Professional Documents
Culture Documents
Teacher's - Book - Evolve
Teacher's - Book - Evolve
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Information on this title: www.cambridge.org/9781108923453
© Cambridge University Press 2020
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First published 2020
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Printed in Poland by Opolgraf
A catalog record for this publication is available from the British Library
ISBN 978-1-108-92345-3 Shape It! Teacher’s Book & Project Book with Digital Resource Pack Level 2
ISBN 978-1-108-72658-0 Own it! Teacher’s Book Level 2
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Contents
Welcome to Shape It! iv
Teacher’s Notes
Starter Unit Welcome! T4
While developing Shape It! we spoke with teachers and students around the world
to identify their top priorities in the secondary classroom ...
iv I n t r o d u c t i o n
LEARNING OUTCOMES
4 What do
I can …
I want my students to
• understand texts about money and caring jobs
• make and respond to requests
• write an opinion essay
• understand how to use could, comparative and
superlative adjectives, too, too much, too many, and
(not) enough + noun
• talk about money and caring jobs
feel that they belong to
you value the world; that they are
• remember similar words, identify key information,
and organize my homework
• reach agreement as a group and make a poster
Global Topics
Shape It! has a global, cultural focus,
with topics from traditional dress to
unique festivals. The documentaries
and the Around the World pages
bring these global topics to life,
exposing students to different
countries and asking questions that
encourage students to think about the
Start It!
1 Look at the photo. How does the boy feel? differences between their culture and
2 Before you watch, how do you help other people?
3 How can helping others be good for you? Watch and check. other cultures.
4 Which of the ways to help in the video do you like best?
4 6 WHAT D O YO U VA LU E M O S T ? | U NIT 4
Introduction v
Cambridge Life
Competencies Framework
How can we prepare our students to succeed in a world that is rapidly changing?
We need to help students develop transferable skills that allow them to work
with people from around the world, think creatively, analyze sources critically, and
communicate their views effectively. How can we teach these skills alongside language?
Competency
Core Area
Reflecting on and
Taking control of Practical skills for evaluating own learning
own learning participating in learning success
Can Do Statements
Uses a vocabulary
notebook.
Uses metacognitive
strategies (e.g., time
management, affective
control) to maximize
learning/exam success.
vi I n t r o d u c t i o n
Learn to Learn LEARN TO LEARN
These core areas are developed in the Learn
LEARN TO … ORGANIZE YOUR NOTEBOOK
to Learn feature, which appears throughout When you organize your notebook, it helps you to study better.
the unit and on the Learn to Learn page 1 Ask and answer with a partner.
1 What do you usually write in your
3 Look at the tips in Irina’s notebook again. Complete
the sentences.
notebook? 1 Highlighting and underlining help you see the
at the end of each unit. 2 How often do you use your notebook when information.
you study at home? 2 You can use the on the left when
3 How can you organize your notebook you’re writing.
2 Look at Irina’s notebook. Match the tips 4 You can use different color pens for
organize their notebook by encouraging (1–5) with a–e.
1 Divide your notebook into sections so that
things. It’s your choice!
5 You can find notes quickly when you use different
you can find things quickly.
them to look at an example of a notebook, 2 Use different color pens for different
.
notice its features, and finally, plan their own numbers can be green).
3 Highlight or underline important notes,
words, and facts. 4 Follow the plan to organize your notebook.
notebook organization. 4 When you write a text, make a plan on the
1 Divide your notebook into sections.
2 Choose different color pens for your notes.
left and then write on the right.
5 Write all your homework notes (what page, 3 Get a highlighter for important information (or you
what exercise) in the same place so that can underline it instead).
you don’t forget what you have to do. 4 Start using your notebook today!
Project Work a b
5 Discuss with a partner. What other notebook sections
can you think of? How can they help you learn?
notes
Paragraph 1 by Irina Volkov
vocabulary
The number 1 Internet star in Spain has more than 33 million subscribers. His
homework
This episode: He’s chatting with some of his
subscribers
available in the Teacher’s Resource Bank online – d
Paragraph 3
Why I like him: He’s funny, he always
grammar makes cool videos
all of which have extensive support and guidance Don’t forget to use: e
and, or, but
SOCIAL STUDIES
PROJECT
A Poster
Could you be a volunteer
with us? Your Community
Needs You!
Do you have enough time
1 What is the purpose of the poster? Read and check (✓). to help us? All ages are
a to encourage more people to use a local park welcome.
b to ask for more volunteers to clean the park Don’t give us your money –
c to tell people about a charity event
give us your time!
Competencies
5 4 WH AT D O YO U VA LU E M O S T ? | U N IT 4 U N IT 4 | W H AT D O YO U VA LU E M O S T ? 55
Framework, go to
pages xxviii and xxix.
I n t r o d u c t i o n vii
Student’s Book Unit
Visual Guide Unit Questions
encourage students to talk
Every unit in Shape It! takes students on a journey from “starting it” about the opening photo,
to “shaping it”! Students are gradually introduced to the topic and as well as critically think
target language through a variety of scaffolded activities that build about the unit story.
their confidence and encourage independent learning. Vibrant
videos, readings, and listening texts show language in context,
allowing students to respond personally and work collaboratively.
The Shape It! projects or Around the World pages at the end of the
unit give students the opportunity to consolidate and demonstrate
all their learning in a fun, personalized way.
viii I n t r o d u c t i o n
Learning Outcomes
clearly show unit aims
at a glance.
Start It!
I n t r o d u c t i o n ix
Use It!
Use It! gets students practicing and
producing the target language, often in
a personalized way. The activity builds
students’ confidence by giving them
the opportunity to prepare what they
EXAM want to say before speaking.
Exam questions help
students practice for
international exams.
Voice It!
Voice It! is a thought-provoking speaking
activity that asks students to give their
personal response to a reading or listening
text, encouraging critical thinking.
x Introduction
GRAMMAR IN ACTION VIDEOS
Get It Right!
I n t r o d u c t i o n xi
Everyday English Plan, Write, and Check
The scaffolded approach of the speaking and writing
In every unit there’s a fun vlog-
pages builds students’ confidence by giving them time
style video to teach students
to prepare before they speak and write. The Check
the meaning, form, and use of
stage encourages self-assessment, a key step toward
the Everyday English used in the
learner independence.
conversation on the speaking page.
Useful Language
xii I n t r o d u c t i o n
Globetrotters
These documentaries are
AROUND
AROUND THE
THE WORLD
WORLD thematically linked to either
The the topic of the unit or the
The Around
Around the
the World
World pages,
pages, which
which
appear Around the World pages.
appear inin Units
Units 1,
1, 3,
3, 5,
5, 7,
7, and
and 9,
9,
introduce They contextualize the
introduce students
students to
to different
different
people grammar and/or vocabulary of
people and
and cultures
cultures from
from around
around the
the
world, the unit and engage students’
world, encouraging
encouraging critical
critical thinking
thinking
and interest in the topic.
and raising
raising cross-cultural
cross-cultural awareness.
awareness.
CULTURE PROJECT
Optional Culture Projects, introduced on this page
and available to download from the Teacher’s
Resource Bank online, encourage students to use
their language skills and topic knowledge in a
collaborative way. Extensive teacher’s notes for
these project are provided in the Project Book.
I n t r o d u c t i o n xiii
Plan, Present, and Check
The step-by-step guide helps
CLIL PROJECT students work through the project
The CLIL Project pages appear in without the need for constant
Units 2, 4, 6, and 8. They encourage supervision by the teacher,
students to apply the language and promoting peer-learning and
topic knowledge they have gained student autonomy.
throughout the unit in an individual
or collaborative project.
How to ...
These practical tips help students
complete the project by raising their
awareness of the particular skills
required to carry it out.
xiv I n t r o d u c t i o n
REVIEW
These useful pages review the LEARN TO LEARN
language from the unit and The Learn to Learn pages
include a self-assessment task, focus on developing core
encouraging students’ self- areas from the Cambridge Life
awareness. Competencies Framework.
Students have the opportunity
to “shape” their learning
by putting the new skill
into practice.
I n t r o d u c t i o n xv
Course Components Graded Activities
Activities are graded with one,
Workbook two, or three stars depending on
The Workbook offers extra practice of the how challenging they are. This is
language and skills covered in the Student’s great for mixed-ability classes.
Book. It also includes a special exam preparation
feature and a Language Bank.
The Explore It! feature choice questions. To answer the questions, you need to choose the correct answer, A, B, or C.
Example:
How does Estefania feel about the school exchange trip?
and helps students • Start by reading the title of the text so you know what the topic is.
• Read the whole text quickly first to find out more about the topic and to get a general understanding.
develop research • Read the text again more carefully to get a better understanding. Use the context to work out the meaning
of any new vocabulary, but don’t spend too much time worrying about unfamiliar words at this point.
• Now read all the questions carefully and underline the important “key” words in the questions. This helps
learner independence. • Read the first question again. Then look for the part of the text where you think you might find the answer.
the Workbook provide being away from home, but I hope I won’t forget the English I already know and I can understand everyone!
• Remember to check the other two options as well to decide why they aren’t correct.
useful tips and practice • Now read the other questions and repeat the process until you finish.
xvi I n t r o d u c t i o n
Digital Resource Pack
Presentation Plus
• Student’s Book and Workbook with
interactive exercises
• games
• accessible online and offline
Practice Extra
• mobile-friendly content on Cambridge One
• bite-sized learning activities
• skills-based video tasks
• motivational performance tracking
I n t r o d u c t i o n xvii
How to Use the Teacher’s Book
Class Challenge
Get students
interested in the
topic and extend
their learning beyond
language by using this
quiz-style question.
Unit Aims
Unit aims are clearly
shown at the start of
every unit.
Extra Resources
See at a glance all
Flipped Class
the extra resources
Discover useful ideas for
available for Digital Resource Pack
activities that students could
teachers to use The digital icon
do at home to consolidate in-
with this unit. indicates when extra
class learning and encourage
independent study. support or resources are
available online.
xviii I n t r o d u c t i o n
Warmer
Use these engaging
ideas to introduce
students to the
topic of the unit and Graded Activities
activate their prior Some activities are graded with
Pronunciation one or three stars. One-star
knowledge.
Find the pronunciation for
activities show ideas for providing
all target vocabulary easily.
more support to students, and
three-star activities show ideas for
providing extra challenge – great
for mixed-ability classes!
Integrated Answers
Find all of the answers on
the page for quick access.
Homework
Homework activities
are flagged wherever
you see this icon.
Extend It!
Challenge students
with a range of
extension activities.
I n t r o d u c t i o n xix
How to Use The Project Book
Project Pages
Learning Outcomes
See where you can find the
Refer to learning outcomes at
projects. The CLIL Projects
a glance, as well as the skills
are in the Student’s Book. Student Roles
students will develop, and the
The Culture Projects are Manage student roles
resources and evaluation tools
briefly introduced in the and responsibilities.
you may wish to use.
Student’s Book and available
as downloadable PDFs in the
Teacher’s Resource Bank.
Mixed-Ability Tips
Get ideas for extra
differentiated
Extra Resources practice in each
Find useful photocopiable project – perfect for
resources, such as easy- mixed abilities.
Project Work Stages to-use graphic organizers,
Navigate the three stages
peer evaluation forms,
of project work using this
and a learning diary.
step-by-step guide.
xx I n t r o d u c t i o n
Evaluation Guidelines Competency
See clear guidelines for Development
identifying and assessing Extensive support for
student performance. developing students’ life
competencies, aligned
to the Cambridge
Presentation Ideas Life Competencies
A bank of ideas for Framework.
the last stage of
project work.
Flipped Classroom
Digital Collaboration Space Get flipped classroom
My Time Management Plan Students can work together on their ideas for carrying out
This photocopiable projects in the digital collaboration the activities both in
template, which can be space, and teachers can track and and out of class.
found at the back of the assess their work. Students can also
Project Book, helps you share and comment on each other’s
organize projects efficiently. work via their digital portfolio.
I n t r o d u c t i o n xxi
Course Research You spoke.
and Rationale We listened.
We at Cambridge University Press have an
unparalleled reputation for English Language
courses underpinned by the latest language and
pedagogical research. Here are some insights into I want my students to feel that
how Shape It! is informed by this, and by feedback they belong to the world; that
from teachers and learners from around the world. they are global citizens.
Shape It! is designed to help students take
Itana, Brazil
ownership of their learning. The combination of
learner training and collaborative projects helps
students develop their individual and collaborative Global Cultural Topics
skills and become more confident, independent Shape It! includes a variety of global
learners. Along with the vibrant global topics topics, with a dedicated Around the
and diverse range of videos, this empowering World page in every other unit.
approach means that teachers are under less This helps students broaden their
pressure to manage every aspect of their students’ understanding of other people
learning. Instead, students will be motivated to and places, preparing them for life in a
take charge of their own learning, empowering diverse, multicultural environment.
them to prepare for their own exciting future.
Learners of English now outnumber
speakers of English as a first language.
Students are therefore far more likely to
use English to communicate with people
whose first language is not English.
This has significant implications for
traditional English teaching because an
understanding of the language is now
only part of successful communication,
and we cannot underestimate the
role of cross-cultural understanding in
communication.
xxii I n t r o d u c t i o n
Schema theory suggests
that as humans learn, we create
mental shortcuts by organizing information
into categories. These categories, or schemata,
enable our brains to deal with most “typical”
scenarios without too much effort, since we can
English being used by both native and non-
base our responses on our expectations. Students
native speakers from different cultural and social
who are told they are going to hear a conversation
backgrounds. This interconnectedness is only
at an airport can reasonably expect to hear certain
going to increase, so it is vital that students
language: flight numbers, boarding times, and
develop the skills they need to communicate
ticket types. Their expectations about these
effectively.
scenarios help them listen more effectively.
That’s why Shape It! has a global, cultural focus,
However, schemata can also work against a
supported by documentaries in every unit, all
student’s ability to understand. Their expectations
of which encourage students to think about
are heavily influenced by their culture.
the differences between their culture and
Teachers will be aware that their students are other cultures.
already interacting with globalized media. From
watching international TV shows to playing online
video games, teenagers are already encountering
I n t r o d u c t i o n xxiii
You spoke. LEARN TO LEARN
Learn to Learn
3 The boy felt when he called his teacher “Mom.”
When students reach secondary
school, they are expected to start 2 Choose five words from the box. Write five sentences with 3 Show your sentences to your partner.
missing words like the sentences in Exercise 1. Can they guess the missing words?
taking more and more responsibility between bored jungle nervous protect 4 Why is it a good idea to learn words in
surprised tired trap under worried sentences? Discuss with your partner.
for their own learning, and once they 5 Close your book. Take turns saying
1 the five words you chose in Exercise
complete secondary school, they 2. Can your partner remember your
sentences?
should have acquired the ability to 2 The word was “bored.”
What was the sentence?
learn independently. The rapid rate of
3
“I feel bored when … .” No,
technological advance means that many sorry, can you help me?
Yet teachers often find that their students The Learn to Learn sections cover three broad areas of
do not know how to learn and lack learner training:
basic learning techniques like taking
1 practical skills for participating in learning
notes, categorizing information, and
assessing their strengths and weaknesses, 2 taking control of own learning
particularly in the first year of secondary 3 reflecting on and evaluating own learning success
school. To address this, the Learn to
After each Learn to Learn tip, students practice
Learn feature appears throughout each
the techniques immediately in an activity. This helps
unit, extended by a dedicated full page
students incorporate these into their learning routine.
at the end of every unit.
xxiv I n t r o d u c t i o n
You spoke.
We listened.
SCIENCE
I’d like to do project PROJECT
An Information Pamphlet Desert Survival
work with my students, 1 Look at the information pamphlet. What is
it about?
Fact File
❖ A desert is a place with less than Sandstorms
consuming to plan.
Some have snow. the desert,
1 All deserts are hot and dry. F ❖ Highest temperature in a desert: sandstorms happen. In Arabic, these huge
2 Birds can help you in the desert. walls of sand are called haboob. They are
56.7°C (Death Valley, U.S.A.)
sometimes more than a kilometer high and
3 If you drink water, you won’t get heat ❖ Lowest temperature in a desert: can move at 40 kilometers per hour.
Merve, Turkey
cramps. – 89.2°C (Antarctica)
What should you do?
4 A haboob is a desert animal.
If a haboob is coming, you must hide.
5 You shouldn’t wear sandals in the desert. Deserts are extremely big, extremely dry,
Sandstorms usually last for a few minutes, but
and extremely dangerous! If you are lost
6 Scorpions live in dark places. sometimes they last three hours!
in one, here are some of the dangers you
should know about.
3 Complete the chart. Put the five dangers in the
desert in the correct groups.
Thirst Snakes
Our Bodies What’s the danger? What’s the
Desert Animals Desert Weather
in the Desert You can’t live danger? PL AN
thirst without water for
more than three
If you’re in the
Arizona Desert
6 Work in groups to plan an information
pamphlet. Choose a remote place. Then follow
days. and you hear the steps below.
What should a rattle, it’s
probably a • Decide how your group will work together.
you do?
rattlesnake, and its bite can kill. • Decide on the sections your information
Walk slowly and rest often. If you don’t, you’ll
How to Work in Groups lose a lot of water as sweat. What should you do? pamphlet will include.
Drink a little and often. Wear strong boots, not sandals. If you see a • Decide what images and diagrams you
6.12
4 Listen and decide which student worked in snake, move carefully away. If it bites you, you could include.
these ways. Write J (John), I (Isla), or P (Poppy). If you see birds, follow them. They’ll take you to
must find a doctor as soon as you can. • Make a first draft of your pamphlet.
the nearest water.
1 The group decided what the different jobs
were for the project. Each person did a • Share your first draft with another group to
different job. get their feedback.
Heat Cramps Scorpions
2 The group shared the writing on the project. PRESENT
What’s the danger? What’s the
Each person wrote a different section.
As well as water, your body needs salt. When danger? 7 Display your information pamphlet on your
3 Each person worked alone first. Then they classroom wall. Remember to include different
you sweat, you lose a lot of salt. If you lose too There are 2,000
chose different sections of each person’s much, your legs and arms will begin to hurt. different types of
sections, interesting facts and pictures, and the
work to make their poster. This is called heat cramp, and in the desert it scorpions and 30 tips in How to Work in Groups.
can be dangerous. of them can kill. CHECK
5 Which of the ways of working do you think is What should you do? What should you do?
best? Why? Share your ideas with a partner. 8 Ask different groups how they worked. Did they
Make sure you carry salt tablets with you. They Scorpions live under rocks, so you should be work in the same way as you? Who worked in a
can save your life! careful where you put your hands! group best?
78 H OW C A N I S TAY SA F E? | U N IT 6 U N IT 6 | H OW C A N I S TAY SA F E? 79
Project Work
Collaboration is an effective way of empowering However, preparing project work can be very time-
students. Shape It! includes a project in every consuming for teachers. That’s why Shape It!’s
other unit of the Student’s Book with more projects are aligned to the topic of the unit, with a
available in the online Teacher’s Resource Bank, step-by step guide and practical tips for students,
as well as an accompanying Project Book, which plus a full teacher’s guide in the Project Book. This
offers extra support and practical tips for teachers. is project work made simple!
In addition, students can work together on their
projects in the digital collaboration space, and In response to teacher feedback, the projects
teachers can track and assess their work there. in the Student’s Book have a cross-curricular
approach, covering topic areas like science,
Project work allows students to … history, social studies, and technology, giving
• build collaborative skills, such as communication, students the opportunity to improve their subject
teamwork, and leadership. knowledge while exploring a wide variety of topics
• acquire practical, transferable skills associated in English. The Around the World pages also have
with different types of projects, like doing an optional double-page project available online,
research and making presentations. which allows students to further explore the
cultural theme of the unit.
• choose and explore areas that they are
interested in, thereby increasing their All of the projects students will encounter
motivation. develop competencies from the Cambridge Life
• engage with real-world issues, as projects Competencies Framework.
are often interdisciplinary and based on real-
world scenarios.
I n t r o d u c t i o n xxv
You spoke.
We listened.
Teen-Friendly Videos
I want a variety of videos that
Video is the medium of communication in the modern
will help me to engage my
world, with more than 300 hours of video being uploaded
students with the topic and see
to YouTube every minute! So it is not surprising that
the language being used in a
teenage learners respond well to video content being
meaningful way.
used in class. However, finding appropriate videos at the
Antonio, Mexico right language level can be difficult for teachers. That’s
why Shape It! includes four to five videos per unit so that
students can see the language in action.
xxvi I n t r o d u c t i o n
treasure somewhere in the Rocky Mountains. His name is Forrest Fenn,
You spoke.
is an art expert, and he had a lot of old and very expensive objects. He
and then buried it in a secret place in the mountains. Why did he do that?
me in nature. In his opinion, children spend a lot of time on computers and
We listened.
Thousands of people are looking for Forrest Fenn’s treasure. Below are
.
Unit 1
ar
Basic Gramm
Unit 1
mmar
Date Standard Gra
Class
Name
ns. Use the unde
rlined Unit 1
the correct optio Date
Extensio
4 Circles to Class n Gramm
• Graded grammar and
the present help you.
Complete the
sentences with parentheses. verb Name ar
1 us form of the verbs in Name
rb form of
continuo esting book. ences with the
adve
(read) an inter plete the sent Class
1 I ’m reading (arrive) now. us. 4 Comadje s in the box.
ences in the pres
ent cont inuo the ctive 1 Circ le the cor Dat e
vocabulary worksheets at
2 Charlotte (listen) to musi
c. rect option
3 My parents work
1 Write sent / a shower / at the moment. beautiful caref
ul easy fast 1 I … a real
ity show now
s.
(not do) your home 1 Dan / take quiet
4 You
good loud a watch .
b don’t wat
4 Underline and cor
. sentence. rect one mis
now. / now? . He speaks it 2 Ryan … ch c ’m watchin take in eac
) milk. paren ts / sleep sh is good a lot of h
(not drink
Competency:
Critical Thinking
Core Area:
Evaluating ideas,
arguments, and
options
Competency: Critical Thinking
Can Do Statement:
Core Area: Synthesizing ideas and
Assesses strengths
information
and weaknesses of
possible solutions. Can Do Statement: Selects key points
from a range of sources to present
In the History
interesting and coherent information.
Project in Unit 2,
students are asked Exercise 6 asks the students to research
to give feedback on and create a display of historical objects.
the model project.
xxviii I n t r o d u c t i o n
The following chart shows which competencies are developed in this level.
I n t r o d u c t i o n xxix
Level 2 For a more comprehensive
guide to the CEFR, please visit
www.cambridge.org/shapeit
or scan the QR code below.
Skills Overview
Skill Learners will be able to:
Listening understand phrases and very high-frequency vocabulary related to areas of the most immediate
personal relevance;
catch the main point in short, clear, simple messages.
Reading read short simple texts, personal letters, and emails;
find specific information in simple everyday material, such as advertisements, menus, and
timetables.
Speaking communicate in simple and routine tasks requiring a simple exchange of information on
familiar topics;
handle very short social exchanges;
use a series of phrases to describe in simple terms people, living conditions, their educational
background, and their jobs.
Writing write short simple notes, messages, and emails relating to matters in areas of immediate need;
write a simple personal letter, for example, thanking someone.
Skills in Detail
How the goals of the CEFR are realized in Shape It! Level 2:
LISTENING
At A2, learners are expected to be able to understand speech that is clearly and slowly
articulated and concerns predictable everyday matters.
OVERALL LISTENING COMPREHENSION
Can understand phrases and expressions related to very familiar topics (e.g., very basic personal and family information,
shopping, local geography, employment).
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
6 (video) 10 (video) 22 (video) 34 (video) 46 (video) 58 (video) 70 (video) 82 (video) 94 (video) 106 (video)
7 13 (video) 25 (video) 37 (video) 49 (video) 61 (video) 73 (video) 85 (video) 97 (video) 109 (video)
8 (video) 14 26 38 50 62 74 86 98 110
15 (video) 27 (video) 39 (video) 51 (video) 63 (video) 75 (video) 87 (video) 99 (video) 111 (video)
16 28 40 52 64 76 88 100 112
16 (video) 28 (video) 40 (video) 52 (video) 64 (video) 76 (video) 88 (video) 112 (video)
18 (video) 30 42 (video) 54 66 (video) 79 90 (video) 114 (video)
xxx I n t r o d u c t i o n
UNDERSTANDING INTERACTION
Can generally identify the topic of discussion around them that is conducted slowly and clearly.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
7 16 28 40 52 64 76 86 100 110
30 40 (video) 52 (video) 64 (video) 76 (video) 88 112
54 79 88 (video) 112 (video)
READING
At A2, learners can understand short, simple texts on familiar topics that use high-frequency
vocabulary.
READING CORRESPONDENCE
Can understand basic types of standard routine letters, emails, short simple personal letters, etc.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
5 12 77 96
I n t r o d u c t i o n xxxi
SPEAKING
OVERALL SPOKEN INTERACTION
At A2, learners can manage simple, routine exchanges fairly easily but would struggle
with an extended conversation and often need help with understanding.
CONVERSATION
Can use simple, everyday, polite forms of greeting, address, farewells, introductions, giving thanks.
Can participate in short conversations in routine contexts on topics of interest.
Can express how they feel in simple terms.
Can make and respond to invitations and apologies.
Can say what they like and dislike.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
4 10 22 34 46 58 70 82 94 106
5 11 23 35 49 60 76 84 95 107
7 14 24 36 50 64 87 96 109
16 28 40 52 91 100 110
19 43 57 93 105 112
115
INFORMATION EXCHANGE
Can ask for and provide personal information (e.g., about habits, routines, pastimes, and past activities).
Can give and follow simple directions and instructions (e.g., explain how to get somewhere).
Can communicate in simple and routine tasks requiring a simple and direct exchange of information.
Can exchange limited information on familiar and routine operational matters.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
6 11 22 35 47 61 71 83 97 109
8 13 25 37 49 62 73 85 98 111
14 27 38 51 63 86 99
15 28 87
21 88
xxxii I n t r o d u c t i o n
OVERALL SPOKEN PRODUCTION
At A2, learners can give simple descriptions or presentations about
everyday things as a short series of simple phrases.
WRITING
At A2 learners can write a series of simple phrases and sentences linked with simple connectors
like and, but, and because.
CORRESPONDENCE
Can write very simple personal letters or emails, etc.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
77
CREATIVE WRITING
Can write very short, basic descriptions of events, past activities, and personal experiences.
Can write a series of simple phrases and sentences about everyday/personal matters (e.g., family, people, places, a job or
study experience, living conditions, educational background, present or most recent job).
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
9 17 29 41 53 65 77 89 101 113
31 55 79 103
COHERENCE
Can use the most frequently occurring connectors to link simple sentences and phrases in order to tell a story or describe
something as a simple list of points.
Starter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9
17 29 41 65 89 113
115
I n t r o d u c t i o n xxxiii
Teacher Support Hub
1 LE AR
Wha N IN G
t
I can …
O UT CO
w a tc a re y o u M ES
• und
erstand
Japane Twe
se man ets, a guided
h in g
• talk ga and tour, and
about
?
• writ TV sho anime a text
Visual Literacy:
e a des ws about
TV pers cription and making
onality of my movies
• und favorite
erstand Internet
simple how or
• ask present, to use the
for and and present
• use give opin adverbs of continu
2
real ions manner ous and
underst examples, liste
and new n for spe
words, cific info
and orga rmation
nize you ,
r note
book
H ow I
was •
past th
re n t?
• u
a
• ta
• use
the
• give
10 WH
AT AR
vid eo
1.1 Gra mm
ar
Act ion in
1.2
p13
p15 3 Wh
St ar t
1 Loo
2 Befor
k at the
e you
at did
It!
photo
watch
. How
, what
old do
you thi
nk the
3
PA S T Gra mm p27
D IF F ar in
ER EN Act ion
T? | U 2.3
LE AR
Wha I can … N IN G
O UT CO
t
te a c d o s to ri e
• und
• tell
erstand
a fable M ES
4
s, and words, nt
Wha
t
yo u v do
stories, video games, movies, and more. mos
t?
a lu e
•
. What
St ar t
It!
1 Loo
Wa tch
vid eo p37
k at the
3.1 Gra mm 2 Befor photo
ar in e you . How
3 4 WH Act ion watch does the
AT 3.2 p39 3 Ho , how boy fee
DO S Gra mm w can do you l?
TO RIE ar in
4 Wh helpin help oth
S TE
AC
Act ion
ich of g others
H US 3.3 p40
be goo er peop
Wa tch
vid eo
4.1
Gra mm p49
4 6 WH ar in
AT Act ion
D O YO 4.2
U VA
Students can look at what the images represent from different perspectives:
I can …
• und O UT CO
erstand
M ES
e
• ask
and ans text s about
• writ wer journey
e an acco questio s and
• und ns live
erstand unt of a jour about the wee s in the pas
y?
I am thinking about I think this person
(the topic) from the might be feeling ...
ptians?
p27
point of view of ...
2.3
Eve ryd p28
ay Eng
lish 2.4
LE AR
I can … N IN G
• und O UT CO
• mak
erstand
text s abo M ES
You can wrap up by having students share different ideas about the image
e
• writ and respond ut money
e an opin to requ and cari
• und ests ng jobs
erstand ion essay
superla how to
tive use cou
(not) eno adjectiv ld,
• talk ugh es, too, comparative
about + noun too muc
h, too
and
• rem money many,
ember and and
and orga similar wor caring jobs
• reac nize ds, iden
2 Think-Pair-Share
This is a simple idea for using the questions on the unit openers or other
questions you might want to ask students.
p51
on 4.3
Eve ryd
ay Eng
lish 4.4
p52
Give students a few Students form
minutes of “thinking pairs to share
time” on their own. their ideas.
You can extend this activity to have pairs share their ideas in groups or as a class.
Te a c h e r S u p p o r t H u b xxxv
Reading Strategies
AROUND
Before Reading READING
THE WORLD
Globetrotters
Watch video 3.5
A Bee’s Stor y
Have students preview the text by reading the first sentence 2 What causes fear? How can it affect
your life?
3 How can fear be good?
Brainstorming
lonely boy stayed at home with his mother
every day.
One winter’s evening, they were having
dinner when a storm started. The wind
blew the door open and the mother said,
story they are about to read, they can share details about the
on the ship? he faced a lot of challenges. First, there
was a group of robbers. They made him
do dangerous and difficult things, but he
wasn’t afraid. He continued his journey.
Asking Questions
When students look at a text for the first time and have identified the text type and topic, ask
them what they want to know about the subject. Write a list of students’ questions on the board.
While Reading
Checking Predictions
AROUND
THE WORLD Encourage students to stop and think as they read a text.
Globetrotters
READING
Watch video 5.5
Living in a Ger If they made predictions before reading, they could make a
An Encyclopedia Entry • What does “ger” mean in Mongolian?
Voice It!
chart that shows their original predictions in one column and
evidence they find for them in another. If their predictions were
2 Read the entry. Check your answers.
5.12
4 Discuss the questions.
3 Read the entry again. Match headings a–e with 1 Nomadic people have temporary houses, so
paragraphs 1–5. “home” isn’t a permanent building in a place. How
LIFE IN AN 1 The Inuit are the native people of the Arctic Circle. Today, they
Rereading
usually live in modern houses in small villages. Until recently,
INUIT IGLOO however, they still used their famous houses made of snow – igloos.
2 The Arctic isn’t warm enough to farm, so the Inuit had a nomadic
life. This means they traveled during the year to find food. Every
winter and summer, the Inuit traveled thousands of kilometers across
5
air always stays in the tunnel and the light, warm air stays in the igloo.
Igloos don’t have windows, but there are small holes in the walls.
These let in clean air and let out dangerous smoke from the small oil
have them reread and retell again. Ask questions to aid and
lamps. Traditionally, the Inuit didn’t have any furniture, but a platform
of snow just below the ceiling provided a simple sofa and bed in the
warmest part of the igloo. Inuit families spent all winter in small igloos
with no furniture, no bathroom … and no Internet. Just imagine that!
check understanding.
6 6 W H AT I S YO U R D RE A M H O US E? | U NIT 5
7.06
2 Read the article and check your
every day!
And then there’s video. Once, video
social media profiles. We post status
updates, upload our photos, and Ask: Where and when do you read at
answer. calls were science fiction – they still share videos. Many of us have shared
are for my grandparents – but for my
generation, video chats have become
our whole lives online. Which reminds
me – I haven’t
updated my
home? Are you comfortable? Encourage
Smartphones and Us completely normal.
Voice It!
Suggest students incorporate “fast-
A make calls B send emails C save documents
2 What was unusual about the IBM Simon compared to
6 Do you agree with the statements below?
Discuss with your partner, using the and-fun” reads into their daily lives.
modern devices? phrases in the box.
A It was smaller and faster.
B It had an excellent camera.
I strongly agree. I agree. I’m not sure.
I disagree. I strongly disagree.
For example, if there is game, movie,
or other product they are interested in,
C It weighed half a kilogram.
1 People use their smartphones too much.
3 What is the most popular form of smartphone
communication? 2 Children under ten shouldn’t have a
smartphone.
A phone calls B messages
4 What does Noah’s sister enjoy doing?
C video chats
3 There should be no smartphones in
schools.
have them find advertisements or short
A playing games B sharing photos
C listening to music
4 I couldn’t live without a smartphone.
Finished? p124 Ex. 1
reviews online in English. They can also
8 4 ARE YO U CO NNEC TED ? | U NIT 7
read song lyrics, billboards, posters, and
other material.
Give students opportunities to talk
After Reading about things they are reading at home
and make recommendations to their
Summarizing classmates.
Encourage students to find the main ideas
of a text and summarize it. They can practice
by giving one-sentence summaries of each
paragraph and section, and finally give a one-
sentence summary of the whole text. Help them
to identify and ignore non-essential information.
Drawing Conclusions
You can provide students with a statement about
a text and have them find reasons to support it
(e.g., Smartphones have had a positive effect on
our lives.). Then have students draw their own
conclusions.
xxxviii Te a c h e r S u p p o r t H u b
What is the most important information?
Tell students to find a short scene from a TV show or movie they like. They can make a note of words
and expressions the characters use to convey different messages (e.g., say you’re sorry, offer help, give
advice, etc.). Encourage students to practice using these expressions in class.
Te a c h e r S u p p o r t H u b xxxix
Speaking Strategies
xl Te a c h e r S u p p o r t H u b
Level 2 Functions and Strategies
Talking
p112 About Your Weekend Describing Events Encourage students to use
p28 adjectives to describe places,
activities, and feelings.
Telling
p112 an Anecdote Sequencing Ensure students relate events
p40 in a logical order and use
appropriate connectors (e.g.,
and, next, then, while, etc.).
Making
p112 Requests Practicing Question Intonation Model the correct intonation
p52 for making requests. Have
students repeat chorally and
individually.
Discussing
p112 a Photo Using Prepositions of Place Ask students where things
p64 are in the picture. Have them
describe the location using the
phrases in Useful Language.
Making
p112 Suggestions Showing Enthusiasm Model phrases in an
p76 enthusiastic and unenthusiastic
way. Encourage students to
respond with enthusiasm to
good suggestions.
Giving
p112 Instructions Checking Understanding Have students check the
p88 listener understands each step
using the Everyday English
phrases.
Conducting
p112 an Interview Using Appropriate Body Have students role-play their
p100 Language interviews and check their body
posture, gestures, and eye
contact in formal situations.
Te a c h e r S u p p o r t H u b xli
Writing Strategies
Prewriting
Organizing
Conclusion
A few pop star
much, but mos
s earn too What are they
t don’t.
interested in?
xlii Te a c h e r S u p p o r t H u b
Writing
and Have students focus 1 Look at the photos. Where do you think the Useful Language
BOY WHO
man wanted to go? Read the account and At first, … (He) set off on …
check your answer.
express their creativity and produce texts on language and Finally, … There were a lot
PL AN
5 Plan an account of a journey. Take
four paragraphs.
1 Who made the journey:
When it started:
2 The first part of the journey:
The weather:
3 How the journey continued:
He felt no fear when faced with ... or when faced with an
The boy decided to find fear ...” robbers ... angry ogre.
Any problems:
Editing/Rewriting
problems.
5 Nansen was the first person to reach the 7 Do you ...
North Pole. • use the simple past to talk abou
He felt no fear saving people
6 Nansen returned to Norway one year after • explain what the journey was lik
from a terrible storm. At last, he arrived at a city ...
he left. • put the events in the correct or
Three doves landed on his head ... But, he could see the future ... Fin
Mark positively!
Try using the “sandwich technique”
Te a c h e r S u p p o r t H u b xliii
International Values
Voice It! activities on the Around the World pages give
Voice It!
students an opportunity to explore an international value.
xliv Te a c h e r S u p p o r t H u b
Appreciating Home p66
xlvi Te a c h e r S u p p o r t H u b
Support Consolidation Extension
Unit 5 Conduct a quick survey Categorize chores Copy the word family
to find out who helps according to who does charts from p67 into
What is your dream with chores in your them, in which rooms, your notebook and add
house? class. etc. more words.
Te a c h e r S u p p o r t H u b xlvii
Starter Unit Welcome!
Lesson Aim: I can talk about hobbies and sports.
Warmer
Books closed. Ask students
to write down as many
STARTER
hobbies and sports as they LEARN TO LEARN
WELCOME!
can in one minute. Check
Verb and Noun Phrases
answers and write new or We often use verbs and nouns together to make
unusual words on the board. different phrases. Learn them together.
Teacher Support Hub VOCABULARY 4 Complete the list with nouns from Exercises
1 and 3.
ppxxxiv–xxxv Free Time and Hobbies
Verb Noun
S.01
1 Match verbs 1–10 with the words in the box to
make phrases. Listen, check, and repeat. an instrument, basketball, hockey, rugby,
S.01–S.03 Audioscripts T129 play
a bike ride cookies/videos online
table tennis, volleyball
1 S.01Before doing the a blog friends photos shopping, sailing, swimming,
go windsurfing
activity, point out that an instrument music shopping
some verbs go with more books/magazines cookies, videos
make
than one item in the box. 1 read books/magazines 6 listen to music
write a blog, books, magazines, music
Target Vocabulary 2 chat online 7 make cookies/videos
chat online tʃæt ˈɑnˈlaɪn 3 go shopping 8 play an instrument
read a blog, books, magazines, music
download songs 4 go for a bike ride 9 take photos
ˈdaʊnˌloʊd sɔŋz 5 hang out with friends 10 write a blog
Use It!
go shopping ɡoʊ ˈʃɑ·pɪŋ
2 Listen and write the activities from Exercise 1.
go for a bike ride ɡoʊ fɔr S.02
1 play an instrument 5 go shopping 5 Discuss the questions.
ə baɪk raɪd 2 take photos 6 make cookies
1 What is your favorite sport to watch on TV?
hang out with friends 2 What is your favorite sport to do?
3 listen to music 7 read magazines
hæŋ aʊt wɪθ frendz 4 go for a bike ride
3 What isn’t a good sport to do on your own?
listen to music
ˈlɪ·sən tə ˈmju·zɪk Sports
Explore It!
make cookies/videos 3 Match the words with the pictures (1–8).
meɪk ˈkʊ·kiz / ˈvɪ·di·oʊz S.03
Circle the two sports that aren’t in the Is the sentence T (true)
pictures. Listen, check, and repeat. or F (false)?
play an instrument
pleɪ ən ˈɪn·strə·mənt
Rugby is popular in many
basketball 6 swimming 5 countries, but it is the only
read books rid bʊks gymnastics 1 table tennis 7 sport in Exercise 3 that isn’t
take photos teɪk ˈfoʊ·t ̬oʊz hockey 8 track and field 4 played at the Summer Olympic Games. F
write a blog raɪt ə blɑɡ rugby 2 volleyball Find another interesting fact about sports and write
sailing 3 windsurfing a question for your partner to answer.
2 S.02★ Pause the audio
after each phrase to allow
students to check their 1 2 3 4 5 6 7 8
spelling in pairs.
T4 S t a r t e r U n it | We l c ome !
Lesson Aim: I can read a blog post.
Warmer
Talk with students about the
types of content they watch
and read online. Students READING THOUGHTS FOR TODAY
discuss any blogs (or vlogs) A Blog Post
Rosie Wilson
they know about.
1 Look at the photos in the blog post. Hi everyone! Today, my blog is
What do you want to know about all about my hobbies, family,
Teacher Support Hub the people? and friends. I’m always busy!
ppxxxvi–xxxvii So, what do I do?
S.04
2 Listen as you read the blog post. I go swimming three mornings
Do you learn the information you a week. I always get up at 5:30
1 Elicit the meaning of wanted to know in Exercise 1? a.m. . It’s tough, but swimming
blog post and give is my favorite thing (after my
students a few minutes 3 Find words in the blog post blog – obviously!).
that mean:
of thinking time before
1 doing a lot of things busy
discussing the question My Big Brother, Dan
2 difficult tough
in pairs. Elicit questions He plays computer games, and he
3 making you a little angry
on the board and leave annoying
sometimes reads magazines (computer
them there, using this game ones!). He plays soccer every day
4 very bad terrible with his friends, but he doesn’t leave
as an opportunity to 5 very good awesome the house!
gauge students’ existing
knowledge of question 4 Read the blog post again and write
the names of the people. Who … My Annoying Little Sister, Nora
formation.
1 is a busy person? Rosie She often does her homework
2 are Rosie’s brother and sister? and listens to music at the
2 S.04 Set a three-minute same time. Does she sing, too?
time limit to encourage Dan and Nora
Yes, she does – but she’s
faster reading, and 3 likes computer magazines and a terrible singer!
computer games?
tell students not to
Dan
worry about unknown Best Friends Forever:
4 is not a good singer?
vocabulary at this Sara and Fatima
Nora
stage. Then elicit any I don’t see them during the week
5 are Sara and Fatima? because we don’t go to the same
information from the text
Rosie’s best friends school. That isn’t a problem
that answers any of the because we usually hang out
6 thinks Rosie’s blog is very good?
questions on the board. together on the weekend. They
Jody
love taking selfies, and they post
3 ★ Tell students where Voice It! Snapchat stories every day!
to find the vocabulary
(2 Rosie; 3 Nora; 4 Nora; 5 Discuss the questions. What about you? Do you often read my blog? How do you
1 Are you like any of the people in spend your free time? Let me know!
5 comments section). Rosie’s blog? If so, who and why?
