Gold Experience A2+ - TB

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INTRODUCTION

GOLD EXPERIENCE 2 ND EDITION Gold Experience 2nd edition is an 8-level course that prepares students for the Cambridge English Qualifications exams while building their language and real-world skills. The course gives students thorough exam preparation in terms of both strategy and language, while simultaneously developing the life skills that students will need to use English successfully beyond the classroom. Real-world, engaging materials ensure students are switched on and curious to learn more. This second edition is fully updated with new content and a new design.

The A2+ level The A2+ level is designed for classes where some or all students are preparing for B1-level exams such as B1 Preliminary for Schools. This A2+ level acts as a stepping stone towards the B1-level exam. However, the ‘general English’ feel and teencentric topics and texts make it suitable for students who are not studying for an exam. With all-new content for the second edition, Gold Experience A2+ will continue its focus on developing students’ confidence in using English for communication and extending their knowledge of vocabulary and structures. It also aims to find surprising and engaging ways to introduce some thought-provoking topics and themes, and encourages students to reflect on their own knowledge and experience. Gold Experience 2nd edition will equip students to succeed in the B1 Preliminary for Schools exam, but also to succeed in their upcoming young adult lives.

The principles and methodology Reliable First and foremost, you need your course to help you achieve students’ core aims of building language skills and passing exams. With Gold Experience 2nd edition, the syllabus is based on a combination of exam requirements and the Global Scale of English, ensuring comprehensive language coverage. Meanwhile, we have brought together highly experienced authors and exam consultants to ensure accuracy and rigour in exam preparation, as well as managing the balance of general English, exam English and life skills. This means you can rest assured that your students will be learning the right language with suitable practice to help them excel in their exams and communicate with confidence.

2ND EDITION

A2+

Engagement Gold Experience 2nd edition aims to bring new experiences to students, and encourage students to bring their own experience to the classroom. We believe that any text or discussion topic should be interesting regardless of the language, and we have tried to balance light, quirky topics that students will have fun with, with more weighty themes to really get them thinking. Where possible, we have used authentic texts and real people in reading texts allowing students to expand on anything that takes their interest. Authentic broadcast video from a variety of sources, and grammar ‘vox pop’ interviews with teenagers introduce students to authentic accents and real experiences and stories. As every teacher knows, when students are engaged with the topic and the material, they are engaged with English and everything else is just that little bit easier.

‘Whole student’ development As well as language and exams, we know you care about developing your students as citizens of the world. This means helping them develop their ability to think critically, assimilate new information and points of view, and formulate, express and defend their opinions. This means helping them develop research techniques, work both alone and with others, and reflect on their own learning. In Gold Experience 2nd edition, these skills are developed throughout each unit in the Speak up sections, where students are encouraged to discuss and debate, and in a more focused way, at the end of each unit in the Project and Independent Learning strands. The Projects are designed to be flexible and you can decide to do them quickly in class, or expand them into longer-term projects over several classes or weeks. The Independent Learning syllabus builds over the course of the book to help students discover both study tools and techniques, and more about themselves as learners.

Flexible resources We know that the real classroom can often be far more complex than the ideal classroom we imagine. For that reason, we’ve provided a wealth of materials to provide extra support or further challenge for students who need it, plenty of additional and alternative ideas and resources for you, and a full suite of components to allow you to tailor your teaching package to your classroom.

‘Under-the-hood’ exam preparation We believe that students need training and practice to excel in exams, but that this doesn’t need to be the overarching feel of a class. In Gold Experience 2nd edition, exam tasks are woven seamlessly into the flow of the lesson, but can be easily identified by the icon. Each unit includes work on every exam paper, giving students exposure to realistic tasks with a focus on the target language of the unit. Over the course of the book, students build their exam strategies and their confidence through the step-by-step core activities and task-based exam tips. For those classes or individuals wanting more targeted exam preparation we have a full practice test in the Workbook, and an additional Exam Practice book for practice of full papers.

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INTRODUCTION

A2+

2ND EDITION

COURSE COMPONENTS

eBook for students

For students

Workbook

Student’s Book with App

• Mirrors the Student’s Book lesson by lesson and consolidates learning with targeted practice.

• Full Student’s Book in digital format with embedded audio, video and interactive activities. • Suitable for computer or tablet.

• Short Starter Unit allows students to review and practise key skills before starting on exam practice.

• Additional topic-related practice of reading, writing, speaking and listening skills. • Extensive practice of course grammar and vocabulary, including practice of Extend vocabulary from the back of the Student’s Book for stronger students.

• Nine topic-based units divided into 6 main teaching lessons, plus video, project, independent learning, wordlist and unit check.

• Complete practice exam in Unit 10. • Designed for either independent study at home or in-class extra practice.

• Final tenth unit review provides revision of language and skills from the course in exam task format.

App. • Audio for listening lessons available on the Student’s App

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• Training and practice for the B1 Preliminary for Schools exam is seamlessly integrated into every lesson.

The great outdoors A

READING

• Students and teachers can easily identify exam-like tasks with the icon. • Additional examples of vocabulary sets in Extend vocabulary in the back of the book.

1 Complete the sentences with the correct adjectives. colourful empty peaceful social wild 1 It’s very sound of the birds.

sitting in the garden with just the

2 Some roads in the USA go across wide of land, with no trees or houses. 3 Our park is a very meet there to chat.

areas

place and lots of people

4 The countryside near my home is quite with lots of trees and bushes but there are some interesting walks and paths. 5 I like

gardens with lots of different flowers.

2 Read the blog and match the photos (A–C) with paragraphs 2, 3 and 4.

A Paragraph

3

B Paragraph

C Paragraph

5 What might the teacher, Miss Parker, say about the writer’s presentation?

Read the blog again and choose the correct answers.

A You’ve given really good, detailed descriptions of the design of each garden.

1 How does the writer feel about the project?

B I like the way you’ve chosen three very different types of garden to present.

A happy that it’s finished B surprised that it was interesting

8 Getting away

C The background information about all the trees and plants is extremely well researched and interesting.

C worried about presenting it D bored by the topic

READING

4 Read text 1 in Ex 3 again. Then read the

reviews on page 95. Which ones mention the things that are important for Beth? Do they use the same words as the text about Beth?

Power up 1 What makes your perfect holiday? Work in pairs and decide on the three most important things.

2 What do you know about summer camps for young people? What activities can you do there?

Read on 3 Read about five young people who are interested in going to a summer camp. Find the things that are important for each person.

1

Beth

Beth has just started having tennis lessons. She’d like to improve her skills and try some new sports. She wants to stay at camp overnight, but in her own room, which must have wi-fi!

2

Theo Theo isn’t into sport, but he loves computers and gaming. He enjoys competing against other people in a friendly way. He wants to spend three weeks at camp in August.

3

Eve

Eve hasn’t stayed away from home before, so is looking for a daytime camp. She’s never enjoyed sport, but loves art and making things. She needs a camp that isn’t too expensive.

4

Jack Jack loves adventure and is happiest when he’s outside. He loves anything that’s exciting and a bit different. He wants to try water sports and he also wants organised activities in the evenings.

5

Daisy

5 Read the exam tip and complete the task.

exam tip: multiple matching More than one review might mention some of the things that are important for each person, but only one will match all the things the person wants. Read the reviews again. Which one matches all the things that Beth wants?

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Read the reviews again. Decide which summer camp (A–H) would be the most suitable for the people in Ex 3 (1–5).

7 Find words in the reviews that have these meanings.

1 a number of different things from which you can choose (review A): 2 every day (review B): 3 difficult (review C): 4 in every possible way (review D): 5 for one person (review E): 6 make something over a period of time (review F): 7 the part of a theatre where people perform (review H): 8 make something better (review H):

Sum up 8 Work in pairs. Talk about the summer camps

in the reviews. Which one would you most like to go to? Why?

Speak up 9 Work in pairs. Design your own summer camp. Think about these questions. 1 Where is it? 2 What activities can people do there? 3 What’s special about it?

10 Work in the same pairs. Present your summer

A

Camp Beaumont

Camp Beaumont has a fantastic choice of activities, from tennis and football to climbing and water sports. Great if you love spending time in the fresh air. There’s plenty of free time in the evenings for relaxing and chatting to friends online. All rooms are for two or three people, so you’ll make new friends, too.

B

Get Busy!

This is the creative camp! As well as painting and drawing, there are lessons on using technology in creative ways, from making cartoons to games and apps for your phone. The camp runs daily from 9.00 to 6.00 for three weeks in July, and you can take things home each evening to show your family. Prices are quite low, too.

C

Action Plus

This is the place for sports and for people who like to be busy and outside all day. As well as popular sports such as basketball and tennis, there are also more challenging activities like mountain biking and horse-riding. There’s no wi-fi, but there are organised trips at the weekend. Choose a single or double room.

D

Show Time!

Have you ever thought about doing something completely different? Why not spend four weeks writing and performing in your own play? There’s a job for everyone, from making costumes to playing music, or even working the theatre lights. Everyone works, eats and lives together, so it’s a great way to make friends. The food is OK, although there are no vegetarian choices.

E

4 Match the idiomatic phrases in bold in the blog (1–6) with

A it’s bigger B it’s more expensive to visit

their meanings (A–F).

C it’s got different plants

1 for a start

A looked after

D it’s inside a building

2 in the open air

B outside

3 pretty amazing

C firstly

4 have no idea

D the final thing to do

A why it’s often empty

5 last on my list

E very surprising

B why it was designed in this way

6 took care of

F do not know

3 What can’t the writer understand about the second garden?

F

C why it has this name

Go For It!

Want to get creative? Go For It only opened last year, but it’s already become a very popular camp. You can make anything from clothes to musical instruments or even help to develop a new electronic game! There are quizzes in the evenings, with great prizes for the winners. It’s open July to September. Prices are high, but we know you’ll love it!

G

phrases from Ex 4.

4 What does the writer think about the last garden? A they should have left the gardens as they were B it was really lucky the gardens were found C the gardens would look even better if they spent more money D the gardens should be advertised more

Be Extreme

1 I usually

my friend’s dog while she is away.

2 We sometimes go to see concerts

.

3 I couldn’t do the homework. , I couldn’t remember at it was, and then I couldn’t find my dictionary. 4 Nearly finished.

is get flowers for mum.

5 The film was

– I loved it! what we’ve got to do for

6 I’m sorry, but I homework.

If you’re not scared of being scared, then why not Be Extreme? There are lots of great activities you probably haven’t done before, like driving a quad bike or coming down zip wires high in the trees. There’s a large pool for canoeing and diving, too. Evenings are full, with quizzes and other fun things, so you’ll never get bored!

H

5 Complete the sentences with the correct form of the

D why it doesn’t have many plants

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Hardy House

This is the perfect summer camp for all those who love the stage, whether singing, playing in a band, dancing or acting. You’ll learn from experts how to improve your skills and the weekly shows give you and your new friends the chance to be stars together in a local theatre. The accommodation and food are excellent, with great vegetarian choices.

Online Practice for students • Fully interactive digital version of the Workbook, which complements and consolidates the Student’s Book material.

Langdale Summer Camp

Langdale is isn’t cheap, but it’s great if you love art and drama and there’s also every sport you can think of, with expert teachers to help you. Choose just one activity or do something different every day. The food is great, with vegetarian choices. Come for days only or stay in a single or shared room, all with wi-fi!

• Instantly graded activities with supportive feedback.

camp to the class. Vote for the best one.

Daisy loves music and drama. She plays the guitar and would like to play music with other people. She also loves performing and wants the experience of staying away from home. She doesn’t eat meat.

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D I particularly enjoy your focus on city gardens and the reasons for having them.

2 How is the Sky Garden different from a normal public garden?

Have you discovered the fun of summer camp yet? Summer camp is a great way of making new friends and having your first holiday without your family. We review some popular summer camp choices.

• Personal gradebook for students to review their performance. How does the sea say ’hello’ to the beach? It doesn’t say anything. It just waves!

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• Access to Student’s Book video and audio for students.

• Students are encouraged to explore their ideas, opinions and knowledge of the world through frequent discussion opportunities, for example through Speak up activities.

Exam practice books

• Video clips expose students to a variety of authentic broadcasting formats, accents and ideas, and encourage students to think critically about what they watch.

• Two complete practice tests, one with tips and guidance for every task.

• Where appropriate, grammar vox pop interviews give authentic examples of target grammar in use.

• Online answer keys, audio and speaking test videos with teacher’s resources. TEST

2

For each question, write the correct answer. Write one word for each gap.

TEST

2

Hadrian’s wall

Desert island challenge

My family went to the north of England on holiday last year. We visited many

(21) ............... after yourself and find your own food? This was the challenge that

fantastic historical sights, including Hadrian’s wall. It was brilliant. The wall

five teenagers from London were given.

(27) ............... built by the ancient Romans about 2,000 years ago, when it was the northern border of their empire. The wall is named after Hadrian,

The first thing they had to find was fresh drinking water. They knew that seawater only

(28) ...............was the Roman emperor at the time.

(22) ............... you feeling more thirsty and isn’t good for your health. So, they

The wall goes (29) ............... the way from the east coast of England

needed to locate fresh running water and soon found a waterfall.

to the west. Although the wall used to (30) ............... much higher, There was a (23) ............... range of fruit on the island and from their preparation

there’s still plenty to see, and you can walk along it for miles. There are

lessons, they knew how to (24) ............... the ones which are good to eat.

small castles every few miles too, (31) ............... you can explore. Best

But they still had to go out in (25) ............... of them. Some of the students also

(32) ............... all, however, was visiting the Roman fort called Vindolanda,

tried to catch fish, but without a net this was much too difficult. Fortunately, they

where you can talk to the archaeologists at work.

found (26) ............... of coconut trees, so they didn’t go hungry.

• Writing file and Speaking file give task-by-task exam-related help and useful language for productive tasks.

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Part 6 Questions 27 – 32

For each question, choose the correct answer.

How would you feel about living on a desert island for a week? Could you

• The back of book Grammar file gives a full page of detailed grammar and language explanation, plus a full page of practice activities for every unit.

• Student’s App gives access to videos and the extensive class and workbook audio, as well as additional fun practice of course vocabulary. Accessed via a code in every Student’s Book.

Part 5 Questions 21 – 26

READING

• Independent learning sections guide students through different aspects of self-reflection and help them become more successful learners.

• Extensive support for productive tasks at the back of the book.

READING

• End of unit projects can be adapted depending on the time available, and encourage students to explore a topic, collaborate and work creatively with classmates, and present back to the class.

• Additional intensive practice for the B1 Preliminary for Schools.

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TEST 2 READING

GOLDXP_MINI_PETfS.indd 40-41

21

A care

B look

C mind

D take

22

A puts

B lets

C gives

D leaves

23

A wide

B long

C deep

D high

24

A realise

B remind

C review

D recognise

25

A hunt

B discovery

C search

D collection

26

A enough

B plenty

C many

D some

READING TEST 2

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27/11/2018 18:41

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INTRODUCTION

2ND EDITION

For teachers

A2+

Resources • Teaching notes (digital teacher’s book).

Teacher’s Book • Teaching notes with a wealth of additional and alternative classroom ideas, including for mixed ability classes, fast finishers, and additional questions to encourage critical thinking. • Exam information, including how Student’s Book activities may differ from exam tasks (for example, shorter text length, fewer items, a focus on unit language meaning less variety of tested language than in the exam, etc.).

• Detailed grammar PowerPoint presentations for each unit’s grammar points. • Three photocopiable worksheets (Grammar, Vocabulary + skill or exam focus) per Student’s Book unit, with full teaching notes and answer key. • Class audio and video. • Assessment package (see below).

• ‘How to’ sections in the introduction, giving advice on teaching for exams, flipping the classroom, developing your students as independent learners, teaching with projects and teaching with readers. • Speaking and Writing Success Criteria at the back of the book to help you and your students understand what a solid answer, a good answer and an ‘acing it’ answer looks like. • Photocopiable audioscripts and videoscripts at the back of the book. • Workbook answer key. • Access code for all Gold Experience digital teacher tools. 8 Getting away

READING

SB pp94–95

To start Tell students that you are going to write a word on the board and they should write down three words or ideas that come into their heads when they see the word. Tell them not to think about it too much, but just to write down their first thoughts. Write the word holiday in the middle of the board, and allow students time to write their words. Help them where necessary with finding the right English word for what they are thinking. Elicit words from individual students and add them to the board, e.g. sun, beach, swim, fun, happy, relax to make a word cloud. Write words in bigger letters if a lot of students say them. Discuss as a class the most common associations with holidays, and if there are any surprising words.

Power up 1 Put students into pairs to discuss the question and write

down the three most important things for their perfect holiday, and their reasons. They can refer to the words on the board to help them with ideas. Ask pairs in turn to tell the class their ideas, and see if the class can agree on the three most important things overall. If they are not in agreement as a class, discuss that this isn’t a bad thing – it just reflects everyone’s different tastes.

Lead-in SB p93

Getting away

8

READING

SPEAKING

topic: holidays, summer camps skill: matching meaning task: multiple matching

topic: things you travel with skill: reaching agreement task: collaborative task and discussion

GRAMMAR

WRITING

present perfect present perfect with for and since

topic: a holiday story skill: structuring a story; using adverbs task: a story

VOCABULARY travel and transport

LISTENING topic: moving to a different country skill: matching meanings task: multiple choice

SWITCH ON video: Peru adventure project: travel roleplay

Ask students to look at the photo. Use the photo to teach the words ice, snow and freezing. Read out the title of the unit (Getting away) and elicit or explain that this is a phrase we use to mean going somewhere for a rest or a holiday. Ask: Why do people like to get away from the place where they live when they have a holiday? Is it possible to have a holiday at home, or do you have to get away? Why? / Why not? Discuss the questions as a class. Read out the quote, It’s not a holiday if there’s no snow. Ask the class what it means (that the person only enjoys going on holiday to places where there is snow). Then read through the discussion questions with the class and ask students to discuss them in groups, giving reasons for their answers. Get feedback from each of the groups.

Possible answers good weather, fun activities, a beautiful beach

2 Go through the questions with the class and elicit

answers. Encourage students to share any knowledge or experience they have with the rest of the class. If students don’t know much about summer camps, share the information from the background box with them, then ask: Do you think summer camps are fun? Why?

background Summer camps are very popular in some countries, especially the United States. Children and teenagers may spend several weeks of their summer holiday at summer camp, and the camps are seen as a good way to make new friends and try new activities. Most camps offer a range of outdoor activities such as hiking, swimming, canoeing, etc., as well as fun evening activities like games and quizzes. Some focus on more specialised activities such as art, music or drama, but always in a fun and relaxed environment.

Possible answers 1 The boy is in a very cold country, maybe on a mountain. He is hiking, because he has a backpack on his back. 2 No, I wouldn’t enjoy this kind of holiday because I like to go to warm countries for my holidays, so I can go to the beach and swim in the sea. 3 Yes, I went to Morocco once. It was very hot during the day so we couldn’t do very much, but it was cooler in the evenings.

Read on Tell students that later in the lesson they are going to do an exam-style multiple-matching task. Explain that in the exam there are always five people, and each person always wants three things. This is true here too – each young person wants three things from a summer camp, and the task will be to match the people with a summer camp that fits what they are looking for.

Assessment package • Extensive range of tests for use throughout the course.

to go to a summer camp, and to note down the three things that are important for each person. Check answers as a class, eliciting evidence from the descriptions to support the answers.

• A/B versions of core tests to prevent cheating.

1 Beth: improve tennis skills and try new sports, stay at camp in her own room, wi-fi 2 Theo: computers and gaming, competing against others in a friendly way, three weeks in August 3 Eve: daytime only, art and making things (not sport), not too expensive 4 Jack: outdoors things that are exciting and different, water sports, organised activities in the evenings 5 Daisy: performing and playing music with other people, stay away from home, doesn’t eat meat

• Versions for students with special educational needs.

3 Ask them to read about the five young people who want

4 Explain to students that they need to find summer camps

that match all the things each person is looking for. Ask students to read about Beth again, then read all the reviews and note down which ones mention some or all of the things that are important to her. Check answers as a class, eliciting evidence from the reviews to support the answers. Ask: Do the reviews use the same words as the text about Beth? Elicit that they use different words, e.g. improve her tennis skills = expert teachers to help you; her own room = single room; internet = wi-fi. Don’t draw any conclusions yet about which camp is best for Beth – this will be done in the next exercise.

• Answer keys and audio files.

A, C and E mention tennis or sports C and E mention single rooms E mentions there is wi-fi No, they don’t always mention the same words.

5 Read through the exam tip with the class and reinforce

the point that for the answer to be correct, it must match all the things that are important for the person. Ask students to look at the reviews again and at their answers to the last exercise, and decide which one matches all three of Beth’s requirements. Check the answer as a class. E

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Teacher’s Online Resources All the support a busy teacher needs in one place, accessed via the access code in the back of the Teacher’s Book or via your Pearson consultant. Presentation tool

• Test pack includes: • Diagnostic test to help place students and identify strengths or weaknesses.

Class:

Task 1 Complete the text with a, an, the or –.

My name’s Erika and I’m from (1) Germany. I live in Berlin, which is (2) capital. It’s great city for people who love cultural activities. We have lots of excellent museums and some of them (3)  German Currywurst Museum. I think it’s (5) amazing are very unusual. One of these is (4) exhibition about ‘currywurst’ – a popular snack of sausage with curry ketchup. It sounds place. It’s (6) German people love it. (8) tourists think it’s good, too. strange, but it’s really delicious! (7) So if you visit my country, don’t be afraid to try it! 8

Task 2 Complete the sentences with one word in each gap. advice and I think you can help me.

9 Dad, I need a 10 Are there

interesting things for visitors to see in your town?

11 Sorry, I can’t meet you on Saturday. I’ve got a 12 Your backpack is heavy! How

of homework to do.

books have you got in it?

the information I have for my project is from the internet. I hope it’s correct.

14 I have a

good friends in my neighbourhood, including my best friend Tom.

15 Hurry up, Pat! We don’t have 16 I don’t know

time before our train leaves.

famous people, but I’d love to meet my favourite singer. 8

Task 3 Choose the correct answer. 17

good friends are important to have. A The

B A

18 These are A some A many

A little

A some

C lot

bread at all, so I can’t make a sandwich. B much

C any

pressure are you under when you have exams?

A much 24 Let’s listen to 25

C a lot of

really nice cafés in the town square. B few

22 There isn’t 23 How

C a lot

canals in Amsterdam. B lot of

A little

C every

money? B any

20 There are 21 There are a

C –

photos I took on my holiday in France. B any

19 Do you have

A a lot

exam tip

Name:

Pre-First for Schools

GRAMMAR

13

• Available as ready-to-print pdfs or editable word documents.

A2+

2ND EDITION

UNIT 1: LANGUAGE TEST A

B many

C any

music while we do our homework. B little

C any

students worry about their exams. A A lot

B All

C Every 9

Photocopiable © Pearson Education Limited 2019

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• Unit tests with two papers: Grammar and Vocabulary; Listening and Reading. • Review tests every three units with three papers: Grammar and Vocabulary; Writing; Speaking. • End of Year test with three papers: Listening and Reading; Writing; Speaking. Online Practice for teachers • Teacher view of Online Practice provides a full learning management system. • Assign tasks to the whole class, groups or individual students depending on their needs. • Automatic marking to save time. • Performance area lets you see how individual students and the whole class are progressing overall and by skill.

• Front-of-class teacher’s tool with fully interactive version of every Student’s Book and Workbook activity with integrated audio and video. • Planning mode, including teacher’s notes, and teaching mode. • Easy navigation via either book page or lesson flow. • Additional whole-class game activities – plus score and timer tools for teacher-led games. 6

Photocopiable © Pearson Education Limited 2019

Lead-in SB p6

Starter: All about me READING

SPEAKING

read online posts about people’s favourite objects

ask and answer questions about you

LISTENING listen to people talking about going back to school after the summer

WRITING write about your favourite objects

Focus students’ attention on the photo. Ask them to describe what they see. Nominate a student to read the quote aloud and elicit its meaning (music is the answer to life’s problems). Point out that, in this quote, answer means ‘a way of dealing with a problem’. Ask: Do you agree with this? Why/Why not? Is music important to you? What kind of music do you like? Organise students into groups to discuss the questions. Monitor as they do this, offering support where necessary. After five minutes, bring the class together and conduct a whole-class discussion. Generate as much discussion as possible and write any new language on the board. Possible answers 1 He’s playing a guitar. 2 piano, keyboard, drums, violin, saxophone, trumpet, flute, clarinet, trombone, harmonica, etc. 3 Yes, I can play the piano, but not very well.

extra Organise students into small groups. Give them a one-minute time limit to write down as many different types of music as they can think of. When time is up, bring the class together and collect answers. To increase the level of challenge, get students to give examples of each musical genre (by giving song titles, band and composer names, etc.).

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Starter: All about me

Power up 1

5 Get students to quickly read the text. Check

understanding by asking: What are Jamie’s five favourite objects? (football boots, picture with friends, skateboard, slide rule, a piece of moon rock) Ask students to tell you which object they find the most interesting. Circulate as students complete the text, offering support where necessary and noting any issues students have with the language. Check answers around the class.

Organise students into groups. Focus their attention on the photographs and read the instructions aloud. Give students a couple of minutes to complete the task. Monitor as they do this, encouraging discussion and prompting where necessary. Bring the class together. Collect answers around the class and write any new words on the board. Ask questions to generate as much language as possible, e.g. Do you have something like this? Can you describe it? What size/colour is it? What’s It made of? 1 mobile phone 2 bicycle helmet 3 games console 4 pencil case 5 old coin 6 (electric) guitar 7 T-shirt 8 body board 9 cup 10 friendship bracelets

1 These 2 was 3 were 4 My 5 me 6 am 7 This 8 he 9 his 10 they

6 Tell students about some objects which are important to

you. Say something like: I never go anywhere without my phone. I have everything on it – my music, my contacts, my photos – so it’s really important to me! My camera is also important to me because I love taking photographs of landscapes … Read the instructions aloud and focus students’ attention on the table. Circulate as students complete it, offering support where necessary and asking prompting questions. Organise students into groups. Monitor as they compare their ideas, encouraging quieter students to participate in the conversation as much as possible. Nominate one student from each group to report back on the discussion.

Possible answer Yes, I have friendship bracelets, a pencil case and an electric guitar – and of course, I have a mobile phone!

Read on 2 Organise students into pairs and read the task

instructions aloud. Tell them to concentrate just on Dale and Greta because they have photos. Refer students back to the objects in Ex 1 and circulate as students make their predictions. After three or four minutes, bring the class back together to share ideas. Make sure students are able to provide reasons for their answers. Possible answers I think Dale looks sporty so the bicycle helmet is probably his. And he has cool hair so he probably has an electric guitar too. He looks like he might have friendship bracelets, as he has a friendly face. Greta looks serious so maybe she is interested in history. I think the old coin belongs to her – and maybe the pencil case, too.

3 Read the instructions aloud. Point out that students

Possible answers This ring belonged to my grandmother. It reminds me of her, so I wear it all the time. My best friend knitted me this scarf, so it’s really special. It’s in my favourite colours too! My swimming badges are important to me, because they remind me of what I’ve achieved and the progress I’ve made. I got this water bottle from my friends at my last school. It was a leaving present, so it’s really special.

Listen up 7 Tell students how you feel about going back to school

after the summer. Say something like: I feel happy about seeing my students again (point to picture C), but a little sad about the early mornings (point to picture B)! Get students to look at the photos and ask them to describe what they see. Read the instructions aloud. Organise students into pairs and get them to discuss their answers. Get a few students to report back.

should read the posts quickly and that it doesn’t matter if they don’t understand every word. Explain that reading for gist is an important skill to have, as it allows you to get key information from a text. Give students two minutes to read the posts before bringing the class together again. Ask students: How many of your guesses were correct? Dale: bike helmet, games controller, coin, T-shirt, guitar Greta: mobile phone, pencil case, body board, cup, friendship bracelets

8

4 Read the instructions aloud. Give students a moment to

read the sentences and allow them the opportunity to ask if there is anything they don’t understand. Monitor as students complete the task, offering support if necessary. Allow students to check their answers with a partner before conducting class feedback. 1 Dale 2 Dale 3 Greta 4 Greta 5 Greta

S.1 Read the instructions and play the recording, twice if necessary. Allow students to compare notes with a partner before checking answers as a class. Ask them which part of the recording gave them the answer. 1B 2A 3C

9

S.2 Read the instructions aloud and check students’ understanding of can and can’t by asking: Which is positive? Which is negative? Give students a minute to complete the text before playing the recording so they can check their answers. 1 can 2 can’t 3 can 4 can’t 5 can 6 can

24

10 Model the activity by telling students a thing you can

and a thing you can’t do at school and in the holidays. Say something like: In the holidays I can go travelling. When school starts I can’t wear jeans and a sweatshirt every day. Give students a couple of minutes to write their sentences (three for at school and three for in the holidays, each with a mix of can and can’t). Monitor as they do this, offering support where necessary. Possible answers When school starts, I can see my friends every day. When school starts, I can’t stay up late watching films. When school starts, I can’t play football all the time. In the holidays, I can spend lots of time outside. In the holidays, I can relax in the sunshine. In the holidays, I can’t practise karate.

11 Read the instructions aloud and organise students into

small groups to complete the task. Ask a few groups to report back on their discussion. Possible answer Miguel wrote that he can stay up watching films in the holidays. Miho said she can do that too. I can’t do that, because I have a holiday job. But I can earn money in the holidays so I don’t mind.

12 Focus students’ attention on the title of the article and

check that they understand its meaning. Check students’ understanding of the blues, by asking: If I have the blues, do I feel happy or sad? (sad) Read the instructions aloud and organise students into pairs. Circulate as students complete the task, offering support where necessary. Check answers as a class. 1 Forget ​2 find ​3 Don’t try ​4 Get ​5 Have ​ 6 don’t forget

Speak up 13 Organise students into pairs. Challenge them to see who can be first to match the questions with the answers. Collect answers around the class, modelling question intonation and sentence stress where necessary.

extra Challenge students to see who can remember the most information about their partner. Go around the class asking students questions and awarding points for each correct answer. The student with the most points is the winner.

Write on 15 Read the instructions aloud. Organise students to work

with a partner (not someone who was in their group for Ex 6) and ask them to share the ideas they set out in Ex 6. Circulate as students discuss possible improvements, offering your own suggestions where necessary.

16 Explain to students that they are going to think about

how to structure their website post. Give students a two-minute time limit to complete the answers. Check answers as a class. Then give students time to thoroughly read the contents of the explore language box, taking in each structure so that they can use them in the next task. 1 B ​2 C ​3 A

17 This could be assigned as homework. If you choose to

make time in class, monitor as students write their post, offering support where necessary. Ask them to exchange their first draft with a partner and encourage them to offer constructive feedback. Choose a couple of good examples to photocopy and distribute to the rest of the class. Possible answer My first object is a teddy bear. My mum says I’m a bit too old for teddy bears, but I don’t agree! My dad bought it for me when I was a baby. Next, this photograph is really important to me – it’s a photo of me and my sister on holiday together. My sister is at university now and I miss her. I also love these shoes because they’re so bright and colourful. I usually wear them to parties and on special occasions. My fourth object is a snow globe. I collect snow globes and this is my favourite one. I got it in New York. My fifth object is a drawing. My little cousin drew it for me and that makes it special.

1 C ​2 E ​3 F ​4 H ​5 B ​6 G ​7 D ​8 A

14 Tell students to work with a different partner. Circulate as they ask and answer the questions, making a note of any interesting answers you hear. After five minutes, nominate a few students to report back on what they have learned about their partner. Possible answers My name’s Marta. I live in Madrid. I’m 16 years old. I live with my mum, my little brother and my dog. I usually walk to school. I feel pretty happy about being back at school because it’s good to be with my friends again. My camera is important to me because I love taking photographs; my roller blades are also really important because I love skating around the park. I’m looking forward to the school trip and also sports day.

GRAMMAR FILE

SB p125

1 1 this ​2 those ​3 that ​4 these ​5 This 2 1 was ​2 ’m ​3 weren’t ​4 is ​5 are 3 1 A ​2 B ​3 C ​4 B ​5 A ​6 B ​7 C ​8 A 4 1 My baby sister can’t swim. 2 Lisa and George can ride a bike. 3 Can Pablo speak English? 4 I can’t play the piano. 5 Can your cousin drive?

5 1 Don’t wait ​2 Do ​3 Use ​4 don’t start ​5 Don’t try 6 1 Where ​2 What ​3 how ​4 Why ​5 Whose ​6 When Presentation tool:

Starter Unit

Workbook / Online Practice:

WB pp4–5

Grammar Reference and Practice:

SB pp124–125

Audioscript:

SB p164 25

1 There’s no place like home

Lead-in SB p9

There’s no place like home

1

READING

SPEAKING

topic: growing up happy skill: finding specific information task: identify correct sentences

topic: family time skill: planning what to say task: describing a photo

GRAMMAR

WRITING

articles some, any, (how) much, (how) many, all, a little, a few, a lot (of) task: open cloze

topic: what makes a place great skill: note-taking and planning task: article

VOCABULARY around town: places and buildings

LISTENING topic: hanging out with friends skill: listening for specific information task: multiple choice (pictures)

26

SWITCH ON video: home town performance project: planning an event

Ask students to look at the photograph. Ask them to describe what they see, using questions such as: Where are the two girls? What are they doing? What do you think the relationship between them is? How are they feeling? Focus students on the title of the unit, There’s no place like home. Elicit what it means (that your home is the best place in the world; it’s a safe and comfortable place). Ask: Where is your home? What do you like about it? Put students into pairs or small groups to discuss this. Ask a few students to share their ideas with the rest of the class. Read questions 1–3 with the class and ask students to discuss them in groups. Monitor as students share their answers, offering support where necessary. Nominate a student from each group to give feedback. Finally, read the quote aloud to the class and elicit its meaning (home is the place you feel the most love for, no matter where you are). Ask students: Do you agree? Possible answers 1 I live at home with my mum, dad, three brothers, aunt and my dog. 2 I think I’m most like my mum because I like talking and spending time with my friends. I’m also very impatient! 3 The thing I like the most is that the town where I live is safe and friendly. My parents don’t need to worry about me, so I have a lot of freedom.

READING

4 If necessary, pre-teach the meaning of the following

SB pp10 –11

terms: only child, independent, cycle path, and skating. Check students’ understanding by asking concept questions, e.g. Does an only child have brothers and sisters? (No) If someone is independent do they need help with everything? (No) Are they able to do things alone? (Yes) If someone cycles on a cycle path, are they in the same place as all the cars, buses and lorries? (No) Are they on a path which is only for cyclists? (Yes) What time of year do people go skating? (Winter) What do you need to wear on your feet in this season? (Boots)

To start Tell students one thing you like about the town/city where you live and one thing you don’t like. Say something like: I like the town I live in because it’s small and friendly and everyone knows each other. I don’t like the town I live in because there aren’t very many things to do in the evenings. Organise students into pairs. Ask them to think of three things they like about where they live (they will have begun this process if they discussed question 3 during the lesson Lead-in) and three things they don’t like. Circulate as students do this, prompting and offering support where necessary. Bring the class together and nominate students to report back on their discussions.



Power up 1 Focus students’ attention on the ten adjectives.

Read them aloud around the class, modelling correct pronunciation where necessary. Check students’ understanding of the adjectives by asking concept questions, e.g. If a place is dull, is it an exciting place to be? (No) Is it a boring place? (Yes) If a place is industrial, are there are a lot of green fields and quiet spaces? (No) Are there a lot of factories? (Yes)

1 C  2 D  3 B  4 A

5 Give students a minute to look through the sentences and allow them to ask questions about anything they don’t understand. Then give them a further four minutes to complete the task. Circulate as students do this, offering support where necessary. Emphasise that students don’t need to worry if they don’t understand a word: the focus is on getting the overall meaning of the text. Check answers around the class.

Possible answers My town is attractive. It has lots of nice buildings. It’s lively. There are always people on the streets. I feel very safe there.

extra: fast finishers Ask fast finishers to correct the untrue statements and to share these with the class as you check the answers. (See the answer key for solutions.)

background In the 1970s, the Dutch government invested a lot of money in improving the cycling infrastructure. This was partly due to the increasing number of accidents on the road, partly for economic reasons and partly also due to worries about the effects that cars were having on the environment.

1, 3, 4, 6 and 7 are true. 2 Alex and Amy don’t live in Holland – they live in England. 5 Lucas says young people in Holland seem less worried about school than his cousins in England. 8 Alex wants to give up because he always has to practise for competitions.

The Netherlands is now famous for its huge network of cycle paths, which are completely separate from motorised transport, clearly lit and well signposted. Cities are filled with places to park your bicycle and many shops sell garlands of flowers, brightly coloured panniers and other accessories so you can customise your bike to your own personal style. It’s no surprise that cycling is such a popular way to travel around in this country.

6 Explain that language learners often encounter words

that they don’t know, but it can be possible to guess what a word means by looking at the words which surround it. Tell students that they are going to complete an activity which will help them to develop this skill. Organise students into pairs and challenge them to see who can be the first to match the definitions with the words and phrases in the text which have the same meaning.

Read on 2 Ask students to look at the photos and ask them to

describe what they see. Elicit the following words: canal, frozen and ice-skating. Collect students’ ideas as to what country might be represented in the photographs. Gather as many ideas as possible and encourage students to give reasons for their choices. The country is Holland / the Netherlands.

3 Students check their predictions by reading the first line of the blog. Elicit, if necessary, that Amsterdam is the capital city of Holland. Find out if any of your students have ever been to Holland before and ask them to share their impressions. Elicit that Holland is also known as The Netherlands and that the language is Dutch.

Give students a two-minute time limit (or shorter for stronger classes) to read the blog. Point out that students should scan the text quickly, rather than reading for every detail. Explain that scanning is a useful skill to develop, as it can help you to get an idea of what the text is about and what information it contains. When students have matched the paragraphs with the headings, allow them a minute to check their answers with a partner. Then go over the answers as a class.



Go over the answers together, taking time to model correct pronunciation of any unfamiliar words. As you collect feedback, ask students personalised questions containing the target language in order to aid recall, e.g. When did you last feel under pressure? Where’s your favourite place to hang out with your friends? Do your parents ever give you a lift to school? 1 (a) lift ​2 hang out ​3 freeze ​4 pressure ​5 community ​ 6 open

27

1 There’s no place like home READING (Continued)

extra: mixed ability Ask students who finish early to find one or two other words from the text which they don’t know the meaning of. They should underline these words, and try to work out what they mean from their context. They should then check in a dictionary to confirm their guesses. Have them share these with the class. This will help less able students by giving them definitions that they won’t have time to look for themselves.

Sum up 7 Give students a minute to read the quotes. Encourage

them to check the meaning of any unfamiliar words in their dictionaries or with you. Students should work in pairs to match the quotes with the person (or people) from the text who would be most likely to say them. As you collect class feedback, ask students to explain the reasons for their choice in as full a way as possible. You could also ask them to say who the speaker might be talking to, and why. 1 Alex or Amy 2 Lucas 3 Lucas’s mum or dad 4 Alex 5 Alex or Amy

extra Organise students into pairs. Ask them to choose one of the quotes and create a roleplay around it. Nominate a few students to perform their roleplay to the rest of the class. Possible answer A: Do I have to continue? I’ve already played for two hours and I’m bored! B: Well you can take a break, but I want you to practise more tomorrow. A: But tomorrow’s Sunday!

Speak up 8 Organise students into small discussion groups. Focus

their attention on the questions and read them together as a class. Circulate as students discuss the questions, prompting where necessary. Bring the class together again and nominate students from each group to report back on their answers. Generate as much vocabulary as possible and write down any new language on the board. Possible answers 1 My life is similar to Lucas’ life because I travel everywhere by bike and I don’t need my parents to give me lifts. My life is different from Lucas’ life because there aren’t so many good places to hang out in my town. My life is similar to Alex and Amy’s because I get a lot of homework and often have exams too. 2 I’m lucky to live where I live because there isn’t too much traffic on the road and it’s a quiet, safe and peaceful place with lots of beautiful green areas. 3 Young people in my town complain that there aren’t enough things for them to do and places for them to go when the weather is bad. For example, we haven’t got a cinema or an indoor swimming pool. 4 I think that Sweden would be a good country for a young person to live in because I saw a TV programme about a day in the life of a Swedish school and it looked really relaxed, fun and interesting.

Fun footer Read the footer aloud to your students. Ask students to tell you about similar festivals in their own country (or countries they have visited / know something about).

background King’s Day is celebrated every year on the 27th of April. All around the Netherlands, people celebrate the birth of the current king, King Willem-Alexander. There are celebratory concerts and parties hosted all over the country. It is also the one day of the year when you are allowed to sell goods with no permit, so the whole country turns into a colourful flea market.

To finish Remind students that Lucas mentions a ‘report on happiness’. Organise students into groups and ask them to decide on the top three things that make them happy. After two or three minutes, ask students to share their answers with the rest of the class. Encourage them to give reasons for their choices. To prepare for the Grammar lesson, you could ask students to complete Ex 1 on page 12 of the Student’s Book for homework, and to read the grammar reference section on articles on page 126. Also share with them a link to the PowerPoint Grammar Presentation on articles. Tell them to write down the main grammar points plus any questions they have, and say that you will go over these in the next lesson. Presentation tool:

Unit 1, Reading

Workbook / Online Practice:

WB pp6–7

Extra Practice App

28

GRAMMAR

3

SB p12

To start Check how much students already know about articles by writing the following prompts on the board:

Give students three minutes and ask them to complete the prompts with true information. Then nominate a few students to read their answers aloud. Note how well your students are able to use articles, but do not do any explicit correcting at this stage.

alternative If you haven’t already, you may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

blog. Give them a minute to read the text, and ask questions to check their understanding, e.g. What are the nationalities of the people who have commented? (Dutch, English (or he lives in England) and Spanish) Why does Sanne think that Lucas is lucky? (He lives in Amsterdam.) What does Joe agree with? (English kids are under a lot of pressure at school.) Why does Ana put her phone on silent? (Her parents message her too much.) Give students a minute to complete the blog and then check answers around the class. 1 a ​2 the ​3 the capital ​4 an ​5 a ​6 an ​7 English kids ​ 8 Communication

extra: fast finishers SB p126

1 Write the following sentences on the board: I have

a cat and a dog. The cat is called Lily and the dog is called Nero. They both love playing with balls. Ask your students: Why do we use a in the first sentence? Why do we use the in the second sentence? Why don’t we use a or the in the third sentence? Collect students’ ideas around the class.



If you used the flipped classroom approach suggested at the end of the last lesson, elicit answers to the first exercise and go over any questions students have from it or from the grammar reference section.



If you didn’t use the flipped classroom approach at the end of the Reading lesson, point out now that a and an and the are called articles. Read the explore grammar box with the class and have students complete Ex 1. Check answers around the class. 1 C  2 E  3 D  4 B  5 F  6 A

2

1 –, – ​2 a ​3 the, the ​4 a, the, – ​5 –, – ​6 an

4 Focus students’ attention on the comments on Lucas’

In my town, there is / are … I like my town because there is / are …

explore grammar

1.2 Give students two minutes to complete the sentences, then play the recording. Go through the answers, asking students to tell you why the, a, an or no article (–) has been used.

1.1 Read questions A–C and nominate a few different students to answer them with their own opinions and knowledge. Then focus students’ attention on the instructions. Play the recording once, or twice if necessary. Check answers around the class.

Ask students to match their answers to both Exs 3 and 4 with one of A–F in the explore grammar box. They can share their answers with the class when you check the answers to each exercise, and this will help the whole class to better understand the grammar.

Speak up 5 Tell students to ignore the disagree/agree bars for now –

these are for Ex 6. Read the instructions aloud, then have students look at the example sentence together. Ask why the first is the but the second is a (because there is only one capital, but there are many small towns). Have students complete 1–4 alone. When students have completed the sentences, allow them to check their answers with a partner before conducting class feedback. 1 Being an only child is boring – big families have more fun. 2 I prefer to ask people my own age for advice. (no additions) 3 When a teenager gets a message from an adult, they should reply immediately. 4 I’d prefer to live in a modern city than an old-fashioned village.

1 B ​2 C ​3 A

29

1 There’s no place like home GRAMMAR (Continued)

6 Organise students into small groups to discuss the

questions. Have a volunteer read the example aloud to the class, and explain that you will want to hear explanations and reasons like this one. Give students 30 seconds to make a mark in each disagree/agree bar to indicate their opinion before they begin. Monitor as students share their ideas, prompting them to give reasons for their choices. When groups have had the chance to discuss each point, bring the class together. Nominate people from each group to report back, and encourage as much debate as possible.

VOCABULARY around town To start

Ask students to write three sentences about themselves. One should contain a, one should contain the and one should contain no article. They should, however, blank out the a and the. Students should then swap with their partner, who should decide whether a, the or no article should be used.

1 Ask students to turn to look at the photos on page 153.

Allow them to share their ideas about what they see in the photos before conducting class feedback. Encourage any ideas at this stage.

Possible answers I agree that life is better for young people who live in the capital. There are more interesting opportunities and more shops. Also, it’s easier to find a part-time job if you want one. 1 I disagree that it’s more fun being in a big family. I think it depends on the family! I know a lot of people who argue all the time with their brothers and sisters. If you’re an only child you don’t have that problem. 2 I agree. I usually ask my friends for advice because they understand my situation better than an older person can. 3 Yes, I agree that a teenager should reply immediately to the adult, because if not, the adult might think that the teenager hasn’t received the message. 4 I disagree. I’d prefer to live in an old-fashioned village because villages are relaxing and peaceful places to live.

watch out for If it’s relevant to your students, point out that in students’ first language, articles might be used very differently. Even advanced learners still make mistakes with articles, e.g. The life is very difficult or I am student. This can occur even when students are well aware of the rules.

Possible answers Both the photos show unusual buildings. They use square shapes and different colours to make a very interesting design.

2 Challenge students to be the first to complete the

matching task. Check answers around the class, modelling the correct pronunciation where necessary. Point out that a ‘rubbish bin’ can just be called a ‘bin’. Ask students to describe what they see in the photos, giving as much information as they can. A rubbish bin B bike rack C seat D bus stop E crossing F pavement

explore vocabulary 3 Read the exercise instructions and the information in

the explore vocabulary box with the students. Organise students into pairs and give them a one-minute time limit to complete the task. Check answers around the class. Refer students back to the information about forming plurals. Ask them to write down the plural forms of each of the words in the box.

You can’t expect perfection from students at this stage, but it is a good idea to gently correct persistent errors. Remind student to always double-check their writing for errors with articles.

1 gallery 2 centre 3 pool 4 park 5 store 6 block

Fun footer Read the footer as a class. Ask students: Do you often lose your phone? How do you usually find it?

To finish Put students into groups of three or four. Ask them to make a list of five ideas which might improve the place they live for people of their age group. You can start by giving them an example, e.g. We need cycle lanes so that young people can travel safely around the city. Circulate as students write their lists, making sure that they give reasons for their suggestions. After five minutes, bring the class together to share ideas. Decide as a class what the three best ideas are. Presentation tool:

Unit 1, Grammar

Workbook / Online Practice:

WB p8

Grammar Reference and Practice:

SB pp126–127

Photocopiable Activity:

1A

Audioscript:

SB p164

PowerPoint Grammar Presentation:

Unit 1, Grammar

Extra Practice App

extra: fast finishers Fast finishers can write sentences using the words they didn’t need from the word snake.

4 Focus students’ attention on the photographs used to

illustrate the article. Ask them to describe what they see. Allow students a minute to skim-read the article. Ask questions to check their understanding, e.g. Why does the writer think that cities are becoming more interesting? What examples does the writer give to prove his/her point? Read the instructions aloud to students and give them a couple of minutes to complete the task. Read the completed article around the class. 1 art gallery 2 bus stop 3 bike rack 4 pavement 5 seats 6 department store 7 apartment blocks

5

1.3 Read the instructions and check that your students understand the task. Play the recording, twice if necessary. Check answers around the class. Encourage students to tell you which of the words and phrases they heard helped to inform their choice. 1F 2C 3B 4E

30

SB p13

game on Read the game instructions aloud to the class. Think of a place in the town where you are teaching (e.g. a library) and mime an action (e.g. browsing through a book, then taking it to a desk and then home with you). Ask your students to tell you where they think you are and what they think you’re doing. Organise students into pairs to play the game. Allow students to use dictionaries so they can check words for places around town. Monitor as students act out their activities. Choose a couple of the best mimes to be performed to the rest of the class.

Speak up

LISTENING

SB p14

To start Ask students to think of three words they learned in the vocabulary lesson. Organise the class into small groups. Get each person to take a turn at drawing something to illustrate one of their words. While they’re drawing, the other group members have to guess the word being drawn. The student who guesses the correct answer first wins a point. The student with the most points at the end of the activity is the winner. At the end of the activity, go around the class, eliciting which words were drawn and sharing any particularly good (or funny) drawings.

Power up

6 Organise students into small groups. Ask them to close

their books and give them a minute to think of all the places and objects they remember from this lesson. List them around the class. Then read the instructions aloud to students and give them a few minutes to answer the questions in their groups. Circulate as students complete the task, prompting where necessary. Bring the class together. Go through the pictures and places one by one and ask students to give their opinions on whether or not their town should have them. Possible answers I’d love to have colourful and fun rubbish bins in my town. I think it’s a good idea to stop people from throwing rubbish on the street. I think more bike racks are definitely a good idea. I love cycling and it’s important to have places where you can leave your bike. I don’t mind whether they look like these cool ones, but if they did that would be great!

To finish Organise students into groups. Say to students: You have $1 million! How can you make your town better or more beautiful? Give students five minutes to come up with five realistic suggestions for doing this. After five minutes, make groups work with another group to report back on their ideas. Conduct class feedback, and as a class, decide on the three best ideas. To prepare for the explore grammar section in the Listening lesson, you could ask students to complete Ex 4 on page 14 of the Student’s Book for homework, and to read the grammar reference section on some, any, how much/how many, a little, a few and a lot of on page 126.

1 Model the activity by telling students what you usually

do after school, e.g. I usually go to the park after school because I like to get some fresh air after being in the classroom all day. I often buy a cup of coffee and just relax! Have students share their own ideas with a partner. After a couple of minutes, nominate a few students to report back on their discussions. Possible answer I usually go to my friend’s house because my parents aren’t home from work until later and I don’t want to go home to an empty house. I like going to my friend’s house because we can do our homework together and help each other.

Listen up exam tip 2

1.4 Read the exam tip aloud to your students. Ask them to look at Ex 3. Model the task by looking at the first question and pictures, then eliciting the kind of answers they might reasonably expect to hear. Organise students into pairs and give them a minute to predict answers for the remaining questions. Check ideas around the class. Finally, play the recording so that students can check their answers. Possible answers 1 bike ride, countryside, school, work, laptop, friends 2 cake, party, friends, paintballing 3 art class, robot, working on a computer, editing something 4 concert, watch football, new shoes, shopping 5 dancing, messy room, pizza

Also share with them the PowerPoint Grammar Presentation on the same topic. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 1, Vocabulary

Workbook / Online Practice:

WB p9

Photocopiable Activity:

1B

Extend Vocabulary:

SB p144

Activity File:

SB p153

Audioscript:

SB p164

Extra Practice App

31

1 There’s no place like home

Speak up

LISTENING (Continued)

exam task: multiple choice (pictures) This is an exam-style task but in the Cambridge Preliminary for Schools exam, there would be seven questions instead of five. In the exam the questions would also be read out in the recording.

3

1.5 Play the recording again while students complete the task. Check answers around the class. 1 C (We’re bloggers. … We write together every day.) 2 C (So we went paintballing. It was amazing!) 3 B (Unfortunately, the technology tutor isn’t here but we hope to have robot-building back next week.) 4 A (My favourite band is playing and I can’t afford the ticket.) 5 B (Do you remember the last time when just one friend came? There were packets, cans and empty pizza boxes all over your room.)

alternative If you haven’t already, you may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p126

4 If you used the flipped classroom approach at the end

of the last lesson, elicit answers to Ex 4 now, and go over any questions students have from the exercise or the grammar reference section.

questions. Then organise students into pairs to share their ideas. When they have had time to discuss, bring the class together. Nominate a few students to share their answers to the questions. Read the second part of the task and discuss as a class. Possible answers I think that Ana’s house is better to hang out at than my house because she doesn’t need to ask her mum first. We can go whenever we want to! We both think that my house is a better hangout house than Joe’s because at my house my friends and I can take snacks from the kitchen when we want to.

7 Refer students back to the explore grammar box. Tell

them that they are going to use the grammar they have learned to make sentences. Read the instructions aloud and give students three or four minutes to complete the task. Allow students to compare notes with a partner before collecting ideas around the class. Possible answers In the perfect hangout house, it’s OK to make a little mess sometimes. The perfect hangout house needs a kitchen with lots of snacks and good things to eat. In the perfect hangout house there aren’t any strict parents or annoying rules. In the perfect hangout house you can have as many friends over as you want. Every perfect hangout house has some cute pets living in it. In the perfect hangout house there are a few secret spaces where you can have peace and quiet.

If you didn’t use the flipped classroom approach at the end of the Vocabulary lesson, give students time to work in pairs now to complete all eight questions. Bring the class together and nominate a few students to share their answers. Get the rest of the class to listen and say why the sentence is correct or incorrect.

Fun footer

1 some (some + plural countable noun) 2 any (any in negative sentences) 3 many (many + plural countable noun) 4 much (much + uncountable noun) 5 All (all + plural countable noun) 6 a little (a little + uncountable noun) 7 a few (a few + plural countable noun) 8 a lot of (a lot of in affirmative sentences – many usually in negative sentences and questions)

To finish

5 Read the title of the quiz to your students. Elicit the

meaning of the word hangout (a place where you can spend time in a relaxed way, usually with your friends). Mention that to hang out is a phrasal verb and can be used in sentences like: I enjoy hanging out with my friends. Allow students one minute to complete the quiz questions. Read the questions aloud around the class so students can check their answers. 1 little 2 All 3 some 4 many 5 much 6 few

32

6 Give the students a couple of minutes to answer the quiz

Nominate a student to read the fun footer aloud. Ask students: Do you agree with this? Why / Why not? Elicit some of the reasons that people don’t have enough time, and discuss whether it’s important to make time for the things you love. Ask: Is always being busy a modern problem?

