ril

d.

J
Boolt
Ieucher'$
-.-
E:

Introductionto the Teacher

E=

Upstream LevelBl+is a modularsecondarylevelcourse the Student'sBook,and containelements specifically :

for learners
studyingEnglish
at B1+level. designed to extendandconsolidate learning
througha F.-
wide varietyof tasks.Thesearegroupedin eachunit as
Accordingto the EuropeanFrameworkof Reference,
VocabularyPractice,Grammar in Use, Listening&
studentsat levelB1+ are ableto understand and use
Speaking andWriting ;
everydayexpressions, and vocabularyand phrases
relatedto the world around them (family,friends, Furtherpractice isprovidedin allessential
vocabulary
in a
home,etc).Studentsat this levelare able to discuss
up-to-datetopicsand presenttheir opinionsand point
Word Perfectsectionand in all majorgrammatical
in a GrammarChecksection.
areas
F
of view.
The Teacher'sversionof the Workbookreproduces the
Upstream LevelBl+aimsat the balanceddevelopment
of allfour language whileallowingfor a flexibility
skills,
Student'sversion,overprinted
with a Keyto all exercises F
TestBooklet
of approachwhich makesit suitablefor all classes,
including largeor mixed-ability
classes. TheTestBookletis dividedinto threeoarts. F
The courseincorporates both a cross-cultural and The first part containsfive tests - that is, one per
cross-curricular module- each in two equivalentversionsro ensure
guidelines
approach, and its syllabus
reflectsthe
of the Councilof EuropeFramework. reliability
of results.Studentssittingnextto eachother F
The coursebook work on differenttests, but are tested in the same
consistsof five modulesof two units
languageareasat exactlythe samelevelof difficulty.
each,covennga widevarietyof topics.TheWorkbook
provides supplementarypractice in the relevant These tests facilitatethe assessmentof students' F
progress and enablethe teacherto pinpointstudents'
l a n g u a gsek i l l s .
specificweaknesses.
Thereis alsoan ExitTest,which coversall the material
F
, CourseComponents learnedat this level.and can be usedeitheras an

Student3Book
assessment test or as a placementtest for students
aboutto moveon to the nextlevel.
tr
The Student'sBook is the main componentof the
,course.lt consistsof five modulesof two unitseach.
Eachunit is basedon a Singlethemeand coversa wide
The secondpart consistsof ten ProgressTests- one
for eachunit - to providedetailed,objectivefeedback
regardingstudents'attainment.
tr
varietyof relatedtopics.All unitsfollowthe samebasic
format (SeeE/ements of theCoursebook).
Thethird part containsthe keyto the tests,as well as
the keyto the Progress
Tests.
tr
Teacher's
Book
The modernteacherneedsto be flexibleand capable
An audioCD/cassette
which containsall the recorded
materialaccompanies
the TestBooklet. tr
of undertakinga wide range of roles within the Note:At the end of the TestBookletthereis a Progress
classroomTheTeacher's Bookhasthus beendesigned
:n such a way as to supportthe teacherthrough
ReportCardsection.Uponcornpletion of eachmodule
and after the correspondingtest; photocopy the
F
nis/hermultr-faceted
task respectiveProgress ReportCard and fill it in, one per
Accordingly, the
comprehensive
Teacher's Book contains student Studentsshould keep each card in their
Language Portfoliofor futurereference
F
Teacher'sNotes,fully interleavedwith
the facing pagesof the Student'sBook. The notes
providestep-by-step lessonplans.suggestions on how
to presentand exploitthe material,and a full Key to
My LanguagePortfolio F
My LanguagePortfolio is a booklet containing
all exercises
in the Student'sBook.
documentationand suggestions
The Teacher's .Notes also contain suggestionsfor
to enablestudentsto
build a personalLanguagePortfolio,plus a section
b
optional extensioniactivities to carrypracticebeyond entitled My Dossier,with photocopiabletear-out
the scope of the material in the Student'sBook.
(Naturally,teachersmay chooseto omit. extend or
worksheetsthat serve as the basisof writino and
projectwork.
t
adapt any of the materialin the Student'sBook at
Students shouldalsoincludethe writingtasksand any
their discretion,'to
ctass.J , l
suit the particularneedsof their
additionalmaterialrelatedto the course(drawings,
paintings, recordings,
F
etc) in the LanguagePortfolio.
For more informationabout the European Language
Workbook
Portfolio refer to http://culture.coe.fr/lang
,E
,,.
TheWorkbookconsists of ten unitswhichcomolement
the theme and contentof the corresponding
units in
F
IV
N
- - _ - ' .
_-{
*l

-*il
J

= ClassAudio CDsor Cassettes

The ClassAudio CDs or cassettescontain all the
iecordedmaterial whichaccompanies the course.This
.c udes all reading texts, dialogues.
songs and
: ,: -,:ciation/intonationtasks, in addition to the
--.::i a
useciin the listening
tasks
-.il

Sludent'sAudio CD or Cassette Grammarin Use

r-3 Si"ceni's Audio CD ELTmethodologyand pedagogyare basedupon the
-I or cassettecontarnsthe
-{ beliefthat structureand form are the basicelements
of the learningprocess.Despite
the graduarmovement
in the last few yearstowardsa more functionaland
I communicationalapproach, Ltpstream LevelBl+ has
beenbuiltuponthe beliefthat, ideally,
thereshouldbe
practice
in pronunciation
and intonation. a balancebetweenfunctionand structure,meantng
._.{_ and form.
TheGrammarin Usesectionprovides studentswith all
-rl Elements
of the coursebook the clearpresentation, guidedand free practicetasks
1

and production tasks needed for mastennq kev

Eachunit contains
the followingelements: structures.The exercisesand activitieshave-been
i
designed to systematicallyreinforce students,
The Modular pagesare found at the beginningof understandingof the key grammar structures
each moduleand aim at intriguingand motivating presentedin the unit. There js also a Grar:ra,
studentsto becomeinvolvedin the units.Studentsare Reference sectionat the back of the Studert'sJ,::.1
introducedto the mainthemesof the unitsand given that offersmoredetails.
ihe opportunityto familiarise
themselves with their
contentandto expresstheiropinions. Listeningand SpeakingSkills

Reading
Eachunit containsa 350 to 600-wordtext which is
linkedto the themeof the unit.Thesetextsareorawn
from a varietyof authenticsourcesand constitutea
J
wide rangeof text types meaning.mood, intention,feeling,opinion,etc. The
fistening
tasksall replicate
authenticspokenEnglish
and
The rangeof readingtextsincludes: labelsand signs, featurea rangeof genuinenative-speaker
calendars, accen6.
charts,biographies.lettersand postcards,
stories and articles, advertisements,leaflets and

J ln this section students practise real_life

communicationstrategies in everyday English.
Functionallanguagestructures
associated
with realistic
-d ,/ top-down activities
(scanning and readingfor gist) situations are practised in a wide range of
'/ bottom-up activities (readinq for detailed
communicativetasks and deal with features of
understanding) everydayspeechsuch as expressingdissatisfaction,
/ oral reproduction(studentsperforma roleplayor avoidinggivinga direcranswer,
andso on.
situational
dialoguebasedon the text,or outline
the mainpointsof the text). Pronunciation tasks develop students' ability to
J recognise,distinguishand reproducethe vanous
VocabularyPractice soundsin spokenEnglish.
The target vocabularyof each unit is presentedin a Intonation activitieshelp studentsto recognisethe
J
4
meaningfulcontext,usingvisualaids,and is practrseo patterns of intonation, stress and rhythm which
and extended throughoutthe unit.Thewholeunit aims characterise
spokenEnglish, and to repioducethese
at providingthe learners
with practiceopportunities correctly.
-,1 to
- activatethe new vocabularythrough exercises
desiqned

{
J V
, i

I
Writing
Thewritingsectionshavebeencarefullydesigned to
their
ensurethat studentsdevelop writing in
skills a i
manner.
systematic
r a-

.
,/ to skim and scantexts. . :
planandisbasedon the modeltext provided'
All writingtasksare basedon authentictypesand r,-..
stylesof writing, includingnotes,postcards; letters
(both formal and informal), stories,descriptions'
essays,reportsandarticles-
eachunitcontains
ln addition, a number of shortwriting
task t ;

AdditionalMaterial
FurtherReading
Module Self-AssessmentSections
Thissectionpresentsthe studentswith a varietyof of the topics'
and cross-curricular Thesereinforcestudents'understanding
authentictexts on cross-cultural
topics. and structureswhich havebeenpresented
'vocabUlary
:
in the module.
".:
Theyare found at the end of each'module-and help Ss
monitortheirown The
progress. of
objectives the module
and the students'achrevemehtsare clearlystatedat the ,,,
section
end of eaehSelf-Assessmenf

country. The Eco'friendssectionsat the end of eachmoduleare

linkedto the theme of the unit. They are designedto
broadenstudents'understanding of environmental issues
and provldestudents with the opportunityto use their :
languageskillsin Brder to learn. read and talk about
ecologicalmatters.
j
acquainted of subjects'
with a variety Appendicesto the Student'sBook

--:

-
. Five entertainingsongs - one per module
Funtime practiselanguageitemspresentedin the module' 1

a jokerelatedto the themeof the . The PairworkActivities secttonfeaturestwo sets

Thissectionpresents
unlt. of materialsfor students to practise picture
'
discussionor rnakingdecisionsbased on visual
promp$
StudySkills
. The Grammar Referencesectlon presentsfull ,
autonomy
of learner
The'notion to pinpoint
is difficult

'
section,
ln each StudySkiltssectionstudentsare explicitly
theycanput intopractice
taughttechniques insideas

VI
-l-il

An AmericanEnglish- BritishEnglishGuide
outlines
.andhighlights
differences
betweenthe
two maininternational
varieties
of English,
Irregular
Verbs
Thisprovides with a quickreference
students list
for thoseverbformsthevmiohtbe unsureof,at
----1 trmes.
o { complete Word List contains the new
vocabulary presented in each unit, listed
. UseofLl.In a monolingualclass,vocabulary
canbe
alphabetically,
with a phonetictranscription
of
eacnworo, explainedin the students' mother' tongue.
althou$hthis method should be used only in
moder,ation. Studentsalsoneedto comparetheir
SuggestedTeach
ing Techn
iques mothertongueto the Englishrlanguage to'find
similarities
and/o1differences.
A - Presentingnew vocabulary The choiceof techniquedependson the type,,ofword
Much of the new vocabularyin lJpstreamLevelB1+is or expression.
Forexample,it maybe easierto describe
presentedthroughpictures,and studentsare askedto an actionverb throughmiming,and not througha
match the pictur,esto listed words. Vocabularyis synonym or definition.
alwayspresentedin contextand emphasisis placedon
collocationsand word associationsince memorising B - Writing
new wordsis easierwhen they are presentedin lexical All writing tasksin Upstream
Bi+ have been carefully
sets. designedto guide studentscloselyin producng a
Furthertechniques
that you mayuseto introduce
new successfulpieceof writing
vocabularyinclude: . Alwaysreadthe modeltext providecl ano c:a
. Miming.Mimethe word to be introduced.For detailwith the tasksthat follor,rrSiuce--s ,,,
to presentslng,pretendyou are singing
instance, then have acquiredthe languageiecess-',..:
andaskstudentsto guessthe meaningof the worrd. copewith the finalwritingtask
o Synonyms, opposites, paraphrasing and giving . Make sure that studentsunderstandthey a.e
definitions.
Examoles: writingfor a purpose.Go throughthe writingtasr
- Presentstorebygivinga synonym:A storeis a in detailso that studentsare fully awareof why
*I they arewritingandwho they arewritingto
5hop.
Presentfal/bygivingits opposite:Heisnttshort, . Make sure that studentsfollow the structured
J he'stall. outlinetheyareprovided
with.
- Presentweekendby paraphr:asing
it: ldon'twork
. lt wouldbe advisable
to completethe taskorallyin
at the weekend.I don't work on Saturdayand
Sunday. class before assigningit as written homeworr.
.J Studentswill then feel more' confident about
- Presentgardgeby givinga definition:Agarage
is theplacenextto thehousewhereweput ourcar. , ,producinga completepieceof writingon theirown.

J . Context. Placevocabularyitems in context with C - Synergy

examples which make understanding easierand,
. At the-end of eachlessonaskstudentsto review
morecomplete.Forinstance, introducethe words'
city and townby referringto a city and a town in and consolidatewhat they have learnt in the
the students'own country Romeisa city,butParma lesson.Allow studentstwo to three minutesto
isa town. look at the relevantpagesand their:noted,then
havethem closetheir books.Ask them to think of
. Visualprompts.
Show photogr,aphs
or drawingsto ten words and the grammarstruct,ures from the
rra<eunderstanding
easier. unit.Students thenfind a partnerwho haseither
J . Useof (bilingual/monolingual)
dictionary.Encourage the' samename/eyecolour,a namestartingwith
studentsto guessthe meaningof a word,then use the sameletter.or someonewho likesithdsame
theirdictionaries
to checkif theirguessiscorrect type of music,etc and discusswhat they have
learntin the lesson.
,L . Sketching.Draw a simple,sketchon the boardto
" lf necessary,
practise
the taskwith a studentto help
illustrate
the word(s)to be explained.
Forinstance: them understand how to dealwith it.
-{ . Go roundthe classandcheckSs'performance. Help
wherenecessary
--{ vil
J
i**
l:t:

D - Assigninghomework
assigned
Stagesin pairwork
Organise studentsinto Pairs
u;:
that homeworkis regularly
It is recommended Setthe taskand time limit
and routinelycheckedaccordingto the specificneeds
of the class.
- Rehearse the taskin oPenPairs
- Ask studentsto do the task in closedpairs
L;
When assigning writingtasks;preparestudentsaswell Go aroundthe classand helpstudents
as possible
in advance.Thiswill helpthem avoiderrors
and get maximumbenefitfrom the task.
- Pairsreportbackto the class.
u;
" Groupwork.Groups of threeor morestudentswork
homeworktasksinclude:
assigned
Commonly together on a task or activity.Classprojectsor
. Studentsmemorisethe meaning of
Vocabulary.
roleplayare often most easilydone in groups. D;
Again, ensure studentsclearly understandthe
phrases.
u Reading
wordsand
aloud.Assistedby the Student'sCassette
task in advance.
A student answersa questlon,
" Rollingquestions.
[r
or CD, studentspractiseat home in preparation then proceedsto ask a questiondirectedat the
for readingaloudin class.
, thorough preparationin class,
Writing/Projecf.After
next student in turn This continuesaroundthe
Lt d>5.
F
studentsareaskedto producea completepieceof
writing. G - Usingthe Student'sAudio CD F
Studentshavethe chanceto listento theserecordings
E - Correctingstudents'work at home as many times as they want in order to

All learnersmake errors;it is part of the processof

improve their pronunciationand intonation. The F
studyare:
suggestedstagesof suchself-access
learning.Theway errorsaredealtwith dependson the
activity. . The studentlistensto the recordingand follows
the linesin the text or dialogue.
N
. Oralaccuracyln drill Work,correctstudentson the
spot, eitherby providingthe correctanswerand . The studentlistensto the recordingwith pauses
askingthem to repeatit, or by indicatinqthe error after each sentenceor exchange.The student F
but allowingstudentsto correctit. Alternatively, repeatsas manytimesasneeded,tryingto imitate
indicatethe error and ask other students to pronunciation
the speaker's and intonation.
correctit. . The Studentlistensto the recordingagain.then
F
. Oralfluency.Inpairworkor freespeakingactivities; readsaloud.
allow students to finish the task without
interruption,but makea note of the errorsmade
F
and correctthem afterwards Portfolio
My Language
t Vlrittenwork.Do not over-correct;focus on errors At the beginningof the course,studentsshoutdbe
F
ihat are directlyrelatedto the point of the asked to obtain a suitable folder, or sectioned
exercise.When givingfeedbackyou maywrite the
most commonerrorson the boardand helpthe
classto correctthem.
documentwallet,which they will bringto eachlesson
andwhichwill holdtheirpersonal LanguagePortfolio.
u:
Thiswill be usedto storenot onlythe materialcut out
Remember that praisingstudentsand rewardinggood
work is of great importance,Postwritten work on a
of the printed supplement,My Language Portfolio,but
alsoa wide varietyof otherdocumentsand material'
F
noticeboardin the classroomor school, or give In practice,LanguagePortfoliosmay includeprojects
'reward'stickers.Praiseeffort as well as success.
or other written work; computerdisketteswith work
or drawingscornpletedinsideor outsidethe class;
Er
F - Classorganisation video cassetteswith the students' favourite story, -:
fir
o Openpairs.Theclassfocusesits attention on two filmed performancesof songs, school plays, etc; r
studentsdoing the assignedtask together'Use EvaluationSheetsand reportsfrom teachers;various
this techniqueto providean exampleof how the realiaor picturesand so on. In short,it isa collectionof
taskshouldbe done. what the learnerswant to keep as evidenceof what t-
they are learningthroughthe mediumof the English
. Closedpalrs.Pairsof studentswork together on a language.
task or activity,while the teachermovesaround
the classroom offeringassistanceand suggestions. ThisLanguage Portfoliois the student'sproperty.lt is a
L_
Ensure the taskis clearlyunderstoodbeforeclosed tool to accompanythe students'languagelearning
pairworkbegins. throughoutthe courseand is suitablefor documenting
their learningboth insideand outsidethe classroom'
t-'

VIII o --'--
r
F-

-,{

Themainemphasis is on the process so

of learning, = Allaboutme: Studentsfill in their personal
,__J
that while compilingtheir LanguagePortfolios, informationand recordtheir exposureto the
learners
developthe skillof workingindependently. English
language,
Theaim of the Language Portfolio is to developthe students,providingany necessary help. The
learners'autonomy. However; theyshouldbe guided purposeof this sectionis for both students
a: firston how to organise theirwork,keeprecords, and teacherto be able to determineeach
access therrownrnformation, etc.Learners at thislevel
J student'sindlviduallearningstyle (i.e.visual,
areusually willingto experiment andtry newthings, auditorytactiIe/kinaestheti
c) and needs.
but at the sametime,canbe discouraged if theyare
My Worldof English:By updating the record,
not surewhatis reouired of them.Oncea routinehas studentsget a senseof achievementin the
beenestablished and learners beginto develop their
targetlanguage.
autonomy, theycanbe givenmoreresponsibility and
NowI can: Studentshavethe opportunityto
freedom.Learners will still appreciate feedback and
assess their own learning.lf a studentmoves
appraisal,though,so it is important that theirefforts to a new schoolhis/herteacherwill also be
aremonitored andfacilitated. ableto gaugethis student'slevel,
)l
FuturePlans:Studentsrecord their intentions
FirstSteps and ambitionsconcerningtheir improvement
It issuggested that workon the Language Portfoliois in the target language.
-J
starteda few weeksinto the courseoncestudents
havemadesomeprogress language.
in the English At lll) Dossier
this level,a lettercan be sent hometo parentsto The activitieshavebeendesignedto reinforcethe
4 informthem that the studentswill needa folder, languagecoveredin each module.They can be
plasticenvelopes, etc. At the beginning of the first
doneuponcompletion of eachmoduleor at a time
session,askthestudents to turnto pagethreeof their convenient to the providedthat students
teacher,
Language Portfolio.Go throughthe lettertogether, havecoveredthe corresponding module
makingsure that the studentshave a thorough
understanding of the conceptof the Language It is suggestedthat teachersparticipaten t:e
4 Portfolio.Encourage them to ask questions about activitiesby bringingin a completed versionc'a^
anythingthey do not understand. Then,give the activityto be presented.Studentsneeo'lo oe
studentssome time to arrangetheir Language motivatedand inspired,and the followingis a
J Goaround,providing
Portfolio. anynecessaryhelp. suggestionon how to approacheach activity.
Everytime studentspresentan activity,givethem
Once the studentshave arranEedtheir Language due praise and attention, reward them with
J Portfolio, go through each page together, stickers,etc. In general,makethem feelthat they
commenting on the layoutandpictures,andgivinga
havedone somethingspecial;in this way, all the
briefexplanation of the contentof eachpage.Spend classwill be encouraoed to do likewise.
J some time going throughthe Language Biography
section,providing any necessary help.Oncethis has
.d
beencompleted, encourage the studentsto do the Typesof Learning
Styles
J in the Dossrer
activities section.
Experienced teachers will be awarethat someof their
Howto approacheachsection studentslearnbestby listening to new informatlon,
J
l) Language
Passport somepreferto readaboutit, whereas otherstudents
needto do somethingwith the new information.
Readout the introductoryparagraphas the Thereis no absolute 'best'methodof learning; these
studentsfollow silently.Answerany questions areallvalidlearning styles, asdifferentpeoplelearnin
they may have. Each time they are given differentways.Consequently, a coursebook should
somethingfor thissection, remindthemto make and materialwhich
offer a varietyof exercises
sectionof
a recordand file it in the appropriate stylesin orderto help
,d
stimulate all typesof learning
theirLanguage Portfolio. the learners learnaccording to theirpersonal learning
styles.
Ji ll) Language
Biography
c VisualLearners need to see the teachertsbody
Spendsometime on eachsection,makingsure language and facial expressions to fulty
of them.
knowwhatisrequired
thestudents understand the contentof the lesson. Theythink
of each
of the rationale
Hereisa briefexplanation in picturesand learnbestfrom visualdisplays,
section: includingdiagrams, illustrations,transparencies,
-{ videos,flashcardsandhand-outs.
L

-.1 IX
.{_
t.-
l--

t_,

o Auditory Learnerslearn best through verbal - red): the student does not
n (non-competence
explanations, discussions,
talkingthingsthrough
i,*
understandthe task and is unableto respond
and listeningto what othershaveto say.Written appropriately
informationmay have little meaninguntil iti is
heard They often benefit from readinga text t*
CumulativeEvaluation L

aloudand usinga taperecorder.

Cumulative evaluation
takesintoaccountthe workthe
studentshavedonethroughoutthe moduleaswell as ET
i

their participation
and attitude.The instruments
of
evaluationare:,
. Student's
Self-Assessment
Forms:After the stu-dents
t
L
by their need for activityand exploration.These
learnersexpressthemselves through movement. havecompletedthe Self-AssessmentFormsection of
Theyhavea good senseof balanceand hand-eye eachmodule,they fill out the photocopiableSe/f- E*
L
co-ordination.By interactingwith the tpuie
aroundthem, they are able to rememberand
processinformation.Involvethem in role play.
pairworkandotherclassroom activities.
"T
L.

for future reference.The Self-Assessment

printedat the backofthe Teacherb
Formsare E
Evaluation Book, L

Evaluationisan essential
partin the learningprocess.
helpsthe learners
lt
-L*
recognisetheir progress
in the targ t
language,how much they haveachievedand what
,areasneed further practice:The learners,attitUde G
L

reference.
5.*

Abbreviations
The processis dividedinto three parts:lnitialEvaluation li*
at the beginningof the coUrs€;Formative The followingabbreviations
ar.eusedih the Student,s
Evaluation.
which is done on a day-to-daybasis,and Cumulative BookaindTeacher'sNotes:
Evaluation,
uponfinishing a module. T teacher
S(s) student(s)
InitialEvaluation HW homework
Thisevaluatroncentresmainlyon the 5tudentsf L1 studentsrmothertongue
reports
from the previousschoolyear.The teachercan assess , Ex, exercise
the students'Ievel,work alreadycovered,work which P(P). Page(s)
needsto be covered,strengths/Weaknesses.etc. l
e.9, for example Y-'
'i.e: that is
FormativeEvaluation etc etcetera,
b.-
sb somebody
Any exercisea studentdoescan be usedfor this type sth something
of evaluation.The resultsare then recordedon ihe
student'sFormative
Evaluation
Chart. b
Makeas manyphotocopies asyou needand complete
the charts as indicated.Write the names of the ;--
activitiesyou aregoi.ngto evaluate(e.g.diatogues,
songs,
pairwoilT efc)and write the marksobtainedwith the
helpof the followingcode,usingcoloursif youwish. |._,
c (competence - green): the student has a full
understandingof the task and responds
appropriately 9,:
t

w (working on . yellow); the student has an

understanding of the taskbut the response
is not i!-*,
fullyaccurate
X
[-":*''
Programme
Module'l (Units1-2):Our world . makesuggestions& agree
6 express
Interest
I n t h i s m o d u l et h e 5 s w i l l . . .
Theabovewill be practisedby employingthe
r e a o. . . vocabularyand grammartaught,usingguidedand
r r r : r t i r l o a b O U tn e i g h b O U r S freespeakingactivities
suchas:
--t , a quizto discover their personality
typesbasedon - oralpairwork
theirbedrooms roleplay
. a cartoonstrip informationgap activities
o notesof reminder - teamwork(games)
r a lettergivingnews - situationaldialogues
' a joke
. a leafletaboutUKwildlife write...
r a text on how to makea wildlifepond r a shortparagraph abouta neigbour/friend
. a dialogue at a party . an informallettergivingnews
. a leafleton the Countryside Code ' a shortarticleaboutwildlifehabitats
o an articleabout Britishpeople& stereotypes . a leafletadvertising an Environment'Day
. a dialoguein a forest a short letterto a friendaboutwhat they are
"
o a letteraskingfor information goingto do to helpprotectthe environment
o slgns
l
. a tPXt ahout nesticigg5 do a project about ...
o a text aboutcities q stereotypes in theircountry
. a ieafletaboutrecycling o pesticides in theirlocalsupermarket
andtheiruses
- :-;
#
I
-: r3ovewill be exploitedthrouqhactivitiessuchas: I-EXICALAREAS
- ,:ierrrng c everyday actrvities,
chores
- readingfor specific
information (scanning) . appearance
1 - rcentifliing
correcVincorrectinformation . personality
- identiflTing
relevanVirrelevantinformation . relationship
to others
- matchinginformation to a text r animals
_l - . flora& fauna
grstreadrng
- comprehensionquestions . socialissues
I naturalhabitats
=d listento... n the environment
. a conversation
aboutrelationships people
between
. soundsin a forest Theabovewill be pr,actised
and consolidated
through
*J r shortdialogues activities
suchas:
. a dialoguebetweenfriends matchingl
. a text abouttrees categorisation
1 . a parkrangertalkingaboutforests - dictionarywork
. a dialogueaboutendangered species + picturerecognition
. a conversationbetweenpeopleat a party oralpairwork
-1 o a songaboutthe callof the wild
. a conversationabouta schooltrip to a safaripark EXPLORING GRAMMAR
c presenttenses
4, Theabovewill be exploited throughactivities
suchas: r stativeverbs
- matching o modals(musVhaveto/should/ought
to/mustn't)
- intensive listening
for specific
information . will - goingto
J - g a pf i l l i n g 9 ,tirnewords
- creclicting . futuretenses
- identifyingcorrecVincorrect information
I
Theabovewill be practised
& consolidated
through
l e a r nh o w t o . . . activities
suchas:
l
. 'o:iog.se& acceptapologies matching
.4 r ':qi;esthelp - picturedescriptior
- g a pf i l l i n g
" :escribepeople
* 'loduce yourself& others - promptsto sentence/question/answer
forms
. ,"t
. ,.ccialise - excnanges
r excress admiration
---{
I
XI
Prog!'amme

Module2 (Units3-4):Holidaysand Theabovewill be practised

by employingthe
schooldays vocabularyand grammartaught,usingguidedand
freespeakingactivities
suchas:
In this module the 5s will ...' work (oral)
class/pair
- situationaldialogues
read ... - informationgap activities
. an ad for,a hotel - role-play
r a shortstoryabout a holidayexperience
n tour ads write...
c a storyabouta safari . a shortmagazine articleabouttheirworstholiday
o an articleaboutButlin's
holidaycamps o a letterto a friendfrom holiday
o an articleaboutmanners o a shortparagraph describingholidayactivities
. notes& notices fromtheiryouth
. a cartoonstrio c a story
n a dialogue aboutthe pros& consof studying . a leafleton how a visitorto theircountrvshould .*
online behavewhen diningout
o a shortbiography an e-mailto a friend
"
o a travelguidefor SouthAfrica . a for-and-against essay
. an articleaboutcarnivorous,plants e a shortstoryabouta holidayexperience
=
Theabovewill be exploitedthroughactivities
sucnas: do a project about ...
- inferring n plantspecies in a chosenhabitat
readingfor specificinformation(scanning)
- identifyingrelevanVirrelevant
information LEXICAI-AREAS
matchinginformationto text " education
gist reading " travel& holidays
- comprehensionquestrons o modesof transport
multiplechoice o accommodation
. holidayproblems
listen to ... . waysof travelling
r travelannouncements r politebehaviour
r ambientsounds o typesof schools
o weathersoundeffects . school/college
subjects
o informationabouta bustour
o a personbookinga tour Theabovewill be practised
and consolidated
thrnr rnh
. a tannoyannouncement activities
suchas:
. someonetalkingabouttheirschoollife - matching
. a conversation :
betweena parentand a school picturerecognition
secrerary oral pairwork
. two friendstalkingabouta courseat schoor gap filling
. two friendstalkingabouttheirsummerandthe - tablecompletion
new schoolyear
EXPLORING GRAMMAR
Theabovewill be exploitedthroughactivities
suchas: o pasttenses
intensive
listeningfor specificpurposes . usedto-would
. adverbsof time & movement I

identifyingreleva
nVirreleva
nt information . reportedspeech
- identifiingcorrecVincorrect
information . say-tell
. reportingverbs
multiplechoice
Theabovewill be practised
& consolidated
thr-ougn _
learn how to ... activities
suchas:
' booka guidedtour matching
o express dissatisfaction
& askfor details - promptsto sentence/question/answerforms +
. talk on the phone - informationgap activities
. makepoliterequests a game
. describepictures
=

xtl
.J-

- Module 3 (Units 5-5):Let's have fun roteptay

- prctoflalprompts
ln this module the 5s will ... - situationaldialogues
^ _ matching
=
read ...
. about mythicalcreatures wnite "..
,': . a shortarticleabout bodylanguage r a shortarticleabouta mythicalcreature
. about Halloween . an e-mailto a friendabouta scarydream
. a dialogue
: abouta Halloween party " a shortparagraph abouta festival
'= r an articleaboutswimmingwith sharks a 3rd-person narrative
"
o an advertfor a walk for tourists
" an articleabouta ghosthunt
+ r an articleaboutspecialeffectsin films n a film review
:= . a set of instructions o instructions on how to senda text message
. aboutteen culturein Tokyo o a paragraph about how teenscommunicate
. a dialogue aboutcomputerproblems o a letterto a friendreviewinga CD.
11 . an extractfrom a novel
e a shortbiography do a project about ...
o a letter u growingtheir own fruit, vegetableor herb
= u an articleaboutthe Edinburgh festival
* an articleabout how to grow yourown fruit and LEXICA!-AREAS
vegetables o partsof the body
:= , moods&feelings
T-: alorrewill be exploited throughactivitiessuchas: . bodYlanguage
- ,lierring n personal experiences
'= - i-eacrng for specific
information (scanning) . festivals
- :e.ritfl/ingrelevanVirrelevant information o youth culturegadgets
- rnarching information to text " the Internet
- multiplechoice . entertainment
=
- gistreading n technologY
- comprehension questions
- identifying correcVincorrectinformation Theabovewill be practisedand consolidated
through
:
activities
suchas:
listento ... - matching
-*. . soundeffects _ pictureidentification
. musicalextracts - oral pairwork
+ . someoneinvitinga friendto a party - dictionarywork
' a conversationabouta Mexicanfestival - gap filling
=
. a film review
. a conversationaboutthe Internet EXPLORING GRAIVIMAR
-; o someonetalkingabout how to makecompost o comparatives & superlatives
e defining& non-definingrelative
clauses
=* Theabovewill be exploited throughactivities
suchas: o quantifiers
- intensivelisteningfor specificpurposes o articles
=
- gaPfilling ' adverbs
- matching . reflexivepronouns
-- - identifyingrelevanVirrelevantinformation c questiontags
- identifyingcorrecVincorrectinformation " echotags
-: learn how to ... Theabovewill be practised& consolidated
through
e invitepeople& accepVrefuse activities
suchas:
. askabouta problem& offer help informationgap activities
. recommend something - matching
+
- sentence completion
Theabovewill be practisedby employingthe - promptsto sentenceforms
+ vocabularyand grammartaught,usingguidedand - exchanges
freespeakingactivities
suchas:
- informationqao activities
= narration

r- xlll
Programme

Module4 (Units7-8):Busypeople Theabovewill be practisedby employingthe

vocabularyand grammartaught,usingguidedand
In this module the 5s will ... freespeakingactivities
suchas:
- pairwork
read ... informationgap activities
o an interviewwith a divinginstructor - situationaldialogues
r about personalitytypes
. a canoonstnp - teamwork(game)
o a letterapplyingfor a job
. an articleabouta Ravenmaster write...
. an articleaboutselfdefence e an interviewaboutsomeone's job
o aboutprecautions to avoidhavingtheir n an e-mailto a friendabouttheir dreamiob
purse/walletstolen . an e-mailto a friendaboutrregrets
. newspaper headlines . a letterof application
. a newsreport c a listof Do'sand Don'ts
r an articleaboutbullying o a leafleton safetyon the streets
r an articleaboutrules . newspaper headlines
o job advertisements . an ai:ticleprovidingsolutionsto a problem
e an articleaboutwater
do a project about... :
Theabovewill be exploitedthroughactivities
suchas: o a touristattractionwhere_
peopleweaf special
- inferring rii-ili-fil'i't'1",
- readingfor specific
information (scanning) " ; r ' , ' 1 . 1 , : 1 i, i r l : I , l i : i : , i i l " ( , , : . r r i r
- identifyingrelevanVirrelevant
information I ,.r,l,r:i.|i(;. .:,t.:.r;..i
- identifyingcorrecVincorrect
information
matchinginformationto text i Li.,r t rl I ,".:i:1 ' ;,
gistreading f' tiirl.iit,l'ij'lir::t, t. hr rlhrinn
- comprehension questions l : a l r r i i r, : , occupations & jobs H
multiplechoice : '. :.;ri't !:i ,, job skills& qualities
'. ai'i ia:) "(..t(a[ \,a.it:::, selfdefence
I
listen to ... streetcrime =
. soundeffects lawbreakers
. someonetalkingabout hisjob
. a dialogue aboutgettinga job Tht ;;i':overi'"riii he r:rar*:;r::C anrir*ri:;qtida!*ritlsrr:ugb,
. a conversation aboutambitions I ie: :ueh a::
;r."!.ir.ri
. tips for stayingsafe -" ll-t;;i-r:l-rll"rg
. a newsreport : f e Cr.:r; :'lltI Ifr
p it i:i"l.r,-.
. an eye-witnessS account -,.;r;tl r-[as:,lyt;;ir,.L+r-trl<.
. someonereportingan emergency .,'::::.:,,:, ' ,1t:,',:L: - r;ri.r) fif"ir::{:t-.ii.tr;)efti:i{;if.;;i-lr:ft
. a conversation aboutvandalism at school :,?:i:.t:
jr.t'ri:)-tj:,ir:rt
r two friendstalkingaboutthe jobstheywanl '...,,:: - na11 iili:rr,:;

Theabovewill be exploitedthroughactivities suchas: il)i, i,!.(;ltiiliillr!,,C,lLl:;!:,rt::fi

irlil;l:_
- intensive listeningfor:specificpurposes ,, r_nnCli',_infr;l:;
- g a pf i l l i n g '" wi' hr-'::i
- i,rt.f inj 't'.
.'..-:-
,,t '.'.
: -'..".

identifyi
ng releva ,"{f
nVirreleva
nt information r,(,',ii ii:r1"N,
J{:
. t:;i1.i::t:;1.i".tt]
iUriTi
''' q.;N'Yr:;:,;ti..
1;i7';.;1:'121;
t.t t:;l t-i tfc:.j(:)(,l1t'
r,:ittr*:r ! i reitltr:r

T'i-rr,: abr;''.ri,. .L,tiii'::r:' aiacJsaril 8L(-ryn.:fiii()?jt-;:,r)

i;.l1lq".i,ij"{t
i:i.(.i -i\i i,-i't| :"t.:.t:l;'t i:t::'.
- i'(ri t:;rrrt;ti:it i I i)i,.)f)-ur;i;;,1i;;.1a,1
o warn others * fi1?:iili {,,:i
. report an,emergenc/ '' t. '.':.'-.. '-

,. , rnakesuggestions
& presentresults/consequences - iJ { Q( i t l t:::.:,.'i tai-:::::ati I i':,
i.} :,,.:ati,1:N,
- :r;;ii"ii;:r: a.i\;i,tt-(.

