Parsons Jenny Energy 2 Teacher s Book

ContentsStudents’ Book Contents 4

IntroductionWelcome to Energy 8Components 10Suggested Teaching Procedures 14Common Classroom Issues 17

Teaching Notes 18

Photocopiable ResourcesInstructions 128Resources 130

Workbook Key 149

Flash TestsTests 155Flash Tests Key 165

Word List 166

Tapescript 171

3

Unit Page Grammar Vocabulary

First day in London 6 to bethere is/are canhove got

Countries/NationalitiesClothesColoursParts of the body Interests and abilities

1 School life TO Present simple Present continuous Adverbs of frequency

School subjects TimeDays of the week Pronunciation: Word stress Memory Tip: Keep a record

Check 18

Culture Bite 1 19 School's out!

2 My country 20 Comparative and superlative adjectives Present continuous for future Prepositions of time

Geography Large numbers AnimalsPronunciation: /g /, / d3/Memory Tip: The Forgetting Curve

Check 28

Song 29 The Tide is High

3 Food 30 Past simple Adverbs of manner Pronunciation: /d /, / t / , / id /

FoodMemory Tip: Use colours to remember

Check 38

Culture Bite 2 39 Part-time work

Projects 40 1 Food, glorious food2 Sell it to the world

4 Crime 42 Past continuousPronunciation: weak and strong forms

Public placesPrepositions of placeMemory Tip: Make connections

Check 50

Song 51 Don't you wont me?

5 Rules and advice 52 ImperativesModal verbs - must/should Pronunciation: /u /, /u:/

Jobs and workMemory Tip: Remember new words in a sentence

Check 60

Culture Bite 3 61 Sweet sixteen

@ = cross curricular

4

Com munication Skills Memory Gym Writing Gym

Meet new people Reading: the Limelight students Listening: Mickey arrives at school

1 Countriesand nationalities

2 Clothes, parts of the body

Apologise Make a phone call

Reading: a website - school for starsListening: Ritchie's dayStudy skills: Reading - Using pictures

3 Days of the week and time

4 School subjects

1 A webpage Writing Tip:Check punctuation

Your weekendSuggestions and arrangements

Reading: 1) Jess writes about Colorado @2) an article about South America Listening: 1) a quiz show 2) people talk about their countries Study skills: Reading - Prediction

5 Geography6 Animals

2 A description of my country

Writing Tip:a or the

Order food Reading: Fast food facts Listening: the hamburger @Study skills: Listening - Taking notes

7 Past tense verbs8 Food

3 A factfile Writing Tip:Irregular plurals

Talk about continuous events in the past Give directions

Reading: The death of John Lennon Listening: a storyStudy skills: Speaking - Telling a story

9 Places10 Directions and

prepositions

4 A story Writing Tip:Punctuation, direct speech

Give advice Reading: Miniature circus Listening: 3 people talk about their unusual jobs @Study skills: Using a dictionary 1

11 Jobs 5 An essay Writing Tip:Presenting arguments in an essay

5

Unit Page Grammar Vocabulary

6 The future 62 will future going to futurePronunciation: / i / , /i:/, /o /, /ou/

The weatherMemory Tip: Remember the grammar of a new word

Check 70

Song 71 Sk8er Boi

Projects 72 1 A picture of today2 Write a letter to a future class

7 Science and luck 74 First conditionalCountable and uncountable nouns Pronunciation: Intonation Memory Tip: Remember uncountable nouns

Adjectives of emotion Science

Check 82

Culture Bite 4 83 Want 2 chat?

8 Have you ever... ? 84 Possessive pronounsPresent perfect simple + ever/neverMemory Tip: Chant it!

TransportPronunciation: /a i/, /e i/

Check 92

Song 93 Help!

9 The audition 94 Present perfect simple + yet/olready have to - obligation Pronunciation: /h /

ChoresMemory Tip: Use wordwebs

Check 102

Culture Bite 5 103 Switch it off!

Projects 104 1 Design the front cover of a book2 Design the back cover of a book

10 Film and TV 106 Present and past passive Film and TVMemory Tip: Use your own experience

Check 114

Song 115 The Leader o f the Pack

Memory Gyms 116

Writing Gyms 124

Student B Page 134

6

Communication Skills Memory Gym

Offer to help Future plans

Reading: a letter to the editor @ Listening: 1) a weather forecast 2) a radio interview Study skills: Using a dictionary 2 - Understanding abbreviations

12 Weather 6 A letter to a magazine Writing Tip:Writing letters

Show sympathy Superstitions

Reading: the Archimedes Principle @ Listening: a science experiment Study skills: Listening - Predict answers

13 Uncountable nouns

7 An experiment Writing Tip:Write a series of instructions

Phone for information Talk about travel

Reading: Maiden tripListening: 1) students talk about howthey get to school @2) Graham talks about his travels Study skills: Reading - Skimming

14 Transport 8 A description of a journey Writing Tip:Using tenses in a story

Persuading Talk about chores

Reading: Big Brother Listening: 4 people talk about Big BrotherStudy skills: Speaking - Give a positive or negative opinion @

15 Chores 9 A chat room Writing Tip:Chat rooms

React to good news Reading: The Lord o f the Rings Listening: The Lord of the Rings Study skills: Using a dictionary 3 - Words with more than one meaning

16 Film types 10 A review Writing Tip:Using adjectives

7

IntroductionWelcome to EnergyWelcome to Energy 2, the second of a four-level English language course for teenagers. Energy is a new course, designed with the advice and help of students and their teachers around the world.

Energy takes students from false-beginner to intermediate level and offers the flexibility of dual-entry with either Energy 1 or Energy 2.

Energy 2 is at elementary level, for students who are comfortable with the basic grammar, vocabulary and functions of English, but need to review these areas before moving on to more complicated language.

B etter learnersEnergy aims to give students the tools and training they need to learn, remember and, of course, use newlanguage.

• A common complaint among teachers of teenagers is that students fail to retain new7 language once they have been exposed to it in the classroom, particularly vocabulary items. Students appear to lack the necessary skills to make them efficient language learners.

• Energy addresses this problem with logically staged grammar syllabuses and by carefully controlling the vocabulary loading at each level, ensuring that students do not have to cope with more than 1,000 core items.

• Students are shown practical ways of how to remember new language with regular Memory Tips throughout the course.

• New language must be reused in order for it to fix in the student’s brain. The Memory Gym at the back of the Students’ Book provides students with stimulating activities to allow this to happen.

• Frequently, students lack an effective technique which permits them to store new language systematically. As a result, they lack an effective record of their learning and find it difficult to review language they encounter in class. Energy shows students how to record new language for effective recall in the Word Store vocabulary notebook which accompanies the Students’ Book.

M otivated learnersTeenage learners can suffer from a lack of motivation, w;hich affects their ability to learn English and makeprogress in the language.

• The Energy course provides a wide range of materials, packed with real-life elements designed to stimulate and motivate teenage learners and create a positive learning environment.

• Students usually enjoy reading about characters of their own age and engaging in real-world contexts and up- to-date topics. All of these elements feature prominently in Energy

• You will find that regular cross-curricular materials form useful links to other subjects in the secondary curriculum.

• Energy also gives students a strong sense of the culture behind the English language throughout the materials and in the regular Culture Bite pages.

Focused learnersEnergy is designed to ensure that learners make the most of their time in the classroom and at home.

• The materials are easy-to-use and learning objectives are well-defined throughout the course.

• Each unit of the Energy Students’ Book is divided into distinct Focus sections and helpful headings are included on every page to concentrate students’ and teachers’ efforts on a particular area of language or skill.

8

INTRODUCTION

A sense of progressStudents and teachers need to be able to assess performance and progress in English throughout the academic year.

• Energy provides a comprehensive testing system to suit a wide variety of needs, from level diagnosis at the beginning of the year to end-of-term skills tests.

• Students are able to assess their own performance with informal tests in the Students’ Book and Workbook.

• You can make use of further informal tests included in the Teacher’s Book and more formal tests in the Test Book and Placement tests.

The Common European Fram ew ork and UCLES exam sThe Energy grammar, vocabulary and skills syllabuses are linked to the Council of Europe’s Common European Framework.

• Energy 2 correlates to the Common European Framework Basic user level A2.

• The Energy Test Books also introduce students gently to the Test types and tasks from the UCLES (University of Cambridge Local Exams Syndicate) ESOL exams.

• Energy 2 Test Book familiarises students with task types as found in the KET (Key English Test) Listening and Reading and Writing papers. Students would be at an appropriate level to consider preparing for KET following level 2 or 3 of the Energy course.

Energy Common European Framework Level

UCLES Main Suite Exam

Level 1 A1-A2

Level 2 A2 KET

Level 3 A2-B1 KET

Level 4 B1-B2 PET

9

INTRODUCTION

Components

1 Students’ BookEnergy 2 Students’ Book has ten main units and a Starter unit which includes basic items of vocabulary and grammar. Please see below for the structure of each unit.

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Switch OnAn Objectives Box shows the grammar, vocabulary and communication language to be presented in the unit. A full-page photo sets the scene for the story and the topic of the unit. Students look at the photo, listen to the dialogue, then read and check their answers. The dialogue includes the target language of the unit and examples of informal spoken English. A small grammar or vocabulary presentation leads into a roleplay activity.

GrammarGrammar is clearly laid out in a table at the top of the page. A Think about language box encourages students to think further about the grammar point. The grammar is then presented in context, and practised in a controlled situation. ‘Remember’ boxes recall small grammar points or common areas of difficulty. There are one or two grammar pages in a unit.

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VocabularyA controlled amount of vocabulary is presented and carefully explained. A Memory Tip shows students how the words can be remembered. Students are then directed to the Memory Gym to practise the words they have just learnt. Where necessary, pronunciation exercises help with pronunciation difficulties. The vocabulary is recycled in subsequent Focus pages and units. There are one or two vocabulary pages in a unit.

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INTRODUCTION

CommunicationStudents are given the opportunity to practise the target grammar and vocabulary unit in a communicative context. On certain Communication focus pages, a new functional area of language is introduced and practised in context. Controlled practice activities develop into personalised practice, often with a Find Out information- gap pairwork activity. Students are encouraged to talk about themselves and to develop fluency.

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SkillsThe language of the unit is reinforced and practised in all four skills, using authentic material and stimulating topics and contexts. A Study Skills Box give students tips on how to improve their performance in listening, speaking, reading, writing and in using a monolingual dictionary. Students are directed to the Writing Gym at the back of the book, where they are encouraged to produce their own version of the model text provided on the skills pages.

Energy CheckThe vocabulary, grammar, and communication skills of the unit are quickly checked on the Energy Check page. Further testing of progress is provided in the Workbook, the Test Book, and in Photocopiable Tests in the Teacher’s Book. Finally, at the end of each Check there is a 'How RU Doing?’ section that enables students to assess their own progress.

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Culture BiteOdd-numbered units finish with a Culture Bite page. Aspects of British culture are introduced through the eyes of teenagers. A Culture File provides relevant factual information and students are invited to compare their own lives and situations to those presented here.

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INTRODUCTION

SongEven-numbered units finish with an authentic song. Each song has a series of language practice activities or games for students to complete.

ProjectAfter units 3, 6 and 9 two projects are provided which are linked in theme to the preceding units of the Students’ Book and are designed to recycle new7 language from them. The left-hand page outlines a simpler project, which can be completed quite quickly. The right-hand page outlines a full project which takes more time and creativity on the part of the students.

Memory GymEach unit is supported by one or more Memory Gym, which practises new language from the unit in a different context and refreshes the student’s memory. An initial activity encourages the students to recall the target language. A second pair or groupwork activity asks students to activate the new language.After each Memory Gym, students are directed to their Word Store vocabulary notebook.

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Writing GymEach unit has a Writing Gym where students learn how to reproduce their own version of a model text. A Writing Tip gives help with areas such as punctuation or text layout, then leads through guided writing practice to a writing plan, and, finally, students write their own text in full. Different text types are practised throughout Energy.

12

INTRODUCTION

2 Word StoreA Word Store vocabulary notebook is provided with every Energy Students’ Book and forms an integral part of the Vocabulary learning system.

• After each Memory Gym, students are directed to the Word Store where a follow-up activity shows students how to record the new language they have just learnt. Revision ideas and questions are provided to show students how to revise the new language at a later date.

• Space is also provided in each unit for other words which students learn during lessons

• The Word Store also contains Memory Tips to help students learn and remember new language, and blank pages for students to record their work throughout the academic year.

3 W orkbookThe Energy Workbook can be used either for further practice in the classroom or for homework purposes

• Each Focus in the Students’ Book is linked to a series of activities in the Workbook.

• Activities are provided at three levels of difficulty as a solution to classes where students may be at different levels of ability.

• Activities marked with one star are easy, those with two are quite difficult, while those marked with three stars are more difficult.

• Cumulative revision pages, which revise language from the beginning of the course, provide useful review activities with a key before formal tests.

4 Teacher’s BookComprehensive support is provided for the teacher with Culture Notes, ‘Energise’ teaching ideas, teaching tips and Extra Activities for each Students’ Book unit.

• Each section of notes begins with an informal 42- minute test’ test of new language from the previous Focus.

• Photocopiable resources are supplied at the back of the Teacher’s Book to supplement lessons.

• Photocopiable grammar ‘Flash Tests’ allow the teacher to diagnose students’ understanding of individual grammar points.

• 5 large posters provide extra language activities based around the themes and vocabulary of the course.

5 Test BooksThere are two types designed to test students both at the end of each unit and to test skills at regular intervals.

• Unit tests are designed to test new language from each unit of Energy.

• Skills Tests are designed to check overall progress and language proficiency and can be used after completing units 3, 6 and 10 of the Energy Students’ Book.

• Both types of test have A and B versions for flexibility.

• A cassette and CD contain the listening texts for the Test Book.

• The listening tapescript and answer key are available separately.

6 Audio Com ponents• All listening activities and reading texts are available

on the class cassettes and CDs which accompany Energy

• Listening tapescripts are found at the back of the Teacher’s Book.

7 CD-Rom• Further grammar, vocabulary, communication and

skills practice is available on the Energy CD-Rom component.

8 Com panion W ebsite• Further teaching tips, photocopiable activities and

updated weblinks are available on the Energy companion website.

www. longman. comlenergy

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INTRODUCTION

Suggested Teaching Procedures

1 Using the StoryEnergy 2 follows a group of teenagers in London who meet in drama school.

Dialogues

Dialogues accompany the large photos which open most units and introduce the story. The dialogues expose Ss to the target grammar, vocabulary & communication structures of the unit in an engaging real-life context, and also include examples of spoken and informal English.

Create Interest• Energy is designed so that prediction tasks about the

story and the general comprehension listening tasks can be completed while Ss cover the dialogue on the right-hand page.

• With books closed, ask Ss what they remember from the previous episode. Alternatively, w7rite questions on the board for Ss to answer or ask Ss to work in pairs or teams and test what they can remember about the story.

Vocabulary• Ask Ss to look at the photo on the left-hand page of

Focus 1 Switch On. Use the photo to pre-teach the recommended vocabulary in exercise 1 and generate interest further. Elicit from the students where the characters are, what words they know in the photo and what they think is happening.

Listening• Ss then do the general comprehension listening task

without reading the dialogue. Tell them they do not need to understand every word to answer the questions. Play the cassette again as necessary.

• With stronger classes, extend the task into a detailed listening comprehension, by adding True/False or multiple choice comprehension questions.

Checking• Allow students to read through the dialogue to check

their answers to the listening activity. Then ask them to read the reading comprehension questions and find the answers. Allow Ss to check their answers in pairs before checking with the whole class.

• You do not need to focus on the target grammar and vocabulary of the unit at this point. The dialogue exposes Ss to this language receptively before focusing on it in the following pages of the unit.

• Point out any examples of informal language in the dialogue and complete the activity which focuses on this language if there is one. Model the expressions using the cassette and ask Ss to repeat them, using the correct intonation.

Extension• The story and dialogues can be used for other

purposes. Use examples from the dialogues for grammar and vocabulary presentations in context.

• Ask Ss to look at the photo and try to reconstruct the dialogue from memory, as a method of reviewing the unit.

2 Teaching Gram m arCreate interest• With books closed, elicit from Ss information or facts

about the context they are going to use in the grammar focus.

• Wherever possible, elicit an example of the new structure from the Ss and write it on the board. Alternatively, use an example from the story.

Using the Grammar box• Ask Ss to read through the grammar box, pointing

out irregularities and difficulties. Alternatively, copy a blank version of the grammar box onto the board and elicit the correct structures, then ask Ss to check in their books.

Checking• Check Ss comprehension of the new structure with

concept questions or in LI if necessary.

• The Think About Language boxes encourage Ss to engage with the new grammatical concept. By guiding Ss to discover rules, regularities or irregularities in language, the concept should become more memorable to them.

Practice• Move the Ss onto the controlled practice activities

where they work on the manipulation of form of the new structure. Allow Ss to check their work in pairs at this point to give them confidence.

• Less controlled practice exercises can follow where Ss concentrate on the meaning of the new language. In addition to the exercises supplied in the Grammar Focus, use the appropriate Photocopiable resource.

Revision• The Communication Focus and Skills Focus allow for

recycling of the new structure.

3 Teaching VocabularyCreate interest• Show students an example item from the vocabulary

set in a supplementary photo or picture. Alternatively, use an example from the story.

• Elicit any further examples of the vocabulary set that Ss already know.

• Teach Ss the new vocabulary, using the presentation tasks provided in the Vocabulary Focus. Point out any potential difficulties with spelling, plural forms or related grammar.

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INTRODUCTION

Checking• Check that Ss understand the meaning of the new

vocabulary, using concept questions or LI as necessary.

• Drill pronunciation with the Ss, varying patterns for variety using choral and individual drills.

• Draw Ss attention to the Memory Tips as necessary, telling them that the technique will help them to remember new vocabulary.

Revision• Direct Ss to the relevant Memory Gym at the back of

the book. Ss work as individuals, pairs or groups, firstly to ‘remember’ the new vocabulary and then to ‘activate’ it in a separate activity.

• Direct Ss to the correct page in their Word Store notebooks to record the new vocabulary set. This can either be done in class or at home. Ss complete the activities to create a comprehensive record of new vocabulary for future reference

Recording vocabulary• Encourage Ss to use the Word Store revision ideas at

home or on a regular basis in class, and to answer the questions on the word/meaning page. Regular revision is the secret to remembering new language.

• Encourage Ss to record incidental pieces of vocabulary encountered in class on the Word/ Meaning pages provided in the Word Store for each unit.

4 Teaching ReadingCreate interest• Ask Ss what they know about the topic or ask some

related questions before they open their books.

• There are a series of Study Skills boxes in the Skills Focus pages which introduce Ss to good reading practices. However, Ss will need reminding of these skills periodically in order to improve.

Vocabulary• Pre-teach essential vocabulary for a task before Ss

begin reading.

• Build Ss prediction skills over time. Ask them where they think a text comes from by looking at the design, layout and illustrations.

Quick read• Encourage Ss to develop their skills in reading for

general comprehension. Set time limits for Quick read tasks to encourage Ss to read speedily and explain that Ss do not need to understand every word of a text to get the general meaning.

Detailed read• Build Ss detailed reading skills by encouraging them

to decide exactly what information they are looking for before they ‘scan’ read a text, and which words are likely to have this information.

EGG• Encourage Ss to try to guess the meaning of

unknown words before they refer to their dictionaries. Ask them to examine the grammar of a word, guess the meaning from the context and finally go to a dictionary to look up the meaning. This procedure is given the acronym EGG in Energy.

5 Teaching ListeningPrediction• Create Ss interest in the topic by asking them to

make predictions about what they will hear. This is an important skill for them to develop.

Vocabulary• Pre-teach essential vocabulary before Ss complete

listening tasks.

Skills• The Study Skills boxes on the Skills Focus pages will

also introduce Ss to good listening practices. Again,Ss will need reminding of these skills periodically.

• General comprehension: Encourage Ss to listen initially for general comprehension, focusing on what they do understand.

• Detailed comphrehension: Ask Ss to read tasks carefully and predict what words and information they will need to listen out for.

• Break long listening texts into sections to make tasks more manageable, if your Ss are having difficulty.

• For Ss who are discouraged by not understanding every word of a listening text, photocopy the tapescript after the listening activities. Then play the cassette again as Ss read the script. Highlight difficulties in pronunciation - connected speech, unusual spellings and intonation.

6 Teaching SpeakingGrouping students• There are several different types of speaking activity

in Energy. Change the pair groupings occasionally throughout the year to refresh Ss and balance out the class. Always do an example item with the class before beginning the activity.

• Roleplay activities allow Ss to practice functional structures in a realistic context. Ss work in groups or pairs. Allow Ss to practise the roleplay once or twice before inviting them to perform it in front of you or the class.

Controlled practise and feedback• Grammar and Vocabulary Focuses usually have

spoken controlled practice activities. In such cases, Ss are concentrating on accurate reproduction of the language and feedback and teacher correction should concentrate on accuracy.

15

INTRODUCTION

• Find Out! activities are sometimes used to practice new language and require students to work in pairs from different sets of information to complete an information-gap exercise. Feedback should focus on successful completion of the task, rather than accuracy in the language.

Freer practise and feedback• Energy also allows Ss ample opportunity for freer

speaking practice. In such cases, it may be useful not to interrupt Ss to correct them when they make an error, but to write mistakes up on the board ‘anonymously’ afterwards for the Ss to correct.

7 Teaching W riting• Energy provides Ss with a step-by-step guide to

writing different text types in the Writing Gym at the back of the Students’ Book.

• You may find it useful to work through the Writing Gym pages in class, leaving Ss to complete their final version of a text at home.

Writing tips• Work through the Writing Tip boxes, dealing with

anything which is not clear. Show students the model text for further examples. The Ss work through the controlled practice exercises to familiarise themselves with the text type.

• Encourage Ss to follow the writing plans very carefully and develop the good practice of always planning their writing.

• Allow Ss to write a draft text first, which they then check through for errors and correct language usage. Ss may also find it helpful to correct one another’s work at this stage.

• Ss can write their final versions of written texts in their Word Store notebooks.

8 Using Projects• The projects after units 3, 6 and 9 give Ss the chance

to use language in a more personalised, freer and creative way. The projects on the left-hand page are simpler than those on the right-hand page.

• The projects can be done in class or at home. The best balance, however, would be to start it in class in order to motivate Ss and give them ideas and help. Ss can then finish them at home.

Grouping students• Projects can be done alone or in pairs or groups. This

encourages Ss to collaborate and practise their English together in a more relaxed way.

• Project work can also be useful for weaker Ss who can work with stronger ones, and gain confidence, or work with other Ss of their level so that they don’t get intimidated. Ss whose English is weaker may have strong creative skills in drawing and design, or specialised knowledge about a subject.

Presentation of Ss work• It is a good idea to have a special place for Ss to

display their work, such as a special notice board or section of the classroom walls for projects.

• Your school may also have a public notice board, where your Ss work can be displayed for other classes to see. There may also be a school magazine, where Ss can publish their work. If you have multi-media facilities in the school, Ss could prepare and write up their project work and post it on the Internet.

Use of L1• At first, Ss will probably need to use their LI quite a

lot while they are preparing their project. However, they will often be concentrating on producing accurate written work in English, so much of their discussion should be productive in terms of the end product.

9 Using the Energy Testing systemInformal testsThe two-minute tests in the Teacher’s Book are designedto check new language from a previous lesson. Theyincluded fun oral or written activities.

• The Teacher’s Book contains a photocopiable grammar ‘Flash Test’ on every major grammar area presented in the Student’s Book. These tests are very flexible and could be used both prior to teaching the language point for diagnostic purposes, or afterwards to ensure Ss have absorbed the grammar. The Flash tests can be used either as a formal test or informally with Ss completing it in a race or in pairs..

Formal testsPlacement Tests are supplied to allow Ts to start Energyat the correct level.

• The Energy Test Book includes both Unit Tests and Skills Tests for formal testing purposes. Unit tests check language from every Students’ Book unit. Skills Tests are designed for use after units 3, 6 and 10 of the course and check Ss overall progress in the language. Listening sections are included in both types of test and A and B versions are supplied to allow for flexible use. The Energy Test Book serves as a gentle introduction to UCLES KET-style task types.

Abbreviations and symbolsS/Ss - Student(s)T - Teacher LI - 1st Language

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INTRODUCTION

Common Classroom Issues

MotivationMy students are often tired and lack motivation in class.• Change the pace of the lesson with a surprise game

which revises vocabulary from the previous lesson. See 2 minute tests for ideas.

• Switch the interaction pattern - if Ss are working alone, put them in groups or pairs or ask Ss to change places completely.

• Use activities that Ss enjoy most as incentives. Songs, projects, quizzes, Culture Bites videos, and CD-Roms can all be used as ‘treats’ for good work or good behaviour.

Speaking

Why do ray students speak LI, even during speaking practice?• Students sometimes need a little

‘gentle persuasion’ not to use LI! Introduce a forfeit system for speaking activities. If Ss persistently use LI instead of English tell them that if you hear them again, they will have to perform a ‘forfeit’ in front of the class - a song or speak for a minute on a particular topic in English!

Some of my students panic during tests and their marks don’t reflect their true ability.• Make testing a regular part of your

classroom practice. If Ss see tests as part of a regular routine, rather than a special event, they will be less nervous and will perform better.

• Mix formal tests with less formal forms of testing to help those students who panic. Their results should be more balanced as a result.

Vocabulary

Why do my students forget new vocabularyso easily?

• Students often lack the techniques required to retain new language. Encourage them to try out the Energy Memory Tips and find a technique which works most effectively for them.

• Make sure Ss review new language often. Encourage them to test themselves using the Word Store revision ideas. The more they review the language, the better chance they have to remember it.

Grammar

My students seem to find grammar lessonsmore difficult than other lessons.• Grammar is often more memorable if Ss

are allowed to ‘discover’ rules, patterns and irregularities themselves. Elicit rules from the students during presentations, rather than dictating them to give them a sense of achievement.

• Introduce alternative ways of doing grammar exercises to make them more motivating. Set time limits, make Ss ‘race’ to complete tasks or ask Ss to write their own ‘grammar quizzes’ with incorrect sentences for their classmates to correct.

17

First day in LondonEnergise!

If your students studied Energy Book 1, give them 2-3 minutes to look through Book 2 and discuss similarities/differences. Ask: Are the characters the same? What’s at the back o f the book? If the book is new to students, introduce them to it. This will involve them and help them use the book more productively when they study alone. Give them a list of questions: How many units are there? What's on page x? Give Ss 3^4 minutes to find the answers together, then check.

Cultural notes:

Limelight School is a specialised secondary school. Students have normal classes and also study drama, dance and singing.London is the capital of England and Britain with a population of 7 million in the Greater London area. The Thames is the longest river in England at 338 kilometres. It runs from the west of England to London.The London Eye. The British Airways London Eye opened in 2000 and is the world's highest observation wheel at 135 metres. It is opposite the Houses of Parliament and gives spectacular views over London.Oxford Street is probably the most popular and busy shopping district in Britain. It has more than 300 shops including John Lewis and Selfridges.

Materials• Essential: cassette. Optional: map of Britain, world

map, Photocopiable Resources 1 and 2, pictures of street scenes/people/ clothes, dictionaries

Introduction• The main aims of this unit are to introduce the main

characters and main storyline in the book and revise language Ss know.

• If you have a stronger class, you may decide that your Ss don’t need to revise this language. However, it is important to introduce Ss to the characters and the setting, so select what is relevant here.

Unit objectives box• Use this box at the beginning of every unit to show

Ss what the main aims are. Units 0-3 contain ideas for exploiting the box.

• Books closed. Write example sentences (in a different order) on the board. Use the language from the box. E.g., I ’m (your nationality), I ’ve got a white car, I can swim, There are some desks in the room, Youre wearing school uniforms, we’ve got 8 fingers and two thumbs, I like listening to rock music.

• Ss work in pairs. Give Ss 2 minutes to read the box and match the sentences to the objectives. E.g. I ’m (nationality) - to be/nationalities.

• Elicit answers.

• Tell Ss that in this unit, they will study this language.

Lead in• Ss cover the text and look at the photos. Ask: Who

are the people? Where are they? What type o f school is the Limelight School? Ss may recognise Mickey from Book 1.

• Ss work in pairs for one minute.

• Elicit answers and encourage speculation, but don’t tell them the answers yet.

Exercise 1• Read the instructions and questions with the Ss.

Check the meaning and pronunciation of surprised and secretary

• Give Ss 1 minute to read the story and answer the questions. Ss check in pairs.

• Nominate Ss to answer.

Answer: 1 Mickey 2 Because she knows that Mickey is in the same class as she is. 3 Mrs Blake

Exercise 2• Check the meaning and pronunciation of registration

form.

• Do the example and give Ss 3 minutes to write the questions alone/in pairs.

• Ss check in pairs/small groups.


Answers: 2 How old are you? 3 Where are you from/do you come from? 4 What’s your address?5 What’s your telephone/phone number? 6 What’s your e-mail address?

18

FIRST DAY IN LONDON

Exercise 3• Ss copy the form into their notebooks. Tell Ss to

listen and note down their answers.

• Play the tape. Ss write while they listen and then check their answers in pairs. Monitor to see if they need to hear the tape again.

Tip: Play the cassette as many times as necessary tobuild Ss confidence with the listening skill. After eachplay, Ss check again in pairs.


Answers: fifteen; Irish; 4 Hammond St., London N7 1EW; 0757 401 5678; [email protected]

RoleplayExercise 4• The aim here is for Ss to get to know each other and

practise asking/answering questions. If possible, group Ss with other Ss they don’t know.

• Note: if your Ss know each other well, see Photocopiable Resource 1.

• Model and drill the example dialogue in exercise 4.

• Put Ss into groups of 3, do the roleplay in their groups, taking it in turns to play different roles (A, B and C). Monitor for problems.

• Nominate each group to act out their dialogue in class. Make notes on any problems.

• Write problem sentences on the board. Ss correct them alone. Ss check in pairs.

Extra activity:If Ss don’t know each other well, keep re-grouping them until they have met everybody.

• See Photocopiable Resource 1 p. 130

ReadingExercise 5• Ss cover the text and look at the photo. Ask: Where

are Mickey and Storm? (In London looking at the London Eye.) Ask: What can they see? ( The Thames, Big Ben...)

• Ss read the questions. Check: drama schoolI landlady I bo at.

• Give Ss 4 minutes to read the text and write the answers alone. Ss then check in pairs.


Answers: 1 a) 2 a) 3 b) 4 b) 5 b) 6 a) 7 a)

Remember• Ss read the box. Elicit more examples of the

possessive’s. E.g., The teacher s book!chair.

G ram m arExercise 6• Elicit one or two examples of the verb to be.

• Ss work alone/in pairs.

• Elicit answers. Write example sentences from the text for each structure/verb form on the board. E.g., A re you a good actor?

• Check the form of each one. E.g., Are you = question form of the verb to be. Give further examples if necessary.

Answers: 1 to be: There’s, that’s, Where’s, What’s,There are, it’s (x 2) Are you, I am. I ’m, Who is she?, She’s, (x 2) is; 2 Can: You can’t see, Can we play, I can sing; 3 Have got: it’s got; 4 Want: do you want to be, I want to be (x2).

Exercise 7• Elicit some examples from Ss about themselves. E.g.,

I ’m from (country), I can play the guitar, I ’ve got a dog/two sisters, I want to be a doctor....

• Give Ss 4-5 minutes to write their sentences. Monitor closely to help with problems. Nominate Ss to give their answers.

M em ory Gym 1 - Countries and NationalitiesExercise 1• Ask Ss to find their country Ss work alone and check

in pairs.

• Elicit answers and drill the pronunciation.

Answers: 1 Argentina 2 Australia 3 Brazil 4 Britain5 Germany 6 Greece 7 Italy 8 Japan 9 Poland10 Portugal 11 Russia 12 Spain 13 Turkey 14 USA

Exercise 2• Ss then work alone/in pairs. Check answers and

pronunciation.

Answers: 1 Argentinian 2 Australian 3 British4 Brazilian 5 German 6 Greek 7 Italian 8 Japanese 9 Polish 10 Portuguese 11 Russian 12 Spanish 13 Turkish 14 American

Exercise 3

• In pairs, Ss take it in turns to test each other.

• Nominate Ss to answer in open pairs and correct as necessary.

• Refer Ss to Word Store p.4

19

mailto:[email protected]

FIRST DAY IN LONDON

Gram m arExercise 1• Ss cover the activity and look at the photo for 1

minute. Tell them to remember as much detail as possible.

• Ss work alone and check in pairs.


• Check the meaning/use of there is/are to describe what you can see. Check the use of some/any. (Some in positive statements and any for questions/negatives.)

Extra activity:Exploit the photo further. Ask: Where are they? Who are they? What are they doing?

Ss discuss the questions in pairs/small groups.Elicit answers: They’re in Oxford Street. They’re Mickey; Mo, Storm and Jess. They’re window-shoppingl having fun

Exercise 2• Do an example. E.g., Is there a woman in the picture?

(Yes, there is.) Model and drill the questions/answers if necessary.

• Give Ss 1 minute to write 3 questions. Monitor and provide help if necessary.

• In pairs, Ss take it in turns to ask/answer their questions.

• Do feedback in open pairs. Correct problems of form and pronunciation as necessary.

VocabularyExercise 3• Ss look at the photo again. Elicit an example for each

category. E.g. blue, T-shirt, hands.

Possible answers: blue, black, pink, red, yellow, orange, green; clothes: jeans, t-shirt, cap, skirt suit, dress; parts of the face and body: head, hair, eyes, nose, mouth, arms, legs, etc.

Exercise 4• Ss work in pairs.• Do feedback in open pairs.

Extra activities:Give Ss magazine pictures of people similar to those in the book. In pairs/small groups, Ss describe the pictures and report back to the class.

Ss write descriptions of their picture(s). Monitor to provide help as necessary.

Tip: Monitor Ss closely while they write to see how well they can use the appropriate language. This will help you to assess their strengths and weaknesses and make the feedback stage more focused.

Mix up the pictures and descriptions, and display them around the room/on the floor. Ss walk round and match the descriptions to the pictures.

Write problem sentences from their writing on the board. Ss correct them in pairs. Check answers.

M em ory Gym 2 - Clothes, parts of the bodyExercise 1• Do an example. Ss work alone and then check in

pairs/small groups.

• Nominate Ss to answer. Elicit the spelling of each word and write them on the board.

Answers: 1 long sleeved T-shirt, 2 shorts, 3 cap,4 football boots and socks, 5 sleeveless T-shirt,6 trousers, 7 jacket, 8 boots. Parts of body: 1 head, 2 eyes, 3 mouth, 4 nose, 5 neck, 6 arms, 7 hands, 8 legs,9 knees, 10 feet, 11 toes.

Exercise 2• Ask: Which clothes do you likelhate? Have you got any

o f these clothes? Elicit some answers from the class.

• Ss discuss the questions in pairs/small groups.

• Discuss which clothes are the most popular with the class.

• Refer Ss to Word Store p.5 and 6.

Gram m arExercise 5• Write: Manchester; Cape Town and Colorado on the

board. Ss discuss where these places are in pairs/small groups. If possible, show them a w7orld map. Elicit answers.

• Ss look at the photos. Ask: Where do you think these people are from? Elicit answers but don’t correct answers yet.

Answers: 1 T 2 T 3 T 4 F 5 T 6 F

• Ss work alone, then check in pairs.

• Nominate Ss to answer and give reasons.

20

• Check the meaning of words Ss don’t know. E.g., meat, trumpet, weather, truck, ice cream, rain. Use examples, board drawings and mime as appropriate. Use the Ss LI as little as possible

• Ss could also use dictionaries to check the words.

Answer: 1 Mo b) 2 Mickey c) 3 Jess a)

Exercise 6• Read the text about Storm with the Ss. Elicit and

check the verb forms that are used. E.g., ( to be to talk about country I nationality I height and size) has got (for description) can (for ability) present simple (for general statements about likes I dislikes.)

• Elicit further examples of these forms from the other3 texts.

• Ss choose one character to write about, using the model text about Storm to help them. Monitor closely to help with problems.

• Either collect in the texts to mark, or ask Ss to read out their texts. Ask other Ss to suggest corrections if necessary.

Extra activities:1 Ss write their text on a piece of paper but leave

out the name. Collect and redistribute the texts to the class/different groups, who read them and guess who wrote it.

2 Ss interview a partner and write a text about them, but leaving out their name. Display the descriptions around the room. Ss read them and guess who it is.

• See Flash Test 1 p. 155


Unit 1 School lifeFocus 1 Switch on

Energise!The photos and drawings in the book are a valuable resource and can be exploited in different ways. For example: a) Ss brainstorm and write down all the familiar words in the photo; b) give Ss a list of words/phrases they know to match to the photo; c) Ss compare the context/situation with their own; d) Ss guess what happened before and what will happen after the scene; e) in pairs, Ss A looks at the photo for 1 minute, closes his book and describes it to B, who checks and corrects.

MaterialsEssential: Cassette. Optional: copies of sentences for 2minute test

2 m inute test: S tarte r Unit - revision ofgrammar and vocabulary (Dictation)• Use these true/false statements about the texts from

exercise 5 p. 9.

• 1 Storm’s got black hair. 2 Mickey’s from Manchester. 3 Mo plays the piano. 4 Jess can act and drive a truck. 5 Storm hates formal clothes 6 Mickey likes his mum’s cooking. 7 Mo is tall and strong.8 Jess can play the trumpet.

• Dictate each sentence twice. Ss write alone.

• In pairs/small groups, Ss discuss and try to remember if the sentences are true or false.

• Check answers in pairs or against their books.

• If time, hand out a copy of the sentences or put them on an OHT for Ss to check.

Answers: 1 F 2 T 3 F 4 T 5 T 6 F 7 T 8 F

Unit objectives box• As suggested in the Starter unit, use this box to focus

Ss on the aims of each unit. Use the idea in the Starter Unit p i8 or try the following idea.

• Tell Ss to read the Objectives box. Give them 2-3 minutes to write one example for each category in pairs/small groups. E.g., present simple: I like music.I don’t like football.

• Nominate groups to give an example and write some of them on the board. Don’t do any grammatical explanations here. Tell Ss they will revise and practise these areas in the Unit.

ListeningLead in• Create interest in the theme of this section. Ss look at

the photo. Ask: What are the people doing?(Dancing!sitting! talking.) Where are they? (In a dance studio.) Do you know anyone? (Mickey and Storm.)

Exercise 1• In pairs Ss check the words in their dictionaries.

• Check answers and illustrate the meaning further if necessary. E.g., Kit (clothes and equipment used for sports: football!tennis kit). Snake: draw/mime it.

• Model and drill the pronunciation.

Extra activity:In pairs, give Ss 2 minutes to look at the photo and list other words they know. Check answers and pronunciation.

Exercise 2• Tell Ss to cover the reading text page 11 and read

exercise 2.

Tip: Reassure Ss that they only need to answer these 2questions - they don’t need to understand every word.

• Play the tape. Ss listen and write their answers then check in pairs.

• Monitor to see if they have the correct answers. Ask: Have you got both answers? Only one answer?

• If Ss don’t have both answers, play the tape again and check in pairs.


Answers: 1 Mickey 2 Dance

ReadingExercise 3• Ss read the questions.

• Do the example and give Ss 2-3 minutes to read and answer the questions alone.

• Ss check their answers in pairs. Ask them to be prepared to justify their answers later.

Tip: Monitor closely to see if they are having anyproblems. This helps you to prepare yourself to dealwith them at the feedback stage.

22

UNIT 1

• Nominate Ss to give their answers and justify them. Encourage other Ss to correct.

• Clarify any further problems with language from the text. E.g., snake: a horrible person; at last: after waiting for a long time.

Answers: 1 T 2 T 3 F 4 T 5 F 6 T 7 F 8 T

Exercise 4• Ss look at the prompts. Give them 2-3 minutes to

read the text again and write the answers alone.

• Ss check in pairs/small groups. Ask Ss to discuss the meaning/use of each expression. Monitor to see how well they do.

• Nominate Ss to answer. Check: never mind (It's not a problem) What's the matter? (What's the problem?)

• Model and drill the pronunciation of each expression chorally and individually.

Answers: 1 Don’t worry. 2 Excuse 3 I’m sorry I’m late.4 Never mind. 5 What’s the matter?

Roleplay - ApologiseExercise 5• Check the instructions. Ss discuss the order of the

text. Check the expression used to apologise: I ’m sorry....

• Play the tape. Ss check in pairs.

• Play the tape again if needed.


• Use the tape as a model for pronunciation. Play it line-by-line, pausing for Ss to repeat chorally and individually.

• Ss practise in pairs, taking it in turns to be the student/teacher. Monitor closely to help with pronunciation problems.

• Do feedback in open pairs. Correct and drill problem sentences again if necessary.

Answers: 1 e) 2 b) 3 c) 4 d) 5 a)

Tip: Monitor closely while Ss work in pairs/groups and make notes of any persistent problems. In feedback, write problem sentences on the board. Ss correct them in pairs. Check answers.

M em ory Gym 3 - Days of the week and time Exercise 1• Check diary and do the example. Ss write their

answers alone and then check in pairs.

• Nominate Ss to spell out the answers. Write them on the board and drill the pronunciation.

Answers: 2 Monday 3 Tuesday 4 Wednesday5 Thursday 6 Friday 7 Saturday

Exercise 2• Do the example. Ss write the answers alone and check

in pairs.

• Nominate Ss to answer. Write any problem sentences on the board.

Answers: Mark’s got a test at school at twenty past ten on Tuesday; Mark’s got band practice at Jack’s house at 7 o’clock on Wednesday; Mark has got a basketball match at half past eight on Thursday evening; Mark is going to parents’ evening at quarter to five on Friday afternoon; Mark is going to stay in bed on Saturday.

Exercise 3• Write 10.30 on the board. Model and drill the

example question/answer.

• Ss write 5 times each and then take it in turns to ask/answer.

• Nominate Ss to ask/answer in open pairs.


Exercise 6• Do an example. Model and drill it if necessary.

• Divide Ss into pairs. They take it in turns to be the student/teacher. Encourage them to think of their own examples.

• Do feedback in open pairs, correcting problems of accuracy or pronunciation. Do further drills if necessary.

23

UNIT 1

Focus 2 Grammar - Present simple

Cultural notes:

Will Smith was a famous rapper in the 80s and had a band called The Fresh Prince. In 1990, he starred in The Fresh Prince o f Bel-Air, a sitcom for NBC in the US. It made Smith a household name. It continued until 1996, but is still popular on TV all over the world.

MaterialsOptional: Flash Test 2 p. 155

2 m inute tests Focus 1 - revision of apologiesjumbled sentences• Before class, prepare a jumbled dialogue from

exercise 5 in Focus 1. E.g.: me excuse!problem is what thelhave pencil I not my gotlmind never this borrow can you pencil, /you thank.

• Write the jumbled sentences on the board.

• Give Ss 2 minutes to write the sentences in the correct order, in pairs/teams.

• Elicit Ss answers and write them on the board. Drill the dialogue in open/closed pairs.

Grammar box• Write on the board: Mickey’s dance class starts at

9.00aml9.10am. Elicit the question: What time does Mickey’s dance class start? Elicit the answer:(at 9am).

• E.g., Mickey is late, Is he late? Yes, he is.

• Ask Ss to read the Grammar box and write true sentences about Mickey’s class using the question, short answer and negative forms.

• Ss work in pairs. Monitor closely.

• Elicit Ss answers and write on the board.

• Ask Ss to write similar sentences about their own English class, e.g., We start our English class at ... and check them.

Think about language• Ss read the box and choose the correct answer. Check

the question/negative form further.

• Nominate Ss to answer. Check why there is/is not a final ‘s’.

Answers: 1 comes 2 lives 3 live 4 works 5 likes 6 doesn’t understand 7 goes 8 doesn’t like 9 goes10 does he like 11 Do you know 12 watch 13 love

Exercise 2• Do the example. Ss then read the text again and

correct the sentences alone/in pairs.

• Nominate Ss to answer. Check and drill don’t/doesn’t forms.

Exercise 3• Do the example. Ss work alone. Monitor closely to

help with problems.

• In pairs, Ss take it in turns to ask/answer the questions. Monitor and make notes on common errors.

• Do feedback in open pairs.

Adverbs of frequency• Ss read the information in the box. Check the

meaning of the adverbs using a line like this:

always - usually - often - sometimes - never

• Ask: Where does the adverb go? Before the main verb.

• Note: Elicit/highlight the position of the adverb after the verb to be. E.g., I’m never late.

Exercise 4• Do the example. Ss prepare the questions in pairs.

Monitor and provide help.

• Ss swap pairs and ask/answer the questions.

Answers: How often are you...? (numbers 2); How often do you...? (the remaining answers).

Answers: need an V.

Exercise 1• Ss look at the photo/ title. Ask: Who’s Will Smith?

What’s The Fresh Prince o f Bel-Air? Elicit what Ss know.

• Do an example. Ss work alone and check in pairs.

Answers: 2 Where does your teacher live? 3 Where does your father/mother work? 4 What TV programme do you like? 5 What time does it start?6 What does your family watch?

Answers: 2 They don’t live in Philadelphia. They live in Bel-Air, California. 3 He doesn’t go to the local university. He works in Los Angeles. 4 He doesn’t understand Will. 5 He doesn’t go to the local university. He goes to the local school. 6 There aren’t a lot of boys in Will’s English class. There are a lot of girls.

• See Flash test 2 p. 155

24

UNIT 1

Focus 3 Vocabulary - School subjects

C u ltu ra l n o te s :

In secondary schools, Maths, English and Science are usually compulsory until the age of 16.Timetables in British schools tend to be full-time from 9-4. They are set at the beginning of the year.

Materials needed:

Essential: tape, materials for 2 minute test,Photocopiable Resource 3, p. 131

2 m inute test: Focus 2 - revision of the presentsimple/adverbs (Class survey)• Before class, write ‘How often’ questions like those in

exercise 4 in Focus 2 on separate pieces of paper, one for each Ss.

• In class, write an example question on the board, e.g., How often do you listen to music? Elicit answers using adverbs of frequency.

• Give one question to each S. They move around the class asking/answering, and making a note of the adverb used.

• Check answers. Ss could write up the results of their survey.

Exercise 1• Find out what Ss know. Ask: What subject are you

studying now? (English) Ss cover the timetable in the book and look at the pictures. Ask: What subject are they studying?

• Give Ss 1 minute to discuss their answers in pairs.

• Nominate Ss to answer but don’t confirm the answers yet.

Exercise 2• Check the instructions.

• Ss work in pairs and check their answers to exercises1 and 2.

• Nominate Ss to answer. Check the meaning of any unknown words.

• Model and drill the pronunciation.

Pronunciation - Word stressExercise 3 and 4• Write the example on the board. Highlight the main

stress on the first syllable.

• Drill the word chorally and individually.

• Play the tape. Pause after each word for Ss to repeat.

• • • • • • • * *Answers: English, Music, Drama, Geography

Memory Tip 1• Read the Memory Tip with the Ss and discuss why

this is important: to help them to refer back to and revise new words frequently; and to remember the meaning and pronunciation.

Find Out!Exercise 5• Model and drill the example.

Tip: In these activities, put pairs facing each other so they can’t see their partner’s page.

• Ss take it in turns to ask/answer a question. Monitor and make notes of any problems.

• Do feedback in open pairs. Correct accuracy and pronunciation problems.

Remember box• Remind Ss of the prepositions used here.

Exercise 6• Ss read the questions. Check understanding.

• Ss ask/answer in pairs.

• Monitor closely to help with problems. In feedback, elicit answers and have a class discussion.

M e m o ry G y m 4 - School subjects

Exercise 1• Do the example. Ss work alone and check their

answers in pairs.

• Check Ss answers and the Mystery Phrase.

Answers: French, Spanish, English, Maths, History, Geography, Science, Art, Music, Computer Studies, Sport, Drama. Mystery Phrase: Lunch Break

Exercise 2• Do the example, using an example timetable. Give Ss

3 minutes to write some questions.

• Ss ask/answer in pairs/small groups.


• Refer Ss to Word Store p. 8


25

UNIT 1

Focus 4 Grammar - Present continuousMaterials:Essential: cassette. Optional: Flash Tests 3 p.56,Photocopiable Resource 4 p. 132

2 m inute test: Focus 3 - revision of schoolsubjects (Memory test)• Give Ss 1 minute to write as many subjects as they

can remember alone/in small teams.

• Nominate one Ss/team to spell out their answers and write them on the board. The other Ss check their own answers, and add any others that the first Ss/team missed.

• The Ss/team with the most correctly spelt answers wins.

Lead in• Books closed. Create interest. Ask: How often do you

write e-mails? Who do you write to?

• Elicit/teach the meaning of: sick, cool, task, sun, to shine, to rain via mime/drawings/examples. Write the words on the board.

Grammar box• Ss look at the sentences. Ask: What tense is this? ( The

present continuous.) Ask: When do we use it? (To talk about an action in progress now I around the moment o f speaking.)

• Ss read the Grammar Box and discuss the rules of form in pairs. Elicit the answer: to be + verb-ing (present participle). Check the negative, question and short answer forms.

Exercise 1• Ss find the other examples of the present continuous

in the e-mail and check in pairs.

• Nominate Ss to answer. Check the form and pronunciation.

Answers: I’m sitting, is teaching, w?e’re learning, I’m writing, the sun’s shinning, is it raining.

• Nominate Ss to answer, correcting as necessary. Model/drill any pronunciation problem areas.

• Note: Check the spelling rules for the verb-ing form (present participle). The final 4e’ of the main verb is dropped when -ing is added. E.g., dance=dancing.

Answers: 2 is studying 3 aren’t playing 4 isn’t sleeping/is thinking 5 isn’t working 6 is writing 7 Are you doing 8 are you watching?

Think about language• Ss read the box and complete the rules in pairs.

• Nominate Ss to answer. Check the use of the present simple further: it is used to talk about daily routines, habits and permanent states.

Answers: 1 Present Simple 2 Present Continuous

Exercise 4• Do the example and check the rule of use again.

• Work alone and then check their answers in pairs/small groups.


Answers: 1 teaches/is teaching 2 wear/am not wearing3 don’t come/are living 4 are you watching/watch5 are they working 6 do/is raining



Extra activity:Ask Ss to write down 4-5 things they usually do today and decide if they are doing them.

In small groups, each S reads out a sentence, E.g.,I usually play football today. One of the other Ss asks: Are you playing football today? The first Ss answers.

Exercise 2• Do an example. Ss read the questions and write the

answers alone, and check in pairs.


Answers: 2 Isabel 3 Computer Studies 4 Mr Glynn5 Because she’s sick 6 To write e-mails

Exercise 3• Do the example. Ss work alone/in pairs and w7rite

their answers. Monitor closely for problems.

26

UNIT 1

Focus 5 Communication - M ake a phone callMaterials:Essential: cassette. Optional: cardboard/ plastic phones

2 m inute test: Focus 4 - revision of presentcontinuous (Mime)• Do an example. Mime an action e.g., eating a

sandwich. Ss guess and say: You re eating a sandwich.

• Ask Ss to think of one/two actions they can mime. In groups of 3 or 4, they take it in turns to mime their actions. The other Ss guess. The Ss who guess the most actions correctly win.

Exercise 1• Ss look at the picture and read the dialogue. Ask:

Who’s in the picture? (Mo.) What’s Mo doing? (He’s making a phone call.) Who’s he phoning? (His mum.)

• Ss read alone and choose the right answer, before checking in pairs.

• Answers are checked in exercise 2.

ListeningExercise 2• Play the tape. Ss listen and check their answers from

exercise 1.

• Ss check answers in pairs. Play the tape again if necessary.


Answers: 1 ’m calling 2 is shining 3 go 4 ’m writing5 is starting.

Exercise 3• Ss cover the text and read the questions.

• Play the tape. Ss note down their answers and check in pairs and with the text.


Answers: 1 In a school in Cape Town. 2 at home 3 To school 4 They’re writing a song.

Exercise 4• Ss read the phrases and then work alone to match to

the text. Ss check answers in pairs.

• Nominate Ss to answer and drill the pronunciation.

• Note: If you have a monolingual class, highlight the difference between phone language in their language and in English. Ask: Is it the same or different?

• Note particularly that we say “It’s Mo {speaker’s name)” not T am Mo’ as in many other languages.

Answers: b) Can I speak to Mrs Tolo please?c) Who’s calling, please? d) It’s Mo Tolo e) Bye.

Roleplay - A phone call

Exercise 5• Play the first part of the tape again: up to Hold on,

please. Pause after each line, drilling it chorally and individually in open/closed pairs.

• Put Ss into pairs, sitting back-to-back so they can’t see each other, as in a real phone call.

• Ss take it in turns to be the receptionist. Encourage them to read it several times until they have memorised it.


• Alternatively: write this dialogue on the board and play the tape, drilling chorally and individually. Then erase one line at a time. Ss continue to repeat until the whole dialogue has been erased.

Tip: In feedback on fluency activities like this, give Sspositive feedback on their performance first.

• Write the problems they had on the board. Ss correct them alone/in pairs.

• Check answers. Involve Ss by asking them to explain the corrections.

27

UNIT 1

Focus 6 Skills - School for starsMaterialsEssential: cassette.

2 m inute test: Focus 5 - making a phone call(Jumbled dialogue)• Write the following jumbled dialogue from Focus 5.1

on the board. Change the names if you like.

• on hold please!calling please is who?/hello Hill School Cape!Mrs speak can to hello I please Tolo?!her Mo son I ’m it's Tolo.

• Ss work alone/in small teams and re-write the dialogue in the right order.

• Check their answers, including spelling and punctuation.

• Ss could then practise saying the dialogue from memory.

Study skills - Reading• Read the box with the Ss. Discuss how pictures help

us to predict what a text will be about, and this can help us to understand the text better.

ReadingExercise 1• In pairs, Ss cover the texts. Give them 30 seconds to

look at the pictures alone and write the topics.

• Nominate Ss to answer. Write their ideas on the board, but don’t check answers yet.

Exercise 2• Ss check the words in their dictionaries and/or

discuss the meaning in pairs.

• Check Ss answers.

Exercise 3• Ss read the text alone and check their predictions.

• Discuss how close their predictions were and how they helped Ss to understand the text better.


