English Book In motion Teacher’s - richmondelt.es · In motion Teacher’s ... I’m ﬂ ying to Switzerland for two weeks with my girlfriend. We love walking so we’re going to

1Robert Campbell Gill HolleyRob Metcalf

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Page

Methodology and Teaching with English In motion 4

Basic Competences 13

Student’s Book syllabus 14

Teaching notes Basic Competences Page

WelcomeWelcome 16

11 Favourites 22

22 My family 38

33 24/7 54

Review AReview A 70

44 School days 78

55 Right now 94

66 Time and place 110

Review BReview B 126

77 Idols 134

88 Dear diary 150

99 Home and away 166

Review CReview C 182

Reference and answers 190

Workbook answers 214

Student’s Book transcripts 224

Workbook transcripts 229

Teacher’s All-in-one Book CLIL Worksheets transcripts 231

Phonetic chart 232


14

Unit Vocabulary Grammar

WelcomeWelcome NumbersThe alphabetCountries and nationalities

a/anPlural nounscan: abilityImperatives

11 Favourites Favourite thingsSports

Subject pronounsbe: present simpleQuestion words

22 My family FamilyAdjectives for pets

this, that, these, thosePossessive adjectivesPossessive ’sPresent simple

33 24/7 Daily routinesFree-time activities

Adverbs of frequencyPresent simple: questionslove, like, not like, hate + -ing form

Review AReview A Grammar and Vocabulary:revision of units 1, 2, 3 Project: Find a pen-friend

44 School days FoodSchool subjects

Countable and uncountable nounsa lot of, some, anyFrequency expressionsHow often?

55 Right now The weatherCollocations

Present continuousPresent continuous for future plansPresent continuous v. present simple

66 Time and place Prepositions of placeThe home

there is / there are Object pronounshave gotHow many?

Review BReview B Grammar and Vocabulary:revision of units 4, 5, 6 Project: Plan a party

77 Idols Physical descriptionsJobs

was / werePast simple: regular verbs

88 Dear Diary Things you readAdjectives of opinion

Past simple: irregular verbsthere was / there werePast time expressionsPast simple: questions

99 Home and away HolidaysRules

going tomustcan: permission

Review CReview C Grammar and Vocabulary:revision of units 7, 8, 9 Project: Keep a travel diary

Grammar Reference Word List Phonetic Chart

SyllabusSyllabusSyllabusSyllabus


15

Reading and Listening Speaking and Pronunciation Culture Writing

Welcome IntroductionsClassroom languageWord stress

1 My favourite thingsIdentity test

Ask for and give personal informationTalk about your countryTalk about your favourite thingsSentence stress

New Zealand My profi leand and but

2 Meet TomDescribe your pets

Talk about your familyTell the timeDescribe a petThird person -s

Half and half My familyCapital letters

3 The Routine RapYour chill factor

Perform a rapSay the dateRhyme and rhythm

Festivals My perfect daySequencers

Review A Song: I say a little prayerAretha Franklin

4 Scotland’s top teen chefSchool survey

Describe your school timetableOrder foodWeak forms: /ə/

A cyclist’s diet My school daybecause

5 Travel diaryThe Invisibles

Describe a holidayAsk what someone is doingTalk on the phone-ing form: /iŋ/

Satellites An e-cardExpressions in

informal letters

6 Time travellerWho lives here?

Describe a sceneDescribe a houseGive directionsLinking

Clone cities My roomAdjectives: before

nouns and after be

Review B Song: CelebrationKylie Minogue

7 Biographies20th Century Quiz

Talk about when you were youngDo a quizGo shoppingPast simple: -ed

Cool clothes A fan pageOrganize

information

8 Dream diariesAt the weekend

Describe a dreamTalk about last weekendDescribe a processPast simple: irregular verbs

Famous diaries

A blogbefore, during, after

9 DeparturesRules

Talk about holiday plansSet rulesMake planscan: /�/, /ə/, /ɑ�/

Birthdays My summer plansso

Review C Song: Three little birdsBob Marley


Vocabulary

Holidays• Rules•

Grammar

going to• going to:• questions

must• can:• permission

Reading

Departures• Culture: Birthdays•

Listening

Rules •

Speaking

Talk about holiday plans• Set rules• English you need: Make plans•

Pronunciation

can: /• æ/ /ə/ /ɑː/

Writing

so• My summer plans•

Extra Resources

➟ My Portfolio pages 28-29➟ Multi-ROM Grammar, Vocabulary

and Pronunciation ➟ Tests

Teacher’s All-in-one Book

➟ DVD

➟ Mixed-ability Worksheets ➟ Speaking activities

Holidays

Warmer

Draw a picture of a large suitcase on the board and teach the word suitcase. Tell students that you are going on holiday to Italy. Can they help you pack your suitcase? Build up a list of the items on the board.

1 2.33

Students match the pictures with the words.•

Play the CD to check answers. •

Play the CD again. Students repeat the words.•

Answers 1 boots2 a torch 3 a penknife4 a compass

5 a toothbrush6 a guidebook7 an umbrella8 a passport

9 shorts10 sun cream 11 a towel12 a swimsuit

2Students look at the bags A-C and match them • with the holiday destinations.

Answers 1 Bag C 2 Bag A 3 Bag B

3Students name two other things in each bag. •

Answers

Bag A: a jumper, a jacket/coat Bag B: a camera, an MP3 playerBag C: sunglasses (hooked onto the bag), a T-shirt

Consolidation

In pairs, students play a memory game. Student A closes their book. Student B says a destination (the mountains, a city, the beach). Student A has to name four things to take on a holiday to that destination.