XIV
-T Programme
-

a Module5 (Units,9-10):
ln action
',. .i
' '
Theabovewill be practised
vocabulary
by employingthe
and grammartaught;usingguidedand
' !
In this module the Ss will ... freespeakingactivities
suchas:
,- , l'l'tOhOl09UeS
read ... - pairwork
'
r an articleaboutswarmsof insects/animals -: teamwork(games)
,
I . a oostcard - situationaldialogues
. newspaper headlines roleplay
. an articleabouta snowfestival
- ! l . a dialogueaboutthe weather write...
. an e-mailinvitation r a factfileaboutan insect
. aboutlceAlaska c 'an'e-mailabouta naturaldisaster
-
r a testivefood calendar l r a text abouta season/weather-retated
-:iL . an articleaboutbody image . an e-mailinvitation
festival

. do'sand don'tsfor a healthylifestyle o an articleabouta wintereventr ,

!-{.
. a dialogueaboutan injury . a food festivalcalendar
ad' . a surveyreport . an e-mailgivingadviceto a friendon
r a text about muscles , i ,, . a surveyreport
' - ) . a leafletabout how to be morehealthy
. a text aboutenergysources do a project about "..
. humanheartmuscles
Theabovewill be exploitedthroughactivities n a solarhot dog cooker
-:i - inferring
suchas:

- readingfor specificinformation(scanning) i , LEXICALAREAS

"
- identifyingrelevanVirrelevant r nature
rJ - identifyingcorrecVincorrect
information
. weather
information
- matchinginformation ' ,
H
tote*t " naturaldisasters
gistreading . food
=l comprehension questions n fitness& health
- multiplechoice I :" , . animalsounds
. temperature
4 listento... . sports& fitness
. animalsounds
'=l . someonetalkingrabout locustsr Theabovewill be practised
and consolidated
through
. soundeffects& music activities
suchas:
. two peopletalkingaboutthe weather matching
o informationaboutextremeweatherconditions picturerecognition
4_ . muslcalextracts - labelling
. a surveyon schoolsports , - gap filling
. someonetalkingabouta naturaldisaster - oralclass/pairwork
4 . a talk from a fitnessadvisor ,i , i - tablecompletion
. a conversation betweena doctorand a patient dictionarywork
-a
-=l
Theabovewill be exploitedthr:oughactiVities
SUcnas: EXPLORING GRAMMAR
intensivelisteningfor specificpurposes . modals:possibility,probability,
certainty
gapfilling (may/m ighV musVcan'Vcou
i+ - matching
ld)
. makingdeductions/assumptions
- identifyingrelevanVirrelevantinformation o infinitive/-ing
form
-J - identiflTing
correcVincorrectinformation . prepositions of place

learn how to ... Theabovewill be practised & consolidated through

=+ . talk aboutthe weather ,
. expressprobability/possibility
activit,ieS,
i,uch;.as:.,,,,
matching
:: :':: ::''::
: "'::'
:,1,,,...,1,,

. describepictures - a game
-J . askfor & givedirections - pro.mptsto sentehce/question/answer forms
. avoiddirectanswers - 9 a pf i l l i n g
informationgap activities i' ,
-l multiplechoice

- t XV
I
'-1--

a noticeboord:IJnit2,p. 24 (a boordhungon o wall whereyou can

attachnotesthat giveinformation)Whatis theposterabout?What - 1*
arethequestions about?
o leofletabsut wildlife:unit 2, p'17 (a pieceof papeirthat telb us
qndrelatives,
wildlife,etc). how to do something)Whatis theleafletaboutTWhatproblemsdo
,'.. animalsface?Whqtcanwedoto protectthem?
an advertisement:unit 2,p.24(a shorttextthat triesto makeusbuy
or applyfor something)

Go throughthe rest of the sectionswith your Ss and point

out that by the end of the two units they will know how to
performthe taskslisted.
', 1 r:,
SuggestedAnswerKey
Explainthat the modulehas:
pic.1(p.18) - a Culture Clip
T WhatPageisPicture1from? - a CurricularCut
51: lt'sfromp.18. - an Eco-friendssection
T Whatcanyouseein Pic.1?
52: A womanwith a tittlegirlon herknee. Ask Ssto lookat the relevantpagesand elicitwhat eachsection
T WhatelsecanyouseeonP. 18? is about.
:*
53; Sometreesanda leqfletabouthow to makea wildlifepand'
T Whatdoyou thinkthissectianwill beabout? S-uggestedAnswerKeY
54: Probablyaboutthingsto do with theenvironment' TheCultureClip seemsto be about custom5placesand eventsin
Thisone (p' 15)is about'whatBritishpeopleare
differentcountries.
questions
Suggested like.
TheCurricularCutsection a shortinformativepiece
(p' 25)contains
pic.2(p.6)
'Whtat'do aboutpesticides.
you thinkthepicturemeans?Howisit'relatedto thetitleof The Eco-friends section looksot differentgreen issues'Thisone
the uniti Whatdo the other picturesshow?Whichshow a good (p. 28)deatswith woysto reducewasteof valuableresources,recycle
neighbour? andreusethingsto helptheenvironment'

pic.j (p.23)
Wherearethepeoplein thepictureTWhataretheydoing?Haveyou
everdoneqnythinglike this?Whatelseconyoa seeon that page?
Whatdoyou knowabouttheAmazonRainforest?

pic.4 (p.15)
'Describe
therestof
Whichcountryisshefrom?Describe
theteenager.
theteenagers.Whatdoyou thinkthetextisaboutT

pic.5(p.28)
Whatis Anndoing?Is thisa goodidea?Why(not)?Whichof the'3Rs'
in thetitleof thetextdoesthepicturerelqteto?

Findthe unit and pagenumber(s)for

AllowSstimeto browse findtherelevant
throughtheunits'and
information.Thenaskthem to what
explain each oneis.and
about item.
each :
information
elicitsimple

questions
Suggested

thattell(s)
or setofpicturcs
strip:Un'tt1,p. 10 (apicture
s corto,on a
funny*o0 Whrat is thecartoon about?What arethe in
tenses bold?
Howiseachused?etc , " '
Un

. socialise
. expressadmiration
' makesuggestions &
-l
J a9ree
. expressinterest
-l-
J
J

a presenttenses
J
J a stativeverbs
a modaf verbs(must,haveto,should/oughtto,
F

J mustn't)
-J ) Lookat Module1 a the future
x Findthe pagenurnbers
for pictures1-5. a idiornsrelatedto animals,plants
J
J
a forrningadjectives,nouns
F Findthe unitandpagenumber(s)
for a phrasalverbswith after,out
.{ . signs E
J

. aquiz Write...
E
E . a cartoon
strip ru oa short paragraphabout your neighbour
J . a noticeboard W oa short paragraphabout your friend
r a leafletaboutwildlife U .an informalletter givingnews
J o an advertisernent W ra short articleabout stereotypesrelatedto
your country
j Listen,
readandtalkabout... r a short articleabout wildlife habitatsin vour
4 . howto be a good neighbour
country
. a leafletadvertisingan Environrnent Dayyour
. personality& appearance
J o group ls organising
chores
o a short letter to a friend about what you are
. relationto others
. going to do to help protect the environment
I
t wildlife
r a letter askingfor lnforrnation
. flora & rainforests
o a list of pesticidesavailablein your local
r pesticides
J supermarket
andtheiruses
J

Learnhowto ...
knowthe British?
J
I . apologise& acceptapoloEies CultureGlip:Ooyou really
. requesthelp
o people
describe Gurricular Pesticides
Cut{Science):
4 o
) introduceyourself& otl.rers
t-
a f,
I i': .::t a
1,.";'t1,1ll;
5
L--+

'-I:.=

-F

I*

,r lry'''l
L-
lt i.

i l-r

, I-r

ft **-

[-

, but the way I feel about my

1 don't know about l) ...P... E
Ineighboursdependson the time of yearandeventhe time
of day.I'll tell you why. q
I_
my next-doorneighbour
I am a keengardenerbut 2) ..P...
I has a largedog that lovesdigging.Everyautumn I plant tu
bulbsand everyspring'l look 3) to
...C.. a display
wonderful of -!
tulips,daffodilsand snowdrops. I'm alwaysdisappointedand
it reallygetsme down. I'm suremy neighbour'sdog digs the
Lemd-&m -}
bulbsup and they're4) ..4...givena chanceto grow.I haven't
Whatdoesa goodor bad I*
neighbour do?Lookat the
picturesandsay.
t-
A goodneighbour yourplants
waters
wnenyouareoway.
r-*
Thinkof yourneighbours. Howdo
the actionsin the pictures
make
you feel:angry?annoye[! f-
emborrossed? thankful?grotefun
lr.
A: Igetvery
angrywhenmyneighbours
playloudmusiclote
atnight.
B: Metoo.l'molsoannoyedwhenmY f*
neighbourdoesDIYat night.He Completing a multiple choice cloze
mokes somuchnoise. Read the whole text to get an idea about the topic and general
meaning.Read again carefully.Read a complete sentencebefore
- g
deciding on your choice of answer.Once you finish, read the
& L$s&exx$mg
Wwm*$sxg whole text again,with the answers,to see if it makessense.

a. Readthe title of the text and

lookat the pictures again. b. Readthe text and choosethe correctword for each
What is the text about?Read space.Listenandcheck.In groups,explainthe words/
throughandcheck. phrasesin bold.Mimeor drawtheirmeaning.
6,
-J-t I
_ul 4

Neighboursl
t

Objectives:Iearning about bidnnEagood heighbbu1;

apologising
--d Reading:a text about how to be a,good,neighbour
. t
qmuftipiechoice) '1,,'', :., a::a,,,, : : , :.:
.' .:':.:a'. :'::a:
-:- -a-'
' : . a :: ,: ,. : : : : . , . 4: .: : . :
-
Skillsscanning a :

-J reading for detailedcomprehension '...,:.., ','.: . :, : : '

aa. :a: :: ::, :
{ Speaking:adialoguebetweenrtwo,neighbours '
Vocabufary: everydayadivitiei/chores :::',',,,:
Writing:a shortarticleabouta neighbour
--r ,ra

-J r

4 AnswerKey
dependson (phr):usedto meanthat the firstof two thinqswil!
= --^

-r, '.:,,,'::,.,:
.. ..:. . ,. :
. :,:.::.:a::
:.::,veggtabJes
grow (v):getbigger
give him the benefit of the doubt (exp):usedwhenyou'tenot
l iufb somieAne isguilty,soyou act asif theyareinnocent
, doesmea fauour(phr):doessomethingniceor goodforsb
whatyouplsnt to grow into flowers,vegetables,
seeds,,,(n): etc
::1:,,,,.,,.
chgsesthem oway (phr):runs ofter to make somethingor
-l
someone go away
',,t',.t;
:,,,,tt":,.;:,

*,

-J

AnswerKey
*l A: I feelverythonkfulwhenmy neighbour wotersmy plonts
andwatchesmyhousewhenl'mewey. ','.
B: Me too. I'm alsogratefulwhenmy neighbourfeedsrnypet
-T '
ond doesmyshoppingfor me. €ic :,:
i=------------- I
3 a. I Focus > | Predictingthe contentof a text
.J Direct5s' attention to the title and th€ picturesin
the text. EliciVExplain what the title,,means(e.g.lt is
originallyfrom theBiblebut thequestionmarkot theend
J showsthot thismoy not alwaysbe possible)and elicit
what they think the text is diherut, Allow 5s time to
read through the text to check',lhitraniwdrs,
J : ::'::::.': :..'.::':::::::::
AnswerKey ::: :,,,:.:11.:,,1,;,,,:,;
Thetext is about therelationshipthe writer haswith his/her
neighboursand whattheydo thatpleases or bothershim/her.
J t

J
.{a-

-.1 d

I-
tr:

B:
A:

B:
A,

B:
.ll:

s tFoA;t Apolosisins

6 iFocus>l Revising newvocabulary

Sslookat pp. 6-7 for 2-3 minutesand revise- anynew
lexis,Ssclosetheirbooksanddiscuss with a partner as
explained (Round
in the introduction up). ' '' .r,, , ',..
(Ss'ownanswers) ,

Ugggtll Writing,a abou!a neighboul

short,paragraph

,7{f) UsefuI Link - btlpi-rlrywwnjh.srgljk

-*,
-

=
--a

-"1
,t: actuallyseenhim do it, 5) ...F....
t givehim the benefitof the
doubt.However,the samedogalsodoesme a favour,because if
--.e - t
he seesbirds trying to eat any seedsI plant, he chasesthem
arvayimmediately. lt's because
of him that I havesucha lovely
-.{ vegetablepatch.Soyou cansee6) ...P... somerimes I lovehim
,,-
andat othertimesI hatehim.
theresmy otherneighbour7) ...A...
thestreet.Shesa
-.tI ahen
I lovely lady who watersmy plantswhen l'm away and
gerierally
keepsan eyeon things8) ...q....
me.Her rhreeteenage
children,on the otherhand,areanotherstory.Theyoftensit
on my gardenwall in the eveningswith their friends.They
Kverydmyffim6&$sh
_r usuallyhave chips and soft drinks and they stay therefor
-l

hours, chattingcheerfullyand laughing.lt drives rne crazy.

{ap*EmglsIng]
Theymakea lot of noiseand alwaysleavetheir emptydrink Workin pairs.
Youhavebeena
5
cansandchip papers9) ...? , whichreallygetson my nerves!I badneighbour. Usethelanguage
haveto go out the nextmorningandclearawaytheirrubbish. inthetableto apologise.
Your
.J But what can I do? I needto keepon goodtermswith them accepts
Orran.r yourapology.
I

because theirmotheris sogoodto me. ,.

.I 6.o, love them or hate them, unlessyou want to move . Sorryl

d

)f Ol ...P....
lt's besrro do what I do. Youshouldrry ro get
. l'm really/verylsolsorry abouVicr
alongwith your neighbours, evenif theyannoyyou at times. a l ' d l i k et o a p o l o g i s e / ssaoyr i ' c .
-4-
. l'm sorry| didn'tmeanto
, . | (do)apologise
(for)
J

5f ,-'1'--
..-L-

-'
J4

-
J A: I'mverysorryaboutthenoise last
night.
I hopeit didn'twokeyouup.
- l Ame @ you C us D them B: That's
allright.Iwosn'tathome.
J
2 A accidentallyB luckily C badly @ unfortunately
3 A ahead B behind @ forward
Thinkof tenwordsyouhave
D around
J 4
learntin thislesson.
Inpairs,
@ never B often C usually D always
makesentences usingthem.
5 A although @ so C then D but
- 5 Awhen B where
J C what @ thy
7
8
@ across
Ato @
B over
for
C round
C with
D opposite
D and
W
J Portfolio:Writea short
9 Aafter B off C out @ n.nina
10 A home house C address D flat
paragraph abouta neighbourof
@
yours(40-60words). Write:
J
-a-,
W Speoffing . name& general
impression
o whatyoulikeabouthim/her
J Workin pairs.
Usethearticleto actouta dialogue
between
--__ owhatyoudon'tlike& reasons
theauthorandherneighbour aboutherneighbour'schildren. . sumupyouropinion
..1
.I
7
L

i,,i
.
.:

a. Matchthepersonality names . l::l

;:ii'

(1-10)
to thekindof 1 Whatis thefirstthingsomeone
behaviourtheyreferto (a-j). noticeswhentheywalkintoyour
Arethereanysimilar names bedroom?
in yourlanguage? A theposters B thefurniture
G themess
FTA a scatterbrain Whatdo youkeepin your
f2T_fla lazybones drawers?
andknick-knacks
A souvenirs
l3fn a chatterbox B neatlyorganised items
essential *Ii
ETA a nosey parker c magazinesandsweetwrappers _:-Il

trTgl a killjoy Whereis yourfavouriteitemof clothingrightnow?

; l
A inthewash
reT-ila smartalec B cleanandhanginginthewardrobe
C I'mwearing it.
lTTll a sillybilly
trTEl a hishflier Whatdoyouusuallyheadstraightforwhenyougo intoyour
room?
IgTE a workaholic A myCDplayer B mydesk C mybed
-l:

mdl a troublemaker Whatdoyoudo if yourmumtellsyouyourroomis messy?

A tellherto stayoutof myroom
a curious.likesto know other B tidyup
people'sbusiness C hideeverything undermybed
b ambitious.achieves success Whatis thelastthingyoudo beforeyougoto bed?
easily A writeinmydiary
c veryhardworking,lovesto work B putoutwhatI needforthenextday
C listento myfavourite
CD i*
d causesproblemsbetween
peopre yourself
Youliketo express through
MostlyAs: Youarecreative andthoughtful. , +
e forgetful,disorganised art,music,writingorsport. 1*
f doesn'tliketo be active MostlyBs:Youaresensible Youknowwhatyouwantand
as\wellas ambitious.
youalwaysplanahead.
g boring,doesn'tliketo havefun MostlyGs:Youareeasy-going andjoyfulandtakeeachdayas it comes.
Youare
h can't stoptalking andcaring
honest butvalueyourprivacy.
i behavesin a childishway, isn't ]",.,",,".t ,.t,

sensible b. Match the highlightedcharacteradjectivesin the quiz to -F

j thinksthey areveryclever the definitionsbelow.Usethem to describeyour friends

b. Workin pairs. names

Choose 1 developoriginalideas, 4 not get easilyannoyed E
forsomeof yourfamily, imaginative 5 be helpful
andneighbours
friends and 2 not do childish,
silly 6 not tell lies
-
givereasons. things 7 be veryhaPPY : !:
3 want to be successful 8 not upsetotherseasily
Johnisachotterbox,
A: Mybrother
B: Whydoyou saythatT A: WhatisJohntikeT -f
hecon'tstoptalking.
A: Because Hedoesn'tdo childish,sillythings,
B: He'sverysensible.
=
Reading

a. Whattypeof personareyou? Useyourdictionaries (1-6)withthe

thesentences
to complete =
2 3
fromthewordsin bold.
derived
adjectives
L
your
Dothequiz,check score
andthencompareanswers i We can form adjectivesfrom verbsand nounsby usingthe =
withyourpartner. foffowing endings:-ful,-ic,-ive,-ible,-ious,-less,-ish,-y,-ing
' 8
J
l-

-J b. Ask,'Ss
to lookat the.quizagainand matchthe
highlightedcharacteradjectives
to the definitions.
Objectives:describingpeople'spersonalities and EncourageSsto try and guessthe answersbefore
*) appearance; talkingaboutchores;requesting help usingtheirdictionaries
to checktheirguesses.
--J- Reading:a quiz
Skills- readingfor detailedcomprehension AnswerKey
Speaking:describing personalities creative:1' easy-going:4
lt
.N Vocabulary: ,personalitynamesand the kindof thoughtful:8 joyful:7 .
sensible:2 'hionest:6,
behaviourthey referto; chores;adjectivesassociated
with describing people'spersonality; animalsimiles ambitious:'3 caring:5
-t Word formation: adjectivesfrom verbs& nouns
.J Select'an
Writing:a shortparagraph abouta friend open pairof Ssto readout the exchanqe. Ask
,SS,in:closedpairs,to act out similardialogueiabout
their,friends.Monitorthe activity,
then askvariousparrs
=
,-.t a. lTocus Fl presehtingpersonalitynamesand to the class. '
to act out theirdialogues
behaviourtraits SuggestedAnswer Key
-J Readthroughthe personality names(1-10)and the .A: What'sJqne,like?
-{&
behaviourtraits (a-j) and eliciVexplain
any new 8: 5he3 very creative.Shedevelopsoriginal ideasand is
vocabulary.Explainthe task. Allow, Ss time ro imaginative. , , :,
-T completethe task,individually.
Ss compareanswers A: What'sKevinlike?
_-t with a partner.CheckSs'answersaroundthe crass. B:, He'sveryambitious.Hewantsto be successful.
AnswerKey(Seeoverprinted
answers) |.=.---_
*Jit.
lFocus>lForming adjectives(word formation)
---{ Eiicit from Ss similar personalitynames in their Explainthat the endingsin the box can be addedto
language. Askwhat behaviour the namesreferto. wordsto form adjectives. Giveexampleson the board
--l (Ss'ownanswers) cqre- tareful,hero- heroic,decide- decisive,sense - sensible,
-J qmbition- ambitious,care- careless, self- selfish,fun - funny,
i=-- bore-boring.Ask Ssto find examples in ExsI and 2 and
b. ll-ocus> | Talkingaboutfamilymembers,friends
' think of the baseform eachadjective tsderivedfrom
J and neighboursand theirpersonalities
--t e.g.Ex.1acurious- cure
Selectan open pair of Ssto readout the exchange. Explain that eachgap in the sentences canbe ccr: s:::
Ask Ss,in closedpairs,to act out similardiarogues b y a d d i n go n e o f t h e e n d i n g st o t h e w o r d si n o q : l :
J about their family members.Monitor:the activity, i t e m 1 w i t h S s ,t h e nS sc o m p l e t teh e t a s ki n o , i , i c : a; i S s
--t
then askvariouspairsto,act:,outtheir dialoguesto can checktheir answersin their dictionariesChec<Ss
the class answerson the board.
= SuggestedAnswerKey AnswerKey(See,overprinted
answers)
.,,'..
A: My sister;
Sara,isa lazybones.
B: Whydoyousaythat? Study Tip; Ask Ssto start a Word Formationsectionin
J A: Becausesheisalways,tired
no matterwhatshedaes. theirnotebooks. Sshavethe followingheadingsfor each
--
column:
A: Mydad,Peter,
isa highflier.
B: Whydoyou saythat? Verb Noun Noun Adjective Adverb
:
-,.t A: Eecause
heisambitiousandachieve:s
success
easily. - (person) (abstract)
tr:--------:-1
2 a. lFocus > I Readingfor specificinformation Ask Ss to 'look in their:dictionariesfor the words listed
J underthe "Word Formation"exerciseand completethe
--at, Direct5s' attentionto the title of the quiz ano asK table Thishelpsthem reviseregularly.
them what theythink it means(thewayyourbedroom e.g. Verb /Voun Noun Adiective Advero
Iooksshowsa lot qboutwhatkindofpersonyouare).Ask forget forgetfulness foigetfut forgetfully
J -
-.1 Ss to skim the questionsand possibleanswers;
Explain/Elicitany new vocabulary, Allow Ss time to
readthe quiz,answerthe questions and checktheir
J scoresSsthen comparescoreswith a partner.Walk
J
aroundthe room monitoringthe activity.Ask Sstoi
reportto the classwhat type of persontheir partner
J is. Elicitfrom Ss whetherthey feel that their quiz
-.4
resultsaccuratelydescribetheirpersonalities.
6s'ownanswers)
J
-ia

_it
-I

--r
,[
B(T)
7 iTocust Learning
animatsimites

A:
B:

A:
B: G
8 iTocust Reviewins
A:

5 lFocust Requesting
hetp

A: Doyouthinkyoucouldcleanth| bathroan? Workbook1 - Vocabulary

Practice
B: Yes,
ofcourse.
Conyouplease
dustthe,furnitureT
Noproblem.
B: 5ure.

e(T)
_,
1 Johnis very forgetful.He neverremembers
laok take
wherehisthingsare.(FORGET)
_J-
2 Lukeiscreative.
I thinkhe'llbecome a 6 Complete thesentences
with
painter.(CREATE) thecorrectverbform.Choose
t 3 He'sveryambitious. Hewantsto become a phrasal
verbanddrawa
richandfamous. (AMBITION) picture
of it. fiHn

4 Ann'scareless.
Shealways losesherthings.
Ja. 1 Ann takesafterhermum.Shelooksand
(CARE)
behavesjustlikeher.(resemble)
5 Don'tbe selfish.
Thinkof othersfirst.(SELF)
-T 2 Thepoliceman ranafterthethiefandcaught
_--*, 6 He'sveryfunny.Hetellsthe bestjokes(FUN)
him.(pursue)
3 My dad looksafter my babybrotherwhen
-{ J
Mum'sat work.(takecareof)
Speaking
-l -,4,
4 Workin pairs.
Usethetableto findoutwhich
yourpartnerdoesandhowoften.
chores Usethewordsto completethephrases.Which
-{ similes yourfamily/friends?
bestdescribe Tell
,J o do the washing-up . mopthe floor yourpartner.
Givereasons.
o tidy your room . setthetable
4 . clearthe table . feedthe pet
. polishthe furniture/ o takeouttherubbish
-, the floors . vacuum thecarpets
. changethe sheets o dustthefurniture
. cleanthe bathroom . putawayclothes
. cleanwallsArdndowV . cleanout the fridge
"a5 the oveMhebathroom
1 asslyasa fox

. everydaylmorni 2 asbusyasa bee

4 ng/week/month/etc
o once/twice/th
reeti mesa day/week/month/etc 3 asblindasa bat
. daily/weekly/monthly
-, z
A: Howoftendoyoudothewoshing-up?
B: )nceortwicea weekAndyouT
1 A: I don't.Mymumdoesit.

-=l
Requesting
help
-J
Workin pairs.
Usethephrases inthelanguage Mygrandfother
is as blindas a bot.Hecon'tsee
boxto actoutdialoguesasin theexample. onything hisglosses.
without
"l Usetheactivities
in Ex.4.
8 Spendtwo or threeminutes whatyou
revising
l
'
, l
' . ' r , . .
, t ' havelearntinthislesson.
Closeyourbooks
*l andtellyourpartner.
Can/Could you . Sure.Noproblem!
(please)
...? o Sure. That's fine.
-t4 Doyoumind(+ -ing) ' o Yes,of course.
...? , . I'msorry, but ...
ffiwria,rq-
-l Doyouthinkyou . l'd liketo, but ... Portfolio:Writea shortparagraph
aboutyour
_,,t4'-
could...? , o l'rflafraidI can't.. ... friend(40-60
words). Write:
-.& A: Doyoumindsetting . name. whathe/sheislike,giving
reasons
thetable?
5

B: l'msorrybutI mustvacuum
r yoUt'feelings
abouthim/her
thecarpets,
*t 9
--|-
Look at mel l'm standing
here today, a handsome
young man - but l'm reallY
Ladies and gentlemen,
over200 yearsold!

from the Amazon. lt

makesYoulook Younger
a n dl i v el o n g e r l

:,9

Wow!
Really? His secretis simPle-
he drinks a bottle of
this potion everYdaY.

ls he really200 yearsold
or is he kidding us?

Hmm That soundsgood l'm

I honestlydon't know.
getting marriednext month
I've onlybeen with him
I want to look much Younger
for 150 years!
on my weddingdaY.
l--+
) Speaking
Presentsimple, wordsto findout
usethequestion
Fillin do,goor have.Then
presentcontinuous, 2 activities'
andfree-time
dailyroutine I
aboutyourpartner's
presentperfect''':',1 2) go out for a meal3) do the
1) havebreakfasVlunch/dinner
GrammarReference
washing-up 4) go for a walk 5) go to bed6) go shopping 7) go I

2 Reading&Listening out with friends8) do the shopping 9) do homework10)do

housework 11) go jogging12)go for a swim13)go to work/
a. Lookat the cartoon.Whatis l

the manselling? Whatis school14) go to the cinema15) havea shower/abath

aboutit? Listenand
special o How often .. ? . W h e r e ?. 'How..?
readto find out. . When .? r W h a tt i m e . . ?

A: Howoftendoyougooutfora meal?
b. Lookat the verbformsin
B: Onceaweek,
boldin the cartoon.Find
examples of: future
Whichtenseis usedfor:timetables?
3 Readthe example.
. a oermanent state Usethe notesto
arrangements? actout shortexchanges'
. anactionhaPPening at or
around thetimeof sPeaking
. a habitor routine
. a fixedfuturearrangement
o anactionwhichstartedin
thePastandcontinues to
the oresent

Whattenseis usedin each WhattimedoesthefiIm start?

case? at8:00.
sowearemeeting
at 9:00,
B: It storts
10
5.1

I
I

t G r a m m a irn u s e
_--.L IFocus>l Reviewing
do, go, have& practising
present
Objectives: sirnple ,:
reviewing the useof tensesfor routinesand
_l : i ' - 3 : e n t s t a t e ss; t a t i v ev e r b sa n d h o w t h e i rm e a n i n g s Explainthe task.Allow time for Ssto completethe rasK
--J_ .ra-qe 'ryhenthey areusedin the continuous form in pairs.Checkanswersaroundthe class.
R e a d i n ga: c a r t o o n
S<iils - readtng fardetailed AnswerKey(Seeoveiprintedenswers)
comprehension
= Grammar:reviewof the useof presentsimple,present
A-
Go throughthe questionwordsin the box Elicitwhen
::nt,nuo,rs,presentperfectfor routinesand permanent
each is used (Howoften:askabout frequency; where:ask
srates,stativeverbsand how their meanings change
aboutplace;how:askaboutmanner;when:askabouttime;
..J r,trhen they are usedin the continuous form
,,.4, whattime:askqboutspecifictime)
Selectan open pairof 5s
Listening:a cartoon
to readout the exchange.Ask Ss,in closedpairs,to act
Skills- listeningforspecificinformation
out similardialoguesabout da,ilyroutineand free-time
_-J activities
usingthe phrasesin Ex.2. Monitorthe activity,
r=- then askvariouspairsto act out their dialoguesto the
1 a. ll-ocus> | Listening/reading
for specific
class
information
-{ Suggested
---d.-
DirectSs'attentionto the cartoon,Elicitanswersto AnswerKey
the questionsin the rubric,then playthe recording A: Wheredoyougo shopping?
so that 5s canlistenand readto checktheiranswers B: Atthe shoppingcentrein town.
{
-.t- EliciVExplainthe meaningof anynew vocabulary.
A: Howdoyougoto school?
AnswerKey B: Onfaot.
*J Themanissellinga potion.lt isspecialbecause
it makesyou A: Whendoyougotobed?
lookyounger
andlivelonger B: Atnineeverynight.
f=-=-

-J b ,l-ocus>l Revisingpresentsimple,present A: Whattimedoyougojogging?

.d
continuous,presentperfect B:, AI 8 o'clock
everymorning.etc
Direct Ss' attention to the first verb form in bold r==-
(comes) g r e s e n st i m p l e- p r e s e n t
l l - o c u s> l R e v i s i n p
-J t in the cartoon.Ask Ssto identifywhat,tense
continuous(future)
it is (presentsimple).Allow 5s time to read through
the list and elicit that this is a permanentstate. Write on the board:Thefilmstartsat 9:AC, Tne!ro!: leaves
*J Allow Ss time to rereadthe caitoon and complete at 6:00.I'mseeingTonytonight.Elicitthai ,',: -s: 3::-i-- -
the task. Ss comparetheir answerswith q partner. simole for itinerariesor timetableswhereas .,,- -::
CheckSs'answersaroundthe class.Elicitwhat tense presentcontinuousfor fixed future arrangefieiiS -ir
ls being used in each case.Ss can refer to the S s i f t h e r e a r e s i m i l a rg r a m m a rs r r u c t u r e si n i : e ' .
J GrammarRefer.ence Sectiontor moreinformation. language.Selectan open pairto readout the example
Elicitwh,ichverb shows 'timetable' (srarrs)Elicitwhat
AnswerKey
tenseit is (presentsimple). Elicitwhich,verbshows'future
J A permanentstate(Wesent,simple): comesfrom,it makes you, qqrangement' (aremeeting).Elicitwhat tenseit is (present
doesit cost continuous). DirectSs' attention to the notes.Allow Ss
An action happeningat or around the time of speaking time to act out shortexchanges as in the example. Walk
(presentcontinuous):l'm standing,ishekidding ar:ound the room;monitoringthe activity.Selectpairsto
J
A habitor routine(present drinksa bottle
5iiimple): presenttheirexchanges to the class. '
A fixedfuturearrangement(presentcontinuous): I'm getting
married AnswerKey
J An actionwhich star:tedin the pastand continuesinto the A: Whattimedoesthietourstart?
present(presentperfect):I'vqonlybeenwith hin B: lt startsat 6:00,soweareleavingthehotelat 5:15.

J Extension:Ask Ssto make sentencesabout themselves A: Whattimedoesyourflightdepart?

for eachuselistedin Ex.1b. B: lt departsat 8:45,soweareleavingfor theairportat 6:00.

J Suggested AnswerKey
I ama student.
l'm havingan Englishi.lesson,now. ,,
J Myclasses startat 8:00everylweekday.
1_
I'mseeingmyfriehdstonight.
I,havestudiedEnglishfor fiveyearsnow.

--a

J
J

10(r)
-l

;
-
€
Al ready/Just/Yet/Ever/ Never 4 a I think TheLordof the Ringsis fantastic.(believe)
*r.
b l'm thinkingof buyingTheLordof
theRrngs.(consider)
l-
4 Thinkof yourday.Whathaveyoualready/just/ 5 a Thiscaketastesdelicious.(hasa goodtaste)
notyetdone?Tellyourpartner. b She's tastingthesoupto seeif it'sspiry.(trying)
= l'vealreadyhodlunch.
lhaven't donemyhomeworkyet. Puttheverbsin bracketsintothe prcsent
-r
-J
l'vejusthadocoffee. ot present
simple/continuous pertect
simple/
a. Workin pairs. Usethephrases to findout continuous.
what yourpartnerhas (never)donebefore.
=
1 A : Haveyouseen(you/see) Maryrecently?
r playthetrumpet. makea snowman B : No,I haven'ttalked(noVtalk)to hersince
-- . ridea horse. speak to a famousperson lastmonth.
=J r goto Indiao drivea car o eatcaviar 2 A . Whyareyoutasting(you/taste) the milk?
-l A: Have youever
playedthetrumpet? B : It smells(smell)strange. I thinkit hasgone
+! B: No,I haven't.
/ Yes,
I hove. off (go ofO.
3 A : Whereareyougoing(you/go)?;
-l
aboutyourpartner.
b. Telltheclass B : Shopping.Do you want (you/want)
=f anything?
Johnhasnever
driven
acar.
-{ 4 A : Youlook(look)tired.
=l Presentperfectcontinuous B : Yes.I havebeenworking(work)since9
Grammar
Reference o'clock thismorning.
-r{ Read
thesentences thequestions.
andanswer
=l 5 A : WheredoesTonylive(Tony/live)?
Shehasbeenworkingforhimfora longtime. B : In London- but at the momenthe is
5rl Shehasbeenworkingforhimsince 1992. staying (stay)in Bahrain.
::5 1 Howdo we formthe present
perfectcontinuous? 6 A : Areyoucoming(you/come) to Annbparty
-{ 2 Howdo we usefor/since? tonight?
6 : I'd loveto, but I am flying(fly)to London.
:={ 3 Whichquestion
do thesentences
answer?
Theplaneleaves (leave)at 10:30.
-rI Usethe verbsto writetruesentences about
=l yourselfandyour family.Usesinceor for. Sentencetransformations
r study. work r pl6yo liyg
r{

=4 I'vebeenstudying
French
fortwoyeors/since
2004.
1 0 Thesentences
belowareaboutchores.
Complete
thesecond sentence
sothatit means
thesameas
thefirst.Usenomorethanthreewords.
i{
Stativeverbs%-
4 Grammar
Reference I hatedoingthewashing-up.
Read thetheorybox.Explain
themeaning
of I don'tlikedoingthewashing-up.
i!-
8
4 in eachpair.Makesentences
bothsentences Takeout the rubbish,please.
of yourown. Couldyoutakeouttherubbish?
r{
3 Sheduststhe furniture everytwo weeks.
4 Stativeverbsdescribe a stateratherthan an action Sheduststhefurniture twicea month.
(e.9.likelsvghate,want,need,forget,
rememben know,
r{ 4 lt'sa weeksinceI lasttidiedmyroom.
=l suppose). Theydo not usuallyhavecontinuous forms.
I haven'ttidiedmyroomfor a week.
Somestativeverbsdo havecontinuous formsbut
5 Canyouplease mopthefloor?
-a thereisa differencein meaning.
:5 1 a Lindalooksunhappy. (is)
Doyoumindmopping thefloor?

b Lindaislookingforhernecklace. (searching
for) 1 1 Spendtwo or threeminutesrevisingthe
E 2 a Tina'ssilkscarffeelsverysoft.(is) grammarstructuresyou havelearntin this
b Tlnais feelingunwelltoday.(issick) ln pairs,makesentences
lesson. usingthem.
E 3 a
b
Tomhashisownflat.(possesses)
Tomis havinga showernow.(istaking)
11
:=
ry
..| .:.!
F Introducingourselves/others

) Reoding
dowe useto
Whichof thefollowingphrases
2 others?
introduce:ourselves?
1 Hellothere!
b
2 We haven'tmet before,havewe?
3 Jane,meet Bob.
to meetYou. E
4 Pleased
5 Mr Smith,mayI introduceJaneSharp?
6 I don't believewe'vemet before'I'm BobGrant' E
7 How do Youdo?

I il;iil,Yli,,*you
tomeet Brown tr
Paur
i.) Comptetetheconversation withsentences il
3
fromEx.2. Listenandcheck..
Jane:Hi,MaxlThisisa greatparty, isn'tit?
il
Max:HellotherelYes,it is.I a | 3 | Wework
togetherat Smith's.Bob,this is Jane,my r
next-doorneighbour. =
tune,f bT+l, sob.
Bob: Niceto meetYoutoo, Jane'
Max: Ohl I don't believeitl There'sour boss
and hiswife standingoverthere'
Bob: Oh nol He'scomingover'l'll seeyou later
Mr Smith: Goodevening,Max.
Max: Hello.ffi Jane'this is mYboss,
Mr Smith.
MrSmith:
[l7
DescibingPeople to meetYou'
Jane: Pleased

Readagain.Whatarethe relationships ri

thesePeople?
between
Mr Smithand Mrs Smith-husbandand wife -
Janeand Max strangers
Max and Bob neighbours
hair?
brown/fair co-workers tt
I

Boband Mr Smith
a moustache/abeard/glasses? employerand emPloYee
Janeand Mr Smith
is: plumP/thin/slim? x
Portfolio:Workin groups. Youareat a party' Lr
average
shorVtall/of height? 4 the
bald? Usethe phrasesin Ex.2 to introduce
thirtieytwentieVteens?
in theirearly/late Record
people. Yourselves. Li

middle-aged/old?
I

b. Choosea personin the pictureanddescribe

li

him/herto YourPartner' inteams.

