Introduc ion to New Challenges
ConCon en en s ss Con en Get Ready Get Ready Get Ready A You (pp.A 4–5) You (pp. 4–5) B C
Key Words:Key Countries Words: Countries Word Builder: Word Nationalities Builder: Nationalities Grammar: to Grammar: be to be Key Expressions: Key Meeting people; Meeting The people; alphabet The alphabet A You (pp. 4–5) Key Expressions: Words: Countries Word Builder: Nationalities Grammar: to be Expressions: Meeting Numbers/Months people; TheNumbers/Months alphabet Your Family B Your (pp. Family 6–7) (pp. 6–7) Key Words:Key Numbers/Family/Ordinal Words: Numbers/Family/Ordinal Grammar: Possessive Grammar:adjectives/’s Possessive adjectives/’s
B Your(pp. Family 6–7) Words:Objects Numbers/Family/Ordinal Numbers/Months Grammar: Possessive adjectives/’s Your Classroom C Classroom 8–9)(pp.(pp. Key8–9) Words:Key Classroom ClassroomWord Objects Builder: Word Plural Builder: nounsPlural nouns Pronunciation: Pronunciation: /s/, /z/Classroom and /s/, /ɪz/ /z/ Grammar: and /ɪz/ Prepositions Grammar: of place C Your Classroom (pp. 8–9) Key Words: Objects Word Builder: Prepositions Plural nounsof place
Pronunciation: /s/, /z/ the andtime /ɪz/ Grammar: Grammar: Prepositions of place Your School D Your (pp. School 10–11) (pp. 10–11) Key Words:Key School Words: Subjects; School Telling Subjects; Telling the time Imperatives/Object Grammar: Imperatives/Object pronouns pronouns
D School(p. (pp. Words: School Subjects; Telling the time Imperatives/Object pronouns Your Room E Your (p. 12)Room 12)10–11) Key Words:Key Bedrooms/Colours Bedrooms/Colours Grammar: this, Grammar: that, these, this,Grammar: that, those these, those
EF Your Room 12)Key Words:Key Words: Bedrooms/Colours Grammar: that, these, those Your Photos (p.13) Photos(p. (p.13) Appearance Appearance Grammar: Articles Grammar: Sentence Articlesthis, Builder: Sentence Simple Builder: sentences Simple sentences F
Your Photos (p.13)
Key Words: Appearance
Unit/Page Unit/Page Language Language Unit/Page Language 1 The Challenge 1 The Challenge
1 Challenge Get Ready (pp. GetThe Ready 14–15) (pp. 14–15)Key Words:Key Interests Words: Interests 1 2
Sentence Builder: Simple sentences
Listening: Personal Listening: information/interests Personal information/interests Speaking: Your Speaking: interests Your interests
Get Ready (pp. Talented 14–15)Key Words:Key Words:Grammar: Interests Listening: Personal information/interests interests Young and 1 Talented Young and Abilities Abilities can Grammar: Reading: can Talented Reading: young Talented people young Pronunciation: people Pronunciation: canSpeaking: – weak/strong canYour – weak/strong (pp. 16–17) (pp. 16–17) (ability) Sentence (ability) Builder: Sentence and/but Builder: and/but Speaking: Your Speaking: abilities Your abilities 1 Young and Talented Key Words: Abilities Grammar: can Reading: Talented young people Pronunciation: can – weak/strong
(pp. 16–17) (ability) Sentence Builder: and/but abilities Skills for 2 Life Skills (pp.18–19) for Life (pp.18–19) Word Builder: Word Verb–noun Builder: Verb–noun collocations collocations Reading: A Speaking: Reading: questionnaire AYour questionnaire Listening: An Listening: interviewAn interview Grammar: Question Grammar: words Question words collocations Speaking: Answering Speaking: questionnaire a questionnaire Pronunciation: Questions Questions 2 Skills for Life (pp.18–19) Word Builder: Verb–noun Reading: AaAnswering questionnaire Listening:Pronunciation: An interview
Question Speaking: Answering a questionnaire Questions The First 3 Meeting The First Meeting Key Words:Grammar: Key Opinion Words: Adjectives Opinion words Adjectives Reading and Reading Listening: and The Listening: Challenges The Story ChallengesPronunciation: Story (pp. 20–21) (pp. First 20–21) Key Expressions: Opinions Writing: Opinions A form Writing: A Story form 3 The Meeting Key Words: Opinion Adjectives Key Expressions: Reading and Listening: The Challenges 20–21)1 (p. 22) Expressions: Writing: A form Study Corner Study 1 (pp. (p.Corner 22) Study Help:Key Study Vocabulary Help: Vocabulary booksOpinions books
Study Corner 1 (p. 22)
2 Exercise 2 Exercise 2 23) Exercise Get Ready (p. Get Ready (p. 23) 4
Study Help: Vocabulary books
Key Words:Key Sport Words: and Exercise Sport and Exercise Listening: Exercise Listening: advice Exercise advice
Ready 23) Words: Sport and Exercise advice Fit and Get 4Fashionable Fit and(p. Fashionable Key Words:Key Appearance Appearance and Clothes and Clothes Reading: A Listening: Reading: fashion designer AExercise fashion Speaking: designer Game Speaking: Game (pp. 24–25) (pp.and 24–25) Word Builder: Word Compound Builder: Compound nouns and nouns 4 Fit Fashionable Key Words: Appearance Clothes Reading: A fashion designer Speaking: Game Grammar: have Grammar: got/has have gotCompound got/has gotnouns (pp. 24–25) Word Builder: Sentence Builder: Sentence and Builder: and got Grammar: have got/has
Sentence andDrink Top Tips5 (pp. Top 26–27) Tips (pp. 26–27) Key Words:Key Food Words: andBuilder: Drink Food and Reading and Reading Listening: and Sport Listening: and diet Sport and diet Grammar: Countable/uncountable Grammar: Speaking: Favourite Speaking:and food Favourite and drink foodSport and drink 5 Top Tips (pp. 26–27) Key Words:Countable/uncountable Food and Drink Reading Listening: and diet nouns, someGrammar: nouns, and any someCountable/uncountable and any Speaking: Favourite food and drink
At the Sports 6 AtCentre the Sports Centre (pp. 28–29) (pp.the 28–29) 6 At Sports Centre
nouns, some and any
Key Expressions: how are Writing: A text message Reading: National Reading: Sports National DaysAsking Sports Listening: Daysthings Interviews Listening: Interviews Listen closely: Listen Contractions closely: Contractions Pronunciation: Pronunciation: /s/, /ʃ/ /s/, /ʃ/ Reading: National Sports Days Listening: Interviews Speaking: Sports Speaking: favourites Sports favourites Project: A sports Project: poster A sports/s/, poster Listen closely: Contractions Pronunciation: /ʃ/
(pp. 28–29) Across Cultures Across 1 (pp. Cultures 30–31) 1 (pp. 30–31) Across Cultures 1 (pp. 30–31)
Sports favourites Study Help:Speaking: Study Picture Help: Dictionary Picture DictionaryProject: A sports poster
Study Corner Study 2 (p.Corner 32) 2 (p. 32) Study Corner 2 (p. 32)
3 Risk 3 Risk 3 33) Risk Get Ready (p. Get Ready (p. 33) 7
Reading and Reading Listening: and The Listening: Challenges The Story Challenges Story Key Expressions: Key Expressions: Asking Asking things The how are Challenges things Writing: areStory A text Writing: message A text message Reading and how Listening:
Study Help: Picture Dictionary
Key Words:Key Jobs/Adjectives Words: Jobs/Adjectives
Listening: Identifying Listening: jobs Identifying Speaking: jobs Game Speaking: Game