2 Do you read blogs? COMMENTS:
4 Encourage students to Why / Why not?
underline the key words 3 What’s your favorite blog? What’s Jody I read your blog in my free time. It’s awesome!
in the text that helped it about?
them find the answers,
and elicit these during
S TA RTER U NIT 5
feedback (e.g., Rosie, I’m
always busy!).
Warmer
Play video S.1, if it wasn’t Watch video S.1
What does Zara do on
assigned for homework, the bus?
and ask students to raise LANGUAGE IN ACTION What does the vlogger
their hands when Zara Simple Present do in the morning?
T6 S t a r t e r U n it | We l c ome !
Lesson Aim: I can talk about personal possessions.
Warmer
In pairs, students discuss
who has the most things in
their school bag. VOCABULARY AND LISTENING
Personal Possessions
Teacher Support Hub
ppxxxviii–xxxix 1 2 3 4 5
S.06–S.07 Audioscripts
ppT129–130 6 7 8 9 10
money ˈmʌ·ni
3 You can’t go to France without your a the coding club b the photography club
passport .
passport ˈpæsˌpɔrt 4 I want to take good photos. I need a nice 7 Listen again and circle the correct answers.
phone foʊn .
S.07
1 Emma goes to the … club.
camera
portable charger 5 That music is very loud. Use your a coding b photography
ˈpɔr·t ̬ə·bəl ˈtʃɑr·dʒər headphones . 2 Alex … taking photos.
tablet ˈtæb·lɪt a likes b doesn’t like
LEARN TO LEARN 3 Alex has a …
2 Encourage students to a tablet. b laptop.
Making Vocabular y Cards 4 Mr. Adams …
do the activity without Make vocabulary cards to help you learn new words. a is a good teacher. b knows Bill Gates.
looking at the box. Draw a picture on one side and write the word on
5 In her free time, Libby writes …
the other.
a a blog. b computer programs.
Extra Vocabulary Practice
3 Make your own vocabulary cards for the words Voice It!
in Exercise 1.
8 Do you go to any school clubs? Which ones?
Learn to Learn 4 Test a partner. Show your cards. Can your What school club would you like to go to?
partner say the words in English?
Using vocabulary cards
has some advantages over S TA RTER U NIT 7
writing lists of words: cards
can be easier to use when
testing yourself and others,
and you can shuffle them. 6 S.07Write coding club and photography club on Flipped Class
the board and ask students what vocabulary they Ask students to watch video S.2
might expect to hear relating to each club (e.g., and do Video Worksheet S.2 in the
3&4 Tell students that computer, programming, pictures, camera). Teacher’s Resource Bank in preparation
the drawings do not need for the next lesson.
to be perfect. 7 S.07Before playing the audio again, ask students,
in pairs, to discuss the questions, based on what
5 ★ Allow students two they remember from the first listening. Homework
minutes to think and take Support weaker students by asking stronger Workbook p5, Exercise 4
notes before attempting ones to raise their hand when they hear an
the activity. answer in the audio.
8 Elicit different school clubs and write a list on
Vocabulary Bank SB p127
the board before students discuss the questions.
Warmer
Play video S.2 and elicit
that James hates using his
phone and going shopping, GRAMMAR IN ACTION Use It!
but he loves using his Love, Like, Don’t Mind, 4 Think of five sentences using love, like, don’t mind,
computer, hanging out with Hate + -ing and hate. Does your partner agree with you?
friends, and watching a I don’t mind cleaning the kitchen. I hate doing it!
sci-fi series. Give students a
Watch video S.2
few minutes, in groups, to What two things
To Have
discuss the things that they does James hate?
I/You/We/They He/She/It
love or hate. What four things
does he love? + We have two new cameras. She has a new camera.
1
T8 S t a r t e r U n it | We l c ome !
Lesson Aim: I can write a personal profile.
Warmer
Students discuss free-
time activities they enjoy.
Encourage them to mention WRITING 4 Rewrite the sentences with commas and
apostrophes in the correct places.
activities other students A Personal Profile
1 Were from South Africa.
might not expect or be
aware of. 1 Look at the photo. What does We’re from South Africa.
Ernesto like doing? Read his 2 Whats your history teachers name?
profile and check. What’s your history teacher’s name?
Teacher Support Hub
ppxlii–xliii 3 That isnt my tablet.
1 Hi! My name’s Ernesto Mendes and I’m 14 years
old. I’m from Vancouver in Canada. I live with my
That isn’t my tablet.
mom and dad, my grandma, and my cat. My cat’s 4 I have a cat three horses and a parrot!
1 To recycle the vocabulary name is Tiger . My best friends are Joel and Ruby. I have a cat, three horses, and a parrot!
from p4, elicit the word 2 My favorite free-time activity is gymnastics. I train 5 My sisters friends very noisy!
gymnastics /ˌdʒɪmˈnæs·tɪks/ every day. Training starts at 6:00 a.m. . It’s tough My sister’s friend’s very noisy!
from the photo. Elicit that because I hate getting up early, but I love practicing.
Ernesto likes gymnastics 3 I also like going for bike rides on my own. I have
a new bike, and I usually go for a bike ride after
and going for bike rides. PL AN
school. I don’t have much free time, but I always
Then ask students to hang out with my friends on the weekend. We often 5 Plan your own personal profile. Take notes for
mark the parts where each paragraph.
go to Joel’s place because he has a swimming pool.
the text mentions what 1 You, your family, and friends:
1
Give students three minutes I can …
• understand Tweets, a guided tour, and a text about
to think of a famous TV Japanese manga and anime
show and write down a • talk about TV shows and making movies
• write a description of my favorite Internet or
few sentences about it.
What are you
TV personality
• understand how to use the present continuous and
In groups, they take turns simple present, and adverbs of manner
reading their sentences one watching? • ask for and give opinions
• use real examples, listen for specific information,
at a time. The first student to understand new words, and organize your notebook
Start It!
Unit Quiz
Video Comprehension
Questions
T10 W h a t a re yo u w a tc h i n g ? | Un i t 1
Lesson Aim: I can talk about TV shows.
Warmer
Give students two minutes
to think of as many different 1 2
types of TV shows as they VOCABULARY
can, and elicit ideas. TV Shows
1.01
1 Match eight of the TV shows in the box with the
photos. Circle the four shows that aren’t in the
1.01–1.02 Audioscripts pT130 photos. Listen, check, and repeat. 4
3
1 1.01Pause after each word cartoon 6 reality show 3
to drill the pronunciation. comedy soap opera 1
You can also write the cooking show sports show
words on the board and documentary 5 streaming series 7
have the students come drama 2 talk show 4
game show 8 the news 5 6
up and mark where the
stress is in each word.
2 Match the sentences with TV shows from Exercise 1.
1 “Put your potatoes in a pan and add some salt.”
Target Vocabulary cooking show
cartoon kɑrˈtun 2 “They’re coming! We need to get out of here.”
comedy ˈkɑ·mɪ·di drama 7 8
cooking show ˈkʊ·kɪŋ ˌʃoʊ 3 “Giant pandas are in danger. There are only
documentary about 1,800 left.” documentary
ˌdɑk·jəˈmen·tə·ri 4 “We have some really interesting guests on
drama ˈdrɑ·mə tonight’s show.” talk show
game show ˈɡeɪm ˌʃoʊ 5 “Can they score in the last minute?” sports show
reality show riˈæ·lɪ·t ̬i ˌʃoʊ 6 “Today: A hurricane hits the city.”
the news
soap opera ˈsoʊp ˌˈɑ·pə·rə Use It!
3 Listen. Write the shows the people talk about.
sports show ˈspɔrts ˌʃoʊ 1.02
1 comedy 4 soap opera 6 Complete the sentences so they are true for you.
streaming series 2 game show 5 reality show Tell your partner.
ˈstri·mɪŋ ˈsɪə·riz 3 6 cartoon 1 I love watching
streaming series
talk show ˈtɔk ˌʃoʊ 2 My family often watches
the news ðə nuz LEARN TO LEARN 3 My favorite TV show is
4 I hate
Using Real Examples
Extra Vocabulary
When you learn vocabulary, think of examples to help you
Practice Explore It!
remember it.
Guess the correct answer.
2 Alternatively, act 4 Think of an example of each type of TV show in Which country in the world
Exercise 1. watches the most TV?
out a sentence with
a Poland b U.S.A. c Japan
appropriate intonation 5 Ask about your partner’s TV shows. Can you guess
and body language (e.g., what they are? Find an interesting fact about TV. Then write a
question for your partner to answer.
excitedly, Can they score What type of show is it? A sports show.
in the last minute?!), and
ask the class to guess the
type of TV show (e.g.,
U NIT 1 | WH AT A RE YO U WATCHIN G? 11
sports show). Students
can then work in groups
to do the same and guess
each other’s types of Learn to Learn 6 If there is time, ask students to walk
shows. Examples can create memorable around the class and talk to as many other
associations, especially if they are people as possible until they find someone
3 1.02★ Play the audio once, personalized (e.g., students could think of they have something in common with.
and to support weaker their favorite cartoon, soap opera).
students, ask volunteers Explore It!
to come to the board Students ask each other their questions
and write the key words 4&5 Students could do Exercise 4 in groups. After the answers are revealed,
they heard. Then play the in pairs and Exercise 5 in a group with they vote on the most interesting fact,
audio again. another pair so as to generate more ideas. which they read to the whole class.
Warmer
Elicit that a Tweet /twit/
is a short text posted on
Twitter /ˈtwɪ·tər/. Elicit that READING
Crazy about TV @crazyabouttv
Twitter is used to share Tweets Apart from sleeping, the average teenager spends more
ideas and content online, time in front of a television than doing any other free-time
that the @ (at) symbol is 1 Look at the pictures and titles. What do activity! So … are you watching TV right now? Where are
you think the Tweets are about? you watching it and who with? We want to know! Tweet us
used to reply or publicly and send us your photos. #crazyaboutTV
message someone, and the 1.03
2 Read the Tweets. Match the people with
# (hashtag) symbol is used the TV shows. Then listen and check. JackLong @JLo-o-o-ng
1 Jack a a comedy I’m learning about the history of TV in media studies this
to explain the topic of the week. So for homework, I’m traveling back to 1969 to watch
2 Holly b the news
Tweet. the news about Neil Armstrong, the first person on the
3 Rory c a streaming series moon.
Homework
Finished? Workbook p9
Students turn to p118 and do Exercise 1.
T12 W h a t a re yo u w a tc h i n g ? | Un i t 1
Lesson Aim: I can understand how to use the present continuous.
Warmer
Ask students to talk about Watch video 1.2
a TV show they are watching What are Ben and
Nick doing?
at the moment and discuss if GRAMMAR IN ACTION What two things is
they like it or not, and why. Present Continuous the vlogger doing?
T14 W h a t a re yo u w a tc h i n g ? | Un i t 1
Lesson Aim: I can understand how to use the simple present, present continuous,
and adverbs of manner.
Warmer
Students discuss in pairs
whether they would like to
start a vlog in English and GRAMMAR IN ACTION Use It!
what they would talk about. Simple Present and Present 4 Write sentences with the verbs and time expressions. Use
Continuous the correct tense.
Play video 1.3 if it was do / sometimes drive / now watch / always
not assigned for homework.
Elicit that the boy is doing a 1 We / sports shows on the weekend.
Watch video 1. 3
vlog for media studies. He What is he doing?
We always watch sports shows on the weekend.
gives the following tips: Describe two tips 2 They / their homework together.
he gives. ‘m visiting /
• You can use a camera that They sometimes do their homework together.
am visiting
has a microphone or your Simple Present Present Continuous
3 My parents / me to the gym.
phone. My parents are driving me to the gym now.
• Check sound and lights. More than 3 million people Today, I 2 a
1
visit locations movie workshop with my Adverbs of Manner
• Outline what you want to for movies here every year. media studies class.
say (take notes).
Time expressions: always, Time expressions: (right) If I’m not explaining 1 clearly (clear), let me know!
• Be yourself – don’t speak sometimes, never, every now, at the moment, today,
too quickly. day/week, etc. this morning, etc. Talk 2 quietly (quiet), please.
• Have fun! He’s working 3 hard (hard) today.
1 Complete the examples in the chart above with
the correct form of visit.
5 Complete the examples in the chart above with
the correct form of the words in parentheses.
1.09 Audioscript pT131 2 Circle the correct verbs.
1 Matt lives / is living in Wellington.
1 Point out that we use the 6 Write the adverbs for adjectives 1–6. Circle the ones
2 They wait / are waiting for their tour guide. that don’t use -ly.
simple present for things 3 Martin works / is working hard today. 1 nice nicely 4 loud loudly
that always happen. 4 Martin always uses / is using a digital camera. 2 fast 5 happy happily
fast
We use the present 3 beautiful beautifully 6 good well
continuous for things that 1.09
3 Complete the text with the correct form of the
are happening now but verbs in parentheses. Then listen and check. Use It!
will finish. 7 Write questions. Use the simple present or present
Media studies 1 is (be) my favorite subject at
continuous and the adverb form of the adjectives.
school. I 2 love (love) it! This
2 & 3 1.09 ★Allow students week, we 3 ‘re studying (study) the 1 you / always / make / new friends? (easy)
to compare answers in history of film. We ‘re learning
4 Do you always make friends easily?
pairs before conducting (learn) all about talkies, CGI, and lots more! 2 you / speak / English / today? (good)
feedback with the whole I 5 don’t know (not know) much Are you speaking English well today?
class. about it. It 6 takes (take) a
3 your math teacher / explain / everything? (clear)
long time and a lot of people to make a movie.
Sorry! Time to go! My little brother 7 is making Does your math teacher explain everything clearly?
Extra Grammar Practice 4 you / work / this term? (hard)
(make) a lot of noise downstairs. I think he 8 ‘s watching
Speaking Game (watch) his favorite comedy with my mom and dad. Are you working hard this term?
They all 9 love (love) it, and they always
4 Tell students that we
10
laugh (laugh) a lot! 8 Ask and answer the questions in Exercise 7.
don’t use frequency What 11 are you doing (do) at school this week? Finished? p118 Ex. 3
Homework
Workbook p12
Warmer
Tell students you don’t
know what TV show to
watch at the moment. Elicit SPEAKING 4 Complete the conversations with the
a few recommendations Asking for and Giving Opinions Everyday English phrases.
from them, drilling the 1 A This actor is great, isn’t he?
phrase You should watch … 1.10
1 Listen to the conversation. B Actually , I don’t really like him.
Does Eva like the show? Yes, she
because it’s … does. 2 A Well ? Do you like the show?
B Yes, I do. It’s really cool !
EVA What are you doing? EVA
3 A Come with us to the gym on Saturday.
ALEX I’m watching the second episode of
Teacher Support Hub this new comedy series. B Maybe, but I’m not sure. Let’s see .
ppxl–xli EVA But it’s lunchtime.
1.10 Audioscript pT131 ALEX I’m not having lunch today. Lunch PL AN
can wait.
EVA So, what do you think of the show?
1
ALEX 5 With your partner, choose two TV
1 1.10★★★ Students listen shows to talk about. Take notes
and answer the question ALEX I love it! Do you like comedies? about them.
with their books closed. EVA No, I don’t. I’m not 2 really into them. Which shows?
I 3 prefer watching documentaries
Elicit that Eva does like
and dramas.
the show. What do you think of them?
ALEX Everyone’s watching this one. It’s really cool!
Why don’t you watch it with me?
2 1.10 Clarify the meaning
EVA I’m not sure.
of I’m not really into Why?
ALEX I think you’ll really like it.
(= I’m not very interested
EVA OK. Let’s see.
in) and the pronunciation SPEAK
ALEX Well? What do you think of it?
of awful /ˈɔ·fəl/.
EVA Actually, it’s 4
not bad ! 6 Practice a conversation with
your partner, asking for and
Useful Language Practice giving opinions about TV shows.
1.10
2 Complete the conversation with the phrases from the Remember to use the simple
Useful Language box. Then listen and check.
present and present continuous,
3 Play video 1.4 and drill
Useful Language vocabulary from this unit, and
the pronunciation of the phrases from the Useful Language
phrases, dealing with any I prefer watching … and Everyday English boxes.
difficulties with meaning. I’m not really into it/them.
CHECK
It’s great / good / not bad / awful.
4 After feedback, encourage What do you think of … ? 7 Work with another pair. Listen to
their conversation and complete
students to rehearse the notes.
the conversations in 3 Look at the Everyday English box. Find and underline the Which shows?
pairs using appropriate phrases in the conversation.
intonation. Ask What do they think of them?
volunteers to perform Watch video 1.4
Ever yday English
the conversations for the
whole class. Actually … It’s really cool!
Why?
Let’s see. Well?
5 Give students plenty of
thinking time and allow
them to use dictionaries 16 WHAT ARE YO U WATCHIN G? | U NIT 1
if needed. Students share
their ideas with a partner,
who should ask extra
questions to generate
7 If appropriate, students can record their Flipped Class
conversations on their phones, deleting In preparation for the Writing lesson (p17),
more ideas to write the recording and trying again if they did ask students to research facts about their
about. not like their performance. They then pass favorite TV or Internet celebrity.
their phone to another pair, who listens
6 During rehearsal,
and answers the relevant questions.
encourage one student
in each pair to check for
correct grammar and one
to check for appropriate
vocabulary.
T16 W h a t a re yo u w a tc h i n g ? | Un i t 1
Lesson Aim: I can write a description of my favorite Internet or TV personality.
Warmer
Students share what
they learned about a TV
My Favorite Internet Star
or Internet celebrity for WRITING By Lidia Suarez
Background
Information AROUND
Studio Ghibli is a Japanese THE WORLD
studio that makes animated
animated movies / anime,
movies. The word Ghibli
READING action movies. They’re
means “hot desert wind.” from Japan. Globetrotters
An Online Article Watch video 1.5
The studio’s movies include
Bolly wood
Spirited Away and Princess 1 Look at the photos. What kinds of movies can
Mononoke, among many you see? What country are the movies from? • How many movies does India produce a year?
others. • Where does the name Bollywood come from?
2 Read the article and check your answers.
1.11
• How many different movies can actors be in at
3 Read the article again. Answer the questions in the same time?
1 Anime are your notebook.
Warmer animated cartoons. 1 What is the difference between anime and manga?
In groups, students Manga are comic Voice It!
books. 2 How are manga comics different outside
brainstorm any animated 2 People read the of Japan?
4 Discuss the questions.
books from left to
movies they have seen. right outside of 3 Why does the article mention Howl’s Moving 1 Teamwork is an important part of making a
Then ask each group Japan. Castle and Ponyo? movie. Why?
3 They are examples 4 Who is Hayao Miyazaki?
to choose the best and of anime movies 2 What skills do you need to work as a team?
the worst ones. Elicit from Studio Ghibli. 5 What does the number 170,000 refer to? 3 What teamwork skills do you have?
4 He’s a director at
contrasting ideas from Studio Ghibli.
the class and encourage 5frames
the number of
in the movie
students to justify their Ponyo
First, screenwriters develop a
answers. Magical Pictures – from script for the story. Then they
Video 1.5 develops the
theme of movies around
the world. Before you play
Manga to Anime
Are you familiar with anime? Anime usually refers to
think about the characters.
What do they look like? What
are their personalities like?
What do we learn about
the characters in the story?
it, make sure students Japanese animated cartoons. They often use manga What do they learn about
understand the questions. (comic book) characters and stories. Manga and themselves?
Hayao Miyazaki
Put students into small anime have a style that is popular around the world,
After this, concept artists
groups to discuss them. with series such as Naruto and Dragon Ball Z.
draw the characters, their expressions, and their
Elicit that India produces People read Japanese manga comics from right to
clothes. Next, storyboard artists use the script to
almost 2,000 movies each left. Outside of Japan, some printers change the sketch a storyboard. A storyboard shows all the
direction of reading on the page so people can read important scenes in the movie. Voice actors read the
year, that Bollywood comes the stories from left to right. characters’ lines in a recording studio, and animators
from a mixture of “Bombay” draw the characters and the backgrounds. To
and “Hollywood,” and that You may already like anime! Do you like Howl’s animate a scene, they make tiny changes to each
actors can film scenes for Moving Castle (2004) or Ponyo (2008)? Studio Ghibli, picture. When they play the frames as a video, the
an animation studio in Tokyo, Japan, produced these characters come alive. It requires a lot of pictures.
four movies at the same The movie Ponyo has 170,000 frames, and artists
movies. The director, Hayao Miyazaki, is famous for
time. beautiful anime movies. A single movie can take up animated every scene by hand, not with a computer.
to eight years and thousands of hours to produce! The final result is a movie that people everywhere
But what is the process like? can experience and enjoy.
Video Comprehension
Questions
18 WH AT A RE YO U WATCHIN G? | U NIT 1
T18 W h a t a re yo u w a tc h i n g ? | Un i t 1
Lesson Aim: I can understand a text about Japanese manga and anime.
Learn to Learn
Looking up every unknown
word in a dictionary
makes reading hard work, LEARN TO LEARN
so students will be less Understanding New Words
likely to read in English Don’t worry if you don’t understand some words. First, try to get a general understanding of the article.
for pleasure, which is very Then guess the meaning of the new words.
important. They should
instead choose which 5 Look at the words in bold in the article. Try to guess their meaning. Then check in a dictionary.
• Look at the words before and after the word.
words are needed for
• Think of similar words in your language.
comprehension and which
• Look at any pictures to help you understand.
words can be ignored.
• Look for other examples of the word in the article.
5 After feedback, 6 Think of your own sentences with the new words. Say each sentence, but don’t say the new
word. Can your partner guess it?
encourage students, in
pairs, to find one more
Explore It!
difficult word in the text
and use the strategies to Guess the correct answer.
guess its meaning before Spirited Away is a famous Studio
Ghibli film. The location for the
checking in a dictionary.
movie is in …
a Taiwan. b Tokyo. c Seoul.
6 After the activity, ask
Find three more interesting facts about
students to choose the animated movies. Choose your favorite fact and
best sentences they write a question for your partner.
produced and repeat
the exercise in a bigger
group so as to expose
each other to as many
examples as possible.
Culture Project ch
about the
aracter.
– the
4
Practice
and
See Project Book p22 for You read the script
U NIT 1 | WHAT ARE YO U WATCHIN G? 19
whole movie script
–
the
prepare.
and learn all about You practice your
lines
For anima ted ises.
further information and
chara cter. and do acting exerc
see
movies, you may
cter.
sketches of the chara
1 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either 4 Complete the sentences with the simple present
do it in class, as a timed or present continuous. isn’t reading
progress test, or assign it VOCABULARY 1 The actor the script at the
moment. (not read)
for homework.
1 The TV shows are wrong. Write the correct ones. 2 Do you usually meet your friends after
1 My little sister loves soap operas.
operas Her favorite school? (meet)
character is Sponge Bob. cartoons 3 The students are studying for their drama
Vocabulary 2 That new documentary is so exciting, and it’s only exam this week. (study)
1 Divide the class into four the second episode! streaming series 4 Simon always watches TV after school.
or five teams. Ask them 3 This sports show is about dolphins. (watch)
to close their books. Read documentary
the sentences out loud. 4 Which guests are on the soap opera tonight? 5 Rewrite the sentences with adverbs of manner.
The first team to shout 1 The children are talking in the library. (quiet)
talk show
5 Only one person can win the car and the money on The children are talking quietly in the library.
Buzz! and then correct
this drama. game show 2 Are you writing in your notebooks? (careful)
the sentence wins a point.
Are you writing carefully in your notebooks?
2 In groups, students
2 Write the TV and movie words for the definitions. 3 The teacher is explaining the activity. (clear)
1 clothes that actors wear in movies costumes
brainstorm vocabulary The teacher is explaining the activity clearly.
2 a person who changes the actors’ appearance
related to making movies. makeup artist
4 We’re studying for our exams. (hard)
Write appropriate words script We’re working hard for our exams.
3 the words for a movie
and phrases on the board 4 the place where they film a TV show
before the students set
6 Complete Kim’s blog with the simple present,
present continuous, and adverbs of manner.
attempt the task. 5 the person who tells actors what to do
director My friend Ava often 1 comes (come)
to my place on Saturday afternoons, and we
Grammar in Action GRAMMAR IN ACTION 2
listen (listen) to music together. This
Saturday is different. My dad 3 is driving (drive)
3 After feedback, pairs 3 Complete the conversation with the us to a movie premiere. There’s a lot of traffic, so we
rehearse the conversation present continuous form of the verbs. 4
aren’t moving (not move) 5 quickly
using appropriate (quick). I usually 6 write (write) my blog
intonation. Ask for HASAN Hey, Yusuf. Are you at home? on Saturday evening in my bedroom, but today
YUSUF Yes, I 1 ‘m watching (watch) last
I 7 ‘m typing (type) it 8 slowly
volunteers to act out the (slow) on my phone in the car!
night’s music show. Where 2 are you
conversation for the class.
calling (call) from?
HASAN I 3 ‘m standing (stand) outside the
4 ★★★ After feedback, ask house. I don’t have my keys. Self–Assessment
students, in pairs, to write YUSUF Call Mom. I can talk about TV shows.
three more sentences, HASAN I4 ‘m calling (call) you because Mom
each with a missing word, isn’t
5
(not answer) her phone. I can talk about making movies.
and give them to another answering Where are you?
I can use the simple present and
pair to complete. YUSUF I 6 ‘m sitting (sit) in the backyard. present continuous.
The sun 7 is shining (shine), the
5 Before the activity, birds 8 are singing (sing). I can use adverbs of manner.
students have three HASAN Yusuf, can you let me in, please? NOW!
minutes, in groups, to
brainstorm as many 20 RE VIE W | U NIT 1
T20 W h a t a re yo u w a tc h i n g ? | Un i t 1
Lesson Aim: I can organize my vocabulary notebook.
Encourage students to
keep their own language LEARN TO LEARN
notebooks. The notebooks
can be paper-based or
digital, but they should be LEARN TO … ORGANIZE YOUR NOTEBOOK
organized in a way that is When you organize your notebook, it helps you to study better.
clear and easy to use.
1 Ask and answer with a partner. 3 Look at the tips in Irina’s notebook again. Complete
1 What do you usually write in your the sentences.
1 Put students into small notebook? 1 Highlighting and underlining help you see the
groups. Ask them to 2 How often do you use your notebook when important information.
compare notebooks and you study at home? 2 You can use the plan on the left when
discuss which they think 3 How can you organize your notebook you’re writing.
are the best organized better? 3 The homework notes help you remember
and why. Then they what to do at home.
answer the questions.
2 Look at Irina’s notebook. Match the tips 4 You can use different color pens for different
(1–5) with a–e.
things. It’s your choice!
Elicit a few contrasting 1 Divide your notebook into sections so that
5 You can find notes quickly when you use different
ideas, as there are no you can find things quickly. a
sections .
real correct or incorrect 2 Use different color pens for different
answers at this stage. things (for example, adjectives can be red,
numbers can be green). c
2 After feedback, students 3 Highlight or underline important notes,
discuss which of these words, and facts. e 4 Follow the plan to organize your notebook.
1 Divide your notebook into sections.
things they already do 4 When you write a text, make a plan on the
left and then write on the right. b 2 Choose different color pens for your notes.
and why. Encourage 3 Get a highlighter for important information (or you
5 Write all your homework notes (what page,
volunteers to show the what exercise) in the same place so that can underline it instead).
class their notebooks, if you don’t forget what you have to do. d 4 Start using your notebook today!
appropriate.
a b
5 Discuss with a partner. What other notebook sections
3 After feedback, students can you think of? How can they help you learn?
work in pairs to rank the Plan c My Favorite Internet Star
notes
with a new pair. The number 1 Internet star in Spain has more than 33 million subscribers. His
33 million subscribers real name is …
Paragraph 2
Each episode: plays games, talks about
funny things
homework
4 Supply students with the This episode: He’s chatting with some of his
necessary tools, or ask subscribers
them to share pens with Paragraph 3
d Why I like him: He’s funny, he always
other students. makes cool videos
grammar
Start It!
Unit Quiz
4 In small groups,
students agree on a list Start It!
of three things. Elicit the 1 Look at the photo. How old do you think the artwork is? Why?
things on the board and 2 Before you watch, what do you know about the ancient Egyptians?
discuss them with the 3 What did the Egyptians use to make boats? Watch and check. papyrus
whole class. and wood
4 Name three things you would like to see in Egypt.
Video Comprehension
Questions
Prepare for Explore It! Grammar in Action 2.2 Grammar in Action 2.3 Everyday English 2.4
Watch video 2 .1
(p23). Students research an
interesting fact about the 2 2 H OW WA S THE PA S T D IF F E RE NT ? | U NIT 2
weather.
T22 Ho w w a s t h e p a s t d i ffe re n t? | Un i t 2
Lesson Aim: I can talk about the weather.
Warmer
Give students two minutes
to write down as many
weather words as possible. VOCABULARY
1
The ones with the most The Weather
correct words win. 2
2.01
1 What is the weather like in the photos?
Circle the weather words that aren’t
in the photos. Listen, check, and repeat.
2.01 Audioscript pT131
cloudy cold dry foggy hot
1 2.01Point out that all the icy rainy snowy stormy
pictures, apart from one, sunny warm wet windy
3
show two or more types of 1 dry, hot, and sunny
weather at the same time. 2 cold and snowy 4
3 cloudy and windy
Target Vocabulary 4 foggy
cloudy ˈklaʊ·di 5 rainy, warm, and wet
cold koʊld
dry drɑɪ 2 Complete the sentences with
foggy ˈfɔ·gi adjectives from Exercise 1. 5
Warmer
Ask students to discuss the She is writing
following questions in small
groups. Then elicit answers READING
about her
journey as a
pioneer on the
The Oregon Trail
and relevant vocabulary on Diary Extracts Oregon Trail.
the board.
1 Look at the photos. What do you think the girl is
1 Do you like walking? writing about?
Why / why not?
2.02
2 Read the text. Check your answer to Exercise 1.
2 When you travel long
distances, what is 3 Read the text again and find these things:
1 two American states Oregon, California
your favorite means of 2 two types of furniture tables, chairs
transportation? 3 five weather adjectives Between 1843 and 1869, more than 500,000
warm, dry, cold, pioneers left their homes in the east of the U.S.A.
3 How many kilometers do rainy, wet
to travel more than 3,000 km west to Oregon and
you think you could walk 4 two musical instruments piano, violin California. Some people wanted to find gold and
in a day? 5 two animals oxen, horses others wanted to start a new life.
4 Match the highlighted words with the The pioneers used wagons to cross the country.
Teacher Support Hub
definitions. They took things like tables, chairs, tents, and
ppxxxvi–xxxvii journey food – and also things they loved, like pianos!
1 a long trip to another place
muddy Oxen pulled the heavy wagons, but the adults and
2 wet and dirty after rain
children usually walked or rode horses. The journey
1 & 2 2.02 After feedback, 3 a difficult task challenge took between four and six months.
allow students in groups 4 not deep shallow
Louisa Evans made the
to share their reactions 5 vehicles with four wheels to transport heavy
journey with her parents and
things wagons
to the text. Elicit a few two brothers, Samuel and
6 large animals like cows that can pull heavy Jesse. These are extracts from
opinions about someone things oxen her diary.
walking several kilometers Louisa, age
14
a day for months. 5 Complete the sentences with words from the text.
1 People on the Oregon Trail were called
3 Set this activity up as a April 8, 1850
pioneers .
challenge, with the fastest 2 Oregon is on the west coast of the U.S.A. I got up at 5:30 a.m. with Mother, and we made
johnnycakes for breakfast. Then we cleaned up the wagon
five students being the 3 The adults and children didn’t usually travel in
the wagons .
and we left at 7 a.m. We didn’t stop until 5 p.m. After dinner,
winners, to encourage Samuel played his violin, and we sang songs and danced. It
fast scanning. 4 Louisa traveled across the country with her
was a warm, dry day.
parents and two brothers .
4 Refer students back to 5 One of Louisa’s brothers played the violin . May 1, 1850
p19 to review strategies Last night it was cold and rainy, and my clothes got wet.
Voice It!
for guessing meaning I didn’t sleep well, and I felt tired all day. It wasn’t easy to
from context. During 6 Discuss the questions. walk on the muddy ground. We didn’t travel far today, and
feedback, ask students to 1 Do you think diaries are important? we faced a new challenge: a river. It was high because of
justify their answers. 2 What challenges do you face each day? the rain and it looked dangerous. Did we cross it? Yes, we
did. We found a shallow part and walked across. We were
Finished? p119 Ex. 1
5 ★ Give students two lucky, but other people weren’t.
options for each sentence:
1 explorers / pioneers;
24 H OW WA S THE PA S T D IFFERENT ? | U NIT 2
2 west / east; 3 wagons /
horses; 4 parents and
sisters / parents and two
brothers; 5 violin / piano. 6 To demonstrate how personal you Finished?
expect their answers to be, tell students Students turn to p119 and do Exercise 1.
Reading Comprehension about a challenge you face every day.
Questions Then allow a few minutes of thinking
time before they discuss in pairs or Flipped Class
groups. Ask students to watch video 2.2 and
do Video Worksheet 2.2 in the Teacher’s
Resource Bank in preparation for the next
Class Challenge lesson.
The first train line to cross from the east
of the U.S.A. to the west opened in 1843 /
1869 / 1910. Homework
Workbook p17
T24 Ho w w a s t h e p a s t d i ffe re n t? | Un i t 2
Lesson aim: I can understand how to use the simple past.
Warmer
Play video 2.2, if it was
Watch video 2 .2
not assigned for homework, How did she
and ask students to raise GRAMMAR IN ACTION travel?
What happened
their hands when the Simple Past on the way back?
vlogger mentions an activity
they like the sound of. Elicit Other Verbs To Be
that she traveled by ferry I/You/He/She/It/We/They I/He/She/It You/We/They
(a type of ship) and that the + I got up at 5:30 a.m. It was cold and rainy. We 4 were lucky.
weather was stormy and We didn’t stop until 5 p.m. It 2 wasn’t easy to walk. Other people weren’t lucky.
–
she didn’t feel very well.
Did we cross it? Was it a hot day? Were all the people lucky?
? Yes, we 1 did . / No, we didn’t. Yes, it 3 was . / No, it wasn’t. Yes, they were. / No, they 5 weren’t.
1 Encourage students to 1 Complete the examples in the chart above. Use 4 Put the words in the correct order to make
complete the chart and the text on page 24 to help you. questions. Then ask and answer.
compare answers in pairs 1 last / your friends / you / see / Did / weekend / ?
2 Rewrite the sentences in the simple past. Did you see your friends last weekend?
before looking at p24. 1 More than 500,000 people leave the east coast.
2 you / did / after school / What / yesterday / do / ?
More than 500,000 people left the east coast.
Pronunciation 2 The journey takes between four and six months.
3 night / Were / asleep / at 10:30 p.m. / last / you / ?
Ask students
2.03–2.04 The journey took between four and six months.
Were you asleep at 10:30 p.m. last night?
to turn to SB p141 for 3 April 8 is a warm, dry day.
4 any homework / your English teacher / Did /
pronunciation practice of April 8 was a warm, dry day. last week / give / you / ? Did your English
the sounds /t/, /d/, and /ɪd/. 4 They don’t stop until 5 p.m.
teacher give you any homework last week?
They didn’t stop until 5 p.m.
5 Was / hot / yesterday / the weather / ?
2 ★ Encourage students to Was the weather hot yesterday?
use the irregular verbs list 2.05
3 Complete the text with the simple past form of
the verbs. Then listen and check.
on SB p143 for support. Use It!
Homework
Workbook p18
fork fɔrk
hairbrush ˈheərˌbrʌʃ
9 10
knife naɪf
lamp læmp
mirror ˈmɪ·rər
pillow ˈpɪ·loʊ 11 12
plate pleɪt
scissors ˈsɪ·zərz
spoon spun 13 14
toothbrush ˈtuθˌbrʌʃ 2.08
6 Listen again and complete the text.
This is the Egtved Girl. She’s 1 3,000 years old.
Archaeologists found her body in 2 1921 ,
2 2.07Challenge students in Egtved, a small village in southern 3
to cover the box in 2 Listen. Write the objects the people are using. Denmark . … We know she died in
Exercise 1 while doing
2.07
1 toothbrush 4 hairbrush
4
1370 BCE when she was between 16 and
5
18 years old. And we know she died in
the activity. 2 scissors 5 spoon and bowl the 6 because there were some
summer
3 pillow 6 knife summer flowers with her body.
Vocabulary Bank SB p129
3 Elicit extra words and, if time allows, extra 6 Allow students, in pairs, to discuss the
2.08
possible categories generated by the sentences before playing the audio again.
Learn to Learn students.
Instead of using the same
methods, encourage 4 Students win five points if they guess
students to try different ways
Flipped Class
after one question, four if they guess after Ask students to watch video 2.3 and do
of organizing new vocabulary two, three after three, and so on. Video Worksheet 2.3 in the Teacher’s Resource
in their notebook.
Bank in preparation for the next lesson.
5 After listening, elicit that the
2.08
photo shows a body of a girl from the
Bronze Age.
Homework
Workbook p19
T26 Ho w w a s t h e p a s t d i ffe re n t? | Un i t 2
Lesson Aim: I can understand how to use there was/were.
Warmer
Before playing video 2.3, Watch video 2 . 3
if it was not assigned for Was the Viking Age
peaceful?
homework, ask students in GRAMMAR IN ACTION Were there any coins
groups to brainstorm what There Was/Were in the exhibition?
they know about Vikings.
After playing the video, elicit Singular Plural
that the Viking Age wasn’t + There was an exhibition in Copenhagen. There 3 were some summer flowers.
peaceful, and that there were – There 1 wasn’t any information about clothes. There weren’t any plates.
coins in the exhibition.
Was there a blanket? Were there any other things?
? Yes, there 2 was . / No, there wasn’t. Yes, there were. / No, there 4 weren’t .
2.08–2.09 Audioscripts
1 Complete the examples in the chart above with was, 5 Write and circle to complete the
ppT132–133 wasn’t, were, or weren’t. sentences. Then answer the quiz.
Warmer
Students write down three
things they did over the
weekend and then move SPEAKING
around the room looking for Talking About Your Weekend
another student who did at
least two of the things on 2.10
1 Listen to the conversation.
Why was Andy in the country?
their list. You learn something
new every day!
CARLA Hi Andy. 1How was your weekend ?
Teacher Support Hub
ANDY 2 It was OK, thanks. CARLA ANDY 4 Which Everyday English phrase do we
ppxl–xli use to respond to …
CARLA What 3 did you do ?
1 negative news? That’s a shame.
ANDY I went to the country for my grandpa’s 70th birthday.
2 interesting facts?
CARLA Cool! What 4 was the weather like? Sounds good.
2.10 Audioscript pT133 3 positive news?
ANDY It was cold, wet, and windy. Nothing much.
4 a question?
1 2.10 ★★★ Challenge CARLA That’s a shame. 5 Where did you stay ?
students to listen and ANDY We stayed on my grandpa’s farm.
answer the question with CARLA What was it like? PL AN
their books closed. Elicit ANDY Well, there wasn’t any Wi-Fi, and there were a lot of
5 Think about something you did in
that Andy was in the noisy sheep outside. the past, and take notes.
country for his grandpa’s CARLA Really? Where you went:
ANDY Yes, really. That region has more sheep than people. What you did:
70th birthday.
CARLA Wow. You learn something new every day!
2 2.10After feedback, ANDY What 6 about you ? What did you do? The weather:
encourage students to CARLA Nothing much. I watched TV and made some cupcakes. Any problems you had:
read the conversation ANDY Sounds good!
aloud along with the
SPEAK
audio, and then to 2 Complete the conversation with the phrases from the
practice it in pairs.
2.10
Useful Language box. Then listen and check. 6 Practice a conversation with
your partner about what you did.
Useful Language
Remember to use the simple past
Useful Language Practice How was your weekend? What did you do? and there was/were, vocabulary
It was (OK/good/great/ What was the weather like? from this unit, and phrases from
3 Play video 2.4 and drill amazing/awful), thanks. Where did you stay?
the Useful Language and Everyday
the pronunciation of the English boxes.
What about you?
target phrases. CHECK
3 Look at the Everyday English box. Find and underline the 7 Work with another pair. Listen to
4 After feedback, say phrases in the conversation.
their conversation and take notes.
the following and ask Where they went:
students to react with Watch video 2 .4
Ever yday English What they did:
Everyday English phrases:
The school is closed Nothing much. Sounds good!
That’s a shame. The weather:
tomorrow. It will rain the Any problems they had:
You learn something new every day!
whole weekend. Did you
know Egyptian men used
to wear makeup?
28 H OW WA S THE PA S T D IFFERENT ? | U NIT 2
T28 Ho w w a s t h e p a s t d i ffe re n t? | Un i t 2
Lesson Aim: I can write an account of a journey.
Warmer
Students brainstorm things
they associate with difficult
journeys (e.g., traveling by WRITING 3 Read the phrases in the Useful Language box.
ship, the North/South Pole, An Account of a Journey In what order do they appear in the account?
mountains, space travel). Useful Language
1 Look at the photos. Where do you think the
man wanted to go? Read the account and
Teacher Support Hub 2 At first, … 1 (He) set off on …
check your answer. to the North Pole
ppxlii–xliii 4 Finally, … 3 There were a lot of problems.
Project Book
For more information and HISTORY
activities, see the Project PROJECT
Book, p26.
A Museum Display 2.11
5 Listen again. Answer the questions.
1 What event are they at?
2.11 Audioscript pT133 1 Discuss the questions. It had colorful a school history festival
1 What museums do you know? pictures and
surprising/cool 2 Whose display did they like?
