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Mike Sayer

Life

Life

BEGINNER

BEGINNER

Teacher’s book

TEACHER’S BOOK

Mike Sayer

National Geographic Learning, a part of Cengage Learning, provides customers with a portfolio of quality materials for PreK-12, academic, and adult education. It provides instructional solutions for EFL/ESL, reading and writing, science, social studies, and assessment, spanning early childhood through adult in the U.S. and global markets Visit ngl.cengage.com

A1

WITH STUDENT’S BOOK AUDIO CDS

ngl.cengage.com/life

Welcome to Life, an exciting six-level series that makes learning English an exploration of the world. Drawing on National Geographic content, Life transforms the learning experience into a fabulous journey with irresistible images, articles and videos that engage learners like no series before. Bring Life into your classroom!

• A practical, competency-based syllabus helps learners in their development of grammar, vocabulary, functions, pronunciation and skills through appropriate communicative tasks.

Components

• Real life lessons model and practise everyday functions, preparing learners to use language in the real world.

Student’s Book with DVD (also available as ebook)

• National Geographic video on the DVD allows teachers to bring lessons to life.

Workbook with Audio CDs

• The carefully designed Critical thinking syllabus challenges learners to understand texts at a deeper level.

Split edition of Student’s Book and Workbook

• Vocabulary is introduced thematically, with additional emphasis on key words and word building in Word focus and Wordbuilding sections.

Website resources: • Interactive reading practice • Grammar practice worksheets • Word lists

Student’s Book with DVD • • • •

Engaging tasks with fascinating National Geographic content Fully integrated National Geographic video for each unit Review at the end of each unit Grammar reference with practice activities

For the student

MyLife (eWorkbook)

For the teacher Teacher’s Book with Class Audio CDs Interactive Whiteboard DVD-ROM

Workbook with Audio CD

ExamView Test Generator CD

• Further practice and linear progression of Student’s Book contents • Focus on learning skills • Sample IELTs test allows learners to benchmark their learning

Website resources: • Placement tests • Progress tests • Extra practice activities • Grammar practice worksheets • Ready-made lessons • Communicative worksheets • Business writing worksheets

Teacher’s Book with Class Audio CD • Detailed teaching notes with lead-ins, additional activities and answer key • Notes on vocabulary, grammar, pronunciation and useful background information • Photocopiable communicative activities and tests

Interactive Whiteboard DVD-ROM • Includes IWB tools, ‘zoomable’ pages and easy-to-access audio and video • Create your own interactive tasks with the easy-to-use content creation tool • Show or hide the key • Show justification for the answers to the reading and listening comprehension activities

CEFR correlation: Beginner For learners who are around level A0 and want to progress to A1

A1

Beginner

A2

Elementary

B1

Pre-intermediate

B1+ Intermediate Upper Intermediate B2 C1

Advanced

Cover photograph by Paul Nicklen National Geographic Image Collection Lettuce Coral, Phoenix Islands, South Pacific

Life BEGINNER

T E A C H E R ’S B O O K

Mike Sayer

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Life Beginner Teacher’s Book

© 2014 National Geographic Learning, as part of Cengage Learning

Mike Sayer

ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher.

Publisher: Gavin McLean Publishing Consultant: Karen Spiller Development Editor: Clare Shaw Strategic Marketing Manager: Charlotte Ellis Project Editor: Amy Borthwick Production Controller: Elaine Willis National Geographic Liaison: Anna Kistin Art Director: Natasa Arsenidou Cover design: Vasiliki Christoforidou

For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to [email protected]

Text design: Vasiliki Christoforidou Compositor: QBS Learning

ISBN: 978-1-133-31611-4

Audio: Prolingua Productions National Geographic Learning Cheriton House, North Way, Andover, Hampshire, SP10 5BE United Kingdom Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil and Japan. Locate your local office at: international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd. Visit National Geographic Learning at ngl.cengage.com Visit our corporate website at cengage.com Visit the Life website at ngl.cengage.com/life

CREDITS Although every effort has been made to contact copyright holders before publication, this has not always been possible. If notified, the publisher will undertake to rectify any errors or omissions at the earliest opportunity. Photos The publisher would like to thank the following sources for permission to reproduce their copyright protected images. Cover: Paul Nicklen/National Geographic Image Collection Inside: 12b (Justin Guariglia), 13ml (Jim Richardson/National Geographic Image Collection), 14 motorbikes (PhotoKratky – Editorial/Alamy), 14 cars (speedpix/Alamy), 14 boats (HorizonInternational Images Limted/Alamy), 14 bikes (Jordan Weeks/ Alamy), 15t (Peter Macdiarmid/Staff/Getty Image News), 16t (adam eastland/Alamy), 16bl (nobelIMAGES/Alamy), 16br (CW Images/Alamy). Illustrations by Stephen Dew pp 139, 143, 144, 145, 148, 151, 153, 164, 166, 182; Julian Mosedale pp 163, 168; Laszlo Veres (Beehive Illustration) p182

Printed in China by RR Donnelley 2 3 4 5 6 7 8 9 10 – 16 15 14

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Contents Student’s Book contents pages

4

Introduction

8

Units 1 to 12: notes and answer key

17

Grammar summary: answer key

137

Photocopiable tests

139

Photocopiable tests: answer key

157

Photocopiable communicative activities

163

Workbook answer key

177

IELTS practice test: answer key and audioscript

188

3

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Contents Introduction

Unit

Grammar

Vocabulary

Real life (functions)

1

a/an I + am, you + are he/she/it + is my, your

jobs the alphabet countries and nationalities continents word focus: from numbers 1–10 greetings

personal information (1) meeting people

numbers 11–100 colours word focus: in car hire

personal information (2)

family months and ages adjectives word focus: at special occasions

special occasions giving and accepting presents

places in a town days of the week the time word focus: of snacks

buying snacks

abilities technology word focus: this money and prices

shopping

Hello pages 9–20 VIDEO: My top ten photos page 18 X

2

REVIEW page 20

we/they + are be negative forms be questions and short answers plural nouns

Holidays pages 21–32 VIDEO: Antarctica page 30 X

3

REVIEW page 32

possessive ’s his, her, our, their irregular plural nouns

Families pages 33–44 VIDEO: A Mongolian family page 42 X

4

REVIEW page 44

prepositions of place this, that question words

Cities pages 45–56 VIDEO: Where’s that? page 54 X

5 Inventions

REVIEW page 56

can/can’t can questions and short answers have/has adjective + noun very, really

pages 57–68 VIDEO: What’s your favourite gadget? page 66 X

6

REVIEW page 68

like like questions and short answers he/she + like object pronouns

food interests word focus: it opinion adjectives

suggestions

Passions pages 69–80 VIDEO: At the market page 78 X

4

REVIEW page 80

Contents

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Introduction

Pronunciation

Listening

Reading

Speaking

Writing

word stress questions

introductions

a description of two people in the Himalayas an article about phone calls from New York

personal information a quiz phone numbers

text type: an identity badge writing skill: capital letters (1)

we’re, they’re isn’t, aren’t be questions and short answers plural nouns syllables

a description of a place a conversation on holiday

a blog about a holiday a quiz about holiday places

holiday photos on holiday general knowledge

text type: a form writing skill: capital letters (2)

possessive ’s linking with at exclamations

information about a family from India a description of the Cousteau family

a description of a wedding in Thailand an article about age pyramids in different countries

your family tree a wedding your family pyramid

text type: a greetings card writing skill: contractions

th /ð/ linking with can

a description of Shanghai at a tourist information centre

information about a town centre a description of two famous towers an article about times around the world

locations famous places times and timetables

text type: a postcard writing skill: and

can/can’t numbers

information about Yves Rossy an interview with a robot expert

an article about a robot a blog about technology an article about cooking with the sun

your abilities your favourite object buy online

text type: an email writing skill: but

do you … ? likes, doesn’t like intonation

information about football and the World Cup an interview with a man about his likes and dislikes

an article about giant vegetables a profile of a TV presenter an article about racing with animals

a food survey things in common a sports event

text type: a review writing skill: pronouns

Contents

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Contents Unit

Grammar

Vocabulary

Real life (functions)

7

present simple I/you/we/they present simple questions I/you/we/they present simple with question words

education weather word focus: go problems

problems

Different lives pages 81–92 VIDEO: The people of the reindeer page 90 X

8 Routines

REVIEW page 92

present simple he/she prepositions of time frequency adverbs present simple questions he/she How … ?

routines job activities word focus: every

on the phone

pages 93–104 VIDEO: The elephants of Samburu page 102 X

9

REVIEW page 104

there is/are there is/are negative and question forms imperative forms

Travel

clothes furniture travel word focus: take hotel services

requests

pages 105–116 VIDEO: Along the Inca Road page 114 X

10

REVIEW page 116

was/were was/were negative and question forms

History

dates describing people time expressions word focus: first activities

apologising

word focus: with time expressions

talking about the past

pages 117–128 VIDEO: The space race page 126 X

11

REVIEW page 128

irregular past simple verbs regular past simple verbs past simple negative and question forms past simple with question words

Discovery pages 129–140 VIDEO: Perfumes from Madagascar page 138 X

12

REVIEW page 140

present continuous present continuous with future time expressions tense review

rooms in a house weekend activities word focus: do weekend trips

buying tickets

The weekend pages 141–152 VIDEO: Saturday morning in São Tomé page 150 X COMMUNICATION ACTIVITIES page 153 X

6

REVIEW page 152

GRAMMAR SUMMARY page 161 X

AUDIOSCRIPTS page 169

Contents

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Contents Pronunciation

Listening

Reading

Speaking

Writing

don’t intonation in questions sentence stress

information about the Holi festival an interview with a teacher an interview with a student

an article about traditional life an article about the seasons of the year

you and your partner a survey activities in different seasons

text type: a profile writing skill: paragraphs

-s and -es verbs /s/ and /z/

an interview with a man about his job a description of a writer’s daily routine a conversation about a National Geographic explorer

an article about a typical day an article about a job in tiger conservation

routines your friends and family a quiz

text type: an email writing skill: spelling: double letters

there are I’d like

four people talking about travel a conversation in which two people plan a trip

an article about things in your suitcase an article about a Trans-Siberia trip

things in your suitcase hotel rooms travel tips

text type: travel advice writing skill: because

was/were weak forms strong forms sentence stress

information about an important moment in TV history a radio programme about heroes

a quiz about ‘firsts’ in exploration an article about the first people in the American continents

dates and events people in the past famous Americans

text type: a blog writing skill: when

-ed verbs did you … ? didn’t

information about discoveries in Papua New Guinea a story about the investigation of a discovery an interview about discovering your local area

an article about an unusual discovery an interview with an adventurer an article about an accident in Madagascar

your family’s past what did you do last year? telling a story

text type: an email writing skill: expressions in emails

going and doing would you … ?

information about the weekend in different countries a description of a family in Indonesia a conversation between two friends about this weekend

an article about helping people at the weekend

your photos next weekend a special weekend

text type: an invitation writing skill: spelling: verb endings

Contents

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Introduction National Geographic

History

National Geographic was founded in 1888 and defines its mission as ‘to inspire people to care about the planet’. The National Geographic Society is one of the world’s largest non-profit scientific and educational organisations. It reaches more than 325 million people in more than thirty languages through its magazines, books, TV channels, interactive media, maps, films and music. Proceeds from these activities have funded more than 9,000 scientific, conservation and educational projects around the world. LIFE is published in partnership with National Geographic, using National Geographic’s content and values to ‘inspire people to learn English’.

History can be a dry topic, especially if it’s overloaded with facts and dates. However, the National Geographic treatment of historical events brings them to life and there is often a human dimension and universal themes that keep the events relevant to students and to our time. History – or the re-telling of historical events – can also be influenced by a culture or nation’s perception of the events. National Geographic’s non-judgemental and culture-neutral accounts allow students to look behind the superficial events and gain a deeper understanding of our ancestors. For example Unit 10 of the Beginner level includes a quiz on `firsts’ in the history of exploration and has an article on the first civilisations in the Americas.

National Geographic topics

Animals

The topics are paramount and are the starting point for the lessons. These topics have been selected for their intrinsic interest and ability to fascinate students – and teachers. Once the material has been gathered from the National Geographic archives, the language objectives have been matched to the content and then organised into a tried and tested syllabus. The richness of the listening and reading texts and video means that students are so engaged in learning about the content, and expressing their own opinions, that language learning has to take place in order for students to satisfy their curiosity and then react personally to what they have learnt. This element of transfer from the topics to students’ own realities and experiences converts the input into a vehicle for language practice and production which fits the recognised frameworks for language learning and can be mapped to the CEFR scales. (Full mapping documents are available separately.)

The animal kingdom is exceptionally generative in terms of interesting topics. LIFE provides astonishing photos that give a unique insight into the hidden lives of known and lesser-known animals, offering rare glimpses of mammals, birds, bugs and reptiles in their daily struggle for survival. It also informs and surprises with accounts of animals now extinct, species still evolving and endangered species which are literally fighting for their existence. For example Unit 6 of the Beginner level features animals in sport and Unit 8 looks at the work of a tiger conservationist in Asia.

People and places LIFE takes students around the globe, investigating the origins of ancient civilisations, showing the drama of natural forces at work and exploring some of the world’s most beautiful places. These uplifting tales of adventure and discovery are told through eyewitness accounts and first-class reportage, with superb photos, maps and videos. For example Unit 1 of the Beginner level showcases National Geographic photographs of people from around the world. Unit 3 has an article on a traditional Thai wedding and Unit 7 explores the life of the Sami reindeer herders in Scandinavia.

Science and technology Students learn about significant scientific discoveries and breakthroughs, both historic and current. These stories are related by journalists or told by the scientists and explorers themselves through interviews or first person accounts. Students see the impact of the discoveries on our lifestyles and cultures. Because the material comes from a huge archive that has been developed and designed to appeal to the millions of individuals who make up National Geographic’s audience, it reflects the broadest possible range of topics. For example Unit 5 of the Beginner level looks at inventions and gadgets and how we use them in our daily lives. Unit 11 relates what happened when a biologist visited Madagascar.

Environment It isn’t always possible to find clarity in texts on the environment and climate change, or trust that they are true and not driven by a political agenda. National Geographic’s objective journalism, supported by easy-tounderstand visuals, presents the issues in an accessible way. The articles are written by experts in their fields. It’s often true that those who have the deepest understanding of issues are also able to express the ideas in the simplest way. High-quality thinking and expertise are not synonymous with complicated concepts expressed through complicated language – usually quite the reverse is true. For example Unit 7 of the Beginner level introduces learners to vocabulary for weather and climate and looks at how these things affect our lifestyle.

National Geographic photography We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To present discourse without them is both unrealistic and unhelpful. Our memories work in pictures, our experiences and the things we learn about the world are stored using them. Raising awareness of this can help students to remember language more easily. All too often photos in books are cosmetic and without impact. National Geographic has great photography and powerful images at its core, so it seems natural that photographs in LIFE should serve as the starting point for each unit. The photographs in each spread are also integral to the written and recorded content and every opportunity has been taken to use photographs to stimulate learning.

8

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Introduction There are photographs which: tell a story by themselves support understanding of a text and make it memorable provoke debate mean little without a caption or accompanying explanation raise questions about the ethics of journalism and photojournalism are accompanied by a memorable quotation help to remember a lexical set help to learn functional language (e.g. how something works) lend themselves to practice of a specific grammar point (e.g. significant historical events) As a first exercise when handing out the new book to your students, why not ask them to flick through the book, select their favourite photograph, and then explain to the class what it is they like about it. You will find specific suggestions in the teacher’s notes for using the photographs featured within each unit, but two important things to note are: pictures of people or animals capture a moment, so ask students to speculate on the events that led up to this moment and those that followed it pictures of places aim to capture their essence, so feed students the vocabulary they need to describe the details that together convey this (the light, the colours, the landscape, the buildings)

For further variation with the videos, here are some more ideas you can use and develop: Play the video with the sound down. Students predict what the narrator or people are saying. Then play with the sound up and compare. Play the sound only with no video. Students predict where the video takes place and what is happening on the screen. Then play with the screen on and compare. Show the first part of the video, pause it, and then ask students what they think happens next. Give students a copy of the audioscript for the video and ask them to imagine they are the director. What will they need to film and show on the screen? Afterwards, they present their ‘screen play’ and finally watch the original. Write a short text on the same topic as the one in the video. However, don’t include the same amount of information and leave some facts out. Students read the text and then watch the video. They make notes on any new information and rewrite the text so it includes the new details. With monolingual groups, choose part of the video with someone talking. Ask students to listen and write down what they say. Then, in groups, ask them to create subtitles in their own language for that part of the video. Each group presents their subtitles and the class compares how similar they are.

LIFE methodology Treatment of grammar

National Geographic video At the back of the Student’s Book is a DVD with twelve different National Geographic videos on a whole range of subjects. Each video is connected with the topic of a corresponding unit and can be used in conjunction with the video lesson pages in the unit. Typically, a video lesson is divided into three parts:

Before you watch This section leads students in to the topic of the video and engages them in a pre-watching task.

While you watch These exercises provide detailed comprehension of the video itself, both in terms of what a student sees and what they hear.

After you watch This section allows students to respond to the video as a whole and take part in a productive speaking task using language and contexts from the video. The videos are designed to form part of your lessons. However, if you don’t have time in class to watch them all, you can ask students to watch the videos and complete many of the exercises on the page in the Student’s Book. This can form a useful part of their self-study. Students can also watch the videos again after seeing them in class. This is useful for review and students can focus on parts of the audio that particularly interest them.

Target grammar is presented through texts in the first two spreads of each unit. These texts are authentic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts. Such texts not only aid comprehension, but present good models for the learner’s own language production through a variety of ‘voices’ and genres. The main input alternates between reading and listening on these first two spreads. Where a presentation is a listening text, written examples of the grammar structures are given on the page, for example in content comprehension tasks, so that visual support is also provided. The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures. Learners are first directed to notice this language by various means, such as using highlighting within the text, extracting sample sentences or having learners locate examples themselves. A variety of task formats are used to lead learners to analyse the form, meaning and use of the grammar structures, as appropriate. Such an approach can be highly motivational by actively engaging learners in the lesson and allowing them to share and discuss their interpretation of the new language. After this stage, clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point’ for the teacher and learners alike as it summarises the information learners will have arrived Introduction

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Introduction at through completing the discovery tasks. A crossreference is provided to more detailed information and additional exercises at the back of the book. These are suitable for use both in class and for self-study, according to the needs of the learners. The grammar practice tasks within the unit are linked to the presentation text and topic and are thus contentrich in the same way. They move from more supported exercises through to more challenging tasks. Depending on the level, they have a differing emphasis on form and use. The practice tasks give learners an opportunity to personalise the structures and practise them in the context of their own experiences and situations. This anchors the new language in existing frameworks and leads to a clearer understanding of the usage of this new or revised language. Equally, the practice exercises incorporate a real reason to use the target structure whether by devices such as quizzes, games, etc. or by genuine exchange of information between students. A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context. This final task has a variety of formats such as discussions, personal narratives, taskbased activities (ranking, etc.) and the emphasis from the learner’s perspective is on content and fluency rather than grammatical accuracy. Aside from the two main grammar input spreads, the target grammar is also recycled in the subsequent spreads of each unit and beyond.

Treatment of vocabulary LIFE teaches vocabulary in a range of different ways. This eclectic approach takes account of recent research, but doesn’t abandon tried and tested methods. There is further practice of all of this vocabulary input (apart from words occurring in glossaries) in the Workbook.

1 Lexical sets

2 Word focus The Word focus sections take high-frequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with. At Beginner level this is a particularly useful approach as it gives the students practice with words which are often squeezed out of traditional categories at this level. For example, Unit 6 looks at the uses of it that students frequently meet: to talk about days, the weather, the time or people. The Workbook expands the range of phrases and expressions generated by these key words, and provides further practice.

3 Glossaries Where certain words are important to the meaning of a text, but are above the level of the student, they are glossed, usually with art work. Students aren’t expected to learn these words, but the short or graphic definition prevents them from being a barrier to understanding.

Learning skills There is a comprehensive learning skills syllabus in the Workbook. This covers traditional learning skills, such as recording new vocabulary, using a dictionary, remembering new vocabulary, planning study time, assessing your own progress, etc.

Assessment Students and teachers can assess progress in the following ways:

learning words in a set requires less effort

Each unit in the Student’s Book finishes with a onepage review where students do the exercises and complete a number of ‘can-do’ statements linked to the objectives of the unit.

retrieving related words from memory is easier

There are photocopiable tests in the Teacher’s Book.

seeing how knowledge can be organised can be helpful to learners

There is a Check! section at the end of each unit in the Workbook for students to check what they have learnt (general knowledge as well as language).

Some of the benefits generally associated with teaching words in lexical sets are:

it mirrors how such information is stored in the brain the meaning of words can be made clearer by comparing and contrasting them to similar words in the set

10

Each unit usually has two or more lexical sets. The lexical sets also cover commonly-confused words. There is evidence to suggest that once students have learnt one or more of the words that belong to a group of commonlyconfused words (e.g. job and work), it is useful to compare and contrast these words directly to clarify the differences (or similarities) in meaning. LIFE focuses on these groups of words as and when they come up.

There are IELTS practice tests at the end of the Workbooks. These have been graded to the level of the course, but follow the format of the test. These allow students to benchmark their progress against the course objectives, whilst becoming familiar with a global test format.

Introduction

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Introduction

Components Student’s Book + DVD Workbook + audio Teacher’s Book and class audio

Overview of a Student’s Book unit Opener: a one-page introduction to the unit that gets students interested in the topic a and b: double-page lessons that teach grammar and vocabulary through reading and listening texts c: a double-page lesson that focuses on reading comprehension d: a one-page lesson that teaches functional/situational language e: a one-page lesson that teaches a writing skill and the features of a text type f: a double-page lesson of video comprehension exercises Review: a one-page lesson of practice activities and ‘can-do’ check statements

Introduction

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Lesson type a Grammar and vocabulary This double-page spread is a grammar and vocabulary lesson: Lesson 8a Day and night.

The target vocabulary is clearly illustrated and modelled for students. When appropriate, lexical sets are pre-taught before the main reading or listening text. Practice exercises give students the opportunity to contextualise and personalise the new vocabulary.

vocabulary routines
t
reading and listening a writer in China
t
grammar present simple he/she
t
pronunciation -s and -es verbs
t
speaking and writing routines

8a Day and night Vocabulary routines

a

b

1 Match the sentences (1–7) with the pictures (a–h). 1 2 3 4 5 6 7

2

The main target grammar is presented through texts in the first two spreads of each unit. These texts are authentic or realistic reading and listening texts, adapted for level as necessary, which use the target language in natural and appropriate linguistic contexts. Such texts not only aid comprehension, but present good models for the learner’s own language production through a variety of ‘voices’ and genres. The main input is via both reading and listening on these first two spreads.

I get up at six o’clock I have breakfast at I start work at I have lunch in a I finish work at I have dinner at I go to bed at

f

.

. . .

c

d

e

. . .

2.16 Listen and complete the sentences in Exercise 1 with times and places.

f

g

3 Work in pairs. Write seven true or false sentences about your routines. Read the sentences to your partner. Find your partner’s false sentences.

Reading and listening 4 Look at the photo. Where is it? What kind of class is this?

5 Read about one of the women in the photo. Is her routine similar to your routine?

6

2.17 Read the article again and listen. Underline the information that is different.

Chen Hong is from Shanghai. She’s a writer. She gets up at six o’clock in the morning. She doesn’t have breakfast. She goes to an exercise class. The class is on the Bund, near the river. It starts at 7.15 and it finishes at 7.45. Then Chen has breakfast with her friends. She starts A writer in China work at 8.30. She works at home. At midday, she has lunch. She finishes work at 6.30 in the evening. At eight o’clock, she has dinner with her family. She goes to bed at 10.30. Chen Hong doesn’t work every day, but she goes to her exercise class every day.

DAY AND NIGHT

&

The primary focus is on the topic content before the learner’s attention is drawn to the target grammar structures.

94

12

A morning exercise class on the Bund (riverside) in Shanghai

Introduction

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The grammar practice tasks within the unit are linked to the presentation text and topic and are thus content-rich in the same way. They move from more supported exercises through to more challenging tasks.

Unit 8 Routines

Grammar present simple he/she/it 7 Look at the grammar box. Then underline the present simple

10 Pronunciation -s and -es verbs a

verbs in the article about Chen Hong.

works starts gets up

X PRESENT SIMPLE HE/SHE/ IT gets up at six o’clock. doesn’t have breakfast. starts at 7.15.

He/She/It

b

For further information and practice, see page 166.

8 Complete the text about an astronomer with the correct form of the verbs. finish start

get up go work work

go

have

have

Clear paradigms or examples of form and use are given on the page in a simple summary box. This supports the learners and is a ‘check point’ for the teacher and learners alike as it summarises the information learners will have arrived at through completing the discovery tasks. A cross-reference is provided to more detailed information and additional exercises at the back of the book. These are suitable both for use in class and self-study, according to the needs of the learners.

2.18 Listen and repeat the sentences with these verbs. finishes

goes

2.18 Listen again and look at the verbs. Underline the verb with an extra syllable. work works

start finish go gets up starts finishes goes gets up

not / work

Speaking and writing 11 Work as a class. Ask questions. Find

An astronomer in Chile 1

Ronaldo Godoy is an astronomer. He in an work at nine observatory in Chile. Ronaldo 2 a snack. He o’clock at night. At midnight, he 3 4 work at 1.30 in the morning and he 5 home. He 6 to bed at two o’clock. 7 at 8.45 and he 8 breakfast Ronaldo on Monday, Tuesday with his family. Ronaldo 9 every day. and Wednesday. He 10

one name for each sentence. You have a time limit of five minutes. Find a person in your class who … gets up at six o’clock. doesn’t work. has eggs for breakfast. works in the evening. doesn’t have lunch. goes to bed after midnight.

A variety of task formats are used to lead learners to analyse the form, meaning and use of the grammar structures, as appropriate.

starts work at nine o’clock. gets up late at the weekend.

Do you get up at six o’clock, Issa? No, I don’t. I get up at 7.15.

Grammar prepositions of time 9 Look at the expressions in the grammar box. Underline similar expressions in the text in Exercise 8.

Do you get up at six o’clock, Leonardo?

X PREPOSITIONS OF TIME at six thirty

Yes, I do. in the morning

12 Write sentences with the names. Leonardo gets up at six o’clock. on Tuesday/Tuesdays

at night

For further information and practice, see page 166.

TALK ABOUT

X ROUTINES

X YOUR FRIENDS AND FAMILY X A QUIZ X ON THE PHONE

WRITE

X AN EMAIL

95

A final task on each spread allows the learners to create their own output and is structured so that learners have the opportunity to use the target grammar as well as other target language, for example vocabulary, in a meaningful context. This final task has a variety of formats such as discussions, personal narratives, task-based activities (ranking, etc.) and the emphasis from the learner’s perspective is on content and fluency rather than grammatical accuracy.

Introduction

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Lesson type c Reading This page is the first page of a double-page reading lesson. The reading text is always on the right-hand page, and the activities on the left.

An additional grammar focus is presented through the reading text on this spread. As in lessons a and b, the practice exercises are linked to the topic of the reading text.

The mini contents section at the beginning of every lesson sets clear targets.

reading racing with animals
t
grammar object pronouns
t
word focus it
t
speaking a sports event

6c In love with speed Reading

Grammar object pronouns

1 Work in pairs. Look at the photos. Can you name famous

7 Look at the grammar box. Then look at the

sports events with these things? athletes

motorbikes

cars

comments in Exercise 6. Find four object pronouns from the grammar box in the comments.

X OBJECT PRONOUNS Subject pronoun I you he she it we you they

boats

bicycles

The Word focus sections take highfrequency words and give examples of the different meanings they can have according to the contexts in which they appear and the different words they collocate with.

Object pronoun me you him her it us you them

For further information and practice, see page 165.

8 Choose the correct option. That’s my horse. I love them / it. He’s fantastic. I like him / her a lot. Australians are great. I like them / him. Where’s your sister? I can’t see her / you. The Tour de France is a great race. I like her / it. 6 Can I help me / you? 1 2 3 4 5

2 Look at your answers from Exercise 1. Answer the questions for each event.

9 Word focus it

1 Which city or country is the race in? 2 What is the prize? 3 Can you name any famous winners of the event?

a Match 1–5 with a–e. Then underline it in

3 Look at the photos on page 75 and find these animals. a bird

a camel

a horse

4 Read the article on page 75. Find: 1 three types of racing 2 five countries 3 two types of prize

5 Read the article again. Complete the sentences. racing is popular in China. 1 2 racing is popular in Europe. 3 People in Qatar love racing. can run at 65 kilometres per hour. 4 5 can fly 100 to 1,000 kilometres.

6 Match the comments from three people with the sports. 1 ‘This sport is popular in Australia, but I don’t like it.’ 2 ‘My birds are special to me. I like them a lot!’ 3 ‘My brother is in this race. I can see him on his horse.’

the sentences. 1 2 3 4 5

What time is it? Is it hot in your city today? What’s your favourite place? What day is it? Hello, 937 865.

a b c d e

London. I love it. It’s ten o’clock. It’s Monday. Hi, it’s Susan. No, it’s cold.

b Work in pairs. Ask and answer questions 1–4.

Speaking 10 Work in pairs. Ask and answer questions about international sports events. Student A: Turn to page 155 Student B: Turn to page 159

74

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Introduction

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Lesson type d Real life This page is the one-page functional lesson from Unit 7.

vocabulary problems
t
real life problems
t
pronunciation sentence stress

7d What’s the matter? The d lessons have clear ‘Real life’ functional aims.

Summer holidays in Great Britain

Vocabulary problems

Real life problems

1

4 Work in pairs. Look at the photo. Describe

2.10 Look at the pictures and listen to seven people. Write the number (1–7) next to the picture. b cold

c hot

a bored

the weather. Describe the people.

5

2.12 Listen to the conversation. Write the names (F =father, P= Paul, A= Anna). 1 2 3 4

6

is thirsty. doesn’t feel well. is cold and wet. is bored.

2.12 Listen again. Complete the mother’s suggestions. ? ? ?

1 Why don’t you have 2 Why don’t you eat 3 Why don’t you go

d hungry

X PROBLEMS

e thirsty

What’s the matter? I’m hungry/thirsty/cold/tired/hot/wet/bored. It’s cold/wet/hot. I don’t feel well. I don’t like swimming. I don’t understand. Why don’t you have cup of tea?

f tired

7 Pronunciation sentence stress 2.13 Listen and repeat three sentences. Is don’t stressed or unstressed?

The pronunciation syllabus covers sounds and spelling; connected speech; stress and intonation. The key expressions are made memorable through an activation activity.

8 Work in pairs. Look at the vocabulary in Exercise 1 and the expressions for talking about PROBLEMS. Take turns to talk about problems and make suggestions.

g wet

2

2.11 Listen and repeat the expressions from Exercise 1.

What’s the matter? I’m bored.

3 Work in pairs. How do you feel right now? Tell your partner. I’m hungry!

88

TALK ABOUT X YOU AND YOUR PARTNER WRITE X A PROFILE

Why don’t you read a book?

X A SURVEY

X ACTIVITIES IN DIFFERENT SEASONS

X WHAT’S THE MATTER?

Introduction

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Lesson type e Writing This page is the one-page writing lesson from Unit 9.

Students always finish with a productive task.

Students are encouraged to take part in peer correction.

writing travel advice
t
writing skill because

Every e lesson has a specific text type.

9e A great place for a weekend Writing travel advice 1 Read the advice on a travel website. Answer the questions.

A different writing skill is presented and practised in every e lesson.

1 2 3 4 5 6

What’s the name of the city? How can you travel there? Where can you eat? What can you eat? What can you see? What can you do?

2 Read the advice again. Underline four tips from Dani.

Every writing lesson includes a model.

Unit 9 Travel

b Rewrite these sentences with because. 1 Go in spring. It’s very hot in summer. 2 Travel by bus. It’s cheap. 3 Book your hotel in advance. It’s a very popular place. 4 You can take a boat trip. It’s on a river.

4 Make notes about a place you know. Use the questions in Exercise 1.

5 Use your notes and write two or three paragraphs of advice for travellers to the place. Include at least one tip.

3 Writing skill because

6 Check your advice. Check the spelling, the

a Look at the sentence from the text. Find two more

7 Work in pairs. Exchange advice. Is your partner’s

sentences with because.

punctuation and the verbs. place a good place to travel to?

Lisbon is a great place for a weekend because there is a lot to see and do. POPULAR PLACES IN EUROPE: LISBON

YOUR PHOTOS

YOUR TRAVEL ADVICE Dani, London. Date of trip: 22–24 June Lisbon is a great place for a weekend because there is a lot to see and do! There are flights from the main European cities every day. There’s a bus from the airport to the city. Or take a taxi because they aren’t expensive. Travel around the city by tram – they’re great! There are great cafés and restaurants in every street. And try the delicious Portuguese cakes! There are some beautiful buildings in Lisbon. And don’t miss a Fado show because this Portuguese music is very beautiful.

TALK ABOUT

16

X THINGS IN YOUR SUITCASE X HOTEL ROOMS X TRAVEL TIPS X HOTEL SERVICES

WRITE

X TRAVEL ADVICE

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Introduction

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Unit 1 Hello Lead-in

Vocabulary notes

Greetings

Hello and hi mean the same thing. Hi is informal. In British English, people tend to say both. In American English, hi is much more common.

Use mime to introduce Hi, Hello and Goodbye to students. Walk towards three or four students in the class, shake hands and say: Hi! Then walk away and wave your hand. Say: Goodbye! Once students have got the idea, walk towards them and wait for them to say, Hi, then walk away and wait for Goodbye! Finally, ask students to stand up and walk round the class, saying Hi! and Goodbye! to each other.

I’m and My name’s also mean the same thing. It’s more common to use I’m in this situation. If students are having problems with My name’s, don’t worry. There is further practice in 1c.

Getting to know you With a new class, ask students to write their name on a name card. It is a good idea to bring into class a set of A5-size pieces of card or sturdy paper for this purpose. Students fold the card, write their names, then place the names on the desk in front of them. Write your name on the board. You can then say: Hi Ana!, Hi Rolf, etc. and students can respond.

Teaching notes

You can use the cards in ‘getting to know you games’. Collect in the name cards then hand them out at random. A student has to say, Hi Ana (reading the name on the card) and Ana must reply Hello! in order to reclaim her name card.

Teachers at beginner level need to think in terms of visuals and mimes. It is a good idea to build up a set of flashcards or pictures that you can use to teach words or set up situations. Alternatively, you could use presentation slides or your interactive whiteboard to show visuals. You don’t need to speak to explain words or to set up activities. Mime words or use a picture. Act out or model an activity so that students can see what you want them to do. Grade your language and limit your talking time.

1

[1.1] Ask students to look at the photo. Ask them to listen and tick what the speaker says. ANSWER c

Audioscript

[1.1]

Hi! I’m Mike.

Background note The photo shows a diver underwater with a large fish called a potato cod, on the Great Barrier Reef off the coast of Australia.

2 Students listen and repeat. Once they have repeated the speech on the recording, go round the class, nominating individuals to say: Hi! I’m Ana, etc. (get them to insert their own name in place of Mike). 3 Students write their name. Encourage them to write I’m … . Let students compare their answers in pairs, and go round the class to check that students are writing the letters correctly. 4 Organise the class into pairs to practise introducing themselves to each other. Model the activity first in open class with a reliable student by introducing yourself and eliciting a response from the student. Go round the class to monitor conversations and check pronunciation.

Beginners, by definition, know little or no English. They have also had very few if any English language lessons. This presents challenges. It also offers you a great opportunity to establish good practice in the classroom. Here are a few suggestions from experienced teachers about how to approach teaching beginners.

It’s important to make lessons varied at beginner level. Plan lessons that incorporate a bit of listening, a bit of reading, some basic language, some writing, and some speaking. Activities should be short and you should try to vary interaction, too, so mix up the pairs and have group work and mingles. Mike, Oxford In monolingual classrooms, many beginners will expect a course in which the teacher translates words and grammar into L1. They will, of course, use L1 to speak to each other, and will ask you questions in their L1. The problem with this is that the classroom can quickly become one in which English is rarely spoken. I have two suggestions to avoid this. • Start as you mean to go on. In other words, start your lesson in English and make it clear that you are only going to speak English in the class. You could leave five minutes at the end of each class for ‘any questions’ in L1. • Pretend that you don’t speak the students’ language. If you are a native speaker, that’s easy. But even if you aren’t, you can still do it. I’m Russian but I once told a beginner class that my name was Alice and that I didn’t speak Russian. They believed me for months! As a result, they worked much harder to say things in English because it was the only way to communicate with me. As the course progressed, they also took pride in explaining aspects of Russian life to me (in English), and even bought me Russian gifts! Olga, Moscow

Extra activity Extend Exercise 4 into a mingle. Ask students to stand up, walk round and have conversations with five or six people before sitting down again. Remember that this is a great opportunity to make sure students learn each other’s names.

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UNIT 1 Hello 1a National Geographic people Lead-in

Pronunciation notes Notice the strongly stressed syllable in these words (underlined): explorer

Using words Use mime to pre-teach the five ‘job’ words from the Student’s Book page. Write each word on the board, then mime each job, e.g. pretend to take photos (photographer), pretend to control a movie camera (filmmaker), pretend to do an experiment (scientist), pretend to hack through jungle and look for things (explorer), pretend to write (writer). Allow students to guess and shout out jobs. Students probably don’t know the English words, but that’s OK. Act out your mimes at random and ask students to say which ‘job’ word you are miming. Confirm answers then read out the words and ask students to repeat for pronunciation practice. For confirmation and further practice, you could put students in pairs to mime and say the jobs.

Vocabulary jobs 1

[1.2] Ask students to look at the photos and read out the names. Then play the recording. Students listen and find the photos for each speaker.

Audioscript

[1.2]

filmmaker photographer scientist writer

Point out that w in writer and c in scientist are silent letters. Note also that ph has a sound equivalent to f in English.

Extra activity Checking understanding at this level is difficult because students do not have enough language to understand definitions or explanations. In monolingual classes, many teachers use translation, of course. However, there are other ways. Here are three ways of checking: 1 Visuals: bring in pictures to show these jobs, hold them up or project them, and ask students to say the job. 2 Mime: use the ideas in the lead-in to check understanding. 3 Examples: Say or write famous people who have these jobs. For example, Steven Spielberg (filmmaker), David Bailey (photographer), Albert Einstein (scientist), William Shakespeare (writer), Captain Cook (explorer). Of course, you’ll need to think of people the students are likely to know.

3 Ask students to look at the photos again and write the jobs. Let them compare their answers in pairs before discussing as a class. Ask students to read the sentences out aloud in feedback.

MATTIAS :

Hi. I’m Mattias. I’m a filmmaker.

CAROLYN :

Hi. I’m Carolyn. I’m a writer.

ROBERT :

Hello. I’m Robert. I’m an explorer.

ANSWERS

MIREYA :

Hi. I’m Mireya. I’m a scientist.

ALEX :

Hello. I’m Alex. I’m a photographer.

1 writer 2 photographer 3 scientist

4 filmmaker 5 explorer

Background notes Mattias Klum is a Swedish filmmaker and photographer. He was the first Swede ever to have his work on the cover of National Geographic magazine. Robert Ballard is an American ocean explorer. He has discovered the wreck of the Titanic (1985), the wreck of the German WWII battleship Bismarck (1989) and the wreck of the aircraft carrier USS Yorktown (1998). Mireya Mayor is an American anthropologist. She is a wildlife correspondent for the National Geographic Channel. Carolyn Hicks Anderson was a writer and editor at National Geographic for many years. Alex Treadway is a photographer. He is based in London but travels all round the world taking photographs, particularly in the Himalayas.

2

[1.3] Play the recording and ask students to listen and repeat the jobs.

Audioscript

[1.3]

explorer, filmmaker, photographer, scientist, writer

18

Vocabulary notes Point out the use of the indefinite article in English here. We always use a / an when saying what someone’s job is. In many languages the article is not used. We use a in front of nouns which start with a consonant sound. We use an in front of nouns which start with a vowel sound. There is more detailed practice of this in the grammar section that follows.

4 Start by writing a student and a teacher on the board. Point to yourself and say: a teacher. Point to a student and say: a student. Then elicit your students’ jobs and write them up on the board. Point out whether they need a or an, and point out any stress in the job names they give you. Ask students to complete the sentence with the name of their job.

5 Organise the class into groups of four to do the task. Model the activity first by saying: Hi. I’m Mike. I’m a teacher.

Unit 1 Hello

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UNIT 1 Hello Extra activity

Extra activity 2

Ask students to think of and write down the name of a famous explorer, scientist, writer, filmmaker or photographer. Then ask students to walk round the class and introduce themselves as that person, e.g. Hi. I’m Charles Dickens. I’m a writer.

Play ‘pictionary’. Students take turns to come to the board and start drawing a picture to show a job. The rest of the class shout out which job.

Listening 8

Grammar a / an 6 Ask students to work in pairs to find and underline the first letter of the jobs in Exercise 2. In feedback, point out that explorer is the only word that begins with a vowel sound. Look at the grammar box with the students and refer them to the information and practice on page 161.

We use a in front of nouns which start with a consonant sound. We use an in front of jobs which start with a vowel sound. Be aware that it is actually the vowel sound that is important. For example, we say an umbrella but a uniform. Umbrella begins with the vowel sound /ʌ/, but uniform begins with the consonant sound /j/. Note that a and an are usually unstressed, so students should be saying /ə/ and /ən/.

[1.4] Lead in by asking students to look at the

photos and the jobs. Check students know each job by using mime to act them out. Mime each job and ask students which job you are doing. Ask students to complete the sentences with a or an. Let them compare their answers in pairs. Play the recording. Students listen, check and repeat.

ANSWERS 1 a

2 a

3 a

4 an

ANSWERS 1 c

2 e

3 d

Audioscript

Pronunciation notes

7

[1.5] Play the recording. Ask students to listen and put the conversation in order. Then play the recording again. Students listen and check their answers.

5 an

6 a

ALEX :

Hello.

CAROLYN :

Hi.

4 b

5 a

[1.5]

ALEX :

I’m Alex Treadway.

CAROLYN :

Oh, you’re a photographer!

ALEX :

Yes.

9

[1.6] Ask students to listen and complete the conversation in pairs. Then play the recording. ANSWERS 1 Hi

2 hello

Audioscript

3 I’m

4 you’re

[1.6]

A:

Hi.

MATTIAS :

Hello. I’m Mattias Klum.

A:

Oh, you’re a filmmaker!

MATTIAS :

Yes, for National Geographic.

Grammar I ⴙ am, you ⴙ are Audioscript

[1.4]

1 I’m a photographer.

Grammar note

4 I’m an artist.

In spoken English, I am and You are are almost always shortened, so it is best to teach them in the short form with the apostrophe. We only give am and are their full value when we are emphasising or contradicting: No! I am Katya!

5 I’m an engineer.

Note the pronunciation: I’m /aɪm/ and you’re /jɔ/.

2 I’m a doctor. 3 I’m a teacher.

6 I’m a driver.

Pronunciation notes Note the strong stress: doctor teacher artist engineer driver

Extra activity 1

10 Read through the grammar box with the class. Refer students to page 161 for further information and practice. Ask students to look back at the photos on page 10. Check the pronunciation of the names of the people and the jobs. Then divide the class into pairs and ask them to act out the two conversations in Exercises 8 and 9 for the other people in the photos: Mireya, Robert and Carolyn.

Ask students to write their own job and the jobs of their classmates using a or an.

1a National Geographic people

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UNIT 1 Hello 11 Demonstrate the activity by miming some of the

Audioscript

jobs from Exercise 1 and Exercise 7 and asking students to guess and say your job. Then divide the students into groups of four to take turns miming and guessing jobs.

1 I’m Paola.

Extra activity

[1.8]

Can you spell that? Yes. P–A–O–L–A.

2 I’m Bryan.

Divide the class into two groups (or three or four groups if your class is very large). Ask one person from each group to come to the front of the class and to sit with their back to the board. Then write the names of fifteen to twenty famous people on the board. Choose some very famous people (Pablo Picasso, Steven Spielberg, etc.) and some less well-known people (Henry Moore, John Ford, etc.). One of the students at the board starts by saying Hi to their group. His or her group then say, e.g. Hello. I’m Pablo Picasso. The student must then say the job, e.g. Oh, you’re an artist. If the group answers yes, the student and his or her group get a point, and it’s the next group’s turn. Groups can choose any name from the board but once it has been guessed correctly, wipe the name off. Change the student in the ‘hotspot’ every two or three rounds. At the end, find out which group knew or guessed most jobs.

Can you spell that? Yes. B–R–Y–A–N.

3 I’m Sean. Can you spell that? Yes. S–E–A–N.

4 I’m Ana. Can you spell that? Yes. A–N–A.

Background note These are all common spellings of names in the Englishspeaking world, except for Paola (a common girl’s name in Italian) and Ana (a common girl’s name in Spanish).

15 Divide the class into pairs. Students take turns to

Vocabulary the alphabet

spell their names.

12

16 Divide the class into A and B pairs. Tell students to

[1.7] Ask students to listen and repeat

the alphabet.

13

[1.7] Ask students to work in pairs. Tell them to practise saying the letters. Point out that the letters in each column share the same vowel sound. Play the recording. Students listen and put the letters in the correct column depending on the pronunciation.

ANSWERS A H J K

B C D E G P T V

F L M N S X Z

I Y

O

Q U W

R

Extra activity Play a spelling circle game. Students sit in a circle of five or six students. Say a ‘job’ word (e.g. artist) and the groups must spell it. One student says A, the next student (in a clockwise direction) says R, etc. Then say another word (e.g. engineer). The next student in the circle says E, and so on until the word is spelt. If a student gets a letter wrong, he or she is ‘out’. Keep going until you run out of words or until all the students are out.

Speaking 17 Divide the class into groups to play the memory

Pronunciation notes Point out some of the more unusual pronunciations: H (‘aitch’), Y (‘why’) and W (‘double U’). Q is pronounced /kjuː/. Z is pronounced /zed/ in British English, but in American English it is /ziː/.

14

find their list and think about how to spell the words. Students take turns to spell the words in their lists. Their partner must write the words down. In feedback, ask students to say the words.

[1.8] Play the recording. Students listen and

choose the correct name. Let students compare their answers in pairs before discussing as a class.

game. You will need to model it carefully first. Say, e.g. I’m Mike. I’m a teacher. The next student must then say, e.g. You’re Mike. You’re a teacher. I’m Katya. I’m a nurse. The next student must then introduce himself or herself, and repeat the information for Mike and Katya. Once students have got the idea, tell them to continue with each student having to add one more name and job to the chain.

Homework Ask students to write a short blog to introduce themselves. Tell them to write their name and their job.

ANSWERS 1 Paola

20

2 Bryan

3 Sean

4 Ana

Unit 1 Hello

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UNIT 1 Hello 1b People and places Lead-in Introducing the theme: countries and nationalities Write the following on the board: jobs, countries, nationalities. Check students’ understanding by eliciting the job, country and nationality of your students. Then write the names of famous filmmakers, artists and writers on the board and ask students, in pairs, to match the famous people to countries and nationalities. If students aren’t sure how to say the countries and nationalities at this stage, then that’s no problem. You are just finding out how much they know about this vocabulary area.

ANSWERS Country China Great Britain Spain The United States

Audioscript

Nationality Chinese British Spanish American

[1.10]

Brazil

Brazilian

Canada

Canadian

China

Chinese

Egypt

Egyptian

France

French

Reading

Germany

German

1 Ask students to look at the photos and read the article,

Great Britain

British

Italy

Italian

Japan

Japanese

Mexico

Mexican

Oman

Omani

Spain

Spanish

The United States

American

then complete the table. In feedback, write the table on the board and ask students to come and write in the answers.

ANSWERS Name Country Nationality

Photo 1 Manu Nepal Nepalese

Photo 2 Dechen India Indian

Extra activity

2

[1.9] Play the recording. Students listen and check their answers.

Audioscript

[1.9]

Manu is from Nepal. He’s Nepalese. Dechen is from India. She’s Indian.

Extra activity Play the recording a second time and ask students to give you whole sentences. Say: Tell me about Dechen and Manu.

Background notes Ladakh is a region of Jammu and Kashmir in the far north of India near the border with Tibet. The territory is the subject of a dispute between India and Pakistan. It is beautiful, mountainous and sparsely populated. Nepal is a country in the Himalayas. It is between China in the north and India in the South. Mount Everest, the highest mountain in the world, is in Nepal.

It is a good idea to bring in a large world map to class, or, if you have the technology in your classroom, to project a map. That way you can check that students know where these countries are.

Grammar notes In English, most countries take no article and have a capital letter. However, some countries use the because they are described as a set of states, islands, kingdoms, e.g. The United States (the US), the United Kingdom (the UK), the United Arab Emirates (the UAE).

Background notes Note that Americans generally call their country the US or the United States, or just the States. They tend not to call it the USA or America (two terms commonly used in Great Britain). Great Britain (or Britain) is made up of three countries: England, Scotland and Wales. The more official name of the country is the United Kingdom (the UK) which comprises Great Britain and Northern Ireland.

Vocabulary countries and nationalities 3

[1.10] Ask students to work in pairs to write the countries and nationalities in the table. Then play the recording. Students listen and check.

Pronunciation word stress 4

[1.11] Play the recording. Students listen and repeat. Make sure they attempt to stress the words in the correct place (as underlined in the audioscript).

1b

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People and places

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UNIT 1 Hello Audioscript

[1.11]

Brazil, Canada, China, Egypt, France, Germany, Great Britain, Italy, Japan, Mexico, Oman, Spain, The United States

Extra activity If you have students from a variety of countries in your class, write up the English name for each student’s country and nationality, mark the stress, and ask students to repeat.

Grammar he / she / it ⴙ is Grammar note In spoken English, he is, she is and it is are almost always shortened, so it is best to teach them in the short form with the apostrophe. We only give is its full value when we are emphasising or contradicting. Note the pronunciation: he’s /hɪːz/, she’s /ʃiːz/ and it’s /ɪts/.

5 Read through the grammar box with the class. Refer students to page 161 for further information and practice. Students complete the table with information about themselves. Model this activity by writing the table on the board and writing information about yourself in the You column first. Students then tell each other about themselves and complete the table. Again, model it first with information about yourself, e.g. Hi. I’m Mike. I’m from Great Britain. I’m British. 6 Divide the class into groups of four. Keep the pairs from the previous exercise together. Then model the activity very carefully by introducing two or three students to the class, using the language in the example in the Student’s Book. Remember that This is … is a new phrase so make sure that the meaning is clear by using a hand gesture to introduce the person.

Extra activity 1 If students find it difficult to get their tongues round the three short sentences needed to do this task, drill them, e.g. This is Kira. [Students repeat] Haruko. [Students say: This is Haruko.] Ana. [Students say: This is Ana.]

7 Ask students to look at the photo IDs and elicit information. Encourage students to give you whole sentences. Ask students to work in pairs to decide if the sentences are true or false. In feedback, ask students to correct the false sentences. ANSWERS 1 T

2 F

3 T

4 F

8 Model the activity by writing an incorrect sentence on the board and asking students to correct it. Then give students five minutes to write their own sentences. Monitor and check that everybody has at least three or four sentences. Then put students in pairs to read out and correct each other’s sentences.

Speaking and writing 9

[1.12] Divide the class into pairs to do the quiz. Tell them to write T or F next to each sentence, and elicit feedback from the class before playing the recording. Play the recording. Students listen and check their answers.

ANSWERS 1 F

2 T

3 F

Audioscript

4 T

[1.12]

1 Toshiba is Japanese. 2 Curry is from India. 3 Judo is Japanese. 4 Flamenco is from Spain.

10 Organise the class into pairs to write their quiz questions. Monitor closely to help with language and ideas. When students are ready, ask different pairs to read out their sentences. The rest of the class must decide if they are true or false and must correct the false sentences.

Extra activity Guide the students by suggesting categories to cover when preparing their true and false sentences, e.g. brands, people, food, music, sport.

Then say: She’s from France. [Students repeat]

Homework

Japan. [Students say: She’s from Japan.]

Ask students to find a picture of a well-known person from their country. Tell them to write a description, giving name, country, nationality and job. In the next lesson, ask students to show the class their picture and read out their description.

Brazil. [Students say: She’s from Brazil.]

Extra activity 2 Bring into class some magazine pictures or posters of well-known people from different countries. Put them on the board and ask students to ‘introduce’ the people to students in their group.

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Unit 1 Hello

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UNIT 1 Hello 1c International phone calls Lead-in Using words Revise 1a and 1b by writing the following words on the board and asking students in pairs to think of a famous person for each category: an Italian artist, an American filmmaker, a French writer, a German engineer, a British scientist, a Russian writer. Change the categories depending on the nationality and knowledge of your students. Make it a competition by giving a time limit.

Vocabulary continents 1 Ask students to look at the map. Ask: What continents are there? Point to the continents and elicit them from students.

Extra activity Divide the class into groups of four or five. Say a continent (e.g. Asia) and ask students in groups to write down as many Asian countries as they can in one minute. In feedback, find out which group claims to have the most countries. Write their countries on the board.

Background notes The borders between continents are not always obvious. Some countries (Russia and Turkey, notably) span continental boundaries. The countries of Central America as far south as Panama are officially in North America. So are the islands of the Caribbean. Officially, Australia is a small continent comprising the countries of Australia and New Guinea. The larger continent of Australasia or Oceania also includes New Zealand, Polynesia and Micronesia. It’s confusing!

Ask students to complete the names of the continents. Let them compare their answers in pairs.

Reading

2

5 Ask students to read the article and underline four countries.

[1.13] Play the recording. Students listen and

repeat the names of the continents.

Audioscript and key

[1.13]

ANSWERS Canada, Mexico, Brazil, Jamaica

1 Africa 2 Asia

6 Ask students to read the article again and complete the sentences. Let them compare their answers with a partner before discussing as a class.

3 Australia 4 Europe 5 North America

ANSWERS

6 South America

Grammar and pronunciation notes In English, we use capital letters but we don’t use articles with continents. Note the stress and pronununciation: Africa, Asia (/ˈeɪʃə/) in American English; /ˈeɪʒə/ in British English), Australia, Europe (/ˈjʊərəp/), North America, South America.

3 Ask students to complete the sentences with the names of continents. Let students compare their answers in pairs before discussing as a class.

1 Anne-Marie Blanc 2 Juan Garcia 3 Naomi Smith

4 Nelson Pires 5 Anne-Marie Blanc 6 Juan Garcia

Word focus from 7 Ask students to look at the pictures. Ask: What can you see? Then ask students to underline from in the sentences and match the sentences with the pictures.

ANSWERS 1 b

2 c

3 a

ANSWERS 1 Asia 2 Europe 3 Europe

4 North America 5 South America

4 Introduce the activity by writing three sentences on the board – two correct and one incorrect (e.g. Germany is in Asia) – and asking students to correct them. Ask students to write their own sentences. Then put them in pairs or small groups to test each other.

Extra activity Write I’m from… on the board and ask students to write three sentences about themselves. Model the activity first, e.g. I’m from London. I’m from England. I’m from Britain.

Vocabulary numbers 1–10 8

[1.14] Ask students to write the numbers. Play the recording. Students listen and repeat the numbers.

1c International phone calls

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UNIT 1 Hello Audioscript

Grammar my, your

[1.14]

zero, one, two, three, four, five, six, seven, eight, nine, ten

Pronunciation notes Point out the unusual spelling and pronunciation of one /wʌn/, two /tuː/ and eight /eɪt/.

9

[1.15] Students listen and say the name of the country on the map that matches the number on the recording.

11 [1.17] Ask students to look at the three phone numbers and practise saying them. Then play the recording. Students listen and choose the correct number. ANSWER b

Audioscript

[1.17]

A:

What’s your phone number?

ANSWERS

B:

My mobile number is 619 408 713.

Canada, Mexico, India, Germany, Italy

A:

6–1–9 4–0–8 7–1–3. OK! And what’s your work number?

Audioscript

[1.15]

one, four, five, eight, nine

10 [1.16] Students listen and say the number on the map that matches the name of the country on the recording. ANSWERS

B:

It’s 01661 467928.

A:

0–1–6–6–1 …

B:

4–6–7 9–2–8.

A:

Great, thanks.

Pronunciation notes Note that in telephone numbers, in British English, ‘0’ is pronounced ‘oh’. In American English, it is pronounced ‘zero’.

7, 6, 3, 10, 2

Audioscript

12 [1.17] Play the recording again. Students listen and write the work number.

[1.16]

Jamaica, France, the Dominican Republic, Brazil, Great Britain

Read through the grammar box with the class. Refer students to page 161 for further information and practice.

ANSWER

Extra activity 1

01661 467 928

Here are two number games to play to practise the numbers. 1 Write the following sums on the board and ask students to write the answers. one ⫹ nine ⫽

Grammar note My and your are possessive adjectives. They go before, and describe, a noun.

three ⫹ four ⫽ eight ⫺ two ⫽ 2 Ask students to write the missing number in each list. Two

four …

eight

One three five

…

ten nine

Two ⫹ four three ⫹ three five ⫹ one six ⫹ …

Speaking 13 Model the activity first by asking What’s your …? questions to different students around the class. Make sure that you elicit My in their responses. Organise the class into pairs. Students take turns to ask and answer questions.

Extra activity 2 Play buzz. Students count round the class but they cannot say three or five or multiples of three or five. Instead, they must say buzz. So, the first student says one, the second student says two, but the third student must say buzz. The fourth student says four, but the fifth and sixth students must both say buzz. The seventh student says seven. The next student says eight. Then the ninth and tenth students must both say buzz. The eleventh student says one and the count starts again. If a student makes a mistake, he or she is out. Continue the game until there is a winner or the students get so good that they stop making mistakes.

24

Unit 1 Hello

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UNIT 1 Hello 1d Nice to meet you

Audioscript

[1.19]

⫽ receptionist, L ⫽ Liam R : Good morning. What’s your name, please? L : Hi. My name’s Schultz. R : Can you spell that? L : Yes. S–C–H–U–L–T–Z. Schultz. R : What’s your first name? L : Liam: L–I–A–M. R : Thank you. What’s your job? L : I’m a photographer. I’m from Today magazine. R : OK. Sign here, please. L : OK. Thanks. Bye. R : Goodbye. R

Lead-in Introducing the theme: meeting people Bring in four or more good-sized pictures of famous people that your students should know (film stars, sports stars, etc.). Put them on the wall. If possible, put one picture on each wall of your classroom. Walk up to one of the pictures and say Hello. Then have a brief imaginary conversation, pausing slightly to pretend that you’re listening to a question or an answer, e.g. (with Leonardo di Caprio): Hi Leo … Oh, I’m fine, fine … I’m Mike … Oh, I’m a teacher. What’s your job? ... Really? Wow! ... Oh, from Britain. Where are you from? ... Oh, OK … Goodbye! Model a similar conversation with another picture then ask students to stand up, go to a picture and have an imaginary one-sided conversation. They can, of course, say anything, so this is an opportunity for students to ‘free-wheel’ with the limited amount of English they have.

3

[1.19] Play the recording again. Students listen and complete the visitor book. Let students compare their answers in pairs before discussing as a class. In feedback, write the answers on the board. ANSWERS

Vocabulary greetings 1

Liam Schultz

Today magazine

[1.18] Ask students to look at the table and complete it with the missing expressions. In feedback, check the meaning of the expressions by referring students to the artwork.

4a [1.20] Play the recording. Students listen and repeat the questions.

Play the recording of the expressions in the table and drill the expressions to practise pronunciation.

Audioscript

ANSWERS 1 Hello 2 Bye

Background notes In British English, good morning is a common expression. People tend to use it when seeing family, friends or colleagues in the morning for the first time. Good afternoon and Good evening are reserved for more formal situations. With family and friends, people would tend to use Hi or Hello. See you or see you later is a common alternative to goodbye. Note the stress: good morning, good afternoon, good evening, goodbye. People say hi or hello when they answer the phone.

Real life personal information

Pronunciation questions

[1.20]

What’s your name, please? What’s your first name? What’s your job?

Pronunciation notes When asking Wh- questions in English, students should (generally speaking) attempt an intonation that starts high, rises and falls at the end. Note also the stress in the sentences (shown in the audioscript above by underlining).

4b Divide the class into pairs. Tell them to practise reading out the conversation in audioscript 1.19 on page 169. Monitor carefully and make sure they are attempting a good intonation pattern when asking the questions. 5 Ask students to complete the questions with the missing words.

2

[1.19] Play the recording. Students listen and tick the greetings in the table in Exercise 1 that they hear. ANSWERS Students should tick: Good morning Hi Bye Goodbye

ANSWERS What’s your name? What’s your first name? What’s your phone number?

6 Divide the class into pairs to roleplay conversations. Ask Student A to ask the questions in the Personal Information box. Ask Student B to answer, using information about one of the people in the table in 1d

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Nice to meet you

25

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UNIT 1 Hello Exercise 3. When students have finished, ask them to change roles and repeat the conversation.

Extra activity If your students still don’t know each other well, mix the pairs so that students are with partners that they don’t normally sit with. Then ask students to practise exchanging personal information, using the questions in the Student’s Book but asking for real information from their partner.

Real life meeting people 7

[1.21] Give students a moment to look through the conversation. Then play the recording. Students listen and put the conversation in order. Let them compare their answers in pairs. Play the recording again. Students listen and repeat.

Audioscript and answers

[1.21]

⫽ Yann, K ⫽ Katya, S ⫽ Silvia Y : Hi, Katya. How are you? K : Fine, thanks. And you? Y : I’m OK. This is Silvia. She’s from Madrid. K : Nice to meet you, Silvia. S : Nice to meet you too. Y

8 Organise the class into groups of three to practise the conversation in Exercise 7. They can just read out the conversation from the Student’s Book two or three times, then try substituting their own names for the names in Exercise 7.

1e My ID Lead-in Introducing the theme: ID details Bring in some ID. It could be your passport, ID card, entry pass for school or work, library card, etc. If you have ID in English, then great, but even if you don’t, then it’s still fine. Pass the ID round the class and allow students time to laugh at your photo and make comments or ask questions. Then ask some questions relevant to the cards, e.g. What’s my name? What’s my job? What’s my number? Follow up by asking students to show any ID they might be carrying to a partner. Tell them to ask and answer questions about the information.

Writing an identity badge 1 Ask students to look at the ID badge and answer the questions. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 TD Films 2 Carolyn Smith

Vocabulary note An ID card is carried in your wallet or purse. An ID badge is fastened to your clothing. Use mime to show students the meaning of badge here.

Vocabulary notes How are you? and Nice to meet you are fixed expressions which students need to understand from context and learn by heart. They need no analysis. Make sure that students are attempting a friendly intonation pattern, similar to that on the recording, when using these expressions.

Writing skill capital letters (1) 2a Students look at the badge again and underline the capital letters. Let them compare their answers in pairs before discussing as a class.

ANSWERS

9 Take time to establish the situation and the roles. Give students time to think of an imaginary identity and to prepare a name, job, company and phone number (you could add country and nationality to the list if you wish). Once students are ready, ask them to stand up, walk round, meet people, and ask questions. Model the activity by joining in yourself, saying Hi, How are you? What’s your name? What’s your company? etc.

Teaching notes Before starting the activity, write key language on the board at random (How are you? What’s your phone number? Nice to meet you! etc). Then, if students get stuck during the roleplay, they can refer to the language on the board. During the roleplay, note any examples of good or not so good exchanges to give feedback on at the end.

Homework Tell students to write an imaginary interview with a famous star.

26

Washington TD Films VISITOR Date Name Carolyn Smith

2b Ask students to look at the table and check that they understand that capital letters are used for words in all these categories. In a monolingual class, it is a good idea to point out situations where the use of capitals differs from the students’ L1. Divide the class into pairs to write the words in the table.