Tell students they are going to think of an idea for an afterschool club. They should think of a venue, activities offered, finishing time and snacks on offer. Tell them to try to use some of the new grammar in their description of their club. Circulate as students share their ideas, prompting where necessary. Nominate a student from each pair to share their ideas with the rest of the class. Presentation tool:

Unit 1, Listening

Workbook / Online Practice:

WB p10

Grammar Reference and Practice:

SB pp126–127

Audioscript:

SB p164

PowerPoint Grammar Presentation:

Unit 1, Grammar

Extra Practice App

SPEAKING

4 Read through the instructions and nominate a pair of

SB p15

students to read the example aloud. Next, demonstrate the activity with a confident student. Ask the student to briefly look at the photo, then have them close their book and ask them a question (a different question from the one in the example). Allow other students to help out if the student you have chosen is having difficulty remembering. Make sure students get to look at the photo for 30 seconds before completing the task. As you monitor, in addition to checking the target language, make sure that students are formulating questions correctly. Conduct class feedback.

To start Ask students to write two true sentences and one false sentence about their town, e.g. There aren’t many cafés in my town. There are a few parks. There are lots of art galleries. Organise students into pairs. Ask them to share their sentences and guess the false ones. If they are all from the same town, guessing the answers will be easier than if everyone is from different places, so in this case encourage students to think of things their friends might not know – to concentrate, for example, on their area of the town, or to talk about unusual features, e.g. There are three bike racks on my street. There is a blue bus stop at the supermarket. Monitor as students do this activity, focusing their attention on the meaning of the quantifiers they have used. Collect class feedback, asking students to share their sentences with the rest of the class, and reminding them of and reinforcing the rules where necessary.

exam tip 5

Power up 1 Have students answer the questions about themselves.



Play the recording and get students to underline the things the speaker mentions. Conduct class feedback.

Collect some answers from around the class.

Possible answers I play computer games every day. I play them with my brother. I go for a walk every day, after school. I go with my friend and her dog.

They talk about 1, 2, 4, 5 and 7.

6

see. Ask volunteers to each contribute a sentence to the description.



Then focus their attention on the exam tip and give them a minute to complete the task. Allow them to check their answers with a partner before reading the text around the class. 1 shows ​2 see ​3 are ​4 are sitting ​5 are standing ​ 6 are ​7 are watching ​8 are enjoying

extra: mixed ability Weaker students can check their answers by reading the audioscript on page 164.

Speak up exam task: describing a photo 7

useful language Read through the useful language box together, checking that students understand the meaning of the phrases. Get them to demonstrate with objects on their desks where necessary.

3 Organise students into pairs. Read the instructions and

the example answer together, then give them time to read the items on the list. Monitor as students complete the task, focusing on the correct usage of the target language. Possible answers The window is on the right at the back. The big table is at the front. The small table is at the back on the right. The girl with the grey top is at the back on the left. She’s behind her mum and next to her sister.

1.7 Give students a minute to read through the items on the list, then play the recording for a second time. Check answers around the class. weather 3  clothes 4  actions 5  people 1 feelings 6  place 2

exam tip 2 Ask students to look at the photo and describe what they

1.6 Read the exam tip aloud to your class. Ask students to describe the photo, e.g. There are six people walking in the woods. I think they are a family because they are all different ages, from young to middle-aged to old. Prompt students to give more details: what clothes the people are wearing, what they look like, what the weather is like, what season they think it is, how they think the people are feeling, etc.

Organise students into pairs, and allocate each student a letter, A or B. Ask students to turn to the page number as directed in the instructions. Tell them that they must not look at their partner’s photo. Monitor as students make notes on their picture, prompting and helping with vocabulary where necessary. Let students compare notes with another student who has the same letter. Then put students back into their original pairs to complete the activity. Reassure students that the quality of the drawing doesn’t matter – what is important is that they get the things in the right places, following their partner’s instructions. Monitor as students do this, taking notes which can be used in the feedback session. Bring the class together again.



Give students feedback on how well they used present tenses and how accurately they used prepositions to say where things were in the photos. If necessary, ask students to repeat the task, bearing this specific feedback in mind.



See Possible answers on the next page.

33

1 There’s no place like home

WRITING

SPEAKING (Continued) Possible answers Student A: This photo shows a family at home. I can see four people – a man and a woman who are probably parents, and their son and daughter. They are in a living room. The daughter is lying on the floor. All the other people are sitting in front of a sofa. They are wearing jeans and T-shirts and no shoes or socks. There is a laptop on the floor, but only the mother is looking at it. I think they are having a nice time, because everyone is smiling and laughing. Student B: The photo shows a teenage boy at home. He’s in his bedroom and he’s lying on his bed. He’s looking at his phone. I think it’s a nice day outside – the weather looks nice. The boy is wearing a T-shirt and jeans and his shoes are on the floor. There are some caps hanging on the wall above him. He looks like he’s having a quiet afternoon.

alternative

SB pp16 –17

To start Pre-teach some of the words from Ex 1 (location, population, transport, history) and write them on the board. Tell students that they have two minutes to try and describe their town/ city to their partner, mentioning as many of the items on the board as possible. Circulate as students complete the task, prompting where necessary. Nominate one of the stronger students to share their ideas with the rest of the class.

alternative If your students are all from the same town, tell them to describe a town/city they have been to on holiday, or somewhere they would like to go. If they don’t know the answers to all of the categories, tell them to guess, and to use words like about, maybe and I think.

Power up 1 Read the instructions and the items on the list aloud to

Have students repeat the task with another student (before they see the photo they have been trying to draw). Or ask students to record themselves on their phones, then listen back to their recording.

To finish Give students a one-minute time limit to find a photo on their mobile phone which shows more than one person and which they would feel comfortable showing to their partner. Give them a further minute to plan what they are going to say about their chosen photo. They should then describe the photo to their partner (but not show them the photo). Their partner should listen and draw what they hear. Finally, they should put the drawing and the photo side by side and see how accurately the photo matches the drawing. Presentation tool:

Unit 1, Speaking

Workbook / Online Practice:

WB p11

Photocopiable Activity:

1C

Activity Files:

SB p153 & p155

Speaking File:

SB p146

Audioscript:

SB p164

your class. Check that students know the meaning of the words and take time to explain the meaning of any unfamiliar words or phrases. Give students a minute to rank the items on the list, and when they have finished ask them to compare their choices with those of their partner. Ask a few students to share their decisions with the rest of the class. Encourage students to give reasons for their decisions.

Plan on 2 Read the notice aloud to your students. Elicit what the

verb twin means in twinning programme (it means to form a relationship between two places, people, or ideas), and explain that this is not the same meaning as the noun twin (used to describe one of two children who are twins, siblings born at the same time). If relevant, ask your students which schools their school is twinned with. Organise students into pairs and give them a couple of minutes to discuss the questions. Conduct class feedback. 1B 2C

3 Focus students’ attention on the photographs. Read the

question aloud and conduct a class discussion. Before they choose where they would like to live, ask students to first describe what they see in each photograph, and encourage them to give detailed descriptions using the categories they talked about in the last lesson. Generate as much vocabulary as possible and write any new language on the board. Possible answers I’d like to live in A because I enjoy doing winter sports like skiing and snowboarding. Also, it looks very beautiful! I’d like to live in B because this looks like a colourful and exciting city. I love shopping in markets, because it’s easy to find bargains. I’d like to live in C because it looks like a peaceful and beautiful place where people can spend time by the sea.

34

4

1.8 Ask students to read the instructions and check that they understand the task. Play the recording, twice if necessary, and collect answers to the first part of the task from around the class. Ask students to identify the words and phrases which helped them to choose their answers. Finally, ask students to work in pairs to compare their own ideas from Ex 3 with what the speakers said.

Write on 9 Go through the task with students. Ask students to write notes, rather than complete sentences. When they have finished, put them into pairs to compare their ideas.

exam task: an article This is an exam-style task. The rubric in the equivalent Cambridge Preliminary for Schools exam task is laid out differently, but there will always be an introductory statement followed by three questions that the students must answer in around 100 words. At this early stage in the course, a word count for this exam-type task is not specified.

1 C ​2 B ​3 A

useful language 5 Read the instructions to your class. Nominate a

student to read the phrases aloud. Get students to set their phone/watch times and start the task. When they have finished, find out who managed to say the most sentences. Ask them to share their sentences with the rest of the class.

10

Model answer I’m from Ostrava in the Czech Republic. The city is in the west of the country, about 15 kilometres from the border with Poland. It is very different from the capital, Prague, because it is an industrial city, but it is still a very interesting place. Some of the mines are now museums, so you can find out about our history. The main square is a great place to hang out with friends. Every year we have an international music festival too. It’s fantastic and my friends and I love it. Ostrava may not be a very pretty city but it’s still a good place to grow up.

Possible answers Finland is in the north of Europe. Senegal is in the west of Africa. I’d love to live in the capital of Spain one day. In the south of Argentina and Chile is a region called Patagonia. New York is on the coast. I think living by the sea sounds relaxing.

6

1.9 Nominate a student to read the question aloud. Play the recording again for students to complete the task. Azra – in Izmir, a city on the east coast of Turkey; doing water sports, going to the beach and relaxing by the water, reading a book, listening to music, looking at the sea. Carlos – in the Spanish capital, Madrid; sports, music, gaming competitions, markets, exhibitions Ewa – in a town called Zakopane in the south of Poland near the mountains; skiing, snowboarding, walking and enjoying nature

Improve it 11 When students have finished their first draft, ask them to

check it using the items on the list. They could then give their work to a partner to perform a similar check. Collect in students’ work, and make suggestions for re-drafting. Focus on assessing these points: • students’ use of connectors • their use of prepositions of place and phrases to describe where things/places are • their accurate use of articles (a, the, etc.) • how well their article is organised • whether the article fulfils the brief

explore language 7 Give students a minute to read the text about Bilbao.

Check understanding by asking questions, e.g. Where in Spain is Bilbao? What does the art gallery look like? What can you do there? Then ask students to complete the text by choosing the correct options. Read the text around the class, and confirm why each answer is correct by referring back to the explore language box. 1 in ​2 the ​3 near ​4 so ​5 because ​6 some ​ 7 in front of ​8 and

8 Organise students into pairs to choose the correct title.

Conduct feedback, checking that students have all made the same choice and asking them to justify their decision with evidence from the text. 2 and 3 are possible choices. 3 is the best one because it matches the content of the article.

Students write their article. Monitor as they write, making sure that they are writing in clear paragraphs.



You could select a particularly good example of student’s writing and photocopy it for the rest of the class, or project it on the whiteboard for the class to read.

To finish Ask students to think of a town they have visited/a town they have always wanted to visit and that they know a little bit about. They should imagine that they are in this city right now. Ask them to think about what they see/hear/smell/ feel and what they are doing. They should then describe their sensory experience to a partner who should listen and guess where they are. Get a couple of students to share their descriptions with the rest of the class. Presentation tool:

Unit 1, Writing

Workbook / Online Practice:

WB p12

Writing File:

SB p150

Audioscript:

SB p164

35

1 There’s no place like home

SWITCH ON

SB p18

Home town performance 1 Ask students if they feel the people in their town/city are

a friendly community (a group of people who have things in common). Give students two minutes to discuss the question with their neighbour, then have some volunteers report back. Ask for ideas about what could improve the community feeling of their town/city.

2

Organise students into pairs. Tell them that they are going to watch a video about a plan to make a neighbourhood a better place for young people to live in. Before you watch the video together, pre-teach the following words: neighbourhood (an area where people live), ice rink (the place where you go ice skating), pop-up (a word to describe a small business or shop that appears very quickly and usually doesn’t stay for very long). Read the instructions aloud and then play the video clip. Ask students to share their ideas with a partner before conducting class feedback. It was a good thing because it brought people together.

3

Give students a minute to look at the questions and ask you about anything they don’t understand. Then play the recording while students answer the questions. Give them a minute to compare notes with a partner before checking answers around the class. 1 2 3 4 5

Nottingham There is a good community spirit. There isn’t much to do for young people. They grew up in Nottingham and started ice skating there. She hopes it will change the way people think about St Ann’s.

Project 4 Organise students into groups. Read through the

instructions aloud and focus students’ attention on the bullet-pointed items. Give students 5–10 minutes to plan their event, discussing each of the items on the list in turn. Circulate as students do this, prompting and offering support where necessary. Ask students to make notes on their ideas and to agree on a plan.

alternative You could ask students to do this part of the project for homework. They should make notes individually at home, and then share them in their groups in the next lesson. The group votes on the best idea, then they complete tasks 5 and 6 together.

5 Read the question aloud to students and put them back

into their groups to discuss ideas. Nominate students from a couple of groups to share their ideas with the rest of the class.

alternative If students can’t think of a famous person, encourage them to think of other groups of people who could be involved (e.g. young children, elderly people, local businesspeople) and what they would add to the event.

6 Give students time to decide how they will present the

information, and who will present which parts of the plan. Give them time to rehearse the presentations before they have to give them in front of the whole class. Encourage students to listen carefully to each other’s presentations. The class can then vote on which plan they think is the best.

extra Once the class has voted on the plan they think is best, put them back into their groups to suggest changes and improvements to the plan. Then, create new groups containing one person from each of the original group so that they can swap ideas. Encourage them to share their ideas and comment on how good the changes are.

36

Presentation tool:

Unit 1, Switch on

Switch on Videoscript:

TB p150

INDEPENDENT LEARNING SB p18

UNIT CHECK

SB pp19–20

This Unit check covers articles and quantifiers, animals, and words for describing places and buildings.

Thinking about your learning

extra

Point out to students that an important part of learning a language is thinking about what you’re doing, and how you can make changes to the way you are learning.

Encourage students to choose five words and make their own sentences using them.

1 Go through the instructions with the class, discussing

each question one at a time. Allow students to discuss in pairs first if you think it will work best for your class. Then elicit feedback from the class. Possible answers I enjoyed the reading lesson because it was interesting to read about someone from another country. I also enjoyed the speaking lesson, because I’m quite good at speaking. I didn’t like the writing lesson so much, because writing is very difficult for me.

2 Encourage students to look back through the unit as they think about which lessons they thought they did well in. Tell them to choose the three that they remember most positively. Go through some of the reasons in the speech bubbles and encourage students to use these ideas, or think of their own reasons. You could suggest that they give themselves a score for each lesson area from 1 (I did well) to 6 (I did badly). Put students into pairs to compare their answers, then discuss as a class which lessons most students felt they did well in.

3 Give students time to think of their own reasons for

why they didn’t do so well in the other lessons, or why they don’t remember them so positively (pointing out that these may not be the same thing). Then put them into pairs to discuss their ideas. Point out that it doesn’t matter if one student was very good at one lesson but another student was not. Tell students that everyone has their own strengths and weaknesses, and it is important to find out what they are in order to improve them. So this activity is not about comparing with others – it is about reflecting on their own work only.

Ask students to work in pairs, read each other’s sentences and check each other’s spelling. If they work orally instead, ask them to think about their pronunciation.

Vocabulary 1 2

1.10 + 1.11 1 industrial ​2 modern ​3 dull ​4 safe ​5 attractive

3 1 bike rack ​2 pavement, crossing ​3 swimming pool ​

4 a rubbish bin ​5 art gallery ​6 seat ​ 7 department store (or also art gallery) ​8 apartment block

4 1 capital ​2 an area ​3 border ​4 sea ​5 centre 5 1 C ​2 A ​3 F ​4 E ​5 B ​6 G

Review 1 1 a, an, The ​2 the, the, an ​3 –, –, an ​4 a, an, – ​5 the, –, a 2 1 an ​2 a ​3 the ​4 the ​5 an ​6 a ​7 – ​8 – 3 4 5

6 a little

1 lot ​2 the ​3 grew ​4 an ​5 any ​6 out

6 Model answer My name’s Diego. I’m 14 and I’m from a city in the north of Mexico called Chihuahua. It’s a very big place so there’s a lot for people to do. In the centre, you can see some beautiful old buildings in traditional designs. And we have nice places to eat and drink, and go shopping. I’m one of three kids. I have a brother and a sister but they are both at university in Mexico City. My dad works in a hospital and my mum’s a teacher. When I’m not at school, I like hanging out with my friends, playing sport and cooking! I think I’d like to be a chef one day. What about you? Write back soon. Diego

4 Go through the task and the example notes. Give

students up to five minutes to write their own ideas in their notebooks. Conduct feedback as a class and encourage students to monitor their learning like this as they continue with the course.

1.12 A 3  B 4  C 1  D 2 1 a few ​2 How much ​3 a lot of ​4 all, any ​5 How many ​

GRAMMAR FILE

SB p127

1 1 B ​2 A ​3 A ​4 B ​5B ​6 A ​7 B ​8 B 2 1 a (A) ​2 the (C) ​3 an (B) ​4 the (C) ​5 – (F) ​6 the (D) ​ 7 – (E) ​8 – (E)

3 1 any ​2 little ​3 much ​4 All ​5 much ​6 some 4 1 some help ​2 All the students ​3 are only a few  5

​4 weren’t any ​5 was only a little traffic 1 all ​2 how many ​3 a little ​4 a lot of ​5 how much ​ 6 some

37

2 Try something different

Lead-in SB p21 Read the unit title aloud to the students and elicit what try means in this context (to do or use something for a short while to discover if it is suitable, successful, enjoyable, etc.). Then focus students on the quote and ask students to put their hands up if they think it is true for them. Nominate students who have their hands up to tell you about the kinds of challenges they enjoy setting for themselves. Then focus students’ attention on the picture and ask them to describe what they see. Ask prompting questions such as: What is the girl doing? How do you think she is feeling? Would you like to do this activity? Organise students into pairs to discuss the questions. Monitor as they complete this task, prompting where necessary. Bring the class together and nominate a few students to share their answers with the rest of the class. Generate as much discussion as possible and write new language on the board.

Try something different

2

READING

SPEAKING

topic: hobbies you can learn online skill: recognising the purpose of a message or notice task: multiple choice

topic: games and free time activities skill: discussing options; making suggestions; giving opinions task: collaborative tasks

GRAMMAR

WRITING

present simple and present continuous subject and object pronouns

topic: hobbies and personality skill: using adjectives task: online profile

VOCABULARY

SWITCH ON

collocations: practising and improving task: multiple choice cloze

LISTENING topic: is joining a club good for you? skill: listening for detail; predicting information you are listening for task: sentence completion

38

video: musician family project: expert profile

Possible answers 1 The girl is climbing in a forest / adventure playground. 2 I think people enjoy doing activities like this because they feel challenged and they can feel proud of themselves if they manage to complete them successfully. Also, when people do activities like this the body releases adrenalin which makes you feel energetic and alive. 3 I’d like to try rowing because I enjoy working as part of a team and I also enjoy being on the water. I’d love to try scuba diving because I’m interested in seeing the world underwater. Finally, I’d like to try skydiving because it must be an incredible feeling and this would also really challenge me as I’m a little bit frightened of heights! Refer students again to the title of the unit and ask: Do you often try new things? Write on the board: • • • • •

meet new people eat new food listen to new music visit different places watch new films or read new books

Ask students: Which of these things do you do often? Organise students into groups and get them to discuss their answers. Circulate, prompting where necessary. Nominate a few students to report back on how often the rest of their group tries something different.

READING

SB pp22–23

To start Write hobbies / sports on the board. Give students three minutes to write down as many hobbies or sports as they can in English. Collect answers from the class and write them on the board. Find out which student managed to think of the most.

Power up 1 Nominate a student to read the activities in the box

aloud. Model correct pronunciation where necessary. Read the first part of the task instructions aloud and discuss as a class which activities can be done online. Next, get students to work through the items, ranking them in terms of difficulty. Allow students to share their ideas with a partner before bringing the class together again and getting them to report back. Possible answer You can get information about things online, but with most activities, you learn by doing. Maybe it’s easiest to learn about languages online, because you can find lots of reading and listening texts, and there are dictionaries. But you can’t learn to speak or write online. I think sports skills are the most difficult to learn online. You can watch people doing a sport, like swimming, but you can only really learn by practising, and moving your body.

Read on exam tip 2 Read the exam tip aloud to your students, including the

task in the last line. Then focus students’ attention on the notice and the message and give them a minute to read them and decide on the answer to the question. Elicit the correct answer, asking students to tell you how they recognised the request. Elicit that the request begins with Can we … ? the text message (2)

exam task: multiple choice This is an exam-type task. In the Cambridge Preliminary for Schools exam, there are five short signs, notices or messages on different topics, where here there are just two.

3

Remind students that, in order to complete this task successfully, they should bear in mind the exam tip they have just read. Give students a minute to choose the correct answers before checking answers around the class. 1 B (It says films must be no longer than four minutes. A is incorrect: There is a prize for each age group. C is incorrect: films can be on any subject.) 2 C (Can we learn some dance moves together? A is incorrect: Tabi is sending Ellie some information about a website. B is incorrect: Tabi wants to learn some dance moves with Ellie – she doesn’t ask Ellie to teach her.)

4 Ask students to look at the photos and describe what

they see. Elicit as many predictions as possible as to what students think the article will be about. Give students a minute to read the article. When time is up, get students to tell you whether or not they had the right idea. The article mentions card tricks, film-making and hip-hop dancing.

skill tip Read the skill tip aloud to your students. If necessary, give students an example of expressing a similar idea using different words, e.g. In the UK, football is popular; A lot of British people like football. Ask students to think of some more examples of sentences which convey the same idea using different words.

5 Tell students to first read the article again, slightly more slowly than they did for Ex 4. Then give them time to categorise 1–6. Allow students to share their answers with a partner before conducting class feedback. 1 H ​2 C ​3 A ​4 H ​5 A ​6 C

6 Tell students that this exercise is going to help them to

develop the useful skill of working out the meaning of a new word from its context. Give students a time limit (perhaps two minutes) to complete the matching task. Alternatively, challenge students to see who can be the first to match the words and definitions correctly. Go over the pronunciation of new words, focusing on sounds and sentence stress. 1 program ​2 site ​3 share ​4 search for ​5 press  ​6 links

extra: fast finishers Challenge fast finishers to find a new word from the text (this should not be one of the words from Ex 6). They should write a definition for this word, with the help of a dictionary if necessary. Students should then give their definitions to a partner, who should try to find the matching word in the text. Get students to share their words and definitions with the rest of the class.

Sum up 7 Focus students’ attention on the questions, and then

organise them into pairs. Read the example aloud to students and give them the chance to ask any questions before getting them started on the task. Circulate as students share their ideas, prompting where necessary and providing them with any language they need to complete the task. Possible answers 1 I think that making animation films is the most difficult skill. We did an animation project in art once, and it took such a long time to film a very short scene. 2 I admire Kyndall Harris because she says she is young but has managed to achieve her dream through hard work and determination. 3 I think I’d like to try card tricks because I would really enjoy surprising my friends.

39

2 Try something different

GRAMMAR

READING (Continued)

Speak up 8 Focus students’ attention on the example. Organise

students into pairs to come up with three ideas. After a couple of minutes, ask students to share their ideas with another pair. Bring the class together and collect ideas around the class. Possible answers You could watch ‘How to’ videos online. The advantage of this is that you can watch as many times as you like. The videos are often quite good fun too. You could go to an evening class. The advantage of this is that you would get to meet new people. You could get a friend to teach you. The advantage of this is that you would definitely have a lot of fun while learning (and it would probably be free too!).

extra: fast finishers Have students go through the list of ideas they compiled in Ex 8 and also think of a disadvantage for each one (to go with the advantage they have already thought of).

To start Write the following on the board: drink coffee, go to the cinema, study English, watch TV, tidy your room. Organise students into pairs. Tell them that they are going to ask their partner questions beginning with How often do you … ? to find out more information. Monitor as students ask and answer questions, noting down how well students are coping with the target language and highlighting areas for development.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

mixture of the present simple and present continuous, e.g. I’m talking to you now, I live in Madrid, I’m learning Spanish at the moment, I get up early every morning, I’m not wearing a coat at the moment. Ask students to identify which are present continuous and which are present simple and to explain why.

Nominate a student to read the fun footer aloud. Ask: Do you like watching old films? Why / Why not?

To finish

If you followed the flipped classroom instructions suggested at the end of the Reading lesson, check the answers to Ex 1 together now, then discuss any questions students have about the explore grammar box, the exercise or the grammar reference section.

Ask students to choose a hobby or activity that they enjoy doing. Give students a time limit (three or four minutes) to prepare a brief explanation of their hobby. They should then try to ‘sell’ the hobby or activity to their partner, with the aim of persuading them to take it up. Conduct class feedback and find out which of your students managed to persuade their partner to take up their hobby. Elicit how they managed to be so persuasive.

If you did not follow the flipped classroom approach, focus students’ attention now on the explore grammar box and ask them to complete the task. Allow students to check their answers with a partner before conducting class feedback.

To prepare for the Grammar lesson, ask students to complete Ex 1 on page 24 of the Student’s Book for homework, and to read the grammar reference section on the present simple and present continuous on SB page 128.

Presentation tool:

Unit 2, Reading

Workbook / Online Practice:

WB pp14–15

1 is always true 2 will happen 3 is happening now 4 before 5 after 6 don’t usually use

2

Extra Practice App

2.1 Read the task instructions aloud to students and give them a minute to look at the table. Ensure that they understand that the activities are split into categories, but that some speakers will mention activities in more than one category. Allow them to check any vocabulary they are not sure of before playing either the video or the audio recording. Check answers as a class. 1 hockey 2 football 3 singing 4 drums 5 computer games 6 films

3

2.2 Focus students’ attention on the task instructions, then allow them a minute to complete the sentences. Then play the recording so that they can check their answers. Conduct feedback, checking that students understand why each form has been used. 1 play 2 train 3 dance 4 like 5 am learning, ’m teaching

40

SB p128

1 Tell students a few sentences about yourself, using a

Fun footer

Also share with them a link to the PowerPoint Grammar Presentation on the present simple and present continuous. Tell them to write down any questions they have, and say that you will go over these in the next lesson.

SB p24

4 Give students a time limit of one minute to complete the task. Allow them to check their answers with a partner before conducting class feedback. Refer back to rule C in the explore grammar box to ensure students understand why each answer is correct. 1 hardly ever go ​2 is never ​3 rarely see  ​4 occasionally play ​5 is sometimes

5 Read the instructions aloud. Point out that students

should not show each other their answers until their partner has had the chance to guess. Each correct guess should win a point. Conduct class feedback and find out who has scored the most points.

6 Ask students to read the text quickly to get the general

gist of what it’s about. After a minute, stop them and ask questions to check their general understanding, e.g. What is changing about football in Brazil? (Girls are starting to play football, after being left out of the game for many years.) Read the instructions aloud and get students to complete the task. Monitor, offering support when needed. Read the text around the class. 1 don’t usually play ​2 think ​3 are changing ​4 want ​ 5 are doing ​6 play ​7 run ​8 are starting ​9 agree ​ 10 is helping ​11 starts

To finish Write the following incorrect sentences on the board, and cover them up until you are ready to start the activity, so that students can’t read them in advance. I starting to learn French. I hardly go ever to football matches. Are you agreeing with me? I’m not playing tennis very often. She goes occasionally running. Organise students into pairs. Explain that each of the sentences contains an error. Point out that the error could involve changing more than one word, but that they relate to one problem (e.g. the wrong tense, or the wrong word order). Challenge students to see who can be the first pair to find the error in each sentence. Conduct class feedback. Presentation tool:

Unit 2, Grammar

Workbook / Online Practice:

WB p16

Grammar Reference and Practice:

SB pp128–129

Photocopiable Activity:

2A

Audioscript:

SB p165

PowerPoint Grammar Presentation:

Unit 2, Grammar

Extra Practice App

Speak up 7 Organise students into small groups. Read the questions

aloud and give students the chance to ask you about anything they don’t understand. Give them 5–6 minutes to discuss the questions as a group. Monitor as students have the discussion, making a note of any good language use along with any interesting ideas. Also take this opportunity to write on the board for the To finish activity (see below), if you plan to do it.



Bring the class together for a whole-class discussion. Encourage as much debate as possible and write down any new ideas on the board.

extra: mixed ability For weaker groups of students, give them a set amount of time for each specific question. Stronger students should control their own discussion, to ensure that it flows as naturally as possible. It is more important that they have an authentic conversation than that they get through all of the talking points in the time allowed. Possible answers 1 I play football and tennis. I play football once a week and I play tennis every day in summer time. 2 At the moment, I’m learning fencing and I’m also learning how to play the guitar. 3 Usually, boys and girls play the same sports in my country. However, there’s one sport that boys hardly ever play – and that’s netball.

41

2 Try something different

VOCABULARY

SB p25

practising and improving To start Tell students about something that you are trying to get better at, e.g. I really want to improve my piano playing, so I’m playing for 20 minutes every day. I also choose a new song to learn once a week. Organise students into pairs and get them to share something with their partner which they want to get better at. Their partner should listen and offer some suggestions on what they could do to improve in this particular area. Monitor as students do this, prompting and offering language support where necessary. Bring the class together and nominate a few students to report back on their conversations.

1 Focus students’ attention on the quiz and read the task

instructions aloud, followed by the title of the quiz. Check students’ understanding of the title question by eliciting the meaning of the phrase get to the top. Ask: If I want to get to the top at work, do I need to climb to the top of the building? (No) Do I need to work very hard so that I can be the most successful at what I do? (Yes) Ask students to look through statements 1–8 and give them the chance to ask about any words and phrases they don’t understand. Then allow students three to four minutes to complete the quiz. Circulate as they answer the questions, offering support where necessary. Let students turn to page 154 to read the results for their scores, before giving them the chance to share their results with a partner. Bring the class together. Ask students: Do you agree with your results? Encourage them to give reasons for their answers, using examples from their own experience. Possible answer I agree with my results because I think I do have what it takes to get to the top. I work very hard to get better at things, even when they are difficult for me.

2 Focus students’ attention on the phrases in bold in the

quiz. Read the instructions aloud and challenge students to see who can be the first to match the phrases with their meaning. Collect answers around the class.

1 2 3 4 5 6

B (the collocation is spend time) A (the word get means ‘achieve’ here) D (the collocation is make progress) B (the collocation is get better) C (the collocation is waste time) B (the collocation is do well, meaning ‘succeed’)

Speak up 4 Read the instructions aloud. Organise students into groups to discuss the questions. Nominate a student from each group to report back on their answers.

Possible answer I don’t think that hard work and practice is enough for a person to become really good at something. It’s important to work hard, sure, but it’s also important to have talent. For example, some people just can’t sing. They can practise every day if they want, but it’s a waste of time because they will never be able to sing well.

game on Go through the task with the class, including the example dialogue, and focus students on the phrases in bold in Ex 1. Put students into pairs to take turns saying the last word of each phrase (well, time, results, etc.) and making a personal sentence about their partner with the whole phrase.

Fun footer Ask a student to read the joke aloud. Get a student who understands the joke to explain it to anyone who doesn’t (balloons make a ‘popping’ sound when they are burst).

Personalise the new language by asking questions, e.g. What’s your favourite way to waste time? What do you think you’re making progress in at the moment? Do you like taking part in games when you’re at a party?

To finish

1D 2E 3C 4F 5B 6A

To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 5 on page 26 of the Student’s Book for homework, and to read the grammar reference section on subject and object questions on page 128.

explore vocabulary Read the advice in the explore vocabulary box aloud. Ask students if they can think of any more expressions with do, get, go and make. Write students’ ideas on the board.

exam task: multiple-choice cloze This is an exam-style task but in the Cambridge Preliminary for Schools exam, the text would have a greater variety of verbs. This text reflects the lesson focus on collocations related to practising and improving.

3

42

Prompt students by asking: What do you think it takes 10,000 hours to do? Then get students to quickly read the article to check whether their predictions were correct. Read the second line of the instructions aloud and give students two minutes to complete the task. Allow students to check their answers with a partner before reading the article around the class.

Before students read the article, focus their attention on the title and get them to predict what the text is about.

Ask students to have the conversation that they had in the To start activity again, but this time they need to include as much of the language from this lesson as possible.

Also share with them the PowerPoint Grammar Presentation on subject and object questions. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 2, Vocabulary

Workbook / Online Practice:

WB p17

Photocopiable Activity:

2B

Extend Vocabulary:

SB p144

Activity File:

SB p154

Extra Practice App

LISTENING

SB p26



To start Tell students about a club you go to. Say something like: Every Monday evening, I go to a yoga club. The club is a class of about ten people. We meet and do stretches and just relax. I really like it! Get some students to tell the class about a club they belong to. Ask questions, e.g. How often do you go? What do you do there? Where does the club take place? Who else goes with you? Why do you like it?

1 55 / fifty-five (They want to get up to 100 members, but they’ve got 55 now.) 2 Thursday (Some youth clubs meet at the weekend, but they think people are often busy on Saturday and Sunday, so they meet on Thursdays.) 3 countries (They invite people from different countries around the world.) 4 film (They have programs for doing animation, and some of their members are working on a film.) 5 competition (One thing that everyone thinks is really good fun is the monthly competition) 6 trips (Something I think we should do in the future is increase the number of trips we go on.)

Power up 1 Organise students into pairs. Read the instructions aloud

and get them to share their ideas with a partner. You could model the activity by providing one of your own suggestions first, e.g. For me, one of the main advantages of joining a club is getting to meet other people. Monitor as students share their ideas, prompting where necessary. Bring the class together for class feedback. Possible answers make friends, learn new skills, feel part of something, have a sense of belonging, a useful experience to put on the CV, a good way to relax, something different from school work

2

2.3 Read the instructions aloud and check that students understand the task before playing the recording. Allow students to check their answers with a partner before conducting class feedback. the report mentions the following benefits: spending time with other people, making new friends, doing more exercise, making healthier choices, being happier

Make sure that students have stuck to the conditions dictated in the second line of the instructions about what can be written in each gap, e.g. three words cannot be correct, and nor can a number plus a word. This is exactly as per the exam and an important rule for the students to get used to. Write the answers on the board, so that students can check their spelling.

extra: digital If you haven’t already, you may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p128

5 If you used the flipped classroom approach at the

end of the last lesson, review the exlore grammar box together, elicit answers to Ex 5 and go over any questions students have from the exercise, the explore grammar box or the grammar reference section.

Listen up exam tip 3 Refer students to the exam tip. Read the instructions



If you didn’t use the flipped classroom approach at the end of the Vocabulary lesson, read the explore grammar box with the class and have students choose option A or B to complete the statements. Allow them to compare notes with a partner before checking answers around the class.

1 a number ​2 a day ​3 a subject or topic  ​4 an object, something you can make ​5 an activity  ​6 an activity



When the students all have a completed box, read the question in the instructions to the class and elicit a response. Elicit that those on the left ask about the subject of the verb. Elicit the difference in structure between those on the left and those on the right (the questions on the left don’t utilise an auxiliary verb). Refer students to the grammar reference section on page 128 of the Student’s Book to clarify the difference between the two. You could also use the PowerPoint Grammar Presentation to teach this point.

aloud, emphasising the task that students have to complete – deciding what type of information is needed for each gap. Ask students to skim-read the text in Ex 4 quickly, then ask: What are the notes about? (a youth club) Elicit what kind of information is missing from the notes.

exam task: sentence completion This is an exam-style task but in the Cambridge Preliminary for Schools exam, the rubric for this task type starts with: For each question, write the correct answer in the gap.

4

2.4 Focus students’ attention on the instructions. Remind students of the kind of information they are looking to hear (by revisiting the suggestions they came up with in Ex 3). Play the recording, twice if necessary, while students fill in the missing information. Allow students to check their answers with a partner, before reading the completed text around the class.

1 A ​2 B Those on the left ask about the subject of the sentence.

6 Get students to complete the questions, referring to

the explore grammar box where necessary. Circulate as students complete the task, checking work as you go. Read the questions around the class, addressing any issues or questions students have with the language.

43

2 Try something different LISTENING (Continued) For the second part of the task, organise students into pairs and ask them to practise asking and answering the questions. Bring the class together for feedback. Nominate a few students to report back on their partners’ answers. 1 teaches you 2 do you eat 3 do you sit 4 watches

7 Ask students to read the blog post quickly so that they

can understand the gist of what it’s about. Ask: What is the writer of the blog complaining about? Do you agree that doing nothing can be a positive thing? Why / Why not? Next, read the instructions aloud and give students a time limit of two minutes to complete the task. Read the text around the class. 1 What do you want 2 what happens 3 Who do you think 4 who wants 5 Who enjoys 6 What do I need

Speak up

SPEAKING To start

Organise students into pairs. Give each student a role: one student wants to stay in and watch TV, while the other one wants to go out and have a picnic. The pairs have two minutes to try to persuade their partner to do their activity instead. Circulate as students try to persuade each other, noting down their ability to make suggestions. When the two minutes are finished, nominate a strong pair to perform their roleplay to the rest of the class. Listening students should comment on what language the successful student used to persuade his/her partner. Ask students: How did it feel when you got what you wanted? How did it feel if you didn’t get what you wanted?

Power up 1 Give students a minute to read the words and phrases A–D

and their definitions. Check students’ understanding by asking concept questions, e g. If I gloat during a game, am I winning or losing? (Winning) Is gloating a nice thing to do? (No) If I am a sore loser, do I get angry when I lose? (Yes)

8 Organise students into pairs. Read the task instructions

aloud to students and give them the opportunity to ask any questions they may have about the task. Put some talking points on the board to prompt students, e.g. What does the club do? How often do people meet? Where is it? What age groups can come? etc. Give students time to discuss their ideas. Monitor as students do this, offering support where necessary. Ask a few students to report back on their ideas. Possible answer A lot of people in my class are interested in taking photographs, so I think that a photography club would be a really good idea. We would meet in the art department once a week. Every meeting we could decide on a theme (like family, free time, sunsets, etc.) and then we could go out and take photos on the theme. Maybe we could ask one of the art teachers at school to help us. At the end of the year we could exhibit our photos in the school.

Organise students into pairs and get them to discuss the question. After a couple of minutes, conduct class feedback by collecting as many different kinds of games as possible around the class plus some examples of family members who match the descriptions in A–D. Write new language on the board. Possible answers 1 We usually play card games, and we also like strategy games, like Risk. 2 My little brother is a really sore loser. If he doesn’t win, he gets really upset and sometimes just walks away in a bad mood!

2 Focus students’ attention on the pictures and ask them

to name the activities they see. Next, nominate a student to read the task in the box aloud. Allow students to ask questions about the task, before proceeding to read the task instructions and giving students a minute to complete the task. Check answers around the class.

Fun footer Nominate a student to read the footer aloud. Elicit some situations in which you might say Join the club!, e.g. Someone tells you they have a cold – you have a cold too; your friend tells you she has too much homework – you have too much too. Get students to practise this expression in pairs, taking it in turns to think up problems.

To finish Remind students about the Me time mentioned in Ex 7. Elicit that ‘Me time’ is the phrase used to describe time that is used to do exactly what you want to do. Get students to jot down what they would do if they had an hour of ‘Me time’. Tell the class that you will be sharing their ideas with the class afterwards. Collect the students’ ideas in and read them out to the class. The students must guess the author of each ‘me time’ activity. Presentation tool:

Unit 2, Listening

Workbook / Online Practice:

WB p18

Grammar Reference and Practice:

SB pp128–129

Photocopiable Activity:

2C

Audioscript:

SB p165

PowerPoint Grammar Presentation:

Unit 2, Grammar

Extra Practice App

44

SB p27

1F 2T 3T 4T

3

2.5 Read the instructions aloud to the class. Refer students back to the activities in the pictures and elicit the words for each of them. Then play the recording while students try to answer the questions. Allow them to check their answers with a partner before conducting class feedback. Yes, they talk about all the activities. They think a film would be the most fun.

alternative Weaker students can check their answers at a slower pace by referring to the audioscript on page 165.

4

2.6 Give pairs a couple of minutes to discuss advantages and disadvantages. Go around the class, collecting ideas. Then play the recording again. Allow students a couple of minutes to make the comparison in pairs before bringing the class together to share what they discussed. Advantages and disadvantages mentioned in the audio: Playing a computer game: advantage: some people enjoy them disadvantage: a lot of people don’t enjoy them, especially older people Playing a traditional board game: disadvantage: boring; can cause arguments Going for a walk: advantage: good if there is a nice park near where you live Football and volleyball: advantage: most people enjoy playing games like these disadvantage: people can be bad losers Relaxing in the garden: disadvantage: boring Watching a film: advantages: you can choose something funny; still enjoyable if the weather is cold

watch out for Students can often sound wooden and unnatural when asking questions such as these. Take time to demonstrate the appropriate intonation: you could try getting students to record themselves on their phone and comparing their intonation to that in the recording. You can also demonstrate intonation patterns by writing phrases on the board, drawing arrows to convey rising and falling intonation.

exam task: collaborative task In the Cambridge Preliminary for Schools exam, candidates will have approximately 2–3 minutes to do the task type replicated in Exs 7 and 8. Here timing is not mentioned, but you could choose to time students if you wish.

7

useful language Read the useful language phrases together as a class, by getting students to take it in turns to read one each. Support them in completing the phrases with their own suggestions for practice, e.g. What do you think about having a barbecue? / Would going for a swim be a good idea? Ensure that they know what verb form to use with each phrase.

5 Have students work individually to complete the extracts from the conversation. Then replay the audio, pausing after each extract to check answers around the class. Replay the audio, asking students to notice and repeat the intonation. 1 idea ​2 sure ​3 Would ​4 great ​5 about ​6 agree

exam tip 6

2.8 Read the exam tip and question aloud to students. Give students a moment to see if they can remember any of the questions, then play the recording again and let students note down what they hear. Collect questions from around the class. What do you think about that idea? Would X be a good idea? (x2) So what about X? What do you think? (x2) Do you agree? Are you OK with that?



Organise students into pairs. Read the task in Ex 2 aloud and check that everyone understands what they have to do. Remind them of statements 2–4 in Ex 2 as a guide to what they have to achieve. Monitor as students complete the task, making notes on how well the students work together to make a decision. Assess students’ ability to use language to make suggestions and ask for opinions, and also take note of their intonation. Then conduct class feedback at the end, going over any issues you encountered while monitoring. If time allows, have students repeat the task with another partner. Allow time at the end of the task for students to give each other feedback, comparing the language they used with the model they listened to in Ex 2.

8

Ask a volunteer to read aloud the instructions on page 154 and allow students the opportunity to ask any questions or check vocabulary they might need. Monitor as students complete the task, providing support where necessary. Select a confident pair to perform their conversation in front of the rest of the class. Possible answer A: OK, shall we start with chess? Would a chess club be a good idea? B: No. In my opinion, not many people like chess. I sometimes play at home, but a lot of people think it’s boring. A: Yes, I agree. It would be nice to have something more active, like tennis maybe. What do you think about that? B: Yes, a lot of people like tennis. But I think most people already go to the sports centre if they want to play tennis. A: That’s true. And you can get better lessons at the sports centre. I guess it’s the same for swimming, too. B: Yes, I agree. And swimming is quite serious. I mean, I think it would be nice to have something that’s really fun. An exercise class like this one might be more fun, and it’s something that everyone can join in with. A: Yes, I think that would be fun! Or what about a music club? A school rock band would be cool. Don’t you think so?

45

2 Try something different

WRITING

SPEAKING (Continued) B: Yes, that would be amazing! That’s something that people can’t do on their own at home. The music teachers here could help, and maybe they could do a show at the end of term. A: Yes, good idea. What do you think about a homework club? I guess some people might be interested in that? B: I’m not sure. I wouldn’t like it, and I think most other people wouldn’t like it. A club should be something fun, I think. What about cooking? I would like to learn to cook. That’s a useful skill. A: Yes, that’s true. And it would be fun to learn how to make nice food. Maybe at the end of each class everyone could eat their food together? B: Yes, I like that idea. A: So, it’s time to decide. What do you think? B: Well, I would choose either cooking or a music club. What do you think? A: Yes, I agree they’re both good ideas. Maybe the cooking is better because that’s something that everyone can do. With the music club, not everyone can play an instrument or sing. B: Yes, that’s true. And it’s also a useful skill for life. And it would be fun to cook and eat meals together. A: OK. Let’s go for that one, then.

To finish

SB pp28–29

To start Play a game of ‘Just a minute’ with your students. Choose a confident student to model the activity with. Tell the student that they have to speak about the topic of My favourite hobby for one minute without stopping or changing subject. The rest of the class should listen and make sure that the student sticks to the rules. Organise students into small groups and get students to do the same with the following subjects: My favourite hobby; A hobby I would like to try; A hobby I stopped doing.

Power up 1 Focus students’ attention on the descriptions. Ask

students to tell you which photos they match with. 1C 2A 3B 4D

2 Get students to complete the task. Allow them to check their answers with a partner before collecting answers around the class. 1 quiet 2 friendly 3 clever 4 serious 5 careful 6 honest 7 confident 8 polite

skill tip 3 Organise students into pairs to brainstorm character

Tell students that you are going to let them have a class party at the end of the week/month. What they need to do is to plan their party, using the language of making suggestions which they have been practising this lesson. Write the following headings on the board: Guests Theme Food Music Activities Organise students into groups and give them a time limit of five minutes to plan the party. Circulate as students complete the task, noting how they are using the target language. Get a student from each group to report back and, as a class, decide on the best plan. Presentation tool:

Unit 2, Speaking

Workbook / Online Practice:

WB p11

Activity File:

SB p154

Speaking File:

SB p147

Audioscript:

SB p165

adjectives to go with the activities (question 1). After a minute or two, get students to work with another pair to pool their list of adjectives. Finish off by collecting adjectives around the class and having students add some of them to their own lists. Ask students to select the adjectives which apply to them (question 2). Ask students to share these adjectives with their partner and see if their partner agrees. Possible answers 1 I think that confident people enjoy acting. Usually, creative people enjoy art. Sporty people like cycling and clever people enjoy doing puzzles. 2 The adjectives from Ex 2 which describe me are polite, careful and serious.

Plan on 4 Focus students’ attention on the photograph of the

two girls and ask for volunteers to describe it. Read the questions in the instructions and generate a few possible answers from your students. Give students a minute to read the profile quickly and check their ideas. Ask students: Do you know this sport? What do you know about it? Lisa’s hobby is taekwondo. One day, she would like to win a competition.

5 Model the task by doing the first question together with

your class. Get students to do the rest of the exercise alone. Allow students to check their ideas with a partner before reading the text around the class. 1 like 2 think 3 love 4 makes 5 ‘m learning 6 ‘m getting 7 practise 8 take

46

6 Ask students to skim-read A–J, then tell them to

skim-read the profile again to look for each piece of information. Check answers as a class. A, B, D, E, F, H, I, J

SWITCH ON

SB p30

Musician family 1 Read through the instruction with the class, check

understanding of the word expert (someone who is very good at something) and give students a few minutes to share their own stories and experiences in pairs. Nominate a few students to report back. Ask questions to get more information (and encourage listening students to do the same), e.g. How often does he practise? Does she learn alone or does she have a teacher? Does his skill make him money or is it just for fun?

explore language Read through the explore language box with the students. Make further example sentences to ensure that they understand the difference between the two uses.

7 Have students complete the task as a class, including

answering the two questions. Point out that one day is used to talk about an unknown time in the future.

Possible answer My cousin practised juggling for 20 minutes every day for five years. Now he can juggle ten glass bottles at one time. It’s amazing!

1 B ​2 A ​ Sentence 1 is about the present, and sentence 2 is about a hypothetical future.

8 Get students to complete the sentences. As you check answers around the class, ask students to tell you whether or not these statements are true for them.

2 Elicit or remind students of the meaning of improve

(to get better at something). Ask the question to the whole class and elicit different answers.

1 like spending ​2 ‘d like to go ​3 ‘d like to play ​ 4 like making

Possible answer I think it’s because it makes you feel good when you can see that you are getting better at something. It’s satisfying. It’s good to have skills because you can use these skills to help other people or to entertain them.

9 Focus students’ attention on the table. Go through the

headings as a class, giving students the chance to ask questions about any language they don’t understand. Stress the importance of making notes before you start writing – it makes the writing stage easier and quicker. Circulate as students complete the task alone, offering support and prompting where necessary.

3

Write on

The family is unusual because all seven children are talented musicians.

10 Students can either do this activity in class or for

homework. If students do the task for homework, there will be more time available for peer marking and improvement. If you do the activity in class, allow students 15 minutes to complete their writing on their own. Model answer My name’s Roberto Getto. I’m 14 years old. I’m friendly, but I’m often quiet and serious. My hobby is blogging. I blog about my other hobby which is cooking. Every day I make a meal, write about it and then I take a photograph of it. It’s a good hobby because it helps me practise lots of skills: writing, photography and, of course, cooking. It’s important that I practise these skills because one day I would like to be a famous food writer or chef! In fact, I’m writing a cookery book at the moment … Blogging also helps me make friends from all over the world! I get lots of nice comments on my blog.

Improve it 11 Get students to work through their written text referring

Tell students that they are going to watch a video clip about someone who practised a skill and became really good at it. When they have watched the clip, ask the students to discuss the answer to the question in pairs, then elicit an answer from the class.

4

Focus students’ attention on the statements and give them the opportunity to ask questions about anything they don’t understand. Then play the recording again. Give students a minute afterwards to mark down their answers to the questions and compare their answers with a partner, before checking answers as a class. 1 T ​2 F ​3 F ​4 T ​5 T

5 Organise students into groups and get them to discuss

this question. Monitor as students share their ideas, prompting and offering support where necessary. After a few minutes, open this up into a whole-class discussion. Generate as much discussion as possible and write the best ideas on the board. Possible answer I think the younger children feel proud of their big brother and happy for his success. It probably also helps them to feel more motivated to practise their own musical instruments.

to the profile. Then get them to repeat this exercise with a partner’s work.

To finish Put students into pairs to talk about the hobbies they wrote about. They should try to do this without reading out what they have written. Presentation tool:

Unit 2, Writing

Workbook / Online Practice:

WB p20 47

2 Try something different SWITCH ON (Continued)

Project 6 Read through the instructions in Exs 6 and 7. Make sure

students understand that they need to produce a profile, and they are going to present their information, photos and videos to the class. Organise students into groups and give them time to choose an expert and discuss the headings in the bullet points. Be on hand to offer suggestions and support, as well as signposting students towards useful resources.

alternative If time is short in class, students could work individually and do the research for homework. In the next lesson, they could share their ideas with the group and choose the best person to present.

7 Depending on class time available, some of this activity

may have to be completed as a homework task. If so, make sure that students allocate responsibilities fairly within the group. Students could prepare a short video about their chosen expert or they could prepare a multimedia slideshow presentation. Each presentation should only last a few minutes, so encourage students not to add too much information. When students are presenting to the rest of the class, ask those students listening to think of questions to ask when the presentation has finished.

SB p30

Language and skills Remind students that it is important to think about what they have learned, and what they have found difficult to learn, in order to continue making progress with their language skills. Point out that they should be as honest as they can when thinking about their own strengths and weaknesses.

1 Ask students to look back through the unit on their

own and answer the questions. Put them into groups to compare their answers, then discuss their ideas as a class.

2 Encourage students to look back through the unit as they think about which activities they enjoyed, and which they found more difficult. Put students into pairs to compare their answers, then discuss as a class which activities students found difficult. Possible answers I enjoyed some of the speaking activities on page 27 because I like discussing things with other people, and there was lots of useful language for me to use. The final writing task on page 29 was difficult, because it was difficult for me to use the grammar correctly, and I made lots of mistakes at first.

3 Students can think about the skills alone. Discuss as

alternative Instead of (or as well as) researching a person, students could be ‘experts’ and talk about something they know how to do well. Ask students to choose a sport, game, book, film, or something else that they know a lot about, and to prepare a short presentation introducing it to the class. Organise students into small groups to share their information, and ask questions to find out more. Presentation tool:

Unit 2, Switch on

Switch on Videoscript:

TB p150

48

INDEPENDENT LEARNING

a class which skills the students find difficult and why.

4 Organise students into pairs. Give them time to list

various ideas, and then complete the sentences with the ones most relevant to them. Discuss students’ ideas as a class and write their suggestions on the board. Discuss as a class which tips are the most useful and why. Possible answers To remember the language, I could try writing down words on post-it notes, and putting them on the walls around my room. When I have remembered the words, I can take the notes down. To practise writing, I could try looking at model pieces of writing, and looking at the words and grammar the writer used, and how the writer organised the information.

UNIT CHECK

SB pp31–32

7 Model answer Hi, You want to know about my free time. After school I’m usually quite tired. I do my homework, then I often relax and play computer games or I sometimes watch a film. On Wednesday evenings I go to gymnastics club. That’s really good fun! I love doing gymnastics. At the moment, I’m trying to learn how to walk on my hands. At the weekend I always see my friends. We sometimes go to the cinema together, or we go shopping in town. I’m really interested in music, too. At the moment, I’m trying to learn how to play the guitar. I’m not having lessons,but I watch a lot of videos online. It’s difficult, but I’m making progress! Write soon, Sam

This Unit check covers the present simple and continuous, subject and object questions, and collocations on the topic of practising and improving.

extra Encourage students to memorise the Practising and improving collocations by writing each verb on one side of a piece of paper (e.g. spend) and the other part of the collocation on the other (e.g. time). They could also write example sentences, with the verbs gapped (e.g. I _ _ _ _ _ a lot of time shopping online.). They can then use these example sentences to test themselves on the collocations later.

Vocabulary 1 2

2.9 + 2.10 1 make (progress) ​2 (wasting) time ​3 (gets good) results  ​4 (taking) part ​5 go (well) ​6 get (it right)

3 1 drawing ​2 singing ​3 making films ​4 cycling ​ 5 dancing ​6 languages

4 1 cooking ​2 acting ​3 playing the guitar ​4 art ​ 5 team sports

5 1 honest ​2 quiet ​3 careful ​4 confident ​5 serious ​ 6

6 clever ​7 polite ​8 friendly 1 press ​2 share ​3 link ​4 site ​5 program ​6 search

Review 1 1 play ​2 is becoming ​3 leaves ​4 don’t believe ​5 is often ​ 6 never do well ​7 hardly ever makes ​8 doesn’t usually give

2 1 ’s getting, practises ​2 Do you have, ’m learning ​ 3 does the film, don’t know ​ 4 Do you need, think 5 are you doing, ‘m trying, Do you like 6 Are you enjoying, are always 7 Do you usually go, Do you want 8 Do you always have, don’t usually eat, ‘m trying

3 1 do you enjoy ​2 hates ​3 happens ​4 do you travel  ​5 spends ​6 do you want

4 5

2.11 + 2.12 1 B ​2 A ​3 B ​4 A

6



GRAMMAR FILE

SB p129

1 1 We go ​2 I’m studying ​3 I don’t know ​4 aren’t working ​ 5 are you going ​6 do you do

2 1 is ringing ​2 don’t often watch ​3 is usually ​4 are you 3

crying ​5 don’t agree ​6 isn’t raining 1 always use ​2 want ​3 am looking ​4 often go 

​5 shows ​6 am trying ​7 am starting ​8 love ​9 suggests ​ 10 am getting

4 1 A ​2 B ​3 B ​4 A ​5 B 5 1 are you looking at 2 lives in that 3 do you spend time with 4 does that shop sell 5 is going (to the cinema)

6 1 What do you want to buy? 2 Who is organising the school trip? 3 Who are you writing to? 4 What is happening? 5 What do you do on Wednesday evenings? 6 Who keeps moving my school bag? Presentation tool:

Unit 2, Unit check

Workbook / Online Practice:

WB p21

Audioscript:

SB p166

Extra Practice App 1 do (This word is needed to complete the present simple question.) 2 is (This word is needed to complete the present continuous verb.) 3 all (The gap requires a word related to a number or quantity. Other words such as many, some and most don’t fit because they are followed by of. All doesn’t need of.) 4 ever (This word is required to complete the frequency expression hardly ever.) 5 few (The gap requires a word related to a number or quantify. Other words such as number don’t fit because they need to be followed by of.) 6 who (This word is required to complete the question. Who, rather than what, is correct because the question is asking about people.)

