Real Life Pre-Intermediate TB

Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.pearsonlongman.com © Pearson Education Limited 2010

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holders. The right of Melanie Williams to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988. First published 2010 Third impression 2011 ISBN: 978-1-4058-9716-7 Set in Myriad Pro Printed in Malaysia (CTP-VVP) Inlaid pages Real Life Pre-intermediate Students' Book The right of Sarah Cunningham and Peter Moor to be identified as authors of this Work has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. First published 2010 ISBN: 978 -1-4058-9706-8 Set in Myriad Pro Acknowledgements The publishers and authors would like to thank Marta Uminska for her contribution to the Active Study sections in the Students' Book. The publishers and authors would like to thank the following people and institutions for their feedback and comments during the development of the material: Reporters: Argentina: Claudia Marchese, Carolina Osa; Italy: Franca Barnabei, Mirella Cusinato, Chiara Bellagamba; Poland: Marzena Chadrys, Beata Zejnijew, Boguslawa Skiba, Sylwia W~glewska, Wieslawa Sawicka, Ewa Gutowska, Inga Dawidowicz, Hanna Lipinska, Krystyna Z~bala, Magdalena Macioch, Malgorzata Abramczyk, Izabela Zbrzeiniak; Russia: Angela Lezgiyan, Elizaveta Youshkina, Ianina Gennadievna Barskaya, Gaulina Dokukina; Spain: Beatriz Chaves Yuste, Herminia de Juana, Dario Hernandez; Turkey: Secil Guvenc, Evrim Tanis, Sevilay Ozpinar; Ukraine: Irina Olkhovska, Anastasia Volvin

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We are grateful to the following for permission to reproduce copyright material: The BBC for extracts from the online survey Talking Teenagers BBC Internet Survey published on www.bbc.co.uklteens 20 th October 2003; and the list of the top 10 Greatest Briton's from the BBC poll Greatest Briton November 2002 copyright © BBC; News International Syndication for an extract adapted from "Meet the Manny" by Candida Crewe published in The Times 20 th January 2007 copyright © NI Syndication Ltd 2007; PFD for an extract from About a Boy by Nick Hornby copyright © Nick Hornby, reproduced by permission of PFD (www.pfd.co.uk) on behalf of Nick Hornby; and Projects Abroad for an extract adapted from the volunteer story "Claire Fuller in Sri Lanka" www.projects-abroad. co.uk reprinted with permission.

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Introduction Real Life is a five level course for upper secondary students, many of whom who are preparing for a school-leaving exam. It recognises that most classes have students of a wide range of language ability and offers different ways of dealing with this in the classroom. It also notes that teachers . are working in a range of situations, with different facilities and t ime constraints. Therefore, Real Life offers core material of 90 lessons with a flexible range of extra elements and components to supplement where necessary.

The course components - at a glance

Why Rea. Lite?

- odd units end in a Real Time section which focuses on speaking and writing skills

Teenage students learn best when they are motivated and when they recognise the relevance of a subject to their lives. They become more confident in using English in interesting and familiar contexts. In Real Life, we want to develop learners' language skills as well as their cultural awareness and knowledge of the world. We deal with topics through the eyes of people of the students' own age, drawing on real teenage experiences and viewpoints in conversations, interviews and vox pops. We look at real life issues, like the generation gap or the law, as they affect young people around the world. Where pOSSible, we reflect the media formats that are part of students' real lives, for example, 'teenagers' relationships with their parents' is presented via an online survey and 'banning mobile phones in schools' is presented via a chat room . Central to ou r 'Real Life' approach, are the Real Time sections, which follow a group of characters through everyday situations, like going shopping, enrolling at college or buying a ticket for a rock concert. Real life language and tasks are integrated in these sections and the model functional language is practised further in realistic contexts in the accompanying DVD for each level.

Rea' Life and exams We recognise the importance of exam preparation in secondary schools, the time when students have to prepare for a school-Ieavers' exam or an entrance exam for further study. Real Life prepares students for typical exam task types and the Workbook Exam Trainer provides comprehensive exams training and practice tests.

Rea' Life and the Common European Framework

Students' Book The Students' Book contains: • twelve units covering all the typical exam topics • each unit has six lessons of grammar, vocabulary and skills, plus:

- even units end in an Active Study revision section. At the back of the Students' Book, there is: • a Mini Workbook for more grammar and vocabulary revision and practice to give your lessons total flexibility • a unit by unit word list. On the fold-out back cover, there is: • a reference section with exam and general study skills for students to refer to whenever they need to.

DVD For each level of the course, there is a DVD that focuses on the language introduced in the Real Time sections of the Students' Book. • It provides a fresh context for the situational dialogues. There are interactive on-screen activities for each episode. • Photocopiable practice activities are provided in the Teachers' Resources ,,¥hich are part of the Active Teach component, also available from the website.

Class Audio CDs The Class Audio CDs contain all the listening activities in the Student's Book, plus: • recordings of the reading texts • recordings of the Words2know and Phrases2know.

Workbook The Workbook reflects the order and reinforces the content of the Students' Book. It also provides additional training for writing and exam skills. The Workbook contains:

The Real Life syllabuses are linked to the Common European Framework (CEF). The Teacher's Handbook contains a list of things students can do at the end of each lesson.

• grammar practice with a Grammar reference on the same page with simple explanations and examples

The table below shows how the Real Life levels fit both the CEF and ~he UCLES exams.

• extens ive writing practice to build skills for typical exam text types, with model texts and explanations on the structure and content

• exam practice tasks in the skills sections

Real Life

CEF

Elementary

A1

Pre-Intermediate

A2-B1

KET

• six self-assessment tests corresponding with the Active Study sections in the Students' Book.-The answer key is provided for students to assess their progress before attempting the tests in the Test Master.

Intermed iate

B1 -B2

PET

There is also a unique exam preparation programme:

Upper Intermediate

B2

PET

Advanced

B2-C1

FCE

UCLES

• six Exam Trainer sections with three Exam Tests • activities to build reading, listening, speaking and English-in-use exam skills

• Exdm Tips on how to deal with exam tasks

ii

• an Exam Test for every two Exam Trainers, with an answer key for students to assess their progress. Al so in the Workbook: • a bank of language functions covered in the Students' Book

Active Teach This DVD-ROM is the perfect teaching resource with everything you need and more to help you create perfect lessons.

for Ihe classroom

Th e audio for the listening exercises is on the Ski lls Multi-ROM.

• an interactive whiteboard of the Student's Book, with zoomable areas, integrated audio, DVD and interactive activities

Skills Multi-ROM

• the Skills Multi-ROM so that you can use these exercises in the classroom

• a full word list organised by topic.

The Skills Multi-ROM (supplied with the Workbook) is a unique skills builder that gives students the opportunity to interact in greater detail with the reading and listening texts in the Students' Book and the dialogues in the DVD, as well as the topic vocabulary. The activities can be used in class or for homework and checked in class. It contains: • more skills practice exercises for each of the twelve units including interactive communication tasks where students ca n role play and record their part of the dialogue • six self-assessment tests (from the Workbook) • mid-year and end-of-year tests to prepare them for the class tests • practice exercises on the topic vocabulary • functions list from the Workbook (with audio) • word lists that can be sorted by unit or topic, with audio and example sentences

• a bank of teaching materials in the Teacher's Resources section of the Active Teach to add your own personal touch to your lessons, with: - extra photocopiable/ downloadable grammar, vocabulary and skills activities - activities to activate language introduced in Can you do it English ? - activities based on the listening material in the Students' Book - worksheets for the DVD - ideas for short classroom activities.

10 develop your leaching skills • fourteen workshops on different aspects of language teaching • ideas for using the classroom board in your lessons

• the audio for the Workbook. Th e Skills Multi-ROM is included in the Active Teach DVD-ROM so that the teacher can u~e the exercises in class.

for Ihe leacher Real Life provides a full range of teaching support materials for use in the classroom and to upgrade your teaching skills.

The Teacher's Handbook The Teacher's Handbook contains reduced pages from the Students' Book, together with teaching suggestions and answers. This means the teacher needs only one book in the cla ss. The Teacher's Handbook contains: • teaching suggestions for key exercises • background notes (Culture2know) on the content of the lesson

10 creale lesl malerials • the Test Master so teachers can photocopy the tests or manipulate them to prepare endless versions: - placement tests (Elementary/Pre-intermediate and Pre-intermediate/Intermediate) - twelve short tests (one per unit), in version A and B - six language and skills tests (one for every two units), in version A and B - speaking tests (for every unit) - writing tests (one for every two units) - mid-year and end-of-year progress tests - audio for the listening comprehension tasks • all test material is also available in the Test Book and accompanying Audio CD.

• answers for Students' Book and Workbook activities

Website

• tapescripts for the Class and Workbook activities

The Real Life website provides extra practice and reference material for both the student and teacher:

• ideas for warm-up exercises, extension activities and di scussions topics

• Now your students can list summarising the points that students have learned in each lesson • teachers' notes and information on when to use Mini Workbook, Workbook, Multi-ROM exercises and photocopiable activities in the Active Teach DVD-ROM. Abbreviations used in the Teacher's Handbook:

• visit the website at www.pearsonlongman.com/reallife for fun activities and downloadables • find out more about the authors • watch and download video clips on a range of topics • find lots of ideas for classroom activities • get more information about other related teaching materials.

~ = Teacher's Resources (in the Active,Teach and Website) ~ = Workbook; (M-ROM) = Skills Multi-ROM (with the

Workbook and in the Active Teach)

iii

How does the Students' Bookwork? The Pre-intermediate Students' Book conta ins twelve thematic units. Each unit consists of four two-page sections, each taking two forty-five minute lessons. The Teacher's Handbook suggests where to break the two lessons but the boundary between them is generally flexible, making it easy to adapt the lessons to different learning styles. The first two sections of the unit contain a vocabulary/ skills lesson and a grammar lesson (Grammar Focus), so each unit has two grammar lessons. The th ird section of each unit is an integrated skills section w ith exte nded reading skills and vocabulary work. The last section of each unit alternates between a Real Time section and an Active Study section. Real Time focuses on functional language via listening and speaking, and exam-type communicative writing tasks. Active Study provides revision of the grammar and vocabulary from the two previous units, and exam-type skills practice. Tips on how to tackle the tasks are provided in the Strategies on the fold-out flap of the back cover. The Mini Workbook at the back of the book provides extra grammar and vocabulary practice exercises, suitable for class work or homework. The appropriate Mini Workbook exercises are signposted at the end of each lesson. These exercises are graded (from one to three stars), so that teachers can see at a glance which are appropriate for their students.

Grammar in Rea. Ule Grammar is key to building a student's confidence in using a foreign language and it is central to the syllabus of Real Life. Our aim is to revise and extend students' knowledge in as simple and straightforward a way as possible, while gradually developing their noticing and analytical skills. GrammarFocus provides clear explanations of the core grammar while Grammar Plus in the Mini Workbook provides additional information, for example, word order of time adverbials goes with the present simple in unit 1. Visit the Real Life website at www.pearsonlongman.com / reallife and download the video clip on teaching grammar.

Listening in Rea. Ule There is a wide range of listening material in Real Life, including conversations and interviews, vox pops and monologues and radio and TV programmes. Each unit provides listening skills sections, and as with reading, key sub-skills and exam task-types are practised. There are also short pieces of listening material in other lessons. Wherever listening material contextualises target language, it is reproduced on the page, so that learners can see as well as hear the new language. The Skills Multi-ROM provides more practice exercises based on some of the listening texts in the Students' Book; the Teacher's Handbook has references to the listening exercises on the Multi-ROM that relate to the tasks in the Students' Book. Visit the Real Life website at www.pearsonlongman.com/ reallife and download the video clip on teaching listening.

Speaking in Rea. Ule Speaking is an area in which many teenagers particularly lack confidence, both in their linguistic skills, and because they don't know what to say, or feel self-conscious in front · of their peers. Our approach is to integrate speaking little and often, around topics that will motivate learners, and to choose issues that they have something to talk about. We provide models or a stimulus to get students thinking about the topic, and where useful, we include prompts to give students ideas and the language for expressing them . In more extended speaking activities, for example Can you do it in English?, stu ~E;nts are encouraged to plan what they want to say and are given useful phrases to 'help them communicate and express thei r ideas, for example, they exchange information to find the best candidate for a job. Visit the Real Life website at www.pearsonlongman.com/ reallife and download the video clip on teaching speaking.

Writing in Rea. Ule

Vocabulary in Real Life is systematic and thorough. Lexical sets on key exam topics like jobs, crime or the environment are presented, developed and recycled through the topics. High-frequency 'power vocabulary' is also presented to help students understand texts and express themselves fluently, including many phrases and collocations, for example, get hurt or do nothing.

In Real Life, the main writing skills are presented in the Real Time sections, where we deal with typical communicative writing tasks (commonly set in exams), for example an informal postcard and letter, a formal letter of complaint and a short notice or message. We always provide models and key phrases to support students and focus on the relevant sub-skills, such as paragraphing, as well. There is a full writing skills section in the Workbook and further practice exercises in the Skills Multi-ROM, also referenced from the Teacher's Handbook.

Visit the Real Life website at www.pearsonlongman.com/reallife and download the video clip on teaching vocabulary.

Visit the Real Life website at www.pearsonlongman.com/reallife and download the video clip on teaching writing.

Reading in Rea. Ule

Learner Training and study tips in Rea. Ule

Real Life contains a wide variety of text formats: maga~ine and news articles, fact files and encyclopaedia entries, quizzes and questionnaires, web pages, blogs and chat rooms, literary extracts, postcards and emails, brochures and notices. Read ing is often integrated with work on the othe r skills, especially speaking and writing. Further reading material is included in the other course components (see pages ii-iii).

Learner training in Real Life is simple and manageable. Active Study tips encourage learners to notice aspects of vocabulary, for example collocation, word formation, multi-word verbs and compound nouns. There are also simple tips in the Active Study revision sections, for example reminding learners to 'learn words in groups' or 'notice word stress; and useful study tips for exam tasks on the fold -out back cover flap.

Vocabulary in Rea. Ule

iv

Visit the Real Life website at www.pearsonlongman.com/rea llife and download the video cl ip on teach ing reading.

Vocabulary, Skills and Grammar

Controlled and less controlled practice exercises, with consolidation in the Mini Workbook at the back of the book.

Words2know recorded on Class CD and Skills Multi-ROM to help students with pronunciation.

Vocabulary contained in Words2know to provide clear focus and make revision easier.

Grammar Focus

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Skills Regular practice of typical exam task types, for example role play and photograph description.

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Modern, authenticlooking texts that are within the students' grasp.

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aC~IIV.~S'IUla Read ing Sldlls

rmr:J!i5l _ __ Vocabulary

7

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Mini Workbook Fu ll word list with phonetic transcript ion for each unit at the back of the book.

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131

vii

Unit

Grammar

Vocabulary

Reading

1 Your life

pS Present simple and continuous p7 Questions and question words

p6 Social life p9 Family and relationships

p4 Time twins (Matching) p6 Are You Chilled or Hyper? p8 Talking Teenagers (Matching, TfF)

p13 Past simple p14 Past simple and continuous

P14 Life events p16 Famous people p16 Personal characteristics

2 The greats

activestudyl p18

3 Your style

REAL TIME p10 p121cons (Gapped text) p1S Famous Pairs p16 Greatest Britons (Matching)

• Revision of grammar and vocabulary from units 1-2: Gap fill, jumbled sentences

p21 Comparatives and superlatives p22 too and enough

p20 Describing a place p22 Describing personal style p24 Money and spending

• Reading: ·

p20 Through the keyhole p241nternet blog, magazine interview and news article (Multiple Choice, Matching)

REAL TIME p26

4 Your goals

p29 Wishes and intentions p30 Gerunds and infinitives

activestudy2 p34

5 Stay well

p28 English and American school courses Fact File p31 Internet postings (Matching) p32 Doing something different (TfF, Match

p28 Education p30 Getting a job p32 Describing jobs

• Revision of grammar and vocabulary from units 3-4: Sentence transformation, gap fill

p37 should and must p38 Articles

p36 Healthy lifestyle p38 Food and drink p40 Meals amd meals times

p36 Look Good, Live Longer! p38 Eat Right p40 Eating around the clock (Multiple choi

REAL TIME p42

6 The rules

p4S Obligation and permission in the present p47 Obligation and permission in the past

activestudy3 pSO

7 Time out

t t 8 .Jusi do It!

p44 Brat Camp p48 How does the law affect you? (Matchir

• Revision of grammar and vocabulary from units 5-6: Gap fill

pS3 Future arrangements pS4 will, may and might

pS2 Holidays pS4 Flying pS6 Describing holidays

• Reading : Multiple choice

~ pS2 Families2gether • pS4 Cheap travel - a good or a bad thing? ( pS6 The sea is full of fish (Multiple choice)

REAL TIME pS8 p61 Present perfect with ever and never p62 Present perfect with just, a/ready and yet

activestudy4 p66

9 Cool tech

pp44,46 Rules and behaviour p47 Domestic tasks p48 Society and the law

p60 Sports p62 Sports equipment

p61 Champions Tomorrow p62 Ian Wright's Unfit Kids (TfF) p64 Champions against the odds (Matchin

• Revision of grammar and vocabulary from units 7-8: Gap fills

p69 Defining relative clauses p68 Machines and how they p70 First conditional and future work time clauses

• Reading: Gapped answers

p69 GoGreen! Gadgets p71 Should we ban mobile phones from 0 1 schools? p72 How screens took over our lives (Matcl TfF)

REAL TIME p74

10 Out there

p76 used to p78 Present perfect with for and since

activestudy5 p82

11 Must see

p76 The natural world p78 Global warming

p76 Amazing Earth! p78 Global warming (Matching) p80 The biggest bang in history

• Revision of grammar and vocabulary from units 9-10: Jumbled sentences

p8S Present simple passive p86 Past simple and present perfect passive

p84 Making a film p86 TV programmes p88 What we read

• Reading: Gapped text

p86 Records and Fantasctic Facts from the world ofTV p88 About a Boy (Matching)

REAL TIME p90

12 The rules

p92 Second conditional p94 Reported requests and commands

activestudy6 p98

p94 Crimes that went wrong p96 Teenage victims of crime (TfF)

• Revision of grammar and vocabulary from units 11-12: Gap fill, sentence transformation

• pp100-123 MiniWorkbook

viii

p92 Crimes p94 Adjectives ending in -ed and -ing

• pp124, 135 Quiz answers and activities

• pp 125-134 Word list

Listening

Speaking

Writing

p5 Interview (Matching)

p5 Describing yourself p6 Talking about free time

p5 Description of yourself p9 Descripion of you and your family

Coversation (TIF )

Greeting, meeting and getting to know people (Roleplay)

Filling in a form

P14 Life story (Gap fill) p16 Radio biography (T/F )

p 13 Exchanging information p14 Narrating past events p 16 Talking about famous people

p 14 Past events

• Listening: Matching

• Speaking: Role-play

Exam Trainer in the Workbook

p21 Description of a place (Gap fill ) p23 Street survey (Matching)

p21 Describing a picture p22 Describing people p23 Expressing opinions

Coversation (Multiple choice)

Polite requests and responding (Roleplay)

Email/ Letter

p28 Interview (Matching) p30 Street survey

p28 Describing photos p29 Future plans p31 Future career p33 Discussing opinions

p29 Future plans and ambitions

• Reading: Multiple Choice

• Listening: Matching

• Speaking: Photo description

p36 Radio programme (T/F )

p37 Giving advice p39 Generalisations p41 Discussing customs (Roleplay)

Telephone conversation (Answering questions)

Making arrangements (Roleplay)

p46 Three generations (T/ F)

p45 Planning a camping trip p46 Describing photos p48 Discussing opinions

• Listening: Gapped notes

".'


Invitation

• Speaking: Roleplay


p54 Predictions about the future (Gap fill) p56 Conversation

p53 Making future arrangements p55 Speculating about the future p56 Describing holiday

Coversation (Multiple choice)

Asking for and giving advice (Roleplay)

Postcard, Letter

p60TV quiz

p60 Describing photos p65 Describing people's achievements

p62 Description of a sport p65 Descripiton of a sporting hero

• Speaking: Photo description


p70 Radio phone-in (Matching)

p68 Giving instructions p70 Describing photos p72 Saying numbers

Conversations (TIF )

Making complaints (Roleplay)

Letter of complaint

p79 Radio programme (Matching, T/F )

p77 Talking about childhood p78 Describing photos p81 Telling a story

p77 Description of a place

• Listening: T/ F/ No Information

• Speaking: Roleplay

p84 Description of how films are made (Answering questions) p86 TV programmes (Multiple choice)

p84 Talking about favourite types of films p86 Talking about favourite types ofTV programmes

p88 Review of a book/film

Telephone conversations

Telephoning (Roleplay)

Adverts and notices

p96 Radio phone-in (Multiple choice)

pp92, 96 Describing photos p97 Reporting a crime (Roleplay)

p97 Letter from a reader

• Reading : Matching

• P134 Verb patterns

• Listening: Answering questions

• back cover Irregular verbs


• Speaking: Photo descritpion


• back cover Skills and exam strategies

ix

Present simple and con Questions and ~uestton Family and social life Meeting and greeting Getting to know peopl

Unit 1 culture 2 know Divorce rates in the UK are among the highest in Europe. British teenagers are used to different family structures. Stepparents and stepbrothers and sisters are very common, as are half-brothers and sisters.

Reading 1

1

3a Students may have heard of 't ime twins' before, especially on t he intern et.

4

( M-ROM )

Ul

a

'jt'lfvo.f!.

fvtOYlWp!Plce t:l5 Ion,-..p.s.

• The place you were born • The time you were born

b

0

simll~~~~~~r personalities!

incredible interests and e

t 10ur seventeen -

me wem ee M 'am In this program , J h Amy and an, olds - Steven , os , me morning In the ~~~; were all born on ~h~:~ind out ii they really same London hosplta . are simi\ar.

...•..•.•...............•....•......•••..

Now read the text to check your answer.

: •

: • : : • : : : : • •• :

JOSH The next time twin is Josh, born just three minutes later. His parents .I@. both teachers but they are divorced now, Josh normally ~ with his mother and his older sister in Wales but at the moment his mother is working abroad and Josh is staying with his father for a few weeks. Josh is still at school. He is doi' his A-levels and hopes to study Politics at university. S what does Josh do in his free time? 'I'ill really lazy,' he says, 'I l:!lilll sport and I QQ[)J really ~ any hobbies. ~ computer games a lot and I ~ to music. Oh, 81 I'm learning to play the drums but I'ill not very good!'

STEVEN The first time twin, Steven, 1§. an only child. He still ~ near the Royal London Hospital with his parents, Don, an electric ian, and Juliana, a nurse. He is doing a Business Studies course at his local college and he also works in a mobile phone shop. Steven doesn't want to go to university. 'It'2 too expensive,' he explains. And what about his free time? 'I'ill a fitness freak*. I never ~ and I don't drink alcohol or coffee. And I go running every morning before college. At the moment, I'm training for the London Marathon.'

Warmer

2 Ask the groups if they found any people who were born on the same day. Were there any dates that more than two people in the class were born on?

I/-11Pos boY''''' in the

3 a

M,,'7 t9qz

Look at the photos and read the captions. Can you guess what the title, 'time twins; means?

t

who was born on the yOU ever wond;r Many people use the same day as you ' , ' e twins - people ) internet to find their:':ay. They otten !ind whO w ere born on the s:;een their lives, theIr

LESSON 1 •

1 Extend this discussion to students' friends and family, e.g. do students share birthdays with any friends or family members and if they do, are they similar to t hese people or not?

In groups, compare information. Was anyone born on the same date or in the same place as you?

Time twi~S

Draw students' attention to the objectives box at the top of the page. Tell students these are the aspects of grammar, vocabulary and skills they are going to learn more about in this Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (i.e. the end of every double-page spread).

Reading & Listening

2

Complete the information about yourself. Write 'not sure' for information you don't know. • Your date of birth

Private schools are fee-paying schools. They can be mixed (for boys and girls) or single sex. The school leaving age in the UK is currently 16. The options for most students are then: to stay at school until 18, to look for a job or to go to a local 'college' (an institution of learning which offers technical and professional courses leading to qualifications). (See Unit 4 for details of the school education system in England.)

Find out if there are any twins in the class. Talk about the different kinds of twins students have heard about: twins of the same sex that look exactly the same (identical); twins that don't look the same and may be a boy and a girl (non-identical); twins that are joined and share one or more body parts (con-joined).

istening

• A person who is crazy about sport

4

b Answers: Time twins are people who were born on the same day. The idea is that time twins have a lot in common but, in fact, these four young people are very different.

Steven says that university is 'too expensive' because in England the majority of students have to pay to university and it costs a lot. Student can apply for 'student loans' (they borro the money from the government) but tH y have to pay this back in instalments a ter their studies are fin ished.

4 Check students understand key vocabulary in the sentences before they read the texts.

Answers: We learn where the boys live, what jobs their parents do, where they study and what their hobbies are.

Answers: on student page

6 5 Check answers to the first task before asking students for other information they found in the reading. Students read the phrases/words aloud which give them more information about Steven and Josh.

o::D

Before listening check students realise which sentences to mark (the unmarked ones: 3, 5, 6, 9, 10).

A nursery is similar to pre-school or kindergarten.

Present simple

1 ~ is crazy about fitness.

Use the present simple:

2

I2l

o doesn't go to school or college.

4

bll plays a musical instrument.

S 7

Grammar

isn't very energetic.

3

6

know

b

o looks after children in a nursery. B goes t o a private school. 12 doesn't have any brothers or

I2l

has parents w ho are divorced.

B B

sometimes helps his/her father.

Present continuous

wa nts to become a pharmaci st.

Use the present continuous:

d to ta lk about actions in the present period but not at t he moment of speaking: Mariam's studying Moths and Science. Amy isn't studying at the moment.

@) Listen to the interviews. Mark the sentences in exercise 4 about Amy (A) and Mariam (M).

Time expressions; at the moment, now, today, this week, th is year

Do you think these time twins are si milar? Why? Why not? Ot?1a JO'S f1

tJtrc. vel',,?

10 Put the verbs in brackets into the correct tense. Use the present simple or present continuous. Josh ~ (play) computer ga mes nearly every day.

Grammar Focus

"''''''''$

2 Mariam ,;. (take) some important exa ms this week. 3 Steven's parents do,,'" h..ve (not have) any other children.

esent simple and present Ol'nti nuous Read the sentences 1- 4. Which verbs in bold are in the present simple and wh ich are in the present continuous?

o

I rea lly love horror films.

2

0

Right now I'm talking to Amy.

3

GG

I'm working in a nursery at the moment, just part-time.

4 [E I help my father in his shop sometimes.

a

Read Grammar2know and match t he rules a- d with the sentences 1-4 in exercise 8.

b

Read about Steven and Josh again and ~ more examples ofthe present simple and present continuous. Find four more examples of rule d.

4 Amy ,;.,,'f"(oo"'''$ ..tter (not look after) her little niece today. S Josh's mother ,;. ,""or"'''9 (work) in the USA at the moment. 6 Steven ~ (go) to the gym three or four times a week.

11

Use the prompts to tell other students about yourself. Give more information if you can . Use the present simple or present continuous. like horror films

.. ' 2 wa lk to school 3 playa musica l inst rument 4 read a book at the moment 5 read the newspaper every day 6 study for exa ms this term 7 save to buy something special

12 WRITING

Read about Steven and Josh again. Then write a description of yourself. Write about: where you live and who you live with

• your school and other courses • your interests, free t ime, fri ends, etc. MINI WORKBOOK e. erdses 1-4 pages 100- 101


7 Example answers: Josh and Mariam have a few similarities - they are both studying for A-levels and both want to go to university. Both Josh and Amy have divorced parents; neither Steven nor Amy wants to go to university. None of the time twins have similar hobbies and none of them have similar ca reer ambitions.

LE SSON 2

10 When checking the answers, elicit the key words or phrases as in Grammar2know, e.g. 1 every day 2 this week. Answers: on student page

c to talk about actions at t he moment of speaking: Now I'm in terviewing Mariam.

What other information do you learn about Steven and Josh in the text?

d ,ffert!l"I.r becQ,~5e .

~ Board Plan 1,1

Time expressions; sometimes, often, usually, never, every day, every week, every morning, a lot

9

I thf'n/:. Sf-eve r-.


b to talk about things that are generally true: Josh lives with his mother. Steven doesn't drink coffee.

8

10

7

2

a to talk about regula r acti vities in the present: I usually meet my friends in the evening. What does Josh do in his free time?

sisters.

5


Read t he text again. Find two se ntences below about St even (S) and three about Josh (J).

students remember about Steven, Josh, Amy and Mariam by asking, e.g. What kind of twins are Steven, Josh, Amy and Mariam? Can you remember who plays a musical instrument, who goes to a private school, who wants to become a pharmacist? Let students look back at the texts.

11 Give students time to read the prompts and prepare what to say. Remind them to expand/ personalise the sentences. Students do this activity in pa irs or small groups. 12 Each student writes a draft of the text first. They check! correct each other's work. Then they write a final version in their copy books. MINI WORKBOOK exercises 1- 4 Grammar

oj.

Plus

Write the first example (he never travels by bus) in scrambled word order on the board. Ask students to say it correctly. Write it on the board. Underline never. Repeat for she is often late for class. Elicit from the students what the rules are for word order with adverbs of frequency. Write My brother and I go to the cinema on the board and write every week to the side. Ask them where this expression goes, and to tell you the rule. Focu s students on the Grammar Plus activity in the M ini Workbook. Read the rules through with the class. Students then complete the exercise. They check in pairs. EXTRA DISCUSSION Steven, Josh, Amy and Mariam are all very different. Are any of them 'typical' of teenagers in your country? Are you similar to any of them?

Grammar Focus

Now your students can=

Present simple and present continuous

• extract relevant information from reading and listening texts

8 Answers: 1 present simple 2 present continuous 3 present continuous 4 present simple

2 know

Warmer

9a

Review what time twins are and what

Students discuss their answers in pairs.

Grammar

~ pages 2- 3

• compare uses of the present simple and the present continuous • write a short text describing themselves.

L® Photocopfable. lA

Extra LJsttmin Activity @]

5

your life

Culture

2

know

Vocabulary

Chilled: this is a slang term used by young people to talk about themselves and also about music, lifestyle, etc. It means relaxed and unstressed (people who take it easy) and is generally positive. It is often used with the particle out, as in He's very chilled out. (He's very relaxed.)

Social

Reading 4

life

1

Read the title and introduction to the quiz. Are you 'chilled' or ' hyper' ? Do the quiz to find out.

2

Read the quiz key on page 124. Are the conclusions true or not?

3

@ Use the verbs in Words2know to complete

5

6 .e/£±o;... computer games a party 7 Med new people/your friends

hMe

8

4 ~ in

9 ~ nothing

5

10 ~ shoppin g/ running

~ s p ort

90 1'0

the cinema/beach

In pairs, talk about what you usually do: • in the evening • in the holidays

""",I
2

.,

have a party (NOT ft'Iake a party) make plans (NOT EIe plans) go out with friends (NOT ~ out with friends)

go (x2) go to play do (x2) stay meet ma ke .f have

3 JE- out

(§ 1I~~1It

Notice collocations

There are many phrases with verbs like go, have, make and do. Notice and remember the correct verb in each phrase:

phrases 1- 10from the quiz. Then listen and check.

Hyper: this slang term mean s the opposite of chilled. People who are hyper fi nd it difficult to relax and are always active: they never stop. The meaning is not always positive. it comes from hyperactive, e.g. He's a nice guy

Read Active Study. Add more phrases to the list.

"

I

p\oYfv,PrI/V; werre;'"

•

DVV$'

at the weekend (i--.. the evehrh9_

I-Iow p,bofAt 10l-1? I l/7'SIAPr/!S; . . . bl/fr I ;-, e ver . . MINI WORKBOOK exerdse 7 page 101

but he's so hyper.

Teenage language is constantly evolving and changing. Texting and the internet mean that new words are emerging all the time and these quickly become part of the language that teenagers use. Some words have very different meanings in teenage slang from their meanings in standard English. For example: wicked (excellent), e.g. That film was wicked; fit or lush (good looki ng - for males and femal es), e.g. He's really fit; Keep it real (be seriou s).

I

It's Saturday morning. What do you think when you open your eyes in the morning?

a What arra ngements have I got for today? I must get up and get ready. b Sat urd ay, great! I'l l relax, the n call my f ri ends later. c Good, I can go back to sleep.

I

You're on holiday by the sea! How do you spend your days?

a Do sport, meet new people, go shopp ing and , of course , go out everY eve ni ng! ' b Go to t he beach, meet some ni ce people and vis it some interesting places. c Slee p until midday, t hen spe nd t he day by the pool with mu sic and a book.

LESSON 3

Warmer Elicit some of the things students like doing in their spare time, e.g. sports, listening to music, meeting their friends. Write the information on the board.

3

It's your birthday ... Happy birthday! What do you do?

a You decide to have a big party but t hen you worry

about what to wear, who to invite, etc.

4

It's winter, the weather's terrible and you can't go out. How do you feel?

a Yo u hate doing nothing . You phone all your f rie nds an d co mplain. b It's ni ce to stay in but after a while you get bored. C Yo u ca n watch DVDs and play computer games all day - what's the proble m?

8

How do you feel at bedtime? Is it easy or difficult for you to sleep?

a It's difficult to slee p because you ca n't stop t hinki ng about yo ur day.

b You arrange to go out wi t h a gro up of f riends.

b You read or liste n to mu si c and you usually go to sleep easily.

c You don't make too many plans - pe rh aps you'l l meet some f riend s or go to t he Cine ma.

c You are n't t ired - you often stay up and watch a fi lm or go on t he inte rnet.

Vocabulary & Reading Social life 1 Read the title and introduction and check students understand the meaning of chilled and hyper. Focus students on the spare time activities on the board and elicit which are more chilled and which more hyper. Students write down which they think they are before they do the quiz. Read the qu iz with the class, making sure they understand it before they choose their answers. 2 Students check their answers. Discuss how the results compared with their predictions. A typical birthday party for teenagers of fifteen or sixteen is

6

either a sleep-over (friends - mostly same sex but not always - come over, watch DVDs, eat fast food, e.g. pizzas and stay the night) or an evening out wi t h their'mates: e.g, to a club, or bowling.

3 @ Students try and complete this before they listen and check.


4 Active Study if students are not familiar with the term collocations, make sure they understand the meaning (words that go together). Remind them to write down new collocations in their vocabulary books when they come across them.

Answers: go - out with friends, (back) to sleep, shopping, to the beach, to the cinema, on the internet; have - a party; get - up, ready, bored; make - plans; do sport, nothing

(

5 Elicit the questions fo r the pair activity: What do you usually do in the evening/ at the weekend/in the holida~s? Practise in open pairs first, showing students how to develop the discussion Js~g How about you? Encourage students to answer truthfully and provide translations of words in English when needed.

MINI WORKBOOK exercise 7

around the class. All questions have falling intonation.

rammar Focus es1ions and question words

9 @ Play the seven questions. Give students enough time to write their answers.

l ook at Zoe's photo from MyWorld, a website for meeting friends. Answer the questions. Do you like the ph oto? Why? Why not? Do you use websites like MyWorld?

7

lOa @ Before playing the CD again for students to check the correct auxiliary verbs, tell them to listen for the intonation in each question. Ask them if it rises or falls at the end (falls).

Read Grammar2know. Then complete t he MyWorld questionnaire with these qu estion words.

[

Who (x2) Why What (x3) Which How What kind (x2) How many How much When Where

Grammar

2

Ask individual students to repeat each question. Listen for correct auxiliary and falling tone.

know


Question words

11 Provide useful phrases from the listening: Time's up; /'II come back to that. Elicit some of the answers from pairs at the end to compare ideas around the class. Ask one of a pair to say what his/her partner answered to a particular question.

Use these words to form questions: What, Where, When, Which, Who, Why, How, What kind, How much, How many: Whars your favourite CD? Wha t kind of music do you like? How much money have you got?

Word order What is your favourite dessert? Who do you see at the weekend? Vhy are you doing this questionnaire? How much money have you got?

MINI WORKBOOK exercises 5-6

a CD) Zoe's friend is testing how ma ny questions she can answer in two minutes. listen and check your answers for exercise 7.

10 a

b CD) Which of Zoe's answers can

2 3 4

EXTRA DISCUSSION • Are social websites like MyWorld fun? Do you belong to any? Why or why not?

@ Completequestions 1- 7 with is/are, have or do. listen again and practise your intonation. do

you remember? Compare answers in pairs. listen again and check.

5

@ Close your book and listen to the questions. Write brief answers. , M,IPtYl

6 7

Which city " you come from orig inally? How many brothers and sisterr~you got? What kind of books 1-"you li ke? What");y ou reading at the moment? Which groups 1-"you like? Which ~ your favourite day of the week? Why 1-"you like it? Which TV programmes 1-"you like best?

Now your students can: • use some common collocations with the verbs go, have, get, make, do

• construct a range of'wh' questions

b Choose five questions above to ask your teacher.

11

• ask someone questions about him/herself and give their own answers.

In pairs, do the MyWorld questionnaire. Take turns to ask and answer as many questions as you can in two minutes. MI NI WORKBOOK exercises 5-6 pag e 101

USSON 4

armer Ask who uses the web to find/make ·en ds. Ask, e.g. Do you know anyone who uses the web for meeting people in eir own country/ in other countries/ for p ractising English? etc.

. Grammar Focus Questions and question words

6 Students discuss their answers to e two questions in pairs. Use prompt questions to help them move from descriptions to interpretation, e.g. Where is Zoe? What is she doing? Can you describe her? What else can you see in the photo? Does the photo remind you of anything?

Zoe took this photo herself. Do you often take photos of yourself? What do you use them for? Why do you think Zoe used this particular photo on the website? What does it say about her? What kind of photo of yourself would you use on a website like this?

7 Grammar 1! know Students try and complete the questions with the right question words.

CID

Sa Students listen and check. Check understanding of vocabulary, e.g. questions 7, 11 .

Answers: on student page b

CID Students read the questions aloud ~ pages 4-5

~ Photocopiable 1B

7

,

lKING@

your life culture

2 know

Reading

Many teenage magazines and blogs in the UK include letters from teenagers about problems they are having at home. Typical problems are: teenagers wanting more freedom (staying out later than their parents want them to), the kinds of friends they have, the places they like to go to (clubs and pubs) and their clothing, body art and hairstyles.

1 a

eenagerl

Vocabulary

PREDICTING Answer the questions.

~

What do you think the peope in the photos are talking about? How are they feeling?

b Read the introduction to the internet survey. Who is organising the survey and why?

2

Read the survey and complete gaps 1-6 with the questions a-f below. a Who do you talk to when you have a problem? b What do you most like about your parents? c What do you worry about most? d How could your parents make your life better?

The BBC is doing its biggest ever intern survey' about young people in Britain today to find out about their lives and their worries. They want to help parenl s and teenagers to talk and unde~stand each other better. Thousands of peoph are logging on to take part - so far more than 30,000 teenagers and 12,001 parents. This is what they say.

e What's the worst thing about being a teenager? What's the best thing about being a teenager? .I

LESSON 5

3

Warmer Write Teenagers on the board. Elicit from students the good things about being teenagers. Then ask them to tell you some of the not-50-good things about being teenagers.

2

IZI

Most teenagers think their parents are kind and have a good sense of humour.

IZI

Teenagers and parents think that the media is too negative about young people.

4

Prediction activities make students more effective readers (and listeners) because they help students activate known vocabulary on a particular topic before they engage with the text. Students use their previous knowledge, their knowledge of the world ,and, if appropriate, clues from visuals to make these predictions.

Example Answers: The boys could be friends. They look like they're chatting casually but they're not smiling, so maybe they're discussing a problem. The second photo could be a girl and her parents. They look angry and she looks unhappy. Perhaps they're arguing about something that she wants to do, e.g. go out late.

4

IZI

Nearly 30% of teenagers don't like their parents' clothes.

5

IZI

Many parents want their teenage children to do more housework.

6

III

Most teenagers say they can talk to their parents about really important problems.

ng people most like the love and supp< t ey get from their parents .. . and their ser of humour, too. But 40% say that they like i parents because they give them money! iA""~5 fMe Norst MrM9 t:ltbOfAt beiM9

Complete the definitions with a word from the text.

(;It

teey.,(;Itgel"

20 ~

2S

young people complain about how tI meaia shows teenagers and many parents agree: 'All teenagers have bad publicity .. they are not all bad!' said one parent. Youn people also complain about exam pressure changing moods and boyfriend/girlfriend re lationships.

s eJ.££?!.!::.I : the help you give someone with their problems (parag raph 2) 2 s -"t>2:-" of h w,",£eJ.!:: : the ability to laug h about things (paragraph 2) 3 to ( £",,£1.£1.t> : to say you are unhappy/angry about something (paragraph 3) 4 the m -"51.£ : TV, newspapers, etc. (paragraph 3) 5 exam P !:.~22.£!!:.~.2. :theworriesyo u have about exams (parag raph 3)

6 your a ££ -" £!::£t>~-" : how you look (paragraph 6)

5

Answer the questions in exercise 2 about you. Are your answers the same as the English teenagers'? Wheh £ tu"ve

Po

problerv., Irc.!/:. ro M1 frt'e.hd5 or

50Met;'rvoe5 fvll-j Mother.

8

b Read the introduction and discuss with students the answer to the question.

3 Strategies for exam skills. Reading: True/False/No Information (back cover)

Answers: The BBC (British Broadcasting Corporation) is organising the survey to find out about young people's lives and worries.

Students need to focus carefully on the wording in the statements as well as study the text for the information. The wording in the statements may not be the same as the wording in the text.

2 Students read the questions and then they read the text. The text under each question is a summary of the answers given: it is not a direct answer to the question. Remind students to look for key words in the questions and answers to help them as they match, e.g. question 2 most like.


8

1S

3 ~ Most teenagers think their parents are too strict.

1 a Strategies for general skills. Reading: Predicting (back cover)

Use further prompt questions to draw out students' ideas, e.g. (question 1) Why do you think so? Do you think there are other possibilities? (question 2) Do you think they have the same opinions/ ideas? Do they look happy?

~

Read the survey again. Tick (.I) true and cross (X) false. Give reasons for your answers.

Reading & Vocabulary

In this prediction activity students review vocabulary to describe different kinds of relationships and the kinds of things parents and teenagers talk about.

n ?lt-5 The bec;tfl-lIh@ abol4t bet'yv} t:'I Teen' teenagers say, 'Going out and having more freedom '. 'Cool music and fashion' a 'the internet' are also popular answers.

10 '.

In this true/false activity there is no 'no information' option but students have to give reasons for their answers. This means they have to be able to say where they found the information in the text and, if appropriate, :tote the words (from the text) which sUI:port their answer. Students nee~ to read the text in more ' detail for this truelfalse activity. Students read the sent nces aloud first. Check understanding of any vocabulary.

\

\cabUlary Speaking Faml~

6

and relationships

Wb RD RACE Work in pairs. In two minutes, write down as many family words as you can . (tAfher, brother ..

7

Match the Words2know to definitions 1- 10. •

Which words are for males and females?

•

What are the male form s of thOe other words?

7 @J Words 2 knot\r Students complete the exercise individually and then check together. Play the CD for them to practise pronunciation.


20% of t eenagers w ant th eir p arents em m o re freedom. 'Often p arents like a child and d o n't respect yo ur "',...".:r.s ~' w rites one . 'Why can 't I g o to

an only child a stepmother an ex-wife a cousin a relati ve a great-gra ndmother an aunt a niece a daughter-in-law a younger/older sister ,l

where my fri ends go, like nightclubs?' er~ And 29% of young peo ple rea lly ~ pa rents' clothes! On the other hand,

1 a sister who is younger/olde r than you t:'t

10IAP1ger/older

5(<;rer

2 your grandmother's mother "

=a:ent sa id, 'If our kids have a serio us

9re"f- 9r""dMofher

3 your mother or father's sister ",.,

. ,::;:;;,o:<:>, t hey can always talk to us about

"u,., f

4 the woman married to a person's son

- ~,m age rs d o n't always agree. Most -

(Stop). Elicit the words onto a word map on the board.

?i

th ey can t alk t o the ir parents ab o ut

dPtl/19"fer-IM - (PtyV

5 the woman a person divorced ",., eX-Mre

~.......=v things but 60% say they can't talk to

6 your sister or brother's daughter "

::a-ents about serio us p erso nal problem s ~on sh ips, drugs and alcoh o l. They find

,.,iec e

7 your father's new wife - not your own mother to

o t alk t o friend s abo ut these things.

-stepM other

8 yo ur mother's sister's daughter "

10 a chil d with no brothers and sisters ",., 0,.,('1 ch ,M Read the questions 1-7 and cross outthe ones you can't or don't want to answer. Then swap books with a partner. Ask the questions that your partner did not cross out. 1 Are you an only child or have you got older or youn ger brot hers and sisters? 2 Do you get on well w ith yo ur brothers and sisters? 3 How many aunts, uncles and cousins have yo u got? 4 Are your great-g rand pa rents still alive? And yo ur grandparents? How old are they? 5 Do most of your relatives live near you ? How often do you see th em? 6 Which relations do you like best? Are there any people in your family who don't get on? 7 Is anyone in your family doing anything interestin g at the moment? What?

9

WRITING Write a paragraph about yourself. Include answers to the questions in exercise 8. I've 9 01' (It

• BBC online survey 2003

l-Jol>1h!Jer

5/5rer P,hd (7oh older brother. I

!!Jet OYI we!! wdh. MV; '10l/ll-'1g er 'S (<;re. r bV/t .. .

MINI WORKBOOK exercise 8 page 101

Students compare and discuss their answers in pairs, giving reasons for each one (showing where they found the information in the text) .

h er students have done the true/ false activity, give them time to reflect on how they did the activity and discuss with them which Strategies they applied or ~h o uld have applied.


4 @J ake sure students notice that media is plural (the singular is medium, e.g. T.II.

Answers: males and females: only child, cousin, relative

male forms: stepmother - stepfather; ex-wife - ex-husband; greatgrandmother - greatgrandfather; aunt - uncle; niece - nephew; daughter-in-law son-in-law; younger/older sister - younger/ older brother

cou""

9 a member of your family " ref"five

8

Elicit answers from the class for the two questions.

Answers: on student page 5 Students do this activity in groups, discussing their answers. Take feedback as a whole group. LESSON 6

Warmer Elicit some of the things that teenagers said about their parents, and parents said about teenagers, in the 'Talking Teenagers' text in the previous lesson.

is the most popular medium these days) .

Vocabulary & Speaking Family and relationships

Play the CD for students to check their answers.

6 Make this a game. Give a start time (Ready, Steady, Go!) and a finish time

~ Board Plan 1,2

8 Discussion of family situations can be Ilainful for students of this age and/or they may not want to talk about certain family problems in front of the class. Pair students with classmates they don't know so well. Their best friends may know some of the answers already. Do quick feedback by asking one of a pair to tell you what he/ she learnt about his/ her partner. This will prepare students for the writing task. 9 As with the previous writing task, each student writes a draft of their paragraph first. They check/correct each other's work. Then they write a final version in their copy books. MINI WORKBOOK exercise 8 EXTRA DISCUSSION Who do you prefer to spend time with - friends or family? Who do you have more fun with? Why?

Now your students can: • apply prediction skills to a reading text • talk about their own and other people's experiences as teenagers • talk and write about their family situations.

9

Real Time culture if! know All UK addresses have a postcode, e.g. NWl 0 2PQ. A postcode is used for a small group of addresses, making it easy to sort and deliver mail. In the US this is called a zip code.

MEETING AND GREETING

1

Look at the photo and read about Zack. Answer the questions.

• Where is lack from? • Why is he coming to London? • Who's meeting him at the airport?

2. 0

Listen to the conversation. Tick (.I) true and cross ()() false.

LESSON 7

Warmer Find out if students go away for the summer, with or without their families, to stay in other countries and!or do summer courses.

1

IZI

2

00 00 00 00

3 4 S

lack already knows Fran. lack already knows Rosie and Ted. Fran is driving today. There were no problems with the flight. Fran's house is near the airport.

30

Read the dialogue and complete the gaps with the correct Phrases2know. Then listen again and check.

Meetings and greetings phrases

1

2 know

Meeting and greeting How do you do? Nice to meet you . .I Great to see you again! .I Thanks, it's great to be here! .I Let me introduce you. Welcome to London! This is my brother, Ted. How was your journey?

Answers: lack is from California. He is coming to London to study. Fran, Rosie and Ted are meeting him at the airport.

2 G:2D Students compare their answers before they listen a second time.

@ Listen to Phrases2know and 4 practise the Intonation.


S Rosie introduces lack to her older sister, Grace. Work in groups:

3 G:2D phrases 2 know Individually and then in pairs students try and complete the gaps with the phrases. They listen and check.

a

Write their conversation using Phrases2know.

Rosie: (calling) Hi, Grace. Are you in? Grace: Yeah, I'm here. Rosie: This is Zack, Mum's friend Rebecca's son. lack .. .

Answers: on student page 4 GJ:I) Point out the falling! rising intonation patterns as well as the voice movement to indicate positive emotion and feeling. After practising with the CD as a class, students practise taking turns to say the phrases in pairs.

5a This is a transfer activity. Students use the dialogue in exercise 3 as a model for this new dialogue. Monitor the groups as they are writing their dialogues, reminding them to use the Phrases2know. Groups need to include a character for each student, e.g. groups of four have four characters in the dialogue, groups of three have three.

10

b Students practise their dialogues in their groups and act them out (introducing each other, shaking hands, etc.). When students are confident, tell them to put away their written dialogues and practise one more time. Invite groups to perform their roleplays to the class.

~ Ul Speaking; Listening, Writing

GeHing to know people

RLLlNG IN A FORM

8 Students compare their answers and impressions in pairs. Elicit answers and reasons for the second question from the class.

Zack is doing a s umme r course for ove rseas students at a Londo n unive rsity. rece ptionist asks him questio ns to complete his e nrolme nt form.

Answers: lack is at a party and is talking to Monika, a Polish student. Perhaps he's enjoying himself - he's laughing and Monika is smiling, so they're probably getting on very well.

~ Use Phrases2know to complete Zack's

enrolment form. Then listen and check.

phrases 2lcnow email address UK address mobile number address postcode anergency contact details .r nationality 3aSSport number

The re is a party at l ack's university for new stude nts to get t o know each othe r. lack is chatting t o Monika, a Polish girl.

.r .r

.r

_niversity Enrolment

8

9 ~ Read Phrases2know. Which three questions

European History ~ ofcourse 2 July - 9 September

sound too formal for a party? Listen and check.

phrases Zachery James Garber

- =-birfh -: -<,lin;

.r

NW I02PQ 07654 8878960 zackjg [email protected]

- Y> q contP,ctdt!-tP,'/5:

.r

dialogue below. Follow the prompts and use the Phrases2know in this lesson.

0208 654 9768

Now your students can:

• You are ne w students at the same party as lack and Monika. One of you is lack.

in pairs. Look at the enrolment form on sage 124.

a

10 Can you do it in English? Give students time to prepa re their 'roles' before doing the dialogue. Remind them to use the Phrases2know in the conversation. If possible, record students doing their dialogues and play back to the class.

,0 In pairs, take turns to act out the

Mrs Frances Connor 25 Manorgate Rei, London NW IO 2PQ

• meet and greet new and old friends

• Introduce yourself. Then find out as much as you can about each other. • You can invent information.

• ask and answer questions to complete and fill in an enrolment form

Write questions for 1- 11. ~5

thl!--

",,()jfv,e o f V;0lAY' CO"1Y'$e?

Choose a course and the date. Then ask and _ er the questions. Complete the form with JOUr partner's details.

11

SON 8

anner !se a word map to review what students

em ber about lack. Prompt student -=sponses by asking, e.g. Where does Zack e from? Who5 he staying with?

ents read the information about =':'-d<. Phrases

• use appropriate language for getting to know people.

studying in the UK). Students compare their answers in pairs before they listen. After listening check with students how lack says: his mobile number (eight, eight, seven, etc.) his email address and his postcode. Answers: on student page

ing in a form

~

2 kno",


Which part of (Poland) are you from? What's your full name? W?!P,t5 '10"'r N';v,I!.? Which course are you doing? How about you? Where are you staying? Are you enjoying London? What's your date of birth ? Do you like London/this music?

2356 Washington Drive, Santa Barbara, CA, USA 25 Manorgate Rd, London.

E:

.r W?!e.rt!- v.rt!- '10'"

fro;v,?

--3rt- nUMber

.....'*"55

2lcn ow

Getting to know people What's yo ur nationality?

21.10.92 Santa Barbara, CA, USA American

Phrases

Discuss which phrases students think are more formal but don't give the answers before they listen. Check by eliciting the less formal versions. Ask for situations when students use a) formal language and b) informal language.

Look at the photo and answer the questions. • Where is lack and who is he talking to? • Do you think he's enjoying himself? Why? Why not?

--=e of co·urse

~birfh

9 Cill)

GETTING TO KNOW PEOPLE

2 kno",

7a Elicit the full questions for 1- 11 from different pairs.

b Check understanding of the different

k understanding of the Phrases2know _ eliciting the information from students ~ ut t hemselves. Ask students why they -:: not give a UK address (unless they are

~ pages 8-9

Course options. Students work in pairs and take turns to ask questions and complete the form with their partner's information.

Real Time DVD Episode 1 ~ DVD Worksheet 1 Can you ...

? Photocopiable 1

11

Unit 2 culture

2

know

The three people on the page are regarded as icons for the following reason s: they were unique and looked up to for what they did. both by the public and other people In their professions; they became known around the world; they represented someth ing to a whole generation of people. Audrey Hepburn had a long and successful career as a film and stage actor before she devoted herself to charity work. She married twice and had two sons. She was a UNICEF (United Nations Children's Fund) Goodwill Ambassador. UN Messengers of Peace are distinguished people from different professions who volunteer their time and use their fame to promote the work of the UN around the world. Former and current Messengers of Peace include: actor George Clooney, author Paolo Coelho, musician Yo-Yo Ma, singer Luciano Pavarotti. Kurt Cobain's tragic life mirrored that of many rock and roll stars of his generation: a poor boy made good, who was never comfortable with fame and who wrote frankly in his songs about his depression. The band he played in, Nirvana, were very popular during his lifetime. Muhammed Al i became known around the world, being famous even among people who didn't like or know about boxing. He was inspirational to a whole generation of young black people in the USA and also to Muslims around the world. He gave the sport of boxing a new life and a new hero. Draw students' attention to the objectives box at the top of the page. Rem ind them what you talked about in Unit 1 with reference to this section and how you reviewed what they had learnt at the end of every second lesson. Tell them that this will help them with their study skills and w ith revising for examinations.

12

Reading 1

ry

In pa irs, discuss these questions. Do you know any of the people in the photos? Wh ich person is: a famous sportsman? a famous actress? a famous musician? Ca n you think of three famous people who are 'icons'? Do you admire them, or not?

2

" . . @ Ch eck the words in blue. Guess which pers on in the photos:

After his death in 1994, Nirvana singer Kurt Cobain quickly ~ a legend ... but did he really lsill. himself or ~ it murder? Cobain l!l!n born on 20 February 1967. He' __ d_ but his life changed in 1975 when his parents divorced. His teenage years ~ miserable and he 5 __ h_

. He ~ his

first guitar when he ~ fourteen and p layed with different teenage bands.

a worked as a model A ... dre'1 Hepb ...rn b came from a very poor family c grew up in the Second World War d had a happy chil dhood e became world cha mpion quickly became very successful g refused to figh t in the Vietnam War h was often depressed worked with children in Africa and Asia shot himself.

3

~ Read the texts and match phrases a- j in

Then he formed Nirvana with Krist Novoselic, and they • - L - with songs like Smells like Teen Spirit in 1991 . But Cobain didn't enjoy fame - he once ~ 'famous is the last thing I ~ to be'. He ~ singer Courtney Love in 1992 and they had a daughter. But his depression 92!. worse. He bAli serious drug problems and he 7 - . I - - at the age of just 27.

exercise 2 with gaps 1-10 in the t exts. Then listen and check your answers. MINI WORKBOOK exercise 7 page 103

12

LESSON 1

Warmer Ask students to name one person from the 20th and one from the 21 st century that they think are great. Provide examples if necessary (but not from the lesson). Discuss what students understand by great.

Reading & Vocabulary 1 Elicit if any of the photos are people the students mentioned in the warmer. Check understanding of icon (see Culture2know). Students can compare their lists and their own views.

Answers: Sportsman: Muhammed Ali; Actress: Audrey Hepburn; Musician: Kurt Cobain

m!ml~I1!m!'

2 [ill El icit and check understanding of the words in blue before playing the CD. Students work in pai rs. This is a pred iction activity using general knowledge and the photos. Th ey do not read the texts yet. 3 ~ Rem ind students to look fo r clues in the texts to help them, for exampl e use of and and but and synonyms, e.g. miserable - depressed (Kurt Cobain).

rammar Focus

5 §)

5 0

PRONUNCIATION Listen to the regular past simple forms from the texts and put them in the correct column. Then listen again and repeat.

simple Read Grammar2know. Underline all the examples of the past simple in the text about Kurt Cobain. Which verbs are regular and which are irregular?

ItI

Id!

Answers: /t! worked, danced, stopped, /d/ moved, followed, changed, played, married, /id/ started, wanted

lid/

6 a

Use the past simple to complete the sentences about yourself. Make two sentences false.

Grammar 2lcnow

1 I (be) born on ...

Past simple

2 My family (move) to our present house when I .. .

Use the past simple to talk about actions and events that started and finished in the past.

3 I (start) primary school ... ago.

5 I (start) to learn Eng lish ... ago.

+ He played with different teenage bands. (reg ular)

6 I (come) to this school in .. .

He became very success ~u:::/:..: . (::: irr::: eg =-.u_la_r::: ) _ _ __

? Did he play with different bands?

I Yes, he did.

(reg ular) Did he become very successful? (irregular)

Answers: 1 was 2 moved 3 started 4 learnt/learned 5 started 6 came

4 I (learn) to read when I .. .

Form

_ He didn't play with different bands. (regular) He didn't become very successful. (irregular)

6

1 JC."'UC.r<1 1'1'17'

7a Students complete the questions and use them as prompts to discuss briefly what they know about the two people. Check understanding of

b

Read your sentences to a partner. Can he/she spot the false information? Find out why these people are 'icons~ Write the questions, 1- 6, below.

7 a

No, he didn't.

achieve.

Why did he become very successful?

Answers: 2 When and where was he/she ... 3 Did he/she have. .. 4 What did he/she achieve? 5 Did he/ she get... 6 When and where did he/she die?

to be

+ Ufe was easy for him. His teenage years were happy. _ Ufe wasn't easy for him. His teenage years weren't happy. Was life easy for him? Were his teenage years happy?

I Yes, it was. No, it wasn't. Yes, they were. No, they weren't.

b Students shouldn't look at

.me expressions: in 1967, yesterday, last week, las t year, ten years ago, when he was fourteen

or discuss their texts with each other. They don't l(Vork in pairs at this stage.

Why (he/ she be) famous? W{"1 Nt:;, ,he fC.MOU,7 2 When and w here (he/ she be) born? 3 (he/ she have) a happy childhood?

C Students ask and answer questions in pairs.

4 What (he/ she achieve)? 5 (he/ she get) married? 6 When and where (he/ she die)?

8 Add further prompt

b

Work in pairs. Student A, look at page 124. Student B, look at page 135.

questions to facilitate the discussion, e.g. What were their

C Take turns to ask and answer the questions about the famous people.

greatest achievements in your opinion? What was the most difficult aspect of their lives? Which person would you like to meet? Why? What would you ask him/ her?

Wht-,? Wt),5 Mp.r"7Y1 MOl-"lroe She WP,5 ft'trv.OV/5 becP!l/7'Se . When Nt7I5 'She . . . ?

8

rtAMOl/f5?

Discuss these questions with the class. Which of the five people on pages 12-13 do/don't you admire? Why?

MINI WOR KBOOK exercises 1- 4

Do you feel sorry for any of t hem? Why? MINI WORKBOOK exercises 1-4 page 102

~ ~

. cu ss the information in the texts with e students. Ask them which person they ink is the most interesting and which eserve(s) the title icon and why. Answers: on student page I I WORKBOOK exercise 7

:.fSSON 2

Grammar f+!Plus

Grammar Focus

Focus students on the introduction to Grammar Plus and read it through with the class. Elicit another example for each one, e.g. in October / on

Past simple

Saturday / at Easter.

4 Grammar C! know Students read Grammar2know and discuss which verbs are regular and irregular. Remind students to also include the verbs from the sentences in

Students read the sentences and fill the gaps with the correct words. They check in pairs.

Words2know.

• use textual features and their own knowledge to fill in gaps in a text


armer rite the words in blue from Words2know pa ge 12 on the board. Elicit sentences hich include these words about the ree icons.

~ Board Plan 2.1

Check students remember that the past simple refers to actions completed in the past and that time expressions are either given or understood. Use a timeline (see Unit 1 Board Plan 1.1) if necessary.


• use the past simple in the affirmative, negative and questions • express their opinions about famous people.

~ pages 10-11

13

'1I;.

the greats culture

2

know

Primary school is for students from 5- 11; secondary school is for students from 11-16 (or 18). It's unusual for young people to go to university in their home city or town. After university, young people don't usually go back to live at home. Instead they find a flat to rent, either on their own or with friends. In Britain it is still common for couples to get engaged, save to buy a house or a flat and then get married when they have saved enough. While they are engaged they might live together in a rented flat or hou se.

Vocabulary

3

Life events

1

o He went to secondary school. ~

Kate met someone else. Joe was born. II] His family moved house and Joe changed primary schools. They had an argument and Kate dumped him. ~ They started going out together. III He started school. III He met his first girlfriend, Kate, at secondary school.

4_ _ _ , he met Kate, his first girlfriend, and they started going out. Joe really liked Kate bu t 5 _ __ , they had an argument and 6_ _ _ , Kate dumped him. 7 _ _ _ Kate met so meone else and Joe was really miserable again ...

tIl

o

--

phrases

2

know

Narrating past events after a few months When he was fourteen in 1985 ,f after that Then A few years later After a couple of years

o He met his future wife,

Meg, at a party. II] He got ajob. They rented a flat together. He left school and went to university. III He passed his final exams and got a degree. III They fell in love and got engaged. ~ They got married. ~ They lived happily ever after ...

is the phrase which traditionally ends children's stories.

o m

LESSON 3

Warmer Introduce the concept of 'Joe Average' (a typical British guy). Draw a stick figure on the board and use it to elicit their ideas about a typical guy in their country. Make it light-hearted and fun - suggest a name for him, elicit a job and leisure activities, the music he likes, the car he has, etc. Do the same for a typical young woman.

~ Listen and complete the first part of Joe's

story with the Phraseslknow. What else do you learn about Joe's life? Joe was born 1 16 198<1' and was very happy as a small child. He started school when he was five. 2 _ __ , his family moved house and Joe changed primary schools but he hated the new one. 3 _ _ _ , he moved to secondary school.

Read about the life of 'Joe Average: In pairs, put the events in each section in the best order 1- 8. Compare answers with another pa ir.

. .. and they lived happily ever after

4 "

Match the words from A and B to make collocations without looking at exercise 1. Then listen and check.

Use the Phraseslknow to tell the second part of Joe's life story. Add three more pieces of information to the story. Wh eJ-l h e

w(!.""r 1-0

5

2 §

I'\JP,S

(!'tflhre eVl., Jo e left-sc h ool Pt"" d

/An ivc.r SII1.t .

Write the life story of one of these people: a ty pica l 'Joe Average' from your town - a relative or friend with an interesting life story - yourself! Use the Wordslknow and the Phraseslknow in this lesson. MINI WORKBOOK exercise 8 page 103

Grammar Focus .... Past simple and past continuous

6

Look atthe photos and captions on page 15. What is the connection between the two people in each photo? What other famous pairs do you know?

7

~ Listen and read text A on page 15. Find five mistakes in the text and correct them.

A

get (x4) rent

start

leave

have

pass

fall

move

B

Vocabulary & Writing

school (x2) an argument engaged a job in love your exams

LIFE EVENTS

1 Check understanding of dumped (colloquial: finish a relationship with a boyfriend or girlfriend).

Writing

married house a flat a degree

a

Read Grammarlknow. Then read text B about how the other pair met and complete the gaps.

14

Suggested Answers: on student page

mI· ~;Q!r!!1

2 [ill m· Review the meaning of collocations (Unit 1, page 6, Active Study) .

Students write the collocations in their vocabulary books.

Answers: on CD 3 ~ Phrases 2 know Students read the text about Joe and predict where the phrases go before they listen.

Answers: on CD

Optional Activity: Consequences Make groups of six. Each student needs a piece of paper. They all write a sentence about an event beginning In 7985, Kate Average . .. at the top of the paper. Without looking at each other's paper, they fold the top down to hide the sentence and pass the paper to their right. Each student then writes a sentence just under the fold about an event in Kate's life beginning When she was fourteen ... They fold down and pass on. Continue for all the prompts until students have their own paper back. Students unfold the paper and read their 'stories' about Kate to their groups/the class. 4 Students use the information from the second section of exercise 1.

14

5 Remind students to use the Phrases2know and the Words2know in their writing and to use the text about Joe as a model. Each student writes a draft of the text first. They check/correct each other's work. Then they write a final version in their copy books. MINI-WORKBOOK exercise 8 LESSON 4

Culture

2 know

Only two ofThe Beatles are still alive, Sir Paul McCartney and Ringo Starr. They still play live from time to time, mostly guesting at other bands' concerts, though not playing together. Young people in the UK don't listen to The Beatles music in

7 @ Answers: in May July 1957; at mt:t* art college; every evening afternoon; only eignteen sixteen

8

Grammar

2 know

Students read the Grammar2know. Look at each section to elicit other examples and to check the concepts of events/ actions in progress. Hillary and Bill Clinton 1 _ _ _ (meet) in 1969 while they ' _ _ _ (study) law together at Yale University in New York. Hillary first 3_ _ _(notice) Bill in the college library when she • _ _ _ (write) an essay. She ' _ __ (introduce) herself because Bill ' _ _ _(stare) at herl

~ Board Plan 2.2

Answers: 1 met 2 were studying 3 noticed 4 was writing 5 introduced 6 was staring

9a Students write the

Grammar

2

9 a

Complete the questions in the past continuous.

know

Past continuous

Wh~t"Nerc.l?oll1

Use the past continuous to describe actions in progress at a time in the past The action started before that time and continued after that time: At that time, in July 1957, John was studying at art college.

"'cI,,c,J:

1 What (you do) at eight o'clock last night? 2 What (you wear) last Friday?

Past simple and past continuous

3 When (you come) to school this morning (the sun shine)?

We sometimes use the past simple and past continuous together: Jahn was playing with his band at a church fair (= action in progress) when Paul first heard him. (= event)

4 (it rain) when (you get) home last night? 5 What (the other students do) when you (arrive) at this lesson?

Paul heard him John was playing ~

PAST

dor'ng Pot-eight-

/",sf" "ight?

6 What (everyone in your family do) at four o'clock last Saturday afternoon ?

now

+ I/He/She was playing the guitar.

7 What (your teacher wear) last English lesson?

Yau/We/They were playing the guitar. - I/He/She wasn't playing the guitar. You/We/They weren't playing the guitar. ? Was l!he/she playing the guitar? Yes, I/he/she was. No, l!he/she wasn't. Were yau/ we/ they playing the guitar? Yes, you/ we/they were. No, you/ we/ they weren't. I What was he doIng?

I

b

In pairs, ask and answer the questions. How good is your partner's memory?

"

Wh",twere

1"'" d"i"9 "'te,g ht

o 'clocl:. last- ",(~ht?

questions before they do exercise b. Do number 3 as an example with the class. Answers: 1 What were you doing. . . 2 What did you wear/were you wearing ... 3 When you came ... was the sun shining? 4 Was it raining when you got ... 5 What were the other students doing when you arrived ... 6 What was everyone in your fam ily doing. .. 7 What was your teacher wearing .. .

b Students can also do this in open pairs, asking and answering across the class in turn.


I""",. """,tehi"g 7V A"d 1""'? MIN I WORKBOOKexercises 5-6 pages 102-103

EXTRA DISCUSSION Do you think you are a 'Joe Average'? Why or why not?

Now your students can: the original form any more but it is used from time to time by DJs in their mixes and by rappe rs as well. There are lots of exa mp les on YouTube. Probably the most Nell-known remix ofThe Beatles songs is called Love and was produced for a show by the Cirque du Soleil in Las Vegas, USA n 2006. The remix was done by George artin, who was the arrange r for much of The Beatles music, and his son Giles.

armer Ask students to give you names of pairs of people (not necessarily boyfriend and girlfriend/ husband and wife) who are well known. Give an example if they need it, e.g. Bon nie and Clyde, Sherlock Holmes and Doctor Watson, Brad Pitt and Angelina Jolie.

Grammar Focus Past simple and past continuous

6 Answers: A They were both in The Beatles and wrote songs together. B They are married, are both members of the Democratic Party in the US and both ran for the presidency of the USA, at different times! Bill became president in 1993 and served until 2001 but in 2008, Hillary was unsuccessful in her bid to be elected.

• understand and sequence past events • use the past simple and the past continuous appropriately • write and tell a short life story.

15

~

,-'

the greats

culture 2 know

Reading

Polls are very popular in the UK. There are polls for everything. Here are a few examples: best loved poem, best new band, celebrity of the year, favourite film, as well as sillier ones like favourite sandwich, favourite holiday, most hated household chore. The TV show Big Brother, where people are voted out of a house one by one. is also a kind of pol!.

1

Vocabulary

Listening

SCANNING Quickly read about the BBC poll on the Greatest Britons. Find the names of: • a military leader • a writer • a scientist • an engineer • a political leader • roya lty

2

5

.... Check the words in blue

a

2 _ _ _ led the British army against the king. died in a car crash .

4

killed his/ her cousin.

S

desi gn ed important bridges.

6

wrote pl ays and poetry.

7

discovered the law of gravity.

8

wanted peace.

b

3

@

7

Choose three adjectives in exercises Sand 6 to describe: a famous person you like (e.g. a musician)

Listen and check your answers.

Read aboutthe winner of the BBC poll. Do you know who it is? Check your answer on page 124.

Diana, Princess of Wales

16

•

someone in your family

•

yourself

M'1 tvlother (5 ven., fncJrldltt

t'tY\I::( 5'1}v.pt:'lrhetic. I'rv. t-t?t/el'\ted, popl4/p.r p.",d Modestl

a

Imagine there is a poll to find the greatest men/women in your country's history. In pairs. think of four people from the list below. Explain why they were great. using the Phrases2know.

[

actor sports person king/ queen scientist writer/ artist musician composer president philosopher prime minister

Phrases

2 know

~

Talking about famous people

Reading & Listening 1 Strategies for general skills. Reading: Scanning (back cover)

Oliver Cromwell, Horatio Nelson;

@

WORD RACE How many adjectives can you add to the lists in exercise S in two minutes?

Write Great ____ (students' nationality) on the board. Give students one minute to think of some great people from their country then elicit some of their ideas. They have to give brief reasons. Note: keep this activity short as students do an extended version at the end of page 16.

Writer: William Shakespeare; Scientist: Sir Isaac Newton; Engineer: Isambard Kingdom Brunei; Political leader: Elizabeth I; Royalty: Elizabeth I ,

b ...~r",(

6

Warmer

Answers: Military leader:

Negative characteristics

$~cce$$f~(

"

LESSON S

In the scanning activity in this lesson students quickly read the text to match the names of the Great Britons to their roles/ professions.

Positive characteristics

successful brutal talented violent intelli!jent determined brave cruel weak glamorous popular friendly sympathetic brilliant

QI7>...wl", developed the theory of Evolution.

3

Polls appear on TV, on the radio, on the internet, in newspapers and in the music press. People vote by mail, telephone, text and on the internet.

Scanning is an important reading skill for students to develop. They scan to extract relevant information from a text without the need to read the whole text in detai l, for exam ple finding a phone number in an advertisement. It is an importa nt skill in examinations. Scanning is done quickly and you can help students develop this skill by a) giving them a clear pre-reading task which makes them search for specific information and b) giving them a short time lim it.

Look at the Words2know from the text that describe people. Write them in the correct column in the table.

below. You have two minutes to read and match the descriptions, 1-8, to the people in the text. Who finished first? 1

Speaking

Personal characteristics

4

a brilliant (a rti st) the best (footballer) in the world wrote/composed ... the greatest (scientist) in our history was the first person to ... invented/discovered .. won ... led the country when ...

@

Listen to more information about the winner. Tick (.I) true and cross (,K) false.

III III

He was a very good pupil at school.

2 3

IZI

Not everyone was happy when he became Prime Minister.

4

III He won a Nobel Prize for peace after the war. IZI He didn't have very healthy habits. III He retired at the age of sixty-one. III His funeral was quiet and private.

1

S 6 7

He stayed with the same political party all his life.


"

H cntJ o.bovrr 8 e>rrte>J:.? H e I HUhf

Ci~frleo W~5 ?I

W p. -.; ().

brt1fr~l'1f ..

gret'AT- It~frp.", becc.l/15e he .

b

With the class. make a list of the ten best candidates. Vote for the winner.


16

3 2a

[ill

Elicit and check understanding of the words in blue before playing the CD. The two minute time limit is important: it encourages students to scan the text rather than read it all in detail. Discuss the people in the poll with students. Which ones do they know about, who do they think is the greatest and why? Do they think politicians are greater than writers or royalty?

b

Answers: on CD

Answer: Winston Churchill 4 [ill Strategies for exam skills. Listening: True/False (back cover) Ask t hem w hich strategies they remember from t he list for Reading:True/False. Ask them which are different for Listening and why. Give students time to read the information and try and predict the answers before they listen. For the correct answers draw out more information, e.g. 5 and for the false answers elicit the correct information. Play the CD again if necessary.

Vocabulary & Speaking Personal characteristics

5 @I) Words 2 know Students do this activity in pairs. Answers: on CD

6 Elicit the adjectives onto the board under the two headings. 7 Provide an example which combines positive and negative characteristics to show when to use and or but, e.g. My sister's popular and talented but rather selfish.

8a

~

. . '

Can

you do it in English? Remind students that in the Can you do it in English? activities they should try and use the new words from the lesson. For this lesson there are two sets of Words2know and a Phrases2know for them to refer to.

b After each pair has decided on four people, they discuss their reasons for nominating each one. This is im'portant for the debate and discussion.

MIN I WORKBOOK exercise 10 EXTRA DISCUSSION Can anyone be 'great'? Do you know any 'great' people in your life?

Now your students can: • apply scanning skills to a reading text • describe people's personal characteristics • take part in a class discussion using argument and persuasion.

- er students have done the true/false 3divity, give students time to reflect on ich strategies they used and what they -;eed to remember to focus on for next time. Answers: on student page

- " e are a few examples of Winston urchi Ws famous wit: babies look like me. But then I look like obies. ptimist sees an opportunity in every mity, a pessimist sees a calamity in y opportunity.

e greatest lesson in life is to know that

(At an elega nt dinner party) Woman: Mr Churchi//, you are drunk. Church il l: Yes, I am. And you madam are ugly. But I shall be sober tomorrow.

MINI WORKBOOK exercise 9 LESSON 6

Warmer Write the personal characteristics from the Words2know plus other key adjectives at random across the board (not as a list). Elicit what students can remember about the people (e.g. Who was cruel and determined?), without looking in their student books.

_ fools are right sometimes.

~ pages 14-15 ~ Photocopiable 2C Can you . .. ? Photocopiable 2 Extra listening Activity @)

17

activestudyl E

Active Study 1 For the exercises on the Active Study pages it is useful if students

Vocabulary learn wo rd s

discuss their answers in pairs or small groups. Encourage them to try and explain (in English) the rationale for any of their answers which are different from those of the other students in their group.

1

In

n~ph~w

[

HOLLYWOOD'S FAVOURITE SON?

cruel engineer friendly ] receptionist niece talented

ohnny Depp is probably the most popular and best-paid actor in the world . He is appearing in several big films this year. Pirates of the Caribbean 3 ' _ __ in cinemas across the world rig now and he 2 a new film at the moment.

J

sCientist

i,'i"fI'jiiJ·£I'fi.";;;;'''M'' ;,t'

1 Ask students for other words they could add to each category.

2

Johnny Depp 3 in Kentucky in 1963 and he 4 in Florida. He dropped out of school at sixteen because he 5 to be a rock star. His first movie role was"a small part in the 1984 film Nightmare on Elm Street.

Match the words to make collocations. A

Answers: Personality: cruel, friendly, talented; Family: aunt, nephew, niece; Jobs: engineer, receptionist, scientist

1 2 3 4 5

do ' " fall "go leave get

a b c d e

school married nothing running in love

get make meet move

a b c d

your friends house plans aflat

He 6 his current partner, French pop singer Vanessa Paradis, while he 1 a film in France in 1998. Apparently, he 8 her when she was coming out of a Paris hotel and he immediately _ _ _ _ in love with her! The couple have two children and 10 _ _ _ in a small village in France.

B

2 To build on this exercise,

1 2 3 4

students can put these collocations in example sentences in their notebooks and then translate them.

5 rent

e engaged

i,i+i"iiii,.i;ii~M;;·';i.li.'ji¥ii

Answers: A: 1 c 4a Sb

2e

3d

3

B: 1 e 2 c 3 a 4 b 5 d 3 ~ After listening, students work in pairs and say the words aloud.

4

Note: item 2 is pronounced 'address in American English Answers:

PRONUNCIATION ~ Listen and underline the stressed syllable. Then listen again and repeat. 4 re,illtionship 7 dis!;Qver 1 llQPular 2 address 5 exil.!!l 8 deyglop 3 journey 6 emergency 9 t2! ented

on student page

Complete the sentences with the cprrect form of the verbs in brackets. Use the present simple, present continuous, past simple or past continuous. 1 Stephanie usually Ne"r, (wear) black but today she ,<; Ne"nhj! (wear) a white dress. don'tto the cinema on 2 I (not go) weekdays. 3 What (you/do) Nere '7°0 dO,hjlwhen I (phone) p honed you at 7 o'clock last night? 4 Which sport (Tom/like) doe, 10M Me best?

Grammar 4 Answers:

on student page

5 Elicit what the students know about Johnny Depp. Students quickly skim-read the article before completing the verb exercise to see if any of the information they predicted is in the text. Answers:

18

on student page

& Answers: 2 Why did he drop out of school? 3 What was the name of his first film? 4 Who is Johnny Depp's partner? 5 When did he meet her? 6 How many children do they have?

1 a shows 2 a make

@ is showing

3 a 40 5 a 60

® b ® b

was born grow up wanted meet

® b b b

was making was seeing fall lives

is born grew up was wanting met

7 a made 8 a see 9 0 fell

Grammar

Elicit how word stress is marked in their dictionaries. Write an example on the board e.g. 'popular

Choose the correct verb form to complete the magazine article about Johnny Depp.

groups

Complete the categories with these words. Write two more words for each categ
Vocabulary

5

o

o #

6

live

b makes

c showed • @ is making c c c c

born was growing t;: wants meets

c makes 0 saw c was falling c is living

Put these jumbled questions in order. Then read the text about Johnny Depp again and write the answers. Johnny Depp/where/born/was Where IV&l, .:Toh",,,,'1 Depp bo,-",? I", Kehn.cf.'1' 2 did/why/he/out of school/drop 3 the name/ his first film/was/of/what 4 partner/ is/who/Johnny Depp's 5 meet/did/when/her/ he 6 do/children/they/how many/ have

10 Encourage students to use a different phrase from Phrases2know for each event.

b Read the webpage again. Tick (,f) true and

Reading Skills

cross (X) false.

, 'iiQlijii).g Read for specifIC information 7 a Scan the UCL webpage and find:

1

IZl

UCL offers courses in many subjects.

2 ~ Half the students at UCL are not from the UK

the number of international students at UCL

3

~

The International Office is open on Sundays.

the name of the office that helps foreign students

4

IZl

The International Office does not close for the summer holidays.

the name of the online newsletter for foreign students.

5 ~ It costs £10 to join the UCL Students' Union. 6 ~ The ULC Students' Union is a sports club.

8 Tapescript CD 1, Track 27 One AC: Hello! Can I help?

51: Hello ... yes, can I see Sarah Clark please? AC: Is it about accommodation?

51: Yes, it is.

University College London welcomes you! @ •

AC: Ah '" I'm sorry but she isn't here today .. . she's not here on Wednesdays.

University College London (UCL) is in the heart of London, close o the British Museurn and the British Library. We are a large university - 20,200 students. We offer a variety of courses each year so you can study any subject you wish.

51: Oh ... she's not here? AC: No ... sorry .. . can you come back tomorrow?

•

University Coll ege London is truly an intern ational university. We now have 6600 foreign students from more than 140 countriesthat's almost one-third of the t otal number of our students.