ANSWERS a city: Washington, Rio de Janeiro a continent: North America, South America a country: The United States of America, Brazil a language: English, Portuguese a name: Carolyn Anderson, Nelson Pires a nationality: American, Brazilian

Unit 1 Hello

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UNIT 1 Hello 2c Students rewrite the sentences with capital letters. Let them compare their answers in pairs before discussing as a class.

1f My top ten photos Before you watch

ANSWERS 1 2 3 4 5 6

Riyadh is in Saudi Arabia. Maya Angelou is a writer. I’m Chinese. He’s from Tokyo. She’s from Canada. I speak French.

3 Students work individually to complete the IDs. Let them compare their answers in pairs before discussing as a class.

1 Ask students to look at the photo. Ask: What can you see? What’s his name? Ask students to complete the text with the missing words.

ANSWERS 1 is

2 a

3 is

2 [1.22] Play the recording. Students listen and repeat the words. Ask students to work in pairs to practise spelling out and writing the words from the word box.

ANSWERS

While you watch

1 Dublin, Sean Booth 2 American, Cathy Newman 3 Paris, Bangkok, Sydney, Jan Sastre

3 Give students a moment to look at the table. Ask: How many photos are there? (10) Are the photos of people or animals? (people and animals).

4 & 5 Students must decide what sort of ID badge they want to make (e.g. for their company or their school) and what information to include. Monitor and help with ideas and vocabulary. Ask students to show their completed badges to a partner to check the use of capital letters.

Homework Write the following name and address on the board: john hughes 26 clifford street cambridge england uk For homework, ask students to rewrite the name and address, using capitals, and to write their own name and address.

Play the whole of the video. Students watch and listen and tick the correct columns.

4 Let students compare their answers in pairs. ANSWERS Photo 1 Photo 2 Photo 3 Photo 4 Photo 5 Photo 6 Photo 7 Photo 8 Photo 9 Photo 10

a man a woman people an animal / animals ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

5 Play the recording again and ask students to choose the correct country. ANSWERS 1 2 3 4 5

Nepal Mongolia Mongolia the United States Bangladesh

6 7 8 9 10

New Zealand the United States South Africa Namibia South Africa

6 Give students some time to read the sentences and decide if they are true or false. Then play the video again for them to check and correct the false sentences. ANSWERS 1 T 2 T 3 T

4 T 5 T 6 T

7 F 8 F 9 T

10 F (these are not the words he says)

1f My top ten photos

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UNIT 1 Hello 7 Organise the students into pairs. Ask students to watch the video again, choose their favourite photo and tell their partner. In feedback, ask questions to elicit the information, e.g. What’s your favourite photo? Where is it? What’s his / her name? etc. You could mention that photograph 6 (man and whale by Brian Skerry) was the winner in ‘The Underwater World’ category of the BBC Wildlife Photographer of the Year competition.

UNIT 1 Review Grammar 1 Students complete the sentences with the words. Let them compare their answers in pairs before discussing as a class. ANSWERS

After you watch 8 Give students time to read the text and complete the information about three of the photos.

4 a 5 is 6 is

7 from 8 a 9 He’s

10 a 11 is 12 from

9 It’s a good idea to bring your own favourite photo to the lesson. Pass it round the class and tell the students about it. Then ask students to write about their favourite photo. You may want to set this task as homework. Ask the students to bring their favourite photos to the lesson next time and tell the class about it.

Videoscript 00.01 Hi. My name’s Tom Brookes. I’m a photographer. This is my top ten – my favourite National Geographic photos of people and places. 00.19 Number 1 is a photo by Alex Treadway. The woman is from Nepal in the Himalayas. She’s Nepalese. 00.36 Photo number 2 is in Asia too. The man is from Mongolia. He’s a hunter. This photo is by Charles Meacham. 00.54 This is photo number 3. It’s by James Stanfield. It’s in Mongolia too. It’s evening. The woman is happy. 01.14 Number 4 is a photo by Michael Melford. This is Ina Bouker. Ina is American. She’s from Alaska in the United States. She’s a fisherwoman. 01.38 Now number 5. This photo is by Jim Blair. He’s an American photographer. This photo is in Dhaka in Bangladesh. It’s a photo of water buffalo in a river . . . and a man. 02.06 Photo number 6 is fantastic. It’s by Brian Skerry. The photo is in the ocean of New Zealand. It’s a photo of a man and a whale. 02.30 Photo 7 is by Jimmy Chin. This is Kate Rutherford. She’s from the United States. She’s a climber. 02.51 And now three photos from Africa. 02.58 Photo number 8 is by David Cartier. He’s Australian. He’s a student. This is a photo of a student too. She’s a student from South Africa. 03.18 This photo is of people from Namibia in Africa. It’s by Chris Johns. He’s a National Geographic photographer. This is photo number 9. 03.42 And this is photo number 10. It’s my favourite. It’s by Chris Johns too. It’s a lion. It’s in South Africa. It’s the evening. The lion is beautiful. This photo is fantastic.

28

3 It’s 4 You’re

5 He’s 6 She’s

7 He’s 8 It’s

2 Students circle the correct option. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 an 2a 3a

1 I’m 2 She’s

ANSWERS 1 a 2 a

3 an 4 a

5 an 6 an

7 a 8 a

Vocabulary 3 Students complete the sentences with a job, country or nationality. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 teacher / Italian 2 engineer / France 3 Britain / artist

4 photographer / Chinese 5 doctor / Mexican 6 America / driver

4 Students work in pairs and take turns to write and dictate numbers. 5 Students work in pairs to complete the names of the continents. They then take turns to spell the names to their partner. ANSWERS 1 Europe

2 South America

3 Africa

4 Australia

Real life 6 Students complete the conversation with a–d. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 d

2 a

3 c

4 b

Speaking 7 Students prepare and practise the conversation in Exercise 6.

Unit 1 Hello

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Unit 2 Holidays Lead-in

Background notes

Introductions

Lake Titicaca, which lies in the Andes region on the borders of Peru and Bolivia, is the largest lake in South America (by volume).

Ask students to work with a partner and see how many sentences they can remember to introduce themselves (e.g. I’m Sylvana, I’m a doctor, I’m Brazilian, I’m from Rio).

Bondi Beach is located in a suburb of Sydney, Australia. It’s very popular due to its proximity to the city.

1

[1.23] Ask students to look at the photo. Ask: Where is it? What time is it? Elicit responses.

Mount Everest is the world’s highest mountain. It is almost 8,800 metres high and is located in Nepal.

Ask students to match the correct sentence to the photo. Then play the recording. Students listen and check.

Loch Ness is a large, deep lake (or ‘loch’ in Scottish dialect) in the highlands of Scotland. It’s famous for the legend of its monster which is supposed to live deep in the lake.

ANSWER

4 Students write four sentences then read them out to their partner. Encourage them to write about places they know well.

c

Audioscript

[1.23]

This is in Fiji. It’s an island. It’s morning.

2

[1.24] Ask students to look at the pictures. Hold up your copy of the Student’s Book and point to the geographical features. Ask: What is it? Elicit responses. You could also include the word boat here from the main photo. Students listen and repeat the words. As they listen, hold up your book and point to the words on the page. Ask students to practise naming the features in pairs until they are familiar with the words.

Audioscript

[1.24]

the sea, an island, a beach, a mountain, a city, a lake

Extra activity An alternative way of introducing these words is with flashcards. It won’t take long to draw simple pictures of a beach, a city, an island, etc. on different pieces of A4 paper or card.

Extra activities There are plenty of varied activities you could do here to practise this language. 1 Ask students to write two true and two false sentences (e.g. Titicaca is a mountain in Australia). They must read them out and their partner must correct the false ones. 2 Write ten geographical features on the board (e.g. Everest, Baikal, Andaman, Majorca, New York, Eiger, Paris, Ipanema) and ask students to categorise them according to the geographical features. Ask students to add two more words to each list. 3 Write ten to twenty different geographical features on the board. Divide the class into two teams, A and B. Team A goes first. They can win a point by producing an accurate sentence using one word from the board (e.g. Everest is a mountain in Nepal; Paris is a city in France). Teams take turns to produce a sentence. They get a point every time they produce an accurate sentence using a geographical feature and the name of a country.

Take the flashcards into class, hold up each picture and say: What is it? Elicit each word, model it for good pronunciation, and ask students to repeat. Once you have elicited and students have repeated all the words, hold up the pictures again and nominate individuals to say what each picture shows.

Pronunciation notes Point out that an island uses an because the noun starts with a vowel sound. The s is silent: /ˈaɪlənd/. The stress in island and mountain is on the first syllable. Encourage students to attempt the long /iː/ sound in beach and sea.

3 Students complete the sentences. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 city

2 lake

3 beach

4 mountain

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UNIT 2 Holidays 2a My holiday

Audioscript

[1.25]

1 This is Jane. This is Paul. They’re Australian. 2 I’m Meera. This is Suri. We’re from India.

Materials Ask students to bring in photos, or have photos on their mobile phone to talk about to other students in Exercise 10.

3 In this photo I’m with my friend, Jack. We’re in Egypt. 4 Laura is with Brad, Andy and Jessica. They’re on holiday. 5 Jeanne and Claude are from France. They’re French.

Lead-in

6 I’m happy. My friend is happy. We’re happy!

Using words Revise vocabulary from the previous section. Write the following on the board: lakes, seas, mountains, cities, islands Organise the class into pairs. They must choose a category (lakes, for example) and think of as many examples as they can in one minute. Elicit ideas in feedback.

Pronunciation we’re, they’re 5a Play the recording. Students listen and repeat.

Audioscript

[1.26]

We’re in Egypt. We’re from India. We’re happy.

Reading 1 Ask students in pairs to look at the photos and discuss where they think the place is.

They’re on holiday. They’re Australian. They’re French.

ANSWER

5b Demonstrate two or three sentences for the class first,

c

2 Ask students to look at the photo and the text. Elicit and check that students understand blog (a web diary), holiday and happy. Students read the text and find answers to the questions. Let them compare their answers with a partner.

ANSWERS 1 Tunisia

e.g. We’re in Moscow. We’re from Russia. We’re in class. We’re happy. Organise the class into pairs to write their sentences then ask them to read them out to a new pair.

Extra activity Bring in some magazine photos showing two or more people in different places, ideally recognisable locations. Hand out the photos to students in pairs or groups and ask them to describe the people in the photos using They’re.

2 Laura, Brad, Andy and Jessica

Reading Grammar we / they ⴙ are 3 Look at the grammar box with the students and ask them to underline the contractions in the blog. In feedback, establish that, in the blog, I refers to Laura, we refers to Laura and her new friends, and they refers to Andy and Jessica. Refer students to the information and practice on page 161.

Grammar notes In spoken English, We are and They are are almost always shortened, so it is best to teach them in the short form with the apostrophe. We only give are its full value when we are emphasising or contradicting: No! We are French!

4

[1.25] Ask students to complete the sentences. Play the recording. Students listen and check their answers.

30

ANSWERS 1 2 3 4 5

F (It is Tunisia.) T F (They are from Canada.) F (She is in the photo.) F (They are happy.)

Grammar be negative forms 7 Read through the grammar box with the class. Ask students to find the negative forms in Exercise 6. Refer students to page 162 for further information and practice. ANSWERS isn’t, aren’t

ANSWERS 1 are / ’re 2 are / ’re 3 We

6 Ask students to read the sentences about the photo and decide whether they are true or false. Students correct the false sentences, then check their writing with a partner.

4 They’re 5 They’re 6 We’re

Unit 2 Holidays

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UNIT 2 Holidays 8 Ask students to look at photo B. Ask: Where are they? Elicit ideas. Ask students if they can point out the camels and the tents on the photo. If necessary draw them on the board to check understanding. Then ask students to read the blog and fill in the gaps with the words in the box.

2b Where are you? Lead-in Introducing the theme: numbers

ANSWERS 1 aren’t

2 isn’t

3 isn’t

4 not

Revise numbers from 1 to 10 by playing buzz (see the extra activity in 1c).

Introducing the theme: places

Pronunciation isn’t, aren’t 9a [1.27] Play the recording. Students listen and repeat the sentences.

Audioscript

Revise places from 2a, e.g. lake, island, mountain etc., by playing pictionary. Start drawing a lake and when a student guesses correctly, move on to draw island. Keep going until students have guessed all the place words from 2a.

[1.27]

1 We aren’t in Tunisia. 2 It isn’t a beach. 3 Brad isn’t on the camel trek.

Vocabulary numbers 11–100 1

[1.28] Ask students to write the numbers. Play the recording. Students listen and repeat the numbers.

4 I’m not in this photo.

Audioscript

9b Students write true sentences using the prompts in the box and isn’t or aren’t. Then they read them out to their partner.

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen

Speaking 10 Divide the class into groups to take turns to describe their photos. Model the activity first by bringing in some photos of your family and friends on holiday. Pass the photos round the class and describe them. In feedback, ask a few students to tell the class about their photos.

Extra activity Draw a simple line drawing on the board, showing two stick figures sitting on a beach or walking in the mountains. As you draw, pretend you are showing two friends on holiday, and describe the picture, e.g. This is Andy and Sue. They aren’t in England. They’re on holiday in Germany. They’re happy. The mountains are beautiful, etc. When you have finished your story, ask students in pairs to remember what you said. Follow up by asking students to draw a similar picture and to describe the holiday of their friends to their partner.

Homework Ask students to find a holiday photo that shows two or more friends or family members. Ask them to write a description of the holiday photo.

[1.28]

Pronunciation notes Point out the unusual spelling and pronunciation of twelve /twelv/ and eighteen /eɪˊtiːn/. Note that the strong stress is on the last syllable (teen): thirteen, fourteen, etc.

2

[1.29] Students write the numbers in order. Then they listen, check and repeat the numbers.

Audioscript

[1.29]

zero, ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

Pronunciation notes Note that the strong stress is on the first syllable: sixty, seventy, etc. In English, you can say one hundred or a hundred.

Extra activity Students at this level often mispronounce and mishear sixty and sixteen, thirty and thirteen, etc. To check this, write the following list on the board and remind students of the stress. thirteen

thirty

fifteen

fifty

sixteen

sixty

nineteen

ninety

Then read out one word from each pair and ask students to say which one you are saying. Don’t worry if they find it hard – it is hard! If your students are good at this, put them in pairs to test each other.

2b Where are you?

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UNIT 2 Holidays 3

[1.30] Point to the thermometers and check that students understand the words temperature and degrees. Say: What’s the temperature? and elicit the numbers in the pictures from the students. Play the recording. Students listen and note whether the numbers are the same.

ANSWERS a b c d e f

Set the scene by asking: Where is Lorna from? Where is she now? Then ask students to read the conversation and answer the questions.

ANSWERS 1 the Alps

2 in Sydney

3 in Morocco

9

same same 18 degrees: different 27 degrees: different 36 degrees: different same

Audioscript

[1.30]

a It’s twelve degrees in London today. b Phew! It’s hot! It’s thirty-five degrees today. c It isn’t hot. It’s eighteen degrees. d It’s twenty-seven degrees here.

[1.31] Play the recording. Students listen and choose the correct options in the conversation. ANSWERS 1 France 2 two 3 cold

Audioscript GREG :

4 thirty-six 5 hot 6 beach

[1.31]

Hi! Where are you now? Are you in France?

LORNA :

Yes, I am. I’m in the Alps. It’s beautiful!

GREG :

Are you OK?

LORNA :

No, I’m not. It’s two degrees!

GREG :

Wow! Is it cold in your hotel?

LORNA :

No, it isn’t. The hotel is nice.

[1.30] In pairs, students listen again and write the correct temperatures (see key to Exercise 3).

GREG :

It’s thirty-six degrees in Sydney today.

LORNA :

Oh! That’s hot!

5 In pairs, students take turns to say the correct temperatures.

GREG :

Are Kara and Ona in France?

LORNA :

No, they aren’t. They’re on a beach in Morocco!

e Wow! It’s thirty-six degrees in Sydney today. f Brrr. It’s cold. It’s thirteen degrees here.

4

6 Write hot and cold on the board. Mime hot (wipe sweat from your brow) and cold (shake with teeth chattering) and point to the words. Say the words and ask students to repeat.

Grammar be questions and short answers

Students complete the sentences with hot and cold.

Ask students to find and underline the questions in the conversation in Exercise 9. Refer students to page 162 for further information and practice.

ANSWERS 1 cold

10 Read through the grammar box with the class.

2 hot

ANSWERS

7 In pairs, students take turns to make sentences with cities or countries and the words hot and cold.

Where are you now? Are you in France? Are you OK?

Is it cold in your hotel? Are Kara and Ona in France?

Extra activity Play bingo with your students. Draw a simple bingo grid of nine boxes (3 ⫻ 3) on the board and ask students to copy it. Tell students to write a different number (between zero and one hundred) in each square of the box. Then read out numbers, at random. Students cross out numbers they hear that are on their card. When someone has crossed out all their numbers, they shout out Bingo! They’re the winner.

Reading and listening 8 Ask students to look at the photos. Ask: Where is she? Is it hot or cold? Elicit ideas.

32

Grammar notes In English, questions are formed with the verb be by inverting the subject and verb: Are Is

you he

French? OK?

In short answers, the speaker shortens the answer because it is unnecessary to repeat the information in the question: Are you French? Is it cold?

Yes, I am (French). No, it isn’t (cold).

11 Students put the words in order to make questions. Once students have ordered their questions, ask them to match them to the short answers.

Unit 2 Holidays

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UNIT 2 Holidays ANSWERS 1 2 3 4 5 6

Are you OK? Is Kara in France? Are you and Paul in Sydney? Is Greg in London? Are Kara and Ona in Morocco? Is your hotel nice?

c e f b a d

Pronunciation be questions and short answers 12a

[1.32] Play the recording. Students listen and repeat the questions and answers. Point out the rising intonation on the yes/no questions and the falling intonation on the short answers.

Audioscript

[1.32]

1 Are you OK? Yes, I am.

2 Is Kara in France? No, she isn’t.

3 Are you and Paul in Sydney? Yes, we are.

4 Is Greg in London? No, he isn’t.

5 Are Kara and Ona in Morocco?

2c A holiday quiz Lead-in Test before you teach: colours Find out whether your students already know colours by drawing (and labelling) the designs of four flags on the board, e.g. Japan, the US, the UK, and the country of most of the students in your class. Students in pairs must say what colours are in the flag, e.g. the Japanese flag is red and white. If students don’t know these colours, go back to this activity later in the lesson and test the students again.

Vocabulary colours 1

[1.33] Ask students to match the words to the numbers. Let them compare their answers in pairs, then listen to the recording, check and repeat.

Audioscript and key 1 red

6 orange

2 blue

7 brown

3 yellow

8 pink

4 green

9 white

5 black

[1.33]

10 grey

Yes, they are.

6 Is your hotel nice? Yes, it is.

12b

[1.32] In pairs, students practise asking and answering the questions. Extra activity Ask pairs to rewrite the questions in Exercise 11, using the names of people in the class. Students then practise asking and answering these personalised questions.

Speaking 13 Divide the class into A and B pairs. Then give them

2 In pairs, students find the colours in the photo. 3 Ask students to look at the photos on page 27 and find colours. ANSWERS Red, blue, black, green, brown and white are clearly visible in the photos.

Extra activity Point to different objects round the classroom, or bring in colourful pictures or flashcards of everyday objects. Students must say: it’s black, it’s green, etc. Then say the names of colours and students have to point to different objects that have these colours.

time to read the information at the back of the Student’s Book. Student A must first prepare to describe a holiday. Student B must prepare questions to ask. Circulate and help students prepare.

Reading

Once students are clear about their roles, they practise the telephone conversation.

4 Ask students to look at the photos and find a car and a bus. Say the words and ask students to repeat.

They then change roles and prepare and practise the other role in the conversation.

5 Ask students to read the quiz and match the photos to the sentences. Let them compare their answers with a partner before discussing as a class.

In feedback, ask what is different about the two holiday destinations.

ANSWERS Homework

a 3

b 2

c 4

d 1

Ask students to imagine that their best friend is on holiday. Tell them to write five texts or tweets that they will send to their friend (e.g. Are you in Florida? Is it hot?) and tell them to write their friend’s short answers.

2c

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A holiday quiz

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UNIT 2 Holidays 6

[1.34] Ask students to complete the quiz in pairs. Then play the recording. Students listen and check their answers.

Cuba London black lakes

After unvoiced sounds, -s is pronounced /s/. After voiced sounds (vowel sounds and some consonant sounds), -s is pronounced /z/.

ANSWERS 1 2 3 4

Pronunciation notes

5 6 7 8

France Australia China airports

Audioscript

[1.34]

1 In Cuba, cars are old. 2 In London, buses are red. 3 In Hawaii, beaches are black. 4 In Iceland, the lakes are hot. 5 Lake Geneva is in two countries – Switzerland and France. 6 The Blue Mountains are in Australia. 7 Hong Kong, Shanghai and Beijing are cities in China.

-es endings are pronounced /ɪz/.

8b [1.36] Ask students to write the plural forms. Do the first one as an example on the board, and let students compare their answers in pairs before playing the recording. Play the recording. Students listen and repeat.

Audioscript and key

[1.36]

cities, doctors, friends, hotels, mountains, offices, phones, students, tents

Extra activity Revise vocabulary by asking students to look back at Unit 1 and find five nouns, then write the nouns in the plural form.

8 John Lennon, Charles de Gaulle and John F Kennedy are airports.

Word focus in

Extra activity

9 Lead-in by writing in on the board, and asking: Where

Ask students in pairs to write two new quiz questions using a colour. Ask some pairs to read out their sentences without saying the colour. The rest of the class must say what the missing colour is.

Grammar plural nouns 7 Read through the grammar box with the class. Ask students to find and underline the plural nouns in the quiz. Refer students to page 162 for further information and practice.

are you? Elicit possible answers: I’m in England. I’m in a classroom. I’m in Cambridge … Ask students to write the expressions in the table. Do the first one as an example on the board, and let students compare their answers in pairs

ANSWERS 1 in English 2 in Europe 3 in a classroom

in French in Moscow in a tent

in Japanese in Australia in a hotel

ANSWERS

Vocabulary notes

mountains, cities, buses, airports

In English, we use in to say where someone or something is located. So, we can say in with cities, countries and continents, and with rooms, buildings and means of transport.

Grammar notes Plurals are usually formed by adding -s. Add -es when a noun ends with -ch, -sh, -s or -x (beaches, dishes, buses, taxes, etc.).

Notice that we say in a car or taxi but on a bus, train or coach. We can say in or on a boat or plane.

When a noun ends with -y, change -y to -i and add -es.

Speaking Pronunciation plural nouns 8a [1.35] Play the recording. Students listen and repeat the nouns. Make sure they are attempting the correct pronunciation of the plural noun endings.

Audioscript

10 Model the activity first, e.g. say: Name three cities, and elicit three answers from the students. Then say: Name three countries and elicit three answers. Organise the class into pairs. Students take turns to test each other.

[1.35]

lakes, airports, cars, countries, beaches, buses

34

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UNIT 2 Holidays 2d Here are your keys Lead-in Using words: letters and numbers Revise letters and numbers before students practise giving personal information. Write the following pairs on the board:

Real life personal information (2) 4

[1.38] Ask students to look at the car hire photo and try to elicit what the speakers are saying. Try to elicit questions like What’s your name? What’s your job? What’s your address? Play the recording. Students listen and answer the questions.

A

B

ANSWERS

ITV

ATV

1 Yes

17

70

UAE

USA

0118723459

0118623459

CNN

CSN

A

BMW

BMX

A:

Good evening.

15

S:

Good evening. My name’s Sato. This is my ID.

A:

Thank you. Where are you from, Mr Sato?

S:

I’m from Tokyo.

A:

Ah! Is this your address?

S:

Yes, it is.

50

Read out one set of letters or numbers in each pair. Students must listen and say which one you read out. Follow up by organising students into pairs to practise saying and recognising sets of numbers and letters.

2 on business

Audioscript

[1.38]

⫽ assistant, S ⫽ Mr Sato

A:

What’s the postcode?

Vocabulary car hire

S:

It’s 170-3293.

1

A:

OK. Are you on holiday here?

S:

No, I’m not. I’m on business.

A:

What’s your telephone number in the UK?

S:

It’s 0795 157 963.

A:

Thanks. Is this your email address?

S:

Yes, it is: e p Sato at hotmail dot com.

[1.37] Ask students to match 1–5 to a–e.

Play the recording. Students listen and check their answers. Model and drill the words 1–5 to practise pronunciation.

ANSWERS 1 e

2 d

3 b

Audioscript

4 c

5 a

[1.37]

1 My car registration number is PT61 APR.

A:

OK. Sign here, please. Here are your keys.

S:

Thanks. What’s the car registration number?

A:

It’s with your keys – BD61 ATR.

S:

Thanks.

2 My email address is [email protected] 3 My address is 3 Park Street, Gateshead. 4 My postcode is NE2 4AG.

Pronunciation notes Notice the pronunciation of the following symbols in emails: @ ⫽ at

. ⫽ dot

2 Check that students know how to say email addresses. Listen to the email in the recording for Exercise 1 again if necessary. Then organise the class into pairs to practise saying the addresses. Students take turns to read out one of the email addresses from 1–5. Their partner must identify which one they are reading.

5

[1.38] Give students a moment to read through the options, then read them out loud. Play the recording again. Students listen and choose the correct option. Let students compare their answers in pairs before discussing as a class.

ANSWERS 1 Mr Sato 2 170-3293

3 [email protected] 4 BD61 ATR

6 Organise the students into pairs. Tell them to practise reading out the conversation in audioscript 1.38 on page 169. Monitor carefully and make sure they are attempting a good intonation pattern when asking the questions.

3 Ask questions with What’s your …? to set up this activity, e.g. ask different students in the class: What’s your email address? What’s your address? Once students have got the idea, put them in pairs to practise asking and answering questions.

2d Here are your keys

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UNIT 2 Holidays Extra activity Write the following word prompts at random on the board: Name? from? Address? Email address? Phone number? Holiday or business? Postcode? Ask two students to come to the front of the class and act out the car hire conversation for the class. Prompt the student that is asking the questions by pointing at the word prompts in turn. Ask the pair to sit down. Bring up another pair. Keep the conversations brisk but correct errors.

2e Contact details Lead-in Using words: numbers, letters and email addresses Use dictation to practise numbers, letters and email addresses. Ask students to write the numbers 1 to 5 in a list on the left of a blank page. Then dictate the following five email addresses. Read out each address twice, clearly but naturally. Let students check what they wrote with a partner before writing the email addresses on the board. 1

[email protected]

2

[email protected]

Pronunciation syllables

3

[email protected]

7

[1.39] Play the recording. Students listen and

4

[email protected]

repeat. Then read out the words while ‘counting’ syllables on your fingers. Ask students to say how many syllables there are in each word.

5

[email protected]

Writing a form

ANSWERS ho-li-day ad-dress car e-mail key num-ber te-le-phone

3 2 1 2 1 2 3

1 Ask students to look at the forms and match them to the correct options. Let them compare their answers in pairs before discussing as a class. In feedback, ask follow-up questions to focus students on the information in the forms, e.g. What is Enya’s home phone number? What is Enya’s postcode?

ANSWERS 1 b

2 a

Extra activity Test stronger students by writing some more difficult words on the board, and asking them to work out how many syllables there are: registration, pronunciation, engineer, scientist

8 Divide the class into pairs to act out the car hire conversation again, using new information. Ask students to look at the conversation in audioscript 1.38 on page 169 and think about which names, numbers and addresses they can change. Then ask them to practise the conversation.

Extra activity Alternatively, ask students to improvise a roleplay at a car hire desk using the language in the Personal information language box and their own ideas. One student asks questions and the other student answers with their own personal information. Model this by asking questions of a reliable student in open class first.

Homework Tell students to write an imaginary interview with a wellknown British politician using What’s your…? questions from the unit.

36

Background notes In UK addresses, house numbers are written before the street name, and street names and cities always have a capital letter. Postcodes are composed of one or two letters (to show the city or district) and a number (to show which part of the city or district), so central Manchester is M1, and the eastern part of Oxford is OX4. Then there is a space followed by a number and two letters which narrows down the location of an address to a street and a building, e.g. M23 9PL. In the UK phone number on Enya’s form, 00 44 is the international code for the UK, (0)161 is the code for Manchester, and 8542 is Enya’s phone number (actually, most landline phone numbers have six separate numbers in the UK).

2 Ask students if they are Mr, Mrs or Ms. Explain the difference if necessary (see background notes below). Background notes On forms, men always use Mr (unless they are a doctor (Dr), a priest (Rev) or a knight (Sir)!). Mr is an abbreviation of Mister and is pronounced in the same way. On forms, women generally use the title Ms nowadays, especially on official documents. It is pronounced /məz/ and, like Mr, does not reveal whether the woman is married or not. Alternatively, some women may still choose the titles Mrs /ˈmɪsɪs/ (for a married woman) or Miss /mɪs/ for an unmarried woman.

Unit 2 Holidays

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UNIT 2 Holidays Writing skill capital letters (2) 3a Students look at the form again and underline the

2f Antarctica

capital letters. Let them compare their answers in pairs before discussing as a class.

Before you watch 1 Ask students to look at the photo on page 30. Ask: What are the animals? Ask students to find the name for these animals in the word box.

ANSWERS Ms Enya Farrell Liverpool Road Manchester M23 9PL UK

2

[1.40] Ask students to look at the word box. They listen and repeat the words.

3 Students look at the map and write the numbers (1–4) next to the places.

3b Ask students to rewrite the information with capitals. Let them compare their answers with a partner before discussing as a class.

ANSWERS 1 South America 2 Africa

3 New Zealand 4 Australia

ANSWERS 1 11 Hill View 2 G12 3XT 3 Glasgow

4 Judd 5 Mr 6 Ryan

4 Students complete the registration form with the information from Exercise 3. Let them compare their answers with a partner before discussing as a class. ANSWERS Title First name Last name Address City Postcode

Mr Ryan Judd 11 Hill View Glasgow G12 3XT

5 & 6 Students work individually to complete their forms. Let them compare their answers in pairs and check each other’s forms for errors with capital letters.

Extra activity Organise the class into pairs. Students interview their partner, and note down their personal information. Then they complete an online booking form with their partner’s information. Finally, pairs check each other’s information and make corrections.

While you watch 4 Ask students to watch the video without sound and write at least five words. They write any words they can think of. Play the whole of the video. 5 Give students some time to compare their words with a partner. Get feedback from the whole class and write the words on the board. Accept any correct answers. 6 Students watch and listen to the video. Ask students to put the words in the order they hear them. Take feedback from the class and check the answers. ANSWERS 1 d

2 c

3 b

4 e

5 a

7 Give students some time to read the sentences. Play the video again. Students decide if the sentences are true or false. ANSWERS 1 F 2 F 3 T 4 T See also the underlined phrases in the video script.

8 Give students some time to read the sentences and underline the correct option. Then play the video again. Students watch, listen and check.

Homework For homework, ask students to find a form in English online for something that they are interested in. Tell them to download the form and complete it. They could then send it to you or print it and give it to you for checking.

ANSWERS 1 is 2 is 3 aren’t 4 are See also the underlined phrases in the video script.

2f

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Antarctica

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UNIT 2 Holidays After you watch

UNIT 2 Review

9 Divide the class into pairs. Ask: What do you remember? Ask your partner. Students ask each other the questions.

ANSWERS 1 They are from South America, Australia, New Zealand and South Africa. 2 Penguins are black and white. 3 Whales are grey. 4 Ice is white and blue.

10 Demonstrate the activity. Write the prompt mountains / beautiful on the board. Elicit the question: Are the mountains beautiful? Then ask students to write questions about Antarctica.

Grammar 1 Ask students to complete the texts with the words, and match the photo with Greg or Kara. ANSWERS 1 ’m 4 isn’t 2 We’re 5 They’re 3 not 6 aren’t The photo matches Kara.

7 We 8 are 9 isn’t

2 Students write questions. ANSWERS

ANSWERS 1 2 3 4

Are the mountains beautiful? Are the beaches nice? Are the animals amazing? Is Antarctica a good place for a holiday?

1 2 3 4

Are you a student? Is your teacher American? Are we in an office? Are you from Europe?

5 6 7 8

Are we in Asia? Are your friends teachers? Is this classroom cold? Are you OK?

3 Students ask and answer the questions in Exercise 2. 11 Ask students to walk round the class and ask three

4 Students write the plurals.

people their questions. In feedback, collect the ideas.

Videoscript 00.08 Antarctica is a continent. It isn’t hot. It’s cold. 00.20 The temperatures in Antarctica are below zero. Temperatures of 30 degrees below zero are typical. 00.32 Antarctica is a good place for scientists and explorers, but the people on this boat are on holiday! 00.40 Boats to Antarctica come from South America, Australia, New Zealand and South Africa. 00.52 Is it a good place for a holiday? The beaches aren’t beautiful yellow beaches. 00.59 And the sea is grey and cold. 01.03 But the animals are amazing. These whales and penguins are from Antarctica. 01.20 In Antarctica, the mountains are white. 01.34

ANSWERS 1 airports 2 beaches 3 buses

4 cars 5 cities 6 countries

7 friends 8 lakes 9 offices

10 photos

Vocabulary 5 Students write the numbers. ANSWERS a twenty-three b eighty-three

c sixty d eighty-nine

e eighty-nine f twenty-nine

6 Students choose the correct colour.

In the sea, the ice is white and blue.

01.42 The temperature of the sea is from two degrees below zero to ten degrees. 01.55 For the animals in Antarctica, cold temperatures are good. 02.20

Life is difficult for scientists and explorers.

02.33

But Antarctica is a beautiful continent.

ANSWERS 1 red 2 black

3 white 4 yellow

5 blue 6 orange

Real life 7 Students complete 1–4, then match 1–4 with a–d. ANSWERS 1 2 3 4

Where are you from? Is this your address in the UK? What’s the postcode? Here are your keys.

c d a b

8 Students practise the exchanges in Exercise 7 in pairs.

Speaking 9 Student A must think of questions to ask. Student B must think of how to give the information. 38

Unit 2 Holidays

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Unit 3 Families Lead-in Introducing the theme: families Bring in photos of people in your family (or people who you can pretend are in your family). Pass the photos round the class and answer any questions students have, e.g. Who is he? What’s his name? What’s his job? Where is he from? How old is he? etc. Answer the questions.

1

[1.41] Ask students to look at the photo. Hold up your copy of the Student’s Book and point to the photo. Point to the adult and say: This is Ravi. Point to the children and say: This is Mohan and this is Danvir. Ask students to read and complete the information. Play the recording. Students listen and check.

Audioscript and key

3a Unusual families Materials Ask students to bring in photos of their family to use in Exercise 10.

Lead-in Using words: families Briefly revise family words from the previous section. Draw a male figure and a female figure on the board and ask students to remember and write three family words under each image.

[1.41]

Danvir and Mohan are brothers. Ravi and Danvir are father and son. Ravi and Mohan are father and son.

2

[1.42] Students complete the table with the missing words. Let them compare answers in pairs.

Vocabulary family 1 Ask students to look at the words. Ask students to say which words can be used with grand to make new words for family members.

Play the recording. Students listen and repeat.

ANSWERS

Audioscript

grandchild, granddaughter, grandfather, grandmother, grandparent, grandson

[1.42]

brother, sister son, daughter father, mother, parents

Pronunciation note Grand is stressed: grandson, grandfather, etc.

Pronunciation notes

Extra activity

Note the strong stress and pronunciation: brother, sister, daughter /ˈdɔːtə/, father, mother, parents

Check the meaning of grand by writing your name on the board and pointing to yourself. Then write your father’s name and your mother’s name above your name on the board, and ask: Who is he? Who is she? Elicit mother and father. Then write down the names of one of your parents’ parents on the board and elicit grandmother and grandfather.

Note that parents can be a false friend in some Latin languages, where similar words can have a more general meaning of ‘relatives’.

3 Students write true sentences about themselves. Model the activity first by writing two true sentences about yourself on the board and reading them out. 4 Divide the class into pairs to take turns to read out their sentences. Extra activity Write the names of pairs of famous family members on the board and ask students in pairs to say who they are, e.g. Presidents George Bush and George W. Bush (father and son) Artists Pablo Picasso and Paloma Picasso (father and daughter) Singers Michael Jackson and Janet Jackson (brother and sister)

2 Ask students to look at the family tree. Ask a few focus questions, e.g. What is the family’s name? (Cousteau); What is Jacques’ job? (marine explorer); What is Philippe’s job? (writer). Students find the names of the family members. Let them compare their answers in pairs.

ANSWERS 1 2 3 4 5

Jacques and Simone Fabien and Philippe Jr Celine and Alexandra Jean-Michel and Philippe Fabien, Celine, Alexandra and Philippe Jr

39

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UNIT 3 Families Background notes

ANSWERS

Jacques Cousteau (1910–1997) was a famous French marine explorer who wrote books and made films and TV series about marine life. He helped develop the aqua-lung and was a pioneer of marine conservation.

Alexandra Cousteau is Jacques Cousteau’s granddaughter. Jean-Michel Cousteau is Jacques Cousteau’s son. Fabien and Celine are Jean-Michel’s children. Alexandra and Philippe Jr are Philippe’s children. Philippe Jr is Alexandra’s brother.

Cousteau’s sons and grandchildren have all become involved with exploration and environmentalism. Alexandra Cousteau, who was born in 1976, works for National Geographic and is very involved with environmental campaigns. Her father, Philippe, died in a plane crash when he was only 38. Note the name Philippe Jr. Jr stands for ‘junior’ and is used when a son has the same name as his father. It is commonly used in the US but not in other Englishspeaking countries.

Reading and listening 3

[1.43] Ask students to look at the photo on the

page and ask: What’s her name? Elicit Alexandra Cousteau. Then point to other people in the family tree and ask: Who’s this? Elicit their relationship to Alexandra (father, grandmother, grandfather, etc.). Ask students to look at the family tree and tick the correct options. Play the recording. Students listen and check.

Grammar possessive ’s 5 Look at the grammar box with the students. Ask students to work in pairs to find and underline examples of ’s in Exercise 4 (underlined in the key above). In feedback, point out and model the pronunciation of ’s. Refer them to the information and practice on page 162. Grammar notes We use possessive ’s to show possession in English. You add ’s to the end of the noun which has possession. At this level, it is best to keep it simple by only providing examples involving individual people. However, note that the position of ’s changes between singular and plural: my sister’s bedroom (one sister) but my sisters’ bedroom (two sisters). ’s is pronounced /s/ after unvoiced sounds and /z/ after voiced sounds.

ANSWERS

6 Discuss the sentences as a class. In feedback, show the use by writing Who is and She is in full on the board.

b and c are correct

Audioscript

[1.43 ]

Alexandra Cousteau is part of a famous family. She’s Jacques Cousteau’s granddaughter. Jean-Michel Cousteau is Jacques Cousteau’s son. He’s a filmmaker. Jean-Michel’s children are Fabien and Celine. Fabien’s a marine explorer. Celine’s an explorer. Jean-Michel’s brother Philippe is dead. Philippe’s children are Alexandra and Philippe Jr. Alexandra’s an environmentalist. Her brother is an environmentalist too. And Alexandra’s grandmother Simone was the first woman scuba diver.

Vocabulary notes You may wish to pre-teach two new words here: dead and woman. It is easy to do this visually (mime dead with a cutting gesture across your throat; draw a stick figure on the board to show woman and point to female members of class). Note that woman is covered in the next vocabulary section.

4

[1.43] Play the recording again and ask students to match the two parts of the sentences. Discuss what the connection is between all the members of the family (they are all interested in the environment and exploring the natural world).

40

ANSWERS In Who’s (Who is) and She’s (She is), ‘s is an abbreviated form of is (the third person form of the verb be). In Fabien’s the ‘s is possessive.

7 Model the activity in open class first, with books open. Ask a few questions, e.g. Who’s Celine? Who’s Simone? Who’s Philippe? Elicit responses. Then ask students to close their books, and ask the same questions to individual students. Finally, put students into pairs to ask and answer questions. Monitor the pairs closely. Listen and check their use and pronunciation of ’s.

8 Ask students to look at the photo. Ask: Who are they? Elicit the names and get students to guess the relationships between the four women. Then read the example and ask students to write sentences from the prompts. If students wish to know the relationship between Odval and Kushi, explain that Kushi is Odval’s great-granddaughter. ANSWERS 1 2 3 4

Altan is Batu’s mother. Altan is Odval’s daughter. Kushi is Altan’s granddaughter. Odval is Batu’s grandmother.

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UNIT 3 Families Pronunciation possessive ’s 9

3b Celebrations

[1.44] Play the recording. Students listen and

repeat. In feedback, find out if any of the sentences are different from the sentences that the students wrote.

Lead-in

Audioscript

Using words: families

[1.44]

Draw a family tree on the board with only two names supplied, and boxes or blanks for the other people in the tree. Write the remaining names in a list on the right of the board. Tell students to copy the family tree then listen as you read out sentences describing the relationships of the people, e.g. Dan is Matt’s grandfather. Students must use the information to complete the family tree.

1 Altan is Batu’s mother. 2 Altan is Odval’s daughter. 3 Kushi is Altan’s granddaughter. 4 Odval is Batu’s grandmother.

Speaking and writing 10 Ask students to draw their own family tree. Point to the Cousteau family tree as a model and tell students to write jobs (if they know them) as well as names. Organise the class into pairs. Students describe their family tree to their partner. If they have brought in photos, they can show photos of the people in their tree.

Vocabulary months and ages 1

[1.45] Ask students to look at the diary page and write the missing months in the correct place. Do the first as an example with the class. In feedback, elicit answers from the students. Play the recording for them to check their answers.

Extra activity ANSWERS

It is a good idea to model this activity first by drawing your own simple family tree on the board first, like that of the Cousteau family.

February

June

August

November

December

Introduce and describe your family, e.g. This is Katy. She’s a teacher. She’s my sister. She’s Margaret’s daughter.

Audioscript

Alternatively, tell students to ask you questions about your tree, e.g. ‘Who’s Brian?’ ‘He’s my father. He’s a scientist.’

E

Providing a careful model will help students to perform the activity well.

E:

Sara?

S:

Yes?

E:

Is Jim’s birthday in December?

S:

December? No, it isn’t. It’s in February.

E:

How old is he this year? Is he 50?

S:

No, he’s 49.

E:

OK. And Rory’s birthday is in March.

S:

Yes.

Ask students to draw their family trees on one piece of paper and their descriptions on another piece of paper. Then ask students to pin their trees and descriptions on different walls of the classroom or on the classroom notice board (if this is impossible, you could ask them to leave the tree on their desk and put the description on a different desk).

E:

What about Matt?

S:

Matt’s birthday is in June.

E:

Are you sure?

S:

Yes.

E:

And when’s your sister’s birthday? July?

Students stand up and walk round and try to connect descriptions to family trees in the class.

S:

Eve? No, her birthday’s in August. And she’s 21!

E:

Oh yes! Oh, and Kate and Paul. It’s their wedding anniversary in November. That’s it.

Homework

S:

What about December?

Ask students to draw the family tree of a famous family and write a short description of the people in the family (they will need to research this on the Internet). It is best if students think of and describe a famous family from their own countries.

E:

What about it?

S:

It’s our wedding anniversary.

E:

Oh yes! Of course.

11 Follow up Exercise 10 by asking students to write a few sentences to describe their family trees. Monitor and help with spelling and vocabulary.

Extra activity

[1.45]

⫽ Ewan, S ⫽ Sara

Extra activity Check birthday and wedding anniversary with mime and examples. For example, if you are married, write the year you got married on the board, hum the wedding march and point to your wedding ring, then write the date and this year on the board and mime giving flowers.

3b Celebrations

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UNIT 3 Families 2

[1.46] Play the recording. Students listen and repeat the months.

Audioscript

[1.46]

January, February, March, April, May, June, July, August, September, October, November, December

Extra activity Ask students to categorise the months depending on how many syllables they have. One syllable: March, May, June Two syllables: April, July, August Three syllables: September, October, November, December Four syllables: January, February

Pronunciation notes Note the strong stress and pronunciation: April, July (/dʒuːˈlaɪ/), August (/ˈɔːgəst/), September, October, November, December, January, February (/ˈfɛbrʊərɪ/)

Extra activity There are a variety of activities you could use to practise the use and pronunciation of months. Here are a few. • Say or write sequences of months. Students must say (or write) the next month in the sequence (answers in brackets), e.g. February, March, April … (May) March, May, July … (September)

Extra activity With a small class, get students to ask each other When’s your birthday? Tell them to put themselves in order in a row (standing or sitting depending on your classroom layout) from left to right across the class, with the student who was born earliest in the year (January, February) on the far left, and the student who was born latest in the year (November, December) on the far right.

Reading 5 Ask students to look at the photo. Ask: What country is it? Who are they? Elicit ideas from the students. Ask students to look at the words. Read them out and ask students to listen and repeat. Then point to different people in the photo and get students to guess which word in the box describes them. You could also revise previous words from the unit (child, son, daughter, brother, sister, father, etc.).

Grammar notes We say the bride and the groom because they are seen as specific and unique (there’s only one bride). We use a with the other words because we are speaking in general terms (there are other boys and girls).

Extra activity Set a gist activity before students read for the first time, e.g. write on the board: Where is the wedding? Are they happy? Students read the text quickly and tell you the answers to the questions.

December, March, June … (September) • Say or write different temperatures. Students must say (or write) a month with that typical temperature. • Bring in pictures of flashcards of well-known events or festivals (e.g. Christmas, Independence Day in the students’ country, a well-known sports event). Hold up the pictures and elicit the months.

3 Ask students to look at the diary page. Model the activity by asking the example question. Organise the class into pairs. Students ask and answer questions, using the information in the calendar. Monitor and help with making question forms. If appropriate this speaking activity could be extended to include birthdays (e.g. When’s your birthday? In May).

6 Ask students to look at the words. Read them out and ask students to listen and repeat. Then ask students to read the text and complete the sentences. ANSWERS 1 wedding 2 bride 3 groom

4 cousin 5 wife

Extra activity Check the meaning of wife, husband and cousin by eliciting Deng’s family tree from students and drawing it on the board. Alternatively, refer back to the Cousteau family tree and point out that Alexandra and Celine are cousins.

Grammar note

Pronunciation notes

Students may need reminding that when’s is short for when is and that, in English, the subject and verb invert in a question. When modelling the activity, try to emphasise this, e.g. How old is he?

Note the stress and pronunciation: woman /ˈwʊmən/, cousin /ˈkʌzən/, husband /ˈhʌzbənd/. In English, cousin is used with both males and females. Note that man and woman have irregular plurals: men, women /ˈwɪmɪn/.

4 Ask students to write the lists of family members, then work in pairs to ask and answer questions about their ages. Model the activity first using the examples.

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UNIT 3 Families Grammar his, her, our, their 7 Read through the grammar box with the class. Elicit

3c Young and old

rules of use from the students. Refer students to page 162 for further information and practice.

Materials A pile of photos of different people, cut out from magazines, for the lead-in activity.

Grammar notes His and her are third person singular possessive adjectives. His (like he) refers to a male ‘possessor’. Her (like she) refers to a female ‘possessor’.

Lead-in

Note that its is used to show possession with animals, objects, countries, etc. Their is the third person plural possessive adjective. Our is the first person plural possessive adjective. Unlike some languages, their and our are used regardless of the sex of the possessor. In English, possessive adjectives do not change their form depending on whether the noun they are showing possession of is singular or plural, e.g. their wedding and their weddings, NOT theirs weddings.

8 Students complete the sentences with the correct possessive adjectives. Let them compare their answers in pairs. ANSWERS 1 Her

2 His

3 His

4 Their

5 Our

6 Her

9 Give students time to read through the answers then ask them to complete the questions with the words in the box. Let them compare their answers in pairs.

Using words: describing people Prepare by cutting out random photos of many different people from magazines. Put an interesting photo on the board and introduce him or her to the class, e.g. This is my cousin. His name’s Paul. He’s British. He’s from London and he’s an artist. He’s twenty-five. He’s happy. His wife’s name is Jill and she’s an engineer. Divide the class into small groups. Hand out a set of photos from magazines to each group and ask students to choose a photo to describe to their group.

Vocabulary adjectives 1 [1.47] Ask students to look at the pictures. Ask some questions, e.g. Where is he? How old are they? Ask students to match the adjectives to the pictures. Let them compare their answers in pairs. Then play the recording again for them to listen and repeat.

Audioscript and key

[1.47]

1 young 2 rich

ANSWERS 1 they

2 his

3 their

4 her

5 he

6 she

3 old 4 big

Extra activity

5 small

In pairs, students write other ‘answers’ based on the information in the text, e.g. She’s 23. Sunisa. Sunisa’s father. Pairs exchange their ‘answers’ with other pairs then write questions to go with the answers.

6 poor

2 Ask students to find pairs of opposites. ANSWERS

Speaking 10 Organise the class into pairs to do the activity. Tell them to turn to page 153 or page 157 and read their information. Give students time to prepare questions. Students then take turns to ask and answer questions about their wedding.

Homework Ask students to find a photo of a wedding, ideally a wedding they have been to. Tell them to write five sentences about the people in the photo. (If students can’t find a photo, tell them to draw one with stick figures).

young / old, rich / poor, big / small

3 Write one or two example sentences on the board which are true for you, to get students started, e.g. My brother is rich or My family is big. Then ask students to write three sentences. Monitor and check they are using the words correctly. Students read out the sentences in pairs. Extra activity Students write three sentences about themselves and / or their family – two sentences are true but one sentence is false. They read them out to their partner who must guess which sentence is false.

3c Young and old

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UNIT 3 Families Grammar and pronunciation notes In English, unlike other languages, adjectives do not change according to the gender or number of a noun, e.g. a young man and a young woman, a rich brother and rich brothers. Watch out for errors such as My sisters are youngs. Note the vowel sounds in these words: young /jʌŋ/, old /əʊld/, and the /ɔː/ sound in both poor /pɔː/ and small /smɔːl/.

Word focus at 10 [1.48] Ask students to look at the expressions. Read them out and ask students to repeat. Then ask students to complete the exchanges. Let them compare their answers with a partner. Play the recording. Students listen and check their answers.

ANSWERS 1 at a wedding

2 at a meeting

3 at home

Reading 4 Ask students to read the article quickly and find the names of two countries. In feedback, ask: Where are the countries? Elicit the continents. ANSWERS

Audioscript 1

2

Uganda, Japan

5 Ask students to look at the diagrams and choose the correct option.

3

[1.48]

A:

Where are Paul and Jen today?

B:

They’re at a wedding. The bride is Jen’s sister.

C:

Is Jack in the office this week?

D:

No, he’s at a meeting in Paris.

A:

Where are you?

B:

We’re at home. My parents are here.

ANSWER

Extra activity

a

Write the following on the board:

6 Ask students to read the article again and answer the questions. Let them compare their answers with a partner before discussing as a class.

Ask students to provide answers using at (or in).

Pronunciation linking with at

ANSWERS 1 Uganda

Where are your parents? Where are your brothers or sisters? Where are your friends?

2 Japan

7 Model the activity by providing answers to the two questions for your country. Then organise the class into small groups to ask and answer the questions.

Grammar irregular plural nouns 8 Look at the grammar box with the students. Then ask them to work in pairs to find and underline examples of irregular plural nouns in the text. In feedback, point out and model the pronunciation of the irregular plurals. Refer students to the information and practice on page 163.

11 [1.49] Ask students to look at the sentences and notice the linking between at and a. Play the recording. Students listen and repeat. Pronunciation notes Note the use of the schwa sound and the way that the consonant /t/ in at links with the vowel sound /ə/ in a. They’re

at a

wedding

/ə tə/

Speaking 12 Ask students to draw an age pyramid for their family.

Vocabulary notes

Organise the class into pairs. Students take turns to describe the people in their age pyramid to their partner.

Note the stress and the change in the pronunciation of the vowel sound: child /tʃaɪld/ but children /ˈtʃɪldrən/, woman /ˈwʊmən/ but women /ˈwɪmɪn/, people /ˈpiːpəl/.

It is a good idea to model this first by drawing your own age pyramid on the board and describing it briefly.

Homework

9 Students choose the correct option.

For homework, ask students to write sentences about people in their age pyramid.

ANSWERS 1 women

44

2 men

3 children

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UNIT 3 Families 3d Congratulations!

Audioscript 1

A:

[1.51]

Emma and I are engaged.

Lead-in

B:

Wow! Congratulations!

Introducing the theme: special occasions

A:

Thanks very much.

Write three dates on the board which are special for you. Include your birthday and, if you are married, your wedding day. Other dates could be your brother’s birthday, for example, or your parents’ wedding day.

B:

I’m very happy for you. When’s the wedding?

A:

We’re not sure … maybe in August.

A:

Hello!

B:

Hello, come in.

A:

Happy Anniversary.

B:

Oh, thanks!

A:

How many years is it?

2

Write ‘special occasions’ on the board and check its meaning by giving examples (birthdays, weddings, etc.). Tell students to talk to a partner and guess why the dates are special for you. Elicit a few guesses then reveal why the dates are important.

Vocabulary special occasions 1 [1.50] Tell students to look at the words and guess the special occasion in the photo. Check that students know what all the words mean using mime. Play the recording. Students listen and match the special occasion to the conversation.

3

B:

Twenty-five.

A:

Wow! Twenty-five years.

A:

Happy Birthday, Freya.

B:

Thank you.

A:

How old are you? Nineteen or twenty?

B:

Actually, I’m twenty-one.

A:

Oh great!

ANSWER A new baby

Audioscript A:

[1.50]

Congratulations!

4 [1.51] Read through the expressions with the students. Play the recording again. Students listen and write the number of the conversation next to the expression which appears in that conversation. Let students compare their answers in pairs before discussing as a class.

B:

Thank you. We’re very happy.

A:

Ah, she’s lovely. What’s her name?

ANSWERS

B:

It’s Juba.

A:

Hello, Juba.

Congratulations! Happy Birthday! Happy Anniversary! I’m very happy for you. How old are you? When’s the wedding?

Pronunciation notes Note the strong stress in the long words: birthday, party, wedding, anniversary, engagement.

2

[1.50] Ask students to put the conversation in order. Let them compare their answers in pairs. Play the recording again for students to listen and check. ANSWERS b, e, a, d, c

1 3 2 1 3 1

Pronunciation exclamations 5a Play the recording. Students listen and repeat the expressions.

Audioscript

[1.52]

Congratulations! Happy Anniversary!

Real life special occasions 3

[1.51] Play the recording. Students listen to three more conversations and match them to three occasions in Exercise 1. ANSWERS 1 engagement 2 wedding anniversary 3 birthday

Happy Birthday!

Pronunciation notes Note the strong stress: congratulations, anniversary These expressions are used very positively to express pleasure, so they require an exaggerated intonation pattern. Students should start their intonation high. It rises then falls.

3d Congratulations!

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UNIT 3 Families 5b Divide the class into pairs. Tell them to practise reading out the conversations in audioscript 1.51 on page 170.

Real life giving and accepting presents 6 Check that students are clear about the meaning of presents. Organise the class into pairs. Model this speaking activity first by having the class ask you the questions and giving true answers for your country. Students discuss the questions. Monitor and help with any vocabulary students need to describe gifts from their country.

7 [1.53] Play the recording. Students listen and answer the question. Let them compare their answers in pairs. ANSWER

3e Best wishes Lead-in Test before you teach: contractions Write a set of sentences on the board, e.g. My teacher is American. She is from New York. She is married. She is twenty-five years old. We are good friends. Ask students to suggest where and how the sentences can be contracted. Then ask them to change the sentences so that they are true. They could change the information or use negatives. They will need to ask you questions to check the information.

a new baby

Audioscript and key E

[1.53]

⫽ Elena, C ⫽ Celia

C:

Hello, Elena. It’s nice to see you.

E:

Hi, Celia. This is for the baby.

C:

Oh, that’s very kind.

E:

You’re welcome.

C:

Well, thank you very much.

E:

Now, where is the baby?

C:

She’s with my mother. Follow me.

8 [1.53] Play the recording again. Students listen and tick the expressions in the list that they hear. ANSWERS This is for the baby. That’s very kind. You’re welcome. Thank you very much.

Writing a greetings card 1a Writing skill contractions Ask students to underline the contractions and work out which letter is missing. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 2 3 4 5 6 7 8

I’m She’s isn’t What’s They’re Who’s aren’t Where’s

a i o i a i o i

1b Students find and underline contractions in the messages. Let them compare their answers in pairs before discussing as a class. In feedback, point out that Harry’s, Albert’s and Karl’s are not contractions – they are examples of possessive ’s.

ANSWERS

9 Organise the class into pairs. Students decide on a special occasion and practise their own conversation, using the language in the conversation in Exercise 7.

1 It’s, He’s, What’s 2 They’re, party’s 3 wedding’s, Sonia’s, I’m

Background notes In Britain, couples often have an engagement party with family and friends to announce that they are getting engaged to be married. At a wedding, the groom has a ‘best man’. The best man is usually a close friend, brother or male cousin. It’s his job at the wedding to stand next to the groom and carry the ring, and to make a speech at the reception which follows the wedding. The bride has a ‘bridesmaid’ or bridesmaids. They walk behind the bride when she enters the church and carry the train of her long dress (if there is one!).

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UNIT 3 Families 1c Ask students to rewrite the messages with contractions. Do the first sentence on the board as a class to get students started. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 It’s Karin’s birthday tomorrow. She’s twenty-one. Where‘s her present? 2 I’m engaged to Peter. Our wedding’s in May. 3 Hi. What’s Katya’s husband’s name? Is it Bruno or Silvio? Thanks.

3f A Mongolian family Before you watch 1 Ask students to look at the photo on page 42. Ask: What can you see? Where are the people? Ask students to complete the article with the missing words. In feedback, ask questions to elicit the information, e.g. Where’s Mongolia? ANSWERS 1 country

2 Students read the greetings card and answer the questions. Let them compare their answers in pairs before discussing as a class.

2 hot

3 people

2

[1.54] Play the recording. Students listen and repeat the words.

ANSWERS

3 Explain the meaning of ger (a type of house). Ask students to look at the photo and find the things.

1 Harry’s birthday 2 Katya and Bruno 3 Harry

While you watch

3 & 4 Read through the words with the class and elicit combinations from them (e.g. Congratulations on your engagement, Many happy returns on your birthday, Love from). Students work individually to write the cards (for people who are mentioned in 1b and 1c). Tell them to check for correct use of capital letters.

5 Let students compare their cards in pairs. Tell them to read carefully and check for the correct use of capital letters.

SAMPLE ANSWERS To Diana and Albert Congratulations on your engagement! Love from ... To Karin Many happy returns on your birthday Best wishes from ...

4 Give students a moment to look at the list. Check their understanding of the words. Play the whole of the video. Students watch and listen and tick the things they see. ANSWERS a ger, children, animals, a city, mountains

5 Students watch the video again and match the names with the people. In feedback, ask questions to elicit the information, e.g. Who is his daughter? ANSWERS 1 2 3 4

Anuka is his daughter. Norvoo is his wife. Jaya is his wife’s father. Chantsal is his wife’s mother.

6 Give students some time to read the questions. Play the video again. Students choose the correct option to complete the sentences.

Vocabulary notes Many happy returns (of the day) ⫽ this is a common thing to write or say on someone’s birthday – it literally means, I hope you ‘return’ to this day (i.e. your birthday) many happy times (i.e. I hope you live happily for a long time). Best wishes or All the best are common, friendly ways of signing a birthday card or a card celebrating other special days.

Homework Ask students to write a card to a real friend or family member who has a birthday or other special day coming up soon.

ANSWERS 1 a 2 b 3 c 4 b 5 a See also the underlined phrases in the video script.

After you watch 7 Organise the class into pairs. Students answer the questions. ANSWERS 1 small

2 old

8 Organise the class into pairs. Give students some time to look at the photos and think of the information about the people. Then students tell their partner about the people in the photo. In feedback, get the students’ stories. You may want to get students to vote for the best story. 3f

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A Mongolian family

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UNIT 3 Families Videoscript 00.02

This is Ochkhuu’s home. It’s a ger in Ulaanbaatar.

00.09

Ochkhuu’s daughter, Anuka, is six years old.

00.14

Ochkhuu’s wife’s name is Norvoo.

UNIT 3 Review Grammar 1 Students complete the sentences.

Norvoo’s family isn’t from the city. 00.21

These are her parents.

ANSWERS

00.25

Their ger is in the country.

00.34

This is Jaya – Norvoo’s father. He’s a farmer.

00.45

Jaya and his wife, Chantsal, are sixty-five years old.

00.52

They are happy in the country.

01.00

Jaya’s life and Ochkhuu’s life are very different.

1 2 3 4 5 6

01.10

Ochkhuu is a taxi driver now.

Jin’s family Sandra’s car Toni’s keys Diana’s phone Michael’s passport Enya’s email address

2 Students complete the sentences with the words. ANSWERS 1 their 2 They’re

3 his 4 our

5 He’s 6 her

Vocabulary 3 Students match the words for women with the words for men. ANSWERS bride – groom daughter – son grandmother – grandfather

mother – father sister – brother wife – husband

4 Students work in pairs to say the months. 5 Students choose the correct option. ANSWERS 1 big

2 old

3 poor

4 young

5 small

Real life 6 Students put the words in order to make sentences. Then they match 1–4 with a–d. ANSWERS 1 2 3 4

When is the wedding? How old are you? This is for you. It is a pleasure.

c It is in July. b I am eighteen. d That is very kind. a You are welcome.

7 Students work in pairs to practise the exchanges in Exercise 6.

Speaking 8 Students write the names of people from three generations in their family. Then they ask and answer questions with a partner.

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Unit 4 Cities Lead-in Introducing the theme: cities Bring in a large picture (or pictures) of a well-known city. Find one with lots of interesting things in it: buildings, towers, bridges, etc. Put the picture on the wall and ask students in pairs to describe the picture to each other in as much detail as they can. In feedback, write up any interesting words or phrases they use.

1 Ask students to look at the photo in the Student’s Book. Point to the tower, buildings and river and ask: What is it? What are they? 2 Students read the caption and answer the question in open class.

ANSWERS City: Shanghai

Country: China

3

[1.55] Give students a moment to read through the sentences. Then play the recording. Students listen and write T (true) or F (false) next to the sentences.

4a In the city Lead-in Test before you teach: places in a city Write the word City in the middle of the board, put a circle round it, and draw a few lines coming from the circle to make a simple spidergram. Ask: What’s in a city? Elicit two or three words from students (cars, shops, people, buildings, etc.) then ask them to come to the board and write their words on the board. With a small class, ask students to come to the board and add more words to the spidergram. With a large class, divide the students into groups of four and ask them to copy the spidergram and add more words in their group. After three or four minutes, stop the activity, and make any corrections to the words on the board. Comment on any useful or interesting words. If students worked in groups, elicit some good words from each group and write them on the board.

Vocabulary places in a town 1

ANSWERS 1 F

2 F

Audioscript

3 F

4 T

[1.56] Ask students to look at the photos and the words. Ask them to work in pairs to match words and pictures. Play the recording. Students listen and write the number of the correct photo next to each word.

[1.55]

Shanghai is a city in China. Shanghai is big, but it isn’t the capital city – Beijing is the capital of China. Shanghai is a rich city. A lot of the buildings in Shanghai are new. The Pearl TV tower is in Shanghai. It’s famous in China. Tourists from around the world visit Shanghai. They visit the river and the Pearl TV tower.

4 Organise the class into pairs to talk about their town or city. Model the activity first in open class by describing your home city. Give students a minute or two to think of things to say then ask them to speak to their partner. In feedback, elicit any interesting comments. If your students all come from the same city, ask them to work in pairs to prepare sentences to describe the city, then ask a few pairs to say their sentences for the class.

