14 Unit 1 Themes Leisure Sport Language aims Grammar Revision of present simple and present continuous Stative verbs Adverbs of frequency Vocabulary Hobbies and interests Sports -

14 Unit 1

Themes Leisure Sport

Languageaims

Grammar Revision of present simple and present continuous Stative verbs Adverbs of frequency

Vocabulary Hobbies and interests Sports -ing/-ed adjectives describing feelings Easily confused words: beat and win

Skillsaims Reading Students read a number of short texts for: •gist •specificinformation

Listening Students listen to short extracts for: •specificandkeyinformation Speaking Studentsconductaprojecttogettoknowtheir

classmates in order to practise: •askingandansweringquestions •reactingtotheirpartners •talkingabouttheirclassmates Writing Studentswriteashortpersonalprofileinorder

to practise: •paragraphing •linking •talkingabouttheirlikesanddislikes

Reading Pages6and7

Aimsofthelesson: •to warm students up (Dive in!) •to predict from pictures (Exercise A) •to read for gist (Exercise B) •to read for specific information (Exercise C) •to infer lexical meaning from context

(Exercise D) •to personalize the content of the text

(Quick chat)

Divein!

•Thisactivityintroducesstudentstothenamesofstrangehobbies or even common ones that they may not be aware of. •Askstudentstoworkinpairsorsmallgroups.Givethemaminutetodothetask.•Discussstudents’guessesasaclass.Givethemthe

answers to the ones they do not guess.•Alternatively,giveeachpairorgroupadictionarytolookthewordsup.Thiswilltakelonger,butwillalsoencouragelearner independence.

Answers blogging–keepinganonline‘diary’whichothers

can read calligraphy – writing beautifully and artistically gastronomy–cookingandeatinggoodfood herpetology–collecting/studyingsnakesandlizards horticulture – gardening lepidoptery – collecting/studying butterflies origami – folding paper into beautiful shapes philately – collecting stamps

Reading

ExerciseA•Discussthesequestionsasaclass.Encouragestudentsto makepredictionsabouttheteenagersinthepictures.Don’t giveanythingaway,asthiswillspoilthefirstReadingtask.

ExerciseB•Givestudentsaboutaminutetoskimthetextsquickly

and silently in order to match the texts with the

1 At leisure

014-126 Code BLUE TB U1-U12.indd 14 2/1/10 6:23:34 AM

Unit 1 15

photographs.Tellstudentstheydonotneedtoreadeverythingtodothistask.•Timethestudents.Thiswillencouragethemtobequick.•Whenelicitinganswers,askstudentstojustifythembyreferringbacktothetexts.

Answers 1 B 2D3 A 4 C

ExerciseC•Explainthetaskandgivestudentsabout5minutestomatcheachteenagerwithabook.•Youmightwanttodothefirstonetogetherasaclass.•Encouragestudentstounderlinethepartsofthetext

that help them decide.•Givestudentsaminutetocompareanswersinpairs.•Elicitanswers.Ensurestudentsjustifytheirchoicesbyreferringbacktothetexts.

Answers 1 B 2D3 C 4 A

Wordsinthetext

ExerciseD•Explainthetaskbydoingthefirstonetogether.Highlight

the clues in the text that show that this is the answer. •Givestudents5minutestofindtherestofthewordsontheirown.Iftheyarefindingitdifficulttodo,tellstudentswhichtextsthewordsarein.Pointoutthatthefirstletterhasbeengiventohelpthem.Youmayalsoliketopointoutthatoneoftheanswersisfromthebooktexts,not the actual reading texts (item 6).•Givestudentsaminutetocompareanswersinpairs.•Elicitanswers.

Answers 1 train (text A) 2 championship (text A) 3 Professional (text A) 4 chat (text B) 5 contact (text B) 6medallist(Thegoldengirl)

Quickchat •Askthestudentstodiscussthequestionsinpairs first.Givethemaboutaminuteforthis.

•Elicitanswersfromthestudentsaroundtheclass.

For extra practice in this type of reading task, refer students to pages 4 and 5 in the Workbook.

Vocabulary Page8

Aimsofthelesson: •topresentandpractisevocabularyrelatingto

- hobbies and interests (Exercise A) - sports (Exercise B) - adjectives describing feelings

(Exercises C and D) •topersonalizethenewlanguage(Quickchat)

ExerciseA•Askstudentstotellyouiftheyknowwhatthenamesofthe sports in the pictures are. •Givestudentsafewminutestodotheexercise.Itisnotaseasyasitlooks!•Studentscomparetheiranswersinpairs.•Elicitanswersandaskthemtolabelthesportsinthepictures.Thesportsarewingsuitdiving(A),hanggliding(B)andskydiving(C).

Answers 1 h 2k3 b 4 a 5 g 6 c 7 l 8 i 9 e 10 j 11 f 12 d

ExerciseB•Givestudentsacoupleofminutestodothequiz alonefirst.•Askthemtocomparetheiranswersinpairs.•Elicitanswers.Takethisopportunitytocheckstudentsknowthemeaningoftheincorrectoptions.•Todeterminehowwelltheydidinthequiz,askstudentshow many they got right.

Answers 1 b 2 a 3 a 4 a 5 c 6 b 7 a 8 b

ExerciseC•Givestudentsafewminutestocompletethetable.•Checkanswersandspellingofwords.•Askstudentstoworkinpairstocomeupwithmore-ed/-ing adjectives. Some possibilities are: terrified/terrifying, horrified/horrifying, interested/interesting.

Answers 2 thrilled; thrilling 3amazed;amazing 4satisfied;satisfying 5 frightened; frightening 6 amusing 7 bored; boring


Unit 116

ExerciseD•Givestudentsaminutetoreadthroughthetextand

choose the right answers. •Encouragethemtoreadthetextcarefullyformeaning,as

this will help them choose the right answers.

Answers 1 boring 2 satisfying 3 interested 4 exciting 5 frightened 6 excited 7 thrilling

Quickchat •Dothisexerciseasaclass. •Askforthestudents’opinionsofthehobbiesand

interests in Exercise A and the sports in Exercise B. Encourage them to use -ed and -ing adjectives.

Ask students to complete the exercises on page 6 of the Workbook.

Grammar 1 Page9

Aimofthelesson: •to revise forms and main uses of the present

simple and the present continuous

Presentsimpleandpresentcontinuous:presentation •GivestudentsaminutetoscantheReading texts on pages6and7forthesesentences.Thiswillgivethemanopportunity to see the language in a richer context.•Givestudentsaminutetoanswertheconceptquestions.•Elicitanswers.•Torecap,readthroughtherulesofuseintheright-hand column.Youmightalsowanttoreadthroughtherelevantsectiononpages154and155intheGrammar database.

Answers 1 b 2 a 3 c 4 d 5 e

ExerciseA•Thisexercisechecksstudentshaveunderstoodthedifference between the uses of the present simple and the present continuous. •Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 am reading 2don’tenjoy 3 collect 4 do you go 5 go 6 is doing 7 Are you listening 8 spend

ExerciseB•Givestudentsaminutetoputtheverbsinthe

present simple or present continuous forms before checkinganswers.

Answers 1 do you go 2 is sleeping 3 is playing 4doesn’tread;prefers 5 is; collects 6 are staying

ExerciseC•Askstudentstoguesswhattheboyinthepicturelikestodo in his free time.•Givethemaminutetoquicklyreadthetexttocheckiftheywereright.Tellthemtoignorethegapsfornow.•Givestudentsaminutetoputtheverbsinthepresent

simple or present continuous forms.•Encouragethemtoreadthetextcarefullyformeaning,as

this will help them decide on the right tense.•Checkanswers.

Answers 1 spend 2 come 3 do 4isn’t 5 play 6haven’tgot 7 am studying

ExerciseD•Thisexerciseoffersthestudentstheopportunitytopractise the present simple interrogative form.•Givestudentsaminutetoformthequestionsbasedon

the prompts.•Studentsworkinpairstoaskandanswertheirpartner’squestions.Theyshouldkeepnotes.•Studentswritesentencesabouttheirpartnerusing

their notes.


Unit 1 17

Answers 2Whattimedoyougotoschool? 3Whendoyoudoyourhomework? 4Whatdoyoudoinyourfreetime?


Listening Page10

Aimsofthelesson: •to activate students’ background knowledge

on the topic (Exercise A) •to encourage prediction from pictures

(Exercise B) •to pre-teach some key vocabulary

(Exercise B) •to listen for specific information (Exercise B) •to listen for key information (Exercise C) •to notice the difference in use between beat

and win (Exercise D) •to give students the opportunity to discuss the

themes raised in the lesson (Quick chat)

ExerciseA•Discussthesequestionsasaclass.Encouragestudentstousevocabularyfrompage8(thevocabularypage)totalkabout these sports.

Answers •Thesportsarecricket,baseballandfootball. •Theyarecalledspectatorsportsbecausetheyare

popular sports to watch (a spectator is a person who watches a game).

ExerciseB Track 1, CD 1•Checkstudentsunderstandthewords.•Studentstickthewordstheythinktheywillhearbased

on the pictures in Exercise C. •Askthemtoguesswhichextracttheythinkthewordswillappearin.Therearenorightandwronganswershere.Itisapredictiontask.•PlaytheCD.Studentstickthewordstheyhearandinthiswaychecktheirpredictions.•Checkanswers.•Alternatively,pausetheCDbetweentheextractsandcheckanswersbeforemovingontothenextextract.

Answers Thefollowingwords/phrasesareheardin

the extracts: days watch the game ahead win lost the score beat gettickets huge(TV)screen creative event figure-skaters the(icedancing)finals

ExerciseC Track 2, CD 1•Askstudentstoreadthequestions.Theymightbeabletorememberwhattheyheard,soaskthemtotentativelyanswer each question. •PlaytheCDforstudentstochecktheiranswers.Tell

them to listen to the whole extract before they decide onadefiniteanswer.•Checkanswersaftereachextract.Playtheextractathird

time if students are getting an answer wrong.

Answers 1 C 2 A 3 B 4 A

Wordsyouheard

ExerciseD•Readthroughthelisteningextractsandensurestudents

are clear about the difference in use between beat and win.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 beaten 2 won 3 beaten 4 won 5 beat

Quickchat •Givestudentsafewminutestotalkaboutasportthey’vewatchedorplayed.Encouragethemtousewords from Exercise B and/or from page 8.

•Askoneortwostudentstotelltherestoftheclasswhat they told their partner.


Unit 118

For extra listening, refer students to page 9 in the Workbook, CD track 1.

Unit 1,page10

Listening

ExercisesBandC

1 Man: Mostteamsportstakebetweenanhouranda halftotwohourstoplay.It’sunderstandable,consideringmostarespectatorsports.Whowantstowatchforlongerthanacoupleofhours?That’swhyIthinkpeopleareoftensurprisedwhenItellthemthatonegameoftestcrickettakesfrombetweenthree tofivedaystocomplete.Yes,youheardright.Days, nothours!

2 John:DidyouwatchthegameonTVlastnight? Peter:Well,Istartedto,butIonlygottoseethefirstthreeinnings.TheMetswereaheadthenbytwo.Didtheywin?

John:Actually,no,theylost. Peter:Really?Howdidthathappen?Whatwasthescore?

John: 5to4. Peter: SotheDodgersendedupbeatingthem?What asurprise!

John: Yeah,butonlyjust.Itwasagoodgame.Toobadyou missed most of it.

Peter:Yeah…

3 Friend:Hi,Max.How’rethings? Max:Yeah,fine.You? Friend:Great!Excitedaboutthefinal?Didyou managetogettickets?

Max:No,justmissedout.I’veaskedacoupleof friendsroundandwe’regoingtomakeanightofit.

Friend:Oh?Youknowyourlocalcafé’llbeshowing itonahugeTVscreen,don’tyou?

Max: Yeah,butit’scozierathome.Youcanrelax,eat, and put your feet up.

Friend:Yes,that’strue.Well,maythebestteamwin… Max:…Chelsea,youmean?

4 Woman:IspentallweekendgluedtotheTV watchingtheWorldFigureSkatingChampionships.I sawboththemen’sandwomen’ssinglesevents,but themostimpressiveeventwastheicedancingfinals.It’sthemostcreativeeventbecauseitinvolvesa pair offigure-skatersdancinginauniqueway.TheFrenchskaterswhowonthefinalreallywereamazing!Thewaytheymovedtogether, at the same time – what a beautifulsight!

Grammar 2Page11

Aimsofthelesson: • to introduce the distinction between stative

and dynamic uses of verbs (Exercises A and B) •to revise and practise adverbs of frequency

with the present simple (Exercises C and D)

Stativeverbs:presentation•Readthroughtheexplanationoftherulesofuseof

stative verbs. Remind students that the present simple is usuallyusedtotalkaboutstates.•Youmightwanttoexplainthatitisonlywhentheseverbs do not refer to a state that they can be used in the continuous form.•Torecap,youmightwanttoreadthroughtherelevantsectiononpage155intheGrammar database. It contains a longer list of stative verbs students can refer to when doing Exercises A and B.

ExerciseA•Thisexercisechecksstudentshaveunderstoodthedistinction between stative and dynamic uses of verbs. •Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 ✘Don’tworry,Ibelieveyou. 2 ✘Thatsoupsmellsdelicious. 3 ✘IknowhowtoplayWorld of Warcraft! 4Iliketheideaoftryinganextremesport. 5 ✔ 6 ✔

ExerciseB•Getstudentstotellyouwhat’shappeningineachpicture

using the verb smell.•Askstudentstodothefirstitemandthenmatcheachutterance to the pictures.•Givestudentsaminutetodotherestoftheexercisebeforecheckinganswers.

Answers 1 are (you) smelling; smell 2think;agree 3Doyoulike;seems 4 want; do (you) mean 5 smells; tastes

Adverbsoffrequency:presentation•Studentsputtheadverbsoffrequencyintherightplace

on the diagram. •Checkanswersbydrawingthediagramontheboardand

eliciting from students where the adverbs should go.


Unit 1 19

•Torecap,readthroughtherelevantsectiononpage156in the Grammar database.

Answers 1 hardly ever 2 sometimes 3 often 4 usually

ExerciseC•Thisexercisechecksstudentsknowthepositionofadverbs of frequency in the sentence.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 ✔ 2 ✘Johnisalwaysearly! 3 ✔ 4 ✘IsPamoftensolate? 5 ✘ I never get up early on Sundays. 6 ✔ (My mum occasionally lets me stay out late. is

also correct.)

ExerciseD•Thisexerciseoffersstudentssomefreepersonalizedpractice of adverbs of frequency.• Explain the exercise by giving an example on the board

about a person/people in your life. Eg My favourite football team occasionally wins.•Givestudentsafewminutestowritesentencesaboutthe

people and things in their lives.•Askstudents,inpairs,toreadouttheirsentencesto each other.•Askstudentstoreadoutoneortwosentencesto the class.


Practise your English Page12

Aimofthelesson: •topractisethegrammarandvocabularyfrom

the unit in an integrated way

ExerciseA•AskthestudentstopredictwhattheycanaboutMarkfromthepicture.Dothisasaclass.

ExerciseB•Givestudentsaminutetoreadthetextquicklyandsilentlytochecktheirpredictions.Tellthemtoignorethewords in bold for now.

ExerciseC•Studentsreadthetextmorecarefullyandchoosethe

best answer.

