  ​ 5  borrow 3 *** 1  afford  ​2  worth  ​3  borrow  ​4  lend  ​ 5  waste  ​  save up

2 * 1  optimistic  ​2  sympathetic  ​3  kind 3 ** 1  supportive  ​2  sensible  ​ 3  dedicated  ​ 4  truthful  ​5  dependable

4 ** 1  kind  ​2  sympathetic  ​3  outgoing  ​ 4  dedicated  ​5  dependable 5 *** 1  optimistic  ​2  outgoing  ​ 3  enthusiastic  ​4  truthful 6 *** Students’ own answers.

    page 9 

Grammar Past simple, past continuous and used to

1 * 1  ✓  ​2  -  ​3  -  ​4  ✓  ​5  -  ​6  ✓ 2 * 1 Emma didn’t use to be so sensible. 2 Where did you use to live? 3 They used to be best friends. 4 We didn’t use to get on well. 5 We used to play together. 3 ** 1 When, was doing 2 Just when, invited 3 was waiting, when 4 Just when, discovered 5 while, was talking 4 ** 1 used to be 2 didn’t use to be 3 Did you use to like 4 used to cry 5 used to have 6 did you use to enjoy 7 didn’t use to play 8 used to spend 5 *** Students’ own answers

    page 10 

Vocabulary Collocations: get and make

1 * 1  make  ​2  get  ​3  get  ​4  make  ​5  get 2 ** 1 B try hard 2 A participate 3 A have an impact 4 B achieve your goals 5 B improve 3 ** 1 get involved 2 make an effort 3 made an impression 4 got better 5 get the feeling

Workbook answer key T168

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4 5

** 1 got used to 2 get permission 3 make the most of 4 made a difference 5 get things done *** 1 get, Students’ own answers. 2 get, Students’ own answers. 3 make, Students’ own answers. 4 made, Students’ own answers. 5 got, Students’ own answers. 6 make, Students’ own answers.

    page 11 

Grammar Present perfect simple and present perfect continuous

1 * 1  S  ​2  C  ​3  S  ​4  C  ​5  C 2 * 1  already  ​2  still  ​3  yet  ​4  still  ​ 5  already 3 ** 1 How long have you been learning English? 2 How long have you hated carrots? 3 How long has there been a farm here? 4 How long has she been talking on the phone? 5 How long has he been doing judo? 4 ** 1 The charity has been helping elderly people since 1974. 2 We’ve had our car for three years. 3 I haven’t eaten anything since lunchtime. 4 She’s been travelling around Europe since May. 5 We’ve been living here for a few years. 5 *** 1 ’ve been 2 ’ve been watching 3 ’ve had 4 ’ve read 5 ’ve been living

    page 12 

Vocabulary Natural environments D W

L

R

Q

B

A

Z

S

S

F

A

M

V

H

H

E

N

S

T

P

A

C

K

W

I

L

D

L

E

D

O

E

E

K

D

T169

1 * 1  wild  ​2  pack  ​3  shade  ​4  dam  ​ 5  bank 2 ** 1 caused, damage 2 made, decision 3 bring, change 3 *** 1  wild  ​2  banks  ​3  decision  ​ 4  brought  ​5  dams  ​6  damage

Practical English Giving information

1 2 3

* 1 2 3 4 5 6 7 ** 1 2 3 4 5

explain, R tell, R Have, G like, R explain, G do, G find, R

I’d like some information about that. Could you tell us about your charity? Can you explain how you do that? Let me explain how it works. What you do is drink through it like a straw. 6 Where can we find out more? 7 H  ave a look on our website to see some videos. *** Students’ own answers.

    page 13 

Reading

1 * 1  Tom  ​2  Lilly  ​3  Mika  ​4  Ava  ​ 5  Steve 2 ** A  6  ​B  4  ​C  5  ​D  1  ​E  3  ​F  2 3 *** 1 Example: her cousin Tom 2 Example: a famous TV zoologist called Steve Irwin 3 Example: if people can get close to animals, they will want to save them 4 Example: became a member of an organization that protects tigers

    page 14 

Writing Look at language: linking expressions

1 1 Basically  2  so  3  Anyway 2 1 been going 2 become 3 been 4 been cleaning up 5 increased 6 realized 7 been learning 3 1 ✗  ​2  ✗  ​3  ✓  ​4  ✗  ​5  ✓

    page 15 

Cumulative review S-1 Vocabulary

1 1 make  ​2  switch  ​3  get  ​4  plug  ​ 5  get  ​6  make  ​7  catch  ​8  get  ​ 9  save  ​10  make 2 1 orrow  ​2  wipe  ​3  utgoing  ​ 4  ympathetic  ​5  ank  ​6  ptimistic  ​ 7  ack  ​8  ensible  ​9  edicated  ​10  ext 3 1 been  ​2  can  ​3  allowed  ​4  ’m  ​ 5  already  ​6  has  ​7  were  ​8  used 4 1 I’ve been saving up for a new phone. 2 We weren’t running in the corridor 3 I haven’t got used to my new bike yet. 4 Where are you going? 5 Jake usually studies in the library 6 Why did they go home early?

    page 16 

Unit 2 A consumer’s world Vocabulary Advertising

1 * 1  B  ​2  C  ​3  E  ​4  A  ​5  D 2 ** 1  exaggerate  ​2  appear  ​3  inform  ​ 4  broadcast  ​5  convince  ​6  promote  ​ 7  claim  ​8  recommend 3 ** 1  appear  ​2  promote  ​3  claim  ​ 4  convince  ​5  broadcast  ​6  inform 4 *** 1  ppeal  ​2  dvertise  ​3  ppear  ​ 4  romote

    page 17 

Grammar Past simple and past perfect simple

1 * 1 had finished 2 had read 3 had corrected 4 had given 5 had read 2 ** 1 had/’d written 2 had/’d had 3 started 4 had/’d lost 5 retired 3 ** 1 had got home 2 arrived 3 had appeared in TV adverts 4 had stopped working 5 had seen the advert 4 *** 1  had been   ​2  had claimed   3​   needed  ​ 4  had done   ​5  appeared

Workbook answer key

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    page 18 

Vocabulary Shopping 1 *

Nouns

Verbs

Both

browser supplier

browse supply

refund charge

2 * 1  V  ​2  N  ​3  V  ​4  N  ​5  V 3 ** 1  browser  ​2  Select  ​3  browse  ​4  bid  ​ 5  bargain  ​6  suppliers 4 ** 1  argain  ​2  harge  ​3  efund  ​ 4  election  ​5  rowse  ​6  urchase 5 *** 1  refund  ​2  purchase  ​3  select

    page 19 

Grammar enough, (a) few, (a) little, lots of, plenty of, too much, too many

1 * 1  ✓  ​2  -  ​3  -    4​   ✓  ​5  ✓  ​6  ✓  ​7  ✓  ​ 8  ✓  ​9  2 * 1  -  ​2  a  ​3  a  ​4  3 ** 1 The band has made a few good albums. 2 I haven’t got enough money for a ticket. 3 There are too many reality shows on TV. 4 We’ve got plenty of time. 5 There was little food in the fridge. 4 ** 1  few  ​2  cheap enough   ​3  plenty of   ​ 4  little  ​5  too much   ​6  a few 5 Students’ own answers

    page 20 

Vocabulary Shops and supermarkets

1 * 1  goods  ​2  aisle  ​3  packaging  ​ 4  checkout  ​5  counter 2 ** 1  self  ​2  wide  ​3  ready  ​4  labour  ​ 5  long  ​6  low 3 *** 1 elf - ervice, ounter, Students’ own answers 2 oods, Students’ own answers 3 ow - riced, Students’ own answers 4 ong - erm, Sudents’ own answers

