PES Great Time 4_TB_Welcome Unit

WELCOME

2 1.02 Listen again. Answer the questions.

1 Why is Kim angry?

2 How long is it until her exams are over?

3 What does Lisa think about the situation?

4 Who do you agree with: Kim or her dad? Why?

3 SPEAKING What do your parents allow you to do during exam time? What don’t they let you do? Make lists. Then compare with a partner.

4 In your notebook, sort the words into two categories. Label the categories. Then think of four more items for each one.

Verbs of perception

1 Complete the sentences from the conversation with the correct forms of (not) look. Then match them with the rules.

A THAT’S ENTERTAINMENT! Music

1 1.02 Complete the conversation with the words. Then listen and check.

LISA Hey, Kim, what are you 0 looking at?

KIM My science book. Can’t you see I’m busy?

LISA I’m just asking. Sorry.

KIM No, I’m sorry. I don’t 1 great today.

LISA You don’t 2 very happy. What’s the matter?

KIM My dad 3 me so 4

LISA That doesn’t 5 good. Why?

KIM He says I 6 be in the band.

LISA What?! So you can’t play in the 7 next week?

KIM No. He says no music until after final exams.

LISA But finals aren’t over for four weeks!

KIM I know. He wants me to study and forget about writing 8 . I can’t even practice the 9

LISA But you need some time to relax.

KIM I know. I 10 so angry when I think about it. It just isn’t fair.

1 You very happy.

2 Hey, Kim, what at?

RULE: We use verbs of perception (look, smell, feel, taste) … in the present continuous to talk about actions. in the simple present to talk about states.

2 Complete the mini-dialogues with the correct forms of the verbs.

1 taste

A What are you doing?

B I the soup. It great.

2 smell

A My socks really bad!

B Then why you them?

3 feel

A Why you that sweater?

B Because it’s so soft. I like the way it .

3 Work in pairs. Kim tries to persuade her dad to let her play in the talent show. Write a conversation of eight lines. Then read it out.

4

WELCOME

A THAT’S ENTERTAINMENT!

Music

1 1.02 Before class, write these warm-up questions on the board: How often do you have exams in school? How many tests do you have in a school year? Do you find it easy to study for exams? Do your parents tell you to study more? Ask students to discuss the questions in pairs. Monitor to ensure students are speaking in English and praise those who are attempting to expand on their answers. The focus at this stage should be on creating a positive and supportive environment to help students feel at ease communicating in English. Next, choose two or three pairs to report back to the class on their discussion. Invite reactions and comments from the rest of the class. Tell students they are going to read a conversation between two girls about tests. Ask students to read the dialogue quickly, ignoring the blanks, to answer these two questions: How is Kim feeling? Why? Students compare answers in pairs before a quick whole-class check. In this type of exercise, it is a good idea for students to read the whole text first for gist and then to read it a second time to fill in the blanks. Do number 1 with the class as an example before asking students to complete the exercise individually. Allow them to compare answers with a partner before playing the audio to check.

Answers

1 feel 2 look 3 makes 4 mad 5 sound 6 can’t 7 talent show 8 songs 9 guitar 10 get

2 1.02 Before playing the audio again, ask students, in pairs, to answer as much as they can from memory. Students then listen to check their answers. Ask them to compare final answers in pairs before checking answers with the class.

3 SPEAKING To help students create their lists, elicit possible answers to the questions from the whole class. Students make individual lists and then compare these in pairs or small groups. Ask students: How similar are your lists? Ask pairs to report back on the similarities and differences. If students are interested in this topic, hold a discussion on the extent to which they agree with what their parents allow – and don’t allow – them to do.

4 The most obvious grouping is instruments vs. genres, but encourage students, in pairs, to be creative and come up with their own groupings. During feedback, write instruments and genres on the board and elicit the words that go in each group. Also encourage

students to describe different types of music and to explain the most important instruments within each genre. Ask students if they thought of any alternative ways of classifying the words.

Verbs of perception

1 Books closed. Write these two lists of verbs on the board and ask students: What’s the difference between 1 and 2?

1 play, read, listen, drive 2 like, love, understand, want Elicit that the verbs in list 1 are action or dynamic verbs and those in list 2 are verbs that describe states. Ask students if they know any verbs that could go in both lists and write any correct answers on the board. Give students an example: I think you are great. (State.) I am thinking of buying a laptop. (Action.) Books open. Focus students’ attention on the two sentences. Ask them to try to complete them in pairs. Then do a quick check of answers with the whole class. Elicit that look in sentence 1 could be replaced with seem / appear, while look in sentence 2 cannot because it refers to the action of looking at something. Next, ask students to match the sentences and rules, again in pairs, before a whole-class check.

Answers

1 don’t look 2 are you looking Rule 2, 1

2 Ask students to complete the dialogues in pairs. They should use two different forms of the same verb in each dialogue, one in the simple and one in the continuous present form. Many languages use these forms differently than English, so you may want to focus on this difference and ensure that students understand it by asking them to translate the sentences into L1.

Answers

1 ’m tasting; tastes 2 smell; are … smelling 3 are … feeling; feels

3 Refer students back to Exercise 1 and ask: What isn’t Kim allowed to do next week? (Play in the talent show.) Tell students they’re going to write a dialogue between Kim and her dad. Give suggestions for how students could use verbs of perception. After they write their dialogues, give students time to practice them before inviting a few pairs to perform for the class.