Answers 1thinks 2 boring 3 feel 4 boring 5look 6 are still growing 7 always 8 rarely 9 is getting 10 always

ExerciseD•Explaintheactivityanddothefirstitemtogether.Remind

students that the meaning of the two sentences should be the same.•Givestudentsacoupleofminutestodotherestontheirownbeforecheckinganswers.

Answers 1 never 2 (actually) interested 3 won 4 tired 5 not watching 6thinking

Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.Askthemtoanswerthequestionsinpairsfirst.

•Discussthequestionsasaclass.

Speaking Page13

Aimsofthelesson: •to practise asking questions (Exercises A, C

and D) •to present and practise ways of expressing

surprise and interest (Exercises A and B) • to practise using present tenses in an

icebreaking, free speaking activity (Exercises E and F)


Unit 120

Questionsandreactions

ExerciseA Track 3, CD 1•Tellstudentstheywillbelisteningtothegirlinthepicture(Pam)talkingtosomeofherclassmates.•PlaytheCDforstudentstoanswerquestion1.•Explainquestion2andreadthroughtheLanguage chunks

box together. Explain that these are natural ways to express surprise and/or interest in English.•Playtheextractagainforstudentstolistenandtickthe

expressions they hear.

1Answer Byaskingquestions/conductingaquestionnaire.

2Answers 2Really? 4That’sgreat! 6Luckyyou! 7Howstrange!

ExerciseB•Thisexerciseofferssomecontrolledpracticeoftheexpressions in the Language chunks box. •Studentsworkinpairs.Onestudentshouldreadoutastatementandtheirpartnershouldreact,usinganexpression from the Language chunks.Theyshouldthenswap roles.

ExerciseC Track 4, CD 1•Thisexerciseofferssomecontrolledpracticeoftheintonation of questions.•PlaytheCD.Studentslistenandrepeatchorally. Youmightwanttoasksomestudentstorepeat questions individually.

ExerciseD•Thisexerciseofferssomepracticeusingcorrectintonationwhenaskingquestions.•Studentsworkinpairstoaskandanswerthequestions.

Project:Howmyclassmatesspendtheirleisuretime

ExerciseE•ThisexercisehelpsstudentspreparefortheSpeaking taskbeforetheydoit.TheSpeaking activity serves as anicebreaker.•Whenstudentshavefinishedturningthestatementsintoquestions,askthemtostandupandmingle.Theywillneedtoasktheirquestionstoanumberofstudents.

•Therearetwowaysofdoingthisactivity.Eitherthestudentsmustfindadifferentclassmateforeachactivity,or,ifthisprovesdifficult,theyaskasmanystudentsasthey need to in order to get yes answers.•Remindthemtonotedownthenameofthestudentand

the information required in the last column.

ExerciseF•Studentssharetheirresultswiththeclass.Usethis

opportunity to get the class to share information about themselves.

Unit 1,page13

Speaking ExercisesAandC Pam:Hi,Peter. Peter:Hi,Pam. Pam:Doyouenjoywatchingsports? Peter:OfcourseIdo! Pam:OK.P.e.t.e.r.Whichones? Peter:Footballandbasketball. Pam:F.o.o.t.b.a.l.l…b.a.s.k.e.t.b.a.l.l.Thanks! Peter:Doyouenjoywatchingsports? Pam: Only tennis. Peter:Really? Pam:Yep!Timetomoveon.Bye! Peter: Bye. Pam:Hi,Connie.Doyoudoafunleisureactivity? Connie:Yes,IgohorseridingeverySaturday. Pam:Luckyyou!C.o.n.n.i.e…h.o.r.s.e.r.i.d.i.n.g. Connie:Howaboutyou? Pam: No. Only if you call reading and watching TVfun…

Connie:No,Idon’tthinkso. Pam:Hi,John. John:Hi,Pam. Pam:Doyouhaveaninterestinghobby? John:Yes,Icollectstamps. Pam:That’sgreat!J.o.h.n…s.t.a.m.p.s. John:Doyouhaveaninterestinghobby? Pam:Yes,Icollectkeyrings. John:Keyrings?Howstrange!

Pronunciation Page138

Sayitright!

ExerciseA Track 5 CD 1•Explaintostudentsthatthefinal‘s’inthethirdperson

present simple is pronounced in three different ways depending on the sound preceding it.•PlaytheCDandstudentsputeachword,astheyhearit,

in the corresponding column.


Unit 1 21

\s\ \z\ \Iz\

makeshelps

plays goes spends does has

exercises watches

\s\ \z\ \Iz\

sleepsreads

enjoyscomes

announcesstudies

Answers

ExerciseB•Beforestudentspractisesayingtheverbsinpairs,youmay

want to model the words for students to repeat. •Studentsworkinpairstopractisesayingthewords.

ExerciseC•Studentsworkbackthroughtheunittofindtwomore

verbs for each column.

Possibleanswers

Pronunciation file,page138,Unit1

Sayitright! ExerciseA exercises plays goes spends does has watches makes helps

Writing Pages14and15

Aimsofthelesson: •to warm students up (Exercise A) • to practise filling in a form with personal

information (Exercise B) •to practise paragraphing and linking ideas in

a personal profile (Exercises C and D) •to practise linking ideas (Exercise E) • to practise talking about likes and dislikes

(Exercise F) • to practise planning and writing a personal

profile (Exercise G)

Backgroundinformation Social networking siteslikeFacebookandMySpaceare

websites where people can share information (eg messages,photos,musicandvideos)withfriendsandfamily. Musical Teenagersisnotarealsocialnetworkingsite.However,theformandtexttypethestudents will analyse is based on one.

ExerciseA•Getstudentstodiscussthequestioninpairsbefore

discussing it as a class. •Tellstudentsthesetypesofwebsitesarecalledsocial networking sites.Askstudentsiftheyhaveeverhad personalexperienceusingsuchsitesandwhattheythinkof them.

ExerciseB•Thisexerciseinvolvesanalysingaformforthetypeofinformationitrequires.Thisoneisfilledinincorrectly.•Givestudentsafewminutestoreadthroughitandtrytocorrectit.Tellthemthatthefieldswithanasterisk(*)arerequired.Tellthemtoignorethegapsfornow.•Getstudentstocomparetheiranswersinpairsbeforecheckingthem.

Answers FirstName:Peter Surname: Boddington Country:UK Postcode: missing Email Address: missing Birthdate:Date11;Year1996 Hehastickedallthekindsofmusic,butinhisprofile

he only mentions rap and hip hop. Hehasn’ttickedtheboxregardingtheTermsofUse and Privacy Policy.


22

Skillsdevelopment

Paragraphingandlinking

ExerciseC•Givestudentsaminutetomatchtheinformationwiththeparagraphsintheprofile.

Answers 1 – 3 2 – 2 3 – 1 4 – 2

ExerciseD•Thisactivityhelpsstudentsseehowtheideasinthetextarelinked.Theyareeitherlinkedbywayoflinkingwordsor by way of ideas.•Givestudentsaminutetodothetaskbeforechecking

answers. Remind them that there is one extra sentence.•Askstudentstojustifytheirchoices.

Answers 1 d 2 a 3 b

ExerciseE•Explainthetask.Tellstudentsthattherearesixwords/

phrases with three broad meanings. •Dothefirstonetogether.Tellthemthatso is similar in

meaning with another of the words/phrases in bold. Elicit that’s why.•Studentsmatchtherest.

Answers so=that’swhy also = too but = though

Vocabulary:likes/dislikes

ExerciseF•Beforetheytickthecorrectcolumn,askstudentstoscantheprofileforasmanyexpressionsastheycanfindfromthe Language chunks.•Explainthattheseexpressionsareinformalwaysoftalkingaboutlikesanddislikes,whichiswhytheyareextreme.Theyaregoodtouseininformalcontexts.

Answers

Planningandwriting

ExerciseG•Givestudentsalittletimetoreadtheextractandthen

discuss it as a class.•ReadthroughtheplanandtipsintheQuick check! box.•RemindstudentstouseexpressionsfromtheLanguage

chunks box.•Iftimeallows,getstudentstowrite,orbegintowrite,theprofileinclass.

Ask students to complete the writing task on page 9 of the Workbook.

Teacher’s Resource Pages: Unit 1 quiz (page 128); Communication activity (pages 140-142); Word building exercises (page 172); Unit 1 Self-evaluation sheet (page 178).

Ilike Idon’tlike

I’minto ✔

Ican’tsayIlike ✔

Ican’tstand ✔

Idislike ✔

I enjoy ✔

I hate ✔

I love ✔


23 Unit 2

Themes

Travel Transport

Languageaims

Grammar Revision of past simple and past continuous used to and would Timeexpressions:when, while, during and ago Possessive determiners and possessive pronouns

Vocabulary Travel Easily confused words: live and stay; travel, trip,

journey, voyage Phrasal verbs Wordformation:negativeprefixesun- and dis-

Skillsaims

Reading Students read a narrative text for: •gist •specificinformation

Listening Students listen to short extracts for: •gist •specificinformation

Speaking Studentsconductapairworkspeakingtaskinorder

to practise: •expressingpreference •solvingaproblem Writing Students write a story and practise: •organization •style •sequencingideas

Reading Pages16and17

Aimsofthelesson: • to warm students up (Exercises A and B) •toactivatebackgroundknowledge(Divein!) •topredictfromthefirstparagraph

(Exercise C) •toreadforgistandtocheckpredictions

(Exercise D) •toreadforspecificinformation(ExerciseE) •toinferlexicalmeaningfromcontext

(Exercise F) •to personalize the content of the text

(Quick chat)

Song

Backgroundinformation Summer Holiday was made popular by Cliff Richard andTheShadowsin1963.Thisisamodernversion of the song.

ExerciseA•Theactivityaimstogetstudentstopredictthecontentof the song they are about to listen to and also to whet their appetite. •Discussstudents’guessesasaclass.

ExerciseB Track 6 CD 1•PlaythesongforstudentstolistenandreadalongtochecktheirpredictionsinExerciseA.•Ifyouhavetimeandifthestudentswantto,playthesong

a second time for students to listen to and sing along to.

Answers Thefollowingtwothingsarementionedinthesong: •havingfun •sunshine

Divein!

•Beforediscussingthequestionsasaclass,getstudentstodiscusstheminpairsfirst.Encouragestudentstoguesswheretheythinktheplacesinthepicturesare(China,FranceandaGreekisland).

2 Coming and going


24 Unit 2

Reading

ExerciseC•Readthefirstparagraphaloudasaclassandanswerthe

questions as a class.•Writethestudents’guessesontheboard.Thisissothat youcanreferbacktotheirguessesafterthey’veread the text.

Answers Students’ownanswers.

ExerciseD•GivestudentsthreeminutestoskimthetextquicklyandsilentlytochecktheirpredictionsfromExerciseC.Tellthem to ignore the underlined words for now.•Elicitanswers.

ExerciseE•Explaintheactivityandtellstudentsthattheywillneedto

read the text in more detail to do it. •Givestudentsabout5minutestodotheactivity.Tell

students to underline the relevant part of the text with the answer. •Givestudentsaminutetocompareanswersinpairs.•Elicitanswers.Ensurestudentsjustifythembyreferringbacktothetexts.

Answers 1 ✔…I have spent at least one weekend a month

with my father in London since I was six. 2 ✘…with my mother or father. He travels with his

motherandhetravelswithhisfather,butnot withbothtogether.Theyareseparated.

3 ✔ unaccompanied children … looked after by … and cabin crew

4 ✘ … I spend two or three weeks with my father in a beach resort and another fortnight with my mother …

5 ✔ … I spend two or three weeks with my father in a beach resort …

6 ✔ … A week later my dad and I were sailing down the Yangtze River!

Wordsinthetext

ExerciseF•Explainthetask.Tellstudentstounderlinethecluesinthe

text that help them decide on an answer. •Givestudents3minutestodotheactivity.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.

Answers 1 unaccompanied 2 resort 3 abroad 4 exotic 5 cabin crew

Quickchat •Askthestudentstodiscussthequestioninpairsfirst.Tellthemtothinkabouttheadvantagesanddisadvantages of a beach holiday and a holiday in a big city.

•Putthefollowingideasupontheboardto help them.

•Givethemafewminutesforthis. •Elicitanswersfromthestudentsaroundtheclass.


Vocabulary Page18

Aimsofthelesson: To present and practise •vocabularyrelatingtotravel(ExercisesA

and B) •easilyconfusedwords:live and stay

(Exercise C); travel, trip, journey and voyage (Exercise D)

•phrasalverbsrelatingtotravel(ExerciseE)

ExerciseA•Askstudentstodescribetheplacesinthetwopictures (a cruise ship in a port and the baggage claim area in an airport). •Askthemiftheyhaveeverbeentoplacesliketheones in the pictures or if they have ever travelled by ship or by plane.•Givestudentsaminutetochoosethecorrectanswerfor

each item.•Elicitanswersandchecktheyknowthemeaningofthe

wrong options.

Beach resort City break

Where? an island a European capital

When? summer all times

Activities swimming,watersports,dancing,meetingpeople…

museums,walks,sightseeing,…


25 Unit 2

Answers 1 c 2 a 3 b 4 c 5 b 6 c

ExerciseB•Modelthewords/phrasesforthestudentstorepeat(for

pronunciation purposes).•Givestudentsacoupleofminutestocompletethegapsinthesentences.Youmightwanttogivethemadictionary to use to help them with some of the words/phrases.•Askthemtocomparetheiranswersinpairs.•Elicitanswers.Takethisopportunitytocheckstudents

understand the meaning of the words/phrases.

Answers 1taxirank 2 passport 3 boarding pass 4traveller’scheques 5 terminal 6 attractions 7guidebook

ExerciseC•Thisexercisehelpsstudentsseethedifferencebetweenthe commonly confused verbs live and stay.•Givestudentsaminutetoreadtheexamplesentences

and to choose the correct answers.

Answers 1 Stay 2 Live

ExerciseD•Thisexercisehelpsstudentsseethedifferencebetweenthe commonly confused nouns travel, trip, journey and voyage.•Givestudentsaminutetoreadtheexamplesentencesandtocompletethegapsinthedefinitionswiththe right word.

Answers 1Voyage 2 Journey 3Trip 4Travel

ExerciseE•Givestudentsaminutetodotheactivityalonefirst.Tellthemthattheoptiontheychooseshouldmakesenseinthe sentence.•Checkanswers.

Answers 1 a 2 b 3 b 4 a


Grammar 1 Page19

Aimsofthelesson: •toreviseformsandmainusesofthepast

simple and the past continuous •topresentandpractiseused to and would to

talk about past habits and/or states

Pastsimpleandpastcontinuous:presentation•GivestudentsaminutetoscantheReading text on page 17forthesesentences.Thiswillgivethemanopportunityto see the language in a richer context.•Givestudentsaminutetonamethetensesandthento

match the sentences with the uses.•Elicitanswers.•Torecap,youmightwanttoreadthroughtherelevantsectiononpages156and157intheGrammar database.

Answers a 1 (past simple) b 2 (past simple) c 4(pastcontinuous) d 5(pastcontinuous) e 3 (past simple)

ExerciseA•Thisexercisechecksstudentshaveunderstoodthedifference between the uses of the past simple and the past continuous. •Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 went 2 stayed 3werestillpacking 4realized 5 were getting off 6 was getting on

ExerciseB•Givestudentsaminutetoputtheverbsinthepastsimpleorpastcontinuousformsbeforecheckinganswers.•Encouragethemtoreadthetextcarefullyformeaning,as

this will help them decide on the right tense.