51 : Okay, tomorrow, okay .. . what time are you open?

•

If you have any questions, please contact us at The International Office. We 're here to help. The office is open from 10 a.m. to 4 p.m., Monday t o Friday (closed weekends and public holidays). We are open all summer. The International Office can help you with visa and immigration problems. There is also an online newsletter, Inte rnational Student News.

AC: Thank you.

•

AC: We're open from 9 till 5, Monday to Friday. [times may change]

51: Okay, I'll try tomorrow. Thank you. Two AC: Hi there! 52: Um. Hello ... yes, please ... I want to pay for my course.

All students can join the UCL Students' Union. Membership is free. The Union represents students ' interests, organises sports events and concerts.

-stening Skills f !ih'i'i ,i),t' listen for general understandmg

9

He/She lost something .

c

0 0

He/She hasa question about accommodation.

D III 0

He/She found a mobile phone. He/She was at the office this morning.

d e g

AC: It's on the first floor ... just go upstairs ... room 101.

What do you say in these situations?

52: 101, okay, thank you.

You want to introduce your friend Thomas to your teacher.

AC: That's okay. (pause). Hello again!

Someone just ca me to your town and you wa nt to greet them.

a ~ He/She can't find Room 101.

III

52: Okay ... finance office ... where is it please? •

Speaking Skills

@ listen to three conversations in the ..' International Office. Match students 1,2 and 3 to the statements a-g. There is one extra statement. b

AC: All right. You want the Finance Office.

52: Yes. Hello ... sorry I can't find the finance office ... what was the room number?

You meet someone at the airport and want to ask about their journey.

AC: 101 ... can't you find it?

You meet a friend at a party. The last time you saw him/ her was three years ago.

He/She wants to pay for a course.

52: No .. . AC: Oh ... it's just ... okay, come with me .. . I'll show you .. . just follow me

10 Write down four events from your life. Tell another student when they happened using the Phrases2know on page 14.

He/She says he/she'll come back tomorrow.

"

52: Oh, thank you very much!

J' ieClrr.",i ro p/Cl'1 (o,:,rl.>t'I// w/-",r. J' W"'5 fr"'e. A (ew '1et'lY'5/lvoor.rt,5/wed:'5 /",reY', J' . ..

Three

SKILLS STRATEGIES back cover

53: Yes ... I was here this morning with my cell phone, my mobile and .. . now I can't find it ... I thought maybe I left it here ...

AC: Hi, can I help you?

19

AC: Oh I see. Let me ask Jane, she was here this morning. Jane? jp: Hmm?

Reading Skills 7a Remind students that the key word co nnected with successful scanning is quickly. Give a time limit, e.g. three minutes. When checking answers elicit fro m students the key words they looked for each time. Answers: 6600; The International Office; International Student News

b Answers: on student page

Listening Skills 8 @) Answers: on student page

AC: Did someone find a mobile phone? This young man thinks he lost it here this morning.

jp: Oh yes, we found something ... what kind was it? 53: Um ... Haguchi ... 300 ...

Tapescript: see end of notes

jp: What colour? 53: Black.

jp: Oh right, is that it?

Speaking Skills 9 Accept other suggestions, not only the Phrases2know.

53: Yes, that's it! Oh! That's great! Thank you so much!

jp: No problem.

Example answers: • This is my friend, Thomas. Thomas, this is my teacher, (Miss Smith). • Welcome to (Birmingham)! • How was your journey? • Great to see you again!

[l§

pages 16-19

19

Unit 3 Culture

C! know

For most teenagers in the UK, their bedroom is their own special, private place. It's almost like their own private world. They put up posters of their favourite bands, photos of friends and themselves, and other pictures to show what they're 'into' and what they think is 'cool: Most teenagers have a TV and DVD player, a computer and a music system in their bedrooms. Teenagers typically spend lots of time in their bedrooms, often on the computer. When friends come to visit, they entertain them in their bedrooms. It's not thought strange for several friends, boys as well as girls, to go upstairs to a girl's bedroom for the evening, to listen to music or watch a DVD. The last thing they would do is spend the evening in the sitting room ofthe house. Children in a house might share a bedroom when they are young (pre-teen) but it's very unusual for teenagers to share bedrooms. It's common for house-owners to convert the attic of the house to make another bedroom for a teenager. When British people talk about their houses, or even when houses and .flats are bought and sold, there is always information about the number of bedrooms, e.g. a three-bedroomed house. One of the reasons for this may be because people want to know how many people the houselflat can accommodate. Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section (remind them of what you discussed for Units 1 and 2). LESSON 1

Warmer Students write one adjective on a small piece of paper which describes their bedroom. Collect the papers and put them in a bag. Take one, read it out and let the students try and guess w hose bed room it is. Continue w ith some of the other words.

Vocabulary & Reading Describing a place

20

( M·ROM )

U3 Reading

Vocabulary

Reading

2

Use t he Words2know and the captions t o describe the bedrooms in the photos.

3

PREDICTING Read the heading and the introduction to the text. Who is Ben Vee and what is the article about?

4

Read t he art icle. Match the descriptions (1-4) to the photos. What does Ben say about the fou r people who live in these rooms? Do you agree?

Describing a place

1

W,1f~5 "OOM '5 ven1 Pvo.c..551-J.

In pai rs, discuss the questions. Do you have your ow n bedroom or do you share wit h someone else? Which Words2know describe you r room?

Em.~m!l!l@ modern well·organised comfortable stylish bright da rk tidy messy noisy quiet

' I th ink this is a boy's room but it's hard to say. It's very tidy but it's the most boring of the four rooms .. . nothing interest ing on the walls .. . no decorat ions. I th ink he's probably like his room - well·organised but d ifficu lt to get to know.'

'Th is is an interesting room, too. It's the smallest of the four rooms b ut I think it's t he most stylish. The colours are brighter and more modern th an the other rooms and the decorations are really attractive. It's also tidier than t he last room. It's a very feminine room - she's definitely a 'girly ' girt I t hink the owner is like her room ... bright and stylish.'

'Ah , t hat 's better! This room's much nicer. It isn't as t idy as t he first room but for me it's probab ly t he most interesting because I can imagine t he kind of person who lives here. I th ink she has a st rong personality. She likes music, art, fash ion and reading. She's a very creative person, I th ink.'

'Ugh! This is the messiest of all the rooms. I can't stand this kind of mess, so for me this is t he worst of the four! It's quite dirty, too, and I d on't like that either. The person who lives here has lots of int erests - football, travell ing - but he doesn't care about his bedroom!'

20

1 [ill Words

C! know

3 Answers: Ben Vee is a style expert. In the article he looks at four teenagers' rooms.

Check understanding of the Words2kno w before playing the CD.

2 Prompt students to talk about and describe the bedrooms in the pictures, e.g. Which bedroom looks like yours? Describe (Holly's) room. What do you like about it? What do you dislike about it? Why do you think it's (tidy)? Suggested answers: Kieron's room: well-organised, tidy, quiet; Will's room: messy, noisy; Holly's room: dark, modern, well-organised, tidy, stylish, comfortable; Olivia's room: modern, bright, stylish, messy, noisy

4 Answers: 1 Kieron - well-organised, difficult to get to know; 2 Olivia - a strong personality, creative; 3 Holly - bright, stylish; 4 Will - has lots of interests but doesn't care about his bedroom

Grammar Focus Comparatives and superlatives

5

Grammar

2 know

Elicit an example of a comparative and superlative from the text before students

Grammar Focus

Listenin

Comparatives and superlatives

My favourite place

5

8

Read Grammar2know and complete the table with comparative and superlative adjectives from the article.

..

@ Olivia is telling Holly about her favourite coffee shop. listen and tick the things that she mentions.

Comparative and superlative adjectives adjective

com parative

one syllable

small

smaller

nice

frl rcer

the nicest

two syllables ending in-y

tidy messy

ticker

the tidiest

two or

modem interes ting

superlative

[

t he i /" .... c+llesT

messier

Me

9

J'Voe5$,e5T

a coffee tab le .! rugs .! CUShions ] ta bles and chairs .! armchairs .! a cupboa rd a sofa .! a coffee bar .! a picture .! a stool a mirror .! plants a poster

@ listen again and look at the pictures on page 13S. Which one is Olivia describing? Give at least two reasons.

10 How much do you remember about Cafe

more

W.ore M o derf1

Phrases2know. Then listen and check. 1 I T (00K5 really modern . 2 1" M e cCMfre , there's a coffee bar.

th e Most

interesting good bad

Rosso? Complete the sentences with the

the most modem

more

syllables irregular

(hTeresftM.9.

the best

beft-e,.

there are tables and

OM the chairs.

Other forms for compa rison

4

The colours are more modem thon the other rooms. It isn't os tidy os the first room.

OM Me feft , there are some armchairs and a coffee table.

5

the f/UOr5t

6

"There Me

rooM

!5 harer

ffltM,'\

1-10//1"5

rooM.

bri ght, co lourful ru gs

the floor .

There "5

a big mirror

phrases

Fp,/5e !

@

1 Which is

(messy) room in your house?

2 What is 3 Which is _ _

(important) thing in your bedroom?

Behind/ nea r/ next to the sofa ...

(comfortable) room in your house?

There is/are a sofa/ some armchai rs

4 What is 5 What is

_

'10"w

hOvt5e?

Read aloud short sections of the texts from the previous lesson. Students try and remember whose bedroom it is without looking at their text books.

8 ~ Give students time to read the words in the box before they listen and check. stud~nt

page

Answer: Picture B

Then ask and answer the questions in pa irs .... (i,-,.

Warmer

9 ~

(bad) place to stud y?

IIVfllCH {5 the lvIe55r"e5T roo/!VI M1 b roth ers bedroow-.!

Apart from hanging out in their own or fr iends' bedrooms, teenagers in the UK tend to hang out in shopping malls, in city centres and in parks. They do go to coffee bars as well, but they don't always want to spend money and many prefer window shopping instead.

Answers: on

It looks fri endly/ busy/modern.

(good) place to study in your house?

LESSON 2

Listening & Speaking

if! know

In the centre/ midd le of the room On the left/right of the picture, there is/are .. On the wa illfloor/ta ble ..

Complete the questions with the correct superlative form.

through with the class. Students then complete the exercise.

bel-liMa

the ba r.

Write three true and three false sentences comparing the bedrooms. Then work in pairs. Say if your partner's sentences are true or false. Okvip/s

7

n9M~,

3

worse

01"1

6

Speaking

11

MINI WORKBOOK exercises 1-4 page 104 "

Now use Phrases2know to describe the other picture on page 135. Find seven differences between the two pictures. Use the Phrases2know to talk about them. In pfcfi-lrc. A, fhe ... (5 O~ the rt'9hf bVif tfr" plcnlre 8 t'f ~5 Oi'\ t"t1c left:

12 What's your favourite place to hang out? Describe it to your partner, using the Phrases2know and Words2know in this lesson. MINI WORKBOOK exercise 7 page 105

10 @D

Phrases

1! lenow


11 This exercise gives students practice with photo description. To help more visual students remember the key phrases, draw a square on the board and label it, e.g. on the left, on the right, in

the centre, at the top, at the bottom.

do the exercise. They do the exercise individually and then check in pairs. When checking with the class, elicit several sentences using the comparative and superlative adjectives from the chart. Make sure students use and pronounce than correctly as a weak form and that they use the before the superlatives. For as ... as establish that the comparison is 'like with like'.

Answers: on student page 6 Remind students that they can use both comparatives (as in the example) or superlatives, e.g. Kieron's room is the most stylish. (false) 7 Students have to say why each time.

Answers: 1 the messiest 2 the most important 3 the most comfortable 4 the best 5 the worst MINI WORKBOOK exercises 1-4 Grammar i';' Plus

Write these words on the board:jeans, water, student(s). Elicit how these nouns are different, by eliciting sentences for each one from the students, e.g. My jeans are very

tight. The water is cold. The student is writing a letter. The students are writing letters. Write

Monitor students as they do the exercise to check they are using the language and using it correctly. Students work individually and then compare what they have found in pairs, then groups before telling the whole class.

12 After talking about their favourite place, students can write about it in their notebooks. MINI WORKBOOK exercise 7

Now your students can: • extract relevant information from reading and listening texts

the sentences on the board and review the terms countable, uncountable, plural.

• use comparative and superlative adjectives appropriately

Focus students on the Grammar Plus activity in the Mini Workbook. Read the rules

• describe a place they like to hang out, and pictures.

~ pages 20-21

~ Photocopiable 3A Extra Ostening Activity ~

21

culture 2 know Clothes are a particular symbol of style in the UK for many teenagers. The clothes they wea r immediately mark them out as belonging to a certain group. Groups change all the time, but some current ones are: Chavs: very keen on fashion and wear the latest styles and clothes, sometimes referred to as 'townies'; chavs often wear 'hoodies' (hooded tops) as well.

Styl Vocabulary

Goths: wear black clothes, have dyed black hair, tattoos and lots of piercings. They grew out of the punk movement in the 1970s and 80s.

Describing personal style

1

WORD RACE Write down twelve items of clothing. The first person to finish shouts 'stop: Compare answers with the class.

2

Check the words in blue in Words2know. Find a person in the photos who ...

Chav is an offensive term which teenagers don't use to talk about themselves. They will talk about other people as being 'chavs' and it's not complimentary. Goth on the other hand is a word young people are happy to use to describe themselves.

1 is weari ng smart clothes.

8, €

2 is wearing casual clothes.

A, C, D

3 is wearing make-up or Jewellery. 4

has long, wavy hair.

Grammar Focus too and enough

C, D, E

5 a

8, E

Read the comments about the people in the photos. Who do you think they are about?

S has a tattoo. C

6 has dyed hair. C

The legal age for teenagers to have tattoos done without their parents' permission is 18, though many have tattoos younger than this. Tattoos are quite popular for teenage boys and girls, though most have quite small tattoos in less visible places. There is no minimum age limit for piercing and, perhaps because of this, piercing has become very popular, particularly amongst teenage girls. Tongues, noses and belly buttons are the most popular.

To me, she isn't young enough to dress like that,

7 has pierclng s. C 8 is wearing something tight.

'[)

C

9 is wearing something baggy. A lO is well-dressed.

3

Put the Words2know in the correct column. How many more words can you add to each group. hair

4

B, E

-

--

-.,-------,

clothes and 'decorations' appearance-+_ _ _--i

Choose one person in the photos. Give three clues about their appearance. Other students guess who it is. 17"'IIt; pc-r~oYl loo;'~ sJy,p,ri; Isnr wc-Ptr/Yl9jePtn,s ",,,4 hI» 90r (""9 h .. ir. Wi'-!" " It ?

b Are the comments positive or negative? Do you agree or not?

MINI WORKBOOK exercise 8 page lOS

22 LESSON 3

Warmer In groups of four, students take turns to tell each other their favourite clothing item and why. Provide an example before they do the activity, e.g. My favourite item of clothing is a pair ofjeans I bought last year. They look really cool, I feel great wearing them and they were a good deal too - half price. Oh. and they are very comfortable. Give students two minutes to share ideas. Take quick feedback by asking students to tell you the favourite clothing item of another student in their group.

22

(M-ROM )

U3 Listening

Vocabulary & Speaking Describing personal style

1 Elicit from each group the number of different clothes items they listed. Write the totals on the board. Ask one group to read their list of clothes aloud. The other groups cross the items off their lists. Continue from group to group in the same way until you have a final list and a final total for the number of clothes the class listed.

2 @I) Students do the exercise in pairs, guessing/ checking meanings with their partners. When checking the answers, make sure students understand/ pronounce correctly the words in blue.

Elicit other information about the photos, e.g. (8) is wearing something old-fashioned. ~ Board Plan 3.1


3 Answers: Hair: long, wavy, dyed; Clothes and appearance: smart, casual, tight, baggy, well-dressed; Decorations: make-up, jewellery, tattoo, piecings 4 Provide another example if necessary. Remind students not to say he or she and to be creative! This can be done as an open pair activity.


7

9

Use the ideas in A and B to make five true sentences.

Answers: 2 His clothes aren't smart enough. 3 These shoes are too small. 4 Her dress isn't big enough. 5 Her top is too tight. 6 Her skirt isn't long enough.

£t'5 teo cold ro Wep.r 5(::1/1'\d"'/5.

A

[

It's too hot/cold ... ] I'm too young/ old/ shy ... I'm not old/ brave enough ...

B

[

wear a business suit wear school uniform wea r ribbons in my hair wea r a winter coa t have a tattoo

] wear sandals wear short trousers dye my hair have a piercing

8 Answers: on student page

MINI WORKBOOK exercises 5-6 page 105

Read the comments in exercise 5 again and complete Grammar2know with too or enough.

Grammar

2

Listening

Speaking

10 a [B) listen to a street survey about fashion .

know

Match the speakers and their opinions.

too and enough

, ...c..

Use too + adjective and not+ adjective + enough to say that something is not right. His trousers are too long. (=He needs shorter trou sers.) His trousers are not long enough. (=He needs longer trousers.)

2 .A..

rea lly enjoys fashion .

3 .J2...

thinks the clothes in fashion shows are too strange to wear.

worries that young people spe nd too much money on clothes.

4 J3...

too and enough with infinitive She's roo young to wear cfothes like that. She isn't young ,,,,o~gh to dress like that.

thinks designer clothes are too expensive.


5 ..E...

thinks people can show their personality th rough their clothes.


too much and too many + noun: too many (countable) roo many tattoos too much (uncountable) roo much make·up

6 ...£...

isn't interested in fashion.

b [B) listen again. Which people do you agree

Notice the word order with not enough:

/ haven't got enough smart cfothes. My cfothes aren't smart enough.

11 0

listen to the Phrases2know and practise the intonation.

2 His clothes are too casual. (smart) 3 These shoes aren't big enough. (small) 4 Her dress is too small. (big)

5 Her top isn't big enough. (tight) 6 Her skirt is too short. (long)

,

She's wea ring too ~ make-up.

2 3 4 S

He's got too ~ piercings. She's got too

MAO"',!

pairs of shoes.

She always wears too MA~ch perfume.

know


I think fashion 's cool. To me, fashion 's fun. I love fashion. I really like clothes. I don't know much about fashion/clothes. I don't really care. I don't think it's a good thing. Personally, I think people care too much about clothes.

His hair's too long. (short) 1-1t5 /'u:"i".'5 hOt" 'Shorr e novrgh .

Complete the gaps with much or many.

2

Expressing opinions

Rewrite the sentences using too or enough and the adjectives in brackets. ,

1 Oa ~ Discuss what students think a fashion victim is (someone who always has to wear the latest fashions) before they listen.

with?

Phrases

7

9 Read through the vocabulary in A and B with students before they do the exercise. They do the activity in groups, taking turns to say their sentences. After the activity they write the five sentences in their notebooks and underline the new grammatical structures (from Grammar2know).

b ~ Play the CD again before the discussion. Students have to defend/explain their opinions.

11 @

12 In groups, tell other people what you think of Pe"50"'''!!,?, I ,.e,,(!,? (ike r"ff005 b",r I th'hk C's gor roo """ ()'h,,?_ I thr"nl::. 5h.e 10 01:.5 w e trc(/good

I don't like wearing too MA~ch jewellery.

Grammar Focus too and enough 5a Answers: on student page

b Students can add other similar com ments of their own about the pictures.

6 Grammar 2 know The common mistake that students make is when using not enough with nouns and adjectives. Write the following examples sentences on the board:

This top isn't tight enough. / I don't have enough money for that one. Get the students to tell you the rule for where

enough goes a) with nouns, b) with verbs.

know

EXTRA DISCUSSION Should people be allowed to wear what they want all the time? Are there situations where people should all wear the same thing (e.g. a school uniform)?

Now your students can: • describe people and their clothing styles

LESSON 4

Warmer

2

12 Tell each group which one or two photos to discuss - allocate different photos to groups around the class. This way, all the groups will have something to say in feedback, and there will be opinions about all the photos. Encourage students to disagree/ agree with what other groups say.

the people in the photos. Use the Phrases2know. "

phrases

Check students understand the Phrases2know before they listen and repeat.


• express opinions about people's appearance and clothing

Students make pairs. They look at each other for 30 seconds, then stand back to back and take turns to describe clothes, etc. using the language to describe personal style.

• use too and enough correctly with nouns and adjectives. WB

pages 22-23

TR

Pho!ocopiable 38

23

:!J;-:

your style Culture

2 know

The majority of teenagers buy their clothes new in Britain. Shopping in second-hand clothes shops, such as Oxfam, or going to 'jumble sales' is not seen as 'cool' these days. When teens do buy their clothes second hand, they are often searching for a particular look, for example they might buy a 1960s dress or an old army greatcoat. Clothes-shopping in the UK is a huge industry and mass-produced clothes are very cheap. Traditionally sales used to happen after Christmas and in the summer but now many shops have sales all year round. Teenagers still buy CDs, but this is becoming less and less common. Music is usually downloaded from the internet onto MP3 players or computers. Teenagers also listen to and download music from mus ic sharing sites such as MySpace. 'Vinyl' (records) is seeing a revival amongst aspiring DJs and teenagers will buy vinyl in second-hand shops as well as on the internet. ebay is very popular for both buying and selling. Teenagers cannot have a credit card until they are 18. However, they ca n have a debit card (money is taken directly from thei r bank account) when they are 16. Many teenagers get pocket money (spending money) fro m their parents on a weekly basis. The average for 12-16 years olds is £ lOa week. Older teenagers would probably have a Saturday j ob and so not receive any pocket money.

Vocabulary

3

Money and spending

1

. ,.

Check the words in blue and then do the quiz. Choose T (true), S (sometimes true) or N (not true).

: .What's·your ,;,_

~_

_~~

~~?'~

2

I often buy things that I didn't plan to buy. I always look for bargains when I go shopping.

24

(ill) Helpl My name is Lori and I am .. . a bargain-aholic ( is that a word?????)

If I lend money, I make sure t he person pays me back soon.

My problem is ... every time I walk into a clo shop and I see someth ing really cheap, I buy i And I walk into a lot of clothes shops ..

5

I enjoy giVing prese nt s to other people .

1=2 S= l N=O

Do you kno w the wo rst thing? When I get home and try them on again, I think, 'That's horrible! Why did I buy it?' My wardrobe's ful of clothes that don 't suit me . I'm sure they're laughing at me.

If I can't afford somet hing that I want , I borrow it.

T= 2 S= l N=O

6 7

I don't usually owe money.

T= 0 S=l N=2 When I finish with games, CDs, etc. I often sell them.

T=O S=l N=2

8

1=0 S=l N=2

9

I usually spend money when I get it.

1=2 S=l N=O Conclusions 1-4 You're a natural saver and you never owe money. Of course, some people might say you're mean ... 6-12 You're generally sensible With money but you like giving and know how to enjoy yourself. ' Just stop and think before you spend. 14-18 Oh dear, you're a natural spender! You're generous and have a good time. But try to pay back

~ ~ Wh: 2

: ou : e,

Sometimes I try to give them to mY' fri ends they smile kindly and say t hings like, 'Than ks l ori, but .. . no, than ks!!! ' My latest bargain is a pair of jeans. They only cost flO and they looked okay in t he shop .. . but now I see they are the wrong size, the wrong colour, they are just ... the wrong trousers!

If I earn money or get money for my birthday, I usually save it.

I t hink you can see my problem ... but can anyone help me?? PLEEEAASSSSE!!'

4"

be~: :o~ spend. m~re! ...... _'" _ ...... J

Read the quiz conclusions. Do you agree? In pairs, talk about you r spending habits. Use the Wordslknow. Ioffeh borrow MOhClj b",t- I h e ver .. .

If I c"," 't ",fford 5ow.ctM''''9. I .. . MINI WORKBOOK exerci,e 9 page 105

24

Warmer

out which groups students fell into for their answers. Start the discussion first as a whole class, prompting students to use whole sentences as in the examples. Students then discuss their answers in groups.

First check students understand the Words2know before they listen and repeat.

4 Help! I can't stop shopping! A

T=2 S=l N=O

2 Take a straw poll (hands up) to find

1 ~ Words 2know

3 Tee nage Business Tycoon C

04';,,"

1=0 S=l N=2

4

SKIMMING Match the titles to the texts, A-C There is one extra t itle. 1 Big Spende r Not Sorry f3

T=O S=l N=2

3

• a newspape r article? f3

2 The Meanest Man in the World .

Do you put your money in the bank or spend, spend, spend? Do our quiz and find out. (T = true , S = sometimes, N = never)

1

look at the three texts, A-C Which is: • a magazine interview? C

4

" sB~nding st:yl~? ~,

Then students do the quiz.

Vocabulary & Speaking Money and spending

t

ocabulary

an intern et blog? A

@

LESSON 5

Students work in pairs. They tell their partners what they usually spend their money on apart from clothes. Provide examples if necessary. Elicit from the class and find out what the most popular item is.

Reading

Speaking

Typical answers from a UK teenager might be: 1 T, 2 T, 3 T, 4 T, 5 T, 6 N, 7 N, 8 N, 9 T. Discuss with the class, making use of the information in Culture2know.


Reading & Vocabulary 3 Set a short time limit for this task.

Posted by loriH @ 08 .55 a.m . BST

Answers: on student page 4 Strategies for general skills: Reading: Skimming (back cover) Students skim a text to get a general overview of what it 's about. It does not involve close read ing and therefore is done quickly. You can help students develop this skill by a) givIng them a clear skimming pre-reading task and b) setting a short time limit for them t o complete the t ask. It is an important skill for examinations. Some activities will require students to both skim and scan. In this skimming activity students match the titles to the texts. After students have completed the activity, ask students to

Daniel Harding started a successful business at the age of sixteen ••• in his bedroom. teenager who spent thousands of pounds using his r's credit card returned yesterday. Ben Jones, teen) 'bOITowed' the - card while his father olltjogging. First, he Hew Rome, where he checked a luxulY hotel. The next he spent thousands of on designer clothes) Jlduding a £500 coat, three of designer jeans and a bag that he later gave to sister as a present. After shopping trip, he hired a ine to go sightseeing. y, Jones returned to ....andon, where his parents waiting ... 1 am not sorry I spent the Y,' Jones told jomnalists ~se I have lots of lovely J

•

5

6a

Q So how did you get the idea to start your Own airline?


A I knew univerSity wasn't fo r me At first I wanted t o be a p ilot. Then I had the id~a fo r an airline and I wrote a business plan fo r a school project.

b Make this into a roleplay. In pairs, students take turns to answer their partner's questions in role.

Ho~ did you get the money to start the bUSiness? A A family friend lent me £1 0,000. That was enough to hire our first plane. In t he first week, we sold 20,000 tickets and after a few mont hs, I paid the money back. It continued from there . Q

Example answers: Lori Who do you go shopping with? Do your friends try to stop you buying these clothes? Ben - Why did you choose Rome? Did your sister like the £500 bag? Daniel Where does your airline fly? What's your next business idea?

Q What do your school friends think?

A Most of them think I'm crazy ... I work sixteen hours a day! Q But I imagine you have a lot more money

than your friends? A Yes and no. I save everything I earn and invest it in the b usiness _ I an i Y , pay myself pocket money, like my friends. Right now spend ' Importan t to me I'm not i t d' , m g money Isn t myself as a succ~ssful bUSi~:::~:en i~nt:'°f:u~:~s or designer clothes! I see

+ CM K

---

6 a

Match the questions w ith the people in the texts.

'Why did you take your father's credit card?'

Read the texts again and choose the correct answers. 1 Lori spends all her money on 0 c1othes she doesn't really wa nt. b expensive clothes. c clot hes fo r her friends. 2 Lori doesn't like her new jeans because a her friends don't like them. b t hey were too expensive. (Dt hey don't look good on her. 3 Ben Jones a boug ht expensive presents for all his fam ily. used his fat her's money t o buy lots of expe nsive t hings. c went on holiday with his parents and spent a lot of money.

®

, 4 Ben feels a sorry about spending so much money~ b sorry that he behaved badly to his parents. (D pleased t hat he's got lots of nice clothes. S Daniel Harding had th e idea for th e airline a w hile he was at university. w hile he was doing a school project. c because a family friend gave him some money.

®

6 Daniel a li kes spe nding more money t han his friends. isn't interested in spending money. c doesn't want to be a successful businessman.

®

Be... 2 'Do your pa rents help you with the business?'

DelN'e/ 3 'What did your parents say when you got back from Italy?' Be ... 4 'Do you have enough money to buy all t hose clothes?' Lori 5 'Do you still have t ime to study?' DelN'.!

b

Think of two more questions to ask Lori, Ben or Daniel.

7 a

Read Active Study. Then copy the word map into your notebook. Add the other words in blue from the quiz on page 24 to the correct section.

b Fi nd more money words in the texts in th is lesson and add them to the w ord map. Notice 'topic' words

bV/'1

nouns

~

geherOl/f'5 expeh$/ve

other phrases

C6Jh

b

EXTRA DISCUSSION

~belr9ClI'"

adjectives

Answers: verbs: lend, pay back, giving, can't afford, borrow, owe, sell, earn, save, spend; nouns: bargains, presents, saver, spender; adjectives: sensible, mean, generous; other phrases: sensible with money

Answers: as 7a

Collect words for each topic you study and add new words when you meet them. Use a 'word map' to record topic words. verbs

7a Active study Remind students of the word maps you have used on the board to collect ideas,

r 6Jfford '50}!vl.ett'1!h g

Should schools give lessons on 'money' - e,g, how to save?

Now your students can: • apply skimming skills to a reading text

$pehd 6J forfvrhe Oh ...

• express opinions about their and other people's spending styles 'eflect on how they did the task. Elicit .ne difference between skimming and scanning.

t has become common for words to be created with the suffix 'holic: meaning ad dict, deriving originally from alcoholic. Other commonly found words are: shopaholic, chocoholic, workaholic.


LE SSON 6

Warmer Review the three texts from the previous lesson w ith the students, With thei r books closed ask quest ions about the different

people, e.g, What kind of 'holic' is Lori? So

• create a word map to learn and record new vocabula ry,

what happens when she goes shopping? What does she say about her la test bargain? Name two things Ben bought. Where did he buy them ?

5 Remind students to read the questions before they reread the texts. After students have read through the questions, ch eck understanding of new vocabulary. Students check their answers to the task in pairs, Talk with students about strategies for doing this type of task, e,g. eliminating answers, close read ing of the text , Answers: on student page

25

Real Time Culture

2

know

When using a credit or debit card in the UK, people have to enter their PIN (personal identification number) into a machine. This was introduced to stop/ reduce credit card fraud. Before PINs, people showed their credit/ debit card and signed for the shopping. Since the signature was on the back of the credit card, it was easy for criminals to steal and use cards. Nowadays, credit and debit cards include microchip information which is read by a machine. The PIN is located in the microchip. Therefore, the process is known as 'chip and PIN'.

GOING SHOPPING

1

§

Listen and choose all the correct answers.

1 lack is reading emails from a Grace.

<9 his girlfriend.

@ his mother.

2 He needs to buy

~

shampoo and toothpaste. b pa per and files. c a sweater.

3 In the end, he decides to go to a the corner shop. b the local supermarket. the high street.

<9

4 He decides to go a with Rosie. c alone.

@ withGrace.

5 Before lack goes shoppi ng, he wants to

® have breakfast. LESSON 7

Warmer Students describe who and what they can see in the photo. Prompt them to also talk about the people's reactions and feelings and where they are, e.g.

They're in a clothes shop. They look like they're happy: they're laughing about Zack's sweater. You can see other clothes on shelves in the background. Read the caption with students and check understanding of pack.

Going shopping 1 [ill Students read the questions through before they listen to the CD.

b make a phone call. c find his passport.

1.

0 Listen and complete the conversations with these words. PIN bag the fitting room ] try it on a medium [ a large size receipt size ,f

3

~ Listen to the Phraseslknow and practise the intonation.

Phrases

2

know

Polite requests Can you enter your PI N, plea se? Could you put it in a bag? Ca n I try it on? Could I have a bigger size? Is it okay if I pay by card? Responding Sure, no probl em. Yes, of course. I'm sorry but .. .

Answers: on student page 2 ~ Check understanding of the vocabulary after students have completed the

conversations. Answers: on student page

3 ~ Phrases 1! know Students repeat the phrases along with the CD and then practise in pairs. Then they roleplay one or more of the conversations: conversation a) in groups of three, b) and c) in pairs. Encourage students to act out the conversations rather than merely read them from the page.

26

~ U3 Speaking, Writing

4 El icit other situations when students use polite language. Suggested answers: 2 A: Could I borrow your pen? B: I'm sorry but it doesn't work. 3 A: Could you help me with my Maths homework? B: Yes, of course. 4 A: Is it okay if I open the window? B: I'm sorry but I'm really cold.

5 Transfer this flow chart onto the board and elicit one or two sample dialogues from the class before they do the pair activity. Several pairs perform their dialogues for the class.

Rewrite the conversations politely. Use the Phrases2know on page 26. Then practise in pairs.

pairs, take turns to act out the dialogue below. S inFollow the chart and use the Phrases2know on

A:. I want to use your mobile for a quick call. B: Yes. ~s it- ",i'1 ,f £ I/Ise '1"'1/11' ",b,(e for ?> Cf""ci< c?>//? S l;fre nO probleM ,

page 26.

B: No, it doesn't work. : A:. Help me with my Maths homework. & Yes.

'

You wantto try a T-shirU ~ , , . Say yes and ask what size the jacket on. Ask politely. ~ customer wants. Say what size you need .~

l

A:. I want to borrow your pen.

..

Customer

9 Remind students to use the email from lack and the Phrases2know to help them with their writing. First they decide who to write to (brainstorm ideas with the class if necessary). Then they select the appropriate phrases from Phrases2know. They write a draft of the email in their notebooks and then swap with a friend. They read and correct each other's emails. Students then write a final version of their emails in their copy books or on paper.

Say 'thank you'.

~

<

You need a bigger/ smaller size. Ask politely.

A:. I want to open the window.

Explain where the fitting room is. Ask if everything is okay. Explain that there isn't a bigger/ smaller size at the moment. Say 'sorry:

& No, I'm really cold.

AN EMAIL LETTER HOME Read the email from lack's mother and answer the questions.

Now your students can: • use appropriate language for going shopping

Why is she worried? Which three pieces of news does she mention?

3 Who do you think Hannah is?

1

Read lack's reply and put the sections in the correct order. Look at the Phrases2know from lack's email. Match the underlined phrases In his mother's email to the headings 1-4 in Phrases2know.

Dear lack. How are things with you? How was your journey? Dad and I are a little worried because you didn't email to say you arrived! How's college going? Are you happy at Fran's? We're really interested to hear all your news!

• produce polite requests and responses • write an informal email giving their news.

Eyerv1hioo's fjne here. Hannah finished her exams and Dad's new job is going well. I met Lily in the street yesterday but I guess you already know her news. She's coming to London next month! She's so excited about seeing you! Well I think that's everv1hing. I really hoDe everv1hing's okay Write soon we all miss you!

~.

All my love, Mom

f ormal emalls/letters 1 Opening emalls/letters

lack's reply

f I. ~ope you are all well. Sorry I didn't email you beforeLily told me about her visit. She arrives in about three weeks, I think. I'm really looking forward to seeing her! Take care and give my love to Dad and Hannah.

0

ffllngs here are pretty busy!

@!

1Hi Mom, Love,Zack Write an email to a foreign friend. - Ask how he/ she is. Apol ogise for not emailing before.

- Ask about his/ her news.

0) ~I

xxx

Everything 's going really well here. Fran, Grace and Rosie are I2J really Dice people and they're helping me a lot. My course is really interesting but I travel two hours every day by train, so it's a long day.

Give news about your friends and family.

27

LESSON 8

armer Write the Phrases2know (exercise 3) in j umbled order on the board for students o unjumble in pairs, e.g. you, bag, could, in, put, a, it?

An email letter home . 6 Mom is American English. (Mum is 3ritish English.) Answers: 1 lack didn't email to say he'd arrived. 2 Hannah finished her exams, Dad's new job is going well, Lily's coming to London the following month. 3 lack's sister

7 Students do this exercise in pairs. When checking answers, elicit which words/phrases helped students put the sections in order. Answers: on student page

8

Phrases 2lcnow

Answers: 1 Dear lack 2 How are th ings with you? We're really interested to hear all your news! Everything's fine here. 3 Well, I think that's everything. I really hope everything's OK with you. Write soon, we all miss you. 4 All my love

Real Time DVD Episode 2 ~ DVD Worksheet 2

27

Unit 4 culture

2

know

England and Wales share the same National Curriculum. Scotland has its own Curriculum Guidelines. In the USA the curricula are set by local school boards. In most systems students leave school to go to university at age 17 or 18. England and Wales: National Curriculum

School/ages Primary School (compulsory) 5- 7 7- 11

Listening

Vocabulary ,

4

Education

1

@] English language, English literature, Maths, three sciences and ICT

Look at the photos and discuss the questions in pairs. What subjects are the people in the pictures studying?

2 121 Drama and Art 3 @] Latin

Do you find these subjects interesting? Why? Why not?

2

Assessment

4

@ Check the words in blue in the fact file. Then read the fact file and discuss the questions in groups.

5

*

Secondary School (compulsory) 11 - 14 14-16

SATs GCSEs #

Sixth Form 16-18

A Levels

3

0 III

Design and Technology Cookery

a Jess was terrible at th is.

1 Are foreign languages compulsory in English and American schools? Is this the same in your country? SATs SATs

@ Listen to Part 2 and match the subjects, 1-5, with the statements, a-e.

b Her brother dropped this after an accident.

2 Which other subjects do English and American pupils study? Do you study them at your school?

c These subjects are compulsory for GCSE.

3 What are the most popular subjects in English universities? Which university courses are most popular in your country?

e She doesn't think this subject is useful.

d Jess really likes these subjects.

5

Are you 'terrible at' any subjects? Which subjects would you like to drop?

@ Listento Part 1 of an interview with Jess about her school life and underline the correct answer.

Do you study any subjects that are not very useful. in your opinion?

Jess goes to a private/state school.

+

Work in groups and discuss the questions.

2 It's a mixed/single-sex school.

What would you like to study instead?

* Standard Achievement Tests # General Certificate of Secondary

3 She is studying ten/eleven subjects for GCSE.

Education + Advanced level

5 There are/aren't any compulsory subjects for A-level.

"

4 Students normally take three/ five A-levels.

I 'd /r;l::,e t"o drop Ml4Stc beCtHAse Ifv. terrible c.t..MINI WORKBOOK exercise 6 page 107

Scotland: National Guidel ines for Curriculum

School/ages

Assessment

Primary School (compulsory) 5- 12 Secondary School (compulsory) 12- 15

Standard Grades/ Intermediate

Upper Secondary 15- 17

Highers/ Advanced Highers

USA: Curricula are set

by loca l School

Boards

School/ages

Assessment

Elementary School Continuous 5-11 As sess ment Junior High / Middle School 11 - 15

Continuou s Assessment

High School 15-17 or 18

Continuous assessment leading to High School Diploma

Years of compulsory schooling are set by the State and these vary from a starting age of 5 to 8 to a leaving age of 14 to 18. In the UK private schools are also known as public schools. State schools are government schools. Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section. LESSON 1

Warmer Elicit from students which they think the most popular subjects

28

~ U4 Reading

e

In English secondary schools, it's comp ulsory for 11-14·yearolds to study one foreign lang uage. But at 14, many pupils drop foreign languages when they choose the subjects they want to study for their GC SE exams. In the USA, foreign languages are not compulsory in most states.

e

Some English pupils go to mixed schools and some to single· sex schools but all pupils, boys and girls study)3esign and Technology (DT) which includes cookery, sewing and woodwork. Many American high school students also learn accounting, car mechanics and even how to drive!

e

Drama, media and film studies are becoming popular subjects in English and American schools. In England, many pupils choose these courses for their A-Ievels**. Perhaps that's because 22% of English 16- to 19-year-olds want to be actors, pop stars or models! Only 8% are planning to become doctors, engineers or lawyers. But ... the most popular courses at English universities are: 1 Law 2 Design Studies 3 Psychology 4 Medicine 5 Management Studies

* Ge neral Certificate of Secondary Education. Pupils take these exa ms at 16. ** They need to p ass these exams to go to university.

in their school are and why. Ask if they think it's different for boys and girls - and again ask them to say Why.

Listening & Vocabulary Education 1 In feedback, prompt students to describe the photos using in the middle/on the left, etc. to review photo description from the previous unit. Answers: Cookery, Drama, Woodwork

2 @J Words 2 know Check that students understand the words in blue before they discuss the questions and the text. Mixed schools are also known as co-educational schools.

As well as discussing the answers to the three questions before they read, students should also give their opinions, e.g. do they think foreign languages should be compulsory? Why? Why not? Answers: 1 Foreign languages are compulsory between 11 and 14 in England; not compulsory in the USA. 2 England - Design and Technology, Drama, Media, Film Studies;lthe USA Accounting, Car Mechanics, Driving, Drama, Media, Film Studies 3 Law, Design Studies, Psychology, Medicine, Management Studies

GIl Check students understand the statements before they listen to the CD.

3

ammar Focus

7

h es and intentions @ Read and listen to Part 3 of the interview with Jess. Answer the questions.

Read the interview again. Which verbs does Jess use to talk about her intentions and wishes for the future? Read Grammar2know to check.

What does Jess wa nt to study for her A-levels? Which careers is she interested in?

Intentions and wishes

What does she want to do before she goes to university?

going to and planning to Use going to and planning to to talk

'ewer: So, next year you're going to start your A-levels. Tell me about that. Which subjects are you going to choose? rm definitely going to do English and Spanish because mey're my favourite subjects and then I'm not really sure ... rd like to do Art but I don't know if it's very useful for my career ... iewer: What do you want to do? Do you know? I think I'd like to be a journalist or a lawyer but I don't blow for sure. So, I guess History or something is more useful ... or I'd like to try Psychology. It sounds really interesti ng. iewer: Do you want to go to university? -""5S: Yeah, but I'm not going to start university straight after I leave school. I'm planning to have a gap year, you know, a b
about intentions: She's going to study Spanish. She isn't going to start university straight

-=

after school. She's planning to have a gap year. want to and would like to

Use want to and would like to to talk about wishes: She wants to travel. She'd like to be a lawyer. I'd = would)

-=

Notice the auxiliaries in the question forms: Which subjects are you going to choose? What do you want to do? What would you like to do in your gap year?

8

Use the prompts to complete the questions. Then ask and answer in pairs. ,

going/take any exams this year? Are '10lA 301"3 ro r.. f.e ""''1 eX?1/'l..-\$ r-hr5 1ectr?

2 plan/go to university? what/like/study? 3 like/ learn any other languages in the future? 4 like/ learn any other skills? 5 plan/travel before you settle down? where/like/go?

9

Use the verbs in Grammar2know and the ideas below to talk about your future plans.

[

"

work with computers be a teacher ] study Psychology learn how to cook do the same job as my father/mother use English in my job

rd /r'1::.e.

ro

work

Wf'fi1 COfvtpvfrers.

I~

goiMg 1"0.

10 WRITING

Write about your future plans and ambitions. Use ideas from exercises 8 and 9 to help you.

MINI WORKBOOK exercis.s 1-1 page 106


CID ICT = Information and ommunication Technology.


5 To stimulate a discussion, put students groups of four and give each student letter A, B, C, D. Group A start by giving eir opinions. From time to time callout ther letters, e.g. C. These students then ke over leading the discussion.

INI WORKBOOK exercise 6

LESSON 2

Warmer Give students one minute to write down all the words/phrases about school that they can remember from the previous lesson. Elicit how many they got and which ones before they look in their student books.

Grammar Focus Wishes and intentions 6 (ill Play Parts 1 and 2 of the interview with Jess again. Students read the questions for Part 3 before they listen and read. Students can cover the text in the books if appropriate.

Gap year = a year between school and university when young people work and travel.

Answers: A-levels: DefinitelyEnglish, Spanish, Possibly - Art, Psychology, History; Careers: journalist, lawyer; Before university: take a gap year/go to Italy and learn Italian

7 Grammar 2

know

Students do the exercise in pairs. Check understanding of intentions and wishes and how more or less definite they are.

a

Check students use intonation and weak forms correctly in the oral stage of this activity. Settle down = get a permanent job/ place to live/marry.

Answers: 2 Are you planning to go to university? What would you like to study? 3 Would you like to learn any other languages in the future? 4 Would you like to learn any other skills? 5 Are you planning to travel before you settle down? Where would you like to go? 9 Give students time to think about what they are going to say before putting them in pairs for this activity. Encourage students to respond to each other, e.g. Why do you want to

work with computers? What job does your father do? 10 Check understanding of

ambitions. Provide students with a context for this task, e.g. a short article in the school magazine/part of an email introducing themselves to a fellow student in another country. Students write a draft of their text first, either in their notebooks or on the computer. In pairs or small groups students then read and check each other's drafts. Students edit their work and write a final draft.


Now your students can: • talk about school subjects and systems in their own and other countries • express wishes and intentions • talk and write about their future plans and ambitions.

29

your goals Culture 1! know

Vocabulary

It's common in the UK for teenagers to get 'Saturday' jobs during the school terms to earn spending money. Typical places teenagers work are shops, cafes and restaurants and supermarkets. Although people often talk of Saturday' jobs, teenagers might work on Sunday as shops, restaurants and cafes are open then too. Teenagers, usually girls, often do babysitting in the evenings. During the holidays, teenagers often work full-time doing similar jobs to the above.

Listening

Getting ajob

1

em Look at the photo and read the caption . In pairs, check the Words2know and put Adam's story in order. Then listen and check.

o Adam needed to earn some money. @! So he wrote his CV and took it to the supermarket.

[£J They took his CV and gave hi m an application form.

[IJ He saw an advert for vacancies at his loca l supermarket.

1!9

o

He started work. So he decided to look for a part-time job.

[ZJ They phoned him to arrange an interview. ~ He filled in the application form at home. ~ He put on smart clothes and went for th e

Grammar Focus Gerunds and infinitives

4

interview.

LESSON 3

I2l

They offered him a job.

Warmer

2

Ask how many students work a) during the school terms, b) during the holidays and what jobs they do. Ask how many students don't work. Ask if they'd like to and what they'd like to do. Compare students' ideas on good jobs/how easy it is to find work! whether it's a good idea to work during the term, etc.

Vocabulary & Listening

2

Students describe what they can see in the picture. Prompt them by a ~king, e.g. Where is he? Whats he looking at? Do you think hes a student? Is it the holidays? What kind ofjob do you think he wants?

CV = Curriculum Vitae. Th is is know as a Resume /,rezu' mer/ in the USA. After students have checked thei r answers in pairs, they listen to the CD to check. As you check the answers, write the story out on the board in the correct order. Ask a student to read it aloud, erase two or three of the Words2knowand get another student to read it, supplying the missing words as well. Erase a couple more items and repeat the exercise, until all of the blue words are gapped. Students then EITHER write out the story from the prompts still left on the board, OR (more challenging) gradually erase the

30

~ U4 Ustening

~

a successful businessman

0

a schoolleaver who is worri ed about unemp loyment

3 ~ so meone who is rememberin g his first job 4 [E a gra duate who is looking for a job

5

D Yes 0 No 2 Do many of your friends have part-time jobs? D Yes 0 No 3 Which of these jobs do they do? • o p art-time work in shops or cafes o babysitting o delivering newsp apers or leaflets

o

other . ? 4 How do young people in your area find Jobs.

o through adverts . o by sending t heir CV to companies, o through friends or family • o other . ?

5 Do you have any experience of part-time work.

D Yes 0 No 6 What did you do? _ _ __ _ _ _ _ __

Find these verbs in postings a-d and underline them. Are they followed by an infinitive (to '; verb) or a gerund (verb + -ing)?

[

6

not mind ] start 'd (would) like expect want learn love spend time plan decide need

Read and complete Grammar2knowwith verbs from exercise 5.

Grammar

if? know

Gerunds and infinitives Verbs + gerund: like, enjoy, hate, can't stand, miss, zrPtrt- , not M(hd, 'ip end niv.e , ~ .

The assistant started laughing at me. Verbs + infinitive: hope, intend, try, agree, would Jove, /:I/;/:'e ,

Thank you for your time!

exoecf , ~ ,

1'\)(an1" , leern , dedde ,

need .

I learnt to use a computer.

3

1! know

Check understanding of Words2know before students attempt to orde r the story.

In pairs, answer the market research questionnaire below.

Part-time jobs for young people ....................................... ~·;~·i~·~~~;~~·;,~d·;art-time work in your area?

Getting a job

1 (ill Words

Read the internet postings a-d on page 31 and match them to the people 1- 4. Are their experiences positive or negative?

@ Listen to Adam's answers. Are they the same or different from yours?

Notice that modal verbs take an infinitive without to:

You can't get a job without experience. (NOT \'tl ~ ee~ 'tle get ll iIl B.)


30

rest of the text and see if students can remember the whole story.


Answers: on student page 2 Discuss answers briefly w ith the class after students have interviewed each other.

3 @J Answers: 1 no '2 yes 3 part-time work in shops or cafes, babysitting (girls), theme parks in summer, supermarkets, a girl works in a hairdresser's washing people's hair 4 through adverts, by sending CVs, through friends and family 5 yes 6 works in a supermarket

Warmer Review typical 'Saturday' or holiday jobs that teenagers in the UK do.

Grammar Focus Gerunds and infinitives 4 This activity reviews the skills of Skimming and Scanning (Strategies for general skills, back cover). Give students a

limited time to do the matching task. Its a piece of cake means something's very

easy and straightforward.

Discussion Board -ng your first job .. _ - e of cake or a nightmare?

- ck here and join the conversation!

7

Read postings e-f from the same site and put the verbs in the correct form.

8 Elicit a few example sentences from the class before students write their texts.

Il Discussion Board

-



:ny first day at work, my

e My dream is to be on TV. I'd love '...te...kL. (be) a presenter but my parents say this is silly - they expect me 2 1'0,1'",,,,, (study) something practical like accountancy. But I don't want 3 1'0 (spend) my life in an office. I hate 4 "ft1"f! (Sit) in front of a computer all day!!! Somebody help me, please!! Posted by: Erica 25 May 05.12

sent me to the shop and to buy a ti n of stri ped lihen I got there the t started laughing and I realised it was I felt really stupid l - Gy: _" EDINBURGH 23. 11

,per."

f I'm still at school. I really enjoy 5 ".;or;'''f! (work) with animals. I spend all my time 6 foefp'''f! (help) on a local farm. This summer, I'm planning 7 To n-Mef (travel) to the USA and I hope B 1'0 (find) a job there ... with animals, if possiblell Has anyone got any ideas? Posted by: KS 3 June 02.00

re, job hunters! I 'd like to tell you about my ces here in Australia. After seven years of esity, I ex pected to find a good job pretty easily. can't get a job without experience ... and you : "... experience without a job I I don't mind starting i. salary but I don't get the chance. Right now di ng all my time filling in application forms and -ng pretty depressed. Does this happen in other --"es? _ oy: Craig from AUSTRALIA 28 May 08 .05 ployment is a rea I big problem where I live, too e to find a job here in my home town but it's _ffiicult .. . A lot of people from school are planning .-e or go abroad and find a job ... but I don""fWai1t _ my friends and family! What can I do??!! - ()y: Melanie 1 June 18.37

d I didn't pass any exams at school but in my first job (this was the 1980s!!) I ~ ~ a computer. I sooo.found that I loved working with computers and so I saved up and bought one . After a few years, I decided to start my own computer company and today I am a multi-millionaire with homes in London and California . Success is all in your head ... you ~ ~ exactly what you want to do in life, then nothing can stop you . Posted by: Sandy 1 June 21.35

f,,,,,

page 2 of 2

8

Use the ideas in A and B to write five true sentences about yourself. Then compare answers in pairs.

Grammar ~';" Plus

Focus students on the Grammar Plus activity in the Mini Workbook. Review the meanings of gerund and infinitive. Read the rules through with the class. Students then complete the exercise. Then check in pairs. Check with the class.

EXTRA DISCUSSION Is it important to get experience by working part-time when you're at school, or is it better to concentrate on passing your exams?

Now your students can: • talk about part-time jobs young people do

A

[

In my future career, I'd like to/ ] I don't want to/I hope to ... I love/enjoy/don't mind/don't like/ hate ...

• use a range of verbs followed by gerunds and infi nitives correctly • write about their preferences for their future careers.

B

take exams help people be outdoors/indoors work in an office earn a lot of money meet new people work with children/animals/ computers/ cars "

I love beri--..!J Of/ftdoor5. Wt1t;Jt?;bot1tIOl1? In M,? fVlt-14re cp,reer, I'd life ro Nor/;: With COMpf/1t-e.rS.

MINI·WORKB OOK exercises 3-5 pages 106-107

page 1 of 2

Answers: on student page; Positive: d Negative: a, b, c 5

Answers: on student page; + infinitive: 'd like, expect, plan, not want, learn, decide, need; + gerund: start, not mind, spend time, love 6

Grammar

2 know

Students complete the exercise in pairs, Vhen checking, elicit a sentence from students to show how each verb is used: ~ Board Plan 4.1

Students may comment that like, love and start can be followed by either gerund or infinitive. Confirm that this is correct and, if appropriate, elicit example sentences and write them in the board plan.

Answers: on student page 7 Students do the task individually first before they check in small groups. As they check, students should take turns to read sentences aloud (not just say what the verbs are). When checking the verb forms, ask questions to check students understood the texts, e.g. What does Erica want to do? What do her parents want her to do? What does Erica think about computers? TR

Photocopiable 48 txtra ListeningP.ctivity

@

31

your goals Culture 2 know It has become very common for young people in the UK to take a 'gap year' or a 'year out' between school and university. In fact many universities prefer their students to have done th is before starting university. The term 'gap year' has become synonymous with travel. The young people usually work for four or five months to earn enough money to travel. They then travel to one or different parts of the world, usually taking part in local voluntary projects which aid the communities. Some young people travel for adventure too, stopping from time to time to work and learn about t he local cu lture and the local language. The most popular places for these young people to travel to on their gap years are: central and south America, Africa, Austral ia, Thailand and the Far East.

Vocabulary Describing jobs

1

WORD RACE Write down the letters of the alphabet. In five minutes, try to think of a job for each letter. Compare answers. A -

2

Poet-or

8 -

bl/f'S drrver

c ..

Complete the defi nitions 1-6 with these words.

[

an accountant a socia l worker a graphi c designer a nanny ,f a sa les representa tive an IT consultant

A

"'''''''''''1

]

own home.

SCANNING Find Claire and Lukas in the photos and guess the job they did. Then read the text and check.

6

" ,. 0 Check the words in blue. Then read the text again and tick (,f) true and cross (X) false. 1

0

Claire ea rn ed a proper salary w hen she wa s teaching.

2

0

Claire's experience wit h the monks was very positive. .

3

0

There are 600,000 foreign workers in the UK doing temporary jobs.

4

0

It is impossible for foreigners to have good careers in the UK.

S

0

Lu kas had experience w ith children before Be came to the UK.

6

0

Lukas's employers think he's as good as a female au pair.

2 _ _ _ sells a compa ny's products. 3 _ _ _ looks after a compa ny's money. 4 _ __ gives advice about computer systems. 5 _ _ _ helps families w ith problems. 6 _ __ designs magazines, adverts, etc.

3

Check the Words2know. Think of two jobs to match each description. 5iYe 55f",! - doc-r-or.

'SOCf'p,/

rtIol".i:.er

stressful rewarding secu re glamorous well-paid good with numbers crea tive good with your hands good with people

4

a

Think of a job you:

Students can find out more, if they are interested, by typing 'Gap year' into a search eng ine.

•

wouldn't mind doing

•

don't want to do.

b

Discuss your answers in pairs, using ideas from exercise 3 and your own ideas.

"

I~ /t'J:. e ro be C+ V"o. Ct c c OV1"" t"lAn r b eCt:H1'Sc. IJv.. good w iti1 ""{/IM ber-5. I NO"'/c/"" r. Ir'5 roo bOf"fh9'

Warmer Give students one minute to look back at the jobs in the unit so far. In groups of four, students take turns to describe a job for the others to guess. They can mime aspects of the job if they can't say them in English. Do one job as an example first if necessary.

Vocabulary & Speaking

Vocabulary

5

looks after children in their

would like t o do

LESSON 5

Reading

Speaking

@Doing somethi

different Would you like to take a break from your for a year or two? Do you want to earn other people or just see the world? You might yourself in a place you never dreamt of ...

The volunteer teacher

A quarter of British sixteen-eighteen-year-olds want to take a 'gap year', according to ~ recen survey. Many, like nineteen-year-old Clalr~ from Manchester, volunteer through specla.1 gap-year organisations. She applied to Projects Abroad and they sent her to teach English ~t Molligoda Monastery in Sri Lanka. Her pupils were teenage Buddhist monks. 'Before I started, I was worried about monks but the classes were really fun! The younger monks don't concentrat~ very well and, at first, they were throwing aeroplanes in lessons! But we learnt respect each other and I got to quickly because they are not at all older monks are great fun, too a great sense of humour a~d loved every minute of my time at Mc,11I90lll and I totally loved all the monks so kind. It was such a rewarding ov'''..i..... . Claire hopes to return to Sri Lanka she finishes university.

Describing jobs

1 Gather ideas as a class and encourage students to think of a job for every letter. Write the jobs on the board or on poster paper for student reference during the lesson. Example Answers: actor, bus driver, cleaner, doctor, engineer, firefighter, graphic deSigner, hairdresser, interior deSigner, journalist, karate teacher, lawyer, mechanic, nanny, opera singer, psychologist, quantum physicist, runner, sales representative, teacher, university lecturer, van driver, waiter, x-ray technician, yoga teacher, zoologist

32

2 Students do the task in pairs; encourage them to guess if they're not sure. Using strateg ies for guessing meanings of unknown words is a useful skill for students to develop. Use the checking phase to focus on pronunciation and to cla rify meanings. IT = Information Technology. Answers: 2 A sales representative 3 An accountant 4 An IT consultant 5 A social worker 6 A graphic designer

3 ~ Words

2 know

Check understanding of the Words2know before playing the CD. Students then suggest jobs to match the descriptions.

Example answers: rewarding - teacher, nanny; secure - accountant, lawyer; glamorous - actor, singer; well-paid lawyer, engineer; good with numbers accountant, Maths teacher; good with hands - hairdresser, builder; good with people - social worker, doctor; creative artist, graphic designer

4 Each students thinks of at least three jobs. Remind them to make use of the a-z list on the board/ poster paper. MINI WORKBOOK exercise 8

7

Students check their answers in pairs before the class check. They correct false sentences.

Mark the descriptions: C (Claire), L (Lukas), M (the monks) and HC (the Harrison children). 1 .M like(s) throwing paper aeroplanes. 2 t:iC enjoy(s) playing cards.

3

Answers: 1 false, she was a volunteer 2 true 3 false, there are more than 600,000 and only some of this number do temporary jobs 4 false, many follow careers in management or banking 5 true 6 true

....c... want(s) to work in the sa me place again.

4 .M have/ has a good sense of humour. S

8

--L doesn't/don't like ironing.

Work in groups and discuss the questions. Wou ld you like to work abroad? Why? Why not? • Would you like to try Lukas or Claire's jobs?

9 •

R.. d
p.". ~(I:i ~ . ~ 00 't,Oll lIICI.IS,,~

~

Friendly family need au pair to look after three . children. If you are aged nineteen to twenty-four, speak good English, can cook and clean, have experience with children, enjoy sport and have a good sense of humour, please email [email protected]

ows exactly how many young people ork in the UK from abroad but there 25 300,000 young French people, about • m Eastern Europe, and many others. ::0 emporary jobs in shops and hotels but careers in management or banking. if you want to meet British people and 30 language, au pairing is the perfect job, young men are now trying it. Twenty"-...--o.ld Lukas Zeman from Prague is one nies', a change and there were no jo bs at home, so I decided to come I have a younger sister and I am good ",~;""'<. n so au pairing seemed like a good ~ on very well with the family. Every breakfast with the three children 40 twelve, Rosie, ten and Max eight) and the housework. I don't mind cleaning IID':IXIi:ing but I hate ironing! I play with the lot - we play games in the garden and playing cards! I don't know when I'm 45
Qualifications

Katrina

Age .. 19 1'"0 24

.I

Martin

.peal<. good Ehg !15M

.I

C?lh CPO;:' t:lP'ld c (ec,h

.I

experr'cl'lce w rth e ll/farcY!

.I

(!"Y0t-r; 'Sport-

,/

,/

gobd 5el"o$tt of hl-1MOUr

.I

,/

-

b Work in pairs. Student A, read the notes about

7 Answers: on student page 8 Structure the discussions by giving students time-limits for each question and by reminding them to take turns to give their opinions on the questions.

9a Can you do it in English? Answers: on student page

b

Katrina on page 124. Student B, read about Martin on page 13S. Complete the correct column in the table with a tick (.I) or cross (X). C Think of questions to ask about the other candidate and complete the table.

.

"

,

NON old 15 K cH'rr;" p,? 5hc'5 t>v~"tv;. Ahd hON old 15 Mp,m;., ?

d In groups, decide who is the best au pair and why. Use the Phrases2know. Compare your answers with the rest of the class. phrases

2


c

Review other possible questions first, e.g. Does he speak good English? Give students time to think of the other questions before they exchange information in pairs.

d ~ Phrases 2 know Focus students on the Phrases2know before they start the discussion in groups. Take feedback from the class as a whole.

know

Discussing opinions I think Katrina is best because she's older. I don't think Katrina is suitable because ...

I agree ... Yes, but Martin spea ks better English. I don't agree because ...



EXTRA DISCUSSION Would you ever do a volunteering job? Why or why not?

sa new word for 'male au pair' made from man

U SSO N6

armer Tell students they are going to have a gap year' (explain what this is). They ink of the job they would like to do and why, e.g. I'd like to work on a forest oject in Brazil because I'm interested in e environment. Students do a mingling

cti vity. They move around the room and, hen you clap, they make pairs and tell eac h other their job and the reason. Do is four or five times. Students go back o t heir desks and, in pairs, exchange - fo rmation with their partner about their d assmates.

READING & VOCABULARY


5 Strategies for general skills. Reading: Scanning (back cover) Students cover the texts and make predictions about the jobs the people in the pictures did on their gap years. Set a short time for a scanning task.

• talk about and describe a range of different jobs • ask and answer questions to share information with a partner • express opinions in a class discussion.

Answers: Cla ire - teaching English, Lukas - 'manny' Note: in the photo, Claire is wearing a grey sarong and her head is shaved.

6 @) "'iMioIi~1ii Check understanding the Words2know before students listen to the CD.

[§

pages 32-33

~ Photocopiable 4C Can you . . ., ? Pbotocopfable 3

33

activestudy2 S

Active Study 2 For the exercises on the Active Study pages it is useful if students

!,iSh'ili,·uij Noti ce wo rd s w ith OPPOS ite m ea ning Vocabulary

discuss their answers in pairs or small groups. Encourage them to try and explain (in English) the rationale for any of their answers which are different from those of the other students in their group.

1

bright smart tight love tidy modern well-paid sell mean

2

2 First elicit the different ways students can write these words, e.g. as a word map, as a list, in alphabetical order, with a translation . Stress that no one way is better than another, it will depend on their preferred learning styles.

8dark ~

invest

lend ,/

owe

save

Complete the second sentence so that it means the same as the first sentence. Amy's bedroom is smaller than Veronica's. Veronica's bedroom is bigg er Amy 's.

H,,,,,,,

]

2 This suit is cheaper than other suits in the shop. This suit is the cheqpe5'" one in the shop.

2 Sally always plans to 5Me her pocket money but, in the end, she usually spends it all very quickly.

3 The blue sofa is more expensive than the green one or the black one. The blue sofa is the ""'051'- C!(RCM5ive of the three.

3 I ~ Jack £ 15. I have to pay him back next week.

4 I think Physics is more difficult than Maths. I think Maths is e"",er th",,, PhYSics.

4 I can't ",fford to buy a new bike now. I've spent too much on my holidays.

5 My school bag is too small. My school bag is "or big

3 a [

b

6

enough . •

Choose the correct words to complete the text.

Match words a- i with the words below. consultant your exams form hours job lang uages '/ representati ve worker school

]

a socia l worker

Answers: an IT consultant, a social worker, a sales representative

b an IT cOM",I,..",,,,..

g a part-time ---..i£L

c an application {or""

h a priva te .chool

d to work long

i a sa les repreS"enr~nve

Mour5

e to pass row'" eKP,1'VI.5

4a (~) Students work in pairs to identify same or different before they listen. Remind them they need to say the words aloud.

b Which of the collocations are names of jobs? Which of them would you like/not like to do? Why? I w0I4I#wo14ldn'r/il::.e fo be. ~ ... becPt145e . . ,

34

G:ill

Grammar 5 Answers: on student page 6 Remind students they have to read around the words to be chosen to know which is correct. When checking, read the text aloud around the class. Ask general questions to check understanding of the whole text.

:..


34

(0 = (

"'iiW!,iii.iji,¥";;;.,,t·¥'!.i·i'


Answers: IDI sound in fQreign: drop, modern, shopping; I~ul sound in IQcal: sofa, poster, wardrobe

I/''U'

Grammar 5

S He decided to ,;"ve51'- all his money in his friend's business.

3a

b Play the CD for students to hear the sounds. When checking as a class, elicit another word with the same sound for each set. If appropriate, write the different '0' sounds in phonemic script on the board.

forcJgn

mes sy ~

1 I need to borrow some money. Could you (e ", ,,," me£10?



afford

wa rdr.Qbe 5

b 0 Put the words in the right column in the table. Listen and check.

Complete the sentences with the verbs below. [

sh.QPping '[) 4 p.Qster

.""",.-r

' .ii'Qlijiiuij l ea rn wo rd s In group s


I~ol

3 mQdern sQfa '[)

1 f.Qreign dr.Qp 5

6 baggy ~

7

/n/ o r

a PRONUNCIATION 0 Listen to the pairs of words. Is the pronunciation ofthe letter '0' the same (S) or different (D)? 2 l.Qcal

the worst worse] generous ,/

5 casual

$. t!hM"O lrl'Z.

2 better ~ 3 buy ~ 4 can't stand ~

1 Ask students to give example sentences using some of the words.

4

For each word or phrase, 1-8, find the word below which is opposite in meaning. There are three extra words.

[

Vocabulary

',jiU'ii,ii).ij Not ice th e pro nun ciati o n o f '0'

Su mmer is holiday time. Of course I enjoy 1 gol goingl to go holiday with my family but this year I'd like ' do/doing/ to do something differen t. Some of my friend s are planning ' to camping in the mountains and I want to go with" ... but there's one problem ... Well, t wo problems, actually. Problem one is my father. He says I'm not' enough oldl old enough/ too young to go on holiday without them. But my brother is only two years older 5 asllike/ than me and he • goeslis going/ to go to have a holiday with his friends! Is fair? - - And problem two is ... even if my father decides 7 sayl sayingl to say 'yes: holidays cost a lot of money. So I need , to find/ find/ finding a part-time job and that's not easy! I r ~ ' Iookllooking/ to look after children but people say I'm 10 too/ too many/ too much young and I haven't got 11 ~ manyl too many experience!

~

Summer Jobs in the UK

eading Skills Read for spec if IC Inform at ion

7

Three students are looking for summer jobs in the UK. Choose the best summer job, A-D, for each of them . There is one extra job. 1 Anna is studying modern languages. She speaks good English, Italian and French. She is very well-organised. She worked in her mother's office last summer and all the customers liked her. She'd like to get a night job so she can do other, interesting things during the day. 2 Peter is twenty-two and is studying literature at university. He speaks good English and some Spanish. In his free time, he does a lot of sport. Peter has got two younger brothers and a sister. He is good with children and sometimes babysits for his neighbours. He hates housework.

8 Tapescript

A Family in Kent needs a nanny to look after four children aged three to ten during the summer. You should speak English well, have a friendly personality, get on well with children and enjoy outdoor games. Housework is not part of the job.

CD 2, Track 15

B Pink Cactus Cafe offers part-time jobs for waiters and waitresses in cafes around London. We n eed friendly, energetic young people with experience. You should speak some English. C The Hanover Hotel in London has a temporary vacancy for a receptionist. You must be well-organised and good with people, speak English well and be prepared to work at night. Another European language (Fren ch, German, Spanish) a plus. D The Kings Hotel in the seaside town of Brighton is looking for extra cleaners to work during the busy summer season. H ard work, long hours, good pay - and you can have fun on the beach in your free time! English not necessary.

3 Karel is hardworking, tidy and good with his hands. At home, he always helps w ith housework. He wou ld like a job where he can relax outdoors after work. But he is worried because he can't speak English.

-stening Skills t :,h"iil').g

li sten fo r ge neral und erstanding

@ listen to the interview with Imran and choose the correct answer. 1 Digital Superstore a always opens at 9 a.m. b is closed on Sundays. is open seven days a week.

<0

2 Imran works ~ at the weekend. b five days a week. c in the evening.

9

...,

3 Most of his work is ~ helping customers. b on the telephone. c taking money.

a

Choose one of the photos and describe it. Use the Phrases2know from page 21.

b

Compare the photos. Use the below and your own ideas.

Phrases2know

phrases 21cll OW

4 The difficult thing about Imran's job is that a he's busy all the time. b too many people ask him for advice. he needs to know about all the products.

<0

5 He really likes a repairing things. learning about the latest gadgets. c talking to people.

®

In both photos the people are ... The shop on the left/on the right/in the first picture is .. . than the other one. This shop looks ... while this one is rather ... The couple in this picture are .. than the couple in the other one.

Interviewer: Imran, you're training to be a technical adviser at Digital Superstore, is that right? Imran: That's right, yes ... Interviewer: So, tell me about the store. What times are you open, for example? Imran: We're open every day, from 9 in the morning till 6 in the evening ... that's except Sundays. We open later on Sunday, from" to 5. Interviewer: And what hours do you work? Imran: Well, I'm still at college so I work part-time. I work on Saturdays, 9 till 3, and Sundays" till 5 so that's twelve hours altogether ... Monday to Friday I'm at college. Interviewer: Okay, so what do you do exactly? Imran: Basically, I'm just here to help people with any problems - so I meet customers w hen they come into the store and talk to them. I advise them about the best things to buy. I don't actually take the money. I just help people decide what to buy ... Interviewer: So, do you like your job? Imran: Yeah, yeah .. . I'm very happy with it, yeah ... it's busy but I like that, I like being busy. Interviewer: What's the most difficult thing about your job? Imran: Hmm ... well, we sell more than 2,000 different products in the store ... so it's very difficult to have all the information, to know everything about all the products ... Interviewer: What do you like about your job? Imran: Well, I'm very interested in technology, computers and everything, and working in the shop I get the chance to find out about all the latest gadgets, all the latest things . .. that's the best thing, really ...

C Talk about the kinds of shops you like. SKILLS STRATEGIES back cover

35

eading Skills 7 Students compare and check their swers in pairs/small groups. Elicit the asons for their choices. Answers: 1 C

2A

3D

·stening Skills 8 [ill Remind students that they need read the statements and options nefo re they listen.

·0

Answers: 1

Tapescript: see end af nates

Speaking Skills 9a Students review the Phrases2knaw from Units 3 and 4 before they do the activity.

b Check students understand the new Phrases2knaw and can say them correctly

before they do the activity.

c 2a 3a 4c 5b ,

35

Unit 5 Culture

2 know

The UK has one of the worst obesity records in Europe. Recent research shows that 24% of children between the ages of 2 and 15 are now obese. Britain has a tradition of snacking between meals. In addition, fewer British households sit down for meals together: peop le rely on ready meals and eat when they are hungry. The UK government is implementing various strategies to try and halt this obesity epidemic. One ofthese strateg ies focuses on meals served in school and internationally famous chefs, such as Jamie Oliver, are advising schools on healthy meals they can serve within their budgets. Another strategy is encouraging families to eat meals together.

Vocabulary

Listening

4

~ LISTENING FOR SPECIFIC INFORMATION Listen to Julie Maitland, a fitness expert, answering the quiz questions on a radio programme. Are your answers the same as Julie's?

5

~ Listen again and tick (,f) true and cross (X) false.

Healthy lifestyle

1

Which ofthese things are good or bad for you? exercise sweets ca ke soft drin ks ] sleep water fre sh fruit vegetables [ smoking fast food ready meals milk

1 IZl People who eat a good breakfast are often slimmer than people who don't. 2 0 Danny eats the right kind of breakfa st. 3 0 Danny drin ks eight glasses of wa ter a day. 4 IZl Experts say that teenagers need more exercise than adults. 5 IZl People who sleep well live lo nger than people who don't. 6 IZl Teenagers need more sleep than ad ults.

6

Does DJ Danny Bailey have a healthy lifestyle? Why? Why not?

On the other hand, sport is considered 'cool~ Schools still offer sport within the curriculum and many have sports clubs, matches and practice sessions after school and at weekends. There are regular national sports competitions in most sports which attract a lot of young people. Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section. LESSON 1

Warmer Ask students to list what they've eaten and drunk today. Elicit lists from a few students and ask if these items are healthy or not. Elicit what else people can do to stay healthy, e.g. take exercise, drink water.


answers to the questions in pairs/ small groups. Check using open pairs (one student asks, another answers across the class) .

Healthy lifestyle

1 Answers: Good for you exercise, vegetables, fresh fruit, water, sleep, milk; Bad for you - sweets, cake, soft drinks, smoking, fast food, ready meals

2 ~ Words

2 know

Check understanding of Words2know before playing the CD. Students discuss their

36

Answers: lose weight - exercise; put on weight - sweets, cake, soft drinks, fast food, ready meals; energyexercise, sleep; good for your skin water, sleep; bad for your heart - all the 'bad for you'items; sugar - sweets, cake, soft drinks; salt - fast food, ready meals; low fat - vegetables, fresh fruit, water, (skimmed) milk; healthy diet vegetables, fresh fruit, water, milk 3 Do a quick hands-up to find out who thinks they know how to be healthy and who doesn't before students do the quiz.

4 [ill Strategies for general skills. listening: listening for specific information (back cover) Students have a task which requires them to listen closely to a text to find specific information. You can help students improve this sub-skill of listening by reminding them to read through the listening task and make use of visual clues (where appropriate) before they listen so that their listening is focused. In this listening for specific information activity, students listen to find out if their answers are the same as the fitness expert's. Ask students if they were right about their predictions in exercise 3.


ammar Focus

9

uld/shouldn't and must/mustn't

7

Complete the advice for Freddie. Use should and shouldn't.

a

1 'Brea kfast is the most important meal of the day. You mustn't miss breakfast ... people who have a good breakfast live longer!' 2 'The govern ment recommends that adults shou ld get thirty minutes of exercise a day ... So, perhaps you should leave the car at home, Danny?'

3 'Sleep is really important, Danny. Yo u must get a good night's sleep. People w ho sleep well live longer than people who don't:

Freddie has no energy. He can't get to sleep at night and he can't get up in the morning, so he's always late for college.

4 'You shouldn't stay in bed too late in the morning, Danny, beca use it's more difficult to sleep at night when you get up late:

b

111 0

Julie thinks it's very important to do this. Julie th inks it's very important not to do this.

You .ho",1d get up when the alarm clock goes off.

c ~ Julie thinks t his is a good idea. d

2 You .ho",1d have a shower when you wake up.

Eil Julie thinks this isn't a good idea.

b Read Grammar2know and check your ideas.

Grammar

3 You .ho",ld" r leave the house without having breakfast.

2 know

4 You

should, shouldn't

.ho",1d

take more

exercise.

Use should/shouldn't to say something is/ isn't a good idea orto give advice: You should drink two litres of water every day. (it's good for your skin) You shouldn't drive everywhere. (you don't get enoug h exercise)

S You .ho",Id",'t- play computer games all evening.

olice the question form of should: What should I eat?

6 You .ho",ld" r listen to heavy melal music in bed!

must, mustn't Use must/mustn't to say that something is very important or to give rules: You must get a good n ight~ sleep. (you will live longer) You mustn't eat too much salt. (it's bad for your heart)

10 Read the situations 1-2. Use the prompts and your own ideas to give advice with should, shouldn't, must or mustn't. 1 George is a sixty-year-old man with a bad heart . He smokes, takes no exercise and puts a lot of salt on his food.

0 Match 1-6 with a-fto make rules about running. Then choose t he right word, must or mustn't. Listen and check.

stop smoking eat so much sa lt try to walk more 2 Jack has his A-levels in six months and wants to go t o university. But he goes out every night, sometim es

misses lessons and is gett ing very bad marks. miss any more lessons have a good time at weekends but stay in during the week MINI WORKBOOK exercises 1-4 page 108

5 ~ This is also a listening for specific - formation task as students are listening - 0 check if the statements are true or Ise. Give students time to read the statements and to predict/remember e answers before they listen to the CD again. Students correct the false statements orally. Answers: on student page

6 Answer: No INI

WORKBOOK exercise 8

b Grammar 2 lenow Students read Grammar2know and then look at their answers again. Discuss and check with the class. Try and elicit the notions of advice and rules/very strong advice/orders.

Read Julie's advice to Danny. Match the advice in bold in 1- 4 with the explanations a-d.

a


LESSON 2

Warmer With student books closed ask students to tell you some things that are good for health and some that are bad for health. Play the CD of the fitness expert as a review.

Grammar Focus should/shouldn't and must/mustn't 7a Students read and discuss the statements in pairs. Students do the matching activity in pairs. Draw students' attention to the use of you in these sentences. Elicit that it's impersonal. Ask students how they say this sentence in their language.

Read Grammar2know as a class. Elicit another example for each modal on the topic of health. Check for correct pronunciation of the consonant clusters in the negative forms. Write the new example sentences on the board. Use a neutral colour for the modal should/ shouldn't, e.g. blue or green, and a warning colour, e.g. red, for t.he modal must/ mustn't. Elicit the significance of the colours. Students copy the sentences into their notebooks, including the colours. 8 ~ After students have listened to check, elicit the complete sentences. Answers: on CD

9 Use the illustration to briefly practise picture description (what students can see). Ask if they think Freddie is healthy. Students complete the exercise in pairs. Students can suggest other advice for Freddie using should/s houldn't. Answers: on student page

lO in feedback, discuss the reasons each time to help students with the concept of advice/strong advice. Suggested answers: 1 George must stop smoking. He shouldn't eat so much salt. He should try to walk more. 2 Jack mustn't miss any more lessons. He should have a good time at the weekend but he must stay in during the week.


Now your students can: • listen to an interview and extract specific information • u~e should/shouldn't and must/ mustn't appropriately for giving different kinds of advice • talk about healthy and unhealthy lifestyles.

-"'----

@I)

37

stay well culture

2

know

Vocabulary

People of all ages in the UK are particularly keen on diet and fitness programmes. It seems that almost every week there is a new 'wonder diet' or fitness programme that will help people lose weight miraculously quickly. Tabloid newspapers and magazines have regular art icles and promotions for t hese diets. Scientific evidence shows that many of these don't work. In fact, people who diet are more likely to put on weight than those who don't. This fad for dieting also affects teenagers, though it is mostly teenage girls who diet.

Grammar Focus

Speaking

Food and drink

a/an, the, zero article (e)

1

6 a

PREDICTING Look at the photos and answer the questions about the people.

Find the odd word out and put it in the correct group.

a potatoes

fr~

lettuce

o nions

What are their j obs? Do you think the ir diet is important for their work?

~

b orange juice

~

mineral water milkshake

le w.,ontAde

c steak

bacon

~

chicken

~

d pasta

rice

tf'eiIffi

cornflakes

e yog hurt

~

marga rine

cheese

f lemons

-e.eae.

grapes

strawberries bPlf1~ ""t:\2.

Guess what they eat before a match or performan ce.

bre&ld

b Read the three t exts quickly and check.

~

7

2 §

Match groups a-f in exercise 1 with categories 1-6 below. Listen and check. 1

2 3

LESSON 3

0 0 Ga

0

Meat

4

Dairy prod ucts

5 [l] Fruit

Cerea ls

6 [E] Drin ks

Read about Sonny. Underline: •

fi ve exam ples of a/ an

•

five examples of the.

Then read Grammar2know.

Vegetables

3

WORD RACE How many words can you add to each category in exercise 2 in two minutes?

4

Find these things in the pictures. What other food goes with the words in blue?

mm.~tz.@

Warmer Elicit from students suggestions and advice fo r staying healthy (from the previous lessons), e.g.

a box of pastries

you should take regular exercise, you mustn't smoke.

a can of lemonade

a loaf of bread

a packet of biscuits

a carton of yoghurt

a bottle of mineral water

a bar of chocolate

Vocabulary & Speaking Food and drink 1 Words 2 know For this Words2know activity students complete the task before they listen to the CD. Check w hicn are the odd ones out.

5

need a quick breakfast ? " piece of chee5e, " g ("55 of Mill: want a hea lthy snack?

