Be an English Whiz 2 bimester teacher´s

Bimester 2

English WhizBE an

Grade7th

TeachersGuide

BESB_EngWhiz_7th_Bim2_TG_P01.indd 81 9/21/12 12:55 AM

Sistema UNO has been developed by a multidisciplinary team of 50 educational experts from 12 countries in Latin America (Mexico, Brazil, Spain, Argentina,

Colombia, Chile, Guatemala, Peru and Venezuela, among others).Grupo Santillana has been working on the project for 10 years, researching,

piloting, designing, exploring, and listening to thousands of students, teachers and directors throughout the region.

The result is Sistema UNO, a new and completely innovative educational proposal for schools, built around 21st Century parameters and oriented

towards a shared vision for leadership, new practices, quality, and profound improvement in short, for a better education.

The BE textbook is a key component, and serves as a core organizer of all the programs and projects that make up Sistema UNO. It focuses on the development of skills, while simultaneously allowing learners to acquire the second language in a meaningful and natural manner. This book is integrated into Sistema UNO as a whole in order to guide our work towards the future.

RIGHTS

CREDITS

D. R. 2012. This is a collective derivative work based on the intellectual work Target PET, published by Santillana Educacin, S.L./Richmond, licensed by Sue Ireland and Joanna Kosta; and has been adapted and developed by Sistemas Educativos de Enseanza S. A. de C. V., legal address Av. Ro Mixcoac 274, Colonia Acacias. C.P. 03240, Mxico, D.F., for Sistema UNO of Grupo Editorial Santillana for all countries in Ibero-America (Brazil, Spain, Argentina, Colombia, Chile, Peru, Uruguay, Paraguay, Bolivia, Venezuela, Panama, Nicaragua, Costa Rica, Honduras, Guatemala, El Salvador, Dominican Republic, Puerto Rico and Portugal), in English, Spanish and Portuguese.

Member of the Cmara Nacional de la Industria Editorial Mexicana.Reg. Nm. 3616

Impreso en Mxico / Printed in Mexico

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing of the publishers.

General Content Director Antonio Moreno Paniagua

Research and Development DirectorsNoem Valencia de Trainor, Mary Yonker

Editorial Directorngela Ortiz

BE Managing EditorSusana Moreno Parada

Art and Design CoordinatorGil G. Reyes Ortiz

Design CoordinatorJuan Manuel Santamara

Sistema UNO EditorAlejandra Camizao

Sistema UNO Assistant EditorsLuis Albores, Belkis Maldonado

Cover Photography Shutterstock.com

DesignSistema UNO

LayoutOverprint, S.A. de C.V.

Sue Ireland, 2012.

Joanna Kosta, 2012.

Santillana Educacin S.L. / Richmond, 2012.

Sistemas Educativos de Enseanza, S. A. de C. V., 2012.

ISBN: 978-607-723-232-2First Edition: July 2012

Bimester 2

English WhizBE an

Grade7th

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PET Introduction page 84Icons page 86Characteristics of an UNO Classroom page 87Sistema UNO Educational Framework page 88Common European Framework page 89Unit 6 Adventurers and explorers page 90Unit 7 Winners and losers page 110Unit 8 The best days of your life page 130Students Book Transcripts page 156

Table of Contents

2Bimester


84

About the PET examinationPET is an intermediate level examination set by the University of Cambridge ESOL examinations. It is at B1 level of the Common European Framework of Reference for Languages, and covers all four language skills reading, writing, listening and speaking.

About BE an English WhizBE an English Whiz provides all the things you need to help your students prepare for the PET examination:

Essential exam practice, tips and strategies Students get plenty of practice of each part of the exam with at least one exam task in every lesson. There are

also Exam tips next to each exam task.

Engaging topics, texts and artwork BE an English Whiz focuses on young peoples interests and experiences. The topics are all things that teenagers

and young adults can talk about, and the texts and artwork are specially designed to appeal to students and get them using English.

Key language practice A good basic vocabulary is essential for passing the PET exam. BE an English Whiz contains topic-speci c

sections to practise using and understanding the words from the of cial vocabulary list for PET. Each lesson also contains a Language focus section, which looks at key grammar or functional language that may appear in the exam. Students are encouraged to extract the language from examples in the dialogues and texts, and work out the rules for themselves. There is also a complete Language summary at the back of the Students Book which provides detailed explanations and clear examples of language use.

Fun communicative tasks Students also get lots of practice at using the language, with fun games and speaking tasks to engage them and

cement their learning. These tasks ensure plenty of variety in the classroom and show students how they can use the language they are learning in the real world.

PET Course Introduction

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Ten tips for teaching PET classes

1Tell students to always read the instructions for test questions very carefully. They will get useful information which will help them understand what the text is about or understand who the speakers are and what they are talking about.

2 Have students look at the listening transcripts to see how the questions work - all the possible answers are mentioned, but only one is the right answer.

3Encourage students to keep a vocabulary notebook organised by topic. They can draw pictures, or write translations, de nitions and example sentences to help them remember the words.

4 Get students to practise reading texts quickly all the way through at rst to get a general idea of their meaning, without worrying about unknown words.

5Encourage students to practise guessing the meaning of words from context. Tell them to work out what kind of word it is from the grammar (e.g. verb, noun) and use the whole sentence to guess the meaning.

6Students need to be able to spell basic words correctly in the exam, so spend some time working on spelling practice. You can give regular spelling tests and ask students to make posters to remind them of the spellings of tricky words.

7 Give students plenty of practice at writing postcards and emails so they get used to the phrases used to start and end letters.

8Show students how the questions use paraphrasing they say the same things as the texts but use different words. Highlight parts of the texts or dialogues where this happens so students know they need to listen or read for the meaning rather than exact words.

9 Remind students that they will hear each dialogue twice, so they will have a chance to check their answers or listen again if they missed something.

10 Reduce students stress about the exam by giving them as much information about it as you can:

conduct mock speaking tests with other teachers taking the role of the examiner.

do practice tests under exam conditions to recreate the time pressure.

use the results of the practice tests to show students how well they are doing.

Course Introduction 85

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Icons

Multiple Intelligences

Resources

Bodily / Kinesthetic

Abilities

Attitudes and Values

Developing Literacy

Apps

QR Code Video WorkbookTextbook

iInformational Video

Key Concept

Audio Digital Activity Digital Expression

Emotional Development Intellectual Abilities Learning Strategies Metacognition

Musical

Interpersonal

Naturalist

Intrapersonal

Verbal / Linguistic

Logical / Mathematical

Visual / Spatial

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Characteristics of an UNO Classroom

Classroom Environment 1. The universal understandings, essential questions, and values for each bimester

are posted in the classroom. 2. Clear rules established by the students are posted and observed. Students

respect the rules. 3. The physical classroom environment promotes learning. All decorations are

related to a learning outcome. 4. Teacher displays student work. 5. Seating confi gurations promote cooperation and teamwork. 6. The language being studied is the only language spoken in class.

Instruction 7. The teacher relates what the students are learning to the universal

understanding and value of the bimester. 8. The teacher uses inquiry-based instruction and cooperative learning strategies. 9. The lessons have build up, core teaching and wrap-up phases.10. The teacher consistently praises students that reach the established expectations.11. The teacher adapts instruction to meet the needs of all students.12. The teacher allows students to discover principles and rules through practical

examples.13. Students speak more than the teacher does.14. The teacher emphasizes high-level vocabulary use.15. The information students are learning is related to their daily lives and surroundings.16. Students explore multiple intelligences through activities.17. The teacher uses digital media, diagrams, pictures, drawings, and body

language to communicate meaning.18. Students can express what they have learned in spoken and written forms, and

can apply new knowledge through different activities.19. The teacher presents the students with frequent opportunities to review

the material with questions, role-plays, graphic organizers, think-pair-share exercises, debates and summaries.