26 Unit 2

Answers 1 drove 2 travelled/was travelling 3 met 4 saw 5 had 6 was driving 7 found 8 made

usedtoandwould:presentation•Explainthatwecanuseused to and wouldtotalkabout

the past.•Givestudentsaminutetoreadtheexamplesand

complete the rules.•Elicitanswers.•Torecap,youmightwanttoreadthroughtherelevantsectiononpages156and157intheGrammar database.

Answers 1 used to; would 2 would

ExerciseC•Explainthetask.Remindstudentsthatthesecondsentenceshouldhavethesamemeaningasthefirstandthattheymustusethewordgiveninbrackets.•Givestudentsacoupleofminutestocomplete

the sentences. •Askstudentstocomparetheiranswersinpairs.•Elicitanswers.

Answers 1 used to spend 2 would go swimming 3didn’tuse 4wouldtakeme

ExerciseD•Thisexerciseoffersthestudentstheopportunitytopractise all the grammatical items in this lesson.•Givestudentsaminutetoreadthetextandchoosethe

correct answers.•Encouragethemtoreadthetextcarefullyformeaning,as

this will help them decide on the answer.•Elicitanswers.•Askwhattheyusuallydoontheirsummerholidays.

Answers 1 meant 2 used to spend 3 would go 4 were dancing 5didn’tusetogo


Listening Page20

Aimsofthelesson: •toactivatestudents’backgroundknowledge

on the topic (Exercise A) •tolistenforgist(ExerciseB) •tolistenforspecificinformation(ExerciseC) •tonoticewordsthattakethenegative

prefixes un- and dis- (Exercise D) •to give students the opportunity to discuss

the themes raised in the lesson (Quick chat)

ExerciseA•Askstudentstodiscussthequestionsinpairsbeforediscussing them as a class.

ExerciseB Track 7 CD 1•Explainthatstudentswilllistentofourshortextracts.Thefirsttimetheylisten,theyneedtolistenforgeneralinformation,notfordetails.•Highlightthedifferentprepositionsusedtotalkabout

ways of moving about. •PlaytheCD.Studentsmatchthespeakerstothemeans

of transport.•Checkanswers.•Alternatively,pausethetapebetweentheextractsandcheckanswersbeforemovingontothenextextract.

Answers 1 c 2 b 3 d 4 a

ExerciseC Track 8 CD 1•Askstudentstoreadthequestionscarefully.Theymightbeabletorememberwhattheyheard,soaskthemtotentatively answer each question. •PlaytheCDforstudentstochecktheiranswers.Tell

them to listen to the whole extract before they decide onadefiniteanswer.•Checkanswersaftereachextract.Playtheextractathird

time if students are getting an answer wrong.


27 Unit 2

Answers 1 b 2 a 3 b 4 a

Wordsyouheard

ExerciseD•ReadthroughtheListening extracts and ensure students

understand the rule.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 disagreed 2Unfortunately 3unlucky 4 disadvantages 5 unfamiliar 6 discourage

Quickchat •Givestudentsaminutetoanswerthequestions

in pairs. •Askafewstudentstotelltherestoftheclasshow

they prefer to go to school or college.

For extra listening, refer students to page 15 of the Workbook, CD tracks 2 and 3.

Unit 2,page20

Listening

ExercisesBandC Speaker1 Man:IusedtowalktoschoolwhenIwasveryyoungandwelivedinthetowncentre,butthenwemovedto the suburbs and it was a bit too far – it would have takenmeatleastthreequartersofanhour.Bybusitwasonlyabouttenminutes,unlesstherewasalotoftraffic.Myschooldaystartedatquarterpasteight,sonormallyIshouldcatchtheeighto’clockbus.Buttheeighto’clockbususuallytookmorethan20minutesbecausetherewasoftenheavytrafficatthattime. So,Ihadtogetthesevenforty-five.Igottoschool abitearly,buttherewasnootherchoice.

Speaker2 Woman:Myschoolwasabouttenkilometresaway, sotherewasnowayIcouldwalkthere.AndIdidn’t

reallytrustpublictransporteither.Thiswasallmore than30yearsago.Inthosedays,thebuseswere alwayslateandcrowded,completelyunreliable overall. So I used to cycle to school. Ittookme aboutanhour,anditwasawayofkeepingfitaswell!Theredidn’tusetobeanycycleroutesliketherearetoday,socyclingwasn’tassafeasitisnow,butthen thetrafficwasn’tasheavyasitisthesedays,soit wasn’treallyunsafe.Mymumdisapprovedatfirst, but,sinceI’dcyclewithagroupoffriends,shesoon stopped worrying.

Speaker3 Woman:Myschoolwasonlyaten-minutewalk fromwhereIlived,butIneverenjoyedwalking,andespeciallyinthemorning, Icouldn’tbebotheredto walkatall.Iwaslucky,though,becauseitwasonmymum’swaytowork,sosheusedtodrivemeto schooleverymorning.Thebestthingaboutit,apartfromnothavingtowalkearlyinthemorning,was that I could comb my hair during the ride. In the afternoon,Ididn’treallymindwalkingbackhomesomuch – it was in the morning that I found everything verydifficult.IthinkIjustneverwasamorning person. At all.

Speaker4 Man:Ididn’treallyhavetotraveltoschool–yousee itwasacrossthestreetfromwhereIlived.Thebus stop was actually further away than the school was. Some of my mates had to get up an hour or more earlierthanmeandthengetthebusorthetube,so inawayyoucouldsayIwaslucky.But I felt that I was rather unlucky–Iwasmissingoutonsomanythings,likemorningwalks,busrideswithmyfriends,and such. And it always seemed that the funniest things happenedtothemwhiletheywerewalkingtoschool,so my mornings were never as exciting as theirs.


Sayitright!

ExerciseA Track 9 CD 1•Readthroughtheexplanationasaclass.•PlaytheCD.

ExerciseB Track 10 CD 1•PlaytheCDandstudentswritethewordsintheright

column depending on the sound of the –ed ending.•PlaytheCDagainforstudentstolistenandrepeat.


28 Unit 2

/d/ /ıd/ /t/1 changed ✔

2 cleaned ✔

3 cycled ✔

4 depended ✔

5 disapproved ✔

6 finished ✔

7 missed ✔

8 spotted ✔

9 travelled ✔

10 used ✔

Which two expressions are used in phrases referring to periods of time? Which expression is used with the past continuous?•Askstudentstocompletetherulesintheirbooksbywriting the correct time expression in the spaces.•Torecap,youmightwanttoreadthroughtherelevantsectiononpage157intheGrammar database.

Answers 1When;while 2During;ago 3 while

ExerciseA•Thisexercisechecksstudentshaveunderstoodthedistinction between the time expressions.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 while 2 when 3 during 4 four years ago 5 when 6While

ExerciseB•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 during 2 ago 3 when; ago 4 while 5 during 6 when/while

Possessivedeterminersandpossessivepronouns:presentation•Writeupthetwoexpressionsmy friend and a friend of mine on the board. Askstudentsiftheymeanthesamething (they do). Explain that they both mean one of my friends. •Booksclosed,writeupthelistofpossessivedeterminers

on the board. •Tellstudentsthatmine is the possessive pronoun for my.•Elicittherestofthepossessivepronounsfromthe

students and write them up on the board.•Booksopen,givestudentsaminutetoreadtheexample

sentence in the presentation box and then complete the rules.•Checkanswers.

Answers

Pronunciation file, page138,Unit2

Sayitright!

ExerciseA lived ended walked

ExerciseB 1 changed 2 cleaned 3 cycled 4 depended 5 disapproved 6finished 7 missed 8 spotted 9 travelled 10 used

Grammar 2 Page21

Aimsofthelesson: •topresentandpractisetimeexpressions

with past tenses (Exercises A and B) •toreviseandpractisepossessivedeterminers

and possessive pronouns (Exercises C and D)

Timeexpressions:presentation•WritetheextractsfromtheListening texts on the board andunderlinethetimeexpressions.Askstudentsthefollowing questions: Which two expressions join two parts of a sentence?


29 Unit 2

ExerciseB•Givestudentsafewminutestoreadthetextcarefully

and choose the best answer. •Aftercheckinganswers,askstudentsiftheythinktheEurail passsoundslikeagooddeal.

Answers 1 a 2 b 3 c 4 c 5 c 6 b 7 d 8 c 9 c 10 b

ExerciseC•Explaintheactivityanddothefirstitemtogether.Remind

students that the meaning of the two sentences should be the same.•Givestudentsacoupleofminutestodotherestontheirownbeforecheckinganswers.

Answers 1 landed when/while 2 went to/would go to 3 friend of hers 4 would/used to 5 saw me off 6 on foot

Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.Askthemtoanswerthequestionsinpairsfirst.

•Discussthequestionsasaclass.

Speaking Page23

Aimsofthelesson: •to warm students up (Exercise A) •to express preferences (Exercise B) •to present and practise ways of talking about

preferences (Exercises C, D and E) •to practise using ways of talking about

preferences in a free speaking collaborative task (Exercise F)

ExerciseA•Givestudentsaminutetobrainstormasmanyactivitiesastheycanthinkofthatpeoplecandoatasummercampby the sea.•Elicitideasandwritethemupontheboard.

ExerciseB•Askstudentstolookatthepictureandtocheckiftheideas they came up with in Exercise A are there.

Answers 1 possessive determiners 2 possessive pronouns

ExerciseC•Thisexercisechecksstudentsunderstandthedifferencebetween possessive pronouns and possessive determiners.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 A: your B: mine 2 A: his B: yours 3 A: their B: ours

ExerciseD•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 my 2 mine 3 ours 4 her 5 their 6 yours



Aimofthelesson: •to practise the grammar and vocabulary

from the unit in an integrated way

ExerciseA•WriteEurailontheboardandaskstudentsiftheycanguesswhatitrefersto.Writepassnexttoitandaskstudents if they can guess what a Eurail passis.Don’tconfirmornegatetheirguessesyetasthiswillspoilthereading activity. •AskstudentstoreadthefirstparagraphtofindoutwhatEurail is.

Answer Eurail is used to refer to the European railroads.


30 Unit 2

•Getstudents,inpairs,totalkabouttheactivitiestheywouldprefertodoandwhy.Givethemacoupleofminutes for this.

ExerciseC Track 11 CD 1•Explaintheactivity.Checkstudentsknowtheactivitiesby showingtheminthepictureinExerciseB.Tellthemthattheywillhearwhatthespeakersdecidetodoforthetime slots.•PlaytheCD.Studentslistenandcircletheactivitythetwo

students decide to do in the four time slots.

Answers 9.00-10.00beachvolleyball 10.00-13.00swimming 14.00-16.00singinglessons 18.00-20.00fishing

ExerciseD Track 12 CD 1•PlaytheCDagainforstudentstolistenandtickthe


Answers Asking about preference Whichdoyouprefer,XorY? Expressing preference I’dpreferto… IpreferXtoY… I’dratherdoXthanY… I’drathernotdo…

ExerciseE•Thisexerciseofferssomecontrolledpracticeoftheexpressions in the Language chunks box. •Givestudentsaminutetotransformthesentencesusingthewordinbrackets.

Answers 1wouldyourathergo,theseasideorthemountain 2 travelling by train to flying / to travel by train 3notgofishingintheevening 4doyouprefer,ahoteloracampsite

ExerciseF•Explaintostudentsthatthisactivityisthesameonethe

students in the listening extract were doing (Exercise C).•Readtheinstructionstotheactivityasaclassandcheck

students understand what they have to do. •Remindthemtheycanusewaysofexpressing

preferences from the Language chunks box.•Givestudents5minutestodothetaskinpairs.•Elicitfeedbackfromeachpair.Askthemtotelltheclass

what they have decided on for each time slot and why.

*ThereisaSpeakingdatabasewithstandardfunctionallanguageforallunitsonpage152.

Unit 2,page23

Speaking

ExercisesCandD Girl: Ihatejogging,especiallyinthemorning.Sowe’d

have to go for either aerobics or beach volleyball. Whichdoyouprefer?

Boy: Idon’tknow.Ilikeaerobics,butit’ssomething youcandoanywhere.Beachvolleyball,ontheotherhand,youhavetobeonthebeachtoplayit.SoI’drather play volleyball in the morning.

Girl: Metoo.It’dbefun,andIpreferballgamestoaerobics anyway.

Boy: Allright,then.Whatwouldyouliketodonext? Girl: Well,Ithinkfootballisdefinitelyoutofthequestion.Idon’twanttoplayfootballwhenI’m bythesea…

Boy: Myfeelingsexactly.ButIlikebothswimming andsailing.Can’twedoboth?

Girl: Actually,IthinkI’dprefertogoswimmingafter the beach volleyball.

Boy: Fine!Let’sdothat,then.Whatabout theafternoon?

Girl: Somethingrelaxing,please.Definitelynot dance lessons.

Boy: OKthen,sothechoiceisbetweenyogaandsinging lessons.

Girl: I’drathernotdoyoga.I’veheardit’smore difficultthanitlooks.

Boy: Singingthen… Girl:Whataboutintheevening?Doyoufeellike goingwater-skiing?

Boy:No,Idon’twanttogetwetagain,andIthink bird-watchingwouldbeboring,sohowaboutfishing?

Girl:OK,fishingitis!


Aimsofthelesson: •towarmthestudentsup(ExerciseA) •toreadtwomodelstoriesforgist

(Exercise B) •toanalysetwomodelstoriesforstyleand

organization (Exercises C, D, E and F) •topractiseplanningandwritingastory

(Exercises G and H)

ExerciseA•Askstudentstodiscussthequestionsinpairsforaboutaminutefirstbeforediscussingthemasaclass.


31 Unit 2

ExerciseB•Tellstudentstheyaregoingtoreadtwostories about surprises. •Givethem2minutestoreadthemquicklyandtomatch

them to the pictures.

Answers Story 1: the second picture Story2:thefirstpicture

Skillsdevelopment

Styleandorganization

ExerciseC•GivestudentsaminutetolookbackatStory1toanswer

the questions. •Elicitanswers.

Answers Backgroundinformation:paragraph1 Themainevents:paragraphs2and3 Conclusion: the last paragraph

ExerciseD•GivestudentsaminutetorereadStory2toanswer

the questions. •Elicitanswers.

Answers Backgroundtothestory: It was my birthday, but I thought no one remembered it.

None of my friends called to say happy birthday, and even my parents didn’t say anything all day.

Result of this: So I went for a walk on my own in the afternoon and I

didn’t make any plans for the evening. Therestofthestorycanbedividedintotwo

more paragraphs: 1 When I got back home … ‘Happy birthday to you’. 2 That’s why no one said anything all day …

ExerciseE•Explaintostudentsthatthesesentencesexpressthewriter’sthoughtsandfeelings.Includingthemwouldmakethe story more interesting.•Givestudents2minutestorereadthestoryinordertofindwherethebestplacetoincludethesesentenceswould be.

Answers 1 … my parents didn’t say anything all day. I was very

disappointed.Ithoughtnobodylikedme. 2 … I thought everyone was out and I was alone. I

decidedtowatchTVallevening. 3 And it was also the best birthday party! Nobody

forgot about my birthday after all. And they did loveme!