Answers: a bananas b sausages c cabbage d cream e lemonade f bread. 2 (~) Cereal has two meanings in English. Cereals describes a class of foods which include rice, wheat and corn. Cereal is also used to mean breakfast cereals. This usage comes from the days when breakfast cereals were always made from cereals. Nowadays some of them are, but some are made out of chocolate and marshmallows and don't include any cereals at all. Answers: on student page

In pairs, answer the questions. Use the Words2know. Which food/drink do you choose if you:

are preparin g a pi cnic? are really, rea lly thirsty? are starvi ng and in a hurry? MINI WORKBOOK exercise 9 page 109

38

3 Students do this individually. After the two minutes, they check their lists in groups of four. Elicit from the groups. Check if their answers are correct and supply the correct English if necessary. The group with the most correct words is the winner.

4 (3E) Words

2 know

Students try and find the things in the pictures first. Check and then play the CD for students to repeat. Elicit some other things which come in bottles/ glasses, etc.

Answers: 1 a glass of milk 2 a piece of cheese 3 a bowl of salad 4 a can of lemonade 5 a packet of biscuits 6 a carton of yoghurt 7 a loaf of bread 8 a bar of chocolate 9 a bottle of mineral water 10 a box of pastries. Note that 'loaf' and 'bar' do not have any common collocations other than 'bread ' and 'chocolate: Unconnected with food, we can also say, 'a bar of soap:

Optional activity: Students can draw an example of each object in their notebooks, e.g. a bottle. Inside the bottle they write the examples, e.g. milk, cola, beer, wine. Under the picture they write a bottle of.

38

: -- ' J

Grammar

2

know

Articles: a/an and the Use al an to talk about one of many: He plays for a football club ... (there are many football clubs) Use the for things that are unique: ... in the English Premier League. (there is only one) Use al an to talk about things for the first time. Afte r that, use the: r Ye got an important match this afternoon. The mQtch stQrts at three o'clock.

No article (0) Don't use an article when you talk about generalisations: o Diet is important for 0 faatballers. o Pas ta gives you 0 energy.

8

Complete the texts about Marina and Katsuko with a/an, the or 0.

9

@

Answers: Sonny: footballer; Marina: ballet dancer; Katsuko: sumo wrestler

Use the words in A and B below to make generalisations. Then listen and compare your ideas to the recording,

Diet is very important to all three of them.

A fish coffee chocolate

[

tea

sa lt

olive oil

]

Sonny: pasta with tomato sauce, fruit, lots of water; Marina: pasta or baked potato, orange, chocolate; Katsuko: soup, rice, meat, beer

... islare goodl bad for your ...

B [

heart skin teeth brain waistline concentration

hair

]

Choco(()tte (p,,,,,d coffee PlY'e bc.d foY' 101//1" 5!;.in.

7

MINI WORKBOOK exercises 5- 7 page 109

Remember! Use al an with: • jobs: Sonny is a professional footballer. • expressions of quantity: a plate of pasta, a lot of water

Grammar

2 know

Answers: on student page ~ Board Plan 5,1

Use the with: • superl ative adjectives: Pasta is the best thing. • pa rts of the day: in the morning/a fternoon

8 Check by asking students to read the texts aloud.

Don't use an article with meals and mealtimes:


I have 0 lunch at half past eleven.

9 (2.22) Students compare their ideas before they listen. They can make other suggestions, too.

MINI WORKBOOK exercises 5-7 Grammar i+ Plus

Focus students on the

Grammar Plus activity in the Mini Workbook. Read the rules through with the class. Elicit another example for each one, e,g. once a week / go to hospital / in the week. Students then complete the exercise. They check in pairs. EXTRA DISCUSSION Do you know much about food? Do you enjoy cooking? Why or why not?

Now your students can: • categorise food into food groups 5 After the pair activity, share ideas as a d ass.

Example answers: healthy snack carton of yoghurt; picnic - bottle of water, loaf of bread, piece of cheese, packet of biscuits; thirsty - bottle of water, can of lemonade; starving and in a hurry - bar of chocolate, carton of yoghurt


• use articles correctly in a range of situations

LESSON 4

Warmer Review food groups by calling out, e.g. Meat and students provide examples.

• make generalisations about food and eating.

Grammar Focus a/an, the, zero article (0) 6a/b Give students about a minute to discuss the questions before they scan the texts to check.

WB

pages 40-4 ,

39

4

Read Active Study. Then match the words in A and a to make compound nouns from the text. Read and check.

Notice compound nouns We often put two words together to make a new word: . noun + noun: adjective + noun:

fruit juice, Ice-cream hot chocolate

We call these words compound nouns.

A bed ______

p. m. Lunch

coffee lun ch

lunch is a popular time for a family meal but week, most people eat lunch at work or Generally, people don't have time for a hot x lunchtime, so sandwiches (a British invention, !) are very popular; in fact, we eat two billion every year. Did you know that the London . ......,""'nt store, Selfridges, sells the world's most It costs laS! Children often take a to school and healthy school lunches are a right now.

5

------- time lunch

packed

dish meal

ready

time

national

cake

Discuss these questions with the class . Do families in yo ur cou nt ry normally eat together or not? Are takeaways popular? What kind?

6

pare nts work late, younger children often eat _"""'''''Y, at around five o 'clock. We call this meal 'tea', reality, children probably have pizza, pasta -"""""",. (and ice-cream)! In hotels and teashops, _ ......... '.au can still get a traditional English tea. This than just a cup of tea - it comes with _ _checS. toast, tasty cream cakes and scones! fill you up until it's time for ...

Work in pairs. One of you is a British visitor. Ask and answe-r questions about food in your country, using the Phrases2know. How is the evening meal different fro m lun ch? What's yo ur fa vo urite snack?

phrases

2 kno",

Discussing customs Most people ha ve cereal and milk.

j

Generally, people ha ve lunch at ho me.

ple enjoy a late night snack, often with a hot or hot chocolate are popular at bedtime. ~ is time for a few hours sleep before it all again!

2 know

Can you do it in English? Focus students on the Phrases2know before they do the activity. Encourage students to add other questions (as long as there are answers in the text). Some pairs can perform their roleplays to the class. EXTRA DISCUSSION

We don't usually eat takeaways.

Is it important for families to eat together? Is it easy for your parents to cook something that the whole family likes?

Chicken is traditional/very popular. Responding Really? Yes, it's the same in my country. It's similar/different in my country because people wo rk very late.

1 p .m .... and a little late snack

5 Divide students into groups of four. Assign one question to each group. In the class discussion, the groups who had particular questions start the discussion and then other students can add their opinions/ ideas. 6 (~) Phrases

What do yo u normally eat for breakfa st?

p.m. Dinner this is the main meal of the day but as people , it is becoming less common for families :ogether. One survey found that the average .. 2mily only eats together once a month! Instead, members of the family eat different meals at ti mes: often ready meals from the supermarket '-'_..w.v< Traditional 'fish and chips' are still popular now more Chinese and Indian takeaway _ _-an1:S. Many people believe that curry is the d ish. not fish and chips!

Answers (stresses are marked): 'bedtime, 'coffee break, 'lunchtime, packed 'lunch, cream 'cake, 'ready meal, national 'dish.

B break

cream

To reinforce the Active Study tip on vocabulary from Unit 4, tell students to either highlight or underline the compound words in the text and then note them in their vocabulary books with translations and example sentences.

Now your students can: • apply scanning techniques to a reading text

=

"

Wht:lr do V;0f/T Yl. o r'f'vI?'>!!'1 c(Jtt for brec.J::.fPt5t? Mosr peop/~ hc.ve rop,s:r p,nd cerec.(.

7<."II'1? Ih ""''1 CO"'htr'1' p eople g ehu"II'1 .

• talk about meal times and eating habits in Britain • compare customs in different countries.

3 Strategies for exam skills. Reading: ultiple-choice (back cover) =<'ead the bullet points through with the : ass before they do the task on page 40. emi nd students of the procedure: a} ead the text again, b} read the questions and look for the answers in the relevant arts of the text. Answers: on student page

LESSON 6

Warmer Write the words for the different meals as anagrams on the board. Students unscramble them and give an example of what is eaten at each one.

4 Active Study There are no fixed rules for which types of compound nouns take a hyphen, which are one word and which two. It's best for students to check in a dictionary if they are not certain. More important in the case of compound nouns is which part of the new word is stressed.

@] Photocopiable 5C Can you ... ? Photocopiable 4

41

Real Time culture 2 know Texting is very popular amongst young people in the UK. They use their phones more for texting than for phone calls. There are dictionaries of text messaging available and there is even a novel written completely by text messaging.

LESSON 7

Warmer Write Party on the board. Elicit the last party students went to, what it was like and what kind of party it was.

Grace and friend Please come to Ellie's 18th blrthda,y partyl On Saturday 7 August from 8 till very lat§! At 17 Clifton Gardens. With drinks food and da.ncing! Casual dr§ss ~ [email protected]

An invitation 1 Prompt students to describe the picture using the phrases from Unit 3 for describing pictures. Supply in the

1

background/in the foreground. Example answers: It is evening and lack and Grace are dressed up and carrying presents, so they are probably going to a birthday party. In the background, you can see city buildings, a river and a 'big wheel~ This is the London Eye, by the River Thames in London . •

Look at the invitation and put the information below in order.

• End of exams party

•

Fancy dress party

• Birthday party

•

Farewell party

5 Grace decides to invite Zack as her guest. Read the

[i]

text messages they exchange below.

b how to reply

IZl

a

c short description of the party

0

d the time

@I

you are later [ Saturday great

e whose party it is and the reason

0

f the address

II]

g who the invitation is for

0

Find the text abbreviations for these words.

2

kll oW

Reply

r

T

Options

= snacks 5a Give students time to do a bit of problem solving before checking as a class. Answers: you = u; are = r; later = 18r; see = c; birthday = bday; Saturday = sat; great = gr8; and = n; night = nite

4 Students can write their invitations on card or paper for display.

b Answers: 'It's my friend's birthday party this Saturday night. Are you free? Can you come?'

'That sounds great. When and where is it? lack' 'It's at 8 p.m. at her place. See you later xxx' Zack accepts.

us

~'stening, Speaking, Writing

]

b Rewrite the messages in full. Does Zack accept or refuse?

Which Phrases2know are similar to the underlined phrases in the invitation? Phrases

2 kno",

Answers: RSVP (Repondez s'il vous plait = please reply) = Contact Ellie; From 8.00 p.m. until midnight = From 8 till very late; You are invited to = Please come to

~

birthday night

I-J0IA ;" IA

Give students time to try and work out the answers before checking as a class.

42

see and

Invitations RSVP COh tClct From 8.00 p.m. until midnight Please come in fancy dress You are invited to Live band and dancing Please bring drinksDr nibbles


Nibbles

In pairs, write an invitation to one of the parties below. Include all the information In exercise 2. Use the Phrases2know.

a the date

3

2

3 (~) Phrases

4

8 (~l Students read the events before they listen and predict the order in pencil.

MAKING ARRANGEMENTS

6@

Look at the photo and read the caption. Then listen and answer the questions.

2 3 4 5 6

Pudding

Who's calling lack? How is lack feeling? How do we know? Why is Pat calling? Why does lack refuse? What reason does lack give? What arrangements do they make in the end?

1 ~ Listen and complete the practise the intonation. Phras es

2

Use the prompts and the Phrases2know in exercise 7 to write the dialogues below. Then act out the dialogues in pairs. Wh'1 do"" r we. hClve ~ coffee- rogether tAft-e-r eltA';$?

Making arrangements foy IUhen

?

Are you free '~ ? How about 3 5"",,,,,'1 instead? Why don't you 4brin.9 ?It friend ? S ~all we scofvte tltt-,::;;bof/1t 12. 30 7

Accepting That would be lovely, ' tf,,,,,,t- '10" . That sounds 7----£lret'lr ! That's a good idea. Refusing I'm sorry, 8 I CM,/t- . I'm afraid I've got 9,::;;n

9 Students write the dialogues in pairs. Remind them to use the Phrases2know and monitor and prompt where needed. Early finishers can create their own similar dialogue. When students act out their dialogues, they should focus in particular on intonation.

A: have a coffee together after class

know

Would you like to 1 COMe


9

Phrases2know. Listen again and

e )(tM""" TO/'vlorroJA.} •

B: no/ I've got a dentist's appointment I'tv. $cwr'1' I canr .. . A: tomorrow instead? B: yes/go to Gino's cafe A: yes

10 Can you do it in English? Students have used a flow chart before as a dialogue prompt, but elicit a sample dialogue from a confident group to remind them. Students don't write the dialogue.

2 A: go swimming together one day?

B: A: B: A: B: A:

yes/Saturday morning? no/go shopping on Saturday Sund'lY morning? yes/ 10.30? meet at my house? yes

Now your students can: • write a party invitation

10 In groups of three, take turns to act outthe Grace and lack go for lunch with lack's aunt and uncle.

8

@

a

0

Listen to the conversation at lunch and put these events in order. Ken offers lack and Grace drinks.

b ~ Pat asks lack about his girlfriend in California.

d

III I±l

e

0

c

= dessert.

• make arrangements and politely accept and .refuse

dialogue below. Follow the chart and use the Phrases2know in exercise 7.

• understand common text abbreviations.

A: Invite Band C to your ~ place to watch a movie and Band C: Accept.

;~ve a pizza.

/

A: Suggest next Friday night. --..... .

B: Refuse politely. It's your brother's birthday. A: Suggest Saturday night ___ . . instead. ".>I Band C. Accept. ;"i

~

lack and Grace arrive. Ken asks lack about his university course.

A: Suggest a film to watch.

They all sit down to eat.

A and C: Agree.

~ ~ B: Agree and suggest ~ thetime.

~ lack says his girlfriend is coming to

Europe. g [ZJ Pat offers Grace more pudding.

43

LESSONS

Warmer Review where Zack's going, when and w hy.

Making arrangements 6 (3El After students have read the caption, ask them to describe how they think Zack feels e.g. tired . They listen to check their pred ictions as well as to answer the questions.

Answers: 1 his mom's aunt Pat (his grandmother's sister) 2 sleepy - his eyes are half-closed 3 Pat is phoning to invite him for lunch with her husband Ken 4 he's tired 5 he says he's got an exam the next day 6 to have lunch the following Sunday at

12.30

a

know 7 (~1 Phrases When students listen to practise the intonation, invite individuals to repeat the phrases.


Unit 6 Culture

C! know

Bratcamp was a reality TV show that started several years ago. A group of unruly and difficult teenagers (like Ed in the text) were sent to camps in the USA for the kind of regime that Ed experiences. There are many such camps in the USA.

Reading 1

LESSON 1

Warmer Describe an imaginary student who doesn't come to school (plays truant), drinks, takes drugs, doesn't obey his parents, etc. Ask students for a few ideas about what can be done to improve the student's behaviour and sense of alienation, e.g.

Whose fault is the student's behaviour? - his/her parents; the school's, his/her o~n, society's, etc. What kind of punishment would work better? - exclusion, calling in the parents, more attention and support, etc. Make sure students don't refer to any students in the school by name.

Reading & Listening 1 Tell students that Ed is just such a student who is 'out of control: Discuss Ed's problems and whether there are students with similar problems in their country. Don't let students name people they know. Answers:

on student page

3

Look at the photo of Ed, an 'out-of-control ' teenager. Read Part 1 of the text. Underline Ed's problems.

2

1 'Ed's only young. He'll be okay in a couple of years: 3 'We need to understand teenagers li ke Ed and help them w ith their problems:

Use the verbs to complete the phrases. Read Part 1 again and check.

do

go

have

get

not get ,l

4 'He needs something like prison or t he army: 5 'Ed needs more love from his parents:

4

not take

~ an arg ument

3

~

badly at school

4

~

into t rouble

Read Part 2. Answer the questions about what Ed's parents did. Where did Ed's parents send him? Do you th ink it's a good idea?

1 ",of g ef on with someone 2

Read various opinions about Ed. Which do you ag ree with? 2 'He needs to get a j ob and do some hard work:

am~~I~r,(ill)

ASBOs (anti-social behaviour orders) were introduced in the UK about 10 years ago as a way of handling serious anti-social behaviour amongst people of all ages, but mostly aimed at teens. If a person receives an ASBO, it states what he/she must not do, e.g. go out after a certain time in the evening, harass neighbours. Amongst some groups of teenagers ASBOs have become a 'badge of honour; which was not what was intended. Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section.

Listening

with someone

Which ca mp rules do you think are good/ bad? Do you t hink Ed changed or not?

5 -----!JE..-- wrong 6

nor rtJt*-e.

any notice

,~~AT

~~,~p

,,~rt " _ d , sixteen, is an out-of-control teenager . , • He lives in a comfortable hom e in North ~ London with his parents and you nger sister but something in Ed's life is going wr ong. He is doing badly at school and often misses ~. His teacher s say h e needs professional help but Ed refuses to see anyone. ~ drug s and alcohol regularly and he often h as arguments with his p arents. He also gets into trouble for stealing. His parents cann ot understand him. His mother, Sh eila says , 'We try to disciplin e him but he doesn 't take any n otice. Every day's a battle. We jus t don 't know what to do.' According to Ed, 1 try n ot to spen d too much time with my parents because we always have arguments. I don't get on with them, end of story.'

Ed's parents heard about 'Br at Camps' in the USA. These are camps where difficult teenager s live far away from other people, in an atmosphere of strict discipline and hard work . They decided to sen d Ed .. 'Turnaround Camp' in the Arizona desert. Here are some of the r ules: • There is no contact with friends or family. can phon e and ch eck on their children bu t teenagers aren't allowed to p h one their parents. sch oolwork. They have to prep a r e their own and eat together. • Stu dents can't have mobile phones, TV, MP3 or computer games. • Students have to wear camp unifor m. They are!! allowed to wear make-up, hair products or j ewellery.

44

2 (2.30) mm~maD Students match the words and find them in the text before they listen to the CD and repeat. Check understanding. Answers:

on student page

3 Students take turns to read these aloud around the class. Discuss each one in turn: what do students think? Are any of the opinions similar to theirs in the warmer?

4 Students first read the text silently to learn about the solution Ed 's parents found. Remind them to highlight words/ phrases they don't know. They then read the text again to find answers to the questions. Discuss their views as a class and check understanding of key vocabula ry. Answers: Brat Camp; students' opin ions.

5 (3}D Strategies for general skills. Listening: Listening for general understanding (back cover) Students use these tasks to prepare them for the listening and to help them focus on the general ide) ,0f the text before trying to listen for more specific information.

44

~ U6 Readin

Grammar Focus

5

[!!j llSTENING FOR GIST Listen to Ed and his mother talking about their experiences. Tick (,f) the true statements.

, IZl

7

Grammar

At the camp, Ed realised that he was very unhappy with himself.

2

IKl

Ed's mother stopped worrying about him after he returned from the camp.

3

IZl

Brat Camp was a success for Ed and his life is better now.

4

IKl

Ed is still angry with his parents.

Read Grammar2know and find more examples of the camp rules in exercise 6.

2 leno",

6a/b

Permission in the present Use can and is/are allowed to to talk about things that are permitted: Students area/lowed to watch TVifthey behave well.

pp,rentz C~I'\

.

Use can't and is/are not allowed to to talk about things that are not permitted:


Students can't have TV.

Grammar Focus

Obligation in the present

bligation and permission in the present

Use have to to talk about things that are necessary to do: They have to cook their own meals.

a

Read Part 2 of the text and underline the rules about these things.

[

Use don't have to to talk about things that are not necessary to do:

parents phoning camp using mobile Phones] wearing camp uniform wearing make-up watching TV if students behave well working on Sunday

b Now mark the underlined rules:

r

{l-,elj' ao"" hPtve to worl:. .

8

, = it's necessary to do this 2 = it isn't necessary to do this 3 = it's permitted 4 = it's not permitted.

Grammar2know.

use bad language

5tv.de"fo; t're "or t;((o,wed 1'0 VI'''' b",d (Co"'}"'''''}''-

2 3 4 S

~

is strictly no bad language, smoking, 01 or drugs. :::::.:re are no beds - students sleep outside in tents. ,,"up time is 6.30 a.m. .:indents break the rules, they have to move ... special tent and are not allowed to speak to :a::-rone. _ ;bey behave well, they get small rewards ?=1 are allowed to eat cakes or watch a little TV. ~y is a rest-day - students don't have to wtfrk they can talk about their problems with camp """"'-Sellors. =:..mp counsellors are with the students twentyhours a day, as teachers, friends and helpers.

Read Part 2 ofthe text again and find rules about' -8. Write sentences, using the verbs in ,

wear jewellery do all the housework get up at 6.30 eat cake if they're good

6 listen to MP3 players 7 do schoolwork on Sunday 8 discuss their problems with counsellors

9

Imagine you are going on a weekend camping trip with your class. Make a set of rules for the class ~nd teachers to follow. Think about: mobile phones/games consoles/MP3 players food/drink/cooking bed time/getting up time clothing and equipment.

"

~

C().i'\

bring lvo.(;;>b,'fe-phone.5 b",rwe Prren't-

""llowed fp brii'\1J !jPr;v...e5

Obligation and permission in the present

cOi"l.$o!e5.


Answers: parents can phone (3); students can't have mobile phones (4); students have to wear camp uniform (1); teenagers aren't allowed to wear make-up (4); students are allowed to watch TV if they behave well (3); students don't have to work on Sunday (2)

7 Grammar 1! len o", Students read the Grammar2know and complete in pairs. Check students understand the concepts and the key words permission/ obligation. . ~ Board Plan 6.1

8 Students work in pairs. As a check, students come and write the sentences in the correct place on the board plan. Students copy the board plan into their notebooks . Answers: 2 aren't allowed to 3 haveto 4 have to 5 are allowed to 6 aren't allowed to 7 don't have to 8 can 9 Students work in groups. They give their camp a name and write their ideas on a poster. Groups present their posters to the class. Vote for the best poster and the camp that the majority of the class would like to go to.


Pre-listening activities often combine an element of prediction: students read -he statements as in this activity, make -heir own predictions and then listen for confirmation (or not). Training students :0 listen for general understanding makes them more confident and more effective 'st eners as they do not try and understand everything the first time they listen and as a result panic and understand very little. Students read the statements before they listen. They discuss their answers in pairs before the class check. Students correct he false statements.


MINI WORKBOOK exercise S LESSON 2

Warmer With student books closed, review Ed's problems with the class (elicit the Words2know) and elicit some advice from students with should/must.

EXTRA DISCUSSION Do you like camping? Why or why not? Why do you think Brat Camps are effective?

Now your students can: • talk about teenage problems and possible solutions • express permission, absence of permission, obligation and absence of obligation in the present • work in teams to create a set of rules for a weekend camping trip.

--'

the rules Culture ~ know

Listening

In general most teenagers in the UK of 15 or 16 want to go out w ith boyfriends and girlfriends. The girls wear make-up and both boys and girls are very fashion conscious. Tattoos and body piercings are popular. Parents vary in what they allow their teenage children to do: some can go out in the evenings in the week, some can't. Some are allowed to stay out late at weekends, others have a time they have to be in.

Speaking

4

Rules and behaviour

1

1 [l] Katie's parents are strict about everything.

Work in pairs and discuss these questions. Does your family have a lot of rules?

2 IZl Katie's mum punished her when she got bad marks in her exams.

What rul es are there about these th ings?

"

12 watching TV D tidying your room D going on the computer III clothes III make-up 12 stayin g out late

3 [l] Sa lly's parents were very easy-go ing .

~ mobile phone

S IZl lvy doesn' t agree with the way Sa lly is bringing her daughter up.

f "" ,,{{owed to w"tch ~boll1t1°"'?

I CIJon wP,tl;.11

2

. .. 0

Check the words in blue. Then listen again and tick (.f) true and cross (X) false.

4 IZl Sally thinks parents should gUide their children but not control them.

~ homework

tv w h e", I

rv p.ffer I

w" ", t: Wh"t

IZl The rules in Ivy's family weren't very fair for the girls.

7 IZl lvy didn't have any freedom about things like clothes and make-up.

Look at the photos of Ivy, Sally and Katie. How old are they? When were Sally and Ivy teenagers? I fi1 /",,1;. 5 P1/1'1

6

do M'1 hOMework

WPt5 p, ree""'P,9 ~ I i.-.

the

5

705.

Do you think parents should be easy-going or strict! MINI WORKBOOK exercise 6 page 111

3 0

Listen to Katie, Sally and Ivy talking about their parents' rules. Which topics in exercise 1 does each person mention? Markthetopics K, S or I.

Youth clubs are much less common than they were for the parents of today's teenagers. Nowadays teenagers 'hang out' in shopping malls and in burger bars rather than go to youth cI u bs to chat.

LESSON 3

Warmer Elicit from students at least one thing they do/have done which they know their parents didn't do at the same age, e.g. get a nose ring/own a mobile phone.

Listening & Speaking 1 Start the discussion first as a whole class, making use of the dialogue prompts under the exercise. Students continue the discussion in pairs. Elicit a few ideas to check correct! appropriate use of the verb forms. 2 Use this activity to practise photo description. Prompt students to use, e.g. on the left, on the right, in the centre (middle), in the background, in the foreground. Supply other phrases as necessary, e.g. the second from the left, to the right/ left of him/ her. Example answers: Katie is probably around 18-19. Sally is in her 40s and Ivy is in her 60s-70s. Ivy was probably a teenager in the 50s, Sally in the 70s.

3 (~l Elicit/check that students realise that Katie is the daughter, Sally is her mother, Ivy is her grandmother. Answers: on student page

46

4

(~l llal·m·~n=1

Check understanding and pronunciation of the Words2know before students do the activity. Elicit corrections for the false statements. Answers: on student page

5 Elicit students' personal responses to the statements in ' exercise 4 and move into the discussion of strict/ easy-going. Note the main points of the discussion on the board and review these key points at the end. MINI WORKBOOK exercise 6

LESSON 4

Warmer Quickly elicit the names of the three women (Katie, Sally, Ivy), who they are and their comments/opinions about their rules. Ask, e.g. Who had the strictest parents? Whose parents were easy-going?

Grammar Focus

8 a

bligation and permission in the past

Make the sentences below true for you. Then compare your answers with a partner.

"

Wheh I

1 When I was little, I .. . a ... (can) play out in the street. b ... (be allowed to) watch a lot ofTV. c ... (have to) go to bed early on school nights. d ... (have to) help w ith the housework.

Grammar2know. '1wasn't allowed to stay out after a certain time:

2 At a b c d

2 'All the girls had to help my mother w ith the housework: 3 'My brothers didn't have to do the washing-up: 4 '1couldn't wea r clothes if my mother didn't like them: 6 'After I was sixteen, I was allowed to wear a little bit of lipstick:

Grammar

2

primary school, I .. . ... (have to) wear school uniform. ... (a ll owed to) wa lk home by myself. ... (have to) do lots of homework every night. ... (can) play ball ga mes at playtime.

b What other important rules can you remember from your childhood? Tell the class.

5 'We weren't allowed to wear make-up:

8 'We could walk around after dark:

little, I covrld"" r- plcHl Ot-1T {Vt the

5treef Wht?>r Vrbovtf ~Ol/1?

Read what Ivy and Sally said 1-8 and underline the past forms of can, have to and be allowed to. Then complete

7 'We were allowed to play out in the streets:

f1)t?>5

MINI· WORKBOOK exercises 2-4 page 110

Vocabulary

Speaking

make and do

know

in the present

Do you share domestic tasks in your family? Answer the questions in the Words2know. ·

is allowed to are allowed to isn't allowed to aren't allowed to

~~DI~~~I~

in the past W?J2 (?If(owed To

In your family, who ...

were cd/oJ1.}ed "/'0 W"'
, makes breakfast?

t-o

can

does the most housework? _ _

COf/1(d

can't

does the hoovering? _ _

?rlPtdto

d/dM r-tu:;ve

_ __ _

makes the most phone calls? _ _ _ __ _

COM!«"''1-

have to don't have to

(!.verf;' 0he J\,-\6tKe S' therr OWn

does the cooking? _ _ _ _ __

NereY>. 'f- ?J,(lowea' t-o

_ _ __

makes the beds? _ __ __ _

ro

does the washing-up? _ __ __ _ does the ironing? _

1 a

~ Listen to Ivy saying more about

_ _ __ _

makes t Me most mess? _ __ __ _ does nothing in the house? _ _

1 Taking a lot of exams didnr ?"we to

_ __ _

2 Staying at school NM"'r,,,llowed;-o 3 Taking the school leaving exam

b

co",M,,';-

I-l(,~dro

Giving her wages to her mother wPtS'

Phrases with make: w>",/
11

",(lowed "",d ;-0

8 Her brother going to university

co",M,,'t-

b

Write about Ivy in full sentences.

I

Iv,? d,dnrh.:we to t",/
"

Grammar Focus Obligation and permission in the past 6 Students do the underlining activity in pairs. Answers: on student page Grammar

2 kll ow

Students transfer the verb forms to the ch art. Play CD 2.33 again for students to focus on the grammar and to check who said which sentence. ~ Board Plan 6.2


Compare answers in pairs.

10 Look at the Words2know and make two lists.

"",d ;-0

6 Spending her pocket money on herself 7 Boys going in the army

Plus

Write the following on the board: I can to go to the movies tonight. Ask students if this is correct (no) and what the problem is (we don't use to with modal verbs). Elicit the other verbs they know which don't use to, e.g. must, may, might. Focus students on the

Grammar Plus activity in the Mini Workbook. Read the rules through with the class. Students then complete the exercise. They check in pairs.

Vocabulary & Speaking 9a (ilil Words 2 know Students cOfnplete the notes about their own family situations.

b Students compare and discuss their answers in pairs. Discuss as a whole class. 10 Students make their own lists in their notebooks and then compare in small groups.

makes the best sandwiches? _ _ _ _ __

w hen she was young. Write the verbs that , she uses to talk about topics 1-8. ....

4 Leaving school at fourteen to get a job

oj.

make and do

9 a

Obligation and permission

Grammar

Write six sentences about what people in your fami ly do/don't do. Then compare and discuss them, in pairs. I

fv\t'lJ:..e.

fMe MO$r phone c()tfI5. M1 fp,t?I(!Y never

does the rrof'\(fo.g.

Answers: make - breakfast, the beds, sandwiches, mess; do - the cooking, the hovering, the washing-up, the ironing, nothing

11 Students use their lists from exercise 10 to write sentences in their notebooks. Monitor to check they are using make/do correctly.



la (~l Students read the notes before they listen. Check they realise that they don't complete sentences but just note the verbs she uses. Check by eliciting full sentences, e.g. Ivy didn't have to take a lot

of exams. Answers: on student page

b Students write the full sentences for each one in their notebooks.

EXTRA DISCUSSION Do you ever talk to your parents or grandparents about life when they were young? Have they told you any interesting stories?

Now your students can: • describe, compare and respond to photographs • express permission, absence of permiSSion, obligation and absence of obligation in the past • talk and write about jobs people do around the house.

8a/b Students write the true sentences for themselves before they compare ideas in small groups.


~ pages 48-49 ~ Photocopiabl€ 68 Extra Listening Activity (2.341

47

the rules

Culture ~ know

Reading

Although the age of'criminal responsibility'is 10 in the UK, children of this age are not sent to prison. They don't get tried in a normal criminal court either. Britain has a system of youth courts. These are in the same building as the adult courts, but tend to be less formal. Youth court cases are not open to the publ ic as most adult court cases are.

1

2

look at the photos on page 49 and answer these questions. •

What are the people in each photo doing?

•

How old do you thin k they are?

5

Now match sentences a- f in exercise 4 with paragraphs 1-6 in the text.

6

a

Work in pairs. Find three laws in the text that are the same in your country, and three that are different.

b In pairs, use the ideas below and your own ideas to invent six new laws for your country. Write out your laws.

Read the paragraph headings on page 49. Which paragraph(s) do you think these words come from?

Peop/I!. CPt I'l vot e fro M M e PIg/!. o f for.-rrre e n . 5fv, o/:.ti-l9 (5 b~ nYl ed ,j.." ()I II p",bkc plp. ccs

E!I!!I~!lI!I~

People can vote/ drive a ca r/get married/ go to nightcl ubs/leave school from the age of ...

III to j oin the army I;;tI to go to prison I;;tI to steal I;;tI to commit a crime/a murder [Z) to vote I2J ID 12 to be banned ~ to take a driving test 12 to be illegal I;;tI the death penalty

Penalties for young people convicted of crimes vary: they may be detained (sent to prison) or given a sentence which is suspended dependent on their doing training/keeping to certain rules. If they are detained, they are not sent to adult prisons but to special youth prisons, called Young Offenders Institutions.

All young men/women have to do militarylvoluntary service fo r ... months/ years. Smoki ng/ drinking is banned in all public places/ in the street/ everywhere.

3

School students don't have to study ... / do homework any more.

SCANNING Read the text on page 49 and complete the sentences with a correct number or date.

Parents have to ... !Teenagers aren't allowed to ...

In Iran, you are allowed to vote from the age of ~.

C Work with a new partner. Read out your laws and find out what he/she thinks of them. Use the Phrases2know.

2 Women started vot ing in New Zea land in ~ . 3 In China, no one ca n get married until they are 20

phrases 2 know

4 Swi ss men have t o do military service every yea r fo r ~ wee ks.

After the age of 14 young people are thought to be fully responsible for their actions in the same way as an adult, although they would generally still be sentenced more leniently because of their age.

5 In Australia, the age of criminal responsibility is from _ 6 _ .

Discussing opinions

6 The minimum age you ca n buy alcohol in the USA

I completely ag ree with that.

Personally, I think that's a really good idea! I'm not sure about that.

7 In parts of the USA, you can drive f rom t he age of

I don't rea lly agree with t hat.

--.EL...

Sorry, but I don't think that's a very good idea!

8 Brit ish people didn't have to take a driving test before .!.'ll£ .

4

In the UK, young people can legally marry at the age of 16 as long as they have their parents' consent. They can marry at 18 without their parents' consent.

Read the text again. Complete the sentences w ith the Words2know from exercise 2. Put one word in each gap.

"

b In Britain, children under ten aren't responsible if they cOMMir ...£... criMe , even if they kill someone!

People CPon vote frO M tMe

Pt!)t!.

of' fOl4r reeh.

50rr'1' b"t.r do", 't tM,,,!; tM"t', " ver'1 goodfRePt!

a In England, it 's ,(("$,,( to get married at the age of • ___ sixteen w it hout your parents' permission .

d

Choose the best two laws from both lists and present them to the class.

"

.r N""k ,t', 900d tM"t

,t" ' (("'9"( h> b,,'1

PllcollOl ..

c In Britain, you ng men don't have to do military service but if they wan t to, they can """ the army at sixteen.

LESSON S


d If you don't vote in Argent ina, you can go to e rf50h .

Warmer Write some ages on the board at which your students can legally do certain things. Prompt by asking What can you do in this country at the age of (14)?

Vocabulary

Society and the law

e If youn g people wa nt t o buy alcohol in t he USA, they have t o show ~ . In Britain, you ca n r,,!;e your dnv'''g test at seventeen.

48

Reading & Vocabulary Society and the law

1 Prompt students to describe the photos and to give their opinions of what's in them. Answers: Top right photo: A boy is spraying graffiti on a wall. Bottom right photo: A girl is having a driving lesson or test. Bottom left photo: A young soldier in camouflage gear is on exercise/in a war zone.

48

2 (2.36 ) Words ~ knoW Check students understand the phrases before they listen to the CD. Encourage them to predict from the headings rather than scan the text for the words. Answers: on student page 3 Strategies for general skills. Reading: Scanning '(back cover) Review strateg ies for Scanning with students before they do the task, Set a time limit and remind them to read the sentences before going to the text (so they know what they are looking for). As you check the answers, discuss with students what the situation is in

their country, e.g. 1 What age can you vote in your country? Ask students which statement(s) surprised them the most and why.

Answers: on student page LESSON 6

Warmer Elicit the six topics from the previous lesson and the Fact! for each one. Students can look and check at the end of the wa rmer.

c

rDIl

Phrases

2 know

Demonstrate the activity by eliciting 'laws' from different pairs and commenting, using the Phrases2know. Draw students into the discussion and remind them to use the phrases.

d Students present their laws and give their reasons for each one, using the Phrases2know. Alternative activity: In place of exercises 6a and b, make groups of eight (four pairs). Students read and discuss each pair's laws in turn and together choose the six laws they all agree on. Elicit the six laws from each group of eight and discuss/ choose the six that the whole class agree Qn.

MINI WORKBOOK exercise 8 EXTRA DISCUSSION Do you think the law that 'if you drop out of high school in Egypt, you have to do four years' military service' is a good one? Why or why not? •

Now your students can: • talk about aspects of society and the law in other countries • work in pairs to invent new laws that would benefit a range of people in society • express opinions and persuade others in a discussion.

4 Review the Words2know using the CD if necessary. Students complete the activity individually and then check in pairs. Check by asking students to read complete sentences aloud. Answers: on student page

5 Students check and discuss their an swers in pairs before the class check. Answers: 1 d

6 f

2 a

3 c

4 b

5 e

6a Can you do it in English? Compare ideas as a class. If students can't think of any, then discuss their opinions of either the laws in the text or laws in their country. If they disagree with any, ask them to suggest what changes they would make and why.

b Start this activity with a class discussion to generate ideas. Remind students to keep to the six topic areas in the text and that the laws should benefit everyone in the community. Each student writes their new 'laws' on a piece of paper. Monitor as they work to correct/check.

; ~ pages 50-51 __ L. =~==-

~ Photocopiable 6C Can you ~.". ?Photocopiable 5

49

activestudy3 E

Active Study 3

'·';nfl"iiu)',

Vocabulary

For the exercises on the Active Study pages it is useful if students discuss their answers in pairs or small groups. Encourage them to try and explain (in English) the rationale for any of their answers which are different from those of the other students in their group.

'j"Vli,i.),)) 1

Notice collocatiOns

Choose the words a-c that can complete each phrase 1-6. There are two correct answers for each.

1 a healthy did 0 diet b energy @ Iifestyle 2 to _ _ weight 0 puton @ Iose c get 3 a bowl of a cheese @ cerea l @ soup 4 a _ _ lu nch b ready @ packed 0 school 5 acan of _ _ 0 1emonade b bread @ cola 6 to commit _ _ c a law 0 a murder @ acrime

Vocabulary 1 When checking, elicit example sentences to make sure students understand the meaning and how to use the phrases.

!,'i"?'l"!'}" 2


4

Learn words

In

[

fizz,,!

Grammar 5

Answers: 1 b

2 c

3 d

tOPICS

Match the beginnings and endings to make sentences.

[

ca n

should

mustn't

b .. . often punish their children.

mustn't

are allowed to

have to

ShOUl1

[

could didn't have to weren't allowed to

had to

d .. . treat all their children in the same way.

4 (~) Students work in pairs to classify the words in the box before they listen. Remind them that they need to say the words. Then play the CD for students to check.

1 My sister and I never do/!JJJ::!£jmake any arguments.

3 My brother is so lazy! He never does/has/makes any housework at all.

Answers: /aI/ = tidy, diet, rice, crime, drive, /II = fizzy, involve, slim, skin, prison.

4 You ca n use the kitchen - but please don't do/have/make a mess! 5 I'm worried about Lukas - he is doing/having/ making badly at school right now. 6 You have to do/have/make your homework

Grammar 5 & & When checking these exercises, students should take turns to read complete sentences aloud. Ask questions to check understa n.ding of meaning as well as checking the use of the correct words/ phrases. Answers: on student page

50

Underline the correct verb: do, have or make. 2 My father always does/has/makes our holiday arra ngements.

before you go out.

7 My mum says I should do/have/make my bed before going to school.

8 In Spain, people.often do/have/ make dinner at 9 p.m.

50

]

I didn't enjoy learning French when I was at school. Our teacher was very strict. Every lesson we 9 h"d ;-0 listen to him reading from the textbook. We 10 weren r ,,((owed ;-0 speak even w hen we didn't understand and we co~{if only ask qu estions at the end of the lesson. I was happy 112 d,((",'t h"ve to ta ke an exa m at the end because my French was terrible!

i,GiNijii',ij";;;,d.iif·i"i.l.;P 3

J

Most students of En glish 5 hewe ;-0 do exa ms at some time in their life. If you wa nt to do well, you 6 .ho~{if study hard before the exa m. In some exa ms, you 7 o.re Plilowed ro use dictionaries but you ' ",,~.n-.r copy f rom your neigh bours or you will fail the exam.

c ... don't control their children much and give them a lot of freedom.

Answers: on student page '

don't have t o ./

English teachers 1 don'rhpve to speak English perfectl y but they 2 .ho~{if be able to explain things clearl y. It usually helps if t hey 3 speak t heir students' lang uage, too. They certainly 4 ",,~.n-.';get angry if students make mistakes!

a .. . gUide them in difficult situat ions.

3

Choose the best alternative for each sentence. [

2 Easy-going parents ... 3 Fair parents .. . 4 To bring up children, pa rents often have to ...

4 a

]

fizzy involve tidy slim skin diet rice crime prison drive

I1I1

Strict parents ...

2

Notice the pronunciatIon of vowels

PRONUNCIATION @ Listen to the words and put them in the right column. Then listen again and check.

e

Complete the sentences with a, an, the or 0 . Let's go to ...J!L. restaurant today ! How about the new Greek restaurant on the corner?

2 My neighbours have ...J!L. cat and ...!L dog. 'The cat is quiet but the dog ma kes a lot of noise.

3 ...£'... child ren shouldn't be allowed to drin k fizzy soft drinks with lot s of suga r. 4 ...£'... Iove is t he most important thi ng in life. S My father is ..e!:'.. engineer.

6 Let's buy her ...!L box of chocolates.

7 I usually have ...fl!.. brea kfast at 8 a.m.

2 All pupils are going to learn to cook a in primary school. b for one hour a week for a year. c fortwo hours a week for one term. @ using simple ingredients and recipes.

eading Skills t tiiNi,ii"i,ijMi'i.Ii.ii 7 a Read the text qUickly. What problem is the

8 Tapescript CD 2, Track 40 David: 50, how many people are

3 Schools are setting up 'Let's Get Cooking' clubs to a train cookery teachers. @ teach children cooking skills. c help poorer children. d give parents cooking lessons.

British government trying to solve? How?

b Read the text again. Choose the best answer a-d for questions 1-5.

king at School 0

4 One problem mentioned in the article is that a head teachers do not know how to cook. @ some schools do not have enough equipment. c students preferto eat snacks and ready meals. d students forget to buy ingredients.

xording to experts, nearly 25% of Britons, ncluding children, are overweight. The ent is worried and it is looking for ways to '= ihe problem. 1 -14-year olds already do cookery at school but 2011, the government is making this compulsory. _ "XJpe that this will encourage people to cook of eating ready meals, fast food and snacks.

5 The government is promising to a buy the equipment. b pay the teachers. @ pay for ingredients for poorer students. d pay for school lunches for poorer students.

Listening Skills

i,iin",," ')" 8

Listen for speCIfic mformatlon

~ Jenny and David are discussing the food they want to have at a party. Listen to their conversation and complete sentences 1-6 with one word in each gap. . 1 David offers to buy ei@ht- bottles of fizzy drinks. 2 Jenny wants to put a bowl of h2h. fruit on the table. 3 David's mother cooks a lot of rice and v"f)d<->ble5 .

4 David would like to order pizz<->5 .

5 Jenny wants to buy six cartons of ,""ce . 6 They also plan to buy three loaves of bread. ~

-eachers worry about the equipment they will r the lessons. About 15% of schools do not E chens and there are not enough cookery

;-as.

....,

ernment is promising to train 800 cookery s and to give schools £2.5 million a year to help En from poorer families to pay for ingredients.

p

Speaking Skills 9

In pairs, act out the dialogue below. Use the Phrases2knowon page 43. Student A begins the conversation. B

A

You want to go out on Friday evening. Ask if You are busy on Friday (say B is free. ----.. why). Suggest Saturday. 1 The British government is worried because

a the number of people in Britain is growing. @ many people in Britain are overweight. c 25% of British children are overweight. d it does not know how to solve the problem.

Accept Saturday. ~ Suggest an activity ~ You don't like A's (e.g. going to a film) . suggestion. Suggest a different activity (e.g. ~ going bowling). Accept. Suggest a time and place to meet. - . Agree the time and place. SKILLS STRAnGlES back cover

Sl

Reading Skills

Listening Skills

7a Elicit from students the purpose of reading for gist; that it's for the general meaning and that they do it quickly.

8 (2.40) Elicit what students have to do before they listen (read the instructions, statements and predict the missing words).

Answers: 25% of British people are overweight; by making cookery lessons compulsory for all 11-14-year-olds.

David: Three loaves of bread ...

on student page


b Answers:

Answers:

coming? Jenny: Twelve, I think ... maybe fourteen. David: Right. 50, I'll buy, say, eight bottles of cola, lemonade, fifteen packets of crisps ... Jenny: Hang on, David ... fizzy drinks? Crisps? I was hoping to offer our guests something a bit better than that. David: Like what? Jenny: Well, I could make a salad and we could put some fresh bread on the table. And then we could also put a bowl of fresh fruit on the table: apples, bananas, strawberries . . . no, strawberries are too expensive. But we could have grapes, grapes will be okay. And mineral water to drink. David: Mineral ,water? Honestly, Jenny, you sound like my mother. Everything low-fat, incredibly healthy, rice and vegetables most of the time, and you're not even allowed to think of a burger. Jenny: But you like your mother's cooking, don't you? David: Yes I do, but that's not the point. It's boring, thinking about healthy diets all the time. Jenny: But it's going to be really tasty, I promise you. David: Yeah, but ... Jenny: But? David: Well, I just like eating salty snacks at a party. Jenny: Okay, how about this then. I'll make the salad like I said, and we can have the fruit but we'll also buy some salted nuts. And we could have a choice of fruit juice or water. What do you think? David: Mmm ... I suppose so. Jenny: And if people get hungry later we can order pizzas. David: Oh, okay, that sounds better. Jenny: 50, let's write down what we need to buy. Six big cartons of fruit juice, five bottles of water, seven packets of salted nuts .. . David: Seven packets ... nuts ... Jenny: Bananas, apples, grapes - a kilo of each ... three loaves of bread

on student page

Speaking Skills 9 Students review the Phrases2know from Units 5 and 6 before they do this activity.

WB

pages 52-55

51

Unit 7 Most British families still take one'family ' holiday a year, usually in the summer. Popular destinations at that time of year are Spain, Greece and Turkey. Package holidays are still very popular: everything is included in the package when booking and the holiday is usually in a resort with all facilities. Some families go on holiday in the winter too, and they'll either go skiing or to places like Florida, the Caribbean or even the Far East.

Vocabulary

ea

4

Holidays

1

Read about the holidays again. Make a list of places to go and things to do on each hoUday.

l ond on

What do you like doing on holiday? Divide the activities in Words2know into three categories. Add your own ideas and compare answers In pairs.

5

Choose your favourite holiday. Compare and explain your choices in pairs.

.l t.".i:.~ fht!r~

~':rl:!'!JI@) shopping

sightseeing

Teenagers tend to go on holiday with their parents until the age of about 16 or 17. After that, they usually go on holiday with their friends. Camping holidays are popular with young people, as are package tours to different parts of Europe.

MINI WORK800K ex@rds@5pag@11 3

sunbathing

F~2~@

hanging out with friends

Why nol try

f II>'f'e $hOpp("'9 0'" holid",., b",f ! h",fe

2

hvt."da'1 !;., Lond(.on bC$f" bcU!vr-:;~

P"rsunafl." I do",'" kit!, d ('l", cl";,!}. I t."!:.c .

visiting galleries looking at scenery rclaxing going to clubs going to the beach ealing out

camping

fI.~

s fof!; (.or n'ghfflk.

OnE 0 f

our top tlu

Comfortable family accommodation with private pool

@ Checkthewordsln blue below and discuss these questions in pairs.

near the beach. Try windsur ftng or even paragliding1. . Close to the lively resort of Faliraki With i\IghtclUbs,

Do you agree that family holidays can be 'heaven or hell'?

restaurants and shopping.

Who are th ese t ips for. parents or teenagers? Are they good ideas? Family holidays can be hea~n or hell! Follow these tips for a stress-free holiday with your teenagers.

It's not a tradition in Britain for families living in towns and cities to go to the country for the weekend. First of all, extended families don't have a house in the country, like families do in France,

Hungary or Russia for example. Secondly, holidaying in Britain is

relatively expensive, so a weekend in a hotel or even a bed and

•

Tr y not to spend t oo long travelling to and from your holldCJj. dt:S\;"CJtiO . ~U ~ )'. can be boring.

•

Don't ask your teenagers to get up at 8 o'clock every dat! Most yOung people hate getting up early ... espeCially dUring the hOlidays!

•

Plan your c..• urs :'"S together. so there IS something for everyone.

•

Make sure your hotel has Int ernet access so that ., ~ ' "J ... ;;. with friendS at home. they can

•

Make sure you go somewhere with a bit of nlg;htilfc or :,,-~ g • Sr"'0PC·r.!" so that you r teenagers helVe something to do in the evening.

breakfast would not be cheap.

Draw students' attention to the objectives box at the top of th e page. Elicit how they can make

3

B W.e k one; Orlando Visit world-class ~heme parks,like Wet' o'Wild and Disney World. Exciting restaurants and nightlife. Week two: Everglades

Read the holiday brochure. Match the destinations 1-3 with the holidays A-C.

Nature Relierve

Wor1d-famous wildlife including dsh, birds and alligat ors. Free cycling, fishing and camping.

1 london - one of th e world's great cities

use of this section.

2 The beautiful Greek island of Rh odes 3 Two -cen tre holiday in unforgettable Florida

LESSON 1

fa\luly holidays?

s",,,,l#oft,,j-,!j. "A",d .,0",7

52

Warmer Discuss the topic first as a whole cla ss, eliciting studen t s' ideas and opinions about the holidays they go o n, like, dislike, e.g.

Do you go on holidoy with your friends? Do you go as a family? Which do you prefer' Where do you usually go?

Vocabulary & Reading Holidays

1 @J

• '"

Check students understand the Words2know before they listen to t he CD and repeat them. Students draw the grid in their notebooks and jot down their ideas. Th ey discuss their ideas in pairs, using the Words2know where appropriate.

52

2 (ill Check understanding the Words2know in the text. Encourage students to guess meaning from context. Play the CD for listening and repetition. Afte r the pair discussion, students share ideas as a class. Ask students to think of their own tips to help teenag ers get on wi th the ir parents on fam ily hol idays. Answers: The tips are for parents. Whether they are good tips or not is up to students' opinions, but generally they seem like good ideas because they take into account the whole family's interests.

3 Quickly review the principles of scanninq with students. Set a short tim e

limit for this task. Students check in pairs before the class check. Answers: 1 C

2 A

3 B

4 Students do this task individ ual ly and then check in groups. Elicit any word sl activities whose meaning s they are not sure about. Answers: Rhodes: w indsurfing, swimming in private pool, paragliding. nightclubs, restauran t s, shopping London: theatres, sightseeing, restaurants, shopping, parks, (a rt) galleries & museums, boat trips Florida: theme parks, restaurants, nightlife, nature reserve, see w ildlife, cycling, fishing, camping

Grammar Focus

8

Future arrangements

6

@ Listen to Sophie (S) talking to her friend, Laura (L) about her holiday plans. Answer the questions.

7

•

Where is Sophie going?

•

Who is she going with?

Grammar

l; So, are you going on holiday with your family

know

Use the present continuous to describe definite arrangements in ihe future: We're flying to Florida two days after the end of term. My sister's not coming this year. Are you going on holiday this summer?

0 0

Notice that we often use a time expression to show that it is in the future. Time expressions: this evening/year, at the weekend, after lunch, next Friday/week, in the next few days /weeks, etc.

this summer?

S: Yeah, we're flying to Florida two days after the end of term. l: What's that?

2

Future arrangements

@ Put the dialogue in the correct order. Listen again and check.

l: Cool ... who's going? s: Mum and Dad, obviously ... but my big sister's not coming this year, just my little brother.

Read Grammar2know. Then underline three more verbs in the dialogue that describe the arrangements for Sophie's holiday.

@]

5: It's a kind of nature reserve, with alligators and birds and stuff. We're going camping!

9 l; It sounds really cool! You are so lucky!

S: I know. I can't wait!

Read the notes in Sophie's diary and write sentences about her arrangements. Use the present continuous. Sophie ~$' h?'lv!;",!}

t'I

!jfl/uTt'lr le550h

s:

C

II]

We're spending a week in Orlando, you know, visiting all the theme parks and stuff. Then we're staying in thiS place, called the Everglades.

• Top city centre hotel, minutes from Big Ben and other famous sights. • Close to world-famous theatres, restaurants, shops. markets, parks, galleries and museums. • Includes half-day boat trip along the River Thames.

Monday

glAfretY /e 55 D h 1f.00

Tuesday

b .. b'1,it 7-3 0

Wednesday

"'0 5choo// fv,.eef Lo.Mro. p,na I5abel - M Ptrkef CAre 2.3 0

Thursday

?tokdPl'1 5/'OPP{J.,.!} With MMM - 4 .00

friday

LAMrlJ+ '$ end of rerM parT'1

- 7·30

Saturday

MOrn{h9 - P()tck.!.I!

Sunday

fl'1 frOM HelJ+ti1rOI1J aT 4.30 tUV\'/!!

10 Use the prompts to make questions. Then ask and answer in pairs.

2 go out/this evening? 3 meet any friends/at the weekend?

armer With books closed review what kinds of holiday students prefer and why.

Grammar Focus Future arrangements

CID

6 When eliciting the answers from students, recast their answers in the present continuous if they don't use it,

Grammar ,<- PIlls

Focus students on the

dO(hg Clh.1fi1(hf; IClh!.y t-odCl'1?

A ye

'101/7

IJ.v..

90(h!)

ro row",,"

W{'Th M'1

fn e.h.d-;;./

Answers: Sophie's going to Florida. She's going with her mum, dad and little brother.

CID

7 Students try and sequence the dialogue strips in pairs before they listen. Answers: on student page

8

Answers: 2 Are y
Grammar Plus activity in the

but don't focus on the structure at this stage. Confirm with students that it's a definite holiday for Sophie, not a plan.

LESSON 2

10 Monitor students as they do this activity to remind them what tense to use. Elicit conversations for the different numbers from different pairs for the class to check.

S go on holiday/ next summer?

Not re .. //'1'


Answers: She's babysitting at 7.30 on Tuesday. She's meeting Laura and Isabel at 2.30 on Wednesday. She's going holiday shopping with her mum at 4.00 on Thursday. She's going to an end of term party at 7.30 on Friday. She's packing on Saturday morning. She's flying from Heathrow at 4.30 in the morning on Sunday.

4 make any trips/ in the next few weeks?

MINI WORKBOOK .x."i,., 1-2 pag. 112

5 Students make their choices and then com pare their ideas in pairs. Discuss as a class and find out which is the holiday most students prefer and why.

answers before the class check. Establish how we know to use the present continuous (in a diary or agenda, so it's definite).


1 do anything/ later today?

"

9 Students compare their

Plr 11 .00

oJ-\Mondc,1_ l; Oh well, nothing's perfect! What are you doing there?


Gramma r

1! leno",

Mini Workbook. Read the rules through with the class and elicit other examples. Students then complete the exercise. They check in pairs. EXTRA DISCUSSION What age can teenagers go on holiday with friends in your country? Do you think this is too young, the right age, or not young enough?

Now your students can: • talk about different kinds of holiday • use present continuous for future arrangements • find the relevant information in a travel brochure to choose a holiday.

Elicit from students what they think makes it a definite arrangement, e.g. they've got the tickets, they've booked the accommodation.

53

time out

culture

2

know

The UK has seen a boom in recent years of low cost airlines, flying within the British Isles and Ireland and to and from other parts of Europe. The competitive nature of the airline business has led to very, very low fares which encourage people to take more flights. It's now common for people to fly somewhere for a weekend trip: it's cheap and there are lots of flights to choose from. Teenagers often go on holiday in groups using these low-cost airlines.

Listening

Vocabulary

3

Close your book. How many of the fourteen activities can you remember?

4

@ listen to five announcements at an airport. Underline the correct words. 1 Passengers travelling on fligh t AA32/AA23 to Milan must go to gate li/32. 2 The fl ight to/from Moscow is de layed. 3 The flight to Barcelona ~/is not ready to board. 4 Flight AA211 will land at London, Hea throw at 9. 75/in Orlando, Florida at 8.55. 5 Passengers must wear their seat belts at al/ times/ when the plane takes off and lands.

Flying

1

Read about the things you do at an airport and check the words in blue. Wh ich sentences are illustrated in the pictures?

a


c

Grammar Focus may, might and will

5

Read the article about cheap travel. Tick (,f) true and cross ()C) false.

IZI LESSON 3

Warmer You arri ve at the a irport. 2 You fi nd the check-in desk for your airline. 3 b 4 You go through passport control. 5 You go through security with your hand luggage. 6 You do some shopping in the duty-free shop. 7 You check the departures board to see if your flight is delayed. 8 c 9 You board the plane. 10 _ ,,
Find out which students have flown in a plane and where they last flew to. Ask their opin ions about flying as a means of transport, e.g. how much it costs, how environmentally friendly it is, the pros and cons of flying as against trains/ cars, etc.

Listening & Vocabulary 1 Words 2 know Students read the list of things people do at the airport. Check unqerstanding of the Words2know. Students find which sentences are shown in the pictures.

2

c 7 d 11

2 (ill Check understanding of the words in blue before students insert them in the set of instructions. When checking, elicit sentences in order from different students. Elicit from students any trips they've been on wh ich have not been as smooth as this.

3 Students try to remember not just the activities, but also the correct order.

Travel helps people from different countries to understand each othe r better.

4

00

It is good for historic plat es to have more tourists.

S4

4 @J Students read the sentences silently to themselves before they listen. When checking, ask students to read each correct version aloud.


Warmer Elicit some of the things people do when you get to the airport, e.g. What do you

do when you first arrive? What documents do you have to show? Name two things you can't take through security.

54

Most people travel on business these days.

IZI

@ In pairs, put the activities a- d in the correct place in Words2know. Then listen and check. a You sit down and fasten your seat belt. b You check in your luggage and get your boarding card. c You find the departure gate. d You get off the plane and collect your luggage.

Answers: on student page Answers: on student page

00

3

14 You go through the arriva ls gate. You're there!

Answers:

b 5

2

11 The pla ne takes off. 12 The pla ne lands at your destination. 13 --'
Flying

a 2

Flights from Warsaw to London a re cheaper than they were twenty years ago.

Grammar Focus may, might and will 5 Students read the statements before they reread the text. They check in pairs before the class check. Elicit corrections for the false sentences. Answers: on student page

6

Grammar

Listen and complete the predictions. Do you agree with the speakers?

2 know

'I think travelling '..I:JJi1L..!z.: more and more miserable in the future. More people 2 J-tJif( tr",vel I we 3 '11 Me:llI'e to have more security everywhere and there 4 WI« dt!-/i-""','!d7 bl!. more delays:

may, might and will

a Use will ('10 to show that we think something is sure to happen: £ taroeeg ew t31<11 be . b Use will not (won' t) to show that we think something is sure not to happen: Me"',? !"'stOY/c

EXTRA DISCUSSION Are you worried about how much pollution planes cause? Would it ever make you want to stop flying?

7 @

Read Grammar2know. Then find examples in the text for the rules, a-f.

Now your students can: • talk about procedure at the airport

'In a few years, some people , fv,'Shr flO to the moon or other planets for their holidays - but I think it ' 'if be rich people because it 7 ""If p rob"b(.1 be very expensive:

p lt::\ce-; wor../f be .

c Use might or may to show that we think something is possible in the future: This might create a more peaceful world in the future.

• listen to announcements and identify specific information • make predictions using a range of different modal verbs.

Po!kdfo", froM pl"'n~.s 1"1/,,9,'1 (hCret::l51!. . .

IGovernments 8wdl hAve ;-p do something about global warming,

will + definitely or probably

so air travel 9 w,(! d41i;."tel'1

d Use will + definitely or probably to show how sure we feel: definitely (= very sure) probably (= quite sure) People will definitely work abroad more in the future. p eop!1!.

btr.coMe

more expensive again. People 10 p rohPthl'1

KJon'ttrPtvel

abroad so

much in the future. I think they 11 J~"'l r"l-e their holidays closer to home, like they did in the past:

WIt! prabeb!,,! (ePtrh .

Word order in negative sentences: People definitely won't work abroad.

8

Make predictions. Use will . (definitely/probably), won't or may/ might. Discuss your Ideas with the class.

Future forms of can and have to e The future of can is will be able to:

It ~ snow tomorrow.

The futu re of have to is will have to:

be dark at 6.00 this 2 It evening. 3 Traffic and pollution _ _ __ get worse in my city. 4 Global warming be a big problem in the future. S My country win the next football world cup. 6 Our teacher give us a lot of homework today.

9 a

How will your life be different when you are twenty-one? Write sentences about these things using will/won't have to and will/won't be able to.

I?! be "bfe to vote.

~

[

go on holiday with your parents vote buy a car go in the army go to school earn money have a credit card

b Compare answers with other students. MINI WORKBOOK exercises 3-4 pages 112-113

6

Grammar

2

know

Students read the rules before they search for the examples in the text. They compare their answers in pairs.

§] Board Plan 7.1 Answers: on student page 7 @ Give students reading time before they listen. Discuss the predictions with the class and draw out student agreements/disagreements.

8 Answers: students' opinions/ideas

9a Discuss the topic as a class first to give students time to activate their ideas. Students write their ideas using the language for prediction.

b Students compare their ideas in groups of four.



~ pages 58-59

@) Photocopiable 7B

SS

time out culture «! know

Vocabulary

Traditionally people used to book their holidays at a Travel Agent's. They used to study holiday brochures in the shop, or at home and then book face to face. It is much more common these days for people to book their holidays on the internet: doing the searching for themselves and putting together their own packages (flights and accommodation). People like to 'shop around'to find a bargain.

Speaking

5

Describing holidays

1

2

Where does your fam ily usually go on holiday?

•

What was the best holiday of your life? Why?

Work in pairs. Take turns to talk about your holidays, using the Phrases2know in exercise 4.

50 now

"

3

4 5 6

Fifty years ago, most British people took their holidays in the British Isles, visiting traditional holiday resorts like Blackpool, Brighton and Torquay. Now it is more common for people to holiday in Europe, with Spain and France being the most popular destinations.

7 8 g 10 11 12

3 "

Two thirds of people take their holidays during July and August, to coincide with school holidays.

I-Iewihg 10'1$ of f"'n (5 Yeo.(I'1Ijy,porrPtnt for

the

I)ICCOM/V!.()I:(AtfoYl

RoesI'\.

r- M

Reading 6

Vocabulary

Look at the cartoons 1-3. Guess which complaint, a or b, matches each cartoon. Read the article and check. a 'The fish bit us: b 'There are fish in t he sea:

2 a 'There was no air-conditioning outside: b 'It was very hot: 3 a 'She didn't understand Spanish: b 'People spea k Spanish in Spain:

fv>.e

edrer.

Listen to a dialogue about a holiday in Scotland. Why was the holiday terrible? Underline the correct information in Phrases2know.

Phrases

2

know

Describing your holiday Our holiday in Scotland was terrible/ boring/exciting! We had a fantasticlhorrible time! First, we had a really bad/fong/scary journey. After that, we lost our i.!!JJJJ!!JLelpassports. And t hen it rained/snowed every day. In the end, we came home earfylchanged hotels.

Tell student s they're going to read about different holidays in this lesson. Students each write one word in their notebooks which they associate with holidays: it wuld be a noun, adjective, etc. In groups of four they tell each other their words and briefly explain why they chose that word, e.g. 'I chose sunny because we always go to hot countries on holiday:

ftiv..e!

In pairs, discuss which things in exercise 2 are important for you. Which don't matter ?

4 0

Warmer

1-/(>IIi:lp.~?

fPt/"fPt5ftc


IZl You stay in really nice accommodation. III You get sunburnt. IZl You eat delicious food. III Your flight is delayed. III There are lot s of traffic jams during the joumey. 00 The airline loses your luggage. 00 The hotel food is disgusting. IZl You have time to relax. IZl You visit some really interesting places. 00 The weather's awful. 00 You get food poisoning. IZl You have lots offun .

b14t

LESSON 5

WPt5 '1"I/fY

Well, we h,p,d Pt

mm!!l911I1J'(IT§j 1

w here you went what you did why it was good.

b

Check the words in blue. Tick (,f) the good things about a holiday and cross (~the bad things.

2

Imag ine that you are just back from a fantastic holiday. Make notes about:

• •

Discuss these questions. •

a

ravel companies often have to deal with people who are unhappy about bad accommodation food, or lost luggage. But according to Britail "s leading tour operators. holidaymakers also try to gel s compensation for some very strange reasons ... One company received a complaint from a parent was unhappy about the fish in the sea. 'No one told us there were fish in the sea; he wrote. 'My children startled!' Another customer wrote, 'A mosquito bit me 10 No one told us they bite!'

T

Showing Interest How was your holiday? Cool! Really? What happened? Oh no! You're joking ! So what did you do?

56

Vocabulary & ,S peaking Describing holidays 1 Tell students to close their eyes and to think back to their very best holiday. Give them time to visualise it in their minds. In pairs, students tell each other about their best holiday. They then talk about their worst holiday and where their family usually goes on holiday. Elicit from some pairs by asking A to report what B said.


2 [ill Check students understand the Words2know before they tick or cross. If students disagree with the answers the rest of the class give, ask them why, e.g. 3: a student might X this because it means they'll get fat! Answers: on stud~nt page

3 Students discuss their views in pairs.

4 §)

Phrases

2

klloW

Students read the sentences silently to themselves before they listen. When checking, ask students to read each correct version aloud.

56

5a Give students thinking time and monitor to give ideas and suggestions. Students make linear notes or put their ideas on a word map.

b Students use their notes and the

Phrases2know to take turns to tell their partner about their imaginary holiday. If time, students can report to the class about their partner's imaginary fantastic holiday and the class can decide which is best one/most creative student. MINI WORKBOOK exercise 7

7

8

There are four more complaints in the text. Choose the best description for each. 1 One customer was unhappy because a a mosquito bit him. @ the company did not tell him that mosquitoes bite. c there wasn't any wildlife in the area. 2 Another customer complained because a the sand was yellow. b there was no beach. the sand looked different in the brochure. 3 A British tourist complained because American tourists had a shorter journey than him. b he was angry about the number of American tourists in Jamaica. c his journey to Jamaica took three hours. 4 A woman complained because the hotel gave her and her husband a room with a an uncomfortable bed. b twin beds. a double bed.

o o

GUESSING MEANING FROM CONTEXT Find these words, 1-5, in the text and then choose the right definition, a or b. 1 to deal with (I ine 1) a buy or sell something @ find the answer to a problem 2 compensation (line S) a money you pay for a holiday @ money you get if something goes wrong 3 startled (line 9) surprised and frightened b sad and lonely 4 genuine (line 32) a strange @ real 5 to blame someone (line 36) to say someone is responsible for a problem b to make a mistake

o o

9

o

In pairs, discuss these questions. Are any of the complaints in the text fair? • Which complaint do you think is the most ridiculous? MINI WORKBOOK exerdse 8 page 113

,just the local wildlife that causes problems. One complained about the beach: The sand in the ked yellow but when we got there, we found it , Another unhappy customer wrote, We had to and there was no air-conditioning outside.'

30

35

40

Airtours deal with 17,000 customer complaints every year. They use complaints like this to help their staff deal with the problems they may meet in the summer. A spokesman for the company said they always take g'enuine complaints seriously even if they are sometimes strange. We give holidaymakers as much information as we can about their trip but sometimes there are still problems. When things go wrong, people feel they need to blame someone. They always think the travel company is responsible.' Perhaps the most extreme example was the woman who wrote, 'My husband and I asked for a twin-bedded room but the hotel put us in a room with a double bed. I am now pregnant and in my opinion your company is responsible.'

o

Buenos dias

I agent spokesman said, 'In the past, going abroad a real treat. But people are travelling abroad much - nowadays and they don't accept anything that they happy with.'

Warmer

Answers: on student page 8 Strategies for general skills. Reading: Guessing meaning from context (back cover) Students can·easily become blocked when they come across a word they don't know. If this happens in an exam, it can confuse students. Students can learn to use contextual (as we" as grammatical and morphological) clues to help them work out possible meanings . • After completing this activity, elicit if there are any other words which students highlighted and support them in trying to guess the meanings of these.

9 After the discussion, take a class vote on whose complaint was the most ridiculous.

er British holidaymaker wrote, There were too many h people. The hotel staff spoke Spanish and the Ha S Spanish.' And where did the woman choose to er holiday? Spain, of course!

Write up some of the fantastic holiday ideas from exercise 5b. Suggest the opposite, e.g. there was a great disco/ the disco was terrible. Elicit from students what they can do about it, e.g. complain, not use the company again, find another one, ask for a refund. Pre-teach/check understanding of complain/complaint.

Remind students to read the descriptions before they reread the text. Students should also highlight unknown words which can be checked later. When checking the answers, encourage students to identify why the other options for each one are not possible. Ask students what they think about these complaints.


eography, it seems, can be a problem. One customer ined angrily because British tourists had to travel urs to reach their holiday destination (Jamaica) and : an tourists got there in just three hours.

LESSON 6

7 Strategies for exam skills. Reading: Multiple-choice (back cover)


Reading & Vocabulary 6 Students try to match the cartoons to the complaints before they read the text. Check understanding of the complaints when checking the answers with the class. After checking the answers, elicit what students think about these complaints: are they legitimate or ridiculous? Answers: 1 b

2 a

3 b

EXTRA DISCUSSION Have you ever complained about a holiday? What happened? Have you ever wanted to complain but didn't? Why?

Now your students can: • talk about good and bad things which happen on holiday • apply strategies to guess meaning 'from context when reading • understand, discuss and assess complaints.

~ Photocopiable 7C

57

Real Time Culture

2

'2. @

Listen to the Phrases2know from the dialogue and practise the intonation.

know

The Eurostar train runs from the centre of London to the centre of Paris and the journey only takes 2 hours 15 minutes. The Eurostar uses the Channel Tunnel for the journey: it takes 25 minutes to pass under the Channel.

Giving advice

In November 2007, the Eurostar London Terminal moved from Waterloo International to St Pancras.

Go by train. You must go to Montmartre. You should definitely stay there. I don't think you should take the coach. Don'tlly.

phrases

'3 @

Read and listen to Part 2 of the conversation and underline the phrases for giving and asking for advice.

Warmer Review with students what they remember about Zack from previous episodes of Real Time, e.g. Who does he know

ATRIPTO PARIS

in London? Whats he studying? What has he done so far?

,

@

Listen to Part 1 of the conversation and circle the correct answers.

A trip to Paris

1 Fran recommends travelling

1 [ill Students read the caption under the picture and describe what/who they can see and what they're doing. Elicit if any students have been to Paris.

a by coach. b by plane.

<9 by train. 2 lack isn't meeting Lily in Paris because a Lily doesn't like Paris.

@

@

with some friends from college.

c by himself.

4 Grace recommends the 'Lucky Hostel'

country. What does each person want? Give advice using the Phrases2know.

'1""" 5ho",(d go 1'0 . Do,,'t-go 1'0 .. J

"

£' !hi",!;

S

because

@

2

4 ([§) Listen to five people who are visiting your

3 lack is going a with Grace and her family.

Answers: on student page Phrases

she isn't his girlfriend any more.

c she's going to Germany.

Students read the listening task before they listen. After listening they check in pairs before they listen again. Check answers and understanding of any vocabulary.•

it's good for young people.

b it's very pretty.

3 @) Elicit examples of asking for and giving advice before students listen. They check in pairs. Elicit and check.


lack is visiting your town or a famous town in your area. In pairs, take turns to act out a dialogue with lack, using the Phrases2know. Give lack advice about:

c it's near the train station.

know

After repeating with the CD, students practise the phrases in pairs.

•

a cheap and nice place to stay

•

interesting places to visit

• a good place to eat.

4 ~The first time students listen, they think about what to say and make notes. Play the CD again and students share their advice in pairs. Elicit a few examples each time to check.

Answers: 1 somewhere for the weekend, pretty old town with nice buildings and cafes and things 2 somewhere quiet to relax, away from crowds 3 walking somewhere beautiful 4 somewhere with really good nightlife to have some fun S a town to do some shopping

58

know

Can you recommend anything? Where should we stay? Do you think we should book? Wha t 's the best way to do it?

LESSON 7

2 §)

2

Asking for advice

~ U7 Listening, Speaking, Writing

~ pages 62-63

5 Can you do it in English? Students use the conversation in exercise 3 as a model/prompt. Monitor and join in conversations where appropriate. LESSON 8

Warmer Review where Zack is going, who he's going with and some of the places he's planning to see/visit.

8 Set up the writing task so that everyone will receive a postcard or a letter. If possible, for those writing postcards, give them a piece of card to write on (they can draw a picture on the other side). Students make notes about their holiday first, then they write a draft in their notebooks. Students pair up to check each other's work (not with the person who is to receive the letter/postcard though). Students write the final version, including all the details of layout, etc. Students 'send' their letter/postcard to the recipients. If time, students can write a brief reply (a note or an email).

station in London before their trip to Paris.

8 Write a letter or postcard from holiday to an

A POSTCARD AND A LETTER

English friend. Write:

Read Zack's postcard and letter. Answer the questions.

where you are what you did yesterday/today what you like/don't like plans for the rest of the holiday.

• Which did he write first? Who is each one to? • Does he say the same things about Paris in each one?


Use Phrases2know·in exercise 8 on page 27.

• discuss plans for a weekend away • ask for and give advice about places to visit and things to do

Z$" Meu... crgare R OAd

Lon dCh N m o 2PQ SI!.

Jv.u:t! (1-\ M e

I!.Yt! ,./ n,g

-

16 A U!J",5f- 2 010

tr

., c heGllpll the cGtfeS o.",d bArs <;0 c oo/!I

We re

!J0lh.!)

c/tAbb''''!J

• write an informal letter or a postcard.

Z5' M",,,, ol"g&lh- R oc.d. Londo h

4"' vri-.g 9reAr w e",fI1 er; too!

7 Read the postcard and letter again and mark the statements P (for postcard), L (for letter) or B (for both).

~ It opens with Hi or Dear and ends with

love, lots of love, etc. ~ ~ It uses short forms like

I'm, didn't,

that~.

1 ~ It doesn't give detailed information and often leaves out pronouns and auxiliary verbs in sentences. if] It gives more details about news.

J.1/c.11, I t ?Uh !.: tiuilr~ ",,/1 th S'

.

e h t!JVS'.

eel"'!} 101-1 Ii-., S epTeJvober; Nhe h

rJ-v. /ool.,;"'!} rorNt;u'd

t"o

£ ge;r/"oh.-oe.

Lots of'love,

A postcard and a letter 6 Students discuss their answers in pairs before the class check. Answers: He wrote the postcard first, to Fran, Grace and Rosie. He w rote the letter to his grandma. He didn't mention the same things in both. In the postcard he mentioned: River Seine, Notre Dame, Eiffel Tower, Vietnamese meal, cafes, bars, clubbing, weather. In the letter he mentioned: famous sights, Eiffel Tower, art galleries.

Real Time DVD Episode 4

7 Ask students if they write postcards and letters and if they do, who they write them to. Elicit other possible reasons why the language on postcards is different; e.g. there's not much room on postcards, they're usually from and about a holiday. Answers: on student page

@] DVD Worksheet 4 Can you ... ? Photocopiable 6 Extra Listen ing Activity [ill

59

Unit 8 Culture

2 know

Most schools in the UK have their own or the use of sports facilities. Some schools still have their own playing fields, where football, hockey and cricket can be played and athletics practised. All schools have their own indoor gyms, which are marked out for sport such as netball and basketball. The sports played in schools depend on the facilities they have and the time of year, but the most common are: swimming, football (soccer), netball, basketball, cricket, tennis, rugby, hockey, athletics, rounders (similar to baseball). All students must have two hours of physical education (PE) a week, but some schools offer up to five. Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section. LESSON 1

Vocabulary

Present perfect with ever and never

1

5

@ WORD RACE Look atthe list ofthe ten most popular sports. How many can you complete in two minutes? Listen and check.

Read about the Champions Tomorrow awards answer the questions. How do the awards help young people? • Who is this year's young sports person of the ye;;r• Which sport does she play?

1 f eeteaL I

2

cr L~. k ~ t

3 h e£ k qt 4 t ,,-!:> !:> L s

5 v e I L"-';t baLL

2

6 t f! bl ~ t ~~tl.i. s

7 b a s,,- b aL I

6

§

Read and listen to an interview with Jo-Anne. Correct three more mistakes in the dialogue.

8 g eL f 9 b az k ,,-t b aLL 10 cY sL L !:> 9

Work in pairs and answer the questions. Which of the sports and activities in exercise 1 and the photos: are most popular in your country? • do you do? • do you like watching on TV?

3

a Read the questions from a TV quiz. Which questions can you answer?

b §) Listen to the quiz. Your teacher will pause the recording before each answer. Were the contestants right or wrong?

Congratulations, Jo! JO: Thanks! INTERVIEWER: Now, Jo,

AQUESTIONOFSPORT

e.lqrrree l"t

you're only se\feRteeR. Tell us something about your career

1

Which country did the tennis player Martina N avratilova come from originally? a Russia b Bulgaria (VCzech Republic

did the first Winter Olympics 2 Where take place? @France

3

b the USA c SWitzerl'u,'d

Which tearn won the 2002 football woridcup? a Germany ®Brazil c Turkey

spori does Tiger Woods play? 4 aWhich ~otball b basketbal~@golf

5

How many players are there in a basketball tearn? a five b eleven @ten

up to now. JO: Well, I've played for the England Schools team and last year, I was captain of the England Under-25 team . ~JNTERVIEWER: Well done! So what are your ambitions now? JO: Well, I haven't travelled outside Europe much. I want to play in the Olympics next year and I'd love visit Australia. I've never been there. INTERVIEWER: Well, good luck with that. One more thing ... who is your sporting hero? JO: That's easy ... Lewis Hamilton, the footballer! He's from Stevenage, the same as me!

4

Vocabulary & Listening Sports

Grammar Focus

Sports

Warmer Introduce the topic of sport. Ask students what sports they do regularly al'Jd which they like best (to watch and/or do). Ask students what they think the two most popular sports in the world are.

Listening

Work in pairs. Write two more questions about sport for the quiz in exercise 3. Take turns to ask the class your questions.

60

INTERVIEWER:'Rea lly? Have you ever met him? JO: No, I haven't but I've seen him on TV hundreds of times ... so, maybe one day. That's my dream!

~ ltwtfl!mD

1 Students complete the words individually and then check in pairs. Find out if any students were right about their predictions in the warmer. Play the CD as a check and students repeat.

2 After students have discussed the questions in pairs, draw out the views/ opinions of the class. Sports in the pictures are: volleyball, snowboarding, freestyle climbing, yoga.

3 ~ Give students time to read the Answers: on student page Students might be surprised by some of the sports on this list. Cricket comes so high because of its popularity in India and Pakistan as well as in the UK, South Africa and Australia. Table tennis is high in the list because of its popularity in China.

60

quiz questions and make predictions before they listen. If you have a class who are very interested/knowledgeable about sport, get pairs to write their predicted answers on a piece of paper and pass it to the next pair who put it face down on their desks. (They correct and 'mark' the other pair's paper.) Play the CD, pausing before each answer to elicit responses from the class for each question.

Answers: 1 Czech Republic. Contestants were correct. 2 France (1924). Contestants were wrong. 3 Brazil. Contestants were correct. 4 Golf. Contestants were correct. S Ten (five players and five substitutes). Contestants were wrong.

4 Students work quietly so others don't hear. They write each question plus three options as in exercise 3 on a strip of paper. EITHER pairs take turns to ask and answer other pairs' questions OR play a team game. Collect all the questions. Make two or three teams. Teams allocate numbers from 1 to however many there are in the team to their team members at random. Ask teams questions in turn,

7 Grammar 2 know Students read the text for each bullet point of Grammar2know. Individually they find and w rite the missing participles. Answers: Regular: travelled Irregular: met, been. ~ Board Plan 8.1

8

~ Underline the correct words. Listen and check. A: ' Have you ever been/ Did you ever go surfmg ? B: No, I 2 haven't/didn't but l I've done/I did some Windsurfing.

8 (~) When checking answers, elicit which bullet points in Grammar2know they are sim ilar to.

A: Rea lly?

B: Yes, I • have had/ had lessons last year w hen I S

have been /was on holiday.

C: • Have you ever broken/ Did you ever break an arm or a leg ?

7

D: Yes, I 7 have/did, actually. I ' have broken/ broke my arm last year.

Read Grammar2know. Complete the lists of regular and irregular past participles with examples from the interview w ith lo-Anne.

Grammar

2

C: Oh no! How· has it happened/ did it hapPen?