Extra activity In a class with a variety of nationalities, you could ask students to write three sentences about their city, without revealing its name. Collect in what they write then read out different sets of sentences. The class must listen and say which student wrote the sentences, and about which city.

ANSWERS a bank a bus station a café a car park a cinema a market a museum a park an information centre a train station

Audioscript

8 6 3 2 10 4 9 1 5 7

[1.56]

1 a park 2 a car park 3 a café 4 a market 5 an information centre 6 a bus station 7 a train station 8 a bank 9 a museum 10 a cinema

2

[1.56] Play the recording again. Students listen

and repeat. 49

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UNIT 4 Cities Pronunciation notes

Extra activity

Remind students that we use an in front of vowel sounds, e.g. an information centre.

Ask a student to stand at the front of the class. Stand next to the student and ask, Where am I? Elicit You’re next to (Anna). Stand face to face with a space between and elicit opposite. Stand near but move around, and elicit near.

Note the strong stress: station, cinema, market, museum, information Note the pronunciation: café /ˈkæfeɪ/ or /ˈkæfɪ/ (an imported French word that retains its accent); cinema /ˈsɪnɪmə/; station /ˈsteɪʃən/

6 Lead in by asking students to look at the map, then asking them one or two questions, e.g. Where’s the park? Where’s the market?

3 Ask students to say what type of places are in their town and what their names are. Model the activity first with some examples about London or about your city. You could do this in open class or let students talk in pairs or groups first. If students are in a large city, ask about the local area. Ask for the names of cinemas, cafés, museums, etc.

Ask students to look at the map and read the sentences, and write T (true) or F (false) next to the sentences. Let them compare their answers in pairs.

Reading

7 Students look at the map again and choose the correct options.

4 Ask students to read the information about Penbridge and complete the sentences.

ANSWERS 1 T

The café is great. The market is new. The museum is old. The park is in Oxford Street.

Extra activity Ask students to think of places in their home town or in the town they are in now. Ask questions to revise places and adjectives: Is the museum old? Is it good? Is the park big? Is it beautiful?

Grammar prepositions 5 Look at the grammar box with the students. Ask students to work in pairs to find and underline the prepositions. Refer students to the information and practice on page 163.

1 opposite 2 in 3 near

The museum is near the railway station. The café is next to a cinema. The market is opposite a bank. The park is in Oxford Street.

4 opposite 5 next to 6 near

Draw a simple, blank street map on the board with only one place marked (e.g. the café) and ask students to copy it. Then describe the location of places in the High Street, e.g. The café is in the High Street. It’s opposite the cinema and it’s next to the information centre. The information centre is next to the market and the market is opposite the car park. The bank is next to the cinema. Students listen and write in the names of the places.

8

[1.57] Give students a moment to look at the four places then play the recording. Students listen and write the number of the conversation next to the places. ANSWERS a 4

b 3

Audioscript

c 2

d 1

[1.57]

A:

Excuse me?

B:

Yes?

Vocabulary notes

A:

Where’s the train station?

Make sure that students are clear about the difference between next to (i.e. by the side of) and near (i.e. in the general vicinity). Use the visuals in the box to do this.

B:

It’s in Exeter Street.

A:

Is it near here?

Students sometimes confuse opposite with in front of. Make sure they are clear that opposite means facing each other with a space between.

50

4 F

Extra activity

ANSWERS 1 2 3 4

3 T

ANSWERS

ANSWERS 1 2 3 4

2 F

1

2

B:

Yes, it is.

A:

OK. Thanks.

A:

Excuse me?

B:

Yes?

A:

Is the information centre near here?

B:

Yes, it is. It’s near the park.

A:

OK. Thanks.

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UNIT 4 Cities 3

4

A:

Excuse me?

B:

Yes?

A:

Is the car park in this street?

B:

No, it isn’t. This is Exeter Street. The car park’s in Oxford Street. It’s next to the park.

Lead-in

A:

Thank you very much.

A:

Excuse me?

B:

Yes?

A:

Where’s the bank?

Write on the board the names of four places in the town or city where you and your students are studying. Point to a place, and say: Excuse me. Where is the museum / bank / cinema? Students have to think of ways to answer, e.g. It’s in London Road. It’s next to the car park. It’s opposite the school.

B:

I’m not sure. Oh! It’s opposite the museum.

A:

Is it near here?

B:

Yes, it is.

Listening

A:

OK. Thanks.

1

9

[1.57] Play the recording again. Students look at the map and decide if the information in the conversations is correct.

4b Tourist information

Using words: places and prepositions of place

[1.58] Ask students to look at the conversation. Play the recording. Students listen and put the conversation in order. ANSWERS 1 c

2 a

3 b

4 d

5 e

6 h

7 g

8 f

ANSWERS The information in 1, 2 and 3 is correct, but 4 is incorrect (the bank is not opposite the museum).

Speaking 10 Organise the class into pairs to practise the

Audioscript

[1.58]

T:

Hi.

A:

Good morning.

T:

Is this a map of the city?

A:

No, it isn’t. That’s a map of the city.

T:

OK. And where’s Big Ben?

11 Ask students to look at the map in the Student’s Book

A:

It’s near the River Thames … here it is.

and think of places to ask about. In pairs, students ask and answer questions about places on the map.

T:

Oh yes. Is it open on Sunday?

A:

No, it isn’t. It isn’t open to tourists.

conversations in audioscript 1.57 on page 170 of the Student’s Book.

12 Tell students to think about places in their own town to ask about. In pairs, students ask and answer questions.

Extra activity Redraw the simple street map on the board and ask students to copy it. Tell them to write places from the lesson on their map. Put students in new pairs and tell them to practise conversations using their maps. If your students know the town they are in quite well, ask them to remember and write the real names of places to use in the activity.

Homework Ask students to write a short blog about the High Street in their town.

Background notes Big Ben is actually the nickname of the large bell in the clock tower at the north end of the Palace of Westminster in London. However, people often use the name to describe the whole tower.

Grammar this / that Grammar notes We use this to refer to a singular person or thing which is close to the speaker. We use that to refer to a singular person or thing which is more distant to the speaker.

2

[1.59] Read through the grammar box with the class. Refer students to page 163 for further information and practice. Ask students to look at the three pictures and complete the conversations with this or that. Play the recording. Students listen and check. ANSWERS 1 that

2 this

3 that

4b Tourist information

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UNIT 4 Cities Audioscript 1

2

3

[1.59]

Pronunciation notes

A:

Excuse me. Is that a map of London?

B:

Yes, it is.

A:

Is this a train timetable?

B:

No, it’s a bus timetable.

A:

Is that guidebook in English?

B:

Where?

A:

The book next to you.

B:

No, it isn’t. It’s in Spanish.

The stress on days of the week is always on the first syllable. The syllable day is often reduced to /dɪ/. Note that the spelling and pronunciation of some of these words is unusual: Thursday /ˈθɜːzdɪ/, Wednesday /ˈwɛnzdɪ/, Tuesday /ˈtjuːzdɪ/.

Background notes The days of the week are named after the sun (Sunday), the moon (Monday) and old Norse or Germanic gods (for example, Thor, the god of Thunder, and Woden, the lord of the gods, lend their names to Thursday and Wednesday).

Extra activity Provide further practice of this and that by walking up to a student and saying, e.g. This is Karin, then pointing to a student across the class and saying, That is Tim. Ask students in the class to do the same by introducing people close to them and far away from them.

5

[1.61] Read through the questions with the class and check that they know the words. Check shops by giving examples of well-known High Street shops. Play the recording. Students listen and choose yes or no.

ANSWERS

Pronunciation th /ð/ 3a

1 yes

2 yes

3 no

[1.59] Play the recording. Students listen

and repeat the conversations. Pay attention to the pronunciation of /ð/ in this and that.

T

Pronunciation notes /ð/ is tricky to say. Students often approximate to /d/ or /z/ sounds. It is a voiced consonant and produced by pressing the tongue against the top front teeth and withdrawing it. If students have real problems, tell them to place their index finger in front of their lips with their tongue pressing against the front teeth and just touching the finger. As they make the sound, they pull their tongue back.

3b Model the pronunciation of /ð/ in the words. Then ask students to practise saying them.

Vocabulary days of the week 4

[1.60] Ask students to look at the days of the week in the Student’s Book and put them in order. Play the recording. Students listen and check, then listen and repeat.

Audioscript and key 1 Monday 2 Tuesday

Audioscript

[1.60]

[1.61]

⫽ tourist, A ⫽ Tourist Information Centre assistant

T:

Are museums open on Monday?

A:

Yes, they are. They are open every day of the week.

T:

OK. Are shops open every day?

A:

Yes, they are. They are open every day of the week too.

T:

Are banks open on Sunday?

A:

No, they aren’t. They are open Monday to Friday in the morning and afternoon. And they’re open on Saturday morning.

6 Organise the class into pairs. Students tell each other about when places are open or closed in their countries.

Reading 7 Ask students to look at the photos. Ask: What are they? (elicit towers) What are their names? Where are they? Ask students to read the information and choose the correct options. Let students compare their ideas in pairs. In feedback, check vertical (point to the tower of Pisa and show that it isn’t vertical) and cathedral (point to the building next to the tower).

3 Wednesday 4 Thursday

ANSWERS

5 Friday

1 Big Ben

2 The Tower of Pisa

3 Big Ben

6 Saturday 7 Sunday

Grammar question words 8 Read through the grammar box with the class. Ask students to find question words in the article. Refer students to page 163 for further information and practice.

52

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UNIT 4 Cities Grammar note

4c Time zones

After question words, the verb be comes before the pronoun (e.g. What is it? NOT What it is?).

Lead-in 9 Ask students to complete the questions with the correct question words. Let them compare their answers in pairs. ANSWERS 1 Where 2 When

3 What 4 Why

5 Where 6 When

10 Organise the class into pairs. Students read the information about two different towers on page 154 and page 158 of the Student’s Book. Then they take turns to ask and answer the questions on page 49 to share the information.

Extra activity Ask students if there is a famous tower in their home cities. If so, get students in the class to interview any students with a famous tower and ask questions to find out about it.

Test before you teach: times Bring in a classroom wall clock with moveable hands or a simple cardboard clock with moveable hands. Put the clock on the wall or board and move the hands to show different times (e.g. twelve o’clock, half past six, quarter to eight, etc.). Ask students, What time is it? Find out how well or badly students can say times, but don’t correct at this stage. Use it as an opportunity to find out what students know.

Vocabulary the time 1

[1.62] Ask students to look at the picture at the bottom of the page in the Student’s Book. Ask: Where is it? What time is it? Ask students to match times and clocks. Let them compare their answers in pairs. Play the recording. Students listen, check and repeat.

Audioscript and key Speaking

a It’s eleven o’clock.

11 Ask students to think of a famous building in their

b It’s nine thirty.

city and make notes about it, using the information in Exercise 7 as a model.

c It’s four fifteen.

Organise the class into pairs. Students take turns to ask and answer questions about their buildings.

e It’s eight twenty.

Extra activity You could set this up as a tourist information roleplay. Tell half the class that they are working in a tourist information centre. The other half of the class ‘visit’ the tourist information centres and ask what places they can see in the city. Allow time for the tourist information students to prepare their information, and for the ‘tourists’ to prepare questions.

Homework Ask students to research a famous tower on the Internet (e.g. the Eiffel Tower in Paris, the Burj Khalifa in Dubai, or the Empire State Building in New York). Ask them to write an article about the tower, using the article in this unit as a model.

[1.62]

d It’s seven forty-five. f It’s three fifty-five.

Pronunciation note Revise the stress in numbers (for example, thirty but fifteen).

Background notes Grand Central Station is a commuter terminal station in midtown Manhattan in New York. It first opened in 1870 but was rebuilt in 1913. It is a beautiful building and a popular tourist attraction.

2 Discuss the question as a class. Point out the use of the 24-hour clock, so 9.30 is nine thirty in the morning and 15.55 is three fifty-five in the afternoon. ANSWER Clock c (16.15) and clock f (15.55) show afternoon times.

3

[1.63] Ask students to listen and write down the times as numbers. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 5.00

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2 1.30

3 7.15

4 9.45

5 2.20

6 6.00

4c

Time zones

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UNIT 4 Cities Audioscript 1

2

3

4

[1.63]

Background notes

A:

What time is it?

B:

It’s five o’clock.

A:

What time is it?

B:

It’s one thirty.

A:

What time is it?

B:

It’s seven fifteen.

A:

What time is it?

B:

It’s nine forty-five.

A:

What time is it?

B:

It’s two twenty.

A:

What time is it?

Extra activity

B:

It’s six o’clock.

Ask students to close their books. Say: It’s 4 o’clock in the morning in Los Angeles. Where are the people? Find out if students can remember and say the sentences from the text. Ask about other cities and times in the text.

The International Date Line (IDL) runs along an imaginary line from the North to the South Pole at 180° longitude. It deviates at times to go around various Pacific Island groups. It is on the opposite side of the Earth to the Prime Meridian, which passes through the Royal Observatory in Greenwich in southeast London. This is at 0° longitude.

7 Ask students to read the article again and write the names of the cities. Let them compare their answers with a partner before discussing as a class. ANSWERS

5

6

Extra activity 1 Use a class clock (see lead-in idea) to model and elicit different times.

Extra activity 2 Create a listening activity by writing pairs of similar times on the board and reading out one in each pair. Students must listen and say which time you are saying, e.g. 1 a 5.30

b 5.40

2 a 9.15

b 9.50

3 a 16.45

b 16.55

Follow up by asking students to write their own list of times, read them out to their partner, and ask their partner to say which times they are saying.

4 Students match the words and times.

2 Los Angeles

8 Organise the class into pairs to work out what time it is in the different cities when it is midday in London. Ask students to tell their partner the times. ANSWERS Cairo: two o’clock in the afternoon Sydney: ten o’clock in the evening Rio de Janeiro: nine o’clock in the morning Japan: nine o’clock in the evening Argentina: eight o’clock in the morning South Africa: two o’clock in the afternoon

Extra activity Ask students to write sentences about the times and the cities.

ANSWERS 1 12.00

1 Hong Kong

2 00.00

9 Discuss the questions in open class. 5 Model this first by asking students the questions in open class. Elicit a few answers. Organise the class into pairs to practise asking and answering the questions.

Reading 6 Ask students to look at the map and make sure they are familiar with time zones. You could make and read out a few sentences of your own to focus the students on the map, e.g. It’s Los Angeles. It’s four o’clock in the morning. Ask students to read the article quickly and answer the question.

ANSWER It’s ‘in’ the Pacific Ocean.

54

Word focus of 10a Ask students to look at the pictures. Ask: What can you see? Then ask students to underline of in the sentences. Check the answers then ask students to match the sentences with the pictures.

ANSWERS 1 2 3 4

What’s the name of this street? Rome is the capital of Italy. It’s a symbol of London. This is a map of the city.

c d b a

Grammar notes Of is used to show possession. Note that possessive ’s is used to show possession by people (John’s map) but of is used to show possession by places and things (a map of London).

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UNIT 4 Cities 10b Students complete the sentences so that they are true for them. Then ask them to read out their sentences to a partner. Extra activity Write the following questions on the board and ask students to write whole sentences in response: 1 What’s the name of this school? 2 What’s the capital of Australia? 3 Who’s the head teacher of this school? 4 Who’s the president of your country?

4d Two teas, please Lead-in Introducing the theme: snacks and times of day Write: What time is it? on the board. Then mime eating and drinking different types of food and drink at different times of day, e.g. mime waking up then preparing coffee and toast or cereal and eating it, then elicit 7 or 8 o’clock, etc. Naturally, adapt the mimes and times depending on which country you are in and what your students’ habits are. Follow up by asking students to mime and guess times in pairs.

Speaking 11 Model the activity first. Say a time and ask the class

Vocabulary snacks

to provide sentences. You could tell them to look at the text to find sentences they could use. Alternatively, you could say a time and ask students to produce sentences in a chain around the class.

1 Ask students to look at the photo and ask: Where is it? What is the drink? Elicit ideas. Then ask students to look at the possible captions and match one to the photo.

Organise the class into pairs. Students take turns to say times and make sentences. Ask students to make as many sentences as they can about each time of day. In feedback, find out which student thought of the most sentences.

ANSWER b

Extra activity Extra activity Ask students to write four sentences about a particular time of day. They read out their sentences to their partner without saying what time it is. Their partner must guess the time.

It is a good idea to start by trying to elicit the words from the visuals before doing Exercise 2. Point to each picture with the words covered and ask: What is it? Elicit guesses then say the word so that students can hear it and ask students to repeat after your model.

Homework

2

Tell students to write a blog entry about a particular time of day. Tell them to write the entry for the exact time that they start doing their homework. They must answer the following:

Audioscript and key

What time is it now? Where are you? Write about you and your city.

[1.64] Ask students to match the words to the pictures. Let them compare with a partner. Then play the recording. Students listen and check. [1.64]

1 mineral water 2 fruit juice 3 cake 4 coffee 5 salad 6 tea 7 sandwich

Real life buying snacks 3

[1.65] Ask students to look back at the photos in Exercise 2 and check that they remember the snacks. Play the recording. Students listen and number the snacks mentioned with the number of the conversation. ANSWERS 1 coffee 2 mineral water and a salad 3 tea, fruit juice and cakes

4d

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Two teas, please

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UNIT 4 Cities Audioscript 1

2

3

[1.65]

A:

Hi. Can I help you?

B:

Two coffees, please.

A:

Large or small?

B:

Small.

A:

Anything else?

B:

No, thanks.

A:

Hi. Can I help you?

B:

Can I have a mineral water, please?

A:

Anything else?

B:

Yes. A salad.

A:

OK. Four pounds, please.

A:

Can I help you?

B:

A tea and a fruit juice, please.

A:

Anything else?

B:

Yes. Two cakes, please.

A:

OK. Here you are. Seven pounds, please.

B:

Here you are.

4

[1.65] Ask students to complete the conversations with the missing lines. Then play the recording again. Students listen and check. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 2 3 4 5 6 7 8

Two coffees, please. Large or small? No, thanks. Can I have a mineral water, please? Four pounds, please. Can I help you? Anything else? Here you are.

Pronunciation linking with can 5

[1.66] Play the recording. Students listen and repeat the sentences.

6 Organise the class into pairs. Students practise the conversations. Tell them to take turns playing the different roles in each conversation. 7 Organise the class into pairs to take turns buying snacks. They can use the phrases in the box.

4e See you soon Lead-in Introducing the theme: postcards Bring in some postcards. Ideally, bring in some cards you have received from different places in the world. Pass them round the class and ask: Who are they from? Who are they to? Where are they from? What’s in the picture?

Writing a postcard 1 Ask students to read the postcard and answer the questions. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 Sandra

2 Jen and Chris

3 Thailand

Background notes People from Thailand are called Thai. The picture shows a floating market in Thailand (which is a popular holiday destination in Southeast Asia).

2 Ask students to read the postcard again and underline the adjectives. Let them compare their answers in pairs. ANSWERS 1 2 3 4 5

great big and new famous nice and friendly great

Extra activity In feedback, check the adjectives with mime and examples, e.g. check great by doing a smile and thumbs up and a groan and thumbs down and asking students to say which one. Check friendly by smiling and approaching people in the class, then looking miserable with your arms folded. Again, ask students which one.

Writing skill and 3a Students read the postcard again and circle and. Let them compare their answers in pairs before discussing as a class.

Teaching note With weaker students you may wish them to write the conversation first. However, it is also good to encourage students to speak spontaneously without worrying too much about accuracy.

Homework Tell students to find an online snacks menu in English and download it. Tell them to write a conversation between a customer and waiter.

56

ANSWERS big and new nice and friendly

3b Ask students to look at the example. Point out that we can join two adjectives, nouns or phrases in English. Do the first sentence of the exercise as a class to get students started. Then ask them to rewrite the other

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UNIT 4 Cities sentences. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 2 3 4 5

The museums are big and old. The park is open on Saturday and Sunday. The town is old and beautiful. It’s famous in America and Europe. It’s a drink with sugar and mint.

4f Where’s that? Before you watch 1 Ask students to look at the photo. Ask: What can you see? Ask students to find the word for this place. ANSWER a snack bar

Grammar note Note that adjectives in English do not change according to whether they are describing singular or plural nouns.

2

[1.67] Students look at the word box. Play the recording. Students listen and repeat the words.

4 Ask students to choose a place and prepare ideas to

3 Organise the class into pairs. Ask: Are these places in your town? Where?

write about. When they are ready, ask them to write their postcards. Tell them to use the postcard in the unit as a model.

4 Organise students into pairs. Give them time to read the list and tick the things in their city or town.

5 Ask students to check their postcards carefully. Take

5 Ask students how many cities there are.

the opportunity to circulate and look at their postcards, pointing out or correcting any errors as you see them.

6 Ask students to exchange their postcards with a partner. Tell them to read and answer the question: Where is your partner? In feedback, ask follow-up questions about the information in the postcards, e.g. Is Ivan’s hotel big? Is the food good?

ANSWER four

While you watch 6 Play the video. Students tick the things from the video in their lists.

Teaching notes

ANSWERS

Hand out pieces of blank card for students to write their postcards on. It adds authenticity. Students could even draw a picture of where they are if they wish. Another idea is to give each student the name of a famous city to write from. That means that they have to think about or research the city first. Tell them to leave the name of the city blank. That means that, when they exchange their postcards with a partner, the challenge is to read and guess the city.

a park, a museum, a train station, a café

Homework Ask students to write a postcard from a place that they have visited recently.

7 Play the video again. Get students to answer the questions. ANSWERS America 3

Asia 1

Europe 2, 4

8 Put students in pairs. Give them some time to read through the options and choose the correct ones. ANSWERS 1 c

2 a

3 b

4 b

9 Play the video again for students to check.

After you watch 10 Ask students to look at the questions and answers from the video and complete the questions.

ANSWERS 1 Where

2 Who

3 What

4 Why

5 Who

11 Students match two places with each city from the video then write sentences about one of the cities.

4f Where’s that?

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UNIT 4 Cities SAMPLE ANSWERS Atocha Station and the Prado museum are in Madrid. Fisherman’s Wharf and the Golden Gate bridge are in San Francisco. The Imperial Palace and Shinjuku district are in Tokyo. The London Eye, Greenwich Naval College and the Houses of Parliament are in London.

UNIT 4 Review Grammar 1 Students read about the café. Then they complete the questions. ANSWERS 1 What

2 Where

3 What

4 When

5 How

12 Demonstrate the activity by writing an example on the board. Elicit suggestions from the class. Give students some time to write a postcard to one of their classmates.

2 Students work in pairs to ask and answer the questions from Exercise 1.

13 Ask students to exchange the postcards.

3 Students look at the pictures and choose the correct option.

Videoscript 00.12 City 1 F: OK, so this is in Asia. M: Ah, it’s at night. Look at the lights. F: Yeah, they’re shops. It’s a shopping street. M: And the cars and the people … F: Yes, it’s big. Well, it’s the capital. F: And this is in the day. M: That’s beautiful. Where’s that? F: It’s in the city. It’s a park with a lake. M: Who’s that? Is that you next to the lake? F: No, it isn’t. 01.10 City 2 F: And now this is in Europe. F: Of course, this museum is really famous: the Prado. M: Oh yes! Is it an art museum? F: Yeah, that’s right. It’s popular with tourists and local people too. M: Is that in the capital? F: Yes, it is. M: And where’s that? F: That’s the train station. M: Where are the trains? F: Ah, this is the old station. M: What’s that? A park? F: Well … a garden … and a nice café next to the garden. M: Oh yes. It’s beautiful … for a train station! 02.20 City 3 F: Now we’re in the United States. M: That’s a great photo. F: I know. The bridge is famous. M: It’s the symbol of the city … F: Yeah … this is about seven o’clock in the morning. M: Look at the buildings in the city. And the mountains too. Where’s this? Is it in a car park? F: No, it’s a snack bar. It’s near the beach. Look at the sign – eat, drink, surf. M: Oh yeah! Well, the surfing and the beaches are famous. 03.20 City 4 M: Ooh, that’s cold! F: Yes. Well, it’s Europe! M: What’s this building? Is it a museum? F: No, it isn’t. It’s old and famous but it isn’t a museum. M: Is that next to the river? F: Yes, in the capital. M: And look at the two people. Why are they there? F: I don’t know. M: Aha! That’s opposite the Houses of Parliament! F: Yeah. M: Look at the river and the bridges. Great! Who are the people? F: Erm, they’re tourists, I think. A: Four cities around the world. What are their names?

58

ANSWERS 1 this

2 that

3 that

Vocabulary 4 Students complete the words for places in a town. ANSWERS 1 train station 2 car park 3 information centre

4 museum 5 cinema 6 market

5 Students work in pairs to talk about where the places in Exercise 4 are in their town. 6 Students take turns to say the days of the week. 7 Organise the class into pairs. Student A says a time and student B points to the right clock. 8 Students complete the menu with the snacks. ANSWERS 1 coffee

2 fruit juice

3 salad

4 sandwiches

Real life 9 Students complete the conversation in a café. ANSWERS 1 e

2 c

3 a

4 b

5 d

Speaking 10 Students practise the conversation in Exercise 9 in pairs.

Unit 4 Cities

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Unit 5 Inventions Lead-in Introducing the theme: inventions Write: 20th- and 21st-century inventions on the board. Then ask: What 20th- and 21st-century inventions are there in the classroom and in the school? Elicit a list and write them on the board, e.g. computers, laptops, mobile phones, ipods, CD players, etc. Ask students to put the inventions on the board in order from not important to very important.

1 Check the meaning of toy and robot with examples or mime. Ask students to look at the photo and say what it is.

5a Robots and people Lead-in Pre-teaching key words Draw a simple diagram of a robot on the board and introduce it to the class, e.g. This is Robbie. He’s my robot. Ask: What can he do? Elicit ideas from the students. Then use mime to elicit cook (e.g. pretend to cook something in a pan as if you were a robot), eat, walk, talk, and play table tennis / football.

2

[1.68] Play the recording. Ask students to listen and check their answers.

Reading 1 Ask students to look at the photos and find the things listed in the box.

ANSWER c

2 Students read the article and find the information.

Audioscript

[1.68]

ANSWERS

Look at this fantastic photo. It’s not a toy or a robot – this is a man. His name’s Yves Rossy – or Jetman – and he can fly. Rossy is from Switzerland. Here, Rossy is above the Swiss Alps. He’s in the air for a short time – only five minutes. But it’s fantastic!

3

[1.68] Play the recording again. Students listen

and choose the correct option. Let students compare answers in pairs.

ANSWERS

1 Nabeshima Akiko 2 It can see, speak, move and carry things. 3 It can’t run.

Grammar can / can’t 3 Ask students to choose the correct option to complete the sentence. Look at the grammar box with the students and refer them to the information and practice on page 164. ANSWER

1 Switzerland

2 Alps

3 five

4 Organise the class into groups of four or five to think up a list of inventors and inventions. In feedback, write students’ ideas on the board.

Extra activity Write the following inventions and nationalities (in the order shown) on the board.

Robots can help people.

Grammar notes We use can to express a general ability, and can’t to express a lack of ability. Can and can’t are modal verbs and are followed by the infinitive without to. They don’t change regardless of which subject pronoun they are used with (he can NOT he cans and they can NOT they cans).

Car, plane, radio, bicycle, train American, British, German, Italian, French Ask students to match inventions and nationalities in pairs. In feedback, check the answers and find out if students can name any of the inventors.

4 Read through the example with the class then ask students to write sentences. Let them compare their answers in pairs. They will check the answers in Exercise 5.

Answers: Car

German (Daimler and Benz)

Pronunciation can / can’t

Plane

American (Wright brothers)

5

Radio

Italian (Marconi)

Bicycle

French (Michaux and Lallement)

Train

British (Trescothick and Stephenson)

[1.69] Play the recording. Students listen and check their answers to Exercise 4. Play the recording again. Tell them to pay attention to the pronunciation of can and can’t and repeat the sentences.

59

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UNIT 5 Inventions Audioscript and key

[1.69]

1 Robots can speak. 2 Robots can carry things. 3 People can’t fly. 4 I can speak English. 5 My grandfather can’t run.

C:

Aha! We say ‘she’. She’s a robot.

L:

OK. So, she’s from Japan. Can she speak Japanese?

C:

Oh yes, she can speak Japanese and English.

L:

OK. Can she sing?

C:

Yes, she can.

L:

And can she play the piano?

C:

Yes, she can.

Vocabulary abilities

L:

Wow! I can’t sing or play the piano. Can she swim?

6

C:

Well, Tomo can’t swim, but some robots can swim.

listen to the recording. Check that they understand all the words.

L:

OK. Well, my last question is about the name. What does ‘Tomo’ mean?

Ask students to tick the sentences that are true for them. Then ask them to make the other sentences negative by changing can to can’t.

C:

It means ‘intelligent’ in Japanese.

L:

OK, Christine, thanks very much.

C:

Thanks!

[1.70] Ask students to look at the sentences and

7 Organise the class into pairs. Ask students to take turns to read their sentences. Their partner should make a note of the sentences with ticks and crosses. In feedback, ask students to tell the class about their partner, e.g. Jaime can play football. He can’t cook. He can drive a car.

Extra activity Mime the activities in Exercise 6. Students must shout out You can … or You can’t … depending on how you mime the activity. So, swim well to elicit You can swim and act as if you’re drowning to elicit You can’t swim.

[1.71] Ask students to look at the photo. Ask: What

is it? What can it do? Play the recording. Students listen and write T (true) or F (false).

2 F

3 T

4 T

9

[1.71] Play the recording again. Students listen and write ✓ (can) or ✗ (can’t). ANSWERS 1 ✓

ask them to write answers to the questions in Exercise 9 using short answers. Check the answers and refer students to the information and practice on page 164.

ANSWERS 1 Yes, she can. 2 Yes, she can.

3 Yes, she can. 4 No, she can’t.

11 Demonstrate the activity by asking Can you … ? questions around the class first. Then organise the class into pairs to practise further.

Extra activity

ANSWERS 1 T

10 Look at the grammar box with the students. Then

Speaking

Listening 8

Grammar can questions and short answers

2 ✓

3 ✓

Organise a class survey. Students in pairs think of five questions with Can you … ? Then they stand up and walk round, interviewing other class members and noting their answers. At the end, in pairs again, students compare their answers and prepare a short presentation about people in their class, e.g. Five people can cook and two people can’t cook. Two people can’t drive … etc.

4 ✗

Homework

Audioscript C

60

[1.71]

Ask students to write a short blog about their abilities.

⫽ Christine, L ⫽ Lewis

L:

Hi. Welcome to Technology Today. I’m Lewis Jones and this morning I’m in a university technology department. I’m here with Christine Black and Tomo, a Japanese robot. Hi Christine.

C:

Hi, Lewis.

L:

Christine, tell me about this robot.

C:

Well, Tomo is from Japan. She’s from a new generation of robots. They can do things that people can do.

L:

‘She’? Or ‘it’?

Unit 5 Inventions

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UNIT 5 Inventions 5b Technology and me Lead-in

6 Ask students to read the blog again and find the adjectives. In feedback, ask students what the words describe.

ANSWERS

Introducing the theme: technology Show students any technological items you have in your pockets or bag, and describe one of them, e.g. This is my mobile phone. It’s small. It’s blue. It’s new. It’s Japanese. In groups, ask students to show and describe any technological items they have in their possession.

new (camera) big (memory) old (webcam) good (battery)

fantastic (video camera) great (videos) small / light (MP3 player)

Extra activity

Vocabulary technology

Ask students to look at the photo and find vocabulary from the text (camera, laptop, battery, webcam, etc.).

1 Ask students to match the numbers of the objects with the words. Let them compare their answers in pairs. 2

Grammar adjective ⴙ noun

Audioscript and key

7 Read through the grammar box with the class. Ask students to circle the adjectives and underline the nouns. Let them compare their answers in pairs. Refer students to page 164 for further information and practice.

[1.72] Play the recording. Students listen and check their answers. In feedback, say the words and ask students to repeat. [1.72]

1 This laptop has a webcam. 2 This laptop has headphones. 3 This mobile phone has a camera.

ANSWERS circle: fantastic, old underline: camera, webcam

4 This mobile phone has a video camera. 5 This mobile phone has an MP3 player.

Grammar have / has 3 Read through the grammar box with the class. Ask students to choose the correct option. Let them compare their answers in pairs. Refer students to page 164 for further information and practice. ANSWERS 1 has

2 have

8 Ask students to look at the example. Ask: Which word is the adjective? Which word is the noun? Students write sentences. Let them compare their answers in pairs. ANSWERS 1 2 3 4 5

It’s a new MP3 player. This is a fantastic laptop. My phone has a small battery. They are light headphones. I have a digital video camera.

Grammar note

Writing and speaking

We use have and has to express possession. Note that have got and has got are also used to express possession, especially in British English.

9 Ask students to write their own comment for the blog. In feedback, ask some students to read out their comments. Comments could also be displayed on the classroom walls.

We use has with the third person (he, she, it).

4 Organise the class into pairs to describe their computers, mobile phones and laptops. In feedback, ask different students to remember and tell the class about their partner’s possessions.

10 Model the activity by asking the example questions in open class. Organise students into groups of four or five and ask them to interview each other to find out about their favourite pieces of technology.

Homework

Reading 5 Organise the class into pairs to complete the sentences.

Students write a blog entry about all the technology in their house, bedroom or office.

Then ask students to read the text quickly and find the objects in the blog.

ANSWERS 1 headphones 2 camera

3 webcam 4 mobile phone

5b

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Technology and me

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UNIT 5 Inventions ANSWERS

5c Solar ovens Lead-in Using words Write this sentence on the board: I have a computer and a mobile phone. Divide the class into two teams. Team A must add two adjectives in front of each noun to produce an accurate sentence, e.g. I have a new, Japanese computer and a big, blue mobile phone. Then it’s Team B’s turn. They must produce a sentence with different adjectives. Then it’s back to Team A. Continue until one team repeats an adjective or can’t think of any more adjectives to use.

1 2 3 4 5 6

This design is very basic. This is a really basic oven. Solar ovens are very cheap. He is a very good designer. My camera has a really big memory. This phone has a really good video camera.

Word focus this 7a Ask students to match the sentences to the pictures. Let them compare their answers with a partner before discussing as a class.

ANSWERS 1 c

Reading 1 Ask students to work in pairs to match words to photos. In feedback, discuss the question as a class. ANSWERS 1 a gas oven

2 a microwave oven

3 an electric oven

2 As a class, ask students to find the things in the photos. 3 Ask students to read the article and complete the table with the information. Let them compare their answers in pairs.

Number of parts Price Maximum temperature

Bøhmer 5 $7 90 degrees

HotPot 3 $100 150 degrees

4 Ask students to read the article again and decide if the sentences are T (true) or F (false). ANSWERS 2 F

3 d

4 b

7b Organise the class into pairs. Ask students to make new sentences, replacing the underlined words with their own ideas. Grammar notes This can be a determiner (in this street) or a pronoun (This is my camera / my sister). We use this to refer to a person, thing or place that is near the speaker. It is often used to introduce people for the first time.

Speaking

ANSWERS

1 T

2 a

3 T

4 T

5 T

Grammar very, really 5 Read through the grammar box with the class. Ask students to say which sentences are from the article. Let them compare their answers in pairs. Refer students to page 164 for further information and practice.

8 Organise the class into pairs. Tell each pair to read their texts on page 154 and 158 of the Student’s Book and prepare sentences using can and has. When they are ready, students take turns to describe their microwave ovens. Students must write their partner’s information in the tables.

ANSWERS Student A (ProfessionalChef) 1 It has a big memory. 2 It has ten power options. 3 It can cook and heat food. 4 It can make cakes. 5 You can buy it online. Student B (Easycook) 1 It can cook and heat food. 2 It has 3 power options. 3 It can’t make cakes. 4 It has a digital clock. 5 You can buy it online.

ANSWERS This oven is very basic.

It’s really cheap.

6 Ask students to put the words in order to make sentences.

Extra activity Personalise the activity in feedback by asking students: Do you have a microwave at home? What can it do? Do you have an electric oven? What can it do?

Homework Ask students to write a profile of one of their domestic appliances at home.

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Unit 5 Inventions

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UNIT 5 Inventions ANSWERS

5d How much is it? Lead-in Introducing the theme: money Bring in some money. If you are from a different country from your students, bring in some coins and notes of your country. Pass them round the class and ask students to look at the coins and notes carefully. Tell them that you will ask questions at the end. Collect in the money and ask questions. Hold up a note or coin and ask: How much is it? What colour is it? Is it big or small? What’s the picture on it? Who is the person on it?

1 £30

Audioscript

1 Ask students to match the symbols with the money. ANSWERS 1 $ dollars

2 £ pounds

3 € euros

2 Organise the class into pairs to discuss the money of the different countries.

3 £15

4 £16

5 £70

6 £18

[1.73]

1 It’s thirty pounds. 2 It’s forty pounds. 3 It’s fifteen pounds. 4 It’s sixteen pounds. 5 It’s seventy pounds. 6 It’s eighteen pounds.

4b

Vocabulary money and prices

2 £40

[1.74] Play the recording again. Students listen

and repeat.

Pronunciation notes Note that thirteen, fourteen, fifteen, etc. have a strong stress on the second syllable. The second syllable has a long /iː/ sound. Thirty, forty, fifty, etc. have a strong stress on the first syllable. The vowel in the second syllable has a shorter sound.

ANSWERS

4c Organise the class into pairs. Students take turns to

Dollars: Australia, Canada, the United States Euros: Germany, Ireland Pounds: the United Kingdom, Egypt Yen: Japan Real: Brazil Dirham: the United Arab Emirates

dictate prices in the teens and tens (e.g. 13, 14, 30, 40, etc.). Their partner must write down the prices.

Extra activity Play prices bingo. Draw a simple bingo grid on the board and ask students to copy it.

[1.73] Play the recording. Students listen and repeat the prices.

Ask students to write six prices on their card. They can choose any price between (and including) £13 and £15 in multiples of five pence, e.g. £13.10, £13.45, £14.50, £14.95, etc.

Audioscript

Read out prices at random. Students must tick off prices they hear which are on their card.

3

[1.73]

a two pounds thirty b thirteen pounds fifty c fifteen euros d three euros seventy-five e seventeen dollars eighty f eighteen dollars

Real life shopping 5

[1.75] Ask students to look at the products and check that they know what they are and can say the words. Play the recording. Students listen and write numbers next to products.

Extra activity

ANSWERS

Read out some other prices using euros, pounds and dollars. Ask students to write them down.

1 alarm clock 2 video camera Extra product: speakers

Alternatively, write some prices in number form on the board and ask students to spell them out using words.

Pronunciation numbers 4a

[1.74] Play the recording. Students listen and

tick the prices they hear. This is quite difficult so play the recording a second time if students aren’t sure of their answers.

Audioscript 1

3 memory sticks

[1.75]

A:

Can I help you?

C:

How much is this alarm clock?

A:

This is a clock radio. It’s fifty pounds.

C:

Hmm, that’s a bit expensive. Thanks.

A:

That’s OK. No problem.

5d How much is it?

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UNIT 5 Inventions 2

3

A:

Can I help you?

C:

Yes, I’d like this video camera, please.

A:

Certainly.

C:

Is it HD?

Lead-in

A:

Yes, it is. The image quality is fantastic.

Using words: computers

C:

Great.

A:

OK, that’s ninety-five pounds fifty, please.

Ask students to look at the photograph of a computer on page 65 and elicit words. Check the key words: computer, PC, laptop, tablet, screen and keyboard.

C:

Here you are.

C:

Excuse me.

A:

Yes, can I help you?

If there are computers in your classroom, point to parts of the computer and ask students to tell you what they are called. You could also revise words like webcam, headphones, etc.

C:

How much are these memory sticks?

A:

They’re five ninety-nine each.

C:

Can I pay with euros?

A:

Yes, of course.

Writing an email

6

[1.75] Play the recording again. Students listen and tick the correct prices. Let students compare their answers in pairs before discussing as a class. In feedback, write the answers on the board. ANSWERS 1 £50

2 £95.50

5e Can you help me?

1 Ask students to read the email and the reply and answer the questions. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 2 3 4

Eliza is a college student. Mike is an IT consultant at Computer Life Weekly. Eliza asks what sort of computer she can buy. Mike answers with advice about tablets and laptops.

3 £5.99

7 Ask students to look at the expressions used when shopping and write C (for customer) or A (for shop assistant) next to each one, depending on who is speaking.

2 Ask students to read Mike’s reply again and complete the table. Let them compare their answers in pairs before discussing as a class. ANSWERS

ANSWERS Excuse me. Can I help you? I’d like this video camera, please. How much is this alarm clock? How much are these memory sticks? It’s / They’re 50 pounds. That’s £95.50, please. Can I pay with euros / cash / a card? Here you are.

C A C C C A A C A

Tablets

Laptops

Positive ⴙ small, light good screens special pen

Negative ⴚ expensive small screens

big screens keyboard

Writing skill but 3a Students look at the example and underline the

8 Organise the class into pairs. Tell them to practise reading out the conversation in audioscript 1.75 on page 171. Monitor carefully and make sure they are attempting a good intonation pattern when asking the questions.

9 Give students time to prepare in pairs before attempting the conversation. When students are ready, ask them to act out their roleplay. Monitor carefully and make sure they are attempting a good intonation pattern when asking the questions.

Homework Tell students to write an imaginary conversation in an electronics shop.

64

examples of but. Let them compare their answers in pairs before discussing as a class.

ANSWERS Tablets are small and light, but they are expensive. Tablets have good screens, but they are small.

Grammar note We use the conjunction or linking word but to join two clauses. Often, a comma is placed before but, especially when joining two long clauses. But shows a contrast between the two clauses.

3b Ask students to read the sentences and decide which cannot be joined using but. Remind students that there must be a contrast when joining clauses with but.

Unit 5 Inventions

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UNIT 5 Inventions ANSWER

5f What’s your favourite gadget?

4

Before you watch 3c Students rewrite the sentences with but. Let them compare their answers in pairs before discussing as a class.

1 Ask students to find the word gadget in the glossary. Say: a camera, a laptop, a mobile phone are gadgets. Students answer the questions in pairs.

ANSWERS 1 2 3 5

This tablet is great, but it’s expensive. That book is old, but it’s interesting. Tablets aren’t big, but they are good quality. With this phone, you can watch videos, but you can’t edit videos.

4 Ask students to draw a table and write positive and negative words to describe bikes and motorbikes. Let them compare their ideas in pairs. In feedback, ask students to share any good words or phrases.

Teaching notes It is a good idea to support students by drawing a table on the board and eliciting words and phrases that they could use to describe bikes and motorbikes. It will mean introducing some new vocabulary. Use mime to elicit some useful basic adjectives. Positive ⴙ Bikes

light cheap

Motorbikes

Negative ⴚ slow

fast great

expensive

5 Students work individually to write their email replies. Ask them to check their writing for correct spelling, capital letters and the use of but. 6 Students show each other their replies and comment on them. Homework For homework, ask students to write an email to you, advising you why you should buy the same make of mobile phone that they have.

ANSWERS A bag: a laptop, a memory stick, a camera, a mobile phone A kitchen: a microwave oven, a coffee machine An office: a coffee machine, a laptop, a memory stick

2 Organise the class into pairs. Students tell their partners about their gadgets. 3

[1.76] Play the recording. Students listen and repeat the words.

4 Put students in pairs. Ask them to go through the list of the gadgets again and think what the favourite gadget of each person might be. In feedback, take a vote around class. Don’t say whether students are right or wrong.

While you watch 5 Play the video. Students watch, listen and check their ideas from Exercise 4. Ask students: Are you surprised?

ANSWERS An engineer: a mobile phone A doctor: a coffee machine

6 Students in pairs make a list of what they can remember about the two gadgets. Take feedback from the class. 7 Give students some time to tick the options they think are correct. Play the video again for the students to check. Take feedback from the class. ANSWERS engineer: a, d doctor: a, c See also the underlined phrases in the video script.

8 Give students some time to read through the sentences and write engineer (E) or doctor (D). Then they watch the video again and check. ANSWERS 1 E 2 D 3 E 4 D 5 E See also the underlined phrases in the video script.

9 Students in pairs read the sentences about each person’s favourite gadget.

5f What’s your favourite gadget?

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UNIT 5 Inventions

UNIT 5 Review

ANSWERS engineer: a

doctor: b

After you watch 10 Give students time to read the texts and complete the

Grammar 1 Ask students to look at the photo. Ask: What’s her name? Model one or two questions with Can she … ? Then ask students to ask and answer questions in pairs.

information about the gadgets. Check answers.

ANSWERS ANSWERS Engineer 1 camera 2 photos 3 friends 4 office Doctor 1 expensive 2 basic 3 kitchen 4 microwave

5 photos 6 phone 7 email

5 coffee 6 ten 7 friends

11 Ask students to talk about their favourite gadget in pairs, then feed back to the class.

Videoscript 00.00-00.28 What’s your favourite gadget? V1 My favourite gadget is my camera. V2 My favourite gadget is my phone. V3 My favourite gadget is my laptop. V4 My favourite gadget is my coffee machine. V5 My favourite gadget is my memory stick. V6 My favourite gadget is my microwave. 00.28 Hi. I’m Ashley. I’m an engineer. My favourite gadget is my phone. I’m very busy in my job. I can organise my day with my phone. It has a diary. 00.48 So, it’s Monday, nine o’clock … or Wednesday, twelve o’clock … I have a bad memory, but I have the diary on my phone. No problem! 01.02 And this phone has a great camera. I can take fantastic photos and I can send them to my friends or to the computer in my office. The photos from this phone are really, really good! 01.19 And I can talk to my phone! I can say ‘Send this photo to John,’ or ‘Send an email to my office’, or ‘Call home’. 01.35 My phone is really important in my job and that’s why it’s my favourite gadget. 01.42 Hi. I’m Clare. I’m a doctor. My favourite gadget is my coffee machine. It’s new. It’s really great. Some coffee machines are expensive, but my new machine is a basic machine and it isn’t expensive. 02.00 It’s in my kitchen next to my microwave. I have a lot of gadgets in my kitchen. I can make a cup of coffee in two minutes and it’s fantastic coffee. 02.12 I have ten different types of coffee! So I can make different types of coffee for my friends. It’s great. What’s your favourite gadget?

1 2 3 4 5 6 7 8

Can she drive a car? Yes, she can. Can she drive a motorbike? No, she can’t. Can she cook? Yes, she can. Can she type? Yes, she can. Can she speak Arabic? No, she can’t. Can she speak Russian? Yes, she can. Can she write in Arabic? No, she can’t. Can she write in Russian? No, she can’t.

2 Tell students to close their books then take turns to make sentences about Lynn using can and can’t. 3 Students complete the text about the e-Reader. ANSWERS 1 really 2 ‘s

3 has 4 has

5 fantastic 6 invention

Vocabulary 4 Students match the verbs and words. ANSWERS drive a car, play the piano, play tennis, ride a bike, speak three languages

5 Students tick or cross the objects. ANSWERS 1 a phone ✓ headphones ✓ an MP3 player ✓ 2 a phone ✓ a camera ✓ 3 a laptop ✓

6 Organise the class into pairs. Students tell their partner about the objects in Exercise 5. 7 Students take turns to say prices; their partner listens and points to the price tag.

Real life 8 Students complete the conversation with the words. ANSWERS 1 help 2 much

3 They’re 4 like

5 Here 6 That’s

7 pay

Speaking 9 Students practise the conversation in Exercise 8 in pairs.

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Unit 6 Passions 3 Organise the class into pairs to take turns saying the

Lead-in Introducing the theme: passions Ask students to look at the photo in the Student’s Book. Ask: Who are they? Where are they from? How do they feel? Elicit any descriptive words that students already know, e.g. happy, great, fantastic. Using the picture, pre-teach the words fans and passion, and the adjective passionate to show very strong feelings.

numbers. Model the activity first in open class by saying one or two numbers from the list and asking the class to find the number. Once students have practised saying the numbers, ask them to dictate numbers to their partner. Student A dictates three numbers, and Student B writes them down.

Grammar and pronunciation notes

1

[1.77] Ask students to look at the photo, and ask:

What’s the sport? Elicit guesses. If students don’t know the sports, use mime to check them. Then play the recording. Students listen and check their guesses.

Note the stress on the first syllable: hundred, thousand, million When saying large numbers in English we include the word and after the word hundred. 350  three hundred AND fifty

ANSWER

3,560  three thousand five hundred AND sixty

football

Note that the singular form of hundred, thousand and million is always used, e.g. five thousand NOT five thousands.

Audioscript

[1.77]

These fans are passionate about football. Their team is the Kaizer Chiefs. Football and rugby are big sports in South Africa today. Football is an international sport – about 270 million people play football in more than 200 countries. The football World Cup is every four years. The World Cup prize is millions of dollars – 30 million dollars at the World Cup in South Africa! Many international football players are millionaires. Football is a sport of passion and money!

Extra activity 2 With stronger classes, introduce numbers with 50 and 500, e.g. 350 (three hundred and fifty) and 3,500 (three thousand five hundred).

4 Divide the class into groups of four or five to discuss the questions about sports in their country.

Background notes The football World Cup was played in South Africa in 2010. Spain beat Holland in the final. Kaizer Chiefs play football at Soccer City stadium in Soweto, Johannesburg. It is South Africa’s most successful and most supported club. Whilst football is the major sport among black South Africans, rugby union is the major sport of the white minority. In 1995, the Rugby World Cup was hosted by South Africa and the national team won the trophy. The moment when the new black South African president Nelson Mandela presented the trophy to the white captain of the rugby team is an iconic moment in South African sport and politics.

2

[1.77] Give students a moment to read through the numbers. Read the numbers out and ask students to repeat them to practise pronunciation. Play the recording again. Students listen and choose the correct answers.

ANSWERS 1 million

2 hundred

3 million

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UNIT 6 Passions 6a A passion for vegetables Lead-in Test before you teach: food Start the lesson by finding out how many food words students know. Here are some ways of doing this: 1

Bring in pictures of different types of basic foods, and use them to elicit words and write them on the board.

2

Draw a picture of a big empty fridge on the board. Introduce the word fridge then ask students in pairs to brainstorm foods that are in their fridges at home. Tell students to come to the board and write the words for any food words they have thought of in the fridge space on the board. In feedback, correct spelling and point out pronunciation.

3

Elicit and write the letters of the alphabet on the board then ask students in groups to think of one type of food for each letter, e.g. A for apple, B for banana, C for carrot.

Reading 1 Ask students to look at the photo and the caption, and answer the question. Check that they know giant (very, very big) and pumpkin (use the picture).

Grammar notes Here, students are being introduced to the affirmative and negative form of present simple regular verbs. Students may be pleasantly surprised to learn that there is no change in the singular I and you forms, and the plural they, you and we forms. English does not differentiate between singular or plural you. After I, you, we and they, we use a form of like which is identical to the infinitive. To make the negative, English adds the negative form of the auxiliary verb do before the word like. Watch out for common errors such as I am like … and They not like … as students get to grips with these forms.

4 Look at the example as a class and elicit what the negative form of I like vegetables is. Then ask students to write whole sentences. Let them compare their answers in pairs before discussing as a class. 5

[1.78] Play the recording for students to check their sentences from Exercise 4.

Audioscript and Key 1 I like my garden. 2 I don’t like competitions. 3 My friends like sports.

ANSWER

4 I don’t like football.

Steve’s passion is vegetables and pumpkins.

5 We like tennis.

2 Ask students to read and answer the questions. Let them compare their answers in pairs before discussing as a class.

[1.78]

6 Students rewrite the sentences in Exercise 4 so they are true for them. They then work in pairs to share their sentences. Extra activity

ANSWERS 1 2 3 4

He’s in his garden. It’s a pumpkin. It’s 700 kilograms. Yes.

Extra activity Ask: What’s a traditional vegetable dish in your country? Elicit suggestions from the class.

Mime one of the sports and pull a happy or miserable face. Elicit the sentence, e.g. You don’t like golf or You like tennis. Organise the students into pairs. They take turns to mime a sport and pull a face, and elicit a sentence from their partner.

Grammar like

Vocabulary food

3 Look at the grammar box with the students. Ask

7 Ask students to look at the photos of different types of food and write in the missing words. Let them compare their answers in pairs before discussing as a class.

students to work in pairs to find and underline the sentences with like. Refer students to the information and practice on page 164.

ANSWERS I like pumpkins a lot because they can grow big. A lot of people like pumpkin pie, but I don’t like it!

68

Use mime to elicit and write up a set of sports, e.g. golf, rugby, tennis, football, basketball, volleyball, etc. Adapt the list to reflect sports that are well known by the students.

ANSWERS (from top to bottom, left to right) chocolate pasta salad vegetables

Unit 6 Passions

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UNIT 6 Passions Extra activity Before doing this activity, you could find out how many words students already know by playing a guessing game. Describe the food items in simple terms until students guess the word, e.g. It’s white. People in China and India eat it. It’s in paella. (rice) There are different types – apples, oranges, bananas … (fruit). You could also do this activity after the matching task to check students’ understanding of the words.

8

I:

So, giant vegetables are very important to you, but what about other food? What do you like?

S:

Oh, well, I like salad.

I:

Do you like meat?

S:

No, I don’t – but I like fish.

I:

And pasta? Do you like pasta?

S:

Yes, I do. I like spaghetti and I like macaroni too.

I:

OK, thanks very much, Steve.

S:

Thank you!

[1.79] Play the recording. Students listen and

repeat.

Audioscript

[1.79]

cheese, chocolate, eggs, fish, fruit, meat, pasta, rice, salad, vegetables

Pronunciation notes Note the strong stress: chocolate, pasta, salad, vegetables /ˈvɛdʒtəbəlz/ Note that eggs and vegetables are the only countable plural nouns here – all the other food words are uncountable.

9 Organise the class into pairs to say which foods they like and which ones they don’t like. Model the activity first by giving a few examples of your own.

11 [1.80] Play the recording again. Students listen and choose the correct option. ANSWERS 1 2 3 4 5

fruit fruit pie salad meat pasta

☺  ☺  ☺

Extra activity Divide the class into pairs to practise the conversation in audioscript 1.80 on page 171 of the Student’s Book.

Grammar like questions and short answers

Extra activity

12 Ask students to look at the box and identify the

You could make this more fun by using mime. In pairs, students take turns miming eating one of the foods in the list and reacting with delight or disgust. Model the activity first, and elicit the sentence, e.g. You like eggs or You don’t like vegetables.

way questions are formed. In feedback write an example question on the board and label its parts: Do  you (etc.)  like  fruit (etc.)  ? Refer students to the information and practice on page 164.

Grammar notes

Listening 10

[1.80] Read through the questions with the class, and check the meaning of fruit pie (draw a picture on the board). Play the recording. Students listen and tick the questions they hear.

ANSWERS Students should tick: 1, 2, 4, 5

Audioscript I

[1.80]

 interviewer, S  Steve

I:

Hi, Steve. Congratulations on your prize.

S:

Thank you very much.

I:

So, you are passionate about vegetables. But do you like fruit?

S:

Yes, I do. I like fruit. I have a lot of fruit in my garden.

I:

We know you don’t like pumpkin pie – do you like fruit pie?

S:

No, I don’t. But people in my family like fruit pie a lot.

Here, students are being introduced to the question and short answer form of present simple regular verbs. When asking yes / no questions with the pronouns I, you, we and they, or with plural nouns, we use the auxiliary verb do followed by the subject noun or pronoun and then the infinitive form of the verb. In short answers, the auxilary verb is used, and not the main verb (Yes, I do; No, I don’t). Watch out for common errors such as You like fruit? and Yes, I like, as students get to grips with these forms.

Pronunciation do you … ? 13a

[1.81] Play the recording. Students listen and repeat. Point out that do you is not strongly stressed. The main stress is on the noun at the end (fruit, pie, meat, pasta).

6a A passion for vegetables

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UNIT 6 Passions Audioscript

[1.81]

Do you like fruit? Do you like fruit pie? Do you like meat? Do you like pasta?

Pronunciation notes In yes / no questions, do you is reduced to the unstressed /dəjə/. The intonation tends to rise at the end of the sentence.

13b Students take turns asking and answering the do you questions from 13a. Make sure students are using short answers with do and don’t in response to the questions.

Speaking and writing 14 Ask students to work individually or in pairs to

6b My favourite things Lead-in Using words: likes and dislikes Tell students that they have one minute to write down as many things that they like as they can think of, e.g. coffee, chocolate, English, football, green. After one minute, tell them to compare the things they like with a partner. Find out what likes they have in common.

Vocabulary interests 1

[1.82] Ask students to look at the words in boxes A and B. Make sure that they know all the words (see Vocabulary notes below). Students match the category words in A with the examples in B. Let them compare their answers in pairs. Students could add any other words they know to the categories.

prepare questions. Tell them to use vocabulary from the unit or use their own food words (pizza, ice cream, hamburgers, etc.).

Audioscript and key

15 Divide the class into groups of four or five. If students

Detective stories and novels are books.

prepared questions in pairs, split up the pairs. Students take turns to ask the questions and note what different students say. Alternatively, ask students to interview each other in pairs within each group. Monitor carefully, making sure that students are using questions and short answers correctly.

Action films and comedies are films.

16 At the end of the activity, ask students to take a few minutes to write three or four sentences to summarise their results. Ask a few students to read out their results.

Extra activity As you monitor, note down errors that students make with questions and short answers. Then, at the end, write the errors up on the board and ask students in pairs to correct them.

Homework Ask students to write up the results of their survey in a short report.

[1.82]

Birds and fish are animals.

Jazz and pop are types of music. Scuba diving and swimming are sports. Reality shows and wildlife shows are TV shows.

Vocabulary notes It is a good idea to check the words with examples students are familiar with, e.g. detective stories (Sherlock Holmes, Agatha Christie), reality shows (Big Brother, X Factor), wildlife shows (Life, National Geographic Channel). Scuba diving means diving with an oxygen tank, mask and flippers.

2 Students write a list of their favourite TV show etc. 3 Students ask and answer questions about their favourite TV show etc. with a partner. Model the activity first by asking and answering some questions around the class before putting students in pairs. Make sure students are using short answers.

Reading 4 Lead in by asking students to look at the photo of Zeb. Ask: What can you see? Where is the man? What’s his job? What does he like? Ask students to read the article and underline four interests.

ANSWERS giant fish, swimming, scuba diving, wildlife shows on TV

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UNIT 6 Passions 5 Ask students to read the article again and write T (true) or F (false). Let them compare their answers in pairs. ANSWERS 1 T

2 F

3 F

8 Organise the class into pairs to ask and answer the questions. Tell students to refer back to the article for the information they need. Monitor and check that students are using the question and short forms correctly.

4 F

ANSWERS Extra activity Ask students to rewrite the sentences in Exercise 5 so that they are true:

1 yes 2 I don’t know

3 no 4 I don’t know

5 yes

4 His favourite sports are swimming and scuba diving.

9 Ask students to look back at the article about Zeb Hogan. Tell them to write five sentences using likes / doesn’t like. They can also use the ideas from Exercises 7 and 8. Monitor and correct any errors.

Background notes

Pronunciation likes, doesn’t like

2 He isn’t a fisherman. He’s a scientist. 3 He isn’t from Botswana. He’s from Arizona.

Arizona and Nevada are US states – both are hot and dry. The Okavango Delta is a large inland delta in the southern African country of Botswana. It is swampy and flooded and attracts huge numbers of wild animals as well as being home to over 70 species of fish.

10a

[1.83] Play the recording. Students listen to the five sentences. Did they have the same ideas?

Audioscript

[1.83]

1 He likes fish. 2 He likes Botswana.

Grammar he / she ⴙ like 6 Read through the grammar box with the class. Ask students to find the negative form of likes in the article. Refer students to page 165 for further information and practice.

ANSWER doesn’t like

Grammar notes Here, students are being introduced to the affirmative, negative and question form of present simple regular verbs in the third person. After he, she and it, we use likes. We add an s to the forms used with other pronouns. To make the negative, we add the negative form of the third person auxiliary verb does and change likes to like. Watch out for common errors such as He like … and He doesn’t likes … as students get to grips with these forms. Be aware that assimilating the third person s form is hard work, so students are likely to get this wrong for a while to come.

7 Ask students to look at the example, and elicit the extra words needed to form the question from the prompts (does and he). Ask students to prepare questions from the other prompts in the same way.

ANSWERS 1 2 3 4 5

Does he like Botswana? Does he like Arizona? Does he like cold places? Does he like hot places? Does he like coffee?

3 He doesn’t like cold places. 4 He likes water. 5 He likes coffee.

10b

[1.83] Play the recording again. Students listen and repeat. Pay attention to the pronunciation of doesn’t (/ˈdʌzənt/).

Speaking 11 Lead in by asking students a few questions about the table to make sure that they understand the information. Organise the class into pairs. Students take turns to choose a person and ask questions to find out which person has been chosen.

Extra activity Write as many different categories as you can on the board which might be good for practising Do you like … ? questions, e.g. tea, coffee, Chinese food, horror films, reality TV, basketball, football on TV. Try to elicit suggestions from the class. Divide the class into groups of four. Then split each group into two pairs. Each pair has three minutes to ask Do you like … ? questions to find out as much information as they can about their partner. They cannot make notes but have to remember as much as they can. Within each group, change the pairs. Now, they must ask questions to find out what students have already discovered about their previous partner, e.g. Does Emma like basketball? Students take notes this time and check the answers as a group at the end.

Homework Ask students to research a famous person that they like. Tell them to find five likes and three dislikes of the famous person and write a short text about them.

6b

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My favourite things

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UNIT 6 Passions 6c In love with speed

ANSWERS 1 Camel racing

2 Pigeon racing

3 Horse racing

Lead-in Introducing the theme: sports events and races

Grammar object pronouns

Elicit as many famous sports events and races as you can from students and write them on the board. Ask students to say when they are, why they are important, and whether they like them.

7 Ask students to look at the box and find object pronouns in the comments in Exercise 6. Refer students to the information and practice on page 165.

ANSWERS

Reading 1 Ask students to look at the pictures. Ask: What are they? Elicit bicycles, boats, cars, motorbikes and athletes. Model the words for pronunciation and ask students to repeat. Organise the class into pairs. Ask them to discuss the question. In feedback, accept and discuss any answers as this will depend on the students’ knowledge and cultural background.

SAMPLE ANSWERS 1 2 3 4 5

bicycles: Tour de France, Olympic road race boats: Americas Cup, Round the World yacht race cars: F1 grand prix, Le Mans, Indy 500 motorbikes: motoGP athletes: Olympics

Pronunciation note

… but I don’t like it. ... to me. I like them a lot. I can see him …

Extra activity Ask students to say what the pronouns refer to: it – camel racing; them – pigeons; him – brother

Grammar notes Object pronouns replace a noun when it is an object in a sentence. We often replace nouns to avoid repetition when we already know what is being referred to.

8 Ask students to choose the correct options. Let students compare their answers in pairs before discussing as a class.

Note the stress: bicycle, motorbike, athlete

ANSWERS

2 Ask students to work in pairs to answer the questions about the events they named in Exercise 1. Take feedback from the class.

3 Ask students to look at the pictures on page 75. Ask: What are they? Elicit a bird, a camel, a horse. Model the words for pronunciation and ask students to repeat. 4 Ask students to skim read the article quickly to find the different things. Give them a two-minute time limit.

1 it 2 him

3 them 4 her

5 it 6 you

Word focus it 9 Ask students to match the questions and answers, then underline it in the sentences. In feedback, point out the different uses of it (to give the time and day, to talk about the weather, to introduce yourself on the phone, and as a pronoun to replace a noun).

ANSWERS 1 horse racing, camel racing, pigeon racing 2 China, Qatar, Australia, Belgium, the UK 3 money, a special horse

5 Ask students to read the article again and complete the sentences. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 b

2 e

3 a

4 c

5 d

Speaking 10 Organise the class into pairs. Students find the page with their information and ask and answer questions about their international sports event.