Play Take a person
turnsdescribing in
etc).The
build,hair,eyes,
(height, :
theclass
Maxis talland slimwith shortbrownhair'Hesin his
f.
otherteamtryto guesswhothe person is'
He's
eartythirties. anda beard'
gotglasses
-
12 !
-ll
-___.r

Listening
& Speaking
skitfs 3 [FoctrsIl Listening
for specific
information
J

Objectives:descri bing people's appearance; talking

aboutrelationships; expressing admiration ,r:
-I Reading:a dialogueat a party(dialogue completion)
Srills- readingfor detailedcomprehension
Speaking:describing people's appearance; introducing
*.t yo,lrselfand others;describing a picture
_"t Vocabulary:adjectives usedto describepeople's
appearance; socialexpressions
Listening:shortinformaldialogues (choosing the correct
-l piCcure)
_t :intioOotln'g
Skills- listeningfor specificinformation : 4 I Focus;l eractising ourselves/others

-l
a. trc,ls t & practising
Presenting vocabuiarv
used
for describingpeople
J_t Go through the language.EliciVExplain any new
vocabulary.Ss prepare their answers,CheckrSsll
answersround the class.(e.g.Who'sgot curlyhair?Mrs
.J Smith.Who'sgot wavyhair?Bob.etcJ.As an extension
_.-J
askSsto describe :'.,',.,ir.,,
eachpeison:.,ir
Suggested Answu Key
-J
Bobhasgot: shortwa,yybrownhair,a moustache anda beard
Bobis:thin/slim,of,aiirageheight,'inhisearlythirties

Janehasgot:long,s,traightfairhair 'l
.J ,,,r , inlerjections(Oh!,Ohno!,etc).
a
Janeis:tall,thin,in herlatetwenties
Suggeited AnswerKey
Mrs Smithhasgot:shortcurlybrown haitrglasses
*,t MrsSmithis:plump,rathershort,middle-aged ,,,4nn;r/rlTony!Greatpar$.
Tony:Oh,hi Ann.Yes, it is.Ann,meet|teve.Weorein thesame
Kathyhasgot:shortstraightredhail glasses class.Steve,thisisAnn,my cousin.
Kathyis:of averageheight;'si,lim,
in hermid th'jtties Steve:Pleased to meetyou,Ann
*, :,:
Ann:Niceto meetyou too,Steve
Maxhasgot:shortstraightbrownhail a beardglasses Tony:Look.Mr andMrsSmitharecoming.Theyoreourr:eli
Max is:tall,slim,in hisearlythirties neighbours.
-,
_-
Steve: Goodevening, Mr Smith.
Mr Smithhasgot:glasses Tony:Hello.Mr smith,maylintroduceAnn?She'smycausin.
Mr Smithis:bald,middle-aged, Mr Smith:HelloAnn.Pleased to meetyou.Thisismy wife,
-t Paulhasgot:shortstraightbrownhair;glasses Helen.
Paulis:plump,short,in hislatetwenties MrsSmith:Nicetomeetyou,Ann.
Ann:Niceto meetyoq too.Letmeintroduce you to theother
i=--
b. lFocus > | Consolidating
vocabulary
usedfor guests.Tony's,parenlswilljoin you in a minute.
4 people
describing
Game:,Dividethe classinto two teams.Explainthe
Direct5s' attentiohto the exampledescription. Allow , gameto the 5s.Encourage them to be as imaginative
-I 5s time to makesimilardescriptions,in pairs.Choose
and creativeas they can.TellSsthat their team will win
individual pairs to re4d out their descriptions,
correctingif necessary.Alternat'ively;i
have5s readout a point if the othei team cannotgues5who their team
and seeif other Sscan guessw_hoi5
their descriptions is de5cribing. You rnaychooserrto
set a time limit for
-il
4 beingdescribed. eachteamto guesswho is beingdescrlbed.

AnswerKey Suggested
AnswerKey
J Seedescriptions
in Ex.la Suggested
AnswerKey,p,',12(T). TeamASI: ...istall with bfue,elres
andshoft saoightbrownhair
Teacher:You have5".
r=--------------
lFocus>l Practising
languagefor introducing TeamB5l:lti Ann.
J ourselves/others
-
Readout the ninesentences. the meaning
EliciVExplain
of anynew vocabulary and elicitanswersto the question
J in the rubric.Checkanswers:around the class.
-"l.|r

SuggestedAnswerKey
/ntroduce 6;7,8
ouiselves:1,2,4; ''
4
* lntroduceothers:3,5,9

irl
1,,2(r)
&
atl
rE

A: Whata lovelyT-shirtyou arewearing!

B: Whatbeautifulhair!etc :J

b. lFocus>l Askingfor personal

information

10

(Ss'ownanswerc) >ir

Workbook1 - Ustening& Speaking

ts

1
:t-
Relationships Socialexpressions
,.-{
i-r
) Listening 7 OVatch theexchanges.
Listen
andcheck.

t-{ 5 a. Listenandmatchthe peopleto the l-1Tal Goodnisht. a Justfine,thanks.

L-l
character
adjectiveandthen to their trTfl Havea niceweekend b Takecare.Havea nice
relationship
to Jean.Therearesome FTil How'rethings? day.
€ wordsyou don'tneed.
t4Tb-l Bye.I'm off to school c Sleepwell.
--- now. d No, no. lt'smy turn.
--it tEl-dl Letme buyyou e Nevermind.You'rehere
.-4

l"J><'1i::::'
Tina funny
co-worKer
brother lunch. now.
i-;

-..t1 reIel Sorry

I'mtate. Thesameto you.
Thanks.
rd
classmate
- mean bestfriend
-tl:
*
friendly neighbour
I mproving pronunciation
-l: b. Workin pairs.Writedownthe names
-.rI Focuson stressand intonation.Thishelpsyou sound
r-r ofthreepeopleyou know Exchange
more natural.
papersandfindout abouteachperson.
" i :
--l- A: Who'sSarahT
B: She's
mybestfriend,
Expressing
admiration
--l

..l A: WhatdoesshelooklikeT
41
B: Sheis tallandslim,withlongblackhairand 8 Q tistento thesentences.
Listen
againandrepeat.
jc; greeneyes. r What beautifuleyes! . Thisis a lovelyparty,
--|I' A: Whatisshelike?
rd{
. What a lovelyscarf! isn't it?
B: She's
funny,friendlyandtalkative.
rr--l:
. How funnyhe is! . Thisisjust great!
-g ) Listening
9 Lookat the picture.In pairs,discuss
it asin the
rr5
6 * oiListen,choosethe correctpicturefor example.
-rll eachquestionandput a tick(/) in the
box.
r-j.

_Il 1 WhichoneisDavid?

r{iJ
-!
r-r
iIi

2 Whichone is Kim?
-t'-b
ir--
A: Where doyouthinkthtepicturewas
taken?
-r,
B: lt wasprobably
taken...
A: Whatcanyouseein thepicture?
-.Il
-l'.
B: lconsee...
A: Whatarethepeople doing?
3 What is Ann goingto do on her birthday?
B: They seemtobe...
rri .J A: Doyougetonwithyour neighbours?etc

{t 1 0 Spendtwo or threeminutesrevisingwhat you

--l havelearntin thislesson.
Closeyourbooksandtell
yourpartner.

H 13
s€mr€ed
G*€€6mg
Doyouwritelettersto yourfriends/pen-
Understanding rubrics
Howoften?Whatdoyouwriteto
friends?
each about?
other Askandanswer in pairs. To planyour pieceof writing,readthe rubric
carefullyand underlinethe key words' Key words
indicate:the type of writing, the target reader,who
L**k*mgs$*ser you are,the writing style,the reasonfor writing
and the topics you are goingto write about'These
2 Anna is an exchangestudent in the UK. Read
will helpyou decidewhat you will write.
her letter to her friend and put the paragraphs
in the correctorder. %asr€*srm
Readthe rubricandunderlinethe keywords.
Dear Penny, do theYgiveYou?
Whatinformation
ttff My host family are wonderful! Mr Brown is .
really funny. Hes always telling us jokes. Mrs
This is part of a letter you receivedfrom a
Brown is great, too. She'sa fantastic cook and i: i

i! friend.
keeps making me cakes and lots of other lovely {l -:i

thingsl Their daughterCindy is our age.Shesreally H o p eg o uthe new area. What are
our neiohbours[[ke? Have gou made
cool. We often go shopping together.Last, but not
I ang new Jriends?What about gour
least, there's Andy, Cindy's fourteen-year-old s1: Wrttebacksoon.
q.i newctassmates?
brother.He is quite shy and likes playingfootball' * il Je
ET4l Anyway, got to go now - I've got an English
ill:
lt.

exam tomorrow. Keep in touch! Nowwrite a letteransweringyourfriend's

fcTTl I really like going to school here! The
questions(100-120 words).
teachersare very helpful. lt's great fun learning Portfolio:Answerthe questionsin the plan,
6
another language!My classmatesare all really thenwriteyourletter(100-120 words).
friendly, especiallySally.She helps me out and is
very kind. Charlie is the classclown. He'salways
getting into trouble for making everyonelaugh!
ETi-l How are things going?Just dropping you a
line to tell you about life here in York. Dear + (yourfriendl first name)
Love, Introduction
Anna
(Para t) How are you going to Wet Jnur
friend?VhY are Wu uriting tbe lener?
Main Body
Read of shorf
theletterandfindexamples (Paras 2-3) Wat are your new neigbbours like?
phrasal
forms, vocabulary'
verbsandeveryday 'Wbat
nan fri'ends baYe You made?
Wba't a're theY like?
*pem&mgref; erks
osamg flcrffi What are Your classmateslike?
Conclusion
4 in the followinglistasOR
Markthe phrases
(Para 4) If,/bat are your closing remarles?
or CR(closingremarks).
(openingremarks)
IIou uill you sign ofi?
r Writebacksoonandtellmeyournews.
o SorrVI haven'tbeenin touchfor a while.
o Hi!What'sup?
. Hil Guesswhat? Why are you
. I'mwritingto letyouknowthat ... late,Stan?
r Can'twaitto seeyot.
. Well,that'sallfromme.
. Byefor now.
. Gotto qo now.
14
-

t
---J
-{.-
Writing S lFocus>l Understanding
a rubric
Objectives: writingan informallettergivingnews; Go throughthe StudySkillsbox with the Ss.Thenread
_-a r-.r:,1,in6opening/closing remarks;understandin
g out the rubricin Ex.5 and elicitthe keywordsfrom the
-,a'as
class.
R e a d i n ga: n i n f o r m al le t t e rg i v i n gn e w s
S.: ,s- readingior detailedcomprehension An5werKey(\eeoverprinted
answers)
.",
4 \iv'riting: ar informalleitergivingnews
Elicit answersto the question in the rubric. Ask
questionsWhat areyou goingto write about?(alettel
::------
-.-.1 1 lFocus )l Discussinginformallettersgivingnews Who's going to read it? (myfriend,Jenny)Who are you?
--at_
(a personwho has movedto anathertown) Whv are
Presentthe questionsin the rubric Ssaskand answerin vou
writing the letter? (to answermy friend,squestiongUihat
closed pairs Choose various pairs to answer the
*cf
are you going to include in your letler? (information
questionsDiscussas a class. aboutmy newneighbours, newfriendssndnew classmates)
Suggested AnswerKey F-.-l

A: Doyou writelettersto yourfriendsorpen_friends? 6 lFocus>J Planningan informalletter,practising

-J writing informalletters
4 B: Yes,I do.
A: Howoften? Allow Ss some time to make notes answeringthe
B: Abouttwicea month, questions in the plan.ThenSswrite their lettersin class
J
-__5._ A: Whatdoyouwriteabout? AlternativeJy,you can assignthe writing of the letter as
B: lwrite aboutschoo[myfamily,sports,thingstikethat. HW
T:--
--J 2 lFocus > I Textorganisation Suggested AnswerKey
+
Para | : DearJennyfloansweryourfriend'squestions
Explainthe situation point out that exchangestudents
Main body:Newneiqhbours are very nice.Madetwo new
are two studentsfrom differentcountrieswho visiteach
-n frynds - Jan and Amy. Theyare friendlyand easy_going.
other'sschoolto strengthenlinks betweenthem, to
Classmates areniceand helpful.
famiilarisethemselves with the cultureand customsin Pora4: Gottogo now.Writebacksoon./Love + yourfirstname
the foreigncountry.Explainthe task and ailow 5s some
*t4 time to completeit. CheckSs,answers.
Suggested AnswerKey
AnswerKey(Seeoverprinted
answers) DearJenny,
Hopeeverything is finewithyou.l,tt ij,'.,,,..-. .- .. ,:_
-J T---------
+ 3 iFocus > | Analysinginformalstyle aboutlifehere.
Wel[we'vebeenlivingin our newhousefc: c *.-,- -.,,".
Explain
to Ssthat Ann'sletteris addressed
to a friendof reallylikeit. I'vemet someof our nerghbours a.a !.?, :..-
-J verypleasant.l'vealsomadetwo newfriends.They!ite cr, :. e
sqmestreetas me.Oneof thegirlsis calledJan ancjihe other
one'snameisAmy.Theyarebothveryfriendlyand easy_gorng.
_-.f Wego everywhere together.
words/phrases. My new schoolis claseto my house.lt was hard getting to
Ss compareanswerswith their partner
know my new classmatesat first, but now t feel verv
Checkanswersaroundthe class.
_-r comfortable.They areall veryniceandhelpful.
AnswerKey Anyway,got to go.Writebacksoon.
Shortforms:He's,She's, She,s,
there,s,
It's,He,s,I,ve LoVe,
Phrosalverbs:helpmeout,getinto Nancv
J
Everydoyvocabulory:droppingyou a line, She'sreglly cool,
got to go now Keepin touch

J 4
l-:---- Workbook 1 - Writing
4 ll9cus >l Presenting
Opening/Closing
remarksin a
letter

J
cl:rpiete the taskin pairs CheckSs'answers.

J AnswerKey
t
OR:SorryI haven'tbeenin touchfor a white./Hi!What,sup?/Hi!
3uesswhat?/l'mwritingto letyouknowthat ...
-l CR:Wiltebacksoonand tellmeyour news./Can,t war rc see
,'au.Mell,that'sall fromme./Bye
for now./Gotto go now.

..1
f; 14(r)
':.'1.,-1
ana prc-5e!'r!q.''"f 'l
throuohthe processof selecuQn
power polnt
rra .oto"t"r literate they can make a
their
thus practising computer as
skllls well
presentation, :

15(r)
H
lt " *
[*-.J r ? hatcomes to mindwhenyou TheBritishsenseof humouris
i l ^ W thinkof London? Evenif very subtle.A lot of people
you'venever0) beenthere,youwill find it hardto understand
our
[--J
probablythinkof BigBenand jokes This is probablythe
il reason 3) why we have a
double-deckerbuses.Whatabout
L-J' theBritish?Again,evenif reputation for being very
lI * you've1)nevermetany .-+jsarcastic.
Howeve;our sense
Britishpeople,
youwill of humourallowsusto make
!.-.J
i + - probably
comeup with ideas fun of ourselves
andseelifein
suchaspunctual,
reserved, a comicallight.
s-.J ,old-fashioned
or polite.But:.
--*
theBritish
really
lik We areverypolite!We say
*il "Please"
and "Thankyou"
a lot.We eventhankthe
busdriverfor the ridewhen
we get off the buslA lot of
peoplethinkit isextreme,
4) but politenessisan
importantpartof our daily
lives!

--J Themostcommonpicture
The Britishare famous for
depictinga typical
their stiff upperlip. lf you
Englishman isa man
-*| keepa stiffupperlip,you are
+
wearinga bowlerhat
trying not to show you are
2) and readingTheTimes
upset.However;
the fact that
-l newspaper.Howevel
5r_
we don't show 5) our
bowlerhatsarerarelyseen
emotionsdoesn'tmeanthat
-*I
in England
nowadays!
+
we don't haveanyl

-t
) Reoding & Listening W Speaking
--, I Whichof the followingadjectives wouldyou Whichof theadjectives
in Ex.1 doyou
L- 4
associatewith the British?
Why?Discuss it in pairs. associatewiththepeople
in yourcountry?
. reserved . loud o old-fashioned . organised it in pairs.
Discuss
---r*
. cold . eccentricr sensitiver toleranr
5 Spendtwo or threeminutes whatyou
revising
. punctual . sarcastic
o polite
havelearntin thislesson.
Closeyourbooks
_, n
a, Lookat the title of the text.Whatdo you andtellyourpartner.
2
expectit to be about?Readandcheck.
-l 6 Workin groups.
Project: Thinkof some
,+
the gaps(1-5).Listen
b. Readandcomplete stereotypes
relatedto thepeople inyour
andcheck.
Thenexplain
thewordsin bold. country.
Writea shortarticle
foran
-.-{
;.1_
international
student magazine. lllustrate
it
3 Saythreethingsyou remember
fromthe text. withpictures.
3 Wildlife habitats are only found in the
l-c*;:{*-i+"'1 F
countrYside.
Listento andreadthe song'Howis it related 4 Pond habitatsare smallerthan woodland
1
to the title of the unit andthe pictures? habitats.T
ir-riJi":"t'i'lii {;l i+f !"vii{'i 5 Half of all Britishwildlife is rn danger of
i:i::1rlrr.+,r:-r*:sl'iii+#,;i
disaPPearing F
rltiji:fii.;+:';r:ir:"rji;r+ #ir'{lr',?-''l:;i"j
i;: j;ilg iJ!'i1i.;.r
: 6 Therearen'tany placesleft for animalsto live
{ir'i{:i i'':tii':l; iri ;.'+; :rii".l'
i n F
{l.ljffi:l; +ui ii;r r1'n;1131-i'1;431,
7 Many animals'habitatsare no longerthe

2 eachpicture,usingthe notesbelow:
Discuss same.T
. type of animal:mammal,reptile, amphibian'etc 8 Thereare fewer pondsthesedaysbecauseof
o naturalhabitat: man T
F
prairie,
lond- iungle,forest,woodlands, etc
mountains' 9 lt'stoo lateto saveanimalsfrom extinction
ocean'etc
water- pond,riverlake,wetlands, 10 Making a pond in your garden can help
o endangered by: wildlife.T
- for food,for itsfur/etc'aspets'etc
hunting/fishing 1i:ipt+i'mh:Et't*g
habitatchanges- fies,cuttingdowntrees'pollution'
s/fences,etc lmagineyouwork for the Environment Agency'
building houses/road 5 in the text to talk about
are
Usethe headings
Chimpanzees oremammoBthotlivein forests'They
Britishwildlifeandhabitats.
endai,ngered because their habitat is destroyedwhen
the foreststheytivein are cutdown'Peoplealsohunt E-[sq+:fi,*ifltii]
themfor foodor to sellasPets' I Youaregoingto listento someone talking
6 species.Listenandwrite Yes
aboutendangered
ffimm#E*rg or Nonextto eachsentence.

'? a. Lookat the title of the text andthe 1 Therearearound12'000endangered

headings.Whatdo youthinkyouaregoing todaY. No
species
to readabout?Listen,readandcheck' of
2 TheRedDataListgivesdetails
endangered wildlife. Yes
3 ManyPlants arealsoendangered
becauseof humans' Yes
Getting the mdn idea
4 The EuroPean bisonis endangered
Every paragraphcontainsa main idea'Findingthe
of hunters. No
main idea of eachsection helpsyou understand because
5 The redwolf is endangeredbecause
man hascut down the trees' No
b. ln pairs,findthe mainideain eachparagraph'
Whatisthe author'spurpose in writing?
7 Thinkof tenwordsyouhavelearntin this
Inpairs,
lesson. usingthem'
makesentences
Lookat the sentences (1-10)about
4 Readthe text
wildlifeandhabitats.
carefullyandmark each sentence asT ffiWrihtr*
{--"-'***"
(true) or F(false).Thenexplainthe
meanings of the words in bold' In Portfolio:Workin groups.Collectinformation
pairs,thinkof anothertitle for thetext' abouttwo wildlifehabitatsin yourcountryand
the animalsthat livethere.Writea shortarticle
1 Britainhasa wide varietyof wildlife'T aboutthem(50-80words)for a teenmagazine'
2 All animalsneeda lot of spaceto live Write: wherethey youropinion'
are,whatlivesthere,
i n .F Decorate yourarticlewith pictures'
..$

--.d C a l lo f t h e w i l d Chinchillas aremammalsthat Iivein the:mountains and sther

rocky'ploces in SouthAmerica.Theyareendangered because
O b j e c t i v e sl e: a r n i n a
g b o u tw i l d l i f ea n d h a b i t a t s peoplehunt themfor theirfur andmeat.
l e a d i n g :a l e r t a b o u tU Kw i l d l i f ea n dw h a t w e c a no o Macawsarebirdsthat livein therainforestTheyareendangered
.: -= c l,; s:atements) because theirhabitatis destroyed whentreesin therainforestare
: <)t:s- 5<!nming cutdawn.People alsohuntthemsotheycansellthemas pets.
reodingforgeneralcomprehension Wolvesare mammals that live in the forest. They are
S p e a k i n gi :a l k i n ga b o u tB r i t i s hw i l d l i f et o r a i s ep e o p l e ' s endangered becausetheirhabitatis destroyedwhentreesin
c, ,Ji cl lc)J
the fotrestare cut down to build roads, housesand other
Vocabulary: typesof animalsand habitats;reasoRs buildings. Peoplealsohunt themfor theirfur.
= a n i m a las r ee n d a n g e r e d
Ottersare mammalsthat livenearriversand lakes.Theyare
d
Listening:a talk aboutendangered (Yes/No
species
endangered becausethe water in the qreaswherethey live
statements)
- listeningforspecific becomes polluted.Peoplealsohuntthemfor theirfur
Skills information
Writing:a shortarticleaboutwildlifehabitatsin your Seaturtlesarereptilesthat livein thesea,They areendangered
c o u n t r ya n da n i m a l lsi v i n gt h e r e because theirhabitatis beingdestroyed bypollution.Also,the
beaches wheretheygo to lay theireggsareverycrowdedwith
= peoplewholitterandmakea lotof noise.
-4= T--l
1 ll-ocus> | Introducing
topic Spotteddolphinsare mammalsthat live in warm seasand
oceans.Theyare endangered becausetheir habitai'.:is being
Read out the title and direct 5s' attention to the
J destrayed by poi,llution.
Theyalsoget caughtup in fishermen's
--{- picturesElicitwhat the title means.Note: Explainthat
netsanddie.
Callof the Wild is a novel written by Jack London.The
Brawnharesare mammalsthat live in fieldsand forestsin
siory is about the relationshipbetweenanimalsand
J people Playthe song Ssfollow lines.Elicitsuggestions Britain.Theyareendangered because theirhabitatisdestroyed
when treesare cut down to make more room for people.
as to how the songcouldbe relatedto the title of the
Farmers alsohuntthembecause theyeattheiruops.
unit and the picturesPointout that this isthe chorusof
a song The completesong is at the backof the book Chimpanzees aremammalsthat livein forests, woodlands and
-rl
(see Songsheetssection) This can be done on grasslands in Africa.Theyareendangered whentreesin rheforesi
completionof this lessonor on completionof Unit 2 arecutdown.People alsohuntthemformeat.
Bison aremammals thatlivein thefarestsanc ..:'. t't , .:
J AnswerKey
in NorthAmerica.They areendangerel berc,.:e.'. , ' a. .. :
Thesongmeansthat natureiscallingout for help.Thepictures destroyed whentreesin thefarestarecui ic:,,:.
are relatedto the songbecausetheyshoiwanimalsthat are Bengaltigersare mammakthat livein fores:sc.c :-.i,.:
J_ endangered andneedourhelpto survive. Theyareendangered because theirhobitotis e?siro,ic,,,r:-
T=-------------r treesarecutdown.People alsohuntthemfor theirfur.
2 l-ocus>l Presenting & practisingvocabulary related
Bald eaglesare birds that live near large lakes.Theyare
J to animals
endangered becausetheirhabitatis destroyedwhentreesin
AskSsto lookat the animals '1
on pp 16, 7. Askwhichof the forestare cut down and lakesare pollutedby chemicals
iheseanimalscan be found in the Ss'countryReadthe and fertiliser^
J rores a'oud and explain/elicitthe meaningof any new i=------
vocabulary Choosea 5 to readout the example. Discuss a. I Focus) I Predicting
the contentof a text
eachanimalseparately. Help5swherenecessary especially
Direct5s' attentionto the,,titleand headingsin the
J with the placeeachanimallivesin and,reasons they are
tefi. EliciVExplain
what SOS,means (a5;i
gnalthat means
endangered. Alternatively,
Sscanwork in the computerlab
youarein dangerand needhelpinmediately)Elicitwhich
in theirschooland preparetheiranswers. Sscanwork in
countrythe text is about (UK).Playthe',recording
groups Makesureeachgroupcollectsinformationabout , whileSslistenand readto checktheirown aniwers.
J differentanimalsor elsethe taskwill take a lot of time to
+
completeAllow Ss time to preparetheir descriptions. AnswerKey
Monitorthe activity,and checkSs'answers. The text is about wildlife in the UK. lt explainswhat is
J happeningto theanimalsthereastheirhabitatsare destroyed.
& Suggested AnswerKey
It alsatalksaboutwhatwecando to help.
Boasarereptilesthat livein therainforest.Theyareendangered
because theirhabitatis beingdestoyedas treesarecut down.
J U. lFocus> | Getting
themainidea
Peoplealsohuntthemsotheycan selltheirskin.
Toadsareamphibiansthat livein riversand ponds.Theyare
endangered becausetheirhabitatis beingdestroyed to make
.J
-& room for more buildingsand factories.Theirhabitqt is also
becomingpollutedbychemicals andfertilisers.
Pandasaremammalsthat livein the bambooforestsof China.
=
t Theyare endangered because theirhabitatis destroyedwhen
treesin theforestarecut downto makemoreroomfor people.
Thismeansthattheylosetheirhomesandtheirfoodsupply. ideain eachof the paragraphs
is.CheckSs'answers.
J
--_ AdditionalMaterial:Songsheet1

-l 16(r)
-rt
AnswerKey AnswerKey
Para| : a definitionof wildlife Wildlifeis all theplants,animalsand livingthingsthat canbe
Para2:a definitionof hsbitot found in the wild. The placeswhere wildlife live are called
Para3:an explanation of whatishappeningto thewildlifeand habitats.Thereare manydifferentkindsof habitat.Thereare
why manydifferentspecies of plantsand animalsin the UK.Many
Para4: an explanationof what wecando to helpendangered specieshave disappeared over the past 100years.150/o of
species wildlifein the UKis endangered and if peopledon't help,the
problemisgoingto get worse.Wildlifeis endangered b:ecause
Theauthor'spurposeis to makereadersawareof theproblem habitats are being destroyedor changed.We must do
that is threatening
thewildlifein the UK. somethingnow.Wecanjoin groupsthat helptheenvironment
.r-:-
or wecanstartenvironmental oroiectson ourown.
IFocus} I Practising
true oi falsequestions
Explainthe task. Allow Ss time to completethe task O lFocus >-i Listening
for specificinformation
individually.
Checkanswersaroundthe class.Select5sto Readout the rubricand the five statements, explaining
suggestcorrectionsfor the falsestatements. any new vocabularyExplain the task.Playthe recording
AnswerKey(seeoverprinted
answers) twice if necessary.Allow Ss time to completethe task
individually.
Ss compaie answerswith their partners.
5s explainthe words in bold by giving a definition, Checkanswersarouhd'the class SelectSs to suooest
synonym,miming,etc. Encourage Ssto try to guessthe correctionsfor the 'No' statements
rneaningof the word from the context beforeusing
AnswerKey(seeoverprinted
answers)
to checktherrguessesEliciVExplain
iheir dictionaries the
meaningof any other words in the text that Ssstill do
not understand z lFocus>l Reviewing
AnswerKey Ask Ss to closetheir books.In pairs,Ss think of ten
words they havelearntin this lessonand use them in
in the wild (ph): not in captivity
sentencesof theirown Monitorthe task.
squirrels(n):smallfurryanimals(usuallyred,greyor black)
lizard(n):smallreptilewith a longtail (Ss'ownanswers)
tiny (adj):verysmall
woodlands h):forest lFocus)'l Writinga shortarticle
abouthabitats
farmlands(n):areawheretherearemanyfarms,fields Explainthe task 5s work in groupsto get information
ponds(n):smalllakes
and picturesfrom the Internet,magazines.
newspapers;
hedgerows(n):longrowsof bushes, treesor shrubs etc. Assignas HW. CollectSs'work in the next lesson
sandgroins(n):smallpiecesof sand and checkSs'answers
at risk(phr):facingdanger
endangeredspecies(ph): animalsandplantsthat areabout Canadq'sWildlife
to dieout Canadaisa verybigcountryandit hasa widerangeof wildlife
mothsh): insectsthatarelikebutterflies and wildlife habitats.Sadly,many of these habitats are
bots(n):mammalsthat looklikemicewith wings disappearing or are beingchangedso that manyspecies are
no longer(phr):not anymore leftwithouthomes.
extinction(n):thedeathof a species Oneof the biggesthabitatsin Canadais woodlands.Forests
enviranmentolgroups(phr):organisations that helpnoture covera greatpart of Canadaand they are home to many
rare(adj):not common animalssuchas bears,deerand moose.As peoplecut down
treesandpolluteriversandlakes,thishabitatisspoiled.
Sswork in pairsto suggestanothertitle. AnotherCanadianhabitatistheprairies.The prairiesarehome
Suggested
Answer to animalslikegophers,bisonand groundhogs. As moreand
morefarmsarebuilton theprairies,theseanimalsareforcedto
Protecting
UKWildlife
livein smallerandsmallerareas.Thismeansthat manyspecies
NotTooLate
becomeendangered.
r=-------------: Peoplehaveto becomemoreqwareof what is happeningto
lFocus > | Givinga talk basedon notes
Canadianhabitats.Theycouldjoin an environmental groupor
Instruct5sto writethe four headings in theirnotebooks. get involvedin communityprojectsthat helpprotectwildlife
Tell them to use the text to make notes under the andhabitats.
headings. To make notes,5s needto go througheach
sectionand listthe mostimportantinformatione.g.para
1 Whatis wildlife?(plants,animals,living thingsin the wild,
mammals,reptiles,fish,insects,little animals.)Ss use their
notesto preparetheirtalk Monitor5s' performance and
then selectSsto reoorttheiranswers to the class.

17(r)
rd-

---d-.

-d

*J
4
What is wildlife?
'\\'ildlife'means
all the plants,animalsand otherlivingthingsfoundin the
wild. Thesecanbe mammalssuchassquirrels,reptileslikethe sandlizard,
--J
-_d_ fish,insects,andtiny littleanimalsthatyou can'tseeeasily.

--iL-
j
What are habitats?
I Habitatsarethe placeswhereplantsand animalslive.Theyare all aroundus
- on the land,in the water,in the city and in the countryside.Habitatscan be
-tl
-t-
t large,like woodlandsand farmlands,or small,like ponds and hedgerows.
t
t Someanimalslive in reallytiny places,Iikethe spacebetweensandgrains!
*4
Ja_
j
What is happening?
*J In the UK alone,thereareabout37,OOA differentspeciesof animalsand65,000'
differentspeciesof plants.Sadly,though,overthe last100yearsmorethan1Z0
plantandanimalspecieshavecompletelydisappeared.
.J
_-t-_ Today,about15%of all Britishwildlifeis stillat risk,especially
animalssuch
asthe otterandthe brownhare.Unlesswe do something to help,thingswill
.,| onlygetworse.
The main reasonwhy some types of plants and animals are becoming
endangeredspeciesis that their habitatsare lost or havechanged.Animals
-t
4 Iike moths, birds and bats havelost their homesas peoplehavecut down
1-h;-^-^-^^
,LrilriiPor:4ctr

the hedgerowsthey live in. Also, a lot of ponds are no longer suitablefor
-l the animalsand plantsto live in because they are polluted,or peoplehave
filledthemin.

-t
What can we do?
\,Ve need to save many species of endangeredBritish wildlife from
., extinction beforeit is too late.You can help by supportingenvironmental
groups like the EnvironmentAgencythat are working to protect our rare
wildlife and habitatsfrom the dangerof disappearing forever.You can even
J
createa small wildlife habitatyourself,by makinga pond at schoolor in
your garden.
-a Fora leaflet yourownwildlife
abouthowto create call:0645gS31.|1.
pond,please
O Environment

-l

.L

LI

chinchilla
gl

ffi+*c"]#
ffiwffiffi#ffiwffim
FE*kvH*:nT=ffik#
You1) makea wildlifePond i Zl .. softunder theliningsoit
rn vour qarden quite easily,whether doesn't teara. You can use old
vorjlivei6 the countryor in the city' newspapers if you like -

W$seeeF +ry&m*P
Fs'mw
Thebesttime 2) Yearto do rt Dig the hole for the Pond You can
is in November. Then the pond will be makeit the sizeand shaPethat You
3) ..,..bYthe sPring want but it hasto be at 8)
two feet deeP in the middle and
ffi#psrsF shallows aroundthe edges.Clearaway
Whereyouput the pondis4) .. ..'.... all the stones,put in the newspapers
important.First,it needsto be on level I andthe pondlinerandaddthewater.
groundl . Secondly, it 5) . ..... ......to be ! * - - - *
somewhere that is quitesunnybut also i fuffdbp*; #fu#rdf*fuw'm'efflgfdf'tr3
with someshade2. i gl .. twoweeks Youcanadd
i pond plantsin and aroundthe pond'
Hb'seftF
ffiffimtr As 10) ... the mostof
animals,
The pond needs to have a lining3 themwillturn uP6on theirown - not
6) . that the waterstaystn.You at once,but overtime.
can buy a flexiblePond liner from a
gardencentre You also need to Put

3 layer of plastic 5not deep

Lookat the Picture. i 1earth
i . apull apart,get a hole 6appear
ln pairs,saY: 1 'Drotectnn from sunilgnl
L_-_'- _---_'**-:
.!
wastaKen
. wherethe Picture .,a
, Reoding
o whatyoucansee ln
the headings'
. whatthepeople areoolng 3 a. Readthe title of the text aboveand
pairs,try to answerthe questions'Readandcheck'
. whattheyarewearing/feeling
the correctword for eachspace'
Listening ib.) Completethe text with
Listenandcheck.