ExerciseF•Thesephrasesarediscoursemarkersthatindicatethesequenceofeventsinastory.Usingthemmakesastoryeasier to read and the events easy to follow.•Givestudentsaminutetodothetaskbeforecheckinganswers.Tellthemthatsomecanbeusedinmorethanone place in a story.

Answers 1 conclusion 2 main paragraph(s)/conclusion 3 conclusion 4 introduction 5 main paragraphs 6 introduction/main paragraphs

Planningandwriting

ExerciseG•Writethetitleofthestorythestudentsaregoingtowrite,A surprise holiday,ontheboard.Tellthemthattheyare going to write a story with this title.•Givestudentsafewminutestomakenotesforeach

bullet point.•Inpairs,studentstelleachotherabouttheirsurpriseholiday.Theyshoulddiscusseachbulletpoint.

ExerciseH•ReadthroughtheplanandtipsintheQuick check! box.•ReferstudentstotheWriting databaseonpage148for

a plan with useful expressions students can use in their story. Remind them to also use expressions from the Language chunks box.•Iftimeallows,askstudentstowrite,orbegintowrite,

their story in class.


Teacher’s Resource Pages: Unit 2 quiz (page 129); Unit 2 Communication activity (pages 143-144); Word building exercises (page 173); Phrasal verbs exercise (page 175); Unit 2 Self-evaluation sheet (page 178).


32

Pages26and27

Exercise1 1skydiving 2 bungee jumping 3 extreme sports 4 collecting things 5 drawing (and) painting 6rockclimbing 7 goggles 8kick 9 pitch 10 court (and) net

Exercise2 1 trip 2guidebook 3 see (me) off 4 set off 5checkedin;boardingpass 6checkedout 7 passport

Exercise3 1 live 2 stayed 3 voyage 4 journey

Exercise4 1 excited 2 boring 3amazing 4unlucky 5 disagreed 6 disadvantage

Exercise5 1 I go to school every morning at 8am. 2Atthemoment,I’mtrainingforthe

tennis championship. 3 ✔ 4 ✔ 5Whatareyoudoingatthemoment? 6Wheredoyougotoschool? 7Thesebiscuitstastefantastic! 8 ✔

Exercise6 1 were you doing 2 used to 3 was travelling; saw 4 played 5 ago 6finished;watched 7 would cry

Exercise7 1yourbook 2 used to/would 3Iwaswalking 4 of my friends 5 hardly 6 used to For extra activities, refer students to CLIL 1

on pages 94-95 of the Workbook.

1-2 Review


33 Unit 3

Themes

Workandjobs Volunteering

Languageaims

Grammar Present perfect simple Present perfect continuous Question tags Polite questions

Vocabulary Workandjobs Derivatives(verbsandnouns) Easily confused words Phrasal verbs

Skillsaims

Reading Students read three short biographies for: •gist •specificinformation

Listening Students listen to a radio interview for: •gist •specificinformation


to practise: •makingsuggestions •agreeinganddisagreeing •exchangingopinions

Writing Students write a formal email/letter and practise: •usingformallanguage •applyingforajob


Aimsofthelesson: •to warm students up (Dive in!) • to motivate students (Exercise A) •to read for gist (Exercise B) •to scan for details (Exercise B) •to read for specific information (Exercise C) •to infer lexical meaning from context

(Exercise D) •to personalize the content of the text

(Quick chat)

Divein!

•Theactivityaimstogetstudentsthinkingaboutdifferentjobs and what they may involve and how much people doing them might earn. It is meant to be a fun activity with no right or wrong answers. •Givestudents2minutestodiscussthequestionsaboutthepicturesinpairsfirst.•Discussstudents’guessesasaclass.

Answers Thepicturesshowthefollowingjobs: snow plough driver teacher mechanic vet doctor

Backgroundinformation A career test (or career aptitude test) can help you

see what you are good at and what you enjoy doing. Theresultscanbeusedtosuggestdifferentjobsthatreflectthetaker’sskills,aptitudeandinterests.

Reading

ExerciseA•Explaintostudentsthatsometimespeopledocareerteststofindoutwhattheyaregoodatandwhattheyenjoydoing.Thiscanhelpthemdecidewhatjobtodo.•Givestudents2minutestodothetestforthemselves.Explainanyunknownwords.

3 Just the job for you!


34 Unit 3

•Whentheyhavefinished,tellthemtoturntopage142foraninterpretationoftheresults.Again,ensurestudentsunderstand the words describing personality and the jobs in the interpretation. •Haveaclassdiscussionabouttheresults.Dostudentsagreewiththem?

ExerciseB•Readthefirstparagraphofthetextaloudasaclassandaskstudentstopredictwhattheythinktheshorttextsabout the three people will be about.•Givestudents2minutestoskimthethreetextsquickly

and silently to match each person with a picture.•Whenthey’vefinished,givestudentsanother2minutestoscanthetexttofindthequalitieseachpersonhadaccordingtothecareertesttheydid.Checkstudentsunderstand the meaning of the words.

Answers Pictures 1 B 2 A 3 C Qualities 1Jim:creative,confident 2Josh:artistic,clever 3Madeleine:enjoysachallenge,wantsexcitement

ExerciseC•Tellstudentstounderlinekeywordsinthequestionsthatwillhelpthemknowwhatinformationtolookforinthetexts.EgWhowasnot really helped by the career test?•Dothefirstonetogether.Tellstudentstoscaneachtexttofindwherethecareertestismentionedandunderlinethissection.Tellthemtoreadthatpartofeachtextcarefullytofindtheanswer.•Givestudents5minutestodotherestontheirown.•Tellstudentstocomparetheiranswersinpairsbeforeyoucheckthem.Remembertoaskthemtojustifytheiranswers by reading the part of the text that contains it.

Answers 1 C 2 A 3 A 4 B and C 5 C 6 B 7 C

Wordsinthetext

ExerciseD•Explaintheactivityandgivestudents3minutestodoit.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.

Answers 1 suits 2 Creative 3 Industry 4 artistic 5 challenge 6 inventor 7 animator 8 stunts

Quickchat •Askthestudentstodiscussthequestioninpairs. •Elicitanswersfromthestudentsaroundtheclass.


Vocabulary Page30

Aimsofthelesson: To present and practise •vocabularyrelatingtojobs(ExerciseA) •derivatives(verbsandnouns)relatingto

work (Exercises B and C) •easilyconfusedwordsrelatingtowork

(Exercise D) •phrasalverbsrelatingtowork(ExerciseE)

ExerciseA•Theactivityisdesignedtoexplainwhatthejobsare to students. •Modelthejobsforthestudentstorepeat(for

pronunciation purposes)•Givestudents2minutestomatchthejobswith

their description.•Elicitanswers.•Askstudentsiftheyknowanyonewhodoesthesejobs orwhattheyknowaboutthesejobs.Getthemtotellyouiftheywouldliketodoanyofthesejobs.Whichone(s)andwhy?

Answers 1 nursery teacher 2flightattendant(alsoknownasamemberofthe

cabin crew) 3factoryworker 4 mechanic 5 civil engineer 6 computer technician 7 civil servant 8 shop assistant


35 Unit 3

ExerciseB•Givestudentsacoupleofminutestocompletethederivatives.Youmightwanttogivethemadictionarytouse to help them with some of the words.•Askthemtocomparetheiranswersinpairs.•Elicitanswers.Modelthewordsforthestudentstorepeat.Takethisopportunitytocheckstudentsunderstand the meaning of the words.

Answers 1 retire 2 application/applicant 3 interview 4qualification 5 experience 6 employ

ExerciseC•AskstudentswhattheythinkKatieBrown’sjobinvolves.•Tellstudentstoreadthetextquickly,ignoringthegapsfornow,tochecktheirguesses.•Givestudentsaminutetocompletetheactivitybeforecheckinganswers.Tellthemtoreadthetextcarefullyasthis will help them decide which words to use in each gap.

Answers 1 employs 2 employees 3qualifications 4 experience 5 retire

ExerciseD•Thisexercisehelpsstudentsseethedifferencebetweenthecommonlyconfusedwordsrelatingtowork.•Allowstudentstoreadthefirstsentenceandtochoosethe correct option.•Checktheanswerandcheckthatstudentsknowthe

meaning of the other option. •Modelthewordsinitem3forstudentstorepeat(colleagues,staff).

Answers 1 get 2 salary 3 colleagues 4 earns 5 do 6makes

ExerciseE•Givestudentsaminutetodotheactivityalonefirst.•Checkanswers.

Answers 1 e 2 c 3 d 4 b 5 a


Grammar 1 Page31

Aimofthelesson: •topresentandpractisetheformsandmain

uses of the present perfect simple and the present perfect continuous

Presentperfectsimple:presentation•Givestudentsaminutetoreadthesentencesandto

match each with a description.•Elicitanswers.•Readthroughthenoteregardingthetimeexpressionsas

a class.•Torecap,youmightwanttoreadthroughtherelevantsectiononpages158and159intheGrammar database.

Answers a 2 b 3 c 1

ExerciseA•Thisexerciseprovidespracticefortheformofthepresent perfect simple. •Givestudentsaminutetoreadthetextfirst.Askthemwhattheperson’sjobinvolves.•Studentscompletetheactivity.Tellthemthereisalistofirregularverbsonpage153forthemtorefertoiftheyneed to.•Checkanswers.

Answers 1 Have you ever watched 2’vespent 3’vetravelled 4’vejustgot 5’velearnt 6haven’tfound

Presentperfectcontinuous:presentation•Tellstudentstomatchthesentenceswiththemeaningsofthe present perfect continuous.•Elicitanswers.•Readthereminderregardingstativeverbs.•Torecap,youmightwanttoreadthroughtherelevantsectiononpages158and159intheGrammar database.


36 Unit 3

Answers a 1 b 2

ExerciseB•Thisexercisechecksstudentsunderstandthedifferencebetween the present perfect simple and the present perfect continuous.•Givestudentsaminutetodotheactivity.•Askstudentstocomparetheiranswersinpairs.•Elicitanswers.

Answers 1 been waiting 2worked 3 been trying 4 been driving 5 been washing 6 wanted

ExerciseC•Explaintostudentsthattodothisactivitytheyhaveto

read the text carefully.•Givestudents2minutestoreadthetextandcompleteitwiththerightformoftheverbsinbrackets.•Encouragethemtoreadthetextcarefullyformeaning,as

this will help them decide on the right answer.•Elicitanswers.•Askstudentsiftheythinkthisperson’sjobsoundsinteresting.Askthemtotellyouwhytheythinkitdoes ordoesn’t.

Answers 1 lost 2 thought 3 has turned out 4havebeenworking 5 have never enjoyed 6havekept 7 have just prepared 8took 9 thought 10 have found


Listening Page32


on the topic (Exercise A) •toencourageprediction(ExerciseB) •tolistenforgist(ExerciseC) •tolistenforspecificinformation(ExerciseD) •tonoticeandpractisethedifferencein

meaning and use of the words job and work (Exercise E)

•to give students the opportunity to discuss the themes raised in the lesson (Quick chat)

ExerciseA•Givestudentsaminutetoreadthedictionarydefinitions.•Discussthequestionasaclass.

ExerciseB•Thepurposeofthistaskistoencouragestudentstopredict the content of the Listening extract. It also gives them a good reason to listen to the extract they will hear.•Givestudentsaminutetoreadtheadvertisementfor

Be a volunteer!Don’texplaintoomuchtothemyet.Thepurpose of this volunteer programme will become clear oncethey’veheardtheListening extract.•Readthroughthethreeoptionstogetherandaskstudentstomakeaneducatedguessaboutwhatworkingwith Be a volunteer!wouldinvolve.Don’tconfirmornegate their guesses yet.

ExerciseC Track 13 CD 1•Explainthatstudentswilllistentoagirltalkingabouthersister’sexperienceasayouthvolunteer.•PlaytheCD.Studentslistenandchoosetherightoption.•Checktheanswer.•Nowclarifyanywordsthestudentsmaynotbe

clear about.

Answer 3

ExerciseD Track 14 CD 1•Askstudentstoreadthesentencescarefully.Theymightbeabletorememberwhattheyheard,soaskthemtotentatively choose an answer. •Askthemtounderlinekeyinformationinthesentences–information that they need to listen out for.•PlaytheCDforstudentstochecktheiranswers.•Playtheextractathirdtimeifstudentsaregettingan

answer wrong.


37 Unit 3

Backgroundinformation VSOstandsforVoluntaryServiceOverseas.Itisanindependent,internationaldevelopmentcharitythatworkswiththeaidofvolunteerstofightpovertyindeveloping countries. It also has a programme giving youngvolunteersanopportunitytoworkas volunteersabroad.Youcanfindmoreinformationathttp://www.vso.org.uk/volunteering/youth/.

Answers 1 a 2 c 3 a 4 b 5 c 6 c

Wordsyouheard

ExerciseE•ReadthroughtheListening extracts and the explanations

and ensure students understand the difference between job and work.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 job 2works 3work 4 job 5 jobs 6work

Quickchat •Givestudentsaminutetoanswerthequestion

in pairs. •Askafewstudentstotelltherestoftheclassif theywouldliketodoanyvoluntarywork.Ifso, whatkindandwhy?


Unit 3, page32

Listening

ExercisesCandD

Mitchell:Goodmorning,listeners,andwelcometoInteresting Peopletheprogrammethatinvitesyou, thelistener,totellusaboutaninterestingpersonyou

know.WithmetodayisBettyBrackon,ayounghighschoolstudent,whosesister,Jan,isspending12 wholemonthsasavolunteerinGhana.(1)Well, helloandwelcome,Betty.

Betty:Thanks,Mitchell.Yes,Istillcan’tbelieve mysister’sdoingit–she’shavinganabsolutely amazingexperience!

Mitchell:So,Betty,firstofall,telluswhatyour sister’sdoinginGhanafor12wholemonths.(1)

Betty:Well,this year has been a gap year for her. She’stakenayearoffbetweenfinishinghighschool andgoingtouniversity,whichsheplanstodoinSeptember. (2) She decided she wanted to do somethingimportant,somethingthatwouldmakeadifferencetopeople’slives.SoshejoinedBe a volunteer! andtheysenthertoGhana.

Mitchell:Wouldyouliketotellourlistenerswhat Be a volunteer!is,Betty?

Betty:Well,it’sayouthvolunteerservicethat involvesworkinginadevelopingcountry.A developingcountryisacountrythat’sworkingtoimprove its economic and social situation. Jan was senttoGhana.

Mitchell:Whatexactlyisshedoingthere?What skillsdoesshehaveat18?Imean,shehasworkedbefore,hasn’tshe?

Betty:Yes,shehassomeworkexperienceasasalesassistant in a local shop. It was her Saturday morning job while she was at school. (3) But a volunteer in the programmedoesn’treallyneedanyworkexperience,becausemostofwhatyouneed,youlearnwhen you’rethere.Youtrainonthejob.

Mitchell:Well,whathasshebeendoinginGhana? Betty:Inthefirstmonthshewasthere,shehelped

volunteer teachers in the classroom. Then,two monthslater,whenshewasaskedtotakeonaclass ofherown,shewasreallysurprised.(4)She taught themalittleEnglish.Theyreadstories,didalittle writing and sang lots of songs.(5)Mostofher studentswereprimaryschoolage,andtheywereabsolutelylovely.Ithinkshe’sreallygoingtomiss them when she comes home.