➟ Student’s Book Word list page 111

➟ Workbook Word list page 106, Vocabulary page 108

166

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Writing My summer • plans

• so

Speaking Talk about holiday plans•

Set rules•

Make plans•

Pronunciation can: • /�/ /ə/ /ɑ�/

Grammar • going to • must • can: permission

Vocabulary Holidays•

Rules•

Holidays

1 Match the pictures with the words. Listen and check. Then listen and repeat.

1 – boots

a toothbrush | a guidebook | a compass | a passport | sun cream | a penknife | shorts | a torch | a towel | an umbrella | boots | a swimsuit

2 Look at the bags. Which one is for...

1 the beach? Bag C

2 the mountains?3 a city?

2

3

4

56

9 10

Page 28My Portfolio

3 Name two other things in each bag.

Bag A – a jumper

A

1

B

8

1112

C

7

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167

Students look at objects associated with different types of holiday.


168

80

2 Read the holiday plans. Match the people in exercise 1 with the plans.

3 Copy and complete the table.

Marc Jessica RichardCountry GreecePlace Accommodation A hotel ParisGoing withActivities

4 Answer the questions.

1 What has Marc got in his bag? He’s got boots and a good map.

2 Who did he go on holiday with last year?3 When’s Jessica’s birthday? 4 How long is she staying in Corfu?5 What language does Richard want to practise?6 What’s he taking with him in case it rains?

I’m fl ying to Switzerland for two weeks with my girlfriend.

We love walking so we’re going to the mountains. We’ve got our boots and a good map. We’re going to stay in a hotel in the Alps. I went there last

year with my parents, so I know the area well.

I’m travelling to the Greek island of Corfu for a week

with my family. We’re going to stay in an apartment near

the sea. It’s my birthday tomorrow so we’re going to have a party on the beach. I’m going to sunbathe and

listen to my MP3 player.

I’m fl ying to Paris for ten days. I’m going with other

students from my class. We’re going to stay with

French families and practise our French. We aren’t going to speak any English. We’re going to see the Eiffel Tower and the Mona Lisa. I’ve got

a guidebook. And I’m taking an umbrella in case it rains.

21 3

1 Where are Richard, Marc and Jessica going?

I think Jessica’s going to …

Richard

Marc

Jessica

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Students reflect on holiday destinations.


169

Departures

Warmer

Write these words on the board: beach, mountains, city. Can the students suggest some holiday destinations for each place?

1Students say where they think Richard, Marc and • Jessica are going. Are they going to a beach, a city or the mountains? Encourage them to give reasons for their answers.

Answers Students’ own answers

2 2.34

Students read and listen to the holiday plans, • and match the people in exercise 1 with the plans.

Ask if their predictions about the holiday plans • were right.

Answers 1 Marc 2 Jessica 3 Richard

3Students copy and complete the table.•

Answers

Country: Marc – Switzerland; Jessica – Greece; Richard - FrancePlace: Marc – The Alps; Jessica – Corfu; Richard - ParisAccommodation: Marc – a hotel; Jessica – an apartment; Richard – French familiesGoing with: Marc – his girlfriend; Jessica – her family; Richard – his classActivities: Marc – walking; Jessica - have a party, sunbathe, listen to MP3 player; Richard N practise French, see the Eiffel Tower and the Mona Lisa

4Students answer the questions in complete • sentences.

Answers

1 He’s got boots and a good map. 2 He went with his parents.3 It’s her birthday tomorrow.4 She’s staying in Corfu for a week.5 He wants to practise French.6 He’s taking an umbrella.

➟ Workbook Reading page 112


170

going to Ask students to read out the first sentence of • each of the texts on page 80. Write the examples of the present continuous on the board. Remind students that we use the present continuous when we talk about fixed plans and arrangements.

Focus on the examples • I’m going to walk in the mountains and We aren’t going to speak any English. Ask: Are these arrangements? Explain that these are intentions.

Copy the table onto the board and focus on the • form of going to. Point out that the verb be changes, but going to stays the same for all subjects.

1Students complete the sentences.•

Answers 1 aren’t going to eat2 are going to visit3 is going to go

4 ’m going to study5 ’m not going to chat 6 aren’t going to go

2Students state whether or not the sentences in • exercise 1 are true for them.


Reinforcement

In pairs, students compare their sentences from exercise 2. Are any of their answers the same?

Extension

Students write four more sentences about things they are going to do or not going to do. In pairs, students compare sentences.

going to: questions

Remind students that you are going on holiday • to Italy. Write these words on the board: in a hotel, the Coliseum, Italian, Yes, I am. Explain that these are the answers to three questions about your holiday. Can students help you write the questions using going to? As students say the questions, write them on the board. Then focus on how we form Wh-questions with going to:Where are you going to stay?What are you going to see/visit?What language are you going to speak?

Write the questions • Are you going to speak Italian? and Are you going to speak English? on the board. Ask students for the short answer to each question.

3Students write questions with • going to. Then they answer them.

Answers

1 Are you going to walk home after school?2 What are you going to watch on TV this evening? 3 Is your teacher going to give you any

homework today?4 What are you going to do on Saturday?5 Are you and your friends going to go to the

cinema at the weekend? 6 Where are you going to go for your next holiday? Students’ own answers

Consolidation

In pairs, students ask and answer the questions in exercise 3.