20. The teacher motivates and challenges students by asking questions that require high level, critical thinking.

Assessment21. At the beginning of the class, students tell the teacher what they learned in

the previous class. At the end of the class, students tell the teacher what they learned that day.

22. The teacher constantly assesses students understanding through formative assessments.

23. Students link new learning to previously taught subjects.

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Sistema UNO Educational Framework

Sistema UNO Transdisciplinary ThemesBimester 1KNOWING

OURSELVES

Bimester 2KNOWING OUR

PLACE AND TIME

Bimester 3LETTING OTHERS

KNOW

Bimester 4KNOWING OUR

WORLD

Bimester 5KNOWING OTHERS

In Knowing Ourselves, students focus on self-knowledge (spiritual, social, physical and mental health). They explore and express their own feelings, beliefs and values and those of others. They learn about their personal rights and responsibilities. They inquire about their culture and personal relationships with their families, groups of friends, communities.

In Knowing Our Place and Time students investigate the interconnectedness between communities and civilizations locally and globally. They link these understandings to their own personal histories. They analyze how major discoveries, explorations and migrations have impacted their lives and their communities. They explore how the arts reflect those historic events.

In Letting Others Know students develop an awareness of the interdependence of people, living and non-living things in natural environments. They learn about the rights and responsibilities in sharing our planets finite resources. They inquire into the different ways communities negotiate, collaborate or solve conflicts to ensure equal access. They appreciate the aesthetics of the natural world.

In Knowing Our World students explore the impact of science and technology on the growth and development of human societies in their respective environments. They study the interactions between these societies and the physical and biological world. They examine the challenges they may face as a result of these interactions. They inquire how humans used their understanding of scientific principles and laws to advance civilization. They express their ideas and different points of view about the scientific world.

In Knowing Others students inquire about societal decision-making structures and functions in local and global communities. They study the way these structures and their functions are interconnected and the manner that decisions are made. They explore how these structures express their ideas and values. They investigate how economic and political activities impact society and the environment.

Honesty Respect Tolerance Responsibility Solidarity

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BE and the Common European Framework of Reference

The Common European Framework of Reference for languages (CEFR) describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. A Basic Speaker, B Independent Speaker, and C Profi cient Speaker. The table below describes the equivalency of BE grades with the CEFR levels. The Cambridge ESOL exams written for each of these levels are indicated.

A1Beginner

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of basic needs. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

A2Elementary

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

B1Intermediate

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics that are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

B2Upper-

Intermediate

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Taken from: http://www.cambridgeesol.org/exams/exams-info/cefr.html

A1

BE BE 1st 2nd

FCEB2

BE9th

A2

BE BE BE 3rd 4th 5th

KET B1 PET

BE BE BE 6th 7th 8th

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Warmer Ask students to look at the pictures. Ask: Do you

like travelling? Why? Which ways of travelling do you enjoy? Which do you dislike and why?

Ask students which forms of transport are best for the environment and why.

Vocabulary: travel and transport1 Ask students to do the matching task in pairs.

Ask students to cover the words, and test each other on the spelling.

Answer keyaeroplane C bicycle B boat A bus Dcar E dog sled G train F

Background extra Dog sleds are used to travel over snow or ice,

and are still used today in Canada, Greenland and Scandanavia for hunting, moving goods and delivering mail. The sleds are pulled by one or more sled dogs. The dog teams are very carefully put together, and the lead dog has to be very experienced. The most common breeds of dog chosen for pulling the sleds are Alaskan Malamutes and Siberian Huskies.

2 Ask students to do this activity in pairs. Check answers with the class.

Answer key1 aeroplane 2 bicycle 3 train4 dog sled 5 bus 6 car

Ask individual students to explain how the words in each group are related (a voyage is the journey you make when you sail on a boat; the cabin is where you sleep on a boat; the deck is the open part of the boat where you can walk around).

Explain that check in is a verb, but check-in (with a hyphen) is a noun: the check-in (desk).

Ask students to identify the words which can go in more than one group (cabin, seat, baggage, luggage, route, fuel, windscreen, brakes, to board, announcement, to catch, passenger, overtake, seat belt).

Vocabulary extra

Ask students to work in pairs and add three more words to each group. They can use a dictionary if they need to.

Brainstorm other words for means of transport (coach, ferry, helicopter, hovercraft, motorbike, scooter, underground train, taxi, tram).

Write the following headings on the board: by air, by land, by rail, by road, by sea. Ask students to copy the headings then write all the transport words under the correct headings. Remind students that it is a good idea to record new vocabulary in groups.

Exam practice

Reading Part 3

Vocabulary

travel and transport

Language focus

past continuous and past simple

Day 1

Adventurers and explorersThe wind was blowing hard

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E Reading Part 3 V travel and transport L past continuous and past simple

Vocabulary: travel and transport

Adventurers and explorersUnit

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2 Match each group of words to one of the ways of travelling.

0 to sail / cabin / deck / voyage boat1 to take off / check-in / ight / baggage2 to cycle / seat / brakes / helmet3 to board / carriage / platform / announcement4 to pull / snow / ice / luggage5 to catch / traf c / passenger / route6 to overtake / seat belt / windscreen / fuel

1 Match the words to pictures AG.

(aero)plane bicycle boat bus

car dog sled train

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Exam guide

Students are given a long factual text to read. There are ten true / false statements about the text, based on specific factual information in the text. The statements may contain the same information but in different words. The texts are typically taken from brochures, books and website information.

3 Ask students to look quickly at the heading and the map. Discuss the meaning of the heading. Ask: What sort of text is this? (a magazine article).

Elicit that the two men travelled using no motors or engines. Get suggestions from students, e.g. bicycle, canoe.

Exam practice: Reading Part 3 SB p. 101

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They set off for the North Pole from Qaanaaq in Greenland on April 8th 2007. They began their journey on skis, but their progress was so slow that after a few weeks they changed to dog sleds. It was on this part of the journey that Rob almost lost his life. They were racing over the ice when Rob dropped his glove into the snow. As he was running back to get it, he fell straight through the ice into the freezing water, hitting his head as he fell. He lay face down in the water for three minutes until James was able to pull him out. It was four hours before he was rescued and taken to hospital, explained James. Our parents wanted us to give up at that point, but we knew we had to continue.

After their three-month trek on foot across the Arctic, Rob and James sailed from Upernavik in Greenland to New York. There they began a 17,000-kilometre bike ride through Central and South America to Punta Arenas in Chile. Some of their best memories are of this part of the trip. We cycled 160 kilometres a day, which was tiring, but every night when we stopped, people met us with big smiles and offered us food!

Finally the boys boarded their 107-metre yacht for the voyage across the Southern Ocean. But just four days before they reached the South Pole, a huge storm almost swept James into

In May 2008, at the age of 20, Rob Gauntlett and James Hooper became the rst people to travel from the North Pole to the South Pole without engines or motors, using only natural power.

the sea. I was working on the deck while Rob was trying to sleep below. The wind was blowing at about 100 kph and the waves were rising 25 metres into the air. Suddenly a huge wave crashed into the boat. I wrapped my arms around a pole and held it tightly. The boat turned over on its side, but luckily when it came back up again I was still holding on.

They nally sailed into Sydney Harbour, Australia, 396 days after setting off. Now back in the UK, the pair are working on a book and a documentary about their experiences. We dont have plans for another expedition just yet, but Im sure we will one day. Its just a matter of time!

From Pole to Pole Manpowered

3 Read the title of the article about two young men who travelled from the North to the South Pole. Look at the map of their route and read the first sentence. What means of transport do you think they used on their journey?