D: 1'0 have gone/~ riding last su mmer and I 11 have fallen/ fe ll off my horse!

know

'9

Present perfect Use the present perfect to describe actions that happened in the past but are still important now. We do not say when they happened: I've played for the England Schools team. I haven't travelled outside Europe much. with ever and never to t alk about past experience: Have you ever met Lewis Homilton? I've never been to the United Stotes.

1 run rP,1'I 4 ride rode

"

He/ She has ('5) seen him on TV. He/ She has not (hasn't) met him. Yes, I/you/we/they have. No, l/you/ we/ they haven't. Yes, he/she has. No, he/she hasn't.

irreg ular past pa rticiples: "' 5«""""''---_

_ _ _ __

_ _ ___

H~ve. '10 14 ever d one. r oel:. cltiv..bin 9? Ye5, I hewe., lotos of fliv.e.5.

1 2 3 4 5 6 7 8

_ IIYou/WelThey have not (haven't) met him.

regu lar past particip les: l«p(."" "'''1''1'''' e.d. ''''--_

6 try tried

Md

(do) rock climbing? (run) a long distance? (score) a goal in a match? (play) for a school or a local team? (meet) a famous sports person? (ride) a horse? (win) a sporting competition? (try) yoga?

b

Tell the class one thing that your partner has done and one thing he/ she hasn't done.

"

Je4n

h PrS

5core4 Or

bl4~ he. '5 Vle.V~

9o&4/'~ GO rooibp,/I,..."o.fd.t

Mer p,

ft:4MOI/tS

spcn'-ts Pe.r50h..


calling a number each time to choose w ho's going to answer. The team with the most points at the end is the winner.

LESSON 2

armer See if students can remember the top ten sports in the world - in the correct order!

Grammar Focus Present perfect with ever and never

Answers: they give them money (£ 1,000) for t raining and travel; Jo-Anne Parry; volleyball 6 [ill Ask students how old Jo-Anne is (18). Focus them on the correction in the printed interview (seven teen corrected to eighteen). Students listen to correct three more mistakes. Ask questions to check students understand the content of the interview, e.g. What does she want to do next? Wheres she from ?

5 This is a Skimming/Scanning task so set a short time limit. Students read and underline/ highlight their answers. They discuss in pairs before the class check.

Answers: under~ 21 team, visit AU5traiia the United States, the footballer racing driver

TR

9 Check pronunciation of the past participles. Answers: on student page

lOa Students write the questions in their notebooks before they ask and answer. b After the oral activity, students write sentences about their partner in thei r. notebooks.

MINI WORKBOOK exercises 1-4 Grammar + Plus

Have you ever '" ?

+ IIYou/WelThey have ('ve) seen him on TV.

met him? Has he/she met him?

3 do d/d

5 meet

Use t he prompts 1- 8 to make questions. Then ask and answer in pairs. Mark your part ner's answers with a tick (,.r) or a cross (iC) .

+ past participle

? Have l/you/we/they

2 win ~

10 a

Use the past simple to say when something happeped: Last year, I was captain of the Under-21 team. Fo rm : have/ has

Complete the past participles of these verbs. Use the irregular verb list (back cover).


Write the following on the board: Jims been to Paris. Freds gone to Paris. Underneath the sentences write the questions. Where is Jim now? Where is Fred now? Who is in Paris? Discuss the answers with student to check they understand the concepts of been and gone. Focus students on the Grammar Plus activity in the Mini Workbook. Read the rules through with the class. Students then complete the exercise. They check in pa irs.

EXTRA DISCUSSION Do you have to do sport at school? If yes, do you think you do enough? If no, would you like sport to be compulsory?

Now yOl;lr students can: • talk about different sports and their popularity • compare uses of the past simple and the present perfect • exchange information about experiences using the present prefect with ever and never.

