Peas Portia Peculed rod olie PC Toila jnother Per ialContents PONT acto) Cue eu Cu ay DN Tt SU DN tLe PETE ULB e er lacui ed TUL MTr Rs PT EU UTR Cae aiid SeeLC eur cred Students’ Book tapescript Mere eet teil DE Ua wi ater aTe9 114 ce oar) 121 122 PE) 128 132Real Lifeis a five-level course for upper secondary students, ‘many of whom are preparing for a school-leaving exam. It recognises that most classes have students with a wide range of language ability and offers different ways of dealing with this in the classroom. It also notes that teachers are working, ina range of situations, with different facilities and time constraints, Real Life Elementary offers core material of ninety- four lessons with a flexible range of extra elements and ‘components to supplement where necessary. Why Real Life? Teenage students learn best when they are motivated and when they recognise the relevance of a subject to their lives. They become more confident in using English in interesting and familiar contexts. In Real Life, we want to develop learners'language skills as well as their cultural awareness and knowledge of the world. We deal with topics through the eyes ‘of people of the students’ own age, drawing on real teenage experiences and viewpoints in conversations, interviews and, vox pops. We look at real life issues, ike health and fitness or internet safety, as they affect young people around the world. ‘Where possible, we reflect the media formats that are part of students’ rea lives, for example, clothes and accessories’ are presented via an online E-conversation and ‘the future of our planet'is presented via a chat room. Central to our Real Life' approach, are the Real Time sections, which follow a group of characters through everyday situations, ike going shopping, ordering food in a café or buying a ticket for the cinema, Real life language and tasks are integrated in these sections and the model functional language is practised further in realistic contexts in the accompanying DVD. Real Life and exams We recognise the importance of exam preparation in secondary schools, the time when students have to prepare fora schooL-leavers' exam or an entrance exam for further study. Rea Life prepares students for typical exam task types and the Workbook Exam Trainer provides comprehensive exams training and practice tests Real Life and the Common European Framework ‘The Real Life syllabuses are linked to the Common European Framework (CEF). The Teacher's Handbook contains alist of things students can do at the end of each lesson. The table below shows how the Real Life levels fit both the CEF and the UCLES exams. Real Life cer uctes Elementary al Pre-intermediate | A281 Er Imermediate 81-82 PET Upper Intermediate | 82 PET Advanced 82-c1 FE The course components - at a glance Students’ Book The Students’ Book contains: +a Starter unit designed to review vocabulary and grammar that students have seen before + twelve units covering all the typical exam topics + each unit has skills, plus lessons of grammar, vocabulary and odd units end in a Real Time section which focuses on speaking and writing skills even units end in an Active Study revision section. [At the back of the Students’ Book, there is: * aWordbank containing illustrations for ten key lexical sets * a Mini Workbook for more grammar and vocabulary revision and practice to give your lessons total flexibility, © aunit by unit wordlist. On the fold-out back cover, there is: * areference section with exam and general study skills for students to refer to whenever they need to. pvp For each level of the course, there is a DVD that focuses on the language introduced in the Real Time sections of the ‘Students’ Book, * It provides a fresh context for the situational dialogues. There are interactive on-screen activities for each episode. + Photocopiable practice activities are provided in the Teachers’ Resources which are part of the Active Teach component, also available on the website, Class Audio CDs The Class Audio CDs contain all the listening activities in the Students’ Book, plus: + recordings of the reading texts + recordings of the Words2know and Phrases2know. Workbook . ‘The Workbook reflects the order and reinforces the content of the Students’ Book. It also provides additional training for, writing and exam skils. ‘The Workbook contains: * grammar practice with a Grammar reference on the same page with simple explanations and examples * exam practice task in the skills sections * extensive writing practice to build skills for typical exam text types, with model texts and explanations on the structure and content ix self-assessment tests corresponding with the Active ‘Study sections in the Students’ Book. The answer key is provided for students to assess their progress before attempting the tests in the Test Master. ‘There is also a unique exam preparation programme: * three Exam Trainer sections with three Exam Tests; * activities to build reading, listening, speaking and English-in-use exam skills * Exam Tips on how to deal with exam tasks * an Exam Test for every Exam Trainer, with an answer key for students to assess their progress. ‘The Workbook also contains: * a bank of language functions covered in the Students’ Book * a full word list organised by topic. The audio for the listening exercises is on the Skills Multi-ROM. Skills Multi-ROM The Skills Mult-ROM (supplied with the Workbook) isa unique skills builder that gives students the opportunity to interact in greater detail with the reading and listening texts in the Students’ Book and the dialogues in the DVD, as well as the topic vocabulary. The activities can be used in class or for homework and checked in class. t contains: + mote skils practice exercises for each of the twelve units including interactive communication tasks where students can role play and record their part ofthe dialogue + six self-assessment tests from the Workbook) ‘+ mid-year and end-of-year tests to prepare them for the. class tests * practice exercises on the topic vocabulary + wordlists that can be sorted by unit or topic with audio and example sentences * the audio for the Workbook. The Skills Mult-ROM is included in the Active Teach DVD-ROM so that the teacher can use the exercises in class for the teacher Real Life provides a full range of teaching support materials for use in the classroom and to upgrade your teaching skill. ‘The Teacher's Handbook ‘The Teacher's Handbook consists of reduced pages from the Students’ Book, together with teaching suggestions and answers. This means the teacher needs only one book in the class. The Teacher's Handbook contains: * teaching suggestions for key exercises * background notes (Culture2know) on the content of the lesson * answers for Students’ Book and Workbook activities * tapescripts for the Class and Workbook activities, * ideas for warm-up exercises, extension activities and discussions topics © Now your students can list summarising the points that students have learned in each lesson * teachers‘notes and information on when to use the ‘Mini Workbook, Workbook, Multi-ROM exercises and photocopiable activities in the Active Teach DVD-ROM. ‘Abbreviations used in the Teacher's Handbook: [Ba]= Teacher's Resources (in the Active Teach and Website); Workbook; Skills Multi-ROM (with the Workbook and in the Active Teach) Active Teach ‘This DVD-ROM is the perfect teaching resource with ‘everything you need and more to help you create perfect lessons. for the classroom * an interactive whiteboard of the Students’ Book, with zoomable areas, integrated audio, DVD and interactive activities ‘+ the Skills Multi-ROM so that you can use these exercises in the classroom ‘+ a bank of teaching materials in the Teacher's Resources section to add your own personal touch to your lessons, with: - extra photocopiable/downloadable grammar, vocabulary and skills activities + activities to activate language introduced in Can you do it English? + activities based on the listening material in the Students’ Book - worksheets for the DVD ideas for short classroom activities. to develop your teaching skills + fourteen workshops on different aspects of language teaching * ideas for using the classroom board in your lessons. to create test materials * the Test Master so you can photocopy the tests or manipulate them to prepare endless versions: ~ an Elementary-+Pre-intermediate placement test twelve short tests (one per unit), in versions A and 8 ~ six language and skills tests (one for every two units), in versions A and 8 + speaking tests (for every unit) = writing tests (one for every two units) ~ mid-year and end-of-year progress tests - audio forthe listening comprehension tasks + all test material is also available in the Test Book and accompanying Audio CD. Website The Real Life website provides extra practice and reference ‘material for both the student and teacher: * visit the website at wwwpearsonlongman.comy/reallife for fun activities and downloadables * find out more about the authors * watch and download video clips on a range of topics * find lots of ideas for classroom activities * get more information about other related teaching materials. 4 cy Po ° 5 3 ° 3 & =How does the Students’ Book work? The Elementary Students’ Book contains an introductory Starter unit and twelve thematic units. The four-page Starter Unit provides a quick review of vocabulary and grammar that students are likely to have studied before. It is optional and designed for you to choose the exercises that you feel will benefit your students. Each of the twelve main Units consists of four two-page sections, each taking two forty-five minute lessons. The Teacher's Handbook suggests ‘where to break the two lessons but the boundary between them is generally flexible, making it easy to adapt the lessons to different learning styles. ‘The first two sections of the unit contain a vocabulary/stills lesson and a grammar lesson (Grammar Focus), so each unit has two grammar lessons. The third section of each unit is an integrated skills section with extended reading skills and vocabulary work. ‘The last section of each unit alternates between a Real Time section and an Active Study section. Real Time focuses on functional language via listening and speaking, and exam-type ‘communicative writing tasks. Active Study provides revision of the grammar and vocabulary from the two previous units, and ‘exam-type skis practice. Tips on how to tackle the tasks are provided in the Strategies on the fold-out flap of the back cover. ‘The Mini Workbook at the back of the book provides extra ‘grammar and vocabulary practice exercises suitable for cass work or homework. The appropriate Mini Workbook exercises are signposted at the end of each lesson, These exercises ate graded (one or two stars), so that teachers can see at a lance which are appropriate for their students. Grammar in Real Life Grammar is key to building a student's confidence in using a foreign language and it is central to the syllabus of Real Life. (Our aim is to revise and extend students’ knowledge in as simple and straightforward a way as possible, while gradually developing their noticing and analytical skils. Grammar Focus provides clear explanations of the core grammar while Grammar Plus in the Mini Workbook provides additional Information, for example, the three uses of’ in unit 1 Visit wwvw:pearsoniongman.com/reallife and download the video clip on teaching grammar. Vocabulary in Real Life Vocabulary in Real Life is systematic and thorough. Lexical sets on key exam topics like jobs, transport or the environment are presented, developed and recycled through the topics. High-frequency ‘power vocabulary’ is also presented to help students understand texts and ‘express themselves fluently, including many phrases and collocations, for example, go home or hang out with friends. The illustrated Wordbank provides a useful reference for students to check their understanding of the Words2know In the Students’ Book and provides extra items for some of the lexical sets to extend students’ vocabulary. The pages are designed with the words listed down the side of the page to make it easy for students to cover and test each other or themselves. As a teacher, you can use this section to check students’ understanding of the Words2know, as a pre-teaching tool or as a warmer for a later lesson, e.g. by Covering the words and asking students which ones they ‘can remember. Each Wordbank is signposted from the appropriate section of the Students’ Book. Visit wwrn.pearsonlongman.com/reallife and download the vvideo clip on teaching vocabulary. Reading in Real Life Real Life contains a wide variety of text formats: magazine and news articles fact files, quizes and questionnaires, web pages, blogs and chat rooms, postcards and emails, brochures and notices. Reading is often integrated with work on the other skill, especially speaking and writing, Further reading material is included in the other course Components (see Introduction pages i Visit wovw:pearsoniongman.com/eallife and download the video clip on teaching reading. Listening in Real Life There is a wide range of listening material in Real Life, including conversations and interviews, vox pops and monologues and radio and TV programmes. Each unit provides listening skills sections, and as with reading, key sub-skils and exam. taske-types are practised. There are also short pieces of listening material in other lessons. Wherever listening material contextualises target language, its reproduced on the page, so that learners can see as well as hear the new language. The Skills Multi-ROM provides more practice exercises based on ‘some of the listening texts in the Students’ Book. The Teacher’ Handbook has signposts to these exercises. Visit www.pearsonlongman.com/reallife and download the Video clip on teaching listening. Speaking in Real Life Speaking is an area in which many teenagers particulary lack confidence, both in their linguistic skis, and because they on't know what to say, o feel self-conscious infront oftheir peers. Our approach is to integrate speaking litle and often, around topics that wil motivate learners, and to choose issues that they have something to tlk about. We provide models Cra stimulus to get students thinking about the topic, and where useful, we include prompts to give students ideas and the language for expressing them. In more extended speaking activities for example Can you doit in English, students are encouraged to plan what they want to say and are given useful phrases to help them communicate and express ther ideas, Visit www.pearsonlongman.com/reallife and download the Video clip on teaching speaking, Writing in Real Life In Real Life, the main writing skills are presented in the Real Time sections, where we deal with typical communicative writing tasks (commonly set in exams), for example an Informal postcard, a short notice or a formal letter. We always provide models and key phrases to support students and focus on the relevant sub-skills, such as paragraphing, ‘as well. There is a full writing skills section in the Workbook and further practice exercises in the Skills Multi-ROM, also referenced from the Teacher's Handbook. Visit wwnw.pearsoniongman.com/reallife and download the video clip on teaching writing, Learner Training and study tips in Real Life Learner training in Real Lifes simple and manageable. Active Study tips encourage learners to notice aspects of vocabulary for example word formation and two-word verbs. There are also simple tips in the Active Study revision sections, for example reminding learners to‘learn words in grOups'or‘notice word stress, and useful study tips for exam tasks on the fold-out back cover flap.Vocabulary, Skills and