Practical English Describing personal qualities 1 * 1  E  ​2  C  ​3  B  ​4  D  ​5  A

2 ** 1 I consider myself to be intelligent 2 I’m really hard-working, so my manager seems happy with me. 3 I’m a dedicated cartoonist and I love graphic novels. 4 I really enjoy looking at adverts, so the idea of creating them really appeals to me. 5 I’m good with computers, so basic office tasks shouldn’t be a problem for me.

    page 21 

Reading

1 * 1  ✓  ​2  ✓  ​3  -  ​4  ✓  ​5  2 ** 1 after 2 billboard/advertisement 3 video 4 Twitter 5 100 3 *** 1 Example: He applied for 250 jobs. 2 Example: There were a lot of people trying to get a small number of jobs. 3 Example: It appeared in London. 4 E xample: He included information about himself, a funny video and his CV. 5 Example: He paid for another billboard to say thank you to the people who helped him.

    page 22 

Writing Look at language:formal letters and emails

1 1 B ✓  ​2  A ✓  ​3  B ✓  ​4  B ✓  ​5  B ✓

Writing task

2

1 2 3 4 5

little a few long enough plenty of little

2

er packag  ing  consum  ion advert  ise  select  depend  able 1  consumer  ​2  dependable  ​ 3  packaging  ​4  selection  ​5  advertise

Grammar

3 1 hot enough, forgotten 2 few, buying 3 was walking, broke 4 much, still 5 wasn’t, hadn’t 4 1 little  ​2  be able to   ​3  give  ​4  ✓  ​ 5  ’ve known   ​6  use  ​7  many  ​8  yet  ​ 9  ✓  ​10  didn’t have

    page 24 

Unit 3 The energy of tomorrow Vocabulary Technology adjectives

1

* 1 innovat al 2 electron ar 3 chemic ive 4 sustain less 5 sol able 6 wire ic

2 3

1 2 3 ** 1 2 3

4 sustainable 5 solar 6 wireless

mechanical alternative wireless

4 sustainable 5 hydroelectric 1 

G

2 

3 

    page 23 

Vocabulary 1

B A R G A

I N 2  T R U T H F U L 3  D O N E 4  C L A I M 5  K I N D 6  S C R O L L 7  D A M 8  A I S L E 1 T A P

The mystery word is broadcast.

S M A

R

O

E

W

L

I

A

5 

E N

Cumulative review S-2 1

innovative electronic chemical

E

R

4 

T

E

T C

G

Y

D 4

*** 1 lectronic, Students’ own answers. 2 ireless, Students’ own answers. 3 igh - ech, Students’ own answers.

    page 25 

Grammar The passive: past, present and future (will) 1 * 1  A  2  P  3  A  4  P  5  A

Workbook answer key

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H

N

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    page 27 

Grammar Reflexive pronouns, each other and one another

1 * 1  myself  ​2  yourself  ​3  herself  ​ 4  itself  ​5  yourselves  ​6  themselves 2 ** 1 each other 4 yourselves 2 themselves 5 one another 3 each other 6 themselves 3 ** 5 myself 1 yourselves 6 ourselves 2 herself 3 themselves 4 himself

T171

Practical English Interest, satisfaction and hope

1 * 1  do  ​2  in  ​3  with  ​4  to  ​5  with  ​6  if 2 ** 1 I’m really pleased with second prize. 2 It’d be great if you could tell me about your invention. 3 I’m a bit disappointed with its appearance. 4 Having a boss doesn’t appeal to me!

    page 29 

Reading

1 ** 1  radio  ​2  torch 2 ** 1  Trevor  ​2  Trevor  ​3  Ann  ​4  Trevor  ​ 5  Ann 3 *** 1 Example: find sustainable ways to generate energy. 2 Example: few people had electricity. 3 Example: a toy and a clock. 4 E xample: the heat produced by a human hand. 5 Example: $25,000 for her education.

Cumulative review S-3

1 2 3 4

ar

1 2 3 4 5 1 2 3 4 5

onicdfyperforms

fypart

kp

gex gele

wireless performs purchase transport participate recommend take up promote sustainable celebrate

sd







6 7 8 9 10 6 7 8 9 10

urcha

browse feeling electronic charge solar wild Training burns innovative boost

1 2 3 4 5 1 2 3 4 5

was built went are used is trying will be produced will be transported love each other will be able to develop didn’t use to train blames himself for the argument

    page 32 

Unit 4 Live well Vocabulary Phrasal verbs 1

2

Look at language: both and neither

1 1 both wind energy and solar power. 2 neither sings nor dances 3 both protect the environment and save you money 4 Neither oil nor gas is sustainable

ortdg

Grammar

    page 30 

Writing

sp

seg hosolargr h

Vocabulary

ctr

1 * 1  B  ​2  E  ​3  D  ​4  C  ​5  A 2 ** 1  performer  ​2  dancer  ​3  training  ​ 4  instructor  ​5  participants 3 *** 1 er, Students’ own answers 2 ance, Students’ own answers 3 ate, Students’ own answers 4 er, Students’ own answers

need is produced are installed make will be destroyed

    page 31 

ghfeelinghyhtran

Traditions

1 2 3 4 5

n

1 * 1  transport  ​2  burn  ​3  rest  ​4  boost  ​ 5  repair 2 * 1  absorbed  ​2  crashed  ​3  repair  ​ 4  rest  ​5  perform  ​6  burn 3 ** 1  bsorb  ​2  oost  ​3  rocess  ​ 4  ransports  ​5  elease  ​6  est 4 *** 1  crash  ​2  boost  ​3  release  ​4  burn  ​ 5  perform

Vocabulary

2

ipateryuwireless

Function verbs

    page 28 

Writing task

ic

Vocabulary

*** 1 looked at each other/one another 2 herself at the party 3 closes itself when the software is installed 4 during the concert itself 5 cooked this paella himself

b row s e fg u i c c h

    page 26 

4

ub

2 * 1 will be shown 2 charged 3 are invited 4 was seen 5 was polluted 6 beat 3 ** 1 was stolen ✗ 2 wasn’t written ✓ 3 will be built ✗ 4 caused ✓ 5 is drunk ✗ 4 *** 1 will be supplied 5 was invented 6 were read 2 will be saved 7 are given 3 is consumed 8 are used 4 is made 5 *** Helicopter 1 It was invented in the 20th century. 2 An early version was drawn by Leonardo da Vinci. 3 Today they are flown by the army. 4 They are also used as air ambulances. 5 F lying drones will be used more and more 6 They will be transported into space.