Photocopiable SA Extra Listening Activity [®

61

~~~

just do it! culture

2

know

Vocabulary

Ian Wright was a professional footballer for fifteen years, playing for Crystal Palace, Arsenal and West Ham and being a member of the England team. He was always a popular, charismatic player and quickly became a favourite with the media. He now appears regularly on TV quiz shows and on the ~adio as a commentator. He made a documentary about travelling across the USA on a motorbike his dream!

1

Present perfect with just, already and yet

boots racket

gloves shorts

4

In pairs, answer the questions. What are the most popular leisure activities for you ng people in your country? Do you and your friends do enough sport? What do you do to keep fit?

goggles skates

5

Read the website about Ian Wright's Unfit Kids TV series. Tick (,() true and cross (~) false.

1

LESSON 3

Warmer Students write the name of their favourite sports personality on a piece of paper. Collect the papers. Callout some names one by one. Elicit from students what sport this person is famous for and other information they know about him/her.

a

@ Check the words in blue. Which sports is the speaker describing?

IZl

Ian Wright is a retired footballer.

2 [l] All the teenagers spend too much time on computer games.

3

IZl

1 'You don't need any specia l equipment for this sport except a pair of trainers . " and a nice park! But if you want to win races, you need to train hard:

Ian wants to get money for his sports clubs.

4

IZl

Ian gets some money for the club s, in the end.

2 'It's an indoor game - each tea m has six players plus fourteen

s IZl

substitutes. You play on a specia l ice rink and you need a stick, of course. It's a really exciting sport!'

Atthe end of programme 3, all the kids are playing sport.

3 'It's a very popular sport all over the world. To play, you need a bat, a ball, a table and a net! You beat your opponent if you score 11 points. You have to be fast to w in but it's really good fun:

b

Add the words in blue to the correct column below. Adjectlves /phr.ses

Vocabulary & Writing Sports equipment

3 a

Write a description of a sport. Use the Phrases2know and the texts in exercise 2 to help you.

1 [ill Words 2know Check understanding of the Words2know before students listen and repeat. Discuss the cartoon pictures with students and prompt them to describe what they dm see/where it is, etc.

Answers: a gloves

Grammar Focus

Check the meaning of the Words2know. Which items are missing in the pictures? Which can you see?

ball net

2

c boots

Writing

Sports equipment

Phrases 2 know Describing sports It's a very popular sport in Italy/all over the world. People play in summer/ in winter/all year round. It's an indoor/outdoor ga me. Each team has six players. To play the game, you need a ball. It's very exciting.

b skates

b Read your description to other students. They guess which sport it is.

d racket

In this series of three TV programmes, ex-England footballer Ian Wright tries help unfit teenagers.


2a [ill) Words 2know Check understanding and pronunciation of the words in blue before students do the activity. Make sure students understand the difference between: bat, racket, stick and which different sports they're used for; beat and win and how they're used (beat someone/ win a game/ race)

Answers: 1 running 2 ice hockey

3 table tennis

b Elicit other words students know for some of the categories.

62

Answers: People: players, substitutes, opponent Places: ice rink Equipment: trainers, stick, bat, ball, table, net Adjectives/phrases: exciting, fast, good fun Verbs/phrases: to win a race, to train hard, to beat an opponent, to score points

3a [ill)

Phrases

2

know

Check understanding before students listen to and repeat the Phrases2know. Students write a first draft and then check each other's work before writing a final copy in their copy books (or on paper).

b Students can do this activity either in groups or as a whole class.

62 ..'

(M·ROM)

U8 Reading

MINI WORKBOOK exercises 7-8 LESSON 4

Warmer Review sports and equipment by giving clues for students to guess, e.g. you need goggles and a costume for this sport (swimming). Students can provide clues about other sports for their classmates to guess.

6

Read the sentences with just, already and yet in the text. Complete Grammarlknowwith these sentences.

7

Tania wants to get fit, so: 1 She's joined a gym. (j ust) She " j"",rjo{;"'ed '" 9'1M . 2 She's stop ped buying fizzy drinks and unhealthy food ... (al rea dy) 3 ... but she hasn't given up chocolate! (yet)

Grammar 2 know Present perfect with just, already and yet

In negative sentences: 'Robert- t'l(;~S'" 1'- ctu"Yr.ged ... 7C.t. In questions: Hp,s

rt'th fOPf",d ..

t;er?


S She's started swimming at the wee ~e nd s . (just)

Ian has just had some good news.

Use yet if something didn't happen in the past but might happen in the future.


4 She only started her fitness prog ramme t wo weeks ago, but she's lost some weight. (a lready)

Use just to say that something has happened recently:

Use already to say that something ha ppened before the expected time. He h"" ",/reg d ." b ecoM e .

8 (324 ) Students chec in pa irs and read the sentences! questions aloud to each other befo re they li sten to the CD.

Write just, already or yet in the correct place in the sentences.

EXTRA DISCUSSION Are there lots of unfit tee nagers in your country? Why do you think there are/aren't lots?

6 She's decided to learn yoga but she hasn't started her lessons. (yet)

8

m Cross out the words in brackets which can't be used. Listen and check.

1 A: Where's Annie? B: She's (just) gone home (yet).


2 A: Ca n I have your homework, Alex? B: Sorry, I have n't (eifeaey) done it (yet). 3 A: B: 4 A: B:

• describe sports and equipment

Have you seen Ben today? Yes, I've (j ust~ seen him - he's in the coffee bar! What time is yo ur train ? Three o'clock. I've (jtffi/alrea dy) told you three t imes !

• give opinions about keeping fit and how much sport to do

S A: Have you (jtffi) tidied your room (yet), Annie? B: I'm doin g it now, Mum. MINI WORKBOOK

• use the present perfect with

yet, since and already.

exercises S- 6 pages 11 4-11S C)

GRAMME 1: Over a million British _1IOII:hildretn are unfit and Ian Wright wants "",nAt'hinln about it. He has chosen eight teenagers to take part in his special programme. Robert, for example, spends hours a week on his PlayStation~. four TVs in his room and Gabby lose weight. But can Ian persuade them their habits? Ian also wants to start ."5C:holol sports clubs for teenagers in the area looking for companies to sponsor them. ••,.;)O(iflA~IIMil: 2: Six weeks later. Some of the are making progress but Ian is having some of the kids. Robert hasn 't PlayStatlon® habits yet but Gabby is . ' '*lVinlQ badminton. Jerome is boxing and he . ," !aclv become a lot fitter. But has Ian found .lPClnsors yet?

IN PROGRAMME 3: After six months, the fitness programme is at an end and Ian has Just had some good news. The computer company Microsoft has offered some money for his after-school clubs. All eight teenagers have started exercising regularly. Even lan's most difficult student, Robert, has joined a gym. But can he give up his PlayStation®?

Grammar Focus Present perfect with just, already and

yet 4 After students have answered orally in pairs{ discuss the questions as a class. 5 Students read the five statements before they read the text. They check in pairs and correct the false statements. After checking the answers{ discuss the information in the text with the class{ e.g. what surprised them{ what similar problems there are in their country. Answers: on student page

Grammar

6

C! know

Students read the text. They then find the examples of sentences with just already, yet and highlight them . Elicit them from students. ~ Board Plan 8.2


7 Answers: 2 She{s already stopped ... 3 .. . given up chocolate yet.

4 ___ she's already lost some weight. S She's just started swimming ... 6 .. . she hasn't started her lessons yet.

~ pages 66-67

~ Photocopia ble 88

63

just do it! Culture

2 knoW'

The Paralympics take place alongside t he Olympic games and have been running since 1952. The games are for athletes with different kinds of disabilities. For the last twenty years they have been held in the same place as the Summer and Winter Olympic Games. Kelly Holmes is a British 'athlete who was famous for her wins at 800 and 1500 metres. Her double gold in Athens made her famous throughout the UK. She has retired from competitive athletics and now takes part in mentoring programmes for young people and does charity work. She was made a Dame in 2004.

LESSON 5

Warmer

Reading 1

Vocabulary

Look at the photos and read the title of the text. Answer the questions. Which sports and games can you see? Are any of the players or athletes unusual? Why? Which is the best explanation of the title, a or b? a These people are unusual champions. b These people are champions in unusual sports.

2 ~ ~ Read the text and check the words in blue. Which person: , had a terrible accident when he/she was a teenager? N",r",lie. du /o fr 2 refuses to play in some competitions? Judir Poigc.r 3 often surprises other players? E",ri Bo'1/.;'" 4 inspires ch ildren who have the sa me problem as him/ her? E",ri 5 continued training at a very difficult time in his/her life? N",r",(;e 6 was taught to play by his/ her father? J",dir

arl Boykins is only 1.65 m tall and he weighs just 60 kg ... small by most standards but especially small in the world of professional basketball, where most players are around 2 m tall! Born in Cleveland, Ohio, Boykins is the smallest player in the NBA League. But his strength and speed often surprise his opponents and he has led the US team at the World University Games. These days, Boykins gets hundreds of letters from parents of children of below average height, thanking him for inspiring them. 'I don't see my height as a problem,' says Boykins. 'I'm unique:

E

Give students a minute in pairs to list as many sports as possible. The pair with the most (correct!) sports are the winners.

t is very unusual for a woman to be a top international chess' player but Hungarian Judit Polgar is no ordinary woman . She has always refused to play in women-only tournaments. Her father educated Judit at home with one special subject: chess. At the age of only fifteen, Judit became a chess grandmaster and she has now beaten nearly all the world's top players. In 2005, she became the first woman to play for the world chess title and in 2006 she became number 16 in the world - the only woman in the top 100. 'Of course, I'd love to become world champion but I'm just happy to playa nice game,' says Judit.

I

Reading & Vocabulary 1 Prompt students to describe what they can see in the photos. Elicit whether they have heard of any of these sportsmen before and whether they know of any sportsmen or women who have succeeded 'against the odds' like the people in the photos.

orn in Cap~Town in 1984, Natalie du Toit was a 20 talented SWimmer from childhood: at fourteen she was _ already competing internationally. Then , when she was seventeen, there was a tragedy. Natalie was riding her scooter to school when a car drove into her. She was badly hurt and lost part of her left leg. But the young swimmer was determined 25 and three months later, before she could walk again, Natalie started training. Her ca reer has been incredibly successful. She has won many gold medals in competitions for disabled athletes, including 30 five at the Athens Paralympics. Natalie has also competed successfully against able-bodied swimmers. She represented South Afr,ica in the 2002 Commonwealth Games and has won medals in the All-African and African-Asian Games.

B

Answers: Basketball - the player in the front is very short but normally, basketball players are tall; Swimming the swimmer has lost part of her left leg; Chess - the player is female, but chess players are predominantly male. Title: a

2 (~) Check students understand the Words2know before they read to find the answers. Discuss/elicit other information students noticed about the three champions. Answers: on student page

3 Review with students different ways they can make notes, e.g. in a linear form, a word map. Remind them that notes don't need to be full sentences. Check understanding of difficulties/ achievements. Students do

64

~ U8 Speaking

the task individually, then compare the information in their notes in groups. Answers: Judit Polgar - Difficulties: she competes in the male-dominated world of chess. Achievements - she is ranked 16 in the world .

Natalie du Toit - Difficulties: lost part of her leg in a road accident. Achievements: has won medals at the Athens Paralympics, the All-African and the African-Asian Games.

4 In the class discussion, encourage students to use phrases to express opinions, agree and disagree from previous units.

Optional Activity: You can run this as a fishbowl discussion. It's best if you can make space in the centre of the classroom . Place three chairs, facing inwards, in the space and call students who support the three different people in the texts to sit on the chairs. They start the discussion. The rest of the class listen but don't interrupt. If anyone wants to take over the discussion in support of a particular person, they must take over the relevant chair (take the original student's place). Manage the discussion by moving students in and out of the discussion if they don't do it themselves.

IQ

15

3

Writing

Read the text again and make notes about each person's difficulties and achievements.

6

E.. rI 80'11<'-" •.. 0"('1 /. 6 ~ "" '1,,(( (""0''1 b".I
Answas:

Speaking

Kelly 1"V1oIIlrnP<;

In groups, answer the questions. •

Who are the most famous sports people in your country?

•

Do you have a sporting hero? Why do you like him/ her?

Early life/career: started running at 12" luck with injuries, often depressed

7

Act1feV{!.}vI.ehf5: /-Ie {,615 fed the

U5 t""""

4 "

Which of the people in the texts do you most admire? Use your notes in exercise 3 to explain why.

5

My sporting hero is Kelly Holmes, an athlete. She won

?U;(}vI. fre Et't rl b ecIM/lse he '5 verl-J shorr ror (7t bPt5/::.etbc.// p/Pt1er. However, he "'Po'S led the

U5

Read Active Study and complete the table with the irregular forms in the text.

Notice irregular verbs

4er,~ .

Slijo~

Make a note of new irregular verbs. For example: He has led the US team.

<

Use the irregular verb list (back cover) to check the different forms.

Infinitive

summer Olympics - the first British woman who has ever done this. Kelly was bam in 1970 near London and she started running when she was twelve . Her early career wasn't easy. She had bad luck with InJunes

to lead

led.

l h o.'i.) [ed.

to drive

droV€;

l .h ta'i. l dnveYo.

{o 'i,r

-~

to become to beat

b e.ctj Jv.e.

.lh e.'i.~ be.coJ'V1t!.

rzePot

(.I-u:,,'i.) bePtren

to win

8a Students will probably

of thirty-four, Kelly won her first gold medal at

need reference material for this activity, e.g. books, the internet.

the Athens Olympics. Everyone was amazed especially Kelly! A few days later, she won another g~ld medal. She suddenly became a national hero.

I like her because she is always very fnendly to her fans and she has inspired a lot of young people. Kell'1 HolMe,;

YO",r 'porn"g hero

01Po'i.l ru OM


8

a Make notes about a sporting hero you really admire in the table in exercise 7. b Write about your sporting hero. Use your notes and the Phrases2know in blue above to help you.

M" 5porn'y,,9 hero 15 ..

He/5hes ...

5 Active Study Elicit from students different ways they can record the irregular verbs when they come across them (to review Active Study sections from previous units). Answers: on student page MINI WORKBOOK exercise 9 LESSON 6

Warmer Briefly review what students remember about the three 'Champions against the odds; e.g. What sport does Earl Boykins play? What makes him such

b Students use the text about Kelly Holmes as a model for their own. Students write a first draft and then check each other's work before writing a final copy in their copy books (or on paper). 9 Can you do it in English? Students either present to the whole class, or, if you have a big class, they can present in small groups. Encourage them to speak from their original notes (exercise 8a) rather than read their text. Texts could be displayed on the wall at the end of the lesson.

9

"

Why you like her: very friendly, has inspired lots of young people

and she often felt depressed. But at the age

Past simple Past participle

to lose

Other information: first British woman to have won 2 golds

two gold medals at the 2004

S

'Ie .."" .

Greatest achievements: age 34 won 2 gold medals at Athens Olympics

Kelly Holmes

!301~,p.,,5

£

Where she's London

Writing & Speaking 6 After the group discussion, elicit a few of the students' sporting heroes. 7 (~ 1 Phrases 2lcnolV Check students understand the Phrases2know in blue in the text about Kelly Holmes. Then students compare their notes about Kelly Holmes. Discuss how the composition is organised, e.g. first paragraph - general introduction; second paragraph - biodata and achievements; third paragraph - personal comment. Check understanding of vocabulary, e.g. inspired.

EXTRADISCUSSION Have you ever watched the Paralympics? What do you think about disabled athletes competing against able-bodied athletes?

Now your students can: • use a selection of irregular verbs in the past simple and present perfect, and record new verbs appropriately • describe sporting achievements • write about their sporting hero and present the information to fellow students.

a good player?

Can you ... . ? Photocopiable 7

65

Active Study 4 For the exercises on the Active Study pages it is useful if students discuss their answers in pairs or small groups. Encourage them to try and explain (in English) the rationale for any oftheir answers which are different from those of the other students in their group.

activestudy4 S Grammar

Vocabulary i,ii""ijiii.Q,.¥;i,U.iiMIi·";; 1

4

Find three words below for each verb. basketball a competition gloves a medal shopping ,l shorts skiing swimming table tennis volleyball a race gogg les

[

I

go

Answers: go: skiing,

swimming; play: basketball, table tennis, volleyball; wear: gloves, shorts, goggles; win: a competition, a medal, a race 2 After checking the answers, check students' general understanding of what they have read .

2 My sister ~ just bO"'f)M (buy) a new car. 4 I ~ never e"Te'" (eat ) Japanese food. S We ~ a lready ~ (seen) this film.

play

6 My f riend ,5 h"v'''f) (have) an eighteenth birthday party next week.

5

Read Kitty's email to her friend, Julie. Complete the gaps 1-8 with the words a-i. There is one extra word.


Grammar 4 Students check and discuss their answers in pairs before the class check. Answers: on student page

5 Students do the activity individually and then check! compare in groups. After the class check (including spelling), pairs take turns to roleplay the dialogue. Answers: on student page

66

Read the interview and choose the best answer a, b or c for each gap. Journalist (J): Hannah, you're only seventeen and you ' _ _ _ fi ve novels! When 2 _ _ _ writing ? Hannah Darby (HD) : I w rote my first story when I was about eight years old. The titl e was Looking For Maisy. 1 3 _ _ _ it difficu lt to get ideas. I read the papers and wa tch TV like everyone else. J: Who inspires you? HD: 4 _ _ _ anything by Jacqueline Wilso n? 5 _ _ all her books. She's my hero! 1 _

So far, this is the worst holiday I've ever had in my life! ,,_ my The problems started at the airport. I' __ luggage OK. But when I was going through security, they took my pertume away. Did you know that you aren't allowed to take perfume in your 2 _ _ 4_ _ ? Then our for an hour. When the plane 4 _ h_ , flight was 3 _ b_ I felt sick. And when we finally arrived, I went to collect my luggage and it wasn't there. On the way to the hotel, there was a terrible 5 _ ,_. _ and then I didn't have time to • _ f _ because I had to go and buy the basic things. As for the food . I was really looking forward to dinner but I got food 7 _ e_ on the fi rst night! Oh well, perhaps it'll get better now. It certainly can't get any worse! Perhaps I'll have 8 _ c _ on the beach. I'll let you know.

J: Tell us about your next novel. HD: I've just finished writing another novel but I ' _ _ _ it a title yet. I 7 _ _ _ it Big Chance 2. J: 8 _

® checked in

d ha nd luggage

g sunburnt

b delayed

e poisoning

h took off

c fun

f relax

i traffic jam

_

what to do with the money yet?

1

® have already written

PRONUNCIATION @ listen and underline the silent letters. Then listen again and check. 1 might

4 fli9!!t

7 fasl en

2 i~la nd

5 esychology

8 ~ce n ery

3 knee

6 wei!!!!t

b are already writing

c will already write

. ..

2 a you started @did you start

b have you started

3 @ have neverfound c never findin g

b w ill never find

® Have you read 4 a You read c Will you read S a reading

b did read

6 a have given c not given

b probably call

8 @ Have you decided c You have decided 9 a will go

b Will you decide

® 'm going

lOa has definitely @ will definitely

@ have read

® haven't given

7 a probably ca lled @ w ill proba bly call

i,iii""ji".ij'iMWi'MM'Mi' 3

_

HD: I ' _ _ _ on holiday w ith my parents next week so the mo ney 10 _ _ _ be very useful!


3 (~.29 ) Students work in pairs and try and identify the silent letters before they listen. After students have listened and checked, they take turns to say the words to their partner.

(go) to a rock

3 Where ~ you ~ (go) this weekend ?

I

i,ii'""jii'·g'iM"i;;'''MIi.l.;; 2

1 ~ yo u g oi"'f) concert tonight?

]

Vocabulary 1 Ask students if they can add any other words to the lists. Students provide some example sentences. They write the collocations they didn't know in their vocabulary books with translation/example sentences.

Put the verbs in brackets into the present perfect or present continuous.

c have been

b is definitely

eading Skills

, 'ih'li,i.',i.

Read for spec if IC informa t ion

6 On the Bateaux-Mouches, you can hear a recorded commentary in "it /"'''p''''''pe5 . 7 The first boat trip departs at 10.15 in the

6 a

Read the text about sightseeing in Paris. Find five different forms of transport.

Morl'\lhg .

8 The most expensive way to see Paris is by he/(cop rel" .

~

9 If you want to see the city from a balloon, contact

effing around Paris cheapest way to see Paris is on foot. It's best way to enjoy the street life of areas • Mononartre, d,e l atin Q uarter or the de Boulogne. But, as in any big ciry, you .-.auld be careful at night in certain areas.

the company called

0.nS AtM"'fI't...!.re .

10 There is an English-language ""egez,;"e which gives more information.

Speaking Skills

Metro - Paris's underground system, second largest in Europe - is the ·est way to get around. It's open from ':.: a.m.-12.45 a.m.Tickets cost € 1.40 yo u can buy a book of ten tickets for €' •. 50. -

;;: ryone should take a R.iver Seine boat _, on the famous Bateaux-M ouches (for n·ations and informati on call 01 42 25 (0) . A recorded commentary describes _ ts along the ri ver in six different _ ages. The boats leave from the Pont ~ r Alma in d, e 8th district. The trips last -~-ee n 60 and 75 minutes and depart ~-ee n 10.15 a.m. and II p.m. (9 p.m. in ter). can also go on a helicopter ride over the sights (contact H eli-France). But carefu l! A 30-minute trip will cost around €150! And if you prefer a ·er way to see Paris from the air, Paris .'cnosphere organises balloon trips over the ·. Teleph one: (01) 46 09 44 22.

-

. more information in English, look fo r weekly magazine, Pariscope, available 1 newspaper kiosks.

7 a

Choose one of the photos and describe it. Use the Phrases2know and your own ideas.

Phrases

2 know

In the photo I can see ... The man/woman is ... /The people are ... I think they/he/s he will probably ... later.

b Compare the photos. Use these ideas. b Read the text again and complete each of

I

the sentences below with one or two words.

What is similar? What is different?

Obviously, walki ng is ct..c"' p er than other ways of seeing the city. 2 You should be careful when walking in certain parts of the city ",f" "" pM . 3 The fastest way to get around Paris is by

C In pairs, ask and answer these questions: Do you think the people are having a good time? Why? Why not?

~.

4 A book of ten tickets ~ €10.50. S ~ on the famous Bateaux·Mouches are also popu lar.

people scenery activities

What problems could they have on a holiday like this? Which of the two holidays would you prefer? Why? SKILLS STRATEGIES back cover

67

Reading Skills 6a Elicit from students the technique they use for reading for specific information. Answers: foot (walking), the Metro, boat, helicopter, hot-air balloon

Speaking Skills 7 Students review the Phrases2know from Units 7 and 8 before they do this activity. Students can discuss what they think about the photos and their response for exercise 7c as a class.

b Answers: on student page

67

Unit 9 culture

2

know

Gadget: a small mechanical or electronic device which is highly specialised, e.g. mobile phone, device to count steps when running. Appliance: a more general term for a larger mechanical or electronic device design'ed to perform a particular function, often in the kitchen or house (people talk of household appliances), e.g. toaster, vacuum cleaner, fridge.

Gadget is sometimes used to show the speaker's negative attitude to an electrica l device meaning it's something that's not really necessary, produced just to make money and ultimately 'disposable: The terms gadget and appliance can sometimes be used interchangeably.

Vocabulary

5

Listening

Operating machines

1

Check you understand the Words2know. Match the gadgets with the photos.

First of all, you need to plug it 1 ~ and press this button to switch it 2 ~ • Then you need to 3 ~ the time. If you have any messages, you 4 ~ this button to listen to them.

I'!Z!I!I~!lD 0 an MP3 player an answeri ng machine a games console an alarm clock a hairdryer a dig ital camera a mobile phone a flat screen TV

2

WORD RACE Work in pairs. How many more gadgets can you add to the list in exercise 1 in two minutes?

3

@ Check the meaning of the words in blue. Match the gadgets in exercise 1 to the descri ptions, 1-8.

Before you use it for the fi rst time, S ch ..r£le the battery for about t welve hours. You j ust 6 ~ the charger -----"'---- . Then you put the game 7 -----"'---- here and follow the inst ructions on the screen. Don't forget to switch it ' off if you're not using it.

..

Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section.

4 You switch it on and off with a remote control.

LESSON 1

6 You select from the menu.

1 You have to put batteries in.

"'("'Y',""

cfOCK, ,""ob,le phohe

6

2 You have to plug it in. 3 You charge the battery using a charger. S You press a button to turn the volume up or down.

Ask students what electrical and/or battery operated objects they use every day. Elicit them onto the board. Count up which is the most popular amongst the students (discount mobile phone as everyone will probably have one).

I*'

7 It can record messages.

Warmer

2 know

Giving instructions

Read Active Study. Then find other two-word verbs in exercise 3. learn the verbs and test your partner.

Notice two-word verbs Notice the prepositions in two-word verbs:

switch the TV on plug the phone in

Think of a machine you oft en use. Describe how to use it but do not say what it is. Use the Phrases2know. Can other students guess what it is?

phrases

8 You have to set the time.

4

@ Use the Words2know in exercise 3 to complete the explanations of how two gadgets work. What are they? listen and check.

switch It on plug ltin

First of all, you switch it on. Then you select from the menu.

S

You have to charge the battery/it Just follow the instructions. Don't forget to switch it off.

MINI WORKBOOK exercises 5- 6 page 117

68

Vocabulary & Listening Operating machines

1 (ill) Words 2 know Students look for the gadgets in the photos. Check understanding of the Words2know when doing feedback and elicit what they think 'gadget' means. Use the definitions in Culture2know to clarify. Play the CD for students to listen and repeat. Ask which of these gadgets they have/ would like to have.

68

~ U9 Reading

Answers: 1 a games console 2 a mobile phone 3 a flat screen TV 4 a digital camera 5 an MP3 player 6 a hairdryer 7 an answering machine 8 an alarm clock

2 Students can use the objects listed on the board from the warmer as a starting point. When checking use the class to decide if items listed are gadgets or not.

3 (3.32)

Words

2 know

Students try and do the matching activity first in pairs. When checking answers, elicit!check understanding of Words2know. Technology develops quickly, so listen carefully to students' answers: they may be right! Play the CD for students to listen and repeat.

Answers: 1 alarm clock, mobile phone, digital camera 2 answering machin'e, games console, hairdryer, flat screen TV 3 MP3 player, digital camera, mobile phone 4 flat screen TV 5 MP3 player, answering machine, flat screen TV 6 games console, mobile phone, MP3 player 7 answering machine, mobile phone 8 alarm clock, mobile phone, answering machine.

4 Active Study When testing each other, students should provide full sentences, not only verb + particle. Answers: put in, plug in, switch on/off, turn up/down

LESSON 2

Gra......ar Focus

9 0

Complete the quiz with where, which, that or who . Then choose the correct definition, a or b, for each word. Listen and check.

Relative clauses

7

---- - vocabularyquiz

Read the brochure and discuss these questions.

--- --~----

What two advantages of GoGreen! products are mentione d in the introductio n? One of the gadgets does not belong in the GoGreen! brochure. Which one is it?

1 Photocopiers are

Would you like to own any of these gadgets? Why?

8

fa) machines..:ti:l!JL make copies of documents. 'b' people ~ do the photocopying in an office.

Read Grammar2know. Find more examples of relative clauses with which, that, who and where in the article.

Grammar

2 Drycleaners are ft.., people ~ clean schools and offices. \!!Jshops ~ they clea n yo ur clothes for you.

i! kllow

3 Cookers are ft.., people . who cook profeSSionally. \!!J kitche n appliances fh",,.. cookfood.

Relative clauses Use a re lative pronoun to add ext ra info rmation: The latest gadget is a fridge. The fridge can throw you a drink. The latest gadget is a fridge which can throw you a drink.

4 Stationers are fa)shops where you buy paper. pens, etc. 'b' people ~ work at a ra ilway station.

Warmer Mime using different gadgets for students to guess what they are. Students can also mime using some for the class to guess.

Grammar Focus Relative clauses 7 Students discuss their answers in pairs before the discussion/feedback as a class. Elicit any other environmentallyfriendly gadgets that students know/ have.

which, that, who, where

Use which or that for things: It's a fridge whichlthat serves lazy drinkers. Use who o r thattor people: John Corn wall is the student who invented the fridge. Use where fo r places: He had a few accidents in the college room where he keeps the fridge.

Answer: C

10 What gadget would you like to invent? Think of three ideas and compare answers with the class. "

I'd I(I::.~ ro /'r!ver.rp, roboritu7.rni:/t'es J-v,.'1 bearco;",.. for Me.

MINI WORKBOOK exerei,e 1 page 116

8 Grammar ~ know Students read Grammar2know. Individually they find and underline other examples in the text.

§] Board Plan 9.1 Answers: on student page

The new H20 Multi-clock is unique. It has an amazing water battery which produces electricity. You don 't plug it in, you just fill it with water' It has a thermometer and

The latest must-have gadget is a fridge which throws you a drink' Press the remote control and the drink flies across the room to you. John Cornwall, the student who invented the fridge, explains. 'One day. I thought, "l'm tired of going to the fridge for a drink .. why don't the drinks come to me?'" He had a few accidents in the college room where he keeps his fridge but he says. 'The fridge is 99% safe ... there's only a small danger that a drink will hit you! '

9 ~ Students work individually to complete the quiz. Students then swap books with a partner and listen/check each other's answers. Play the CD twice: students need to listen for whether a) or b) is correct as well as for the correct relative pronoun. Check again w ith the whole class. Answers: on student page 10 Students brainstorm ideas in groups. If they can't think of any ideas, do the activity as a whole class.

MINI WORKBOOK exercise 1 5 (ill) Students complete the texts individually and then check in pairs. Play the CD for them to check their answers. Play it again for them to check/write in their notebooks what the gadgets are. Answers: answering machine, a handheld games console Note: accept brand names of games consoles, e.g. Nintendo, PlayStation, Xbox, Wii and provide students with the generic term: 'games console:

6 (~) phrases ~ know

Use one of the gadgets from the warmer to demonstrate this activity. Play the CD for students to repeat. Students write a set of instructions for one of the gadgets from the previous lesson, or another one that has been mentioned in class. Students take turns to read out their instructions for others to guess. This can be done as a whole class, as a team game or in groups.

EXTRA DISCUSSION Are we too dependent now on gadgets? Could we live without them?

Now your students can: • talk about different gadgets and how they work • use defining relative clauses correctly • discuss others' and their own ideas for inventions.


69

~:

cool tech culture

2

know

Listening

Speaking

Phone-ins are very popular on radio stations in the UK. All radio stations have phonein programmes: people can phone in and ask questions of politicians, people can give their views on music or local issues, people can vote for their favourite bands, etc. Most teenagers in the UK have their own mobile phones. As discussed in the article, many schools ban students from having phones switched on in lessons. They are banned from examinations because they can be used to cheat.

First conditional and future time clauses

5

Do you agree with them? Why? Why not?

6

Who agrees or disagrees with Mr Langley, and why? Who do you agree or disagree with? The question on this morning 's phone-in radio breakfast show is: 'Which gadgets can't you live without, and which do you hate?'

Grammar

b

First conditional

@ Read the statements a-f. Then listen again and match them with the speakers.

Use the first conditional to talk about a possible future situation: We won't be able to contact our families if we don't have our mobiles at school.

2 (~) Students read the sentences through before they listen.


70

( M-ROM)

U9 Listening

a I've thrown them both away now and my life is much better.

If they ban mobile phones, people will be very angry.

hungry, you can even eat them .

B

Tim

o Alice

3

c You realise how important it is when you can't find it.

e It wakes me up and makes me go to school.

[t] Nick

f I don't get bored at all but people probably think I'm mad.

Answer the questions. Which gadget is each speaker talking about? Do they love it or hate it? Do you agree with them or not?

4 "

Future time clauses Use the present tense after time words like when, after and before:

d I hate all gadgets when they break down.

~ Lucy

2 know

Form: If + present simple, future simple

[ZJ Cathy b They smell nice and if you're

Listening & Speaking 1 a Strategies for general skills. Listening: Predicting (back cover)

Wh ich tense comes after if?

PREDICTING Read the caption for the photo. Guess which gadgets the radio listeners mention. @ Listen and write down the gadgets you hear. Is your list the same?

Tell students to imagine they have to do without one of their gadgets for a day. They share ideas in groups. Elicit choices and reasons from the class.

Note: Pod casts are also mentioned as can't live without but these are not gadgets.

Underline three sentences starting with if in the article and answer the questions. Then read Grammar2know to check. •

a

@] Dan

Answers: Can't live without:

7

Are these sentences about the present or the future?

1

Warmer

TV remote control, iPod, pencil Hate: mobiles, alarm clock, all gadgets when they break down

Read the internet article and the debate. Answer the questions. Who wants to ban mobile phones from the school and why?

LESSON 3

b (iE) Students listen to confirm or not their predictions.

Look at the photo on page 71 and answer the questions. What are the rules about using mobile phones in your school?

2

Students describe and comment on what/who they can see in the photo as well as reading the caption. Review with them how prediction can help with listening. In this prediction task, students try and guess which gadgets are going to be mentioned. This makes their listening more focused. If appropriate, elicit their predictions onto the board before listening.

Grammar Focus

After school finishes, people will be able to use their phones. Parents will discuss the situation when they meet next week.

8

Read some more opinions about Mr Langley's ban on mobile phones. Put the verbs in the correct tense. Which sentences do you agree with?

.*' 1

If the school (ban) mobiles, pupils (concentrate) better in lessons.

2 There (not be) so much crime in the school if

Write down your three most important possessions. In pairs, explain why they are important to you . I cPthr-live w r'f'hol4rh--. '1

CO pl?lvrzy:

£r'5 r (!..PtIf,., t-"""'por r PtY\rf"o hAe becPt{/l$t!. If x)Pt5 Pt pr(!.5t!.I"It;

I

"T5 e I T- wf.Tt!.1"I , ..

pupils (not take) mobiles to school. If pupils (not have) mobiles with them, their parents (worry) about them more.

4 If the school (ba n) mobiles, a lot of pupils (break) the rule s. 5 Life (be) easier for teachers if there (not be) any mobiles in school.

70

3 If students can't remember, play the CD again. Discuss as a class students' opinions of the gadgets and of what the people said. Remind them to use Phrases2know from previous units for expressing opinions.

4 Take a vote at the end of the activity to find out which, of all the gadgets discussed, is the one that most students in the class can't live without. After listening to what people said, are their opinions different from those expressed in the warmer?

Answers: Dan - TV remote control, loves it; Cathy - iPod, loves it; Tim mobiles, hates them; Alice - alarm clock, hates it; Lucy - loves her laptop and MP3 player but hates all gadgets when they break down; Nick - pencils, loves them

LESSON 4

Warmer Call out the names of some of the gadgets from exercises 1-4. Students write 'can't live without' or 'hate it' in their notebooks for each one. Discuss their answers as a class.

All

Video

Friends

Photos

White board

8 Students write the full sentences in their notebooks. They check in pairs before the class check (reading the sentences aloud) and the discussion. Answers: 1 bans, will

concentrate 2 won't be, don't take 3 don't have, will worry 4 bans, will break 5 will be, aren't 9 ( ~)

L---------------------~If they ban mobiles, people will get very rt Langley, Head Teacher of King George V School in =; 'a m wants schools to become 'mobile phone free zones' " an incident at his secondary school. 'A student used 'l1o bile phone to film part of a lesson in which several " ents fell asleep.' " also have students who text their friends and family '1g lessons or even play games. I have no problem with 'Ie phones but people need to use them in a sensible . From now on, the school will have a new policy. If we a student with a mobile during school hours, we will '" the phone away.' Parents will discuss the situation -n they meet the Head Teacher next week.

-------,---..

~---

9

~ Put the verbs in the correct forms in a-e. Then match 1-5 with a-e to make dialogues. Listen and check.

, 0 2

0

3

0 0 0

4 5

Are you coming out tonight?

Sam, are you going to do the washing-u~

angry. They'll bring them to school anyway but they'll j ust hide them. '" Laura 4.26 P.M. 04 Feb

We won't be able to contact our family in an emergency if we don't have our mobiles at school. It might be something really important. GJ By Andy K 9.32 A.M . on 05 Feb At the King George V School, the problem was not the phone but the rude students or the boring teacher! Why are they punishing everyone? GJ By Bella 3,22 P.M. on Feb 05 I don't see why people have a problem. After school finishes, they'll be able to use their phones the same as usual. GJ Greg B 6.24 P.M. on 06 Feb I am a college student and I have seen students use their mobile phones to cheat during exams . If we ban them, a lot of cheating will stop. GJ By Derek 11.02 P.M . 06 Feb

•

What time will you be home? Are you going to tidy your roo m, Katie?

As a teacher, I often have to tell my students to stop playing games, texting, etc. during valuable lesson time . I find it really annoying . '" Liz Bailey 7.49 P.M. 09 Feb

So we're meeting at six o'clock outside the cafe?

a Yeah, hopefully, but I train _ _ (arrive).

Wi!(

rexr (text) you when my

b I hope so. When 1_ _ (fini sh) my essay, I _ _ (cali) you, okay? c Yeah, Mum, 1_ _ (do) it before 1 _ _ (go) to bed. I promise! d I don't know, 1_ _ (phone) you when 1_ _ (come) out of the cinema. Okay? e 1 _ _ (do) it after this programme _ _ (fini sh).

Grammar Focus First conditional and future time clauses

5 Use the photo to practise photo description with students, e.g. in the centre, in the background; where the people are, what they're doing, etc. Discussion of the second question will prepare students for the reading.

6 Check understanding of ban before students read the text. They read individually and make notes of their answers to the questions. Remind them to highlight/make a note of any words/ phrases they're not sure of. Students check their answers in pairs before class di scussion.

10 Complete the sentences with your own ideas. When I (get ) home, I i( C(>(( ,(0"'. 2 3 4 5 6

If I (have) enough time this evening, I ... If it (be) sunny tomorrow, I ... Afterthis lesson (be) over, I ... After I (leave) school, I ... I (be ab le) to dri ve a car when ...

MINI WORKBOOK exerci ses 2- 4 page 116

Answers: the Head Teacher because a

student fi lmed part of a lesson in which students fell asleep, students text in class and play games in class; agrees: Greg, Derek, Liz; disagrees: Laura, Andy, Bella

7 Grammar 2 know Students find the sentences and answer the questions as a class. Students read the Grammar2know.

Answers: a arrives b finish, 'II call c 'II do, go d 'II phone, come e 'II do, finishes

1 b

2 e

3 d

4 c

5 a

10 Students write the sentences in their notebooks. Answers: 2 If I have ... 3 If it is .. . 4 After this lesson is ... 5 After I leave 6 I'll be able to . ..

MINI WORKBOOK exercises 2-4 Grammar l+ Plus

Write the first half of each of the two examples from Grammar Plus on the board. Elicit ways to complete them (they don't have to be the same as in the Mini Workbook) . Help students notice the difference in meaning between if and when. Focus students on the Grammar Plus activity in the Mini Workbook. Read the rules through with the class. Students then complete the exercise. They check in pairs. EXTRA DISCUSSION Does your school have rules about mobile phones? What do you think of these rules?

Now your students can: • express their opinions on gadgets • use first' conditional and future time clauses correctly • use prediction skills to help with listening tasks,

~ Board Plan 9.2

Answers: the sentences are about the future; present tense comes after if

71

<~

cool tech culture

2 know

Everybody with a television in the UK has to pay a Licence Fee to the government. This is what pays for the BBC channels (British Broadcasting Corporation). These channels do not carry advertisements. There are many other channels and companies and all their programmes are paid for by advertising: lTV and Sky are two examples. To watch Sky channels it's necessary to take out a subscription and pay for them on a monthly basis. The BBC is currently switching over to digital broadcasting, which means people need a digital box to decode the signal. This is a one-off payment and means other free channels are available as well. Television can be received either via cable or by satellite.

Listening Speaking

Reading

Numbers and dates

4

look at the photos on page 73 and answer the questions. • What are the people doing in each photo? • Do you do lots of things at the same time? What things?

5

SCANNING Read the text and match the numbers to the explanations, 1-5.

1

again and repeat.

1 (3.40 1Give students time to work these out and to try and say them to each other in pairs before they listen and repeat.

--

6.6

sixty two thousand three hundred one to two billion four and a half

five

1 The number of channels on American TV: _

] _

_

2 The percentage of American children with their own TV: _ __

5 The number of hours every day that most Americans watch TV: _ __

600.000

6,000,000

1 a sixth ...L

6

Find and underline two predictions in the text about the first TVs and computers. Did they come true?

7

Read the article again. Tick (.I) true and cross (,x') false. Correct the false statements.

2 sixteen sixty·six ~

lKI ln the past, most people listened to important radio news alone.

3 six thousand, six hundred and sixty-six ~

2

4 sixty thousand ~ 5 six hundred and six ~ 6 six billion 6 000 000 000 7 six hundred thousand QQQ&QQ 8 sixty-six percent ~ 9 six point six ~ 10 six million 6 000 000

2 @

listen and underline the number or date that you hear. listen again and repeat. 1 33% 3.3 303 2 300,000 3,000,000 3,000,000,000 3 80.000 4 15 578% '

6 7 8 9 10

3

1964 440 85 19S8 992

880,000 1.5 87% 1946 404 8.5 1988 229

choose the programme they want.

4

watching TV.

8

Work in pairs. Write down a number for your partner to say. Take turns to test each other.

Find the missing word or phrase in the text. 1 g£.rcbrj-,@ : to be looking for (paragraph 3) 2 rher."«,,,( : to get bigger (paragraph 5) ct.",, : to talk about unimportant things (paragraph 3 4

bN"[JrO"'hd hoi,c : something you are not really Ii;jtening to (paragraph 5) 5 [J chcrg fioh : people born around the same time (paragraph 6) 6 dcv,cc, : machines or tools that do a special job (paragraph 6)

S 88% 1649

1588 292

IZI Young people often do other things while they are

5 lKI TV executives think that everyone in the future will watch TV in the same way.

1

444 8.S5

III Many people like watching TV alone so that they can

3 lKI Young people in Britain watch more TV than their parents.

88,000

9

Discuss these questions. Do you usually watch TV alone or with other people? Which do you prefer? Do you like the idea of watching TV on your mobile or a laptop? Why? Why not? MI HI WORKBOOK ..erdse 8 page 117

MINI WORKBOOK exerdse 7 page 117

72

2 ~ Students read through the numbers before they do the listening task. They can take turns to say them to their partners in pairs. Play the CD more than once if necessary. Students practise the numbers again. Answers: 1 3.3 2 3,000,000 3 88,000 4 1/5 5 78% 6 1964 7 404 8 8.5 9 . 1588 10 292

Answers: on student page 3 Monitor and help where necessary.


72

[

4 The number of people in the world who go online every day: _ __

Warmer


•

3 The number of computers IBM expected to sell in 1943: _ _ _

LESSON 5

a number between 50 and 70; 2 Write the year you were born; 3 Write the day and the month you were born, etc.

.

~ ~ ~ 6D.DDD

British TV companies have what is known as a 'nine o'clock watershed'. This means that programmes which aye not suitable for children are not shown before nine in the evening. However, people disagree as to what is suitable for children or not, and there is often heated debate in the media about what should be shown and what should not be shown.

Give students instructions to write down six different numbers. Students then take turns to say each number to their partner who writes it down. They look and check, e.g. 7 Write

~ Match the numbers to the way you say them: listen and check. Then listen

Vocabulary

Reading & Vocabulary 4 In pairs, students practise describing the photos to their partner using the words and phrases from previous units. Discuss the answer to the second question as a class. Example answers: Top right - a family are watching TV together. They are all sittipg close to the screen and looking very interested. Left - three young women are listening to a radio. It looks like a very old photo, definitely taken before the days of television. Bottom right - a boy is playing a game and/or listening to music. It also looks as if he has an open laptop in front of him.

o

Answers: on student page; 1 Families and neighbours sat around a single radio set. 3 They watch less. 5 They are planning two services.

How screens took over our lives@

'T

8

he problem with television is that people must sit with their eyes fixed on the screen and the average American just won 't have time: said the New York Times in 1939. In those days, 1V sets were toys for rich Ame ricans: the only screen that most people saw was in the cinema. When the President made an important speech, families and neighbours sat round a single radio set.


9 Students discuss in small

5

groups first before the class feedback and sharing of opinions. MINI WORKBOOK exercise 8 EXTRA DISCUSSION Do you think you are good at multitasking? Do you think it's really possible to do anything properly while multitasking?

o

Actually, it's not that bad. The total time that young people spend in front of screens hasn 't increased that much. But today's teenagers are 35 very good at 'multitasking' or doing several things at the same time. They chat to friends while searching for information and they listen to the 1V as background noise. British teenagers actually watch less 1V than their parents: many prefer the internet. 'I spend much more time 40 online than watching 1V: says Saqib Khan, aged sixteen. 'It's more useful- you can get a lot more information.'

Now your students can: • say numbers and years • apply the sub-skills of Scanning and Reading for specific information appropriately

o

Today, there are more 1V sets than people in the US. Sixty percent of children have one in their bedroom and the average American finds time to watch for four and a half hours a day! But with over 2300 channels to choose from, 15 many people prefer to watch alone, rather than in a family group.

And, of course, 1Vs are not the only screens , in our lives. When the first computer appeared-in 1943, the chairman of IBM was also 20 pessimistic. 'Worldwide, I expect to sell maybe five computers: he said. Today, between one anc;l two billion people use the internet every day! The average young Briton spends three 25 hours a day online: socialising through sites like MySpace, watching videos on YouTube or just searching for information. And then there are video games ...

However, there is a big difference between generations: many over-fifties have no interest in the internet. For the future, 1V executives are planning two different services. One service will be for the 'iPod generation', who will select what they want to watch on different devices (TVs, mobiles, laptops). The other service will be for the older generation, who prefer traditional T\I. Only one thing seems certain: our eyes will be fixed to screens!

• give and exchange opinions in groups.

When you add all this up, the average American child now consumes 8.5 hours of media every 30 day! So how do people find the time?

5 Strategies for general skills. Reading: Scanning (back cover)

Elicit the title of the text How screens took over our lives and ask for students' ideas on what they think the text is about. Elicit what the purpose of scanning is. Students read the sentences and the options before they scan the text. After checking the answers (including their prediction of its content), discuss with students their reactions to the information. Answers: 1 2300

2 60%

3 5

LESSON 6

Warmer Write the numbers from exercise 5 on the board to review what information students can remember about the text (with books closed).


7 Students check their answers in pairs before the class check. Check understanding of any vocabulary students are not sure of, e.g. multitasking.

4 between one and two billion 5 four and a half

WB

pages 78- 79

rm Photocopiable 9C

73

Real Time culture

2

know

The regulations for when refunds can be given on goods are reasonably standard across the European Union. However, shops will often try and avoid giving a refund and offer a credit note instead, which has to be spent in that shop or chain of shops.

LESSON 7

COMPLAINING

1 o o

M"''1be . . . he '$ h",d b",d "'''''<)5.

1. @

What three proble ms does lack mention?

o

TIck the best su mmary of the situation with the camcorder.

o lack wants to change it because it doesn't IZJ

1 Elicit/ check understanding of complaining. Discuss the two questions as a class. Prompt use of language for describing photos and speculating about what's happening in the photos (maybe, perhaps, etc.). Answers: Photo A: lack and Grace are in the centre of London; lack is filming Grace w ith his camcorder. Photo B: (Examples) his laptop isn't working; his video doesn't look very good; he's reading an email w ith bad news

work properly. It doesn't work prope rly and lack has d iscove red that it is available more cheaply. lack has found a bette r model on the internet.

o '3 [B) Check the words in blue below and then

Students read the three options before they listen to the CD again.

4

IZJ IZJ

4

@

The manager refu ses to give him a refund . The manager gives lack the address of the manufacturer.

Listen and complete the Phrases2know with the words below. Then listen again and practise the intonation.

refund [ exactly

Phrases

nothing exchange happy ] receipt manager properly give

2 know

Complaints What the customer says It doesn't,work proe erf'1 . Could I speak to the ""''''''ger , please? I'm rea lly not ~ about this. I'd like a ref",,,,, ,please. What the shop assistant says Have you got the r e.ce./pr ? Wh a t ~

is the problem? We ca n qch""ge it if you like. I'm afra id we can't ~ refun ds. I'm sorry, there's "o~""g I can do.

3 ( ~ ) Check students understand and can pronounce the words in blue before they listen. Tell students that because the camcorder is not working properly, lack has gone to the shop to complain . Answers: on student page


4 (3.4S) Phrases 2 know Students read the words and the Phrases2know before they listen and complete. They check in pairs. Play the CD for students to repeat. They take turns to practise the phrases in pairs. Answers: on student page

74

M-ROM

U9 Speaking, Writing

Putthe dialogue in order, then listen and check. In pairs, act out the dialogue.

Il] lack hasn't got his receipt. 2 Il] The assistant refuses to excha nge the came ra.

2 (3.43) Students write the three problems in their notebooks. Answers: Lily's definitely not coming to Europe in the summer; he's missing home (homesick); there's a battery problem with the camcorder

5@

listen to Zack's conversation at the shop. Tick (,() true and cross (X) false.

3

Complaining

Listen to lack and Grace's conversation.

o

Warmer Review with students what lack did in Paris in the previous Real Time, e.g. Where did Zack go? How did he travel there? Who did he write a postcard to? Who did he write a letter to? Did he have a good time? What were the coolest things he did?

Look at the photos and answer the questions. What are lack and Grace doing in the photos? Why do you think lack is unhappy in Photo B? Think of three possible reasons.

~ pages 80- 81

6

In pairs, take turns to act out the dialogues below. Follow the chart __ and use the Phrases2know in exercise 4.

ImJi"um_ You are complaining because: 1 the headphones for your new MP3 player don't work 2 you bought a printe r a nd one ofthe wires is missing 3 you discovered a stain on your new jum per

You can't give a refund because: the customer boug ht it three months ago the custome r hasn't got a receipt the custome r boug ht it in

a sale

5 [3.46) Give students time to practise the dialogue in pairs. Remind them to show how they feel as well (angry, annoyed, detached, etc.). Answers: on student page 6 Can you do it in English? Pa irs choose which dialogues to do, but make sure all three situations are covered in the class. Students don't write their dialogues. Choose pairs to perform their dialogues to the class and ask the class to vote on how successful their complaints were.

9 Ask a group to redo their roleplay from exercise 6 for the class. Customer Service, Megatron Electronics, Kirkdale Industrial Estate, Kirkdale KD2 ITP

Students plan their letters, using the prompts. Remind them to make use of Phrases2know and to use the correct letter layout. They write a draft of their letters then swap their draft with a partner and check each other's work. Students write a final version of their letter on letter paper.

25 Manorgate Road London NWIO 2PQ

30 August 20 10

Dear Sir or Madam, a I am writing to complain about an Ultrasonic 780X camcorder that I bought from Digital Superstore on 21

A LETTER OF COMPLAINT

1

Read Zack's letter to the manufacturer. Match what he says, 1-3 with paragraphs in the letter, a-Co @] He says what he expects to happen.

2 [tJ He explains the problem. 3 @] He explains why he is writing.

8

a Which addresses does Zack write at the beginning ofthe letter and where? Where does he write the date? b

Add the phrases underlined in the letter to the correct section of the Phroses2know.

phrases

2

August. b There are twO problems with the camcorder. Firstly, the battery does not work properly: I have to recharge it every time I use it. According to the instruction book, it only needs recharging after sixty minutes of recording time. Secondly, there is a problem with the volume: sometimes it is very loud and sometimes there is no volume. I returned the camcorder to Digital Superstore, but they refused to give me a refund and advised me to contact you.

• identify problems and complaints in a listening text

I look forward to hearing from you.

• make a complaint in a shop

Yours faithfully.

• write a letter of complaint.

Wc. y i2 ey

~ Zachery Garber

know

p U/lr Sir or Mp,«Q,/vo ,

Reasons for writing I am writing because I would like to make a complaint. b

I

PthA.

wrif,."£!

.~'

1'"0 COfvo. p lt'tfJ-, .

Saying what you expect Could you send me a replacement as soon as possible? I think you shou ld send me a refund. c COlA/I( '10{A e(~e.'ie gIve Me ... Showing that you expect a reply d


c I am enclosing the camcorder, together with the receipt. Could you please give me a refund as soon as possible?

A letter of complaint Opening Dear Mr Benton, a

Note: students who have had similar (real) problems with a gadget can write a letter with their own real complaint.

9

Write a letter of complaint about one of the Items In exercise 6. In the letter:

• explain the reason for your complaint • give details of the problem • tell the company that you are returning it together with the receipt • say what you expect the company to do.

Ilool. forlVt:+yd ro ..

Closing Yours sincerely, e

Yo"'1"5 fPtf'thfu(I'1 '

75

LESSON 8


Warmer Review the writing students did in Real Time Unit 7 (postcards/informal letter). Elicit if they think a letter of complaint is similar to an informal letter or not.

A leHer of complaint 7 Students look at the letter to identify the differences from Zack's letter to his gran (unit 7). After reading the letter and matching the information, students check their answers in pairs. When checking as a class, elicit an example of what he says in the letter each time.

8a Make sure students notice these aspects of layout, especially if they are different from the conventions in their own country. Answers: He writes the company address top left and his own address top right. He writes the date under his home address.

b phrases

C?lcno\V

Answers: on student page -

Real Time DVD Episode 5 @] DVD Worksheet 5 Can you ... ? Photocopiable 8 Extra Listening Activity

3.44

7S

Unit 10 Culture

2 know

The British Isles are made up of England, Scotland, Wales, Northern Ireland, the Republic of Ireland (EIRE) and five thousand small islands which are dotted around the coastline. It's never possible to be more than about 70 miles from the sea .•

4

• Use the with names ofJ,Y:L! ''y,"'el:: Y'2" --_ _ • Don't use the with na mesof _ __

[

5

There are two great rivers in Britain: the Thames, wh ich runs through London and the Severn, which runs through Bristol. Both these rivers are affected by high tides and the result can be severe flooding upstream. The Thames Barrier was opened in 1984 and can be raised to stop flooding in London. It is the second largest moveable flood barrier in the world.

"

Vocabulary

Speaking

The natural world

1

Which Words2know can you see in the photo?

a desert a mo untain ra nge an ocea n/a sea a forest a coast a volcano a lake a river an island a continent waves a field a jungle the Earth

Listen and check. Add more words to each group. a Words connected wit h land b Words connected wit h water c Words connected with land a nd water

3

The natural world

..

Encourage students to say where they think the photo is. If students don't use words from Words2know in the discussion, use them in questions to prompt students to respond, e.g. Do you

~ Ul0 Reading

6

Read the fantastic facts about the Earth. Which facts do you find most surprising ?

7

Which facts describe the picture? Find three mistakes in the picture.

8

Read Grammar2know and find another example for rules a and b in the text.

Grammar

Vocabulary & Speaking

76

flu .

if? know

used to

2 @) Put the Words2kno w Into the categories a- Co

2 @ Students categorise the words in groups before listening to check. Elicit any other words for the categories that students can suggest.

IS et M OII'IP'ltp.r"", Y'et"'!J(!. in

Grammar Focus

Elicit what students know about the geography of the UK. Use the Culture2know to give them information that you think they would like to know.

Answers: a mountain range, an ocean, a coast, a river, waves, a field, a jungle

/he r e

used to

Warmer

Note: students might have used sites like Google Earth and so be familiar with photos like this.

Which ofthe Words2know are/aren't in your country? Where are they?

MINI WORKBOOK exercises 1 and 6 pages l1S- l1!

LESSON 1

think it's an ocean or a sea?

count ries rivers ./ mountain ranges.~ seas ocea ns deserts continents groups of isla nds

Yl o l"'fh. 1'h e r e fA r e Pt'''' Pt""''1 V'o/cPtYlo eo;.


1

Look at the places in exercise 3. CompletE the rules with words from the box.

Use used to: a to talk abo ut states in the past that are not true now: Winters used to be much colder.

b to talk about things that happened regularly in the past but do n't happen now The River Thames used to freeze regularly. We can always use the past simple instead of

@

used to: It used to rain there regularly.llt rained there reguk

Listen and repeat. Then underline the odd word out and explain you r answers. , Argentina/ Africa/ Europe/ Antarctica 2 the Nile/t he Amazon/the Sa hara/ the Mississippi

Africa and North America separated. (they

3 the Caribbean/the Baltid the Atlantid the Mediterranean 4 Switzerland/Japan/Great Britain/ New Zealand 5 the Andes/ the Pyrenees/ the Al ps/t he Canaries

+ It used to rain there regularly.

AY'.gen h~e::t IS' the odd word 0"',1- beC~/;'f5e I¥-5 Afr/~,

EtI1rope Po"'&! Al"ltetrcnCel p,re

el

cO"fntr'1-

cor.tfhen~.

Use the past simple if things happened once: sepa rated only once) Form - It didn 't use to rain there regularly.

? Did it use to rain there? Yes, it did.! No, it did When did it use to rain?

76

Answers: 1 Argentina - a country, the others are continents 2 the Sahara a desert, the others are rivers 3 the Atlantic - an ocean, the others are seas 4 Switzerland - a landlocked country, the others are islands 5 the Canaries - a group of islands, the others are mountain ranges

Answers: land: a desert, a range of mountains, a forest, a continent, a field, a jungle, water: an ocean, a sea, waves land and water: a coast, a lake, a river, an island, the Earth

3 @ Students work in pairs to find the odd word out. Pairs can ask other pairs if they don't know. When checking, ask pairs to say all four and then to say which is the odd word out. Note: Creative students might come up with other possible alternatives. Students listen and repeat to check pronunciation.

~ pages 82-83

4 Answers: the is used with: rivers, seas, oceans, mountain ranges, deserts, groups of islands; the is not used with : countries and continents (there are exceptions for some countries, e.g. The United States, The People's Republic of China).

10 Answers: People didn't use to have cars. People used to skate on the river. People didn't use to have mobile phones.


Amazing Earth! @) FANTASTIC FACTS ABOUT THE WAY OUR P LANET USED TO BE The continents didn't use to be separate! 250 million years ago there was just one 'super-continent', known as Pangaea. FITSt orth America and Nrica separated. Then, about 140 million years ago, Nrica, South America and Australia broke away. The continents are still moving and scientists believe that one day there may be a new super-continent.

9

The Sahara D esert was green until about 5000 years ago! I t used to rain there regularly and it wasn't sandy. There were freshwater lakes with fish, rivers, forests and large areas of grassland. People farmed th e area and elephants, giraffes, rhinoceros and crocodiles used to live there!

Rewrite the sentences with used to where possible.

12 Tell the class three things from your childhood. Use used to and the ideas below. things you believed/didn't believe in (Santa Claus, fa iries, etc.) • things yo u were frightened of (an imals, t he dark, etc.) • things you loved/didn't like (food, toys, etc.)

1 The re was one super-contine nt. there vrSea To be One $V1pe"...cO", n~e ", r.

2 3 4 S 6

Australia broke away. The Sahara was green. The Sahara wasn't sandy. Europe had extre me ly cold winte rs. The last Frost Fa ir took place in 18 14.

13 a

Read Hannah's memories of a place she used to visit as a child . What kind of place was it? Find the phrases Hannah uses to describe: what the place looked like why/whe n she went there what she did there how she fe lt when she was the re.

used to and these words and phrases.

[

Wo"",en ""sed to XJet:v' (ol1.g 5/::.,m.

11

Read whatJodie believed when she was young. Underline the correct option. Sometimes both options are possible. I' !JmjJused to have some crazy ideas when I was a kid! When we 2 studied/ used to study volcanoes at school, our teache r' told/ used to tell us that volca noes came from cracks in the Earth's surface. I • was/used to be really frig hte ned that the cracks in the paveme nt were a volcano ... I ' checked/used to check the m e very day to see if they were getting bigger.

13a Students read the text silently first. Elicit their responses to the question, e.g. Does it sound like a good place for a holiday? for families - for teenagers? Was it by the sea? Was it popular? What did they use to do every day? Ask

them if it reminds them of places they used to go.

I ""ed to b" r=((1 rr'ght"",,,d of fir" wh"", I w"', (ittfe.

"

10 Write sentences about the picture with women/long skirts not have cars ] skate/on the rive r not have mobile phones

Winters used to be much colder than they are now. Between 1550 and 1850, Europe had extremely cold winters and cool summers. Scientists often call this the 'Little Ice Age'. The River Thames in London used to freeze regularly and there were fairs on the frozen river known as 'Frost Fairs'. The last one took place in 1814.

12 Stress to students these are things that are not true any more. Brainstorm ideas on a word map first if students have difficulty thinking of ideas.

w:

alwPI'15 t.1.5ea to

gCl.1P

t h.est?tf:vte p./t:Jce Ii--.

Corhwo.!l wh.en .!J,yt?l5.JlLC,I:.Jlld tlt.bII even1 7 e l?rr we.

lAsed ro 90 to th.e .s(:t~eCtch. It- w0.5

A

n'n.'1 beRtch

"",,,-,,,or """"1 peof'~AAew "bo"", if: Eve,,? dA1 we II1se..d t:a...i:Me~ta....pic"'l:c.. J.r wflt5- I?r refltll'1_bePllAflful "N-behi"dthe buad".J!J)hite ."'Ad.etAd _ p t.ClIc-e, 1'\1(1~. YI ClUJ-> -

b'g w"ve<. M15i'irer ",,,,dL,,,se"-tosp,,,,,,d hOV1CS , clr~b(hfJ On the. re..cJ;s_PtJ.'\d f2.{Pt'1(~ J.b the I11tiVe5..Ji:5 one offv\'1 ft:lvoJAY.:cre plta.ces li-l tite world.. I/ol".ea....iti •

b WRITING Write a description of a place you used to visit when you were a child, like Hannah's. MINI WORKBOOK exerci,e 1 page 118

5 After the discussion, students write the answers to these questions in their notebooks.

mistakes. Discuss with the class.

Answers: The third text (Winters used to be .. . ) describes the picture; mistakes: bus on bridge, girl holding cola, woman with mobile

MI NI WORKBOOKexercises 1 & 6 LESSON 2

Grammar

2 know

Warmer

8

Review vocabulary and use of articles by asking for, e.g. the name of a river, a continent, a group of islands.

Students read Grammar2know. Students find the other examples in the text.

Grammar Focus used to 6 After reading, students discuss in pairs. Elicit which facts students find most surprising and why. 7 Briefly discuss the picture with students. They work in pairs and find the

~ Board Plan 10.1

9 Students check in pairs and transfer the sentences to the Board Plan in their notebooks.

Answers: 2 no change 3 The Sahara used to be green. 4 The Sahara didn't use to be sandy. S Europe used to have extremely cold winters. 6 no change

Answers: what it looked like - a tiny beach; a really beautiful place, with cliffs behind the beach,white sand and big waves; why/ wtien she went there family holiday when I was a child; what she did - My sister and I used to spend hours climbing on the rocks and playing in the waves; how she felt - It's one of my favourite places in the world.

b Students use the model in exercise 13a to write their own description. They can use their imagination; it doesn't have to be true. They write a first draft of their description and swap with a partner for checking and correction. Students write a final version in their notebooks. MIN I WORKBOOK exercise 2 EXTRA DISCUSSION Do you know anything about your country's geographical history? Did it use to be hotter or colder? ,

Now your students can: • talk about features of the natural world • understand facts about what the earth was like in the past • talk and write about past experiences using used to.

~ Photocopiable lOA

77

...................................................................

Culture

2

know

Grammar Focus

Britain, as part of the EU, signed up to the Kyoto Protocol which came into force in 2005. This requires developing countries to reduce greenhouse emissions over a given period .

Present perfect with for and since

1

•

Mat ch the Words2know with the photos.

Words

2 a

Read about global warming. Match the facts in the text 1- 5 with the headings a- e.

a Ma ny species are in da nger. b Global temperat ures are rising. .I c Extreme wea ther is becoming more common. e Polar ice is melting and sea levels are rising.

b @ Llsten and check. Which facts do you find most worrying?

3

Complete these sentences from the text. What's the difference between since and for? Read Grammar2know to check. • •

-----------------------------------------At the North Pole, 22% of the ice has melted since 1979. The global sea level has risen around 20 cm in the last century Experts say it will rise between 11 cm and 77 cm in the twenty- first century:

At the North Pole. 22% of t he ice has melted

since

t9zq

In parts of Australia, it hasn't rained for

Grammar

2

>eve"

know

------------------------------------------

Present perfect Use the present perfect to talk about unfinished past actions: The global sea level has risen 20 em. (and it is still rising)

Ask students if they know what Global Warming is and elicit any words that they associate with it, e.g. greenhouse gases, changing weather, et~ . They will discuss this in more detail in exercise 1.

We often ask questions with How long ... ? + present perfect How long has the draught lasted?

Use for with periods of time: for ten days, for a long time. It hasn't rained for seven years. Use since with points in time: since las t Ch ristmas, since 10 a.m. Atthe North Pole, 22% of the ice has melted since 1979.

Present perfect with for and • since

2 know

Discuss the first question with reference to all three photos. Encourage students to describe what they can see in the photos as well as their response to them.

Example answers: polar bear: species becoming extinct, melting ice, rising sea levels, high temperatures

man kneeling on dry earth: droughts, high temperatures two men in boat: floods, hurricanes, rising sea levels, high temperatures

Ul0 Listening

Since 1987, the number of polar bears decreased by 22% and penguins by 35%. Scientists believe that 35% of all species will become extinct because of global warmmg_ . _ __

78

After discussion of the photos with reference to the Words2know, and checking the meaning, play the CD for students to listen and repeat. Students can contribute their own ideas about these words/phrases, e.g. species they know that are becoming extinct, floods or droughts in certain parts of the world.

2a/b @

Discuss the reasons why students find certafn facts particularly worrying.

Answers: 1 b Global warming is the rise in the world's temperature, caused by too much carbon dioxide.

In parts of Australia, it hasn't rained for seven years . There have also been serious droughts in China and the USA.

for and since

Grammar Focus

Words

Between 1850 and 1990, there were abOia five serious hurricanes every year. Since 1990, there have been eight every year. There have also been many serious floods.. especially around India.

Time expressions: this year, th is week, all my life, all week, in the last few days

Warmer

(M-ROM)

Global temperatures have risen by 1 DC since 1900. Experts fear they will rise by 3-4 DC in the next century.

d There are droughts in many parts of the world.

LESSON 3

78

2 know @

floods droughts hurricanes species becomin g extinct melting ice rising sea levels high temperatures

London has banned heavy lorries from central areas and also introduced a congestion charge, which restricts cars from coming into central London and encourages the use of public transport. Other British cities are introducing similar policies. .. ... ... ....... ................... .................................

8:D

-

• What do you know about global warming ?

In Brita in there is a mixed attitude to global warming. Most people do agree that it is happening, but some nave been slow to make the necessary changes to their lifestyles. There is debate about 'Green taxes: which would aim at reducing use of natural resources and encouraging recycling. It is felt that the poor would be hit hard by these taxes.

1

Look at the photos and answer the questions.

2 e

3 c

4 d

5 a

3 Grammar

a kllow

Focus students on the Grammar2know. They read it silently.

Answers: on student page; since = point of time, for = period of time ITRI Board Plan 10.2

4 Students do the exercise on their own before checking in pairs, and then as a class.


LESSON 4

4

Read the article about drought in Australia and underline the correct words.

Listening

Speaking

Warmer

Climate refugees

7

Look at the photo at the bottom of this page. What do you think a climate refugee is?

8 a

(ill Listen to Part 1 of a radio programme, about the Carteret Islands. Write 1 next to the things below that the report mentions. mosqu itoes and malaria i 29 Augu st 2005 2 ] rising sea levels I 2 a thousand people I sick children I high temperatures 2 rel atives w ho d ied 2 salty water I expensive insurance 2 help from government I

[

Develop a word map on the board on the theme of Global Warming, to review points from the previous lesson. Add Climate Refugees to the word map and elicit what students think it means.

Listening & Speaking 7

b @ Listen to Part 2 of the programme about New Orleans. Write 2 next to the things that the report mentions.

9

@J£) Listen to both parts of the programme again . Tick (,f) true and cross (X) false. 1 [l] The Ca rteret islanders have da maged their environment, so t hey have t o leave. The islanders cannot feed themselves properly.

4

IZl IZl IZl

5

IZl

Bill wanted t o return to New Orleans but he could not afford to.

2 3

Soon it w ill be impossible to live on the islands. Most people who left New Orleans in 2005 have now returned.

Answer: People who have to leave their homes or even their country because of climate change.

Sa (ill Students read the words and phrases. Check they understand what they are before they listen. Answers: on student page

6 [t] Scientists don't think Hurricane Katrina happened because of global warming.

10 Discuss these questions: Whose probl ems are worse in your opini on, Ursula Tobasi's or Bill Jackson's?

5

@ Complete the time phrases with for or since. Then listen and check your answers. 1

6

&

four years

2 _ 15 May

Scientists believe global wa rming is happening because we use too mu ch energy. Think of four thin gs we can all do t o save energy. "

3 _ 1999

4

six weeks

5

t wo hours 6

7

12.00

8 _ last Tuesday

We

Ct;.h

'SwitCh ofr!16'odge~ WhCI'\ we

Ptre. h


9 @Q) Answers: on student page

r

(.15( h 9 theM.

fi ve minutes

Use the prompts to write at least four questions. Then ask and answer in pairs, using for and since to answer. How long/be (at this school/ in thi s class)?

lO Use the discussion to check understanding of vocabulary from the listening. Students should provide clear reasons for their choice of whose problems are worse.

2 How long/ live in (this town/your house)? 3 How long/know (your best friend/your teacher/ someone else)? 4 How long/have (yo ur watch/mobile/ iPod, etc.)? "

/-Iow /OYlf/ hPtve '1°1."

b~c.""

t:tt"f'hf$ $cl-lool?

For fw(;) '1 f!.Ptr5./Sf h CC zoot:}.

MINI WORKBOOK exercises 3-5 and 7 pages 11 8- 11 9

5 @J Answers: 1 for 2 since 3 since 4 for 5 for 6 for 7 since 8 since

6 Students write their questions in their notebooks, leaving a line between each time. They ask and answer in pairs. Then they write their partner's response under each question. Answers: 2 How long have you lived .. . 3 How long have you known ... 4 How long have you had ... MINI WORKBOOK exercises 3-5 &7

Grammar f+'P1us

Focus students on the Grammar Plus activity in the Mini Workbook. Read the rules through with the class. Elicit other strong adjectives that they know which can be paired with absolutely. Use the two examples with absolutely from the Mini Workbook to drill for correct intonation of this adverb/ adjective combination . Students then complete the exercise. They check in pairs. Insist on correct intonation for 2, 3 and 6.

Example answers: To save energy, we can turn off all unnecessary lights; turn off our computer screens when we're not using them; wash our clothes on a lower temperatu re; use less central heating at home; turn electrical appliances off completely, rather than leave them on stand-by. EXTRA DISCUSSION Are you worried about global warming? What can/should we do to stop it?

Now your students can: • discuss and express their opinions about global warming • use the present perfect with for and since • listen to a factual radio programme for gist and specific information.

~ pages 84:-85_ ~ Phot ocopiable 108 Extra Listening Activity @

79

-

out there culture

2

know

Reading

The name HMS Elizabeth has been used to name ships since 1577 and at least 20 ships have had this name. Recent ships with the name have had it expanded to HMS Queen Elizabeth.

1

Vocabulary

Work in pairs. Tick (,f) the words from the story that you know. Check the unknown words with your teacher or In a dictionary.

~~DI~~~I~ ash a volcanic eruption an explosion a scream a loud noise an uninhabited island a sailing ship to crash to destroy to shake with fear gunfire

LESSON 5

2

Warmer Read diary extract C from question 3 to the class. Elicit their predictions of what the loud noise could have been, e.g.

PREDICTING Read the title of the story and look atthe pictures. Can you guess what the story is about and when it happened? M Po,"/be iT" Pobo"lT ... I ffui-l!:' ('f" hp,ppeP'ted .. '1(!.p,rs

3

It wasn't gunfire. Can you think of other possibilities? Don't give

5

PO,O_

Read the text again. Put the events in the correct order.

o The world's weather returned to

Read the three diary extracts, written more than 120 years ago. What strange things did each writer notice?

normal.

[II The world's weather became colder.

them the answer yet!

[ZJ A ship's ca ptain saw smoke

Reading & Vocabulary

[I] Big waves killed thousa nds of

coming from Krakatoa.

1 @D Words

2

people.

know

o A new volcano appeared from under the sea. o A volcano erupted and destroyed

Students do the task individually. Stress to them that it doesn't matter if they don't know the words, that it isn't a test. Pass out mono-lingual dictionaries for students to check words they don't know or are not sure about. Check understanding of the words around the class. Play the CD for students to listen and repeat.

the island.

e:! The sky changed colour.

6

Some nouns are the same as the verb: to scream a scream Some nouns have a special ending (suffix): to erupt an eruption

2a Strategies for general skills. Reading: Predicting (back cover) Review different kinds of activities that help with prediction, e.g. pictures, guessing content and/or relationships. Students make predictions using the pictures and the title. Link their ideas to their predictions in the warmer.

Read Active Study. Then complete the table with words from the text.

Verb

Noun

to smoke to explain to explode

4

@

Read the text. Match diary extracts a-c in exercise 3 with gaps 1-3 in the text. Then listen to the whole story and check.

to to

tli'ilflppe.t:JIY'

to

4e'itr-0'1

Crt'l'ih

a disappea ran ce a crash destru ction

to inspire

80

3 Set a time limit for this reading task. Remind students to highlight words they don't know as they read. Students check their answers in pairs before the class check. Answers: a the sky turned blood red b an enormous cloud of smoke, like the beginning of a volcano eruption c a loud noise

4 @I) As before, students highlight words they don't know as they read . Students check their answers in pairs before they listen to the CD. Ask students how they did the task, i.e. which words/ clues they used to help them. Discuss the three events with the class. Ask students if they have ever heard of them/seen films about them, etc. Check the words students have high.lighted in the text. Answers: on student page

80

(M-ROM)

U10 Speaking

LESSON 6

Warmer Read one of the three diary extracts aloud. Students tell you what the event was.

5 Students read the seven events as listed and then read the texts again to sequence them. Remind students that this task involves close reading. They check in pairs. Answers: on student page

fteJ7BAHG

EXTRA DISCUSSION Do you think the story about the man riding on the crocodile is true? Have you heard any other stories like this?

In May and June 1883, smoke was pouring out of the tiny uninhabited island of Krakatoa in Indonesia. The captain of H.M.S. Elizabeth, a passing ship, wrote in his diary that he could see smoke.


him and the crocodile on the jungle floor. There were signs of the explosion allover the world for many months afterwards. Around Krakatoa, it was completely dark for two and half days after the explosion. All over the world, the sky turned a strange colour. The painter, Edvard Munch, wrote about it in his diary, as he walked near his home.

3

27 August 1883 (Rodriguez Island, South Pacific) __n_ _ H18n Clime four enormous waves, or 'tsunami', 40

high. They crashed onto the shores of and Sumatra, destroying everything in their way and killing thousands. People felt the waves as far away as France! One unfortunate man in the South Pacific was sitting on the veranda at the top of his house when the tsunami came. Suddenly, to his right, he saw a crocodile. To save himself, he jumped onto the crocodile's back and rode on top of the wave. He surfed like this for about three the wave broke, leaving

a

Work in pairs, A and B. Read the cards below and plan what to say. Use the Phrases2know.

- ou are the man who survived the ~mi by riding on the crocod ile's back. rnal ist is interviewing you about your experience. - - " how to describe what happened and how to ;rswer Student B's questions (you can invent information). B: You are a journ alist from 1887. You are going to iIlterview the man who rod e on the crocod ile's back. ink of questions to ask. Use the ideas below: • What/you do/ when the tsunami/arrive? • How/you fee l/ when you/see it? • Crocodile/very big? • You/ frig htened of him? • ow/you feel now?

6 Active Study Word bu ilding is an important and useful skill for examinations. In reading texts students need to be able to apply their knowledge of word building to work out meanings of ,new' words. The same applies to speaking and writing activities: they know how to go about 'creating' new words. When checking the activity, help students to notice any differences in spelling and/ or word stress between each verb and its noun.

• apply predicting skills to a reading text and complete a sequencing task • use a range of suffixes to create nouns from verbs

29 November 1883 (Norway) - - " - -

• conduct an interview or tell an interesting story.

People now believe that this was the inspiration for Munch's famous painting, The Scream. Because of the dust and ash in the atmosphere, global temperatures fell by 1.2°C and did not return to normal for five years. Then, in 1925, a new volcano began to appear. Local people called it Anek Krakatoa, 'Son of Krakatoa'. It is still active today and experts believe that one day there will be another enormous explosion like the one in

1883.

Phrases

2

kll ow

Telling a story Describing how you felt It was terrible/amazing/ incredible! I wa s terrified/frightened/sca red! I still can't believe it! Responding w ith interest That's amazing/ incredible! Wow! Really? Oh no!

b Act out the interview in f ront of the class. MINI WORKBOOK exercises 8-9 page l1 9

7a @I) a·m.~. Play the Phrases2know recording for the class so students know how to say them with feeling. Students work in pairs to prepare the questions or descriptions. This will help students with ideas.

b If possible, record some of the student interviews on CD or on video to show to the class at the end of the activity.



WB

pages 86-87

lm

Photocopiable 10C

81

Active Study 5 For the exercises on the Active Study pages it is useful if students discuss their answers in pairs or small groups. Encourage them to try and explain (in English) the rationale for any of their answers which are different from those of the other students in their group.

activestudy5 S Vocabulary Learn the meaning of usefu l words

1

Note: It could be useful to have a class set of mono-l ingual dictionaries for exercises 1 and 2 if students do not have their own.

Students check in pairs, using the dictionary to check their answers if necessary. Answers: on student page

2 Students check in pairs before the class check. They then write sentences in their notebooks to illustrate the ones they didn't know or were less sure of. Answers: on student page

3

Choose the correct word for each definition. 1 These ha ppen when the re is a lot of rain and the land is covered in wate r. a droughts ® fl oods c waves 2 You receive one of these when you pay for something in a shop. b a gadget @ a receipt a a charger 3 People sometimes do this if t hey are ve ry afraid . b e ru pt @ shake a crash 4 Whe n a shop gives yo u your money back, it gives yo u ... a refund c a sale a a desert 5 You have to do this with an e le ctrica l appliance to make it work. a exchange it ® plug it in c destroy it 6 The place where land and sea meet. a forest bla ke @ coast

®

Vocabulary 1 Ask students which type of dictionary they normally use: mono-lingual or bi-lingual. Elicit some of the advantages of using a mono-lingual dictionary, e.g. definitions and examples are in English, it helps them 'think in English: it provides pronunciation.

Notice word stress

4

Learn (ollocatlons

2

Match words from column A and column B to make collocations. B

A

910b~ 1 control

alarm public remote volcanic

e ruption te mpe ratures clock . transport

high

warming

'.li'V"'''''*, 3

learn words In groups

Complete the sentences with the words below. [

charge

press

search

select

set

PRONUNCIATION (I!I) Listen and put the words into groups according to t heir stress pattern. Listen again and repeat.

1 jungle 5 me ssage 2 machine 6 eruption 3 volcano 7 exchange 4 contine nt 8 desert

9 10 11 12

sele ct socialise explosion recog nise

Grammar 5

Choose the best answer for each gap.

J effrey Sach s is an economist 1 which/ who/ where has written several books ab ou t world poverty. H e was born in Detroit in the U SA in 1954 and he has worked in Amer ican universities 2 since/ from lJi!!. many years. In the 1980s and 90s, he advised governmen ts in B olivia and Poland about their economic problems. 3 Since/ From/ For 2002, he • was/ is/ has been the director of th e Earth Institute at Colu mbia U niversity. In 200 5, he 5 has written/wrote/ used to write T he End of Poverty, a book 6 wlzo/!JLhid!./ where suggests solu tions to many of the problems in poo r cou ntr ies, especially in A frica , 7 where/ which/ who m alaria and AIDS make the situation worse. 8 From/ For/ ~ the n , he has travelled to many co untri es around the wo rld to talk about his ideas. H e believes that if rich governments 9 will help/!:E£! are he/ping poorer cou ntries in the T hird Wo rld, extreme poverty 10 will disappear/ disappear/ is disappearing by the year 2025.

sWitch]

1 Willyou
8-'

2 May ~u se your charger to ch",rg e the battery on my mobile?

3 I took the batte ry out of my mobile and now I have to ~ t he time again. 4 Could you please ../2!:ML t he button for the fifth floor? 5 You can use this computer to
Make correct sentences from the jumbled words. The first word is given. 1 a bout/meetitalkiit/we'li/we/whe n We'II _ _ _ _ _ _ _ _ _ _ _ __ 2 love/ little/te ddy bea rs/was/I/when/ used/ I/to When ____ _ _ __ _ _ _ _ __ _ 3 have/lesson/th is/after/l'll/sandwich/a/fini shes After _ _ _ _ _ __ _ _ __ _ __ 4 he re/our/199S/ lived/ne ighbours/sin ce/have Our _ _ _ _ _ _ _ _ _ _ __ __ 5 before/l'll/pla ne/yo u/the/off/textlta kes 1'11 --_ _ _ _ _- - - -- --


4 (ill) Remind students of the word building exercise from the previous lesson and the discussion of word stress. Students work in pairs and try and put the words in their correct columns before the listen. Answers: jungle: message, desert; machine: exchange, select; volcano: eruption, explosion; continent: socialise, recognise

82

Grammar 5 Remind students they need to read around the gaps when they are deciding which word they will use. Check general understanding of the text after checking the gaps. Answers: on student page

6 Students complete the activity and then check in pairs Answers: 1 We'll talk about it when we meet. 2 When I was little I used to love teddy bea rs. 3 After this lesson fin ishes, "" have a sandwich. 4 Our neighbours have lived here since 1995. 5 I'll text you before the plane takes off.

Gomuls, Whales and Fire on the Mountain Top (ill)

Reading Skills 7

Read the text about the Itelmen people of Kamchatka. Parts of sentences are missing. Match phrases a-g to gaps 1-6.There is one extra phrase. a the stories explain the fire coming from the mountains at night b and about thirty of them are still active today. c who form 1% of the total population of the region d the gomuls fly down from the mountain tops and into the sea e an area which contains 50% of the world's volcanoes where temperatures can go down to 35 degrees below zero in winter g which gave people fish to eat

i .iii¢liiiihd

Answers:

Kamchatka is a peninsula In the far eastem part of Russia. It is part of the so-called 'Ring of Are', 1 _ e_. Kamchatka alone has more than 160 volcanoes, 2 - L. lt is a remote place, more than 6,000 kilometres from Moscow. The people who live there have many traditional stories which explain the volcanic activity in the region. One of the oldest peoples of the far North are the Itelmen, 3 c and who live mainly by rivers In the west of Kamchatka. For thoUsands of years, they have lived from fishing and from picking berries and mushrooms In the forest. Traditionally, they used to believe that there were spirits in everything: animals, rocks, rivers. The most Important of all was the spirit of the sea, • --9-. In old Itelmen stories, all dangerous places - such as volcanoes - are inhabited by huge monsters called gomuls. At nigh~ 5 ...L . They hunt whales there, using their fingers as spears. With a whale on each finger, they then return to the mountain tops where they light fires to roast and eat the food they have caught. This is how 6 _ " _. The Itelmen used to believe that great piles of whale bones lie on the mountain tops .. , but it was bad luck to go up to the summit to see them!

Guess m ea nm g f rom t he co nt ex t

8 a

Look at the words in blue. Decide if each word is a) a noun, b) an adjective or c) a verb.

~ the best meaning for each word. Use the context to help you. 1 remote far away/very small/very warm 2 huge very big/very slow/very small 3 spear a small knife/a weapon for hunting/ a gun 4 roast to catch/to cook/to hunt 5 summit the top of a mountain/the side of a mountain/a cloud

b

Listening Skills

i.t'hlli"')·)"

l ea rn word s In gro ups

9 GJI) Listen to a conversation about a trip to Kamchatka. For statements 1-6, tick (,f) true, cross (X) false and write (?) if the text doesn't say. 1

Speaking Skills 10 In pairs, act out the following roleplay.

IZI Kamchatka is an eight-hour flight from Moscow.

2 3

IZI Kamchatka is bigger than England. III The population of Kamchatka is about one million.

4 [Z] The main city of Kamchatka lies in the north. 5

III You can see polar bears in Kamchatka.

6 [Z] It always rains in the summer.

Student A (Customer) You bought a gadget (decide what) a few days ago but It has already stopped working. Take it back to the shop and explain the problem. You 'd like a refund but you didn't keep the receipt. Student B (Shop Assistant) You would like to help but you can't give a refund because the customer hasn't got the receipt. SKIllS STRATEGIES back cover

83

Reading Skills

b Discuss with students why 'guessing

7 Students do the task individually and then compare their answers in pairs. During the class check, ask students what clues they used in the text to help them place the phrases.

meaning from context' is an important strategy and technique for general study, extensive reading (for example graded readers) and examinations. Discuss why students chose the meanings they did with reference to the text.

Answers:

on student page Answers:

on student page


Speaking Skills 10 Students review the

Phrases2know from Units 9 & 10 before they do the task. Students can perform their roleplays to the class.

9 Tapescript CD 4, Track 15 Carol: So where shall we go for the next holiday? Ibiza? Anthony: Ibiza? How about somewhere more interesting? I mean. there are still some amazing places to visit. John, you went to Kam ... where was it? John: Kamchatka. Carol: Kamchatka? Where's that exactly? John: Well, it's in the far east of Russia, just about as far east as you can go really. Just to give you an idea, it's an eight-hour flight from Moscow. Carol: Wow! John: It's actually twice as big as England. But the thing is, the population is less than half a million. Most people live in the main city ... which is ... er ... very difficult to pronounce ... Carol: Right. John: So most of Kamchatka is really quite empty. Anthony: So why did you go there, then? John: Oh, it's just fantastic! The animals are amazing, especially the bears ... Anthony: What, polar bears? John: No, not polar bears . .. you have to go to the North Pole for polar bears. No, just ... uh ... normal bears, brown bears. And you can see whales in the sea. People go there, for fishing, and of course .. . volcanoes. There are literally hundreds of volcanoes there. Carol: So, were you there in summer? John: In July, yeah, we spent two weeks there ... you can only go in summer, really, the rest of the time it's just too cold. Carol: And how was the weather? John: Well, the weather can change. It's not exactly warm but it's comfortable. While we were there it rained a lot. It rained on five of the fourteen days. Anthony: Hmm ... so what else did you see there?

on student page

8a Ask students how they knew the part of speech of each word and why they made the choices they did? Answers: 1 adjective 2 adjective 3 noun 4 verb 5 noun

Listening Skills 9 @) Students read the statements and then make guesses about whether they are true or false or an·swer not given before they listen. They can discuss their predictions in pairs. After the listening, review how successful students were at guessing.

83

Unit 11 Culture

2

knotllr

People these days talk about a must-see film , a must-read book

and so on. It has even become a noun, e.g. That book's a mustread. Previously usage was rest ricted to must on its own, e.g. Have you seen that movie? It's a must.

Draw students' attention to the objectives box at the top of the page. Elicit how they can make use of this section. LESSON 1

Warmer Write the name of a current, popular film on the board which you've seen. Ask anyone if they've seen it and what other films they have seen recently. Delay any class discussion until exercise 1.

Listening

2a @2) Words 2knotllr Check understanding of the Words2know. Students match the film type to the pictures. Elicit the reasons for their matches to prompt picture description and interpretation (even if they know the names of the films). Elicit another example for each type of film from the class.

Listen to a description of how a film is made and put the Wordslknow in the order that you first hear them.

Making a film

1

-Discuss these questions in groups. Have you seen any of t he fil ms in the photos?

Listening & Vocabulary Making a film 1 After students have discussed these questions in groups, they share information and opinions as a class.

3 0

Vocabulary

o producer

What was the last film you saw at the cinema or on DVD? Did you enjoy it?

~ budget

What's your favourite fi lm? Do you have any favourite actors?

"

'11-Te 1~5r ft1Jv\

I 5c:tW WPl5 ..

4 a 0

Did '10"1 frl
2

a

special effects 0 director film studios ~ script [f] editing ~ publicity ~ scenes

Listen again and answer the questions.

1 What 's the typical budget of a big Hollywoo d film ?

Match the photos, A- E, to the Wordslknow.

2 How much do the top stars earn?

mm!1l~;;!D 0 a romantic comedy a historica l dra ma fanta sy/sciencefiction a horror movie

0

I£l actors 0

3 How many m inutes of t he final film do they ma ke each day>

4 Why don't they fil m all the scenes on location?

a thriller

5 How long does it generally take to edit a fil m? 6 How much of the total budget do t hey spend on publicity?

b

Work in pairs. Tell each other wh ich types of film you like and don't like. "

b

I /i/:;'c ((;4nt(ll51 b""t I aOPlrli/::.e roy."., PI",ft'c c Ofvl edie5.

"

Which of these th ings surprise you ?

I fv.. $14rp,.fsed f1U::H~ ... MINI WORKBOOK exercises 7- 8 page 121

84

Play the CD for students to listen and repeat. Answers: A historical drama (Sense and Sensibility)

B romantic comedy (Bewitched) C horror movie (Halloween) 0 thriller (King Kong) E fantasy (Fantastic 4)

b Students can do this activity in pairs or small

3 (4.18) Check understanding vocabulary, e.g. producer before students listen. Elicit examples where appropriate. Students listen and then check in pairs. Answers: on student page

84

(M-ROM)

Ull Listening

4a (~) Students read the questions before they listen. Check understanding of the questions. Give students a few minutes to work in pairs to try and predict some of the answers. Students listen and note the answers in their notebooks and then check/compare in pairs.

Answers: 1 150-200 million dollars 2 20- 30 million dollars a movie 3 about three minutes 4 it's very expensive 5 about four months 6 millions of dollars, sometimes almost half the budget.

b Discuss as a class. MINI WORKBOOK exercises 7-8

7

a

~ Com plete the text, usi ng the passive. Then

listen and check. .....---.--___IIIIr-._. ________ ...... _ - _ ______

~

.

...... -

---..-.. ..-..----

~

~ SUBBED OR DUBBED? :

~

I

~•

:

Present simple passive

: , ,

5

~

Grammar Focus

I

:

In pairs, put the stages of making a film into the correct order. Compare your answers with another pair.

~

[£] Then t he movie iilIlJ:!:!gQ.

o They t hen plan t he budget and choose a director. o A story ~ by the producers. ~ The scenes are planned in detail. ~ Music isn't added until the end.

o Finally, the film is printed. [I] The director decides on the main actors.

8

Read Grammar2know. How many passive forms can you find in exercise 5?

Grammar

a fo reign language films have subtit les in your7countr.y7 Or 1 e re tt.e;;z d",bbed (they/ d ub)F - _ (watch) . ore lgn-Ianguage fi lms 2 _ allover the world nowadays ... b ut people need to understand t hem !

: I

I

~ I

In many coun tries, subtit les 3 (use) to ~ trans late the d ialog ue. Usually the dialogue ,~ ' - - . - (not/translate) word fo r word b ut the general meaning 5 _ _ (give). Often t he d ia logue 6