2 iart Youaregoingto listento t @can B could C may D might

somebodY talkingaboutwhY B a t Cof D to
2 A i n
treesareimPortant'Listenand 3 @ readY B available C comPleteD arranged
choosethe correctwords' B too C much D manY
4 @ very
D should
5 A must B can @ fras
Peryffi 6 A because @ t o Cto Dfor
@ something
#:WFffffis'ffi"W$ 7 A nothing B anYthing C everYthing
C best D worst
8 A most @ least
. reduce1) warmth/heatinqand 9 A When B Later c Before @ nftt'
B far C with D to
coolingcosts to for
@
o protectus from ultravioletradiation
. reduce2) wind/air and soilerosion I i ' ' , 1 '

. removeCO, from the 3) ground/ plont'start'recycle'

the phrases:
4' a. Usetheverbsto complete
btmosphereand releaseoxygen send,
roise,
adoPt, use'
. provideshelterand 4) fped/housing 2 raisemoney;
1 starta campaignto protectthe environment;
for plantsand animals lettersto localpapers;
3 olant trees;4 recyclerubbish;5 send
. reducenoise,dust and 5) air/water
6 adoptan animal;7 usepublictransport
pollution
waysyou canhelpprotectthe
b. Workin groups'Suggest
environment'
Usethe notesaboveto gtvea
trees'
plantsome
shorttalkonwhYtreesare A: Ithinkweshould
a good
B: Thot's con
idea'We also
"'
important,
J

practice
Vocabulary a, lfocusE Predicting
the contentofa text
)
'earring Direct5s' attentionto the title of the text and the
Cbjectives: a b o u tt h e i m p o r t a n coef t r e e s ;
::'- rg hcr.i,to makea wildlifepondto helpwildlife; headingsin the text. Explainthe task.ln pairs,Sstry
--J i to guessthe answersto the questionsAsk Ss to
l s:--<s rc how man'sachievements haveaffectedwildlife
i e a d i n g :a r e a f l eat b o u th o w t o m a k ea w i l d l i f ep o n d skimthe text and readto checktheiranswers.
e- ^ l - ^ t
AnswerKey
_-J t",;trt- skinming
-L Thebesttimeto makea wildlifepondisin November.
reading for detaiIedunderstanding
A wildlifepondhasto beon levelground.
S p e a k i n gu:s i n gn o t e st o t a l ka b o u tt h e i m p o r t a n coef
Youneeda flexiblepondlinerandoldnewspaperl
= :'ees
--L Dig a hole,removeanyrocks,put the newspapers
in and add
Vocabu{ary: phrases associated with the environment;
water.
pnrasalverbswith ouf
Aftertwo weeks,youcanplantpondplantsfor thewildlife.
Listening:a talk aboutwhy treesare important(multiple
choice) r=-
b. lFocus > | Listeningfor specificinformation
Skills- listeningforspecificinformation ,
Writing: preparing a leaflet ' Ssreadthe text againand choosethe correctanswer
.J for eachgap Playthe recording for 5s to checktheir
--d_
anSwers
Foctdt a picture
Describing
,{ AnswerKey(seeoverprinted
answers) ,
-i{- what flora is (plants,flowersgrowingin an
Explain/Elicit
f=-----
area) DirecISs'attentionto the picture ln pairs,Ssuse a . l F o c u s) l P r e s e n t i n gv e r bp h r a s e s
the promptsto describethe picture.Monitorthe task
Ask individualpairsto read out their qus51lens and Explain/Elicit
the meaningof any new vocabulary.
Ss
answerS. completethe taskindividually,
then compareanswers
with a partner.Check5s'answersaroundthe class
Suggested AnswerKey
.J
z
AnswerKey(seeoverprinted
answers)
A: Thepicturewastakenin somebody's garden.
B: I canseee womananda littlegirl.Thelittlegirl isprobably T--l

herdaughter.ln frontof thepeople,therearesomelovely b . l l - o c u s> l D i s c u s s i nw

g a y st o h e l po . o r e ctt- e
.J environment
I flowers.ln the background, I can seean oiqngetreeand
somepatiodoors. D i v i d et h e c l a s si n t o g r o u p sE x c r a t-f : e - 3 : < - : , : :
A: The woman is doing somegardening.Sheis holdinga Sstheycanuseitemsfrom Ex 4a ic :.e,c :^:- - :. "
_J wateringcan.Herlittlegirlissittingon herknee, S st i m et o c o n - p l e t eh e t a s k V o - , c : l - = t 3 i r i j .
B: Thewomanis wearinga blueT-shirt.ihe hasq whitehat" individua g lr o u p st o a c ro r l tr h e ' ,e x c - a n g e s
Thelittlegirl is wearinga whiteandyellowstilpeddress.I
think that theyare feelingquitehappy.Perhapsthe little Suggested AnswerKey
-i
girl wantsto helphermumwith thegardening. B: .. . starta campaigntoprotecttheenvironment.
-:----------]-- C That'sa greiatidea.Whatdoyou thinkaboutraisingsome
3 Focus) | Listeningfor specificinformation , moneyto adoptan animal?
D: Yes, that soundsgood.Or wecouldpl6y1y
5sre treesin the
Readout the rubricand sentences 1-5, and askSsto
park.Orsendlettersto thelocalpapers.
guessthe correctword. Playthe recording. Sslisten
A: Yes, wecould.Wecouldalsorecyclerubbishandusepublic
-l and completethe task.Check5s' answers.Explain/
transport.etc
Elicitany new vocabulary.
AnswerKey(seeoverprinted
answers)
J
b. lFocusLl Giving
a talk
AskSsto readthe notesagainand preparetheirtalk
J RemindSsto usesynonyms
--_ and to paraphrase as far
as possibleSelectSsto reporttheir answersto the
-t^.-
tto))
J
Suggested AnswerKey
Treesare veryimpartantfor many ieasons.First,they help
Ji reducethe amountof moneywe needto heatand coolour
E homes.Theyalsogiveus shadeand protectus from the sun's
dangerous ultravioletrays.Theroetsof treesholdsoilin place
sc that other plants can grow. ln addition,treesproduce
: oxygenwhentheyremoveCO,fromtheair andthetreesin the
,-_
fcrestprovideanimalswith a safeplaceto liveand foodto eat.
Finally,treescutdowndust,noiseandairpollution.
J
4

-"{ 18(r)
J
tk

LI

ll,..l
L

r=--------
lFocus> | Discussing
socialissues 8 Focus t Workingwith phrasalverbs Lt
Ask Ssto match man'sachievements
with the effectsin Go though the spidergram. Ask Ss if they know any of
the phrasalverbs. Ss completethe task. Check Ss,
answers. As an extension,
askSsto choosea phrasar vero
and draw a pictureto illustrateits meaning.Ss present
their drawingto the classand inviteSs to quesstne
meanrng.
AnswerKey AnswerKey(seeoverprinted
answers)
A: Man has built citiesand roadsso we havebetterlivino
conditions. S lFocus>l Reviewing
B: Yes,
but animablosetheirhabitat.
A: Man has built factoriesso we can producethingsfaster Allow Ss two or three minutesto revisethe lesson
andbetter. Instruct5s to closetheir books.pairSsup to talk about
B: True.However,fqctorywastepollutesthewater what they have learnt. Walk around the room.
A: Man has inventedthe lnternetand the telephoneso we monitoringthe activity.Selectpairsto presentwhat they
cancommunicatebetter. havelearntto the class.
B: Yes,
butpeoplearelonely. (Ss'ownanswers) .J
A: Man has inventednew medicinesand built hospitalsso
people's
livescanbesaved.
B: Theyhave.Peoplestilldieof starvationor illness, lFocusLlMakinga leaflet
though. rd

T=----------
lFocus> I Workingwith prepositions
Explain
the task.Sswork in pairs.CheckSs,answers

StudyTip: Ask 5sto havea prepositional

phrasessectjon
rntheirnotebookasshownbelow.Sslistverbs,adiectives
etc that go with specificprepositions.
Ss updatethis
sectionregularly.
Thishelpsthem reviseeasily.
e.g. phrases
Prepositional
AT risk groups Monitorthe task InviteSsto display
theirleaflet.
lN thewild,danger Suggested AnswerKey
FROM extinction
Helpprotectthe environment
Verbs,
Adjectives,Nounswith prepositions
Wecan all helpprotectthe environment. Bepart of it.Joinus
A on ourEnvironment Day.
Meetingplace
Meet us at 10:00pm qt Gatevilleschoolon Saturday3rd
October.
P protectfrom Activities
There's plentyto do.
AnswerKey(seeoverprinted
answers) l0:00- 12:00 plantflowersin theschoolyard
Allow Sstime, in pairs,to makeup sentences | 2:00- 1:00 collectrubbishin thenearbyarea
usingthe
phrases.Choosesomepairsto readout theirsentences. l:00- 3:00 recyclerubbish
EveryIittlehelps.Bethere.
Suggested AnswerKey Formoredetailscontact:GreenTeens Tel.No.22222222
1 Bisonareat riskof disappearing off thefaceof theearth.
2 Trees protectusfromdangerous ultravioletrays. Workbook 2 - Vocabularypractice
3 Wehaveto savewildlifefromextinction.
4 Baldeaglesarein dangerof dyingout.
,$

#
5 Thereareveryfewpandasstilllivingin thewild.
r=-------.-
l F o c u s> l L e a r n i nsgi m i l e s
H Readout the rubric.Allow Ss time to completethe
tasks.Check5s' answers.ElicjVExplain
what the similes
mean Elicit from Ss whether there are similar
expressions
in theirlanguage
AnswerKey(seeoverprinted
answers)
t
(Ss'ownanswers) -__|

I
I
1e(r)
t
t Speaking
7 Matchthepairsof words,thenusethephrases
Lookat thepictures.
Usetheideas
to discuss to complete
thesentences.Aretheresimilar
i 5 technologyandmodern life. expressions
inyourlanguage?
green
l
t_ fresh
reo
a daisy
brown
a oerry
@F grass
a rose

Janehasgot a lovelysuntan- she'sas brown

asa oerry.
I went to bed late last night, but I feel as
freshasa daisythismorning.
When he startedworkingfor the companyhe
was as greenas grass,but now he is much
I
l_ moreexperienced.
Snow White has skin as white as snow ano
I liosas red asa rose.
t_

die
I
l_
8
I
1_ there
isa lotofair
pollution
- a,,
e better
living
I animalslose their
L 1 Unlesswe do somethingsoon,manyspecies
: -:r crtions habitat
- F. r will die out. (becomeextinct)
,^^ +hi-^^
- u i J U t r L i l i lt U b factory
waste
'as:erandbetter pollutes 2 | can't make out what type of insectthis
thewater
picture shows.(see/understand)
communicate better peoplearelonely
3 lf we don't start protectingwildlifehabitats,
people'slives
can peoplestilldieof
many animalswill run out of placesto live.
!; Jd.VUU starvation
orillness
(have no more)
I Tom is worn out - he'sbeen digginga hole
t_ A: Monhasmadecarsand aeroplanes,
so we con
travelfaster. for a pond all morning.(exhausted)
I That'strue...butontheotherhand,thereisa lot of Paul Sterry has brought out a book of
L
airpollution. beautifulwildlifephotographs.(published)

I
L 9 Spendtwo or threeminutes whatyou
revising
Underlinethe correctprepositionin bold. havelearntin thislesson.
Closeyourbooks
o i
Checkin your dictionaries.Make sentences andtellyourpartner. i
i
usingthe phrasesin italics. i.
i,
1 A lot of animalsareat/inriskofextinction.
2 We mustprotecfhabitatsof/fromdisappearing.
t
3 Youcan helpsayeanimalsofttpy extinction. Portfolio:Workin groups.Prepare a leaflet
4 Chinchillasareat/'ndanqerof extinction.
advertisingan EnvironmentDayyour groupis
'Wildlife' organising.Listthe activities aregoingto do.
you
5 meansanimalslivingat/!rythewild.
19
Modalverbs- "must"/ k

"havg to", "should"I

_ to", "mustn't"
"ought
:i'.=rffil"
*

GrammarReference

Readthe speechbubbles.Which
of the modalsin boldexpress:
. prohibition(its wrong/against
the law)?
(it'sthe right
. advice/suggestion
thinoto do)?
(it'sthe
. obligation/duty/necessity
law)?
.ffiffi

Youmust/haveto
followthetrafficsigns'

) Reoding&Listening

, Readthe text aboveandcompletethe gapswith must,

Youshould/ mustn'tor should.Listenandcheck.
ought to respect
Youmustn'thunt
sPecies.
endangered 4 lmagineyou aretakinga schoolclasson a trip to the
.ountryrid".Tellthe studentswhat they mustlmustn't/should/
do.
shouldn't
)Speoking
Lookat the signsbelow.Make Word formation (formingnounsfrom verbs)
full sentencesusingmust/have to,
mustn'tor shouldto exPlainwhat to complete
Useyourdictionaries with the
eachsentence
theymean. r=
nounderivedfromthe word in bold'
byusing
fromverbs
i W...n formnouns suffixes:
thefollowing
-ation --sion
-ion(prevent-prevention),
^l ^+i^^
,'r(_exilodellyjosto|l:ti9lf (converse-conversation),
/-^^,,^v.n rnnrtarcntian) <inn

,qs:t!1!sgr!ti?l)
L
1 There is a meeting on elephantconservationnext weeK'
(CONSERVE)
llrl

2 We've got a huge collectionof paintingsby this artist' l-",

(coLLECT)

I0 Bt
tfoGs 3 You can askquestionsat the conclusionof the programme' r-l

(coNcLUDE)
KTPIOII TEAII
4 The zoo announcedthat there will be a reductionin staff
becauseof frnancial (REDUCE)
difficulties.
mustn'tridetheirbikeson
1 People
5 Recycling ' (POLLUTE)
helpscontrolenvironmentalpollution
thepublicfootPath.
20
Grammar
in use F--1
4 lFocus> | Consolidating
modals
Objectives:reviewingthe useof modal verbs(must,have Elicit who the speakeris (a teacher)and who the
to,should/oughtto, mustn't);the future audienceis (a schoolciassJ.
Thiswill help Ss selectthe
Reading:a text aboutthe Countryside Code(gap-fill) informationthey needfrom the text. TellSsto userne
S<ills - skimming text to make notes.RemindSsto usesynonyms- and to
reading for specificunderstanding paraphrase as far as possible.
MonitorSs,performance
-*J
.1 S p e a k i n ge:x p i a i n i nsgi g n s and then select5sto reporttheiranswersto the class.
Grammar:modalverbs(must,haveto,should/oughtto,
Suggested
AnswerKey
mustn't): the future
*i Word formation:formingnounsfrom verbs
-.4
Writing:a shortletterto a friendaboutwhat you are
g o r n gr o d o t o h e l pt h e e n v i r o n m e n t
-J
T:----------
1 I Focus > I Reviewingmodalverbs(musVhaveto/
should/ought to/mustn't)
J 5s' booksclosedWrite on the boardthe sentences
I below
without the sentencesin brackets.Elicitthe situation Game- Extension
thesesentencesapplyto (whenwalkingin thecountryside). Dividethe classinto two teams. Write one of the
J- Youmustn'tlitter.(lt'sagainstthelaw) situationsbelow or a similarsituationof your own on
Youmustgetpermission (tft thelaw)
to crossfarmers,fietds, the board Ss from one tearn must use appropriate
Yououghtto/shouldhavea mapwithyou.(tadviseyou.) modalverbsfrom Ex 1 (must,haveto, should,ought to,
J Write on the board: prohibition, advice/suggestion, mustn't)to makethree sentences about the sttuation
obligation/duty/necessity. Ask Ssto matchthe senrences Theotherteam then makesthreesentences for another
to the headings.HelpSsif necessary, usingthe sentences situation.Eachcorrectset of sentences
getsa point The
in bracketsSs' books open DirectSs,attentionto the
speech bubbles. Explainthe task Allow Ss time to teamwith the mostpointsat the end of the gamevr.rlr:s
completethe task.5scan referto the GrammarReference SuggestedSituations
Sectionfor more details CheckSs,answers,asking5s to 1 Youaregoingon a picnic[n ihe ior-es:
J explaintheir choicesSscan makesentences of their own 2 Youare lostin the countryside
usingthesemodals. 3 Youaregoingon a dayout to ihe zcc
AnswerKey 4 lt'syourfirstdayat a new school.
-I
Prohibition:mustn't(C)
Advice/suggestion: shouId/ought to (A) Suggested
AnswerKey
ObIigation/d uty/necess
ity:must/haveto (B) TeamASl:You shouldcheckthe weatherforecastbefareyou
J
9o.
F-ocuit practisingmodalverbs(musVhaveto/ TeamA5l:Youmustkeepyourdogon a lead.
mustn'Vshould) TeamA53:Youmustn'tleaveanvlitterbehind.etc
,A
Readout the signs,eliciVexplain T--r
the meaningof anynew
lFocus > | Formingnounsfrom verbs(word formation)
vocabulary. Choosea 5 to readout the example.Explain
the task. 5s completethe task individuallyand then Explainthat the suffixesin the box can be added to
"C compareanswerswith a partner.Check Ss' answers verbs to form nouns Explainthat each gap in the
aroundthe class.As an extension askSsto noticesiqns sentencescan be completedby adding one of the
ihey seein theirareaand explaintheirmeanino. endingsto the wordsin bold Do item 1 with Ss,then Ss
I completethe task CheckSs'answers
AnswerKey
2 Peopleshould/oughtto bewareof thebull. AnswerKey(seeoverprinted
answers)
.d 3 Driversmustn'tdrivecoaches here.Onlycarsareallowed.
L
4 Thisisprivateproperty.peoplemustn,tenter.peoplemust/
haveto stayout.
5 People mustn'tlitterThereisa fl00 penalty.
J 5 People must/haveto keepdoqson a lead.
- _
1-ocus> | Reading for specificinformation(gapfilling)
t
- AsK5sto lookat the title andthe logo.Elicitwhat text is
:ilout, 5s read the text. Explainany new vocabulary.
:-,enrind5sthey shouldfirst decidewhetherthe sentences
{ -.xpressprohibition,advice/suggestion,
I or obligation/
liity/necessity.Allow Ss time to fill in the gaps and
.ompareanswerswith a partner.playthe recordingSs
'
T
I
s-ienand checktheiranswers.
AnswerKey(seeoverprinted
answers)
I
{ 20(r)
Workbook2 -'Grammaiin Use

21(r)
E Timewords & the future "W-
sffie
5-,:
"Will'l"Going to"
GrammarReference GrammarReference
-rf
-r 6 Matchsentences 1-3to what theyexpress: 10 a. Read theexamples. Whattensedowe use
a futureplan/intention,
a prediction
bosedonwhat aftertimewords(when, until,before,
assoon
--- wesee,aprediction bosedonwhatwethinUbelieve. os,ofter,
etc)to referto the future?
.1
-
1 Lookat thosedarkclouds!lt'sgoingto rain. He'llcomeas soon as he finisheswork.
2 l'm goingto join Greenpeacethisyear. l'll leavewhen shegetshere.(timeword)
{
-- 3 Ithinkhewillsucceed. BUT:When will sheget here?(questionword)

Ei
{..-, a. Peter'sclasshavemadesomedecisions
to Puttheverbsin brackets
intothepresent
helpthe environment.
Askandanswer. simple
or future.
rfla- 1 joinanenvironmental group(/) 1 CanI seeAnn beforesheleaves(leave)?
{-)
2 makea pondat school(/) 2 We will wait (wait) untilyou'reready.
.-l 3 go on a schooltripto thecountryside (X) 3 She will meet (meet) Dave before she goes
1-.).
', 4 takepartin a clean-up campaign(/) home.
5 buywildlifeposters (X) (finish)school?
4 Whatwill he do afterhe finishes

e 6 visita wildlifepark(/)
A: AretheygoingtojoinanenvironmentalgroupT
5 What doesshewant to be when shegrowsup
(grow up)?
E{-

.I B: Yes, you
theyare.Do thinkthey will...
I
Sentence
transformations
q.- b. Whatareyou goingto do to helpprotect
J t the environment?
Discuss. 1 1 Completethesecondsentencesothat it meansthe
sameasthe first.Useno morethanthreewords.
r+
.I
Futurecontinuous, , ,i: Without breedingprogrammes,
many animal
-F
future perfect species
maydisappear,
.- GrammarReference
Without breedingprogrammes, many animal
{ a. Whichverbform expresses: a previously species
maydie out.
arrangedaction?an actionin progressat a Why don't we take the childrento the zoo?
q
, certaintimein thefuture?on actionfinished We couldtakethe childrento the zoo.
beforea certain future time? My intentionis to helpthe environment.
.f'- 'l Thistimenext I'm goingto helpthe environment.
weekl'll be travelling
to Spain.
{
2 Thistimenextweekl'll havefinishedmyproject. It'sagainstthe law to drop litter in the street.
+- 3 l'll be seeingAnntonight. You mustn'tdrop litterin the street.
{ The law saysyou must keep your dog on a
b. Putthe verbsin the correcttense. shortleadnearfarm animals.
- :
.f 1 A :How long haveyou beenin this club ? By law,you haveto keepyour dog on a short
B : Bythe end of JuneI will havebeen(be) leadnearfarmanimals.
with them for a year.
I-
2 A : Aren'tyou meetingBob? 12 Spendtwo or threeminutes
revisingthe
B : Bythe timewe get there,hewill haveleft (leave). grammar youhavelearntin this
structures
r!-
JI 3 A : When'syourScience test? lesson.
ln pairs,
makesentences
usingthem.
B : Thistime tomorrowlwill be sitting(sit) it.
4 A : We will be meeting(meet)Tomtonight.
I-
Wouldyouliketo come? Wr
r
.-
B: l'd loveto but I can't.
Useyouranswers
Portfolio: in Ex.7bto writea
shortletterto yourfriendaboutwhatyouare
Whatwifl you be doing:at 6 o'clocktomorrow
afternoon?at 8:30Sundayevening?What will
goingto doto helpproteCt theenvironment.
I--a
you havedoneby the time you are30?

* 21
r
Matt: Don't Youjust love it here?Forestas far as you can see,fresh
air,silence...
John: Yes, it's great. getting hungry,though, so let's take a
snackbreak.
All right- but not for long.We'vestillgot plentyto see!
.'Lookat thepicture. oK.
Listen to thesounds. What areyou doing?
lmagine youareexPloringthis Throwingmy rubbishaway.What'swrong with that?
area.Whatcanyousee/hearl Pickup your rubbishlWe werejust admiringnature,and you
smeII/t ouch/taste/feel? r|lJ-
decideto drop litter in the forestl
I Intonation John: Sorry- | didn't think of that. Anyway,it's not like there'sa
rubbishbin herel 1l
2 andrepeat.
Listen Whichwords Matt: That'sno excuse. You're pollutingthe forest!Animalslive here.
I
arestressed?Whichsentences Peoplecamphere.Theydeservea cleanenvironment'
express: aPologY?
criticism? you'reright.l'll pickit up.
John:Well,I suppose
Don'tyou just loveit here?
What areyou doing?
What'swrong with that? EverydayEnglish
Pickup yourrubbish!
Makingsuggestions& agreeing
Sorry- | didn't think of that.
That'sno excuse. 5 In pairs,usethe language in the table,the ideaslistedand
Well,I supposeyou'reright. your own ideasto act out conversations as in the examples'

2
. help-saveforests / uselesspaper/ plantnewtrees
Reoding&Listening
. cutdownon rubbish paper,
/ recycle andglass
plastic / reuse
3 Thesentences abovearefrom plastic
bags
the dialogue.Whatdo Youthink o prot€ctwildlife/ joinanenvironmental group/ createa
the dialogueis about?Listen, wildlifehabitatin ourgardens
readand check. . saveenergy / usesolarpower/ useenergy-efficientlightbulbs

helpsaveourforests
A: Let's paper.
byusingless
4 Readthe dialogueagainand
a
B: That's good
idea!Wecould plant
also newtrees.
completethe sentences. Er

A: Goodthinking.
1 Matt likesforestsbecause ...
E
2 J o h nw a n t s . . . E
e Let's... . OK.Why not? _=E
3 Mattgetsangrywith John
n Why don't you/we...? a idea!
That'sa(n)excellenVgood
because...
(+ a Goodthinking.
4 Johncan'tfind... " How about ing)?
r (What a) gqod/greatidea!
5 Mattpersuades Johnto ...
22
-l
L-rr..r{l
*<!
I

I
t

L*
q_,.1 Listening
& Speaking
skills
I --rt
T
I
Objectives: learninga6out rainforests; making
suggestionVagreeing; expressing interest
._-J Reading:a dialogue(sentence completion)
]l " - skimming
Skills
I
* reading-for detailedinformation + lFocus> | Reading
for detailed
understanding
l . i Speaking:makingsuggestions/agreeing;
_-d
actingout
dialogues expressing interest Explainthe task.Ssrread
the di6logue
againandcomplete
Vocabulary: wordslphrases relatedto the environment the sentences.CheckSs'answersaroundthe class.
-J Listening:a talk aboutforests(multiplechoice) AnswerKey:., , .:
-,d - listeningfoirspecificinformation
Skills
| ...whenyou arein themyou canbreathefreshair and
enjoythesilence.
i=------ | 2 : ...to takeq snackbreak.
{_ 1 lFocus> | Warmup - Visualising
a scene 3 ...hedropslitterin theforest.
Ask 5s to look at the ptcture,,Explainthat Sswill hear 4 ...a rubbishbin.
= somesounds.Playthe'recording. 5s listenand saywhat 5 ...pickup therubbish.
th ey'can see/hea
rAmell/touchltaste,how they feeL
As,anextension
askSsto r€ad'out the dialoguer'in
pairs.
Suggested AnswerKey
"*-t I canseemanytreesandplants.I canhearbirdssinging.I can S lFocus>l Learning
to makesuggestions
andagree
smellthescentof thepinetrees.I cantouchtheflowers,leqves
and tree trunks.I can tastethe cleanwaterfrom the forest Direct5s' attentionto the languagein the tableand the
) strcam.lfeelveryhappyandrelaxed. ideas and explain/elicitthe meaning of any new
vocabulary. Elicitsuitableendingsfor the expressions.
i=----------
Z lFocus > | practising
intonation Explainthe task Choosetwo Ss to read out the
example,Allow pairs time to make up exchanges
rl Explainthe task, reminding5s that the meaningof M o n l t o rt h e a c t i v i t yA s kp a i r st o a c to u t t h e i rd i a l o q u e s ,
sentencescan change accordingtq whlch words are
'Suggested AnswgrKey
stressed.
lllustrate
this by writingthe followingsentences
__) ontheboard: A: Whydon't we cut down on rubbishby rec,c':tccocer
,plastic
andglass?
1 Mysisterwasbornin Londan. :
B: OK.Why notTWe ptos:,:::::
couldalsore-use
2 My sisterwasbornin London. A: ,,That's
an excellent
idea.
-J 3 Mysisterwasbornin Londg!. , ,' :
A: Howaboutprotectingwildlifebyjoiningan env[rarr,e"::
Read the sentencesaloud, stressingthe underLined glaup?
words. 5s repeat,chorallyand individually. Elicitthe
..t B: Goodthinking.Wecouldalsocreatewildlifehabitatsin our
meaningof eachsen{ence (e.g.1-notmeormybrothei;2- gardens.
butshedoesn'tlivethefe,now;3 - notin Llverpool)., A:, QK.Why,no;t?
ReferSsto the sentences in the exercise and askthem to
=J underlinethe wordsthey think will be stressed in each,, A: Why not saveenergyby usingsolarpower?
Playthe recordingand checkSs' predictions. pla;4the B: Goad thih'king.We could also"uieinergy,.efficient,:llght
recordrngagainrWithpausesto al,loWfor:ehoral'and bulbs.
, J individualrepetition.Sswork in pairsto' identifywhich A: Greatidea!
sentencesexpresicritlcism/apology. eheckanswerswith
theclass.
-A AnswerKey
Don'tyoujust loveit here?
Whatareyoudoing?(criticism)
J What'swrongwiththat? :
Pickupyourrubbish!(criticism)
'orry - I didnt thinkof thqt.(apology)
J That'sno excuse. (criticism) , ,1,:t: ,
Well,I supposeyou're right.(apology)

a 3 Readout theMakingpredictions
abouta text
sentencesfrOn Ex. 2 again.Ask Ss to
predictwhat the dial6gue,isabout. P,lay
the recording.
J Ss listenand read:to checkif they guessedcorrectly.
- Eljciifeedbackaboutthe mainpointsin the dialogue.

J
-

*r! 22(11
I
A:
B:
k

8:
. :]
,r .ri i*

Key(seeoverprinted
Answer answers)

the
of:
' " " : 'i ^"
+im6

ra.r.IeW.:'

. a : l r :. : r . ' , . ' . ) . . ' : . r l : . .. 1 r 1 . . .; ,. . : . i . l : --r i

t :it
,r.. .,..:;.::r'. , ,,,'' , ...: ;, r,. 1t r.:l 1, ,",

: . - . _ :: : i

l :r'
r::l
Lookat thepicture. Usethequestions
to
discuss
it in pairs.
1 Where/ picturetaken?(lna ...)
J 2 What/ you / see?(lcan...)
i

How / people/ feel?(They...)

4 Why/ they/ do this?(Because...)
:t{ 5 How/ you/ help/ environment? (/...J

-{
-
Listening for specific information

JI
__.-,
Beforeyou listen,read the questionsand try Expressing
interest
to guesseachanswer.Listenthe first time and
checkyour guesses. Check eachansweragain ) Speoking
4 carefullywhen you listenfor the secondtime.
J

I Readthe example.Lookat the factsandthe

) Listening languagebox,In pairs,actout dialogues
asin
-{ the example.
YoucanalsouseideasfromEx.7.
J

7 Youwill hearsomeone talkingabout

A: Scientists haveidentified
morethan2,000species
forests.Readthe questions.
Canyouguessthe
-j{ correctanswer? of fishin theAmazonBasin.
andput a tick(,/) in
Listen,
the correctboxfor eachquestion. B: lsthatso?
-.r
t- 1 WhydoesDavidthinkforests
areimportant?
Theysupport607oof the world'swildlife.
J Theyprovidejobs
Theyhelpkeepthe climatein balance -FA{TSIN FIGURES
Why do somecompanies
do research
on forest | /s ol the world's fresh woler is
J
plants? in the Amazon Bogin.
to find new products Only 2OO,OOOIndiqns live there
4 to find differentkindsof food now.ldqys.
to discover new medicines fllore lhen 2Oc/cof the world's
.-
4 orygen is produced lhere.
In somepartsof the world, forestsprovidethe
localpeoplewith
-.t
I mostof the food they eat.
Really!lsthat so? How interesting
! | neverknewthatl
wood to makealltheirfurniture.
r- the onlywayto heattheirhouses.
4 9 Spendtwo or threeminutesrevisingwhatyou
Mostof thewoodtakenfromforests havelearntin thislesson.
Closeyourbooks
Fl---] is usedfor paper. andtell yourpartner.
J
Fl7I isburned
asfue,.
t is cut down for timber.
r-

JI What harmsforeststhe most?

Fl--lforestfires
I Efrlhumanactions /ilii;ila
chanse over there?-."r
lZTlclimate 1,.i:^ *"1
i*-"*---'-
:1

6 WhatdoesDavidsaywe candoto saveforests?

I
tAl-ll planttreesandrecycle
t
paper
tt-l-l buylessrecycted
paper
I choose woodproductsfromtreesyou
- a
H]
growyourself
t.'
I-
23
stmrted
ffiw€€$mg ffi*es€**ms
ffiEree*/*ndsrea€
Readthe advertbelow.Whatisit about?What 3 a. Readthe questionsbelow.How doesword
information doesit give? order differ in directand indirectquestions?

How lotlgf fimst? W&?#g

#s{€€
/ sta*"t? Whereis Tom?(direct)
Do you know whereTomis?(indirect)
6ryq6wdffits
@ry#
ffiffiPwffiffiffiffiffi intheboxto change
b. Usetheexpressions
Formore thedirectquestions questions.
to indirect

ffi
ond
informolion
Can/Couldyou (please) tell me/letme know ...?
onenlryform,wrileto:
JohnBoxter, I would liketo/be interested to know/findout
inAshtonMemorialPark Rood,
77 Shelley
Lonco$erLAI5PH 1 What time doesit start?
e€* *ge* Rw@&€@Effis@ 2 How muchdoesit cost?
W&em 3 Do I needanyspecial equiPment?
How *quchj cest? / cfosfatg
dmte/ ess&n6es?
4 How longdoesthe naturewalk last?
lf youwantedto join in the activity,
what further
wouldyou liketo have?In pairs,
information c. Findall the questionsin the letter.Which
makecomplete questions fromthe notesin blue. onesare direct,and which are indirect?

#*mksfr*ser
fum€"s Y*ur ta*rs'? L-
lf

2 Read andcomplete theletterwiththephrases

4 Portfolio:
Readtherubric,answerthequestions,
(a-f).Whatiseachparagraph about?Howdoes
thenwriteyourletter(100-150
words).
thisletterdifferfromtheoneonp. 14?
w
w Yousawthisposter
onyourschool and
noticeboard
w
& youwouldlikesomemore Writea
information.
DearMr Baxter, &
letterusingthe notesyoumade,
@ t) t am writing with regard to gour
advertisement in the EveningReporter.I am w$rmtfrime
interestedin tckingportin thenaturewatkand
I woutdlikesomeJurtherinJormotion aboutit.
,,qm$
for
$r*w:{*tc6?
iw#&ffff?Bffi$
Areyoufreethefirst
weekend
tr 2 To begLnwith, doesit costangthingto . wsfu#{s rnseptember?
takepart or is it Jree?| would also[iketo Jind €xsfi€$y? Areyouinterestedin
out what time the walk starts,as wetlos how prorecting
thelocalwitdlife?
longit lcsts. Wha*,
exmetr!y
ffp g) tn addition, I woutd like to know uvff*we [::,f::j$ Brian
Jones,
whetherI needto weor specialctothingor do?
bring cngthingwith me.4) For exampte, w[[[
reJreshments be providedor do I hoveto bring
mg own?5) Finattg,coutdgoute[[mewhenthe
closingdateJor entrlesis?
Pw Thankgou in advanceJor gour hetp.6) I Dear Mr/Mrs/Miss+ (tbe surna,nl'eof tbeperson)
lookJorwardto hearing Jromgou. Introduction What are your opening remarks?
Yourssinceretg, (Para 1) Wy are You writing?
JaneLiTman Main Body Wat information d,oyou uant?
JoneLipman (Parus2-3) Wat questionsuill you ask? Lr
I

Conclusion Wbat are your closingremarks?

a To beginwith d Finally (Para 4)
b I look forward e Forexample [i

Yourssincerely+ (yourfull name) f,

c I am writing f ln addition
24 I
"{
t'l

--{: Writing f a. lFocus Fl Presenting questions

direct/indirect
f

Objectives: writingformallettersaskingfor information Readout the ouestionsand elicit answersto the

questionin the rubric.
basedon givenprompts
*l
Reading:a letteraskingfor information AnswerKey
- skimming
Skills Directspeech:
Questionword+ verb+ subjecl
readingforgeneralcomprehension , ' lndirectspeech:
Doyou know+ qAe*ionword+ subject+ verb
{ Grammar:direcVindirect questions
J

Writing:a transactionalletter(askingfor information) t=----

b. lFocus > | Practising
the useof direct/indirect
questions
-{
t
t lFocus>l Reading
anadvert CheckSs'answers
Sscompletethe task individually.
aroundthe class.
Direct5s' attentionto the advert.Elicitanswersto the
1 q u e s t i o ni sn t h e r u b r i c Suggested
AnswerKey
AnswerKey 1 Couldyou letmeknewwhattimeit stqrts?
2 lwouldliketo knowhowmuchit casts.
4
Theadvertisabouta walkinAshtonMemorialPark.The advert
J 3 Canyoulet'meknowif I needanyspecialequipment?
tellsusthatpeopleof all agescantdkepart,whenit takesplace 4 t'wouldbeinterested
to knowhowlongthenaturewalklasts.
andhow to getrnoreinformationor an entryform.

Explainthe task.Allow 5stime in pairsto completethe then

c. Allow Sstime to completethe taskirrdividually,
J
J
task.Check5s'answers aroundthe class. compareanswerswith a partner.CheckSs'answers

AnswerKey AnswerKey
J HowlongwillthewalkIast? Tobeginwith,doesit costanythingto takepart or isit free?(direct)
Whattimedoesthewqlkstqrt? I wouldalsoliketo findout whattimethewalkstarts,aswellas
.{ Howmuchdoesit cast? howlongit Iasts.(indirect)
J Whenistheclosingdateforentries? , l , ln addition,lwouldliketo knowwhether I needto wearspeciol
clothingor bringanythingwith me.(indirect)
Z lFocus> lAnalysing
a formalletter Forexample, be provrded
will refreshments o,:c |;'c',: .:
bringmyown?(direct)
-l Explainthe task Allow time for 5s to completeit couldyoutellme whentheclos'rg=are.:-:.r: e, i.
Finally,
and then compareanswerswith a partner
individually (indirect)
.-d
Check5s' answersaroundthe class EliciVExplainthe
J meaningof anynew vocabulary. + lFocus>lWritinga letterasking
for information
AnswerKey(seeoverprinted
answers) Elicitanswersto the questionsSsanswerthe questLons
-4 in the plan.5sthenwrite theirletter.
J Ask 5s to look at the letter again and identifythe
contentof eachparagraphElicitthe topic of paragraph SuggestedAnswerKey
1 to demonstratethe task Ss completethe task lntroduction:that you hqveseenthe advertand that you
--{
and then compareanswerswith a partner.
individually wouldlikeadditionqlinformation
4 CheckSs'answersaroundthe class Mainbody(para2): timeanddurationof event,exactlocation
(parq3): events/activities
duringevent,anyspecial
--a AnswerKey
clothes/equipment required
I Paragraph1 statesthe reasonfor writing (the writer wants Conclusion:statethatyau arelookingforwardto thereceivefs
moreinformation aboutthewalk). resDonSe
=I
Paragraph 2 asksaboutcost,startingtimeandduration.
J Paragraph3 asksif special whetheroneshould
clothingisneeded, DearMrlones,
bringanythingalong,and asks whattheclosingdatefor entries
is. I am writingwithregardto theadvertisement that I sawon
Paragraph4 statesthat the writeris lookingforwardto the my schoolnoticeboard. in protectingthe local
I am interested
J receiver's
response. wildlifeand I would likesomefurtherinformationaboutyour
event.
Ask 5s to comparethe letterin 2e with the one in 1e Tobeginwith, what time doesthe eventtakeplaceand
*- Elicitthat there are differencesin style.Write on the how long will it last for?I would also liketo find out where
-{ board the characteristics of an informal letter. Elicit exactlytheeventwill takeplace.
of a formalletterand completethe table,
characteristics ln addition,I wouldlike to know what we will be doing
Ask Ssto copvthe tablein their notebooks. duringtheevent.Finally,couldyou tellme whetherI needany
J specialclothingor equipmentto takepart in theevent?
lnformalIetter Formalletter
Thankyou in advancefor your help.I look forwardto
Start: Dear+ person'sfirstnameDear+ person'sfull name
hearingfromyou.
End: YourslLove,+yourfirst Yourssincerely+your
-{ Yours sincerely,
name fullname
CindyMorgan
shortforms fullforms
phrasalverbs
*q everydayvocabuIary/i dioms moreformallanguage Workbook2 - Writing
shortsentences morecomplex sentences

-q 24(r)
_fl
Cut:Science
Curricular AnswerKey
crops foods pesticides pesticides
Objectives: learningaboutpesticides pesticides pesticides pesticides pesticides
Reading:a factualtext about pesticides (TiF)
Skills- readipgforgist + I Focus> I Listening information
for specific
reading for detailedcomprehension
Tell5s to look at the factsand to try and guesswhat
Listening:a factualtext aboutpesticides
numberscompletethe gaps.Allow Sstime to fill in the
Skills- Iisteningforspecificinformation gaps ano compare answerswith a partner. Play the - :--*
Speaking:revising informationaboutpesticides and
recording. Sslistenand checktheiranswers.
theiruses
Projecrmakinga listof pesticides foundin the supermarket AnswerKey(seeoverprinted
answers)

T--l
r=------------- 5 l l - o c u s> l R e v i e w i n g
1 | Focus ) | Predictingcontentof a text
Allow Sstwo or three minutesto revisethe lesson.Ss
* ua,entionto the pictureand the title and closetheir books Pair5s up to talk about what they
the meaningof the word pesticides(a
eliciVexplain have learnt.Walk around the room, monitoringthe
chemicalused to controlharmfulinsects).Elicit questions activity
about the text from aroundthe class.Allow Sstime to
(5s'ownanswers)
read the text to see if their questionshave been
answered
O lFocus)l Exploring
theme
AnswerKey
Suggested
Ssvisittheir localsupermarketand listall pesticides
and
Whatisthemandoing? their uses.Ss presentthe informationthey collectedin
Whyishewearing a mask? the nextsession. Sscollectinformation
As an extension, -5
Whatarepesticides? on pesticidesusing the Internet, encyclopaedias or
Whataretheyfor? schooltextbooks Ss presentthe informationto the
Aretheydangerous? class.