1 In small groups, students 2 What can you see in them? facts. Oliver’s
discuss the museum they 3 What makes a museum interesting? 3 What did they like about it?
researched for homework.
Elicit contrasting ideas 2 Read the texts. Then read the sentences and 4 What information was missing?
write S (scissors), M (mirror), L (lamp), or B (bowl).
about question 3. Ask: when the Vikings sailed to Canada
1 The way of making this object is the same
Do you think museums 5 How did Oliver respond to the feedback?
today as it was in the 1600s. S
should be interactive or What is he going to do?
2 It’s black, but you can see things in it. M
only display artifacts? He responded well. He’s going to
3 Only rich people had objects like this. L add the missing information.
Should there be guides or
4 This type of object first appeared in Egypt. S
only texts?
5 There was probably water in this. B
2 Ask students to underline 6 This object had two uses. M USEFUL OBJECTS DISPLAY
key words in the 7 It took a long time to find this object after a
natural disaster. L SCISSORS, STEEL, AND IRON, 1628
sentences and elicit these Yi County, Anhui Province, China
8 This had connections with weather. B
before students read the
texts (e.g., 2 black, see 3 Read the texts again. Underline the information The ancient Egyptians invented scissors, and
things). with the correct colors. today scissors are one of the most common
objects in a home. This is one of the first pairs
name of object year or time period
of scissors from Zhang Sijia’s shop. Zhang Sijia
3 Getting students used location material use
opened the first scissors shop in China in 1628.
to typical features in He made all of the scissors by hand and followed
each text genre will help How to Give Feedback the same 72 steps to make them. Customers
them to predict content. bought the scissors to cut cloth, plants, and
This can help them when 2.11 4 Read the tips about giving feedback. Then even metal. There is still a scissors factory in
listen to the conversation. What kind of
Hangzhou, China, and the workers use the same
reading new texts. display are Sophie and Leo talking about?
process today as in the 1600s.
1 Read the text.
How to Give 2 Talk about the things you like or find
interesting.
Feedback
3 Point out possible problems:
At this stage, students
• Is any important information missing?
should be improving
• Is the information in a logical order?
their skills in giving
• Is anything unclear?
constructive feedback to
4 Make suggestions for improving the text.
each other, pointing out
both the positives and
the negatives of each
other’s work in a way that
offers opportunities for
improvement. 30 RE VIE W | U NIT 2
T30 Ho w w a s t h e p a s t d i ffe re n t? | Un i t 2
Lesson Aim: I can give feedback and design a museum display.
2 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either 4 Complete the review with there was(n’t) or
do it in class, as a timed there were(n’t) and a, an, some, or any.
VOCABULARY There were
progress test, or assign it some
I went to my local museum last week.
for homework. 1 Complete the sentences with the adjective form ✓ 1 There was an amazing exhibition about Egypt.
of the nouns in the box.
✓2 amazing things to see, like
cloud fog ice rain storm wind bronze mirrors and beautiful necklaces.
Vocabulary ✓ 3 There was a board game called Senet. It was
1 & 2 Put students into 1 I don’t like it when it’s stormy because it’s so much fun to play.
There weren’t any
dark and noisy. ✗ 4
Egyptian mummies!
small groups, with two
2 It’s dangerous to drive when it’s foggy and ✗ 5 There wasn’t a café. I was hungry.
teams in each group. you can’t see well. ? 6 good exhibitions in your town
Team A reads out the 3 Take an umbrella. It’s rainy today. last week? Were there any
sentences in Exercise 1 4 It’s windy outside. The trees are moving.
and team B has five 5 It’s cloudy today, so we can’t sunbathe. 5 Complete the conversation with simple past verbs or
seconds to guess the 6 Watch out! It’s icy outside. Don’t slip. there was(n’t)/were(n’t). Circle a, an, some, or any.
missing word and win a
point. Then team B does 2 Complete the sentences. CHLOE What 1 did you do (do) on the
the same with Exercise 2. 1 I need a spoon to stir my drink. weekend?
2 I have a lamp , so I can read in bed. MAX I 2 went (go) to my grandma’s town.
3 There was
3 You can use a hairbrush or a comb to
4
a / an outdoor film festival.
Grammar in Action make your hair look better. CHLOE Cool! 5 Did you watch (watch)
4 Do you have any scissors to cut this paper?
6
some / any movies?
3 Ask students to check
5 I slept on my friend’s sofa last night without a MAX Yes, I 7 did . 8 There were 9some / any
their answers in pairs
excellent movies, but the weather 10 was
and discuss any differing blanket or a pillow !
(be) rainy.
answers before feedback.
GRAMMAR IN ACTION CHLOE Oh, no. When 11 did you get (get)
home?
4 Refer students back to p27 3 Complete the text with the simple past.
MAX This morning.
to review this language CHLOE You 12 didn’t text (not text) me.
Meriwether Lewis wanted
point before they attempt
1
T32 Ho w w a s t h e p a s t d i ffe re n t? | Un i t 2
Lesson Aim: I can guess the meaning of new words.
Understanding word
formation (how word LEARN TO LEARN
beginnings and endings
can change the meaning
and grammar of a word) LEARN TO … GUESS THE MEANING OF NEW WORDS
will help students guess the When you don’t know a word, the beginning of the word, the end of the word, and the rest of the sentence can
meaning of any unknown help you guess the meaning.
words in a text, as will clues
1 Circle the answer that is true for you. Compare
in the context. and discuss your answer with a partner. Our Incredible School Trip!
When I see a word I don’t know, I usually … By David North
1 guess the meaning from the rest of the sentence.
1 Encourage students 2 see if I can understand part of the word.
to start reflecting on 3 ask the teacher what it means.
their own practices. Ask 4 look in a dictionary.
them to say because 5 write it in my notebook.
when they discuss their
answers in pairs, and 2 Read the text. Then tell your partner three
things that surprise you.
elicit justifications during
feedback.
Last February, I went on a field trip to Oregon. We did a lot of enjoyable activities. We went hiking and
The weather was very unusual for that time of year. sailing, and I tried windsurfing for the first time. My favorite
2 To encourage faster
Normally, it’s wet and windy, but it didn’t rain once! It was activity was survival skills. We collected wood in the forest,
reading and prevent and then we built a small shelter. Clara and Ben saw some
a little cold, so we wore jackets or sweaters every day.
students from checking spiders and ran away – they hate things like spiders and
Our bus set off very early on the first day, at about 5:15
vocabulary with bugs. In the evening, we cooked over a campfire. That night,
a.m. The campground was over 320 km away, and it took
dictionaries or translation almost four hours. We couldn’t take phones or tablets with we didn’t sleep in a cabin. We slept in tents, and I shared a
software, set a time limit us, so we chatted and played games instead. tent with my best friends.
of two minutes. When we saw the campground for the first time, we were It was an unforgettable experience, and I was very sad
really happy. There was a small store, and a room with to leave.
table tennis and a TV. We hung out there in the evenings.
unusual: adjective
3&4 Go through the enjoyable: adjective
ran away: verb
example discussion of tent: noun
what unusual means unforgettable: adjective
(different from others of 3 Read the text again. Discuss the questions about each of the words in I think “unusual” is an adjective.
bold with a partner. Take notes in your notebook.
the same type). Elicit the
1 Is the word a noun, verb, or adjective? “Unusual” describes the weather.
meanings of the other The text says “Normally it’s wet and
2 What clues about the meaning can you find in the text?
words/phrases (enjoyable windy, but it didn’t rain once!”
3 Do any parts of the word give you clues to the meaning?
= something you like
4 What do you think the word means? Yes. It starts with “un-”
doing; ran away = left a which means “not.”
bad situation quickly by 4 Check the meanings of the words in a dictionary or
running; tent = something with your teacher. Did the questions in Exercise 3 I think “unusual” means “not usual.”
you can sleep in and carry help you guess correctly?
3 What do stories
I can …
Ask the class to make a list • understand a fable and a traditional fairy tale
of famous stories and find •
•
tell an anecdote and express interest
write a story
out if students know what • understand how to use the past continuous and
simple past
they are called in English. • talk about feelings and use prepositions of movement
Elicit these on the board. • personalize sentences to remember new words, use my
teach us?
knowledge, use phrasal verbs, and guess the meaning
of new words
Teacher Support Hub
ppxxxiv–xxxv
Start It!
Unit Quiz
1 Elicit relevant
vocabulary on the board
(e.g., reading, story,
illustration, etc.).
Flipped Class
Prepare for Explore It!
(p35). Students research p37 p39 p40 p42
fear of spiders).
T34 W h a t do s t o ri e s te a c h u s ? | Un i t 3
Lesson Aim: I can talk about feelings.
Warmer
In groups, students
brainstorm adjectives to
describe feelings (e.g., VOCABULARY LEARN TO LEARN
happy). They then play Adjectives of Feeling
Personalizing
against another team. Team
A mimes one adjective from 3.01
1 Circle the adjectives to describe the people in You can write a sentence that is true for you to help you
the photos. Listen, check, and repeat. remember new words.
their list, and team B must I often feel tired in the evening.
1 2 3
guess the word to win a
point. 3 Write a personal sentence for six of the
adjectives from Exercise 1.
1
2
3.01 Audioscript pT133
3
1 3.01Alternatively, read 4
the words aloud and ask 5
students to mime them 6
using facial expressions.
angry / bored embarrassed / surprised / 4 Read your sentences aloud, but don’t say
tired worried the adjectives. Can your partner guess the
Pronunciation adjectives?
4 5 6
Ask students
3.02–3.03 I feel … when I forget someone’s name.
to turn to SB p141 for Embarrassed?
pronunciation practice of
word stress in adjectives. Use It!
Vocabulary Game
3 & 4 Before the activity, ask students Explore It!
Extra Vocabulary Practice to circle the adjectives in Exercise 1 that In groups, students make questions about
were new for them. Then ask students to the phobias they researched for homework.
include those adjectives in their sentences. Elicit the most interesting from each group.
Learn to Learn
Personalizing new 5 Allow plenty of thinking time for this
vocabulary is a strategy activity, as it is an opportunity for students Homework
that students should be to associate the language with a real event
Workbook p24
continuing to use in order and make it personal.
to maximize their chance of
remembering it.
Background
Information
Aesop’s Fables is a collection READING 3 Find words in the story that mean:
of fables credited to Aesop, A Fable 1 a warm place with a lot of trees and
a slave and storyteller other plants jungle
believed to have lived in 1 Read the introduction and discuss the questions. 2 not clever or sensible silly
ancient Greece between 620 1 What is special about fables?
3 something that people give you on a
and 564 BCE. These stories 2 Why do you think Aesop’s stories are still important today? special occasion present
are still told in modern times. 4 a hole in the ground to catch animals
The fables were originally Aesop’s Fables or people trap
kept alive orally and were Aesop was a writer from ancient Greece. He wrote a lot of short 5 to keep people safe protect
stories called fables. Fables usually have a moral message. The main
not written down until about
three centuries after Aesop’s
characters are often animals, but they act like humans.
4 EXAM Circle the correct answers.
1 What did the animals take
death. The fables covered
2 Read the fable. Circle the best title. turns doing?
ethical, religious, social, and 3.04
a The Fox’s Dance b The Monkey as King A giving speeches
political themes. B telling jokes
C looking for food
Teacher Support Hub One day, all the animals As they were walking through 2 Who didn’t give a speech?
ppxxxvi–xxxvii from the jungle were sitting the jungle, the fox pointed A the fox
in a circle. They felt excited toward a tree. “Look at all
because this was the day to those bananas!” he said. As the B the monkey
1 Explain that a moral is choose their new king. monkey was running to the C the bear
a lesson that the fable The animals took turns
tree, he fell into a trap. “Help! 3 Why did the animals choose the
Help!” he shouted. He wasn’t monkey to be their king?
teaches about the way we giving speeches about why
dancing now.
should behave. they wanted to be king. A He danced and made them laugh.
When the fox was giving “How can the monkey take B He was the best animal.
2 & 3 3.04 Instead of asking his speech, a lot of the other care of us and be our king?”
animals were getting bored, asked the fox. “He can’t even C He found food for them.
students to read the
and they weren’t listening. take care of himself.” The 4 What happened at the end?
story, you could tell it Then it was the monkey’s animals realized that they A The fox gave bananas to the
to them, eliciting some turn, but he didn’t give a were wrong. “You are our monkey.
of the vocabulary (e.g., speech. He danced, made king now,” they told the fox.
B The monkey played a trick on the
silly faces, and made the other “You are clever and you can
monkey) through facial animals laugh. They decided protect us.”
animals.
expressions and miming. to make the monkey king. C The fox became the king.
Engage students by The fox knew it was a bad Voice It!
frequently asking them decision, and he was angry.
what they think will The monkey didn’t have the 5 Discuss the questions.
right qualities to be a good 1 What is the moral of the story?
happen next. During the
king. He decided to play a
story, elicit the vocabulary trick on the monkey. “I have 2 What do you think a good leader
in Exercise 3. a present for you!” he said. needs?
“Follow me.” The monkey 3 Which other fables do you know?
followed him. All the
Reading Comprehension Finished? p120 Ex. 1
animals were watching.
Questions
Possible answer: Think
carefully before you make
4 EXAM If you followed an important decision.
/ Being popular and
the alternative technique entertaining doesn’t make
36 WHAT D O S TO RIE S TE ACH US? | U NIT 3 someone a good leader.
above, ask students
to cover the text and
answer the questions from
memory. They can then Extend It! Finished?
check their answers by Elicit more fables on the board and ask Students turn to p120 and do Exercise 1.
reading the text. students to discuss, in groups, the morals
of these stories for a few minutes. Monitor
5 Allow students a few
minutes of thinking
and assist where necessary. Encourage Flipped Class
discussions during whole-class feedback. Ask students to watch video 3.2 and
time to form opinions
do Video Worksheet 3.2 in the Teacher’s
and think of relevant
Resource Bank in preparation for the next
vocabulary. Monitor and Class Challenge lesson.
assist, and encourage The Little Prince by Antoine de Saint-
students to agree or Exupéry is one of the most translated books.
disagree with each other,
if appropriate.
You can read it in 55 / 150 / more than 300 Homework
languages. Workbook p25
T36 W h a t do s t o ri e s te a c h u s ? | Un i t 3
Lesson Aim: I can understand how to use the past continuous.
Warmer
Play video 3.2 if it was
not assigned for homework. Watch video 3.2
Elicit that in her first vlog, GRAMMAR IN ACTION Why was Sophia’s
first vlog bad?
Sophia wasn’t speaking Past Continuous: How many people
clearly or looking at the Affirmative and Negative follow her?
camera. She has over 300
I/He/She/It You/We/They
followers.
+ The fox 1 was giving his speech. The animals 3 were sitting in a circle.
1 3.06After feedback, Prepositions of Movement 3 In your notebook, write about your trip to
school today using prepositions from Exercise 1.
students work in pairs to
1 Match the prepositions with the pictures. Compare with a partner.
come up with gestures 3.06
Listen, check, and repeat. First, I went out of my house. Then I walked down
to correspond to each the street and over the bridge.
across 12 into 5 past 8
preposition.
along 11 off 7 through 10
between 4 out of under
A Radio Phone-in
2 6
Target Vocabulary
down 1 over 3 up 9
across əˈkrɔs LEARN TO LEARN
along əˈlɔŋ
1 2 3 Using your Knowledge
between bɪˈtwin Before you listen, think about what you already know
down daʊn about the topic and words you might hear.
into ˈɪn·tu
off ɔf 4 Look at the photos and think about words you
might hear.
out of ˈaʊt əv 4 5 6
over ˈoʊ·vər
past pæst
through θru
under ˈʌn·dər
up ʌp 7 8 9
2 3.07During feedback,
encourage students
to use the gestures
they came up with in 10 11 12
Exercise 1 to reinforce 3.08
5 Listen to Melissa’s story. How many of your
words from Exercise 4 do you hear?
their understanding of
the prepositions. 6 Listen again and put the events in the
3.08
correct order.
3.07
2 Circle the correct prepositions. Then listen
and check. a 4 A boy fell into the lake in the park.
Extra Vocabulary
1 Be careful! Don’t fall over / down the stairs. b 3 A photographer was taking a photo of
Practice 2 Who is that coming out of / under Bruno’s Clayton’s wife.
house? Is it Carla?
3 Students then delete c 2 Clayton and his wife were in a park.
3 Let’s jump into / up the water together! Are
the prepositions from d 1 Clayton Cook got married.
you ready?
their description and give 4 Don’t cross the road through / between those e 6 Clayton jumped into the water and
it to another student to cars. It’s dangerous. rescued the boy.
complete. 5 Why don’t we swim across / off the lake to the f 5 Some children started shouting.
other side? It isn’t far.
Vocabulary Bank SB p130 6 Laura walked along / past me without 7 Close your book. Take turns telling the story.
Can you remember the events in order?
saying hello.
T38 W h a t do s t o ri e s te a c h u s ? | Un i t 3
Lesson Aim: I can understand how to use the simple past and past continuous.
Warmer
If appropriate, ask
students to show one of
their own photos on their GRAMMAR IN ACTION Simple Past and Past Continuous
smartphones and tell each Past Continuous: Questions
When Clayton jumped into the water, he
other the story behind it. 1
was wearing (wear) his wedding clothes.
Play video 3.3 if it was Watch video 3. 3 While the photographer 2 was preparing
not assigned for homework. What were they doing (prepare) his camera, Clayton noticed three
in the countr y? children.
Elicit that the people were What was her sister
walking and that the sister holding?
3 Complete the examples in the chart above with
was holding an apple. the correct form of the verbs in parentheses.
I/He/She/It You/We/They
Get It Right!
Was he wearing his 3
Were the children
wedding clothes? standing close to the lake? We can use when, while, and as + past
3.09–3.10 Audioscripts
Yes, he 1 was . / Yes, they 4 were . / No, continuous for a longer action in progress.
ppT134–135
No, he 2 wasn’t . they weren’t. We use the simple past for a short action that
1 Point out that we interrupts a longer action in the past continuous.
pronounce was /wʌz/ and 1 Complete the examples in the chart above. simple past
were /wɜr/ more fully in ✗
2 Write the conversations using the past past continuous
short answers. 3.09
continuous form of the verbs. Then listen
and check.
2 3.09★★★ After feedback, 1 A you / TV at 8 p.m. last night? (watch) 3.10
4 Complete the text with the simple past or past
continuous. Then listen and check.
challenge students to Were you watching TV at 8 p.m. last night?
write one more short B ✓
I 1 was walking (walk) to the bus stop one afternoon
was
conversation using a past Yes, I was. carrying when I 2 fell (fall) down on the icy street.
continuous question. 2 A What / you / yesterday? (wear) I3 (carry) a heavy bag with all my
What were you wearing yesterday? school things, and I 4 broke (break) my were
3 Explain that the simple B jeans and a hoodie glasses. I 5 felt (feel) very embarrassed. waiting
past is one complete Other people 6 (wait) for the bus,
I was wearing jeans and a hoodie. but they 7 didn’t help (not help) me. However,
action in the past. We can 3 A your brother / at 5 p.m. yesterday? one woman 8 picked up (pick up) my bag and
use the past continuous (chat online) glasses, and she 9 found (find) an empty seat
to give background Was your brother chatting online at for me. While I 10 was sitting (sit) there, she
information about what 5 p.m. yesterday? 11 cleaned (clean) my face and gave me some
was happening before B ✗ play basketball water. But when I 12 looked (look) for her a
few minutes later, there was no one there.
and after the simple past No, he wasn’t. He was playing
action. basketball.
4 A Where / Alice and her family / in 2017? (live) Use It!
Get It Right! Where were Alice and her family
living in 2017? 5 Work in pairs. Continue and finish the story
below. Use the simple past and past continuous.
Explain that clauses starting B in Mexico City
While I was walking to school this morning,
with when or while cannot They were living in Mexico City. I saw …
stand on their own (e.g., Finished? p120 Ex. 3
While I was doing my
homework) and always
U NIT 3 | WHAT D O S TO RIE S TE ACH US? 39
need a main clause (e.g.,
She called me while I was
doing my homework.).
5 Allow students to first make up the Finished?
Extra Grammar Practice story as they go, then work on retelling it Students turn to p120 and do Exercise 3.
properly, and finally, if there’s time, write it
4 3.10★ Before students down.
attempt the task, go Homework
through the text with Workbook p28
Grammar Game
them, eliciting whether Students show their photo from the warmer
each action is one to a different partner. Encourage them to
complete action or ask each other questions about what was
background information. happening. They win a point every time they
can use a correct past continuous question.
Warmer
Tell the students a funny
story about your life (you can
invent one if you want), and SPEAKING It’s about Adrian.
He was looking for 3 Look at the Everyday English box. Find and
elicit reactions and follow- Telling an Anecdote new sneakers at the underline the phrases in the conversation.
new shopping mall.
up questions. You could
also have them guess if the 3.11
1 Listen to the conversation. Who is the story
about, and what was the person doing?
anecdote is true or false.
Explain that an anecdote
DAVID 1
Guess what happened yesterday. Watch video 3.4
is a short, often funny, Ever yday English
LAURA No idea. What?
story about something that
DAVID Well, it didn’t Go on. No idea. What a great story!
happened to someone. happen to me. You’re kidding!
2 It happened to
Teacher Support Hub Adrian.
4 Which Everyday English phrases do you use
ppxl–xli LAURA Go on. DAVID LAURA when you …
DAVID He was at the new shopping mall. 1 don’t know? No idea.
LAURA You’re kidding! 3 What was he doing at 2 hear something surprising? You’re kidding!
3.11 Audioscript pT135 a shopping mall? He hates shopping. 3 want someone to continue? Go on.
DAVID He was looking for new sneakers. 4 liked someone’s story? What a great story!
1 3.11★★★ Books closed. LAURA 4 Really?
Students listen twice DAVID Yes, really. Now please stop interrupting.
and then work in pairs While he was looking at the sneakers, PL AN
to retell the story. Elicit someone bumped into him.
5 Think of something funny or unusual that
the story on the board LAURA Who was it? happened, and take notes.
together with relevant DAVID It was LeBron James! Who it happened to:
vocabulary. LAURA No way! 5 That’s What the person was doing when it happened:
amazing!
2 3.11After feedback, play DAVID I know. What happened:
the audio again and ask LAURA Did he take a photo?
students to read the text DAVID No, he didn’t. He was
too embarrassed. SPEAK
out loud with the audio.
Can you believe it? 6 Practice telling your anecdote to your partner.
3 Encourage students to LAURA What a great story! Remember to use the simple past and past
continuous, vocabulary from this unit,
use the context of the
and phrases from the Useful Language and
conversation to guess 2 Complete the conversation with the phrases Everyday English boxes.
3.11
what the phrases mean. from the Useful Language box. Then listen
and check. CHECK
4 Play video 3.4 and drill Useful Language 7 Work with another pair. Listen to one of their
the pronunciation of the anecdotes and complete the notes.
Guess what happened (yesterday).
phrases. Who the story happened to:
It happened to …
What the person was doing when it happened:
Really?
Everyday English That’s amazing/incredible!
Practice What happened:
What was (he) doing (at) … ?
T40 W h a t do s t o ri e s te a c h u s ? | Un i t 3
Lesson Aim: I can write a story.
Warmer
Ask students when people
tell funny stories (e.g., with
friends or family) and when WRITING 3 Complete the sentences in the Useful Language box
people write stories down A Story with time and sequencing phrases from the story.
(e.g., sharing on social
media, sharing in books 1 Look at the photo. What do you think Alison’s story Useful Language
is about? Read the story and check your answers. 1
, I was feeling bored.
or articles). Brainstorm Last Sunday
2 At first , I thought it was outside.
situations in which students
3
The next day , I saw a bike exactly
have read or heard stories
like mine.
before. In the afternoon
4
, I was busy and forgot
all about it.
Teacher Support Hub The next morning
5
, the bike was still there!
ppxlii–xliii 6 Suddenly , I remembered!
a partner, who can ask 4 Did someone steal it? What really happened? • explain what happened in the end?
Background
Information AROUND
Fairy tales are traditional THE WORLD
stories that involve magic. Globetrotters
Many fairy tales were Watch video 3.5
during feedback.
T42 W h a t do s t o ri e s te a c h u s ? | Un i t 3
Lesson Aim: I can understand a fairy tale.
Learn to Learn
Remind students that
they should record and
learn groups of words LEARN TO LEARN
and phrases, not just Phrasal Verbs
individual words (e.g., set A phrasal verb is a verb + a small word like for or on. They have a special meaning that is
off on a journey, set off for different from the verb on its own.
school, set off late). This is
particularly true of phrasal 5 Find phrasal verbs in the story that mean:
1 to start a journey set off 4 to arrive or reach get to
verbs, as the word set has look for go on
2 to try to find 5 to continue
many meanings, none of
3 to find by accident come across
which have the meaning of
set off. 6 Complete the sentences with the phrasal verbs in Exercise 5.
1 Are we all ready to go? Let’s set off now before it gets too hot.
2 A I don’t think it’s a good idea to go on in the dark.
5 Make sure students are
B OK. Let’s camp here for the night.
clear about the meaning
3 Can you help me look for my phone? I don’t know where it is.
of definitions 1–5 before
4 A How long did it take you to get to the beach?
they look in the text for
B Ages! It was really far away.
synonyms.
5 While I was doing some research, I came across this photo of our street in 1885.
everyone happy, but the people were around the world. to find fear ...”
He felt no fear
robbers ...
when faced with
... or when faced
angry ogre.
Culture Project
See Project Book p30 for
further information and
activities.
3 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either 4 Write past continuous questions. Then match them
do it in class, as a timed with the answers (a–d).
VOCABULARY 1 you / wear / jeans / yesterday? d
progress test, or assign it
Were you wearing jeans yesterday?
for homework. 1 Complete the sentences with the adjectives.
2 Lidia / work / at 10 p.m. last night? b
afraid embarrassed surprised Was Lidia working at 10 p.m. last night?
tired upset
Vocabulary 3 where / they / go / last Saturday at 7 p.m.? a
1 Before the activity, 1 Elsa looks upset and she’s crying. Where were they going last Saturday at 7 p.m.?
brainstorm vocabulary 2 I can’t believe I won! I’m really surprised . 4 what / I / do / an hour ago? c
from SB p35 and elicit 3 My dad is afraid of heights. He hates being What was I doing an hour ago?
in very tall buildings. embarrassed
example sentences from a They were going to the movies.
4 I forgot David’s birthday. I was so ! b Yes, she was.
students. After feedback,
5 I’m really tired . I didn’t sleep much. c You were taking photos.
ask students, in pairs,
to choose one more d Yes, I was.
2 Complete the story with the prepositions.
adjective and write a
sentence with it. They
across between down into 5 Complete the text with the simple past or
out of through under up past continuous form of the verbs.
then delete the adjective
between
and give the sentence to Tiger the cat went 1 out of the front door and walked Suzanne Collins 1 was working (work)
another pair to complete. 2 across the road 3 two cars. He went in television when she 2 met
4 into the park and climbed 5 up a tree. Then (meet) children’s author James Proimos. After
talking with him, she 3
decided (decide) to try
2 After feedback, a mouse appeared. “Lunch!” thought Tiger. He climbed
6 down
the tree and writing books, too. She 4 was thinking (think) about
encourage students to the story of Alice in Wonderland when she
followed it. The mouse ran
read the story in pairs, 7
through the grass and
5
had (have) the idea for her first novel,
using the gestures they then disappeared 8 under Gregor the Overlander. She 6 wanted (want) to
change Alice’s story to a modern adventure, set in a city.
associated with each a rock. “Maybe I’ll have lunch
at home today,” said Tiger. The book was very successful, and she 7 wrote
preposition on SB p38. (write) four more books about Gregor. The series
8
won (win) a lot of prizes. While she
was writing (write) the series, she also
GRAMMAR IN ACTION
9
Grammar in Action 10
completed (complete) a picture book for
children. Now she is most famous for her Hunger Games
3 Before the activity, elicit 3 What was happening at 10:30 a.m. yesterday? Write books and movies.
the form of the past two sentences in the past continuous.
continuous on the board 1 it / not snow – rain
and elicit examples with It wasn’t snowing. It was raining. Self–Assessment
different verbs. After 2 I / not study – sleep I can use adjectives to talk
feedback, students make I wasn’t studying. I was sleeping. about feelings.
true sentences about 3 Alex / not read / a book – listen / to music I can use prepositions to talk
what was happening (to Alex wasn’t reading a book. He/She about movement.
them) two hours ago. was listening to music. I can use the past continuous in
4 Eva and Helen / not talk – have / a snack sentences and questions.
4 Ask fast finishers to write Eva and Helen weren’t talking. I can use the simple past and
questions for sentences They were having a snack. past continuous together.
1–4 in Exercise 3 (e.g.,
4 4 RE VIE W | U NIT 3
Was it snowing this
morning?).
Homework
Workbook pp30–31
T44 W h a t do s t o ri e s te a c h u s ? | Un i t 3
Lesson Aim: I can guess the meaning of new words.
4 What do
In groups, students I can …
• understand texts about money and caring jobs
brainstorm things that make • make and respond to requests
• write an opinion essay
people happy but that don’t • understand how to use could, comparative and
cost any money, such as superlative adjectives, too, too much, too many, and
(not) enough + noun
friendship. Elicit the idea of • talk about money and caring jobs
you value
• remember similar words, identify key information,
helping others. and organize my homework
• reach agreement as a group and make a poster
Start It!
Unit Quiz
1 Use this as an
opportunity to review the
adjectives to describe
feelings from p35. Elicit
ideas about how the boy
probably feels and why.
Flipped Class
Prepare for Explore It! p49 p51 p52
T46 W h a t do yo u v a l u e mos t? | Un i t 4
Lesson Aim: I can talk about money.
Warmer
Put students into teams
to brainstorm vocabulary
related to money (e.g., VOCABULARY 2 Listen to the verbs in Exercise 1 and repeat.
Money Verbs
4.01
expensive, dollars, price,
etc.). The team with the 4.02
3 Listen and write the correct verb from Exercise
1 for each situation. Sometimes there is more
most words wins. 1 Look at the verbs in bold. Then match the
sentences with the photos. than one possible answer.
1 pay 4 change
1 Don’t worry. I can pay for you, too. g
2 He spends all his money on video games. 2 borrow/lend 5 sell
4.01–4.02 Audioscripts pT135 He should save it for something he needs. e 3 save
Warmer
In groups, students talk
about what they bought
or spent money on in READING Voice It!
the last 24 hours. Elicit A Newspaper Article 4 Imagine you can interview Mark Boyle
full sentences, reviewing after his three years without money. Write
vocabulary from the 1 Look at the photos. What do you think the man did? questions to ask him using the ideas below.
Family and friends:
previous lesson and the 2 Skim the article and choose the correct summary.
simple past. a A man sold his home and bought an RV to travel around
the world for three years. Clothes:
Teacher Support Hub b A man lived without money for three years.
ppxxxvi–xxxvii Food:
4.03
3 Read the article and answer the questions.
1 Where did Mark live after he sold his own home? Work:
1&2 Students discuss in an RV on a farm
the question in pairs, 2 How did he use his laptop without electricity? Travel:
looking at the photos He used solar power.
and predicting which of 3 Which three things were difficult for him at first?
the two summaries might getting food, washing, and traveling 5 Take turns being Mark Boyle and the
fit best. Elicit guesses interviewer and do the interview.
4 What did he buy after his time without money?
and give students a time a pair of sneakers from a thrift store How often did you see your family?
limit for the first reading
$
When did you see your friends?
to encourage faster
skimming.
A Different Life Finished? p121 Ex. 1
€ $
3 Allow students to
$ $ £
4.03
Can you imagine living for a day without money?
discuss the questions in
Mark Boyle, from Ireland, did that for three years.
pairs before reading the
€
article again. Students Mark had a good job and he earned The first few months were the worst
$
then read and underline a lot of money. One day, a friend – simple things were more difficult
£
the sentences in the text challenged him to live without money. than before. Mark couldn’t buy food,
where they found the Mark decided he could change his take a shower, or travel easily. But
answers. They can check life and do it. he soon found his own food – usually
vegetables, fruit, and other plants. He
£ €
their answers with a First, he sold his houseboat, and he
went to live in an RV on a farm. He made a stove to cook outside, and
partner. he collected wood to use as fuel. He
kept his laptop and cell phone – he
knew he could use solar power to washed in a river, and he used plants more alive. He also discovered that
Reading Comprehension
£
charge them. He couldn’t make any to clean himself. He even made his friendship is more important than
Questions calls, but he could receive them. own toothpaste! He walked or cycled money.
everywhere, so he was fitter and The biggest and most difficult
4 Elicit a few questions healthier than he was before. decision for Mark was to return to
to review simple past So, was life without money better a life with money. After three years
question formation. Then for Mark than life with money? Yes, without money, what was the first
it was. He was happier than before, thing he bought? A pair of sneakers
students write questions
and the best thing was that he felt from a thrift store!
in pairs about what Mark
Boyle did in the past.
4 8 WHAT D O YO U VA LU E M O S T ? | U NIT 4
Monitor and correct
mistakes with the simple
past.
Class Challenge Flipped Class
5 Monitor and take note When he was younger, Mark Boyle studied Ask students to watch video 4.2 and
of common mistakes business / farming / history in college. do Video Worksheet 4.2 in the Teacher’s
with the simple past and Resource Bank in preparation for the next
question formation. Write lesson.
these on the board for Finished?
the whole class to correct. Students turn to p121 and do Exercise 1.
Then elicit the most Homework
interesting questions that Workbook p33
were asked and discuss
the possible answers.
T48 W h a t do yo u v a l u e mos t? | Un i t 4
Lesson Aim: I can understand how to use could and comparative and superlative adjectives.
Warmer
Play video 4.2, if it was
not assigned for homework,
and elicit the answers to the GRAMMAR IN ACTION Comparative and Superlative Adjectives
two questions: she couldn’t Could more
important Adjective Comparative Superlative
buy a horse, but she could Short fit 1
fitter the fittest
draw them. Elicit that could Watch video 4.2 Adjective happy 2
happier the happiest
Could she buy a
is the past of can and is horse? Long important 3
the most important
used to talk about ability in Could she draw Adjective difficult 4 more difficult the most difficult
horses?
the past. Irregular good 5
better the best
Adjective bad worse 6 the worst
+ He could change his life.
1
4.04 Audioscript pT135 – He 2 couldn’t make any calls. 5 Complete the examples in the chart above. Use the article
on page 48 to help you.
1 After feedback, drill the Could he live without money?
? Get It Right!
pronunciation of could Yes, he 3 could . / No, he 4 couldn’t .
We use than, not that, to compare two things.
/kʊd/ (or /kəd/ in faster
1 Complete the examples in the chart. My sister is fitter than me. NOT My sister is fitter that me.
speech) and elicit that Use the article on page 48 to help you.
there is no /l/ sound
2 Complete the sentences with could or 6 Complete the sentences with the comparative or
present. superlative form of the adjectives.
couldn’t and the verbs in parentheses.
Check your answers in the article. 1 Life for Mark without money was better (good) than before.
2 After feedback, elicit that 2 The best (good) thing was that he felt more alive.
1 Mark could receive calls on his phone.
there is no to after could. (receive) 3 The most difficult (difficult) decision was to return
$
2 He couldn’t buy food. (buy) to a life with money.
Extra Grammar Practice 3 He could charge his laptop with 7 Complete the text with the comparative or superlative form of
4.04
solar power. (charge) the adjectives. Then listen and check.
3&4 ★★★ After 4 He couldn’t take a shower. (take)
feedback, ask students to It’s the fourth Friday in November and it’s Black Friday.
Use It! It’s 1the busiest (busy) shopping day of the year. Things
repeat the task, this time
$
are 2 cheaper (cheap) than usual today.
using their own ideas. 3 Complete the sentences. Use could or Shoppers can get 3 the best (good) prices for
couldn’t and the ideas in the box. 4
the latest (late) gadgets or 5 the most stylish (stylish)
5 ★ Point out that a “short” buy my own clothes
sneakers. In my opinion, Black Friday is 6 the worst (bad) day
of the year. People seem to be 7 more interested (interested) in
adjective has one syllable make my own lunch
ride a bike use a laptop
shopping than anything else! I think we could all be 8 happier
(or one syllable and (happy) without spending money all the time.
another ending in -y). A 1 When I was five, I
“long” adjective has two Use It!
£
or more syllables. 2 When my grandparents were young,
they
8 Choose a topic from the box or use your own. Discuss with
a partner. Use comparatives and superlatives.
Get It Right!
math / history / science
3 A year ago, I
Drill the pronunciation market / shopping mall / online shopping
of than in the example
sentence. When History is more difficult than … but … is the most difficult.
4 Ask and answer with a partner.
pronounced naturally as Could you buy your own
Finished? p121 Ex. 2
part of a sentence, it is clothes when you were five? U NIT 4 | WHAT D O YO U VALU E M O S T ? 49
/ðən/ rather than /ðæn/.
Audioscripts
4.05–4.08 VOCABULARY AND LISTENING Use It!
ppT135–136 Caring Jobs 3 Work with a partner. Discuss the questions.
1 4.05Before the activity, 1 What do the jobs in Exercise 1 have in common?
1 Match eight jobs with the photos. Circle the jobs 2 Which people in these jobs do you see every week?
students cover the box 4.05
that aren’t in the photos. Listen, check, and repeat.
and work in pairs to think 3 Which job would you like to do?
of the names of the jobs caregiver paramedic
firefighter 3 police officer 7 Job Profiles
in the pictures.
garbage collector 4 preschool teacher 5
lawyer surgeon
4 What do you think are the best and worst things
Target Vocabulary 2 8 about doing a caring job? Discuss with a partner.
caregiver ˈkerˌɡɪ·vər lifeguard vet 1
nurse nɜrs
paramedic ˌpe·rəˈme·dɪk 3 4
LEARN TO LEARN
police officer
Identif ying Key Information
pəˈlis ˌɔ·fə·sər When you are matching people with information, check
preschool teacher key words before you listen. This helps you to focus on
ˈpri·skul ˈti·tʃər 5 6
the information you need.
surgeon ˈsɜr·dʒən
vet vet 6 Read the questions in Exercise 7. Circle the key
words you need to listen for.
volunteer ˌvɑ·lənˈtɪər
7 8
4.08
7 Listen again. Write 1, 2, 3, or 4.
Pronunciation Who …
a usually takes care of dogs and cats? 2
4.06–4.07Students turn to the b wants people to follow rules? 3
pronunciation exercises on Pronunciation p141 c collects clothing and blankets? 1
SB p141 for practice saying d drives an ambulance? 4
-er at the end of words. 2 Write which person you need in these situations. e only works during the summer? 3
1 You’re at the swimming pool. Your friend has a f serves meals to people? 1
2 ★★★ After feedback, problem. lifeguard
students, in pairs, make 2 There’s a fire at your school. firefighter 8 Imagine you have one of the jobs in Exercise 1.
In your notebook, write five sentences about your
one extra sentence and 3 Your grandma needs help at home. day. Read your sentences aloud, but don’t say the
give it to another pair to caregiver job. Can your partner guess?
guess the person. 4 Your cat has a problem with its eye.
vet
I sometimes work all night.
5 Your friend is in the hospital. This person is
Extra Vocabulary Practice Are you a nurse?
doing an operation on them. surgeon
3 Allow a minute of
50 WHAT D O YO U VA LU E M O S T ? | U NIT 4
thinking time, and then
monitor closely and assist
when needed.
Learn to Learn Extend It!
4 & 5 4.08 EXAM Before Listening is often a demanding skill, so it is Students play the game in Exercise 8 again but
listening, elicit ideas important to make sure students know what this time choosing any profession they like.
from Exercise 4 and write information they need to listen for.
relevant vocabulary on
the board to support Flipped Class
students while they listen. 6 & 7 4.08 Point out that key words are often Ask students to watch video 4.3 and do
Check to find out if they nouns, verbs, or adjectives. In pairs, students Video Worksheet 4.3 in the Teacher’s Resource
heard any of the ideas discuss the questions before listening again. Bank in preparation for the next lesson.
they discussed, and then 8 Monitor students’ writing closely and
play the audio again. take note of common mistakes. Before Homework
students read aloud, write the mistakes on Workbook p35
Vocabulary Bank SB p131
the board and elicit corrections.
T50 W h a t do yo u v a l u e mos t? | Un i t 4
Lesson Aim: I can understand how to use too, too much, too many, and (not) enough + noun.
Warmer
Play video 4.3 and elicit Watch video 4. 3
the reasons why people Say three reasons why some
don’t volunteer: they are GRAMMAR IN ACTION people don’t volunteer.
How does volunteering help
too busy; they have too Too, Too Much, Too Many the vlogger at school?
much homework; they don’t
Too + Adjective Too Much + Uncountable Noun Too Many + Plural Countable Noun
have enough time. Elicit
that volunteering helps the I’m too 1
busy to have lunch. Some kids make too much noise
2
. I have too many 3 clothes .
vlogger with his IT class.
1 Complete the examples in the chart above with the (Not) Enough + Noun
words in the box.
I can’t volunteer. I don’t He can invite 20 people. He
4.09 Audioscript pT136 busy clothes noise have 1 enough time has 2 enough chairs
(time). (chairs).
1 Point out that we often
use too (many/much)
2 Read the sentences about the people you listened
to on page 50. Circle the correct words. 5 Complete the examples in the chart above with
when we are complaining 1 The hours were too / too much / too many the words in parentheses and enough.
or not happy about long in the paramedic’s last job.