(make) shorter so th e audience can read the tit~ ;: east/yo . In oth er countries, dubbing is more popular. The dialog ue 7 _ _ (re-record) by voice actors and t he .onglnal actors' voices 8 - _ (n 0 t/h ear) b y te h audience. Th ese days, famous actors 9 _ _ (often choose) t o do the dUbb ing. 10 A th ird method, the 'lector' method, 11 - - (use) In some countries. Here, the audience - -. -. (given) a t ranslation by a single narrator but the onglnal voices 12 _ _ (hear) in the background.

I ~

I

'~ r

I

~

, I

I

lI I I

~

I I I

b Which method in the text do you prefer when you watch a foreign language film?

2 know


8

Rewrite the sentences in the passive. Use by if necessary. Big studios make most film s these days. Most film s e re ""ede b'1 bIg $tvrdi02 tt.e$e d",'1'i

Notice that often we do not say who does the act ion because it is not im portant or it is obvious. The movie is filmed. (obviously the ca mera men do this)

Form : is/ are + past participle


4 They film some sce nes on location . Some sce nes _ _ __ __ __ __

EXTRA DISCUSSION Does your country make lots of films, or do you watch mainly Hollywood movies?

6 They send copies of the fil m all over the worl d. Copies of t he fi lm _ _ _ _ _ _ __ _

Is the story chosen by the producer? When is the music added?

9 "

Answers: 2 Millions of dollars are spent on special effects. 3 Every scene is planned in detail by the designers. 4 Some scenes are filmed on location. 5 Some scenes are cut by the editors. 6 Copies of the film are sent all over the world.

3 The designers plan every scene in detail. Every scene _ _ __ _ _ __ _ __

S The editors cu t some scenes. So me sce nes _ __ _ _ _ _ __ _

Most scenes aren't filmed on location.

sentences in their notebooks, referring to Grammar2know. They check in pairs before the class check. Discuss when the use of by is necessary.

opportunities to speak, they can do this activity in groups.

effects. Millions of do llars _ _ _ _ _ _ _ __

+ The music is added.

8 Students rewrite the

9 To give students more

2 They spend millions of dollars on specia l

To say who does the action, we use by: A story is chosen by the producer.

b Students discuss their opinions in groups and then as a class.

: I I

"-....,..-~-~~~~~

Use the passive when t he action is the most important t hing in t he sentence: The film is printed. (it is not important who prints it)

-

0

Answers: 1 are they dubbed 2 are watched 3 are used 4 is not translated 5 is given 6 is made 7 is re-recorded 8 are not heard 9 are often chosen 10 is used 11 is given 12 are heard


Look at exercises 5 and 8 and memorise ten stages in the making of a film in order. Close your book and tell the class.

Fri~c;t;?'

!it-or,?

• name different kinds of film and talk about the people involved

(5 Ch05eYl, fh e P'l . .

MINI WORKBOOK exercise I page 120

• describe the process of film making using the present simple passive

LESSON 2


Warmer Elicit from students their must-see film of the year.

Grammar Focus

• express their opinions and preferences on the subject of films.

6

Grammar

2 know

Students read the Grammar2know before they find the examples in exercise 5. ~ Board Plan 11.1


5 Students work in pairs to sequence the stages and then discuss/compare their answers with another pair. Play CD 4.18 for students to check. Students hear both film and movie in the listening. Draw their attention to these two words and elicit if/how they are different (film is British English and movie is American English, but both are commonly used in the UK nowadays).

Answers: on student page, underlined on exercise 5

7a (ilil Explain/ elicit the meaning of the title subbed and dubbed. Students do the exercise individually and then compare their answers in pairs. Students listen and check. Discuss any answers that were problems by referring students back to Grammar2know. ~ pages 92-93

~ Photocopiable llA

85

must see

culture

2

know

Listening

Reality TV has really taken off in the UK and the shows are particularly popular with teenage viewers. There are regular auditions for people to take part in these shows and long queues form well before audition time. Shows focus on teenage relationships (Teen Big Brother), family relationsbips, groups castaway on desert islands (Survivor), talent competitions (Pop Idon, etc. In most of the shows it's the viewers who decide on the winners, or who should be voted off the programme.

Vocabulary 5

TV programmes

1

a

Write down the name of a TV programme that you really like and one that you hate.

a

Divide the programmes in the Words2know into three categories. There are too many programmes like this on TV: c~rtoo",,-;

b Read out the programmes but do not say which is which . The other students guess whether you like or hate the programme.

2

There aren't enough programmes like this on TV: There are the right number.

Check you understand the Words2know. Think of an example of each type of programme from TV in your country.

b Compare answers with other students. Which types of programme do you like best? "

a=~~ll!r 0

I

th ,"n/;;' there Pore

roo fvlP,""'1

50t:Jtp Ope-Y0t 5.

10 Me, there Poyen" enOvt9M -;;porf5 progrPtMM(!.'fi.

I kl:.e

advert reality show cookery programme comedy series soap opera weather forecast sports programme ca rtoon documentary quiz show news

CPtrrOOi'l5

b e ,;!:


Grammar Focus 3 0

Listen to four extracts from TV programmes. What types of programme are they?

On average, British teenagers watch 25 hours ofTV a week. Many teenagers have TVs in their bedrooms so can watch after they have 'gone to bed'.

A

B

c 4 0

D

Past simple and present perfect passive

6

What kinds of TY programme do the photos show? Do you ever watch programmes like this?

Listen again and choose the correct answers.

7

A

0

®

2 t he name of the person w ho created Pop Idol

®

Warmer

3 t he year of Princess Diana's funeral

4 the number of British people w ho watched the 1966 World Cup Fin al

B

Write TV on the board. Elicit what it stands for (television) and ask students to name one programme (or type of programme, e.g. news) they watched the previous evening.

2 Where was Mrs Gray last night? a at the hospital @ with a friend c with her husband, John 3 How does Marianne feel about this? angry b interested c sad

o

C

8

a

Which sentences below are active (A) and which are passive (P)? Which tenses are they in?

0 0

Pop /do/began in 200 l.

3

0

5 Jenny is talking to: a her boyfriend her father c someone called Jeremy

The cartoon has been sold all over t he world.

4

0

A new version of the progra mme has appeared.

6 She's just come back from: a date b a party

b Read Grammar2know and check. Find more examples of the past simple and present perfect passive in the text.

1

o

®

o

Doctor Who was show n for the first time in

1963.

D

1 a Continu.e from the warmer and ask how many hours of TV students watch in a week. Students secretly write down two programmes.

5 the day of the week that Doctor Who is show n 6 the yea r of the first episode of The Simpsons

2

4 This is an advert for: a a dentist b a health club toothpaste

Listening & Vocabulary TV programmes

SCANNING Work in pairs. Read the text and find the information below. Which pair finished first? the date of the first Doctor Who Z3 N"VMv.be ,. 1"163

1 Which ingredients are necessa ry for Frittata? a cheese oil onions @ potatoes @ eggs f tuna peppers h t omatoes

LESSON 3

Look at the photos and answer the questions.

c school

b In their responses, prompt students to use guessing phrases such as 'You probably like/hate it' and 'I think you like/ hate it: 2 (~) Words

2 know

Check understanding of the Words2know before students listen and repeat. Note: people often talk about soaps rather than soap operas. 3 @3D Play the CD twice if necessary.

Answers: A a cookery programme B a soap opera C an advert o a comedy series 4 @3D Students read through the task before they listen. After listening they compare their answers in pairs before the class check.

86

86


LESSON 4

Warmer 5a Students write examples for each category in their notebooks.

b Demonstrate the activity first by eliciting sample statements from some students. Students compare their ideas in groups, taking turns to comment about each category. They should agree and disagree about their· classmates' choices, not just report what they think. Groups find points of agreement which are then shared in a class discussion. They take turns to report them to the class, e.g. we all think there are too many soap operas on TV.

Other groups comment/agree/ disagree.


Name some TV programmes from the students' country. Students say what type of programme it is in English, e.g. soap opera, reality show.

Grammar Focus Past simple and present perfect passive 6 Prompt description/interpretation of the photos as well as students' responses to the two questions, e.g. (footballers) Who can you see in this photo? What do you think has just happened? What country are they from? What kind of show is this? Is it a good logo (Pop Ido!)?

WtfiliiI3j£ifijil'if.!ijitlustm .

d .

TV in 1987 an Since the world In fact, Bart then it has been shown a ovetrfamous fa~e on the planet! . b bly the mos '1 . Simpson IS pro a . t d the cartoon faml Y But creator Matt Groening In~~: :haracters were based on just fifteen minutes because

The Simpsons first appear~

d on

In

his own family!

.

ne)@fi'iWI:llm'i"Wtm

. . B Tsh television series and was -::p Idol was originally a2~~~ Viewers voted for their -.-st shown in October nd the winners often sold -avourite new pop singer a ated by Simon Fuller I The Idea was cre D'fferent versions of Pop - lions of recor ds. . -,yH one of Britain's richest men. I Id including American I have been made all over the wor ,

Every British adult remembers watching the science fiction drama Doctor Who as a child. It was first shown on Saturday, 23 November 1963 and was a favourite for many years. NoW, a new version has . appeared and Doctor Who IS again Britain's most popular Saturday night show. It IS also popular in Australia and the U SA, and has been sold to TV companies all over the world. So it's probably shOWing on a TV near you!

and Indian Idol.

I;UJ.,.t!'\!1w Id Cup was WefitnSl3m·i d: final of the 196 or e England-Ger:~ny dcast in British history. It ~ e most watche . roa B 't s 321 million watched Hatched b'y' 32.3 mlllipon r~s~noi W~les, in 1997. e funeral of Diana, rInc

Put the verbs in the correct form of the passive. Then choose the correct information to complete the sentence. If you don't know, guess! Past simple passive 1 'The Lord of the Rings' books (write) by J R RTolkien/C S Lewis/J K Rowling. '!he. Lord o f th e Rr'r.!J~/ boo!::.s were wn'ITeh b'1 J R R 7O/" r'e",.

2 The 'Star Wars' films (direct) by George Lucas/ Alfred Hitchcock/Steven Spielberg. Grammar

2

know

Past simple passive Form: was/ were + past participle

+ It was shown ... - It wasn't shown ... ? Was it shown ... ? When was it shown?

3 The fi rst'Harry Potter' book (publish) in 1977/19S7 /1997.

.

4 Th e most successful film in history, Titanic, (release) in 1992/1997/ 2002.

.,..

Present perfect passive

They were shown They weren't shown Were they shown ... ?

5 Five/Six / All of the 'Harry Potter' books (make) into films. 6 The Bible (t ranslate) into 500/ 2000/ 5000 languages and dialects. 7 Over 10 million/SO millionl100 million copies of the 'Lord of the Rings' books (sell) around the world.

Present perfect passive Form: have/ has been + past participle

+ It has been sold ...

They have been sold .. They haven't been sold ... . ? Has it been sold? Have they been sold? Who has it been sold to?

10 @

Compare'answerswith a partner. Then listen and check.

- It hasn't been sold .. .

"

I f t u i,.,./::. fh.e '5 t-p,r ~rS" !'rIM 'S were direct ed b'1 51-eve"" Spielberg b(.l1r Ifv.. ""or 5vrre. MINI WORKBOOK exercises 2-6 pages 120-121

Answers: Football photo - the England team winning the World Cup in 1966; Logo - Pop Idol, a reality talent show to find a new pop star; Man in suit Doctor Who, a popular science-fiction series 7 Strategies for general skills. Reading: Scanning (back cover) Review the purpose of scanning and how it's done. This is a competition : students work in pairs and write the answers on a piece of paper. Note which pair finished first, but let the other pairs continue until they've finished. Pairs swap papers and check each other's answers. Emphasise that speed is important, but that answers need to be correct as well! Discuss

the text in general, e.g. what the four categories are and if students have seen any of these programmes.

Answers: 2 Simon Fuller 3 1997 4 32.3 million 5 Saturday 6 1987

8a Help students to work out what the tenses are in the passive sentences by focusing them on the auxiliaries.

Answers: 1 past simple active 2 past simple passive 3 present perfect passive 4 present perfect active

b

Grammar

2

kllow

Students check their predictions about the tenses from exercise 8a by looking through

the Grammar2know. They find, underline and compare examples in the text. Elicit and write up the examples from the text under the appropriate header, e.g. past simple passive.


[ili] Board Plan 11 .2 9 Students do this activity in pairs. They write the full sentences in their notebooks. Answers: 1 were written 2 were directed 3 was published 4 was released 5 have been made 6 has been translated 7 have been sold

10 (~) Students discuss their answers using the prompts before they listen and check. Answers: 1 J R R Tolkien 2 George Lucas 3 1997 4 1997 5 All 6 2000 7 100 million

MINI WORKBOOK exercises 2-6 Grammar

.+Plus

Write the second example (His last novel was never finished) in scrambled word order on the board. Ask students to say it correctly. Write it on the board. Underline never. Ask students to tell you the rule for where time expressions go in passive sentences. Elicit other examples (from the lesson). Focus students on the Grammar Plus activity in the Mini Workbook. Read the rules through with the class. Students then complete the exercise. They check in pairs.

EXTRA DISCUSSION How much television do you watch? Are you allowed to watch as much as you want, or is it restricted? What age should children be allowed to choose what to watch?

Now your students can: • discuss and categorise different types ofTV programme • use the past simple passive and present perfect passive correctly • apply scan-reading skills appropriately.

~ pages 94- 95 [ili] Photocopiable 11 B Extra Listening Activity @

87

~

must see

culture 2 know

Reading

Nick Hornby is an English writer whose books are popular with readers in Britain. The themes in his books are relevant to young people's lives today, for example football and music and he writes with a light and humorous style. Several of his books have been made into films: Fever Pitch which is about football and stafs Colin Firth, High Fidelity which is about an obsessive record collector and stars John Cusack and About a Boy, starring Hugh Grant. Before he started writing, he taught English to foreign students! Hugh Grant has made more than 40 films in his 20-year career as an actor. His career really took off with the film Four Weddings and a Funeral in 1994. Hugh Grant traditionally plays the role of someone overtaken by circumstances and he is often funny as in Four Weddings or Notting Hill. More recently he has played more serious roles, for example in About a Boy.

LESSON 5

1

Read the Words2know. Which of these do you read? Do you have any favourite writers?

novels short stories blogs magazines newspa pers poetry

2

Tick the things you think will happen later in the novel. Do you have any other ideas? Check on page' 24. , 0 Will and Suzie fall in love.

Look at the book cover and read the caption. Do you know oth er novels which are also film s? Do you prefer to read the book or watch the film ?

3

Read the introduction to About a Boy and answer the questions. What do you learn about Will ? Has Will got any childre n? Why has Will joined the single pare nts' group? What do you learn about Marcus?

Thirty-six-year-old Will Freeman has a life without responslbllttles. He isn't interested in c;:hildren, marnage or work but he is interested in attractive smgle mothers. He invents a two-year-old son called Ned so that he can jOin a single parents' group. There, he meets SUZIe, an attractive young mother, and her daughter Megan. One day. Will goes to the park with a group of mothers and their children. There, he meets a twelve-year-old boy called Marcus, who is haVing problems at home and at school.

4

2

0

Suzie finds out abo ut Will's lies and won't forg ive him.

3

0

Ma rcus and Will become frie nds.

0 Will has a bad influe nce on Marcus. S 0 Marcus find s out a bout Will's lies and won't forgi ve him.

6

[

Will

Suzie

Marcus

2 3 S

[4 .24 )

6

Complete the book review of About a Boy with the Phrases2know.

Glm!!~II=I (§) Describing a book or film it's set in It was written by My fa vourite part is It's about (It) is called '/ It was released It stars The cha racters are I like it because

The book

'About A Boy'. man called Will and his relationship with a boy called Marcus . 3 if t31M l1/att"h h'i' an English writer called Nick Hornby and 4 ,r5.d,;" London in the present day. 1 ,;; "",rred

2~a

it's a modern story and it's also very real and funny. 6 [h e chgrgder. g re realistic and interesting , especially Will , the main character, and Marcus , the boy. 7 M 7 fiwou">re e"'~ ,5 the scene where Will a nd Marcus first meet in the park.

... 5 [ ("ke ,rbecg u5e

the park-keeper ]

~~

0 Will becomes a bette r pe rson.

A book I've read recently

Read the extract from the novel on page 89. Match toe characters to the descriptions.

4

88

6

comics

7

Reading & Writing

2 Ask a student to read the caption aloud. Prompt students to describe the picture and to predict what kind of film it is (using the film types from earlier in the unit). Elicit answers for the fi rst question and opinions for the second. Students should try and justify their opinions.

Discuss these questions in groups. How do Marcus and Will feel about each othe r at the beg inning? Does this cha nge? Why does Will lie to the park-keeper? Do you think Will is a nice person? Why? Why not?

Abou t a Boy is a nove l by Nick Hornby. It has been made into a film , starring Hugh Grant.

Ask students what they have read in the last week (it doesn't have to be in English). Create a word map oftheir responses: they can name titles or categories, e.g. emails.

Words 2 know Focus students on the Words2know and elicit if any of these are covered in the word map from the warmer. Check understanding of each one before students listen and repeat. Elicit favourite writers, titles, etc.

5

4

Warmer

1

Writing

doesn't want to answer too many questions. ~~ is sympathetic to Will. ~~ kill s a duck by mistake. ~~ is angry a bout the dead duck. ~~ lies about why Ma rcus was throwing bread at the duck. seems worried about what he ha s done.

'About a Boy' has also been made into a fil m. H "''''5 re/eMed five or six years ago. 9 ~ Hugh Grant. It was quite fun ny but parts of it were sad. I really recommend the book and the film!

8

88

3 Students read the questions befo re they read the introduction. They discuss their answers in pairs before the class check. Ask students which person is Will and which Marcus in the photo.

Answers: Will has a life w ithout responsibilities; he's not interested in children, marriage or work; he's interested in attractive single mothers. He doesn't have any children but he invents one. He joins the single parents' group to meet women. Marcus is having problems at home and at school.

4 Remind students to read the task through before they read the text and to underline words/ phrases they are not sure of. They discuss their answers in pairs, showing where they found the answers in the text. Check answers with the class in the same way. Answers: 1 Will 2 Suzie 3 Marcus 14 The park-keeper 5 Will 6 Marcus

LESSON 6 ABOUT A BOY

Warmer

will played with the children for most of the afternoon. He kept away from the adults sitting on blankets because he didn't want to have to answer any difficult questions about Ned. He kept away from Marcus, too. Marcus was walking round the lake, throwing bits of his sandwich at the ducks. Later, Suzie came to talk to him . 'You miss him, don't

Start the lesson by briefly discussing the questions from exercise 5 to review the story. 6 Students tick their predictions and then discuss them in groups. They then turn to page 124 to read what h~ppens in the rest of the story. DISCUSS the plot with the class - do they like the ending? Did anyone predict it correctly?

you?' 'Who?' He meant it; he had no idea who she was talking about. But then he remembered about Ned . 'I'll see him later: 'What's he like?' asked Suzie. 'Oh ... Nice. He's a really nice boy: Before Suzie could ask more questions, Marcus ran over to them. He seemed very nervous and upset. ' I think I've killed a duck: he said. Will, Suzie and Marcus stood on the path by the edge of the lake, staring at the duck's dead body in the water. 'What happe ned, Marcus?' Will asked. 'I don't know. I was just throwing a piece of my sandwich at it. I didn't mean to 10

7

kill it: 'Wbat's that in the water next to it? Is that the bread you threw at it?' _ 'Yes: said Marcus. He didn't like Will much so he didn't want to answer his questio ns. ' That's not a sandwich, that's a loaf: said Will. 'I'm not surprised the duck was

15

killed: ' Perhaps I didn't kill it: said Marcus. 'Perhaps it died because it was ill: Nobody said anything. They we re all staring so hard at the scene of the crime that they didn't notice the park-keeper standing next to them. Marcus felt very frightened. He would be in big

30

trouble now. 'One of your ducks has died: said Will. He made it sound like the saddest thing he'd ever seen. Marcus looked up at him. Maybe Will wasn't such a bad guy. 'I was told it was your boy's fault: said the park-keeper. 'It's a crime to kill a duck,

4{)

8 Clarify the features of each paragraph as listed, by asking students to provide the information from the review in exercise 7, e.g. to tell you the title, to say where it's set. Brainstorm some book and film titles onto a word map to provide ideas for students.

you?' 'Yes: said Marcus. 'They're my favourite animal. I mean, my favourite bird: This was rubbish because he hated all animals, but he thought it helped. 'I was told he was throwing enormous loaves at it: 'No: said Will. 'He was throwing bread at the duck's body. He wanted to sink it because the sight of the dead bird was upsetting mi'friend's little girl, Megan: There was a silence. At last the park-keeper spoke. 'Well, I'll have to go into the water and get it: he said. Marcus felt much better. He didn't have to go to prison.

8

Write a review of a book or fil m. Use t h e Phrases2know and include the following: Paragraph 1 The title

Paragraph 2

Paragraph 3

What it's about

You r opinion of the book! film/characters/story

Who it was writtenl directed by

Your favourite charactersl part

Where it's set

5 Students discuss their opinions in groups. They also check with each other about any vocabulary they're not sure of. S~are s~me of the ideas from the group diSCUSSions as a class prompting students to cite evidence from the text where appropriate. Clarify any problems with vocabulary. Remind students to record words in their vocabulary notebooks taking account of the Active Study ti~S on vocabulary and revision from earlier units.

Phrases 2lcll O\V


you know: 'Are you suggesting that Marcus killed this duck? Marcus loves ducks, don't 35

(4:2Il

Check understanding of the Phrases2know and extend each into a full sentence (though not about this book) as a doublecheck. Students listen and repeat. Students complete the review individually, checking in pairs before the class check.

Other information (Has it been made into a film ? When was it released? Who stars in i(7) Do you recommend it?

Answers: At the beginning, Marcus

and Will ignored each other. This c~anged because Marcus ran up to tell Will and Suzie about the duck. He was nervous and upset but 'he didn't like Will much~ Will was not sympathetic at all. Perhaps Will lied because he felt sorry for Marcus, or to protect him students may have other ideas.

Students plan their writing first using the structure in this activity, making notes for each point. They write a first draft using their notes and the m~del in exercise 7. They swap with a partner and check each other's work for accuracy, clarity and coverage of all relevant points. Students then write a final version of their reviews in their notebooks, OR on paper for display/sharing around the class. EXTRA DISCUSSION

How much do you read? What kind of books do you like? Do you prefer reading or watching television?

Now your students can: • discuss the different kinds of reading they do • speculate about characters' motivations, personalities and predict what may happen next in a plot • write a review of a film or book.

TR

Photocopi-able 11C

89

90

Real Time culture

2

know

College and school notice boards in the UK always contain different notices about courses, objects for sale, objects wanted, rooms to let and so on. It is normal for teenagers of around 16 years old to be allowed to go to local-concerts with friends. Younger teenagers would normally be accompanied by an older sibling or parents.

SCANNING Read three notices on the students' notice board at Zack's college and underline the correct words. 1 Mark wants to learn/ teach other people how to play the guitar. He has/hasn't give n lessons before. 2 Carrie wants to buy/sell some ticke ts for a rock con cert. They a re cheap/ full price. 3 Laure n has!QWfound an iPod. The case is ~difficult to recognise.

Private o r s mall groups - eves a nd w knds only £25-£30 p. h. Ph one Mark o n 0208 445 8797 Experi e nced (mo b 08823765491 ) teacher

LESSON 7

Warmer Review with students what problems Zack had in the last episode and what he had to complain about.

Zack sees a not ice for t ickets for the . . co nce rt . It's Grace's favo unte band De moOica so he decides to invite he r to the concert.

Adverts and notices

3

1 Strategies for general skills. Reading: Scanning (back cover)

lOST!!!

Introduce the topic of this episode and ask students where they can find adverts and notices in the school/ their town . Check students remember what Scanning is and how they do it successfully. Students do the task quickly and check in pairs. Answers:

Answers:

on student page

b Check students understand all three notices/adverts. Answers:

on student page

4 Students write each notice on a small piece of paper. In groups, they pass round their notices for comment and feedback.

pronouns (IIhe, etc.) the verb be

phrases

2

know Contact details Phone (Ma rk) on .

LESSON 8

1 p.h.[£]

0

4

With student books closed, elicit from students the three notices in exercise 1 and as many details as possible, e.g. How

much do guitar lessons cost? Where did Lauren lose her iPod?

pre positions articles (a/ the)

3 a.s.a.p. [E

4 mob

5 wknds ~

0

b as soon as possible ] d weekends e mobile

Write notices for the situations below. Use the Phrases2know in exercise 2.

1 You have lost your mobile phone. It has a 'Simpsons' case. Decide whe re an d when you lost it. 2 You want to sell your old PlayStation. It is in excellent condition. Decide the price. 3 You want to earn extra money by giving lessons (a sport, language, etc.) Decide how much to cha rge and when you are available.

6 (~) phrases

Warmer

IZI IZI

match the abbreviations, 1-5, to the words, a- e, in the box:

a eve nings [ c per hour

Students read and complete before they check in pairs. Elicit examples of what notices with the headings Found/ Wanted are about.

answer from the notices/ adverts.

tick which of these are often missing:

2 e ves

2 Phrases 2 know

3a Elicit examples for each

a IZI III b

IPOD MAllO In red and black SIlO08d case lOst In caleterla area wedll8sdav 25111 AUgUst aboot3.00 II VOU"" lound It, please contact me ASAP! contact laoren on 08162181686

on student page

Answers: Heading: For Sale, Guitar Lessons Avai lable Contact details: Call (Carrie) on, Contact (Lauren) on

Notices are not usually written in full sentences and often use abbreviations. Look at the notices in exercise 1 again and

2 know

Check students remember what the four dialogues are: a = recorded message, b = Fran, c = Grace, d = Carrie's dad/ Carrie. Students work in pairs to try and remember which dialogues the Phrases2know come from. Play CD 4.27 again for them to check.

Making phone calls 5 (~ ) Students describe what they can see in the phot os of Zack and Grace and read the caption . Students read the six statements before they listen. Play the CD a second time if necessary. Answers:

on student page

Answers:

on student page

Play CD 4.28 for students to listen and repeat. Focus in particular on appropriate intonation and phrasing.

MAKING PHONE CALLS to lack's phone calls. 5 @ChooseListen the correct answer. lack asks Grace to call him back/says

he will try her mobile again later. 2 Fran says Grace hasn't got her phone withher/~.

8

• --::.> B: Ask to speak to A's sister/ A: Say he/she's gone ~ brother/anothe r fri end. shopping. Suggest ~ B: Ask A to leave a message for you take a message. ~ him/ he r to call yo ~ about the A: Suggest that B tries ~ party tomorrow ni ght. his/he r mobile. ~ B: Agree and say 'thank you:

Wh ile lack a nd Grace are at the concert, lots of people try t o phone him!

too expensive/have already been sold. S The tickets are still available/sold. from Carrie's house/at college.

6 @) Which dialogue, a- d, do the Phrases2know come from? Listen

again and practise the intonation.

Phrases

Answers: Auntie Pat was expecting him at 7.30, not 8; Lily will come round to lack's house the following morning; Monika suggests the following afternoon, not morning.

A: Answer the phone. _

3 Grace ~doesn't want to go to the concert. 4 lack is worried that the tickets are

6 l ack is going to pick the tickets up

10 (4}§O)

In pairs. take turns to act out the dialogue below. Follow the chart and use the Phrases2know.

9

I

11 Students work in groups of three. First they discuss their responses to the prompts. Then they quietly prepare and practise their dialogues. Groups perform their dialogues to the class for the class to vote for the best/most surprising dialogue/ ending.

Read the phone messages that Rosie has taken for lack and answer the questions.

1 Why did Auntie Pat phone? 2 What is the surprising news about Lily? 3 Who is Mon ika a nd what does she want?

C? know

Telephoning It's lack. et, bet"'''' C Is Grace there? b Could I speak to Carrie, please? '" Hi, Carrie speaking. '" Who's cal li ng ? '" Just a minute, I'll get her. '" She isn't here at the mome nt. Can I take a message? b Why don't you try her mobile? b Could you cali me as soon as you can? et Speak to you soon. et, c

Z{JtCF. A .......fI .. Petf' cetffed €xpecfl'nJ '10'" for


"'I'n",,,,r f'oniJhf' (!lof' 8 - If"s Afreet"''1 '1 - "'Ii:( '10'" ("r,"'f'?! 8AZ::> 80Y!!! Cetff her f'''N9 h f'

• read and write short adverts and notices

before

10.00

Or fi;.sf'thl ...., to""orr"N. ','

-..

R XXX

ZAC" t.t1'1 cAff..", - sh .. 's

I ....

t."",,,,,,,,,!!!

W,f/ cetll bete" to"""rrow.

RXXX

1 G;ID Complete the dialogue with

the Phrases2know. l1sten and check. In pairs, practise the dialogue, using your own names.

• use language for making and receiving phone calls and for written phone messages • roleplay a dialogue of their own invention, based on familiar characters.

~

MONF.et ??? =//e'" (Polr'sh J';'/ ('1"0"" "'eN sfvt"'ud>; ' P"'rizt etf' college)

_00

.,D14 Wt:fYltfl>

go ror 1'1.1(:1,(1:.

• I1)r'tl,

Mer

t-Of't.-1orroM)

""or",,'nJ? (Or perhetps '10",'!1 be f'oo b"'s'17?!!!)

R

X?O;"

10 @) Listen to lack's voicemail messages and find the mistakes that Rosie made In the messages.

11 Lily arrives to see lack the next day! In groups, prepare and act out a dialogue between lack. Grace and Lily. Think about: • how Lily/lack/Grace feel • who l ack likes best, Grace or Lily • how the story e nds. Which ending do you like best?

91

7 (4.29) Pairs practise the dialogue and some perform theirs for the class. Answers: 1 could I speak to 2 It's 3 get her 4 Can I take 5 Why don't you try 8 Can you do it in English? Students have used these flow charts before. Check they understand the prompts and elicit some examples first. Pairs sit back to back as they do their dialogues.

9 Ask a student to read the caption aloud. Students compare their answers in pairs before the class check. Discuss the tone of the notes and what's implied by the use of I!!, ???, capital letters, etc. Answers: 1 She was expecting lack for dinner and he was late/didn't turn up. 2 She's in London and will call back the following day. 3 The Polish girl from the party - wants lack to go for a walk the following morning.

91

Unit 12 Culture ~ know Truancy is a growing problem in British primary and secondary schools. Recent figures show that more than a quarter of a million persistent truants miss a fifth or more of the school timetable. Over the years British governments have introduced various strategies to try and deal with the problem. Parents can now be fined or even charged and sentenced if any of thei r ch ildren who are under 16 skip school.

Vocabulary Serious crimes?

1

Look at the CCTV pictures. •

Where is each picture taken?

• What crimes might happen next?

2

Check you understand the crimes in Words2know. Then match them to the descriptions.

mm.~I1!mr@ shoplifting downloading music illegally usi ng fake 10 speeding dropping litter playing truant vandalism burglary attacking someone robbery ,l


Someone goes into a shop and steals all the money fro m the till. robber'1 2 Someone damages a new sta tue in the centre of your town. vtohdtofi5"" 3 Someone goes shopping when hel she should be at school. plto'1'h:J

LESSON 1

ty.(,;fahr

4 Someone uses a passport with a false photo, name or age. "'5ihg (toKe I[)

Warmer Tell students you downloaded a film (or some music) from the internet at the weekend and you didn't pay. Ask them if it's okay to do this or if it's a crime. Students offer their opinions.

5 Someone comes up to you and' hits you. toft'toCK'....g 50"""-0"'''6 Someone drives through your town centre at 70 km.p.h. 5peed,....g 7 Someone eats some chocolate and then throws the paper on the ground. dropp' ....g liffer 8 Someone get s a new single from the internet without paying for it. dONhlotod, ....g """'5'" tllegtoll'1 9 Someone takes a book from a shop without paying. 5Moplift;....g

Vocabulary & Speaking Serious crimes?

1 Elicit from students why the title is followed by a question mark (they wiil discuss if they are serious crimes or not). Students do the task in pairs and then discuss their answers with other pairs before the class feedback. As with previous photo description activities, encourage students to be precise about where things are in the photos and to describe what they can see. Answers: The first photo is in a street; the second is in a shop; the third is in a car park. All three photos are CCTV images.

2 @D Check understanding the Words2know and the difference between burglary, robbery, shoplifting. Students listen and repeat. They match the words to the definitions and check in pairs. Answers: on student page

92

~ U12 Listening, Reading

10 Someone goes into a house and steals the TV. b"'rgltor'1 Put the crimes in exercise 2 in order from most to least serious. Compare lists with other students. I tiu"",,/.: ... IS" ~ <;eriow5 crlfv..e. IdonrPt!Jree. MINI WORKBOOK exe"ise 6 page 123

Grammar Focus Second conditional

4 . -"Read the newspaper extract about British teenagers. Then answer the questions. Which fo ur crimes are mentioned? •

Which crimes are the sa me in your count ry?

In a recent survey, 80% of British si would never steal anythi b 0 xteen:year-olds say they shoplifting when they w ng ut 20 Yo admIt that they 'tried downloaded music iIIeg:~ ~ounger' .. 53% say they have y rom the onternet 90% of teenagers in the surv . . or 'very honest' but 70 0/. d . ey beheve that they are 'hone age to get into an '18' fi~~ mIt that they have lied about their

92

3 Do this as a pyramid discussion. Students do the task individually, then they compare in pairs and then in fours. Depending on class size, either continue with groups of eight or discuss views as a whole class. Provide prompts on the board, e.g. I think robbery is the most serious crime because . .. / I totally disagree / I kind of agree but . .. Answers: Students' opinions. It is likely that attacking someone and burglary will be the most serious and downloading music illegally will be the least serious.


Grammar Focus Second conditional 4 Students discuss their answers in pairs. In the discussion stage, students might want to add other crimes. Provide the words they need in English. Answers: stealing, shoplifting, downloading music illegally, lying about their age to get into a film LESSON 2

Warmer Review the crimes w ith examples from the previous lesson, e.g. What's the name for these crimes: taking something from a shop without paying, dropping paper in the

5

Answers: 1 found, would you keep 2 Would you lie, got 3 found, would you read 4 Would you travel, didn't have 5 gave, would you keep 6 wanted, would you tell 7 Would you cheat, thought 8 didn't like, would you say

7 0

§

Complete the opinions with the correct tense. Then listen and check. _ _ _ (not want) to watch a film if it _ _ _ (be) really violent: 2 'If the police (be) stricter, young kids (not t ry) shopliftin g: 3 'A lot of new bands (not become) famous if people (not listen) to their music free on the internet: 4 'If there (be) other th ings for teenagers to do, they (not get) so bored: 5 (not feel) guilty about downloading music illegally if the artist _ _ _ (be) supe r·rich:

Read and listen to the opinions of five teenagers. Which crimes in exercise 4 are they talking about? Who do you agree with?

'I know it's illegal, but I do it ... music's really expensive. If it was cheaper, I'd pay for it legally.' (Ollie, 17)

'Some young kids would see really violent films if we didn't have these laws. Some parents just don't care about their children.' (Jack, 17)

'People don't think it's stealing because it's online but it is. If people didn't pay for music, artists wouldn't make any more records .. . Then what would happen?' (Bella, 15)

8

9 Students take turns to ask and answer in pairs. They check their scores against the key on page 135. Discuss what students think of the results.

Write the questions with the correct verb forms. Then circle the best answers for yourself.

I~I~ HO;h~~;s~-';;;~i-l l 1 = Yes, I would. 2 = Maybe, it depends. 3 = NO,I wouldn't

'I' d definitely lie about my age if I really wanted to see a movie! Everyone does it!' (Pete, 16)

I

II •1

"!

.

•

I

:

Jewellery in the street, (you/keep) it? bad mark at school?

1 2 3 I

you, I'd go to the beach. If I were you, I'd pack a good book. Write

I.

1 2 3

I

' .: 3 If you (find) your best friend's

•

6

,/ I 4 (you/travel) on a bus or train if you

Read Grammar2know and then underline two more examples of the second conditional in exercise 5.

Grammar

•

personal diary, (you/read) it?

I:

r:I .

(not have) a ticket?

• much change, (you/keep) it? 1 2 3 : I I 6 If you (want) to impress someone I (you/tell) lies about yourself? . ' 1 2 3 : I 7 (you/Cheat) in an exam, if you (think) I I no one would find out? 1 2 3 I

2 know

5 If a shop assistant (give) you too

: I

Second conditional Use the second conditiona l to describe imaginary situations and their results: /"If music was cheaper (it isn't), I'd pay for it. (but Idon't)

: I

If people didn't pay for music, artis ts wouldn't make

8 If you (notllike) your friend's new

:/

hairstyle, (you/say) so?

have these laws.

9

Form: If + past simple, would/ wouldn 't + verb

some of their suggestions on the board. Gently correct them as they offer you advice to make sure they construct the sentence correctly. Make sure they realise the 'chunk' is If I were you, I'd ...

12 3 I

.-:.----.:-..:. -----::::...-----: --~ I

records. Some young kids would see violent fi lms if we didn't

Grammar .,. Plus

1 2 3

1 2 3

2 (you/lie) to your parents if you (get) a

•


Tell students you are going on holiday and want some advice. Write If I were you, I'd . .. on the board. Ask students to use this to give you advice, e.g. If I were

• 1 If you (find) an expensive piece of

' I'd never steal anything . I'd feel too guilty! And if my parents found out, they'd be furious!' (Lilv, 15)

10 Students write their comments in their notebooks.

Mini Workbook. Read the rules through with the class. Students then complete the exercise. They check in pairs.

In pairs, ask and answer the quiz questions. Count your partner's score and then read the quiz key on page 135.

Sometimes we use would on its own, without the if clause: + I'd (= would) lie about my age.

10 Choose four· situations from the quiz and say

- I wouldn 't (= would not) use fake ID.

"

Focus students on the Grammar Plus activity in the

what you would do.

? Would you ever do any of these things? Yes, l would. / No, I wouldn't.

EXTRA DISCUSSION Are there lots of CCTV cameras in your country? Do they make you feel safe, or do you hate being filmed?

If .:::; 5h op t::+5515TClyd- 9C!1ve Me roo M14ch ctu;:lt"'ge,

ICI glve IT" bPtcl:..


.

Now your students can: street, breaking into a house and taking something? If time, students can rank

them in order of most to least serious.

5 (~) Students read and listen and then compare their answers in groups. Discuss as a class: students have to provide reasons for their opinions each time. Answers: 1 downloading music 2 lying about age for films 3 downloading music 4 lying about age for films 5 stealing/shoplifting

6

Grammar

2 know

Students read the Grammar2know. Answers: on student page

• name and discuss the seve rity of different types of crime

~ Board Plan 12.1

7 (4.33) Students work individually and check in pairs. After the listening, check for general understanding and for students' reactions to the quotes. Answers: 1 wouldn't want, was 2 were, wouldn't try 3 wouldn't become, didn't listen 4 were, wouldn't get 5 wouldn't feel, was

• use the second conditional to describe imaginary situations and their results • complete a quiz and write comments on some of the results.

8 Check correct verb forms by students reading the questions aloud around the class before they answer the quiz themselves. They write the quiz questions out in full in their notebooks adding a column for their answers and a column for their partner's.

~ pages 100-101

@

Photocopiable 12A

93

stay safe

culture

2

know

If students are caught cheating in examinations in the UK, they have to leave the examination room and their paper is destroyed. Persistent cheats can be expelled from school and banned from taking further examinations. Mobile phones are banned in examinations because students have been known to cheat by texting exam queries to friends outside. There have also been instances where teenagers loaded information onto their phones before the exam or even surfed the internet during the exam to find answers.

Vocabulary

Listening 5

Adjectives ending In -ed and -ing

1

a

Check you understand the Words2know. Then put them in th-e right group in the table.

bored .l interested worried annoyed pleased surprised frightened terrified disappointed excited

Positive feelings

bored -+ bort"ng

Notice -ed and -ing endings in adjectives

frustrated embarrassed

Adjectives ending in -eel describe the person's feelings: The gir(is terrified.

Adjectives ending in -Ing describe the' thing that makes the person feel that way:

Negative feelings

The film is terrifying. bored

o

b listen and repeat. How many syllables are there in each word?

2 "

6

$C/'OO(

2 There was a really worried/worrying programme about crime on TV last night.

How would you feel if :

3 We didn't enjoy the concert much. The bands were disappointed/

How Novrld 10l/t fee/If 5oYvo.c.ont! 5ro/e "l0tAY'

disappointing.

1 ... someone stole your schoo lbag?

4 Josh and Amy are going out together - I'm really surprised/surprising.

2 ... you locked yourself out of your house? 3 ... someone followed you home on a dark night?

Warmer

5 Do you ever get bored/boring watching TV?

4 ... a friend copied your essay and handed it in, without telling you?

Write some of the crimes as scrambled words for students to race to unscramble.

6 I didn't have enough money to pay the bill ... it was so embarrassed/

5 ... your friends didn't remember your birthday? 6 ... your teacher found you cheating in a test?

embarrassing!

7 ... you found £100 in the street?

3

laiM&Ii~ Check understanding of the Words2know. Students allocate them to the table in pairs. They transfer the table to their notebooks or vocabulary books. Elicit situations when they might feel these em9tions.

MINI WORKBOOK exerdses 7-8 page 123

8 ... you failed your driving test for the third time?


4

Choose the correct adjective. 1 I was really pleased/ pleasing with my French test. I got 90 percent!

Ask and answer in pairs. Use the Words2know. b""9? I'd be rep,/I'1 ahJ"\0'1ed t?lhd t?r b IT- wOY'Y't'ed.

LESSON 3

Adjectives ending in -ed and -ing

Read Active Study. What are the -Ing forms of the adjectives in exercise 1?

@

Listen to four teenagers answering some of the questions in exercise 2.

Grammar Focus

•

Which question is each person answering?

Reported requests and commands

•

Which Words2know doeseach speaker use?

7

Look at the picture and answer the questions.

Look at the pictures on page 95. Match a-c with the speech balloons 1-3. a 'Put down that baseball bat right now!'

Who/What is terrified?

b 'Please, can you help me?'

Who/What is terrifying?

c 'Be quiet, lady!'

8

Read the three news articles about crimes that went wrong. Answer these questions for each story. What did the criminal want to do?

Answers: Positive: interested (3), pleased (1), surprised (2), excited (3) Negative: bored (1), worried (2), annoyed (2), frustrated (3), frightened (2), terrified (3), embarrassed (3)' disappointed (4)

What went wrong? What happened to the criminal in the end?

b (4.34) As students listen, signify using fingers or quiet clapping the number of syllables in the first example. Answers: number of syl/ables in brackets in key to exercise 7a

2 Do one or two as examples before students do the activity in pairs. Tell them they don't have to take the situations in order.

3 (4~) Answers: 1 (7) pleased, worried 2 (6) embarrassed, worried 3 (1) annoyed 4 (4) surprised, disappointed, annoyed

94

4 Prompt students to describe the picture as well as answer the two questions. Answers: the girl is terrified; the film on the TV is terrifying

5 Active Study Students read the Active Study. Check understanding by eliciting the adjectives with some example sentences. Answers: interesting, worrying, annoying, frustrating, pleasing, surprising, frightening, terrifying, embarrassing, disappointing, exciting Optional activity: Make this into a game. Students work in groups. They write the 22 adjectives on small slips of paper and place them face

down on the desk. They take turns to turn one over and to say a sentence using the adjective. If it's correct, they keep the slip of paper. If not, they place it face down on the desk again. When all the slips are taken, the student with the most wins. 6 Students do the activity individually and then check in pairs. Answers: on student page MINI WORKBOOK exercises 7-8 LESSON 4

Culture 2 know Tabloid describes a type of Britisp newspaper which focuses on sensational crime stories and scandals/gossip about celebrities.

Sorry, I don't understand.

Oh no! It's Grandma!

Help! I can't do this!

A San Francisco man decided to burgle the home of a seven ry-three-year-old woman but she woke up and heard him. He told the old lady to be quiet and not fO move. But unfortunately She spoke very bad English and didn't understand what he wanted. So instead of doing what he said, she started showing him phoros of her grandchildren. After a while, the burglar was so bored that he fell asleep! The old lady quickly went to another room and phoned -the police.

A nineteen.year-old who tried to rob a grocery store in New York was surprised to find thar he knew one of the customers. Pedro Alvarez and his two friends ordered me shopkeeper (Q give them the money in the till but the shopkeeper refused. Then Pedro heard a voice he knew well coming from the back of the shop: his grandmother's. ~ marched angrily to the till, ordered the boy to put down his baseball bat and told the boys to go h ome immediately. All three did as they were told!

A fifty-eight-year-old man from the Japanese city of Kuma gaya decided to rob his local bank. But in the middle of the robbery h£ became frightened and asked the staff to help him! They advised him to get out of the bank as quickly as possible and he politely agreed. Unforrunately he was so terrified that he fell over, stabbed himself in the leg and the police soon arrested him t

Grammar2know). Elicit why the different reporting words are used ('Be quiet' is a command = told; 'Please can you help me?' is a question = asked; 'Put that down right now!' is an order = ordered; 'You should go quickly' is advice = advised.) Focus students' attention on the infinitive following the verbs and on how to report this in the negative (not to move). Students copy the information from the board into their notebooks.

Answers: sentences underlined in red in texts on student page ~ Board Plan 12.2

10 Students do this activity

9

In exercise 7, you see people's exact words. Find and underline the sentences in the text that match them. Read Grammar2know to check.

in pairs. First they decide which verb to use (tell/advise/ order/ask) and then they write the whole sentence in their notebooks. Remind them to check for other words to change, e.g. pronouns. They can ask for advice/help from other pairs. Check with the class.

10 Rewrite the direct speech from the stories in reported speech. Use the prompts in brackets.

1 'Don't wake the burglar up!'

Grammar 21cnow

(the policeman

->

the old lady)

/he pokceM"',", t-ofd Me ofd (",d'1

Reported requests and commands

,",o h'-o w", f; e Me b"""g(c.,.. "'p.

When we wa nt to describe what someone said, we can:

2 'Lie on the floor: (the police -> the burglar)

give the perso n's exact words (direct speech) 'Be quiet, lady!'

3 'Put better locks on your door: (the police - > the old lady)'

or use a verb to report what the person said (reported speech) He told the old lady to be quiet. Direct speech 'Be quiet!' 'Please, can you help me?' 'Put down that baseball bat right now!' 'You should go quickly:

Answers: 2 The police told/ ordered the burglar to lie on the floor. 3 The police advised the old lady to put better locks on her door. 4 Pedro told the shopkeeper not to call the police. 5 The grandmother ordered the boys not to do anything like that again. 6 Pedro asked his grandmother not to tell his mother. 7 The bank robber asked the clerk to call a doctor. 8 The police ordered the bank robber to put his hands up.

4 'Don't call the police: (Pedro -> the shopkeeper)

Reported speech He told her to be quiet. He asked them to help him. She ordered him to put it down.

5 'Don't do this again!' (the gra ndmother -> the boys) 6 'Please don't tell my mother: (Pedro -> his gra ndmother) 7 'Can you call a doctor, please?' (the bank robber -> the bank clerk)

She advised him to go quickly.

8 'Put your hands up!' (the police - > the bank robber)

Notice the word order in the negative: 'Don't move!' He told her not to move.

11 "

AsklTell your partner to do five things. Report them to the class. Plec.<;e C~oh Ij 0 t.-f Ie-hd Me p, pe",? She t'l5~ed Me ;-0 Ie-hd her t'I per... MINI WORKBOOK exercise 5 page 122

Warmer Write the -ed adjectives from the previous lesson on slips of paper. Students take turns to come and mime for the class to guess.

Grammar Focus Reported requests and commands

7 After students have done the matching activity, elicit their response to the cartoons. Answers: a 2

b 3

c 1

8 Students discuss their answers to the questions in pairs. Remind them to underline any words they want to check later.

Answers: 1 The criminal wanted to burgle an old lady's house, She spoke bad English and showed him family photos until he fell asleep, when she phoned the police. He was arrested. 2 The criminal wanted to rob a grocery store. His grandmother was in the back of the shop and told him off. He went home. 3 The criminal wanted to rob his local bank. He got frightened and asked for help from the staff. He stabbed himself in the leg by mistake and was arrested.

9 iri;;'';,,6'~

11 This can be done in open pairs across the class, e.g. A gives an order/makes a request, B carries it out, C reports on what happened. MINI WORKBOOK exercise 5

Now your students can: • distinguish between use of adjectives ending in -ing and -ed • rewrite direct speech as reported requests and commands • respond to and report requests and commands from classmates.

Students read Grammar2know. Write the four sentences in Direct Speech and those in Indirect Speech on the board (as in r=;;:;;- ....,,-~...,...,,-....._

~ pages f~2-i 03

TR

PhOl Q(;opiable 128

95

stay safe

culture

2

know

Listening

Gang culture seems to be on the increase in many parts of Britain, with the worst areas being big cities such as Nottingham, London, Liverpool, Manchester, Birmingham, Leeds. Disillusionment with society and exclusion from school seems to be driving many young people to join gangs. There are tJsually initiation ceremonies to join the gangs and gang members often carry imitation or real guns and knives. These are often just part of the image, but it is becoming more and more common for these weapons to be used.

Answer the questions. Are yo ung people worried abo ut crime in your a rea? Do yo u th ink the boys in the ph oto a re criminals or are t hey wo rried a bout crime?

2

In pairs, check the Words2kno w.

~~Dlfa~~I~ to threaten to commit a crime to blame victim violence to protect to get hurt fear va luable possessions

Teenagers a re more often the victims of crime tha n ad ults.

2

IZI

Teenagers nowadays have more expensive possessions than before.

4 [l) Halfthe teenagers in Centra l London have committed a crime recently. 5 [l) ~ost Londo n teenagers are n't worried abo ut crime.

5

b Which problems mentioned in the article are the sa me in your country?

@D

Statistics s how that there has been a rise in crime against teenagers in the last few years. But why is this? Anew report suggests one reason: teenagers nowadays have more to steal. Accordmg' to"the report, h t e average UK teenager now walks around in clothes and equipment worth £700. As weU as clothes, trainers and jeweUery, this includes I va uable equipment such as MP3 players, mobile phones and watches. The authors of the report believe that this is the main

Read the advice, 'Stay Safe; about how to avoid crime. Which pieces of advice do you find most and least useful?

,

STAY SAFE

Teenage victims of crime

Warmer

96

IZI

o® o o o o

3 [l) More you ng women a re victims of crime than yo ung men.

LESSON 5

1 Students look at and discuss the photo in groups. Write prompts on the board to remind them of the language for photo description, e.g. How many people can you see in the photo? What are they wearing/ doing? Where are they? What is your feeling when you look at the photo? What feeling do you think the photographer is trying to give? Does it remind you of young people you know?

1

@ Listento Part 1 of a radio phone-in about teenagers and crime. For each calier, choose two correct answers. 1 Josh: a had to g ive his money to a group of boys. had to g ive the m his mobile ph one. was robbed but not attacked physica lly. 2 Judy: doesn't unde rstand why teenagers carry so many valuable things. b is the pa re nt of teenagers he rself. blames teenagers' pare nts for the problem. 3 Becky: feels safer with a mo bile phone. b has stopped liste nin g to music on her iPod. t hin ks teenagers sho uld have t he same rig hts as everyone e lse.

Read the newspaper article below. Tick (,f) true and cross (Xl false. Correct the false statements.

The young men in the photo are wearing 'hoodies' (hooded tops). These became 'must-wear' items for many gang members, perhaps because they hid their faces. As a result many shopping centres banned the wearing of hoodies on the premises. On the other hand, hoodies are a must-have fashion item for many young people and there are even designer hoodies.

Listening & Reading

4

3 a

However, gang culture is very localised and it does not mean that Britain is a more dangerous place for most of the population.

Elicit what we call groups of young people who form a particular identity (gang). Write Gang culture on the board. Ask pupils what some of the positive aspects of being in a gang might be and also some of the negative aspects.

Reading

1

reason why crime against teenagers is increasing. They say that teenagers should leave their phones and ,Pods at home if they want to be safe on the streets. 11 eenagers-Particularly young men - are more likely to be the victims of crime than adults: about half of aU tifteen-sixteenIds , year-o in Central ~ London have been viCtims , m the last eighteen months. It's not surprising \ that 51 percent of London teenagers say that crime is their biggest worry. , ,

Follow these rules and cut the risk of crime 1 Before you use your mobile in the street, look around - if you don't feel safe, don't use it. .... 2 Cover your jewellery wh en you are in the street. 3 Don't keep all your valuable possessions together. 4 If anyone threatens you with violence, give them what they want - it's better than getting hurt. Keep your bag where you can see it and keep it closed. 6 If possible, sit near the driver on trains and buses. 7 If your ph one is stolen, report it immediately. 8 Stay in places where there are other people, especially after dark.

"-96

Example answers: The boy in the dark blue top has a neutral expression and it's very hard to tell what he's thinking. The boy next to him looks worried or nervous. The two boys in the background are frowning - perhaps they are not in good moods. Whether they are criminals or are worried about crime is up to students' opinions.

2 ({ti ) Check students understand the meanings of the Words2know before they listen and repeat.

to correct the false statements. Remind them to underline vocabulary in the text that they're not sure of. When checking answers with the class, elicit corrections for the false statements. Answers: on student page; 3 the opposite 4 half have been victims 5 for S1% it's their biggest worry

b Discuss these and other ideas, e.g. family problems and truancy leading to

3a Students read the statements

crime, teenagers being blamed because of the way they look/dress, with the class. Check any vocabu lary students have problems with in the text.

before reading the article. They check their answers in pairs and discuss how

4 (4.38) Students read the task before listening. Play the CD twice if necessary.

6 0

Listen to Part 2 of the phone-in. Tick the advice in 'Stay Safe'that Alison mentions.

7

9

Read the letter a reader wrote in response to the article. Does she agree with the article? Why? Why not?

Imagine that you are a caller on the phone-in. Do one of the tasks below: Describe a crime that happened to you or so meone you know.

Letters to the editor

Say how you or this person felt afterwards. (You can invent a story.)

Z?e~r

1

Give your opinion about one of the things that Judy, Becky or Alison said.

Sir ,

(:I~ IVrt'Ii'ng fi1 COhhect{oh J1.JtTh 7 0f4r t:
8

are fiightened of us.

Writing

What is the biggest worry for pensioners in Peterboroug h? What does Mr Robinson want the government to do?

Pensioners fear 'hoodies'*

A

. pensIOners

, I ~pree that- teenagers in hoods sometimes look fnghtening. ' However ,many teenagers put their hoods up because they are worned about crim themselves, not to fiighten older people. e 6 I d'5"p ree with Mr George Robinson when he says that the government should ban hOOds for young people. I think everyone has the right to wear what th~y want, including teenagers. What do we do if It IS rauung or cold? Why should older people have the nght to wear a hood but not teenagers? 7 In M '1 0Pt~'Oh ,older people should see teenagers as individuals and not judge them by their clothes.

Read the newspaper article and answer the questions.

CCORDlNG TO a survey by Peterborough Council, 72% of pensioners say that their biggest worry is walking past groups of teenagers in the street. They find young people dressed in hoods particularly frightening. 'The government should ban these hoodies,' says George RobIDSon, age
Answers: walking past groups of teenagers in the street (they find young people in hoods frightening); to ban the 'hoodies'

: I


Reading

think the pensioner's fears are legitimate and b) if they are, what the government should do.

8 )IOl4r5

10 Complete the letter in exercise 9 with the Phrases2know. Phrases

21cnow @2)

A letter from a reader I agree that I disagree with However which appeared on Dear Sir ./ Yours faithfully In my opinion I am writing in connection with your article

young pen;on who wears a boodie and who looks like a criminal.

11

Write a letter responding to the article in exercise 3. Use the Phrases2know and the ideas below. Paragraph 1: Say w hich article you are writing about and if you generally agree/ disagree . w ith it. Paragraph 2: Say w hat you agree with and why. Paragraph 3: Say what yo u disagree with and why. Paragraph 4: Suggest a solution to the problem.

5 Students read the Stay Safe advice aloud around the class. They comment on the usefulness of each statement, suggesting others if appropriate.

Optional Activity: The class can put together and even record their own radio phone-on on this topic with suggested phrases for the presenter, etc. This would make an appropriate end-of-year project for the class.

S (4~1 Play the CD twice if necessary.



Answers: She disagrees because: she's a teenager; people put their hoods up because they are frightened about crime, not to frighten people; people should have the right to wear what they want

f?+/fhCI/f11lf ,

Alex Whittaker

* boodle: a top with a hood; also describes a

9 Students ignore the gaps in the letter and find the answers to the questions.

Discuss answers with the class.

10

(4lO1

phrases

2 know

Check understanding of the Phrases2know before students do the task. They check their answers in pairs before the class check. Focus student s on the language in the letter (including the Phrases2know) and how it's organised and structured. Answers: on student page

11 Brainstorm ideas with the class before they plan and write their letters. They follow the letter plan and use the Phrases2know. Specify who students are writing to, e.g. a local politician, the police. First they write a draft of the letter and check each other's work. Then they write their letters on letter paper with correct layout, letter features and so on. Students swap letters (not with the partner who read it). They read the letter, find the person who wrote it and respond orally in role, e.g. politician/ police. EXTRA DISCUSSION Are 'hoodie' tops popular in your country? Are they associated with young criminals, or just keeping warm?

LESSON 6

Answers: Rules 8, 6, 5, 3, 1, 4 7 Can you do it in English? Students do this activity in pairs, taking it in turns to take on the role of the presenter and the caller. Pairs can roleplay their conversations to the class.

Warmer Elicit from students the Stay Safe advice they found most and least useful from exercises 5-6 and why.

Reading & Writing

Now your students can; • apply appropriate reading sub-skills to texts • apply appropriate listening sub-skills to texts • write a formal letter of opinion in response to an article.

97

activestudy6 S

Active Study 6 For the exercises on the Active Study pages it is useful if students discuss their answers in pairs or small groups. Encourage them to try and' explain (in English) the rationale for any 0 f their answers which are different from those of the other students in their group.

Vocabulary

Grammar

• ,t4h"'jii'ai Learn words groups 1 Write in the missing let ters. Then add one more

4

In

things connected w ith films: a _ t _ r ; p r _ d _ c _ r; s c __ e; s _ r _ p _

I,!iiP'iiii],ij Understandmg word endings 2

Complete these pairs of sentences with the oed or -Ing form of the words. There is one extra adjective. annoy disappoint interest surprise

[

2 a My brother always takes my things without asking. It's so 4Y1MOl::jin.!) ! b The shop didn't give me a refund on that broken MP3. I was very "'''''''0'led .

98

b directs

3 @designed

b was designed

b seen

6 @ ells

b istold

4 a Everyone was looking at me. It was very

7 a describes @ described

4 a paid

Notice the pronunCIation of consonants

PRONUNCIATION @ Is the underli ned letter '5' pronounced lsI or Izl in the words 1- 12? Listen and put the words in the right column. 1 fru~trated ./ new~

S su rp ri~ed

9

advi~e

6 2cript

10 fanta.w

3 embarra22ed

7 choo~e

11 vandali2m

4 di~ppo i nted

8 serie2

12 plea2ed

2

Il sI frl/l,tr"red

@ waspaid

•

b I was terribly ew-b"m.«.,( . How cou ld I have said something so stupid?

98

b spend

S a saw

efvo.btltrrt:+5'5fin.$

3

1 @arespent 2 a directed

3 a I'm so d"<;gppOlhred . I've been waiting for t his t rip for six mont hs and now I can't go! b This test result is rather I was hoping t o get a better score.

"".""oo''''''''g .

3 (4.42] Students work in pairs and say the words to each other to check the sound before they listen.

Answers: 2 Alice to get more 3 has been bu ilt 4 the robber to put his/ her hands 5 me not to forget to buy

embarrass ]

a I'm seriously i"'~re2red in cinema. I'd like to become a director. b It's an ,;.,tyc'''''w story but I don't believe it!


5

M

things you can read: n _ v _ I ; c _ m _ c ; sh_rt s t _ r _ ; m _ g _ z_n _

2 Students do the act ivity in pa irs, discussi ng wh ich adjective to use each time. Check the differences in meaning when checking t he exercise.


illions of pounds I _ _ on TV and cinema adverts every year. One of the world's most expensive adverts - for Chanel No 5 Perfume - cost an incredible £ 18 million and it's only three minutes long! It ' _ __ by the movie director, Baz Luhrmann, and the top fashion designer, Karl Lagerfeld, 3 _ _ the costumes. Australian actress Nicole Kidman 4 _ _ £2 million for her appearance in the ad, which has been shown in cinemas and on TV all over the world. It ' for the first time on British TV on 20 November 2004. It 6 _ _ the story of a mysterious megastar and her romance with a handsome stranger. One critic 7 It as 'more like a one-minute movie than an ad! '

types ofTV p rogramme: c _ r t __ n ; s _ _ p op _ _ a; d _ c _ m _ nt _ r _

Answers: crimes: burgla ry, robbery, vandalism, speeding films: actor, producer, scene, script TV programmes: cartoon, soap opera, documentary reading: novel, comic, short story, magazine

4 Discuss wi th students how they approached the task and the strateg ies they used w hen selecting the words.

The world's most expensive advert?

crimes: b _ r g 1_ r _; r _ b b _ r _ ; v _ n d_l_s m ; sp __ d _ ng

1 Student s complete the activity individually and then check in pa irs. They use the words in sentences as a class check.

Grammar

'

word to each category.

Vocabulary

Answers: / z/: news, surprised, choose, advise, vandalism, pleased, series; / s/ disappointed, embarrassed, frustrated, scri pt, fantasy

Choose the correct forms to complete the article .

I IV

5

c spent @ was directed c were designed c pays @ wasseen c wastold c was described

Complete the second sentence so t hat it means the same as the first sentence. I don't go to the cinema because I don't have the t ime. If I h e d the "'6., e I'd go to the cinema.

.,~ 2 The doctor said, 'You should get more sleep, Alic~ The doctor advised

sleep.

3 They have built a new cinema in our town . A new cinema in our town. 4 'Put your hands up!' said the policeman to the robber. The policeman ordered up. S My mother said to me, 'Don't forget to buy the t ickets!' My mother told the tickets.

The

Making

Cla~~i~

Th!

~

liililher

1 -.L The Godfather by Francis Ford Coppola is one of the

3 ...L-

Coppola chose AI Pacino for the key role of Michael Corleone. Paramount thought he was too short, too Italian and unknown - they wanted a handsome, tall, 'American-looking' star like Robert Redford or Ryan O'Neal. Coppola believed that AI Pacino was exactly right for this role. He believed in Pacino's talent and threatened to stop working on the film if he was not chosen for the role of Michael.

4 ..L

most famous films of all time. It won Oscars for Best Picture, Best Screenplay and Best Actor and always appears in lists of 'best movies'. When we think about great mafia movies, we immediately think of The Godfather, and of the roles of Marlon Brando as Don Vito Corl eone and AI Pacino as his son, Michael.

Coppola also wanted Marlon Bra ndo for the title role of the 'Godfather'. Again, the producers disagreed. Coppola made a terrible scene and the producers gave in . Brando was paid very little for starring in the film but after its great success, his percentage of the profits brought in $16 million.

2 -,>-

5 -.L Soon, a second 'Godfather' film was planned. It

Paramount Pictures wanted to make the bestselling novel The Godfather, by Mario Puzo, into a film . They asked Coppola to direct The Godfather because he was the only Italian director in Hollywood. However, even thoug h Coppola was not rich or successful at the time, he didn't want to direct it because he didn't want to present the leaders of organised crime as heroes . In the end, he agreed to make the film but only if he could tell it as a family story.

included an earlier part of the family story. Robert de Niro - another young, little-known actor - played young Vito Corleone. Audiences and critics were amazed by how de Niro learned to copy Brando's gestures and way of speaking. The Godfather /I won more Os cars and made more money than The Godfather and many critics thought it was better than the original film.

Reading Skills

Speaking Skills

i ,ti

8

6

i" ijii),lji;#'l.!i.Q

Read the article about the film, The Godfather. Match headings a-f with the paragraphs 1- S. There is one extra heading. a A moral problem b A movie classic c Problems with the script d Even greater e Too Italian A star at a bargain price

Look at these photos of people watching different TV programmes. Compare and contrast them. Include the following points: What kind of programme do you think they are watching? How do you think they are feeling? What are the good and bad sides of television? What should children be allowed to watch? What do you like watching?

Listening Skills ' .i'ilijijiil,g lIst!?n for speCific informatIon 7 @) Listen to a radio programme which gives information about concerts in the Portsmouth area. Give short answers (maximum five words) to the questions below. 1 How many Trash concerts will there be? 2 How often does the regular acoustic night at the Portsmouth Folk Club take place? 3 Where is the band Boys from the Glen from? 4 On which day will the classical concert at St. John's Arts Centre take place? S How much does it cost to go to the classical concert?

SKILLS STRATEGIES back cover

99

Reading Skills 6 Discuss the 'Godfather' films with students after checking answers, for example ask them which ones they like, have seen and so on .

7 Tapescript CD 4, Track 43 Man: Hello and welcome to Portsmouth Sound, your guide to music events here in the Portsmouth area over the next seven days. Everybody's talking about the concert of the week, that's Trash, they're over here from the United States on a short tour and they're appearing at the Midnight Rooms, in London Road on Tuesday, July 171h • That's Trash in concert, for one night only as part of their UK tour. We hear that there are still a few tickets available but you'll have to be quick! You can buy tickets either at the Assembly Rooms box office or you can go to the Midnight Rooms website, that's www.midnight rooms dot co dot uk. So, don't miss what promises to be a really amazing night: Trash at the Assembly Rooms in Portsmouth. Woman: If you prefer something a little quieter, there's the regular acoustic night at the Portsmouth Folk Club. That's every Wednesday, at the Half Moon Cafe in Weymouth Road. Just £5 for non-members, £2.50 for members. This Wednesday, July 18th, a number of singers will be appearing, including resident folk singer, Steve Turner. His very special guests this week are the Boys from' the Glen, who've come all the way down from Scotland, would you believe ... everyone is welcome, so go along to the Portsmouth Folk Club at the Half Moon Caf~ on Wednesday .. . Man: And finally, for all you classical fans, here's something for nothing. There's a lunchtime performance at St John's Arts Centre which is in South sea Road and the concert's by the Fantasia Ensemble. This is a group of five young classical musicians based in the Portsmouth area. You can see them this coming Friday, July 20th , starting at one o'clock. They're offering a programme of music by Beethoven and Mendelssohn absolutely free of charge so do go along and support them. I'm sure you'll enjoy it! Woman: Well that's all for now, enjoy this week's music and join us here again for more music news here on Portsmouth Sound next week.

Answers: lone 3 Scotland 5 it's free

2 every Wednesday 4 Friday, July 20th

Tapescript: see end o~ notes Answers: on student page Speaking Skills Listening Skills 7 ('83") Give students time to read the questions before playing the CD.

8 Students review the Phrases2know from Units 11 & 12 before they do the task. Students can do the discussion task in groups.

§]

Extra Listening Activity @

99

Mini Workbook Answer

Key Unit 1 1 2 Maria doesn't come to school by bus. 3 It doesn't rain a lot in summer. 4 The shops don't close at lunchtime. S Michael doesn't speak German. 6 I don't need to buy a ticket.

4 2 There definitely won't be any snow this Christmas. 3 Carla will probably be home later. 4 I will definitely finish

2 2 He never goes to the theatre. 3 Josh is usually at home

my homework today. S You will probably have to take the test again. 6 I probably won't be able to come to your party.

in the evening. 4 I sometimes look after my little sister. S They visit their grandmother once a week. 6 Emily practises the piano every evening. 7 I don't usually go out on Saturday night. 8 Sam is often late for the bus. 9 I always eat lunch at one o'clock.

5 2 They've just got married. 3 She's just had a baby. 4 She's just opened the box. S The train has just left the station. 6 He's just got up.

2a 2 When did Naomie first appear on TV?

3 What did she study at Cambridge University? 4 Was Naomi happy at university? S Where did she train as an actress? 6 What part did she play in Pirates of the Caribbean 2?

2b 2 She first appeared on TV at the age of ten . 3 She studied Political Science. 4 No, she wasn't happy. S She trained in Bristol. 6 She played Tia Dalma. 3 2 five days ago 3 nine months ago ago S fifteen minutes ago.

Unit 8

6 2 She's already bought a costume. 3 She hasn't gone to

Unit 2

4 four hours

5 2 He was travelling to school by bus/on the bus at 8.30 a.m. 3 He was studying at 11 a.m. 4 He was playing football at 4 p.m. S He was watching TV at 6 p.m.

Unit 3 5 He bought too much pasta. He didn't buy enough lemons. He bought too much lemonade. He didn't buy enough rice. He bought too many tomatoes. He bought too many eggs.

Unit 4 1 2 Are we p'ianning to visit Disneyworld next year? 3 I'm not going to study German next year. 4 Do you want to have a pizza this evening? S Would your friends like to come to the concert? 6 Where do you want to go after school?

the supermarket yet. 4 She hasn't borrowed a CD player yet. S She hasn't put on her costume yet. 6 She's already made the sandwiches.

Unit 9 4 2 Can you do the washing-up after you finish your meal? 3 Don't forget to give me your email address before you go home. 4 I'd like to get a weekend job when I'm old enough. S You should start revising for your exams before it's too late. 6 I'd like to get home before it gets dark. 7 I'll call. you when lunch is ready.

7 2 forty-one percent 3 thirteen point two million 4 thirty-three S nineteen thirty-two 6 one hundred and sixty million 7 sixty-one point one million 8 thirteen thousand 9 nine hundred and forty 10 six hundred million 11 five point six

Unit 10 2 3 I used to love ice-mta m as a small child.

4 My father used to take me to the park every Saturday. S x 6 People didn't use to go abroad very often. 7 Summers used to be much warmer when I was a child. 8 x

Unit 11 4a 2 This poem wasn't written by Shakespeare. 3 We weren't invited to Tom's party. 4 My friends weren't injured in the crash.

Unit 5

4b 2 Was the church built in the 16t h century?

2 The driver shouldn't use a mobile phone while she's driving. The cyclist should wear a helmet while he's cycling. The cyclist shouldn't listen to music while he's cycling. The pedestrian should look carefully while he's crossing the road. The pedestrian shouldn't read a newspaper while he's crossing the road.

books translated into Spanish? by an Australian?

3 Were her 4 Were you taught English

6 2 People are sometimes bitten by snakes.

3 Tomatoes are often used in Italian cooking. 4 New buildings are often made of steel and glass. 5 I am sometimes woken up by aircraft noise.

4 2 You must get up early tomorrow. 3 Should I phone you later? 4 You mustn't be late for the new students' meeting!! S You shouldn't drink coffee before going to bed.

4 2 If I were you, I'd talk to your careers teacher. 3 If I were

Unit 6

you, I'd take an aspirin. 4 If I were you, I'd ask that lady for directions. S If I were you, I'd buy a new alarm clock.

2 2 You can't leave your bicycle here. 3 We aren't allowed to eat in class. 4 I don't have to be home early. 6 We couldn't use a dictionary in the exam. 7 I wasn't allowed to watch TV in my room. 8 I had to walk to school.

100

Unit 7 3 2 He might miss his flight. 3 He may have to spend the night at the airport. 4 He might have to fly tomorrow. S He might not get a seat on tomorrow's flight. 6 He may miss his holiday!

Unit 12

5 2 The speaker asked the audience to turn off their mobile phones. 3 I told my mother not to worry about me. 4 The teacher asked Jenny not to ask any more questions. S The travel agent advised us to take the bus to the airport. 6 The policeman ordered the robber to put down the knife.

4

~ Present simple or present continuous?

8

Grammar

3

1 CD Present si mple: affirmative, negative

'What are I'en N e"'-6rjog (you/watch)?'

Present continuous: form

Complete the conversation with the correct form of the verbs in brackets.

and question forms

a

@

Make the sentences negative.

1 You spend a lot of money on dothes.

).

S Michael speaks German. 6 I need to buy a ticket.

2

'How many languages d OM he. :;ectihs (he/ speak)?" Two .. . English and Polish:

4 How do you spell your surname? ./

4trt;

What tlme ~, please? ,,. ,i'"

5 How much ~ cost? does rht"s

thtU? derh9

6 What kind of books do you like? '"

7 Which )'e' IF b " e' tFite 6u9jeet is at school? is

football on TV?' 'No, never. They hate all sport!'

4 The shops close at lunchtime.

'10u,. (Povourrre 5utvecr

6 His exams are next week so he. i
8 Which part of Britain ~from?

(he/study) hard at the moment.

7 'Why

(smile)?' 'Oh, no reason .. . I just feel happy today!'

Make the sentences Into questions. Po '10'" spel'ul A leI" Dr I'VtDJ."oelf

1 What's your address? '" 2 How many brothers and sisters) eld Ra we get? hew'¢ '10/.fr got?

' Do '1°'1' RAUhl'! WAtch (your parents/watch)

3 It rains a lot in summer.

b

'It's a programme about dolphins: I usually walk to school but this week ~ (l/take) the bus.

4 What's that noise? What (they/do) up there?

You dol't.'r spt!l'\d e. 10" Df MD#'1.t!? O~ c/of'4cs.

2 Maria comes to school by bus.

@Word order in questions Correct the word order in the questions only if necessary. Tick the correct answers.

Put the verbs in the (orrect form.

Ol"t

clothes?

erg '1'0n 5bmUMg

Vocabulary 7

5 CID Question words

@

With

Hannah: Hello, Alice! It's me.

most verbs, put the time expression before

the main verb:

He never travels by bus. Put the time expression after the verb to be and

Surprise party for Michael Thompson

H: I'm out with my mum and dad. We ' ~ (do) some shopping.

About thirty of his friends and family will be there!!

She Is often late for class. We don 't always have lunch at home.

H: Not really. I ' ~ (look) for a pair of shoes but there's nothing Ilike.

Put longer time expressions at the end of the

A: I see. So what 1 ew(!

I

NtfI6,I;

n,

ScflDOI t!"'t!r~ ""'OF".,,',.,,_

2 never/to the theatre/goes/ he 3 Josh/at home/ in the evening/is/usually 4 sometimes/ I/ my little sister/ look atter once a week/their grandmother/visit/they 6 Emily/every ~vening/the piano/practises 7 usually/I/on Saturday night/don't/go out 8 the bus/Sam/often/is/for/late 9 eat/llat one o'clock/lunch/a lways

~ ~

Mini-Workbook Pages

(you/do) now?

A: What? What's the matter? What 7

':;

h'.PPllhlbp

~* ine~a'\

""';''''-''9 (think) about

~'s

«ome) over. Talk to you

the party?

AI" lP:

~b(\",er.

I

f~: ih~rd~ u T~~~t

~~k~ ul

8

@

Family and relationships

Find eieven family and relationships words. look~ and-lo.

CI...b

5

t

e

p

s

i

s

t

e

r

0

d

m

m

I

I

e

c

t

e

n

i

e

(

e

a

n

n

w

I

;

v

b

w

s

s

p

w

s

a

n

0

0

i

P

(

a

u

n

t

I

r

n

f

m

m

r

h

d

I

6 -H2lJL (an you get there?

a

(

n

e

p

h

e

w

w

v

7 ~ bus do I take?

w

e

h

s

g

u

n

(

I

e

p

d

b

w

c

b

t

(

g

s

q

b

r

c

0

u

2-

;

n

0

2 ~ is the party for? ~ ;s the address of La Cabana?

4 ~ does the party start?

"."'9 (not really/do) anything

o. ""'ng

un

'~I£)

Party starts about 6.15 Please reply to Lily on 07055750976

I

N

f9~

Please be there by 6 p .m .

Remember!! It's a secret!!

H: It's my mum ... that hat is just ... uuhh ... she ~ (look) at herself in the mirror. Now she • ~ (ask) my dad what he thinks. He 10 f hetW,?,"'" (not say) anything, as usual. And how about you? I' Ar(l: '1&>(,1 doit'@ (you/do)your homework?

:w"\)tr Un ,, •

-;

(Take the 165 bus and get off at the Odeon Cinema)

(happen)?

A: Yeah, well ... yeah ... J" it but I " ", "Prou !!", at the moment.

-.l

At: La Cabana Chili, 108 High Street

H:I ' ~ (wait)formy mum. She' ~ (try) on a hat at the moment. My dad ' ~ (look) bored. Oh no ...

H: Ohl My mum" 'r later.

o

';l0 k! derir.p

:i Co

OU! Friday, 16 June

A: Cool. Is there anything nice?

to school/walk/every morning/I

-.

0Vif&"Odsfa'doad\6~

Alice: HI, Hannah. Where are you?

auxiliary verbs:

sentence: My brother and f go to the cinema every week.

c;..

~g

Present simple: word order with time

life

beach/s hopping/"O

----

expressions

Social

Find ten words In the long word below. Then put the words In the correct column.

Complete the questions about the Invitation with the correct question words. Then find the answers,

@ Read Grammar Plus. Then put the words in the correct order to make sentences.

"re '1.'"

Hew ty.eh~ people will be there?

8

....lf2u;z- does the card say 'Shhh!'?

....

o

IV

8

Grammar 1

3

~ Past simple: with ago

~ Past simple: affirmative and negative

Rewrite the phrases in bold using ago.

forms

1 Irs now 2008.1 started learning English In 2004. fOlA r '1etJor$ Pogo

Complete the gaps with the correct forms of the verbs In brackets.

2 It's now Saturday. I sent you an email on Monday.

3 It's November. My birthday was In February. 4 Irs now 12 o'clock. The party began at 8 o'clock.

NAOMIE HARRIS

N

aomie Harris is one of Britain's hottest young actresses. She 1 ~ (be born) in London in 1976 and still lilies there with her mother. Naomie 2 ~ (begin) acting while she 3 ""'_ (be) at school and she ' ~ (make) her first appearance on British TV at the age of ten. After school, she • ~ (study) POlitical Science at Cambridge Unillersity but she' s\ltn""~'.,;, (notl enjoy) life at unillersity and she 7 ~ (go) back to London ellery weekend to lIisit her family.

It's now 10.00. Th e film started at 9.45.

4

~ Read Grammar Plus. Then complete the sentences with In, on or at. Who are the sentences about? (Check your answers on page 135.)

~ Past simple and past continuous

Time phrases with

A Blind Date'

[

It 1 ~ (be) a cold evening and it 2 --""'>:i..~ (rain) hard. Harry 1 n"-'1 tUert0g (wait) on the street corner for his blind date. Suddenly, he' - " " " - (see) a young woman on the other side of the street. She 5 tVe1 cerrtl'i'lg (carry) an umbrella and she 6 we:; IDe..E:l~g ( l ook) at him carefully. Harry 7 ~ (smile) at her and • ~ (cross) the road.

As children, Monica and Sophie 1 ..>tJat:tuL. school toget h~r and were best friends. Then one day, Sophie's parents 2 ~ house. Sophie , ~ to a different school and the two girls lost co ntact.

'Are you Harry Black?' she

10

~

Use on with days: on Monday on 21 May

But six months later, Tony

on your birthday

9

Use at w ith a specific ti me or a period of time: at 11 o~/ock at midnight at Christmm

C!) Greatest Britons Write the words to complete the definitions, 1- 6. to make a new product or idea:

Vocabulary

1 born ?/was/Where/Naomie Where WAS N""'01v
What was Paul doing at these times yesterday? Write a sentence for each picture w ith the verbs belci~.

2 on TV?/firstlNaomie/didlWhen/appear

[

play

study

J

~

Icons

Complete the definitions with the adJectives.

Unscramble the letters to make sentences about the Icons on pages 12- 13.

[

Life was very difficult for Audrey Hepburn's family during the 1 5ecoJo'\d WOrld Wo.r (Sonced Wrodl Wra). Kurt Cobain had a happy 2 d"M"DD4 (Iohdichod) and he became very ' ~ (cuscefluss) in the 199Os. But he was often • 4<0'....4 (redspesed) and he finally , ~ (hots) himself in 1994.

did/as an actress?IWhere/train/she

The boxer Muhammad Ali became 6 ~ ~ (wrodl namichop) In 1964 but he lost his titie when he refused to ' ~ (ghift) for his country.

6 dldlWhich part/play/she/in Pirates of the Caribbean 2?

b Read the text In exercise 1 again and answer the questions 1-6. WltfS

bO,..h

fr-

Lcl'\dol"l.

,

PPtl.4 I'Ilt'l';

nt'lv(j..,!)

1-1(5 bfY.~t;fp,~ t'lr 8 "'.M.

d -,- s .i g o

10 ~ Personal characteristics brave cruel determined brilliant talented ./

glamorous ]

A ~ person is naturally very good at something.

at Cambridge Unlversity?lstudy/ she/ Whatldid

4 happy/at university?IWaslNaomie

p G. a ~ e

6 to draw or plan something:

7

have

d .i s",- o "r e ..c.

5 the opposite of war:

~ Past continuous

t ravel to school

I a. a a

4 to find or learn something for the first time:

He died ..2l:.. 3.30 p.m . ..eo. 16 August 1977.

watch

P L a ,;,

3 to be in charge of something:

5 He got married ..eo. 1 May 1967.

5

d Jt. v ~ I " P

2 something you see at the theatre:

6 He gave his last concert -"b. 26 June 1977.

~ Past simple: questions

someone

Sophie n ~ university and never saw Tony - or his new girlfriend - again. Until one day she went for a pizza ...

4 He first became famous -":l.. the 1950s.

NAoJv.fe

~

each other.

3 He made his first record ..ic.... July 1953.

f

11

else - in a pizza restaurant.

2 He gave his first concert £tl. 15 November 1952.

Put the words in the correct order to make questions about Naomie Harris.

7~

* A date between two people w ho don't know

He was born -":l.. 1935.

a

Meanwhile, Sophie • ~ her exams and to university. There she 8 ~ a young student called Tony. They' ~ in love and after a few months, they got 10 en9P9~.d .

(reply) .

'Th en I'm not Jane White: she 12 ~ (answer) and" ~ (walk) away.

Use In with decades, years and months: In the 1990s In 1929 In April

engaged fell got leave left m et (x2)] moved passed started ./ went (x2)

At sixteen, Monica decided to • ~ school an d she ' ---6£!:- a job as a waitress in a pizza restaurant.

'Hello. Are you JaneWhite?' he ' ~ (ask) her.

In, on, at

~ Life events Complete the text with the words below.

'Yes, I am: Harry 11 ~ (say),

After graduating, she • QWi:",t (train) as an actress in Briatol. She • ~ (trallel) to Hollywood to make films and in 2006, she 10 ~ (pl_y)Tia Dalma, an exotic fortune-teller in Pirates of the Caribbean 2.

2

8

Put the verbs in the correct tense, past continuous or past simple.

Someone who wan ts to make people suffer is ~.

Being e'erycmu"e' means that you rea lly want to do something and nothing will stop you .

4

QI.eruertms people are rich, attractive and have exciting lives.

A ~ person is not afraid to do dangerous things. 6 A t'e((!.~tee' person is very intelligent or good at something.

All Zoe's clot hes comes/= it's her favourite shop.

from 'Top Girl':

2 A lot of your ideas is/are very useful.

Grammar 1

3

m Comparative fo rms Complete the sentences with as or than. 1 The weather isn't -"'- cold -"'- it was yesterday. 2 This question is easier t.i:bab the last one. This question is not -"L difficu lt ..
4 London Isn't -"L expensive ........ Tokyo but It's more expensive th..iai:::J. Madrid. My sister is taller tiJJlli. me but she's not ......... tall -"L my brother.

2 ®

Comparative and superlative adjectives

Complete the sentences about finalists in a TV talent show. Use the Information In the table and the correct form of the adjectives In brackets.

~ Comparative and superlative adjectives Complete the fact file with the correct form of the adjectives In brackets.

People often says/say that life was better in the old days. 4 Money doesn't/don't buy happiness. A lot of snow falls/fall during the winter. 6 Those jeans islare too small for you: try a bigger size.

What's in a name? Which names are popular in your country? In the UK, names Jjke David and Peter aren't I a $ f&l 1b"eneh/~ &l '[ (fashionable) they were thirty years ago. The 2 marreOOH/? C (popular) first name for boys in 2006 was Jack. And nowadays, it's 3 ~ ~ (common) to find names like Olivia and Jessica than .. heer" n-gdd"zOh PI (traditional) names Jjke Elizabeth or Anne.

® too much, too many, not enough

5

George lost his shopping list on the way to the shops.

'>,

S{,opp' ....9 It"st:

Vocabulary 7 m My favourite place Choose the correct answer. Which of these do you sit on? a a chair .l b a cupboard c pictures 2 Which of these can you usually find on the wall? a cushions b posters .l c plants 3 Which of these do you put on the floor? a a table b a poster c a rug .I 4 Which of these can two or more people sit on? c a stool a a chair b a sofa .I

8 ®

( "9PMho

awell~ dressed clothes

6IeMOI'\~

I

t.g nee

LC/'vIDh(lfdc.

{t .5M Pt II bottfe.}

/<99

And one website votedYnysybwl - a town in Wales - 8 tt,~ Meftd/f!iGu /t (difficuJt) place name to pronounce!

Look at the things he bought and write six sentences with too much, too many and not enough.

Read Grammar Plus. Then ~ the correct form of the verbs.

Countable nouns have a singular and a plural form:

ideals)

Uncountable nouns do not have a plural form:

music

snow

Some nouns are always in the p lural form and

Jason is ~ (young) than Danny. 2 Andy is ~ (old) of the three singers. Danny is bd,.., (eM'ng (good-looking) than Andy.

\AI

people

comes.

6 Jason is ~ (bad) Singer. 7 Andy isn't ~ (popular) Jason and Danny.

There were a lot of people at the concert.

fv,orlf, pop",I",,.

(popular) than Jason.

Mini-Workbook Pages

I-Ic. bO"f9h t tDO 1v1I4Ch pt:lstPo,

These jeans are too big for me.

Notice that we can use a lot of with a singular or plural verb: There Is a !otoftime (= uncountable) before the bus

4 Danny isn't e< good (o""/ng (good-looking) as Jason. Andy is ~ (good) singer.

8 Danny is

..... o

jeans

There are a lot of expensive shops (= plural) in this

area.

ears hair person

wavy

street

Money and spending

buy .I lend save spe nd

owe borrow afford earn pay ... back

sell ]

4 You ~ money from work that you do. You ~ money by keeping it instead of spending it. 6 Ifyou ~ money to someone, you give it to them for a short time: later they

take a plural verb: clothes

a tidy casual pierced

If you ~ something, you give money for it. The opposite is ~. 2 You ~ money when you use it to pay for somethin g. If you can't ~ something, it is too expensive for you.

Countable, uncountable and plural nouns

money

olours desk

9 ®

[

frlend!s)

bright a noisy

Complete the definltions.wlth the 'money' verbs below.

4 ®

bulldlng!s)

B

A

2 to.f'v\AtOtrS

A village in Scotland (Ae) has ' 1"6< ,bert..t (sh ort) name in Britain - but even that name isn't 6 ~ (short) a place in Norway CA). A hill in New Zealand has ' ~ (long) place name in the world: it has 57 letters!

Describing personal style

Match an adjective from column A with a noun from (olumn B.

f-/e 4,(:(h'rbf;f'1"_

6

® too and enough Complete the sentences with too or enough. At sixteen, she

ehCt/fg'" isn't old ~ to start driving

lessons.

2 It was ~dark to see what was happening. We haven't g~t~'f{;oney to go on holiday this year. 4 I'm ~ilred to 00 out this evening. ~O/,lf9 M

There isn't A time to stop for lunch. 6 He isn't'U;iI';'(tc; be a professional basketball player.

must ~ it ~ .

7 You ~ money when someone gives it to you for a short time. S When you borrow money from someone, you ~ it to them until you give it back.

D

m

a::IJ

Grammar

4

1 ® would like to, want to, going to, planningto

easytodo a bit harder extra challenqe

5 ®

Read Grammar Plus. Then write the correct form of the verbs In brackets: infinitive or gerund.

Complete the interview with the 'correct form of the verbs In brackets.

More about gerunds and Infinitives

h~1V c~r?

to study/next year/noVGermanll'm/going

o Lf " r Our teacher is very good at r~ hc e.Jv,.bt!.r"ng (remember) people's names!

Describing intentions and wishes

2 I'm very happy

,. b,.

3 I'm tired of "~7'''9 evening: let's go out.

sentences. Are you golgo to/gQjngJQ have a holiday this

(be) here again.

(stay) at home every

4 It was very difficult t o IIfbe't!.cif.tlbd (understand) what she was saying. It was very nice f (;> 'F("-~ (see) all my friends again.

year?

2 My sister wants be/being/to be a model when -

3 I'd like tolllikell'm going visit China one day. "

6 She left wi thout

How many people are you plan/planning/ plans to invite to your party? - - -

'~7("i1

(say) goodbye.

8 ®

6 Would you like be/to be/ to being famous?

1= Intervie_

Complete the sentences with the infinitive or -ing form of the verbs.

AS = Albie Schroder

1 Toni really likes ~ (work) with children. She wants 1:12.k (be) a primary school teacher when she's older.

I: I'm here with Hollywood superstar Albie Schroder - and we're talking about his new book. My Fantastic Life Part I. Albie, why did you decide '~(wrlte) this book?

2 I enjoy ~ (read) about South America . I'd love ~ (go) there one day. Stephanie hates ~ (get up) early! She'd like ~ (stay) in bed till 11 o'clock every day! 4 I hope ~ (live) abroad after I finish schooL I really love ~ (learn) about other cultures. Adam spends all his time ~ (play) computer game~ He'd like ~ (get) a job as a computer game designer one day.

.[

AS: Well, all my fans enjoy 2 ~ (read) about me ... and I love 1 ~ (talk) about myself! So I'm just trying • ~ (make) my fans happ~. I: I'd like 5 ~ (change) the subject for a ~ moment. Are you planning 6 "" ""~~'1 (marry) your lovely fiance, Tammy Jones? AS: Well, Tammy and I hope , ~ (get) married one day soon. We would love' ~ (have) lots of children. But you need • ~ (buy) my book if you want •• ~ (know) more about Tammy and me. I: I see. And do you intend" more books, Albie?

"" "'"l'a (write) any

AS: Sure! I'm going to start" ",.r.l""$ (Work) on My Fantastic Life Part /I ... right after this interview!

8

~ Describing jobs Put the words In bold Into the correct form In the sentences. His job in a bank isn't very interesting, but it's ~.

security

2 It's difficult to relax when you have such a ~ job. 3 Working with children is very ~ forme . crUif/v~

.

stress

reward

;

she loves drawing pictures and writing stories.

Education

Complete the text with these words.

Gerunds and infinitives

i" 8 To get money from a job: e !! r ~

4 Cristina is very

Vocabulary

Where are/do/would you like to go after lunch today?

3 ®

i o t ", r .t:: j ~ w

6 To say you are going to give a job to someone:

To complete a form: f.i 11

l.!lliI.HllM the correct form to complete the

-

ofhou[s: p " r t -t i m " A meeting with people about a possible job:

It's easy to travel abroad nowadays.

4 to have/do/you/this evening?!a pizza/want 5 like/wouldlyourfriendlto the concert?/to come 6 after school?/to go/do/want/you/where

she's older.

4 In a job like this you only work a small number

After adjectives, use the infinitive form of the verb: Ir s very difficult to get a good job wirhourany experience.

2 to vislVwe/next year/are/Disneyworld/planning

2 ®

2 You read these in the newspaper when you arelookingforajob: a " v " r t s Something you have to complete when you applyforajob: a ", P 1 i " a t i e n f e r,,,,

After prepositions (at, about, by, etc.) use the gerund (-ing) form of the verb: Are you worried about finding a job? He learned English by listening to pop songs.

to buy/you r parents/are/going/a new car? p,

Getting a job

Use the clues to write in the missing letters.

If there are v f!. C.e n £ i ~ s at the supermarket, it means there are jobs there.

Put the words in the correct order to make

b"'1

m

~ Gerunds and infinitives

sentences. Ar~ '10t.1r pp,r~",f,> 9°("'9 to

7

create

5 I'm sure film stars have a very g(~MbrOtAf life.

glamour

compulsory course mixed pass A-levelS ] secondary ./ single·sex take drop marks

Hi! my name's Neeraj and I'm sixteen years old. I go to Woodland High School- it's a large 1 g cf. . nq'eqz school near London with about 1500 students. It's a ' ~ school, so there are boys and girls studying together. It's better than going to a ' ~ school - how do the boys ever meet any girls??!!! At the moment, I'm in Year 10, so next year I'm going to ' ~ my GCSE exams. Maths, English, Science and a foreign language are .. t!PMP'-r/forl? at my school - so I can't 6 ~ French until next year! It's my worst subject! But I'm getting good ' ~ in all my other subjects and I hope to • ~ all my exams. Then I'd like to stay at Woodland and take my • A - I..,I, when I'm eighteen. Then I want to

do a

10

~ in

journalism at university.

9 ®

Match the words 1-5 and the definitions a-e.

1 salary ~ a happening for only a short time 2 temporary' b a job you have for a long time 3 career

c the money you receive for working

4 experienceyd the people who give you a job 5 employersA e the skills you learn in a job

5

~Articles

- -_,_

Complete the text with aln) or the.

Grammar 1 m must/mustn't

expert on internet dating, and underline the

Volleyball is one of the world's most popular sports ... but how well do you know the rules? ~

have six players.

2 You "'.",..,~ touch the ball more than three times before returning it. I~,,,f 3 The server to serve the ball.

4 The players 5 You ""',,"'~ team 's area.

use his/her hand

", .. ,t.,$>

touch the net.

go into the other

2 @should/shouldn't look at the street scene. What should the people do? What shouldn't they do? Write two sentences about each person with the phrases below.

[

listen to music use a mobile phone ] wear a helmet look carefully wear a seat belt ./ read a newspaper

correct form of should or must. Meeting people online Interviewer: Dan, more and more people are making friends online ... have you got any advice? Ben: Of course. The internet is a great way to make friends . .. but remember, you 1 should/~ believe everything people tell you about themselves online. You' should/s houldn't always be careful when you give information about yourself ... Interviewer: For example? Ben: Well, you really' must/mustn't give personal information such as your address or phone number. Interviewer: I see. And what' should III should do if

someone asks to meet me?

should/shouldn't/must/mustn't

vegetables.

rpM

t;6an!t:( e.p,r f're'ih frlAr'{- £,, 1"'4

vt!-g e.re b/(!:s.

It's very very Important for you to get up early tomorrow. you _____________________

3 Is It a good idea for me to phone you later? 4 Don't be late for the new students' meeting!! you ___________________________ It's not a good Idea to drink coffee before going to bed. you ___________________________

conta in energy ./ skin lose put on

healthy

heart ]

I don't have any ~ at the moment - I just want to stay in bed all day! 2 If you want to ~ weight, you should do more exercise! Put some cream on your ~ before you go out in the sun.

4 My grandfather went into hospital for a ~ operation. Eating fresh fruit is an important part of a

6 Potato crisps ~ a lot of salt. You shouldn't eat too many of them.

7 I love choco late but if I eat a lot of it, I

M~

~ weight.

Can you turn " music off? I'm trying to world

2 Can you pass me t;: ~alt, please?

m

Food and drink

Rearrange the letters to find food and drink words.

5 Football players can earn a lot of money these

four things that you drink:

days. 6 We lost because ~{tp laye rs were 50 tired. 7 Milk is very good for young children.

7

9

3 Do you like Italian food ? 4 Everyone says':i'i'ood at Gino's is very good.

~ Read Grammar Plus. Then complete the sentences with a, the or e ,

More phrases with a, the and tJ Use Q with these time expressions:

three times Q day

once a month

Don't use a with these phrases with go: go home go to school go to work Other phrases with the: in rhe world the whole (= all the) thing/day/class

1 I visit my cousin once ....e... week.