Grammar ‘Words2know recorded on Class Signpost Wordbank with illustrations CD and Skills Multi-ROM to help | | torelevant | | for key vocabulary and students with pronunciation Wordbank. | | phonetic translations. ‘= it | agile Vocabulary contained in Words2know to provide clear focus and make revision easier. Vocabulary oad presented = = Eom pe in context, : = = ‘through Controlled and less ‘quizzes, fact ~ controlled practice files and other exercises, with short texts. ‘Grammar2know consolidation in the section with rules of ‘Mini Workbook at the meaning and form. back ofthe book. Wide range of listening tasks, including typical exam task types. ry FS ry 3 3 gy £ PI t= More practice in the Mini Workbook New language is thoroughly contextualised, and other components.All reading texts are recorded. Skills such as skimming, | | Active Study sections Special emphasis on exam scanning, predicting help to develop tasks types, for example and guessing meaning students‘ awareness of | | true/false questions, from context developed | | lexical features, such multiple choice and systematically. as compound nouns. matching exercises. ‘Modern, authentic- looking texts that are within the students’ grasp. Real Time presents functional language in real situations and teaches typical speaking and writing exam tasks in realistic contexts. Model texts with appro phrases, prompts and outline structure provided to support students’ learning. Main writing skills developed in Real Time sections. Useful functional and situational language in Phrases2know boxes helps students prepare for exams tasks. Regular practice of typical exam task types, for example role play and photograph description. Speaking activities clearly structured to minimise misunderstandingActive Study Useful study tips for exam tasks on the fold-out back cover flap for easy reference and revision. Mini Workbook with more grammar and vocabulary practice. r S P 3 H 3 ° 5 & (4 viieee Reading Starter unit 4 to be; possessive adjectives; subject pronouns p6 Nouns; this, that, these, those 4 The alphabet; nationalities; months 'p6 School equipment; p9 have got P11 Possessive 5 I2 there isithere are 13 Possessive p 17 Present simple affirmative; time expressions p19 Present simple negative; ‘object pronouns p20 Present simple questions Revision of grammar and vocal p25 Countable/uncountable nouns; some/any 8 My things p10 My family p10 Describing people 1 It’s my life p16 School subjects and school routine p18 Routines p21 Free time 2 Your day units 1-2: Gap fil ary fro p24 Shops (p26 Rooms and furniture p27 much/many/a lot of p29 Describing towns { p33 can - ability 32 Sport p35 Adverbs;imperatives p34 Health | 36 Sports equipment activestudy2 p38. Revision of grammar and vocabulary from units 3~4: Multiple choice, gap fill S Eat well | p41 likelioveihate + ing p40 Food 3 Antcles | p43 Cooking G My time —_ p48 Present continuous p50 Clothes | 51 Present simple and present | p52 Computers and the continuous intemet activestudy3 p54__+ Revision of grammar and vocabulary from units 5-6: Gap fill p57 Past simple: to be p56 Music p59 Past simple affirmative p58 Festivals | p64 Everyday technology | p68 inventions | 65 Past simple negative and questions | p67 Question words gL activestudy4 p70 _- Revision of grammar and voc 9 Go greent | p73 Comparative adjectives p75 will for predictions p74 Our planet p75 Weather 77 Problems and solutions 10 Getting | ps0Superiative adjectives | p82 Holidays away p83 be going tofor plans and | pB4Transport intentions | activestudy5 p86 Revision of grammar and vocabulary from units 9-10: Gap fil 11 Nice p89 have to p88 Jobs and activities work? —_| p91 Prepositions p90 Feelings p91 Skills and qualities 12 Our world | p97 if + imperative | 96 Present perfect | p96 Cultural hab p98 Politics +pp104-121 Mini workbook + pp122, 136 Quiz answers and activities umberstelling thetime |, multiple choice __| multiple choice) REALTIME p78 activestudy6 102 «Revision of rammarand vocabulary from units 11~12:Gap fil matching __+ Reading: Multiple choice Introductions Efriends "pB My bestfriend (177) | pa What'sin your bag? (Matching) | REALTIME p14 | p16 Lan’ school day (/F) I8Helping hands (1/7) + Reading TF 24 Shopping mals p28 Cool cities (1/F) | neni’ | p34 Conversation with the doctor (T/F) : 36 xtreme sports (Matching. 1/F) + Reading: Matching p42 Teenage super cook (1/F) p45 Wild food (Matching, multiple choice) REALTIME p46 p48 Text messages (Matching) p50 How stylish RU? (T/F) p52 Smart surfing (Gapped text) + Reading: Matching [p56 Emails from a festival p58 My three New Year Festivals (Matching, 1/F) [p60 Strange days in the US (Matching, T/F) REALTIME p62 p64 Your techno world p66 Techno quiz | p69The inventor of modern life (Matching, Reading: Multiple choice p74 Planet Earth chatroom (Matching) 76 KT goes green (Matching, T/F) p80 come2Britain | p84 Around the world in thirteen years (Matching I+ Reading: Matching 88 Holiday jobs p90 The secrets of success (Matching) 926e a volunteer (Multiple choice) | REALTIME p94 96 Culture quiz 98 Get into polities 'p100 Watching the British (Matching, T/F) + pp123-129 WordbankListening Pe Phone numbers ‘Asking for information Times Asking the time | 1p10 Family description (Matching) "p10 Describing your family 'p12 Description of your partners p13 Radio programme 13 Talking about your desk bag Meeting and greeting (T/F) Introduce yourself (Roleplay) 'p20 Conversation (1/F) p19 Describing your daily routine p21 Talking about free time = aos edocs onl Seen . * Listening: Multiple choice (shor recordings) » Speaking: Jumbled conversation Exam Trainer n the Workbook | p24 Radio programme 29 Exchanging information about where | p29 Description ofa town, p27 interview (Multiple choice) you lve 29 Description of a town | i Directions Asking or/giving directions (Roleplay) _Ashort note: 33 Questionnaire 1 p33 Doing a quiz p34 Conversations at the doctor’ 35 Giving advice £ 37 Radio interview (Gap il, multiple choice) | p37 Talking about sports + Listening: Gap fll * Speaking: Jumbled conversation Exam Trainer in the Workbook f 41 Conversation (Gap fill) ‘P44 Giving opinions and responding _| p43 Recipe p45 Food survey (T/F) Conversation in a café (Gap fill) Ordering food (Roleplay) Postcard p49 Conversation (Gap fill ‘p49 Making suggestions and responding (1) $1 Description of a persons 53 Radio programme (Multiple choice) | p53 Describing a picture appearance and clothes "+ Listening: Multiple choice (shor recordings) + Speaking: Photo description "Exam Trainer in the Workbook 57 Radio programme (Gap fill) | 59 Taking about things you cin the past | 1 Description ofa festval 61 Description ofafestivalMitple choice) | p60 Discussing festivals | : Buyingtickets (Gap) Buyingaticket (Roleplay) Informal letter P65 Questionnaire p67 Describing a day out 67 Radio interview 68 Expressing opinions, agreeing and 68 Opinions about inventions disagreeing nin —___* Speaking: Roleplay | 72 Conversation (Multiple choice) 75 Speculating about the future ] | p75 Weather forecast 76 Celebrities and the environment | per nie osetia TSAI 1S ed omens sacle a Shopping (Multiple choice) Buying clothes (Roleplay) _ Notice | p83 Conversation 81 Talking about your town m 85 Interviews (Multiple choice) 82 Talking about holidays 83 Making suggestions and responding (2) 85 Newspaper interview (Roleplay) Listening: T/F + Speaking: Photo description Exam Trainer in the Workbook 'p90 Descriptions of successes (Matching) | p89Game — guessing jobs 'p93 Radio interview (Gap fil) 91 Discussing skills and qualities p93 Talking about volunteer jobs | fs Job interview (Gap fill Interview questions Roleplay) Formal letter ee 101 Conversation (Multiple choice) | p96 Discussing different cultures | p97 Advice for vstorsto your | p98Talking about youth politics | town pee l01General review | 2 H bem + Listening: Matching + Speaking: Roleplay Exam Trainer in the Workbook =pp130-135 Word list. = back cover Irregular verbs + back cover Skills and exam strategiesStarter 1 ‘The Starter Unit gives students a ‘quick review of vocabulary and ‘grammar that they have studied before. By using the Starter Unit you can assess the level ofa new ‘ass and also give students the ‘opportunity to review what they know. This means that they start Unit 1 with more confidence. This is especially important after along holiday when the stucents might not have used English at all. ‘You don't have to do all the ‘exercises in the Starter Unit with your students. Read each section of the Starter Unit through and decide which exercises are going 10 be useful for your students. Draw students’ attention to the ‘objectives box at the top of the page. Tell students this isthe ‘grammar and vocabulary they are going to learn/review in part of the Unit. Tell them that they will think about what they have leamt and what they can do at the end of every second lesson e. at the end of every double page spread) LESSON Warmer Introduce yourself to the students, e.g. Good morning. ‘My name's (your name). Point at ‘yourself to make sure students Understand that you're giving your name. Ask different students What's your name? for them to reply. Prompt them to use My name’... Pre-teach a short dialogue by demonstration: Hi, ‘my names... What's your name? ‘My name’... Students practise the dialogue in pairs, turning to different classmates around them and saying the dialogue. Make sure students take tums at starting the dialogue. students don't need to read the dialogues aloud at this stage. ‘Answers: on student page Ib Practise the dialogue in open pairs before students take turns to read It in closed pairs. 2 Eo Focus students on the table and check understanding before they find the possessive adjectives and subject pronouns Ta Gamateh the conversa ‘Te isten and check a ‘Dan: Whats here? Sam: Her name Anne Dan is shea student? Som: No, she lant he 8 teacher a Jack Hel, My nmi Sophie Sop dnc eyouastde? Sophie Yes am bead the conversationsin pats three subject pronouns [ccammas Showy ‘Verb to be singular ‘2 head Grammar2know. Find two postssve adjectives and the conversations exerci I. 3 complete the sentences with the conact forme theverb abe 1 Ellen (nod ny class 2 |_lzer potlinthe ‘asketbal tam, 3 Ace youttom Foland? an my birthdy toy! Shei from tondon, He a? inodastudentat myachoot A cade he correctword 1 Hetrame Alex 2Duyama eenaoe. 2 Gh nthe oobal tam? 4 She@aroute singers Beyonce 5 W@isyour gut? 6 WhatisyouRname? Askand answer questionsin pas. Maat yma? Whar her manne? © Dssten and repeat the alphabet Tam Om amnot(mnet ABCDEFGHUKLM Yuare re) ‘remot (rent) 9 stadt NopaRsTuVWxYZ Herertscs) isnot dsr 7 mnand write the nares 2 hort answers 1 James Amiinyourcss? | Yesyovre/Na you erent eo aed ies, | apenas} & GDLstenand repeat the emall Areyouastuden?” | Yes famNe moot a 1 sanisonatieenet lehethetin ny las? | Ys heeft Hepordee pay 2 sampeteetwonoridscom Whatshernane? Hernan Aone. anki inhereerea a 4 marekaelphabet.couk ‘Subject pronouns _[Possersive adjectives 1 tnvent an email address. Thon ask a other students. Use Prozes2knovr. or he his io oeene: it Tis 66 Wars gov ema eres in the conversation. Have them check in pairs before checking as a class. ‘Answers: on student page 3 Accept, e.g. am not (sentence 2) but remind students that when we speak we Use the contraction (7m not) ‘Answers: on student page 4 Beyoncé is an African-American singer and actor. ‘Answers: on student page 5 Students can also do this activity in groups ‘of four, groups of boys and git if possible. 6 (3) Listen carefully for the letters you kriow your students have difficulty pronouncing, because oftheir mother tongue. If necessary, drill these separately for the class 7 Ca) Play the CD twice, giving students a chance to check in pairs before the second listening ‘Answers: 2 Maria 3.Charlie 4 Emily 5 Frank Students can take turns to repeat the email addresses in pairs. Make sure they realise that we write ‘a’ but say’at' and write’.’ but say'dot’ before they move on to exercise 8b,@ Match the counties andthe nationalti. Bay @ Countriesand natonalities VO a CDnumberthomonthsin ‘order Ten Istenandrepet. ‘TT ead the chat messages Tek V/) ue or cos (alse “4 Graces Mexican, 5 @.Grace andt2oaefrom NewYork. 1 Bileoissiteen 2 IB Hs birthday iin September. 3 Bleo'sit american, My e-tiends are Leo and Grace eo is 16 t's hi bitday ody Grice fe 15. tute ‘When is her binhday? Arla Her birthday i September, ae ‘re they boylend and ginend? Ames No, they aren They're bother and sister ake "re they American? Anata Yes they are. But thei parents are Me [Where are hey fon? Aneta “They ae from New York. tke ‘T2 ead Grammarzknow and complet the sentences 1-5 below fromthe txt Verb tobe plural Yura arentaren Bh ‘earthy are) th ——$_—=—— Are youteFiey Amara? Yes oun hey are Nayouwerh ort Wherare they fom? Therm Meio Subject pronouns __Postessve adjectives 'b Workin groups. Answer the questions + What month sit now? they ter 1 se they American? 2 Ves they ace 3 ict parents _2ce_ Meson. they giiend and boyfriend? + When is your birthday? + Whats your favourte 5 Wotey arnt “13 Workin pas Ask and answer the question about the photos Ib Students listen and write down the : ‘email address their friend has invented. LESSON Warmer ‘Write the following letters across the top of the board: a bf, i,0, 5, q, w. Students copy the letters into their notebooks. Say the seven letters aloud for students to repeat. Now say all the other letters of the alphabet aloud and have students match each one with the letter on the board which has the same sound, e.g. h and Zkave the same sounds as a. Do a few examples first so students understand what they have to do. They write answers in their notebooks and compare ideas in pairs. Check by going through the letters Of the alphabet again and eliciting the ‘matching letter/sound from the class. You could help students by telling them how many letters each sound has. Answers: a:b, j,k; bc, d,€,9, P, uv; limon, s,xz ky; @:(n0 matches); qj u; ¥: (no matches); w: (no matches) 9 @ tay When checking answers, focus on any changes in pronunciation e. Spain’ Spanish Argentina/Argentinian. ‘Answers: on student page ‘Answers: on student page 1b Do this frst as a class, then students can ask and answer in pairs. 11 Strategies for exam skills. Students need to read all the statements before they re-read ‘the emails. The wording in the statements is not exactly the same as in the emails but the Information Is in the same order, Make sure students understand that this is an online dialogue, that the people in the pictures are Leo and Grace and that the speakers are Luke and Amelia. Students can read the dialogue aloud, in open or closed pairs before or after doing the true/ false activity ‘Answers: on student page 12 Ei Check students realise that the sentences in this exercise refer to the messages in exercise 11 Answers: on student page 13 Brainstorm possible information about the people in the photos (including alternative names) and write it on the board, Brainstorm and write ‘ther questions for students to ask each other. This will help students with ideas for the activity. Now your students can: * use the verb to bein the present ** use subject pronouns and possessive adjectives correctly ‘* ask and answer about personal information. 5Starter 2 ‘The Starter Unit gives students a {quick review of vocabulary and. grammar that they have studied before. Read each section of the Starter Unit through and decide which exercises are going to be useful for your students, The Starter Unit lessons are optional Draw students’ attention to the objectives box at the top of the page. Tell students this is the ‘grammar and vocabulary they are going to learn/review in part of the Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (ie. at the end of every double- page spread) LESSON 3 Warmer With Students’ Books closed, give students two minutes to brainstorm in pairs all the school ‘equipment they can remember. Start them off with an example, eg. hold up a ruler and elicit what itis. licit the words from the class. 