49

3 Read all about it

Lead-in SB p33 Focus students’ attention on the quote and photograph. Get students to describe the scene they see, and ask questions such as: What kind of story do you think the girl is reading? Why do you think this? How do you think she is feeling? Read the quote aloud and ask students: Do you think it’s possible to be too old for stories? Organise students into groups and get them to discuss the questions. Circulate as students share their ideas, offering support where necessary.

Read all about it

3

READING

SPEAKING

topic: railway to the rescue skill: understanding text structure task: gapped text

topic: something funny happened to me skill: tenses; understanding a good model; planning task: tell a story

GRAMMAR past simple and past continuous someone, anyone, nothing, everything, etc. task: open cloze

VOCABULARY adjectives, strong adjectives adjective order

LISTENING topic: story slams skill: listening for specific information and detailed meaning task: multiple choice

50

WRITING topic: short stories skill: interesting the reader; planning task: story

SWITCH ON video: Teen Press project: recording an interview

Possible answers 1 As a child, my favourite story was Goldilocks and the Three Bears. My mum and dad had to read it to me every night and I knew it off by heart! 2 I actually do quite a lot of reading on my phone when I’m travelling. I also download audiobooks which I enjoy listening to at night time – it helps me get to sleep. 3 I think we enjoy stories because when we read them, we can travel to different places and meet different people – we don’t even need to leave our home! Bring the class together to have a shared discussion about stories. Collect students’ favourite story titles around the class, providing English translations wherever possible. Focus students on the title of the unit. Point out that this is a phrase that newspaper sellers used to say when they were selling newspapers in the streets. Ask students: What type of things do we read every day now? Elicit answers from the class and build up a list on the board (e.g. newspapers, websites, social media news feeds, text messages, emails, stories). Then ask: Which things do you read most, and why? Put students into pairs to discuss this. Then conduct feedback as a class.

READING

SB pp34–35

To start Ask students to think of the last news story they read, saw or heard about and to share it with a partner. Give students about three minutes to tell their story to their partner (and listen to their partner’s story) before bringing the class together and nominating a few students to share their stories with the rest of the class. Ask questions to elicit as much detail as possible, and encourage those students listening to ask questions, too.

Power up 1 Elicit what a headline is (the title of a newspaper report,

printed in large letters above the report). Focus students’ attention on the headlines. Nominate students to read each one aloud. Organise students into pairs and give them a minute to decide what the stories have in common. Check answers as a class. Next, go through the headlines one at a time. For each one, get students to imagine some of the details behind the story. Do this by asking questions, e.g. Why do you think there was a smartphone in the swimming pool? Where do you think the fire was? Why do you think a helicopter was needed to rescue the teenager?



Discuss question 2 as a class. Nominate a few students to name their chosen headline and give reasons for their choice. 1 C 2 Possible answer I’d like to read the story about the woman being rescued by her dog, as I love animals and I enjoy reading stories about them – and this sounds like a happy story!

background The article on SB page 35 is based on a real-life news story about a family who were rescued by the iconic Hogwarts Express train, made famous by the Harry Potter stories. In fact, the Hogwarts Express is a real steam train called the Jacobite, which runs across 41 miles of railway in the UK. The Jacobite starts its journey very near Ben Nevis (the highest mountain in the UK) and travels out to the coastal town of Mallaig over Glenfinnan viaduct, which Harry Potter fans might recognise as the bridge to Hogwarts. Even if you’re not a fan of the Harry Potter books, the route is said to be one of the most beautiful train journeys in the world.

Read on 2 Read the instructions aloud to students. Organise

students into pairs and give them a one-minute time limit to make predictions about the story. Discuss answers as a class. Possible answer I think it’s a story about a family who went travelling around the world by train and by boat, starting in England. The train in the photos also looks a little like the Hogwarts Express – so maybe something magical happened!

3 Give students two minutes to read the news story by

themselves. When the time is up, ask some students to tell you whether their predictions were correct, and how the news story differed from what they first thought. You could also share some of the information from the background box with the students.

exam tip 4 Read the exam tip aloud to students. Give students an

opportunity to ask questions about anything they don’t understand. Get students to complete the exam task with a partner. Circulate as students do this, checking that they are following the process outlined in the exam tip. Bring the class together for feedback. Ask students to explain how they arrived at their answer. 1 G (explains why in the next sentence it says they had to get to the house on foot or by water)

exam task: gapped text 5

Give students a minute to look through the sentences and allow them to ask questions about anything they don’t understand. Read the instructions aloud, focusing students’ attention on the gaps in the text. Circulate as students complete the task, reminding them to follow the exam tip. Collect answers around the class. 1 see Ex 4 answer key above 2 B (gives more information about the inside of the cottage) 3 A (links to the word officers in the following paragraph) 4 F (explains how the location of the line can help the police rescue the family) 5 D (explains the children’s reaction to the train; them and they in following sentence relate back to children)

extra: fast finishers Put fast finishers into pairs to compare answers. Then ask them to explain their reasons for each answer by going back to the article and saying why each sentence fits in its gap (i.e. to come up with the information in brackets in the answer key).

6 Challenge students to see who can be the first to match

the definitions with the words and phrases in the text. Go over the answers together. 1 remote ​2 tied up ​3 flowing ​4 stuck ​5 pick them up ​ 6 stuff

extra With stronger students, ask personalised questions containing the target language, e.g. Do you live somewhere remote? Do you take a lot of stuff with you when you go on holiday? Have you ever been stuck anywhere you didn’t want to be?

51

3 Read all about it READING (Continued)

Sum up 7 Read the task instructions aloud to students. With lower

ability classes, allow them to prepare for this activity by dividing them into groups, i.e. a parents’ group, a police officers’ group, etc. Give each group five minutes to prepare their version of the story. Circulate, offering language support where necessary. Get students to work in pairs to tell their own story and listen to their partner’s story. Bring the class together again and nominate some of the strongest students to perform their story to the rest of the class. Possible answers The parents: We were so excited about going on holiday to Scotland, but when we arrived at the cottage we did feel a bit worried. It was so remote! When we woke up and realised the house was under water and the canoe had gone, we felt very worried, but we didn’t want to frighten the children so we tried not to panic. We just phoned the police and spoke to them calmly. When the train arrived, we were so happy to see it that we didn’t realise it was the train from Hogwarts. We didn’t understand why our children were jumping up and down and screaming with happiness! The children: That was the best holiday ever. What an adventure! We will never forget waking up and being surrounded by water. The best bit was when the train came to pick us up. It was like a dream seeing the Hogwarts train coming towards us, and the view from the train was just like the scenery you see in the Harry Potter films. The police officers: The weather in this part of Scotland can be very wet and cold. We often get emergency calls from people who are in trouble. Well, when the Cluett family called us, we felt so sorry for them – the mother sounded so worried! We knew they had children with them so we decided to organise something they would never forget. The train staff: When the police called us and asked us to make an extra stop, we were very happy to say ‘yes’. The children were so happy, it was great to see their little faces! This really is the most beautiful train and the most wonderful train journey in the world, so it’s good to share it with visitors to the country.

extra: mixed ability Stronger students could be challenged to think up a news story containing all of the words and phrases from Ex 6 (stress that it should be as different as possible from the story they have just read). Students can write up their story, or they can make notes and then tell it to the rest of the class.

Speak up 8 Organise students into groups to discuss the questions.

Monitor as students share their ideas, offering support where necessary. Bring everyone together and get students to discuss their answers as a class. Generate as much language as possible and write any new words or phrases on the board. Possible answers 1 I think it sounds exciting! I would like to go somewhere like this. I really love remote places and peace and quiet, so this would be heaven for me. 2 Yes, I have. Once, I went to visit my grandmother in the mountains. It snowed during the night, and we couldn’t leave the next day. We had to wait for the roads to clear. I didn’t mind because I like staying with my grandmother! 3 I think rescue stories are often in the news because they have happy endings! People feel good when they read or hear about them.

Fun footer Nominate a student to read the footer aloud. Elicit what a unicorn is (a mythical horse-like animal with a single horn growing from its forehead) or if you have internet access in the classroom, show students a picture of one on the board. Ask students: What’s the national animal in your country? Do you know the national animal of any other countries?

To finish Focus students’ attention on one of the headlines from Ex 1. Organise students into pairs. One student should be a television news reporter and the other should be the main character from the story (i.e. the phone-saving teen, the rescued woman, or the injured teen). Give students one minute to prepare their questions or their story (depending on which role they are playing). They should then conduct their roleplay. Nominate a few willing students to perform their roleplay for the rest of the class. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 36 of the Student’s Book for homework, and to read the grammar reference section on the past simple and past continuous on SB page 130. Also share with them a link to the PowerPoint Grammar Presentation on the past simple and past continuous. Tell them to write down the main grammar points and any questions they have, and say that you will go over these in the next lesson. Presentation tool:

Unit 3, Reading

Workbook / Online Practice:

WB pp22–23

Photocopiable Activity:

3C

Extra Practice App

52

GRAMMAR

3

SB p36

To start Think of a memorable event that happened in your school or town recently, e.g. the fire alarm going off, an important person coming to visit, a fireworks display, etc. Tell students what you were doing when these events happened, e.g. When the fire alarm went off, I was drinking coffee in the staffroom. Ask students to tell you what they were doing when these events happened and choose a couple of students’ answers to write down on the board. Draw students’ attention to the forms used, eliciting the terms past continuous, past simple and irregular.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p130

1 If you used the flipped classroom approach at the

end of the last lesson, talk briefly through the explore grammar box, eliciting the answers to the first exercise, and go over any questions students have from the exercise, the grammar box or the grammar reference section.



If you didn’t use the flipped classroom approach at the end of the Reading lesson, refer students now to the explore grammar box and give them two minutes to read and complete the explanations. Let students check their answers with a partner before conducting class feedback. 1 past simple 2 irregular 3 past continuous 4 past simple 5 past continuous 6 past continuous

watch out for When using the past continuous, students may forget to include the auxiliary was/were, e.g. It raining all day yesterday. Or they may remember the auxiliary but pronounce it in a stressed (rather than unstressed) way, e.g. They had an adventure when they were staying in Scotland.

2

3.1 Read the instructions aloud and focus students’ attention on the different options. Play the recording and get students to select their answer. Confirm the correct answer with the class, then ask students: What went wrong on this trip? (The girl’s dad accidentally had his phone’s video camera in selfie mode all the time, so he didn’t get any videos of his family.)

3.2 Give students up to three minutes to read the text and choose the correct options. Play the recording so that they can check their answers. Next, go over the answers one by one, asking students to give reasons for their choices. 1 was ​2 bought ​3 wanted ​4 were ​5 was having ​ 6 asked

exam tip 4 Focus students’ attention on the first line of the story and elicit that it is written in the past tense. Refer students to the exam tip. Read it aloud. Do the first gap as a class, asking students to look at the word following the gap and explain why was is needed (because it is part of a past continuous structure. We know from the first sentence, which uses were and found, that the story is talking about the past). Allow students to complete the next two gaps with a partner. Monitor as students do this, checking that they are following the exam tip. 1 past continuous (because of the -ing form following the gap) 2–3 past simple (because there is no auxiliary or -ing form and it’s a series of completed actions)

exam task: open cloze This is an exam-style task but in the Cambridge Preliminary for Schools exam, there would only be six gaps to fill and the gaps would represent a greater variety of language. This text reflects the lesson focus on the past tenses. Note that in some cases in this exercise more than one answer is possible; this will not be the case in the Cambridge exam. Additionally, an example is given at the start in the Cambridge exam but is not required here as the teacher can demonstrate to students how the task works.

5

If necessary, pre-teach the word drain (a pipe that carries water or waste liquids away). Then give students just enough time to quickly read the story. Ask questions to check understanding, e.g. Why did the girl jump down the drain? Who rescued her? How did she feel afterwards? Students should then complete the text. Allow students to check their answers with a partner before reading the text around the class. Stop at each gap and ask students to explain why they chose their answer. 1 was (past continuous for an action in progress in the past) 2 fell/went/disappeared/dropped (past simple for a completed past action) 3 made/took (past simple for a completed past action after another) 4 While/When/As (time expression before past continuous) 5 took (past simple for an action that interrupts another action in progress) 6 waiting (past continuous for an action in progress in the past) 7 pulled/got (past simple for a completed past action)

C

53

3 Read all about it

VOCABULARY

GRAMMAR (Continued)

Speak up 6 Read the instructions aloud, then focus students’

attention on the list of time expressions. Model the activity by telling students what you were doing at one of these times, e.g. An hour ago, I was travelling to school on the bus. Monitor as students write their sentences, making sure that they are remembering to include two false sentences (their false sentences should not be too unbelievable, as this will have an impact on the next activity). Unless you plan to mix up the class before Ex 7, warn students not to allow their neighbour to see what they are writing. Possible answers First thing this morning, I was running around the park. An hour ago, I was sitting in my maths class. Yesterday morning, I was lying in bed because it was Sunday! Yesterday evening, I was visiting my aunt. Last Saturday afternoon, I was having a picnic with friends. On my last birthday, I was enjoying myself at my amazing party!

adjectives To start Tell students that they are going to be learning about adjectives in this lesson and that you’re going to begin by playing a game to see how many adjectives the students know. Say The teacher’s cat is a friendly cat. The next student should continue by making a sentence about the teacher’s cat using another adjective, e.g. The teacher’s cat is a big cat. Continue around the class, accepting any adjective that is sensible. To increase the level of challenge, students can be asked to remember (and say) all the adjectives which have gone before, e.g. the third student would say: The teacher’s cat is a friendly cat, a big cat and a sporty cat.

1 Organise students into pairs. Read the instructions aloud

and challenge students to see which pair can be the first to organise all the adjectives under the correct headings. When a few pairs have completed the task, collect answers around the class. (Note that gold appears in two columns, so accept either one as correct and discuss this with the students at the end.)

7 Nominate two students to read the example conversation

size: huge, tiny price: valuable colour: dark, light, gold (dull can also be used to describe a colour) age: ancient, modern material: gold, wooden opinion: dull, exciting, ordinary, scary, special, useful

aloud to the rest of the class. Organise students into pairs and circulate as they complete the task, providing support with past forms where necessary. Bring the class together and find out if anyone managed to correctly guess which of their partner’s sentences were false.

extra

extra Refer students to the explore grammar box again. Ask students to work in pairs to come up with their own personal examples for points A, B, C and D. Collect examples around the class.

Ask students to work in pairs to practise saying the adjectives from Ex 1. Get them to mark the stressed syllable on the multi-syllable adjectives. Check answers as a class.

2 Ask students to continue working in pairs. Read the

instructions aloud and stress that, as in Ex 1, students must see how quickly they can complete the task. Collect answers from around the class. Then personalise the language by asking questions, e.g. Do you have anything which is wooden with you at the moment? What is the most valuable thing that you own?

Fun footer Nominate a student to read the footer aloud. Ask: Do you think this is true for you? How do you feel about this fact?

To finish Talk about bad experiences while travelling. Tell students about a time when something went wrong for you on a trip, e.g. I was travelling to New York. I was standing in the airport when my phone rang. It was very noisy and I couldn’t hear what the person was saying so I walked to a quieter place. When I finished the call, I realised I didn’t have my suitcase. I walked back to where I was before, but it wasn’t there! Airport security took it away because they thought it was dangerous! I was very embarrassed. Organise students into pairs. Ask students to tell each other about something that went wrong when they were on a trip. (If students haven’t experienced something going wrong on a trip, ask them to invent a story.) Monitor as students share their stories, offering support where necessary. Presentation tool:

Unit 3, Grammar

Workbook / Online Practice:

WB p24

Grammar Reference and Practice:

SB pp130–131

Photocopiable Activity:

3A

PowerPoint Grammar Presentation:

Unit 3, Grammar

Extra Practice App

SB p37

1 dull 2 tiny 3 huge 4 valuable 5 ordinary 6 ancient 7 wooden 8 gold 9 special

3

3.3 Ask students: Have you ever tried geocaching before? Do you know what it is? You may need to highlight the pronunciation of geocache (/'dʒiːəʊkæʃ/), pointing out that a cache is a word to describe a number of things that have been hidden and geo- relates to the world and maps. But don’t tell students exactly what it is – accept their guesses, then allow them time to skim-read the article. When they have finished, ask them to tell you if their ideas were correct. They should then go back and fill in the blanks. Finally, play the recording so that students can check their answers. 1 exciting 2 modern 3 ancient 4 special

4

3.4 Allow students to check the meaning of any of the words on the list which they don’t understand. Nominate a couple of students to guess the adjectives which might go with each word. Play the recording, then check answers around the class. 1 valuable gold 2 useful modern 3 scary black 4 tiny wooden

54

LISTENING

explore vocabulary Read the explore vocabulary box with the class. Elicit the difference between a fact adjective and an opinion adjective by asking a question, e.g. If I say that my neighbour’s house is beautiful, is it a fact or is it my opinion? (It’s your opinion.) If I say that my neighbour’s house is white, is it a fact or is it my opinion? (It’s a fact.)

5 Get students to complete the phrases using what they

learned in the explore vocabulary box. Collect answers from around the class. 1 interesting ancient coin ​2 special foreign stamps ​ 3 dull old photo ​4 exciting Japanese comic  ​5 ordinary little notebook

extra: fast finishers Get students to choose five objects that they can see in the classroom. For each object, they should think of two adjectives to describe it. They should then put the adjectives in the correct order and write sentences including all five objects along with their adjectives.

SB p38

To start Organise students into small groups. Get them to think about a story they enjoyed recently (this could be a film, a book, or something they heard from a friend) and ask them to take it in turns to each share their story with the rest of the group. Monitor as students share their stories, noting their use of past tenses. Choose a couple of particularly interesting stories from the ones you have heard, and ask students to tell their story to the rest of the class.

Power up 1 Tell students about your favourite and least favourite

ways to experience a story. Say something like: I really enjoy reading books, because I love escaping into a different world which I can take with me anywhere I go. Then read the task question and instructions aloud to students and get them to complete the ranking exercise. Bring the class together to report back on their choices. Encourage students to give reasons for the order in which they have ranked the media.

Listen up

Speak up 6 Organise students into groups to brainstorm their ideas.

Monitor as they do this, prompting and providing language input where necessary. Collect ideas around the class. Possible answers 1 valuable: a bank note; cheap: a sweet; useful: a pen/pencil; tiny: a ring; scary: a spider; special: a painting 2 I’d hide it between some trees near my house.

To finish If it is appropriate to use the internet in class, ask students to go online and find out if there are any geocaches hidden near where they live. (They can do a search for geocache plus the name of their town/city.) Bring the class together and ask them to report on their findings. Then ask: Would you like to play this game? Why / Why not? To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 4 on page 38 of the Student’s Book for homework, and to read the grammar reference section on someone, anyone, nothing, everything, etc. on page 130.

exam tip 2 Read the exam tip and task to the class. Do the first part

of the task – read the questions (not the answer options) as a class. Focus students’ attention on question 1 and ask them to think about the information they will need in order to answer this question. Elicit that, to answer this question, students will need to find out what a story slam is. Then give students a couple of minutes to complete the rest of the task before conducting class feedback. Possible answers 1 what a ‘story slam’ is 2 where Eddie heard about story slams 3 what Eddie thought about his first slam – his opinion 4 what Eddie’s first story was about 5 what Eddie likes most about story slams 6 Eddie’s plans for the future

Also share with them the PowerPoint Grammar Presentation on the same topic. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 3, Vocabulary

Workbook / Online Practice:

WB p25

Photocopiable Activity:

3B

Extend Vocabulary:

SB p144

Audioscript:

SB p166

Extra Practice App

55

3 Read all about it 5 Read the title of the text to the class. Ask students to

LISTENING (Continued)

exam task: multiple choice This is an exam-type task. In the Cambridge Preliminary for Schools exam, students will have time to read the questions before the recording is played. Ex 2 above acts as an equivalent to this.

3

3.5 Play the recording for students to choose the correct answer for the questions. Play the recording again if necessary. (In the exam, candidates will hear the recording twice.) Allow students to compare their answers with a partner before conducting class feedback. Ask students to tell you why they chose their answers. Get them to look at the audioscript on page 166 and encourage them to find evidence from the script to support their answers. 1 B (people listen to writers read their own work. Each person has five minutes to read their story aloud to the audience.) 2 C (I first read about it online. A teenager from Washington blogged about the slam she went to.) 3 B (Someone told a ghost story, another person did science fiction, and there were lots of funny stories too.) 4 A (everyone in the shop was laughing. My face went bright red.) 5 C (For me, it’s the audience. Having a group of people there to react to your ideas is great. There’s nothing better.) 6 A (I’m going to continue with it but not as a full-time job.)

alternative If you haven’t already, you may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p130

4 If you used the flipped classroom approach at the end of the last lesson, elicit answers to Ex 4 now and go over any questions students have from the exercise, the grammar box, the grammar reference section or the PowerPoint presentation.

If you didn’t use the flipped classroom approach at the end of the Vocabulary lesson, write some and any on the board. Ask students: When do we use ‘some’ and when do we use ‘any’? Elicit that we usually use some in positive sentences and any with negative sentences and questions. Explain that it is similar with someone, something, anyone and anything. Give students a minute to read the grammar box and to complete the table. Monitor as students do this, offering support where necessary. Conduct class feedback and give students the opportunity to ask questions. 1 anyone 2 no one 3 something 4 everything

56

look away from their Student’s Book and predict what they think some of the tips might be. Then get them to quickly read the text to check their predictions. Then ask students to read the article and complete the tips with the correct words. Check answers as a class. Ask if anyone guessed any of the tips correctly. 1 someone 2 something 3 nothing 4 anything 5 no one 6 anyone

extra: fast finishers Fast finishers can add some of their own tips for giving a perfect presentation, using the target language from the explore grammar box.

Speak up 6 Read the instructions aloud to the class and organise

students into groups. Monitor as students write their tips, providing support with the target language. Nominate a few groups to report back and get students to listen for the most interesting or most unusual tips. Possible answers Planning a party Send everyone an invitation in plenty of time before your party. Ask everyone to bring something to eat. Ask a friend to check you haven’t forgotten anything. Don’t leave anything valuable in the room where the party is. (It might get broken!) Make sure everyone is having a good time and no one is left out.

To finish Write the following words on the board: something someone no one nothing everyone anything

story sky TV homework hotel job

important help shop child teacher train

Put students into groups. Give them three minutes to make as many sentences as they can using the words on the board. Each sentence should include at least two of the words, and one of those must be from the left hand column. When time is up, find out who came up with the most sentences. Ask each group to read their sentences out, and award points for each correct sentence. Presentation tool:

Unit 3, Listening

Workbook / Online Practice:

WB p26

Grammar Reference and Practice:

SB pp130–131

Audioscript:

SB p166

PowerPoint Grammar Presentation:

Unit 3, Grammar

Extra Practice App

SPEAKING

SB p39

5 Read the instructions aloud to students and focus

their attention on the prompts. Organise students into pairs and get them to retell the story. Remind them to use language from the box, and point out that they don’t have to use the same language as was used in the recording – many of the other phrases can be used to mean similar things. Circulate as students tell their stories, noting down any good use of language and supporting students who need it. After everyone has had a chance to tell the story, nominate a strong student to tell the story to the whole class. Get students to listen and to comment on what the student did well.

To start Get students to think of a simple joke in their own language that they find funny. Give them a minute to work to translate it into English. Allow them to work with a partner if your students speak the same language. Monitor as students do this, offering language support where necessary. Nominate a few students to share their jokes with the rest of the class. Ask students: Is it easy to translate jokes into another language? Why / Why not?

Possible answer This is a true story that happened to me when I was on a plane with my mum. I was just sitting down and I noticed there was a boy who looked like me a few rows in front of us. So, we took off and soon after that, my mum went to the toilet. Can you guess what happened next? Suddenly, the other boy’s mother came and sat down next to me. She thought I was her son so she started talking to me, telling me I was a good boy! When my own mum returned, the lady was really embarrassed. Now, I always tell my mum she should tell me what a good boy I am!

1 Read the questions aloud to your students. Tell them

what last made you laugh out loud, e.g. I last laughed out loud when my four-year-old nephew made a funny face at me. Get students to talk about their answers with a partner and then get a few pairs to report back. Possible answers When I was watching my favourite comedy. When my brother fell over at the disco when he was dancing to impress a girl! When my friend told me a really funny joke.

2 Read the question aloud. Challenge students to see who can be the first to answer correctly. They’re going to listen to the stories.

3

3.6 Tell students to look at the pictures. Tell them that they are going to read a story and they should predict the content of the story based on the photos they see. Collect ideas around the class. Give students a minute to read the story and check if their predictions were correct. Then get students to complete the sentences. Circulate, offering support where necessary. Read the story around the class. Ask students: How did the speaker feel when she ended up all over social media? (embarrassed) 1 was chatting, were all enjoying 2 didn’t know, was wearing 3 pulled, was moving 4 flew, landed 5 took, were

useful language 4

3.7 Refer students to the useful language box. Get students to check the meaning of any unfamiliar words or phrases. Read the instructions and play the recording while students complete the task. Collect answers around the class. Check students’ understanding by asking them questions such as: Where was the boy? (on a plane) Who else was on the plane? (a boy who looked like him) What happened? (The other boy’s mum thought that the speaker was her son and started speaking to him.) I’m going to tell you about something funny that … Suddenly, … A little later, … Can you guess what happened next? In the end, … After what happened, …

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3.8 Before you listen to the recording, ask students to tell you what makes a good storyteller. Collect as many suggestions as you can (see the answer key for ideas, plus: the speaker is interested in their own story, the speaker knows their story well, the story isn’t too long, the speaker speaks clearly, the story isn’t too complicated, etc.). Read the task instructions aloud and play the recording, twice if necessary. Get students to discuss their choice with a partner before opening this up into a class discussion. Elicit what makes student 2 the best storyteller and get students to suggest how speakers 1 and 3 could improve their storytelling skills. Student 2: she has planned the story; the action is clear; she talks directly to the listener; she doesn’t sound bored

Speak up 7 Tell students to think about something funny which has

happened to them (they can invent a story if nothing from their own experience comes to mind). Give them a minute to share their ideas with a partner (tell them they can add made-up details to make their story as funny as possible). Then focus students’ attention on the tips. Read them aloud around the class, and get students to demonstrate their understanding by giving you examples of each one. Finally, give students a few minutes to prepare their story. Circulate, offering support where necessary and making sure students are referring to the useful language from Ex 4.

extra: mixed ability If you feel your students are capable, encourage them not to write out a full script for their story but instead to write notes and read from these. If they are doing this, they will have to think carefully about how to include some of the useful language from the box, because it will be easy for them to forget to use it if they don’t have it written in front of them. For weaker students, pair students up and have them help each other insert useful language into their story to help fulfil the SHINE criteria. If your class has mixed abilities, pair a weak student with a stronger student. 57

3 Read all about it SPEAKING (Continued)

8 If necessary, get students to practise telling their

stories with a partner before putting them into larger groups. Circulate as students tell their stories, providing encouragement and support. Each group can nominate their best storytellers to share their stories with the class. Possible answer This is a true story that happened to me when I was three. My mum went outside to hang out the washing in our garden. I was in the house, and I started playing with the key in the lock. Can you guess what happened next? Yes, I accidentally locked my mum out of the house. She was shouting at me to turn the key, but I started panicking and wasn’t able to unlock it. In the end, she had to call the fire brigade!

Fun footer Read the fun footer aloud to the class. Challenge students to see who can be the first to explain the play on words (planet and plan it both sound the same).

To finish If all students have smartphones (or an alternative way to make recordings), ask them to record themselves telling their stories from Ex 8. Ask them to play the recording back and listen to themselves. As they read and listen back, they should follow the SHINE checklist in Ex 7, making sure that they fulfilled all of the criteria. Conduct class feedback and get students to share any areas where they could improve. Presentation tool:

Unit 3, Speaking

Workbook / Online Practice:

WB p27

Audioscript:

SB p166

WRITING

SB pp40 –41

To start Tell students that they will be writing stories in today’s lesson and that you are going to start by exercising their creative muscles. Explain that students are going to get into a time machine, which is going to land in the year 3000. Tell students to close their eyes and imagine that they are now getting out of the time machine and looking around them. Ask: What do you see? What do you hear? How does it feel? Tell students to go for a little (imaginary) walk and pick something up to take back to the classroom, before getting back into their time machine and coming back to the present time. Tell students to open their eyes and share their experiences with their friend. They should also tell them about the object they picked up. After a few minutes, nominate a few students to report back on their collected objects and experiences to the rest of the class.

Power up 1 Get students to look at the photographs and ask them to

describe what they see. Read the instructions aloud and organise students into pairs to discuss their ideas. Point out that there are no wrong answers – this is an opinion question, and they can choose more than one location if they like. Bring the class together again and nominate students to share their thoughts. Generate as many ideas as possible. Possible answers I think that a forest is an exciting location for a short story, because you could have magical animals living in the trees or it could be a haunted forest – there are so many possibilities! I also think a beach is a good place for a short story because you could write a story about holidays, about treasure or even about a shipwreck …

2 Focus students’ attention on the tips. Give them the

opportunity to ask questions about anything they don’t understand. Read some example answers to the students from the answer key below. Give them a minute to think of some stories they like and to think about how it fulfils the star stories criteria. Then organise students into groups. Get them to share their ideas and tell their partners why they think their chosen book or story follows the list of tips. Circulate as the groups share their choices, encouraging discussion and prompting where necessary. Bring the class together and ask for volunteers to share their choice with the class. Possible answers I think that Tolkien’s The Hobbit is a good story, because the writer describes the magical worlds really well. The language is really descriptive. I really enjoyed Charlie Higson’s The Enemy because the plot was exciting but not too complicated. It has a good ending too.

Plan on 3 Read the instructions aloud to students and ask them to

complete the task alone. Allow students to check their ideas with a partner before collecting the correct answers from around the class. Ask students: Can you think of any more advice to add? 1 doesn’t have 2 doesn’t need 3 entertaining 4 past

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4 Give students a minute to quickly read the story. Check

understanding by asking students to retell the story without looking at their books. Next, focus students’ attention on the plan and ask them to make a bigger copy of it in their notebooks and to add in information under each branch. Allow students to compare notes with a partner before going over the plan as a class. who? a student when? the day of a music exam where? at school what? tried to play the music for the exam but there was no sound ending? a dream

exam tip 5 Read the exam tip together with your students.

Go through the list, checking students’ understanding by asking them to give you examples from stories they know (they don’t need to be word-for-word – just using the story as a guideline). Then give students a minute to find examples of each tip from the story in Ex 4. Check answers as a class. feelings: small, nervous, angry short sentences: Everything was quiet., There wasn’t any sound! what people said or thought: ‘What are you waiting for?’ start sentences in different ways: It was the day … Everything was … The room seemed … While I was walking to the piano, …, etc.

explore language 6 Read the advice in the explore language box aloud to

students, before getting them to match the strong adjectives with their normal equivalents. Check answers around the class. Point out that it’s important not to over-use strong adjectives: it would sound strange (and a little insincere) to describe everything as incredible or fantastic. 1 silent ​2 huge ​3 tiny ​4 incredible ​5 furious Strong adjectives can make a story more interesting for the reader because they create a stronger atmosphere and a sense of drama.

extra Help students consolidate the target language by asking further questions, e.g. When was the last time someone was furious with you? Can you give me an example of a tiny animal? What about a huge animal? When was the last time you heard an incredible story?

7 Challenge students to see who can be the first to replace the adjectives in bold with the stronger ones. Check answers as a class. 1 starving, delicious ​2 freezing, exhausted  3 brilliant, delighted

8 Nominate a student to read the example to the class. Ask students to take a moment to think about what they are going to talk about, then work with a partner to prepare what they will both say. Give plenty of time because they have to talk about both ideas. Once they know what they want to say, ask students to work with another pair to share all of their ideas. Between them, how many strong adjectives has each group used? Finally, nominate a few students to share their stories with the rest of the class. Possible answers I was exhausted when I ran a half marathon last year. I felt starving when I went camping with my dad and he forgot to bring any food. My house was freezing when our heating broke down last year.

Write on 9 Read the instructions and the exam task aloud and get

students to close their eyes and imagine the room they are in. After a minute, get students to open their eyes and describe the room to their partner. Encourage students to include all of the senses in their description (probably except taste!). Ask: What did you see? What did you hear? What did it smell like? What could you feel? Nominate one or two students to describe their room to the rest of the class. Possible answer My room was a room in a cottage. There was no one else there, and it felt like no one lived there. It was silent. I could smell something delicious. It was coming from the kitchen …

10 Read the task instructions and refer students back to the

plan in Ex 4. Tell them that they are going to continue their story from the room they found themselves in previously. Give students 2–3 minutes to draw a new copy of the plan and complete it with their ideas. Circulate as they do this, offering support where necessary. Organise students into small groups and get them to share their ideas. Encourage students to offer positive and constructive feedback on each other’s ideas. Check students’ plans, making sure that no one has planned a story which will be impossible to tell in around 100 words.

exam task: a story 11

Monitor as students write their story, prompting and supporting where necessary. Encourage students to stick to their plan and to use the tips (including the use of strong adjectives) they have learned this lesson. Alternatively, students could write the story for homework. Model answer I walked into the room and started to smile. My family and friends were there and they all had huge smiles on their faces too. Everyone was saying ‘Congratulations!’ and ‘Well done!’ Why? Well, I was the winner of an athletics competition and everyone wanted to see my gold medal. It wasn’t real gold, of course, but my parents were still very proud. While I was wearing the medal, everyone took photos and asked me questions. All I really wanted to do was eat because I was starving after my race. I had my favourite dinner after everyone left. And I went to bed exhausted but delighted.

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3 Read all about it

SWITCH ON

WRITING (Continued)

Improve it 12 Refer students to the checklist and ask them to self-

assess their stories according to the criteria. Allow them to make changes where necessary. They should then swap their stories with a partner and compare each other’s work against the points on the checklist. Conclude the activity by choosing some of the best stories to read aloud to the rest of the class. Collect the stories in and provide feedback on how well students have completed the task, and the range and accuracy of language they have used.

Teen Press 1 Organise students into pairs. Read the questions aloud

and give them a minute to discuss it. Get a few students to report back, making sure that they give reasons for their answers. As a class, discuss some of the things a journalist might need to do. Generate as much language as possible and write students’ ideas on the board. Possible answers Yes, I’d like to be a journalist because I love meeting people and finding out about their lives. No, I wouldn’t like to be a journalist, because I’m quite shy and I don’t really like writing.

To assess students’ work, use the questions below: • Has the student written the appropriate number of words? • Has the student written in the style of a story? • Has the student written about feelings? • Has the student used a variety of adjectives including strong adjectives? • Has the student started sentences in a variety of ways?

SB p42

2

To finish

When students have watched the clip, ask: What is Teen Press? (it’s a TV news show produced by some American students) Organise students into groups. Read the task question aloud and ask students to share their ideas in their group. Circulate as students discuss, prompting where necessary. Get a student from each group to report back.

Organise students into pairs. Ask them to read out their stories to each other in as dramatic a way as possible. Circulate as students do this, offering support with dramatic sounding intonation. Stronger students could attempt to tell their story from memory.

Possible answer I/We think it’s a really good idea because it’s really good for students’ confidence. It also helps them decide if being a journalist is a good choice for them.

Presentation tool:

Unit 3, Writing

Workbook / Online Practice:

WB p28

Writing File:

SB p152

3

Ask students to read the questions and give them the opportunity to ask questions about anything they don’t understand. Play the recording again, then give students time to write more notes once it has finished. Give students a moment to share their ideas with a partner before collecting answers around the class. 1 because it seemed like an amazing opportunity, and she’d never done journalism before 2 to arrange interviews 3 politicians and business people 4 more confidence and the power to speak to people in authority 5 that he has a story as well

Project 4 Read through the task with students. Tell them that

ultimately they will do the interview by themselves, but at this stage they will prepare with the whole class. Point out that they will need to choose a family member to interview and arrange a time to meet and interview them. This will need to be done outside of class. Students can use their mobile phones to record the interview. Organise students into small groups to brainstorm possible interview questions. (Point out to students that some questions will need to be personal to the interviewee, but these can be added in later.) Bring the class together and share ideas on each of the four topics. Possible questions • What do you like best about your job? What was your favourite subject at school? • What do you do in your free time? What did you do when you were younger? • What are you most proud of? Have you ever won a medal? • What are your plans for the future?

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5 Give students a few minutes to decide on their

interviewee and to make a list of questions specific to that person. Point out to students that they could use videocalls to interview a relative who lives far away – someone they might know less about because they don’t see them very often. Circulate as students prepare, offering support where necessary. Find out who each student is planning to interview and how (s)he is planning to go about it.

6 Set this as a homework task and give students a date

by which the interview is to be completed. Play the interviews back to the class. When you have seen all of the interviews, conduct a class vote to decide on the most interesting one.

alternative If students (or the interviewees) prefer not to record the interview, or if this is not an option technically/practically/ legally, students can take notes during the interview and use these to make a presentation. The presentation can be a summary of what questions were asked, and how the interviewee replied. Additionally, if students will struggle to find a family member who can be interviewed in English, do one of the following: A ask for volunteers who know they have someone to interview, then make groups based around this person B allow the interviews to be conducted in the students’ native language, then have students translate the interview and use the notes above on reporting back via presentation C encourage students to think of other English-speakers they could interview, e.g. teachers, older students, local business people, etc. Ensure that students are realistic about their chances of securing the interview they want.

extra: project extension Students could work together as a class to write different parts of a local newspaper – someone writes the news, another the sport, another the weather, the cartoons, etc. If possible, combine the various sections at the end onto one or two sheets and photocopy them so each student can read and keep a copy of their newspaper. Presentation tool:

Unit 3, Switch on

Switch on Videoscript:

TB p150

INDEPENDENT LEARNING SB p42

My four skills progress Remind students that it is important to think about what they have learned, and what they have found difficult to learn, in order to continue making progress with their language skills. Point out that they should be as honest as they can when thinking about their own strengths and weaknesses.

1 Ask students to think on their own about the four skills

and apply a rating to each. Then tell them to think about how they would rate these skills in other subjects. Put students into groups to compare their answers, then discuss their ideas as a class.

2 Ask students to look at the four skills individually and

order them from the easiest to the most difficult. Encourage them to look back through the units of the book for examples of the different tasks, and to think about how well they did them.

3 Put students into small groups to compare their answers

to Ex 2 and think about why some skills are more difficult than others. Go through the example pieces of advice and ask students to write down similar ideas. Discuss as a class which advice students find the most helpful and why.

4 Read through the task and ask students to make two

versions of the chart in their notebook, one for each skill. They should use advice which they personally would find useful.

5 Put students into small groups (if you like you could try to organise them so that everyone in the group shares one skill in common) to compare and modify any of the advice that they have written.

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3 Read all about it

UNIT CHECK

SB pp43–44

Theis Unit check covers the past simple and past continuous, someone, anyone, nothing, everything, etc., and adjectives.

extra Encourage students to write a short story using as many of the words from the wordlist as possible. In particular, they could use a range of adjectives to describe the things, people and places in their story.

Vocabulary 1 2

3.9 + 3.10 1 scary 2 useful 3 gold 4 light 5 ordinary 6 ancient

3 1 starving 2 terrible 3 incredible 4 huge 5 freezing 6 exhausted 7 tiny 8 delighted

4 1 embarrassed 2 journey 3 remote 4 proud 5 comic 6 stuff 7 stuck 8 silent

5 1 pick 2 valuable 3 dull 4 dark 5 modern 6 accident 7 furious 8 delicious

Review 1 1 came 2 fell 3 was 4 landed 5 decided

6 didn’t think 7 was talking 8 asked 9 arrived

2 1 Someone 2 anything 3 nothing 4 Everyone

5 something 6 No one 7 anyone 8 everything

3 1 anything 2 everyone/everybody 3 something

4 someone/somebody 5 nothing 6 everything/something 7 no one/nobody 8 anyone/anybody

4 Model answer I was looking online when I found an interesting news story. A Russian pilot lost nearly 200 gold and silver blocks that he was carrying on his plane. He was taking off from an airport in Siberia when a door flew open and the metal blocks fell out. It was raining gold and silver! Each block weighed about 20kg and together they were worth millions of pounds. The police immediately closed the area to stop people from taking the valuable metal. A video of the event appeared on social media and the news went round the world. The police are investigating the accident. Someone from the company who owns the metal said they have found all of the blocks.

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GRAMMAR FILE

SB p131

1 1A 2A 3B 4B 5B 6A 2 1 Did you hear 2 was looking 3 saw 4 found out 5 met 6 became 7 were both researching 8 did 9 showed

3 1 wrote 2 put 3 was walking 4 threw 5 found

6 was staying 7 was enjoying 8 noticed 9 opened 10 decided

4 1 There is no one at home. 2 3 4 5

There isn’t anything to watch on TV. Everyone likes listening to stories. Someone left you a message. Please tidy up everything in your bedroom.

5 1 Something 2 anything 3 someone 4 nothing

5 anyone 6 everyone 7 something 8 everything 9 anything 10 no one

6 1 anything 2 someone 3 something

4 anything / everything 5 anyone 6 Everyone

Presentation tool:

Unit 3, Switch on

Workbook / Online Practice:

WB p29

Audioscript:

SB p166

Extra Practice App

Lead-in SB p45 Focus students’ attention on the quote (We never stop learning) and on the photograph. Ask them to describe what they see in the picture. Ask students: How long do you think it might have taken the women in the picture to learn their craft? Who do you think they might have learned it from? Focus students on the title of the unit, Live and learn. Ask: Do we continue learning things all our lives? Write the following ages on the board: 13–19; 20–40; 40–60; 60+. Ask: What new things do we typically learn at these different ages? Put students into groups to discuss their ideas. Then conduct feedback as a class.

Live and learn

4

READING

LISTENING

topic: the School Enterprise Challenge skill: answering a question about the whole text task: multiple choice

topic: schools: past, present and future skill: understanding general meaning task: multiple choice

GRAMMAR the future: plans and intentions (going to, present continuous, present simple) the future: predictions (will, may/ might)

VOCABULARY ways of learning

SPEAKING topic: meeting school friends skill: making arrangements task: long turn

WRITING topic: school exchanges skill: reading the task carefully, beginning and ending emails task: email

SWITCH ON video: school swap project: class debate

Organise students into small groups and have a volunteer read the discussion questions aloud. Give them a few minutes to discuss their ideas, circulating as they do so and offering support where necessary. Finally, bring students together and discuss the answers as a class, generating as much discussion as possible and writing any new language on the board. 1 Friends: Skills such as bicycle tricks, or football skills; how to style your hair; how to dress well; if they have a special hobby (such as horse-riding) they can teach you how to do it. Parents or grandparents: cooking; good manners; how to behave with other people; traditional craft and woodwork skills; life skills such as cleaning and tidying; how to look after money. Teachers: subjects such as English, maths, etc.; how to give presentations; how to write an application for university; how to behave appropriately in class; group work skills. 2 Possible answer The most enjoyable thing I learned to do this year was scuba-diving. I took a diving course on holiday and it was amazing. The hardest thing I’ve learned to do this year was to play the trombone. I’ve just started and it’s really difficult!

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4 Live and learn

READING

SB pp46 –47

To start Write the following on the board: Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime. Ask students if they have heard this quote before. Organise them into pairs and ask them to discuss what it means. (It means that through teaching a person how to do/make something for themselves (rather than just giving them what they need) they will become independent.) After a minute, bring the class together and collect ideas from students. Ask students: Do you agree with this idea? Encourage them to explain why, giving real-life examples.

Power up 1 Go around the class, getting students to read the subjects

in the box aloud. Model the correct pronunciation and sentence stress where necessary. Read the questions to your students. Discuss the first one as a class. Then organise students into pairs and get them to share their ideas about the subjects they’d like to learn at school, and why they think these subjects are important. Tell students that their ideas do not need to be things in the box – they should think of other subjects, e.g. photography, or creative writing. Circulate as students complete this task, prompting and offering support where necessary. Bring the class together and nominate a few students to report back on their ideas. Generate as much subject vocabulary as possible and write it on the board. Possible answers I study English, maths, computer studies, history, geography, science, art and business studies. I would like to study photography (we don’t do this in art) and I would also like to learn film-making. I think it’d be good if there was a subject about how to use social media correctly, as this is something which causes people a lot of problems in their lives.

Read on background The School Enterprise Challenge is a worldwide business awards programme which aims to nurture young entrepreneurship. Participating students set up sustainable school businesses which generate profits and through it they gain genuine business experience. Students from countries all around the world have been involved: projects have involved inter-school newspapers, car washing and fly fishing!

2 Ask students for their ideas on the first question. Then give students a minute to read the first paragraph and answer the question again. Ask students to tell you whether or not their ideas were correct. C

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3 Get students to look at the photos and describe what

they see. Then read the instructions aloud and give them two minutes to read the rest of the article to find out what businesses are mentioned in the article. If necessary, pre-teach the following words: repair, waste paper and judge. Use concept questions, e.g. If I repair something, what do I do with it? (fix it) What do people usually do with waste paper – keep it or put it in the bin? (put it in the bin) Does a judge take part in a competition or does (s)he decide who is the winner? (decides who is the winner) Collect answers around the class. Repairing furniture and recycling paper are mentioned in the text. There are also photos of baking and growing fruit and vegetables.

exam task: multiple choice (text) This is an exam-type exercise. In the Cambridge Preliminary for Schools exam, this task has five questions rather than four. The last question usually asks about the general meaning of the whole text – here this is covered in Ex 5.

4

Focus students on the four questions. Ask them to skim-read them and underline the key words. Give students the opportunity to ask questions about anything they don’t understand. Circulate as students complete the task, offering support where necessary. Check answers around the class. 1 B (A – the text mentions that students can make money for their schools, but it doesn’t mention that schools need more money; C – students don’t make money for themselves; D – the text doesn’t say she was running her own business) 2 D (they planted more trees. A – businesses were cutting down a lot of trees, but the project didn’t stop this; B – the project encouraged other people to use less paper, but it doesn’t mention whether the students themselves used less paper; C – the project taught people that recycling is important, but it doesn’t mention whether everyone accepted this or not) 3 C (A – the text doesn’t mention how much money the students make; B – the competition helps students learn how to run a business; D – students learn how to manage a team of people, but the text doesn’t mention that students can work individually or as a team) 4 A (B – the text mentions travelling, but doesn’t say that she wouldn’t enjoy it; C – she would have to choose the winners, but the text doesn’t say that this would be difficult; D – the text mentions that judges visit schools, but doesn’t say that there won’t be time to visit many)

extra: fast finishers Organise fast finishers to work with a partner. Get them to discuss the reasons why the incorrect options are wrong.

exam tip 5 Focus students’ attention on the exam tip and read the

first paragraph aloud. Explain that being able to decide on the general meaning of a text is an important thing to be able to do, as this tells us the writer’s attitude and overall purpose in writing the text. Ask students to read the question and look carefully at all four options (A–D) before reading the text again and choosing the best option. Conduct class feedback. Make sure that students are able to explain why the other three options aren’t correct (as well as to justify the answer they have chosen). B (she talks about what students can learn from the experience and also how schools and communities can gain from the competition; A – Alison is not a teacher now, and she doesn’t talk about why teaching is important. She doesn’t talk about how the SEC can help teachers; C – she mentions why she stopped teaching, but she doesn’t work for the School Enterprise Challenge yet – she talks about what students can learn from the experience; D – she doesn’t say how she became a teacher, and she doesn’t teach students how to run their own business)

6 Ask students to look at the definitions 1–6. Elicit what

kind of word will need to go in each of the gaps (verbs). Organise students into pairs and challenge them to see who can be the fastest to complete the task. Check answers as a class. 1 start ​2 make ​3 run ​4 open ​5 develop ​6 manage

alternative Before looking at the text, get students to decide what kind of meaning they need to look for in each gap, e.g. 1 would be something you do with a new business, such as begin or create. As students go through this process, they can scan the article and find a word which matches this meaning.

extra Ask students to think about a business person or a business they know. They should write sentences about this business/person using the target language from Ex 6.

Sum up 7 Organise students into pairs. Read the instructions aloud

and stress that they need to use the words in the box when summarising the School Enterprise Challenge. Pre-teach the words competition (a situation in which people try to be more successful than others) and community (people living together in one area). Circulate as students sum up, making a mental note of any good summaries you hear. Bring the class together and nominate a couple of pairs to deliver their summaries. Possible answer It’s a competition for schools to start and run their own businesses. Students learn about business and they also get to help their local community. It’s not really about making money for yourself – it’s more about gaining important life skills.

Speak up 8 Organise students into small groups (groups of four

would be ideal). Read the instructions aloud and get students to look at the questions. Generate a couple of ideas as a class before setting students to work on the task. Circulate as students share their ideas, prompting and offering support where necessary. Nominate a student from each group to report back on their ideas, and conduct a class vote for the best one. Possible answers 1 Our business would be a shoe-polishing business. 2 We would start the business by going around houses in the area, asking people if they have any tins of polish they could give us. We would collect old cloths from around our houses. We would use the polish and the cloths as our tools to start offering a shoe-polishing service around the school. 3 I think we could make a lot of money. Once teachers see their colleagues with really shiny shoes, they will want the same for themselves. After we’ve done the shoes around the school, we could move on to our local area. 4 We would spend the money on getting a professional gardener to help us get the school yard looking nicer, so that it is a greener and more relaxing place to spend break times.

alternative Ex 8 could be extended so that students are asked to create a more formal presentation using slides and visual aids. This could be set as a homework task, so that students have more time to deliver a dynamic and convincing presentation about their business.

Fun footer Read the footer aloud to your students (or nominate a student to read it aloud). Ask students: What is the word for ‘business’ in your language? What other words does it come from?, e.g. the French word entreprise comes from the verb ‘to take something’.

To finish Organise students into groups. Ask them to list the pros and cons of the School Enterprise Challenge (pros – it encourages business-minded students, it could raise money, it can help students to develop useful skills; cons – it takes time away from other subjects, making money isn’t always the most important thing to learn how to do, the business might fail). Circulate as students discuss their ideas, prompting where necessary. Bring the class together and ask: Would you like to take part in such a project in your own school? Encourage students to give reasons for their answers. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 48 of the Student’s Book for homework, and to read the grammar reference section on future plans and intentions on page 132. Also share with them a link to the PowerPoint Grammar Presentation on future plans and intentions. Tell them to write down the main grammar points and any questions they have, and say that you will go over these in the next lesson. Presentation tool:

Unit 4, Reading

Workbook / Online Practice:

WB pp32–33

Extra Practice App 65

4 Live and learn

GRAMMAR

extra

SB p48

To start Ask students to write two sentences about their future plans, using future forms if possible (this will be more possible if you used the flipped classroom approach at the end of the last lesson). Organise students into pairs and get them to share their sentences. Circulate as students do this, making a note of students’ existing knowledge of this language area. Then bring the class together again and nominate a few students to share their future plans.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p132

1 If you used the flipped classroom approach at the end of the last lesson, elicit answers to the first exercise and go over any questions students have from the exercise, the explore grammar box or the grammar reference section.

If you didn’t use the flipped classroom approach at the end of the Reading lesson, tell students that in this lesson, they will focus on accurately expressing their future plans and intentions. Get students to think about the future plans discussed in the To start activity. Ask students: Which forms did you use when you were discussing your future plans? Why did you choose to use these forms? Did you notice that the meaning changes when you use different future forms? Focus students’ attention on the explore grammar box. Give students a minute to read the box and complete the examples with the correct form of the verbs. Allow students to share their answers with a partner, then conduct class feedback. 1 ’m going to apply 2 ’m sending 3 opens

watch out for When using future forms, students may choose one and use it all the time. When students do this in a grammar lesson it’s important to get them thinking about why they have chosen to use a particular form. Talking about their own personal plans as much as possible helps, so aim to personalise the language at every opportunity.

2

4.1 Read the instructions and focus students’ attention on the activities A–H. Play the recording (either video or audio) while students complete the task. Allow students to compare notes with a partner before conducting class feedback. C, B, D, F, G, C

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Write the following on the board: I’m going to go to France. Elicit that going to go sounds a little strange, which is why it is not usually used in English. Give students the chance to consider what should be used instead, before conducting class feedback. Go around the class, encouraging students to personalise the language by making sentences about where they are going after school today, e.g. I’m going to my friend’s house.

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4.2 Get students to look away from their Student’s Books and remind you about when we should use the different future forms. Then focus their attention on the task and give them a minute to decide on the correct options for each sentence. Play the recording so they can check their answers. Finally, go through the task, asking students to tell you why the answer they picked is correct. 1 2 3 4 5 6

’m singing ’m going to look after ’m going, ’m going to buy ’m going to complete am going ’m meeting; are going to play

4 Read the instructions aloud. Focus students’ attention on the time expressions and stress that their sentences need to contain a mixture of present continuous and going to forms. Give students a couple of minutes to write their sentences, monitoring and offering support where necessary. Organise students into pairs and get them to share their sentences with a partner. Possible answers I’m meeting my friends this evening. We’re having an exam tomorrow at school. I’m having a singing lesson next weekend. I’m going to get a part-time job next month. I’m going on the school trip in the summer holidays. I’m going to ask for new boots for my next birthday.

5 Read the instructions and question aloud. Have students

read the email quickly. Allow them to compare notes with a partner before conducting class feedback. Ask students: Would you like to go to a school like this one? Students can choose what to study and plan their own classes.

6 Get students to read the email again, completing the

gaps with the correct future forms. Circulate as students complete the task, offering support where necessary. Collect feedback by reading the answers around the class.