Z lFocusF I Reading information

for specific $s'own answers)
Ask Ss to readthe four statementsAllow Ss time to
AdditionalMaterial:
Checkanswersaround
completethe task individually.
'False' PairworkActivities:Unit 2
for the
the classSelectSsto suggestcorrections
Workbook: Reading,Word PerfectUnit 2
statements.
AnswerKey(seeoverprinted
answers)

5s explainthe words in bold by giving a definition,

synonym,etc Encourage Ssto try to guessthe meaning
of the word from the context before using their
dictionariesto check their guesses.EliciVExplain the
meaningof any other words in the text that Ssstilldo
not understand
Suggested AnswerKey
harms(v):damages
disease(n):illness
control(n):sththat givespoweroversth
poison(n):substance thatharmsor kills
weeds(n):unwantedplants
contaminating (part): poisoning
cockrooches (n):largebrowninsects
mites(n):tinycreatures that liveon plantsor in onimals'fur
ticksh): smallcreqtures that liveon thebodiesof humansand
animals
object(v):not agree
toxic(adj):poisonous
cancer(n):veryseriousillness

I lFocus>l Checking
understanding
and
Allow 5s time to completethe task individually
compareanswers with a partnerCheckSs'answers

L-

-2s(r) UsefuI Link - hjl+nJlwr@irjs

j{
_-!-

J.
__-.--

-{,

Z
Readthe text andmarkthe
J sentencesI(true)or F(false).

-4-
Thenexplainthe wordsin bold.
1
2
Pesticides
arechemicals. T
Pesticides
harmcrops. F
flffi#
3 protectwildlife. F
Pesticides What are pesticides?
.-! 4 Pesticides
aredangerous. T A'pest'is anylivingthingthatharmscropgrowth,carries
diseaseor causesdamage.Some methodsof pest
Readagain.Whatdo the
= 3 highlighted
wordsreferto?
control are natural,but other methodsuse chemicals
calledpesticides.Flyspray,rat poisonandsimilarthings
you mayusein everyday lifeareallpesticides.
ln pairs,fill in the gapswith
3 4 the numbers below Listenand Why do we need pesticides?
r-
check. Farmersuse pesticidesto protectcropsfrom insects,
4 . 37 r 500 . 400 . 31.000 diseasesand weedswhile they are growing.Theyalso
.-
preventrats and mice, flies and other insectsfrom
-f contaminatingfoodswhentheyarestored.
Did you know? Pesticides
helpus controlantsandcockroaches in our
-i-
1) 31,000 tonnes of pesticides
are homesanddestroymitesandticks. Pesticides in wood
J
sprayedon UK landeachyear. andwool makeour furnitureandclotheslastlonger.
--l 2) 37 pesticides
havebeenbannedin
Why are people concerned about the use of
I the UK.
pesticides?
Europe has stopped using 3) 500
Pesticidescanbe useful,but theycanalsoharmpeople,
J differentpesticides
in the last10 years.
wildlifeandthe environment. Thisis why therearestrict
6 pesticidesare approvedfor use in controlsovertheirsaleanduse.
organic farming, but non-organic
I Many peopleobject to their use becausepesticides
farmerscanuseabout4) 400. can contaminate our drinkingwaterand causehealth
r-
problems.
4 * Speoking Someof the mostcommonlyusedpesticides aretoxic
5 Spend twoorthreeminutes to animalsandhumansandlargeamountsmakeus ill.
I revising
whatyouhavelearntin They can give us headachesand stomach ache,
thislesson. yourbooksand
Close damageour skin, hair and nails,and leadto weight
tellyourpartner. loss.Expertsbelievethatsomeof themcanevencause
It
cancer.
* Project
I 6 Goto a supermarket nearyouand
makea listof allthepesticides.
Whatl5
'q
eachusedfor? 7F;
J
--d.l

Vocabulary& Grammar Useof English

Fillin the missingword. 3 Completethe secondsentence sothat it means -'-=4
the sameasthe first.Useup to threewords. _J
1 Cutting down trees can destroy animal
habitats. 1 HeatherBlackhas publisheda book about
2 Herbrotherlovesto work. He is a workaholic. endangeredspecres.
3 Tonykeepsa(n)eyeon thingswhen l'm away. HeatherBlackhasbroughtout a book about E
4 He tries to keep on good terms with his endangered spectes.
neighbours. 2 lt's against the law to drop litter on the
5 Richardtakesafter his father Both havegot pavemenr
blackhairand blueeyes. You mustn'tdrop litteron the pavement
6 Canyoutakeout the rubbish? 3 Couldyou changethe sheets? ..!

7 Pleasedo me a favourWatchmv housewhen Do you mindchanging the sheets?

r m away 4 Our neighbourtakescareof my babysister .-L

8 Thisawful musicdrivesme crazY. whenevermy parentsareat worK.

9 They'vebeenstudylngEnglishsincelastMay. babysits
Our neighbour my babysister
-.a
10 He'salwaysasbusyasa bee. whenevermy parentsareat work.
I
(10marks) 5 Canyou describePeterto me?
Circlethe correctitem. Canyoutell me what Peterlookslike?
.:,
2
(10marks)
1 We can ... . a wildlifehabitatby makinga #

pon0. 4 Complete word ts

with thecorrect
thesentences
A recycle B fill in @ create fromthewordsin bold.
derived
You ... .. let yourdog barkall night. 1 You mustbe verycarefulwhen you drive.
A don't have to @ shouldn't C must CARE
person. IMAGINE
2 Ann is a veryimaginative
A lot of peoplearestilldyingof
from
animals
3 We mustsaveendangered
A erosion B habitat @ starvation
extinctron. EXTINCT
4 Crndytriesto get . . .....with herneighbours
4 Mr Harrisis very sensible;he doesn'tdo
@ along B clear C after
or sillythings
childish, SENSE
H e rs i s t eirsv e r y . . . . . . . S h ew r i t e sp o e m s .
'@creative
A sensible C organised (8 morks)

Could you pleasedo the washing

tonight? Communication
@,p B out C off the exchanges.
Complete
5 \..1
f-l
A l o to f a n i m aal sr ei n . . . .. . . .o. f e x t i n c t i o n .
a What'shelike? d That'san excellent
A illness @ danger c risk
b Don'tworryaboutit idea!
thetable.
Hehas . . ....cleared c Couldyoutidyyour e Pleasedto meetyou
@ already B since C yet rnnm nla:co?

9 M a n yp l a n t sa n da n i m a las r e. . . . . . .s p e c i e s .
1 A: Whydon'tyoujoinan environmentalgroup?
A natural B wildlife @ endangered
ideal
B: That'san excellent
10 Why don't we send a letter to the .... .. 2 A: We haven'tmet before.havewe? l'm Judy -l-

newspapers? Green.
A fresh to meetyou.
B: Pleased __L

I
:rii,.r!'.i'r.t i:i
ri.}lrtir'..i
- .

=
.,,,.I
A: What'she like? Reading
= B: He istalkative
and friendly
r-
A: Couldyou tidyyourroom,please? 8 Readandchoose
the correctwordfor eachspace.
B: 5ureN. oprobleml
=
..L A: l'm sorry.I didn'tmeanto forgetyourbook.
B: Don'tworryaboutit.
= (10morks) Morethon507o of peoplel) ,,,,,..,,.the worldlive
{ .i in cities.The2) of peoplelivingin citiesis
:l:a
Listening biggereveryyeor.In Europeond the
3) ,,.,...,,,,
-{
- USA, B0%of peopleliveincifies.
6 Youwill heara conversation betweenClaire Peoplemoveto citiesto:
andherfriend,Tom,abouta schooltrip to a . 4 ) , , , , , , , .,o, ,j o b
7{ safaripark.Decideif eachsentence r be neordoctorsond hospitols
is correct
or incorrect. tick(/) YES.lf it is
lf it is correct, . go to schoolS) ,,,,.,.,...
university
:a .-a
not correct,tick (/) NO. r be neor shops,cinemos,restouronts ond
sportsfocilities
Yes No
-.rt Claireand herclassmates
are Whenq lotof peopleliveincilieslhereoreproblems:
- . People
payingfor the trip. g Z 6) ,.,........,,
. Corsond foctories
o lotof rubbish.
pollutethe oir,
-1- 2 Theschooltour will lastone day. D g . Peoplebuildcitieson formlondso thereis
3 Claireis boredwith the detailsof 7)..,,,,,,,,londforgrowing food
-f,4
t h et r i p . =n o Peoplecleor wild oreosto buildcities,so
Two of Claire'sclassmates
won't plonts ondonimols 8) ,,,,,,,,, theirhobitots.
go on the trip E T . Somepeoplemovelo ciiies9) ,,,,,..,.,.., con't
-1- Tomhasmanagedto overcome findjobsor o home,Threebillionpeoplelive
hisfearof wild animals. E E in cities,bui one billionhoven'igot o house,
l0) ,,.,,,,,,,,..
woter,elecfricity oro job.
-f
Claireis lookingforwardto the trip Etl
-
(12marks) ^+
1 A d L
@ IN C o n
-{
.-
Writing
2 @number B rest C part
3 A making @ getting C rising
4 A look B searcn @ rino
4 7 Thisis partof ane-mailyoureceived
pen-friend:
fromyour
5 @
or B but C else
6 A ratse B oo G\, croeto

-d T h ep e r s o nI a d m i r em o s t i s m y m u m W . hat
.- 7 @
ICSS B few C many
a b o u t y o u ? W h i c hp e r s o n d o y o u a d m i r e ?
I s i t a f a m i l y m e m b e ra, t e a c h e r ,a f r i e n d
8 @
tose B mtSs C spend
E- of yours?Whatdo they look like? Whatare
9 A also B ano @ out
they like? Whatgood or bad things do
10 @
crean B public C local
(20marks)
-U they do? (Total= 100morks)
-
W r i t e b a c ks o o n . l 1 a

7--
Ann f#fi/ $e.a&...=.=
a describepeople's appearance & character
Write an e-mail answeringyour pen-friend's a talkandwriteabouttheenvironment
E- questions(100-120words). a writea letterto a frienddescribingpeople
e0 marks) writea letterasking
(SeeSuggested
a for information
Answerssection)
-{
^-

h_-
r-l
' -5
.i'j-.::
W Reoding&Listening
a. Lookat the titleandreadthe
introduction.Whatdo youthink
the articleisabout?
i;gi.;:r11||ijrti r]lillitll'T'lillili l.:l $qn:{}iiliitH
Tii* iiir[*'fi*r.'.riill,*'liri!!'j!'lf
'li 'rLirlJ:q
thinkof onethingyou
b. In pairs, :!l:"lf.:i"iilflF#ry]'. l,,ri]"l'li'lk. f*' ff 6X;lt,,* ...
canreduce, oneyoucanreuse
andoneyoucanrecycle. Listen REDUCE
Everytime we turn on the tap or the lightswitch,we're
andreadthe text. Doesit wasting valuableresources!Here'show to reduceyouruse
mentionanyof yourideas? of these resources:
I
Electricity:
2 Readthe statements andmark
0 Use energy-efficientproducts.
themf (true)or F (false).
Then 0 Turnoff lightsand electricalapplianceswhen you'renol
thewords/phrases
explain in bold. usingthem.
1 Takingthebushelpsreduce Paper,etc:
pollution. T t Buy in bulk - this helpsavoidexcesspackaging. L-
batteries
2 Usingrechargeable Fuel:
I Use publictransport- this helpsreduceair pollution.
helpsthe environment
Water:
loyreducingwaste - don't leavetaps runningwhen you
t Use water efficiently
Alwaysuseplasticbags aren'tusingthem.
L-
whenyou go shopping
Reuseglass,aluminium,etc {
. REUSE RECYCLE
insteadof recycling. ri
:# By.reusing
materials
wecan In a lifetime,the
Youcan't recyclemobile cut down on the amountof averagepersonthrows
pnones. rubbishwe haveto get rid of. away600 times their
weightin wastelWe
W Speaking Sharebooks,magazines can reduceour waste
and newspapers. output by recycling.As
3 Closeyourbookandtellyour well as glass,
Giveawayold itemsyou
partnerthreewaysof helpingthe aluminium, plasticand
don't need (suchas
environment. pape[ you can arso
clothes,CDs, games,
DVDs,etc)to charity. recycle:
4 Whatarethe peopledoing
wrong?Whatshouldtheydo? Use rechargeable 0 Mobilephones&
batteries. computers
Use canvasor cloth bags 0 Motoroil
when you go shopping
insteadof plasticones. 0 Fluorescentlighl
4
bulbs
Set the printerto printon
bothsidesof a sheetof 0 Printerink
paper. cartridges

5 In pairs,
Thinkof tenwordsyouhavelearntin thislesson.
makesentencesusingthem. k
I

h Project
paper.
Billiswasting andprepare
groups,collectinformation
Portfolio:ln a three- L-
_-_1_
B: Hecansavepoperif hesefs... minutespeech '3
aboutthe Rs'.Record yourselves.
28
__
L.d

::r --{li

---J Eco-friends
-_d. : lFocus>l Reviewing
information
Objectives: learningaboutwaysto reducethe amount Allow 5s two or three minutesto go throughthe text.
*.; : ' . , a s i er v ep r o d u c ep; r e p a r i nags p e e c h Ask Ssto closetheirbooks.In pairs,Sstalk aboutthree
--4t Reading:a iext aboutwayswe can reducethe amount ways of helpingthe environmentWalk around the
:- ,',asiernreproduce(T/F) room, monitoringthe activity Selectpairsto present
S<iiis - skimming t h e i ri d e a st o t h e c l a s s .
T,-.1 reading for detailedunderstandi
-./{ ng Suggested
S p e a k i n ga:c t i n go u t d i a l o g u easb o u tw a y st o h e l pt h e AnswerKey
Wecanhelptheenvironment byreducingtheamountof water
-I+ :- r..l-^^+

a b o u tt h e , 3 R s ,
V o c a b u l a r ya:s p e e c h we use. We can also reLtsematerialsto cut down on the
-4 amountof rubbishweproduce. Anothergoodideawouldbeto
recyclepaperandglass.
f=-----

l-ocus) l predicting
-t -1
1 a, the contentof a text
+ | Focus) | Talkingabout helpingthe environment
Ss read the title of the text and the introduction
Elicitwhat Ssthink the text will be about. DirectSs'attentionto the first picture.Elicitwhat Billis
doingwrong. Choosetwo Ssto readout the example.
=r4 AnswerKey Explainthe task. Do the same with the rest of the
Thearticleisaboutwhatwecando to helptheenviionment. pictures.Allow Ss time in pairsto completethe task.
Selectpairsto presenttheirexchanqes to the class.
={ b. lFocus) | Reading
to checkpredictions
a AnswerKey
Allow Sssometime, in pairs,to think of what they ...to print both sides
ofthepaper.
can reduce,reuseand recycle.Listsuggestions on
__*l the board.Playthe recording.Ss listenand readto A: Annisthrowingawayglassbottles.
-{
checktheiranswers. B: Shecanreduceherwasteoutputif sherecydesthem.
-Tl (Answers
dependon Ss'ideas) A: Tomis throwingawayoldclothes.
4
i=--
B: Hecancut downon theamountof rubbishhegetsrid of if
rocus )l Reading
for specificinformation hegivesthemawayto chairy.

+-I Ask Ss to read the five statements, checking A: Janeis wastingelectricity.

rA understanding. Allow Ss time to completethe task b: Shecanreduceheruseof resources
if sheturnsoff liqhts
individually.
Checkanswersaroundthe class.5s justifli whensheisn'tusingthem
their answers.SelectSs to suggestcorrections
for the
,--{ 'False'statements A: Markis wastingwater.
,{ B: Hecanusewaterefficiently
if hedoesn'tleavetapsrii,cr;r,c
AnswerKey(seeoverprinted
answers) whenheisn'tusingthem.
---4
,5 5s explainthe words in bold by giving a definition, trcutt Reviewing
s:./nonym,
miming,etc. Encourage Ssto try to guessthe Explainthe task.Sswork in pairs.Monitorthe activity,
neaning of the word from the contextbeforeusingtheir
*t then eliclta varietyof answersfrom Ssaroundthe class.
..{ dic-tionaries
to check their guesses.EliciVExplain the
meaningof anyotherwordsin the textthat Ssstilldo not (Ss'own
answers)
unoerstand
.-
{
Suggested
lFocusLl Giving
a speech
AnswerKey
wasting(v):not usingwisely, 5swork in groups.Ask them to collectinformationfr.om
resources (n):thingsthat canincrease varioussourcese.g.the lnternet,encyclopaedias, school
= -a wealth
textbooks.Sscan research as a groupor separately.Then
energy-efficient (adj): using energyefficiently
Ssselectthe pointstheywill presentin theirspeechand
appliances(n): devicesor machinesusedto do household
make notes.Ss organisetheir notesunderappropriate
chores
^ t
bulk (n):largequantity headings.This will help them presenttheir speech.
d Advise5s to look at the audienceand useqestures
excess(adj):extra and
pictureswhile talking,as this will attractrth-e
audience,s
cut downon (phrv):reduce
get rid of (phr):throwaway attention.5s can referto their noteswhile speaking.lf
possible5s can preparetransparencies of the,marn
charity(n):organisation that helpstheneedy
pointsand presentthem usingan overheadprojector.
rechargeable (adj):ableto berecharged
They could also preparea powerpointpresentation-Ss
-4lFl
average(adj):normal,usual
fl output(n):qmountproduced can record themselveswhile talking. Ss watch the
variouspresentations and commenton each.
fluorescent(adj):typeof electriclamp
cartridges(n): parts of a machineor devicethat can be
d replaced :

fl

_.d
Usefu I Lin k - i'itt$' ;l/w-ww n ief:5ni i'i g qv,'kid s/j eglj:&L&tffii 2B(r)
touradvertisements: Unit3,P.37
Beforeyou start ... to touriststo advertisea place'
(short piecesof writing addressed
Reviseone or two points from the previousmodule (e'g' etc) Wherecould
activities, you seetheseqdvertsTWhat do they
animals,problemsthe environment
personalquatitiei,endangered advertise? Whichone wouldyou chooseto go on7
faceselc).
a streetsign:Unit4,P.42
(these signs tell drivers & pedestrianshow to behave while
Objectives Whatdoesthesignmean?Wherecouldyou seeit?
driving/walking)
Direct Ss' attention to the title of the module,Holidays& Whois thissignaddressed to?Whatothersignsareyouawareoft
schooldays.Explainthat in the nexttwo unitsthey will learnto
talk aboutholidays and holidayproblems, education andschool o cartoonstrip:Unit4,P.44
(a shortfunnystorydeveloped in pictures)Whatis thecartoonstrip
etc.
activities
aboutTHowis it relqtedto thegrammarstructure nentionedon p'
!-ook at Module 2 44?

ln order to stimulatediscussionand interest,ask Ss which a literatureextrqct:Unit4,P.49

pageeachpictureis from Thenelicitother informarion(e'g' (shortpiecefroma novel,play,etc)Whereis theextracttakenfrom?
Sscanseeon thatpageandwhat Whowroteit?Whatdoyouthinkit isabout?Who's thewomanin the
whZtthepictureshows,whqt else
theythinktheunitmightbeabout). pictures?(AudreyHepburn)Howmightsheberelatedto theextract?
'My FairLady",whichis a
(Explainthat AudreyHepburnstarredin
AnswerKeY
Suggested film basedon'Pygmalion".)
p i c .| ( p . 3 8 )
Exolain that the modulehas:
T Whatpageispicture1from? - a C u l t u r eC I i p
5l: lt'sfromp.38. - a CurricularCut
T. Whatcanyouseein Pic.17 - an Eco-friends section
52: An elephant.
T Whatmightthat haveto do with thetitleof themodule? of thesesectionsby referringSs
Elicitdefinitions/explanations
5J: Thetextmaybeabouta safariholiday. to the relevantPagesand texts
T WhatelsecanyouseeonP.38?
54: Somepeoplesailingon a Yacht. SuggestedAnswerKeY
T Whatotherkindofholidaycanyouthinkof? etc TheCultureCIipseemsto beaboutsomeBritishcamps.
isan extractfrom"Pygmalion"'
TheCurricularCut section
pic.2 (p.40) The Eco-friendssectionlooksat differentgreenissues'Thisone
Whatdoesthepictureshow?Howisit relatedto theotherpictureson presents
carnivorousplants(i.e.plantsthat eatmeqt).
p. 40?Whatare thepeopledoing wrong?How importantis it for
someoneto havegoodmanners?

pic.3(p.36)
Whatcanyou seein the picture?Whereare the people?Whatare
theydoing?Howaretheyfeeling?Howimportantis it to spendtime
withyourfamily?Whatelsecanyouseeon thatpage?

pic.4(p.47)
istheteenager?
\A/here Whatishedoing?Isit importantnowadaysto
be computerliterate?Whatis the role of computersin educqtion?
Haveyougota computerT Howdoyouuseit?

pic.5 (p.30)
Whatdoesthedrawingshow?Whatproblemdo thesepeoplehaveT
Whatdo you think hashappened?Lookat the restof thedrawings'
Howaretheyrelatedto thetitleof thearticle?Haveyouhadanybad
Talkaboutthem.
trave!experiences?

Findthe unit and pagenumber(s)for

Allow Ss time to browsethrough the units and find the
relevantinformation.Then ask them to explainwhat each
one is and elicitsimpleinformationabouteachitem. :

sccommadatiansymbols:Unit3' p.33
(symbolsthqt showwhat facilitiesa hoteloffer)Wherecanyau see -f,

them?Who might be interested in thern?Whichof them would

yourchoiceof holidayaccommodation?
influence
{.

2e(r)
Units 3-4

. express
dissatisfaction
ii$
askfor details
a talk on the phone
a makepoliterequests
a describepictures

F Pr actise...
a pasttenses

) youstart...
Before a usedto - would
a reportedspeech
. What makesa good neighbour? a reporting verbs/modalverbs
r What do you do to helpprotectthe a idiomsrelatedto holidays,education
environment? a formingadjectiveswith negativemeaning,
nounsfrom verbs
)> Lookat Module2 phrasalverbswith off, down

Findthe pagenumbersfor pictures1-5.

F Write...
F Findthe unit andpagenumber(s)
for a shortarticlefor a magazineaboutyour
worst holidayexperience
. accommodation symbols E
. touradvertisements E
a a letterto a friendfrom a holidayhotel
a a shortparagraph describingsomeof the
o a streetsign @ thingsyou usedto do on holidaywhen you
o a cartoonstrip @ wereyounger
. a literatureextract lzgl
a a story(1stpersonnarrative)
a a leafleton how a visitorto your country
F Listen,
readandtalkabout...
shouldbehavewhilediningout
. transoort an e-mailto a pen-friendaboutyourschool
. accommodation life
. holidays& holidayproblems a for and againstessay
. feelings
. gooo manners
Camps
o education& schoolactivities GultureGlip:Butlin'sHoliday

F Learnhow to ... Pvgmalion

Gut(Literaturc):
Cuiricutar
. book a guidedtour
Plants
Eco-friendslCarnivorous
*/**J^*i r:
_ .*

*-.f*r r-ffi rLd-*lfl-;r-*)n-*qrl i-.*,

LLJ*'Lil LruJLj*-LsJL_*H- rF-
H a v e y o u h a d a h o t i d a y w h e r e s o m e tgo
h i on
n g hotiday
oreverythingwentwrong?rf
- ** L^li.l-.r

*ry#-"*;;;=lo r,uut-a good time whenthey

C a n b e V e r y u p s e t t r n g w h e n t h e d r e a m h o t i d a y t h ani[
tyou'vesa
to att year turns into your worst
for and Lookedforward
Here are
r]e[ c d \ J l I l c bad
l t r )some r experiencesand ptgbtemtlt?m read
jusl
an jusi imagine the scene' We had
red a lovely picnic in a remote mountair
rtralFrance'Relaxedand happy'we madt
cat
rck to the road where we had left our
wal
cover that we had lost the keys! lt
k and there wasn't a soul around' I don
td ever felt so terrifiedl None of our mobilt
to
phoneshad any reception so we lust fa! .walL high factor suncreamor f
the soundof a car comingalongthe road' Amazingly'
hourslater,we heard
Eventually, checking da on u
,h-e"tingthe expiry date "V=-
wavedfranticailyto, tn" Jriverto stop'
the carwasthe samemoderas oursandwe passportcouldsavea lot of
it opened,revearingthe keys'They F
He triedhis key in the boot rock and magicaty,
you rrowrelievedwe felt!(KatyBanks) tit" andinconvenience' t-*
musthaveslippedoutof my pocket.I can'ttell
otherthingsshouldgowithoutf
€affi ffi e were goingon holidayto sar I
WW We'OnJofeOthe holidayonlir saying,suchas bookingyour
i-
earlierandI hadn'tbothered to checkout holidaythrougha reputable f
justassumedeveqything was OK' So yo andtaking
travelcompany i**
mysurprise whenwe weretoldat theche &
our son'spassp out travelinsurance' ry1
we couldn't fly because
date. My wife and daughtercheckedir ffyouwanttoknowhowto L-
went.NickandI rushedhome,gothis O commontravel ki
"uoid t
andtriedto geta newpassport' ^^r ^-i^^ ",
purrportoffice,so I pushedto thefrontandcried,"l
Therewasa hugequeueuith" Withinan ht
needsa newpassport!"
family'sgoneon holidayandmy sonurgently
w e h a d h i s p a s s p o r t ' W e r u s h e d t o t h e a i r p o r t , b u t i h e y t o l drest
u s of
we Wce r e t o o | a t e a
the
my temper.we spentthe
the nextflightwasat 5 am.At thispointI lost
wanderingaroundthedutyfree'Wefinal|yarrivedatourde-stinationtwentyho
later,exhaustedbutre|ievedthatwecouldstartourho|iday.(NigelBarker)
very You'llalsofind moneY-saving -'
hen we arrivedat the resort, we were
W happy.The hotel was nice and the staff were ideasand adviceon Planning
-':J-"]l
politeandfriendly.The beachlookedfantastic't: trip.
we foundout yournext
whitesand and not a soul in sight' Then
we noticed a Nextweek:Whatcango
why.As we werewalkingalongthe beach
signwarningpeopleagainstswimming inihisarea'There wrongwhenYouarebuYing a
the entire
*u, u nastysmelltogowithit' We hadto spend car.
in the
holidayroundthe hotelpoolinsteadof swimming
sea.Wewereverydisappoinied' (Bob& Steve)
rl
L I

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warm-up a scene
! , ,,,lookin,,gforwdrd
to 3 : , out.ofdflte,," '
2 ,,:.nsys5pgljllslght 4, ',Iosi,my'temiBeif

AnswerKey
1:h
Speaker 2:e
SPeaker Speaker3:d SPeaker4:i

z Focull content
Predicting

rfr
lfr

31(r) UsefulLink - http://www iqnelypla8et'qont

-"t{
1

Lead-En When talking about their holidayproblem,

= Boband Stevesaythat
.-a Listento the musicand the sounds.
1 A it was their fault.
Answerthe questions. B it couldhappento anyone.
-{
{ @ it ruinedthe holiday.
1 Where are you? (on a tropical island,in the
D it took them a lonqtime to recover.
mountains,in a forest,bya pool,in a countrycottage)
-.|{
.- 2 What are you doing? (sunbathing, swimming, 5 Whichof the followingis the bestdescription
jumpingoff thedivingboard,camping,etc)
reloxing, of Charles
Hope?
arrfl 3 Are you aloneor with company?(family,friends)
-- @ a writer for a weeklymagazine
4 What is the weather like? (boilinghot,freezing B a journalistwho onlywritesaboutbad news
-rl cold,warmandsunny,chilly,etc) C an advicecolumnist
-
5 How areyou feeling?(happy, peaceful,
relaxed,tired, D a magazineeditor
stressed,
disappointed,etc)
.A
l- 4 a. Explainthe words/phrasesin bold. Which of
Re*dEng them are phrasalverbs?

.{
-- b. Completethe sentenceswith phrasesfrom
2 Readthe lastsentence of eachtext.What are
the textsabout?Whatcouldgo wrongwhile thetext.
.{ on holiday?Listen,readandcheck.
We wereexcitedabout going to Madrid. We
had been it all year.
.l| 2 The beachwas empty.Therewas
-a

Founoption multiple choice 3 Your passporthasexpired.lt's

,il Read the text carefully.ldentify the topic, the
4 lwasveryangry
|
generalidea ofthe text,and the reasonit has been
rq written. This will help you answer the questions. E-Estcnlmg
& Speaking
d Read the text again,then answer the questions
one at a time. Check your choice againstthe text.
5 (1-a)tothe
a. Listenandmatchthe speakers
q
problemstheyhadwhileon holiday.
{{
3 Readthe article.Choosethe best answer- A, a sun0urn g lostor stolen
- B, C or D - for questions1-5.Givereasons. b delayed flight passporUcredit
d
c flat tyre card/luggage
1 What is the malnpurposeof the article? d foodpoisoning h theweather
Gf
d{ @ ,o describesomecommontravelproblems e dirtybeach/hotel i customs problems
B to give readersthe chanceto talk about f smallroom
q what happenedto them on holiday
:I C to adviseus how to avoidholidayproblems b. Haveyoueverhadanyof theseproblems on
D to makefun of people'stravelproblems holiday?
Whathappened? Tellyourpartner.
=
;J 2 What doesKatysayabouther holiday? Lastsummerwedecided to spendour holidays
in a
friend'scountrycottage.As we weredrivingto the
@ tt was great,apartfrom one incident.
H
villagewegot a flat gre.lt tookustwohoursto fix it
:t B Shedid not enjoyit at all.
C Shewishedit was liketheirotherholidays. beforewecouldcontinue.
D lt was a new experience.
r{
-t
3 What would a readerlearnabout Nioelfrom #Wrihn*
{**,-w"Ct
the text?
E ProjectThinkof yourworstholidayexperience.
@ H" loseshistempereasily.
fl

B He likesdoingthingsat the lastminute. (80-100

Writea shortarticlefor a magazine
rl C He crieswhen thingsdon't go hisway. words).Write: . whereyouwent . whowith
- r weather. whenit happened r whathappened
D He alwaysstayscalm in an emergency.
{ 31
{
thefollowing
b, Complete with
sentences
wordsandPhrasesfromEx.3a'
Readthesentences'Whatmeans of transport
1 We had too much luggageto fit in the boot
iseachperson
referringto?Whichisyour
sowe put someof it on the backseat'
means
favourite onholiday?
of transport
2 lt was very windy and the planemade a very
a l'll meetyou on deckin fiveminutes' bumpylanding.
b Comeon ! lt's boardingnow at gate 25' lf we I wasn'twearlng
3 Thepolicestoppedme because
don't hurry,we'll missit! my seatbelt.
c ShallI giveyou a lift to the office? 4 We enjoyedour cruiseimmensely,thanksto
d Excuse me. lsthisthe right platformfor the the fantastic crew who made sure the
2 : 1 5t o L o n d o n ? hada goodtime.
passengers
e Puton the helmet,holdon tight and let'sgo' 5 As we cameinto the port we were amazeoar
how manyother shipswere alreadyanchored
Listening there.
Listento theannouncementsandmatch 6 Our journey took ages becauseour traln
2
above'
themto theformsof transport Which stoppedat everystationalongthe wayl
wordshelPed Youdecide?
c. Makesentences of yourownforfiveof the
Announcement'1 train otherwordsin Ex.3a.
2
Announcement Plane
3
Announcement shiP/ferry off'
Fillin:byon,olong,towordsor
4

a. Matchthewordsin thelistto themeans of 1 They walked along the platform, looking for
3 you
Compare
transport. witha Can
partner' theircarriage.
addanY more words? 2 We took the busto the beach,but the chrldren
. cabin. carriage' landing' buffetcar seatbelt went on foot.
. olatform . check-inboote porto Statlon
r 3 Most peoplepreferto travelby plane'
. rushhour. cruise' roadmapo fl1g61 4 fu soon as they got off the ship, they were
. takeoff. boardingpass' compartment o deck surrounded by localstryingto sellthemsouvenlrs
5 We movedslowlytowardsthe rearof the plane,
lookingfor our seats.
seatbelt,boot. rush
hour,roadmap (tyre,
steeringwheel,rear-
Sr*
view mirror,driver)
5 Complete thesentences
with verbsin the correct
set .w I
't
I
' l form/tense, thenexPlain t

carriage,buffetcar,
the phrasalverbs.Choose r*5 sqtrp
platform,station,
comPartment oneanddrawa Picture
ticket insPector)
(driver, itsmeaning'
to illustrate

As soonasthe taxi arrived,they set offfor the II

*
flight, airoort.
landing,check-in,
takeoff,boardingPass Some tour reps try to rip off tourists by
(runway,Pilot, charging tours'
too muchfor organised
air steward)
My brotherdroppedme off at the airportin
plentyof time for mYflight.
The whole familY waved Tom off at the
cabrn,port, cruise,decK harbourwhen he went on his2-monthcruise'
(captain,crew,harbour) On the way home,the coachstoppedoff in
Londonso we coulddo someshopping'
thip/$erry !
:^4 r-I

ll*

-d Vocabulary
pl.actice| , : a. fTocus}| Categorising
vocabulary
-|t t': ., .t .' related
to
transport

--.t4
4

= d Speaking:discussing yourfavouritemeansof trarilpo,rt, ,

and whichfacilities/services areimportantto you while ,
on holiday : ::
= Vocabulary: wordsrelatedto transportand
4
accommodation; idiomsrelatedto travel;phrasalverbs
withoff ': r
= L i s t e n i n g3: s h o r ta n n o u n c e m e n( tms a t c h i n g )
*I Skill- Iisteningfor generalinformatjon
Writing:a letterto a friend
=4
.rl .
'''i
. r. .:,' .1.:... .
_ f;------:---
1 | l-ocus> | ldentifyingmeansof transport
W-ritethis mind map with the'words in bold on the
-.- board.Elicitmeansof transportfrom Ssto completeit.

motorcycle bike coach

--rfl
I

train
bus Passengers must checkin two hoursbeforean internailonal
= '
4 ,flight. ,
hovercraft 'Theshiiphasa hugepool
on theupperdeck.
ship
--l Game- Extension
.,d ferry
5 9l o o ka t t h e w o r d si n E x 1 a n d3 . p l a yi n t e a m s M a k e
sentences similarto the onesin Ex i The other ieair
.--,,i 'guesses which meansof transportyou are referrinctc
-- Ssanswerthe questionsindividually
and then compare
answerswith a partner.Checkanswerswith the class,
Sugge5ted,Answer
Key
asking5sto identifykeywords.
= ieam'ASt
lll you
; meet at thebuffetcarin tenminutes.
- AnswerKey TeamBSl;trainetc
q
h

= c
{

d
-

;l,-
,,n;:ni;f:;:;i,::::f
;l;!,","rcyctest,drathersetaroundby
.-]
d carlt,smoreconvenient,...]
---l
i-:--------.
I Focus> | Listening
for generalinformation
s
{r Explainthe task. Playthe recordihgas Ss listen and
match the announcements to the rneansof:transporr
--j from Ex 1. Check5s' :dnswers,askingfor words that
E helpedthem maketheirchoices
I

AnswerKey
4 1 train -passengers, platform
departing,
"d 2 plane- passengers,baggage,check-in, flights
3 shiplferry:cqptain,disemba;rN
sailing,
-{
.-- r