Mitchell:IsupposeIdon’tneedtoaskyouifshe’senjoyingthework.Isshepaidasalary?

Betty: Not exactly. Asavolunteer,theycoverher basicaccommodationandfoodcosts,butthat’saboutall. (6)Shepaidforherticketover,andformostof her day-to-day expenses.

Mitchell:Doessherecommendtheexperience? Betty:Absolutely!Fromwhatshetellsme,it’sextremelyrewarding.Shedidmention,however,that itisn’talwaysperfect.Butoverall,shesaysit’sworth it,yes.

Mitchell:Thankyou,Betty.


38 Unit 3

Grammar 2 Page33

Aimsofthelesson: •topresentandpractisequestiontags

(Exercises A and B) •topresentandpractisepolitequestions

(Exercises C, D and E)

Questiontags:presentation•Readthroughtheexamplesentences.Explainthatusingquestiontagsisacommonwaytokeepaconversationgoing in English.•Readthenoteregardingtheintonationofthetag.Tell

students that this will become clearer when they do Exercise B.•Torecap,youmightwanttoreadthroughtherelevantsectiononpage159intheGrammar database.

ExerciseA•Thisexercisechecksstudentshaveunderstoodhowtoform the tag in a question tag.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 are you 2 do we 3isn’tit 4can’tshe 5won’tyou 6didn’the

ExerciseB Track 15 CD 1•Explainthatstudentshavetolistentotheintonationof

the tag to determine if the question tag is a real question ornot.Ifitgoesup,thespeakerisnotsureanditisarealquestion.Playtheexamplequestionfirst.•Playtherestforstudentstodecideifthewomanissureornotsure.Youmightneedtoplaythemasecondtime.•Whenyou’vecheckedanswers,playtheCDagainforstudents to listen and repeat.•Getstudentstopractiseaskingandansweringthequestiontagsinpairs(bywayofmakingminidialogues).•Iftimeallows,getstudentstoreadoutaquestionwitharisingorfallingintonation.Therestoftheclasshastoguess if the student is sure or not sure.

Answers 1 sure 2 not sure 3 not sure 4 sure

Politequestions:presentation•Explaintostudentsthatifwedonotknowthepersonwearespeakingtoorwritingto(ordon’tknowhim/herwell),weoftenuseindirectquestionstobepolite.Situations which would require us to use polite questions include formal emails and job interviews. •Readthequestionsinthepresentationboxasaclass.

ExerciseC•Thisexercisechecksstudentscanrecognizethedifference between direct questions and polite questions.•Givestudentsafewsecondstodotheexercisebeforecheckinganswers.•Torecap,readthroughtherelevantsectiononpages159and160intheGrammar database.

Answers 1 a polite b direct 2 a polite b direct

ExerciseD•Thisexercisechecksstudentscanrecognizethecorrectformofpolitequestions.TellthemtorefertotheGrammar databaseonpages159and160iftheyneedto.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1CouldyoutellmewhereIwillbeworking? 2CanIaskifthejobisfull-time? 3 I wonder if you could tell me how much I will

be paid. 4Canyoutellmewhyyouleftyourlastjob? 5CouldIaskyoutofillinthisapplicationform? 6Doyouthinkyoucouldcometoworkontime?

ExerciseE•Givestudentsacoupleofminutestodotheactivitybeforecheckinganswers.

Answers 1whatkindofjobyouwouldlike 2 what you are going to do now that you

have resigned 3 if a high salary is important to you 4 I got the job/you could tell me if I got the job 5knowwhatqualificationsIneedforthisjob



39 Unit 3

Unit 3, page33 Grammar2

ExerciseB

Example Woman:You’reBill,aren’tyou? Man:Yes,howdidyouknow?

1 Woman:You’vejuststarted,haven’tyou? Man:Why,yes,Ihave. 2 Woman:You’reenjoyingit,aren’tyou? Man:Yes,Iam.Verymuch.

3 Woman:You’vebeenworkingwithJill,haven’tyou? Man:Yes,Ihave.

4 Woman:She’slovely,isn’tshe? Man:Yes,sheis.




Backgroundinformation Engineers Without Bordersisanorganizationthat,withtheaidofvolunteers,helpsbuildengineeringprojects indevelopingnations.Youcanfindoutmoreabout them at http://www.ewb-international.org/.

ExerciseA•WriteEngineers Without Borders ontheboardandaskstudentsiftheyhaveeverheardofthisorganization(itisunlikelythattheywillsayyes).Tellstudentsthattheyaregoing to read a text about Engineers Without Borders. •GetstudentstoreadthetextquicklytofindoutwhoPierreTomasis.Tellthemtoignorethegapsfornow.

Answer PierreTomasisanengineerwhovolunteersforEWB.

ExerciseB•Givestudentsafewminutestoreadthetextmore

carefully and complete the gaps with a word from the box.•Checkanswers.

Answers 1 is 2work 3 paid 4 do 5 then 6 ago

ExerciseC•Givestudentsacoupleofminutestodotheactivitybeforecheckinganswers.

Answers 1 B 2D3 A 4D5 B 6 C 7 C 8 A 9D

Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.Askthemtoanswerthequestioninpairsfirst.

•Discussthequestionasaclass.

Speaking Page35

Aimsofthelesson: •to set the context of the Listening and

Speaking tasks (Exercise A) •to present ways of making suggestions,

agreeing and disagreeing (Exercise B) •to offer controlled practice of the new

speaking functions (Exercise C) •to practise the new speaking functions in a

free speaking collaborative task (Exercise D)

ExerciseA Track 16 CD 1•ReadtheinstructionsandplaytheCD.•Checktheanswer.

Answer Thestudentsaretalkingabouthelpingoutintheir

local community (volunteering).

7 application 8 since 9 have 10 hard 11 jobs


40 Unit 3

ExerciseB Track 17 CD 1•Givestudentsaminutetoreadthroughtheexpressions

in the Language chunks box.•PlaytheCDagainforstudentstolistenandtickthe


Answers making suggestions Let’s… Wecould… Yes,and… Wouldn’titbebetterifpeopledidn’t… Howabout… Thislookslike…,doesn’tit? agreeing You’reright. True. Yes,… Iagree… Absolutely! disagreeing Yes,but… Idon’tagree… I’mnotsurethat’sagoodidea.

ExerciseC•Thisexerciseofferssomecontrolledpracticeoftheexpressions in the Language chunks box. •Explaintheactivityandtellstudentstorefertothejobs

on the vocabulary page if they need to. Remind students to use expressions from the Language chunks box.•Givestudents2minutestodotheactivityinpairs.

ExerciseD•Explaintostudentsthatthisactivityisthesameonethe

students in the Listening extract were doing (Exercise A).TheSpeakingtaskhasbeenbrokendownintothreequestionsthatstudentsneedtoanswerinpairs.Thisissothatitisguidedandmorestructured.Thisshouldmakeiteasier for students to do.•Readtheinstructionstotheactivityandgivestudentsacoupleofminutestoreadthroughtheleaflet.Checkstudents understand what they have to do. •RemindthemtheycanuseexpressionsfromtheLanguage

chunks box.•Givestudents5minutestodothetaskinpairs.•Elicitfeedbackfromtheclassaboutthevariousjobs.

Unit 3, page35

Speaking

ExercisesAandB Girl:Thisonelookslikeausefuljob,doesn’tit? Boy:Whatisit? Girl:It’svisitingelderlypeoplewhocan’tleavetheir

homes and helping them.

Boy:Oh!Yes,you’reright.Itwouldbeuseful.Itmust be sad for them to need something done and not be able to do it themselves.

Girl:True.Wecoulddotheirshopping… Boy:Yes,andkeepthemcompany.Ithinkitwouldbe

very useful. Girl:Iagree.Whataboutthisone? Boy:It’sassistingatthelocallibrary.Whatdo youthink?

Girl:I’mnotsurethat’sagoodidea–forus,Imean. I’dratherbeoutdoingsomething.

Boy:Yes,you’reright.Howaboutthis? Girl:Itlookslikepeoplepickinguplitterfrompublicplaces.Thatwouldbeuseful.

Boy:Absolutely!Itwouldhelpuskeepthestreetsclean. Girl:Yes,butwouldn’titbebetterifpeopledidn’tthrowtheirrubbishdowninthefirstplace?

Boy:You’rerightofcourse,buttheydo,sosomeoneneedstohelpkeepthestreetsclean.

Girl:Idon’tagree.Let’stalkaboutthisone…


Sayitright!

ExerciseA Track 18 CD 1•Theactivityaimstomakestudentsawareofwordlinking.•Explainthatstudentswillneedtowritethesentences

they hear and then count the number of words in each sentence.

ExerciseB Track 19 CD 1•PlaytheCDagainforstudentstolistenandrepeat,payingspecialattentiontothewordsthatarelinked.

ExerciseC Track 20 CD 1•PlaytheCDathirdtimeforstudentstounderlinethewordsthatarelinked.Then,inpairs,studentspractisesaying the sentences.

Answers 1I’ve always been good at art. (7 words) 2 She’sacceptedthejob.(5words) 3 Haven’tI always said it would be good to be an actor?

(13 words)


Sayitright! ExercisesA,BandC 1I’ve always been good at art. 2 She’saccepted the job. 3 Haven’tI always said it would be good to be

an actor?


41 Unit 3


Aimsofthelesson: •tointroducestudentstothetopic

(Exercise A) •tocheckunderstandingofajob

advertisement (Exercise B) •toanalyseamodelemailofapplicationfor

content and style (Exercises C and D) •topractiseformallanguage(ExerciseE) •topractiseplanningandwritinganemail/letter

of application (Exercises F, G and H)

ExerciseA•Discussthejobsinthepicturesasaclass(waitress,lifeguard,shopassistant).•Askstudentsifthey’veeverhadasummerjoboriftheyknowsomeonewhohas.

ExerciseB•Givestudentsaminutetoreadthejobadvertisement.•Discussthequestionsasaclass.

Answers 1Youhavetowriteaformalletterbecauseyouare

applyingforajobandyoudonotknowtheperson you are writing to.

2Youhavetoprovidetheinformationinthebulletpoints.Thatis,ifyouspeakEnglish,ifyouare hard-workingandifyouhaveanyexperienceof caféwork.

3Youmightaskquestionsregardingdays,hours and pay.

Skillsdevelopment

Formalandinformalregister

ExerciseC•Thisactivitychecksstudents’awarenessofemailformatand formal register in emails/letters of application.•Givestudents2minutestoreadtheemailandtochoose

the best answer to complete the gaps.•Elicitanswers.Askstudentswhatmakestheotheroption

in each item inappropriate for a formal email.

Answers 1 a 2 b 3 a 4 a 5 a

ExerciseD•Givestudentsaminutetorereadtheemailtoanswer

this question.

•Elicittheanswerbygettingstudentstoreadouttherelevant part of the email.

Answer Yes,hedoes.

ExerciseE•Givestudentsafewminutestorewriteeachsentence.Remindthemtolookbackatthemodelemail.•Elicitmoreformalsentencesfromstudents.Acceptany

sentence that sounds appropriately formal.

Possibleanswers 1Iamlookingforwardtohearingfromyou. 2Iamveryhard-working. 3Yourssincerely, 4Iamwritingtoapplyforthejobinyourcafé. 5 Please do not hesitate to contact me if you would

likemoreinformation.

Planningandwriting

ExerciseF•Givestudentsaminutetoreadthejobadvertisement.•Workthroughthebulletpointsandelicitfromstudentsthings they could say in an email/letter that would show theyhadthesequalities.Forexample,theymaybereliablebecause they are never late.•Givestudentsafewminutestowritesentences

describing themselves.•Monitorandofferanyhelpifneeded.

ExerciseG•Elicitquestionstheymayhaveaboutthejobandputthem

on the board.•Givestudentsaminutetowritetwopolitequestionstheywouldliketoincludeintheiremail/letter.

ExerciseH•ReadthroughtheplanandtipsintheQuick check! box.•ReferstudentstotheWriting databaseonpage148for

a plan with useful expressions students can use in their email. Remind them to also use expressions from the Language chunks box.•Iftimeallows,getstudentstowrite,orbegintowrite,

their email/letter in class.


Teacher’s Resource Pages: Unit 3 quiz (page 130); Unit 3 Communication activity (pages 145-147); Word building exercises (pages 173-174); Phrasal verbs exercise (page 175); Unit 3 Self-evaluation sheet (page 179).


42 Unit 4

Themes Crime and punishment House and home

Languageaims

Grammar Past perfect simple Past perfect continuous Comparatives and superlatives

Vocabulary Crime and punishment Easily confused words Phrasal verbs

Skillsaims

Reading Students read a story for: •gist •detail

Listening Students listen to a conversation for: •gist •detail


to practise: •talkingaboutpictures •fillerswhenhesitating •correctingthemselves Writing Students write a story and practise: •paragraphing •narrativetenses


Aimsofthelesson: •towarmstudentsupandencourage

prediction (Exercise A) • to encourage prediction and motivate

students (Dive in!) •toencourageprediction(ExerciseB) •toreadforgistandtocheckpredictions

(Exercise C) •toreadfordetails(ExerciseD) •toinferlexicalmeaningfromcontext

(Exercise E) • to personalize the content of the text

(Quick chat)

ExerciseA•Explaintostudentsthateachtextisaboutan

unsuccessful criminal or crime.•Givestudents2minutestoreadthetextsfirst.•Checkstudentshaveunderstoodwhatthecriminalsdid

wrong in each story.•Givestudents2minutestodiscusshowtheythinkeach

story continues.•Discussstudents’ideasasaclass.

Possibleanswer Ineachcasethepolicewereprobablynotifiedand

the criminals were probably arrested.

Divein! Track 21 CD 1

•Theactivityaimstogetstudentsthinkingaboutcrimeandtoarousetheircuriosity.Tellthemitrelatestothestorythey are going to read in Exercise C. •ExplaintheactivityandthenplaytheCD.Playtheextract

a second time if needed.•Discussanswersasaclass.Acceptanyreasonableguesses

to the second question as there is no right or wrong answer.Tellstudentstheywillfindoutiftheywererightorwrongoncethey’vereadthestory(ExerciseC).

Answer Itappearstheburglarshavenottakenanything.

4 The wrong side of the law


43 Unit 4

Reading

ExerciseB•Writethetitleofthestoryontheboard.•Studentsworkinpairs.Givethem1minuteto predictwhattheythinkhappensinthestory.Donot tell them if they are right or wrong as this will spoil the next exercise.

ExerciseC•Givestudents5minutestoreadthestorysilentlytochecktheirpredictions.•Alternatively,itmightbemorefuntoreadthestoryaloud.

ExerciseD•Tellstudentstounderlinekeywordsinthequestionsthatwillhelpthemknowwhatinformationtolookforinthetexts.EgWhydidthe writerfindit difficulttobelieve therehadbeenaburglary?•Dothefirstonetogether.Tellstudentstoscanthestorytofindwherethewritertalksaboutthefactthatshefindsitdifficulttobelievetherewasaburglary(secondparagraph).Tellthemtoreadthatpartofthetextcarefullytofindtheanswer.•Elicittheanswer.•Givestudents5minutestodotherestontheirown.Tell

them to underline where they get their answers from in the text.•Tellstudentstocomparetheiranswersinpairsbeforeyoucheckthem.Remembertoaskthemtojustifytheiranswers by reading the part of the text that contains it.