• Give 5 minutes for Ss to read the text again and write the answers. Ss check their answers in pairs/small groups. Monitor to see how well they did.


Answers: 2 In London 3 She is in the soap EastEnders 4 in the morning 5 Singing, dancing, drama 6 by train 7 Because it’s normal school today 8 Art 9 Singing 10 4.00 pm

ListeningExercise 5• Tell Ss they will hear a boy talking about his day.• Ss read the sentences and listen.• Pairs compare answers then listen again and check.

Answers: lb) 2a) 3b) 4b)

Exercise 6• Explain that this is a taped recording of everything

Ritchie does/is doing during that day.

• Ss read the headings in the table. Check understanding.

Tip: Tell Ss they only need to listen for the information in the table. Reassure them not to worry about words they don’t understand. Do the first one as an example.

• Play the tape. Ss listen and make notes.

• Ss check in pairs.

• If Ss do not agree about their answers, or still have unanswered questions, play the tape again without pausing. Ss check in pairs.

Tip: It is important to monitor Ss discussion to find out how much they have been able to understand. It is very demotivating if they feel they cannot achieve a listening task. Let Ss check answers in pairs before playing the tape again. In this way, they can be more secure about their answers.

• If necessary, play the tape again. Or, check their answers and re-play the parts of the tape they were not sure about so that they can hear the correct answer themselves.

Answers: 2 12.00 noon 3 6pm 4 Black trousers/white shirt/red tie 5 Blue trousers/a sweatshirt 6 Drama/ dance 7 Maths and Science 8 Dance, drama and singing 9 Mr Green.

SpeakingExercise 7• Ss copy the grid from Exercise 6 into their notebooks.

• Ss work alone and make notes about themselves in the grid for each question. Monitor and provide help if necessary.

• Prepare Ss for the speaking exercise. Do the example.

• Ss write the questions in pairs/small groups. Monitor closely to ensure Ss are writing accurate questions.

• Nominate Ss to read out their questions. Correct them further if necessary.

• In pairs/small groups, Ss take it in turns to ask/answer the questions. Monitor from a distance and make notes on common errors.

28

UNIT 1

• Nominate Ss to tell the class about their partner(s).

• Write problem sentences on the board. Ss correct them in pairs.

Extra activities:1 Ss take notes when they interview their partner(s)

and write a report about him/her. This can be done in class or at home.

2 Ss interview each other in larger groups of 4—5 Ss and take notes about their partners. They can then write a survey about the group. E.g., three o f us leave home a t .... four o f us like maths...

W riting Gym 1 - A webpage• This is Ss’ first Writing Gym so it is important to

involve Ss and motivate them to write.

Writing Tip• Read the box with the Ss. Elicit examples to illustrate

each point and write it on the board if necessary.

• Tell them that SNIP and ACE are acronyms to help them to remember the tips more easily. SNIP = capital letters. ACE=other punctuation. Drill each letter of the acronyms to help Ss to memorise what they mean. E.g., S is for Starting; N is for Names, days and months etc.

Exercise 1• Do an example. Ss work alone and check in pairs.

• Nominate Ss to answer and write the sentences on the board. While you write, elicit the initial of the acronyms that corresponds to each punctuation point.

Answers: 1 March 2 Athens. 3 It’s Mark’s. 4 Krakow, Paris, London 5 Question mark at the end.

• Ss write a draft. Monitor closely to help with problems. Give a 5-10 minutes time limit for this.

• Encourage Ss to check their work in pairs/small groups to foster a collaborative atmosphere in class.

Exercise 4• Ss write a clean copy, checking their work and any

errors they find. Remind them about SNIP and ACE.

• Monitor and encourage Ss to ask you/their classmates for further help and advice.

Extra activity:If you have multi-media facilities in your school, Ss can write their text on computers.

Alternatively, Ss can do exercises 3 and 4 at home, using photos/drawings.

If possible, put up Ss web pages around the walls. Tell them to walk around, read them and remember one fact about each page.

Nominate Ss to say what they remember in small groups/with the whole class.

Exercise 2• Ss read the text and then write it alone/in pairs.

• Ss read out the corrected text. Write it on the board, eliciting and checking the punctuation. Or, invite Ss to write the text on the board.

Answers: Hi, my name’s Rebecca and I’m from Exeter in England. My school’s called Dorland College. I study French, Spanish and Japanese. At the moment, I’m studying Spanish vocabulary because we’ve got a test on Monday. I hate tests.What about you? Where are you from?

Exercise 3• Ss read the Plan. Check understanding.

• In pairs, Ss look back at Sammie’s text and exercise 5 on p. 17 to discuss which information relates to the Plan.

29

UNIT 1

Energy Check

Gram m arExercise 1

Answers: 2 doesn’t 3 do you come 4 does your sister start 5 Do they play 6 Yes, we do 7 work 8 teaches

Exercise 2

Answers: 2 My aunt often phones 3 My friends never walk 4 I sometimes do 5 Does Mr Olan usually work 6 They are always late

Exercise 3

Answers: 2 are they doing 3 are you reading 4 am cooking 5 aren’t talking 6 are working 7 is writing 8 are doing

Exercise 4

Answers: 2 go/am working 3 have/are watching 4 meets/ is meeting 5 are you eating 6 are tap dancing/do

VocabularyExercise 5

Answers: 2 Sport 3 Art 4 Science 5 Maths6 Geography

Com m unicationExercise 6

Answers: 1) 2 matter 3 haven’t 4 mind 5 can 6 Thank 2) 2 speak 3 Who 4 calling 5 Hold on

How RU doing?• Discuss the aim of this grid with Ss. It is to

encourage them to become more aware of their own individual strengths and weaknesses - in a lighthearted way. The grid is divided into 3 sections and enables them to evaluate which they are good at and which they need to work on and revise.

• Check/elicit the meaning of the faces in the grid with Ss and write them on the board: very good, good, not very good.

• Tell Ss to draw7 the grid in their notebooks. They check their scores for each section and tick the right box for each section. They could then discuss how well they did in pairs.

• See Test Book Unit 1 test p. 8

30

UNIT 1

Culture Bite - School’s out

Cultural notes:

At 11 years old, children in Great Britain go to Secondary school. This is either to a comprehensive school, which is government funded or private schools where parents have to pay. Usually students have to take an exam to get into private schools. Grammar schools are free, but students still have to take an exam to get into them. There are only 166 Grammar schools left in Great Britain. Students have to wear a uniform at most Secondary schools. At 16 years old students take their GCSEs, the General Certificate of Secondary Education. It is important to achieve good grades in GCSEs in order to go on to study A-Levels.

• Nominate Ss to report back to the class.

• Elicit facts which are the same or different from Britain in Ss own country.

Extra activity:Ss work alone/in small groups and write a Culture File for schools in their country. They could also write a short text about their own school and a friends using the texts here as a model.

Introduction• The aim of the Culture Bite sections of the book is to

introduce Ss to cultural aspects of Britain through characters of their own age, and then to compare them to their own culture.

Lead in• Create interest. With books closed, encourage Ss to

speculate about how similar the school system is in Britain to that of their own country.

• Tell Ss to cover the questions and look at the photos. Use the photos to check new vocabulary: exam, rugby, uniform

• Check the pronunciation and write the new words on the board.

Exercise 1• Tell Ss to read the texts and the Culture File, and

write the answers to the questions alone. Give a one minute time limit.

• Ss check answers in pairs/small groups while you monitor for problems.


• Ask further questions. E.g., What does his friend Liam wear to school? What do Ss call their teachers? How many A-Lev el subjects do they take?

Answers: 1 500 years old 2 a black jacket, grey trousers and a red, grey and black tie 3 10 4 at about 4 o’clock

Exercise 2• Ss read questions 1 and 2. For question 1 elicit some

examples first. For question 2 check the meaning of Compare your school, in LI if necessary.

• Ss discuss the questions in small groups. Monitor for problems.

31

Unit 2 My countryFocus 1 Switch on

Cultural notes:

Whitewater is a part of a river that looks white because the water is running very quickly over rocks. Rafting is now a very popular river sport.

Rattlesnakes are poisonous snakes found from Canada to South America in arid regions. They measure from 30 centimetres to 2.5 metres and hate extreme heat or cold.

MaterialsOptional: world map, pictures of snake/rattlesnake/eagle/whitewater rafting.

2 m inute test: Unit 2 - revision of clothesvocabulary (Jumbled words)• Write some/all of the following words in a jumbled

order on the board: trousers, shirt, tie, sweatshirt, skirt, shoes, boots, trainers, T-shirt, suit, cap, gloves, jacket, shorts. E.g. ape-cap

• Give Ss 2 minutes in pairs/teams to write the words correctly.

• Nominate a pair/team to spell out their answers. Write the words on the board. Invite the other teams to confirm or correct the spelling.

• The team with the most correct answers wins.

Unit ob jectives box• Use the ideas from the Starter Unit and Unit 1 to

introduce Ss to the aims of this unit. The first grammar point might be new for them. They are familiar with the form of the present continuous, though perhaps not its use for talking about future arrangements.

• In general, it might be useful to explain what the description of a new grammatical form (e.g., comparative adjectives) means in the Ss’ LI - though, in general, avoid over-using this technique.

Lead in• Books closed. Write Colorado on the board. Ask:

Where is it? Show Ss a world map.

• Write Sure!Not sure on the board. Ask: What do you know about Colorado? Respond to their answers. Say: Are you sure? 100%? 80%? 50%?

• Write Ss answers in the correct column.

• If Ss are unresponsive, encourage them by asking quick fire questions like: Is it hot/cold? Are there any mountains? What’s the state capital? What can you do there?

• When you have a list of ideas on the board, move on to exercise 1. Ss can confirm their answers after exercise 2.

Tip: this procedure can be used as a lead in to factualtexts like this which Ss may have some previousknowledge of.

ReadingExercise 1• Ss cover the text, look at the pictures/map and

discuss the questions in pairs.

• Elicit some answers but don’t confirm them yet.Move on to exercise 2.

Exercise 2• Give Ss 2 minutes to read and check their predictions

from exercise 1 and the Lead in.

• Ss discuss their answers in pairs.

• Nominate Ss to answer and check predictions from the board.

Possible answers: 1 Colorado/the USA 2 It’s big; there are large and small cities/towns, mountains, rivers, a desert, lakes, forests

Exercise 3• Ss read the table. Check understanding of long/wide.

• Give Ss 4 minutes to read and complete the table alone. Ss then check their answers in pairs/small groups.

• Nominate Ss to answer. Check the meaning and pronunciation of: whitewater rafting, skiing, mountain climbing, snowboarding Use pictures/mime if necessary.

Energise!Help Ss to record vocabulary usefully by providing a clear board record. Always draw a column on the left hand side of the board for new words. Highlight the word stress and provide information about the type of word it is, e.g., (v) verb (adj) adjective (n) noun. Also add any relevant and important information that will help Ss use the word better. For example, if a verb is followed by a preposition or is irregular, add the preposition/past tense to the board record.

32

UNIT 2

Answers: 2 Colorado 3 4 million 4 Denver 5 450/6206 swimming/whitewater rafting/climbing mountains7 skiing/snowboarding

Vocabulary - GeographyExercise 4• Draw a compass on the board. Elicit north and write

it on the board. Ss copy it down.

• In pairs, Ss complete the compass.

• Nominate Ss to answer. Write the words on the board.

• Ask: Where s your town/city? E.g. In the north/south of the country.

Exercise 5• Ss write the missing words and check in pairs.

• Nominate Ss to answer. Model/drill the pronunciation and write the words on the board.

Answers: a north-east, b south-east, c north-west,

Exercise 6• Ss match the words and check in pairs.

• Nominate Ss to answer. Drill the pronunciation/elicit the main stress.

• Invite Ss to talk about their country in small groups. Ask: Has your country got these places?

Answer: coast, desert

Vocabulary - Large numbersExercise 7• Ask: What’s the population o f Colorado/your country?

Write the answers in numbers on the board. E.g., 4,000,000.

• Ss work alone to match the numbers in exercise 7.

• Ss check their answers in pairs/small groups and practise saying the numbers. Monitor closely to see how well they do.

• Nominate Ss to answer. Model and drill the pronunciation as necessary.

Answers: b) 4 c) 1 d) 6 e) 2 f) 5

• Nominate Ss to answer and write the numbers on the board.

• Invite Ss to come to the board and write one of their own numbers on the board. The rest of the class says it.

Answers: a) seven hundred and forty-five b) three hundred and sixty-eight c) twenty one thousandd) one hundred thousand e) two thousand one hundred and ninety-three f) three million g) sixty-three million.

Com m unication - Your weekendExercise 9• Ss read the example and list of activities. Check

understanding and refer Ss to the Remember box below.

• Ss work in pairs, taking it in turns to ask/answer. Monitor from a distance and make notes on common errors.

• Do feedback in open pairs, prompting Ss to self- correct if they make a mistake.

• Write any problem sentences on the board. Ss correct and discus in pairs. Check answers.

Remember box• Remind Ss of the -ing form of the verb after likellovel

hate/prefer.

M em ory Gym 5 - GeographyExercise 1• Check the example. Ss work alone and check answers

in pairs.


Answers: Across: 6 mountain 8 south 9 sea 10 river Down: 1 forest 3 east 4 coast 5 village 7 desert

Exercise 2• Read the example and elicit one or two more

examples. Display a world map if possible.

• Ss ask/answer in pairs or small groups.



Exercise 8• Ss take it in turns to say/write down the numbers.

Monitor closely.

• Ss invent their own numbers, write them down and show them to their partner, who says them.

33

UNIT 2

Focus 2 Communication - Make arrangements

Cultural notes:

The London Mets are an American football team based at the Metropolitan Sports club near London. There is a thriving American football league in England.

London Arena is a large sporting and entertainment venue in Docklands, London.

Chelsea and Arsenal are two of London’s most famous Premier League football teams.

Green Park is a London park near Buckingham Palace.

• Read the Grammar box with the Ss. Check concept. Use a timeline with these questions:

• Say: The London Mets are playing at 3 o’clock. Ask:Is it today or in the future? (In the future!tomorrow.) When did they decide - now or before!in the past? (In the past.) Did they arrange it with other people? (Yes.)

• Clarify the difference between a plan/an arrangement. Use LI if necessary.

Exercise 2• Do the example. Ss work alone/in pairs.

• Nominate Ss to answer. Check the use of atlonlin with times/days/parts of the day.

Answers: 2 is working/tomorrow 3 are performing/in the evening 4 are going/this afternoon 5 is arriving/at nine o’clock 6 are meeting/on

MaterialsEssential: cassette, materials for 2 minute test Optional: Entertainment ads, Flash Test 4 p. 156

2 m inute test: Focus 1 - Colorado (Running dictation)• Before class, write these true/false statements about

the text in Focus 1 on large pieces of paper.1 Colorado is in the south east of the USA. 2 It isn’t on the coast. 3 It’s 1,500 metres above sea level. 4 40 million people live there. 5 It’s 450 kilometres long.6 You can’t ski there. 7 You can see snakes there.

• In class, stick the papers on the walls around class.

• Ss work in pairs. Ss A runs to read a question, memorises it and returns to Ss B to dictate the question. Then Ss decide if the sentence is true/false. Stop the activity after 2 minutes.

• The pair with the most correct answers wins.

ListeningExercise 1• Ss cover the text. Elicit details about the photo.

• With the text covered, Ss read the questions.

• Play the tape. Ss note their answers while they listen, and then check in pairs.

• Ss read the text to check their answers.


Answers: 2 To an American football match3 American football 4 3pm 5 At the Hot Spot6 Get a job there too.

Grammar• Ask: Were the friends talking about today or

tomorrow? ( Tomorrow) Which tense do they use? (The present continuous).


Roleplay - Suggestions and arrangementsExercise 3• Ss complete the dialogue alone/in pairs. Refer them

to the text in exercise 1 for help.

• Nominate Ss to answer. Model/drill each line.

• Highlight the form of How about going... for suggesting on the board, and elicit/drill other examples.

• Ss practise reading the dialogue in pairs. Monitor and give feedback if necessary.

Answers: 2 good ideas 3 How about going4 That’s a 5 good 6 What time 7 I’m afraid I can’t

Exercise 4• Ss read the information in the box. Check

understanding and pronunciation of names.

• In pairs, Ss take it in turns to suggest/arrange.

• Monitor from a distance and make notes on common errors/pronunciation. Do feedback in open pairs.

• Write problem sentences on the board for Ss to correct in pairs. Check answers.

Exercise 5• In groups of 3-5, Ss suggest and make arrangements

for the weekend.

• If possible, provide them with copies of Entertainment pages from local newspapers about what they can do in their town.

• Monitor and follow procedures for Exercise 4.

34

UNIT 2

Focus 3 Vocabulary - AnimalsMaterialsEssential: cassette; materials for 2 minute test. Optional:pictures of animals, Photocopiable Resource 5 p. 133

2 m inute test: Focus 2 - revision of talkingabout future arrangements (Find someone who)• Before class, write phrases with activities that your Ss

are likely to be doing on separate pieces of paper - one for each Ss. E.g., go to cinema/go shopping!go theatre/go to football match/go to concert/meet friends!go to gym!go skiing!go to beach

• In class, do an example on the board and drill it: Areyou going to the cinema? (Yes, I am.) When are you going? ( Tonight!Tomorrow.)

• Ss move around asking/answering questions. Tell them to make a note of how many Ss say Yes to their question.

• Monitor to see if Ss are using the form and time phrases correctly.

• In feedback, each Ss tells the class the result of their survey. Write problem sentences on the board for Ss to correct. Check answers.

Exercise 1• Show Ss a picture/drawing of an animal if possible.

Ask: Do you like animals? What are your favourite animals? Elicit answers or ask Ss to discuss in pairs/small groups first.

• Ss do exercise 1 alone and check in pairs.

• Nominate Ss to answer. Model the pronunciation of each word, elicit the main stress and drill the words.

Answers: tiger; cat; sheep; mosquito; rabbit; giraffe; horse; goat; lion; elephant; eagle; dog; cow

Exercise 2• Write the categories of animal on the board and

check the meaning of each one by eliciting an example. Write the examples on the board.

• Ss work alone/in small groups.

• Nominate Ss to answer. Drill the pronunciation further as needed.

Answers: birds: ostrich, penguin, chicken, eagle; insects: mosquito; mammals: tiger, cat, rabbit, giraffe, horse, sheep, whale, goat, lion, elephant, dog, cow; reptiles: snake

Pronunciation - /g/, M3/Exercise 3• Write the phonemic symbols on the board and

give/elicit words with this sound. E.g., bag, green; jeans, Jane. Drill the pronunciation and write the words under the correct symbol.

• Ss copy the board work and then work in pairs to put the words in the right column.

• Nominate Ss to answer. Write the words on the board and drill the pronunciation.

Answers: /g/ tiger, goat, eagle, dog, geography, penguin; /ds/ giraffe, orange, age, geography,

Memory Tip 2• Read the box with the Ss and discuss the message

with them, in LI if necessary. Highlight the importance of reviewing their vocabulary often. Remind them that 2 minutes a day is more effective than 30 minutes every 2 weeks.

Exercise 4• Ss cover the page and test themselves/each other.

• Ask Ss how many they remembered and remind them of the Memory Tip.

M em ory Gym 6 - AnimalsExercise 1• Do an example. Ss then write the answers alone/in

pairs and then check back in their books. Check answers with the class.

Answers: tiger; snake; mosquito; sheep; cat; shark; giraffe; horse; goat; lion; chicken; ostrich; elephant; eagle; dog; cow; penguin

Exercise 2• Do an example to demonstrate the activity. E.g.,

giraffe. Ss ask you 3 questions using: Has it got a ... in it? Drill the question/answer if needed. Explain the scoring system.

• Ss work in pairs. Monitor closely and then nominate Ss to answer in open pairs. Find out who had the lowest scores.



35

UNIT 2

Focus 4 Grammar - Comparative and superlative adjectivesMaterialsEssential: cassette. Optional: dictionaries, Flash Tests 5 and 6.

2 m inute tests Focus 3 - animals (Alphabet game)• Write A-B-C on the board. Say A is for Animal Elicit

B is for..P. (Bird). C is for..? ( Cat). Continue eliciting as many names of animals as possible through the alphabet to Z. It doesn’t matter if Ss can’t supply an animal for every letter.

• Drill the pronunciation of any difficult words.

• Alternatively: make it a team game. Elicit the name of an animal from one team in turn. Give 2 points for a correct answer. If it’s incorrect, ask another team. Give one point for a correct answer.

Tip: use this activity to brainstorm any set of vocabulary. It’s very useful for raising energy levels.


G ram m ar - Comparative adjectives• Show Ss two books, one bigger than the other. Say:

Tell me about the books. Elicit: This book is bigger than that book.

• Say: This book cost £10 and this book cost £15. Elicit: This book is more expensive than that book.

• Write the sentences on the board.

• Ss read the Grammar box and discuss the differences in meaning in the two sets of sentences.

• Check meaning. Ask: Which is faster - a man or a penguin? (A penguin.) Ask: Which costs more - a koi fish or gold? (A koi fish.)

• Model and drill the sentences from the box.

Think about language• Ss read the box and discuss the answers in pairs/small

groups. Elicit answers.

Answers: a) short b) long

• Underline the form in the sentences on the board.E.g. This book is bigger than that book.

Form: adjective + -er + than

This book is more expensive than that book.

Form: more + adjective + than

• Tell your Ss that short adjectives are all words of one syllable, and words of 2 syllables ending in y, likeheavy/funny.

• Highlight the spelling of bigger heavier. The final g in big is doubled when -er is added. In words ending in - y, the T changes to *y\

• Ss copy this into their notebooks.

ReadingExercise 1• Books closed. Write on the board: What do you know

about nature? A lot? Not much? Elicit their opinions.

• Give Ss 10 seconds to look at the animals in the pictures and try to remember them. Then tell them to cover the text. Be strict about the time limit because Ss should not have time to read the text.

• Elicit the names of the animals they recognised. Elicit/teach and drill the pronunciation of penguin.

• Ss check the words in Exercise 1 in their dictionaries or in pairs/small groups.

• Do feedback. Check the meaning of the words using examples/opposites/mime/drawing/the pictures in the book or by asking Ss to give you example sentences.

• Drill the pronunciation. Highlight the stress on dangerous, poisonous, expensive and write words they don’t know on the board and mark the stress.

Exercise 2• Give Ss 5 minutes to read and discuss the questions

in pairs/small groups.

• Don’t focus on the comparative/superlative adjectives in the text yet.

• Elicit Ss’ answers but don’t tell them the right answers yet. This is done in Exercise 5.

Exercise 3• Ss write the answers alone and check in pairs.

• Nominate Ss to answer and drill any forms the Ss have problems with.

Answers: 1 bigger 2 heavier 3 faster 4 smaller 5 taller

Exercise 4• Ss work alone and check in pairs.

Answers: 1 more interesting 2 more dangerous 3 more independent 4 more intelligent


ListeningExercise 5• Ss look at their answers to Exercise 2.

36

UNIT 2

• Play the tape. Ss note if their answers were correct or not, and then check in pairs.


• Nominate Ss to answer and give further details.

Answers: 1 True 2 False 3 True 4 False 5 True 6 True7 False 8 False 9 True 10 True

Grammar box• Follow procedures as for comparative forms above.

You can also use your Ss as examples. E.g. Ask:Who’s the tallest!shortest! oldest/most intelligent?

• Ss read the box. Check meaning. E.g., I t’s the oldest tree in the world. Ask: Is there an older tree in the world? (No.) Is there a younger tree? (Yes.)

Think about language• Ss read the box and work in pairs/small groups. Elicit

answers.

Answers: short, long

• Write the sentences from the Think about Language box on the board and highlight the form.

• Ask Ss to find 3 more examples of superlatives in the text. Answers: the oldest tree, the most dangerous insect, the most poisonous snake.

• Note: Spelling rules for short forms are quite complex. However, if you want to teach the rules, the following procedures are suggested:

• Write old!nice!big!heavy Iexpensive on the board. Elicit the comparative form and write on the board: older, nicer, bigger, heavier, more expensive.

• Ss discuss the difference in spelling in pairs/small groups. Elicit/give answers:

a) old: one syllable word: add -erlest.

b) big: one syllable word ending in a single vowel + consonant: double the final consonant + -erlest.

c) nice: one syllable word ending in -e: add -r/st.

d) heavy: 2 syllable word ending in -y: change the ‘y’ to ‘i + -erlest.

e) expensive: more than two syllables use more in front of adjective.

Remember box• Read the box with the Ss. Tell them these are the 2

most common irregular forms and they must learn them.

• Ask Ss to find an example in the text. Answer: The tinamou bird ... the worst ...

• Elicit more examples using these forms.

Exercise 6• Ask: What’s the most dangerous snake in the world?

(The taipan snake in Australia.)

• Show South Africa on the map. Ss do Exercise 6 and check answers in pairs.

• Nominate Ss to answer. Drill pronunciation.

Answers: 1 the most dangerous 2 the most poisonous3 the biggest 4 the fastest 5 the most dangerous

Find out!Exercise 7• Ss read the questions. Check: high = for mountains;

tall - for buildings I people.

• Ss discuss answers in pairs. Elicit answers but don’t tell them if they are right yet.

Exercise 8• In pairs, A and B, Ss face each other and look at

their page. B asks the first three questions and A asks the last three.

• Monitor for problems and then elicit answers.

• Write any problem sentences on the board for Ss to correct. Check answers.

Answers: 1 Cheetah 2 Mount Everest 3 CN Tower in Toronto 4 Libya 5 Vostock in Antarctica6 the Sahara


Extra activity:Play the tape again. Ss note down the extra information given. Monitor while they check in pairs and play the tape again if necessary.

37

UNIT 2

Focus 5 Skills - South America

Cultural notes:

Rain forest is a tropical forest on/near the Equator containing 50% of all the wood on Earth.

The Amazon. 5 million square kilometres of the Amazon basin is rain forest, with 30% of the world’s animal and plant species. It is the wettest region on Earth, with 2.5 metres of rain a year.

The Atacama desert is over 1,000 kilometres long, mountainous, rich in copper and heavy rain falls only 3 or 4 times a century.

The Andes extends down the western side of South America for 13,000 kilometres. Half of their length is above 3,300 metres. Aconcagua in Argentina is the highest mountain in the Americas.

Lake Titicaca is 3,810 metres above sea level, 190 kilometres long and 80 kilometres wide. It has 40 islands, enormous edible frogs (37 cms long) and is one of the few places where reed boats are still made.

Materials:Essential: tape. Optional: world map, coloured pens/paper.

2 m inute test: Focus 4 - revision of comparatives/superlatives (Ss write a test)• Write 8 adjectives on the board. E.g. good, bad,

interesting, expensive, intelligent, heavy, tall, old.

• In pairs/teams, Ss choose 3 adjectives and write 3 comparative/superlative questions to ask their classmates. E.g. Who’s the tallest student in the class?

• Pairs/teams then take it in turns to ask each other the questions.

• The team with the most correct answers wins.

Study skills - Reading• Read the Study Skills ideas with the Ss and discuss

them. Use LI if necessary. Point out that we bring our previous knowledge of the world to a text to help us to understand it.

ReadingExercise 1• Give Ss 10 seconds to look at the title/text/pictures

and then tell them to cover them.

• Ss read the questions in exercise 1. Give them 5 minutes to work alone, or in pairs/small groups, to discuss and answer the questions.

• Write I know!I guess on the board. Elicit Ss’ answers and write them in the correct column.

Note: See Lead in Focus 1 for ideas on how to exploitthis.

Exercise 2• Give Ss 2-3 minutes to read the text alone to confirm

their guesses. Ss discuss the results in pairs.

Answers: 1 Information about South America.2 Ss answers.

Exercise 3• Ss read the questions. Check if Ss have any problems

with vocabulary.

• Give Ss 4 minutes to find the answers in the text and write them down.

• Ss check their answers in pairs. Monitor to see if Ss are having any particular problems.

• Nominate Ss to answer. Elicit any other information Ss know about the places. Correct/drill any pronunciation problems with the names of places.

Answers: 2 True 3 True 4 False 5 True 6 False 7 False8 False

Exercise 4• Ask: What’s the location o f I Where’s your city I town!

country? Is it in the north? south? Elicit and drill the answers.

• Ss discuss the questions and answers in pairs/small groups.

• Nominate Ss to answer and drill the pronunciation if necessary.

Answers: 2 Argentina 3 Chile 4 French Guiana

ListeningExercise 5• Introduce the text. Tell Ss they will hear Ashley and

Jamie talking to friends about their countries.

• Check the question Ss need to answer.

• Reassure them that they only need to answer the question and not worry about the rest of the information yet.

• Play the tape. Ss listen for the answers and then check their answers in pairs.

• Nominate Ss to answer. If possible, show them the world map and elicit where the two countries are.

Answers: 1 Australia and Ireland 2 Sydney and Cork

38

UNIT 2

Exercise 6• Ss read the headings in the table. Elicit/teach:

location. Refer Ss back to Exercise 4.

• Check/teach: to chat, to have a picnic.

• Play the tape. Ss listen and take notes.

• Ss check their answers in pairs/small groups. Monitor closely to see if they need to hear the tape again.

• Play the tape again if necessary. Ss re-check their answers.

• Nominate Ss to answer. Elicit where the cities are on the map. Write the answers on the board to check spelling if needed.

Answers: A: 1 Australia 2 19 million 3 Canberra4 Sydney 5 south east 6 3,400,000 7 surfing 8 the beach B: 1 Ireland 2 3,000,000 3 Dublin 4 Cork 5 south6 123,000 7 football 8 Millstreet Park

SpeakingExercise 7• Check the instructions and do an example.

• Divide the class into A’s and B’s. A’s work together in pairs/small groups to prepare their questions.

• B’s copy the headings from the table in Exercise 6 and w7ork in pairs/small groups to write information about themselves/their country.

Note: If you have a multi-lingual class, put Ss of the same nationality together.

• Monitor closely to provide help if needed. Ss A will probably need more help with writing the questions accurately.

• Give a 4-5 minute time limit.

• Ss A ask Ss B their questions. Monitor from a distance and make notes on common errors.


• Write problem sentences on the board and ask Ss to correct them.

• Check answers.

W riting Gym 2 - A description of my countryWriting Tip• Ss read the box. If possible, use a map to check

understanding. Elicit examples of each point.Focus on a first and point to a river, a mountain.Next, ask: What’s the name o f a river I seal desert in your country? {the Danube, the Black Sea, etc.)

Exercise 1• Ss correct the sentences alone/in pairs.

• Nominate Ss to answ7er and give a reason from the Writing Tip box.

Answers: 2 The English Channel ... 3 to the south of Spain 4 in London 5 The tallest ...

Exercise 2• Ss write the answers to Exercise 1 alone/in pairs.

Check the meaning of between, runs through.

• Nominate Ss to answer and give a reason.

Answers: 2 a 3 t h e 4 - 5 a 6 a 7 - 8 - 9 - 1 0 - l l - 1 2 A 13 the

Exercise 3• Read the instructions and Plan with the Ss.

• Ss write their first draft alone. Note: if you have a multi-lingual class, you could put Ss of the same nationality together.

• Monitor closely to help with problems.

Exercise 4• Elicit/check w7hat SNIP and ACE stand for.

• Ss check and correct their writing. Encourage Ss to ask each other for help in order to create a collaborative atmosphere.

• Ss make a clean copy of their description. Monitor closely to ensure Ss do not produce a piece of writing which has too many errors.

• If possible, provide Ss with coloured pens for drawing and larger sheets of paper for them to write on.

• Alternatively: Ss can write up their description at home and add photos/drawings.

• Display Ss work and have a class discussion about their opinions.

Tip: If you don’t have time to monitor all Ss work, collect Ss drafts, correct them/make suggestions for changes and return them in the next class. Ss can then write their final draft. This is important in order to build Ss confidence and motivate them to write.

39

UNIT 2

Energy Check

G ram m arExercise 1

Answers: 2 am going to 3 are playing 4 are you playing 5 are you doing 6 am staying 7 is visiting

Exercise 2

Answers: 2 Donna is shorter than Daisy 3 Donna isn’t older than Daisy 4 Jacko is younger than Daisy5 Daisy is heavier than Donna 6 Daisy 7 Donna8 Daisy 9 Daisy

Exercise 3

Answers: 2 the biggest 3 smallest 4 the longest 5 more expensive 6 longer 7 highest


Answers: tiger, dog, rabbit, eagle, chicken, elephant, lion, giraffe, sheep, snake

How RU doing?• Remind Ss of the aim of this activity and the scoring

system for each ‘face’ from Unit 1 Energy Check.

• Ask Ss to draw the grid in their notebooks and tick the boxes according to their total score in each section.

• Ss then look back in their notebooks and compare their scores for Unit 1. Ask: Are they betterIthe same/worse?

• Tell them to think about what they are good at and what they need to revise. If appropriate, Ss can discuss their scores in pairs, in LI if necessary.

• Encourage them to discuss in pairs/groups how they can improve their scores. Elicit their ideas.

• Alternatively: give them some ideas. For example:

• Review Wordstore books for 2 minutes every day.

• Use the Memory Tips for ideas.

• Do their homework!

• Regularly review their lessons at home, if only for a few minutes each time.

• Remind Ss that ‘a little and often’ will help them to remember and learn better than revising for longer periods now and again, like before a test!

• See Test Book Unit 2 Test p. 14

Exercise 5

Answers: 2 South 3 north 4 river 5 lake 6 coast7 forest


Answers: Ss answers

40

UNIT 2

Song

Cultural notes:

Atomic Kitten. The original group members, Liz McClarnon, Natasha Hamilton and Kerry Katona were from Liverpool and formed the group in 1999.In 2000, Kerry announced that her boyfriend was Brian McFaden of Westlife, and soon after she left the group to have a baby Jenny Frost took her place. Right Now, Feels So Good and Atomic Kitten are their most popular albums. The Tide is High is from the Feels So Good album.

Blondie. The original US group of five members was formed in 1974 and is said to have been the greatest pop band of the New Wave Punk era. Debbie Harry was the lead singer. In 1982, one of the members of the band became very ill and the band broke up.They re-formed in 1998 and released another album in 1999.

Debbie Harry still has a successful career as a solo performer.

The Tide Is High is a hit single from their fifth album Autoamerican in 1980.

MaterialsEssential: tape. Optional: pictures/CD of Atomic Kitten and Blondie, dictionaries.

Lead in• Books closed. Hold up the coursebook and show Ss

the picture of Atomic Kitten (or a magazine picture/CD cover if you have one). Elicit/write the name of the group on the board.

• Ask: What do you know about them? What are their names? Where are they from? Do you know the names o f any o f their CDs!songs? Do you like their music?

• Elicit answers or ask Ss to discuss the questions in pairs/small groups first.

• Write the title of the song on the board, or ask Ss to cover the text in their book and look at the title.

• Check the meaning of gonna, highllow tide.

• Ask: What do you think the song is going to be about? Elicit/discuss answers.

• There is some new vocabulary in the song but Ss don’t need to know it all to do the exercises. Pre-teach essential words: e.g., to hold on, give up, tease, hurt.

Exercise 1• Read the questions with the Ss. Ss listen to the song

and read the words.

• Ss discuss their answers in pairs. Monitor to see what their opinions are.

• Nominate Ss to answer and discuss opinions with the class.

Answers: 2 Pop 3 her boyfriend

Alternatively: For Exercise 1, Ss read the questions and listen to the tape with books closed, before discussing answers in pairs. Then Ss listen and read to confirm their answers.

Or, before doing Exercise 1:Copy the song and make a gap fill activity. Delete one word every 2 lines.Ss listen and fill in the gaps alone and check in pairs.Ss then read the text to check their answers.

Exercise 2• With the text covered, ask: Do you know Blondie?

What do you know about them? When did they sing?

• Ss read the text and song alone and write their answers, before checking in pairs.

• Nominate Ss to answer and discuss question 4 with the whole class.

Answers: 1 one, 2 girl, 3 bad, 4 girl, 5 one, 6 one,7 one, 8 man, 9 girl

Exercise 3• Ss discuss the question in groups of 4-5. If possible,

Put both boys and girls in the same group to see if their opinions are the same.

• Ss report back on their opinions and Ss discuss how far they agree as a class.

Answers: 1 yes 2 yes 3 Blondie 4 Atomic Kitten

Extra activities:If you have dictionaries available, Ss can look up unknown vocabulary.

If your Ss like singing, they can sing along with the tape.

41

Unit 3 FoodFocus 1 Switch on

Cultural notes:

Student employment. It is very common for students over 16 in the UK to have a Saturday or holiday job to supplement their pocket money or college grants. They work in shops, restaurants, do newspaper delivery, pick fruit and even work in factories.

MaterialsEssential: tape, materials for 2 minute test. Optional:Flash Test 7 p. 158, dictionaries

2 m inute test: Unit 2 - What do you remember?• Write on the board, or photocopy, 6-8 True/False

sentences about South America from Unit 2 Focus 5.

• For example: 1 The Nile is longer than the Amazon. (T) 2 Buenos Aires is the biggest city in South America. (F) 3 The Andes mountains are the highest mountains in the world. (F) 4 Half of the world’s animals and insects are in Brazil. (F) 5 20% of all the world’s trees grow in the rain forest in Brazil. (T)

• Ss work in pairs/teams and write down the correct answer. Give 1 minute time limit. They must not check in their books.

• Check answers. The pair/team with the most correct answers is the winner

Unit objectives box• Use the procedures suggested for the Objectives boxes

in previous Units.

• Alternatively: ask the Ss to read the objectives and elicit examples of language from each heading. For past simple ask: What did you do yesterday I last night? For adverbs of manner mime walking slowly. For

food elicit examples of food Ss know. For ordering food check the meaning of 4to order’.

ListeningExercise 1• Ss cover the text and look at the picture and the

vocabulary in exercise 1.

• In pairs, Ss find the words in the photo and/or use their dictionaries to help.

• Elicit answers and check the meaning of the vocabulary. You can use the photo for waiter/ milkshake. Use/mime push! dr op I pour. Demonstrate/act out the meaning of fired!order, using examples.

• Model and drill the pronunciation chorally and individually, and write the words on the board.

Exercise 2• Ss discuss the questions in pairs/small groups.

• Play the tape. Ss listen. In pairs, they discuss if their answers were right.

• Monitor to see if they are confident about their answers. If not, play the tape again. Ss check with their partners again.


Answers: 1 Jason, Mark, Mickey, Storm 2 In a cafe/the Hot Spot 3 Ss answer: e.g.. Storm threw the milk shake over Jason; it was an accident.

Extra activity:Ask further questions to exploit the language in the picture. E.g. What is each person doing? What are they wearing? How are they feeling?

• Ss discuss in pairs and report back to the class.

ReadingExercise 3• Ss read the questions. Check understanding.

Highlight to be angry with someone.

• Elicit/teach the meaning of to explain.

• Do the example. Ss work alone then check their answers in pairs. Monitor to see how well they did.


Energise!You can exploit the reading and listening texts in different ways. For example: a) copy and cut up texts into paragraphs for Ss to order; b) copy and remove the first sentence of each paragraph. Ss match the sentences to the paragraphs; c) write the first sentences of the text on the board/OHT for Ss to predict what it is about; d) Ss write comprehension questions for each other; e) blank out language in the text for Ss to complete. With listening texts, Ss listen and complete; f) Ask Ss to choose 3 or 4 words/phrases they don’t know, look them up and teach them to each other.

42

UNIT 3

Answers: 2 True 3 False 4 False 5 False 6 True 7 True8 True

Gram m ar• This should be revision for your Ss. Ask them to read

the box and discuss the difference between the use of was I were in pairs.

• Nominate Ss to answer: was: singular form for Ilshelhelit; were for plural form we/they. Highlight you form is used for both singular and plural.

• Elicit the question and negative form: inversion o f subject and verb!add ‘not’ to verb.

• Ask Ss to find examples of was/were in the text in exercise 3 and check in pairs.

• Nominate Ss to answer. There is only one: Mickey was very rude.

Exercise 4• Do an example.

• Ss do the exercise alone and check their answers in pairs, giving a reason.

• Nominate Ss to answer and explain why.

Answers: 2 wasn’t 3 was 4 were 5 was 6 was

• Highlight the spelling of words ending in 1. E.g.careful = carefully.

Answers: rudely; badly; slowly; quietly; carefully

Exercise 6• Do the example. Ss then work alone and check in

pairs.

• Nominate Ss to answer. Write the answers on the board, eliciting the spelling and pronunciation.

Answers: 2 quietly 3 well 4 slowly 5 carefully 6 fast

Remember box• Write fast/good on the board. Say: He's a good singer.

Elicit/say: He sings well.

Say: He’s a fast worker. He works fast.

• Write the sentences on the board. Ss copy. Model and drill the pronunciation.

• Elicit other examples. E.g., He runs fast, he speaks English well. ...


Extra activity:Ask: What do you think? Does the cafe manager do the right thing?

Ss discuss in small groups and report back to the class.

Grammar box• With the text covered, illustrate the use of adverbs.

Demonstrate: walk slowly across the room, and then quickly. Or speak loudly, then quietly.

• Ask: How am I walking/speaking? Elicit/teach: slowly I quickly, loudly I quietly. Drill the pronunciation and write the words on the board.

• Ss read the examples in the box and identify the adverbs: politely I slowly.

• Write the example sentences from the box on the board and elicit/check the form. Adjective + ly. Write this on the board. Ss copy.

Exercise 5• Check the examples. Ss then work alone and check in

pairs.

• Nominate Ss to answer. Model and drill the pronunciation and write the words on the board.

43

UNIT 3

F o c u s 2 G r a m m a r - P a s t s im p l eMaterialsEssential: tape, dice and counters for Memory Gym.Optional: Flash Tests 8 and 9 p. 158 and 159

2 m inute tests Focus 1 - revision of adverbs• Before class, write adverbs from Focus 1 exercise 5/6

on separate pieces of paper: one or two on each paper.

• Demonstrate the activity. Mime slowly by moving/talking and elicit the answer.

• Ss work in pairs/small groups. Give one piece of paper to each group. Ss decide how they will demonstrate/mime the meaning.

• Each group mimes their word/words to the class, who guess it/them.

Grammar box• This should be revision for your Ss. They read the

first column and example sentence in the Grammar box.

• Check the meaning of called. ( to phone someone)

Think about language• Ask Ss to read the Negative I Question! Short answers

columns in the Grammar box.

• Ss discuss the rule in the Think about language box in pairs/small groups.

• Nominate Ss to answer. Elicit examples from the Grammar box and write them on the board. Include question forms here.

• Underline the contracted form: didn’t and elicit how it is made: did + not.

• Do the same for the question forms.

• Ask Ss to find examples of the question/negative forms in the text in Focus 1 and check in pairs.

• Check answers.

Answers: a) -ed; subject + did + not; did + subject

Exercise 1• Create interest. Ask: Do you use chat rooms? How

often? Who do you chat to?

• Read the instructions and do the example.

• Ss work alone, and then check in pairs. Monitor for problems.

• Nominate Ss to answer and check the meaning of the verbs if necessary. Also check Jason is a pain — Jason is not a nice person!

• Pronunciation will be focused on in exercise 3.

Answers: 2 called 3 shouted 4 wanted 5 walked6 ordered 7 arrived 8 pushed 9 dropped 10 started11 helped 12 laughed 13 picked 14 poured 15 needed

Exercise 2• Ss read the list of words/phrases on the left and find

them in the text.

• Ss match the words and check in pairs.

• Nominate Ss to answer. Drill the pronunciation.

• Ask: Are there similar: words/phrases in your language?

Answers: 2 d) 3 b) 4 a) 5 c)

Pronunciation - /t/, /d/, /id/Exercise 3• Ss read the verbs. Play the tape. Ss repeat each one

chorally.

• Pause the tape for Ss to repeat individually if necessary.

• Write the phonemic symbols and an example of each sound on the board. Ss copy.

Exercise 4• Ss read the verbs. Play the first example and elicit

which column it goes in. Drill the pronunciation and write it on the board.

• Play the tape, pausing for Ss to write down the words in the correct column.

• Ss check in pairs. Play the tape again if they have doubts.

• Nominate Ss to answer. Play the tape again, pausing for Ss to repeat.

• Write the words in the right column.

• Mark word stress and highlight words of one syllable, e.g., picked/laughed/walked.

Answers: /t/ laughed, walked, worked; /d/ ordered, poured; /id/ shouted, wanted, hated

Exercise 5• Do the example question. Ss work alone. Monitor

closely to help with problems. Check them with the class if necessary before the next stage.

• Do the example answer. Ss work alone and find the answers to the other questions and try to remember them.

44

UNIT 3

• In pairs/small groups, Ss take it in turns to ask/ answer the questions without looking back at the text.

• Nominate Ss to answer in open pairs.

Answers: 1 Mark. 2 What did Jason shout? Oi! Ugly!3 What did they order? Hamburgers and milk shakes.4 Why did Mickey drop the milk shake? Because Jason pushed him. 5 Did Jason help Mickey? No.6 What did Storm pick up? A milkshake.


Grammar box• Write the first sentence from the box on the board

and elicit the negative/question form.

• Ss check their answers in the Grammar box.

Exercise 6• Do the example. Ss then work alone/in pairs.

• Nominate Ss to answer. Check meaning and correct/drill pronunciation.

Answers: come/came, make/made, sit/sat, have/had, write/wrote, meet/met, put/put, eat/ate, give/gave, think/thought, take/took

Exercise 7• Do the example. Ss work alone and check in pairs.


Memory Tip 3• Read the box with the Ss and ask: Why is this a good

idea? (Because it uses your visual memory to help remember the words.)

• See Unit 2 for spelling rules.

Exercise 10• Model and drill the example in open pairs, eliciting

extra information.

• Elicit other time phrases. E.g., yesterday I2 days ago I last week.

• Ss take it in turns to ask/answer the questions.


M em ory Gym 7 - Past tense verbs Exercise 1• Do the example. Ss work alone and then check in

pairs/their book.


Answers: love/loved, write/wrote, look/looked, like/liked, put/put, move/moved, give/gave

Exercise 2• Check the instructions and do an example.

• Give a dice and counters to each pair/team.

• Check answers.


Answers: 2 sat 3 took 4 thought 5 went 6 ate


Find Out!Exercise 8• Ss look at the picture of Storm and Jason. Ask: What

are they doing Isay ing?

• Do the example. Divide Ss into A’s and B’s and tell them which page to look at.

• A’s and B’s work in separate groups to find the answers to the questions in their texts.

• Put Ss in pairs: A and B, facing each other. Tell them not to show their partner their text. They take it in turns to ask/answer the questions according to their text. Monitor for problems.


Exercise 9• In small groups, Ss discuss the question.

• Nominate Ss from each group to answer.

45

UNIT 3

Focus 3 Vocabulary - FoodMaterials:Essential: materials for 2 minute test. Optional: picturesof pizza, food and drink;

Photocopiable Resource 7 p. 135

2 m inute test: Focus 2 - revision of Past simplequestions/time phrases (Class survey)• Before class, write activities on separate pieces of

paper, enough for each Ss in the class. E.g., go to gym/play football/go shopping/go to the cinema/help your mum (or dad)/ read a book or magazine/write an e-mail/have a party/travel/go to the beach/ride a bicycle/go to a disco

• In class, demonstrate the activity. Write: go the gym and yesterday, two days/a week/a month ago/last Friday on the board. Elicit and drill the question and a possible answer. E.g., When did you last go to the gym? I went to the gym last week.

• Give each Ss a piece of paper. Give Ss 2 minutes to move around the class asking/answering the questions. Ask Ss to remember as many answers as possible.

• Ss report their answers back to the class.

• Correct and drill any problems with accuracy/pronunciation.

Exercise 1• With books closed, create interest in the topic and see

what Ss already know. Show Ss pictures of food/drink. Elicit the words food/drink and write them on the board.

• Ask: What’s your favourite food! drink? What food!drink do you hate? Elicit possible answers.

• Ss discuss in pairs/small groups for 2 minutes. Elicit some answers and write them on the board.

• Ask: Do you like pizzas? What’s your favourite kind? Elicit some answers.

• Ss read the questions. Give them 30 seconds to read the text alone and find the answers.

• Check the meaning of words in the Drinks section. Use pictures of orange/apple if necessary.

Answers: 1 tomato 2 garlic 3 onion 4 chicken 5 beef6 pepper 7 cheese 8 chilli 9 mushrooms 10 pineapple11 pepperoni 12 olives 13 sweetcorn 14 sausage

Extra activities:1 Bingo activitySs write down 6 food words from this page.Read out the words in random order.Ss cross their words out until they can shout Bingo!

2 Pictionary activityIn pairs/small groups, Ss select food words to draw for their teams. They must not mention the name of the food.One person from each team draws the item for their team. The team to shout out the correct word first wins a point.


• Nominate Ss to answer. Check the meaning of toppings.

Answers: 1 Create your own 2 You choose the four toppings you want.

Exercise 2• Ss look at the pictures. Elicit one or two examples

and drill the pronunciation.

• Ss work alone/in pairs and write down the answers.

• Nominate Ss to answer and model/drill the pronunciation.

46

UNIT 3

Focus 4 Communication - Order foodMaterials:Essential: cassette, food words for 2 minute test.

2 m inute test: Focus 3 - food vocabulary(Hot seat)• Before class, make a list of food words from Focus 3.

• In class, divide Ss into 2, 3 teams: A, B and C, and number each Ss: 1, 2, 3 etc.

• Do an example. Write cheese on the board. Give/elicit examples of clues to guess the word. E.g., It starts with ‘c I t ' s got 6 letters.

• Call team member A1 to sit in the ‘hot seat’ with his/her back to the board so he/she can’t see the word.

• Write a food word on the board. A’s team shouts out clues (without saying the actual w7ord!). If A1 guesses the word, his/her team get a point. If he/she spells it correctly, they get 2 points. Do the same with Bl, Cl etc.

• The team with the most points wins.

Tip: use this game for any vocabulary.

Exercise 1• Ss cover the text and look at the picture. Ask: Where

are they? Who’s there? What are they doing?

• Ss read the dialogue quickly. Check That’s gross (That’s disgusting in informal language).

• Play the tape. Ss work alone and check in pairs.

• Play the tape again if necessary.


• Check the function of: What would you like?I I ’d like (a polite way o f saying: What do you want!I want, used to offer!say what you want.) Tell Ss that I ’d like =I would like.

Answers: 2 Hot and Spicy 3 vegetarian 4 Create your Own 5 cheese 6 chillies 7 peppers 8 sweetcorn9 pineapple

Exercise 2• Ss write the dialogue in the correct order and check


• Check the meaning/use of ‘How about you? vs ‘ What about you? They are both informal ways of saying What would you like?

• Drill the pronunciation of each line.

• In groups of 3, Ss take it in turns to take each role and read the dialogue.

• Nominate groups to act out the dialogue from memory, if possible. Correct any problems.

Answers: b) e) c) a) d)

Remember boxBefore Ss start the roleplay, Ss read the box. Check the difference and drill the 2 sentences.

Roleplay - Ordering pizzas Exercise 3• Tell Ss to look at the pizza menu. Elicit a sample

dialogue.

• Ss take it in turns to be the waiter and write down the customers’ order.

• Make notes of any errors of accuracy.

• Write problem sentences on the board. Ss correct them in pairs. Check answers.

M em ory Gym 8 - Food (SB p.119)Exercise 1• Do an example. Ss work alone and then check with a

partner/in their books.

• Check answers and spelling if necessary.

Answers: Drinks: orange juice, milk shake, mineral water. Meat: sausages, beef, chicken; Vegetables: tomatoes, mushrooms, onions, peppers, chillis, sweetcorn, garlic; Other: crisps, chocolate, olives, pepperoni

Exercise 2• Do the example. Ss then test each other in pairs/small

groups. Monitor for problems.

• Ss check back in their books to see if they were right.

• Nominate Ss to answrer in open pairs.


47

UNIT 3

Focus 5 Skills - Fast food facts

Cultural notes:

Earl of Sandwich. 1718-1792. The 4th Earl was a British politician and corrupt first Lord of the Admiralty during the American Revolution. The Sandwich Islands, now Hawaii, were named after him. His name was given to the sandwich after he spent 24 hours at a gaming table without other food.

Naples is an Industrial port and 3rd largest city in Italy. The island of Capri is in the Bay of Naples, and Mount Vesuvius overlooks it.

Hamburg is the largest inland port in Europe and situated on the Elbe near the northern coast of Germany.

MaterialsEssential: tape; large pieces of paper for the survey:exercise 9 and the Writing Gym.Optional: world map, dictionaries,Photocopiable Resource 8 p. 136

2 m inute test: Focus 4 - revision(Jumbled dialogue/sentences)• Write the following dialogue on the board. Ss copy.

(Or photocopy it and hand out)

a like Hawaiian please I’d yesto like what you would drink OK... and?order are ready you to?Certainly, about how you and? have please can Vegetarian I a? please milk shakes two

• Ss rewrite the dialogue in the correct order alone or in pairs. Give 1 minute.

• Check answers and drill the dialogue if necessary.

ReadingExercise 1• Books closed. Write: Where are the texts from? What

are they about? on the board.

• Hold up the book and show Ss the texts/pictures. Say: You have 15 seconds to look at the titles!pictures and answer the questions. After 15 seconds, Ss close their books.

• Be strict about the time limit so that Ss don’t read the texts in detail.

• Give Ss 2 minutes to Ss discuss their answers in pairs and write a prediction for each text.

• Elicit some of their predictions and write them on the board.

Answers: 1 a magazine 2 food 3 Ss answers

Exercise 2• Give Ss 2 minutes to read the texts alone and check

their predictions. Again, be strict about time limits.


• Check predictions with the class.

Exercise 3• Ss discuss the meaning of the words in pairs/small

groups. Tell them to use the pictures/their dictionaries to help them.

• Check the meaning and pronunciation. Highlight the use of the verb to be with hungry and write it on the board. Ask: What do you do when you’re hungry?(You eat!)

• Elicit/teach a piece of ... bread/meat.

Exercise 4• Ss read the questions.

• Give Ss 4 minutes to read the text alone and write the answers. Ss check answers in pairs. Monitor for problems.


Answers: 2 He put a piece of meat between 2 pieces of bread 3 The South American Indians 4 They thought they were poisonous 5 fries 6 fish and chips7 Raffaele Esposito - an Italian 8 Because he invented it for Queen Margherita of Naples.