ANSWERS 1 Horse 2 Pigeon 3 camel

4 Camels 5 Pigeons

Homework Tell students to write a blog entry about a famous sporting event.

6 Ask students to read the comments and match them to the sports. Let students compare their answers in pairs before discussing as a class.

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UNIT 6 Passions 6d Let’s play table tennis Lead-in Test before you teach: opinion adjectives Write fantastic, OK and boring on the board. Draw ☺☺ next to fantastic, ☺ next to OK, and  next to boring. Mime yawning to show boring. Then read a list of words students know (prepare it beforehand, e.g. Monday, cheese, football, Spain, reality TV, etc. – make it a long list to revise lots of vocabulary from the course so far), and ask students to respond to each word by saying: it’s fantastic, it’s OK or it’s boring.

Vocabulary opinion adjectives 1

[1.84] Ask students to look at the four adjectives and the illustrations and check that they understand the words. Then play the recording. Students listen and match adjectives to the things that they describe. Let students compare their ideas with a partner, and play the recording twice if students find it difficult the first time.

Vocabulary notes Fantastic and great both mean ‘very, very good’. They are used to describe anything that gives you a very positive feeling. Boring and horrible have more specific meanings. Boring means ‘uninteresting’. Horrible means ‘very bad’ in a way that makes you feel disgusted, e.g. horrible food, weather or experiences, but it would be unusual to describe sport as ‘horrible’.

Pronunciation intonation 3

[1.85] Play the recording. Students listen and repeat the opinions. Encourage students to exaggerate the intonation pattern they hear, especially if the tone range of the students’ L1 is narrower than in English.

Audioscript

[1.85]

She’s fantastic. Sport’s boring. It’s horrible. It’s great.

ANSWERS a fantastic

b boring

Audioscript 1

2

3

c horrible

d great

4 Give students a minute or two to think of people or things to talk about. Then divide the class into pairs to compare opinions.

[1.84] Extra activity

A:

Let’s watch TV tonight.

B:

That’s a good idea. What’s on?

A:

A film with Emily Blunt is on at 8 o’clock.

B:

Oh, I love her. She’s fantastic.

A:

Let’s play table tennis tomorrow.

B:

No, thanks. I don’t like table tennis.

A:

OK. How about football?

B:

Sorry. Sport’s boring.

A:

Let’s have pasta this weekend.

B:

I don’t like pasta. It’s horrible.

A:

Real life suggestions

OK. How about pizza? Do you like pizza?

B:

5

Yes, it’s great.

Extra activity Say: I like sport. It’s fantastic, or I don’t like sport. It’s boring. Use mime and body language to show the meaning then put students in pairs to talk about sport, pasta and pizza.

Turn this activity into a class survey. Ask students to copy a table into their exercise books with three column headings great

horrible

boring

In pairs, students must think of four interesting people and / or things to put in the first column. Then they stand up, walk round and ask Do you like … ? questions to find out people’s opinions, e.g. Do you like Tom Cruise? Yes, I do. He’s great. / No, I don’t. He’s boring. They put a tick in the columns depending on opinions. At the end, pairs get together and tell the class their findings.

[1.84] Ask students to read through the conversations and complete them with the expressions for making and responding to suggestions. Tell them to remember what people said in the conversations in Exercise 1. Elicit one or two suggestions. Play the recording in Exercise 1 again. Students listen and complete their answers.

ANSWERS

2 Ask students to complete the table with the adjectives. Let them compare with a partner. ANSWERS Positive: fantastic, great Negative: boring, horrible

1 That’s a good idea. I love her. 2 Let’s play table tennis tomorrow. No, thanks. How about football? 3 I don’t like pasta. OK.

6d

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Let’s play table tennis

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UNIT 6 Passions 6 Ask students to look at the substitution table and see how we make suggestions in English using Let’s … and How about … ? Tell students to add three more ideas to the table. They should be nouns that can be used with the verbs play, have and watch.

6e A fantastic film Lead-in Introducing the theme: films and books

Vocabulary notes We use Let’s  infinitive (Let’s watch TV.) to make suggestions. We can also use the structure How about  noun (How about tennis?)

Ask students in pairs to talk about what films and books they like, particularly recent ones. Ask: What films do you like? What books do you like? Do you like the same things?

Using How about with a verb requires the -ing form (How about playing tennis?) so the form is best avoided at this stage of the students’ learning.

Writing a review

You might want to point out What’s on? and It’s on (TV) at 9. We use on to talk about films and programmes that are appearing in the cinema or on TV.

1 Ask students to look at the pictures of the book and DVD covers. Ask: What book / film is it? Who is the writer? Who is in it? Do you like the book / film?

Also, in English we tend to use have rather than eat with food when talking about meals (Let’s have pizza. Let’s have lunch).

Ask students to read the reviews and match them to two of the pictures. Let them compare their answers in pairs before discussing as a class.

7 Organise the class into pairs. Students take turns making suggestions using the prompts in the table. 8 Organise the class into groups of four or five. Tell each group to think of activities they could do this weekend. For example, elicit sports events in town, films on in the cinema, school activities. Write ideas up on the board and introduce any necessary vocabulary to help students do the activity. In groups, students suggest activities and agree or disagree. Tell each group to agree on at least one weekend activity that they might do together.

Extra activity Find a webpage or magazine page showing what’s on this weekend in your town or city, or find one that shows events in a big English-speaking city such as London or New York. Make a photocopy for each group. Tell students to skim the page quickly, without worrying about unknown words. Tell them to choose activities that they would like to do. When students are ready, ask them to make suggestions and agree on activities to do together.

ANSWERS 1 c The Bourne Ultimatum 2 a White Teeth

Background notes The Bourne Ultimatum (2007) is an American-German action spy film directed by Paul Greengrass. It stars Matt Damon as Jason Bourne, a CIA agent who is trying to discover who he is after suffering from amnesia. It is the third in a series of films about Damon’s character. White Teeth is a novel which has won several British awards. The novel shows the lives of people living in London from different immigrant backgrounds, including Muslim, Jewish and Afro-Caribbean. It is often humorous, but also highlights some of the complicated issues faced by immigrants and their families.

2 Ask students to read the reviews again and complete the table. Let them compare their answers in pairs. ANSWERS Film title Star Name of reviewer Reviewer’s opinion

The Bourne Ultimatum Matt Damon Peter Black fantastic

Book title Writer Name of reviewer Reviewer’s opinion

White Teeth Zadie Smith Eli great

Writing skill pronouns 3a Draw stick figures for a man, a woman, and then a man and a woman together. Ask students to say which pronouns go with the second picture (them) and the third picture (he, him).

74

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UNIT 6 Passions Then ask students to read the review and complete it with the correct pronouns. Let students compare their answers in pairs before discussing as a class.

Before you watch

ANSWERS 1 it

6f At the market

2 her

3 She

4 She

3b Elicit the missing word in sentence 1 from the class to provide an example. Then ask students to complete the sentences. Let them compare their answers in pairs before discussing as a class.

1 Ask students to find the word stall in the glossary. Ask them to look at the photos. Ask: How many pictures are there? (3) What are they? (stalls) Where are the stalls? ANSWERS 1 a fish stall 2 a fruit and vegetable stall 3 a cheese stall

ANSWERS 1 them 2 He

3 her 4 them

5 it 6 It

Grammar notes Remind students that he, she, it and they are subject pronouns, and him, her, it and them are object pronouns. Notice that English uses the same words, they and them, regardless of the gender or lack of gender of the words they are replacing.

4 Ask students to think of a book or a film and prepare to write about it. When they are ready, ask them to write their reviews. Tell them to use the reviews in the unit as a model.

2

[1.86] Play the recording. Students listen and repeat the words.

3 Students look at the word box and find four things they can buy at the stalls in Exercise 1. ANSWERS Brie, Camembert, peaches, tomatoes

4 Set this up as a quick competition in the class. Tell students they must find who can say the most words in 30 seconds. Organise the class into pairs. Set a time limit. Take feedback on the answers as a class.

5 Ask students to check their reviews carefully. Take

While you watch

the opportunity to circulate and look at their writing, pointing out or correcting any errors as you see them.

5 Students watch the video and write the numbers next to each question in the order they hear them.

6 Ask students to exchange their reviews with a partner. Tell them to read and answer the question: Do you agree with their opinion? In feedback, ask follow-up questions about the information in the reviews, e.g. What film / book is the review about? Who is the star / writer? What’s the opinion of the reviewer?

Extra activity Ask students to write more than one review – you could ask them for a review of a book and a film, or for a positive review and a negative review.

ANSWERS 1 b

2 a

3 c

6 Divide the class into pairs. Ask: What can you remember? How many things in your list from Exercise 4 are in the video? Check answers.

7 Give students a moment to read the sentences. Then play the video again for students to choose the correct option. Check answers. ANSWERS

Homework Ask students to write a review of the coursebook they are using.

1 b

2 c

3 b

8 Give students some time to read the sentences and decide if they are true or false. Then play the video again for them to check and correct the false sentences. ANSWERS 1 T

2 F

3 F

9 Give students some time to read the sentences. Then ask students to write the name of the person next to each sentence. Check answers.

6f

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At the market

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UNIT 6 Passions

UNIT 6 Review

ANSWERS 1 Amy

2 Jan

3 Jan

4 Richard

5 Amy

After you watch Extra activity Go through the words in the word list with the class. Organise students into pairs to discuss which items they like. Model the activity first, e.g. Do you like bread? Elicit the answer Yes. I like it very much. Ask students to remember a negative response to this question from the video. Students in pairs ask and answer questions using the words.

Grammar 1 Students complete the article about Kirk Allen with the correct form of like. ANSWERS 7 like 8 like

4 like 5 Do you like 6 don’t like

1 likes 2 Does he like 3 Does he like

2 Students complete the sentences with object pronouns. ANSWERS 1 him

2 it

3 them

4 it

5 them

10 Revise shopping expressions from lesson 5d. Students in pairs take turns to buy things from their partner. Then have the class set up as a market with different stalls. Tell students that they will need signs for their stalls for a mingle activity. Students must walk round the class and ask for the food on their shopping list. The winner of the game is somebody who can buy everything on their list. You could also roleplay the three questions from the video with students in the classroom ‘market’.

Videoscript 00.21

Is this your local market?

00.26 Jan Szafranski Yes, this is my local market and it’s really great. You can buy a lot of things: fish, meat, fruit, vegetables, bread. 00.39 Amy Mills Yes, it is. My house is in this street, so this is my local market. 00.45 Richard Lewis Well, yes and no. I’m a teacher and my school is near this market. 00.54

Which stalls do you like?

00.58 Richard Lewis Ah, my favourite stall is this cheese stall. I love cheese. That’s my favourite – Brie – but I like Camembert too. English cheese is good, but French cheese is great. I love it. 01.25 Amy Mills Well, probably this fruit and vegetable stall. These peaches are from Spain … hmm, that’s fantastic. 01.38 Jan Szafranski I like the cheese stall. It has cheese from all around the world. 01.44

Vocabulary 3 Students write the words. Then they look at the shopping basket and tick the things in the basket. ANSWERS 1 2 3 4

meat cheese ✓ salad vegetables ✓

5 6 7 8

fish ✓ fruit ✓ rice eggs ✓

9 pasta ✓ 10 chocolate ✓

4 Students underline the odd word in each group. ANSWERS 1 chocolate 2 swimming

3 birds 4 basketball

5 horses 6 reality shows

5 Students find examples for each category from Exercise 4. ANSWERS 1 music: pop, jazz 2 sports: swimming, scuba diving, basketball, rugby, tennis, football 3 animals: camels, horses, fish, birds 4 films: comedies, action films 5 TV: reality shows 6 books: novels, detective stories

Tell us what you don’t like.

01.50 Jan Szafranski Fish, actually! My wife likes it but I don’t. It has bones. I don’t like them. And I can’t cook it. No, I don’t like fish very much. 02.05 Richard Lewis Erm, I can’t think. Maybe tomatoes. I don’t like them very much. 02.17 Amy Mills Well, I’m a vegetarian. I don’t like meat. I like vegetables, rice, pasta, bread … but meat? No, I don’t like it.

6 Students choose the correct option. ANSWERS 1 fantastic

2 horrible

3 great

4 boring

Real life 7 Students choose the correct option. ANSWERS A: watch a film

B: I don’t like him

B: OK. Great.

Speaking 8 Students work in pairs to practise the conversation in Exercise 7. 76

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Passions

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Unit 7 Different lives Lead-in Using words: revising colours, months, days and countries Tell students that you are going to play a game called Write 7. Tell them that you will write a category on the board and students in pairs must write seven words that go in that category and shout Stop! when they have written the words. The first pair to shout Stop wins a point (as long as the words they have written are correct). Write colours on the board. Students must write seven colours. Then write months, then days, then countries.

7a The Sami people Lead-in Introducing the theme Write the Arctic on the board, or Norway, or northern Sweden. Brainstorm all the words that students can think of that go with the word(s) on the board, e.g. cold, snow, north, winter, North Pole, etc.

1 Ask students to look at the photo first. Ask: What

Reading

colours can you see? How do the people feel? Are they happy? Which country are they in? Then ask them to read the caption and answer the questions.

it? and elicit ideas.

1 Ask students to look at the photos. Ask: What season is

ANSWER ANSWERS

winter

1 They are in Kolkata, India. 2 It’s the Holi festival – the festival of colours.

2

[2.1] Give students a moment to read through the sentences and options. Then play the recording. Ask students to listen and choose the correct option. ANSWERS 1 March

2 new life

Audioscript

3 days

[2.1]

The Holi festival – or festival of colours – is in March. It’s a very happy festival. It’s a celebration of spring and new life. People say ‘goodbye’ to winter and ‘hello’ to spring. In India, the winter months are December, January and February. The Holi festival is one or two days. It’s a big celebration in parts of India and in other parts of the world.

3

[2.2] Play the recording. Students listen and repeat

the words.

Audioscript

[2.2]

spring, summer, autumn, winter

Grammar and pronunciation notes Note the stress and pronunciation: summer, winter, autumn /ˈɔːtəm/ Unlike days and months, seasons don’t take a capital letter in English. In American English, autumn is usually called fall.

4 Divide the class into pairs or groups of four or five to say which months are in the different seasons in their countries. If you have a range of nationalities in your class, mix students from different parts of the world.

2 Ask students to look at the photos and read the captions, and find the three things. 3 Ask students to read the article and find the different things. Let them check their answers with a partner before discussing as a class. ANSWERS 1 Sweden, Norway, Finland, Russia 2 reindeer 3 Sami

Background notes The Sami people number about 150,000 and traditionally live in the far north of Sweden, Norway, Finland and the Kola Peninsula of Russia. Their ancestral lands cover a huge area (almost 400,000km2) of the cold north, and they traditionally live from fishing, fur trapping, sheep herding and reindeer herding.

4 Ask students to read the article again and underline the words. Point out that the words are all verbs. Ask students to complete the sentences. ANSWERS 1 live

2 speak

5 Model the activity by reading out two or three sentences about you (I live in England, I speak English, I have two children, etc.). Then ask students to write their own sentences. Monitor and help with ideas, vocabulary and spelling. Students take turns to read out their sentences to their partner.

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UNIT 7 Different lives Extra activity

Audioscript

Ask students to prepare two correct sentences and one incorrect sentence. They read out their sentences to their partner who must guess which sentence is incorrect.

They don’t understand traditional Sami life.

[2.4]

They don’t live in France. We don’t study Sami. I don’t have a car.

Grammar present simple I / you / we / they 6 Point out that students have already used the present simple with the verb like. Elicit the affirmative and negative form of the verb. Look at the grammar box with the students and ask them to choose the correct option in the sentence. Refer students to the information and practice on page 165.

ANSWERS don’t understand The negative form of the present simple is formed with don’t ⫹ verb.

Grammar notes This is revison of the affirmative and negative form of the present simple, using different verbs. In Unit 6, students were introduced to the present simple for the first time with the verb like. Students may be pleasantly surprised to learn that there is no change in the singular I and you forms, and the plural they, you and we forms. English does not differentiate between singular or plural you. After I, you, we and they, English uses a form of the verb which is identical to the infinitive. To make the negative, English adds the negative form of the auxiliary verb do before the verb. Watch out for common errors such as I am live … and They not have … as students get to grips with these forms.

7

[2.3] Ask students to look at the picture and use it to pre-teach traditional, home and tent. Ask students to read the text and choose the correct options. Let them compare their answers in pairs. Then play the recording for students to listen and check. ANSWERS 1 understand 2 live 3 have

Audioscript

4 live 5 have 6 don’t understand

[2.3]

The traditional Sami understand reindeer. In summer, they live in traditional tents. They have tractors. Today, many young Sami live in modern homes. They have television and the Internet. They don’t understand traditional Sami life.

8b Demonstrate the activity by referring students to the text about Sami lifestyles and eliciting two or three sentences, e.g. I don’t live in a tent, I don’t have a tractor. Ask students to write their own negative sentences then read them out to a partner. Tell them to pay attention to the pronunciation of don’t.

Pronunciation notes Note that don’t /dəʊnt/ is strongly stressed. In spoken English we always use the shortened form don’t.

9 Tell students to rewrite the sentences so that they are true for them. Tell them that they can change the information if they wish, e.g. they could change sentence 1 to I live in a house or I don’t live in a tent. In feedback, ask students to read out sentences for the class. Extra activity Ask students to write five sentences that they think are true about their partner, e.g. I think you speak French. Students read out the sentences to their partner who confirms or denies the information. Alternatively, get students to think of and write ‘facts’ about you (the teacher).

Speaking and writing 10 Demonstrate the activity by choosing a reliable student and saying some sentences, e.g. I have a sister, I speak French, I live in a flat, etc. Prompt the student to respond. Once students are clear that they must find three things in common with their partner, ask them to do the activity in pairs. Tell them to make only affirmative sentences. Monitor and check on how accurately students are using the present simple. Once students have found three things in common, tell them to write sentences using We … or We both …

Extra activity Ask students to write a short personal profile without revealing names. Collect in the profiles and read them out. The rest of the class must guess which student it is about.

Homework Ask students to write a personal profile at home.

Pronunciation don’t 8a [2.4] Play the recording. Students listen and repeat the sentences. Tell them to pay attention to the pronunciation of don’t. 78

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UNIT 7 Different lives 5

[2.5] Ask students to look through the questions and answers. Elicit the answer to question 1 as a class. Then ask students to match the other questions and answers.

7b School life Lead-in

Play the recording. Students listen and check.

Using words: school Organise the class into pairs. Ask students to look round the room and write down as many words as they can think of to describe things in the room. After two minutes, stop the students and find out which pair has got the longest list. Possible words include: books, pens, pencils, board, desks, tables, chairs, dictionaries, pictures, windows, etc.

ANSWERS 1 e

Audioscript M

Vocabulary education 1 Ask students to look at the picture. Ask: What can you see? and elicit vocabulary that students know. Ask students to look at the words and match seven of them to the picture. Let them compare their answers in pairs.

ANSWERS The picture shows the following things: board, book, classmate, classroom, school, student, teacher

2 a

3 b

4 c

5 d

[2.5]

⫽ Miriam (English teacher), I ⫽ interviewer

I:

Hello, Miriam. Nice to meet you.

M:

Hello.

I:

Do you work at Kakenya’s school?

M:

Yes, I do. I teach there. We have five teachers.

I:

Do you like it?

M:

Yes, I do.

I:

Do boys study at the school?

M:

No, they don’t. The school is for girls.

I:

Only girls?

M:

Yes, only girls.

2 Elicit classroom vocabulary for students to use first (see

I:

That’s unusual!

the lead-in above). Then organise the class into pairs and ask them to make sentences about the photo.

M:

Yes, it is.

I:

Do the girls live with their families?

3 Elicit a few examples from students to get them started.

M:

No, they don’t. They live at the school.

I:

OK. And do they go home in summer?

Then ask them to make true sentences about themselves. Elicit sentences from the class in feedback.

M:

Yes, they do. They go home to their villages.

Vocabulary notes

I:

Do the girls learn English at the school?

The stress is on the first syllable of all these words except university.

M:

Yes, they do. And in summer we teach extra classes in English too.

Note that, in British English, school is used to describe the place where under 18s study, college is a place where adults or 16- to 18-year-olds do higher or further education courses, and university is a place where students study for a degree.

I:

OK, thank you Miriam.

M:

Thank you.

In American English, the words college and university are interchangeable.

Reading and listening 4 Ask students to read the text and answer the questions. Let them compare their answers in pairs. ANSWERS 1 No

2 Yes – a woman

3 No

6 Students discuss the questions in pairs.

Grammar present simple questions I / you / we / they 7 Read through the grammar box with the class. Ask students to underline the question forms in Exercise 5. Underline the verb forms in the first question as a class, and point out that students need to underline Do and the main verb work. Let them compare their answers in pairs. Refer students to page 165 for further information and practice. ANSWERS

Background notes Kakenya Ntaiya is a Maasai girl from Kenya. Her story is inspiring. She was able to persuade a tribal elder to help pay for her education in the US. She has founded an Academy for Girls, and is attempting to provide good primary education for girls in a country where their education is considered unimportant. Many girls in Kenya are married at 13.

1 2 3 4 5

Do you work Do boys study Do the girls live Do they go home Do the girls learn

7b School life

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UNIT 7 Different lives 8

[2.6] Ask students to put the words in order. Play the recording. Students listen and check their answers. Point out that, in sentence 2, every day (a time expression) goes at the end of the sentence. ANSWERS Do you study at a college? Do you have classes every day? Do you like your classes? Do you live near your university? Do you live with your family? Do you go home in the holidays?

1 2 3 4 5 6

9b Organise the class into pairs. Students practise the conversation with Carl. They can use the audioscript on page 172 of the Student’s Book first, then practise with just the questions as prompts. The student playing Carl must remember his answers. Extra activity 1 Ask students to close their books. Write word prompts on the board and ask students to improvise the conversation with Carl using the prompts: study / college

classes / every day

live / near university

live / family

home / holidays

Audioscript I

[2.6]

⫽ interviewer, C ⫽ Carl.

I:

Hi, Carl.

C:

Hi.

I:

Do you study at a college?

Extra activity 2 Ask students to give true, personal answers to the questions. Tell them to think of two more questions to ask.

C:

No, I don’t. I’m at university.

Writing and speaking

I:

Do you have classes every day?

10 Ask students to complete the five questions using

C:

No, I don’t. I have classes on Monday, Wednesday, Thursday and Friday.

I:

Do you like your classes?

C:

Yes, I do.

I:

Do you live near your university?

C:

Yes, I do.

I:

Do you live with your family?

the form do you ⫹ a verb from the box. Elicit one or two questions to get students started and monitor carefully to make sure students are writing accurate questions.

ANSWERS 1 Do you study 2 Do you live 3 Do you have

4 Do you live 5 Do you like

C:

No, I don’t. I live with an English family.

I:

Do you go home in the holidays?

11 Organise the class into pairs. Students take turns to

C:

Yes, I do. I go home in summer and in December.

ask and answer their questions.

Pronunciation intonation in questions

Extra activity

9a

It is a good idea to turn this activity into a mingle. Ask students to prepare questions in pairs. Then ask each student to interview three different people. Make sure that students interview different people from their partner. After a few minutes, ask students to sit with their original partner and compare their findings.

[2.7] Play the recording. Students listen and

repeat the questions.

Audioscript

[2.7]

1 Do you study at a college? 2 Do you have classes every day? 3 Do you like your classes? 4 Do you live near your university?

Homework Students write up the findings of their survey for homework.

5 Do you live with your family? 6 Do you go home in the holidays?

Pronunciation notes In these questions, Do you is weakly stressed, and pronounced /dəjə/. The strong stress in the sentences is on the main verb and on the noun, e.g. Do you study at college? In yes / no questions, the intonation tends to rise at the end. Make sure students are attempting weak stress and rising intonation.

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UNIT 7 Different lives 7c A year in British Columbia,

Canada

4 Organise the class into pairs or small groups. Ask students to take turns to describe weather in their country in the different seasons. Extra activity

Lead-in Using words: revising question forms Tell students that you want them to ask you Do you …? questions. Tell them that they must find out five things about you (their teacher) that they didn’t know before. Organise the class into pairs to think of questions, then sit in a chair and answer. Decide whether to just say Yes, I do or No, I don’t, or whether to add extra information. Students could ask questions like: Do you live in the town centre? (to find out where you live), Do you like red? (to find your favourite colour), Do you have a sister?

Vocabulary weather 1

[2.8] Ask students to look at the pictures. Ask:

What can you see? Play the recording for students to listen and repeat the words.

2

[2.9] Ask students to listen to the conversations

and write the number of the speaker (1 to 4) next to the weather words that they mention.

ANSWERS 1 snowy

2 sunny

Audioscript

3 rainy

4 cloudy / windy

[2.9]

1 I live in Canada. My favourite time of year is winter. It’s cold and snowy. 2 I live in South Africa. I like spring. It’s sunny and it isn’t cold. 3 I live in the north of Australia. Summer is the wet season. It’s hot and rainy. I don’t like it! 4 I live in Great Britain. In autumn here it’s cloudy. It’s windy too, but I like it. We don’t have a dry season!

Pronunciation notes Note that the strong stress in these adjectives is on the first syllable: sunny. You could point out that they all derive from nouns (snow, sun, wind, etc.).

3

[2.9] Play the recording again. Ask students to listen and match the speakers in the table with the country and the season they talk about. Let them compare their answers in pairs before discussing the answers as a class. ANSWERS 1 2 3 4

Canada, winter South Africa, spring Australia, summer Great Britain, autumn

Write the names of different countries on the board. Ask students to say or guess what the weather is like in those countries. I think it’s hot and sunny in Brazil. I think it’s cold and snowy in Iceland.

Reading 5 Pre-teach ice, leaves, flowers and trees by drawing pictures of them on the board and asking students to say what they are. Ask students to look at the photos and find the four things. 6 Ask students to read the article and match the four paragraphs to the photos. ANSWERS Photo a: winter Photo b: autumn Photo c: spring Photo d: summer

Background notes British Colombia (or BC) is Canada’s westernmost province. Its capital is Victoria, but its largest city is Vancouver. It is famous for its natural beauty and the mild climate along its coast. Whistler is a mountain and a resort in the Rocky Mountains near Vancouver.

7 Ask students to read about the seasons again and find one thing the writer does in each season. Let them compare their answers in pairs. ANSWERS Summer: the writer goes to Vancouver Island, plays summer sports and goes swimming. Autumn: the writer takes a lot of photos. Winter: the writer goes skiing and climbing. Spring: the writer plays golf.

8 Students underline things people do in each season. Let them compare their answers in pairs. ANSWERS Summer: People go to the beach. They cook and eat outside. Autumn: Classes start. Children go to school. Students go to university. People go to work. Winter: A lot of people stay at home. They watch TV, read books and cook winter food. Spring: People go cycling and running. They meet friends and they go for walks.

7c

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A year in British Columbia, Canada

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UNIT 7 Different lives Extra activity

ANSWERS

There is a lot of potentially new vocabulary in the text. After students have read the text and answered the questions, check the words by using mime. So, mime going swimming, cooking, taking photos, going to work (with a briefcase and in a hurry, looking at your watch), etc. Ask students to say which words you are miming.

Where do people go in summer? What do people do in autumn? Why do people like spring?

Grammar notes In English, we use the following question words:

Vocabulary notes

What (to ask about things, activities, events, etc.)

Point out collocations in the text which may be different in students’ L1 (take a photo, flowers open).

Where (to ask about places)

Point out that when describing sporting activities we use go ⫹ -ing: go swimming / skiing / climbing.

Why (to ask for a reason)

9 Organise the class into pairs. Students tell each other what activities people do (or don’t do) in different seasons in their own countries.

Extra activity Check that students have remembered the verb ⫹ noun collocations in the text by writing verbs on the board (take, go, eat, play, change, start, watch, read, cook, stay, sing, meet) and asking students, with books closed, to say what words they go with.

Who (to ask about people) When (to ask about time) After the question word, we use the following sentence order in questions: Question word ⫹ auxiliary verb do ⫹ I / you / we / they ⫹ verb Where

do

you

go?

12 Ask students to complete the questions with the question words. You could do the first one as a class to get students started. Let them compare their answers with a partner before class feedback.

ANSWERS 1 Where

2 What

3 When

4 Who

5 Why

Word focus go 10a Ask students to look in the text on page 87 of the Student’s Book and find four of the expressions.

Speaking 13 Organise the class into pairs. Tell students to think of

ANSWERS go to the beach, go swimming, go to work, and go for walks are in the text. (go home appears on page 85.)

Grammar notes Notice that in English we omit the article with ‘special places’ in our lives: go to school, go to work (and also go to university / church / hospital / prison / bed) With less special places, when we know which one we are referring to, we use the article: go to the park, go to the beach, go to the shopping centre Uniquely, we also omit to with home: go home With activities, we use -ing: go swimming / skiing / shopping

their favourite season and prepare questions and answers. Tell them to look back at the text to find sentences to describe things they do. Then ask students to take turns to ask and answer questions with their partner.

Extra activity Set up the speaking task by asking students to interview you (the teacher) first. Students prepare questions, ask you, and you answer, using some of the expressions in this unit. As you tell students what you do, use mimes to remind students of what the phrases mean.

Homework Ask students to write a blog entry about one of the seasons in their country. Tell them to include information about what other people do, and what they do.

10b Ask students to read the sentences and underline the option that is true for them. Ask students to compare their sentences in pairs or small groups.

Grammar question words 11 Read through the grammar box with the class. Ask students to find question words in the article. Let them compare their answers in pairs. Refer students to page 165 for further information and practice.

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UNIT 7 Different lives Extra activity

7d What’s the matter?

Mime the different adjectives. For example, wipe your forehead and look hot. Ask students to say how you feel. Organise the class into small groups. Students take turns to mime different adjectives and guess which one their classmate is miming.

Lead-in Using words: feelings and activities Write I’m bored on the board. Ask students, in pairs, to make a list of things to do. Start them off by eliciting one or two suggestions first. After one minute, ask students how many suggestions they have. Ask the pair with the most to read them out. Write up the suggestions on the board. A possible list (from words covered in the course): read a book, watch TV, go swimming, do your homework, take photos, play golf, write an email, etc.

Vocabulary problems [2.10] Ask students to look at the pictures without looking at the words. Ask: How do they feel? Elicit words that students already know. Play the recording. Students listen and write the numbers next to the pictures.

It’s wet, rainy, and cold. They are a family (mother, father, three children). They are cold, wet and bored.

5

ANSWERS 2 f

4 Ask: Are they a family? (yes), Where are they? Elicit ideas. Ask students in pairs to look at the picture and describe it. In feedback, point out the caption (Summer holidays in Great Britain). If students know the UK, ask them if they agree with the caption. SAMPLE ANSWERS

1

1 b

Real life problems

3 e

4 c

5 g

6 a

7 d

[2.12] Play the recording. Students listen and write the names. Let them check their answers in pairs. ANSWERS

Audioscript

[2.10]

1 Ooh, I’m cold.

1 Father

2 Paul

Audioscript

2 I’m tired.

3 Paul

4 Anna

[2.12]

⫽ mother, F ⫽ father, P ⫽ Paul, A ⫽ Anna

3 I’m thirsty.

M

4 Uff, I’m hot.

M:

What’s the matter?

5 Ugh, I’m wet.

F:

It’s cold and I’m thirsty.

6 I’m bored.

M:

Why don’t you have a cup of tea? Here you are.

7 Mmm, I’m hungry.

F:

Thanks.

M:

Paul, are you OK?

2

[2.11] Play the recording. Students listen and repeat the expressions.

Audioscript

[2.11]

P:

No, I’m not. I don’t feel well.

M:

Why don’t you eat a sandwich? Here.

P:

No, thanks. I’m not hungry. I’m cold and I’m wet.

a I’m bored.

A:

[groans]

b I’m cold.

M:

What’s the matter, Anna?

c I’m hot.

A:

I’m bored.

d I’m hungry.

M:

Why don’t you go to the beach? Go swimming.

e I’m thirsty.

A:

In the rain?!? Mum!

f I’m tired.

M:

[sighs] I don’t understand you all. We’re on holiday!

g I’m wet.

Pronunciation notes Note the strong stress and difficult pronunciation of some of these words: thirsty /ˈθɜːstɪ/, hungry /ˈhʌŋgrɪ/, tired /ˈtaɪəd/, bored /bɔːd/

6

[2.12] Play the recording again. Students listen and complete the suggestions. Let students compare their answers in pairs before discussing as a class. In feedback, point out the meaning, use and form of What’s the matter? and Why don’t you …? ANSWERS

3 Demonstrate the activity by asking the question round

1 a cup of tea

2 a sandwich

3 to the beach

the class first, and by asking students to ask you the question, too. Organise students into pairs to take turns saying how they feel.

7d

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What’s the matter?

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UNIT 7 Different lives Vocabulary notes What’s the matter? is a way of asking What’s the problem? In English, we use Why don’t you …? to make suggestions or give advice to someone. Note the form: Why ⫹ don’t ⫹ you ⫹ verb. Although don’t is a negative word, it is used here to make a positive suggestion.

Pronunciation sentence stress 7

[2.13] Play the recording. Ask students to listen and repeat the sentences. In feedback, discuss the question as a class. ANSWER don’t is stressed in the sentences but not in the question

Audioscript

[2.13]

Why don’t you have a cup of tea?

7e Photography club members Lead-in Introducing the theme: photography Bring in some photos of your own, or, if you have a small class, show some of your photos on a computer. Describe them or ask students to say what they can see in the photos. Ask students: Do you take photos? Are you in a photography club? Who and what do you take photos of?

Writing a profile 1 Ask students to read the profile and decide if the sentences are true or false. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 F

2 T

3 T

I don’t feel well. I don’t understand you all.

8 Organise the class into pairs. Tell them to look back at Exercise 1, and the expressions for talking about problems in Exercise 6, and prepare things to say. Read the example as a class then ask pairs to improvise conversations. Monitor carefully and make sure students are using the forms and stressing don’t correctly.

Extra activity

Writing skills paragraphs 2a Ask students to read the profile again and match the number of each paragraph to the headings. Let them compare their answers in pairs before discussing as a class. ANSWERS a interests: 3 b professional information: 1 c family / friends: 2

There are a number of ways that you could vary this speaking task. 1 With weaker classes, ask students in pairs to write a dialogue then act it out for the class. 2 With stronger classes, ask them to play different roles when enacting their conversation, e.g. a mother and child, a brother and sister, two friends. 3 Write word prompts on the board for students to refer to when improvising their conversations, e.g.

2b Ask students to read Jenna’s profile and number the paragraphs so the information is in the same order as in Hans’s profile. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 c

2 a

3 b

Matter? bored / tired / cold / hot / thirsty / hungry Why don’t you …?

Homework Write the following problem page letter on the board. Dear Aunt May I’m bored in the evenings at home. I don’t know what to do. Dan Tell students to imagine they are Aunt May. Tell them to write a letter to Dan, suggesting what to do.

Extra activity Ask some questions to check the content of Jenna’s profile, e.g. Where does she work? What does she study? Where does she live? What does she like doing? With stronger classes, ask them to close their books and remember the information in the profile.

2c Students read Luther’s notes and organise them into paragraphs. Tell them to organise the notes into the same three paragraphs as in Hans’ profile in 2a. Let them compare their answers in pairs before discussing the order as a class. When students are ready, ask them to write Luther’s profile.

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UNIT 7 Different lives SAMPLE ANSWER I’m a teacher. I teach engineering at City College. I’m married and I live with my wife and children near the college. I like animals and photography. I take photos of animals.

3 Ask students if they are in a club. Elicit answers, and help students work out how to write in English the name of the club or organisation that they are in. Tell students to prepare notes for their profile. Circulate and help students with ideas and vocabulary. 4 Once students have completed their notes, ask them to write their profile. 5 Tell students to read their profiles carefully and check that they have written it correctly.

6 In pairs, students exchange profiles. Tell them to read them carefully and find things they have in common. At this stage, you could also ask them to check one another’s profiles, and offer advice on how to improve them.

7f The people of the reindeer Before you watch 1 Write The people of the reindeer on the board. Remind students about the topic of 7a in this unit. Ask students what they remember about this. Students look at the photo on page 90 and answer the questions.

ANSWERS 1 They are reindeer 2 The Sami people 3 They are from Norway, Sweden, Finland and Russia.

2

[2.14] Play the recording. Students listen and repeat the words.

3 Give students some time to read the sentences and decide if they are true or false. Check answers. Encourage students to correct the false sentences. ANSWERS

Extra activity Collect the profiles and put them on the walls of the classroom. Students circulate and read each others’ profiles. Tell them to write a comment at the bottom of the profiles they read. Alternatively, ask students to find one thing that they have in common with each profile that they read.

1 F

2 T

3 T

4 Tell students they are going to watch a video about the Sami people’s lives. Students in pairs write three things they think are in the video. Pool class ideas on the board.

While you watch Homework For homework, ask students to write a profile about a friend or family member.

5 Students watch the video and check their ideas from Exercise 4. Take feedback from some students. 6 Play the video again. Students put the pictures in order. Take feedback as a class. ANSWERS 2 e/c

3 c/e

4 f

5 a

6 h

7 g

8 b

7 Give students a moment to look at the sentences. Students tick the correct ones. ANSWERS Things you can see in the video: 2, 3, 4, 6

8 Play the last part of the video. Students answer the question. ANSWERS soft

7f

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The people of the reindeer

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UNIT 7 Different lives

UNIT 7 Review

After you watch 9 Give students some time to read the paragraph. Students then complete the paragraph with the correct verbs. Play the video again for the students to check their answers. Get class feedback.

ANSWERS 1 live

2 move

Grammar 1 Students read the text and underline two places and circle two languages in the article. ANSWERS

3 go

4 live

5 have

6 travel

Places: the Northern Territory (of Australia), Sydney Languages: English and Yirram

10 Students take turns to interview each other.

Videoscript 00.00 The Sami people’s reindeer move in spring. The Sami people go with them. 00.09

These are Nils Peder Gaup’s reindeer.

00.18

On the journey, the people live in tents.

00.24

These Sami people have traditional lives.

00.40

The children travel with the reindeer too.

00.49 This snow is hard. After snowy weather, it is soft. Soft snow is good for the reindeer. 01.17 Well, that’s all. It’s time to sleep.

2 Students write the questions. ANSWERS 1 2 3 4 5 6

Where do Cathy and Albert live? Do they have children? Where do they teach? Do they speak their parents’ language? Do their parents like Sydney? Do their children speak Yirram?

3 Organise the class into pairs. Students take turns to ask and answer the questions in Exercise 2. Tell them to refer to the article to answer the questions. 4 In pairs, students prepare and roleplay the conversation. Note that the students must change their questions from they to you.

Vocabulary 5 Students complete the words about education. ANSWERS 1 student, teacher 2 university, school, classroom 3 book, pen

6 Students complete the sentences with the verbs. ANSWERS 1 study

2 live

3 speak, understand 4 have 5 like

7 Students complete the sentences with weather words. ANSWERS 1 cloudy

2 sunny

3 snowy

4 windy

5 rainy

Real life 8 First, ask students to match the words in A to the words in B to make sentences. Then ask them to put the sentences in order to make a conversation. ANSWERS What’s the matter? Why don’t you eat this pizza?

I’m hungry. No thanks. It’s cold.

Speaking 9 Students practise the conversation in Exercise 8 with the ideas provided. 86

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Unit 8 Routines Lead-in Introducing the theme: jobs Play What’s my job? Tell students that you have a second job. Tell them to ask you Do you …? questions to find out what your job is. They can ask a maximum of ten questions (e.g. Do you work in an office / school / hospital?) and you will only reply Yes, I do or No, I don’t. After ten questions, students must guess your job.

1 Ask students to look at the photo, and ask: What can you see? Elicit ideas. Then organise the class into pairs to discuss the question.

8a Day and night Lead-in Introducing the theme: routines Write some times on the board: 7 o’clock in the morning; 8 o’clock in the morning; 1 o’clock in the afternoon; 5 o’clock in the afternoon; 7 o’clock in the evening; 9 o’clock in the evening; 11 o’clock in the evening. Ask students in pairs or small groups to say what they do at these different times. In feedback, elicit students’ ideas.

2

[2.15] Students read the sentences and discuss the answers. Then play the recording. Students listen and check their ideas. ANSWERS 1 outside

2 use

Audioscript I

3 helicopters

[2.15]

Vocabulary routines 1 Ask students to look at the pictures. Ask: What can you see? Elicit ideas and vocabulary. Ask students to match pictures and sentences. Let them compare their answers in pairs.

ANSWERS 1 f

2 g

3 b

4 c

5 a

6 e

7 d

 interviewer, M  man

I:

Do you like your job?

M:

Yes, I love my job. I’m a farmer. I don’t work in an office. I work outside. I work in Nevada, in the United States. Every day is different in my job.

I:

What do you do?

ANSWERS

M:

We work with animals. Today, farmers use modern technology. We have mobile phones and computers. We don’t use tractors, we use helicopters!

2 six thirty 3 seven o’clock

3 Give students a moment to read through the jobs. Tell them to make true sentences about each job. Let them compare their sentences in pairs.

SAMPLE ANSWERS Drivers work outside. Artists, engineers, filmmakers and photographers work both inside and outside. The others work inside. Scientists work in laboratories. Writers work in offices. Teachers work in schools. Artists, filmmakers and photographers work in studios. Doctors work in hospitals. Doctors, teachers, filmmakers and photographers work with people and with children. Scientists, artists, filmmakers and photographers work with animals. They all work with modern technology.

2

[2.16] Play the recording. Ask students to listen and complete the information. Let them compare their answers in pairs before discussing as a class.

Audioscript

4 café 5 five forty-five

6 home 7 eleven thirty

[2.16]

1 I get up at six o’clock. 2 I have breakfast at six thirty. 3 I start work at seven o’clock. 4 I have lunch in a café. 5 I finish work at five forty-five. 6 I have dinner at home. 7 I go to bed at eleven thirty.

3 Organise the class into pairs. Ask students to write seven sentences and make two or three of them false. Students take turns to read out their sentences. Their partner must guess which ones are false.

Reading and listening 4 Ask students to look at the photo. Ask: What can you see? Elicit ideas and vocabulary from the students. Ask the questions in the Student’s Book and elicit answers.

Pronunciation notes Note that the strong stress is on the first syllable of all these words except engineer and photographer.

ANSWER It’s in Shanghai. It’s an exercise class.

4 Divide the class into pairs or groups of four or five to take turns to choose a job and describe what they do. 87

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UNIT 8 Routines 5 Ask students to read the article quickly just to answer the question. 6

[2.17] Tell students that four details in the

recording are different. Play the recording. Tell students to follow the article as they listen and underline different information. Let them compare their answers in pairs.

Audioscript and key

Extra activity Tell students that they are going to work in pairs to write a text about you (the teacher). First, they must prepare questions to ask you in order to get information they can use. After the class have asked you questions and made notes, they write a text similar to the one about Ronaldo.

[2.17]

Grammar prepositions of time

Chen Hong is from Shanghai. She’s a writer. She gets up at six o’clock in the morning. She doesn’t have breakfast. She goes to an exercise class. The class is on the Bund, near the river. It starts at seven o’clock and it finishes at 7.45. Then Chen has breakfast with her friends. She starts work at 9.30. She works at home. At midday, she has lunch. She finishes work at 6.15 in the evening. At eight o’clock, she has dinner with her friends. She goes to bed at 10.30. Chen Hong doesn’t work every day, but she goes to her exercise class every day.

Grammar present simple he / she / it 7 Look at the grammar box with the students. Ask students to work in pairs to find and underline the present simple sentences in the article in the Student’s Book on page 94. Refer students to the information and practice on page 166. ANSWERS is, ‘s, gets up, doesn’t have, goes, is, starts, finishes, has, starts, works, has, finishes, has, goes, doesn’t work, goes

9 Ask students to look at the expressions. In feedback, elicit when we say in, at and on. Ask students to underline examples in the text. Refer to page 166 for further information and practice.

ANSWERS at nine o’clock at night At midnight at 1.30 in the morning at two o’clock at 8.45 on Monday

Grammar notes We say at with times (at 5, at midday / midnight) and in the expression at night. We say in the morning / afternoon / evening. We say on with days (on Monday / Tuesday).

Grammar notes Here, students are introduced to a wider range of regular verbs, using the third person (he, she, it) affirmative and negative form of the present simple. After he, she and it, we add -s (e.g. starts) or -es (e.g. finishes) to the verb. Note the irregular third person forms of be (is) and have (has). Watch out for common errors such as He start … and She doesn’t starts … as students get to grips with these forms. We often use the present simple to talk about routines and habits.

8 Ask students to look at the photo. Ask: Where is he? What is his job? Elicit and teach astronomer. Ask students to complete the text. Let them compare their answers in pairs before discussing as a class.

Extra activity 1 Ask students to think of two things that they do at 6.30, on Tuesday, in the morning, and at night.

Extra activity 2 Write some unusual jobs on the board, e.g. actor, president, nightclub manager, DJ on a breakfast radio programme, nurse, footballer. Ask students in pairs to choose a job and write five true sentences about their day. When students are ready, ask them to read out their sentences without saying the job. Other students listen and guess which job.

Pronunciation -s and -es verbs 10a

1 2 3 4

works starts has finishes

[2.18] Play the recording. Students listen

and repeat.

ANSWERS 5 6 7 8

goes goes gets up has

9 works 10 doesn’t work

Audioscript

[2.18]

1 He works in Chile. 2 He starts work at nine o’clock. 3 He finishes work at 1.30. 4 He goes to bed at two o’clock. 5 He gets up at 8.45.

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UNIT 8 Routines Pronunciation notes s is pronounced /s/ when it follows an unvoiced consonant (e.g. works, starts and gets). s is pronounced /z/ when it follows a voiced consonant (e.g. goes). es is pronounced /iz/, (e.g. finishes).

10b Play the recording again. Students listen and underline the verb with an extra syllable. ANSWER finish has two syllables, but finishes has three syllables

8b A typical day Lead-in Introducing the theme: jobs and routines Use the photos to pre-teach archaeologist and geologist. Then ask students in pairs to think of as many questions as they can to ask an archaeologist and a geologist about their jobs and daily routines (e.g. Where do you work? What time do you get up?). After two minutes, ask two students to come to the front of the class. Tell one of them that they are an archaeologist. Tell the other that they are a geologist. The rest of the class ask questions. The students at the front improvise answers.

Extra activity Elicit other verbs that students know (like, do, play, watch, etc.) and ask them to say whether they take s or es endings, and to say how they are pronounced.

Reading 1 Ask students to look at the photos. Ask: What are the jobs? Elicit archaeologist and geologist. Ask students to read the sentences and match them to archaeologist (A) or geologist (G), or both (B).

Speaking and writing 11 Ask students to read through the sentences

ANSWERS

individually and check any new words. Then elicit how students can make a question for each sentence using do you …?

1 A

Ask students to stand up and walk round the class. Tell them to interview different people and find a different person for each question. Set a time limit of five minutes.

12 When students have finished, ask them to sit down and prepare sentences to report their findings. Extra activity As you monitor students’ speaking, note down errors that they make with questions and short answers. Then, at the end, write the errors up on the board and ask students in pairs to correct them.

Homework Ask students to write up the results of their survey in a short report.

2 B

3 G

4 A

Pronunciation notes Note the strong stress on the third syllable from the end of each word: archaeologist, geologist

2 Ask students to discuss the question in pairs. Elicit suggestions from the class. 3 Ask students to read the article and check their ideas. Teaching notes In feedback, check difficult words from the text. A good way of doing this with a monolingual class is to get students to underline all the words they don’t know, then make a guess from the context as to what the words might mean. Tell students to share their guesses with a partner before looking up the word in a dictionary.

Grammar frequency adverbs 4 Read through the grammar box with the class. Ask students to underline the frequency adverbs in the article. Refer students to page 166 for further information and practice. ANSWERS Cynthia She often has meetings with other geologists. She usually gets up and has breakfast at six o’clock She never works late. … she sometimes wakes up Julia … she usually finds objects every day. She often has lunch at the site. In the evening, she always has coffee with her colleagues.

8b

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A typical day

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UNIT 8 Routines 8

Grammar and pronunciation notes We use frequency adverbs to say how often we do routine things. They generally go between the subject and the main verb (She never goes …). However, note that we often use sometimes at the start (or end) of a sentence (Sometimes she eats with friends). The frequency adverb generally goes after the verb be and auxiliary verbs (She doesn’t often go out. She is usually late.). Note the difficult pronunciation of usually /ˈjuːʒʊəlɪ/, and the silent /t/ in often /ˈɒfən/ (although note that some native speakers choose to pronounce the t).

5 Ask students to rewrite the sentences.

Listening 7

[2.19] Ask students to read through the questions carefully. Ask: Which questions are yes / no questions? Which questions have a question word? Play the recording. Students listen and number the questions in the order that they hear them. ANSWERS

Audioscript

90

Yes, she does. Yes, she does. She’s a geologist. Yes, she does. She goes to Tanzania. No, she doesn’t.

Grammar present simple questions he / she

6 Organise the class into pairs. Ask students to rewrite the sentences to make them true, changing the frequency adverb when necessary. Remind them that when using I, the verb changes (from gets to get, goes to go, etc.).

2 f

a b c d e f

Point out that What does she do? means What’s her job?

Julia sometimes gets up early. Julia always has lunch with her colleagues. Cynthia always goes to Africa in summer. Julia usually reads novels. Cynthia never travels in winter. Cynthia often writes reports.

1 b

ANSWERS

Vocabulary note

ANSWERS 1 2 3 4 5 6

[2.19] Play the recording again. Students listen and write answers. Let them compare answers in pairs. Tell them to look at the audioscript on page 172 to check their answers. They can then practise the dialogue in pairs.

3 c

4 d

5 a

6 e

[2.19]

9 Read through the grammar box with the class. Ask students to find and underline the question forms in Exercise 7. Refer students to page 166 for further information and practice. Grammar notes In the third person, the auxiliary verb do changes to does (pronounced /dəz/). The main verb takes the infinitive form (go, work, etc.) not the third person form. Note the word order in questions: Question word

 auxiliary verb

 subject

 verb

What

does

she

do?

Watch out for form errors: What she does? Does she gives lectures?

10 Students put the words in order to make questions. Let them compare their answers in pairs.

ANSWERS 1 2 3 4 5 6

Where does Julia work? Who does Cynthia meet? Does Cynthia teach school children? Does Julia like coffee? Where does Julia have lunch? What time does Cynthia get up?

M:

Who’s Cynthia Liutkus-Pierce? Does she work at this university?

W:

Yes, she does.

M:

I don’t know her. Does she teach languages?

W:

No, she doesn’t.

M:

What does she do?

11 Organise the class into pairs. Students take turns to

W:

She’s a geologist.

M:

Oh, OK. Does she give lectures?

ask and answer the questions, finding their answers in the article on page 96 of the Student’s Book.

W:

Yes, she does. And she works in Africa.

M:

Oh, does she go to Africa every year?

W:

Yes, she does. She goes in summer.

M:

I know some geologists in Africa. Where does Cynthia go?

W:

I don’t know. I think she goes to Tanzania.

M:

Oh, my friends are in Angola.

Vocabulary job activities 12 Ask students to match the verbs to the words that they go with, then underline what Cynthia does. Read through the example first to get them started. They will need to refer back to the article to find out what Cynthia does. Let them check their answers with a partner.

Unit 8 Routines

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UNIT 8 Routines ANSWERS gives lectures / talks has meetings / lunch talks to students / people / customers travels to different cities / countries / places works late / at home writes articles / books

13 Ask students to look at the jobs, and check that students know them all. Then ask students in pairs to write sentences using the verb and noun collocations in Exercise 12. Tell them to write at least one sentence for each job – fast finishers could do more.

SAMPLE ANSWERS A journalist writes articles and works at home. A businesswoman has meetings and travels to different places. A waiter talks to customers and works late. A nurse works late. A receptionist talks to people. A shop assistant talks to customers.

8c Cats in crisis Lead-in Introducing the theme: cats Write cats on the board and then write facts and opinions. Ask students in pairs to think of three facts (e.g. they eat meat; they like fish) and three opinions (e.g. they’re beautiful) about cats. Elicit ideas and find out which students are cat-lovers.

Reading 1 Ask students to look at the pictures. Ask: What are they? Find out if students know the names of the types of big cat. Say the names and ask students to listen and repeat. Ask students to match the types of cat to the places. ANSWERS 1 c

2 a

3 a

4 b

Extra activity

2 Ask students to read through the sentences and check new words carefully. You may need to pre-teach wild (they don’t live with people), sleep (mime sleeping), and hunt (follow animals and kill them).

Revise other jobs from earlier in the course and ask students to write sentences for these jobs.

Divide the class into pairs to discuss whether they think the sentences are true or false.

Speaking 14 Ask students to think of two or three people in their family with interesting jobs, and tell their partner about them.

3 Ask students to read the article on page 99 and check their answers. Let them check their answers in pairs before discussing as a class. ANSWERS 1 T

2 T

3 F

4 F

5 T

6 T

15 Once students have had a chance to describe a family member and their job, ask them to ask and answer questions. With weaker classes, give them time to prepare some questions to ask first.

4 Ask students to read the article again and find the information.

Extra activity

ANSWERS

While students are doing Exercises 13 and 14, circulate and note any errors in form and use of the present simple third person and questions.

1 2 3 4

They hunt. He goes into the forest (and takes photos). He writes reports and has a meeting with colleagues. He studies the tigers.

At the end of the activities, write five or six sentences with errors on the board. Students, in pairs, must correct them.

Homework Ask students to write about the job and routine of a family member or a famous person.

5 Ask students to answer the questions. Tell them to look back at the article again to find answers. ANSWERS 1 2 3 4 5

3,500 170 He uses 180 automatic cameras. eight every month

Grammar How … ? 6 Ask students to look at the grammar box and choose the correct option in the sentence. Refer students to the information and practice on page 166. 8c Cats in crisis

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UNIT 8 Routines ANSWER

Extra activity

We use how to ask for information.

In a mature class, follow up the quiz with a class discussion about morning and evening people and jobs.

7 Ask students to put the words in order. Then organise the class into pairs to ask and answer the questions. The answers to the first three questions are in the article.

ANSWERS 1 2 3 4

How many tigers are in the park? (about 60) How many cameras are in the park? (180) How often does Saksit have a meeting? (every month) How can we help tiger conservation?

Extra activity Discuss question 4 in Exercise 7 as a class. Elicit ideas from the class. Ideas might include: protect rainforests, open new National Forests, use radio collars and automatic cameras to protect tigers, give money to conservation.

Ask students: What jobs do you do? What time do you start and finish work? Do you do a lot of your work in the morning or in the afternoon? How often do you work in the evening or at the weekend? Is your job the right job for you? Why? You could write these questions on the board and ask students to discuss them in groups in class.

Homework Ask students to write a blog entry about a working day. Write the following prompts on the board to help them: Every Monday, I … I wake up … I get up … I have breakfast / lunch / dinner … I work …

Word focus every

I go to bed …

8a Ask students to look at the sentences and think about the question. Let students compare their answers in pairs before discussing as a class.

ANSWER Every is followed by month, year, week, day or the name of a day.

8b Introduce the task by reading out two or three sentences of your own (e.g. I teach English every day, I have coffee every morning). Ask students to write five sentences using every. Tell them to make sure they put the expression with every at the end of the sentence. Students read out their sentences to a partner and find out what they have in common.

Speaking 9 Pre-teach alarm clock (with a mime or drawing) and it depends (maybe yes / maybe no). Divide the class into pairs. Tell students to decide who is A, and who is B. Then tell them to turn to the pages at the back of the book. Students must first prepare questions from the prompts. Circulate and help students to form the questions accurately. Students take turns to ask and answer the questions with their partner, then check the results on page 157 in the Student’s Book.

ANSWERS 1 2 3 4 5 6

92

Do you wake up before your alarm clock? Do you always have breakfast? Where are you? What time do you get up at the weekend? What is the main meal of the day for you? Do you fall asleep in front of the TV in the evening?

Unit 8 Routines

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UNIT 8 Routines 8d One moment, please

ANSWERS 1 in a meeting 3 out of the office

Lead-in Test before you teach: phone calls Tell students in pairs to sit back-to-back, with one person facing the front. Tell them that they are going to improvise phone calls. The person facing the front makes the call. Read out a situation and students act out the conversation, using any language they have. 1 2 3 4

It’s your partner’s birthday. You’re at the cinema – your partner is late. You want to speak to your colleague’s wife or husband. You have no money – your partner is rich.

An alternative way to do this is to write the four situations on the board – that way, the person making the call (and facing front) knows why they are calling, but the person receiving the call doesn’t know why they are calling.

Audioscript

[2.21]

(see audioscripts 1 and 3 in track 2.20 above)

Extra activity Ask students to write down all the words they heard or think they heard in the two recordings. Tell them to compare words with a partner and see how much of the recordings they can piece together. You could play the recording a third time to help them do this task. Ask some pairs to act out their conversations in pairs, leaving gaps or inserting words when they are not sure what words are missing. End by asking students to compare their versions with the audioscript on page 172 of the Student’s Book.

Real life on the phone 1

[2.20] Play the recording. Students listen and

write the number of the conversation next to the names of the people.

3 Ask students to look at the expressions from the recordings and decide whether they are said by the caller or by the receptionist. Let them compare their answers in pairs.

ANSWERS 1 b Ed Carr (No) 2 c Mr Watts (Yes) 3 a Mrs Jackson (No)

Audioscript 1

2

3

2

A:

[2.20]

Good morning, PJ International. Can I help you?

ANSWERS Good morning, / Hello, PJ International. Can I help you? Yes, can I speak to Ed Carr, please? Yes, one moment, please. I’m sorry. He’s / She’s in a meeting. OK. Thank you. / Thanks. I’ll call back later.

R R C R R C C

B:

Yes, can I speak to Ed Carr, please?

A:

I’m sorry. He’s in a meeting.

B:

OK, thank you. I’ll call back later. Goodbye.

Vocabulary notes

A:

Goodbye.

A:

Hello, Green Wildlife Park. Can I help you?

When English speakers answer the phone, they say Hello or Hi, or, in formal situations, Good morning, Good afternoon, and Good evening.

B:

Good morning. Can I speak to Mr Watts, please?

A:

Yes, one moment, please.

B:

Thank you.

A:

Good morning, City College. Can I help you?

B:

Yes, can I speak to Mrs Jackson, please?

A:

I’m sorry. She’s out of the office at the moment.

B:

OK, thank you. I’ll call back later. Goodbye.

A:

Goodbye.

[2.21] Ask students to look at the photos. Ask:

What can you see? Where are the people? Elicit ideas and vocabulary from students, and make sure they understand the words in the captions. Play the recording. Students listen to the first and third conversations in Exercise 1. Ask students to listen and tick the reasons mentioned.

Note the use of Can I … ? to ask for permission. Both May I … ? (more polite) and Could I … ? (more tentative) are alternative expressions. I’ll call back later means ‘I will phone again at a later time’. Here I’ll is used to make an offer or promise.

4 Ask students to complete the dialogue. Let them compare their answers in pairs. ANSWERS Good morning, City College. Can I help you? Yes, can I speak to Mrs Jackson, please? I’m sorry. She’s out of the office at the moment. OK, thank you. I’ll call back later. Goodbye. Goodbye.

8d

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One moment, please

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UNIT 8 Routines Pronunciation /s/ and /z/ 5a

[2.22] Start by modelling the soft, unvoiced /s/

8e My new job

sound and the voiced /z/ sound. Tell students to cover their ears with their hands and repeat the sounds. The /z/ sound should vibrate much more in their heads.

Lead-in

Play the recording. Students listen and say whether they hear /s/ or /z/.

Write emails on the board. Ask the following questions:

ANSWERS /s/: yes, works, thanks /z/: please, he’s, Fridays

Introducing the theme: emails How often do you write emails? Who do you often write to? With friends, what do you write about? In your job, what do you write about? You could ask these questions in open class, or you could write them on the board and ask students to discuss them in pairs or groups.

Pronunciation notes /s/ and /z/ are both produced in the same way. The tongue is pressed gently against the upper palate, thus allowing air through as the sound is made. The difference is that /z/ is voiced (the voicebox vibrates as the sound is made) while /s/ is unvoiced. The sound /z/ is made after other voiced sounds (e.g. , after vowel sounds or after voiced consonants such as /d/ or /g/). /s/ is made after other unvoiced sounds (such as /t/ or /k/).

Writing an email 1 Ask students to look at the words first. Find out which words they know. Ask students to read the email and complete it with the words, working out the meaning of new words from the context. Let them compare their answers in pairs before discussing as a class.

ANSWERS

5b

[2.22] Play the recording again. Students listen

job work office colleagues

Extra activity

1 2 3 4

Write some tongue twisters on the board using /s/ and /z/ for students to have a go at saying.

Extra activity

and repeat.

Chris works on Fridays and Saturdays. At Christmas, Miss Wise sits and sings. Ask students to write and practise their own tongue-twisters.

6 Divide the class into pairs to practise the phone conversations. Tell them to refer to the conversations from Exercise 2, which are in the audioscript on page 172 of the Student’s Book. Extra activity There are a number of ways of helping students to practise the phone conversations. 1 Get students to practise reading the conversations in the audioscript first. Then tell them to close books and try to improvise the dialogues. 2 Write parts of the conversations on the board (e.g. … morning … help you … sorry … meeting … back later … bye). Students must improvise dialogues from these prompts. 3 Provide different information from the conversations in Exercise 2, and ask students to prepare and practise new dialogues using their own ideas, e.g. write Mr Brown / Lever Industrial / on holiday on the board. Students must use this information in their dialogues.

5 morning 6 tasks 7 phone calls

Check classmates and colleagues by asking: Which are friends at school / at work? Check job and work by asking: Which is a verb and which is a noun? (in the text, work is a verb). Check tasks by writing a job on the board (e.g. waiter) and asking, What tasks does he / she do? (e.g. He takes orders, he cleans tables, etc.).

2 Ask students to read the email again and answer the question. ANSWER b

Vocabulary notes Emails to friends are written in very informal English. We often start with Hi or Hello and sign off with See you later or similarly informal phrases. We use abbreviated forms (they’re, What’s) and often use smileys (☺) and exclamations (Wow!).

Writing skill spelling: double letters 3a To introduce the idea, write letters on the board and ask: How many ‘t’s’? Then ask students to find words with double letters in the email. Let students compare their answers in pairs before discussing as a class.

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Unit 8 Routines

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UNIT 8 Routines ANSWERS good, office, usually, arrive, coffee, colleagues, meeting, boss, calls, meet, week

3b Ask students to complete the words. Let them compare their answers in pairs before discussing as a class.

8f The elephants of Samburu Before you watch 1 Ask students to look at the photo and the caption. Ask: Where does this elephant live? ANSWERS Samburu National Reserve

ANSWERS 1 artist 6 difficult 2 businessman 7 dinner 3 classes 8 meet 4 college 9 summer 5 different 10 weekend They all have double letters except for artist.

Pronunciation notes English often has double consonants in words. They often have an effect on the pronunciation of the vowel sound that precedes them, e.g. diner (with one ‘n’) is pronounced /ˈdaɪnə/, but dinner (with two ‘n’s) is pronounced /ˈdɪnə/.

2

[2.23] Play the recording. Students listen and repeat the words.

3 Tell students that the video is about elephants in Samburu National Reserve. Students read the text and answer the questions. ANSWERS 1 in Kenya. 2 Save the Elephants helps conserve the elephants. 3 Google Earth can follow elephants with GPS collars.

3c Ask students to read the email quickly. Ask: Who is it

While you watch

from? (Jim) Who is it to? (a friend) Where is Jim? (at college). Then ask students to complete the email.