3

calm slow chill work cheer open

down

out

up

1 * 1 calm, slow 2 chill, work 3 cheer, open

Workbook answer key

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2 3 4 5

* 1 cheer up 4 cut down on 2 work out 5 open up 3 chill out ** 1 calm down 4 work out 2 slow down 5 cut down on 3 face up to ** 1 Face up 4 calm down 2 work out 5 Cheer up 3 Open up *** 1 up, Students’ own answers. 2 down on, Students’ own answers 3 out, Students’ own answers

    page 33 

Grammar The first and second conditional

1 * 1  1  ​2  1  ​3  2  ​4  1  ​5  2  ​6  2 2 * 1  Unless  ​2  if  ​3  unless  ​4  if  ​ 5  Unless  ​6  If 3 ** 1  don’t  ​2  wouldn’t  ​3  Would  ​ 4  won’t  ​5  didn’t  ​6  will 4 ** 1  could  ​2  will tell   ​3  ’d make   ​4  saw  ​ 5  ’d feel   ​6  had 5 *** Students’ own answers.

    page 34 

Vocabulary Aches and pains

1 * 1  E  ​2  A  ​3  C  ​4  B  ​5  D 2 ** 1  dislocated  ​2  sore  ​3  aching  ​ 4  swollen  ​5  itchy 3 ** 1  roken  ​2  ruised  ​3  njury  ​4  prained  ​ 5  islocated 4 *** Students’ own answers

    page 35 

Grammar The third conditional

1 * 1  B ✓  ​2  A ✓  ​3  A ✓  ​4  B ✓  ​5  A ✓ 2 * 1  N  ​2  N  ​3  N  ​4  Y  ​5  N 3 ** 1 If I hadn’t tidied my room last night 2 What job would you have done 3 we wouldn’t have got a table 4 if it hadn’t been so expensive

4 5

** 1 hadn’t participated 2 wouldn’t have developed 3 hadn’t seen 4 wouldn’t have invited 5 would have started 6 hadn’t been 7 ’d have been 8 hadn’t been *** 1 ’d had, Students’ own answers. 2 hadn’t hung out, Students’ own answers. 3 w  ouldn’t have enjoyed, Students’ own answers. 4 wouldn’t have gone, Students’ own answers. 5 ’d won, Students’ own answers.

    page 36 

Vocabulary Phrasal verbs

1 * 1  on  ​2  up with   ​3  up  ​4  in  ​ 5  around 2 ** 1  accessible  ​2  advise  ​3  caution  ​ 4  national  ​5  snowy 3 *** 1 nation 2 lie around 3 cautious 4 carry on 5 accessible 6 Wrap up 7 keep in 8 advisable 9 snowy 10 end up with

Practical English Asking for and giving advice

1 2

* 1 2 3 4 5 6 7 ** 1 2 3 4 5

inviting were, ’d choose bring to do do tell to choose

Make sure you bring your kit. What should I do? if I were you, I’d choose football You ought to choose football My advice would be to do what makes you happy 6 You could tell them football is good exercise 7 h  ave you thought about inviting them to a match?

    page 37 

Reading 1 *

cities education friendship medicine money pets politics transport 2 3

** 1 seaside resorts or climates 2 money 3 elderly 4 depend 5 control 6 open *** 1 Example: They don’t have especially good weather or beaches. 2 Example: It pays for good public services, which improve people’s lives. 3 Example: It can help them to have longer and more enjoyable lives. 4 E xample: It is good because they can help you get through difficult times

    page 38 

Writing Look at language: formal and informal English

1 1 I’ve, kids 2 We’re, chill out 3 People think that, But

Writing task

2 1 ’d have been   ​2  ’d be   ​3  won’t have  ​ 4  ’ll have   ​5  don’t win

    page 39 

Cumulative review S-4 Vocabulary

1 2

1 2 3 4 5 1 2 3 4 5

calm down keep in energy-saving broken bone carry on slow participate enthusiastic end injury







6 7 8 9 10 6 7 8 9 10

lie around cheer up wrap up high-tech get permission exaggerate chill repair work rest

6 7 8 9 10

mustn’t were was don’t unless

Grammar

3 4

1 2 3 4 5 1 2 3 4 5

C ’m chilling out ’d closed A E call was D wouldn’t get B wouldn’t ourselves already If much

Workbook answer key

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    page 40 

    page 42 

Unit 5 Community spirit Vocabulary Digital technology 1 *

Vocabulary Manners

1 * 1  ness  ​2  tion  ​3  tion  ​4  ette  ​ 5  ness  ​6  ette 2 *

U

P

L

O

A

D

Z

D

A

T

S

Q

C

S

N

X

Verb

Noun

L

I

W G

A

H

K

P

interact

interaction

B

O O

K

M A

R

K

consider

consideration

L

B

K

G

U

R

D

E

appreciate

appreciation

O

H

B

E

Y

E

F

D

G

C

V

M

J

O

R

I

behave

behaviour

R

E

S

P

O

N

D

T

misunderstand

misunderstanding

2 * 1  on  ​2  to  ​3  in  ​4  to  ​5  up 3 ** 1  edit  ​2  upload  ​3  log in to   ​ 4  bookmark  ​5  share 4 ** 1  ubscribe  ​2  omment  ​3  ign up   ​ 4  espond  ​5  og in 5 *** Students’ own answers

    page 41 

Grammar Question forms

1 * 1  O  ​2  S  ​3  S  ​4  O  ​5  O 2 * 1 respond to 4 talking about 2 depend on 5 specialize in 3 looking at 3 ** 1 has he? 4 won’t they? 2 did you? 5 should I? 3 aren’t you? 4 ** 1 Henry lives here, doesn’t he? 2 When did they upload the video? 3 Y  ou subscribed to the podcast, didn’t you? 4 Which photo are you commenting on? 5 Who told Mum about the party? 5 ** 1 Who organizes 2 Who, write to 3 does Grace want 4 neighbours attended 5 does he 6 Who, waiting for 6 *** 1 created, Students’ own answers. 2 is, based in, Students’ own answers. 3 did, go, Students’ own answers. 4 do, use, Students’ own answers.

T173

3 ** 1  consideration  ​2  etiquette  ​ 3  behaviour  ​4  rudeness  ​ 5  misunderstanding 4 ** 1  radition  ​2  ppreciation  ​3  udeness  ​ 4  etiquette  ​5  isunderstanding  ​ 6  nteraction 5 *** 1  etiquette  ​2  interaction  ​ 3  netiquette  ​4  tradition  ​5  behaviour  ​ 6  misunderstanding

    page 43 

Grammar verbs with -ing and to 1 *

Use … an infinitive with to

an infinitive without to

an -ing form

D, E

B

A, C, F

2 ** 1 to speak 2 speaking, a No, b Yes 3 to buy 4 buying, c Yes, d No 3 ** 1 A be 4 B arriving 2 B Meeting 5 A  to change 3 A  to find 4 *** 1  to invite   ​2  cooking  ​3  to prepare   ​ 4  to make   5​   to cook   6​   become 5 *** Students’ own answers

    page 44 

Vocabulary The Garden Party

1 * 1  C  ​2  E  ​3  D  ​4  B  ​5  A

2 ** 1  cheer  ​2  put  ​3  make  ​4  bring  ​ 5  catch 3 *** 1  rought  ​2  espectful  ​3  overty  ​ 4  ealthy  ​5  anners  ​6  heer