6 Complete the text with the words in the box.
something. 2 The volunteer thinks people own too /
4.09
Then listen and check.
too much / too many books.
enough chairs enough space enough time
2 & 3 ★ Guide students to 3 Sometimes the pool is too / too much /
too many animals too many people
underline the words after too many noisy for the lifeguard.
too much information too noisy too young
the options or blanks 4 The vet spends too / too much / too many
time at work.
and identify if they are
I’m 1 too young to have a full-time job, but every Saturday I’m a
adjectives, uncountable 3 Complete the questionnaire with too, too much, or volunteer with a local vet. I help the receptionist when she
nouns, or plural nouns. too many. doesn’t have 2 enough time to do everything. Last week,
too many
people there were 3 in the waiting room – we
4 Challenge students to All About You! didn’t have 4 enough chairs for them to sit on! Sometimes it
gets too noisy
5
for me, especially when there are
?
turn each question into a
too many animals and there isn’t enough space in
6 7
Do you have …
conversation with at least the waiting room.
1 too much homework this week?
?
two follow-up questions. The best thing: I love animals and I can spend all day with them!
2 too many clothes?
The worst thing: Sometimes there’s 8 for
5 Point out that enough Do you … me, and I don’t understand it all.
goes before nouns, but 3 spend too much money on clothes? too much
?
after adjectives (e.g., The 4 buy too many snacks?
information
Use It!
chair is not comfortable
Are you …
enough.).
5 too busy to listen to your friends?
7 Imagine a day doing your dream job. Take notes.
Then compare with a partner.
6 4.09Fast finishers can 6 too young to drive a car? • What the job is:
retell the story to their • The best thing:
partner using only the Use It! • The worst thing:
phrases in the box as 4 Work with a partner. Ask and answer the questions in My dream job is to be a firefighter.
prompts. Exercise 3.
It’s an exciting job, but it can be dangerous.
Finished? p121 Ex. 3
Extra Grammar Practice
U NIT 4 | WHAT D O YO U VALU E M O S T ? 5 1
7 Encourage students to
use too and not enough
when they describe the
worst thing about the job. Grammar Game Finished?
Put students into groups. One student Students turn to p121 and do Exercise 3.
chooses something (e.g., a job, a TV show, a
restaurant, a book) and talks about it (e.g.,
I don’t like it because there isn’t enough Homework
action and there are too many characters, Workbook p36
so I find it too boring. – a TV show). The
other students in the group guess what the
student is talking about.
Warmer
Elicit the difference
between lend and borrow,
and write on the board You SPEAKING 3 Look at the Everyday English box. Find and underline
the phrases in the conversation.
should never lend or borrow Making Requests
money. Ask students if they Watch video 4.4
agree and why. 4.10
1 Listen to the conversation. Who lends Rita Ever yday English
some money? Greg.
cute I owe you one.
Teacher Support Hub
There you go. What’s up?
ppxl–xli
T52 W h a t do yo u v a l u e mos t? | Un i t 4
Lesson Aim: I can write an opinion essay.
Warmer
In pairs or small groups,
students share the ideas they
brainstormed for homework WRITING 3 Complete the phrases in the Useful Language box.
about one of the two essay An Opinion Essay Useful Language
topics in Exercise 5. In my In conclusion ,
1 Read Min-Seo’s essay. Does she agree with the opinion,
1 4
one minute of thinking sports or sports stars than to live without 5 Plan your own opinion essay. Choose one
nurses and firefighters. of these topics and take notes for four
time before eliciting ideas. 4 In conclusion, I believe that some sports stars paragraphs in your notebook.
earn too much money, and people with
2 Allow students to briefly important life-saving jobs don’t earn enough. • Pop stars earn too much money.
discuss each statement We need to find a better and fairer way to • Money can’t buy happiness.
in pairs before rereading pay those people more. 1 Introduce the topic and give your opinion.
2 Give a reason for your opinion.
the essay.
3 Give a second reason.
3 After feedback, elicit that 2 Circle the correct words. 4 Summarize your opinion.
1 According to Min-Seo, sports stars earn enough /
a text without these types WRITE
too much money.
of phrases would feel
strange because it would
2 Min-Seo thinks sports stars help / entertain 6 Write your opinion essay. Remember to include
people. (not) enough and too, too much, too many, and
be more like a collection 3 In Min-Seo’s opinion, sports stars have phrases from the Useful Language box.
of separate sentences more / less important jobs than firefighters.
CHECK
than a complete text. 4 It is easier / more difficult to live without
nurses than without sports stars. 7 Do you ...
• have four paragraphs?
4 ★★★ Books closed. 5 People with life-saving jobs don’t earn enough /
earn too much money. • give reasons for your opinions?
Dictate the jumbled
• summarize your opinion at the end?
words in each sentence,
as in the book, but don’t
say (1) think, (2) my, and Finished? p121 Ex. 4
Warmer
Write the following SOCIAL STUDIES
questions on the board and PROJECT
allow students to discuss Could you be a volunteer
them in groups before with us?
eliciting ideas. A Poster Do you have enough time
1 How can you encourage to help us? All ages are
more people to go to 1 What is the purpose of the poster? Read and check (✓).
a to encourage more people to use a local park welcome.
your local park?
b to ask for more volunteers to clean the park Don’t give us your money –
2 How clean do you think
give us your time!
your local park is? c to tell people about a charity event
3 What type of charity
events can you think of?
2 Read the poster again. Under which heading can you
find this information?
1 the place for the activity Where?
2 the type of activity What?
Project Book
3 the people organizing the activity Who?
For more information and
4 the reasons it is a useful thing to do Why?
activities, see the Project
5 the time and place to meet When?
Book p34.
6 why volunteers enjoy the activity What are the benefits?
Audioscript
4.11 How to Agree as a Group
ppT136–137 3 Read the tips on how to agree as a group. Put them in the
best order.
1 Allow one minute for a 3 Ask other people for their opinions.
students to skim the text b 6 Make a decision as a group. Check that everyone agrees.
and find the answer. c 1 Introduce the decision you need to make.
d 2 Give your own opinion politely.
2 Allow students to discuss
e 4 Interrupt politely if you want to comment.
ideas in pairs before
f 5 Summarize all the opinions.
checking the text.
T54 W h a t do yo u v a l u e mos t? | Un i t 4
Lesson Aim: I can reach agreement as a group and make a poster.
Your Community
who introduces the topic,
asks for opinions, and
summarizes; someone
who writes down
everyone’s ideas; a
graphic designer. Monitor
Needs You!
closely and check that
students are following
the tips from Exercise 3,
reminding them to do so
if necessary. Encourage
students to use English
as much as possible.
Take notes on common PL AN
language problems and 5 Work in groups. Plan a poster for a
stop the class halfway volunteer project. Follow the steps below.
Students can
collaborate digitally
through Collaboration
Extend It!
You may want to provide more practice
Plus, where you can
of group decision-making. In groups,
assign, track, and assess
students create a radio advertisement for
their work. Students can
their charity activity and record it using
also share and showcase
their smartphones, if appropriate. Play the
their work and comment
recordings for the class and discuss which
on each other’s projects.
were the best and why.
4 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either 4 Put the words in the correct order.
do it in class, as a timed 1 lifeguard / you’re / too / be / young / to / a
VOCABULARY You’re too young to be a lifeguard.
progress test, or assign it
for homework. 1 Complete the conversations with the pairs of verbs 2 a / money / I / soda / to / don’t / have /
in the box. enough / buy
I don’t have enough money to buy a soda.
borrow / owe pay / lend spend / save sell / earn
Vocabulary 3 room / there / too / people / were / the / many / in
1 Encourage students to 1 A Can you lend me $5 for coffee?
There were too many people in the room.
refer back to the example B Don’t worry. I can pay for yours. 4 much / week / I / last / spent / too / money
sentences they wrote in 2 A Those people sell hats at the market. I spent too much money last week.
Learn to Learn on SB p47 B Yes, but they don’t earn much money.
before attempting the
5 Complete the blog with too + adjective, too much /
3 A Should I save my money for the future? too many or enough, or a comparative or
task. B No! Why don’t you spend it now? Let’s go superlative adjective.
shopping.
2 Before the activity,
students work in groups
4 A Could I borrow some money for the bus?
B Sure, but you now owe me $5! All About Denise
to write a list of all the Appearance She’s 1 taller (tall)
jobs from SB p50 they 2 Read the descriptions and write the correct job. than me, and she has 2 longer
can remember. The group 1 I give my free time to help people. I don’t earn any (long) hair. So, I’m 3 shorter (short) than her in two ways!
money, but I love my job. volunteer
with the most jobs wins. Personality She always makes me laugh. She’s the
2 I have a difficult job in a hospital. I’m not a normal 4
funniest (funny) and 5 happiest (happy) person I know!
doctor or a nurse. surgeon Sports Denise’s favorite sport is basketball. Unfortunately, she can’t
3 I keep our community safe. I can arrest people
Grammar in Action who are breaking the law. police officer
get into the school team because there are 6 too many
good players, so she only plays for fun.
3 ★ Before the activity, 4 I treat very sick people at home and then take them Jobs She wants to be a firefighter. She’s 7 braver (brave)
ask students to identify to the hospital. paramedic than me – I think that job is 8 too dangerous (dangerous).
the adjectives as short, There are a lot more things to say about Denise, but I don’t have
long, or irregular, and GRAMMAR IN ACTION enough time now. I have 10 too much homework.
9
T56 W h a t do yo u v a l u e mos t? | Un i t 4
Lesson Aim: I can organize my homework.
1 Put students into Organizing Your Time c spend a lot of time checking your phone?
3 In pairs, students show 3 Copy Esma’s design for a homework planner in your notebook , using the same headings. Then complete the
each other their planners planner with your homework for next week.
and explain their choices
before making any U NIT 4 | LE ARN TO LE ARN 5 7
necessary changes.
Extend It!
Challenge students to
use this technique for one
month. Quickly check their
homework planners once a
week. Praise students who
keep it going for an entire
month.
5 What is your
ppxxxiv–xxxv I can …
• understand texts about different homes and doing
household chores
dream house?
• make spidergrams to record vocabulary, use
techniques to answer multiple-choice questions,
use word families, and a memory journey
1 In pairs, Student A
opens the book, looks at
the photo, and describes
it to their partner.
They look at the photo
together and discuss if
they would like to live
there and why.
Video Comprehension
Questions
Flipped Class
Prepare for Explore It!
(p59). Students research Language Extra Resources
an interesting fact about I can ... ● Finished? Student’s Book p122
talk about furniture p59 Vocabulary Bank, Student’s Book p132
furniture. ● ●
● understand how to use (not) as + adjective + as ● Workbook pp40–47
and (not) + adjective + enough p61 ● Grammar Reference and Practice, Workbook
talk about household chores p62 pp96–97
Unit Aims
●
● understand how to use have to and ● Teacher Support Hub, Teacher’s Book ppxxxiv–xlvii
don’t have to p63
Skills Digital Resource Pack
I can ...
Learn to Learn (on Cambridge One)
understand a text about different homes p60
I can ...
● ● Teacher’s Resource Bank for word lists,
● use spidergrams p59
● describe a photograph p64 differentiated worksheets, Culture Projects, and
● answer multiple-choice questions p62
● write a description of a house p65 many other extra resources
● understand word families p67
● understand a text about living in igloos pp66–67 ● Practice Extra, Presentation Plus, Test
● use a memory journey p69
Generator, and Digital Collaboration Space
T58 W h a t is yo u r d re a m h ou s e ? | Un i t 5
Lesson Aim: I can talk about furniture.
Warmer
In teams, students have
two minutes to write down
as many furniture words as VOCABULARY 5.02
3 Listen again and circle the words in
Exercise 1 that you hear.
possible. The team with the Furniture
most words wins.
1 Match the words in the box with 1–13 in the LEARN TO LEARN
5.01
pictures. Listen, check, and repeat.
Using Spidergrams
5.01–5.02 Audioscripts pT137 armchair 12 floor 5 Recording words in different ways will help you
remember them. One way is to create spidergrams.
bookcase 11 fridge 3
1 5.01 Alternatively, students carpet 13 picture 10
cover the pictures and 4 Complete the spidergram using words from
ceiling 1 shelves 6 Exercises 1 and 2 and your own ideas.
work in teams. One chest of drawers 9 sink 4
student chooses a word cupboard 2 wardrobe 7
and draws a picture. The desk 8 Rooms
first student on the team
to guess what the picture 2
is wins a point and is the 1
next person to draw.
Home
to store to sit or
Target Vocabulary 3 things lie on
armchair ˈɑrmˌtʃeər 5
4
bookcase ˈbʊk·keɪs Furniture
carpet ˈkɑr·pɪt 6
ceiling ˈsi·lɪŋ
other
7 furniture
chest of drawers
ˌtʃest əv ˈdrɔrz 8 Use It!
cupboard ˈkʌ·bərd
desk desk
5 Describe the furniture in a room in your home.
Your partner listens and draws the room.
floor flɔr 9
fridge frɪdʒ My bedroom has a wardrobe, a chest of
picture ˈpɪk·tʃər
drawers, and two pictures on the wall …
10 11
shelves ʃelvz
sink sɪŋk
Explore It!
wardrobe ˈwɔr·droʊb
Guess the correct answer.
12 13 The oldest bookcases in the world are … years old.
Vocabulary Game
a 200 b 400 c 600
Extra Vocabulary Practice
2 Listen and match the speakers (1–4) with the Find another interesting fact about furniture.
5.02
rooms in the box. There is one extra room. Then write a question for your partner.
2 & 3 5.02 ★★★ After
bathroom 2 kitchen 4 study 3
feedback, put students
bedroom 1 living room
into pairs to write their
own short description of
a room. Then they read it U NIT 5 | WH AT I S YO U R D RE A M H O US E? 59
aloud for another pair to
guess the room.
Vocabulary Bank SB p132 4 Copy the spidergram onto the board and Flipped Class
ask volunteers to write the vocabulary on Prepare for the next lesson. Students
the board when conducting feedback. research one unusual house on the Internet
Learn to Learn and prepare to describe it to a partner.
Spidergrams are visual aids 5 ★ Before the activity, you may want to
that may help some students elicit or review prepositions (e.g., in front of,
remember vocabulary behind, next to, to the left/right of, opposite). Homework
related to one particular Workbook p40
topic more efficiently. Explore It!
Students should try out Monitor closely and choose the most
different ways of recording interesting questions you hear. Get students
vocabulary to find the ones who wrote them to ask them to the whole
best suited to them. class to guess the answer.
Warmer
In groups, students
describe the unusual houses
they have researched for READING 3 Read the article again and correct the sentences.
1 The entrance to Keret House is through the kitchen.
homework, share images of A Magazine Article
them, and discuss which is The entrance to Keret House is through the
the most unusual and why. 1 Look at the pictures. Discuss the questions. living room.
1 What’s unusual about these homes? 2 Five people live in Nautilus House.
Teacher Support Hub 2 Who do you think lives in them? Four people live in Nautilus House.
ppxxxvi–xxxvii 3 The rooms in Nautilus House have straight walls.
2 Read the article. Match the pictures with
5.03
the houses. The rooms in Nautilus House have curved walls.
Amazing
Everyone’s home
minute of thinking time is special, but The PAS House is in the U.S.A.
and allow dictionaries some homes are 5 An architect had the idea for the PAS House.
and translation software Homes really amazing…
A skateboarder had the idea for the PAS House.
before discussing ideas in 1 2
pairs. Then elicit relevant
vocabulary, such as round, 4 Look at the words highlighted in the text. What do
they refer to? Circle the correct answers.
small, thin/narrow, etc.
1 a Polish architect / Keret House
2 Allow two minutes to
5.03 3 2 the fridge / the sink
encourage faster reading. 3 ordinary houses / the owners
4 the PAS house / skateboarding
3 After feedback, students 5 the PAS House / France
write one more sentence
with incorrect information 2 Keret House, Poland 5 Match the words with the definitions.
A Polish architect designed this house for an Israeli author. It ’s
1
1 architect a a home for a sea animal
and give it to their in a space between two apartment buildings in Warsaw. To enter
2 author b a door in the floor
partner to correct. the house, you climb through a trap door in the floor of the living
room. The living room is wide enough for a small sofa, but the
3 apartment c a writer
back of the house is only as wide as a large armchair! There’s a building d not straight
4 ★★★ Ask students to
tiny bathroom upstairs and a tiny kitchen with a sink and a fridge 4 trap door e a building with homes in it
cover the options in 1–5 … but you need to stand in another room to open it !
2
Practice
T60 W h a t is yo u r d re a m h ou s e ? | Un i t 5
Lesson Aim: I can understand how to use (not) as … as and (not) … enough.
1 Complete the examples in the chart above with 5 Complete the text using as ... as or enough
5.04 Audioscript pT137 as … as or enough and the words in parentheses.
5.04
and the adjectives in parentheses. Then
Use the article on page 60 to help you. listen and check.
1 After feedback, point
out that we normally 2 Circle the correct words. Check your answers in the Kids’ toys aren’t cheap these
pronounce as with article on page 60.
days, but not many toys are
a schwa /əz/ in full 1 Keret House is / isn’t as wide as other houses in 1
as expensive as (expensive)
Warsaw.
sentences. the Astolat Dollhouse Castle.
2 It’s / It’s not large enough for a kitchen. It’s 2 as tall as (tall)
2 ★ Point out that 3 The owners of Nautilus House think that straight walls a small Christmas tree and
students have to read are / are not as interesting as curved walls. 3
as heavy as (heavy)
a horse.
and understand the Get It Right! The castle was the idea of an American artist, Elaine
information on SB p60 Diehl, and it took 13 years to build. It isn’t really a toy.
We never put adjectives after enough.
in order to get the It’s a work of art, and it’s 4 good enough (good) to
I’m not tall enough. NOT I’m not enough tall. be in a museum.
information they need.
The furniture is 5 small enough (small) to fit in
Get It Right! 3 Complete the sentences with as … as or enough and your hand, and it’s 6 as beautiful as (beautiful) the
the adjective in parentheses. furniture in a real palace. The tiny sofas and beds are
Remind students that nouns 1 My bedroom isn’t as big as my sister’s. (big) 7
as soft as (soft) the real things. The books on
2 I’m not tall enough to reach the top shelf. (tall) the shelves aren’t 8 large enough (large) to read,
can come after enough
but they have real pages. One thing that isn’t small is
(e.g., I don’t have enough 3 Is this sofa wide enough for three people? (wide)
the price – over $8 million! Are you 9 rich enough
time), but not adjectives. 4 That phone is as expensive as a laptop! (expensive) (rich) to buy it?
Warmer
Elicit the meaning of chore
/tʃɔr/ (a job or piece of
work that is often boring VOCABULARY AND LISTENING Use It!
or unpleasant but needs Household Chores
3 How often do you do the chores in Exercise 1?
to be done regularly). Ask Compare with your partner.
students to say a few chores 5.05
1 Match the phrases in the box with the pictures.
Listen, check, and repeat. I do the dishes every day!
that they do at home.
do the dishes 7 make the bed 1 Street Interviews
Teacher Support Hub do the ironing 3 mop the floor 5
ppxxxviii–xxxix do the laundry 2 sweep the floor 4
4 Look at the results of a survey in the UK. Does
the information surprise you?
dust (the furniture) 9 vacuum (the carpet) 6
Do teenagers help with household chores?
load/empty the
Audioscripts
5.05–5.07 dishwasher 8 11% a lot
ppT137–138 51% not at all
1 3
1 5.05After feedback, drill 2 38% a little
the pronunciation of the
phrases.
LEARN TO LEARN
Target Vocabulary 4
Answering Multiple-Choice Questions
do the dishes du ðə ˈdɪ·ʃəz 5 6
Before you listen, read the questions and options
do the ironing carefully, and try to guess the answers.
du ðə ˈaɪ·ər·nɪŋ
do the laundry du ðə ˈlɔn·dri 5 Read the questions in Exercise 6. Discuss with a
partner which answers are probably wrong.
dust (the furniture)
dʌst (ðə ˈfɜr·nɪ·tʃər) 7 8
9 6 EXAM You will hear some people talk about doing
5.07
load/empty the dishwasher chores. Listen and circle the correct answers.
loʊd/ˈemp·ti ðə ˈdɪʃˌwɑʃ·ər 1 What does Cindy do in the kitchen?
make the bed meɪk ðə bed A She cooks dinner.
mop the floor mɑp ðə flɔr B She loads the dishwasher.
sweep the floor swip ðə flɔr 5.06
2 Complete the note with verbs from Exercise 1. C She does the dishes.
vacuum (the carpet) Then listen and check. 2 When do Kim and her sister do household
chores?
ˈvæk·jum (ðə ˈkɑr·pɪt) Hi kids. Can you please help with some things around A every morning B on the weekend
the house while I’m out? C during school vacations
Extra Vocabulary Ollie: Please 1 mop the floor and 2 load the 3 What doesn’t Kim like?
Practice dishwasher with the plates and cups from breakfast.
A cleaning the bathroom
Can you also 3 dust the furniture in the living
B vacuuming the living room
room, please, and 4 vacuum the carpet?
2 5.06★★★ Challenge C practicing the piano
Mia: 5 Make your bed and 6 sweep the floor in
students to cover the box your bedroom. Then can you please 7 do the 4 When Adam does the ironing, what else does
in Exercise 1 to complete ironing for me? he like doing?
the exercise, and then Thanks, kids. I’ll see you this evening. Love, Dad A listening to music B moving around
play the audio to check C doing his homework
answers.
62 WHAT I S YO U R D RE A M H O USE? | U NIT 5
3 During feedback, find
out what percentage of
the class does chores a Vocabulary Bank SB p132
lot, a little, or not at all,
Learn to Learn
Trying to predict answers prepares students
and why.
for both the vocabulary and the ideas that
they might hear and can help make listening
Flipped Class
4 Discuss any interesting Ask students to watch video 5.3 and
differences between the less stressful.
do Video Worksheet 5.3 in the Teacher’s
percentages you got from Resource Bank in preparation for the next
the last activity and the 5 ★ Point out that all the people in the lesson.
statistics. story are teenagers. Encourage students
to justify their guesses during feedback.
Homework
6 5.07 Play the audio once and allow
EXAM
Workbook p43
students to check ideas in pairs before
listening again.
T62 W h a t is yo u r d re a m h ou s e ? | Un i t 5
Lesson Aim: I can use have to and don’t have to.
Warmer
Play video 5.3, if it was Watch video 5. 3
How does Syd from Brazil
not assigned for homework, help in the restaurant?
and elicit the answers to the GRAMMAR IN ACTION What does Harumi have
to clean?
two questions. (Syd has to Have To
load the dishwasher, and I/You/We/They He/She/It
Harumi has to clean her
+ I 1
have to clean the kitchen. He has to make his bed.
school.)
– I don’t have to load the dishwasher. He 3 doesn’t have to do much.
2
Do you have to do the dishes? Does Jake have to help?
?
5.10 Audioscript pT138 Yes, I do. / No, I don’t. Yes, he does. / No, he 4 doesn’t .
Pronunciation p141–142
1 Stress that have to means
“must,” but don’t have to 1 Complete the examples in the chart 4 Complete the sentences with the correct form of have to
doesn’t mean “must not.” above with the correct form of have to / and a verb from the box.
It means “don’t need to.” don’t have to.
do help go work
doesn’t have to help
2 Complete the sentences with the
Pronunciation correct form of have to.
1 The children don’t have to go to school in summer.
2 Sam with chores because he’s only four.
1 Cindy has to (+) clean the kitchen.
Ask students to
5.08–5.09 3 I have to do the ironing on Saturdays, and it’s
2 Kim and Maisie have to (+)
turn to SB pp141–142 for so boring.
do a lot of homework.
pronunciation practice of 4 Does your mom have to work on weekends?
3 They don’t have to (–) do
have: /f/ and /v/. housework on school days.
5 Complete the text with the correct form of have to and the
4 Jake doesn’t have to (–) help a lot. 5.10
verbs in parentheses. Then listen and check.
2 After feedback, read 1–5
5 Adam has to (+) do the
to the students and check ironing. 1
Do you have to help (help) with the housework?
their understanding, 2
Do you have to make (make) your bed or
asking Is it necessary? 3 Circle the correct answer. clean the kitchen? Martha Pinter and her brother,
(1, 2, 5 – yes; 3, 4 – no). 1 I … do the gardening this weekend Ben, 3 have to do (do) more than most young
because my parents are on vacation. people their age. They live on a farm in Queensland,
a has to b doesn’t have to Australia, and the whole family 4 has to share (share) the work.
Extra Grammar and c have to Martha 5 has to get up (get up) early to milk the cows. In spring,
Vocabulary Practice 2 … to do a lot of homework on she also 6 has to take (take) care of the new lambs – that’s her
weekends? favorite job. Ben 7 has to collect (collect) the hens’ eggs before
breakfast. But Martha and Ben 8 don’t have to catch (not catch) the
3 ★★★ Challenge stronger a Does you have b Do you has
bus to school every day. There isn’t a school near their farm, so they 9
students to cover the c Do you have
have to have (have) all their lessons at home.
3 We … go to school on Monday
options, fill in the blanks,
because it’s a national holiday.
and then check against Use It!
a don’t have to b have to
the options. c doesn’t have to 6 Think of questions to ask your partner using have to.
4 Dad … do the cooking in the Ask and answer your questions.
4 After feedback, elicit evenings because Mom works then.
extra example sentences Does your dad have to do the ironing on the weekend?
a has to b doesn’t have to
from students, using the c have to No, he doesn’t. I have to do it!
vocabulary on SB p62.
Finished? p122 Ex. 3
Warmer
Put students into pairs.
Ask them to describe their
rooms at home and then to SPEAKING 4 Match the phrases in the Everyday English box
ask each other questions Discussing a Photo with the phrases that mean the same.
about them and discuss 1 I feel the same way (after a positive statement).
what they like and don’t like 5.11
1 Listen to the conversation. Who likes the room Me too.
more, Oscar or Nina?
about the rooms. 2 I feel the same way (after a negative statement).
Oscar Me neither.
OSCAR Hey, Nina.
Teacher Support Hub Look at this 3 I don’t think I like it. I’m not convinced.
ppxl–xli photo – it’s 4 It looks great. It looks awesome!
Liam’s bedroom OSCAR NINA
in his new house.
NINA Oh! It looks big enough for two people. PL AN
1 5.11★★★ Challenge Does he have to share it?
OSCAR No, it’s all his. Actually, it isn’t as big as it 5 Write about a room. Take notes about the
students to listen and photo below or your own photo.
looks. There’s a large mirror in the
answer the question with 1
background , so it looks bigger. What’s that
their books closed. NINA Oh, yes, I see. 2 thing on the wall?
OSCAR It’s a clock. What do you think of the color
2 5.11Use one of the of the walls?
pictures on SB p59 NINA Hmm. I’m not convinced.
to check students’ OSCAR Really? I think it looks awesome! I don’t
understanding of the think much of those curtains, though.
NINA: Me neither. And what’s that 3 at
phrases (e.g., What’s that the bottom? Is it a carpet?
at the bottom on the left? OSCAR Yes, I think so. I like it. And I love those
A trash can.). pictures 4 on the left.
NINA Me too. They look great.
Useful Language Practice Who the room belongs to:
5.11
2 Complete the conversation with phrases from What is in it:
the Useful Language box. Then listen
3 Play video 5.4 and drill and check.
the pronunciation of the
target phrases, focusing Useful Language
SPEAK
students’ attention on the at the bottom/top in the background
stressed words. 6 Practice discussing your room with your
on the left/right What’s that … ? partner. Remember to use adjectives with
(not) as … as and enough, have to / don’t have
4 After feedback, if to, vocabulary from this unit, and phrases from
appropriate, ask students 3 Look at the Everyday English box. Find and
underline the phrases in the conversation. the Useful Language and Everyday English boxes.
to think of equivalent
phrases in their language Watch video 5.4
CHECK
and test each other using Ever yday English 7 Work with another pair. Listen to their
conversation and complete the notes.
the translations. I’m not convinced.
Who the room belongs to:
It looks awesome!
5 Encourage students to What is in it:
Me neither.
use photos of their own Me too.
room, if appropriate.
Alternatively, students 6 4 WHAT I S YO U R D RE A M H O USE? | U NIT 5
could draw a simple sketch
of their room to talk about.
T64 W h a t is yo u r d re a m h ou s e ? | Un i t 5
Lesson Aim: I can write a description of a house.
Warmer
In pairs, students share their
ideas about their dream
house, which they thought WRITING 3 Read the description again. Draw Olivia’s house and
about for homework. A Description of a House yard in your notebook.
Teacher Support Hub 1 Look at the information about the competition and 4 Find and underline the Useful Language phrases in
the photo. What can you guess about Olivia’s dream the description. Answer the questions.
ppxlii–xliii house? Discuss with a partner. 1 Which go at the end of a sentence? as well ,
too
2 Read Olivia’s description of her dream house. Match 2 Which goes before a noun? as well as
1 Support students by the topics a–c with paragraphs 1–3.
3 Which often goes before a verb? also
eliciting guesses about a What does the house have?
the size, location, and b Where is the house? Useful Language
style of the house, and c What is the best thing about the house?
also as well as well as too
elicit ideas about what
might be inside that
makes the house special.
Describe Your Dream House
and Win a Digital Camera! PL AN
2 Allow one minute to read 5 Plan a description of your own dream house.
the text to encourage Take notes for three paragraphs.
faster reading. 1 Where your house is:
3 You may want students to 2 What rooms, furniture, and other things it
do this in pairs to improve has:
collaboration skills.
Students then compare
drawings with other 3 What the best thing in the house is:
pairs. Choose the most
accurate one to show the 1 b I’d like to tell you about my dream WRITE
house. It’s near the beach on a sunny
class during feedback. island. It has to be near the ocean because 6 Write your description. Remember to include
I love swimming. adjectives with (not) as ... as, enough, have to /
4 Elicit more examples of don’t have to, and phrases from the Useful
2 a The house has big windows and a Language box.
the use of this language fantastic view of the ocean. There’s a
by eliciting sentences to lovely yard, too. It’s large enough for CHECK
describe the classroom people to play outdoor games, and it
7 Do you ...
also has a swimming pool. As well as
from different students. a pool, there’s a skatepark. Inside the • have three paragraphs?
house, there’s a huge fish tank. It’s full of • describe what the house has?
beautiful tropical fish.
Useful Language Practice • describe one special thing in the house?
3 c But the really special thing about my
house is the technology. There are robots
5 Allow students to share in every room. I think they’re as intelligent
their plans with a partner as humans. They cook the meals and do
Finished? p122 Ex. 4
the dishes. They make my bed, and they
to generate more ideas.
vacuum the living room as well. I don’t
have to do any chores.
6 & 7 After writing,
Olivia Reed (13), Newcastle
students highlight (not)
as ... as, (not) enough, U NIT 5 | WHAT I S YO U R D RE AM H O USE? 65
Homework
Workbook p45
Background
Information AROUND
Students may have THE WORLD
limited knowledge of the
Globetrotters
indigenous peoples living Watch video 5.5
in remote communities of Living in a Ger
READING
Alaska, Canada, Greenland,
and parts of Russia. They An Encyclopedia Entry • What does “ger” mean in Mongolian?
• Would you like to live in a ger?
may be familiar with 1 Look at the photos of homes on page 67. Where are
the term “Eskimo” but these homes? What do you know about them?
The homes are in the Arctic Circle. Voice It!
surprised to learn that
this is a general term that 2 Read the entry. Check your answers.
5.12
4 Discuss the questions.
refers to many different 3 Read the entry again. Match headings a–e with 1 Nomadic people have temporary houses, so
groups living in these parts paragraphs 1–5. “home” isn’t a permanent building in a place. How
of the world. Many of the a Why Use Igloos? d Life Inside an Igloo else can people define “home”?
indigenous peoples do not b Keeping Warm e How to Build an Igloo 2 Besides your house, how do you define “home”?
like the term, so students c Who Are the Inuit? 3 How can you appreciate and celebrate your home?
should avoid using it.
Warmer LIFE IN AN 1 c The Inuit are the native people of the Arctic Circle. Today, they
usually live in modern houses in small villages. Until recently,
In pairs, students discuss
how people can live in very INUIT IGLOO however, they still used their famous houses made of snow – igloos.
2 a The Arctic isn’t warm enough to farm, so the Inuit had a nomadic
cold places. Ask them to life. This means they traveled during the year to find food. Every
make a list of ideas (e.g., winter and summer, the Inuit traveled thousands of kilometers across
wear warm clothes, have a the frozen Arctic ocean. All nomads have to make temporary homes
fireplace, eat a lot of fat). while they travel, and in summer, the Inuit lived in tents made from
animal skins, called tupiqs. Igloos were their traditional winter homes.
Play video 5.5, if it was 3 e Snow is a perfect material for building. It’s as light as wood and easy
not assigned for homework, to cut. The snow has to be dry and hard enough to make good
blocks because wet snow doesn’t have the strength an igloo needs.
and ask students to answer The Inuit make a dome shape by putting the snow blocks in a spiral.
the questions in groups. This is quick to build and creates a very strong structure.
Elicit that “ger” means 4 b The heat inside an igloo comes from people’s bodies only, but this is
“house” in Mongolian. warm enough to keep the igloo comfortable. This is because snow is a
good insulator. In other words, it keeps the cold out and the warmth
in. The entrance is a tunnel that goes under the walls. The heavy, cold
Video Comprehension
air always stays in the tunnel and the light, warm air stays in the igloo.
Questions
5 d Igloos don’t have windows, but there are small holes in the walls.
These let in clean air and let out dangerous smoke from the small oil
lamps. Traditionally, the Inuit didn’t have any furniture, but a platform
1 Elicit relevant vocabulary, of snow just below the ceiling provided a simple sofa and bed in the
such as snow, ice, igloo, warmest part of the igloo. Inuit families spent all winter in small igloos
with no furniture, no bathroom … and no Internet. Just imagine that!
tent, frozen, dome.
Reading Comprehension
Questions
T66 W h a t is yo u r d re a m h ou s e ? | Un i t 5
Lesson Aim: I can understand a text about living in igloos.
Learn to Learn
Understanding how
word families work and
how words are formed LEARN TO LEARN
is an advantage in both Word Families (2)
comprehension and Many nouns have a related adjective. We usually form the related adjective or noun by adding
production skills because extra letters. We sometimes need to change other letters, too.
it is a way of quickly Noun Adjective Extra Letters
expanding vocabulary. beauty beautiful -ful
truth true -th
5 & 6 After feedback,
challenge students to 5 Complete the chart. Use the encyclopedia entry to help you.
think of extra adjectives Noun tradition 2 strength comfort 4
warmth danger
ending in -ful, -ic, and Adjective 1
traditional strong 3
comfortable warm 5
dangerous
-ous and what nouns they
6 Complete the sentences with the correct form of the words in parentheses.
come from. The team Use the extra letters in the box.
with the most words wins.
-ful -ic -ly -ous -th
Elicit as many as practical
on the board. 1 My neighbor isn’t very friendly . (friend)
2 Andy’s room is full of photos of famous people. (fame) Explore It!
Students can 3 Nadir found a helpful website for his homework. (help) Guess the correct answer.
collaborate digitally 4 Ava’s yard is the length of a soccer field! (long)
The Inuit live in Canada, Alaska, and …
through Collaboration 5 My sister runs a lot. She’s really athletic . (athlete)
a Iceland. b Greenland. c Norway.
Plus, where you can
Find three more interesting facts about
assign, track, and assess the Inuit. Choose your favorite fact and
their work. Students can write a question for your partner.
also share and showcase
their work and comment
on each other’s projects.
Class Challenge
The temperature in Death CULTURE PROJECT
Valley in the U.S.A, which A Poster es of Ice
Igloos: Warm Hom
is the hottest place on A poster History
Where?
The Inuit people
Earth, is usually 38 / 47 / 57
live in the Arctic.
uses words
degrees. and pictures How to Build Them
The Inuit make igloos
Entrance
people in the Arctic tunnel
information.
types: family
were three different and then keep adding
of years ago. There y homes used us
igloos, and temporar blocks in a continuo
igloos, communal snow because
made igloos from spiral to make a dome
for hunting. The Inuit
Explore It!
available in
building materials shape. To enter an
there were no other igloos are warm
snow is cold, igloo, you go through of the home.
the Arctic. Although snow lower than the rest
air trapped in compact a tunnel which is because the
homes because the tunnel in this way
The Inuit build the the rest
works as an insulator. tunnel, and this makes
cold air stays in the dry and
The snow has to be
of the home warmer.
Today
questions on a piece of
The Inuit people
still sometimes use
igloos, but not often.
Today, most Inuit
live in permanent
and read out all the U NIT 5 | WHAT I S YO U R D RE AM H O USE? 6 7igloo comes from languages, continue
• The word
“house.” to be strong.
which means t the weight
of a
igloo can suppor
• A well-built
g on the roof.
person standin , it is warm and
5 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either
do it in class, as a timed
progress test, or assign it VOCABULARY 4 Complete the conversation. Use the words in
for homework. parentheses with as … as, enough or the correct
1 Complete the sentences. form of have to / don’t have to.
1 The shelves on my walls are full of books.
2 This room needs some nice pictures on the walls.
Vocabulary 3 Can you put this milk back in the RENA Have you seen Bianca’s new house? She
fridge please?
1 Before the task, students told me it isn’t 1 as nice as (nice)
4 I do all my homework at the kitchen table because I
play a guessing game in don’t have a in my room. her old one.
desk
groups. They take turns 5 We painted the MIKE Really? The yard’s amazing. It’s
ceiling blue. Look up!
saying the names of 6 There’s a lovely, soft
2
as large as (large) a soccer field!
carpet on the floor.
furniture in a room. The RENA Wow!
first group member to 2 Complete the “to do” list from John’s mom. MIKE Well maybe it’s not that big. But it’s
guess the correct room
3
big enough (big) to play soccer,
anyway.
wins a point.
• Please clean your bedroom and make your RENA So why isn’t she 4 as happy as
(happy) she was in her old house?
2 Ask students to review the 1 bed .
MIKE Because now she 5 has to share
vocabulary to talk about
(share) her room with her little sister.
• After breakfast, load the dishwasher .
2
chores on SB p62 before
RENA I have a little sister, so I know how she
attempting the task. feels! 6 Does she still have to take
• Please do the 3 laundry , but don’t do the
(take) the bus to school?
4
ironing ! I’ll do that when I get home. MIKE No, her new house is 7 close enough
Grammar in Action (close) for her to walk. She and her
3 ★ Guide students to sister are pleased because they
8
don’t have to wake up (wake up) as
identify which blanks are GRAMMAR IN ACTION early as before.
followed by nouns or
noun phrases and elicit 3 Complete Katy’s email with as … as or enough and the
adjective in parentheses.
that these will require
as ... as because they will Self–Assessment
Hi Lily,
be comparisons. I can talk about rooms
I’m living in a new house. It isn’t 1 as large as (large)
our old one, but it’s 2 big enough (big) for all of us, and and furniture in a home.
4 Ask students to review
we love it. We’re in the middle of the country, but the nearest I can talk about
the meaning of have to town is 3 close enough (close) to go shopping or to the household chores.
and don’t have to on SB movies. We have a big yard. It isn’t 4 as beautiful as I can use (not) as
p63 before attempting (beautiful) yours, but I like it! Anyway, it’s 5 good enough + adjective + as.
the task. Elicit that don’t (good) for our pet rabbit. He’s 6 as happy as (happy) a I can use (not) adjective
baby, running around in the sunshine.
have to means “it is not + enough.
Write soon with your news.
necessary.” I can use have to / don’t
Katy have to.
68 RE VIE W | U NIT 5
Review the Unit
Theme
Remind students of the unit Self-Assessment Homework
title: What is your dream Encourage the students to write one Workbook pp46–47
house? Put students into sentence with each piece of target
pairs. Have them discuss the language to help them decide which face
following questions: What to circle. Give students homework from the
is the most useful piece of Workbook, depending on what they need to
furniture in your house? focus on.
Do you do any household
chores? What? What is the
best location for a house?
Share answers as a class.
Teacher Support Hub
pxlvii
T68 W h a t is yo u r d re a m h ou s e ? | Un i t 5
Lesson Aim: I can use a memory journey.
Students should be
encouraged to try out
different methods of
recording and remembering
vocabulary so that they LEARN TO … USE A MEMORY JOURNEY
can find methods that are A memory journey connects images with words. It can help you remember lists of vocabulary.
suitable for them.
1 Imagine you’re going to use a memory journey
to learn the words in the box for a test. Put
1 ★ Check that students steps a–d in order.
understand the words in
awesome beautiful dangerous
the box before starting famous traditional warm
the activity. Then focus
their attention on the a 3 Imagine walking around your house,
word those in step a, looking at those pieces of furniture.
which will help them b 4 Think of an image for each word you need
recognize that this step to learn, and put it with one of the pieces
of furniture. Be creative!
follows step c.
c 2 Think of six pieces of furniture in your
2 Ask students to read house, for example, the shelves in your
bedroom, the living room carpet, the
the text and decide which kitchen sink.
steps (a–d) it shows.
d 1 Think of your house.
3 Allow plenty of time for 2 Read the example memory journey below.
this task. If you think Which steps are included from Exercise 1?
students may struggle Discuss with a partner. steps a–c
with creativity, put them
into pairs or small groups 5 Use rooms and objects in your school to make a
First, I walk through the
to generate more ideas. front door and into the living room.
memory journey for the words in the box.
My dad and brother are having an comfortable curved friendly
4 Monitor closely and awesome game of soccer on the carpet. helpful nervous strong
help where needed. Then I go into the kitchen. I see a famous
During feedback, elicit singer cleaning the sink. After
the most interesting that, I go up to my bedroom. There’s 6 Close your book. Can you remember the words
a dangerous snake on one from Exercise 5? Describe your memory journey
journeys you heard while of the shelves. Next … to your partner.
monitoring.
7 What other places could you use for memory
journeys? Discuss with a partner.
3 Follow the steps in Exercise 1 to make your own
memory journey for the words in the box.
5&6 Encourage
students to do the activity 4 Describe your memory journey to your partner.
on their own this time Who has the strangest or funniest images?
and ask them to give
feedback or suggestions
after listening to their
partner’s story. U NIT 5 | LE ARN TO LE ARN 69
6 How can I
Write the word danger on I can …
• understand texts about dangers at the beach and in
the board and give students the desert
• make suggestions
two minutes to brainstorm • write a blog post
dangerous things, animals, • understand how to use should/shouldn’t, must/must not,
the zero conditional, and the first conditional
and situations. Elicit these • talk about accidents and injuries and parts of the body
stay safe?