Get Ready (p. 33) Job Key Words:Key Words: Jobs/Adjectives jobs Speaking: Game Reading: A Listening: Reading: professional AIdentifying professional jockey Pronunciation: jockey Pronunciation: /z/, /s/ and /z/, /ɪz/ /s/ and /ɪz/ A Dangerous 7 A Job Dangerous Routines Routines Your Speaking: routine routine jockey Pronunciation: /z/, /s/ and /ɪz/ (pp. 34–35) 34–35) Job Grammar: Present Grammar: Simple Present (1 and Simple 2) (1 andSpeaking: 2) Reading: AYour professional 7 (pp. A Dangerous Key Words: Routines Sentence Builder: Sentence Time Builder: clausesSimple Time clauses Speaking: Your routine (pp. 34–35) Grammar: Present (1 and 2)
Builder: Time clausesReading and Cyber Safety 8 Cyber (pp. 36–37) Safety (pp. 36–37) Key Words:Sentence Key TheWords: Internet The Internet Reading Listening: and Safety Listening: on the Safety Internet on theSpeaking: Internet Routines Speaking: Routines Grammar: Present Grammar: Simple Present Simple (3) 8 Cyber Safety (pp. 36–37) Key Words: The(3)Internet Reading and Listening: Safety on the Internet Speaking: Routines Sentence Builder: Sentence Expressions Builder: Expressions with every Grammar: Present Simple (3) with every Builder: everyand The Adventure 9 The Park Adventure Park Key Words:Sentence Key Feelings Words: Sentence FeelingsExpressions Builder: Sentencewith Reading Builder: Reading Listening: and The Listening: Challenges The Story Challenges Key Story Expressions: Key Expressions: (pp. 38–39) 38–39) Verbs of preference Verbs of+preference noun or verb + noun + -ing or verb Preferences + -ing Preferences Speaking: class survey A class Writing: surveyAStory report Writing: report 9 (pp. The Adventure Park Key Words: Feelings Sentence Builder: Reading and ASpeaking: Listening: The Challenges KeyA Expressions:
38–39)3 (p. 40) Study Corner Study 3 (pp. (p.Corner 40) Study Corner 3 (p. 40)
Verbs of preference + noun or verb + -ing Preferences Speaking: A class survey Study Help:Study Classroom Help:Language Classroom 1 Language 1
4 Out and 4 Out About and About 4 41) Out About Get Ready (p. Get Readyand (p. 41) Key Words:Key Places Words: Places
Writing: A report
Study Help: Classroom Language 1 Listening: Free Listening: time Free Speaking: time Your Speaking: free time Your free time
Get Ready (p. 41) Key Words: Places (1) Listening: Free time activities Speaking: Your free time 10 Free Time 10 (pp. Free42–43) Time (pp. 42–43) Grammar: Adverbs Grammar: (1) Adverbs Reading and Reading Listening: and Teenage Listening: Teenage activities Sentence Builder: Sentence Position Builder: of adverbs Position of adverbs Speaking: Are Speaking: you anand Are outdoor you an or outdoor indoor person? or activities indoor person? 10 Free Time (pp. 42–43) Grammar: Adverbs (1) Reading Listening: Teenage
Sentence Builder: Position adverbs Speaking: AreJorvik you an outdoor or indoor person? 11 A Trip Back 11 AinTrip Time Back in Time Grammar: there Grammar: is/there there are is/there with some are of with Reading some and Reading Listening: and Listening: Viking Jorvik Centre Viking Listening: Centre Tourist Listening: Tourist (pp. 44–45) (pp. 44–45) and any Word and any Builder: Word Multi-part Builder: Multi-part verbs information/A surveyandSpeaking: survey Places Speaking: your Places area in your area 11 A Trip Back in Time Grammar: there is/there verbs are withinformation/A some Reading Listening: JorvikinViking Centre Listening: Tourist
(pp.46–47) 44–45) and any Word Builder: Multi-part verbs and information/A survey Speaking: Places in yourKey area 12 Going Out 12 (pp. Going Out (pp. 46–47) Key Words:Key Places/Directions Words: Places/Directions Reading Reading Listening: and The Listening: Challenges The Story Challenges Key Story Expressions: Expressions: Asking Asking Sentence Builder: Sentence first Builder: and then first and thenfor and giving for directions and giving directions Writing: AThe note Writing: withAdirections note withKey directions 12 Going Out (pp. 46–47) Key Words: Places/Directions Reading and Listening: Challenges Story Expressions: Asking for and directions Writing: A note with directions Across Cultures Across 2 (pp. Cultures 48–49) 2 (pp. 48–49) Sentence Builder: first and thenReading: School Reading: lifegiving School Listening: life AListening: British school A British day school day Listen closely: Listen Unstressed closely: Unstressed words/sounds /ɪ/ and /iː//ɪ/ and /iː/ Across Cultures 2 (pp. 48–49) Reading: Schoolwords/sounds life Listening: A British school day Project: Poster Project: – Our Poster idealUnstressed –school Our ideal daywords/sounds school day /ɪ/ and /iː/ Listen closely:
Study Study 4 (p.Corner 50) 4 (p. 50) 2 Corner
Study Corner 4 (p. 50)
Poster – Our ideal school2day Study Help:Project: Study Classroom Help: Language Classroom 2 Language Study Help: Classroom Language 2
Introduc ion to New Challenges
Unit/Page Unit/Page Language Language Unit/Page Language 5 The Weather 5 The Weather 5 The Get Ready (p. Get51) ReadyWeather (p. 51) Key Words:Key TheWords: WeatherThe Weather
Listening: Weather Listening: report Weather Speaking: report Weather Speaking: in Weather your country in your country
Get Ready (p. 51) (pp. Key Weather Listening: Weather report Speaking: Weather your country 13 Our Weather 13 Our (pp.Weather 52–53) 52–53) Words:Key Seasons Words: The Seasons Reading: Weather Reading: updates Weather Speaking: updates Identity Speaking: game Identity in game Word Builder: Nouns/Adjectives 13 Our Weather (pp. Word 52–53)Builder: Key Nouns/Adjectives Words: Seasons Reading: Weather updates Speaking: Identity game Grammar: Present Grammar: Continuous Present Continuous (1) (1) Word Builder: Nouns/Adjectives Sentence Builder: Sentence why Builder: and because why and because Grammar: Present Continuous (1)
Sentence Builder: 14 Tornado! 14(pp. Tornado! 54–55) (pp. 54–55) Grammar: Present Grammar: Continuous Present why Continuous (2) and because (2) Reading and Reading Listening: and News Listening: programme News programme Speaking: Game Speaking: Game Sentence Builder: Sentence Pronoun Builder: reference Pronoun reference 14 Tornado! (pp. 54–55) Grammar: Present Continuous (2) Reading and Listening: News programme Speaking: Game Sentence Builder: Pronoun reference 15 In the Country 15 In the (pp.Country 56–57) (pp. Word 56–57) Builder: Word Containers Builder: Containers Reading and Reading Listening: and The Listening: Challenges The Story Challenges Story Key Expressions: Key Expressions: Shopping Shopping Writing: postcard Writing: AStory postcard 15 In the Country (pp. 56–57) Word Builder: Containers Reading and Listening: TheA Challenges Expressions: Shopping Study Help:Key Study Learning Help: words Learning words Writing: A postcard
Study Corner Study 5 (p.Corner 58) 5 (p. 58) Study Corner 5 (p. 58)
6 Expeditions 6 Expeditions 6 Expeditions Get Ready (p. Get59) Ready (p. 59)
Study Help: Learning words
Key Words:Key Transport Words: Transport
Listening: Travel Listening: Speaking: Travel Game Speaking: Game