Practical English Suggestions, certainty and doubt

1 * 1  Perhaps  ​2  unlikely  ​3  doubt  ​ 4  better  ​5  great  ​6  sure 2 ** 1 Perhaps we could have a page called ‘Bands’ 2 It’d be great if we could have a profile of each band 3 There’s no doubt that more people will come 4 w  e’d better not make it too complicated 5 I’m not really sure that’s the right Image 6 It’s unlikely that there’ll only be metal bands

    page 45 

Reading

1 * 1  aren’t  ​2  separate  ​3  everyone 2 ** 1  F  ​2  E  ​3  B  ​4  A  ​5  C  ​6  D 3 *** 1 Example: They think that modern society is wasteful and they want to live in a different way. 2 Example: They participate in different projects, for example, growing food, looking after buildings or preparing meals. 3 Example: It’s where the community members can use shared facilities and have meetings. 4 E xample: They should be polite and respect other members’ opinions. 5 Example: They can go to the website and sign up to receive a newsletter.

    page 46 

Writing Look at language: spelling

1 1  ou’re  ​2  ie  ​3  wr, wr   ​4  ie  ​5  eip

Writing task

2 1 to announce 2 have 3 not to be 4 to show 5 to come 3 1 5  ​2  2  ​3  1  ​4 



6 7 8 9 10 4  ​5 

having to see Joining to comment to see 3

Workbook answer key

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Grammar

3 4

1 2 3 4 5 1 2 3 4 5

6 Blogging did you upload 7 8 helping 9 be 10 ’d update A were you talking to A did you go home A didn’t you A have emailed you A would you do

to show was edited creating was browsing ’s been writing

    page 48 

Unit 6 Good times Vocabulary Reporting verbs

1 * 1  B  ​2  C  ​3  A  ​4  E  ​5  D 2 ** 1  confirmed  ​2  agreed 3  recommended  ​4  suggested  ​5  told 3 ** 1  tell  ​2  suggested  ​3  agreed  ​ 4  confirming  ​5  replying  ​ 6  complaining 4 *** 1  ell, uggest   ​2  gree, ay   3​   omplain  ​ 4  ecommends

    page 49 

Grammar Reported speech

Vocabulary Entertainment nouns

1 * 1  microphone  ​2  stage  ​3  venue  ​ 4  spotlight  ​5  scriptwriter 2 * 1  ✓  ​2  -  ​3  -  ​4  ✓  ​5  -  ​6  ✓ 3 ** 1  enue  ​2  tage  ​3  ct  ​4  icrophone  ​ 5  potlights  ​6  rofessional 4 *** 1 professional, Students’ own answers., monologues, sketches, Students’ own answers 2 scriptwriter, Students’ own answers. 3 stage, spotlight, Students’ own answers.

    page 51 

Grammar Reported questions, requests and commands

1 * 1  I was   ​2  Kim to   ​3  to stop   ​ 4  if my act was   5​   to go 2 ** 1  whether  ​2  not  ​3  where  ​4  to  ​ 5  how 3 ** 1 Where are the toilets 2 Do you want 3 Don’t talk 4 Who is/Who’s your favourite actor 5 How much did the tickets cost 4 *** 1 to put twenty-four roses in the dressing room 2 if/whether they could provide/to provide twenty white kittens 3 to install a new toilet 4 not to allow the temperature to go above 23 degrees C. 5 t o replace the carpet with a white one.

    page 52 

Vocabulary Film

bu

stergi

utghiw

vpset

o

mo

otoqbv

ib l o c k

1 * 1 T om mentioned that he’d been to the zoo. 2 Lydia replied that she liked pizza. 3 Dad complained that he had aching muscles. 4 Ed denied that he’d copied my essay. 5 They said they’d never tried gazpacho. 6 Mum asked if I had finished my homework. 2 ** 1 the following day 2 his 3 there 4 the week before 5 that, hers 6 had, his ticket

    page 50 

rs

uffgh

1 1  al  ​2  ence  ​3  ion  ​4  y  ​5  ive  ​ 6  ing  ​7  able  ​8  ious  ​9  ed  ​10  ing 6 up 2 1 bookmark 7 Politeness 2 respectful 8 faces 3 up 9 absorbs 4 consideration 5 swollen ankle 10 consuming

gizoo

Vocabulary

*** 1 he didn’t like vegetables 2 he’d passed all his exams 3 she could leave early that day 4 they’d done anything wrong 5 she’d had a great time the day before Students’ own answers.

m

Cumulative review S-5

3 4

savsh

    page 47 

2 ** 1  in  ​2  on  ​3  on  ​4  in  ​5  on  ​6  in  ​ 7  on  ​8  in 3 *** 1 shoot 2 film buff 3 scene 4 blockbuster 5 zoom out 6 set 7 screen 8 background

Practical English Giving and asking for points of view

1 2

* 1 2 3 4 5 6 ** 1 2 3 4 5

From my point of view I agree with you up to a point My view is that What did you both think To my mind What’s your opinion

What did you both think about To my mind, the programme is sexist I agree with you up to a point What’s your opinion, Kirsty? From my point of view, it’s oldfashioned 6 My view is that it might improve

    page 53 

Reading

1 * 1  ✗  ​2  ✓  ​3  ✓  ​4  ✗  ​5  ✗ 2 ** 1  B  ​2  C  ​3  A  ​4  E  ​5  D 3 *** 1 Example: a person or thing that made you happy and do the same thing every day for 100 days. 2 Example: watching her favourite series while eating pizza. 3 Example: people need to tell everyone what makes them happy. 4 Example: take a photo of something.

    page 54 

Writing Look at language: sequencing words

1 1 2 3 2 1 2 3

irst, hen oon oment

4 hile 5 nd 6 hile

suggested telling complained

4 added 5 agreed

afilmb

1 * 1  shoot  ​2  blockbuster  ​3  zoom out   ​ 4  set  ​5  film buff

Workbook answer key

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    page 55 

    page 57 

Cumulative review S-6 Vocabulary Z

W

F

C

K

R

R

W

X

S

O

P

H

O

G

E

C

G

L

U

O

A

J

M

F

S

X

P

X

P

M O

T

P

N

P

P

H

R

P

K

E

O

L

S

O

A

F

E

L

A

N

E

A

S

N

T

I

L

Y

U

D

E

D

I

T

D

C

E

N

D

X

U

N

E

U W C

A

F

O

U

S

H

O O

T

U

S

G

T

S

U

G

G

S

T

E

Z

E

1 1 espond  ​2  dit  ​3  omplain  ​4  oom  ​ 5  uggest  ​6  dd  ​7  hoot  ​8  ut  ​ 9  elease  ​10  upply 6 stage 2 1 subscribed 7 scriptwriters 2 recommend 8 script 3 uploads 9 cheers 4 professional 10 charge 5 newcomers

Grammar

3 4

1 2 3 4 1



2 3 4 5 6

A  hadn’t been 5 C  to come 6 C  didn’t they C  he was 7 B what C Becoming 8 C  used to C must told me that he’d lived there for ten years very near one another if I were you hurt themselves not tall enough Unless I eat lunch, I’ll be hungry

    page 56 

Unit 7 In the news Vocabulary Phrasal verbs: travel

1 * 1  B  ​2 A   ​3 E    ​4 D   ​5 C 2 ** 1  A off   ​2  B away   ​3  C across   4​   A off 5  C off 3 ** 1  get away   ​2  get on   ​3  come across   ​ 4  see off   ​5  set off 4 ** 1  off  ​2  off  ​3  on  ​4  off  ​5  up  ​ 6  across 5 *** 1 set, Students’ own answers 2 Students’ own answers, saw 3 got, Students’ own answers 4 speed, Students’ own answers 5 turn, got, Students’ own answers 6 Students’ own answers