Exam practice: Reading Part 3

Underline the important words in the sentences and text as you read.

Check the sentences and text again. Make sure they say the same thing

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Day 2

4 Read the Exam tip with the class. Ask students to read the sentences very carefully and underline key information.

Focus on the bold sentence at the beginning of the text. Ask students to read it carefully and find the part that relates to sentence 1 of Activity 4 (the first people to travel ... without engines or motors). Elicit the answer to sentence 1 (B).

Tell students to read the rest of the text and decide if the sentences are true or false. Remind them that the information in the text will be in the same order as the statements.

Check answers with the class.

Answer key1 B 2 A 3 B 4 B 5 A6 B 7 A 8 B 9 B 10 A

Ask students: Would you like to go on an expedition like this? Why / why not?

Speaking extra

Ask students to imagine they are journalists and they are going to interview Rob or James. As a class, brainstorm questions they can ask, and write them on the board. Students can copy them down. For example:

Why did you want to do this expedition? What was the hardest part of the journey? Did the expedition change you in any way? Was it difficult riding a sled? How did you feel when the wave hit the boat? Where would you like to travel to next?

Ask students to now imagine they are Rob or James and prepare their answers to the questions.

Students can role-play an interview between a journalist and Rob or James, then swap roles and practise again.

Language focus: past continuous and past simplep

5 Ask students to look at the diagram and the example sentence. Ask: Which event started first?

(they were racing over the ice). Elicit that the second event (Rob dropped his glove) happened in the middle of the first event.

Ask students to identify the tenses of the verbs.

Answer keywere racing = past continuous dropped = past simple

If necessary, remind students how to form the past continuous (using the past simple of the verb be + -ing form of the main verb).

6 Ask students to complete the rules.

Answer keyA past simple B past continuousC past continuous; past simple

Ask students to find more examples of verbs in the text and match them to the rules.

Answer keyC As he was running back to get it, he fell straight

through the ice.B I was working on the deck while Rob was trying to

sleep below.B The wind was blowing ... and the waves were rising ...C When it came back up again I was still holding on.

7 Ask students to do this individually. Remind them that some verbs have irregular past simple forms.


Answer key1 was riding 2 hit 3 fell off 4 was wearing 5 tried 6 was hurting / hurt 7 was cleaning 8 saw 9 went 10 were waiting 11 made 12 started 13 found out 14 were still talking 15 arrived

Highlight the spelling of riding, and remind students that verbs ending in -e lose the -e before adding -ing. Elicit other examples, e.g. hopehoping, changechanging.

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Unit

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5 Look at the diagram. Which verb is in past continuous and which is in past simple?

They were racing over the ice

when Rob dropped his glove.

A: YES B: NO

1 Many travellers have completed this journey without powered transport.

2 Rob and James changed to dog sleds in order to improve their speed.

3 Robs accident in the Arctic happened because he fell off the dog sled.

4 Rob managed to climb out of the water alone.

5 Rob and James had to wait for several hours before help arrived.

6 The boys parents persuaded them to continue with their journey.

7 People in South America were very friendly to Rob and James.

8 Both Rob and James were on deck when the storm hit their boat.

9 James was knocked off the boat during the storm.

10 Rob and James are con dent that they will go on another journey together.

Language focus: past continuous and past simple

had

4 Read the text to decide if each sentence is correct (A) or incorrect (B).

6 Complete the rules with past continuous or past simple.

A We use to talk about completed actions in the past.

B We use to talk about activities in progress at a particular point

in the past. We often link two activities with while.

C We use to talk about a longer activity interrupted by a shorter

action. We use for the shorter action.

Find four more examples of past continuous in the article. Do they match rule B or rule C?

7 Complete the sentences with the correct form of the verb in brackets.

Last week I (0) (have) a nasty accident. I (1) (ride) my

bike when I (2) (hit) a stone and (3) (fall off). Luckily I

(4) (wear) a helmet. I (5) (try) to stand up but my leg

(6) (hurt) too much. A young man (7) (clean) his car

nearby and he (8) (see) the accident. He (9) (go) inside

to call an ambulance. While we (10) (wait) he (11) (make)

me a cup of tea. We (12) (start) chatting and (13) ( nd

out) that we used to go to the same school. We (14) (still talk) when the

ambulance (15) (arrive) half an hour later.

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8 As an example, tell the class a story and ask students to guess whether it is true or not.

Read or tell the story again, and ask students to make a note of all the past continuous and past simple verbs.

In pairs, ask students to try and reconstruct the story. Ask one or two to re-tell it to the class.

Read through the notes and questions with the class. Allow students time to make notes and prepare their stories.

Students tell their stories in pairs, and decide whether their partners story is true or false.

Writing extra

Ask students to write up their stories, and pin them on the wall.

Ask students to read their classmates stories and write True or False next to them.

You can find out which story fooled the most people.

Speaking SB p. 103

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Speaking

Tell your partner the story. You can use your notes as a guide but dont read them. Your partner must guess if the story is true or made up.

103

8 Write a short story. It can be true or invented. Choose a title.

Use past continuous to set the scene and give background details.

Who were the people in your story? What were they doing?

Use past simple to tell the main events of the story.

What did the people do? What happened in the end?

Use the pictures for ideas.

A nasty accident An exciting adventure A terrible journey

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Day 3

Unit 6Lesson 1Less1 Reading across: board, fasten, miss, cabin, plane,

helicopterReading down: platform, timetable, pilot, announcement

2 1 plane 2 cabin; fasten 3 pilot; helicopter 4 platform; announcement5 miss; timetable

Writing Part 3

4 Answers will vary.

What do I have to do? In Part 3 you have to write a letter. You have to write about 100 words. For the letter, you will have part of a friends letter to reply to. This will give

you the topic and one or two questions to answer.

How do I do it? Answer all the questions in the letter. Begin with Dear or Hi and end with an

expression such as best wishes, see you soon, or lots of love. Do not write too few or too many words. If you write too few you will

lose marks and if you write too many you have more chance of including unnecessary information and making mistakes.

3 1 was waiting 2 phoned3 missed4 took5 were flying6 hit7 felt8 landed

Language practice SB p. 104-105

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Consolidation

Unit

6

Language practice

1 Find ten travel words in the word square.

2 Use the words in Activity 1 to complete these sentences about travel.

1 They give you a card at the airport check-in desk which you must show before you

can the .

2 Wed just found our seats in the when the ight attendant told us to

our seat belts ready for take-off.

3 Tom is training to be an air ambulance . Hes delighted because hes

always wanted to y a .

4 The station was full of people waiting on the when there was an

that the train was cancelled.

5 I think we should hurry, I dont want to the bus according to the

it leaves in ve minutes.

E B O A R D I N A N

P T L Y F A N D N O

L I U F A S T E N L

A M P Z F E E K O E

T E M I S S A N U Q

F T R Q C A B I N U

O A K U D L L M C S

R B P I P L A N E X

M L I N Y H W A M Y

H E L I C O P T E R

C X O T H R E L N G

A T T Y J U S P T A

104

board

-ZINYWXKSXFEGOJVSQ%YWXVEPMEMX[EWELSYVJPMKLX8IPPQIEFSYXXLIPSRKIWXNSYVRI]]SYZIIZIVQEHI;LIVIHMH]SYKSERHLS[HMH]SYXVEZIP#;LEX[EWXLINSYVRI]PMOI#

105

3 Read the email and choose the correct tense, past simple or past continuous.

To: Dan

Subject: Awful journey!

