Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE England and associated companies throughout the world

www.longman.com

© Pearson Education Limited 2006

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holders.

The right of Patricia Mugglestone to be identified as the author of this work have been asserted by her in accordance with the Copyright, Designs and Patent Act 1988.

First published 2006 Third impression 2007

Printed in Slovakia by Neografia

ISBN: 978-1-4058-3315-8

Photo acknowledgements We are grateful to the following for permission to reproduce photographs:

Front cover images Corbis: tl (Ariel Skelley), bl (Royalty Free), br (Gabe Palmer); PunchStock : tr (Rubberball/Royalty Free)

Introduction

About the Students' Book The course has ten main modules and two pages of revision at the start to get students to use language from Challenges 1. At the end of the book there is a magazine section related to the units with fun activities like puzzles, games and reading for pleasure. Each module starts with a Get Ready page which introduces the module topic. There are then three main lessons. In odd-numbered modules, there are Across Culture lessons and in even-numbered modules, there are Your Challenge and Understanding Grammar spots. Each module finishes with a Language Check and a Study Corner with learner development activities to help students become better learners.

New features in Students' Book 2

Helps These sections offer advice that students then put into practice in reading, listening and speaking activities. The Help sections cover reading skills such as predicting (Module 1, page 10), listening skills such as listening for specific information (Module 6, page 63) and speaking skills such as showing interest (Module 4, page 43).

Everyday Listening These sections give students the opportunity to listen to English in everyday situations, such as shopping (e.g. Module 1, Unit 3, page 13), phoning (Module 2, Unit 6, page 23) and listening to announcements (Module 6, Unit 18, page 63). The exercises train students to listen as we do in real life, for example for specific facts and key information.

Text Builder These sections occur in Your Challenge (Modules 2, 4, 6, 8 and 10). They build on the sentence level skills that students practised in the Sentence Builders in Challenges 1. They focus on important features of whole 'texts', such as layout (Module 2, page 24), using linkers (Module 8, page 84) and punctuation (Module 6, page 64).

About the Teacher's Handbook This handbook contains reduced pages from the Students' Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, answers to exercises and ideas for extra activities; it also includes the answers for the Workbook.

The Handbook will help you plan your lessons and is handy for use during lessons.

Features in Challenges

Fact or Fiction? The Fact or Fiction texts provide short real-life contexts related to the module topic. Students decide whether they think the information is true or false. Sometimes students can use their general knowledge (e.g. page 81 , their knowledge of stars with planets around them). Sometimes, students have to guess (e.g. page 9, How much do teenagers in the USA spend on the Internet?). Encourage students to discuss and give reasons for their guesses.

The Time Out magazine This section is at the back of the Students' Book and provides a set of 'fun' activities and puzzles in a magazine format. There is one activity for each of the core units in the Students' Book. Students can do the activities individually, in pairs or in small groups.

The magazine activities are designed to be used if there is time after students have completed a related activity in the Unit, at the end of a Unit or at home. The magazine recycles language and topics of the Units in new contexts and authentic, motivating activities such as puzzles (e.g. Activity 2, page 110), quizzes (e.g. Activity 14, page 113) and stories (Activities 10-12, pages 114-115).

The Picture Dictionary

Students use the Picture Dictionary to check the meaning of Key Words when they are first presented.

Later, they can use the Picture Dictionary as a revision and testing aid, working as a whole class, in pairs or individually. For example, students cover page 122 (Interests and games) with a sheet of paper, leaving just the top row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then move the paper down the page, repeating the activity for each row of pictures and checking their answers.

Try this tongue-twister Tongue-twisters encourage students to practise pronunciation features from the unit in a light-hearted, 'fun' way.

When introducing the first tongue-twister (page 33), check that students understand what a tongue-twister is. If possible, give them one or two examples of tongue-twisters in their own language. Reassure students that native-speakers of English find tongue-twisters difficult to say, especially when they try to repeat them quickly.

Students may find it helpful to start by repeating short phrases after you, (e.g. page 33 'history teachers', 'Irish history teachers', 'three shy Irish history teachers') before trying to say the whole sentence. The emphasis is on correct pronunciation rather than speed in saying the tongue-twister.

Using the Teacher's Handbook in the classroom

Module objectives The module objectives are listed at the top of the first page of each Module in the Students' Book.

When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g. 'a takeaway' in Module 2. If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g. 'writing e-mails' (Module 2). Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g. Present Simple (Module 1).

At the end of a Module, ask students to read the objectives again. Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult to achieve.