Get Ready (p. 59) (pp.Key Words: Transport Listening: Travel Speaking: Game 16 Space Station 16 Space (pp. Station 60–61) 60–61) Words:Key Space Grammar: Space was/were Grammar: was/were Reading: The Reading: International The International Space Station Space Speaking: Station Yesterday Speaking: Yesterday Builder: Word Builder: adjectives -ed adjectives 16 Space Station (pp.Word 60–61) Key -ed Words: Space Grammar: was/were Reading: The International Space Station Speaking: Yesterday
Word Builder: adjectives 17 Charity 17 Adventure Charity AdventureGrammar: Past Grammar: Simple Past (1) -ed Simple (1) (pp. 62–63) (pp. 62–63) 17 Charity Adventure Grammar: Past Simple (1)
Reading and Reading Listening: and Bangkok Listening: to Bangkok Brighton to Brighton Pronunciation: Pronunciation: -ed endings -edSpeaking: endings Your Speaking: Your holidays Reading and Listening: Bangkok toholidays Brighton
Across Cultures Across 3 (pp. Cultures 66–67) 3 (pp. 66–67)
Key Expressions: Writing: A–short note Reading: Welcome Reading: toWelcome the UK!Suggestions toListening: the UK! Interview Listening: Interview British girl– British girl in Spain Listen in Spain closely: Listen Intonation closely: Pronunciation: Pronunciation: /θ/ and /ð/ /θ/ andgirl /ð/ Reading: Welcome to the Intonation UK! Listening: Interview – British Project: A poster Project: – My A Listen poster Country – My Country in Spain closely: Intonation Pronunciation: /θ/ and /ð/
62–63) Pronunciation: -ed endings Speaking:Story Your holidays 18 The Expedition 18 (pp. The (pp. Expedition 64–65) (pp. Sentence 64–65) Builder: Sentence Past Builder: time clauses Past time clauses Reading and Reading Listening: and The Listening: Challenges The Story Challenges Key Expressions: Key Expressions: Suggestions Suggestions Writing: A short Writing: note A short note 18 The Expedition (pp. 64–65) Sentence Builder: Past time clauses Reading and Listening: The Challenges Story Across Cultures 3 (pp. 66–67)
A poster – My Country Study Help:Project: Study Homework Help: Homework
Study Corner Study 6 (p.Corner 68) 6 (p. 68) Study Corner 6 (p. 68)
7 Helping 7 Helping 7 Helping Get Ready (p. Get69) Ready (p. 69)
Study Help: Homework
Key Words:Key Helping Words: Helping
Get Ready Key Words: Helping 19 Animals19 in Danger Animals(p.in69) DangerGrammar: Past Grammar: SimplePast (2) Simple (2) (pp. 70–71) 70–71) Sentence with Builder: with(2) 19 (pp. Animals in DangerSentence Builder: Grammar: Past Simple 70–71) Sentence with(3) 20 Change20 your(pp. Change World! your World! Grammar: Past Grammar: SimpleBuilder: Past (3) Simple (pp. 72–73) (pp. 72–73) 20 Change your World! Grammar: Past Simple (3)
Listening: Helping Listening:Speaking: Helping ASpeaking: questionnaire A questionnaire Listening: Helpingdescriptions Speaking: AReading: questionnaire Listening: Animal descriptions Animal Reading: Animals in danger Animals in danger Speaking: Talking Speaking: about Talking animals about animalsReading: Animals in danger Listening: Animal descriptions Speaking: Talking about animals Reading: Local Reading: hero Local Speaking: hero Your Speaking: weekend Your weekend
Reading: Local hero Speaking: Your weekend 72–73) Work Sentence Builder: 21 Community 21 (pp. Community Work Sentence then Builder: and after then and after Reading and Reading Listening: and The Listening: Challenges The Story Challenges Story (pp. 74–75) 74–75) Work Key Expressions: Key Expressions: Requests Writing: Requests AnChallenges Writing: email AnStory email 21 (pp. Community Sentence Builder: then and after Reading and Listening: The 74–75)7 (p. 76) Expressions: Requests Writing: Study Corner Study 7 (pp. (p.Corner 76) Study Help:Key Study Classroom Help:Language Classroom 3 Language 3 An email Study Corner 7 (p. 76)
8 Television 8 Television 8 Television Get Ready (p. Get77) Ready (p. 77)
Study Help: Classroom Language 3
Key Words:Key TV Programmes Words: TV Programmes
Listening: TV Listening: programmes TV programmes Speaking: ASpeaking: questionnaire A questionnaire
Get Ready (p. 77) Key Words:Comparatives TV Programmes TVreview programmes Speaking: 22 Last Week 22 on Last TVWeek on TV Grammar: Comparatives Grammar: and superlatives and superlatives Reading: TVListening: Reading: review TV Speaking: Comparing Speaking: Comparing actors A questionnaire actors (pp. 78–79) Word -edBuilder: andComparatives -ing-ed adjectives and -ing 22 (pp. Last 78–79) Week on TV Word Builder: Grammar: andadjectives superlatives Reading: TV review Speaking: Comparing actors 78–79) Word Builder: 23 A Chat Show 23 (pp. A (pp. Chat 80–81) Show (pp. Grammar: 80–81) going Grammar: to going-edtoand -ing adjectives Reading: Chat Reading: show interview Chat show interview Speaking: Holiday Speaking: plans Holiday plans Sentence Future Builder: time clausestime clauses 23 A Chat Show (pp. Sentence 80–81) Builder: Grammar: going to Future Reading: Chat show interview Speaking: Holiday plans 24 Party Time 24 Party (pp. 82–83) Time (pp. 82–83)
Sentence Builder: Future time clauses Reading and Reading Listening: and The Listening: Challenges The Story Challenges Story Key Expressions: Key Expressions: Invitations Invitations Writing: Writing: invitation An invitation Reading and Listening: The An Challenges Story
24 Party Time (pp. 82–83) Across Cultures Across 4 (pp. Cultures 84–85) 4 (pp.Key 84–85) Words:Key Celebrations Words: Celebrations Across Cultures 4 (pp. 84–85) Study Corner Study 8 (p.Corner 86) 8 (p. 86)
Key Words: Celebrations
Key Expressions: Invitations Writing: An invitation Reading: New Reading: Year Celebrations New Year Celebrations Listening: New Listening: Year inNew Scotland Year in and Scotland and Australia Listen Australia closely: Listen Expressions closely: Expressions Pronunciation: Pronunciation: Word stressinWord stressand Reading: New Year Celebrations Listening: New Year Scotland Speaking: New Speaking: Year atNew home Year Project: at home A poster Project: – Festivals A poster – Festivals Australia Listen closely: Expressions Pronunciation: Word stress New Year atforhome Study Help:Speaking: Study Revising Help: for Revising exams exams Project: A poster – Festivals
Study Corner 8 (p. 86)
Study Help: Revising for exams
Student A Activities Student A(p.Activities 87) (p. 87) Student B Activities Student A B(p.Activities Activities 88) (p. 87) 88) Student (p. Time Out! (pp. Time 89–99) Out! (pp. 89–99) Student B Activities (p. 88) Picture Dictionary Picture (pp. Dictionary 100–110) (pp. 100–110) Time Out! (pp. 89–99) Questionnaire Questionnaire answers, Fact answers, or(pp. Fiction Factanswers, or Fiction Irregular answers, verb Irregular list (p. verb 111) list (p. 111) Picture Dictionary 100–110) Questionnaire answers, Fact or Fiction answers, Irregular verb list (p. 111)
This Uni Short of time: set some of the exercises for homework (e.g. Exercise 6) More time: do the extra activities
This lesson focuses on basic personal information (e.g. country and nationality) plus meeting people. It revises the verb to be.