Hi Dan

I am writing a quick note to say thanks again for a great weekend, and to tell you I (O) got / was getting home OK yesterday - eventually! It was a terrible journey. When I (1) was waiting / waited for the bus to the airport, my mother (2) was phoning / phoned and talked for so long I (3) was missing / missed my bus. In the end I (4) was taking / took a taxi and got there just in time for my ight. Then, when we (5) were ying / ew over the mountains, we (6) were hitting / hit a storm. The plane bounced up and down and I (7) was feeling / felt really sick. We nally (8) were landing / landed and, thankfully, Katia was at the airport to meet me.

See you here next time!

Jeff

Exam practice: Writing part 3

4 Answer this exam question. This is part of a letter you receive from an English friend.

Now write a letter to your friend, answering the questions.

Write your letter in about 100 words.

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Day 1Exam practice

Listening Part 2 Writing Part 3 (story)

Vocabulary

the natural world

Language focus

conjunctions

Warmer Focus on the picture and ask: What do you know

about rainforests? Try and elicit ideas about climate, vegetation and animals.

Ask: Why are rainforests important?

Background extra Rainforests are typified by high levels of rainfall,

approximately 1,7502,000mm of rain per year. There are two types of rainforest: tropical rainforests (found near the equator), and temperate rainforests (found in temperate regions, such as North America, northern Europe and parts of South East Asia). Rainforests are home to two-thirds of all the living animal and plant species on Earth. Many natural medicines have been discovered there. The forests also supply 28% of the worlds oxygen, processing it from carbon dioxide through photosynthesis.

Vocabulary: the natural world1 Ask students to work in pairs to match the

pictures with the wildlife words.

Check answers, and check that students understand all the words. Model and drill the pronunciation of unfamiliar words.

Answer keybranch 2 crocodile 10 leaf 4 snake 16bush 5 ower 8 monkey 1 tree 9butter y 11 giraffe 6 parrot 15 whale 12cat 7 insect 3 polar bear 14 zebra 13

2 Ask students to discuss the questions in pairs.

Answer keyThe animals which dont belong in the rainforest are: cat, giraffe, polar bear, zebra, whale. Giraffes and zebras live in Africa, and polar bears live in areas surrounding the Arctic Ocean. Cats are domestic animals and live in most developed countries.

Ask students to make a list of other animals they know which live in the rainforests. They can use a dictionary to do this (sloth, chimpanzee, toucan, jaguar, bengal tiger, gorilla, orangutan).

3 Elicit questions which students can use for this activity and write them on the board:

Have you ever been to ... / seen a ...? etc.

Ask individual students to tell the class about the most interesting experience their partner has had.

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6.2 Adventurers and explorersInto the rainforest

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6.2E Listening Part 2 Writing Part 3 (story) V the natural world L conjunctions

Into the rainforest

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Vocabulary: the natural world

2 Which of the animals dont belong in the rainforest? Where do they live?

3 Which of these places have you visited? Ask your partner about his / her experiences.

branch bush butterfly cat

crocodile flower giraffe insect

leaf monkey parrot polar bear

snake tree whale zebra

a cave a cliff a desert a forest a lake

a mountain a rainforest a waterfall

1 Match the plant and wildlife words to the picture.

Adventurers and explorers

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Exam guide

Students must listen for specific information. They hear either one speaker giving information or an interview with two speakers. There are six multiple choice questions. Students must listen and choose the correct answer to each question. They are given time to read the questions before they listen, and will hear the recording twice.

4 Read the Exam tip with the class. Ask students to read the questions carefully.

Ask: What do you learn about Sally Brendle from reading the questions? (She has been to Africa. She went on an Amazon expedition. Shes been to the rainforest. Shes made a new TV programme.)

Pre-teach the following vocabulary: atmosphere, unspoilt, protect, rare.

Play the CD and ask students to tick the correct options.


Answer key1 A 2 C 3 C 4 B 5 B 6 A

Ask students: Would like to be an explorer? Which place would you most like to explore and why?

Language extra

Ask students to read through the transcript on page 153, and underline the examples of the past simple and past continuous. Remind students that we use the past simple for completed actions in the past, and the past continuous for actions in progress in the past.

1 Transcript

Speaking extra

Ask students to imagine they went on a trip to the rainforest. Ask them to make notes individually on what they did, what they saw and what the rainforest was like.

In pairs, students can interview each other about their experiences.

Exam practice: Listening Part 2 SB p. 107

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4 You will hear a radio interview with an explorer, Sally Brendle. For each question, put a tick () in the correct box.

1 On her last trip, Sally

A found a new kind of snake.

B saw a rare crocodile.

C discovered an unknown river.

2 When Sally was a child she

A enjoyed going to the zoo.

B worried about the environment.

C kept wild animals at home.

3 What work did Sally do when she went to Africa?

A She helped to build a school.

B She studied animals in the forest.

C She recorded the numbers of certain animals.

4 Sally was invited to join the Amazon expedition because

A she knew a lot about medicine.

B one of the original team members was injured.

C she was a well-known plant expert.

5 What does Sally say about the rainforest?

A Its a dangerous place.

B Its very calm.

C Its easy to get lost.

6 Sallys new TV programme is about

A some less well-known animals.

B the ways people can protect wildlife.

C her experiences in the rainforest.

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Exam practice: Listening Part 2

Exam tip

The questions will be in the same order as the information in the recording.

Read the questions before you listen so that you know what kind of information you are going to hear.

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Day 5

5 Ask students to work in pairs to complete the table.


Answer keyTime: when Condition: unlessReason: because / since / as Contrast: even though / although

6 Ask students to find the conjunctions in the transcript. Go through the sentences with conjunctions (see bold words in the transcript), and check students understand the meaning.

Ask students to put the conjunctions into the table.


Answer keyTime: while, as soon as, since Condition: ifReason: (in order) to, so Contrast: but, although

Language focus: conjunctions SB p. 108 Language booster

despite / in spite of

Read the Language booster with the class. Point out that despite and in spite of are followed by a noun.

Ask students to find the example of despite in the transcript (Despite the heat and the wildlife its quite safe).

7 Read the text title and first sentence with the class. Ask: What do you think happened? Elicit ideas.

Ask students to read the text quickly and check if their ideas were correct.

Ask students to read it again and complete the gaps. Check answers with the class.

Answer key1 until 4 because 7 While 10 but2 so that 5 As soon as 8 Before3 Although 6 although 9 when

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Unit

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Language focus: conjunctions

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http://www.myblog.com

5 Read the sentences and put the underlined words into the table.

When Sally was a child she kept wild animals at home.

Sally was invited to join the Amazon expedition because / since / as

she knew a lot about medicine.

Even though / Although the snake was tiny, it was still very exciting.

Many animals will disappear unless they are protected.

6 Find sentences with these conjunctions in the transcript of Sallys interview on page 153, and put the conjunctions into the table.

My friends and I set off on our trip to the waterfall (0) it was light. We cycled for an hour (1) we reached the edge of the forest. We locked our bikes (2) no one could take them and continued on foot. (3) it was very hot we were all wearing long trousers (4) there were so many insects. (5) we reached the waterfall we put on our swimming things and jumped in.

We had fantastic fun (6) the water was freezing cold. Then we had our picnic. (7) we were eating we saw some beautiful butter ies among the trees. Soon it was time to go. (8) we left we picked up all our rubbish. It was getting dark (9) we nally arrived home. We were very tired (10) it was a great day.

as soon as)N]VIL^MV\]ZM

Time Condition Reason Contrast (tell us when) (tell us what might happen) (tell us why) (link two different ideas)

when

although as soon as but if

(in order) to since so while

although although as soon as

as soon as because before but

so that until when while

Language booster

despite / in spite ofWe use despite / in spite of + noun to introduce two contrasting ideas.Despite the heat and the wildlife, its quite safe.