SAMPLE ANSWERS

4 Put students in pairs. Give students some time to go through the sentences and choose the correct option. Elicit ideas from the class. Don’t check the answers at this stage.

1 college 2 classes 3 difficult

5 Play the whole of the video. Students check their answers from Exercise 4.

4 classmates 5 meet 6 weekend

Extra activity Before doing the email writing task in Exercise 4, brainstorm as much ‘routines’ vocabulary as you can from the students and write it up on the board, e.g. What do you usually do in your job? What do you often do on your course? What do you do in the evenings and at weekends?

4 Ask students to write an email. Tell them to write about a real job or course that they actually do, using the two emails on the page as models. Take the opportunity to circulate and look at their emails, pointing out or correcting any errors as you see them. 5 When students have finished they should check their emails carefully for spelling and other errors.

6 Ask students to exchange their emails with a partner. Tell them to read them and write a reply. In feedback, ask students to say where and when they will meet and what they will do. Homework If your students know each other and trust each other, ask them to exchange email addresses, and give them your email address. Ask students to write emails in English to each other. Tell them to write about the English course they are doing.

ANSWERS 1 family groups

2 like

3 plants

4 sleep

6 Give students some time to read the sentences. Play the video again. Students choose the correct option to complete the sentences. ANSWERS 1 a 2 c 3 b 4 c 5 b See also the underlined phrases in the video script.

7 Put students in pairs. Play the whole of the video again for students to write down their answers. Accept any correct answers. SAMPLE ANSWERS 1 They drink, have a bath, sleep, greet each other, lie down. 2 They follow the elephants, get up early, study the elephants.

After you watch 8 Give students some time to read about Nick and Daniel’s work routine. Students complete the text with the correct form of the verbs. 8f The elephants of Samburu

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UNIT 8 Routines

UNIT 8 Review

ANSWERS 1 2 3 4

works get up start drives

5 studies 6 takes 7 work

Grammar 1 Students write sentences with the underlined words. ANSWERS

9 Students in pairs take turns to ask and answer the questions.

Videoscript 00.20 Nick Nichols takes photos of the elephants in their family groups and of individual elephants too. Nick takes a lot of photos, about 10,000 in total. 00.46

1 2 3 4 5 6 7 8

He has a new job. He drives from New Mexico to Arizona. He works Monday to Friday. He starts work at 6 o’clock. He doesn’t have breakfast. He eats a snack. He has lunch in a snack bar. He works late.

Daniel Lentipo works for Save the Elephants.

He can identify individual elephants in Samburu Reserve.

2 Students rewrite sentences 3, 6 and 8 with the adverbs.

01.05 Daniel teaches Nick how to identify individual elephants. 01.18 Nick and Daniel follow the elephants for ten hours every day. The elephants drink. They have a bath. They eat. 01.42

Elephants are gentle and intelligent.

ANSWERS 3 He usually works Monday to Friday. 6 He sometimes eats a snack. 8 He often works late.

3 Students complete the sentences with prepositions.

02.05 Nick explains that Daniel sometimes puts his hand up to the elephants.

ANSWERS

The elephants put their trunks up.

1 on

2 in

3 at

4 in

It’s a greeting – like ‘hello’. 02.30

This ten-year-old elephant greets Nick.

4 Students complete the questions and write answers.

The Samburu Reserve is a very good place for these elephants. 02.53 The elephants greet their family members with their trunks … and by calling. 03.21 At night, the elephants lie down to sleep. In the morning, Nick and Daniel get up early and start work again.

ANSWERS 1 How old (He’s 46.) 2 How many (He drives 2,400 kilometres.) 3 How often (He often works late.)

Vocabulary 5 Students match a verb from A with a word from B. ANSWERS finish work, get up early, go to bed, have breakfast, have lunch, have dinner, start work

6 Students work in pairs to ask and answer questions. 7 Students complete the sentences with the verbs. ANSWERS 1 write

2 talk 3 travel 4 talk

5 work

6 work

Real life 8 Students put the phone conversation in order. ANSWERS 1 f

2 a

3 d

4 c

5 e

6 b

7 h

8 g

Speaking 9 & 10 Students ask and answer questions in pairs. 96

Unit 8 Routines

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Unit 9 Travel Lead-in

9a Travel essentials

Personal response Ask students some questions about travel, e.g. How do you come to school? How do you travel to work? Where do you go at the weekend, and how do you travel there? Where do you go on your holidays, and how do you get there?

1 Ask students to look at the photo, and ask: What can you see? Elicit ideas and vocabulary (people, man, woman, train, tickets, passports). Then divide the class into pairs to discuss the questions. ANSWERS

Lead-in Test before you teach: clothes Stand in front of the class and ask: What am I wearing? Ask students to say or guess what the clothes you have on are called. Don’t confirm or deny the words, just find out what students know. Ask two students (one male, one female) to stand up, and ask the class to say what they are wearing. End the activity by asking students in pairs to write down as many ‘clothes’ words as they can in two minutes. Find out who has the longest list.

b a rail company The other people are passengers and her colleague.

Vocabulary clothes 2

[2.24] Ask students to look at the pictures and the

words. Then play the recording. Students listen and write the number of the speaker next to the picture of the type of travel they talk about.

ANSWERS 1 by train

2 by bus

Audioscript

3 by plane

4 by boat

[2.24]

1 I travel from Paris to London for my job. I go every week. I usually go by train because I can work on the train.

2 I’m an Australian student and I travel in my holidays. I love Asia! I travel by bus. It’s really interesting. You meet a lot of people.

1

[2.25] Ask students to look at the pictures and the words. Play the recording. Students listen and repeat. Vocabulary notes A pair of (meaning two) is used not only with shoes, boots, socks, etc. but also with items of clothing with two legs (trousers, shorts, jeans, etc.). A top is used as a general word, usually by women, to describe many things worn on the top half of the body, including T-shirts, shirts, and light jumpers. Jumper is a common general word for a warm top made from wool or a similar material. However, pullover, jersey and sweater are also commonly used. Americans tend to say sweater, not jumper, and pants, not trousers. Note the strong stress: sandals, trousers Note the pronunciation of shoes /ʃuːz/, scarf /skɑːf/

3 I live in San Francisco. I don’t like flying, so I never travel by plane. I don’t really travel.

4 I’m from Madrid, but my parents live in Mallorca. I visit them every summer. I usually go by boat.

3

[2.24] Play the recording again. Students listen, answer the question, and complete the table. Let them compare answers in pairs before discussing as a class. ANSWERS 1 2 3 4

From Paris to London, every week Asia, in his holidays Doesn’t travel from Madrid to Mallorca, every summer

4 Write Where? When? and How? on the board and elicit questions about travel using these question words. Students then work in pairs to ask and answer the questions. In feedback, ask individuals what they found out about their partner.

2 Introduce this activity by revising colours with your students. Point to items of clothing around the class and ask: What colour is it? If necessary, write up the colours on the board. Then describe one or two students and ask the rest of the class who you are describing. Organise students into pairs. Tell them to take turns to describe and guess other people in the class.

Extra activity Bring in pictures of people from magazines and put them on the board or on the classroom walls. Ask students to describe what they are wearing. Extend this into games, e.g. say: a white jacket and a blue shirt, and ask students to say which picture you are describing. If the pictures are on the walls, describe a person and ask students to walk round the class until they find the person.

3 Demonstrate the activity by telling students what you wear for work and at the weekend. Ask students to prepare things to say about their clothes, then tell a partner. They can write sentences first if they wish before talking to their partner.

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UNIT 9 Travel Reading 4 Ask students to look at the photos. Ask: What can you see? Elicit ideas from the students. Use the photos to preteach the words bag and suitcase. Ask students to read the article quickly and underline the clothes.

8 Ask students to make sentences about the things in the bags. Do one as an example. Students could work in pairs to do this exercise. Play the recording. Students listen and check their answers.

Audioscript and key

ANSWERS

There’s a camera.

In my sister’s bag there are three jackets, four or five jumpers, seven pairs of trousers and two dresses. In my husband’s bag there’s a pair of boots, a pair of shoes and a pair of sandals.

There’s a laptop.

[2.26]

There are three scarves. There are two shirts. There’s a pair of shoes.

5 Ask students to read the article again and find the

There’s a skirt.

answers. Let them compare their answers in pairs. Point out that without is the opposite of with.

There are some T-shirts.

Pronunciation there are ANSWERS Kate: a laptop Sister: books Husband: maps

9

[2.27] Play the recording. Students listen and repeat. Discuss the question in feedback. ANSWER Are is not stressed.

6 Ask students to discuss the question in pairs. In feedback, build up a list of things on the board.

Extra activity Write: A weekend in London. Tell students that they are about to go to London for the weekend. Elicit things to take in their suitcase and write them on the board, e.g. passport, ticket, money, credit card, camera, laptop, book, guidebook, ipod, sunglasses, umbrella. Divide the class into groups of three. Tell them that (because of flight restrictions) they can only take five items. Students discuss and decide which five.

Grammar there is / are 7 Look at the grammar box with the students. Ask students to work in pairs to find and underline the sentences in the article. Refer students to the information and practice on page 166.

[2.27]

There are three scarves. There are two shirts. There are some T-shirts.

Pronunciation notes In natural spoken English, both there’s and there are are reduced. So, there’s becomes /ðəz/, and there are becomes /ðərə/. There has the voiced /ð/ sound.

Speaking and writing 10 Ask students to think of three countries first, then complete the sentences. Monitor and help with ideas, spelling and pronunciation. When students have decided on their countries, tell them to prepare lists of what they would take with them.

ANSWERS

11 When students have prepared their lists, organise

There are eight people and there are about fifteen bags! In my sister’s bags there are three jackets … There are six or seven books … In my husband’s bag there’s a pair of boots, a pair of shoes and a pair of sandals! There’s a pocket for my travel documents

them into pairs to discuss their ideas with their partner. In feedback, ask students to report what they found out about their partner.

Grammar notes Here, there is a pronoun which is used for saying that someone or something exists or happens. We use there’s (there is) when it is followed by singular or uncountable nouns. We use there are when it is followed by plural nouns. Note that we say There are some shoes but There’s a pair of shoes.

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Audioscript

Extra activity Divide the class into groups of four. Give each group a very different travel destination, e.g. Group A are going to the North Pole, Group B are going to Mount Everest, Group C are going to Hawaii, Group D are going to the Amazon, etc. Tell the groups that they have five minutes to write a list of things to take. The winner is the team with the longest list.

Homework Ask students to write a short report about a trip they often make.

Unit 9 Travel

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UNIT 9 Travel 9b Places to stay

S:

Yes, of course there are.

L:

Well, that’s good. And is there a bus to the city centre?

S:

A bus from the airport? Yes, there is. There’s a bus every twenty minutes from the airport to the centre. There isn’t a train, but that’s OK.

L:

And there are taxis too.

S:

I think the bus is fine. OK, so let’s look at these hotels.

Lead-in Introducing the theme: places to stay Bring in some leaflets, flyers or webpage advertisements that advertise hotels and / or youth hostels in your town. Pass them round the class and ask: What type of place is it? How much is it to stay? What is there in the place? Do you want to stay there? Why? Why not? You could put the questions on the board. Students divide into groups and pass round the flyers. They discuss the questions for each flyer.

3

[2.28] Play the recording again. Students listen and decide if the sentences are true or false. ANSWERS 1 F

2 F

3 F

Listening

Extra activity

1 Ask students to look at the photos. Ask: What can you

Ask students to go to the audioscript at the back of the Student’s Book. In pairs, students practise reading the dialogue.

see? Elicit a youth hostel and a hotel. Ask: How much does it cost to stay for a night? Elicit and check cheap and expensive. Ask students to say which people usually stay where.

Background notes SAMPLE ANSWERS Hotel: business travellers, families Youth hostel: students, young couples

Cape Town is a city on the southern coast of South Africa. It is a beautiful city, famous for Table Mountain, beaches, Robben Island (where Nelson Mandela was imprisoned) and other historical areas.

Vocabulary note A couple is used to describe two people who are together in a relationship (e.g. husband and wife, boyfriend and girlfriend).

2

[2.28] Give students a moment to read through the sentences first. Then play the recording. Students listen and underline the words used. Let them compare their answers with a partner.

Grammar there is / are negative and question forms 4 Look at the grammar box with the students. Ask students to say when we use any. Refer students to the information and practice on page 166.

ANSWER We use any with plural nouns (and uncountable nouns) in questions and negative forms.

ANSWERS 1 airport 2 near the airport 3 a bus

Audioscript S

Grammar notes [2.28]

⫽ Sandra, L ⫽ Luke

S:

OK, that’s the flight. Let’s look for a hotel now. Is it for two nights or three?

L:

Three nights – Friday, Saturday and Sunday. Are there any hotels near the airport?

S:

Yes, there are. But they’re expensive. Just a minute … no, there aren’t any cheap hotels near the airport. They are all expensive. This one is four hundred dollars a night!

L:

Wow! Well, what about a youth hostel? Is there a youth hostel near the airport?

S:

OK, let’s see. I don’t think so … no, there isn’t. I don’t like youth hostels. They aren’t very comfortable.

L:

OK. Let’s look in the city centre. Are there any cheap hotels there?

We use there isn’t with singular or uncountable nouns. We use there aren’t with plural nouns. We use any with plural nouns (and uncountable nouns) in questions and negative forms.

5 Organise the class into pairs. Ask students to exchange the names of towns. If they are from or live in the same town, tell them to think of other towns that they know well. Give students two minutes to prepare questions about their towns, using the prompts in the table to help.

6 When students are ready, tell them to interview each other about their towns. In feedback, ask individual students to tell the class about their partner’s town. 7 Students write affirmative and negative sentences about their partner’s town, using the information from their interviews in Exercise 6. 9b

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Places to stay

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UNIT 9 Travel Vocabulary furniture 8

[2.29] Ask students to look at the photos and the words. Play the recording for students to listen and repeat. Organise the class into pairs to match the words to the pictures.

Audioscript S

[2.30]

⫽ Sandra, L ⫽ Luke

L:

Wow, this room is really big! Oh, it’s two rooms! The bed is in here, look!

S:

It’s fantastic!

L:

I know. And it isn’t really expensive …

1 TV

S:

Are you sure?

2 bath

L:

Yes. Oh, I like these lamps!

3 bed

S:

Yes, they’re really unusual!

4 chair

L:

This sofa is very comfortable. And what’s this? Oh, it’s a fridge.

6 lamp

S:

Are there any drinks in it? I’m really thirsty.

7 desk

L:

Yes, there are some bottles of water. Here.

8 sofa

S:

Thanks.

9 wardrobe

L:

Where’s the TV?

10 armchair

S:

I don’t know. There isn’t one.

11 shower

L:

What? There isn’t a TV!

Audioscript and key

[2.29]

5 table

12 fridge

Pronunciation notes Point out the stress and pronunciation of some of the more unusual words: armchair /ˈɑːmˌtʃɛə/, wardrobe /ˈwɔːdrəʊb/, sofa /ˈsəʊfə/.

Extra activity Write the following adjectives on the board and ask students to say which pieces of furniture they describe in the listening: big (bath / shower), fantastic (bed), comfortable (sofa)

Extra activity

Speaking

Check the meaning of these words in feedback by asking: Which things are in the bedroom? (bed, wardrobe, small table, etc.) Which things are in the kitchen? (table, fridge, etc.)

12 Organise the class into pairs and ask them to

Alternatively, mime the different words (e.g. sitting on a chair, watching TV, cooking, etc.), and ask students to guess which words you are miming.

9 Organise the class into pairs to discuss the question. Elicit ideas in feedback. ANSWERS There’s usually a TV, a shower, a bed, a chair, a desk, a small table, and a wardrobe. A bath, a fridge, a sofa and an armchair are less likely but very possible.

10

[2.30] Ask students to listen and tick the

pieces of furniture that Sandra and Luke mention in their conversation. Let them compare answers before discussing as a class.

decide who is A, and who is B. Tell students to turn to the relevant pages in the Student’s Book and look at the photos carefully. Tell them to note what pieces of furniture are in the rooms, and to think of questions to ask using Is there a … ? and Are there any … ? When students are ready, they take turns to ask questions and find out which picture their partner is describing.

Extra activity In groups of four, ask students to describe their bedrooms at home, or, with an older class, ask them to describe the best hotel room they have ever stayed in.

Homework Ask students to write a description of their bedroom or ‘the perfect hotel room’.

ANSWERS bed, lamp, sofa, fridge, TV

11 [2.30] Play the recording again. Students listen and choose the correct room. ANSWER a

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UNIT 9 Travel 9c Across a continent

Vocabulary travel 5 Ask students to match the verbs in A to the words in B. Then ask them to read the article to check their answers.

Lead-in Using words: revising places Write the following pairs of words on the board and ask students in pairs to say how they are different: a town / a city a country / a continent a road / a street a hotel / a hostel

Reading 1 Ask students to look at the map and the photos. Ask: What can you see? Where are they? Elicit ideas. Use the pictures to pre-teach lorry, hitch-hike and trip. If any student in your class is Russian or knows Russia, ask him or her to tell the class about the pictures. Ask students to discuss the question in pairs. Elicit ideas in feedback.

2 Ask students to read the article quickly and find out if it mentions any of the places or things to do that they talked about in Exercise 1. In feedback, ask students to say which places are mentioned in the article. Ask them to find the places on the map.

ANSWERS travel from east to west leave Moscow book your tickets use a travel agent stay in hotels visit an ice cave take a bus drive your car arrive in Vladivostock fly home

Vocabulary notes Point out some of the collocations involving prepositions, e.g. arrive in ⫹ a city; travel from ⫹ place; travel to ⫹ place

6 Ask students to complete the sentences with the missing verbs. Let them compare their answers in pairs. ANSWERS 1 arrive 2 stay

3 book 4 leaves

5 take 6 fly

ANSWERS Places mentioned: Moscow, Novosibirsk, Kungur Ice Cave, Perm, Irkutsk, Ulan-Ude, Lake Baikal, Vladivostock

3 Students read the article again and decide if the sentences are true or false. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 2 3 4 5 6

T F F T F F

(trains leave Moscow almost every day) (You sleep and eat on the train.) (there are only four or five towns near it) (Drive your car ...)

4 Write on the board: beach holidays, adventure holidays, trips across countries or continents, walking holidays. Check that students understand the different types by miming them. Then put students in pairs to say which type of holidays they like and why.

Extra activity Ask students to look in the text and find two things about travelling across Russia that they like and two things that they don’t like. Tell them to discuss their ideas with a partner, then tell the class.

Word focus take 7a Ask students to look at the expressions and find the one in the text. ANSWER take a bus

Vocabulary notes Take has many meanings. Here, it means travel on (take a bus), photograph (take a photo) and carry with you (take a suitcase)

7b Students ask and answer the questions in pairs.

Grammar imperative forms 8 Ask students to look at the sentences in the grammar box. Discuss the question as a class. Refer students to the information and practice on page 167. ANSWER They are verbs in the imperative form.

Grammar notes The imperative in English is exactly the same form as the infinitive without to. The negative imperative is formed with don’t ⫹ infinitive.

9c Across a continent

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UNIT 9 Travel 9 Ask students to complete the sentences with the missing verbs. Let them compare their answers in pairs. ANSWERS 1 Travel 2 Stay

3 Go 4 Go

5 Take 6 Drive

9d At the hotel Lead-in Personal response Ask students the following questions:

Writing and speaking 10 Ask students to prepare a list of tips. Start students off by providing two or three tips for your own country, and reasons for them. If students are from the same country, ask them to prepare tips in pairs first.

11 Ask students to form groups of four. Tell them to take turns to share their travel tips and reasons. In feedback, ask which tips were most helpful.

Extra activity Ask students to prepare this task in groups of four. Give them a sheet of A4 paper and tell them to make a poster with tips on it. Students put the poster on the wall when they are ready. Tell two students to stay with the poster and tell two students to walk round the room and ‘visit’ the other posters. Students must ask and answer questions about the posters they visit.

Homework Ask students to research a country that they would like to visit, using the Internet, and write a set of tips for visiting that country.

How often do you stay at a hotel? What do you do when you are at a hotel? What do you like about hotels? What do you dislike? What’s your favourite hotel? Why? You could ask these questions in open class, or write them on the board and ask students to discuss them in pairs or groups.

Vocabulary hotel services 1 Pre-teach guest, tourist and business traveller by asking the following questions: Who stays at a hotel? (guest) Who is on holiday? (tourist) Who goes from town to town in their job? (business traveller). Ask students to look at the brochure. Ask some questions to focus students on the information, e.g. What number is room service? When is the business centre open? Ask students to match the services to the explanations. Let them compare their answers in pairs.

ANSWERS 1 b

2 e

3 d

4 c

5 a

2 Organise the class into pairs to discuss who uses the different services. In feedback, elicit ideas. ANSWERS Both sets of guests could use all of these services, but business travellers are more likely to use alarm calls and the business centre.

Extra activity If you have a mature class, ask students to order the guest services from most important (for them) to least important. In feedback, decide on a class order, and ask students to say which services they always use when they stay at a hotel.

Real life requests 3 Set the situation by telling students that a guest is calling a hotel receptionist. Ask: What does the guest ask for? Elicit ideas. Ask students to read the conversation and match requests to responses. Let them compare their answers in pairs.

4

[2.31] Play the recording. Students listen and check their answers to Exercise 3. ANSWERS 1 b

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2 d

3 c

4 a

Travel

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UNIT 9 Travel Audioscript

[2.31]

⫽ receptionist, G ⫽ guest

R

R:

Good afternoon, sir. Can I help you?

G:

Hello. Yes, I’d like an alarm call at 7.30, please.

R:

In the morning? Certainly, sir. What’s your room number?

G:

327.

R:

OK, 327 … an alarm call for 7.30.

G:

And I’d like to have a meal in my room this evening.

R:

Of course. There’s a menu in your room. It’s on the desk.

G:

Oh, yes!

R:

Call 101 for room service.

G:

Fine. I’d like to use the Internet too.

R:

No problem, sir. There’s wi-fi in all the rooms.

G:

Great. Oh, and is there a bank near the hotel?

R:

Yes, there’s one in this street. It’s next to the cinema.

G:

OK, thanks very much.

5

[2.31] Play the recording again. Students listen again and answer the questions. Let them compare their answers in pairs.

6b Organise the class into pairs. Ask them to take turns making the requests and responding to the requests, using the ideas in the box and the example dialogue. Start them off by modelling the activity first with a reliable student. ANSWERS I’d like breakfast in my room. I’d like an alarm call. I’d like to use the Internet. I’d like to see a doctor.

Extra activity Write some other prompts on the board for students to use: some sandwiches, a bottle of water, a map of the city, book a taxi, see the manager, change my room

7 Ask students to practise reading out the conversation in pairs. The audioscript is on page 173 of the Student’s Book. 8 Organise the class into pairs to practise conversations, using the phrases in the box and the ideas from Exercise 6b. With weaker classes, ask them to prepare what they are going to say first, or ask them to write the conversation out.

ANSWERS 1 327 2 In the room, on the desk. 3 It’s in this street, next to the cinema.

Extra activity Write the prompts from Exercise 8 on cards. Make one set of cards for each pair of students. Students turn over a card, make a request, and their partner responds.

Vocabulary notes I’d like … (I’d ⫽ I would) means ‘I want’ and is used to request something in a polite way. Note that we say I’d like ⫹ noun and I’d like to ⫹ verb.

Pronunciation I’d like 6a [2.32] Play the recording. Students listen and repeat the sentences.

Audioscript

[2.32]

I’d like an alarm call at 7.30, please. I’d like to have a meal in my room. I’d like to use the Internet too.

Pronunciation notes It is often difficult for students to say I’d /aɪd/ and like together. They tend to approximate and drop the /d/ sound. You may wish to ask students to practise saying I’d in isolation first before practising saying the whole sentences.

9d

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At the hotel

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UNIT 9 Travel 9e A great place for a weekend Lead-in Introducing the theme: Lisbon Write Lisbon on the board and ask students to come up and write anything they know about the place on the board. Tell them to write facts and opinions, e.g. It’s a city. It’s in Portugal. It’s beautiful. There is a castle. After students have written a number of sentences, read out any interesting ones, and ask any students who know the city to tell the class about it.

Writing travel advice 1 Ask students to look at the pictures first. Ask: What can you see in the photos? Then ask students to read the advice and answer the questions. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 Lisbon 2 By flights from main European cities, then by bus to the city centre. 3 In the cafés and restaurants. 4 You can eat Portuguese cakes. 5 You can see beautiful buildings. 6 You can go sightseeing and go to a Fado show.

Background notes Lisbon /ˈlɪzbən/ (or Lisboa in Portuguese) is the capital city of Portugal. It lies on the Tagus River on the Atlantic coast. Its most famous sites include the Belem Tower, the Jeronimos Monastery, and elegant squares. It is a major international port. Fado is a melancholy type of music that dates back to the early nineteenth century. It is Portugal’s national music.

2 Students read again and underline Dani’s tips. Let them compare their answers in pairs before discussing as a class. In feedback, remind students that we use the imperative to give advice. ANSWERS Take a taxi because they aren’t expensive. Travel around the city by tram – they’re great! … try the delicious Portuguese cakes! … don’t miss a Fado show

3b Ask students to rewrite the sentences. Let them compare their answers in pairs before discussing as a class. ANSWERS 1 Go in spring because it’s very hot in summer. 2 Travel by bus because it’s cheap. 3 Book your hotel in advance because it’s a very popular place. 4 You can take a boat trip because it’s on a river.

Grammar note The word because goes in the middle of a sentence and joins two clauses. It is used to give a reason why.

4 Ask students to look back at the questions in Exercise 1 and choose a city to write about. Tell them to choose a city they know well. If students come from different places, they could write about their home city. If they come from the same place, ask them to write about a city they have visited or a city that they used to live in. Give students three or four minutes to make notes to answer the questions. Monitor and help with ideas.

5 & 6 Ask students to write their travel advice. Monitor and help with spelling and vocabulary if necessary. Then ask them to check their writing.

7 Ask students to exchange their travel advice with a partner and decide if the town would be a good place to visit. Extra activity 1 Ask students to write their travel advice on posters (with a photo downloaded from the Internet, if available, showing the city or a thing to do in the city). Students put their posters on the wall, circulate, and tell each other about their posters and the advice.

Extra activity 2 Once students in pairs have read each other’s travel advice, ask them to think of further questions to ask to find out about the city. Students ask and answer questions.

Homework Ask students to write travel advice for a visitor who wants to come to their home town.

Writing skill because 3a Read the example as a class, then ask students to find other examples in the text. In feedback, point out how because joins two clauses and gives a reason.

ANSWERS Or take a taxi because they aren’t expensive. And don’t miss a Fado show because this Portuguese music is very beautiful.

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Unit 9

Travel

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UNIT 9 Travel 9f Along the Inca road Before you watch 1 Ask students to look at the photo. Ask: What can you see? Where is she? You may also want to find the countries which the Inca road system goes through, on a map. Ask students: How old is this road? Put students in pairs to make predictions. Check answer as a class.

8 Put students in pairs. Give them some time to prepare two conversations and take turns to ask and answer the questions. In feedback, get students to roleplay the dialogues.

Videoscript 00.12 Karin Muller is in South America. She’s in a village in Ecuador and there’s a market today. Karin buys some food before she starts her trip.

ANSWER

00.44 It’s day one on Karin’s trip. They walk along the mountain track. There’s something unusual. Two helicopters fly above them.

b

Then there’s a very loud bang. One of the helicopters crashes. 01.10

2

[2.33] Play the recording. Students listen and

The men are OK.

Karin helps them with their things.

repeat the words.

There are many ways to travel through South America: by canoe,

3 Put students in pairs. Give them some time to read the

hitch-hiking, by lorry, on foot.

introduction to the video and answer the question. Accept all the possible answers.

01.54 And there are many people to meet with their donkeys, horses and of course, llamas. The Inca Road takes Karin from Ecuador to Chile on one long adventure.

While you watch 4 Play the whole of the video without sound. Students watch and tick the things they see. Check answers. ANSWERS a donkey, a helicopter, a canoe, a bus, a lorry, a sheep, a horse, a llama

5 Give students some time to read the questions. Play the whole of the video with the sound. Students watch, listen and choose the correct option or options. Highlight that there might be more than one answer. ANSWERS 1 c

2 a, b, c

3 c

4 a, c

5 a, b

6 Give students some time to read the sentences and decide if they are true or false. Then play the whole of the video again for them to check and correct the false sentences. ANSWERS 1 T

2 F

3 T

4 T

5 T

6 T

After you watch 7 Students match the two parts of the sentences. You may want to check the answers in the form of a game. Demonstrate the game by asking one of the students to read the first part of the first sentence. Elicit the second part of the first sentence. Students in pairs take turns to finish the sentences. You may also want to set this activity as a chain game or put students in groups of three or four.

ANSWERS 1 c

2 e

3 d

4 b

5 a

9f

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Along the Inca road

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UNIT 9 Travel

UNIT 9 Review

Speaking

Grammar

9 Divide the class into groups of four. Tell each group to prepare a list of things to do in the town, then make a short presentation to the class.

1 Ask students to look at the photo and write questions with is there / are there? ANSWERS 4 Is there a hat? 5 Is there a camera? 6 Are there tickets?

1 Is there a map? 2 Is there a passport? 3 Are there books?

2 Organise the class into pairs. Students take turns to ask and answer the questions in Exercise 1. 3 Students read the sentences and look at the photo. They change the false sentences so that they are true. ANSWERS 4 F (There is one pen.) 5 F (There is a pair of boots.) 6 T

1 F (There is a map.) 2 T 3 T

4 Students put the words in order. ANSWERS 4 Go in winter. 5 Try the local cafés. 6 Don’t stay in this hotel.

1 Don’t be late. 2 Wait a moment. 3 Don’t travel at night.

Vocabulary 5 Students read the sentences and decide which options are not logical. ANSWERS 1 a pair of sandals 2 a jacket 3 a scarf 4 a T-shirt

6 Students match the two parts to make sentences about a hotel room. ANSWERS 1 b

2 c

3 e

4 f

5 d

6 a

7 Students complete the sentences with six of the verbs. ANSWERS 1 book 2 arrives

3 take 4 leaves

5 stay 6 visit

Real life 8 Students complete the requests (1–4) in a hotel. Then they match the requests with the responses (a–d). ANSWERS 1 use d

106

Unit 9

2 breakfast a

3 stay c

4 room service b

Travel

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Unit 10 History Lead-in Using words: revision of numbers 0–1,000 Write between ten and fifteen numbers in random order on the board. You can also choose to write pairs of numbers which are often confused, e.g. 15 and 50, 13 and 30, 100 and 1,000, etc. Divide the class into two teams and ask a student from each team to come up to the board. Call out a number. The student who is the first to touch the correct number on the board wins a point for their team.

1

[2.34] Ask students to look at the photo and ask: Who are they? Where are they? Elicit ideas. Give students a minute to read through the sentences and options and guess the answers. Play the recording for the students to listen and check. ANSWERS 1 c

2 b

3 b

10a Explorers Lead-in Introducing the theme Write explorers on the board and explain or elicit the meaning (people who travel and study new lands). Ask: What can you explore? and write the students’ ideas on the board, e.g. mountains, new countries, space etc. Ask the students if they know any famous explorers from their country.

Reading and listening 1 Ask students to look at the photo. Ask: What can you see? Where are they? and elicit ideas. Then ask students to read the caption and check their answers. ANSWER

Audioscript

The people are mountaineers, and this is the first American expedition on Mount Everest in 1963.

[2.34]

This photo shows an important moment in television history. The two men are in a laboratory in New Jersey, in the United States. There are four televisions in the photo. Television A has a red picture, television B has a green picture, and television C has a blue picture. But the picture on the television next to the man is in full colour. The year is 1950 and the photo shows the tests on a new invention – colour television.

2

[2.35] Play the recording for students to listen and repeat the years. Then focus on the matching task and ask students to match the years with the inventions. Vocabulary notes There are a number of ways to say years. With the years up to 1999 and from 2010, the first two figures are a number and the last two figures are a number. 1996 ⫽ nineteen ninety-six

1806 ⫽ eighteen ‘oh’ six

2012 ⫽ twenty twelve From 2000 to 2009, years are pronounced like ordinary cardinal numbers. 2000 ⫽ two thousand

2003 ⫽ two thousand and three

3

[2.36] Play the recording for students to listen and check their answers to Exercise 2.

Audioscript and key 1950

colour television

1963

video recorders

1973

mobile phones

1975

digital cameras

1993

MP3 players

1995

digital television

2006

Blu-ray discs

[2.36]

2

[2.37] Tell students they are going to read the quiz and complete the sentences with the names of the famous explorers. Before they do the task, focus on and pre-teach captain (a person who is the ‘boss’ or leader of a team or a ship), expedition (a journey to find new places), North Pole, South Pole, round the world, space. Let students check their answers in pairs before listening to the recording to check. ANSWERS 1 2 3 4 5

Ferdinand Magellan Roald Amundsen Yuri Gagarin, Valentina Tereshkova Junko Tabei Ann Bancroft

3 [2.38] Pre-teach was born, mountaineer, and king. Ask students to read the texts and match them with four people from the quiz. Get students to listen to the recording as they read the texts. Students do the task in pairs or in groups of three or four then check their answers. Get class feedback. ANSWERS 1 2 3 4

Junko Tabei Ferdinand Magellan Ann Bancroft Roald Amundsen

4 Students choose and write five years, then dictate them to a partner. Then students compare their lists. 107

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UNIT 10 History 5b Demonstrate the activity by doing the first sentence

Extra activity Tell the students to look at the text again for one minute and try to remember the information, then close their books. Write on the board: 1480, 1872, 1939, 1955, and ask the students to pronounce the years. Read out these sentences for the students to finish them with the year (answers are in brackets): Junko Tabei, a Japanese mountaineer, was born in (1939). Ferdinand Magellan, an explorer was born in (1480). Ann Bancroft, an American explorer of the South Pole, was born in (1955). Roald Amundsen, a Norwegian explorer, was born in (1872).

Grammar was / were 4 Look at the grammar box with the students and ask them to find the past forms of the verb to be in the texts in Exercise 3. Refer students to the information and practice on page 167. ANSWERS She was born in 1939. She was in a team of Japanese mountaineers. They were all women. He was born in 1480. He was Portuguese, but he was an explorer for the Spanish king Carlos I. She was born in the United States on 29 September 1955. She was the leader of an expedition to the South Pole in 1993. All the people on the expedition were women. He was from Norway and he was born on 16 July 1872. His parents were rich. His father was a sea captain.

yourself, e.g. I was born in 1975 in England. Ask students to complete the sentences with information about themselves, then read them out to a partner to find out what they have in common. Tell them to pay attention to the pronunciation of was / were.

Extra activity For more practice of the weak forms of was and were, ask a volunteer to read out a sentence about him- or herself using information from Exercise 5b. Ask the person sitting next to him or her to repeat the sentence and add a new sentence about him- or herself using was / were, e.g. Carlos was born in Spain, and my parents were born in Italy. Ask somebody to continue the chain by repeating the two sentences and adding some new information. In the end, you may want to sum up the information in one sentence and write it on board, e.g. Eight people were born in Spain, two people were born in France, etc.

6 Ask students to read and complete the paragraphs. Let them compare their answers in pairs. Then check the answers in class. ANSWERS 1 2 3 4 5

was were was were were

6 7 8 9 10

was was were was were

Grammar notes

Grammar notes

Was and were are the past forms of am / is and are and are used to describe permanent and temporary states in the past: He was an explorer / She was born in 1955.

To talk about the year when something happened, we use in, e.g. Yuri Gagarin was born in 1934.

The negative forms are wasn’t and weren’t (full form was not and were not).

To talk about the date when something happened, we use on, e.g. I was born on 12 April 1961.

The question forms are was he … ? / was she.. … ? or were they … ? / were we … ?, and the short answers are Yes, he / she was. No, he / she wasn’t. Yes, they were / No, they weren’t.

Extra activity

When we talk about when things happened, we don’t use an article with a year: in (no article) 1679.

2 James Cook was born in 1828.

Write the following sentences on the board: 1 Pedro Alvares Cabral was Portuguese. 3 Marco Polo was born in Italy. 4 Christopher Columbus was born in Spain.

Pronunciation was / were weak forms

5 Vasco Da Gama was a French explorer.

5a

Organise the class into groups of three or four and say that some of the sentences are true and some of them are false. Set a time limit of 5 minutes for the students to read the sentences and discuss the answers in groups. Get class feedback.

[2.39] Play the recording. Students listen and

repeat the sentences from the box. Tell them to pay attention to the pronunciation of was / were.

Audioscript

[2.39]

He was born in 1480.

Answers: 1 True 2 False (1728) 3 True (in Venice) 4 False (in Genoa, Italy) 5 False (he was a Portuguese explorer)

He was an explorer. He was Portuguese.

Vocabulary dates

They were explorers.

7 Ask students to look at the Important dates in exploration table and complete the dates with the information from the quiz. Let students compare their answers in pairs. Check answers in feedback.

They were from Russia.

Pronunciation note Was and were have weak pronunciation in affirmative sentences and are pronounced with schwa sounds.

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History

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UNIT 10 History Vocabulary notes

ANSWERS 1st May 1986

16th May 1975

Grammar notes Ordinal numbers in English are so called because they tell us the order of events. They are also used to say dates. First, second, third are ordinal numbers for numbers one, two, three. After that, the ordinal numbers are formed with number ⫹ th. Also, we say twenty-first, twentysecond, twenty-third, and NOT twenty-oneth, etc. We use last at the end of a sequence of things. It means the final one, and it’s not an ordinal number.

8

Students may meet other ways of saying and writing dates, for example, the twenty-second of September or September the twenty-second. In American English, numbers are both written and spoken differently. When writing, the month goes first and then the day, e.g. 9 / 22 is the 22nd of September. When speaking, the month usually goes first and the is not used, e.g. July seventeenth.

Audioscript

[2.42]

The first of May 1986 The second of June 1953

[2.40] Ask students to look at the table in Exercise 7

again. Explain that 1st is short for first, and 16th is short for sixteenth. These are ordinal numbers which we use to say dates. Play the recording. Ask students to listen and repeat the ordinal numbers. Play the recording again if necessary, pausing after problem numbers, e.g. fourth /fɔθ/, fifth /fɪfθ/, sixth /sɪksθ/, eighth /eɪtθ/, twelfth /twɛlfθ/, and drill the pronunciation.

Audioscript

The fourth of October 1957 The twelfth of April 1961 The thirteenth of December 1972 The fourteenth of December 1911 The sixteenth of May 1975 The twentieth of July 1969

[2.40]

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, fifteenth, sixteenth, seventeenth, eighteenth, nineteenth, twentieth

Pronunciation notes In ordinal numbers, th is pronounced like /␪/ and is unvoiced. Ordinal numbers are often preceded by the article the.

9

[2.41] Ask students to look at the dates and say them in pairs. Then play the recording. Students listen and check their answers as a class.

Audioscript

The third of November 1957

[2.41]

twenty-first, twenty-second, twenty-third, twenty-fourth, twenty-fifth, twenty-sixth, twenty-seventh, twenty-eighth, twenty-ninth, thirtieth, thirty-first

10

[2.42] Write today’s date on the board and explain the two ways of writing the date (e.g. 22nd September and 22 September). Drill the pronunciation, highlighting that we use the and of to say the date: The twenty-second of September.

Speaking 11 Write a date which is well known and important in your country. Ask students: Do you know this date? Is it important? Why? Then ask students in pairs to name three important dates in their country. Get feedback from the class and write all the answers on the board.

12 Write a date which is important to you on the board, e.g. the date you were born, and say: It’s an important day to me. It’s my birthday. Give students a couple of minutes to write down five dates from their past. Then ask students in pairs to tell their partner a date and explain why it was important, then to swap roles. Get feedback from the class.

Extra activity You could also use this exercise to play a memory game with your students. Ask students to read out the dates that are important to them; write them on the board in random order. Then call out any date. The students try to remember who said this date and why it was important.

Homework Students prepare a quiz on important dates in the history of their country.

Ask students to listen to the recording and repeat the other dates.

10a Explorers

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UNIT 10 History 10b Heroes Lead-in Using words: revision of jobs vocabulary Write three questions on the board: What do you do? What does your father / mother do? What does your best friend do? and give students some time to ask and answer these questions in pairs. Get the feedback from the class and write all the answers on the board. Produce a ‘top 5’ list of popular professions in the class.

J:

When I was young, my hero was David Attenborough. He was on television. His programmes about animals and nature were fantastic.

I:

Was it his first job?

J:

No, it wasn’t. His first job was with books, but he wasn’t happy in that job.

I:

Which is your favourite David Attenborough programme?

J:

I think it’s Life on Earth. But all his programmes were really interesting.

I:

That was in 1979 … were you born then?

J:

No, I wasn’t! But I have the DVD.

Reading and listening

I:

Clare, who was your hero when you were young?

1 Ask students to look at the photos of the people and write the following questions on the board: Who are they? Where are they? Point at the speech bubbles in Exercise 1 and roleplay the dialogue with one of the strong students. Organise students in pairs to ask and answer the questions. Students will find out more about the people when they listen to the recording.

C:

My heroes weren’t famous. They were my teachers at college. I wasn’t happy at school, but college was great. The teachers were really nice and friendly. Mrs Harvey was my art teacher. She was very funny. And she was married to my English teacher, Mr Harvey.

2 Check the meaning of hero by telling students one or two of your heroes, and by asking the class to answer the question: Who was your hero when you were young? Ask students to read the information about the radio programme and answer the questions. Let them compare their answers in pairs.

ANSWERS 1 2 3 4

at 19.30 on 13–18 March their heroes Aneta, Joe and Clare Michael Johnson, David Attenborough and Clare’s teachers at college

3

[2.43] Students complete the sentences. Play the recording. Students listen and check.

I:

Were they good teachers?

C:

Yes, they were. They were fantastic.

4

[2.43] Play the recording again. Students listen and choose the correct answer. Let them compare their answers in pairs. ANSWERS 1 Yes, he was. 2 Yes, I was. 3 No, it wasn’t.

4 No, I wasn’t. 5 Yes, they were.

5 Ask students to write the answers then compare in pairs. In feedback, ask students what else they remember from the recording. ANSWERS 1 Clare

2 Aneta

3 Joe

ANSWERS 1 2 3 4

great eight animals first

5 6 7 8

Audioscript I

Grammar was / were negative and question forms 6 Read through the grammar box with the class. Discuss the question and elicit answers. Refer students to page 167 for further information and practice.

[2.43]

⫽ interviewer, A ⫽ Aneta, J ⫽ Joe, C ⫽ Clare

I:

Aneta, who was your hero when you were young?

A:

When I was about ten years old, my hero was Michael Johnson. He was a great sportsman.

I:

Was he the Olympic champion?

A:

Yes, he was. And he was the world champion eight times.

I:

Were you good at sports at school?

A:

Well … yes, I was. I was in the basketball team at school.

I:

110

interesting friendly art funny

ANSWERS We make the negative form by adding the contracted form of not (wasn’t, weren’t) We make the question form by inverting was or were and the subject (Was he…? Were they…?)

Joe, who was your hero when you were young?

Unit 10

History

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UNIT 10 History Grammar notes The verb be is sometimes an auxiliary verb (He was born in … ; He wasn’t playing …) and sometimes a linking verb (He was world champion; He wasn’t on TV). It’s irregular and conjugates differently from other verbs in English. It’s important to make sure students are confident when manipulating these forms before moving on to did and didn’t and regular past forms. Otherwise, they get confused about which forms to use. Note that with short answers, we just use the linking verb. Students may make the mistake of saying, for example, Yes, I was happy or Yes, I happy.

9 Organise the class into new pairs. Tell them to ask and answer the questions. Monitor and check that students are using the questions and short forms correctly. Extra activity Ask students to prepare other was and were questions about when they were young at school. If necessary, you could elicit some prompts from the class to help them: good at sport, good at history, etc.

Vocabulary describing people 10 Organise students into pairs to think of people to

Pronunciation strong forms 7a [2.44] Ask students to look through the sentences and think about how the strong forms might be pronounced. Then play the recording. Students listen and repeat the questions and short answers. 7b [2.44] Play the recording again. Students listen and say whether the words are weakly or strongly stressed. ANSWER Strong

Pronunciation notes Note that, while the stress on these words is weak in the affirmative form, it is strong in the negative, question and short answer form.

Extra activity Use a drill to give students some accuracy practice on the use and pronunciation of these forms. Write the following information about Michael Johnson on the board in a list: American, Olympic Champion, a hero, a footballer, World Champion, an athlete, Spanish. Then ask questions round the class (e.g. Was he American?) and ask individual students to respond with Yes, he was or No, he wasn’t. After a while, ask students to ask you questions from the prompts. Then ask students to ask and answer questions across the class from the prompts. Finally, put students in pairs to ask and answer questions. Repetitive practice from prompts of this sort builds confidence and accuracy.

8 Elicit the first question as an example and write it on the board. Then divide the class into pairs to prepare the other questions. ANSWERS 1 2 3 4 5 6

match to the words. You could start them off with a couple of examples that they will know. In feedback, elicit examples and reasons.

Pronunciation notes Note the strong stress: famous, friendly, fantastic, interesting

Speaking 11 Lead in by asking students who their heroes were and why. Have a brief class discussion. Make sure everybody thinks of two heroes. At this stage, you could pre-teach words like boss, neighbour, best friend, etc., depending on who your students’ heroes are. Ask students to prepare answers to the questions individually.

12 Organise the class into groups of four or five. Students write the names of their two heroes on small pieces of paper. Then they are placed in a pile face down. So, in a group of four, there should be eight pieces of paper in a pile. Students take turns to turn over a paper and ask questions about the name on the card, using the questions in Exercise 11.

Extra activity Ask students to write the names of three famous people on three pieces of card. Tell them to write the names of old, dead or retired people! Monitor and see which names they are writing – make sure they aren’t all writing the same ones. Divide the class into small groups. Ask students to put all their cards in a pile face down. Then pick up each pile and pass it on to the next group. One person picks up a card from the top of the pile and keeps it secret. The rest of the class must ask Was he …? or Was she …? questions to find out who it is or was. The person with the card can only say Yes, he / she was or No, he / she wasn’t.

Homework Ask students to write about their childhood hero.

Was Michael Johnson on TV? Was your hero David Attenborough? Were your parents famous? Were you happy at school? Were your teachers friendly? Were you good at sport?

10b Heroes

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UNIT 10 History 10c The first Americans Lead-in Introducing the theme: native peoples and native Americans Bring in three pictures or three objects that relate to the theme of this lesson, e.g. print out a picture of a feather, a moccasin and a wigwam, and put them on the wall, or bring in any relevant souvenirs you may have and place them on a table in the class. Ask students to look at the pictures or objects and tell their partner what they are (in their own words) and what connects them. Elicit ideas and elicit the theme of the lesson.

Reading 1 Organise the students into pairs. Ask them to read the sentences and discuss whether they are true or false. You could point them to the map in the Student’s Book if they don’t know. In feedback, accept and discuss any answers.

2 Students read the paragraph and check their answers. ANSWERS 1 F

2 T

3 F

4 F

ANSWERS Today there are 23 countries in … But five hundred years ago, a large area of South America … Today the name for these different groups is … The leaders of these people are still famous today … At that time, his family’s land was part of Mexico. Now, it’s part of the United States. Today and Now are used with present verb forms. The other words are used with past verb forms.

Grammar notes These expressions are used at the start or end of sentences. Ago is used with a period of time (e.g. ten minutes ago, a thousand years ago).

6 Ask students to complete the sentences. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 2 3 4

ago Now / Today Now / Today At that time

3 Ask students to read the rest of the article and answer

Extra activity

the questions. Let them compare their answers in pairs.

Write the following on the board: 1 Today, …

but in the past, …

ANSWERS

2 Years ago, …

1 Tupac Amaru was the last Inca leader. 2 Moctezuma was an Aztec leader. 3 They were from the south and west of North America – in what was then part of Mexico. 4 He was born in 1829. 5 He was a war hero and a celebrity.

Ask students in pairs to think of two differences between now and the past, and to write two short paragraphs using the board prompts. Ask pairs to read out their sentences in feedback.

4 Discuss the question as a class. Extra activity If your class come from a variety of different countries, you could extend this into short presentations on important leaders. Write the following sentence starters on the board to help students prepare before reading out their presentations: … was important because … He / She was born in …. He / She was a war / political hero because …

but now, …

Word focus first 7a Ask students to look at the sentences and answer the question. In feedback, elicit other examples of sentences using first from the students.

ANSWERS 1 N

2 D

3 N

7b Organise the class into pairs to ask and answer the questions. In feedback, find out who in the class started school and work first. Extra activity

Vocabulary time expressions 5 Ask students to find and underline the words and expressions in the article. Discuss the question as a class in feedback.

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Ask students to write other firsts: first CD, first book, first kiss, first word in English.

History

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UNIT 10 History Speaking 8 Ask students to look at the pictures and discuss the

10d I’m sorry

question in pairs or small groups.

Lead-in ANSWERS North America: Robert E Lee, George Washington, Hillary Clinton, Pocahontas South America: Simón Bolívar, Tupac Amaru

Test before you teach: apologising Write the following situations on the board: You’re late for class. You didn’t do your homework.

Background notes Robert E. Lee (1807–1870) was a general who commanded the Confederate Army during the American Civil War. Simón Bolívar (1783–1830) was a military and political leader who played a key role in the Latin American struggle for independence from Spain. He led Venezuela, Colombia, Ecuador, Peru and Bolivia to independence. He was president of Venezuela, and remains a national hero there. Hillary Clinton is a Democratic politician, the wife of former president Bill Clinton, and foreign minister during the Obama administration. Pocahontas (1595–1617) was the daughter of a native American chief in the British colony of Virginia during the early years of European colonisation. She married an English settler and went to England. George Washington (1732–1799) was the first president of the USA.

Extra activity Ask students in pairs to choose one of the people and write two facts and one opinion. In feedback, students read out their facts and opinions to the class.

You broke your teacher’s pen. You broke the window. Organise the class into pairs to think about what they would say in each of these situations. Elicit ideas.

Vocabulary activities 1 Ask students to look at the photos. Ask: What can you see? Where are they? Then ask students to match the photos to the words. Let them compare their answers in pairs. ANSWERS 1 b

2 f

3 c

4 e

5 d

6 a

Extra activity Drill the words for pronunciation, pointing out the stress in asleep and busy.

2 Model the activity first by asking Were you … ? questions around the class. Then put students in pairs to ask and answer questions. Monitor and check that students are using the forms correctly.

9 Organise the class into equal numbers of A pairs

Extra activity

and B pairs. They read their information and prepare a description of their two people, using the prompts but not saying the name. When they are ready, pair As work with pair Bs. They take turns to describe and guess their famous Americans.

Write some other times on the board: 6 a.m., 11 a.m., 3 p.m., 8 p.m., midnight. Ask students to ask and answer questions.

Homework Tell students to write a description of a famous American that they know and admire.

Real life apologising 3

[2.45] Ask students to read through the situations. Ask: When do you say sorry in a café, a classroom or an office? Elicit ideas. Play the recording. Students listen and write the number of the conversations next to the places. ANSWERS 1 b

2 c

3a

4

[2.45] Play the recording again. Students listen and complete the conversations with the expressions for apologising. Let them compare their answers in pairs. ANSWERS 1 The bus was late. 2 I was very busy. 3 It’s OK.

4 We weren’t at home. 5 Don’t worry

10d I’m sorry

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UNIT 10 History Audioscript 1

2

3

[2.45]

Hello!

B:

Hi, I’m sorry I’m late. The bus was late.

A:

That’s OK. Take a seat.

A:

Oh, hi Ravi.

Write the following on the top of a piece of A4 paper:

B:

Hi Clare.

CLASS BLOG

A:

Erm, the meeting was at 2.30. Where were you?

Well, here I am in class. I love teaching! And it’s time for a lesson about blogs.

B:

Oh, I’m sorry. I was very busy.

A:

It’s OK. It wasn’t an important meeting.

A:

Mmm, this coffee is good!

B:

Yes, it is.

A:

So, what about yesterday? We were at your house at ten o’clock. Where were you?

B:

I’m very sorry. We weren’t at home. We were at my sister’s house!

A:

It’s OK. Don’t worry.

Vocabulary notes Note that the apologising language comes in three categories: Saying sorry: I’m sorry. I’m sorry I’m late. Making excuses: The bus was late. I was busy. Accepting apologies: It’s OK. That’s OK. Don’t worry.

Pronunciation sentence stress 5a

[2.46] Play the recording. Students listen and repeat, and underline the stress. ANSWERS 1 2 3 4

I’m sorry I’m late. The bus was late. I was very busy. We weren’t at home.

5b Organise the class into pairs to practise the conversations in Exercise 4. Tell them to pay attention to getting the stress right.

6 Ask students to practise the conversations again, substituting words in the model conversations with phrases from Exercise 1. With weaker classes, ask them to write out new conversations first before practising. Extra activity Ask the class to stand up. Tell them that you are going to announce different situations, and that students must mingle and say sorry. Then say: It’s Anna and Gemma’s party – and you’re late (use the names of two students in the class). Students seek out Anna and Gemma to apologise. Then say: Alain and Gerard have a meeting – and you’re late. Students apologise to Alain and Gerard. Continue the game with the following ideas: a coffee morning, a birthday party, a picnic, etc.

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10e Childhood memories

A:

Unit 10

Lead-in Introducing the theme: blogs

Mike (teacher) Hold up the piece of paper (use your name on it!) and tell students that it is a class blog. Tell students to pass it round the class during the lesson. Students must write blog entries whenever they wish. As the lesson progresses, encourage students to write things and keep passing it on. They can write any comment on the lesson, and must put their name. At the end of the lesson, put the blog on the wall. Students read their class blog.

Writing a blog 1 Ask students to discuss the questions in pairs. Background notes A blog (short for ‘web log’) is a discussion site or information site on the web on which the blogger writes entries (called ‘posts’) which are displayed in reverse order. Blogs might be written by individuals in the form of a series of diary entries, or they might be multi-author blogs with entries written by a number of writers. Often, these are professionally edited. Blogs may be personal diaries, on a specific subject, or a discussion site on such things as sport or politics.

2 Ask students to look at the photo of Tyler. Ask: Where is he from? How old is he? Elicit ideas. Ask students to say what they want to find out about his life and his family. Students read the blog and answer the questions. Let them compare their answers in pairs. ANSWERS 1 2 3 4 5

4th July 1990 Texas in a small town a helicopter Jack and Nathan

3 Students read the text again to find information and share it in pairs. Take whole class feedback.

ANSWERS 1 His parents were teachers, not rich, and from a small town. His family was small. His grandfather was old, kind, funny, but not happy when he wasn’t well. 2 His house wasn’t big. 3 His favourite toy was a helicopter. His bicycle was red and fantastic. 4 His friends were Jack and Nathan. They were in his class and typical boys. Jack had a blue bike.

History

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UNIT 10 History Extra activity Draw a bicycle and a helicopter on the board and ask students to say which one is which. Drill the words for pronunciation.

Writing skill when 4a Ask students to look back at the text and find the endings to the sentences. Let students compare answers in pairs. ANSWERS 1 When I was a child, my parents weren’t rich. 2 When I was ten, my best friends were Jack and Nathan.

10f The space race Before you watch 1 Put students in pairs. They look at the photo and the caption. Get students to answer the first question and speculate on the other two questions. Don’t give students the answers at this stage. Tell students they will discover the answers in the video. 2

[2.47] Play the recording. Students listen and repeat the words.

3 Put students in pairs to answer the question. Accept any correct answers.

While you watch 4b Students in pairs find two other sentences. ANSWERS When he wasn’t well, he wasn’t happy. When we were on holiday, it was great.

4 Play the video without sound. Students watch the video and tick the things as they see them. The task helps them to focus on the video, but it is not too important whether they have the same answers or not. ANSWERS

4c Students rewrite the sentences. Let them compare

a nine

b six

c three

d two

answers in pairs.

ANSWERS 1 2 3 4

When my parents were young, they weren’t rich. When my father was a student, he was poor. When I was a child, I was happy. When I was three years old, my sister was born.

5 Start by asking the questions from Exercise 2. Ask: When were you born? Where were you born? Where was your family’s house? What was your favourite toy? Who were your friends? Ask the questions round the class and elicit different answers. Then ask students to prepare notes in response to these questions individually. 6 & 7 Ask students to write a short biography with their notes, following Tyler’s blog as a model and including sentences with when. When they have finished, tell them to read the biography carefully to check.

8 Students exchange texts with a partner. Tell them to read each other’s blog and find a surprising thing. Tell students to ask each other questions about the information in their blogs. Extra activity Put students’ blogs on the classroom walls. Ask students to walk round, read each other’s blogs, and write comments on them.

Homework Ask students to write the biography of their favourite historical character.

5 Play the whole of the video again. Students check their answers from Exercise 1. ANSWERS 1 Alan Shepard, the first American in space. 2 A race between the United States and the Soviet Union. 3 The first satellite (Sputnik) was launched in 1957; in 1969 the first man landed on the Moon.

6 Students in pairs match the dates with the events. ANSWERS 1957 – Sputnik in space 12 April 1961 – the first person in space 5 May 1961 – the first American in space 20 February 1962 – the first American to orbit the Earth 27 January 1967 – fire on Apollo 1 20 July 1969 – men on the Moon

7 Play the first part of the video (00.00–02.00) again for students to check their answers. 8 Give students a moment to go through the sentences. In pairs, students take turns to ask and answer the questions to check their memory. Don’t give them the answers at this stage. ANSWERS 1 John F Kennedy was the president of the United States. 2 Alan Shepard was the first American in space. 3 Sputnik was the first satellite. 4 The Mercury programme was to orbit the Earth. 5 John Glenn was the first American to orbit the Earth. 6 The Apollo programme was to put a man on the Moon. See also the underlined phrases in the video script.

10f

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The space race

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UNIT 10 History 9 Play the whole of the video again for students to check their answers from Exercise 8.

UNIT 10 Review

10 Play the second part (02.00 to end) of the video.

Grammar

Students in pairs answer the questions.

1 Students complete the article with was or wasn’t.

ANSWERS

ANSWERS

1 They were space shuttles. 2 The United States, Russia, Canada, Japan (and Europe). See also the underlined phrases in the video script.

1 was 2 wasn’t 3 was

4 was 5 wasn’t 6 was

7 was 8 was 9 was

10 was 11 was

2 Students complete the sentences with was or were.

After you watch 11 Give students some time to go through the sentences to complete them. Check answers.

ANSWERS 1 was

2 were

3 was

4 were

5 was

6 was

ANSWERS 1 was 2 were

3 was 4 were

5 was 6 weren’t

3 Students complete the questions with was or were. ANSWERS

12 You may want to elicit the ideas first and write them on the board. Divide the class into groups of three or four. Students take turns to ask and answer the questions about the events. Go round the class helping with any difficult vocabulary. In feedback, ask some of the students to tell you what they found out about their partners.

Videoscript 00.00 John F Kennedy, the president of the United States in 1961. In the 1950s and 1960s, there was a race between the United States and the Soviet Union – the space race. 00.18 Kennedy’s famous speech about space was on 25 May 1961. Alan Shepard was the first American in space, on 5 May 1961. But he wasn’t the first person in space. That was the Russian, Yuri Gagarin. 00.38 Sputnik was the first satellite. It was part of the Soviet Union’s space programme in 1957. 00.49 On 12 April 1961, the Soviet Union was the first country to send a person into space. 00.59 In the United States, Alan Shepard, John Glenn, Gus Grissom and four more astronauts were part of the Mercury programme. John Glenn was the first American to orbit the Earth, on 20 February 1962. 01.18 The next goal was to put a man on the Moon. This was the Apollo programme. There was a tragedy on 27 January 1967 when there was a fire on Apollo 1. Three astronauts, including Gus Grissom, died. 01.40

1 2 3 4 5 6

Where was he born? (Belgium) When was he born? (1980) Where were his parents from? (England and Australia) What was his father’s job? (cyclist) How old was he in 2000? (twenty) Where was he in 2011? (Spain)

4 Students ask and answer the questions in Exercise 3.

Vocabulary 5 Students complete the sentences with ordinal numbers. ANSWERS 1 first 2 third

3 fifth 4 eighth

5 tenth 6 thirty-first

6 Students complete the sentences. ANSWERS 1 of

2 in

3 the

4 in

5 on

7 Students choose the correct option. ANSWERS 1 nice 2 happy

3 interesting 4 famous

5 good 6 friendly

On 20 July 1969 there was success for Apollo 11.

For the first time in history, there were men on the Moon. The first man was Neil Armstrong and the second was Buzz Aldrin. 02.02 The next American space programme was the Shuttle programme. 02.11 There were also tragedies on this programme – in 1986 with the Challenger shuttle and in 2003 with the Columbia shuttle. The shuttle was also part of the International Space Station programme. This is a programme by the United States, Russia, Canada, Japan and Europe.

Real life 8 Students put the conversation in order. ANSWERS 1 b

2 c

3 f

4 e

5 d

6 a

7 g

Speaking 9 & 10 Students in pairs choose two famous people and take turns to ask and answer questions.

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History

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Unit 11 Discovery Lead-in

11a The mystery of ‘Ötzi’

Personal response Write Papua New Guinea on the board and ask students to brainstorm as many words as they can connected to the topic, and come and write them on the board. If students know real facts about the place, they might write island, country, forests, etc. If they know little or nothing, they might write unusual, beautiful, what is it? etc. At the end, comment on or explain any interesting words. Students will find out more facts in the lesson.

1 Ask students to look at the photo. Ask: Where is the man? What is he doing? Organise the class into pairs to name the things they see in the picture.

the Iceman Lead-in Using words Write the following words from the text about ‘Ötzi’ on the board and ask students to look them up in their dictionaries if they don’t know their meanings: body, ice, mystery, investigation, old Tell students in pairs to think of how the words go together in a story. Ask a few pairs to share their stories with the class in feedback.

SAMPLE ANSWERS jungle, man, trees, plants, sky, tent

2 Give students time to read the captions, and check any unknown words. Students discuss the captions in pairs.

Reading 1 Ask students to look at the photos on the page. Ask: What can you see? Who was the Iceman and when did he live? Elicit ideas. Then ask students to read Part 1 and answer the questions.

ANSWER ANSWERS

c

1 Germany 2 the Austrian Alps

3

[2.48] Play the recording. Students listen and check their ideas.

Audioscript

[2.48]

Scientists discover hundreds of new plants and animals every year. A large number of these discoveries are in Indonesia. In fact, scientists in Papua New Guinea usually find about two new plants or animals every week. It’s a fantastic place. There aren’t many people in the area and it isn’t easy to get there. Scientists sometimes arrive and leave by helicopter!

4

[2.48] Play the recording again. Students listen and complete the sentences. Let them compare their answers in pairs. ANSWERS 1 number

2 week

3 helicopter

5 Elicit one or two animals and plants to get students started, then ask students in pairs to write a list of six.

3 in the ice 4 a scientific investigation

2 Students read again and underline past forms. Do the first as an example. Let students compare their answers in pairs. Then ask them to complete the table. ANSWERS 1 2 3 4 5

was / were went found took had

be go find take have

Background notes Ötzi the Iceman (pronounced /ˈœtsi/ is a natural mummy of a man who lived in about 3,300 BC. He is Europe’s oldest natural human mummy. Today, his body and the artefacts found with him can be seen in the South Tyrol Museum of Archaeology in Bolzano in South Tyrol, Italy.

Extra activity Ask students to look at the questions in the text. Tell them to guess what the answers might be and elicit ideas.