X T-4

The big screen

1 SPEAKING Books closed. As a warm-up, ask students to write the names of three movies that they have seen recently. Tell them to keep their movies secret! Put students in pairs. Students take turns describing the plot of each of their movies. Their partner guesses the movie. The first pair to guess all six movies wins. Check that students are using English, but allow them to use translated names of movies if they do not know the English names. Books open. Students work in the same pairs. During whole-class feedback, write an example of each movie type on the board and encourage whole-class discussion to discover which are the most popular genres. If you have access to the Internet and enough time, you could watch some trailers or favorite clips from some of the movies.

2 Students scan the article quickly to answer the question. Set a two-minute time limit. Ask students to compare answers with a partner before checking answers with the whole class.

Answers

action, comedy, drama, science fiction

3 Ask students to read the sentences and underline key words. A statement is only false if there is information in the article explicitly contradicting it. If there is no information, the answer should be marked DS (Doesn’t say). Students should only use information given in the text and not their general knowledge. As students do the exercise, tell them to underline key text in the article that supports their answers. During feedback with the class, ask students to justify their answers by referring to the text they’ve underlined in the article.

Answers

1 T 2 DS The text does say that he’s been making movies for more than 30 years, but we don’t know how old he was when he started. 3 F He has made a number of successful movies for adults. 4 T 5 DS The article doesn’t mention Oscars, so we don’t know if he’s won one or not.

4 SPEAKING Elicit from the class the names of some well-known directors and their movies. If students are not sure of the names of directors and they have Internet access, allow them to search for their names. Ask students to discuss the questions in small groups. Praise students’ efforts to express their ideas in English. Listen to some of their answers and invite reactions from other students. Ask: Did you like this movie, too? Why (not)?

Background information

Chris Columbus (born 1958) is an American filmmaker. Not only has he directed 18 movies, including the blockbusters mentioned in the article on page five, he is a highly successful producer and has produced more than 30 movies, including Fantastic 4 and Night at the Museum

Present perfect tenses

Students will have studied the present perfect before and should be familiar with the differences between

the two tenses, but ask them to complete the exercise individually, and monitor them carefully. Allow students to compare answers with a partner before eliciting feedback from the whole class. If students struggle or need more practice, follow up with the additional support activity below.

Answers

1 have been playing; for 2 haven’t watched; yet 3 Have … seen; yet 4 have been sitting; since 5 haven’t missed; yet 6 has been saying; for

Additional support

Write these examples on the board (or some of your own): a I’ve been writing this email for a whole hour. b I’ve written ten emails today.

Ask: Am I still writing the email in a? (Yes.) Am I writing emails at the moment in b? (No.) Ask students to discuss the difference in meaning between I’ve been writing and I’ve written in pairs. Elicit that the present perfect continuous is often used when we want to stress the activity and its duration more than the result of the activity. The present perfect simple is used when we want to stress the result of the activity.

To clarify the use of since, for, still, and yet, write on the board:

I’ve had this book since September.

I’ve been reading this book for three months. I still haven’t finished it.

I haven’t finished it yet.

Ask students to discuss the meaning of the underlined words in pairs. Elicit that we use since with a specific point in time; we use for with a period of time; we use still to talk about something that is continuing, perhaps for longer than was expected; and we use yet in negative sentences and questions to describe something that we expect will happen in the future.

Draw students’ attention to the position of each of these words relative to the verb.

TV shows

1 Ask students in pairs to complete this exercise. Help with any problems and encourage students to match all of the sentences, using elimination when they’re not sure. Check answers with the whole class. Elicit additional examples of each type of show to check understanding and to help students remember them.

Answers

1 – sports program 2 – talent show 3 – talk show

4 – cartoon 5 – sitcom 6 – the news

2 Focus students’ attention on the example sentence and elicit the type of show (game show). Students work individually to write sentences. Monitor, and check that students are using the tenses. Note any errors for later review.

Mixed-ability

Instruct stronger students to write three sentences and weaker students to just write one.

3 SPEAKING Ask one or two strong students to read one of their sentences. The class guesses the type of show being described.

T-5

The big screen

2 Read the article. What types of movies does it mention?

3 Read the article again and mark the sentences T (true), F (false), or DS (doesn’t say).

1 Chris Columbus’s movies are popular with kids 13–18 years old.

2 Columbus started making movies when he was 30.

3 His movies aren’t popular with older people.

4 Lots of people in Hollywood want Columbus to make movies.

5 He’s never won an Oscar.

4 SPEAKING Work in pairs. Think of your favorite movie director and discuss these questions.

1 What movies has this director made?

2 What do you like about his/her movies?

Present perfect tenses

Complete the sentences. Use the present perfect or present perfect continuous form of the verbs and circle the correct words.

1 They (play) for / since 87 minutes, and neither team has scored yet.

2 I (not watch) the last episode already / yet, so don’t say which singer won.

3 you (see) last night’s show already / yet? Brad Pitt and Lady Gaga were guests.