Look at the Key Words. Match the countries with the flags.
Exercise 1 • If you have a large world map, display it and invite students to find and point to the countries on the map. • Check students’ pronunciation of the Key Words and word stress.
Answers 1 Brazil 2 Australia 3 Canada 4 China 5 Greece 6 the United Kingdom 7 the United States 8 Japan 9 Poland 10 Spain 11 Russia 12 Portugal 13 Turkey 14 Argentina 15 Italy
Alex Hello. Adam Hi. I’m Adam. Ewa And my name’s Ewa. What’s your name? Alex Alex. Ewa Nice to meet you. We’re new at this school. Alex Me too! Where are you from? Adam We’re from Warsaw. Alex Oh, you’re 1 Polish . Ewa Yes, and you? Are you 2 American ? Alex No, I’m not. I’m 3 Canadian . I’m from Toronto. Are you in Class 7? Adam No, we aren’t. We’re in Class 5. The teacher, Mr Gerrard, is 4 Australian . Alex Oh, my teacher is Miss Lewis. She isn’t Australian. She’s 5 British . Ewa Oh, time for class. See you later. Alex Okay, bye.
Argentina – Argentinian
Now listen and check your answers.
Answers and audioscript
• Students listen and check their answers. • Ask students to say pairs of country and nationality words, e.g. Argentina, Argentinian. Check pronunciation and word stress.
1 Australia – Australian, Brazil – Brazilian, Canada – Canadian, Italy – Italian, Russia – Russian, the United States – American 2 Poland – Polish, Spain – Spanish, Turkey – Turkish, the United Kingdom – British 3 China – Chinese, Japan – Japanese, Portugal – Portuguese 4 Greece – Greek
Reading and Listening 1.4
Read and listen to the dialogue. Complete the sentences with nationality adjectives.
Argentinian Australian Brazilian Canadian Chinese Greek Italian Japanese Polish Portuguese Russian Spanish Turkish British American
• Look at the endings of the nationality adjectives with students. Elicit one or two more pairs of countries and nationality adjectives from the class. Students then complete the Word Builder, working individually.
Copy and complete the Word Builder with the countries and nationality adjectives.
Reading and Listening
Grammar: to be Exercise 5 • Read through the table with the class. Ask two or three students to answer the Wh- Questions. • Ask students to look again at the dialogue in Exercise 4. Students find and read aloud sentences containing the verb to be.
Extra Students work in threes, reading aloud the dialogue in Exercise 4 and taking turns to be Alex, Adam and Ewa. Correct any serious pronunciation errors.
Answers ➞ student page
Grammar: to be
Look at the Key Expressions and complete the dialogue.
Look at the examples in the table.
I He/She/It You/We/They
’m (am) ’s (is) ’re (are)
Negative I He/She/It You/We/They
’m not (am not) isn’t (is not) aren’t (are not)
A B Australian.
I he/she/it you/we/they
1 Hello . My 2 name ’s Esin. 3 What ’s your name? Diego. 4 Nice to meet you. 5Where are you from? Argentina, and you? I’m from Istanbul, in Turkey.
Short Answers Yes, I am. Yes, he/she/it is. Yes, you/we/they are.
No, I’m not. No, he/she/it isn’t. No, you/we/they aren’t.
Invent a person and the information below. Work in pairs. Act out a dialogue like the one in Exercise 4. • name • country and nationality • where teachers are from
Wh- Questions What is your name? (What’s your name?) Where are you from? What nationality is she?
Read and listen to the alphabet. Then listen and write down five names.
1 2 3 4
Complete the sentences about the people in Exercise 4. Use is, isn’t, are or aren’t.
Use the words to write questions.
is / your name? / what
The alphabet Bb Cc Dd Ee
Alex isn’t American. He ’s Canadian. Ewa and Adam aren’t Russian. They are Polish. Alex is in Class 7. Ewa and Adam aren’t in Class 7. They ’re in Class 5. Mr Gerrard ’s Australian. Miss Lewis isn’t Australian. She ’s British.
• Check that students understand what to do. Students may find it helpful to listen again to the dialogue from Exercise 4. • If necessary, write some cue words and questions on the board, e.g. Hello. My name’s ... What’s your name? Where are you from? • Students work in pairs, acting out their dialogues.
A B A B
Yes/No Questions Am Is Are
Mm Nn Oo Ss
• Check the names by asking students to write them on the board, spell them and say them. Point out the use of ‘double R’ in Gerrard.
Pp Qq Rr
Answers and audioscript
Vv Ww Xx
1 My name’s Adam. A – D – A – M. 2 My name’s Alex. A – L – E – X. 3 My name’s Monica. M – O – N – I – C – A. 4 My name’s Miss Lewis. L – E – W – I – S. 5 My name’s Mr Gerrard. G – E – double R – A – R – D.
What’s your name? 2 3 4 5
you / are / from the UK? you / from? / are / where you / a student? / are are / nationality / your teachers? / what
Write true answers for the questions in Exercise 7.
What’s your name? My name’s …
12 A B A
Spelling Quiz Work in pairs. Choose five words and test your partner.
Spell ‘Russia’. R – U – double S – I – A Correct!
In turn, each student spells his or her first name.
Practice Exercise 6 Answers ➞ student page
Exercise 7 • Students write the questions on the board. Leave the questions on the board for Exercise 8. Answers 2 3 4 5
Are you from the UK? Where are you from? Are you a student? What nationality are your teachers?
Exercise 8 • Check answers by asking individuals to write their answers to the questions on the board. • Students then work in pairs, asking and answering the questions from Exercise 7.
Photocopiable activity 1, Teacher’s Resources MultiROM
Answers – (students’ own answers) 2 No, I’m not. 3 I’m from ... 4 Yes, I am. 5 They’re ...
Exercise 9 • After checking answers, students work in pairs, reading aloud the dialogue. Answers ➞ student page
• Ask two students to read aloud the example dialogue. Elicit what to say if the spelling is not correct, e.g. No. / Wrong. It’s (R U S S I A).
Module 4 Talk about places and free time, and give directions.
Read about where teenagers go, and a place to visit. Listen to a survey.
Students close their books. Write jumbled words on the board for students to sort into place names: 1 O Z O (zoo) 2 A K R P (park) 3 P O S H (shop) 4 M U U M S E (museum) 5 N A M E I C (cinema) 6 P E A K S T A R K (skatepark)
Write a note with directions. Learn about adverbs of frequency, there is/there are, some and any.
Exercise 2 – Audioscript One Girl 1 I need to get a present for my mum’s birthday. Girl 2 What do you want to buy? Girl 1 I’m not really sure. Girl 2 The sweet shop is just over there. Does she like chocolate? Girl 1 Mm, no, not very much. Girl 2 Jewellery? What about a pair of earrings? Girl 1 Great idea. Now where’s the jewellery shop? Girl 2 Upstairs on level 2, next to the bookshop.