T175

    page 59 

Grammar

Grammar

Future continuous

Future tenses

1 2

* 1 2 3 4 5 ** 1

will be performing won’t be buying CDs will be doing won’t be using cash we will be flying to Boston

 hat will you be doing this time W tomorrow? We’ll be cycling in the country 2 Will you be celebrating your birthday this year? No I won’t be having a party this year. 3 Where will you be living in twenty years’ time? I’ll be renting a luxury apartment in New York 3 ** 1 ’ll be arriving 2 Will you be having 3 won’t be feeling 4 ’ll be staying 5 won’t be seeing 6 ’ll be hanging out 4 1 Will she be learning to surf in July? 2 W  ill she be looking for a summer job in July? 3 In July she’ll be saving money for a holiday in August. 4 In July she’ll be having a driving lesson 5 I n July she won’t be going to the beach with her friends. 5 Students’ own answers.

    page 58  Nouns: weather * 1 drizzle 2 a blizzard 3 a gale **

4 mist 5 sleet 6 a breeze 1 

F

R

O

3 

H U

R

S

T

L

D

4 

2 

R

I

C

A

N

E

I

E

Z

T

Z 5 

G A

L

    page 60 

Vocabulary Sporting events

1 * 1  opponent  ​2  score  ​3  runner-up  ​ 4  finish line   ​5  half-time 2 ** 1  league  ​2  battle  ​3  flight  ​4  start  ​ 5  match 3 *** Students’ own answers

Vocabulary 1 2

1 * 1  B  ​2  G  ​3  E  ​4  C  ​5  D  ​6  F  ​7  A 2 ** 1 A Look at the sky. It’s going to rain 2 B That suitcase looks heavy! I’ll help you 3 A I promise I’ll return your book 4 A  Jon called to say we’re meeting at 6p.m. 5 A Oh no - a fire! I’ll call the emergency services. 3 ** 1 are you going to do 2 ’m going to ask 3 will be 4 ’ll have 5 ’s going to be 6 ’ll go 4 ** 1 ’re setting 2 ’re going to spend 3 going to be 4 won’t have 5 will be 6 goes 7 will be 8 ’ll switch 5 *** Students’ own answers.

E

E 3 ** 1  ornado  ​2  lizzard  ​3  ist  ​4  reeze  ​ 5  ailstorm 4 *** Students’own answers

Practical English Comparing and contrasting

1 * 1  might  ​2  so  ​3  more  ​4  only  ​5  as 2 ** 1 it might be better to book tickets online 2 There’s never been a more exciting way to see the city 3 you’ll not only see the London skyline but you’ll also be able to go swimming 4 T he views aren’t so spectacular as they are from the Shard, but you’ll save a lot of money! 5 it may be crowded but it won’t be as expensive as a tourist boat

Workbook answer key

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    page 61 

    page 64 

Reading

1 * 1  E  ​2  D  ​3  A  ​4  C  ​5  B 2 ** 1  F  ​2  DS  ​3  DS  ​4  T  ​5  F 3 *** 1 Example: We can usually get a general forecast. 2 E xample: Because they sell different products depending on the weather. 3 Example: It might prepare an advertising campaign. 4 Example: They can predict how much food they will grow and how many employees they will need. 5 E xample: Improvements in technology and better knowledge about the world’s weather.

    page 62 

4 only, also 5 well 6 Moreover

Writing task 1 2 3 4 5

will be replaced will get/will be getting will not depend will encourage will be

    page 63 

Cumulative review S-7 Vocabulary

1 1 et ff   ​2  rizzle  ​3  ilm uff   ​4  onvince  ​ 5  peed p   ​6  reen  ​7  ale  ​8  efund  ​ 9  ist  ​10  et ff 2 1 B  ​2  E  ​3  D  ​4  C  ​5  A 1  ​inform   ​2  update  ​3  hydroelectric  ​ 4  half-time  ​5  hailstorm

Grammar

5 ’m meeting be doing 6 each other does 7 the next day a few 8 if I could seeing Where will you be living/live in 2030? I haven’t found my phone yet I wouldn’t go out in the blizzard if I were you 4 A  li said he’d done his homework the day before 5 Will the new gym be built next year? 6 I’m going to study science subjects next year 3 4

1 2 3 4 1 2 3

Idioms: have and take

1 * 1  have  ​2  take  ​3  have  ​4  take  ​ 5  take 2 ** 1  mind  ​2  breath  ​3  eye  ​4  mind  ​ 5  nose 3 ** 1  easy  ​2  note  ​3  nose  ​4  mind  ​ 5  from 4 ** 1  no idea   2​   it easy   ​3  note of   ​ 4  a good nose   ​5  an open mind   ​6  it from me 5 *** Students’ own answers.

Grammar

Look at language: adding new points

2

Vocabulary

    page 65 

Writing 1 1 furthermore 2 addition 3 more

Unit 8 The senses

Defining and non-defining relative clauses

1 * 1  where  ​2  who  ​3  which  ​4  whose  ​ 5  which 2 * 1  ND  ​2  D  ​3  ND  ​4  D  ​5  D 3 ** 1  where  ​2  who  ​3  whose  ​4  which  ​ 5  who 4 ** 1 Paella is a rice dish that originated in Valencia 2 The man that invented braille was born in France in 1809 3 Sushi is a Japanese food that has become fashionable in Europe 5 *** 1  which/that  ​2  where  ​3  whose 4 which/that 5 who/that

    page 66 

Vocabulary Abstract nouns

1 * 1  C  ​2  A  ​3  F  ​4  E  ​5  B  ​6  D 2 ** 1 compassion 4 friendship 2 loneliness 5 sadness 3 anxiety 3 ** 1 trust 4 Loneliness 2 aggression 5 bravery 3 anxiety 4 *** 1 bravery, Students’ own answers. 2 compassion, Students’ own answers. 3 friendship, Students’ own answers.

    page 67 

Grammar Articles

1 * 1  the  ​2  a  ​3  the  ​4  a  ​5  the  ​ 6  the, the   ​7  a, 2 ** 1  a/an  ​2  -  ​3  the  ​4  -  ​5  3 ** A  5  ​B  4  ​C  2  ​D  1  ​E  3 4 ** 1 Will people live on the Moon in the future? 2 Does the bus stop in Manchester? 3 The shopkeeper gave me a bag 4 W  e watched a good film on TV last night 5 *** 1  -  ​2  -  ​3  a  ​4  -  ​5  -  ​6  the  ​7  -  ​ 8  -  ​9  a  ​10  -  ​11  -  ​12  the  ​13  a  ​ 14  -  ​15  the 6 *** 1 I’m tired, so I’m going to bed 2 My grandparents live in France 3 (correct) 4 (correct) 5 I’ve left a sandwich in the fridge for you

    page 68 

Vocabulary Adjectives and phrasal verbs with look

1 * 1 huge magnificent memorable 2 vital 3 peculiar enormous 4 breathtaking strange 5 unforgettable essential 2 ** 1  out  ​2  down  ​3  around  ​4  back  ​ 5  into 3 *** 1  look around   ​2  breathtaking  ​ 3  peculiar  ​4  look back   ​5  look down  ​ 6  vital