7 Complete the spaces in the blog with these linking words.

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Exam guide

In Writing Part 3, students have to write a story in about 100 words. For the story, students are given a title or the first sentence of a story. Students should make sure their story comes to a definite end, and they should check tenses and past forms of irregular verbs carefully for accuracy.

8 Read the Exam tip with the class. Read the first prompt with the class and elicit

ideas for the setting. Tell students that the setting should include information about time and place.

Tell students to read the remaining prompts. Elicit what tenses students might use in their

story (past simple and past continuous).

9 Ask students to write their stories. Encourage them to use conjunctions, and include

a range of vocabulary and structures.

If time runs out, leave the task for homework and finish the activity the following session.

10 In groups, ask students to read out their stories. Ask which stories students found the most exciting and original.

Exam practice: Writing Part 3 (story) SB p. 109

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Before you start, plan your story carefully.

Use conjunctions to connect the ideas. Make sure it comes to a natural end.

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8 Look at the exam task and plan your story. Think about:

1 where the story is set

2 what the discovery is a plant, an animal, a building, something else

3 who the characters are in the story

4 what happens at the beginning, middle and end of your story.

9 Write your story.

Your English teacher has asked you to write a story.

Your story must have the following title:

An amazing discovery

Write your story in about 100 words.

Exam practice: Writing Part 3 (story)

10 Read your story to your group. Whose is the most exciting / original?

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Day 6

Unit 6Lesson 2Less1 1 B 2 A 3 B 4 C

2 1 Everyone enjoyed themselves despite the wet weather.

2 Although we saw some beautiful parrots, we didnt find any monkeys.

3 We managed to climb to the top of the cliff in spite of our heavy bags.

4 I dont like snakes, although Im glad theyre protected.

5 We swam in the lake in spite of the freezing water.

Reading Part 5

What do I have to do? You have a short text with ten spaces and an example (0). There are four multiple-choice word options for each space. You have to choose

the correct option for each space. This part tests vocabulary, and some grammar.

How do I do it? Read the title and the text to get an idea of the topic. Go back to the beginning and think about the example. Work through the questions, looking at the words before and after each space. Try to think of a possible word for the space before you read the four options. Try all the options in the space to see if they are possible. Read the whole sentence to check that the word you have chosen makes sense. When you have completed the task read the whole text with your answers again.

3 1 B 5 A 8 C 2 A 6 C 9 A 3 C 7 D 10 D4 B


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Consolidation

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Language practice

1 Try this quiz to see how much you know about the rainforest. Choose A, B or C.

0 Around a quarter of the worlds rainforests are in .

A Brazil B Russia C Nepal

1 A quarter of the ingredients in our come from rainforest plants.

A make-up B medicine C food

2 Twenty- ve acres of rainforest in Borneo has more than 700 species of

more than the whole of the USA.

A tree B monkey C leaf

3 One in ve of all the in the world live in the rainforests

of the Amazon.

A lakes B birds C crocodiles

4 20 percent of the worlds is found in the Amazon.

A rain water B sea water C fresh water

Brazil

2 Join these sentences using the words in brackets.

0 Our walk in the forest was brilliant. We were bitten by insects. (even though)

Our walk in the forest was brilliant, even though we were bitten by insects. 1 Everyone enjoyed themselves. The weather was wet. (despite)

2 We saw some beautiful parrots. We didnt nd any monkeys. (Although)

3 We managed to climb to the top of the cliff. Our bags were heavy. (in spite of)

4 I dont like snakes. Im glad theyre protected. (although)

5 We swam in the lake. The water was freezing. (in spite of)

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3 Read the text below and choose the correct word for each space. For each question, circle the correct letter A, B, C or D.

Scientists believe that rainforests (0) _______

be home to more than ten million different

forms of wildlife. The largest group

(1) __________ of insects, which climb or y

easily from tree to tree. Most people are familiar

(2) ___________ colourful parrots, but they are

only one part of the total bird (3) __________,

which goes from tiny hummingbirds to huge

toucans. Many rainforest animals have

developed for living in the treetops. Some

monkeys have thin webs of skin between their

legs that (4) __________ them to almost y

between (5) _____________. Others have long,

strong tails, like an (6) ____________ arm, so they

can hang down to (7) __________ pieces of fruit.

(8) __________ the weather is so hot and damp

during the day, most forest creatures are active

during the (9) __________ of darkness. And a

large number of animals, including great apes,

big cats and (10) ___________ elephants, live on

the forest oor.

0 A may B can C should D would

1 A keeps B consists C holds D claims

2 A with B to C of D by

3 A set B company C population D society

4 A let B allow C make D admit

5 A branches B leaves C owers D plants

6 A accurate B equal C extra D alive

7 A contact B achieve C approach D reach

8 A Although B When C Since D Unless

9 A hours B days C seasons D times

10 A only B almost C hardly D even

RAINFORESTANIMALS

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Exam practice

Reading Part 2

Vocabulary

sport

Language focus

comparative and superlative adverbs

Warmer Ask students: What sports do people do in your

country? What sports do people enjoy watching?

In pairs, ask students to discuss which of the sports in the pictures they enjoy doing or watching, and which ones they would like to try.

Listening: sport1 Ask students to do the matching activity in pairs.

They can use a dictionary if necessary.

Ask students if they can think of any other sports words, for example: baseball, basketball, boxing, diving, fishing, ice hockey, motor-racing, rugby, skiing, squash, badminton, table tennis, volleyball.

Answer key1 swimming 2 cycling 3 horse-riding4 golf 5 shooting 6 running7 fencing 8 football 9 tennis10 rock-climbing 11 athletics 12 hockey13 karate 14 snowboarding 15 windsur ng

Vocabulary extra

Ask students individually to think of five sports, but not tell anyone what they have chosen.

Put students into groups of four. Tell students they should take turns to mime the sports they have chosen. The other members of the group try to guess the sport. The student who guesses a sport first gets one point.

When all the students have mimed their sports, they can add up their points to find the winner.

2 Tell students that Kirsty Muir is a 22-year-old student training to take part in the next Olympic Games.

Ask students what they know about the modern pentathlon. Elicit that it includes fencing, swimming, horse-riding, running and shooting.

Play the CD and ask students to make a note of the sports Kirsty mentions.

Answer keyshooting swimming horse-riding fencing running football exercises in the gym

Background extra The modern pentathlon is a sports event that

includes pistol shooting, fencing, 200 m freestyle swimming, showjumping and cross-country running. This event was introduced to the Olympics in 1912. Originally the event took place over four or five days, but now it is a one-day event, which makes it especially tough.

2 Transcript p. 156

3 Play the CD again, and ask students to complete the timetable.


Answer key9.30 shooting 10.30 swimming 1.30 riding 3.00 fencing 3.30 running 6.30 football

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Day 7

7.1 Winners and losersI could easily swim further

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E Reading Part 2 V sport L comparative and superlative adverbs

Unit

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7.1Winners and losersI could easily swim further

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1 Match the sports to the pictures.

Vocabulary: sport

2 You will hear an interview with Kirsty Muir, an athlete, about training for the modern pentathlon. Which sports does she talk about?

3 Listen again and complete Kirstys training timetable.

4 Put the sports from Activity 1 in the correct column.

athletics cycling fencing football

golf hockey horse-riding karate

rock-climbing running shooting snowboarding

swimming tennis windsurfing

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lunch exercises

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Vocabulary: sport4 Ask students to complete the table with the sports

from Activity 1, and any other words of their own.

Explain that some sports can go in more than one column.

Ask students to compare their answers with a partner.