4 The children (sit) in front of the TV watching cartoons for / since they got up.

5 It’s the funniest show on TV. I (not miss) an episode already / yet

6 The president (say) the same thing for / since weeks now. No one believes him.

TV shows

Behind the camera

Chris Columbus

A 12-year-old who gets left behind when his family goes on vacation, a teenage magician fighting to save his world, and the troubled son of a Greek god living in modern-day America: these are just three of the characters brought to life on the big screen by director Chris Columbus. With movies such as Home Alone, Harry Potter and the Chamber of Secrets, and Percy Jackson and the Sea of Monsters, Columbus has certainly shown that he knows how to get teenagers into the theaters.

Columbus has been making movies for more than 30 years and has become one of the most successful movie directors of all time. Since he directed his first movie, Adventures in Babysitting, in 1987, Columbus has been involved in some of the biggest movies as both a director and a producer.

But Columbus doesn’t only make action movies for the teenage market. He’s also made a number of successful movies for adults. Comedies such as Mrs. Doubtfire, dramas such as The Help, and science fiction movies such as Bicentennial Man have all helped make Columbus one of Hollywood’s most popular filmmakers.

2 Choose a type of TV show from the list below. Write a sentence about it using the present perfect and/or present perfect continuous. Don’t include the type of show in your sentence! drama series | game show | reality show | soap (opera)

I’ve been watching it for weeks, but no one has won the million-dollar prize yet.

3 SPEAKING Read your sentence aloud. Can the rest of the class guess the type of TV show?

5 WELCOME

B TIME TO ACT

Our endangered planet

1 SPEAKING Work in pairs. Describe the photos. What problems do they show?

A B C

2 1.03 Listen to three conversations. Match them with the photos.

3 1.03 Listen again. In which conversation do you hear these words? Write the number. a trash b global warming c litter d pollution e fumes f smog g flooding

Question tags

1 I guess they’re just lazy,

2 But it only takes a few people to spoil everything,

3 Yes, it’s all those fumes from the factory,

4 They didn’t ask us if we wanted it here,

5 Even if they do, it doesn’t make our lives any better,

6 Hundreds of homes were damaged,

7 And the politicians aren’t really doing anything to help,

8 It isn’t the sort of thing you expect to see here,

2 Complete the sentences with question tags.

1 You haven’t told Ron, ?

2 You’re going to do something about it, ?

3 It sounds really dangerous, ?

4 It didn’t work, ?

5 It won’t be easy, ?

6 She wrote an angry letter to the town council, ?

So do I / Neither do I

1 Look at the questions and complete the answers with so or neither.

1 A I don’t really believe in that stuff

B do I.

2 A I think we should do something. B do I.

2 SPEAKING Complete the sentences so that they are true for you. Agree (or disagree!) with your partner’s sentences.

1 I really like 2 I don’t like 3 I believe 4 I don’t believe

Accepting and refusing invitations

1 1.04 Put the sentences in order to make a conversation. Then listen and check.

1 a SUE Marco and I want to do something to help the flood victims.

b SUE Yes – 20 kilometers! Want to join us?

c SUE That’s a shame. But you will make a pledge, won’t you?

d SUE We’re going to do a charity walk on Sunday.

e DEREK Of course I will.

f DEREK Are you going to walk a long way?

g DEREK What are you going to do?

h DEREK I’d love to, but I can’t. I’m busy.

2 Work in pairs. Write a conversation using the underlined phrases from Exercise 1. You and your friend are tired of all the litter in the street and have decided to do something about it. What are you going to do? Invite another friend to join you.

6

B TIME TO ACT

Our endangered planet

1 SPEAKING Books open. Focus attention on the photos and choose a student to describe the first one. If you’re using an Interactive Whiteboard (IWB), this exercise would best be done as a whole-class activity with books closed. Elicit ideas from the class about the problems shown and write any new vocabulary that emerges from this discussion on the board. Students then do the exercise in pairs.

2 1.03 Before playing the audio, reassure students that it’s normal to not understand every word in the listening. Pause after each conversation for students, in pairs, to compare answers. During feedback from the class, encourage students to give reasons for their answers and also ask them if any of the vocabulary from Exercise 3 was used.

Answers

A – 3 B – 2 C – 1

3 1.03 Before listening to the audio again, say words a–g for students to repeat. This will help them recognize the words when they hear them. Next, students predict answers in pairs based on their first listening. Play the audio for them to check their answers and compare them with a partner. During feedback, use the photos to clarify meaning of each of the vocabulary items.

Answers

a 1 b 3 c 1 d 2 e 2 f 2 g 3

Question Tags

1 Do number 1 with the class as an example and ask students why the tag is negative (Because the expected answer is Yes). Elicit that if the verb in the main clause is positive, the verb in the tag is also negative. If the verb in the main clause is negative, we use a positive verb in the tag. Students complete the exercise in pairs then check answers as a class.

Answers

1 aren’t they? 2 doesn’t it? 3 isn’t it? 4 did they? 5 does it? 6 weren’t they? 7 are they? 8 is it?

Language note

Students may find this concept a little difficult. They may produce statements like: *He’s Carlos, is he? *It’s raining, is it? *It’s cold, no? In English the tag is generally the opposite of the verb in the main clause. We use a positive verb and a negative tag when checking information and when we expect the answer to be Yes. We use a negative verb and a positive tag when we expect the answer to be No

2 You can assign this exercise for homework. If not, ask students to work with a partner. Check answers with the class. Say the sentences for students to repeat, and draw attention to the intonation patterns. If it’s a real question, the tone of voice rises. If we already know the answer, the tone of voice falls. Sometimes the same sentence can have different intonation patterns depending on the context. All six sentences could have

both intonation patterns, but 3 and 5 would almost certainly be said with falling intonation.