Practical English Giving instructions

1 * 1  mix  ​2  ’ve done   3​   covering  ​ 4  to assemble   ​5  to bake   6​   is cooling 2 ** 1 Start by covering your cake pan with batter 2 After that, you should mix them with some melted butter 3 Once you’ve done that, put the mixture into the cake pan. 4 T he next step is to bake it. 5 While the base is cooling, prepare the top layer 6 The last step is to assemble your cheesecake

Workbook answer key

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    page 69 

    page 72 

Reading

1 * 1  ✓  ​2  ✓  ​3  ✓  ​4  -  ​5  ✓ 2 ** 1 videos 4 eyesight 2 stronger 5 An echo 3 ninety 6 take part in 3 *** 1 Example: the young men are blind. 2 E xample: changes in different conditions. 3 Example: when they were young children. 4 Example: what objects are near them and their size.

    page 70 

Writing Look at language: giving reasons

1 1 result  ​2  due  ​3  Because  ​4  result  ​ 5  because  ​6  Due

Writing task

2 1 who  ​2  that  ​3  which  ​4  where  ​ 5  that

Vocabulary

1

2 

T

1 

S O

R

E 9 

L 3 

B

4 

B

L

I

Z

Z

A

R

W D

E

N

A

D

ET 6 

R

D

A A

H U

V 8 

N O

S

E R

7 

G E

Y

E T 2 amat  eur happi  ness

conf  irm oppon  ent

vit  al 1  opponent  ​2  amateur  ​3  happiness  ​ 4  vital  ​5  confirm 3 1 design  ​2  people  ​3  which  ​ 4  produce  ​5  use  ​6  feeling  ​7  A  ​ 8  whose 4 1 not, the   ​2  going, whose   ​3  be, at   ​ 4  wouldn’t, hadn’t   5​   had, other   ​ 6  a, where

T177

Verbs and prepositions: education

1 * 1  B  ​2  A  ​3  C  ​4  E  ​5  D 2 ** 1 A from 2 A on 3 B in 4​ C for 5 B in 3 ** 1 participating 4 concentrate 2 prepare 5 specializes 3 comment 6 searching 4 *** 1 from Students’ own answers. 2 on Students’ own answers. 3 in Students’ own answers. 4 on Students’ own answers. 5 for Students’ own answers. 6 in Students’ own answers.

    page 73  Revision 1

Cumulative review S-8

I

Vocabulary

Grammar

    page 71 

5 

Unit 9 Next steps

1 * 1  H  ​2  A  ​3  F  ​4  E  ​5  D  ​6  C  ​7  B 8  G 2 ** 1 going to travel 4 was searching 2 ’ll benefit 5 found 3 ’m preparing 6 allows 3 ** 1 have/’ve been working 2 has got 3 watch 4 asked 5 was walking 6 had/’d told 4 *** Students’ own answers

3 4

** 1 hallenging 4 ell-paid 2 aried 5 ewarding 3 nsociable 6 otivating *** Students’ own answers.

    page 75 

Grammar Revision 2

1 * 1  RS  ​2  C  ​3  OQ  ​4  RC  ​5  SQ 2 ** 1 You like dance music, don’t you? 2 I know a place where there’s a great view 3 What did you do at the weekend? 4 He asked me where the station was 5 What would you do if you were me? 6 I decided to go out when it stopped raining 3 ** 1 ✓ 2 ✗  What were you searching for? 3 ✗  I’d have gone out 4 ✓ 5 ✗  who’s twenty-one 6 ✗  where the station was 4 *** 1 to play 2 had told 3 ’d known 4 wouldn’t have made 5 sent 6 didn’t I receive 7 to spend 8 who 9 coming 10 will

    page 76 

Vocabulary Space missions

Expresses positive things about a job

Expresses negative things about a job

challenging

badly paid

motivating

repetitive

1 2 3

rewarding

unsociable

Practical English

    page 74 

Vocabulary Adjectives: careers 1 *

2 ** 1 repetitive 2 unskilled 3 challenging

* 1 launch 2 atmosphere 3 spacecraft ** 1 intend 2 eventually 3 prove *** 1 ultimate 2 atmosphere 3 eventually

4 mission 5 surface 4 effectively 5 ultimate 4 intend 5 prove 6 missions

Giving warnings and tips

4 well-paid 5 academic

1

* 1 Always 2 Don’t let 3 panic

4 make 5 Never 6 should

Workbook answer key

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2

** 1 don’t panic. 2 you should do what you enjoy. 3 it’s essential that you make important decisions yourself. 4 don’t let other people decide for you. 5 Always trust your instincts. 6 Never choose a career just for the salary, otherwise you might end up leaving.

    page 77  1 * 1 tour guide 2 professional sleeper 3 theme park character 4 water slide tester 2 ** 1  quality  ​2  resorts  ​3  bed  ​ 4  parades  ​5  history 3 *** 1 E xample: that the water is clean and that the slide is safe. 2 Example: people who can’t sleep. 3 Example: $18,000 to spend 70 days in bed. 4 E xample: enthusiastic, good at acting and energetic. 5 Example: people ask difficult questions.

    page 78 

Writing Look at language: plural nouns 1 2 3 4

studies coaches parties matches

Writing task

2

1 2 3 4 5

working be to work who Working



5 6 7 8

people children memories lives



6 7 8 9

supplying where serving cooking

    page 79 

Cumulative review S-9 Vocabulary

1 2

1 2 3 4 5 1 2 3 4 5

aggression interaction bruised challenging motivating oncentrate inish ates enefit pen

3 4

1 2 3 4 5 6 1 2 3 4

7 which graduating 8 ’d made a 9 was searching been 10 doing school 11 Changing who 12 hadn’t chose still in bed whose T-shirt is red we’ll be flying been there, I wouldn’t have

    page 80 

Reading

1

Grammar







6 7 8 9 10 6 7 8 9 10

repetitive tradition loneliness rewarding varied ucceed leet ime ppeal raduate

1 Listening practice Listening

1 2 3

1 2 3 1 2

Borneo orangutans do something useful B  over 1.6 million A  spending time with the young animals 3 C  watching TV 4 C  having selfish reasons for participating 5 B  have to work hard Student’s own answers.

Dictation

4

1.2 1 industry 2 Project, impression 3 immediately 4 fantastic adventure 5 organization

    page 81 

2 Listening practice Listening

1 1 ✓  ​2  ✓  ​3  -  ​4  ✓  ​5  -  ​6  ✓ 2 1 2  ​2  2,500  ​3  6  ​4  14th  ​5  20 3 Students’ own answers.

Dictation

4

1 2 3 4 5

first snow perfect way market stalls department store oldest Christmas

    page 82 

3 Listening practice Listening

1 1 C    even very young people can invent things 2 B  it’s easier for people to access information now 2 1 T  ​2  F  ​3  T  ​4  T  ​5  T 3 Students’ own answers.

Dictation Weak forms

4 1 that  ​2  for  ​3  there’s  ​4  do  ​5  was

    page 83 

4 Listening practice Listening

1 1 ✓  ​2  ✓  ​3  -  ​4  -  ​5  ✓  ​6  2 1 energy drink 2  eggs 3  bananas 4  fast food 5  milk 3 Students’ own answers.