Answer keygo: cycling, horse-riding, rock-climbing, running, snow-boarding, swimming, shooting, wind-sur ngplay: golf, football, hockey, tennisdo: athletics, fencing, karate, rock-climbing, shooting

Vocabulary extra In pairs, ask students to discuss what equipment

Kirsty needs for each sport, and where she does it. They can use the transcript or a dictionary if they need to.

swimming: swimming pool, swimming costume /swimsuit, goggles

horse-riding: riding school, horse, helmet, boots fencing: fencing jacket, mask, gloves, a weapon

(sword). running: running shoes

Brainstorm other vocabulary for sports equipment (ball, bat, racket, golf club, hockey stick, table tennis bat). Elicit that we use a racket in tennis, badminton and squash, but a bat in cricket, table tennis and baseball.

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5 Ask students to read the sentences and identify the comparative and superlative adverbs (further, the least).

Ask students to complete the rule.

Answer keyWe use comparative and superlative adverbs to compare the way people do things.

Play again the interview from Activity 2 and ask students to find other examples of comparative and superlative adverbs (see bold examples in the transcript). Ask students to add some of their own adverbs to the list.

6 Ask students to do this individually, then compare their answers in pairs.

Answer key1 better / the fastest2 worse / best 3 more slowly / the hardest

Language focus: comparative and superlative adverbs SB p. 115

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Language focus: comparative and superlative adverbs

5 Read the sentences and choose the correct ending to the rule.

I could easily swim further. Shootings the sport I enjoy the least.

We use comparative and superlative adverbs to compare

people or things / the way people do things.

6 Look at the triathlon results table and complete the sentences using comparative or superlative forms.

Cycling Swimming Running Total

Kirsty 2 points 2 points 3 points 7 = Gold

Ludmila 1 point 3 points 2 points 6 = Silver

Helene 3 points 1 point 1 point 5 = Bronze

1 Kirsty ran (well) than she usually does but she didnt

swim (fast).

2 Ludmila cycled (badly) th an Ki rsty a nd H elene b ut sh e d id th e

(well) in swimming.

3 Helene ran (slow) than the other two but she tried

(hard).

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Day 8

Exam guide

Students are tested on their ability to skim read for specific information. They read five short descriptions of people and are asked to match them to eight short factual texts on a common topic. The topics include books, courses, holidays, websites, etc. There may be some unfamiliar vocabulary in the texts, but students will not be tested on this vocabulary.

7 Read the Exam tip with the class. Ask students to read the text about Juan, then find how many of the sports courses mention water sports. Tell students to read each one carefully to find which corresponds exactly to what Juan wants (H).

Ask students to read the remaining texts and match the courses with the people.

Answer key1 H 2 E 3 B 4 G 5 C

Writing extra

Ask students to write a paragraph about a member of their family like the texts in Activity 7.

In pairs, ask students to swap texts and try and match their partners family member with the most appropriate sports course. They should give reasons for their choice.

Exam practice: Reading Part 2 SB p. 116

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Unit

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7 The people below all want to learn a new outdoor sport. Underneath, there are eight descriptions of short courses in outdoor sports. Decide which course would be the most suitable for the following people.

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Two or three texts will look like possible answers so read carefully to find the correct one.

Sports coursesA Swindale BeachLearn respect for the sea by booking a place on this two-hour ocean knowledge session. Basic life-saving and sea safety techniques are covered, making it an excellent introduction for anyone of 14 or over planning to take up water sports.

B Portloebar When the seas too rough for sailing, try land yachting. In a taster session lasting three hours you will rst learn to stop and turn by using the sail: land yachts have no brakes or steering wheel and can reach 50 kph! This beach sport is fast and fun and requires little tness.

C Ramsey RocksOn this exciting six-hour adventure, you will climb over cliffs and rocks and jump from them into the sea. You can explore sea caves and youll see a variety of birds and other creatures. A professional guide is responsible for the safety of the six group members at all times. Minimum age 16.

D Carliport IslandOn this one-day sea outing with quali ed instructors, you rst learn the basics of how to control your boat. You will then sail round the island, stopping for a picnic lunch at one of the islands many hidden beaches. Dolphins and seals are often seen.

E Boulder CragsWe offer one-day introductory courses to this challenging rock-climbing activity. It is done without safety ropes, just a few metres off the ground and so is suitable for children. Only climbing shoes are needed, as helmets and a thick landing mat are provided.

F Lasham Learn the absolute basics of traditional rock-climbing in a day on this fun course. No experience is required but you must be prepared to work hard to reach the top. We recommend you wear climbing shoes and waterproof trousers and jacket. Groups will be kept small.

G Glaze LakeThis calm lake is the ideal venue for beginners of all ages to learn to windsurf. If, after our four-hour taster lesson you are unable to sail your board, we will give you back your money! Teaching groups are according to age and ability with a maximum of six members.

H Whitesands In this brand new activity from the US, you stand on a six-metre long board and use a large paddle. This allows you to ride waves when the seas too calm to use your regular surf board. Youll need strength, surfing experience and good balance for one of our individual two-hour lessons.

1 Juan wants to spend half a day learning a water sport that he can do when the waves are not big enough for surfing. He dislikes being part of a group.

2 Claire would like to try climbing but is nervous about heights. She doesnt want to spend much money to start with.

3 Marie is a non-swimmer who has not done any exercise for a long time. She loves speed and wants to try a new activity for half a day.

4 Lech, Monika and their twelve-year-old daughter are all confident swimmers. Theyd like to learn a new water sport on a half-day course.

5 Peter and his eighteen-year-old son Dan want to spend a day together doing a range of outdoor activities that they will find challenging. They also hope to see some wildlife.

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8 Elicit the questions and write them on the board: Have you ever tried any of these activities? Which do

you like the most? Why? Which would you like to try the most? Why? Which do you like the least? Why? Which would you like to try the least? Why?

Ask students to ask each other the questions and discuss the activities in pairs.

When they have finished, ask them to swap partners and repeat the questions.

Ask individual students to report back to the rest of the class something interesting or surprising they found out about their classmates.

Speaking SB p. 117

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8 Make questions from the prompts and talk to your partner about the sports in the texts above.

Speaking

1 You / ever / try / any of these activities?

2 Which / like / do / most? Why?

3 Which / like / do / least? Why?

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Day 9

Unit 7Lesson 1Less1 1 board

2 goal3 pitch4 track5 helmet 6 athletics Word going down: racket

2 1 more frequently 2 the best3 more easily 4 the worst

Reading Part 3

What do I have to do? You have to read a longer, factual text and six sentences. You have to decide if each sentence is correct (A) or incorrect (B). The sentences will come before the text and will be in the same order as the

information in the text.

How do I do it? First read the instructions to nd the topic of the text. Read the sentences so you know what information you have to look for. Read the text through quickly once. Look at the rst sentence and underline the words in the text where you

can nd that information. Read that part of the text very carefully to decide if the sentence is correct or

incorrect. The text and the sentence may contain the same information but in

different words.


3 1 B 2 A 3 B 4 B 5 A 6 A

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6.2

Consolidation

Unit

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Language practice

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1 Use the clues to complete the puzzle. What is the highlighted word?

1 You need this for sur ng on the sea or snow.

2 You kick the ball into the net to score this.

3 Hockey and football are played on this.

4 You run races on this.

5 This protects your head.

6 This is a word for running and jumping, etc.

2 Complete the sentences with a comparative or superlative adverb formed from one of the adjectives in the box.

0 My sister drives than Lewis Hamilton.

1 You will be able to run faster if you train than you do now.

2 Torres was man of the match because he played .

3 You can ride a bike when the wind is behind you.

4 I came last because I swam !

bad careful easy frequent good

more carefully

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3 Look at the sentences below about adventure racing. Read the text to decide if each sentence is correct or incorrect. If it is correct, put a tick () in the box under A for YES. If it is not correct, put a tick () in the box under B for NO.