• use places to remember words, use pictures to predict
on the board. You could a story, and give opinions about your partner’s English
also do this as a game, • work in a group and make an information pamphlet
Start It!
Unit Quiz
1 After feedback,
elicit more examples of
dangerous things that
students can find in the
ocean.
Video Comprehension
Questions p73 p75 p76
● make suggestions p76 I can ... ● Teacher’s Resource Bank for word lists,
● write a blog post p77 ● use places to remember words p71 differentiated worksheets, Culture Projects, and
● work in a group and make an information ● use pictures to predict a story p74 many other extra resources
pamphlet pp78–79 ● give useful opinions about my partner’s English p81 ● Practice Extra, Presentation Plus, Test Generator,
and Digital Collaboration Space
T70 Ho w c a n I s t ay s a fe ? | Un i t 6
Lesson Aim: I can talk about accidents and injuries.
pictures. In pairs, they try Accidents and Injuries We usually use words like my, your, his, her
to fill the blanks and then when we talk about parts of the body.
check with the box. 6.01
1 Complete the phrases with the words in the I hit my head. Did Lisa burn her hand?
box. Listen, check, and repeat.
get stung by a bee
Target Vocabulary break bruise burn cut fall off get bitten 2 Listen. Write the accidents and injuries from
break breɪk get stung hit scratch slip sprain trip over 6.02
Exercise 1 that you can hear.
bruise bruz 1 4 slip (on the ice)
1 2
burn bɜrn 2 fall off your bike 5 burn your hand/finger
cut kʌt 3 trip over a cat
fall off fɔl ɔf
get bitten get ˈbɪ·tən LEARN TO LEARN
cut your finger slip
get stung get stʌŋ Using Places to Remember Words
hit hɪt 3 4 It can help you to remember new words if you think of
scratch skrætʃ where they might happen.
slip slɪp
3 Think of a place where each accident in
sprain spreɪn Exercise 1 might happen.
trip over trɪp ˈoʊ·vər get stung by a bee get bitten by a mosquito trip over a chair – in the classroom
5 6
Extra Vocabulary 4 Test your partner. Say a place that you thought of
in Exercise 3. Your partner guesses the accident or
Practice injury you thought of.
The kitchen. Cut your finger?
hit your head burn your hand
Get It Right!
7 8 Use It!
Point out that we don’t say I 5 Think about a time when one of the accidents or
hit the head or Lisa burned injuries happened to you or someone you know.
the hand. Instead, we use Tell your partner about it.
possessive adjectives (e.g., scratch your arm break your leg My sister sprained her ankle last month.
my, her). 9 10
How did that happen?
2 6.02After feedback,
students play a game in
groups. Students take Explore It!
trip over a chair fall off your horse
turns miming phrases Is the sentence T (true) or F (false)?
11 12
from Exercise 1. The first All bees can sting. F
student to guess the Find another interesting fact about an animal
phrase wins a point and that bites or stings. Then write a question for
mimes the next word. your partner to answer.
sprain your ankle bruise your leg
Vocabulary Bank SB p133
U NIT 6 | H OW C A N I S TAY SA F E? 7 1
Extra Vocabulary
Practice
5 Allow a few minutes of thinking time Extend It!
before asking students to discuss the In groups, students make up a story called
Learn to Learn questions in pairs. For an extra challenge, “Fred’s Unlucky Day” using the vocabulary
Associating new vocabulary tell students they may lie, and their partner from Exercise 1. The story begins with
with places, people, and must ask questions to guess if the story is “Yesterday, Fred had a really bad day. In the
times increases the chances true or not. morning, he was making breakfast and he …”
that it will be remembered.
3&4 Encourage
Explore It! Homework
Monitor and correct language mistakes Workbook p48
personalization. Students
before eliciting the questions for the whole
think of places where
class to answer.
these things have
happened to them.
Warmer
In groups, students
brainstorm all the dangers
at the beach they can think READING 4 Are the sentences T (true) or F (false)?
of. Elicit ideas and relevant An Online Article 1 Some beaches are more dangerous than
vocabulary on the board. others. T
1 Check the meaning of the words in the box. Can 2 Rip currents move away from the beach. T
you see some of these things in the photos?
Teacher Support Hub 3 Crocodiles don’t live near the ocean. F
ppxxxvi–xxxvii animals that sting broken glass large waves 4 The blue-ringed octopus is a large and
quicksand rip currents shark attack ugly animal. F
5 One blue-ringed octopus can kill a lot of
1 Allow dictionaries for this 2 Read the article. Which danger in Exercise 1 is not people. T
activity, and ask pairs to 6.03
in the article? large waves 6 All British beaches are safe. F
match the phrases with
the pictures. 3 Find words in the article that mean … Voice It!
1 difficult to find (para. 1) hidden
2 quickly (para. 2) swiftly 5 Discuss the questions.
2 6.03Disallow dictionaries 1 What other dangers at the beach can you
and translation software, 3 something dangerous from an animal
think of?
(para. 4) venom
as it would preempt the 2 What other dangerous places do some people
4 move your body to get free (para. 5) struggle
following activity. like to visit? Why do they go there?
5 when the ocean goes in and out at different
Finished? p123 Ex. 1
times of the day (para. 5) tide
3 ★ Remind students that
it is not necessary to be
familiar with a word to
understand its meaning
DANGER S AT THE BEACH
in context. To check Beaches promise sun, AUSTRALIA
sand, and fun and are Everyone knows that huge sharks sometimes
comprehension, ask usually safe places to go, swim near Australian beaches, and crocodiles
students to think of more but accidents can happen. can also come very near. You must always be
sentences containing the You can slip and break careful. Never swim when there isn’t a lifeguard
words from this activity. your leg, or step on some on the beach.
glass and cut your foot.
Have volunteers write Sharks and
Ouch! Some beaches crocodiles aren’t
their sentences on the around the world have hidden dangers, however, the only danger on Australia’s beaches.
board. and you should take extra care. The beautiful Australian blue-ringed
octopus, for example, is as small as your
4 Fast finishers can write HAWAII hand. But you must not go near them. They
one more sentence about It’s great for surfing, but have enough venom to kill ten people!
beaches in Hawaii also have
the text, true or false.
dangerous rip currents. UK
Elicit these sentences Rip currents happen when The sand can be as unsafe as the ocean,
during feedback and ask water moves swiftly away and on some British beaches it can kill!
the class to decide if they from the beach. They are Dangerous quicksand is full of water, and
are true or false. difficult to see and can it’s very easy for people to sink in it. You
move very fast. They can take people far out to shouldn’t kick or struggle. You must move
sea, so swimmers must not try to swim against very slowly and carefully to get out …
Reading Comprehension them. Instead, they should swim sideways along before the tide comes in!
Questions the beach until they get to safer waters.
T72 Ho w c a n I s t ay s a fe ? | Un i t 6
Lesson Aim: I can understand how to use should/shouldn’t and must/must not.
Warmer
Play video 6.2 and elicit Watch video 6.2
What should you do if
that you must not put you get burnt?
anything on the burn and GRAMMAR IN ACTION What should you do
you should hold it under Should/Shouldn’t and Must/Must not with a sprained ankle?
Audioscripts
6.05–6.07 1 Complete the examples in the chart above 6.07
4 Complete the teacher’s message with should/shouldn’t
ppT138–139 with should/shouldn’t or must/must not. or must/must not. Then listen and check.
Use the article on page 72 to help you.
1 After feedback, point out Mrs. Harrison <[email protected]>
that we don’t use to after 2 Correct the sentences about the article on To: All students
page 72. Subject: Cycling
must or should. Then 1 You shouldn’t wear sandals on the beach. Hi everyone,
elicit that both must and You should wear sandals on the beach. Now that spring is here, I think you 1 should all
should can be used to 2 In a rip current, you must swim toward think about walking or cycling to school if you can.
give advice, but must is the beach. Cycling is fun and healthy, but you 2 must
used more for rules. be careful. For example, you 3 shouldn’t ride when the weather is
In a rip current, you must
not swim toward the beach. bad, and you 4 must wear a helmet. That’s extremely important.
Pronunciation 3 You should swim near the blue-ringed
However, you also 5 must not forget that there are rules on the road
for cyclists, and you 6 must learn these rules.
octopus.
Ask students
6.04–6.06 The school website has some good advice, such as which clothes you
to turn to SB p142 for You must not swim near the 7
should wear when riding your bike, and I think all cyclists
blue-ringed octupus. 8
should read it carefully.
pronunciation practice of 4 In quicksand, you should kick and jump One more thing: we need to know which students are cycling to school,
/ʌ/ and /ʊ/. to get out. so you 9 must tell Mrs. Jones if you plan to ride your bike. That’s
a school rule, so you 10 must not forget!
2 Fast finishers can expand In quicksand, you shouldn’t
kick and jump to get out.
on the sentences (e.g.,
Use It!
1 … because there might 3 Circle the correct words.
be some broken glass.). 1 You should / shouldn’t swim here. The 5 In your notebook, write rules and advice for staying safe
water isn’t clean. while doing these activities.
3 ★ Ask students to decide 2 You must / must not speak while you’re
doing an exam. ice skating mountain biking rock climbing surfing
if each sentence is advice,
3 I think everyone should / must play a
strong advice, or a rule. 6 Read your rules and advice to your partner, but don’t say
sport. Exercise is good for you.
the activities. Can your partner guess them?
4 You must / should wear a seatbelt in the
Extra Grammar Practice car. It’s the law. You should wear a wetsuit to do this. But you
5 I think you should / must learn to speak must not do it in bad weather. What is it?
4 6.07Before the activity, another language.
Surfing?
allow students, in pairs, 6 You shouldn’t / must not go outside in
shorts. It’s cold today.
to discuss one piece Finished? p123 Ex. 2
5&6 Encourage
students to personalize Grammar Game Finished?
the activity and write Write one of these situations on the board: Students turn to p123 and do Exercise 2.
about other activities, at the beach, at school, at the gym, on a
especially ones that they plane. In groups, students have two minutes
do themselves. to write as many sentences with should(n’t) Homework
or must not as possible. They swap ideas Workbook p50
with another team, who can challenge
the sentences if they seem inaccurate.
Encourage discussions if possible (e.g., You
don’t have to wear sunscreen at the beach
all the time.). Repeat with other situations.
Warmer
In groups, students have
two minutes to brainstorm
all the body vocabulary they VOCABULARY AND LISTENING A Radio Interview
know. Parts of the Body
LEARN TO LEARN
Teacher Support Hub 6.08
1 Match the words in the box with 1–12 in the Using Pictures to Predict a Stor y
photo. Listen, check, and repeat.
ppxxxviii–xxxix Before you listen, look carefully at any pictures and use
cheek 2 forehead 1 shoulder 6 them to imagine a story.
chest 7 heel 11 teeth 3
6.08–6.09 Audioscripts pT139 chin 4 knee 10 toe 12 4 Look at the pictures in Exercise 6. With your
partner, choose one picture from each set of
elbow 9 neck 5 wrist 8 three and use them to make a story.
1 6.08After feedback, play
the audio again and ask 5 Listen to the interview. What parts of your story
1 2 6.09
students to point to their were the same?
own body parts when 3 4
they hear them. 6.09
6 Listen again. Circle the correct answers.
1 What job does Pam do?
5 6
Target Vocabulary a b c
cheek tʃik 7
chest tʃest 8
chin tʃɪn
9
elbow ˈel·boʊ 2 What was Jamie doing before his accident?
forehead ˈfɔrˌhed
10 a b c
heel hil
11
knee ni
neck nek
shoulder ˈʃoʊl·dər
teeth tiθ 3 What did Jamie do?
toe toʊ a b c
12
wrist rɪst
3 Point to a part of the body from Exercise 1. Name 8 EXAM Look again at the pictures in Exercise 6.
3 Challenge students the part your partner points to. Write Jamie’s story in your notebook. Use 35
to name the body part words or more.
within five seconds, 74 H OW C AN I S TAY SA FE? | U NIT 6
before pointing to others.
Warmer
Play video 6.3 if it was
not assigned for homework. Watch video 6. 3
Elicit that you should not GRAMMAR IN ACTION How can you fall off a
skateboard safely?
put out your hands. You Zero Conditional and Is this a good way to fall?
should keep your hands First Conditional
and elbows in and roll onto Zero Conditional First Conditional
your shoulder. If you do
Action/Situation Result 3
Action/Situation 5
Result
this, it won’t hurt as badly,
and rolling can protect you When a crocodile gets you, that’s the end! If you swim in safe places, you won’t be in any danger.
6.10 Audioscript pT139 1 Complete the headings in the chart above with 4 Complete the information about the Amazon
Action/Situation or Result. jungle. Use the words in the box.
1 Point out that the if/when
clause can come either 2 Match 1–5 with a–e. Then complete the results go have hide run away
with the correct form of the verb in parentheses.
before or after the result
1 When people aren’t careful, a Snakes Bigger Animals
clause, but if it comes Snakes 1 hide if they You probably won’t see any
2 If you don’t go near a crocodile, d
before, the two clauses hear people coming. jaguars because they 3 run
3 If a crocodile grabs you, b
need to be separated by Most snake venom isn’t fatal away when they feel
4 When a crocodile wants to cool down, e if you 2 go straight threatened. However, if a
a comma.
5 If a crocodile loses a tooth, c to the hospital. jaguar 4 has young
cubs, it is more dangerous.
Extra Grammar Practice a accidents happen (happen).
b it will try (try) to pull you under the water.
2 ★ Point out that each c another one (grow). will grow
sentence has an if/when d it will probably ignore (ignore) you.
clause and a result clause. e it opens (open) its mouth.
3 Complete the email with the correct form of the 5 what you will do if the following things happen.
Suggest that students Imagine you’re planning a jungle vacation. Write
circle each if and when 6.10
verbs in parentheses. Then listen and check.
1 If I see a snake on the path, I’ll wait for it to
to help them match the
‘ll / will go away.
sentence halves. So you’re going to visit Queensland. Great idea! If you
love 2 If I’m very hot and I find a river,
1
like (like) beaches and forests, you 2
(love)
3 ★★★ Fast finishers
6.10 Port Douglas. It’s amazing. It usually 3 takes (take)
work in pairs to discuss about an hour to get there if you 4 take (take) a bus 3 If I get bitten by a spider,
from the airport. Buses are frequent, so if you
why the zero or first 5
miss (miss) one, you 6 won’t have (not have) a 4 If I get lost,
conditional is used in long wait. Of course, if you 7 don’t mind (not mind)
each case (i.e., Is it about spending more money, there 8 are (be) always Use It!
a general truth or a taxis at the airport, too! If you 9 visit (visit) Four
specific situation?). Mile Beach, you 10 (have) a great time 6 Say the second half of your sentences from
‘ll / will surfing. But be careful! If you 11 don’t see (not see) Exercise 5. Can your partner guess the first half?
have anyone else in the water, it probably 12 means (mean)
4 Support students by there are sharks or jellyfish in the ocean!
I’ll look for a river to follow. If I get lost?
pointing out that snakes Have fun and take care!
Finished? p123 Ex. 3
don’t run. Remind them
that the verb will change U NIT 6 | H OW C AN I S TAY SAFE? 75
if the subject is third
person singular (jaguar).
Warmer
Tell students you want to try
a new sport but don’t know
which one yet. In pairs, SPEAKING 3 Look at the Everyday English box. Find and underline
students discuss which Making Suggestions the phrases in the conversation.
sport they’d recommend
and why. Elicit a few ideas. 6.11
1 Listen to the conversation. Who knows more
about mountain bikes, Dan or Hayley? Hayley Watch video 6.4
Ever yday English
Teacher Support Hub
Awesome buddies
ppxl–xli
I’ll have a go at it. Good job
6.11 Audioscript 4 Complete the sentences with the Everyday English phrases.
1 Awesome snowboard, Maya!
ppT139–140
2 Skateboarding? That sounds hard, but I’ll have a go
1 6.11★★★ Play the audio at it .
DAN Awesome
without focusing students 3 You remembered your camera! Good job , Beth!
mountain
on the photo and ask bike, Hayley.
4 That’s Alfie. He’s one of my surfing buddies .
DAN HAYLEY
them to discuss what they HAYLEY Thanks, Dan.
heard. Elicit that Hayley DAN I’d like to get one, too. Do you think I
is giving Dan suggestions should buy one online? PL AN
HAYLEY Not really. Some online stores aren’t
about buying a bike. 5 Work in pairs. Choose a sport and think of
reliable. Their bikes aren’t very safe. advice for someone trying it for the first time.
Anyway, 1 make sure you don’t buy one Take notes.
2 6.11Books closed. In pairs, without trying it first. 2 Why don’t you What you should or must do:
students try to remember try The Bike Shack in town? They’re
the complete phrases in really good. you should
DAN OK. I’ll have a go at it. definitely What you shouldn’t or must not do:
the text (e.g., How about
HAYLEY And 3
buy a good
joining my bike club?) and
helmet, too. You can really hurt yourself
write them down. if you fall off, so you must not ride SPEAK
without one. 6 Practice a conversation asking for and giving
Useful Language and DAN Good idea. I think I should find some advice about the sport. Remember to use
buddies to ride with, too. What do you should/shouldn’t and must/must not, vocabulary
Everyday English Practice think? from this unit, and phrases from the Useful
HAYLEY Sure. 4 How about joining my bike Language and Everyday English boxes.
3 Play video 6.4 and club? We go out every weekend.
drill pronunciation of the DAN Yeah! Good job, Hayley. I’ll do that. CHECK
phrases, especially of 7 Work with another pair. Listen to their
conversation and complete the notes.
awesome /ˈɔ·səm/. 2 Complete the conversation with the phrases
6.11 What you should or must do:
from the Useful Language box. Then listen
4 ★★★ Challenge students and check.
to create a short What you shouldn’t or must not do:
Useful Language
conversation using all the
phrases, for example: How about …ing … ? Why don’t you … ? The best suggestion:
T76 Ho w c a n I s t ay s a fe ? | Un i t 6
Lesson Aim: I can write a blog post.
Warmer
In small groups, students
read each other’s
paragraphs they wrote for WRITING 3 Read the blog post again. Which of these opinions does Matt have?
homework and ask each A Blog Post 1 Cheap skateboards aren’t very good. ✓
other follow-up questions 2 You won’t get a good skateboard for less than $100.
about them. 1 Look at the photo. What do you think the 3 For some people, narrow skateboards are best.
blog post is about? Read it and check.
4 Your helmet shouldn’t move when you wear it.
Teacher Support Hub 5 The only safe place for skateboarding is a skatepark.
ppxlii–xliii
MATT’S BLOG 4 Complete the phrases in the Useful Language box with words
that Matt uses for giving advice.
Thanks for all your comments on my posts. Here
1 & 2 ★★★ Elicit that are my answers to your questions. Useful Language
the blog post is about 1 b
1 I’d say 3 That’s why
skateboarding, and ask There are cheap boards, but it’s best to avoid them.
If you want a good board, you need to spend more. 2 make sure If you 4 ask me
students to think of
I’d say at least $100. Also, make sure you get the
two questions on this right size deck. If you have small feet, you’ll need
subject that they would a narrow deck. If it’s too wide, you won’t be able to 5 Complete the sentences with the Useful Language phrases.
control the board. 1 If you fall off a board, you can really hurt your head.
like to find answers to. That’s why skateboarders wear helmets.
After students read the 2 c
Yes! When you’re a beginner, accidents happen. 2 If you ask me , all skateboarders should wear
blog, ask if any of their That’s why you need a helmet. It must be a proper knee and elbow pads as well.
questions were answered skateboarder’s helmet, and it must be the right size. 3 Make sure you keep your board in good condition.
by the text and, if so, If it moves when you shake your head, it’s too big.
4 Many people skate on their own, but I’d say
where the answers were 3 a it’s more fun and safer to skate with friends.
If you ask me, the street is too dangerous. A
found. skatepark is the best place, but if there isn’t one
near you, any park will be good.
3 Encourage students to PL AN
That’s all for now. Have fun, but stay safe!
underline the sentences 6 Plan a blog post to give safety advice. Choose an activity
and think of three questions about doing it safely. Take
in the text where they notes for the answers.
found the answers. Elicit 1
these during feedback, 2
focusing students’ 3
attention on how the
WRITE
ideas in the questions are
paraphrased in the text 7 Write your blog post. Remember to include an
introduction, three questions and answers, an ending,
(e.g., aren’t very good – and phrases from the Useful Language box.
it’s best to avoid them). 2 Match questions a–c with paragraphs 1–3. CHECK
a Can I skate in the street?
4 & 5 Point out that in b What board should I buy? 8 Do you ...
blogs we often use I and • answer each question?
c Should I wear a helmet?
you to write in a more • use should/shouldn’t and must/must not?
personal, friendly style. • use vocabulary from this unit?
Warmer
In groups, students SCIENCE
share information about PROJECT
Desert Survival
the remote places they
researched for homework. An Information Pamphlet
Fact File
Project Book 1 Look at the information pamphlet. What is
it about?
For more information and ❖ A desert is a place with less than
a The dangers of the desert 250 mm of rain per year.
activities, see the Project
b How animals live in the desert ❖ Around 30% of the land on the
Book p42.
Earth is desert.
2 Read the pamphlet again. Are the sentences ❖ Only 20% of deserts are sandy.
T (true) or F (false)?
Some have snow.
6.12 Audioscript pT140 1 All deserts are hot and dry. F ❖ Highest temperature in a desert:
2 Birds can help you in the desert. T 56.7°C (Death Valley, U.S.A.)
1 Encourage students 3 If you drink water, you won’t get heat ❖ Lowest temperature in a desert:
to look quickly at the cramps. F – 89.2°C (Antarctica)
pamphlet, without 4 A haboob is a desert animal. F
reading it in detail, as 5 You shouldn’t wear sandals in the desert. T Deserts are extremely big, extremely dry,
and extremely dangerous! If you are lost
they can predict a lot 6 Scorpions live in dark places. T
in one, here are some of the dangers you
about the text from the should know about.
visual information and 3 Complete the chart. Put the five dangers in the
desert in the correct groups.
how it is organized. Thirst
Our Bodies What’s the danger?
Desert Animals Desert Weather
2 Display the text, if in the Desert You can’t live
possible, and ask snakes thirst without water for
more than three
volunteers to come and scorpions sandstorms heat cramps days.
underline or point to the What should
parts of the text where you do?
the answers can be found. Walk slowly and rest often. If you don’t, you’ll
How to Work in Groups lose a lot of water as sweat.
3 After feedback, ask Drink a little and often.
4 Listen and decide which student worked in
students to find and 6.12
these ways. Write J (John), I (Isla), or P (Poppy). If you see birds, follow them. They’ll take you to
underline examples of the nearest water.
1 The group decided what the different jobs
conditional sentences in were for the project. Each person did a
the text. different job. I
Heat Cramps
2 The group shared the writing on the project.
What’s the danger?
Each person wrote a different section. J
How to Work in 3 Each person worked alone first. Then they
As well as water, your body needs salt. When
you sweat, you lose a lot of salt. If you lose too
Groups chose different sections of each person’s much, your legs and arms will begin to hurt.
At this stage, students work to make their poster. P This is called heat cramp, and in the desert it
should be able to reflect on can be dangerous.
5 Which of the ways of working do you think is What should you do?
how they wish to organize best? Why? Share your ideas with a partner.
Make sure you carry salt tablets with you. They
themselves while working in
can save your life!
groups, making conscious
decisions about the process
and the allocation of 78 H OW C A N I S TAY SA F E? | U NIT 6
T78 Ho w c a n I s t ay s a fe ? | Un i t 6
Lesson Aim: I can work in a group and make an information pamphlet.
6 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either
do it in class, as a timed
VOCABULARY 4 Complete the sentences with the zero or first conditional.
progress test, or assign it 1 If you aren’t (not be) more careful, you
for homework. 1 Circle the correct words. ‘ll / will have (have) an accident.
1 Sue touched a hot pan and burned / sprained 2 When Gina goes (go) skateboarding, she
her fingers. always wears (wear) a helmet.
Vocabulary 2 Juan slipped / scratched on some ice. 3 If someone breaks (break) a leg, it
1 You could turn this into 3 Jane bruised / fell off her bike. hurts (hurt) a lot.
a game in teams. Give 4 Andy got bitten / stung by a bee. 4 If the weather gets (get) worse, the
students one minute to 5 Masha fell off / tripped over a plant in climbers will be (be) stuck on the mountain.
review the vocabulary on the garden. 5 Snakes don’t usually bite (not bite) you if you
SB p71 and then close 6 I cut / broke my finger with a knife. don’t disturb (not disturb) them.
their books. Read each
2 Match the words in the box with the descriptions. 5 Circle the best words to complete the notes.
sentence aloud, replacing You can use the words more than once.
the options with a Beep!
cheek chin elbow forehead Stay Safe in the Forest
The first team to call out
heel knee shoulder toe wrist Before you go, you 1should / shouldn’t
the correct answer wins
a point. tell someone where you’re going. If
1 We have two or more of these.
you get lost, it 2is / will be easier to
cheek, elbow, heel, knee, shoulder, find you.
2 Before the exercise,
toe, wrist You 3must / must not take a map. If you 4don’t / won’t follow a
review the vocabulary. 2 These are parts of your arm. map, you’ll probably get lost.
In small teams, students elbow, shoulder, wrist You 5shouldn’t / must not eat
challenge each other in 3 These are parts of your leg and foot. mushrooms. Some are very
pairs. A student from one dangerous – if you 6eat / will eat
knee, toe
team points to a part of them, you can get extremely sick.
4 These are parts of your face.
the body, and the other You 7should / shouldn’t run away from
cheek, chin, forehead a bear. If you stay calm and walk
team wins a point if they
away slowly, you 8will be / are OK.
can name it. Teams take GRAMMAR IN ACTION
turns. The team with the
most points after three 3 Complete the sentences with should/shouldn’t Self–Assessment
minutes wins. or must/must not and the verbs in the box.
exercise.
T80 Ho w c a n I s t ay s a fe ? | Un i t 6
Lesson Aim: I can give useful opinions about my partner’s English.
Peer-feedback is a useful
classroom tool, and it LEARN TO LEARN
strengthens students’
self-assessment and self-
correction skills, as well. At LEARN TO … GIVE USEFUL OPINIONS ABOUT YOUR PARTNER’S ENGLISH
this stage, students should Be polite when you give opinions about your partner’s English. You can help each other improve.
be able to give each other
constructive feedback and 1 Read the advice about how to give useful opinions.
Complete the advice with should or shouldn’t.
see this as an opportunity
to improve.
What you 1 should
do to help your partner
1 After feedback, elicit improve their English
why options a–c are
not advisable, guiding
students to say what the You 2 shouldn’t …
consequences of these a say what you think in a mean
way.
3 Invent a story about an accident. Use one word
comments might be. or phrase from each box, and think about the
b talk about your partner’s answers to the questions below.
personality.
2 Point out that intonation c say that something is better or crocodile knife mirror
is important when giving worse than it is. scissors snake
an opinion. If someone’s
You 3 should …
intonation is very flat, break cut get bitten hit slip
d say what you think, but also be
the opinion could sound nice. • What were you doing when the accident
negative, even if the e say positive things. happened?
words are positive. f give ideas for how your partner
• What happened?
can improve.
• How did you feel?
3&4 You may want to
• Did anybody help you?
give students some things
to think about when 2 Match 1–6 with the advice (a–f) in Exercise 1. • What happened then?
• What should people do to avoid a similar
listening to their partner.
1 b Well done! You’re a really interesting person. accident?
For example:
• pronunciation (How 2 d That wasn’t your best English, 4 Take turns telling your stories. While your
well could you but I know you can do better. partner is speaking, think about what they do
well and how they can improve.
understand your
3 c That was the worst presentation ever!
partner?)
• language (Was their f You made some mistakes with the
4
message clear? Was first conditional. Why don’t you study
your partner’s grammar the grammar from the unit again? 5 Give three helpful opinions about your partner’s
English. Use the phrases in the box.
full of mistakes?)
5 e You used a lot of adjectives to I liked the way you …
• vocabulary (Did your describe things. That was really nice! Why don’t you … ?
partner use interesting You made some mistakes with …
vocabulary?) 6 a Your English was awful! You used … That was nice!
7 Are you
In groups, students have I can …
• understand texts about technology
two minutes to brainstorm • give instructions to explain how to use something
all the technological devices •
•
write an article
understand how to use the present perfect: affirmative
they can think of. The group and negative, will/won’t, may, might, and infinitives
of purpose
with the most wins. • talk about and describe technology and transportation
connected?
• use collocations, recognize opinions, use words that
describe sounds, and make and use flashcards.
Teacher Support Hub
ppxxxiv–xxxv
Start It!
Unit Quiz
1 After eliciting that this
a self-driving car, elicit
students’ opinions about
whether they would like
to ride in one.
2 Write on the board:
Today, I have used … and
invite students to discuss
ways of finishing the
sentence in groups. This
will prepare them for the
language focus on SB p85.
3 Ask students to
guess the year when this
happened, before playing
video 7.1.
Start It!
4 Allow students a
1 Look at the photo. What type of car is it? a driverless car
minute of thinking time
2 Before you watch, what technology have you used today?
to choose one piece of
3 Who planned the first programmable computer? Watch and check.
technology they couldn’t
4 Which technology would be most difficult to live without? Charles Babbage in 1837
live without, and reasons
why. Then students
discuss in groups.
Video Comprehension
p85 p87 p88 p90
Questions
Grammar in Grammar in Everyday Globetrotters
Action 7.2 Action 7.3 English 7.4 7.5
Watch video 7.1
T82 A re yo u c o n ne c te d ? | Un i t 7
Lesson Aim: I can talk about and describe technology.
1 ★★★ Student A
7.01
chooses one word and VOCABULARY
describes it as much as Communication and Technology 1 2
possible without saying
the word, and Student B 7.01
1 Match the words in the box with 1–11 in the
picture. Listen, check, and repeat.
guesses the word.
SOCIAL MEDIA
app 4 emoji 11 software 8 4
3
Target Vocabulary chip 5 message 10 upload 1
app æp device 6 screen 3 video chat 7
chip tʃɪp download 2 social media 9 SOCIAL MEDIA
5
device dɪˈvaɪs
download ˈdaʊnˌloʊd 2 Complete the sentences with words from
emoji iˈmoʊ·dʒi
7.02
Exercise 1. Then listen and check. 6
7 8 9
message ˈme·sɪdʒ 1 My phone fell out of my pocket this morning
and the screen broke.
screen skrin
2 I can’t do a video chat with you right Hi! Do you want
social media now. I don’t have a camera on my laptop.
to go out for
ˈsoʊ·ʃəl ˈmi·di·ə
this afternoon?
10
3 Most of my friends upload photos to
software ˈsɔftˌweər
Sounds
Soundsgreat!
great!
Extra Vocabulary Practice Pronunciation p142 5 Use words from Exercise 1 to write three
sentences about you or people you know.
2 7.02 Fast finishers can LEARN TO LEARN 1 My brother has a lot of apps on his phone.
make one extra 2
Collocations
fill-in-the-blank sentence Some words are often used together – we call these 3
using another word from collocations. Learn them as phrases. 4
U ni t 7 | A re y ou connected ? T83
Lesson Aim: I can understand a text about technology.
3 ★ Before students 3 Read the article again. Write what the numbers refer to. 7.07
5 Complete the words for the numbers.
1 half a kilogram the weight of the IBM Simon Then listen and check.
attempt the task, ask 1 1,000,000,000,000 = one trillion
2 nearly 3 billion people who own smartphones
them to find and circle all 2 1,000,000,000 = one
3 60 billion messages sent every day billion
the numbers in the text. 3 1,000,000 = one million
4 about 200 million people who play online games
5 2.5 billion people with social media profiles 4 1,000 = one thousand
4 Inform students
EXAM
5 100 = one hundred
that, at this level, the 4 EXAM Circle the correct answers.
answers to the questions 1 What couldn’t computers do before 1994? Voice It!
won’t always be clearly A make calls B send emails C save documents
6 Do you agree with the statements below?
stated in the text but 2 What was unusual about the IBM Simon compared to Discuss with your partner, using the
will sometimes have to modern devices? phrases in the box.
be inferred from whole A It was smaller and faster.
I strongly agree. I agree. I’m not sure.
paragraphs. B It had an excellent camera. I disagree. I strongly disagree.
C It weighed half a kilogram.
1 People use their smartphones too much.
Reading Comprehension 3 What is the most popular form of smartphone
communication? 2 Children under ten shouldn’t have a
Questions smartphone.
A phone calls B messages C video chats
3 There should be no smartphones in
4 What does Noah’s sister enjoy doing?
5 7.07Encourage students schools.
A playing games B sharing photos
to check their spelling 4 I couldn’t live without a smartphone.
C listening to music
of billion, million, and Finished? p124 Ex. 1
thousand.
8 4 ARE YO U CO NNEC TED ? | U NIT 7
6 Allow students a few
minutes of thinking time
to form opinions and
think of reasons. Then ask Class Challenge Flipped Class
students to work in pairs Ray Tomlinson sent the first email in history in Ask students to watch video 7.2 and
or small groups. Elicit 1971. The email read “Can you read this?” / do Video Worksheet 7.2 in the Teacher’s
contrasting ideas during “Hello.” / “qwertyuiop.” Resource Bank in preparation for the
feedback if possible. next lesson.
Extend It!
Finished? In groups, students choose a technological
Homework
Students turn to p124 and device (e.g., a TV, tablet, or smart watch).
Then they collaborate to think of three ways Workbook p57
do Exercise 1.
this device is useful to us and prepare to tell
the class about it.
T84 A re yo u c o n ne c te d ? | Un i t 7
Lesson Aim: I can understand how to use the present perfect: affirmative and negative.
Warmer
Play video 7.2, if it was Watch video 7.2
not assigned for homework, Name two things Sophia
and elicit that Sophia has
GRAMMAR IN ACTION has learned.
What ’s the best thing that
learned how to create a Present Perfect: Affirmative the vlog has given her?
vlog, how to use a camera, and Negative
how to do sound and I/You/We/They He/She/It
lighting, and how to edit. + Smartphones 1 have transformed our lives. Technology 3 has given us many ways to communicate.
The vlog has given her
– Smartphones 2 haven’t made us nicer people. My sister 4 hasn’t done her homework.
many friends.
1 Complete the examples in the chart above with 4 Answer the questions with present perfect
the correct form of have (not). Use the article on sentences. Use the words in the boxes.
7.08 Audioscript pT140 page 84 to help you. 1
break buy forget
1 Elicit that the present 2 Complete the sentences with the present perfect
form of the verbs in parentheses. password screen tablets
perfect focuses on the
1 Smartphones have changed our lives. (change)
present results of a past
2 They have become easier to carry. (become) 2 3
action, not the details of
3 Smartphone technology has become
an event in the past. For more interesting. (become)
example, in 1, the focus 4 Smartphones have made it possible to
is on the fact that our communicate with more people. (make)
lives are different now, 5 Noah hasn’t updated his online status. 1 Why can’t Orla use her laptop?
not on when or how the (not update) She’s forgotten her password.
transformation happened. 2 Why are Elena and Ruby so happy?
7.08
3 Complete the conversation with the present They’ve bought new tablets.
perfect form of the verbs. Then listen and check.
2 Ask students to think of 3 Why is Andrey upset?
how other technological ask find leave look lose He’s broken the screen.
devices have changed not charge not hear not see put
Use It!
over the years, eliciting JACK What’s wrong, Kim?
sentences with the KIM I 1 ’ve lost my phone. Do you know where it is? 5 Write three sentences about what you have or
present perfect. haven’t done today. Use the ideas in the box.
JACK No, I don’t. I 2 haven’t heard it ring, either.
Maybe it’s in your coat pocket. chat / on social media check / my emails
3 7.08 Ask students to upload / a photo watch / TV
KIM I3 ‘ve looked in all my pockets. It’s not
practice the conversation there.
1 I’ve watched TV.
in pairs, using JACK Maybe you 4 ‘ve left it in Mom’s car.
2
contractions. Monitor KIM No, I don’t think so. I used it this afternoon, but I
3
closely and ask for a can’t remember where I left it.
4
volunteer pair to perform JACK Maybe Mom 5 ‘s / has put it somewhere.
it for the class. KIM No, I 6 ‘ve asked her and she says she 6 Tell your partner about the things you’ve done.
7
hasn’t seen it. Jack, can you call me?
I haven’t uploaded a photo, but I’ve
Extra Grammar Practice JACK I think so. I 8 haven’t charged my phone, but
played my favorite computer game.
I think it has enough power left. Hang on … OK,
I’m calling you …
4 Remind students that KIM Here, look! I 9 it. It was in
Finished? p124 Ex. 2
‘ve found
they can check the list my bag all the time.
of irregular verbs on U NIT 7 | ARE YO U CO NNEC TED ? 85
5&6 Encourage
Grammar Game Finished?
Write Today Billy is feeling … because … Students turn to p124 and do Exercise 2.
students to extend the
on the board, and then fill the first blank
activity using other
with a feeling (e.g., angry). Teams have two
activities (not only the Homework
minutes to write down as many reasons as
ones in the box).
possible (e.g., His mother has asked him to Workbook p58
stop playing video games.). The team with
the most reasons wins. Repeat with other
vocabulary.
U ni t 7 | A re y ou connected ? T85
Lesson Aim: I can talk about and describe transportation.
Warmer
Ask: What is the longest
trip you have ever been on?
Students discuss the question VOCABULARY AND LISTENING Use It!
in pairs. Monitor closely to Getting Around 3 Tell your partner about two different ways to
gauge what the students get to these places from your home.
already know of the target 7.09
1 Complete the phrases with the verbs in the box. your school a town in your country New York
Listen, check, and repeat.
vocabulary of the lesson.
catch/take get into get off get on
To get to school, I can go on foot
Teacher Support Hub get out of go by go on
to the bus stop and then catch a bus.
ppxxxviii–xxxix Or I can go by bike.
1 2 3
A Radio Interview
Audioscripts
7.09–7.10
ppT140–141 4 Look at the forms of transportation in Exercise 5.
Will we use them in the future? Discuss with
a partner.
1 7.09After feedback, go on get on go by
students test each other. foot a train tram 5 Listen to the radio interview. Put the forms of
7.10
Student A says a noun, transportation in the order you hear them (1–3).
4 5 6 7
and Student B says the
corresponding verb.
Target Vocabulary
catch / take kætʃ / teɪk
get into get ˈɪn·tu catch / take get out of take / get into get off
flying cars hyperloop jetpacks
get off get ɔf a plane a car a taxi a bus
1
get on get ɑn 3 2
Get It Right!
get out of get aʊt əv
go by ɡoʊ baɪ We use take and catch with planes and with public
LEARN TO LEARN
transportation. But we can’t say catch a taxi.
go on ɡoʊ ɑn
We get on and off public transportation or a bike. Recognizing Opinions
But we get into and out of a car. It’s important to understand the difference between
Get It Right! We use go by with all transportation. But we say facts and opinions. When people give an opinion, they
go on foot, not go by foot. often begin with phrases like these:
whole class.
T86 A re yo u c o n ne c te d ? | Un i t 7
Lesson Aim: I can understand how to use will/won’t, may, might, and infinitives of purpose.
Warmer
Play video 7.3 if it was Watch video 7. 3
What won’t James
not assigned for homework.
Elicit that James won’t be
GRAMMAR IN ACTION be in ten years’ time?
How will he make
an actor. He’ll learn about Will/Won’t, May, and Might the vlog look better?
possible.
U ni t 7 | A re y ou connected ? T87
Lesson Aim: I can give instructions to explain how to use something.
Warmer
In groups, students discuss
their experiences of
trying to explain to their SPEAKING 3 Look at the Everyday English box. Find and
older relatives how to use Giving Instructions underline the phrases in the conversation.
technological devices. This
might generate some funny 7.12
1 Listen to the conversation. What is Tom
explaining to his dad?
stories. Monitor and elicit a How to take a photo
these from the whole class. b How to record a video
Watch video 7.4
Ever yday English
Teacher Support Hub
ppxl–xli Got it? Like this?
Not quite. That’s it.
T88 A re yo u c o n ne c te d ? | Un i t 7
Lesson Aim: I can write an article.
Warmer
In groups, students
compare the technology
they use in their homes. WRITING
Useful Language
An Article
Teacher Support Hub Giving examples:
ppxlii–xliii 1 What are the students in the photo doing? What For instance, For example, such as
technology do you use at school?
Adding more information:
In addition, What’s more,
1 Elicit that the students
are using tablets and an
4 Read the phrases in the Useful Language box.
electronic whiteboard in Then circle the correct words.
their classroom. If your 1 Tablets are often cheaper than laptops.
school does not use much What’s more, / For example, they’re easier to carry.
technology, ask students 2 The first cell phones could only make calls.
to brainstorm technology In addition, / For instance, they were huge.
they’d like to see in the 3 In the future, schools might use technology
such as / what’s more 3-D printing.
classroom. 2 Read the article. Underline the modern technology
words it mentions.
2 Set a strict time limit to PL AN
encourage skimming.
School Technology 5 Plan an article about technology in the
home. Think about cooking, cleaning, and
1 Teaching has changed a lot. For instance, in the past,
3 ★★★ After feedback, entertainment. Take notes for three paragraphs.
teachers used blackboards, and children wrote everything
allow students a few with pen and paper. What’s more, the only technology in 1 Technology at home in the past:
minutes, in pairs, to classrooms was a TV or perhaps a cassette player.
discuss whether they 2 Today, in contrast, teachers use a lot of technology. For 2 Technology at home today:
example, most classrooms have Wi-Fi. In addition, teachers
think robots will ever
use interactive whiteboards, and children use tablets to do
replace teachers and why. exercises or play games. With technology such as video 3 Predictions for the future:
chat, classes can work with students in another country.