ListeningStudy skills - Listening• Read the box with the Ss. Discuss the ideas with Ss,

in LI if necessary. Emphasise that they don’t need to understand/write every word - only the main facts.

Exercise 5• Ss read the question. Check understanding.

• Play the tape. Ss listen and then discuss their answers in pairs/small groups.

• Nominate Ss to answer but don’t correct them yet. Tell them they will hear the tape again.

Answers: 1 It’s about (the history of) hamburgers.

48

UNIT 3

Exercise 6• Tell Ss to follow the instructions in the Study skills

box and note down one-word/short answers.

• Play the tape. Ss write their answers while they listen and then check in pairs. Monitor closely at this point. Play the tape again if Ss still have doubts.


• If possible, show Ss a world map to check where Hamburg is.

• Discuss whether hamburgers are popular in their country.

Answers: 1 Hamburg (in Germany) 2 (minced) beef3 1904 4 1948 5 5 billion a year 6 French fries

SpeakingExercise 7• Read the instructions with Ss. If necessary, check

survey (a questionnaire to collect information!people's opinions).

• Do the example and elicit examples of fast food.

• Divide Ss into groups of equal numbers, if possible. Name each group: A, B, C etc.

• Give 4—5 minutes for groups to write their questions. Monitor to check them for accuracy.

Exercise 8• On the board draw the following table for Ss to copy:

name name name name

Question 1

Question 2

Question 3

• Ss take it in turns to ask/answer the questions and note down answers in their table.

• Do class feedback to find out what is the most popular food, etc.

Exercise 9• Ss return to their original groups. Read the

instructions and example with the Ss.

• Give Ss 10-15 minutes to prepare/write up their report. Monitor closely to help with spelling/grammar problems.

• Display the reports around the room for Ss to read. Then discuss similarities/differences.


W riting Gym 3 - A fact fileWriting Tip• Read the Tip with the Ss.

• Alternatively: write an example from each group on the board. Ss discuss the plural forms/spelling changes. Ss then read the box to check answers.

Exercise 1• Ss write the answers, using the Tip to help them.

Check answers and elicit the spelling.

Answers: 2 sausages 3 beaches 4 heroes 5 wishes

Exercise 2• Ss read the text and write the answers.

• Nominate Ss to answer. Ask: Do you eat Eggy/bread in your country?

Answers: 2 eggs 3 names 4 countries 5 Centuries

Exercise 3• Read the instructions and plan with the Ss. Elicit

some favourite foods and answers to the questions in the plan.

• Use computers/the school library if you have these facilities. Otherwise, provide the information yourself.

• While Ss prepare their draft, monitor closely. Encourage Ss to use you/their colleagues for support.

• If necessary, Ss research and write a draft for homework and bring it to .class for Exercise 4.

Exercise 4• Again, monitor closely while Ss check their draft.

Remind them of SNIP and ACE. (see Writing Gym 1).

• Ss can write a good copy in their notebooks or on large pieces of paper.

Extra activity:Ss bring in pictures/make drawings to stick on their Factfile, or add these at home. Display Ss work on the classroom walls. They read them and ask each other further questions.

In feedback, discuss if they found out anything new or if they agree/disagree with what they read.

49

UNIT 3

Energy Check

Gram m arExercise 1

Answers: 2 He writes carefully. 3 Mark plays well.4 Mary runs fast, 5 She teaches brilliantly. 6 Martin works fast.

Exercise 2

Answers: 2 was 3 went 4 walked 5 stopped 6 didn’t want 7 ordered 8 asked 9 didn’t arrive 10 arrived11 laughed

Exercise 3

Answers: call, dropped, go, wrote, come, put, give, ate, sit, made, think, met, push, arrived


Answers: 1 peppers 2 tomato 3 cheese 4 sweetcorn5 mushrooms 6 chilli 7 pineapple 8 pepperoni9 olive


Answers: 2 e) 3b) 4f) 5d) 6a)

How RU doing?• Use suggested ideas from Energy Check Units 0-2.

• Ask Ss if they have used any of the ideas for revisinglanguage from Unit 2.

• If time, Ss could work in pairs/groups to make a poster with some ideas for revision activities.

• Ss who are regularly getting low scores probably need some advice, support and encouragement. Have individual tutorials for a few minutes to see what can be done, while the rest of the class is working on an exercise/activity on their own.

• See Test Book Unit 3 Test p.21

• See Skills Test Units 1-3 p. 27

50

UNIT 3

Culture Bite - Part-tim e work

Cultural notes:

In Britain, many teenagers have part-time jobs. They usually work on Saturdays and/or Sundays in cafes, restaurants, shops and many other places. Teenagers often deliver newspapers too. It is also possible to get work in the summer holidays. The minimum wage for under-18s is £3.80.

Extra activities:Ss work in pairs and prepare a job advertisement and question to ask at an interview. E.g., Do you like people? Can you work on Saturdays? How many hours a week can you work? Ss sit with another pair and interview them both for the job. Each pair decides who would be best for the job.

You can display the job advertisements around the class.

MaterialsOptional: pictures of people doing different jobs

Lead in• Create interest. Books closed. If you have them, show

Ss the pictures of different jobs (if not, books open and look at the pictures on the page). Elicit what kinds of jobs they are and what the job involves. Ask Ss if they could do these jobs or would like to.

• Check the meaning of part-time. Ask: Do you work everyday? - No.

• Model and drill the pronunciation and write the new words on the board.

Exercise 1• Tell Ss to read the texts, including the Culture File,

and answer the questions alone. Give a one minute time limit. Ss check in pairs.

• Ask further questions. E.g., Why didn't Lauren like the job in the supermarket? What does she mean when she says she ‘has a laugh’?

Answers: 1 in a fast food restaurant 2 15 hours a week 3 CDs and clothes 4 in a supermarket5 because she’s got exams

Exercise 2• Ss read questions 1 and 2. Elicit some ideas and write

them on the board.

• Ss discuss the questions in small groups. Monitor for questions/problems.


• Elicit facts which are the same or different from Britain in Ss own country.

51

PROJECT

Projects 1 and 2 - A meal in a minute!See Introduction for general instructions on projects• Decide if you want the Ss to do one or both projects.

You may decide to do only one, but allow Ss to choose which one they do. Alternatively, you may suggest that Ss do one in class and the other in their own time.

• Note: Project 2 involves more creativity and less writing.

Project 1 - Food, glorious food.Aim: To encourage Ss to talk and write about food in a creative way.

Language used: 1 Food vocabulary 2 present simple to talk about likes 3 adjectives to describe food

Time needed: 45 minutes

MaterialsEssential: large pieces of paper for final display and smaller pieces for drawing/writing; coloured pencils/crayons, scissors, glue, pictures of food Ss are familiar with. Optional: glossy food magazines to cut up, dictionaries.

Cultural notes:

The title: ‘Food, glorious food’ is the name of a famous song from the musical Oliver. The musical was based on the book Oliver Twist by Charles Dickens.

1 G enerate in terest in the topic• Before you do this project, ask Ss to bring in pictures

of their favourite food/food magazines for this class.

• Explain to Ss what the overall aims of the Project work in the coursebook are, including the opportunity to publish/display their work publicly.

• Ss read the heading/title and look at the picture.

• Elicit/check: A meal in a minute and glorious.

• Read and check the instructions with the Ss so that they are clear about what they have to do.

• Elicit some examples of their favourite food and write them on the board. Use some of your/the Ss’ pictures if possible.

2 A llocate groups• Organise Ss into groups of 3 ^ , depending on

whether there are odd/even numbers of Ss.

• Check instructions again and write time limits for each exercise (1-3) on the board so that Ss know how fast they have to work: exercise 1: 5 minutes; Exercise 2: 10-15 minutes; Exercise 3: 20-25 minutes

3 Procedural notesExercise 1• Give Ss 5 minutes to decide on their two favourite

foods and their perfect meal. Tell them they can look in their books for words, or ask you, if they don’t remember.

• Monitor, and provide help with language and ideas as needed. Encourage Ss to use their English as much as possible by prompting them to say words they know in English if you hear them saying them in LI.

• Also check throughout the activity that all Ss are involved. Make a note of groups/individuals who work well together and changes you will make in future project work.

Exercise 2• Show them the paper they will get later to make their

final poster display. Remind them they will have to leave space on their poster to add their descriptions of their favourite food.

• Distribute food photos and/or food magazines and scissors if available. If Ss have not brought any materials themselves, give out paper/coloured pens for them to draw their favourite food.

• Ss collate their drawing and ‘design’ their poster. Give each group a large piece of paper and glue.

• Give Ss 10-15 minutes for this stage. Monitor closely and adjust the time limit as necessary.

Exercise 3• Ask: What’s your favourite food? Elicit some answers.

Ask: Why? Elicit answers and be prepared to provide vocabulary Ss need. E.g. Because it’s delicious/I love sweet things ...

• Give Ss 10 minutes to write a draft copy of their description in their notebooks. Monitor closely to provide individual help with language/accuracy.

• Also remind Ss to check the accuracy of their work together, as they do when writing drafts/clean copies in Writing Gyms. Prompt them to correct any glaring errors without discouraging them too much.

• Distribute smaller pieces of paper for Ss to write up a good copy for the poster. Give a time limit of 10 minutes. Again, monitor closely to ensure there are not too many errors on the final display.

• Ss stick their descriptions on the poster.

• Keep reminding Ss of the time limits so that they finish at the same time.

4 Rem inder of display options• When Ss are satisfied with their project, display it on

a classroom noticeboard/wall if possible. Ss can then walk around and read each other’s projects.

• Discuss with the class which ‘perfect meals’ they liked and why.

52

PROJECT

• Give feedback on what you liked about their projects.

• If necessary, do any revision of language problems related to the project that Ss had.

5 Follow up ideas• Discuss ways of presenting the project to the

school/world via a display on school noticeboards, a class/school magazine or on a class/school webpage. They may have their own webpage or want to show it to family and friends.

• Tell Ss who particularly enjoyed the project that they can do another similar one at home to include in the magazine/webpage.

Project 2 - Sell it to the world!Aims: To give Ss the opportunity to discuss and design a meal.

Language used: 1 Food vocabulary 2 Depending on the slogan they wrrite: comparatives/superlatives/imperatives/ modal verbs must/should.

Time needed: 45-60 minutes

MaterialsEssential: paper, coloured pens, scissors, glue. Optional: magazine meal adverts; meal packets/boxes

1 G enerate in terest in the topic• Books closed. Show/distribute examples of magazine

meal adverts/packets if possible. Ask: What’s the name o f this meal? What’s in it? What’s the slogan?

• Note: These could be in the Ss’ LI if none are available in English.

• Books open. Ss look at the title/picture/slogan. Ask the same questions as above.

• Read the instructions and check that Ss understand what they have to do.

• Elicit/brainstorm ideas for meals Ss could invent.

2 A llocate groups• Divide Ss into groups of 3-4. If possible, allow them

to choose who they want to work with.

• Check instructions again and write time limits for each exercise (1-3) on the board so that Ss know how fast they have to work: Exercise 1: 1-15 minutes; Exercise 2: 20-25 minutes; Exercise 3:10 minutes

3 Procedural notesExercise 1Allow 15 minutes to discuss their meal in a packet and make notes.

• Remind them they will write the ingredients of their meal on the packet. Monitor and provide language/ideas as needed

Exercise 2• Write a breakdown of the time limits for this exercise

on the board. E.g., a) 5 minutes b) 10-15 minutesc) 10-15 minutes.

• Tell Ss to make a draft drawing/design of how their packet will look before they make the final clean copy.

• Provide magazines/pictures/paper/pens/glue/scissors to each group.

• Ss work through the exercise. Monitor closely to provide help as needed.

• When Ss are ready, give them a large sheet of paper to make their final copy.

4 Rem inder of d isplay optionsExercise 3• Display the packets around the classroom. Ss walk

round and discuss the question: Do they want to buy it?

• Discuss Ss opinions with the class.

• Give feedback on what you liked about their projects. If necessary, do any revision of language problems related to the project that Ss had.

5 Follow up ideas• If Ss are happy with their packets, discuss other ways

of presenting them to the school/the world, as in Project 1.

• Note: If you want Ss to make a project book or class magazine at the end of term/the coursebook, store their projects in a safe place.

53

Unit 4 CrimeFocus 1 Switch on

Energise!Use a vocabulary bag as a resource for a wide variety of vocabulary revision games and activities. Write new words/expressions on slips of paper and put them in a big envelope/plastic bag and keep it in the classroom if possible. Pin it to the wall or a noticeboard. You can then use the words for games like those already suggested for 2 minute tests, e.g., Hot Seat and the Board Rush and Word Grab activities suggested in the 2 minute tests in this Unit. Or Ss can write stories incorporating 6-7 words from the bag. They read out the stories and other Ss guess which words were incorporated.

Cultural notes:

John Lennon (1940-1980) first became famous as a member of the Beatles in the 1960s. He was responsible for writing at least half of all the music for the group. In 1970 the Beatles split up and each member embarked on a solo career. His best-known songs include Strawberry Fields Forever and Imagine. He was shot by a crazed fan in 1980 near his flat in New York and died the same day.

Yoko Ono was John Lennon’s second wife. The pair met in 1966 at one of Yoko’s shows - she was an experimental artist working in the emerging genre of performance art. Their meeting and subsequent romance has been credited with breaking up the Beatles. Today, Yoko is an artist and musician in her own right.

Mark Chapman is known the world over as the man who killed John Lennon. He had a life-long history of mental illness and instability. Though a fan of Lennon, he apparently became angry with him for becoming a “phoney”. After shooting Lennon, he sat and did nothing and, when questioned, didn’t deny committing the murder. He has been in prison since 1980.

Material:Optional: dictionaries

2 m inute test: Unit 3 - revision of past simple(Change places if...)• Ideally you need space for a circle of chairs but if

not, see below.

• Demonstrate the activity. Stand in the circle and give an example using the past simple. E.g., say: Change places i f you ... went to the cinema!a disco!shopping last weekend.

• All Ss who did this stand up and run to change places. You sit down on one of the empty chairs. One student will be left in the middle.

• This student must then ask a similar question using the past simple. Do another example if necessary and help Ss who can’t think of one. You can then withdraw from the game and take one chair away.

• Let the game go on until Ss are running out of ideas. Expect a lot of fun and noise!

• If you can’t put Ss in a circle, tell them to stand up and step forward. The last person to do this must ask the next question.

Tip: You can use this activity to practise other tenses.E.g., present simple, going to, present continuous forfuture arrangements.

Unit objectives box• Draw Ss’ attention to the objectives of the unit in the

box. Use one of the ideas suggested in Units 0-3 to exploit it.

Exercise 1• Ss look at the picture in their books and cover the

text. Create interest. Ask: Why was he famous? What band was he in? Do you know any o f his music?

• In pairs, Ss discuss the answers to questions 1 and 2. Nominate Ss to answer and give their ideas.

Exercise 2• Ss discuss the meaning of the words in pairs/small

groups, using dictionaries and the pictures to help.

• Elicit/check the meaning and pronunciation of the words. Use pictures, mime and drawings to check: gun!shoot!arrest.

• Elicit/teach past simple form of shoot (shot).

• Check: fan. Ask: Do fans like a famous person or hate them? ( They like them.)

• Highlight the difference between sign as a verb and sign as a noun, E.g. We sign our name on forms but we stop at a traffic sign.

54

UNIT 4

• Check pronunciation of to record (verb) and a record (noun).

• Alternatively: prepare some definitions of the words. Display them round the classroom. Ss walk around with their books and find the right definition to match the words.

• Check meaning/pronunciation as suggested above.

Exercise 3• Give Ss 75 seconds to scan the text and find the

information. Tell them not to read in detail - just to find the information. Be strict about the time limit to prevent Ss from reading in detail.


• Nominate Ss to answer

Answers: See Culture notes. Sean Lennon is JohnLennon and Yoko Ono’s son.

Exercise 4• Ss read the statements. Give them 3-4 minutes to read

the text alone and order them.

• Ss check their answers in pairs. Nominate Ss to answer.

• Check any other vocabulary Ss are not familiar with.

Answers: 2 e) 3 f) 4 b) 5 c) 6 a)

Vocabulary - DatesRemember box• Ss read the box. Model and drill the pronunciation of

the dates if needed.

• Elicit and drill examples of the other months and today’s date.

Exercise 5• Ss write the dates and check in pairs. Monitor closely

to help with problems.

• Ss take it in turns to say the dates.

• Nominate Ss to answer. Correct/drill further if necessary.

Answers: 1 the tw?enty-first of October, nineteen ninety-nine 2 the first of January, two thousand and six 3 the ninth of August, nineteen sixty-eight 4 the sixteenth of September, eighteen eighty-three.

Exercise 6• Do the example and elicit some answers.

• Check the meaning of ‘important date in history’. E.g., the assassination of President Kennedy/John Lennon.

• Ss take it in turns to ask/answer the questions in pairs.

• Ss report back to the class on their partner’s dates.

Extra activity:Ss write 3 or 4 more important dates - either personal/historical. In pairs/small groups, the other Ss look at them and ask questions to guess why they were important. E.g., Was it when you were at school? Did it happen to you or another person? Was it the date o f the Beatles first record?

Com m unication - Tell a storyExercise 7• Read the instructions and check the list of time

phrases, especially twelve days later I the next day I In the end.

• Ss reconstruct the story from exercise 4 in pairs/small groups. Tell them to cover the original text.

• Nominate pairs/groups to re-tell the story to the class. The other Ss listen and correct/add details where necessary.

Extra activity:Ss write the story from memory and then check it with the original text. Or Ss write it for homework as a follow up to Exercise 7.

55

UNIT 4

Focus 2 Grammar - Past continuous

Cultural notes:

The Millennium Dome was built especially for the millennium in London and is the largest of its kind in the world. It could contain the Eiffel Tower on its side or the Great Pyramid of Giza. The Greenwich Meridian Line runs through the site. It is now an arena with 20,000 seats.

The robbery took place in November 2000.Four men were found guilty of the failed attempt to steal the diamonds and were jailed for 15 to 18 years.

MaterialsEssential: material for 2 minute test, cassette. Optional: dictionaries, Flash test 10 p. 159

2 m inute test: Focus 1 - revision of dates (Board rush)• Before class, select 10-12 dates like those in Focus 1

Exercise 5. E.g., 20th February, 1969.

• In class, put Ss into teams of 4-6 and give each team member a number.

• Do an example. Shout a number. Ss with this number have to represent their team.

• Then say a date, e.g., February the twentieth, nineteen sixty-nine. The representatives run to the board and write the date in words.

• Organise the board into columns for each team and, if necessary, say the date twice.

• Give teams 1 point for the correct date and another point for correct spelling.


Tip: this activity can be used for any vocabulary. Instead of saying the word, you can define it. Representatives then run and write the word on the board.

Grammar box• Ss cover the Grammar box. Write on the board

President Lincoln was watching a play at 10.00 pm.

John Wilkes Booth shot him at 10.05 pm.

• Tell Ss to look at the Think about Language box.

Think about language• Ss read the box and the timeline.

• Point to the sentences on the board. Ask: Are the sentences in the present or past? ( the past) Ask: What are the tenses called? (past continuous/past simple.)

• Check meaning/use. Ask: Which was the long action?(was watching) Which was the short action? (shot) Which action began first? (watching) Which action was interrupted? (watching)

• Check the form of the past continuous. Ask: How do we form the past continuous? Ss read the Grammar Box and discuss the question in pairs.

• Check the answer: the past tense of the verb to be + verb-ing (present participle). Write this on the board.

Exercise 1• Do an example from the John Lennon text: was

living.

• Ss read the text alone, find the verbs and then check their answers in pairs.

• Nominate Ss to answer. Check the form. Ask: Is it singular or plural? Is it positive, negative or a question?

Answers: were waiting; was waiting; were going; was still waiting; was turning; was reading

Exercise 2• Ss check the words in pairs, using the

pictures/dictionaries.

• Check meaning and form. Ask questions like: What do we call a person who steals things? (A thief) What’s the plural? ( Thieves) What do the police do when they catch a thief? ( They arrest him.) Is arrestregular I irregular? (Regular) What’s the past tense o f drive? (Drove)

• Model/drill the pronunciation of the words and write them on the board; e.g., a thief I thieves; drive/drove.

Exercise 3• Ss cover the article and read the headline. Ask a

prediction question: What’s the text about?

• Ss discuss their predictions in pairs. Elicit some ideas.

• Give Ss 2 minutes to read the article and check their predictions.

• Ask checking questions like: Where was the diamond? (In the Millennium Dome I in London.) Did the police know the thieves were there? ( Yes.) Did the thieves steal the diamond? (No.) What did the police do?( They arrested the thieves.)

• Ss work alone and write the verbs in the past continuous, then check in pairs/small groups.

• Nominate Ss to answer. Write the answers on the board. Ask: Is it singular I plural!positive! negative/a question?

56

UNIT 4

Answers: 2 were trying 3 were waiting 4 drove 5 were watching 6 weren’t wearing 7 were hiding 8 were trying 9 arrested 10 was waiting

Pronunciation - Weak and strong formsExercise 4• Ss read the verbs in the table.

• Play the tape. Ss listen. Ask: Can you hear the difference? Play the tape again if necessary.

Exercise 5• Read the instructions and play the first example.

• Play the tape. Ss write their answers and then check in pairs. Play the tape again if necessary.

• Nominate Ss to answer. Play the tape after each answer and drill the pronunciation, chorally and individually.

• Ask: Which forms are weak!strong? Weak: positiveI question forms. Strong: negative!short answers.

• Ss practise saying the sentences in pairs.

Answers: 2 strong 3 weak 4 strong 5 weak 6 strong

Exercise 6• Model and drill an example. What were you doing at

7am today? I w as.....

• In pairs, Ss take it in turns to ask/answer the questions. Monitor closely to provide help.

• Nominate Ss to answer in open pairs. Correct and drill further if necessary.

Think about language• Read the box with the Ss and/or write the sentence

on the board.

• Ss discuss the rule in pairs. Check the answer.

Answers: past simple

Find out!Exercise 8• Read/check the instructions and the example.

• Model/drill the example questions/answers.

• Put Ss into pairs: A and B. Tell them to face each other and not show their books to each other.

• Give Ss 2 minutes to read the information they have and think about the questions/answers or A’s and B’s could prepare these together first.

• Ss take it in turns to ask/answer their questions and take notes.

• Monitor closely to help and make sure they are not showing each other their information. Make notes on common errors of accuracy/pronunciation.

Exercise 9• Write the question headings on the board and

elicit/write notes about Mickey.

• Ss copy the headings and discuss/check their notes from Exercise 8 in pairs.

• Re-group Ss to discuss the question: Who deleted the addresses?

• Elicit/discuss Ss answers with the class.

• Write problem sentences on the board. Ss correct them in pairs/small groups. Check.

Answers: Mr Ansell was using the computer - no one else was, so he erased the students’ names. He did it by accident. The school changed the software after the accident so it didn’t happen again.



Answers: 1 were stealing 2 were watching/tried3 drove/were hiding 4 weren’t wearing/arrested5 was escaping/arrested


57

UNIT 4

Focus 3 Vocabulary - Public places

Cultural notes:

The National Gallery is one of London’s most famous art galleries in Trafalgar Square.

Covent Garden was a famous food market until the 70s but is now a popular shopping and tourist centre with street performers.

MaterialsEssential: material for 2 minute test; Optional: small classroom objects for exercise 3, Photocopiable Resource 9, p. 137.

2 m inute test: Focus 2 - revision of past continuous (Class survey/mingling activity)• Before class, write dates/times on small pieces of

paper, one for each S. E.g., Last Saturday night/8.00 last night/12.30 pm yesterday/7.00 am this morning/ an hour ago/two weeks ago/on your birthday.

• In class, write an example on the board and elicit/drill the question and answer: What were you doing on/at...? I was ...

• Give one paper to each S. They move around the class, asking/answering questions.


Lead in• Ss look at the map. Ask: Where is it? Which places

can you see?

• Elicit what Ss know about the famous places in London.

Exercise 1 and 2• Check the pictures/labels and drill any difficult words.

Answers: 1 theatre, 2 hotel, 3 cinema, 4 Post office,5 police, 6 art gallery, 7 library, 8 park, 9 museum, 10 train station, 11 underground (tube) station, 12 market

Memory Tip 4• Read and discuss the tip with the Ss. Elicit more

examples from the map/pictures.

• Ss copy the matching words/places from Exercise 1.

Exercise 3• Demonstrate the activity to revise the prepositions.

E.g., Use a pen/some books. Put a pen in different places on your desk. Ask: Where s the pen? Elicit/drill answers: I t’s next tolbehindlin front of.... the book(s).

• Ss work in pairs.

• Monitor and help as necessary.

• E.g., if possible, give Ss extra small objects to use: rulers, pencils, erasers, scissors, glue.


Exercise 4• Do an example: Where's the National Gallery? I t’s

opposite/next to I on the left of. ..

• In pairs, Ss ask/answer their questions about the map. Monitor closely to help with problems.


Extra activity:In pairs/small groups, Ss draw a map of their town centre/area and mark some places on it. They work with another group, asking and answering questions about the places.

See Photocopiable Resource 9 p. 137

Mem ory Gym 9 - PlacesExercise 1• Do the example. Then Ss write the words. Remind

them not to look back in their books.

• Ss check in pairs/their books.

Answers: A: 1 square 2 park 3 market 4 theatre5 museum 6 hotel 7 cinema 8 gardens 9 library;B: 1 art gallery 2 underground station 3 police station 4 post office 5 train station

Exercise 2• Elicit/drill the example. Ss work in pairs.



58

UNIT 4

Focus 4 Communication - Directions

Cultural notes:

Lyceum Theatre was built in 1809, it is one of London’s oldest and most traditional theatres.

The Lion King has been the long-running musical based on the Disney cartoon feature film.

Charing Cross is regarded as the centre of London for the purpose of calculating distances from other towns.

London Underground The first one built in the world and still the longest: 400 kilometres.

Savoy Hotel opened in 1889 and noted for its rich and famous guests.

MaterialsEssential: cassette.

2 m inute test: Focus 3 - public places vocabulary (Word grab)• Before class, prepare word cards with names of

public places from Focus 3. E.g., library.

• In class, stick the cards on the board (or around the walls/on the floor, if space).

• Ss walk around and check the meaning with partners.

• Call out matching words, e.g., books. Ss have to run and grab the word that matches: library.

• Alternatively: put Ss into 2 teams. One team calls out a matching word and the other team have to consult and send a team member to grab the right word.

ReadingExercise 1• Create interest via the picture. Ask: Who are they?

Where are they? What are they doing?

• Ss read the questions. Check understanding.

• Ss work alone, and write the answers to the questions.

• Ss check answers in pairs.


• Check the function of Would you all like to come for lunch? (an invitation).

Answers: 1 The Lion King 2 The Lyceum 3 They are a birthday present from Storm’s mum. 4 They’re going to have a birthday lunch with Storm.

Exercise 2• Do the example. In pairs, Ss find and check the other

phrases.


Answers: 2 turn left 3 turn right 4 walk along

Exercise 3• Ss read the instructions and find the places alone/in

pairs. Nominate Ss to answer.

Answers: 1 Trafalgar Square 2 The Photographer’s Gallery

ListeningExercise 4• Check the instructions. Play the tape. Ss listen and

follow on the map. Ss check in pairs. Play the tape again if they are not sure.


Answers: 1 Nelson’s column 2 Leicester Square3 Royal Opera House

RoleplayExercise 5• Model and drill the example dialogue in open/closed

pairs.

• Ss take it in turns to be Ss A and ask for directions. Monitor closely and take notes on recurring problems.

• Do feedback in open pairs. Write problem sentences on the board. Ss correct in pairs.

• Check answers.

M em ory Gym 10 - Directions and prepositions

Exercise 1• Do an example. Ss then do the exercise alone,

without looking back in their books.

• Ss check in pairs/in their books.

• Check answers with the class.

Answers: 1 in 2 on 3 out of 4 into 5 across 6 off7 turn left 8 turn right 9 through 10 opposite11 along

Exercise 2• Do an example. Ss work in pairs. Do feedback in

open pairs.


59

UNIT 4

Focus 5 Skills - A storyMaterialsEssential: materials for 2 minute test, cassette.

2 m inute test: Focus 4 - revision of directions(Dictation)• Before class, prepare one or two short sets of

directions about how to get to local places, e.g., the post office. Go out o f the school, turn left, walk along the street. Take the third road on your right. What’s on your left?

• In class, dictate the directions. Ss write them down and then check answers in pairs.

• I f you have a stronger class, Ss could write their own directions in pairs/teams. They read them out to the other teams, who guess the place.

ReadingExercise 1• Ss find the vocabulary in the pictures and check in

pairs, using their dictionaries if necessary.

• Check meaning. Ask: Where is there a light? (In picture 1.) Where did they run in picture 7? (Along a corridor.)

• Model/drill the pronunciation, and write the words on the board.

Exercise 2• Ss look at the pictures again and discuss the question


• Elicit their ideas.

Example answers: It’s about a murder/a robbery in a theatre.

Exercise 3• Ss read the sentences and check any problem

vocabulary with Ss.

• Do the example. Ss then work alone before checking their answers in pairs.

• Don’t check the answers here. This is done in Exercise 4.

ListeningExercise 4• Play the tape. Ss listen and check their answers to

Exercise 3.


Answers: 2 B) 3 A) 4 C) 5 G) 6 H) 7 E) 8 F)

Exercise 5• Play the tape and check the first example. Ss write 7

don’t believe you!’T it’s true!’ for Picture 1 in their notebooks.

• Play the rest of the tape, pausing it to give Ss time to write.

• Ss check their answers in pairs. Monitor to see how well they did. Play the tape again if necessary.

• Play the tape again to check Ss’ answers. Drill the speech bubbles chorally and individually.

Answers: 1 It’s true. 2 It’s my money! Where is it? 3 It isn’t your money! It’s the children’s money! 4 I can kill you. 5 Help me! 6 Ow! 7 Come with me! 8 Oh no!

Study Skills - Speaking• Read the box with the Ss and discuss the ideas. Use

LI if necessary

• For point 3, ask: Why is this a good idea? (Because it helps you to be more accurate when you speak, to use the right words, tenses, etc J

• Tell Ss they will now practise these ideas.

SpeakingExercise 6• Read the example. Ss then take it in turns to be A, B

and C and tell the story.

• Nominate groups to act out their story to the class. Vote on the best ‘performance’.

• Alternatively: Ss write notes about their roles and rehearse first, in order to help them to memorise the story. Then they re-tell and act out the story from their notes.

Exercise 7• Ss read the ideas for the next part of the story. Check

any unknown vocabulary

• Tell Ss they can use their own ideas, or the ideas from the book.

• Ss work in pairs/small groups and discuss/make notes about the end of the story.

• Ss practise the sentences in their heads and then rehearse it with each other to prepare for exercise 8.

• Monitor closely to provide help/advice if needed.

Exercise 8• Nominate Ss to tell their story to the class.

• Make notes of common problems to deal with in feedback.

• Have a class vote about the best ending to the story.

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UNIT 4

• Write problem sentences on the board. Ss correct them in pairs/small groups.

Extra activities:1 Ss write their ending to the story for homework. 2 Ss write up the ending to the story. As they do this, one person from each group records it on cassette (outside the classroom). The teacher writes notes/questions as they write, or collects the cassettes and prepares the questions for the next class. Ss then all listen to the stories and answer the questions set by teacher.

Exercise 3• Read the instructions and the Plan with the Ss.

Highlight the use of direct speech here to make the story more interesting and dramatic. Also check the linking words Ss can use: thenlnextlafter that.

• Ss use their notes from Focus 5 p.48 and write a draft of the end of the story.

• Monitor closely to help Ss with problems/ideas. Also encourage them to collaborate and help each other.

Answers: Ss answers.

W riting Gym 4 - A storyWriting Tip• Read the Tip with the Ss. Write ‘Hello,’ he said.

'What’s your name?’ and ‘Deborah,’ she said, on the board on two separate lines.

• Check the use of capital letters, full stops, commas and quotation marks in the sentence.

• Underline said and elicit alternative verbs: asked!replied. Check the use of asked for questions and replied for answers instead of said. Elicit another verb for replied (answered).

• Point out to Ss that they must start a new line each time the other person speaks.

Exercise 1• Ss read the text and re-write it alone.

• Ss check their answers in pairs/small groups. Monitor to see if Ss are having any problems.

• Nominate Ss to read out a sentence each, dictating the punctuation. Write it on the board.

Exercise 4• Ss check their own/each other’s drafts, particularly

for direct speech/punctuation. Provide extra support as necessary.

• Ss write a good copy in their notebooks, or for homework.

Extra activity:Ss can read out their finished stories to the class, who then vote for the best one.

• Ss who like drawing could make their story into a cartoon story with speech bubbles, and display it on the classroom walls for other Ss to read, or act out.

Extra activity:Invite Ss to come to the board and write each sentence. The other Ss help/correct if necessary.

Answers: ‘Deborah,’ she replied. ‘What’s your name?’ ‘My name’s Montgomery,’ he answered. ‘But people call me Monty.’ ‘Montgomery,’ she said. ‘That’s a strange name.’ ‘Yes,’ he said with a smile.

Exercise 2• Read the instructions and example.

• Ss re-write the story alone/in pairs. Monitor closely to provide support as needed.

• Nominate Ss to read out their answers. Other Ss contribute their ideas/corrections.

Answers: 2 ‘Where is it,5 he asked. ‘It isn’t your money,’ she replied. ‘It’s the children’s money/ 3 ‘I can kill you,’ he said. 4 ‘Help me!’ she shouted. 5 ‘Owf he shouted.

61

UNIT 4


• See Test Book Unit 4 Test p. 3 5

Answers: 2 was reading 3 was talking 4 were watching5 was playing 6 was listening

Exercise 2

Answers: 2 were watching/came 3 arrived/were waiting 4 went/were waiting 5 was escaping/arrested6 was drinking/saw

Exercise 3

Answers: gave, ate, thought, shot, ran, hid, broke, drove, stood, hit


Answers: lc 2h 3b 4g 5a 6e Id 8f


Answers: Ss answers

Energy Check

G ram m arExercise 1

62

UNIT 4

Song

Cultural notes:

The Human League. After the success of Don’t You Want Me?, the biggest-selling UK single of 1981, the Human League took four career breaks. They came back in 1984 with the album, Hysteria. Two years later, the next Human League album, Crash, came out. In 1990, they returned with a new album, which met a cool response. In 1995, they came back with Octopus and a series of hit singles such as Tell Me When. In 2001, they made another career re-launch with Secrets. Despite their erratic career, the Human League has shown a remarkable ability to triumph, and usually at the least predictable moments.

MaterialsEssential: cassette. Optional: see extra activities.

Exercise 1• Books closed. Ask the questions from Exercise 1.

Play the song. Elicit Ss’ reactions.

Exercise 2• Ss listen and write the words then pairs compare.• Nominate Ss to answer.

Answers: 1 waitress 2 new 3 too 4 waitress 5 better6 love

Answers: 1 Stay together. 2 in a cocktail bar 3 yes

Exercise 4• In small groups of 3-4, Ss discuss the questions.

• Elicit Ss’ opinions and discuss with the class.

Text• Ss read the text. Check the meaning of huge (very

big).• Ask comprehension questions: e.g., When did the

band start? Where? How many band members are there? When was the song a big hit? What did Phil Oakley say?

• Ask: Is the Human League a popular band now? Do you know any other songs they recorded?

Answers: 1 yes 2 no 3 5 years 4 yes 5 Ss answers 6 a popular 1980s band

Extra activity:If your Ss like singing, play the tape again for them to sing along.

Write definitions of words in the song on A4 and photocopy or dictate them. Ss use dictionaries to find the words in the song that match.

Exercise 3• Ss read the questions. Check/elicit the meaning of

break up vs stay together. They are opposites. Break up (separate/not stay together.)

• Play the song again. Ss listen and read, and note down the answers to the questions.

• Ss check answers in pairs. Ask them to give reasons for their answers from the text.

• Nominate Ss to justify their answers.

• Check vocabulary and expressions in the text further. E.g., I picked you out, I shook you up, I turned you round. (Mime the actions to represent that he changed her from a waitress into a successful person.)

• You’ve got the world at your feet (you can do anything you like!everyone admires you.)

• I can put you back down (I can return you to where you were before!stop your success.)

• Her side: E.g., on my own (alone)

• I guess (I think)

• I must do ( it’s necessary to do)

• Speculate with Ss about what the girl does now. What happened to her?

63

Unit 5 Rules and adviceFocus 1 - Switch on

Energise!Encourage Ss to contribute to the Vocabulary bags (see Energise tip in Unit 4) and take more responsibility for learning new lexis. Ss take it in turns to choose 5-6 vocabulary items from each lesson and, at home, write them on slips of paper or cards you provide. They should include the word, its meaning, phonemic transcription, part of speech and an example of the way it is used in a sentence, e.g. shy/adjective. Nervous about talking to other people, especially people you don t know. He was so shy that he didn’t say anything. Encourage Ss to select words they like or think are useful. They bring them back in the following lesson, you check them and pass them round for the class to see before putting them in the Vocabulary bag.

Cultural notes:

Titanic. The film came out in 1998 and was based on the true story of the tragic sinking of the Titanic, in 1912. It was directed by James Cameron, and starred Leonardo DiCaprio and Kate Winslett. She won the Oscar for Best Actress and the film got the Best Film award.

Houseboats. About 15,000 people in the UK live on houseboats on rivers and canals. They can be very comfortable with electricity, running water and heating. Although cars drive on the left in Britain, boats drive on the right.

MaterialsEssential: cassette, materials for 2 minute test. Optional: dictionaries, common signs.

2 m inute tests Unit 4 - revision (Reading race)• Before class, write 4 True/4 False facts about events in

Unit 4 on separate pieces of paper and number them. E.g. 1 John Parker shot President Lincoln.2 President Lincoln was watching a film when a man shot him. 3 The police were wearing uniforms when they arrested the thieves in the Millennium Dome.4 Mickey erased all the addresses from the schoolcomputer. 5 The National Gallery is in TrafalgarSquare. 6 You borrow books from a library.7 Abraham Lincoln died in 1865 8 The Millennium Star is the world’s biggest diamond. (l^=False; 6- 8=True)

• Display the papers around the room/on the desk. Divide Ss into pairs: A and B.

• Demonstrate the activity. A’s run to one of the papers, memorise the sentence and run back to tell B’s.

• A and B decide if it’s true. If not, B writes down the correct answer. The first Ss to finish are the winners. Check answers.

Tip: you can use this technique for any readingcomprehension text.

Unit objectives box• Draw7 Ss’ attention to the objectives of the unit in the


Lead in• Ss cover the text and look at the photo. Ask: Who

can you see in the picture? (Mickey, Storm, Jess, Mo.) Ss haven’t seen Storm’s mum, Cathy, yet, but encourage them to speculate.

• Ask: Where are they? What are they doing?

• Elicit the names of objects they can see. Example: boat, trees, flowers.

• Alternatively: instead of eliciting the information, Ss describe the picture in pairs/small groups in as much detail as possible. Then nominate Ss from each group to answer.

ListeningExercise 1• Ss discuss the words in pairs/small groups, using

dictionaries if necessary.

• Elicit/check meaning. Use a board drawing for iceberg, mime and gesture for panic and examples for bully/design. E.g., What do we call a person who threatens to hurt someone who is weaker than them?(A bully ) What do Dolce & Gabbana do? ( They design clothes.)

Exercise 2• Ss read the questions and cover the text.

• Play the tape. Ss listen and note down their answers, and then check in pairs.

• Nominate Ss to answer. Elicit more info about the Titanic from the picture. Ask: What do you know about it?

Answers: 1 Mrs Hawke (Cathy) and her daughter, Storm. 2 Jason

64

UNIT 5

ReadingExercise 3• Ss read the questions. Check any words Ss don’t

know, e.g., slow down/advice.

• Give Ss 3-4 minutes to read the text and write the answers alone.

• Ss check answers in pairs. Monitor to see how well they do.


• Check any other words of interest, e.g., film shoot, but don’t focus on must/should yet.

Answers: 1 Cathy 2 She’s a window dresser. 3 She designs the windows for shops. 4 Yes. 5 Because there’s a boat coming. 6 On the right. 7 No.

Extra activity:To give extra Listening skills practice before Ss read the text, Ss cover the text, read the questions and listen to the tape again. They note down their answers and check them in pairs/with the text.

Ss practise reading the dialogue aloud in groups of 4. Monitor to help with pronunciation, stress and intonation.

Tip: Let Ss control the tape recorder themselves if they want to listen to parts of it again.

• Check the form of the imperative: base verb/Don’t + base verb.

Answers: 2 Be 3 slow 4 Don’t 5 sit

Exercise 6• Check the meaning of Safety Notice (instructions

about things to do to prevent accidents/danger.)

• Ss read the exercise and look at the pictures.

• Ss write the answers in pairs.

• Nominate Ss to answer. Use the pictures to check the meaning of: jump off/life jacket/watch for.

Answers: 2c 3b 4a 5e 6f

Extra activities:Ask Ss to make a note of 3 signs they see in the school for the next lesson. In the next class, ask Ss to come to the board and write/draw the signs.

In pairs/small groups, Ss invent signs they would like to see in the school. E.g., Have a nice day7 Enjoy!

Ss display their signs around the room or pass them round the class, who vote for the best ones.

Bring in/draw some common signs in your country. Ss discuss what they mean/when they are used.

Exercise 4• Ss read the phrases and write the answers from the

text.

• Check question 1. Ask: When do you use this question? ( To ask someone about their job.)

• Ss discuss the meaning/use of the other phrases in pairs.

• Elicit/check meaning, e.g., 2 Hang on a minute. (An informal way o f interrupting a conversation)

• Model/drill the pronunciation and write the phrases on the board. Ss copy.

Answers: 1 What do you do? 2 Hang on a minute.3 You’re doing fine. 4 I think you’re all mad.

G ram m ar - ImperativesExercise 5• Ss find the instructions in the text and write them

down.

• Nominate Ss to answer. Model and drill the pronunciation, encouraging the Ss to sound dramatic! Use the tape as a model if necessary.

65

UNIT 5

Focus 2 Vocabulary - Jobs and work

Cultural notes:

Brad Pitt was born William Bradley Pitt, on December 18, 1963. From 1995-97, he went out with Gwyneth Paltrow, his co-actor in Seven. On July 29th 2000, he married Jennifer Aniston.

Courtney Cox Arquette is an American actress who plays Monica in Friends. She is also famous for starring in the teen horror trilogy Scream and is married to Scream co-star David Arquette.

Demi Moore is an American actress and ex-wife of actor Bruce Willis. She starred in a number of popular films in the 80s and 90s including St Elmo’s Fire, Ghost and Indecent Proposal.

Harrison Ford is an American actor, most famous for the Star Wars and Indiana Jones films. He has starred in a number of successful action films and is one of Hollywood’s best-paid actors.

Penelope Cruz is a Spanish actress and Tom Cruise’s girlfriend. She’s been in several popular films like Blow and Vanilla Sky.

Robbie Williams is a very popular British singer. He was formerly a ‘boy-band’ star from Take That and went solo in 1995.

MaterialsOptional: pictures of jobs, Photocopiable Resource 10 p. 138

2 m inute test: Focus 1 - revision of imperatives (Hangman)• Ss are probably familiar with Hangman.

• Write an example of a verb in the imperative on theboard, E .g.,__________ . Elicit possible letters anddraw the diagram as you go along if Ss’ letter is not in the word. Answer: Sit down.

• Divide Ss into pairs/teams. If you have stronger Ss, they can take it in turns to come to the board. They must use imperatives, either positive or negative.

• The team who guesses the verb gets 1 point, and if they spell it correctly they get 2 points.

• The team with the most correct points wins.

Exercise 1• Books closed. Ask: Which jobs do you know? Elicit:

teacher!doctor, etc. Use pictures of jobs if possible. Elicit/brainstorm as many jobs as Ss can remember.

• Alternatively: Ss work in pairs and write down the jobs they know. Elicit the jobs/spelling and write them on the board.

Exercise 2• Do an example. Ss work alone and then check their

answers in pairs/small groups.

• Nominate Ss to answer. Model and drill the pronunciation, elicit the main stress and write them on the board. Ss copy.

Answers: 1 cleaner 2 farmer 3 salesperson 4 doctor5 secretary 6 factory worker 7 model 8 scientist9 office assistant 10 carpenter

Extra activity:Give definitions of each job. E.g. She works in a school. (a teacher.)

Ss shout out the job. Or make it a team game. Give points for each correct answer.

Exercise 3• Read the example. Check: unemployed (hasn’t got a

job.)

• Model/drill the questions/answers if necessary. Elicit other family vocabulary: father!aunt!cousin

• In pairs, Ss take it in turns to ask/answ7er their partner’s questions. Monitor closely to help and assess Ss’ performance. Encourage them to think of other questions.


• Correct and drill pronunciation further if needed.

Exercise 4• Ss look at the heading and pictures. Ask: What do

you know about them? What do they do?

• Ss read the information a-f. Check the meaning ofarchitect ( the person)!architecture ( the subject); glass; advertise.

• Ss discuss their answers in pairs, giving reasons if possible.

• Nominate Ss to answer, and encourage them to agree/disagree/give reasons for their answer.

• Ss check their answers.

• Discuss their answers. Ask: How many were right/wrong? Are you surprised? Why?

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

Extra activity:Alone/in pairs, Ss mime a job to the class/another pair, who have to guess it.

66

UNIT 5

Focus 3 Grammar - mustMaterialsEssential: sticky tape for 2 minute test. Optional: FlashTest 11 p. 160

2 m inute test: Focus 2 - job vocabulary(Guess the word ...)• Before class, write jobs from Focus 5 on separate

pieces of paper, one for each Ss.

• In class, do an example. E.g., waiter. Elicit/ drill Yes/No questions to find out the job. E.g., Do I work in an office I restaurant? Yes/No. Am I a waiter? Yes.

• Ss stand up. Stick a word on their backs.

• Ss look at each other’s words but don’t tell each other what they are.

• In pairs/small groups, Ss ask a maximum of 10 questions to guess the job on their backs.

Grammar box• Books closed. Write on the board You must slow

down. You mustn’t go fast.

• Check meaning. Ask: Why did Cathy say this to Jess in the last text? (Because Jess was going very fast.) Ask: Was it necessary to slow down? (Yes.) Ask:Why? (It was dangerous.)

• Underline/highlight the form as above. Ss read the Grammar box to check the form.

Think about language• Ss read the box and discuss the answer.

• Check the answers and highlight the form in the sentences on the board above: must/must not + base verb. Highlight the question: must + subject + base verb?

• Tell Ss verbs like must/can are modal verbs.

Answer: the same

Exercise 1• Create interest. Elicit one or two school rules.

• Ss read the box. Do the example.



Answers: 2 must 3 mustn’t 4 mustn’t 5 mustn’t6 must


• Nominate Ss to answer. Check form: must + base verb without to.

Answers: 2 Must I write this...? 3 You must not walk4 All waiters must wear 5 Students must not run.6 Now you must wash ... 7 Where must we go? 8 She mustn’t eat...

Exercise 4• Do an example. Ss discuss their answers in pairs.

Nominate Ss to answer.

Possible answers: waiter; factory worker; nurse; doctor; scientist.

Memory Tip 5• Read the tip and discuss why it’s a good idea. (It’s

easier to remember vocabulary i f you think about the situation! context).

Exercise 5• Do an example on the board. Ss then write 2 more

sentences. Nominate Ss to answer.

SpeakingExercise 6• Do the examples. Ss then write rules in pairs.

Exercise 7• Do the example. Give each pair a 5 minute time limit.

Then change pairs for the activity.

• Monitor and take notes.

• Nominate Ss to ask/answer in open pairs. Check any problems on the board.

M em ory Gym 11 - JobsExercise 1• Do an example. Ss write the words without looking

back in their books.


Answers: 1 cleaner 2 carpenter 3 doctor 4 model5 nurse 6 farmer 7 scientist 8 taxi driver 9 teacher 10 waiter

Exercise 2• Demonstrate the activity. Ss work in pairs/teams. Ss

then mime to the class.



Exercise 2• Elicit an example of a positive/negative rule from

Exercise 1.

• Ss discuss in pairs and write 2 more examples of each. Nominate Ss to answer.

67

UNIT 5

Focus 4 Grammar - shouldMaterialsEssential: cassette. Optional: Flash test 12.

2 m in u te te s t : F o cu s 3 - revision of m ust/m ustn’t (Reading race)• Before class, write these rules/definitions on pieces of

paper, and number them.

1 A scientist ... be good at maths. 2 Students ... eat in class. 3 A teacher ... shout at students. 4 A doctor ... study for many years. 5 A model ... be very tall and slim. 6 A taxi-driver ... drive very fast. 7 You ... be late for class. 8 A salesperson .... talk a lot.

• In class, do an example on the board. Elicit the answer: mustlmustrit.

• Display the papers on the walls/floor. In pairs, Ss walk round, discuss and note down the answers. Give a 2 minute time limit.

• The first pair to finish wins. Check answers.

Grammar box• Write two sentences from the text in Focus 1 on the

board: 1 What should we do about Jason? 2 Perhaps you should learn to live with him.

• Check form. Ss look at the Grammar box. Ask: Is this a normal verb or a modal verb? Ss read and discuss the answer in pairs.

• Elicit answer: a modal verb: should + base verb and the form doesn't change for I, you, he, we, etc.

Think about language• Ss read the box and discuss the answer.

Exercise 1

• Ss read Mickey’s report quickly. Check the meaning of report /rest (his voice).


• Nominate Ss to answer. Model/drill the pronunciation.

Exercise 2• Check the verbs and do the example.

• Ss work in pairs. Then nominate Ss to answer. Check pronunciation.

Answers: 2 should I leave at home? 3 should I buy?4 should I switch off? 5 should I see? 6 should I put my money?

Pronunciation - /u/, /u:/Exercise 3• Write the symbols on the board. Ss read the words in

their book. Play the tape and drill the words chorally and individually.

Exercise 4• Play the tape, twice if necessary. Ss work alone and

check their answers in pairs.

• Nominate Ss to answer. Show Ss that the /u:/ sound is a long sound.

Answers: /u/ 4, 6, 7 /u:/ 2, 3, 5, 8

Find out!Exercise 5• Check the meaning of radio phone-in. Do the first

example and elicit possible answers.

• Ss read and discuss their answers in pairs/small groups.

• Nominate Ss to give their opinions.

Exercise 6• In pairs, A and B, Ss face each other and don’t show

their page to their partner. Check the meaning of spider/goldfish!sick.

• Ss take it in turns to read out a problem and discuss the matching advice.

• Nominate pairs to report back to the class. Ask: Were you right about the problems or not?

Answers: Student A: a)5 b)6 c)3 Student B: d)l e)2 f)4

Answers: 2 should 3 shouldn’t 4 should 5 shouldn’t6 should


68

UNIT 5

Focus 5 Communication - Give advice

Cultural notes:

Agony aunts are journalists (traditionally women but there are men who write them) who write an advice column or problem page in newspapers or magazines, giving advice to people who write in with their problems. The origin of the word is obscure. However, it could have originated from Agony columns in the 19th century. These were small ads in the newspapers about missing persons/relatives.

MaterialsOptional: teen magazine with a similar questionnaire;paper for extra activity

2 m inute test: Focus 4 - pronunciation of /u/,In:/• Write the symbols /u/ and /u:/ on the board. Do an

example. Say: woman/two. Elicit the sounds: /u/ and /u:/.

• Read out the words. E.g., book, ruler, school, should, look, you, blue, took, through, cook, choose.

• Tell Ss to stand up and jump to the left if they hear the sound /u/ and to the right if they hear /u:/

• AwTard points for correct answers.

• Alternatively: read out sentences containing a word with the sounds, instead of words.

Lead in• Ss look quickly at the text. Ask: What do we call this?

(A quiz!questionnaire) Ask: Where do you find them?(In magazines.)

• Check the meaning of agony aunt: A person, usually a woman, who writes an advice column in newspapers/magazines. Ask: Is there anything similar in your country?

• Ask: Do you read magazines like this/write to agony aunts? Do you do quizzes like this? Elicit answers or put Ss into pairs/small groups to discuss the questions, and then elicit answers.

Exercise 1• Ss read the quiz in pairs. Check their understanding

of copy homework/go out with (as boyfriend/ girlfriend) /miss school.

• Do an example. Read question 1 Elicit possible answers using the target language. E.g., Tell your parents/ You must/mustn’t or should!shouldn t tell your parents.

• Check the difference between must!should here. Ask: Which is stronger - must or should? (must) I f you use ‘must’, do you think it is necessary? ( Yes) I f you use ‘should’, do you think it’s a bad idea? (No, it’s a good idea.)

• Give Ss 2 minutes to read the questions again and rehearse their answer in their heads.

• In pairs, A asks B and writes B’s answer. Give a 2 minute time limit. Monitor from a distance and make notes on common problems.

Exercise 2• Ss B interviews A. Follow procedures as above.

Exercise 3• Ss add up their partner’s score and they read the key

together. They discuss if they agree with the profile of themselves.

• Discuss with the class some of the questions and the advice they gave. Encourage Ss to agree/disagree with each other.

• Invite Ss to report back to the class about their opinion of the score and profile, if they are willing to do it.

• Write any problem sentences on the board. Ss correct in pairs/small groups.

• Check their answers.

Extra activity:In groups of 3-4, Ss write their own quiz like the one here, but with different problems. Brainstorm some ideas.

Set a maximum of 5 questions, though stronger groups could do more.

Give a time limit of 10-15 minutes for them to prepare and write it up on a clean sheet of paper. Monitor and provide help wrhere necessary.

Ss swap quizzes and answer them. Ss then compare their answers with the key in exercise 3

Discuss the results with the Ss. Ask questions, e.g. Did you learn something about yourselves? What did you think o f the questions your classmates wrote?

69

UNIT 5

Focus 6 Skills - Miniature circus

MaterialsEssential: cassette. Optional: dictionaries, picture of a normal circus.

2 m inute test: Focus 4 - revision of should/shouldn’t (Jumbled sentence dictation)• Read out these jumbled sentences from Mickey’s

report.

1 relax/he/more/should. 2 other/the/listen/ he/carefully/should/actors. 3 loud/time/ the/should/he/sing/not/all 4 sometimes/rest/ should/he/voice/his 5 worry/not/he/should6 together/work/the/should/class.