4 It's nearly 3.30 ... time to go ..f!i.... home! How do you get to ..f!i.... school in the m orning? 6 Dentists say you should brush your teeth twice -,,-- day.

Mini-Workbook Pages

[

Write the where necessar y.

3 You should take this medicine three times -,,-day, after meals.

VI

Complete the sentences w ith the words below.

8 @the and (II article

2 We spent tf:JL whole evening playing cards.

.o

@Healthy lifestyle

~ diet.

8 Where's':iemilk?

~

8

I.

your parents' permission first or tell someone you know where you're going to meet.

4

..,

.

a:lh§, biggest moment of Allyson's career was at 9 tf:JL Olympic Games in China, where she won tf:JL bronze medal. Her ambition now is to win 11 ~ gold medal in london in 2012.

Ben: Definitely. You' should/s houldn't definitely ask

The pedestrian ... while he's crossing the road. o;c.p,r bc./f' whdc. stu. '0;

.

place. Interviewer: ' I should/Should I tell someone about the meeting? - --

1 It's a good idea for you to eat fresh fruit and

G+

)

Ben: Well, you really' must/mustn't be very ca reful before you meet someone face to face. If you arrange a meeting, you' should/shouldn't always meet in a public

The cycl ist ... while he's cycling.

"The. driver sho&1ld wt!G+r d,..,,,,,hfj.

... ..

Nineteen-year-old Allyson Scott is from Santa Cristina, , .a. small town in California ... but she is certainly not , """- ordinary teenager. She began running when she was 3 .JL. child. Her mother - who is • -"- sports teacher - always helped her. In 2006, Allyson became , tf:JL fastest teenager in the world when she ran 200 m in 23 seconds in 6 ~ race in California. After 7 the.. race. Allyson said, 'This medal is really for my mom ... she's the best!'

---

Rewrite the sentences, replacing the phrases in bold with shouldln't) or mustln't).

The driver ... while she's driving.

--

Allyson Scott: The world's fastest teenager

Read the Interview with Ben Hardcastle, an

Complete the rules with must or mustn't.

Each team

--

3 @should/shouldn't/must/mustn't

Vocabulary

1 I i me fa n f a tew 2 kit m h a se k 3 maledone 4 rage no cujie

Ivo t ;"erA! #'\Jetre.r

"",Yj;.h"j;e leMo".,p,«e orP,""g(!.i14 l ce

four types offrult or vegetable: 5 babecag c"bb"!J"

6 njonos

OP1""I'I~

7 wartsbiseerr

5tr-p,wb(!.r""~5

8 pagres

gyp-pes

four types of meat or meat products:

9 kaste 10 b o na e 11 ki cc hen 12 u seagssa

s'k.e..!:.

bacc".,

c hickel"l 5AI/ISt:l!}t!.S

.... o

0\

'Were you allowed ~ (use) a dictionary?' 'Yes, but I thought I should ~ (try) to guess the meaning first:

Grammar

3

~ Obligation: past and

you:

look at the signs at a school. Complete each sentence with the words below. [

are allowed aren't allowed can can't don't have to

have to

make and do

2 'Do we have ~ (bring) our dictionary to dass every day?' 'Yes ... you must always ~ (have) it with

present

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

1 ® Obligation: present

7 ®

'Should we 6,,,<" (finish) thi s exercise for homework?' 'No' You have ~ (finish) it now!'

]

4 'Can we -#!!- (go) home now?' 'You can't ~ (leave) until I tell you!'

I

STAFF PARKING ONLY (FREE)l VISITORS' PARKING -+ J Only teachers

e re p llOltJ£!d

Vocabulary 5 ®BratCamp

to use this car park.

Underline the correct verbs to complete each sentence.

Teachers --"""----- park their cars here if th ey want to.

Marcus Blake is now a millionaire TV chef ... but life wasn't always so easy!

Teachers 1i2t:J~ pay to use this car park.

'I started cooking in a restaurant when I was fifteen: he told me. 'We ' ..h.ad..t!z.. (have to) start work every morning at 5.30. At first, 11HJM'n~ allowed ft> (not allowed to) cook - I ' ~ (have to) do all the dirty jobs in the kitchen. After a few months, I 4 tYM' p,!lOf1)~4 n, (be allowed to) help with the preparation. I learned a lot from that:

4 Students

eCC:h 'tgl/o'1Md to

park here.

S Visitors to the school ~ park somewhere else. .6 Students ~ use this car park.

STUDENTS' LIBRARY SHOW LIBRARY CARD FOR ALL BOOKS BORROWED MAXIMUM 4 BOOKS PER PERSON, UP TO 7 DAYS

Martin didlb%Jjmadeltook an argument with his parents and decided to leave home.

Perhaps Usa Is ~having lmaking ltaking badly at school because of her problems at home.

'Who was your biggest hero?' I asked him. 'Our head chef was a Frenchman called louis Blanquehe was a really frightening guy! We always' ~ (have to) call him 'chef'.. . '

S You

~

borrow a book without a

library card. 9 You em A/1otV(!..:( to borrow up to four books.

'You' da",,"I,ev<"" (not have to) be frightening to be a great chef but you 7 ~ (have to) work hard and really love cooking. There aren't many rules in my kitchen ... the young chefs' Dr< e«a"m!!P (be allowed to) call me Marcus, for eJ(ample ... I'm certainly not as frightening as myoid boss!'

11

You den,," he'" !P return the books the next day.

4 ®

Read Grammar Plus. Then complete

6

®

[

2 You can leave your bicycle here. 3 We are allowed to eat in class. 4 I have to be home early.

b

Write the past form of these sentences.

S We have to leave very early in the morning. ~ h~d to IU'ove VeT',,! &:7IrI" fh file MD''''' ;,...g. 6 We can't use a dictionary in the exam. 7 I'm not allowed to watch TV in my room. 8 I have to wa lk to school.

to punish ] to bring up

h.-
the breakfast every morning.

~ never !!Eli. any cooking.

6

f-/~"'1 ",,~k ..

~

all the cooki ng and washing -up. about twenty phone calls

every evening.

8

®

Society and the law

Match a word or phrase in Column A with a word or phrase In Column B.

A

I.

B a the army

hJ cpntrol : to have power over what someone does

Write the negative form of these sentences.

1 We have to get up early tomorrow. Wt!. dD"''!' hAye I'D gd up Utrl" toMorrow.

easy-going strict fair to guide to control ./ freedom

H~"'''Yf? dDU nothing to help! lolA'S

4

Rules and behaviour

Match each word below with a definition.

2 ® Obligation: past and present a

3

. 6 Philip doesn't dol9Ejgoltake on well with his sister. They argue almost every day.

the questions and answers with the correct " Infinitive form.

Lou;;; dbe.1 all the housework.

2

5 Someti mes people say unkind things but you shouldn't dolget/haveltake any notice.

10 You e r,n"'" ",«evw,( to borrow eight books. 12 You ~ keep the books for up to a week.

Complete the sentences with a name and does or makes.

4 England started the game well but things started to dolgetl'JE!make wrong after fifteen min utes.

'Rnally ... how do you become a great chef?' You ~ show your library card If yo u want to borrow a book.

Harry and Louis are flatmates. Harry is the lazy one and Louis has to do all the work!

'JE!!

2 After leavin g school, laurence soon madeltooklwent into trouble with the police.

to look after and educate

2

to brr;"g children

Remember to use the Infinitive without to after can/can't, must/mustn't and should/shouldn't:

3

to make someone suffer because they did something wrong

You can wear your normal clothes, You mustn't be late, You shouldn't say that. Use the infinitive with to with allowed (to ) and have (to): I wasn't allowed to tell you. We really have to go soon.

4

Infinitive with and without to

lAp :

tD plA",,!h

.mcc

: having a lot of rules for people

~ : relaxed and ca lm - not often upset or angry

&..,w",,

: being able to do what you want

~:

8

treating everyone in an equal way

to teach or show someone how to do something Ii? g n idtl,

4

:

to follow

6

b sweets c illegal

:

6 7

d your driving test

e prison f a crime g vote

4 ® Hi Hannah,

Grammar

Amazing news! We're finally moving house ... and it's happening' -"'- only three weeks' time!

1 00 Present continuous for future Complete the conversatlon between the President (P) and his assistant (A) by putting the verbs in brackets into the correct form of

So we're having a leaving party for family and friends • ~ Saturday night. Sorry I didn't tell you earlier ... but if you're not doing anything 5 J!L this weekend, please comel

P: So, how long before we get there? A: About two hours, Mr President. The British Prime Minister 1 'i ' 9",,,;,g (come) to the airport to meet us. P: Goodll'm very happy to meet Mr ... uh .. . A: Mr Black. The British Prime Mlnlster~ name is Mr

Text me tomorrow If you can ... or I'll phone • ----""- a few days to check if you can come.

George Black. Mr President P: Sure. George Black. And what ~ f

"'"v,,,,,

®

MJOI'I't-MJf;"

tt,e CI-1p

5

Cafu

Pitl 9

2 the place you are travelling to: d !:.!ti n et .i £ n 3 a short holiday trip:

may/may not/might/might not

e ..!.f:,t:f r

Rewrite the sentences uslng may/may not or

2i...e. n

4 a place where you see art:

might/might not.

g eL IE Y when you travel from one place to another: j ££! r ~~ y

6 the opposite of 'early morning': I ~ t ~ n i Qt! t

7 evening entertainment: n .i g £:! tl i£e 8 something you see In the countryside:

2 ®

Read Grammar Plu•• Then complete the em,1I with in, on, at or" (= no preposition).

s £ ~ n ~!: y

=

9 to stay in contact to keep in ___: t ,e u ,f. h 10 to go and see a place:

""u'rrhl. illmI

Vi Si t

Prepositions with future time expressions

8

Notice how prepositions are used in future time

expressions: My friends are having a party on Saturday. We're moving house in two weeks' (time). (= two weeks from now)

Perhaps he won't get to the airport on time.

I'm seeing my cousins at the weekend. Phrases w~h ntld and this do not have a preposition:

rIc.

We're going on holiday" next weeklthl. weekend!

tomorrow.

3 4 5 6

...o '-I

Mini-Workbook Pages

M(70~

(may)

Morgcftc the. p,/rpoff(.JJ'\ nMe.

It's possible that he'll miss his flight. Maybe he'll have to spend the night at the airport. It's possible that he'll have to fly tomorrow. Maybe he won't get a seat on tomorrow's flight. Perhaps he'll miss his holidayl

(might) (may) (might)

F: Hi Jo! How was your Easter holiday? Old you have lots of

'-D:u:J...? J: No, we didn'tlIlt was awful! F: Why? What happened? J: Well, first of all our flight was' "''''",,?e''' and we got there about five hours latel And then the ,

®Ho/ldays Read the definitions and complete the word •. sleeping In a tent on holiday:

® Describing holidays Complete Jo and Fiona's conversation with the words below. accommodation sunburnt delicious ] traffic jam delayed disgusting relax [ food poisoning fun '/

tit,s 7c-()Ir.

Vocabulary

Love Annie xxxxxxxxxxx

3

7

2 any snow/be/definitelylThere/this Christmas/ won't 3 Carlalhome/be/later/ probably/will 4 definltelylfinish/I/my homework/today/will You/have to/wlll/again/probably/take the test 6 be able/to comell/to your party/won'Vprobably

We're SOOOOO excited about the movell Hope to see you 7 ~ the weekend!

bftee,u,t~q

(happen) after that? A: Wel~ first we' ;.. (drive) to 10 Downing Street for a meeting. P: OK. And what' "'''' 1:"'0'''0 (lido) after the meeting? A: Then you • ;.. ""V,;,. (have)te, with Mr Black and his wife. P: I see. And then? A: You' ;.. 1/0';'1/ (go) to BUckingham Pala<:e with Mr Black. You and Mr Black 7 "YO """;'0 (have) dinner with the Queen. P: That's great. And where' "'" "JO ''''''1';'0 (we/stay)? A: At the Grand Hote~ Mr President It's the best hotel In london ...

lti/up",,/ probp,bl'1

We've got a new house In Penley and we're moving there 2 - L next month: 3 -'!!:L March 12th to be exact.

the present continuous.

will probably/defmltely

Put the words in the correct order to make sentences. Liverpool/probably/this year/won'tlthe cup/win

tIIea.Oty:MDR'~t1Qh was really terrible - it was an ofd hotel a

long way from the beach. F:Oh,dearl J: On the first day we took a bus to the beach ... but we spent too much time in the sun and we all got 4

$14hbw"Mt .

F: OIl, nol And how was the food? J: Well, the food in the hotel was' ""'9,",.>'1"9 - we just couldn't eat it - so one day we went to a restaurant and had the local speciality '" but we all got· f~o'" eo,.o~'''9 and had to stay in bed for two daysl F: Wef~ at least you got back okay ... J: Hmmmil On the last day we spent hours in a 7 f>oAffi'c ("M on our way to the airport and we nearly missed our f1lghtl But how about you? How was your holiday? F: Wel~ we didn't do much really. We had a lot of time to , ~ and do nothing. On Sunday, Mum cooked us a • "''''';;'''''' meal. It was greatll J:Hmm .. .

8 ®Thesea Istull of fishl Complete the sentences with the words below.

®Flying Match each word In Column A with a word In ColumnB. A

B

2 3 4 5 6

a luggage b shop c card d desk e control f board

blamed compensation deal genuine ] [ startled ,/ wildlife She looked ~ when someone shouted hername. 2 As a hotel receptionist, David sometimes has to ~ with difficult customers. 3 Many people br"",.« the manager for losing the match. 4 After his terrible holiday, he received £1000 COMpel'lsl}
are

(might) (may)

from the travel company.

Only an expert can know if these diamonds p el-'oM/;"'e.

or not.

6 Many people visit South Africa to see the wonderful

w,tdl/fe

.

...a

o

CO

o

CD

tDJ

Grammar 1

easytodo a bit harder extra challenge

sentences with been or gone.

Write the missing letters to complete the forms. Infinitive

past form

past participle

g ive

g iv ~ n

2 see

g ", v " s ", w

S c..e. n

3 ta ke

t a.a k

t ..a k~ n

4 fall

f ... 11

f " II ... n

sP a k e.

s p " k e. n e .a t,,:. n

speak 6 eat

at"

7 catc h

c "" g h t; wr a t G

8 write

2

supermarket or he's there now)

He' been to the supermarket. (~ he went to the supermarket but he's not there now)

'How many times have you ..1!Mt:J... to Germany?' 'Two or three:

wr ,i tt ,,- n

4 Where's the cat ~? He was here a minute ago . 5 I've ~ to Switzerland twice on holiday.

(give) mea pair of

6 My friends have all ~ on holiday so I've got no one to talk to!

5

8 I hope I ~~ (noVmake) too many mistakes in this exercise!

3

(!!) Present perfect or past simple? ~ the correct form of the verbs.

1 I have been/went to a really cool concert last night.

2 'Did you everlose/Have you everlost something

b..Qrre>11J ~

I

[

• L~

iJ e

[l"l ~ ~,.0f

Shes p,/rep,a1 Pl-1t- ""P the.

Read the definitions of eight pieces of sports equipment and write the correct word next to the definition. You hit this when you play tennis and kick it when you play football. b,,((

2 You hit the ball with this in games

like tennis or badminton. rtJocl:.¢r

fIIIl''II - 1f"'"

eyes when you go skiing. 9099('. 4 In tennis, you need to hit the ball

over this. ",e-I" 5 You wear these on your feet when you play football. boot. sKlltre,;

7 You wear these on your hands when boxing or when you go skiing. gloves 8 You wear these on your legs when playing sport ... or on a hot day.

4 My parents have taken/took me to a fantastic restaurant on my birthday.

Did you evereat/Have you ever eaten Mexican food?

shori>; Il-le '5 jt4Sr scored ~ go()tf.

meet

win ]

.

J»"~ ~ :- ~:

\~ '~

I

1W'~'

!lit

~~

~

"

: ,'

:

~

~

A''\.

Marta Vieira da Silva Brazil's footballers are famous all over the world - but have you heard of Marta Vieira da Sliva - better known as Marta? Many people say she is the best woman football player in the world. She started ' ~ football at the age of eight. As a child, her hero was the famous Brazilian Pel" .. . but up to now she has never , ~ Brazil's most famous footballer. In the 2007 Women's World Cup in China, Marta' --=""- seven goals ... but sadly for Marta, her team didn't • ~ the competition. Germany' ~ Brazil 2-0 in the final. She is now 6 ~ for Umea.

a team in Sweden. Marta knows

that you can't succeed without hard work. 'I want to be the best and that is why I always ' ~ hard; she says.

8

@Champions against the odds Complete the sentences with the words below.

You wear these to protect your

6 These help you move quickly on ice.

I 'ye never read/never read any books by Philip Pullman.

*

~,

./

dc.ccr()tfibr..s.

7 .(!!) Sports equipment

]

train

.. .:~ , .-;;~ .16". lit

,

co p/tJ1er -

Vocabulary

get married score a goal have a baby leave the station get up open the box

score

plAt: "", her c05/1.1;v.e

What have these people just done? Write a sentence for each picture with the verbs below.

important?' ' Yes ... I have lost/lost my mobile phone last month. -

6 Pete Sampras has been/was the world's top 5. tennis player in the 1990

./

(!!) Present perfect with just

I always buy a lottery ticket but I ~ never --""=- (win) anything.

b"'7 " cos"""'"

Q~

never ~ abroad.

earrings.

6 My brother -,,=-~ (buy) a new MP3 player.

t!

play (x2) ./

3 My grandmother's nearly seventy and she's

..i:::!BJa,.. you ..hMIDt.. (hear) of an actor called Ben Crossley?

5 ~ you ~ (speak) to Kate about the party?

ptdt fltP_ the. dcc (;>rPrt'i.'on.'s

beat

Ii:JI

1l-rlh!}5 tp _do

/V)Pt6e tAe stv,r.fw/che.$

2 Where's Michael?' 'I'm not sure ... perhaps he's ~ to the shops:

Complete the gaps with the correct form of the verbs In brackets.

4 I ~ ~ (noVsee) this film before.

[

g".r" ti1e ,~V/perM('Irfic,t

c "" gh .c

3 ~ you ever ~ (meet) a famous person?

Complete the paragraph with the correct form ofthe verbs.

been ysgone He's gone to the supermarket. (= he's on his way to the

(!!) Present perfect: positive, negative and question forms

Mydad -,,=-~

8 C!!i1l Verbs/phrases

(!!) Present perfect with already and yet Danni has made a list of things to do for her fancy dress birthday party. Write six sentences about what she has already done and hasn't done yet.

4 C!!i1l Read Grammar Plus. Then complete the

m Past participles

8

[

] champion medal speed athlete ./ tournament opponent strength disabled

Donovan Bailey was a famous ~ in the 19905. 2 The world Oh A MR
4 Only

"bfM'

" ••

people can compete in the Para·OIympics.

5 Everyone at the Olympic Games hopes to win a gold Ivt l!_dl"ll

6 Your " Pp""co,- is the person you are playing against.

Tennis players can hit the ball at a 5eua' of more than 200 km per hourl 8 Physical sir< "'!Ii6 is very important for a boxer.

'

~

o

m

g;IJ

easytodo a bit harder extra challenge

Vocabulary

7 ® Numbers and dates

5 ® Operating machines

Grammar

3 ®

Read Grammar Plus. Then co m plete t he

sentences with if or when.

1

®

Relative clauses

~ the

A

correct relative pronouns to complete the sentences.

B

Use if + present simple to talk about a future possibility:

1 a flat scr~ e n a player 2 a mobile b console an answering c TV

If it rains tomorrow, we'll stay at home.

4 an MP3

d clock

Use when + present simple to talk about

5 a games

e phone

something you are sure will happen in the future:

6 analarm

f

I'll start cooking when the children get hame.

I

ifvs when

Rewrite the numbers in bold as words.

Match words from Column A and Colu mn B to make the name of gadget s.

Radio Facts! Do you list en t o t he rad io? Here are some radio facts that may surprise you!! Radio - not television - is the most popular med ium today. ' 44% of people in the UK listen to t he radio

machine

every day - but o nly' 41 % watch television! Th e music station Radio 2 is t he nation's favourite stati on, w ith an audience of' 13.2 million people.

c. ... ~ fI~t o;creen 7V

You can use you r mobile phone ~ the plane lands.

The

We' ll go inside ~ it starts raining. The town w ill be much bu sier ~ the holiday season starts. 4 I'll be ve ry surprised ~ he gets home before 8 0' clock.

Shibuya is an area that/where/who you can find al l the best shops and the latest technology.

The Shinkansen is the name of the train where/which/who connect s Tokyo and the city of KyoW:-4 Narita is one of the airports that/where/who

serve Tokyo.

-

I'll have a great party ~ I'm eighteen!

6 The Imperial Palace is the place that/where/

which the Japanese emperor lives.

4

®

--

The Sanja Festival is a street festival that/ where/who happens every May in Japan.

to form complete sentences. 1 Please check you have your luggage w ith you

Put t he verbs in brackets into t he correct tense.

f

[

4 I'd like to get a weekend job

7 I'll call yo u

You open the camera here if you want to ---"""'- som e new batteries in.

when

If you ~ (not buy) a ticket, you

b it's too late. c it gets dark.

The teacher ~ (be) really angry if you ------"=-- (be) late for class again.

d lunch is ready.

4 What happens if I pr~ff

f

6 Can you ~ the light off, please? I'm trying to sleep!

you go home.

g you leave the train.

Ifwe ~ (run),we ~ (be)

...a

o

\0

Mini-Workbook Pages

I Ple?4sl' cheel:. 1J0t.1 h?4ve 1J0vrr 1V!99?49~ '10V! before '10£-1 luwe the h-IMJ....

this button?

I can't use my phone at the moment: I need to ~ the battery.

e you finish your meal?

W{'fi1

Forl~ -fol/""

percen t

8 ® How screens took over our lives Complete the sentences with one of these words.

This machine doesn't use batteries: you need to ~ it in.

before

~ (not get) into the concert.

6 I ~ (do) the wash ing-up if you ~ (cook) the dinner.

plug press charge put ] record switch turn ./ Can you 1kta:J... the volume up, please? I ca n't hear anything!!

6 I'd like to get home

a I'm old enough.

there in five minutes.

Complet e the sent ences with the verbs below,

5 Yo u should start revising fo r your exams

If the weather ..!L (be) good this weekend, we ~ (go) to the beach.

4 He ~ ( mi ss) thebusifhe "o~'fgdV/,, (not get up) soon.

8 ®Two-word verbs

Don't forget to give me your email address

after

2 ® First conditional

600,000,000 radio s in the country - that's " 5,6 radios per household!

10

Future time clauses

Match 1- 7 with a- g and after, before and when

2 Can you do the washing-up

The Sumida is a river where/which/who runs through Tokyo. --

The United Sta tes has more than • 13,000 rad io statio ns - more than any other country in the world. The stat e of Texas alone has' 940 st ations! Th ere are m o re than

6 ~ you don't hurry up, you'll miss the bus.

'Tokyoers' are people where/which/who come from Tokyo. --

sse World Service is available o n radio an d online

all over the world and broad casts in 4 33 languages. It began in S 1932 and it now has m o re than , 160,000,000 regular list eners around the world, w ith , 61 .1 million list eners in Asia alone.

'If you want to record a message, please speak after the tone .. . BEEEEP!'

[

sea rch

backgrou nd noise ./ devices chats generation ]

I cou ldn't hear what she was saying because there was a lot of hgc!;gre nnd h OI";', .

I often ~ for information on the internet. She always ~ with her friends for hours when they meet. 4 I don't agree that the older g'~"Cf"o~ are afraid of computers. My grandma sends me an email every week! Computers and mobile phones are ~ that we all use now.

...a ...a

o

5 ®

Read Grammar Plus. Then complete the

7 ® Global warming

sentences with very or absolutely.

Grammar 1 0

Complete the fact file with the words below.

2 ®usedto

[

Rewrite the sentences with used to where possible.

Articles with geographical names

Complete the sentences. Use the or no article (0).

1 My sister had long hair. !VI,,! sisf"er used Ib 111).,,'e

ID~

Use very to make most adjectives stronger: He made a very big mistake.

X

3 I loved ice-cream as a small child.

4 My father took me to the park every Saturday.

'.

My parents went to Spain last year.

Global warming: the facts If I f'OV\e(!~t:lf1."yes around the world continue to n'v , here 3re some of the things that

There was a very loud noise coming (rom outside. Use absolutely instead of very with 'strong' adjectives like Incredible, enormous and awful: The food was absolutely awful. (NOT The food was very absolutely awful.)

may happen: The polar ice of the Arctic and Antarctic will

"') ~: this means that sea 4 ~ around the world will become higher. It is also possible that many ~ se n,;:'.. of animal - such as polar bears - could become 6 exfIhct in the next few years.

6 People didn't go abroad very often. Summers were much warmer when I was a ch ild. There was a (n) ~ large crowd outside the

S She visited herfriend last week.

3

®

for and since

Which phrases go with for and which go with

since? Put each phrase Into the correct column.

1947 ./ a week we started school fifteen minutes 8 o'clock this morning [

At«,nft

lf1

Oa."" (

South

America

largest continent. • " 7hI!. Andes is the world's longest mountain range. It stretches from' N" Pacific Ocean in the north right down to ' J2.. Chile in the south. The highest point is Mount Aconcagua in 7.Ji2.. Argentina. • Also in • & Andes, you can find the world's highest lake - Lake Titicaca. It's on the border between ' ..x:L Bolivia and 10 ...eL Peru. • Many people believe that" the Amazon River is the longest river in the world but. in fact. " .till. Nile River in " ..x:L Africa is longer. • The biggest country, " J2.. Brazil, has an area of 8.4 million square kilometres. It's nearly as big as " N" United States and eight times bigger than ,. & UK, " .Ji2.. France and" ...Ii'!!.. Poland combined'

]

fifty years

six months

door of his house. 2 Come and look at this spider! It's .::.bS'o(",fc('1 enormous!! Trave lling to India was an AbS'o(t-tfl"(1 incredible experience for me.

In areas near rivers, there will be a bigger danger of 7 !'foods because of heavy rain. Low rainfall and a lack of water could mean

serious

4 It's ~ unusual to see snow at this time of year.

It was a ~ small hotel with no bar or restaurant.

8

Choose the correct answers (more than one answer may be correct). Which of these can you find after something

Present perfect with for and since

Choose one of the phrases from exercise 3 to complete each sentence. India has been an independent co untry ~.

2 It's the last day of our holiday today - we've been here ftJr A ",uN/.:. • I'm so hungry! I haven't eaten anything .o;"ljncr

g oCloM ibIS h.,prmhg .

4 Hurry up' The taxi has been outside Cnr

{,(tUI". J..... ft'!l-tfl""j

and we're all waiting for for

arK metdtJ> because

of a foot injury. 6 My grandparents have their golden wedding

anniversary next week. They have been married fer f,Co, 11"f"''S" . 7 Lucia and I have been best friends ~ steded .;r;hool.

Andy has been an Arsenal fan ~.

has burnt?

Vocabulary

b crash c eruption 2 Which of these can you hear' a an e xplosion .l b gunfire .l c fear a ash ./

6 . ®The natural world Complete the words to match the definitions.

What do people sometimes do when they are frightened? a crash b scream ./ c shake ./

d s:..fJ:..c t 2 an area of land with water al l around it: 1 an area where the re is no rain:

i .2 1"" d a large area of water with land all around it:

4 Which of these means to break or ruin

something?

I ~~ e

4 a large area of trees:

c shake b sail Wh ich word describes a noise?

a destroy ./ f £J:l!2 t

a fear

5 a large sea such as the Atlantic or the Pacific:

b loud ./

c uninhabited

O E.l!~ n

you!

Alonso hasn't played

in many areas of southern

dro l1.[) h ry

®The Biggest Bang in History

1947

~

8

Europe.

6 We can't go outside at the moment the weather is Ab50f",fef., awfu l.

since

for

4

Did you know that' -12 South America is the world's fourth largest continent? It's smaller than ' -12 Asia but much bigger than 3 -12 Europe. Here are some other things you may not know about the world's fourth

he was eight years old

]

Adjectives with very and abSOlutely

tU;t(r..

I met an old friend in the street yesterday.

floods droughts species extinct melt rise levels t emperatures '/

""he..- he> M35

6 water which rises up and moves towards the land: w " .n. s

a mountain which may ex plode with fire and melted rock: v £.L '£' !1 ~ O 8 the area of land nextto the sea:

c ''', .. t

9

®

Noun/verb forms

Complete the sentences with the correct form of the words in brackets. We need to do something about the 4~ 'fn-/;fclion. (destroy) of the natural environment. There is no ,."xo(o.hgtiol". (explain) for what he did.

The bomb could

,yp!od.

(explosion) at

any moment. 4 The /;"'sp'''P.f,OM (inspire) for the painting was the artist's father. Police are still looking for the young girl, two

months after her

dr'<;p.hhl"{\"·eI-'lCl"

(disappear).

5 ® Present perfect passive

8

®

Complete t he news item s by puttin g t he verbs

Grammar

3

into th e present perfect passive.

(!!B Present simple and past simple passive

1 A ne w album by t he Scottish group McFlea he ... he en c drgg d (release) on the internet.

Put th e ve rbs In blue into the present simple

1 ® Present simple passive

pa ssive and the verb s in red into th e pa st simpl e

Complete th e sentences with th e present simple passive of th e verbs in brac ket s.

The President of Ita ly ?''''5 b t ' f h to Britain to visit the Queen.

passive.

More than 10,000 new jobs fJ{;v'c (create) th is year.

Sir Ian McKellen

Did you know that in the UK ... 1 More th an three hundred lang uag es are ~ (speak) by London schoolchildren. 2 More t han 350.000 em ails

Nowadays, the British act or Sir Ian McKellen 1

/ <;

I"" co.en {~c d

A new supermarket 1'-.('5

or< ie" More than 1.2 million bags Heath row Airport every year.

1 t r e cod i r 4ire.ctor 2

(invite)

d e ti edit' hech e cca f-eel

1'-.0<; hut" {i",Vl'hfcd

hecn o p ene d

per cud r 0 prod",rcr

4 pe sc a li fefte cs '1!ta.c~~: 6 t rip c S 'Script'

3 tedbug b1449t!f so r ca t ~CrOC5

so i dut 'SfMdro

9 n ee S C 'SCeMe

10

c ui p it i by pMbft"cd''1

9 ®TV programmes What type ofTV programm e is th e TV guide d escribing ?

(open)

by t he mayor.

a come dy series a cookery programme

every second! 3 More than 30% of the food w h ich people buy '1 Hm:".,v", (throw) away. 4 More than 10 m illion packets of potato crisps ~ (eat) every day.

6 A car

4 A new type of computer (invent) by scientists.

(send)

nrc " d

rhvri'td

Making a film

Rearrange t he letters t o m ake words co nnected w ith m ak ing a film.

6

int o t he correct order to make sentences.

Time expressions in passive sentences

(lose) at

If you use a time express ion (always, never, sometim es, etc.) in a passive sentence, it goes between the verb to be and the past participle: International matches are sometimes played on

1'-' ... "lii- (sell) over th e internet eve ry

two minutes.

] the news a documentary a rea lity show ./ the wea th er forecast a soap opera a sports programme

(!!B Read Grammar Plus. Then put t he words [

o

'Who wiU the public votc out of the C elebrity Cave? Find out at 10 p.m . tonight.' ~ rCf'lld1 $-/'lc.>t-v

a

Saturdays. His last novel was never finished.

2 ® Past simple passive

-- Rtr 1 All the latest headlines and information from around the world. flTC l,e~tJ

Complet e th e p aragra ph about John Lennon's

piano with the past si mple passi ve ofthe verbs in bracke ts.

chgfr"5h ri; 1A'S/At:lII'1 w"dcr-;tood Ii"

rO""'I~:r ?w('(l$

'"t~'1

are/people/ bitten/sometimes/ by snakes

NE~3

o

in Italian coo king/ t omatoes/ used/are/oft en 4 are/made of/new buildings/steel and glass/often am/ by aircraft noise/ sometimes/woken up/ I

A very spec ial piano ' ~ (used) b y ex- Beati e John Lennon when he wrote

Vocabulary

his m ost fam ous song Imagine. The

Steinway Model Z piano (make) in Germany. It '

Find out if you need a s un hat or an umbrella when you go o ut tomo rrow! ~I!e ,'}('(1I11(,1" Ii, ...·,

is/ in tourist area s/understood/ usually/ Engl ish

2

1'\)(:0$

J..... c.de

"C' lo"OM

7

(buy) by

Lennon in 1970 and it • ~ (keep) at his ho m e stud io in B erkshire , near London. Lenn on played t he s ong t o his w ife Yoko

4 ® Passives: negative and question forms a

This jacket is made of real leather.

Ono when the original video f o r Imagine 5 131M e
Make t he sentences neg ative.

A hist orica l drama b

A horro r m ovie ~ 3 A romantic comedy d

Th is poem was w rit ten by Shakespeare.

4 Science n ct ion c

4 My friends were injured in th e crash,

a ... is a film w here strange and frightening thing s happen.

You r dog is called Billy. fo; '10141" 40g cPtllul fit'If,{?

b ... is about important events in the past.

The church was built in the 16th century. Her books are translated into Spanish,

,

Celebrity c hef Rick Payne shows you how to cook fi sh Spanish-style. A
. is about thin gs th at happen in an imaginary fu ture, d .. . is a funny story about love.

,

...,.

e .. . is an exciting st ory about mu rder or crime.

,

I

II

- - =1

Th e beSI of loday's aCl ion .. fr om the International Athlencs C ham p ionships in H elSinki. . .

,

Ii

Plenty of laughs as Dan and Mary try to impress their new neighbours. n col-vt~d'1 5C.rt~5

A thriller .

Make t he sentences into quest ions.

4 You were taught English by an Austra lian.

Mini-Workbook Pages

Match 1-5 with a- e t o m ake definiti o ns.

{hI".;jt:'>cl:.er 151'\'r Jv\p.de of I"ep.( (Ct"lhcr.

3 We're invited to Tom's par ty.

b

®Types of film

o

What's happening on Lawrence Street?Will Caroline tell her daughter the truth about Mike? And what is Matthew's terrible secret? '" 5Mp op"''''

n 5ptn"'h; p,,09r'n~~

Global wa:Un; = 'ou: a loo: at how " \ clima te change is affecting OUr d a ily lives. I A

dt:>CI4I-vtCJ1~

_

..... ..... N

Vocabulary Grammar 1

~ Second

4

conditional

~ Read Grammar Plus. Match sentences 1- 5 with advice a-e. Then write sentences with If I

2 To try to hurt or kill someone: a tt " c 5 Paper that people throwaway: l i t t e !:.

A: It takes me hours to walk to school in the morning!

have/wo uldn't have so much homework.

I would buy/ bought tickets for the concert if I had/would have enough money.

'Help! I'm so nervous abou t the exam!' c.

4 'Oh dear! We're lost!' "

make a second conditional sentence.

5 'I can't get up in the morning: b

If I
b ... buy a new alarm dock

(live) in the country.

. sit down and relax for a few minutes d ... take an aspirin .. talk to your careers teacher

(be) happy to help you.

4 You W(~l4!d loo!:. (look) better if you ~ (have) shorter hair.

3

(not/be) late for school if you

rr I

N~re

5

annoyed bored ,/ embarrassed ] frightened interested surprised

And I feel s-o-o-o ' embarrassed/embarrassing when he calls me 'his girl' when he's talking to people! I told him we had to talk. He looked so' worried/worrying! Well, we talked and every thin g is fine now ... we're going to see each other a little less in future. My mum's' pleased/pleasing - she thinks I'll have more time to spend on my homework ... hmmm . Anyway, on Friday my friends and I are going to hire some DVDs and have a looooong chat. It's going to be an

with tell, ask, order and advise 1 'Be careful l ' (Joanna ~ her son) Joanna told H.~y !FOn. ft? hI'" rnYI'"{l,'/

I

I

2 'Could you turn off your mobile phones, please?' (the speaker ~ the audience) The speaker asked _ _ _ _ _ __

orca

If I were you, I'd take the bu s to the airport: (the travel agent ~ us) The travel agent advised _ _ _ _ _ __ 6 'Put down the knife l ' (the policeman ~ the robber) The policeman ordered _ _ _ _ _ __

Cindy

~" f~ \

9

~ Victims of crime Complete the sentences with these words. [

fri~l1fel'1e.d

3 'Don't worry about me: (I ~ my mother) I told _ _ _ _ __ 4 'Please don't ask any more questions.' (the teacher ~ Jenny) The teacher asked _ _ _ _ _ __

interested/interesting evening

Peace and love everyone.

--

~ Reported requests and commands

1 If I had a free afternoon today, 1_ _ _ _ .

4 If I didn't have to go to school every day, I If I could travel anywhere, 1_ _ _ _ .

[

few w.rhUres

Complete the sentences about you. 1_ _ _ _ if I had a private airplane.

-ed adjectives

Write one of the adjectives next to the correct picture.

,?ou, I'd 511 ROl-Vl" ~V1a' re/t70X

Complete the sentences in reported speech.

3 I _ _ _ _ if I got more pocket money.

0

7

Remember last week I told you about AJ and how , ~frustra tingl feel about him? Sure, he's a nice boy. But spending all your time outside school with the same person gets' bored/baring!! And all my friends are really' annoyed/ annoying with me now because I never hang out with them any more. AJ never wants to do anything' excited/exciting.

8

I

----!l!!t- (get) up earlier. 6 Jane wowid pd (get) better marks at school if she ~ (do) her homework.

12 In a way which is not allowed by the law: i L I ;: g e i LY

. ask that lady for direc tions

(get) really bored if we

Ifl ~ (h ave) moretime, l ~

",awf«" ~ b.

10 The crime of driving faster lhan the official speed limit: Se e " d i n .c 11 The crime of taking thing s from shops wit hout payingforthem: s b o e l i f t i " g

'I've got a terrible headache: d

Put the verbs in brackets in the correct tense to

5 You

8 To miss school without permission; PL a !1. t !: u e n t 9 The crime of stealing money from banks, shops, etc: r " b " e !:. y

'I don't know which uni ve rsity to go to.' e

~ Second conditional

~

Damaging or writing on public places such as bus stops: v t! n ti a 1. i .! m

B: Iff were you, I~ buy a bicycle. c: I'd take the bus if I were you ... it's much quicker.

4 If you can /could interview a famous person, who was it/would it be?

Cindy's BlDg - 26 February

5 Not real: f " k " 6 To move files from the internet onto a computer: d £, w ~ I £ a ti

Th e conditional phrase Iflwereyou, I'd .,. is often used to give advice:

3 I went/would go out with you tonight if I didn't

p~f

4 The crime of stealing from a house: b ~ r fJ. 1£ r !1.

If I were you, I'd .•.

If I '!:!Slliwould be President of my country, I~ banll banned smoking everywhere.

J1}OIA/d

correct adjectives in Cindy's blog.

To break something: d ~ m !1 9 .Q:

were you, ...

If I /Jrut.JQ/wo uld have to live abroad, I wentll would go to live in Canada.

I think we

~ -ed and -in9 adjectives ~ the

Use the dues to write in the missing letters.

~ the correct forms in each sentence.

2

8

~ Serious crimes?

6

\ \

\),

AI'11'10''tt:. d

\ /

\ ) '-. 5uyprr5ed

'-

-

Many people blAMe young people for the vandalism in the town centre. 2

110!t'!nce at football matches is a problem in some countries.

Young people who ~ serious crirnes can go to prison. 4 If someone H'1rt'!t70t(!.#">'j you wit h violen ce, you shou ld give them what they want.

e;v..bt70rre>~'Sed

\

blame ./ commit hurl threatens ] va luable victims violence

Do you think it's a good idea for ~ of crime to receive money? It's a good idea to leave ~ possessions such as watches and MP3 players at home. 7 Luckily, no one was ~ in the robbery.

Unit 1, page 6, exercise 2

Unit 2, page 16, exercise 3 The winner of the aBC poll is Winston Churchill.

Qui

~


k 'y

If most of your answers were c; Well you're certainly 'chilled' aren 't you? Okay, you don't wo rry much but you don't do much either! Why not try a few new activities - and getting a bit less sleepl If most of your answers were a: You never stop but do you always enjoy what you ' re doing? It's greal to have a bu sy life but so metimes it's nice t o have time to think or Just to do nothing. If most of your answers were b: You have a good balance in your life. You enjoy lots of different activities but you know when to relax .

Unit 1, page 11, Real Tim e, exercise 7

1 Will and Suzie don't fall ill love. They stop seeing each other. Suzie does find out about Will's lies. At first, she is angry b ut then she forgives him. Marcus and Will do become friends. 4 Will has a good influence on Marcus. He helps Marcus to dress like a kid. Marcus finds ou t about Will's lies but he doesn't get angry wit h Will. 6 Will becomes a better person: 'He cou ldn't remember fee li ng as good as this before. He had made an unhappy boy happy, and there hadn't been any advantage in it for him at all:
Student A Unit 2, page 13, exercise 7 Put the verbs in the correct for ms. Use the irregular

English Language European History Film Studies Media Studies

2 July - 5 August 2 July - 9 September 8 August - 9 September 8 August - 9 Septembe r

verb list on the back cover to help you.

Marilyn Monroe

2 3 3 Full name 4 Date of birth

4

5 Place of b irth 6 Nationality

5

7 Passport number 8 Home address 9 Mobile number

6

She _ _ . _ (be) a famous movie star in the 1950s. After she ~ (die) she ___ "_ , (become) a legend. She _ . ___ . (be born) on 1 June 1926 in Los Angeles, California. She _._ '_ . _ .._ (not have) a happy ch ildhood. She never _ k._ . _ (know) her father. She ~ (make) a lot of mms in the 1950s. Her best film _ . _.'_' _ (be) Some Like it Hot in 1959. She __.___ (get) married three times but .'1.:1" >, ., (not have) any children. All her husbands were very famous . She _ ~ _.._.. _ (kill) herself in 1962 when she ____ (be) just 36 years old.

10 Email address 11 Emergency contact details:

Unit 4, pa ge 33, exerci se 9

Katrina

NAME:

• nvcrd;..! ""e~r5 old

ADDRESS:

: !Jood Fr~hC/' ~r,d Ir&lli?ll'\, '5 1~~rh'"n.9 cYlgf,,:;/, good cool.:. &lhd lot~ of e.Kp~,.,cnce of CICetnl"ng (t'V(:l'J ~ hot'CI cle~I'\(!.r) • 111;.(':5 clufdrCh (bl/1r no c)'pcriencc)

TELEPHONE:

• C~1'1. 51:./ ClYlR t"C~-5t:.Clre

• good 5C.Yl5C· of t,I/1;v.,oMr!

124

..a ..a

IJ

Unlll Pages 4-S A-level (n) crazy about sth. (adj) divorced (adj) electrician (n) fitness freak (n)

lazy (adjl nurse!n) nursery (n) personality (n) private school simIlar {adJI simllarity(n) twin(n) wonder (v) Pages 6-7 activity (n) arrange (v) arrangement (n) chilled (adj) complain (v) do nothing (v) do sport (v) go on the internet (v) go out (v) go running (v) go shopping (v) go to the beach (v) go to the cinema (v) have a party (v) hyper (adj) make plans (v) meet friends (v) meet new people (v) play computet games (v) stay In (v) terrible (adj) Pages 8 9 alive (adj) appearance (n) aunt (n) brother (n) brother-in-law (n) complain (v) cousin (n) daughter·invlaw (n) exam pressure (n) ex-wife (n) freedom(n) get on well with sb (v) great grandfather (n) great grandmother (n) log on (v) (the) media (n) mood (nJ nephew (n) niece(nJ older (adj) only child (nl opinion (n) relationship (n) relative (n) respect (v)

/'el ,lev\)!1 fk relzi "baOI ,SAmGTI}1 Id,'vJ;SI/ h,lek'tnfanl f htn3s,fri :k/ /,IClzil 101:51

/'n):5<1ri/ IJH:sa·Il
/rek't lvatil l a'rernd3mantl

Ililidl

Ig.u

I,sens av 'hju:mal fm Ial fs tep ,fo:dal /'step ,mAO;J1

uncle in)

f Mlk.11

worry(n) younger (adj)

/'wAril

lsa'p)!ll fSJ :vell /'ti:neld3a/ I,ld:t SAmb3di talk a'tfalldl

I'jA~g.1

j Pages 10-11

la'relnd3/

/kam'p lern/ I,d u: 'nAaIl'}1 I,du: 'spo:ll I,gau on 6i 'mtanet / Igao 'autl /9au 'rAn l!)1

sense of humour In) sister(n) stepfather (n) stepmother (n) support (n) survey(n) teenager (n) treat sb like (a child)

· : : j

be In (= at home) (v) contact derails (n) emergency (n) enrolment form (n) fill In Iv) n,ght (n) form (n) garage (n) Introduce sb (v) journey (n) meet sb Iv) overseas student (n) postcode (n) receptionist (n) summer course (n)

l, bi 'lI1 l /,kontCfkt ,di:letlzl /I'ml:d3i:msil I m 'raulmant fJ:m/ l,hl 'lIl/ Illaltl / b:ml

r g"'ro:y /,lIltra'dju :s ,sAmbadi/ /'d33:ni/ /'mi:t ,Y\mbadil /,;~1

'lopl~1

I,gao ta da 'bi:tf/ I,g;)u [a Oa 'smamal IhCfV a 'po:til

I'haIpal /,melk 'pl
la'laN/ la'plaransl l o:nl/ l'brAOa/ I'brftOar In ,b:1 Ikam'plelnl /'kAZan/ /'d):l\)r III ,1):1 Irg'zirm .pre]a/ I,eks 'waIf/ l 'fri:dam / I,get on 'wei Wid ,5NTlbadil I,grell 'gram,fo:Oa/ I,grelt 'gr~n,mAdal 1,log 'onl l (ja 'mi:dial

Imu:dl /'nefju:/ In l: s/ /'aoldal 1,3unli'tJalldl /a'pmj.ml /n'lel/anj'p/ /'reli,)l lvl IrJ'spektl

· Unll2 l Pages 12- 13 actor!n) actress(n} · admire sb (v) childhood (n) depressed (adj) · depression In) : fame(n) i grow up (v) · icon (n) ; legend (n) : miserable (adj) model{n) i musician In) 1 popular (adj) raise money (v) : refuse 10 fight (v) · Second World War (n) · shoot (v) sportsman (n) sportswoman (n) successful (.-,dll world champIon (n) Pdge~ 14 1~ band In) church fair In) close friend (n) degree(n) dump sb (v) fitl1lnlove(v) get a degree (v) get ajob (v) get engaged (v) gel married (v) go to university (v)

r ",kl.1 r "',,,,sl / ad'mala ,5Amb
!'lIalldhudl /dl'prest/ .

Id!pref·nl / felm! /,9rao 'ApI f alkon/

fled33l1 dl f mlZrabal/

I'modll /mju:'zIJan/ I'popj.lI;)1 l,re ll 'lllllnil / n ,fiu: /. t J 'fJII I I,sek.)tld WJ;ld 'w):1

11":ll /'spJ:lSll1;)nl I'spJ :ts,wurnan! /\.)k'scslal/ /,wdd'tJ.:rmpi')nl

I b.J!ndl

l,ll,:tf'le,1 I,klaos 'frcnd/ Idl'gn:/ /'dAmp ,sMlbadi/ 1,1):110 'IAVI I,get a dr'gri:/ I,get a'd30bl I,gel m'gerd3dl I gel'ml"ffidl I ,gau ta ,ju: na'Vl:sati/

125

.....

..... ..a:=.

Word List happily ever after (adv) have an argument (v)

l,hcepaU evar 'o:fta/ /hif!v an 'o:gjamantl

IhItl

hlt(n) leave school (v)

/,lj:v'Sku:11

leave university (v)

1,li:" ju:na'vl:sati/

armchair (n) bright (adj) chair (n)

memory(n)

f rnemaril

coffee bar (n)

move house (v)

I,mu:v 'hausl

notice (v)

/'nautIS! I,pa:s jar tg'zcemz/

coffee table (n) colourful (adJ) comfortable (adj) creative (adj) cupboard en) cushions (n) dark (adj) feminine Cadi) messy (adj) mlrror(n} modern (adj) noisy (adj) • owner (n) personality (n) picture (n) plant(n) poster(n) quiet (ad;) rug (n) sofa(n) stool (n) srylish(adj) table (n) tidy (adj) well-organised (adj)

pass your exams (v) performance (n) primary school (n) rerH a flat (v) secondary school en) stare at sb (v) start school (v) Pages 16- 17 aristocratic (adj) baule (n) brave (adj) brilliant (adj) brutal (adJ) car crash (n) composer en) cruel (adj) design (v) determined (adj) develop (v) di.scover (v) engineer in) execu(e (= kill) (v) famous (adJ) feeble (adj) friendly (adj) glamorous (adj) habit (n) inspire (v) intelligent (adj) lead (v) military leader (n) peace (n) peace campaigner (n) play(n) poetry (n) political leader (n) political party (n) popular (adj) pupil (n) retire (v) royalty (n) scientist(n) speech (n) statue (n) successful (adj) sympathetic (adj) talented (adj) theory {n) violent (adj) weak (adj) wit (n) writer (n)

126

Ipa'b:m~nsl

I'pralmari ,sku:1f

l,rent a 'flif:t/ fsekando}rl ,sku:1/ fsteoJrat,s.vn~ iI

l,sta:t'sku:1!

1,
/'b",til IbreIVI f bnljant/ I'bru:lll /'ka: kr"'II Ikam'pauz;:}/ I'kru:all Id l'zatn! IdI'tl:mmdl IdI'vel.pl

Idls'kAval l,end31'nral I'ekslkju:ti

give(n) go sightseeing (v)

Unit 3 Pages 20-21

f gli2ma...sl r h",bIt/ Im'spata! /I n'tehd3ant!

l!i:dl l,mIlatri 'li:dal

Ipi,,1 I'pi:s k
f pauatril /p~,lttlkal

'li:dal Ipa,lrtlkal 'po:til f popj.I.1 I'pju:pal!

Irt'talal I'r:ualtil fs alantlSll

l'pi:tII f st"'tIu:1 /sak'sesfal! I,slmpa'eeuk/ f ti2lantldl

f Slanl /'valalant/ /wi:kl t WIt! I'raltal

Pages 22- 23 b.ggy (adj) casual Cadj) dye (your hair) (v) dyed (adj) jewellery (n) long (adj) make-up (n) match (v) pie rcing (n) ribbon (n) sandal (n) short (adj) skirt(n ) smart (adj) straight (adj) suit(n) tanoo (n} tight (adj) trousers(n) well-dressed (adj) Pages 24- 25 (not) afford sth (v) bargain In) behave (v) borrow (v) business plan (n) buy (v) check into a hotel (v) crazy (adj) designer clothes (n) earn (v) ge nerous (ad])

/'medsan/

Medicine (n) mixed school (n)

f mzkslsku:1/

l po:sl

f a:mtIe.1

hire(,,)

Ihal.1

pass (an exam) (v)

Ibranl

invest (v) lend (v)

! mVest!

Physics (n)

fflZfksl

/lendl /,IImazi:n!

prlvate school (n)

f praJvat sku:11

Psychology (n) school subject (n) secondary school (n) single-sex school (n) take (an exam) (v) useful CadJ)

Isax'kol>d3il l,sku:I 'SAbd3Ikt/ /'sekandari ,sku:11 IIS1r)9cd 'seks ,sku:l/

ItI..1 I'kofi ba:1 /'kofi ,leIbal! I'kAl.f.11 r kAmft.b.11 IkrrertlVl

fkAbad l I'kufanz! Ida:kl ffemamnl f mesil f mIral f modn!

f mIzil f aunal l,p3:sa'nerlatil

/, pIktI·1 Ipla:nt/ I'pauslal I'kwaJatl

limousine (nl

lovely (.d) luxury {adj) mean (adj) owe (v) pay sth back (v) pilot(n) pocket money (n) present (n) record (v) save (v) saver (n) school project (n) sensible (adj) shopping trip (n) spend (v) spender (n) suit (v) wardrobe (n)

I'IAVli/

I'IAkI·ril /mi:n/

/au l I,pel Sl\melr) 'b;;ekl f patlatl f poklt ,mt.ni/ fp rezant/ Irr'b:dl IseIVI f seIVa! l~ ku:1

'prod3ektl

f ..nsabol! fiopIq tnpl

Ispendl fspenda!

Isu:t/ /'Wo:draubl

IrAgl fsaufa/ Istu:l/ I'staJllf/ I'letbal! f taldil I,we l 'J :ganaudl

l'felmasl /'Ii:OOII /'trendli/

IgIVI

I,gau 'sart,si:If)/

/'biogil l'ki23Ual!

Idall IdaIdl f d3u:al ri/

Iloql f meJk llpl

Im"'til f plaSH)1 I'nbanl I'serndal/

II>:tl Iskl: l/

Ismo:tl / streIt!

Isu:tl ItiJ'tu:1 / tal11

rtrauzazl I,wel 'drestl

I,not a'b :d ,SAmSt'l/

f bo:gInI IbJ'hetv/

I'bo","1 f bunts ,plernl

IbaIl /,tJek mtu a hau'lel/ I'krelzi! IdI,zalna 'klau6z/

l3:nl I'd3enarasl

Pages 26- 27 bag(n) corner shop (n) excited (adj) file(n) fitting room (n) high street (n) locaHadJ) look forward to 5th (v) medium (size) (adj) PIN (number) (n) recelpt (n) shampoo(n) size(n) supermark.et (n) sweater(n) toothpaste (n) try sth on Iv}

Ib"'gl l'b:n'Iopl /rk'sartrd!

IfaN /'hlI'lfu:ml t haI stri:t/ f l.uk.11 Iluk b :wad t. ,sAm6lql I'mi:diaml

IpInI In 'si:t!

II"'m'pu:1 Isaul f su:pa,ma:kltl f swetal f tu:Spel5t! l,tral sllmSIr) 'on!

Unit 4 Pages 28-29

f eI ,leval! A-level en) Art (n) la:tl Biology In) / baI'0Iad3i l f kemastri/ Chemistry (n) Ikam'pt.lsari/ compulsory Cadj) course (n) Ib :sl Design and Technology (n) Idl,lam an tek'noloo3il drop (a subject) tv) Idropl Foreign language (n) I,foran 'lce'1gw1d3II GCSE(= General Certificate l,d3i: si: es'i:1 of Secondary Education) (n) gap year (n) f g"'pjI'1 Geography (n) Id3i'ografi/ get (good marks) (v) Iget! high school f hal sku:11 Hlstory(n) f hlstaril journalist (n) I'd31:nalt stl lawyer (n) f b:j.1 lIterature (n) f lrtoratI·1 Maths(n) Im~Ssl

Pages 30- 31 accountancy (nl advert(n) application form (n) babysitting (n) badly-paid (adJ) career (n) company(n) CV (= Curriculum Vitae) (n) deliver (v) eam money (v) experience en) farm!n) fill in (v) interview (n) leaflet (n) nightmare (n) offer (v) palnt (n) part-time job (n) salary(n) start work striped (adj) unemployment (n) vacancy (n) well-paid Cadj) Pages 32- 33 accountant (n) aupair{n) career{n) deaner(n) concentrate (v) creative (adJ) employer (n) experience (n) glamorous (ad)) good with numbers (adj) good with people (adj) good with your hands (adj) graphic designer (n) housework (n) ironing (n) IT consultant (n) Joke(n) look after sb (v) monk (n) nanny (n) qualification (n) rewarding (adj) salary(n) sales representative (n) secure (adj) shy (ad)

Itelk! rju:sf.11

I~'kauntansi!

f lftdv3:t1 1,if:plI'keIJan b:ml (beIbi,sItlql l,blftdli 'peIdl

Ika'rtO}I flwnpanil 1~:'vi:1

IdI'lIva/ !,3:n'mt.ni/ IIk'splariansl

Ifo :ml l,hl'InI f mtavju:1 f!i:II.t/ f naltmeoJ/

f ofal Ipemtl I,pa:t talm 'd30b/

I'si2larll l,sta:tl.v3:kl /stralpt/ l,Anlm'pblmant/ I'velkansil I,wel 'peJd!

la'kauntantl

lau 'peal Ika'na!

f kli :nal I'konsantrelt/ Ikrl'ettIvl Ilm'pblal /lk'splariansl I'glermaras/ I,gud W10 'nllmbaz/ I,gud WIO 'pi:p.11 I,gud WlO ja 'hi2ndzl I,grerhk dl'zama/ f hauswl:kl f alO}nH)1 I,al 'tl: kan,SIIlt
Id3·ukl / Iuk 'a:fta ,sMnbadil

ImAqkl l'nCEni/ l,kwolafa'keJfanl

In'wJ:du)1 fsCE laril I'sellz reprl,zenta llvl /sl'kjual

11011

127

Word List temporary (adj) TV presenter (n)

/'sau/al ,wl:ka! f slresfall /'Iemparari/ 1,li: 'vi: pn,zental

volunleer teacher

l,vol .mW~

well-paid fadj) work (long hours) (v)

I,wel 'peld/

loaf{n) margarine (n) milkshake (n) mineral water (n) olive all (n) onion (n)

I W3:kl

orange Juice (n)

soda I worker (n) stressful (adj)

'ti:(1a/

UnitS

Pages 36-37 alarm clock (n) amount (n) computer game (n) contain (II) dangerous (ad;) digestion (n) egg in) energy (n) exercise{n) fi uy(adj) fresh (adj) ham(n) healthy diet (n) heart en) lose weight (v) low fat (adj) overweig ht (adj) pastry(n) put on weight (v) run ning shoes (n) salt{n) skin (n) slim (adj) sweet (adj) toast(n) warm up (v) Pages 38-39 athlete(n) bacon (n) baked potato (n) ballet dancer In) banana (n) bar (of chocolate) (n) boule (n) box(n) brain (n) bread (n) cabbage (n) can(n) carton(n) cereal (n) cheese (n) chicken (n) concentration (n) cornflakes (n) cream(n) dairy product digest (v) foo tbal1er (n) glass(n) grape(n) hungry (adj) lemon(n) lemonade (n) lettuce(n)

128

Word list

/ a'lo:m kl ok/ /a'maunt/ /kam'pju:ta germ/ / kan'teml f delnd3aras/ /dat'd3estJ3n/ l egl /'enad3il I'eksasau/ ff lzi/ Ifrefl I h.. ml /,heIS; 'dalal/

Iho:ll 1,lu:z 'well/ /,Iau 'fa!:t/ /,auva'welt/ f pelstril /,pUl on 'well/ /'rAnIr) Ju:z/ /sJ:ltJ / skm/ /slim/ Iswi:t/ Itaust/ I,WJ:m '''PI

r ..eli:l/ /'belkanl I,betkt pa'tertaul ! bieleI ,do:nsa/ /ba'no:nal Ibo :1

/bolll /boks/ Ibretn/ I bredl

r k.,bldY I k",nl t ko:lnl f Slarial1 11[0:'1 J'lflk. nl l,konsan'lreIJan/ /'kJ:nfleIks/ Ikri:m/ f dead ,prodAkt{ /dal'd 3est/ /'futb):lal Iglo:sl /grelp/ /'hl\r)gril /'Ieman/ /,lema'neJd/ /'Ietasl

packet(n) pasta (n) piece (n) plate(n) potato (n) professional (adj) rice(n) sausage In) soft drink In) steak(n) strawberry (n) sumo wrestler (n) teeth (n) tomato sauce (n) waistline (n) wrestler(n) yoghurt (n)

/I.ul/ l,mo:d3a'ri:n/

l,mllk1elkl

Unit B Pages 44-45

J'b",UI

/'mlilaral ,WJ:tal

battle(n) behave badly (v)

!,ollv '),1/

behave well (v)

I'lI.f1janl

break a rule (v)

/'onnd3 d3u :S! J'p.,kIlI

camp counsellor (nJ

fbI,he lv 'well I,brelk a 'ru:l/ /,kcemp 'kaunsalal I'tJek on ,SAmbadi/ I'dlsapltn/ f dIsaphn/ /,du: 'boedli al 'sku:1/ /,du: 'wei Ott 'sku:1/ I,get Inla 'u,.,ball /,not gel 'on WI('j ,SAmbadi/ /,g'au 'rol)/ Iha!:v an 'o:gjamant WIO ,SAmbadil l,mlS'lesanzl Ipn,pear a 'mi:I/ /rest/ /n'wJ:dl /,spend 'talm Wla ,Si\mbadi/ / Sli:1/ ISlnkt/ I,not telk ,en; 'nautul

tp",Sl.1 Ipi:>1

IpleIl/ / pa'teltau/ I p",'ref·n.11 / ralsl /'sosldy

I,soft 'dn~kl /steIk/ I'sto:baril I,su:mau 'resla/ Ili:91 Ita,mo:lao'sJ:sl l'weJ'StIalO/ f resla/

/'jog.l/

Pages 40- 41 bedtime (n) biscuit(n) breakfast (n) coffee break (n) cream cake (n) department store (n) dinner (n) eleven.ses (n) fruit julce(n) hot meal (n) lunch (n) luncht ime (n) rnalmalade (n) national dish (n) packed lunch (n) ready meal (n) sepilrately (adv) snack(n) speCIal occasion (n) stay (In if hotel) (v) supper (n) takeaway (meal) In) ta sty (adJ)

/,redi'mi:11 fseparatli/ IsniRkl /,spe/dl d'keI3an/ ISlel/ /' lApol I'telk;)Well /'telsti/

Pages 42- 43 accept (v) arrange (v) fan cy dress (n) farewell party (n) inllitation (n) Invite (v) live band (n) party(n) refuse (II) suggest (v)

lak'sept/ /a'relnd31 I,frensi 'dres/ /fea'wel ,pa:ti/ 1,lIlva'teIJ;)n/ /In'vall! /,Iatv'ba!:ndl fpa :ti/ In 'fju:z/ Isa'd3est/

I'bedtaIm/ f blSklt/ f brekfast/ /'kofi brelk/ f kri:m kelk/ /dI'po:tmant stJ:/ /'dma/ /I'levanZlz! /'fru:t d3u: s/ /,hol 'mi:1I I IAnifl /,IAntjtaIm/ /'mo:m3Ield/ l,n"'f·n.I 'dlfl

l,p.,kl 'IAnlfl

check on sb (v) discipline (n) discipline (v) do badly at school (v) do well at school (v) get Into trouble (v) (not) get on with sb (II) go wrong (v) have an argument with sb(v) miss lessons (v) prepare a meal (v) rest (n) reward (n) spend time with sb (v) steal (v) strict (adj) (not) take any notice (v) tent (n) uniform(n) Pages 46-47 bring up sb (v) by myself (prep) control (v) do ajob (v) do homewor'k (v) do nothing (v) do the cooking (v) do the hoovering (v) do the housework (v) do the ironing (v) do the shopping (v) do the washing -up (v) easy-going (adj) fair (adj) fed up (adj) freedom(n ) guide (v) tlpstick(n) make a bed (v) make a cake (v) make a mess (v) make a phone call (v) make a sa ndwich (v) make breakfast (v) make lunch (v) play time (n) punish (v) rules (n) stay out late (v) strict (adj) tidy your room (v) wages{n) walk around (v) Pages 48-49 according to (prep) affect (v)

I bt,helV 'b
Itent{ I'ju:nab:m/

/,bru) 'AP ,sAmbadil / baI ma.t'selr! / kan'traul/ /,du: a'd30b/ /,du: 'haumwJ:k/ I,du: 'nASTll/ /,du: aa 'kuku)1 /,du : &I 'hu:vanl)/ /,du: dOl 'hauswl: k( /,du: Oi 'aJamf)/

I,du:

6. 1o pl~1

/,du : Oa ,WOJIf) 'ApI / ,;:z; 'gaUlI)/ Ifeol /led " pi /'fri:dam/ Igmd/ /'hp,sllkl I,metk a 'bedl /,melk a 'kelk/ /,melk a 'mes/ /,melk a 'faun kJ:l/ /,merk a'siRnWId31 /,meIk 'brekfast/ /,melk 'IAntJ/ /'plellaIm/ /'ptomfl / ru:lzl /,steJ aut 'Ieltl /stnkt/ l,taJdi ja 'ru:m/ I'we ld3 1z/ I,w):k a'raundl

/ a'kJ:dll') tal

army(n) banned (adj) commit a crime (v) commit a murder (v) death penalty (n) drop out of school (v)

go to prison (v) illegal (adj) involve (v) join (v) law In) patient (adj) permission (n) responsibility (n) responsible (adj) take a drilling leSt (v) theoretically (adv) vote (v)

/'o:mi/ Ibamdl Ika,mlt OJ 'krarm/ Ika,mlt a'ml:da/

t dee ,penllil /,drop aut av 'sku:!1 1,9au ta 'pnzanl I tli:goll Im'volv/ /d3Jml Ib:1 I'pelJant/ lpo'mlf·nl / n,sponsOt'bilati/ / n 'sponsabal/ /,telk a 'draIVll') test/ /,9Ia'rellklil /vaut/

Unil7

Pages 52-53 accommodation (n) activity(n) boat trip en) charming (adj) comfortable (adj) destination (n) eat out (v) excursion en) fishing (n) flight(n) gallery{n) go camping (v) go shopping (v) go swimming (v) go to a club (v) go to the beach (v) go walking (v) hang out with sb (v) hollday(n) holiday brochure (n) internet access (n) island (n) journey !n) keep in touch (v) late-night shopping (n) lively (adj) museum(n) nightlife (n) paragliding (n) relax (v) relaxing (adj) resort (n) scenery(n) Sight (n) sightseeing (n) sunbathing (n) theme park (n) tip(n) unforgettable (adj) visit (v) water sports (n) wildlife (n) wind surfing (n) world-class (adj)

/a,koma'del/an/ /1I!k'uvalil /'b3ut tnpl I'lfo:mI~ 1

f kAmftabal/ l,desta'neIJan/ I,i :t 'autl / lk'skl:JOtnl I'hfl~1

/ flalt/ /'g1l!Iari/ I,g.u 'k
/n'z):t/ fs i:naril (saTI/

f sall,si:tf)1 I'sAfl,beu~hl) l

t 9i:m pa:kl Itlpl / ,II.nta'getal~l / /'vlZlt/ /'w):laSp):lsl /'waildlalfl l'wlOd,sJ:flq/ /,wJ: ld 'klo :s/

Jo'rekl/

129

...a ...a

0\

Word List Pages 54-55

: Pages 58- 59 amazing (adj)

airline(n) arrivals gale (n)

fea lalO/ /a'ralValz 'gelt/

booklvl

board (v)

Ib):dl

boarding card (n)

Ib)!dlr"j ko:dl f lJek till

coach (:: bu s) (n) guidebook (n) huge (adj) knee(n)

che
che
delayed (adj) departure ga te (n) departures bo.ud (n) duty-free shop (n) fasten (v) flIght(n ) get offsth (v) go through (v) hand luggage (n) land (v) low income (n) luggage (n) noise(n) passport control (n) pollution In) return flight (n) seat belt (n) security{n) take off (v) Pages 56-57 accommodation (n) air-conditioning (n) bite (v) blame (v) compensation (n) complaint (n) deal with (v) delayed (adj) delicious (adj) disgusting (ad,) double bed (n) extreme (adj) food poisoning (n) genuine (adj) get sunburnt (v ) have fun (v) holldaymaker (n) hotel staff (n) losesth (v) luggage (n) mosquito (n) pregnant (adj) queue (v) reldx{v) sand {n) spokesman (n) startled (adJl take sth seriously (II) tour operator (n) trafficjam (n) treat (n) twirrbedded room (n) visit (v) weather (n)

130

Ftfek 10 ,de,kl Ik.'lektl

recommend (v)

recommendation (n) take a guided tour (v)

IdI'Ieldl

IdI'po:II. ,genl IdI'pa:I)., ,b>:dl I,dju: ti 'fri:fopl l'fo:s01nl /IIalll I get 'of ,SAmell'}1 I gau '6ru:1

f h","d ,lAgldy {I",ndl 1,I.u l~lwn l /'1Jo.gldY / nJlz/ f po:sp.):t k
Ipo1u:J.nl In,ll:n 'flaItI f si:t beltl ISl'kjuaratil I,lelk 'ofl

l a,koma'deIJan/ I,ea kan'dIJaml'}/

IbarV Ib lelm/ l,kompan'selJ01nl Ikam'plelntl f di :lwl61

Idr'le,dl IdI'h).,1 IdJ s'gllSul'}l

l,d.b.1 'bedl IIk'stri:ml /'fu:d ,p) u01ntl)l f d 3enjuTnl I gel 'SlInb3:ntl I h
Pages 62- 63 badminton en) ball (n)

f l.gldY

i

Im01'ski:taul I'pregnant/

: : :

Ikju:1 In1ceksl I Sifndl f spauksm01n/

( sta:lldl I,telk SAmeII) 'Starletslil /'luar ,opareIt<~1 f trceftk ,d3cem/ /lri:t/ /,tw lO bedld 'ru:m/

l'vIUti l'weO.1

Ibukl Ik.uljl f galdbukl Ihju:d31 /ni:/ I,reka'mend/ I,rekamen'del}.ml I,telk

OJ

,galdld 'lu iJl

UnitS

Pages 60-61 achievement (n) award(n) baseball (n) basketball (n) Congratulations! (n) cricket(n) cycling (n) football In) golf(n) hockey (n) horse(n) long distance (adj) prize(n) receive (v) (ide (v) rock climbing (n) score a goal (v) sk,ing(n) sporting competition (n) sporting event (nl sporting hero (n) surfing(n) table tennis (n) take plilce (v) team (n) · tennio;(n) volleyball (n) · win (v) yoga{n)

~

bat In) beat (v) boot{n ) equipment (n) exciting (adj) fanta stic (adj) fa st (adJ)

· fi, (adll fitness programme (n) glove (n) goggles (n) hockey stick (n) Ice rink (n) indoor game (n) kids{n) leisure actiVIty en) make p rogress (v) net (n) opponent (n) outdoor game (n)

skates{n)

l pa'sweld/ ( plelal Ip)lntl frelSl /n 'tatad/ 11):[,1 /skelts/

sponsor (v)

I'sponsiJ/

safe (adj)

substitu te (n) take part in (v) tennIs racket (n) train (hard) (v) trainers (= shoes) (n) unfit (adj)

/'SAbstl tjll :tl Itelk 'pO:l 101 f tems,rrekll! I treml f lrelnazl I lIn'fft}

seie<:t (v) set the time (v) stationer (n) switch 5th off (vb) switch sth on (v) turn sth down (v) turn sth up (v)

I,elbal 'bodidl

Pages 70-11 annoying (ad,) ban (v) boting (adj) break down (v) CD player (n) cheat (v) debate (n) fall asleep (v ) film (v) hIde (v) hopefully (adv) incident (n) laptop (computer) (n) policy (n) realise (v)

persuade (v)

la'melZlql

la'tJi:vmanti

player (n)

point (n) ra ce (n) retiredtlldj) shorts(n)

photocopier In) plug in (v)

press it button (v) put in (v) recognl~e (v)

record (v)

remote control (n)

1.'wJ:dl /'belSb):11 /bo:skttb) :11 Ikan,grcetfa'ielfanz/ f knklll f salkhl)l /'futb):11

Igolll f'h oki/

Iho:sl 1,101'} 'dlStans/ Ipra lz} In 'si:vl I rald l ( rok ,klalmH)1 I,sk) :r a 'gaoll f ski:H)1 I'sP):lIr) kempa,lIfanl I'sP) :IJl) l,ventl I,SP):lH) 'hlar~ 1 fn :hql /'lelbal ,tem sl Itelk 'plersl Ili:m/ f tents/ f vollb) :11 IWIIlI

f j. ug.1

Pages 64- 65 able· bodled (adj) athlete (n) chess grandmaster (n ) compete Iv) competItion In) disabled (adJ) educate (v) gold meda! (nJ grow up (v) have an accident (v) inJury(n) inspire (v) ordinary (adJ) refuse (v) represent (a country) (v) scooter {n)

f a!en:tl I,tfes gramd,mo:stal Ikam'pi:ll l,kompa'LIJ01nl Idl.s'elbaldl f edjuketV

I,gould 'medii I,g"'u '.pl I hiEV an 'a!ksadantl f md3aril /In'spalal f .):danaril In 'fju :zl l,repn'1.entl f sku:tal

,peed Inl

I,pi:dl

· Nde(adjl

statue (n) strengt h (n) take up (a sporl) (v) terrible (adj) top (adj) tourname~t (n) tragedy (n) unique (adj) unusual (adj) weigh (vl world champion (n)

f stlEtJu :1 ISlrel)el /,telk 'ApI

: · : :

f le"""'" Ilopl

Iju:'n i:kl I Nl'jU:3uall Iwel l I,W3:ld 'lJiEmpianl

II'kwlpm01nt/ h k'sallll)1 Ifil!n'tiEstlkl

Ila:s11 lilt! ffltnas ,praugriEml I glllvl

f gag.lz/ /'hoki sukl

t au rtfJkl /,lnd): 'gelml

Ikldz/ fle3df cek,lIvatil Imetk 'praugres/ Inel/ I01'paunanV I,auld=>: 'gelml

UnitS Pages 68- 69

alternative (n) answering machine (n) battery (n) charge (v) charger In) cooker (n) digital camera (n) dIshwasher (n) dry cleaners (n) environment (nJ Oat·screen TV (n) gadget (n) games console In) hairdryer (n) menu (n) message (n) mobile phone (n) MP3 player (n) must· have (adj)

r rekiJYnalL./ In'lo:dl / n,maul kan'trC,Jul/ /sed! ISI'lekti I,set Oa 'talml /'stelfanal I ,SWltf SAme ll) 'ofl I,SWltf SAmeH) 'onl 1,13:n silman) 'daunl l,lJ:nst.m6u) 'tlpl

I01'n)I-II)1

Ib",nl fb):rtl)l I,brelk 'daunl /~i: 'di: ,plelal

Ilft:11 IdI'bett/ l,b:la'sli:pl Ihlm l Ihaldl ( haupfalil f rnsadantl I'lreplopl f polasi/ r n a/alz} I ru:dl f senS<)batl I smell f lekst ,sAmbadil I,erau SAme'fJ a'we ll

1'v.,lj. ball

f tuanetm an ll

f lr.od3adil

/'b cedmllltanl

Ib,,11 Ib",l/ Ibi:tl Ibu:t{

sensible (adj) smell(v) text sb (v) throw sth away (v) valuable (adj)

(fautau,kopi.l!

I,pl'g'ml I,pres a 'bAtn! {pul 'ro/

h :I'tJ:natlvl /'o :nsanl) maJi:nl /'biEt01ri/

Illa:d y f lla:d 3· 1 f kuk.1 l,dld31t1 'kifma ra/

f d'l,wol·1 l,dral 'kli:naZ/ Itn'vcuranmantl /,fl
I'giEdyll I'gelmz ,kons
f mes,dy I,mauball 'faunl I ,em pi: '9ri: ,plelal I, mllst ' h~vl

: Pages 72- 73 ; add up (v) 1 average (adj) : backgro und noise (n) : chillrmiln (n) 1 chat (v ) · consume (v) fi xed (ad,) generation (nJ Increase (v) · multi-tasking (n) : pessimistic(adj) : rad IOset (n) : sea rch for sth (v) : select (v) i socialise (v) toy(n) traditional (adj) · TV channel (n) worldwide (adj) Pages 74-75 camcorder (n) exactly (ad,,) exchange sth (v) expect (v) headphones (n)

I,,,,d " pl f iEvandy l,b1l!kgraund '1l)1z/ f lJeaman l

111... 11 Ikan'sju:ml Ihkst l l,d3ena'relfanl 11O'kri:sl l,mlllti 'to:skl!)1 l,pesa'mlSttkl /'reldidu sell

f' ):11 I. ,wne ' ~1 Iso'lekV f saufala al

Ib,l 11...'dII·noll I,ti: 'vi: ,tJ(2nll /,w3:ld'wa tdl

I'ka!m,b:dft; /lg'z
IIk',pektl I'hedfaunzl

131

.a .a

...

Word List inslruct ion book (n) loud (adj) manager en) manufacturer (n) nothing (pron) prin ter (nl properly (adv) receipt (n)

recharge (v) refund (n) scratched (adj) staln(n) wire(n)

/m'strAkJ;}n bukl Ilaudl /,m
refugee (n) return (v) rise (v) rising (adj)

/,nIl91'1/

sally (adj)

/,m
/'pilota!

sea level (n)

fpropali/ /n'si:tJ l,d:'tJo,d:;!

sick (adj) species{n)

suffer (v) typica l (adj) worrying (adj)

/ri:fllndl /skrif:tjtl /s tem l Iw;mJI

I h.1 !f; ,dl /fI,d l

Pages 80-81 active (adJ) ash{n) atomic bomb (n) bang (nl cloud(n) column (of smoke) en) crash(n) desk{n) destroy (v) destruction (n) diaryextr3ct (n) disappear (v) disappearance (n) dustIn) enormous (adj) erupt (v) explain (v) explanation (n) explode IV) explosion en) fear(n ) fortunate ly (ady) gunfire In) Incredible (adj) inspiration (n) island{n) jump {v) loud (adj) nolse{n) police officer (0) pour(v) sai1(v) salling shIp (n) scream!n) seashore (n) shake!v) sign (n) sky{n) smoke (n) suddenly (adv) turn (v) unfortunale (adj) unmhabited (adJ) volcanic en.lp\1on (n)

I,glaubal 'w):m1r:l1 fhMlkan/ /al sl 11nluarans/ /ma'iearia/ ! melt/ f meltH)! /,paula 'beat l,rekJ:d'tempratJal

Pages 84-85 actor(n) add (v) budget (n) choose (v) decide (v) dialogue (n)

Unit 10

Pages 76- 77 break away (v) cliff(n) coast{n) continent (n) coo! (adj) crack(n) desert(n) Earth (n) extremely (ady) fair(n) farm (v) field (n) forest{n) freeze (v) frightened (adj) island{n) jungle (n) laketn) mountain range (n) ocean In) pavement (n) picnic(n) river {n) sandy (adj) sea (n) separate (adj) separate (v) surface(n) tiny (adj) volcano In) wave (n) Pages 78- 79 climate (n) damage (v) decrease (v) droughl (n) ex lm(t (adj) fear (n) feed (v) nood (n) g lobal warming (n) hurricane (n) ice(n) insurance (n) malaria {n) melt (v) melting (adj) polar bear (n) record temperature (n)

132

Word list

/,b relk a'wel/

Ikl lli Ikaostl I'kontlnant/

I ku,11 Ikr"'kl f dezal/

I"el hk'sln:mlil /tea/ / fo:m/

1(;:ldl j'forastl Itri:zl I'frallnd l /'allandl /'d 3A~9·1 1

/ Ielk/ f mauntan ,remd3/

f.ufonl I'pelvmantl /'p Ikmk/ /'n vol I'sa'!nd i/

Is; ,1 fseparatl /'separelll /'S3:lasl /'tami/ l vol'ketnaol /welV/

/,klalmaV /'da!m ld 31 / dI'kri:s/ Id r(lt) t/ /t k'St1rlkt/

. ; : ~

: : :

l,refju'd3i:/

director(n)

In'll:n!

dubbed lad]1

trail! /'ralZl'1/ /'s::d ti/

edit (v) editing (n) editor(n) fantasy (n) film (v) film studio (n)

I'si: ,leviJll /sIk/

I'sP;'P'z/ fSlllal I'ttplkall l'wllfi I()/

r .,klIvl I"fl /a,tomtk 'boml I b"~1

! klaudl /'kolaml

Ikr.,jl / deskl / d t'stnJI !dI'strAkJ",nl /,dalari ,ekstr;rktl /,dlsa'pla/ /,d15a'p larans/

Id,.,1 / I'n):mas/ /t'rllpl/ / Ik'splem/ I,ekspla'nel[anl /Ik'sp!aud/ / Ik'splau3anl

11,.1 I'i):l!anatlij f gMlfa l"'/ Iln'kredaball /,I1lSpa'reIJan/ f cll!andl

I d3,mpl / Iaud/ / nJlz/ / pa'li:s ,oflSi'll

Ip,,1 /seIlI /'selhf)flp/ /skri:m/

fs ;:f,,1 IjeIk/ I saml /skaI/ I smaukj f Slldnli/ I tl:nl /I\n'b: tjanat/ l,Amn ' h~ bl Ud/

/vo l,kifm k l'rApJan/

Unit 11

l'.,k,.1 I.,dl /'blld3 It/ l 'lu'll Idl'saldl /,datalogl

historical d rama In) horror movie (n) on location (n) plan (v ) print (v) producer (n) publicity (n) romantic comedy (n) scene(n) science fictIon (n) sCrlpt{n) special effect en) subtitled (adj) thriller(n) Pages 86- 87 advert(n) broadcast (n) cartoon (n) comedy series (n) cookery programme In) documentary (n) episode (n) ingredient (n) longest-running (adj) news(n) pepper (n) quiz show (n) reality show (n) soap opera (n) sports programme (n) television series (n) tuna(n) version (n) vjewer {n) weather forecast (n) Pages 88-89 attractive (adj) be made into (a film) (v) be released (v) be set in (v) be somebody's faull (v) bits(n) blanket{n) by mistake (prep) character en) comic In) duck(n) fOTgive(v) guy(n} have a bad influence on (v) keep away from (v) lie{n) magazine (n) nervous (adj) newspaper In) notice (v)

Id;,'rektal Id,bdl t edll!

novel (n) park-keeper (n) path (n)

red llJ~1

poetry (nl

f edlta/

(in the) present day (n) reaUstic{adj) responsibility (n)

f f;entasi/ Ihlml /'fIlm ,stju:diau/ / h r,ston kal 'dra:m.:.1 / h ora ,rnu:vil /on lau'kelJan/

rubbish (n) shorl story (n) single mother (n) sink (v) star(y} suggest (v) sympathetIC ladj) tltle(n) upset (v) weblog (n)

Ipl.,nl Iprlntl / p,,,,'dju:sal / pl\'bllS3lll Irau,mamUk 'komadi/ /si :nl /,5a lans 'tlkfan/ /skflptl

Pages 90-91 abbreviation (n) cafeteria (n) call back (v) call (v) case (: small bag) (n) charge (v) conceit (n) excellent condition (n) experienced (adj) notice (n) notice board (n) recognise (v) rock band (n) spotted (adj) tone{n)

I,spejol !'fek,1 I'sllb,tartld/ l'en !",1

/'iI!dV3:tl I'brJ:dko:~tl

!ko:'tu:n/ (komadi ,slari:zl ( kokari ,praugrreml !,dokja'menlari/ f epls",odl Im 'gri:diant/ /,I0r:lgast'rl\nIr:l1 ! nju:z/

" novall f pa:k ,ki:pa/ lpo,el I'pauatri/ 1m ()a ,p rezant 'dell /,na'lutlk/ / n,sponsa'bIlati/ r " bljl I.jJ:t'sb:ril /,slI)gal 'mIlO.,/ /slI]k/ Isto:1 Isa'd3est/ l,sl mpa'getIkl /'ta lU! IAp'setl

IweblDgl

la,bri:vi'elfanl I,kif:fa'llaria/

l,b, I'b.,kl fk"ll / kelsl

l 'fo ,d31 (kensal/ /,eksalant kan'd lfant / lk'spICldansl/ /'naot15/ fnaolls bJ:dl (rekagnalz/ I'rak bif:nd/ /'spotId/ flaunt

f pepol f kwIzjau l

Unit 12

/ri '~latifau /

Pages 92- 93 attack sb (v) break into (v) burglary (n) cheat (v) damage (v) download (v) drop (v) fake (adJl honest (adj) ID (identification) (n) Illegal (adj) Jewellery (n) litter(n) play t"fuant (v) flsky{adj) rob (v) robbery (n) shoplifting (n) speeding (n) steal (v) vandalism (n) wallel (nJ

f saop ,opara! /'spJ:ls ,praogr~m l f telavl3an ,slari:z/ /'tju:nal

IV',!.nl /'vju:al /'weOa ,fJ:ka :st!

/a'lra'!kUvl Ibi 'm eld mtul / bi n '!i:st/ Ib i 'setm/ Ibi ,SIImWdiz 'f:J:lt/

IbItsl f bl.,qkl'l Ibalml'slelk/ f kif:nktal r kornIkl

Id,kl I fa'gIvl

IgaIl / h if:v a ,~d 'lOfl uans o nl /,ki:p a'wel framl

Iiall I,mil!ga'zi:n/ (nJ:vasl fnju:s,pelpa/ /'naulisl

; : : ~

:

; Pages 94- 95 accidentally (adv) advise (v) annoyed (adj) annoying (adJ) arrest (v)

/a'tif:k ,SAmbadil fb rel k m la/ /,bl:glaril

N'V f dif:m1d 3/ l,daun'laudl

Idropl I felkl f onasl / /,al 'di:1 / I'li :gal/ f d3u:a!rt!

l'i1'.1 /,plel 'l.fU :ant/ l'flS kil

I'·obl /'robaril 11Dp,hf'I~1

/'spi:dllll /sti:1/ fvzendallzaml

l'wol.l/

I,if:ksa'denttil I ..d'va lzl /a'm ld /

13'n:lI 11)/ /a' restl

133

........ 00

!:,pJ' I"W "Iii '~"f ~!I!iiIi,l)t!!fI;'!"':l'll':'~:!~'131I1;H~ .,;~t.. I, . 'I' !'l "t, I.:: ',I, .1,;-;,/1'11111 ~ . T!!'n,\ ••

Word List bored (adJ) boting (adJ)

burgle (v) disappointed (adj) disappointing (adj)

Verb forms Verbs + gerunds (-;ng)

Ib"dl /'b:>:n ')/ (b"9 3i1

enjoy

I enjoy swimming.

l,dlsa'P'tnt ldl /,dlsa'P:)lIlU'11

finish

How honest are you?

Unit 3, page 21, exercises lOand 12


hate

Have you fin ished eating your brea kfast ? I hate sitting at a desk all day.

embarrassed (adj)

/J m'b~r3sl/

like

I li ke having a snack late at night.

embarrassing Cadj)

/Im'ba!rasIr)/ l,b:1 '3UV3/

love

I love working w ith animals.

21 ·24 poi Ilts. You are an extremely honest person but be careful you don't upset people with your opinions.

(don't) mind

I d on't mind getting up early. I m iss seeing my friend s when I'm on

9-14 point, Maybe you are getting into bad habits?

fall over (v) frighten ed (adj) frightening (adj)

l'fraltndl /,fral ln-'f)/

frustrated (adj)

Ifr...'stretlldl

fru strating (ad]) grocery store (nl hand over (v) Interested (adj) interesting (adj) order (v)

IfrA'strelllf)/

f graosari Sb:/ ',hcend 'aoV
I'mlraslldl /'IntrastH)/

f >:d.1

pleased (adJ) pleasing (adJ)

I pli:zdl

stab (v)

I"
surprised (ad)) su rprising (adj) terrified (adj) terrifying (adj) worried (adi) worrying (adj)

/sa'prarzd/

be worth (v) blame!v) c!ose 5th (v) commit Ol
holiday. spend (time) (can't) stand

I can't stand sitting in front of a computer

" start

all day. She started playing volleyball when she

He spends hours texting his friends.

was ten.

stop

Please stop looking at me.

fpli:Z1~1

/sa'praIZJI)/

l'ter<}faldl "terafaI If)/ l 'wllfidl /'wAfi 11')/

I brent Ibi 'w"SI I blelm / /'klauz ,sAmell)/ /ka,mIl a 'kraIm/ /'kllva,s1\fTl6II)/

/J'kw lpmcmtJ Ih.1 Ige. 'hl:t/ I hudl f hudil / m'kri:sl

f masantJ

r.. podl Idy.dy

/'li:II ••1 /,Ialkli/ 1,lu k ",'raund/

rpenf·n.1 /pa'zeJan/ / pra'lekl/

I n'p>:.1 /raltsl

/ ralz/ /sta'llsllks/

reretn II)/ rv
/'vlkllm/ Mialansl

15 ·20 points: You are generally honest. (}'·8 points Oh dear, honesty is not your strong point, is it?

Student B Unit 2, page 13, exercise 7 Put the verbs in the correct forms, Use the Irregular verb list on the back cover to help you.

Verbs + infinitive agree to decide to

We agreed to stay at home. She decided to go to the cinema.

expect to forget to

00 you expect to arrive ea rly? I forgot to email my mother. We hope to go to Prague next year. 1 intend to work on a farm next summer. I'm learning to swi m .

hope to

Pages 96-97 ban (v)

miss

intend to learn t o need to offer to

I need

'0 go home early today.

plan to

She offered to take me to the t rain station. He's planning to travel to South America.

promi se to

They promised to come to my birthday

remember to

Remember to take your gloves. It's cold this morning.

P
· startto

She started '0 play volleyball when she

try to want to

I'm trying to start a new busin ess. I want to buy a new ca r.

would like would love

I'd like to save more money this year. I'd love to visit Pari s some day.

was ten.

Unit 4, page 33, exercise 9 Martin

• Start can be used with both the gerund and the infinitive and has the same meaning.

• eigt,fc(!.1'1 "'IePrY''> ofd • ver,? good c"'g/{$f.! • can't- coo!:. bVff wa",t-; fo /carn - 'So;v.efffvl.('$

help'S 11'5 ",,,,,Mer with Hie

• fofe; of f!)('p~r;enCC

WI#'

c!cPr""""g

cl1ddrcn (Hl rec

10Vfnger br"fMer'S Pr",d oftc·", bPrb'1'S''f!; for

fn~"d5) • cry"",?$ f""fbPtfl, btJI5!::.cf"bt:lff t'lMd teMJ"tf$ (he fu:tcl1c'S ch,1dre.", t'o p/Ct'? ten"''''S)

• good 'Sense of I1vtl'VtPVfr!

Mini Workbook, page 102, exercise 4 The se ntences are abo ut the American si nger, Elv is

Presley.

134

13S

Students' Book Tapescript 1 Your life CD 1, Track 2 Presenter: Hi, and welcome back to our programme about time twins. Right now, I'm talking to the next time twin, Amy. Amy, you were born after Steven and Josh and you still live near the hospital. Tell us about yourself and your family. Amy: Okay, so I live with my mum and my stepfather, Jim, my sister, Danielle, and Danielle's daughter, Francesca. She's two. Presenter: And are you at school or have you got a job? Amy: I'm not at school now - I'm working in a nursery at the moment . .. just a few hours a week but I want to go to college and do a course ... I really like children . I often look after my niece, Francesca, because Danielle my sister - goes to college three days a week. Presenter: And how about your free time? Amy: Oh, I'm always busy. I go out most nights .. . I meet my friends and we go out. And at the weekend we usually go shopping or something. Presenter: And finally I'm interviewing the last time twin, Mariam - the baby of the group! Mariam's family come from Pakistan originally. Mariam lives with her parents, her three brothers and her grandmother. Mariam, tell us about your life. Mariam: Well, I go to a private school, a private girl's school. I'm doing four A-levels, Maths and three sciences. I want to go to university next year and study pharmacy. Presenter: Why pharmacy? Mariam: My father's a pharmacist ... he's got three shops near here and I want to work with him in the family business. Presenter: Okay, and what about your free time? Mariam: I'm studying really hard at the moment - I haven't got much free time! I help my father in his shop sometimes. But I suppose my big thing is films, I watch about eight or nine films a week, especially horror films ... I really love horror films!

CD 1, TrackS Sam: Okay, so are you ready? Zoe: Yep. Sam: Starting now. What's your favourite dessert? Zoe: That's really easy .. . all of them ... There are no desserts that I don't like. Sam: That's because you're sooo greedy. How many hours do you sleep every night? Zoe: Dunno, about eight or nine. I usually go to bed about ten, read and get up about half past six in the morning, so that's about eight or nine, isn't it? And in the holidays I sleep loooad s ... about twelve hours! Sam: Excuse me, can we answer this a bit faster please? Which Hollywood superstar do you most want to meet? Zoe: Johnny Depp ... obviously. Sam: Obviously .. . How do you spend Sundays? Zoe: I ... sleep really late, do my homework, go shopping if there's time, have a big meal with my family, get ready for school, maybe watch a DVD or something and go to bed ... I have an exciting life! Sam: Aarh! What's your favourite CD ever? Zoe: That's really difficult ... there are sooo many .. . I'll come back to that. Sam: Why do you like your best friend?

Zoe: Because she's really sweet, and funny ... Sam: Who do you secretly admire? Zoe: I secretly admire ... a secret person .. . I'm not telling you! Sam: Thanks ... what's your fa vourite time of day? Zoe: Bath time ... I love baths. Sam: What kind of music do you like? Zoe: I like good music ... and I don't like bad music ... Sam: I like good music ... what does th at mean? Zoe: Next question. Sam: Where do you listen to music? Zoe: I always have my iPod with me, so on the bus, at home, in bed ... Sam: Okay. How much money have you got in your pocket right now? Zoe: None ... I've got no money at all ... I'm poor! Sam: What kind of things do you read? Zoe: I read .. . Sam: Stop ... time's up! Your two minutes are finished ... you answered ... about ten probably .. . not very many, because you talk so much.

CD 1, Track 13, Real Time Receptionist: Okay, before you can start, we need to complete the enrolment form - I just need to check a few details. What's your full name again? Zack: Garber .. . Zachery James Garber. Receptionist: Here we are, oh yes, Zachery James Garber. I haven't got the name of the course on here - which course are you doing? Zack: European History. Receptionist: Okay, and the dates are July the second to September the ninth? Zack: Yeah. Receptionist: Fine, and I've got your date of birth ... 21 October 1992. What 's your place of birth? Zack: Santa Barbara, California, USA. Receptionist: Santa Barbara ... okay ... so what's your nationality? American? Zack: Yeah. Receptionist: And ... w hat's your passport number? I haven't got it here. Zack: I'm really sorry, I don't have my passport here w ith me right now. Receptionist: Oh right .. . mmm, what can we do? Can you bring it for me tomorrow? It's really important, we need to have it. Zack: Sure, I'm really sorry. Receptionist: Okay, just remember it tomorrow, yeah? I've got your home address - 2356 Washington Drive, Santa Barbara, California, USA. Zack: That's right. Receptionist: And what 's your address in the UK? Zack: 25 Manorgate Road, London. Receptionist: And the postcode? Zack: The postcode? Oh, that's the zip code, right? Receptionist: Yes. Zack: NW10 2 PQ. Receptionist: And w hat's your mobile number? Zack: It's 07654 8878960. Receptionist: Yep, that's fine I've got that and your email address? I haven't got that. Zack: ZackJG 192 .. . at hotmail dot com . Receptionist: Slow down! ZackJG .. . no dots? Zack: No. Receptionist: 192, did you say? Zack: Yeah.

Receptionist: At ... what did you say again? Zack: Hotmail dot com. Receptionist: Okay, great ... and we're nearly finished, just one more important thing we need - the name, address and telephone number of someone we can contact if there's an emergency, a friend or relation maybe? Zack: There's Fran, the lady I'm staying with. Receptionist: Yeah, that's fine ... what 's her full name? Zack: Mrs Frances Connor. Receptionist: And her address is 25 Manorgate Road, etc? Zack: Yeah, and her number is 0208 654 9768. Receptionist: Great, that's everything then thanks ... Don't forget to bring me your passport number tomorrow, okay? Zack: No, I promise ...

COl, Track 14, RealTime Monika: Hi. Zack: Hi, are you a new student, too? Monika: Yes, I'm doing the English language course. And you? Which course are you doing? Zack: European history. I'm Zack, by the way, w hat 's your name? Monika: Monika, I'm from Poland. Nice to meet you . Zack: Yeah, you too. So w hich part of Poland are you from? Monika: I'm from the south, Krakow. And where are you from? Zack: I'm from California in the USA but my grandfather's Polish, my Mom's dad. He's from Warsaw originally. Monika: Wow! And are you enjoying London? Zack: Yeah, London's cool! I'm staying with some friends of my mom and they're really nice, too. How about you? Where are you staying? Monika: Oh, I'm in a student hostel - it's really good, there are students from all over the world, so I'm meeting lots of interesting people. Zack: So do you like .. . ?

2 Greats CD 1, Track 20 John Lennon was playing w ith his band, The Quarrymen, at a church fair when Paul McCartney first heard him. Paul loved the music and went to speak to John . At that time, in July 1957, John was studying at art college. Paul wasn't in a band but he was writing songs. Soon Paul joined the band and the two young men became close friends. They met after school every evening and wrote songs together. They wrote some of their hit songs when they were only si xteen.

CD 1, Track 21 , Darwin developed the theory of Evolution. 2 Cromwell led the British army against the king. 3 Princess Diana died in a car crash. 4 Elizabeth I killed her cousin. S Brunei designed important bridges. 6 Shakespeare wrote plays and poetry. 7 Newton discovered the law of gravity. 8 John Lennon wanted peace.

CD 1, Track 22 The winner of the BBC Great Britons poll, Winston Churchill, was born in 1874, into a famous aristocratic family. He did very badly at school and his father decided that he was stupid, so he sent him into the army! In 1900, at the age of twenty-six, the young Winston Churchill became a Member of Parliament. He stayed in Parliament for the next forty years but his political career was

no ery successful and he changed political parties several t imes! Then in 1940, at the age of 66, he became Prime Min ister. A lot of people were very surprised and thought he was the wrong person for the job. But Churchill led Britain t hro ugh the Second World War brilliantly. He was brave and determined during very difficult t imes and his great speeches helped ordinary people to be brave, too. This is why British people remember him today. Churchill had many other talents too - all his life he was a brilliant journalist. He was also a historian and a writer. After the war, he won a Nobel Prize for Literature . • Churchill was very happily married and was the father of five children. Sadly, he suffered from depression all his life but he also liked to enjoy himself. He loved gamblin g, champagne and of course, his famous cigars. And even with all these bad habits, he lived to the age of ninety! He even became Prime Minister again in the 1950s and finally retired at the age of 81. When he died in 1965, over a million people came to London for his funeral and political leaders from all over the world attended.

3 Your style CD 1, Track 30 Holly: So where do you go when you go to town with your friends? Olivia: Our favourite place at the moment is Cafe Rosso. You know, it's near the cinema ... it 's got great coffee and gorgeous ice cream! Holly: I don't know that one ... what does it look like? Olivia: It looks really modern, with bright colours ... there's a coffee bar in the centre when you go in and on the right, there are tables and chairs. On the left, there are some armchairs and a big coffee table and a really big sofa. Holly: Oh, I think I know ... there's a large picture on the wal l, on the left, a kind of black and white photograph? Olivia: Yeah, and there are lots of bright, colourful cushions on the sofa and colourful rugs on the floor. We often just sit there and chat for hours. It's really cool and there's a big, big mirror behind the bar, right in the middle .. . it's the shape of a big ice-cream. Holly: Yeah, I know that place ... yeah, it looks really nice.

CD 1, Track 34 Presenter: ... and now it's time for Word on the Street ... time to go out in the street and find out what you think. This week, as International Fashion Week begins, we're askin g people 'Are you a fashion victim?'

A Presenter: Excuse me, are you a fashion vict im, madam? Woman 1: Yes, maybe ... I love fashion. To me, it's fun. I really like choosing different clothes every day. It makes life more interesting, more colourfu l ... buying new clothes always makes me feel happy! B Presenter: I'd like to ask you a question. Do you think you're a fashion victim? Teen male 1: No, definitely not. Fa shion shows and all this stuff you see in fashion magazines ... I think it's really stupid. I mean thousands of pounds for a dress or a jacket? Who buys these things and spends all that money on clothes? C Presenter: Excuse me, sir, do you think you 're a fash ion victim?

120

Man 1: Ha, ha, ha ... I don't think so, do you? Look at me! I don't know much about it ... fashion .. . but I worry about young people spending all their money on these expensive clothes. They all want designer clothes these days and it just costs so much .. . I don't think it's a good thing. Personally, I think people care too much about clothes these days.

o Presenter: Excuse me, I just want to ask you a question. Are you a fashion victim? Teen female: No, I'm not ... but I think the people at the fashion shows are fashion victims ! I really like clothes but why are the clothes in all these shows so WEIRD??? No normal person wears those things, right? So why don't they make clothes for normal, ordinary people? Not just tall, skinny models?

E Presenter: Excuse me, sir, I'm just interviewing people about fashion . Are you a fashion victim, do you think? Man 2: No, certainly not .. . I don't really care, fashion doesn't interest me at all. I think there are a lot of more important things in the wor ld to think about, don't you? F Presenter: Excuse me, are you a fashion victim? Teen male 2: Mmmm, I don't think I'm a fashion victim but I like fashion, yeah, I think it's cool ... I mean everyone wears clothes to express their personality, right? If you like football, you wear a football shirt; if you're a buSinessman, you wear business clothes .. . So if you want to wear a certain fashion, why not? Do it!

CD 1, Track 38, Real Time Zack: Hey, how you doing? Grace: Yeah , good. What are you doing? Zack: Oh, just reading a couple of emails from home. Grace: Any news? Zack: This one's from my mom, she's fine, and there's one from my friend, Lily. Rosie: Ooh! Who's Lily? Your girlfriend? Zack: Yeah , I guess so. Grace: Rosie, stop being so nosy! So is everything else goin g okay? Zack: Yeah fine, just one thing, I sort of need to go shopping. I forgot a few things when I packed - I didn't bring shampoo and I don't have any toothpaste. Rosie: You can get those at the corner shop ... just in the next road . Zack: I also need stuff for college - I haven't got any files, and I need paper. Grace: Mmmm ... I don't think they've got those in the corner shop - the best place is probably Sainsbury 's - that's the supermarket - it's about ten minutes walk from here. Rosie: I can take you if you like - I'm going that way to school in a few minutes. Zack: Cool. Do you know if they sell sweaters? It's getting kind of cold, and I only have one sweater with me. Grace: No, it doesn't sell clothes. I think you need to go dow n to the high street if you want a jumper - there are a few good shops you can try ... Zack: Yeah, that sounds better - can you tell me the way? Grace: You need to get the number 7 bus - I can go with you - I'm not at college today. Zack: Thanks Grace, that's great! When do you want to go? Grace: Now, if you like. Zack: Can you wait a few minutes? I need to have some breakfast - I'm really hungry.

Grace: Sure, no problem! I need to make a couple of phone calls anyway. Rosie: You're al ways hungry! Grace: Don't be so rude! Rosie: Fine, well I'm off to school, anyway .. . oh, and Zack, your passport's on the living room floor, did you know ? Zack: Oh, that's where it is .. . I was looking for it for hours yesterday! Thanks a million, Rosie ... have a good day! Grace: Shall we go in about twenty minutes, half an hour? Zack: Cool.

4 Your goals CD 2, Track 3 Interviewer: So, Jess, explain what kind of school you go to. Jess: Oka y, yeah, my school 's a girls' school. It's a state school, not a private one - my parents don't pay - and it's a secondary school, so you st art in year 7 - w hen you're eleven - and you leave after the sixth form when you're eighteen. Interviewer: You say you go to a girls' school - do most people in your town go to singlesex schools? Jess: Erm, about half and half, I think. My school's a girls' schoo l and there's a separate boys' school but other people go to mixed schools. My old er brother went to a mixed school, so it depends really .. . Interviewer: And you're studying for GCSEs at the moment - how many subjects are you doing? Jess: Eleven .. . but I think it's different in different schools .. . I think it's usually around ten subjects. Interviewer: And then, after that, when you're sixteen, you start A-leve ls - how many subjects do you do then? Jess: We choose three or four subjects. Students usually take three A-level s and we can choose whatever we like ... but it's important to choose things that are useful for your career or your university course or w hatever. Interviewer: Uhuh.

CD 2, Track 4 Interviewer: So, Jess, which subjects are you doing for your GCSEs? Jess: Well, there are the compulsory subjects like English language, English literature, ICT, Maths and the three sciences ... so that's seven subjects. And then I personally chose to do Spanish, History, Drama and Art. I love Drama and Art! Interviewer: And you like languages? Jess: Yeah, except Latin ... I hated Latin! I mean, why does anyone want to learn to say 'the cook is sleeping in the kitchen' in Latin? What's the point? So yeah, I dropped Latin! Interviewer: And did you drop any other subjects? Jess: I dropped Music and DT, that's Design and Technology. I was so happy the day I stopped doing DT - I really hated it! Interviewer: You don't like cookery or woodwork? Jess: I hated woodwork .. . I was just so bad at it! The things I made always broke! It was really embarrassing! And we don't do cookery at my school. It's really strange, my brother and all his friends did cookery at their school but at our girls' schoo l, we don't do it! Interviewer: And did your brother enjoy it? Jess: Yeah, I think so ... but then one day, don't ask me w hat happened but he set fire to the pizza he was cooking! Interviewer: He set fire to it?

Jess: Yeah, I really don't know how but after that he decided to drop cookery!

C02, Track 7 Adam: So, how did I get my job? Er ... well, I needed to earn some money. I didn't have any money. I mean my parents give me some but it's never enough. So, I decided to look for a part-time job .. . I asked a few people ....Then one day I was in my local supermarket and I saw an advert saying they had vacancies ... in the supermarket. I thought, yeah, that sounds okay, I can do that. So I went home, wrote my CV very carefully, took it back to the supermarket and they said thank you very much. They took my CV and gave me an application form ... I filled it in at home .. . and then nothing happened for a couple of days. Then one afternoon, they phoned me at home and arranged an interview. So, a few days later, I put on some smart clothes, went to the supermarket and they gave me an interview .. . and well, at the end they offered me a job! I was, you know, really happy, really pleased. So last week I started work ... and it was fine ... and here it is ... ta-dah! My first pay cheque ... and now I'm going to spend it!

C02, Track 8 Interviewer: Have you got a minute? I'd just like to ask you a few questions about part-time jobs for young people. Adam: Okay, cool. Interviewer: Can I just ask first . .. how old are you? Adam: Seventeen. Interviewer: Okay, thanks. First question then. Is it easy to find part-time work in your area? Adam: Erm, no, not really, it's not that easy. There's a big university here, so there are loads of young people looking for jobs, and the uni students are older than us ... so they often get the jobs. Interviewer: Okay, so do many of your friends have part-time jobs? Adam: Erm, some of them ... yes, quite a lot of them , I guess. Interviewer: Okay so, the answer's yes then. And which of these jobs do they do ... parttime work in shops or cafes? Adam: Erm, yes, a few of my friends work in shops, yeah, supermarkets or clothes shops. Interviewer: Babysitting? Adam: Yeah ... a lot of the girls I know babysit ... not the boys so much. Interviewer: Delivering newspapers or leaflets? Adam: Erm, I think that's younger kids mostly ... It's really badly paid, so it's more for thirteen or fourteen year olds, I think. Interviewer: And other jobs? Adam: Erm ... let me think ... there's a big theme park near here ... One or two of my friends have jobs there in the summer and one girl I know works in a hairdresser's on Saturdays, you know, washing people's hair. Interviewer: Okay, so theme park and hairdresser's. And how do young people in your area find jobs? Through adverts, by sending their CVs to companies, through friends and family or other? Adam: Erm ... all of those, I guess, but I think a lot of my friends got their jobs through friends and family, you know, their parents' friends or something. Interviewer: Okay. And do you have experience of part-time work yourself? Adam: Erm, yes. Interviewer: What do you do? Adam: I've got a job in a supermarket. Interviewer: Okay, that's all then, thank you very much. Adam: You're welcome.

5 Stay well CD 2, Track 18 Danny: Welcome back, Danny Bailey here on Breakfast Radio ... and now we have health expert, Julie Maitland. Hi, Julie ... how are you today? Julie: I'm really well, thank you, Danny. Danny: Good ... you're looking fantastic, as always! So, what's the secret, Julie? How can I look like you? Julie: There's no secret but there are some simple things we can all do to look and feel better ... and of course, live longer. Danny: Right ... Julie: Number one is breakfast ... breakfast is the most important meal of the day! You mustn't miss breakfast. Experts say that people who have a good breakfast live longer than people who don't ... and they stay slimmer, too! Danny: Really? So, what should I eat? I just have a pastry in the car on the way to work usually ... is that okay? Or should I eat fruit or something instead? Julie: Mmm, we ll, pastries contain a lot of fat ... not very good for your wa istline, Danny. Danny: No ... Julie: They also contain a lot of sugar. Sugar gives you energy for a short time but two hours later, your energy is down again, so sugary breakfasts are not the best. Of course, everyone should eat plenty of fruit but again it doesn't give you energy all morning. If you want energy till lunchtime, you shou ld have some low fat protein. Egg s with toast or bread is perfect. Julie: And it's not just eating the right things. What you drink is important, too. You should drink at least two litres of water every day, that's about eight glasses. Danny: I drink about eight cups of coffee every day - that's not the same, is it? Julie: Agh! No, it isn't! Water's the thing! Water's good for your skin, it's good for your digestion and it also helps you to stay sl im! Fizzy drinks, coffee, these things are really not good for you. Julie: And of course, we should all be more active. Tell me, Danny, do you exercise regularly? Danny: Uh ... yeah ... Julie: Good for you! What exactly ... w hat do you do? Danny: I walk ... I wa lk to the car every morning. Then I drive here to the studio. Julie: Hhmm ... Is that it, Danny??? Danny: [laughing] Okay, we ll maybe it's not much. What do you recommend? Julie: The government recommends that adults should get 30 minutes of exercise a day ... cycl ing, walking ... anything that you enjoy doing, really. And for teenagers, they recommend an hour 's exercise a day. So, perhaps you should leave the car at home, Danny? Danny: Anything else that's going to make us feel better? Julie: Well, there's one other thing . Sleep is really important, Danny. You must get a good night's sleep. People who sleep we ll live longer than people who don't. How many hours do you sleep every night, Danny? Danny: I don't know ... Sometimes I sleep five hours and so metimes I sleep fourteen hours. It depends ... but I'm always tired! Julie: Whoa! That's not good! You need to get into a good routine - go to bed at the same time and get up at the same time. You shouldn't stay in bed too late in the morning, Danny, because it's more difficult to sleep at

night when you get up late. They say adults should sleep about seven to nine hours. It's a little bit more for teenagers, maybe nine and a half hours. Then you won't feel so tired, Danny.

CD 2, Track 22 Many experts believe that fish is good for your brain - especially 'oily' fish like tuna and salmon. Tea and coffee are bad for your teeth because they make them brown, and coffee is very bad for head aches. But coffee is good for concentration - especia lly if yo u are tired . Coffee is bad for your heart but experts say that tea , on the other hand, is good for your heart. As everyone knows, salt is very bad for your heart. Olive oi l, unlike other forms of fat, is actually good for your heart. Fans of olive oil say that it is also good for your ski n and hair, especially if they are dry. Chocolate is, of course, very bad for your teeth and your waistline but it is good for your concentration if you are really tired.

C02, Track 27, Real Time Rosie: Hello? Pat: Oh, hello, I'd like to speak to Zachery, please. Rosie: Zachery ... oh ... Zack ... yes, just a minute, who's speaking, please? Pat: It's Patricia Collier. I'm his mother's aunt. Rosie: Zack! Wakey, wakey! Phone for you! Ooh, dear, you look terrible! Zack: Thanks a lot. Who is it? Rosie: Patricia someone ... your auntie or something. Zack: Patricia? I don't know a Patricia ... oh I know ... it's Mom's Auntie Pat, my grandmother's sister ... what does she want? Hello, Auntie Pat, how are you? Pat: I'm very well, thank you, Zachery, and how are you getting on in London? Zack: Yeah ... good, thank you. I'm having a really good time. Pat: I'm phoning because Uncle Ken and I wou ld like to see you while you're here. Would you like to come for lunch? Zack: That would be lovely, thank yo u. Pat: Are you free today? Zack: Today? Mmm '" I'm really sorry but I can't ... mmm ... I'm a bit erm ... I mean ... I've got ... I'm afraid I've got an exam ... at college. It's tomorrow morning, I'm afraid, and it's really important. Pat: Oh dear, w hat a pity! We ll, how about nextSu nda y in~ead?

Zack: Next Sunday ... erm ... yes ... that would be lovely, Auntie Pat, thank you very much. Pat: And why don't you bring a friend? Zack: That's a good idea. Pat: You're staying with Fran Connor, aren't you? Hasn't she got some daughters? Zack: Yes Grace ... and Rosie. Pat: Well, why don't you bring one of them with you? Zack: That sounds great, perhaps Grace can come. I'll call you and let you know. Shall we come at about 12.30? Pat: Perfect. We'll see you next Sunday at 12.30 then . Zack: Yeah, I look forward to seeing you, and er .. . thank you for inviting me, Auntie Pat. Pat: It's a pleasure, Zachery. Goodbye then. Zack: Bye, Auntie Pat. Phew!

CD 2, Track 29, Real TIme Pat: Hello, Zachery, lovely to see you dear, you look very well ... aren't you tall!

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lack: Hi, Auntie Pat, this is Grace. Pat: Hello, Grace, lovely to meet you dear, come in and sit down. Ken: Would you like a drink of something? Cola, a beer, water? Grace: Just a glass of water for me, please, Mr Collier. lack: And I'd like an orange juice, please. Pat: Sit down and help yourselves. Grace: This looks lovely, Mrs Collier. Pat: Thank you, dear. Have some meat Zachery, here you are. Pat: Would you like any more potatoes, Grace? Grace: No, thanks I'm fine, really .. . Ken: So how are you getting on w ith your course here, Zachery? Are you enjoying it? It's at London University, isn't it? lack: Yeah, that's right ... yeah, it's good. I'm meeting some really nice people and the course is interesting ... Pat: So, Zachery, tell me, do you have a girlfriend back home in California? lack: Yeah, kind of, I guess .. . Lily .. . 1met her in high school. Pat: Lily, eh? lack: Yeah, actually she's planning to visit Europe soon, so maybe you'll meet her. Grace: Really, I didn't know that ... when? lack: In a couple of weeks. She wants to see Paris, so we're hoping to go over for a few days, with her family. Grace: You're going to Paris with her? Pat: Oh, Paris is wonderful. Lily'lilove Paris ... more meat, Grace? Grace: No really, thanks. Pat: Zachery, have some more pudding. lack: Thanks, it's really delicious. Pat: Grace, have some more dear - finish it. Grace: I really can't, Mrs Collier. Pat: Are you sure ... just the last little bit ... Grace: No really, thank you .

6 The rules CD 2, Track 31 Mum: It was a difficult decision to send Ed to the camp, really difficult .. . the most difficult decision of our lives, really. It wasn't something we did easily ... we just wanted our son back as he was ... before he started getting into trouble. Ed: For a time at the camp, I was really angry .. . angry with my parents for putting me in there but also angry with myself, you know, I thought, 'What am I doing here? How did this happen?'Yeah, it was hard, really hard. Ed: While I was there, in the camp, I realised, you know, I realised that I really didn't like my life. I needed to change something ... to change my way of thinking. Ed: One year later, I'm back at school, studying for my A-levels and I hope to go to university. Mum: I think the most difficult time was when he started seeing his old friends again ... when he was with them, I felt most worried ... Ed: My relationship with my parents is a hundred times better now. I can't say it's perfect but it's better. We talk to each other much more now, we communicate more.

CD 2, Track 33 Katie: My mum and dad are pretty easygoing with me I suppose ... I can go where I like, really. Some of my friends seem to have less freedom than I do. The only thing my mum says, I have to keep my mobile with me at all times. I try to text her so she knows everything's okay but sometimes I forget. My mum's pretty cool about what time I get in