Go 4 it!

4In pairs, students plan a holiday. Tell students to • think about the prompts.

5Students ask another pair about their holiday.•

➟ Student’s Book Grammar reference page 102

➟ Workbook Grammar reference page 104, Grammar page 109


81

going to

I’m going to walk in the mountains.We aren’t going to speak any English.

Affi rmativebe going to Infi nitiveI’mHe / She / It’s going to walk in the mountains.You / We / They’re

1 Complete the sentences.

1 My family and I aren’t going to eat (not eat) in a restaurant tonight.

2 My friends and I … (visit) a museum at the weekend.

3 My mum … (go) shopping tomorrow. 4 I … (study) on Saturday.5 I ... (not chat) on the Internet this evening.6 My friends … (not go) on holiday in the

summer.

2 Are the sentences in exercise 1 true for you?

Number one isn’t true. My family and I are

going to eat in a restaurant tonight.

Negativebe + not going to Infi nitiveI’m notHe / She / It isn’t going to speak any English.You / We / They aren’t

going to: questions

Where are you going to stay? Is he going to speak French?

Question be Subject going to Infi nitiveword Where are you going to stay? Is he speak French?

3 Write questions with going to. Then answer them.

1 you / walk home after school ? Are you going to walk home after school?

No, I’m not. I’m going to go home by bus.

2 What / you / watch on TV this evening ? 3 your teacher / give you any homework

today ? 4 What / you / do on Saturday ?5 you and your friends / go to the cinema at

the weekend ?6 Where / you / go for your next holiday ?

4 In pairs, plan a holiday. Decide these things.

where how long accommodation things to take activities

We’re going to go to Hawaii.

We’re going to stay for …

5 Ask another pair about their holiday.

A Where are you going to go?

B We’re going to go to Hawaii.

A How long are you going to stay?

Short answersYes, I am. No, I’m not. Yes, he is. No, he isn’t.

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Students work together to plan a holiday.


172

82

Rules

1 Match the pictures with the rules. Listen and check. Then listen and repeat.

4 Dan and Vicki are talking about their bedroom rules. Which of the rules in exercise 1 do they have?

Dan – 2, ...

Vicki –

5 Listen again. True or false?

1 Dan likes listening to music. True

2 Dan’s brother never puts things back. 3 Vicki’s sister never tries on her clothes. 4 Vicki’s sister sometimes uses her computer. 5 Vicki’s mum doesn’t look in her school bag. 6 Dan’s cat wakes him up in the morning.

1 Don’t touch my things. d2 Knock before you come in. 3 Don’t take my CDs.4 Don’t look in my school bag.5 Put things back.6 Don’t try on my clothes.7 Don’t use my computer.8 Don’t disturb me in the morning.

2 Write the four most important rules for you.

1 – Don’t use my computer.

3 In pairs, compare your rules.

A My fi rst rule is ‘Don’t use my computer.’

B My fi rst is ‘Knock before you come in.’

a

d

f

b

g

c

e

h

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Students compare rules that are important to them.


173

Rules

Warmer

Give this series of instructions to students using • verbs from exercise 1: Touch your head. Touch your chair. Knock on your desk. Knock on your partner’s desk. Take your partner’s pen. Use his or her pen to write your name. Put the pen back on your partner’s desk. Look in your school bag.

As you give the instruction, do the action • yourself for students to imitate.

Repeat the actions and ask students if they can • remember the verbs you used. As the students say each verb, write it on the board.

1 2.35

Students match the pictures with the rules.•

Play the CD to check answers.•

Play the CD again. Students repeat the sentences. •

Answers

1 d 2 c 3 b 4 a 5 h 6 f 7 e 8 g

2Students write the four most important rules for • them.


3In pairs, students compare their rules. •

Consolidation

In pairs, students play a miming game. Student A closes their book. Student B mimes one of the actions in the pictures, for example, knocking on a door and then opening it. Student A says the rule: Knock before you come in. Students change roles and repeat.

➟ Student’s Book Word list page 111

➟ Workbook Word list page 107, Vocabulary page 110

4 2.36

Tell students they are going to listen to a • conversation between Dan and Vicki. They are talking about their bedroom rules. Explain that Vicki is visiting Dan’s house and she sees a list of rules on his bedroom door.

Students listen and write the rules that Dan and • Vicki have. Emphasize that they don’t need to write complete sentences. They can simply write the numbers of the rules in exercise 1.

With weaker students, play the CD twice. The first • time, students write Dan’s rules. The second time, they write Vicki’s rules.

Answer

Dan: 2, 3, 5, 4, 8 Vicki: 6, 7, 1

Transcript page 227

5 2.36

Students listen again and decide if the sentences • are true or false.

Answers1 True2 True

3 False 4 True

5 False6 True

Transcript page 227

Consolidation

• Write these phrases from the conversation on the board:

I hate it when … My brother/sister always … It drives me mad when … Students complete the sentences for themselves.• In pairs, students read their sentences to each

other.

➟ Workbook Listening page 113


174

mustWrite these rules on the board: • Knock before you come in. Don’t try on my clothes. Ask students if they know another way to say these rules. Write the example sentences on the board next to the ones above: People must knock before they come in. She mustn’t try on my clothes. Explain that we use must to say that something is obligatory and mustn’t to say that something is forbidden/prohibited.