• In pairs/teams, Ss have to shout out the right answer. Give points for each correct answer.

ReadingLead in• Create interest. Ask Ss to cover the text and look at

the photos. Ask: What can you see in the pictures? What is the man doing? Elicit Ss responses, and check understanding of circus. Ask: Have you got circuses in your town!city? What do you usually see?

Exercise 1• Read the questions. Give Ss 30 seconds to find the

answers. Be strict about time limits to discourage Ss from Reading in detail.

• Nominate Ss to answer. Check the meaning of flea and miniature.

Answers: l He’s the manager of the Acme Miniature Circus. 2 Midge and Madge - fleas.

Study skills - Using a dictionary 1• Read the box with the Ss. Discuss how the pictures/

context can often help you to guess the meaning of the word/phrase, and is a very important skill. It also saves time using a dictionary!

Exercise 2• Ss practise the study skill alone/in pairs, discussing

the meaning in context/from the pictures.

• Monitor to see how well they do. Ss can also use their dictionaries if they have them.

• Nominate Ss to answer. Check the meaning and pronunciation of the new words.

Exercise 3• Give Ss 5 minutes to read and write the answers

alone. Ss then check in pairs.


• Ask: Did circuses like this exist in their country years ago? Would you like to see a circus like this?

Answers: 1 The stars of the circus/fleas. 2 when he was studying at drama school 3 He teaches them to do things they already know. 4 A small drink of human blood. 5 pull chariots, carry chairs, they’re shot from a cannon 6 You shouldn’t scratch when you watch the show. 7 two hundred years ago.

ListeningExercise 4• Ss discuss possible answers in pairs, but don’t check

their answers yet.

• Play the tape. Ss listen for the jobs. Say: Listen for clues which tell you the job before you hear it.

• Ss check their answers in pairs. Monitor to see if they have any doubts. Play the tape again if necessary.

• Nominate Ss to answer. Ask: What clues did you hear?

• Check the pronunciation and write the words across the top of the board.

Answers: 1 Air courier 2 Window cleaner 3 Dog walker

Exercise 5• Write mustlmustnt under each job on the board.

Elicit an example if Ss remember any details. Ss copy the board work in their notebooks.

• If necessary, elicit/check the meaning and pronunciation of: take a dog for a walk, to lose, climb!climber, a building, to be ready. Write the words on the board.

Cultural notes:

The circus. The modern circus started in England in 1768 when Philip Astley, a former soldier turned trick rider, found that if he galloped in a circle while standing on his horses back, centrifugal force helped him to keep his balance. In doing so, he traced the first ring.

Flea circuses were very popular in Victorian times, reaching their peak in the 1890s. After a break of 50 years, there are now 2 flea circuses in the world: the Acme in New York and another in Australia.

Answers: 1 He should relax more. 2 He should listen to the other actors carefully. 3 He should not sing loud all the time. 4 He should sometimes rest his voice. 5 He should not worry. 6 We should work together as a class.

70

UNIT 5

• Remind Ss of the Listening Study Skill in Unit 3 p.37, about taking notes. If necessary, read it again. Ss prepare their notebooks. Remind them to use one/two key words in their answers.

• Play the tape. Ss take notes and then check in pairs. They will probably still have a lot of doubts, so monitor closely to check this and be prepared to play the tape again to build their confidence.

• Nominate Ss to answer and write notes on the board.

• Clarify any important words they don’t understand.

Answers: 1 Must: be ready to travel at any time/havea passport. 2 Must: be a good climber/work really carefully Mustn’t: drop anything. 3 Must: like dogs/understand dogs. Mustn’t: lose a dog.

Speaking - DiscussionExercise 6• Prepare Ss carefully for this discussion activity.

Remind them of the Speaking Study Skill in Unit 4 p48.

• Show Ss a picture of a circus if possible.

• Read through the first part of the instructions to check Ss understanding, e.g., frightening.

• Divide Ss into groups of 3-4 and give them 8-10 minutes to prepare and rehearse their ideas.

• Ss can choose if they want to be for or against circuses. Group Ss so that there is a mixture of the two opinions.

• Monitor very closely to feed in vocabulary and ideas they may need.

Exercise 7• Monitor from a distance and make notes on common

errors.

• Discuss Ss opinions as a class. Ask: Do you all agree!disagree? Why!why not?

Exercise 1• Do an example. Ss write the answers alone and check



Answers: 2 On the one hand, it gives you energy. On the other hand, it’s bad for your teeth. 3 On the one hand, I love eating chocolate. On the other hand, it’s expensive.

Exercise 2• Ss work alone/in pairs to re-write the sentences.

Answers: For: ... one hand; also/in addition; Finally Against: ... other hand; also/in addition; Finally

Exercise 3• Read the plan with the Ss and refer them back to

their notes for exercise 7 above.

• Ss write a draft of the essay. Monitor closely to help Ss with problems/ideas. Also encourage them to help each other.


for paragraphs/linking words. Provide extra support as necessary.


• Write problem sentences on the board. Ss correct them alone/in pairs. Check their answers.

Tip: It’s often better to have Ss correct problemsentences at the beginning of the next lesson.Photocopy/use an OHT for the sentences if possible.

W riting Gym 5 - An essayWriting Tip• Read the tip with the Ss, giving/eliciting examples

from the Speaking activity in exercise 7 above. E.g., On the one hand, circuses are fun. On the other hand, it’s dangerous. Also, it’s frightening for the animals. In addition, animals aren’t toys.

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UNIT 5



Answers: 2 You mustn’t jump off the boat. 3 You must wear a lifejacket. 4 You must drive on the right.

Exercise 2

Answers: 2 You must not use ... 3 They mustn’t leave4 The children mustn’t touch... 5 Everyone must be ... 6 Students must show...

Exercise 3

Answers: 2 You shouldn’t pick it up. 3 I shouldn’t go out. 4 What time should I come...? 5 She should wait... 6 Should she ask you?


Answers: 2 waiter 3 housewife 4 teacher 5 nurse6 carpenter 7 factory worker 8 model 9 taxi driver10 unemployed 11 salesman/woman/person 12 secretary


Answers: 2 b) 3 d) 4 a) 5 c) 6 f)

Energy check

Gram m arExercise 1

72

UNIT 5

Culture Bite - Sw eet sixteen

Cultural notes:

Although teenagers can leave school at 16, most of them don’t. Most teenagers carry on to do A-Levels at 6th Form College. If a 16 year old has a 50cc motorbike, they must have a red learner’s sticker on the back of the bike. In England, you need your parents’ permission before you can marry. In Scotland though, it is possible to marry without parental consent - the most famous place for young couples to marry is Gretna Green. To pass your driving test, you must take a theory test as well as a practical test. There is no military service in Great Britain - at 16 you can choose to join the military.

MaterialsOptional: pictures of any of the events/objects in theCulture File.

Lead in• Create interest. Books closed. If you have them, show

Ss the pictures of different objects/events. Ask Ss to organise them into things they can do in their own country at the ages 16, 17 and 18. If you don’t have any pictures, write the items from the Culture File on the board randomly and ask Ss to order them in the same way.

• Check: 50cc, and vote.

• Ask Ss to do the activity again, but for Britain. Discuss any differences.

• Books open. Ss check their predictions in the Culture File.

• Model and drill the pronunciation and write the new words on the board.

Question 1• Tell Ss to read the texts, including the Culture File

again and answer the questions in pairs. Give a one minute time limit. Ss check in groups.

• Ask further questions. E.g., Does Ali want to leave school? Is his dad worried that he wants a motorbike? What does his cousin want to do?

Extra activities:1 In groups, Ss prepare a fact file showing what they

are able to do in their country. Ss compare their fact files in larger groups and discuss.

2 If your Ss have access to the Internet ask them to find out what teenagers are allowed to do in other countries. Ss bring their findings to the next class and discuss.

Answers: 116 2 a motorbike 3 he saved it from a summer job 4 no

Question 2• Ss discuss the questions in small groups. Monitor for

questions/problems.


• Elicit facts which are the same or different from Britain in Ss’ own country.

73

Unit 6 The futureFocus 1 Switch on

Energise!To raise Ss, awareness and help them use a wider range of learning strategies, give them a list of the ways we study and learn outside the classroom as well as inside. For example, sticking post-its with new words around their bedroom, watching films in English, listening to music and finding the lyrics on the Internet, reading magazines related to their special interests in English or finding articles on the net, carrying a small vocabulary notebook in their pockets/bags to look at when they have a few spare minutes when they are on a bus. Ss can also discuss and swap ideas about the different strategies they use.

Cultural notes:

It is quite common for young students from acting schools to start their careers as extras or in TV advertisements. If they are under 16, they must have an adult with them.

MaterialsEssential: cassette, vocabulary for 2 minute test

2 m inute test: Unit 5 - revision of vocabulary (Noughts and crosses)• Before class, select 6-8 new words/phrases from Unit

5 for each team, and write them on two separate lists. E.g., bully, iceberg, panic, design, go out with someone, circus, huge, tiny, scratch, blood or any job vocabulary.

• In class, divide Ss into two teams: A and B.

• Give a list of words to each team. Give them 2 minutes to prepare clues/defmitions/mime for each word. Do an example: e.g., What do fleas drink?(Blood.) Or use mime for scratch.

• Draw a noughts and crosses grid on the board and number the spaces. Team A are noughts (O) and team B are crosses (X)

1 2 3

4 5 6

7 8 9

• Team A asks team B. Team B chooses a number from the grid, and consults before answering. If they get the right answer, put a cross (X) in their box.

• The team who gets a complete line of noughts or crosses: across/down or diagonally, wins.

• Alternatively: let Ss choose their own words from Unit 5, or use the vocabulary bag if you have one.

Tip: this game can be used for any revision activityinvolving vocabulary.

Unit objectives box• Draw Ss’ attention to the objectives of the unit in the


Lead in• Ss, cover the text and look at the photo. Give them 2

minutes to brainstorm details about the picture in pairs/small groups.

• Nominate pairs to answer. If necessary, encourage them to provide more detail. Ask: Who are they?(Mickey, Storm, Jess, Mo and Jason.) Where are they? (On a film set.) How do you know? (I can see cameras, lights, the director.) What are they doing? Teach/elicit: They’re rehearsing.

Extra activity:Use one of the ideas for exploiting the pictures in Energise! Tip Unit 1.

ListeningExercise 1• Ss check the words in pairs or using their dictionaries.

• Nominate Ss to answer. Teach/check the meaning of new words: E.g., alien. Ask: Where does an alien come from? (Another planet/world.) Ask: Which planet do we come from? (Earth.)

• Fame. The abstract noun for famous

• Extra. Ask: Is it an actor? Do they have a big/small part in a film? (A small part.) Do they say anything? (No.)

• Frightened. Ask: What’s another word for it?(Afraid.)

• Rehearse. Ask: What’s another word for 'practise’ the scene? (Rehearse.) Is it a regular I irregular verb? What’s the noun?

• Model/drill the pronunciation and write the words on the board. Ss copy.

74

UNIT 6

Exercise 2• Ss read the questions. Play the tape. Ss listen and note

their answers, and check in pairs.


Answers: 1 On a film set/making a film 2 Sci-fi 3 The Director.

ReadingExercise 3• Ss read the questions. Check piece o f metal and kids

( informal word for children)

• Give Ss 3 ^ minutes to read alone and write the answers.



Answers: 1 d) 2 e) 3 b) 4 a) 5 c)

Roleplay - Offer to help Exercise 4• Ss read the dialogues. Check: What's the matter?

(What's wrong! What's the problem?) and helpful

• Check: I'III We'11 for offers. Ask: Does B have a problem? (Yes) Does A want to help? (Yes) What does A say? (I'll carry the shopping for you.! We'11 help.)

• Write: I'll carry the shopping for you. We'll help on the board. Point to the verbs. Ask: What's the form?Elicit I/we + will + base verb and write it on the board.

• Ss find the example of an offer in the text. Mickey:I'll take it.

• Model/drill the dialogues chorally and in open pairs. Highlight the pronunciation of the short form:I'III We'11 in the sentences.

• Ss practise reading the dialogues in pairs, taking it in turns to be A and B. Encourage Ss to memorise the dialogues rather than read from the book.

• Monitor closely for pronunciation problems.

• Nominate Ss to answer in open pairs and correct as necessary.

Exercise 5

• Ss look at the pictures and cover the captions. Ask: What's the problem in each picture?

• Ss discuss the question in pairs. Nominate Ss to contribute their ideas.

• Ss read the captions and check their ideas. Ask: Were you right?

• Check any unknown vocabulary, e.g., broken.

• Elicit and drill an example dialogue for the first picture.

• Give Ss 2-3 minutes to discuss and prepare the other dialogues.

• Ss practise their dialogues, taking it in turns to be A and B. Monitor closely and encourage them to use the correct stress and intonation.

• Nominate Ss to read/act out the dialogues in open pairs.

Extra activity:To help Ss to memorise the dialogue and get lots of speaking practice, write it on the board. Model/drill each line. Then erase one line at a time. Ss repeat the dialogue each time until they can repeat it from memory. Use open/closed pairs as well as drilling the whole class.

75

UNIT 6

Focus 2 Grammar - w illMaterialsEssential: tape. Optional: Flash Test 13 p. 161

2 m inute test: Focus 1 - revision of offering tohelp (Jumbled dialogue)• Write the following jumbled dialogue on the board

(or photocopy it/use an OHT).

• a) is I mat ter I what I the? b) ami hungry I I. c) make!a!I I sandwich!you!will/'for. d) worry! thanks!don’t I but

• Ss write the dialogue in the correct order alone or in pairs. Ss can act it out in class.

Grammar box• Ss read the information in the Grammar box. Ask:

Which o f these sentences are in the text in Focus 1?

• Ss read the text and find the sentences: The aliens will arrive here. I You 11 see some actors. I You wont see them. I How will you do it?

• Elicit the sentences and write them on the board. Check meaning. Draw a timeline on the board.

Ask: Are the sentences about the present or the future? ( The future.) Is it a plan or just information about the

future? (Just information.) (For more ideas see below.)

Think about language• Ss read the box and discuss the rules of form in pairs.

• Nominate Ss to answer. Highlight the form in the sentences on the board. E.g., Youll see some actors. You wont see the aliens.

• Elicit/write the form on the board:

subject + will!wont + base verb.

• Elicit the question form from the example: will + subject + base form?

• Note: ‘Will’ has many uses, particularly as a modal verb in functional exponents like offers. The use of ‘will’ for offers and prediction is mainly covered here.

Exercise 1• Ss look at the photo. Elicit/teach: film premiere, limo

(limousine), Cadillac, crowds

• Give Ss 1-2 minutes to read the text and answer the question. Nominate Ss to answer.


• Write: I hope it’ll be ready at the end o f this year.I think I ’ll wear a dark suit. Ask: Are these sentences talking about future information or predicting the future? (predicting the future).

• Check the meaning of prediction: something we think or guess will happen.

• Point out the position of the adverb probably in sentence 8: before the main verb.

• Note: Going to can also be used for predictions, but this will be covered in a later book. If Ss ever use going to for predictions, it is important not to correct them. Tell them it is possible but they’ll learn more about it later.

Answers: 2 it’ll be ready... 3 I’ll send 4 We won’t forget 5 I’ll wear 6 We’ll arrive 7 won’t 8 Mickey will probably arrive 9 how will you come?

Pronunciation - /i/, /i:/, /o/, feu/Exercise 3• Write the phonemic symbols on the board. Elicit/drill

words containing these sounds. E.g. sit, seat, got, goat.

• Play the tape. Ss listen and write the words they hear, and check their answers in pairs.

• Nominate Ss to answer. Drill further.

Answers: 1 will 2 feel 3 beat 4 fit 5 won’t 6 not 7 on 8 coast

Exercise 5• Give Ss 3-4 minutes to rehearse in pairs. Monitor

closely to help with pronunciation.

• Invite Ss to act out the conversation.

Exercise 6• Ss read the instructions. Check the meaning of

fantasy, using the drawing. Ask: Is it true or is Mo imagining it? (He’s imagining it.)

• Give Ss 2-3 minutes to think about their fantasy and make notes. Monitor and help with language.

• Ss talk about their fantasies in groups.


Answers: the same; ’11; wron’t

Answer: The premiere of the film they were extras in.

Exercise 2• Ss work alone and write the answers. Ss check in

pairs. Give a 2 minute time limit.

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UNIT 6

Focus 3 Communication - The w eatherMaterialsEssential: cassette. Optional: fake money/notes for 2 minute test; a world map; Photocopiable Resource 11 p. 139

2 m inute test: Focus 2 - revision of will/won’t (Grammar auction)• Write the following sentences on the board:

• 1 He’ll be here tomorrow night. 2 I think I come tonight. 3 Will you to come by car? 4 I hope they’ll not arrive late. 5 She won’t come to the party because she’s ill. 6 We’ll see you probably on Saturday. 7 He thinks he will can be a famous pop star. 8 What time will they arrive?

• Tell Ss they have £100 each to spend [or give them fake money]. The aim of the auction is to bid for correct sentences.

• Give Ss 2 minutes to choose their sentences.

• Invite Ss to bid for each sentence in turn. The sentences go to the highest bidder.

• Write the name of each buyer/how much they paid for each sentence on the board.

• The winner is the Ss/team with the most correct sentences/or the most money left.

• Note: Questions 1, 5 and 8 are correct.

Tip: This activity can be used for revision of any area of grammar/vocabulary.

Exercise 1• Ss look at the words/symbols and discuss the answers


• Nominate Ss to answer. Model/drill the pronunciation and write the words and phrases on the board. Ss copy.

Answers: 1 cloudy 2 thunder and lightning 3 It’s snowing 4 windy 5 sunny 6 It’s raining 7 foggy 8 a flood

Memory Tip 6• Ss read the tip. Elicit an example of each.

• In pairs, Ss check the grammar of the words on the board.

• Nominate Ss to answer and write the abbreviations on the board with the words.

Exercise 2• Check/teach the meaning of: What’s the weather like

today? Use the weather in your town/country as an example.

• Model/drill the example. Ss take it in turns to ask/answer the question.


Exercise 3• Check the meaning of icy. Ss find the cities on the

map.

• Play the tape. Ss listen and take notes.


• Nominate Ss to answer. Ask: Why does the speaker use ‘will’? Because he is predicting.

Answers: London: windy and cold; Paris: windy but warmer than London; Madrid: hot and sunny, storms later; Rome: hot with rain later; Warsaw: cloudy and cold and there will be snow; Oslo: it will snow and it will be icy


Find out!Remember box• Ss read the box. Check understanding and

model/drill the pronunciation.

Exercise 4• Group Ss into As and Bs.

• Ensure that Ss A and B are facing each other so that their partner cannot see their page.

• Model/drill the example. Ss then take it in turns to ask/answer questions.


Exercise 2• Ss ask/answer in pairs, and then check back in their

books.


Answers: Ss A: Cape Town 25°c windy; London 10°c - foggy; Madrid 12°c - floods; Warsaw 5°c - snowing; Sydney 30°c - storms; Cairo 40°C - sunny. Ss B: Mexico City 23 °c; New York 16°c; Tokyo 24°c- storms; Toronto 1 l°c - snowing; Delhi 36°C - windy; Rio de Janeiro 19°c - raining.

Mem ory Gym 12 - The weatherExercise 1• Ss work alone/in pairs, and then check back in their

books.

Answers: Across: 3 shining 4 wet 5 cloudy 7 lightning 8 rains 9 minus; Down: 1 foggy 2 freezing 3 snowing6 degrees

77

UNIT 6

Focus 4 Grammar - going to future

Cultural notes:

Military Service has not been compulsory in Britain since the 1960s.

Nicaragua is a Central American country. The capital is Managua.

MaterialsOptional: Flash Test 14 p. 161.

2 m in u te te s t : F o cu s 3 - revision of weathervocabulary (Pictionary)• This activity involves drawing pictures of words to

revise vocabulary.

• Before class prepare a list of weather vocabulary from Focus 3 (rain, flood, degrees, etc.)

• Divide Ss into 2 groups, A and B. Do one example. E.g., draw' a sun and invite Ss to shout out the word.

• Have Ss come up, one from group A and one from B, and ask them to draw a word. The group to shout the correct word first gets a point. The group with the most points win.

Grammar box• Note: Ss should be familiar with this structure.

• Ss read the Grammar box and check the form.

• Write I ’m going to leave next year on the board. Elicit the form and write it on the board: verb to be + going to + base verb.

• Note: If Ss ask about the present continuous, give examples of plans that are not ‘arrangements. E.g. I ’m going to be a ballet dancer when I leave school.

Think about language• Ss read the box and discuss the answer in pairs.

Check answer. Ask: When did you decide? Now or before? (before)

Answers: True

• Alternatively: Books closed. Write on the board:

1 Mo: I think I’ll wear a black suit and glasses.

2 Mo’s going to wear his black suit.

• Ask: Which is a plan and which a prediction?

1 a prediction; 2 a plan.

• Check further. Ask: In sentence 1, did Mo plan to wear a suit? (No) In sentence 2), did Mo plan to wear a suit? (Yes)

Exercise 1• Elicit/teach: military service I marketing.

• Ss look at the pictures/names. Ask: Where are they from? Elicit Ss’ answers.

• Ss read the quotes in exercise 1. Check understanding. Ask: Are they predictions or plans?(Plans.)

• Give Ss 1 minute to read the text alone and find the answers.


Answers: a) Carmen b) Wadim c) Sam and Kimmy d) Monica

Exercise 2• Ss read the questions. Give them 4-5 minutes to write

the answers and then check in pairs.


Answers: 1 Because he’s got problems with his feet.2 Design 3 Work with kids in camp America 4 Go back to Belfast to teach art. 5 In Madrid. 6 In a supermarket. 7 To London 8 Marketing.

Exercise 3• Check the example.


• Nominate Ss to answer. Model/drill the pronunciation if necessary.

Answers: 2 He isn’t going to study in Paris. He’s going to study in Moscow. 3 She isn’t going to teach art in the USA. She’s going to teach it in Belfast. 4 She isn’t going to learn about computers. 5 They aren’t going to study marketing in China. They’re going to study it in London.

Exercise 4• Do the example. Give Ss 2-3 minutes to prepare

some questions alone/in pairs. Monitor closely to provide help if needed.

• In pairs, Ss take it in turns to ask/answer their questions.

• Monitor and make notes on Ss’ problems.




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UNIT 6

Focus 5 Communication - Future plans

Exercise 3• Ss read the instructions and the example.

• Ask: Do you think your partner is a planner or a drifter?Materials

Essential: materials for 2 minute test. Optional:Photocopiable Resource 12 p. 140.

2 m inute tes t: Focus 4 - revision of ‘going to5(Mingling activity)• Before class, write future time phrases on separate

pieces of paper: one for each Ss. E.g., tonight/ tomorrow nightlon Friday night/on Saturday afternoonlon Sunday afternoon

• In class, write tonight on the board and elicit/drill the question: What are you going to do tonight? and possible answers.

• Give one paper to each student. Ss then move around asking/answering their questions. Tell them to try to remember the answers.

• Elicit some answers.

Lead in• Books closed. Write the title of the quiz on the

board: Are you a planner or a drifter?

• Elicit/teach the meaning of drifter. Answer: the opposite o f planner - someone who never plans.

• Give Ss 1 minutes to discuss the question in pairs/ small groups. Elicit Ss answers and their reasons.

• Tell Ss they will do a quiz to see if they were right.

• This should be light-hearted activity!

Exercise 1• Check the instructions and do an example question if

necessary.

• Give Ss 3-4 minutes to read the questions alone and note down their answers. Monitor closely to check that Ss are noting their answers and to provide help with vocabulary if necessary.

• Stop the activity when most Ss have finished. Those who have not finished can give their answers verbally.

Exercise 2• Do question 1 as an example in open pairs.

• Ss read the Key for their partner’s answers. Give Ss 3 4- minutes to decide on their opinion of their partners and note down what they are going to say. Monitor to provide help if needed.

• Put two pairs together to make groups of 4 Ss to describe their partner, using their notes.

• Monitor from a distance and make notes on common errors.

• Invite Ss to tell the class about their partner.

• Discuss Ss’ answers. Ask: Do you agree with the results o f the quiz?

• If necessary, write problem sentences on the board.Ss correct them in pairs. Check answers.

Exercise 4• Do an example using the sample questions.

• Ss work with their original partners and take it in turns to ask/answer more detailed questions.

• Again, monitor and take notes on problems of accuracy, particularly with the use of going to.

• Ss report back to the class on their partner’s answers.

• Do feedback on problem areas if not done above after Exercise 3.

Extra activity:Using their notes, Ss write a description of their partner, either at home or in class, but don’t write their partner’s name.

In the next class, Ss’ descriptions can be displayed or passed around the class. Ss read them and guess who they are.


• In pairs, Ss take it in turns to ask/answer each question and note down their answers. Give a 5 minute time limit. Or first A asks all the questions then B.

• Monitor closely to help with problems. Also note how well they are using the going to form.

Remember boxSs read the box. Ask: Which forms did you use in thequiz? Elicit some examples. Ask: Why?

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UNIT 6

Focus 6 Skills - Life in the Future

MaterialsEssential: materials for 2 minute test, cassette,dictionaries. Optional: Photocopiable Resource 13 p. 140

2 m inutes test: Focus 4 - revision of yes/noquestions using going to (Class survey)• Before class, write phrases like the following on

separate pieces of paper, one for each Ss: 1 study English? 2 travel a lot? 3 go to university? 4 do military service? 5 get a job? 6 get married? 7 have children?8 live in another country?

• In class, ask: What are your plans for the future?Write: study English? on the board. Elicit and drill the Yes/No question: Are you going to study English? and the short answers: Yes, I ami No, I'm not.

• Distribute one paper to each Ss. They move round the class, asking/answering the questions. Tell Ss to note down the number of YesINo answers.

• Nominate Ss to tell the class the results of the survey.

Lead in• Ss cover the text and look at the pictures. Ask: What

can you see in the pictures? What do you think the text is about?

• Elicit one or two answers. Then Ss discuss the questions in pair/small groups.

• Nominate Ss to contribute their ideas. Elicit that the text is about predictions for the future.

• Note: Don’t check too much vocabulary and factual information here as this will be done in the following exercises.

Exercise 1• Check the instructions and elicit an example

prediction from the pictures.

• With the text still covered, give Ss 2-3 minutes to note down their guesses and discuss them in pairs/small groups.

• Nominate Ss to answer. Write a list of their guesses on the board in note form.

ReadingExercise 2• Give Ss 2-3 minutes to read the text and check the

predictions on the board.

• Be strict about time limits to discourage Ss from reading every word.

• Ss check the predictions in pairs.

• Nominate Ss to answer. Tick off the points on the board that they guessed correctly.

Remember box• Ss read the box. Check understanding: Examine

(look at the word in context in the sentence); Guess( try to guess what it means.) Use the pictures to help. Go to a dictionary ( to confirm your guess or find the meaning.)

Exercise 3• Distribute dictionaries if possible.

• Do an example from the list. E.g., freeze in paragraph 1. Tell Ss to use EGG Give them one minute to examine, guess and check the meaning in their dictionaries, in pairs.

• Check meaning: Ask: What do we usually freeze? (food) Ask: What happens to water at 0 degrees C? (It freezes.)

• Give Ss 5-6 minutes to find the words in the text and use EGG to guess the meaning. Monitor closely to see how well they do.

• Nominate Ss to answer. Check meaning further if necessary. Use pictures/drawings.

Study skills - Using a dictionary• Read the first section of the box with the Ss. Elicit

their answers and write them on the board. Ss copy.

• Nominate Ss to answer. Ask: Why is this a useful skill? (Because knowing the grammar o f a word helps you to work out its meaning.)

Answers: adj: adjective; adv: adverb; n: noun; prep*, preposition; pron: pronoun; v: verb freeze

Exercise 4• Ss work alone then check in pairs.

Cultural notes:

Mars. Its distance from the Sun varies from 206 to 249.2 million km. Its distance from the Earth varies between 56-400 million kilometres.

Star Trek. In 1966, Gene Roddenberry created the sci-fi TV series Star Trek. It re-appeared in 1987 as Star Trek: The Next Generation. Three more Star Trek series and several films have been made since then. It created terms such as warp speed and the holodeck.

Jurassic Park. The name of 3 films about a theme park with cloned prehistoric animals.

80

UNIT 6

Exercise 5• Ss work in pairs and check.

Answers: freeze (verb); he (pronoun); in (preposition); wrote (verb); doctors (noun)

Exercise 6• Ss read the questions. Check understanding. Ask:

Why is will used in the questions? (Because the text is about future predictions.)

• Give Ss 4-5 minutes to read the text alone and write the answers.



Answers: 2 It will get hotter. 3 They’ll be under water. 4 They’ll start living on Mars. 5 minus five degrees.6 At the speed of light, 7 Amazing animals : dinosaurs and tigers and new animals. 8 Aliens. 9 Only insects

ListeningExercise 7• Ss read the instructions. Play the tape. Ss listen and

note down their answers.

• Nominate Ss to answer. Check: Brighton (a town on the south coast o f England.)

Answers: 1 Chat Time 2 Ken Parker


• Ss read the statements. Give them 2-3 minutes to discuss their opinions in pairs/small groups.

• Play the tape. Ss listen and note down D or J.

• Ss check answers in pairs. Monitor and play the tape again if necessary.


Answers: 1 D 2 D 3 D 4 J 5 J 6 D 7 J

Exercise 10• Check instructions and elicit example answers for

cars. Elicit other possible topics for discussion and write them on the board.

• Give Ss 10-12 minutes to discuss their predictions in groups and make notes/rehearse what they are going to say.

• Monitor from a distance and make notes of any common errors.

Exercise 11• Nominate group representatives to report back to the

class. Discuss similarities/ differences in opinions.

• Write problem sentences on the board. Ss correct in pairs. Check answers.

• See Photocopiable Resource 13 p. 140.

W riting Gym 6 - A letter to a magazineWriting Tip• Read the tip with the Ss. Compare the letter writing

conventions with those in their country as a way of checking understanding. E.g. How do you start I end a letter?

Exercise 1• Ss order the letter alone/in pairs. Nominate Ss to

answer.

Answers: 1 e) 2 b) 3 g) 4 d) 5 a) 6 f) 7 c)

Exercise 2• Read the plan with the Ss and elicit some ideas. Refer

Ss back to the text and their notes for exercises 8/9 above.

• Ss write a draft of the letter. Monitor closely to help Ss with problems/ideas. Also encourage them to help each other.


for the layout of the letter. Provide extra support as necessary.


SpeakingExercise 9• Check the instructions and wake up. Elicit a few

opinions about the first point in Anna’s letter.

• Give Ss 8-10 minutes to discuss their opinions in groups of 4-5.

• Nominate groups to report back to the class.

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UNIT 6

Energy Check

Gram m arExercise 1

Answers: 2 is going to go 3 is going to study 4 is going to get 5 isn’t going to get

Exercise 2

Answers: 2 No, we aren’t. 3 Are you going to go to college? 4 Yes, we are. 5 Are you going to get a job?6 Yes, we are. 7 Are you going to get married? 8 Yes, we are - but later.

Exercise 3

Answers: 2 She’ll think 3 She’ll leave 4 she won’t 5 She’ll see 6 she’ll know 7 She’ll laugh 8 we’ll sing.


Answers: 2 cloudy 3 storm 4 snow 5 windy 6 hot7 sunny 8 raining 9 foggy 10 a flood

Exercise 5

Answers: 2 cloudy 3 sunny 4 flood 5 foggy 6 freezing7 windy 8 thunder


Answers: 1 matter 2 feel 3 I will tell 4 worry



• See Skills Test Unit 4-6 p.53

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UNIT 6

Song

Avril Lavigne - S k8te r Boi

Cultural notes:

Avril Lavigne was born in 1987 in a small town in Canada. She was signed up by Arista Records at the age of 16. Her debut CD was Let Go. It was a big hit in 2002.

MaterialsEssential: cassette, dictionaries. Optional: pictures/CDof Avril Lavigne; Photocopiable Resource 14, p. 141.

Lead in• With books closed, write the title of the song on the

board. Ask: Do you know this song? Elicit Ss answers. Show a picture/CD of Avril Lavigne, or write her name on the board.

• Do a prediction activity. Write: Sure!Not sure on the board. Brainstorm information Ss know/think they know about the song/singer.

• Prompt Ss with questions like: How old is she? Where was she born? What nationality is she? When did she record the song?

• Ss read the text about Avril in the book to check their predictions.

• Elicit/check Ss predictions.

Exercise 1• Books closed. Play the song. Ask: What sort o f music

is it? Elicit Ss answers.

• Play the tape again. Ss read and listen.

Answer: pop

Exercise 2• Ss read the words. Give them 30 seconds to find them

in the text.

• Alone/in pairs, Ss use EGG (Examine!Guess!Go to dictionary) to work out the meaning of the words.

• Nominate Ss to answer and check meaning. For stuck up: use mime and elicit/teach it is the past tense of stick. Ask: Did they stick up their noses because they wanted him to be their friend? (No) Did they think he wasnt good enough to be their friend? ( Yes) Why?(Because he was a skater boy.)

• For See ya later: Ask: Is this formal or informal? Informal {See you later.)

• For tag along: Ask: Did she go to the show with her friends? (Yes) Did they want her to go? (Not really)Is it formal!informal? (Informal.)

• Write the expressions on the board.

Exercise 3• Ss work alone and check in pairs


Answers: clothes, home, alone, know, show


• Give Ss 4-5 minutes to read the text alone and write the answers to the questions.

• Ss check answers in pairs/small groups. Encourage them to justify their answers.


Answers: 1 He was a punk/skater boy. She did ballet and thought he wasn’t good enough for her. Theycame from different classes/worlds. 2 Yes 3 Yes 4 Because she thought he wasn’t good enough for her. 5 He’s a super star/rock musician. 6 Yes

Exercise 5• Ss read and discuss the question in pairs/small

groups.


• Ss discuss their opinions of these phrases as a class or in groups.

Answer: b)

Extra activities:If your Ss like singing, play the tape again for them to sing along.

Give them a list of definitions of other words/phrases from the song to match.

Or, let Ss choose 2-3 words themselves. They work in pairs/groups. They then swap groups and teach their words.

• For come back down to Earth: Ask: Where was her head? (In space) Did she need to be more practical!realistic? ( Yes.)

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PROJECT

Projects 1 and 2 - A tim e capsuleSee Introduction for general instructions on projects• Before class, look at the projects and decide if you

will do both projects in class, or only one. Ss could also do one of them at home. Note: Project 2 is linked closely to Project 1. Project 1 depends on you/the Ss bringing in the necessary materials needed. See below.

Project 1 - A picture of todayAims: To enable Ss to talk and write about typicalobjects to put into a time capsule.

Language used: 1) will for predictions 2) everyday objects and adjectives to describe them


MaterialsEssential: Bags (paper/plastic); boxes or containers such as empty washing powder boxes; common everyday objects - all to be brought to class by the Ss if possible; a camera. Optional: pictures/drawings of everyday objects instead of real objects.

1 G enerate in terest in the topic• Note: In the class before this project, ask Ss to bring

in common everyday objects from home, and also a medium sized box/bag/container.

• Remind Ss of what the overall aims of the Project work in the coursebook are, including the opportunity to publish/display their work publicly.

• With books closed, write time capsule on the board. Elicit/check the meaning.

• Ss read the instructions for the Project. Check understanding.

2 A llocate groups• Organise Ss into groups of 3-4, depending on


• Check instructions again and write time limits for each exercise on the board so that Ss know how fast they have to work: Exercise 1 = 10 minutes; Exercise 2 = 10 minutes; Exercise 3:15-20 minutes.

3 Procedural notesExercise 1• Elicit/give an example of small objects Ss could use.

E.g., a ballpoint pen. Ask: Did these exist 50 years ago? (No) Ask: Do you think they will exist in 20 years' time? Elicit opinions about what might replace them. E.g., We'll use hand-held computers.

• Give Ss 10 minutes to brainstorm ideas for objects and why they might be unusual in 20 years’ time. Ss then choose two objects each.

• Monitor and provide help with language and ideas as needed. Encourage Ss to use their English as much as possible by prompting them to say words they know in English if you hear them saying them in LI.

• Also check throughout the activity that all Ss are involved. Make a note of groups/individuals who work well together and changes you might make in future project work.

Exercise 2• Ss use the container/bag/box they have brought with

them, or select from those you have provided.

Exercise 3• Ss describe their items in groups.

Exercise 4• Ss or you take a photo of the bag and display it.

4 Follow up ideas• Ss walk around and look at the photos. They ask

each other why they chose that object.

• Discuss with the class which objects were the most interesting and why.




Project 2 - Write a letter to a future classAims: To give Ss the opportunity to write a letter abouttheir objects from project 1 and justify their choices.

Language used: The same as Project 1.

Time needed: 45 minutes

MaterialsEssential: photos from Project 1, paper for display ofthe letter, scissors, glue.

1 G enerate interest in the topic• Read the instructions. Ss look at the pictures and

captions. Ask: Which do you think is the most interesting object? Did you choose the same objects?

• Ss discuss the answers in groups.

• Nominate members of each group to report back to the class.

2 A llocate groups• Divide Ss into the same groups as for Project 1.

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PROJECT

3 Procedural notesExercise 1• Elicit/remind Ss of the layout of letters. If necessary,

refer them back to Writing Gym 6.

Exercise 2• Ss write draft descriptions of their two objects and

why they might be unusual in 20 years’ time, as in the book.

• Monitor and provide help with vocabulary, spelling etc, as needed.

• Ss read each other’s drafts in their groups and make changes as appropriate. Encourage them to consult you as a resource.

• Ss write the letter together in their groups. Give them a piece of paper to make a clean copy.

4 Rem inder of display options• Provide paper/glue/scissors to each group. Ss decide

how to design their poster and stick their letter and photo on it.

• Display the posters around the classroom. Ss walk round and decide on the most interesting letter/poster.

5 Follow up ideas• Discuss Ss’ opinions with the class.

• Give feedback on what you liked about their projects. If necessary, do any revision of language problems related to the project that Ss had.

• If Ss are happy with their posters, discuss other ways of presenting them to the school/the world.

• Note: If you want Ss to make a project book or class magazine at the end of term/the coursebook, store their projects in a safe place.

85

Unit 7 Science and luckFocus 1 Switch on

Cultural notes:

Leicester Square is a world-famous tourist and entertainment spot in London’s West End.Originally called Leicester Fields, it became a public garden in 1874. There are statues of Shakespeare and other famous people who lived in or near the Square. There is also a bronze statue of Charlie Chaplin, London’s most famous comedian.

The Empire Cinema is a Victorian music hall built in 1884. From 1896, films from the Lumiere brothers were projected during intervals. It was later turned into a 4000-seat cinema. In 1967, it was split in two: the Empire Cinema and the Empire Ballroom.

MaterialsEssential: materials for 2 minute test, cassette.

2 m inute test: Unit 6 - revision (Dictogloss)• Note: this is not a ‘traditional’ dictation. The aim is

for Ss to reconstruct the text from notes and thereby use their knowledge of grammar/vocabulary to make it coherent and as close as possible to the original text.

• Before class, select a short extract of 35^10 words from Anna’s letter in Unit 6 p.68.

• In class, dictate the text at normal speed. Ss listen.

• Dictate it again, pausing slightly at the end of each sentence. Ss note down key words alone.

• In pairs/teams, Ss collaborate to re-write the text from their notes. Monitor closely.

• Check with the class if any differences in Ss texts are acceptable.

Tip: use a dictogloss for any short text.

Unit objectives box• Draw Ss attention to the objectives of the unit in the


Lead in• Ss cover the text and look at the picture. Ask: Who

can you see? (Mickey; Jess, Mo and Storm.) Ask: Where are they? (In Leicester Square in London.)Ask: What are they doing? (Mickey is talking on his mobile phone. Storm, Jess and Mo are next to a statue o f Charlie Chaplin.)

• Ask: Who do you think Mickey is talking to? What’s he talking about? Ss speculate about the questions in pairs/small groups.

• Nominate Ss to answer but don’t confirm the answers until Exercise 2 below.

• Alternatively: Before you ask the questions above, put Ss into pairs/teams, and give them 2 minutes to brainstorm familiar vocabulary and note it down.

• Nominate Ss from each pair/team to list their words. Write them on the board, eliciting the spelling. The pair/team with the most correct words wins.

ListeningExercise 1• With text covered, Ss discuss the words in pairs

and/or check in their dictionaries.

• Elicit/check the meaning. E.g. When you borrow money, you must... pay it back.

Exercise 2• Ss read the question and cover the text.

• Play the cassette. Ss listen and note down the answer before checking in pairs.

• Nominate Ss to answer. Check the meaning of lost his job and to be unemployed.

• Ask: Did you guess what Mickey was talking about correctly? Elicit answers.

Answers: He lost his job yesterday. He’s unemployed.

Energise!When you correct Ss extended written work, it is a very good idea to use a code to draw their attention to their mistakes, e.g. G (grammar), Sp (spelling), WO (word order), V ( vocabulary), P (punctuation). Write the code in the margin instead of correcting the mistake yourself. When you hand back the written work, it is useful to go over it in class. Ss read their work with the code and can usually correct their own mistakes, which is very motivating. Encourage them to consult you, or better still, the other Ss. This approach also ensures that Ss don’t just look at their mark and file the homework away.

• Ss check their text with the one in the book.

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UNIT 7

• Alternatively: before Ss read, give them more listening practice. Ss cover the text and read the questions in Exercise 3. Play the cassette again. Ss listen for the answers and check them with the text.

ReadingExercise 3• Ss read the questions.

Tip: Before they read the text, let Ss discuss thequestions and what they remember from the firstlistening. This will help them to focus more clearly onthe questions when they read.

• Give Ss 3 minutes to work alone and write the answers.

• Ss check their answers in pairs/small groups. Monitor to see how well they did.

• Nominate Ss to answer. Encourage them to justify their answers with reasons from the text.

• Elicit/check the meaning of my place and find a solution.

Exercise 4• Ss read the instructions. Remind them of EGG.

• Give Ss 3 minutes to find and check the meaning, alone/in pairs.

• Nominate Ss to answer. Check/teach the meaning. Ask: When do you say ‘Oh, dear! (To show sympathy when someone tells you bad news.) Ask: How can you say ‘What's up?’ in a different way? (What's the matter?)

Answers: Oh dear. (Oh no!); What’s up? (What’s wrong?). We’ll go to my place (Suggestion/decision to go to her house); You’ll see! (You’ll learn that things will be OK in the end.)

Vocabulary - Adjectives of emotionExercise 5• Ss look at the pictures. Check the example.

• Write: She looks frightened on the board and underline looks. Elicit/teach that we use this verb to describe people’s appearance/emotions.

• Ss match the words and check in pairs.

• Nominate Ss to answer. Check meaning, especially the difference between worried!puzzled. Ask: Why was Mickey worried after he phoned his dad? (His dad is unemployed. Mickey has a problem now. He hasn't got any money.)

• Ask: I f you don't understand something, how do you look? (Puzzled.)

• Model and drill the pronunciation of the words and write them on the board. Elicit/ mark the main stress in each word. Ss copy.

Answers: 1 excited 2 worried 3 puzzled 4 angry5 frightened 6 surprised 7 bored

Roleplay - Show sym pathy

Exercise 6• Ss read the instructions/conversation. Give Ss 2

minutes to find the answers in the text and write them down.

• Nominate Ss to answer. Check the form of How about + verb -ing for making suggestions.

• Elicit other ways of making suggestions. E.g., Why don't you...?, I'll help you.. You can

• Model/drill each line chorally, individually and in open pairs.

• Ss practise reading the conversation in closed pairs. Encourage them to memorise it.

• Invite Ss to act it out to the class.

Answers: 2 nothing 3 all right 4 up 5 dear 6 bad

Extra activity:Write the dialogue on the board. Drill each line chorally. Erase one line after each choral drill. Ss repeat the dialogue from memory until the whole dialogue has been erased.

Exercise 7• Ss read the example. Elicit possible

problems/solutions. E.g., My parents won't let me go out tonight.

• Give Ss 2 minutes to think about possible solutions for each problem alone, and note them down.

• In pairs, Ss take it in turns to state the problem/give a solution.

• Monitor from a distance and make notes of recurring problems of accuracy/pronunciation.

• Invite Ss to act out their dialogues to the class, who vote on the best solutions.

• Write any problem sentences on the board. Ss correct them in pairs. Check answers.

Answers: 1 Go to the cinema 2 His dad 3 Because his dad can’t help him/give him any money because he’s unemployed. 4 No 5 Go to Storm’s place/find a solution.

87

UNIT 7

Focus 2 Grammar - if (the first conditional)MaterialsEssential: Materials for 2 minute test, cassette. Optional:Flash Test 15 ; Photocopiable Resource 15 p. 142.

2 m inute tests Focus 1 - revision of showingsympathy (Running dictation)• Before class, copy these sentences from Focus 1 on

separate pieces of paper.

• Hi, Mickey. / You look worried. / Oh, hi. / I t’s nothing.I I ’m all right. / Come on, Mickey. I What’s up? / I can’t come to the cinema. 11 haven’t got any money. I You can borrow some money from me.

• In class, display the papers around the class. Ss work in pairs, A and B. A runs to a sentence, memorises it, runs back and dictates it to B. B writes down the complete sentence.

• Then Ss decide on the correct order.

• Ss check back in the text in their books.

• Check any acceptable variations in the order.

Grammar box• Ss read the box. Ask: Who is T and ‘he’ in the

example sentences? (Mickey. I)

Think about language• Ss read the box. Check the meaning of clause (a part

o f a sentence containing a subject and verb.) Ask: How many clauses are there in each sentence here? ( two.)

• Ss discuss answers in pairs. Check answers.

• Ss find 2 examples of this structure in the text in Focus 1.

• Nominate Ss to answer. Write the sentences on the board: 1 Your dad will help i f you ask him. 2 I f you stop now, you’ll be really unhappy.

• Elicit and underline will and present simple.

• Check meaning/use. Ask: Are the sentences about the present or the future? (The future.) Ask: Are they plans or predictions? (Predictions.) Ask: Is it possible (50%) or certain (100%) that Mickey’s dad will help him? (Possible.) Ask: What does it depend on? (I f Mickey asks him.)

• Check sentence order. Ask: Is the sentence order the same? (No.) Is the meaning the same? (Yes.) Ask: Which sentence has got a comma? The second one, beginning with If.

Exercise 1• Ss read the text. Check part-timelfull time job.

• Check the example and tenses used.



Answers: 2 If I get some money, I’ll stay in London.3 If I stay in London, I’ll work hard at school. 4 If I work hard at school, I’ll pass my exams. 5 If I pass my exams, I’ll go to university. 6 If I go to university, I’ll get a job in a theatre.

Exercise 2• Check the example. Give Ss 3 minutes to write the

sentences and check in pairs.

• Nominate Ss to answer. Elicit the position of the comma.

Answers: Answers same as Exercise 1 but in reverse order and without a comma.

Pronunciation - Intonation

Exercise 3• Write the example sentence on the board. Highlight

the rising intonation on job and falling intonation onmoney.

• Play the cassette. Ss listen and repeat.

Exercise 4• Ss practise saying the sentences in pairs.

• Nominate Ss to repeat each sentence. Play the cassette after each answer.

Exercise 5• Ss read the example. Model/drill the question and

answer.

• Give Ss 4—5 minutes to note down the questions/ answers and practise saying them.


Answers: 2 ... if he doesn’t have any money? If he doesn’t have any money, he won’t stay in London.3 ... if doesn’t stay in London? If he doesn’t stay in London, he’ll go back to Manchester. 4 ... if he goes back to Manchester? If he goes back to Manchester, he’ll go back to his old school. 5 ... if he goes back to his old school? If he goes back to his old school, he won’t study drama. 6 ... if he doesn’t study drama? If he doesn’t study drama, he won’t get a job in the theatre.Answers: a) present simple b) will

88

UNIT 7

Exercise 6• Check the instructions and example.

• Ss work alone/in pairs to work out a scenario. Monitor closely to provide support.

• In different pairs/small groups, each S reads out their scenario, one sentence at a time. The other Ss respond with a question.

• Monitor discreetly and take notes on recurring problems.

• Nominate Ss to re-enact their scenarios to the class.




Focus 3 Communication - SuperstitionsMaterialsEssential: materials for 2 minute test

2 m inute tests Focus 2 - revision of £if + presentsimple/will (Sentence completion)• Write sentence heads on the board (or dictate them).

E.g. I f you go to bed late....; I f you dorit have breakfast....; I f you don’t study hard ....; I f you go touniversity ....; I f you don’t get a good jo b ...../ I f youmeet a nice boy I g ir l ; I f you’re lucky....

• Give Ss 2 minutes to finish the sentences alone/in teams. After 2 minutes stop the activity.

• Check answers. The Ss/team with the most correct (and logical!) answers wins.

Lead in• Write: I f you walk under a ladder; you’ll have bad luck

on the board, ask: What do we call this? (A superstition.) Drill the pronunciation and write it on the board.

• Write/Ask: Are you superstitious?

• Check the meaning of superstitious, e.g., Do you believe in superstitions? Highlight the difference (superstitious is an adjective, superstitions is a noun.)

• Give Ss 1 minute to discuss their answers in pairs/small groups.



• Nominate Ss to answer and drill the pronunciation.

Exercise 2• Ss read the instructions and information. Check knife

and spoon if necessary.

• Ss work alone and check answers in pairs.


Answers: 1 you break a mirror 2 there are two spoons in a cup 3 you see a black cat 4 you cut your fingernails on a Wednesday 5 you open an umbrella in the house 6 you buy a book you’ve already got7 there’s a knife on a spoon 8 you pick up a pin9 you cut your fingernails on a Thursday 10 you walk under a ladder

Exercise 3• Do an example. Then give Ss 4-5 minutes to discuss

and guess the superstitions.

• Nominate Ss to answer. Write some of their ideas on the board, to be checked later.

• Divide Ss into pairs, A and B, facing each other and not showing each other their books.

• Model and drill the example in open pairs, A and B.

• Ss B ask the questions and Ss A reply. Monitor closely to provide support if necessary.


Answers: 1 If you break a mirror, you’ll have seven years bad luck. 2 If there are two spoons in a cup, someone will have a baby. 3 If you see a black cat, you’ll have good luck all day. 4 If you cut your fingernails on a Wednesday, some good news will arrive. 5 If you open an umbrella in the house, you’ll have bad luck. B: 6 If you buy a book you’ve already got, you’ll feel a bit stupid. 7 If there’s a knife on a spoon, there will be an argument. 8 If you pick up a pin, you’ll have good luck. 9 If you cut your nails on a Thursday, you’ll buy some new shoes. 10 If you walk under a ladder, you’ll have bad luck.

Exercise 4• Give Ss 3-4 minutes to discuss the question in

pairs/small groups. Monitor to provide vocabulary Ss may need. Also, make notes on common problems Ss have, particularly with the I f structure.

Tip: If you have a multi-lingual class, put Ss intopairs/groups of different nationalities.

• Nominate Ss to report back to the class. Compare the similarities/differences between superstitions in Britain and their country (countries).


Answers: 1 a pin 2 an umbrella 3 a mirror 4 a fingernail 5 a ladder 6 a knife

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UNIT 7

Focus 4 Vocabulary - ScienceMaterialsEssential: materials for 2 minute test, an orange, a bowl, a jug, water, cassette

2 m inute test: Focus 3 - revision of If sentences/superstitions (Pelmanism)• Before class, write five superstitions from Focus 2 on

ten separate pieces of paper.

I f you walk under a ladder, you’ll have bad luck.

• In class, do the example on the board.

• Put the pieces of paper face up on the floor/a table.Ss walk round and read them for 1 minute and think about or discuss the correct matches in pairs.

• Turn over the pieces of paper and move them round to change the order.

• In pairs, Ss take it in turns to turn over two pieces of paper. If it’s a correct match, they keep them. If not, they put them back in the same position.

• Ss continue doing this until all the correct matches have been found.

• The winners are those with the most correct matches.

Tip: this activity type can be used for any matching exercise.

Exercise 1• Ss look at the pictures and read the questions. Using

the pictures, check/teach the meaning and pronunciation of jug, bowl, and peel but not float - this is part of the discovery activity.

• Ss do the exercise alone and check in pairs.

• Nominate Ss to answer. Check the meaning ofinto/out o f through mime, if necessary.

Answers: 1 pour 2 put/Observe 3 Take out/Remove4 sink/float

Exercise 2• Ss discuss the questions in pairs.

• Nominate Ss to answer. Elicit Ss reasons but don’ttell them the answer yet.

Answers: Answers: 1 a) 2 b)

Exercise 3• If you have the necessary objects available, invite two

Ss to do the experiment in front of the class. The class can shout out the instructions.

• Note: If the necessary objects are not available, ask Ss to do the experiment at home and answer the question in the next class.

ListeningExercise 4• Ss read the experiment. Check the meaning and

pronunciation of ketchup packet, the top o f the bottle and squeeze, using mime/the pictures.

• In pairs, give Ss 1 minute to speculate about words which might fit in the gaps.

• Play the cassette. Ss listen and note down the correct answers.

• Ss check in pairs. Play the cassette again if necessary, pausing the cassette after each gap.


Answers: 2 pour 3 bottle 4 put 5 floats 6 sink 7 float8 sink

90

UNIT 7

Focus 5 Grammar - countable and uncountable nounsMaterialsEssential: cassette. Optional: pictures/drawings of food;dictionaries; Flash Test 16 p. 162

2 m inute tests Focus 4 - review (Dictogloss)• Dictate the text (or part of it) from Focus 4 Exercise

4 at normal speed. Ss listen. Then repeat each sentence, pausing slightly for Ss to take notes of key words.

• In pairs/groups, Ss re-write the text from their notes.

• Ss check with the original text in their books.

• Discuss acceptable differences in their texts.

Grammar box• Ss read the box. Check the meaning of unknown

vocabulary: e.g., sugar.

• Check concept. Ask: Can you count oranges? (Yes.) Can you count water? (No. only glasses)

Think about language• Ss discuss the rule in pairs. Elicit the answer.

• Illustrate/check further, using other pictures/ examples of countable/uncountable nouns. E.g., pens, books, coke, cheese.

Answer: True

Exercise 1• Write C and U in 2 columns on the board. Check the

example.