Adventure racing Adventure racing developed from the triathlon, the three-part athletics event in which athletes race on foot, on bikes and in the water. During the 1980s athletes added a range of other activities, and adventure racing was born.

A typical adventure race for beginners lasts 46 hours and includes swimming in a lake or river, mountain biking and running across rough countryside. Advanced-Ievel races can be over several days and may include sports such as rock-climbing, mountaineering, roller-skating or skiing. A city event might include biking down stone stairs, getting through a large pipe or descending on a rope from the top of a block of flats.

Adventure races include checkpoints along the route, where racers are given tasks designed to test their ability to think clearly when physically very tired. For this reason, adventure racing is known as a thought sport: winning or losing depends not only on speed and strength, but also on skills such as map-reading, planning and decision-making.

Almost anyone can try adventure racing, but for insurance purposes, you have to be 18 or over. For entry-Ievel races you

should be able to swim 1 kilometre, cycle 20 kilometres and run 5 kilometres. However, the ability to keep going without giving up is just as important as your sporting skill.

If you decide to take adventure racing further, there are weekend training camps where you can learn more about various aspects of the sport, for example bike-handling, climbing down a cliff or race preparation! These courses usually end with a race in which you can try out what you have just learned.

A: YES B: NO

1 Adventure racing takes place at traditional sporting venues.

2 An event for first-time racers usually includes three different sporting skills.

3 Adventure racers sometimes have to climb the walls of tall buildings.

4 The tests for racers at checkpoints are designed to measure their levels of fitness.

5 There is an age limit for competitors.

6 There are organised opportunities for racers to improve their racing skills.

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Warmer Write the word competition on the board. In groups, ask students to discuss the following: Do you enter competitions? Have you ever won a

competition? How did you feel?

Reading1 Ask students to look at the picture and answer

the questions. Elicit that the boy has won a competition, and that he is feeling very happy.

Ask students to read the article and check their answers.

2 Ask students to read the text again and say whether the sentences are true or false.


Answer key1 B 2 B 3 A 4 B

Background extra

The National Spelling Bee in the United States started in 1925. Competitors enter from all parts of the United States, and also from Canada, New Zealand and Europe. Competitors start by taking part in spelling bees in their school. If they win, they go on to compete at higher levels (district, region, state) before they reach the national final.

Vocabulary: feelings and opinions3 Students find the words in the text. Check

answers, and that students understand the meaning of all the words. Model and drill the pronunciation of words that are new to students.

Answer keyupset disappointed surprised amazedcertain con dent nervous anxious pleased proud

Ask students to write sentences, then ask individual students to read out their sentences to the class. Write them on the board, and ask other members of the class to correct them if necessary.

Vocabulary extra

Write these sentence stems on the board. Ask students to complete them with their own ideas:

Im confident that ... I was disappointed when ... My parents are proud of me because ... I often feel anxious before ... I was amazed when ...

Ask one or two students to read out their sentences.

Day 10

Winners and losersHe has just won fi rst prize

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7.2

Exam practice

Listening Part 3 Writing Part 2

Vocabulary

feelings and opinions

Language focus

present perfect and past simple

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Unit

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7.2 He has just won fi rst prizeWinners and losers

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E Listening Part 3 Writing Part 2 V feelings and opinions L present perfect and past simple

Vocabulary: feelings and opinions

3 Find words in the article that are used to mean:

Use each new word in a sentence about yourself.

I was disappointed when our team didnt win the football last week .

upset surprised certain nervous pleased

Reading

1 How do you think the boy is feeling? What do you think he has done to win this cup? Read the newspaper article and check.

2 Are these sentences true (A) or false (B)?

A: YES B: NO

1 Gayathri and Rahul have each been in the Spelling Bee the same number of times. 2 Rahul is sorry he gave up his hobbies for the Spelling Bee. 3 Rahul was very nervous before he went on television. 4 Gayathri feels jealous because her brother has won the prize.

Rahul wins National Spelling BeeFor the past fi ve years the Hathwar family have travelled to Washington DC to watch their children in the top US spelling competition, the National Spelling Bee. Their elder daughter, Gayathri, has taken part since she was nine years old, and her younger brother Rahul has just won the fi rst prize of $40,000 at his fi rst attempt.Rahul and Gayathri studied hard to reach the fi nal, which was shown on television all over the US. Mr Hathwar helped his children beforehand by making lists of words and checking their meanings. He was confi dent they would do well. Rahul even stopped playing computer games and doing his other hobbies to concentrate on learning spellings. I dont regret it, he says. The Spelling Bee has taught me to work hard. I didnt expect to come fi rst so I was amazed at the result. I was so anxious when I arrived at the Television Centre I couldnt stop shaking. Gayathri admits she is a little disappointed that she has never won a prize but she is very proud of her brothers success.

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4 Ask students to read sentences 14 and underline the verbs.

Elicit which verbs are in past simple and which are in present perfect.

Ask students to match the sentences to the rules.

Answer key1 D 2 B 3 A 4 C

5 Ask students to complete the sentences. Check answers with the class.

Answer key1 went 2 arrived / switched / started 3 has displayed 4 hasnt decided

Language focus: present perfect and past simpleSB p. 121

Language booster

for and since

Read the Language booster with the class. Ask students to write the headings for and since, then ask them to put

these phrases under the correct heading: three months, ten days, last week, a month ago, twenty minutes, five oclock.

Ask them to add three of their own phrases under each heading.

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121

Language focus: present perfect and past simple

4 Match the sentences to the rules.

A We use past simple for something that happened at a definite time in the past.

B We use present perfect (often with just) for something that happened in the recent past.

C We use present perfect (often with yet, already, never or ever) for something that happened at an indefinite time in the past.

D We use present perfect (often with for or since) for something that started in the past and is unfinished.

1 Gayathri has taken part since she was nine years old.

2 Rahul has just won the rst prize.

3 Mr Hathwar helped his children beforehand.

4 She has never won a prize.

Language booster

for and sinceWe use for with a period of time.For the past five years We use since with a definite time or a time clause. since she was nine years old.

5 Complete the sentences with either past simple or present perfect of the verb in brackets.

1 After the final of the Spelling Bee, the family (go) to a restaurant

to celebrate.

2 As soon as Rahul (arrive) home he (switch) on his

computer and (start) playing computer games.

3 Rahuls head teacher (display) the cup in the school entrance hall

so everyone can admire it.

4 Rahul (not decide) yet how to spend the prize money.

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Day 11

Exam guide

Students listen to one speaker giving information about something such as a course or a visitor attraction. Students have to complete some notes summarising the recording, by completing six spaces with a word or a number. Spelling doesnt always need to be correct to get the mark. Students should write numbers in figures to save time.

6 Ask students to look at the notes. Ask: What are they about? (a competition)

Ask students to guess what the missing words might be.

Read the Exam tip with the class, and remind students that they will hear the recording twice.

Play the CD and ask students to complete the gaps.

Play the CD again. Students check their answers. Check answers with the class.

Answer key1 Midnight 2 daughter 3 paint4 dog 5 lunch 6 30 April

7 Play the CD again if necessary. Put students into pairs and ask them to discuss the competition, using their own ideas.

Ask some students to report back to the class on their discussions.

3 Transcript p. 157

Exam practice: Listening Part 3 SB p. 122

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Unit

7

Exam practice: Listening Part 3

6 You will hear some information about a competition. For each question, fill in the missing information in the numbered space.

FMKIRSYKL

3

7 In pairs, decide what the most important part of this competition is:

A an original idea B a beautiful image C following the instructions

If you dont hear the answer the first time, go on to the next question. You will hear the recording twice.

Try to spell your answers correctly.