Background information The Background provides facts and information about aspects of the social and cultural content of the Units. It is intended primarily for the teacher but is helpful when students ask about events, people and places mentioned in a Unit, e.g. London and Londoners (Module 2, Unit 4, page 18).

Extra activities Use the short Extra activities if there is time in the lesson. These activities develop from the content of the Students' Book and are intended to give a change of focus and help student motivation and concentration.

Extra activities include:

• activities developing from a reading text, e.g. Module 3, after Exercise 10, page 31

• activities developing from a listening text, e.g. Module 4, Unit 12, after Exercise 2, page 42

• activities practising a language point from the lesson, e.g. Module 7, Unit 20, after Exercise 7, page 71

Ways of checking answers Students can work in pairs or small groups.

Try to vary how you check students' answers to exercises:

• If spelling is important, ask students to spell the words for you to write on the board or invite students to come to the board and write the answers.

• Alternatively, ask students to read the answers aloud. If necessary, correct any serious pronunciation problems.

• At times, you may prefer to write the answers on the board yourself, for students to check their own answers.

• Students self-check the answers to some exercises, such as pair activities (e.g. page 41 exercise 9) and quizzes (e.g. page 97, Exercise 5) by referring to the answers given in their book and to the Language Check by listening to the cassette or CD.

The Challenges website The Challenges website is valuable resource for teachers and students. For every unit at each level there is a photocopiable activity for the teacher and an interactive test for the student. In addition, there are module-specific weblinks for both teachers and students and regular competitions.

Challenges CD-ROM The CD-ROM provides further practice of all the skills and topics covered in the Students' Book. There is a range of fun, interactive activities in which students can practise their listening, reading, writing and speaking skills through games, videos, listening and gap-fills. There is also a focus on pronunciation, with activities which enable students to record themselves in interactive dialogues. The CD-ROM forms a fun and valuable addition to the Students' book, providing both extra practice and consolidation.

<3E)

P

m

_

Grammar

I saw an interview with Nicole last week but she didn't talk about her childhood. Did she like school? Tim Steer, London.

No, she didn't. Nicole was very tall, pale and shy. Some girls didn't like her and they called her names. She didn't go to the beach with them - she went to the theatre! What did she like doing when she was young?

Colette Bridges, Manchester

She liked dancing and acting. Her first part was a sheep '

in a Christmas play when she was six!

Did Nicole go to acting classes when she was young? Tania Jones, Cardiff

Yes, she did. She took her first acting class when she

was ten.

When did she first go to Hollywood? Kelly Firth, Glasgow She made her first Hollywood film in 1989. She won an Oscar for 'Best Actress' three years ago for The Hours.

Practice

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

B I O D A T A . . .

Born: 1967, Hawaii Moved to Australia: 1971

First film: 1981 Married: Tom c ru i se 1990

Oscar: 2003 Best film: The Others, 2001

9 Study Nicole Kidman's biodata and finish each sentence in three different ways.

Example

Nicole moved to Australia in 1971. She moved thirty-five years ago.

She moved when she was four.

1 She played in her first film ...

2 She married Tom Cruise ...

3 Nicole got her first Oscar...

4 She made her best film ...

John lennon and Paul McCartney, were (be) at school.

wet (meet) when they

Bill Gates, head of Microsoft,. computer company when he _

started . (start) his first . (be) fourteen.

Michael Jordan, the world's best basketball player, didn't like (not like) basketball as a child - he preferred (prefer) baseball.

Beethoven wrote (write) his first composition when he was ten.

Pele scored (score) two goals for Brazil in the 1958 World Cup final when he .

Albert Einstein didn't pass

. (be) seventeen.

(not pass) his physics exam at school.

8 Make questions about Nicole Kidman's life. Then answer the questions.

Example

1 Did Nicole's parents live in Canada? No, they didn't. They lived in the US and Australia.

1 Nicole's parents / live in Canada?

2 go to school in the United States?

3 when / get her first theatre part?

4 go to music classes?

5 when / make her first Hollywood film?

6 when / win an Oscar?

Your Turn

10 Make questions about your partner's life when he/she was 6-9 years old. Work in pairs. Ask and answer the questions.

Example

A: Did you have many friends?

B: Yes, I had a lot of friends. There were a lot of nice people in my first class.

have / many friends?

have / a pet?

where / spend holidays?

what / do in your free time?

play / musical instruments?

what sports / play?

what hobbies / have?

when / start school?

what subjects / like?