Students look at the table. Point out that • must and mustn’t are the same for all subjects, and that they are followed by an infinitive without to.

1Students write Dan’s rules for friends using • must or mustn’t.

Answers

1 You mustn’t forget my birthday.2 You must listen to my problems.3 You must be a fan of rap music.4 You mustn’t study on Saturday afternoon.5 You must like skateboarding.6 You mustn’t tell other people my secrets.

2Students complete the rules using • must/mustn’t and the verbs.

Answers1 must have2 must buy3 mustn’t listen

4 must look5 mustn’t take6 mustn’t use

can: permission

Write Dan’s rule about his school bag on the • board: She mustn’t look in my school bag. Ask if Vicki has the same rule (No). Write Vicki’s rule on the board: She can look in my school bag. Explain that we use can to say that someone has permission to do something.

Students look at the table. Point out that • can/can’t is also followed by an infinitive without to (like must/mustn’t).

Tell students that • can’t and mustn’t have a similar meaning: they are both used to say that something is forbidden/prohibited.

3Students write the things they • can and can’t do.


Pronunciation: can: /æ/ /ə/ /ɑː/

4 2.37

Model the pronunciation of the three sounds for • students to repeat.

Play the CD. Pause after each sentence. For each • sentence, ask students which sound they hear in the word can: 1 /æ/, 2 /ə/ or 3 /ɑː/. Explain that the pronunciation is /æ/ in the affirmative short answer, /ə/ in other affirmative sentences and questions, and /ɑː/ in the negative.

Answers

1 /ə/ 2 /æ/ 3 /ə/ 4 /ə/ 5 /ɑː/ 6 /ɑː/

Play the CD again. Students hear each sentence • twice. Pause the CD for students to repeat.

5Students answer the questions with short answers.•


Consolidation

In pairs, students ask and answer the questions in exercise 5.

Go 4 it!

6Students choose a place and write the rules. • Point out the example and tell them to use must/mustn’t and can/can’t.

7In pairs, students tell each other their rules. •

Consolidation

In pairs, students think of rules for their ideal school. Then they tell another pair and decide which set of rules they like best.

➟Student’s Book Grammar reference page 103

➟ Workbook Grammar reference page 105, Grammar page 110


83

must

People must knock before they come in. She mustn’t try on my clothes.

Subject must Infi nitive

I / She / They must

knock. mustn’t

1 Write Dan’s rules for friends. Use must or mustn’t.

If you want to be my friend …1 don’t forget my birthday You mustn’t forget my birthday.

2 listen to my problems3 be a fan of rap music4 don’t study on Saturday afternoon5 like skateboarding6 don’t tell other people my secrets

2 Complete the rules. Use must / mustn’t and the verbs.

buy have listen look take use

1 You must have lights to cycle at night.2 You … a ticket to travel on a train. 3 You … to music on an MP3 player on a

bike.4 You … left and right before you cross the

road.5 You … a dog to the beach. 6 You … a skateboard in the street.

can: permission

She can look in my school bag.I can’t take my brother’s CDs.

3 What things can or can’t you do?

1 watch TV when I’m having dinner I can’t watch TV when I’m having dinner. 2 go to bed after midnight3 have a tattoo or piercing4 go out on school days5 listen to loud music in my room6 invite friends to sleep at my house

5 Can you…

1 have a pet? Yes, I can.

2 put posters on your bedroom walls?3 watch TV in bed?4 get up late at the weekend?5 eat fast food every day?6 make a lot of phone calls?

4 Listen and repeat.

1 Can you put posterson your walls?

2 Yes, I can.3 I can put posters on my walls. 4 Can you have a pet?5 No, I can’t. 6 I can’t have a pet.

can: /�/ /ə/ /ɑ�/

6 Choose a place and write the rules.

my school my English class my home my bedroom

My school: You mustn’t be late for class.

You can wear the clothes you like.

7 Tell another student your rules.

P

ronunciation

Subject can Infi nitive

I / She / They can

look. can’t

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175

Students write their own rules for different places.


176

84

1 How do you celebrate your birthday?

get birthday cardshave a partyhave a birthday cake

I get birthday cards, but they sometimes

arrive before my birthday.

2 Read and match the pictures with the descriptions.

1 – d

open presentshave a birthday mealsing ‘Happy Birthday’

uest

• Find out about birthday celebrations in Russia and Brazil.

4 Read again and write the country.

1 You can’t see during the celebration. Mexico

2 Your family prepares the celebration at night.3 Your birthday present is some money.4 Your friends move you up and down.5 You don’t celebrate on your birthday.6 You break a thing during the celebration.

3 Match the descriptions with the correct country. Listen and check.

Denmark – 2

England Mexico Vietnam

b

a

c

d

In … people don’t celebrate on the day when they were born. They celebrate their birthday on “Tet” (New Year’s Day). Babies are one year old on their fi rst Tet. Children get some money as a present.

The evening before your birthday, people in … put a fl ag outside your house. When you’re sleeping, family members put presents around your bed. When you wake up on your birthday, you can open the presents.

In … people put sweets in a paper animal – the “piñata”. This hangs from the ceiling. First you must cover your eyes. Next you must hit the piñata with a stick. When it breaks, you can eat the sweets.

In … people give you the “bumps”. They take your hands and feet and lift you in the air. They must give you one bump for every year, and one for luck. So on your thirteenth birthday, you get fourteen bumps.

1

2

3

4

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Students discover similarities and differences in the way birthdays are celebrated around the world.