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and things like that but she is strict about one thing: homework. I always have to do it when I come home from school, even if I'm really tired and I just want to do nothing. Once, I got really bad marks in my exams and she got really angry and said I couldn't go out at the weekend ... but then, after a while, she forgot, luckily! Sally: While I was growing up, my parents tried to control every part of my life - they had to know who my friends were and I wasn't allowed to stay out after a certain time. I wasn't allowed to watch certain television programmes. Because of these things, I felt very unhappy. Being a parent is difficult, I know, but if you're too strict w ith your children - especially teenagers - th ey just rebel. When I left home, I didn't know w hat to do w ith my freedom and I went really w ild for a w hile. It's important to guide your kids but not t o control them . You have to remember that they're individuals and they're different from you . That's what I think, anyway. Ivy: Sometimes I think Sally gives the children too much freedom but I try not to say anything. Katie seems to do what she wants .. . still, she's a lovely girl. Perhaps I was too strict with Sally when she was growing up but then my parents were very strict with me .. , especially with us girls. I had three sisters. The women did all the work in the house .. . we girls all had to help mother with the housework. My brothers didn't have to do anything, not even the washing-up ... that's how it was. And if mother didn't like something we were wearing, that was it, we couldn't wear it .. . and we weren't allowed to argue with her! We weren't allowed to wear make-up or some of the things they wear these days! I remember after I was sixteen, I was allowed to wear a little bit of lipstick but that was all. I was frightened of my mother so I did what she said! But in other ways we had more freedom - we were allowed to play out in the streets, for instance, even when we were small, because it was safe then, not like nowadays. And we could walk around after dark, no one worried about it!

CD 2, Track 34 Ivy: One thing was better in those days ... we didn't have to take exams all the time like these young people today. I feel sorry for my grandchildren, they always have some exam or other! Of course, I wasn't allowed to stay at school and so I couldn't take the school leaving exam ... I wanted to, but Father said that girls didn't need exams. So I had to leave school at fourteen and get a job ... and then Father died and, of course, there was no money in the family. I remember I had to give all my wages to my mother every week, fifteen shillings it was ... and she gave me five shillings back ... sort of pocket money ... and I was allowed to spend my pocket money on myself! Of course, it wasn't easy for boys, either ... they all had to go in the army because it was just after the war, so they didn't have much education either. One of my brothers was very good at design and he wanted to go to university and train to be an architect ... but he couldn't go because there was no money ... it was a shame, really.

7 Time out CD 3, Track 13, Real Time Grace: So, are you going to Paris then, Zack? lack: Yeah, I think we're going next weekend or the weekend after that. Fran: Fantastic - you'll love it! lack: Yeah, we need to book flights, I guess. What's the best way to do it?

Fran: Oh, don't fly, there's no point. Go by train, it's much quicker than flying . You travel from the centre of London to the centre of Paris. It's really easy. lack: What about buses? Fran: Oh no, the coach will take ages. The train's really fast. It only takes about two and a half hours. No ... I don't think you should take the coach . lack: Yeah, I guess you're right. Grace: So, is Lily arriving soon then? You're going to Paris with Lily and her family, aren't you? Fran: Lily? Rosie: Zack's girlfriend from home. Fran: Oh, right! lack: Actually, she's kind of not my girlfriend any more. She's not coming to Europe now. She's travelling to Mexico with some other people. Rosie: You could go with Grace instead. I bet she'd like to go w ith you . Grace: Be quiet, Rosie! Fran: That's a shame, Zack. So you're travelling to Paris by yourself? lack: No, I'm going with some of the guys from college ... Dieter, a German guy, he really wants to go ... and Alvaro, this Spanish guy ... he's got friends there, so we might visit them. Grace: Oh right, sounds good. lack: So where should we stay? Can you recommend anything? Fran: Where did you stay Grace, when you went with your friends? Grace: We stayed in this youth hostel called Lucky Hostel in Montmartre, that's a really pretty old part of Paris. You must go to Montmartre! Anyway, the hostel was really cool because it was just people aged 16-26 and you met people from all over the world, and it was cheap as well. You should definitely stay there, if you can . lack: Cool, do you think we should book? Grace: Yeah, probably, you can do it online, it's all in English.

CD 3, Track 16, Real Time 1: I want to go somewhere for a weekend - a pretty old town with nice buildings and cafes and things. Do you have any recommendations? 2: I'm looking for somewhere quiet ... where I can relax ... away from the crowds. Any ideas? 3: I want to go walking somewhere beautiful. 4 : I'm looking for somewhere with really good nightlife, to have some fun .. . where do you think I should go? S: I want to visit a town where I can do someshopping - where's the best place to go?

8 .Just do it! CD 3, Track 18 Presenter: Okay, now we come to the sports round and it's Frank's team first. Katie: Oh no, I don't know anything about sport! Presenter: First question then . It's about Martina Navratilova, probably the greatest female tennis player of all time. Navratilova has been an American citizen for many years now but which country did she come from originally? Alan: Was it Russia? Katie: Yeah, it could be Russia .. . or Bulgaria maybe? Frank: No, I think she was Czech. Katie: I don't know, really ... Presenter: Come on, I'll have to hurry you, what's your answer?

Frank: I'm pretty sure she's Czech originally ... the Czech Republic. That's our final answer. Presenter: And that's the right answer, two points! Frank: Yes!!! Katie: Well done! Presenter: Okay, next question. As you know, the Winter Olympics takes place every four years. But where did the first Winter Olympics take place? Katie: Somewhere cold? Alan: Er ... in the United States somewhere? Frank: Was it Switzerland? Presenter: No, but you're very close. Anybody on the other team ... Trevor? Trevor: Ita Iy? Presenter: No, I'll have to give you the answer. It was in France. The first Winter Olympics took place in 1924, in the ski resort of Chamonix in the French Alps, so no points there. Next question, then. Alan, which team won the 2002 Football World Cup? Alan: It was either Germany or Turkey. I don't think it was Italy. That was 2006 in Germany. Or was it Brazil? Presenter: Is that your final answer? Alan: No. Yes. Brazil. That's my final answer ... I think! Presenter: And it is ... the correct answer! Katie: Oh no, now it's my turn! Presenter: Tiger Woods is one of the highest paid sportsmen in the world. But which sport does he play? Frank: Oh, that's so easy! Katie: It's easy for you!!! Football? Basketball? I'm sorry, I really don't know ... Presenter: I'll give you a clue. It's not really a team game ... people play individually. Katie: Tennis ... oh, I know, golf ... Tiger Woods is a golfer! Presenter: And that's the correct answer, Katie! Never mind, it's the music round next and Frank won't know anything! Katie: Uhuh ... and music is my best round! Presenter: And now the final question in the sports round is for you, Frank .. . I'm sure it'll be very easy for you ... how many players are there in a basketball team? Frank: Hmmm '" it's not eleven, like hockey, I don't think ... maybe six ... or is that volleyball? ... or five ... I think there are five players, usually .. . I'll say five, that's my answer. Presenter: I can only give you one point for that Frank, I'm sorry. There are only five players playing ... so you're half right, but there are also five substitutes in the team, so in total there are ten players in a basketball team five players and five substitutes. Frank: Oh no ... I lost a point ... sorry, Katie .... sorry, Alan! Presenter: So that's a total of seven points in that round for your team, and now ...

CD 3, Track 19 Interviewer: Congratulations, Jo! Jo: Thanks!

Interviewer: Now, Jo, you're only eighteen. Tell us something about your career up to now. Jo: Well, I've played for the England Schools team and last year, I was captain of the England Under-21 team . Interviewer: Well done! So what are your ambitions now? Jo: Well, I haven't travelled outside Europe much. I want to play in the Olympics next year ... and I'd love to visit the United States. I've never been there. Interviewer: Well, good luck with that. One more thing ... who is your sporting hero?

Jo: That's easy ... Lewis Hamilton, the racing

driver! He's from Steven age '" the same as me! Interviewer: Really? Have you ever met him? Jo: No, I haven't but I've seen him on TV hundreds oftimes ... so, maybe one day. That's my dream!

9 Cool tech CD 3, Track 37 OJ: Hello and welcome to the show this morning, if you've just got up. Well, according to the newspapers this morning we're becoming digital junkies - apparently we can't live without our mobiles and all our other electronic gadgets. So we're asking you what gadget can't you live without? And are there any gadgets that you can live without very happily - gadgets that you hate? Call us, email us or text us with your answers. We've got a prize for the best answer: an electronic gadget, of course, but I'll tell you more about that later! Here's a text from Dan in Cambridge: 'I can't live without the TV remote control. You realise how important it is when you can't find it!' Well, I think we all agree with you there, Dan - good one. I've got Cathy on the line now. Cathy, what's the gadget that you can't live without? Cathy: Oh, my iPod definitely! I love music and I'm really bored if I don't have music in my life. And pod casts, too. I listen to loads. OJ: So, when do you listen to them? Cathy: Well, I'm a nanny, so I listen to them on my iPod when I'm taking the baby for a walk in the park - it's quite boring if I don't have my iPod but with my podcasts I'm laughing all the time and I don't get bored at all ... but people probably think I'm mad. OJ: Mmm. Well, thanks Cathy, bye. Cathy: Bye, John. OJ: Here's an email from Tim in London. Tim says, 'people can't live without mobiles - are they crazy? A few years ago I had two mobiles, one for work and one private one. And people could contact me everywhere, all the time, and it was hell! I've thrown them both away now and my life is much better: Interesting, Tim perhaps we .should all do that! And Alice from Manchester says: 'the gadget I hate is my alarm clock - it wakes me up from my lovely dreams every morning and makes me go to school ... why, why, why? !" Aaah, never mind, Alice. Lucy from Bath says 'I hate all gadgets when they break down. I love my laptop and my MP3 player but if they go wrong, I have a really bad day: Very true, Lucy! And finally, before the news, an unusual email from Nick in London. 'The only gadget that I always have is a pencil: says Nick. 'Pencils are easy to carry, they can write on everything, they smell nice, and if you're really hungry, you can even eat them! What other gadget gives you all that?' Mmm, Nick ... good point, are there any other gadgets you can eat? I'll have to think about that one! Okay, well thanks to everyone for those ideas and now it's time for the news!

CD 3, Track 43, Real Time Grace: What's the matter? You were really cheerful this morning and now you look really miserable. Zack: I'm not very happy ... Grace: Why, what's wrong? Zack: Well, I guess I'm pretty upset because of Lily. I've just had another email and she definitely isn't coming to Europe at all this summer ... Grace: Yeah, that's a real shame.

Zack: I'm just missing home ... your Mom's really kind to me but it's just a long way from home .. . Grace: And you are here for a long time, I guess ... three months ... Zack: And now I'm really annoyed about something else, too .. . you know my camcorder? Grace: Yeah? Zack: There's something wrong with it. Grace: But it was okay when we were in London this morning, wasn't it? Zack: I thought it was fine but when I got back I realised that the battery wasn't charged properly, so I don't have any pictures of Piccadilly Circus at all. Grace: Oh no! Zack: Yeah, there's some kind of problem with the battery - I have to recharge it all the time and the sound isn't working very well either ... Grace: That's terrible - it was really expensive, wasn't it? You should take it back and ask them to change it. Zack: Yeah, it cost £200 ... and I've just looked on the internet and they've got the same model thirty pounds cheaper at another store! Grace: No! That's so bad .. . maybe you could get your money back and buy it at the other place? You should definitely try, you know ... thirty pounds is a lot of money! Zack: Yeah, I guess ... Grace: Listen, cheer up, I'm going out tonight with some of my friends. Why don't you come with us? Zack: Okay then, yeah, thanks Grace.

CD 3, Track 44, Real Time Sales assistant: Hi, can I help you? Zack: Yeah, I bought this camcorder here a few days ago and it doesn't work properly. Sales assistant: Have you got the receipt? Zack: Sure, it's here. Sales assistant: And what exactly is the problem? Zack: Well, there are two things - I have to recharge the battery all the time - every time I use it the battery goes flat ... and there's some problem with the sound - I don't change the volume but sometimes it's really loud and sometimes there's no sound at all. Sales assistant: Right, I see. Well, we can exchange it if you like. Zack: No, I'd like a refund please. I'm not happy with this model at all. Sales assistant: I'm sorry, but I'm afraid we can't give refunds if you've already used it. Zack: Well, I'd definitely like a refund. Could I speak to the manager, please? Sales assistant: Sure I'll go and get her. Manager: Hello, how can I help? Zack: I bought this camcorder here a few days ago and there's a problem with the battery, and the sound doesn't work, and so I'd like a refund, please. Manager: As my colleague explained, I'm afraid we can't give refunds if you've already used the machine. Zack: But can't I have a refund if it doesn't work? Manager: I'm sorry, there's nothing I can do. We can exchange it for you but if you want a refund, you'll have to write to the manufacturer. Zack: That's crazy! I'm really not happy about this! Manager: I'm sorry, but that's company policy.

Zack: Okay, well can you give me the address t hen, please? Manager: Certainly, I'll just get it for you .

10 Out there CD 4, Track 7 1 2 3 4 5 6 7 8

I've been at this school for four years. They've been on holiday since 15 May. We've lived in this house since 1999. She's been ill for six weeks. I haven't eaten for about two hours. I've only been in this lesson for five minutes. She's been out since 12.00. I haven't seen him since~ast Tuesday.

CD 4, TrackS Announcer: And now, a problem that will get worse in the future, the problem of climate refugees: people who have to leave their homes or even their country, because of climate change. First, Virginia Roberts reports from the Carteret Islands in the Pacific Ocean. Virginia: A thousand or so people live on the beautiful Carteret Islands. They seem very far from the problems of the modern world - there are no cars or shops on the islands and no electricity. People have lived on these islands for thousands of years. The islanders are doing nothing to harm the environment but still, they are the victims of climate change. Because of global warming, the sea is rising every year in the islands. It is now impossible to grow food and the water is too salty to drink. Ursula Tobasi told us what life is like for the islanders. Ursula: Every few months the islands fill with water - the water washes away houses and the children run around crying. It's terrible. After the floods, the mosquitoes come and our children get malaria. We can't give our children a good diet any more because we can't grow fruit - we can only give them fish and coconuts. They are getting ill. Announcer: So what's going to happen, Virginia? Virginia: Well, t he government is moving people away from the islands. By 2015, as the water gets higher, experts say it will be impossible for anyone to live on the islands. So these people will have to find new homes. Announcer: Thank you, Virginia.

CD 4, Track 9 Announcer: The South Pacific is not the only place with climate refugees. The USA has also experienced the problem. Justin Andrews reports. Justin: On 29 August 2005, Hurricane Katrina hit New Orleans and the Gulf Coast of the USA and over a million people had to leave their homes. A quarter of those people have not come back - experts say they will never return to the New Orleans area. Bill Jackson is one of them. Why haven't you gone back to New Orleans? Bill: In August 2005 I lost everything - my home, my business - a sports shop - and three members of my family died. When I left on the 28th of August, I planned to go back. But I can't start my business again because insurance is too expensive. So I've decided to stay here in Dallas and start again. Announcer: I'm sure Bill's story is very typical, but Justin, are all these problems because of global warming? Or are there other reasons? Justin: Well, we know that sea levels are rising - so there are more floods in the world. We also know that the temperature of the sea is rising and this makes hurricanes worse. There were very high sea temperatures in the

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Gulf of Mexico in the days before Hurricane Katrina. So yes, most scientists believe that the hurricane was connected to global warming. Announcer: Thank you very much for that, Justin. And now ...

11 Must see

co 4, Track 18 Man: Most films these days are made by big film studios like Fox and Warner Brothers. First, a story is chosen and the producer plans the budget. A director is chosen and a scriptwriter is asked to write the script. It is months, sometimes years, before the actors are chosen . The main actors are usually chosen by the director but, of course, this depends on the budget. Woman: A small film might have a budget of only $5 million but some big Hollywood movies have budgets of $150-200 million. This is partly to pay the top stars, who can earn $20-30 million dollars a movie and often, millions of dollars are spent on special effects. Man: Before filming starts, every single scene is planned and designed in detail. Filming itself generally takes about three months - only about three minutes of the final film are made each day! Some scenes are filmed on location but this is very expensive, so if possible, the scenes are filmed in studios. Woman: By the end, there are hundreds of thousands of metres of film. These are then edited into a story. Sometimes days or even weeks of filming make only a few·minutes of film. The editing takes about four months but sometimes the studio is still not happy and scenes are cut or changed even at this point. The music isn't added to the film until the end. Finally, the film is printed and copies are sent to cinemas around the world Man: At this point, millions of dollars are spent on pUblicity - sometimes almost half of the total budget!

CD 4, Track 21 A Chef: So, today I've got something really simple, for all the family. It's really quick, really easy. It's called frittata ... Presenter: Fri-what?? Chef: Frittata, it's an Italian egg dish, basically, as I say, really simple. Here are your ingredients: you need eggs, obviously - four eggs, oil, I prefer olive oil, er, a couple of potatoes and an onion .. . Presenter: So, that's all you need? Chef: Well, yes, but you can also put in any other vegetables you have to make it more interesting. I've got some peppers here, for example .. . some red peppers ... Presenter: Okay, so what do I do with these ingredients? Chef: So, first of all we need to boil the potatoes in a pan for about twenty minutes and then while that's happening ... B Mrs G: So how is he, doctor? How's my husband? Doc: It's too soon to say, Mrs Gray. We'll know more tomorrow. Mrs G: Oh!! Marianne! Marianne: You! You! What are you doing here? Mrs G: I came to see John ... I came to see my husband! Marianne: You came to see John? Hah! Where were you last night? Where were you when my son needed you? Mrs G: I was ... with a friend ... I had to .. . Marianne: A friend! Hah! We all know what .. .

Doc: Ladies! Please! I must ask you to be quiet! This is a hospital. If you must have this discussion, please do it outside ... C Woman: I love life. I love my friends. And I love my job. That's why my smile is important. And that's why I need to look after it. Man: New Brite Extra Toothpaste, Leaves your mouth fresher, Leaves your teeth up to 80% whiter. New Brite Extra, Your smile says it all.

o Dad: Oh hi, Jenny. Jenny: Oh hi, Dad. Dad: So ... how was it? Jenny: How was what? Dad: You know ... your .. . um ... your date with ... er .. . what's his name? Jenny: Jeremy. His name is Jeremy, Dad ... I've told you a hundred times ... Dad: Jeremy, that's right. So? Jenny: So ... what? Dad: So, how was your date with Jeremy? Jenny: DAD!! Dad: I'm only asking you because .. . Jenny: Well, I'm only telling you ... STOP ASKING ME QUESTIONS!! Dad: Well, nice talking to you ...

CD 4, Track 27, Real Time A Recorded answer message: Telephone number 0-8-9-9-0 3-4-5-2-3-9 is not available to take your call at the moment. Please leave yo !,!): message after the tone. Zack: Hi, Grace, it's lack. Could you call me as soon as you can ... and I'll also try you at home. Speak to you soon. Bye. B Fran: Hello? Zack: Hi, Fran, it's lack, is Grace there? Fran: Oh hi, lack, no she isn't here at the moment. I'm afraid she's at college this morning. Can I take a message? Zack: It's kind of urgent. I want to know if she can go to a concert tomorrow night ... and I need to know as soon as possible. Fran: Why don't you try her mobile? Zack: I've already tried - she isn't answering. Fran: Oh yes, 'she's probably in a lesson, have you left her a message? Zack: Yeah. Fran: Well, it'll be lunchtime in about ten minutes. She'll probably call you back then, or you can try her again. Zack: Okay, great. Fran: And if I speak to her I'll tell her to call you straight away. Zack: Yeah, thanks Fran, that's great. Fran: Bye. Zack: Bye. C Grace: Hello? Zack: Hi, Grace, it's lack. Grace: Oh hi, lack, I've just got your message. Is everything okay? Zack: Yeah, yeah ... it's just ... I saw some tickets for sale on the notice board at college, for a Demonica concert, and they're your favourite band, right? Grace: Demonica, yeah ... they're so cool!

Zack: Well, I was wondering ... would you like to go? You know, you and me? Grace: Yeah, I'd love to, they are so good! Zack: I thought we could go to the concert and maybe go out for something to eat, a pizza, or something ... if you want to ... Grace: Yeah, I'd love to, that sounds great! Zack: Okay, well, I'll call the girl and buy the tickets then ... I hope she hasn't already sold them. Grace: Yeah, me too ... I'm really excited ... I've never seen them live before! That is so cool! Zack: I'll call you and let you know, okay? Grace: Okay, speak to you soon, good luck. Zack: Yeah, see you. D Dad: Hello? Zack: Hello, Could I speak to Carrie, please? Dad: Who's calling? Zack: My name's Zack Garber. I'm calling about the tickets for the Demonica concert that she wants to sell. Dad: Oh yes, just a minute, I'll just get her. Carrie, it's the phone for you .. , it's about those tickets. Carrie: Coming ... Hi, Carrie speaking. Zack: Hi, my name's Zack Garber. I just saw the Demonica tickets for sale on the college notice board and I'd like to buy them, if they're still available. Carrie: Sure, yeah, that's great. Shall I meet you in college tomorrow to give them to you? Zack: Yeah, great. I'll be in the cafeteria at around 12.00, are you around then? Carrie: Yeah, that's good for me. I'll meet you by the notice board at 12.00 then. Zack: Great, see you tomorrow then. Carrie: Yeah, see you.

CD 4, Track 30, Real Time Pat: Hello, Zachery, this is Patricia. I'm calling because we were expecting you for dinner at 7.30 this evening. It's now nine o'clock and you still haven't arrived. I do hope you're okay, dear. Please give me a call tonight before 10 or first thing in the morning. I shall be worried about you. Bye, dear. Lily: Hi Zack, it's me, Lily! Big surprise ah, I decided not to go to Mexico and to come to Europe with Mom and Dad after all. Listen, I'm really, really sorry about everything and I really need to see you. I'm going to call the house where you're staying and if you don't call me back, I'm going to get a taxi and come round to visit tomorrow morning. Can't wait to see you! Love you, bye! Monika: Hello, Zack, I don't know if you remember me but my name's Monika. Remember we met at the new students' party a few weeks ago? You gave me your phone number and we said that maybe we will meet? How about tomorrow afternoon? Perhaps we could go out for a walk or something? Well anyway, maybe you could call me back? Bye.

12 Stay safe CD 4, Track 3S Teen 1: If I found £100 in the street, I think I'd be really pleased at first and think, oh, all that money .. . fantastic! What can I buy? But then, after that, I'd be a bit worried because maybe a poor little old lady dropped it, or something, so I'd be worried about whether or not I should keep it ... Teen 2: I'd be really embarrassed if my teacher found me cheating in a test. I'd feel really silly and probably I'd also be pretty worried, if my parents found out .. . about what they would say. Teen 3: If someone stole my schoolbag, I'd feel really, really annoyed, because I mean,

why would anyone want my bag? It's no good to anyone else but it's really important to me and I'd have to get lots of new books and copy my friends' notes and do loads of extra work. So, I'd feel really, really annoyed ... Teen 4: If one of my friends copied my essay, I think first of all, I'd be really surprised, because I trust my friends and I just can't believe that they would do that withou t telling me. I'd feel really disappointed ... and I'd also be really annoyed because I would probably get into trouble and it wouldn't be my fault ...

CD 4, Track 38 Presenter: Okay, so here on 'People's Talk' we're talking about teenagers as the victim s of crime. Our first caller, Josh, is one of those people. Josh, tell us what happened to you. Josh: Well, I was coming home from my friend's house about eight o'clock in the evening and this group of about five boys came up to me. They were about fifteen, about my age and they told me to give them my money. But I didn't have any, so they told me to give them my phone and I was quite frightened, so I gave it to them and they just ran away and that was it really ... Presenter: Did they hit you ... or attack you? Josh: No, but they were very threatening ... and there were five of them! Presenter: I see, well that sounds like a frightening experience and a very typical story. Judy, our next caller, lives in London. Judy, are you a parent of teenagers? And what do you think the problem is? Judy: No, I'm not a parent but I do think that ... young people these days, when they go out, they've got so much stuff! They've got mobile phones, MP3 players, trainers, jewellery - it's not surprising that they're robbed. I just don't see why they need all these things, especially when they are going to school. It just seems crazy to me ... I don't know what their parents are thinking of. I don't understand why parents buy their teenagers all these expensive things! Presenter: Okay, thanks, Judy! Becky, our next caller, is sixteen. What do you say, Becky? Would young people be safer if they didn't have all these expensive things with them? Is Judy right?" Becky: Well, I don't really agree ... no. I mean if you want to feel safe, mobiles are really important. My parents wa nt to know I'm okay. They wou ld worry about me a lot more if I didn't have my phone w ith me. And w hy shou ld I stop listening to music and things like that? I mean, everyone listens to music th ese days - why should teenagers be different? The police should protect teenagers from crime, the same as everyone else. Presenter: Thank you, Becky.

Another thing, always have your bag where you can see it and keep it closed. And don't keep all your valuable things in the same place. Keep your cash and phone and credit cards in different places. That makes it more difficult for the thief. And if you use your mobile in the street, if you see anyone who is a bit worrying ... if you don't feel safe, then don't use your phone. Presenter: And if the thief threatens you with violence, should you give them what they ask for? What would you do in that situation? Alison: Oh, if someone threatened me, I would definitely give them what they wanted. I think that's definitely the best advice. Presenter: Okay, well, thank you very much for your time, Alison ...

CD 4, Track 39 Presenter: Okay, well, lots of different opinions and clearly lots of young people are very worried about crime. I have Alison Markham from the organisation 'Youth Noise' here with me now. Alison, your organisation represents the rights and problems of young people. What advice would you give about avoiding crime? And what should young people do if they are the victims of crime? Alison: Well, basically, Jeremy, there are some very simple things that we can all do that make us safer. Presenter: Can you give us some examples? Alison: Well, first thing, always stay near other people if you can. If you are on public transport, trains or buses, sit near the driver if the bus is empty. That's one of the most important things for everyone.

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Workbook tapescript Track 2, Unit 1 OJ: ... And coming up in today's 'Zoom' we have our usual guests, competitions and quizzes. But let's start today's show with teenager Alan Lost from Teen Time, a hotline for worried teenagers. Alan is a 17-year-old secondary-school student. He helps at Teen Time three evenings a week. He takes calls from worried teenagers and tries to help them. Sometimes he only talks to one or two teenagers, but other days it's more, perhaps four or five. Today Alan is answering calls on our hotline about problems with school and teachers. Hi, Alan. How are you? Alan: Fine, thanks. It's great to be here. OJ: So, Alan, why are we talking about school and teachers on the show? Alan: Well, kids often have lots of worries about school and their teachers. Some kids feel they are not good at some subjects or have a problem with one teacher. Kids worry about passing exams, too. Sometimes, parents are not the best people to talk to about these problems. Parents usually want to hear about what is going well at school. We get lots of calls at the hotline about this. OJ: What about the other kids at school? Can they help and give support? Alan: Yes, often they can. I always tell callers to talk to their friends about school problems first, but sometimes students want to talk to teenagers outside the school and family. That is why our hotline is so important. OJ: Okay, Alan, let's take our first call then from Denise from London. Hi, Denise. What do you want to talk to Alan about? Oenise: Hi, Alan. Well, I'm not getting on with one of my teachers. I get on well with my other teachers in Chemistry and English but I have big problems with my Maths teacher. I don't think she likes me and she always gives me bad marks. Can you help? Alan: Talk to your teacher directly about this problem. She needs to explain to you why you always get bad marks in Maths. Do you get support from your friends?

Track 3, Self-assessment test 1 Presenter: Good morning, listeners and welcome to our Tuesday morning phone-in show. My name is Tom Reynolds and today we're talking about people who are icons for millions around the world. So, if you want to tell us about your favourite celebrity, don't wait. Pick up the phone and call 01202 656 754, that's 01202 656 754. And our first caller is Sally. Sally, are you there? Sally: Yes, I'm here. Good morning. Presenter: So, Sally, you're a big fan of Kylie Minogue, is that right? Sally: That's right. I think she's the best singer in the world. And I feel close to her because there are many similarities between us. We were born on the same day, 28 May. We weren't born in the same year though - I'm 20 years younger. Kylie's parents are Welsh like mine. And, one more thing - like me, she has a younger brother and sister. Presenter: And do you want to go into singing, too? Sally: I love singing but to make a career out of it you need to be very talented and determined. Here's where I'm different from Kylie. But that's about the only difference. Presenter: I see. Thank you, Sally. Who is our next caller? Brian on line two. Hello, Brian. Who would you like to talk about? Brian: Good morning. I'd like to talk about

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somebody who is less popular than pop stars, actors or sportsmen but still very famous. Presenter: Who is that then? Brian: Stephen Hawking, a British scientist. I heard about him for the first time when we were studying- the universe at school. And then I got his book A Brief History of Time for my birthday. It's a fascinating book. And I think Stephen Hawking is the most intelligent man in the world. Presenter: You're really interested in science, aren't you, Brian? Brian: Yes, and I want to know more and more. Actually, you can read about Stephen Hawking and his theories on his website. It's really good and gives a lot of information. Some of his theories were too difficult for me but I still learnt a lot. Presenter: Thank you for sharing this with us, Brian. We'll be back with more calls in just a minute.

Track 4, Unit 3 Presenter: Today on 'Money Matters' we are looking at teenagers in business. Our guest today, Alina Morris knows all about having a successful business. Welcome Alina. Alina: Thank you. Presenter: ~Iina , tell us a little about your business, Style Help. Alina: Well, at secondary school I was very interested in fashion ... not just clothes, but furniture too. I watched programmes about fashion all the time. I knew it was difficult for many people·to understand fashion and style. Today there are too many shops and people don't know what to buy. Plus people just don't have enough time to shop so my idea was to start a business to help people. Presenter: How do you help people? Alina: I help them to choose clothes and furniture, that's what people pay me to do. If the customer wants help with clothes, I visit their homes and look in their wardrobes to find out about what styles they like. We talk about which clothes are better and why. Then we plan a shopping trip. Presenter: How did you start your business? Alina: At school we did a school project about making money. I wrote a business plan about helping people to shop. My teacher loved the idea and thought it would be a good idea to start the business. I wasn't old enough to borrow money from the bank, so I borrowed some money from my parents. After six months I had a successful business. Presenter: How do you get customers? Alina: Well, I used the money from my parents to create a website. I wanted a really good website to tell people about Style Help. I knew a good website could help me get new customers. It worked very well. I get more than a 100 emails a week asking for help. My friends also think the website is great! Presenter: Any business advice for teens starting their own business? Alina: The first thing is to have a business plan. Then it's very important to talk to people about your plan and listen to their advice. Try not to borrow too much money and pay it back as quickly as you can. Finally, if you save some money, invest it in the business. Presenter: Thanks for all your advice, Alina. If you have a great money making idea ...

Track S, Exam trainer 2 Jane: Good afternoon to you all. My name is Jane Fitzmorris, I'm the head of Rustington School and I am going to say a few words about our school. Rustington is a private secondary school. It opened its doors in 1801, so it is now over 200 years old. For many years it was a single-sex school, only for boys.

The first girls joined Rustington in 1991 . Incidentally, that's when I came here too. There are 237 students in the school and you're going to meet some of them after this talk and they'll show you the building, the classrooms and the sports fields. Now I'm going to tell you something about the subjects you can study here. Students in years 10 and 11, that's your age group, prepare for the GCSE, the general Certificate of Secondary Educations exams. They all take Mathematics, English and Science, and they choose four to seven more subjects, for example a foreign language, History, Geography, Business studies, Art ... the choice is very wide. I'll give you a full list later. You can also talk to the teachers of the different subjects today. The class teacher of Year lOis Miss Heather Trelawney .. . that's T-R-E-L-A-W-N-E-Y, Trelawney. I'll write the name on the board for you. What else: there is a school uniform, which consists of a dark green jumper, a white shirt and a dark green tie, grey trousers for boys and grey skirts for girls ...

Track 6, Unit 5 Presenter: Hello, I'm Bob Davis, and this is 'Quiz Mania: Today's quiz is all about food, so I hope you aren't feeling hungry! The first question is for Jamie ... What were two of the three most popular types of meat in restaurants last year? Jamie: Umm ... steak, I'm sure steak is really popular ... let's see, chicken, yeah, chicken and steak. Presenter: Well, the National Restaurant Ass.ociation says that the top kinds of food eaten in restaurants last year were hamburgers, steak and roast beef. Chicken isn't so popular. So you get one point for steak steak is really popular. Now, Anne, a question for you. Can you put flowers in salad? Anne: Yes, I think you can eat some flowers. Presenter: Correct! One point. Of course, you can't eat all flowers, so check with an expert first. One point for Anne. Now, Jamie .. . How many kilograms was the largest turkey in the world? About 20, 30 or 40 kilograms? Jamie: No idea! Well, a turkey is a bird, so I guess about 20 kilograms. Presenter: No it was about 40 kilograms - 39 to be exact! Anne, your next question ... Can dogs eat chocolate? Anne: Of course! Presenter: No, actually chocolate is very, very bad for dogs. In fact, 56 grams of chocolate can kill a small dog. It's very bad for dogs' hearts. So you shouldn't give your dog any chocolate. Jamie, your question .. . How many litres of water do you need to grow one kilogram of rice? 50 litres, 500 litres or 5000 litres? Jamie: I'm not sure ... 500 litres? Presenter: That is correct! Well done. Anne, how many kilograms of peanuts do Americans eat every day? Almost one, two or three million? Anne: I think Americans like peanuts, I know they love peanut butter. Almost three million sounds a lot, so I think it's almost two million. Presenter: Well done! That's correct, one point to you. It's 1,800,000 kilograms of peanuts a day. According to the Texas Peanut Producers Board, Americans eat enough peanut butter each year to cover the floor of the Grand Canyon! That is a lot of peanut

butter! Now, everyone loves ice cream. Jamie, in a typical family who eats more ice cream adults or children? Jamie: I'm sure it's children. Presenter: No, in fact, it's adults. In a typical household, adults eat 66 percent of the icecream and children eat 44 percent. And the last question for Anne ... When do you think people first ate crisps? In 1753, 1853 or 1953? Anne: Umm ... perhaps it was 1953. I don't think they had crisps more than a hundred years ago. Presenter: Well, you're wrong. The answer is 1853. So at the end of that round, Jamie has two points and Anne has two points. Now, the next round .. .

Track 7, Exam trainer 3, Part one Interviewer: Today in our series 'People who love their jobs' we interview Gerald Nuttall. Gerald teaches music at a small primary school in Cornwall. Hello, Gerald. Gerald: Hello. Interviewer: Gerald, what exactly do you do in your job? Gerald: I teach music to children aged 6 to 10. I teach them songs, I introduce them to different kinds of mu sic, I teach them to play the keyboard and I ask them to compose a little. Interviewer: You teach six-year-olds to compose?

Track 8, Exam trainer 3, Part two Interviewer: You teach six-yea r-olds to compose? Gerald: Yeah, just a little. For example, I play The Carnival of the Animals by Saint-Saens and I ask the kids to guess what the different animals are. Then they have to compose perhaps twenty, thirty seconds of mu sic about another animal, for example an elephant. I'll ask What's an elephant like?: they'll say 'It's big, it's heavy, it walks slowly' or whatever, and I'll tell them to make the music sound like that. Interviewer: Amazing! And what kinds of music do you play to them? Gerald: Oh, everything. Pop, rock and roll, folk, classical pieces such as The Four Seasons, jazz. I like to connect things, so for example first we sing When the Saints Go Marching In and then we listen to Louis Armstrong singing it. Interviewer: Are you strict? Gerald: Not at all. The way I see it, if you are going to learn music, you have to have fun. The children are allowed to stand up and dance while listening to music - it's such a natural thing to do, and they love it! I just control them enough so they don't damage the instruments. Perhaps I should be stricter .. .

Track 9, Unit 7 Jackie: Hi, Alex. How was your holiday? Alex: It was t errible. We had a really bad time. Jackie: Oh no! What happened? Alex: Well, to start With, the flight was delayed - seven hours. Jackie: Seven hours? You're joking! Alex: No, and then the airline lost my luggage, so when I arrived I had nothing. I only had my hand luggage with a book and my PlayStation and CD player, but no clothes, no shampoo, no ... Jackie: Oh dear. Alex: My luggage didn't arrive until a week later. Jackie: A week? What did you do? Alex: I had to go shopping and buy lots of new clothes. Jackie: That sounds fun. I love shopping, especially new clothes.

Alex: Fun? You know I hate shopping! And the weather was awful. We couldn't go to the beach the first week because it rained all the time. It was sunny the second week but that was awful too. Jackie: Really? Alex: Yes, when I went to the beach I got sunburnt the first day so I couldn't go swimming. And then it was really hot, but we didn't have any air-conditioning so I couldn't sleep at night. I was tired all the time. We had to change hotels in the end. Jackie: Really? I slept very well every night on my holiday. Alex: And at the second hotel I had to share a room with my sister because there weren't any single rooms, only double rooms. Jackie: Oh dear. What about the nightlife? Alex: Nightlife? There was one club in the town and the music was really bad. We only went once. There weren't any museums, so that was good. Oh, and there were a lot of restaurants, though. Jackie: Was the food good? Alex: It was OK. we ate out most nights. But my sister got food poisoning and she wa s ill for three days. We had to come home early. Jackie: Oh! Alex: What about your holiday? How was it? Jackie: It was fantastic .... We had great weather. We didn't fly, we drove. The journey was a bit boring, but we didn't have to wait seven hours at the airport! We didn't stay in a hotel either, we stayed at a campsite and we cooked our own food - but it was delicious, nobody got food poisoning! Alex: Well, I guess the nightlife wasn't very good? Jackie: It was fantastic! There was a big group of young people from England and we met every night. I made lots of new friends. We sa ng songs and talked ... well, I didn't sing of course, but I talked a lot! We we nt to bed late every night! But we still went walking and did a bit of sightseeing too. We didn't go to any museums, but we did go to two art galleries. Alex: So you've had the best holiday ever! Jackie: Well, there was one problem. Alex: Oh, good! Jackie: Alex! Th e mosquitoes were terrible but we had a lot of fun, so I didn't really mind. Do you wa nt to see my photos .. .

Track 10, Self-assessment test 4 Travel agent: Can I help you? Tom: Yes, you can actually. We've just come back from Spain. Last night, I mean. Travel agent: Oh, yes. Did you have a good time? Sandra: No, we didn't. We had a terrible time to be honest. Horrible, horrible time, and I don't know why. We've been on lots of holidays with your agency: last year in Greece, two years ago in France, and three years ago ... Tom: Darling, let's talk about this year. So we didn't have a good time in Spain. My wife and I are very angry. Travel agent: Oh, dear. What happened? Tom: Well, to start with our flight was delayed. The departure time was 1 o'clock and the plane took off at 3. Sandra: And when we landed, we were very tired and it was getting late. So we had to take a taxi to the hotel. It was really expensive, you know ... Travel agent: I'm really sorry about that. But I don't think we can do anything about the airline. Sandra: ... and w hen we finally got to the hotel. the receptionist only spoke Spanish and

we didn't un
Track 11, Unit 9 Interviewer: Alex Mills is here on today's programme of ' News Update' to tell us about YouTube. Alex is an expert in IT, that's information technology. Alex, teenagers all over the world use YouTube to watch and to upload video clips, but how did it all start? Alex: Well, three Americans, Steve Chen, Chad Hurley and Jawed Karim, created the site in February 2005. The first YouTube video was called 'Me at the zoo: Jawed Karim made a video of himself at San Diego Zoo and put it on the site on 23 April 2005. Interviewer: And people loved the idea of putting their own videos on the Internet and YouTube. The idea became very popular very quickly. Alex: Yes. It was so popular that the three founders sold it a year later for S1.65 billion dollars! Interviewer: S1.65 billion dollars?! That's incredible. What can you tell us about the videos on the site? Alex: Anyone can watch most of the videos. There are some videos that you have to join the site first to see, because you have to be over 18 years old to watch them. And you have to join the site to put your own videos on it. Interviewer: So, if you want to upload your video you have to join? Alex: Yes, but lots of people do it. Around 13 hours of new videos are uploaded onto YouTube every minute! It's the most popular online video site in the USA - around 44 percent of the people who use online video sites use YouTube. Interviewer: So ... how many videos do people watch every year? Alex: I can't tell you about a whole year, but I can tell you about a month. For example, in July last year people watched more than five billion videos! YouTube is probably the third most popular video site on the internet. Interviewer: And is it just videos? Alex: Well, in 2008, YouTube made an

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agreement with three big film and TV companies and you can now watch films and TV shows. Of course, to watch them you also have to watch the adverts, but most people don't mind. Interviewer: And are there any countries where you can't access YouTube? Alex: Yes .. . I'm not sure because it changes, But at the moment I don't think you can access it in China or Thailand. Some schools have blocked access too, because students uploaded videos of bad behaviour. Interviewer: That sounds sensible. What about mobiles? Can you access the videos on your mobile? Alex: Some mobiles are able to access YouTube videos. Of course ...

Track 12, Exam trainer 5 Shop assistant: Good morning. Can I help you? Customer: Good morning. I've come about this mobile phone that I bought here. There's something wrong with it. Shop assistant: May I just ask you .. .When did you buy it? Customer: Last week. On ... let's see .. . I bought it on Thursday. Shop assistant: And have you got a receipt for it? Customer: Yes, here it is. Shop assistant: Thank you. And what seems to be the problem ? Customer: I think the battery doesn't work or perhaps it's the charger, I don't know. It seems impossible to recharge it properly. The booklet says the battery will work for 300 hours on standby and five hours talk time, but it's much shorter than that. After a few hours it starts going 'beep beep' again. Shop assistant: When you tried to recharge it, did you plug it in properly? Customer: Of course I plugged it in properly. Shop assistant: It's possible that one of the parts is not working. Please leave it With us and we'll send it to the service people to repair it. Customer: But what am I going to do? I need a phone! Shop assistant: We'll give you a temporary replacement phone. We'll ask you to return it when your phone has been repaired. Customer: Oh, that sounds really good. Thank you . Shop assistant: Now, if could you just fill in this form ...

Track 13, Unit 11 Interviewer: Hello, this is Elaine Simpson. What do you think of adverts on TV? Some people love them and others hate them. I'm here in one of London's busiest streets to ask people's opinions. Hello, can I ask you a couple of questions? Jamie: Sure. Interviewer: What's your name and how old are you? Jamie: I'm Jamie and I'm 16 years old. Interviewer: Okay ... Jamie, what do you think of adverts on TV? Jamie: Most of them are quite boring, especially the ones for shampoo or washing powder! But I like adverts for cars. I love cars, so I like watching those adverts to find out more about the cars ... the features they have, their engines ... all that kind of thing. Interviewer: OK, thank you . Now .. . Interviewer: Thanks for agreeing to take part. What's your name and age? Lisa: My name's Lisa and I'm 15 years old. Interviewer: Lisa, what do you think of adverts on TV?

128

Lisa: I don't mind them. They're all right if they don't go on for too long. Sometimes they go on for three minutes! And they're on really often, I don't think that's good. Interviewer: So, you ... Lisa: But I hat e adverts at the cinema! Interviewer: Why? Lisa: Well, when I go to the cinema I don't want to watch adverts, I only want to see the film . Interviewer: I see, thank you Lisa. Interviewer: And now we have Valerie. Valerie do you watch TV? Valerie: Of course! Interviewer: And what do you think of adverts on TV? Valerie: They're awful! I can't stand adverts, especially during films. It's really annoying when the film stops every 30 minutes or so for the ads. They shouldn't put adverts on during films. Interviewer: Right. Valerie: I always turn the sound down so I don't have to listen to them . Who wants to listen to all that rubbish? Interviewer: Really? Valerie: Yes. They're not so bad during other programmes. but during films .. . no! Interviewer: I see. Interviewer: And what's your name, sir? Mr Brown: Mr Brown. Interviewer: And your age? Mr Brown: I'm 72! Interviewer: So, Mr Brown, what do you think of adverts on TV? Mr Brown: I don't watch much TV, and I don't like adverts. They just encourage people to spend more money. They often just don't need all these new products. People shouldn't believe adverts. Interviewer: Right. Mr Brown: I usually watch BBC1 or BBC2 because they don't have adverts. Anyway, my favourite programmes are documentaries, especially ... Interviewer: Good afternoon. Now, young man, what's your name and age? Chris: Chris. And I'm ten years old. Interviewer: What do you think of adverts on TV, Chris? Chris: Adverts? They're OK. I like watching the adverts for new films ... the trailers .. . especially for adventure films and cartoon films like Shrek. And I like adverts for toys. I like seeing the same adverts over and over again. It's good that they repeat them, then you don't forget them. Interviewer: Thank you, Chris.

Track 14, Self-assessment test 6 Michael: So, what did you think, Sam? Did you like it? Sam: I'm not sure. I thought the story was a bit boring but the music was really good. I think I'll buy the CD when it's released. Michael: You must be joking, Sam! That was the worst thing about the film . And who was it written by, anyway? I don't even remember the name. Ellie: Oh, come on, guys! Forget the music, it's not the most important thing in a film . How about the acting? I thought Robert Pierce was quite good. Remember the scene where he's threatening his next victim with a knife and .. . I, I .. . just couldn't watch it. Sam: Oh, Ellie. It was a thriller, not a romantic comedy. So what did you expect? I think you should watch it again! You kept your eyes closed and probably missed half of it. Ellie: Just a few scenes ... yes, but ... Michael,

what did you think of it? Michael: Well, I agree with you about Robert Pierce. In other films I saw he was terrible, but today .. . I was surprised. I may change my opinion about him after this film. , Sam: Michael, you sound like you'd like to see it again. Michael: No, thanks, Sam. Once is enough. But I can see that you .. . Sam: To be honest, I would if I had enough money for the ticket. The music was fantastic. Ellie: By the way, who bought the tickets? Michael? Here's my f7.00. Thanks. Michael: Thanks, Ellie. I think next time we should buy a DVD and watch it at home ' together. It's so frustrating that you need to spend so much money on just two hours of entertainment. Ellie: But we can still afford a cake or icecream today, can't we? Sam: Good idea, Ellie! There's a cool cafe just round the corner. Michael: You two are always eating! Okay, let's go!

Track 15, Exam test 1 Teacher: Good afternoon. Thank you all for coming. I'm very happy to be able to tell you about the first school trip this year. While the weather is still good, we'd like to take our Year 10 and 11 students to the Lake District for three days. We plan to leave on Thursday, the 14th of September and return on Sunday the 17th in the evening. In the Lake District, we'll be staying in the youth hostel in Hawkshead. Parent: Sorry? Staying where? Teacher: Hawskshead, that 's H-A-W-K-S-HE-A-D. The full address and all the details are on these handouts for you to take home. Now, we have to leave at 11.00 a.m. exactly so please be punctual. Students should bring warm clothes, comfortable walking shoes and wa t~rproofs.

My next point is about pocket money. Children may take a maximum of 20 pounds. May I ask you please not to give your child more than that amount. Also, could you all please fill in these yellow forms with your emergency contact details - that's very important to us. Finally, if you do not want your son or daughter to go, could you please sign this blue form . Of course, I hope all the students can come with us to this beautiful part of England. Now .. . does anyone have any questions?

Track 16, Exam test 2 Guide: Right .. . so this is the end of our tour of King Henry the VIII's state apartments, the most famous part of Hampton Court Palace. There is still much more to see in and around the palace. I'll now leave you to go sightseeing on your own. Let me just tell you briefly what else you can see and do. You can visit the apartments of King William and Queen Mary, or Cardinal Wolsey's rooms. The palace kitchens are especially interesting. They are the largest in Europe. In the time of Henry the eighth, 200 kitchen staff worked there to prepare two meals a day for over a thousand people. Audio Guides to the palace in several languages are available from the Information Centre. If you've had enough of royal apartments, you can just walk round the Palace Gardens, which are huge and truly amazing - don't miss them! Have you all still got the little map that came with your ticket? If you've lost it please come and ask me for one, I still have a few here. If you feel hungry, you can have a snack in the Coffee Shop in the Palace, next to the Kitchens, or at the Tilt yard Cafe, which is located in the gardens. We'll meet again by the main entrance at S.30. and our coach will take us back to the

hotel for dinner. That'll be earlier than usual tonight, at 6.30, because, as you'll remember, we're having a party later, at 8 o'clock. Have a pleasant time, and please remember: 5.30 by the main entrance. Thank you .

Track 17, Exam test 3 Officer: How can I help you? Mark: Hello ... I've just been robbed .. . 20 minutes ago. Officer: Just a moment. [on intercom) Walker here. There is a young man here who was robbed 20 minutes ago, shall I bring him over? Please come this way. Inspector: Hello. I'm Inspector Tanner. Please sit down. Can you give me your name and address? Mark: Mark Stevens, 43 Ashfield Road, Worthing. Inspector: You're not from here? Mark: No, I just came for the weekend to see some friend s. Inspector: Right. Now please tell me what happened. Mark: I was walking down that .. . the big road that goes towards the sea .. . Inspector: Queens Road? Mark: I think so .. . and four boys came up to me and told me to give them my money, watch, mobile phone. So I did. Inspector: Did they attack you physically? Mark: No, but they said things like 'Hurry up, you don't want to lose some of your teeth, do you?' It was really frightening. Inspector: What did they look like, do you remember? Mark: They were ... about sixteen I suppose, two were quite tall, the other two shorter. .. I didn't see their faces well because they were wearing hoods. /,' Inspector: And did you see what they were wearing? Mark: Not really ... one was wearing a football shirt over his jumper... Inspector: Which club, do you remember? Mark: No ... I'm not a fan myself, I don't know these things. Inspector: Now can you tell me exactly what possessions they took from you. Mark: Yes ... A watch with a light brown strap Inspector: Do you know its valu e? Mark: I've no idea, I got it as a present from my mother ... I'm sorry. Then there was my mobile phone ... it's black and silver ... model 5220 ... I don't know how much that was worth either. And I had 40 pounds in cash . Inspector: Right. Could you sign the report here, please. We'll keep you informed, but I'm afraid we don't usually find these things ... Mark: Oh well. I suppose it must be almost impossible. Th anks anyway. Inspector: Do you need any help? Can you get home all right? Mark: Yeah, thank you. I was terrified at first, it was such a shock ... but I'm okay now. Inspector: , Okay, goodbye. Take care. Mark: Thank you . Goodbye.

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Workbook answer key

Reading 5 1 a, 2 a 6 1 1 fourteen to eighteen years old. 2 2, Because they have problems. 3 2, No, that's not what the hotline is for. 4 2, School. 5 3 Parents. 64 Fifty.

unit 1 - your life Vocabulary - Time twins 1 2 d, 3 b, 4 c, 5 f, 6 a 2 2 similar, 3 interests, 4 crazy, S personalities, 6 divorced, 7 doing, 8 private, 9 do

Grammar - Present simple 3 1 loves, doesn't plaYl.does not play, 2 use, write, 3 don't have/do not have, has, 4 doesn't go/does not go out, go out, 5 watches, watch, 6 arrive, live

lC

2

lC ,

3 ./, 4 ./, 5 ./,6./,7

lC ,

8./

Listening 8 Students' own answers. 9 1 b, 2 c, 3 c, 4 b, 5 a, 6 b

Writing - Filling in a form 1 A 4, B 2, C 1, D 6, E 3, F 5

4 1 do ... live, live, 2 does ... go, goes, 3 Do .. . like, do,

2 1 Kasia Maria Kowalska, 2 Four weeks, 3 With a family, 408/11/1992, 5 (+48) 22 335 77 06, 6 Yes, it's KAS/A@

4 Does ... work, doesn't,S does .. . get, gets

POPMA/L.COM

5 2 We don't always have dinner at home. 3 Does Francis often play the guitar? 4 I never have lunch at school. 5 Do they go running every day? 6 We don't usually drink tea in the morning.

3 1 23/1/1978 or 23/ 1/78, I2/4/2007, 3 9/12/1996, 421/3/2008, 5 19/8/2001

6 1 are buying, 2 is looking, 3 is eating, 4 aren't eating/are not eating, are drinking, S is waiting, 6 is going 7 2 are ... doing, They are buying tickets for the cinema. 3 Is .. . looking at shoes, No, she isn't. 4 is looking in a shop window? Lisa. 5 Is ... going to the cinema? No, he isn't. 6 is ... going? To the gym. 7 Are .. . eating pizza? No, they aren't. 8 are . .. doing? They are drinking coffee.

Vocabulary - Social life

4 2606 Third Avenue, New York NY 10016,3 34 New Road, Toronto TY16 2PP, 4 6B Princes Street, Edinburgh ER3 5HL

5 2 punctuation, 3 gaps 6 Type of course: 3-month course, Accommodation: with family, Title: Mr, Forenames: Mika, Surname: Kristof, Place of birth: Budapest, Date of birth: 8/8/1990, Sex: male, Nationality: Hungarian, Passport number: 2078756641, UK address: 25 Vine Street, Cambridge, CB2 ERL, Home address: 65, Ibusz u, Budapest, 00987, Contact details: (+45) 20 787 5664, [email protected]

1 2 a, 3 e, 4 d, 5 g, 6 C, 7 f

Speaking - Meeting and greeting

2 2 go to, 3 go, 4 make,S have, 6 play, 7 do, 8 go, 9 go to,

7 2 How do you do? 3 Hello, nice to meet you. 4 Thanks, it's great to be here. 5 It was fine, thanks. 6 I'm fine, thanks.

10 do, 11 go, 12 stay

Grammar - Present simple and present continuous 3 2 a, 3 b, 4 c,

4 1 plays, is playing, 2 looks, isn't looking, 3 doesn't drink, doesn't like, 4 are you reading, don't read, S go, are watching

5 2 am learning, 3 have, 4 go, S am working, 6 study, 7 meet, 8 are making, 9 speak, 10 know, 11 am watching 6 2 What, 3 How many, 4 Where, 5 Why, 6 How much, 7 When, 8 Who, 9 How, 10 Which 7 2 What are you reading at the moment? 3 How much money do you usually spend every week? 4 Who is your favourite actor? 5 How many sports do you do? 6 What kind of films do you like?

Students' own answers. Vocabulary - Talking teenagers 1 2 appearance, 3 complain, 4 support, S exam pressure, 6 media

2 Male

Female

brother

sister

great-g ra ndfather grandfather son step-father husband uncle nephew

great-grandmother aunt niece wife daughter-in-law mother

3 2 uncle, 3 husband, 4 nephew,S daughter-in-law, 6 niece, 7 great-grandfather, 8 wife

4 Students' own answers.

130

7 1

8 1,5,2,7,4,8,3,6 .-'

unit 2 - the greats Vocabulary - Life events 1 2 e, 3 a, 4 f, 5 b, 6 d

2 2 grew up, 3 came from, 4 childhood,S bands, 6 very successful, 7 famous, 8 depressed, 9 refused, 10 himself

Grammar - Past simple 3 Regular verbs play - played dance - danced move - moved marry - married die - died sta rt - sta rted

Irregular verbs

grow - grew become - became be :.... was/were get - got begin - began thin k - thought come - came have - had

4 2 didn't have / did not have, 3 went, 4 didn't go / did not go, S was, 6 didn't like / did not like, 7 was, 8 met, 9 decided, 10 were

5 2 at, 3 in, 4 at, S on, 6 on 6 1 went, 2 were you born, was born, 3 Did Maria meet, didn't, met,4 Did Paul phone, did, sent,S were your grandparents, were, 6 did Angela start, started

7a 2 became, 3 didn't move/did not move, stayed, 4 didn't start/did not start, started,S didn't write/did not write, wrote, 6 fell

7b 2 did they become? 3 Eddie move, 4 did the concert start? 5 emails did Liz write? 6 did Rex and Sophie fall in love?

Vocabulary - Life events

Grammar - Comparatives and superlatives .

1 Across: rent, house, engaged, argument, married Down: school, degree, job

3 1 messier, tidier, 2 older, younger, 3 worse, better, 4 more interesting, more boring, S more comfortable, comfortable

2 2 fell, 3 rented, 4 had, S started, left, 6 passed, 7 got, 8 got

4 2 more organised than, not as messy as, 3 not as creative as / better-organised than, 4 quieter than / not as noisy as, S not as colourful as / duller than, 6 messier than / not as tidy as

3 2 after, 3 Then, 4 After, S Then, 6 after, 7 later, 8 in

Grammar - Past continuous 4 2 was chatting, x, 3 were doing, x, 4 weren't cooking/ were not cooking,(, S was burning '(, 6 was watching x 5 2 were ... doing, were watching, 3 was ... doing, was barking, 4 Was ... cooking, wasn't, was speaking, 6 Were ... sleeping, weren't, were eating

6 2 was raining, walked, 3 was Joe wearing, saw, 4 was listening, arrived, S Did you go, 6 did you do

5 1 the best, the worst, 2 the most comfortable, 3 the brightest, 4 the smallest, the darkest, S the tidiest, the messiest

6 the biggest, 2 the messiest, 3 friendly, 4 bright, bright, S the best 7 2 the cheapest, 3 modern, 4 new, S noisier, 6 quiet / quieter, 7 large, 8 the biggest, 9 the farthest, 10 best

7 2 met, were studying, 3 wasn't listening/was not listening, explained, 4 saw, were playing, S got up, wasn't raining/ was not raining, 6 were you doing, phoned, 7 did you do, 8 didn't go/did not go, was

Vocabulary - Describing personal style

8 2 wanted, 3 was, 4 heard, S decided, 6 was reading, 7 phoned, 8 went, 9 was living, 10 met, 11 was, 12 discovered, 13 became

S piercings

Vocabulary - Greatest Britons 1 2 writer, 3 engineer, 4 scientist, S composer, 6 sports person

2 2 g, 3 b, 4 f, S a, 6 d, 7 e, 3 2 brave, 3 intelligent, 4 violent, S popular, 6 famous, 7 glamorous, 8 sympathetic

Reading 4 1 They are Keira Knightley, Joh !:lny Depp and Ellen Page. 2 They are all actors.

5 1 x, 2 '(,3 '(, 4 x, S x, 6 x

1 2 make-up, 3 dyed, 4 well-dressed, S tight, 6 casual

2 Picture 1: 2 short, 3 long, 4 tattoo, S casual Picture 2: 1 dyed, 2 make-up, 3 short, 4 jewellery, Picture 3: 1 straight, 2 smart, 3 well-dressed

Grammar - Grammar Plus: Countable, uncountable and plural nouns 3 Countable singular Countable plural

Uncountable

poster skirt mirror table

money ti'1le water space

chairs people plants bedrooms

4 2 too much, 3 too much, 4 too many, S too many, 6 too much 5 2 too much, 3 not enough, 4 too many, S not enough, 6 too much

6 1 She was seventeen years old. 2 She played the beautiful young wife. 3 His first big film was Nightmare on Elm Street. 4 When he met Vanessa Paradis. S She was born in Canada .

6 3 not long enough, 4 too short, S too long, 6 not short

6 Pit Pony.

7 2 not old enough to drive, 3 too hot to go, 4 too young to w ear, S too tired to change

exam trainer 1 1 b 2 c is too general

a is too narrow

b is the correct answer

3 c The mountain

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

6a 2 linking word, 3 preposition, 4 question word, S adjective, 6 verb, -ing form , 7 preposition

6b 1 meet, 2 rented, 3 while, 4 poetry, S Why, 6 famous, 7 listening, 8 on 7 2 When, 3 left, 4 go, S fall, 6 married, 7 After, 8 sense, 9 wonderful, 10 How, 11 many 8 1 three young people/ hree students/a group of friends, 2 at home/in a college room/in a bedroom, 3 playing instruments/ making music/preparing for a concert

9 1 is playing, 2 is sitting, 3 are wearing, 4 are smiling

unit 3 - your style Vocabulary - Describing a place

enough, 7 too big, 8 too tall, 9 too low, 10 not high enough

Vocabulary - Money and spending 1 2 e, 3 b, 4 a, Sd 2 2 afford, 3 saving, 4 bargains, S generous, 6 lend 3 2 earn, 3 saved, 4 saver, S sensible, 6 spend, 7 paid back, 8 buy, 9 afford, 10 borrow

Listening 4 1 '(,2 x, 3 '(,4 x , S x 5 1 a, 2 b, 3 c, 4 a, S a

Reading 6 1 C You can find work in a park near your house, 2 B between five and twenty euros an hour. 3 D The shop gives you a discount. 4 F Because you get work experience. S A Cats and dogs. 6 E You can crea~e and look after business's websites.

7 1 ,(, 2,(, 3,(, 4,(, S x, 6 x, 7x

Writing - Writing an email or informal letter 1 1 Hi Lily, 2 How are you? 3 his roommate, David, 4 He has a vocabulary exam later this week

1 Picture 1: comfortable dark, messy Picture 2: tidy, well-organised, bright, stylish, modern 2 2 quiet, 3 bright, 4 dark, S messy, 6 tidy, 7 middle of, 8 next to, 9 on, 10 it looks, 11 stylish, 12 comfortable This is a description of room 2 from exercise 1.

131

2 Starting

Signing off Take care, Lots of love, Love, Best wishes,

HI.·, Dea r Jackie, Hi Sarah, Hi there!

Grammar - Gerunds and infinitives 3 Gerund love

spend time hate enjoy give up

3 1 d, 2 c, 3 a, 4 b, 4 2 I came to the UK because I want to study English. 3 The cou rse is great ang I'm meeting a lot of new friends. 4 I didn't want to live in a hostel so I decided to stay with a family. S I'm staying in London but I want to visit other English cities too.

5 1 x, 2 ./, 3 x , 4 x, S x , 6 ./ 6a a 1, b 3,

C

4, d 2, e 5

6b Hi Dan, How are you? I hope that you are well. How's the course going? Everything's fine here. I am very busy at school. I am going to a concert tomorrow. I am looking forward to it. I think that's everything. I miss you all! Write soon. I'd love to hear all your news. Love, Klara 7 2 from, 3 title, 4 say, S sign off 8 Students ' own answers.

Infinitive decide expect would like want learn hope need forget t ry

4 2 to do, 3 working, 4 writing, S to invite, 6 to write 5 2 doing, 3 drawing, 4 painting, S being, 6 to go, 7 to work, 8 listening, 9 to visit, 10 earning/to earn 6 Students' own answers.

7 2 living, 3 to employ, 4 being, S meeting, 6 learning, 7 to help, 8 doing, 9 to speak, 10 to practise, 11 teaching

Vocabulary - Describing jobs 1 2 accountant, 3 graphic designer, 4 sales representative, S social worker, 6 IT consultant

2 Down: well-paid, creative, rewarding, glamorous, secure, stressful

3 2 temporary, 3 experience, 4 career, S employers, 6 stressful, 7 well-paid

Speaking

Reading

9 2 Medium, 3 try it on, 4 fitting room, S a bigger size,

4 1b

6 pay by card, 7 enter your PIN number, 8 receipt

5 a 4, b 2, C not needed, d 3, e 1, f 6, g not needed

unit 4 - your goals

6 1 x, 2 ./, 3 x , 4 ./, S x, 6./

Vocabulary - Education 1 2 a / d, 3 a / d, 4 f, S c, 6 e 2 2 single-sex schools, 3 compulso ry, 4 GCSE exams,

exam trainer 2

SA-levels, 6 university, 7 course, 8 marks, 9 high school students

Grammar - Wishes and intentions 3 2 We are not/ aren't going to study French. 3 I am going/'m going to have a gap year. 4 Mark and Simon are planning to go to Italy. S She is not/ isn't planning to do Art. 6 They are going/'re going to go to university. 4 2 wants to study, 3 would like to learn, 4 does not/ doesn't want to have, S do not/ don't want to go, 5 2 What are you going to study? 3 Would you like to have a gap year? 4 Are you planning to use English in the future? S Where would you like to visit? 6 What do you want to be in the future?

6 3 He's not going/ planning to go straight to university. 4 He's going to/ planning to have a gap year. S He wants to/ He'd like to work for a charity organisation. 6 He wants to/ He'd like to study Geography at university. 7 2 am not/'m not going to go, 3 am/'m taking, 4 are you going to do, S would like to, 6 am/'m studying, 7 would like to find, 8 would you like to do, 9 would like to work, 10 am/'m going to work

Vocabulary - Getting a job 1 2 start work, 3 fill in an application form, 4 get a job offer, S do a part-time job 2 2 write you r CV, 3 an application form, 4 fill in, S go for an interview, 6 receive, 7 earn some money

1 1c, 2a, 3b,

2 1b, 2c, 3a 3 2 a ./, b x , C ./, 3 a x , b ./, C ./ 4 1 x , 'It's a style which shows you are relaxed, but tidy and weI/-dressed: 2 x, '... the clothes can be brighter and more colourful; 3 ./ }\ tie is not necessary, but clean shoes are!', 4 ./ 'Not aI/ companies aI/ow jeans', S ./ 'Some people say they cannot afford 'smart casual' clothes!'

5 1 a, 2 d, 3 c, 4 b, S e, 6 b 6 1 secondary, 2 1991 , 3 237, 4 Science, S Trelawney, 6 (dark) green

7a 2 b, 3 b, 4 c, S c

7b b 1,

C

5, d 3, e 4

8 2 c, 3 b, 4 b, S a, 6 c, 7 a, 8 c

9 2 enough, 3 like, 4 too, S about, 6 best, 7 more, 8 than, 9 both

unit 5 - stay well Vocabulary - Healthy lifestyle 1 1 fresh fruit, vegetables, 2 exercise, 3 sleep, 4 water, S cakes/ soft drinks, 6 fast food, 7 ready meals

2 2 bad, 3 Water, 4 contain, S healthy, 6 gives 3 2 milk, 3 energy, 4 exercise, S weight, 6 sweets, 7 sugar, 8 vegetables, 9 low fat, 10 healthy diet

Grammar - should and shouldn't 4 2 shouldn't, 3 shouldn't, 4 shouldn't, S should, 6 should 5 2 mustn't, 3 must, 4 must, S must, 6 mustn't, 7 must 6 2 should, 3 mustn't, 4 mustn't, S shouldn't, 6 should

132

7 3 You mustn't pick up the ball in football. 4 You shouldn't go out the night before you r exams. 5 You should do some exercise every day. 6 You mustn't go swimming after you eat a big meal. 7 You must have a healthy diet, 8 You should sleep eight hours every night.

Vocabulary - Food and drink 1 (students may want to suggest other answers to some of these items) 1 lemonade, orange juice 2 milk, yoghurt, 3 apples, grapes, 4 cheese, chicken, 5 cheese, bananas, 6 Students' own answers

2 2 plate, 3 loaf, 4 can, 5 bottle, 6 piece, 7 box, 8 ba r,

5 2 are allowed to, 3 are not allowed to, 4 are allowed to,

5 are not allowed to, 6 are allowed to 6 2 don't have to, 3 have to, 4 don't have to, 5 don't have to, 6 have to 7 2 can, 3 don't have to, 4 can, 5 can, 6 have to, 7 can, 8 can't, 9 have to

Vocabulary - Rules and behaviour 1 2 easy-going, 3 guide, 4 control, 5 fair, 6 punish, 7 bring, 8 freedom

2

9 packets, 10 carton

make

3 2 c, 3 a, 4 b, 5 d

the beds a phone call a mess

Grammar - Articles: a/an, the, zero article 4 2 the, 3 an, 4 a, an, 5 the, the, 6 an

do

the hoovering the housework nothing phone calls

5 1 a, 2 a, 3 a, 4 a, 5 b

3 (These are all the possible answers)

6 1 0 , 0, 2 an, the, 3 0, 0, 4 0 , 5 0 , a, a , 6 a, The

1 Someone is doing th e cooking. 2 Someone is doing the wash ing-up. 3 Someone is making breakfast. 4 Someone is making a sandwich . 5 Someone is doing the ironing. 6 Someone is relaxing and doing nothing.

7 1 a, a, 2 an, the, 3 an, the, 4 a, the, 5 the, a, 0 6 the, a

8 2 The, 3 the, 4 the, 5 0 , 6 a, 7 a, 8 a, 9 a, 10 an, 11 an, 12 a, 13 0, 14 0, 15 0, 16 the, 17 0

9 1 0, 2 a, 3

0, 4 the,

5 a, 6 a, 7 The, 8 the

Listening 1 1 Jamie, 2 Jamie, 3 Bob, 4 Anne, 5 Anne

2 1 a, 2 c, 3 b, 4 b, 5 b

Grammar - Obligation and permission in the past 4 2 couldn't, 3 were allowed to, 4 didn't have to, 5 couldn't, 6 had to, 7 wasn't allowed to, 8 had to, 9 weren't allowed to, 10 had to, 11 couldn't, 12 had to, 13 wasn't allowed to, 14 couldn't

3 1 x , 2 x , 3 ./, 4./,5 x

5 1 x,2 x, 3 ./, 4 x , 5 ./,6 x

Reading 4 3

6 2 had to, 3 had to, 4 wasn't allowed to, 5 wasn't allowed to/ couldn't 6 had to, 7 couldn't, 8 had to, 9 was allowed to, 10 had to, 11 had to, 12 was allowed to/ could

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

6 1 x , 2 ./, 3 x , 4 x, 5 ./,6 x 7 1 b, 2 b, 3 b, 4 c, 5 b, 6 c

Writing - An invitation 1 1 Discover Scotland, 2 On Thursday 23rd September at 3.30 p.m. in the school library, 3 To learn about Scotland, 4 The English Club, 5 Yes, you can, 6 Sara in class 4B

7 2 wear, 3 talk, 4 to go, 5 to get up, 6 leave

Vocabulary - Society and the law 1 2 e, 3 a, 4 c, 5 d 2 Across 1 ID,4 banned, 7 vote, 8 join, 9 illegal, 10 murder Down 2 death penalty, 3 steal, 5 driving test, 6 prison

Reading

2 b I'd really love it if you could come, c the pleasure of your

3 2

company, d on June 8 2009 at 7 p.m . in the school hall, elf RSVP t he school secretary / Please ring Mum if you can make it.

4 1 A, 2 B, 3 C, 4 D

5 1 ./, 2 ./,3 ./, 4 ./,5 x, 6 ./


6 1 No, you won't, 2 A sword, 3 You must wash yourself until you finish the soap, 4 No, she has to ask her husband for permission. 5 Illinois, 6 You r wash ing

3 1 B, 2 C, 3 A, 4 A, 5 B, 6 C 5 2 at/ in, on, 3 till, 4 on, at, 5 from, 6 in, at

exam trainer 3

6 2 title, 3 where and when

1 1 ./, 2 x, 3 ?


about, B: That's a good, 3 A: Shall we meet, B: I'm afraid I've got, A: Why don't you, B: That would be lovely

2 1 The school did not send the sheets with health and safety rules to parents; students had to show them to parents. The statement is false. 2 In the text the teacher says we don't want any accidents, but there is no information about an accident. We don't know if there was one. Maybe there '!las, but the text does not say so.

unit 6 - the rules

3 1 ./, 2 x, 3 x , 4 ? 5 ? 6 ./

Vocabulary - Brat camp 1 2 have, 3 not take, 4 get, 5 go, 6 do

4a c - I teach them songs. 4b a - he teaches them to play the keyboard

2 2 f, 3 a, 4 c, 5 d, 6 e

b - he asks the children to compose

3 2 into trouble, 3 take any notice of, 4 arguments,

5 1 b,2 b, 3 c

5 doing badly, 6 wrong

6 2 a-thlete, orange, 3 swimming, reading 4 to go, to study

Grammar - Permission in the present

7 2 older than me, 3 Where do you live? 4 in the evening,

4 2 can't, 3 can, 4 can't, 5 can, 6 can, 7 can't

8 2 An apple contains more sugar than a tomato. 3 1have an important match in the afternoon . 4 My friend arrived

Speaking - Making arrangements 8 6, 4, 3, 5, 2, 1, 7

9 B: That sounds, 2 A: Are you free, B: I'm sorry, A: How

133

while we were eating lunch. 5 Can I have a bottle of mineral water? 6 What does your family usually have for breakfast? 9 1 both, 2 on the left, 3 than, 4 on the right,S too, 6 while, 7 first

unit 7 - time out

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

1 Outdoor activities/places

camping shopping swimming going to the beach walking sightseeing sunbathing looking at scenery walking

Indoors and outdoors: shopping and swimming

2 2 clubs, 3 hanging out, 4 visit,S excursions, 6 relax,

3 1 uses, 2 uses, 3 doesn't include, 4 starts 4 1 c, 2 a, 3 b, 4 a, 5 c, 6 c, 7 a, 8 a, 9 b

5 2 short, 3 new, 4 short forms

6 Students' own answers. Speaking - Asking for and giving advice 7 2 should (a), 3 recommend (el, 4 way (c), 5 book (b)

8 2 you should stay there, 3 you think I should book, 4 you recommend anything,S must visit, 6 best to, 7 go by subway, 8 don't think you should

unit 8 - just do it!

7 swimming, 8 walking, 9 eating

Vocabulary - Sports

Grammar - Future arrangements

1 2 cricket, 3 cycling, 4 hockey,S volleyball, 6 table tennis, 7 baseball, 8 golf, 9 basketball, 10 tennis

3 2 She's meeting Susan for lunch on Saturday. 3 She's buying a present for Katy's birthday after lunch. 4 She's going to the cinema with Pete on Sunday evening. 5 She isn't studying this weekend. 4 2 are you going, 3'm not having/ am not having, 4 'm preparing/am preparing,S 'm taking/am taking, 6 are you going.

5 2 next week, 3 at, 4 tomorrow, this weekend,S on, 6 in 6 2 are not going, 3 're taking/are taking, 4 're cycling/are cycling 5're staying/ are staying, 6 's preparing/is preparing, 7 's taking/ is taking, 8 's cooking/is cooking, 9 'm buying/ am buying

7 Students' own answers. Vocabulary' - Flying 1 2 luggage, 3 boarding card, 4 passport control,S hand luggage, 6 security, 7 departures board, 8 duty-free shop, 9 boarded, 10 took off, 11 landed, 12 destination, 13 got off, 14 collected his luggage, 15 arrivals gate

2 cycling, tennis, golf, table tennis, volleyball, football

3 2 cricket, 3 volleyball, 4 baseball, S hockey, 6 cycling Grammar - Present perfect with ever and never 4 Regular

Irregular

visit - visited

run - run

travel- travelled play - played try - tried watch - watched score - scored climb - climbed

meet- met do - done .win - won ride - ridden break - broken see - seen

5 2 Have you won a race? 3 Have you ever tried windsurfing? 4 Have you ever met your favourite sports personality? 5 Have you ever climbed a very high mountain?

Students' own answers.

Grammar - may, might and will 2 2 c, 3 a 3 2 won't, 3 won't, 4 will,S might, 6 might

6 2 He's visited Scotland. 3 He's never ridden a horse. 4 He's tried surfing. 5 He's done yoga. 6 He's never played baseball.

4 2 will disappea r, 3 won't have to go, 4 will be able to take part,S won't have to learn, 6 will have, 7 will be able to communicate, 8 will be

8 2 invented, 3 developed, 4 have used, S designed,

5 2 won't, 3 won't, 4 will, S might, 6 will be able to, 7 will have to, 8 will be able to

6 Students' own answers. Vocabulary - Describing holidays 1 2 exciting, 3 visited, 4 accommodation, S traffic jams, 6 relax, 7 sunburnt, 8 delicious food, 9 food poisoning, 10 delayed

Reading 2 1b

3 1 B, 2 D, 3 A, 4 C, 5 extra sentence 4 1 It's £39,2 On the Top Flights website, 3 Two museums and a gallery, 4 Yes, you can . 5 Visit the castle, have lunch in a local restaurant and go shopping in Windsor town. 6 Two days. 7 One hour. 8 There's a games room.

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Writing - A personal letter 1 1 Paragraph 1,2 Pa ragraph 4, 3 Paragraph 2,4 Paragraph 1,5 Paragraph 3

Vocabulary - Holidays Indoor activities/places shopping swimming galleries museums going to clubs

Listening 5 1 Alex, 2 Jackie, 3 Alex, 4 Jackie, S Alex, 6 Jackie 6 1 a, 2 c, 3 c, 4 b, 5 c

7 2 b, 3 b, 4 a, 5 b 6 could, 7 have tried, 8 started, 9 have appeared, 10 had, 11 has changed, 12 has grown 9 1 Have you ever been, he's been, 2 has John gone, has gone, 3 haven't been, 4 Has Kate ever been, has been

Vocabulary - Sports equipment 1 1 net, 2 ball, 3 player, 4 shorts,S opponent, 6 skates, 7 gloves, 8 stick, 9 ice rink

2 2 goggles, 3 stick, 4 score, S indoor game, 6 substitute, 7 beat, win, 8 train, race Grammar - Present perfect with just, already and yet 3 2 has just scored, 3 have just bought, 4 have just won 4 3 Have you looked at the map yet? 4 I've already looked at the map.

5 Have you phoned the campsite yet? 6 I haven't phoned yet. 7 have you tried out the tent yet? 8 I've already tried out the tent. 9 Have you bought the food yet? 10 I haven't bought the food yet.

5 2 He has already cleaned his trainers. 3 He hasn't checked the train times yet. 4 He hasn't bought new climbing boots yet. 5 He hasn't read about the different activities yet. 6 He has already started a fitness programme. 6 2 yet, just, 3 already, 4 yet, S yet, just, 6 just, yet 7 2 has j ust opened, 3 've just been, 4 've already joined, 5 've just tried 6 have decided, 7 haven't started yet, 8 has already/just offered, 9 haven't begun yet, 10 have chosen, 11 haven't finished ... yet.

Vocabulary - Champions against the odds 1 2 f, 3 c, 4 a, 5b, 6 e

2 2 strength, 3 competing, 4 champion,S tournament, 6 competitions, 7 medal

Reading

Vocabulary - Gadgets 1 1 iPod, 2 laptop, 3 remote control, 4 alarm clock 5 go wrong

4 1 two, 2 Becky, 3 5 a.m, 4 her older sister,S a special medal. / an OBE medal.

6 1 -/,2 x, 3 x, 4 -/, 5

7 2 A scientist is a person who/ that does experiments. 3 A hairdryer is a gadget which/ that dries wet hair. 4 Mr Rad is a person who is an English teacher in my school. S A hot spot is a place where/that people go to connect thei r computer to the Internet. 6 A computer mouse is a thing which/that lets you move around the computer screen.

2 2 easy to carry, 3 can't live without, 4 digital junkies,

3 1

5 a 2, b 5, c 3, d 1, e 4

transport that/which doesn't use any fuel. 4 A beach is a place where we go to sunbathe and relax. 5 An astronaut is a person who/ that travels into space. 6 An MP3 player is a gadget which/ that allows us to keep a lot of music in a small space.

Grammar - First conditional 3 2 e, 3 f, 4 a, 5 c, 6 d 4 1 will concentrate, 2 study, will pass, 3 'II buy, go, 4 don't go, will go 5 will you do, doesn't phone, 6 won't go, isn't

<6 x

5 2 will buy, goes, 3 won't go, don't pass, 4 rains, won 't go, 5 Will Colin be, wins, 6 won't meet, doesn't phone

exam trainer 4 1 camping, action-packed, sailing, cheap, low price, cycling, activities

2a 3

2b a 2, b 1 3 A 6, B 5, C 1,04

4

6 Students' own answers. 7 2 Sam will have dinner before he watches his favourite TV programme. 3 When Mark finishes his homework he'll go out with his friends. 4 Rosa will go out to the disco after she tidies her bedroom. 5 We'll go to the sports centre when we finish class. 6 I'll study for another hour before I play my comr>uter game. 8 2 if, 3 if, 4 when,S when, 6 if

Verb

act

Noun (something you do)

activity

Noun (a person who acts)

actor

Vocabulary - Numbers and dates 1 1 972,2 1997, 3 86%, 4 3.2 million, S %, 6 7,000,000,000

Adjective

active

2 1 six million, 2 twenty billion, 3 twenty-five percent,

Adverb

actively

4 six thousand four hundred and fifty, 5twenty-six, 6 one point four million

5 2 actor, 3 active, 4 activities 6 usual

3 2 background noise, 3 chat, 4 generation, S search

Listening unusual

4 1 c, 2 c, 3 a, 4 b, 5 a, 6 b 5 1 -/, 2 X , 3 x , 4-/, 5 -/, 6 -/

healthy

unhealthy

formal

informal

legal

illegal

regular

irregular

Reading 6 1a 7 A 3, B 5, C 1, 0 4, E 6, F 2

7 1 unfit, 2 seriously, 3 cycling, 4 dangerous, S exciting, 6 competition, 7 achievements 8 healthy

8a 1 sightseeing/ activities, 2 accommodation, 3 things to take, 4 problems you m ight have,S transport

8b a 3, b 1, c 5, d 2, e 4

unit 9 - cool tech Vocabulary - Operating machines 1 2 MP3 player, 3 alarm clock, 4 answering machine, 5, flat scr een 6 hairdryer, 7 console

8 1 Around a hundred m illion, 2 They'll be able to share equipment. 3 To provide health care on space journeys. 4 It was very expensive. 5 To a local supermarket. 6 On a flat surface. 7 Connect to the Internet.

Writ ing - A letter of complaint 1 1 She is writing to make a complaint about a flat screen television that she bought. 2 Sometimes it is impossible to change the channel or turn the volume up. Also, when you switch the television on, the picture is not clear for the first five minutes. 3 She wants a new TV ·or a refund.

2 2 alarm clock, 3 digital camera, 4 flat screen TV, 5 hair dryer

2 b Dear + name, c when, d Secondly, ... e I look forward to your prompt response. f You rs sincerely

Grammar - Relative clauses

3 1 b - Paragraph 1, 2 f - Paragraph 3, 3 d - Paragraph 3, 4 a - Paragraph 3, 5 e - Paragraph 3, 6 c - Paragraph 4

3

2 that, 3 where, 4 where, 5 that, 6 where

4 2 who, 3 which, 4 where, 5 which, 6 which, 7 who

4 1 with, from, 2 about, in, 3 to, from, 4 to, w ith,S on, 6 in

5 1 where, 2 c - which, 3 e - which, 4 f - who, S d - where,

5

6 a - who

6 2 A plane is a type of transport that/ which allows us to travel quickly between countries. 3 A bicycle is a type of

2 explain, 3 detail, 4 Secondly

6 Students' own answers. 7 1 c, 2 a, 3 d, 4 b

135

8 2 What exactly is the problem? 3 Have you got the receipt? 4 We can exchange it if you like,S I'm afraid we can't give refunds.

9 • technology used for work and fun - 2,4,5 • good and bad aspects for young people - 3,6,8 • the role of technology in your life -1 ,7,9

unit 10 - out there

unit 11 - must see

Vocabulary - The natural world

Vocabulary - Making a film

1 2 field, 3 lake, 4 coast,S sea, 6 waves, 7 island

1 2 E, 3 C, 4 A, 5 D

2 2 rivers, 3 sea, 4 mountain,S desert, 6 Ocean, 7 mounta in ranges, 8 volcano, 9 continent, 10 island

2 2 special effects , 3 director, 4 publicity,S scenes, 6 script, 7 budget, 8 Actors

Grammar - used to 3 2 Did you use to beli ~ ve, 3 didn't use to be, used to be,

Grammar - Present simple passive 3 2 Ferrari cars aren't manufactured in Australia.

4 did you use to spend, S Did the River Thames use to freeze, 6 did not use to have

4 Are the best watches made in Switzerland?

4 2 a, 3 b, 4 b, 5 a, 6 b, 7 a, 8 a 5 2 didn't use to have, 3 didn't use to be, 4 used to be, 5 used to wear, 6 used to sit, 7 used to tell

6 2 used to dream, 3 moved, 4 didn't succeed, S used to work,6 used to have to, 7 got, 8 d idn't become, 9 starred

7 Student's own answers.

Vocabulary - Global warming 1 2 e, 3 a, 4 c, 5 b 2 2 droughts, 3 floods, 4 species, S hurricanes, 6 Melting, 7 sea levels

Grammar - Present perfect with for and since 3 1 for, 2 for, 3 since, 4 since,S since, 6 for

4 2 since, 3 since, 4 for, S for, 6 since 5 2 has lived, for, 3 hasn't studied, since, 4 hasn't seen, for, 5 have you known, Since, 6 have been, since

6 2 How long have you lived in the house where you live now? 3 How long have you been at your school? 4 How long have you had your favou rite possession?

Students' own answers. 7 2 have thought, 3 For, 4 have destroyed,S Since, 6 has

5 Is the story written by the director? 6 English is spoken allover the world. 7 The music for the film isn't chosen by the actors.

4 2 is chosen, 3 are chosen, 4 looks, S do, 6 are filmed, 7 aren't added, 8 isn't released, 9 watch, 10 make 5 1 b,2 Is coffee grown in Britain? b, 3 Where is the biggest diamond mine in the world situated? c, 4 Are the crown jewels of Britain kept in Buckingham Palace? a 5 Where are Volkswagen cars produced? a

6 2 Foreign language films are watched all over the world . 3 Every word from the original script isn't translated. 4 The same people are used in many countries to dub the voices of lots of different actors. 5 Subtitles are shortened (by producers) to make them easier to read.

Vocabulary - TV programmes 1 2 cartoon, 3 quiz show, 4 cookery programme, 5 weather forecast, 6 news. 2 2a, 3f, 4b, Se, 6d

3 Students' own ans wer~....

Grammar - Past simple and present perfect passive

tried, 7 wante.d, 8 have stud ied, 9 since, 10 have known, 11 for, 12 used, 13 were not/weren't, 14 have developed

4 2 - 3 has been filmed PP, 4 was filmed PS, 5 was first

8 2 absolutely, 3 absolutely, 4 very, S very, 6 absolutely, 7 absolutely, 8 very

5 2 was played, 3 were not shown/weren't shown, 4 was opened,S were films sold, 6 were sold, 7 were created, 8 was not made/ wasn't made

Vocabulary - The biggest bang in history 1 a 2 disappearance, 3 destruction, 4 explosion,S crash, 6 inspiration, 7 smoke, 8 eruption

1 b Across: destruction, smoke, eruption, explanation Down: disappearance, explosion, crash, inspiration 2 2 destroy, 3 ash, 4 an uninhabited island, S loud noise, explosion, gunfire, shake, 6 sailing ship

Reading 3 1a 4 1 e, 2 b , 3 f, 4 a, 5 h, 6 d, 7 c, Extra question =g 5 1 ./,2 x, 3 x, 4 x, 5 ./, 6 x

exam trainer 5 1 c 2 2c, 3b, 4 a

6 2 Has that film been released, 3 have not been decided/ haven't been decided, have been nominated, 4 films have been directed, S Have the actors been chosen, has been written, 6 has been translated, ha ~ not been finished/hasn't been finished

7 2 The film was based on a theme park ride at Disney theme parks. 3 The original script was rejected (by the producer). 4 Box office records have been broken by the second and third films. 5 All the main actors have been surprised by the popularity of the films. 8 1 was designed, 2 has been visited, 3 opened, 4 were photographed,S were given, 6 were restored shows are usually shown in the evening. 4 Special effects are often created by computers. 5 Part three of the film was never finished.

4 1 b, 2 e, 3 f, 4 a, 5 c 5 1 ./, 2 x , 3 ./ 6 1 ./, 2 x, 3 ./, 4 x, 5

used PS,

9 2 Music is sometimes chosen by specialists. 3 Reality

3 1 a, 2 b

Vocabulary - Describing books and films X

7 1 a, 2 to, 3/4 fo r, in,S but, 6 her, 7 who, 8 be

8 1 to, 2 since, 3 was, 4 a, 5 Are, 6 who, 7 her, 8 where, 9 but, 10 for 11 in 12 When

136

3 How many bicycles are stolen every year in Amsterdam?

1 2 comics, 3 blog, 4 poetry, S novel, 6 newspaper, 7 short stories

2 2 It's set, 3 it's about, 4 characters,S I like it because, 6 was written by, 7 was released, 8 stars, 9 favourite part

Listening

3 2 disappointing, 3 exciting, 4 terrifying,S annoyed, 6 frustrating, 7 worried

3 1a 4 1 b, 2 g, 3 c, 4 a, 5 f, Extra opinions: d, e 5 1 ./,2./,3 x, 4 x, 5 ./, 6./

Reading 6 1 B, 2 D, 3 E, 4 C, 5 A

7 1 Jenny Lumet, 2 £4.50, 3 three, 4 soap opera, 5 Danny Boyle, 6 skateboarding. 8 1 ?, 2 x , 3 ./,4 x, 5 x , 6 x

Writing - Adverts and notices 1 1 An MP3 player. It's got a silver and black case, 2 Snowboarding lessons, 3 £85 per week, 4 By train, 5 A cat. It's small, and black and white.

2 2 wknds, 3 N/ S, 4 mob,S mins, 6 a.s.a.p., 7 yr old, 8 p.h.

3 1 Do you want to go on a trip to Stratford? 2 Do you need classes in Maths or Physics? 3 I can give classes in the evenings or at the weekend . 4 I have lost a blue mobile phone. 5 Are you looking for a room to rent? 6 I am organising a trip to London next Saturday.

4 He doesn't explain what kind of person he would like to

Grammar - Reported requests and commands 4 2 a, 3 c, 4 f, 5 d, 6 b 5 2 advised, to stop, 3 asked, her, 4 ordered, his, S told, not to touch

6 2 told me not to be late home, 3 ordered him to switch off his computer (immediately), 4 advised Karen to do more exercise,S asked David to open the window for her. 7 2 John told his friend not to move. 3 The boy asked his teacher to help him with his project. 4 The teacher told the students to do the first four exercises for the next day. 5 The dentist advised th e little boy to brush his teeth three times a day. 6 The girl ordered the dog to sit down. 8 2 The man told Julian to lie on the floor. 3 Julian asked the man not to hurt him. 4 Julian's neighbour advised him to carry a torch in the future. 5 Julian asked his neighbour to lend him one.

Vocabulary - Crime 1 2 h, 3 a, 4 e, 5 b, 6 d, 7 f, 8 g

5 2 pronouns, 3 contact details, 4 title

2 Verbs: commit, threaten, blame, protect, fear, Nouns: valuable possessions, a crime, a victim, fear, violence Useful expressions: get hurt, commit a crime


3 2 victim, 3 get hurt, 4 blame,S threaten, 6 fear

share the apartment with .

Speaking

Reading

7 8,4,1,9,5,2,3,6,7

4 1 c, 2 a, 3 b, 4 a

8 2 Is Fiona there? 3 she isn't here at the moment,

5 1 x, 2 ./, 3 ?, 4 X , 5./ 6 ?, 7 ./,

4 why don't you try her mobile? 5 Speak to you soon.

exam trainer 6 1 a x, b x , c ./

unit 12 stay safe Vocabulary - Serious crimes? 1 2 robbery, 3 vandalism, 4 Speeding, S Shoplifting, 6 playing truant, 7 attacking, 8 dropping litter, 9 fake ID, 10 downloading music illegally

Grammar - Second conditional 2 2 d, 3 a, 4 b, 5 f, 6 c 3 1 would try, looked, 2 was, wouldn't try to use, 3 would you do, offered, 4 wouldn't feel, drove,S didn't listen, would be

4 1 I wouldn't do, 2 paid, 3 would you attack, 4 knew, 5 drove, 6 would you speed, 7 wouldn't steal, 8 broke down

5 Students' own answers. 6 2 If I were you, I'd ask her to go out with you. 3 If I were you, I'd ask your teacher for help. 4 If I were you, I'd get a Saturday job.

Vocabulary - Adjectives ending in -ed and -ing 1 Verb annoy bore disappoint embarrass excite frighten frustrate interest surprise terrify worry

8X

2 a x (one of them is American, not European), b ./ ('the links between the victim and the passengers'), c x (Poirot is asked to solve the mystery by the railway company, not by the passengers) 3 1 a, 2 c

4 1 was made by, 2 I would, 3 Elena to watch, 4 as violent as, S has worked 5 1 wouldn't watch, 2 have lived, 3 as funny as 4 us not to, 5 have been made

6a a sports programme, b news, c soap opera, d quiz show, e cartoon, f cookery prog ram me 6b 1 Let's, 2 interested, 3 would, 4 interesting, S about, 6 idea, 7 great a sports programme, b cartoons, c cookery programme, d quiz show, e news, f soap opera

6c suggesting: Let's ... How about... ? disagreeing: Oh, come on! But (I'm not really interested in) ... agreeing: That's a good idea. That sounds great.

Adjectives annoying / annoyed boring / bored disappointing / disappointed embarrassing / embarrassed exciting / excited frightening / frightened frustrating / frustrated interesting/ interested su rprising / surprised terrifying / terrified worrying / worried

2 Across: exciting, excited, terrifying, annoying, worrying, Down: bored, worried, boring

137

...w

co

Exam strategies Reading l'NeIFtII.. Read all the statements before you read the text. The statements are in the same order as the text. Underline the key WOlds In the statements. Find the part in the text whkh matches each statement Pay attention to WOlds with similar and opposite meaning, time expressions and tenses. Choose True or False for each statement

......... choIc. Read all the questions before you read the text. The questions follow the order of the information in

the text. Underline the key WOlds in the questions and find the key WOlds or synonyms in the text. Then read this part of the text again carefully. Compare the WOlds you underlined in the text and in the question. Choose the answer that is dosest to the meaning in the text.

IIIIlcNng Read the instruction and make sure you understand the task. Do you have to match headings to paragraphs, questions to paragraphs, etc? When you have to match headings to paragraphs, focus on the main idea of each paragraph. When you have to match questions to paragraphs, find the parts of the text which answer the questions. This type of task often includes an extta item. You need to eliminate it

fieIIped tot Read the text to find out what it is about. Read the phrases or sentences you have to put into the text. Notice any pronouns in the phrases or sentences and decide what they ~ to In the text. Check that the gapped Phrase or sentence fits the text before and after it Pay attention to sequencing WOlds (e.g.lirst, 111m, after thol) and tenses. Read the completed text to check it is correct.

Exam strategies Listening TrueIFlll.. Before you listen, read all the statements and underline the key words. The statements are in the same order as the recording. Usten for key words in the recording. Pay attention to WOlds with similar and opposite meaning, time expressions, tenses and modifiefs (e.g. ""1)1, quite). Choose True or False for each statement Usten again to check and correct your answers.

General skills Reading Predicting Before you read a text, always try to predict what it Is about. Look at the text and decide what type of text it is: a newspape r article, a diary, a story, etc. Read the title of the text and look carefully at any photos, pictures or diagrams. Decide the topic of the text and what you know about it.

......... choIc. Before you listen, read all the questions and underline the key words. The questions are in the same order as the recording. usten for key WOlds in the recording. Pay attention to words with similar and opposite meaning, time expressions, tenses and modifiefs (e.g. ""1)1, quire). Choose the ans-.- that is closest in meaning to the recording. Answer all the questions. Usten again to check and correct your answers.

.........

Read the instruction and make sure you understand the task. Do you have to match people to situations! places/opinlons, etc? Underline the key words in the task and listen for similar information in the recording. This type of task often includes an extta item. You need to eliminate it.

_M

Read the instruction and make sure you undelf"nd the task. Do you have to complete the gaps with a WOld, more than one WOld or a phrase? Read the gapped text to find out what it is about. Read the text around the gap and decide what klnd of WOld (e.g. a noun, an ad"jective) or information needs to go In the gap. Usten once and try to complete each gap. The gaps follow the order of the recording. Usten again to check and correct your answers.

Answwing .......... Before you listen, read aU the questions and underline the key words. TI)I to predict the answers. The questions are in the same order as the recording. Usten once and make notes for each question. After listening, use your notes to write complete answers to the questions. Usten again to check and.correct your answers.

Reading for specific Information (Scanning) Make sure you understand what kind of specific information you are looking for: numbers, dates, titles, key words, etc. Don't read every word. Move your eyes quickly down the text. Stop at any Information you think Is useful. Check if this is the information you need.

General skills Listening Pr.dlctlng Think abo~t what you are going to listen to: a dialogue, a radio programme, news/weather report, etc. This should help you predict what you will hea r. Look at the photos, pictures or diagrams to predict the topic of the recording. What do you know about this topic? How many people are going to speak and what are they going to speak about? Why are you listening? Do you need to understand everything or do you only need some information?

Ustenlng for specific information Use predicting strategies (above) to guess what you will hear. What do you have to do with the information: complete sentences/a table, answer questions, etc? What kind of information do you need: a number,

a date, a place name, a verb, a noun, etc? Reading for gilt (Skimming) When you want to get the main Idea of the text: Read the title of the text and look carefully at the pictures, photos or diagrams. Try to predict what the text is about. Read the first paragraph. Read the first sentence of all the other paragraphs - the first sentence usually summarises the main idea of the paragraph. Read the last paragraph - it often summarises the main idea of the text.

Guessing meaning from context When you find a word that you don't know in the text, don't panic - ofte n you don't need to understand it to understand the whole text! If it is important to understand the word, underline other words In the sentence that go with the unknown word. Decide if the unknown word is a verb, noun, adjective, etc. Read the sentence(s) before and after and look for more information about the unknown word.

Listen and try to complete the missing information.

Llst.nlng for general und.rstandlng Use predicting strategies (above) to guess what you will hear. Try to understand what the listening text is

generally about. Don't worry about the details. Make notes about what the speakers say about the topics In the listening text. Often the main points of the listening text are repeated or paraphrased.

real life A flexible new English course

Real Life brings English to life and makes learning English enjoyable and achievable through practical tasks and evocative topics. Real Life gives students English to talk about issues that are important in their lives. • Real contexts to practise everyday functional language Real language and opportunities to share ideas with classmates about goals, dreams and global issues • Real strategies for speaking and writing and exam preparation • A course that: - highlights key language through Grammar2know, Words2know and Phrases2know - incorporates technology to reflect a digital world - gives teachers perfect flexibility with additional activities in the Mini Workbook at the back of the Students' Book Components: Students' Book Workbook with Skills Multi-ROM Real Time DVD Class Audio CD Teacher's Handbook Test Book with Audio CD Real Life Digital: Active Teach - a complete teaching package: Interactive Whiteboard software with all the student's material including: Students' Book, Class Audio, DVD and interactive activities • Skills Multi-ROM Teacher's Resources • Test Master Companion Website: www.pearsonlongman.com/reallife

----PEARSON

Longman

***

ISBN 978-1-4058-9716-7

* * * A2/B1 *

* *** *

9 781405897167

>

Real Life Pre-Intermediate TB

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