Ou and Abou
Picture Dictionary page 108. Find examples of the Key Words in the photos.
3 A B 1 2 3 4
Work in pairs. Ask and answer these questions.
Where do you go in your free time? I go to a bowling alley every weekend. It’s great. Where do you go in your free time? Do you go with your parents or friends? Where are your favourite places in town? What places don’t you like very much?
Listen to three dialogues. Where are the people?
TIM E OUT!
Ge Ready 2.10
• Students check the meaning of the Key Words in the Picture Dictionary. • Point out that the main stress falls on the first word in the two-word phrases in the Key Words, e.g. amusement park with the exception of under-sixteens. 2.11
Exercise 2 Audioscript ➞ end of notes Answers 1 shopping centre 3 ice rink
Page 40, Exercise 7
• Read the four questions with the class, eliciting one or two answers for each question. Students then work in pairs. • After the pair activity, each student reports their partner’s answers to questions 3 and 4 to the class. Check that students use the correct third person singular verb forms in their sentences, e.g. His/Her favourite places are … / He/She doesn’t like … very much.
Two Girl So what do you want to see? Boy I don’t know. Girl What about Screen 3? Boy No, I don’t like Leonardo DiCaprio much. Girl Oh, I don’t mind him. What about Screen 6? Boy James Bond? No, he’s a bit boring … Maybe a comedy? Girl Screen 4 … Jim Carrey. He’s funny. Boy Yes, okay. How much are the tickets? Three Girl Come on. Boy No, I can’t do this. Girl Yes, you can. Here, hold my hand. Boy It’s okay for you, you go to classes. Girl Come on. Okay? Boy Well, yeah, yeah, it’s quite easy really … ah!! Girl Are you okay? Boy Yeah, I’m okay. Wow, this ice is cold. Can we stop for a moment?
10 Free Time
What do you do in your free time? Tell the class.
Listen and complete the text with the verbs in the box. do drink go go have look ride surf visit watch
This lesson focuses on how five teenagers around the world spend their free time. They have not been chosen to specifically represent their country in any way and should therefore be seen as personal cases.
I usually 1 go to the shopping centre with my friends after school. We 2 look in the shops, but we don’t buy much. It’s a bit boring, but we haven’t got a good under-16s’ club or sports centre in my area. We sometimes go to the cinema at weekends. That’s great but it’s very expensive. Amy, 13, Scotland
It’s twenty minutes to walk to the city, so I hang out at the local park. It’s okay but I can’t go there after 7 p.m. It’s always full of students. They 3 drink beer and smoke, and they sometimes break the equipment. At the weekends, the park is for little kids, so I go to my friends’ houses or they 4 visit me. Juanita, 12, Mexico
Start the lesson by revising vocabulary from page 41. Write two lists of words on the board for students to match:
I live in a village and the bus service isn’t very good. I hardly ever go out after school. We haven’t got a cinema so I often 5 watch DVDs at home or at my friend’s house. On Saturdays I go to the local town with my friends. Sunday is a family day. We go to church and then we 6 have lunch at home. We never go shopping or to the cinema on Sundays. Adam, 14, Poland
a) rink b) alley c) centre d) pool e) café f) centre g) park
Exercise 1 • If necessary, teach new vocabulary that students need to talk about their free time activities.
Exercise 2 Answers ➞ student page
older posts We’re quite lucky in my town. We’ve got a cinema, a sports centre and an ice rink. go to classes there three times a I7 week. On Saturdays, I always play basketball with my friends. I’m usually at home on Sundays. I spend time with my family and I 8 do my homework before Monday! Maddie, 13, New Zealand I hang out near my house with other kids our bikes from my school. We 9 ride and we skateboard. We haven’t got a skatepark and so we skate in the street. It can be dangerous and some adults tell us to stop. When I’m at home, I’m always in my bedroom. I 10 surf the Internet and chat to my friends online. James, 14, Canada
Read the text again and write the correct names.
Answers: 1c/f) 2g) 3a) 4c/f) 5d) 6e) 7b)
Reading and Listening
where you answer the questions
Where do you hang out in your free time?
I read magazines and play computer games.
1 shopping 2 amusement 3 ice 4 sports 5 swimming 6 Internet 7 bowling
Reading and Listening
Short of time: set some of the exercises for homework (e.g. Exercises 3 and 5) More time: do the extra activities
stays at home after school? Adam says teenagers make problems in a local place?
has a lot of places to go to in their free time?
says the cost of going out is a problem?
spends time with their family at weekends? Adam and Maddie doesn’t leave the area around his house?
Grammar: Adverbs (1)
If the nationalities of your students are represented in the text, then ask if they think the description is typical of a teenager from their country or not. If they are not represented, then ask them what they think would be the typical activities for their country.
Exercise 3 Answers ➞ student page
• When checking answers, point out the position of the adverb before the main verb in the sentence, e.g. I always play basketball. (The position of adverbs with the verb to be is introduced in Exercise 8.) • Draw students’ attention to the percentage related to each adverb. Check students’ comprehension by asking them to translate the sentences into their L1. Answers
2 usually 3 often 4 sometimes 5 hardly ever 6 never
Out and About
Grammar: Adverbs (1)
Complete the table with words from the text.
Look at the Sentence Builder.
Adverbs of frequency 100% On Saturdays, I
go to the shopping centre after
watch DVDs at home. 4
• After the pair activity, each student tells the class two things about their partner, e.g. (Maria) sometimes goes for a walk. She often plays computer games.
go to the cinema at weekends. go out after school.
Use the words in the boxes and adverbs of frequency to write sentences.
My friends never listen to classical music. Teenagers are usually into fashion.
go shopping on Sundays.
• Read the sentences with students. Point out that the adverb comes after the verb to be. • Ask students to look back at the text in Exercise 2 and find sentences with the verb to be and an adverb, e.g. It’s always full of students. I’m usually at home on Sundays. I’m always in my bedroom.
5 1 2 3 4 5 6
make nice food. sing opera. listen to classical music. write poems. run marathons.
Use the words to make sentences. Are the sentences true (T) or false (F) for you? arrives / always / my friend / late sometimes / computer games / I / play usually / with my friends / I / on Saturdays / go out go / often / to the cinema / my parents my friends / me / hardly ever / phone I / never / my room / tidy
My friends Teenagers Swiss people Jamaican athletes Italian people
Think about your answers to this questionnaire. Then look at your score on page 111.
Are you an utdoor or ndoor person? c) sometimes
2 do you stay in all weekend and play computer games? a) often b) sometimes c) hardly ever
3 do you try a new sport? a) never b) hardly ever
4 do you go camping? a) never b) hardly ever
5 do you stay in all day and watch DVDs? a) often b) sometimes c) hardly ever
6 do you stay in and tidy your room? a) often b) sometimes
c) hardly ever
• Read the words in the boxes with students. Elicit two or three more example sentences. • Tell students to write eight– ten sentences.
are late for school. are very tidy. are good skiers. are into fashion. are interested in sport.
How often …
1 do you go for a walk? a) never b) hardly ever
10 A B
Exercise 10 • Check that students know how to respond if they agree with their partner, (e.g. That’s true.) or if they are not sure (e.g. I don’t know. Perhaps it’s true.).
Work in pairs or groups. Read your sentences. Do you agree?
Swiss people are often good skiers. That’s true but Canadians are usually good skiers, too.