Students autonomously use the media available to them to research a topic.


177

Birthdays

CLIL objective: Students learn about birthday customs around the world.

Warmer

In pairs, students make a list of six different ways of celebrating their birthday. Then they compare their list with exercise 1. How many things are the same?

1

Check students understand the phrases.•

Students say how they celebrate their birthday. •


Consolidation

In pairs, students ask and answer the question in exercise 1. Encourage them to ask their partner for more information.

2

Before they read the descriptions, students look • at the pictures and describe what they can see. Teach the words flag (n), hit (v) and lift (v).

Students read and listen about birthdays around • the world, and match the pictures with the descriptions.

Answers 1 d 2 a 3 b 4 c

3 2.38

Students match the descriptions with the correct • country. Encourage them to guess if they are not sure.

Play the CD to check answers. •

Answers Denmark – 2England – 4

Mexico – 3Vietnam – 1

4

Students read the descriptions again and write • the country.

Answers1 Mexico2 Denmark

3 Vietnam4 England

5 Vietnam6 Mexico

Reinforcement

• Students write one sentence about birthdays in each of the four countries. These should contain different information from exercise 4, for example: Family members put presents around your bed.

• Students close their books. In pairs, they take it in turns to read their sentences to each other, but in a different order. Can their partner say the country from memory?

Extension

In pairs, students take it turns to pretend to be from one of the four countries. Student A asks the question: How do you celebrate birthdays in your country? Student B gives a description. Student A asks for more information if something is unclear. Then they change roles and repeat.

Quest

Students find out about birthday celebrations in • Russia and Brazil. They can do this by entering birthday celebrations around the world into an Internet search engine or by consulting reference books.

Answers

In Russia, children get a present at school from the teacher and sometimes from other students too. At home, they have a cake or pie with a birthday greeting on it. The birthday child eats the fi rst piece.In Brazil, children eat sweets in the shape of fruit and vegetables. They give the fi rst piece of their cake to a special friend or family member. People also pull the ears of the birthday child once for each year!


178

Make plans

Warmer

Tell students to imagine it is their birthday at the • weekend. Ask them to think of possible places to go and things to do. Build up a list of these on the board. Include the ideas in exercise 1.

1 2.39

Students listen to the dialogue between Kylie and • her friends, and choose the activity that they decide to do on her birthday.

Answers a

Transcript page 227

2 2.39

Students listen again and complete the • suggestions.

Briefly focus on the form of the suggestions: • Let’s …, Shall we …? and Why don’t we …? + infinitive without to.

Answers1 Let’s 2 Why don’t we

3 Let’s4 Shall we

Transcript page 227

3 2.40

Before they listen, check students understand the • meaning of the responses.

Students listen again and match the responses • with the suggestions from exercise 2.

Answers a 3 b 1 c 2 d 4

Transcript page 228

4 2.40

Students listen and repeat the suggestions and • responses. Focus on intonation.

Transcript page 228

5 2.41

Students complete the dialogue.•


Answers1 shall2 don’t we3 boring4 Why don’t

5 don’t know6 Let’s7 good idea8 great idea

Consolidation

In groups of three, students practise the dialogue. Then they change roles and repeat.

6

In pairs, students make plans for Saturday • morning, afternoon and evening. Encourage them to use all the expressions from exercises 2 and 3.

Weaker students could write their dialogue first • and then practise it until they can say it from memory.

Consolidation

Students tell another pair about their plans for Saturday using going to. Encourage them to start by saying: On Saturday morning, we’re going to …

➟ Student’s Book Word List page 111

➟ Workbook Word List page 107, English you need page 113


85

Make plans

3 Listen and match the responses with the suggestions from exercise 2.

a I don’t know. It isn’t very exciting. 3b That’s a good idea. c That’s boring.d What a great idea!

4 Listen and repeat the suggestions and responses.

5 Complete the dialogue. Then listen and check.

Becky What (1) shall we do on Sunday? Kylie Why (2) … … play tennis? Mia That’s (3) … . We play tennis at school.Becky (4)… … we go to a museum? We

never go to museums.Kylie OK.Mia I (5) … … . It isn’t very exciting. Becky I know! (6) … go to the park. There’s a

music festival in the afternoon, and it’s free.

Mia That’s a (7) … … .Kylie Yes. What a (8) … …! Becky Great. See you on Sunday!

6 In pairs, make plans for Saturday morning, afternoon and evening.

A What shall we do on Saturday morning?

B Let’s go to the park.

A That’s boring. Why don’t we …?

1 Listen to the dialogue. What do the friends decide to do on Kylie’s birthday?

a go to the cinemab go to a caféc go to the parkd go ice-skating

2 Listen again. Complete the suggestions.

Let’s Shall we Why don’t we

1 Let’s go to the cinema.2 … go to the park.3 … go to the café in the shopping centre.4 … go ice-skating?

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179

Students use language that can be transferred to real-life situations.


180

86

1 In pairs, talk about your plans for the summer.

A What are you going to do in July?

B I’m going to be here for the fi rst two

weeks, and then … What about you?

2 Read Sandra’s blog. Where is she going to be in June, July and August?

In June: at home

In July: In August:

My summer plans

so

In July, my parents work, so I’m going to stay in my grandparents’ village.I must study now, so I’m going to stop writing.