Answers

1 have you 2 aren’t you 3 doesn’t it 4 did it 5 will it 6 didn’t she

So do I / Neither do I

1 Books closed. Make these statements and ask students how they would respond to express agreement: I go on vacation every summer; I don’t like football. Elicit: So / Neither do I. Books open. Focus attention on the two sentences and elicit answers from the class.

Answers

1 Neither 2 So

Language note

Students may think that neither makes a verb negative and make statements such as A: I love going to concerts; B: Neither do I (meaning I don’t). To disagree with a statement, we simply repeat the auxiliary verb in the negative, like this: A: I love going to concerts. B: I don’t. To agree with something, we use the positive auxilliary: A: I like swimming. B: I do, too

2 SPEAKING Ask students to complete the sentences so that they are true for them. In pairs, students take turns reading their sentences aloud and agreeing or disagreeing with what their partner says.

Accepting and refusing invitations

1 1.04 Students order the dialogue in pairs. Play the audio for them to check answers. Focus attention on the underlined phrases, and ask pairs to decide which are used for making, which for accepting, and which for refusing invitations. Do a quick check of this with the whole class.

Answers

1, 5, 7, 3, 8, 4, 2, 6

2 Ask students to invent a dialogue between two friends using the underlined phrases. Monitor students’ pronunciation and intonation, but don’t interrupt the flow of their conversation. Invite one or two pairs to perform their dialogue for the class. If this intonation needs extra practice, drill phrases with the appropriate intonation.

X T-6

Party time

1 Write the words Party time on the board. Put students into pairs or small groups and give them two minutes to make a list of all the things people do to plan a party. Encourage competition. During feedback, ask the pair/group with the longest list to read it out loud while others check the ideas they also had. Finally, invite students to give their extra ideas.

2 Students read the article to check which of the things on their lists are mentioned. Tell them to ignore the blanks at this stage. Ask how many of the things on students’ lists were in the article.

3 Students complete the exercise in pairs. Check answers with the class and check/clarify understanding of the vocabulary. You could draw attention to the fact that out in send out has little meaning in itself.

Answers

1 somewhere 2 get 3 everyone 4 make 5 send out 6 everything 7 hire 8 pay 9 arrange 10 decorate

Indefinite pronouns

1 1.05 Write everywhere, somewhere, and everything on the board. Tell students that they are all in the article on page seven. Students reread the article to find out what the pronouns refer to (everything: all the things you have to do to prepare for the party; somewhere; a place to hold a party; everyone: all the people you know). Establish that these pronouns refer to things that are not specific or definite. Elicit more examples, such as: everybody, nothing, somewhere Ask students to read the dialogue quickly, ignoring the blanks, to answer the question: What things have been planned, and what things haven’t? Check answers quickly with the class. Students complete the dialogue in pairs. Play the audio to check answers.

Answers

1 everything 2 nothing 3 anywhere 4 everywhere 5 anyone 6 everyone 7 nowhere 8 something 9 somewhere 10 everything

Language note

Students might form sentences like: *Everything are ready, or *Everybody are tired. Indefinite pronouns are singular and are therefore followed by the singular form of a verb. Everything is ready Everybody is tired. A common mistake is the use of double negatives (e.g., *I don’t know nothing) instead of a negative verb with an indefinite pronoun (I don’t know anything). Students may find it useful to translate the indefinite pronouns into their own language and compare them.

2 Ask students to read the instructions. Ask them: How are Tom’s mom and dad feeling? (Angry.) Why? (Tom had a party and the house is messy.) Students complete the dialogue.

Planning a party

SPEAKING Put students into pairs or small groups. Tell them that there is no limit to the money they can spend, and encourage them to use their imaginations. Also tell them they should decide on who is going to do what in preparation for the party. Monitor, and help with vocabulary, but as this is a fluency activity, don’t interrupt to correct errors. For feedback, ask several groups to present their ideas.

T-7

Party time

1 Work in pairs. Imagine you’re planning a party. Make a list of important things to do.

2 Read the article. Does it mention the things on your list?

How to plan

a party

The first question you need to ask is, “Why am I having a party?” (It’s my birthday; finals are over; our soccer team won a game; I just want a party.)

All the best parties have a theme. What are you going to choose for yours? Beach party? 1970s disco? Something else? You also need to find 1 to hold your party. Wherever you decide to have it, it’s probably a good idea to 2 permission from your parents first.

Next, who are you going to invite: 3 you know or just some of your friends? It’s time to 4 a guest list. Remember: Think carefully about how many people you can afford to invite. When your list is ready, you can 5 the invitations. Two weeks before the party is the best time. Any sooner, and people might forget about the party; any later, and some of your guests might already have other plans.

OK, so now you’ve got two weeks to get it all ready. Don’t panic – it’s plenty of time, but don’t leave 6 until the last minute. If you want to 7 a DJ, start looking now. Remember that he or she might want you to 8 a deposit, so make sure you have the money for that. Then you need to 9 for the food and 10 the room, although these things can be left until the day before.