Work in pairs. Compare your answers.
I hardly ever go for a walk. What about you?
TIM E OUT!
Page 93, Exercise 10
• Do one or two sentences with the class before students complete the exercise, working individually. • Ask students to change their false sentences into true sentences, e.g. My parents hardly ever go to the cinema.
• Give students time to read and answer the questionnaire and look at their scores. • As a class, students discuss whether they agree with the opinions in the answers. They may think of other activities which they do regularly which are not represented by the questionnaire and which might change their result.
Answers 1 My friend always arrives late. 2 I sometimes play computer games. 3 I usually go out with my friends on Saturdays. 4 My parents often go to the cinema. 5 My friends hardly ever phone me. 6 I never tidy my room.
Students work individually, writing one or two silly sentences using words from Exercise 9, e.g. Jamaican athletes always sing opera. In turn, students tell the class one of their sentences. The class can see how many different sentences they have made.
TI M E OUT!
Photocopiable activity 13, Teacher’s Resources MultiROM
11 A Trip Back in Time
Short of time: set some of the exercises for homework (e.g. Exercises 3, 6 and 8) More time: do the extra activities
Read the information and match the photos with the correct part of the text.
Background The Jorvik Viking Centre opened in 1984 on the site of the ancient city of Jorvik in the centre of the modern city of York in the north of England. Visitors travel through a recreation of the sights, sounds and even smells of Viking York showing markets, streets, houses and even a toilet. Visit www.jorvik-viking-centre.co.uk for more information.
Look at the Word Builder.
Complete the sentences with these verbs from the text. find out get in listen to put on sit down talk to
Travel back in time 1000 years
1 2 3
Find out about life in Viking times. Get in one of our famous ‘time cars’ and travel round a reconstruction of the Viking City of Jorvik.
See Viking life and people – at work, in the market and at home. Listen to a description of their life and hear their language – Old Norse. Talk to one of our Viking guides, put on a viking costume and find out the answers to your questions.
Visit our new interactive gallery and exciting exhibitions. Sit down and listen to the story of the original archaeological dig.
Buy a souvenir from our fantastic shop.
Warm-up Exercise 1 • Before reading the text, ask students to look at the photos and describe what they can see.
your coat. It’s cold.
get in the car now. Sit down at the table and finish
your lunch. Can I talk to you about my homework? Use a dictionary to find out the meaning of this word. Listen to the interview and answer the questions.
Exercise 2 • Read the sentences in the Word Builder with the class, then look at the information in Exercise 1 and point out similar phrases, e.g. get in (one of our famous ‘time cars’), listen to (a description of their life).
Answers ➞ student page
Reading and Listening 2.13
Exercise 4 • Give students time to read the four sentences before they read and listen to the conversation. • Explain or encourage students to guess the meaning of any new words. Answers ➞ student page
Grammar: there is/there are
with some and any
Exercise 5 • Check students understand that we use some in affirmative statements and any in negative statements and questions. • Ask students to look again at the dialogue in Exercise 4 to find and read aloud more sentences containing some or any. Answers ➞ student page
Answers ➞ student page 2.14
Exercise 7 Audioscript ➞ end of notes • Give students time to read through the list of places before they listen to the recording. Answers ➞ student page
Out and About
Reading and Listening
Read and listen to the conversation. Are these sentences true (T) or false (F)?
Good morning, can I help you? Yes, please. I’d like some information about Jorvik Viking Centre. What activities are there? Well, there’s the tour of the Viking city – that’s very popular. And there are some exhibitions of Viking life and an interactive gallery. Great. I want to visit with a big group. Are there any parking spaces at Jorvik? No, there aren’t any parking spaces at the centre but there’s a car park five minutes away. Good. And is there a lift for visitors with wheelchairs? Yes, there is. And there’s wheelchair access to all parts of the centre. Great. One more question. Is there a restaurant? No, there isn’t a restaurant but there are lots of places to eat near Jorvik. Okay, thanks for your help. You’re welcome.
B A B A B A B A
You can park your car at Jorvik. People with walking difficulties can visit Jorvik. You can have a snack and a drink at Jorvik. It’s hard to find a place for lunch near Jorvik.
3 4 5 6 7 2.14
Grammar: there is/there are with some and any
Read the dialogue again and complete the table with some or any.
Affirmative There’s a car park five minutes away. There are 1 some exhibitions of Viking life.
Is there a lift?
Yes, there is. No, there isn’t. Yes, there are. No, there aren’t.
Are there parking spaces?
Wh- Questions What activities are there?
exhibitions of Viking life. Is there a restaurant? No, there isn’t . any parking spaces. There aren’t Are there any guides? Yes, there are . There are some great souvenirs in the shop. There isn’t a restaurant. is a lift. There
7 3 3 3 7
amusement park cinemas shops sports centre bowling alley
There isn’t an amusement park. Your Turn
9 A B A B
Work in pairs. Ask and answer questions about your partner’s town/city.
Is there an ice rink in your town? No, there isn’t. Are there any good shops? Yes, there are.
Fact or Fiction?
There are many descendants of Vikings in the area around London. Answer on page 111.
TIM E OUT!
7 ice rink 7 under-16s’ club 3 park 3 snack bars
Now write sentences about the places in Exercise 7.
Write questions on the board for students to answer as they listen to the recording again: 1 Does the boy go to the sports centre? (No, he doesn’t.) 2 Where’s the park? (In front of the boy’s house.) 3 Where does the boy go with his friends at the weekend? (To the shopping centre/ snack bar/cinema.)
There are some cinemas. There are some shops. There is a sports centre. There isn’t a bowling alley. There isn’t an ice rink. There isn’t an under-16s’ club. There is a park. There are some snack bars.
Exercise 7 – Audioscript
What places are there in your area? Put a tick (3) or cross (7) in each box.
• Background Although there are not many descendants from the Vikings in the area around London, a recent study showed that in various other areas in the north of the United Kingdom (including Liverpool and the Orkney Islands) there are a large number of people with Viking ancestry.
Listen to a survey. Put ticks (3) or crosses (7) in the boxes.
Fact or Fiction?
Negative There isn’t a restaurant. parking spaces at the There aren’t 2 any centre.
Complete the sentences about Jorvik with is, isn’t, are, some or any.
Page 94, Exercise 11
• Elicit two or three more questions before students work in pairs asking and answering about their town or city.
Extra Students think about some good places they know and then tell the class, e.g. There are some fantastic shops in … / There’s a great zoo in …
Woman Excuse me? Can I ask you some questions about your area? Boy Okay. Woman Is there an amusement park near you? Boy An amusement park? No, there isn’t. Woman Are there any cinemas? Boy Yeah, the ABC cinemas are in the shopping centre. Woman Right, so there are cinemas and shops. Is there a sports centre? Boy Yeah, there’s a big sports centre next to the shopping centre. But I don’t go there. Woman Are there any other places for sport … a bowling alley or an ice rink? Boy No, there isn’t a bowling alley or ice rink, not near here. Woman Are there any under16s’ clubs, you know, and places for young people to go? Boy No, we haven’t got an under-16s’ club round here. Woman And a park? Boy Oh, yeah, there’s a big park in front of my house. Woman And where do you go with your friends at the weekend? Boy Well, we go to the shopping centre … and snack bars, you know, for a burger or pizza and chips. And sometimes we go to the cinema. Woman Okay, that’s all. Thanks very much. Boy No problem!
TI M E OUT!