• Nominate Ss to answer and check the concept. Ask: Can you count them!it?

• Write the answers on the board. Ss copy.

Answers: 3 C 4 U 5 U 6 U 7 C 8 C 9 U 1 0 C 1 1 U12 U

Memory Tip 7• Ss read the tip. If possible, show Ss an example in a

dictionary, or ask them to find 2 more examples in their own dictionaries.

Exercise 2• Model/drill the example. Ask: Why is it ‘How

many../? (Because ‘cousins’ are countable.)

• Do an example for How much....? E.g., draw/show a picture of coffee. Elicit/drill: How much coffee is there?


• Nominate Ss to answer. Check question 2 Ask: Why is ‘is’ used here? Because water is uncountable/the verb is singular.

Answers: 2 How much 3 How many 4 How many 5 How many 6 How much

Grammar box• Ss read the box. They should be familiar with the

some/any rule.

• Ask: When do we use ‘there is I are? (We use the singular verb is for uncountable nouns, and the plural verb are for countable nouns.)


•' Nominate Ss to answer and give a reason.

Answers: 2 some 3 any 4 any 5 any 6 some7 any

ListeningExercise 4• Ss read the instructions and list. Check the meaning

of to need ( it’s necessary.)

• Play the cassette. Ss listen and write the answers.


• Play the cassette again. Ss note down any extra information and check their notes in pairs


• Note the use of some in Can you get some orange juice? for requests.

M em ory Gym 13 - Un/countable nouns Exercise 1• Copy the table on the board and do one example of

each, e.g., orange is countable and water is uncountable.

• Ss work alone then check in pairs.

Exercise 2

• Put Ss in pairs, A and B.

• Do an example for the class with one pair.

• Give Ss only 2-3 minutes to do the activity, it should be quite quick and fun.

Refer Ss to Word Store p.29

Answers: 1 milk - a litre 2 salt 3 no oranges 4 eggs: six5 no sugar 6 no cheese 7 juice: orange 8 apples: six


91

UNIT 7

Focus 6 Skills - The Archimedes Principle

Cultural notes:

Archimedes was born in Syracuse, Sicily in 290 BC and died there in 212 BC. He was the most famous mathematician and inventor of ancient Greece.When Syracuse fell to the Romans in 212 BC, Archimedes was killed in the sack of the city. The story about Hiero’s crown is probably true (the Archimedes Principle), but that he leapt out of the bath and ran naked through the streets shouting ‘Eureka!’ is not.

MaterialsEssential: materials for 2 minute test, cassette.

2 m inute test: Focus 5 - revision of countable/uncountable nouns• Before class, make a list of 15-20 countable/

uncountable nouns from Focus 5.

• In class, write C (countable) and U (uncountable) in 2 columns on the board. Ss copy it.

• Do an example. Say: water/apple. Elicit if they are C or U and write them in the correct column. Ss copy.

• Dictate the words, one by one. Ss write the word in the correct column alone.

• Nominate Ss to answer. Elicit spelling and write the words on the board, or invite Ss to do it.

Lead in• Books closed. Write Archimedes on the board. Ask:

What do you know about him?

• Ss discuss the question in pairs for 1 minute.

• Write Sure/Not sure on the board. Nominate Ss to tell the class what they know. Write details they are sure/not sure of in the relevant column.

• Tell Ss they will find out the answers later.

• Note: If Ss know nothing/very little about him or his Principle, move on to Exercise 1.

ReadingExercise 1• Ss cover the text and check the words using the

pictures/their dictionaries, and/or discuss their ideas in pairs.

• Elicit/check the meaning and pronunciation of each word, and write the words on the board.

Tip: Elicit the grammar of each word. Ask: Is it a noun or a verb? Is the verb regular or irregular? Is the noun countable or uncountable? Add the information to the words on the board. Ss copy.

• With books closed, write the headings The ProblemI The Observation!The Solution on the board.

• Write the first sentence of each section from the text on the board.

• Give Ss 2-3 minutes to predict what happens in each section of the text in pairs/small groups, making notes if necessary.

• Nominate Ss from each group to give their ideas. Tell Ss they will find out if they are right later.

Exercise 2• Ss read the questions. Give them 30 seconds to scan

the text and note down the answers.


Answers: 1 King Hiero 2 Yes

Exercise 3• Ss read the questions. Check the meaning of got no

clothes on!a cheat!to cheat.

• Give Ss 4-5 minutes to read the text alone and write- the answers.

• Ss check answers in pairs. Encourage them to give reasons from the text.

• Monitor closely to see how well they did.

• Nominate Ss to answer and give a reason.

• Ss read the definition of the Archimedes Principle. Check understanding.

Answers: 1 F 2 T 3 T 4 F 5 T 6 F 7 T 8 T

Extra activities:Discuss Ss predictions from the Lead in after Exercise 1. Ask: Were you right? Elicit/discuss answers.

To further develop Ss reading and writing skills, and to exploit the text further, ask Ss to read the text again and write 3-4 comprehension questions alone/in pairs. Monitor closely to provide help with accuracy.

Regroup Ss into larger groups. Ss take it in turns to ask/answer their questions.

Study skills - Listening• Read the box with the Ss. Ask: Why is this a good

idea? Ss discuss the question in pairs.

• Nominate Ss to answer. Because i f you have some idea o f what the answers might be, it is easier to focus your listening and check your expectations.

Exercise 4• Check instructions. Tell Ss they will practise the

Study skill here.

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UNIT 7

• Ss read Exercise 5 and discuss their predictions in pairs/small groups.

• Nominate Ss to answer but don’t confirm answers yet. This is done in Exercise 5.

Answers: 2 e) 3 b) 4 d) 5 a)

Exercise 2• Ss write the instructions and check in pairs.

• Nominate Ss to answer. Write the answers on the board, if necessary.

ListeningExercise 5• Play the cassette. Ss listen, note down the answers

and check in pairs.

• Monitor to see how well they did. You will probably need to play the cassette again, pausing after each gap to give Ss time to write.

• Ss check their answers in pairs.

• Nominate Ss to answer. Write the answers on the board. Play the cassette again if necessary.

SpeakingExercise 6• Ss read the question. Elicit a possible reason, using

the language suggested.

• Ss discuss their ideas in pairs/small groups.

• Nominate Ss to answer, but don’t confirm if they’re right yet.

Exercise 7• Play the cassette. Ss listen and check their ideas.

• Ask: Were you right? Elicit/discuss the right answer.

Exercise 8• Ss complete the sentences alone/in pairs. Play the

cassette again to help if necessary.

• Nominate Ss to answer and write the sentences on the board. Check the form: I f + present simple/will + base verb

Answers: 1 will sink 2 it will float.

W riting Gym 7 - An experimentWriting Tip• Read the tip with the Ss.

Exercise 1• Ss read the exercise.

• Ss work alone/in pairs to order the rest.


Answers: Next, get a large bowl and fill it with water.After that, put the normal cola.....Finally, removethe normal cola...

Exercise 3• Read the instructions and plan with the Ss. Highlight

the importance of the headings/layout. Refer Ss back to the experiment on p 79.

• Ss write a draft in their notebooks. Monitor closely to helps with problems.

Exercise 4• Ss check their drafts together. Monitor and make

suggestions for changes, if necessary.

• Ss write a good copy in class or for homework.

Extra activity:Ss can write their experiment on a clean sheet of paper and add drawings/pictures to illustrate it, either in class or at home.

Display Ss work on the classroom walls. Ss vote for the best one.

Answers: 1 sink 2 float

Answers: 1 can of cola 2 can of diet cola 3 bowl of water 4 can of cola 5 water 6 float

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UNIT 7



Answers: 2 phones/won’t talk 3 will tell/want 4 go/’ll/ buy 5 work/’ll pass 6 ’11 tell/see 7 see/’Il say? 8 ’11 be/ leave 9 see/’ll run 10 asks/won’t answer.

Exercise 2

Answers: 2 ’11 bring/ask 3 ’11 come/phone 4 ’11 play/ask


Answers: C: tomato, sausage, pizza, milk shake, hamburger; U: salt, cheese, bread, sugar, money, water

Exercise 4

Answers: 1 some, any 2 any 3 any 4 any, some

Exercise 5

Answers: 2 many 3 much 4 much 5 many 6 much7 much 8 much


Answers: 2 b) 3 e) 4 a) 5 c)

Energy Check

Gram m arExercise 1

94

UNIT 7

Culture Bite - Want 2 chat?

Cultural notes:

Hundreds of teenagers use chat rooms in Britain. Internet sites like Yahoo! who offer a chat room service have safety tips and warnings for teenagers using them as well as for parents. Internet Messenger is similar but you chat with no time delay. Abbreviations and emoticons are becoming a part of teen language which is increasingly leaving their parents behind.

Lead in• Create interest. Books closed. Ask Ss how often they

use the Internet and if they use chat rooms. Ask who they chat to and what about. Ask Ss if they think chat rooms are safe. Why I why not?

• Books open. Ask Ss to read the title - Want 2 chat? Ask Ss why 2 has been used and not ‘to’. (Because this is an example o f chat language.)

Question 1• Tell Ss to read the texts, including the Culture File

and answer the questions in pairs. Give a one minute time limit. Ss check in groups.

• Ask further questions. E.g., Has Martin got a computer at home? Does he have one nickname?

• Check: to badmouth someone. Ask: What kind o f things could you say to badmouth someone?

Answers: 1 every day 2 to chat with groups of friends3 he doesn’t like people badmouthing others4 emoticons and abbreviations

Q uestion 2• Ss discuss the questions in small groups. Tell Ss to

make notes for and against. Monitor for questions/problems.


Extra activities:Ss work in pairs. One Ss is a parent and the other is the son/daughter. Tell Ss to use their notes from the discussion to argue about if they should use chat rooms or not. E.g., Parent - you shouldn’t use chat rooms because they aren’t safe. Son - 1 use a nickname, so people in the chat room don’t know who I am.

95

Unit 8 Have you ever. . .?Focus 1 Switch on

Energise!While it is always a good idea to encourage Ss to correct themselves when they make a mistake, sometimes their mistakes are too complex for them to correct, or you may not want to interrupt or discourage them. In this case, it can be useful to reformulate Ss sentences and repeat them back to them as a response to their contribution. For example, a student may be talking about their weekend and say We goed to saw my grandparents yesterday night. You respond: Oh, so you went to see your grandparents last night - and what did you do there? Ss may notice the difference, and make a mental note of it, without having to interrupt completely what they were saying.

• Ask: Where is it? What can you see?

Extra activity:Use the picture for a memory game. In pairs, Ss look at the picture for 30 seconds. Ss A covers the picture and describes the picture from memory. Ss B listens and checks. In feedback, nominate Ss B to describe the picture from memory.

ReadingExercise 1• With text covered, Ss look at the picture.


Answers: She’s chatting online.

Cultural notes:

Soaps is an Abbreviation of soap operas. Also known as ‘daytime dramas’, they were traditionally aimed at housewives in order to sell soap powder and detergents. The major sponsors of these programmes are still companies such as Proctor and Gamble, though there is a much wider audience nowadays. The longest running soaps in Britain are Coronation Street (over 40 years) and EastEnders.

MaterialsEssential: materials for 2 minute test, cassette. Optional:pictures of people/things for Grammar presentation,Flash Test 17 p. 163.

2 m inute test: Unit 7 - Revision (Noughts andCrosses)• Before class, select new vocabulary from Unit 7: E.g.

ladder, pin, umbrella, spoon, knife, mirror, fingernails/countable and uncountable nouns/ sink, float, pour, squeeze, measure, weigh, volume, king, crown.

• Follow procedures as suggested for the Noughts and Crosses 2 minute test in Unit 6 Focus 1.



Lead in• Ss cover the text and look at the picture.

Exercise 2• Ss find the words in the text and use EGG to find the

meaning.

• Nominate Ss to answer. Check/teach the meaning/use, e.g. to be broke (informal): Ask: Has Mickey got any money? (No) Fancy: Ask: Is Storm attracted to Mickey? ( Yes) Give up: Ask: Is Mickey going to stop going to drama school? ( Yes) Yawn: Ask: Do you do this when you re tired or bored? ( Yes) Why does Storm say it here? Because it means ‘How boring. Soap: Short form o f soap opera. Ask: What's your favourite soap on TV?

• Model/drill the pronunciation and write the words on the board.


• Give Ss 4-5 minutes to read the text alone and answer the questions. Ss check answers in pairs.


Answers: 1 Mickey 2 Because he works as a dishwasher every evening after school and on Saturday, and he walks to work. 3 Give up drama school. 4 The best soap on TV. 5 Mickey should audition for the soap.6 A new character in the soap. 7 He doesn’t know.

Grammar box• Ss read the box. Ask: Which word doesn't change in

the 2 columns? (his.)

Think about language• Ss read the box and answer the questions in pairs.


b 1 my 2 mine.

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UNIT 8

• Check and practise further. Use your own possessions, E.g. book, bag, etc. Ask: Whose baglpenlbook is this? Elicit/teach: I t’s yours. Drill the question/answer.

• Pick up a student’s book. Ask: Whose book is this? Elicit/teach: I t’s mine.

• Ss use personal possessions to ask/answer the question in closed pairs.

• Using items belonging to Ss (or pictures of people and their things), follow the same procedures for his I hers I ours I theirs.

• Write the question on the board. List the answers in a substitution table. Ss copy.

• Repeat procedures as above to elicit/teach the use of possessive pronouns with a plural subject/verb. E.g., Whose books are these? They’re mine!yours I his Ihers, etc.

• Ask: Are the possessive pronouns the same or different in the plural form? ( The same.)

Exercise 4• Check the example. Ss work alone and check in pairs.

• Nominate Ss to answer. Check each answer further. Ask: Is it a possessive adjective or noun? Drill problem sentences if necessary.

Answers: 2 our 3 yours 4 My 5 our 6 ours

Exercise 5• Check the instructions and drill the example.

• Ss work in groups of 4-5, taking it in turn to ask/answer the questions.

• Monitor to see how well Ss do. Note down common problems.

• Nominate Ss to ask/answer questions from their groups.



Lead in• Ss read the Audition notice. Check comprehension.

Ask: questions e.g., Who’s holding the auditions? What’s the audition for? Where I when is the audition? What type o f characters are Kieran/Mary? What will the actors do? What must they bring!wear?

• Check the meaning of to bring!permission!to get (to a place).

ListeningExercise 6• Ss read the questions.

• Play the cassette. Ss listen, write their answers, and then check answers in pairs. Monitor to see if Ss need to hear the cassette again.


Answers: 2 some 3 What time 4 Where5 permission 6 should 7 rock 8 get

Extra activity:After listening/checking the answers, play the tape again, stopping it after each question. Ss listen and note down the answers, or repeat the answers from the tape.

Roleplay - Phone for informationExercise 7• Check the instructions and example with Ss.

• Give them 2-3 minutes to refer to the text and Exercise 6 and prepare the questions/answers in pairs. Monitor to provide help/advice if necessary.

• Change pairs. Ss sit back-to-back and take it in turns to be A/B. Monitor from a distance and note down any recurring problems.

• Nominate Ss to act out their conversations.


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UNIT 8

Focus 2 Grammar - Present perfectMaterialsEssential: plastic bag for 2 minute test. Optional: FlashTest 18 p. 163; Photocopiable Resource 16 p. 143.

2 m inute test: Focus 1 - possessive nouns(Team game)• Ask Ss to take a small item from their bag/pocket

and show it to the class. Then put the items in the bag.

• Do an example. Ask: Whose pencil is this? Elicit: I t’s hislhers.

• Divide the Ss into teams of 3-4 and name/number them.

• Take an item from the bag and nominate a team to consult/answer. Give 2 points for a correct answer. If they answer incorrectly, ask another team. Give one point if they get it right.


Grammar box• Write Mickey’s (has) worked really hard on the

board.

• Check meaning. Draw a timeline.

• Point to the timeline and ask: When did Mickey start working hard? (In the past.) Ask: Do we know exactly when he worked hard? (No.) Ask: Is it important? (No.) Ask: Is he still working hard?( Maybe! Probably.)

• Elicit/say the name of the tense: present perfect and write it on the board.

Note: Explain to Ss that there are various uses of the present perfect, but at this level we are just focusing on experience.

• Ask: How do you form this tense? Ss read the Grammar box and discuss the answer in pairs.

• Tell Ss to read the Think about language box below to confirm their answers.

Think about language• Ss read the box. Check the form and write it on the

board: to have + past participle.

• Check/teach the meaning of ever in the question in the Grammar box: in your life until now/the opposite of never.

• Model/drill the pronunciation of the short form: he’s worked.


• Nominate Ss to answer, asking Ss to justify the form.

Answers: 2 haven’t studied 3 has worked 4 has starred5 have you ever lived 6 haven’t watched

Exercise 2• Ss discuss the words in pairs/check in their

dictionaries. Or use EGG.

• Nominate Ss to answer. Check/teach the meaning: What do we call the people who do the dangerous parts o f a film? (Stunt men!women.) Elicit examples of films with a bad!good guy. E.g. JamesBondi Superman.

Exercise 3• Ss cover the text and look at the questions in Exercise

3. They discuss and predict the answers in pairs/small groups.

• Give Ss 2 minutes to read the text and check their predictions.

• Nominate Ss to answer, adding extra information if possible.

Answers: 1 Hong Kong 2 No 3 To theatre school 4 Yes 5 Rush Hour

Exercise 4• Do the example. Ss then work alone and check in

pairs.

• Nominate Ss to answer. Model/drill each question in preparation for Exercise 5.

Answers: 2 Has he ever studied 3 Has he ever worked 4 Who has he starred 5 Has he ever played

Remember box• Ss read the box. Elicit examples to check meaning,

and use in questions/statements. E.g. Have you ever driven a lorry? I have never driven a lorry.

Exercise 5• Model/drill the example.

• Ss take it in turns to ask/answer the questions in pairs, referring to the text if necessary.

• Nominate Ss to answer in open pairs.• Ask: Have you ever worked in films? Elicit answers: Yes, I have. I No, I haven’t!Never.

Exercise 1• Do the example. Ask: Why is it ‘has worked’?

(Because Mickey is the 3rd person form.)

Exercise 6• Ss write the answers and check in pairs/the text.


98

UNIT 8

• Note: Check spelling rules for past participles of regular verbs.Words ending in: 1 a consonant: add ed. 2 consonant + y: y changes to i + ed 3 e: add d.

Answers: watched, worked, studied, played

Grammar box• Ss read the list of verbs. Elicit example sentences of

the verbs to check meaning.

• Note: Refer Ss to the irregular verb list in the Word Store . Remind them to learn the irregular verb forms. Suggest they spend 2 minutes a day reviewing them.

Think about language box• Ss read the box and discuss the answer in pairs. Elicit

the answer.

Answers: True

Exercise 7• Give Ss 2 minutes to work alone. Then check in pairs.


Answers: made; had; broken

Exercise 8• Do the example. Ss read the questions.

• Give Ss 3 minutes to write the answers and then check in pairs. Nominate Ss to answer.

• Note: Highlight the difference between ‘He’s been/gone to London: been - has come back; gone - has not come back.

Answers: 2 have never been 3 Has Mickey heard4 Have you ever done 5 has never heard 6 hasn’t seen7 has never met 8 have made 9 have never seen 10 have never been

Present perfect or past simple?• Ss read the box. Ask: Are both sentences about the

past? ( Yes) Which one gives a definite time? ( The second 11999.)

Exercise 9• Do the example. Ss work alone/in pairs and write the

answers.

• Nominate Ss to answer, giving a reason. Ask: Why? Is there a definite time?

Memory Tip 8• Ss read the tip. Ask: Have you ever used this technique

before? E.g. chanting Maths tables at school!

• Practise chanting the verbs from the list in the Grammar box.


Exercise 10• Give Ss 1 minute to do this exercise without looking



• Elicit answers and ‘chant’ them.

Answers: watched, seen, been, worked, lived, met, played, broken, heard

Exercise 11• Ss read the instructions. Elicit more

prompts/examples and write them on the board. Model/drill the example in open/closed pairs.

• In pairs, Ss take it in turns to ask/answer the questions. Monitor closely to help with problems.





Answers: 2 has never seen 3 Have you ever met 4 met5 didn’t do 6 Have you ever been 7 lived 8 stayed

99

UNIT 8

Focus 3 Vocabulary - TransportMaterialsEssential: cassette. Optional: Photocopiable Resource 17p. 144.

2 m inute test: Focus 2 - revision of pastparticiples (Memory test)• Dictate the base verbs from the list below (or write

them on the board). Ss write the past simple/past participle forms alone in pairs.

• Verbs: workled, watchled, star I red, seel saw!seen, playled, meet/met, make/made, liveld, hear/heard, have/had, go I went I gone, doldidldone, breaklbrokel broken.

• Nominate Ss to answer. Check spelling.

Exercise 1• Ss look at the pictures and cover the box.

• In pairs/small groups, give Ss 1 minute to brainstorm the words they know. Check answers in the next exercise.

Exercise 2• With texts still covered, elicit some examples.

• Ss do the Exercise and check in pairs.

• Nominate Ss to answer. Drill the pronunciation and write words on the board.

Answers: bus, scooter, bicycle, boat, motorcycle, car, train

Exercise 3• Do the example. Ss work alone/in pairs and write the

answers.


Answers: 2 drive 3 ride 4 ride 5 fly 6 ride 7 drive

Exercise 4• Ss read the sentences and discuss the answers in pairs.

• Nominate Ss to answer. Ask: Why?

Answers: Ss answers


Pronunciation - /ai/ /ei/Exercise 5• Write the phonemic symbols on the board and one

example under each.

• Play the tape. Ss listen. Play it again, pausing after each word for Ss to repeat.

Exercise 6• Ss read the list and the examples.

• Play the tape. Ss listen and write the words in the correct column and check in pairs.


Answers: /ei/ say, eight, break, grey, take, wake, /ai/ shy, mine, eye, guy, try, why, sign

M em ory Gym 14 - TransportExercise 1• Check the instructions and example. Ss work alone

then check in their books/in pairs.


Answers: 2 airplane 3 horse 4 lorry 5 bus 6 boat7 tram 8 airplane 9 foot

Exercise 2• Check the example. Ss practise telling the story in

pairs. Monitor to provide help/advice.

• Nominate Ss from each pair to retell their stories to the class.

• Ss can write their story for homework.

• Refer Ss to Word Store p. 3 3

Extra activity:Teach the past participles of ride/drive/fly (ridden/driven/flown) and write them on the board. Ask: Have you ever ridden a bike? Elicit answers: Yes,I have. I rode a bike last week. I No, I haven t. I No, never.

In pairs/groups, Ss ask/answer questions.

Nominate Ss to answer in open pairs.

Remember box• Ss read the box. Elicit examples using the new

transport vocabulary. Check the concept: Do I travel on or by plane? (by).

100

UNIT 8

Focus 4 Communication - Talk about travel

Cultural notes:

Oban, Scotland is on the west coast of Scotland and is fringed by lochs and numerous islands of varying sizes. Oban is a small seaport of 8,000 people opposite the Isle of Mull.

MaterialsEssential: cassette. Optional: a world map, large pieces of paper/coloured pens for survey

2 m inute tes t: Focus 3 - revision of transport words (Jumbled spelling)• Write on the board (or copy/put on OHT) 8-10

transport words in a jumbled order: usb (bus); soolscubh (schoolbus); mart ( tram), etc.

• Do an example. E.g. usb.

• Give Ss 2 minutes to work alone/in teams.

• Nominate Ss/teams to answer in turn and spell out the words. Give two points for a correct first answer, or one point if another team can correct a wrong answer.

• If time, check which verb collocates with each form of transport: ridel drivel fly.

ListeningExercise 1• Pre-teach to catch a ferry I bus I train, using the pictures,

and island.

• Ss read the instructions/grid. Check/teach: How far isit? and Is it far I close?

• Play the tape. Ss listen only, focusing on the answers to the questions. Ss then discuss the questions and possible answers in pairs.

• Play the tape again. Ss listen and write the answers in their notebooks.

• Pairs check answers together, adding/ changing details if necessary. Monitor closely to help with problems.

• Play the tape again as many times as necessary. Ss check in pairs after each play.

Tip: Checking answers before Ss are ready can undermine Ss confidence and be very de-motivating.

• Nominate Ss to answer. If possible, use a map to elicit/show where the places are.

Answers: Douglas: 1 In Scotland - on an island called Tiree. 2 In Oban, in the west of Scotland. 3 By boat/on foot. 4 Every Sunday afternoon/Friday afternoon 5 30 kilometres. 6 About 3 hours. Petra: In South Africa - on a farm 2 In Robertson - a town near Cape Town in the south. 3 Usually by motorbike gets a lift with dad. Sometimes walks. 4 From Monday to Saturday. 5 About 10 kilometres. 610 minutes by motorbike/2 hours on foot.

Find out!Exercise 2• Read/check the instructions and examples. Check:

How would you like to travel...?

• Do an example for the answers to question 1 on the board. E.g. by bus x 2, on foot x 3.

• In groups of 5-6, give Ss 4-5 minutes to ask one question at a time and note down the answers. Monitor closely.

Exercise 3• Number each member of each group: 1-6.

Depending on the number of groups in your class, regroup Ss with members from each original group. E.g., to make three groups, put all l ’s and 2’s in one group, all 3’s and 4’s in another and all 5’s and 6’s in the third.

• Give Ss 4—5 minutes to pass on the information they have to the new group.

• Check the graph in the book, or draw it on the board.

• Ss draw a graph, alone/in pairs, to show the results of their survey.

Extra activity:Give each group of Ss a large piece of paper/coloured pens to draw their graph/write the results of their survey. Display them in the classroom. Ss read and compare their results.

Exercise 4• Ss read the examples. Elicit some answers.

• Give Ss 3-4 minutes to discuss the questions in pairs/ small groups and note down the answers.

• Nominate Ss to tell the class about their partners.

101

UNIT 8

Focus 5 Skills - Maiden tripCultural notes:

Iron Maiden has been a world-famous rock band since 1978. They have sold over 50 million albums and had 13 Top Ten albums in the UK, including three Number Ones.

Bruce Dickinson was born on August 7, 1958. He insisted everybody call him ‘Bruce’ from as early as he can remember - even though his first name is Paul. Only his parents were allowed to call him Paul.

MaterialsEssential: materials for 2 minutes test, cassette.Optional: world map, dictionaries, PhotocopiableResource 18 p. 145.

2 m inute test: Focus 4 - revision of transportphrases (Class survey)• Before class, write forms of transport words on

separate pieces of a paper, one for each Ss. E.g.: car! busltaxilbikeltrainlboatlplane.

• In class, model/drill the example question. Ask: How often do you travel by car? Elicit possible answers: once Itwice!three times a week!every day.

• Give each Ss a piece of paper. Ss walk round asking/answering their question. Tell Ss to note down/remember the answers.

• Nominate Ss to report back to the class. E.g., two students travel by car every day...

Study skills - Reading• Read the box with the Ss and check understanding.

• Ask: Why is skimming a good idea? Elicit/discuss the answer: Because knowing what the text is about helps you to understand more when you read in detail.

ReadingExercise 1• Ss read the instructions. Remind them of the Study

skill: to read the first sentence of each paragraph.

• Give Ss 30 seconds to skim/find the answers.


• Nominate Ss to answer. Check: professional pilot.

• Ask: What do you know about Bruce Dickinson!Iron Maiden? Elicit Ss answers.

• Discuss the title of the article: Maiden trip. Note: the obvious meaning is that it is a trip made by a member of Iron Maiden. There is also a play on words: a maiden voyage, though this may be too subtle to explain to Ss at this level.

Answers: 1 Bruce Dickinson 2 He’s the lead singer in Iron Maiden and a professional pilot.

Extra activity:Follow up the question: What do you know about Bruce Dickinson/Iron Maiden? with a prediction activity. Write Sure/Not sure on the board. Brainstorm Ss answers/doubts and note them in the right column on the board. Don’t confirm the information yet. Ss can do this after Exercise 3 below.

Exercise 2• Ss discuss the meaning of the words in pairs and/or

check in their dictionaries.

• Elicit/check meaning using examples/mime/the pictures in the book. E.g., What do pilots use to practise flying planes? (A simulator.) Mime fencing.


Extra activity:Alternatively, Ss find the words in the text and work out their meaning from context, alone/in pairs. Then check.

Exercise 3• Ss read the questions. Check for problems and do the

example.

• Give Ss 3-4 minutes to read the text alone and write down the answers.

• Remind them to focus on the questions, and not worry about other words they don’t understand.

• Ss check their answers in pairs/small groups. Encourage them to justify/give reasons for their answers.


Answers: 2 T 3 T 4 F 5 F 6 F 7 F

ListeningLead in• Ss read the instructions and the questions. Check the

place names in the questions, using a map if possible.

• Extend this to include other places mentioned on the tape: Antarctica, Asia, Latin America, Australia, Sahara, Thailand, Senegal, Mali.

• Check/teach the meaning of kid, camel, journey and continent.

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UNIT 8

Exercise 4• Play the cassette. Ss listen and note down their

answers.

• Ss check answers in pairs. Monitor to see how well they did. Play the cassette again as many times as necessary.

• Nominate Ss to answer, adding as much detail as possible.

Answers: 1 No, he only travelled to Africa and India.2 Correct 3 No, he travels every way. 4 Correct 5 No, he has travelled by camel/elephant. 6 No, the worst journey was in Africa 7 Correct.

SpeakingExercise 5• Read the instructions and elicit some answers to the

questions.

• Give Ss 3-4 minutes to think about their answers and make notes. Monitor closely to provide language support/advice if needed.

• In pairs/groups, Ss exchange information. Monitor from a distance and take notes on common problems, especially with the present perfect.

• Invite Ss to tell the class about their own/their partner’s experiences.


• Ss can write up their experiences for homework.


W riting Gym 8 - A description of a journeyWriting Tip• Read the box with the Ss. Remind Ss of the concepts

of the past continuous!past simple. Note: The past continuous is often used to provide information on the background/setting of a story, indicating an action in progress/longer action. The past simple is used to talk about a single event/short action.


• Give Ss 2-3 minutes to read and underline/note down the verbs and identify the tenses.


• Nominate Ss to answer. Check incredibly toilets.

Answers: past continuous: were sitting/standing; was shining; past simple: all other verbs

Exercise 2• Ss read the text and example. Check: to be sick and

smelly.

• Give Ss 3-4 minutes to write the answers alone/in pairs.


Exercise 3• Read the instructions and the plan with the Ss. Elicit

possible answers to the questions. E.g., I was travelling to Londonlmy aunt’s....

• Remind Ss they can invent a story.

• Give Ss 10 minutes to write a draft alone/in pairs. Monitor closely to provide help with vocabulary and problems.

Exercise 4• Ss check their drafts. Encourage them to show each

other their drafts.

• Remind them to check the tenses: past simple/past continuous. Monitor closely to give individual help with language.

• Ss write a good copy in class/for homework.

• Collect in Ss stories. Mark them using a correction code, if possible.

• Give the stories back. Encourage Ss to self-correct/ re-write their stories if necessary.

Extra activities:1 Ss read out their stories to the class, who vote on

the best one.

2 Ss make a poster and illustrate their story with drawings/postcards/illustrations. Display them around the classroom. Ss read them and ask each other questions about the stories.

Answers: 2 was 3 was 4 was snowing 5 was travelling6 was 7 was playing 8 were driving 9 was sick 10 didn’t stop 11 arrived 12 had 13 was cleaning.

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UNIT 8

Energy Check How RU doing?• Use suggested ideas from Energy Check Units 0-3.

G ram m ar . gee B00k Unit 8 Test p.67Exercise 1

Answers: 2 ours 3 yours 4 mine 5 yours 6 theirs

Exercise 2

Answers: 2 Have you ever seen 3 Have you ever done 4 have never met 5 have never heard 6 has made

Exercise 3

Answers: 2 have never been/have eaten 3 heard/didn’t like 4 Have you ever been/went 5 Did you watch/didn’t.


Answers: 2 schoolbus 3 tram 4 bike 5 lorry 6 car7 scooter 8 taxi 9 underground 10 plane 11 horse 12 train

Exercise 5

Answers: 2 by 3 ride 4 drive 5 flies

Exercise 6

Answers: done, gone, had, seen, heard, met, made, broken


Answers: 1 I help you? 2 I’m phoning about 3 I’d like 4 please.

Exercise 8

Answers: 1 do you get to school? 2 far is it? 3 long does it take?

104

UNIT 8

Song - Help!

Cultural notes:

The Beatles were all born and brought up in Liverpool: Paul McCartney, John Lennon, George Harrison and Ringo Starr (Richard Starkey).

The Beatles only played together for 8 years, from 1962 -1970, but have always been one of the most popular bands in the world.

Paul, George and John started playing together in 1958 and Ringo joined them in 1962. They recorded their first record Love Me Do in 1962. After 1970, they all followed solo careers. In 1980, John was murdered in New York. George died of cancer in 2001. Paul remarried in 2003 and did a world tour at the age of 61.

Some of the most famous recordings are: I Want To Hold Your Hand (1963), A Hard D ays Night (1964), Rubber Soul (1965), Paperback Writer (1966), Sgt. Pepper s Lonely Hearts Club Band (1967), Hey Jude (1968), Let It Be (1970)

Help! was released in 1965 at the same time as the film of the same name. This was their 2nd film, after A Hard Day’s Night in 1964.

MaterialsEssential: cassette. Optional: picture/CD of the Beatles.

Lead in• Ss look at the picture and cover the text, (or show Ss

a picture of the Beatles.) Ask: Who are they? What do you know about them? Brainstorm Ss answers.

Exercise 1• Ss read the question. Play the tape.

• Ss listen and discuss their answer in pairs.


• Ask: Do you know this song? Do you like it? Why/why not? Play the tape again. Ss listen to and read the song.

• Ss discuss the questions in pairs.


Answer: Ss answers

• Nominate Ss to answer. Check meaning further and drill pronunciation.

• Check the meaning of insecure: the opposite of confident.

Answers: confident = self-assured; unhappy = feelingdown; fog = haze; I’m happy you are here = I do appreciate you being round; to disappear = vanish

Exercise 3• Ss read the questions. Give them 4-5 minutes to find

the answers in the song and text, and write them down.


• Nominate Ss to answer. Check the meaning of get my feet back on the ground = help me to feel confident again, and on their way out = going out of fashion/not popular any more.

Answers: 1 Help. 2 No 3 He’s not so confident now.4 No 5 videos

Exercise 4• Check the instructions and example. Play the first few

lines of the song again for Ss to hear the sound in: way!today. Write the phonemic symbol /ei/ on the board if necessary.

• Play the song. Ss listen and read it, noting down the words with the same sound.


• Nominate Ss to answer. Write the symbols on the board and drill the sounds if necessary.

Answers: down/round/ground; ways/haze

Extra activities:1 Ss sing along with the tape.

2 Do an ordering activity before Exercise 2. Make one copy of the song for each pair/group, cut up each line and give one set to each pair/group. Ss listen and order the song.

3 Ss download the lyrics of other Beatles songs from the Internet and bring them to class. If possible, they could make a gap-fill exercise for their classmates to do.


• Give Ss 5 minutes to find the words/phrases in the text using dictionaries if necessary.


105

Unit 9 The auditionFocus 1 Switch on

Cultural notes:

The Millennium Bridge is London’s first pedestrian bridge across The Thames, and the first new bridge in central London since the opening of Tower Bridge in 1894. It links St Paul’s Cathedral on the north bank, with the Tate Modern and Shakespeare’s Globe Theatre on the south. It was inaugurated in May 2000.

St Paul’s Cathedral took a decade to design and forty years to build (1675-1715). The architect was Sir Christopher Wren. He was appointed after the Great Fire of London in 1666 and part of his design was the great dome.

Materials:Essential: text for 2 minute test, cassette. Optional: dictionaries.

2 m inute test: Unit 8 - revision (Dictogloss)• See 2 minute test in Unit 7 for the rationale and

Focus 1 procedures for a dictogloss.

• Select a paragraph from the text Maiden Trip in Unit 8. E.g. paragraph 2.

• In class, dictate the text at normal speed. Ss listen.

• Dictate it again, pausing slightly at the end of each sentence. Ss note down key words alone.

• In pairs/teams, Ss collaborate to re-write the text from their notes. Monitor closely.

• Ss check their text with the one in the book.

• Check with the class if any differences in Ss texts are acceptable.


box. Use one of the ideas suggested in Units 0-3 to exploit them.


can you see? (Storm and Mickey) Where are they?(On the Millennium Bridge!in London.) What are they doing? (Running) How do they look? (Happy/excited) What do you think has happened?

• Elicit answers from the class, or put Ss into pairs/small groups to discuss the questions and then elicit answers. Encourage Ss to speculate about the last question. Check speculations after Exercise 3 below.

ListeningExercise 1• Ss cover the text. Give them 3 minutes to discuss the

meaning of the words in pairs, using the picture and/or check them in their dictionaries.

• Check meaning using examples/mime/the picture.

• E.g. For make it, ask: I f you make it, do you become successful?

• For apron, ask: Is Mickey wearing an apron in the picture?

• Note: The Big Time is when you become rich/famous.

• Check the pronunciation and write the words on the board. Ss copy.

Exercise 2• Ss cover the text and read the questions. Remind

them of the Study skill: focus on the questions.

• Play the tape. Ss listen, note down the answers and check in pairs.


Answers: 1 At work 2 He’s doing the washing-up

ReadingExercise 3• Ss read the questions. Check any problem words.

• Give Ss 3 minutes to read the text alone and answer.

• Ss check answers in pairs. Monitor closely to see how well they do.


Energise!The amount of feedback and the way you give it can build Ss confidence and maintain motivation. And if Ss also have the opportunity to give you feedback, they feel more involved. Learner diaries are invaluable for this. They are written in the form of an ongoing weekly dialogue between you and the S, and are completely confidential. They enable Ss to write to you about their learning, e.g. what they find useful, what they would like to do more of, etc. They can, of course, also write to you about other things they are doing in their lives. You can give Ss a few minutes once a week to write in them in class. Collect them in, write a response and give them back the following week, to continue the process.

106

UNIT 9

Extra activity:1 Check Ss speculations about the picture from the Lead in. Ask: Why were Storm and Mickey so happy in the picture? (Because Mickey decided to go to the audition. Storm persuaded him.) 2 Ss find/underline new words in the text from Exercise 1.

Answers: 1 Because Mickey isn’t at the audition. 2 Hewashes dishes. 3 Because he’s working. 4 She offers to wash the dishes. 5 He wanted to be famous. 6 Jason7 an apron

Exercise 4• Check the instructions. Give Ss 3 minutes to do the

exercise and check answers in pairs.

• Nominate Ss to answer. Elicit /check the answers and write them on the board. Ss copy. Elicit past simple forms too.

• Check the meaning/use of leave = he’s stopped doing the washing-up and gone away.

Answers: run/run; started/started; make/made;audition/auditioned; leave/left. Irregular: run, make, leave

Exercise 5• Check the instructions and argument.

• Give Ss 3-4 minutes to find the phrases and check in pairs.

• Nominate Ss to answer. Check meaning. E.g. For Come o ff it, ask: Does Storm believe Mickey? (No) Is she angry? ( Yes) Does she want him to stop talking like this? ( Yes)

• For That’s rubbish, ask: Does Mickey think Storm is right? (No) Notes: both phrases are informal spoken English.

• Model/drill the phrases, encouraging Ss to use stress and intonation to express strong emotions.

Answers: 1 shout 2 Come off it! 3 Listen to me.4 rubbish! 5 know/right 6 win 7 absolutely! Strong phrases: those with an exclamation mark.

Roleplay - PersuadingExercise 6• Ss read the instructions.

• Check: to persuade. Ask: How does Storm finally persuade Mickey to go to the audition? (She says Jason will get the part in the soap opera. Mickey doesn’t want Jason to get it.)

• Elicit ideas about what type of play it is. Use your Ss knowledge of famous plays in their own country.

• Ss do the activity and check in pairs. Monitor closely to help with problems.

• Nominate Ss to answer. Write some of their own ideas on the board.

Answers: 1 b) 2 c) 3 d) 4 a)

Extra activities:Ss write a similar conversation in pairs/small groups and prepare to act it out.

Give Ss 4-5 minutes to decide on the situation (e.g., you agreed to go to a school concert tonight but now you don’t want to go) and note down ideas.

Give Ss 3-4 minutes to write the dialogue. Monitor closely to help with problems. Encourage Ss to use as many phrases from Exercise 5 as possible.

Ss then rehearse the scene and act it out to the class.

If a video camera is available, the Ss could be filmed. They then watch the videos and evaluate each other’s performances.

Extra activity:In pairs/small groups, Ss think of situations/contexts in which they could use these phrases. Ss then write a short dialogue using as many of the phrases as possible, and act it out to the class. The other Ss shout out when they hear a phrase.

107

UNIT 9

Focus 2 Grammar - have toMaterialsEssential: materials for 2 minute test, cassette. Optional: Flash Test 19 p. 163.

2 m inute test: Focus 1 - persuading (Running: dictation)• Before class, write the following sentences on separate

cards, but only number the first one.

1 Come on, Dave. I t’ll be fun. 2 That’s rubbish. I t ’ll be very boring. 3 Listen to me. Iron Maidens playing. You’ll love it. 4 No, I won’t. I ’ll hate it. 5 Come o ff it, Dave! You’ve got all their CDs! 6 No, I haven’t. I gave them all to Sam. 7 OK, you win. I ’ll give the ticket to Sam, then.

• See 2 minute activity in Unit 6 Focus 2 for the procedures.

Grammar box• Books closed. Write these two sentences from Focus 1

on the board: 1 I have to do this washing-up. 2 You don’t have to do it now. Ask: Who said this? (Mickey and Storm.)

• In pairs/small groups, Ss discuss the meaning and the form of the language.

• Check/teach meaning. Ask: Does Mickey want to do the washing-up? (Probably not.) Is it necessary to do it? (Yes.) Why? (Because it’s his job.) Does Storm think it’s necessary? (No.)

• Elicit/check form: have to + base verb.

Think about language• Ss read the Grammar box to find/discuss the answer.

Check answer.

• Ask: How do we make the question!negative form? In the same way as all main verbs, using the auxiliaries do! don’t!does!doesn’t.

Answers: He/she/it - has; I/we/they - have

Note: Ss may ask about the difference between must/have to. At this level, it is probably wise to say they often mean the same in the positive form. The most important difference is in the negative form. Mustn’t = prohibition; don’t have to = unnecessary.

Exercise 1• Ss read the box and the example. Check worktop,

empty the bins, lock, switch off.


• Check answers. Re-check form and concept.

Answers: 2 has to 3 doesn’t have to 4 doesn’t have to5 has to 6 don’t have to

Remember box• Ss read the box. Ask: Can you smoke? (No) Is it a

rule? ( Yes.)

• Point to Storm’s sentence on the board. Ask: Can Mickey do it? (Yes.) Is it necessary? (No.)

Pronunciation - /h/Exercise 2• Write /h/ on the board. Ss read the list. Play the tape

and do the first one as an example.

• Play the cassette again. Ss write the word they hear and check in pairs. Play the cassette again if necessary. Check answers and drill the words.

Answers: 1 has 2 hat 3 eye 4 ear 5 hold 6 art7 hoping

Exercise 3• Ss read the text. Drill hungry/angry in isolation, and

then drill the sentences.

• In pairs, Ss practise saying the sentences as quickly as possible.

Exercise 4• Check the example. Ss then write the questions alone

and think about the answers.

• In pairs, Ss take turns to ask/answer.


Answers: 2 Do Mickey and Charlie have to check the toilets? Yes, they do. 3 Does Mickey have to wash the kitchen floor? No, he doesn’t. 4 Does Charlie have to empty the bins? No, he doesn’t. 5 Does Charlie have to clean the toilets? Yes, he does. 6 Do Mickey and Charlie have to lock the doors? No, they don’t.

Exercise 5• Divide Ss into pairs: A and B. Give them 2 minutes

to think about their answers before they start.


Answers: Mickey: has to do the washing-yp/clean the kitchen worktop/put the dishes in the cupboards/check the toilets/empty the bins. He doesn’t have to: wash the kitchen floor/clean the toilets/lock the doors/turn the lights off.Charlie: has to wash the kitchen floor/check the toilets/clean the toilets. He doesn’t have to: do the washing-up/clean the kitchen worktop/put the dishes in the cupboards/empty the bins/lock the doors/tum the lights off.


108

UNIT 9

Focus 3 Vocabulary - ChoresMaterialsOptional: Photocopiable Resource 19. p. 146

2 m inute test: Focus 2 - has/have to (Team test)• Divide Ss into teams of 3-4. Write an example from

Focus 2 on the board. E.g. Charlie has to empty the bins. Ask: Is it true or false? (False.)

• Give teams 2 minutes to write 3-4 True or False sentences based on Focus 2.

• Each team takes turns to read out a sentence to the team on its left. If this team gives the correct answer, they get a point.


Lead in• Books closed. Write: Teenage Chores on the board.

Check: chores.

• Ask: Do you help your mum/dad at home? What do you do? Give Ss 2 minutes to discuss the question in pairs/small groups.


Exercise 1• Ss read the introduction to the survey. Ask: Do you

think your country is the same as Britain or Germany? Elicit some answers briefly.

• Ss cover the text and look at the pictures. Do the example.

• Ss discuss the other pictures in pairs/small groups for2 minutes.

• Ss read the list of chores and check their guesses.


Answers: make the bed; do the washing up; do the hoovering; tidy your room; do the washing; put the rubbish out; feed the family pet; take the dog for a walk


Extra activity:To ensure that the other Ss listen while each student is reporting back to the class on their partner, ask Ss to write down one question to ask each person later. This question should be related to what was reported. How often do you do the hoovering? After feedback, Ss go round asking/answering each other’s questions.

Exercise 4• Ss discuss the question in pairs/small groups for 2-3

minutes.

• Elicit opinions and encourage Ss to come to a consensus.


Memory Tip 9• Draw the example wordwebs on the board. Elicit

more examples and add them to the board. Ss copy.

• Ask: Why is this useful? Because grouping words visually helps us to remember them.

M em ory Gym 15 - ChoresExercise 1• Ss work alone and check in their books/in pairs.

Check answers.

Answers: 1 do the washing-up 2 take the dog for a walk 3 do the washing 4 put the rubbish out 5 lockthe door 6 do the hoovering 7 tidy your room 8 feed the cat 9 make your bed

Exercise 2• Ss read the example. Invite a student to mime an

action. Ss then do the activity in pairs. Invite S to repeat it to the class.

• Refer Ss to Word Store p.36.

Exercise 2• Model/drill the example question and answer.

• In pairs, Ss take it in turns to interview each other and note down their answers.

• Monitor from a distance and make notes on any common errors.

Exercise 3• Nominate Ss to report back to the class. Tell Ss to

compare the answers with their own.

• Note down further recurring errors.

• Ask the class: How similar I different are you? Elicit/discuss answer.

109

UNIT 9

Focus 4 Grammar - Present perfect + yet/alreadyMaterialsEssential: cassette. Optional: Flash Test 20.

2 m inute test: Focus 2 and 3 - collocations(Mime)• Use the chores collocations from Focus 2 and Focus

3. E.g., switch the lights oWlock the doors/clean the toilets/put the dishes in the cupboard.

• Write the list of collocations on the board, or dictate them. Mime one of the actions as an example.

• Ss work in pairs/small groups.

• Ss take it in turns to choose a collocation and mime it to the other Ss, who have to guess it.

Grammar box• Ss read the sentences in the Grammar box. Ask:

What tense are the sentences in? ( the present perfect.)

• Check concept. Ask: Are the sentences about now or before now? (Before now) Ask: Is a definite time mentioned? (No).

• Model/drill the pronunciation of each sentence chorally/individually.

Think about language• Ss read the box and discuss in pairs.


• Check form/word order. Write the sentences from the Grammar box on the board. Highglight already and put a box around yet.

• Ask: Where do we write ‘yet’? (At the end o f the sentence/question.) Ask: And ‘already’? (Before the main verb.)

• Ss copy the sentences down.

Exercise 1• Ss look at the photostory. Ask: What can you see in

the pictures? What’s happening?

• Ss discuss the questions in pairs/small groups.

• Nominate Ss to contribute their ideas.

• Ss do the exercise alone/in pairs.

Exercise 2• Play the cassette. Ss listen and check their answers

alone, and then in pairs. Play the cassette again if necessary

• Nominate Ss to answer. For each answer, ask Why isit ‘yet’/ ‘already’? (Because the sentence is positive/negative Ia question.)

Answers: 1 yet 2 already 3 yet 4 already 5 yet

Extra activity:To help Ss with their pronunciation, play the tape again, pausing after each line for Ss to repeat chorally and in open pairs.Put Ss into groups of 4. They take it in turns to play the role of Mickey/Storm/Jason/the teacher and practise reading and memorising the dialogues. Monitor closely to help with pronunciation if needed.Invite groups to act out the story to the class.

Exercise 3• Check the example. Ss work alone and check in pairs.

• Nominate Ss to answer. After each answer, ask:Where do you write yet/already? (A t the end o f a negative sentence!question. /Before the main verb.)

Answers: 2 Has he sung his song yet? 3 Has Storm done her audition yet? 4 I haven’t seen her yet.5 She’s already done the audition. 6 I’ve already talked to him.Answers: 1 already 2 yet

Extra activity:Ss find sentences with yetlalready in the text in Focus 1.Elicit answers and write them on the board.Answers: 1 The audition has already started. 2 You haven’t even started yet. 3 Jason has already auditioned for your part.For 1 ask: Has the audition started yet? Elicit: Yes, it’s already started. Model/drill each sentence chorally/ individually in open and closed pairs.For 2 ask: Has Mickey become famous yet? Elicit:No, he hasn’t even started yet.For 3 ask: Has Jason auditioned for Mickey’s part yet? Elicit answer. Model/drill as above.


UNIT 9

Focus 5 Communication - Talk about choresMaterialsOptional: fake money for 2 minute test.

2 m inute test: Focus 4 - revision of present perfect with yet/already (Grammar auction)• Write the following sentences on the board or make a

copy for each student.

• 1 Mickey hasn’t already auditioned for the part.2 Jason already has auditioned for the part. 3 The auditions have already started. 4 Jason’s started singing yet. 5 Has Storm done her audition yet?6 Has Jason got the part already? 7 Mickey hasn’t sung yet.

• Working alone, Ss decide which sentences are grammatically correct but mustn’t tell their classmates.

• Tell Ss they have e.g. £500 to bid for correct sentences. (Or distribute fake money to each Ss.)

Answers: 2 yes, I ’ve already done/fed it. 3 + 4 Yes,I’ve already done/cleaned it. 5 No, I haven’t done it/put the rubbish out yet.

Exercise 2• Now Ss A ask Ss B the questions. Model/drill the

example if necessary.

• Monitor discreetly and note down any common problems Ss have with the target language.

• Nominate pairs to ask/answer their questions in open pairs.

Answers: 2 Yes, I’ve already done/made it. 3 No, I haven’t done it yet. 4 No, I haven’t done it yet. 5 No,I haven’t done it yet.

Extra activity:After the roleplay, Ss can write a description of their room and what they’ve already done/haven’t done yet. Do an example on the board. E.g. My room is a mess. I ’ve already made the bed, but there’s a lot o f rubbish under it. I haven’t cleaned it yet.

Ss work alone/in pairs to prepare a draft. Monitor closely to provide help/advice. Ss can write a clean copy in class or at home.

• Start the bidding, keeping it lively. Each sentence goes to the highest bidder. Write their name/how much they paid on the board.

• The winner is the student who bought the most correct sentences. If there is a tie, the winner is the student with the most money left.

Answers: Correct sentences: 3, 5 and 7.

Find out!Exercise 1• Before starting the roleplay, help Ss to prepare for it.

Put Ss A together in pairs, and Ss B in different pairs.

• Give them 3-4 minutes to study their pictures, describe the room and prepare the questions they have to ask their partners later.

• Monitor closely to provide help with problems.

• The roleplay: Put Ss into pairs: A and B. Tell them to sit facing each other, holding up their book so that their partner can’t see it.

• Tell Ss which page/picture to look at. Give Ss 1 minute to study their picture and the list of prompt questions in the box. Monitor closely to provide Ss with help for vocabulary needed.

• Check the instructions for Exercise 1. Model and drill the example question/answer chorally and in open pairs.

• Ss B ask Ss A the questions. Ss A answer. Monitor closely to check Ss are doing the activity correctly.

• Nominate pairs to ask/answer their questions in open pairs.

111

UNIT 9

Focus 6 Skills - Big BrotherMaterials:Essential: materials for 2 minute test, tape, dictionaries.

2 m inute test: Focus 5 - revision of yet/already+ chore vocabulary (Noughts and crosses)• Before class, prepare a list of chores from Focus 2

and 3.

• In class, draw a nought and crosses grid on the board and number the squares. Divide Ss into two teams: noughts and crosses.

• Do an example. Write a chore on the board. E.g. make your bed. Elicit the question with yet: Have you made your bed yet?

• Teams take it in turns to choose a number from the grid. Write a chore on the board to make a question from. If they make a correct question, fill in their square.

• The first team to get 3 in a line wins.

• Follow up: Ss ask/answer questions about chores (from the list on the board.)

ReadingLead in• Ss cover the text. Write Big Brother on the board.

Ask: Do you watch it? What do you think o f it?

• Elicit/discuss opinions briefly.

Exercise 1• With texts covered, Ss look at the photo/title and

discuss the question in pairs/small groups.

• Nominate Ss to give their predictions.

Exercise 2• Ss read the question. Check the meaning of neutral

(Not positive, not negative.)

• Give Ss 30 seconds to scan the text and answer the question.


• Check the meaning of to make the break: to change your life and do something different.

Answers: a) Simon Miller b) Erica Johnson c) the facts and the rules

Exercise 3• Ss discuss the words in pairs and/or check in their

dictionaries.

• Nominate Ss to answer. Check meaning further.

• Model/drill each word and write it on the board, including the grammar: (verb) (noun).

Exercise 4• Ss read the questions. Check prizes/contestants/on

camera.Note: 24/7 = 24 hours a day, 7 days a week.

• Give Ss 4 minutes to work alone, then check in pairs.

• Nominate Ss to answer and correct the false sentences.

Answers: 1 T 2 F 3 F 4 T 5 F

Exercise 5• Check the instructions. Give Ss 3 minutes to work

alone.