Answers 1 c (paragraph 2) 2 b (paragraph 3) 3a(paragraph5) 4 d (paragraph 7) 5 b (paragraph 8)

Wordsinthetext

ExerciseE•Explaintheactivityandgivestudents3minutestodo

it. Encourage them to use the context to help them understand what the words mean.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.

Answers 1 arrested; accused 2brokeninto 3 stolen 4 owned up to 5fingerprints 6 investigate 7 suspicious

Quickchat •Askthestudentstodiscussthequestionin pairsfirst.

•Discussstudents’ideasasaclass.


Unit 4, page38

Divein!

Man: Thedoorsandwindowswerealllocked.Theyobviouslyhadakey.

Woman:Yes,Ithinkwecanbesureofthat. Man: Iwonder,though,whytheydidn’ttakeanythingfromthelivingroom…

Woman: Everythingisinamess,andyetnothing ismissinghere–theTVset,theDVDplayer,the stereo…they’reallhere…

Man: Andeventhesilverware,whichwouldhave beeneasytosteal,isuntouched.

Woman: Well,wehaven’tlookedatthebedrooms yet.Perhapstheyfoundwhattheywerelookingforinone of the bedrooms.

Man: But the owners said no cash or jewellery has beentaken…Andthereisn’tanythingelsethatisvaluable in the house.

Woman:Whataboutthechildren’srooms?Maybethere was something there that the burglar was interested in.

Man: Perhaps.ThoughIcan’timaginewhatitmightbe. Woman: Anditdoesn’tlooklikesomeone interruptedthem.Theymusthavebeenhereforat leastanhour.Theyhadallthetimeintheworldto takewhatevertheywantedandrun…


44 Unit 4

Vocabulary Page40

Aimsofthelesson: To present and practise •vocabularyrelatingtocrimeandpunishment

(Exercises A, B and C) •to give students the opportunity to discuss the

themes raised in the lesson (Quick chat) •easilyconfusedwordsrelatingtocrime

(Exercises D and E) •phrasalverbsrelatingtocrimeand

punishment (Exercise F)

ExerciseA•Modelthecrimesforthestudentstorepeat(for

pronunciation purposes).•Studentswillalreadyknowsomeofthesecrimes,sogive

them a couple of minutes to do the activity on their own firstbeforecheckinganswers.•Alternatively,givestudentsadictionarytohelpthemwiththisactivityandaskthemtoworkinpairs.•Elicitanswers.

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

ExerciseB•Explaintheactivityandgivestudentsacoupleofminutes

to unscramble the anagrams. •Askthemtocomparetheiranswersinpairs.•Elicitanswers.Modelthewordsforthestudentstorepeat.

Answers 2 arsonist 3 burglar 4kidnapper 5 robber 6 shoplifter 7 smuggler

ExerciseC•Givestudentsaminutetocompletetheactivitybeforecheckinganswers.Tellthemtoreadthesentencescarefully as this will help them decide which words from Exercise B to use in each gap.

Answers 1kidnapper 2 arsonist 3 burglary/robbery 4 shoplifter 5 smuggler

Quickchat •Thisactivitygivesstudentsthechancetotalkaboutthewordsinapersonalandmeaningfulway,which will help them remember them.

•Getstudentstodiscussthequestionsinpairsfirst. •Elicitopinions.

ExerciseD•Thisexercisehelpsstudentsseethedifferencebetweenthe commonly confused words steal and rob.•Givestudentsaminutetoreadtheexamplesentences

and to choose the correct option.•Checkanswers.

Answers 1 steal 2 rob

ExerciseE•Givestudentsaminutetochoosethecorrectwordineachsentencebeforecheckinganswers.

Answers 1 robbed 2 stealing 3 robbing 4 stolen

ExerciseF•Givestudentsaminutetodotheactivityalonefirst.Tell

them to use the context of the sentence to help them understand the meaning of the phrasal verbs.•Checkanswers.

Answers 1 d 2 a 3 f 4 e 5 b 6 c


Grammar 1 Page41

Aimofthelesson: •topresentandpractisetheformsandmain

uses of the past perfect simple and the past perfect continuous


45 Unit 4

Pastperfectsimpleandpastperfectcontinuous:presentation•Writethefollowingsentenceontheboard:My younger brother came home shortly after the police had left.•Ask:Which action happened first – the police left or my brother came home? (the police left).•Readtheexplanationsinthepresentationboxasaclass.•Readthroughthenoteregardingthetimeexpressionsas

a class.•Torecap,youmightwanttoreadthroughtherelevantsectiononpages160and161intheGrammar database.

ExerciseA•Thisexercisechecksstudentsunderstandthedifferencebetween the past perfect and the past simple. •Givestudentsaminutetodotheactivitybefore checkinganswers.

Answers 1 had removed 2 had robbed 3 had been 4 had just got 5 came 6 arrived

ExerciseB•Explaintheactivityandgivestudentsaminutetodo

the activity. •Askstudentstocomparetheiranswersinpairs.•Elicitanswers.

Answers 1hadbroken 2 had been waiting; arrived 3hadbroken 4hadnottaken;hadstolen 5 had been sleeping; had been waiting

ExerciseC•Askstudentstoguesswhattheythinkmightbehappeningin the picture and who the people are.•Givestudentsaminutetoquicklyreadthetexttochecktheirguesses.Tellthemtoignorethegapsfornow.•Explaintostudentsthattodothisactivitytheyhaveto

read the text carefully.•Givestudents2minutestoreadthetextagainand

complete it with the right form of the verbs in the box. Encouragethemtoreadthetextcarefullyformeaning,asthis will help them decide on the right answer.•Elicitanswers.

Answers 1hadbeenwalking 2 heard 3 saw 4 had stolen 5 had screamed 6 had not suspected 7 had been sitting


Listening Page42

Aimsofthelesson: •toencourageprediction(ExerciseA) •tolistenforgist(ExerciseB) •tolistenfordetail(ExerciseC) •tonoticeandpractisethedifferencein

meaning and use of the words bring and take (Exercise D)

•to give students the opportunity to discuss the themes raised in the lesson (Quick chat)

ExerciseA•Thepurposeofthistaskistoencouragestudentstopredict the content of the Listening extract. •Givestudentsafewminutestoreadtheadvertisements

and discuss their opinions.Checkstudentsunderstandthe language used to describe the homes.•Elicitopinionsfromthestudents.

ExerciseB Track 22 CD 1•Explainthatstudentswilllistentoafamilytalkingabout

the advertisements.•PlaytheCD.Studentslistenandchoosetheadvertisementthefamilydoesnottalkabout.Playtheextract again if needed.•Checktheanswer.

Answer 2

ExerciseC Track 23 CD 1•Askstudentstoreadthesentencescarefully.Theymightbeabletorememberwhattheyheard,soaskthemtotentatively choose an answer. •Askthemtounderlinekeyinformationinthesentences–information that they need to listen out for.•PlaytheCDforstudentstochecktheiranswers.•Playtheextractagainifstudentsaregettingan

answer wrong.


46 Unit 4

Answers 1 incorrect 2 correct 3 correct 4 correct 5 incorrect 6 correct

Wordsyouheard

ExerciseD•ReadthroughtheListeningextractsanddefinitions.Ensure

students understand the difference between bring and take.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1take 2 brings 3 brought 4taken

Quickchat •Thisactivitygivesstudentsthechancetotalkabout

the topic in a personal and meaningful way. •Givestudents2minutestodiscusstheadvantages

and disadvantages of moving to a different area in pairs.

•Elicitideasandhaveaclassdiscussiononthetopic.


Unit 4, page42

Listening

ExercisesBandC

Woman: Letmebringthepaper.I’vecircledthemostinterestingads.Here!Whatdoyouthinkofthisone?

Man: Looksgood.Threebedrooms,onlytwobathrooms,butIthinkwecanmanage.Thechildrencouldshareabathroom…

Woman: Definitely.Idon’tthinkthat’saproblem atall.Imean,weonlyhaveonebathroomatthemoment,so,allinallit’sasbigasthishouse. (1) But it’sdefinitelymuchbetterthanwherewelive.Andit hasagarden,andit’sinareallyquietresidentialarea.

Man: Yes…Theonlyproblemis,itdoesn’tsay how much it is. (2)

Woman: No,let’sjusthopeit’snottooexpensive. Idon’tthinkwecangoonlivingheremuchlonger.

Man: Absolutelynot.We’vegottomoveasfastaswecan. It’snotjustthelackofspace,it’stheareaaswell (3)that’saproblem.

Woman: Iknow.Onlyyesterdaythereweretwoburglariesintheneighbourhood.Thismustbethe mostdangerousareatolivein!

Man: Absolutely.Ithasbecometheworstarea,by far.…Now…howaboutthisone?It’swithinour pricerange…

Woman: Yes,anditlooksideal–livingroom,threebedrooms,threebathrooms,study,laundryroom… Oh,butithasanopen-plankitchen.

Man: Sowhat?It’snotaproblem,isit?Imean,mostkitchensthesedaysareopenplan.Andthey’remorecomfortablethanthetinykitchenwehavenow.

Woman: Yes,Iknow,butIdon’treallylikethem, open-plankitchens,Imean. Man: Comeon,everythingelselooksperfect.Ithink we should give it a try.

Woman: Areyousure?Wedon’tevenknowifit hasagarden,anditdoesn’tsayanythingabout central heating.Maybethebedroomsaren’tasbig as the ones we have now.

Man: You’reright.Anditdoesn’tsaywhereitis, either.(4)That’srathersuspicious…

Woman: Well,itisabittoogoodtobetrue… Boy: Hi,Mum!Hi,Dad!What’sup? Woman: Hello,Tom.Howisyourcold?Areyou feelingbettertoday?

Boy: Yeah.Hey,whatareyoulookingatthoseadsfor? Woman: Nothing,dear.Wewerejustlookingat

houses for sale. Boy: Whatfor?We’renotbuyinganother house,arewe?(5)

Man: Asamatteroffact,weare,Tom.We’vedecided to move to a quieter area.

Boy: Youcan’tbeserious!I’velivedhereall mylife,allofmyfriendsarehere,wecan’tmove.Andwhataboutallmystuff? (6)

Man: Comeon,Tom,youcantakeyourstuffwithyou,it’snotasifyou’llleaveyourthingsbehind…Idon’tthinkyourstuffistheproblem.

Boy: Andwhataboutmyfriends?Andschool? I’llhavetogetupearliereverydayifwemove.And thegym?And…

Grammar 2 Page43

Aimofthelesson: •toreviseandpractisecomparatives

and superlatives


47 Unit 4

Comparativesandsuperlatives:presentationExercise1•Givestudents2minutestoreadthroughtheextracts

from the Listening texts and answer the questions.•Checkanswers.

Exercise2•Again,givestudentsaminutetocompletetherulesaboutforming comparatives and superlatives.•Checkanswers.•Readthenoteregardingirregularadjectives.•Torecap,youmightwanttoreadthroughtherelevantsection on pages 161 and 162 in the Grammar database.

Answers Exercise 1 1 c 2a,e,fandg 3 b and d Exercise 2 Weuseas + adjective + as to compare two things

that are the same. Ifanadjectivehasonlyonesyllable,weadd-er and

-est to form the comparative and the superlative. Ifanadjectivehastwoormoresyllables,weusually

put the words more and the most before the adjective to form the comparative and superlative.

ExerciseA•Thisexercisechecksstudentshaveunderstoodhowtoform comparatives and superlatives.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 cheaper 2 more 3 than 4 cooler 5 later 6 more 7 good 8 most

ExerciseB•Explaintheexerciseandgivestudents2minutestodoitbeforecheckinganswers.Checkstudentshavespelttheadjectivesinitems2and4correctly.

Answers 1 more often 2 bigger 3 most expensive 4 further/farther 5 taller

ExerciseC•Explaintheactivity.Remindstudentsthatthemeaningof

the two sentences should be the same.•Givestudents2minutestodoitbeforecheckinganswers.

Answers 1 more fashionable than 2 as beautiful as 3 the fastest 4 are older than 5 the biggest





ExerciseA •Getstudentstodiscussthequestioninpairsfirst.•Askstudentsthequestionaroundtheclass.•Askstudentsiftheycannamethemuseumandpaintingin the pictures (the Louvre in Paris and the Mona Lisa by LeonardoDaVinci).

ExerciseB•Askstudentsthequestionandthengivethem2minutestoreadthetextquicklytofindtheanswer.Tellthemtoignore the words in bold for now.

Answer He stole the Mona Lisa from the Louvre museum in1911.

ExerciseC•Givestudentsafewminutestoreadthetextmore

carefully and to choose the correct answer.•Checkanswers.

Answers 1 as 2 most 3 had stolen 4 theft 5 arrest 6 had happened 7 had been searching 8 made off 9 robbery 10 had wanted


48 Unit 4

Backgroundinformation VincenzoPerugiareceivedonlyashortprison

sentence for the theft. He was released from prison toserveinWorldWar1.

ExerciseD•Givestudentsacoupleofminutestodotheactivitybeforecheckinganswers.

Answers 1 a 2 b 3 a 4 a 5 c 6 d

Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.Askthemtoanswerthequestioninpairsfirst.

•Discussthequestionasaclass.

Speaking Page45


Speaking tasks (Exercise A) •to present ways of filling hesitations and

correcting yourself (Exercises B and C) •to offer controlled practise of the new

language (Exercise D) •to practise talking about pictures and using

fillers when hesitating in a free speaking task (Exercise E)

ExerciseA•Givestudentsafewminutestodescribetheirhomesto

each other by answering the questions.•Elicitfeedbackonhowsimilarthestudents’homesare.

ExerciseB Track 24 CD 1•ReadtheinstructionsandplaytheCD.•Elicitfeedbackonhowsimilarordifferentthehomebeingdescribedisfromthestudents’homes.

ExerciseC Track 25 CD 1•Givestudentsaminutetoreadthroughtheexpressions



Answers Needs time to think (hesitating) Justamoment… What’sthewordforit,…? Correcting yourself Or rather… I mean…

ExerciseD•Thisexerciseofferssomecontrolledpracticeoftheexpressions in the Language chunks box. •Explaintheactivityandgivestudentsacoupleofminutes

to rewrite the underlined words/phrases.•Elicitideasbygettingstudentstoreadoutthewhole

utterance with the new phrase/word. Accept any that makesenseandarecorrect.

Possibleanswers 1 I mean/or rather/sorry 2Letmetryagain/That’snotwhatImeanttosay/

Or rather/etc 3 just a moment 4 how shall I put it

ExerciseE•Thisactivityisakindofguessinggameifdonecorrectly.•Readtheinstructionsandexplaintostudentsthattheyshouldnotshowtheirbookstoeachotherwhentheyaredescribingtheirpicture,norshouldtheytellthemwhich picture they are describing.•Tomakeitclearwhattheyshoulddo,youcoulddemonstrate by describing one of the pictures yourself and getting the students to guess which picture you are describing.•Tellstudentstospendatleast30secondsdescribingtheirpicture to their partner. •RemindthemtheycanuseexpressionsfromtheLanguage

chunks box.•Givestudentsabout5minutestodothetaskinpairs.Whenthey’veeachhadaturn,tellthemtochooseanother picture to describe.