4 Elicit what is different This makes learning easier and more fun.
about such as: it cannot 3 Some people think that robots might teach students one WRITE
be used at the beginning day. However, I don’t think that will happen. Teachers help 6 Write your article. Remember to include
us learn things, but they take care of us, too. Robots can’t three paragraphs, past and present tenses,
of a sentence like all the do that. The technology may change over time, but the predictions with will/won’t and may/might (not),
other phrases. best teachers will always be real people. and phrases from the Useful Language box.
CHECK
Useful Language Practice
3 Read the article again. Are the sentences T (true) 7 Do you ...
or F (false)? • describe technology in the past?
5 Ask the class what times 1 In the past, there was a lot of technology in • describe technology in the present?
in the past and future the classroom. F
• make certain and uncertain predictions for
they would like to write 2 It’s normal now for classrooms to be connected to the future?
about (e.g., 30 years ago, the Internet. T
30 years in the future). 3 Today, students chat with their classmates using
Finished? p124 Ex. 4
Make sure that the whole video chat. F
class is focusing on the 4 Robots will replace teachers. F
same time periods.
U NIT 7 | ARE YO U CO NNEC TED ? 89
Homework
Workbook p61
U ni t 7 | A re y ou connected ? T89
Lesson Aim: I can understand a text about technology in Seoul.
Background
information AROUND
Help students find South THE WORLD
Korea, an Asian country
on a peninsula between Globetrotters
READING Watch video 7.5
China and Japan, on a
An Article Hello, Robots!
map. South Korea is known
• What things do you use robots for?
for technology, shopping, 1 Look at the photos on page 91. Where do you • What is an android?
pop music, the sport of think this is? What is happening in each photo?
• What do you think the future of robots will be?
taekwondo, and a dish
2 Read the article. Match photos a–e with
called kimchi. 7.13
paragraphs 1–5.
Voice It!
3 Answer the questions.
Warmer 1 Where does Seo-yun keep her smartphone 4 Discuss the questions.
at night? Next to her bed. 1 How does Seo-yun’s family use technology to
In groups, students discuss
2 What are her two ways of getting to school? connect with the world?
types of voice-activated
going on foot, taking the bus 2 How does technology improve human
technology, whether they connection?
3 How does Seo-yun pay for her bus journey?
use it, and why they like it 3 What are its negative effects?
or dislike it. with her smartphone
4 What are the other passengers doing on the bus?
Play video 7.5 and They’re using their smartphones and tablets.
ask students to answer
the questions. Robots 3 e 8:00 a.m.
do tasks such as building One Morning in the
Seo-yun has decided to take the bus. There’s a beep as
cars, answering questions, High-Tech Capital of she swipes her phone over a sensor when she gets on,
carrying luggage, and doing
chores, and they also do
the World and then she takes a seat. On the way, she reads an online
comic, and she puts in earphones to enjoy all the bangs,
dangerous jobs. Elict that an crashes, and other sound effects without disturbing other
1 c 6:30 a.m. passengers. She doesn’t need to worry, though. They’re all
android is a type of robot
An alarm buzzes and Seo-yun’s phone wakes her up glued to their screens, too!
that looks and behaves just for another day in Seoul, the world’s “tech capital.”
like a person. Then ask the In the bathroom, she tells the voice-activated shower 4 d 8:10 a.m.
students, in pairs, to discuss to start. Water gushes from the shower, but it’s too Seo-yun’s mom has taken the KTX bullet train to meet
which of the robot functions cold. “Warmer, please!” Seo-yun calls out. colleagues in Busan. The train roars between the two cities
in the video they think is at nearly 300 kph. During the journey, she has a video chat
2 a 7:20 a.m. with her boss. The journey may soon be much quicker. The
most important in society government wants to build a new kind of train line called a
In the kitchen, Dad makes breakfast. While they wait,
and why. Seo-yun and her sister, Ji-woo, watch cartoons on hyperloop, with trains that zoom along at 1,000 kph.
the “family hub” – a huge tablet screen built into
the fridge door. They hear a “ping” from Seo-yun’s 5 b 8:20 a.m.
Video Comprehension
phone – one of her friends has sent a message. Will Ji-woo has arrived at school, and the teacher’s robot helper,
Questions she go to school on foot or take the bus? Seo-yun iRobi, comes to Ji-woo with a whir of electric wheels. iRobi
asks the family’s voice-activated device to check for marks her attendance and uses face recognition to check
rain while she checks her travel app to see what the her mood. “Excited?” asks iRobi. Of course. Today Ji-woo
1 Ask students, in pairs, to traffic is like. might have a gymnastics class with Genibo, the school’s
robot dog. That’s education – Korean style!
guess how technology
fits into each photo (e.g., 9 0 A RE YO U CO NNEC TE D ? | U NIT 7
Maybe a robot prepared
the children’s food.).
2 7.13Set a strict time 3 Have students underline key words in Class Challenge
limit to encourage the questions and use them to find the The word robot means “something that
faster skimming. During information in the text. has to work” and comes from the Russian /
feedback, elicit the key Chinese / Czech language.
words in the texts that Reading Comprehension Questions
indicate the photo they
correspond to. 4 Before students discuss the questions,
1 wakes up / Seoul write connection on the board and elicit
2 breakfast / sister the technology connections that they
3 bus / glued to their use regularly (e.g., phone, Internet, text
screens messaging).
4 train
Teacher Support Hub pxlv
5 school / robot helper
T90 A re yo u c o n ne c te d ? | Un i t 7
Lesson Aim: I can understand a text about technology in Seoul.
Learn to Learn
Understanding
onomatopoeic words (i.e.,
words that sound like the LEARN TO LEARN
sound they refer to) will Words that Describe Sounds
help to increase students’ There are many English words that sound similar to the sounds they describe.
comprehension of texts,
especially fiction, so that 5 Find words in the article for these sounds.
they may find it easier to 1 three sounds that a smartphone makes (paras 1, 2, and 3) buzzes ping beep
read for pleasure. 2 the sound of water coming out fast (para. 1) gushes
3 two loud sounds when one thing hits another (para. 3) bangs crashes
4 the sound of a machine working quietly (para. 5) whir
5 Point out to students that
the words sound like the 6 Work in pairs. Say the words in the box and discuss what sounds you think they describe.
Then use a dictionary to check.
sounds they refer to. Ask:
Are there any words like crack hiccup hiss meow pop splash woof
this in your language?
a Explore It!
6 Encourage students to
practice saying the words Guess the correct answer.
out loud to guess their South Korea has the world’s fastest …
meaning. a internet speeds. b trains. c ferries.
Find another interesting fact about South Korea.
Students can Then write a question for your partner to answer.
collaborate digitally
through Collaboration
Plus, where you can d
assign, track, and assess c
b
their work. Students can
also share and showcase
their work and comment
on each other’s projects.
Explore It!
Alternatively, ask students
to work in groups to make
a short “South Korea CULTURE PROJECT Our Ideal Classr
oom
e
in other Start! Warmer! Colder!
friends in schools
be able to
countries. We will
speak so many languages!
U ni t 7 | A re y ou connected ? T91
Lesson Aim: I can review what I have learned and reflect on my progress.
7 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either
do it in class, as a timed
VOCABULARY GRAMMAR IN ACTION
progress test, or assign it
for homework. 1 Complete the crossword. 3 Complete the sentences with the present perfect
form of the verbs in parentheses.
1
D 1 How annoying! My phone is on silent and I just
2U
Vocabulary O realized that I ‘ve missed five calls. (miss)
1 In groups, students 3 2 You don’t need to call a taxi. I ‘ve booked
P W C
4V 5M one with this app. (book)
brainstorm vocabulary L N H
3 I don’t know what Dina’s brother looks like. She
related to technology and 6S O C I A L M E D I A hasn’t shared any photos of him. (not share)
communication before
A D O S P 4 I haven’t downloaded their new album. I heard
completing the exercise. it isn’t very good. (not download)
Write appropriate words D E A S
on the board to help O D A 4 Circle the correct answers.
them. 7 1 The bus … leave at 10:02 exactly. It’s never late.
D E V I C E G
a may b will c won’t
H E
2 ★★★ Alternatively, 8S 2 They … be able to do it, but they’re trying.
O F T W A R E a can’t b might c may not
ask students to close
their books. Read each T 3 Hamza bought some tools … his bike.
sentence aloud to the Across a fix b to fix c for fix
class, replacing the 6 Facebook and Instagram are examples of this. 4 We don’t have enough ink … the photos.
options with a Beep! The 7 A general word for an electronic gadget. a to print b for to print c for print
8 All the programs that tell a computer what to do.
first team to shout Buzz!
and give the correct Down Self–Assessment
answer wins a point. 1 Take a file, photo, video, etc. from the Internet and
put it onto your device. I can talk about
2 Put a file from your device onto the Internet. communication and
technology.
Grammar in Action 3 The “brain” inside your computer or phone.
I can talk about
3 ★ Before students 4 This is when you see and talk to someone using
getting around.
attempt the task, review your computer or phone.
5 A short text that you send to someone. I can use the present perfect to
with them the form of the make affirmative and negative
present perfect (have/has 2 Circle the correct words. sentences and questions.
+ past participle) and the 1 Eva caught / went by the bus outside the bank. I can use will/won’t, may, and
past participle of the 2 Jo traveled from Boston to New York on / by train. might to make predictions.
verbs in parentheses if 3 Nina went to the library by / on foot. I can use to + infinitive to talk
needed. about purpose.
4 Zehra got off / out the tram at the last stop.
5 Luke took / caught a taxi from home and got
4 Challenge fast finishers to out / off at the airport.
prepare an extra sentence
with three options. Elicit
these after feedback
for the whole class to 92 RE VIE W | U NIT 7
complete.
T92 A re yo u c o n ne c te d ? | Un i t 7
Lesson Aim: I can make and use flashcards.
Warmer
Start by showing the
d
students a flashcard (or, if
appropriate, a flashcard 3 4 e
app), and elicit how the get out of
students feel about using /
them instead of other ways addition download in
of recording vocabulary. photos
4 As students guess
the information on each U NIT 7 | LE ARN TO LE ARN 93
other’s cards, reassure
them that a good card will
be memorable but doesn’t 5 During feedback, elicit students’
necessarily need to have feelings about using flashcards, and point
an obvious answer for out that different learners will prefer
everyone. Some guessing different ways of recording vocabulary.
is to be expected, as in the
example.
U ni t 7 | A re y ou connected ? T93
Unit 8 What is success?
Lesson Aim: I can talk about achievements.
8 What is success?
In groups, students look at I can …
• understand comments on a web page and a talk about
the photo and brainstorm a young inventor
adjectives that might • answer questions in a job interview
• write a competition entry
describe how the girl is • understand how to use present perfect for experience,
and reflexive and indefinite pronouns
feeling. • talk about exceptional jobs and qualities, and
achievements
• form people words take notes, and make a
Teacher Support Hub vocabulary plan
• manage my time and create a timeline
ppxxxiv–xxxv
Start It!
Unit Quiz
3 Brainstorm why
fire has changed human
society with the whole
class before playing
video 8.1.
Flipped Class
Prepare for Explore It! p97 p99 p100
(p95). Students research an Grammar in Grammar in Everyday
Action 8.2 Action 8.3 English 8.4
interesting fact about an Watch video 8.1
amazing achievement.
9 4 WH AT I S S U CCE S S? | U NIT 8
T94 W h a t is s u c c e s s ? | Un i t 8
Lesson Aim: I can talk about exceptional jobs and qualities.
Audioscripts
8.01–8.02
ppT141–142
Learn to Learn
U NIT 8 | WH AT I S S U CCE S S? 95
Point out that there is no
difference in pronunciation
between -er and -or, which
are pronounced as /ər/. You 3 & 4 ★★★ Students test each other’s Explore It!
could also mention that spelling in pairs. Student A asks a question After feedback, ask students, in groups, to
-person can also be used (e.g., Who writes music?). Student B writes discuss the achievements they talked about
with some jobs when we down the answer, and Student A checks and choose the most amazing one, justifying
don’t want to say that it’s the spelling. their answer during feedback.
a man or a woman (e.g.,
businessperson). Famous People Job Quiz
Homework
5&6 Remind students to think of reasons Workbook p64
why a job needs particular qualities.
Encourage them to discuss each other’s
ideas, saying if they agree or disagree.
Warmer
In groups, students discuss
the social media that they
use and whether they READING
often write or respond to Online Comments
comments.
1 Look at the photos and discuss the questions.
Teacher Support Hub 1 Are the people successful?
ppxlii–xliii 2 What do you need to be successful in these areas?
8.03
2 Read the online comments. In which area is each person
successful? 1 science 2 business 3 music
1 Encourage students to
use the qualities from
SB p95 when they discuss
the questions.
Teenagers Taking the World by Storm
Yesterday’s article about teenagers’ achievements has made
a big impression. We’ve never had so many comments!
2 To encourage faster
8.03 3 EXAM Read the comments again. Then
Finished?
Students turn to p125 and
do Exercise 1.
T96 W h a t is s u c c e s s ? | Un i t 8
Lesson Aim: I can understand how to use the present perfect for experience.
Warmer
Play video 8.2, if it was Watch video 8.2
Has Joann ever lost
not assigned for homework,
and ask students to raise
GRAMMAR IN ACTION an art competition?
Which countries has
their hands when the Present Perfect for Experience Joann been to?
Warmer
Students discuss the
meaning of of the advice
Never give up. Don’t quit. VOCABULARY AND LISTENING Use It!
Keep trying. Phrasal Verbs: Achievement 2 Use phrasal verbs from Exercise 1 to write
three examples from your own life. Compare
Teacher Support Hub 8.07
1 Listen and repeat the verbs in the box. Complete with a partner.
the sentences with the correct form of the 1
ppxxxviii–xxxix
verbs. Then match them with the pictures.
2
come up with give up 3
keep up with look up to set up
8.08 Audioscript pT142 show off take part in work out I wasn’t very good at the piano,
1 8.07After feedback, if but I didn't give up. The girl is doing her
homework. It’s difficult
1 The professor was so happy when he finally
appropriate, ask students A Talk because she doesn’t
came up with the answer! g have electricity (and
to make flashcards (see can’t afford batteries
SB p93) to test each other
2 Marcus loves to take part in charity 3 Discuss the questions. for her flashlight).
races. e 1 What is the girl doing? 2 What is difficult for her?
on the phrasal verbs. 3 Martha is nearly at the top. She isn’t going to
give up now! d
Target Vocabulary 4 The others can’t keep up with Grandma.
come up with kʌm ʌp wɪð f
give up ɡɪv ʌp 5 My brother set up his own
keep up with kip ʌp wɪð business when he was ten. h
look up to lʊk ʌp tu 6 Thalia really looks up to her mom. She
set up set ʌp wants to be just like her one day. a
4 Listen to a talk. Were your ideas right?
show off ʃoʊ ɔf 7 The math problem is hard to 8.08
. c
take part in teɪk pɑrt ɪn work out
LEARN TO LEARN
8 Aiden likes showing / on the court! b
work out wɜrk aʊt to show off Taking Notes
a e Write key words when you listen. Then use your notes
Extra Vocabulary Practice to remember the ideas that you heard.
4 8.08Remind students that 6 Explain how Ann’s inventions work. Use your
notes from Exercise 5.
they are listening for the
98 WHAT I S SU CCE S S? | U NIT 8
general idea and should
not worry if they don’t
understand all the details
at this point. 5 8.08Allow students, in pairs, to discuss Flipped Class
what they remember under each heading, Ask students to watch video 8.3 and
Vocabulary Bank SB p135 taking notes on the side so that they may do Video Worksheet 8.3 in the Teacher’s
check their ideas when they listen again. Resource Bank in preparation for the next
lesson.
Learn to Learn 6 Allow students time to rehearse alone
At this stage, students and ask you questions if necessary.
should be learning to write Students then take turns explaining the Homework
concise and clear notes, inventions.
omitting articles and other Workbook p67
small grammar words.
T98 W h a t is s u c c e s s ? | Un i t 8
Lesson Aim: I can understand how to use reflexive and indefinite pronouns.
Warmer
Watch video 8. 3
Play video 8.3, if it was What skill should
not assigned for homework, ever yone learn?
and elicit that (according
GRAMMAR IN ACTION Who does the vlogger
Reflexive Pronouns say that ever yone
to the vlogger) everyone should know?
should learn to speak
English, and everyone Singular I → 1 myself you → yourself he → himself she → 4 herself it → itself
should know or understand Plural we → ourselves
2
you → yourselves they → themselves
3
himself or herself.
1 Complete the examples in the chart above. Indefinite Pronouns
People Things Places
8.09–8.10 Audioscripts pT142 2 Complete the sentences about the talk on
page 98 with reflexive pronouns. someone (somebody) 1 something somewhere
1 Explain that we often 1 Ann taught herself the science she needed. everyone (everybody) everything 3
everywhere
use reflexive pronouns 2 Ann’s flashlight switches itself off. no one (nobody) 2
nothing nowhere
when the subject and the 3 Ann made the flashlight anyone (anybody) anything 4
anywhere
herself .
object of the verb are 4 Her inventions don’t need batteries. They Ann Makosinski is someone I really look up to.
talking about the same power themselves in other ways. Anything is possible.
No one has thought of these ideas before.
person (e.g., I saw myself, 5 If we believe in ourselves , we can achieve
not I saw me). anything.
5 Complete the columns in the chart above.
2 For question 3, elicit that 8.09
3 Match 1–6 with a–f. Then listen and check. 6 Circle the correct words in the article. Then
1 I surprised c 8.10
listen and check.
the reflexive pronoun is
2 John and I introduced a
used to mean “on her own”
3 Jane, make sure that you take care of f Teenager sails into
or “without anyone’s help.”
4 Mike has taught e record books
3 8.09★ Guide students to 5 You and Vicky should make d Dutch teenager Laura Dekker has become
the youngest person ever to sail solo around
circle the subject of each 6 Stan and Ollie prepared b
the world. Laura is only 16 years old.
sentence before they a ourselves to the new neighbors.
1
No one / Anyone so young has achieved this
before. Sailing is 2something / nothing her
attempt the task. b themselves well for the match. whole family is crazy about, and Laura learned
3
anything / everything she knows about it from
4 Allow students a c myself when I did so well on my exams.
her parents. By the time she was 13, there wasn’t
minute of thinking time to d yourselves some sandwiches for lunch. 4
anywhere / nowhere she couldn’t sail by herself. 5Everyone /
e himself Spanish and French. Someone has a dream, and Laura’s achievement shows that
form opinions and make 6
something / nothing is impossible if you want it enough.
notes before speaking. f yourself while I’m away.
Use It!
5 After feedback, point out Use It!
that we use someone/ 4 Discuss the questions.
something/somewhere and 1 Have you taught yourself a skill? What? 7 Complete the sentences. Then compare with
your partner.
anyone/anything/anywhere 2 How do you reward yourself when you’ve done
Everyone in my family likes
to mean “one person,” something good?
I don’t know anyone who has
“one thing,” “one place.” 3 Where do you imagine yourself ten years
from now? Something I really want to do is
However, we use some- in is somewhere I want to visit one day.
positive statements and I taught myself to swim when I was eight.
Finished? p125 Ex. 3
any- in negative statements
and questions.
U NIT 8 | WHAT I S SU CCE S S? 99
Warmer
In small groups, students
share ideas about what
jobs they might have in the SPEAKING 3 Look at the Everyday English box. Find and underline
future. Elicit different ideas An Interview the phrases in the conversation.
from the whole class.
8.11
1 Listen to the conversation. What does
Angie want to do?
Teacher Support Hub
a learn to cook very well
ppxl–xli
b organize a team Watch video 8.4
Ever yday English
6 If appropriate,
7 Put pairs together in groups of Flipped Class
four. While each pair performs their In preparation for the next class, ask
encourage students to
conversation, one student from the other students to take notes on their greatest
record their conversations
pair takes notes on content and the other achievement.
on their smartphones
student is responsible for noticing any
and listen to the
language mistakes.
recording, giving them
time to repeat the task if
necessary.
T100 W h a t is s u c c e s s ? | Un i t 8
Lesson Aim: I can write a competition entry.
Warmer
In groups, students
discuss the achievements
they thought about for WRITING
Useful Language
homework. Monitoring this A Competition Entry
after a lot of effort My advice to you is …
will give you an indication
of whether the students will 1 Read the advertisement. What sort of competition is How did I do it? my greatest achievement
this? What is the prize?
have enough ideas to write It’s a writing competition. The prize is ten lessons
about later on, or whether in hang-gliding, rock climbing, or scuba diving. 4 Rewrite the sentences using the phrases in the
Useful Language box. You might need to write two
the activity will need to be sentences.
adapted. CAL LIN G ALL HIG H-FLYER S! 1 I think you should get a teacher.
advertisement for five 4 Learning French was the best thing I have done.
seconds before closing 2 Read Ajani’s competition entry. What has he achieved? Learning French was my greatest achievement. /
He’s learned English. He’s won a national story
their books. Students writing competition. My greatest achievement was learning French.
check in pairs before
feedback. My name is Ajani. My family came to the
UK from Afghanistan when I was seven. PL AN
2 To encourage faster My greatest achievement is learning 5 Plan your own competition entry. In your
English. When I first arrived, I couldn’t notebook, take notes for four paragraphs
reading, give students understand anyone. At school, I couldn’t about one of your achievements.
two minutes for this read or write, and everything was very
difficult. However, after a lot of effort, I’ve managed to learn 1 Introduce yourself.
and disallow the use of 2 Explain the achievement.
English. I’ve even won a national story-writing competition.
dictionaries. 3 Explain how you achieved it.
How did I do it? First of all, I had a wonderful teacher named
Mrs. Connor. She helped me to develop my writing skills. 4 Give advice for other people.
3 Ask students to underline But I also taught myself. I’ve read plenty of books in English,
the parts of the text I’ve watched a lot of lessons on the Internet, and I’ve WRITE
practiced speaking with friends.
where the answers can 6 Write your competition entry. Remember
be found and check their If you want to learn a language, my advice to you is to to include the present perfect, reflexive
believe in yourself and never give up. pronouns, vocabulary from this unit, and
answers in pairs before
phrases from the Useful Language box.
feedback.
3 Read Ajani’s entry again. Are the sentences CHECK
4 If possible, elicit further T (true) or F (false)?
7 Do you ...
ways of expressing the 1 Ajani is not from England. T • have four paragraphs?
same ideas (e.g., 2 He came to the UK by himself. F • explain your achievement clearly?
1 I recommend getting a 3 He still doesn’t speak much English. F • give useful advice?
teacher. You could get a 4 He speaks English when he’s with friends. T
teacher.). 5 He thinks you need determination to succeed. T Finished? p125 Ex. 4
Warmer
Give students a minute to TECHNOLOGY
think about an important PROJECT
invention from the last
1
20 years, and then ask
them to share their ideas Eilmer of Malmesbury, England, has
A Timeline had a great idea. He ties himself to
in groups. Elicit contrasting a pair of wings and jumps off the
ideas and encourage 1 Read texts 1–6 on the timeline quickly. Then match them top of a tower. Eilmer flies for 200
students to give reasons. with the pictures (A–F). meters. No one has ever flown so
1 C 2 B 3 E 4 D 5 A 6 F far. However, Eilmer hasn’t thought
about the landing! He hurts himself
badly, but also gets himself a place in
Project Book 2 For each question, choose the correct inventor. Some the history books.
questions have more than one answer.
For more information and Which inventor or inventors …
activities, see the Project 1 worked with a brother? d, f a Eilmer of Malmesbury
Book p50. 2 studied how birds fly? b b Leonardo da Vinci 1010
3 had an accident? a, c c Denis Bolor
4 wasn’t European? f d Joseph-Michel Montgolfier
8.12 Audioscript pT143 5 didn’t fly the machine e Jules Giffard
1 Disallow the use himself? b, d f Orville Wright 4
of dictionaries and 6 designed an aircraft with French businessman Joseph-Michel
an engine? e, f Montgolfier and his brother, Jacques-
translation software, and
Étienne, have invented the world’s
encourage students to first hot-air balloon. Now they make a
guess the meaning of How to Manage Your Time second flight with passengers. But they
don’t put themselves on board. The
unknown words from three lucky passengers are a hen,
context. 3 Look at some ideas to think about before you start a a duck, and a sheep!
project. Mark (✓) the ideas connected to planning
your time.
2 Ask students to discuss
a Decide on a topic for the project.
the questions in pairs 1783
b Think about all the tasks you need to do in the time
before rereading the text. available. ✓
c Prioritize tasks – decide what’s most and least 5
How to Manage important. ✓
French engineer Jules Giffard
Your Time d Include some extra time. ✓ connects a steam engine to a huge
e Decide who will do what. balloon. It’s the first “airship.” People
At this stage, students have never seen anything like it before.
should start reflecting on f Set long-term deadlines. ✓
It’s the first aircraft that someone can
their time-management g Set short-term deadlines. ✓ steer. However, the first time Giffard
h Review your project regularly to see if you are keeping sets off in his airship, it flies around
skills, making decisions in circles. He can’t steer it against the
to your deadlines. ✓
about how they are strong Paris winds!
going to manage their
time effectively and in 8.12
4 Listen to two students planning a project. Which ideas in
collaboration with other Exercise 3 do they talk about?
1852
people. b c d f g
T102 W h a t is s u c c e s s ? | Un i t 8
Lesson Aim: I can create a timeline of an invention.
8 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can either
do it in class, as a timed
progress test, or assign it VOCABULARY GRAMMAR IN ACTION
for homework.
1 Complete the sentences with the 3 Complete the questions with ever and the verbs in the box.
words for jobs and qualities. Then write the short answers.
1 She’s going to succeed. She’s got
Vocabulary plenty of d etermination .
have ride see try visit
1 ★ Invite students to 2 You need a lot of s kill 1 A Have you ever seen a snake?
review the vocabulary on to be a concert pianist. B Yes, I have . I saw one in our yard.
SB p95 before attempting 3 C reativity is important if 2 A Has your brother ever had an accident
this task. Elicit the you want to be a good designer. in his car?
vocabulary on the board 4 I don’t have enough B No, he hasn’t . He’s a very careful driver.
s trength in my arms to 3 A Have your parents ever visited the U.S.A.?
for the students to do rock climbing.
use as they complete B Yes they have . They went there six years ago.
5 Nick has written some brilliant songs. 4 A Have you to invent something?
sentences 1–7. ever tried
I think he’ll be a professional
B Yes, I have , but it wasn’t successful!
c omposer .
2 Before students attempt 5 A Has Fiona ever ridden a horse?
6 I am terrible at math. I could never be
the task, give them a m athematician ! B Yes, she has . Unfortunately, she fell off!
one minute, in pairs, to 7 I could be an i nventor .
4 Circle the correct words.
combine words in the two I have a lot of ideas for new machines.
1 Dan set up a business themselves / himself.
boxes to make phrasal 2 We built our house myself / ourselves.
verbs. Elicit what each
2 Complete the sentences with words
from both boxes. Use the correct form 3 You won’t achieve anything / anywhere if you don’t try.
phrasal verb means (e.g., of the verbs. Use some words more 4 This computer has taught itself / myself to play chess.
give up means “to stop than once.
5 Is there no one / anyone who knows Patrick’s address?
doing something”). come give keep set work
Self–Assessment
off out up with
Grammar in Action I can talk about exceptional jobs and
1 I did ballet for three years, but I qualities.
3 ★★★ Challenge students because I wasn’t
gave up I can use phrasal verbs to talk about
to explain why the verb good at it.
achievement.
changes to the simple 2 Mira is running too fast for me.
I can use the present perfect to talk
past in 1, 3, 4, and 5 (the I can’t keep up with her.
about experiences.
focus turns to the details 3 We’ll need to arrive early to
of the past event, not the set up our cookie table I can use reflexive pronouns.
result in the present). at the market.
4 Do you know the answer? I can’t I can use indefinite pronouns.
4 Before the activity, work it out .
ask students to review 5 Amol has come up with a
brilliant idea for our team project.
reflexive pronouns and
indefinite pronouns on
SB p99.
10 4 RE VIE W | U NIT 8
Unit Quiz Review
T104 W h a t is s u c c e s s ? | Un i t 8
Lesson Aim: I can make a vocabulary study plan.
Students should be
starting to reflect on their LEARN TO LEARN
learning practices outside
the classroom, taking
steps toward becoming
LEARN TO … MAKE A VOCABULARY STUDY PLAN
responsible for their own
You can learn vocabulary better by studying it more than once. A study plan can help you do this.
learning routines.
1 Do the quiz. Circle your answers and find out your score.
Warmer Do you need a vocabulary study plan?
2 Ask your partner the quiz questions. Underline
their answers.
With the whole class,
FIND OUT!
discuss how students 3 Compare scores with your partner. Do you both
Do you …
usually learn vocabulary and agree with what it says about you?
1 write new vocabulary in your notebook?
what techniques they are
using.
always / sometimes / never 4 Match 1–3 with a–c. Which sentence surprises
2 use flashcards to learn vocabulary? you most? Discuss with your partner.
always / sometimes / never
1 We remember vocabulary better when we
3 look at your vocabulary notes when you do
study it once and b
1 Allow students time to your homework?
always / sometimes / never 2 When you use flashcards to learn
complete the quiz, but 4 study your vocabulary notes before a test? vocabulary, c
ask them to cover the always / sometimes / never 3 It’s necessary to see, hear, or say a word a
results at the bottom. 5 study your vocabulary notes more than
three times a week? a 17 times before we remember it well.
always / sometimes / never b then a few days later (but not the next day).
2 Students work in pairs.
Encourage them to add c you remember it better.
Results
relevant information and always = 2 points sometimes = 1 point never = 0 point 5 Make a list of eight words from this unit that you
develop the quiz into a 8–10: Well done! You study vocabulary well, but why not want to learn. Make flashcards.
conversation. try a new study plan?
4–7: Not bad, but a study plan can help you.
0–3: Oh, no! You really need a study plan!
3 Encourage students to
discuss the results in pairs
or small groups, and elicit
a few reactions.
6 Give students a
vocabulary test after ten U NIT 8 | LE ARN TO LE ARN 105
days have passed. After
feedback, encourage
them to compare their
results and their study
plans in groups.
9 How do you
Students look at the photo I can …
• understand texts about music
and make a list of all the • make polite refusals
• write a review
dance styles they know (e.g., • understand how to use going to, will, the present
hip-hop, ballet, waltz). Elicit continuous for the future, and the simple present for
the future
a few ideas from the class. • talk about and describe musical instruments and
Start It!
Unit Quiz
3 Ask students: Is it
possible to enjoy music
if you can’t hear it? Elicit
ideas before playing
video 9.1. Elicit that the
people can feel the music.
4 Use this as an
opportunity to find out
what students know about
musical instruments,
which will be covered in Start It!
the next lesson. 1 Look at the photo. What do you think the man is doing?
2 Before you watch, how does music make you feel?
Video Comprehension 3 How do people who can’t hear enjoy music? Watch
Questions and check. They feel the music.
4 What instruments do you play or do you want to play?
Flipped Class
Prepare for Explore It!
(p107). Students research
an interesting fact about p109 p111 p112 p114
10 6 H OW D O YO U E XPRE S S YO U RS E LF ? | U NIT 9
T106 Ho w do yo u e x p re s s y ou rs e l f? | Un i t 9
Lesson Aim: I can talk about musical instruments and genres.
Warmer
In groups, students discuss
what type of music and
which bands/singers they VOCABULARY LEARN TO LEARN
like. Write appropriate Musical Instruments and Genres
Stress Patterns
vocabulary on the board. It’s important to learn which syllable is stressed when
9.01
1 Match the words in the boxes with the genres you learn a new word.
(1–6) and musical instruments (7–14) in the
pictures. Listen, check, and repeat.
9.01–9.02 Audioscripts pT143 9.02
3 Complete the chart with the words in Exercise 1.
Then listen and check. Can you add one more
classical 6 hip-hop 4 reggae 3
word to some groups?
1 ★★★ Alternatively,
9.01 folk 1 jazz 2 rock 5
students cover the boxes O folk, jazz, rock, bass, drums (rap. blues, flute, harp)
and work in pairs to bass 13 microphone 12
Oo hip-hop, reggae, keyboard, trumpet
guess the instruments drums 11 saxophone 9 (techno, country, organ, banjo)
and genres. Then have guitar 8 trumpet 14 oO guitar (new wave, bassoon)
them look at the boxes to keyboard 10 violin 7 Ooo classical, microphone, saxophone
(opera, piccolo, triangle)
check their answers. 1 2 ooO violin (mandolin, double bass)
Target Vocabulary
4 Take turns clapping the rhythm of a word from
Genres 7 Exercise 1. Your partner guesses the word.
classical ˈklæ·sɪ·kəl
folk foʊk 8
Use It!
hip-hop ˈhɪp·hɑp 9
5 Discuss the questions.
jazz dʒæz 3 4
1 What kind of music do you like listening to?
reggae ˈre·ɡeɪ 2 Can you or your friends or family play a
musical instrument? Which one?
rock rɑk 11
3 Which instruments do you like the sound of?
Instruments 12
bass beɪs Explore It!
10 11
drums drʌmz Guess the correct answer.
guitar ɡɪˈtɑr 5 6
Chicago rapper Twista
keyboard ˈki·bɔrd is one of the fastest
rappers in the world.
microphone
What’s the fastest he
ˈmaɪ·krə·foʊn 14 can rap?
saxophone ˈsæk·sə·foʊn a 10 syllables per second
trumpet ˈtrʌm·pɪt b 20 syllables per second
violin ˌvaɪəˈlɪn 13
c 30 syllables per second
Find another interesting fact about music. Then
Extra Vocabulary
2 How many other musical instruments and write a question for your partner to answer.
genres can you think of?
Practice
Get It Right!
Famous Musicians Quiz
We say play football, tennis, golf, etc.
And we also say play the piano, the guitar, the trumpet, etc.
2 Give students three
minutes to brainstorm
as many genres and U NIT 9 | H OW D O YO U E XPRE S S YO U RS E LF ? 10 7
instruments as possible,
and write them on the
board. 4 If you wish to make the activity quieter,
Learn to Learn
Point out that, unlike some other languages, you can ask students to hum the word
Vocabulary Bank SB p136
stress in English words can go in different instead.
places, and not just on the first syllable. If
Get It Right! 5 Allow students a few minutes of
you don’t pronounce an English word with
thinking time to prepare their answers.
Explain that the is generally the stress on the correct syllable, it can make
used with an instrument you difficult to understand.
Explore It!
after play. Ask students to use information they found
3 9.02★ Play the audio once and drill each out for homework.
word, asking students to raise both hands
(or jump, if appropriate) when pronouncing
the stressed syllable.
Homework
Workbook p72
Warmer 1 2
In small groups, students
discuss whether they have Bunny
ever been to a concert READING Scr aggs
or live music event, using An Events Guide
Angus
vocabulary from SB p107 if
possible.
1 Look at the photos of four “The Beard”
musicians. What kind of music do Beardsley
you think they play?
Teacher Support Hub
ppxxxvi–xxxvii 9.03
2 Read the events guide. Match 3 Dr . Jay 4
musicians 1–4 with the genres that
they are going to perform. Janet
Glyndebour ne
1 ★ Ask students to look at blues 2 pop 4
the box in Exercise 2 to country 3 raga 1
predict the genres being
shown in the pictures. 3 Match concerts A–D with these
features. Sometimes there is more WATERSIDE
2 9.03To encourage faster than one concert. ARTS CENTER What’s on at the Waterside
skimming, give students 1 A has only one performer
two minutes to read the 2 B includes an electronic
A Tuesday 8 p.m. B Thursday 7 p.m.
text and disallow the use instrument Bunny Scraggs Janet Glyndebourne
of dictionaries at this 3 B is free for some people $8.00, $3.00 (student discount) and the Donuts
stage. 4 B, C has more than two We think this show will surprise $5, no charge for under 16s
performers reggae fans. The Dubster Brothers’ We’re thrilled to welcome Janet
5 C, D includes a violin bassist also plays blues piano, and Glyndebourne to Waterside. However,
3 During feedback, elicit he’s going to share that talent tonight. the well-known opera star isn’t going
further information (e.g., 6 B, C starts before eight o’clock In this solo performance, Bunny’s to sing Mozart. Instead, she’s going to
1 Who is the performer? 7 A, C is cheaper for college going to play and sing his favorite join Kim Green on synthesizer and Bod
students blues classics. However, if you on percussion, and they’re going to
2 What’s the instrument?
8 D starts the latest want to hear some of the Dubster play a concert of pure pop. We’re sure
3 Which people? Brothers’ hits, we’re sure Bunny it will be a great evening!
4 Who plays the violin? 4 Find adjectives in the guide that won’t disappoint!
etc.). mean …
D Sunday 9:30 p.m.
1 alone solo Angus Beardsley
C Saturday 7:30 p.m.
4 ★★★ Fast finishers find 2 very excited thrilled Dr Jay and the Plays Raga
another unknown word 3 famous well-known Rodeo Band $15.00, $7.00
$10.00, $4.00 (student discount)
in the text and look up 4 very unusual unique Rock legends Axel Heads have
For one night only, hip-hop artist announced that they aren’t going to tour
the meaning. Elicit these 5 surprising unexpected again. Their fans will miss them, but
Dr. Jay is going to lead country
during feedback. 6 talented gifted favorites the Rodeo Band (Helen Smith we have some unexpected news! The
on banjo and vocals, Liam Jones on band’s bass player, Angus “The Beard”
Voice It! double bass, Lucy-Anne Flynn on Beardsley, is also a gifted violinist. On
Extra Vocabulary Practice violin). Are you really going to miss this Saturday he’s going to team up with
5 Put the concerts in the events guide unique event? We’re sure you won’t sitar player Jagjit Rakha to perform
in order from most interesting
5 Allow time for students to least interesting. Explain your
want to! Indian raga. But is “The Beard” going to
sing in Hindi, too? Come and find out!
to form an opinion. You choices to your partner.
may want to take this
Finished? p126 Ex. 1
opportunity to quickly
review comparative and
108 H OW D O YO U E XPRE S S YO U RSELF ? | U NIT 9
superlative adjectives.
T108 Ho w do yo u e x p re s s y ou rs e l f? | Un i t 9
Lesson Aim: I can understand how to use going to and will for the future.
Warmer
Play video 9.2 if it was not Watch video 9.2
Which music festival
assigned for homework. Elicit
that Fiona is going to the
GRAMMAR IN ACTION is Fiona going to?
What music is Evita
All-Stars Festival (featuring Going To going to listen to?
Warmer
In groups, students discuss 2
whether they can dance, 1
which types of dance they VOCABULARY AND LISTENING
have tried, and which Dance Styles
they’d like to try.
9.05
1 Match the words in the box with the photos.
Listen, check, and repeat.
Teacher Support Hub
ppxxxviii–xxxix 3 4
ballet dancing 5 modern dance 6
ballroom dancing 1 salsa dancing 8
breakdancing 7 swing 2
9.05–9.06 Audioscripts pT144 disco dancing 10 tap dancing 3
folk dance 4 Zumba 9
1 9.05 After feedback,
if some students feel 6
Use It! 5
confident, ask for
volunteers to mime a 2 Discuss the dance styles in Exercise 1.
type of dance for the rest 1 What type of music accompanies the styles?
of the class to guess. 2 What do people usually wear for these styles?
3 Which dance style do you think looks best? Why?
Target Vocabulary 8
ballet dancing A Discussion
bæˈleɪ ˈdæn·sɪŋ 3 Listen to a conversation between four students.
7
ballroom dancing 9.06
What are they talking about?
ˈbɔl·rum ˈdæn·sɪŋ a a show they have seen
breakdancing b a show they are planning
ˈbreɪkˌdæn·sɪŋ
disco dancing LEARN TO LEARN
ˈdɪs·koʊ ˈdæn·sɪŋ Distinguishing Between Speakers 9
10
folk dance foʊk dæns When you listen to a group of people speaking, but you
modern dance cannot see them, it can be difficult to understand who says
ˈmɑ·dərn dæns what. For each person, consider these things:
salsa dancing • Are they male or female?
ˈsɑl·sə ˈdæn·sɪŋ • Are they old or young?
swing swɪŋ • Do they say any names?
tap dancing tæp ˌdæn·sɪŋ
4 EXAM Listen again and match the people with
Zumba ˈzʌm·bə 9.06
the tasks. There are two extra tasks.
a recording the show Voice It!
2 Put students into
groups. Encourage them
1 Imogen c b meeting the dancers 5 Discuss the questions.
2 Marta f c writing the program 1 Have you ever helped organize a school
to discuss different 3 Adam d organizing the music show or a similar event?
d
possibilities or make 4 Jack a e selling tickets 2 What do you think is the most difficult part
guesses if they are not f putting out the seats of organizing a show?
sure about something.
110 H OW D O YO U E XPRE S S YO U RSELF ? | U NIT 9
Extra Vocabulary
Practice
T110 Ho w do yo u e x p re s s y ou rs e l f? | Un i t 9
Lesson Aim: I can understand how to use the present continuous and
simple present for the future.
Warmer
Play video 9.3 if it
was not assigned for
homework. Elicit that Paulo
GRAMMAR IN ACTION Simple Present for Future
is going to a family party on Present Continuous for Future Simple Present for Scheduled Events
Saturday night. The movie It 1 begins (begin) at seven-thirty.
begins at 7:30 p.m. (and Watch video 9. 3 The doors 2 don’t open (open) until
also 9:30 p.m.). What is Paulo doing seven o’clock.
on Saturday night? What time 3 does the show start (start)?
What time does the
movie begin?
4 Complete the examples in the chart above
9.06–9.08 Audioscripts pT144 with the correct form of the verbs in
Present Continuous for Future Plans parentheses.
1 Elicit that the actions
I1 ‘m writing the program.
in the chart refer to the I2 ‘m not doing anything on Friday afternoon. 5 Complete sentences 1–4 using the simple
future and that we use present for the future.