Finally, get a good night’s sleep the night before, give yourself a few hours to get the last few things ready, and then, most importantly, have fun!

Indefinite pronouns

1 1.05 Complete the conversation with suitable indefinite pronouns (everyone, somewhere, nothing, etc.). Then listen and check.

TOM Is 1 ready for the party?

JADE No, 2 is ready. We haven’t found 3 to have it, even. We’ve looked 4

TOM Have you invited 5 yet?

JADE Yes, we’ve invited 50 people, and 6 is coming!

TOM So, you have 50 people coming but 7 for them to hang out?

JADE That’s right.

TOM Well, we have to do 8 How about using my house?

JADE What about your parents?

TOM They won’t mind. They’re going away 9 for the weekend. I’ll make sure 10 is cleaned up before they get home.

2 Read the next part of the story and continue the conversation. Write four more lines. Use at least one indefinite pronoun.

It’s the day after the party. Tom’s mom and dad arrive home and open the door …

MOM What is this? Look at our house!

DAD Tom! TOM!

TOM Oh, hi, Mom. Hi, Dad. You’re home early. Did you have a good time?

Planning a party

SPEAKING Work in pairs to plan a party. Be creative! Think about: ● what it’s for ● the theme ● who to invite ● where it will be

● food and drink ● music

WELCOME 7

C IN MY OPINION, …

Feeling under the weather

1 1.06 Listen to the conversation. What’s the matter with Jen?

2 Complete the conversation with the words.

MOM You don’t look well, Jen. What’s up?

JEN I’m just tired all the time, Mom. You know, I don’t have any 1

MOM Are you sleeping OK?

JEN Not great, no. I often wake up in the night.

MOM Well, you know, Jen, you 2 exercise more. That would help.

JEN Really?

MOM Yes. I mean, if you 3 more, you’d be more tired 4 , and then you’d sleep better.

JEN You’re joking, right? I run, I go swimming, I go for long walks. My problem isn’t exercise.

MOM Well, that’s true. Maybe you 5 see a doctor. I can call and make an 6 for you, if you want.

JEN A doctor? I don’t think so. I don’t feel sick –just tired. I’m sure I’ll 7 better soon.

MOM OK, well, we can talk about it later. I’m going out to see a friend of mine who had an 8 last week.

JEN OK, Mom. Hope your friend’s all right. And don’t worry about me. I’ll be fine.

3 Match the verbs 1–6 with a–f to make phrases. Sometimes there’s more than one possible combination.

1 feel 2 get 3 have 4 make 5 see

a an appointment b an operation c a doctor d better e sick

4 Write down as many words related to health as you can think of. Then compare with a partner. sick, nurse, hospital, …

Giving advice

1 Complete the sentences with should(n’t) or ought to.

1 It’s late. You go.

2 If you aren’t well, you see a doctor.

3 Jane’s in the hospital. We go and visit her.

4 The doctor is very busy, so you make an appointment. Don’t just show up.

5 Your knee hurts? Well, you play soccer today, then.

6 If you want to get better, you rest as much as possible.

2 Match the problems 1–3 with the pieces of advice a–c. Then write one more piece of advice for each problem. Use should(n’t) and ought to.

1 My hand really hurts.

2 I think I’m going to be late for school.

3 I can’t do this homework.

a You ought to hurry.

b Maybe you should call a friend.

c You ought to see a doctor.

3 SPEAKING Work in pairs. Write mini-dialogues that include the problems and advice in Exercise

2. Add two or three lines to each. Then act them out.

8

C IN MY OPINION

Feeling under the weather

1 1.06 To introduce the topic, tell students that one of your friends has a problem, for example, she has her driving test next week, and she’s scared. Ask students what advice you could give her. Write any interesting ideas on the board. Try to elicit should(n’t) and ought (not) to. Tell students they are going to hear a conversation between a girl, Jen, and her mom. They should listen to find out what’s wrong with Jen. You could elicit one or two predictions from the class and then ask students to listen and check. Ask students to compare answers with a partner before doing a whole-class check. Did anyone guess correctly?

Answer

Jen is tired because she isn’t sleeping well.

2 Ask students to work with a partner in order to complete the exercise. During whole-class feedback, check understanding of the vocabulary by referring to the context provided in the conversation to clarify meaning. Following feedback, ask pairs to practice the dialogue.

Answers

1 energy 2 should 3 exercised 4 physically 5 should 6 appointment 7 get 8 operation

3 Students match verbs and nouns in pairs. Ask them to find the phrases in the conversation to check their answers before you do a quick check with the whole class.

Answers

1 d, e 2 d, e 3 a, b 4 a 5 c

4 Students work in pairs or small groups to make a list of as many health-related words as they can. After two minutes ask pairs/groups to exchange lists, read what their classmates have written, and add more. After another two minutes they exchange lists again and repeat the procedure. After a few exchanges, elicit words from the whole class and write them on the board for students to copy.

Giving advice

1 Ask students to look back at the conversation between Jen and her mom and underline any phrases used to give advice (You should exercise more; You should see a doctor.) Draw students’ attention to the following pattern: should / ought to + infinitive. Students complete the sentences with should or ought to. Ask them to check answers with a partner before eliciting feedback from the whole class.