Grammar irregular past simple verbs 3 Look at the grammar box with the students and ask them to choose the correct option. Refer them to the information and practice on page 167. ANSWER only one

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UNIT 11 Discovery 6

Grammar notes Many of the most common verbs in English take an irregular past form. Often, the change in form involves a change in one sound between the present and past (get – got, take – took, find – found, have – had, etc.). Sometimes, the past form is very unlike the present form (be – was, go – went, for example). There is no easy way to learn these forms. Students must simply memorise and remember them.

4 Ask students to complete the sentences using the past simple forms. ANSWERS 1 went

2 found

3 had

4 took

[2.49] Ask students in pairs to match the sentence halves. Then play the recording again so that students can check their answers. ANSWERS 1 2 3 4 5

The scientists studied the body. They finished their report. Ötzi was from the north of Italy. He walked to the mountains. An arrow killed Ötzi.

Extra activity Write the following words on the board: Ötzi, small, 45, the north of Italy, 5,000 years ago, walked, mountains, died, spring, arrow, killed Ask students in pairs to tell or write the story of Ötzi from the prompts.

Extra activity Find out what students know about the past simple. Ask them to tell you any other irregular past forms they have come across in their studies. They already know was and were. Some students will probably be able to tell you some others.

Grammar regular past simple verbs 7 Look at the grammar box with the students and discuss the question. Refer them to the information and practice on page 167.

Listening

ANSWER

5

We form the regular past form by adding -ed to the verb. (See also grammar notes.)

[2.49] Ask students to read through the sentences carefully. Remind them of the names of seasons (winter, spring, summer, autumn) and pre-teach arrows (use the picture). Tell students to guess which sentences are true. Then play the recording. Tell students to listen and draw a line under any information that is different on the recording (if students don’t want to write in their books, tell them just to note the different information). In feedback, ask students to correct the sentences.

ANSWERS 1 2 3 4 5

The police started their investigation. (scientists) Scientists called the body ‘Ötzi’. He was about 65 years old. (45) He lived 10,000 years ago. (5,000) He died in winter. (spring)

Grammar notes There are some slight exceptions to the usual -ed ending, depending on verb endings. If a verb ends with e, then only d needs to be added (lived, died, etc.). If a verb ends with consonant ⫹ y (study, carry, etc.), the y changes to i (studied, carried). Note, however, that if it ends with vowel ⫹ y, there is no change (stayed, played). There are few common regular verbs that end with consonant ⫹ vowel ⫹ consonant; in these, the final consonant is usually doubled (e.g. travel – travelled). Watch out for common spelling errors: studyed, plaied, etc.

Pronunciation -ed verbs 8

Audioscript

[2.49]

The scientists at the University of Innsbruck started their investigation. They took photos and they studied the body. They discovered the body was a man. They called him ‘Ötzi’ because the body was in the Ötztal mountains in the Alps. The scientists finished their report. It was very interesting. Ötzi was a small man. He was about 45 years old when he died. He was from the north of Italy and he lived about 5,000 years ago. The scientists think he walked to the mountains. The scientists think he died in spring. They also think an arrow killed him.

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Unit 11

[2.50] Give students a moment to look through the verb forms and think about how they are pronounced. Check the meaning of ‘syllable’ by asking how many syllables are in discover. Play the recording. Students listen and repeat. In feedback, point out the /t/, /d/ and /ɪd/ endings of the regular past forms and play the recording for students to repeat again if necessary.

ANSWERS started has an extra syllable. (Some students may say studied, but, of course, the base form study already had two syllables.)

Discovery

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UNIT 11 Discovery Pronunciation notes The -ed ending in regular verbs is only pronounced /ɪd/ when it follows a /t/ or a /d/ sound at the end of a verb, (e.g. waited, started, ended, etc.). Students at this level often overuse the /ɪd/ pronunciation and apply it at the end of other verbs, (e.g. walk-ed, finish-ed, etc.). After verbs that end with a voiced consonant sound or a vowel sound (which are always voiced), the -ed ending is pronounced d (e.g. killed and lived because /l/ and /v/ are voiced consonants). After verbs that end with an unvoiced consonant sound, the -ed ending is pronounced d (e.g. walked and finished because /k/ and /ʃ/ are unvoiced consonants).

Extra activity Write some other verbs that students know on the board (e.g. end, travel, visit, arrive, like, enjoy, talk). Ask them to copy the verbs and write the -ed endings. Then ask them to practise saying the verbs, thinking about whether they end with a /t/, /d/ or /ɪd/ sound.

9 Lead in by writing the names of the famous people on the board and asking students to say what they know about them. Encourage students to produce past simple sentences if they can (e.g. Einstein was a scientist, John Lennon lived in Liverpool). Then ask students to write as many true sentences as they can from the chart. You could ask them to work in pairs or to work individually before comparing sentences with a partner.

Marie Curie (1867–1934) was born in Poland but spent her career in Paris. She carried out research into radioactivity and won two Nobel Prizes. She was the first female professor at the University of Paris. Queen Victoria (1819–1901) was the queen of the UK for over sixty years. Her nine children married into other royal families in Europe. Apache is a term used to describe a number of related groups of native Americans from the southwest United States. Historically, Apache tribes were very powerful and resisted European immigration. Today, there are about 50,000 people in the US who describe themselves as Apachean.

10 Students complete the sentences. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 2 3 4 5 6

My grandmother had six children. She died in 1998. My grandfather studied with Albert Einstein. My cousin walked across Australia in 2008. My mother went to university with JK Rowling. I lived in Italy from 2009 to 2011.

Background notes JK Rowling is a British female author. She wrote the Harry Potter books.

Writing and speaking

SAMPLE ANSWERS

11 It is a good idea to set this task up by doing it

Albert Einstein died / lived / studied in North America. Albert Einstein was from Germany. Dian Fossey studied gorillas in Africa. Dian Fossey lived in North America. John Lennon lived / died in North America / in 1980. Marie Curie went to university in Paris. Queen Victoria had nine children. The Apache people lived in North America.

yourself first. Write three sentences (one false) about yourself on the board and ask students in pairs to discuss which one they think is false. In feedback, elicit guesses before revealing the answer. Ask students to write their true and false sentences. Monitor and help with ideas and check that students are using past forms correctly.

12 Divide the class into pairs or small groups. Students take turns to read out their sentences and guess which ones are false.

Extra activity

Extra activity 2

Ask students to write their own sentences about two famous people from their country.

Write on the board: Last weekend, I … Then write or elicit ten to fifteen regular and irregular past forms on the board (went, had, took, found, etc.). Ask students to choose four or five verbs and use them to tell the story of something they did last weekend.

Background notes Einstein (1879–1955) was the most brilliant physicist of the twentieth century. He developed the theory of relativity. He was born in Germany but lived in the US from 1933. Dian Fossey (1932–1985) was an American zoologist who spent her career studying the behaviour of gorillas in Rwanda. She was murdered in Rwanda in 1985.

Homework Ask students to write a short blog entry about what they did last weekend.

John Lennon (1940–1980) was one of the Beatles, the famous sixties pop band. He was living in New York when he was murdered.

11a The mystery of ‘Ötzi’ the Iceman

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UNIT 11 Discovery 11b Adventurers in action Lead-in

3 [2.51] Ask students: Do you follow people on Twitter? Elicit students’ experiences. Then ask students to read the sentences carefully. Play the recording. Students listen and put the sentences in order. Let them compare their answers in pairs.

Introducing the theme: adventure Write Adventure sports and activities on the board and ask students to tell you sports or activities in their local area that people can do. Build up a list on the board. Use the opportunity to pre-teach some vocabulary. Ask students which activities are adventurous or dangerous, easy or difficult, interesting or boring.

ANSWERS 1 d

Audioscript I

Reading and listening 1 Ask students to look at the photo of Alastair Humphreys. Ask: Where is he? What is he doing? Elicit ideas. Then ask students to read the profile and answer the questions. Let them compare their answers in pairs. ANSWERS 1 2 3 4

35 London He’s a writer and adventurer. He walks or cycles.

Background notes Alastair Humphreys was born in 1977. His cycling trip covered 46,000 miles over four years and three months. He cycled through Europe and Africa to Cape Town, crossed to South America by boat, then cycled to Alaska, and crossed Russia and China on the way home. In 2011, he won the National Geographic ‘Adventurer of the Year’ award for his ‘local adventures’. The Marathon des Sables is a gruelling 150-mile marathon run held annually across the sands of the Sahara desert.

2 e

3 b

4 a

5 c

[2.51]

= interviewer, J = Jamie

I:

Hi, Jamie.

J:

Hello.

I:

Did you watch Alastair’s videos?

J:

Well, I didn’t see the first or second video, but I saw a video about swimming in the River Thames.

I:

Did you like it?

J:

Yes, I did. I liked it a lot. The next weekend, I didn’t stay at home. I drove to a lake near my house and went swimming.

I:

Was that an adventure?

J:

Yes, because usually I go to the swimming pool. It was very different in the lake.

I:

Did you make a video too?

J:

Yes, my friend went with me. He filmed me on his camera phone and we sent the video to Alastair on Twitter.

4

[2.51] Discuss the question as a class. Then play the recording so that students can check their answers. ANSWER He saw a video about swimming in the River Thames.

The M25 is the busy motorway that goes round Greater London. It is 188 kilometres long. The English Channel is the busy waterway between the southern coast of England and the northern coast of France.

2 Ask students to read the main article and underline the past simple form of the verbs. Let them compare their answers in pairs. ANSWERS Regular past forms: stayed, asked, watched, liked Irregular past forms: had, went, left, saw, met, made

Extra activity

Extra activity Point out the verb / noun collocations in the listening. Write: make, watch, see, send, go, drive and stay on one side of the board, and a video, home, to a lake and at home on the other side. Ask students to match the collocations (make, watch, see, send a video; go, drive home / to a lake; stay at home).

Background notes Twitter is an online social networking and microblogging service. Users send and receive ‘tweets’, which are textbased messages of up to 140 characters. Celebrities often have thousands of ‘followers’ – other users who read the celebrity’s tweets.

Ask students to find negative and question forms of go and leave in the text. Then ask them to form negative and question forms of other past forms from the text (e.g. didn’t stay, Did you have … ?)

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Discovery

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UNIT 11 Discovery Pronunciation did you…? 5

[2.52] Play the recording. Students listen and

repeat. Make sure they attempt the linking and weak stress in the words, and the rising intonation.

Pronunciation notes Did you … ? is pronounced /dɪdjə/ and the strong stress is on the main verb. In yes / no questions, there is rising intonation at the end.

Extra activity Write some prompts on the board: watch a video, drive home, stay at home, drive to a lake, film me Then ask students in pairs to practise making them into questions using Did you … ?

Grammar past simple negative and question forms 6 Read through the grammar box with the class. Discuss the question. Refer students to page 168 for further information and practice. ANSWER The auxiliary verb do is used in past simple questions and negative forms (did, didn’t).

Grammar note Past simple negative form: subject + didn’t + infinitive verb Note that after the auxiliary didn’t, the verb reverts to the infinitive form. Watch out for errors such as They didn’t left and He not went. Past simple question form: Did + subject + infinitive verb Again, the verb reverts to the infinitive form. Watch out for errors such as Did you walked? Went she home? Short answer forms use the auxiliary, e.g. Yes, I did and No, I didn’t. Students often feel a need to use the main verb, which is incorrect: Yes, I walked.

7 Ask students to look at the example, and elicit how they form the question for number 1 in the exercise. Then ask students to write the questions. Let them compare their answers in pairs.

ANSWERS 1 2 3 4 5 6

Did he run a marathon in 2008? Did he walk across India in 2009? Did he go to Iceland last year? Did he swim across the English Channel? Did he drive around the M25 last year? Did he make videos in 2006?

8 Divide the class into pairs. Ask students to find the

ANSWERS 1 Yes, he did. 2 Yes, he did. 3 No, he didn’t.

4 No, he didn’t. 5 No, he didn’t. 6 No, he didn’t.

Extra activity With weaker classes, you could model the questions and answers first. Read out the questions and ask students to repeat chorally and individually. Then ask students to ask and answer questions across the class in open pairs. Finally, put students in closed pairs to practise.

9 Students write sentences in pairs. ANSWERS He cycled around the world from 2001 to 2005. He ran a marathon in 2008. He walked across India in 2009. He didn’t go to Iceland last year. He didn’t swim across the English Channel. He drove around the M25 last year. He didn’t make videos in 2006.

Writing and speaking 10 Write go on holiday and stay in a hotel on the board. Elicit the question form for both sentences (Did you go / Did you stay … ?) then ask students to think about how to form questions from the other prompts. With a strong class, tell them not to write questions. With a weaker class, ask them to write out the questions.

11 Organise the class into groups of four or five to interview each other, or work as a class, encouraging students to ask and answer across the room. Model the activity first by asking the class to ask you three or four questions. Model Yes, I did and No, I didn’t in your answers, and add extra information (e.g. I went to Cairo; I stayed in the Grand Hotel).

12 Students follow up by writing sentences about people in the class. With a large class, ask students to just write about four or five people, with one piece of information about each person.

Extra activity Write last year’s holidays on the board and elicit vocabulary around the topic, e.g. stay in a hotel, meet friends, swim in the sea, lie in the sun, walk in the mountains, sleep on the beach, go dancing, go on a boat, take photos, buy souvenirs, etc.

Homework Ask students to write about where they went and what they did on last year’s holiday.

answers in the article first. Then ask students to take turns to ask and answer questions.

11b Adventurers in action

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UNIT 11 Discovery 11c Discovering Madagascar Lead-in Introducing the theme: Madagascar Write Madagascar in the middle of the board and ask students: What is it? Depending on your students, they may tell you that it is a place in Africa, an animated children’s film, or they may not know at all. Elicit questions that students would like to ask about Madagascar and write them at random on the board, e.g. Where is it? How big is it? What can you see there? What can you do there? When you have a few questions, divide the class into pairs. Student As in each pair are experts on Madagascar, Student Bs are journalists who will interview the experts. Tell As that if they know nothing about Madagascar, it doesn’t matter, they can invent answers, e.g. It’s a big forest in the Amazon … You can see elephants and tigers there … You can go skiing in Madagascar. In feedback, ask students who actually do know something about the place to tell the class what they know (or just tell them, at least, that it is an island off the east coast of Africa with animals and plants that you find nowhere else in the world).

Reading 1 Ask students to look at the photos and find examples of the things. Use the photos to pre-teach some key words: sharp (rocks); deep (cut); lemur; species (a group of a particular type of animals). 2 Organise the class into pairs to discuss the adjectives and match them with things in the photos. Elicit an example to get students started. There are no incorrect answers but students will probably have their own opinions.

4 Students read the last paragraph and complete the sentences. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 rock 2 leg 3 hospital

4 leg 5 question

5 Students discuss the questions in pairs. In feedback, point out that ‘a little crazy’ is very informal (sometimes offensive). ANSWER The nurse thought it was dangerous and ‘a little crazy’.

Background notes The Republic of Madagascar is a large island country in the Indian Ocean off the southeastern coast of Africa. It split from India about 90 million years ago and its animals and plants have evolved in isolation. Twenty-two million people live there. It’s a very poor country, dependent on ecotourism and agriculture. There are officially 99 species or sub-species of lemurs, a type of primitive primate that has evolved successfully in the absence of competition from monkeys.

Extra activity Ask students to read the text and make a list of irregular past forms (was, cut, saw, fell, said). Ask them to say what the infinitive form is (be, cut, see, fall, say).

Grammar notes Note that cut is the same in the infinitive and past form. It is also used as a noun in the text.

Extra activity Students have come across these adjectives before but you may need to check them first before doing Exercise 2. Ask students in a strong class to think of synonyms (attractive, wonderful, amazing, different) or antonyms (safe, terrible, boring, similar) to explain the words. With a weaker class, write some synonyms or antonyms on the board and ask them to match them to the adjectives.

Pronunciation notes Note that the strong stress in these words is on the first syllable, except for fantastic and unusual.

Grammar past simple with question words 6 Read through the grammar box with the class. Discuss the question. Refer students to page 168 for further information and practice. ANSWERS When, Who, Why, What

Grammar notes

3 Give students time to read the questions. Then ask them to read the article quickly and find the answers. Let students compare their answers in pairs before discussing as a class.

English forms open or Wh- questions in the past simple with the following structure: Question word + did + subject + verb in the infinitive form What

ANSWERS 1 2 3 4

122

in March – at the end of the rainy season a biologist and a photographer to find new species (animals and plants) hundreds of animals and plants – beautiful birds and white lemurs

Unit 11

did

you

do ?

Note what the question words refer to: When (a time), Who (a person), Why (a reason), What (a thing), Where (a place) Note also that What did you do? is an open question which is usually answered with another verb, not do, e.g. I went to the cinema, I had some lunch, I played tennis.

Discovery

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UNIT 11 Discovery 7 Ask students to complete the questions. Let them compare their answers with a partner before discussing as a class.

Lead-in

ANSWERS 1 2 3 4

11d Did you have a good time?

Personal response

What did he cut? Where / When did he go? What did he see there? What did she say?

Write the following on the board: Where did you go last weekend? What did you do? Who did you go with?

8 Organise the class into pairs to ask and answer the questions. Tell them to read the text to find answers if necessary. In feedback, ask students to ask and answer the questions across the class. You will need to point out the simple past forms of cut, go, see and said.

Word focus with 9a Ask students to look at the pictures. Ask: What can

Put students into pairs to ask the questions. In feedback, ask individuals to tell the class about their partner’s weekend.

Real life talking about the past 1 Ask students to look at the photo and discuss the question in pairs. In feedback, use the photo to teach the word shark.

you see? Then ask students to complete the sentences.

SAMPLE ANSWER You can see an island with palm trees, white sand, and very clear sea. There is a shark in the sea.

ANSWERS 1 biologist 2 red eyes

2 Vocabulary notes With is a preposition which is used to describe when people are together (I was with a biologist), when people are sharing things (I had lunch with my colleagues), and to describe characteristics of people or things (a lemur with red eyes).

9b Ask students to match the sentence parts. Do the first as an example. Let them compare their answers in pairs.

[2.53] Play the recording. Students listen and write the numbers of the conversations. Let students compare their answers in pairs before discussing as a class. ANSWERS 1 b

Audioscript 1

2d

3a

4e

5c

Extra activity

3a

[2.53]

A:

Did you and Sonia have a good time in Sydney last week?

B:

Yes, thanks, we did. But we didn’t go swimming.

A:

Oh? Why not?

B:

There was a shark in the sea!

ANSWERS 1b

2c

C:

Did you and Jack have a good holiday last year?

D:

No, we didn’t.

I live with …

C:

Oh? Why not?

I often do sport with …

D:

Well, we stayed at home. We didn’t have any money!

E:

Did you and Alice have a nice meal last night?

Write some sentence starters on the board and ask students to finish them with real, personal information.

2

My best friend is a man / woman with … I work with …

3

I usually go shopping with …

Speaking 10 Organise the class into pairs. Give them time to look at the verbs in the box and decide which order they appear in the text. You could allow them to check with the text at this stage, if they can’t remember how the verbs are used. They then take turns to say sentences about the story from memory (i.e. without looking at the text), using the verbs in the box in the correct order.

F:

Yes, we did. It was delicious. And we didn’t pay!

E:

Oh? Why not?

F:

My boss paid!

3

[2.53] Play the recording again. Students listen and answer the questions. ANSWERS 1 Yes, they did.

2 No, they didn’t.

11d

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3 No, they didn’t.

Did you have a good time?

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UNIT 11 Discovery Extra activity Ask students if they can remember the questions the people asked to start the conversations. They can look at the expressions in the box to check if they can’t remember (Did you have + a good time / a good holiday / a nice meal). Ask them to think of other questions starting in the same way, e.g. Did you have a good trip / a nice weekend / day / evening, etc.

Pronunciation didn’t 4a [2.54] Play the recording. Students listen and note the pronunciation. 4b

[2.54] Play the recording again. Students listen

and repeat.

Audioscript

[2.54]

We didn’t go swimming. We didn’t have any money. We didn’t pay!

Vocabulary time expressions 5 Ask students to look at the expressions and say which ones they heard in the conversations.

11e Thank you! Lead-in Introducing the theme: thank you Write Thank you for … on the board. Ask students in pairs to think of three recent situations when somebody did something that they could thank them for. Provide a couple of examples (Simon bought me lunch; Amy lent me her umbrella). In feedback, elicit a few ideas. (You could introduce the expression Thank you for + -ing here, e.g. Thank you for buying me lunch).

Writing an email 1 Ask students to look at the photo in pairs and discuss the question. In feedback, elicit ideas from students and write up any relevant or useful vocabulary they use (or try to use). Possible explanations for the picture include: they got lost, they had an accident, they had a problem with the car. 2 Ask students to read the email and choose the correct option. Let them compare their answers in pairs before discussing as a class. ANSWER b

ANSWERS last week, last year, last night

6 Lead in to this task by asking students: What did you do on Friday / last night / last week? etc. Elicit sentences and write some prompts on the board, if necessary. Then divide the class into pairs to think of and say a past simple sentence using each of the time expressions. 7 Ask students to practise the conversations from

3 Ask students to read the three missing extracts. You may need to explain miss (not get a plane, train, etc. because you are late), get lost (not know where you are) and map (use a mime – unfold the ‘map’ and find a place on it with your finger). As a class, discuss which part best fits the gap. ANSWER c

Exercise 2 using the audioscript on page 174.

8 Organise the class into pairs to prepare and practise the conversations. Start students off by reading through the example dialogue and eliciting other examples from the prompts. Refer students to the examples in the Talking about the past box to help them. During the roleplay, note any examples of good or not so good exchanges to feed back on at the end. Homework Tell students to write up one of the interviews they practised for homework.

Extra activity Ask students to find the past forms in the email, and categorise them as regular forms (missed, stayed, called, arrived, helped) and irregular forms (was, had, got, found, went).

Writing skill expressions in emails 4a Students look at the expressions and categorise them. Let them compare their answers in pairs before discussing as a class. In feedback, write up the expressions in columns on the board, and ask students to tell you any similar expressions that they could use (e.g. Hello Lilli, Bye for now, See you soon, Best wishes). Point out that these expressions are only used in informal emails to friends and family.

ANSWERS S: Dear, Hi E: All the best, Best wishes, Love, Regards

124

Unit 11

Discovery

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UNIT 11 Discovery 4b Ask students to complete the email with the expressions. Let them compare their answers in pairs before discussing as a class.

11f Perfumes from Madagascar Before you watch

SAMPLE ANSWERS 1 Hi Celia / Dear Celia 2 All the best, / Regards, Toni

Vocabulary notes In informal emails, people write in a chattier, more informal way than in informal letters. So Hi Celia is more common than Dear Celia, and using spoken expressions such as Bye for now and See you soon is as common as informal written expressions such as All the best and Best wishes. Similarly, using abbreviations (Thanks) and contractions (I’m) is standard.

5 Organise the class into pairs to prepare to write. Tell them to choose one of the situations and tell their partner, including details about what they did (e.g. I helped you find your phone). Make sure that they choose a different situation to their partner. Once students have chosen their situation, elicit verb / noun collocations that they may need, e.g. find / phone, lend / some money, look at / photos, cook / the meal.

6 Students write their emails. Tell them to write them on a separate, blank piece of paper so that they can exchange it with their partner later. 7 Tell students to check their emails carefully for past simple errors. Circulate and prompt students to correct errors at this stage. 8 Students exchange emails. Students write or ask a follow-up question. Extra activity Ask students to think of a situation in the past week when somebody helped them. Perhaps a friend lent them something or invited them to something. Tell them to write an email to that friend or family member.

1 Students look at the photo. Ask: What can you see? (plants / flowers) Where is it? (It’s in the rainforest). Ask students to find the word perfume in the glossary. Also, pre-teach scents, balloon by mime and drawing. Drill the pronunciation. Students in pairs ask and answer the questions. 2

[2.55] Play the recording. Students listen and repeat the words.

3 Give students some time to read the sentences and decide if they are true or false. Collect the ideas, but don’t give students any answers yet. ANSWERS 1 T

2 T

3 T

4 F

While you watch 4 Play the video without sound. Students tick the things they see. ANSWERS a forest, scientists, flowers, a river, a balloon, a laboratory, some fruit, the sea

5 Give students some time to read two summaries of the video. Then play the whole of the video with sound for students to choose the correct summary. ANSWERS b

6 Give students some time to read the sentences and decide if they are true or false. Then play the video again for them to check and correct the false sentences.

Homework

ANSWERS

Ask students to write an email to you. Tell them to include the phrase Thanks for the English lesson.

1 T 2 T 3 F 4 F 5 T See also the underlined phrases in the video script.

7 Give students a moment to go through the sentences. Then students in pairs choose the correct options. Check answers. ANSWERS 1 a, c

2 b, c

After you watch 8 Students match the two parts of the sentences. Don’t check the answers at this stage. 9 Demonstrate the game by asking some of the students to read the first part of the first sentence in Exercise 8. 11f Perfumes from Madagascar

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UNIT 11 Discovery Elicit the second part of the first sentence. Students in pairs take turns to finish the sentences.

UNIT 11 Review

You may want to set this activity as a chain game or put students in groups of three or four.

Grammar

ANSWERS 1 2 3 4 5 6 7

f The scientists went to Madagascar last year. d They travelled into the forest by boat. a Then they flew in a balloon. c They looked for interesting flowers and fruits. e They cut the fruits and they tasted them. b They studied the new scents in the laboratory. g Last year, this scientist found two new plants.

1 Students complete the blog with the past simple forms of the verbs. ANSWERS 1 were 2 was

ANSWERS

Note: Weaker students can base the interview on the video, and the stronger students can make up their own details.

1 2 3 4 5 6

00.00 Madagascar is a fantastic island. There are some very unusual plants in the forests.

5 sent 6 saw

7 talked 8 asked

2 Students decide if the sentences are true (T) or false (F) and make the false sentences true.

10 Students in pairs take turns to interview each other.

Videoscript

3 had 4 took

F (Carly didn’t go to Canada.) F (She wasn’t on a bus.) F (She didn’t have a camera.) T T F (She didn’t answer questions.)

3 Students read Carly’s answers and write the questions.

It’s a very interesting place for scientists. 00.18-0.37

These scientists are from Switzerland.

They went to Madagascar last year. They wanted to find plants for perfumes. Some plants and flowers have fantastic scents. 00.40-0.51

The scientists travelled into the forest by boat.

Then they flew in a balloon. They looked for interesting flowers and fruit. 00.50 When they were back in Switzerland, they studied the new scents in the laboratory. Roman Kaiser I’m quite happy. It’s already very close to this beautiful stephanotis scent as I experienced it on the Tampolo River. 01.11 There are many natural and man-made scents in this laboratory. 01.24

Last year, this scientist found two new plants.

One plant had green fruit. The second plant had red fruit. 01.44

They cut the fruits and they tasted them.

02.04

But they didn’t like them.

02.09

There are many things to discover in Madagascar.

It’s a natural paradise.

ANSWERS 1 2 3 4

Did you go into the water? Did you have a great time? Did you take any photos? Who did you go with?

4 Tell students to prepare questions from the prompts then take turns asking and answering the questions. ANSWERS 1 Where did you go? 2 When did you arrive? 3 What did you see?

4 Who did you talk to? 5 Why did you go?

Vocabulary 5 Students read about David’s day and complete the sentences with the verbs. ANSWERS 1 made 2 cleaned

3 found 4 sent

5 drove 6 met

7 took 8 paid

6 Students write true personal sentences with six of the verbs from Exercise 5 and the time expressions. 7 Students take turns to read out their sentences to their partner and find things that are the same.

Real life 8 Students choose the best options. ANSWERS A: a nice meal

B: cut her hand with her knife!

Speaking 9 Students practise the conversation in pairs. 126

Unit 11

Discovery

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Unit 12 The weekend Lead-in Using words and introducing the theme: weekend Write weekend on the board. Then write verbs, nouns and adjectives in a circle around it. Ask students to think of any verbs, nouns or adjectives that go with the word weekend. Start them off by suggesting play and sleep (verbs), fun and holidays (nouns), happy and relaxing (adjectives). Ask students to chat with a partner for one minute to think of ideas. Then ask them to come to the board to write up the words. In feedback, discuss and check the words.

1 Ask students to look at the photo first. Ask: What can you see? Who are they? Where are they? Are they happy? Why? Then ask them to read the caption and discuss the question in pairs.

12a At home Lead-in Test before you teach: activities at home and the present continuous Tell students that you are at home and it’s 7 a.m. Mime getting up, having a shower, getting dressed and eating breakfast. Then tell students it’s 7 p.m. and mime eating dinner, watching TV and reading a book. Tell students to shout which activities you are doing, or tell them to write down each activity then tell you in feedback. This is an opportunity to review vocabulary and to find out if students can already use the present continuous form.

2

[2.56] Give students a moment to guess answers to the questions in pairs. Revise days of the week if necessary. Then play the recording. Ask students to listen and check their guesses. ANSWERS 1 Sunday 2 They usually meet and go out to shops, museums, cinemas 3 Since 1995, Saturday and Sunday are days off for office workers, but only Sunday for factory workers.

Audioscript

[2.56]

Vocabulary rooms in a house 1 Ask students to look through the lists of words and match them to the rooms. Do the first as an example and let students compare their answers in pairs. 2

[2.57] Play the recording. Students listen and check their answers from Exercise 1. Play the recording a second time. Students listen and repeat.

Audioscript and key

[2.57]

1 a fridge, an oven

kitchen

2 a chair, a table

dining room

3 an armchair, a sofa

living room

The young women in this photo work in a factory from Monday to Saturday. But today is Sunday – it’s the weekend. On Sunday, they usually meet and go out for the day. Most shops, museums and cinemas are open, so there are a lot of things to do. In different countries, the weekend is on different days. In some countries – for example, Oman – the weekend is Thursday and Friday. In Algeria, Egypt and Qatar, the weekend is Friday and Saturday. These Chinese factory workers have one day off, but office workers have Saturday off too. The Saturday and Sunday weekend is quite new in China – it started in 1995.

4 a bed, a wardrobe

bedroom

5 a bath, a shower, a toilet

bathroom

3 Play the recording again. Students listen and write the

bedroom

weekend days. Ask students about their country.

ANSWERS Oman: Thursday, Friday Egypt: Friday, Saturday

3

[2.58] Play the recording. Students listen and repeat the words for the rooms.

Audioscript

[2.58]

kitchen dining room living room bathroom

Pronunciation notes Note the pronunciation: a fridge /frɪdʒ/, an oven /ˈʌvən/, a wardrobe /ˈwɔːdrəʊb/, a sofa /ˈsəʊfə/ Note that the stress is on the first syllable of all the words.

Extra activity Revise weekend activities (stay at home, go shopping, drive my car, play football, etc.). Build up a list of verb / noun collocations then ask students to do Exercise 4.

4 Model the activity by describing one thing about each room in your house. Then put students in pairs to describe their rooms.

4 Lead in by telling students what you do at the weekend. Ask the questions in the Student’s Book and encourage two or three responses. Then ask students to discuss the questions in pairs. 127

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UNIT 12 The weekend Extra activity Have a class quiz to check the words from Exercise 1. Ask: What do you cook food in? What do you put milk and cheese in? Where do you eat? Where do you have a shower? What do you put your clothes in? What do you sit on when you eat? Where do you watch TV? Divide the class into teams. The team that shouts out the correct answer to each question first gets a point.

I:

Which is your favourite photo?

A:

Oh, I think it’s the one of my husband and my daughter because they are both smiling and happy.

7

[2.59] Play the recording again. Students listen again and write names next to the sentences in Exercise 6. Let them compare answers in pairs before discussing as a class. ANSWERS

Listening 5 Ask students to look at the photos and answer the question. Elicit the names of the rooms and write them on the board, and remind students of the stress and pronunciation. Ask: What are they doing? Find out if students have the words to describe the activities.

a Ayu’s father and his friend b Amir’s brother and his son c Ayu’s husband Amir d Ayu’s brother and his friend e Ayu’s mother f Ayu’s sister

Use the pictures to pre-teach key words from the listening (bathing, mats, ironing, smiling).

Grammar present continuous ANSWERS 4 living room 5 bedroom 6 outside

1 kitchen 2 bathroom 3 outside or in a porch

6

[2.59] Ask students to match the photos to the sentences. Let them compare their answers in pairs. Then play the recording for students to listen and check.

8 Read through the grammar box with the class. Ask students to look back at the sentences in Exercise 6 and say which auxiliary verb is used. Ask students to underline all the different examples of this verb. Let them compare their answers in pairs. Refer students to page 168 for further information and practice. ANSWER The verb be

ANSWERS 1 e

2 c

3 a

Audioscript I

128

4 b

5 f

6 d

[2.59]

⫽ interviewer, A ⫽ Ayu

I:

Ayu, tell us about these photos.

A:

Well, this is my mother. She’s in the kitchen. She’s cooking.

I:

What’s she making?

A:

She’s making lunch. We have a big family lunch every Saturday.

I:

And who’s this?

A:

That’s my husband, Amir, in the bathroom. He’s bathing our daughter.

I:

How old is your daughter?

A:

She’s eighteen months old. And this is my father with his friend. They’re talking and drinking coffee.

I:

What are they sitting on?

A:

They’re sitting on the mats we use in Indonesia. And then this photo is Amir’s brother with his son.

I:

What are they doing? Are they reading?

A:

No, they aren’t. They’re playing a game on Amir’s computer. This is my sister. She’s in the bedroom. She’s ironing. I usually help her.

I:

And what about this last one?

A:

This is my brother – he’s wearing an orange T-shirt – and his friend. They’re washing their motorbikes. They do that every Saturday.

Unit 12

Grammar notes In English, we form the present continuous with the auxiliary verb be and the -ing form of the main verb (or present participle). Remind your students that the be form is usually contracted in spoken English (I’m sitting, She’s going, We’re standing), and in the negative form, not is usually contracted (She isn’t going, We aren’t standing, but I’m not sitting). The present participle is formed by adding -ing to the infinitive of the main verb. Note the irregular forms: sit, run, get, travel become sitting, running, getting, travelling (because the verbs end with consonant ⫹ vowel ⫹ consonant) come, live lose the e and become coming, living, etc. lie, die become lying, dying, etc.

9 Students complete the sentences to describe the photos. Let them compare their answers in pairs. ANSWERS 1 2 3 4 5 6

Ayu’s mother Amir and his daughter Ayu’s father and his friend Amir’s brother Ayu’s sister Ayu’s brother

The weekend

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UNIT 12 The weekend 10 Students write sentences from the prompts. Do the first one as a class to get students started. Monitor closely and check that students are using the forms correctly.

12b Next weekend Lead-in

ANSWERS 1 2 3 4 5 6

Using words: activities

Ayu’s mother isn’t eating. Amir isn’t playing with his daughter. Ayu’s father and his friend aren’t reading a book. Amir’s brother isn’t watching TV. Ayu’s sister isn’t doing homework. Ayu’s brother and his friend aren’t washing their cars.

Write Activities in the middle of the board. Then write the verbs go, play, read and meet on the board. Ask students in pairs to think of as many activities as they can in two minutes, using the verbs.

Vocabulary weekend activities

Extra activity Tell students to think of three people (e.g. members of their family) and what they are doing right now, then tell their partner. Check any words that students need.

1 Ask students to look at the picture. Ask: What can you see? and elicit vocabulary that students know. Discuss the questions as a class.

ANSWER

11 Students match the questions to the photos. Let them compare their answers in pairs. In feedback, elicit the question form of the present continuous from students. Point out the form in the grammar box or write question c on the board and label the form if necessary (see Grammar notes). See page 168 for further information and practice.

The people are in a shopping mall. They are shopping.

2 Ask students to read the questionnaire quickly and write H or O next to the activities. ANSWERS

ANSWERS

Grammar notes Present continuous questions forms are made by inverting the subject and the be verb. Question word ⫹ be ⫹ subject ⫹ verb in -ing form What

H: get up late, have a party, read the newspaper O: all other activities

c Picture 4 d Picture 4

a Picture 1 b Picture 3

are

they

doing ?

12 Divide the class into pairs to practise asking and answering the questions.

13 Ask students in pairs to prepare questions. Ask students to work in new pairs to ask and answer the questions.

3 Ask students to complete the questionnaire for themselves by writing always, sometimes or never next to each activity. Then ask them to interview their partner and complete the questionnaire. In feedback, ask students to tell the class about their partners.

Listening 4

[2.60] Ask students to look at the information. Ask: What are the events? Where can you see them? Ask some follow-up questions, e.g. How long is the sale? Where is the folk music concert? When is the evening with Helen Skelton? How much is it? Play the recording. Students listen and tick the events they talk about. Let them compare their answers in pairs.

ANSWERS 1 2 3 4

ANSWER

Is the boy lying on the sofa? Is the man sitting on a chair? Are the women wearing scarves? Are the girls sitting on the floor?

Extra activity Students take turns choosing a person in the class, and their partner asks questions to guess the person, e.g. Is this person sitting near the door? Start by eliciting some ideas for questions and write some prompts on the board.

Speaking 14 Demonstrate the activity by showing some photos on your phone, and describing the people. Then put students in small groups to take turns to ask and answer.

They talk about the Saturday Sale and the evening with Helen Skelton.

Audioscript A

[2.60]

⫽ Alex, L ⫽ Lauren

A:

Hi Lauren, it’s Alex.

L:

Oh, hello. Where are you?

A:

I’m on the bus. I’m going home from work. So, what are you doing this weekend?

L:

Well, I’m going shopping tomorrow.

A:

Of course. You always go shopping on Saturdays.

L:

No, I don’t! Anyway, Sports Gear is having a sale tomorrow.

12b Next weekend

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UNIT 12 The weekend A:

Really?

L:

Yes, they’re selling all the winter sports stuff at half price.

A:

Wow! And what about on Sunday?

L:

I don’t know. What are you doing?

A:

Well, do you remember Helen Skelton? She went down the Amazon River last year.

L:

Oh yes.

A:

She’s giving a talk about her trip on Sunday evening. I’m going with my brother. Would you like to come?

L:

Grammar present continuous with future time expressions 7 Read through the sentences in the grammar box with the class. Discuss the questions as a class. Refer students to page 168 for further information and practice. ANSWER They are talking about a time in the future.

Grammar note

Where is it?

A:

At the Natural Science Museum. Tickets are free …

L:

OK! Why not?

In English, we use the present continuous to talk about arrangements that we have already made for the future. It is sometimes described as the ‘diary’ future because it is generally used to talk about things you could put in your diary.

Vocabulary notes To talk about future plans we can use next with a day or other time word to talk about a future time period, e.g. next Wednesday, next Sunday, next July, next weekend, next week. Next Tuesday usually means the Tuesday of the following week. When we are talking about the time period we are in now, we use this, e.g. this week, this Tuesday. So on Monday we might say this Wednesday to mean the day after tomorrow, and next Wednesday to mean the Wednesday of next week. Near the end of the week we would use this weekend, not next weekend.

5

[2.60] Play the recording again. Students listen

8

[2.62] Ask students to write present continuous sentences from the prompts. Play the recording. Students listen and check their answers.

Audioscript and key A

[2.62]

⫽ Alex, O ⫽ Oscar

A:

What are you doing this weekend?

O:

I’m not sure. My sister is coming tomorrow.

A:

Is she staying the weekend?

O:

Yes, she is. We’re going to a party on Saturday.

A:

Does she like music? The West Country Folk Band is playing at the City Hall on Sunday.

O:

OK. Great!

and answer the questions.

ANSWERS 1 2 3 4

tomorrow (Saturday) Sports Gear is having a half price sale. Helen Skelton She’s going to see Helen Skelton.

Speaking 9 Ask students to copy and complete the diary page with weekend activities. 10 Divide the class into pairs. Students take turns to ask and answer their questions about their diary page.

Pronunciation going and doing 6a

[2.61] Play the recording. Students listen and note

the /w/ sound between go and ing, and between do and ing.

Audioscript

Homework Students write a description of their plans for next weekend.

[2.61]

I’m going home from work. What are you doing this weekend? I’m going shopping tomorrow. What are you doing? I’m going with my brother.

6b

[2.61] Play the recording again. Students listen

and repeat.

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UNIT 12 The weekend 12c A different kind of weekend Lead-in Personal response Write voluntary work on the board and ask what it means (work for no money that you do to help other people or because you like doing it). Ask: What voluntary work do people do? Why do they do it? Why is it important that people do voluntary work? What voluntary work do you do?

Reading

Extra activity Extend the activity by writing the following verb / noun collocations from the text on the board: do voluntary work; work with friends; hit the town; make friends Ask students to work out the meaning of the phrases from the context of the text.

Grammar tense review 6 Ask students to underline the verbs and label the forms. Do the first as an example. Let them compare their answers in pairs.

1 Ask students to look at the pictures. Ask: What can you

ANSWERS

see? Elicit ideas. Ask students to discuss the questions in pairs. In feedback, elicit ideas and use the opportunity to pre-teach tornado, build, blue panel, wall and roof.

1 2 3 4

2 Ask students to read the article and check their ideas. Let them compare their answers in pairs before discussing the answers as a class.

PR (works – present simple) P (started – past simple) PR (is standing – present continuous) F (is moving – present continuous with future meaning)

7 Students add the expressions to the sentences.

ANSWERS

ANSWERS

1 They are doing voluntary work. They are helping to build a house. 2 They are in Greensburg in Kansas. 3 They are volunteers and ‘weekend builders’.

1 From Monday to Friday 2 Last year 3 In this photo

3 Ask students to read the article again and decide if the sentences are true or false. In feedback, ask students to say which parts of the text gave them the answers.

ANSWERS 1 2 3 4 5

T F (Joel isn’t a professional builder) F (he helps different organisations and people) T F (next weekend, Joel is moving to a different project)

Grammar notes We use the present simple to talk about habits, routines, and things that are always true. We use the past simple to talk about finished past actions and states. We use the present continuous to talk about things happening now or these days, or to talk about arrangements for the future.

Extra activity Write the following phrases on the board:

4 Ask students to look at the photos and complete the sentences. Let them compare their answers in pairs before discussing the answers as a class.

ANSWERS 1 blue panel 2 Joel’s friends

3 her new house 4 the new wall

5 Ask students to match the verbs and nouns then reread the text to check their answers.

ANSWERS build a house, help people, know people, start a project, work in an office

At the moment, Next Tuesday, Last Friday, Every weekend, Right now, Tomorrow, Two weeks ago, On Mondays Ask students in pairs to say which tenses are usually used with each phrase. Then ask students to write true sentences using the phrases, e.g. At the moment, I’m sitting in class. Next Tuesday, I’m playing tennis with Mark.

Word focus do 8a Start by asking which tenses are used in the questions (in order: present simple, present continuous for now, present simple, past simple, present continuous for future). Ask students to match the questions to the answers. You could do the first one as a class to get students started. Let them compare their answers with a partner before class feedback.

ANSWERS 1 b

2 d

3 e

4 c

5 a

12c A different kind of weekend

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UNIT 12 The weekend 8b Start by asking students to say which verb is a main verb and which is an auxiliary verb in the question, What do you do? Students underline and circle the verbs. Let them compare their answers in pairs.

12d Would you like a brochure? Lead-in

ANSWERS

Personal response

1 What do you do? 2 What are you doing? 3 What do you usually do at the weekend? 4 What did you do at the weekend? 5 What are you doing at the weekend?

Write Weekend trips on the board, and check the meaning (trips are short journeys to go and visit places). Ask students the following questions: What trips do people do at the weekend in your country? What trips do you enjoy doing? What weekend trips did you often do when you were a child? Are you going on a weekend trip soon? Where are you going to?

Grammar notes An auxiliary verb is a ‘helping’ verb which carries no meaning. English uses do (in simple forms), have (in perfect forms), and be (in continuous or passive forms) as auxiliary verbs. Do is used as an auxiliary when forming questions or negatives in the present or past simple. It is usually not stressed: /də/ What do you do?

8c Drill the questions in 8a for pronunciation first. Model each question, showing the weak stress of do the auxiliary verb, and the strong stress on the question word and do the main verb. Students listen and repeat. Then organise the class into pairs to ask and answer questions. Monitor and make sure students are pronouncing do in the question forms correctly.

Speaking 9 Divide the class into groups. Tell students to think of a person to plan the weekend for. Read through the example description as a class, and point out that we’re all is used to emphasise that you are doing an activity together. Give students five minutes to plan their weekend. Then ask a spokesperson from each group to present their plan. Note how well students use present continuous forms and feed back on any errors at the end.

Extra activity

Vocabulary weekend trips 1 Ask students to look at the picture. Ask: What can you see? (There’s a castle and people are walking across fields near it.) Would you like to go on this weekend trip? Why? Students complete the sentences with the words. Let them compare their answers in pairs. In feedback, check the meaning and pronunciation of the words.

ANSWERS 1 2 3 4

exhibition court brochure return ticket

Vocabulary notes An exhibition /ˌɛksɪˈbɪʃən/ is a show of paintings, photos or objects in a museum or a gallery. A brochure /ˈbrəʊʃə/ (or /ˈbrəʊʃjʊə/ in US English) is a small magazine that is sold in museums or at exhibitions which tells you about the the things you are looking at. We also use the word in other contexts – for example, a travel brochure describes holidays and how to book them.

Background notes Lindisfarne is a low-lying island off the north-east coast of England. It is a popular tourist destination because of its interesting history and historic monuments.

Write the following on the board: It’s Mike’s 40th birthday. It’s Jo and Frank’s silver wedding anniversary (25 years). It’s Helen’s hen party. (a pre-wedding party with friends) Jack is coming back home from the Olympics with a gold medal tomorrow. Ask students in groups to plan celebrations for each of these occasions.

Real life buying tickets 2 [2.63] Ask students to look at the table. Ask some questions to focus students on the information: What do you see in a museum? How much does it usually cost to go in a museum? How much does it usually cost to book a tennis court? Play the recording. Students listen and match the information in the columns. Let them check their answers in pairs.

ANSWERS a four b three c two

132

Unit 12

a museum a castle a tennis court

6 pounds 21 pounds 10 pounds

The weekend

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UNIT 12 The weekend Audioscript

Pronunciation would you … ?

[2.63]

4a

a ⫽ customer, S ⫽ ticket seller Four tickets for the museum, please. S : Four adults? C : Oh, sorry, no. Two adults and two children. S : OK. That’s six pounds, please. Would you like a brochure for the Home Life exhibition? C : Yes, please. S : Would you like it in English? We have brochures in French, German and Japanese too. C : Oh, French, please. S : Here you are. C : Thanks. C

C:

b ⫽ customer, S ⫽ ticket seller C : Three return tickets to Lindisfarne, please. S : Are you coming back today? C : Yes, we are. Is there a bus after six o’clock? S : Yes, there is. There’s a bus every hour. The last one is at nine o’clock. C : OK. S : Are you going to the castle and gardens? Would you like to buy the tickets now? C : Oh, yes. Great. S : It’s a special weekend ticket. That’s 21 pounds, please. C : Here you are. S : Thank you. C

c S

⫽ ticket seller, C ⫽ customer, E ⫽ Ellen

S:

Good morning.

C:

Hi. It’s busy today! Are there any free tennis courts?

S:

Yes, there are. The people on court 4 are finishing now.

[2.64] Play the recording. Ask students to listen and repeat the sentences. In feedback, elicit the question form used and show it on the board (see Grammar notes below).

Audioscript

[2.64]

Would you like a brochure for the Home Life exhibition? Would you like it in English? Would you like to buy the tickets now?

Grammar notes We use the form Would you like ⫹ noun to ask politely if somebody wants something. We use the form Would you like to ⫹ infinitive to ask politely if somebody wants to do something. Note the pronunciation of would you in these questions: /wʊdjə/

4b Organise the class into pairs. Tell them to prepare questions to ask. Do one as an example. Then ask pairs to improvise conversations. Monitor carefully and make sure students are using the forms correctly. 5 Ask students to look at the audioscripts on page 174 of the Student’s Book and practise reading them out in pairs. 6 Organise the class into pairs. Tell students to decide who is A and who is B. Then ask them to read their relevant sections on pages 156 and 160 of the Student’s Book. For the first roleplay, Student As have information about ticket prices. They must think about how to give that information, and how to ask questions with Would you like … ? Student Bs are in charge of a group. They must look at the missing information and think about how to ask for it. Give students plenty of time to prepare and give students support in thinking of things to say. When students are ready, they act out the roleplay. Monitor and note errors for a correction feedback.

C:

OK, great. A ticket for two people, please.

S:

Would you like it for one hour or two hours?

C:

Erm, just a minute … Ellen, would you like to play for one hour or two?

E:

One is fine.

Extra activity

C:

OK, so just one hour, please.

S:

That’s ten pounds.

C:

Ask students to think of an interesting place to visit on a weekend trip in their country. Tell them to make notes about prices, entry times, what to see, how to get there.

Thanks.

3 [2.63] Give students a moment to read the sentences and check the meaning of single (one way with no return) and free (not in use). Play the recording again. Students listen and decide if the sentences are true or false. Let students compare their answers in pairs before discussing as a class.

ANSWERS 1 F (two adults, two children) 2 T 3 F (returns)

When students have finished the first roleplay, tell them to prepare and act out the second one.

When students are ready, ask one student in each pair to stand up and find a new partner. Students take turns to roleplay conversations in which they buy or sell tickets for the trips they have prepared.

Homework Write about a place that you would like to visit for the weekend. Say what is interesting about the place and why you would like to go.

4 T 5 F 6 F (one hour)

12d

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Would you like a brochure?

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UNIT 12 The weekend 12e Join us for lunch

Extra activity Ask students to think of other verbs that have irregular -ing endings (live, drive, put, get, etc.).

Lead-in Introducing the theme: invitations

3c Students complete the table with the different forms.

Ask students: When did you last send an invitation to friends? What event was it for? What did you write in the invitation? How many people came?

Do one or two as an example to get students started. Let them compare their answers in pairs before discussing the spelling of the verb forms as a class.

Writing an invitation

ANSWERS Present continuous

Present simple (he / she / it)

Past simple

do

doing

does

did

drive

driving

drives

drove

fly

flying

flies

flew

lie

lying

lies

lay

make

making

makes

made

see

seeing

sees

saw

1 Ask students to read the invitation and answer the questions. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 2 3 4 5

Because they are moving house. They are inviting friends for lunch. Sunday 4th April at 2 p.m. 3 Ford Street, Bambridge please reply (it’s an abbreviation of répondez s’il vous plaît in French)

2 Students read the replies and answer the question. ANSWERS Four people are coming (Pete, Ronnie and Steve, and Gabi)

Writing skills spelling: verb endings 3a Ask students to read the invitation and replies again and write the correct -ing form of the verbs. Let them compare their answers in pairs before discussing as a class.

ANSWERS 1 2 3 4 5

moving arriving coming swimming travelling

3b Discuss the question as a class.

sit

sitting

sits

sat

smile

smiling

smiles

smiled

study

studying

studies

studied

4 Ask students to decide what event to plan before writing their invitation. Then tell them to write invitations on blank pieces of A4 paper (or on small cards which you could bring into class for the purpose). They should use the invitation in Exercise 1 as a model. 5 & 6 Tell students to check their invitations carefully for spelling, then exchange emails with someone else in the class. They decide if they can go to the event or not, and write a reply.

Extra activity Ask students to prepare invitations in pairs. Give each pair a blank sheet of A4 paper to write their invitation on. Tell them to make it look like an interesting party invitation. Put all the invitations on the walls of the class. Students circulate and write a response to each invitation, either declining or accepting it. At the end, pairs read the replies to their invitation and say how many people are coming to their party or picnic, or on their trip.

Grammar notes (and answers) When forming the present participle, we add -ing to the verb. If a verb ends with e, we drop the e before adding -ing.

Homework For homework, ask students to write an invitation to a special event that they are having in the coming year.

If a verb ends with a consonant ⫹ a vowel ⫹ a consonant, then the final consonant is doubled when the final syllable is stressed (swimming, running, putting, beginning, etc.). When the final syllable is not stressed we do not double the consonant (e.g. opening, covering). When verbs end with ie, we change the ie to y before adding -ing (die – dying, lie – lying). Note, however, that when verbs end with /, US English differs from British English (for example, leveling and traveling in US English, but levelling and travelling in British English).

134

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UNIT 12 The weekend 12f Saturday morning in

São Tomé

10 Students in pairs take turns to ask and answer the questions in Exercise 9. Ask: Do you agree? Why / Why not? Check answers.

ANSWERS

Before you watch 1 Ask students to look at the photo. Ask: What can you see? Where are they? Ask students in pairs or small groups to take turns to ask and answer the questions. Get feedback.

1 2 3 4 5 6

children a man women Oswaldo (also Guillerme and Nezo) Oswaldo, Guillerme and Nezo Nezo

2 [2.65] Play the recording. Students listen and repeat the words. 3 Students in pairs make true sentences about the people. Accept any logical matches.

After you watch 11 Give students some time to read the text and complete the text with the words. Check answers.

SAMPLE ANSWERS Children do homework, go to school, meet friends, and play with friends. Farmers go to the market, meet friends, and rest. Fishermen go to the market, meet friends, and rest. Musicians give concerts, play music, sing songs, meet friends. Shop assistants go to the market, meet friends, and rest.

4 Students in pairs look at the people in Exercise 3 again and take turns to ask and answer the questions. 5 Students look at the map and answer the question.

Two (São Tomé and Principe)

4 song 5 concert 6 painters

7 people 8 colours 9 art

10 life

12 Write the name of a musician you like on the board. Encourage students to ask you questions about him / her. Then ask students to make short notes about musicians or artists they like.

13 Put students in pairs. Students take turns to tell each other about the person or people in Exercise 12.

00.01 It’s early on Saturday morning in São Tomé. Children are playing. Some people are resting. 00.14 The main beach near the city of São Tomé is very busy. Boats are arriving with fish. There are a lot of flying fish today.

While you watch 6 Play the whole of the video. Students watch and put the pictures in order. ANSWERS 2 a

1 musician 2 guitar 3 music

Videoscript

ANSWERS

1 e

ANSWERS

3 f

4 b

5 d

6 c

00.26 In the mountains, people are taking vegetables to market. 00.33 Oswaldo Santos is from São Tomé. He’s usually at home on Saturdays. Oswaldo is a musician. He’s in a group called Grupo Tempo. He plays the guitar, he sings and he writes music. 00.53 This Saturday morning, Oswaldo is visiting his friends, Guillerme and Nezo. Oswaldo and Guillerme are driving to the south of the island.

7 Play the video again, pausing where necessary.

Nezo lives in a small town here.

Students watch and write one thing about each person.

01.11 Oswaldo, Guillerme and Nezo are playing a new song. They’re giving a concert next week. Today they’re preparing for the concert.

SAMPLE ANSWERS 1 Oswaldo Santos is from São Tomé. He is a musician. He’s in a group called Grupo Tempo. He plays the guitar, he sings and he writes music.

01.30 Guillerme and Nezo are painters too. They paint things from local life – the people, the colours and the animals. 01.56 Their music and art is about life in São Tomé.

2 Guillerme Carvalho is a painter. 3 Nezo is a painter. He lives in a small town here. He is giving a concert next week.

8 Put students in pairs or small groups to compare their answers from Exercise 7. Get class feedback. 9 Give students some time to go through the questions. Note the singular verb in the questions even if the answer is plural, e.g. Children are playing … Play the video again. Students watch, listen and answer the questions.

12f Saturday morning in São Tomé

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UNIT 12 The weekend

UNIT 12 Review

5 Students match a verb from A with words from B.

Grammar

ANSWERS

1 Ask students to look at the photo. Ask: Where are they?

get up late, go to the cinema, go to a concert, go shopping, go for a walk, have a party, meet friends / family, play football, read the newspaper, visit family / friends

What are they doing? Students match the words (1–5) with the people (a–e). Then they write sentences with the present continuous.

ANSWERS 1 2 3 4 5

She’s making a phone call. e He’s wearing a brown jacket. c She’s holding some books. b She’s talking to her friend. d She’s walking to the bus stop. a

2 Students complete the paragraph with the correct form of the present continuous.

6 Organise the class into pairs. Students take turns to tell their partner about the things they usually do at the weekend. In feedback, find out if the students do similar things.

Real life 7 Students match the requests (1–4) with the responses (a–d). ANSWERS 1 c

2 d

3 a

4 b

ANSWERS 1 2 3 4

are standing are opening aren’t getting are waiting

5 are going 6 are thinking 7 aren’t going

3 Students put the words in a telephone conversation in order.

Speaking 8 Give students time to think about their plans. Then organise the class into pairs. Students tell their partner about their plans.

ANSWERS A: Oh hello. What are you doing? B: I am leaving the office. A: Really? It is late. B: I know. We are working late this week. A: OK, well. Are you coming to the beach tomorrow? B: I don’t know. What time are you going? A: We are leaving at eleven o’clock. B: Is your friend coming? A: Yes, he is. B: OK. Great.

Vocabulary 4 Organise the class into pairs. Give students time to prepare questions. Students take turns to ask and answer questions about rooms with the words. ANSWERS 1 2 3 4 5 6

136

Where do people make meals? (in a kitchen) Where do people sleep? (in a bedroom) Where do people have a shower? (in a bathroom) Where do people watch TV? (in a living room) Where do people eat? (in a dining room) Where do people read? (in a living room / bedroom)

Unit 12

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Grammar summary: answer key Unit 1

Unit 4

1

1 1a

2 a

3 an

4 an

5 a

6 a

2 1 I’m 2 You’re

3 You’re 4 I’m

2 is

3 is

4 is

5 are

2 Your

3 My

4 your

6 am

5 that 6 that

2 d

3 f

4 e

5 a

6 b

1

5 My

1 can’t 2 can

6 your

3 can 4 can’t

5 can 6 can’t

2 1 2 3 4 5 6

1 1 They 2 are

3 They’re 4 We

5 We’re 6 They

2 1 am

2 is

3 are

4 is

5 are

6 are

3 Jack isn’t a student. We aren’t Spanish. Bolivia isn’t in Europe. I’m not happy. Susanna and Gina aren’t from Peru. You aren’t a writer.

3

1 2 3 4 5 6

Is Simona from Bolivia? Yes, she is. / No, she isn’t. Is John a teacher? Yes, he is. / No, he isn’t. Are you on holiday? Yes, I am. / No, I’m not. Is your hotel nice? Yes, it is. / No, it isn’t. Is Paris beautiful? Yes, it is. / No, it isn’t. Are Susana and Gina in Paris? Yes, they are. / No, they aren’t.

1 2 3 4

lakes countries cars airports

9 10 11 12

students holidays islands phones

1 2 3 4 5 6

This is a Japanese camera. My phone has a fantastic memory. You have a great MP3 player. Paris is a beautiful city. My sister has a red car. Jack’s grandfather is an old man.

1 2 3 4 5 6

This laptop is really light. Their house is very big. My friend’s new phone is really fantastic. This is a very good oven. (not possible) We have a really old car.

Unit 6 1 1 I don’t like basketball. 2 We like rugby. 3 They like tennis.

Unit 3 1

1 2 3 4 5 6

2 3 our

4 your

5 their

4 You don’t like tea. 5 I like coffee. 6 They don’t like cake.

2

James is Oscar’s father. John and James are Elena’s sons. Lisa and Marga are Harry’s granddaughters. Lisa is Marga’s sister. Elena is Oscar’s grandmother. James is John’s brother. 2 Her

5 has 6 has

5

5 beaches photos mountains tents

3 have 4 have

4

4

5 6 7 8

Can he sing? Yes, he can. Can you drive a car? Yes, I can. Can they play table tennis? No, they can’t. Can she cook? No, she can’t. Can we speak English? Yes, we / you can. Can it swim? No, it can’t.

1 have 2 has

1 2 3 4 5 6

1 his

3 this / that 4 This

Unit 5

Unit 2

1 2 3 4 5 6

1 This 2 That 1c

5 1 My

5 next to 6 near

3

4 It’s in Nepal. 5 He’s from Jagat. 6 It’s in India.

4 1 am

3 in 4 near

2

5 I’m 6 You’re

3 1 She’s from Ladakh. 2 He’s Nepalese. 3 She’s Indian.

1 next to 2 opposite

Do they like cheese? Yes, they do. Do you like fruit? No, I don’t. Do you like meat? Yes, I do. Do they like fish? Yes, they do. Do they like rice? No, they don’t. Do you like eggs? No, I don’t.

6 her

3 1 women 2 people

3 child 4 person

5 children 6 man

137

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Unit 9

3 2 3 4 5

Joanna doesn’t like action films. Does your teacher like music? Ryan doesn’t like swimming. Does Elise like sports?

1

4 1 them

2 us

3 her

4 it

5 him

6 me

Unit 7 1 2 3 4 5 6

I don’t live near a beach. You have a car. My friends don’t speak English. I understand Japanese. We don’t study in the holidays. They don’t live in a tent.

1 2 3 4 5 6

Do you live in Egypt? Yes, I do. Do they go to college? No, they don’t. Do I study Spanish? Yes, I / you do. Do your friends learn English? Yes, they do. Do we have friends in this class? Yes, we / you do. Do you teach at this school? No, I don’t.

3 3 What 4 Who

5 Where 6 Why

Unit 8 3 works 4 doesn’t work

5 teaches 6 starts, finishes

2 2 in

1 Don’t forget 2 Arrive

3 Give 4 Don’t be

5 Wait 6 Switch off

1 was 2 was

3 were 4 was

5 was 6 were

1 Was, wasn’t 2 weren’t

3 was 4 Were, was

5 Were, weren’t 6 wasn’t

1 took 2 went

3 had 4 saw

5 made 6 left

1 went 2 started 3 walked

4 had 5 found 6 finished

7 took 8 discovered

1 Did you travel 2 did

3 Did you go 4 used

5 Did you write 6 didn’t

Unit 10 1

2

3 at

4 in

5 on

6 on

1

2

3 1 2 3 4 5 6

Is there a hat? No, there isn’t. Is there a passport? Yes, there is. Are there any pens? No, there aren’t. Is there a phone? Yes, there is. Are there any pairs of shoes? Yes, there are. Are there any tickets? No, there aren’t.

Unit 11

1

1 at

1 2 3 4 5 6

3

2

1 gets up 2 doesn’t go

There’s a map. There are some clothes. There are some books. There’s a camera. There are some keys. There’s a pair of sandals.

2

1

1 What 2 When

1 2 3 4 5 6

I usually have coffee in the morning. My colleague often travels in her job. Our teacher never gives us homework. I always read at night. My friend sometimes studies at home. My brother always works late.

3

4 1 2 3 4 5 6

4 1 2 3 4 5 6

Does he have breakfast at 8.30? What time does she finish work? Does she go to bed early? Where does he work? What does he read? Does she like coffee?

1 2 3 4 5 6

How many friends do you have? How old are you? How much is that camera? How often do you phone your sister? How do you take videos? How do you make coffee?

5

Who did you meet? Where did they go? What did she see? When did you arrive at the hotel? Why did you go there? Where did they stay?

Unit 12 1 1 is talking 2 aren’t writing

3 am listening 4 are reading

5 isn’t watching 6 isn’t looking

2 1 2 3 4 5 6

Is Ana looking out of the window? No, she isn’t. Is Tomas watching a video? No, he isn’t. Am I listening? Yes, I am. Are Olga and Ludmilla writing? No, they aren’t. Is the teacher talking? Yes, he / she is. Are Juan and Paolo reading? Yes, they are.

3 1F 138

2 N

3 F

4 F

5 F

6 N

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Photocopiable tests Unit 1 Test

7 What are the jobs? Look at the pictures. Write the letters in order.

Grammar

1 testcisni

4 fmmrekail

2 rewirt

5 perloxre

1 Choose a or an to complete the sentences about jobs. 1 It’s a / an very good job. 2 I’m a / an explorer. 3 Sally is a / an writer. 4 He’s a / an artist. 5 Tom is a / an engineer. (5 points)

2 Complete the sentences with ‘m or ‘re. 1 Hi! I

Sally!