1 2 3 4 5 6 7 8 9 10

’m going ’m meeting ’re going to talk ’m going to study ’m not going to spend starts finish ’m going to enjoy are going to help ’s coming round

Speak up 7

Ask students to remember some of the subjects you spoke about together in the Reading lesson. Review these by eliciting some of the subjects they would like to study and why. Give students time to write their timetable. Encourage them to be as creative as possible. Allow them to share their timetables in small groups before nominating a few students to talk about their timetable to the rest of the class. Encourage students to justify their choices of subject and any other decision they made, e.g. timing, quantity of lessons, etc. Possible answers Suggestions for interesting school subjects could include: fashion design, video-game designing, survival skills, campfire cooking, knitting, weaving, sound engineering, film-making, social media management, online content creation, etc.

VOCABULARY ways of learning To start

Tell students about a time you found it easy to learn something and then tell them about a time you found learning difficult. Say something like: I learned French easily because my teacher taught us using French pop songs, and I found that a really good way to learn. I didn’t find it easy to learn history because there were a lot of dates to remember and I find remembering dates really difficult. Get students to think about times they found something easy/difficult to learn. Conduct a class discussion, encouraging students to think about whether the ways they learned things had an impact on how easy/difficult they found it.

1 Read the instructions aloud and focus students’ attention on the words in the box. Read the words around the class, focusing on pronunciation where necessary. Give students a couple of minutes to discuss their ideas with a partner before conducting class feedback.

8 Organise students into pairs. Nominate a student to

read the example questions aloud. Give students a few minutes to write down more questions. Then get them to share the questions with their partner. Come together and discuss everyone’s questions from around the class. Allow students to add to their list any other good ones they heard from other pairs.

Possible answers I find English vocabulary easy to learn. I’m not sure why. It just sticks in my head! I find sports difficult to learn, though. It’s hard if there are other people who are much better than me, and it makes me want to give up.

9 Ask students to work with a different partner (not the

one from the previous exercise). Circulate as students ask and answer questions, checking for correct use of future forms. Nominate a few students to report back on their partner’s timetable.

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Possible answers My partner’s school days start at 10 a.m. and finish at 3 p.m. He’s going to study art every morning for two hours and then he’s going to study music for the rest of the day. Lunch is at one o’clock and he has another small break at 2 p.m. It sounds like a nice day to me!

game on Read the instructions aloud and nominate two students to read the example. Give students two minutes to think in silence of a few activities and the tools they will need to do them. Circulate as students play the game, ensuring they are using future forms appropriately.

To finish Get students to write down three plans, using a mixture of future forms. One should be false. Organise students into groups to share their sentences. The listening students have to guess which of the three sentences is the false one. Presentation tool:

Unit 4, Grammar

Workbook / Online Practice:

WB p34

Grammar Reference and Practice:

SB pp132–133

Photocopiable Activity:

4A

Audioscript:

SB pp166–167

PowerPoint Grammar Presentation:

Unit 4, Grammar

SB p49

4.3 Focus students’ attention on the four sentences A–D. Nominate a student to read them aloud and get students to tell you which of the sentences they think are true for them. Read the instructions aloud and give students the opportunity to ask questions about anything they are not sure about. Play the recording, twice if necessary, while students complete the matching task. Allow students to share their answers with a partner before conducting class feedback. 1 B ​2 A ​3 D ​4 C

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4.4 Give students a minute or two to read and complete the sentences. Circulate as students do this, offering support where necessary. Play the recording so that students can check their answers. Then read the sentences around the class. 1 have ​2 taking ​3 make ​4 give ​5 taking, making  ​6 get

4 Before students get started, model the task. Say

something like: Number 2 – I’m good at listening to other people and taking advice from them. Well, that’s true for me because I really enjoy hearing other people’s ideas and it also helps me when I can express my idea to other people and get feedback from them about whether it’s a good idea or not. Circulate as students complete the task, encouraging them to give reasons for their answers.

Extra Practice App

67

4 Live and learn VOCABULARY (Continued)

5 Ask students to look at the sentences and get them to

tell you what they notice about the verb forms (they are all phrasal verbs). Challenge students to see who can be first to complete the sentences correctly. Check answers around the class: write the phrasal verbs on the board, and use concept questions to check that students understand their meanings, e.g. If I settle down in class, do I make a lot of noise? (no) Do I stop making noise, sit quietly and start working? (yes) If I hand in my work, who do I usually give it to? (my teacher) Organise students into pairs and ask them to complete the guessing task. When students have had the chance to discuss their guesses with their partner, nominate a few to report back on their findings. 1 down 2 down 3 around 4 out 5 in 6 off

explore vocabulary Give students a minute to read the explanation in the vocabulary box. Explain that the ‘particle’ is the small word which follows the verb. In the explore vocabulary box, the particle is up.

6 Read the instructions aloud. Point out that the same

particle must be used for all three combinations in each question, and that each verb can only be used once. Monitor as students collect verbs, offering support where necessary. Check answers as a class. Explain that some phrasal verbs have more than one meaning, e.g. run out can mean to move quickly out of a place (She ran out of the room), or to find that there is nothing left of a particular thing (We’ve run out of milk). Organise students into pairs and get them to look up the phrasal verbs, noting down any multiple meanings they come across. Bring everyone together and go over the meanings as a class, making example sentences together and writing them on the board. 1 lie down, sit down 2 run around, walk around 3 take out, throw out Note that lots of other combinations are possible (e.g. run out, sit around, throw down) but these would not fit the brief of using each verb only once.

7 Focus students’ attention on the title of the article. Ask:

Why would someone celebrate when things go wrong? Discuss any ideas students may have before getting them to read the gapped text. When they have read it, ask them if they agree with the writer’s opinion. Next, read the instructions and give students time to complete the text. Allow them to check their answers with a partner before reading the text around the class. 1 making 2 teach 3 do 4 give 5 mind 6 take

Speak up 8 Tell your students about a time you learned from a

mistake you made. Say something like: Someone stole my wallet once. Unfortunately, I’d written my PIN number down and put it in a secret compartment in my wallet. It wasn’t secret enough, though! Now I try very hard to memorise PIN numbers and all my passwords. I’ve learned from my mistake! Read the instructions aloud, give students a moment to think about a mistake in their past that they learned from, then organise students into small groups to practise telling their stories. Circulate as students do this, prompting and offering support where necessary. Nominate a few students to tell their stories to the rest of the class. Possible answer I had a maths exam one day. I got up really early so that I was there in good time. When I got to the place where the exam was, there was no one there. I waited and waited, but no one came. I didn’t have my mobile phone with me, because we were told we weren’t allowed to bring phones to our exam. After an hour of waiting I went home. Later on, I found out that the exam was in a different building. I’d missed it! I really learned from my mistake that day. Now I always check and double-check the time and place of exams.

Fun footer Nominate a student to read out the footer. Ask students if this joke works when they translate it into their own language.

To finish Organise students into pairs. Get them to tell their partner about something new they would really like to learn. Their partner should listen and use what (s)he has learned in this lesson to give advice about the best way for their partner to go about learning this skill. They should ask questions to find out how their partner learns, as this will enable them to provide more useful advice. Circulate as students do this, prompting and offering support where needed. Then bring the class together again and nominate a few students to report back. To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 4 on page 50 of the Student’s Book for homework, and to read the grammar reference section on predictions on page 132. Also share with them the PowerPoint Grammar Presentation on predictions. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 4, Vocabulary

Workbook / Online Practice:

WB p35

Photocopiable Activity:

4B

Extend Vocabulary:

SB p144

Audioscript:

SB p167

Extra Practice App

68

LISTENING

SB p50

To start Organise students into groups. Tell them that they are going to think up their perfect school. Write on the board: What’s the name of your ideal school? Where is it? What kind of building is it? Is there a uniform and, if so, what’s it like? What are the teachers like? What subjects do students learn? Are there any after-school activities?

exam task: multiple choice This is an exam-style task but in the Cambridge Preliminary for Schools exam, the questions would cover a greater variety of topics. This text reflects the unit focus on education.

3

Give students four minutes to come up with their ideas. Nominate a student from each group to report back on their ideas, then conduct a class vote to see which school sounds the best.

2 B (A – the boy says that homework in the past wasn’t easy, and the girl agrees; C – she says that homework takes more time now) 3 A (He says they are lucky that teachers take them on trips like this, and he wants to go again; B – he says the final score was 2–2, which wasn’t bad. He says some people were disappointed, but he was glad his team didn’t lose; C – he says some people behaved badly and the teachers were angry, but he doesn’t say that he was angry) 4 B (A – she suggests changing instruments, but the boy tells her not to; C – the boy doesn’t mention practising more, and the girl says she can’t practise any more) 5 C (A – the boy says people will learn the same subjects, and the girl agrees; B – the girl says schools might be bigger, but the boy disagrees)

Power up 1 Read the instructions aloud. Organise students into

pairs and circulate as students discuss the questions, offering support where necessary. After a few minutes, get students to work with another pair to compare the ideas they have come up with. Conduct class feedback by nominating a student from each group to report back. Possible answer We think students needed to learn different skills in school in the past. In the past it was more important to learn maths and spelling and to learn facts, for example, but now we have computer programs and websites to do all of these things. Instead we have to learn how computers work, so we can use those programs. We still need maths and spelling, but just a different type! We think schools are changing now because robots are going to do a lot of the jobs we do now. So schools need to teach new skills like how to work together in teams, how to solve problems, etc. They are beginning to do these things already.

Listen up exam tip 2

4.5 Read through the exam tip with students. Focus their attention on the first question in Ex 3 and nominate a student to read the question and the answer options aloud. Play the recording so that students can choose the correct answer. Allow students to check their answer with a partner before bringing the class together again and conducting feedback. Make sure that students are able to explain why C is the correct choice (and why they eliminated the other two options). All the ideas are mentioned. C is correct because the boy says: It was good that we all talked about the subject together … and the girl agrees: Yeah, that was really interesting. So this is the only thing they both enjoyed.

4.6 Give students a minute to read the remaining questions and options. Remind them of the advice they read in the exam tip and then play the recording again while students listen to the rest of the recording and complete the task.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p132

4 If you used the flipped classroom approach at the end of the last lesson, elicit answers to Ex 4 and go over any questions students have from the exercise, the grammar box or the grammar reference section on page 132.



If you didn’t use the flipped classroom approach, focus students’ attention now on the explore grammar box. Read the title and the black text together (not the examples in red) then ask the students to complete the task with a partner. Then read through the completed examples together. 1 will learn  2 won’t change  3 might be  4 may not allow

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4 Live and learn LISTENING (Continued)

5 Read the title of the text as a class. Ask students to predict

what the content of the article might be. Then get them to skim-read the text and to check their predictions. They should then complete the text with the correct verb forms. Read the completed text around the class. 1 won’t be 2 will be 3 will do 4 won’t have 5 will study 6 will check 7 may/might have 8 may/might not get

SPEAKING To start

Ask students to work in pairs. They should choose five new words they have learned in this unit so far. When everyone has chosen their words, they should swap words with another pair. The challenge is to see which pair can be the fastest to write five sentences, each containing one of the words (and using them correctly).

Power up

Speak up 6 Read the instructions aloud to the class and nominate

1 Read the instructions aloud to your students. Organise

them into pairs to discuss their answers. Nominate a few students to report back.

students to read the examples. Organise students into groups and monitor as they make their predictions, prompting where necessary and listening out for accurate usage of the relevant future forms. Bring the class together to share the predictions they have made. Possible answers I agree that we won’t have big classes. I think it’s true that students will study on their own on tablets, but we won’t study at home all the time. I think there may be a shorter school day, and that students will get more homework to do in their own time. We might study different subjects – for example, I think all students will need to do a course in Dealing with Robots! I don’t think we’ll have computer chips inside our head, though!

Possible answers I see my friends at weekends and maybe about twice during the school week. We usually meet at one of our houses. Then we go to the park or to a café. Sometimes we go for a walk, but mostly we just sit and chat about things. Sometimes we even do homework or study together!

exam tip 2 Elicit the meaning of the exam phrase ‘long turn’ (when

someone gets to speak for a while without being interrupted). Read the advice and then focus students’ attention on the photo. Organise students into pairs and get them to complete the task. As you circulate around the class, make sure that students are answering the questions in the task and not just describing what they see.

Fun footer Nominate a student to read out the joke for the rest of the class. Ask: Would you like to sleep in class? If yes, how would it help?

To finish Organise students into groups of 3–4. Give each group a category, e.g. fashion, hobbies, food, transport, jobs. Ask groups to work together to come up with three predictions for how their given topic might have changed by the year 2050. Demonstrate the activity by choosing one of the topics to make predictions as a class, e.g. In the year 2050, sugar might be illegal. Most doctors will be robots. Then ask students to complete the task in their groups. Circulate as students do this, encouraging them to be as creative as possible with their ideas and prompting where necessary. Finally, get a student from each group to report back on their discussion. Presentation tool:

Unit 4, Listening

Workbook / Online Practice:

WB p36

Grammar Reference and Practice:

SB pp132–133

Audioscript:

SB p167

PowerPoint Grammar Presentation:

Unit 4, Grammar

Extra Practice App

SB p51

Possible answer They are probably in a café. We know for sure that there are five young people – three girls and two boys – and they are sitting around a table. They are drinking fruit juice and they have books with them. One boy is showing the others his tablet. We can guess that they are school friends, and he is showing them some photos or maybe he is showing them a funny clip on the internet. They may be working on a school assignment.

3

4.7 Read the instructions to students. Play the recording, twice if necessary, while the students complete the task. Conduct class feedback, getting students to tell you similarities and differences between their ideas and those of the speaker.

4

4.8 Refer students to the sentences. Challenge students to see who can be the first to complete them with words from the box. When students are ready, play the recording so that students can check their answers. 1 There are 2 might 3 probably 4 look 5 right 6 maybe

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exam task: long turn This is an exam-style task. The main difference between this task and the Cambridge Preliminary for Schools exam is that in this task students take turns to describe the picture whereas in the exam each student will describe their own picture.

5

Organise students into pairs and get them to turn to page 155 of their Student’s Books. Give them a minute to prepare some ideas about the photo, before getting them to complete the task. Encourage them to use some of the language from Ex 4. Circulate as students do this, taking notes on students’ ability to accurately describe what they can see in a picture, to make guesses and to speak for a longer amount of time than is usual in a dialogue. Conduct class feedback, going over any issues you encountered while monitoring. Next, get students to repeat the task with another partner. Encourage them to focus on what they didn’t do so well first time around. Allow time at the end of the task for students to give each other feedback. Possible answer There are a lot of people in this photo. It’s probably a café because there are tables, and glasses on the tables. Around the table at the front of the picture, there are three teenage boys. Two of them are looking at one phone. Maybe there’s something funny on it because the boy on the left is smiling. The boy on the right is looking interested. The other boy, at the front of the picture, is also checking his phone. The boys are wearing relaxed clothes – hats and T-shirts, and one boy has on a shirt. The boys in the background are wearing similar clothes and look a similar age. Some of them are standing up – maybe they’re playing a game.

extra Get students to record themselves doing the task in Ex 5 using their phones. Ask them to listen to the recording and think about how well they used any of the language from Ex 4. They should then repeat the task if necessary to see if they can improve.

6

4.9 Refer students to the table and read them the instructions. Play the recording, twice if necessary, while students complete the task. Check answers as a class. 1 Saturday, about 12 o’clock ​2 Ali’s house ​ 3 Friday, half past six ​4 cinema

explore language Direct students to the explore language box. Read through the phrases as a class, modelling natural sounding pronunciation and word/sentence stress where necessary. Give students the opportunity to ask questions about any new language which they are not sure of.

7

4.10 Focus students’ attention on the conversations and ask them to complete the blanks with phrases from the box. Play the recording so that students can check their answers. 1 fancy ​2 can’t ​3 about ​4 could ​5 sounds ​6 meet  ​7 idea ​8 check ​9 See ​10 there

extra Get students to practise the conversations in Ex 7 with a partner (A and B together, then C and D together). Monitor as students practise their dialogues, offering support with pronunciation and intonation where necessary. Nominate the strongest pairs to perform a conversation to the rest of the class.

Speak up 8 Read the instructions aloud. Elicit what form students

will need to use to talk about plans they already have (the present continuous). Give students a minute to complete their calendars with any activities they like. Point out that their plans don’t need to be real and that they will leave three slots blank. Possible activities babysitting my cousin, working in my uncle’s café, going shopping with my mum, studying for my maths test

9 Organise students into pairs. Read the instructions aloud. Circulate as students make their arrangements, noting down any particularly good usage of the new language. Get a few students to perform their conversations to the rest of the class. Model conversation A: Do you fancy going to the park if it’s sunny on Saturday morning? B: I can’t because I need to babysit my cousin. I promised my aunt! A: What about Saturday afternoon? We could try the new café – the one that opened last week. B: That sounds good! See you on Saturday afternoon, then!

To finish Organise students into groups of three or four. Ask them to repeat the task in Ex 9, paying special attention to the language from the explore language box. Get them to tick a phrase every time they use it. The person who has used the most phrases at the end is the ‘winner’. When students have completed the task, bring everyone together for class feedback. Find out who got the most ticks, and get them to perform their conversation to the rest of the class. Presentation tool:

Unit 4, Speaking

Workbook / Online Practice:

WB p37

Activity File:

SB p155

Speaking File:

SB p146

Audioscript:

SB p167

71

4 Live and learn

WRITING

SB pp52–53

To start Ask students about the last email they wrote. Ask: Who did you write it to? Was it formal or friendly? What phrases did you use to begin and end the email? Generate as much discussion as possible and write any new language on the board.

Power up 1 Nominate a student to read the questions aloud.

Organise students into groups to discuss the questions. Circulate as students share their ideas, prompting where necessary. Bring students back together and nominate a student from each group to report back. Generate as much language as possible and write any new words and phrases on the board. Possible answers 1 I think a school exchange would be really good for your language skills. I also think that going on an exchange could help you to become more confident and independent. It’s good to learn about schools in other countries and how they are different to your own. 2 One problem is that students might get homesick. They might not like the food, or the weather might make it difficult for them to enjoy themselves. If they weren’t with their friends they might feel lonely.

2

4.11 Read the instructions aloud. Play the recording while students complete the task. Allow students to share their answers with a partner before conducting class feedback. Things they mention: 1 positives: practised lots of English; English improved; having friends in different countries; learning to do things for yourself problems: none 2 positives: had to work hard and try to speak Italian; confidence; host family were really nice; living in a different culture teaches you so much and helps you understand how people are different and how they are the same. problems: her Italian wasn’t very good so difficult to communicate

Plan on 3 Read the instructions aloud. Direct students to the

writing task and get them to read the email from Sam. Ask students to work in pairs and challenge them to see who can be the first to answer the questions. When students are ready, go over the answers as a class. I have to write an email to Sam. I should write about 100 words. I should include 4 ideas, based on the 4 notes.

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exam tip 4 Focus students’ attention on the exam tip. Give students a minute to complete the task, before checking answers as a class. A3 B2 C1 D4

5 Read the instructions to students and nominate a student to read the extract from the email aloud. Ask students: Do you think this is a good suggestion for a present? Why? Then ask students to answer the question with their partner, before having a volunteer share their answer with the class. 3

6 Read the instruction together with the class. Ask students to remind you of the other notes from the writing task (referring students back to the exam tip and the email). Circulate as students write their replies, offering support where necessary. Then organise students into pairs to complete the second part of the task. Conduct class feedback. Ask: Did you guess which note your partner was replying to? What words/phrases helped you to do this? Write down on the board any phrases students have used which will be useful for completing the task in Ex 9. Possible answers Note 1: Great news about your flight! I can’t wait to see you next week. Note 2: Fortunately, it’s hot and sunny here at the moment. So bring your sunglasses! Note 4: Yes, I’m coming on the exchange to England. I think it’s from the 5th to the 11th of June.

explore language 7 As a class, read the email beginnings and endings in the explore language box together. Elicit that these are all used in informal (rather than formal) emails. Read the instructions aloud and get students to answer the Ex 7 question. Hi and see you soon

8 Read the instructions aloud and focus students’ attention on the table. Circulate as students complete the table, offering support and prompting where necessary. Ask a confident student to share his/her notes with the rest of the class. Possible answer beginning phrase: Hello, reply to note 1: I’m happy you’re all ready for your visit. I’m really looking forward to seeing you! reply to note 2: It’s mostly sunny at the moment, with a little rain. reply to note 3: Maybe a CD with music from your country? reply to note 4: Yes. Date is 5th of May ending phrase: Bye for now,

SWITCH ON

Write on exam task: an email 9

School swap

Read the instructions aloud to students. Emphasise that students need to use the notes they have written in Ex 8 to help them write their email. Model answer Hi Sam, It’s great to hear from you, and I’m really looking forward to seeing you next week. I think we’ll have fun together. The weather here is quite warm, so you don’t need to bring a winter coat. But it might rain, so bring an umbrella. My mum and dad love chocolates, so you could bring them some chocolates from your country. They would love that. Yes, I’m going to come on the exchange visit to England. It’s on 24 May and I’m really excited about it! See you soon, Ed

1 Have a student read the instructions and the topics they should talk about. Then divide the class into different pairs to those they usually work in, and give them time to create their 30-word description. Then ask some volunteers to share their finished work with the class.

alternative If you like, you could award points for accuracy of language, for amount of information, and for any other categories you wish. Tell the students before they complete the task if you are planning to give points.

2

Improve it 10 Refer students to the checklist. Get them to work

through their email, referring to the items on the list. Collect in students’ work and assess it focusing on: • students’ accurate and appropriate use of informal beginnings and endings • the extent to which they have responded to all four notes • spelling



SB p54

Highlight areas of development relating to these target areas and, if necessary, ask students to write a second draft.

To finish Put students into pairs. Elicit all the possible presents that students wrote about in the email (note 3) and write them on the board. Give students two minutes to discuss up to five of the presents which are on the board and to decide which one is the best. Bring the class together and see if you can decide on the best present together. Encourage students to give reasons for their choices and generate as much discussion as possible. Presentation tool:

Unit 4, Writing

Workbook / Online Practice:

WB p38

Photocopiable Activity:

4C

Writing File:

SB pp148–149

Audioscript:

SB p168

Pre-teach the terms private school (a school which parents pay to send their children to) and state school (a school which students attend for free, as it is paid for by the government). Check students’ understanding by asking: Are there any private schools in this town/ country? Where are they? Which are the state schools? Read the instructions aloud with the class, then play the video clip. Ask students the question in the instructions, encouraging them to give reasons for their answers. Warminster is a private school and Bemrose is a state school.

3

Focus students’ attention on the questions. Pre-teach the word discipline (what the school and its teachers do to make sure that students behave well). Allow students the chance to ask questions about anything they don’t understand. Then play the video clip while students answer the questions. Allow students to share their answer with a partner before checking answers around the class. 1 No, he finds it difficult to focus and messes about in class. 2 Discipline is stricter at Warminster because students who talk over the teacher are immediately sent out of the classroom. 3 Bemrose has bigger class sizes – 30 compared to Warminster’s 15. 4 Classes finish at three at Bemrose and five at Warminster. 5 A boarder is a student who sleeps at the school.

4 Read the questions aloud to students. Organise them into groups and get them to share their ideas. Circulate as students complete the task, prompting where necessary. Then bring the class together and ask a student from each group to report back.

Possible answers The purpose of the school swap was to give students the chance to see a different side to school life and to learn from the different students they came into contact with. Yes, I’d like to do a school swap because it would be really interesting to compare my own school experience with what other students have; No, I wouldn’t like to do a school swap because I’m really happy with my school and I don’t want to leave my friends and teachers behind!

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4 Live and learn SWITCH ON (Continued)

Project 5 Organise students into pairs. Read the instructions aloud

and give students a time limit of two minutes to make a list of their likes and dislikes. Then ask each pair to find another pair to share ideas with. Bring the class together again and ask: Did you agree with each other? Nominate a couple of students to share their ideas with the rest of the class.

6 Read the instructions aloud to your class. Split the class

into two halves and allocate each half a position (either for or against the statement). Alternatively, ask students to choose which side they’d like to speak on (for or against), although if the numbers are very unequal you will need to move some students. Focus students’ attention on the instructions. Get students to work in small groups to prepare their arguments. Circulate as students do this, offering support where necessary.

7 As students debate, make sure that as many people as

possible are taking part. If need be, stop the debate from time to time and ask someone new to start speaking. Encourage the students to help one another by writing notes. Award points on the board for each sensible point made. Give quieter students time to think where necessary by calling a pause. When arguments begin to be repetitive or to dry up, call the debate to an end and announce the winning team. Possible arguments For: homework causes a lot of stress; it’s good to have your teachers and other students nearby if you need help with something; it’s good for students to leave school and have time to do sport or focus on other activities Against: a long day is too tiring; you learn important skills from doing homework; it’s important to have more time to spend with your family; it’s more comfortable doing homework at home; it’s easier to focus

extra Ask students to choose one of the students featured in the video. They should then write a diary about their experiences and feelings on the first (and last) day of the school swap. Ask students to film each other reading their diary entries. Pick some of the best video clips to show to the rest of the class. Presentation tool:

Unit 4, Switch on

Switch on Videoscript:

TB p151

74

INDEPENDENT LEARNING SB p54

Reading skills 1 Ask students to look back through the reading tasks in

the units on their own and answer the questions. Put them into groups to compare their answers, then discuss their ideas as a class. Possible answers I enjoyed the reading text in unit 4, because I thought the School Enterprise Challenge sounded really interesting. I found the reading text in unit 3 more difficult. It had some words I didn’t know.

2 Ask students to look at the list of the different reading

skills and decide how they feel about each skill. Discuss their ideas as a class and see which things most students find easy or difficult.

3 Put students into pairs to share their ideas, then discuss their ideas as a class.

4 Explain to students that this exercise is about setting

their own personal goals, so they should choose things that they think they need to improve, and also things that they think they can improve. Monitor and help while students are thinking of their ideas. Ask some students to share their ideas with the class. Possible answers I could try reading news articles, or articles from magazines. I could try skimming texts quickly, to get an idea of what they are about, before I read them in detail.

UNIT CHECK

SB pp55 –56

This Unit check covers talking about future plans and intentions, and vocabulary for ways of learning.

extra Challenge students to write a dialogue using as many of the words from the wordlist as they can. Then, ask them to read out the dialogue for another student to listen and notice which words were used.

Vocabulary 1

4.12 1 She made a mistake. 2 He got good grades. 3 She’s handing it in. 4 Make up his mind. 5 They settle down. 6 They should write it down.

2 1 open ​2 develop ​3 run / start ​4 manage ​5 make 3 1 maths ​2 computer studies ​3 PE ​4 drama ​ 5 business studies

Review 1 1 I’m going  2 I’m going to ask  3 does the film start 2

4 ’m going to enter  5 Are you coming  6 It closes 1 will spend  2 might/may win  3 won’t enjoy 4 may/might join  5 may/might not be 6 will probably do 7 will have  8 may/might come

3

4

5

1 were (plural past tense of the verb be, to go with there) 2 will (a definite prediction about the future) 3 something (indefinite pronoun used with an affirmative verb) 4 may/might/could (expressing possibility in the future) 5 to (part of the verb form be going to to express a future plan) 6 not (expressing a negative definite prediction about the future – equivalent to won’t) 4.13 1 are designing  2 it’ll speak  3 might  4 are going to have 5 are having  6 will see  7 won’t  8 might  9 starts 10 probably going to  11 also turn  12 will never Model answer

GRAMMAR FILE

SB p133

1 1 I’m going to tidy 2 I’m meeting 3 does the show start 4 are you doing 5 doesn’t open

2 1 am going to do 2 are meeting 3 leaves 4 am seeing 5 closes

3 1 Are you going to study 2 starts 3 am going to learn 4 am meeting 5 are going to concentrate 6 opens 7 am going to do 8 am going to climb 9 am going

4 1 B ​2 A ​3 B ​4 B 5 1 will be 2 might cook 3 will go 4 may be 5 won’t arrive/be 6 might/may not enjoy

6 1 will I 2 might 3 might 4 will 5 will 6 won’t 7 might not Presentation tool:

Unit 4, Unit check

Workbook / Online Practice:

WB p39

Audioscript:

SB p168

Extra Practice App

This weekend is going to be really busy for me. I’m playing tennis as usual on Saturday morning. I always enjoy that. Then I’m meeting some friends in the afternoon and we’re going to watch a film together at someone’s house. We might play some computer games too. I’m looking forward to that! On Sunday I’m going to stay at home and relax. I’m also going to do my homework on Sunday, but I hope it won’t take too long! I think the best part of my weekend will definitely be Saturday afternoon, because I’ll see my friends and we’ll have fun together!

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5 Get the look!

Lead-in SB p57

Get the look!

5

READING

SPEAKING

topic: improving your look skill: finding specific information; understanding detail task: multiple matching

topic: ways of shopping skill: making guesses task: describing a photo

GRAMMAR comparatives and superlatives; (not) as … as; too/enough much/a lot/a bit + comparative, not quite as … as task: open cloze

VOCABULARY describing appearance

LISTENING topic: shops that offer more than shopping skill: listening for specific information task: sentence completion 76

WRITING topic: app and website reviews skill: structuring and planning a review task: review

SWITCH ON video: fashion factory project: new clothing brand

Focus students’ attention on the photograph and nominate a student to read the quote aloud. Ask students to tell you whether or not they agree with the quote and to say why/why not. Get students to describe the picture, asking prompting questions, e.g. Where is the boy? What is happening? What do you think of the style he has chosen? Elicit some key language, such as shave, clippers and barbers. Organise students into small groups and ask them to discuss the questions. Monitor as students do this, prompting where necessary. Conduct class feedback. Possible answers 1 Yes, I spend a lot of time thinking about my look. I’m always changing my hairstyle and getting ideas from the fashion magazines I read. 2 positives: people will notice you and they won’t forget you; people with their own style often seem interesting; you don’t need to worry about following fashion negatives: people might laugh at you for looking different; sometimes it’s difficult to get a good job if you look really different from other people 3 Last week I got blonde highlights in my hair/bought new glasses/started wearing red lipstick/got my ears pierced/changed to a new sporty hairstyle.

extra Write a few categories on the board, e.g. hair, skin, size, eyes. Organise students into groups, give them a three-minute time limit and get them to write a list of as many adjectives for each category as possible. Conduct class feedback, generating as much language as possible.

READING

SB pp58–59

To start Tell students that this unit’s reading lesson is going to focus on advice to help people look stylish and fashionable. Ask students: How much time do you spend getting dressed in the morning? Do you enjoy shopping for clothes? Is how you look important to you? What’s fashionable now? Do you follow fashion or do your own thing? Generate as much discussion as possible and write new language on the board.

Power up 1 Focus students’ attention on the verbs and phrasal

verbs in the box. Read the instructions aloud and give students a minute to complete the first part of the task. Allow them to check their answers with a partner before collecting answers around the class. Get students to work with a partner to read through the sentences and decide whether or not they are true for them. Model this yourself by reading the first sentence aloud. Say something like: This definitely isn’t true for me because I don’t like taking things back to the store if they don’t fit. It takes too long! I prefer to try things on in the store. Monitor as students share their ideas, prompting where necessary. 1 try on 2 save up 3 check out 4 dress up 5 suit 6 stand out Possible answers Number two isn’t true for me because I’m not good at saving money! When I have money, I spend it. Number four isn’t true for me, because I love getting dressed up for parties. Number six is definitely true for me. I like to look the same as everyone else and I don’t like it when people look at me.

Read on 2 If necessary, pre-teach the following words: adventurous,

ordinary, avoid and afford. Check students’ understanding by using concept questions, e.g. If someone is adventurous, do they like doing the same things all the time? (no) Do they like doing different things? (yes) If something is ordinary, is it very normal and everyday or is it unusual? (normal and everyday) If I avoid something, do I try to stay away from it or is it something I want to do? (you try to stay away from it) If I can afford something, do I have enough money to buy it? (yes)



Read the task instructions aloud. Give students a minute to read the descriptions and share their ideas with a partner before conducting class feedback. 1 to be more adventurous with his appearance 2 to buy something to help him stand out 3 to get something to wear for a party 4 to look her best at a wedding

exam tip 3 Read the exam tip aloud to students. Ask students to tell

you what they understand by the phrase key word (an important word which tells you what you need to look out for). Focus students on the first description in Ex 2 (Ash) and give them a minute to underline the key words. Then give students two minutes to look at reviews A–F quickly and decide which one matches Ash’s situation best. Allow them to share their ideas with a partner before checking answers orally. Suggested key words: be more adventurous with clothes; doesn’t want to buy anything new; needs a quick and practical style guide Reviews A and F talk about advice on clothes. F is the best match because Ash doesn’t want to buy anything new.

exam task: multiple matching This is an exam-style task but in the Cambridge Preliminary for Schools exam, students must match five people’s needs (rather than four) with one of eight options (rather than six).

4

Read the instructions aloud and make sure students realise they will need to refer back to Ex 2 in order to complete this task. Circulate as students complete the task, reminding them to follow the advice set out in the exam tip and asking them to explain why they have matched each teenager with a particular app or service. Collect answers around the class. 1 F (to get the latest free tips on clothes; He wants all teens to be confident enough to look good; his advice is easy to follow in his weekly five-minute vlogs) 2 D (This site lets you create a more interesting wardrobe; This service is expensive but in five days you get your special design) 3 C (It’s the easiest way to make a change without spending anything; Find stuff to wear … for special occasions) 4 A (Do you need the perfect look for a special event? … One of our fashion experts will find the best shapes, styles and colours for you … It’s not the cheapest advice and you need to wait two weeks for an appointment, but it’s personal to you.)

5 Organise students into pairs. Challenge them to see

who can be first to match the words and phrases with the meanings. Collect the answers around the class, modelling natural-sounding pronunciation where necessary. Personalise the new language by asking questions, e.g. What accessories do you usually wear? Can you tell me about a funny slogan you’ve seen on a T-shirt? Do you like plain clothes or do you prefer patterned? What’s your favourite kind of pattern? 1 experts ​2 average ​3 Do you fancy … ? ​4 pattern  ​5 accessories ​6 slogan

77

5 Get the look! READING (Continued)

Sum up 6 Read the instructions aloud to students. Organise

students into pairs and get them to discuss positives and negatives about each app and service. Circulate as students do this, prompting and offering support where necessary. Bring students together and open this up into a class discussion, generating as many ideas and as much language as possible. Then get students to tell you about the app or service they would most like to try. Encourage them to give reasons for their answer. Possible answers The Style Advisors: positives: consultation plus shopping session; you choose the shop; offers hair and skincare tips too; personal to you negative: expensive From Small To Tall: positive: style for everyone, no matter what their size negative: long delivery time Swap Till You Drop: positive: good for the environment negative: clothes might be in worse condition than you expected them to be Your Look, Your Way: positive: helps you to be creative and to choose the look you want negative: expensive Hair Scare: positive: fun, allows you to try out different looks negative: might stop you from trying interesting new looks in real life Nat the Hat: positive: might help you feel more confident negative: only one person’s ideas, so might not suit everyone

Speak up 7 Give students a minute to read the T-shirt slogans.

Encourage them to check the meaning of any they don’t understand with you. Students should work in pairs to discuss the meanings of each one. Bring students together to discuss which slogans they like the best. Encourage them to give reasons for their answers. Ask students: What’s your favourite slogan? Can you translate it into English? Possible answers 1 It’s better not to buy a lot of things but to choose what you really like/what will last a long time. 2 Being friendly is always a good thing and personality is as important as appearance. 3 It’s good not to wear the same things all the time. 4 Being creative and adventurous can be fun.

8 Read the instructions aloud. Organise students into small groups to share their ideas and write down any good slogans they can think of. Collect ideas around the class.

78

extra Tell students to think of three fashion problems they have. Give examples, e.g. I don’t know if I should get my hair cut; the clothes I like are all too expensive for me; my parents don’t like my clothes. Organise students into pairs. Get them to share their fashion problems. Their partner should listen and offer advice. Get a few students to report back on their discussions.

Fun footer Nominate a student to read the fun footer aloud. Ask students: Do you know any trendsetters?

To finish Tell students about a fashion problem you have. Say something like: I need to look smart for work, but I’m getting really tired of wearing the same boring clothes every day. Tell students that they are going to work in pairs to create a new look for you. Give students five minutes to create your new look (drawing pictures if necessary). One student from each group should then present their ideas to the rest of the class. Conduct a class vote to decide on the best one. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 60 of the Student’s Book for homework, and to read the grammar reference section on making comparisons on page 134. Also share with them a link to the PowerPoint Grammar Presentation on making comparisons. Tell them to write down the main grammar points plus any questions they have, and say that you will go over these in the next lesson. Presentation tool:

Unit 5, Reading

Workbook / Online Practice:

WB p40

Photocopiable Activity:

5C

Audioscript:

SB p168

Extra Practice App

GRAMMAR

2

SB p60

To start

D, E, B and C (in that order)

Write the following on the board: a wedding, a job interview and a party at your friend’s house. Ask students: What would you wear in these situations? Organise students into pairs to discuss their choices. Monitor as students share their ideas, helping with language input where necessary. Bring the class together and nominate a few students to report back.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p134

1 If you used the flipped classroom approach at the end

of the last lesson, elicit answers to the first exercise and go over any questions students have from the exercise, the grammar box or the grammar reference section.





5.1 Read the instructions aloud. Play the recording while students complete the task. Check answers as a class.

If you didn’t use the flipped classroom approach at the end of the Reading lesson, elicit what a comparative is and what a superlative is. (A comparative is when we compare two things (or two people); we use the superlative when we compare one thing (or person) with the rest of the things or people in a group.) Model the language by choosing two students. Ask the rest of the class to tell you which of the two students’ hair is longer and elicit the sentence: Y has longer hair than X. Stress that this is a comparative sentence. Now include another student with longer hair, so that there are three. Elicit the sentence: Z has the longest hair and stress that this is a superlative sentence. Get students to make more comparative and superlative sentences about themselves. Once students have had the chance to practise this, model (not) as … as; too/enough by making more examples about students, e.g. X’s hair is not as long as Y’s. X’s hair is long enough to wear in a ponytail. Get students to make their own sentences using (not) as … as; too/enough. Then focus students’ attention on the explore grammar box. Get them to complete the examples using the words from the box. Allow students to check their answers with a partner before reading the grammar explanation together. Ask students if they can think of any more examples to add to the ones already given. 1 smaller  2 bigger  3 more interesting  4 worse 5 cheapest  6 slimmest  7 easiest  8 best

watch out for Students (even at higher levels) continue to make errors with the form of comparative adjectives. For example, saying … more bigger than … or more better than … Pay attention to this kind of error while students are speaking, and allow them to self-correct. Students at this level can also omit the than and the from comparative sentences. With (not) as … as, they can sometimes forget the second as. Encourage students to be mindful of this, and reassure them that with practice, they will soon be able to master these forms.

3

5.2 Focus students’ attention on the sentences and read the instructions aloud. Remind students to refer to the information in the grammar box as they complete the task. Circulate as students do this, offering support where necessary. Play the recording so students can check their answers. 1 better  2 more expensive, better, cheaper  3 straighter  4 taller, more confident  5 easier, more interesting

4 Read the instructions aloud and ask students to look

at the sentences. Nominate a student to read the first (completed) example aloud. Allow students to check their answers with a partner before reading the sentences around the class. 1 too expensive ​2 old enough ​3 the worst  ​ most practical 4

5 Encourage students to check the meaning of any sentences

they do not understand. Tell them they can also use the example sentence if they like. Organise students into groups and circulate as they complete the task, prompting where necessary and making a note of any interesting ideas for use in the feedback session. Bring the class together again and nominate a student from each group to report back. Generate as much discussion as possible and write down any new ideas on the board. Possible answers 1 I think it’s true, if you’re talking about designer brands. However, many very fashionable people don’t spend too much money on clothes, because they buy second-hand clothes and make their own things to wear 2 I totally disagree. I think that even very young children are old enough to know what they want to wear. 3 I think being a model would be the worst job in the world because I love eating and I think models aren’t allowed to eat whatever they want. 4 Yes, I think uniforms are practical because it means students don’t need to think about what they need to wear every day. It’s probably cheaper too.

exam task: open cloze This is an exam-style task but in the Cambridge Preliminary for Schools exam, the text would have a greater variety of verbs. This text reflects the lesson focus on making comparisons.

6

Give students a minute to read the text and ask them to summarise what it’s about in just one sentence. Ask: Do you agree with the writer’s point of view? Challenge students to see who can be the first to complete the text. Read the text around the class. 1 more (comparative of long adjective) 2 most (superlative of long adjective) 3 taller (comparative of short adjective) 4 enough (not + adjective + enough to mean ‘not the right amount’) 5 as (as … as to say that two things or people are the same in some way) 6 too (too + adjective to mean ‘more than necessary’) 79

5 Get the look!

VOCABULARY

GRAMMAR (Continued)

Speak up 7 Organise students into small groups to discuss the

questions. Monitor as students share their ideas, prompting them to give reasons for their choices. When groups have had the chance to discuss each point, bring the class together. Nominate people from each group to report back and encourage as much debate as possible. Possible answers 1 I think filters can create funny photos, but sometimes it gets a bit boring and you just want to see a real photo. 2 Yes. I think selfies are too popular. I also think that people spend far too long taking selfies when there are many more interesting and important things to do.

SB p61

describing appearance To start Ask students to work in small groups. Remind them of the language they learned in the grammar lesson (comparatives, superlatives, (not) as … as and too/enough). Give students a time limit of three minutes to write as many sentences as they can about some of the people pictured in the Student’s Book. They can use any pictures they like, from any page up to the current lesson page. When the time is up, listen to some of the sentences the students have written. Award points for each sentence which uses the target language correctly: the team with the most points is the winner.

1 Read the instructions aloud. Organise students into

extra

groups and challenge them to see who can be the first to complete the task. During feedback, get students to explain why the odd one out in each group is different.

Organise students into small groups. Ask them to show the rest of their group a photo on their phone, with and without a filter (or get them to take a selfie in class). In groups, students should compare their photos using the target language. They should say which photo is the best / most interesting, etc. Circulate as students do this, noting how well they are managing to use comparative and superlative forms.

Fun footer Read the fun footer with the students, then ask if they are surprised by the age of the founder. Ask: Can you imagine how it would feel to be so young and to have such a successful app and business? Do you think the founder expected it to be so popular?

1 high (usually used to describe mountains and buildings, not people) 2 slim (used to describe a person’s size and shape; hair can be thin but not slim) 3 stripes (used to talk about a pattern of lines on material) 4 a smartphone (although a phone can be fashionable and is carried everywhere, it’s a gadget more than an accessory)

2 Focus students’ attention on the words in the box and

get them to complete the matching task. Check answers as a class. be: average height / short / 1m 64 tall / small for your age carry: a smartphone / a backpack / a wallet have: fair hair / straight hair / curly hair / long hair / freckles / braces wear: stripes / braces / make-up / jewellery / a baseball cap

To finish Organise students into small groups. Get them to make a list of the places where they buy clothes (this can include online stores, second hand shops and high street stores). Then, get them to write sentences comparing the places they have listed. Encourage them to use all of the target language: comparatives and superlatives as well as (not) as … as and too/enough. Get students to share their sentences and encourage discussion about their choices.

3

5.3 Read the instructions aloud to your students. Circulate as students complete the task, checking to see how well they understand and can use the new vocabulary. Play the recording so that students can check their answers. 1 curly, baseball cap 2 jewellery, backpack 3 braces, small for my age 4 freckles, make-up

Presentation tool:

Unit 5, Grammar

Workbook / Online Practice:

WB p42

Grammar Reference and Practice:

SB pp134–135

extra: fast finishers

Photocopiable Activity:

5A

Audioscript:

SB p168

PowerPoint Grammar Presentation:

Unit 5, Grammar

Fast finishers can write sentences about themselves using the words from Ex 1. Alternatively, they can work with a partner and test each other on the spelling of the words in Ex 1.

Extra Practice App

80

4 Read the instructions aloud to students. Demonstrate

the activity by choosing a photograph and describing it (be careful not to let students see the photo you have chosen). Elicit which photo you have described and ask students to tell you which words and phrases helped them arrive at their answer. Circulate as students complete the task, noting down good examples of target language use and also making a note of any issues for attention in the feedback session.

explore language 5 Read the instructions aloud and focus students’ attention

on the questions in the box. Point out that questions 2–5 all use like, but with different meanings. Give students a minute to decide on their answers with a partner before discussing this as a class. Nominate students to read the questions aloud, modelling natural sounding pronunciation where necessary. Monitor as students ask and answer questions, offering support where necessary. After a few minutes, bring the class together and nominate a few pairs to ask and answer questions in front of the rest of the class. A appearance 3, 4 B personality 2 C preferences 5

exam task: multiple-choice cloze 6

Focus students’ attention on the T-shirt in the photograph. Nominate a student to read the slogans on the T-shirt and ask: Why do you think someone might wear this T-shirt? Then get students to read the text and find out if their predictions were correct. Read the instructions and get students to complete the text. Allow students to check their answers with a partner before reading the text around the class. Encourage students to explain how they arrived at their answers in each case.

Speak up 7 Read the instructions aloud and nominate a student to

read the examples. Ask students to work with a partner to share their ideas. Collect annoying questions around the class and discuss possible responses to each one. Possible answers Are you going out dressed like that? Have you tidied your room recently? Have you got a girlfriend/boyfriend yet? Is that a new spot on your face? Did you get my text message?

To finish Ask students to look at the questions they came up with in Ex 7. Tell them that they are going to design a T-shirt like the one in Ex 6. Give students a few minutes to think of what they would write on their T-shirt, before sharing their ideas with a partner. Bring the class together and conduct a class vote to decide on the best T-shirt idea. To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 4 on page 62 of the Student’s Book for homework, and to read the grammar reference section on much/a lot/a bit + comparative, and not quite as … as on page 134. Also share with them the PowerPoint Grammar Presentation on the same topic. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 5, Vocabulary

Workbook / Online Practice:

WB p43

Photocopiable Activity:

5B

Extend Vocabulary:

SB p144

Extra Practice App

1 B (collocates to make the phrasal verb stand out, meaning ‘be easy to notice’) 2 D (the only noun that works in this context) 3 C (how + adjective tall to ask about height) 4 A (too + adjective to mean ‘more than necessary’) 5 A (collocates to make the verb look like) 6 C (the only noun that works in this context)

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5 Get the look!

LISTENING

SB p62

To start Ask students to close their books. Ask them to think of someone in the class and write a description of them using the language they learned in the vocabulary lesson. Collect students’ descriptions in and read them aloud (making sure there is nothing negative in the descriptions!). Students need to listen and guess which of their classmates is being described.

Power up 1 Focus students’ attention on the instructions and

nominate a student to read the examples aloud. Organise students into pairs and get them to work together to add their ideas to the list. Monitor as students do this, prompting and helping to generate ideas where necessary. Bring the class together to share the positives and negatives of online shopping. Ask students: Do you like shopping online? Why/Why not? Possible answers positives: you can ‘visit’ lots of shops without getting tired; you can go shopping when you are in the countryside or in a very small town; you can easily compare prices between online shops; it’s fast negatives: you can’t try things on; it’s not possible to tell how good quality the items are; you have to wait for them to arrive; sometimes you keep things you don’t really like because it’s too difficult to send them back

Listen up 2

5.4 If necessary, pre-teach the following words: stage, traditional, discount and branch. Use concept questions to check understanding, e.g. What kind of people can you usually find on a stage? (actors, singers, musicians, performers) If something is traditional, is it old-fashioned or new and modern? (old-fashioned) Why am I happy if I buy something at a discount? (because it’s cheaper than it would usually be) If I talk about a shop having a branch, does that mean that there is only one of this kind of shop or is there more than one of this kind of shop, with the same name and owner? (it means that there is more than one of this shop) Read the instructions and focus students’ attention on the sentences. Play the recording, twice if necessary, while students complete the task. Allow students to check their ideas with a partner before checking ideas around the class. 1 an advert 2 looking online 3 young people in general

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exam task: sentence completion 3

5.5 Read the instructions aloud and focus students’ attention on the gapped sentences. Play the recording while students complete the task. Check answers as a class. 1 (live) bands (so you get the latest fashion but also live bands to watch) 2 (fashion) advice (Their aim is to give fashion advice to all shoppers.) 3 shoes (Right now you can save a quarter on all shoes throughout the store.) 4 Thursday (every Thursday, you can enjoy the fun at Attitude until 8 p.m. – that’s two hours after our normal closing time) 5 the second of February / the 2nd of February / 2nd February / February the 2nd (Our new store is opening on your high street … on the 2nd of February.) 6 25 / twenty-five (There’s a special prize for the first 25 people through the door)

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p134

4 If you used the flipped classroom approach at the end of the last lesson, elicit answers to Ex 4 and go over any questions students have from the exercise, the grammar box and the grammar reference section.

If you didn’t use the flipped classroom approach at the end of the Reading lesson, read through the explore grammar box together now. Give students a minute to complete explanations A and B before you go over them as a class. Then practise the grammar, using a few examples personalised to the interests and context of your students. Name two local clothes shops, two local restaurants, two or three actors the students like. Then get students to compare the things and people you suggest, using the target language. A 1 and 2 B 3 and 4

exam task: open cloze

extra

This is an exam-style task but in the Cambridge Preliminary for Schools exam, the text would test a greater variety of language. This text reflects the unit focus on comparing things.

Organise students into groups. Tell them that they are to imagine they are going to set up a new fashion store in town. Ask them: What kind of shop does this town need? Tell students to decide on a name for their shop, what kind of clothes/styles it is going to sell, who the target customers will be, what the price range will be and to think of how they can attract customers to their shop. After students have had the chance to discuss their ideas for a few minutes, nominate a student from each group to report back. Generate as much discussion as possible, and as a class, decide on the best idea.

5

Read the title of the quiz to your students and ask them to predict the content. Ask students: Do you agree with this? When you go shopping, are you looking for an experience or do you just want to buy the things you need? Give students a minute to skim-read the text and nominate a student to summarise its content in a sentence or two. Finally, get students to complete the task, giving them a time limit of five minutes. Read the completed text around the class. Ask students to justify their choices for each answer. 1 as (comparative showing a small difference: not quite as … as; so is also possible but this is not covered at this level) 2 lower/better/cheaper (comparative of a short adjective) 3 lot (comparison showing a big difference: a lot + comparative adjective) 4 much (comparison showing a big difference: much + comparative adjective; far is also possible but not covered at this level) 5 most (superlative of a long adjective) 6 a (comparative showing a small difference: a bit + comparative adjective)

Speak up 6 Read the instructions aloud and focus students on the

headings. Organise students into groups to discuss their ideas. Circulate, offering support where necessary and making sure that students justify their choices. After five minutes, bring the class back together and nominate a student from each group to share their ideas with the rest of the class.

Fun footer Nominate a student to read the footer aloud. Ask students: Does this surprise you? Why/why not?

To finish Write these categories on the board: online, second-hand shops, department stores. Put students into small groups and ask them to compare shopping for clothes in these different places. Give them around five minutes to write down sentences using much, a lot, a bit and not quite as … as. Conduct feedback as a class. Ask each group to share their ideas. Find out if other groups agree, and get them to say why or why not. Presentation tool:

Unit 5, Listening

Workbook / Online Practice:

WB p44

Grammar Reference and Practice:

SB pp134–135

Audioscript:

SB p168

PowerPoint Grammar Presentation:

Unit 5, Grammar

Extra Practice App

Possible answers A hair salon is a good idea. I think that people would enjoy getting a new hairstyle to match their new look. Live music is also a good idea – people enjoy music when they are shopping and live music creates an extra-special atmosphere! Finally, I don’t like ice cream or juice too much, but I think a pizza stall is a great idea!

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5 Get the look!

SPEAKING

SB p63

To start Divide the class into groups. Read out four sentences using language students have learned in this unit so far. Each sentence should contain a mistake, e.g.:

5 Have a student read the instructions aloud, then focus

their attention on the example and nominate a different student to read it aloud. Circulate as students complete the task, focusing on accurate production of the target language. Nominate a confident pair to share their descriptions with the rest of the class. Possible answers picture A: He might want to buy the black shoes. Maybe he has some birthday money he wants to spend. He’s probably got enough money to buy the shoes. picture B: He probably likes sport because he is looking at sports shoes. Maybe he’s a runner or a football player. Maybe the shop is closed, because he isn’t inside.

1 I’m not as confident than my sister. 2 My mother is taller as me. 3 I’m not enough a fast runner to do athletics. 4 I think that sports shops are most interesting. (Correct answers: 1 I’m not as confident as my sister. 2 My mother is taller than me. 3 I’m not a fast enough runner to do athletics. 4 I think that sports shops are the most interesting.) After you have read each sentence, groups should confer and write the sentence correctly. When you have read all four sentences, get students to share their corrections. Award a point for each correct sentence; the group with the most correct sentences at the end is the winner.

Power up 1 Read the instructions aloud. Give students a couple

of minutes to share their ideas with a partner before opening this up into a class discussion. Generate as many ideas as possible and write new language on the board. Possible answers I prefer window shopping because I like being outside. I also enjoy window shopping with friends – it’s nice because we can stop for a coffee and talk about the things we want to buy! I prefer browsing online. It’s fast, and you can search for exactly the item you want. When I go window shopping I can spend hours looking at things that I don’t want to buy!

2 Get students to look at the photographs and ask them to describe what they see. Conduct feedback as a class.

3

5.6 Read the instructions and play the recording while students complete the task. Play it twice if necessary. Allow students to compare notes with a partner before checking answers as a class. Some statements could relate to both photos, so accept either answer as long as the students can justify their decision. 1 B 2 A (or B) 3 B 4 A (or B) 5 A 6 B 7 A 8 A

useful language Focus students’ attention on the useful language box. Read this together, checking that students understand the meaning of the phrases. Model the correct pronunciation and intonation where necessary.

4

5.7 Direct students’ attention back to the task and circulate as they choose the correct option for each sentence. Play the recording while students check their answers. 1 He’s sitting 2 isn’t 3 probably 4 He looks 5 might, Maybe 6 looks

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extra Get students to choose a photo from their phone which they would feel happy showing to their partner and which they think their partner might not have seen before. Organise students into pairs. Students should look at their partner’s photo, and make guesses about it, using the target language they have learned in this lesson.

Speak up exam task: describing a photo This is an exam-style task, but in the Cambridge Preliminary for Schools exam the students should direct their description towards the examiner rather than towards the other candidate. Candidates are given time to take notes here, but they will not have this in the exam. No target speaking times are mentioned here but if you wish to accurately replicate the exam, ask your students to talk about their photo for about a minute.