Answers

1 should 2 should 3 should 4 should / ought to 5 should 6 ought to / should

2 Students complete the exercise in pairs. Quickly check answers before students write another piece of advice for each problem. Monitor to check that

students are using should and ought to correctly. Write any mistakes on the board, ensuring anonymity, for students to correct later. If you don’t have much time, assign this exercise for homework.

Answers

1 c 2 a 3 b

3 SPEAKING In pairs, students transform the exchanges from Exercise 2 into mini-dialogues. Monitor to check that students are using should and ought to correctly. Draw students’ attention to any mistakes and prompt them to self-correct. Make a note of any good dialogues and listen to these during feedback.

X T-8

Better or worse?

1 Books closed. To introduce this topic, show a picture of an Oscar statue and ask students what it is. Elicit different Oscar categories. Ask: Can you remember any movies or people who have won Oscars? What did they win an Oscar for? Ask students to make a list in pairs. Listen to their ideas and tell them to read the article quickly to see which, if any, are mentioned. Elicit brief feedback on this before asking students to read the blog entry again, more carefully this time, and complete the exercise. Ask them to underline the parts of the text that helped them find the answers. During feedback, ask students to quote the parts of the text that they underlined. Ask: Have you seen either of the movies mentioned in the blog entry?

Answers

1 F He is really tired of them. 2 F Twelve Years a Slave won. 3 T 4 F He said he doesn’t know anyone as stupid.

2 SPEAKING Students discuss the questions in pairs or small groups. Clarify any potentially problematic vocabulary before they begin speaking. Monitor, and help with vocabulary as necessary. Ask one or two students to report back to the class on their opinions, and encourage further discussion.

Background information

The Oscars is the popular name for the annual movie awards ceremony that has taken place in Hollywood every year since 1929. Awards include: Best Picture, Best Director, Best Actor/ Actress in a Leading Role, Best Actor/Actress in a Supporting Role, and Best Visual Effects. Winners are determined by votes from the more than 7,000 members of the Academy of Motion Picture Arts and Sciences.

Gravity is a 2013 science fiction movie directed by Alfonso Cuarón and starring Sandra Bullock and George Clooney. It tells the story of two astronauts who are stranded in space when their space shuttle is destroyed. It won seven Oscars including Best Director, Best Cinematography, and Best Visual Effects.

Twelve Years a Slave is a 2013 movie starring Chiwetel Ejiofor and Lupita Nyong’o, based on an 1853 novel about the life of a slave in Louisiana. It won three Oscars: Best Picture, Best Supporting Actress, and Best Adapted Screenplay.

Sandra Bullock (born 1964) is a hugely popular American actress and film producer who has acted in more than 50 movies and videos and produced 14 movies and TV programs. She won the Oscar for Best Actress for The Blind Side (2009). People magazine named her “Most Beautiful Woman” in 2015.

Comparisons

1 Do numbers 1 and 2 with the class and review use of as as and superlatives. Students work individually to complete the exercise before comparing answers with a partner. During feedback, ask students which of the sentences feature a comparative and which a superlative. Elicit the form of regular adverbs (adjective +-ly). Ask students which of the sentences compare adverbs, and elicit rules for doing this (Sentences 5, 7, and 8 compare adverbs. We use more + adverb + than and as + adverb + as.)

Answers

1 as cold 2 best 3 more difficult 4 most interesting 5 more easily 6 not as bad 7 more quickly

2 SPEAKING Students discuss the statements in pairs. Monitor, but avoid error correction since the focus of this task is on fluency, not on accuracy. Make a note of any good expressions that students use during the activity. At the end, write these on the board for the whole class to copy, and praise the student(s) who used them. Giving positive feedback will encourage students to use more variety in similar communication tasks. Ask one or two pairs to report back on what they discussed. Invite reactions and comments from the rest of the class.

3 This activity can be assigned for homework or done in class as a collaborative writing task. Tell students they are going to write a short paragraph and then show it to other members of the group. This will encourage them to think carefully about what they write. Ask students to choose one of the categories and write a paragraph comparing two things or people from that category. Monitor, and check that students are comparing correctly. When they have completed the exercise, ask students to exchange paragraphs with a partner and check them for accuracy. Encourage them to ask you for help if they are not sure if a sentence is correct.

T-9

Why all these awards?

I’m really tired of awards ceremonies and prizes. Why do we have to compare things? Everywhere you look, there’s someone talking about who or what is “the best” or “the most comfortable” or “the biggest,” and so on. And sometimes the prize winners aren’t the best anyway!

Here’s an example: the Oscars in 2014. I saw the movie Gravity, and it was the most exciting movie I’d ever seen. But did it win the Oscar for Best Picture? No! They gave the award to Twelve Years A Slave! Can you believe it? It wasn’t as good as Gravity at all.

OK, Gravity was the most successful movie at the Oscars – it got seven awards – but I don’t think that’s enough. Sandra Bullock was fantastic as Dr. Ryan.

I think she’s much better than Cate Blanchett, who won Best Actress. But the good thing is that Gravity won Best Visual Effects –I’ve never seen anything as fantastic. And was the music good? It was great! No other movie had music as fantastic as that.

I said all these things to my friend Dave the day after the Oscars.