2 You

a student.

3I

3 hroopptghrea

a teacher.

4 You

Robert Ballard!

5I

(5 points)

a doctor. (5 points)

1 Sally is from Australia. She’s

3 Complete the sentences with He’s, She’s or It’s. 1 Barack Obama is from the US. 2 Peru is a country.

American. in South America.

4 Silvia is Spanish.

3 Yoko is from Japan. She’s

. . . . (5 points)

fantastic! (5 points)

4 Complete the conversations with my and your.

9 What are the continents? Write the letters in the correct order. 1 Italy, Spain and Poland are in

name?

(poreeu).

2 China, India and Vietnam are in

name’s Tom.

. (saai)

3 Brazil, Argentina and Bolivia are in (othus cramiea)

name’s Anna.

Tom: Anna? Nice to meet you, Anna. Joe: What’s 4

.

6 Simone is from France. She’s

from Madrid.

Anna: Hi Tom. 3

2 Stefan is from Germany. He’s

5 Paul is from Great Britain. He’s

5 Curry is from India.

Tom: 2

Australian .

4 Pilar is from Mexico. She’s

3 Mattias is a photographer. from Sweden.

Anna: What’s 1

8 Write the nationalities.

.

4 Nigeria, Kenya and Somalia are in

phone number, Sally?

Sally: It’s 01292 640 755, and 5 number is 0875 600 4415.

. (cafira)

5 The US and Canada are in (ronth ramicae)

mobile

. (10 points)

10 Write the numbers.

Joe: OK. Thanks. (5 points)

5 Complete the description. Use one word in

1 seven ⫹ one ⫽

4 four ⫹ five ⫽

2 six ⫹ four ⫽

5 five ⫹ one ⫽

3 two ⫹ three ⫽

each space.

(5 points)

Hi! 1 and 3 job! I’m 5

name is Mike. I 2 explorer. It 4 England.

a writer a fantastic

Functions 11 Complete the sentences. Put the sentences in

(10 points)

order (1–5).

Vocabulary from

6 Match the letters that have the same sound. B

Y

L

U

K

you?

b Nice to meet

too.

1 I,

4 D, P, C,

2 M, S, N,

5 Q, W,

d Nice (5 points)

to

a Hi Joe. How c Fine,

3 A, H, J,

you

. And you? meet you Dan.

are

thanks

e I’m OK. This is Dan. He’s Sydney in Australia. (10 points)

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Writing

Unit 2 Test

12a Write the sentences correctly. Use capital letters.

Grammar

1 yourefiona

You’re Fiona

.

2 imdavid 3 mynamespaulmurray 4 imfromscotland 5 hesamerican 6 imanengineer (5 points)

12b Write your personal profile. Answer the questions. What’s your name? Where are you from?

1 Choose the best option (a–c) to complete the sentences. 1 I’m Jack and this is Tom, and a they’re b we’re

friends. c you’re

2 Fiona and Kate are on holiday, and a they’re b we’re

happy. c you’re

3 Your name is Ken and a they’re b we’re

Australian. c you’re

4 In this photo, I’m with Sue, and a they’re b we’re

in a boat. c you’re

5 Javier and Ana are from Chile, and a they’re b we’re

Chilean. c you’re

What’s your nationality?

(5 points)

What’s your job?

2 Write the negative form of the verbs in brackets. 1 We aren’t (not be) French.

Personal profile

2 You

(not be) happy.

3I

(not be) from the US.

4 Henry

(not be) on a beach.

5 Amy and Claire 6 It

(not be) Scottish. (not be) Chinese. (10 points)

(15 points)

3 Put the words in order to make questions. Then match the questions (1–5) with the answers (a–e).

Speaking

1 hot / you / Are / ?

13 Work in pairs. Ask and answer questions from 12b.

2 from / she / Russia / Is / ?

(10 points)

3 a / they / on / Are / boat / ? 4 Tom / Is / in / hotel / a / ? 5 London / in / we / Are / ? a No, he isn’t. b Yes, we are. c No, I’m not.

d No, they aren’t. e Yes, she is. (10 points)

4 Complete the sentences with the plural form of the noun in brackets. 1 London and Cardiff are two British 2 The beautiful.

(mountain) in Switzerland are

3 Are they old 4 The

(city).

(bus)? (beach) in Mexico are fantastic!

5 Argentina and Peru are South American (country). (5 points)

Vocabulary 5 Write the letters in the correct order. 1 untoanim

Everest is a

.

2 ekal

Titicaca is a

.

3 ase

The Mediterranean is a

4 yict

London is a

5 andlis

Hawaii is an

. . . (5 points)

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6 Write the missing numbers. 1 sixteen, seventeen, 2 twenty,

Writing , nineteen,

10 Complete the booking form with this information. Add the correct capital letters.

, forty, fifty,

3 fourteen, thirteen,

,

, ten

4 ninety-one, ninety-two, ninety-three,

,

, seventy, eighty, ninety,

5

(10 points)

7 Write the colours of the flags.

[email protected] 26 beech street, oxford, uk

ms sarah cole ox4 8er

Title: 1 First name: 2 Last name: 3

1 The French flag is red, (ubel).

(itweh) and

Address: 4 Postcode: 5

2 The German flag is (der) and gold.

(ablck) and

Email address: 6 (10 points)

3 The South African flag is red, blue, (nerge), (wollye), black and (hitwe).

11 Complete the booking form with your own information. Title: 1

4 Ireland’s flag is green, white and (gorane)

First name: 2

5 The Newfoundland flag is white, and (kinp)!

(gnree)

Last name: 3 Address: 4

(10 points)

8 Match the questions (1–5) to the answers (a–e).

Postcode: 5 Email address: 6 (10 points)

1 What’s your postcode?

Speaking

2 What’s your car registration number?

12 Work in pairs. You are on holiday. Take turns to ask and answer the questions.

3 What’s your address? 4 What’s your telephone number?

Where are you?

5 What’s your email address? a It’s 3 Bond Street, London b It’s [email protected] c It’s OX3 2EF d It’s P234 XX6 e It’s 0886 7954000

How are you? Is it hot or cold? Are you happy? (10 points) (5 points)

Functions 9 Put the words in order to make questions. Then write the questions in the correct place in the conversation. a here / on / Are / holiday / you / ? b your / email / Is / address / this / ? c telephone / in the UK / What’s / number / your / ? d you / from / are / Where / ? e postcode / What’s / the / ? A: Good evening, Mr Smith. 1

A: 2 A: OK. This is your address. 3

A: 4 A: 5

B: Yes, I am. B: I’m from London. B: It’s W1 7TT. B: Oh, it’s 0118 789789. B: No, it isn’t. My email address is [email protected]. (10 points)

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Unit 3 Test

6 Choose the best answer (a–c) for the questions.

Grammar 1 Underline ‘s when it is the possessive, and circle ‘s when it means is. 1 It’s John’s book. 2 She’s Paul’s sister. 3 Oliver’s boat’s green. 4 What’s your brother’s name? 5 Where’s Patrick’s house? 6 Tim’s son’s eighteen today. (10 points)

1 Who is old? a my grandson b my grandmother

c my granddaughter

2 Who is a woman? a my sister b my brother

c my father

3 Who is a man? a my daughter b my brother

c my mother

4 Who isn’t my parent? a my brother b my mother

c my father

5 Who isn’t my grandchild? a my grandfather b my grandson

c my granddaughter (5 points)

2 Choose the correct option to complete the sentences. 1 My brother is eighteen. His / Her name is Tom. 2 They’re sisters, and their / our names are Emma and Amy.

7 Look at Claire’s birthday book. Complete the sentences. 1 John’s birthday is in January.

3 We’re married. Our / Her anniversary is in December.

2 Annie’s birthday is

4 Jo and Andy are from New Zealand. Our / Their house is on the beach.

3 Paul’s birthday is 4 Susan’s birthday is

5 Mr Hayes is poor but his / her brother is rich.

5 Emily’s birthday is

(5 points)

3 Rewrite the sentences. Use his, her, our or their. 1 My mother’s family is big.

3/1

John

12/3

Annie

22/4

Paul

.

19/7

Susan

.

7/10

Emily

. .

6 Sophie’s birthday is

.

3/11

Sophie

7 Patrick’s birthday is

.

19/12

Patrick

Her family is big.

(6 points)

2 Mr Hall’s children are young.

8 Write the opposite adjectives.

3 The children’s parents are here.

1 big

4 My daughter’s name is Susie.

9 Complete the text with in or at.

6 Anna’s friends are at work. (5 points)

4 Write the plural forms of the nouns in brackets. (daughter) are thirteen-year-old (girl). 2 Two (man) and three (woman) are in the boat. 3 Twelve

(10 points)

(person) are on two

10 Choose the best option (a or b). (child) are at the party. They’re (boy)!

5 My (woman).

I’m not 1 work 2 the office 3 today. I’m a wedding 4 a friend’s house 5 London. And it’s my birthday 6 February! My birthday party isn’t 7 home. It’s 8 a hotel  9   Oxford 10 England.

Functions

(bus). 4 Forty happy

3 rich (3 points)

5 My and Fiona’s house is small.

1 Carl’s

2 old

(grandmother) are old (10 points)

1 This is for the baby. a That’s very kind.

b You’re welcome.

2 Congratulations! a Oh, hello!

b Oh, thanks!

Vocabulary

3 Happy Birthday! a Thanks for the present.

5 Write the missing months. Use these words.

4 Happy anniversary! a Thanks for coming to my birthday party! b Thanks. Wow! Married for twenty years!

July

October

March

January

April

August

b I’m very happy for you.

5 Thanks for the lovely card. a You’re welcome. b It’s very nice.

1 January, February, 2 May, June,

(10 points)

3 November, December, 4 August, September, 5 February, March, 6 June, July, (6 points)

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Writing

Unit 4 Test

11 Rewrite the sentences with contractions.

Grammar

1 It is Paul’s birthday. It’s Paul’s birthday.

1 Look at the street map. Choose the correct option to complete the sentences.

2 Amy is sixteen tomorrow. It is her birthday. 3 Jo and Dan are not married, but they are engaged. 4 Sally’s wedding is in May. I am the bridesmaid. 5 Oh! You are eighteen. When is the party? 1 The café is in / at High Street.

6 Fiona is not single. She is married.

2 The bank is opposite / next to the information centre. 7 It is not our birthday today. We are thirty on Friday.

3 The bus station is near / next to the museum. 4 The museum is opposite / next to the bank.

8 I am not married. It is not my wedding!

5 The park is in / opposite the High Street. (5 points) (14 points)

12 Complete the greetings cards with words from the box.

2 Look at the street map in Exercise 1. Complete the sentences with opposite, next to or near. 1 The cinema is

the information centre and the museum.

your

to

1

happy

Amy

on

from

Hi Mo and Louise!

2

Many returns 3 birthday!

wishes

2 The car park is the park. 3 The café is

Congratulations on your

5

the cinema and

the museum and the bus station.

engagement!

4 The information centre is and the car park.

Love 4

Best 6

5 The bank is

Tim xxx

Gary

the museum

the cinema and the museum. (10 points)

(6 points)

Speaking 13 Talk about your family. Answer the questions. Who are the people in your family? What are their names? What do they do? How old are they? When are their birthdays? (10 points)

3 Tom is next to the bank and the bus station. Look at the map in 1 and choose this or that to complete the text. 1 This / That is the bank and 2this / that is the bus station here. 3This / That is the museum, and 4this / that is the cinema, over there. Oh, and 5this / that is the car park, opposite the park.

(5 points)

4 Complete the questions with Where, What, When and Why. 1‘

is Astana?’ ‘It’s in Kazakhstan.’

2‘

is the bus to Cambridge?’ ‘It’s at 7.30.’

3’

is the car park?’ ‘It’s next to the park.’

4‘

is this?’ ‘It’s a guidebook.’

5‘

are you happy?’ ‘It’s my birthday!’

6‘

is the museum open?’ ‘It’s open at 9.’

7‘

are you now?’ ‘I’m in the park.’

8‘

is the party?’ ‘It’s in June.’

9‘

time is it?’ ‘It’s 9 o’clock.’

10 ‘

is your brother?’ ‘He’s in Italy.’ (10 points)

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Vocabulary

Writing

5 Write the number of the picture next to the word.

10 Join the sentences with and.

a café a market

a car park a park

a cinema a train station

2 The park is old. The park is famous. 3 The city is new. The city is beautiful.

4

1

1 It’s big. It’s old. It’s big and old.

4 My brother is young. My brother is rich. 5 The market is open on Sundays. The market is open on Mondays.

2

6 I’m happy at home. I’m happy at work.

5

(5 points)

11 Write the postcard. Make sentences from the prompts. Use and. 6

3

Hi Jane We’re in Portugal. (10 points)

6 What are the days of the week? Write the letters in the correct order. Then number the days in order 1–6. Sunday 1 a amnyod b yutrshad

c yadrif d wsdadeeny e sedutya

1 The hotel / big / old (10 points)

3 The beach / small / beautiful

7 Match the times (1–5) to the numbers (a–e). 1 It’s eight thirty.

a 7.00

2 It’s seven o’clock.

b 9.15

3 It’s five forty-five.

c 8.30

4 It’s nine fifteen.

d 13.00

5 It’s one o’clock.

e 5.45

4 The food / hot / great 5 I / fine / happy See you soon Mark x (10 points) (5 points)

in the morning midday

1 12.00 2 7.45 3 00.00

Speaking 12 Describe three places in your favourite city. For

8 Match the times (1–5) with these words. midnight in the evening

2 The people / nice / friendly

example, talk about a park, a cinema and a market.

in the afternoon

(10 points)

4 15.00 5 21.00 (5 points)

Functions 9 Put the words in order to complete the dialogues. 1 help / Can / you / I / ? 2 water / have / I / Can / mineral / , / please / a / ? 3 are / Here / you / . / else / Anything / ? 4 coffees / A / two / tea / and / , / please / . 5 euros / That’s / twelve / . (10 points)

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Unit 5 Test

7 Match the verbs (1–7) to the nouns (a–g).

Grammar 1 Complete the sentences with can or can’t.

1 cook

a a bike

2 speak

b table tennis

3 play

c a car

4 ride

d Chinese food

Speak French

Speak German

Play football

Play tennis

5 drive

e the piano

Paul

✓

✗

✓

✗

6 play

f English

Annie

✗

✗

✓

✓

7 swim

g in the sea (7 points)

1 Paul

speak French.

2 Annie

8 Complete the sentences with verbs from Exercise 7.

speak French.

3 Paula and Annie

speak German.

4 Paula and Annie

play football.

5 Annie

1 Jo can 2 Harry can’t

the guitar.

3 Andy can

play tennis.

6 Paul

French and Spanish!

play tennis. (6 points)

2 Put the words in order to make questions.

Indian food.

4 Jerry can

basketball and rugby.

5 Anne can

in lakes.

6 Tom can

a Ferrari.

7 Sally can’t

1 you / Can / Chinese / speak / ?

her new bike. (7 points)

2 cook / food / Can / Chinese / you / ?

9 Match the words to the pictures (a–j).

3 your / Chinese / speak / brothers / Can / ? 4 cook / Can / they / ? 5 Can / write / you / in Chinese / ? (10 points)

3 Choose have or has to complete the sentences.

1 2 3 4 5

a camera headphones a video camera a webcam an MP3 player

a

1 I have / has a computer.

b

6 7 8 9 10

a laptop a tablet a battery a mobile phone a robot

c

d

e

2 Penny have / has two sisters. 3 We have / has a big house. 4 It have / has a camera. (4 points)

4 Rewrite the sentences with the adjective in brackets.

f

1 This is my house. (new)

i

2 I have a mobile phone. (great)

g

3 It’s a café. (small)

h

j

4 Jack has friends. (nice)

(10 points)

5 You have a bag. (blue) (5 points)

5 Put the words in order to make sentences.

Functions 10 Put the words in order to make questions. Then

1 This / cheap / phone / very / is / .

match the questions (1–5) to the answers (a–e).

2 Sally’s / very / old / grandfather / is / .

1 help / Can / you / I / ?

3 boat / really / is / fantastic / Our / .

2 this / much / is / How / ?

4 small / town / Their / is / very / .

3 card / pay / Can / I / a / with / ?

5 really / My / is / computer / great / . (5 points)

Vocabulary 6 Match the prices to the money and the countries. 1 $12

euros

the UK

2 €19

dollars

the EU (Germany, France, etc.)

3 £10

pounds

the US and Canada

4 these / are / much / How / ? 5 Can / euros / with / I / pay / ? a Yes. Is it a credit card? b Yes. I’d like this camera, please. c They’re £200. d Of course. That’s 300 euros. e It’s £60. (10 points)

(6 points)

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Writing

Unit 6 Test

11 Rewrite the sentences with but.

Grammar

1 This computer is old. It’s very good.

1 Put the words in order to write sentences.

2 My laptop is big. It’s easy to use.

1 weekend / the / They / like / .

3 The cameras are light. They’re good quality. 4 I have a new mobile phone. It isn’t expensive. 5 This tablet is old. It’s fast. (10 points)

12 Read the email. Then write a reply. Use but and the information 1–5.

2 We / like / vegetables / don’t / . 3 like / I / football / . 4 don’t / their / They / house / like / . 5 like / You / don’t / food / Chinese / . (5 points)

2 Look at the example. Write questions.

Hi

1 ‘you / like / pizza / ?’ Do you like pizza? ‘Yes, I do.’

I’d like a new mobile phone. Can you help me?

2 ‘you / like / pasta / ?’ I don’t.’

Best wishes

‘No,

Dan

3 ‘your parents / like / pasta / ?’ ‘Er… Yes, they do.’

1 small / easy to use

4 ‘they / like / vegetables / ?’ ‘Yes, they do.’

2 new / not expensive

5 ‘you / like / salad / ?’ I don’t.’

3 can take photos / can’t make films 4 has a good memory / light

‘No,

6 ‘you / like / chocolate / ?’ ‘Of course! Yes, we do!’

5 cheap / fantastic

(10 points)

Hi Dan

3 Complete the text with the negative or question form of the verb in brackets.

Buy the Galaxy X 480!

Our favourite sports. My brother Ben 1 (like) football and rugby, but he 2 (not like) tennis or golf. My favourite sports are basketball, handball and volleyball. 3 Ben (like) basketball? Well, no, he doesn’t. And he 4 (not like) handball. But Ben and I 5 (like) volleyball. In fact, we play volleyball every Wednesday!

All the best

(10 points) (10 points)

Speaking

4 Choose the correct word. 1 I have a new computer. I really like it / them.

13 Talk about what you can and can’t do.

2 I like golf, but I can’t play it / him.

What sports can you play?

3 Tom has two cameras. He loves it / them.

What types of food can you cook? What other things can you do? (10 points)

4 Our friends are English. We like them, and they like us / her. 5 My sister’s name is Sally. I love her / him, of course! (5 points)

Vocabulary 5 Write the numbers. Use these words. twelve

hundred

million

one

thousand

twenty

and

1 112 2 12,000 3 1,000,000 4 20,100 5 120 (10 points)

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6 What are the foods? Write the letters in the correct order. 1 2 3 4

tufir dalas gegs atem

5 ecir 6 heecse 7 sevegbalte

comedies jazz

it

he

they

her

his

its

their

him

them

The Dark Knight Rises This is a fantastic film. I love 1 . The stars are Christian Bale and Anne Hathaway. 2 are great in the film. I love 3 ! I think Christian Bale is a really good actor. 4 is very intelligent, and I like all 5 films.

7 Write these words in the correct places. wildlife shows birds

10 Complete the text with five of these words. she

(7 points)

pop novels

Writing

scuba diving swimming

(5 points)

1 animals: fish,

11 Look at the notes. Then write a review.

2 books: detective stories, 3 films: action, 4 music: rock,

Film: The Amazing Spider-Man (very good***)

,

5 sports: football,

Stars:

,

Andrew Garfield (great ****)

6 TV: reality shows, (8 points)

Emma Stone (great*****) Opinion:

8 Choose the best option (a or b).

Emma Stone (fantastic actor*****)

1 We don’t like reality TV. a It’s boring. b It’s fantastic!

beautiful all films good

2 I love football. a It’s great!

b It’s horrible! The Amazing Spider-Man***

3 I don’t like cold eggs. Ugggh. a They’re horrible! b They’re great! 4 I like comedies. a They’re boring.

b They’re fantastic!

5 I don’t like cold coffee. Yuk! a It’s boring. b It’s horrible! (5 points)

Functions 9 Complete the sentences with these words. Then put the sentences in the correct order 1–5. Let’s

How

That’s

What’s

great

a Er… two films. about The Bourne Ultimatum? It’s a film with Matt Damon. b

watch TV tonight.

c

on?

d Oh yes, that film’s e OK.

(15 points)

Speaking 12 Talk about your favourite things. Your favourite sport Your favourite food Your favourite film or TV programme (10 points)

! a good idea. (10 points)

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Unit 7 test

6 Write these words in the correct category.

Grammar 1

college university

Look at the example. Write negative sentences.

board classmate

1 I live in Norway. I don’t live in Norway.

1 people:

2 We have the Internet.

2 places:

3 Oliver and Mary speak French.

3 things: pen,

student book

,

pencil teacher

,

, ,

, (8 points)

4 You work at home.

7 Match these words to the pictures.

5 They study mathematics. 6 I understand you.

1 cloudy

7 David and I like our classes.

2 sunny

3 rainy

4 windy

5 snowy

(6 points)

2 Write Jo’s questions. Then complete Mark’s answers. Jo:

Hi Mark. 1 you / have a job / ?

Mark:

Yes, I 2

Jo:

OK. 3 you / work in an office / ?

Mark:

No, I 4

Jo:

What about your children? 5 they / go to school / ?

Mark:

Yes. Yes, they 6

a

c

d

e (5 points)

8 Complete the sentences with these adjectives.

.

Who

thirsty

bored

wet

hot

tired

2 Brrr. It’s 2 degrees here. I’m

. .

4 It’s late. I want to sleep. I’m

When

Why

.

5 Food! I want to eat. I’m

.

6 It’s rainy and I’m outside. I’m 1‘

do you go in summer?’ ‘To Italy.’

2‘

do you go with?’ ‘My friends.’

3‘

do you go?’ ‘In July.’

4‘

do you do?’ ‘We go swimming.’

5‘

do you go?’ ‘It’s fun!’

1 I go

the words in brackets.

‘What 4 5

(have) a house near (not live) in London.’

(they / do) at the weekend? (they / stay) at home and watch TV?’

‘Oh, no, they don’t. They They 7 (not like) TV!’

work every day.

2 We go

skiing in winter.

3 I go

walks with my family.

4 We go

the beach in summer.

5 I go

(Simon and Diane / live)?’

6

!

9 Complete the sentences with to, for or – (no word).

4 Complete the conversation with the correct form of

‘Oh, I think they 2 Cambridge. They 3

. (7 points)

(5 points)

‘Where 1

7 It’s 40 degrees! I’m

hungry

.

3 I don’t have things to do. I’m

3 Complete the questions with these words. Where

cold

1 Drink! Where’s the water? I’m

. (9 points)

What

b

.

(go) to the beach.

(6 points)

10 Put the words in order to complete the conversations. A 1 matter / What’s / the / ? 2 feel / I / well / don’t / . 3 down / you / lie / Why / don’t / ?

Vocabulary

1 mermus

In

, it’s very hot.

2 terniw

In

, it’s very cold.

3 muntau

In

, it’s brown and cold.

4 ginspr

In

, it’s green.

cycling every spring.

Functions

(10 points)

5 What are the seasons? Write the letters in the correct order and complete the sentences.

home at 6 o’clock.

6 They go

B 4 very / I’m / bored / ! 5 don’t / beach / Why / you / to / go / the / ? (10 points)

(4 points)

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Writing

Unit 8 Test

11 Match the sentences 1–6 to a–f in the personal profile.

Grammar 1 Complete the sentences using the correct form of the verb in brackets.

Personal profile Paragraph A: professional information a

1 Andrea

b

2 Jill

Paragraph B: family and lifestyle

3 Karen

c

4 My brother

d

5 Sally

up at 7 o’clock. (get) breakfast with her family. (have) at the weekends. (not work) work in the evening. (finish) to bed at midnight. (not go) (10 points)

Paragraph C: interests

2 Choose the correct word to complete the sentences.

e

1 She works in / at Mexico.

f

2 My sister goes to work at / on eight-thirty. 1 I’m single and I don’t have children.

3 The office is open on / at Wednesdays.

2 I like cycling.

4 I have a cup of coffee at / in the morning.

3 I go for walks.

5 We don’t watch TV in / at night. (5 points)

4 I’m a teacher. 5 I live in a big city.

3 Put the words in order to make sentences.

6 I work in a secondary school. (6 points)

12 Write your personal profile.

1 He / gets / late / always / up 2 usually / my / have / with / I / colleagues / lunch

A: professional information

3 She / writes / often / reports B: family and lifestyle

4 finish / We / sometimes / late / work 5 breakfast / never / in / I / the / have / morning

C: interests

(5 points) (14 points)

Speaking

4 Write questions. Use the correct form of the verbs. 1 What / Sylvia / do / ?

13 Talk about what you do in spring, summer, autumn and winter. (10 points)

She’s a geologist. 2 Where / she / work / ? She works at the university. 3 How often / she / give lectures / ? Every week. 4 When / she / go to work / ? She goes to work at 9. 5 What / she / have for lunch / ? She has a cup of tea and a sandwich. (10 points)

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Vocabulary

Writing

5 Complete the words to make jobs.

10 Write the missing double consonants to complete

1 bu_ld _ r

the words.

2 sh _ p _ ss _ st _ nt

1 busine

3 r _ c _ pt _ _ n _ st

man

2 di

erent

4 wa _ t _ r

3 co

ege

5 n _ rs _

4 su

er

6 wr _ t _ r

5 di

er (5 points)

7 j _ _ rn _ l _ st (8 points)

6 Complete the sentences with a job from Exercise 5.

11 Write an e-mail to a friend about your job. Answer these questions.

1A

works in a café.

1 What do you do?

2A

works in a shop.

2 When do you start and finish work?

3A

writes books.

3 What do you do at work?

4A

works in a hospital.

4 Is it easy or difficult?

5A

works outside and builds houses.

5 Do you like it?

6A

writes stories for newspapers.

7A telephone.

works in an office and answers the

Hi Tony

(7 points)

I’m

7 Complete the sentences about a typical day with these words. have breakfast

get up

finish work

go to bed

start work

1I

at 7 a.m.

Best wishes

2I

at 8 a.m. I usually eat eggs.

(Your name) x

3I

in the office at 9 a.m.

4I

at 5 p.m and go home on the bus.

5I

at 11 p.m.

(15 points)

Speaking

(5 points)

12 Work in pairs. Talk about your day. Ask and answer the questions.

8 Complete the text using these words.

1 What time do you get up? work

give

travel

write

have

2 What do you have for breakfast? 3 What time do you go to work?

My name’s Angela and I’m a writer. I 1 books and articles. I usually 2 at home from 9 to 5. I often 3 to different cities, and sometimes to other countries, too. I 4 meetings and 5 lectures about my job.

4 What do you have for lunch? 5 When do you finish work? 6 What do you do in the evening?

(10 points)

7 When do you go to bed? (10 points)

Functions 9 Complete the sentences with these words. Then put the sentences in the correct order 1–5. morning

to

moment

back

help

a Goodbye. b I’m sorry. He’s out of the office at the c Good

.

, Regent School. Can I you?

d Yes, can I speak e OK, thank you. I’ll call

Mr Thompson, please? later. Goodbye. (10 points)

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Unit 9 Test

5 Choose the correct option (a–c).

Grammar

1 You can watch programmes on a … a TV b desk c fridge

1 Choose the correct word to complete the sentences.

2 You can’t sit on a / an … a chair b wardrobe

1 There is / are some T-shirts. 2 There is / are two scarves. 3 There is / are a skirt. 4 There is / are a pair of shoes. 5 There is / are a camera. (10 points)

2 Choose the correct option (a–c) to complete the sentences. 1 There a isn’t

a beach. b are

2 There aren’t a some

b a

a Are

youth hostels. c any

hotels in the city? b some c any

5 There are a some

restaurants. b any

Travel Tips Always 1plan / don’t plan your trip before you go to a different country. 2Book / Don’t book your tickets on the Internet, because it’s cheap. If you travel a long distance, 3 sleep / don’t sleep on the plane for some time. If you don’t have money, 4don’t stay / stay in an expensive hotel. 5Have / don’t have fun on your trip! (10 points)

Vocabulary 4 Match these words to the pictures (a–j).

a

b

c

a jumper a T-shirt

a pair of jeans a pair of boots

d

c

c desk

(10 points)

c an

a coat a shirt

6 You can sleep in a … a bed b shower

10 In the afternoon, you can relax on a … a small table b wardrobe c sofa

3 Choose the correct option to complete the sentences.

a skirt a scarf

c oven

9 You can do your homework on a … a TV b desk c bath

(10 points)

a dress a hat

c TV

5 You can cook dinner in a / an … a fridge b table

8 There are some cold bottles of water in the … a fridge b bath c shower

c Does

4 Are there a a

4 You can wash in a … a bed b bath

7 There’s a dress and a pair of boots in the … a oven b wardrobe c fridge

c aren’t

there an airport? b Is

3

c armchair

3 You can relax and read a book in a / an … a fridge b armchair c desk

6 Tick (✓) the words that go with the verb. 1 go a home [✓]

b shopping [✓]

c TV [ ]

2 take a a bus [ ]

b a photo [ ]

c a hotel [ ]

3 stay at a home [ ]

b a country [ ]

c a hotel [ ]

4 drive a a bike [ ] b a bus [ ]

c a car [ ]

5 leave a home [ ]

c from east to west [ ]

b work [ ]

6 use a an e-mail [ ] b a computer [ ]

c a travel agent [ ] (10 points)

Functions 7 Put the words in order to complete the sentences in the hotel. 1 call / like / 7 a.m. / please / I’d / at / an / alarm /.

i

e

j

f

h

2 I’d / evening / to / have / a meal / in / like / this / my / room /. 3 taxi / like / to / book / o’clock / I’d / for / eight / a /. 4 a / Is / bank / the / near / there / hotel / ? 5 night / like / extra / stay / an / to / I’d / please / .

g (10 points)

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(10 points)

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Writing

Unit 10 test

8 Rewrite the sentences with because.

Grammar

1 Don’t take a taxi. It’s expensive. 2 Tourists come here in the summer. It’s a popular place.

1 Complete the sentences about famous British explorers of the sixteenth century. Use was or were.

3 Don’t take your jumper. It’s hot.

1 Sir Francis Drake

4 Take a picture of the river. It’s very beautiful in the evening.

2 He

a famous explorer. born in 1540.

3 Sir Walter Raleigh

5 There isn’t an airport. It’s a small city.

a writer and explorer.

4 Sir Francis Drake and Sir Walter Raleigh born in Devon in the south-west of England.

(5 points)

9 Your friend wants to visit your city. Complete the email. Answer the questions.

5 Drake the world.

1 What’s the name of your city?

the first Englishman to go round

6 They

very important people in history. (6 points)

2 How can you travel there? 4 What can you eat?

2 Complete the text with the past form of be. Use affirmative and negative forms.

5 What can you see?

At home with a history book

6 What can you do?

Yesterday, I 1

3 Where can you stay?

(not be) at school. I (be) at home with my friend Simon. We 3 (be) in my bedroom with a fantastic book. It 4 (be) about explorers. These explorers 5 (not be) from Europe. They 6 (be) Chinese. In the 15th century, Chinese explorers 7 (be) in America. Their ships 8 (be) amazing! We 9 (not be) hungry or tired because the book 10 (be) very interesting. 2

Hi Anna

(10 points)

3 Write questions. Use was or were. Then match the questions (1–5) to the correct short answers (a–e). 1 he / an explorer / ? 2 they / in the mountains / ? Best wishes

3 you / on an expedition / ?

(Your name) x

4 she / on a boat / ? 5 it / an important expedition / ? d Yes, they were. a Yes, it was. e Yes, she was. b No, we weren’t. c No, he wasn’t.

Speaking 10 Talk about your travel experiences. How do you usually travel to work or school?

(10 points)

How often do you travel to different places? Where do you go and why? (10 points)

4 Complete the sentences with these words. past

ago

time

1 I’m in a history lesson 2 Two years

now

. , I was in Mexico.

3 In the

, people were very poor.

4 At that

, there weren’t cars or good roads. (4 points)

Vocabulary 5 Look at the example. Complete the dates.

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1 6/7/67

the sixth of July 1967

2 18/2/79

the

of

1979

3 1/11/90

the

of

1990

4 3/4/50

the

of

1950

5 22/1/29

the

of

1929

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6 12/3/19

the

of

1919

7 25/6/99

the

of

1999

8 11/5/87

the

of

1987

9 30/8/31

the

of

1931 (16 points)

William is very says hello. I like him.

2 saftacnti

Jo’s work is . She’s really good – my favourite artist!

3 ecni 4 yhapp

2 I was a child. I was very happy.

5 My sister was sixteen. She was on TV. (10 points)

10 Write a blog about your childhood memories. Answer the questions.

. I really like her.

Steve is always . He likes people and has a good time.

5 grentiniset Andrew is stories.

1 I was born. It was snowy outside.

4 The bus was late. We were late for school.

. He always

Rachel is

9 Rewrite the sentences with when.

3 My parents were young. They weren’t rich.

6 What are the adjectives? Write the letters in the correct order. Complete the sentences. 1 derfilyn

Writing

. He has good

Where and when were you born? What do you remember about your house, your family and your friends? Childhood memories

6 oafsmu

Peter is TV.

7 tager

Sir Roy was the first explorer on that mountain. He’s a explorer.

8 doog

Penny is to her parents.

. He’s a pop star on

. She always listens (8 points)

7 Match these words and expressions to the pictures. asleep

at home busy

in traffic

a

not well

(10 points)

on the phone

Speaking

d

11 Talk about a friend, a hero or a famous person. Who was he or she? Why was he or she famous or important? b

e

c

f

(10 points)

(6 points)

Functions 8 Complete the conversation with these words. hello sorry

busy take

Student:

Hi.

Teacher:

1

Student:

I’m

worry about

I’m 3 4

That’s

Student:

The bus was 6

Teacher:

OK

What 7

5

.

late. yesterday? Where you then?

Er… I was very 9 OK. Well,

.

. Don’t

8

Student:

late

. 2

Teacher: Teacher:

were very

10

then. Sorry! a seat. (10 points)

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Unit 11 test

Vocabulary

Grammar

5 Match verbs 1–8 with similar meanings a–h.

1 Complete the sentences with the past simple form of the verb in brackets. 1 Scientists

(find) a body in the ice.

2 Explorers

(go) to the Arctic.

3 Andy

(take) a photo.

4 We

(have) lunch in the city centre.

5 They

find arrive leave start finish call investigate go to

a b c d e f g h

end go away study discover name get there visit begin (8 points)

(be) very old. (5 points)

2 Complete the sentences with the past simple form of these verbs. finish

1 2 3 4 5 6 7 8

study

live

1 Tom young.

start

French at university when he was

2 Philippa for charity.

from Paris to Madrid in 2006

3 Dave 4 We 2000 to 2003.

walk

work at 6 p.m. and went home. in a small house in the country from

5 Tony very busy.

work at 8 a.m. this morning. He’s (10 points)

3 Complete the sentences with the negative past simple form of the verb in bold. 1 Sally left the party at 10, but Tim midnight. 2 Graham walked home, but Jo by taxi.

until

6 Match 1–5 with a–e to make sentences. Write the sentence using with. 1 I saw a bird … a my girlfriend’s parents 2 I had dinner … b a travel agent 3 I booked tickets … c long legs 4 I bought a computer … d friendly people 5 I work … e a big memory (10 points)

7 What are the adjectives? Write the letters in the correct order. Complete the sentences. 1 abuteiflu

This lake is blue and very

2 sdraneguo

These mountains are careful!

. . Be

3 tantfacis

This food is

. It’s great!

4 ginretniset

This book is of information in it.

. There is a lot

5 uualnus

His films are . They are different from other films.

6 zacry

She’s things!

! She does amazing (6 points)

. She went

8 Choose the correct option to complete the sentences.

3 Emma went to Italy last year, but Ruth on holiday. 4 Pete ran the marathon, but Paul race. 5 Sue studied German, but Emily at university.

1 We went out in / on Friday. in the languages (5 points)

2 Before / Last night, we saw a film on TV. 3 Where did you go on holiday in / on the summer. 4 I didn’t talk to her on / – yesterday. 5 I worked there two years last / ago. 6 What did you do last / on weekend? (6 points)

4 Put the words in order to make questions.

Functions

1 Did / leave / at / she / nine / ? Yes, she did.

9 Write past simple questions. Then match them to the answers (a–e).

2 you / play / yesterday / Did / football / ?

1 you / have / a good holiday / last month / ?

Yes, I did.

2 they / go swimming / on Sunday / ?

3 When / Carole / home / did / arrive / ?

3 you / have a good time / last night / ?

At 9.

4 your parents / have a nice trip / last weekend/ ?

4 night / you / What / last / do / did / ?

5 you / have a nice meal / on Saturday / ?

I stayed at home.

a No, they didn’t! There was a shark in the sea!

5 they / Did / see / film / the / ?

b Yes, they did. They visited an old castle.

No, they didn’t. (10 points)

c Yes, we did. It was sunny and hot every day. d Yes, thanks. I did. It was delicious! e Yes, thanks. It was a fantastic evening. (10 points)

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Writing

Unit 12 test

10 Complete the email with these words.

Grammar

Love

for

1

Hi

again

soon

1 Write the correct form of be to complete the present continuous sentences. 1 Penny

Jo

Thanks 2 your help yesterday. I got home OK, but it was midnight!

2 We

See you 3

,

4 It

.

5I

Thanks 4 5

cooking in the kitchen. playing tennis in the park.

3 They

talking to friends. raining. living in Spain at the moment. (5 points)

,

2 Complete the sentences with the present continuous form of the verbs in brackets.

Mark x

1I

(go) to Joe’s party.

11 Read the situation then write a thank you email.

2 Jenny

Your friend Susan helped you when you didn’t have money for the bus. She lent you ten euros.

3 We

(not get) up.

4 Jo

(not feel) well.

(15 points)

5 Tim

Speaking

(study) French at college.

(lie) on the sofa. (10 points)

12 Talk about what you did last weekend.

3 Write present continuous sentences.

Where did you go?

1 What / you / do / on Saturday / ?

Who did you go with?

2 I / play / tennis with Mark / .

What did you see, play or do? (10 points)

3 OK. What / Karen / do / at the weekend / ? 4 She / not stay / in London / . 5 OK. / she / come / to Bristol / ? (10 points)

4 Complete the sentences with the correct form of the verbs in brackets. 1 Last Tuesday, I 2 Next Friday, we 3 Every day, Tom 4 Susie 5 Dan and Marie years ago.

(go) to Edinburgh. (visit) Jerry in Devon. (go) to work on the bus. (sit) outside now. (get) married four (5 points)

Vocabulary 5 Which rooms are they? Answer the questions. 1 In which room do you find a bath, a shower and a toilet? 2 In which room is there a TV, an armchair and a sofa? 3 In which room do you find a bed and a wardrobe? 4 In which room is there a fridge and an oven? 5 In which room do you eat dinner? (10 points)

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6 Match 1–5 with a–e to make sentences. 1 2 3 4 5

She’s cooking … He’s ironing … She’s bathing … They’re drinking … He’s playing …

Writing

coffee his shirt computer games her children lunch

a b c d e

10 Read the replies to Paul’s party invitation. Complete the gaps with missing words. Hi Paul (5 points)

7 Write the letters for these words in the correct order.

We’d 1 arrive late?

to come. Is it 2

if we

Complete the sentences with the words. Dan and Petra x terccno aminec

trapy preapsnwe

alem alet

1 I often go the Roxy Centre.

sohgnipp klaw

usemmu ylfmai

Dear Paul

for clothes with my friends in at the

Doug

3 It’s my birthday on Saturday and I’m having a . All my friends are coming. 4 My dad reads the the news.

every Sunday. He likes

5 On Sundays, I get up sometimes! 6 I went to the film!

Thank you very 5 for the invitation to the party. Unfortunately, we can’t come because we’re on holiday.

. At 10 a.m. Dave and Meg (5 points)

yesterday, and saw a great

7 Can we go for a be outside.

in the country? I want to

8 We went out for a

in a beautiful restaurant.

9 We usually visit grandparents and my aunt. 10 I went to a

at the weekend –

and saw old, historical objects.

8 Complete the sentences with these words. brochure

exhibition

1 There is an interesting pictures at the National Gallery. 2 We have a new tennis 3 Can I have a 4 Did you read the information in it.

11 Read Annie’s invitation. Write a reply. Say that you can’t come and why. Hi! Please come to my party on 8 September at 9 p.m.

(10 points)

museum

the invitation. But I’m – I’m busy and I can’t come.

4

2 We love jazz and often go to a Festival Hall.

court

Thanks 3

It’s my birthday! Annie xx

return ticket

of Van Gogh’s at the sports centre. (15 points)

to Birmingham, please?

Speaking

? There is interesting

12 Talk about your plans for next weekend.

5 There are historical objects in our local

. (5 points)

Functions

Where are you going? What are you doing? Who are you doing things with?

9 Put the words in order to make sentences and

(10 points)

complete the conversation. 1 exhibition / the / Two / for / tickets / please / 2 twelve / That’s / please / euros / 3 in / brochure / Would / like / a / English / you / ? 4 thank / Yes / you / 5 in / now / Would / go / like / to / you / ? (10 points)

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Photocopiable tests: answer key Unit 1 Test

4 1 cities 2 mountains

Grammar

3 buses 4 beaches

5 countries

3 sea 4 city

5 island

1 1a

2 an

3 a

4 an

5 an

1 ‘m

2 ‘re

3 ‘m

4 ‘re

5 ‘m

1 He’s

2 It’s

3 He’s

4 She’s

5 It’s

Vocabulary

2

5 1 mountain 2 lake

3 6

4 1 your

2 My

3 My

4 your

5 my

1 My

2 ‘m

3 an

4 ‘s

5 from

3 K

4 B

5U

5

1 eighteen, twenty 2 thirty, sixty 3 twelve, eleven

4 ninety-four, ninety-five 5 sixty, one hundred

1 white, blue 2 black, red 3 green, yellow, white

4 orange 5 green, pink

7

Vocabulary 8

6 1Y

2 L

1c

7 1 scientist 2 writer

3 photographer 4 filmmaker

2d

4e

5b

Functions

5 explorer

9 1 a Are you on holiday here? or Are you here on holiday? 2 d Where are you from? 3 e What’s the postcode? 4 c What’s your telephone number in the UK? 5 b Is this your email address?

8 1 German 2 Japanese

3 Mexican 4 British

5 French

1 Europe 2 Asia

3 South America 4 Africa

5 North America

9

Writing

10 1 eight

2 ten

3 five

4 nine

5 six

10 1 Ms 2 Sarah 3 Cole

Functions 11 a are 1

b you 5

c thanks 2

d to 4

e from 3

Grammar

12a

1

I’m David. My name’s Paul Murray. I’m from Scotland. He’s American. I’m an engineer.

2 She’s Paul’s 3 Oliver’s boat’s 4 What’s … brother’s 1 His 2 their 2 3 4 5 6

1 3c

4b

5a

2 2 aren’t 3 I’m not

3 Our 4 Their

5 his

3

Grammar 2a

5 Where’s Patrick’s 6 Tim’s son’s

2

Unit 2 Test 1b

4 26 Beech Street, Oxford, UK 5 OX4 8ER 6 [email protected]

Unit 3 Test

Writing 2 3 4 5 6

3a

4 isn’t 5 aren’t

6 isn’t

3 1 Are you hot? c 2 Is she from Russia? e 3 Are they on a boat? d

4 Is Tom in a hotel? a 5 Are we in London? b

His children are young. Their parents are here. Her name is Susie. Our house is small. Her friends are at work.

4 1 daughters, girls 2 men, women 3 people, buses

4 children, boys 5 grandmothers, women

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Vocabulary

Vocabulary 5

5 1 March 2 July

3 January 4 October

1 a park 2 a car park

5 April 6 August

3 a café 4 a market

5 a train station 6 a cinema

6

6 1b

2a

3b

4a

5a

7 2 in March. 3 in April.

4 in July. 5 in October.

6 in November. 7 in December.

a Monday 2 b Thursday 5

c Friday 6 d Wednesday 4

e Tuesday 3

7 1c

2a

3e

4b

5d

8

8 1 small

2 young / new

1 midday 2 in the morning

3 poor

3 midnight 4 in the afternoon

5 in the evening

9 1 at 2 in 3 at

4 at 5 in 6 in

7 at 8 at 9 in

10 in

Functions 9 1 2 3 4 5

Functions 10 1a

2b

3a

4b

5a

Writing

Writing

11

10

2 3 4 5 6 7 8

Amy’s sixteen tomorrow. It’s her birthday. Jo and Dan aren’t married, but they’re engaged. Sally’s wedding’s in May. I’m the bridesmaid. Oh! You’re eighteen. When’s the party? Fiona isn’t single. She’s married. It isn’t our birthday today. We’re thirty on Friday. I’m not married. It isn’t my wedding!

2 3 4 5 6

1 To 2 happy

3 on 4 from

1 2 3 4 5

5 your 6 wishes

Unit 4 Test

Grammar

1 3 near 4 opposite

5 in

1 1 can 2 can’t

2 1 opposite, next to 2 near, opposite 3 next to, opposite

4 near, next to 5 near, opposite

3 That 4 that

3 can’t 4 can

5 can 6 can’t

2 1 2 3 4 5

3 1 This 2 this

The hotel is big and old. The people are nice and friendly. The beach is small and beautiful. The food is hot and great. I’m fine and happy.

Unit 5 Test

Grammar 1 in 2 next to

The park is old and famous. The city is new and beautiful. My brother is young and rich. The market is open on Sundays and Mondays. I’m happy at home and (at) work.

11

12

5 that

Can you speak Chinese? Can you cook Chinese food? Can your brothers speak Chinese? Can they cook? Can you write in Chinese?

3

4 1 2 3 4

158

Can I help you? Can I have a mineral water, please? Here you are. Anything else? A tea and two coffees, please. That’s twelve euros.

Where When Where What

5 Why 6 When 7 Where

8 When 9 What 10 Where

1 have

2 has

3 have

4 has

4 1 2 3 4 5

This is my new house. I have a great mobile phone. It’s a small café. Jack has nice friends. You have a blue bag.

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5

3 1 2 3 4 5

This phone is very cheap. Sally’s grandfather is very old. Our boat is really fantastic. Their town is very small. My computer is really great.

1 likes 2 doesn’t like 1 it

2 it

Vocabulary

6

5 1 2 3 4 5

3 pounds, the UK

7 1d

2f

3b/e

4a

5 like

4

Vocabulary 1 dollars, US / Canada 2 euros, the EU

3 Does … like 4 doesn’t like

5c

6b/e

8

7g

3 them

4 us

5 her

one hundred and twelve twelve thousand one million twenty thousand one hundred one hundred and twenty

6 1 speak 2 play 3 cook

4 play 5 swim

6 drive 7 ride

9

1 fruit 2 salad 3 eggs

4 meat 5 rice

6 cheese 7 vegetables

7 1c 6j

2 d 7 f

3 i 8 h

4 a 9 b

5 g 10 e

Functions 10 1 2 3 4 5

Can I help you? b How much is this? e Can I pay with a card? a How much are these? c Can I pay with euros? d

1 birds 2 novels 3 comedies

4 pop, jazz 5 scuba diving, swimming 6 wildlife shows

8 1a

2a

3a

4b

5b

Functions 9 a How 4 b Let’s 1

c What’s 3 d great 5

e That’s 2

Writing Writing

11 1 2 3 4 5

This computer is old, but it’s very good. My laptop is big, but it’s easy to use. The cameras are light, but they’re good quality. I have a new mobile phone, but it isn’t expensive. This tablet is old, but it’s fast.

1 it

2 They

3 them

4 He

5 his

Unit 7 test Grammar

12 1 2 3 4 5

10

It’s small and easy to use. It’s new but it isn’t expensive. It can take photos but it can’t make films. It has a good memory and it’s light. It’s cheap and fantastic.

1

Unit 6 Test Grammar They like the weekend. We don’t like vegetables. I like football. They don’t like their house. You don’t like Chinese food.

1 2 3 4 5 6

Do you like pizza? Do you like pasta? Do your parents like pasta? Do they like vegetables? Do you like salad? Do you like chocolate?

2

We don’t have the Internet. Oliver and Mary don’t speak French. You don’t work at home. They don’t study mathematics. I don’t understand you. David and I don’t like our classes.

1 2 3 4 5 6

Do you have a job? do Do you work in an office? don’t Do they go to school? do

2

1 1 2 3 4 5

2 3 4 5 6 7

3 1 Where 2 Who

3 When 4 What

5 Why

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4

Vocabulary 1 2 3 4

do Simon and Diane live? have don’t live do they do

5 Do they stay 6 go 7 don’t like

5 4 waiter 5 nurse 6 writer

7 journalist

1 waiter 2 shop assistant 3 writer

4 nurse 5 builder 6 journalist

7 receptionist

1 get up 2 have breakfast

3 start work 4 finish work

5 go to bed

1 write 2 work

3 travel 4 have

5 give

6

Vocabulary 5 1 summer

1 builder 2 shop assistant 3 receptionist

2 winter

3 autumn

4 spring

6

7

1 student, classmate, teacher 2 college, university 3 board, pencil, book

8

7 a 2 sunny b 5 snowy

c 1 cloudy d 4 windy

e 3 rainy

8

Functions 1 thirsty 2 cold 3 bored

4 tired 5 hungry 6 wet

7 hot

9 a5 b moment 3

c morning, help 1 e back 4 d to 2

9 1 to

2–

3 for

4 to

5–

6–

Writing 10

Functions

1 businessman 2 different

10 A 1 What’s the matter? 2 I don’t feel well. 3 Why don’t you lie down?

5 dinner

Unit 9 Test Grammar 1

B 4 I’m very bored! 5 Why don’t you go to the beach?

1 are

2 are

3 is

4 is

5 is

2 1a

Writing

2c

3b

4c

5a

3

11 a/b 4/6

c/d 1/5

5 Have

4

1 3 doesn’t work 4 finishes

5 doesn’t go

2 2 at

3 sleep 4 don’t stay

Vocabulary

Grammar 1 gets 2 has

1 plan 2 Book

e/f 2/3

Unit 8 Test

1 in

3 college 4 summer

3 on

4 in

5 at

a b c d

He always gets up late. I usually have lunch with my colleagues. She often writes reports. We sometimes finish work late. I never have breakfast in the morning.

1 2 3 4 5

What does Sylvia do? Where does she work? How often does she give lectures? When does she go to work? What does she have for lunch?

e f g h

a skirt a shirt a pair of boots a pair of jeans

i a scarf j a dress

5 1a 2b 3b

3 1 2 3 4 5

a coat a jumper a hat a T-shirt 4 b 5 c 6 a

7 b 8 a 9 b

10 c

6 2 a [✓] b[✓] 3 a [✓] c [✓]

4 b [✓] c [✓] 5 a [✓] b [✓]

6 b [✓] c [✓]

4

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Functions

Functions

7

8 1 2 3 4 5

I’d like an alarm call at 7 a.m. please. I’d like to have a meal in my room this evening. I’d like to book a taxi for eight o’clock. Is there a bank near the hotel? I’d like to stay an extra night, please.

1 2 3 4

Hello sorry late OK

5 6 7 8

worry very about were

9 busy 10 take

Writing Writing

9

8 1 Don’t take a taxi because it’s expensive. 2 Tourists come here in the summer because it’s a popular place. 3 Don’t take your jumper because it’s hot. 4 Take a picture of the river because it’s very beautiful in the evening. 5 There isn’t an airport because it’s a small city.

1 2 3 4 5

When I was born, it was snowy outside. When I was a child, I was very happy. When my parents were young, they weren’t rich. When the bus was late, we were late for school. When my sister was sixteen, she was on TV.

Unit 11 test Grammar

Unit 10 test

1

Grammar 1 1 was 2 was

3 was 4 were

5 was 6 were

2 1 2 3 4

wasn’t was were was

5 6 7 8

weren’t were were were

9 weren’t 10 was

3 finished 4 lived

5 started

1 didn’t leave 2 didn’t walk

3 didn’t go 4 didn’t run

5 didn’t study

3

3 past

Did she leave at nine? Did you play football yesterday? When did Carole arrive home? What did you do last night? Did they see the film?

Vocabulary 4 time

5 1d

2f

3b

4h

5a

6e

7c

8g

6

Vocabulary

1 2 3 4 5

5 1 2 3 4 5 6 7 8

1 studied 2 walked

1 2 3 4 5

4 2 ago

5 were

4

Was he an explorer? c Were they in the mountains? d Were you on an expedition? b Was she on a boat? e Was it an important expedition? a

1 now

3 took 4 had

2

3 1 2 3 4 5

1 found 2 went

the eighteenth of February 1979 the first of November 1990 the third of April 1950 the twenty-second of January 1929 the twelfth of March 1919 the twenty-fifth of June 1999 the eleventh of May 1987 the thirtieth of August 1931

c I saw a bird with long legs. a I had dinner with my girlfriend’s parents. b I booked tickets with a travel agent. e I bought a computer with a big memory. d I work with friendly people.

7 1 beautiful 2 dangerous

3 fantastic 4 interesting

5 unusual 6 crazy

1 on 2 Last

3 in 4 –

5 ago 6 last

8

6 1 friendly 2 fantastic 3 nice

4 happy 5 interesting 6 famous

7 great 8 good

a on the phone b asleep

c busy d not well

e in traffic f at home

Functions

7

9 1 2 3 4 5

Did you have a good holiday last month? c Did they go swimming on Sunday? a Did you have a good time last night? e Did your parents have a nice trip last weekend? b Did you have a nice meal on Saturday? d

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7

Writing

1 2 3 4

10 1 Hi 2 for

3 soon 4 again

5 Love

Unit 12 test

shopping concert party newspaper

5 6 7 8

late cinema walk meal

9 family 10 museum

8 1 exhibition 2 court

Grammar

3 return ticket 4 brochure

5 museum

1 1 is

2 are

3 are

4 is

5 am

Functions 9

2 1 am going 2 is studying

3 aren’t getting 4 isn’t feeling

5 is lying

3 1 2 3 4 5

What are you doing on Saturday? I am playing tennis with Mark. OK. What is Karen doing at the weekend? She isn’t staying in London. OK. Is she coming to Bristol?

4 1 went 2 are visiting

3 goes 4 is sitting

5 got

3 bedroom 4 kitchen

5 dining room

1 2 3 4 5

Two tickets for the exhibition, please. That’s twelve euros, please. Would you like a brochure in English? Yes, thank you. Would you like to go in now?

Writing 10 1 love / like 2 OK

3 for 4 sorry

5 much

Vocabulary 5 1 bathroom 2 living room

6 1e

162

2b

3d

4a

5c

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Photocopiable Tests communicative activities Unit 1 Communicative activity My name is …

✂ 5

1

✂

✂

✂

Name: Mary

Name: Louise

Surname: Johnson

Surname: Hurst

Job: writer

Job: artist

Nationality: English

Nationality: Canadian 6

2 Name: Jack

Name: Nick

Surname: Robinson

Surname: Clarke

Job: explorer

Job: engineer

Nationality: American

Nationality: Scottish 7

3 Name: Robert

Name: Michael

Surname: Marriott

Surname: Taylor

Job: filmmaker

Job: teacher

Nationality: Australian

Nationality: South African 8

4 Name: Anna

Name: Pauline

Surname: Flynn

Surname: Smith

Job: doctor

Job: photographer

Nationality: Irish

Nationality: New Zealander

Find out information to complete the table.

First name

Surname

Job

Nationality

Mary Jack Robert Anna Louise Nick Michael Pauline PHOTOCOPIABLE © National Geographic Learning

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Unit 2 Communicative activity Where are you?

✂

on a boat

in a classroom

✂

in an office

in a hotel

✂

on a beach

on a bus

in the mountains

on an island

✂

✂

in a city

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in a car

PHOTOCOPIABLE © National Geographic Learning

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Unit 3 Communicative activity Who’s Patrick’s brother? Student A: Family tree Ask your partner questions (e.g. Who’s Patrick’s brother? Who’s Patrick’s dad?) and complete your family tree.

Tom

Laura

Andrew

2

Emily

1

Sophie

3

Patrick

4

5

Tim

✂ Student B: Family tree Ask your partner questions (e.g. Who’s Patrick’s sister? Who’s Patrick’s mum?) and complete your family tree.

1

Laura

William

4

Scott

2

Jennifer

3

Patrick

Louise

PHOTOCOPIABLE © National Geographic Learning

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Rose

5

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Unit 4 Communicative activity Find the differences Student A Ask your partner questions about his or her town map (e.g. Where’s the bookshop?) and answer your partner’s questions (e.g. The bookshop is opposite the café and next to the museum.). Tick the things that are the same. Find two differences.

✂ Student B Ask your partner questions about his or her town map (e.g. Where’s the bookshop?) and answer your partner’s questions (e.g. The bookshop is opposite the café and next to the bank.). Tick the things that are the same. Find two differences.

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Unit 5 Communicative activity Find someone who … Find someone who … 1 … can play a musical instrument. 2 … can say ‘hello’ in three different languages. 3 … can sing a song in English. 4 … can write with their left hand. 5 … can dance salsa. 6 … can ride a horse. 7 … can make a cake. 8 … can repair a computer.

Name

Extra information

1

2

3

4

5

6

7

8

PHOTOCOPIABLE © National Geographic Learning

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Unit 6 Communicative activity Perfect partner Which men and women would make perfect partners? Discuss in groups.

168

Amy Spink

Tony Green

likes: detective stories

likes: good music

dislikes: fast food

dislikes: reading

favourite things: reality TV shows

favourite things: my pet cat

Sharon Bell

Darren Park

likes: blues songs

likes: scuba diving

dislikes: diving

dislikes: sweet things

favourite things: animals

favourite things: music

Diana Pratt

Tom Frazer

likes: sport

likes: books

dislikes: fruit pie

dislikes: hamburgers

favourite things: comedy films

favourite things: Big Brother TV show

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Unit 7 Communicative activity Quiz What’s your favourite season? Do the quiz and find out.

1 Which sport do you like doing? a b c d

cycling swimming football skiing

2 Which food or drink do you prefer? a b c d

green salad ice cream pumpkin pie hot tea

3 Which European country is a good holiday place? a b c d

Ireland’s green countryside Greece’s beautiful beaches Poland’s forests the north of Norway

4 At the weekend, you … a b c d

work in the garden go to the beach read a book stay in bed and sleep

5 What is the perfect place to live? a b c d

a flat in France a tent on a beach a small house by the lake a big house in a forest in Siberia

6 What is your favourite colour? a b c d

green yellow orange white

✂ ANSWERS More a answers: Everything is new, green and happy. You are happy, too, because you’re a spring person. More b answers: You are a very nice person and have a lot of friends. You’re summer! More c answers: You’re an autumn person. You’re intelligent and know a lot. More d answers: You’re a winter person. A big cup of hot tea and a good book make you happy.

PHOTOCOPIABLE © National Geographic Learning

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Unit 8 Communicative activity A day in the life of a doctor Student A Read the text and ask your partner for information. Use the words in brackets to help you. Then answer your partner’s questions.

A doctor’s day My name is Maria. I’m

(how old?) and I’m a doctor. I get up at

(what time?).

I never have breakfast, only a small cup of coffee. At 8 o’clock, I go to work by bus. I

(how often?) help patients from 8.30 to 12.00. At

(what time?) I have lunch

with the other doctors. I finish work at 8 o’clock in the evening. At home, I help my and my husband cooks

(who?) with their homework,

(what?). We go to bed at 11 o’clock. We are usually very tired.

✂ Student B Read the text and answer your partner’s questions. Then ask your partner for information. Use the words in brackets to help you.

A doctor’s day My name is Maria. I’m 46 and I’m a

(what?). I get up at 7 o’clock. I

have breakfast, only a small cup of coffee. I go to work at I usually help patients I finish work at

(how often?)

(what time?) by bus.

(when?). At 12.30 I have lunch with the other doctors. (what time?) in the evening. At home, I help my daughters with their

homework, and my husband cooks a big dinner. We go to bed at

(what time?). We are

usually very tired.

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Unit 9 Communicative activity Four suitcases

✂

Student A

Student C

Who has your suitcase? Phone your friends and ask questions to find out (e.g. Is there a laptop in the suitcase? Are there any shoes?). Answer their questions. Get your suitcase back!

Who has your suitcase? Phone your friends and ask questions to find out (e.g. Is there a laptop in the suitcase? Are there any shoes?). Answer their questions. Get your suitcase back!

You have your friend’s suitcase!

You have your friend’s suitcase!

Contents: a skirt, a laptop, a pair of shoes, two dresses, a camera

Contents: a camera, a pair of trousers, a book, a pair of glasses, a laptop

You want to find your suitcase!

You want to find your suitcase!

Contents: a laptop, a pair of shoes, a dress, a scarf, a coat

Contents: a skirt, a camera, a pair of shoes, two dresses, a laptop

Student B

Student D

Who has your suitcase? Phone your friends and ask questions to find out (e.g. Is there a laptop in the suitcase? Are there any trousers?). Answer their questions. Get your suitcase back!

Who has your suitcase? Phone your friends and ask questions to find out (e.g. Is there a camera in the suitcase? Are there any shoes?). Answer their questions. Get your suitcase back!

You have your friend’s suitcase!

You have your friend’s suitcase!

Contents: a pair of trousers, a camera, a scarf, a pair of shoes, a pair of glasses

Contents: a laptop, a pair of shoes, a dress, a scarf, a coat

✂

You want to find your suitcase! You want to find your suitcase! Contents: a camera, a pair of trousers, a book, a pair of glasses, a laptop

PHOTOCOPIABLE © National Geographic Learning

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Contents: a pair of trousers, a camera, a scarf, a pair of shoes, a pair of glasses

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Unit 10 Communicative activity Where were you yesterday? Part 1 Where were you yesterday at these times? Write your answers. Ask your partner questions and write the answers in the table. Example:

A: Where were you at 6 a.m. yesterday? B: I was in bed.

Part 2 Answer your partner’s questions. When were you in the same place?

Where were you …

You

Your partner

at 6 a.m. yesterday?

at 8 a.m. yesterday?

at 9 a.m. yesterday?

at 11 a.m. yesterday?

at 1 p.m. yesterday?

at 3 p.m. yesterday?

at 5 p.m. yesterday?

at 7 p.m. yesterday?

at 10 p.m. yesterday?

at 1 a.m. yesterday?

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Unit 11 Communicative activity I know what you did last summer

You travelled to Antarctica.

✂ You helped your grandmother in the garden.

✂ You had Chinese food and didn’t like it.

✂ You took photographs of animals in a forest.

✂ You spoke French.

✂ You found £10,000.

✂ You studied for your English test.

✂ You called your friends.

✂ You walked in the mountains.

✂ You got married.

✂ You ate pasta in an Italian restaurant.

✂ You went on a boat trip.

PHOTOCOPIABLE © National Geographic Learning

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Unit 12 Communicative activity How much do you remember? Do the quiz. 1 What’s Alex Treadway’s job?