6

Organise students into pairs and allocate the letter A or B to each student. Ask them to turn to page 156 or page 160, and make notes on their photo. They should not look at each other’s photos. Allow around two minutes for this. Then ask them to take turns to describe their photo while their partner makes notes. Finally, they can look at each other’s photos and decide how well their partner described them. Possible answers Student A: In this photo, I can see a girl. She probably likes jewellery because she’s looking at some necklaces. She looks happy, so maybe she is going to buy one that she likes. The necklaces probably aren’t expensive, because they are outside the shop on the street. It looks sunny and warm, because the girl isn’t wearing a coat and she has sunglasses on her head. There are earrings on the wall inside the shop – the girl might go inside the shop to look at those next. Student B: There is a boy in the picture who is in a clothes shop. He is probably around 16. He’s wearing a green T-shirt and a grey hat, but it isn’t a warm hat so I don’t think it’s cold. He’s talking to a woman who looks like his mother. She is holding a pair of jeans. They both look happy. Maybe the boy is asking his mother to buy the jeans for him. The mother looks like she is happy to buy them for him.

Speaking extra 7

Read the instructions aloud to students. Organise students into pairs and challenge them to see who can be the first to complete the task. Go over the answers as a class. Ask students: Can you think of anything else a shop assistant or a customer might say? Medium, I think. C Hi, can I help you? SA We’ve got this style in your size. Would you like to try them on? SA I’m looking for a pair of black jeans. C Yes, please. Where are the changing rooms? C Sure, no problem. What size are you? SA Just over there in the corner. SA Here you are. Can I have a bag, please? C Are the jeans any good for you? SA So they’re £50.00, less twenty percent in the sale. So that’s £40 to pay. SA Of course. Here are your jeans and your change. SA Yes, they fit really well. I’ll take them. C

8

5.8 After students have completed the first part of the task, play the recording while students check their answers. Then organise students into pairs to practise the conversation. Circulate as students complete the task. Choose a strong pair of students to perform their conversation to the rest of the class. SA: Hi, can I help you? C: I’m looking for a pair of black jeans. SA: Sure, no problem. What size are you? C: Medium, I think. SA: We’ve got this style in your size. Would you like to try them on? C: Yes, please. Where are the changing rooms? SA: Just over there in the corner. … SA: Are the jeans any good for you? C: Yes, they fit really well. I’ll take them. SA: So they’re £50.00, less twenty percent in the sale. So that’s £40 to pay. C: Here you are. Can I have a bag, please? SA: Of course. Here are your jeans and your change.

extra Organise students into pairs and get them to repeat the conversation in Ex 8, substituting the jeans and other details for different options (e.g. shoes, large, £20, etc.)

To finish Get students to look through the unit and find five new words they have learned. Ask students to work with a partner. They should take it in turn to describe the word they have learned, while their partner listens and tries to work out what it is. Monitor as students complete this activity, offering support where necessary. Conduct class feedback, collecting the words students have chosen (and their definitions) around the class. Presentation tool:

Unit 5, Speaking

Workbook / Online Practice:

WB p45

Activity Files:

SB p156 & p160

Speaking File:

SB p146

Audioscript:

SB p168

WRITING

SB pp64– 65

To start Discuss the importance of reviews with your students. Ask them questions, such as: Do you often write reviews about things you buy? What was the last review you wrote? Do you read reviews other people have written? Are they helpful? Generate as much discussion as possible and write new language on the board.

Power up 1 Focus students’ attention on the photographs and ask

them to describe what they see. Read the instructions aloud and have some students read the bullet points. Encourage students to ask if there is anything they don’t understand. Then organise students into pairs to discuss their ideas. Monitor, offering support where necessary. Possible answer I’d look for positive reviews online from other people who have bought the same product. I might also listen to advice from my older sister or from my mum. I wouldn’t trust sales assistants. Reviewers are usually honest, but sales assistants will usually say the product is good because they want to sell it. If my best friend already has this product, then I want to buy it too because I know she has good taste!

2 Bring the class together again and establish which of the

options in Ex 1 was the most popular by conducting a show-of-hands vote. Nominate a few students to justify their choices. Then discuss with the class why one or two of the options were the most popular.

Plan on 3 Focus students’ attention on the advert and read it

aloud to your class. Then read the instructions and give students two minutes to choose the correct answers. Allow students to share their ideas with a partner before bringing the class together to share answers. Ask students: Can you think of any more features of a good review? 1 C ​2 A, C, D, E

4 Read the instructions aloud and give students around

four minutes to read the texts and answer the questions. Collect answers around the class. 1 A app  B website 2 A is more interesting to read: it has an interesting title and a clear opinion at the end; it uses more interesting language/adjectives than B; it has a chatty style by asking a direct question to the reader; it uses connectors to link ideas 3 there’s no opinion at the end of the review; there’s a lot of repetition; the language is quite boring; the sentences are short and not linked by connectors

5 Challenge students to see who can be the first to match the words and phrases with their equivalents in the review. Collect answers around the class. 1 I was keen to ​2 fantastic feature ​3 adore ​ 4 it’s a shame ​5 user-friendly

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5 Get the look! WRITING (Continued)

extra: whole class Personalise the new language by asking students questions such as: What fantastic features does your phone have? Do you think the school website is userfriendly? Why / Why not?

6 Ask your class to tell you the linkers they know. Elicit

because, so, and, but and as (they may not know this last one and that’s fine). Circulate as students complete the sentences, checking that they are confident in using linkers. Check answers as a class. 1 I needed it for school because/as my bag had a hole in it. 2 They had different sizes and colours and the bags were cheap. 3 It was big but it didn’t have any pockets for my stuff. 4 It wasn’t very good material so I returned it.

useful language 7 Focus students’ attention on the phrases in the

useful language box and the phrases given below the instructions. Read the instructions aloud and give students a minute to complete the first part of the task, fitting the phrases into the gaps. Check answers by reading the text around the class. Then ask students to work with a partner to discuss the other changes made by the writer. After a couple of minutes, bring the class together to share ideas. 1 I was keen to 2 A good thing 3 Another fantastic feature 4 The first problem was 5 It was a shame 6 The worst thing was 7 My advice is to avoid Other changes I wanted a cheap bag quickly. – I was keen to get a low price and quick delivery. FreshLook had a big range of bags – they had a huge range of bags. They said the bag I chose would arrive the next day. – Another fantastic feature was the promise of next-day delivery. It was big. – It was large enough but …

8 Organise students into pairs to choose the correct title.

Conduct feedback, checking that students have all made the same choice and asking them to justify their decision with evidence from the text. C (because it’s more likely to get the reader’s attention)

Write on 9 Refer students to the advert in Ex 3 and read the

instructions aloud. Focus students’ attention on the different headings and discuss as a class what might go under each of the headings. Circulate as students complete their paragraph plan in their notebooks, offering support where necessary. Ask students to share their plan with a partner and to give and receive constructive feedback.

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10 Monitor as students write their review, glancing at their work to make sure that they are writing in paragraphs. Offer support where necessary.

Model answer Great shoes for real runners! I’ve just bought a pair of Strike running shoes. I was keen to try them because quite a lot of the sporty people I know wear them and I think they look great! The best thing about these running shoes is how comfortable they are. I feel like I can run for hours! It’s a shame that they’re so expensive, but if you run a lot, then they’re probably worth it. The only other problem is that they look a little different from the photo on the website – the colour is much brighter. On the whole, I think this product is expensive but worth it if you love running. I’d recommend them!

Improve it 11 Read the checklist to your students and encourage them

to check their work. Then get students to swap their reviews with a partner and offer constructive feedback based on whether or not their partner has met the criteria on the list. Collect students’ work in and assess it, providing feedback based on the following criteria: • To what extent does the review help the reader to make a choice? • Has the student used interesting language and connectors to link ideas? • Has the student given a clear opinion at the end? • Has the student chosen an interesting and relevant title?

To finish Organise students into pairs. Tell them to think of something they have bought recently. Their job is to describe the item to their partner. They should use as much descriptive vocabulary as possible, but they are not allowed to actually name the item. The partner should listen carefully and try to decide what is being spoken about. Presentation tool:

Unit 5, Writing

Workbook / Online Practice:

WB p46

SWITCH ON

SB p66

Fashion factory 1 Organise students into pairs. Read the instructions aloud, emphasising the time limit. When time is up, bring the class together and collect as many clothing-related items of vocabulary as you can. Note down any less common words on the board. Elicit or pre-teach the following items: leggings, onesie, cuff and iron.

Possible answers trousers, shorts, jeans, skirt, dress, jacket, coat, cardigan, waistcoat, shirt, top, T-shirt, blouse, tracksuit, hoodie, jeans, socks, tights, boots, shoes, trainers, underwear, vest, belt, etc.

2

Read the instructions aloud. Play the video recording while students listen for answers to the questions. Allow them to check their answers with a partner before conducting class feedback. sewing cuffs onto onesies, ironing the onesies and packaging leggings

5 Have students read the examples on the page. Then get

students to present their ideas for a new clothing brand to the rest of the class, who should listen and vote for their favourite idea.

alternative If class time is short, students could do the preparation stage for homework. Ask them to think about each of the bullet points, and create a list of possible ideas. In the next lesson, put students into pairs to compare their ideas and select the best ones to move forward with.

extra: project extension Get students to create short advertisements for their new clothing brand, using the video camera on their mobile phones. Alternatively, students could design posters to advertise their brand. Presentation tool:

Unit 5, Switch on

Switch on Videoscript:

TB p151

3 Focus students’ attention on the instructions. Play the video for a second time and check students’ answers.

She is the only one who gets paid (because she is the only one who did a good enough job).

extra: whole class Have a whole-class discussion with the students about their thoughts on the video. Ask Have you seen inside a clothes factory before? Is it what you expected? Do you think you could do the tasks the students had to do? Ask if any students can remember any of the numbers given in the video (800 people work in the factory every day; a local worker can iron 150 onesies in the time it took one of the boys to iron one; 5 regular workers can package 5,000 pairs of leggings in an hour). Then ask if these numbers are surprising. Give students the opportunity to discuss the video further if they are interested.

Project 4 Read through the task with the class. Generate some

ideas as a class, by encouraging them to list some ideas for each of the bullet points. Tell them that they should also feel free to think about other factors, and not just those in the bullet points. Then organise students into pairs and give them a time limit to create their new clothing brand. Monitor as students do this, offering support where necessary.

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5 Get the look!

INDEPENDENT LEARNING SB p66

Speaking skills 1 Ask students to look at the list of the different aspects

of speaking and choose two things they think are most important. Discuss their ideas as a class, also discussing those they did not choose and asking why. Find out which things most students find easy or difficult. Possible answer I think explaining ideas and opinions is most important. When you speak, it’s because you want the other person to understand what is on your mind. Listening to others is also important, because you can’t have a conversation if you don’t do this.

2 Ask students to rank each of the speaking skills.

Encourage them to think about their abilities now compared to when they started this level of the course.

3 Put students into pairs to share their ideas, then discuss

their ideas as a class. Point out that disagreeing is not a bad thing in this case – everyone will have different strengths. The most important thing – and the point of these tasks – is to recognise these so that they can work on them.

4 Explain to students that this exercise is about their own

personal goals, so they should choose things that they think they need to improve, and also things that they think they can improve. Monitor and help while students are thinking of their ideas. Ask some students to share their ideas with the class. Encourage them to add others’ ideas to their list if they think they would work for them too.

UNIT CHECK

SB pp67– 68

This Unit check covers comparatives and superlatives and vocabulary for describing appearance.

extra • Encourage students to make anagrams out of the words. Then, they can give them to another student to solve. • Students can read out words from the wordlist. Their partner listens and spells them.

Vocabulary 1 2

5.9 + 5.10 1 short 2 glasses 3 wallet 4 jewellery 5 fair 6 tall

3 1 save up 2 long 3 accessories 4 average height 5 curly 6 fair 7 dress up 8 baseball cap

4 1D 2C 3F 4B 5A 6H 5 1 expert 2 slogan 3 slim 4 fancy 5 suit

Review 1 1 the lowest 2 taller and fitter 3 the most brilliant 4 funniest 5 more modern 6 fastest

2

5.11 1 C, F 2 A, E 3 B, D

3 1B 2C 3A 4B 5C 6B 4 1 as (not as … as to say that two things or people are not the same) 2 than (comparative adjective + than to compare two people or things) 3 lot (a lot + comparative adjective to describe a big difference) 4 too (too + adjective to mean ‘more/less than necessary’) 5 a (a bit + comparative adjective to describe a small difference) 6 enough (not + adjective + enough to mean ‘not the right amount’)

5 Possible answer I’m interested in fashion but I wear the same clothes as a lot of people my age: jeans, trainers and tops. I like to make my clothes look a bit different by putting bright colours together. I also paint slogans on a top or jacket to make them more fun. I enjoy dressing up for special occasions. I always wear a dress and some bright jewellery to parties but I don’t wear make-up. My hairstyle is quite traditional. It’s long, straight and dark. I’d like to colour my hair but my parents say I’m too young. Maybe when I’m older, I’ll have pink or purple stripes in my hair. That would be amazing!

GRAMMAR FILE 1 1 the worst 2 3 4 5 6 7 8

more expensive cheaper the nicest the hottest the most fashionable / more fashionable brighter happier / happiest

2 1 not as good as my sister 2 3 4 5 6 7 8

not old enough the best were too expensive is as tall as was worse than not tall enough as cheap as

3 1 most 2 the 3 too 4 more 5 as 4 1 than 2 more 3 of 4 much 5 a 6 of 5 1 much 2 a lot 3 much more 4 quite 5 a bit Presentation tool:

Unit 5, Unit check

Workbook / Online Practice:

WB p47

Audioscript:

SB pp168–169

Extra Practice App

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SB p135

6

The great outdoors READING

SPEAKING

topic: green spaces in the city skill: understanding the writer’s feelings task: multiple choice

topic: wild camping skill: comparing options; agreeing and disagreeing task: collaborative task; follow-up questions

GRAMMAR modal verbs for rules reflexive pronouns it’s, there is/there are

VOCABULARY animals

LISTENING topic: the Great Green Wall skill: recognising distractors task: multiple choice (pictures)

WRITING topic: the natural world skill: using collocations task: an article

SWITCH ON video: lemur life project: animal fact file

Lead-in SB p69 Read out the title of the unit and explain that The great outdoors refers to the countryside, far away from towns and cities. Ask: Why do you think people enjoy the great outdoors? Put students into pairs to think of reasons, then elicit ideas from the class (e.g. people feel free, or they can relax). Ask students to look at the photo. Use the photo to teach the words crouch (= bend low to the ground), net and catch. Ask students to describe what they can see and what is happening. Read the quotation with the class and ask: Do you love to be in places like this? Read through the questions with the class and ask students to discuss them in groups, giving reasons for their answers, then ask for feedback from the groups. Finally, ask students what they think this unit will be about: the natural world. Possible answers 1 The boy is crouching on some rocks by a river, trying to catch a fish. He might feel excited about catching a fish, or he might feel disappointed because there isn’t a fish in his net. He might also feel cold or wet. 2 I spend time indoors during the day at school, and in the evenings when I’m doing my homework. I spend time outdoors at the weekend when I do sport or meet my friends in the park.

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6 The great outdoors

READING

SB pp70 –71

To start Ask students to close their eyes. Tell them you are going to describe a place and they must guess where you are. Say: I’m sitting on the grass, looking at messages on my phone. I’m relaxed. It’s a sunny day. I can hear some cars in the background, but I can also hear people chatting, and I can hear children playing. I can see lots of trees, and some flowers. There’s a family having a picnic, and there are some teenagers playing football. Ask students to call out ideas as they try to guess the place. When they guess where you are (in a park in a town or city) ask: What else do you think I can see and hear? Elicit a range of different ideas, e.g. some old people sitting on a bench chatting, some young children on bikes, some teenagers on skateboards. Ask: Do you have a park in your town/city/neighbourhood? How often do you go there? What do you do there? Elicit ideas from individual students.

Power up 1 Refer students to the photos on page 71 and elicit that

they show different kinds of open spaces. Ask: Where are they? In the countryside or in a city? (in a city) Ask students to describe to their partner their favourite park, then ask some students to share what their partner told them. Then ask students to spend two minutes talking to their partner about some benefits of parks like these in cities. Ask volunteers to share some of their suggestions and build up a list of positive things on the board. Discuss as a class which of the ideas on the board are the most important and help people in cities the most. Students’ own answers Some advantages to parks like this are: • They allow people to get away from the noise and pollution in the city. • They encourage people to be active and do exercise. • They help people in cities to enjoy the natural world. • They are places where teenagers can go to relax with their friends. • They are places where young children can play safely.

Read on background The architect author of the article is fictionalised, but the parks are real, and are all examples of derelict land in cities being reclaimed and turned into valuable open spaces. Valencia’s Jardín del Turia was built along the site of the river Turia which was diverted out of the city in the 1950s following a catastrophic flood. The park has lots of different sections and is always changing and being added to. For example, Valencia Zoo opened in the northern corner of the park in 2008. The High Line in New York was created along the track of a disused elevated railway. It is 2.3 km long and is now widely used by both residents and tourists. The Underpass Park in Toronto was built in the space under three main roads. It features a playground, basketball courts, a skate park and lots of art installations which are modern and eye-catching.

2 Discourage students from cheating and reading the text, instead working quickly to ask for opinions on where the photos could be. If anyone does recognise one of the parks, ask them to share with the class what they know about it. Have they ever been? Would they recommend it? Then give the class time to read the article to check where the parks are. Check that everyone knows which park is which. The top one is in Toronto, the middle one in Valencia, and the bottom one in New York.

3 Explain to students that they are going to do an exam-

style multiple-choice task. Explain that in this kind of task, some of the questions ask about facts and details in the text, and others ask about the writer’s feelings, e.g. whether they are happy, upset or angry about something. Ask students to read the questions and options and identify the question that asks about the writer’s feelings. While eliciting the answer, ask which words in the question and options show it is about feelings (feel, disappointed, glad, worried, pleased). Elicit which are positive feelings (glad, pleased) and which are negative (disappointed, worried). question 4

skill tip 4 Go through the skill tip with the class. Ask: What words

might the writer use if he feels positive about the park? What words might he use if he feels negative? Elicit a few examples of positive words and phrases (great, amazing, I loved it) and negative words and phrases (awful, not as good as I thought, I was disappointed). Ask students to read the last paragraph of the article again to decide if the writer feels positive or negative, and which words show this. Discuss the answers as a class. The writer feels positive. He uses the words special, peaceful and lovely and cool.

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exam task: multiple choice 5

Read the instructions with the class. If you think it will help, do the first question as a class. Read out the first question and the four options, then ask students to read the first paragraph and choose the correct answer. Elicit the correct answer, and elicit evidence from the article to support it. Elicit why the remaining answers are not correct. Students should complete the rest of the task on their own, as they would in the exam. Go through the answers with the class, eliciting evidence from the article to support the correct answers and show that the other answers are not correct. 1 C (green spaces … really make people’s lives better; A – he doesn’t mention his own work; B – he talks about pollution but doesn’t say it is dangerous; D – he doesn’t give any advice here) 2 A (I … never thought about how important it was to me. Then … my uncle invited me to stay with him in Valencia … and took me to the Jardín del Turia; B – he mentions playing in his local park, but says he didn’t think about how important it was then; C – he mentions that the trip to Mexico was during the school holidays, not while he was studying; D – he was there visiting his uncle, not working with him) 3 D (Local people work with city gardeners to keep it tidy; A – it was popular from day one; B – it attracts thousands of tourists, but the text doesn’t say this is too many; C – the money the tourists spend more than pays for the park) 4 D (he describes it as a special, secret place; A – the park doesn’t have much natural light, but he isn’t disappointed because mirrors solve this problem; B – mainly teenagers use it, but the writer doesn’t say whether he is glad or disappointed about this; C – he says that teenagers know they mustn’t leave rubbish there; D – he describes it as a special, secret place) 5 B (the article gives three examples of how parks use empty land and bring different benefits to people; A – he doesn’t say that parks aren’t as good as real countryside; C – he doesn’t mention the cost of building the Jardín del Turia or the Underpass Park, and he doesn’t mention any problems they cause; D – all the examples he gives say that people use the parks)

extra: fast finishers Tell fast finishers to read the article again and note down one or two positive features of each park. When other students have finished and you have checked answers, ask fast finishers to tell the class the positive features they noted down.

6 Point out the adjectives in bold in the article. Encourage

students to read each adjective in its context again and try to work out the meaning, then read the definitions provided in 1–6 and complete the matching task. Allow students to compare their answers in pairs before you go through them with the class. Model the pronunciation of the adjectives as you check the answers.

7 Give an example of a place that you know and describe

it, using some of the adjectives from Ex 6 (e.g. see the answer key). Allow students to prepare their ideas individually first, then put them into pairs to describe a place that they know. Monitor while they are working and check that they are using the adjectives correctly. Invite one or two students to tell the class about the place they chose. Possible answer There’s a small park in my neighbourhood that I really like. A lot of teenagers go there, so it’s important for people’s social lives. It isn’t very colourful, but it’s nice and cool when it’s hot in the summer. It’s usually empty during the week, so it’s quite peaceful, but it’s very busy at the weekends, and sometimes it’s noisy if there are a lot of young kids there.

Sum up 8 Read the instructions to the students. Elicit what they

can remember about each of the places. They can look back at the article to refresh their memory if necessary. Put students into pairs and ask them to discuss what they like and dislike about each of the parks before they say which they would like to visit and why. Give students 2–3 minutes to discuss the question, then elicit ideas from the class. Find out which is the most popular park and why. Possible answer I would love to visit the Underpass Park in Toronto because it looks like a fun place for teenagers. It looks like a good place for riding a skateboard.

extra If students have access to the internet in class, they can search for ‘best city parks’ online and find information about a park in another city or town. They could do the research in their own language, then tell the class in English about what they learned.

Speak up 9 As a class, brainstorm some places in the students’ own

town or city (or the city where they are studying, if your students are not all from the same place) that could be changed into a green space, e.g. an old railway line, the site of an old factory, etc. Put students into groups to choose one of the sites and think about what it could look like if it was a green space. Tell them they can use ideas from the article or their own ideas and encourage them to use their imagination and create an amazing green space. Allow 4–5 minutes for discussion, then ask groups in turn to tell the class their ideas. The class could vote for their favourite idea. Possible answer There’s an old railway line near our school. It’s in a quiet place, so it would be peaceful. We could change it into a park like the High Line, with social places to sit and chat and also a skate park.

1 empty ​2 wild ​3 colourful ​4 social ​5 cool ​6 peaceful

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6 The great outdoors

GRAMMAR

READING (Continued)

Fun footer Read through the fun footer with the class. Ask if they know anything about Greenland. Explain that much of Greenland is uninhabited, and that almost all of its small population lives on the south coast. The National Park is bigger than all but 29 of the countries in the world.

To finish Put students into groups of three (or four for larger classes). Write some key words from the article on page 71 on the board: pollution, traffic, countryside, play, empty, social, healthier, crime, colourful, expensive, tourists, gardeners, bridge, rubbish, peaceful, clean. Groups take turns to choose a word from the board and use it to say something about parks in cities, e.g. You can make a park under a road bridge. If their sentence is correct, they get a point and the word is crossed off the board. If their sentence is not correct, leave the word on the board and move to the next team. Continue until all the words have been crossed off, and see which group has the most points. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 72 of the Student’s Book for homework, and to read the grammar reference section on modal verbs for rules on SB page 136. If you feel your students are able to take on more preparation work, tell them to also complete Ex 4 on page 72, and to look at the related content on page 136 (on reflexive pronouns). Also share with them the PowerPoint Grammar Presentation on modal verbs for rules (and on reflexive pronouns if relevant). Tell them to write down the main grammar points plus any questions they have, plus say that you will go over these at the beginning of the next lesson. Presentation tool:

Unit 6, Reading

Workbook / Online Practice:

WB pp48–49

Extra Practice App

SB p72

To start Use the start of this lesson to assess students’ existing knowledge of modal verbs for rules. Ask: What wild places are there in your country – for example, national parks? What wild places have you visited? What wild animals have you seen? Elicit a few answers from willing students. Then ask questions to elicit sentences about rules, e.g. What rules do you think there are in wild places? Do you think it’s OK to drop rubbish? Is it OK to camp there? Can you feed the animals? Do you have to pay to go there? Use students’ answers to assess how well they can use modal verbs for rules.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

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1 If you used the flipped classroom approach at the end

of the last lesson, elicit answers to the exercise and go over any questions students have from the exercise, the grammar box or the grammar reference section. If you didn’t use the flipped classroom approach at the end of the Reading lesson, read through the explore grammar box now with the class and elicit the correct modal verb and form of the verb in brackets to complete each sentence. If they haven’t done so already, ask students to read through the grammar reference section on modal verbs for rules on page 136 of the Student’s Book to ensure that the rules are clear. Discuss with students that all of the modals are followed by the infinitive without to. 1 must keep, or have to keep 2 mustn’t leave 3 don’t have to pay 4 can enjoy 5 can’t ride

watch out for Students often make the mistake of using to after modal verbs such as must, e.g. We must to go home now. They may also confuse the meanings of mustn’t and don’t have to and produce sentences like: It’s OK, we mustn’t pay (when they want to say ‘we don’t have to pay’) or You don’t have to swim here (when they want to say ‘You mustn’t swim’). Listen out for mistakes like these with modal verbs and correct them.

2 Read out the instructions for the task and check that

students understand what bears are. Use the cartoon of the bear to clarify. Focus on the third tip and explain that bear spray is a spray you can use on bears if they come towards you to attack you. Ask students to read the tips and choose the correct verbs to complete them. Allow students to compare their answers in pairs, but don’t go through them with the class yet – they will find out the answers in the next task.

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6.1 Explain to students that they are going to hear a park ranger explaining how to stay safe from bears. Check they understand what a park ranger is (see the Background box below), then play the recording. Go through the answers with the class, then ask more questions to elicit what else students learned from the park ranger, for example ask: When can you use bear spray? Why must you make a lot of noise? What must you do if a bear comes towards you? Is it OK to go hiking alone? 1 can’t ​2 can, have to ​3 don’t have to ​4 must ​ 5 have to ​6 mustn’t

background Park rangers are employed in national parks in the United States to protect the park and the wildlife in it, and to keep visitors safe. Their jobs include maintaining footpaths, providing advice to visitors and taking school groups around the park.

extra Ask students to work in pairs to write two more rules about staying safe from bears for the poster in Ex 2, based on what the park ranger said. You could play the recording again if necessary to give them ideas. Ask pairs in turn to read their rules to the class. Possible answers You must plan your route carefully; You must stay 25 metres away from all other animals; You mustn’t go too close to bears; If you see a bear, you must use your arms to make yourself look big; You mustn’t make any sudden movements.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p136

4 If you followed the flipped classroom approach

suggested at the end of the Reading lesson, go through the answers to Ex 4 now, then ask students if they have any questions from the exercise, the grammar box or the grammar reference section on page 136.



If you did not follow the flipped classroom approach, read through the second explore grammar box with the class now, then elicit the correct words to complete the rules. Demonstrate the meaning of reflexive pronouns by handing your phone to a student and asking them to mime taking a photo of you. Say: He/She is taking a photo of me. Then mime taking a selfie and say: I’m taking a photo of myself. Ask students to read through the grammar reference section on page 136 of the Student’s Book to confirm understanding of the new rules. 1 ourselves  2 alone

watch out for

5 Read out the title of the article and ask students what

they think it will be about. Elicit a few ideas, then ask students to read the article quickly to find out what it is about (not taking selfies with wild animals). Ask students to read the article again and choose the correct words to complete it. Go through the answers as a class, referring back to the rules in the box when necessary to ensure everyone understands each decision. 1 them ​2 themselves ​3 we ​4 itself ​5 you ​6 yourself

background Some photo-sharing sites have banned searches for #animal_selfie in an attempt to discourage people from taking selfies with wild animals.

Speak up 6 Read through the questions with the class and make sure students understand them all. Point out that when they discuss questions like these ones, they should always try to give reasons for their opinions. Put students into pairs or small groups to discuss the questions. Get feedback from students on their ideas.

extra: mixed ability You could briefly review phrases for agreeing or disagreeing, to help students with their discussions. For weaker students, this will remind them of the phrases they have already learned but may have forgotten. For stronger students, you can use this as an opportunity to expand their vocabulary with new phrases. Possible answers 1 I think we need rules to protect wild animals because people can harm them and a lot of wild animals are now in danger. 2 You can see bears in the mountains in my country, so I think the rules should be: You mustn’t shoot or kill bears, you must leave them alone if you see them, and you mustn’t give them food.

To finish Put students into small groups and ask them to write five rules for their ideal school. You could brainstorm a few ideas with the class first, e.g. Teachers mustn’t give too much homework to students. Students don’t have to do any work on Friday afternoons. Monitor and help while students are working. Ask groups in turn to tell the class their rules. To prepare for the Vocabulary lesson, you could ask students to do Ex 1 on page 73 of the Student’s Book at home. Students will most likely need to use a dictionary. Presentation tool:

Unit 6, Grammar

Workbook / Online Practice:

WB p50

Grammar Reference and Practice:

SB pp136–137

Photocopiable Activity:

6A

Audioscript:

SB p169

PowerPoint Grammar Presentation:

Unit 6, Grammar

There may be uses of reflexive pronouns in your students’ language which are not used in English. For example, we say I feel well. NOT I feel myself well. Listen out for these kinds of mistakes and correct them. 93

6 The great outdoors

VOCABULARY

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animals To start Put students into teams of three or four and give them two minutes to write down as many animals in English as they can. If they have a dictionary or their phone with them (and if it is appropriate to use phones in class), they can use these to help. Elicit answers from each group in turn and build up a list of animals on the board. Check that students understand all the animals, and model pronunciation. Ask teams to count how many animals they wrote correctly (if they made a spelling mistake, the animal doesn’t count). See which team wrote the most animals correctly.

1 If you used the flipped classroom approach suggested at the end of the last lesson, and students did Ex 1 for homework, check the answers now and model the pronunciation of the words. Otherwise, ask students to do the matching task now, individually or in pairs. Go through the answers with the class and model pronunciation of the words. A 3 B 2 C 1 D 6 E 4 F 5 G 9 H 8 I 7 J 10

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6.2 Play the recording and ask students to listen and match each description with one of the animals in Ex 1. Play the recording again, pausing after each description to elicit the answer. Repeat the details of each description, e.g. It has soft fur and a long tail. It can climb trees. Write any new words on the board and explain the meanings. 1 monkey 2 bat 3 dolphin 4 penguin 5 bee

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6.3 Read through the three sentences and make sure students understand them. Put students into pairs to discuss whether they think the sentences are true or false. Elicit a few possible answers from students, then play the recording for students to listen and check their answers. Go through the answers with the class and ask students what facts and examples they can remember from the recording. Play the recording again if necessary for students to check. Ask students which answer they find the most surprising. 1T 2F 3F

4 Students can do this activity individually or in pairs

depending on their confidence level. Elicit answers around the class, then ask if any of the facts surprise the class. Ask for any more interesting animal facts the students might know. 1 blind, hunt 2 powerful, climb 3 sharp, jump, land 4 clever, friendly, bite 5 dive

extra: fast finishers Fast finishers can write another sentence about each of the animals in Ex 4, e.g. They live in cold places. When other students have finished and you have checked answers, ask fast finishers to read their sentences to the class, without saying the names of the animals. Other students can guess which it is about.

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explore vocabulary 5 Read through the explore vocabulary box with the class.

Point out to students that it is not always predictable which prepositions follow particular verbs, so it is a good idea to learn the prepositions that can follow certain verbs. Focus on the gapped sentences and tell students that one of the sentences needs two prepositions. Ask students to complete the sentences. Check answers as a class. 1 from 2 for 3 into 4 on 5 down to

6 Read through the animal challenge with students and

make sure they understand what they have to do. Put them into pairs or groups of three and ensure everyone is ready before you start the timer. Time two minutes then ask students to stop. Draw the table on the board and elicit animals to add to each part of the table. Possible answers has fur: fox, lion, monkey, wolf, dog, cat has wings: bat, bee, butterfly, penguin, owl, eagle has a tail: dolphin, fox, lion, monkey, wolf, dog, cat swims: dolphin, frog, penguin, fish, duck is an insect: bee, butterfly, fly climbs trees: monkey, cat hunts other animals for food: bat, dolphin, fox, lion, monkey, wolf, tiger

Speak up 7 Give your own example of a new animal, e.g. My animal

is a ‘lion bee’. It’s a kind of insect, and it has very sharp teeth. It’s quite small, and its body is brown. It hunts for other insects like butterflies to eat. It can fly very fast, and it’s got sharp teeth. Put students into pairs to create their own animals. Monitor and help while they are working. Ask pairs in turn to present their animal to the class. Encourage other students to ask questions to find out more about it. The class could vote for their favourite new animal. Possible answer My animal is a ‘wolf bird’. It is very big and fierce, and it has sharp teeth and fur on its body. It also has wings, and it hunts for food by flying around and catching animals on the ground.

game on Read through the instructions with the class, and read out the example sentences. Allow students time to prepare their sentences individually. You could specify that they should prepare sentences about two or three different animals. Then put them into pairs to play the game. Monitor while they are playing and correct any typical errors in a feedback session at the end. Elicit which animals students found the hardest to guess.

Fun footer Read through the fun footer with the class. Elicit or explain that the joke plays on the meaning of the word fry (= to cook in oil) and the fact that fry-day sounds the same as Friday.

To finish Play a memory game. Say: I went to the zoo and I saw a lion. Ask a student at the front of the class to repeat this and then add an animal that they saw two of, e.g. I went to the zoo and I saw a lion and two monkeys. Continue going round the class, with each student repeating the list and adding to it with other animals. If a student can’t remember, or can’t think of any more animals, they are out. Continue until only a few students are still in the game, and declare them the winners. To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 5 on page 74 of the Student’s Book for homework, and to read the grammar reference section on it’s / there is / there are on page 136. Also share with them the PowerPoint Grammar Presentation on it’s / there is / there are. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 6, Vocabulary

Workbook / Online Practice:

WB p51

Extend Vocabulary:

SB p145

Audioscript:

SB p169

LISTENING

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To start Write the word countryside in the centre of the board in a circle and draw lines from the circle to create a spidergram. Ask students: What words do you think about when you see this word? Write down whatever students say (e.g. quiet, peaceful, beautiful, wild, mountains, etc.). Then ask them to draw their own spidergram in groups of three and come up with more ideas. Allow 3–4 minutes for discussion, then add any other interesting ideas. Then ask: Which words can describe the area where you live? What natural places and things can you find in your country? Elicit a range of answers using there is / are, e.g. There are lots of mountains.

Power up 1 Read through the things in the list and make

sure students understand them all. Point out the pronunciation of island /'aɪlənd/ and desert /'dezət/. Put students into pairs to complete the task. Elicit ideas from pairs in turn. Possible answers 1 the Sahara Desert, the Gobi Desert 2 Corsica, Sicily, Ireland 3 the Atlantic, the Pacific, the Indian Ocean 4 the Nile, the Amazon, the Thames, the Rhine 5 Brazil, Argentina 6 sun, rain, snow, wind, thunder

Extra Practice App

extra You could take the opportunity to revise the use of the with rivers, oceans, deserts and some countries, e.g. the Sahara Desert, the Amazon, Corsica, France, the United States.

Listen up 2



6.4 Explain to students that they are going to do an exam-style listening task, and that this first task is to prepare for it. Point to the pictures and explain that they will hear a speaker or conversation for each set of pictures, and they must choose the correct picture to answer the question. Read out the question, then put students into pairs to brainstorm words they might hear for each set of pictures. Elicit ideas about each set of pictures in turn, but don’t confirm them. Play the recording for students to listen and check their answers. Elicit which of the words they predicted students heard. Remind them that thinking about what you might hear before you listen can help you to understand a speaker or conversation better.

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6 The great outdoors LISTENING (Continued)

exam tip 3

6.5 Read through the exam tip with the class. Explain to students that incorrect answers being mentioned are called distractors, and they are there to catch students out. Play the first speaker again and elicit the answers to the questions in the exam tip box. If necessary, play the recording again as you check the answers, pausing for students to hear the incorrect answers. They don’t have to take coats because it’s going to be hot and sunny. They mustn’t take their phones because they might lose them.

exam task: multiple choice (pictures) This is an exam-style task but in the Cambridge Preliminary for Schools exam, the listening clips would cover a greater variety of language. The clips in this exercise reflect the unit focus on the great outdoors. Additionally, the Cambridge exam would have seven questions, where in this task there are five.

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6.6 Play the recording for students to listen and choose the correct answers. If necessary, play the recording again for students to complete and check their answers. Elicit the correct answers, and discuss why the other answers are incorrect. If necessary, play the recording again, pausing for students to hear the correct and incorrect answers. 1 C (please remember to bring a water bottle; A – mobile phones aren’t allowed; B – you don’t need to bring coats) 2 C (the girl suggests a forest because it’s quiet, and the boy agrees; A – the boy suggests the beach, but the girl says it’s too crowded; B – they walked up a hill today) 3 B (it’s going to be cloudy but dry; A – it’s going to be cloudy but dry; C – it isn’t going to rain) 4 B (she swam in the pool at the hotel; A – the boy asks if she swam in the sea, and she says no; C – some people swam in the river, but she didn’t try it because the water was freezing) 5 C (The only way to really get a feeling of what the rainforest is like is on foot; A – I wouldn’t recommend going by boat; B – don’t choose an organised trip in a truck)

alternative Before you check the answers to Ex 4, ask students to turn to the audioscript on page 169 of the Student’s Book. In pairs, students should find the part of the script which confirms the answer, and the parts which show that the other answers are incorrect. Check answers with the class, eliciting evidence to support why the different answers are correct or incorrect.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

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explore grammar

SB p136

5 If you used the flipped classroom approach at the end of the last lesson, elicit answers to the exercise now and go over any questions students have from this or the grammar reference section.

If you didn’t use the flipped classroom approach at the end of the Vocabulary lesson, point out now that it’s is often confused with there is/are, then read through the rules with students and have students fill in the three gaps. Use a pair of similar sentences to reinforce the difference between there’s and it’s, e.g. There’s a frog in the pond. (= the pond has got a frog in it); How can we describe the frog? It’s big. (= this is a description of the frog) Elicit a few more examples of general statements using it’s, e.g. It’s boring watching TV. It’s expensive to go to the cinema. 1 There’s / There is 2 There are 3 It’s

watch out for Students often use it’s instead of there’s to say that something exists, e.g. It’s a new restaurant near my flat. Listen out for this and correct it.

6 Read out the title of the article and ask: What do you

think the Great Green Wall is? (See the background box below.) Elicit a few ideas, then ask students to read the article quickly, ignoring the gaps, to check their ideas. Elicit what the article is about (a very long ‘wall’ of trees that is being built in central Africa), then ask students to read the text again and complete it with the correct words. Check answers as a class. 1 There are 2 is it 3 there’s 4 It’s 5 it’s 6 there are 7 there’s 8 it’s 9 it’s

background The plan is for the Great Green Wall to go right across Africa, from West to East, but it will take many years to achieve this. In the places where it has been developed already, it is 15km wide. By tackling desertification, the wall brings many benefits to communities, such as more jobs and more money from selling crops. This in turn makes it possible for children to spend more time studying, which will help to give them a brighter future. The wall aims to tackle the major problems of poverty and climate change which affect large parts of Africa.

extra If students have their phones in class, they could do an internet search for ‘Great Green Wall Africa’ to find some photos of the wall and more information about it. They could search in pairs and then report back to the class on what they have learned. Alternatively, there are lots of news videos available online that you could show the class which explain the project, talk about its progress, and discuss the benefits to the local people.

Speak up 7

Read out the questions. If you think it would be helpful for students, you could brainstorm a few ideas for each question with the class first. Then put students into pairs to discuss the questions. Get feedback from pairs in turn and discuss the questions further as a class. Possible answers 1 The Great Green Wall can help poverty by helping people to grow more food, and it can help children because parents might be able to send their children to school. 2 It’s important to protect the rainforests because they have a lot of plants that are valuable to us and we can use them as medicines. 3 People can benefit by being able to visit the natural world and spend time away from cities. If we protect the rainforests, people can also benefit by reducing climate change.

Fun footer Read through the fun footer with the class. Find out if anyone can explain the joke. Elicit that a palm is a kind of tree, and your palm is also a part of your hand – the flat bit that you hold things in.

To finish Play a game of ‘Twenty Questions’. Tell students that you are thinking about a natural feature somewhere in the world, e.g. the Gobi Desert, Mount Everest, the Amazon River, the Pacific Ocean, etc. Then invite students to ask yes/no questions to guess what you’re thinking of, e.g. Is it a desert? Is there water? Is it cold? Is it in Europe? The student who guesses the answer can think of the next feature. Presentation tool:

Unit 6, Listening

Workbook / Online Practice:

WB p52

Audioscript:

SB p169

Grammar PowerPoint Presentation:

Unit 6, Grammar

Extra Practice App

SPEAKING

SB p75

To start Review the use of it’s, there’s and there are with the class. Starting at the front of the class, invite a student to say a sentence using it’s, e.g. It’s sunny today. The next student must say a sentence using there’s, e.g. There’s a book on my desk, and the next one using there are. Continue around the class, encouraging students to give their answers quickly. If students say an incorrect sentence, or if they repeat a sentence that has already been said, they are out of the game. Continue until a winner or small group of winners is found.

Power up 1 Ask the questions to the class and elicit answers from

individual students. If there are students who go camping regularly, encourage them to tell the class about their experiences. If there are students who have not tried camping, encourage them to say if they would like to try it, and why. Possible answers Yes, I sometimes go camping with my family. I enjoy it because it’s fun to sleep in a tent and to be able to hear everything just outside your tent.

2 Focus on the photo at the bottom of the page and

ask students to guess the meaning of wild camping (= camping in the countryside, not on a campsite – see the background box below). Ask: How do you think the person in this tent feels? Why? Elicit a few ideas. Put students into pairs to complete the task. Bring their ideas together on the board (this will be useful for the next task), then ask: Have you ever been wild camping? Would you like to try it? Where would you like to camp? Why? Possible answers Advantages: it’s peaceful; you can enjoy being in the countryside; you have a feeling of freedom; you don’t have to worry about reaching a specific destination; it’s free Disadvantages: there is no electricity so no light or heat; there are no facilities like showers or toilets; you might feel lonely; there might be wild animals; there is no one there to help if you have an accident

background Scotland has a lot of unenclosed land, especially in the north, and wild camping is allowed almost everywhere on this kind of land. There are some very popular sites in southern and central Scotland where wild camping has now been banned because so many people were camping there and damaging the natural environment. Wild campers are encouraged to follow a policy of ‘leave no trace’ (which means when they leave, it should not be clear that they were ever there).

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6 The great outdoors SPEAKING (Continued)

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6.7 Play the recording and ask students to note down what James mentions as the advantages and disadvantages of wild camping. Discuss the answers as a class and use the list on the board to tick off any points that appeared on both James’ and the students’ list. Mentioned in the audio: Advantages: it’s quiet (campsites are noisy and crowded); you can see the stars at night; you can watch the sun coming up; you have a feeling of freedom Disadvantages: you have to carry your tent, food and water; you have to carry your rubbish with you; you have to choose a safe place to camp; it isn’t fun washing your face in a cold mountain stream

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6.8 Read through the speaking task, then focus on the pictures and elicit where the tent is in each picture (on a beach in a storm, in a forest, by a stream, on top of a hill, by a road and in a field of cows). Ask: Which do you think is the best place to choose? Why? Elicit a few ideas from individual students. Play the recording, then ask: Which place do they agree on? Why? They choose in a forest because they’ll be safe from the wind, and they can find wood to make a fire.

explore language 5

6.9 Ask students to read through the phrases in the explore language box. If necessary, review the rules for forming comparatives and superlatives of short and long adjectives (see Student’s Book page 60). Students then complete the sentences. Play the recording again to check answers. 1 the best 2 agree with 3 fun than 4 disagree 5 more 6 worst

extra Focus students’ attention on the pictures in the speaking task again and ask questions to encourage students to use the phrases for comparing options in the language box, e.g. Which is safer – a beach or a mountain? Why? Which is better – a beach or a forest? Why? Which is the safest idea? Which is the worst idea? Why?

exam tip 6 Remind students that in this exam task, they have to

have a conversation with their partner, and they are marked according to how well they talk and respond to each other, as well as what they say. Put students into pairs to choose the three things they should do. Discuss the answers with the class, and point out that the two incorrect ideas are things they should avoid doing. Add that it is OK to interrupt your partner if they continue talking for a long time, but you should always do it in a polite way, e.g. by saying: Can I say/add something here? 1, 3, 5

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exam task: collaborative task This is an exam-style task in that the format is the same as in the Cambridge Preliminary for Schools exam, but note that the topic of this speaking activity would not be chosen for a real Cambridge Preliminary for Schools exam task because it is very specific – the topic of the exam questions will be less niche.

7

Put students into pairs to complete the task. Remind them that they should try to discuss all or most of the options in the task, and then try to agree on which is the best. If you want to make the task more realistic to the exam, set a time limit of three minutes for students to work to. Monitor while students are working and note down any recurring errors to correct in a feedback session at the end. When students have finished, ask pairs in turn to tell the class what they agreed and why.

extra: mixed ability While students are doing the speaking task, monitor and help weaker students by prompting them to make suggestions, compare the different options and agree and disagree with each other.

8

Ask students to turn to page 157. Read out the task, then focus on the pictures and elicit what they show (camping, cycling, running, hiking, enjoying the view from a hotel, reading, painting). If you think your students need a bit of support before they do the task, model the task with a confident student by making suggestions, giving your opinion about the different options and asking for their opinion, e.g. I think that hiking is a better way to enjoy the countryside than reading. Do you agree? What do you think about the idea of cycling? Put students into pairs to complete the task. Monitor while they are working and help out as necessary. Possible answer A: So, we need to think about the best way for her to spend time outside. What do you think about camping? B: Well, some people enjoy it, but not everyone likes it, so it might not be fun, especially if the weather’s bad. A: Yes, that’s true. And I’m not sure about hiking up mountains. You have to be quite fit to do that, and it can be dangerous if you get lost. B: Yes, I agree. I think cycling on good roads or paths is better. What do you think? A: Yes. Cycling is active but if she goes on good paths then she will be safe. I don’t like the idea of just sitting on a balcony in a hotel, looking at the countryside. That doesn’t look like fun to me. B: You’re right. I guess you can relax in a hotel, but you don’t get the feeling of being outside in the wild. What do you think about the idea of painting? A: Well, I’m sure it’s interesting for some people, but what if she isn’t good at art? Then it wouldn’t be fun at all. B: Yes, I think so, too. It definitely doesn’t look like fun to me, and I think reading is a bit boring.

A: I agree. I think it’s better to be active. What do you think about running? B: It’s a good way to be active, but the problem is you’re so tired you can’t enjoy the beautiful scenery! A: That’s true. So cycling is probably better? B; Yes. If you’re cycling, you’re active and you can really enjoy the countryside. A: So shall we agree on going cycling? B: Yes, I think that’s the best idea of them all.

Speak up 9 Explain to students that in the exam, they have to answer

some questions with longer answers, and they have to talk about their own experiences and opinions. Invite a student to ask you the first question and give a model answer, e.g. I enjoy hiking in the countryside, especially hiking in the mountains, because you can get amazing views of the countryside. I don’t really enjoy camping because I like to sleep in a comfortable bed! Allow students time to think about their answers individually, then put them into pairs to ask and answer the questions.



WRITING To start

Write in the middle of the board: the countryside. Ask students to think about how they feel about the countryside and write down three words or phrases which express how they feel. You could give or elicit a few examples first if necessary, e.g. peaceful, boring, need to protect. Bring students’ ideas together on the board as a word cloud, writing words bigger if more students chose them. When all the ideas are on the board, discuss as a class what the word cloud shows about how the class feels about the countryside.

Power up 1 Give students one or two minutes to look at the photos

and put them in order. Then put them into pairs to compare their ideas and explain their choices. Ask some pairs to tell the class which of their ideas were similar and which were very different. Possible answers I’d like to visit the desert the most. I’ve never been anywhere like that, and I would like to experience it. It might be dangerous, so I might need a guide. My partner said she wasn’t interested in going to the desert because she thought it would be boring – instead the beach was her number one choice, because there’s lots to do there. Our answers were quite different.

Elicit feedback from the class on how easy or difficult they found the discussion questions, and what aspects they found difficult. Possible answers 1 I enjoy cycling in the countryside because the roads are quiet and there isn’t much traffic. I also enjoy hiking because you can see lots of places that are far away from roads and people. 2 Where we live, I think summer is definitely the best time to visit the countryside because the weather’s nice and everything is green. In the winter it’s too cold and the countryside doesn’t look as nice. 3 Personally, I think visiting a city is more interesting because there are lots of different things to do, like visiting museums and going to the cinema. There are also lots of nice restaurants and cafés. The countryside is beautiful, but it’s also a bit boring in my opinion.

2 Read through the adjectives with the class and make sure

students understand them all. Ask students to work in pairs and think of as many ways as possible they could use the adjectives to talk about the places in the photos. Elicit a range of answers from individual students. Possible answers bright weather, calm sea, clear water, cool air, a huge desert, a loud waterfall, a peaceful lake, a silent place next to the lake

3

To finish Students work in pairs and take it in turns to give their partner two things to compare. Do a few examples with the class first by saying some pairs of things and eliciting sentences comparing them, e.g. hotels and camping (hotels are more comfortable than camping); spring and autumn (spring is warmer than autumn); spending time indoors or outdoors (spending time outdoors is healthier). Encourage students to stay on the topic of the great outdoors, but remind them that they can use vocabulary from lessons earlier in the unit too. Students get a point for each correct sentence. Presentation tool:

Unit 6, Speaking

Workbook / Online Practice:

WB p53

Photocopiable Activity:

6C

Activity File:

SB p157

Speaking File:

SB p147

Audioscript:

SB p170

SB pp76 –77

6.10 Play the recording, then elicit which two places the people talk about. Ask students if any of their ideas were mentioned. They talk about a beach and a waterfall; students’ own answers

4

6.11 Students can choose the answers individually then compare their answers in pairs before you play the recording again for them to check. 1 peaceful ​2 cool ​3 silent ​4 huge ​5 loud ​6 bright

extra Ask students to write three more sentences about the places in the photos, using some of the adjectives in Ex 2. They can read their sentences to each other in pairs and guess which place each sentence is about.

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6 The great outdoors WRITING (Continued)

Plan on 5 Remind students that one of the exam writing tasks is an

article. Ask students to read the advert, then elicit the answers to the questions. Elicit the two questions that students have to answer (What kinds of wild places do you enjoy visiting? How important is it for you to spend time in the countryside?) Remind students that they should write about 100 words in the exam writing tasks. You have to write an article for a website. You have to answer two questions. Other students might read it, and anyone who visits the international English language website.

6 Ask students to read the article and find the parts that answer the two questions. Check answers as a class. What kinds of wild places do you enjoy visiting?: all of paragraph 1 How important is it for you to spend time in the countryside?: all of paragraph 2

skill tip 7 Elicit the answer from the class and invite a student to

read the parts of the email which gave them the answer. Ask why the other options don’t work as titles. B is the most suitable because it matches most of the content. A and C only match the first paragraph.

explore language 8 Read through the explore language box with the class,

concentrating more on the adjectives at this point. Then ask students to find the descriptive adjectives in the article. Point out that the article uses eleven adjectives in total, ten of which describe the countryside (important is the eleventh). Point out that it is important to use a wide range of vocabulary in their writing, and varied adjectives are a good way to make a piece of writing more interesting. wild, high, clear, amazing, lovely, cool, peaceful, loud, busy, calm

9 Move the focus to the descriptive verbs in the explore

language box again and point out that the verbs they must choose in the article in this task are descriptive verbs. When you check answers, elicit or point out that using these different descriptive verbs helps make a description more real because they focus on things you can hear and feel around you, as well as things you can see. Ensure that students understand seem (something might not be exactly as it is being described but that is how the person sees/feels/hears/experiences it, e.g. you seem tired; it seems unfair that we can’t go in after the show starts; the students didn’t seem stressed about the exam). 1 looks 2 feel 3 sound 4 feels

10 Remind students that planning is an important part of

successful writing. Reinforce the point that they must always make sure they answer the questions or deal with the points in the task. Give students enough time to plan their articles.

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extra: mixed ability Before students plan their articles individually, put them into pairs or small groups to share their ideas and brainstorm together. Elicit some of the ideas students have discussed and make notes on the board. This will help weaker students by giving them more ideas they can use when they plan their own article. It can also be used to ensure that stronger students are stretching themselves to use interesting language and come up with creative ideas, whilst still staying firmly within the parameters of the brief.

Write on exam task: an article 11

Students can either do this activity in class or for homework. If you do the activity in class, allow students 15 minutes to complete their writing on their own. Model answer I like to visit beaches. There are quite a lot of beaches near me, and I often go to them. I love playing on the beach with my friends or family on a sunny day. When the weather is good, the water is clear and blue. There is an island about a kilometre away from the coast, which looks amazing on a good day. For me, it’s important to be in the fresh air. The city is often crowded, and there is a lot of pollution. The countryside often feels calm and it’s healthy to spend time there.

Improve it 12 If students do Ex 11 for homework, they can also do this

activity for homework. Alternatively, students can swap work and their partner can check their article for each of the three points. If students did Ex 11 in class, you could set Ex 12 for homework. Then, collect the articles in and provide feedback. To assess students’ work, use the checklist below: • Has the student written the appropriate number of words, and on a suitable topic? • Has the student answered the two questions in the task? • Has the student used a range of language, especially descriptive language? • How accurate is their grammar? • Has the student included information about their own experiences, feelings or opinions? • Has the student written in an informal, chatty style?

To finish Ask students to choose three new words they have learned in this unit and write them with the letters jumbled up, e.g. lefpaceu (peaceful). In pairs, students swap words and try to unjumble the ones they are given. They can give their partner a clue to help if necessary, e.g. You use this to describe a quiet place. If time allows, the activity can be repeated with several partners. Ask who guessed all three words correctly. Presentation tool:

Unit 6, Writing

Workbook / Online Practice:

WB p54

Photocopiable Activity:

6B

Writing File:

SB pp150–151

SWITCH ON

5 Suggest that in their groups, students decide which

SB p78

animals they are going to research, and who in their group will research each animal, who will find a suitable map, who will look for photos, etc. The research can be done for homework, and students can bring in their information and photographs to the next lesson.

Lemur life 1 Put students into pairs to discuss the questions. Get

feedback on their discussions, encouraging students to express their opinions and give reasons for their answers.

alternative To encourage students to listen actively, tell students that they will be reporting back on their partner’s opinion rather than their own. Possible answer I would like to look after elephants. They are in danger in the wild, because a lot of people like to hunt them. But, they are gentle, intelligent creatures, and we should look after them.