Dictation

4

1 2 3 4 5

I’ve got to If I were you and that kind of thing Do you think I don’t know

    page 84 

5 Listening practice Listening

1 2 3

1 did you decide to start 2 instead of keeping a diary 3 choose what to write about 1 know herself better 2 future 3 improve her writing skills 4 knows other people will read it 5 find interesting Students’ own answers.

Dictation

4 1 successful  ​2  connect  ​3  excellent  ​ 4  recommend  ​5  process

    page 85 

6 Listening practice Listening

1 1 D 2 1 B  ​2  E  ​3  A  ​4  F  ​5  C 3 Students’ own answers.

Dictation Silent letters

4 1 science  ​2  often  ​3  island  ​ 4  climbing  ​5  castle 5 1 C  ​2  T  ​3  S  ​4  B  ​5  T

    page 86 

7 Listening practice Listening

1 Cambodia 6 China 4 England 1

France 2 India 5 Nepal 3

Workbook answer key

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2 3

1 Thirty years 4 Nepal 2 Six weeks ago 5 A hailstorm 3 Sixteen 6 A tornado Students’ own answers.

Dictation

4 1 here, hear   ​2  sea, see   ​3  two, too   ​ 4  weather, whether   ​5  missed, mist

    page 87 

8 Listening practice Listening

1 4 ✓ 2 1 five senses 2 an eye 3 read maps 4 GPS system 5 industrial town 6 previous owner 3 Students’ own answers.

Dictation Elision

4 5

1 2 3 1 2 3

temperature several differences temperature several differences



4 5 6 4 5 6

practically comfortable everyone practically comfortable everyone

    page 88 

9 Listening practice Listening

2 1 Ewan  ​2  Abby  ​3  Ewan  ​4  Judy  ​ 5  Abby  ​6  Abby 3 Students’ own answers.

Dictation Prefixes and suffixes

4 1 increasingly  ​2  unpredictable  ​ 3  underqualified  ​4  dissatisfied  ​ 5  unsurprisingly

    page 97 

Starter Vocabulary practice

1 1 s,w,p D 2 r,w,s F 3 t,x,t B 2 1 up C 2 out A 3 up E 3 1 afford  ​2  lend  ​3  5  worth  ​6  save

4 5 6 4 5

p,r,s,s A s,r E t,p C up B out D

borrow  ​4  waste  ​

Anna

4 1 try out   ​2  be worth   3​   miss out   ​ 4  save up   ​5  switch off

T179

    page 99 

Grammar practice Modals

1 1 D  ​2  B  ​3  F  ​4  E  ​5  C  ​6  A 2 1 didn’t have to 4 could 2 will be able to 5 ought 3 must 3 1 done  ​2  sleep  ​3  seen  ​4  have  ​ 5  broke  ​6  spoken 6 knew 4 1 hasn’t existed 7 improved 2 has grown 8 took 3 invented 9 have become 4 started 10 hasn’t stopped 5 invented 5 1 ✗  I eat cereal every morning 2 ✗  Who does this coat belong to 3 ✗ Are you reading a good book at the moment 4 ✓ 5 ✗  Sarah’s wearing a lovely dress today 6 ✓

    page 101 

Unit 1 Vocabulary practice

1 1 cat  ​2  in  ​3  mis  ​4  path  ​5  port 2 1 B the most, difference 2 A things done, effort 3 D involved, better 4 C permission, feeling 3 1 shade  ​2  wild  ​3  bank  ​4  pack  ​ 5  dam 4 1 make  ​2  shade  ​3  kind  ​ 4  impression  ​5  outgoing

Word builder

5 1 caused  ​2  recorded  ​3  made  ​ 4  bring

    page 103 

Grammar practice Past simple, past continuous and used to

1 1 when 4 was travelling 2 arrived 5 Just when 3 were relaxing 2 1 use  ​2  used  ​3  use  ​4  use  ​5  used 3 1 looking  ​2  saw  ​3  was  ​ 4  discovered  ​5  working  ​6  decided

Present perfect simple and present perfect continuous

4 1 I’ve been walking since nine o’clock. 2 How long have you been learning German? 3 We’ve been travelling for six hours. 4 I haven’t been doing much exercise recently. 5 What book have you been reading?

5

1 2 3 4 5

’ve been watching ’ve forgotten ’s seen ’ve been working ’ve liked

    page 105 

Unit 2 Vocabulary practice

1 1 ise  ​2  eal  ​3  vince  ​4  end  ​5  ear  ​ 6  ate 2 R

P

X

B

H Q

L

K

C

O N

S

U M

E

R

H

I

J

E

P

G W

E

A

U

A

L

C

B

J

L

R

D M

E

F

I

O

C

G

H

C

V

D

A

D

T

E

S

J

T

E

Y

N

Z

G

B

R

O W

S

E

M

6  id 1  bid 7  onsumer 2  consume 8  rowser 3  browse 9  election 4  select 10  harge 5  charge 3 1 isle  ​2  ackaging  ​3  ounter  ​4  oods  ​ 5  heckout 1 broadcast 4 1 b,r,o,s, b,r,o,s 2 purchase 2 p,c,a, p,c,a 3 claim 3 l,a,l, a,i,l 4 promote 4 o,r,m r,o,m 5 supplier 5 p,e,l p,l,e

Word builder

5 1 low  ​2  labour  ​3  self

    page 107 

Grammar practice Past simple and past perfect simple

1 1 2,1  ​2  2,1  ​3  1,2  ​4  2,1  ​5  1,2 2 1 After he’d had a shower, he got dressed. 2 Our feet hurt because we’d walked 30 km. 3 When I called, he still hadn’t woken up. 4 I’d forgotten my phone so I didn’t call Mum. 5 They stopped broadcasting the advert because people had complained about it.

Enough, (a) few, (a) little, lots of, plenty of, too much, too many

3 1 Few  ​2  enough  ​3  plenty  ​4  little  ​ 5  lots 4 1 Lots of   2​   many  ​3  much  ​4  little  ​ 5  a few   6​   plenty of   ​7  little  ​ 8  enough

Workbook answer key

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Vocabulary practice

1 chemical, electronic, sustainable, alternative, wireless, innovative 1 wireless 4 sustainable 2 innovative 5 chemical 3 alternative 6 electronic 2 1 c  ​2  b  ​3  b  ​4  a  ​5  a  ​6  b 1  c released 4  a perform 2  b transported 5  a processes 3  b repaired 6  b boosts 3 1 Develop  ​2  train  ​3  celebrate  ​ 4  support  ​5  participate 4 wind-poweredeveloprocessolarepairestr ansportrain 5  rest 1  process 6  transport 2  develop 7  train 3  repair 8  solar 4  wind-powered 5 1 dancer 2  participation 3  performance

    page 111 

Grammar practice The passive: past, present and future (will)

4 5

1 2 3 1 2 3

yourselves himself yourselves other yourself another

4 one 5 myself

The first and second conditional

1 1 I  ​2  PF  ​3  PF  ​4  I  ​5  I 2 1 will D 2 won’t C 3 wouldn’t A 4 Would B 5 will/’ll E 3 1 What would you do if you had a million euros? 2 Will you help me in the kitchen if you have time later? 3 How will we get home if the bus doesn’t come? 4 W  ould your parents lend you money if you wanted a new phone?