1@ ay Students quickly look at the words and pictures to find school equipment they didn't remember ‘or don't know in English, ‘Answers: on student page 2 Er Students compare in pais. Possible answers: n: exercise book, eraser, ractive whiteboard tuler, pencil sharpener, pencil case, calculator, computer, dictionary, desk, cupboard, bookshelf, box 3 ‘Answers: on student page an (ONLI Review the prepositions using mime i necessary betore Sudents complete the exer. ‘Answers: on student page equipment lee Caneserckebook Clpane Saneraser i apencsharpenet Blapenctcase Blacakuktor pencs Bacompuer Badctonay Sadek Elacupboord la bookshelf a box [Banineractie whiteboors ‘2 ead Gremmar2know. Then find three words ‘with am and four words within the plete EE Singular nouns + Use an with sing nouns + Useaith nouns stating with consonant: ‘ane, astuden pen + Useanwith nouns stating with a wowet Plural nouns + fet nouns tomate plu: + fees nounsening inch -5-4-0 ‘toh otc, bor ver TL aphind the Wordsinow in the picture. Then listen and check 3 Wteaoran. then wrt the plore form, Ve book Loot 3 SEMPR player AE oas 4 chs lene 5 computer _sonntee 6 sxomnge as a Watch the Wordzknow wth the pictures 1-5, 1b Workin pats Use the Werds2know to alk about thepeture in exercise 1. A Tae elena is ater tha th annette 6 Ib Elicit some sentences from pairs at the LESSON 4 end of the activity wauer 5 EEE ‘Answers: on student page 6 Check understanding and use of this/these and that/those in the classroom by getting students to talk about objects ‘which are far away from them, Le. on the ‘walls/board using that/those, and objects cn their or their neighbour's desks using thistthese, Play a game of number bingo. Write numbers 1-30 on the board at random (not asa list). Students draw a 2x 2 grid in their notebooks and write a number in each square. Call out the numbers at random. When students hear a number from one of their squares, they cross it out. When a student has crossed out all four numbers she/he shouts Bingo: Elicit the numbers from the student before declaring her/him the winner.5 ead Grammar2hnow and writes (ingula or plain the boxes. Ei this that these, those ThsismyNP3ploe 8 Thseoremy hed a wi Tarsnyseol These ae mye © inpairs make sentences about your lasroom, Use ths that these, those Ta Cd Complete Wordszknow wth the humbers blow. Then ste and check. twelve seven fifteen eight ] ‘wentytwo sateen” thee ay Numbers 1-20 Tone 2two 3.2ére four Sie 6s 7usn Bate Shine 1Oten Weleven 12min T3thiten fourteen 15. ac 16 sive V7seenteen eighteen 18 nineteen 20twenty aitwengyone 22 fuses SOMNKY 1b GaDUsten andre the rumbers youbes 12/Q!20 4 710/28 29573 SQ 36s | 63s B_CDUstenand we the phone number. oma ite 0 Were: 44 Sop Say toutes |B CadcompletePhvases2hnow with the words below Then iten and check [eiee ws lomw\ one] a Whats the time? OOS VWsnine 2 hse 3 stan 4 square etch pastnine—pastine—pastine 9 OOO 5 Rstwenty 6 fstwenty: 7 Hshalfpast 8 Itscwaee fesse nine token HOO® 1 isons 10 gmt 11 esses) 12 Rw VO Guten and write the times. 1305 ‘V1 GiB Listen and repeat the Words2know. Then write ve ‘numbers and dts my ‘Numbers 105, 1005, and 1.0005 AD foty 506 Gosbey Overt BOeighty SOninety 100 onehunded 10 one hundedand one 200 to hundred 232 two hundred and thirty 140 ‘o00enethousnd 3000dvee thousand 500 erty ve thousand them to your pane ‘T2 Look atform 1 on page 136. Complete theinformaion {or an imaginary person. Now workin pals Askand swe questions and complete orm for yout artnet. 7 7a Go) Ey 8 CCheck students can recognise and say Focus on the Phrases2know before playing 13-19 correctly and check recognition _the CD. Make sure students understand and pronunciation of 13 and 30. ‘Answers: on student page that we write ‘0’ but say’oh’ and write ’44” but say ‘double four ‘Answers: 2 0780 6453329 ‘b GGd)Tell students they will hear a full 3 01865 873323 4 0038 055 27801 sentence, not just the number. ‘Answers: on student page 5 0770 3209343 6 0208 5546610 When people say phone numbers in the UK, they say each number separately, apart from when two numbers are the same. So the number 672854 is said like this'6-7-2- 8-5-4’ and the number 663321 is said like this double six, double three, 2-1 Optional activity Make sure students realise that this isa game and that they only have five minutes to collect and write down as many phone numbers as they can. Ask two students to read out the example exchange. Make the start clear, e.g. say’Ready, off you go’ and make the end clear, e.g. say ‘Everyone stop now: Find out who has the most numbers and elicit a few numbers from students to check they wrote them down correctly and that they remember how to say them. 30D Draw a circle on the board and tum it into a simple clock face to review when we use'past' and when we use'to: Ask students what the time is now. ‘Answers: on student page Tell students they will hear a short sentence or dialogue. ‘Answers: 2.11 o'clock/11.00 3835 4345 5 730 6 550 nay Close this activity by asking for volunteers to come to the board. Students dictate ‘numbers for the volunteers to write. Check that they use ‘and correctly in the larger numbers. 12 Before the pairwork part of this activity, elicit the questions students need to ask their partner for her/him to complete form 2.\Write them on the board if necessary. Now your students can: * use the demonstratives this, that, these, those correctly * talk about school equipment and identify and say numbers correctly * ask and answer about personal information. 7Unit 1 SII In the United Kingdom, teenagers’ bedrooms are very much their own space. They keep everything in their bedrooms, as you can see in the photo, and decorate the walls with posters and photos. Most teenagers have their own computer in their bedroom, a music system and aTV.When their friends (male cr female) come round to the house, they listen to music and chat in their bedrooms. They don't spend time in the living room with the rest of the family. Draw students’ attention to the objectives box at the top of the page. Tell students this is the grammar, vocabulary and phrases they are going to learn in this Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (ie. at the end of every double-page spread) LESSON Warmer Elicit from students the rooms in ‘a house. Focus on bedroom. Elicit from the class what they have in their bedrooms. On one side of the board write the things that most students have, on the ‘other write the things that only ‘one or two students have. Vocabulary and Reading My things 1 ORE ‘There are many different kinds cof games consoles on the market: the most popular ones ate PlayStation, Xbox and Wi You can ask your students which cones they like best. Compare the Words2know with those from the warmer. Elicit from students if the bedroom in the photo is ike theirs oF not Note: all the Words2know are in the photo. Answers: on student page 2 Check students know what a blog is and find out who in the class is a regular blogger. Tell students that they do not Vocabulary Ri: My things 1 Find the Worden Caresoom Ea I moblephone asatbows alco ape ‘computer agnmesconsle DVD plyer 2B Lockat chats blog below. Read about his fend, Lil; Make st of her things. ANP payer ‘Bead about ily again. Tk i true orerost fas 1 Uys amaican, 2 Z Herfavourte thing isher MP3 player. 3. BE erfavourte band The Kooks 4 Ziuiyisinaband 5 Zityaishercat 6 Bi chatieisherboyiend Profle Find people = 500 songs on tan 50 of them are by The Kiser hits My favours band the Kooks, $0 we “farm tater dats Lily has got a mobile phone and a computer but Lys got two pete ~a cat called Lyra and a goldich san ve ma» Oe Imsicand= musk Qh and Us gota nkname. t's Ly. My Shesmosicmad er edna See Uy ae stiend - she's favourtething Sher yest rina SO mY otTnena= se MPS player She's gx need to understand the whole blog. They only have to find the information in the instructions. They compare their answers in pairs before the class check. ‘Answers: an MP3 player, an electric {uitar, a mobile phone, a computer, two pets (a cat and a goldfish) 3 Strategies for exam skills. Reading: ‘True/False (back cover) Students need to read all the statements before they re-read the text. The wording in the statements is not exactly the same as in the text but the information is in the same order. Answers: on student page LESSON 2 Warmer Give students two minutes to look at the photo of Charlie and to scan the text about Lily again. Then they close their books, Write or dictate about eight true/ false statements about Lily and Charlie using has got, e.g. Charlie's got a goldfish (F), Make at least five of them false. Students write numbers 1-8 in their notebooks and then write T or F for each fone. Students open their books for the ‘checking phase. For the false statements elicit the correction. Prompt students to Use has/hasn‘t got where possible.8 Before students do the Grammar focus |B Look at the table and complete the writing task, brainstorm the have got —— = things they've got in their ee Ey ea bedrooms and create a word 4 Read Grammardinow ad complete hese eae ae sentences th short forms, map on the board, with 1 thw erat etd het bedroom atthe centre. At the |x gotalot of good fiends. Ere ica Ga side of the board write the 2 Seias gt aac pt prompt in my bedroom I've got 2 Sst oot gamer on 4 tae aoa aT vr Bl some sentences fom ‘She sus? got a games console. ee eee students to check correct use of 3 az Andie sot afoot? = ten ae ‘@/an and numbers. Students can 4 Lyandinde ad aot copy the word map into their have got Diop notebooks. Ue hve otaabot pon 5 an Chace andy_2et aT? eee emonsvation ot + | UYouwertey | have gotacamera. ‘ the activity using open pairs — pa pins ore gat first. Remind students to ask ae Neate G Match the underlined words in sentences ‘questions about the things = [Wesabe Treveretgotocanea = t tgaymneneede ee Con the word map (not just var ero carere eee the things in their own lists), este ———hasnotgora came oa ace ‘Monitor students to check ‘hasnt goto camera ome: correct use of question forms. ea 7 GDPRONUNCITION Unter ndrapet , Selene thesertance Bb Students might need |tecrccanet| Ne outet eer « jneastacimen preparation time before talking Hasheishe/itgoto Yes he/shevithas. [Hus gates, to the class. (areal. , ys earphones wolet pure minor Inhaler sngssos pace of chewing gum 3 Read Grammraknow and underline examples of there there are inthe text + | Meret There open Thereare 90 phates | mereoren to pone. hi inca ores | hasaenanency © completethe sentences. 1 Zia ace. wo pens V) 2 tae’ apacet of chewing gum.(V) fess an MP3 player? ea0v0.) (22s oar thre phones? oo walls ve hee? “oones_ apa of sunglasses) 5 whatsinyourbag?in pis askand answer ‘questions Ute the Wordeiow and yourown oo. West's in one bag? 'b WRITING Whats in your partners bag? Witea desertion 3 ‘Students read Grammar2know, complete exercise 3 and compare answers in pairs. ‘Answers: on student page [Hjponro Puan 4 Make sure students notice that 3, 5 and 7 are questions. They check in pais before the class check. When checking, have students read the complete sentence/question each time. ‘Answers: on student page ‘Sa Students can invent what's in their bags. They should have at least five items. Monitor students as they are talking and prompt/correct. 1b Demonstrate this activity orally first ‘around the class, by eliciting descriptions from students before they write. LESSON This is only a suggested point to break the lesson, as the Grammar Focus continues from Lessons § to 6. The warmer is intended to review aspects of the Grammar Focus so that students are prepared for exercise 6. Warmer Using pictures or real objects show students the contents of your bag! Don't speak as you show them the objects. Make sure there are single objects, such as a© Read Active study and complete sentences 1-5 eee aaa “Some urainounsate regula ‘nen mn woman women = Gia “cten person poste eeu < 1 Therearealotof zane (person inthe 2 (chien the pre 3 Therear thee sccm (man in the cafe 4 Thereare se es weman in fay Arothore two _anas(pe) in yourbag? 7 Read Grammaraknow. Underline three examples of possessive pronouns inthe tert imexercie Ey Possessve pronouns Posesiveadjctives | Posesive pronouns. he he te he your yous or there let mysiterspen she. B ewntethe sentences using possessive pronouns 1 es Dads MPs player 27 2 They reer pens. Tey are hore 3s Pia and Angels computer 2% suis 44 They aemy brothers and my DVDS. Tey are owe 5 tes phone, 7 mine 6 teeyournotebook, 7% yore 7 They aemy grandlatharsheys. Tey are x 8 They areyourphotos, ey an Listening! Writing Werk pas Close ourboks Can ou tnemar what nto ses oon? 6 rors ns bg? VO (9 Read about Tenle.Thenliston and tek V) things on Jason and Holly desks ‘Onthis week's Teenie, we look at your desks. What hhave you goton them? Areyour things tidy? Or are they 2 complete mess? ‘We ak Jason and Holly ‘computer adie books Z sactoray ge reece ens and pene magus say, a alan al ‘TT inputs ttkabout whats on asen and Holly's desks, Jaton has gots ltop om bis dark bot Holy ‘T2 write about your desk athome. sit tidy orisit 3 ‘mobile phone, and multiple objects for ‘example two packets of tissues. Include ‘about ten sets of objects. When you have finished showing students, put the ‘objects’ away. In pairs, students write down what they remember, Remind them to use there Is/there are, Pairs check with pairs. Check with the class, eliciting complete sentences. 6 Active Study Make sure students understand the ‘meaning of plural nouns and irregular plural nouns. Remind them to write down any other irregular plural nouns in their vocabulary notebooks when they come across them. Answers: on student page 7 Cy Provide afew more example sentences on the board to show when possessive adjectives and possessive pronouns are ted. Use colour to help students notice the diference Possible answers: on student page 8 ‘Answers: on student page MINI WORKBOOK exercises 4 Sand pages 104-105 (Delipanesinozin| (TelfeneteespiabIeNE 13 Listening and Writing 9 Pre-teach the phrase J don't remember. Give students about ‘one minute to look at the bags before they close their books. 10 (3d Strategies for general skills. Listening: Listening for specific information (back cover) Students have a task which requires them tosten closely to a text to find specifi information. You can help students improve this sub-sil of listening by reminding them to read through the listening tsk and make use of visual clues (where appropriate) before they listen so that their listening is focused For this activity, read through the text and checklist with students before they do the listening and encourage them to predict who has which things on their desks. ‘Make sure they understand the key vocabulary. Students check in pairs before they listen a second time, Check answers by eliciting full sentences from students using has gotyhasn't got. ‘Answers: on student page 11 Students take turns to talk about each item, When pairs have practised all the items, elicit a sentence about each item from different students. 