122

Design a book cover competition

Name of book: (1)

Judges: Jacquie Cooper and her (2) , Suzie Wilson

Design the cover: by computer or by hand

do not use (3)

Size: 20 x 13 centimetres

Include: small (4) , title and authors name

First prize: (5) with Jacquie Cooper

Closing date: Wednesday (6)

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Exam guide

Students write a short message of between 35 and 45 words, for example a note, a postcard or an email to a friend. They are given three prompts, and to achieve full marks they have to communicate all three points mentioned. Students should not include any unnecessary information or write more than they are asked to. This part only carries a maximum of five marks, so students should not spend too long on it.

8 Read the Exam tip with the class. Ask students to read the instructions and the

sample answer very carefully.

Discuss the answer, and elicit the errors.

Answer keySam does not explain how he got the tickets. The last sentence is not necessary. The six spelling errors are: writing, tickets, Wednesday, with, enjoy, interesting

9 When students have written their answers, ask them to compare them with a partner.

Ask them if they can suggest ways their partner can improve their message.

Exam practice: Writing Part 2 SB p. 123

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Dont write more than 45 words. Be sure to include the three points

but dont write any unnecessary information.

123

9 Write your own answer to the question.

Exam practice: Writing Part 2

8 Read the exam task and one students answer.

Which point is not included? Which piece of information is not necessary?

Correct the six spelling errors in the answer.

You have won two tickets for a sports event.

Write a note to an English friend of yours. In your note, you should

explain how you got the tickets tell your friend what the event is invite your friend to go with you.

Write 3545 words.

Hi GeorgeIm writt ing to tell you some good news. Ive got two tikets for the match between Liverpool and Everton on Wedensday. Do you want to come whit me? I think we will enjoi it. Ive got an intresting new computer game.Sam

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Day 12

Unit 7Lesson 2Less1 1 Since 4 now

2 for 5 already3 At first 6 yet

2 Answers will vary.


Reading Part 4

What do I have to do? You have to read a text and understand both facts and peoples attitudes

and opinions. There are four multiple-choice questions, each with four options. The rst question usually tests the writers purpose, and the last

question asks about the writers opinion. Both of these will test your understanding of the whole text.

The other two questions test detailed meaning, opinion or attitude. They will be in the same order as the information in the text.

How do I do it? Read the text once quickly to get an idea of the topic, then again for

more detail. In the rst and last questions, ask yourself the question, then look at the

options to see which one matches your answer. Check the text again to make sure it is correct.

Do the other questions one at a time, checking your answers against the text. Dont just match words in the text with the options. Think carefully about the meaning.

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Consolidation

Unit

7

124

Eight years (0) Amanda Strong started entering

competitions in magazines and newspapers.

(1) then she has won hundreds of prizes and hasnt

paid for a holiday (2) a long time.

(3) her family thought Amandas hobby was a joke,

but (4) theyve changed their minds! Amanda has

(5) taken her sister on a cruise to the Caribbean

this year. The rest of her family havent booked a holiday

(6) . Theyre waiting to see what Amanda wins!

Language practice

1 Complete the text with these words

2 Make up a short story using all the words in the box above.

ago already at first for now since yet

ago

125

My names John Martin. Last summer, I went to London to meet Lorna Black, the head of an organisation that makes sure the voices of young people are heard. As a school student,

I was invited to join the judges for a competition called Yell!. The people who entered had

to create an artwork a picture, a film or a photo showing one of the problems that young

people face in society today.

Although Lorna and her colleagues had managed to select 30 finalists from the 3,000 entries, it was still really difficult to choose the winners. Of course I wanted the best entry to

succeed, but I also didnt want to disappoint anyone. Judging the younger age group was

particularly hard because, having a younger sister, I know how upset kids can get if they

dont win.

The panel of four judges consisted of myself, Ali Lewis, lead singer of the band Popart, Helen Rivera, art designer of a daily newspaper, and Victor Staton, editor of a magazine for

young people. I didnt always agree with their opinions, but it was a great challenge to work

beside them as an equal, and an experience I will never forget.


3 Read the text and questions below. For each question, circle the correct letter (A, B, C or D).

1 What is the writer doing in the text?

A inviting young people to judge a competition.

B encouraging school students to enter a competition.

C explaining how the winners of a competition were chosen.

D describing his role in a competition.

2 Lorna Black works for an organisation that

A makes films about young people.

B makes sure young people are listened to.

C deals with young peoples problems.

D organises societies for young people.

3 The writer found his job difficult because

A he felt sorry for the losers.

B all the entries were so good.

C there were too many finalists.

D he wanted his sister to win.

4 What would the writer say about the judges?

A There werent any disagreements,

despite the difference in our ages.

B I felt that they looked down on me and

didnt understand me.

C They respected my opinions even though

I was the youngest.

D They were all experts so I wasnt able to

say what I really thought.

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Day 13

The best days of your lifeStudents dont have to study!

UnitBi

mes

ter 2

8.1

Warmer Ask students to look at the first two pictures.

Ask: Which school is most like your school? Which school would you prefer to go to? Why?

Ask students what is happening in the third picture (a mother is taking her child to school on their first day). Ask: Do you remember your first day at school? How did you feel?

Vocabulary: school and study1 Ask students to do the matching task in pairs.

Encourage them to use dictionaries to look up any words they do not know.


Answer key1 G 2 A 3 H 4 B 5 D 6 E 7 C 8 F

Vocabulary extra Ask students to write a sentence with one word

from each of the eight groups. For example: He gave us permission to play football. We have lessons in a classroom. Elicit sentences for all the words from the class. Encourage students to record example sentences as well as translations when they record new vocabulary.

Background extra In the United Kingdom, children start school at the

age of 4 or 5 and must stay at school until they are 16. They go to Primary School until the age of 11, then at age 11 they move to Secondary School.

In England and Wales, students take GCSE exams at the age of 16. They usually take between eight and ten subjects. If they continue at school, they

study three or four subjects and take A Level exams at the age of 18. In Scotland, students take Standard Grade exams at the age of 16, usually in seven or eight subjects. If they continue at school, they study for up to six Higher Grade exams over a further one or two years.

2 Tell students they are going to read an article about a school. There are gaps in the text which their partner will help them to complete by giving them clues about the missing words.

Divide the class into A and B students and ask students to turn to their texts, and read them through. Put students into AA and BB pairs. Ask them to try and guess what their missing words are, then discuss the clues for the words in green.

As an example, elicit a clue for missing word (1) from the Student A text (a room where you have lessons). Ask B students to try and guess the word (classroom).

Put students into AB pairs. Tell them to take turns to give their partner clues for their missing words.

Students can check their answers by looking at each others texts.

3 Ask students to read the sentences and tick boxes A or B from memory.

Tell them to look back at the article and check their answers.


Answer key1 A 2 A 3 A 4 B 5 B 6 A 7 B

Ask students if they would like to go to this school. Ask why / why not?

Exam practice

Reading Part 1

Vocabulary

school and study

Language focus

obligation, prohibition and permission

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1 Work in pairs to match the groups of words to their headings. Can you add any more words to each group?

1 punishment / rule / permission A places in a school

2 corridor / classroom / laboratory B quali cations

3 essay / project / homework C school curriculum

4 degree / certi cate / diploma D places to study

5 university / college / school E tests and exams

6 take / pass / fail F school subjects

7 lessons / timetable / subjects G controlling students behaviour

8 Biology / Geography / Science H school work

Vocabulary: school and study

2 Read the article about an unusual school. Student A, look at page 142. Student B, look at page 144. Complete the text by giving each other clues for the missing words.

3 Are these sentences about the school correct (A) or incorrect (B)?

A: YES B: NO

1 Students dont have to do any homework.

2 Students neednt study at all.

3 Students have to decide for th

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