The third conditional

4 5

Vocabulary practice 1

I

G

N

2 

P

L

O

3 

L

O

G

S H

A

R

U

4 himself 5 themselves

B

4  5 

C

1 2 3 4 5

N

T

N

S

8 

O

K M A

R

9 

I

T

E D

1 2 3 4 5

O

N

B O

2

E

P

I

Slow down chill out Work out cheer up Open up

D

S

R E

7 



A

O M M E

6 

Vocabulary practice o,o e,e o,o l,l p,p

1 

S

Question forms

1 1 didn’t  ​2  was  ​3  haven’t  ​4  aren’t  ​ 5  did  ​6  can 2 1 are you looking 2 bookmarked 3 did you upload 4 are you commenting on 5 caused

Verbs with -ing and to

3 1 ✓  ​2  ✗  ​3  ✓  ​4  7  ✗  ​8  ✓ 4 1 to consider 2 to get 3 Being 4 working

appreciation misunderstanding behaviour Politeness consideration

K

✗  ​5  ✓  ​6  ✓  ​



5 6 7 8

talk to listen criticizing to offend

Modals of deduction and possibility

5

1 2 3 4 5 6

must can’t could/may/might could/may/might must can’t

    page 121 

Unit 6 Vocabulary practice 1

e d j w n k wc o sk

dqci



Unit 5

Unit 4 1 2 3 4 5

have been hadn’t needed hadn’t been wouldn’t have understood would have won ’d have called, ’d had ’d walked, ’d have ’d have played, hadn’t hurt ’d have had, ’d run would have travelled, ’d had

    page 117 

    page 113 

1

1 2 3 4 5 1 2 3 4 5

Grammar practice

2 3 4

1 2 5 1 2 3 1 2 3 1 2 3 4 5

m

mendedjkpbu

a s u g ge

Reflexive pronouns, each other and one another

Grammar practice

    page 119 

m plain e

1 1 wind turbines 2 the head teacher 3 future generations 4 the local council 5 various scientists 2 1 were  ​2  are  ​3  are  ​4  aren’t  ​ 5  was  ​6  is  ​7  are  ​8  will be 3 1 will be taught by Mr Lim 2 was donated by 3 was designed by a Dutch architect 4 will be given by the President 5 was invented by the Chinese

    page 115 

3 1 a,e  ​2  a,e  ​3  o,e  ​4  e,e,u  ​5  e,a 4 1 upload, Students’ own answers. 2 etiquette, Students’ own answers. 3 tradition, Students’ own answers. 4 comment, Students’ own answers.

q u re c o

Unit 3

2 1 sore back 2 sprained wrist 3 aching muscles 4 swollen ankle 5 itchy skin 3 1 on  ​2  up  ​3  around  ​4  in  ​5  up 4 1 ruised nee 4 eep n 2 ut own 5 roken eg 3 alm own

wfkdb a

    page 109 

st

p vd e n i e d o

denied recommended complained newcomer professional scriptwriter i,u C e E o,o,o,u A complain sketches scriptwriters says act

3 suggested 4 asked 4 act 5 sketch 4 o,o D 5 o,u,e B 6 7 8 9 10

recommend agrees spotlight microphone adds

Word builder

5 1 in  ​2  on  ​3  in  ​4  on  ​5  in

Workbook answer key

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    page 123 

    page 129 

Grammar practice Reported speech

1 1 tomorrow  ​2  has  ​3  last week   ​ 4  We  ​5  this 6 were 2 1 she’d visited 2 the day before 7 could 8 hadn’t written 3 her 9 wanted 4 had been 10 they 5 had had

Reported questions, requests and commands

3 1 a ✓  ​2  b ✓  ​3  a ✓  ​4  a ✓  ​5  b ✓

Reported suggestions and offers

4

1 2 3 4 5

that we visit to drive to repair that they watch that we make

    page 125 

Unit 7 Vocabulary practice

1 2 3 4

1 set off 4 get off 2 turn back 5 come across 3 stop over 6 see off 1 b hurricane 3 b blizzard 2 a sleet 4 c tornado score, half-time, runner-up, finish line A runner-up 1 z,z B B blizzards 2 e,e C C speed up 3 z,z D D drizzle 4 n,n A

Word builder

5 1 C  ​2  E  ​3  B  ​4  D  ​5  A

    page 127 

Grammar practice Future continuous

1 1 studying 2  living 3  getting 4  driving 5  buying 2 1 won’t be studying 2 ’ll be living 3 ’ll be working 4 will you be doing 5 ’ll be using 6 ’ll be creating

Future tenses

3

1 2 3 4 5

will a ✓ does b ✓ ’re/are a ✓ going a ✓ ’ll b ✓

    page 133 

Unit 8

Unit 9

Vocabulary practice

Vocabulary practice

1 2 3

1 take it from me 2 have no idea 3 take note of 4 have an eye for 5 have an open mind 6 take their time anxiety, bravery, happiness, loneliness, trust 1 bravery 2 anxiety 3 loneliness 4 trust 5 happiness

Start

b

r

e

a

t

h

g

n

i

k

a

t

h

u

g

e

p

e

c

u

l

l

a

t

i

v

r

a

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u

n

f

o

r

g

e

t

e

l

b

a

t

Finish 4

1 2 3 4 5 1 2 3 4

breathtaking unforgettable huge peculiar vital friendship, Students’ own answers. unforgettable, Students’ own answers. mind, Students’ own answers. happiness, Students’ own answers.

    page 131 

Grammar practice Defining and non-defining relative clauses

1 1 which  ​2  which  ​3  who  ​4  which  ​ 5  where 2 1 -  ​2  ✓  ​3  -  ​4  ✓  ​5  ✓  ​6  ✓ 3 2 and 6

Articles

4 1 an  ​2  -  ​3  the, the   4​   -  ​5  -  ​6  -  ​ 8  the

Indefinite pronouns 5 1 No one 2  anything 3  everyone 4  everything 5  anybody 6  something

1 1 

P A R T

2 

I

B E

3 

4 

C O N C I E

P

F

A

I

T

T

E

E N

T

P R A

T

E

P

L

E P 5 

S P R

6 

S U C

C

E

Y

E D

2 unskilled, repetitive, well-paid, unsociable 1 well-paid 3 varied 2 unskilled 4 unsociable 3 1 issions 4 urface 2 aunch 5 tmosphere 3 pacecraft 6 ISSIO 4 1 SEAR 7 SPE IA I E 2 RADUAT 8 URFAC 3 ACADEMI 9 AUNCH 4 CHA ENGIN 10 OCA IONAL 5 E IE E The mystery adjective is successful

    page 135 

Grammar practice Tense revision

1 1 a  are staying 2 b  I’ve broken my wrist 3 b  hadn’t done an interview before 4 b  I’ll call him now 5 b  I’ll be working in marketing 2 1 ’ll answer 2 took 3 ’ve been working 4 ’ll be travelling 5 ’m going to get 3 1 D  ​2  G  ​3  H  ​4  E  ​5  F  ​6  A  ​7  B  ​ 8  C 4 1 if she could 2 whose hair was grey 3 I wouldn’t have passed 4 does he specialize in 5 was taught by

Comparatives and superlatives

4 1 best  ​2  as  ​3  as  ​4  more  ​5  aren’t  ​ 6  isn’t

T181

Workbook answer key

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