I told him I thought the judges were the craziest people in the world. Dave asked me how many movies I’d seen in 2013. I said, “One – Gravity.” Dave says he doesn’t know anyone as stupid as me.

Comparisons

1 Complete the sentences with the correct form of the adjectives and adverbs. Add any other necessary words.

1 The weather tomorrow won’t be (cold) as today.

2 This is the (good) pizza I’ve ever eaten.

3 Do you think this is (difficult) than the other test?

4 This book’s OK, but it isn’t the (interesting) one I’ve ever read.

5 She learns things (easy) than I do.

6 I’m not very good at tennis, but I’m (not bad) as Janice!

Better or worse?

1 Read the blog entry. Mark the sentences T (true) or F (false).

1 The writer likes awards ceremonies.

2 Gravity won Best Picture at the 2014 Oscars.

3 The writer thinks the visual effects in Gravity are the best he’s ever seen.

4 Dave thinks the writer is very intelligent.

2 SPEAKING Work in pairs. Discuss these questions.

1 What other awards ceremonies do you know of?

2 Do you like awards ceremonies? Why (not)?

3 Do you think it’s fair to compare different movies, actors, music, etc., and choose one as the best?

7 Hurry up! Can’t you walk (quick) than that?

2 SPEAKING Work in pairs or small groups. Discuss these statements. Do you agree or disagree with them? Why?

1 The best things in life are free.

2 If something is more expensive, it’s always better.

3 It’s more important to work hard than to play hard.

4 Exercise isn’t as important as good sleep.

3 Choose two things or people from one of these categories. Write a paragraph comparing them. sports that you like | actors that you like towns or cities that you know | school subjects books that you have read

9 WELCOME

Reported speech

1 Read the story and answer the questions.

1 What had happened to the caller’s computer screen?

2 What three things did Graham ask the caller to do?

3 Why couldn’t the caller turn on the lights?

4 What did Graham finally say to the caller?

5 What happened to Graham in the end?

We asked readers to tell us about a time when they tried to help someone. Here’s one from Graham Smith.

I used to work in IT for a big company, but I was fired because I got angry with a manager. Here’s what happened.

I answered the phone one day and said, “Hi. Can I help you?” A voice said, “Hi. I’m a manager in the Sales Department, and I’ve got an IT problem. I need your help.” “What’s the problem?” I asked, and he told me his computer screen had suddenly gone black.

1 , I couldn’t think why it had happened. I asked him to check that the screen was still connected. He said it was. 2 I asked him if he’d pressed any buttons by mistake. He said, “No, the computer was installing a program when, suddenly, it went ‘poof’!”

2 Rewrite the sentences in reported speech.

0 “I need your help.”

He said that he needed my help.

1 “What’s the problem?”

I asked him

2 “I can’t see because it’s very dark.”

He said that

3 “Please check that your computer is still plugged in.”

I asked him to

4 “I can’t turn the light on because the electricity went out five minutes ago.”

He said that

Sequencing words

Match these words with spaces 1–4 in the story.

a After b Then c Finally d At first

3 a few seconds, I said, “OK, please check that your computer is still plugged into the wall. Sometimes it gets disconnected accidentally.” The manager asked me to wait a minute. Then he came back and said, “I can’t see behind my desk where the plug is. It’s very dark.” So I told him to turn the light on. Do you know what he said? “Oh, I can’t turn the light on because the electricity went out five minutes ago.”

I tried to keep quiet. 4 , I had to say something. I warned him never to call me again, ever. He complained to my boss, and I was fired. How fair is that, do you think?

Asking for and offering help

1 Put the words in order to make questions.

1 I / you / Can / help / ?

2 help / that / you / I / Can / with / ?

3 me / you / Could / a / lend / hand / ?

4 you / Do / help / any / need / ?

5 you / minutes / Do / a / have / few / ?

2 Look at the sentences in Exercise 1 again. Mark them A (asking for help) or O (offering help).

3 SPEAKING Work in pairs. Choose a situation and write a conversation in which A asks B for help. Use expressions from Exercise 1. Then act it out.

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D HELP!

Reported speech

1 Books closed. To lead in to the topic, show photos of computers and computer accessories and ask students to make a list of English words for computer parts / accessories in pairs. Listen to some of their answers and write any correct computer-related vocabulary on the board. Try to elicit some of the vocabulary that students will see in the story, for example: screen, plug in, install a program. Books open. Ask students to read the dialogue quickly, ignoring the blanks, to answer the question: Why had the caller’s screen gone black? (There was no electricity.) Was Graham sympathetic? (No.) Check answers. Now that they have the gist, students are ready to read the story again to answer questions 1–5. Ask them to compare answers with a partner before checking answers with the class.

Answers

1 The caller’s computer screen had suddenly gone black.

2 Graham asked the caller to check that the screen was still connected, to check that the computer was still plugged into the wall, and to turn the light on.

3 He couldn’t turn on the light because the electricity had gone out five minutes ago.

4 Graham warned the caller never to call him again.

5 He was fired.

2 Focus students’ attention on the example answer and point out the change from the simple present (need) to the simple past (needed). Students complete the exercise in pairs before you check answers with the class.

Answers

1 what the problem was. 2 he couldn’t see because it was very dark. 3 check that his computer was still plugged in. 4 he couldn’t turn the light on because the electricity had gone out five minutes ago.