— •T IMBOUTJ Page 112, Exercise 7 3

Exercise 9 • Do the first item with the

class. Write cues on the board:

in (year) (numbers of years) ago when she was (age)

1 in 1981/25 years ago/when she was 14

2 in 1990/16 years ago/when she was 23

3 in 2003/3 years ago/when she was 36

4 in 2001/5 years ago/when she was 34

Your Turn

Exercise 10 • Elicit the questions from

the class before students work in pairs.

Extra Students tell the class two or three things about their partner when he/she was 6-9 years old.

_ ^ - TIMS OUT! Page 110, Exercise 7

Photocopiable Activity 5, TTP, Page 52

Practice

Exercise 7 • Check answers by asking individuals to

read aloud the sentences.

Answers —* student page

Exercise 8 • Check answers by asking pairs of

students to ask and answer the questions.

Answers

2 Did she go to school in the United States? No, she didn't. She went to school in Sydney/Australia.

3 When did she get her first theatre part? She got her first part when she was six.

4 Did she go to music classes? No, she didn't. She went to acting classes

5 When did she make her first Hollywood film? She made her fi Hollywood film in 1989.

6 When did she win an Oscar? She won

ggfl an Oscar in 2003.

l<8

mt\

This Unit Short of time: set some of the exercises for homework (e.g. Exercises 8 and 9)

More time: do the Extra activities

Background Many people believe that animals have some kind of 'sixth sense'. The stories here are both true, although the names of the people have been changed. In the tsunami in 2004, many wild animals escaped the tragedy, despite the huge loss of human life.

Warm-up

@ E x e r c i s e 1(CD2 Track 4)

• If students disagree about any of the answers, encourage them to explain the reasons for their answers.

Suggested Answers

You can hear (see/touch - CDs etc.) music but you can't smell or taste it!

You can see, smell and touch perfume but you can't hear it.

You can see the sun but you can't hear, smell, taste or touch it.

You can hear, see, smell, taste and touch sea water.

Extra Write on the board:

We hear things with our ears.

Ask students to make similar sentences about the other

ecial Powers Warm-up

1 Look at the Key Words. Then say sentences about these things.

Example You can see, smell, taste and touch cheese but you can't hear it!

• cheese • music • perfume • sun • sea water

Q Key Words: Senses

hear, see, smell, taste, touch

2 Do you think people or animals have other 'senses'? Are these things possible? M$gd

a) to communicate by thought (telepathy) M\ v

b) to find a place with no maps or directions

c) to see the future

Reading

3 Read the two interviews. Which Exercise 2 are they about?

Two readers tell us their stories

BLast summer, Tom was coming back from Scotland when his dog disappeared.

What were you doing when it

happened?

We were having a break at a motorway cafe. My mum and dad weren't feeling very well and

they were having coffee. I was taking Paddy for a walk when he

saw a rabbit. He ran after it and

disappeared.

What did you do?

We looked for him for hours. Finally, we went home to Birmingham, 350 kilometres away. Five weeks later, we were having lunch when we heard a dog outside. We looked out of the window and there was Paddy!

B On 26 December 2004, Pam's aunt was on

holiday in Thailand.

E was your aunt doing on the morning of the

tsunami? My aunt was with a group of tourists They were having an elephant ride on the beach. Ten minutes later, the tsunami destroyed the town.

How did she escape?

came the elephant was carrying her up the hill. The elephant saved her from the tsunami!

Read the interviews again. Answer these

& 9 ^ questions.

&<M 1 Why did Paddy run away?

2 How far did Paddy travel?

3 Where was Pam's aunt on holiday?

4 How did the elephant save Pam's aunt?

(Answers: see/eyes, smell/noses, taste/mouths, touch/hands)

Exercise 2 • Encourage students to

share their opinions and to give examples to support their views.

Reading

© E x e r c i s e 3(CD2 Track 5)

• Ask students to read the interviews quickly for gist understanding and to find out what they are about.

• After checking answers, play the recording for students to read and listen to the interviews.

Answers

1 to find a place with no map or directions

2 to see the future

Exercise 4

Answers

1 He ran after a rabbit.

2 350 kilometres

3 Thailand

4 It carried her up the hill.

Extra Ask students to look at the two interviews and find four expressions using have. Ask students to look at the second interview and find the word for the noise that elephants make (trumpet). Explain or encourage students to guess the meaning of new words and phrases, e.g. acting normally, the guides, to calm it.

Christina Aguilera

I iliMlBll

MET:- ^SSiifc

^ ISP

s-

<3

I

« 4 P"™*-""*