3
Are you recording the show, Adam?
the present continuous
DANCE-FEST
Pronunciation p142
for arrangements in
the future. Elicit a few 1 Complete the examples in the chart above. Barnsley Dance Festival, Saturday, June 21
examples from students.
2 Listen again to the conversation between Imogen and her 12:30–2:00: African Beat Workshop
9.06
friends on page 110. Correct the sentences. Learn traditional African dances.
Pronunciation 1 The teachers are having a party on Friday afternoon. 3:00–4:00: The Langley Dance School
They aren’t having a party. They’re having a meeting. Watch the world’s favorite ballet, Swan Lake.
9.07Students turn to SB p142
2 Ten dance groups are performing. 6:15–7:00: Tarantella Talk
for practice of sentence Gianna Romano gives a talk about one of
stress. Ten dance groups aren’t performing. Italy’s most famous dances.
Six dance groups are performing.
7:30–9:00: The Bronx River Combo
2 9.06During feedback, 3 Jack is recording the show on his phone.
See this New York street dance group doing
encourage students to He isn’t recording the show on his phone. hip-hop, krumping, and more.
He’s recording it on his sister’s video camera.
use the contracted forms
(e.g., aren’t) that are more
3 Complete Lilia’s post with the present continuous form of end last start take
common in speaking. 9.08
the verbs in the box. Then listen and check.
1 The festival starts at lunchtime.
bring come leave meet not do perform play return 2 African Beat takes place first.
3 9.08★ Ask students to
decide if the subjects of 3 The ballet doesn’t last for more
Thank you, New Haven! You were a than an hour.
the sentences are singular
fabulous audience last night! We 4 The Bronx River Combo’s performance
or plural and to decide if 1
’re returning in April, so I hope we’ll doesn’t end until 9 p.m.
they need is or are. see some of you again. Later today,
we 2 ‘re leaving for Hartford. Use It!
4 & 5 Explain that the We 3 ‘re performing a new
simple present is used play there called The Bell, and I aren’t doing / ‘re not doing 6 Ask and answer the questions about each
4
‘m playing a girl who has the power to see the future. event at Dance-Fest.
to talk about future Hey, Hartford! If you 5 anything on Friday night, 1 What time does it start and end?
events that are fixed come along. Guess who 6 ‘s coming to see us on our first 2 What is happening in the event?
night – Jennifer Lawrence! She 7 ‘s bringing some friends, and
and scheduled, such as
we 8 ‘re meeting them backstage after the performance. Wow! Finished? p126 Ex. 3
movie showtimes, travel
departures, and store
U NIT 9 | H OW D O YO U E XPRE S S YO U RSELF ? 111
hours.
Warmer
In groups, students make
a list of reasons why they
might want to refuse (i.e., SPEAKING 3 Look at the Everyday English box. Find and
underline the phrases in the conversation.
say that you will not accept) Making Polite Refusals
an invitation to an event
(e.g., I think it’s boring. 9.09
1 Listen to the
conversation. What
I’m tired.), and a list of event is Harry going to?
excuses (e.g., I have to Why can’t Jess go?
Watch video 9.4
do homework. My mom Ever yday English
doesn’t want me to.).
all day long Never mind. That’s no good.
Teacher Support Hub That’s too bad. What are you up to?
ppxl–xli
4 Match the phrases in the Everyday English box
with their meanings.
HARRY JESS 1 That isn’t convenient. That’s no good.
9.09 Audioscript pT144 2 It doesn’t matter. Never mind.
HARRY Hi, Jess. I’m going to book tickets for the
1 9.09★★★ Challenge jazz festival on Saturday. 1 Do you feel like 3 for the whole day all day long
coming along? 4 That’s sad. That’s too bad.
students to listen and
JESS 2 I’d love to, but my cousin Helen’s 5 What plans do you have? What are you up to?
answer the question with
visiting me, and I’ll be with her all day long.
their books closed. Elicit
HARRY 3 She’s welcome to join us if she wants.
that Harry’s going to a PL AN
JESS That’s really nice of you, Harry, but Helen
jazz festival. Jess can’t go
on Saturday because her
can’t stand jazz! 5 Work with a partner. Think of an event to go
HARRY Oh, that’s too bad. Look, they’re playing for to and reasons why one of you can’t go.
cousin Helen is visiting two nights. What are you up to on Friday?
her and Helen can’t stand 4 Would you like to come then instead? SPEAK
jazz. She can’t go on JESS Hmm. What time does it start? 6 In pairs, practice a converstion making polite
refusals. Remember to use going to, will,
Friday because she has a HARRY 7:30.
the simple present and present continuous,
guitar lesson. JESS Oh, that’s no good either, Harry. I have a vocabulary from this unit, and phrases
guitar lesson and it starts at 7:15. from the Useful Language and Everyday
2 9.09Go through the HARRY OK. Never mind, Jess. Maybe another time. English boxes.
phrases with students and JESS Sure. 5 Thanks for asking, though .
I’m sure it’ll be a great concert.
CHECK
elicit that feel like means
“want to.” 7 Work with another pair. Listen to their
conversation and complete the notes.
9.09
2 Complete the conversation with phrases from What event do they talk about?
Useful Language and the Useful Language box. Then listen and check.
Everyday English Practice Useful Language Why can’t one of them go?
Do you feel like … ? I’d love to, but …
3 Play video 9.4 and drill (She’s) welcome to … Thanks for asking, though
the pronunciation of the Would you like to … ?
target phrases, focusing
students’ attention on
which words are stressed.
112 H OW D O YO U E XPRE S S YO U RSELF ? | U NIT 9
4 Encourage students, if
appropriate, to think of
equivalent phrases in
their own language.
6 Ask students to repeat the conversation Flipped Class
at least twice in order to promote fluency In preparation for the next lesson, ask
5 ★★★ Tell students as well as accuracy in the use of the target students to find out about music events
that they can make the language. happening soon in their area.
conversation humorous,
7 Monitor and choose one or two
as this might make
conversations that include examples of
the language more
good language use, and ask students to
memorable. For example,
perform these for the whole class.
the event could run over
many days and the invitee
could keep refusing,
finding an excuse for
every day.
T112 Ho w do yo u e x p re s s y ou rs e l f? | Un i t 9
Lesson Aim: I can write a review.
Homework
Workbook p77
Background
Information AROUND
Cultures all over the world THE WORLD Globetrotters
have traditional regional Watch video 9.5
The Schuhplattler
dances. Students may be
familiar with some of these,
READING
• Which dances from other countries do you know?
such as tango (Argentina), A Travel Article
• Where is the Schuhplattler dance from?
samba (Brazil), danzon 1 Look at the photo of the
(Cuba), Russian squat dance on page 115. Discuss
dance, Indian classical
dance, and many others. In
the questions.
1 What do you know about
Festival de Jerez:
this dance? A Flamenco Heaven by Dan Philips
the United States, square
2 What more would you like
dancing, swing, and hula Every year, the Spanish city of Jerez puts on a festival of flamenco dance
to know about it?
are included in traditional that lasts for two wonderful weeks. For me and flamenco fans around
the world, 1it’s the highlight of the year. People from over 30 different
folk dance genres.
9.10
2 Read the article. Does it countries will show up here, all crazy about flamenco.
mention any of your ideas
from Exercise 1? Every day, there are performances of flamenco. 2Some take place in
the beautiful Villamarta Theater, but most happen in the small flamenco
Warmer 3 Read the article again and clubs all around Jerez, known as peñas. And if you’re interested in taking
Play video 9.5 and ask answer the questions in your it up yourself, the greatest flamenco teachers from around the world are
notebook. going to give classes.
students to discuss the
1 How long does the Festival The festival begins on February 23 and ends on March 10.
questions in groups. Elicit de Jerez last? Two weeks
2 people from Don’t miss out!
that the dance comes over 30 different 2 Who goes to the festival?
from Bavaria, a region of countries
3 watch flamenco 3 What can you do at the
A GUIDE FOR BEGINNERS
Germany. performances festival? SOME HISTORY
and take Flamenco is typically Spanish, but Instruments: The two most
flamenco lessons 4 What traditions does
it has a long international history. important of 6these are the guitar
Video Comprehension 4 Roma, Spanish, flamenco come from? and the castanets, but you might
Jewish, and Over five centuries ago, the Roma
Questions 5 When did performers start see performances with trumpets,
North African came to Europe from India and
traditions using guitars? brought their traditional music. violins, or even a whole orchestra.
5 in the 19th 6 What mistake do people 3
Their traditions mixed with local Songs: People often think that
Put students into groups. century
6 They think it’s often make about traditions from the south of Spain flamenco is only dancing. In fact,
Give them two minutes to only dancing. flamenco? and 4those of Jewish and North the songs, called cante, are the
list all the facts they know 7 the shouting 7 What part of a flamenco
African immigrants, and the result real heart of it. The words are often
was flamenco. by Spain’s most famous poets.
about Spain. They should performance can the
The 19th century was the Dance: Zapateado is the dance
not use the ones they audience take part in?
“golden age” of flamenco. The that flamenco dancers do. They
researched for homework, first flamenco schools opened stamp their feet and click their
Voice It!
as these will be used later 5
then, in Seville, Cádiz, and castanets in fast, complicated
for the Explore It! activity. Jerez. Performers began to use rhythms. Nobody nods off during
4 Discuss the questions. guitars, and dance became more a flamenco concert!
Elicit any interesting facts 1 Folk dance is a form of important. Flamenco became the Jaleo: This is the hand-clapping
and share them with the cultural expression. Is folk art we know today. and shouting that make flamenco
class. dance an important part so exciting. The clapping, called
of your culture? palmas, is much more difficult
2 How is cultural expression than it looks. But anyone can join
important for a community? in the shouting, so don’t be shy!
Class Challenge
In Spain, there is a festival
every August, where people 114 H OW D O YO U E XPRE S S YO U RSELF ? | U NIT 9
T114 Ho w do yo u e x p re s s y ou rs e l f? | Un i t 9
Lesson Aim: I can understand texts about music.
Learn to Learn
At this level, students
should be able to read
longer texts that have more LEARN TO LEARN
complex sentences and Referencing
understand how information Writers often use words such as this and that to refer back to something they have already
is organized. Part of this mentioned in the text.
involves recognizing
cohesive devices, such as 5 What do underlined words 1–6 in the article refer to?
1 the festival 4 traditions
pronouns and determiners
2 performances 5 in the 19th century
to refer to people, things,
3 the Roma’s 6 instruments
and actions mentioned
earlier in the text. 6 Find and underline six phrasal verbs in the article with the Explore It!
verbs below. Complete the sentences using the correct form.
Guess the correct answer.
join miss nod put show take
5 If possible, display the Jerez is also home to a world-famous
1 Buy tickets early so you don’t miss out . … school.
text on the board and ask
2 My mom flamenco guitar last year. a rock climbing b horseback riding
strong students to draw took up
3 They put on the biggest concerts in the c film
arrows on the text to help
Villamarta Theater. Find three more interesting facts
other students better about Spanish traditions. Choose your
4 This music is so boring – it’s making me nod off .
visualize the references. favorite fact and write a question for
5 We showed up late and couldn’t get into the concert.
your partner to answer.
6 ★ Ask students to try 6 Would you like to join in the dance with us?
to infer the meaning of
the phrasal verbs from
context, but then allow
them to use a dictionary
to check their guesses.
Remind them to check
the whole phrasal verb,
not just part of it.
Students can
collaborate digitally
through Collaboration CULTURE PROJECT Fabulous Flamenc
o:
l
Plus, where you can A Webpage
the Jerez Festiva
Spain
Jerez de la Fronter
a, Andalucia,
10
February 23 – March
Festival Events
Explore It!
every day
nces will take place
Flamenco performa tablaos or IN
in many places in
the city: in theaters,
The best S PA
and even local bars.
small flamenco clubs, around the
and musicians from Jerez de la Frontera
dancers, singers, ✗
the festival.
world perform during flamenco culture
to go to classes on
T
U RE PROJ EC
U NIT 9 CU LT
9 REVIEW
for students to review the
grammar and vocabulary
from the unit. You can
either do it in class, as a
timed progress test, or VOCABULARY GRAMMAR IN ACTION
assign it for homework.
1 Write the names of the musical instruments. 3 Complete the sentences with the verbs in the box.
Use the correct form of going to or will.
1 2 3
Vocabulary be enjoy learn meet not be
not visit show tour
1 After feedback, ask
students to look back 1 My favorite band is going to tour the U.S.A.,
at SB p107. In groups, but they probably won’t visit my town.
saxophone keyboard violin 2 Erin thinks we able to learn
one student chooses an won’t be
instrument and mimes these dance steps, but we ‘re going to show her
4 5 6 that we can.
playing it. The first
3 James has decided he ‘s going to learn the
student to guess wins a piano, and I think he it.
‘ll enjoy
point and mimes the next 4 I ‘m going to meet Rosie at the salsa class, but
instrument. trumpet drums guitar/bass I’m sure she ‘ll be late, as usual!
2 After feedback, have 2 Complete the dance styles. 4 Complete the sentences with the simple present or
students describe the 1 F olk dances are old, traditional dances. present continuous form of the verbs.
dance genres and say 2 Couples usually wear formal clothes for 1 Adriana is bringing (bring) her guitar to the
b allroom dancing. party on Saturday.
whether or not they
3 You can hear a dancer’s steps when they’re 2 We need to hurry. The show starts
like them. (start) in five minutes.
t ap dancing.
4 B reak dancing is a street dance that often 3 Sara and Jeb aren’t coming (not come)
goes with hip-hop music. to the theater tomorrow. They have too much
Grammar in Action homework.
5 People need to train for years to become
3 ★ Guide students to professional b allet dancers. 4 There’s a bus that gets (get) to the
decide which actions are concert hall at 7:15.
predictions and which are 5 The concert doesn’t end (not end) until
intentions before getting 11 o’clock. That’s pretty late.
them to do the task. 6 What are you doing (do) tomorrow
night? Do you want to come to my concert?
Extend It!
In pairs, students make two 116 RE VIE W | U NIT 9
fill-in-the-blank sentences
that require will, going
to, the present continuous, Review the Unit Theme Self-Assessment
or the simple present Remind students of the unit title: How do you Encourage students to think about how
to talk about the future. express yourself? Put students into pairs. Have difficult the activities on this page were for
Pairs swap sentences and them discuss the following questions: How can them in order to circle the appropriate emoji.
complete them before people use music to express themselves? Do Supply extra homework from the Workbook
checking their answers you prefer to make music or listen to music? to students who circled some sad emojis.
in groups. Elicit the best Explain. What dance styles are you familiar
ones for the whole class to with? Why do you think people like to dance?
attempt. Share answers as a class. Homework
Workbook pp78–79
Teacher Support Hub pxlvii
T116 Ho w do yo u e x p re s s y ou rs e l f? | Un i t 9
Lesson Aim: I can practice my English during vacation.
It is important at this
stage that students LEARN TO LEARN
work toward becoming
more independent and
autonomous in their
LEARN TO … PRACTICE YOUR ENGLISH DURING VACATION
learning. This lesson will
It’s important to practice English during vacation, especially when the vacation is long.
help raise awareness of
different strategies they can 1 Read the conversation between Egor and Polina. 3 Work in pairs. Think of four more ways to
try to continue developing Then circle the correct answers. practice English during vacation – one for
their English during speaking, listening, reading, and writing. Write
them in Egor and Polina’s list (7–10).
vacation. EGOR Two months
without English
classes!
Warmer POLINA But if we don’t
In groups, students practice, we’ll POLINA EGOR 4 Make a plan for practicing English during
forget everything. vacation.
brainstorm ideas about
EGOR I don’t want that! We’ve learned a lot this 1 Choose four of the ten ideas from the list and
what they could do to write them under “Ideas” in the chart.
year.
continue practicing English 2 Decide when or how often you are going to do
POLINA Well, why don’t we make a list of things we
during vacation. Elicit can do in English during the vacation? these things. Complete the chart.
relevant ideas from the EGOR That’s a great idea!
When? /
class. Ideas
How Often?
1 They’re speaking … the school year.
Record a voice
a during b at the end of
1 After feedback, explain Speaking message for my Once a week.
2 They don’t want to … their English. aunt in English.
the phrase Use it or lose a forget b use
Listen to airport When I fly to see
it!, which means that if 3 They’re going to … Listening
announcements. my cousin.
any skill is not practiced, a ask for help. b think of ways to practice.
it can easily be forgotten. Speaking
2 Egor and Polina begin their list. What do ideas 1–6
practice? Write S (speaking), L (listening),
2 Monitor closely and assist R (reading), or W (writing). Listening
where necessary. After
feedback, ask students, Things to Do in English over the Summer Reading
in groups, to say which 1 Podcasts (easy ones on English online) L
ideas they would like to 2 Keep a scrapbook of places we visit. R , W Writing
try, and why. 3 Change the language of our phone apps to
English. R 5 Tell your partner what you’re going to do. Are
3 Elicit ideas from the 4 Pay attention to station and airport there any things you can do together?
whole class and write announcements in English when we travel. L For speaking, I’m going to record a
them on the board. 5 Send messages to each other in English! R , W voice message for my aunt once a week.
Again, ask students to 6 Help a tourist who speaks English. S , L
say which ideas they Why don’t you record one for me, too?
7
would like to try, and Then I can send you one back!
8
why. 9 Great idea! That will help our listening as well!
10
The aim of these pages is to allow students who have 3 Suggested answers:
already finished the lesson to practice the target There weren’t any students in the classroom.
language for the corresponding Student’s Book page in There wasn’t any money in the wallet.
a game-like way. There were some children in the park.
There was a sofa in the living room.
Other possible answers:
Unit 1 SB p118 There weren’t any students in the living room.
1 2 soap operas 4 the news There wasn’t any money in the room/classroom.
3 cooking shows 5 cartoons 4 comb, cup, spoon, knife, hairbrush, bowl, scissors,
2 In A, David is reading. In B, he’s playing the guitar. toothbrush, plate
In A, Julie and Sandro are drinking coffee/tea. In B,
they’re watching TV. Unit 3 SB p120
In A, Azra is sleeping / lying on the sofa.
In A, Kerem and George are laughing. In B, they’re 1 2 e o l 4 e d r
shouting/arguing. r n s y i f
3 2 slowly 4 hard l e r r g a
3 well 5 clearly
y s v o n s
4 1 costume
lonely angry
2 director
3 artist 3 u s u 5 e l u
4 engineer
5 operator n e o u s p
6 lights t r v m e r
Mystery word: script
i d e t b a
Unit 2 SB p119 nervous upset
1 2 Possible answers:
P E T V W A R M C
They were texting / playing games on their phones.
S H O C E G H K L Theo was coming out of the shower / walking across
N D H O T O I R O the bathroom.
Mr. and Mrs. Lopez were sitting on the sofa. They
O F E L O L C U U were sleeping.
W I N D Y P Y I D Grandma was walking/coming into the room. She
Y P P O S U N N Y was listening to music.
3 Were you studying for an exam two days ago?
2 2 ate – eat Did you go shopping with friends last Saturday?
3 swam – swim How many selfies did you take yesterday?
4 drank – drink Who were you sitting next to in your last class?
5 heard – hear Students’ own answers
6 took – take
4 2 dow n 6 ov e r
3 p ast 7 down
4 a cross 8 in t o
5 u p 9 peanut
T118 Fin is h e d? A n s w e r K e y
Unit 4 SB p121 Unit 6 SB p123
1 A O S E L L C N J D 1 2 hit
3 tripped
W C O F R E A S V O
4 fell
B O R R O W Y P Y C 5 sprained
S S Y G W R P E U H 6 burned
The boy’s name is Stefan.
C T E H E A R N I A
2 2 a movie theater
P L P N H N T D S N
3 (security at) an airport
D S A V E W M R N G 4 a forest
N V Y D P L E N D E 3 2 two 4 a towel
3 Mary 5 an egg
2 2 502,000 m2 3 1,200 4 15 million
4 2 teeth/mouth 5 elbow
3 Possible answers: 3 forehead 6 cheek
2 There isn’t / There’s not enough water. / 4 toes
The plant/pot/soil is too dry.
3 There isn’t enough pizza / They don’t have Unit 7 SB p124
enough pizza.
4 The shoes are too big (for him). 1 2 d o b 3 t d e
4 Possible answers: f w f a e v
2 She’s a (preschool) teacher. She’s reading a story
l n l s c i
to the children.
3 She’s a volunteer. She’s picking up trash. / d a o j e p
They’re volunteers. They’re picking up trash. download device
4 He’s a police officer. He’s talking to two/some
children. 4 h d a 5
h m e
n u o e g s
Unit 5 SB p122
l p l n a s
1 Across Down
w v q e g p
5 fridge 1 drawers
6 shelves 3 carpet upload message
7 armchair 4 sink
5 floor
2 2 charged 4 smashed
3 lost 5 has had
2 2 as comfortable as; large enough – an armchair
3 as soft as; big enough – a carpet
3 2 We will/won’t/might/may have 3D-printers to
make furniture at home.
4 as long and wide as; tall enough – the ceiling
3 We will/won’t/might/may have hoverboards to get
3 Possible answers: around town.
I don’t have to eat a lot of chocolate. 4 We will/won’t/might/may have hologram teachers
I don’t have to watch TV shows for five hours. to teach us at home.
I have to work hard at school. 5 We will/won’t/might/may have translator headsets
I have to sleep for eight hours every night. to understand and speak any language.
4 loading the dishwasher cleaning the bathroom 4 ferry, bus, train, plane, taxi, tram, catch, take, get
doing the dishes vacuuming the stairs into, go by
making your bed
2 2 written a book? e p r a r t w o h t e h r y t
3 seen an elephant? m w s n s z k w w a h e g r h
4 met anyone famous? s f e y e s o m e t h i n g i
e m l w l n a w i w g w n u n
l c f h v p s b y t v h w g g
v o h e e z e r r p s s v s h
e o j r s v e k y g y e u m f
s s g e v v d p b b x n l b g
e h t h e h i m s e l f h f t
Unit 9 SB p126
1 Instruments: 2 Chloe isn’t going to play the guitar. She’s going to
2 bass (guitar) play the keyboard.
3 keyboard Pablo isn’t going to take up ballroom dancing. He’s
4 violin going to take up tap dancing.
5 drums Olivia and Leo aren’t going to learn tap dancing.
They’re going to learn ballroom dancing.
Possible genres:
2 rock 3 1 (I’m meeting my friends on Saturday) evening and
3 hip-hop we’re going to see a movie at the theater.
4 classical 2 Ben and I are going to a rock concert in Chicago.
5 reggae Our train leaves at three o’clock.
4 B A L L E T D A N C I N G E O D O G J W A E M U
J T A P D A N C I N G L A C I S S A L C B J N Y
Z A G U R U G N I C N A D K A E R B V Y M I L F
S G Z E O W O G Q F P B X H W S W I N G U U L O
Q G V Z C L E S E L F M R A R Z T J Y K Z F F L
K P B M K G Q F O R Y B S X I V B K S O N C O K
T120 Fin is h e d? A n s w e r K e y
VOCABULARY BANK ANSWER KEY
T122 Vo c a bu la r y B a n k An s w e r k e y
CLIL Unit 2
History Lesson Aim: I can understand a text about history.
Warmer
Write legend on the board
and elicit the meaning (a 2 HISTORY
very old story about famous The Legend of
people or places). Invite 1 Look at the title and picture and discuss the
students, in groups, to questions. El Dorado
discuss any legends they 1 Have you heard of El Dorado?
In the 1500s,
know about their country. 2 What and where do you think it is?
Europeans were
Elicit their ideas, assisting
with relevant vocabulary. 2.12
2 Read the text. Check your answers to Exercise 1. discovering and
trying to take control
Point out to students that 3 Complete the sentences with years. of the Americas.
using English to talk about 1 1520s – Spanish conquistadors first heard In the 1520s, Spanish
about the Muisca people. conquistadors heard
history is a useful way of
about the Muisca people,
developing their ability 2 1617 – Sir Walter Raleigh failed to find
who lived in what is now
El Dorado.
to use past tenses and to Colombia.
3 1545 – They searched Lake Guatavita for gold.
explain events. The stories suggested that the Muisca
4 1537 – They first went to look for “El Dorado.” had a huge amount of gold. When they chose a new
5 1803 – Alexander von Humboldt proved the chief, they covered him in gold and sailed him on a
1 If students have never site at Lake Parime did not exist. raft into the middle of Lake Guatavita. The chief put
heard of this, ask them all the gold into the lake as a gift for the gods.
what language it comes
4 Why did the Europeans want to explore and
control the Americas? Discuss with a partner. In 1537, the Spanish decided to look for the chief,
from (Spanish), and tell who they named “El Dorado,” but without success.
them that it refers to a 5 Match the words in bold with the definitions. Then in 1545, they looked for gold in Lake Guatavita.
place made of gold. Ask 1 a long search for something that may not exist or They discovered a few objects, and they became sure
is difficult to find quest that there was a whole city of gold somewhere in the
students to make further Amazon jungle. People started to refer to the golden
2 a small flat boat, often made of wood raft
guesses. city as El Dorado.
3 a traditional story myth
4 a fight during a war, usually to take control of a Many people looked for El Dorado over the centuries.
2 2.12★★★ Give students
place battle These included the British explorer Sir Walter Raleigh.
four minutes to read In 1617, on his second expedition to South America, he
the text and disallow fought a battle with the Spanish on the Orinoco River,
the use of dictionaries as both the British and the Spanish searched for
Explore It! El Dorado. The British king was unhappy about this
and translation software
Guess the correct answer. conflict and executed Raleigh on his return.
at this point. Instead,
encourage students to People once believed there was gold worth … in The myth of El Dorado continued to grow. Maps in
Lake Guatavita. the seventeenth and eighteenth centuries even showed
guess the meaning of
a $1 million b $50 million c $300 million the city next to a legendary lake, Lake Parime. But
any unknown words. nobody ever found it, and in 1803 the German explorer
Find another interesting fact about a legend.
Elicit that El Dorado is Then write a question for your partner to answer. Alexander von Humboldt disproved the existence of
a mythical city made this site.
of gold, which people After hundreds of failed expeditions, people finally
believed was somewhere realized that El Dorado never existed. The phrase
in the Amazon jungle. “looking for El Dorado” means to go on a hopeless
quest.
3 Suggest that students
quickly scan the text
again and circle all the
dates they can find, U N IT 2 | CLIL 137
Background
Warmer
Ask students, in pairs,
information
to discuss what they 4 SOCIAL STUDIES
remember
PE stands forspending
‘physicalmoney
on in the last week and is
education’. This subject The Best Things in Life How
whether they’re
about getting happy with
students to Food 21%
T124 S
PEo c|iaCL
l SIL
t uU
dnies
it 4( S B p 1 3 8 ) | C L I L Un i t 4
CLIL Unit 6
Technology
Science Lesson
Lesson Aim: I can aim: I can talk
understand about
a text abouttechnology.
science.
Warmer
board.
two
creative
In groups,
Write
minutes
students
Elicit the
on thehave
to brainstorm
meaning 6 SCIENCE
of the adjective
animals that can(using
poison
your imagination
people. If necessary,
to create
explain
something).
that poison is something
that can make people Small but deadly
extremely sick if they eat or
Imagine you are trekking through a rainforest. You’re
drink it or if it gets into their
amazed at the rich variety of wildlife, although you’re
blood. The team with the nervous about meeting a jaguar or a boa constrictor.
most animals wins. Suddenly, you see something bright and yellow on a
plant. You move closer and realize that it is a tiny frog.
“Frogs aren’t dangerous,” you think, and you hold out
1 your hand …
1 Point out that being
Elicit students’ ideas able
to
about what the ctext
read scientifi texts
is in Stop! The animal in front of you is Phyllobates terribilis,
English
about. Write them on as
is very useful, thea or the golden poison frog. It is the most poisonous Incredibly, these frogs may also be good for humans.
large land animal in the world. Scientists are investigating how they can use frog
board.amount of research poisons in medicines to treat heart conditions.
is published in this The golden poison frog is an amphibian that lives in However, deforestation and pollution mean the
language.
2 6.14 EncourageElicitstudents
students’to the rainforests of Colombia. It is only about 5 cm golden poison frog is in danger. If we do not protect
ideas
respond about
more thefully
article
to the long and weighs less than 25 grams. It is a carnivore, the tropical rainforests, this beautiful but deadly
and it eats ants, beetles, and centipedes that only live animal will soon disappear.
title
text and photo,them
by asking and the
write in the rainforest. Scientists believe this specific diet
them on the
following board soWhat
questions: that produces the poison that the frogs secrete from their So, if you see one of these creatures in the jungle,
students
problemscan use them
do farmers in as backs. If a human touches a golden poison frog, it can keep your distance and leave it alone. Then you will
a reference cause swelling, nausea, paralysis, or even death. both stay safe.
Kenya have?while
How reading
can
the text later.
technology solve the
problems? Do you think 1 Look at the title and photo. What information 5 Complete the sentences with the words in bold.
2 6.13 Give students three can you guess about this frog?
the solution is a good 1 This snake has a deadly bite. It can kill you.
minutes to read the text,
one? Can you think of any 2 Read the article. Were your ideas correct?
2 There was swelling on his toe where he was
and encourage them stung. His toe was bigger than usual.
other solutions? 6.13
to circle key words that 3 Complete the fact file about the golden 3 Because of deforestation , a lot of animals have
3 helped
Read out them
the check
example.their poison frog. lost their homes.
ideas from Exercise1.
Ask students to say why 4 An animal that eats meat (for example, a cat) is a
SCIENTIFIC NAME: 1 Phyllobates terribilis carnivore .
Elicit these during
the sentence is false (the TYPE OF ANIMAL: 2 amphibian
feedback.
text says that lions kill SIZE: 35 cm
thousands every year, WEIGHT: 4 Explore It!
3 Encourage students less than 25 grams
not every summer). DIET: 5
ants, beetles, centipedes Guess the correct answer.
to discuss the missing HOME: 6
Encourage students to rainforests of Colombia The golden poison frog has
information with a partner
highlight the part of the enough poison to kill …
before reading again to
text which gives them the
check their answers. 4 Complete the sentences. a a cat. b 20,000 mice. c an elephant.
answer to the rest of the 1 The golden poison frog can hurt people if Find another interesting fact about a dangerous
items Fast
4 ★★★ in thefinishers
exercise. work they touch it. animal. Then write a question for your partner
2 It can help people because its poison might to answer.
together to write an
4★ Askhalf-sentence
extra students to look using go into medicines to treat heart conditions.
at
information paragraph
the third from the text. of
the text,
Elicit theseand underline
after feedback U N IT 6 | CLIL 139
the stages
and ask theinvolved
rest of the
in building
class lion lights
to complete the
(focusing
sentences.on words like
First, Next, Then, …).
Explore
Studentsit!
can collaborate digitally Explore It!
5 After through
Elicit Collaboration
the answer Plus, where you
to the question Allow students to work in groups to create
Then, feedback,
they matchstudents,
those
in pairs,with
findtheanother canthe
from assign,
classtrack, and assess
as a whole. their work.
Students a question. Collect and read the questions
stages ones in
unknown Students
can canaalso
then write share about
question and showcase aloud. The groups discuss and write down
Exercise 4.word in the
text, find its meaning, antheir work for
invention andtheir
comment onto
partner each other’s their answers together. To check answers,
5 and
If students
write an don’t know
example projects.
answer. Monitor while students do ask each group to stand up and explain the
the wordswith
sentence in bold in the
it. Elicit this and help as necessary. answer to the question they wrote.
text,
a fewencourage
examples from them to
guess their
different meaning from
pairs.
the context.
CLI L U ni
CLIt L6 U
(SB
ni t p139)
6 | Technolog
| Sc ienc e
y T125
Unit
CLIL 8
Unit 8
Citizenship
Technology LessonAim: I
Lesson aim: Ican
can talk about
understand citizenship.
a text about technology.
Warmer
In groups, students
brainstorm famous 8 TECHNOLOGY
inventions for two minutes.
Elicit a few on the board,
1 Look at the photos. Do you know what the
and elicit any extra invention is and who invented it? Philo Farnsworth:
information about them A Big Influence on the Small Screen
that students might know. 8.13
2 Read the article. Check your answers to Exercise 1.
television; Philo Farnsworth (and other inventors) The television is
Point out that reading 3 Put the events in order. probably the world’s
technology-themed texts a 1 Farnsworth entered invention competitions. most popular form
in English is a good way b 3 He went to college. of entertainment.
On average, people
to pick up vocabulary that c 2 He had an idea while he was working on his around the world
can be useful for describing family’s farm. watch three hours
projects, results, and ideas. d 6 Businesses took up his ideas. of television per
e 5 He produced the first version of a fully day, and in Europe
and North America,
electronic television.
1 If students don’t know it is closer to four
f 4 He had to get a job. hours. But who is
what the object is, invite
responsible for this
them to read the title and 4 Imagine you're going to spend 24 hours without amazing invention?
subheading of the text, looking at any type of screen. How can you spend
It isn’t an easy question to answer because, over
and elicit what “small your time? Discuss your ideas with a partner.
the years, different people developed different
screen” means. 5 Match the words in bold with the definitions.
types of televisions. One of these was Philo
Farnsworth, a farmer’s son from Utah in the U.S.A.
2 8.13To encourage faster 1 plants that farmers grow crops He built the first all-electronic TV set. This young
skimming, allow students 2 change slowly over a long time evolve man’s creativity and determination made a big
difference in the development of the small screen.
three minutes to read 3 stop doing something before you have
the text. Disallow the completely finished drop out Farnsworth was always interested in
inventions. As a young teenager,
use of dictionaries and 4 first example of an invention prototype
he took part in invention
translation software. competitions and made
mechanical gadgets that helped
3 Encourage students to with household chores. In 1921, at
Explore It!
discuss the order of the the age of 15, he came up with the
basic idea for a totally electronic television. He was
events with a partner Guess the correct statement.
looking at the parallel lines of crops on his family’s
before rereading the text a After his invention, Philo farm when he realized that he could separate
to check. Farnsworth had a television images into parallel lines of light, which he could
in every room of his house. transform into television images.
4 Allow a few minutes of b Philo Farnsworth became one of the first Farnsworth was a brilliant student and started
thinking time for students television news presenters. college, but he was forced to drop out and work
to form an opinion c Philo Farnsworth didn’t like television and after his father died. However, he continued to
and search for relevant didn’t allow his family to watch it. work on his invention. Finally, in 1928, he finalized
his prototype TV. His invention continued to evolve
vocabulary in a dictionary, Find another interesting fact about television.
and improve, and throughout his career, different
if available. Then monitor Then write a question for your partner to answer.
companies produced different versions of it. The
closely and take note of television continues to evolve quickly – today’s flat-
screen smart TVs will surely look old-fashioned to
useful vocabulary and future generations.
grammar to point out
during feedback.
5 Challenge students 1 4 0 CLIL | U N IT 8
to explain how they
were able to guess the
meaning of the words in Explore It! Extend It!
bold (e.g., with crops, the If appropriate, ask students to search for the Students research an inventor from their
clue in the text is farm). information online using their smartphone country and what they invented. They then
Students can or tablet. If this is not possible, students can prepare a short presentation about the
collaborate digitally work in small groups to create a question. inventor in groups.
through Collaboration
Plus, where you can
assign, track, and assess
their work. Students can
also share and showcase
their work and comment
on each other’s projects.
T126 Te c h n o lo g y ( S B p 1 4 0 ) | C L I L Un i t 8
Pronunciation Tips and Answer Key
Unit 1: Tip
At the
We joinbeginning
the pronouns
of words
(I, you, PRONUNCIATION
he,
the etc.)
/h/ isto
almost
the auxiliary
always
verb
pronounced
to be toand
make
it isa
contraction
important toofpronounce
one syllable.it. UNIT 1 3.02
2 Listen and check.
We’re
Some exceptions
listening hasare hour,
four Contractions: To Be
honest and
syllables honor.
with the stress 3 Match the words in Exercise 1 with their stress
patterns. Complete the chart.
on the beginning of the 1.04
1 Listen and repeat.
1 I am sitting in my bedroom. > I’m sitting in my 1 oO 2 Oo 3 oOo 4 O
main verb. Have students
bedroom. afraid
practice the sentences nervous, bored,
2 He is taking a selfie. > He’s taking a selfie. upset, angry, excited
with the correct stress tired
3 You are walking on the moon. > You’re
surprised lonely
and pronouncing the walking on the moon.
contractions as one word. 4 We are listening to music. > We’re listening to
music.
4 Listen and repeat the sentences.
Unit 2: Tip 1.05
2 Listen and circle the option you hear. Practice 3.03
1 Sam’s afraid of dogs.
saying the sentences.
Ask students to guess the 1 They are / They’re listening to music.
2 My best friend is very upset.
rules for the pronunciation 2 She is / She’s reading a blog.
3 I’m worried about exams.
of -ed endings. Share the 3 He is / He’s skiing in France.
4 I studied all night and I’m very tired.
chart below with them. 4 You are / You’re watching TV.
5 I feel embarrassed when I forget someone’s
name.
5 It is / It’s eating.
UNIT 4
/ɪd/ /t/ /d/
T wanted C danced B robbed UNIT 2 -er Ending Sounds
D needed CH G tagged /t/, /d/, and /ɪd/
watched 1 Listen and repeat.
GH L called 2.03
1 Listen and repeat. 4.06
/ər/ garbage collector preshool teacher
laughed 1 /t/ walked 2 /d/ lived 3 /ɪd/ wanted fitter better
K looked M seemed
P helped N opened
2 Write the verbs in the correctAcolumn. 4.07
2 Listen and repeat the sentences.
B B 1 My sister’s a firefighter.
SH R cleared agreed arrived changed cooked
washed decided helped looked 2 The teacher is happier than the actor.
SS missed S used survived traveled wanted 3 Life is better when you’re healthier.
X fixed V loved 1 /t/ or /d/
es s
2 /ɪd/
es UNIT 5
Z amazed agreed, s s es wanted
decided, Have: /f/ vs /v/
Words that end in a 1 Listen and circle the option you hear: /f/ or /v/.
5.08
vowel sound use the /d/ thinks, 1 Jenny and Peter have to make their beds
pronunciation for -ed (e.g., 3 Listen and check.watches
2.04 goes, reads
every day. /f/ / /v/
enjoyed, followed, played, arrived, changed, cooked, 2 I have a new bed. /f/ / /v/
tried).
UNIT 3 helped, looked, survived, traveled
3 George and Helen have to make dinner every
Word Stress in Adjectives Saturday. /f/ / /v/
4 Tom doesn’t have to help in the house. /f/ / /v/
1 How many syllables do these adjectives have?
Unit 3: Tip afraid 2 angry 2 bored 1 5 Do you have an extra pencil? /f/ / /v/
Tell students that with nervous 2 excited 3 lonely 2 6 Sam and Dan don’t have to do much. /f/ / /v/
two-syllable adjectives, the upset 2 surprised 2 tired 1
stress often falls on the first PRO N U N CIATI O N 141
syllable but is sometimes on
the second.
Unit 6: Tip
It can be difficult to tell
the difference between
these two sounds. To make
the /ʌ/ sound, the mouth 5.09
2 Listen and repeat the sentences. 7.05
4 Listen and repeat the sentences.
is open and the jaw is 1 I have to do the gardening this weekend. 1 James can’t get Wi-Fi, so he doesn’t have Internet.
dropped. The sound comes 2 My brothers have a really big wardrobe. 2 I can watch videos online on my new device.
from the throat. Have 3 We don’t have to go to school on Monday.
students say several words 4 We have a bookcase in the living room.
UNIT 8
Intonation in Questions
that contain this sound 5 Does Jake have to do the dishes?
(e.g., mother, brother, uncle,
UNIT 6 8.04
1 Listen and repeat.
son, cousin). Alternatively, 1 Was Mozart a scientist?
/ʌ/ and /ʊ/
have them practice these 2 Where do you live?
sentences: My uncle is my
6.04
1 Listen and repeat. 3 Have you cycled 100 kilometers?
mother’s brother. My cousin 1 /ʌ/ must must not 4 What did you do last night?
is my uncle’s son. It’s fun 2 /ʊ/ should cook full
to have lunch on Sunday in 2 Circle the question endings where Nickʼs voice goes
up. Underline the endings where it goes down.
London. 2 Write the words in the correct column.
NICK How long have you been a teacher?
brother could cousin cut foot put stung
MR. K Well, Nick. It’s been 20 years now.
To make the /Ʊ/ sound,
1 /ʌ/ 2 /ʊ/ NICK Really? That’s a long time! Do you like it?
the mouth doesn’t open
brother, MR. K Yes, but some days are harder than others.
as wide, and the lips make could, foot, put
cousin, cut, stung NICK What do you like best about it?
a round shape (e.g., cook,
MR. K The best thing is seeing students improve.
look, book; I could look in 6.05
3 Listen, check, and repeat.
NICK That’s great. Do you think you’ll be a teacher for
the cookbook.). In Exercise 4 Listen and repeat the sentences. the next 20 years?
6.06
4, the sentences mix the 1 She cut her foot, but she couldn’t call her MR. K Well, I hope so!
two sounds. Have students cousin.
write the sounds above the 2 I must put some books in the cupboard. 8.05
3 Listen, check, and repeat.
words in the sentences.
UNIT 7 UNIT 9
She cut her foot, but she The Letter i Sentence Stress
couldn’t call her cousin.
I must put some books in 1 Listen and repeat. 1 How many syllables do these sentences have? Then
7.03 underline the words you think are stressed.
the cupboard. 1 /ɪ/ chip film kick
1 We’re going to play jazz. 6
2 /aɪ/ like online hi
2 We’ll buy a new guitar. 6
2 Write the words in the correct column. 3 Is Jake playing the drums? 6
Unit 7: Tip bike device Internet online printer 4 We’re going to a free concert. 8
Ask students which words video Wi-Fi will write
contain a long i sound 9.07
2 Listen, check, and repeat.
1 /ɪ/ 2 /aɪ/
(words with /aɪ/) and which 3 Clap the rhythm of these sentences.
have a short i sound (/ɪ/). Internet, printer, bike, device, online,
video, will Wi-Fi, write 1 She often sings in a band.