• Ss check in pairs. Nominate Ss to answer.

• Check the use of cheap I tired in the context of describing a TV programme: bad quality/not imaginative or interesting.

Answers: Letter 1: it’s about people and relationships; the excitement; the evictions; Letter 2: It’s cheap and boring TV. You see people doing the same things you do at home. It’s a tired programme/rubbish.

ListeningExercise 6• Check the instructions and play the cassette. Ss listen

and write their answers.


Answers: 1 Yes 2 Yes 3 No 4 No

Exercise 7• Check the instructions. If necessary, play the first

part of the tape and do an example.

• Play the tape. Ss make notes and then check in pairs. Play tape again if needed.

• Nominate Ss to answer. Write their answers on the board if necessary.

Answers: 1 likes watching the different people/like real life. 2 It’s like a zoo/ good entertainment.3 boring/ people do stupid things. Doesn’t understand the point. 4 It’s rubbish/People only want money/fame. TV companies make a lot of money/ bad TV.

Study Skills - speaking• Read the box with the Ss. Highlight the importance

of preparing what you will say/ how you will say it in order to express yourself more clearly and accurately.

• Elicit more examples. E.g.: 1 I really love (x) because ... 2 fantastic!brilliant.

112

UNIT 9

SpeakingExercise 8• Check instructions. Elicit one or two examples of

programmes Ss could talk about and reasons why, and write them on the board.

• Give Ss 4—5 minutes to work alone/in pairs and make notes on their chosen programme, with reasons why.


Exercise 9• Elicit examples of adjectives Ss might use. Encourage

them to be more ambitious. E.g. to use wonderful instead of good.

• Refer Ss to their Notebooks/dictionaries and monitor closely to feed in other words.

Exercise 10• Using their notes, Ss discuss their opinions in groups.

Monitor from a distance, taking notes on examples of good language Ss use as well as problems.

• Ask: Are your opinions the same? Ss discuss together and report back to the class.

• Write examples of good language and problem sentences on the board. Ss correct in pairs. Check answers.

W riting Gym 9 - A chat roomWriting Tip - Chat rooms• Ss read the tip. Ask: Which ones do you use? Which are

new to you? Are there any other abbreviations you use?

• Ss discuss in pairs/small groups.

• Elicit answers. Ask Ss to come to the board and write their favourite abbreviations.

Exercise 1• Ss read the texts. Check fan!personality I grow up.

• Ss work alone, write the answers and check in pairs.


• Ss work alone/in pairs to choose their programme and make notes on their opinions. Monitor closely to provide help and language needed.

Exercise 3• Ss read the instructions and Plan.

• In groups, Ss each prepare the first message in the conversation. Ss then pass it to the Ss on their right, who write a reply and pass them on again to the remaining Ss.

• Monitor closely.

Exercise 4• Ss work on their original chat room conversation,

checking and adding details. Encourage them to collaborate and ask each other/you for help and advice.

• Ss then write a good copy in class/for homework.

Extra activity:Ss make a poster for display.

Answers: 1 Write 2 me=write to me,: - ) = happy 2 U = you, UR = you are, :-o = laughing; 2 = to 3 cos = because, >0 = laughing 4 %-( = confused/ unhappy, TB = Tracy Beaker,:-/ = horrible,:-( = angry/sad.

Exercise 2• Check the instructions and examples.

• Do an example with the Ss. Elicit the name of a programme Ss know, and positive and negative opinions about it.

• Refer Ss to the Speaking section in this Focus for ideas.

113

UNIT 9

Energy Check How r u doing?• Use suggested ideas from Energy Check Units 0-3.

Gram m ar . $ee j est b 00j \ jn[i 9 je s t p.73Exercise 1

Answers: 2 Tony has to do the shopping. Ruth and Jim don’t have to do the shopping. 3 Tony doesn’t have to tidy his room. Ruth and Jim have to tidy their rooms. 4 Tony has to feed the cat. Ruth and Jim don’t have to feed the cat. 5 Tony doesn’t have to put the rubbish out. Ruth and Jim have to put the rubbish out. 6 Tony, Ruth and Jim have to do the washing-up. 7 Tony has to take the dog for a walk. Ruth and Jim don’t have to take the dog for a walk.

Exercise 2

Answers: 2 Do you have to do the shopping? Yes, I do. 3 Do you have to tidy your room? No, I don’t.4 Do you have to feed the cat? Yes, I do. 5 Do you have to put the rubbish out? No, I don’t. 6 Do you have to do the wrashing-up? Yes, I do. 7 Do you have to take the dog for a walk? Yes, I do.

Exercise 3

Answers: 1 done 2 Has Mary finished her exams yet?/hasn’t 3 have already talked 4 Have you written 5 have already done 6 have you read 7 have already gone 8 Have they started


Answers: make: the bed/breakfast do; the washing- up/the hoovering/the washing/the shopping. Other: clean your room; empty the bins; take the dog for a walk; feed the family pet


Answers: 1 fun/great/fantastic/wonderful, etc.2 interesting 3 cheap 4 busy 5 free

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UNIT 9

Culture Bite - Switch it off!!

Cultural notes:

Channel 4 is popular for showing alternative programmes - Big Brother, Dawsons Creek and Smallville are shown on Channel 4. Smallville follows the adventures of a young Clark Kent (Tom Welling) during his small town high school days. Dawsons Creek is an American drama series following the lives of a group of teenage friends. It stars James Van Der Beek and Katie Holmes. Fame Academy (a BBC programme) is a talent show. 12 young contestants live in a house where they are tutored by voice and dance coaches. They perform live on TV where one contestant is voted off by the public. EastEnders is also a BBC production and is probably the most popular soap on TV.

Extra activities:Give Ss magazine pictures of people similar to those in the book. In pairs/small groups, Ss describe the pictures and report back to the class.

1 Ss work in groups. They decide on four different programmes in their country and write a review.Ss put their reviews together to make a TV magazine.

2 Ss keep a diary for a week of how much TV they watch. At the end of the week the class collects together their results. Ss make a graph showing how much TV the class watches and write a report to go with it.

Lead in• Create interest. Books closed. Write the names of the

TV programmes from the Culture Bite on the board. (.Dawsons Creek, Smallville, Big Brother, Fame Academy, EastEnders) In groups, tell Ss to discuss which programmes they know. Do they like/dislike them? Why? Ask Ss to speculate about the programmes they don’t know. What do they think they are about?

• Books open. Ask Ss to read the text and Culture File. Tell Ss to check their guesses from the discussion.

• Feedback on the types of programmes.

Question 1• Tell Ss to read the texts again and answer the

questions in pairs. Give a one minute time limit. Ss check in groups.

• Ask further questions. E.g., Does she like reality TV? What is TV like in the summer? How many channels can you watch in Britain (without paying extra)?

• Check: to hang out. Ask: How often do you hang out with your friends and where?

Answers: 1 she plays hockey or basketball 2 Channel4 3 different things, food programmes or the news4 Yes 5 soap operas and football matches

Q uestion 2• Ss discuss the questions in small groups. Tell Ss to

make notes. Monitor for questions/problems.


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PROJECT

Projects 1 and 2 - Design a book coverSee Introduction for general instructions on projects• Before class, look at the projects and decide if you

will do both projects in class, or only one. The two projects are closely linked, but it would be logical to do Project 1 first. Ss could do Project 2 at home.

• Note: Project 1 involves speaking and design skills with very little writing. Project 2 involves some design work but focuses more on writing skills.

Project 1 - Design the front cover of a book Aims: To practise speaking about the contents of a book, writing a title and designing the cover.

Language used: range of tenses and vocabulary depending on topic chosen


MaterialsEssential: examples of books/book covers, large pieces of paper for final display; coloured pencils/crayons. Optional: glossy magazines for illustrations, dictionaries.

1 G enerate in terest in the topic• Remind Ss what the aims of Project work are,

including the opportunity to publish/display their work publicly.

• Books closed. Show/pass round examples of books Ss are familiar with and/or which have interesting covers/illustrations. Ask: What sort o f book is this? fiction!non-fiction? Historical!A biography /science fiction!fantasy Ian adventure story/a crime story Elicit/teach useful words Ss will need and write them on the board.

• Ss discuss what sort of books they are/the topics in pairs/small groups.

• Nominate Ss to report back to the class. Write any useful vocabulary related to the topic on the board..

2 Procedural notesExercises 1 and 2• Give Ss 5-8 minutes to decide/make notes on their

book. Tell them they can look in their coursebooks/Notebook/dictionaries for words, or ask you, if they need to.

• Monitor and provide help with language and ideas as needed. Encourage Ss to use their English as much as possible by prompting them to say words they know in English if you hear them saying them in LI.

• Also check throughout the activity that all Ss are involved.

• Nominate Ss from each group to report back to the class on their decisions.

3 A llocate groups• Organise Ss into groups of 3-4, depending on


• Try to include Ss who are more creative/good at illustrating in each group.

• Read and check the instructions for the project with the Ss so that they are clear about what they have to do.

• Write time limits for each exercise (1-5) on the board so that Ss know how quickly they have to work: Exercise 1: 5-10 minutes; Exercise 2: 5-10 minutes; Exercise 3: 15-20 minutes; Exercises 4 and 5: 10-15 minutes

Exercise 3• Discuss the title/sub-title in the book and/or examples

of book titles you have already shown the class. Ask: How does the title relate to the topic o f the book?Elicit answers.

• Give Ss 5-8 minutes to discuss titles/sub-titles. Monitor closely to help with language/ideas if needed. Adjust time limits if necessary.

Exercise 4• Show Ss the paper they will use for their final

poster/book cover, and give out smaller pieces of paper/coloured pen/pencils for them to draw the illustrations.

• Note: If you want your Ss to do Project 2 (the back cover) then tell them to only use half the page for the front cover.

• Tell Ss to make a draft illustration before the final one. If Ss do not wish to draw, distribute magazines for them to select an appropriate photograph or make a collage from. Supply scissors and glue as needed.

• Give Ss about 15 minutes to produce the illustration/ photograph/ collage. Keep reminding them of time limits.

Exercise 5• Give Ss about 10 minutes to produce their final

design/poster.

4 Rem inder of display options• When Ss are satisfied with their project, display it on

a classroom noticeboard/wall if possible. Ss can then walk around and read each other’s projects.

• Discuss with the class which book covers they liked and why.



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PROJECT

5 Follow up ideas• Discuss ways of presenting the project to the

school/world via a display on school noticeboards, a class/school magazine or on a class/school webpage. They may have their own webpage or want to show it to family and friends.


Project 2 - Design and write the back cover of a bookAims: To give Ss the opportunity to use the language they know to discuss and write short descriptions, reviews and extracts of their book.

Language used: a) descriptive adjectives/adverbs and b) present/past tenses, depending on the topic

Time needed: 45-60 minutes (depending on how7 project is organised.)

Materials:Essential: books, paper, etc. as for Project 1.

1 G enerate in terest in the topic• Review the book covers Ss did for Project 1.

• With Ss books closed, show/give Ss the same books as for Project 1 but look at the back covers. Ss discuss the content/layout in pairs/small groups.


• Ss look at the design/layout of the back cover in project 2 and discuss similarities/differences to the books they have looked at.

• Ss report back to the class. Write any useful vocabulary on the board.

• Read the instructions and check that Ss understand what they have to do.

2 A llocate groups• Divide Ss into the same groups as for Project 1, if

appropriate.

• Check instructions again and write time limits for each exercise on the board so that Ss know how fast they have to work.

3 Procedural notes• Spend 5-10 minutes reading the instructions in more

detail, eliciting further examples if necessary.

• Give Ss 3-4 minutes to decide if they will divide the work between them or do everything together. Each student could do one part of the project, or Ss could work in pairs and do two parts each.

• Note: depending on how long you want the project to take, you might decide yourself how to allocate the work.

• Distribute coloured pens/paper, etc. as needed.

• Ss work on drawing/writing drafts. Monitor closely to provide help/ideas as necessary.

• When Ss are ready, give them their front covers to make their final copy.

4 Rem inder of display options• Display the covers around the classroom. Ss walk

round and discuss which book covers they liked and why.

• Discuss/vote on the best one.


5 Follow up ideas• If necessary, do any revision of language problems

related to the project that Ss had.

• If Ss are happy with their work, discuss other ways of presenting it to the school/the world, as in Project 1.

• If you/your class have decided to make a project book or class magazine at the end of term/the coursebook, decide what format it will take, how the work will be divided and when it will be done.

117

Unit 10 Film and TVFocus 1 Switch on

Cultural notes:

The Globe Theatre. The original Globe in London performed Shakespeare’s plays from 1599-1664.In 1989, the foundations of the original building were discovered and the new Globe theatre was reconstructed near the same site on the River Thames. A regular season of Shakespearean plays started in 1996. Productions are kept as closely as possible to the original ones.

MaterialsEssential: cassette. Optional: dictionaries

2 m inute test: Unit 9 revision - (Test writtenby Ss)• Show Ss some different examples of test questions on

the board. E.g. For complain, they could use one of these ways: 1 Her new shoes broke so she took themback to the shop and.....2 Is ‘complain’ a regular orirregular verb? 3 What do we do when we aren’t satisfied with something? 4 It’s a verb beginning with ‘c \

• In pairs/teams, Ss look back at the grammar/vocabulary in Unit 9 and choose 2 or 3 items to write test questions for.

• Ss write the test questions, using the examples on the board to help them.

• Pairs/teams take it turns to ask their questions to one team at a time. Give 2 points for a correct first answer. If the team gives a wrong answer, offer it to the next team, who get 1 point for a correct answer.

• Alternatively: collect all the test questions and pass them round each team in turn. They write down the answers. Check answers at the end. The team with the most correct answers wins.

Unit objectives box• Ss look at the objectives of the unit in the box. Use

one of the ideas suggested in Units 0-3 to exploit it.


can you see in the picture? (Storm, Mickey, Jason,Mrs Winter and another man.) Encourage Ss to speculate who he is.

• Ask: Where are they? ( Outside a theatre!the Globe theatre.) Ask: What do you know about this theatre? Elicit/tell Ss about it.

• Ask: What are they doing? What are they talking about?

• Ask: Why do you think Mickey and Storm look so happy? Why does Jason look unhappy? Ss discuss/speculate in pairs but don’t confirm their answers until after Exercise 3.

ListeningExercise 1• Ss discuss the words in pairs/check in their

dictionaries.

• Nominate Ss to answer and check meaning. Ask: What’s another word to say you’re happy when you hear another persons good news? ( Glad.)

• Ask: What do we call the person who tells actors what to do? ( The director.)

• Ask: What’s another way o f saying 7 have to run. I ’m late’? (Ihave to rush.)

• Check the difference in pronunciation between a record (noun) and to record (verb.)

Exercise 2• Ss cover the text and read the question.

• Play the tape. Ss listen, note down the answers and check them in pairs.


Answers: Mickey, Storm and Jason.

Energise!It is important to encourage Ss to take more responsibility for their learning and build on what they already know. Using your students as a resource not only helps them to become more independent but also shows them how much they know, and gives them more responsibility for what they do in the classroom. (It also takes pressure off you!) Ss writing comprehension questions on a text for each other is one way of doing this. Another way is for students to write tests for each other. This is particularly valuable before formal school tests towards the end of the school term/year or at the end of the coursebook. See ideas for doing this in the 2 minute test below.

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UNIT 10

Extra activity:To give Ss more listening skills practice, ask: Which parts did they get? Ss listen again, note down their answers and check in pairs. Nominate Ss to answer.

ReadingExercise 3• Ss read the questions. Check for problems.

• Give Ss 3-4 minutes to work alone, before checking in pairs.

• Nominate Ss to answer. Encourage them to justify their answers where possible.

Answers: 1 Mickey 2 No 3 No. She thought he didn’tlike her. 4 Scott Bradley. 5 The main part, Kieran.

happy/pleased about their success I happiness?( Congratulations!)

• Illustrate that we can often use both expressions in the same situation, but with the difference in meaning as defined above.

• Ask: Do we say ‘Well done’ to a couple at their wedding? (No.) Ask: Can we say ‘Congratulations’ to someone at their graduation? ( Yes.)

• To illustrate further, ask Ss to find the 2 expressions in the text. Ask: Can we use only one or both expressions in these situations? Ss answer the question in pairs.

• Check the answer: both expressions could be used in these situations.

• Drill each expression chorally and individually, encouraging Ss to use the correct intonation.

Extra activities:1 Give Ss more listening skills practice before reading the text. Ss read the questions in Exercise 3 but cover the text. Play the tape again. Ss listen, note down their answers and check in pairs. Play the tape again if necessary. Ss then read to check their answers.2 Before reading the text, Ss cover it and try to answer the questions using the information they understood from the first listening in Exercise 2. They then read the text to check.

Exercise 4• Give Ss 1 minute to find the phrases and write them

down.

• Nominate Ss to answer and check meaning.

• Ask: Why does Jason say ‘you haven’t got a hope’?(Because he thinks Mickey won’t get the part.)

• Ask: Why does Jason say ‘I suppose’? (Because he accepts the offer, but is not very happy about it.)

• Model/drill the phrases, using the tape if necessary.

Answers: 1 got/hope 2 fantastic 3 suppose 4 well done

Answers: 1 Happy Birthday! 2 You passed!3 Congratulations! 4 Well done!

Exercise 6• Elicit/drill an example dialogue from the prompts

given, encouraging Ss to sound pleased/happy/ enthusiastic.

• In pairs, Ss take turns to start the dialogues and react to the news.

• Monitor from a distance and take notes on common problems, particularly with stress/intonation.

• Nominate Ss to act out the dialogues to the class in open pairs.

• Write problem sentences on the board and/or model/drill pronunciation problems further.

Extra activities:1 Ss choose 1 or 2 situations and write the dialogues

in pairs. They then rehearse them, paying attention to intonation. Model closely to provide advice/support as needed. Ss act out their dialogues to the class.

2 Ss think of other similar situations and write/ rehearse the dialogues as in Activity 1.

Roleplay - React to good newsExercise 5• Ss look at the photos. Ask: What are the occasions?

Elicit/teach: The New Year, a wedding, a birthday and a graduation.

• Ss discuss the answers in pairs.

• Nominate Ss to answer. Check the use of Congratulations vs Well done. Ask: What do we say to praise someone when they do something well? ( Well done!) Ask: What do we say to tell someone we’re

119

UNIT 10

Focus 2 Grammar - Present and past passive

Cultural notes:

Friends. After the article here was written, it was decided to do one more series of Friends, and also make a film. The actors will be paid at least 10 million dollars each for the film.

MaterialsEssential: materials for 2 minute test. Optional: FlashTest 21 p. 164.

2 m inute tests Focus 1 - reacting to good news(Jumbled dialogue)• Write the following jumbled dialogue on the board

(or copy it): a) look hey excited you b) dad car my bought new has a me c) news is congratulations fantastic that d) know I. believe can’t it I.

• Ss rewrite the dialogue alone/in pairs, using the appropriate punctuation.

• Nominate Ss to read out each line, including the punctuation. Write it on the board.

Answers: a) Hey! You look excited, b) My dad’s bought me a new car! c) Congratulations! That’s fantastic news! d) I know. I can’t believe it.

Grammar box• Write 1 The programme is recorded on Wednesdays

2 They record the programme on Wednesdays on the board. Ss copy.

• Ask: What’s the difference in meaning/form in the sentences? Ss discuss in pairs.

• Check form. Ask: What are the verb forms? 1 present simple passive. 2 present simple.

• Ask: Why is the passive better in sentence 1? (Because The programme is more important than They ( the people who did it)

• Write: The programme was recorded last Wednesday on the board. Elicit the form: past simple passive.

• Ss read the Grammar box.

Think about language• Ss read the box and discuss the answer in pairs.


Answers: to be

Exercise 1• Before Ss read the text, ask/write on the board: What

do you know about Friends? Who are the actors? When did it start? How many people watch it? Ss discuss the questions in pairs/small groups. Encourage them to guess.

• Ss read the text to check their answers.

• Check answers. Ask: Were you right?

• Ss do Exercise 1 alone and check in pairs.

• Nominate Ss to answer. Check: announcedI created/based on.

• Check the use of by + noun. Write: Ross is played by David Schwimmer on the board. Ask: Who is the subject o f the sentence? (Ross.) Ask: Who plays Ross? (David Schwimmer.) Elicit/teach that by + noun tells us who does the action in a passive sentence.

• Note: if necessary, explain that the noun is the agent in a passive sentence.

Answers: 1 New York 2 20-30 million people 3 actors4 Ross Gellar 5 minute of a show.

Exercise 2• Do the example. Ask: Is it present or past? (Past. In

1994.)



Answers: 2 was not called 3 is watched 4 was shown5 was given 6 was written 7 were paid

Exercise 3• To illustrate the question form, write: Was Jason

chosen for the part o f Kieran? (No, he wasn’t.) Which part was he chosen for? ( The part o f Scott Bradley.) Underline the inversion of subject/verb.


• Nominate Ss to answer. Model/drill the questions chorally and individually.

Answers: 2 What is Friends based on? 3 Is the programme watched by...? 4 What was the programme given in ..? 5 How much is David Schwimmer paid for...?

Exercise 4• Ss ask /answer the questions in pairs.


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UNIT 10

Answers: 1 In 1994 2 based on the creators’ lives in New York 3 No 4 a Screen Actors Guild Award 5 one million dollars


Focus 3 Vocabulary - Film typesMaterialsEssential: materials for 2 minute test. Optional: filmlistings from local/national newspaper/magazine;materials for exercise 4

2 m inute tests Focus 2 - passive (Runningdictation/memory test)• Before class, write the following True/False statements

on separate pieces of paper: 1 ‘Friends’ was based on the life of David Crane. 2 ‘Friends’ was given a famous award in 1996. 3 The actors are paid $23, 000 dollars for each episode. 4 The programmes are watched by 10 million people every week. 5 The series was created in1995. 6 Phoebe is played by Lisa Kudrow.

• In class, display the statements around the room/on the floor. Ss work in pairs. Ss A runs to a statement, reads it and dictates it to Ss B.

• Ss decide which statements are true/false, without looking in their books.

• Check answers. The winners are those with the most correct answers.

Answers: 1, 2 and 6 are True.

Lead in• Books closed. Ask: Have you been to the cinemalseen

any films recently? What did you see? Did you like it? Why/why not?

• Ss discuss the questions in pairs/small groups and make notes on their partner’s answers.

• Ss report back to the class.

Exercise 1• Do an example. Ss then do the exercise alone.

• Ss check answers in pairs and justify them.

• Nominate Ss to answer and give reasons. Model/drill the pronunciation.

Answers: lb) 2g) 3d) 4c) 5i) 60 7c) 8h) 9a)

Memory Tip 10• Discuss the tip. Elicit words Ss remember because

they relate to their own experience.

Exercise 2

• Elicit some examples of films.

• Give Ss 2 minutes to write their own list alone.

• Ss check in pairs/small groups.

• Nominate Ss to give examples of each film type. Discuss if they are good examples.

Extra activity:Give Ss a copy of local film listings. They discuss the film types in pairs.

SpeakingExercise 3• Read the questions with the Ss. Elicit examples using

a film they are familiar with.

• Draw Ss attention to the Remember box and the use of by + noun to say who does the action in a passive sentence. Elicit examples.

• Give Ss 4-5 minutes to make notes about their chosen film alone. Monitor closely.

• Ss talk about their film in pairs. Monitor from a distance, making notes.

• Nominate Ss to tell the class about their own/their partner’s favourite film.

• Write examples of good/problem sentences on the board. Talk through them with Ss.

Exercise 4• Discuss the design/layout/language on the DVD cover

here.

• Ss work alone/in pairs to design their cover.Distribute materials (pens/paper/magazines) they need for their design. Monitor closely.

• Display Ss work around the class. Discuss it.

Memory Gym 16 - Film typesExercise 1• Do an example. Ss write the words without looking


• Ss check answers in the book/in pairs.

Answers: fantasy, western, action, sci-fi, historical, horror, cartoon. Favourite type of film: romantic

Exercise 2• Do your own example for Ss to guess.

• Give Ss 2-3 minutes to list 6 films and think abouthow they will describe them. Tell them not to showtheir partners.

• In pairs/groups, Ss take turns to describe/ guess the films.


121

UNIT 10

Focus 4 Skills - Lord of the Rings

Cultural notes:

J.R.R. Tolkien was born on January 3, 1892, Bloemfontein, South Africa; died September 2,1973, Bournemouth, England. Full name: John Ronald Reuel Tolkien. He taught English language and literature, specialising in Old and Middle English, at the universities of Leeds (1920-25) and Oxford (1925-59.)

He wrote The Hobbit in 1937. He wrote The Lord o f the Rings 17 years later. It is often published in three parts: The Fellowship o f the Ring, The Two Towers, and The Return o f the King. Several polls have named it as the best book of the 20th century. It had sold more than 50 million copies in over 30 languages by 2000.

Lord of the Rings is the first film in the trilogy, The Lord o f the Rings: The Fellowship o f the Ring, was released on December 19, 2001 and earned $860 million worldwide. The film was nominated for 13 Oscars, more than any other film released that year, and won four. The main characters are: The Hobbits, Frodo (Elijah Wood) and Sam (Sean Astin), Gollum (Andy Serkis), Gandalf (Ian McKellen), Aragorn (Viggo Mortensen.) The two main female characters are: Eowyn (Miranda Otto) and Elf, Arwen (Liv Tyler.)

Peter Jackson was born in Wellington, New Zealand in 1961, he was formerly a director of horror films.His film, Heavenly Creatures (1994), won the Venice Film Festival’s Silver Lion and a Best Original Screenplay Oscar nomination.

MaterialsEssential: cassette, dictionaries. Optional: copy of the book/pictures from the film; Photocopiable Resource 20 p. 147

2 m inute test: Focus 3 - revision of film types (Test written by Ss)• Do an example. Give 4 facts about a film Ss know.

E.g. It was directed by....; The main part is played by....; It’s based in....

• Read each fact. If Ss can guess it after the first fact, they get 4 points, after the second fact, 3 points, and so on.

• If time, Ss write 4 facts about a film of their choice, alone/in pairs.

• Ss take turns to read out each fact to another student/pair. Award points as above.

Lead in• Do a prediction activity before Exercise 1. Ask: Have

you read the book? What were the names o f the characters? Have you seen the films? What do you know about them? When were they made? Who were the actors?

• Write Sure!Not sure on the board. Encourage Ss to guess if they don’t know the answers. Elicit and write answers on the board.

• Ss can confirm their answers after Exercise 3.

ReadingExercise 1• With books closed, Ss discuss the words in

pairs/check in their dictionaries.

• Nominate Ss to answer. Check meaning further using examples, drawings and mime.


Exercise 2• Ss read the questions. Check: published, released.

• Give Ss 30 seconds to read and answer.



Answers: 1 1954 2 2001

Exercise 3• Ss read the questions. Check special effects.

• Give Ss 4 minutes to read the text alone and write the answers. Monitor closely for problems.



Answers: 1 A university teacher. 2 The Hobbit.3 Peter Jackson. 4 48,000 5 Because his make-uptook 6 hours. 6 150 7 Computer software.

Extra activity:Check Ss predictions from prediction activity in lead in.

Study skills - Using a dictionary 3 Exercise 4• Ss read the sentences and guess the meaning in pairs,

using EGG and their dictionaries.

• Nominate Ss to answer. Elicit examples of different meanings each word has. E.g. Double: a) The word‘seen has a double fe in it. b) A double is an actor who takes the place o f another actor, often when the acting involves something dangerous (a stunt double.)

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UNIT 10

• Mouse: a) small animal, e.g., Mickey Mouse b) the thing you use to give commands on your computer.

Extra activity:Ss discuss their favourite character(s) in the film/book in small groups. They a) describe the character, and b) say why they like him/her. Ss could make a poster of their character and provide drawing/pictures of him/her.

Extra activity:Ss make a film poster of their favourite film alone/in small groups. Provide paper, pens, etc. Display them round the classroom. Ss vote for the best one.

See Photocopiable Resource 20 p. 147

ListeningExercise 5• Ss look at the photos. Elicit descriptions of them.

• Play the tape. Ss listen, take notes and check answers in pairs.

• Monitor closely and play the tape as many times as necessary until Ss are confident.


Answers: lb) 2a) 3c)

SpeakingExercise 6• Read and check the instructions.

• Elicit examples of sci-fi and action films Ss know and write them on the board.

• Elicit some example answers about one of the films.

• Give Ss 5 minutes to decide on their chosen film and write the answers to the questions in note form.

• Monitor closely to provide advice on language needed.

Exercise 7• In pairs/small groups, Ss tell each other about their

films. Encourage them to agree/disagree on opinions given and add their own ideas.

• Monitor from a distance and make notes on good/problem language.

• Nominate Ss to tell the class about their films. Find out what the class’s favourite film was.

• Write examples of good/problem sentences on the board. Ss discuss/correct them.

• Check answers.

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UNIT 10

Focus 5 - The Best Days

Cultural notes:

The Best Days is a fictional soap. However, the name of the soap. The Best Days, comes from a British saying that the days of our youth are the best days o f our lives.

MaterialsEssential: materials for 2 minute test, cassette. Optional:Photocopiable Resource 21 p. 148.

2 m inute test: Focus 4 - Lord o f the Rings(Reading race)• Before class, prepare 8 -10 True/False statements, or

Yes/No questions, about Lord o f the Rings on separate slips of paper. Use your own ideas, or the text in Focus 4. Examples: 1 Tolkein wrote The Hobbit in 1930. 2 Lord o f the Rings took 12 years to write. 3 Lord o f the Rings was published in 1950. 4 The film was directed by man from New Zealand. 5 The film took 5 years to make. 6 48,000 plastic feet were made for the film. 7 There were 500 actors in the film.

• In class, put the papers on your desk and divide Ss into pairs/teams.

• One Ss from each pair/team runs to the desk, takes a paper and runs back to his team. They decide if the statement is True or False. They can check in their books if necessary.

• The first team to answer all the questions correctly wins.

Answers: 1 F 2 T 3 F 4 T 5 F 6 F 7 F

ListeningExercise 1• Ss cover the text and read the questions.

• Ss look at the photos and discuss their answers in pairs.

• Give Ss 1 minute to read the text to confirm their answers before discussing them in pairs/small groups.

• Nominate Ss to answer. Check the meaning of turn up (arrive)

Answers: 1 A photographer is taking their photo.2 Mickey, his mum and dad: Mr and Mrs Kelly, Storm, her mum, Jason, Mrs Winter, the dance teacher.


• Play the tape. Ss read and listen.

• Ss write their answers alone, referring back to the text.



• Demonstrate the pronunciation of cheese. The li:l sound makes you look as i f you’re smiling.

• Ask: Do you have a similar word you use in your language when someone takes your photo?

• Discuss the relationship between Mickey and Jason. Ask: Will they be friends now?


• Give Ss 3 minutes to read the texts and write the answers.


Answers: 1 Because the photographer is taking a photo. 2 To take them all out to dinner. 3 Because his dad hasn’t got a job and it’s expensive. 4 Because his dad’s got a new job. 5 Because his dad promised to come and he didn’t. 6 He goes to dinner with them.

Exercise 4• Ss read the questions and work alone then compare

in pairs.

Answers: 1 7.30 2 his parents 3 in a school in London 4 teens 5 Kieran 6 Mary

SpeakingExercise 5• Ss read the questions. Check: affects (makes him feel.)

• Ss discuss the questions in groups.

• Nominate Ss from each group to give their ideas. Don’t confirm yet as this will be done in exercise 5.

ListeningExercise 6• Ss read the questions. Play the tape. Ss listen for the

answers to Exercise 4 and take notes on the first question in Exercise 5.

• Ss check answers in pairs. Nominate Ss to answer.

• Play the tape again. Ss make notes for question 2.

• Ss check answers in pairs. Monitor closely and play the tape again as needed.


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UNIT 10

Answers: 1 His friends from London 2 Storm - is agreat friend but can still be angry sometimes; Mo - went back to South Africa; Jess - went to the USAfor two months and is now living in London and singing with a band; Jason - had a small part in the TV soap - he’s OK.


Writing Gym 10 - A review

Writing Tip - Using adjectives• Read the information in the box with Ss. Check the

meaning of the adjectives in text b.

• Ask: Why is text b better? (Because it gives more detail and shows what you think o f the film .)

Exercise 1• Check the instructions. Tell Ss to cover exercise 2 and

not look back in their books.

• Do an example. If Ss can’t remember the original word, encourage them to use a suitable one.


• Ss check their words with those on the list and discuss their answers in pairs.


Answers: 2 third 3 mega-popular 4 teenage 5 new 6 large 7 boring 8 young 9 little

Exercise 2• Ss read the instructions and questions. Elicit

examples, of films you have already discussed with the class.

• Give Ss 5 minutes to decide on their subject and make notes. Ss work alone, or in pairs if Ss want to collaborate on the same subject.


Exercise 3• Read the Plan with Ss and discuss how they will

organise it into 4 paragraphs.

• Give Ss 12-15 minutes to write a draft copy. Again, monitor closely to help. Encourage Ss to ask each other for help too.


• Ss check their drafts in pairs/small groups. Monitor to help with accuracy/adjectives.

• Ss write a good copy in class/for homework.

• Collect in Ss reviews. Mark them using a correction code, if possible.

• Give the reviews back in the next class. Encourage Ss to self-correct/check in pairs and rewrite their reviews if necessary.___________________________________

Extra activity:Ss make a poster and illustrate their review with drawings/pictures/illustrations.

Display them around the classroom. Ss read them and ask each other questions about the reviews/vote on the best ones.

125

UNIT 10

Energy Check

Gram m arExercise 1

Answers: 2 is played 3 was made 4 was written 5 was bullied 6 was created 7 is organised.


• See Test Book Unit 10 test p.79

• See Skills Test 7-10 p.88

Exercise 2

Answers: 2 Were you bullied at school? 3 Who were the Harry Potter books written by? 4 Who is 5 Where were your shoes made? 6 When was Nevermind recorded?

Exercise 3

Answers: 2 James Bond wasn’t always played by Pierce Brosnan. 3 Friends wasn’t created in 2003.4 It isn’t based on the life ... 5 I wasn't chosen for ....6 I wasn’t given first prize ...


Answers: 2 horror 3 cartoon 4 western 5 sci-fi6 action 7 historical 8 romantic


Answers: 1 A: Hey! You look happy. B: Yes, I’ve got a new job. A: Well done! That’s fantastic news. B: Thank you.

2 A: Hey! You look happy. B: Yes, it’s my birthday. A: Happy Birthday! B: Thank you.

3 A: Hey! You look happy. B: Yes, I’ve got a new baby cousin. B: Congratulations!/ That’s fantastic news. A: B: Thank you.

126

UNIT 10

Answers: 2 I fell for the leader of the pack. 3 my folks 4 putting him down 5 we’re through

Song - Leader of the Pack

Cultural notes:

The Shangri-Las were comprised of two pairs of sisters, Mary-Ann and Margie Ganser, and Betty and Mary Weiss, all from New York. Mary was the lead singer but her sister rarely performed with the group. They had three major hit singles in 1964 - Remember (Walkin' in the Sand), Leader o f the Pack and Give Him a Great Big Kiss, and their last big hitI Can Never Go Home Anymore in 1965.

They were a girl group with ‘attitude’, unlike any of their contemporaries. They found a perfect niche, specialising in the doomed romanticism of American teenage life with misunderstood adolescents, rebel boyfriends, disapproving parents and tragic death.

The group broke up in 1968. In 1989, the three then-surviving members of the group (Mary-Ann

• had died in 1971) reformed and appeared once more with motorcycles and “The Leader of the Pack.”There were no follow-up appearances. Margie died in 1996.

MaterialsEssential: cassette

Lead in• Write Shangri-Las on the board and play the first few

seconds of the tape. Ask: Do you know this grouplsong?

• If Ss answer Yes, ask: What do you know about them? What’s the name o f the song? What’s it about? When did they make the record? Elicit answers.

• If Ss say No, write: Leader o f the Pack on the board. Ask: Who I what is he?

• Play the song. Ss read the song, listen and then discuss their answer in pairs.

• Nominate Ss to answer. Answer: (He was the leader o f a local gang o f motorbike riders.)

Exercise 1• Ss read the definitions and find them in the song.


• Nominate Ss to answer. Check the American usage of: folksl candy store. Ask: When would you say ‘We’re through’? (When you end a relationship.)


• Play the tape again if needed. Ss read the song and the text, and write their answers.

• Nominate Ss to answer. Check the meaning of tough to describe a person. Streetwise/not innocent.

Answers: 1 Jimmy 2 candy store 3 No 4 tell him they were through 5 rainy 6 He had an accident and died7 they sounded tough and sang about teenage disasters 8 New York

Exercise 3• Ss discuss the questions in pairs/small groups.

• Nominate Ss to give their opinions.

Extra activities:1 Ss rewrite the story in their own words.2 Ss prepare comprehension questions in pairs. Ss

then ask/answer their questions in larger groups.3 Ss find 3-4 words/phrases that they don’t know in

the text. They check in their dictionaries and test/teach each other in groups.

4 Use gap-fill activities as outlined in previous songs in the book.

127

Photocopiable resourcesResource 1: Register!Aims: a) to get to know each other b) revise/diagnose Ss ability to ask basic personal information questions.Interaction: pairs.Materials: One copy each of worksheet A or B.Instructions: 1) Do an example form on the board. Elicit/drill questions Ss need to ask to find out the information. 2) Ss face each other. Distribute A/B copies. Tell Ss not to show worksheets to each other. 3) Ss read their worksheets and fill in their own form. 4) A asks B and writes down the answers. Then B asks A. 5) Ss report back to the class on what they found out about their partner.

Resource 2: Find som eone w ho...Aims: a) for Ss to get to know each other b) revise/diagnose Ss ability to ask/answer questions. Interaction: whole class mingling activity. Materials: One copy for each Ss.Instructions: 1) Elicit/drill example questions: Have you got a surfboard? 2) Elicit examples o f extra questions to ask using prompt words. 3) Tell Ss to write one person’s name only twice. 4) Give them time to think o f the questions they will ask. 5) While Ss do the activity, monitor for common errors. 6) In feedback, ask: What was the most unusual!surprising thing you learnt about classmates? Give feedback on common errors.

Resource 3: School crosswordAim: to practise spelling/names of school subjects.Interaction: pairs/small groups.Materials: one copy for each pair/small group.Instructions: I) Ss read clues. Check Physics!Chemistry. 2) Ss complete the crossword. 3) Check answers/spelling.Answers: Across: 1 Drama 5 Science 8 History 10 Geography;Down: 2 Music 3 French 4 English 5 Sport 6. Art 7 Singing.

Resource 4: Spot the differenceAims: to practise present continuous + there is/are.Interaction: pairs.Materials: One copy each of worksheet A or B.Instructions: 1) Hold up and show the two worksheets briefly. Tell Ss there are 8 differences to find. 2) H and out worksheets to A and B. Ss face each other. Tell them not to show their pictures to their partner.3) Do an example for picture 1 using the language in the box. 4) Ss do the activity. 5) Check the answers.

Resource 5: Find the anim alsAims: to practise spelling of animal words.Interaction: alone/in pairs.Materials: One copy of the worksheet for each Ss/pair.Instructions: Check the instructions using the example. Make this a race. The first Ss/pair to finish, wins.Answers: cat, chicken, cow, dog, eagle, elephant, giraffe, goat, horse, lion, mosquito, ostrich, penguin, rabbit, shark, sheep, snake, tiger, whale.

Resource 6: Animal quizAims: to practise present simple/comparatives/superlatives/animal vocabulary. Reading aloud/pronunciation.Interaction: pairs.Materials: copy of relevant worksheet for each Ss.Instructions: 1) Distribute worksheets. Ss face each other/do not show their worksheet to partner. 2) Ss read worksheets. Check unknown vocabulary. 3) Ss do activity. First A asks, then B. Ss note correct answers. 4) Do feedback. Ask: What did you learn? 5) Ss could write their own animal quiz.

Resource 7: Food BattleshipsAims: to practise numbers/letters/food and spelling.Interaction: pairs.Materials: One copy of worksheet for each Ss Instructions: 1) Write your own words eg, onions on your grid. Then draw an example grid on board. Invite Ss to give grid references, e.g, 2D, 2 F, 3J - until they guess a square with a letter in it. Write the letter on the board. Continue until they have guessed the word.2) Distribute the worksheets. Ss face each other and must not show their worksheets to their partner. 3) Ss write 6-8 food words on their own grid - one on each row. 4) Ss take it in turns to name a square on their partner’s grid. If there is a letter in the grid, their partner tells them. They write it on their partner’s grid. 5) Ss continue until they have guessed all the words.

Resource 8: Just a m inuteAims: to revise language from Units 0-3.Interaction: groups of 3-5 Ss.Materials: One copy of worksheet and a dice for each group, and a counter for each Ss.Instructions: Ss take it in turns to throw the dice and move their counter. They must talk for one minute on the topic in the square. If they do, they get 2 points. If they hesitate for more than 5 seconds, they lose a point, but can continue until one minute is up. Other Ss can ask further questions.

Resource 9: How do I get to...?Aims: to practise prepositions o f place/place names/giving directions. Interaction: pairs.Materials: One copy each of worksheet A or B.Instructions: 1) Distribute worksheets. Ss face each other and must not look at their partner’s worksheet. 2) Check instructions for Part 1. Ss take it in turns to tell their partner where the places are and write the names on the map. 3) Check instructions for Part 2 and do the example. 4) Ss take it in turns to give directions. 5) Check answers.

Resource 10: W hat’s your job?Aims: to practise spelling/jobs vocabulary.Interaction: pairs/small groups.Materials: one copy for each pair/group.Instructions: Distribute worksheets to pairs/groups. Do an example if necessary. You could make it into a race. The first Ss to finish, win. Check answers/spelling.Answers: Across: 4 salesperson 6 housewife 8 cleaner 10 teacher Down: 1 waitress 2 carpenter 3 secretary7 5 model 7 farmer 9 nurse

Resource 11: The w eath er forecastAims: to practise asking/answering questions using will and weather vocabulary.Interaction: pairs.Materials: one copy each of worksheet A or B.Instructions: 1) Nominate As and Bs. Put As in pairs, and Bs in separate pairs. 2) Distribute relevant worksheet. Ss read their texts and write the questions they need to ask to complete the text.Monitor/help Ss if necessary. 3) Re-group Ss in pairs. Pairs face each other and don’t look at partner’s worksheet. 4) Ss take it in turns to ask/answer their partner’s questions. 5) Check answers.

PHOTOCOPIABLE RESOURCES

Resource 12: Have you got a future?Aim: to practise asking/answering about future plans using going to. Interaction: groups of 5-6/whole class mingling activity.Materials: One copy of worksheet for each Ss.Instructions: 1) Elicit/check and drill example questions, E.g., Are you going to travel...? 2) Elicit examples of extra questions. Tell them to find out one or two extra facts for each question during the activity.3) Remind Ss they can only write one person’s name twice. 4) Give them time to think of the questions they will ask. 5) While Ss do the activity, monitor for common errors. 6) Ss report answers back to the class.

Resource 13: W hat w ill you take?Aims: to practise wide variety of language including will for predictions/gc?/«g tolmustlshould!opinions Interaction: alone/pairs, then groups.Materials: one copy each of the worksheet.Instructions: 1) Distribute worksheets and check situation/instructions.2) Ss choose 6 items alone and specify the names of CDs etc.3) In pairs, Ss discuss/decide on 6 items together. They must agree.4) To provide more speaking practice, put Ss in larger groups to discuss/decide on 6 items. 5) Class discussion: the whole class must decide on 6 items. 6) Discuss their decisions.

Resource 14: S k8te r BoiAims: further vocabulary work from song.Interaction: pairs/small groups.Materials: one copy each of the worksheet for pairs/group. Instructions: Give copy to Ss and ask them to discuss 1) Pairs find expressions then check back with group. 2) Pairs discuss then compare with class.Answers: 1) The writer of the song./Avril Lavigne 2) a) tough luck b) more than meets the eye c) missed out d) too bad e) the soul that is inside 3) I Sk8ter Boi She understands who he really is. 2 She doesn’t judge him from the outside/his clothes and appearance. 3 Sk8ter Boi and the girl/the singer of this song.

Resource 15: W hat if?Aims: to practise reading/identifying i f + will sentences.Interaction: groups of 3-5.Materials: a cut up set of cards for each group.Instructions: 1) Give a set of cards to each group and do an example. 2) Ss spread out and match the cards. 3) Ss turn over the cards and mix up the order. 4) Each S takes it in turns to turn over 2 cards. If they match, the S keeps them. If not, he/she turns them over again.5) The winner is the S with the most sets o f cards.

Resource 16: Have you ever ...?Aims: to practise asking answering questions with present perfectlever/never.Interaction: pairs.Materials: one copy each of worksheet A or B Instructions: 1) In pairs, Ss face each other. Distribute relevant worksheet. 2) Do an example question/answer. Encourage Ss to ask more questions using When! Where! Why, etc. 3) Ss take it in turns to ask/answer. 4) Ss report back to the class about their partner.

Resource 18: Keanu ReevesAims: reading and asking questions using present/present perfect/past simple tense.Interaction: pairs.Materials: One copy each of worksheet A or B.Instructions: 1) Nominate As and Bs. Put As in pairs and Bs in separate pairs. 2) Distribute relevant worksheet. 3) Ss read their texts and write the answers to the questions they are able to answer. Monitor/help Ss if necessary. 4) Re-group Ss in pairs A and B. Ss face each other. 5) Ss take it in turns to ask/answer. 6) Check answers. Answers: 1 2 September 1964 2 In Beirut 3 Hockey and theatre 4 cool wind in the mountains 5 When he was 17. 6 Yes. 7 In 1986. 8 Yes.9 Yes. 10 Kung-Fu.

Resource 19: Holiday checklis tAims: to practise asking/answering questions with present perfect + already!yet and will!have to.Interaction: pairs.Materials: one copy each of worksheet A or B.Instructions: 1) Ss face each other. Give out relevant worksheets.2) Check instructions and do an example. 3) Ss take it in turns to ask/answer questions. Encourage them to extend the conversation.4) Check Ss decisions with whole class.

Resource 20: The M atrixAims: to practise asking/answering questions using the passive. Interaction: pairs.Materials: one copy each of worksheet A or B Instructions: 1) Nominate As and Bs. Put As in pairs, and Bs in separate pairs. 2) Distribute relevant worksheet. Ss read their texts and write the questions they need to ask to complete the text.Monitor/help Ss if necessary. 3) Re-group Ss in pairs: A and B. Ss face each other and don’t look at partner’s worksheet. 4) Ss take it in turns to ask/answer their partner's questions. 5) Check answers.

Resource 21: Snakes and laddersAims: to revise language from the book.Interaction: pairs/groups of 3-4.Materials: One copy of board, a dice and counters for each group. Instructions: Show class how to play. 1) Ss take it in turns to throw the dice and move counters according to the number they throw 2) If they land on a snake’s head, they move down. If they land at the bottom of a ladder, they move up. 3) If there is a question in the square they land on, they must answer it. Tell Ss they can use their books/ask you to check each other’s answers if they are not sure.4) If they can’t answer, they move back to their former position.5) The winner is the S who reaches the Finish square first.

Resource 17 Inform ation exchangeAims: to practise speaking/asking questions using present perfect/past simple.Interaction: pairs/groups.Materials: one worksheet for each Ss.Instructions: 1) Check instructions/ example with Ss. 2) Ss write their answers. 3) Ss take it in turns to ask/answer. 4) Ss report back to the class about their partner.

129


Resource 1: Register! Starter Unit

Student A

Penelope Cruz

30Name:

Age:Nationality: Spanish

Address:

Telephone;

E-mail:

19756 Beverly Hills, California, .USA.

0163 825542...........................................

[email protected]

Name:

Age:

Nationality: .

Address:

Telephone: .

E-mail:

YOU

Name:

Age:

Nationality: .

Address:

Telephone: .

E-mail:

Your partner

Name:

Age:

Nationality: .

Address:

Telephone: .

E-mail:

Student B

Name:

Age:

Nationality: .

Address:

Telephone: .

E-mail:

Name:

Age:

Nationality:

Address:

Telephone:

E-mail:

YOU

Name:

Age:

Nationality:

Address:

Telephone:

E-mail:

David Beckham

29

Beckingham Palace, Hertford, England.

0153 86 4427

[email protected]

Your partner

Name:

Age:

Nationality:

Address:

Telephone:

E-mail:

130 © Pearson Education Limited 2004 PHO TO CO PIABLE




Resource 2: Find someone who . . . Starter Unit

\Find s o m e o n e w h o ....

W rite e a c h p e r so n ’s n a m e on ly tw ic e ! A sk e x tr a q u e s t io n s .

1 ..... ........................ has got a surfboard or snowboard.

2 ..... ........................ doesn’t want to be rich. W hy.................... ?

3 ..... ........................ can’t sing or dance.

4 ..... ........................ can do something unusual. W hat................... ?

5 ..... ........................ hates hot weather.

6 ..... ........................ has got an unusual interest/hobby. W hat................... ?

7 ..... ........................ wants to be famous.

8 ..... ........................ can play a musical instrument well. W hat................... ?v

Resource 3: School crossword Unit 1

Across

1 You learn to act in this class.5 You learn about Physics and

Chemistry.8 It started in the past.9 The short word for

Mathematics.10 You study the map of the

world.

Down

2 You usually play an instrument in this class.

3 They speak it in France.4 You’re practising it now!5 You run a lot in this class.6 You can paint pictures and

draw here.7 You use your voice a lot here.

School subjects1 2

3

4

5

6

7

8

9

10

PH O TO C O PIA B LE © Pearson Education Limited 2004 131


Resource 4: Spot the difference Unit 1

Room 1 Room 2

Spot the difference Student A

Find the 8 differences in the pictures.

A: In Room 1, there’s a girl. She’s ... B: In my picture, she isn’t ... She’s...

Room 3 The cafe

Spot the difference Student B

Find the 8 differences in the pictures.

A: In Room 1, there’s a girl. She’s ... B: In my picture, she isn’t ... She’s...



Resource 5: Find the animals Unit 2

Find 19 animals f %

L K P V B U T H G B J S R G V

W G L L 0 R Y I L N M c D K L

E O S T R I C H E I M w S P M

B A P K U Y T G T R O M c X M

W T T D F L Y D O G s N p c L

R Q C P S N L K Y N Q G J H M

P E R T W H O M E N u Y J I L

E 0 I 0 N G E O L A i A N C B

N P C R S T W E E J T M P K S

G E T M A X C E P H O R S E P

U V M C N B V O H K J L F N D

I R O K M A B S A V M F N X Z

N P H J O D E I N W A O M L G

C S H A R K V B T R O I T M N

Y Q B P E G N S I P D O I L E

Z I E K S S D G S Y O I G L B

R G A H A X E T w H A L E T P

T N T E A G L E Y N M X R P L

S L A A G E F S H F B G G J O

© Pearson Education Limited 2004


Resource 6: Animal quiz Unit 2

Student A

What do you know about penguins?

Read each sentence to your partner. He/she answers: True or False.Give your partner one mark for each correct answer.

1 Penguins can fly.

2 Penguins only live in cold climates.

3 There are 17 different species of penguin.

4 Penguins can swim 25 miles per hour underwater.

5 Penguins sleep longer than humans.

6 The largest species of penguin is the Emperor.It is 1 metre tall.

7 A penguin usually lives for 20-30 years.

9 It costs £400 a year to feed a penguin in a zoo.

10 The smallest species of penguin is 30 centimetres tall.

Answers: 1 False. They flew millions of years ago but they don’t fly now. 2 False. There are penguins in the Galapagos Islands on the Equator. 3 True.4 True. 5 False. They sleep for very short periods.6 True. 7 False. 10-20 years. 8 True. 9 True. 10 False. 41 centimetres.

Student B

What do you know about elephants?

Read each sentence to your partner. He/she answers: True or False.Give your partner one mark for each correct answer.

1 African elephants have got bigger ears than Indian elephants.

2 There are about 600,000 Indian elephants and 40,000 African elephants in the world.

3 White elephants don’t exist.

4 Elephants can’t see or hear very well.

5 Elephant tusks are sometimes 3 metres long.

6 An adult elephant eats about 40 kgs of food every day.

7 An elephant drinks about 200 litres of water a day.

8 Elephants can live for 80-90 years.

9 An elephant can be 4 metres tall.

10 Male elephants don’t usually live with their families.

Answers: 1 True. 2 False. It’s the opposite. 3 False.1 in 4,000 are white. 4 True. But they have a very good sense of smell. 5 True. 6 False. It’s 140 kilograms. 7 True. 8 False. It’s 60-70 years. 9 True.10 True.



Resource 7: Food Battleships Unit 3



Resource 8: Just a minute Units 1-3

Talk for one minute about

Go back two s p a c e s

The biggest meal of your life

The best beach

you know

Things you hate

doing

The best things to

do in your town

Things you do

well

Yourfavourite

place

STABIT!

Your plans for next weekend £

The worst meal of your life

G o

f o r w a r d

s p a c e s

The best places to

go in your

country

What you did last weekend

The mostThe famous

largest person incity in youryour country

country

Food you hate eating

Go

f > 3 C ktwo

s p a c e s

IN

I

Describeyour

country

Your favourite type of

meal

The most beautiful place you

know

A pet youJd like to have

The best places to

go in your country

Go back one s p a c e

The most dangerous

animals in your country



Resource 9: How do I get to . . . ? Unit 4

Student A

Art Gallery

a ) ...........

Museum

b )..............

Washington Road

Theatre c ) ...............

Park Street

Police Station

Cinema

e)

Post Office

The Park

1 In pairs, ask and give directions. Ask about these places2 Write the places on your map.3 Your partner will ask you questions.

Give directions using your map.

Hotel The School Market Train Station Underground Station

Student B

LThe Square i

The School

n

Art Gallery

Washington Road

Park Street

Police Station

d)

UndergroundStation

Post Office

e)

1 In pairs, ask and give directions. Ask about these places:2 Write the places on your map.3 Your partner will ask you questions.

Give directions using your map.

Museum Theatre Library Cinema The Park

P H O TO CO PIABLE © Pearson Education Limited 2004 137


Resource 10: What's your job? Unit 5

W hat’s your job?