2 Where is Loch Ness?

3 On what island in the Pacific are the beaches black?

4 In what country can you find hot lakes?

5 What was Jacques Cousteau’s wife’s name?

6 What is Jetman’s real name?

7 What does the robot Tomo’s name mean in Japanese?

8 What animal can you see at the Litang Festival in China every August?

9 Name a traditional dish in the United States made of pumpkin.

10 What is the name of traditional Portuguese music?

11 What did two men in New Jersey invent in 1950?

12 Where did Roald Amundsen go to in 1911?

13 In what country can you see a festival of colours?

14 What animal do the Sami people understand?

15 Name three types of ‘Big Cats’.

16 How tall was Yuri Gagarin?

17 How did ‘Ötzi’ the iceman die?

18 Who was the first woman in space?

19 Why are the rocks in Madagascar’s national park dangerous for people?

20 What day is always a day off for people in China?

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Photocopiable communicative activities: Tests Teacher’s notes Unit 1

Unit 4

AIM: To practise talking about names, jobs and nationalities

AIM: To practise prepositions of place and the vocabulary of shops and other places

MATERIALS: A photocopy of the information table for each student in the class (or to save paper, copy the table on to the board and ask students to copy it). A photocopy of the ID cards for every eight students, cut into eight cards.

MATERIALS: One photocopy for each pair of A and B students (cut in half)

METHOD: Hand out one ID card to each student in the class. If you have more than eight students, use a second sheet of ID cards. Some students will have the same card, but that’s OK. Ask students to stand up, walk round, and ask and answer questions to find out each other’s names, jobs and nationalities. Students note the answers in the information table. In feedback, ask students to tell the class what information they found.

Unit 2 AIM: To practise questions with be and the vocabulary of places MATERIALS: One photocopy (cut into ten cards) for each group of four or five students METHOD: Divide the class into groups of four or five. Hand out a set of ten cards to each group. Student A turns over a card and mimes being in the location on the card. The other students in the group must guess where the student performing the mime is. Remind students of the yes / no question Are you in / on a…? and the responses Yes, I am and No, I’m not. Students must use the question to make guesses. The student who guesses correctly gets a point. Then Student B turns over a card and acts out being in the next location. Students guess where he or she is. Continue until all the cards have been used then find out which student in each group has most points.

Unit 3 AIM: To practise possessive ’s and the vocabulary of family members MATERIALS: One photocopy for each pair of A and B students (cut in half) METHOD: Organise the class into pairs and give the students in each pair an A or B part of the worksheet. Tell students not to look at each other’s card. Model the activities by asking one or two questions. For example, Who’s Patrick’s brother? Who’s Patrick’s mother? Once students have the idea, they must ask and answer questions until they have both completed their family trees. In feedback, ask some questions and elicit answers.

PHOTOCOPIABLE

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METHOD: Organise the class into pairs and give the students in each pair an A or B part of the worksheet. Tell students not to look at each other’s map. Model the activities by asking one or two questions, e.g. Where’s the bookshop? Elicit answers and make sure students can use in, next to, near and opposite. Once students have the idea, they must ask and answer questions until they have found two differences between their maps. In feedback, elicit the differences.

Unit 5 AIM: To practise asking and answering questions with can and can’t MATERIALS: One photocopy for each student in the class METHOD: Hand out a photocopy of the worksheet to each student. Tell them to think about which activities in the list they can do. Model the activity by asking one or two Can you …? questions. Students then stand up, walk round, and ask different people questions. When they find someone who says Yes, I can to a question, they must write the name in the table and add extra information (for example, which musical instrument, which three languages). In a large class, tell students to find a different person for each question.

Unit 6 AIM: To practise likes and doesn’t like MATERIALS: One photocopy for each group of four or five students METHOD: Hand out a photocopy of the worksheet to each group. Tell them to read the information about the three women and the three men. Then tell them that they are in a dating agency. They must talk together and decide which man is the perfect partner for which woman. Model the activity by saying: ‘What does Amy like?’ ‘Oh, she likes detective stories.’ ‘What about Darren?’ ‘Oh, he doesn’t like stories. He likes music.’ Once students have the idea, give them five minutes to ask questions and discuss ideas. Then ask each group to say who is the perfect partner for who, and why.

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Unit 7

Unit 10

AIM: To practise present simple question forms, seasons and general vocabulary from the unit

AIM: To practise was and were and times

MATERIALS: One photocopy for each student

METHOD: Hand out a photocopy of the worksheet to each student. Tell them to think about each time and write where they were at that time yesterday. Model the question and answer in the example. Then organise the class into pairs and ask them to take turns to ask and answer questions. Students write down their partner’s answers. In feedback, ask, Where was Jaime / Anna / Ivan, etc.?

METHOD: Hand out a photocopy of the quiz to each student. Tell them to read the quiz and choose answers that are true for them. Then ask students to compare their answers with a partner and read the answer key together. Alternatively, ask students in pairs to take turns to ask and answer the questions first, to note down their partner’s answers, then to tell their partner which season suits them.

Unit 8

MATERIALS: One photocopy for each student

Unit 11 AIM: To practise past simple forms

AIM: To practise present simple question forms and frequency adverbs

MATERIALS: One photocopy for each group or for the class

MATERIALS: One photocopy for each pair of A and B students (cut in half)

METHOD: Divide the class into groups of four or five. Make one photocopy of the worksheet for each group. Cut up the statements and hand out each set to each group, in a pile face down. Each student in the group takes a card and thinks about how to mime the sentence on the card. When they are ready, one student mimes their sentence. The rest of the group must shout out what the student did until they get the sentence exactly right. Then it is another student’s turn.

METHOD: Organise the class into pairs and give the students in each pair an A or B part of the worksheet. Tell them not to look at their partner’s copy. Give students time to think of the questions they need to ask to find out the missing information. Go round and help students with question forming. When students are ready, ask them to take turns to ask and answer questions with their partner to find the information. At the end, ask students to look at each other’s texts to check their answers.

ANSWER My name is Maria. I’m 46 and I’m a doctor. I get up at 7 o’clock. I never have breakfast, only a small cup of coffee. At 8 o’clock, I go to work by bus. I usually help patients from 8.30 to 12.00. At 12.30 I have lunch with the other doctors. I finish work at 8 o’clock in the evening. At home, I help my daughters with their homework, and my husband cooks a big dinner. We go to bed at 11 o’clock. We are usually very tired.

Unit 9 AIM: To practise present simple question forms and frequency adverbs MATERIALS: One photocopy for each group of students (cut in four) METHOD: Read out the following situation: You travel with four friends by train. You all take the wrong suitcase home by mistake! Who has your suitcase now? Phone your friends and ask questions to find out. Answer their questions. Get your suitcase back! Divide the class into groups of four. Hand out a different card to each student (A, B, C and D). Tell students to ‘phone’ their friends in their group and ask questions to find their suitcase, e.g. Is there a laptop in the suitcase? Are there any shoes?

Alternatively, do this as a class activity. One student comes to the front of the class. Give him or her a card. The student acts out the sentence and the class must guess and shout out what it is.

Unit 12 AIM: To remember / revise information from the Student’s Book in a quiz MATERIALS: One photocopy for each student METHOD: Divide the class into pairs to do the quiz. You could ask students to do it in one of two ways. You could ask them to do it without looking at the Student’s Book – find out what they remember. Or you could do it as a research task – students look through the Student’s Book in pairs to find the answers.

ANSWERS 1 2 3 4 5 6 7 8 9 10

He’s a photographer. In Scotland Hawaii Iceland Simone Yves Roissy intelligent horse pumpkin pie fado

11 12 13 14 15 16 17 18 19 20

colour TV South Pole India reindeer tiger, lion, leopard, jaguar 1.57m an arrow killed him Valentina Tereshkova They are sharp Sunday

ANSWERS A has C’s suitcase, B has D’s suitcase, C has B’s suitcase, D has A’s suitcase.

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Photocopiable communicative activities: teacher’s notes

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Workbook answer Photocopiable Testskey Unit 1

5 1 How are you?

1a (pages 4 and 5) 1 2 engineer 3 photographer 4 driver 5 writer 6 scientist 2 1 an 2 a 3 a 4 an 5 a 6 a 3 I’m, I’m 4 1 I’m 2 I’m 3 you’re 5 1 I’m 2 You’re 3 I’m 4 I’m 6 Bb Dd Ff Hh Jj Ll Nn Pp Rr Tt Vv Xx Zz 8 2I 3J 4H 5K 6S 7Q 8W 9a 1 Alex 3 Mattias 5 Marina Haruko 2 Philip

4 Krishnan

9b 1 Robert, Mike 2 Marina, Alex

3 Haruko, Philip 4 Mattias, Krishnan

1b (pages 6 and 7) 1 2 France 3 Italy

4 Brazil 5 Oman

2a 2 Egypt 3 India 4 Chinese

6 Canada 8 Mexico 7 United States

5 Italy 6 Mexico 7 Canadian

8 Oman 9 Brazil 10 Spanish

3 1 he 2 she 3 he 4 she 5 he 6 he 7 she 8 he 4 2 He’s Brazilian. 3 It’s French. 4 He’s Japanese. 5 It’s Italian. 6 He’s Egyptian.

1a 2 I’m from Great Britain. 3 Paula is from the United States. 4 Portugal is in Europe. 5 Alex Treadway is a photographer. 6 Jakarta is in Indonesia.

1b a city – London a continent – South America a country – Brazil a language – French a name – Robert Smith a nationality – Australian

2b 1 ? 2 . 3 . 4 ? 5 . 6 . 7 ? 8 ? 2c 1 What’s your name? 5 My name’s Chris Cavendish. 4 Can you spell that? 6 Yes. C–A–V–E–N–D–I–S–H. 7 How are you? 3 I’m fine. 8 What’s your phone number? 2 It’s 96 457 329.

3 First name – Greta Surname – Lessard Nationality – Canadian Job – writer

1 jobs: artist, doctor, engineer, explorer, filmmaker, teacher

1c (page 8) 2 North America – c

1e (page 10)

Learning skills / Check! (page 11)

5 1 is 2 an 3 He’s 4 is 5 is 6 1 I’m 2 I’m a 3 This is 4 She’s a 5 is 6 from 7 It’s

1 1 Africa – b

2 This is Kara. 3 Nice to meet you, Kara. 4 Nice to meet you too.

countries: China, Great Britain, India, Italy, Oman, the United States numbers: eight, five, four, nine, one, seven, six, ten, three, two

3 1 student 2 photo 3 British 4 three 5 phone 6 seven 3 Asia – d 4 South America – a

2 a nine b three c eight d five e two f seven 3 1 Lisa 2 Nasser 3 Boris 4 Lisa – Mexico – Merida

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Nasser – Qatar – London Boris – Germany – New York

5 Lisa – 55 018 375 Nasser – 203 903 7529 Boris – 707 839 116

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6 1 your 2 My 3 My 4 your 5 My 7 2 Joana is from Madrid.

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2 a Can you spell that? 3 f What’s your first name? 4 e Thank you. What’s your job? 5 d OK. Thanks. 6 c Goodbye.

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1 1 morning 2 afternoon 3 evening 4 night 2 1 b Good afternoon. What’s your name, please?

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4 This phone call is from Boris. 6 He’s from Germany.

1d (page 9)

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Unit 2 2a (pages 12 and 13) 1 2 lake 3 city 4 island 5 beach 6 mountain 2 b 3 2 They’re 3 They’re 4 We’re 5 We’re 6 They’re 4b 1 We’re 2 They’re 3 They’re 4 We’re 5 They’re 6 We’re 5 2 ’m not 3 aren’t 4 isn’t 5 aren’t 6 aren’t

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2b (pages 14 and 15) 1 2 twenty-four 3 forty-seven

4 sixty-three 5 seventy-six

6 eighty-one

2 Berlin – 33°C Paris – 30°C Rio de Janeiro – 37°C Sydney – 18°C Toronto – 29°C

3 1 twenty-six 3 twenty-one

4 2 No, it isn’t. 3 No, it isn’t.

4 twenty-two 5 thirty-six

6 seventeen

4 Yes, it is. 5 Yes, it is.

6 No, it isn’t.

4 red 5 blue 6 green

7 grey 8 white 9 yellow

10 pink

2 Are you in a hotel? 3 Are they in Tokyo? 1b 2a 3c 3 blue 4 grey

2 father 2 son 3 mother

4 Mountains

6 beaches

2d (page 17) 1 1 a, d 2 c, e 3 b, g 4 f, h 2 1 Where 2 What 3 What 4 Is 5 What 1 Belfast 2 27 Front Street 3 BT34 8JR 4 [email protected] 5 LE61 DGM

3 Address – 17 North Street Postcode – M19 2GR Email address – [email protected] Phone number – 0794 276 809

5 email – 2 holiday – 3 hotel – 2 island – 2 lake – 1 mountain – 2 number – 2 student – 2 teacher – 2 telephone – 3 tourist – 2

2e (page 18) 1a 1 10 Downing Street London – c 2 221b Baker Street London – d 3 350 Fifth Avenue New York – a 4 1600 Pennsylvania Avenue Washington – b

1b Ness Hotel Loch Road Inverness IV4 2HF

1c First name – David Last name – Smith Address – 64 Mill Road City – Manchester

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4 mother

4 1 granddaughter 5 hotel 6 friend

4 1 buses 2 tents 3 cars 4 cities 5 offices 6 photos 5 1 friends 3 countries 5 hotel 2 island

3a (pages 20 and 21) 1 1 brother 2 sister 3 mother 2 1 daughter 2 sons 3 1 granddaughter 3 daughter

2 1 What’s this colour in English?

2 white

Learning skills / Check! (page 19)

Unit 3

2c (page 16)

3 1 cold

First name – Diana Last name – Black Address – 26 Hill Street City – London Postcode – SW 18 3ND Country – UK Email address – [email protected]

are airports. Cuba, Fiji and Hawaii are islands. Geneva, Loch Ness and Titicaca are lakes. Geneva, Moscow and Muscat are cities.

3 She’s on the beach. 4 Paul and Meera are in Santiago. 5 Is your name Andy? 6 You’re OK.

2 orange 3 brown

2 Title – Mrs

1 1b 2c 3a 4d 5 Charles de Gaulle, John F Kennedy and John Lennon

5 2✓ 3? 4? 5✓ 6? 6 2 Are John and Jane in Rome?

1 1 black

Postcode – M17 6RT Country – UK

4 father 3 parents 5 grandfather 6 parents

4 grandfather 5 daughter 6 parents

5 2 Liam is my brother’s son. 3 Who’s Anne’s sister? 4 What’s Moira’s phone number? 5 Is this Jerry’s car? 6 Are you Liam’s brother?

6 1 is 2 P 3 P 4 is 5 is 6 P 8a 1 Where are your parents from? 2 What’s your mother’s name? 3 What’s your father’s job? 4 What’s your friend’s phone number? 5 Where’s your teacher from? 6 Who are your friends in your English class?

3b (pages 22 and 23) 1 1 March 2 May 3 October 4 September 2 1 April, June, September, November 2 January, March, May, July, August, October, December

3 1 How old are you? 2 How old is your sister? 3 How old are your parents? 4 How old is your son? 5 How old are your grandparents?

4 1 twenty-six 2 twenty-eight 3 father: fifty, mother: forty-nine 4 two (years old) 5 grandfather: eighty-one, grandmother: seventy-five

6 1 groom 2 bride 3 husband, wife 7 1 Her, Her 4 Their, Their, their 2 Our, Our, our 3 His

5 Her, her 6 His, His

8 1 What 2 Who 3 When 4 How 5 Where

Workbook answer key

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Unit 4

3c (page 24) 1 2 3 4

1b

2c

3a

1 old 2 rich 3 poor

1 British 2 French 3 young 1 children – I 2 countries – R

4a (pages 28 and 29)

4 big 5 small 6 young 4 age

3 families – R 4 men – I

1 1 bank

5 five 6 old 5 people – I 6 women – I

3d (page 25)

2 Norfolk Street

3 a new baby 4 a wedding anniversary

2 an engagement

6 2 The bus station is in Norfolk Street 3 The Express Café is next to the museum. 4 The market is near the Express Café. 5 The information centre is next to the bank. 6 The cinema is opposite the bank.

2cdba

7a 1 The cinema is next to the bus station.

3e (page 26) 1 1✓ 2✓ 3✓ 4✗ 5✓ 6✗ 2 1 are not 5 they are

2 The museum is in Norfolk Street. 3 The market is near the bus station. 4 The cinema is opposite the café.

9 who is 10 you are

6 we are 7 what is 8 when is

7b 1 T 2 F 3 F 4 F

4b (pages 30 and 31)

3 1 What’s his address?

1 1 this 3 1 Saturday

2 It isn’t their wedding anniversary. 4 They’re engaged. 6 What’s your sister’s name?

5 To Martina and Jeff Congratulations on your new son! Love from Alex

2 politician

4 1 family 2 cousins

5 actress 6 tennis player

3 women 4 wedding

5 poor 6 grandmother

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7 a street 8 a Where is that?

4 grandson 5 present 6 men

3 athlete 4 singer

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7 Sunday

2 Where are we? 3 When is the market open? 4 Why is this building famous?

Learning skills / Check! (page 27) 2 old 3 wedding anniversary

4 Friday 5 Thursday 6 Monday

4 Monday, Tuesday, Wednesday, Thursday, Friday, Saturday 5 1 The Old Market 2 Main Street, Alston 3 no 6 1 What is this building?

Happy Anniversary! Best wishes from Sandra

1 1 cousins

2 that

2 Wednesday 3 Tuesday

4 To Laura and George

3 1 artist

3 market – c 4 bank – a

2 bus station – d

2 a Congratulations! 3 b Happy Birthday! 4 a Congratulations!

2 he is 3 I am 4 is not

4 Norfolk Street

5 1 Express Café – b

2 1 c Happy Anniversary! or a Congratulations!

4 1cab

9 train station 10 information centre

2 1 park 2 cinema 3 museum 4 car park 3a 1 k 2 k 3 s 4 s 5 s 6 k 4 1 Kent Street 3 Kent Street

5 1 in 2 at 3 at 4 at 5 in

1 1 a wedding

5 market 6 museum 7 car park 8 bus station

2 café 3 park 4 cinema

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4c (page 32) 1 2 It’s ten fifteen. 3 It’s twelve thirty. 4 It’s five twenty. 5 It’s six ten. 6 It’s eight forty-five.

2 2 It’s eleven thirty. 3 It’s nine fifteen. 4 It’s two forty-five. 5 It’s four o’clock. 6 It’s ten twenty.

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2 What’s the capital of France? 3 Is that a map of the city centre? 4 This is a photo of my family. 5 I’m from the United States of America.

Workbook answer key

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5 1 Addis Ababa

3 1 play

2 London 3 no 4 East Africa Time, traditional Ethiopian time

6 b traditional Ethiopian time

2 1 1 b Two cakes, please. 2 1 c Can I have a coffee, please?

7 salad

5 1 I can’t.

2 a No, thanks.

1 1 a camera

4 a video camera 2 a laptop 5 a webcam 3 a mobile phone 6 an MP3 player

7 headphones

2 1F 2T 3F 4T 3 2 Alvaro has a mobile phone and a video camera.

2 a Anything else? 3 b OK. Here you are. Eight euros, please.

3 Linzi and Jay have a laptop and headphones. 4 Boris has a mobile phone and headphones. 5 Simona has a video camera and a webcam. 6 John and Mimi have headphones and a webcam.

4e (page 34) 1 2 Our hotel is near the old city and the sea. 3 The Grand Bazaar is old and famous. 4 The coffee and the food are great. 5 The people are nice and friendly. 6 The Topkapi Palace museum and the Hagia Sophia museum are great.

2 1 The shops are great.

4 Adjective: digital, famous, fantastic, friendly, good, great, light, new, nice, old, small, young Noun: bag, battery, family, invention, office, photo, robot The word light is also a noun. The noun sunlight is in Student’s Book Unit 5c.

5 2 light 3 young 4 friendly 5 young 6 friendly 6 1 It’s a new backpack.

2 The museum is famous. 3 The city is beautiful. 4 The markets are big. 5 The hotel is new. 6 The people are friendly.

2 It’s a famous family. It’s a fantastic family. 3 They’re new batteries. They’re small batteries. 4 It’s a nice bag. It’s a light bag. 5 They’re famous robots. They’re new robots. 6 It’s a big photo. It’s an old photo.

3 1 Hello 2 in 3 near 4 and 5 is 6 here 7 great 8 you

Learning skills / Check! (page 35) 3 name 4 near

7 he can’t. 8 they can.

5b (pages 38 and 39)

3 1 c Can I help you?

2 this

3 he can’t. 5 she can. 4 she can’t. 6 I can.

2 I can.

2 b Large. 3 a No, thanks.

2 1 here

7 swim 8 speak

3 Can your father play table tennis? 4 Can your sister sing? 5 Can your mother cook? 6 Can you ride a bike? 7 Can your brother swim? 8 Can your friends speak English?

c East Africa Time

4 mineral water 5 cake 6 sandwich

2 tea 3 fruit juice

5 cook 6 ride

4 2 Can you drive a car?

4d (page 33) 1 1 coffee

3 play 4 sing

2 drive

5 open 6 time

7 please 8 help

7 1a 2b 3b 4b 5b 6a

5c (page 40)

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5 can’t 6 poor

4 These people are very poor. 6 The water is very clean.

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5d (page 41) 1 2 4 5

2£

3$

1 £30.00

4 R$

5 AED 6 ¥

2 £14.50

1 nineteen euros

3 £16.60

4 £17.85

5 £80.20

6 £90.99

2 ninety-five euros 3 yes

1 Can I help you? 2 How much are these speakers? 3 And how much is this alarm clock? 4 Can I pay with euros? 5 Here you are.

5e (page 42)

Unit 5 5a (pages 36 and 37) 1 1 can 2 can’t 3 can’t 4 can 5 can 6 can 2b 1 can 2 can’t 3 can’t 4 can 5 can 6 can’t

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1a 3 4 6 1b 2 My computer is new, but it is very slow. 3 This phone is very basic, but it is cheap. 4 This shop is big, but it isn’t very good. 5 I can ride a motorbike, but I can’t drive a car. 6 She can speak Russian, but she can’t write in Russian.

Workbook answer key

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8b 1 a lot 2 very much 8c 1 Andrew likes jazz a lot.

2 phone, laptop, computer 3 1d 2c 3a 4b 4 Example answer: Hi Pascal Laptops are cheap, but you can’t carry a laptop in your pocket. New phones are expensive, but Skype is cheap. Good luck in your new job! Mike

Learning skills / Check! (page 43) 1 1 piano 4 1 Singapore 2 solar

2 swim

3 alarm clock

3 dollar 4 digital

5 Yves Rossy 6 Kyoto

5 gadget

Unit 6

2 He doesn’t like pop music very much. 3 I don’t like tea very much. 4 We like sports a lot. 5 My friend doesn’t like TV very much. 6 My friends like films a lot.

6c (page 48) 1 2 3 4 5

1 international 1c 2c 1 it

2 him

3 them 4 her

1 What time is it? 2 How much is it? 3 What day is it?

6d (page 49)

1 1 tennis 2 basketball 3 rugby 4 football 5 table tennis 2 2 We don’t like football.

1 1 2 1 horrible 5 1 play

3 Do they like rugby? No, they don’t. 4 Do they like tennis? Yes, they do. 5 Do they like basketball? No, they don’t. 6 Do they like table tennis? Yes, they do.

4 a five hundred b nine million c seven thousand d twenty-five million

e thirteen thousand f eighty-eight thousand g ten million

6 1 cheese 2 chocolate 3 eggs 4 fish

5 fruit 6 meat 7 pasta 8 rice

9 salad 10 vegetables

2 swimming

2 1 birds 2 TV shows

5 TV shows 6 birds

3 action films 4 music

5 swimming 6 books

3 1 jazz 2 reality shows 3 Sherlock Holmes 4 reality shows, comedies, detective stories animals, wildlife shows, action films, sports 3 He likes comedies. 4 He likes detective stories. 5 He doesn’t like animals. 6 He doesn’t like wildlife shows. 7 He doesn’t like action films. 8 He doesn’t like sports.

6 2 Andrew’s friend doesn’t like jazz. 3 Does Emile like scuba diving? 4 Emile doesn’t like novels. 5 Frances doesn’t like pop music. 6 Does Frances like tennis?

3

4

2 great

3 fantastic

4 boring

5 love 6 have

7 don’t like

1 1c 2e 3a 2 1 1 b The star is Joaquin Phoenix. 2 d He’s my favourite American actor. 3 e He’s really good in this film. 4 h I have all of his films on DVD. 2

1 f The food is great and it isn’t expensive.

3

1 a The music is from countries around the world. 2 c The singers are fantastic! 3 g They have beautiful voices.

4 1 It 2 it 3 They 4 them 5 They 6 We 5 2 A: This film is boring! 2 B: Oh! I think it’s vry good. 3 B: Yes, I do. She’s fantastic!

1 You can find out all this information from a dictionary. 5 basketball, cheese, eggs, pasta, rugby, salad, tennis, vegetables

3 action films 4 music

5 2 He likes reality shows.

2

Learning skills / Check! (page 51)

6b (pages 46 and 47) 1 1 books

6 me

6e (page 50)

5 1 three hundred 2 200 / two hundred 3 10,000 / ten thousand 4 60,000,000 / sixty million 5 190,000,000 / one hundred and ninety million

5 you

4 Is it hot? 5 Do you like cheese?

3 like 2 don’t like 4 watch

3 2 Do they like football? No, they don’t.

3 Great Britain

3a

6a (pages 44 and 45) 3 We don’t like rugby. 4 We like tennis. 5 We don’t like basketball. 6 We like table tennis.

2 four

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Unit 7

6 1 Do you understand Arabic? 2 Do your friends speak German? 3 Do we have an internet connection? 4 Do the students in your class study online? 5 Do they live with their parents? 6 Do their friends like learning English?

7a (pages 52 and 53) 1 2 3 4 5 6

a autumn

b spring

c summer

d winter

1d

2b

3c

4a

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1 live 2 speak 3 speak in the Pacific Ocean

9a 1/2 in a city, in Oman

4 understand 5 have 6 teach

1 One million people live in Fiji. 2 They don’t live on all the islands. 3 We speak Fijian and English. 4 We have an international rugby team. 5 I don’t play rugby. 6 Tourists like the beaches in Fiji.

7c (page 56) 1 1 cloudy 2 rainy 3 snowy 4 sunny 5 windy 2 2 eat 3 watch 4 stay 5 read 6 cook 7 play 8 take 3 You hear all the activities except 4.

8 1 They don’t speak Swahili in Fiji.

interview 1: meet my friends at the park, eat lunch outside, don’t watch TV interview 2: read books a lot, cook with my sister interview 3: don’t play golf, take a lot of photos

2 We don’t live on an island. 3 My friends play rugby. 4 I don’t understand Fijian. 5 You don’t teach English. 6 Tourists like my town.

4 1 What 2 When 3 Where 4 Who 5 Why 5 1 outside

9 1 I live on an island.

2 beach 3/4 cycling 3/4 swimming 5 university

2 We don’t have cold winters. 3 We speak English. 4 I don’t understand Swahili. 5 My friends play rugby. Fiji

7d (page 57) 1 5 Is it 6 It’s 2 1 c I don’t feel well

7b (pages 54 and 55) 1 1 teacher 2 board 3 student classroom

2

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4 pencil 5 book 6 pen

2

3/4 two children, the Internet 5/6 English, at university

7 It’s

2 g Why don’t you 3 a Are you OK 4 f I’m thirsty 5 d I don’t like tea 6 e I don’t understand 7 b Here you are

3

3a 1 feel 2 like 3 magazine 4 bed 5 tea 6 dictionary college

7e (page 58) 1 a cycling 4

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e cycling f Saturdays g two children h two bikes

2 1 b, d 2 c, g 3 1 d I’m a teacher. 9

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b Pacific Technical College c married d teacher

3 a, e, f, h

b I work at Pacific Technical College. 2 c I’m married. g I have two children – a boy and a girl. 3 a I like cycling. h I have two bikes. e We go cycling in the mountains. f We meet on Saturdays.

4 Example answers: 3 2 Do they live in the capital? 3 Do they go to school every day? 4 Do they like their school? 5 Do they study English? 6 Do they have classes in English?

1 I speak Japanese. 2 Today is Tuesday. 3 This month is June. 4 My favourite season is autumn. 5 I study at the Escola Oficial d’Idiomes.

5 1 No, they don’t. 2 No, they don’t. 3 No, they don’t. 4 Yes, they do. 5 Yes, they do. 6 No, they don’t.

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Learning skills / Check! (page 59) 3 1 Pacific 2 winter

3 dhow 4 teacher

5 reindeer 6 Holi

7 Canada 8 islands

4 1 HOLISLANDS

3 PACIFICANADA 2 TEACHEREINDEER 4 DHOWINTER

Workbook answer key

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Unit 8

8c (page 64)

8a (pages 60 and 61) 1 3 4 5

2 in

3 in

1 breakfast

4 with

5 in 6 with

7 in 8 in

2 lunch 3 dinner 4 work

5 bed

1 scientists at a ‘sleep laboratory’ 2 1a 2c 3e 4b 5d 3 1 How many days do you work? 2 How does he watch people? 3 How often do nurses change their routine? 4 How many hours do police officers work? 5 How does it work?

Colorado, USA; work in the gas industry 3 Jeff doesn’t start work at seven thirty. He starts work at eight o’clock. 4 Jeff doesn’t have lunch at eleven o’clock. He has lunch at twelve o’clock. 6 Tommy doesn’t go to bed at ten o’clock. He goes to bed at eleven o’clock.

4 1 She goes to work every day. 2 Do you change your routine every week? 3 We meet every month. 4 I talk to my mother every evening. 5 Does he watch TV every night? 6 We go to the beach every Sunday in summer.

6 Jeff doesn’t have breakfast. Jeff goes to bed at ten o’clock. Tommy starts work at six o’clock. Tommy doesn’t have lunch. Tommy finishes work at 3.30.

8d (page 65)

7a 1 work 2 gets up 3 starts 4 finish 5 finishes 6 goes 8 1 at 2 on 3 at 4 in 5 at 6 on

8b (pages 62 and 63) 1 1 journalist 2 waiter

3 businesswoman 5 receptionist 4 nurse 6 shop assistant

2 1 Waiters usually work late. 2 Journalists sometimes write books. 3 A businesswoman often travels to different cities. 4 A waiter never works at home. 5 A shop assistant always talks to customers. 6 A nurse often works late.

3 1T 2F 3T 4 1 Pauline 2 Magnus

3 Magnus 4 Magnus

1 1 e Can I help you 2 d Can I speak to 3 a one moment 4 e Can I help you 5 d can I speak to 6 c I’m sorry 7 b I’ll call back later 4a calls – is, colours – is, drives – is, experiments – this, has – is, journalists – this, laboratories – is, nurse – this, wakes – this, writes – this

8e (page 66) 1a 1 boss

7 dinner 13 summer 2 businessman 8 engineer 14 tourist 3 call 9 finish 15 usually 4 college 10 meeting 16 week 5 different 11 midday 6 difficult 12 sleep The words finish and tourist don’t have double letters.

5 Magnus 6 Pauline

5 1 What does he do? He’s a police officer. 2 Where does he work? He works in London. 3 Does he live in London? No, he doesn’t. 4 Does he go to emergencies? Yes, he does. 5 Does she work in London? No, she doesn’t. 6 Does she write for Travel Planet? Yes, she does.

6 1 do (you) do 2 works 3 Does (your husband) do 4 doesn’t 5 Do (you) like

1b 1 engineer 2 college 3 dinner 4 usually 2a 1 time 2 place 2b 3 night 4 the morning 5 university 6 Italy 3 1 a an Italian restaurant

6 do 7 finishes 8 start 9 don’t work

7a 1 Pauline has breakfast at eight o’clock. 2 Jay doesn’t travel a lot 3 Amelia works at night. 4 My husband doesn’t finish work at 6.30. 5 My friend goes to bed late. 6 Your sister telephones you every day.

7b 1 Pauline doesn’t have breakfast at eight o’clock. 2 Jay travels a lot. 3 Does Amelia work at night? 4 My husband finishes work at 6.30. 5 My friend doesn’t go to bed late. 6 Does your sister telephone you every day?

4 5

2 d I’m a waiter 3 g the customers are usually tourists 4 c have pizza or pasta 5 e in the morning 6 b get up late 7 f on Mondays boss, difficult, midday, usually, week Example answer: Hi Craig Yes, I’m in Italy. I have a new job too. I work in a call centre. It’s boring, but it isn’t difficult. I finish work at eight o’clock. Let’s talk at nine o’clock. Oscar

Learning skills / Check! (page 67) 2 1 breakfast 2 receptionist 3 cats

4 lunch 5 exercise 6 dinner

7 film 8 bed

Workbook answer key

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Unit 9

9d (page 73) 1 1 alarm call

9a (pages 68 and 69) 1 1 a hat 2 a scarf 3 a jacket 4 a jumper 5 a pair of jeans 2 1 a T-shirt 3 a shirt 5 a pair of trousers 2 a pair of boots

4 a coat

6 a pair of shoes

3 pyramids – Mexico

4 There are

6 There’s

8 1 There are four shirts in my suitcase. 2 They’re red and white. 3 There are two pairs of trousers. 4 They’re old. 5 There are three jumpers. 6 They’re new.

1 1 table

4 chair 7 fridge 2 lamp 5 desk 8 bath 3 bed 6 TV 9 wardrobe not in the picture: armchair, shower, sofa

2 Executive 3 2 Is there a DVD player in the Club rooms? 3 Are there magazines in the Executive rooms? 4 Is there a basket of fruit in the Superior rooms? 5 Are there drinks in the Executive rooms? 6 Is there a fridge in the Superior rooms?

4 2 Yes, there is.

4 No, there isn’t. 3 No, there aren’t. 5 Yes, there are.

6 Yes, there is.

5 2 There aren’t any armchairs in the Executive rooms. 3 There isn’t a DVD player in the Superior rooms. 4 There isn’t a basket of fruit in the Executive rooms. 5 There isn’t a safe in the Executive rooms. 6 There aren’t any magazines in the Superior rooms. 5 there isn’t 6 there’s 7 there isn’t 8 Is there

9 there is 10 there aren’t any

7a A: Let’s go to Loch Ness for New Year. A: Yes, there are. There are flights from Monday to Friday. A: Yes. It’s popular in winter – from December to February there are lots of flights. A: And there’s a bus from the airport to the hotel.

7b 1 T

2T

2 by car 3 740 kilometres

1b 1 d 2 c 3 a 4 b 5 e 2 1b 2c 3d 3 Example answer:

4a

Learning skills / check! (page 75) 1 take a photo, take a suitcase book a hotel, book online travel by bus, travel to Africa

2 Example answers: go: to school / work, home, to the beach, to bed, to a class, to Africa, into the forest, swimming, for walks, out, on holiday; temperatures go up have: classes, a meeting, teachers, children, a camera, a mineral water, breakfast / lunch

3 1 Peru 2 Russia 3 ice 4 the Trans-Siberian railway

5 Lisbon 6 a pyramid 7 Wellington 8 yes

4 1 table 2 beds 3 fridge 4 sofa 5 bath 5 wardrobe

Unit 10 10a (pages 76 and 77) 1 2 1991 3 1836 4 2005 5 1492 6 1770 2 2 two thousand 5 seventeen fifty 3 eighteen seventy-five 4 two thousand and fifteen

6 two thousand and eight

3 2 4th 3 12th 4 18th 5 22nd 6 31st 5 b second e fifth h twelfth c third d fourth

9c (page 72) 1 1 the North Island

the hotel. 3 Stay in bed and breakfasts because they’re cheap and friendly. 4 Don’t go in winter because it’s very cold. 5 There are a lot of hotels because it’s a popular place. 6 Don’t take a bus because they aren’t comfortable.

Legoland is a great place for families. It’s near London. There are a lot of attractions. Don’t go in August because there are a lot of people at that time. There’s a hotel in the park. Don’t miss the children’s train because it’s great for young children.

9b (pages 70 and 71)

2 there are 3 there’s 4 Is there

2 1b 2c 3a 4b 3 1 I’d like an 2 I’d like to 3 is there a 4 I’d like to

1a 2 You can swim every day because the beach is next to

4 1 365 2 yes 3 Indonesia 4 yes 5 1 There are 3 There are 5 There are

6 1 Are there any

3 laundry 5 business centre 4 medical service

9e (page 74)

a castle – Edinburgh shops – Tokyo beaches – Indonesia old buildings – Russia a prison – South Africa

2 There’s

2 room service

f tenth g eleventh

i thirteenth j twenty-first

6 1 Marie Skłodowska Curie 4 Auckland – Wellington 5 bed and breakfast places

2 1T 2T 3F 4T 5T 3 1b 2a 3d 4c 5f 6e 4 1 Can I take two suitcases on the plane? 2 Can I take photos in the plane? 3 Can I take a bus to the airport?

5 1 Start 2 Don’t drive 3 Don’t stay 4 Visit 5 Go

2 scientist 3 woman winner of a Nobel Prize and first woman professor at the University of Paris 4 7th November 1867 5 Poland 6 French 7 scientist 8 France

7 1 October 2 scientist

3 Sweden 4 parents

5 engineer 6 brothers

7 rich

8 1 was 2 were 3 was 4 were 5 was 6 was 184

Workbook answer key

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9 2 He was an engineer and inventor.

10d (page 81)

3 He was the inventor of television. 4 His parents were from Scotland. 5 He was born in Scotland. 6 His children were born in England.

1 1e 2d 3c 4a 5b 6f 2 b I was at home.

11a 1 Irene Curie was born on 12th September 1897. 2 Eve Curie was born in 1904. 3 John Logie Baird was born in 1888. 4 Sally Ride was born on 26th May 1951. 5 Alfred Nobel was born on 21st October 1833. 6 Mao Zedong was born in 1893.

11b 1 years

2 dates

12a there was, there were 2 were

3 were

4 were

5 were

6 was

10b (pages 78 and 79) 1 2 3 4

1 famous 2 interesting

3 good

1 boring 2 unfriendly 3 bad 1F

2T

3F

4T

5F

3 1 b I was at home. 2 d I wasn’t well. 3 a Don’t worry. 4 e I’m sorry I’m late. 5 g That’s OK. 6 c I’m very sorry. 7 f I was busy at work.

10e (page 82)

12b 1 was

c I was in traffic. d I was on the phone. e I wasn’t well. f I was busy.

4 great

5 friendly

2 1 When I was five, my brother was born. 2 When I was at school, I was good at English. 3 When I was at secondary school, I was in the sports club. 4 When my parents were children, their families were poor. 5 When I was a child, my favourite food was pizza.

4 unhappy

6F

2 His parents weren’t rich. 3 His first job wasn’t in a film. 4 His first film roles weren’t big. 5 He wasn’t a happy child.

5 Example answers: 2 My parents weren’t actors. 3 My grandparents weren’t famous. 4 My brother wasn’t a student in London. 5 I wasn’t in a TV show in 1997.

6 1 Was your school big? 2 Were you good at science? 3 Were the teachers friendly? 4 Were the lessons interesting? 5 Was your best friend in your class? 6 Were your classmates nice?

7 2 No, I wasn’t. 3 No, they weren’t. 4 Yes, they were. 5 Yes, she was. 6 Yes, they were.

10c (page 80) 1a 1 Where were your parents from? 2 When was your father born? 3 What was your grandmother’s name? 4 Who was your best friend at school?

1c 1 Who 2 Where 3 What 4 When 5 Why 2 1 an Aztec leader 2 Mexico 3 Moctezuma – or Montezuma 4 about 1466

3 from 1502 to 1520 4 1 ago 2 At that time 3 Today 4 ago 5 Today 5 1 The first Aztec ruler was Acamapichtli. 2 Modern Mexico’s first president was Guadalupe Victoria. 3 Who was the first president of your country? 4 Which Russian president was born on the first of February 1931? 5 What was President Yeltsin’s first name?

Learning skills / Check! (page 83) 1 1 d 2 a 3 b 4 g 5 e 6 f 7 i 8 j 9 h 10 c 4 1 Apache 3 Japanese 5 South 7 Maya 2 Russia

4 Portugal

6 Norway

5 history

Unit 11 11a (pages 84 and 85) 1 2h 3e 4a 5d 6f 7b 8g 2 2 finished – R 4 found – I 3 went – I

6 took – I

5 called – R

3 1 I took a bus to town. 2 I went to work. 3 We had a bad evening. 4 A customer found a snail in his food. the waiter

4 1 called 2 died 3 discovered

5 1 lived 2 started

4 finished 5 killed 6 lived

7 started 8 studied 9 walked

3 died 4 studied

5 walked 6 finished

7 1 found or discovered 2 were 3 was 4 had

5 died 6 studied 7 found or discovered 8 lived

11b (pages 86 and 87) 1 1 actor and writer 2 because he loved travel and exploration 3 1988 4 a ‘silly person 5 a ‘silly explores’

2 2 discovered 3 loved 4 changed 5 went

6 wrote 7 followed 8 travelled 9 walked

10 met 11 filmed

Workbook answer key

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3 2 He didn’t write Around the world in 80 days.

4 Example answer:

Jules Verne wrote Around the world in 80 days. 3 He didn’t travel to the South Pole in 1999. He travelled to the South Pole in 1991. 4 He didn’t go around the Pacific Ocean in two months. He went around the Pacific Ocean in ten months. 5 He didn’t walk across the Sahara Desert in 2005. He walked across the Sahara Desert in 2002.

4 2 Did you read Jules Verne’s story? 3 Did you drive to the South Pole? 4 Did you meet interesting people? 5 Did you make a film on every trip? 6 Did you have an adventure last year?

6 2 I did 3 I didn’t 4 I did 5 I did 6 I didn’t 7 2 Did you fly around the world last year? 3 When was your last holiday? 4 Did you watch TV last night? 5 What was the last film you saw? 6 Did your friends visit you last weekend?

Dear Eve Thanks for the DVDs. They were really interesting. I watched the first one last night and the second one this morning! Thanks again. Speak to you soon. Love, Rachel

Learning skills / Check! (page 91) 1 do – did, drive – drove, fall – fell, find – found, go –went, have – had, leave – left, make – made, meet – met, say – said, see – saw, send – sent, take – took

3 1 Ötzi

Unit 12 1 1 bathroom

1 1 two men – Borge Ousland and Mike Horn 2 the North Pole 3 sledges 4 a polar bear

2 When did they go to the North Pole? 3 What did the polar bear eat? 4 Where did Mike Horn fall? 5 Why did Mike Horn fall? 6 Why did Borge Ousland start a fire? 4 into the sea 5 because the ice broke 6 to dry Horn’s clothes

5 1 Who did you go on holiday with last year? 2 Did you book the tickets with a travel agent? 3 Did you stay in a hotel with wi-fi? 4 Who do you live with?

11d (page 89) 1 conversation 1: 2 c 3 e 4 b 5 d 6 f conversation 2: 1 b 2 e 3 d 4 c 5 a 6 f conversation 3: 1 b 2 f 3 c 4 e 5 d 6 a

3 2h 3f 4g 5d 6c 7a 8e

3 kitchen 4 dining room

2 bedroom

5 living room

2 2 I eat lunch in the dining room / kitchen / living room.

2 2e 3c 4a 5d 6f 3 1 Who did Borge Ousland travel with?

2 in 2006 3 their boat

9 Sahara 10 skis

12a (pages 92 and 93)

11c (page 88)

4 1 Mike Horn

5 Madagascar 6 very sharp 7 animal 8 Jules Verne

2 Italy 3 knife 4 the UK

3 I cook in the kitchen. 4 I sleep in my / the bedroom. 5 I have a bath in the bathroom.

3 1 Kolkata, India 4

2 in the living room of the grandfather’s house 3 eight 1 The man is sitting on a chair. 2 The children are sitting on the floor. 3 The boy is looking at the camera. 4 The girl is standing near a small table. She is wearing a dress.

6 2 Are the children watching TV? No, they aren’t. 3 Is the man reading a book? No, he isn’t. 4 Are the children sitting? Yes, they are. 5 Is the girl making tea? No, she isn’t. 6 Are the boys wear shorts? Yes, they are.

5 1 Are they making lunch?

11e (page 90) 1 1 Dear / Hi 2 All the best, / Best wishes, / Love, 3 Dear / Hi 4 All the best, / Best wishes, / Love, 5 Dear 6 All the best, / Best wishes, / Regards

2a a 2b 1 no: We visited the park. Then we went home. 2 no: We had dinner. Then we went to bed. 3 yes 4 no: I fell on the ice. Then my friend helped me. 5 no: I didn’t have any money. Then my friend gave me ten pounds.

3 1 a, e

2 d, h

3 c, f

4 b, g

2 He isn’t reading the newspaper. 3 You’re watching TV. 4 We’re washing the car. 5 Are you eating? 6 She isn’t sitting on the floor.

6 1 What are you doing? 2 I’m watching TV. 3 What are you watching? 4 Are you watching TV? 5 No, I’m not. 6 We’re playing a video game. 7 I’m coming to your house. 8 I’m leaving the house right now.

12b (pages 94 and 95) 1 1 have 2 visit 3 play

186

4 go out 5 go 6 meet

7 get up 8 go 9 read

10 go 11 go 12 go

Workbook answer key

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2 2 Adela and Naomi are meeting friends on Saturday evening. 3 Mike is visiting his family this weekend. 4 Rowan is reading the newspaper. 5 Leila is going out for a meal with colleagues tomorrow. 6 Joe and Sue are going shopping with their children on Saturday morning.

3 2 on Saturday evening

5 tomorrow 6 on Saturday morning

3 this weekend 4 now

4 1 working 2 taking the train to Edinburgh 3 going to a concert 4 meeting friends 5 coming back from Edinburgh 6 going shopping 7 having

5 1 tomorrow evening 2 tomorrow

2 h Would you like a single or return ticket? 3 b Are you coming back today? 4 e What time is the last bus? 5 c Four tickets for the History exhibition, please. 6 g Would you like a family ticket? 7 f Would you like to buy a brochure? 8 d What time does it close?

1 1 c to the marriage of their daughter 2 b at the Inn on the Lake 3 d We’re having a garage sale 4 a 2 Fountain Street

3 next year 4 on Monday

3 She’s going to a concert on Saturday evening. 4 She’s meeting friends on Sunday. 5 She’s coming back from Edinburgh on Monday evening. 6 Carla is going shopping on Saturday. 7 She’s having lunch with her sister on Sunday morning.

7a 1 What are you doing this weekend? 2 Are you going to the cinema tomorrow? 3 What are your friends doing tonight? 4 Where are you going on Sunday?

12c (page 96) 1 1b 2a 2 Speaker 1: 1 She goes to the country. 2 She goes with friends. 3 She did a painting course. 4 She’s doing a yoga course. Speaker 2: 1 He goes to an adventure centre. 2 He sometimes goes with friends and he sometimes goes alone. 3 He went canoeing. 4 He’s going mountain climbing.

2a 1 b 2 c 3 d 4 a 2b

arrive come do drive fly get have leave lie make move phone run see sit smile study swim travel work

Present continuous

Present simple (he/ she/it)

Past simple

arriving coming doing driving flying getting having leaving lying making moving phoning running seeing sitting smiling studying swimming travelling working

arrives comes does drives flies gets has leaves lies makes moves phones runs sees sits smiles studies swims travels works

arrived came did drove flew got had left lay made moved phoned ran saw sat smiled studied swam travelled worked

3 1 a, c 2 b, d

3 1 Travel – PR 2 go – PR 3 did – P 4 ’m doing – F 5 do – PR 6 went – P 7 ’m going – F 2 ’s meeting

1 a T b T c O d O e T f O g T/O h T 2 1 a A ticket to Edinburgh, please.

12e (page 98)

6 2 Rosa is taking the train to Edinburgh on Saturday morning.

4 1 works

12d (page 97)

Learning skills / Check! (page 99) 3 1 newspaper 2 castle 3 went 4 read

3 ironing 4 window

5 builder 6 motorbike

5 ’re going climbing 6 goes

5a 1 What do you do? 2 What are you doing? 3 What do you usually do at the weekend? 4 What did you do last weekend? 5 What are you doing this weekend?

Workbook answer key

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IELTS practice test Listening Test answer key 1 C when you go to do your test, please go to room 16 2 A Your English test only takes one hour and ten minutes. 3 32 (years old) I am thirty-two years old. 4 Manchester I was born in Manchester. 5 yes My wife’s name is Helen. We got married three years ago.

6 22 West Street My address is 22 West Street. 7 golf my favourite sport is golf 8 Spanish I studied Spanish at school 9 Italian I can also speak Italian 10 (fried) chicken my favourite food is fried chicken 11 C That leaves Thursday. I hope that’s a good day for everyone.

Reading Test answer key 1D 2E 3A 4E 5B 6F 7E 8C 9C 10 B 11 vii 12

12 C To catch the bus, please come to the college no later then seven forty-five.

13 A In a student group, we only pay £12 each. 14 B/D We can sit and eat … together in the garden 15 D/B There are lots of lovely things in the gift shop. 16 German see the work of German artists 17 (old) books a fantastic collection of old English books 18 Yellow (Room) that’s the Yellow Room 19 Russian The maps are on loan from a Russian museum. 20 clothes you can see some clothes that people wore 21 September we like to go in September 22 bicycle We go everywhere by bicycle. 23 B I choose where we go and which route we take. 24 A when it comes to booking hotels, … Anna does that 25 C we talk about it and decide together 26 A Anna likes to have a break. She tells me when it’s time to stop for a rest. I answer any calls and texts we get. Anna hates shopping. So … I go into the shops. photos … I take lots of them on my phone we take turns to do that. I do it one day and Anna does it the next. Asia There are also a few in Asia. 15 In the wild, lions usually live for about fifteen years. 5 … usually there are as many as five born at the same time 20 resting – twenty hours a day is not unusual male The male lion always starts the meal. rugby in the UK and Ireland, one of the most famous rugby teams is called … soccer/football there is a soccer team called ... South Africa one of the most famous cricket teams in South Africa Canada ‘the Lac St Louis Lions’ ice hockey team in Canada basketball ‘the Dublin Lions’ in Ireland. They play basketball.

27 A 28 B 29 A 30 C 31 32 33 34 35 36 37 38 39 40

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

Open every day from 19.00 international menu Famous for its excellent seafood Famous for its vegetable curry Very low prices Enjoy a relaxing meal in peaceful surroundings Open Tuesday to Sunday No cheques or credit cards accepted Popular with office workers at lunchtime Live band in the evening at weekends on Norman Street … just a few minutes’ walk from the train station. The number 4A bus stops outside i English language classes … learn how to do jobs like hairdressing, motor-vehicle maintenance and hotel work v residential accommodation … self-catering apartments ii gym and fitness centre … tennis courts … football teams ix If you’d like to study … an application form … Enrolment Officer vi employer … working at the college D I don’t serve their meals C I usually work an eight-hour shift A I hold a computer club for students B I drove a police car B 18 weeks’ basic training at police college C degree course in scien cat university … and a year at a teacher training college B would like to become a police inspector one day A wait for their time to go … When they come back C there are not always simple answers A a three-year diploma B interview them and take notes surgical ward (to/the/a) court www.canteach.gov.uk NOT GIVEN TRUE Billy lives ... with his wife, Linda. They were married ten years ago. FALSE Billy worked in an office ... He hated his job. NOT GIVEN FALSE Linda has an office in their home and she works there. FALSE he doesn’t play golf very much TRUE he works at golf courses now computers Billy worked in an office in New York. He worked with computers. lakes Billy dives in the lakes for these golf balls. lost She sells the lost golf balls that Billy finds.

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How to mark the Writing Test Task 1 There are four criteria for marking the Part One tasks, which are equally weighted.

Task achievement This is an assessment of how well the student has fulfilled the task. A successful task will: ■ include at least the minimum number of words ■ have a text structure appropriate to an email ■ be relevant to the context established in the input material ■ achieve the writer’s intended purpose ■ cover the functions indicated in the bullet points

Coherence and cohesion This is an assessment of how clear and fluent the writing is. A successful task will: ■ be appropriately organised ■ successfully link information and ideas ■ contain logical sequencing ■ make effective use of cohesive devices

Lexical resource This is an assessment of the use of vocabulary. A successful task will: ■ include a range of relevant vocabulary ■ use vocabulary accurately ■ use vocabulary in an appropriate way

Grammatical resource This is an assessment of the use of grammar. A successful task will: ■ use an appropriate range of grammatical forms at sentence level ■ use grammatical forms accurately

Task 2 There are four criteria for marking the Part Two tasks, which are equally weighted.

Task response This is an assessment of how well the student has responded to the task. A successful task will: ■ make clear the writer’s position on the issues raised in a question or statement ■ develop arguments to support that position ■ support the arguments with evidence and examples ■ include at least the minimum number of words

Coherence and cohesion This is an assessment of how clear and fluent the writing is. A successful task will: ■ be appropriately organised ■ successfully link information and ideas ■ contain logical sequencing ■ make effective use of cohesive devices

Lexical resource This is an assessment of the use of vocabulary. A successful task will: ■ include a range of relevant vocabulary ■ use vocabulary accurately ■ use vocabulary in an appropriate way

Grammatical resource This is an assessment of the use of grammar. A successful task will: ■ use an appropriate range of grammatical forms at sentence level ■ use grammatical forms accurately

How to mark the Speaking Test The speaking test is an assessment of how effectively students can communicate in English. There are four criteria for marking the Speaking Test, which are equally weighted.

Fluency and coherence This is the ability to: ■ talk at a consistently normal speed ■ link ideas and language together in logical sequences ■ use the language features which create coherent, connected speech

Lexical resource This is the ability to: ■ use a range of relevant vocabulary ■ use words appropriately to convey meaning ■ use paraphrase strategies when required

Grammatical range and accuracy This is the ability to: ■ use a range of grammatical forms appropriately ■ use grammatical forms accurately

Pronunciation This is the ability to: ■ use a range of phonological features to convey meaning ■ produce intelligible individual sounds ■ use stress, rhythm and intonation effectively

IELTS practice test

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Listening Test audioscript WORKBOOK TRACK 2.51 PRESENTER :

In this test, you’ll hear a number of different recordings and you’ll have to answer questions on what you hear. There will be time for you to read the instructions and questions before you listen. You will also have time to check your work after you listen. In the IELTS listening test, you hear the recordings once only. The test is in five sections. Now look at Section 1 on page 100 of your book. You will hear some information about English lessons. First, you have some time to look at questions 1 and 2. There is also an example which has been done for you.

PRESENTER :

Now we shall begin. Answer the questions as you listen because you will not hear the recording a second time. Listen and answer questions 1 and 2.

PRINCIPAL :

Hello. I have some information about your English classes. Listen carefully. The college opens on Monday and all students do an English test. Your first lesson is on Tuesday. There are three levels: beginner, elementary and intermediate. If your lesson is too easy or too difficult, don’t worry. You can try a different level on Wednesday. Now, about the rooms. English lessons are usually held in rooms 14, 15 and 16. But when you go to do your test, please go to room 16. It’s the only one that’s big enough for everyone to sit and write at the same time. English lessons usually last for one hour and thirty minutes. You have two lessons each morning with a twenty-minute break between them when you can buy coffee and snacks. Your English test only takes one hour and ten minutes, however. So you have time to look around the college on your first day.

PRESENTER :

You will hear an English teacher talking to his class. First, you have some time to look at questions 3–10.

PRESENTER :

Now listen and answer questions 3–10.

TEACHER :

Hello. Welcome. I am your English teacher. My name is John York. I want to tell you about myself. First, my age. I am thirty-two years old and I have been a teacher for ten years. I like my job very much. I wasn’t born here in London – my family comes from the north of England and I was born in Manchester. That’s where I lived when I was a child and I went to university there. I studied English literature and history. My wife’s name is Helen. We got married three years ago. We have a baby called Ronan. He is eighteen months old. He’s lovely. I live in the south-east of London. My address is 22 West Street. It takes me about 30 minutes to travel to work each day. I travel by train.

190

Now I want to learn Chinese. My lessons begin this week. It’s exciting because I am a student like you in that class – not the teacher! I hope it isn’t too difficult! I like all different types of food. Last week I tried Thai food for the first time. I liked it. But my favourite food is fried chicken. I eat that every week. The only food I don’t like is fried fish. I don’t know why, but I just don’t like it. PRESENTER :

Now look at Section 2 on page 101 of your book. You will hear some information about a visit to a museum. First, you have some time to look at questions 11–13.

PRESENTER :

Now listen and answer questions 11–13.

TEACHER :

Hello. I want to tell you about the college trip to the museum, so please listen carefully. Remember we talked about going to a museum one day this week? Well, some people wanted to go on Tuesday, but that is a problem for me because there is a teachers’ meeting here at lunchtime. So I asked the museum if we could go on Wednesday – and they said that the museum is closed on Wednesday afternoon. That leaves Thursday. I hope that’s a good day for everyone. Now, there is a bus to take you from the college to the museum. Please tell me if you want to take the bus. I know that some of you live near the museum, so you don’t need to take the bus. We can all meet at the museum at nine o’clock. To catch the bus, please come to the college no later than seven forty-five. I told the driver to come at seven thirty and to wait for fifteen minutes. OK – so don’t be late. Remember, it costs more to go into the museum alone. In a student group, we only pay £12 each. Usually it costs £20 for adults and £15 for children. So we have a good price. But it’s important for everyone to wait outside so that we can all go in together. So, let’s all meet outside. OK?

PRESENTER :

Before you hear some more information about the visit, you have some time to look at questions 14 and 15.

PRESENTER :

Now listen and answer questions 14 and 15.

TEACHER :

Inside the museum, there are lots of things to see and do. But remember, there is no restaurant. So bring some sandwiches for lunch. We can sit and eat them together in the garden, which is very pretty. I know the museum very well and I can tell you all about the different exhibits. The museum doesn’t have audio guides, so you are lucky to have me with you. In the afternoon, we can watch a film about the history of the museum. There isn’t a cinema there, but we can use a special education room where there is a video projector. And don’t forget, bring some money. There are lots of lovely things in the gift shop – but it is expensive, so be careful!

In my free time, I like playing sports. I can play tennis and football, but my favourite sport is golf. I play that every weekend. I am a member of the golf club.

PRESENTER :

I also like travelling and speaking other languages. I studied Spanish at school, and I can also speak Italian.

PRESENTER :

Before you hear some more information about the visit, you have some time to look at questions 16–20. Now listen and answer questions 16–20.

IELTS practice test

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TEACHER :

OK. This is the programme for the visit. Each of the rooms is named after a colour, and each room has exhibits from a particular country. You can see very different things in the different rooms. For example, we begin in the Green Room. This has some wonderful paintings by Italian artists. After that we go to the Blue Room. Here you can see the work of German artists, but the exhibits are all drawings this time. Some of them are absolutely beautiful. The next room is the Red Room. Here we can see a fantastic collection of old English books. Some of them are really very old and you can’t touch them. People wrote them by hand hundreds of years ago – before printing was invented. The next room has something quite different. There is a large collection of ceramics – pots, plates and vases – all hand-painted by Japanese artists. The colours are wonderful. Ah yes – that’s the Yellow Room. I nearly forgot to tell you the colour.

reading about places on the Internet. So I let him do that, don’t I Ben? BEN :

That’s right. I choose where we go and which route we take, because I want to see really interesting places and read all about them first. But when it comes to booking hotels and places to stay, I get bored. So Anna does that.

ANNA :

Yes, I’m good at the practical details. But sometimes we decide things together. Like when we want to eat in a restaurant and we have to choose which one, we talk about it and decide together.

BEN :

Anna also says when we need a break from cycling. I love cycling and don’t get tired, but Anna likes to have a break. She tells me when it’s time to stop for a rest.

ANNA :

And I like to check the phone for messages. When he’s on a cycling holiday, Ben forgets everything at home. But I like to keep in touch with the family – so I answer any calls and texts we get.

BEN :

But Anna hates shopping. So when we need to buy food or other things, I go into the shops. Anna makes a list for me!

After that, we go to the Orange Room. There you can see some really old maps. This is a special exhibition. The maps are on loan from a Russian museum, and they’re only here for four weeks.

ANNA :

My favourite exhibition is last of all and it’s in the White Room. This time it’s from Brazil. You know the carnival they have there every year? Well, in this exhibition, you can see some clothes that people wore for that big street party in the past. Some of them are amazing.

BEN :

PRESENTER :

Now look at Section 3 on page 102 of your book. You will hear a married couple called Ben and Anna talking about their holidays. First, you have some time to look at questions 21 and 22.

PRESENTER : BEN :

Now listen and answer questions 21 and 22.

Hi. My name’s Ben.

ANNA :

And I’m Anna. I’m his wife. Today we want to tell you about our holidays, don’t we Ben?

BEN :

That’s right. Anna and I love travelling. Every year, we go on holiday for a whole month. Not in July or August like a lot of people in this country – we like to go in September. Because we’re not typical tourists, are we Anna?

ANNA :

No, we’re not. We plan our holidays very carefully and we do everything ourselves. We choose the places we want to visit. Then we book the accommodation and buy the tickets online. But we don’t travel by car and we don’t use public transport like trains and buses. We go everywhere by bicycle.

BEN :

It’s great fun. We think everyone could enjoy holidays like ours. They are good exercise – and they’re good for the environment.

PRESENTER :

Before you hear the rest of the conversation, you have some time to look at questions 23–30.

PRESENTER :

Now listen and answer questions 23–30.

ANNA :

People always ask us how we organise our holidays. The answer is that we share things between us. For example, Ben really enjoys looking at maps and

And Ben hates taking photos, but I think it’s important to have a memory of places. So I take lots of them on my phone. We also keep a blog. We write there about how far we have travelled and what we think of the places.

I don’t really like writing blogs, but it isn’t fair if Anna does it all the time. So, we take turns to do that. I do it one day and Anna does it the next. It works well, doesn’t it Anna?

ANNA :

Yes, we’re a great team! And we have fantastic holidays!

PRESENTER :

Now look at Section 4 on page 103 of your book. You will hear some information about lions. First, you have some time to look at questions 31–35.

PRESENTER :

Now listen and answer questions 31–35.

WOMAN :

Lions are fantastic animals. Everyone likes lions because they are strong and beautiful. You can see pictures of lions all over the world. Lions are members of the cat family and most of them live in Africa. There are also a few in Asia. Maybe in the past they also lived in Europe, but not these days.

In the wild, lions usually live for about fifteen years. In zoos, they can live for twenty or thirty years, but this doesn’t happen in their natural environment. Baby lions are called cubs. Sometimes only one cub is born, but usually there are as many as five born at the same time. Lions live in families and the parents take care of the baby lions until they are old enough to look after themselves. Lions spend a lot of time resting – twenty hours a day is not unusual. They spend the other hours looking for things to eat. Lions are hunters. They eat meat. The female lion often catches the animals the family eats – but she doesn’t eat first. The male lion always starts the meal. The female and the cubs then eat what is left. PRESENTER :

Before you hear the rest of the information, you have some time to look at questions 36–40.

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PRESENTER :

Now listen and answer questions 36–40.

WOMAN :

An interesting fact about lions is that people have great respect for them. The lion is called the ‘king of the jungle’, and you see pictures and statues of lions everywhere. Sports clubs often use the name ‘lions’ because it’s a good name for a team. For example, in the UK and Ireland, one of the most famous rugby teams is called ‘the Lions’. And all over the world, there are other sports teams which use the animal in their names and as a symbol on their websites and T-shirts.

Another sports team that uses the name is ‘the Highveld Lions’, one of the most famous cricket teams in South Africa. That, at least, is a country where lions actually live! But there are no lions in cold countries. So, for ‘the Lac St Louis Lions’ ice hockey team in Canada, the lion is just a symbol. The same is true for ‘the Dublin Lions’ in Ireland. They play basketball. And there are volleyball and tennis clubs in many countries with the same name. They are all lions! PRESENTER :

That is the end of the listening test.

In Malta, there is a soccer team called‘ the Sannat Lions’. You hear the name ‘lions’ and think of the animal, which is strong and fast. It’s a great name for all types of football teams. There are teams called ‘the Lions’ playing American football – like ‘the Detroit Lions’, and there is a team called ‘the Lions’ playing Australian Rules football.

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