2 Is the piano your favorite instrument?
Show them the lists of 3 Listen, check, and repeat. 3 The concert starts at eight o’clock.
7.04
minimal pairs below. 4 Adam is organizing the music.
bit bite 142 PRO N U N CIATI O N
fin fine
lick like
lit light
pin pine Unit 8: Tip Unit 9: Tip
rim rhyme We pronounce open questions differently Remind students that stress is important
sit sight from yes/no questions. Have students when speaking English if you want people to
identify which questions are open (asking for understand you. Ask students what type of
Ask them if they can detect
information) and which are yes/no questions. words they need to stress in English (main
any patterns with the
verbs, adjective, and nouns).
spellings that let us know
what the sound is (e.g., the
words ending in -e and -ight
tend to have the /aɪ/ sound).
T128 Pro n u n c ia t io n T i p s a n d An s we r K e y
STUDENT’S BOOK AUDIOSCRIPTS
Starter Unit
S.01
1 read books, read magazines Do you get a lot of homework? Our teachers don’t
give us a lot. I go to homework club on Wednesdays.
2 chat online
Some of the older students help us. They’re nice. After
3 go shopping homework club, I don’t get home until about 6:30 p.m.
4 go for a bike ride
1 tablet 6 keys
5 hang out with friends S.06
2 headphones 7 phone
6 listen to music
3 money 8 passport
7 make cookies, make videos
4 bus pass 9 camera
8 play an instrument
5 portable charger 10 laptop
9 take photos
10 write a blog
S.07
ALEX Hi … Is this the coding club?
EMMA Sorry. This is the photography club. I’m
1 [musical instrument]
S.02
Emma, by the way.
2A Ready? Say cheese!
ALEX Hi, I’m Alex.
B&C Cheeeeese!
EMMA Are you new here?
3A Aiden … Aiden …
ALEX Yes, I am, and I’m lost. I don’t have a map of
B Sorry! I can’t hear you. Hang on a minute. the school.
4A OK, are we ready? EMMA Don’t worry! I love helping people. Do you
B Yes, we are! Let’s go! want to come to the photography club? Look
… we have two new cameras this semester.
5A Let’s go to the sports store now. I hate using my phone for photos, and these
B Good idea. We can look at the sneakers. cameras are really cool.
6 This is my favorite recipe: cinnamon chocolate chip ALEX No, thanks. I want the coding club. I don’t
cookies. They’re delicious! Now, let’s see. What’s like taking photos.
next? EMMA Oh, that’s too bad.
7 This one is about movies. There are a lot of reviews ALEX Do you like taking photos?
and interviews in it. I buy it every week. But I also
get a sports one that comes out every month. EMMA I love it, so this is the club for me. OK …
coding club … let me see … Oh, there’s
1 gymnastics 5 swimming Libby. She goes to the coding club every
S.03
week. Libby! Libby, this is Alex. He’s new
2 rugby 6 basketball
here. Alex, meet Libby.
3 sailing 7 table tennis
ALEX & LIBBY Hi.
4 track and field 8 hockey
EMMA So Libby, Alex wants to go to the coding
Not in the pictures: volleyball, windsurfing club.
S.05
I like my new school. I don’t know all the students in LIBBY No problem. Follow me. So, do you have
my class yet, but I sit next to a boy named Jorge in my your own laptop?
English class. He plays basketball every day, but he
doesn’t like other sports.
PHO T O CO PIA B L E © C a mb ri d g e Un i v e rsi ty Pres s 2 0 2 0 Shape I t! Student’s B ook 2 Aud ioscrip ts T129
ALEX Uh … no … I don’t, but I have a tablet. Is that 3 A So, have you watched the latest episode yet?
OK?
B No, not yet.
LIBBY Don’t worry! They have a lot of laptops there.
A Oh … well, guess what happens? I can tell you.
You can borrow one.
It’s so exciting!
ALEX So, what’s the teacher like?
B No, be quiet. Don’t tell me now. I want to watch
LIBBY Mr. Adams? He’s great. He sometimes thinks it tonight.
he’s Bill Gates, and he loves telling stories.
A OK, well be prepared for a surprise … a big
ALEX Do you have your own computer? surprise.
LIBBY Yes, I do. I like writing computer programs 4 A OK, so what’s happening now? Can you
for it. explain?
ALEX Wow! That’s cool. B Well, Miguel is meeting Veronica, but Xavier
doesn’t know. Xavier isn’t happy with Miguel, so
LIBBY Yes, it is, but I’m really busy and I don’t have
they aren’t speaking to each other and …
much free time. I want to write more! I don’t
mind helping you write some programs. A OK, OK, stop! I think I get it now.
ALEX Really? Thanks, Libby. What’s the club like? 5 A Oh, no … now those bugs are moving all
over him. NO! Now he’s eating them … that’s
LIBBY It’s fun! OK, here we are …
disgusting!
We have a new student in our class. Her name’s Paola. B I bet they taste delicious with some salt!
S.08
What do we have in common? A lot! She has brown 6 A So, do you like that show?
hair and blue eyes – just like me!
B No way! That’s for little kids.
Does she have any brothers and sisters? Yes, she does.
A True, but it’s really funny and it makes me laugh.
She has two little sisters, just like me. She doesn’t
have any brothers. We have the same phones and
headphones! 1.05
1 They are listening to music.
We don’t have school today because it’s a holiday. I’d 2 She’s reading a blog.
like to call Paola – but I don’t have her phone number. 3 He is skiing in France.
It’s annoying!
4 You’re watching TV.
Unit 1 5 It is eating.
1.01
1 soap opera 5 documentary
2 drama 6 cartoon 1.06
ROSA What are you doing right now, Toni?
4 talk show 8 game show ROSA Ha, ha. Very funny! Are you studying for the
math test?
Not in the photos: comedy, cooking show, sports
show, the news TONI No, I’m watching a talk show. Why are you
calling me?
1 A So, what do you think of Laugh a Minute? ROSA Well, this math homework is giving me a
1.02
headache. Can you help me?
B I love it! I can’t stop laughing. Look …
TONI Sorry, Rosa. I can’t talk now. They’re
2 Oh, I hope she can win the money, but I’m not sure interviewing Ed Sheeran. I’ll call you back,
she can do it … Oh, come on! OK? Bye.
ROSA Great. Thanks a lot, Toni.
T130 PHO T O CO PIAB L E © C a mb ri d g e Un i v e rs i ty Pres s 2 0 2 0 Shape I t! Student’s B ook 2 Aud ioscrip ts
1.07
1 set 6 makeup artist CLARA He’s taking a photo of a model for one of the
new Avatar movies.
2 lights 7 camera operator
MATT No way! Avatar’s my favorite movie!
3 actor 8 script
CLARA OK, follow me … Next, I’m taking you to
4 camera 9 costume
see …
5 sound engineer 10 director
1.09
Media studies is my favorite subject at school. I love
1.08
MATT Hi! I’m Matt and I’m from New Zealand. I live it! This week, we’re studying the history of film. We’re
in the capital – Wellington – on the North learning all about talkies, CGI, and lots more! I don’t
Island. More than three million people visit know much about it. It takes a long time and a lot of
the locations for movies like The Lord of the people to make a movie.
Rings here every year. Today, I’m visiting a movie
Sorry! Time to go! My little brother is making a lot
workshop with my media studies class. We’re
of noise downstairs. I think he’s watching his favorite
waiting for our guide. Ah, here she is now.
comedy with my mom and dad. They all love it, and
CLARA Hi. I’m Clara, your guide. If you have any they always laugh a lot.
questions or I’m not explaining things clearly,
What are you doing at school this week?
let me know! Listen carefully – there’s a quiz
at the end and a prize! Yes …
EVA What are you doing?
GIRL What do you do here? 1.10
MATT There’s Thor’s helmet from Thor and Frodo’s ALEX I’m not having lunch today. Lunch can wait.
shirt from Lord of the Rings – wow! EVA So, what do you think of the show?
CLARA Do you want to hold it? ALEX I love it! Do you like comedies?
MATT Yes, please! I can’t believe I’m touching this. EVA No, I don’t. I’m not really into them. I prefer
It’s very light. watching documentaries and dramas.
CLARA Yes, it is. It’s because it isn’t metal – it’s plastic. ALEX Everyone’s watching this one. It’s really cool!
Next, let’s look at the bigatures. Why don’t you watch it with me?
GIRL The bigatures? What are they? EVA I’m not sure.
CLARA They’re really large models of buildings or ALEX I think you’ll really like it.
landscapes used for the filming of a movie.
Some of them are nine meters high. EVA OK. Let’s see.
GIRL Why do you use bigatures? ALEX Well? What do you think of it?
CLARA To create scenes in places that don’t exist in EVA Actually, it’s not bad!
real life. So we take photos of the bigature,
for example a castle, and then we put the Unit 2
images together with actors in front of 2.01
1 dry, hot, and sunny 4 foggy
them to create the scene. OK, let’s move
2 cold and snowy 5 rainy, warm, and wet
on. There’s Martin. He’s one of our camera
operators, and he’s working hard today. 3 cloudy and windy
Shh … talk quietly, please. Martin is working. Not in the photos: icy, stormy
MATT What is he doing?
PHO T O CO PIA B L E © C a mb ri d g e Un i v e rsi ty Pres s 2 0 2 0 Shape I t! Student’s B ook 2 Aud ioscrip ts T131
2.04
1
/t/ or /d/ agreed arrived changed cooked RADIO HOST What’s special about her?
helped looked survived traveled INGRID
Before we found her, there wasn’t
really any information about clothes
2 /ɪd/ decided wanted
that people wore at that time.
2.05
On September 6, 1620, 102 people left England to RADIO HOST Really? What did you learn about her?
travel 4,500 km to North America. They didn’t agree
INGRID
We know she died in 1370 BCE when
with some of the religious views in Europe at that time,
she was between 16 and 18 years old.
so they decided to start a new life.
And we know she died in the summer
They traveled on a ship called the Mayflower, and the because there were some summer
journey took 66 days. The first half of the journey went flowers with her body.
well. Then the weather changed, and it was very cold
RADIO HOST Ah! Were there any other things from
and stormy. People got sick and some of them didn’t
the Bronze Age with her body?
survive.
INGRID
Yes, there were. There was a blanket, a
In December, they arrived in Plymouth Bay. They didn’t
comb, a belt, some jewelry, and a cup.
know anything about this new land, but the local
Wampanoag people helped them find food and build RADIO HOST Why did she have those things?
houses.
INGRID
We’re not sure – we’re working on that.
RADIO HOST I can imagine. So, what about her
1 fork 6 comb 11 hairbrush
2.06
clothes?
2 scissors 7 mirror 12 spoon
INGRID
Until we found the Egtved girl, there
3 knife 8 plate 13 lamp weren’t any Bronze Age clothes to
4 blanket 9 bowl 14 cup examine, and we didn’t know much
about Bronze Age fashion! When
5 toothbrush 10 pillow scientists examined her skirt and top,
they discovered the wool didn’t come
1 [toothbrush]
2.07 from Danish sheep – there weren’t any
2 Be careful. Try to cut the paper neatly. sheep in Denmark with that type of
3 Stop it! Hey! Ouch … wool.
4 There weren’t any forks for eating food in ancient SOPHIE Oh, hi, Oliver! We were just talking about
Greece. People used knives, spoons, and their your Viking ship display!
hands! The first fork probably appeared in the eighth OLIVER What did you think?
or ninth century in rich homes in Persia.
LEO We both really like it.
5 There was a famous Roman cook named Apicius.
He wrote one of the first recipe books in the first SOPHIE It’s very interesting. You found some cool
century CE. You can still make his recipes today! facts!
OLIVER Oh, I’m glad you liked it. … Is there anything
CARLA Hi, Andy. How was your weekend? I should change about it?
2.10
ANDY It was OK, thanks. LEO Hmm. Well, actually, I’d like to know when
the Vikings sailed to Canada.
CARLA What did you do?
OLIVER Oh, I have that in my notes, but I forgot to
ANDY I went to the country for my grandpa’s 70th
write it in my text. Do you think I have time
birthday.
to add it before the parents arrive?
CARLA Cool! What was the weather like?
SOPHIE I think so! It’s really good! I’m going to look
ANDY It was cold, wet, and windy. at some of the other displays.
CARLA That’s a shame. Where did you stay? LEO Me, too.
ANDY We stayed on my grandpa’s farm. OLIVER OK, have fun! See you later!
CARLA What was it like?
Unit 3
ANDY Well, there wasn’t any Wi-Fi, and there were
1 She isn’t bored. She’s angry.
a lot of noisy sheep outside. 3.01
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weren’t watching, so he decided to stop for a rest. He his camera, Clayton noticed three
soon fell asleep. The tortoise continued to walk slowly children, two boys and a girl,
while the hare was sleeping. behind them.
Finally, just as the tortoise was finishing the race, the RADIO HOST What were the children doing?
hare woke up. The tortoise was the winner!
MELISSA
They were playing in the park,
The moral of the story is: don’t be too sure that but they were bored. Clayton was
something is easy. Sometimes things are more difficult watching them because they were
than you think. standing close to the lake.
RADIO HOST Uh-oh. What happened next?
1 down 5 into 9 up
3.06
MELISSA
Well, while the photographer was
2 out of 6 under 10 through taking photos of Brittany on her own,
3 over 7 off 11 along one of the children pushed another
one into the water. There was a loud
4 between 8 past 12 across splash! The children were shouting
because one of the boys was in the
3.07
1 Be careful! Don’t fall down the stairs. lake. When Clayton saw the boy, it
2 Who is that coming out of Bruno’s house? Is it Carla? was obvious that he couldn’t swim
and was having trouble.
3 Let’s jump into the water together! Are you ready?
RADIO HOST What did Clayton do?
4 Don’t cross the road between those cars! It’s
dangerous! MELISSA
He immediately jumped into the water
and pulled the boy out. The boy was
5 Why don’t we swim across the lake to the other side? upset, but he was OK.
It isn’t far.
RADIO HOST Thank goodness! And was Clayton
6 Laura walked past me without saying hello. wearing his wedding clothes when he
jumped into the water?
3.08
RADIO HOST Good evening and welcome to this
week’s edition of What’s Your Story? MELISSA Yes, he was. They got very wet!
Today is Local Heroes’ Day, so we RADIO HOST I’m sure he didn’t mind. What an
want you to call us and share your amazing story, and what a hero
stories. Do you have a story about a Clayton was! A real-life Superman!
local hero? What did they do? So, first Thanks for sharing. Now, next …
let’s talk to Melissa. Hi there!
MELISSA Hi. 3.09
1 A Were you watching TV at 8 p.m. last night?
MELISSA
It’s not my story because it didn’t 2 A What were you wearing yesterday?
happen to me, but I read about it and B I was wearing jeans and a hoodie.
I think it’s great. A man saved a boy’s
3 A
Was your brother chatting online at 5 p.m.
life on his wedding day in a park near
yesterday?
my house.
B No, he was wasn’t. He was playing basketball.
RADIO HOST No way! What were the bride and
groom doing in a park? 4 A Where were Alice and her family living in 2017?
MELISSA
Well, a photographer was taking B They were living in Mexico City.
photos of Clayton and Brittany
Cook after their wedding. While
the photographer was preparing
I’m too young to have a full-time job, but every THIAGO Excuse me Yusuf, can I make a
4.09
Saturday I’m a volunteer with a local vet. I help the suggestion?
receptionist when she doesn’t have enough time to do YUSUF Sure, go ahead, Thiago.
everything. Last week, there were too many people in
the waiting room – we didn’t have enough chairs for THIAGO What about going to the nursing home
them to sit on! Sometimes it gets too noisy for me, and teaching the older people how to
especially when there are too many animals and there use computers and tablets?
isn’t enough space in the waiting room. YUSUF That’s not a bad idea. Lara, what do you
The best thing: I love animals and I can spend all day think?
with them! LARA I’m not sure. We need permission to do
The worst thing: Sometimes there’s too much that, and I don’t know who to ask. I think
information for me, and I don’t understand it all. it needs too much organization.
YUSUF Do you have any other ideas, Thiago?
4.10
BILLY Hey, Rita. What’s up? You look worried. THIAGO Yes, how about cleaning the park?
RITA I am. Could you do me a favor? YUSUF I think that’s a great idea. We all know the
BILLY It depends. What do you need? park isn’t very clean, so people aren’t using
it. It’s too dirty to play soccer or basketball
RITA Would you mind lending me $20?
there. What do you think, Lara?
5.01
1 ceiling 6 shelves 10 picture
Hi, kids. Can you please help with some things around
2 cupboard 7 wardrobe 11 bookcase 5.06
the house while I’m out?
3 fridge 8 desk 12 armchair
Ollie: Please mop the kitchen floor and load the
4 sink 9 chest of 13 carpet dishwasher with the plates and cups from breakfast.
drawers Can you also dust the furniture in the living room,
5 floor
please, and vacuum the carpet?
5.02
1 This is a bright, sunny room, and my sister and I Mia: Make your bed and sweep the floor in your
spend a lot of time here. My sister sleeps above me. bedroom. Then can you please do the ironing for me?
We have a big chest of drawers and a big wardrobe
for our clothes, which we share. Thanks, kids. I’ll see you this evening.
2 This was a nice room. It had a pretty wood ceiling and Love, Dad
a big mirror on the wall. There was a nice big bath, but
the sink was tiny and the toilet didn’t work very well. 5.07
REPORTER Yesterday, I read that only half of
So we built a new one! teenagers in the United States help at
home with household chores. Can this be
3 I have a lot of pictures of my family on the wall, and
true? Do American children have to help
there’s a nice warm carpet on the floor. I have a
at home? To find out, I talked to some
large wood desk and lots of shelves with books and
teenagers here in Houston, Texas.
papers. I work from home, so I spend a lot of time in
this room. Hello. We’re doing a survey about how
much teenagers help at home. Can I ask
4 This room is very small, but my whole family likes
you a few questions?
spending time in here. There isn’t a table or chairs,
but there’s a new fridge – it’s really tall. And there are CINDY Sure.
lots of cupboards. Above the sink, there’s a window
REPORTER Thanks. What’s your name, by the way?
with a view of the yard.
CINDY I’m Cindy.
Kids’ toys aren’t cheap these days, but not many toys
5.04 REPORTER OK, Cindy. So, do you help out with
are as expensive as the Astolat Dollhouse Castle. It’s
household chores?
as tall as a small Christmas tree and as heavy as a
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CINDY
Well … yes, I do, but not much. I have to Australia, and the whole family has to share the work.
help in the kitchen, for example. Martha has to get up early to milk the cows. In spring,
she also has to take care of the new lambs – that’s her
REPORTER Cooking?
favorite job. Ben has to collect the hens’ eggs before
CINDY
No, I can’t cook! I have to clean the breakfast. But Martha and Ben don’t have to catch the
kitchen after dinner, that’s all. bus to school every day. There isn’t a school near their
REPORTER And do you have to do the dishes? farm, so they have to have all their lessons at home.
CINDY
Yes, but at least I don’t have to sweep
OSCAR Hey, Nina. Look at this photo – it’s Liam’s
and mop the floor. That’s my brother’s job. 5.11
bedroom in his new house.
REPORTER Hi there. What are your names, and do
NINA Oh! It looks big enough for two people. Does
you have to help much at home?
he have to share it?
KIM
Hi, I’m Kim and this is my sister, Maisie.
OSCAR
No, it’s all his. Actually, it isn’t as big
Well, we don’t have to help on school
as it looks. There’s a large mirror in the
days because we have to do a lot of
background, so it looks bigger.
homework for school and also I have
to practice the piano. But on Saturday NINA Oh, yes, I see. What’s that thing on the wall?
morning, we help with the housework.
OSCAR It’s a clock. What do you think of the color
I do a lot of chores, actually.
of the walls?
REPORTER Really?
NINA Hmm. I’m not convinced.
KIM
Yeah! For example, I have to vacuum the
OSCAR
Really? I think it looks awesome! I don’t think
living room. I hate that!
much of those curtains, though.
REPORTER Hello, what’s your name?
NINA
Me neither. And what’s that at the bottom? Is
ADAM
I’m, Adam, and this is my little brother it a carpet?
Jake.
OSCAR
Yes, I think so. I like it. And I love those
REPORTER So, do you and Jake have to help your pictures on the left.
parents at home?
NINA Me, too. They look great.
ADAM
Well, Jake doesn’t have much to do. He’s
only five. He has to clean his room and Unit 6
make his bed, but that’s all. 1 cut your finger 7 scratch your arm
6.01
REPORTER What about you, Adam? 2 slip 8 break your leg
ADAM
Yes, I have to do some other chores 3 get stung by a bee 9 trip over a chair
around the house, but it isn’t a problem. I
don’t mind. 4 get bitten by a mosquito 10 fall off your horse
REPORTER Do you have a favorite chore? 5 hit your head 11 sprain your ankle
ADAM
Well, yes. I prefer doing the ironing 6 burn your hand 12 bruise your leg
because you don’t have to move around.
1 [stung by a bee] Ow! 4 [slip on the ice]
So, I can listen to music or watch TV at 6.02
the same time. Yeah, ironing is cool! 2 [fall off a bike] 5 [burn hand on match]
Ouch!
5.10
Do you have to help with the housework? Do you have 3 [trip over a cat]
to make your bed or clean the kitchen? Martha Pinter
and her brother, Ben, have to do more than most young 6.05
1 /ʌ/ brother cousin cut stung
people their age. They live on a farm in Queensland, 2 /ʊ/ could foot put
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HAYLEY
And you should definitely buy a good helmet, 1 /ɪ/ Internet printer video will
7.04
too. You can really hurt yourself if you fall off,
so you must not ride without one. 2 /aɪ/ bike device online Wi-Fi write
DAN
Good idea. I think I should find some 1 one trillion 4 one thousand
7.07
buddies to ride with, too. What do you think?
2 one billion 5 one hundred
HAYLEY
Sure. How about joining my bike club? We
3 one million
go out every weekend.
DAN Yeah! Good job, Hayley. I’ll do that. 7.08
JACK What’s wrong, Kim?
KIM I’ve lost my phone. Do you know where it is?
JOHN Hi. My name’s John, and my group worked
6.12
JACK
No, I don’t. I haven’t heard it ring, either.
like this: each person in our group wrote
Maybe it’s in your coat pocket.
about a different topic. I wrote about desert
animals. Josh wrote about the weather. Vicky KIM I’ve looked in all my pockets. It’s not there.
wrote about the problems people have in the
JACK Maybe you’ve left it in Mom’s car.
desert, and Sophie wrote all the other facts
about deserts. Then we put it all together. KIM
No, I don’t think so. I used it this afternoon, but
I can’t remember where I left it.
ISLA Hello, I’m Isla. My group worked like this:
I looked on the Internet to get all the JACK Maybe Mom’s put it somewhere.
information, Zara found all the pictures, and KIM
No, I’ve asked her and she says she hasn’t seen
Martin wrote the texts. Then Harry checked it. Jack, can you call me?
the texts for mistakes and put everything
together into a poster. JACK
I think so. I haven’t charged my phone, but I
think it has enough power left. Hang on … OK,
POPPY Hi, I’m Poppy and I was in a group with Leo, I’m calling you ...
Daisy, and Max. This is how my group worked:
first, we all made our own posters and showed KIM
Here, look! I’ve found it. It was in my bag all the
them to the group. We read everyone’s work time.
and then used the best parts of all the
posters to make our final group poster. 7.09
1 go on foot
2 get on a train
Unit 7
3 go by tram
7.01
1 upload 5 chip 9 social media
4 catch a plane, take a plane
2 download 6 device 10 message
5 get out of a car
3 screen 7 video chat 11 emoji
6 take a taxi, get into a taxi
4 app 8 software
7 get off a bus
1 My phone fell out of my pocket this morning and the
7.02 JIM Welcome to The Science Show. Today’s show
screen broke. 7.10
is all about the future of transportation,
2 I can’t do a video chat with you right now. I don’t and with me in the studio is Professor
have a camera on my laptop. Annie Walker from the University of New
3 Most of my friends upload photos to social media Hampshire. Hello, Professor Walker.
sites like Instagram. ANNIE Hello, Jim.
4 Look at this app – it’s great for practicing new
English words. Why don’t you download it, too?
ANNIE No, you won’t take a jetpack to work, I’m TOM Not quite. Look, you need to keep your fingers
afraid. here. That’s it. Now, do you see this button?
JIM Well, I think the future sounds quite DAD This one?
disappointing, Professor. What’s the good TOM No, not that one. This one here. It’s really
news? important that it’s turned on if you want to
ANNIE The good news is the hyperloop. It’s a record sound. Oh, and make sure that the light
completely new kind of transportation, and in is red. That means you’re recording. Got it?
my opinion, it will really change our lives. DAD Yes, I think so. Thanks, Tom!
JIM What is it?
ANNIE It’s similar to the subway in New York, but
Unit 8
much, much faster. The trains don’t have 8.01
1 engineer 5 athlete
wheels. Instead they travel on something 2 scientist 6 mathematician
that is similar to skis, on a cushion of air. In
3 composer 7 businesswoman
a hyperloop, trains can travel more than a
thousand kilometers per hour. 4 writer 8 inventor
JIM That’s amazing. But is this just science fiction?
1 Athletes like runners and swimmers have incredible
ANNIE No, scientists have made a lot of progress. I 8.02
strength.
think we might see hyperloops between big
cities in the next twenty years. 2 The scientist Albert Einstein was famous for his great
intelligence.
JIM I can’t wait! Thanks, Professor Walker.
3 At just four years old, Mozart showed a lot of skill as
a composer.
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4 J. K. Rowling’s creativity as a writer made her famous How did Ann come up with this idea? Well, she has
around the world. a friend who lives in the Philippines. This friend was
having problems doing her homework because she
5 Ada Lovelace was an English mathematician.
didn’t have electricity at home, and she couldn’t afford
Her talent for math helped to make the modern
batteries for her flashlight. So Ann looked into ways
computer possible.
of making a flashlight that uses human body heat for
6 The inventor Thomas Edison worked with a lot of power. She taught herself all the science behind the
determination over many years to make his light bulb idea and figured out how to build it. Soon she had a
work. working prototype, and she decided to take part in an
international science competition called the Google
PAUL How far have you cycled, Maya? Science Fair. She won first prize, worth twenty-five
8.06
thousand dollars!
MAYA
I’ve ridden fifteen thousand kilometers so far.
I have another twelve thousand to go! This great achievement has changed her life. She’s been
on TV and in newspapers around the world. She’s also
PAUL How many countries have you crossed?
come up with another invention. She calls it the E-Drink,
MAYA
I’ve been to three continents so far, and I’ve and it’s a mug that uses the heat from your coffee to
visited twelve countries. charge your phone. It’s simple, clever, and kind to the
PAUL Have you had any funny experiences along environment. It’s amazing that no one has thought of
the way? these ideas before. And that’s why I look up to her so
much. But can anyone be like Ann Makosinski? Yes, if we
MAYA
Well, an emu chased me in the Australian believe in ourselves, anything is possible. However, you
outback. I’ve never experienced that before! can’t achieve anything without hard work.
PAUL No, not many people have! And how has your
bicycle been? 1 I surprised myself when I did so well on my exams.
8.09
MAYA
It hasn’t had any problems at all. It’s a great 2 John and I introduced ourselves to the new
bike. neighbors.
PAUL So how much money have you made? 3 Jane, make sure that you take care of yourself while
MAYA
I haven’t reached my target, but I’ve made I’m away.
thirty thousand dollars so far. 4 Mike has taught himself Spanish and French.
PAUL That’s amazing! Good luck with the rest of 5 You and Vicky should make yourselves some
your journey. sandwiches for lunch.
6 Stan and Ollie prepared themselves well for the match.
8.08
Ann Makosinski is a brilliant young inventor, and
she’s someone I really look up to. When I think about
Teenager Sails into Record Books
myself in five or ten years from now, I hope I will be as 8.10
Dutch teenager Laura Dekker has become the youngest
successful as she is.
person ever to sail solo around the world. Laura is only
Ann’s dad is Polish and her mom is Filipino, but she’s sixteen years old. No one so young has achieved this
Canadian and grew up in Victoria. She came up with before. Sailing is something her whole family is crazy
her first invention when she was only fifteen. Her idea about, and Laura learned everything she knows about
was a flashlight that uses the heat from your hand for it from her parents. By the time she was thirteen, there
energy instead of batteries. The flashlight switches wasn’t anywhere she couldn’t sail by herself. Everyone
itself on when you hold it, and it switches itself off has a dream, and Laura’s achievement shows that
when you put it down. It doesn’t need a battery, so nothing is impossible if you want it enough.
it can keep working for years and never runs out of
energy. It’s really simple, but also really clever.
GIRL Well, I think we can leave that to the end. It’s JOSH OK, you’ve convinced me. But how are we going
not so important. to get there? We’re not going to walk, are we?
BOY Don’t you think so? Hmm, I don’t agree. Don’t AMY My dad’s going to give us a ride.
forget that if we want to make a web page …
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9.05
1 ballroom dancing 6 modern dance ADAM Yes. I’m going to download all the tracks
for the different groups tonight. It won’t
2 swing 7 breakdancing
take me long.
3 tap dancing 8 salsa dancing
IMOGEN Good. Thanks, Adam. So, that’s almost
4 folk dance 9 Zumba everything, isn’t it? No, wait! What about
5 ballet dancing 10 disco dancing programs? Who’s writing the program? I’ve
forgotten.
IMOGEN OK, everyone, so the dance show is this GROUP You are!
9.06
Friday night. You all know that, don’t you? IMOGEN I am? Oh, yes. I’m writing the program!
GROUP Yes, we know that.
IMOGEN Good. So we only have a few days to get 9.08
LILIA
Thank you, New Haven! You were a fabulous
ready. audience last night! We’re returning in April, so I
hope we’ll see some of you again.
JACK What time does the show start, Imogen?
Later today, we’re leaving for Hartford. We’re
IMOGEN It begins at 7:30. The teachers are having performing a new play there called The Bell,
a meeting at five o’clock that ends at six, and I’m playing a girl who has the power to see
and our show begins at 7:30. Everyone is the future. Hey, Hartford! If you’re not doing
performing in the gymnasium. anything on Friday night, come along. Guess
MARTA How many different dance groups are who’s coming to see us on our first night –
performing? Jennifer Lawrence! She’s bringing some friends,
and we’re meeting them backstage after the
ADAM I think there are six groups. Ballroom,
performance. Wow!
breakdancing, modern dance, tap dancing,
salsa … What’s the last one?
9.09
HARRY Hi, Jess. I’m going to book tickets for the jazz
JACK Irish dancing! festival on Saturday. Do you feel like coming
ADAM Uh, yes, that’s right. along?
IMOGEN Great! Now, the doors open to let the JESS
I’d love to, but my cousin Helen’s visiting me,
audience in at seven o’clock, so we need and I’ll be with her all day long.
all the seats ready before then. Marta, can HARRY She’s welcome to join us if she wants.
you put out the seats?
JESS That’s really nice of you, Harry, but Helen
MARTA Sure, I’m not doing anything on Friday can’t stand jazz!
afternoon. I can come in early and put the
seats out. HARRY
Oh, that’s too bad. Look, they’re playing for
two nights. What are you up to on Friday?
IMOGEN That’s great. Thanks, Marta. Would you like to come then instead?
MARTA Is anyone recording the show? JESS Hmm. What time does it start?
IMOGEN Oh, yes, good point. Are you recording the HARRY 7:30.
show, Adam?
JESS
Oh, that’s no good either, Harry. I have a
ADAM No, I’m not good with cameras. You’re guitar lesson and it starts at 7:15.
doing that, aren’t you, Jack?
HARRY OK. Never mind, Jess. Maybe another time.
JACK Yep, that’s me. I’m going to borrow my
sister’s video camera. She has a really good JESS
Sure. Thanks for asking, though. I’m sure it’ll
one. be a great concert.
WRITING
1 on Sundays
2 2T 3F 4F 5F
T146 Wo r kb o o k A ns we r K e y
GRAMMAR IN ACTION 5 1 quiet 2 nice 3 happily 4 loudly 5 quickly
1 6 well 7 beautifully 8 pretty
Present Simple Present Continuous 6 1b 2c 3a 4a 5b 6c 7c 8a 9b
always every day at the moment right now 10 c 11 a 12 c
every week never this afternoon today
Unit 2 pp16–23
2 2 love 3 takes 4 ’re watching 5 don’t come VOCABULARY
6 make
1 foggy cold windy hot icy cloudy rainy
3 2 I’m watching a good TV drama at the moment. warm sunny wet stormy dry
3 We sometimes eat our lunch outside in the summer.
4 The sound engineer never talks to the actors. 2 2 icy 3 rainy 4 foggy 5 cloudy 6 windy
5 Are you listening to your teacher right now? 3 2 wet; a 3 foggy; d 4 snowy; b 5 windy; c
6 My sister is taking a guided tour of Sydney now. 6 sunny; e
4 2 Their little brothers are playing happyly. happily 4 2 dry 3 warm 4 hot 5 rainy 6 snowy
3 Our parents teach us to say “thank you” nice. nicely
4 Be carefully! That camera is very expensive! careful 5 2 cloud 3 ice 4 sun 5 wind 6 snow 7 fog
5 You’re doing your homework very good at the 8 storm
moment. well
EXPLORE IT!
6 She’s playing the guitar beautiful now. beautifully
180
5 2 quietly 3 slowly 4 loudly 5 hard 6 badly
READING
WRITING
1 nothing
1 because his stories are funny, but they are never
mean or offensive
2 2 bury 3 hides 4 secret 5 treasure 6 clues
3 1 are you doing 2 ’m/am writing 3 ’s/is working 4 2 We didn’t enjoyed the bus trip. enjoy
4 Is he filming 5 ’s/is traveling 6 ’s/is cooking 3 Did you found a good tour guide last week? find
7 are you sending 8 ’m/am hoping 4 I did went out in the stormy weather. went
5 They stoped for food and drink. stopped
4 1 ’m/am writing, email 2 watch, ’re /arelistening 6 Did she be late for class yesterday? Was she
3 ’s/is saving, needs 4 Are, looking; sits 5
doesn’t go, ’s/is working 6 are swimming, 5 2 decided 3 didn’t have 4 Did, ride 5 stayed
prefer 7 Are, waiting; doesn’t … arrive 8 ’m/am 6 took care of 7 returned 8 wrote
cooking, make 9 became 10 traveled
T148 Wo r kbo o k A ns w e r K e y
3 2 nervous 3 tired 4 upset 5 excited 5 Where were the children jumping into the river?
6 Why were the passengers getting off the bus?
4 Students’ own answers
2 2 Was he carrying a black bag? Yes, he was.
EXPLORE IT! 3 Were alarm bells ringing in the bank? Yes, they
horses were.
4 Was the police officer riding a motorcycle? No, he
READING wasn’t.
5 Were the people helping the police officer? No,
1 1c 2a 3b they weren’t.
2 2 chief 3 melts 4 rescue 5 beat 6 giant 6 Were the dogs running after the man? No, they
weren’t.
3 2F 3F 4F 5T 6T
3 2 was looking, found
4 Students’ own answers 3 didn’t hear, was standing
4 were cycling, started
GRAMMAR IN ACTION 5 had, was doing
1 2 was making 3 wasn’t sleeping 4 were sitting 6 Were they sitting, hit
5 was looking 6 weren’t shopping 4 2 My friend was looking at her phone when the
2 2 They weren’t texting. They were talking. teacher was seeing her. saw
3 He wasn’t sleeping. He was watching TV. 3 While we were eating dinner, the cat was jumping
4 We weren’t sitting on the bus. We were waiting onto the table and surprised us! jumped
for the bus. 4 He was playing football when he was breaking his
leg. broke
3 2 was playing 3 was listening 4 wasn’t dancing 5 Weren’t you answering the phone when it rang?
5 was feeling 6 were jumping 7 were sleeping Didn’t you answer
4 2 was snowing 3 wasn’t wearing 4 was standing 5 2 was standing 3 didn’t see 4 walked
5 wasn’t feeling 6 was talking/speaking 5 was playing 6 stole 7 wasn’t looking
7 wasn’t listening/speaking 8 was playing 8 was leaving 9 took
T150 Wo r kbo o k A ns w e r K e y
3 2 too much 3 too 4 too much 5 too Unit 5 pp40–47
6 too many VOCABULARY
4 2 There is enough food in the world for everyone. / 1 2 chest of drawers 3 ceiling 4 shelves
There is enough food for everyone in the world. 5 picture 6 bookcase 7 desk 8 floor
3 Are there enough volunteers in your organization? 9 cupboard 10 wardrobe 11 carpet
4 We don’t have enough information at the 12 fridge 13 sink
moment.
5 Is there enough space in this classroom? 2 2 floor 3 armchair 4 desk 5 pictures
6 wardrobe
5 2 It’s too noise in here for me; please be quiet. noisy
3 The teacher gave us too much options to think 3 2 picture 3 chest of drawers 4 floor
about. many 5 cupboard 6 sink
4 There wasn’t information enough on the poster.
enough information EXPLORE IT!
5 She was much young to be a caregiver. too 7,500
T152 Wo r kbo o k A ns w e r K e y
4 must wear a hat/helmet WRITING
5 must not cycle / ride your bike here
6 must wash your hands
1 Students’ own answers
T154 Wo r kbo o k A ns w e r K e y
Unit 8 pp64–71 4 A Has your dad ever made a cake?
B No, he hasn’t, but he’s made bread.
VOCABULARY
1 1
B U S I N E S S M A N 4 2 They never have been to the U.S. have never
2
D E T E R M I N A T I O N 3 Never you have ridden a horse. You have never
3 4 Have she ever broken her phone? Has
I N V E N T O R
4 5 Stayed you ever in a five-star hotel?
A T H L E T E
5
Have you ever stayed
E N G I N E E R 6 I’m happy to say I have ever lost my house keys.
6
C O M P O S E R never
7
C R E A T I V I T Y
8
5 2 ’ve never explored 3 have been
S C I E N T I S T 4 ’ve never surfed 5 have, ever tried 8 ’s done
9
W R I T E R
10
I N T E L L I G E N C E VOCABULARY AND LISTENING
11
S K I L L 1 2a 3h 4c 5f 6d 7b 8g
12
T A L E N T
13 2 2 give up, b 3 looks up to, f 4 shows off, d
S T R E N G T H
5 keep up with, c 6 taking part in, a
The word in gray is “mathematician.”
3 a shine, reflect b mold, Petri dish, bacteria
2 2 creativity 3 determination 4 intelligence 4 They were both (happy) accidents.
5 strength
5 2 the middle of the road 3 an animal 4 bacteria
3 2 inventor, Tim Berners-Lee 3 Adele, composer 5 on vacation 6 killing
4 Marie Curie, scientist 5 Usain Bolt, athlete
6 writer, Suzanne Collins 6 Students’ own answers
T156 Wo r kbo o k A ns w e r K e y
3 1 four REVIEW 9
2 two males and two females 1 1 violin; classical 2 folk, guitar 3 hip-hop,
3 two are native speakers (Jessica and Ralf), microphone 4 drums, trumpet 5 bass, keyboard
and two 6 saxophone, jazz
are non-native speakers (Enzo and Camila)
2 disco salsa tap ballroom breakdancing
4 2F 3T 4F 5T 6F Zumba swing folk ballet modern
5 Students’ own answers 3 1 are going to go 2 ’re going to meet
3 ’m going to finish 4 ’s going to bring
GRAMMAR IN ACTION
5 will cost 6 won’t rain 7 will be 8 ’ll have
1 2 is helping 3 is teaching 4 is writing
4 1 ’m not doing 2 starts 3 are arriving
5 ’m not playing 6 Are, coming
4 Are you using 5 ’s writing 6 opens
2 2 They’re performing three evening concerts in July. 7 is happening 8 doesn’t end
3 A journalist is interviewing the lead singer later.
4 A TV camera operator is recording tomorrow’s
5 1b 2a 3c 4b 5c 6a 7b 8a 9b
10 b 11 c 12 c
show.
5 The drummer isn’t playing with the band tonight.
6 He’s flying to New York next week to study music
there.
3 2 are watching 3 ’m cooking 4 isn’t coming
5 are, arriving 6 aren’t doing
4 2 arrive 3 leaves 4 doesn’t end
5 2 do the singers arrive?
3 does our train leave the next morning?
4 does tomorrow’s rehearsal end?
6 2 are meeting 3 ’s coming 4 Aren’t you watching
5 ’re getting 6 does the show end 7 ends
8 ’re going 9 ’re buying
WRITING
1 in the auditorium
2 2 if you love 3 highlight 4 a must-see
5 downside 6 All in all
3 2 the story 3 the costumes 4 the makeup
5 Chris Randall 6 Chris’s voice
7 the dancers’ songs 8 the set
4, 5, and 6 Students’ own answers
T158 Wo r kbo o k A ns w e r K e y
4 2 My mom always makes the costumes for the show. 4 2 weren’t 3 wasn’t 4 was 5 were 6 was
3 We aren’t studying English today.
4 My best friend doesn’t want to go to the movies.
5 2 was going, rang 3 fell, was walking
4 arrived, was dancing 5 was taking, arrived
5 I chat online with my friends on the weekend. /
6 was chatting, came
On the weekend, I chat online with my friends.
6 I’m helping my mom at the moment. 6 2 saw 3 was going 4 heard 5 was trying
6 shouted
5 2 ’m not doing 3 visit 4 listens 5 makes
6 isn’t talking
Grammar Practice Unit 4
6 2 quickly 3 slowly 4 badly 5 well 6 carefully
1 2 couldn’t take 3 couldn’t buy 4 could answer
Grammar Practice Unit 2 5 couldn’t hear 6 could ride
T160 Wo r kbo o k A ns w e r K e y
NOTES
NOTES
NOTES
NOTES