4 Write sentences with so. Change the order of the sentences when necessary.

1 I’m tired. I’m going to bed. I’m tired, so I’m going to bed.

2 It’s Saturday tomorrow. I’m going to get up late.

3 We’re going to go to the beach. It’s hot today.

4 We’re going to stay here this summer. We went to Australia last year.

5 My uncle’s got a fl at in Prague. We’re going to stay there in July.

6 We’re going to go to Switzerland by car. My dad doesn’t like fl ying.

5 Make notes. Then write about your plans for the summer.

Paragraph 1: What are you doing at the moment? When does school end?

Paragraph 2: What are your plans for July?Paragraph 3: What are your plans for

August?

6 Now read your work again. Can you fi nd any errors?

Page 29My Portfolio

My Webpage

It’s Sunday evening and I’m studying at home. I’ve got exams now, but the holidays start soon. I can’t wait! Here are my summer plans.

In July, my parents work, so I’m going to stay in my grandparents’ village. I love it there. I’ve got friends in the village, and I only see them in the summer.

The fi rst week in August, we’re going to spend a week in New York. I’m really excited! I’m going to see Central Park and all the other famous places. The rest of August I’m going to be at home.

I must study now, so I’m going to stop writing.

3 Find three expressions that tell us that Sandra is happy about her plans.

1 – I can’t wait!

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Students use strategies to plan their own written work.

Students use strategies to evaluate and develop their own written work.


181

My summer plans

Warmer

Ask students if they have any plans for the • summer.

Tell students that you are going to say some • activities. They should put up their hands if they are going to do these things in the summer: go to the beach, go to the mountains, stay at home, study, stay at your grandparents’ village, visit another city, visit another country.

1In pairs, students talk about their plans for the • summer. Encourage them to use the example dialogue to help them.

2Students read Sandra’s blog and write where she • is going to be in June, July and August.

AnswersIn June: at homeIn July: in her grandparents’ villageIn August: in New York and at home

3Students find three expressions that tell us that • Sandra is happy about her plans.

Answers 1 I can’t wait! 2 I love it there. 3 I’m really excited!

so

Ask students: • Why is Sandra going to stay in her grandparents’ village? Write the answer on the board: She’s going to stay in her grandparents’ village because her parents work in July.

Ask students if they can say the same thing using • so and write this sentence on the board: Her parents work, so she’s going to stay in her grandparents’ village.

Check students understand the meaning of • so and point out the comma before this word in the sentence.

4Students write sentences with • so. Highlight that it may be necessary to change the order of the sentences.

Answers

1 I’m tired, so I’m going to bed.2 It’s Saturday tomorrow, so I’m going to get up

late.3 It’s hot today, so we’re going to go to the

beach.4 We went to Australia last year, so we’re going

to stay here this summer. 5 My uncle’s got a fl at in Prague, so we’re going

to stay there in July.6 My Dad doesn’t like fl ying, so we’re going to

go to Switzerland by car.

5Students prepare to write about their plans for • the summer. First, they answer the questions. Then they write their composition.

6Students read their composition and check for • errors. Write the following checklist on the board for students to refer to: Present continuous (for future plans)going to must/mustn’t can/can’tso

➟ Workbook Writing page 114

➟ Website My webpage


Vocabulary

Physical descriptions• Jobs• Things you read•

Adjectives of opinion• Holidays• Rules•

Grammar

was/were• Past simple• there was/there were• past time expressions•

going to• must• can• : permission

Reading

A trip to Jamaica•

Listening

At the market•

Speaking

Imaginary holiday•

Project

Keep a travel diary•

Song

Reggae music• Three little birds – Bob Marley•

Extra Resources

➟Tests Term Test 3

Teacher’s All-in-one Book

➟ CLIL Worksheets

Warmer

Write these words on the board one by one: sugar, bananas, coffee, Caribbean Sea, James Bond, ex-British colony, Kingston, Bob Marley, reggae. After writing each word, ask students to name the country (Jamaica).

1

Students look at the picture and answer the • questions about Jack. Encourage them to guess if they are not sure.


After listening to students’ ideas, tell the class • that Jack went to Jamaica by plane to take part in a karate championship. Point to the karate book in his suitcase and tell them that this is the programme. Point to the white shirt in the suitcase and tell students that this is Jack’s karate jacket.

2Students look at the picture for 30 seconds. Then • they close their books and make a list of all the things they remember.


3Students compare their list with a partner. Then • they check their lists with the picture. Encourage them to use the example dialogue to say what they did and didn’t remember.

Write the complete list on the board and tell • students to check their spelling carefully. Point out that we normally use swimsuit for women and swimming trunks for men.

Answersa cameraa guidebook a karate jacket an MP3 playera passporta penknife a phone / a mobilea plane ticketa programme for a karate championship

sunglassesa swimsuit (swimming trunks)a toothbrusha toweltrainersa T-shirt

Consolidation

In pairs, students close their books and draw the outline of a suitcase. They take it in turns to draw one of Jack’s objects inside the suitcase. Their partner has to identify the item and write the word.

Extension

Students make a list of the items they need to go to the Alps for a skiing competition.

Units 7, 8, 9Units 7, 8, 9Units 7, 8, 9Units 7, 8, 9

182

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87

Units 7, 8, 9Units 7, 8, 9Units 7, 8, 9Units 7, 8, 9

2 Look at the picture for 30 seconds. Then close the book and make a list of all the things you remember.

a camera, …

3 Compare your list with a partner. Then check your lists with the picture.

A Did you remember the camera?