12 Check students understand tidy and a mess. They can invent what their desk is like. Monitor and help students as appropriate and provide vocabulary as needed, Remind students to ask their friends for help with grammar andor spelling, EXTRADISCUSSION. Students make groups of six. They read each other's texts and talk about the things they hhave in common and what is different. They find out who is tidy and who is messy. Now your students car ‘talk about the contents of their bags + understand and describe using there is/there are ‘+ write descriptions using there isithere are.14 Real Time may Is quite usual in the UK for young people to callthe' friends’ parents by their firstrnames, so Lena calls Jessica’ parents Louise and Choi Manchesterisa large city in the north west of England, Itisa centre Cf culture and the arts and has ‘more than one university Itisalso famous for its two Premiership football teams Manchester City and Manchester United, Manchester was tone ofthe centres of the industrial revolution and many indust sited there. When heavy industries closed the twentieth century, the city suffered a decline. But inthe last twenty years, Manchester has experienced a revival of ts fortunes and snow the third mos visted city inthe UK by tourists itis especially popular with young people and has allvely night life ‘Ask students to find out one fact about Manchester. using the intemet, and bring that information toa futurelesson. Lesson7 Warmer Ask students if any of them hhave an email friend in another country. Find out if any students have been to another country fon an exchange and, if so, where and when. Pre-teach exchange student. If you have exchange students who come regularly 10 your school from another country, remind students about this. Meeting and greeting 1 Focus students on the text first and elicit that it's an email Have students read the two questions before they take it in ‘tums to read the email aloud around the class, ‘Answers: Manchester, camera and MP3 player 2 GBi)strategies for exam skills, Listening: True/Falze {back cover) ‘Ask students which strategies they remember from the lst for Reading: True/alse. Ask them which are diferent for listening and why. Students read the two statements before they listen. Students compare their answers (GERDA) UI Speaking, Writing 4 Lenais an exchange student fom Poland Read theremal and anawer the quarto. + Where tedesseas house? + Whatare Lena favour things? (GDUsten tothe dalogue Tek (/)ttueor ‘oss fae. 1 Louise sesscasmother. 2 George's lesiastather a GADLsten again and wek VI the Phreseszknow you heat Eititiny Meeting ad greeting FmGeorge 7 Pssadtomeetyou 7 Bye Goodbye b Ga PRONUNCIATION Listen to the hnases2know and practise the intonation Ta essa | Sitjet fe tet Ready for my ur |) Date: 3¢d April = FHdessiea, | hore you're wel ready or my Jouiney! my MP3 player . ‘Thanks forthe photos of your house in anchester eee See you soon! Lena anaes © ustentoPare ofthe conversation. Wiha Lake? (Cad Read and listen to Pare 2. Answer the iy Is Lena Engsh very good? + HasLenagotasiser? + How lds ena brother? Ay Practise he sloguein groups of thee. Take tin tumsto introduce people Use your own names. Student A: This isSoh ‘Student 8: Hel, Sarah. Tom, ‘Student Hom Pease to meet you after they've listened to the CD. If necessary, play the CD a second time. ‘Answers: on student page 3a (EE Say the Phrases2know for students to repeat. Students try and remember which phrases they heard in exercise 2 before they listen to the CD again to check ‘Answers: on student page bb (Gad) After practising with the CD as a class, students take turns to say the phrases in pars. Students practise in pairs or small ‘groups. Make sure they say the phrases with appropriate intonation and rhythm. 4 Have two or three groups read the dialogue to the whole class first. Make sure the students use appropriate body language. Then students practise in {groups of three, using their own names. Getting to know people 5 (12) Have students check in pairs after the first listening, Play the first part of the conversation again for them to check Try and elicit all the relevant information (student, classmate, in her clas} ‘Answers: Luke js a student, a classmate of Jessica's In the photo, Luke and Jessica are wearing school uniform, Most students in secondarymy es Monday moming. Lk, Jess and Lon ao on the way t schoo, Busten again. cveLenasanswersto ‘the questions n Phvases2know. Emin Setting to know people Have you got bathers Sst? How cis et ow old ae you? b GPRONUNCIATION steno the Phrazer2knom: pate Gx) Seo B Im pairs, practise the dialogue on page 14, Beta ee ee ee aggeateges Be 2 ertetesaanen Bort at nan B Youare at a party. introduce yourself to other students. gee Oo ie em, Sh poe school have to wear a uniform. Sometimes | the uniform is quite strict, so students have ‘to wear particular clothes as inthis photo where they are wearing black trousers, white Shirts and ties. Students in the final two years (of schoo! the sith form) dort usually wear a uniform. G ([28) Strategies for general skills. Listening: Listening for specific information (back cover) | If time, students can practise the dialogue in open pairs after the reading/listening ‘Answers: Her mum is English. No, she hasnt. He's twelve, (De pages 12-13 Real Time DVD Episode 1 VO 8 Reed enss mato her parents hale the corect answer, 1 George «st: 2 Nes got bg dot hav GSD 3 esas omy endyn 1b Match thehesdings9-dwith the parts ofthe emai 1 main paragraph b dosing opening subject “To: Mum and Dad From: lena | Subject Greetings from Manchest i Date: 7th April Fear Mum and Oad ow are you? I'm ine. 'm here in Manchester! W's great | Gl Jessca i great and her familys ‘ery renal er parents names Sve Chis and touts. They are nice. Fer brother George is ur, He's fineteen He's tall and he's got Shon far har. “That's ll for now. love 4111.4 nsoine ou ae abntsh exchange student Invent information about your new fry. ‘b witeanemat your dassmates inthe UcUse the Phrasesobrow: Include en pening and a cesng Wie about where youare + thefamiy, Ettiny Anemall pening hope youate wel tine Timer in Manchest losing Thats afr now See you son. Lessons. tiermer Write these names at random onthe bond kes, Leno, Cs Geoge toute. Ele what the seadents ean remember about each of them without Tookng in thet Students Books 7a Co) EET Fave students ead the questions inthe Phvases2krow loud before they listen tothe dlogue fom exerse 6 og Encourage tem to predict the anaes: they might omember them Answers: on student page DVD Worksheet 1 Can you ... ? Photocopiable 1 b (5) Make sure that students repeat the questions with appropriate intonation. They all tend with a falling tone except for Is this your fist time inthe UK? 'B More confident pairs can read the conversation to the class. a Can you do it in English? Brainstorm an example of an invented student and write ‘the information on the board. Monitor and check as students make their own simple notes. 1b Demonstrate the dialogue with one or more students until you are sure the class know what to do. To make it more like a party, have students do the exercise as a mingling activity ‘An emai 10a Have students read the three statements before they read the email ‘Answers: on student page 1b Check understanding of a, b, cand d, using mother tongue if necessary. ‘Answers: on student page 11a students can use the same persona they inverted for exercise Sa, Brainstorm an example so students know what todo. They need t invent where they are Staying, thes exchange sauder name, hisher parents names, hanes and information about brothers or sisters » my Students find the Phrases2know in the email in exercise 10. They tse the emalin exercise 10 25 8 model If possible, have students write their ‘emails’ on the computer. Now your students can: * meet and greet new friends * use appropriate language for getting to know other students * write an email introducing themselves. 1516 Unit 2 Sia Atypical school week in the UK for secondary school students looks like this: Mondays ~ Fridays from (08,30 - 12,00 and 13.15 - 16.00, ‘Most secondary school students do at least two hours of sport a week. Students rarely go home for lunch, They either eatin the schoo! ‘canteen or eat a packed lunch. The subjects that all students have to study are: English, Maths and Science. Citizenship is compulsory In English secondary schools, too. ‘Amongst other things, students learn about the institutions of central and local government and how they work. Draw students’ attention to the objectives box at the top of ‘the page. Tell students this is the grammar, vocabulary and phrases they are going to learn in this Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (eat the end of every double-page spread). LESSON Warmer Write Our School on the board ina circle Elicit facts about the school, eg. its name, the number of students, their age range. Ask what their favourite subjects are, Vocabulary and Reading Vocabulary! “Reading School le 1T_omplete the sentences with numbers and times about your school 1 Thereare stent in my ass 2 Thereore esons per dy 3 Theschoel dayistrom amto 2. CLiten and number the schoo subjects In the order you hear them, may EiMstoy [Aseography maths lingeh GlForign Languages Ar sign and Tecnology Muse {BIT tnormaton and Commanstion Techy) Siac [2 Ctaeehip. PE (Pyscal cation) Ba CD Ustentoowen,Sophieand Mia, Wie ther favourite subjects. “owen | Sophie_| mi be inp acs the question. What aryour schol abject? 5 What ae your favour sje? A Lcokat the Fact fe How Lars school dierent tom yourschoo? BS EETE LID wonvanne Read about {ant school ay, ind te words nbucin ‘Wordbank | ad text) the things you do on normal col dy © ead the Fact fle andthe tert again. Tek(V) Iueor cross fae. 1 terete 20 students n Larisa 2 [here ae sven sonsin ta schoo 3 Wlans favourite subject Her. 4 Diarsshec nim ea taco iTerere evening ses a the shoo Chas Fest Seog, Ret Snes, Frei nim Cheah epi ce ne Data: hel ly feck faa in shen Bie of iach al fei brchin hha cone ‘has meat or fish with rice, a ‘Ato ureh, footba, (pms a ‘Afencon classes tart. 2.00pm and iter 30pm Wed dang Foneweik in he ahetnoorand vring one ached SCHOOL LIFE AROUND THE WORLD 16 School life 1 Check students know the meaning of a.m. and pm. For train, bus and plane timetables, eer scene ‘Answers: Owen: PE Sophie: English, 5@ the 24-hour clock i used 2 @ May Have students look at the subjects in the list and tell you what each one is in their mother tongue. Give the correct word for any they don't know. ‘Art and Music Mia: Maths and ICT b Check students understand the difference between the two questions. After pairs have asked and answered, ‘make groups of six for students to compare their favourite subjects. 4 Review students’ answers to the questions in exercise 1. Students look for this information in the Fact file. When you ccheck answers, elicit two sentences each time: the sentence about themselves and the sentence about Lan. ‘Answers: on student page Elict/tell students who are girls (Sophie and Mia) and who are boys (Owen). Play the CD twice. After the first listening, have students check their answers in pairs. Students check the words in blue in the Wordbank at the back of the book (page 123). They then tick and compare with another student, G Strategies for exam skills. Readin: True/False (back cover) Review the strategies students remember for doing true/false exercises, Remind them of any they have forgotten Students check in paits before the class check. Ask students to correct the false sentences. MIN WORKBOOK exerse 6 page 106Grammar focus Present simple affirmative: time expressions 7 Read Grammor2know and undatine examples ofthe presentsimple affrmativein the text Ei Present simple affirmative Usethe present simple tt aboutroutnes does homencrkin te ctemoen eurWerTony | wato choot Heist | wake orca Ntce the spetng ofthe tie pason singular ‘efter bending in-chah< ih verbsendingina consonant, change cany-sconies sty sues |B completethe sentence withthe comectform ofthe vib in brackets. 1 ily sees (cyl) 0 shook 2 122 (go)by bs, 3 Wer [start school ata past eight 4 Ben sna tudy) Ctienshipn is schoo 5 Students inthe UK sca (weara school vuform {6 Theteachets_dve (have unchinthe canteen B Doathecorectomatthevebstrow | to compete Samia’ description ofher school day. Then listen and check Start02)/ 9002) finch wear Walks haved Wed tak! [My school isin Solhull in the UK but "ize ina village. |?_a= to school by bus. on out mobiles. Schoo! Ss at 8.45 am. Lessons © =~ at 9.00 am and 720 at 3.15 pum. 1 fase lunch inthe canteen with my friends. 1° 2» IMy bestfriend ast: to school but we In the lunch break, ‘TO a (559 PRONUNCIATION Listen and repeat. Ema ‘100% On ‘T2 rate dassabout your dy. Us time cxpresions from Grammar2kvew. nmely nth oschel Loometoer yo by bet IMy school is great and the teachers are nice. But we =a a uniform -I hate it! Practsethe third person endings ofthese vb teaches walks dost starts tides talks fishes goes plays washes 1b CD Putthe verbs inthe comrect groupe LUsten and check. 1 tan sass playsfootbalatlunchtime. 2 He sues goes tothe Ura. 3 He_aiuacr_ does homework afterschool 44 Hen hasevening casos at school ‘Time expressions to the library on Wednesday Lesson Warmer Elicit what students remember about Lan and his schoo! day. Focus on the activities, eg. he walks to school, he plays football to prepare students for the grammar focus Of this lesson. Grammar Focus Present simple affirmative time expressions 7 EEE Students work in pairs to find examples in the text about Lan ‘Answers: on student page 8 Focus students on the subject of each sentence to make sure they use the correct form of the verb. Students check in pairs {including spelling). For the class check, ‘get students to read complete sentences. Finally, check the concept again by asking ‘when these things happen (every day). 9 (3) Strategies for exam skills. Reading: Gapped text (back cover) Focus students on the photo of Samira Have students do the exercise in pairs. Play the CD for pais to check their answers. Ask 2 few pairs to read the text aloud. ‘Answers: on student page [ia] pages 14-15 differences between the endings. bb (G35) Students try to sort the verbs into the correct groups before they listen to the CD. If necessary, play the recording from exercise 10a again to help them Answers: /s/ starts talks /2/ tidies goes plays /iz/ finishes washes Eta Copy the time expressions diagram on to the board. Use examples about the your routines to help students Understand the different words. Students read paragraph 3 carefully before filing in the gaps. ‘Answers: on student page Write the examples from Grammar Plus on the board to show the three possible places for the expressions. Elicit other examples for each one from the Unit or from students’ experience, Focus students on the Grammar Plus activity in the Mini Workbook and read the rules through with the class. Students complete the sentences and check in pais. 12 Students can prepare in pairs. Because students can Use any time expression to talk about themselves (each one is grammatically correct), is important that you check what they mean. Ask questions to check they understand the concept, eg. (Voften walk to school Is this every day? (no), One day a week (no). MINI WORKBOOK exercises 3-4 ages 105-106 Now your students can: * find specific information in a reading text talk about daily routines using the present simple affirmative © understand and use vocabulary on the topic of schoo life. 718 LESSON, Warmer Write four jumbled sentences ‘on the board from the previous lesson, which include a time expression. Give students one or two minutes to put them in the right order before eliciting the answers. 1 Check understanding of the Words2know which are not illustrated here by referring to the Wordbank at the back of the book (page 123). Answers: on student page 2 Do this activity first as a whole class to give students confidence and to check they remember 2) the position of the time expression and b) how to tell the time, Write the activities from exercise 1 in sequence on the board to provide a useful prompt for discussion pairs. 