2



Explain to students that they are going to watch a video about baby lemurs. Write lemur on the board, and explain that lemurs are small South American animals that live in trees. Focus students’ attention on the photo on page 78 and ask: Do you know these animals? Do you like them? Read out the question, then play the video, telling students to focus on enjoying the video and listening for general meaning, and not to worry at this stage if they don’t understand everything. Elicit the answer to the question and elicit what else students learned from the video. ‘Lemur Patrol’ (the zookeepers Catherine and Louise) and the adult lemurs help keep the babies safe.

3 Allow students time to read through the questions, then play the video again for students to watch and answer the questions. 1 in a large forest area in a zoo in Ireland 2 by climbing trees, playing with their friends and family and eating the delicious bananas that the zookeepers give them 3 five 4 with tasty food 5 the other mother lemurs



Point out that the group researching Antarctica may not be able to find information about eight animals, but they can include animals such as whales and seals which swim in the waters around Antarctica.

6 In class, or for homework, students work in their groups

to add the information and photographs they have found to a map, and prepare their presentation. Encourage all students to be involved in the presentation, e.g. they could each present information about one animal, or give an introduction or conclusion. Ask groups in turn to give their presentations. Ask other students to listen and note down three interesting facts that they learned about each continent. Discuss as a class what students found most interesting about each continent.

extra Students could do more research into the effects of our modern way of life on the animals they researched. They could think about things like pollution, humans destroying habitats (e.g. deforestation) and climate change. They could add this information to their fact files and present their findings to the class.

alternative Students could work individually and prepare a presentation about their favourite animal. They could find information about the animal and photos online, and also tell the class why they like the animal and find it interesting. Presentation tool:

Unit 6, Switch on

Switch on Videoscript:

TB p152

extra In pairs, ask students to write a summary of what they have learned about ringtailed lemurs and their life in the zoo. Invite some pairs to share their ideas with the class. Then ask: Do you enjoy watching programmes about wildlife? Which animals would you like to learn more about? Why?

Project 4 Read through the task in Exs 4, 5 and 6. Make sure

students understand that they need to produce a fact file with information and photographs added to a map, and they need to present their information to the class. Divide the class into seven groups (or fewer if your class is small – not all the continents need to be covered). Write the names of the seven continents on the board: Asia, Africa, North America, South America, Antarctica, Europe, Australasia. Discuss as a class which group will research each continent. 101

6 The great outdoors

INDEPENDENT LEARNING

Vocabulary 1

SB p78

Grammar and vocabulary skills 1 Ask students to look back through the units on their

own and answer the questions. Put them into groups to compare their answers, then discuss their ideas as a class. Possible answers 1 I enjoyed learning the present simple and present continuous because I can understand this well. I found articles difficult because there are a lot of rules. 2 Vocabulary about appearance and animals were the most interesting for me. 3 I found the words for animals easy to remember because they are quite similar in my native language.

2 Encourage students to look back through the units as

they think about which grammar they are confident about, and which they are less confident about. You could suggest that they give themselves a score for each grammar area from 1 (not confident) to 5 (completely confident). Encourage them to note down questions or difficulties that they have. Put students into pairs to compare their answers, then discuss as a class which grammar areas students find difficult. If there is an area that a lot of students still struggle with, you could agree to revisit it in a later lesson.

3 Students work in their pairs and look at the wordlists

together. They can look back at the units to see the words in context if necessary. They then practise making sentences with some of the words. Discuss as a class which words the students find difficult to remember and why.

4 Discuss students’ ideas as a class and write their

suggestions for tips on the board. Discuss which tips are the most useful and why. Point out to students that learning grammar and vocabulary is a personal skill, and they need to find strategies that work for them. Possible extra tips Keep a note of mistakes you often make with grammar, and focus on correcting them. Look at reading texts from the units again to find extra grammar examples, and try to understand why tenses, articles, etc. are used in these contexts. Write new words on cards and put them on the wall in your room, to help you learn them. Have a ‘word of the day’ every day – one word that you try to learn, remember and ideally use that day.

UNIT CHECK

2 1 clear 2 cool 3 empty 4 silent 5 huge 6 loud 7 social 8 wild

3 1 bite 2 peaceful 3 sharp 4 feathers 5 Butterflies 6 pets

Review 1

6.13 1 do you have to 2 has to 3 mustn’t 4 does he have to 5 Can anyone 6 don’t have to 7 have to

2 1 have to 2 can’t 3 don’t have to 4 can 5 have to 6 must 7 can 8 can’t 9 have to 10 mustn’t 11 must never 12 mustn’t

3 1 itself 2 themselves 3 herself, her 4 you, yourself 5 us, ourselves

4 1 enough (after an adjective, expressing ‘as much as necessary’) 2 themselves (reflexive pronoun as part of the expression by myself/yourself, etc.) 3 to (part of the structure wait for something to happen) 4 too (before an adjective, expressing ‘more than is good or necessary’) 5 must/should (modal verb expressing strong obligation) 6 ourselves (reflexive pronoun related to we)

5 Model answer My favourite animal is the kangaroo. Kangaroos live in Australia, and they have soft brown fur. They have very small front legs and huge back legs. They use their powerful back legs to jump instead of running. They also have a long tail. They are quite peaceful animals. They don’t hunt other animals for food – they just eat grass and leaves. They have a special small bag on the front of their body where they carry their babies. I like them because they have very cute faces, and they also look quite funny when they jump along the ground.

GRAMMAR FILE

SB p137

1 1 have to 2 can 3 must 4 mustn’t 5 can’t 6 don’t have to

2 1A 2C 3A 4A 5C 3 1 you 2 by themselves 3 them 4 yourself 5 her 6 itself

4 1 myself 2 yourself 3 him 4 them 5 by yourself SB pp79–80

This Unit check covers modal verbs for rules, reflexive and object pronouns, animals, words for describing animals and adjectives to describe places.

extra • Encourage students to refer to the wordlist when they do their homework.

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6.12 1 fur, wolf 2 wings, penguin 3 blind, bat 4 land, bee 5 jump, frog 6 hunt, lion

6 you

5 1 There are 2 It’s 3 There is 4 it’s 5 It’s Presentation tool:

Unit 6, Unit check

Workbook / Online Practice:

WB p55

Lead-in SB p81 Ask students to look at the photo. Use the photo to teach the words takeaway, fast food, tortilla (= a kind of flat bread most common in Mexico). Ask students to describe what they can see. You may have to teach some words for food, e.g. onions, parsley, sauce, taco. Ask: Do you think this looks good to eat? Do you think it’s healthy? Why? / Why not? Do you ever eat food like this? What kinds of takeaways do you have? Focus students’ attention on the quote. Ask: Do you like spicy food?

Food for thought

7

READING

SPEAKING

topic: restaurants that don’t take money skill: understanding text structure task: gapped text

topic: preparing food skill: dealing with unknown words task: describing a photo

GRAMMAR relative clauses with who and which adverbs of manner

VOCABULARY

WRITING topic: a food festival skill: understanding the task; using the correct language task: email

talking about food

SWITCH ON

LISTENING

video: extreme cake-makers project: party planning

topic: food and eating skill: listening for the main idea task: multiple choice

Put students into pairs and ask them to discuss which foods they do not like, or don’t want to eat. Elicit a few ideas from the class. Look at the title of the unit. Ask students if they know what it means. (It is a saying meaning that something is worth thinking about, e.g. I hadn’t planned to go to university but when they offered me a scholarship, it definitely gave me food for thought; You don’t have to buy a jacket today, but at least this shopping trip has given you some food for thought.) Read the discussion questions with the class and ask students to talk about them in groups, giving reasons for their answers, then ask for feedback from the groups. Then ask students: What do you think this unit will be about? (food and eating) Possible answers 1 I like eating healthy food, like salads and fresh fruit and vegetables. My favourite food is probably a simple tomato salad. My favourite drink is fresh fruit juice. 2 I don’t like eating burgers because they aren’t healthy and they aren’t very tasty. I don’t like coffee either. 3 I would like to try Japanese food because I think it looks healthy and I like eating fish.

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7 Food for thought

READING

SB p82–83

To start Teach the phrasal verb eat out (= to eat in a restaurant). Ask: Do you like eating out? Do you prefer to eat at home or eat out? Why? What’s your favourite restaurant? Elicit a few answers from individual students, then ask: What’s your perfect meal in a restaurant? Ask students to write down their perfect meal. Put them into groups to compare their meals and use the ideas to create one meal that they would all like. Ask groups in turn to tell the class their meal. Ask: Which meal would be the most expensive? Which would be the cheapest? Why? Elicit a few ideas from individual students.

Power up 1 Put students into pairs to look at the pictures and think

about how those ideas could be linked to eating in a café or restaurant. Elicit or give students a few ideas first if necessary, e.g. if you do lots of exercise then you can reward yourself with a bigger meal when you go out! Ask pairs in turn to tell the class their ideas, but don’t confirm them yet because they will discuss this more in the upcoming tasks. Possible answers A People often meet their friends in restaurants and hug. B You can enjoy your food more if you do exercise before. C Maybe the restaurant doesn’t open until 4 o’clock. D Maybe you can wash up if you don’t have enough money to pay! E A lot of people take selfies when they are eating in a restaurant.

Read on 2 Ask students to read the article quickly to check their

ideas. Elicit the answers, then elicit why the writer wrote the article. C

exam task: multiple choice 3

Explain to students that they are going to do an exam-style gapped text task. Explain that in this task, students need to read the text before and after each gap carefully and look for clues to see what kind of information is missing. You could work on the first gap together and ask: What does the sentence before the gap talk about? (the fact that people can work for their meal). Ask students to read the eight sentences and decide which one might follow logically after the first gap (H). Invite a student to read out the sentence before the gap, the missing sentence, then the sentence after the gap. Ask: Does it sound natural? Does it make sense? Elicit that this is the correct answer. Students then complete the task alone. Then allow students to compare their answers in pairs before you check with the class. As you check answers, elicit what clues there are that help show the correct answer. 1 H (get it for nothing is another way of saying free; helping as a waiter or in the kitchen is an example of the work referred to in the previous and following sentences)

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2 A (this links back to drink, snack, wi-fi and games in the previous sentence; how long links to the idea of paying in time, not money, which is mentioned two sentences earlier) 3 F (gives examples of the fast and hard training in the previous sentence) 4 B (explains the special promotion in the previous and following sentences) 5 D (refers back to the examples of being friendly in the previous part of the sentence)

extra: fast finishers Tell fast finishers to read the article again and note down phrases and collocations to do with food and eating in restaurants. When other students have finished and you have checked answers, ask fast finishers to tell the class the phrases and collocations they found. They can explain the meanings to other students if necessary. Possible answers go out for a meal, good food, get a free meal, have a drink and a snack, a chicken burger, the bill, burger chains, tasty meal, eating out.

4 Encourage students to read the meanings carefully

first, then read each relevant paragraph carefully to find a word or phrase that matches each meaning. Allow students to compare their answers in pairs before you go through them as a class. Model the pronunciation of the words and phrases as you check the answers. 1 short of money 2 cost a fortune 3 a chain (of cafés) 4 a pop-up café 5 a (special) promotion 6 tasty 7 giving someone a hug

extra: fast finishers Tell fast finishers to find another word or phrase in the article which they don’t know the meaning of and try to work out the meaning from the context. They could work in pairs if they are sitting next to each other. When other students have finished and you have checked answers, ask fast finishers to read the phrases they chose to the class and say what they think the meaning is. You can confirm the meaning for them.

Sum up 5 Elicit what students can remember about each of the

restaurants. They can look back at the article to refresh their memories if necessary. Put students into pairs to look at the quotes and decide which restaurant each person is talking about, then discuss which restaurant they would like to go to and why. Give students 2–3 minutes to talk in their pairs, then elicit ideas from the class. See which is the most popular restaurant and why. 1 fast food chain 2 Ziferblat 3 Run for your Bun 4 Mirai Shokudo

Speak up 6 Explain to students that four of the fun facts are true, and

only one is false. Put students into pairs to read the fun facts and decide which is false. You could elicit or teach some useful phrases that students could use and write them on the board, e.g. I don’t believe this one can be true because …,



This one could be true because …, This one must be false because … Allow students 2–3 minutes to discuss the facts, then ask pairs in turn which one they think is false and why. Give the answer and see who guessed correctly. 4 (At the time of publication, this had not been developed!)

7 Put students into groups to think of ideas for a pop-up

café for their school. You could write some useful phrases on the board for them to use, e.g. We could have …, What about a …, Why don’t we have … ? A … might be good. They could write a menu and price list, as well as ideas for different ways of paying. Ask them to think of a name for their café, too. Go around the class monitoring while students are preparing their ideas. Focus on weaker groups and help them with ideas and vocabulary, e.g. by suggesting food they could serve (burgers, pizzas, cakes) and different ways of paying (help with homework, picking up litter around the school, lending video games). Ask groups in turn to present their café to the class. Encourage them to give their presentation as a ‘sales pitch’, trying to convince their classmates that their café is the best. The class can vote for the best café. Possible answer Our pop-up café is called the Homework Café. We will serve drinks, snacks, sandwiches and homemade cakes. You can pay normally for your food, or you can bring something to swap, for example you bring a cake and give it to the café and you can eat. Also, you have to help younger students with their homework while you are eating.

GRAMMAR To start

Use the start of this lesson to assess students’ existing knowledge of relative clauses. Ask questions to check their general understanding, e.g. My uncle is someone who loves food – Is there a relative clause in the sentence? Which part is the relative clause? (… who loves food) These are people which work hard – Is that correct? (no) Why not? (because we use ‘which’ for things, not people) What’s the difference between ‘who’ and ‘which’? (we use ‘who’ for people and ‘which’ for things) Encourage students to try to explain the grammar points themselves, and encourage them to use the grammatical terminology relative clause and relative pronoun correctly. Use students’ answers to assess how well they understand relative clauses.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

To finish Play a game to finish the lesson. Ask a student at the front of the class to say any word to do with food or restaurants, e.g. meat. Ask the student sitting next to them: What letter does that end with? (t) They have to say a word to do with food or restaurants beginning with the letter ‘t’, e.g. tasty, tip. Continue around the class, with students saying words in turn. They cannot repeat a word that has already been used, and if they cannot think of a word, they are out of the game. Continue until a winner or group of winners is found. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 84 of the Student’s Book for homework, and to read the grammar reference section on relative clauses with who and which on page 138. Also share with them the PowerPoint Grammar Presentation on relative clauses with who and which. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 7, Reading

Workbook / Online Practice:

WB pp58–59

SB p138

1 If you used the flipped classroom approach at the end of the last lesson, elicit answers to the exercise and go over any questions students have from this or the grammar reference section.

Fun footer Read through the fun footer with the class. Tell students that the recipe is in an ancient cookery book called De re coquinaria (on the subject of cooking). The recipe includes meat, bread, pepper and a salty fish sauce and grape juice for flavour. Ask: Do you think it sounds tasty?

SB p84



If you didn’t use the flipped classroom approach at the end of the Reading lesson, read the explore grammar box now with the class and elicit the correct words to complete the rules.



Ask students to read through the grammar reference section on relative clauses on page 138 of the Student’s Book if they haven’t already done so for homework. 1 who 2 which 3 don’t repeat

watch out for In many languages, the same relative pronoun is used for both people and things, so students often make this mistake in English, using either who or which for both people and things, e.g. This is a dish who is very simple to make. He has a brother which is a waiter. Listen out for mistakes with this and encourage students to self-correct. Another common error is for students to repeat the subject pronoun when they join two sentences together: I have a friend. She loves ice cream. > I have a friend who she loves ice cream. Listen out for mistakes with this and correct them.

Extra Practice App

105

7 Food for thought GRAMMAR (Continued)

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7.1 Explain to students that they will hear three speakers, each answering one of the questions A–D. Allow students time to read the questions, then play the recording. Allow students to compare their answers in pairs, then play the recording again if necessary for them to confirm their answers before you check with the class. Ax B3 C1 D2

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7.2 Ask students to complete the sentences with the correct relative pronouns. Allow them to compare their answers in pairs, then play the recording. Go through the answers with the class, using the sentences to reinforce the rules about the use of who and which. Ask: Are any of the sentences true for you? 1 who, who 2 which, which 3 who, which

4 Focus on the first pair of sentences (question 1) and ask:

Will we use ‘who’ or ‘which’ to join them? Why? (which, because food is a thing, not a person) Which word will we delete? Why? (It, because we don’t repeat the subject pronoun) Elicit the joined sentence as an example. Students then write the remaining sentences. Check these answers, then put students into pairs to guess whether the sentences are true or false. Check answers, and see which pair guessed the most answers correctly. 1 Fish is a food which can help you sleep better. (True. Studies have shown that regular intake of fish can help sleep patterns and brain function.) 2 A vegan is a person who doesn’t eat meat but eats eggs and cheese. (False. A vegan eats no animal products and so avoids dairy, eggs, etc.) 3 ‘A piece of cake’ is an expression which means something is very easy. (True. It is usually used in spoken English e.g. Why did I worry? That test was a piece of cake.) 4 Honey is a food which never goes bad. (True. If stored correctly, honey should last indefinitely. Archaeologists found pots of honey in an ancient Egyptian tomb dating back approximately 3,000 years which is still perfectly edible!) 5 A cooker is a person who prepares food as their job. (False. This is a common mistake for learners because they apply the -er rule of verb-to-person. This is an exception; a cooker is the object you cook on; a cook/chef is the person.) 6 Scarlett Johansson is a famous American actress who owns a popcorn shop in Paris. (True. She opened a gourmet popcorn shop, Yummy Pop, in 2016.)

game on Read out the task and the example questions, then put students into pairs to prepare their questions. If there are weaker students who might find this difficult, you could put them into groups of three. Point out that they need to ask questions that they know the answers to! When they are ready, ask some students to read out their questions, so you can check for mistakes. Then put pairs together into groups to ask and answer their questions. They get a point for each question they answer correctly. Ask which pair in each group got the most points.

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exam task: open cloze 5

Read out the title of the article and ask students to look at the picture and guess what it is about. Ask them to read the article quickly, ignoring the gaps, to check their ideas. Elicit that it is about a student who made money by selling sweets at school. Point out that this is an exam task exercise, and students need to write one word in each gap. Explain that the missing words are often small grammatical words, e.g. relative pronouns, articles, auxiliary verbs, etc. Students read the article again and complete the task. Go through the answers with the class. 1 who (relative pronoun to refer to people; that is also possible although not covered at this level) 2 with (preposition completes phrasal verb come up with) 3 more (comparative of long adjective) 4 was (past continuous for an action in progress in the past’; began/started are also possible answers though not covered in this part of the course) 5 which (relative pronoun to refer to things; that is also possible although not covered at this level) 6 too (too + adjective to mean ‘more than necessary’; other adverbs such as very, extremely, really, etc. are also possible)

background Nathan John-Baptiste is a real person – a student in London. Students can search for his name online and find several newspaper articles with more details of his story.

6 Ask students to complete the sentences with the correct

relative pronouns and their own ideas. Ask individual students to read some of their sentences to the class, and confirm the correct relative pronoun for each sentence. Put students into pairs to compare their sentences. Ask some pairs to choose a sentence they both like to read to the class. 1 Nathan John-Baptiste is a student who is also a very good businessman. 2 The person who closed Nathan’s business is not sensible, because they could use the business to make money for the school. 3 A good businessperson is someone who works hard and wants to make a lot of money. 4 Selling sweets at school is something which a lot of students would like to do. 5 An activity which can make a lot of money is being a professional footballer. 6 Learning about business is a skill which takes a long time.

Speak up 7

Put students into pairs to discuss the question. Discuss their ideas briefly as a class. Ask: Do you think it was the right decision to stop his business? Why? Possible answer I think they stopped it because they didn’t want other students to spend money on sweets, or they thought Nathan should focus on his school work, not his business.

Fun footer Read through the fun footer with the class. Elicit or explain that a humanitarian is someone who believes that all people should be treated fairly and equally, and the joke works because the words humanitarian and vegetarian have the same ending.

VOCABULARY

SB p85

talking about food To start Write on the board these headings: meat, fish, fruit, vegetables. Put students into teams of three or four and give them two minutes to write down as many English words for each category of food as they can. If they have dictionaries or their phones with them, decide if they can use these to help. Elicit answers from each group in turn and build up a list of words under each heading on the board. Check students understand all the words, and model pronunciation. Ask teams to count how many words they wrote correctly (and if they made a spelling mistake, the word is not correct). See which team wrote the most words correctly.

1 If students did Ex 1 for homework, check the answers

To finish

now and model the pronunciation of the adjectives. Otherwise, ask students to do the matching task now, either individually or in pairs. Reassure students that there are a variety of possible answers before they start. Go through the possible answers with the class and model pronunciation of the adjectives, especially ones which students might find difficult, e.g. juicy /dʒuːsi/, sour /saʊə/, raw /rɔː/.

Play a game to finish the lesson. Write a selection of nouns on the board, including some referring to people and some to things, e.g. friend, boat, teacher, ball, tennis, mum, orange, sister, homework, knife, waiter, chef, glass, carrot, customer. Put students into teams. Teams take turns to choose a word from the board and make a sentence using a relative clause, e.g. A boat is something which travels on water. If their sentence is correct, they get a point and the word is crossed off. If their sentence is not correct, don’t correct it, but move on to the next team. Continue until all the words are crossed off. Award ‘winner’ status to the team with the most points.

Possible answers A Lemons are sour and juicy. B Peanuts are hard and (often) salty. C Marshmallows are sweet and soft. D Sushi is raw. E Crisps are crispy, cooked and (sometimes) spicy or salty. F Toast can be burned, and it is hard and dry. G Chips are cooked, crispy and (often) salty.

To prepare for the Vocabulary lesson, you could ask students to do Ex 1 on page 85 at home. To help them, students can use an online dictionary to check the meaning of the adjectives that are new to them. Presentation tool:

Unit 7, Grammar

Workbook / Online Practice:

WB p60

Grammar Reference and Practice:

SB pp138–139

Photocopiable Activity:

7A

Audioscript:

SB p170

PowerPoint Grammar Presentation:

Unit 7, Grammar

2 Read out instructions and have some students read aloud the example sentences, then elicit more examples from individual students. Possible answers I ate a piece of a sour lemon once. It was horrible! I ate a juicy orange this morning. It was delicious!

explore vocabulary Read through the explore vocabulary box with the class. Point out to students that they should develop a range of strategies for learning new vocabulary, and learning opposites for adjectives is one useful strategy.

3 Ask students to complete the sentences with the opposite adjectives. Check answers as a class. 1 soft ​2 salty ​3 juicy ​4 raw

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7.3 Explain to students that they will hear four conversations about problems people had with food. Allow them time to read A–F before you play the recording. Allow students to compare their answers in pairs, then go through the answers with the class, playing the recording again and pausing it to confirm the answers. 1 B ​2 D ​3 F ​4 A

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7 Food for thought VOCABULARY (Continued)

5 Read out the title of the food blog and ask: What’s your

favourite kind of pizza? What does it have on it? Elicit a few ideas. Ask students to read the blog and write the letters in the correct order to complete it. Check the answers, then ask: Which of the pizzas in the blog do you think is the nicest? Which do you think is the worst? 1 raw 2 dry 3 salty 4 juicy 5 spicy 6 sweet 7 soft

extra: fast finishers Fast finishers can imagine they are eating one of the pizzas in the blog. Ask them to write a description of what it tastes like, and what they think of it. When other students have finished and you have checked answers, ask some students to read their descriptions to the class. Ask other students: Would you like to eat this pizza? Remind them to say why they do or don’t want to eat it.

LISTENING To start

Write the following words on the board: quick, healthy, tasty, eat, have, prepare, mid-morning, mid-afternoon. Ask: Which word can go with all these words? (snack) Elicit a few guesses, then, if necessary, draw five lines on the board, _ _ _ _ _, to show that the word has five letters. Add letters gradually until students guess the word. Ask students questions using some of the words on the board, e.g. What’s your favourite snack? What do you usually eat as a mid-morning snack? What healthy snacks do you like?

Power up 1 Read out question 1 and talk about the advantages first:

What are the advantages of a takeaway pizza? Elicit a few ideas, e.g. it’s quick and easy, it’s tasty. Then elicit some disadvantages, e.g. it isn’t very healthy. Put students into pairs to discuss all three questions more thoroughly and make notes about their ideas. Ask pairs in turn to tell the class their ideas.

Speak up 6 Read through the task, then read out the example answer.

Possible answers 1 advantages: it’s quick and easy; everyone likes pizza disadvantages: it isn’t very healthy; it can be quite expensive; everyone has to eat the same thing 2 advantages: the food is usually very good; it’s nice to spend time with family; nobody has to cook disadvantages: it might be expensive; it might take a long time 3 advantages: it’s tasty; it’s cheap; it’s fast disadvantages: it isn’t very healthy; you will quickly be hungry again

Confident students could do this task individually, and less confident students could work in pairs. Ask students to give their pizza or sandwich a name, e.g. Chocolate and cheese pizza. Ask students in turn to describe their pizza or sandwich to the class. Write all the names on the board, then hold a class vote to choose the most disgusting.

Possible answer The chocolate and cheese pizza has chocolate and onions on the bottom, then cheese and sour lemon on top.

To finish Play a game. Write the adjectives from Ex 1 on the board. One student says one of the adjectives, then nominates another student, e.g. salty, Ana. The second student must say a food which the adjective can describe, e.g. salty popcorn. If they say a suitable food, they get a point. They then choose another adjective and another student. Students cannot repeat foods that have already been used, and, if they cannot think of a suitable food, or they say an unsuitable food, they are out of the game. Continue until a winner or group of winners is found. Presentation tool:

Unit 7, Vocabulary

Workbook / Online Practice:

WB p61

Photocopiable Activity:

7B

Extend Vocabulary:

SB p145

Audioscript:

SB p170

Extra Practice App

SB p86

Listen up 2

7.4 Explain to students that they are going to hear five conversations. Read through the task, then allow students time to read the five topics. Play the recording, twice if necessary. Collect answers from around the class. A5 B3 C2 D4 E1

exam task: multiple choice 3

7.5 Explain to students that they are going to do an exam-style listening task. Allow students time to read through all the situations and answers. Play the first conversation again and ask: Which answer is correct? Why? Allow students to discuss in pairs, then discuss as a class, playing the first conversation again to confirm the answer. Point out to students that some words from the incorrect answers, e.g. vegetarian, are mentioned as ‘distractors’, so they mustn’t choose an answer just because they hear a word that is in the answer. Play the rest of the recording for students to listen and choose the correct answers for questions 2–5. Allow students to compare their answers in pairs, then play the recording again for them to check and make changes to their answers if necessary. Finally, go through the answers as a class, playing the recording again and pausing to confirm the answers.

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1 B (But it doesn’t have just recipes. It’s full of articles on everything about food. You can learn how to eat healthily, what’s good and bad about being vegetarian, all sorts of things; A – it is not just for vegetarians, but it does talk about being vegetarian; C – it doesn’t mention where she’s from. What it does say is she gets comments from all over the world) 2 A (But you must admit the service was good. … Sure, they brought the food quickly and that’s great; B – one speaker says I’m still hungry; C – only one of them talks about dessert and decides I think I’ll leave it) 3 C (I didn’t remember how much sugar, milk and butter we needed; A and B – her friend asks if these two were true but she says that they weren’t) 4 A (Wait a second – don’t we need to agree a date first? … Yes, you’re right. We need to know when everyone is free before we talk about food … Then we can send out an invitation) 5 B (I got full quite quickly, so I only ate about half; A and C – her friend asks about these but the girl explains that neither is true – her phone was in her bag and she was happy to eat the pasta)

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p138

4 If you used the flipped classroom approach at the end of the last lesson, elicit answers to the exercise and go over any questions students have from this or the grammar reference section.



If you didn’t use the flipped classroom approach at the end of the Vocabulary lesson, read through the explore grammar box with the class and elicit the words to complete the examples. Point out the spelling rules and remind students to be careful with spelling when they are writing adverbs. Point out that some adverbs are irregular, and, as with all irregular forms, students need to learn these. 1 quickly ​2 healthily ​3 simply ​4 well ​5 hard ​6 fast

watch out for It is common for students to use adjectives instead of adverbs of manner, e.g. I try to eat healthy. Listen out for this and encourage students to self-correct.

5 Tell students they are going to do a food questionnaire

with a partner. Ask students to first read the questionnaire and complete it with the correct adverbs. Check the answers, writing the adverbs on the board for students to check their spellings. 1 hard ​2 badly ​3 fast ​4 terribly ​5 well ​6 differently ​ 7 noisily ​8 healthily

Speak up 6 Explain to students that they should write questions

using adverbs, like the ones in the questionnaire. Elicit or give a few examples first (see the possible answers below). Tell students they are going to ask and answer the questions with a partner in the next task, so they should write questions that they and their partner can both answer. Confident students can work individually to write two more questions; less confident students can work in pairs. Elicit a few examples of the questions they have written. Possible answers Do you know anyone who eats noisily? Do you eat quickly or slowly? Should students learn to cook well at school?

7 Students work in pairs to ask and answer the questions.

Encourage them to give reasons for their answers where possible. Ask them to listen carefully to their partner’s answers. Encourage more confident students to ask follow-up questions to learn more about their partner. Ask some students to tell the class something interesting they learned about their partner. Possible answers 1 The perfect snack when you’re studying hard is chocolate because it makes you feel good! 2 No, I don’t sleep badly if I have a midnight snack. It helps me to sleep well. 3 Bread and cheese is a snack that you can make fast because you don’t have to cook it. 4 Yes, I would miss it terribly because I love chocolate! 5 It’s very important to learn to cook well so you can eat healthily. 6 Yes, I eat differently from my parents. My parents eat more meat than I do – I like eating vegetarian sometimes, but they don’t! 7 It’s rude to eat noisily, yes, but I don’t think it’s rude to check your phone at the table, especially if you are expecting a message. 8 Yes, I usually eat healthily, but I think I do eat fast food too often, when I’m tired or busy.

Fun footer Read out the fun footer and see if students understand the joke. Ask: Do onions make you cry when you cut them?

To finish Play a miming game. Write a selection of adverbs on the board, e.g. slowly, quickly, well, badly, happily, rudely, politely, loudly, quietly, hard, gently. Demonstrate by miming walking very slowly. Ask: What am I doing? If students just answer with walking, ask: How am I walking? Elicit the answer: walking slowly. Invite the student who guessed first to mime an action that can be described using one of the adverbs on the board. The first student to guess correctly does the next mime. Continue until all the adverbs on the board have been used at least once. Presentation tool:

Unit 7, Listening

Workbook / Online Practice:

WB p62

Audioscript:

SB p171

Extra Practice App 109

7 Food for thought

SPEAKING

SB p87

To start Play a guessing game to revise relative clauses with who or which. Say: This is a thing which cuts food. Students guess the answer (knife). Say: This is a person who doesn’t eat meat (vegetarian). Put students into pairs and ask them to write a clue about a person or thing using who or which. Ask pairs in turn to read their clues to the class for other students to guess.

Power up 1 Read the task instructions and the six options to the

class. Put students into pairs and ask them to discuss the different ways of learning to cook. Ask them to number the ways from 1 (the best way to learn) to 6 (the worst). Ask pairs in turn to tell the class their ideas and reasons. Possible answers For me, making the food in a class is the best way because someone shows you how to do it and you also do it yourself.

2

7.6 Focus on the photo and ask: What can you see? Elicit a few ideas. Read out the instructions, then play the recording, being prepared to stop when students shout Stop! When this happens, pause the recording and invite the student to give the correct description. This photo shows a group of young people in a kitchen. It isn’t a lesson in an ordinary school, so they are probably learning to become chefs, I think. All the students are girls (there are two boys and two girls) and the teacher is a man. He’s showing them how to make ice cream (it’s a cake/dessert). He’s putting some fruit on top … er … I can’t remember the word in English but it’s a type of fruit you eat in the summer. They are all wearing tall hats and a black uniform (the teacher is wearing black; the students are in white). It looks like a type of jacket. They look very interested and are watching the teacher carefully. (The students are looking at the cake rather than the teacher.) There are different plastic objects (metal objects) in front of the teacher. I’m not sure of the word in English but the one with the fruit is something you use for holding food or water. There’s an object in front of two students at the back. I’m not sure what it is, but maybe it’s something you use for heating food.

3

7.7 Explain that you can use these sentences when you don’t know the word for something in English. Students choose the correct words to complete the sentences. Play the recording for them to listen and check. Check the answers as a class. 1 remember 2 it’s 3 looks like 4 I’m not 5 holding

4 Read through the useful language box with the class.

Demonstrate the task by describing something in the photo yourself, using one of the phrases in the useful language box. Students can point to what you are describing. Students then work in pairs and take turns to describe something in the photo, using the new phrases where possible. While students are working, go around the class monitoring and helping. Focus on the less confident students and make sure they are able to use the phrases in the useful language box correctly. Encourage them to use a different phrase from the useful language box each time. Elicit a few example descriptions from the class as feedback. Possible answers It’s something you use for mixing food. (bowl) It’s a type of sweet food. (cake) It looks like a dress. (apron)

Speak up exam tip 5 Read through the exam tip with the class. Explain to

students that in the exam it is quite likely that there will be things in the photo that they don’t know the words for, but this is not a problem. Explain that they will not lose marks for not knowing the words, and they can show their language skills by using phrases to describe the things and explain what they are for. Students should then work in pairs and describe some new words in the photo in Ex 2. Partners can either say the word if they know it, or point to whatever is being described. Elicit some descriptions from the class when students have finished. Possible answers It’s a type of fruit. (raspberry) It’s something you use for cooking. (saucepan) It looks like a coat. (chef’s jacket)

exam task: describing a photo 6

Put students into pairs to complete the task. Remind them that they should try to talk for one minute, and they should describe the photo in as much detail as they can. If you want to make the task more realistic to the exam, set a timer for one minute as each group of students begins to speak, to give them an idea of how long they should speak for. Monitor while students are working and note down any recurring errors to correct in a feedback session at the end. Use the checklist below to assess students’ performance: • How fluent are the students? • Is their pronunciation clear? • Do they describe the photo using appropriate verb tenses? • Do they describe the people, the location, the activities and the weather in the photo? • Do they make guesses about the activities, and about how the people are feeling? • How well do they cope with describing things they don’t know the word for? When students have finished, get feedback on how easy or difficult students found the task, and why.

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Possible answers Student A: This photo shows some people outside, in a forest. There are four people in the photo – one adult, one teenager and two younger children. I think they might be a dad and his three children. They are wearing T-shirts, so it’s probably summer, and there are some things behind them. I don’t know the word, but it’s something you sleep in when you’re camping, so I think they’re on a camping holiday. Two of the children are cooking something on the fire. They’re holding something. It looks like a long stick, and it’s something you use for cooking food. I don’t know what they’re cooking. Maybe it’s a type of meat. They all look very relaxed and happy. Student B: This photo shows three people in a kitchen – one girl and two boys. I think they’re cooking something. The girl and one of the boys are wearing something over their clothes. I don’t know the word, but it looks like a dress and it’s something you use to keep your clothes clean when you’re cooking. In front of the boys there’s a piece of meat and some things for cutting it. There are also some vegetables, so I think they might be making dinner. The girl has a frying pan, I think, so maybe she’s stirring something. They are all smiling and they look very happy.

Speaking extra 7

7.8 Ask students to read the conversation quickly and ask: Where does it take place? (in a restaurant) What are Amy and Max doing? (ordering food) Ask students to read the conversation again and choose the correct words to complete it. Play the recording for them to listen and check their answers, then go through the answers with the class. 1 order ​2 I’d like ​3 I’ll have ​4 would ​5 An ​6 I’ll have

extra Put students into groups of three and get them to roleplay the conversation in Ex 7, then switch roles and practise it again. Tell them they can change the food they order if they want, e.g. they could order a steak and salad instead of the burger and fries. Monitor while they are working, and help with pronunciation and intonation. This will be especially helpful for less confident students.

8 Ask students to turn to page 158, as the instructions

request. Focus on the menu and explain that students must choose some food that they can all share. Put students into groups of three and ask them to decide who will be Student A, Student B and Student C. Remind them to think about how much money they can spend during their discussions. You could allow students some time to look at the menu individually first and decide which foods they would like to order, before they have the group discussion. Briefly revise how to say prices, e.g. three pounds, four (pounds) fifty. Briefly revise some phrases for making suggestions, e.g. What about the … ? How about the … ? Would you like the … ? and also for accepting and rejecting suggestions, e.g. Yes, that’s a good idea. No, I don’t like / eat … Write these phrases on the board for students to refer to.

Students then work in their groups to decide what to order. Monitor while they are working, and make sure they are all participating in the discussion. When they have finished, ask some Student As to tell the class what they decided on and why, then do the same with Students B and C. Possible answer B: So, we have £30 in total to spend. I’d like some mini burgers because I love burgers. A: Well I’m a vegetarian so I can’t share those with you. I’d like to share a cheese and tomato pizza. What about you? C: Well, I prefer sweet things, so I don’t think we should spend all our money on main courses. I’d like to have two sweet dishes. B: OK, let’s do that. So first, how about having three main courses, with two vegetarian and one meat? A: Yes, that sounds good to me. I’d like the Spanish omelette. Would you like that? C: Yes, I like eggs. B: OK, so we could have some mini burgers, some cheese and tomato pizza and a Spanish omelette. C: Yes, that’s £12.50. That leaves plenty of money for sweet things. A: Well, I love fruit, so what about the fruit salad? C: No, I don’t like fruit. How about the chocolate and peanut biscuits? I love nuts. B: I’m sorry, but eating nuts makes me ill. We could have the Ice Cream Challenge? A: Yes, that sounds good. And how about some cupcakes, too? C: Yes, that’s a good idea. So that’s £8 on sweet things. That leaves £9.50 for drinks. A: Good. I’d like some cola. B: And I’d like an apple juice. C: And I’ll have a chocolate milkshake. That leaves £2. B: Great. We could have some crispy fries! A: Yes.

To finish Say: We’re going on a class picnic. What food shall we take? Elicit a few ideas, then ask students individually to write down three foods to take on a picnic, without showing their partner. In pairs, students take turns to ask each other questions and try to guess what is on their partner’s list, e.g. Is there some fruit on your list? Is it some apples? Is there something with chocolate? Are there crisps? The first student to guess all three of their partner’s items is the winner. Alternatively, stop the game after a few minutes and ask who has guessed two out of the three items, or one item. Presentation tool:

Unit 7, Speaking

Workbook / Online Practice:

WB p63

Activity File:

SB p157, p158, p161

Speaking File:

SB p146

Audioscript:

SB p171

111

7 Food for thought

WRITING

SB pp88–89

To start Ask: What are some of the typical foods from your country? Elicit a few ideas, then put students into pairs to brainstorm more ideas. Bring their ideas together on the board, then point to the ideas on the board and ask: How many of these foods do you think are also popular in other countries? Discuss the question as a class.

Power up 1 Put students into pairs to do the matching task. If you

think that students will struggle to recognise the flags, elicit which country each flag represents before students work in their pairs (1 Japan, 2 Thailand, 3 Spain, 4 Italy, 5 Turkey, 6 the UK, 7 the USA, 8 Mexico). Give students one or two minutes to do the matching task, then check answers with the class and elicit or teach the names of the foods (see the background box below). 1E 2B 3A 4H 5C 6D 7G 8F

background Photo A shows paella, a dish made with rice, fish and sometimes chicken or rabbit. Photo B shows green curry, a spicy meat, fish or vegetable dish with coconut milk. Photo C shows kebabs, pieces of meat or vegetables put onto skewers and cooked over a grill. Photo D shows a scone, a kind of small sweet pastry that is eaten with butter or cream and jam. Photo E shows sushi, a popular Japanese food made with rice and raw fish. Photo F show tortillas, a kind of small, flat bread. They are filled with spicy meat or vegetables and then wrapped, to make a meal or snack. Photo G shows cupcakes, small cakes that were invented in the USA. You can buy lots of different flavours, e.g. chocolate, lemon, strawberry. Photo H shows pasta with a meat, tomato and basil sauce.

2 Put students into pairs to discuss the questions. Give

students the opportunity to ask any questions about the language in 1–3 before they start. Then give them 3 minutes to discuss the questions in their pairs. For feedback, ask individual students some of the questions, then ask other students if they agree or disagree, and why. Possible answers 1 I’ve tried kebabs and pasta, of course. I’d like to try the green curry because I like spicy food. 2 Pizza, which is from Italy, is very popular in my country. So are American-style burgers. 3 I would miss the soup from my country. It’s full of fresh vegetables. I don’t think it’s popular in other countries.

Plan on 3 Explain to students that later in this lesson, they will write an email in an exam-style task. Ask students to read the task and choose the correct answers to the questions. Check answers, eliciting the part of the task which confirms each answer. 1C 2B 3A 112

4 Elicit the four things that students should do in the email

(agree to help, tell Ms Roberts what food to include, suggest some activities, say you can’t come to the festival). Ask students to read the student’s email and note down the points that are missing. Allow students to compare their answers in pairs before you check with the class. points 1 and 4 are missing

5 Students read the email again and find the expressions. Check answers as a class.

give an opinion: I think it would be a good idea to …, I don’t think we should …, It would be fun to … make a suggestion: Why don’t we … ?, shall we … ?

exam tip 6 Read through the exam tip with the class. Emphasise

the point that students can get extra marks if they use different words or expressions to the ones used in the notes and the original email. Ask students to match the sentences with the functions. Check answers as a class, and point out to students that if they have to use the same function more than once in an email, e.g. making two or three suggestions, they should try to use a different expression each time, rather than repeating the same one. A 2, 7 B 4, 8 C 3, 5 D 1, 6

7 Refer students back to the task in Ex 3 and the email in

Ex 4. Remind students which points the student’s essay does not deal with (points 1 and 4) and ask students to write these parts of the email. They could work individually or in pairs. Elicit possible answers. Possible answers (These are taken directly from Ex 6, but the instructions do not specify that they must be, so students can make up their own if they wish.) 1 A food festival sounds like a great idea. Yes, of course I’ll lend a hand with the preparations. 4 It’s very kind of you to invite me to the festival, but I’m sorry, I’ll be away on those two days.

8 Remind students that when they write an email, they

should think about who they are writing to, and whether the language should be formal or informal. Elicit that this email should be quite formal because you are writing to a teacher. Students read the phrases and decide which are not appropriate. Discuss the answers as a class. Starting the email 1, 2, 4 (you can’t leave out the title Ms/Mrs/Miss/Mr/Dr and use just the surname; you can’t use just the title; you should use Dear + title + surname for someone older than you or in more formal communication) Ending the email 5, 6, 7 (Cheers and Lots of love are too informal; See you later is only appropriate if an arrangement has been made to meet up; With best wishes is a neutral ending suitable for more formal communication with someone you know but not well)

SWITCH ON

Write on

Extreme cake-makers

exam task: an email This is an exam-style task, and the full exam rubric, in line with the Cambridge Preliminary for Schools writing exam, is included in the task in the box in Ex 3.

9

SB p90

1 Read the questions with the students. If necessary, first

discuss situations where they might have seen a great cake, e.g. at a wedding, at a birthday party, or even on TV, then give them two minutes to discuss with their partner any interesting cakes they have seen. Then clarify the meaning of sculpture with the class and give them a further two minutes to discuss any interesting sculptures they know of. Bring the class together to share ideas, then ask the class: Why are you being asked about cakes and sculptures together? Point out the title of the lesson, and explain to students that they are going to watch a video about extreme cake-makers. Ask: What do you think an extreme cake-maker is? Elicit the idea of someone who makes amazing cakes for special occasions – cakes that are a bit like sculptures.

Students can either do this activity in class or for homework. If you do the activity in class, allow students 15 minutes to complete their writing on their own. Model answer Dear Ms Roberts, What a great idea to have a food festival. I’m more than happy to offer some ideas. I think it would be a good idea to have foods which we know teenagers like, like pizza and burgers. But I’d say it’s important to have food for people who eat meat and for vegetarians too. How about having some music for people to listen to? We could ask the school band to play – everyone likes them. And what about playing rounders too? It’s a fun team game which everyone can get involved in. It’s very kind of you to invite me to the festival, but I’m afraid I won’t be here that weekend. Best wishes, Sara

Improve it 10 If students do Ex 9 for homework, they can also do this

activity for homework. If students did Ex 9 in class, they could swap papers and check each other’s emails, using the checklist. When they have had a chance to make changes in line with points 1–4, collect the emails in and provide feedback on how well they have completed the task. To assess students’ work, use the checklist below: • Has the student written the appropriate number of words? • Has the student included the four points in the task? • Has the student used a range of language, especially phrases for agreeing to help, making suggestions, etc.? • How accurate is their grammar? • Have they used relative clauses correctly, or tried to use them but with minor errors? • Has the student started and ended the email in an appropriate way? • Has the student written in an appropriate neutral or formal style?

To finish

2

Read out the question, then play the video through. Tell students to focus on enjoying the video and listening for general meaning, and not to worry at this stage if they don’t understand everything. Put students into pairs to discuss which cake they think is the best and why, then elicit a range of answers from the class. Possible answer I think the cow cake is best because it’s very big and it looks amazing. Also, chocolate is my favourite kind of cake.

3

Allow students time to read through the sentences. Explain chocolate fudge cake (= a kind of soft, sweet chocolate cake). Then play the video again for students to watch and decide if they are true or false. Check answers, playing the video again and pausing for students to note down the correct answers where necessary. 1 F ​2 T ​3 F ​4 T ​5 T

extra In pairs, ask students to think about the qualities someone needs to be an extreme cake maker. Ask them to list four qualities that they think are important. Discuss their ideas as a class and ask: Would you like to do this job? Why? / Why not? What do you think are the best and worst parts of the job?

Project 4 Explain to students that they will now plan a special

To round up this unit on food, write the word food in the middle of the board and create a class spidergram. Add branches for each of the following categories: adjectives for food, ways of paying in restaurants, foods from around the world, phrases in restaurants. As a class, brainstorm words and phrases that students have learned in this unit, e.g. crispy, spicy, pay by the minute, sushi, scones, Are you ready to order? Point out to students that going back and reviewing earlier units of their book in this way will help them to remember useful vocabulary and phrases. Presentation tool:

Unit 7, Writing

Workbook / Online Practice:

WB p46

Photocopiable Activity:

7C

Writing File:

SB pp148–149

celebration which includes an extreme cake. Read through the task and the celebrations with the class. Put students into small groups and ask them to choose the celebration they want to plan. You could allocate different celebrations to different groups, to ensure that not all groups choose the same celebration.

5 Read through all the things in the list with the class and

elicit one or two different suggestions for each one, e.g. • location: someone’s house, a hotel, outside • music: a band, a disco • food and drink: a sit-down meal, snacks • guests: 50 or 500? • decorations: lights, balloons • clothes: fancy dress, formal clothes • extreme cake: What shape? How big? What flavour? 113

7 Food for thought SWITCH ON (Continued) Allow students time to work in their groups and plan all the details of their party. Go around monitoring and helping while they are working. Focus especially on weaker groups and give them extra support with ideas and vocabulary. You could encourage students to draw a design for their extreme cake.

extra Students could prepare an invitation to their party, including some of the details they have discussed. Encourage them to make their invitation appealing, and decorate it to give their event the ‘wow factor’. You could display the invitations on the classroom walls.

6 Ask groups in turn to present their ideas to the class.

The class could vote for their favourite extreme cake.

alternative

INDEPENDENT LEARNING SB p90

Listening skills 1 Ask students to look back through the listening tasks

in the units on their own and answer the questions. Put them into groups to compare their answers, then discuss their ideas as a class. Possible answer I found the listening in Unit 4 easy because there were five different situations and it was quite easy to understand what was happening. I found the multiple choice listening task in Unit 3 difficult because the recording is long and it was easy to get lost.

2 Ask students to look at the different listening tasks

Students could plan for a specific occasion, e.g. someone’s birthday, or a national celebration. If the occasion is happening soon, you could ask students to prepare a real party.

extra

individually and order them from the easiest (6) down to the most difficult (1). Encourage them to look back through the units of the book for examples of the different listening tasks, e.g. short recordings (U4) or longer recordings (U3).

3 Put students into small groups to compare their answers

Ask students to imagine they went to one of the events their classmates planned, and write a short email to a friend telling them about their experience. Alternatively, they could write a thank you letter to the planners, describing what they liked best about the event. Presentation tool:

Unit 7, Switch on

Switch on Videoscript:

TB p152

to Ex 2 and think about why some listening tasks are more difficult than others. You could make some notes on the board to give them ideas to talk about. Discuss as a class which tasks students find the most difficult and why. Possible answers difficult vocabulary, long recordings, people speak quickly, there are too many details, lots of ‘distractors’ in exam tasks

4 Read through the situations and the example tips with

the class. Put students into pairs to think of two more tips for each situation. Discuss students’ ideas as a class and write their suggestions for tips on the board. Discuss as a class which tips are the most useful and why. Point out to students that listening is a skill which improves with further practice, so they can help themselves by watching videos and listening to podcasts online. Possible extra tips the teacher/classmates: Ask someone to repeat something if you don’t understand. Ask someone to speak more slowly. recordings in class: Read the questions carefully before you listen, as this can help with vocabulary and general meaning. Listen for the speakers’ intonation, e.g. they might say important words with more emphasis. videos online: Watch more than once, because you will understand more each time you watch. Listen for important words, and ignore small words and phrases that are not important, e.g. you know, like, you know what I mean?

114

UNIT CHECK

SB pp91–92

This Unit check covers relative clauses with who and which, adverbs of manner and words for describing food.

Vocabulary 1

7.9 + 7.10 1 burned ​2 raw ​3 spicy ​4 dry ​5 sour ​6 salty

3 1 lemon, pineapple ​2 cupcake, scone ​3 jam ​4 sushi  4

​5 curry powder ​6 chilli ​7 marshmallow ​8 burger 1 vegetarian ​2 short ​3 tasty ​4 give ​5 peanuts ​6 fries

5 1 C ​2 A ​3 B ​4 C ​5 B ​6 A

Review 1 1 which ​2 which ​3 who ​4 which ​5 who ​6 who 2

SB p139

1 1 which ​2 who ​3 who ​4 which ​5 who ​6 which 2 1 who ​2 which ​3 which ​4 who ​5 who 3 1 Pizza is a food which is popular all over the world. 2 Fruitarians are people who eat only fruit and nuts. 3 I have a friend who really enjoys cooking. 4 Percy Spencer was an American engineer who invented the microwave. 5 I watched a video which helped me prepare food for the party. 6 Ben ate the sandwich which was on the table.

4 1 nice ​2 badly ​3 quickly ​4 terribly ​5 good ​6 patiently 5 1 cook well ​2 understand the recipe (very) easily ​ 3 to work hard ​4 my hand badly ​5 eat slowly

6 1 honestly ​2 carefully ​3 healthily ​4 fast ​5 terribly ​ 1 enough (not + adjective + enough to mean ‘not the right amount’) 2 about (how about + -ing to make suggestions) 3 most (superlative of long adjective) 4 which (relative pronoun to refer to things; that is also possible although not covered at this level) 5 who (relative pronoun to refer to people; that is also possible although not covered at this level) 6 many (how many + countable noun)

3

GRAMMAR FILE

6 immediately ​7 hard ​8 slowly

Presentation tool:

Unit 7, Unit check

Workbook / Online Practice:

WB p65

Audioscript:

SB p171

7.11 1 the seventh of July/7 July/7th of July/ July 7 ​2 gold  ​3 1604 ​4 11kg/11 kilos/eleven kilos ​ 5 100th year/one hundredth year ​6 England

4 1 well ​2 normally ​3 happily ​4 surprisingly ​5 hard  5

​6 creatively ​7 easily ​8 completely Model answer

I was staying with a friend in Japan when we went to a theme park. We decided to have lunch in the restaurant there, and it had robots! I was really excited about eating in a place with robots! And these machines worked really hard. One robot was making a Japanese dish and another was mixing drinks. A robot waiter took our order and 10 minutes later we were eating lunch. The food was nice but not really delicious. But it wasn’t a problem because we had a fantastic experience. I took lots of photos and there’s a selfie of me with the robot chef! If you ever visit Nagasaki in Japan, I recommend you try the restaurant. You won’t ever forget your visit!

115

8 Getting away

Lead-in SB p93

Getting away

8

READING

SPEAKING

topic: holidays, summer camps skill: matching meaning task: multiple matching

topic: things you travel with skill: reaching agreement task: collaborative task and discussion

GRAMMAR

WRITING

present perfect present perfect with for and since

topic: a holiday story skill: structuring a story; using adverbs task: a story

VOCABULARY travel and transport

LISTENING topic: moving to a different country skill: matching meanings task: multiple choice

116

SWITCH ON video: Peru adventure project: travel roleplay

Ask students to look at the photo. Use the photo to teach the words ice, snow and freezing. Read out the title of the unit (Getting away) and elicit or explain that this is a phrase we use to mean going somewhere for a rest or a holiday. Ask: Why do people like to get away from the place where they live when they have a holiday? Is it possible to have a holiday at home, or do you have to get away? Why? / Why not? Discuss the questions as a class. Read out the quote, It’s not a holiday if there’s no snow. Ask the class what it means (that the person only enjoys going on holiday to places where there is snow). Then read through the discussion questions with the class and ask students to discuss them in groups, giving reasons for their answers. Get feedback from each of the groups. Possible answers 1 The boy is in a very cold country, maybe on a mountain. He is hiking, because he has a backpack on his back. 2 No, I wouldn’t enjoy this kind of holiday because I like to go to warm countries for my holidays, so I can go to the beach and swim in the sea. 3 Yes, I went to Morocco once. It was very hot during the day so we couldn’t do very much, but it was cooler in the evenings.

READING

SB pp94–95

To start Tell students that you are going to write a word on the board and they should write down three words or ideas that come into their heads when they see the word. Tell them not to think about it too much, but just to write down their first thoughts.

Read on Tell students that later in the lesson they are going to do an exam-style multiple-matching task. Explain that in the exam there are always five people, and each person wants slightly different things. This is true here too – each young person wants three things from a summer camp, and the task will be to match the people with a summer camp that fits what they are looking for.

3 Ask them to read about the five young people who want

Write the word holiday in the middle of the board, and allow students time to write their words. Help them where necessary with finding the right English word for what they are thinking. Elicit words from individual students and add them to the board, e.g. sun, beach, swim, fun, happy, relax to make a word cloud. Write words in bigger letters if a lot of students say them.

to go to a summer camp, and to note down the three things that are important for each person. Check answers as a class, eliciting evidence from the descriptions to support the answers. 1 Beth: improve tennis skills and try new sports, stay at camp in her own room, wi-fi 2 Theo: computers and gaming, competing against others in a friendly way, three weeks in August 3 Eve: daytime only, art and making things (not sport), not too expensive 4 Jack: outdoors things that are exciting and different, water sports, organised activities in the evenings 5 Daisy: performing and playing music with other people, stay away from home, doesn’t eat meat

Discuss as a class the most common associations with holidays, and if there are any surprising words.