B Yes. But I didn’t remember the T-shirt.

1 Look at the picture. Then answer the questions about Jack.

1 Where did he go? I think he went to Jamaica.

2 How did he get there?3 What sport did he do there?

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183

Students review vocabulary for talking about things you take on holiday.


184

88

lots of dolphins and a shark too. Sal (4), … with the dolphins. She (5) … it was amazing. In the evening, we (6) … some typical Jamaican food. It was delicious.The next morning, we (7) … very early and (8) … Discovery Bay to go to the Blue Mountains. From the highest point we could see Cuba. It was so cool. On the way, we (9) … a coffee plantation and I (10) … some Blue Mountain coffee for mum and dad.

4 Write questions. Then answer them.

1 When / they / arrive? When did they arrive? On Tuesday night.

2 How / travel / from the airport / to the hotel?3 Where / they / go / the next morning?4 What / Sal / swim with?5 What / eat / in the evening?6 What / can / they / see / from the Blue

Mountains?

5 Correct the sentences.

1 They arrived on Tuesday morning. They didn’t arrive on Tuesday morning.

They arrived on Tuesday night.

2 Ian Fleming wrote some of the Narnia books in Jamaica.

3 Dolphin Cove was in Montego Bay.4 There were a lot of dolphins in the Blue

Mountains.5 They saw another country from Discovery

Bay.6 Jack didn’t buy a present for his parents.

6 Complete the sentences. Use was / wasn’t or were / weren’t.

The beaches in Jamaica (1) were amazing. Some of them (2) … very touristy with a lot of hotels, but Dolphin Cove (3) … touristy. It (4) … very quiet and there (5) … a boat trip. We (6) … all interested in seeing the dolphins.

1 Find Jack and his friends in the picture.

Here’s my drawing of the team. Sal’s my best friend. She’s got long, straight, brown hair and a big smile. My other friend’s Justin. He’s tall and has got short, black hair and blue eyes. I’m the one on the left.

2 Add words to the categories. Then write a description of Jack.

Build: short, … Eye colour: brown, …Hair colour: blond, … Hair type: wavy, ... Jack’s slim. He’s got, ...

3 Complete the diary. Use the verbs. Then listen and check.

buy eat go leave say see swim take wake up write

We arrived on Tuesday night and (1) took a bus from the airport to our hotel near Discovery Bay. I didn’t sleep well because I was very excited. The next morning, we (2) … to James Bond Beach. The author Ian Fleming (3) … some of the James Bond books here. In the afternoon, we visited Dolphin Cove in Ocho Rios. There were

12

3

4

5

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Students look at a holiday diary written in Jamaica.


185

Warmer

In pairs, students look at the picture and describe the people in as much detail as possible. Invite some pairs to give their descriptions to the rest of the class.

1Students read the description, and find Jack and • his friends in the picture.

Answers Jack - 1 Sal - 2 Justin - 3

2

Students add words to the categories. Then they • write a description of Jack.

Answers

Build: short, slim, tallEye colour: brown, green, blueHair colour: blond, brown, blackHair type: wavy, long, short, curly, straightStudents’ own answers

Consolidation

Students write descriptions of the other two people in the picture (4 and 5). They read their descriptions to a partner who identifi es each person.

3 2.42

Students complete the diary, using the verbs. • Emphasize that the verbs need to be in the past tense.


Answers 1 took2 went3 wrote4 swam

5 said6 ate7 woke up8 left

9 saw10 bought

4

Students write questions. Check students have • formed the questions correctly before they answer them.

Students answer the questions. •

Answers

1 When did they arrive? They arrived on Tuesday night.

2 How did they travel from the airport to the hotel? They took a bus.

3 Where did they go the next morning? They went to James Bond Beach.

4 What did Sal swim with? She swam with dolphins.

5 What did they eat in the evening? They ate typical Jamaican food.

6 What could they see from the Blue Mountains? They could see Cuba.

5

Students correct the sentences. •

Answers

1 They didn’t arrive on Tuesday morning. They arrived on Tuesday night.

2 Ian Fleming didn’t write some of the Narnia books in Jamaica. He wrote some of the James Bond books.

3 Dolphin Cove wasn’t in Montego Bay. It was in Ocho Rios.

4 There weren’t a lot of dolphins in the Blue Mountains. There were a lot of dolphins in Dolphin Cove.

5 They didn’t see another country from Disco-very Bay. They saw another country from the Blue Mountains.

6 Jack bought a present for his parents. He bought some Blue Mountain coffee.

Consolidation

Students write three more sentences about the diary containing factual errors. Then in pairs, they correct their partner’s sentences.

6Students complete the sentences using • was/wasn’t or were/weren’t.

Answers 1 were2 were

3 wasn’t4 was

5 was6 were


186

Warmer

Students look at the photos and describe what they can see.

1 2.43

Explain that students are going to listen to Jack • and his team talking in Jamaica.

Students listen and answer the questions.•

Answers

1 They’re at a street market.2 They’re going to be in Kingston.3 They must be at the karate championship.

Transcript page 228

2 2.43

Students listen again and choose the correct • option. Tell students that, in some cases, both answer options are mentioned, so they need to listen carefully in order to choose the right one.

Answers1 big2 2,0003 fantastic

4 Bob Marley Museum5 alarm clock6 mustn’t

Transcript page 228

3Students complete the diary with the • going to form of the verbs.