1

2 3

4 A E

5

6

O s F

8 E N R

10 C

Across Down

4 You must be good at selling things. 1 You work in a restaurant. You should be polite.

6 You work at home. You should like children. 2 You can build houses. You should be strong.

8 You must wash well and tidy. 3 You must know how to type and use a computer.

10 You work in a school. You should be patient. 5 You should be tall and thin.

7 You must grow7 things. You live on a farm.

9 You must help people when they’re ill.You work in a hospital.



Resource 11: The weather forecast Unit 6

rStudent A

Rio de JaneiroIt will be hot and sunny tomorrow. The temperature will be 30 degrees Centigrade in the afternoon and 22 degrees at night. On Monday, temperatures will be higher. There will be storms with heavy rain and strong winds in the evening. There will probably be thunder, lightning and floods in the south of the city.

MoscowIt will b e .........a n d .......... for the next two days. Tomorrow, thetemperature will be 1 degree Centigrade in th e .........and it willb e .........at night. It w ill.......... tomorrow afternoon. The weatherwill b e .........on Thursday and it will b e .......... a n d .............

Student B

Rio de JaneiroIt will b e .........a n d .......... tomorrow. The temperature will b e .......... inthe afternoon and 22 degrees...........On Monday, temperatures will be........... There will b e .......... with heavy.......... and strong...........in theevening. There will probably b e ........., lightning a n d .......... in thesouth of the city.

MoscowIt will be foggy and freezing for the next two days. Tomorrow, the temperature will be 1 degree Centigrade in the day and it will fall to minus 8 degrees at night. It will snow heavily tomorrow afternoon. The weather will be warmer on Thursday and it will be clear and sunny.

PH O TO CO PIABLE © Pearson Education Limited 2004 139


Resource 12: Have you got a future? Unit 6

x -------- \Have you got a future?

Find someone who ... Name

1 ........... is going to travel in the next school holiday. ...................................

2 ........... isn’t going to study at university. ...................................

3 ........... is going to do a sports activity next week. ...................................

4 ........... is going to have a birthday party this month. ................................... j

j 5 ........... isn’t going to get married before they’re 30. ...................................

6 is going to live in another country.< J

Resource 13: What will you take? Unit 6

The ice is meltingThe sea levels are rising! Everybody must escape to the mountains. There are places to sleep and a lot of food there. You can only take 6 things with you. What will you take?

1 Read the list alone and tick (V) 5 choices from the list. You can also take 1 extra item. Prepare to justify your selection.

2 Discuss your choices with a partner and decide on 6 things, including your extra item. You must agree!

you you/your partner

• map

• mobile phone

• computer

• CD player

• 5 essential CDs - which?

• 2 favourite books - which?

• football

• musical instrum ent

+ choose one extra item



Resource 14: Sk8ter Boi Unit 6

Listen to the end of the song.Sorry girl but you missed out

Well tough luck that boy's mine now

We are more than just good friends

This is how the story ends

Too bad that you couldn't see.

See the man that boy could be

There is more than meets the eye

I see the soul that is inside

He's just a boy and I'm just a girl

Can I make it more obvious?

We are in love. Haven't you heard

How we rock each other's world?

I'm with a skater boy

I said see you later boy

I'll be backstage after the show

I'll be at the studio

Singing the song we wrote

About a girl you used to know

1 Read the last two verses of the song. Who is singing it?

2 Find the expressions in the text.

a) bad luck .............................

b) more than you can see

c) did not get what you wanted

d) it’s a pity

e) feelings and character inside a person

3 Read the text again and answer the questions.

1 Who is her boyfriend?....................................

2 What does she want to tell the girl?

3 Who wrote this song?

\ J



Resource 15: What if? Unit 7

If the Earth gets hotter, ... the ice at the Poles will melt.

V_

r

v_

r

v

r

v_

r

v .

v_

r

V_

r

v

r

V

If the ice melts, ... sea levels will go up.

People will live on other planets if space travel becomes common.

r ~

If he phones me, I’ll tell him to come here.

They won’t go to university ... if they don’t pass their exams.

V_

His father will buy him a car ... if he passes his exams.

If they don’t have pizzas, I’ll have a hamburger.

r

V ,

r ~

v .

They’ll never find out if you don’t tell them.

If it gets hotter tomorrow,

" \

... we’ll go to the beach.

If we drive fast, we’ll get there on time.



Resource 16: Have you ever . . . ? Unit 8

Student A

. . . been on a train?v V

f N,

. . . ridden a horse?v J

r n

. . . flown in a plane?

. . . driven a car? Have you ever . . . ?

T. . . been on a long

train journey?

. . . travelled on the underground?

v

c >

. . . ridden a motorbike?r a

. . . had a trip on a boat?

Student B

. . . taken a taxi? Have you ever . . . ?

. . . travelled to another country by car?

. . . driven a scooter?

. . . ridden in a lorry?V V

. . . fallen off a horse?r N

. . . had a holiday on a boat?

. . . taken a schoolbus to school?

. . . flown to another continent?



Resource 17: Information exchange Unit 8

W hat do you rem em ber?

1 Write short answers to the statements in the spaces below. Write them in a different order.

2 Look at your partner’s answers. Ask questions to find out what they remember.

A: I s . . . the most famous place you’ve been to?

• a famous place you’ve been to

• the most dangerous thing you’ve done

• the best concert you’ve been to

• the worst film you’ve seen

• the most exciting thing you’ve done

the best present you’ve had

the most boring place you’ve been to

the worst food you’ve eaten

the most beautiful thing you’ve seen

the most interesting person you’ve met



Resource 18: Keanu Reeves Unit 8

Student A

Keanu Reeves was born on the 2nd September 1964. His mother, Patricia, was English. When he was a teenager, Keanu loved hockey and the theatre. He didn’t like studying, and left school to become an actor when he was 17.

His first acting job was dancing in a cola advertisement. Keanu went to Hollywood in 1986. He has acted in many films and is most famous for the Speed and Matrix films.

Keanu has always loved music but didn’t start playing the bass guitar until he was 23. He started a rock band called Dogstar with 2 friends. They have made records and done a lot of concerts.

Read your text and answer the questions. Then ask your partner the questions you can’t answer.

1 When was Keanu Reeves born? 6 Has he ever been to Australia?

2 Where was he born? 7 When did he go to Hollywood?

3 What did he love when he was a teenager? 8 Has he made any records?

4 What does his name, Keanu, mean? 9 Has he always loved music?

5 When did he become an actor? 10 What has he studied for his films?

Student B

Keanu Reeves was born in Beirut, Lebanon. His father, Sam, was from Hawaii and his name, Keanu, is Hawaiian for ‘cool wind in the mountains’. He has lived in many different places in his life. In 1966, his family lived in Australia for a year. Then Keanu’s parents got divorced and his mother took her two children to New York. There, she married her second husband, Paul, a Hollywood film director. Two years later, they went to live in Toronto, Canada and Keanu became Canadian. Now he usually lives in Hollywood but he is still Canadian.

He’s got a lot of different interests. He likes riding horses, surfing and has studied Kung-Fu for his films.

Read your text and answer the questions. Then ask your partner the questions you can’t answer.

1 When was Keanu Reeves born? 6 Has he ever been to Australia?

2 Where was he born? 7 When did he go to Hollywood?

3 What did he love when he was a teenager? 8 Has he made any records?

4 What does his name, Keanu, mean? 9 Has he always loved music?

5 When did he become an actor? 10 What has he studied for his films?



Resource 19: Holiday checklist Unit 9

Student A\

You are going on holiday to Scotland with your partner. Read the checklist of things to do. You have ticked the things you have already done.

Talk to your partner. Find out what he/she has done. Decide what you have to do before you go.

Your list Your friend’s list

• Book train tickets J • Get new passport

• Book a hotel J • Borrow a camera

• Buy British pounds S • Buy guidebooks

• Get maps S • Book tour of Edinburgh

• Phone friend in Scotland • Get travellers’ cheques

• Wash clothes S • Buy new trainers

• Pack bags • Pack bags

A: Have you booked the train tickets yet? B: Yes, I ’ve already done it.

Student B\

You are going on holiday to Scotland with your partner. Read the checklist of things to do. You have ticked the things you have already done.

Talk to your partner. Find out what you have to do before you go. Decide what you have to do before you go.

Your list Your friend’s list

• Get new passport • Book train tickets

• Borrow a camera S • Book a hotel

• Buy guidebooks • Buy British pounds

• Book tour of Edinburgh J • Get maps

• Get travellers’ cheques S • Phone friend in Scotland

• Buy new trainers • Wash clothes

• Pack bags S • Pack bags

A: Have you got a new passport yet? B: Yes, I ’ve already done it.



Resource 20: The Matrix Unit 10

Student A

The Matrix Trilogy

The Matrix was released in (2 ) ............The two sequels, The Matrix Reloaded and The MatrixRevolutions were released in May and (4 ).......... , 2003. They are all action-thriller, sci-fi films. Theyare based in a future world, where the Matrix is a (6) .......... , ten times the size of New York.

The three main characters in the first film were Thomas Anderson, Morpheus and (8) ............Theywere played by Keanu Reeves, Lawrence Fishburne and Carrie-Anne (10)............Hugo Weavingplayed the part of Agent Smith. They all starred in the sequels.

The films were written and directed by two brothers, Andy and Larry Wachowski. The sequels were shot in (12)..........and the amazing special effects were produced by John Gaeta.

The first film made (14)..........million dollars in the USA and it became the first DVD to sell amillion copies. The two sequels cost more than (16).......... to make and the 2,500 different specialeffects cost $60 million.

A: When was the Matrix released?

B: It was released in ... .

Student B

The Matrix Trilogy

(1 )..........was released in 1999. The two sequels, The Matrix Reloaded and The Matrix Revolutionswere released in (3 )..........and November, 2003. They are all action-thriller, sci-fi films. They arebased in a (5 ) ..........world, where the Matrix is a ‘megacity’, ten times the size of New York.

The three main characters in the first film were Thomas Anderson, (7 ) ..........and Trinity. They wereplayed by Keanu Reeves, (9 )..........Fishburne and Carrie-Anne Moss. Hugo Weaving played the partof Agent Smith. They all starred in the sequels.

The films were written and directed by (11).........., Andy and Larry Wachowski. The sequels wereshot in Australia and the amazing special effects were produced by (13)............

The first film made $171 million in the USA and it became the first DVD to sell a million copies. The two sequels cost more than $300 million to make and the 2,500 different special effects cost (15)

B: What was released in 1999?

A: ... was released in 1999.



Resource 21: Snakes and Ladders Unit 10

kE Y^90 up

30 Make 5 p r e d ic t io n

the -future.

31 h ia m e ^9 am m o-Ls wv

SO seconds.

29 Nam e6 school or h o w e r w J ^

20 Name u nccuntabl nouns

33 S«.t)6 t h i n g s

about a cCmjôu!' . \ / e $ e e n

recently.

26 G iv e 6 facts

about aour c o u n f f y

in 30 seconds.

10 Name 10 places in oar

tOu)nin, 30 seconds.

9 N/ame. - t h e - p a s t

p a r t ic ip le s o S p e d K ^ <pn d e ?drCVe9

-see. '

21 N a m e - ' 0 different Kinciscf

transportK n 3 0 Seconds.

18 6 »Ve th e superlative- forrn of good? b e t t e ^ ^ n n i j

d a n g e r o u s .

22 N ^ m e lOttemsof

food and drinK i r v y d s w o r d s .

'7 Sa^4- thin^s about the weather^ to day

12 Name the/ past tenses

r u n , m e e t , w rê b u y ? 9 « v e ?s ir i^

8 Mamnel chores or duties in 3C Seconds

is Give tine comparativeform ofôod; b a d ? h e a v y ,a n d

fantastic.^ 14 Give, directions to get Colour house from tine school.

1 +6Trae)aas \ a b o u t

best friend

6 G n c a d v ic e t o a ^ r i e l o c l who’s 9 0 ^ 0 to university next mon"3 N a r r e . T

1C jobs in


Workbook keyStarter Unit

Page 1 Exercise 1

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

Exercise 2a2 your name/Mo Banks 3 old are you/fifteen 4 W hat’s your/South African 5 your address/4 Hammond Street, London 6 W hat’s your telephone/01823 65849 7 your e-mail address/ [email protected]

Exercise 2bSs answers

Exercise 32 Poland 3 British 4 Germany 5 France 6 Brazilian 7 American 8 Australian 9 Japan 10 Italy

Exercise 42 can 3 has got 4 are 5 have got

Page 2 Exercise 5

2 there is 3 there are 4 there are 5 There are 6 there isn’t 7 are there 8 is there

Exercise 6head: hat, cap; legs: jeans, shorts, trousers; chest and arms: jacket, shirt, sweatshirt, T-shirt; face: make-up; feet: boots, shoes, trainers; hands: gloves

Exercise 7Ss answers

Unit 1Page 4 Exercise la

1 Excuse me 2 I’m sorry I ’m late 3 Don’t worry

Exercise lba) 1 ’s the problem/’s the matter. 2 sorry 3 mind b) 1 sorry 2 never mind

Exercise lca) 2 mind b) 1 the problem/the matter 2 worry 3 can borrow mine/this c) 1 W hat’s the problem/matter? 2 I can help d) 1 Never mind 2 You can 3 Thank you

Page 5 Exercise la

2 live 3 go 4 wants 5 studies6 have

Exercise lb2 star 3 act 4 sells 5 teaches 6 does 7 plays 8 loves 9 read

Page 6 Exercise 2a

2 Where does he come from?3 Do you like Star Trek:? 4 My brother doesn’t watch TV. 5 Does your father work in an office? 6 We don’t live in a big house. 7 Do they come from Britain?8 She doesn’t understand English.

Exercise 2b2 don’t 3 does he come 4 Does he sing?5 doesn’t 6 do they play 7 Does he wear 8 Do you like 9 don’t

Exercise 3aAlways usually often sometimes never

Exercise 3b2 is always happy 3 am sometimes late4 always watch 5 don’t usually visit 6 don’t often go

Exercise 3cSs answers

Page 7 Exercise 1

2 four 3 Science 4 Monday and Friday5 Dance 6 Wednesday afternoon7 Thursday afternoon 8 Geography 9 two

Exercises 2a and 3bSs answers

Page 8 Exercise 1

2 isn’t teaching 3 is sleeping 4 study 5 are studying 6 drives 7 isn’t driving 8 is playing 9 dance 10 aren’t dancing 11 are watching

Exericse 2a2 get up 3 is shouting 4 is coming 5 Do you watch 6 is she doing 7 I am wearing8 leaves


Page 9 Exercise 3a

2 are they doing 3 do you live 4 do 5 are they running

Exercise 3b2 do you usually do 3 are you wearing 4 do you usually wear 5 Are you listening

Page 10 Exercise 1

2 Can I speak to 3 Who is calling 4 Hold on 5 Bye

Exercise 2a2 a) 3 d) 4 c) 5 b)

Exercise 2b2 I t’s 3 How are you 4 I ’m 5 W hat are you doing 6 Bye

Page 11 Exercise lb

1 Top of the Pops 2 a popular music show3 the producers look at the music charts every week 4 no 5 Ss anwers

Page 12 Exercise 2

Hi! I ’m Annie. I live in London and I’ve got a great job - I choose the bands for Top o f the Pops\On Sunday I study the charts. Who is number 1? WTiich bands are going up and which ones are going down? I usually start making phone calls on Sunday evening, then on Monday we have a big meeting. After that, things get crazy! I make hundreds of phone calls to singers, bands and managers. We have the final list of bands on Wednesday afternoon. Then on Thursday we record the show There are always long queues of people outside the studio. They all want to dance on the show. We choose some of them and they come in and practise. The day finishes at 10 or 11.Today it’s Friday, so I ’m relaxing at hom e...and listening to music on the radio!


Page 13 Revision

Across: 1 got 4 some 5 worry 7 don’t 9 at12 Does 13 isn’t 15 half past three 18 any19 Can I 20 do 22 British. Down: 2 there3 are you 5 Wliat’s 6 mind 8 Tuesday 10 comes 11 Never 13 Italy 14 Pleased 16 am17 hair 19 can’t 21 on

Unit 2Page 15 Exercise 1

2 lake 3 mountain 4 river 5 forest 6 coast

Exercise 2north, north-east, east, south, south-west, west

Exercise 32 false 3 false 4 true 5 true 6 false

Page 16 Exercise 4a

2 1,000,000 3 twenty thousand 4 5,026 5 nine hundred and ninety-nine 6 282

Exercise 4bAnswers on page

149


WORKBOOK KEY

Exercise 5aSs answers


Page 17 Exercise la

2 are going shopping 3 Mickey and Jess are going to the cinema. 4 are going cycling 5 is watching a football match6 are finishing their school project

Exercise lbSs answers

Exercise 22 Have you got any ideas? 3 How about 4 That’s a good idea 5 You’re kidding 6 I ’m afraid I can’t


Page 18 Exercise la

mosquito; chicken; penguin; tiger; horse; elephant; whale

Exercise lb2 mosquito 3 ostrich 4 horse 5 rabbit6 chicken 7 giraffe 8 eagle

Exercise lc2 shark a) 3 whale d) 4 rabbit e) 5 chickenb) 6 cat f)

Page 19 Exercise la

2 Whales are heavier than elephants. 3 Tigers are louder than cats. 4 Horses are bigger than goats. 5 Dogs are more interesting than sheep. 6 Eagles are more beautiful than chicken.

Exercise lbSs answers

Page 20 Exercise 2a

2 This is the best restaurant in town. 3 He is the most talented actor at our school. 4 Manchester is one of the busiest cities in Britain. 5 Julia Roberts is one of the world’s most famous actresses. 6 Who is the most popular person in your class?

Exercise 2bPossible answers: 2 coldest 3 the tallest 4 the best/worst 5 the most beautiful 6 the most boring/the funniest 7 the most difficult 8 the most popular 9 the oldest10 the most difficult

Exercise 32 fatter/the fattest 3 smaller/the smallest4 shorter/the shortest 5 heavier/the heaviest 6 friendlier/the friendliest 7 more beautiful/the most beautiful 8 more interesting/the most interesting 9 more popular/the most popular 10 more

dangerous/the most dangerous11 better/the best 12 worse/the worst


Page 21 Exercise 5

1 taller 2 tall/big 3 small

Exercise 61 236 2-4 Ss answers

Page 22 Exercise 1

1 south-west of Sri Lanka 2 Fua Mulaku3 270,000 4 The ocean is getting higher and the islands are going under water.5 relax, swim in the ocean, shop 6 Male7 Ss answers

Exercise 22 the 3 the 4 - 5 a 6 a 7 the 8 the

Page 23 Exercise 3

Ss answers

Page 24 Revision

2 eating 3 from 4 south 5 swimming 6 Can7 No 8 How 9 have 10 We 11 on 12 are 13 do 14 African 15 were 16 Africa17 hundred 18 heaviest 19 aren’t20 heavier 21 snakes 22 They 23 watching 24 you 25 not 26 to 27 got 28 ideas 29 having 30 Let’s


2 I was at school 3 Are they your friends?4 He wasn’t friendly 5 Is she angry?6 Were you at home? 7 I ’m not happy.8 We were late. 9 He is funny. 10 They were interested.

Exercise 22 were 3 were 4 was 5 were 6 was

Exercise 3a2 well 3 slowly 4 carefully 5 intelligently 6 terribly

Exercise 3b2 polite 3 quickly 4 careful 5 well 6 beautiful 7 rude 8 angrily

Page 27 Exercise 1

Regular: dropped; helped; laughed; needed; ordered; picked; poured; pushed; shouted; started; walked; wanted Irregular: did; ate; gave; went; had; made; met; sat; took; thought; wrote

Exercise 2a2 bought 3 saw 4 wanted 5 was 6 met 7 took 8 had 9 sat 10 watched

Page 28 Exercise 2b

Possible answers: I went to a football match with my dad. My team scored and I saw my friend Carrie on the big TV I phoned/ called her on my mobile and she answered. My dad went home after the match and I met Carrie. We went for a milk shake in a cafe.

Page 29 Exercise 3

1 because he’s a brilliant chef2 Fifteen 3 because of the age of his students 4 Ss answers

Exercise 42 did you do 3 Did you get 4 did you go5 did you hear 6 How did you feel

Page 30 Exercise la

tomato, cheese, onion, mushroom, pepper, chilli, garlic, sausage, pineapple, olive, sweetcom

Exercise lb2 cheese 3 water 4 chocolate 5 pepperoni6 pizza

Exercise lc2 T 3 T 4 T 5 F 6 T 7 F 8 F

Page 32 Exercise 1

2 like 3 would 4 No, I don’t 5 I ’d like 6 Would

Exercise 22 Can I have a vegetarian pizza, please3 W hat would you like to drink? 4 I ’d like a milk shake, please.

Exercise 31 any pizzas 2 much is the Five cheeses?3 Yes, we have 4 I ’d like 5 would you like to 6 Have you got any

Page 33 Exercise 1

2 Parts of the blowfish are dangerous.3 Chocolate is poisonous for dogs.4 Onions are bad for dogs. 5 Don’t eat too many carrots - they can make you yellow. 6 Cabbages are dangerous if someone throw's them at you.

Exercise 22 s 3 s 4 s 5 e s 6 e s

Page 34 Exercise 3a

1 sausage 2 very 3 comes from4 it’s the national food of Scotland


150

WORKBOOK KEY

Page 35 Revision

2 on 3 was 4 There 5 were 6 go 7 did 8 badly 9 better 10 the 11 biggest 12 please 13 any 14 would 15 don’t 16 Can 17 at18 can’t 19 visiting 20 do they live 21 In 22 go 23 are 24 older 25 youngest 26 playing


2 1st December 2001 3 3rd January 18214 the second of February, two thousand and four 5 the fourth o f May, nineteen eighty-seven 6 the thirtieth of August, two thousand

Exercise 22 next 3 later 4 On 5 at 6 First 7 Then8 later 9 later 10 In the end

Page 38 Exercise la

2 were talking 3 Were they arguing? 4 was listening 5 (he was) drinking

Exercise lba) 2 weren’t singing 3 were talkingb) 1 were you doing? 2 were visitingc) 1 were you doing? 2 I was doingd) 1 was I doing 2 were talking

Exercise lca) 2 W hat was he wearing? 3 was

wearingb) Were we 2 weren’t 3 were playing

4 was using

Page 39 Exercise 2

2 was 3 began 4 were travelling 5 were6 hit

Exercise 3a2 were dancing 3 were having 4 was talking 5 hit 6 didn’t stop 7 escaped 8 died

Exercise 3b2 Was he swimming 3 found4 was 5 were watching 6 changed

Page 40 Exercise la

2 museum 3 art gallery 4 theatre 5 market6 library 7 park 8 square 9 police station10 post office

Exercise lb2 h) 3 a) 4 j) 5 i) 6 b) 7 c) 8 e) 9 f) 10 g)

Exercise lc2 museum 3 library 4 market 5 police station 6 post office

Exercise 2a2 museum 3 police station 4 library 5 hotel 6 art gallery 7 post office 8 theatre9 tube (underground station)10 train station

Page 41 Exercise 2b

2 stamps 3 fruit 4 trees 5 theatre 6 statue

Exercise 3a2 statue 3 theatre 4 train station 5 bus station 6 library 7 post office

Exercise 3b2 in between 3 opposite 4 next to 5 behind

Exercise 3cSs answers

Pages 42/43 Exercise la

2b 3a 4d

Exercise lbPossible answers: 1 Walk along Emmanuel Street and turn left. Walk up St Andrew’s street and the cinema is on your right 2 Walk along Emmanuel Street and turn right into St. Andrew’s Street. Take the second street on your left. Walk along Lion Yard and it’s on your left. 3 Walk through Bradwells Court and turn right. Take the second left into Petty Cury. Walk straight along to the end and it’s opposite.4 Walk through Bradwells Court and turn right. Walk straight up to Market Street, it’s on your left and the market is at the end.

Page 44 Exercise 1

2 e) 3 a) 4 c) 5 f) 6 b)

Page 45 Exercise 2

Alfredo Geri went to the police. He showed them the letter. The letter said, ‘Meet me at my hotel.’ The police said, ‘Go to the hotel and we will catch him.’

Exercise 3Possible answers: 2 ‘It’s here, under the bed,’ the man replied 3 ‘D on’t move!’ shouted the police. 4 The man said, ‘My real name is Vicenzo Peruggia.’ 5 ‘Why did you take the painting?’ the police asked. 6 ‘Because I want the painting to go back to Italy.’ he explained.

Page 46 Revision

Across: 1 were 3 fruit 5 along 6 lion 7 history 9 wasn’t 12 market 14 tree 17 thought 18 when 20 tomatoes 21 quietly. Down: 2 right 3 fourteenth 4 took 8 there9 went 10 some 11 Argentinian 13 geography 15 feet 16 west 18 well19 is he


1 Be careful! 2 Don’t panic!3 Look out! 4 Slow down!

Exercise 2a2 Turn right 3 Cut here 4 Don’t smoke 5 Stop 6 Walk7 D on’t cycle

Exercise 2b2 be 3 read/answer 4 write 5 don’t 6 go

Page 49 Exercise la

carpenter, doctor, model, salesperson, scientist, cleaner, farmer, factory worker, secretary

Exercise lb2 carpenter 3 secretary 4 doctor 5 waiter6 salesperson 7 model 8 unemployed

Exercises 2a and 2bSs answers

Page 50 Exercise la

Ss answers

Exercise lb1 We must do our homework. 2 She must clean her room. 3 I must do it now. 4 We must start school at 9.00. 5 We must finish at 3.30. 6 Where must I go?

Exercise 2a2 must 3 mustn’t 4 must 5 must 6 mustn’t

Exercise 2b2 mustn’t touch 3 must put 4 must stay

Page 51 Exercise la

2 You shouldn’t watch TV all day. 3 You shouldn’t go to bed late. 4 You should do more homework.

Exercise lba) 2 you should see; b) 1 W hat should I do? 2 You should tell; c) 1 shouldn’t go2 should go

Exercise lcPossible answers: 2 You should go shopping. 3 You should play an instrument. 4 You should clean it. 5 You should get a part-time job. 6 You should change it.

Page 52 Exercise 2

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

Page 53 Exercise 3

1 He’s a swimming coach and underwater hockey trainer. 2 New Zealand 3 six 4 They mustn’t touch the puck with their bodies. 5 It can be dangerous. 6 Ss answers

151

WORKBOOK KEY

Page 54 Exercise 1

Possible answer: You should be careful not to tell people on the Internet your name, address and phone number. You should tell your parents about your Internet friends and you shouldn’t meet Internet friends for the first time without your parents. You should leave the chat rooms any time you want to!

Page 55 Exercise la

2 a) 3 b) 4 a) 5 a) 6 b)

Exercise lb2 He was a car cleaner. 3 in 1999 4 Bend it Like Beckham 5 because Beckham was bald 6 The clothes are very expensive.

Page 56 Exercise 2

Ss answers

Page 57 Revision

2 am 3 are 4 go 5 practise 6 often 7 when 8 heard 9 his 10 going 11 practising 12 should 13 want 14 a 15 do 16 must 17 Enjoy 18 don’t 19 carefully 20 doing 21 planning 22 can’t 23 luck


1 2 a) 3 d) 4 b)2 1 d) 2 a) 3 c) 4 b)

Exercise 2Possible answers: 2 I’ll carry it.3 I ’ll pay. 4 I’ll help you look for them.5 I ’ll show you how to do it. 6 I ’ll clean it.

Exercise 3Possible answers: 1 B: I need to fix my bike. A: I’ll phone for help. B: Thanks, but don’t worry. I can fix it. 2 A: W hat’s the matter? B:I’m tired. A: I ’ll wash/clean the car. B: Thanks, that’s very helpful.

Page 60 Exercise la

2 We’ll probably see you later.3 She won’t like that film. 4 When will they be ready? 5 He’ll probably phone you tomorrow. 6 Will Mickey be famous one day? 7 I won’t be at achool tomorrow.8 Will we finish school in June?

Exercise lb2 you’ll enjoy 3 will go 4 Will Mo get 5 won’t be 6 Will he win7 won’t eat 8 Will/visit

Exercise lc2 Will you have a job 3 We’ll have two children 4 We won’t live 5 I won’t have a car 6 I will be very fit

Exercise 2Questions: 2 What time will you go to bed tonight?/ What time will you get up tomorrow? 3 Will you have lots of homework tomorrow?/Will you do it?4 How old will you be on your next birthday? 5 Will you study English next year?/Who will teach you? 6 When will you leave school? Answers: Ss answers.

Page 61 Exercise 3a

Answers on page


Page 62 Exercise 4

a) Gemini b) Sagittarius c) Aquarius d) Leo e) Libra f) Aries

Exercise 5 and 6Ss answers.

Page 63 Exercise 1

2 It’s 3 There’s a 4 I t’s 5 raining 6 There’s

Exercise 22 ninety-nine degrees 3 minus ten degrees4 Centigrade 5 minus thirty degrees centigrade 6 twelve degrees centigrade

Exercise 3a2 dry/wet 3 clear/foggy 4 sunny/cloudy

Exercise 3b2 adj 3 adj 4 n 5 adj 6 adj 7 n 8 v 9 v 10 v11 n 12n 13 adj 14 n

Exercise 3cPossible answers: 1 I t’s very cold and there’s ice. I t’s snowing and it’s windy.2 It’s raining and it’s windy. There’s a storm. There’s thunder and lightning.

Page 64 Exercise la

2 Are you going to come to my party tomorrow? 3 She isn’t going to come with us. 4 We’re not going to play tennis. 5 I ’m going to finish my homework this afternoon. 6 Where are you going to meet your friends?

Exercise lb2 I’m not going to get 3 I ’m going to go4 What am I going to do 5 He is going to start 6 We are going to move 7 I ’m going to send 8 ’m going to study 9 Is he going to be

Exercise lca) 2 are going to visit; b) 1 are going to go2 I ’m going to finish; c) 1 are you going to meet 2 are not coming

Page 651 II 2 I 3 V 4 III 5 IV

Page 66 Exercise 1

Possible answers: 2 You can download music on to your computer. 3 TVs need electricity. 4 Bicycles are cheaper than cars. 5 I bought some new software for my computer

Exercise 21 They’re heavy, expensive and old- fashioned. 2 In the future books will be on little computers and we can download them from the Internet. 3 Computers are easier to use. 4 Books don’t need electricity and they’re cheaper than computers and never need software.


Page 68 Revision

2 c) 3 b) 4 b) 5 a) 6 b) 7 b) 8 c) 9 b) 10 c)11 a) 12 c) 13 a) 14 c) 15 b) 16 a) 17 a)18 c) 19 a) 20 c) 21 b)


2 bored 3 excited 4 frightened5 surprised 6 puzzled 7 worried

Exercise lb2 e) 3 c) 4 a) 5 f) 6 b)

Exercise lcSs answers

Exercise 2a) 2 Come 3 dear; b) 1 all right 2 look3 news

Exercise 3Possible answers: 1 A: I ’ll give you some of my lunch. B: Thanks. 2 A: WTiat’s up? B: I can’t come out tonight, I haven’t got any money. A: I’ll pay for the film. B: Thanks!

Page 71 Exercise la

2 I ’ll read a book if there’s nothing on TV tonight. 3 My teacher will be angry if I don’t do my homework. 4 If I ’m bored at the weekend, I’ll phone a friend. 5 We won’t be happy if we have a test tomorrow. 6 If we have got time at the weekend, we’ll go cycling. 7 If I pass my exams, I ’ll go to university. 8 If we visit France, we’ll go to Paris.

Exercise lb2 win 3 Will 4 will 5 won’t 6 break

Exercise lc2 will drop/he’s not 3 will be/ wins 4 A: Will she get/knows B: will 5 wears/will look 6 won’t finish/watch 7 Will/you/pay/go 8 will happen/are

152

WORKBOOK KEY

Page 72 Exercise 2a

2 She’ll have parties if she gets a place to live. 3 If she goes travelling, she’ll not see her friends. 4 He’ll be broke if he stays in London. 5 He’ll go back home if he doesn’t stay in London. 6 He won’t need a job if he goes home.


Page 73 Exercise 1

Answers on page


Page 75 Exercise la

Countable: book; bottle; bowl; CD; egg; orange; student; Uncountable: bread; cheese; coffee; gold; juice; milk; money; silver; sugar; time; water

Exercise lb2 U 3 U 4 C 5 U 6 U 7 U 8 C 9 C 1 0 C

Exercise 22 much water is there? There is 1 litre. 3 many people are there? There are four. 4 much money is there? There is ten pounds. 5 How much (milk) is there? There is five hundred ml. 6 How many eggs are there? There are six eggs.

Page 76 Exercise 3a

2 any 3 some 4 any 5 are 6 isn’t7 a 8 any 9 a 10 isn’t

Exercise 3b2 Are there any 3 many 4 How much5 any 6 some 7 is

Exercise 3c2 a 3 much 4 any 5 some 6 any 7 any

Page 771 two Spanish men 2 washes dogs 3 to dry the dog 4 so you can watch your pet5 Ss answers

Page 78 Exercise 2

2C 3B 4E 5D 6A

Exercise 3Possible answer: First, catch your dog. Next, put him in the machine and close the door. Push start. Then, watch him in the machine. Finally, open the door and you have a clean dog.

Page 79 Revision

Across: 1 worry, 4 going to, 7 at,8 freezing, 9 don’t, 11 did you get,13 sheep, 15 will, 16 sunny, 17 ’dlike,18 doesn’t, 19 mustn’t Down: 2 raining,3 bored, 5 is, 6 twelfth, 7 angry,8 frightened, 10 two million, 12 if,13 sinking, 14 park, 16 some


2 yours 3 his 4 hers 5 ours 6 theirs

Exercise lb2 ours 3 yours 4 He’s/his 5 theirs6 Whose/mine 7 his 8 their 9 Our10 Who’s/Her/my 11 hers

Exercise 21 Sunday 25th February 2 Where is it?3 do you get there? 4 number three5 should 6 yes 7 should 8 Casual clothes.

Page 82 Exercise la

2 My sister has never cleaned her bedroom. 3 Have they ever cooked a meal? 4 John has lived here all his life.5 Have you ever played ice hockey?6 I have never studied Music.

Exercise lb2 Has she ever worked in a restaurant?3 He has starred in three films. 4 They have never used a computer. 5 Have you ever studied French? 6 We have watched this film five times.

Exercise lc2 Has/played 3 have/wanted 4 Have/ climbed 5 have/washed

Exercise 2a2 been 3 met 4 heard 5 broken6 had 7 made 8 done

Exercise 2b2 Have you ever met 3 have never been4 have never won 5 Has he ever made 6 has never seen

Page 83 Exercise 3a

2 has travelled 3 has written 4 has performed 5 started 6 became 7 modelled8 died 9 married

Exercise 3b2 When did you start learning English? 3 How many places have you lived in? 4 What did you do last weekend? 5 Have you ever broken your leg? W hat did you have for dinner last night?

Page 84 Exercise 4

1 writer, teacher, secretary 2 she first thought o f Harry Potter

3 W^hen she was writing her book she had no money, no job and a baby daughter. 4 Ss answers

Page 85 Exercise la

1 underground 2 lorry 3 scooter4 motorbike 5 train 6 plane 7 boat 8 bus9 bike 10 car 11 tram 12 taxi

Page 86 Exercise lb

2 car c) 3 plane f) 4 train b) 5 boata) 6 bike d)


Exercise 22 ride 3 fly 4 drive 5 ride 6 ride

Page 87 Exercise la

2 a) 3 d) 4 e) 5 c)

Exercise lbSs anwers

Exercise lc2 get to school by car 3 get to school by bike 4 by bus 5 by tube

Page 88 Exercise 1

1 Dervla Murphy 2 Because she travels long distances by bike and on foot.

Exercise 22 F 3 F 4 T 5 T 6 T

Page 89Exercises 3 and 4

Ss answers

Page 90 Revision

2 Can 3 are 4 in 5 sunny 6 better 7 any8 come 9 WTiose 10 mine 11 to study12 do 13 live 14 are 15 her 16 do 17 foot18 by 19 best 20 singing 21 ever 2 2 ’m going 2 3 ’m practising 2 4 ’m 25 well


I d l a 2 b 3 c 42 d l a 2 e 3 c 4 b 5

Exercise lba) 2 Come off it! b) 1 D on’t shout!2 Listen to me, please! 3 I know you’re right c) 1 Absolutely! d) 1 OK, you win.

Exercise lcPossible answers: 2 Come off it! 3 That’s rubbish! 4 Don’t shout!

Page 93 Exercise la

2 have to 3 don’t have to/do have to 4 has to 5 doesn’t have to

153

WORKBOOK KEY

Exercise lb2 doesn’t have to pay 3 have to work 4 have to hurry 5 don’t have to wear

Exercise 2a2 Does your teacher have to work at weekends? 3 Do you have to get a job? 4 Do you often have to do exams? 5 Do your friends have to study every evening?

Exercise 2b2 0 3 e) 4 c) 5 g) 6 a) 7 b)

Page 94 Exercise la

2 feed the pets 3 make your bed4 empty the bins 5 tidy your room 6 wash the kitchen floor

Exercise lb1 make the bed 2 feed the dog3 empty the bin 4 do the washing-up5 tidy his room 6 hoover the lounge


Page 95 Exercise 2

1 the teachers and the students2 ‘useful work’ like cleaning or cooking 3 Students don’t have to go to lessons. 4 Students don’t have to do exams but many do. 5 No, it doesn’t. 6 Ss answers

Page 96 Exercise la

2 a) 3 f) 4 b) 5 d) 6 e)

Exercise lb2 I ’ve already seen the film. 3 I haven’t finished this exercise yet. 4 I ’ve already heard it three times. 5 Has your baby brother started walking yet? 6 The school holidays haven’t started yet.

Exercise lc2 hasn’t 3 already 4 has 5 have 6 yet

Page 97 Exercise 2

a) 2 She’s already chosen a song. 3 She’s already learnt the words. 4 She’s already chosen something comfortable to wear.b) 1 She hasn’t got the music yet. 2 She hasn’t learnt the dance steps yet. 3 She hasn’t practised yet. 4 She hasn’t checked her route to get there yet.

Page 98 Exercise 1

b) done the washing-up c) fed the catd) put the rubbish out e) tidied your room f) hoovered g) done the washing

Page 99 Exercise 1

1 F 2 T 3 F 4 F 5 T 6 T

Page 100Exercises 2a and 2b

Ss answers

Page 101 Exercise 1

2 at 3 What 4 yet 5 got 6 going 7 should8 If 9 will 10 worry 11 quickly 12 did13 happened 14 write 15 worried 16 their

Exercise 2I haven’t 2 a 3 some 4 because5 already 6 do 7 have 8 living 9 go 10 notII mind 12 has 13 gets


1 Congratulations! 2 Well done!/ Congratulations! 3 Happy Birthday!4 You passed!

Exercise lb1 c)l d)2 b)3 a)4 2 d) 1 a) 2 b)3 c)4

Exercise lc2 Happy Birthday! 3 Thanks4 well done! 5 Congratulations!/ Well done! 6 Thanks

Page 104 Exercise la

2 is 3 are 4 are 5 is 6 is 7 are

Exercise lb2 are filmed 3 is based 4 is often seen5 are sold 6 are shown

Exercise 22 The actors in Friends are paid a lot of money. 3 Correct 4 Friends is filmed in the USA. 5 Correct 6 The last show was written in 2003.

Exercise 3a2 How much are they paid? 3 Are they known in many countries? 4 Are the characters based on real people? 5 Where is the programme filmed? 6 When is it shown on TV?

Exercise 3b2 Is it based 3 is it filmed 4 is it recorded5 Is transport organised 6 are the actors paid

Page 105 Exercise 4a

1 was fired 2 wasn’t given/was offered 3 were interviewed/were printed

Exercise 4b2 When was the first film made?3 What was it called? 4 Who was the music written by? 5 Who were the main parts played by? 6 How many films were made?

Exercise 4c2 are enjoyed 3 was first shown 4 was written 5 was played 6 were written7 is based on

Page 106 Exercise la

horror; comedy; cartoon; romantic; fantasy; action; historical; western; sci-fi

Exercise lb1 action 2 fantasy 3 historical 4 horror5 romantic 6 western 7 comedy 8 cartoon9 sci-fi

Page 107 Exercise lc

2 comedy 3 romantic 4 sci-fi 5 western6 fantasy


Page 108 Exercise 1

1 They’re based on a 1960s comic book series. 2 David Hayter and Bryan Singer3 Australian actor Hugh Jackman4 Because when she touces people, she takes their strength. 5 famous British actor Ian McKellan 6 Storm

Page 109 Exercise 2

1 b) 2 a) 3 c) 4 a)


Page 110-111 Exercise A

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

Exercise B1 c) 2 a) 3 b) 4 d)

Exercise C1 c) 2 d) 3 e) 4 b) 5 a)

Exercise D1 c) 2 a) 3 b) 4 e) 5 d)

Exercise E1 a) 2 d) 3 b) 4 c) 5 f) 6 e)

Page 112 Revision

Across 1 comedy 6 broke7 studied 8 boat 10 done 12 when13 based 14 should 17 yet 19 more than21 you will 22 lorryDown1 cloudy 2 mustn’t 3 are paid 4 won’t5 were you doing 9 are some 11 is watched12 washing-up 13 by 15 floor 16 is any18 well 20 ever

154

Flash TestsFLASH TESTS

Flash Tests 1 and 2

f-------------------------------------------------------------------Flash Test 1 - there is/are, can/can’t, have/has got

1 Correct the sentences about a classroom. There are 2 mistakes in each sentence.

1 There is 2 windows and there are one door.2 There are any books on the shelves and there

are a desk for the teacher.3 There isn’t any pens on the desks but there are

any pencils.4 Is there any chairs? Yes, they are.

2 Put the words in the correct order.

1 can’t I piano play the.

2 football can’t she play.

3 you truck can drive a you?

4 dance sing can and they?

5 can we trumpet the play.

3 Complete the sentences with the correct form of haslhave got or the verb to be.

1 T hey...................... tall and strong.2 My m um ...................... blue eyes.3 My brothers...................... (not) long hair.4 My sister...................... (not) short. She

...................... very tall.5 I ...................... 18 and I ...................... blond

hair.

Flash Test 2 - Present simple

1 Complete the sentences using the correct form of a verb from the box.

hate understand watch work come

1 Jess...................... from London. She’sAmerican.

2 ...................... y o u ........................German?3 M ickey...................... coffee.4 How often ...................... they ........................

TV?5 W here...................... your m um ........................?

2 Write questions with the words below.

1 like/Storm/clothes/does/formal?

2 does/weather/he/like/cold?

3 you/Los Angeles/do/live/in?

4 start/at/8 o’clock/they/do/school?

5 morning/we/get up/at/in/do/6/the.

P H O TO CO PIABLE Pearson Education Limited 2004 155

FLASH TESTS

Flash Tests 3 and 4

Flash Test 3 - Present continuous

1 Complete the phone conversation with the correct form of the present continuous.

A: Hi, Bill 1 1 (sit)......................in a cafe. I’m withJane. We 2 (have)...................... a sandwich andshe 3 (talk).......................about her singingclass 4 (do)...................... yo u .......................your homework?

B: No, I ’m not! 1 5 (watch)........................ the bigfootball match on TV!

2 Match the questions to the answers.1 Are you studying?2 Who’s singing?3 Is she dancing?

a) No, she isn’t.b) My sister.c) No, I’m not.

3 Correct the sentences.

1 We’re coming from Cape Town. We’re South African.

2 I hate English weather. It’s raining every day.

3 A: Where’s John?B: He plays football at the moment.

4 I usually wear jumpers but today I wear aT-shirt because the sun’s shining.

Flash Test 4 - Present continuous for future arrangements

1 Look at the diary and complete the sentences.

Tomas Maria and MarcFriday go cinema workSaturday play football go shoppingSunday do homework meet friends

1 Maria and M arc...................on Friday.

2 Tomas.................. on Saturday.

3 Maria and M arc..................on Saturday.

4 Tomas.................. on Sunday

5 Maria and M arc..................on Sunday.

2 Complete the conversation.

A: W hat1.................. you doing on Saturdaynight?

B: Why? 2 ...................y o u ..................... to the disco?A: No, it’s my birthday. 1 3...................... a party. Do

you want to come?B: Oh, sorry, I’m afraid I can’t. I 4 ........................ to

Scotland with my parents. We 5 .....................myaunt and we 6 ...................(no t)....................back until Sunday night.

156 > Pearson Education Limited 2004 PHO TO CO PIABLE

FLASH TESTS

Flash Tests 5 and 6

<-------------------------------------------------------------------- >Flash Test 5 - Comparative adjectives

1 Complete the sentences with the correct form of the words in brackets.

1 An elephant can ru n ...................... (fast) than ahorse.

2 Lions are m ore...................... (dangerous) thansharks.

3 A giraffe i s ......................... (tall) than a palm tree.4 A cat is a ...................... (good) pet than a dog.5 Whales a re ...................... (heavy) than

elephants.

2 Write comparative sentences using the words below.

1 snake/penguin/intelligent

2 tiger/cat/heavy

3 shark/whale/dangerous

4 goat/horse/small

Flash Test 6 - Superlative adjectives

1 Complete the sentences with a word from the box.

hot heavy good poisonous tall

1 John is very good at Maths. He’s the ...................... student in the class.

2 The black mamba is one of th e ......................snakes in the world.

3 The Sahara desert is th e ......................... place inAfrica.

4 I’m 1 metre 89. I’m th e ...................... person inmy family.

5 Blue whales are th e ...................... animals in theworld.

2 Read the text and write the sentences from the prompts.

I’ve got two brothers, Charlie and Paul, and one sister, Liz. Charlie’s 17, Paul’s 12 and Liz is 15. I’m 14.

Charlie’s very tall - 1 metre 79. Liz is only 1 metre 60.

1 Paul/Liz/young2 Liz/me/old3 Charlie/Paul/Liz/young4 Charlie/Liz/Paul/tall5 Charlie/Liz/Paul/short

3 Complete the sentences with the correct form of the words in brackets.

1 I think London i s ...................... (expensive) cityin the world.

2 Brazil i s ...................... (big) Argentina.3 Snowdon i s ...................... (high) mountain in

Wales.4 I think Poland i s ...................... (cold) England

in winter.5 Do you think classical music i s ......................

(interesting) pop music?


FLASH TESTS

Flash Tests 7 and 8

Flash Test 7 - Past simple of verb to be and adverbs of manner

1 Complete the conversation with the correct form of the verb to be.

A: I phoned you but you 1......................at home.B: Sorry, 12 ......................at the gym and I forgot.A: Well, Jack 3...................... really angry because

we 4 ......................late for band practice.B: 5 ......................he? Don’t worry, he’s always

angry.

2 Complete the sentences with the adverb form of a word from the box.

bad good rude polite careful quiet

He speaks French very badly

1 The spelling of this word is difficult so copy it

2 Speak......................because my parents aresleeping.

3 I want to speak English very........................4 A: The waiter spoke to us very ......................

B: That’s because you didn’t speak...................... to him.

f ■> Flash Test 8 - Past simple regular

1 Complete the text with a verb from the box in the past simple.

want shout (x 2) dropturn walk pour

hate start pick

1 1...................... to drink a glass of water lastnight so 1 2 ......................up the bottle and3 the water into a glass. Suddenly,somebody 4 ......................quietly into the kitchenand 5...................... ‘Help!’ I was very frightened.1 6 ...................... the glass and 7........................round. There was my horrible little brother! He8 laughing. 19 ........................him atthat moment and 10...................... ‘You idiot!’

2 Put the questions in order then match to the correct answers.

1 where/night/go/you/did/last?

2 friends/cinema/your/did/go/the/to?

3 start/she/English/when/did/class?

4 time/get/what/did/you/home?

5 to/walk/school/this/you/morning/did?

a) Yes, they did.b) Two years ago.c) At 10.00.d) To a discoe) Yes, I did.

/ |


FLASH TESTS

Flash Tests 9 and 10

Flash Test 9 - Past simple irregular

1 Complete the sentences with the correct form of a verb from the box.

buy meet write eat go

1 I ...................... two hamburgers last night.2 W e...................... to London for our holidays

last year.3 H e ...................... ten e-mails to his friends

yesterday.4 My parents......................me a new computer

for my birthday.5 T hey ...................... their friends at the cafe

yesterday afternoon after school.

2 Correct the sentences.

1 Where did you sat in the cinema?

2 What they thought about the film?

3 Did your mum made this cake? It’s great.

4 What you did took for your lunch today?

5 Where did he putted my new T-shirt?

f > Flash Test 10 - Past continuous

1 Complete the text with the correct form of the past continuous.

Last night, I 1...................... (sit) in the living roomwith my family after dinner. My sister and I 2 .................. (watch) our favourite TVprogramme. My brother 3 ...................... (do) hishomework in his room. My m um 4 ......................(read) a magazine and my dad 5......................(sleep). Suddenly, we heard a noise in the kitchen... .

2 Complete the sentences using the past simple or past continuous of the verbs in brackets.

1 I ...................... dinner when my friend.........................(have/ phone)

2 When I ...................... at the party, everybody.........................(arrive/dance)

3 T hey ...................... to school when they...................... their friends, (walk/see)

4 When h e ...................... into the cafe, his friends...................... for him. (walkAvait)

5 The th ie f .........................out of the kitchen whenI ...................... in. (run/go)

P H O TO C O PIA B LE © Pearson Education Limited 2004 159

FLASH TESTS


Flash Test 11 - must

1 Complete the sentences with mustlmustn’t.

1 Y ou.....................speak quietly in a library.2 In the USA, yo u ......................smoke in public

places.3 C ars ......................drive on the left in Britain.4 Y ou.....................say ‘please’ and ‘thank you’

to waiters in England.5 Y ou.....................take dogs to restaurants in

London.

2 Put the sentences in the correct order.1 stand up/a teacher/must/you/into the

classroom/when/comes.

2 in the corridors/not/students/must/run.

3 in/eat/we/class/not/must.

4 a school uniform/why/ wear/must/we?

5 put your hand up/must/to answer a question/ you

Flash Test 1 2 - should

1 Match the problems (1-5) to the advice (a-e).

1 I saw my young brother smoking.2 I feel very tired.3 I didn’t do my homework because I was ill.4 I shouted at my mother last night.5 It’s grandmother’s birthday next week.

a) You should tell your teacher.b) You shouldn’t tell your parents. Speak to him.c) You should apologise to her.d) You should give her a nice present.e) You shouldn’t go to bed so late.

2 Complete the sentences with shouldlshouldn’t.

1 You look tired. Y ou...................... take aholiday.

2 M ary ......................wear black clothes all thetime. She looks better in red or blue.

3 You’re not doing very well at school. Maybe you ......................study more.

4 What tim e......................we arrive?

5 You wanted a dog. I think you ......................take it for a walk more often


FLASH TESTS


Flash Test 13 - w ill for predictions/future fact

1 Complete the sentences with willlwon’t.

1 Why don’t you buy this dress? I t ......................look great on you.

2 I’m sorry I shouted at you. I ...................... do itagain.

3 Don’t ask John for help. H e ...................... knowwhat to do.

4 You don’t need a jacket. I t ...................... be coldtonight.

2 Mickey and Storm want to be famous film stars. Complete their conversation.

Mickey What will you do with your money?Storm 1 1.........................a big house for me, and a

better boat for my mum.Mickey 2 ...................... (you) a car?Storm Yes, 1 3 .........................What about you?Mickey 14 ...................... lots of CDs, and a house

for my mum and dad.Storm 5 ...................... (you) in Hollywood?Mickey No, 1 6 ...................... !

Flash Test 14 - going to

1 Complete the sentences with the correct form of going to + a verb from the box.

travel get play work pass

1 Mike’s crazy about football. H e ......................for Manchester United.

2 My parents are university teachers. They ...................... at London University next year.

3 My brother isn’t very good at Maths. He ...................... (not) his Maths exams.

4 My friends...................... (not) a job afteruniversity. T hey...................... around theworld.

2 Write questions with going to.

1 Your friend is going to a disco tonight. (What/you/wear?)

2 Your dad’s got a new job. (Where/he/work?)

3 Your friends want to go to the cinema. (What/they/see?)

4 Your brother bought tickets for a rock concert.(Who/he/see?)

y ; Vi.... L......

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FLASH TESTS


Flash Test 15 - First conditional

1 Match the clauses.

1 If I don’t study hard,2 We’ll go on holiday3 If they leave school now,4 I’ll help you with your homework

a) if we get some money.b) I won’t pass my exams.c) if you ask me nicely.d) they won’t get a good job.

2 Write sentences with the words below.

1 not rain/ some countries get hot and windy.

2 some countries get hot and windy/new deserts grow.

3 the world get hotter/the ice melt.

4 the ice melt/the sea be 40 metres higher.

5 the sea be 40 metres higher/the beaches be underwater.

Flash Test 16 - Countable/ uncountable nouns

1 Put a C next to the countable nouns and a U next to the uncountable nouns.

1 sugar 7 juice2 milk 8 ice cream3 apple 9 CDs4 people 10 money5 orange 11 eggs6 salt 12 gold

2 Complete the questions with How muchlHow many.

1 ...................... eggs are there in the fridge?2 ...................... bottles of apple juice do you need?3 ...................... cheese do you want?4 ...................... money have they got?

3 Complete the phone conversation with somelany.

Jane Sorry, Mum. I left the shopping list at home. What do we need?

Mum We haven’t g o t1...................cheese. And weneed 2 .................. milk.

Jane Have we g o t3 .................. bread?Mum No, we haven’t. And we need 4 ..................

sugar.Jane What about tomatoes?Mum Yes, we need 5 ...................tomatoes, too.Jane Is there 6 ...................water?Mum No, bring 3 bottles, please.

L....


FLASH TESTS

Flash Tests 17-19

Flash Test 1 8 - Present perfect simple

1 Complete the sentences with the present perfect.

1 H e .......... (play) alot of football this week.

2 My parents..........(work) in many countries.

3 W e..............(not met)before.

4 My sister..........(never study) English.

5 Jackie C h an ..........(make) a lot of money.

6 I .......... (never try)Chinese food.

2 Write the questions using ever + present perfect.

1 they/meet/a famous person?

2 she/study/drama?

3 you/see/a whale?

4 he/be/the USA?

5 we/have/an argument?

6 you/vist/Italy?