=r 32(r)
,atd
i=-------------:
lFocus >l Learning
idioms

'Answer
Key(seeoveipyintedanswerc) , ,,
' " "::':
(Ss'ownanswers) ,a

a. lFocus > | Matchingsymbol5to their meanings

DirectSs' attention to the symbolsa.k, ldentifuthe
meaning of the first , syrnbolwith the cla5s:to them Oetsfivs,Boints.lf you wish you cold'awardfour
demonstratethe activity.Allow time for pairs to points to the team that comes second,:,threeto the
completethe taskandthen,check answers. team that comesthird, etc, ,
AnswerKey(seeoverprinted
answers) >lWriting a letteritoa fr.iend,from
a hotel
IFOcus
f. lFocusDl prioritising
In parrs5s discuss.Monitor the activity,hetping
where necessary.Chooseindividualpairsto present
theiranswersto the class.CheckSs'answeiS,
Suggested AnswerKey Para1: greetfriend,saywhereyou qre
A: When I go on holiday there are severqlfacilitiesand
servicesthat areveryimportantto me.
B: Likewhat?
A: Well,lwantmy roomto hqveair conditioning; especiallyif
I am in a warmcountry.tf my roomis too hot,I can'tsleep
andthatmesnsI'mtiredall thetime,
B: I agree.I alsoreallylikeit whena hotelhqsroom service.
Thi5is impoitantbecause,sometimes I get hungrylate aI
nightand its nice:toknow thal lcan get a sandwichor
somethingwithouthavingto leavemyroom.
i=------------- -
a. ll-ocus > | Predictingthe contentof a text
Direct5s' attentionto the title the pictureand the
title, and elicitanswers.
Allow Sstime to readthrouqh
the text to checktheiranswers. .-r
i,r,r
AnswerKey
Thetextdescribes
a hotel.Thehotel,probaHyha,s:,a
restaurant,
a swimmingpool,parkingandconference facilities.
I=---------
b. ll-ocus>l Reading for detailed compehension
[written in the objectivesrtop of p. 32(T))l ,

Workbook3 - VocabularyPractice l*
\--
.I
a

L*

33(r)
I-iil

il'- 6 l'm alwaysa bit nervousuntil the planehas

Reading

u:
r___4 takenoffandis in the air.
8 a. Lookat thetitleandthepicture.
Whattype
of accommodation doesthetextdescribe?

nr
E L l n
6 Matchthe idiomsto theirmeanings,
thenuse Whatfacilities
doyouthinktheplace
themto completethe sentences.
Arethere offers?
Read andcheck.
r--i{ similar
expressions
in yourlanguage?
1 h t r s t l p : n d- h r r c t l o

2 pickandchoose
""-. "\ spendvery little in
orderto savefor sth #wwwcryffilwc*K
b chooseselectively
3 scnmp
anosave
c unharmed
A
safeandsound \o busy,noisyactivity
5 n o w a n da g a i n - e occasionally hetheryou are lookingfor a rural
retreator a city break,GrangeHotel
Janewasrelievedwhen Paulreturnedfrom hrs givesyou the bestof both worlds.lt is in the heartof
trip safeandsound. the beautifulEnglish
countryside.
but stillonlyfivemilesoutside
They couldn't wait to get away from the
hustleand bustleof the city and havesome Our pleasant and friendlystaffwill do everythingto makeyour
peaceand quietfor a while.
staymagicaland memorable, whetherit is for one nioht or a
Lisalikesto havea weekendawayeverynow fortnight.Ourservice issecondto none.
a n da g a i n . We offercomfortable and stylishroomsaswell asa wide range
- Harry is so rich he can pick and choose
lffi
||t_ from the mostexoticholidaydestinations.
of facilities,
includingan excellent
and a fully-equipped
restaurant,
a swimmingpool
gym for you to enjoyduringyourstay.All
tr-rf lf we book this holiday,we'll haveto scrimp our roomshaveair conditioning. telephone,harrdryer and W.
and save for the next few months Thehotelalsooffersampleparking,conference faciltties,
room
to affordit.
service
anda laundryservice
Bookonlineat o;lrywv.grange-hoiei
co i-;k
o r c a l 0l 1 5 3 95 3 3 6 6 6
7 a. In pairs,matchthesymbols
to theirmeanings.
iu l -
T..J .r..aa*{ea*9l

b . Read
thetextagainandanswer
the
questions.
1 Whereisthe hotel?
1-r{ m swimmingpool ro wheelchair
access/ 2 What facilities
doeseachroom have?
i[ _l - m healthclub/gym disabled
facilities 3 What otherfacilities
aretherein the hotel?
r { m telephone @ airconditioning 4 How canyou booka room?
@ parking m restaurant
ll- fiT- ry M hairdryer
L--I @ roomservtce m conference
facilities $Wrihng;
ff--*'**U

li- Speoking ProjectYouareon holidayat the GrangeHotel.

f__-{ Writea letterto a friendof yours.(70-80words)
l - b . Whichfacilities/services
aremostimportant
to youwhenyougo on holiday?
Include:
Discuss. o whereyouare . whereyouarestaying
L-{
I . Tome,a swimming
tosunbathe
poolisimportant
bythepoolwhen
because t like r whatfacilities
it hasgot(e.g.restaurant,
etc) . staff/servrce
seryice,
room
l--*{
I'monholiday.
t d B: I agree.
Airconditioning
isimportantto
mebecause . howyoulikeit
I wantmyroomtobecool.etc

i -.d
33
l4--
2 A: What were you doing (you/do)when the B_

Pastsimple,pastcontinuous, phonerang(ring)?
past perfectand past perfect B: I waswashing(wash)my hairand I didn't L4-,
t_
continuous "'-':iffi,- hear(not hear)it.
GrammarReference A: Tonywas surfing(surf) the Net when he
[--.
) Reoding found (find)a greatdealon a trip to Paris r--
B: I know, but by the time he told (tell) me
Readthe text andsaywhattenseeachverbin t*l
about it I had alreadybooked (already/
boldis.Lookat the GrammarReference
section l-r
book) my holidayto Berlin.
andsayhow eachtenseis used.
A: How did you miss(you/miss)your flight? -
LJ
B: We were shopping(shop)in the duty free
was time for a holiday!| 1) had been working shop and we didn't hear (not/hear)the
1t
I' hard for months and 2) had decided to spend announcement. \_
two weeks in a S-starhotel in the Bahamas.I had A: Did you stay (you/stay)in a hotel during
bookedreallyearly,so I was able to get a greatdeal. yourholiday? -
l--
MaybeI wouldbe mixingwith the richand famous! B: No.We rented(rent)an apartmentfor two
As soon as | 3) approachedthe receptiondesk and weeks.
announcedmy name,there was a flurryof activity. A: Why was Steveso angry? L_
BeforeI knewwhat 4) was happening,the manager
B: I guessit was becausehe had beenwaiting
had ordereda porterto grab my bags and show me
(wait) for threehoursbeforehisfliqhtwas
to the penthousesuite.A largebasketof fruit and t=:
announceo.
goodies5) was sitting on a table,and an invitation
7 A: Janelooked(look) exhaustedwhen I saw
to join the managerof the hotelfor a complimentary
I

dinnerwas lying on a silverplatter. ner.

I had neverstayedin such a luxurioushotel before B: Shehadn'tslept(noVsleep) at all.Shehad
and I thoughtto myself,"How kind and helpfulthe beenwaiting(wait) all night long for her E
L
staff are!" | 6) gave the portera big tip, unpacked familyto arrive.
my bagsand headedto the bathroomfor a long,hot
shower.lmaginemy shockwhen,a few minutesafter 3 Make as manysentencesas you can.
r\
I returnedto my bedroom,the porterreturnedand 1 drive/ an hour a startrarntng
asked me nervouslyto pack my bags and leavethe 2 buy/ souvenirs b ferry/ arrive l-_
room! 3 wait / all morning c losemy passport
A quick call to the managerclearedup the whole 4 lieon / beach d get / flat tyre t-
t*
mystery.lt seemedthat I had the same name as a
5 cloan / in fonf e someone/ steal/ purse
famouswriter and the managerhad mistakenme for
her! They were very apologetic,but it wasn't long I hadbeendrivingforanhourwhenI gota flattyre. t\*
beforelwas in the regularroomI had actuallybookedl
4 Usethe timeadverbs
to makesentences
about
yourself. .lL=

' yesterday . bythetime r two weeksago

I-
e while . lastyear r for hoursyesterday I

. forten!€drsr alldayyesterday o lastsummer

r yet o already. before
A carbumped
intothebackofusyesterday.
ffi- .&

Kffi&ffim
2 Puttheverbsin brackets past
intothecorrect w
tenseto completetheshortdialogues. In teams,continuethe story.Tryto usea -t--
varietyof pasttenses.
1 A: Howwas(be)yourholidayin Spain?
B: Great.thanks I had(have)a fantastictime. Wewerealllooking
forward
toourholidoy I -

34 ,l
r d
!.-

--!dl

G r a mmai n
r u se
-,J
2 lwas buyingsouvenirswhen(e)someone stolemypurse/(c)
Objectives:
reviewingthe useof pasttenses;usedto/ I lostmypassport.Mhilelwas buyingsouvenirs someone ...
wouto 3 Ihad beenwaitingall morningwhentheferryarrived.
Grammar:pasttenses,usedto/would 4 I waslyingon the beachwhen(a) it startedraining/(b)l
Speaking:talkingaboutpastexperiences,pasthabits sawa snake/(e) someonestolemypurse./While lwas lying
-^i ^--+ -+^+^-
or ru pq)L )Ld Lc)
on thebeachit ...
;d 5 I was sleepingin my tent when (a) it startedraining/(e)
someonestolemy purse./VVhilelwas sleepingin my tent,
1 | Focus> | Reviewingthe useof pasttenses ir...
l
_d Ss'booksclosed.Write the followingsentences on the T--r
boardwithout readingthe tensesand explanations in I Focus> | Practising
time adverbswith pasttenses
brackets: E x p l a i nt h e t a s k S s c o m p l e t et h e t a s k i n d i v i d u a l l y
-4
Yesterday I woke up late. (past simple- an action which Chooseindividual Ssto readout theirsentencesCorrect
happenedat a statedtimein thepast) wnere necessary
I wos studyingfor examsall last week.(pastcontinuous-an
; actionthat wenton continuously in thepast) Suggested AnswerKey
-^1
I was working in the gardenwhen it storted to rain. (past Bythe tirneI got home,my motherhadleft.
continuous/past simple- an actionthat interruptedan action I boughta newsweatertwo weeksago.
L in progress in thepast) Iwas washingthedisheswhilemy brotherwasworkingin the
.-E{ He was talking on the phonewhileshewas sleeping.(past gqrden.
continuous/past continuous- two actionsin progressthat I turnedsixteenIastyear.
happened simultaneously in thepast) I waswaitingfor thebusfor hoursyesterday.
'd
I had beenreadingfor an hourwhenMum camehome.(past I havebeenstudyingEnglishfor tenyeors.
perfectcontinuous/past simple- actionin progress
in thepast I wasstudyingall dayyesterday.
emphasising durationinterruptedbyanotherpastaction) I wentto camplastsummer.
I went to thecinemaafterI had finishedmy homework.(past I haven'thaddinneryet.
N
simple/past perfect- an actionthat happenedbeforeanother I'vealreadyfinishedmy homework.
actionin thepast) Igot homebeforeit rained
Focus5s' attentionon the verbforms.EliciVExplain what
the verbtensesin boldareand how they areused Refer G a m e :T e a m si n t u r n c o n t j n u et h e s t o r yf o r a s l o n ga s
Ss to the GrammarReference sectionif necessary. Ss' p o s s i b l eM. a k es u r e5 s u s ep a s tt e n s e s
booksopen Explainthe task.Allow 5s time to readthe
TeamASl: Weall had beenworkinghardsa ,i,tecoulCn't
ytaii
text and completethe task individually. 5s compare
for theplaneto reachHawati
answersand use the GrammarReference Sectionto TeamBSI: Wehadbookedtworoomsin a 5-starhaiet.
checkanswersConfirmSs'answers
TeamA52:Assoonaswegotourluggage, wemetourgui:2.
.ry AnswerKey TeamES2:Hewaswaitingfor usat theairport.
I pastperfectcontinuous - actionin progress TeamAS3:He showedus to hisjeep which he had parked
in thepast
2 pastperfect- an actionthat happenedbeforeanother outsidetheairport.
ry actionin thepast TeamBS3:Hegotin andhestartedtheengine.etc
3 past simple- two actionsthat happened one afterthe
otherin thepast
4 pastcontinuous - an actionin progressin thepast
5 past continuous- two actions in progressthat were
happening simultaneously
in thepast
6 pastsimfle- actionsthat happenedoneaftertheotherin
thepast

) T-=--.---------1
I Focus> I practising
pasttenses
Do the first item as an exampleSs completethe task
individually
and then compareanswerswith a partner
Checkanswersaroundthe class.Ssjustifytheiranswers.
AnswerKey(seeoverprinted
answers)
ry T--r
4 5 I Focus> | Practising
usingpast simpleand past
continuoususingwhen/while
Choosea Sto readout the examples and elicitwhat tenses
are being used (postsimple/past continuous) and why (an
actionthat interruptedan actionin progressin thepast). Allow
Sstime to makesentencesEIicitanswersaroundthe class.
CorrectSs'answers

34(r)
that they didididn't
h. ln pairs,Ss mime out activities
F"-,s >-lNarrating use to do when they were six. Chooseindividual
the meaningof any new
Readout the text. EliciVExplain nairs.One memberacts out an activitywhile the
words. Playthe recordingand then allow Ss time to other tellsthe classwhat his partnerdid/didn'tuse
continuethe narrationin writing. Encourage Ss to be to do Acceptfeedbackfrom the classand correct
imaginative and creative.ChooseindividualSs to read wnerenecessary
this can be treatedas a chain
their storiesAlternatively (Ss'own
answers)
story.Sscontinuethe story,one afterthe other
SuggestedAnswerKeY s F*tt F-l Sel.tencetransforrnations
Darkcloudsgathered above.Soonit wasraining.Wehadto go Remind 5s to use no more than three words
back.Wetriedto starttheenginebut it wouldn't.Wepanicked' count as two words)and to ensurethe
(contractions
ThenClairesawa boatapproachingus.lt wastheCoastGuard' second sentencehasthe samemeaningas the first Ss
Samelocslshadgot worriedwhentheysawhow theweather Check5s' answers
completethe task individually
had changed.Theyhad immediatelyinformedthe Coast
Guardwhocameto rescue us' AnswerKey(seeoverprinted
answers)
Backin the house,we felt relieved.We'llneversetsatlagain
to theweather
wrthoutlisteninq forecast! g lTocus>lReviewing
Allow Ss two or three minutes to reviseErammar
6 a" LFocusFl Reviewing would/usedto
structurestaught in this lessonand preparesentences
Ss' booksclosed.Write the followingsentences on . a l k a r o u n dt h e
u s i n gt h e m P a i rS s u p t o d i s c u s sW
the boardwithoutthe expressions in l:rackets: room, monitoringthe activity Selectpairsto present
WhenI wasa teenager I usedto/wouldstudyveryhardfor theirexamples to the class.
exoms. (past habit)
(paststate) (Ss'own
answers)
AsI chitd,lusedto loveice-cream.
EliciVExplainwhen both usedto and wouid can be you
used(for pasthabits)and when only used to can be F"*" Fl Writing a short paragraphabout what
ursedto do on holiday
used(for pqststates)Ask 5s round the classfor two
more examplesof each.5s' booksopen' Readout Ask 5s: Whatareyou goingto writeT(a shortparagraph)
the theorybox and elicitan answerto the question' Whatwittit beabout?(thingst usedto do on holiday) Allow
Refer5sto GrammarReference for moredetails Ss time to brainstormfor ideas Checkon the board
SelectSsto readout their short paragraphsCheckSs'
AnswerKey
that are ANSWETS
Wecan usewould insteadof usedta in sentences
talking past
about habits. SugEestedAnswerKeY
WhenI wasyoungermy familyusedto go campingeveryyear'
b Feus Fl Practising would/usedto
Wewouldall decidean theplacewewantedto go to and then
Allow 5s time to completethe task individuallySs we wouldload up the car.Whenwe got to the campsitewe
compareanswers with a partner'Check5s' answers wouldall help setup the tent' Next,we wouldput on our
swimsuitsand go to the beachWewouldlookfor seashells
AnswerKey(seeoverprinted
answers)
andmakesandcastles. Aftera wonderfuldayat thebeachwe
qa
wauld backto thetent.
7 a. FocusE Talkingabout what sorneonedid/dleln't
useto do 3 - Gnarnmar
in Use
Wsrl<hook
DirectSs'attentionto the picturesand the phrases'
Explain/Elicitthe meaningof any new words Do the
first item as an exampleAllow 5s time to complete
the taskindividuallyCheckSs'answers'
AnswerKey
Sharondidn'tuseto goscubadiving'
Sharondidn'tuseto takePictures'
Sharonusedto go to thebeachwith herparents
Sharonusedto eaticecream.
Sharandidn'tuseto staYin a hotel.
Shqrondidn'tuseto go skiing.
Sharondidn'tuseto travelabroad.
Sharonusedto collectseashells.
Sharonusedto playwith a ball.

35(r)
*l
--.-.
5 Readthe text below Listento
W Speaking
-5
the soundsand continuethe
-.4, narration. 7 a. Lookat thepictures.
Whatdid/didn,t
Sharon
useto doon
holiday
whenshewassix?
-N It had beenbrightandsunnyall
-.f
morningand we were havingfun
on our boattrip aroundthe island.
-H
-..4 Thenthe weatherchanged,all of go to the beach
a sudden,andthingsquicklytook go scubadivingI rents/,
-'l{ a turn for the worse.
-.rl

Usedto/
--J ' r.Fli.
--l
Would
GrammarReference
,iJ
..- 6 a. Readthe theory.In which
sentencescanyou write
wouldinsteadof usedto?
.H
-.ri

Wouldand usedto can be used to

d talk about past habits.Asa chitd,t
-
used to/would go to the seasideevery
year.(alsolwent) yourpartnertells
b. Whataboutyou?Mimethe activities.
d the class.
--
Usedto can also be used to talk
about paststates.I usedto loveit, but
II
-,
Sentence
transformations
nowI prefersightseeing
holidays.
(NOT:/++eg#loveit.) 8 Foreachquestion,completethe secondsentenceso that it
-{ meansthe sameas the first. Useno morethan three words,

b. Fill in usedtoand/orwould 1 Tomtelephoned duringlunchto inviteusto go camping.

.{ where possible.Compare We were havinglunchwhenTomtelephoned to inviteus to
-
answerswith your partner. go camprng.
rl 2 We pitchedour tent and then starteda campfire.
- 1 As a child,my mum usedto go
After we had pitchedour tent, we starteda camofire.
to Franceon holiday.
-t 3 lt rainedeverydayfor the wholeof the campingholiday.
i.{ 2 My dad used to have a boat
It didn'tstoprainingfor the wholeof the campingholiday.
that we took out on the lake
4 As a child,I went campingwith my familyeverysummer.
eacnsummer.
l{ As a child,I would/usedto go campingwith my familyevery
- 3 We would/usedto go fishing
summer.
everymorningon holiday
5 After workingas a tour guidefor ten years,Bobopenedhis
u
-
4 When I was younger,I would/
own campsite.
used to stay with my cousins
BeforeBob openedhis own campsite,he workedas a tour
everysummer.
Ll guidefor ten years.
- 5 He used to hate going to
museumswhen we were on Thinkof thegrammar
rf holiday.
9 youhavelearntin this
structures
rl lesson.
Closeyourbooksandtella partner.
Giveexamples.
6 When we went to Spain I
l.I would/usedto go swimming
T
everyoay. plWrihng-
{*-.-*w**l
7 | usedto havea pet cat when I
14 Project:Writea shortparagraphdescribing
someof the
ra was four.
thingsyou usedto do on holidaywhenyouwereyounger.
{g 35
Listen andnumber
to thesoundeffects Swaprolesanddo the samewith the
you
themintheorder hearthem.Whichare picture
below.
to rain?
to wind,andwhicharerelated
related
Whatarethesewordsin yourlanguage?

E olo* fl drizzle p rrowt

f=-.l
l5l pour @ swirl

2 Lookat the picture.Howdoesit makeyoufeel?

. worried. annoyed . confused. frustrated
. scared. relaxed
Haveyoueverexperienced
suchweather
Whatdidyoudo?
whileon holiday?

I Listening
-
--s
4 , , Listenandfill in the missinginformation
in
the numbered spaces. Listenagainandreadto
cnecK.

IheloriaBuseoryqy
Srriisrr$ruri:us Operotesl) normolbusservicesond city
Describing pictures sightseeing tours.
When describingpictures,describethe peopleand Sightseeing busesprovidecommentories
activities as fully as possible.lmagine you are in 2) sevenlonguoges. -__+-
describingthe pictureto a personwho cant see it, ln 3) Jonuorytoursore onlyovoilobleot
so be as detailedas possible.
weekends,
Thereore toursevery4) twenty minutes
3 a. Lookatthepicture. to describe
Usetheideas from9 om to 5) sunset,
it to yourpartner.
Yourpartner
doesn'tlook a Eochtour lostsfor 6) two hours,
at it.
a Cost:Adults:7\92
Childrenunder
8) twelve:9l

Bookinga guidedtour ._L

) Reoding
a. Lookat the questions belowfroma : 5 -

dialoguebetweena touristanda ticket

seller.Whowouldaskeachquestion? Write
_1,-
f for touristor 15for ticketseller.
. people? . place?. timeof day?. weather? . Howlongdoesit last?
. clothes?
. activities? . feelings?
. colours? . Whenwouldyouliketo go?
__t-

. CanI helpyou?
b. Nowyourpartnerlooksat thepicture
and . lstherea tourat 3 o'clock?
T_

tellsyouhowwellyoudescribedit. . Howmanypeople areyoubooking

for?
36
.ll
--t

.I
*-

-{ Listening
andSpeaking
skills wearinga redbaseballcap.Bothchildrenarewearingcolourful
I
swimminggoggles.The childrenmustbe feetingveryhappyas
Objectives; describing plctures; booking,aguidedtour; theyaresmiling.
expressing dissatisfaction/askingfor details
{
--b Reading: a dialogue aboutbookinga guidedtour (dialogue b. 52 now looksat the pictureand assesses
how werr
completion) his/herpartnerdescribed
it.
Skills- scanning
.* reading for detaiIed comprehension (Ss.ownanswers)
J
Speaking:bookinga guidedtour; expressing
dissatisfaction c. 52 now describes his/herpicturefor 51 to assess.
.l Word formation:adjectives with negativemeanings Monitor5s' progressChooseindividual Ssto present
-lr Listening:soundeffects;a pre-recorded their,descriptions
to the class.The rest of the class
message(gap-
filling) makesnotesabout Ss'performance and then reporr
' backto the class,
t
Skill- listeningfor specificinformation
ry
Suggested AnswerKey
I canseea family.There
isafathe4a motherandtwochildren_ a
1 | Focus
> lCreatingmentalimages
{ boyandagirl.They are6t anoutdoarcafdorrestauranLt.lthintkit
,4
Readout eachword,explaining the,meaningof any new
vocabulary.Elicitwhich of the itemsare relatedto wind
andwhicharerelatedto rain.playthe recording, pausing
*
ut after each sound effect as Ss numberthe items in the
orderthat they hqarthem.CheckSs'answers. Elicitwhat
the itemsarein the 5s'lanquaqe
- AnswerKey
1 drizzle(rain) 3 pour(rain) 5 blow(wind)
i-=------
2 howl(wind) 4 swirl(wind)
d
I l-ocus> I Listening
for specific
information(gap-fllling)
(Ss'ownansweis) Allow 5s time to readthe advertisement and familiarise
themselves with the contentof the dialogueAsk Ssto
2 I Focus> | Discussing
feelingsrelatedto a picture try and predictwhat kind of informationis missing(e.9.
Ask Ss to look at the picture Encourage numbers, times,cost,etc).Playthe r.ecording. Ss compLete
them to talk
about what they can see:(treesbeing blown), whtal,s t h e g a p si n d i v i d u a lai yn d t h e n c o n p a r ea n s w e rrsi , j r ha
happening (the wind is blowing), etc. Read out the partner.Playthe recordingagain rf recessal/ Cr.cK
E

adjectives
and explain/elicit answers.
what they mean.Elicitfrom Ss
occasionswhen they feeltheseemotions.ReferSsto the AnswerKey(5eeoverprinted
answers)
a* secondand third questions in the rubric Allow time for
T
parrsto completethe task, Invitea few pairsto report T:---]-------r
a. lFocus>lpredicting
backto the class.
Explain the task,Readout the questions
and explain/
Suggested AnswerKey
rl elicitthe meaningof any new vocabulary.Allow Ss
Thepicturemakesme feelscaredand worried,OncewheinI time to completetask:CheckSs'answers.
wason holidaylexperienced thiskindof weather.
Alltheguexs
in thehotelhadto stayin theirroomsor in thehotelrestaurant. AnswerKey
T
Wewatchedthestormfor manyhoursand thenthewinddied Howlongdoesit last?T
cawnandtherainstopped. Whgnwauldyou liketo go?TS
J CanI helpyou?TS
fl
i a, Describing
pictures Istherea tourat 3 o'clock?
T
Howmanypeopleareyou bookingfor?TS
Readout the StudySkillsbox Ask Ssto look at the
j
piciureand the questionprompts.In each pair;S:l
prepares a description
for the picturein Ex.3a while
52 coesihe samefor the picturein Ex.3c.Sl then
c3s.frDes ihe pictureto 52. Monitor pairsas they
d
,',:'< on the activity,providingassistance where

I
5L;ggested AnswerKey
:.', -<ee tvvopeoplein thepicture:Thereis a younggirl and a
. . ".i boy.Thechildrenarest the beachand theseais in the
J
:::<ground.It mustbein theafternoon because thesunisverv
:,i",.li. is a beautifulday and it is probablyquitehot.Tie
:' ir?n aresmiling.lt ishardto seewhafttheyarewearingbut
": . ;ite suretheyarewearingT-shirts and shorts.Thelittlegirl
:,', earinga strawhatwith a largeyellowfloweron it.Theboyi5

36(r)
fi*l

T----------_l
b. I l-ocus> | Readingfor specificinformation Allow time for Ss to make up sentencesindividually. =
,(dialoguecompletion) Elicita varietyof answersaroundthe class.

Ssgompletethe task individually

and then compare SuggestedAnswerKey
answerswith their partner.Playthe recording.Ss, I I don'tknowwhyheissounfriendlyto me.
listenand checktheiranswers.
ConfirmSs'answers. 2 ThisisthemostuncomfortablichairI haveeversstin.
AnswerKey(seeoverprinted 3 I hopeI haven'tcoughtyou at on inconvenienttime.
onswers)
4 lthinkyouweremisinformed.The traindoesn,tleavetillsix.
5 Theworldisoverpopulated andsomethinghasto bedone
G I Focus>lRole-playing aboutit.
Ask Ssto look at the advertisements. Ask: Whichnloces l------------:--- r
are they about?(London,York)Whereare they?(England) I l-ocus> | Expressing
dissatisfaction/asking
for details
Whatore they odvertising? (guidedtours)How is each tour DirectSs'attentionto the languagein the table and the
conducted? (Byboat"on foot) Whatcan you seeduring the
notesand explainthe meaningof any new words,Elicit
tour?(sightsof Londonalongthe RiverThames,york)etc_Ss suitableendingsfor the expressions. Allow pairstime .to
work in pairsand preparea dialoguesimilarto the one make up exchanges.Monitor the activity.Aik:rpairsto
in Ex. 5b Monitor the activity as pairs act out their act out theirdialoguesin front of the class.
dialogues Choose individualpairs to act out thejr
dialogues in front of the crass. Suggested AnswerKey
Suggested AnswerKey A: I didn'tlikethehotelstaff.
B: Whatwaswrong withthem?
A: Goodmorning.CanI helpyou? k Theywere rudeand unfriendly.
B: Yes. I'd liketo booksometicketsfor thecity cruise,please.
A: Certoinly. Howmanypeopleareyoubookingfor? A: Thecoachtrip wasnot whatt hadin mind.
B: Justtvvoadults- myfriendand myself. B: Whatdoyoumean?
A: Whenwouldyou liketo go?Wehaveonestariingin a half A: Itwaslongand uncomfortqble-
on nour. '
Actually,we wanted to go tomorrcw morning.ls thereo A: Thehotelwqsnot goadenough. ' , ,,
cruiseat | 1:30tomorrow? B: Whatwosthe problem?
A: Na,but there'soneat 1| o'clock A: It wasold-fashioned
anddirt:y. ,l
B: Thatwill befine.Howlongdoesit last? A: I wasnThappywith thesightseeing '
tour.
A: An hour.Hereareyour tickets.That'sfl9, please. B: Whatwaswrongwith it?
B: Hereyouare- A: Itwasexpensive
andit onlylasted30minutes..
Thankyou.Enjoythecruise.
A: ldidn't likethecampingholiday.
A: Goodmorning.CanI helpyouT B: Whatdoyoumean?
B: Yes- l'd like to book some ticketsfor the walkingtour, A: Theweatherwasqwful and thecampsitewascrowded.
please.
i-=-------'
Certainly.Howmanypeopleoreyoubookingfor?
I l-ocus> lReviewing
B: Justtwo- mysonandl.
A: Whenwouldyou liketo go?Wehaveonestartingin a half Allow 5stwo or three minutesto revisethe unit. Instruct
anhour b.
Actually,wewantedto go thisafternoon.Istherea walking
tourat 1:30?
A: No,but there'soneat 2 o'clock FJ
rLJ
B: Thatwill befine.Howlongdoesit lastT (5s'ownanswers)
A: An hour.Hereareyourtickets.That'st8, please.
B: Hereyouare.
Thankyou.Enjoythewalkingtour. Workbook3 - Listening-
& Speaking

I Focus=l lForming adjectiveswith negative meaning pr+

__[-_
Go through,the table. Explainthat the prefixesin the
table can be addedto adjectivesto form adjectiveswith
a negativemeaning.Ask 5s if there aresimilarstructures
in Ss' Li Readout the adjectives 'l-5
and explain/elicit
their meanings5s completethe task individually and
then usetheirdictionaries
to checktheiranswers. Check
answerswith the class
AnswerKey
1 unfriendly 4 misinformed
__,L
2 uncomfortable 5 ,overpopulated
3 inconvenient

37(r)
tr
r r {
(b,)Complete the dialogue
with the questions
from
iWe usethe followingprefixes to form negative
Ex.5a.Listenandreadto check.
j adjectives:un- (able- unable),in- (consistent-

t:
r {
A: Goodmorning.1) CanI helpyou?
B : Yes- l'd liketo booksometicketsfor the city
tou; please.
j i nconsistent),mis- (treated- mistreated),
i overcrowded), dis- (organised - disorganised)
-
over- (crowded

L--
r {
Certainly.
for?
2) How manypeopleareyou booking 1 friendly2 comfortable3 convenient
4 informed 5 populated

l:
| -Erl
B: Justtwo adults- my friendand myself.
A: 3) Whenwouldyou liketo go?We haveone
) Speaking
Usethe usefullanguage
l:
t--..i.|
startingin ten minutes.
B. Actually, we want to go thisafternoon.
therea tour at 3 o'clock?
4) ls
8

in the example.
in the boxandthe
notesbelowto actout exchanges in pairs,as

A: No,but there's oneat 3:15. . room...small/ viewnotverygood

B : Thatwill be fine.5) How longdoesit last? . hotelstaff...rude/ unfriendly
A: An hour.Hereareyourtickets.That'sf 10,please. . coachtrip ...long/ uncomfortable
B : Hereyou are. r hotel...old-fashioned / dirty
A: Thankyou.Enjoythe tour! . sightseeingtour ... expensive / onlylasted30
minutes
r campingholiday... weatherawful/ campstre
5 Youhaveseentheseadvertisements. In pairs,
takethe rolesof a touristanda ticketsellerand crowded
actout dialogues similarto the onein Ex.5b.
--.{.J

4 : with... problem?
L"l
. I didn'tlike/want... What waswrong
I o The...was not what I had with iVthem?
-.q
-+l r in mind. What do you
. th".. was not good mean?
,
, enough.
--l
A: I wasn't
satisfied
withmyroom.
-.r-
Ll B: Why? Whatwas theproblem?
A: ltwastoosmall.etc
--{ Thinkof whatyou havelearntin this lesson.
9
- Closeyourbooksandtella partner.

4
L__ I
-

.-1
---

-rI-
b'dh;
needa
Word formation (adjectives
with . holiday?
-L&i
-- negativemeaning)

-irfl
7 Readthe table.Formnegativeadjectivesfor
rlr the words(1-5).Checkin yourdictionaries.
Makesentences usingthem.
.-
LT
37
hE-

Lookat the
m€mr*md
ffiet€Herug pictureand
What'syourfavouritekindof story- romance,odventure,afunny write a short
J
incident,etc? paragraph to
"'il F'
setthe scene :,.::'.',T'e
'.."...,i
sBqps*v
Lmwkfrxtg (i.e.where/when
L

;
thestorytook { ' . , t n " '
Readthe title.Whatdo youthinkthe storyisabout?Readand place,whothe1:;.Si
intothe correctorder'Listenandcheck'
put the paragraphs
characterswere
andwhat
happened).

Then,a few Y*q*8"€mrsft

E n firstshejustlookedat uscuriously'
.' minuteslater,sheclimbedout of the pool and startedto Readthe rubric,underlinethe
6
.. t-ftov€towardsthe jeep.As shecamecloserand closer,saliki I keywords,then PlanYourstorY.
_=L

:: quretlyorderedusbackinto the jeep I hadjust put my foot on Usethe pointsbelow

the firststepof the jeepwhen I felt myselfslippingThe next _:I.
thinqI knew,l wasflat on my backstaringat the sky'Whiletwo gThe ichoolmagazine is havinga
*' shortstorycompetition'
peop|efranticallydraggedmeintothejeep,sa|ikis|ammedhisfoo t
Soon the angry was
elephant far behindus' * The storyshouldbe entitled:A
downon the accelerator. -L

lucky $' whereeverythinowent

holida:r
l-a-]sittingin the jeep,I couldn'tstop thinkingabout how (100-120
gratefulto the membersof my group'and wrong. words) LJ
hadbeen.I wasextremely _,L
we were all reallythankfulto Salikifor beingsuchan expertguide'
Beforeyou startwriting,thinkabout:
Afterall.he wasthe onewho hadsavedthe day'
Theme:WhatwillYourstorybeabout?
I

where'
l-T-l W6"n | firstwoke up in the strangeroom,I couldn'tthink
.-?4
Main Character: Who are You?What
. was.slowly,as I listenedto the soundsof manydifferentkindsof birds
of flowerscomingin throughmy arevoulike?
singingand smeltthe exoticfragrances Ld
- Setting: Where does Your story taKe ---L-
window I realisedI was in Africa! lt was reallytrue this was the
beginning of mysafariadventure. place? (in space,in ltaly,in your garden,in
I

an imaginary place?) What is the weather

l-z-l ntt.r gettingdressed,I went to meetthe othersin my group.We --L

hada delicious breakfastandthenjoinedourguide,saliki,besidehlsjeep. like?

As soonas he hadgivenussomeinstructions aboutgoingon safari,we Problem:What isthe problemyou face?
_L
climbedintothevehicle andsetoff.We hadnot drivenveryfarwhenSaliki Do other charactershelp you solveit?
slowedthejeepso that we couldwatcha herdof elephants bathingin a What do you do to solvethe Problem?
m u d d y p o o | T h e w h o | e g r o u p | a u g h e d a s t h e b i g g e r e | e p h a n t s s pResolution:
rayed What haPPensin the end? _U

the backsof the youngermembers of the herd suddenly, howevel one

How do vou feel?
of the biggestelephants turned towards us.
-_[r

7 Portfolio:Usethe Planbelowto
Retellthe story,
Listthe eventsin the ordertheyhappened. write yourstory. t_
3 , L
givingit a differentending'

4a.Lookatthewords/phrasesinbold'Which:linksimilar *q*t*x};
:ll-

showtime?showcause/effect?
ideas?
Introduction(Para 1')
Usethe words in brackets'
Linkthe sentences. set tbe scene !L

Main Body (Paras 2 & 3)

1 I got to my room.I startedto unpack.(assoon as) eventsin orclertheYbaPPened'- '-L
2 I changedmy clothes.I went for a night out' (then) climax event
3 I was excited.lt was my firstvisitto Rome'(because) Conclusion (Pan 4) l*'
4 I packedmy suitcase. I ordereda taxi.(before) end tbe story- feelings -L

5 I realisedI didn'thavemy passport. I startedto panic'(when)

3B *
;-lE

Writing a. I Focus> | Usinglinkingwords

Objectives:writinga story;usinglinkingwords;setting Sswork in pairs.CheckSs'answerslf time allows,

the scene;writingplot lines haveSsmakeup sentences of theirown
Reading:readingfor generalunderstanding AnswerKey
Listening:confirmingsequence of events
Linksimilarideas:and
Writing:writinga lst personnarrative
Showtime:then,a few minuteslateLas,while,soon,when,
after,assoonas,suddenly
f-:------------ Showcause/effect: sothat
1 | Focus> lTalkingabout stories
tuk Ss to think about all the differentstoriesthey have b . S sc o m p l e t et h e t a s k i n d i v i d u a lal yn d t h e n c o m p a r e
read (e.9.Thecallof the Wild,TheWarof the Worlds,etc) Ask: answerswith a partner.Check5s' answersorallyin
WhatgpeiseachZ Elicitanswers to completea spidergram Ltd>5

AnswerKey
oetect|ve romance
I AssoonasI got to myroom,I startedto unpack.
2 I changed myclothes andthenlwentoutforthenight.
science
fiction i I wasexcitedbecause it wasmyfirstvisitto Rome.
comedy
4 BeforeI orderedataxi,I packedmysuitcase.
5 WhenI realisedIdidn'thavemypassport, I startedto panic.
Conducta classdiscussion of favouritekindsof stories F--r
Ssgivereasons
for their choices. I t-ocus> | Settingthe scene
(Ss'ownanswers) Explainto 5s that beforewe start writing a story we
need to decide on a scene to start with The
2 | Focus> I Readingfor generalunderstanding introductionshouldcontaininformationsuch as: who
the main charactersare, where they are, what the
DirectSs'attentionto the title of the text Elicitwhat the
weather is like, when the story happens, what
text is about and what kind of story it is. CheckSs'
h a p p e n s T h i sw i l l h e l p t h e m o r g a n i s e t h e i r s t o r ya n d
answer5.
g i v et h e r e a d ear c l e a ri d e ao f w h a i i h e s t o r yi s a b o u t ,
AnswerKey A s k 5 s t o l o o k a t t h e p i c t u r ea n d t h e n o t e s S s r v r j t e
Thestoryis aboutsomethingdangerous
that happenedwhile t h e i rp a r a g r a p hA
s s k S st o c h e c kf i h e y h a i ' el n c i u c j e c i
somebody wason a safari. a l l t h e n e c e s s a ri yn f o r m a i i o ni n r r e r l c a r a c r a o l s5 s
s w a p p a p e r sa n d e v a l u a t er h e i r c a r - e r ' s o : e c 3 l '
AllowSstime to readthe text andto put the paragraphs writing.
in ihe correctorder Playthe recordingwhileSsllstento Suggested AnswerKey
checktheirown answers. Confirm5s' answers It wasa nicesummermorning.My brotherand i kac c:e:
AnswerKey(seeoverprinted
answers) Iookingforwardto thistrip.Wegoton ourshipandsetsail.