Answers

1 we’re going to take2 we’re going to sit 3 they aren’t going to have 4 she’s going to come back5 he isn’t going to leave 6 I’m going to do

Consolidation

Students write about their plans for the coming days and weekend.

Warmer

On the board, make a list of countries students would like to visit in the future.

4In pairs, students imagine they are on a trip and • answer the questions.


5Review language for making suggestions: • Let’s …, Shall we … ? Why don’t we…?

Students prepare a dialogue about their trip. •

Invite some students to perform their dialogue in • front of the class.

Keep a travel diary

1In pairs, students write about their trip in a travel • diary. If possible, students use blank sheets of paper folded in half to make a mini-booklet. Encourage students to prepare the text for their diary in their notebooks first. Students should read their draft and check for errors. Then they copy the corrected text into the diary.

2Students add pictures and souvenirs to the diary. • If you brought magazines and brochures to the class, they can use those as a source of images. They can also find images on the Internet.

3Students display their diaries in the classroom.•

Encourage students to keep a travel or holiday • diary during the summer holidays.


89

2 Listen again and choose the correct option.

1 Jack thinks the T-shirt is very small / big. 2 The T-shirt costs 2,000 / 20 Jamaican dollars.3 Sal thinks the trip is boring / fantastic.4 Jack wants to buy a CD at the market / Bob

Marley Museum.5 Sal says Justin can have her camera / alarm

clock.6 In karate you must/mustn’t think about

winning or losing.

1 Listen and answer the questions about Jack and his team.

1 Where are they at the moment? 2 Where are they going to be tomorrow? 3 Where must they be tomorrow afternoon?

3 Complete with the going to form of the verbs.

It’s the last day of the trip. Tomorrow (1) we’re

going to take (we/take) a bus from Kingston to the airport. Then (2) … (we/sit) on the plane for 10 hours! I hope (3) … (they/not have) the same fi lms on the plane. Sal says (4) … (she/come back) to Jamaica one day. Justin says (5) … (he/not leave) Britain again. I don’t know what (6) … (I/do).

4 In pairs, imagine you are on a trip. Answer the questions.

1 What are you doing?2 What did you do yesterday?3 What are you going to do tomorrow? Think

of three options.

5 Prepare a dialogue about your trip.

A What are we going to do in the morning?

B Why don’t we ...

Keep a travel diary

1 In pairs, write about your trip in a travel diary.

2 Add pictures and souvenirs to the diary.

3 Display your diary in the classroom.

1

2

3

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187

Students listen to and interpret information about holiday plans.

Students plan a holiday together.

Students create their own travel diary.


188

90

1 Answer the questions about reggae.

1 Where is it from? a The USA b Jamaica c Africa2 What type of music had a strong infl uence

on reggae? a ska b jazz c soul3 When did reggae become popular around

the world? a 1960s b 1970s c 1990s4 What modern genre has a strong

connection with reggae? a country b samba c reggaeton

2 Read about reggae. Check your answers for exercise 1.

Chorus“Don’t worry about a thing,‘Cause every little thing gonna be all right.”Singin’: “Don’t worry about a thing,‘Cause every little thing gonna be all right!”

VerseRise up this mornin’,Smiled with the risin’ sun,Three little birdsPitch by my doorstepSingin’ sweet songsOf melodies pure and true,Sayin’: “This is my message to you-ou-ou:”

Repeat

3 Listen to the song. Answer the questions.

1 What time of day is it?2 How does the singer feel? How do you

know?3 What can the singer see?

4 Four instruments are common in reggae music. Listen again. Can you hear them?

1 guitar 2 b _ ss 3 k _ yb _ _ rd4 dr _ ms

5 Is the song happy or sad? Why?

I think it’s ...

The story of reggae music starts in Jamaica

in the 1960s. At that time, a fast dance

music called ska was popular on the

island. Its origins were traditional African

and Caribbean music and American soul

music. Some musicians started to play ska

slowly, and called it reggae. In the 1970s,

artists like Bob Marley helped to make

reggae popular around the world. Reggae

infl uenced other music genres including

reggaeton.

Three little birds

Bob MarleyBob Marley

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Students find out about the origins of reggae music and the instruments used.


189

Three little birds

Background

Bob Nesta Marley was born in 1945 in Jamaica. • He was the son of a white father and black mother. In the 1970s, he became the world’s most famous reggae star. He died in 1981, but is still popular today.

Three little birds• comes from the album Exodus which was released by Bob Marley & the Wailers in 1977.

Warmer

Tell students you are going to say a word • (reggae) and you want them to write the first word or name that comes into their head. What did they write? Ask: Did anyone write Bob Marley?

Ask students what they know about Bob Marley, • then tell them the information in the Background section.

1Students answer the questions about reggae. • Explain that they are not expected to know all the answers and encourage them to guess if they are not sure.

Compare answers to see if the class generally • agrees, but don’t check answers at this point.


2 Students read about reggae and check their • answers to exercise 1.

Answers 1 b 2 a 3 b 4 c

3 2.44

Students listen to the song and answer the • questions.

Answers

1 It’s the morning.2 He feels happy. We know this because

he smiled.3 He can see three birds.

4 2.44

Tell students that four instruments are common • in reggae music. Can students hear them? Play the song again. Students complete the names of the instruments.

Answers 1 guitar 2 bass 3 keyboard 4 drums

5Students decide if the song is happy or sad, and • explain why.

In pairs, students compare their opinions. Invite • some pairs to tell the class.



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