Power up 1 Put students into pairs to discuss the question and write

down the three most important things for their perfect holiday, and their reasons. They can refer to the words on the board to help them with ideas. Ask pairs in turn to tell the class their ideas, and see if the class can agree on the three most important things overall. If they are not in agreement as a class, discuss that this isn’t a bad thing – it just reflects everyone’s different tastes.

4 Explain to students that they need to find summer camps

that match all the things each person is looking for. Ask students to read about Beth again, then read all the reviews and note down which ones mention some or all of the things that are important to her. Check answers as a class, eliciting evidence from the reviews to support the answers. Ask: Do the reviews use the same words as the text about Beth? Elicit that they use different words, e.g. improve her tennis skills = expert teachers to help you; her own room = single room; internet = wi-fi.

Possible answers good weather, fun activities, a beautiful beach

2 Go through the questions with the class and elicit

answers. Encourage students to share any knowledge or experience they have with the rest of the class. If students don’t know much about summer camps, share the information from the background box with them, then ask: Do you think summer camps are fun? Why?

background Summer camps are very popular in some countries, especially the United States. Children and teenagers may spend several weeks of their summer holiday at summer camp, and the camps are seen as a good way to make new friends and try new activities. Most camps offer a range of outdoor activities such as hiking, swimming, canoeing, etc., as well as fun evening activities like games and quizzes. Some focus on more specialised activities such as art, music or drama, but always in a fun and relaxed environment.



Don’t draw any conclusions yet about which camp is best for Beth – this will be done in the next exercise. A, C and E mention tennis or sports C and E mention single rooms E mentions there is wi-fi No, they don’t always mention the same words.

exam tip 5 Read through the exam tip with the class and reinforce

the point that for the answer to be correct, it must match all the things that are important for the person. Ask students to look at the reviews again and at their answers to the last exercise, and decide which one matches all three of Beth’s requirements. Check the answer as a class. E

117

8 Getting away READING (Continued)

exam task: multiple choice 6

Ask students to follow the same method they used for Beth to decide which summer camp would be the most suitable for the other people. Remind them that the camp must match all the things that are important to each person, but these may be expressed using different words. When you check answers, elicit the parts of each review which match what each person is looking for (refer back to the answer key for Ex 3 for their list of requirements), and discuss why the incorrect answers do not match. 1 E (every sport you can think of; with expert teachers; stay in a single or shared room; all with wi-fi) 2 F (develop a new electronic game; quizzes in the evenings, with great prizes; July to September) 3 B (painting and drawing; camp runs daily; can take things home each evening; prices are quite low) 4 G (great activities you probably haven’t done before; large pool for canoeing and diving; evenings are full, with quizzes and other fun things) 5 H (for all those who love the stage; playing in a band; weekly shows; accommodation and food are excellent; great vegetarian choices)

extra: fast finishers Ask fast finishers to look at the reviews again and highlight the parts that match what each person wants. When you check answers, ask fast finishers to read these parts out to the class. (This is the content in brackets in the answer key above.)

7 Encourage students to read the meanings carefully first,

then read each relevant review carefully to find a word or phrase that matches each meaning. Allow students to compare their answers in pairs before you go through them with the class. Model the pronunciation of the words and phrases as you check the answers. 1 (a) choice (of) 2 daily 3 challenging 4 completely 5 single 6 develop 7 stage 8 improve

extra: fast finishers Tell fast finishers to find two more words in the reviews that are new to them, and work out the meanings from the context. When other students have finished and you have checked answers, ask fast finishers to tell the class which words they chose and what they think they mean. Confirm the meanings for them.

Sum up 8 Put students into pairs to discuss the summer camps and

118

Speak up 9 Students work in pairs to design their summer camp.

Tell them they should think of a name for their camp and think about where it is, e.g. by the sea, in the mountains or near a town. Ask them to think about whether their camp has lots of different activities, or focuses on just one activity type such as music or dance. Ask them to think about what happens in the evenings, and also the accommodation and food, too. You could put a checklist on the board for students to refer to, e.g. Name of camp Where it is Activities

Evenings Food Accommodation

Go around the class monitoring while students are preparing their ideas. Focus on weaker students and help them with ideas and vocabulary, for example by suggesting activities their camp could offer (e.g. singing lessons, trips, sports competitions, cooking classes) or the accommodation (e.g. tents, shared rooms with a TV).

10 Ask pairs in turn to tell the class about their camp. After

each presentation, write the name of each camp on the board and elicit its main features. When all pairs have presented their camps, hold a class vote to decide which one the class likes best. Possible answer Our summer camp is called Water Everywhere. It’s by the sea and you can do sailing, canoeing and water-skiing. There’s a fantastic beach, and there are lots of fun activities on the beach, like volleyball and football. In the evenings, there are quizzes and karaoke. The food is really nice, and sometimes there’s a barbecue on the beach. The accommodation is really nice. There are rooms for one or two people, and you have your own bathroom.

Fun footer Read through the fun footer with the class. Explain that the joke plays on two meanings of the word wave: the waves in the sea and when someone waves to another person.

To finish Play a game to finish the lesson. Invite a student to mime an activity they would like to do at summer camp. Ask: What does (Dani) want to do? Elicit the answer, e.g. Dani wants to swim. Write the student’s name (but not the activity) on the board. Continue inviting students to mime different activities, each time writing their name on the board until you have about 20 names on the board. Put students into groups of three and give them two minutes to remember what activity each person said they wanted to do. Find out which group can remember the most activities correctly. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 96 of the Student’s Book for homework, and to read the grammar reference section on the present perfect on page 140.

say which one they would like to go to and why. Encourage them to discuss all the summer camps before they make a decision about which they would like to go to, and give them ample time for this. Ask some students to tell the class which camp they would like to go to and why.

Also share with them the PowerPoint Grammar Presentation on the present perfect. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson.

Possible answer I’d like to go to Get busy! because I love art and drawing and I also enjoy using technology. I’d love to try making a computer game!

Presentation tool:

Unit 8, Reading

Workbook / Online Practice:

WB p66–67

Photocopiable Activity:

8C

Extra Practice App

GRAMMAR

1 G, B, D, A (and France but this isn’t listed)  ​ E (and France but this isn’t listed) ​ 2 3 H ​4 C 5 F (Ibiza is a Spanish island)

SB p96

To start Use the start of this lesson to assess students’ existing knowledge of the present perfect. Focus attention on the photos on page 95 again and ask: What are the people doing? (horse riding, sailing, doing an adventure course). Ask: Have you done these activities? What other exciting activities have you done? Have you ever swum in a lake? Have you tried bungee jumping? Use students’ answers to assess how well they understand and use the present perfect.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p140

of the last lesson, elicit answers to the exercise and go over any questions students have from this or the grammar reference section.



If you didn’t use the flipped classroom approach at the end of the Reading lesson, read through the explore grammar box now with the class and elicit the correct words to complete the rules. Ask students to read through the grammar reference section on the present perfect on page 140 of the Student’s Book if they haven’t already done so for homework. 1 don’t say  2 short  3 sooner  4 don’t expect

extra Explain that when we are talking about places we have visited, we say I’ve been to (London), not I’ve gone to London. Write a pair of similar sentences on the board and explain the difference in meaning, e.g. Jack has been to New York (= he went there at some time in the past) and Jack has gone to New York (= he is there now).

watch out for Many languages have only one past form which is used where English uses the past simple and present perfect. Students may therefore continue to make mistakes with these two tenses, such as using the past simple instead of the present perfect, e.g. I already finished my homework, or using the present perfect instead of the past simple, e.g. I’ve been to Spain last year. Listen out for mistakes with this and encourage students to self-correct by reminding them of the rules for using each tense.

2

8.2 Ask students to complete the sentences with the correct present perfect forms. Allow them to compare their answers in pairs, then play the recording. Go through the answers with the class, using the sentences to reinforce the rules about the present perfect. 1 ‘ve visited, haven’t been  2 ‘ve eaten, ‘ve seen 3 ‘ve already been  4 ‘ve just got 5 ‘ve been, ‘ve never visited 6 ‘ve stayed, ‘ve been, ‘ve also visited 7 ‘ve sailed, ‘ve seen  8 ‘ve been

extra

1 If you used the flipped classroom approach at the end



3

8.1 Explain to students that they will watch (or hear) five people talking about their holiday experiences. They must listen to work out which of the places (A–H) they have visited. Allow students time to read the names of the countries, then play the video or the audio recording. Allow students to compare their answers in pairs, then play the recording again if necessary for them to confirm their answers before you check with the class.

Ask: Can you change some of the sentences in Exercise 3 so they are true for you? Give an example of a changed sentence that is true for you, e.g. I’ve visited Spain, but I haven’t been to America. Ask students to choose two sentences and change them so they are true for them. Look for volunteers to read their sentences to the class.

4 Students choose the correct words to complete the

sentences. Check answers, then ask students to read the sentences again and decide which are true for them. Put them into pairs to compare their answers. Ask some pairs to tell the class which sentences are true for both of them. 1 never ​2 already ​3 yet

5 Focus on the text messages and ask: What messages

might someone send from an airport? What problems do you think they might have? Elicit a few ideas. Ask students to read the text messages and complete them with the correct verbs. Go through the answers with the class, referring back to the explore grammar box if necessary to reinforce the rules. 1 have already had  2 hasn’t arrived yet 3 has just asked  4 ‘ve already told 5 has never flown  6 has just said

Speak up 6 Read through the ideas in the box with the class and

make sure students understand everything. Elicit a few questions that students could ask, then allow them time to prepare their questions individually. With weaker classes, you could elicit the irregular past participle forms, e.g. been, eaten, flown, forgotten, ridden, seen, before students write their questions. Weaker students could work in pairs to write their questions. Ask some students to read their questions to the class and check the accuracy. You could write the best ideas on the board so that other students can refer to them and use them in the next task.

119

8 Getting away GRAMMAR (Continued) Possible answers Have you ever been ill on holiday? Have you ever eaten something unusual? Have you ever flown in a helicopter? Have you ever forgotten your ticket? Have you ever ridden on a camel? Have you ever seen a jellyfish? Have you ever travelled by boat? Have you ever visited the USA?

7 This can be done as a mingle activity, so allow students

to get up and walk around the classroom. They ask their questions to three or four different students and note down how many ‘yes’ answers each person gave them. Ask individual students to tell the class who gave the most ‘yes’ answers to their questions. Ask them to tell the class some of the things this person has done, e.g. Ana has been ill on holiday and she’s flown in a helicopter.

VOCABULARY travel and transport To start

Ask: What do you love and hate about travelling? Offer the class a few ideas about yourself, e.g. I love going to new places, and I love trying new foods, but I hate waiting at airports. Elicit a few more ideas from individual students, then ask students to each write down two things they love about travelling and two things they hate. Put students into groups of four to compare their ideas and decide on two things they all love and hate about travelling. Ask groups in turn to tell the class their ideas, and see what the most common loves and hates are.

1 If you followed the flipped classroom approach suggested at the end of the last lesson and students have done Ex 1 for homework, check the answers now and model the pronunciation of the words. Otherwise, ask students to do the task now, individually or in pairs. Make sure they understand that words can go in more than one group, e.g. ID can be required at all three of the places. Go through the answers with the class and model the pronunciation of the words.

alternative If mingle activities are difficult in your class, students could work in pairs and take turns to ask and answer their questions, then change partners and repeat two or three more times.

airport: customs, ID, passenger, return ticket, security, tourist, visa train station: fare, ID, passenger, platform, reservation, return ticket, security, tourist, visa hotel: accommodation, booking, guest, ID, reception, reservation, tourist

game on Read out the task and the example sentences. Put students into pairs and allow them time to prepare their sentences individually. Specify a number of sentences they should write, e.g. three or five. Go around monitoring and helping while students are working. Encourage them to write a mixture of negative and positive sentences and to use as many of never, just, already and yet as they can. Students then take turns in their pairs to say their sentences to their partner and confirm if they are true or false. Find out who made the most correct guesses and ask some students to report back on what they learned.

extra To consolidate understanding of the words, say the meanings of some of the words and get students to race to guess the words, e.g. You carry this to show who you are (ID); This is somewhere to stay (accommodation).

2

To finish Write a selection of irregular verbs on the board, e.g. break, buy, catch, choose, do, drink, drive, feel, find, hear, lose, make, read, see, swim, wear, write. Put students into teams. The first team chooses a verb from the board and makes a sentence about an experience, using the present perfect, e.g. My uncle has bought a new car. If their sentence is grammatically correct, they get a point and the verb can no longer be used, so you can score it out. If their sentence is not correct, don’t correct it but tell them it contained a mistake, and the verb remains in use in the game. The team then chooses the verb the next team must use. Continue until all the verbs have been used. See which team has the most points.

Unit 8, Grammar

Workbook / Online Practice:

WB p68

Grammar Reference and Practice:

SB pp140–141

Photocopiable Activity:

8A

Audioscript:

SB p171

PowerPoint Grammar Presentation:

Unit 8, Grammar

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8.3 Explain to students that they will hear five conversations about travel, and they must decide what is happening in each one. Allow students time to read the situations, then play the recording once for students to listen and do the matching task. Allow students to compare their answers in pairs, then play the recording again if necessary for students to confirm their answers. Go through the answers with the class. 1C 2A 3D 4E 5B

3 Tell students they are going to do a fun quiz on travel

trivia but first they have to complete the questions for the quiz. Explain the meaning of trivia if necessary (= small, unimportant but interesting facts). Ask students to read the quiz and complete it with the correct words. Check answers.

To prepare for the Vocabulary lesson, you could ask students to do Ex 1 on page 97 of the Student’s Book at home. To help them, students can use an online dictionary to check the meaning of the words. Presentation tool:

SB p97

1 security 2 fare 3 passengers 4 platforms 5 ID

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8.4 Put students into pairs to do the quiz. Point out that they probably won’t know any of the answers, but they can guess. Then play the recording for students to check their answers. See which pair guessed the most answers correctly, and ask students which fact they find the most surprising. 1A 2B 3A 4C 5C

explore vocabulary alternative It is suggested in the SB that students read the explore vocabulary box before completing Ex 5, but students could complete the questions in Ex 5 first if you prefer. Check answers, then read through the explore vocabulary box with the class before students ask and answer the questions in pairs. This way, the idea of learning vocab in context will be fresh in their minds as they produce each question. Read through the explore vocabulary box with the class. Point out to students that it is not always possible to guess which verbs and nouns are used together, so they need to learn typical combinations. Point out that writing example sentences is a good way to learn new vocabulary in context.

5 Ask students to complete the sentences with the correct form of the verbs. Check answers, then put students into pairs to ask and answer the questions. Ask some students to tell the class something they learned from their partner, e.g. The last time Ben caught a train was to Madrid. 1 caught ​2 pay ​3 bought ​4 make ​5 show ​6 go

Speak up 6 Explain to students that they are going to roleplay

a conversation about travelling. Remind them of the conversations they listened to in Ex 2, and tell them they are going to have a similar conversation about a different situation. Read out the task, then read out the ideas in the box and the questions. As a class, choose one of the ideas in the box and brainstorm some answers to questions 1–4 to build up a situation. Then put students into pairs to think of their own situation. Go round monitoring and helping while students are working. Possible answers 1 The two people are a passenger on a train and a guard. 2 The passenger bought the wrong ticket for this train, so the guard wants him to pay more money. 3 The passenger feels upset because it was just a mistake, and he doesn’t have much money. The guard feels sorry for the passenger. 4 The guard decides that the passenger doesn’t have to pay the extra because it was a mistake.

Possible answer A: Tickets, please! B: Here you are. A: I’m sorry, you can’t use this ticket on this journey. This is a fast service, but this ticket is only for the slow service. B: Is the fare different? A: Yes, it is. This service costs more so you need to pay the difference. B: But I didn’t know! Nobody told me there were two different services when I bought the ticket. I haven’t got any more money now. A: Well, OK. I think you’re telling the truth. It’s OK to use the ticket you have.

Fun footer Read through the fun footer with the class. Invite students to tell the class a joke that they know (in their own language if they can’t tell it in English).

To finish Write these three statements about travel on the board: It’s better to travel than to arrive. Don’t be a tourist, be a traveller. Travel opens your eyes and your mind. Put students into groups to discuss what the statements mean and which one they like best. Ask groups in turn to tell the class their ideas. Ask students where they would most like to travel to and why. To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 4 on page 98 of the Student’s Book for homework, and to read the grammar reference section on the present perfect with for and since on page 140. Also share with them the PowerPoint Grammar Presentation on the present perfect with for and since. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 8, Vocabulary

Workbook / Online Practice:

WB p69

Photocopiable Activity:

8B

Extend Vocabulary:

SB p145

Audioscript:

SB pp171–172

Extra Practice App

7 Students work in their pairs to prepare their conversation.

Explain that they shouldn’t explain exactly what is happening in their conversation, but they can give clues. Go round monitoring and helping while they are working. Ask pairs in turn to act out their conversation for the class. Ask other students to listen and guess each situation.

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8 Getting away

LISTENING

SB p98

To start Tell students you are going to write some ideas about yourself on the board, and they must guess whether or not you have done these things. Write some prompts on the board, e.g. eat / snails in France ride / a horse have / tennis lessons visit / the United States see / all the Lord of the Rings films Ask students to say positive or negative sentences about your experiences, guessing whether you have done the things or not, e.g. I think you have eaten snails in France. See how many experiences students can guess correctly.

Power up 1 Explain that the topic for this lesson is moving to another country. Ask: Do you think it would be fun to move to another country? Which country would you like to move to? Why? Elicit a few ideas. Read out the question and elicit some things that might be difficult about moving to another country. Ask more questions if necessary, to help students with ideas, e.g. What about food? What about the language? What about school? What about friends? Possible answers it’s difficult to understand people if you don’t speak the language; it’s difficult to make new friends; the food might be different and you might not like it; it will be hard to be far from family; it will be difficult to pack!

Listen up exam tip Read through the exam tip with the class. Point out to students that it can be tempting to choose an answer just because you hear a word that is in that answer, but they need to listen carefully to see how the word is used and if the meaning matches the answer exactly.

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exam task: multiple choice 3

8.6 Allow students time to read all the questions and possible answers. Play the recording for students to listen and choose the correct answers. Allow students to compare their answers in pairs, then play the recording again for them to complete their answers. Go through the answers with the class, playing the recording again and pausing to confirm the answers. 2 B (some trains change their route, so you get on your usual train and it goes somewhere else) 3 A (foods from all over the world – so you never get bored) 4 B (I find it really strange that no one here gets excited about seeing film stars) 5 B (I’ve got lots of new friends – I think that’s the best thing about being here now) 6 A (there are lots of music events in the parks. That’s definitely something I want to do)

alternative Before you check the answers to Ex 3, ask students to turn to the audioscript on page 172 of the Student’s Book. In pairs, students can study the interview and find the part which confirms each answer (see the content in brackets in the answer key). Check answers with the class, eliciting evidence to support why the different answers are correct or incorrect.

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p140

4 Read through the explore grammar box with the class

8.5 Ask students to read question 1 and all the possible options. Play the recording for students to listen and answer questions 1–3 in the exam tip box. Allow students to compare their answers in pairs, then discuss ideas as a class, playing the recording again to confirm the answers.

and elicit the words to complete the rules. Ask more questions to confirm that students understand the grammar, e.g. I’ve lived here since 2012. When did I move here? (in 2012) Do I still live here now? (yes) I’ve known Sam since five years – correct? (no – for five years, because it’s a period of time)

1 She mentions all the ideas: her dad moving, her exams and the summer holidays. 2 C because she says the move finally happened when school ended for the summer. 3 A is wrong because Abi didn’t move in the spring when her dad moved. B is wrong because Abi says she planned to move after her exams, but it didn’t happen until the summer.

1 the past 2 the present 3 for 4 since

watch out for Students may use the present simple or present continuous tense to talk about an action or situation that started in the past and still continues: I am living here since 2015. They may also make the mistake of using since with periods of time: I have studied English since three years. Listen out for these mistakes and encourage students to self-correct.

5 Tell students they are going to read some online

comments that people have written about Abi’s interview. Ask students to read the comments and complete them with the correct form of the verbs plus for or since. Check answers, referring back to the explore grammar box if necessary to explain the answers. 1 ‘ve lived ​2 for ​3 haven’t eaten ​4 since ​5 ‘ve been  ​6 for ​7 haven’t seen ​8 since

Speak up 6 Ask: What did Abi like about moving to New York? Elicit

a few ideas, e.g. the food, seeing movie stars, making new friends. Ask: What do you think people coming to live in your town/city might like or find interesting? Elicit a few ideas, then put students into pairs to discuss the question and note down some ideas. Ask pairs in turn to tell the class their ideas. Possible answers My city is close to the sea, so people might like going to the beach. There are a lot of good restaurants in my city, so people might like the food here. The people in my city are very friendly. I think people would enjoy that.

Fun footer Read out the fun footer and explain that ‘The Big Apple’ is a nickname for New York. Explain that a nickname is a familiar name that is not someone’s real name but is used by their friends and family. Ask: Do any towns or cities in your country have nicknames? You could give some other nicknames of well-known cities, e.g. ‘The Big Smoke’ (London), ‘The City of Lights’ (Paris).

SPEAKING To start

Remind students that earlier in this unit they learned some new vocabulary for travel and transport. Write on the board these three headings: airport, train station, hotel. Put students into pairs or groups of three and give them two minutes to remember as many of the new words as they can and write them under the correct headings. Point out that lots of the words can go under more than one of the headings. After two minutes, invite students to come to the board and add words under the correct headings. See which pair or group remembered the most words, then elicit other words which could be added under each heading. airport: customs, ID, passenger, return ticket, security, tourist, visa train station: fare, ID, passenger, platform, reservation, return ticket, security, tourist, visa hotel: accommodation, booking, guest, ID, reception, reservation, tourist

Power up 1 Read the questions with the class. Check understanding

of the words in the box. Then put students into pairs to discuss their ideas and make a list. Don’t elicit answers at this point.

2 Put students into groups to compare their lists and decide what they all take with them and why. Ask groups in turn to tell the class.

Possible answer We all take our mobile phones because we need them for chatting to friends. We take our earphones because we need them to listen to music, and we take our phone chargers so we can charge our phones.

To finish Play a game to help students understand the difference between for and since. Tell students that you will call out some expressions for either periods of time or points in time. Tell them they should put up their left hand if they think the expression is used with for, and their right hand if they think it is used with since. If they put up the wrong hand, they are out of the game. Call out a range of different expressions, e.g. two years, last Saturday, my birthday, three weeks, a few days, the second of June, etc. When students have put their hands up, give the answer, and check to see who has made a mistake. Gradually speed up until just one student or a small group of students are left, and they are the winners. Presentation tool:

Unit 8, Listening

Workbook / Online Practice:

WB p70

Audioscript:

SB p172

Extra Practice App

SB p99

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8.7 Read through the task and explain that students need to write down the three objects that each person always takes. Explain that they should also listen for the reasons the people give, but they don’t need to write these down. Play the recording for students to listen and write down the things each person takes. Allow students to compare their answers in pairs, then play the audio again for them to check and complete their answers. Check answers with the class and elicit the reasons Tom and Evie give. Tom: phone (I can call my family if I need to and I can get online to chat to my friends); guidebook (It’s the best way to find interesting things to do); paper (for drawing) Evie: camera (you can take much better photos with a camera); a photo of my brothers (makes me smile); diary (It’s a great way to keep a record of things I’ve done and places I’ve seen)

4 Read through the task with the class, elicit the names

of each of the items in the pictures, then ask individual students which things would be a good idea and why. Elicit a range of answers and reasons. Possible answer I think a photo of the class would be nice because then he can remember all his friends.

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8 Getting away SPEAKING (Continued)

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8.8 Read out the task instruction, then play the recording. Elicit the answer to the question, then ask: Do they discuss all the things? (yes) Can you remember why they didn’t choose the other things? Elicit what students can remember from the discussion. They choose the T-shirt because his friends can sign it and make it personal.

useful language Read through the useful language box with the class and make sure students understand all the expressions. Explain to students that in this exam task, they should discuss all or most of the things in the pictures, then they should try to reach agreement on which is the best or most suitable, and they can use these expressions to help them.

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8.9 Ask students to complete the sentences with the correct words, then play the recording for them to check their answers. 1 talked about, decide on 2 would choose 3 choice 4 both 5 happy with

exam tip 7 Read through the exam tip with the class. Remind

students that in the exam, they should try to reach an agreement by the end, but it doesn’t matter too much if they have different opinions and can’t agree. Elicit which expression they can use if they can’t agree. Discuss why the other two are not appropriate. B

Speak up exam task: collaborative task 8

Put students into pairs to complete the task. Remind them that they should try to talk for two to three minutes, they should talk about all or most of the things in the pictures, and they should try to reach agreement about which would be best. Remind them also that in this exam task, they have to have a conversation with their partner, and they are marked according to how well they talk and respond to each other, as well as what they say. Go around monitoring and helping while students are working. Focus on the less confident students and make sure they are able to use the expressions in the useful language box correctly. Note down any recurring errors to correct in a feedback session at the end. Use the checklist below to assess students’ performance: • • • • • •

How fluent are the students? Is their pronunciation clear? How well do the students complete the task? How well do the students interact with each other? How well can they adapt and respond to their partner? How well do they reach agreement, using phrases from the useful language box?

When students have finished, ask pairs in turn to tell the class what they agreed and why. Get feedback on how easy or difficult students found the task, and why. 124

extra Before students do the exam task in Ex 8, refer them back to pages 27 and 75. Look at these pages as a class and remind students of all the skills and language they have used for doing the collaborative task. You could write some of the useful phrases from these pages on the board for students to refer to when they do the task. This will be especially helpful for weaker students.

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Read out the task on page 161, then focus on the pictures and elicit what they show (going to the cinema, meeting at a friend’s house, shopping, a picnic, a tour of the city, a barbecue). If you think your students would benefit from more support before they do the task, model a conversation with a confident student by making suggestions, giving your opinion about the different options and asking for their opinion, e.g. I think a barbecue is a nice way to make someone feel welcome. Do you agree? What do you think about the idea of going to the cinema? Put students into pairs to complete the task. Monitor while they are working and help out as necessary. Use the checklist in Ex 8 to assess their performance. Possible answer A: So, we want to help the girl feel welcome, so let’s think about the best activity. What do you think about a tour of the city? B: Well, I guess it’s nice to see a new city when you arrive, so you don’t get lost. But not everyone likes looking at old monuments and things. I think it might not be very interesting for her. A: Yes, I agree. And I’m not sure about shopping. Some people love shopping, but other people hate it. She might not be into fashion, and of course she might not have much money. B: Yes, that’s true. I hate shopping too, so it’s a really bad idea for me! The cinema might be fun. A: Well, everyone likes watching films, but the problem is you don’t get a chance to chat very much. I think it’s better to have an activity where she can talk to lots of people and start to make friends. Something like a barbecue or picnic, or an evening at someone’s house. B: Yes, I agree. A picnic’s good fun, but of course it depends on the weather. If the weather’s nice, it’s great, but it’s not much fun if it’s cold. A: That’s true. And it’s expensive if everyone has to buy food and drinks. It’s the same for a barbecue. B: Yes, and a barbecue is quite a lot of work to organise. I think an evening at home is better because it doesn’t cost any money, so everyone can come and join in. And it’s easy to chat, so she can get to know everyone and make friends. A: So, we’ve talked about all the activities now, shall we decide on the best one? B: Yes. I would choose the evening at home, because it’s easy to organise and it’s a good way to get to know people. A: Yes, I agree with you. We both think that’s a good idea, so shall we choose that one? B: Yes, let’s choose that one.

Speak up 10



Remind students that in the exam, after the collaborative task they have to answer some questions with longer answers, and talk about their own experiences and opinions. Point out to students that this task is not collaborative, so they do not need to agree or disagree with their partner, or try to reach agreement. Instead, they should focus on giving longer answers to the questions and talking about their own experiences and opinions. Invite a student to ask you the first question and give a model answer, e.g. I was away from home last summer when I went camping with some friends. I enjoyed it, and we went hiking in some beautiful countryside. But my bed wasn’t very comfortable, so I was very happy when I got home. Allow students time to think about their answers individually, then put them into pairs to ask and answer the questions. Use the checklist below to assess students. • Does the student answer the question? • Does the student use relevant vocabulary and grammar? • Is their pronunciation clear? • Do they add more information to their answers, e.g. about their own experience and opinions?



Get feedback from the class on how easy or difficult they found the task, and what aspects they found difficult. Possible answers 1 Yes, I have. Last year I went on a school trip and I forgot to take my phone charger. I was really upset because I use my phone all the time. But luckily, my friend’s charger worked for my phone too, so it was OK. 2 I’d like to visit New York because I’ve seen it in a lot of movies and I think it’s a really exciting city. I really hope I can go there one day. 3 I think people enjoy it because when you are away from home you can forget all about your stress and work, and you can really relax and have fun. Also, people like going to a nice sunny place, especially if they live in a cold country.

To finish Write these extra questions on the board for students to discuss in pairs. 1 Have you ever had a bad experience on holiday? 2 Have you ever taken too many things, or not enough things on holiday? Bring the class together after five minutes or so, and ask volunteers to share their most interesting experiences with the class. Presentation tool:

Unit 8, Speaking

Workbook / Online Practice:

WB p71

Speaking File:

SB p147

Audioscript:

SB p172

WRITING

SB pp100 –101

To start Ask: Has something unusual or funny ever happened to you on holiday? Tell a story about something that happened to you, e.g. I was getting off a plane once and suddenly realised that my phone wasn’t in my pocket. I thought that someone had stolen it, so I started telling the airline staff. Then another passenger came and gave something to the staff, saying: ‘I found this on a seat.’ It was my phone! Put students into pairs to tell their partner about something that has happened to them on holiday. Tell them that if they prefer, they can invent a story. When they tell their partner their story, their partner can guess if it is true or false. Ask who has a good story they would like to tell the class.

Power up 1 Put students into pairs to describe what is happening.

Discuss the answers with the class. Ask: Have any of these things ever happened to you? A The man has missed his train. B The woman is in a city she doesn’t know, and she is lost. C The man’s luggage has not arrived at the airport. D The woman’s phone has fallen out of her jacket. E Someone is stealing the man’s wallet.

2 Put students into pairs to brainstorm ideas and count

down three minutes while they write as many ideas as they can. Elicit ideas from pairs and make notes on the board in a spidergram with the words ‘holiday stories’ in the middle. Possible answers Someone might lose their ticket or passport, get on the wrong train, fall asleep on the train and not get off at the right stop, go to the wrong hotel, or meet a famous person.

Plan on Explain to students that they are going to write a story later, which is an exam-style task. The next exercises are planning this story.

3 Ask students to read the three tips and complete them with the correct words from the box. Check answers.

1 beginning ​2 ending ​3 time expressions ​4 adverbs  ​5 interesting

4 Refer students back to the first tip in Ex 3, and point

out that it is very important that a story should have a beginning, a middle and an ending. Read through the task with the class, then ask students to read the middle part of the story and choose the best beginning and ending. Put students into pairs to compare their answers and discuss which beginning and ending is best, and why. Discuss the answers as a class. C is the best beginning because it explains the situation and gives the general background in which the events take place. B is the best ending because it explains the events in the story and it gives a conclusion.

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8 Getting away WRITING (Continued)

skill tip 5 Refer back to the second tip in Ex 3, about time

expressions. Read through the skill tip with the class. Students then match the two highlighted time expressions with the meanings. Check answers and elicit which tense we use after each of the time expressions. Elicit any more time expressions that students know, e.g. after that, when, before. A then B while We use the past continuous after while, and the past simple after then.

6 Explain that this task practises some more time

expressions that are useful for stories. Ask students to read the sentences and choose the correct time expressions. Allow them to compare their answers in pairs, then check answers with the class. Ask questions about the sentences to check that students understand when the actions happened, e.g. Which did I do first: leave for the airport or check that I had my passport? (check) Where were we when it started to rain? (in the car) Did we do some shopping before we bought a ticket? (no, after) Were we half an hour late for our plane? (no – we were on our plane half an hour after) Does ‘afterwards’ mean before an event or after the event? (after) Point out to students that in the exam, they will get extra marks for using a wide range of time expressions and words. 1 Before 2 while 3 When 4 then 5 Half an hour later 6 afterwards

explore language 7 Read through the explore language box with the class.

Put students into pairs to look at the bold adverbs in the story in Ex 4 and answer the questions. Check the answers as a class and point out that the position of the adverbs in the examples is flexible, and they can all be used before or after a verb, or at the beginning or end of a sentence. Explain that when you are writing, you can choose which position to use an adverb in, e.g. if you want to emphasise it, you can use the adverb at the beginning of a sentence. 1 Quickly and sadly describe how something happened; suddenly and finally say when. 2 Finally and suddenly are at the beginning of a sentence.

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8 Make sure students understand that there is more than

one correct answer for some sentences. Ask students to rewrite the sentences, then go through the answers with the class, eliciting all the possible answers for each sentence. 1 I walked home quickly. / I quickly walked home. 2 I suddenly heard a loud noise. / I heard a loud noise, suddenly. / Suddenly, I heard a loud noise. 3 She told me the good news immediately. / She immediately told me the good news. 4 I opened the door slowly. / I slowly opened the door. / Slowly, I opened the door. 5 We finally arrived home. / We arrived home finally. / Finally, we arrived home. 6 He called my name loudly.

Write on 9 Tell students they are going to write a story about

something that happens on holiday. Read through the task with the class, then read through the questions. Ask students to plan their story and make notes. Elicit ideas and make some notes on the board. Alternatively, you could do this as a class brainstorming activity and make notes on the board. Possible answers Beginning The hotel was by the beach / in a city / near the airport. I was with my family. I was there for a holiday. I was feeling excited. Middle The hotel was amazing / awful. The receptionist spent a long time looking for our booking. My dad asked what was wrong. I felt worried. The receptionist smiled. Ending We had won a prize for being the 1,000th guests! I felt really happy – I couldn’t believe it!

exam task: a story 10

Students can either write their story in class or for homework. If you do the writing in class, allow students 15 minutes to complete their story on their own. Model answer We arrived at our hotel and went to the reception desk. I was excited, because I was in London with my family, to visit our cousins. The hotel was new and very comfortable. The receptionist asked for our name, then she looked at her computer screen for a long time and kept making notes. While she was doing this, I was beginning to worry there might be a problem with the booking. A few moments later, my dad asked, ‘Is everything OK?’ Suddenly, the receptionist smiled. ‘Yes, it’s fine,’ she said happily. ‘You are the one thousandth guests in our hotel, so you’ve won £500 to spend during your visit. Congratulations!’ I couldn’t believe it – what an amazing surprise!

Improve it 11 If students have done Ex 10 for homework, they can also do this activity for homework. Alternatively, students can swap work and their partner can check their story for each of these six things.

SWITCH ON Peru adventure

1 With students’ books closed, put students into pairs and give them two minutes to write down as many countries as they can. Bring their ideas together on the board and check that students understand all the country names. If Peru is not already on the list, add it now and ask: Where is Peru? (in South America) What do you know about Peru? Elicit a few ideas, then write these words on the board: mountains, ancient cities, villages, rainforest, modern cities. Ask: Which of these things are there in Peru? Elicit or explain that there are all these things in Peru, including the ancient city of Machu Picchu and the modern capital city, Lima.

If students did Ex 10 in class, you could set Ex 11 for homework. When they have completed Ex 11 and had a chance to make alterations to their stories, collect them in and provide feedback on how well they have completed the task, and the range and accuracy of language they have used. To assess students’ work, use the checklist below. • Has the student written the appropriate number of words? • Has the student started their story with the opening sentence? • Does the story have a clear beginning, middle and ending? • Has the student used a range of narrative tenses correctly? • Has the student used time expressions correctly? • Has the student used a range of interesting adjectives and adverbs? • How accurate is their grammar? • Has the student written in an appropriate style?

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To finish Ask students to write their ‘bucket list’ of places they would most like to visit. Explain if necessary that a bucket list is a list of all the exciting things you would like to do in your lifetime, and this usually includes travelling. Give a few examples of places that would be on your bucket list and why, e.g. go to the Arctic to see whales, visit the Amazon rainforest to experience a tropical jungle, see the Sahara Desert and how huge it is. Ask students individually to write their bucket lists of ten places, then put them into groups to compare their lists and choose five places they would all like to travel to (even if they weren’t on everyone’s original list – they can come out of discussion instead). Ask groups in turn to tell the class the places they chose and why. Presentation tool:

Unit 8, Writing

Workbook / Online Practice:

WB p72

Writing File:

SB p152

SB p102

Explain to students that they are going to watch a video about a group of American girls who go on a trip to Peru. Ask: What do you think they will see and do in Peru? Elicit a few ideas. Tell students that as part of their trip, the girls hike up a mountain. Teach the words altitude (how high something is), summit (the top of a mountain) and dizzy (feeling like you can’t stand steadily). Read out the question, then play the video. Elicit answers to the question from individual students. Possible answer Yes, I would like to go on this kind of trip because it’s interesting to visit another country and learn about how people live there.

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Allow students time to read through the statements. Teach the adjectives empowering (making you feel more in control of and positive about your life), motivating (making you feel that you want to try harder) and inspiring (making you feel excited and giving you the feeling of wanting to do something great) and explain that these are all words the American girls use to talk about their experiences in Peru. Play the video again for students to watch and decide if the sentences are true or false. Check answers, playing the video once more and pausing for students to hear the answers. 1 F ​2 T ​3 F ​4 T ​5 T

extra Ask: Which country would you like to visit on a school trip? Why? What would you do there? Elicit a few ideas, then put students into small groups to discuss which country they would like to visit and why, and what they would like to do there. Ask groups in turn to tell the class their ideas.

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8 Getting away SWITCH ON (Continued)

Project 4 Read out the project task to students and make sure

they understand what they have to do. Ask students to work in pairs and each choose a country to visit, and three popular locations in the country. You could brainstorm some ideas with the class first, e.g. the USA: New York, Florida, the Grand Canyon; Australia: Bondi Beach, the Great Barrier Reef, Melbourne. Students then work individually to find tourist attractions or activities in each of the locations they want to visit. Again, you could brainstorm some ideas with the class first to give students ideas, e.g. a helicopter ride over the Grand Canyon, a boat trip at the Great Barrier Reef, a surfing lesson on Bondi Beach, a tour of New York. Students can do the research in class, using the internet if they have access to it, or they could do the research for homework.

5 Students prepare detailed information for each of the

places or attractions they have chosen. They could do this part for homework if they do not have access to the internet in class. Allow students time in pairs to share the information they have collected individually about the place they want to visit.

6 Students now work individually and think about the kind

of holiday they want. Give an example yourself using the ideas in the prompts, e.g. I want a beach holiday, but I’d also like to learn about the history of the place. I’d like hot weather, and I want to try tasty local food. I’d like to visit some museums and monuments, to learn about the place I’m visiting, and I’d like to see some famous landmarks too. Allow students time to think about the kind of holiday they want.

7 Students now prepare for their roleplay. The student who is the customer talks to the travel agent and explains the kind of holiday they want, and asks questions, e.g. I’d like to do some sporting activities. Their partner uses the information about the country the customer wants to visit to answer the questions and make suggestions, e.g. You could go surfing on Bondi Beach. Students then swap roles and practise again.

alternative Students could prepare information about places in their own country, rather than choosing a different country. They could choose places or attractions that they have already been to and enjoyed.

extra Students could write a summary of the place they have decided to visit. They should include details about where they will stay, things they will see and activities they will do. Students can compare their summaries in groups and decide which one sounds the most interesting. Presentation tool:

Unit 8, Switch on

Switch on Videoscript:

TB p152

128

INDEPENDENT LEARNING

SB p102

Writing skills 1 Ask students to look back through the writing tasks in

the units on their own and answer the questions. Then put them into groups to compare their answers, before coming together for a whole-class discussion. Possible answers I enjoyed writing the review in Unit 5 because I had lots of ideas to write about. I find stories the most difficult because I find it difficult to think of ideas for what can happen in the story.

2 Ask students to look at the list of the different aspects

of writing tasks and choose two things they are confident about and two that they find difficult. Discuss their ideas as a class and find out which things most students find easy or difficult. Possible answer I am confident about using grammar correctly and spelling and punctuation. I find getting ideas and planning how to organise my ideas difficult.

3 Tell students they must evaluate honestly what is good

and bad about their story, so that they can improve their writing. Put them into pairs to share their ideas, then discuss as a class. Possible answer 1 The ideas are good, and my grammar is quite good. 2 Next time, I will try to use more adjectives and better vocabulary.

4 Explain to students that this exercise is about their own

personal goals, so they should choose things that they think they need to improve, and also things that they think they can improve – unrealistic goals will not help them to improve. Monitor and help while students are thinking of their ideas. Ask some students to share their plans with the class. Possible answers Next time I do a writing task, I will spend more time planning my ideas, so that I have better ideas. I will also try to use different tenses, and more interesting vocabulary.

UNIT CHECK

SB pp103–104

This Unit check covers the present perfect, the present perfect with for and since and words for travel and transport.

extra • Encourage students to think of things they have done recently and write a short paragraph using words from the wordlist. • Students ask a partner to choose five words from the wordlist. They then write sentences using each of the words.

Vocabulary 1 2

8.10 + 8.11 1 single room ​2 platform ​3 phone charger ​ 4 return ticket ​5 earphones ​6 make a reservation

3 1 tourist ​2 reception ​3 ID ​4 passenger ​5 visa ​6 guest 4 1 C (the fare is the amount you pay to travel somewhere; A – cost is a more general word and doesn’t collocate with air; B – a bill is a list of the amount you have spent, e.g. in a restaurant; D – a payment is an act of paying for something, not the amount that you pay) 2 B (book accommodation is the correct collocation; A, C, D – these are not correct collocations) 3 A (make a reservation is the correct collocation; B, C, D – these are not correct collocations) 4 B (if you catch a flight, you get on it in time to travel – you are not too late; A, C, D – these are not correct collocations) 5 D (go through security is the correct collocation; A, B, C – these are not correct collocations) 6 A (a journey is a period of time during which you travel; B – transport is a means of travelling, e.g. a bus or train; C – a visit is time you spend in a place, not the process of travelling to it; D – travel is an uncountable noun, and means travelling in general)

Review 1 1 finished your homework yet 2 you ever  3 already  4 just  5 never  6 since 7 for  8 haven’t arrived yet  9 saw  10 ‘s gone

2

8.12 1 Have you ever done  2 have  3 ‘ve just come back 4 Have your exams finished yet  5 haven’t 6 ‘ve already done  7 haven’t done English yet 8 Has your new computer game arrived yet? 9 hasn’t  10 ‘ve already sent  11 have you had 12 ‘ve had 3 1 have just told us (or just told us)

5 Model answer Hi, I’m at a summer camp in Ireland and it’s amazing. I’ve been here for two weeks now, and I’ve got one more week before I come home. The camp is quite big and really friendly, so I’ve made lots of new friends. There are plenty of different activities to try every day, and there are also fun activities in the evening, like quizzes and shows. I’ve already done mountain biking, which was exciting, and I’ve tried diving in the lake – that was fun! I haven’t tried climbing yet, but I want to do that next week. See you soon, Oscar

GRAMMAR FILE

SB p141

1 1 just ​2 yet ​3 I’ve ​4 yet ​5 already ​6 ever met 2 1 has already invited 2 Have you ever eaten 3 has just got 4 ‘ve never heard 5 Has she called (you) yet? 6 haven’t finished it yet

3 1 I’ve just started 2 hasn’t happened 3 ever made 4 already seen 5 never been 6 have never let

4 for: a few hours, a long time, three weeks, two years since: 2012, I was ten, last week, yesterday

5 1 spoken to Jim since 2 cinema here for 3 this school since 4 wanted to visit the USA for 5 worked in a bank since

6 1 Courses at the camp have taken place every year since 2016. 2 Gemma has worked at the camp for a year. 3 Toby has been a member of the camp since he was eight. 4 Toby has enjoyed science since he was very young. 5 Elsie has been at the camp for a week. Presentation tool:

Unit 8, Unit check

Workbook / Online Practice:

WB p73

Audioscript:

SB p172

2 ‘ve already had  3 haven’t paid  4 ‘ve never been 5 ‘ve known (Sam) for  6 ‘ve lived (here) since

4 1 ever (used in a question with the present perfect, to ask about experience) 2 has (singular form of the present perfect) 3 have (plural form of the present perfect) 4 for (with the present perfect after a period of time) 5 since (with the present perfect after a point in time) 6 yet (with a negative form of the present perfect, to mean you haven’t done something but expect to do it soon)

129

9 What’s your idea of fun?

Lead-in SB p105

9

What’s your idea of fun? READING

SPEAKING

topic: low-tech teens skill: understanding attitude, opinion and global meaning task: multiple choice

topic: entertainment skill: talking for a full minute task: long turn

GRAMMAR zero and first conditionals verb patterns: -ing and to-infinitive

VOCABULARY

WRITING topic: an invitation skill: understanding the task; expanding notes; planning task: email

entertainment and technology

SWITCH ON

LISTENING

video: pastimes in the past project: game/toy creation

topic: a comic convention skill: listening for specific information task: sentence completion

130

Ask students to look at the photo and ask: Do you think they’re having fun? How do you know? Elicit that the people are laughing and they look happy. Have a student read aloud the unit title, and tell students to talk for a moment with their partner about what their idea of fun is. Read the questions with the class and ask students to discuss the questions in groups, giving reasons for their answers, then ask for feedback from the groups. Use the photo to teach the words fair and dodgem cars. Then ask students what they think this unit will be about (things we do to have fun). Possible answers 1 I think they’re at a fair. 2 Yes, I love going to the fair because it’s fun. You can go on different rides. Some of the rides are scary, and some rides make you laugh. 3 I like going to the fair or an amusement park with my friends, and I also like spending time at home with them, playing computer games or watching a movie. Read out the quote: It’s always fun when you are with your friends. Put students into pairs and ask them to think of reasons why this is not always true, and note down their ideas. Have a brief class discussion and encourage as many students as possible to join in, express their opinions and agree or disagree with each other’s opinions.

READING

SB pp106 –107

To start Ask students to think about waking up this morning. Ask: What did you do before you came to school? Elicit a few ideas, e.g. I had a shower, I had breakfast, I put my books in my bag. Ask: How many times did you look at your phone before you arrived at school? What did you do on your phone? Ask students individually to think about the total number of times they looked at their phone and what they did on it before they arrived at school. Put students into groups to compare their mornings, then see who in the class used their phone the most and the least. Explain that this lesson is all about phones and social media.

Power up 1 Put students into pairs to read the headline and answer

the questions. Before they start, teach the meaning of miss out on (not have the opportunity to do something fun), which is needed for question 3. When they have had a chance to discuss all the questions, elicit the meaning of screenager (see also the background box below and share this with the students if you like) and elicit a range of answers to the other questions. Possible answers 1 The word screenager is made from the words screen and teenager. It was probably invented because teenagers spend a lot of time looking at screens. 2 Yes, social media is important because it helps to connect people to each other. 3 Someone might miss out on events like parties, and also the chance to make friends with people.

background The word screenager was first used in the 1990s. Back then, it referred to teenagers spending a lot of time on computers, but now it generally refers to teenagers who spend a lot of time on their phones.

exam task: multiple choice This is an exam-style task. In the Cambridge Preliminary for Schools exam, there would be five messages and notices for the students to study, whereas here there are just two. Also note that the exam will always cover a variety of topics whereas in this course the topic of the realia and the questions is usually defined by the unit topic and is thus narrower.

2

Ask students to read the notice (1) and the text (2) and choose the correct answers. Allow students to compare their answers in pairs then check with the class. Elicit the part of the notice or text which confirms the answers, and elicit why the other answers are not correct. 1 C (Do you fancy watching a movie at my house … ?) 2 A (Students must turn off their phones … including breaks and the lunch hour)

Read on 3 Tell students that they are going to do an exam-style

multiple-choice reading task. Focus on the text and point out the names of the two teenagers, Jo and Craig. Ask students to read the article quickly and answer the question. Check the answer with the class, discussing how we can tell that the article is written for other teenagers. B (We know because Jo says, ‘Why not give it a go?’ and Craig says, ‘If you switch off your phone today, you won’t lose all your friends’, so they are both talking to other teenagers.)

exam tip 4

Tell students that in Exs 4 and 5 they are going to do a multiple-choice exam-style task. Read through the exam tip with the class and reinforce the point that for the answer to be correct, it must be stated in the text. Elicit or explain that it will not be stated using the same words, but the meaning will be exactly the same. Ask students to read question 1 and choose the correct answer. Check the answer as a class, eliciting evidence from the article to support the answer. 1A (If their phone doesn’t beep every two seconds, they get worried. If they’re bored, they pick up their mobile. It’s how they communicate, spend free time and have fun; B, C and D – Jo mentions these topics but not in the ways expressed in B, C and D)

5 Before students complete the task, focus on question 5

and point out that the final question in this task type asks about the general meaning of the whole text, not specific details in the text. Ask students to read the remaining questions and choose the correct answers. When you check answers, elicit the parts of the article which confirm each answer and discuss why the other answers are not correct. 2D (And my life is so full I don’t have time to sit around messaging people; A – she doesn’t say she meets them more often, only that she arranges to meet them; B – she says she doesn’t think she’s missing out; C – she says she already feels more independent) 3B (I like to make up my own mind and not think the same as everyone else; A – his friends are on social media; C – he talks about selfie likes, not too many selfies; D – he says he doesn’t need an app to organise them) 4C (If I need a phone in the future, of course I’ll get one; A – he says he sees the same people on social media, not new friends; B – he says they should be used to plan entertainment, and that they shouldn’t be the entertainment; D – he doesn’t mention this) 5C (This is the only sentence that accurately describes Jo and Craig as former users of social media who have now chosen not to use it.)

extra: fast finishers Ask fast finishers to read the article again and think of two or three questions they would like to ask Jo and Craig. When other students have finished and you have checked answers, ask fast finishers to read their questions to the class. See if other students can suggest how Jo and Craig might answer the questions.

131

9 What’s your idea of fun? READING (Continued)

6

Encourage students to read the meanings first, then read the relevant paragraphs carefully to find a word or phrase that matches each meaning. Allow students to compare their answers in pairs before you go through them with the class. Model pronunciation of the words and phrases as you check the answers. 1 beep 2 staring 3 arrange 4 give it a go 5 download

extra: fast finishers Write these phrasal verbs on the board: miss out on, hang out with, meet up, make up (your mind), switch off. Ask fast finishers to find the phrasal verbs in the article and work out the meanings. When other students have finished and you have checked answers, read out the phrasal verbs in context and ask fast finishers to tell the class what they think they mean. Confirm the meanings for them. miss out: not experience something enjoyable hang out with: spend time with informally meet up: meet make up your mind: decide switch off: turn off

Sum up 7

Read through the adjectives with the class and make sure students understand them all. Put them into pairs to discuss which adjectives they would use to describe Jo and Craig and why. Encourage them to discuss all the adjectives, and why they would or wouldn’t choose these. Ask some students to tell the class which adjectives they would use and why. Possible answers I think Jo is confident, because she doesn’t care what her friends say. She’s also interesting because she does a lot of things like designing her own clothes. I think Craig is a bit old-fashioned because he doesn’t really understand how useful social media is.

Speak up 8 Allow students time to prepare their ideas individually

first. Go around the class monitoring while students are preparing. Focus on weaker students and help with ideas and vocabulary, e.g. by suggesting opinions they might agree or disagree with e.g. living without a smartphone makes me more independent; if you switch off your phone, you won’t lose your friends. Encourage students to express their opinions to you, so they will have the confidence to express them in the group discussion. Put students into groups to discuss their ideas, then ask groups in turn to tell the class what they discussed and whether they all agreed or disagreed. If students are interested in the topic, continue discussing some of the questions as a class.

132

Possible answers 1 A It isn’t much fun because you can’t relax when you are always waiting for another message. B I don’t care because it’s more important to spend time with your real friends. 2 I agree with Jo that I’m very busy, so I don’t have time to worry about social media. I don’t agree with Craig about his phone, because I think it’s important to have a phone so you can talk to your friends. 3 No, I don’t think I’m a screenager because I don’t spend too much time on my phone.

alternative Before students work in groups, elicit or teach a few expressions for agreeing and disagreeing and write them on the board, e.g. I agree with you. Yes, I think you’re right. Me too. No, I don’t agree with you because … I’m not sure about that because … . Point out to students that they should always be polite and respectful when they disagree with a classmate’s opinion.

Fun footer Read through the fun footer with the class. Ask students if they think they spend more or less time than this on their phone each day.

To finish Play a word-association game to finish the lesson. Demonstrate the task by saying the word phone and inviting a student to say the first word that comes into their head, e.g. screen. Repeat the word screen and invite another student to say the first word that comes into their head, e.g. look. Explain that each word should follow on from the previous word, not refer back to the first word. Put students into groups to play the game themselves. Ask them to start with the word phone and go around the group in turn, each saying a word. Ask them to stop after 20 turns. When all groups have finished, ask groups in turn to tell the class their 20th word. See which group has ended up the furthest away from phone. To prepare for the Grammar lesson, ask students to complete Ex 1 on page 108 of the Student’s Book for homework, and to read the grammar reference section on zero and first conditionals on page 142. Also share with them the PowerPoint Grammar Presentation on zero and first conditionals. Ask them to write down the main grammar points and any questions they have and say that you will go over these at the beginning of the Grammar lesson. Presentation tool:

Unit 9, Reading

Workbook / Online Practice:

WB pp74–75

Extra Practice App

GRAMMAR

3

SB p108

To start Use the start of this lesson to assess students’ existing knowledge of zero and first conditionals. Ask questions using zero and first conditionals, e.g. What do you do if you get a message on your phone late at night? How do you feel when you don’t have your phone with you? What do you think will happen if you stop using social media? What will you do if you can’t find your phone this evening? Encourage students to use full sentences in their answers, but don’t correct their grammar. Use their answers to assess how well they understand and use zero and first conditionals.

9.2 Ask students to complete the sentences with the correct form of the verbs. Remind them to look back at the explore grammar box if they need help deciding which forms to use. Point out that for each sentence they should think about whether it refers to a habit or something that is generally true (zero conditional) or a possible future situation (first conditional). Allow them to compare their answers in pairs, then play the recording (speakers B, D, E, G and H are the ones used here). Go through the answers with the class, referring back to the explore grammar box if necessary to explain the answers. 1 feel, read ​2 rains, go ​3 have, will go out/’ll go out  ​4 is/’s, will take /’ll take ​5 doesn’t rain, ’ll go/will go

extra: digital

extra

You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

Ask students to look at the sentences in Ex 3 again. Ask: Are any of the sentences true for you? Elicit a few answers.

explore grammar

SB p142

1 If you used the flipped classroom approach at the end

of the last lesson, elicit answers to the exercise and go over any questions students have from this or from the grammar reference section.