2 Strategies for general skills. Reading: Skimming (back cover) Students skim a text when they want to get the main idea. They do not read it in detail, but read it quickly for general meaning. They can use the title, photos or pictures to give them an idea as to What the text is about, Main ideas are often expressed in the frst paragraph and/or summarised at the end of the text. In this activity, students use the photos to help them predict their answers and to give them support in the skimming activity. After they have looked at the photos, elicit their answers to the question Why has Lauren got ‘a monkey? before they read the text quickly to check, ‘Answers: Lauren has got ‘a monkey because she's disabled/because it helps her in her daly life. 4 Check students realise who Lauren is and who Kylie is. For this ‘exercise, they need to read the six questions first so that they know what information they are looking for. Students check in pairs before the class check, Growl ng. rytReading Routines BEIT oo wononine gotobed havebreakat” gotoseep 7 otosehool wakeup geesed 7 WathTV/ getup haveashower / 4g 3 + yin neh ys aren She my tetera Bt ie den hc Wek croihnaba The orton Hap Hand aches monte usp ola Benn USA Acree mann dk wer is ed role 18 “1 Which Wordiknow can you se inthe pltures? es got up you hve shower you gt crested, you have brake ey. Bu is easy for Lauren Miler She's abled and she's in 2 eset She dosent ve alone ~ she gota helper 2 What time do you do each actin in Word2krow? Compare your answers in pairs 3 sKMMINGLook atthe photos. Why has Lauren {ota monkey? Read the text quickly and check youridess ead thetext again and complete the sentences with Lauren oil il wotks hard puts csin the computer 2 5 Ate getsfood ane dink 6 Ceovenisina wheelchae learn how to ap GE Aker arte £9 tothe new homes About a hundred capuchin trnkay ve wh aed peopl ad hp Ae works hard an dans. ring dy She lp Lauren wash and she gets ood and dink for ®t oprs Books an rns he pags fr She abs wh de phone and pts dics nthe compu. Bu le does’ lp Laren 24 hour ey nthe verge ps et snack and watches V— Sia proganmes. ofcourse! Discuss what other information students have understood in the text, for example ask them about the capuchins' training, what other things Kylie does for Lauren, what Kylie does in the evening. Ask students if they know anyone who has an animal helper (monkey or dog). ‘Answers: on student page MINI WORKBOOK exercise 7 page 106 LESSON 4 Warmer Say some sentences about Kylie and Lauren, eg. She gets food and drink, She watches TV for students to tell you who you are talking about. Include negative sentences as well, Grammar Focus Present simple negative; object pronouns sa EEE Students read Grommar2know and complete the exercise. ‘Answers: on student page Ib students check answers in pairs. ‘Answers: on student page [i]sonno Puan 21 Remind students to check back in the reading text if they can't remember. ‘Answers: on student pageGrammar focus Present simple negative; object pronouns 15 a Read the sentences from the txt on page 18. ‘Ten ead Grmmer2inow and cclethe cect 1 oven neon 2 Capuchin mnkeap oe wth dead eo 1 Undetinemore examples ofthe present simple negtveinthe text EE Present simple negative donot outertey| 40.0% ply © compete the sentences th the verbs below ontwork doesithelp doesn tak Aoesrtive “doesnt play 1 Lawen oscil sone 2 fe ena? to Laren 3 AUF the monkeys sen re 4 oli inthe dy. 5 fle doo neLauren 24 our a dy 7 Mokethe sentences negative. 1 get upatsxadock Litont getup ats otock 2 Helvesin Warsaw 3. We play football on Saturn. 44 They watch Vin the meaing 5 Shelitenstomuscinbed. 6 Youreadalotofbooks BC Listen and tek(/) the things Laueen dows ross (the things she does da, Tipay anpateganes | Thread boots | Diina mass | Danes 17 | Byericen | 7 Do this orally around the class before students complete the exercise in writing, Pay particular attention to students’ pronunciation of the auxiliaries (don't/ doesn't) and their use of the infinitive of the verb (without’s}. Answers: 2 He doesn't live in Warsaw. 3 We dont play football on Saturday. 4 They don't watch TV in the ‘morning. 5 She doesn't listen to music in bed, 6 You don't read a lot of books. D wrteseences about Laurens day he gets up a sr otock 10 Read Grommor2inow. Then ookatthe “undeined words below Who do these words feteto? 1 Klehelps Lauren She gets fod and dink forbs 2 Capuchin monkeys ve with dsabled people snbelp thar 1 Complete theabein Grommarzknow: Then cclemore object pronounsin the text Ema Object pronouns Useobject pronouns when you dont want repeat thename. seve ith Lauren She doen alto her (her=Lauren) Lowen doen mote eats ile mats V1 compete the sentences wth object pronouns. 1 Like hi musi play al the ine. 2 ike Adam bute does ke ae 3 Tm doesrit eat chips He ast the am, 4 Vier ls? want ak 5 lsthatyournew phone? rely he 6 Chaves isthe Send mn atext message 2 in pais talkabout your dally routines: Use ‘the Wordsknow on page 18, the ideas rom frercise 8 andthe tie expressions below. Intheevening _aterlndh aterten oideck” before breakfast inthe afternoon 8 fqn nncemsy 8 ([53) Based on what they learnt about Lauren in the text, have students predict the answers in pairs before they listen. Before the second listening, students check their answers in pairs. When checking withthe class, elicit full sentences each time, Answers: on student page 9 ‘Answers: She doesn't go to work. She studies (four or five hours every day/ ence). She sends emails. She doesn't play computer games. She reads books, She listens to music. She watches TV. She doesn't go to bed late. 10a Ask students how they know who the pronoun is talking about each time. Answers: 1 her = Lauren, 2 them = disabled people b Tell students that they can find the missing words in the text about Lauren. ‘Answers: on student page 17 Have students do the exercise individually before they compare their answers in pairs. For each sentence, tell them to identify what the ‘missing’ noun is each time. Check with the class, eliciting the missing’ noun {music | chips, Alice, your new phone, Charles ‘Answers: on student page 12 Write Daily Routine on the board and brainstorm some of the relevant verb expressions from this and the previous lesson, e.g. go to bed, put discs in the computer. This will give students ideas for the activity. Remind them to use the time ‘expressions and to include some routines they don't do. After the pair discussion, elicit some of the ideas from students about their partners. EXTRA DISCUSSION Discuss with students what other activities an animal helper does, Inside or outside the house. MINI WORKBOOK exercises 1 and 5 ages 105-106 Now your students car * skim 2 text for general understanding ® talk about dally routines using the present simple affirmative and negative * understand and use vocabulary on the topic of routines. ( pooes 6-17 [i Potcopbien8 va sean REVIVTS) 1920 LESSONS Warm Write the name of a recent, well- known film on the board (one that students will know too). Check they recognise it. Ask students Do you usually go to the cinema at the weekend? What do ‘you do at the weekend? Focus on tliciting free time activities and hobbies, for example shopping or skating. You don't need to write them on the board. Grammar Focus Present simple ques ns 1 Students look at the photo before they read and predict which git is Katie, They saw Jessica in Real Time (pages 14-15) ‘0 they should be able to do this. by elimination. They read the dialogue to find out who she is and other information about her. Students highlight the key words in the dialogue. ‘Answers: Luke's new gitlfiend 2 (GD Strategies for exam skills. Listening: True/False (back cover) Check students remember to read the statements before they read and listen. They check their ideas in pairs. ‘Answers: on student page 3 (G)Elct corections fr the false statements. Encourage students to find the relevant information in the conversation ‘Answers: No, they don't. a emo ‘Answers: on student page 5 Make sure students understand the significance of the V and the x and that they don't need question words for these questions (only do/does). Students work individually first ‘and then check in pais. Elicit ‘each complete question from fone student and the answer from another. Grammar focus Present simple questions (2 2 GBpead and stento dialogues Aands. 5 Tek(y/) true or 10s false 1 lessals uke iting 2 (Bi Katie dosent ve near the park 23 (ZKatioand uke often goto the era togete 4 © fates dancin, B_ CBusenagan and creck your answers Do ati and keke there things? ead Grammaraknow. Find the questions fr these 4 the lock, Emmi Present simple questions 2 bybus younetoy ein Yes, youtube do thee? | Na Ujeutethe dont ein Yes heshet doer Na heer doer Does heii Use question word tas forinfomaton. where _|do | yewmetey | ve? here |e eateit ive? en do youhave dine? hatte doy frien school? Wet does have reat? bem oyougotoschoo? as How often doyov ave ngs esos? Every doy. ‘Arhalpost seen “Time expressions every dy.oncea Weck atthe wedkend tthe words inthe correct order to make questions Wee short answer fr each question. 1 Reme/ivelyourin/do” * Deiyon fin Roma? No F doit 2 havea sandyit/Melenforunchidoes? 3 paytheyfootbaldo? x 4 Mathldoestkae!? s scheoltyiyou/go/dobutart plyyouridoestennimatie?# © a Write the questions 1-4and match them with theanewers9-<. 1 Wipceyou Ne? Wer do you ive? 2 What me/youhave dinner? 3 Howiyou gotoschoo? 4 Whatyyoudo inthe evening? 1 Bitstudy and wateh TV, bb lve novo © DBybus 4) Athalfpastseven. 1 Inpair askand answer the questions Where deen lie? Elin Prog Answers: 2 Does Helen have a sandwich for lunch? Yes, she does. 3 Do they play football? No, they don't. 4 Does he like Maths? Yes, he does. 5 Do you go to school by bus? Yes, | do. 6 Does your mother play tennis? No, she doesn't, Ga Students complete the activity individually, then check in pairs. Check with the class by eliciting the question and answer from different students, ‘Answers: 2 What time do you have dinner? 3 How do you go to school? ‘4 What do you do in the evening? Ib Practise the exercise using open pairs. Students repeat the answers from the Students’ Book. Extend the activity with students giving their own answers. They continue in closed pairs. (MINI WORKBOOK exercise 2 page 105 LESSON Warmer Write the question words Where, When, What time, What, How, How often on the board. Students each write two questions about dally routine using a different question word + you, eg. When do you have breakfast? Students do.a mingling activity. They walk around the classroom, asking the questions of at least three friends. They write the answer in their notebooks.Vocabulary {Speaking Free time 7 Match the Word:2kn0w in Aan ow many activites can you find? Ea ge fiten read do lp hangout st Tomusic forawalke athome books within tothecinema shopping 1b GHD Now istenand check. Ba whichactiesin Words2krow can yousee In thephotos Ac? 1b inpaitak about when you do these things D2 Cad complete esi the correct question words Th check 1 iat musicdoyoulsten ts? 2. Hieveteoten do you go shopping? questions with sen and 3 time do youget upon Sunday? 4 magazines doyouread? 5 do you play tenis? bb G2 stent Katie and Jessica agnn 2 Bgetup lt! At about hal past rine © listen oclance music ve Justin Timerake andy 4 S}fvery week. On Saturday or Sunday. x Seventeen nc Cosmo Gi TO complete the qurtonsboiom, 5 Use the ordsinowinenercse?. (/ £2 rq) 7 msi, How often...? Where do you ...? When do you...? Whatdo you Do you like ...? Do you play ..? What time ..? Pees Your what ...do you like? In groups, ask and answer the questions Vocabulary and Speaking Free time 7a Ey Check students’ understanding of free time. Students do the matching activity in pairs. Give them a time limit to make it more competitive. Make sure students realise that some verbs from A can match with more than one activity in B. b (Gai) Students may have more possibilities than there are on the CD. See answers in brackets. Elicit answers and write them on the board. Check understanding, Finally elicit other free time activities students like to do. ‘Answers: go: for a walkito the cinema/ shopping; listen: to music; read: books/(at home); do sport/(shopping); help at home/(relatives); hang out with friends/(at home); visit relatives a Encourage students to talk about the photos as well as saying what the activities are, e.g. There are four people. Note: students can't use the present simple to talk about the pictures (it's inaccurate) and they haven't been Introduced to the present continuous. Therefore you will need to be careful when eliciting feedback from the students about activities in the pictures. pages 18-19 ‘Answers: A hang out with fiends B go to the cinema listen to music and read a book: lb Elicit ideas from the class first. Write the prompt /isten to music In the evenings/with my friends/ at the weekend on the board to help them, Students work together and choose the best question word for each question. Then they listen to the dialogue between Jessica and Katie to check their answers. ‘Answers: on student page ‘These are answers to the questions in exercise 9a. Have students try and remember the matches and the sequence before they listen to the CD again. After checking, students take turns to ask and answer, Answers: on student page 10a Can you doit in English? ‘Students complete the questions individually. Encourage them to use a different Word2know ‘each time, Monitor and check students’ questions. Bb Demonstrate the activity using a group of four students. Student A asks a question of Student 8, He/she answers. Student C adds his/her answer {as in the example: Me too! I...) and Student D adds a further comment. Then Student B asks ‘a question of Student C and s0 on around the circle with different questions. Make groups of four for this activity. Monitor, support and, if appropriate, add your own comments. MINI WORKBOOK exercise 8 page 106 Now your students can: + read, listen and find key information in a text + talk about daily routines using the present simple affirmative, negative and questions * ask and answer about their free time activities in groups. Phetecopiabieze| 2122 Active Study 1 For the exercises on the Active Study pages itis useful if students work together in pais or small groups and discuss thei answers. Encourage them to try and explain (in English as much as possible) the rationale for any of their answers which are afferent from those of the ther students in the group. Vocabulary 1 Students compare their extra words with those of another {group or pair. Ask students what they notice about the words for school subjects (they all start with a capital letter) Answers: Relatives: aunt, cousin, uncle, wife; Words to. describe people: rendly, good:looking, slim, shy; Things in your bag: keys, pus, tissues; School subjects: History, ICT, Maths, Science 2a (Tia) Encourage students to predict who they think Alexis. before they listen. Play the CD twice. ‘Answers: on student page 1b Brainstorm some useful language of description before students do the exercise. 3 Toll students that collocation are words that naturally go, together, asin the example. After the exercise, students write sentences in their vocabulary notebooks using any collocations which they didrit remember. Remind students to note new collocations in their vocabulary notebooks when they meet them in their lessons. Answers:2f 3h 4a 5b 6d 7c Be 4 Elicit sentences for each time expression, ‘Answers: on student page ‘5 Give students a few minutes to prepare sentences, Students compare their sentences in pairs and then groups of four. They decide if thelr fiends’ sentences are correct or not, and if they are not, they suggest how to correct them. activestuday i ~ Vocabulary 11 Putthewordsin the correct groups. Think of (© PRONUNCIATION {29 Listen and underline the stressed sylables Then listen agalnand repeat. 