Sequencing words

In pairs, students match the words with spaces 1–4 in the story. Check answers with the whole class. Point out that after and then have the same meaning. The only difference is: after + noun; then + clause.

Answers

1 d 2 b 3 a 4 c

Asking for and offering help

1 Books closed. Ask students to imagine that they are on a train to New York and they can’t open the window. Ask: How would you ask for help? Elicit suggestions and write any that are correct on the board. Ask students to imagine that they see an old woman whose bag is too heavy for her to carry. Ask: What would you say to the old woman? Again, elicit and write any correct suggestions on the board.

Books open. Students order the words. Check answers with the class. Alternatively, divide the class into small groups and ask students to close their books. Dictate the words as they appear on page ten for groups to reorder. If all members of a group have the question written down correctly, they score a point.

Answers

1 Can I help you? 2 Can I help you with that?

3 Could you lend me a hand? 4 Do you need any help?

5 Do you have a few minutes?

2 Students mark the sentences in Exercise 1 with an A (asking for help) or an O (offering help). Have students compare answers in pairs. Then do a quick check with the class.

3 SPEAKING Students write conversations in pairs. As the focus is on fluency, avoid correcting errors. Praise students who use expressions correctly. During feedback, ask one or two pairs to perform their conversations for the class. To give them a reason to listen, ask the rest of the class to write down what the problem is and which expressions from Exercise 1 they hear.

X

D HELP!

T-10

IT problems

1 SPEAKING Books open. Ask students to describe the pictures in pairs. If you’re using an IWB, this exercise would best be done as a whole-class activity with books closed. Tell students not to worry if they can’t think of the exact words at this stage. Encourage them to try to use words they do know to explain. Elicit feedback from the whole class and praise good paraphrasing.

2 1.07 Before you play the audio, tell students not to worry if they don’t understand every word and to focus on the task. Ask them to check answers in pairs before you check with the whole class.

Answers

A – 3 B – 1 C – 2

3 1.07 Before you play the audio again, ask students to make guesses in pairs. Students then listen to check their predictions. Check answers.

Answers

a 2 b 1 c 3 d 3 e 3 f 2 g 3 h 2

IT vocabulary

1 Since a lot of IT vocabulary is international, your students are likely to have seen some of these phrases before. Ask students to complete the exercise in pairs. Encourage them to talk about what they think each expression means. During feedback, check answers and also check/clarify the meaning of any difficult collocations.

Answers

1 go 2 send 3 type 4 install 5 attach 6 download 7 upload 8 delete 9 open 10 buy 11 turn on 12 have

2 Working with a different partner, students match the verbs with the nouns. Remind them that more than one noun can go with many of the verbs. Check answers with the class.

Answers

1 a photo; a file 2 a photo; an attachment; a program; a file; an app 3 a photo; a file 4 a message; an attachment; a program; a file; an app 5 a message; a photo 6 a message; a photo; an attachment; a program; a file; an app 7 airplane mode 8 a password

Passive tenses

1 Students complete the sentences individually. Ask them to compare answers with a partner. During whole-class feedback, elicit/remind students that we use the passive when the object of a sentence is more important than the subject and also that the passive is formed with the correct form of the verb be + past participle.

Answers

1 was taken 2 is installed 3 is being repaired

2 Students rewrite the sentences in pairs. Tell them to use the same tenses as in the original sentences. Monitor to check that students are forming the passive correctly. Check answers with the class.

Answers

1 A program is being downloaded.

2 A new program has been installed.

3 The password has been typed.

4 The hard drive is being repaired.

5 The message was deleted.

3 Remind students that the passive is often used to describe a process. Give an example: Water is put in a pot. When the water is boiling, an egg is put into it. When the water has boiled for five minutes, the egg is taken out. Salt and pepper are added, and the egg is eaten. Put students into pairs and ask them to describe one of the processes. As the focus here is on accuracy, correct students’ use of the passive. When students have discussed the process, ask them to write a short paragraph, either in class or for homework. Encourage them to use some of the sequencing words from page ten.

T-11

IT problems

1 SPEAKING Work in pairs. What do the pictures show?

Open with which program?

Email problem report

A B C

2 1.07 Listen to three conversations. Match them with the pictures in Exercise 1. 3 1.07 Listen again. In which conversation do you hear these words? Write the number. a attachment b coverage c downloaded d file

e install f online g program h upload

IT vocabulary

1 Circle the correct words.

1 go / have online 2 send / install a message 3 file / type your password 4 install / go a program 5 attach / activate a file 6 download / go a file 7 upload / type a photo

8 go / delete a message 9 open / install an attachment 10 post / buy an app 11 upload / turn on airplane mode 12 have / go network coverage

Passive tenses

1 Complete the sentences from the conversations with the verb forms. is being repaired | was taken | is installed 1 The photo on a safari trip. 2 Just click on it, and the program automatically. 3 The network out here. 2 Rewrite the sentences in the passive. 0 Someone posted a message. A message was posted. 1 Someone is downloading a program. 2 Someone has installed a new program. 3 Someone has typed the password. 4 Someone is repairing the hard drive. 5 Someone deleted the message.

3 Describe one of these processes using the passive. ● downloading an app to your phone ● uploading a photo to a social networking site

11 WELCOME

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