Photocopiable activity 14, Teacher’s Resources MultiROM
12 x Going Ou
BI SH O
CH UR CH
CA R LA R’S NE
G O O D R A M G AT E
AT E EG ST .
NR O OF
T EE STR
• Students check the meaning of the Key Words in the Picture Dictionary. • Check pronunciation and spelling of words that are similar in students’ L1 and in English.
Yes, sure. Go out of the Viking Centre and turn left into Coppergate. Cross the river into Bridge Street. Then turn right into George Hudson Street.
Woman George Hudson Street? Emily
Yes, that’s right. Go past a car park into Rougier Street. Turn left and go down Station Road and the station is on the right.
Woman On the right? Emily
Yes, you can’t miss it. It’s opposite Station Road.
Woman Thanks very much. Emily
Reading and Listening
Ask students to look again at the last section of the dialogue in Exercise 3 (starting with Woman: Can you tell me how to get to the railway station, please?). In pairs, students practise reading this section aloud, taking turns in the two parts.
• Give students time to read through the four sentences before they read and listen to the dialogues. Answers ➞ student page 2.17
Exercise 4 • Students check the meaning of the Key Words in the Picture Dictionary. Answers ➞ student page
theatre post office P police station church i tourist hospital information hotel J Jorvik Centre
C L IF
us er O
Woman Excuse me? Can you tell me how to get to the railway station, please?
ATE SEG OU
car park railway Sstation T. X . FA ST R £ bank IR N FA DE T. P parkHAM TOR S
M HA ING CK EET R ST
N L SE
WS BU RR RY .
AN E RL TE
AT E E G TRIN IT
Q UEEN STR
Laura is interested in history, so what about Jorvik?
N TA N
G BA ATE CK
N EE GR
E ST .
G AT E
War Memorial Gardens
Well, this street is called The Shambles. It’s a shopping street now but it’s hundreds of years old.
It’s a Viking centre. You travel back 1000 years to Viking times.
The history of the city is amazing.
LEEMAN R OAD
E OR G GE N ST. DSO HU
Jorvik? What’s that?
IC S T.
So, Laura, what do you think of York?
T. AKE S
R iv e r
Laura doesn’t like York very much. The group want to go shopping. Emily helps a tourist. A girl gives them directions.
IER UG ET RO TRE S
F F T F
HETH ER STR TON EET
Dean’s Minster Park
1 2 3 4
Read and listen to the dialogue. Are the sentences true (T) or false (F)?
3 S T. L E O N A R D
TE GA RY NE MA LA
Reading and Listening 2.16
There is a car park in square A1.
• Look at the key to the symbols on the map with students. Ask students which of the symbols they have seen on maps of cities in their country. • Elicit one or two more sentences from the class before students work in pairs.
Work in pairs. Find examples of the places from the Key Words on the map.
G F IE
Last weekend the group were at an adventure park. This week they meet in the centre of York, a city founded in 71 AD by the Romans. York is halfway between London and Edinburgh and is a major tourist destination, partly due to the Jorvik Viking Centre but also because of York Minster (pictured top), one of the largest Gothic cathedrals in Europe. The friends ask Laura for her opinion of their city and then Emily gives a passerby directions to the railway station.
Picture Dictionary page 108. Look at the Key Words. What words are similar in your language?
S TA TIO
Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercise 3) and shorten the discussion in Exercise 1 More time: do the extra activities
Out and About
Picture Dictionary page 109. Look at the underlined Key Words in Exercise 3. Draw the woman’s route on the map.
Writing: A note with directions
Look at the Sentence Builder.
Writing: A note with directions
• Explain that the linking words in the Sentence Builder can be used when giving spoken or written directions, but they are especially useful when writing directions. • Point out that and then is not used at the beginning of a sentence but that then can be used at the beginning or in the middle.
Read the Key Expressions.
Complete Emily’s note to Laura with first, then or and then.
G O O D R A M G AT E
Here are directions to our house. 1 , get the 27 bus from school to the racecourse. Cross the main road 2 turn right. Go past the shops.
turn right into Westwood Terrace. Go down
Westwood Terrace 4
T EE STR
re e station st mation k Centre
turn left into Russell Street. Our house is number 25. You can’t miss it! See you tomorrow,
Work in pairs. Use the map of York. Use the Key Expressions and Key Words to give your partner directions from the railway station to another place on the map.
Go out of the station, go down Station Road …
Think of a place near your school. Write a note to a friend and give him/her directions – but don’t say the place!
1 First 2 then/and then 3 Then 4 then/and then
Go out of school and then turn …
Work in pairs. Read each other’s note. What place are the directions to?
Exercise 3 • Revise vocabulary of places in a school, e.g. library, science laboratory, staff room, cafeteria, playground, toilets, gym, art/music/ computer room. • Check students’ notes. Point out any errors for them to correct.
Exercise 4 TIM E OUT! TIM E OUT!
Page 94, Exercise 12 Page 40, Exercise 7
• If pairs disagree about the directions, help them to make the directions clearer.
Speaking Exercise 5 • Point out the use of the checking question (The railway station?) to make sure that you have understood the directions correctly. • Elicit one or two more dialogues from the class before students work in pairs reading parts A and B aloud.
Exercise 6 • Tell students not to worry about the pronunciation of the English street names on the map. • Give the class some example directions to follow on the map and check that students arrive at the correct place. • Give students time to work out directions to two or three places on the map before they work in pairs.
Some students read out their notes to the class. The other students listen and say what place the directions are to.
TI M E OUT!
Across Cultures 2
Across Cul ures 2 Warm-up Exercise 1 • Read the questions with the class and check that students understand the vocabulary before they work in pairs.
1 2 3 4 5
Work in pairs. Answer the questions.
1 2 3 4 5 6 7 8
How many subjects do you do at school? How many different lessons do you have every day? How many hours of homework do you do every day? How often do you have exams? How often do you do sport or PE (physical education)? Do you use computers or the Internet at school?
• Tell students not to worry about understanding every word in the texts but to focus on answering questions 1, 2 and 3 from Exercise 1. • When checking answers, ask students why it isn’t as easy to answer questions 2 and 3 for Emma as for the other two students (Answer: Because she doesn’t go to a conventional school.) • Students do not need to worry about the pronunciation of names in the texts. The phonemic transcription is provided here for you. Marguerite Laure /mɑːgeˈriːt lɔː/, Cameroon /kæməˈruːn/, Fonseca /fɒnˈsekə/, Guadalajara /gwɑːdælæˈhæræ/.
Read about the people. Answer questions (1–3) from Exercise 1 for each person.
Marguerite does ten subjects
School Life Marguerite Laure is from Cameroon. She gets up at five thirty and walks two kilometres to school. She has six lessons every day. She starts school at half past seven and she finishes at half past three. In the evening, Marguerite helps her mother at home, works in the fields and does her homework for an hour and a half. She studies ten subjects including three languages, French, English and German.
Read the texts again. doesn’t go to school? Emma has lessons in the afternoons? Jonathan studies three languages? Marguerite likes history? Jonathan does 2–3 hours of homework? Jonathan starts school at 7.30? Marguerite has lessons over the Internet? Emma goes to sports camps? Emma
Jonathan Fonseca is from Guadalajara in Mexico. In his school, some students go to school in the morning and some students in the afternoon. Jonathan goes to school in the afternoon. Every day, he has seven lessons, from two o’clock to eight o’clock. In the morning, he does his homework for two or three hours and then visits friends. On school days, he arrives home at ten o’clock at night. Jonathan does nine subjects and his favourite subject is history.