If you didn’t use the flipped classroom approach at the end of the Reading lesson, read the explore grammar box now with the class and elicit the correct words to complete the examples. Ask students to read through the grammar reference on page 142 of the Student’s Book if they haven’t already done so for homework. 1 doesn’t ​2 get ​3 are ​4 pick up ​5 wants ​6 knock ​ 7 I need ​8 I’ll get ​9 you switch   10 won’t

watch out for Students don’t often have problems with zero conditionals. The most common mistake that students make with first conditionals is to use will in the if clause: If I will stop using social media, I’ll get very bored. It is difficult for students to get used to the fact that we use a present tense to talk about future time. Listen out for this mistake and encourage students to self-correct by reminding them of the rules for the first conditional.

2

9.1 Explain to students that they will hear eight young people. Allow them time to read the ideas in the box, then play the recording and ask them to choose the things the people talk about. Allow students to compare their answers in pairs, then play the recording again if necessary for them to confirm their answers before you check with the class. All: free time activities Also: C, D, G and H: weather

4 Focus on the article and read out the title. Explain the

meaning of boredom (the feeling of being bored) and to bust something (to break or stop something). Ask students what they think boredom busters are. Elicit a few ideas, then ask students to read the article quickly, ignoring the gaps, to find out (they are things you can do to stop yourself getting bored). Point out that the example answers are a pair in the word choice box – the ones that are scored out. Ask students to read the article again and complete each pair of gaps with the correct verbs. Check answers as a class. 2A do you do ​2B feel ​3A gets ​3B go ​4A are ​ 4B ’ll try ​5A feels ​5B sing ​6A choose ​6B ’ll have

extra: fast finishers Fast finishers can write their own description of their ‘boredom buster’. When other students have finished, and you have checked answers, ask fast finishers to read their boredom busters to the class. Ask other students who else does this when they feel bored.

Speak up 5 Ask students to complete the sentences so they are true

for them. You could give some example sentences that are true for you, e.g. When I feel bored, I usually find a good book to read. When my friends don’t message me, I just think they are busy. If I have time after school today, I’ll go swimming. Monitor while students are working and make sure their sentences are all correct zero or first conditionals. When students have finished their sentences, demonstrate the task by saying the ending to one of the sentences, e.g. I’ll go shopping. Ask students to guess which sentence beginning it goes with (3). Students work in pairs to read their sentence endings to each other and guess the beginnings. Ask who guessed all the sentences correctly. Possible answers 1 When I feel bored, I usually play a game on my phone. 2 When my friends don’t message me, I get worried. 3 If I have time after school today, I’ll go to my friend’s house. 4 If I don’t see my friends this weekend, I’ll be really upset.

133

9 What’s your idea of fun?

VOCABULARY

GRAMMAR (Continued)

game on Read out the task and the example sentences, then ask students to write their five promises. They could work individually or in pairs, or, if you have a large class, they could work in groups. Ask students in turn to read their promises to the class, then hold a class vote to decide on the best representative.

Fun footer Read the fun footer with the class. Put students into pairs to discuss the question. Elicit a few ideas from students.

To finish Ask: When are you most likely to feel bored? In the evenings? At weekends? In school holidays? Why? And when are you least likely to feel bored? Why? Elicit a range of answers. Presentation tool:

Unit 9, Grammar

Workbook / Online Practice:

WB p76

Grammar Reference and Practice:

SB pp142–144

Photocopiable Activity:

9A

Audioscript:

SB p172

PowerPoint Grammar Presentation:

Unit 9, Grammar

SB p109

entertainment and technology To start Play: Fun or funny? Write the two words on the board and tell students you are going to say some sentences and they must decide if what you are describing is fun or funny. Explain that if what you are talking about is funny, they should put up their left hand, and if it is fun, they should put up their right hand. Tell them that if they get an answer wrong, or are too slow to react, they are out of the game. Describe a range of situations that are either fun or funny, e.g. I went to the beach with some friends. (fun) My brother told me some great jokes. (funny) I watched an amazing comedy film. (funny) We played a great new computer game. (fun) A cute little dog kept falling over in the snow. (funny) We had an amazing holiday. (fun) I love skating! (fun) After each sentence, see who has put up the wrong hand or reacted too slowly, and tell them they are out of the game. Continue until a winner or group of winners is found. Elicit the difference in meaning between fun (= enjoyable) and funny (= making you laugh).

1 Read the task instructions aloud to the class. Then read out the first verb, play, then read it out with each of the nouns in turn and elicit which combination doesn’t work, e.g. play a computer game, play a blog, play chess, play the guitar – which one is not correct? (play a blog) Ask: What verbs can you use with ‘blog’? (read/write a blog) Ask students to look at the remaining verbs and nouns and complete the task in the same way. Go through the answers as a class and make sure students understand all the vocabulary. Point out that some verb + noun combinations are not predictable, and it is easy to make mistakes such as I made a search online (did), We did a sleepover (had). Tell students that when they learn new nouns, they should always try to learn the verbs that go with them, too. Verbs that often go with these nouns appear in brackets, though other collocations are also possible. 1 a blog (you write/read a blog) 2 a video (you make/watch a video) 3 a website (you visit/check/look at a website) 4 a link (you click on/select/choose/send a link) 5 a music festival (you go to/enjoy/attend a music festival) 6 online (you go/spend time/be online)

extra: fast finishers Ask fast finishers to try to come up with the correct verb to accompany the nouns they have decided don’t match. (The answers are in brackets in the answer key.)

134

2 Ask students to read the sentences and choose two of the words or phrases in brackets to complete each one. Allow students to compare their answers in pairs before you check with the class. When you check answers, make sure that students understand all the vocabulary. 1 connection, download 2 songs, the guitar 3 vlog, online 4 were playing, had

extra Ask students to choose three verb + noun combinations from Exs 1 and 2 and write true sentences about themselves. Give one or two examples about yourself first, e.g. I often download films at the weekend. I have a good connection in my flat, so it doesn’t take long to download a film. Ask individual students to read their sentences to the class. Ask other students if the sentences are also true for them.

exam task: multiple-choice cloze 3



Tell students they are going to do an exam-style multiple-choice cloze. Explain that this kind of exam task often tests the kinds of verb + noun combinations they have been practising in this lesson. Ask students to read the article through for general meaning first. Ask: What kind of marathon is it about? (a movie marathon). Ask students to read the article again and choose the correct words to complete it. Check answers. 1 B (preposition makes the collocation TV on demand) 2 D (only noun that goes with do a – you can do research but not do a research) 3 C (only verb that goes with app) 4 A (only verb that goes with sleepover) 5 D (only verb that goes with video in this context) 6 A (only verb that goes with quiz in this context)

4



9.3 Ask students to read the conversations and choose the correct words to complete them. Allow students to compare their answers in pairs, then play the recording for them to check. Check answers as a class and make sure students understand all the vocabulary.

6 Ask groups in turn to tell the class how many of the group chose each answer. Keep a tally on the board, and see which answers were the most popular overall. Ask: Are there any activities missing from the quiz that you think should be there? If students suggest ideas, write them on the board and then ask for a show of hands who would choose each one. Read out the question: How do you think technology has changed how people have fun? Elicit a range of ideas in a class discussion. Possible answers people use their phones more for entertainment now; people can get movies or music any time they want; people spend more time alone now

To finish Play a game to finish the lesson. Write a selection of nouns and noun phrases from this lesson on the board, e.g. computer game, blog, a good time, link, track, vlog, search, quiz, signal, sleepover, chess, website, TV on demand, a good connection, song, film, guitar. Divide the class into teams. Teams take turns to choose a word or phrase from the board and make a sentence using it with a suitable verb. If their sentence is correct, they get a point and the word or phrase is crossed out. If their sentence is not correct, don’t correct it, but move to the next team and don’t score out the word. Continue until all the words and phrases have been used correctly and crossed out. See which team has the most points. To prepare for the explore grammar section in the Listening lesson, ask students to complete Ex 3 on page 110 of the Student’s Book for homework, and to read the grammar reference section on verb patterns on page 142. Also share with them the PowerPoint Grammar Presentation on verb patterns. Tell them to write down the main grammar points plus any questions they have on any aspect of the homework, and say that you will go over these in the next lesson. Presentation tool:

Unit 9, Vocabulary

Workbook / Online Practice:

WB p77

Photocopiable Activity:

9B

Extend Vocabulary:

SB p145

Extra Practice App

Then give them time to practise the conversations in pairs. 1 charger ​2 dead ​3 charge ​4 leave ​5 signal ​6 was  ​7 forgotten ​8 memory ​9 delete

Speak up 5 Explain to students that they are going to do a quiz

about their idea of fun. Ask students to read the quiz individually and choose the answers that are true for them. Then put them into groups to compare their ideas. Ask them to count up the number of people who chose each answer and see which answers were the most popular. Discussion of this will come in Ex 6 below.

135

9 What’s your idea of fun?

LISTENING

SB p110

To start Write comic convention on the board and ask: What’s a comic? (a kind of magazine with cartoon stories, often about superheroes) Elicit a few examples of superheroes who are comic characters, e.g. Batman, Superman, Spiderman. Ask: What’s a convention? (a meeting where people who have the same interests get together) What do you think a comic convention is? Elicit that it is an event for people who are fans of comics and films based on comic characters (see also the background box below). Ask: What do you think people wear to a comic convention? Elicit that they often dress up as their favourite characters. Tell students they are going to read and learn about comic conventions in this lesson.

background Comic conventions (often shortened to comic cons) are popular events where fans of comic books and comic characters can get together and sometimes even meet the creators of the characters, actors who play them in films, etc. A lot of the people who attend the conventions dress up as their favourite characters. The conventions are also used by publishers and film makers to promote new books, characters and films. The first official comic convention was the New York Comicon, held in 1964. Now there are regular big events in major cities all over the world.

Power up 1 Ask students to read the advert and complete it with the

correct words. Check answers, and check that students understand all the words in the box. Model pronunciation of the words. Ask: Would you like to go to this event? Why? 1 fantasy 2 monsters 3 autograph 4 superfan 5 costume

Listen up exam task: sentence completion 2

9.4 Explain to students that they will hear a teenager, Kiera, giving a presentation about her interest in comic cons. Read out the task and remind students that for this kind of exam task, they will hear the exact word or words that they need to write in each gap, but the sentence the word occurs in will not be the same as the sentence written in the notes. Put students into pairs to read the notes and discuss what kind of information is missing in each gap. Discuss their ideas as a class. Play the recording for students to listen and complete the notes. Play the recording again for them to check and complete their answers. Go through the answers as a class, playing the recording again and pausing it for students to hear the answers. 1 science fiction (It was my love of watching science fiction that got me started.) 2 1968 (the first ever comic convention took place in New York in 1968)

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3 fifty/50 (My most recent one was a space monster and I spent about 50 hours on it.) 4 ticket (she used my ticket and wrote me a lovely message) 5 phone charger (But the most important thing you’ll definitely need is your phone charger.) 6 make-up artist/makeup artist (a job as a make-up artist would be my dream)

extra: digital You may want to download the Grammar Presentation for this lesson from the Teacher Resources area of the Pearson English Portal. This presentation has been created specifically for this lesson and is fully editable for teachers.

explore grammar

SB p142

3 If you used the flipped classroom approach at the end of the last lesson, elicit answers to Ex 3 and go over any questions students have from this or from the Grammar reference section.

If you didn’t use the flipped classroom approach at the end of the last lesson, read the black sentences in the explore grammar box with the class now. Then ask students to read back through the gapped sentences and complete them with the correct words, following the rules in black. Check answers with the class. 1 getting 2 inviting 3 to wear 4 to meet

watch out for Students tend to over-use the infinitive and forget that some verbs are followed by an -ing form, e.g. I enjoy to watch science fiction films. (I enjoy watching science fiction films.) They may also use a that clause rather than an infinitive after an adjective, e.g. Is it possible that I pay later? (Is it possible to pay later?) Listen out for these mistakes and encourage students to self-correct.

4 Tell students they are going to read about a different kind of superfan. Ask them to read the article quickly, ignoring the gaps. Ask: What is Huang Wenbin a superfan of? (a British football team – Runcorn) What did he and his family do? (they travelled from China to Britain to watch the team play). Ask students to read the article again and complete it with the correct form of the verbs. Allow students to compare their answers in pairs before you check with the class. Refer back to the explore grammar box if necessary to explain the answers. 1 flying 2 to do 3 managing 4 to have 5 to kick 6 to be

Speak up 5

Ask students to think about a hero or heroine they have. Elicit or give a few examples of popular actors, singers, celebrities, sports personalities, etc. Ask students to read the questions and choose the correct words to complete them. Check answers. Point out the use of would in the questions, and give an example answer using would/ wouldn’t, e.g. No, I wouldn’t travel hundreds of miles to meet them – it would cost too much! Allow students time to think about their answers individually before you put them into groups to discuss. Ask who in each group is and isn’t a superfan and why. 1 spending ​2 to travel ​3 dressing ​4 to wait Possible answers Yes, I’m a superfan because I would travel a long way to meet my hero, and I would be happy to wait a few hours to get their autograph. No, I’m not a superfan because I wouldn’t give up spending time with my friends. My friends are more important to me than someone I don’t know.

extra Put students into pairs. Ask them to imagine that one of them is a superfan at a Comic Convention and the other is a journalist. Explain that the journalist is going to interview the superfan. Elicit some questions they might ask, e.g. When did you first become interested in superheroes/science fiction? Where did you get your costume from? Why do you enjoy wearing this costume? What’s the best thing about the convention? Ask students in pairs to prepare and practise their interview. Ask some pairs to perform their interviews for the class.

To finish Write the headings to-infinitive and -ing on the board. As a class, brainstorm more verbs that are followed by each pattern. Read out these verbs if students are struggling for ideas, and elicit which heading they should go under: agree, decide, don’t mind, enjoy, feel like, hate, imagine, keep, learn, offer, promise, refuse, want, would like. Presentation tool:

Unit 9, Listening

Workbook / Online Practice:

WB p78

Grammar Reference and Practice:

SB pp142–143

Audioscript:

SB p173

PowerPoint Grammar Presentation:

Unit 9, Grammar

Extra Practice App

SPEAKING

SB p111

To start Remind students that earlier in this unit, they learned some new vocabulary for entertainment, or things that are fun to do. Write on the board the verbs play, do, listen to, download, watch and have. Elicit a few examples of phrases using the words, e.g. play the guitar, watch a film, then put students into pairs and give them two or three minutes to think of as many phrases as they can with each verb. Bring their ideas together on the board and see which pair wrote the most correct phrases. Possible answers play: the guitar, the piano, computer games, football, tennis do: ballet, a quiz, judo listen to: music, your favourite track, a live band, a podcast download: a film, music, an app watch: TV, a film, a vlog have: a sleepover, a good time, fun

Power up 1 Ask students to rank the activities individually, then put

them into pairs to compare their answers. Ask some pairs which of their answers were similar and which were different.

2 Focus attention on the photos and elicit what they show.

Read out the questions, then allow students time to think about their answers individually before you put them into pairs to discuss. Elicit some answers to each question from individual students. Possible answers 1 I don’t play computer games very often. I check things on my phone or on the computer every day. I watch films with my friends about once a week. 2 There’s a cinema and a place where you can go bowling.

3 Explain to students that they are going to practise

describing a photo, and when they describe a photo they need to say where the people and things in the photo are. Revise a few phrases for saying where things are, e.g. on the left/right, in the middle of the photo, behind/next to, etc. Put students into pairs to look at the photos and take turns to say where the people and things are. Check answers with the class. Possible answers 1 in photo B, on the wall behind the two girls 2 in photo A, on the right 3 in photo C, in the middle 4 in photo C, on the right 5 in photo B, on the right, on the bed

extra For more practice of saying where people and things are in photos, ask students to work in pairs and write three sentences saying where people and things are in the photo. Two of the sentences should be true and one false. Put pairs together into groups of four to read their sentences to each other and decide which is false.

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9 What’s your idea of fun? SPEAKING (Continued)

4

9.5 Remind students that when they describe a photo, there may be things in the photo that they don’t know the word for. Revise a few phrases they can use for talking about something when they don’t know the word, e.g. I’ve forgotten the word. It looks like a …, It’s a type of …, It’s something you use for …-ing. Read out the task then play the recording. Students listen and point to the objects. Check answers, playing the recording again and pausing for students to hear the answers. 1 3 4 5 6

the pink slippers in photo C 2 the clothes stand in photo B the blanket in photo A the ripped jeans on the girl with the pink top in photo B the cow-shaped bag in photo B the rug in photo A

extra Refer students to the audioscript for recording 9.5 on page 173. Ask students to find the expressions the speakers use to help them keep talking when they don’t know a word. Elicit the expressions and write them on the board. Encourage students to use these expressions when they practise describing photos.

exam tip 5 Read through the exam tip with the class, including the

task at the bottom. Also read aloud the topics. As an example, you could choose one of the photos and elicit some ideas for each of the topics. Allow students time to choose a photo and make notes. Ask pairs to choose different pictures – this will make Ex 6 more interesting for them. Ask them also to think about any words they don’t know in English, and how they can explain them.

6 Tell students they are going to time each other as they

speak. They can use a timer on their watch or phone, or you could tell students when to start and time a minute. They take turns to describe their photo for a minute, using their notes. When they have finished, discuss with the class how long they managed to speak for, and which parts they found easy and more difficult. Possible answers Photo A: This photo shows a teenage boy in a room. I think it might be his bedroom, and he’s sitting on the bed. The room is quite small. The walls are white, and there are a few posters. The room isn’t very tidy. There are lots of things on his bed and on the right, next to the bed, there’s a bike with only one wheel. I think maybe he’s going to mend it. The boy is holding a controller and I think he’s probably playing a computer game. He looks quite serious, so I think he’s concentrating on his game. Photo B: This photo shows two girls in a bedroom. I think they’re probably friends, and I guess the bedroom belongs to one of the girls. The room is small, but it’s quite bright. The walls are yellow and green, and there are lots of posters and photographs on the walls. On the left there are some clothes hanging up, and also something that looks like a cow. I think it might be a bag. There are some cushions on the bed, and it looks very comfortable. The two girls are sitting together on the bed. The girl on the right has a laptop on her knees, and both the girls are looking at it and laughing. Maybe they’re watching a film, or looking at some photos. They look very happy and relaxed.

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Photo C: In this photo I can see three girls. I think they are probably friends. They’re inside, maybe in one of the girls’ bedrooms. They’re sitting together, maybe on the bed, but I can’t see very well, and they seem to be watching a film. It’s quite dark, so I guess it’s in the evening. The girl in the middle is sitting with her legs in front of her, and she’s got a big bowl of popcorn on her knees. She’s got some popcorn in her hands, and I think she’s going to eat it. The girl on the right is wearing a yellow T-shirt. She’s laughing and she looks very happy. The girl on the left is wearing a pink T-shirt. She’s lying on her front, with her head up, to watch the film. They all look very happy so I guess it’s a good film.

Speak up exam task: long turn 7

Put students into pairs to turn to pages 159 and 162 and complete the task. Remind them that they should try to talk for one minute, and they should describe the photo in detail, talking about all the topics in the notes in Ex 1. This will be especially helpful for weaker students. Monitor while students are working, and note down any recurring errors to correct in a feedback session at the end. Use the questions below to assess each student’s performance: • How fluent is the student? • Is their pronunciation clear? • How well does the student describe what the photo shows? • Does the student talk about different aspects of the photo, e.g. the people, weather, activities, etc.? • Does the student make guesses about how the people are feeling? • How well does the student deal with describing or explaining things in the photo when they don’t know the word? When students have finished, ask them in their pairs to discuss what parts of the task they found easy, and what parts were difficult. Possible answers Student A: This photo shows four girls. They’re inside a room and I think it’s probably a school because I can see some notices on the walls. Also, the girls are all wearing white shirts, so I think maybe that’s their school uniform. I think they might be in a music room at the school because there’s a piano. The girls are playing music together. The girl on the left is playing the piano, and I think maybe she’s singing too because her mouth is open. Next to her, there’s a girl with long, blonde hair. She’s sitting down and she’s playing a drum. Next to her a girl is standing up. She’s got long dark hair and she’s playing a red guitar. On the right, the fourth girl isn’t playing an instrument, but she’s wearing headphones and she’s singing. The girls all look happy and I think they’re having fun.

Student B: In this photo I can see four teenage boys. They are in the garage of a house, and they’re playing music together. I think they play together as a band, so maybe they’re practising. Three of the boys are playing electric guitars. The boy on the right is also singing. He’s got a microphone, and he’s singing into that. The other two boys also have microphones, but I don’t think they are singing at the moment. Behind them, I can see the fourth boy, and he’s playing the drums. I think one of the boys probably lives in the house, and I guess his parents are very kind to let the boys practise here! At the front of the photo, there are two things for making the sound louder, so I hope the music is good, or it might not be fun for the neighbours!

To finish Tell students they are going to test each other’s memories. They each look at their partner’s photo from Ex 7 (i.e. not the one they described) for one minute. They then take turns to close their book. Their partner asks them five questions about their photo, e.g. Where is the … ? What colour is … ? What’s next to the … ? They get a point for each correct answer. See who can answer all five questions correctly.

extra: whole class Do the same activity but as a whole class. Choose another photo that has been used earlier in the book but students haven’t seen for a while, e.g. page 153, page 155 or page 156. Give students a minute to study the photos, then ask them to close their books. Ask the class questions about the details in the photos. Stick to the types of things they should mention in the exam. Students can race to answer the questions, individually or in pairs. Presentation tool:

Unit 9, Speaking

Workbook / Online Practice:

WB p79

Photocopiable Activity:

9C

Activity Files:

SB p159 & p162

Speaking File:

SB p146

Audioscript:

SB p173

WRITING

SB pp112–113

To start Ask: Who has been to an amusement park? Where was it? What rides did you go on? Elicit a few answers from individual students. Ask: What’s the scariest ride you’ve ever been on or seen? What’s the best ride you’ve ever been on or seen? Elicit a range of answers from individual students. Encourage as many students as possible to join in and talk about their experiences.

Power up 1 Focus on the map of the amusement park and ask students

to work individually to decide on the order in which they would visit the different areas. Put students into groups and demonstrate the comparing task by giving an example about yourself and asking who has a similar answer, e.g. I would definitely go to see the aquarium first. Who else wants to go to the aquarium? Ask students to compare their answers, and insist that they do this by talking to each other, rather than showing each other their answers. Ask individual students who in their group would be a good friend for them to go with and why. Possible answer Maria would be my ideal friend for the day because we both like dark, scary rides, plus we both love burgers so we could go to the burger place for lunch.

Plan on 2 Read the exercise instructions and the email task aloud

with the students, then have some students read options A–H aloud. Ask them to work alone to read the email and choose the things Kim wants to know. Allow students to compare their answers in pairs, but don’t check answers with the class yet – do this after Ex 3.

3 Ask students to match their answers to Ex 2 with the

notes in the task. Check answers, confirming the answers to Ex 2 and eliciting which note each one matches. 1 A  2 G  3 C  4 F

exam tip 4 Read through the exam tip with the class. Remind

students that when they do the email writing task in the exam, it is very important that they include all the points that the task asks them to include. Explain that they will get a better mark if they can add their own ideas and experiences and use their own words to deal with each point. Ask them to look at the first note in the email again, then read the three paragraphs and decide which one is best. Discuss the answer with the class, confirming why the correct answer is the best one, and why the other two are less suitable. B is the most appropriate opening paragraph. It responds to the information in Kim’s first paragraph and gives extra information about the writer that is relevant to the topic. A responds to the information in Kim’s first paragraph but most of the sentences aren’t relevant. C uses the key word from the notes but doesn’t add any extra relevant information.

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9 What’s your idea of fun? WRITING (Continued)

Write on

explore language

exam task: an email

5 Read through the explore language box with the class.

10

Point out to students that some other offering/inviting phrases they might use in emails use the -ing form of a verb, not the infinitive. Give an example, e.g. How about doing a quiz? Ask students to complete the sentences with the correct form of the verbs, and tell them to take care because some of the sentences use an -ing form, not an infinitive. Check answers. 1 to come, inviting 2 to visit 3 watch 4 to play 5 try 6 having

6 Make sure students understand all the functions, then ask them to read the sentences in Exercise 5 again and match them to the functions. Check answers as a class. A 3, 4 B 5, 6 C 1 D 2

7 Tell students that in their email in the Cambridge exam,

students will often need to make a suggestion about a time and place to meet. Read out the example sentence, then ask students to think of three more places to meet. Encourage them to use a different phrase for each suggestion they make. Elicit a range of possible answers from the class. Possible answers Shall we meet at the bus stop? How about meeting at my house? We could meet outside the amusement park.

8 Explain to students that in the exam, they will get a

better mark if they add a reason for their suggestions. Read out the example sentence, then ask students to write four sentences about possible times to meet, giving an example each time. Encourage them to use a different phrase for each. Ask some students to read their sentences to the class. Possible answers We could meet at 9.30, then we can be at the amusement park when it opens at 10.00. Why don’t we meet at 10.00 so we don’t have to get up too early? We can get the 10.38 bus from outside my house. Shall we meet at 10.30, because we’ll still have plenty of time to spend at the amusement park?

9 Ask students to copy and complete the plan for the writing task with their own ideas.

extra: mixed ability Write the headings from the plan on the board. As a class, brainstorm ideas for each part of the plan, and make notes on the board. Students can refer to the notes when they write their own email. This will be especially useful for weaker students. Students could compare their plans in pairs and suggest improvements. Elicit ideas from students for each part of the plan.

140

Students can either write their email in class or do it for homework. If you do the writing in class, allow students 15 minutes to complete their email on their own. Remind them to think about giving reasons for each point, and always aiming for around 100 words, so no section should be too long or too short. Model answer Hi Kim, Thanks for your message. That’s great news. I haven’t been to Adventures but I’ve heard it’s fantastic. I’d love to come to the park with you this weekend. Saturday is better for me because my grandparents are coming to visit on Sunday, so I have to be at home. It’s good that there’s a choice of places to eat. I’d rather go to the Chinese restaurant because it’s a bit different. Shall we meet in the town centre? We can both get there by bus. If we meet at 9.00, we’ll have time to look round the shops first. See you soon, Jack

Improve it 11 If students did Ex 10 for homework, they can also do this activity for homework. Alternatively, students can swap work in the next class and their partner can check their email for each of the four things. If students did Ex 10 in class, you could set Ex 11 for homework. When they have had a chance to improve their work, collect the emails in and provide feedback on how well they have completed the task, and the range and accuracy of language they have used. To assess students’ work, use the checklist below: • Has the student written around 100 words? • Has the student included answers to all the notes in the task? • Has the student started and ended the email in a suitable way? • Has the student used a range of phrases to give preferences, make suggestions, etc.? • Has the student used an appropriate informal style?

To finish To end this unit on things we do for fun, put students into groups of four and ask them to plan a fun weekend for their class. Ask them to think about where they will go, how they will get there, and what activities they will do. Give students three or four minutes to think of their ideas, then ask groups in turn to tell the class their ideas, explaining their reasons for their choices too, using some of the language from the lesson. The class could vote for their favourite idea. Presentation tool:

Unit 9, Writing

Workbook / Online Practice:

WB p80

Writing File:

SB pp148–149

SWITCH ON

SB p114

Pastimes in the past 1 Elicit the meaning of the word team (a group of people

who play a game or sport together or do a job together). Organise students into pairs to think of three team activities. Encourage pairs to think of some that are less obvious. Then conduct feedback as a class, eliciting three ideas from each pair. Write the best ideas on the board. Ask students to choose the activities they like from the board. Conduct a quick class discussion, eliciting students’ favourites, and reasons why. Possible answers sports such as football, hockey, volleyball, etc.; games such as paintballing, taking part in an escape room, etc.; voluntary work such as beach cleaning, raising money for charity, etc. I like playing games, because when you compete against another team, it makes your team stronger, and people work together to try and win something.

2

Read through the question, and then play the video clip. Put students into pairs to discuss the question and encourage them to give reasons for their answers.

3

Before playing the video clip again, read through each question and find out if students can remember any of the information from the first time they watched. Then play the video again for students to watch and check.

6 Conduct feedback as a class. You could have a class vote on the most interesting or best old toy/game.

7 Go through the bullet points and tell students that they

need to create a new toy or game that people will enjoy playing, based on the research they did into toys and games for Ex 5, and perhaps also based on what was popular in Ex 6. Organise students into small groups to prepare their ideas. Point out that they will be presenting their toy/game to the rest of the class, so they should be able to describe it well. They can also draw pictures to help them.

8 Ask students to decide who will present what, and give

them up to three minutes to rehearse their presentations in their groups. Then give each group up to two minutes each to present their toy/game. Finally, conduct a class vote on the best idea.

extra Students could bring in a toy/game that they used to like, or that their older relatives used to play with. For homework, give students the task of choosing/finding a toy/game to bring in, and preparing a description of how it is used. In the next lesson, put students into groups to take turns showing or describing the toy/game. Presentation tool:

Unit 9, Switch on

Switch on Videoscript:

TB p153

1 the 1950s, 1960s, 1970s, 1980s 2 How they spend their free time. They both go on social media a lot, and can’t imagine life without the internet. 3 a television 4 spending more time as a family, going camping and playing darts 5 playing arcade games, break-dancing, using a home computer and karaoke

4 Conduct this as a class debate. Organise the class into

two groups (better in the past and better now). Give each group up to five minutes to write a list of ideas in favour of their point, and then run the debate.

Project 5 Tell students that they are going to present some toys

or games from the past to the rest of the class. Read the rubric aloud, and give students up to ten minutes to find out about three toys or games. They should write notes, and prepare to share their findings with the rest of the class.

alternative This stage could be given as a homework task. Ask students individually to research two or three toys/games (they could ask older relatives for their ideas), and then in the next lesson, ask students to share their research with the class.

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9 What’s your idea of fun?

INDEPENDENT LEARNING

SB p114

Vocabulary 1 1E 2B 3C 4G 5D 6F 2 3

9.6 + 9.7 1 headphones 2 search 3 delete 4 signal 5 download 6 my battery is dead

Study skills 1 Congratulate students on (nearly) reaching the end of the

course! Go through the rubric and the examples, and ask students to think of how they have improved since the beginning of the course. Allow a few minutes for students to make notes before conducting feedback as a class. Possible answers My reading speed has improved. I can write in a more organised way. I can speak more fluently. It’s easier for me to understand spoken English. I feel that I know more about the exam.

2 Ask students to match the tips in the box to the two

categories. Then, ask them to create their own ‘guide’ in their notebooks by copying out the table. Study smarter: Keep a homework diary. Review vocabulary after every lesson. Practise grammar by writing true sentences about you. Excellent at exams: Find the key words in the test questions. Give yourself time to check your answer paper. Revise with a friend.

3 Give students time to add two more tips to their guides. Conduct feedback as a class.

Possible answers Study smarter: Keep a record of what tasks or skills are difficult, and focus on improving them. Excellent at exams: Try doing practice tests.

4 Read the rubric aloud. Remind students that having a goal is very important for language learning, and many people give up if they don’t have one. Encourage students to write three things they are going to do (using the ideas from Ex 2 or Ex 3, if relevant). Then put students into small groups to compare their plans.

UNIT CHECK

SB pp115 –116

This Unit check covers zero and first conditionals, verb patterns with -ing and to-infinitive and entertainment vocabulary

extra • Ask pairs to take turns reading words aloud from the wordlist, and their partner has to spell them. • Students test themselves to find out which verbs go with which nouns (e.g. do a quiz, have a good time, listen to a live band, etc.).

4 1 autographs 2 arrange 3 fantasy 4 costume 5 music festival 6 staring

5 1C 2A 3B 4B 5A 6C

Review 1 1B 2A 3B 4B 5A 2 1 don’t finish, ’ll have to 2 goes, think 3 will we do, is

4 look, get 5 don’t sleep, don’t turn 6 need, will take

3

9.8 1F 2F 3T 4F 5T 6T

4 1 appearing 2 to get 3 to learn 4 practising

5 recording 6 to listen 7 to go 8 being 9 help 10 making

5 1 who (relative pronoun to refer to people; that is also possible but not covered at this level) 2 to (verb pattern adjective + to + infinitive) 3 when/if (zero conditional when/if + present simple + present simple) 4 most (superlative of long adjective) 5 few (quantifier a few + countable noun) 6 more (comparative form of long adjective)

6 Possible answer Hi Chris, Did you have a good weekend? I had a great time on Saturday. I went to a basketball match with my older brother. It was the final of a competition and my school was playing against another local team. The sports hall was completely full and everyone was really excited about seeing the final. Both teams played really well and the score was very close during the match. It was just one minute before the end and both teams had 62 points. Then in the last second of the game, my brother’s friend scored three points and we won! It was the best match I’ve ever been to!

GRAMMAR FILE

SB p143

1 1D 2B 3F 4E 5A 6C 2 1 help 2 will you come 3 see 4 don’t know 5 don’t leave 6 ’ll miss 7 buys 8 go

3 1 message, reply 2 don’t have, ’ll lend 3 see, say

4 ’ll end, doesn’t stop 5 watch, don’t spend 6 ’ll join, get

4 1 go 2 get 3 reading, writing 4 to get 5 to give 6 stay, wait 7 waiting 8 saying

5 1 going 2 to win 3 to be 4 being 5 to talk 6 to love 7 styling 8 do

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Presentation tool:

Unit 9, Unit check

Workbook / Online Practice:

WB p81

Audioscript:

SB p173

Lead-in SB p117

Let’s celebrate!

10

READING

SPEAKING

topic: birthday parties task: multiple matching

topic: celebrations task: all parts

LISTENING

WRITING

topic: festivals task: multiple choice; sentence completion

topic: celebrations and festivals task: all parts

Ask students to look at the photo and ask: What can you see? What’s happening? Elicit that the photo shows a street celebration with a big dragon, and elicit or explain that it is a celebration of the Chinese New Year. Use the photo to teach the words parade and costume. Then ask students what they think this unit will be about: celebrations and festivals. Read the questions with the class and ask students to discuss them in pairs, giving reasons for their answers. Then ask for feedback from the pairs. Focus on the quote, It’s my favourite time of the year! In the same pairs, have students discuss what their favourite time of the year is, and why. Conduct feedback as a class. Possible answers 1 I celebrate my birthday and Christmas, and also there’s a carnival every year in my town. 2 I sometimes go to my friends’ birthday parties, and sometimes my family has big celebrations, for example at Christmas. 3 In June it was my grandma’s birthday. She was 70 years old, so my mum organised a big party for her. All my family was there, my aunts and uncles and my cousins. We had a big family meal together, and everyone bought presents for my grandma. It was fun!

143

10 Let’s celebrate!

READING

SB pp118–119

To start Tell students you are going to write a word on the board and they must all write down three words or ideas that come into their minds when they see the word. Tell them not to think about it too much, but just write down the first three words or ideas they think of (they can write them in their own language if they can’t think of the words in English). Write the word birthday on the board and allow students a short time to write their words. Bring their words together on the board into a spidergram or word cloud. Discuss as a class what the most common ideas and experiences are of birthdays (but note the content of Ex 1 and avoid overlapping by talking generally rather than about the students’ own specific experiences).

Power up 1 Allow students a few minutes to read the questions

and think about their answers, then put them into pairs to discuss the questions and talk about their own experiences. Elicit some exciting or interesting ways that students have celebrated their birthdays, and some fun parties they have been to. Possible answers 1 I went to a theme park with five friends. We went on lots of rides, and had a meal together in a restaurant. It was fun! 2 Last year I went to my friend’s birthday party and we did go-karting. You drive small cars on a race track and you can go very fast. It’s really exciting!

alternative If your students do not celebrate birthdays, ask if they celebrate other days, e.g. name days, religious days or anniversaries. Students can answer the questions about one of these days.

Read on 2 Read the task instruction with the class. Ask students to

read the five descriptions quickly first, and decide which ones might like the activities in the photos. Discuss their ideas as a class, encouraging them to give reasons for their answers. Possible answers Ben might like the bottom activity because he wants an activity outside. Max might also like this activity because he enjoys outdoor activities and he wants an activity for a lot of friends, and I think they could all do this. Elsie might like the dancing because that would be fun with twelve friends. Amy might like to make chocolates because she wants an indoor activity and she wants to have something to take home with her, so some chocolates would be perfect. Tom might like the chocolate making too, because it’s indoors and he wants a snack afterwards – chocolate is a good snack!

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3 Ask students to read the five descriptions more carefully

and note down the things that are important for each person. Allow students to compare their answers in pairs, then check with the class, getting students to refer back to the descriptions to confirm the answers. 1 Ben: twenty friends, Saturday afternoon, outside, competing, food 2 Elsie: evening, twelve friends, not expensive, no meal, get there by bus 3 Tom: indoor, Saturday afternoon, ten friends plus younger brothers, snack, present for each guest 4 Amy: indoor, seven people, Saturday evening, something to take home, no food 5 Max: Saturday morning, twenty-five friends, outdoors, food, entertainment while eating

4 Ask students to read the eight reviews of activities

and match the photos to three of the activities. Check answers as a class. The photos show Dancing Fun, Perfect Chocolate and Bubble Football.

exam task: multiple matching 5

Ask students to read the reviews again in more detail and decide which activity would be suitable for each person. Remind them that for an activity to be suitable, it must match all the things that are important for the person, which they noted down in Ex 3. Remind them that the correct review will mention them all but using different words. When students have finished, go through the answers, eliciting the parts of the correct reviews which match the things that each person wants. 1 C 12–24 people, afternoons available, outside, prizes for the winning teams, meal and delicious birthday cake 2 E afternoon or evening, groups of 10 or more, amazing low price, ideal for public transport 3 F inside, 2–5 p.m., fun for all ages, sandwich and chocolate bar, gift for guests 4 B in a film studio, fewer than eight people, evening event, copy of the video to keep 5 H weekends, 10 a.m. till 1 p.m., groups of 12–30 people, outdoors in fields and woods, delicious birthday meal, stories about the history of the farm

Speak up 6

Students could work individually or in pairs for this activity. Tell them they can use some of the ideas in the activities on page 119, or they can use their own ideas. Encourage them to plan their party in detail, using points 1–5 to guide them but going beyond this too in order to create the best party plan. Monitor and help while students are preparing their ideas. Focus on weaker students and help them with ideas and vocabulary, e.g. by asking leading questions like How many people will you invite? Will there be adults, or just people your age? What about food? What food do you like? Maybe pizza and chips, or pasta? What about dessert? Encourage students to engage with you and make their own decisions, so they will have the confidence to express them in the group discussion in Ex 7. Possible answers 1 It will be outside, in a forest. 2 We will go paintballing for two hours, and then have a meal together. 3 I will invite 11 friends, so that makes 12 with me, so we can have three teams for the paintballing. 4 We will have burgers and chips, and cheesecake for dessert. 5 There will be a big chocolate birthday cake. There will be prizes for the winning team – maybe T-shirts with ‘Champion’ on them! Everyone will get a photo of themselves with their helmet and paintball gun.

7 Put students into groups to compare their plans and

discuss which party they would like to go to. Before they start comparing their plans, remind them that the question uses would: Whose party would you like to go to? Remind them that we use would for unreal situations, and elicit a few examples of how they can use would in their answers, e.g. I’d love to go to Ana’s party. I think it would be fun. I would enjoy learning how to dance. Ask individual students to tell the class which party they would like to go to and why. Possible answer I would like to go to Sam’s paintballing party. I’ve never tried paintballing before, but I think it would be fun. I think his meal will be very nice, and I would like to win the prize of a T-shirt.

To finish Ask students individually or in pairs (depending on how they worked in Ex 6) to write an invitation to the party that they planned. Elicit a few ways to start the invitation, e.g. Come to my party! I’m having a party! Ask them to write the date and times, and what people should wear or bring with them. Ask some students to read their invitations to the class. Presentation tool:

Unit 10, Reading

Workbook / Online Practice:

WB pp84–91

LISTENING

SB p120

To start Write the letters of the word festivals on the board jumbled up, e.g. E S F V I T S L A. Give clues to help students guess the word, starting with difficult ones and gradually giving more information, e.g. Most countries have them. They happen a few times each year. They’re fun. They happen outside. Everyone is very happy. They’re for everyone in a town or city. They’re to celebrate something, like a special time of year. When students guess the word, tell them that this lesson is all about festivals.

Power up 1 Focus on each photo in turn and elicit what it shows. You could use the opportunity to practise describing photos, eliciting where the people are in each photo, what they are doing, etc. Ask students if there are any festivals like these in their country. Then put students into pairs to brainstorm as many festivals as they can in two minutes.

2 Put students into groups to compare their ideas and

discuss which are their favourite festivals. Elicit ideas from each group in turn.

Listen up 3 Explain to students that in the next task they will hear an

interview with Dan, who is an expert on festivals. Remind them that for this type of exam task, they should read the questions and all the possible answers carefully before they listen, so that they know what information they are listening for. That is what Ex 3 is for. Remind them that the answers occur in the same order as the questions and the speaker will not use exactly the same words as in the questions, but will express the same meaning. Allow students time to read the questions and identify the key words that will help them answer the questions. Discuss the key words as a class. 1 traditional festivals, change, keep culture alive, teach about history 2 modern festivals, less popular, too many, make money 3 Oulu festival, surprised, so many people, disappointed, no camera, angry, behaved badly 4 orange festival, joined in, fighting, injured, ate oranges 5 Hair Freezing Festival, favourite, creative, very serious, take part 6 future, festivals, more international, continue, same, too expensive

Extra Practice App

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10 Let’s celebrate! LISTENING (Continued)

exam task: multiple choice 4

10.1 Tell students that they will hear the recording twice, so they shouldn’t worry if they don’t hear all the answers the first time. Play the recording for students to listen and choose the correct answers. Do not confirm the answers at this point.

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10.2 Tell students they should use the second listen to check the answers they have already chosen, and complete the ones they missed the first time. Play the recording again without stopping. Go through the answers as a class, playing the recording again, this time pausing it to confirm the answers. 1 B (pass that culture on to younger people, so it doesn’t die) 2 C (just run as businesses – all they think about is earning a lot for the people who organise them) 3 B (It’s just a shame I forgot to take my camera.) 4 A (I ended up throwing a few oranges!) 5 C (anyone can have a go – young and old. That’s why I love it.) 6 B (people will carry on enjoying festivals in the familiar way)

alternative Before you check the answers with the class, refer students to the audioscript on page 173. Ask them to read it in pairs and highlight the parts which confirm the answers (see the bracketed content in the answer key).

background The Oulu Music Video Festival is a music festival that is held each year in Oulu, Finland. As well as having serious music awards, it includes an ‘air guitar’ competition, in which people mime playing the guitar to well-known songs, with the best performer being declared the winner. The Orange Festival, or Battle of the Oranges, takes place in the Italian town of Ivrea each year. The origins of the festival are not known, but it involves teams of people from the town fighting each other by throwing oranges at them. It is now a popular tourist attraction, with tourists able to join in the battle. The International Hair Freezing Contest was first held in 2011 and now takes place every winter in Yukon, Canada. Participants bathe in the warm thermal pools outside, wetting their hair in the warm water. The freezing air around them then freezes their hair into weird, icy styles.

6 Explain to students that they will now hear an

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background The Cooper’s Hill Cheese-Rolling Festival takes place each year near the city of Gloucester, in central England. The area is known for its cheese-making, and the cheeses produced locally are large and round. The cheese-rolling tradition is thought to be over 150 years old, and takes place on Cooper’s Hill, a particularly steep hill. A 4kg cheese is sent rolling down the hill and then participants race after it. The first person to cross the finishing line at the bottom of the hill wins the cheese.

exam task: sentence completion 7

10.3 Explain to students that they will hear the recording twice, so they shouldn’t worry if they don’t hear all the answers the first time. Play the recording for students to listen and complete the notes. Don’t check answers at this point.

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10.4 Tell students they should use the second listen to check the answers they have already written, and complete the ones they missed the first time. Play the recording again without stopping. Go through the answers as a class, playing the recording again and pausing it to confirm the answers. 1 2 3 4 5 6

Monday stones 5,000 / five thousand 12 / twelve café post office

Speak up 9 Put students into pairs to discuss the questions. Ask them to note down three advantages that festivals can bring to a town or city, and decide on one festival that they would both like to have in their town or city. Discuss their ideas as a class. Possible answers 1 Festivals bring people in a town or city together, so they can meet each other and make friends. Festivals are fun, so they also make people feel happy, which is important. They can encourage tourists to visit the town or city, and they will spend money, which is good for the town. 2 I would like to have a big music festival in my town because I love music and we don’t often have concerts in my town. I would love to have lots of different kinds of music at the festival, and maybe some famous bands and singers.

To finish

announcement about an unusual festival in Britain. Remind students that for this kind of exam task, they need to complete the notes with one or two words, a number, a date or a time. Remind them that they will hear the exact word or words that they need to write in each gap, but the sentence the word occurs in will not be the same as the sentence written in the notes. Put students into pairs to read the notes and discuss what kind of information is missing in each gap. Discuss their ideas as a class.

Ask: Do you find the listening parts of the exam easy or difficult? Which are the most difficult listening tasks? Why? Elicit a few ideas, then ask: How can you improve your listening skills? Brainstorm some ideas as a class, e.g. listening to news reports or podcasts online, watching and listening to videos online.

1 a day 2 an object 3 a number 4 a time 5 a place 6 a place/object

Presentation tool:

Unit 10, Listening

Workbook / Online Practice:

WB p94–98

Audioscript:

SB pp173–174

SPEAKING

SB p121

exam task: long turn / describing a photo 3

To start Explain to students that in this lesson they are going to practise all the parts of the speaking exam. Elicit the four parts of the speaking exam, and elicit what students have to do in each one: Part 1 – Personal questions. Talk to the examiner and answer some general questions about yourself Part 2 – Describing a photo (also known as Long turn). Work individually to describe a photo Part 3 – Collaborative task. Work in pairs to discuss a situation and some different possibilities, and agree on which one is most suitable for the situation Part 4 – Discussion. Answer some general questions by giving your opinion and talking about your own experiences. You could remind students of practice they have done of Parts 2 and 3 in earlier units (these are the ones that require strategy). Ask: Which part of the speaking exam do you find the most difficult? Why? Which parts are you confident with? Which parts do you think you need to practise more? Why? Ask students to discuss the questions in pairs, then get feedback on their answers.



When students have finished, elicit a model answer from the class.

4

Power up 1 Put students into pairs to read the instructions and decide which of the things they should try to do in the different parts of the speaking exam. Go through the answers as a class, discussing why some of them are not correct.

found difficult about the task and what they each did well. Discuss as a class what students found difficult, and what they could do to improve.

exam task: collaborative task 6

exam task: personal questions 2



Explain to students that they are going to practise answering some personal questions. Remind them that when they answer these kinds of questions, they should try to talk about their own experiences and add more information if possible, for example by adding a reason or an example. Allow students time to read through all the questions, then put them into pairs to ask each other the questions. Tell students that they should listen carefully to their partner’s answers and notice whether they add more information. Monitor while students are working and note down any recurring errors to correct in a feedback session at the end. When students have finished, discuss how easy or difficult they found the task.

extra Ask students to give their partner feedback on which questions they answered well and what they could improve next time. Remind them that feedback should always be helpful and constructive. Students could then swap roles and practise answering the other set of questions.

Students now turn to page 163 and follow the instructions. As in Ex 3, encourage the listener (now Student A) to make notes as Student B is speaking. Monitor while students are working and note down any recurring errors to correct in a feedback session at the end. Use the checklist in Ex 3 to assess each student’s performance. When they have finished, elicit a model answer from the class.

5 Students work in their pairs to discuss what they

all of them except C and G (G is not wrong, but it is not what the speaking test is about)

Speak up

Remind students that in part 2 of the speaking exam they have to talk about a photo, and they must speak for about one minute. Brainstorm some useful language that they can use to describe a photo and write useful phrases on the board, e.g. On the left / right there is …, I can see …, She’s wearing … He looks very happy … . Remind them that as well as describing what they can see, they can also make guesses about the people, e.g. I think they might be brothers, She looks like a dancer, Maybe it’s a birthday celebration because … Put students into pairs to follow the instructions. Encourage Student Bs to make notes on their three questions as they listen to their partner. Monitor while students are working and note down any recurring errors to correct in a feedback session at the end.



Remind students that in the third part of the speaking exam, they have to discuss a situation and talk about different possibilities, then try to agree which is the best or most suitable. Remind students that in this part of the exam, they should have a conversation with their partner, and it is important that they ask for their partner’s opinion and respond to what their partner says. Brainstorm some useful language that they can use in the task, e.g. What do you think of the … ? Do you think the … is a good idea? I agree with you. I’m not sure about that. So, which would be the most fun? Remind them that they don’t have to agree on their answer, but they should try to reach agreement. Put students into pairs to follow the instructions on page 163. Monitor while students are working and note down any recurring errors to correct in a feedback session at the end. When students have finished, ask pairs in turn to tell the class what they agreed and why.

alternative Ask students to use their phones to record themselves when they do Ex 6. They can then listen to the recording and use it to help them assess their performance in Ex 7. Encourage students not to see this as a way of ‘testing’ themselves, but rather as a way of assessing their strong points and identifying areas they can improve.

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10 Let’s celebrate! SPEAKING (Continued)

7 Students work in their pairs to discuss the questions.

Then talk as a class about what things students felt they did well, and what things they found difficult about the task.

8 The questions in this exercise are designed to replicate

the discussion questions that make up part 4 of the speaking exam. Remind students that in Part 4 of the speaking exam, they have to answer some more general questions about their ideas, opinions and experiences. Allow students time to think about their answers individually, then put them into pairs to ask and answer the questions.

9 Students work in pairs to discuss how well they think they

answered the questions in Ex 8. Put them into groups to compare their ideas. Discuss as a class what students found difficult about the task, and how they could improve.

To finish Ask students to think about their discussions in the To start section. Repeat the questions: Which part of the speaking exam do you find the most difficult? Why? Which parts are you confident with? Which parts do you think you need to practise more? Why? Ask them to think about whether they feel differently now that they have practised all the parts. Discuss as a class which speaking tasks students feel confident with and which ones they find difficult and need to practise more. Presentation tool:

Unit 10, Speaking

Workbook / Online Practice:

WB pp99–100

Speaking File:

SB pp146–147

WRITING

SB pp122–123

To start Explain to students that in this lesson they are going to practise all the parts of the writing exam. Elicit the different tasks in the writing exam, and elicit what students have to do in each one: Part 1 – an email, in which they answer an email to a friend and respond to some questions or notes that are added to the email; Part 2 – an article or a story (the student should choose). If they write an article, they should answer some questions on a topic and give their own opinions; if they write a story, they should continue the story from a first sentence which they are given. Elicit that in each task they should write about 100 words.

Power up 1 Put students into groups to discuss the questions. After

a few minutes, stop the activity and hold a brief class discussion. Encourage as many students as possible to join in and express their opinions. You could build up a checklist on the board of ways students could use to improve their writing, e.g. use interesting adjectives, use different verb tenses, check my grammar.

Plan on 2 Remind students that they have to write the email in

Part 1 of the exam. Ask them to read the email task and choose the things they need to do. Check answers with the class. all except B and G

3 Ask students to read the student’s answer and notice

which points are included. Check the answer and point out that the answer is a good model because it does all the things the task requires, and it doesn’t do anything else that is not necessary. it includes all except B and G

4 Ask students to work individually to plan their answers.

Monitor and help while they are working. Remind them if necessary that they must include all the points in the four handwritten notes on the email. When students have finished, put them into pairs to compare their ideas and suggest improvements. Ask some students to read their plans to the class and add some possible ideas to the table on the board.

Write on exam task: an email 5

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Ask students to write their email. They could do this for homework. Point out to students that they will get a chance to check their work and make corrections or improvements at a later stage. Don’t collect their work in or mark it at this stage.

Plan on



• Has the student written the appropriate number of words? • Have they started their story with the opening sentence? • Does the story have a clear beginning, middle and ending? • Have they used a range of narrative tenses correctly? • Have they used time expressions correctly? • Have they used a range of interesting adjectives and adverbs? • How accurate is their grammar? • Have they written in an appropriate style?

6 Remind students that in Part 2 of the Cambridge

Preliminary for Schools writing exam, they can choose whether to write an article or a story. Ask students to read the two tasks and choose the one they want to do. Discuss as a class which task students have chosen and why.



Take the opportunity to elicit or remind students about what they need to do in each of the tasks. Build up a checklist for each task on the board to help students:



Article: • Answer all the questions in the task • Use a wide range of language, especially descriptive language • Include information about your own experiences, feelings or opinions • Write in an informal, chatty style



Story: • Start the story with the opening sentence • Make sure the story has a clear beginning, middle and ending • Use a range of narrative tenses correctly • Use time expressions correctly to show when the events happened • Use a range of interesting adjectives and adverbs

7 Ask students to read the two students’ answers and

answer the questions. Check the answers with the class, eliciting which parts of the students’ answers are relevant to each question. 1 A ​2 both ​3 B ​4 A ​5 both

8 Ask students to work individually to plan their answer.

When students have finished, they could work in pairs to give each other feedback on their plans and suggest improvements.

Write on

Story:



Article: • Has the student written the appropriate number of words, on a suitable topic? • Have they answered the three questions in the task? • Have they used a wide range of language, especially descriptive language? • How accurate is their grammar? • Have they included information about their own experiences, feelings or opinions? • Have they written in an informal, chatty style?

To finish Ask students to read their article or story again. Tell them they are going to tell a partner their story (without reading it), or tell them about the ideas in their article. Allow students one or two minutes to read their work again and try to remember it. You could allow them to make a limited amount of notes, e.g. ten words, to help them. Put students into pairs to tell their stories or talk about the ideas in their article. When students have finished, ask: Which is easier – speaking or writing? Why? Discuss the question as a class. Presentation tool:

Unit 10, Writing

Workbook / Online Practice:

WB pp92–93

Writing File:

SB pp148–150

9 Ask students to write their answer to the task they have chosen. They could do this for homework.

Improve it 10 If students do the writing tasks for homework, they can

also do this activity for homework. Alternatively, students can swap their answers and check both pieces of writing for their partner, using the checklist. Give the students a chance to improve their work in line with the feedback they receive from their partner, then collect in the work and assess the students’ work.



Email: • Has the student written the appropriate number of words? • Have they included the four points in the task? • Have they used a wide range of language, especially phrases for agreeing to help, making suggestions, etc.? • How accurate is their grammar? • Have they started and ended the email in an appropriate way? • Have they written in an appropriate neutral or formal style?

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