Unit 4, page45

Speaking

ExercisesBandC

Woman:Tellmesomethingaboutyourhome. Boy:OK…Iliveinahouse…orratheranapartmentonthefifthfloorofamodernblock.Imeanapartmentblock.Therearetwobedrooms,alivingroom,akitchen,a bathroom and a toilet.

Woman: Can you describe your bedroom for me please?


49 Unit 4

Boy:Yes.It’squitealargeroom,butthereisso much…justamoment…thereissomuchfurnitureinitthatitlookssmall.Yousee,therearetwobeds,becauseIsharetheroomwithmybrother,andtwodesks,two…what’sthewordforit…ah,yes,bookcases,andalsoaTVsetandastereo.Andit’spainted yellow. And it has a brown carpet.

Pronunciation Pages138and139

Sayitright!

ExerciseA Track 26 CD 1•Theactivityaimstomakestudentsawareofwordstress.•PlaytheCDforstudentstolistenandtickthe

right column.•PlaytheCDagainforstudentstolistenandrepeat.

Answers

ExerciseB•Studentscompletetherules.

Answers 1first 2first

ExerciseC Track 27 CD 1•Givestudentsaminutetoticktherightcolumnaccordingtostressbeforechecking.•PlaytheCDforstudentstolistenandcheck.•PlaytheCDagainforstudentstolistenandrepeat.

Answers

Pronunciation file

pages138and139,Unit4

Sayitright!

ExerciseA 1kitchen 2 brother 3finish 4 burglar 5 learner 6 bedroom 7bookcase 8 bathroom

ExerciseC 1 arson 2bookshop 3 laptop 4locker 5 murder 6 sofa 7 tablecloth 8 teacher 9 toilet

Oo oO

1 kitchen ✔

2 brother ✔

3 finish ✔

4 burglar ✔

5 learner ✔

6 bedroom ✔

7 bookcase ✔

8 bathroom ✔

Oo oO

1 arson ✔

2 bookshop ✔

3 laptop ✔

4 locker ✔

5 murder ✔

6 sofa ✔

7 tablecloth ✔

8 teacher ✔

9 toilet ✔


50 Unit 4


Aimsofthelesson: •toencouragepredictionandtomotivatethe

students (Exercise A) •toreadamodelstoryforgist(ExerciseB) •toanalyseamodelstoryfororganization

(Exercise C) •toanalyseamodelstoryfortenses

(Exercise D) •topractisenarrativetenses(ExerciseE) •topractiseplanningandwritingastory

(Exercises F and G)

ExerciseA•Explaintheactivityandaskstudentstoworkinpairs.•Givestudents2minutestocomeupwithapossible

scenario for the story based on the phrases.•Elicitideastheyhavecomeupwithfromthestudents.Don’tgiveanythingawayasthiswillspoilthenextexercise.

ExerciseB•GivestudentsaminutetoreadthestoryinordertochecktheirpredictionsfromExerciseA.Explainthattheparagraphsinthestoryarenotinthecorrectorder,butto try to ignore this for now.•Elicittheanswer.

Answer The‘criminals’werehisparents.

Skillsdevelopment

Paragraphing

ExerciseC•Thisactivitychecksstudents’awarenessofhowtoorganizeastory.•Givestudents2minutestoreadthestoryagainandto

put the paragraphs in the right order according to the plan.•Elicitanswers.Ensurestudentsunderstandthefunctionof

each paragraph.

Answers C,A,D,B

Tensesfortellingastory

ExerciseD•Givestudentsaminutetoscanthestorytounderlineall

the past tenses. •Discussthequestionsasaclass.

Answers 1paragraphsAandD(becausetheydescribethe

maineventsthattookplace) 2Thepastsimple,pastcontinuous,pastperfect

ExerciseE•Thisactivitygivesstudentsachancetopractisenarrativetenses within the context of a story. •Givestudentsafewminutestoputthesentencesintherighttense.Remindthemtolookbackatthemodelstoryfor help. •Checkanswers.

Possibleanswers It was early in the morning. My parents had not got

up yet and my sister was still sleeping. I had just come home from school. My parents were

sittinginthelivingroomwatchingTV. I was on my way to school. My best friend had

picked me up and we were walking together throughthepark.

Planningandwriting

ExerciseF•Givestudentsaminutetoreadtheadvertisement.Check

they understand that they must begin their stories with the sentence given.

ExerciseG•Givestudentsafewminutestomakenotesinthetable.•Monitorandofferanyhelpifneeded.•Whenthey’vefinished,tellstudentstoworkinpairsandto share their ideas for their stories. •ReadthroughtheplanandtipsintheQuick check! box.•ReferstudentstotheWriting databaseonpage148for

a plan with useful expressions students can use in their stories. Remind them to also use expressions from the Language chunks box.•Iftimeallows,getstudentstowrite,orbegintowrite,

their story in class.


Teacher’s Resource Pages: Unit 4 quiz (page 131); Unit 4 Communication activity (pages 148-150); Phrasal verbs exercise (page 175); Unit 4 Self-evaluation sheet (page 179).


51

Pages48and49

Exercise1 1qualifications 2 civil engineer 3 flight attendant 4 retired 5 interview 6 staff

Exercise2 1 murder; murderer 2 burglary; burglar 3 shoplifting; shoplifter 4kidnapping;kidnapper 5 arson; arsonist 6 smuggling; smuggler 7 robbery; robber

Exercise3 1 robbed 2 stole 3work 4 brought 5makes 6 earn

Exercise4 1 e 2 a 3 c 4 d 5 b

Exercise5 1 tallest 2 higher 3 oldest 4 most impressive 5 more beautiful 6 strangest

Exercise6 1wasn’tit 2 did you 3haven’tthey 4won’the 5 are they

Exercise7 1 c 2 b 3 c 4 a 5 a 6 a 7 c 8 a 9 c 10 a

Exercise8 1 what this job involves 2whatyou’lldoifyoudon’tgetthejob 3 if the job pays well 4 tell me when the interview will be 5knowifIneedtoworkonSaturdays

Ask students to complete Progress test 1 on pages 32-33 of the Workbook. For extra activities, refer students to CLIL 2 on pages 96-97 of the Workbook.

3-4 Review


52 Unit 5

Themes Shopping Money

Languageaims Grammar Relative pronouns Relative clauses Unreal past (wishes)

Vocabulary Money and shopping Easily confused words: borrow/lend/owe and currency/

coins/notes Collocations with go, do and make

Skillsaims

Reading Students read an article: •forgist •tounderstandtextcohesion

Listening Students listen to four short conversations for: •gist •specificinformation Speaking Students conduct a pairwork collaborative speaking

task in order to practise: •suggestingideas •rejectingideas •solvingaproblem

Writing Studentswriteaformalemailandpractise: •complaining •usingformallanguage •paragraphing


Aimsofthelesson: •to warm students up and to motivate them

(Exercises A and B) •toactivatebackgroundknowledgeaboutthe

topic (Dive in!) •toreadforgist(ExerciseC) •toreadtounderstandtextcohesion

(Exercise D) •toinferlexicalmeaningfromcontext

(Exercise E) •topersonalizethecontentofthetext

(Quickchat)

ExerciseA•Getstudentstodiscussthequestionsinpairsfirstbeforeyoudiscussthemasaclass.

Quiz

ExerciseB•Thisactivityallowsstudentstoseehowmuchtheyknowaboutmoney.•Givestudentsafewminutestoanswerthequestions inthequiz.Then,askthemtogotopage142tochecktheirresults.

Answers 1 c 2 b 3 c 4 a 5 b 6 b 7 a 8 c

Divein!

•Beforediscussingthequestionsasaclass,getstudentstodiscusstheminpairsfirst.Elicitthewordsforeachplaceinthepictures:amallorshoppingcentreandabazaar.

5 Spending money!

014-126 Code BLUE TB U1-U12.indd 52 2/7/10 3:58:15 PM

53 Unit 5

Reading

ExerciseC•Tellstudentstoreadthetextquicklyandsilentlytofindout what the places in the two photos have in common. Tellthemtoignorethegapsinthetextfornow.•Givestudentsabout5minutestodothis,astheywill

need to read till the end to answer this question.

Answer Thefunctionofshoppingcentresthenandnow(ieamodernshoppingcentreormallandabazaaror ancientmarket)seemsverymuchthesame.Thatis,people go there for shopping andsocializing.

ExerciseD•Thistypeofactivityisratherchallengingforstudents.Itwouldbebettertodealwiththefirsttwogapstogetherasaclass.Thisway,youwillbeabletoshowstudentswhattolookforwhenreplacingthesentences.•Eithergivestudentsaminutetoreadthefirstparagraph

in detail silently or read it out aloud as a class.•Askstudents:How many places to go shopping are mentioned in this paragraph? (two). What are they? (a high street,whichisthemainstreetinatownorcity,andashopping centre).•Tellstudentsthatthesentencethatismissingeitherhastolinkthesetwoplacestoshoporhastointroduceshoppingcentres.ThesentenceafterthegapbeginswithIn fact, which implies that shopping centres have already been mentioned. •Givethem2minutestoreadthroughthemissingsentencesandtodecidewhichsentencewouldfitbest.Encourage them to read the sentences in detail and to read them as part of the paragraph.•Elicitideasandaskstudentstojustifytheirchoice.Decide

on the right missing sentence before moving on to the second gap. Highlight to students the ideas and/or words thatlinkthissentencetotherestoftheparagraph.•Dealwiththesecondgapinthesameway.•Givestudents5minutestocompletethelastthreegaps

with the missing sentences on their own. Remind them there is one extra sentence they will not need to use.•Getstudentstocomparetheiranswersinpairsbeforecheckingthem.Encouragestudentstojustifytheirchoices.

Answers 1 C 2 E 3 B 4F5D

Wordsinthetext

ExerciseE•Explaintheactivityandgivestudentsaminuteto scanthetexttofindthewordsinbold.•Givestudentsacoupleofminutestomatchthe

words with their meanings. Encourage them to use the context of the text to help them understand what the words mean.•Givestudentsafewsecondstocompareanswersinpairs.•Elicitanswers.

Answers 1 b 2 f 3 c 4 d 5 e 6 a

Quickchat •Getthestudentstodiscussthequestionsinpairsfirst. •Discussstudents’ideasasaclass.


Vocabulary Page52

Aimsofthelesson: To present and practise •vocabularyrelatingtomoneyandshopping

(Exercise A) •easilyconfusedwordsrelatingtomoney

(Exercise B) •collocationswithgo, do and make relating to

shopping and money (Exercises C and D)

ExerciseA•Askstudentsiftheyconsiderthemselvessensibleshoppers. •Tellstudentsthatthequizwilldeterminehowsensiblethey are as shoppers. Ensure they understand the words.•Givestudents2minutestoanswerthequizandchecktheanswersonpage142.•Discusstheresults.Dothestudentsagreewiththem? ExerciseB•Thisexercisehelpsstudentsseethedifferencebetweenthe commonly confused words relating to money.•Readtheexplanationstogetherasaclass.Checkstudentsunderstandthewords.Youmightwanttoshowthemexamplesofnotes,coinsandcurrencies.•Givestudentsaminutetodotheexerciseontheirown.•Checkanswers.


54 Unit 5

Answers 1 lent 2 currencies 3 coins 4 owes 5 lend 6 note

ExerciseC •Explaintostudentsthatmanyphrasesandexpressionsin

English contain the verbs go, do or make.Givestudents2minutes to match the words and phrases with the verbs. Theywillnotknowmostofthem.•Elicitanswersandwritethemupontheboard.Check

students understand them.

Answers go–swimming,jogging,shopping do–theshopping,business,thewashing-up, myhomework

make–aprofit,money,excuses,adecision,aliving, a loss

ExerciseD•Givestudentsaminutetoreadthetextandtofillthe

gaps with the correct form of go, make or do.Tellthemitwill help if they read the text carefully.•Checkanswers.

Answers 1make 2make 3make 4 made 5 doing 6 go


Grammar 1 Page53

Aimofthelesson: •topresentandpractiserelativepronouns

and relative clauses

Relativepronounsandrelativeclauses:presentation•Readthroughtheexplanationsinthepresentationboxas

a class.•Givestudentsaminutetofindtheexamplesentencesin

the Reading text.•Askthemtomatchthemtothedescriptions.•Readthroughthenoteregardingthepronounthat.•Torecap,youmightwanttoreadthroughtherelevantsection on pages 162 and 163 in the Grammar database.

Answers 1 b 2 a

ExerciseA•Thisexercisechecksstudentsunderstandthemeaning ofrelativeclauses.Tellthemthesentencesneedto makesense.•Givestudentsaminutetodotheactivitybefore checkinganswers.

Answers 1 d 2 a 3 f 4 e 5 c 6 b

ExerciseB•Explaintheactivityandgivestudentsaminutetodoit.Tellthemtocorrecttheincorrectsentences.•Askstudentstocomparetheiranswersinpairs.•Elicitanswers.

Answers 1Thisistheshopwhich/that/- I was telling

you about. 2I’vejustbeentothenewmall,which is much

bigger than all the other ones. 3 ✔ 4TheGrandBazaarofIstanbul,which I visited last

year,isoneofthemostexcitingplacesI’vebeento. 5Thecarpark,which is supposed to be free for

customers,chargedus€15. 6 ✔ 7Thenewshoppingcentrethatisinthetowncentre

is much more convenient than the other ones./ Thenewshoppingcentre,which is in the town centre,ismuchmoreconvenientthanthe other ones.

8I’vebeenwearingtheseshoes,which I bought for only €20,forthreeyears.


55 Unit 5

ExerciseC•Todothisactivityeffectively,tellstudentstheyneedtofirstdecidewhichsentenceisthemainsentence,iethemainclause,andwhichtherelativeclause.•Dothefirstonetogetherasaclass.•Givestudents5minutestodotherest.•Elicitanswersandwritethemupontheboard.Accept

any reasonable sentence.

Possibleanswers 1TheFezmarketinMorocco,whichhasthousands

ofdifferentshops,isoneoftheoldestintheworld. 2Manyshops,whichofferspecialadvantagestotheir

customers,issueloyaltycards. 3Myfather,whoprefersplasticmoneytocash,has

seven credit cards. 4 Shopping centres are usually cheaper than

highstreetshops,whichdonotalwaysoffer better quality.

5Myaunt,whohatesdepartmentstores,buysallherclothes from charity shops.

6Mark,whoisasecurityguardatthemall,helped mepark.


Listening Page54


on the topic and to pre-teach some key vocabulary (Exercise A)

•tolistenforgist(ExerciseB) •tolistenforspecificinformation (Exercise C) •tolearnandpractisewordsrelatedto

shopping (Exercise D) •to give students the opportunity to discuss the

themes raised in the lesson (Quick chat)

ExerciseA •Tocheckstudentsunderstandthedescriptions,givethema minute to match each with a picture. •Checkanswers.

Answers 1 b 2 e 3 d 4 c 5 a

ExerciseB Track 28 CD 1•ExplaintheactivityandplaytheCD.•Checkanswers.PlaytheCDagainifneeded.•Alternatively,checkanswersaftereachconversation.