-------------.. r-:--------------
3 t-ocus> lAnalysinga story I l-ocus> | planninga narrative
Expiainthe task Allow5stime to makea listof eventsin Readout the rubric Help5s to identifythe key words
their notebooks Ss comparetheir answersin pairs a n du n d e r l i nteh e m
CheckSs'answersaroundthe class. AnswerKey(seeoverprinted
answers)
AnswerKey
. The narratorwoke up, got dressed,met her group for Readout the questionsin the 'beforeyou startwriting'
andwenttojoin herguide.
breakfast sectionand elicitanswersfrom Ss.Brainstormideas
. Theguidegavethegroupsomeinstructions. AnswerKey
, Theysetoff in ajeep
. Thegroupstoppedto watcha herdof elephants Theme: A holidaywhereeverything wentwrong
bathing. Maincharacter:
. Oneof the biggestelephantsstartedcomingtowardsthe l, a teenager,
veryadventurous
laon
Setting:ltaly,hot & sunny
JIIY.
o Thenarratorfellasshewasgettinginto thejeep. Problem: havepassportstolen,hotelmanagerhelps
, Twopeoplehelpedhergetinto thejeepandtheguidesped Resolution: I decideto keepmypassportin thehotelsafe,I feel
relieved
off.
, Thenarratorsatin thejeepthinkinghowluckyshewas.
7 I F o c u s >l W r i t i n g a s t o r y
Sscanwork in pairsto write a new endingfor the story. Ask Ssto write a plot linefor theirstory.Then,5s write
Encourage Ss to be creativeand imaginative.
Monitor their story following the plan 5s swap papersand
lhe activity,helpingwhere necessaryHaveSs present correcttheirpartner'sstory
rheirendingsto the classHave5s vote on who had the
b e s tn e we n d i n g (Seep.30(T)for Suggested
Answer.l
(5s'ownanswers)

3B(r)
b Focust Reading
for specific
information

2 lFocttsFl Reading
for specific
information

Pairvriork
Aafuiliesillunii
ir.,,:,,rrr,,,r,,,.,.,1
WordperfectUnit3
Workbook:Reading,

.r-_

3e(r)
--{ - -
..J.

-.I
+

*
tt'
pCon you imogine spendingyour holidoy on o compsite with ,
9,000other people. being woken up of 7:30every morningwith
"Good morning,compersl" from o loudspeoker?SoundsoMul, '
doesn't it? Well,it's how mony Britishpeople used to spend fheir
summerholidoysin the 1950sond 60s.Compersstoyed not in tents
: but in comfortqble cholets of different seoside locotions oround
:: the UK,Thebiggestond mostpopuloroneswere run by BillyBuflin.
|euttin's holidoy comps were exciting ploces for oll fhe fomily.
Therewere ollsortsof octivities,includinggomes,tolent showsond
compefitions.Everycomp hod itsown miniofureroilwoy to ride on,
Therewere swimmingpools.odventure ploygrounds,ond theotre
shows to suit people of oll oges. There were olso bobysitfers
so porentscould go out for the evening.
FOne unusuolfeoture wos fhot there weren't ony restourontsl
r-
Compersused to eot in lorge dining hollsof set times,ond if they
ri-a
didn't get there on time. they didn't get ony foodl Thiswos one
reoson why there were loudspeokers everywhere - to remind
rr&i

+1 peopleof meoltimesl
pHowever, times chonged. ond by the eorly 1980so lot of the
comps were closed.Cheop pockoge holidoysobrood goined populorityond holidoycomps went ouf
-I-J
of foshion.Todoy,three Butlin'sresorfsremoin in ihe UK.Thesedoys, guestsstoy in spociousoportments
ond luxuryhotels, eot of o wide ronge of restouronts,offend concerts, pontomimes ond the lcrtest
--J movies,or hove fun qt woter porksond funfoirs.One thing hosn't chonged, though - they stilloffer
inexpensivefomilyholidoys,

.1-J

) Reading& Listening 3 Findwords/phrases in thetextthat mean:

.LJ smoll,tenible,variety,
omusement park,dated,fixed,
1 ^.,Listen
to theannouncement.
Whattypeof cosy,
suntive,
roomy.
holiday
doesit suggest?
r-

-l-,1 * Speaking
b. Lookat thetitleandtheholiday brochure.
Whatcouldsomeone do at thesecamps? 4 Workin groups.
Usethetextto prepare
a one-
Listen,
readandcheck. minuteradioadvertaboutButlin's
camps.
Record
yourselves.
rba
.LJ
2 Readthetextandanswer
thequestions.
5 a. Are/Were
thereholiday
camps
likethesein
1 Wheredid the Britishuseto go on holiday? yourcountry?
Discuss.
ld 2 What couldsomeonedo at Butlin'scamps?
1
3 Wheredid the camperseat? b. Whatwouldyouridealholiday campbe
4 Why did holidaycampsgo out of fashion? like?Tellyourpartner.Thinkabout:location,
{
"b-I
5 Are thereany Butlin'scampstoday? accommodation,entertoinment,
activities,
food
6 What can guestsdo there nowadays? anddiningfacilities.
.a-J
E Myidealholiday
campwould be...ltwould
have...
There
would
be...lt would
be...
ftrf
iJ
39
Do you everspeokwithyourmouthfullof food?Do you forgeito coveryour
mouihwithyourhondwhenyousneeze? lf youoreguiltyof fhese'crimes', then
perhopsyoushouldenrolon on Etiquette ond SociolSkills course,Thisisnotjust
on ordinorycourse.lt's o coursein monners, You will hove lessons in good
mcnners ond howto behoveinsociolsiluolions.
The personwho teochestheselessons isMoggieO'Forrill of the PetiteProtocol
School,ond herstudents oreoged betweensixond twelveyeorsold.Shethinks
thisisthe besttimeto teoch kids,'Atthisoge theyore veryeosy.O'Fonill soys.
Whenihey get older,it'shorderfor themto breokbod hobits.Childrenoi this
oge wontio be poliie.Youcon seethol they'retrying."
Moggie instruclsthe childrento speok properlyon the phone ond wolk
correcily,oswellostellingthemoboutbosictoblemonners, Theseclosses hove
becomepopulorbecouseporentswont well-behoved childrenbut they ore
too busyto teochmonners of home,
So,whoi do the childrenoctuollythinkof thiscourse? Theclosses hoveproven
to be populorwith mostof the children,ond theirteochersof schoolhove
nolicedihot theyoungsters orelreolingeochotherwithmorerespect. Theyolso
feelihe skillsihey hoveleorntwillbe usefulto themin the future.Donny,oged
nine,commenled,lf I get invitedto the WhiteHouse,I know I won't spill
onythingon the President,
MoggieO'Forrill herself
believesthot suchskills "We'llhove
con be life-chonging.
childrengrowing upwhovoluemonners. Moybewe'llseeo chongeindirection for
thebetierinsociety,"Thot,however, remoins to be seen,Onlytimewilltell.

t-ead-ir"x
Lookat the pictures.Whatissomeone doingin eachpicture: yawningwithoutcoveringtheirmouthwiththeir
hand?puttingtheirfeeton thetable?laughingat sb?tolkingbehindsb'sback?talkingloudlyonthephone?
sneezing
withoutcovering
theirmouth?talkingwiththeirmouthfull?Whatdo all theseactionshavein common?
I

Readimg
& f-istening
2 a. Lookat the title of the article.Howis it relatedto the pictures?
Whatdo youthinkyou aregoingto read
about?Listen,readandcheck.
--
g

-- r

Objectives: Iearning
aboutgoodmanners
{ Reading: a text abouta schoolthat teaches
qoodmanners
{ (multiplechoice)
- scanning
Skills
readingfor detailedcomprehension
r* Speaking:actingout a dialoguebetweena schoolowner
and parents
Vocabulary: wordsassociated with good/badmanners
r-
Writing:a leafletaboutgoodtablemannersin Ss,
country

rfl

i-]
Focuit tdentifyingpictures
Readout the title Live&learnElicitwhat it means (As
-l longasa personlives,theycontinueto learn.Thisremindsusof
the Greekphilosopher, Socrates',
words,The olderI get, the
morellearn.') Go throughthe phrasesin the rubricin Ex
1 Ss use the phrasesto describethe picturesExplain
-3i that there are some distractors 5s won't need to use.
Elicitwhat the actionshave in common (showpeople
r.ha behavingrudely)
i-,1 Ask 5s to think of other actions which would be )
consideredrude (e.9.pickingone'snose,bitingone,snails, l
I

burping,chewingwith your mouth open,slurpingyour soup, l

-r
JJ licking your fingers,interruptingsb while they're talking, )
pointingat sb,etc) Write them on the board Ss copy r
trem tntotheirnotebooksPointout that good manners
n-a suggest politenessand shouldn't be confusedwith
.f-.1 people's customs (e.g.takingoff shoeswhen enterrnga
Japanese house)
-a
.Ll AnswerKey
A Yawningwithoutcoveringtheirmouthwith theirhand
B Sneezing withoutcoveringtheirmouth
.b'l C Talkingwiththeirmouthfull
D Talkingloudlyon thephone

- All theseactionsareimpolitebehaviour.
J-J T--l
a. I Focus> | Predicting
the contentof a text
DrrectSs' attentionto the title and the pictures
TJ EliciVExplainwhat the title means(eg.lt meansthat
youshouldalwaysremember to bepolite)and elicitwhat
-{ they think the text is about Allow Sstime to scan
L-l the text to checktheir answersAlternatively, play
the recordingfor 5sto check
AnswerKey
b-{
An articleaboutgoodandbadmanners

bd

!-r

L-
t

h{
5

r|
==t
E_-
E*

-
b. lFocus> | Reading information
for specific ' -=-
havg'65s61i
andMrs.lones.Wonlyou
Ms'ATarritl:Welcome,"Mr
Explainthe task. Pointout that questions1 and 5 MiitiOnes:Thankyou.':;,:.,,';:', .:. 'irt
r'::'.. ,,'.
impressionof the text as they fotus
reqii.t.ire,.'an:oVerall
q

L*

i:- '
3 lFocus>l Usingverbphrases
then compareanswers
5s completethe task individually,
, with a partner.Check5s' answ€rsaround'theclass.Allow
Ss time to make up sentencesof their own. Choose
individualSsto readtheir sentencesaloud.Correctwhere
necessary.Ask Ssto memorisethe phrases.
Focustl Making
a teaftet
AnswerKey(Seeoverprinted
answers)
AnswerKey
Suggested
'l
1 wqntto learnto ridea horse.' "
'Whydon'tyou takelessons?' :
2 It takesa lot of workandpatienceto breakbadhabitssuch
asbitingyournails.
3 lt isbetttoteach goodmannerswhen
children theyareyoung.
4 Youshouldtreat your parentswith respect.Theycarefor
you,and,aretheonesyoucqnalwaysturn to for help.

4 lFocus >l Workingwith prepositions .:

Allow Sstwo minutesto'do the task, 5s usethe text to

checktheir ansWersCheckanswerswith the class.
AnswerKey(seeoverprintedanswers)

5 lFocust newvocabulary
Explaining

6 lTocu;t Simutatins

41\T)
j

-l
--.L-

Read
thetextagainand,for questions
1-5, Matchthewordsin thetwo columns.
Usethe
choose
thebestanswelA, B,Cor D. phrases
to makesentences
of yourown.
j

Whatisthewriter's
mainpurpose
in writing
the text?
A to talk about pupils'bad habits
B to try to changesociety
4 C to encourage childrento respecteachother
@ ,o discussa way to improvechildren,s 4 Completeeachsentence with the correct
manners preposition.
Checkin the text.
-5.

1 Don'tspeakwith yourmouthfullof cake.

MaggieO'Farrill
thinksyou should
2 Johnisspeakingon thephone.
-lL
@ teachmannerswhenchildrenarestillyoung.
3 Annisn'tat work.She's at home.
B givelessons
on mannersto teachers.
4 Whatdo youthinkof hisideas?
C showparentshow to teachtheir children.
-.d!
5 She'sverypopularwith herclassmates.
D instructparentsto be lessbusy.
6 Youshouldtreatolderpeople with respect.
_5. 7 Whatwe learnat schoolwill be usefulin the
3 What would a reader learn about Maggie
future.
O'Fanillfromthe text?
8 Becarefulnotto spillcoffeeon yourdress.
A ShecannotteachMaths.
@ Sheknowshow to be polite.
..r,{ C Shecanonlyteachsix-year-olds.
5 Explain
thewordsin bold.Choose
two or three
D Shestudiesat the petiteprotocolSchoor.
anddrawor mimetheirmeaning.
-bJ
4 Pupilsenjoytheseclasses
because
A they can meetthe president.
..b.,1 B they learnaboutthe future.
(t they are helpfulfor their futurelives.
i,:\ .,

Divide
theclassintoteams.
A student
from
D theylearnnot to spillthingson people. teamA mimes somethingthatisbadmanners,
.5.1
d
TeamBtriesto guesswhatit is.
5 Whichof the followingis the bestdescription
A51: (mimes
Team speaking
withmouth
fult)
.bd of the PetiteProtocolSchool?
g!
TeamBSl:Youshouldn't yourmouth
speakwith full
offood.
-J
_-,
TeamASl:Sorry.
Thisis the only
-J
schoolof its ktnd Speaking
- in the world,
It is a school Workin groups.
Oneof youisMsO,Farrill,
il
rrJ
for childrenwho whoisspeaking
to two parents
aboutthe
havebrokenthe school.
Talkaboutwhatpupils
aretaught.
b-.'l
H

6WriUng
- It p a relulat {r--s-w*.t

rd
schoolwrW extra Portfolio:Youhavebeenaskedto makea
fogWung Parentslike leaflet
on howa visitorto yourcountryshould
h+
r.d. papils, and rely on it to behave whilediningout.Dividetheleaflet
help then bilng intotwo sections,
withDosandDon,ts - that
ap their children, is,oneforgoodtablemanners andonefor
H
d" bad.Workin pairsanddecorate yourleaflet
withphotographs or yourowndrawings.
r{
-r{
41
1 do a an exam/atest
2 ger b yourhomework
Complete the listswith thesewords.Add 3 take/pass/mess
wordsof yourown.Compare answerswith a c ICSSONS
up/failretakdhave
partner. d on a course
4 nave
. French . headteacher . Mathso plim6ryo {rt 5 study e English/MathVMusic
o secondary . Geography. high. nursery 6 enrol f high/lowmarks
. Music. headmastep . pupil. Science . library 7 pay g attentionin class
r statee private. lab. playing fields. university
r classroom . playground . canteen . gym b . Useverbsto completethe sentences.
. librarran. college
1 Do you payattentionin class?
2 He hasMusiclessons on Mondays
3 Steveis doinghishomeworknow.
4 Joanis taking/retaking
a test tomorrow.
5 Shedecidedto enrolon a cooKervcourse.

5 Underline
thecorrect
word.Check in your
dictionaries.
Explain
therestof thewords.

1 Tonyis at university
studyingfor a (qualification/
certificate/diplomaiglegree)
in EnglishLiterature.
aaaaaa,ta:\t:::a::)::)::rr\:::::a:::a:1:a..,1,.:)..&a::::t\:::a::a::::::):)::.rrirw:.: 2 Owen got six GCSE(passes/grades/marks/
Speoking results)in hisexams.
3 A (headmaster/teacher/tutor/professor) comes
2 Discuss
thequestionswithyourpartner.
Use everyThursdayto helpmewith Maths
wordsfromthelistsin Ex.1.
4 Therewereover250 studentsat Dr Appleton,s
1 What type of school do you attend? ts it (lecture/lesson/seminar/class)
on the Minoans
single-sexor co-educational? 5 l'm doing a 6-month business (curriculum/
2 Which is your favourite/least
favouriteschool gourse/programme/schedule) at college
subject? 6 Brianis a (pupil/5lu9lenl/learner/schoolboy)
3 How many days a week do you attend at OxfordUniversity
school?What time do classes
starVfinish? 7 He (qraduated/lefVdropped
ouVapplied)from
4 What facilities
doesyourschoolhave? LeedsUniversity
with a degreein History
5 Which yearsare compulsory? When can you 8 | haveto hand in my thesisnext week. The
leaveschool? (close,deadline.end, term) isWednesoav
6 Areyou planninganyfurtherstudies?
7 Haveyou everbeenblamedfor sth you didn't
do? Has anyone ever threatenedyou at
6 Completethe sentences
with the correctidiom.
school?
When?Why?What happened?
r liveand learn . learnone'slesson
Listening . Iearnsth by heart r readsb likea book

3 ,Listento Slavatalkingabouthisschoollife
1 Clairelearntthe poemby heartfor the test.
andmakenotesusingthe questions in Ex.2.
Compare yourschoollifeto Slava's. 2 Tomwas ill aftereatingtoo much.He won,t
do it again- he learnthislessonl
3 After being marriedfor twenty-fiveyears,I
canreadmy husbandlikea book.
4 a. Matchthe verbsto the nounsto make
4 | didn't know our teacherhad eightchildren.
phrases relatedto thingsyoudo at school,
Well,you liveand learn!
asin the example.
42
Vocabularypr.actice necessary)while Ss listenand make notes under the
headings.CheckSs' answersaroundthe class.Ss use
Objectives: learningabouteducationand school thelr notes to comparetheir schoollife with Slava's.
activities '
Checkanswersaroundthe class
Reading:shortcommunicative messages(multiplechoice)
Skills- readingforspecificinformation AnswerKey
Listening:schoollife in anothercountry(note-taking) typeof school:co-educational
Speaking:describing yourschool;comparing yourschool favoui i te/least favou rite subject: Literature/Mathematics
lifeto a person's from anothercountrv daysa week five
Vocabulary: wordsrelatedto education; idiomsrelated hours:8:30-3:00
to education;phrasalverbswith dorazn facilities:playground,Biologylab
Word formation:nounsfrom verbs/nouns yearsco;mpulsory:6-l 5 yearsold
Writing:an e-mailto a pen-friend aboutyourschoollife other:blamedfor cheatingon an assignment/threatened by a
boy/threwall hisbooksin themud/stayawayfromhim
f--r (5s'ownanswers)
1 lFocus > | Presenting
wordsrelatedto education
;=--
-*J Ask Ss to look at the sign and the subheadings.Elicit 4 a. lFocus Dl practisingphrasesrelatedto school
that the subheadings groupwords relatedto the main activities
heading(school).Ssdo the task individually,
then check Ss completethe task individually,then compare
with a partner CheckSs'answers,explaining any new , answerswith a partner.Check
vocabulary. Ss, answersaround
the class.
AskSsto memorise
theserphrases.
AnswerKey AnswerKey(Seeoverprinted
answers)
Types ofschool:primarysecondary high,nurserystate,private b. Explain
the task.Allow Sstime to comBlete
the task.
Schoolsubjects: French, Maths,Art,Geography, Music,Science Check5s' answers.
Peoplein a school:headteacher, headmaster,pupil,librarian
Furt her Education: university,coIIege AnsweyKey(Seeoverprinted
answers)
Schoolfacilities:library lab,playingfietds,classroom, f---------
pIayground, canteen, gym 5 ll-ocus> | Learning
wordsrelatedto furthereducation
T---------- Sswork in pairs Explain the task Allow Sstime to read
2 F o c u s> l p e r s o n a l i s i n g
t h r o u g hi t e m si - 8 u n d e r l i n i nt g
h e w o r d st h a t t h e yt h i n k
Haveindividual5s readout the questions.
Explain/Elicit are correct.5s now usetheir dictionaries to see if their
the meaningof any new vocabulary.
ln pairs,5s discuss ,answersarecorrectCheck5s' ans\,vers and eliciVexolatr
the questions. ,, the meanings of the distractors,
TellSsthey can usewordsfrom Ex.1 to
help them. Monitor the activity, helping where
AnswerKey(Seeoverprinted
answers)
necessaryChoose individualpairs to present their
answersto the classCheckSs,answers r------'-
6 ll-ocus> I Workingwith idioms
SuggestedAnswerKey
1 A: Whattypeofschool doyouattend?
B: Igotoastateschool.you? , ,
A: I go to a privateschool.Isycur schoolsingle-sex
or co-
educational?
B: lt'sco-educational.Whataboutyours?
A: Mine'ssingle-sex.
2 A: What'syourfavouriteschoolsubject?
B: Maths.Yours?
A: French.What'syour leastfavouriteschoolsuhiprt?
B: Art.Yours?
A: Geography.
3 A: Howmanydays aweekdoyouhaveschooP
B: Five.You?
A: Thesame.Whattimedoyour classes start?
B: Theystartat nineandendat three.Whataboutyours?
A: Minestartqt eightthirtyandendat thuee.etc

3 Fcuit Note-taking

42(r)
Z lFocusLl practising
phrasalverbs '10 F-----

l F o c u sF l R e v i e w i n g
Explainthat each sentencecan be completedwith a Ss revisethe new words/theirnotesand preparetheir
phrasalverb from the dlagram Ss completethe task answers.PairSsup as explainedto discussMonitorthe
lndividually.
Check5s' answers,
elicitingthe meaningof activity.
eachphrasalverb.
(5s'ownanswers)
AnswerKey(Seeoverprintedanswers)
tretdown:disappoint lFocusFl Writingane-rnail
breakdown:becomevervupset 5s readthe rubric.Checkcomprehension of the task by
takedown:note asking5s: Whatareyougoingta wilte?(ane-mail)Whatwitt
go down:decrease,
get worse it be about?(schoollife).Write the e-mail layout on the
settledown:preparetoconcentrate
on sth board
Dear+ yourpen-friend's firstname,
As an extensionask Ss to choosea phrasalverb and Fara1: reasonfor writing
drawa pictureto illustrateits meaning.playin teams.Ss Para2: * typeof school
from eachteam show their drawingin turn The other . favouritesubject- leastfavouritesubject
teamguesses the phrasalverbit matches o how manydaysa week
a:----- 6 time classes starVend
I a. I l-oeus F I Fl.edictinE
the contentof a text Fara3: ' schoolfacilities
Ask Ssto identifiT
the typesof messages
givingreasons. o teachers - headmaster
o classmates
AnswerKey
Fara4: askpen-friend to write back
1 note(sbwantstoinformsbelseofsth) Yours,
2 e-mail(layout) yourfirstname
3 notice(explaining
a rule)
4 advert(toinformpeopleofa newclub- givescontact) Allow 5s time to brainstormideas.organisesentences
r--1 and re-readtheir answersfrom Ex 2 Ss write thetr e-
b. I l'ocus > I Readingfor specificinformation mail.SelectSsto readout their piecesof writing Check
Allow 5s three to five minuesto do the task. Ss 5s'answers.
compare answerswith their partner. Check Ss, Swggested answer
answersAsk Ssto justifytheirchoice.
DearCelia,
AnswerKey(Seeoverprinted
answers) HopeyouarewelLYouaskedne aboutmy schoollife.
Well,I go to a single-sexprivateschoolin London.Myfavourite
I=-----
9 a. lFocus > j Formingnounsfrornverbs/nouns subjectis Frenchand my leastfavouritesubjectis Geography. I
ga to schoolfivedaysa weekand my classes startat g:30and
DirectSs' attentionto the theorybox Explainthat endat 3.
the suffixesin the box can be addedto verbs/nouns I havea greatschool.lt'sgot a library,a playgroundand two
to form nouns.5s comparethe rulesto similarones largeplayingfields.t havesomereallygoodteachers, but the
i n t h e i rL 1 headmaster is verystrict.Allof my classmates
areverynice.
Writebackand tellmeall aboutyour school.
b. Ss completethe task, then check in their Byefor now,
d i c t i o n a r i eCs h e c kS s 'a n s w e r os n t h e b o a r d A l l o w Maddie
5s time to makeup sentences usingthe nouns.Ask
individual5s to readtheir sentences aloud.Correct Workbook 4 - Vocabularypractice
wherenecessary
AnswerKey
dancer- Shetrainedfor tenyearsto bea balletdancer.
collector- Johnisa stampcollector. He,sgot overa thausand.
comedian- SfeyeMartinis one of the bestcomediansof all
time.
pianist- Youhaveto practisea lat to becomea goodpianist.
examiner- Theexaminerwas veryfair whenhe markedmy
paper.
operator- Mydadworksat thefactoryasa machineoperatot:
musiciqn- MyfavouritemusicianisMickJagger.
organiser - Doyou knowwho thefestivalorganiseris?
performer- Sheisq famouscircusperformer.

43(T)
teke ft*t
%,. d' ffi Students vtro do not attend cfass rurst
brilg a note frcrn their prents
j3ffis-1

7
phrasal
#@*
ijlf.T."'ffi:lJil:
formthenexplainthe
# g& *m**{s
e:<plainiag reason for absence.

NO EXCEPTIONS!
verbs. B

krmsk
1 Philipfelt that he had let the team down @ Allstudents
mustpresent
a noteif theymissa class
Parentsmustcometo schoolto explaintheir
when he missedthe penalty.
children's
absence.
2 Ann broke down and started cryingas she
Studentscan'tattendclassif they haven,tgot
couldn'tansweranyof the questionsl
a note.
3 The studentstook down the main pointsof
the lecture. Got somefree time after school?
4 Vicky'sgradeshavegonedown.
5 After dinner she settled down to do her
homework.

Reading
Learn photography
about fromtheexperts.
-'r* a. Lookat texts 1-4.Whattype arethey?
8
,,_
YOu , .+r FOBJUST fto PERMONTH!
don't
even
need
acamera
aswecansuoolv
vorrra
b. Readthe texts.Whatdoeseachmean?
Circlethe correctlettel A, B or C.
@ ffre Photography
Club meetson weekdays.
ru, Joey.
I :*;t:ri,i;itii:1,:rr:rt,,.#i rr::i:!i.f:giiia::::tl

B You must havea camerain orderto ioin rne

Your Drama Leacher called. This evening'o Photography Club
rehearealfor nexf,Wedneoday'sschool play i. C Joiningthe Photography
Clubis free
will be aI Bpm, noN 7pm. Don'Nforqel No
brinq your coslume becauseiN will be a full ir
dress rehearsal.
)ee you laLer, f
!
9 a. Readthe theory.Aretheresimilarstrllctures
?,
,*r.:i:.:.r,",...,*!:!,ri,::,,u,i.,a4r,., in yourlanguage?
A Therehearsalis nextWednesday.
We can use the followingsuffixesto form nouns
B Joey must have his costumewith him next
; from verbs: -er (drive-driver), -or (act-actor)or other :
Wednesday. .,
, nouns:-ian (library- librarian),-ist (art- artist)
@ ffre rehearsal
this eveningis goingto be later
b. Nowwritethenounsforthefollowing.
i2 Checkinyourdictionaries.
J"" Usethemin
A sentences
of yourown.
r dance. collect
. comedy r piano. examtne
ooperate . music. organise
. perform
Just a quick note to remindyou to bring your
Chemistry notesfromlastweekwithyou to school I Q Thinkof tenwords/phrases
related
to education
iomorrowso that I can copy them,I was sick and youhavelearntinthislesson,
Makesentences
missedbothTuesday's andThursday's lessons,ano using
them.Tellyourpartner.
I needto catchup beforethe examnextFriday,
Thanksa lot!
Debbie
Project:
Useyouranswers in Ex.2 to sendan
A Debbie
wantstheChemistry
notesbyThursoay. e-mail
to yourEnglish pen-friendaboutyour
@ OenOie
missedmorethanonelesson. school
life.Startwith:Dear...,
C TheChemistry
examisonTuesdav. You
asked meaboutmyschoollife.
a*l
J
43
i've got a waY RememberYousaid
for you to save you'dgive me110if Well.you don't
somemoney. I passedmYexams?. ve to pay me.

3 lan saidtheywould meet me-afterschool'

Reportedstatements "'-' a "l'll meetYouafterschool."
GrammarReference
thequestions' school."
1 a. Read thetableandanswer @ "w" will meetYouafter
-'':.1r:-:--"--R"t";ffi
" - pir".tspeec"r, j 4 Pamsaidthat she had beenstudyingin LI IE

i" il;nt':*-',l
..***"*-'-**''i
" *;i-i "-i.-,--,.*,.,.** afternoon.
librarythe Previous
i;f;m ien,',saidAnn. lAnnsaid(that)shewasten.i
(il "t was studyingin the libraryyesterday
"
afternoon.
b "l have been studyingin the librarythis :
afternoon.
d

PutNickandLinda'scomments intoreported I
'3 verb'
usingsoidor toldasthe reporting
speech,

\'-the
thc exam!
axam! ^G
-\t---,'*-,.--4
f ry "gw{.B- naroty sLuurcL

1 Whichverbsdo we useto reportsomeone's

words?Whichverbdo we use,in both direct
whenthe personspoken
speech,
andreported
to isnotmentioned?
2 Howdo tenseschange?
3 Howdo pronouns change?
/ possessives
in
structures
4 Aretheresrmilar yourlanguage?
speech'
Turnthe statementsinto reported
::l: tll
t:,,,a,,
:.:t.::,::
4
.:.:.aa.aa:
'1,
L,;.:,., 1 "l don't want to go to schooltoday,"said
b. Readthe joke.Whichspeakerusesreported
. r..-rl:..1
1:.'ilil'l'll Jimmy
,,,','.'.
:.. , : Whatwerethe person'sactual
speech? 2 "When you finish your homework,you can
:::,,) words?
,r',,li.,.
playoutside,"Katesaidto her son
trt:. .lltlti't::l:,
Choose actuallysaid'
what the speaker 3 "l haven'tfinishedmy projectyet." saldJane'
:t ',.:::::::,:::
a
2
4 "Tom finishedschool last month and he's
::::::.)a'.''

toldSimonhismarksweregood'
'
.,11
,;,:,;.1:': 1 Theteacher
lookingfor a job," Paulsaidto Lisa'
.,::f"l"l"l

: "vourmarksaregood'"
@
t';;t,:t

,,,.,,1r,,].
... ):4.:.'a
b "Yourmarksweregood'" 5 "Tony was doing his homework yesterday
,, lill,,:,u,l,
:,::...:::: afternoonat 4:00," AndYtold Fran'
2 Hesaidhe hadseenJohnat school'
ril'l:::l:
, ,.,rr:l rlr:l 6 "l will try to helpyou with your maths,"'lack
' ,i::,::r a "l'llseeJohnat school."
saidto me.
@ "t sawJohnat school."
:::::':r'
l::t,rt:::,
iii: 44
ill il rr
*-:
-;=F
i _!J

Grammar
in use
Objectives:reviewingthe useof directand reportedspeech
G_rammar: reviewingreportedstatemen,riqrlriit"v
commands/requests; usingappropriatereporlingveros;
reportingmodalverbs

- E---------
I a. lrocus > I Reviewing
reportedspeech

_-_-

1
2

3
AnswerKey 4
1 say/told- say
2 thetenses go backa tense
3 t.heychangeaccordingto themeaning
e.g.Samsaid,,,t 6 Jacktold/said
boughta car.,,(directspeech)
but Sai said thathe had to me(that)he wouldtryto helpmewith
my
boughta car.(indirectspeecn) mams.
4 Ss'ownanswers
Game- Extension
b. Allow Sstime to readthe joke at
the top of the page
and then checkunderstanding. Elicitanswers.
AnswerKey
usesreportedspeechin pic 2. Theactual
l!, .?,r.
"l will wordswere:
giveyouil 0 if you pass
yourexams.,,
r:-------
2_ lrocus )J practising
usingreportedspeech

s
E

AnswerKey(Seeoverprinted
answers)
r:=----
i ?
lFocus > | Using'said,or ,told,
Writetheseexamples on tfie board.
Directspeech- Reportedspeech
"He'llbelate,"Annsaid. Annsqidhe wouldbelate.
"He'llbelate,'Annsad t6
Anntold Petehe woutdbe
T
Pete. Iate.

Ask Which verb (said _ told) can be

used in both direct/
t reportedspeech?
(said)Whichtakesto?
6aid) Wt11i1.,
4orrr,
taketo?(told)
Choosetwo Ssto readout the speech
bubbles.'unr*.^
AltowSs
I
time to comptetethe task in pairs.
a
c;;;k ;;:
aroundthe class
reportedquestions/
5 a. lFo-us;l Reviewing
commands/requests

'": -

AnswerKeY

writinghisessaY'

4sfl)
---4 I

Reportedquestions/commands/
--{j
__-aJ requests ,| "How
areyou?,,Tomasked Jane.
a. DanmeetsFrank. 2 "Canyoulendmef5?',Bobasked
-.4 5 Lookat Frank,s
sentences. Linda.
one a questio 3 "Whatwasthe examlike?,,
J
Aqqch n,commandor reouest? JuliaaskedSam.
4 "CanI useyourruler?,,
heasked
'--"-"-'''-'-
1
me.
--.t{ Areyou comingi 5 "What'syourfavourite
subject?,,
-g sheaskedme.
to the party? 6 "Givemeyourdictionary,
please,,,
shesaidto me.
Whattime 7 "Don'teatin theclassrooml,,
-.-.Ll will wego?
theteacher said
bJ
to us.
Meetmeat
8 : 0 0D
. o n ' tb e 8 "StoparguinglI'mtired,,,
shetoldAnn.
-l
.-.q late, please. i 9 "You shouldmakea plan beforeyou
J start
writingyouressay,,,
Tomsaidto lan.
.-r{
J
b. NowDanistalkingto hisfriend.Readhow Reportingmodalverbs .'@_
hereportsFrank,s
words,andanswer the
.-r{
-_a
questions
(1-3). 8 Lookat thetabte.
rhenturn,h.i:1[T,:i;Rererence
sentencesinto reportedspeech.
I- *''"---"-'- -"--- -
i
-L{
5 iwilUwould--+would, may --+might, must) musUhad,
-+
-r ito, can could (present/wouldbe able to (future)
-L{
{
usedto, mustnt,
should,
mightandoughtto
i*:u^,co.uld,
; do notchange.
-i
-Ll 1 "you muststudyharder;,, shesaidto me.
theparty. 2 "Davidcan helpyou later;,,she
.-. saidto me.
Heaskedmewhat timewe wouldgo. 3 "We'll go on an excursion,,,
-r{ the teachersaid.
Heasked/toldme to meethimat g:00. 4 "We cancomeromorrow,,.Ann
said.
Heasked/toldme not to be late. 5 "Youshouldn,tlie to her,,,he said
.i{ to Bill.
-4 6 "He canspeakFrenchfluently,,,
1 Whichverbis usedto reportquestions? shesaid.
2 Whichwordsareusedto introduce Sentence
&{ question
a reported transformations
5 whenthereisno question
word?
3 Howdo we reporta positive/negative 9 Herearesomesentences aboutschool.For
-i
-{ command/request?Whichverbscanwe use eachquestion,complete
thesecond sentence
-
to reporta command/request? sothat it means
thesameasthefirst.Useno
morethanthreewords.
-l
- Reportingverbs 'W- 1 "Lett studytogethel,, Emmasaid
to me.
Grammar
Reference Emmasuggested (our)studyingtogether.
; { o
r-
Lookat theGrammar Referencesection. 2 "Do you enjoythe lessons?,, Mollysaidto me.
Choosea verbto reportthestatements. Molly askediflwhetherI enjoyedthe
lessons.
- . promised 3 "Where'syour homeyvork?,,
-{ r suggested
. explained
r denied the teacherasked
John.
1 "Let'sgo to theconcert,,, philipsaidto Ann. TheteacheraskedJohnwherehis
rl 2 "l didn'ttakeyourpencilcaset,, homework
- Kathyshouted. was.
3 "l'll bringit backtomorrow. Really!,, "l failedthe exam,,,shesaid.
Alexsaid.
4 "lan can'tplayfootballtoday,
u
Ef
because he has Shesaidshe had failedthe exam.
detention," Samsaid. "Give your reportsto your parents
5 "l'll helpyoustudy,,, "
to sign,
hesaid. the headmastersaidto us.
L{ 6 "Let'sgo to the library,,,
- hesaid. Theheadmaster askedus to giveour reports
to our parentsto sign.
r
hl
etiquette
Telephone

t-,- with the sentences

conversation
Readthe dialoguebelow.what is it about?completethe telephone
A-H. Thereare three extra sentences'
Listenand check. . A
.B
A : Goodmorning.Parklands PrimarY
School.How canI helPYou?
B : 1) Hello- mayI sPeakto Miss
Gibson,please?
A: Who is speaking, Please?
B : 2) lt's MoiraWatson.AlisonWatson's
mother.
One moment.MrsWatson.l'll just callthe staff room'
B : 3) Thankyou. :,5t ,,j:J|*o;*,rt.l

A: l'm afraidMissGibsonisn'tthereright now' Wouldyou like

to leavea message?
B : 4) Yes,pleaseCouldyou tell herthat Alisonhasa toothache
andwon't be ableto 9o on the schooltrip today?
A: l'll makesureMissGibsongetsthe message'
B: 5) Thanks. it'
l'd aPPreciate

2 a. Lookat the sentences in the table.Which Politerequests

couldyou hearin a telephone conversation
a secretaryanda customer? 4 a. Completethe phraseswith: help,give,lend,
between:tvvofriends?
hand in , borrow, hond out, write

1 to borrowsb'sdictionarY
a How canI helPYou? ' MaYI sPeakto "' ,
2 to lendsb moneY
a Who'sspeaking, Please? Please? 3 to helPsb with a schoolProject
a I'm afraid .. is out of o lt's... 4 to givesb a lift to school
the officeright now. ' CouldI leavea 5 to handtn yourhomework
I will put you through. message? 6 to write on the blackboard
. Hi.lt's...CanI talkto ..' 7 to handout PhotocoPies/tests
a Hi,Patspeaking.
a Sorry,he'sout. . Canyoutell himto call
mewhen he'sback? b. Usethe usefullanguagein the table and
the phrasesin Ex.4ato act out exchanges'
exchanges'
to threeshorttelephone
,6.)t-isten
Whichoneis formal?ln whichonedoes ' Actually,
. Could/Can You r Yes,of l"'
someone leavea message?
...,please? course. ' Sorry,but "'
. Wouldyou ...? o '
Yes,certainly' l'm afraid "
from Exs'1
Portfolio:In pairs,useexpressions
. DoAlVould you ' All right. ' I'm sorry,but
& 2 to actout these conversations'
telephone
m i n d. . .- i n g ? . OK. I c a n ' t" '
r phoneyourmusicteacher to askif youcan ' No.I can't.
changethetimeof yourpianolesson
r phoneyourclass
teacher to sayyouareill and
A: Couldt pleaseborrowyourdictionary?
arenotcomingto schooltodaY
B: Yes,ofcourse.
. phoneyourfriendto invitehimout
46
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r.t lllbe there.
a
B:. 5eeyoulater
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,aitt:".
lFocus>l MakingpoliterequesG
J
txplainthe task.Allowtime for Ssto completethe
taskindividually.
Checkanswers.
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.Anwet Key(Seeoverpri
ntedanswers)

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A: Yes,I )ikeit. l'm sureit will teachme thingsthat will be

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5 hetpfulinthefuture.
- .
B:, Whatdoyou thinkof online[earning?
.r";
Hmmm.I thinkt preferhavinga teacherand going to a

l ' - '

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(5sown qnswers)

nanl to answeltL.

b. FAs t a picture
Describing

B:

B:

7 a .