1 oiitend 6 anndmoter Swomorewordsfor each pe diay ane fend cousin Sere footie Hy set i oe Nate. pment soo sn eseienehas $ befae 10 mate anives [Worsto [Thngrin [School | gy esrbe yourbog [subjects | [Saueel | 7 complete the textwith the correct forms ofthe lenny | 7 Sarina 2 a Custom toa description of lee. Find Alex int 1b inpates,desenbe the other wo people Pacnive STUDY oon] 3 Match he words tomake cllocatios. 1 have pa upidtesed 2-0/2 (scoot uniform 2 doe foots 4 9c fa Twain 5 tomusie 9 breakfasunch 1 tsten At homewerksport A Purthe ume expressions i order of frequency [eo never / sometimes usualy ans 7] Ege ee, tn cts neuer, 5 wee four sentences. Use words and phrases ftom exerci 3 and. BB Lise fae bene ora Fe 6 (12) Doa few examples first using ‘words the students know from the Unit, 29. disabled, subject. Write the words on the board, elicit which part to underline and. check students know why its underlined, ‘Answers: on student page Grammar 7 After students have completed the text and you have checked their answers, ask them general comprehension questions about the text: What does Liz do in her free time? Does she go shopping twice a week? Does she always do her homework? ‘Answers: on student page homeo schooitesleepshepping My ster Lit) _fee_(e) ls Tore pee (be alway aot of OVDs on her desk she s207” (have got about hondred DIDS Sees (go) tothe ‘nema tie a week Sometimes she cra») her homework because she? ses (nathave got the time 1" Zetia books" sa gor Ihave got alot of books and? cea tread) every dy 1" one 90) tothe cnema very ten but when there aaa pe afimttom book usualy —[ee) th my site. B putthe words inthe conec order tomake ‘questions. 1 the/sporsidoesSaah? 2 musiistentoryouln bdo”? 2 they/getcaarhave/new? 4 walktolschool/usalyyouldor 5 bicylegovasisterhasyour? 6 therelamprsdes onion? 9 complet the questions with the words below, ‘han ask and answer the questionsin pals How How often What What ine When where 1 12 nse doyou usualy gt up? tty, 2 edo you usally have or breakfast Frat 3 -xdoyou getto school y bus 4 e=-do you do yourbomewor Inthe evening ‘5. do you go tothe cinema? Twice a month, 6 Stendors your aut te In France ‘Answers: 1 Does Sarah like sports? 2.Do you listen to music in bed? 3 Have they got a new car? 4Do you usually walk to school? 5 Has your sister got a bicycle? 6 ls there a lamp on Jason's desk? 9 Monitor students as they write in the {question words. Then you won't need to check this part of the exercise as a class. ut students into new pairs to ask and answer. They can use the answers on the page or add their own, ‘Answers: on student pageTO choosethecomect answers a, bore. *__favourtereatives are aunt Clare and her husband They often vist: > —_chlden are George and Ale, my cousins tke. George Isgoodat tenis and often ply witht Sister ies music We smetines Isten to new Songstogetheren? NPS player She gives None earphone, ‘She ays Te ight earphone s* _ theft Dawe ione ane ne igre 19h my One Sayan bie wim Omm Reading Skills nn 11 Read the toxt and the statements -4.Teki¢) true or cos false. Opes @ My crazy cousin Miiesircnn tenon pecan ganna Rote fon erharonae eterey ane fontves sone. He has oot htt gotta makes at tnd He Ics fen sth The en (Sas ed vache af ae Tha me nerf Dyin fons Meus cont send ingo {Sifecnan tage and Cane aya ave motores Soden Ses on Sundaye hey sy oofraie | Shiner moto | TTR Rens gota big. old cae 2) Ron goostoworkby bus 32) Ronis gota giend. 4 Ronand his ends watcha otf fms 10 Tell students to puta piece of paper over the ten sets of options under the gapped text. They read the text through first before they start trying to fll in the gaps. They read it for general Understanding and to predict what word might goin the gap. Then students take away the piece of paper and choose cone word for each gap. They check and aiscuss their work in pairs. Check by asking students to read the whole text aloud in turn. If appropriate, discuss some of the strategies they used for choosing words to fil the gap. Ask comprehension questions to check general understanding of the text. ‘Answers: on student page Listenin: ‘12. usten to fou sore recordings. Choose the cortect anaes, bor 1 Whois inthe photo? 2 Nicks brother @ Nes unde Nees cousin 2 How often does Steve ply footba? hee mesa ask twice a week every day 2 How many lessons hs Diana gotevery week? 20 bs OS 4 Where i Pters walt? Inhisbagb on his desk © tnder some magazines Speaking Skills 13 (Dead the conversation. Match the sentences. {ewe gps stn nd cece Asapary Hitmin Where are you from, lena? (Oh, rom St Astmsyour est men the UR? ‘nd do you ihe here? Yes am. Are you hee alone? lena © Pleased to meet you, Aloe Not sit su tis st me tn Bath Im rom Genova. in aly And your? No,tmnot Tiss my boyfriend, Alex Him lenaPestadto mest you, ‘ests very nc, Are youa student in? Read the conversation with partner. Replace ‘the words in blue with your own ideas, + SMT coer Reading Skits 11 Strategies for exam skills. Readin ‘True/False (back cover) Remind students to read the true/false statements before they read the text. Set a short time limit for the exercise, Students check their answers in pairs before the class check. ‘Answers: on student page Listening Skilts 12 (145) Strategies for exam skills. Listening: Multiple choice (back cover) Have students read the questions and possible answers before they listen. After the first listening, students check in pairs. Play the CD twice. Answers: 1b 2a 3c 4c Speaking Skills 13 (Gs) Remind students to read the sentences before and after the gaps to check if they have put the answers in the right places ‘Answers: on student page 14 Demonstrate the personalised conversation using ‘open pairs. After students have practised their conversations in closed paits, sk for volunteers to perform in front of the class. 2a Tapescript CD1, Track 43 Alexis young and tal, es got long fair ait and a beard, He wears glasses. 12 Tapescript CD1, Track 45 1 Kylie: Nick? Who's this? Here inthe photos he your brother? Nicks No, that’ Tom. He's my mum's brother, but hes only twenty-eight, years old kylie: He very good-looking, 2 Kylie: How often do you play football, Steve? ‘Steve: On Mondays, Tuesdays anc Thursdays. And you? Kylie: | play on Wednesdays. But cycle every day. 3 ‘Nick: Tell me about your school, Diana, Diana: Weil... Tere area lot of students. n my class there are thirty people. Weve got thirty-five lessons a ‘week Lessons start at 830 and finish at30, 4 Peter: Where is my walle? Help me, Mille fo... my wallet isnt in my Milli: Look under those magazines. you, Mile, (us) pages 20-21, 2324 Unit 3 EI The UK has some of the largest shopping malls in Europe. The famous ones are Westfield Mi inWest London and Bluewater Shopping Centre, east of London. hopping malls are where m: Uk teenagers like to meet ar hang out Draw students’ attention to the objectives box at the top of the page. Tell students this is the grammar, vocabulary and phrases they are going to learn in this Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (ie. at the end of every double-page spread) LESSON Warmer Elicit the names of students’ favourite shops or clothes labels. Ask them what they like about the shops/labels. Write Shopping mallon the board, Check understanding and elicit what people can do there, e.g. shopping, hang out, meet friends, go to the cinema Vocabulary and Listening Shopping 1 Provide some prompts for the first discussion point, e.g. on Saturday, at the weekend, in the ‘evening, When sharing ideas as a whole class, ask students the reasons for their answers. 2a (148) Check students have read and understood the vocabulary before they listen and make sure they know what to do (write the initial of the person's name in the box). After the first listening, students check in pairs. ‘Answers: on student page bi) Ey Students check the shop words in the Wordbank (page 124) Then they work in pairs to match the Words2know with the items in exercise 2a before listening tothe CD to check their predictions Vocabulary shepoing inp dca thse quesons 2 hen doug shopping? Dayouge hoping wth ound orth 'b CB Read Words2know. Guess wherelsabe, Les, Madi and Jy buy ther things Then listen and check leone’ sprtsahop shopping al 3 Lookat the shopping lst Match the things on thelist with the shopsin Words2anow. What ‘other things can you buyin these shops? radia Pharmacy Ee get ee ea aged perfuroe po bread bot 1 ditanany totter miners specs or ‘pananas petro Seis 2 yourfariy? 2 a CDLssen. whatdo abe, Lewis, Maddie and ay buy? Wiel, Mor) perfume shampoo cds [Zleamputergames [7 magarines make-up Zhjewelery Alethes choclate balers dothesstep glengiocars shoestop gy Se tath malls — the place to be? cet eel have everything!” 1 Workin pir, Which shopsare in your town cente? ead the article and answer the questions. + What can people do ina shopping mal? + Why are shopping mal popular Usten. Tek) tue or e105 fa. 1 [Madde goes tothe shopping mal wth her pent. 2 Lewis sas food with is ens 3. Zabel goes tothe cinema, 4 Zday often mets his irene 7 tnpaies discus these questions ‘Doyou goto shopping mall? Do you the them? Why iy nok? + What sortofthings do you buy? “Answers: Isabel: clothes shop, Lewis: music shop; Maddie: pharmacy; Jay: newsagent’ 3 Have students do the matching activity in pairs. Then check answers and elicit what other things they can buy in the shops. 4 Demonstrate the exercise quickly using open pairs to make sure students remember to use there is (singular) and there are (plural). 5 Students use the pictures to predict the answers. They then read quickly to check. ‘Answers: What can people do in ‘a shopping mall?: lots of different kinds of shopping (music shops, shoe shops, clothes shops), buy books and shampoo, look at computer games, buy a birthday card, have a drink, spend time with friends, eat, hang out, sit and relax, go to the cinema; Why are they popular’: they have everything and. all in the same place, they are nice and warm, there isn't any traffic, there isn’t any rain, there are often plants and music, they're the place to be. G (151) Strategies for exam skills Listening: True/False (back cover) Have students read the statements before they listen. Do a brief prediction for eachGrammar focus Countable nd uncountable nouns; some/any Bead about countable nd uncountable nouns InGrammar2know. Complete thegops with there words om he acieon page 2. [rst ep pt step mt] tenes rom the atc and any n Grommar2krw. There istany wa There oreseme get shops. 'b Undarine more examples ofsome and any inche arti 2 Look: TO complete the sentences with some or any. 1 Isthere xs water in that bottle? 2 There are any_oeigesat the reengrcer ody. 2 There feces delicious sweets inthis shop. 44 Have yougot_en_shampoo? 5 Shes got zune designer hits 6 Ther sit sugary cof. 1 ice the correct answers 1 ve got agony magazines. 2 Have you go@sone/any OVD payer? 3. There are aGABeny great new CDs hisweek, 4 We avert gotaromegapbread 5 Theyve gotiononrnew compe game 6 ArethereagiDsome ctésin ths shopping ma? Countable and uncountable nouns Countable nouns canbe singular ll 29-9 acomputergame.»compucergomes, Perume sampoa oe somelany Use some and any to tkabout quanti Thee aresome 20d shop ‘There somegretminicon CD. + Umenyinquetions + Dont we romeo any wth sng countable Fanta new compute Ihovitgotapen T2 Workin pas Goto page 122 Student A Choose shopping basket Student 8 Ask questions and gues your partners shopping basket, 25 Ja Check students understand what the two sentences mean. Elicit ideas about why any and some are used in these sentences. Students read about some and any in Grammar2know to check their ideas. 'b Students find more example sentences in the text and highlight them. They check in pairs. Elicit the sentences they found. ‘Answers: on student page ([isonno Puan. 10 Students do the exercise individually and check in pairs. When checking with the class, have students read complete sentences. ‘Answers: on student page 11. When checking, ask students why each answer is the correct one. ‘Answers: on student page 12 Demonstrate the activity, with you choosing a shopping basket and the students taking turns to ask questions to guess. Students then do the activity in pairs. Monitor and check they are using the questions correctly EXTRA DISCUSSION Write Shopping malls on one side of the board and Small, local shops on the other. Start the discussion of what there is/there are in each one, focusing on the advantages of each. Give a sentence for each ‘one: What do you think? Students check in pairs after the first listening, Elicit corrections for the false statements Answers: on student page LESSON 2 Warmer Call out some of the things mentioned in lesson 1, e.g. make-up. Students say the kind of shop where you buy it. 7 Start the discussion as a class and write useful prompts on the board, eg. Yes, do,/No, | don’, because... 1can .. | buy. Students continue the discussion in pairs. Monitor and prompt the discussions as necessary. MINI WORKBOOK exercise 5 page 107 Grammar Focus Countable and uncountable nouns; somelany 3s Ein Students read the fist section of Grammar2know about countable and uncountable nouns. They fil inthe gaps and check answers in pairs. Answers: on student page one, e.g. There are lots of different shops in a shopping mall. Local shops are small and friendly. Elicit other ideas from students. MINI WORKBOOK exercises 1-2 age 107 Now your students can: * understand and use vocabulary on the topic of shops and shopping * find relevant information in reading and listening texts = use some and any with countable and uncountable nouns. pages 22-23 [im] Photocopiable3A, 25eI More families live in houses with gardens in the UK than in some other countries in Europe. Its also common for families to buy rather than rent houses. There are alot of flats in big cities and many of these are rented, Children often have to share bedrooms with their brothers or sisters when they are young. But when they become teenagers, they usually have their own bedroom. Teenagers usually have to help with household chores, for example washing up and ironing, and they sometimes have to clean their bedrooms, too. In the past, families used to eat their meals together around a table in the kitchen or dining room. These days more and ‘more families’snack (eat on the go) and don't eat their meals together. t's also common for people to eat their meals in front ofthe TV. LESSONS. Warmer Elicit from students how many rooms there are in their house or flat; whether they have a garden ‘ora yard; where they eat their meals; if they have their own bedroom or if they share it with a brother or sister. Vocabulary and Listening MyHome 1 ay Focus students on the photos and elicit where the people are in each one. Elicit any other things they notice about the rooms or the people. Students check the meanings of the words in blue in the Wordbank (page 125) before they listen and do the matching activity. ‘Answers: photo A= sentence 1 photo B = sentence 4 photo D = sentence 3 2 (Hi Play the CD twice. the second time, stop after each one to elicit the room from students. Vocabulary ‘Choose starting places onthe map. _// £4 ray Input lloind ge deco (SS toate meres oy 1G Excise noe. Hom ale L ger fo Urbis? Cara rr |B @ ead esse notte Lena and complete ‘heintormation. = Panty | r = |b Nowundertine the Phrases2hnow Jessica ses. ‘Aninformal note ‘Making suggestions ets goto the demawatch a VO Gaeucore? ‘seeyou vous) yas. Q witeanoteto your parte. ncude: atte do Use one of hese ies: seeafim goswimming prom “hereto mest + whattine Draw a simple street map on the board with about six interconnecting streets and eight places. Draw a star on the map and write You are here, Students copy the ‘map into their notebooks. Give a set of simple directions using the Phrases2know from the previous lesson. Ask students where they are. Repeat with other sets of simple directions. [We] pages 28-29 Ge right on gotoamuscim havea cafes 3 Lessons, 5 (Make sure students find ‘tirene Stevenson's Square on the map before they start. After the first listening they ‘compare answers in pairs, ‘Answers: route marked on student page Real Time DVD Episode 2 [73] DVD Worksheet 2 Can you oa (EE Give students reading and thinking time before they liste. Encourage them to predict which words go where. Students repeat the phrases after the CD. ‘hen they practise the phrases in pairs: one says a phrase, the ather listens for appropriate intonation, b ‘Answers: on student page 7 Can you do it in English? Have students do one or two example conversations in open pairs first. Then they practise in closed pairs, taking turns to start A note to a friend Ba Strategies for general skills. Reading: Scanning (back cover) Ask students when they write notes, what they write them. for and who they write them to, Establish that a note is an informal piece of writing. After checking answers, have a student read the note aloud. ‘Answers: on student page b Read through the Phrases2know with the students before they look for them in the note. Check understanding of each phrase. Answers: on student page 9 Brainstorm ideas for where and when to meet. This will help students with the writing activity. You could also elicit other ideas for the first category (what to do). Students write their notes then exchange them with a partner, Now your students can: * ask for, give and follow directions on a map * make suggestions about places and times to meet © write a note toa friend. ?Photocopiable2 3132 Unit 4 Sma Football, rugby, tennis, cricket and golf were all invented in the UK. Footballs the most popular team sportin the UK {and judo is the most popular martial art. Other very popular sports are fishing and walking, ‘Most teenagers are interested in. football. If they don't play it, then they havea favourite team and like to go to matches. Judo and karate are both martial arts which originated in Japan, Judo makes use of throws and rolls. There is no kicking or punching in judo and itis less dependent on strength than on tactics and technique. Women often learn judo as a means of self-defence. Karate is different from judo in that it uses weaponless techniques such as punching and kicking to overcome the ‘opponent. Draw students’ attention to the objectives box at the top of the page. Tell students ths i the grammar, vocabulary and phrases they are going to learn inthis Unit. Tell them that they will think about what they have learnt and what they can do at the end of every second lesson (ie. at the end of every double-page spread) LESSON Vocabulary and Speaking Sport Warmer Write Sports onthe board, Elicit from students the sports they tke to take part in and the ones they like to watch, Use a show of hands tofind out the most popular Spon inthe cas Find outif anyone does ike any sport. 1@ Have students look atthe photos first. Some may know the sports already. They can checkin the Words2know. Check understanding of al the other Sports inthe list by erring to the Wordbank (page 125) Elit which are team sports and vwhich individual sports Thich sportsin ords2know can you seein the photos A-G? arate volyba baseball tennie basketball simning football rowing gymasice running golf 3 completethetablewith sports fromexercie 2 2 a whatdoyou know abutspor?Answerthe questions. en compare our answers ipa 1 wat gue does gr Wood ply? Gost Booval e w9br 2. How many des asthe Opp og ge? @iw tae cseen 3 Where do pepl ten go hing? 2 Motond’ @sonaeand € Egypt 4 at ume do they playa imbleden? otal @tenne batttal '5 What spor dee Fernand Nona de? Dpmmnass @Forule rang. «judo 6 Whatdoyounced to gorowving? daar Qaboat c abigde 7 Which athlete does judo? 8 What gamed they pay at Wembley? foothal b tenn c voleybal 1b GD ston and deck your ancwers 32 Yonet Bermay b David Beckham « RogerFederer Workin pats. Do youdoany of. thespetsin Wards2know? How ‘often do youdo them? 66 rey foto erry reek Answers: a skiing b karate ¢ basketball d_ swimming € gymnastics f tennis g football 2a Have students read and do the quiz on their own before they compare answers in pairs 1b G3) After listening to check answers, discuss any information that is new to students, Yanet Bermay is Cuban. She won a silver medal in judo at the 2008 Beijing Olympics. ‘Answers: on student page 3 Check students understand how the categories are organised (game, gerund, activity) before they try and complete the table. Remind them to say the phrases aloud - this might help them to hear which sounds correct. ‘Answers: on student page 4 Review phrases to express frequency, eg. every day, once a week, in the morning, in the evening, often, sometimes before students talk about the sports in pairs, After the pair activity, ask students to tell you about their partners, e.g. He never {goes swimming but he plays football every Saturday morning. ‘MINI WORKBOOK exercise 8 page 109Grammar focus 2st doyouknow about Ronaldinho and Navi Sharspova Red the tet ancomplet the ‘etences 1-8 Then stn and check your aners POUL UL secon totaksbou abit + [Wouttesrennewttetey can dane canitdonce Short answers Ns heeant 1 can you dance? Whatportean you plo? con ply oes qt elu aan ery wl 7 complete the sentences with con/zn Da GRead thequuz Listen and tick V) oF 1 Joe ca play badminton (/) bute “ALE ply tennis. 22a Ahmed do arate? Nojhe can 2 They 225 apeakFrench (7) but not Pol 4 | 22 ride amotebike (/) but sen? ive acar 5220 youplayrugby?No,| sac Ut 6 have swimming lessons choo ut se sn ery well PRONUNCIATION Listen and repeat the Sentences Pay attention tothe stress. + Mike anolyte plana = (Cre cant swim 7 |Ganyou sing? Yes ican (oss lees answers HOW SPORTY ARE You? CAN YOU... ? Alex You ‘inf lometes 9 ae F rehand y bb tnpats askand answer the questions 6 Can you tone 33 LESSON 2 Warmer Draw three columns on the board. Write Play, Do, Go at the head of each. With Students’ Books closed, students volunteer to come up and write a sport in each column. Tell them there are fifteen sports to remember! Grammar Focus can 5 (Ga) Elicit what students know about these two sportspeople using the pictures. They make guesses about the sportspeople and write their names against the numbers in their notebooks. When checking answers, have students repeat the full sentence. Focus in particular on the weak form of can /kan/ in the sentences. ‘Answers: on student page 6 tir Students read Grammar2know. Model the question and answer. Have students repeat after you to check they use the strong form of can /kaeny to start questions and for short answers, and that they say can‘ /kaznt/ correctly. Do the question and answer activity first in open pairs. Note: Make sure your students a) can differentiate between /koni, /kaen/ and ‘/karnt/ and b) can say them correctly. pages 30-31 Incorrect use or pronunciation of these words is a common cause of misunderstanding between first language speakers Of English and learners of English, 7 After students have completed the sentences, check the exercise orally to make sure they are pronouncing the words conrectly ‘Answers: on student page 8 GS) Students can practise further in pairs a (25) Check students understand the vocabulary before they do the quiz, in particular juggle and catch Demonstrate the actions if necessary, Students listen and complete the information for Alex only. When checking answers, elicit full sentences from students, e.g. Alex can touch his toes. ‘Answers: on student page lb Students read the quiz questions again and write answers for themselves. Demonstrate the speaking activity for students (they have to reply to their partner's questions about each activity). EXTRA DISCUSSION Do a quick class survey to find ‘out how many students can do the different activities in the questionnaire in exercise 9b. Elicit other sporty things (snowboard, dive, tiathion) some of the students can do and find out if other students in the class can do them as well, ‘MINI WORKBOOK exercises 1-2 age 108 Now your students can: * understand and use vocabulary on the topic of sports © use can to express ability * ask and answer questions to complete a class quiz. Keep fit pheteespiable4A) 3334 Sir Healthcare in the UK is provided free for everyone through the National Health Service. This service is paid for through personal income tax. This means that people don’t have to pay to visit the doctor, to see a specialist (for an operation in hospital LESSONS. Warmer Review which students can touch their toes (from the previous lesson). Get one or two to demonstrate (knees straight not bent). Point at two or three other parts of the body, e.g. head, neck, finger for students to ‘name, Tell the class that today's topic is the body and health, Vocabulary and Reat Health 1 GB) Encourage students to ‘quess/ask each other before they listen and check. After the listening, make sure they can say all the words correctly, eg. ankle, shoulder. ‘Answers: on student page Students check the meanings (of any words they don't know in the Wordbank (page 126). Focus students on the photo at the bottom of the page. Elicit who the person with Jessica is, (@ doctor), where they are (the doctor's surgery/a hospital) and what they think might be wrong with Jessica. They dontt read the dialogue yet. 3a Students read/listen and check thelr predictions in exercise 2 ‘Answers: on student page Ib Strategies for exam skills. Reading: True/False (back cover) Elicit from students what they need to do first: read the dialogue or read the statements (read the statements). Students ccheck their answers in pairs Elicit corrections for the false statements. If time, students can practise the dialogue in pairs. ‘Answers: on student page VocabularyS/Reading Health 1 Dieter pats he byt hefner anche ck Bhad Dt stouder (hand lam rite stomach (leg elbow Ffnger 2 Lockat the photo below. Underine Jessica's problemsin Wordszhnow BERET oo wm cough felsck abadache asoretoat Astomachache abeadache toothache cold apaininmyinee aneaache 6 B__ 9 Ga)Read andlistento the dialogue. check 1b Read the dialogue agin. Tick) tue or rossi false 1 ZJesscahas gota problem wth her eg 2 (2 Shehas gota problem wth herbock. 3B She doit do alto exerci 4 She playstenis basttba and football 5H she wants toranina marathon next week, 6 [1 Thedoctar gies he some cxam anda fet. a CiDLisent sx people at the doctor's What is wrong with them? bb Ingroups take tunsto mime theless, The group guests, 4a (Zid) Students just listen the first time: they don't write anything, Play the CD again and pause it to give students time to write their answers. Make sure they begin their answer for number 2 with the prompt in the Students’ Book: Hes got a pain in his ‘Answers: 2 He's got a pain in his arm. 3 She's got a headache. 4 He's got a backache. 5 She's got a sore throat. 6 She's got a cough. b Have students say complete sentences when they guess, e.g. You've got a backache, MINI WORKBOOK exercises 7-8 page 109 Lesson 4 Warmer Write the names of ilinesses on small pieces of paper. Students take itn turns to ‘come up, take a piece of paper and mime the iliness for the class to guess. Students hhave to guess using a complete sentence. Grammar Focus Play the recording of the dialogue in ‘exercise 3 before students look for the verbs and adverbs in the written version, After checking answers, students read Grammaraknow.Grammar focus Imperatives |B Findverbs1-Sinthedlslogue and match them ‘ith the adverbs 9. Then reed Grommarzknow. Adverbs f ew qi | She sigs ecu | fee cy ose | ae Se Irregular adverbs 0d wel, fet-fast herd» hard Hesagoodteotate: Hepa fontba wel esate He ssf I © Make adverbs rom the ajectivesin brackets nd complete the sentences. Hurry up! Dont write sani (low) |B ead Grommor2know. Then complete the doctor'slealet with he word below, do stat eat warmup weary Etta Imperatives Use impeates to giveinsbuctons and atic. Tuco toe. Donteverce fra wec, overdo beep forget take Stay safe in the gym —anite sym “Has good waners. + Don't ‘alot before you exercise. + Don't ase your water + thazsse_ before you start se slow “ate regular breaks Dont aan 2a variety of + sea progress dary. B Wirkin groups. one student chooses problem. 2 Thetecer ens hos santa easel 3 Canyou speak outs , please? (loud) _ 4 ybrther aes end We gota honda - hes heat {ve got an exam next week and Im very nervous. 5 yfatersings ty. eb) megane 6 edie at at) are 1 ecares thebaby fy aed Dawcycer veya fot vce 7 ZiDListen to Jessica. Choose an adverb that Trytorelax dercriverhow she saysenchsetence arte bg Drinklots of water. skepiy sowly/_ cyt baply Danton thon tight Sue fouy sy Seay 6 eget bende 35 Answers: on student page BOARD PLANA. G Students do the exercise individually and then check thelr work in pairs. Remind them to check spelling, too. Elicit sentences from the class (and spellings). Answers: on student page Elicit from students what they notice about where the adverbs go in the sentences in exercise 6. Focus students (on the Grammar Plus activity in the Mini Workbook and read the rules through with the class. Students order the sentences and check in pairs 7 Gil) Have students read the adverbs first. Ask them to do something, e.g. say Hello in each of the different ways to check understanding. Play the CD ‘once through, with students just listening. Play it again, stopping after each one to elicit the best adverb. If appropriate, students can say each sentence in the appropriate way. Answers: 2 sleepily 3 loudly 4 sadly 5 clearly 6 happily 7 quietly 8 quickly 8 Read Grammar2know with the class and check they understand cone example sentence is affirmative, the other negative. Elicit other instructions {affirmative and negative. Students complete the gym advice in pairs ‘Answers: on student page 9 Demonstrate first using open pairs. Note: students can choose different advice for the same problem (as long as it's appropriate) or can suggest their own advice. EXTRA DISCUSSION Review the advice in Stay safe in the gym in exercise 8. Brainstorm the sports from Unit 4 Lesson 1 (page 32). Choose one or two, @4, rowing and swimming, In ‘groups, students write some advice for people starting one of the sports. Elicit their ideas and discuss as a class. MINI WORKBOOK exercises3-6 pages 108-109 Now your students can: * understand and use vocabulary on the topic of health * use adverbs and know how they are formed * give advice on health matters using imperatives.36 LESSONS Warmer Elicit about eight sports students know and write them on the board. Ask students to order them from the ones which are dangerous to the ones which are not (in a line if possible). They don't have to agree. Find out how many students have done the sports the class think are dangerous. Vocabulary and Reat Extreme sports 1 Find out if any students do these sports. Do they do them at school, at special clubs, with their friends, with their family? ‘Answers: on student page 2 Strategies for exam si Reading: Matching (back Vocabulary’ “Reading Seana pets A header agin. Tk oF , Soo ne Mathie spr te pon. 1 Suing he ati an xe sor rocking Elvring satizacing 3, Sumeatbune sine 2 now match the sportsn arcs 1 th 3 (2 Sues we surfboard nda wets purest nthewrsce bon 4 Stamos thes 3 Read heatdendlockathephotosga, 5 Slateboating san Ob sport. Vinccqapmen miersdincwdcwetetor 6 (i Gmberusealtateqipnent thon 7 [2 itesonsclnbing