Flash Test 1 7 - Possessive pronouns

2 Complete the sentences with a possessive pronoun.

t . 1 That’s .......... (Tom’s1 Choose the correct . . vwords. gmtar)2 Whose money is this

1 Am #™n i -i on the table? It’s1 Who/Whose mobile / ,phone is that? I don’t .......... * ^ our slster sknow. It isn’t , “ ° ney} , , ,, . 3 You shouldn t eatmy mine. those apples. They’re

2 You can t wear that /r, „ ,shirt! It isn’t . (Sal y and

, Dan s apples)vour/vours. . __n . , ;0 , 4 Whose jackets are3 My parents always go ^to Spam ior . .their/theirs holidays. ...... (yourjac et

• x /r t and my lacket)4 Mum, can I use _ / .■j-v j j 0 XT 5 You can eat thisDad s car/No, you .mustn’t. It’s his/hers. Plzza> ie . its

5 Are these her/hers .............(your pizza)CDs? No, they’reour/ours.

f -------------------------------------------------------------------Flash Test 19 - have to

1 Complete the sentences with the correct form of have to.

1 W e...................... do our homework tonight.The teacher said we can do it tomorrow.

2 My dad works in a hospital. H e ......................work very hard.

3 I ...................... do the washing-up when mymum’s busy.

4 She starts school at 12.00. S he......................getup very early.

5 In some British schools, students......................wear a uniform. They can wear jeans!

2 Complete the sentences with the question form of have to.

1 ...................... do her homework? Yes, she does.2 .......................work hard? Yes, they do.3 What tim e...................... go to bed? I have to go

to bed at 10.30.4 W hy...................... lock the doors? Because it’s

my job!5 D o ...................... put the rubbish out tonight?

Yes, we do.


FLASH TESTS


r -----------------------------------------------------------------Flash Test 20 - Present perfect + yet/already

1 Complete the sentences with yetlalready.

1 Have you done your homework ..2 They haven’t finished their dinner .3 She’s ......................gone to bed.4 Have they started their holidays .5 We’v e ......................washed up.

2 Look at the list of chores then write questions and answers.

vkajte b&ds: J 'jjoiA a.'ttd Kivf e-f id|j- roovKs: J ^ o v

do rke- shopp ing : J K{\f&

do fke- kooveri'Hg': Xdo 1Ap: J JcWA A.W K a tz

dog- -ror a waxK*. X

1 Have you made your beds yet? Yes, we’ve already done it.

2 ...................... (your room) ?Yes, I ........................

3 ...................... (the shopping)?Yes, she ........................

4 ...................... (the hoovering?)No, I ........................

5 ...................... (the washing-up)?Yes, w e ........................

6 ...................... (dog for a walk)?No, w e........................

?

f ----------------------------------------------------------------Flash Test 21 - Present and past passive

1 Change the sentences to the correct form of the passive.

1 They made three Lord o f the Rings films.Three Lord o f the Rings films were made

2 Shakespeare wrote Hamlet.

Ham let..................................................................

3 They make cheese in France.

Cheese..................................................................

4 Jennifer Aniston plays Rachel in Friends.

Rachel...................................................................

5 They pay some footballers a lot of money.

Some footballers.................................................

2 Write the questions in the passive.1 W hat.............................for? John was chosen for

the school football team.2 W hat.......................on? The film is based on the

book.3 W hat......................? I was given a new bike for

my birthday.4 W ho.....................by? The party was organised

by my friends.5 W here............................... ? The programmes are

recorded in the TV studios.

3 Complete the sentences with the correct form of the passive and a verb from the box.

show film make base be born give

1 Lord o f the Rings............(not) in Australia.2 ............Friends............. an Oscar award?

No, i t ..............3 ............yo u ............. in Italy? Yes, I ................4 My favourite TV series............every Friday.5 The Harry Potter film s............on the books.

164 ) Pearson Education Limited 2004 PHO TO CO PIABLE

FLASH TESTS

Flash Tests Answer Keyfi

Answ ers

Flash Test 1 - there islthere are, canlcan’t, havelhas gotExercise 1: 1 There are/there is 2 There are some/there is 3 There aren’t/there are some 4 Are there/Yes, there are.Exercise 2: 1 I can’t play the piano. 2 She can’t play football. 3 Can you drive a truck? 4 Can they sing and dance? (dance and sing)5. We can play the trumpet.Exercise 3: 1 are 2 has got 3 haven’t got 4 isn’t/is 5 am/have got

Flash Test 2 - Present simpleExercise 1: 1 doesn’t come 2 Do you understand 3 hates 4 do/ watch 5 does/ workExercise 2: 1 Does Storm like formal clothes? 2 Does he like cold weather? 3 Do you live in Los Angeles? 4 Do they start school at 8 o ’clock? 5 Do we get up at 6 in the morning?

Flash Test 3 - Present continuousExercise 1: 1 am sitting 2 are having 3 is talking 4 Are you doing ...5 am watching Exercise 2: lc 2b 3aExercise 3: 1 We come from ... 2 It rains ... 3 He’s playing 4 ... but today I ’m wearing ...

Flash Test 4 - Present continuous for future arrangementsExercise 1: 1 are working 2 is playing football 3 are going shopping4 is doing his homework 5 are meeting friends Exercise 2: 1 are you doing 2 Are you going 3 am having/giving4 am going 5 are visiting 6 aren’t coming

Flash Test 11 - mustExercise 1: 1 must 2 mustn’t 3 must 4 must 5 mustn’t Exercise 2: 1 You must stand up when a teacher comes into the classroom. 2 Students must not run in the corridors. 3 We must not eat in class. 4 W hy must we wear a school uniform? 5 You must put your hand up to answer a question.

Flash Test 12 - shouldExericse 1: lb 2e 3a 4c 5dExercise 2: 1 should 2 shouldn’t 3 should 4 should 5 should

Flash Test 13 - will for predictions/future factExercise 1: 1 ’11 2 won’t 3 won’t 4 won’tExercise 2: 1 ’11 buy 2 Will you buy 3 will 4 ’11 buy 5 Will you live6 won’t

Flash Test 14 - going toExercise 1: 1 is going to play 2 are going to work 3 isn’t going to pass 4 aren’t going to get/ are going to travel Exercise 2: 1 W hat are you going to wear? 2 Where’s he going to work? 3 WTiat are they going to see? 4 W^ho’s he going to see?

Flash Test 15 - First conditionalExercise 1: lb 2a 3d 4cExercise 2: 1 If it doesn’t rain, some countries will get hot and windy. 2 If some countries get hot and windy, new deserts will grow. 3 If the world gets hotter, the ice will melt. 4 If the ice melts, the sea will be 40 metres higher. 5 If the sea is 40 metres higher, the beaches will be undem ater.

Flash Test 5 - Comparative adjectivesExercise 1: 1 faster 2 dangerous 3 taller 4 better 5 heavier Exercise 2: 1 A penguin is more intelligent than a snake. 2 A tiger is heavier than a cat. 3 A shark is more dangerous than a whale. 4 A goat is smaller than a horse.

Flash Test 6 - Superlative adjectivesExercise 1: 1 best 2 most poisonous 3 hottest 4 tallest 5 heaviest Exercise 2: 1 Paul’s younger than Liz. 2 Liz is older than me.3 Paul’s the youngest. 4 Charlie’s the tallest. 5 Liz is the shortest. Exercise 3: 1 the most expensive 2 bigger than 3 the highest4 colder than 5 more interesting than

Flash Test 7 - Past simple (ito be), adverbs of mannerExercise 1: 1 weren’t 2 was 3 was 4 were 5 Was Exercise 2: 1 carefully 2 quietly 3 well 4 rudely, politely

Flash Test 16 - Countable/uncountable nounsExercise 1: 1U 2U 3C 4C 5C 6U 7U 8U 9C 10U 11C 12U Exercise 2: 1 How many 2 How many 3 How much 4 How much Exercise 3: 1 any 2 some 3 any 4 some 5 some 6 any

Flash Test 17 - Possessive pronounsExercise 1: 1 WTiose/mine 2 yours 3 their 4 his 5 her/ours Exercise 2: 1 his 2 hers 3 theirs 4 ours 5 yours

Flash Test 18 - Present perfect simpleExercise 1: 1 has played 2 have worked 3 haven’t met 4 has never studied 5 has made 6 have never triedExercise 2: 1 Have they ever met a famous person? 2 Has she ever studied drama? 3 Have you ever seen a whale? 4 Has he ever been to the USA? 5 Have we ever had an argument? Have you ever visited Italy?

Flash Test 8 - Past simple regularExercise 1: 1 wanted 2 picked 3 poured 4 walked 5 shouted6 dropped 7 turned 8 started 9 hated 10 shouted 11 helped Exercise 2: 1 WTiere did you go last night? 2 Did your friends go to the cinema? 3 When did she start English class? 4 WTiat time did you get home? 5 Did you walk to school this morning?; Id 2a 3b 4c 5e

Flash Test 9 - Past simple irregularExercise 1: 1 ate 2 went 3 wrote 4 bought 5 metExercise 2: 1 W'here did you s i t ... 2 W hat did they think ... 3 Didyour mum make ... 4 W hat did you take ... 5 Where did he p u t ...

Flash Test 10 - Past continuousExercise 1: 1 was sitting 2 were watching 3 was doing 4 was reading5 was sleepingExercise 2: 1 was having/phoned 2 arrived/was dancing 3 were walking/saw 4 walked/were waiting 5 was running/went.

Flash Test 19 - have toExercise 1: 1 don’t have to 2 has to 3 have to 4 doesn’t have to5 don’t have toExercise 2: 1 Does she have to 2 Do they have to 3 Do you have to4 do you have to 5 Do we have to

Flash Test 20 - Present perfect + yetlalreadyExercise 1: 1 yet 2 yet 3 already 4 yet 5 alreadyExercise 2: 2 Have you tidied your room yet? Yes, I’ve already doneit. 3 Has Kate done the shopping yet? Yes, she’s already done it.4 Have you done the hoovering yet? No, I haven’t done it yet.5 Have you done the washing-up yet? Yes, we’ve already done it.6 Have you taken the dog for a walk yet? No, we haven’t done it yet.

Flash Test 21 - Present and past passiveExercise 1: 2 was written by Shakespeare. 3 is made in France. 4 is played by Jennifer Aniston in Friends. 5 are paid a lot of money Exercise 2: 1 was John chosen 2 is the film based 3 were you given for your birthday? 4 was the party organised 5 are the programmes recorded?Exercise 3: 1 wasn’t filmed 2 Was/given/wasn’t 3 Were/born/was4 is shown 5 are/were based.

PH O TO CO PIABLE © Pearson Education Limited 2004

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WordlistStarter unita c t o r / a e k t e /

b o a t / b o u t /

b r i l l i a n t / b r i l j o n t /

c o o l / k u i l /

d r a m a / d r a i m o /

g o o d l u c k / , g u d 'L v k /

I d o n ’t c a r e / a i .d o o n t 'k e o /

i n t h e m i d d l e o f / i n 5 o 'm i d i o v , o v /

l a n d l a d y / l a e n d , l e i d i /

s e c r e t a r y / s e k r o t o r i /

act / a e k t /

coffee /kofi/ formal / f o r m a l /

ice cream /,ais 'kriim/ meat /mi:t/ m e d i u m / m i i d i o m /

rain / r e i n /

strong /stroq/ truck /trAk/ trumpet /trAmpit/ weather / w e 5 o /

Unit 1 Focus 1a t l a s t / a t ' l a i s t /

d a n c e s t u d i o / d a i n s , s t j u : d i o u /

g r o u p / g r u i p /

l u n c h t i m e / l A n t J t a i m /

n e v e r m i n d / n e v o 'm a i n d /

s n a k e / s n e i k /

t i m e t a b l e / t a i m , t e i b o l /

W h a t ’s t h e m a t t e r ? / w o t s 5 o 'm a s t o /

w r o n g / r o q /

Unit 1 Focus 2a l o t o f / o ' l n t O v /

s a n d w i c h / s a e n w i d 3 /

Unit 1 Focus 3( l u n c h ) b r e a k / b r e i k /

Art /a:t/C o m p u t e r s t u d i e s / k o m , p j u : t o 's tA d iz /

G e o g r a p h y / d 3 i 'o g r o f i , 'd 3D g r o f i /

M a t h s /m a e G s /

S c i e n c e / s a i o n s /

Unit 1 Focus 4h o m e w o r k / h o u m w 3 : k /

s h i n i n g / J a i n i r ) /

s u n \ s o n \

t a s k / t a i s k /

t o b e s i c k / t o b i ' s i k /

Unit 1 Focus 5h o l d o n / h o u l d 'o n /

p r e t t y g o o d / p r i t i 'g u d /

t i m e ’s u p / t a i m z 'Ap/

Unit 1 Focus 6a l m o s t ( t ) / o i l m o u s t /

e v e r y t h i n g ( t ) / e v r i O i q /

g e t t h e b u s / g e t 5 o 'b A s /

h u n d r e d s o f / h A n d r o d z o v , d v /

l u n c h /L v n t J /

m u s i c a l / m j u i z i k o l /

r a d i o d i a r y ( t ) / r e i d i o u 'd a i o r i /

s t a r ( n ) / s t a : /

tap dancing /taep .dainsiq/ think /Biqk/

Unit 2 Focus 1c o a s t / k o u s t /

c o l o u r e d /kAlod/ d e s e r t / d e z o t /

e a g l e s / i i g o l z /

f a r m / f a : m /

f o r e s t / f o r e s t /

l a k e / l e i k /

m i l e / m a i l /

m o u n t a i n s / m a u n t o n z /

n o r t h / n o : 0 /

p o p u l a t i o n / p o p j u l e i j o n /

p r e f e r / p r i f s : /

r a t t l e s n a k e / r a s t l s n e i k /

r i v e r / r i v o /

s e a l e v e l / s i : , l e v o l /

s o u t h / s a u 0 /

s t a t e / s t e i t /

w h i t e w a t e r r a f t i n g / w a i t w o i t o

r a i f t i q /

w i d e / w a i d /

w o r d / w 3 i d /

Unit 2 Focus 2A m e r i c a n f o o t b a l l / o . m e r i k o n

' f u t b o i l /

b u r g e r b a r / b 3 ig o b a : /

c o n c e r t / k o n s o t /

I ’m a f r a i d .. / a i m o 'f r e i d /

match /maetj/y o u ’r e k i d d i n g / j o : 'k i d i q /

Unit 2 Focus 3birds /b3idz/ chicken /tjikon/ cow /kau/ elephant /elofont/

f i s h / f i j /

g i r a f f e / d 3 i ' r a : f /

g o a t / g o u t /

h o r s e / h o i s /

i n s e c t s / i n s e k t s /

l i o n / l a i o n /

m a m m a l s / m a s m o l z /

m o s q u i t o / m o 's k i i t o u /

o s t r i c h / n s t r i t j /

p e n g u i n / p e q g w i n /

r a b b i t / r a e b i t /

r e p t i l e / r e p t a i l /

s h a r k / J a : k /

s h e e p / J i : p /

t i g e r / t a i g o /

w h a l e / w e i l /

Unit 2 Focus 4A f r i c a / a s f r i k o /

Antarctica /asritaiktiko/ better /bets/ brain /brein/ building /bildiq/ champion (t) /tjaempion/ cheetah /tjiito/ coconut palm tree /koukonAt ,pa:m tri:/c r a s h i n t o ( t ) / k r a e j i n t o , ' i n t u /

dangerous /deind3oros/f l y / f l a i /

g o l d / g o u l d /

h e a v y / h e v i /

h u m a n s / h j u i m o n z /

i n d e p e n d e n t / i n d i ' p e n d o n t /

L i b y a / l i b i o /

p o i s o n o u s / p o i z o n o s /

s p e c i e s / s p i : J i : z /

t h e m s e l v e s ( t ) / 5 o m 's e l v z /

w a t e r / w o i t o /

w o r s e / w 3 i s /

w o r s t / w 3 i s t /

Unit 2 Focus 5a r o u n d ( t ) / o ' r a u n d /

d r y / d r a i /

e a r t h / 3 i0 /

l a r g e / [ a i d s /

p i c n i c ( t ) / p i k n i k /

r a n g e / r e i n d 3/

s p i d e r / s p a i d o /

t o w n ( t ) / t a u n /

t r o p i c a l / t r o p i k o l /

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WORDLIST

Unit 3 Focus 1autograph /oitograif/ badly /baedli/ carefully /keofeli/ explain /ik'splein/ fired /faiod/ loudly /laudli / milk shake /milk Jeik/ order /o:do/ over/ouvo/ politely /po'laitli/ pour /po:/ push /puj/ quietly /kwaiotli/ rude(ly) /ru:d, 'ruidli/ slowly /slouli/ strawberry /stroibori/ waiter /weito/

Unit 3 Focus 2cleaner /kliino/ cos /koz/ dunno /dAnou/ nah /na:/ pain /pern/ quickly /kwikli/ ugly /Agli/way to go /wei to 'gou/ yup /jAp/

Unit 3 Focus 3beef /biif/ cheese /tjiiz/ chillies /tjiliz/ feast /fiist/ fruit/fruit/ garlic /gailik/ juice /d3u:s/mineral water /minorol ,woite/ mushrooms /m\Jru:mz, -rumz/ olives /olivz/ onions /Anjonz/ pepperoni /pepo'rouni/ peppers /pepoz/ pineapple /painaspol / sausage /sosid3/ spicy /spaisi/ sweetcorn /swiitkoin/ tomato /te'maiteu/ topping /topir)/ vegetarian /vedso'teorion/

Unit 3 Focus 4certainly /s3itnli/ gross /grous/ ready /redi/

Unit 3 Focus 5all the time /,o:l 5s 'taim/ arrive /o'raiv/ baker /beiko/ basil /baszol/ billion (t) /biljon/ bread /bred/ centuries /sentjoriz/ chips /tjips/ continue /kon'tinju:/Europe /juorop/fair (t) /feo/fast food /,fa:st fu:d/fish and chips /fij on 'tjips/flag /flaeg/french fries /frentj 'fraiz/ ham (t) /hasm/ king /kiq/ minced (t) /minst/ mozzarella /motso'relo/ other /a5o/play cards /.plei 'kaidz/ potato /po'teitou/ queen /kwiin/ traditional /tro'dijonol/

Unit 4 Focus 1arrest (v) /o'rest/death /de0/die /dai/escape A'skeip/fan /fen/gun /gAn/hospital /hospitl/in the end /in 5i ‘end/later /leito/member /membo/outside /aut'said, 'autsaid/police officer /poliis .ofiso/probably /probobli/recording studio /ri'koidirj ,stju:diou/return /n't3in/shoot (v) /Ju:t/sign (v) /sain/square /skweo/turn round /,t3in raund/

Unit 4 Focus 2another /o'nA 5o/break into /breik 'into, 'into/diamond /daiomond/gang /gaeq/hide /haid/inside /in'said/paint /peint/road digger /roud .digs/steal /still/thief/thieves /0i:f, 0i:vz/ uniform /juimfoim/

Unit 4 Focus 3art gallery /'ait .gaelori/hotel /hou'tel/library/laibrori, -bri/market /maikit/museum /mju:'zi:om/opposite /opozit/police station /po'liis .steijon/post office /poust ,ofis/train station /trein .steijon/underground (tube) /Andograund,tjuib/

Unit 4 Focus 4along /o'lDq/ at the end /ot 5i 'end/ come out /kAm 'aut/ cross /kros/ fantastic /faen'taestik/ hang on /haeq 'on/Happy birthday /.haepi 'b3:0dei/map /maep/money /mAni/road (t) /rood/street /striit/turn left /,t3in 'left/turn right /,t3in 'rait/

Unit 4 Focus 5carry /kaeri/ corridor /korido:/ office /ofis/ throw /0rou/

Unit 5 Focus 1be careful /bi 'keofol/bully /buli/design /di'zain/film shoot /film Ju:t/heart /ha:t/iceberg /aisb3ig/jump (off) /d3Amp/life jacket /laif ,d3aekit/mad /masd/must /most, mAst/panic /pasmk/perhaps /po'hasps/should /Jod, Jud/slow down /slou 'daun/unhappy /An'haepi/watch out /.wDtJ 'aot/window dresser /windou ,dreso/

Unit 5 Focus 2advertise /asdvotaiz/ architecture /aikitektjo/ ballet dancer /baslei ,da*nso/ carpenter /kaipinto/ factory worker /fektori ,w3iko/

167

WORDLIST

glass /glais/ housewife /hauswaif/ model /modi/ nurse /n3is/salesperson /seilz,p3:s9n/ unemployed /Anim'ploid/ waitress /weitrss/

Unit 5 Focus 3drinks machine /drirjks msjiin/ ill hVimmediately /I'miidistli/ maybe /meibi/ playground /pleigraund/ rules /ruilz/

Unit 5 Focus 4bowl /bsul/ gold fish /gould fij/ report /ri'poit/ rest /rest/ term /t3im/

Unit 5 Focus 5advice /od'vais/ copy /kopi/ discuss /di'skAs/ follow /fotau/go out with someone /gou 'aut wi3 .sAmwAn/

Unit 5 Focus 6aeroplane (t) /eorsplein/ air courier (t) /es ,kurio/ amazing /o'meiziq/ blood /bUd/ cannon /kaenon/ chariots /tjaeriots/ circus /s3:kss/ documents (t) /dokjumsnts/ exciting (t) /ik'saitirj/ fleas /fliiz/ huge /hju:d3/ hurt /h3:t/ miniature /minotjs/ mistake (t) /mi'steik/ parcel (t) /paissl/ positive /pDzstiv/ pull /pul/ scratch /skrastj/take the dog for a walk /teik 5s ,dog for 9 'work/window cleaner (t) /windsu .kliins/

Unit 6 Focus 1action /askjhn/ alien /eilisn/computer effects /ksm'pjuiter i,fekts/ create /kri'eit/

extras /e kstrez/ fame /feim/ helpful /helpfsl/ imagine /i'maed3in/ kids /kidz/ pay /pei/ rehearse /ri'h3is/ scene /si:n/ sci-fi /sai fai/ stupid /stjuipid/ take /teik/

Unit 6 Focus 2film premiere /film .premies/ hope /hsup/ invitation /invi'teijsn/

Unit 6 Focus 3centigrade (t) /sentigreid/ clear /klis/ cloudy /klaudi/ degrees (t) /di'griiz/ flood /flAd/ foggy /fogi/ forecast (t) /fo:ka:st/ freezing /friiziq/ hot /hot/India /indis/ minus /mainos/ snow /snsu/ storm /stoim/ sunny /sAni/temperature (t) /tempsretJV thunder and lightning /0And9r on laitmr)/ windy /windi/

Unit 6 Focus 4army /aimi/come back /k\m 'bask/course /ko:s/marketing /maikstiq/military service /militeri 's3ivis/plan /plaen/supermarket /suip^maikit, 'sju:-/

Unit 6 Focus 5drifter /drifts/ planner /plaens/

Unit 6 Focus 6decide (t) /di'said/ dinosaur /dainsso:/ freeze /friiz/ ice /ais/Jurassic Afeu'rassik/Mars /ma;z/ maximum /masksimom/

melt /melt/ meteor /miitis/ none of /nAn sv/ planet /plaenst/ predictions /pri'dikjsnz/ recreate /riikri'eit/ speed of light /spiid sv 'lait/ survive /so'vaiv/ underwater /.Ands'woits/ wake up /weik 'Ap/ zoo /zu:/

Unit 7 Focus 1bad luck /basd 'Lvk/ bored /boid/ excited /ik'saitid/ pay back /pei 'baek/ puzzled /pAzsld/ rent /rent/ solution /so'luijsn/ surprised /ss'praizd/ vocabulary /vo'kaebjubri/

Unit 7 Focus 2if/if/part-time /pait 'taim/pass an exam /pais sn ig'zasm/hard (adv) /haid/

Unit 7 Focus 3fingernails /fiqgsneilz/ knife /naif/ ladder /laeds/ mirror /mire/ pin /pin/ spoon /spuin/superstition /.suips'stijsn, ,sju:-/ umbrella Am'breta/

Unit 7 Focus 4air /es/experiment /ik'sperimsnt/ float /flout/ ketchup /ketjsp/ litres /liitez/observation /obzs'veijsn/observe /9b'z3iv/packet /paekit/peel /piil/remove /n'muiv/sink /siqk/squeeze /skwiiz/test /test/top /top/

Unit 7 Focus 5eggs (t) /egz/ list (t) /list/ milk (t) /milk/

168

WORDLIST

salt /soilt/ silver /silvs/ sugar /Jogs/

Unit 7 Focus 6crown /kraun/ diet cola (t) /daiot 'kouta/ discovery /dis'kAvsri/ eureka /ju'riiko/ jeweller /d3u:9l9/ m easure /m e39/ m ixture /mikstJV pure /pju9/ volume /voljuim/ weight /weit/

Unit 8 Focus 1attractive /o'trasktiv/ audition /oi'dijon/ bring /briq/ character /kaerikte/ dishes /d ijiz / exactly (t) /ig'zaektli/ fancy (v) /faensi/feel sorry for someone /,fi:l 'sori feSAmwAn/give up /,giv 'Ap/hers /h3:z/inform ation /info'm eijsn/ mid-teens /m id 'tiinz/ mine /main/ ours /au9z/ permission /p9'mij9n/ physically /fizikli/ soap opera /soup ,op9r9/ standard (t) /staendsd/ theirs /5eoz/ to be broke /to bi brsuk/ trouble /trAbol/ whose /huiz/ yawn /join/ yours /joiz/

Unit 8 Focus 2accident /asksidsnt/ acrobatics /askre'bastiks/ bad guy /basd gai/ dollars /dolsz/ kung fu /,kAi] 'fu:/ rich /n tj/ stunt /stAnt/

Unit 8 Focus 3bike /baik/ car /ka:/get a lift /get 9 'lift/ lorry /lori/motorbike /msutebaik/ on foot /on Tut/

plane /plein/ schoolbus /skuilbAs/ scooter /skuite/ taxi /taeksi/ train /trein/ tram /traem/ transport /trasnspoit/

Unit 8 Focus 4catch (t) /kaetj/close (n ) (t ) /ktauz, ktaus/far (t) /fa:/ferry (t ) /feri/island (t) /aibnd/Scotland /skottand/

Unit 8 Focus 5airport /e9po:t/ album /aelbom/A s ia (t ) /eijb, 'ei39/ camel (t ) /kasmsl/ continent /kontinsnt/ fencing /fensir)/ grow u p (t ) /,gi9 u 'Ap/ incredibly (t ) /in'kredibli/ jo u rn e y (t ) /d33 :ni/Latin America (t) /,lastin 9'merik9/ licence /lais9ns/Mali (t) /maili/Morocco (t) /ms'rokou/ pilot /paitat/ professional /prs'fejonsl/ safely /seifli/Senegal (t) /sem'goil/ simulator /simjuleito/ sir /ss, S3i/Thailand (t) /taila^nd/T im b u k tu (t ) /timbAk'tu:/ to u r /tu9/tu rn d o w n /,t3 in 'daun/ whole (t ) /h9ul/

Unit 9 Focus 1absolutely /asbso'luitli/ apron /eipren/ b y the w ay /bai 59 'wei/

chance /tjams/ com e off it /kAm 'of it/ com e on / k A m 'on/ earn /3 in/h i t t h e b i g t i m e / h i t 59 ' b i g t a i m /

t o m a k e i t / t 9 ' m e i k i t /

w a s h - u p / w d J A p /

y e t / j e t /

Unit 9 Focus 2do the w ashing-up /du: 59 wDjirj'Ap/

have to /hasv t9, tu/ lock /lok/ toilet /to ib t/ turn off /,t3in 'of/ worktop /w3iktop/

Unit 9 Focus 3chores /tjorz/do the hoovering /,du: 5s 'huivoriq/ do the shopping /,du: 5s 'Jopiq/ do the washing /,du: 59 'wojir)/ feed the family pet /,fi:d 59 fem sli 'pet/m ake breakfast /dinner /m eikbrekfost, 'din9/make the bed /m eik 59 'bed/survey /s 3ivei/teen /ti:n/tidy your room /taidi jo: 'ru:m/

Unit 9 Focus 4

Unit 9 Focus 5carpet /ka:pit/

Unit 9 Focus 624/7 (twenty-four/seven) /twenti fo: 'sev9n/beginning (t) /bi'gimq/ celebrity /s9'lebr9ti/ cheap /tji:p/ com plain /k9m'plein/ eviction /iVikJbn/ excitement /ik'saitm9nt/ horrible (t) /hor9b9l/ make the break /m eik 59 'breik/ public /pAblik/ reality TV /ri,ael9ti ti: 'vi:/ relationship /n 'leij9njip/ share (t) /Je9/switch off/on /.switj 'of, 'on/ tired /tai9d/TV company /ti: 'vi: ,kAmp9ni/ vote /v9ut/

Unit 10 Focus 1dishwashing /diJ,wDjiq/ excellent /eks9bnt/ glad /glaed/ m ain part /m ein 'pa:t/ offer /of©/ organise /o:g9naiz/ pleased /pli:zd/ rush /taJ/someone /SAmwAn/SUppOSe /S9'p9UZ/ well done /w el 'dAn/ w onderful /wAnd9f9l/

169

WORDLIST

Unit 10 Focus 2announce /s'nauns/ award /o'wo id/ based on /beist on/ comedy /kDmodi/ created by /kri'eitid bai/ episode /epissud/

Unit 10 Focus 3directed by /di'rektid bai, dai-/ fantasy /fasntesi/ historical /hi'stDriksl/ horror /horo/ romantic /rau'masntik, re-/ set in /.set in/ western /westen/

Unit 10 Focus 4creatures /kriitjbz/ dressed in /drest in/ fight (t) /fait/ frightened (t) /fraitnd/ ground /graund/ hill (t) /hil/ hobbit /hobit/ hole /haul/ lonely /bunli/ magic /m ^djik / published /pAbliJt/ ring /riq/ village /vilid3/

Unit 10 Focus 5new /nju:/ pleasure /ple3o/ preview /priivju:/ produced by /pre'djuist bai/ promise /promis/R.S.V.P /,a:r es vi: 'pi:/ request /ri'kwest/ say cheese /,sei 'tjiiz/ storyline /stoirilain/ turn up /,t3in 'Ap/

170

TapescriptStarter UnitPage 6. Exercise 3Mrs Blake Welcome to Limelight School, Mickey. Can I ask you some questions?Mickey Sure.Mrs Blake OK ... W hat’s your name?Mickey Mickey Kelly.Mrs Blake and ... how old are you?Mickey I’m fifteen.Mrs Blake Where are you from?Mickey Well, I ’m from Manchester, but I ’m Irish.Mrs Blake Irish ... OK, and what’s your address?Mickey My address here in London?Mrs Blake Yes.Mickey It’s 4 Hammond Street, London, ... hmmmm N ... 7 1EWMrs Blake .. 1EW and your telephone number?Mickey I don’t know, but my mobile number is Oh seven five seven four oh one five six seven eight.Mrs Blake OK, and have you got an e-mail address?Mickey Yes, it’s [email protected] Blake OK, so that’s Mad Mickey @skatezone.co.uk. ThanksMickey, that’s it.

Unit 1Focus 1. Page 11. Exercise 5 Student Excuse me.Teacher W hat’s the problem?Student I ’m sorry, I haven’t got my pencil.Teacher Never mind. You can borrow this pencil.Student Thank you.

Focus 5. Page 15. Exercise 2 Secretary Hello. Cape Hill School.Mo Hello. Can I speak to Mrs Tolo, please?Secretary Who is calling, please?M o It’s Mo Tolo. I ’m her son.Secretary Hold on, please ...Mum Hello?Mo Hi Mum! I’m calling to say hello.Mum Mo! How are you?Mo I’m pretty good. How’s everybody?Mum We’re all fine. I t’s a beautiful day in Cape Town. The sun is shining.Mo Well, it’s cold in London but it’s warm at home.Mum At home! You usually go to school on Wednesdays! Mo, are you sick?Mo No, Mum. I’m fine! D on’t worry! I ’m writing a song with my friends Mickey and Jess. I t’s our homework.Mum Uh oh! Time’s up! The next lesson is starting. We miss you Mo! Mo I miss you too, Mum. Bye.Mum Bye.

Focus 6. Page 17. Exercise 5Ritchie Hi! My name’s Ritchie. It’s half past seven. I’m leaving home and I’m going to school.I ’m making a radio diary about my day. I leave home at half past seven in the morning, I have lunch at twelve o’clock, and I get home at six o’clock. It’s a long day but I like it. Theatre school is cool.I usually wear black trousers and a white shirt and red tie for school. That’s on Mondays, Tuesdays and Wednesdays. We have normal subjects on those days.Today’s a theatre day and I’m wearing blue trousers and a sweatshirt. I like Thursday and Friday, they’re the best days. My favourite subjects are dram a and dance.It’s not a very big school, and I know everyone. I like almost everything about school - but I don’t like Maths and Science. Maybe I ’m not a very scientific person ...Today we’re studying dance, drama, and singing. The singing is quite difficult but I like it. My favourite teacher is called M r Green. He’s the dance teacher.I ’m working hard this year because I ’ve got exams, called GCSEs. I ’m

taking ten subjects. Next year I can choose three or four subjects to study for my A-level exams. I’m thinking about Maths, French and History.

Unit 2Focus 4. Page 25. Exercise 5Presenter OK ... Number one. The eye of an ostrich is bigger than its brain.Julie True.Presenter Correct. Number two. The oldest tree in the world is two thousand years old.Tim True.Presenter No. False. It’s two thousand seven hundred years old - it’s called the General Sherman, and it’s a Sequoia tree in California. Number three. The most dangerous insect for humans is the mosquito. Tim True.Presenter True, mosquitoes kill a million humans a year. Number four. The most poisonous snake in the world can kill you in an hour.Julie E r... false.Presenter Correct. I t’s false. The taipan snake in Australia can kill you in ten minutes. Number five. The koi fish is more expensive than gold. Tim True.Presenter Correct. A champion koi fish can cost ten thousand pounds. Number six. The smallest bird in the world is six centimetres long. Julie True.Presenter True. It’s the bee hummingbird from Cuba.Number seven. A penguin is slower in the water than a man.Tim False.Presenter Yes, it’s false. A man can swim fifty metres in twenty-two seconds. A penguin can do it in five seconds.Number eight. A blue whale is heavier than two hundred and fifty elephants.Tim True.Presenter No, false. A blue whale is heavier than twenty-five elephants, not two hundred and fifty.Number nine. The tinamou bird is the world’s worst flier?Tim TruePresenter True. Tinamou birds often crash into trees and kill themselves. Number ten. Coconut palms are more dangerous than sharksJulie ( laughs) O f course it isn’t true.Presenter Well, Julie, you’re wrong. I t’s true. Coconuts falling from trees kill more people every year than sharks!

Focus 5. Page 26. Exercise 5.Friend Where are you from Ashley?Ashley I’m from Australia - we call it Oz.Friend I t’s a really big country - but how big is the population?Ashley I t’s not very big - there are nineteen million people in Australia.Friend Nineteen million?! And is the capital Sydney?Ashley Well, no it isn’t - the capital of Australia is Canberra.Friend Oh, how do you spell it?Ashley C.A.N.B.E.R.R.A. But I come from Sydney. I t’s in the southeast of Australia.Friend And what’s the population of Sydney?Ashley I t’s about three million, four hundred thousand.Friend W hat sports can you do where you live?Ashley Well - I live on the beach and I love surfing - the beach is my favourite place in the world. I can sleep, chat to my friends but best of all, I can surf - the surfing is fantastic in Australia - the best in the world.

Friend Are you Irish, Jamie?Jamie Yes, I am.Friend Ireland isn’t very big. How many people live there?Jamie I think about three million people.Friend The capital is Dublin - do you come from there?Jamie No. I come from a town called Cork - it’s in the south of Ireland.Friend How big is Cork?Jamie Hmmm, the population is about one hundred and twenty three thousand.

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Friend Is Dublin bigger?Jamie Well, it’s the capital so, yes, it’s bigger.Friend What’s your favourite sport, Jamie?Jamie Football. I play football and every Saturday I go down to Millstreet Park.Friend Millstreet Park?Jamie Yeah - it’s a great place to play football and there are lots of people there - you can have a picnic or just run around. I think it’s my favourite place in Cork.

Song-Page 29. Exercise 1The tide is high, but I ’m holding on,I’m gonna be your number one.

I’m not the kind of girl,Who gives up just like that (Oh, no).

It’s not the things you do That tease and hurt me bad,But it’s the way you do The things you do to me.I’m not the kind o f girlWho gives up just like that (Oh, no).

The tide is high, but I’m holding on,I ’m gonna be your number one.Number one, number one.

Every girl wants you to be her man,But I’ll wait my dear ’til it’s my turn.I’m not the kind of girl,Who gives up just like that (Oh, no).

The tide is high but I ’m holding on,I’m gonna be your number one.Number one, number one.

Every time that I get the feeling,You give me something to believe in.Every time that I got you near me,I know the way that I want it to be.But you know I’m gonna take my chance now,I’m gonna make it happen somehow.And you know I can take the pressure A moment’s pain for a lifetime’s pleasure.

Unit 3Focus 4. Page 35. Exercise 1 Waiter Are you ready to order?Mickey I’d like a Hawaiian, please.Waiter OK. And how about you?Jess Hmmm, can I have a H ot and Spicy, please?Waiter It’s very hot, you know!Jess Great. I love chillies.Waiter OK ... and what would you like?Storm I’d like a vegetarian, please.Waiter OK.Jess M o ... what about you?Mo Hmmm. I really like m e a t... I like the Meat Feast, but I don’t like tomatoes. I know ... I’d like a Create your Own. Can I have cheese, chillies, peppers, sweetcorn and pineapple, please.Jess Mo! That’s gross! Chillies and pineapple!?Mo Yeah - why not?Waiter OK ... and to drink?

Focus 5. Page 37. Exercise 5Hamburgers originally came from the city of Hamburg, in Germany. That’s why they are called Hamburgers.There isn’t any ham in a hamburger. A hamburger is minced beef between two pieces of bread.Hamburgers first arrived in the USA in 1904, at the World fair in St Louis. After that, people started to eat a lot of hamburgers.Two brothers called McDonald started a hamburger restaurant in 1948 and it became very popular. At the moment, Americans eat about five billion hamburgers a year - about three hamburgers for every American person every week.Americans usually eat hamburgers with French fries - they are the favourite American fast food.

Unit 4Focus 4. Page 47. Exercise 4

1 Man Go out of Charing Cross tube, turn left and walk along the Strand and stop at Trafalgar Square. Go across Trafalgar Square ai it’s opposite you.

2 Woman Go out of Charing Cross tube and turn right. Take the fn road on your right - it’s called Villiers Street. Walk down to the bottom and it’s on your left.

3 Young boy Go out o f Charing Cross tube station and turn right. Take the second street on your left. I t’s called Bedford Street. Walk along Bedford Street, then take the second road on your right. This Henrietta Street. Go along Henrietta Street, and the market is on y( left. It’s next to the market.

Focus 5. Page 48. Exercise 4Boy I was walking home when I saw a light in my father’s office in tl theatre.Man I don’t believe you.Woman It’s true!Boy I walked into the theatre and stood outside my father’s office. A man was shouting.Man I t’s my money! Where is it?Boy I looked into the office. Two people were standing there. A woman was shouting too.W7oman It isn’t your money! I t’s the children’s money!Boy I walked quietly into the office, and stopped. The man was pointing a gun at the woman.Man I can kill you ...Boy The woman saw me and shouted. The man turned.Woman Help me!Boy I was carrying a book. I threw it, and it hit the man’s hand. He dropped the gun.Man Ow!Boy I shouted to the woman and we ran out of the room. We ran along the corridor and into the first room on the left.Boy Come with me!Boy We were in a theatre. Two hundred people were watching us. Wh do we do next?Woman Oh no!

Song - Page 51. Exercise 1You were working as a waitress in a cocktail bar when I met you.I picked you out, I shook you up, and turned you around,Turned you into someone new.Now five years later on you’ve got the world at your feet,Success has been so easy for you.But don’t forget it’s me who put you where you are now,And I can put you back down too.

Don’t, don’t you want me?You know I can’t believe it when I hear that you won’t see me.Don’t, don’t you want me?You know I don’t believe you when you say that you don’t need me.I t’s much too late to findYou think you’ve changed your mind,You’d better change it back or we will both be sorry.

Don’t you want me baby? Don’t you want me oh Don’t you want me baby? Don’t you want me oh

I was working as a waitress in a cocktail bar,That much is true.But even then I knew I’d find a much better place,Either with or without you.The five years we have had have been such good times,I still love you.But now I think it’s time I lived my life on my own,I guess it’s just what I must do.(repeat chorus)

U nit5Focus 6. Page 59. Exercise 41 Woman 1 In my job I travel all over the world by aeroplane. I take a tiny bag with me and I read a lot of books.To do this job you must be ready to travel at any time, night or day.

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You must have a passport and the most im portant thing is - you mustn’t lose the parcel. You see, I ’m an air courier - 1 carry parcels and documents around the world - usually it’s things that are very expensive.The worst thing is waiting for the next job. I t’s really boring.

2 Man Yes, I love it. I ’m outside and it’s always exciting. Actually I earn a lot o f money so I can go walking in the mountains for three months a year.What do I do? I’m a window cleaner - 1 clean windows. I climb very tall buildings in London ... and I clean the windows.This job can be very dangerous - you must work really carefully and you can’t make a mistake. Oh, and you mustn’t drop anything! Sometimes it’s very cold but it’s interesting - you see some very strange things up here!

3 Woman 2 Well, yes, my job is unusual. When people are at work I take their dogs for a walk - every morning and every evening too.To do this job you must understand dogs and like dogs o f course. You see, you mustn’t lose a dog! (laughs) but I did lose a dog one time!The worst thing about my job is - uuurgghh, you must pick up the, you know, the doggie stuff. Oh, what is my job? I ’m a dog walker in Los Angeles.

Unit 6Focus 2. Page 64. Exercise 2Mo When will we see the film, M r Daniels?Mr Daniels I hope it’ll be ready at the end of this year. I’ll send an invitation to your school.Mo An invitation?Mr Daniels Yes, for the film premiere.Mo Wow!Mr Daniels D on’t worry. We won’t forget you.Mo Mmmm, I think I’ll wear a black suit and dark glasses.Storm Like Men in Blackl Mo We’ll arrive in a white Cadillac.Jess No, we won’t !Jason Mickey will probably arrive on his skateboard!Mickey And how will you come, Jason? In your dad’s Ferrari?

Page 64. Exercise 31 will 2 feel 3 beat 4 fit 5 won’t 6 not 7 on 8 coast

Focus 3. Page 65. Exercise 3Hello. Here is the forecast for European capitals for tomorrow.In London it will be windy and cold. The temperature will be ten degrees Centigrade.Paris will be windy but warmer than London. It will be about eighteen degrees Centigrade.In Madrid it will be hot and sunny with a temperature of twenty-eight degrees Centigrade. There will be storms in the evening.In Rome the weather is unusual. It will be hot in the morning with a temperature of twenty-four degrees Centigrade, but there will be a lot o f rain in the afternoon and maybe floods.Tomorrow will be cloudy and cold in Warsaw. The temperature will be minus three degrees Centigrade and it will snow in the evening.And in Oslo it will snow with a temperature of minus five degrees centigrade.Have a nice evening. I ’ll be back tomorrow at seven.

Focus 6. Page 69. Exercise 7Interviewer Welcome to Chat Time. I’m Ken Parker and this is the programme where young people talk about their own ideas. This wreek we’re going to talk about The Schools o f the Future. What will school be like in the future? Will young people go to school?I’ve got two young people with me and they are ...

David Hello, I ’m David and I ’m fourteen - I ’m from London.Jackie And I ’m Jackie. I ’m from Brighton and I ’m fourteen too.

Exercise 8Interviewer Will classrooms be different in the future? W hat do you think, David?David Hmmm, yes, I think they will be different. I don’t think there will be any teachers.Interviewer Why not?David We’ll have computers to teach us and we’ll use the Internet at home. And I think we’ll learn languages at night.

Interviewer A t night! I don’t understand. How?David Well, I think we’ll learn languages while we’re sleeping. We will put on a CD and in the morning we’ll understand some new words. Interviewer So, you think we’ll learn from computers and the Internet, we’ll work at home and we’ll learn languages while we are sleeping. David Right.Interviewer Interesting. W hat do you think, Jackie?Jackie I really don’t agree with David! It won’t happen, it’s a terrible idea. I like school and I like my teachers. I can see my friends and chat.Interviewer OK, so Jackie, do you think the classrooms will be different?Jackie No, I don’t. I think we’ll use computers at school but we’ll use paper and pens and books too. And I think students will decide the school rules.David Students!? But that’s crazy. The teachers will always make the rules. Anyway, computers will talk in the future, so we won’t use books.Jackie But they won’t talk like real people - 1 won’t ever want to chat to a computer.Interviewer So Jackie thinks that classrooms will be the same, with paper and pens and books, and teachers. But she thinks that students will make the school rules. W hat do you think? Call us now on ...

Unit 7Focus 2. Page 76. Exercise 4Mickey If I get a part-time job, I ’ll get some money.If I get some money, I ’ll stay in London.If I stay in London, I’ll work really hard at school.If I work really hard at school, I ’ll pass my exams.If I pass my exams, I ’ll go to university.If I go to university, I’ll get a job in a theatre.

Focus 4. Page 78. Exercise 4 Experiment 2. Will a ketchup packet sink?The problem: Will a ketchup packet float in water?You need: a plastic bottle, some water, and a packet of ketchup. Instructions: Test the ketchup packet. Pour the water into the bottle. Put the ketchup packet into the water, and put the top on the bottle. If it floats, the experiment will work.Put the top on the bottle, and squeeze it.Observation: If you squeeze the bottle, the ketchup will sink. If you don’t squeeze it, the ketchup will float. Why?Explanation: There is some air in the ketchup. If you squeeze the bottle, the air will become smaller, and the packet will sink.

Focus 5. Page 79. Exercise 4Storm Hi Mum. I’m at the supermarket, but I haven’t got the shopping l i s t ...Mum Oh, Storm!Storm Never mind, just tell me. I’ll write a list.Mum OK ... We need some milk.Storm How much milk?Mum A litre.Storm OK.Mum And we need some salt.Storm Salt. OK. Do we need any oranges?Mum No, we’ve got some oranges, we don’t need any. But we need some eggs.Storm Eggs. How many?Mum Six.Storm Do we need any sugar?Mum No, we’ve got some sugar. And we’ve got some cheese.Storm OK. Don’t buy cheese or sugar.Mum We haven’t got any juice. Can you get some orange juice?Storm Orange juice. Sure.Mum And we haven’t got any apples.Storm How many apples do you want?Mum Er ... six?Storm OK. Six apples. Is that it?Mum Yes, that’s it.Storm OK. See you later!Mum Bye.

Focus 6. Page 81. Exercise 5Teacher OK, is everyone ready? For this experiment, you need a bowl of water, a can of cola and a can of diet cola.

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Has everyone got that? Good.Here’s the question for you to answer. If you put a can of cola and a can of diet cola into water, one can will sink. Which can will sink? Right, now ... Here are the instructions. Put the can o f cola and the can of diet cola into the bowl of water.

Page 81. Exercise 7Teacher Here’s the answer: the can o f cola will sink, and the can of diet cola will float. Why? The answer’s very simple. There’s a lot of sugar in normal cola, and there’s only a little sugar in diet cola. Sugar is very heavy, so the normal cola will sink.

Unit 8Focus 1. Page 85. Exercise 6Mickey Hello. I’m phoning about the audition forThe Best Days.Woman How can I help you?Mickey I’d like some information, please.Woman Certainly. What do you need to know?Mickey Um ... What time does the audition start?Woman It starts at ten o’clock exactly. Please don’t be late - you’ll miss your time.Mickey Where is the audition?Woman It’s at the Bankside Studios - that’s near the Globe Theatre. Mickey Do I need permission from an adult?Wroman Yes - you must bring a letter from your parents or from your school.Mickey I’m at the Limelight SchoolWoman Then you must bring a letter from the school.Mickey What should I wear?Woman Please don’t dress in special clothes - come along in your own normal clothes.Mickey Can I sing a rock song?W7oman No you can’t - please bring a standard audition song. You must bring the piano music too.Mickey How do I get there?Woman Are you coming by bus, tube or car?Mickey By tube.Woman The nearest stations are Waterloo, Southwark or London Bridge.Mickey OK. Thank you very much W7oman You’re welcome. Goodbye

Focus 4. Page 89. Exercise 1 Friend Where are you from?Douglas I’m from Scotland - but I live on an island called Tiree. Friend Tiree?Douglas Yes, T-I-R-E-E.Friend Oh, OK. How do you get to school?Douglas There isn’t a secondary school on the island so I go to school in a town called Oban - it’s in the west o f Scotland - so I catch a boat then I walk from the boat to the school.Friend Do you catch the boat every day?Douglas No, I go on Sunday afternoon and then I come home again on Friday afternoon. So, only once a week.Friend Is it far?Douglas Yes, it is - about 30 kilometres.Friend How long does the trip take?Douglas Oh, it takes about three hours but longer when the weather is bad.Friend Hello Petra. Where do you live?Petra I live in South Africa. I don’t live in a town - I live in the country, on a farm.Friend And where is your school?Petra I t’s in a town called Robertson - it’s in the south o f my country. Near Cape Town.Friend And how do you get to school?Petra I get a lift with my dad on his motorbike. Sometimes he’s busy so I walk to school and I always walk home.Friend How often do you go to school?Petra Every day and on Saturday too!Friend Bad luck!Petra No, I like my school. I t’s better than the work on the farm. Friend How far is your school?Petra It’s a long way - about ten kilometres.Friend Ten kilometres! How long does it take to get there?Petra On the motorbike it takes about ten minutes - but on foot it takes me two hours.

Focus 5. Page 91. Exercise 4Interviewer You are a ‘world traveller’, Graham, is that correct? Graham Hmm yes, that’s right. I have travelled a lot. When I was a child, my parents travelled around Africa and India. I hate living in one place so when I grew up I really wanted to travel again.Interviewer I see. So you’ve travelled to Africa and India - have you travelled to any other places?Graham Oh yeah. I ’ve travelled to every continent; Asia, Latin America, Australia, all of them.Interviewer Have you ever visited the South Pole?Graham Well, no. I have been to Antarctica, but I’ve never actually been to the South Pole.Interviewer How do you usually travel?Graham Well, every way - you know, buses, trains, boats, on foot and so on. But I’ve used bikes and motorbikes too.Interviewer Have you ever travelled by horse?Graham Ha ha, yes, I have actually - in Morocco. I’ve also travelled by camel in the Sahara and by elephant in Thailand.Interviewer What’s the worst journey you’ve ever had?Graham That’s easy. It was a train journey in Africa, from Senegal to Mali. The train was very old and it didn’t have any windows. The sun was shining, of course. The train was incredibly hot - about fifty degrees Centigrade. I was ill but I only had one bottle of water and there wasn’t any water on the train. Also, there weren’t any toilets! The journey took sixteen hours. It was the longest day of my life! Interviewer And where are you going next?Graham I’m going to France. I’m going to meet my mum!

Unit 9Focus 2. Page 96. Exercise 21 has 2 hat 3 eye 4 ear 5 hold 6 art 7 hoping

Focus 4. Page 98. Exercise 21 Mickey Have they called my name yet?Storm No, they haven’t. You’re OK.2 Mickey Where’s Jason?Storm He’s already started. He’s singing his song now.3 Mickey Oh, no! I haven’t practised my song yet!Mrs Winter You’ll be fine Mickey.4 Jason You’re too late, Kelly. They’ve already given me the job! Mickey That’s rubbish, Jason. The auditions haven’t finished yet.

Focus 6. Page 100. Exercise 61 Avril Big Brother - oh yes. Yes, I like the programme. I always watch it. At the beginning, I thought, ‘this is terrible’. I thought, ‘It’s a horrible thing to do to people.’ But then, you know, I was really interested. I like watching the different people. Some of them are nice and some are horrible. It’s just like real life really.2 Jimmy I t’s a great programme. I watch it if I can. Well, you see, it’s like watching animals — it’s like going to the zoo. They all have to share the same house for weeks and then some of them start to get angry. Some people smile a lot but say horrible things. Who is your real friend? You don’t really know!After the eviction, you see the person meeting his girlfriend, his family and that’s good too. I think it’s good television.3 Ben Aaaa ... hmmm Big Brother ... I have watched i t ... but ... it was like ... you know ... I was bored. It’s slow and they do really stupid things. I can’t understand the point. I mean ... I ’m sitting at home watching them ... sitting at home. No, it’s not for me - I like more action, or more music.4 Sophie It’s a load of RUBBISH - I HATE HATE HATE it. I hate all that stuff on TV. The people on the programme - they just want the money and fame. Why don’t they get a real life? They’re SAD. And Celebrity Big Brother!!! It’s the worst. I mean, you don’t see really famous people, imagine President Bush and Eminem and Tom Cruise ... no, you see little celebrities. The TV companies get a lot of money. It’s just bad TV bad and cheap.

Unit 10Focus 4. Page 111. Exercise 51 He is tall and is very clever. He is a good man. He usually wears white. He has long white hair and a long w'hite beard.2 He is a good, strong man and he isn’t frightened of anything. He is quite tall with brown hair. He can ride a horse and fight.3 He lives in the hills and he eats food that he makes himself. He can live for one hundred years. He is about one metre tall and he has very big feet. He is very shy and he has the ring.

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Focus 5. Page 113. Exercise 6 Mickey The 11th o f August.Well, I was very successful - my reviews were very good and audiences really liked me in the soap. I stayed at the school and studied hard for my other exams. I loved living in London and still do. I still see all of my friends too.Storm and I are still friends. She can still be very angry but we have a lot of fun together. She’s a great friend.M o got a good part in a stage musical but he wants to go home to South Africa because he misses his family. Jess went to America for two months’ holiday. Now, she is living in London again and she’s singing with a band.And Jason? He only had a small part in the TV soap and he wasn’t my best friend but I think he’s OK. I think he got a new part in a different TV programme.

Song - Page 115.I felt so helpless, what could I do?Remembering all the things we’d been though.In school they’d all stop and stare,I can’t hide the tears, but I don’t care.I ’ll never forget him, the leader o f the pack.

The leader of the pack, now he’s gone The leader of the pack, now he’s gone...

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