Answers 1 d 2 b 3 e 4 a

ExerciseC Track 29 CD 1•Askstudentstoreadthesentencescarefully.Theymightbeabletorememberwhattheyheard,soaskthemtotentatively choose an answer. •Askthemtounderlinekeyinformationinthesentences–information that they need to listen out for.•PlaytheCDforstudentstochecktheiranswers.•Playanextractagainifstudentsaregettingan

answer wrong.

Answers 1 c 2 c 3 b 4 b

Wordsyouheard

ExerciseD•Givestudentsaminutetodotheexercisebeforecheckinganswers.Modelthewordsforstudentstorepeat (for pronunciation purposes).

Answers 1 c 2 d 3 e 4 b 5 a

Quickchat •Givestudentsaminutetodiscussthequestionsin

pairs before discussing them as a class.

For extra listening, refer students to page 39 of the Workbook, CD track 8.

Unit 5, page54

Listening

ExercisesBandC

Conversation 1 Young man:Hi,June.Whatareyoudoingthere?Playingonlinegamesagain?

Young woman:No,I’mnot.Actually,I’m shopping online.

Young man:Isee.BooksorCDs? Young woman:Neither.I’mshoppingforclothes,as

a matter of fact. Young man: I had no idea you can buy clothes on

the internet.


56 Unit 5

Young woman:Yes,youcan.Theonlyproblemis youhavetoknowyourexactmeasurementssoyou canordertherightsize…

Young man: I hope you can also return them if you findouttheydon’tfityou…

Young woman:Youcertainlycan!Asmanytimesas you want.

Young man:Yes,butit’snotasmuchfunifyoucan’t gototheshopandtryeverythingon…

Young woman:Well,Idon’treallylike shopping. I reallywishIdidn’thavetodoit!

Conversation 2 Young woman:IsthisthenewMailStorecatalogue? Young man:Yes,it’sjustarrivedinthepost.Iwas justgoingtohavealook.

Young woman: Have you ever ordered anything fromthem?

Young man:No.Haveyou? Young woman:Ihave,asamatteroffact. Young man:And?Whatwaswrong?Youdon’t soundveryhappywiththem…

Young woman:Well,IgotsomeT-shirtsfromthem,but the descriptions in the catalogue were nothing likewhattheyactuallysentme.

Young man:Descriptions?Don’ttheyhavephotos ofthemerchandise?

Young woman: No! I wish they would put photos inthecatalogue;thenyou’dknowwhatyouwerebuying.

Young man: What’sthepointofproducingamailordercatalogueifyoudon’tputpicturesin?

Conversation 3 Woman:Goodafternoon!IsthatMrWylde? Man:Speaking.HowcanIhelpyou? Woman:I’mcallingfromtheSuperTeleMarketing

company. I was wondering if I might interest you in some of our products …

Man:AndmayIaskhowyougotmytelephonenumber?It’snotlistedinthebook.

Woman:Well,youareaSuperTeleMarketing customer,sir.You’veboughtthingsfromusinthepast.

Man:Oh? Woman:Well,youboughtanexercisebikefromus, MrWylde.LastMay,actually.

Man: That’sright!AnditbrokedownthefirsttimeItriedusingit,andyouwouldn’tgivemearefund!I wishI’dneverboughtanythingfromyou!AndI’mcertainly not buying anything else. Haveagoodday!

Conversation4 Young man:Arethosejeansnew? Young woman:Yes,doyoulikethem? Young man:I’mnotsure.Whatarethey? Young woman:Whatdoyoumean? Young man:Imean,whatbrandarethey?AretheyGucci,Versace,Seven…What?

Young woman: Well,they’rejustjeans–theyareaverygoodfit,andtheysuitme.

Young man:Ican’tbelieveyou’veboughtno-namejeans! Young woman:Whyshouldn’tI?Don’tIlookgood inthem?

Young man:I’dneverbuyno-nameclothes! Young woman:Yes,Iknow.Butthatdoesn’tmean theclothesyoubuyarenecessarilygood!Orthat theysuityou!

Grammar 2 Page55

Aimofthelesson: •toreviseandpractisetheunrealpast

Unrealpast(wishes):presentation•WritethethreesentencesfromtheListening texts on the board.Askstudentsthequestionsinthepresentationboxandgetthemtowriteanswersintheirbooks.•Readthenoteregardingif only. •Torecap,youmightwanttoreadthroughtherelevantsection on page 163 in the Grammar database.

Answers 1 thepastsimple,thepastperfect 2 •referringtosomethinginthepresent:a wish + past simple •referringtosomethinginthepast:c wish + past perfect •complainingaboutsomethinginthepresent:b wish + would

ExerciseA•Thisexercisechecksstudentshaveunderstoodtheformandmeaningoftheunrealpast.Explainthatstudentsfirstneedtoworkoutifthesentencereferstothepresentorthe past before deciding on the correct tense.•Givestudentsaminutetodotheexercisebeforecheckinganswers.

Answers 1 were 2knew 3hadn’tlost 4 could 5 would 6hadn’tordered

ExerciseB•Explaintheexerciseandgivestudents3minutestodoitbeforecheckinganswers.


57 Unit 5

Answers 1 had come 2 would stop 3 had 4 lived 5hadn’tmoved 6 could 7 was 8 had gone

ExerciseC•Askstudentstoworkinpairsforthisactivity.•Givestudentsafewminutestocomeupwithasentence

for each using the tenses given. •Elicitideas.Acceptanysensibleanswer.

Possibleanswers 1Iwishitwasn’training. 2IwishIhadn’tdonethat! 3 I wish I had been more careful. 4 If only I had some money.



Aimofthelesson: •topractisethegrammarandvocabulary


ExercisesAandB•Getstudentstodiscussthequestionsinpairsfirst.•Elicitanswersaroundtheclass.

ExerciseC•Tellstudentsthattheywillbereadingaboutapersonwhohas done a lot to help poor people. •Givestudents2minutestoreadthetextquickly,ignoringthegapsfornow,tofindouttheperson’snameandhowexactly he has helped people.•Givestudentsafewminutestoreadthetextmore

carefully and to choose the correct answer.•Checkanswers.

Answers 1 b 2 d 3 a 4 c 5 b 6 b 7 d 8 d

ExerciseD•Givestudentsacoupleofminutestodotheactivitybeforecheckinganswers.

Answers 1 c 2 d 3 d 4 b 5 c 6 b

Quickchat •Thisactivitygivesstudentstheopportunitytopersonalizewiththetext.

•Askstudentswhattheythinkthestatementmeans (itmeansit’sbestnottoborroworlend).

•Discussthequestionasaclassandencouragea short class discussion on the topic.

Speaking Page57


Speaking tasks (Exercise A) •to present ways of suggesting and rejecting

ideas (Exercises B and C) •to offer controlled practice of the new

language (Exercise D) •to practise using ways of suggesting and

rejecting ideas in a free speaking collaborative task (Exercises E and F)

ExerciseA•Givestudentsafewminutestoanswerthequestions

in pairs.•Elicitfeedbackfromthedifferentpairs.

ExerciseB Track 30 CD 1•ReadtheinstructionsandplaytheCD.•Checktheanswer.

Answer AT-shirtwithaphotoofCristianoRonaldo,the footballplayer,whichhehaspersonallysigned.

ExerciseC Track 31 CD 1•Givestudentsaminutetoreadthroughtheexpressions


expressions they hear.•Elicitanswers.Explaintostudentsthatsomeoftheexpressionsareveryinformal,andthereforeappropriatetousewhentalkingtofriends,whileothersarequiteformal,andthereforeappropriatetousewhentalkingtosomeoneyoudon’tknowverywell.ThegirlsontheCDare friends and so use informal expressions.


58 Unit 5

Answers Suggestingideas What about … Thenlet’s… Rejectingideas Youmustbejoking! Idon’tthinkso. But …

ExerciseD•ThisexerciseofferssomecontrolledpracticeoftheexpressionsintheLanguage chunksbox.•Explaintheactivityandgivestudentsacoupleofminutestorejecttheideas.Remindthemtogivereasonswhytheywouldrejectthem.

ExerciseE•ThisexercisehelpsstudentspreparefortheSpeaking task beforetheydoit.•Givethemafewminutestothinkaboutthequestionsandtoanswerthem.Encouragethemtojotdownnotes.

ExerciseF•Explaintostudentsthatthisactivityisthesameonethe

students in the Listeningextractweredoing(ExerciseB).•Readtheinstructionstotheactivityasaclassandcheckstudentsunderstandwhattheyhavetodo.•RemindthemtheycanusewaysofsuggestingandrejectingideasfromtheLanguage chunksbox.•Givestudents5minutestodothetaskinpairs.•Elicitfeedbackfromeachpair.Askthemtotelltheclasswhichgifttheyhavedecidedtobuyandwhy.

Unit 5, page57

Speaking

ExercisesBandC

Girl: It’snoteasy… Boy: Iknow!Therearen’tmany things that

she likes … Girl:Exactly!Andthethingsshedoeslike,she alreadyhas!

Boy: WhataboutaDVDboxedsetofherfavourite TVseries?

Girl: Youmustbejoking!She’salreadygotallseasons of Friends and Lost. Nottomentionhowexpensive theseDVDboxedsetsare!

Boy: Afilm,then? Girl: Butshedoesn’tlikewatchingfilmsonDVD. Boy: OKthen,let’sbuyheraT-shirt! Girl: Idon’tthinkso!Besides,shemusthavehundredsofT-shirts.

Boy: ButdoesshehaveaT-shirtwithRonaldo’sphotoandautograph?

Girl: CristianoRonaldo?He’sherfavourite footballplayer.

Boy: Iknow.AndIfoundthisT-shirtwhichhehaspersonallysigned.

Girl: Howmuchisit? Boy: It’sonly€22. Girl: Well,it’snotverycheap… Boy:Comeon,Shirley,it’sreasonable.Andwecan’tthinkofanythingelse,canwe?

Girl: You’reright.Let’sgoforit.


Sayitright!

ExerciseA Track 32 CD 1•Theactivityaimstomakestudentsawareof different vowel sounds and diphthongs that are oftenmispronounced.•PlaytheCDforstudentstohearhowthethree differentwordsareproduced.

ExerciseB Track 33 CD 1•PlaytheCDforstudentstolistenandtickthe rightcolumn.•PlaytheCDagainforstudentstolistenandrepeat.

Answers

ExerciseC•Studentspractisesayingthewordsinpairs.Alternatively,theycouldplayaguessinggame.Onestudentsaysawordandtheotherguessesthewordbyspellingit.

rot \Å\ row \´U\ raw \O…\

1 law ✔

2 low ✔

3 lot ✔

4 cot ✔

5 caught ✔

6 coat ✔

7 not ✔

8 note ✔

9 nought ✔

10 boat ✔

11 bought ✔

12 body ✔

014-126 Code BLUE TB U1-U12.indd 58 2/7/10 3:58:15 PM

59 Unit 5


Sayitright!

ExerciseA rot row raw

ExerciseB 1 law 2 low 3 lot 4 cot 5 caught 6 coat 7 not 8 note 9 nought 10 boat 11 bought 12 body


Aimsofthelesson: •tointroducestudentstothetopic(ExerciseA) •toreadamodelemailforgist(ExerciseB) •toanalyseamodelemailforformallanguage

(Exercise C) •topractiseimprovingabadmodelfor

content, organization and register (Exercises D and E)

•topractiseplanningandwritingaformal email of complaint (Exercise F)

ExerciseA•Givestudentsaminutetoanswerthequestionsinpairs.•Elicitfeedback.

ExerciseB•Givestudentsaminutetoreadtheemailinorderto

answer the questions. •Getanswers.

Answers 1ShepaidforMP3musicfiles,butdidnotreceive

them (successfully download them). 2SheasksfortheMP3filestobecomeavailablefor

hertodownloadorhermoneyback.

Skillsdevelopment

Formalandinformallanguage

ExerciseC•Thisactivitygetsstudentstonoticethedifferencebetween saying something in an informal way and saying it in a formal way.•Givestudents2minutestofindandunderlinetheformal

way that the sentences in the exercise are expressed in the email.•Elicitanswersandhighlightthelanguageusedintheformalsentences.Tellstudentsthatmanyofthesesentences contain set phrases that can be used in many different types of formal letters/emails of complaint.

Answers 1Iamwritingtocomplainaboutaproblemwith… 2…Ipurchased11MP3musicfiles… 3AfterIhadfinishedgivingallmyinformation… 4…Ihavebeenunabletodownloadanything… 5CouldyoupleasearrangefortheMP3filesI

purchased to become available to me as soon aspossible…

6…arrangeformetoreceivearefundof€11.20, whichistheamountIpaid?

Contentandorganization

ExerciseD•Givestudentsaminutetoreadtheemailtoanswer

the question.•Elicittheanswer.

Answer Shecomplainsaboutthebooksshereceived.Some shehadorderedandsomenot.Shealsodidn’t receivefivebooksshehadordered.

ExerciseE•Thisactivitygivesstudentsachancetoputintopracticesome of the features of formal emails they have learnt so far. •Givestudentsafewminutestoanswerthequestions.Encouragethemtorefertothemodelemailonpage58.•Checkanswers.•Iftimeallows,askstudents,inpairs,torewriteLee’semail.•Monitorandofferhelp.


60 Unit 5

Possibleanswers 1Subjectline:Problemswithbooksordered 2 It should be divided into four paragraphs: •thereasonforwriting •aclearexplanationoftheproblem •whatyouwouldlikethestoretodo •anappropriateclosingexpression 3 the language (see email below) 4thenamesofthebookshewassentandnotsent;

hissurname;thedateheorderedthebooks

An improved email:

DearSirorMadam, I am writing to complain about a problem with some booksIorderedfromyourwebsite.

On 15th JanuaryIorderedeightbooksfromyour onlinestore.Today,whentheyarrived,InoticedonlythreeofthebooksthatIhadorderedwhereinthe box.FiveofthebooksIhadorderedwerenotinthebox.Inaddition,therewerethreebooksinthebox I had not ordered (see below for a list of the booksconcerned).

CouldyoupleasearrangeforthefivebooksIhaveordered which did not arrive to be sent to me as soonaspossible,orarrangeformetoreceivea refund?CouldyoualsoletmeknowwhatIshould dowiththethreebooksIdidnotorderthatwere senttome?

Ilookforwardtohearingfromyouverysoon.

Yourfaithfully, Lee Jones

Planningandwriting

ExerciseF•GivestudentsaminutetoreadthereplyAnneLawsonreceived.Checktheyunderstandthattheyreplyto this email.•Intheirreplystudentswillneedtorefertothisemailas

well as to the original email Anne Lawson sent. •Discusswhatstudentsthinkshouldbeincludedinthe

email they will write.•ReadthroughtheplanandtipsintheQuick check! box.•ReferstudentstotheWriting databaseonpage149for

a plan with useful expressions students can use in their emails. Remind them to also use expressions from the Language chunks box.•Iftimeallows,getstudentstowrite,orbegintowrite,

their email in class.


Teacher’s Resource Pages: Unit 5 quiz (page 132); Unit 5 Communication activity (pages 151-153); Unit 5 Self-evaluation sheet (page 180).


Documents

14 Unit 1 Themes Leisure Sport Language aims Grammar Revision of present simple and present continuous Stative verbs Adverbs of frequency Vocabulary Hobbies and interests Sports -