Emma Lane doesn’t go to school. Her school, ‘The School of the Air’, is in Alice Springs in central Australia and she lives on a farm 800 kilometres away! Emma studies eight subjects and is in a ‘class’ of ten students. Every day, she has one thirty-minute lesson over the Internet and sometimes she has video lessons. She studies at home for five or six hours a day and she emails her homework to her teacher. Emma’s teacher sometimes flies to her farm and meets her. Emma sometimes goes to Alice Springs for classes or for a sports camp.
Answers Marguerite: 1 ten 2 six 3 an hour and a half Jonathan: 1 nine 2 seven 3 two or three hours Emma: 1 eight 2 one lesson over the Internet, sometimes video lessons, sometimes her teacher visits her, she studies at home 3 she studies for five or six hours at home (but this may not all be homework)
• When speaking English at a natural pace, words such as articles, prepositions and modal verbs often almost disappear. This exercise helps students become aware of these words. • Students listen and repeat the sentences, paying particular attention to the unstressed words.
Exercise 4 Audioscript ➞ end of notes Answers ➞ student page
Exercise 3 • Check that students understand the meaning of any new words in the texts. Answers ➞ student page
Exercise 5 • Read through the phrases (1–4) in the list with students before they listen to the recording again. Answers 1 2 3 4
IT (information technology) PE (physical education) English, French, science maths, geography
Exercise 7 • Check that students can hear the difference in length between the two vowels.
Exercise 4 – Audioscript Listening 2.19
Listen to Mark’s description of his school day. Complete his timetable.
5 1 2 3 4
science physical education 7 geography
Listen again. What subjects does Mark like? Complete the list. Great – he loves it: Good – he likes it: Okay – he doesn’t mind them: Terrible – he hates them:
Listen closely Work in pairs. Say the words in the sentences. Then listen and repeat the complete sentences.
1 2 3 4 5
Well, Mondays are horrible. I get the school bus at eight fifteen. It arrives at school at about ten to nine. My first class is English. I can talk to my friends about the weekend.
Pronunciation Listen to the two sounds. 2 /i:/ these, eat
1 /ɪ/ this, it
Listen to these words. What are the sounds of the underlined letters – 1 or 2? teacher exam people evening history Internet read meet English think cinema magazine finish repeat email weekend
Work in groups. Write a timetable for your ideal school day (minimum seven lessons). Think about these things: • • •
important subjects: maths/your language/ English breaks/lunch/sports and PE textbooks, computers, the Internet, CDs/ DVDs
Our Ideal School Day 10.00 10.30 11.30
start school – have breakfast with friends in café first lesson – music (electric guitar class)
second lesson – English (on the Internet)
Exercise 8 Answers Sound 1: exam, history, Internet, English, think, cinema, finish Sound 2: teacher, people, evening, read, meet, magazine, repeat, email, weekend
Extra After completing the pronunciation exercises try the following tongue-twister with your group: In the evenings, Peter meets sixteen thin people in the Internet café, eats chicken and chips and drinks milk.
• Read the instructions and example timetable with students. Check that students understand what to do. • Point out that the timetable is for one day. If students wish, they can decide the content of a lesson, e.g. music (history of pop music). • Check students’ timetables and point out any language errors for them to correct.
Man So Mark, tell me about your typical Monday. Mark Well, Mondays are horrible. I get up at half past seven. Man I see. And how do you go to school? Mark I get the school bus at 8.15. It arrives at school at about ten to nine. Man So what do you do first? Mark Well, at nine we’ve got registration. Mm … my first class is English. It’s okay and I like the teacher. My second class is IT – information technology. It’s my favourite subject – I love computers, you know. Then at ten to eleven there’s a break. I can talk to my friends about the weekend. Man Okay, what lessons have you got after the break? Mark Well, my third class is French. That’s okay. Then the fourth class is maths. I hate maths and I’m terrible. Man What about lunch? Mark Lunch is at 12.45. The food’s not very good so I have sandwiches. Then I play football with my friends for half an hour. Man What about afternoon classes? Mark The fifth lesson of the day is science. That’s okay. The sixth class is physical education. I like that. Then the seventh class is geography. I really hate geography. Man What time do classes finish? Mark Lessons finish at 4 o’clock but my bus goes at 4.30. I usually play football or do some homework. Man Okay, thanks a lot Mark. Mark Not at all.
SStudy udy Corner 34
Answers ➞ student page
Answers 11 She never tidies her room. 12 He usually meets his friends on Friday. 13 We sometimes go swimming. 14 He always has a piano class on Saturday. 15 She hardly ever visits her grandmother. 16 We often play football.
cross down left out past turn
• Look at the table. Check where you made mistakes.
Wrong answers: Look again at: 1–5
Get Ready – Key Words
Unit 11 – Word Builder
Unit 10 – Grammar
Unit 11 – Grammar
Unit 12 – Key Words/ Expressions
out of the station and turn left . Go 25 down Market Street and 26 cross the bridge. Go 27 past the cinema and then 28 turn right. The hotel is 29 opposite the bank – you can’t 30 miss it! 24
Order the words in the sentences.
Feedback • Listen and check your answers to the
Language Check. Write down your scores.
Study Help: Classroom
Complete the directions to the hotel with the words in the box.
tidies / never / her / room / she his / friends / he / on Friday / usually / meets go / we / swimming / sometimes has / piano class / always / he / a / on / Saturday 15 her / ever / hardly / visits / she / grandmother 16 play / often / we / football
11 12 13 14
• Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board. • Students look at the table to see which sections in the Students’ Book they need to look at again. • Give students time in class or at home to do Language Check 4 of the Workbook.
the number of his How can I find house? to my friends on Skype. 7 I usually talk on – it’s 20 degrees. 8 Don’t put a jumper 9 Sit down and do your homework, please. to music on my MP3 10 I usually listen player.
• Revise the Classroom Language students practised in Study Corner 3 for asking questions about the pronunciation and spelling of words. • Read the example dialogue with students. Point out the use of Can …? to ask permission and the use of I’m sorry, I haven’t got one. to refuse permission.
Answers ➞ student page
Dear Miriam, I ’m your new pen friend. I live in Middleton. It’s a really small village. There are 17 shops and there 18 a pub. But there 19 20 places for young people — there 21 a cinema! Write and tell me about your town. Is there a cinema? 22 there any places for young people? Write soon, Clare
Complete the sentences with the words in the box. down
Exercises 4 and 5
Complete the letter with is, are, isn’t, aren’t, some or any.
Where do you do these things? Write the places. You watch films at the c i n e m a . You have a snack in a s n a c k b a r . You skate at an i c e r i n k . You play sports at a s p o r t s c e n t r e. You buy things at a s h o p p i n g c e n t r e.
1 2 3 4
Exercises 1 and 2
S udy Help: Classroom Language 2 Ask for permission in English. Andrea Can I close the window? Jenny Yes, of course. Dave Can I use your dictionary? Alan I’m sorry, I haven’t got one.
Work in pairs. Take turns to ask your partner for permission. • use your calculator • use your mobile phone • use your pen • see your homework • open the window
• Now do the exercises in Language Check 4 of 50
• Read through the other requests with students before they work in pairs. Elicit suggestions for granting and refusing permission, e.g. I haven’t got one. (for the calculator, pen and mobile phone), I haven’t got it. (for homework), I’m sorry, I don’t want it open. I’m cold. (for the window). Module 4 test, Teacher’s Resources MultiROM