bt angers 5 In ples describe the extreme sports. choose from the words below. vs opt [ dangerous excing easy tolearn time usally wea Jean and alerts photo, tiweuing overs anda brown hat [dont sual wear hats but ths one i col Style ton = haven go one Alternatively, you could bring | in plture of yl icons past and present. lc which ones students like and why. Rate Lee’ style Vocabulary and Re: Clothes Elicit from students if they wear clothes like the ones in the photos. Ask what's fashionable/ unfashionable about them. Students check the meanings of the words in the Wordbank (page 128) before they identify the clothes in the photos. Senses the class. Have students read the true/ false statements before they read the text. They compare in pairs. When checking with the class, elicit corrections for the false statements, 2 Have students do the race in pairs. After a minute they swap their lists with another pair. Elicit words from students and ‘create a mind map. The pair with the most correct words is the winner. Answers: on student page 4 Students discuss in groups of four first before sharing their ideas with the class. They have to give reasons for their ratings 3 Strategies for exam skills. Reading: True/False (back cover) Check students’ understanding of the title (How stylish RU?) and read the introduction with 50 Us Reading ‘1 Which wordsaknow can yousee inthe photos? boots belt set hat earings plc” a goth? are you + Jln ou conversation today! And send a photo ld sweater, love tits present from my En {he “oP love fashiont Loften wear skirts and boots I also go skateboarding alot -in this photo, Tmuearing a T-shirt and jeans with a be, hoodie and trainers. I've gota piercing in my nose. I've got loads of jewellery Llike dresses and old clothes from the 70s and 80s. Lge shopping for old clothes in the market neat my house ‘Style icon ~ Kate Moss Rate Natasha's style 5 Give students thinking time on their ‘own before they discuss their opinions in pairs and then as.a class. Remind them to use the model sentence and supply any words to describe style or clothes that you think students need, Write the new ‘words on the board for students to copy into their vocabulary books at the end of the lesson, MINI WORKBOOK exercise 6 page 112Read the atcleTk (/) ue feos (faa Then correct the fase sentences, 1 Ot He does ike sweaters 2 Leealvayswearsjeans. 2. Hedoost usally wear a hat 4 5 Navahasootott ley Shenever nr dese 6 Zshebupsld thes. Rate Natasha and Lee's styles from 1 (brillant) to Sitembi Compare youreesth the ds. 6 rina Mamas rgnt pan he 5 Have you got any style icons? Who are they? What Soyo stoke (iy spares 1h ar bane Grammar focus Present simple and present continuous © Read Grammar2know and complete the sentences th resent simple’ or present ‘Contino Find more examples inthe text Use todey withthe gesca cent Use uel withthe sonar aman Ey Present simple and preseat continuous + Usethe presentsinple to tak about regular setter and facts Toten weora str regu acts) Hove is sect Usethepresentcontnuoustotakabout actions atte time of peaking. Fimweanng an od seater + essen use he present spl andthe present continuous togetes. sual eons bt today Pm wearing over {usualy gosiming ct tstine ut atthe rmomentmreading ne tee, LESSON 4 Warmer With Students’ Books closed, elicit what students remember about Lee and Natasha from the reading in exercise 3. Grammar Focus Present simple and present continuous 6 Students read Grammar2know then complete the sentences and check in pairs. ‘Answers: on student page BOARD PLAN 62 7 A eayricasers: Complete the sentences withthe present ‘simple or present continuus form ofthe verbs Inbrackets. 1 Wy. you nae (weet ashi and jacked You wal wea casual dots. 22 What a nol Lien (ply the lec guitar He aways oe" (practise) ‘onFiday night 23 Usual we sen (not wach alto TV bute sasasaslwatch) a vely exciting fn atthe moment 4 They usually 22 (goto school by bus buttoday they ae mali (allt Workin pais Student think of someone in the class Student ask questions and guess thepeson, Soha nearing a blck Toshio Does be winely meer bie joare? Set Outer? Tel the class about what you ae wearing today andwhat you usually wear at the weekend bet atthe mashed £ anally near TO WRITING choose» photo ofa person from the st ty pages ofthis beokand writes Sssrpton 7s oy 9 abso In gortrk on Picbnaarig rtoot aon taregny. | Sep ana hes = B inpais.snapyour | descriptions Serch forthe photo thet matches thedeecpon Who can find i fst 7 Students complete the exercise individually and then compare their answers in pairs. Remind them to focus, on key words, €9, today, usually, atthe moment. ‘Answers: on student page B Demonstrate the activity first with the class. Tell the class youte thinking of a student. They ask questions to guess. Then have a student choose someone and the others ask questions to guess. Finally, students continue in closed pairs. 9 Tell students to use the sentences in exercise 7 as a model. They write a sentence ‘about themselves fist in their notebooks and then take turns to tell the class. Alternatively, students could write their sentence on a strip of paper for you to collect. You could either redistribute the papers to different students and they find the person who wrote it, or read ‘out some of the sentences for the class to guess. Va Look at the picture and read through the model description with the class. which person in the picture it describes. Tell students to use this model to help them. If necessary, write the model on the board and underline the words they need to change when they write their own descriptions. Make sure students choose a photo from the first fifty pages of the book, Monitor and help students as they write 1b Divide the class in half: A and 8. Number student As from 1 to however many students you have. Number student Bs from 1 to however many students you have. Pair up AT and B1, ‘A2and 82, and so on. This way students work in new pairs for the activity EXTRA DISCUSSION it In pairs, students stand back to back. They take turns to describe what their partner is ‘wearing without looking at him/her. (MINI WORKBOOK exercise page 112 Now your students can: * understand and use vocabulary on the topic of clothes ‘+ compare uses of the present continuous and the present simple ** write and understand descriptions of people. ia 51ei Social networking sites, in particular Facebook and Bebo, are very popular with teenagers in the UK. For many young people, this is the way they communicate with friends and find out what their friends are doing. LESSONS, Warmer Elicit and develop a mind map ‘on different ways of contacting friends, e.. postcards, letters, text, phone, email, social networking sites. Find out from students which they usually use ‘and which they never use. Reading and Speaking 1 Have students give reasons ‘when they talk about their favourites. 2a Ge) Ey Students discuss the meanings of the words in blue in pairs. They can use dictionaries or the internet, if appropriate. They then do the questionnaire individually. b Do an example with the whole class before they work in closed pairs, One student asks a question from the questionnaire. The other answers using their notes from exercise 2a. Make sure students write down what thelr partner says so they can report back to the class in exercise 2c. ¢ In the reporting stage, encourage students to make use of the model, Strategies for exam skills, Reading: Gapped text (back cover) Elicit comments from the students about why the internet isn't always safe. Then, read the introduction with the class. Before students continue, have them tell you what to do first: read the words or read the tips (read the words). They compare their answers in paits before they listen to check, In the title smart = intelligent. ‘Answers: on student page 52 (Geen UsiS sea) Reading Speakin' BB hesdiheeoducton te Smart Surg ‘3 Then complete the tips with the words TD Lookat the pictures below. What's your ‘below, Listen and check. tourer pesomrdferton doom 2B a DEE Ly ca check you nestand the [ec ‘email online age “orsinblu-Ten doth eusvonate on 1b inp, askand answer questions about computes, Oe you ao research oni | ‘© Tell the class about your partner. oe Don) 66 Nocin often reads biegt Crore Te ay ee uC ‘a Pra eer ae > Pen el the tuth Sas St ry (Racine | ae You og on, Perhaps you ype in your username oF bree | password. And then what do you do? Tick (7) the | Coes | things you do ontne. Se © getnews abou celebtos muslcand sport |e tsesorial networking teste Facebook | usescarch engines tke Google 1 dovweschor shal pojects o ali 1 lta messoge ends Oo © sendorreemas S| a tnpats discus thetps | 6 srareyur pote and vos | wrichenes do you tink ate npotan? | readorwnteioes a + Wich oes do youd esd? 1 tay ors things suchas otesor books a Whoa av yaa | © playgames | watothersipscan youth | © chrabowtscentwerkwmyourcismats | cus youre nts. | ownicad games rms o ink 5 operant rte cate web pages a ioniny Fatah ge nay ton ate o o o fia Students discuss each question in. LESSON pair. Monitor and prompt as necessary. Warmer bb When starting the discussion, remind gliit some of the Smart Surfing tips students to use the language in the from the previous lesson. Do this with model J think... agre. Aso elicit Students’ Books closed. Students can language for disagreement, €.g./ dont include tips they suggested as a class. agree /That isn't realy tre. Elicit other tips pairs thought of and write them Listening and Speaking on the board, making sure they use the SS (27) Have students read through the imperative. Students decide which they listening task before they listen. After the agree on as a class. first listening, they compare their answers MINI WORKBOOK eerse 7 page 112 in pairs. necessary, play the CD again before checking as a class. ‘Answers: on student pageListening! ¢Speatcing — 7 cotatinephow andanswerthe questions. 5 a G2) stentotheradio programme and ck(¢/) the things the students do. + Who are the people? + Wece ae they? + What arethey doing? 'b GE) Lsten again and crc the 1 Laurens computrisin «+ herbedioom Dielieaeon. B Ga¥)check you understand the words in blue inthe hae father ofr Prrosezknon: Then read the description of the photo 2 Tom ses the computer for and ele the correct words Usten and check @ mnbouradsy, a woos cy tee hous. 3 fv parents Describing picture Inthe picture, 1ean see a ving room Etched In the ‘Gertytocsqround tee et She go gan shot abou yas 0 She king athe GY 4 reodher ema B checkherhomework © teodherbies. 4 Aoshonys parents ‘mobi she go pen. On the Gabe. theresa a check emal ‘choot book Te gil Goren, think she dang icininnorosoy at henenen Genero cciresies Inthe orerovnd Giga tae a woman mau shes the gts moter Shes "(GO read. ‘hes mating dinner bushes looking athe oughte 00 in shes checking what her daugherisdoing on the computer G inpairs, discuss these questions, = Doyou he contri ou ond + Howtngaouspendontn ee? + Doyourpuens check tingryoudo cnet AO choc sas orci 9 wocinpai.sudenrsoropage Sonn tsa thet Mute gor pege De orb EW yy) owt Fpondciethoc har: “tuaaeteyearpeteetantoe fl sdaendnd tepicborspo sack Pransctnon-rndsaiferenes acai Srircen tet pure fegea epee WF 7 Strategies for general skills. Reading: Predicting (back cover) Prediction helps students focus when they are reading, It means they have thought about what the text might contain before they read, using, for Strategies for exam skills. Listening: Multiple choice (back cover) Have students read through the multiple choice questions before they listen. Encourage them to predictitry and remember the answers before you play the CD. example, photos, layout, key words. Therefore when they read the text, they ‘Answers: on student page are looking to confirm and/or find out something specific. G Read through the questions and model answer first with the class, Find ‘out what the average ‘time online’ is and whether your students think it is a good idea for parents to monitor what children do online, Make sure students use the present continuous to describe what's in the picture, and also that they use the language they know for picture description, e.g, There is/There are 3 ao DE Make sure students realise the text in the Phrases2know box isa description of the photo in exercise 7. Students discuss the meanings of the phrases in blue in pales, using dictionaries if appropriate. Then they read the photo description and circle the best option forthe words in italics, Ply the CD for students to listen and check their ‘Answers: on student page 9 Can you do it in English? Break this activity into two stages. Divide the class into half: ‘A and B. Put student As into pairs, They look at page 122 and write their descriptions of this icture together, Put student Bs into pairs. They look at page 136 and write their descriptions of this picture together. When students have prepared their descriptions, put them into A/B pairs. Students describe their picture to their new partner and find eight differences. ‘Answers: on page 122 EXTRA DISCUSSION Students bring in photographs or postcards of works of art which they particularly ike. They describe them to the class and say why they like them, Now your students can: * understand and use vocabulary on the topic of social networking and the internet * find relevant information in reading and listening texts * describe pictures to their partner.54 Active Study 3 For the exercises on the Active Study pages iis useful students work together in pairs orsmal groups and discus their answers. Encourage them fo try and explain (in English as much 38 possible) the rationale for any oftheir answers which are different from those ofthe other students in the group. Vocabulary 1 Students compare their extra words with those of another {group or pair. Answers: fruit: grapes, pears; vegetables: lettuce, carrots Possible extra answers: fruit: bananas, oranges; vegetables: mushrooms, onions, peas, potatoes, broccoli, green beans 2 Students label the pictures with the correct clothes words from the box. Monitor and check, ‘Answers: on student page 3 ‘Answers: on student page @ (250) After students listen and repeat with the CD, have them practise the words in pairs. Grammar 5 Have students look at the picture and complete the text first. Check answers with the class, Students then write the names in the correct space in the picture and check In pairs. Ask some general comprehension questions about the text. Answers: 2 is wearing Bis sending 4 are eating 5 is drinking 6’m looking Check that students have written the questions correctly before they ask and answer in pairs Vocabulary Pacrvestu0y is: 11 Putthe wordsin the correct groups Add wo ‘more word for sch group. Frit nook Vegetables: nates, euce poles 2 Label the cthes boots AK Yalners scart sweater jeans Sra Toten B_ Matehthe worde from Mand to make the information. =a show the class. Then students work in pairs to practise their own dialogues. Remind them to choose their own destinations and prices. As with exercise 4 more confident pairs can role play their dialogues for the class. You can also record their dialogues (on audio or video) and play them back to the class for comment. This is a useful activity for focusing on intonation and tone. Warmer Find out what films students saw last ‘month. Elicit which ones they liked, Ask them if there are any films coming out that they want to see. Find out how often they go to the cinema (as opposed to watching films on DVD at home) and how much it costs Gil) Strategies for general skills. Listening: Listening for specific information (back cover) Have students read the questions and predict answers before they listen. They compare their answers in pairs. Answers: 1 two 2 £5.70 each 3 at 8 otlock