47(r)
) Listening b. Nowdescribe
thispicture.
Another
pair
-it yourperformance.
assesses
-r- E (, Youaregoingto heartwo friendstalking
J "rt
abouta coursetheyaretakingat school.For
eachquestion,
circlethe correctlettel A, B or C.
Maryis on herway
4 @ to her ICTclass.
B backto her house.
C to meetTom.
Maryand Tomare in
A theirsecondyearof lCT.
i-r
B the sameICTclass.
@ different
tCTclasses.
In the beginning,
Marydidn'tthlnkshewould
A enjoyher assignment.
.|Ji B likeher new ICTteacner. lmproving speaking skills
- rr.A' Express your opinion, giving reasons, and ask
@ n. interested
in hertCTclass. questions to elicit your partner's views.All good
i t ' 4 Forher assignment,shehasto speakersare good listeners,too. Listen to your
paftner.Thiswill help you understandwhat he/she
@ makesureher informationis correct. thinks about the topic.
B correctthe informationshefinds.
jJ
C be morecarefulwithher planning.
7 In pairs,discuss
the following:
5 Tom'sassignment
is all about
,t.J . Doyouusea computerto doyour
@ pricingthings.
homework?
B buyingrefreshments.
. DoyouenjoyICT(lnformation&
: I C usingexcellentmathsskills.
Communication
Technology)?
6 Tomtold Marythat histeacher o Whatdoyouthinkof onlinelearning?
;t{
A gavehim f25 for hisproject.
h4,l
B is goingto givethe moneyfor the party. b. Assess
anotherpair'sperformance.
Think
@ frurmadethestudents
a promise. about:
J
. grammar andvocabulary
Describing
pictures o pronunciation
:rac
g ) Speoking o Interactive
communication

6 a. Lookat the picturebelow.Usethephrases Thinkof ten new phrases

8 you havelearntin
E
- l
- to discuss
it in pairs. thislesson.
Closeyourbookandtell eachother.

rI
I

I
Hl
-

E
i{ I gavemy
paperto Jimmy.
lL { r, A B Hewantedto
r{-
Where/ picturetaken? ln/At... scarehis
parents.
What/ you see? I cansee...
*l What/ happening? T h e . . .h a s. . ./ A
{
How/ peoplefeel? I thinkthey...
q
rrnePR.OS
o*ic/}.Ns+ !-
ffiwttBngstms€md fu-,,
for andagainst
ln pairs,thinkof reasons
online' more populortodoyos
studYing Onlineleorningis becoming
ond the Internet'
€l'*
to computers
more peoplehoveoccess will
believethot compuiers
s$m*mr
Lmmkfimg lndeed,lhere ore ihose who
reploceclossrooms in lhe neorfuiure'
your reasons
a. Readthe essayandcompare
with thosein the text' -
ffi' *. rii"o'weort' 'T"1It1::lI'-,:t:':"i
stdtesthetopic?presents
"f tenotl t'll^tl;
*t rostforo limited
" Whichparagraph:
b. il: tssoi; o" 1f
th arou.Yent voumovhovein
lnr*"t- ot questions
;;;'r;;,,;rtm inu f or?Presents
')ii"n"rl 1 lll;"rt".".
,"ncludes andgivesthewriter's greoterdetoil. ro besin
o1q!991:l--:1H:::S
oPinion? But,ihereoreo nymber in the woy
ono oitcussideos
onlinestudentsconnol'il-o'"
t h e y d o i n o c l o s s r o o m A | s o , t h e e q u i p molwoys
enlneededis
E-imkers ond informotionon the 't]":t".t^^1t,.*' of
"*0"..*. Finolly,workingon your own. requireso lot
we usesophisticated occurote. hove'
ln for andagainst essays wnicnyouni childrenin
poriiculor do nol
the.words in bold self-discipline online
wordsto linkideas'neplace ln conclusion,t oiieve ihol
even if leorning
ln
ilil essaY in Ex'2 with thefollowing: hos someodvonloges' the disodvontoges outweigh them'
they ore
' lnaddition' although my opinion,children will olwoysleornbestwhen
. Finally' Toconclude liveleocher'
e in'o .lor.roomwith o reol
oTostartwith' Ontheotherhand LastlY o Firstly
. Asa resultoTosumup ' Furthermore
' However Ymwrtrureru
. Whua ismore' Consequently =
Thinkof topic
5 Readthe rubricandthe table'
for each
sentences 'no 'uppo'ting sentences
Point.
you@writuan essayfor
$t 'in|
Yourteacher hasosked
Topic sentences atschool'Write
the main body with a toPrc X oit''u*"aring uniforms
Begineach paragraphof
4

or summarises.themain $ Yo,'""oY fl00-160words)'

sentencewhich introcuces
should be followed by
'd"ffil;;ragraph'This and
supporting sentences ,*nttn --*:v;. ,rd:|attt
idea'
this
l"u"toPandsuPPort
":fi;;?" . f,.tp iOentityintrudersin the school
. fr.tprtud.SH!,
in the essay'
the topicsentences
a. Underline
Suggestalternativeones'
. limit freedomof e1p1e.:10"1
to the
b. Matchthe toPicsentences plan'then write
suPPortingsentences'
6 Answerthe questionsin the
youressay(100-160words)'
shouldsitexams'
Evenveryyoungchildren
ffi on
shoulddependentirely
ffi Finalgrades
examresults' 8e
and it is good Introduction (Para 1')
Theyget usedto the idea'
theylearnthe correctway
to Wbat is tbe toPic?
tr*'* because
for exams' MainBodY@aras2&3)
prepare
fromthe very Wat are tbePros/cons?
Firstof all, studentsareaware 'l(bat are tbe reasonsto support thetn?
the resultswill be
beginninghow important Conclusion(Pan 4)
teachershavea
foi tf'ei, future' In addition' 'Vhat is
Your oPinion?
4 standard methodfor gradingstudents'
48
*_l

Writing
a. lFocus) | Reviewing toplcsentences
discussingforandagainstarguments;
learnrng Work throughthe StudySkillsbox with the
,Ofjelives: ctass.Ss
!o*.lo useltnking words; writingtopicsentences locateand underline the topicsentences
in the main
Reading: a shortarticle
abouttheprosandconsof bodytext Checkanswersand then allowSstime
studyingonline to
think of alternative
topicsentences.
- scanning
Skills
reading
forspecific
information AnswerKey(Seeoverprinted
answers)
Writing:a for-and-against essay Suggested
AnswerKey
2 Learningonlinehasa numberof advantaaes.
3 Learningonlinedoeshaveitsproblems,tiouqh.
Discussing
reasonsfor and againststudying
b. lFocus>l paragraph
coherence
Explain/Elicit
whal studyingonlrne
means (studying usinga Explalnthe task.Allow Sstime to completethe
_ havingno classmatesJ
co-mputer task
Allow pairstrmeto think individually.
Checkanswers.
of reasons,
then elicitanswersroundt'heclass
AnswerKey(Seeoverprinted
answers)
SuggestedAnswerKey
For:increases t-:------
knowledge of If, flexiblestudv liocus > I Supporting arguments with reasons
Against:no interactionwith classmates ir a teachet;lnternet
expenStve Direct5s' attentionto the rubricfor the written
activity
and the table. Allow Ss time to think of
toprc and
- FF-------------
2 a. lFocus >l Readingfor specificinformation supporting sentences.CheckSs,answers.
Allow Sstime to readthe essayand to compare SuggestedAnswerKey
the
reasonsthey found in Ex 1 with the reasons
gtvenIn Therearea numberof advantages to wearingschool uniforms.
the essayCheckSs'answers. Encourage discipline,studentsconcentratebetter_ students
AnswerKey willgetbettergrades.
Helpidentifyintrudersin the school_ the schoolwill
For: bea safer
placefor bothstudentsandteachers.
t Youcanstudywhereand when
vou choose. Helpstude.nts resistpeer pressure to buy trendyclothes _
o Youcanfinda wealthof information
on the Internet. parentswillsavea lot of money.
o Teachers cangivestudentsmore personalattention.
Howevelthereare somedisadvantaaes,
Against: Are useless - studeitsneeaorher:::-.: __
outsideschool
o Students cannotshareideasandinterestswithpeers. out-of-school
activities.
" Computers/lnternetareexpensive. Limitfreedom _ allthe students
of expression
. lnformationon lnternetnot laokthe sane
alwavsaccurqte.
, Workingonyouownrequires T-.--
a lotof self_disciptine. 6 lFocus > | Writinga for-and-against essay
. -:------- Discuss
b. tFocus) i Analysing text organisation answersin class, then Sswritetheiressav.
Explainthe task Allow Ss time to read the essav Suggested AnswerKey
' "--"'
againand answerthe questions in ttreiulric Ma.nyschoors expecttheir studentsto wear schoor uniforms.tt
is that wearingschooluniformsis verybenificial.
AnswerKey ,thought
Therearea numberof advantages to wearingschool
Statesthetopic:para l uniforms.
Firstof all, wearingschooluniform,,nrouiogu
Presents disciplineso
*-r arguments for:para2 that studentswill concentratebetter.Conse{uently,
i
Presents students
arguments against:para3 will get bettergrades.ln addition,uniformsia,
Concludes andgivesthewriter'sopinion:para4 nrtp identify
intrudersin the school.As a result,the school
will be a safer
-t T----- placefor both studentsand teachers. Lastly,when students
t 3 l F o c u s> | U s i n gl i n k i n gw o r d s wearuniformsit iseasierfor themto resist pier pressure to buy
Allow 5s time to completethe task individuailv. trendyclothessoparentssavea lotof mon'ey.
Check
answersaroundthe class However, thereare somedisadvantages. fo itart with,uniforms
areuseless outsideschooland studentsneed otherclothes
AnswerKey for
out-of-school activities.Furthermore,wearinguniformstimits
One:Tostartwith,Firstly freedomof expression andall the studenxUj<lne sane.
And:ln addition,Furthermore,What ismore 11co.n.clusion, wearingschooluniformshasits prosand cons
So:Asa result,Consequently but I believethe benefitsoutweigh theproblems
and hetp
But:Ontheatherhand,nowever studentsgeta bettereducarron.
Tobeginwith: Tostartwith, Firstlv
Also:tn addition,Furthermore,
Whatis more
Finally:Lastly
ln conclusion:Toconclude, Tosumup
evenif: althouoh
k

cohtentof a teit
b. lFocus>l Predicting

AdditionalMaterial:
Songsheet2
PairworkActivities:Unit 4
Workbook: Reading,Word PerfectUnit 4

llol i\ t l s e r i ' lt il -l i r l k - =1 . ,':, riir ,. ... .

Z-.-
= V Reoding
-i*

'l a. Lookat the text.Whattypeis

il: a novel,a play,a cartoonstrip?
F
I
nr*

b. Whowroteit? Whatis it {
--r
s.-
about?Readthe biography
andcheck.
lrl
-
L
wasborn in
-{
Dublin,Ireland,
to poor parents. Pygmalion F
rb
In1876,he moved
MR.SPEARCE.lretuminglThis is theyoungwoman,sir.
to London. While
there,he became
HIGGINS.Why,thisis thegirl I jotteddownlastnight.She's
no use.[Tothegirl]Be off withyou.I don'twantyou.
F
deeplyinvolvedin THE FLOWER GIRL. Don't you be so saucy.You ain't heardll lTI
politics and what I comefor yet. Did you tell him I comein a taxi?
worked as a MRS PEARCE.Nonsense,girl! What do you think a
theatre critic. In l892,he wrote his liji
gentlemanlike Mr Higginscareswhat you camein? ,it
first play, Widowers'Hoases.He went !i'
THE FLOWER GIRL. I ain't comehere to askfor any
on to write manymore plays.
compliment;and if my money'snot good enoughI cango
\tgmalion (1913)is the story of elsewhere. ,.$i
ProfessorHenry Higgins, a professor
HIGGINS. Good enoughforwhat? ilf
.A of phoneticswho makesa bet that he '€
THE FLOWER GIRL. Good enoughfor ye-oo. Now you
-.-r
can turn a commonflower girl,F,liza
know, don't you? I'm cometo havelessons,I am.And to pay ::i
Doolittle, into a lady in sixmonths.
for'em,too.
*I, He succeeds,and becomesquite fond
<1 HIGGINS. WELL!!! What do you expectme to sayto you?
of E,liza,but sheeventuallyleaveshim
THE FLOWER GIRL. Well, if you wasa gentleman,you
to marry the upper classFreddy
.J might askme to sit down,I think. Don't I tell you I'm bringing
Eynsford-Hill.
you business?
HIGGINS. Pickering,shallwe askthis baggageto sit down or
=
4 l
a
d . Lookat the extract.Howmany shallwe throw her out of the window?
THE FLOWER GIRL. I won't be calleda baggagewhen I've
peopletakepartin thisscene?
offered to pay like anylady.
J
4
b . Readthe firstexchange.
Who PICKERING. lsentlylWhat is it you want, my girl?
do youthinktheyoung TIm FLOWERGIRL.Iwant tobe aladyin aflowershop
-*l womanis?Whatdoesshe insteadof sellingat the cornerof TottenhamCourt Road.But
want?Listenand readto find theywon't take me unlessI cantalk more gentle.He saidhe
- r could teachme. Well, here I am readyto payhim - not asking
out.
:d
anyfavour- and he treatsme asif I wasdirt.
Read again. Whousesformal, MRS PEARCE.How canyou be sucha foolish ignorantgirl
3
politelanguage? Whouses asto thinkyou could afford to pay Mr Higgins?
--J slang? HowcouldElizaexpress THE FLOWERGIRL.Whyshouldn'tI? I knowwhatlessons i
herselfin a formal,politestyle? costaswellasyoudo;andI'm readyto pay.
HIGGINS.Howmuch?
i,ii-
W Speaking THE FLOWERGIRL.Nowyou'retalking! .ir$.
HIGGINS.Sitdown.
T- 4 ln groups,
takerolesandread
outtheextract,

F Lrbfenihg
-)
5 i Whatdoyouthinkhappens
next?In groups,
continuethe
scene.Listen
andcheck. ,:,i i

= 49
,:; l,o.ri 1,

.i , t;::1r1:''

aa:

It is not allowed!
talkinthelibrary.
9 You.........
& Grammar
Vocabulary A oughtto B can @ tuttn't
word,
Fillin the missing 10 GeraldandPat to the Southof France
to Hullwillarrive
1 ThenexttrainfromLiverpool threetimesnow.
C weregoing
at platform
2 in 15minutes. @ havebeen B went
(10marks)
2 He won't make that mistakeagain' He's
learnthislesson.
Useof English
3 He likedthe poemso muchhe learntit by
heart. Completethe secondsentence so that it means
She'salways
3
4 Pennyhassuchbad manners. the sameasthe first.Useup to threewords.
withhermouthfull.
talking she
1 "l don't knowhow to usea computer,"
5 Sandrabrokedownin tearswhensheheard
said.
thebadnews.
Shesaidthat she didn't know how to use
6 Heusedto hateswimming whenhewasyoung'
a computer.
7 Robert on the Netin hisfreetime'
likessurfing
2 "l'll seeyousoon,MarY,"Annesaid.
8 Canyou dropJimoff at the stationon your
Annetold Maryshewouldseehersoon'
wayintotown?
3 SheaskedBobwhenhewouldbe ready.
9 Makesureyou havechecked the expirydate
"Whenwillyoubeready, Bob?"sheasked.
on yourpassport go
beforeyou on holiday'
4 "Don'tforgetto bringa coat!"
10 Thebeachwasemptywith not a soulin sight'
(10marks) Hetoldmenot to forgetto bringa coat.
5 "Areyouleaving now?"heasked.
2 the correctitem.
Circle Heaskedif I wasleaving
then'
(10morks)
isaninteresting
1 History study'
..........to
A class B lesson @ subject Complete with the correctword
the sentences
4
manners. fromthewordsin bold.
derived
A grow value C break oneday. PIANO
1 Shewillbea greatpianist
He.......... lastyear.
University
fromLeeds to whathesays.
2 Payattention ATTEND
@ graduatedB aPPlied
c studied he cannever
3 My brotheris so disorganised
find a thing! ORGANISED
Annnever hertemPer
B forgets loses Keepaway
4 That dog looksveryunfriendly!
A misses
fromit! FRIENDLY
5 Hedoesn'thavethe right a
to become
(8 mdrks)
pilot.
A charms @ skills C gifts Communication =
a holiday'
hardallyearsowe needed
6 We .........
B worked 5 the exchanges.
Complete
@ traO beenworking
C havebeenworking a Wouldyouliketo leavea message?
whenhe got a
in the countryside
Dan.......... b CouldI speakto the manager,please?
flat tyre. c Of coursenot.
haddriven d Why?Whatwasthe Problem?
@ wasdrivlngB drove C
e with yourservice'
Yes.l'm notsatisfied
whenyouaredriving'
Youmustwearyour........
@ seatbelt B boot C roadmaP
-,---il

CouldI speakto the manager, please? You'vedecided

to enterthecompetition.
t { Onemoment, l'llseeif she's
in. Writeyourownshortstoryabouta holiday
LJ
Wouldyouliketo ieavea message? (100-1
experience 20words). qi;,q;iilil.';$
It'sallright.l'llcallagainthisafternoon. (SeeSuggestedAnswerssection) Q0marks)
L--E 1l,l$
rL -_-8 Wouldyoumindopening thedoor?
Of course not. Reading
r_li lstherea problem, sir? I Read thearticle andmarkthestatements
I
! a

Yes.l'm not satisfied with yourservice. (true)or F (false).

I didn'tenjoythemealverymuch!
\J
Why?Whatwasthe problem?
(10marks)
_r,i
._4

Listening
outhAfricaisoneofthemostbeautiful countries
5 Youwill heara conversation between Sally intheworldanda favourite destination
formany
andherfriend, James, aboutthesummer and travellers.
FromKrugerNational Parkto the Kalahari
thenewschool year.Decide if eachsentenceis Desert,SouthAfricaprovides a greatintroduction to
correct or incorrect. tick(/) YES.
lf it iscorrect, Africa,butit hasmoreto offerthanstunning landscapes.
tick(/) NO.
lf it isnotcorrect,
lf youvisitSouthAfrica,makesureyoustopoffin
11
YES NO CapeTown.Thereis so muchto seeanddo,you'll
Sallyissorrythat the summer nevergetbored. There'salways something happening
holidayhasfinished.
Mondayis not a good dayfor
E n in thisexciting
moreadventurous
city,andit hasgreatshops,too.The
cantakea tripupTableMountain
ortakea boattripto seegreatwhitesharks
James. n E CapeTownhassomething foreverybody.
andseals,

3 MissCounterteachesGeography.
4 JamesthinksMr Shawisa qood
T n SouthAfricais a placethateveryone
leastonceintheirlifetimel
should
Booknowfora holidav
visitat
vou
Mathsteacher.
5 James andSallyarenot good
n E willneverforget.
A r ' A A A r ' A A A

at foreignlanguages.
5 Sallyhasarrangedto study
n E SouthAfricaisnotverypopular
tourists.
with
F

Spanishthisyear. E n
( 1 2marks)
2
3
TheKalahariDesertisin CapeTown. F
Thereisnotmuchgoingon in
CapeTown. F
*
4 Youcanseesomebig,scaryfishthere.T
Writing 5 Theauthorrecommends that evervone
Thisisa magazine
advertfora shortstory shouldgo to SouthAfrica. T
7 (20marks)
competition.
(Total= 100marks)

; Wearelooking for shortstories

aboutyourholiday NenrI mn,,r
lexperiences... goodor bad! Wheredidyougo? talkandwriteabouttransport
i Whatwasit likethere? Whathappened? Howdid talkandwriteaboutholidays problems
andholiday
-
i thingsturnout?Wasyourholiday a dreamor a talkandwriteaboutgoodmanners andeducation
nightmare? writea shortstory
i
expressdissatisfaction/ask
fordetai
ls
j 5ogetwritingnowandyoumayseeyournamein
makepoliterequests
*..dlH
1(r)
s K3X
*vmwmax
ffimwxre gw
mxre
carbon,oxygen'
All plantsneed certain1) basic(base)nutrients,including
nitrogen'phosphorus,potassiumandotherminera|s'Thesekeeptheplants
and
: 2) alive(live) and helpthem grow'Oxygencomesfrom the atmosphere'
plantslive in soilsthat do
most plantstake in othernutrientsfrom the soil.But some
they need,and have becomecarnivorous, meaningthey eat meat!They
not haveenoughof the minerars
getextranitrogenfromthebodyofinsectswhichtheycatchintraps.
(differ) ways of catchinginsects'The leavesof the
carnivorousplantshavecome up with 3) differeni
Butterwortaregugry,soinsectswhich|andonthe|eavesgetstuck,andthep|ant4)s|ow|y(s|ow)
them.ThePitcherP|ant,ontheotherhand,has|ong,hollowjug-shapedtrapsca||ed.pitchers,w
of its colourand smell,then fall down into the
at the end of its leaves,Insectsfly to the pitcherbecause
(slip).In the case of the venusFly Trap'when
trap and cannotescapebecausethe sidesare 5) slippery plants
trap the insectinside'ln this way,carnivorous
an insectlandson 6ne of its lobes,they snaoshutand
havemanagedto adapt6) perfecily(perfect)to theirenvironment'

b Speoking
a. Namesomeunusualplantsin yourcountry'
WheredotheYlive?
of theplantwiththe
thediagram
b. Label
Whatarethesewordsinyour
wordsbelow.
language? ** Reading&Listening
. leaf . flowerr stem o roots' bud ' stalk a. Howdo plantsusuallyfeedthemselves?
2 of the text and
Readthe firstparagraph
checkyouranswers'

b. Readthe text andcomplete eachgapwith

the correctword derivedfromthe word in
brackets.Listenandcheck.

words.Askandanswer
the underlined
Explain
comprehension basedon the text'
questions

b Proiect
Portfolio:Choose a habitat(awoodland, a river
bank,a grassland)in yourneighbourhood and
of plants
do a plantstudy.ldentifythe species
youfindthere,andfindout asmuchasyoucan
aboutthem.Makea poster, andeitherstickon
photographs of themor drawthem,thenwrite
a shortparagraph aboutthem.Givea short
presentationto yourclass.Record yourself'
Eco-friends Suggested AnswerKey
A: Whatdoplantsneedto helpthemorow?
Objectives: learningaboutcarnivorous plants;making B: Theyneednutrients,inclu'dingca'rbon,oxygen,nrcrogen,
a n d l a b eiln ga d i a g r a m
i phosphorus,potassiumand other minerqls.What does
L--r5
Reading:a text aboutcarnivorous plants(cloze) 'carnivorous'
- skinming rnean?
Skills
A: lt meanssomethingthat eqtsmeqt.etc
reading far detaiIedunderstandi ng
_*-.i S p e a k i n gt a: l k i n ga b o u tu n u s u apll a n t s
_*il
i"'ccabulary; lfocttiE e^ploring
themeandgivinga presentation
oartsof a plant
i ' / r i i i n g ;a p l a n ts t u d yi n y o u rn e i g h b o u r h o o d 5swork in groups.Theychoosea placeneartheirscnoor
r { or houseand listthe plantsthat existthere.Sscantake
. -_-{ photographs ofthe plants.ThenSspreparetheirposters
L--

1 a . j l - o c u s> ] l n t r o d u c i ntgh e t o p i c andtheirpresentation.Sscantalk abouttypesof plants,

make diagramsof plants and label their parts etc.
."I Ask 5sto namesomeunusualplantsin theircountry.
,,-1 Alternatively,
you can organisea short visit to the
Eljcitwhat makesthe plants unusual(colour, smitt, nearestpark for Ss to photographvariousplantsand
shape,growthcycle,etc). Elicitwhere the ptants are
-*j talk aboutthem.
commonlyfound.Makenotesof the mostinteresting
-,.J. pointson the board.
lf 5s wish to learnmore about plantsand flowersask
(Ss'ownanswers) them to visitthe websitebelow.
{
._-*. tr=--
b. ll-ocus> I Introducing UsefulLink-
vocabulary
#"i.+,!*s'c,:rr".h,:fu ja*ls.lrtm
flq.U*si*g.srul_p
"sclt-tffi
DirectSs'attentionto the diagramAllow Ssttmeto
completethe diagram Elicitanswersfrom around
*dL
the class.
AnswerKey(seeoverprinted
answers)
tr=---
a. ll-ocus> I predicting the contentof a text
G o t h r o u g h t h e q u e s t i o n si n t h e r u b r i c . E l i c i t
--="J-
answersfrom aroundthe class. AllowSstime ro reac
the first paragraphto checktheir answers.EliciV
Explain any new informationthe Sshavediscovered
Suggested AnswerKey
Flc,,r,rers
usethe energyin sunlightto convertcarbondioxide
. ) i ltitc simplesugars.
Flowersrelyon soilfor waterand nutrtents.
-4

T--l
b. ll-ocus> I Reading
for detailedunderstanding
-,-:!
Allow Ss time to complete the task. play the
recording
and checkanswersaroundthe class.
,,) AnswerKey(seeoverprinted
answers)
r=----------'-
. '?, I Focus>l Understanding
vocabulary
from contextand
speakingpractice
Allow 5s time to readaroundthe words and phrases.
--.! Encourage Ssto guessif they are unsure.Elicitanswers
--_J ,
A aroundthe class
AnswerKey
* l I nutrients(n):substances that helpflowersarow
minerals(n): substances suchas saltaid sulphur that are
formednaturally
traps(n):thingsthat catchinsects or animails
insects(n):verysmallcreatures with sixleqs
sticky(adj):somethingadhesiveIikeglue
digests(v):foodpassingthrougha bodyto give nutrients,etc,
hollow(adj):witha spaceinside it
hang (v):suspendfromabove
snapshut (v):closequicklyandtightty
adapt (v):changeto suita newsituqtion

s2(r)
Units5-6

F Practise...
o relativeclauses(defining/
non-defining)
. comparatives & superlatives
o exclamations
- r articles
-l| . quantifiers
)> Beforeyou start . adverbs
.E
-ry . Haveyou everhad a bad experiencewhile on . reflexivepronouns
holiday?Tellthe class. . phrasalverbswith over,in
.ta . What is a typicalschoolday like?
..3..1 F Write...
)' Lookat Module3 . a short articleabout a mythicalcreaturefrom
-l
|iI Findthe page numbersfor pictures1-5. your country
. an e-mailto your pen-friendabout a scary
rrr
-&{ F Findtheunitandpagenumber(s)
for dreamyou had
d
. a short paragraphabout a festivalin your
. an advertabouta ghostlytour |6Jl country
TI . instructions
on howto usea gadget16Z
.Ifl
.-
a a 3rd-personnarrative
. a piechart @ a an advertfor a walk touristscan take in your
q
. a bookcover E town
.Li{
L{ a a short reviewof a film you haveseen
F Listen,
readandtalkabout... a instructionson how to send a text message
rlit . mythicalcreatures a a paragraphabout how teensin your country
{
. moods& feelings communicatewith friends
-{ . bodylanguage a letter to a friend reviewinga CD
--d o tlPes of films
o entertainment
.
.-Li
*
o
gadgets
rne Ghost*uT "l"?r|1
GliP:
Gulture
the Internet
T:1 Gurricular tn" rytt:ry
Gut(Literatutt)t
F Learnhow to ...
o invite people& accept/ refuse GrowYourown
Eco-lriendsl
*llr
*
. askabout a problem& offer help
. recommendsomething
rl{ I
53
j&
il.*e+*s*a+*r
Howdo the sounds
i ) Ustento the musicandthe sounds'
makeYoufeel?
relatedto the title of the
2 Lookat the pictures'How arethey
associatethemwith: the
unit?Whichtime perioddo you
or future?
post,Present

* 'iry li, :.g* ; .="."

-".r-*

aboutthesecreatures?
3 Workin groups.What do you know
Whichhad:
. . a glossyCoat?
. a longspikytail? . a |ongneck? bigc|aws?
' onlyoneeye?
. the bodyof a birdi . u f.,otnon itsfbrehead? o
. thebodyof a lion?. aneagle,s headandpointedears? the
' heads?' large'strongwings?
bodyandlegsof a horse? riine
readandcheck'
Whatwaseachknownfor?Listen'
belowaref (true)or F
4 Readthe text anddecideif the sentences
the text?
(f;itJ. What is the writer'sreasonfor writing
peoplewho are
1 Thiswebsitewas oesignedfor f
J

interestedin mYthsand legends' r

F
magicians'
2 Dragonsbelongedto powerful
the one from Thebes' F
3 Thereis onlyone famousSphinx'
their beautifulvoices' T
4 TheSirensattractedsailorswith
healthesick' F
5 Peoplebelievedunicornscould
F
6 The HYdrahad sixheads'
F
7 All giantswere meanand nastY'
of valuablethings' T
8 Griffinsoften protectedcollections
and horses'heads' F
9 Centaurshad humanbodies
myths' F
1O Allthe creatures ln the text comefrom Greek

the text with the following

5 Match the underlinedwords in
meanings.
4 tempted 5 shiny
1 killing 2 numerous3 unforgettable
9 protect 10 guide
6 stickingout 7 huge 8 bravery
words/phrasesfrom the
Replacethe phrasesin bold with TheHydrahad nineheads,each
6
text. of which was connectedto a
poison'immuneto longneck.attached
1 Midaswas unaffectedby any
the pharaohswere gods and TheAncientGreekshad a lot of
2 The Egyptiansbelievedthat
neverdied' immortal old, PoPular stories about
3 AncientGreeKs were scaredof the Hydra'feared myths
mythicalcreatures'
it would kill thosewho didn't
4 The Sphinxwas hatedbecause
answerits puzzlingquestion'riddle
J

--t

i Weirdandwonderful 4 FocIiE
. ) Reading
for detaited
comprehension
Objectives:describing mythicalcreatures, r. AlloWtime for Ssto answertheT/Fquestions individually
Reading:a text describing mythicalclreatures(TlF . . and then compare answers:withl a partner Checl
statements) answers:andthen discussthe wrjter,spurpose -', ' With
i__J '' :' the
-'--
- readingfor detailedcomprehension,
Skills .' class,asking5s io justifytheii answ-ei(si,"i
Speaking:talkingabout mythicalcreatures
: -( AnswerKey(Seeoverprinted answers)
Vocabulary: bodyparts;physical characteristics,,
-) Thgauthoywrote,thtetext to giveus informationabout these
Writing:an atcicledescribing a mythicalcreaturefrom
yourcountry mythicalcreatures.
1.. il. .t :.... .
. I

lntroducing
the topic
' t

;d

I slaying 5 glos.sy. 9 guard

: 2 cguntless,, 6 p'rojecting
frorn ,'i:teer ,
4; ',7 10
:
3,haunting ,l t. I .' I ,,.
vast,, , ..1
4 lured' 8 c6urage.' .,,
,
I 2 I Focus> I Expanding
thetopic
S lFoCus>l Developing
furthervocabuiar,y
Demonstratethe task by completingthe first item with
;-j the class.Ss completethe remainingitemsindividually
and: then compare answerswith a partner. Check
answersaroundthe class.
I
+J-
SuggestedAnswerKey' , AnswerKey(Seeoverprinted
answers)

Workthroughthe bulletpointswith the class,explaining

any new vocabularywith the help of the pictures.play
the recordtng.
Sslistenand readto checkdnswers. ,
I
:=' , ,,,,
Suggested
AnswerKey rr , l

E;

--r

*f I

=_
..| ,..

uatlne - E (teil5t(,rl

tlil; ;?ta.;;]iil"
Playas a firstS
class.Thefirst s says
saysan animal
ananimal or body part.
bodypart.
Another5 thensaysanother animalor partof the body
beginningwith the lastletterof the first word. Ssin turn il

continuethe chain in the sameway. Any 5 who repeats

a word alreadvusedor cannotcontinuethe chainis out
of the game.ihe S *ho is left at the end wins.
'r':::;"*'werKeY

52:Iion
53:nait
; i'- 'i::
:;r;
54: Ieg etc,
'1
:a2 Synergy:Allow Sstwo or three minutesto revisethe
J dt*n]'st closetheirbook and,in pairs,talk aboutten
4 things they have learnt in the lesson. Monitor the
..ti"lty unith"n selectpairsto reportbackto the class.
Game- Extension :l

-:l

and half bird.

SuggestedAnswerKey
'l
i
:: ':' ':: :':,t
,.-,.'i ,
n:iyroioity*i:nii*rivtnicalciiotures,eolled,'fs11pf1y1e.;:,:'
:'
FolkTheywereholf humonandhatf sEal:. ' :::, :: :
::
B: Yes,ond ot night thE wouldcome,oitof the seo'and take
OfftheirfW:, .,,..,. l, . . 't..:.; . .
: .. ...,,,.. ..
C Tha$ right,'dhd:people soythat they had human bodies
undertheirfur
k Yes,and they saythat in thek humon form the SelkieFolk
likedto danceonthebeochinthe moonlight.
-La
-:l

Dragons can be found in countless stories around the world. The stories usually involve
the slaying of the dragon
by a hero. Dragons are symbols of evil, magic and power, perhaps because they often guard
a treasure in a cave.
Typically described as monstrous,lizard-ltke creatures that canbreathe fire, have big
claws,wings and a long spilcy
tail, it's no wonder they are storybook favourites. READ MORE> >
Thc Sphfutx is a mysterious creature from Egypt and Greece. It had the body, legs and
tail of a lion, a human head
(sometimes male, sometimes female) and large, strong wings. The most famous sphinx
from Greek legends was in
Thebes' It asked travellers a riddle. Those who could answer the riddle were allowed
to pass and those who could
not were killed. READ MORE> >
Thc Sirens come from Greek mythology. Theywerevery attractive creatures who were
half woman and half bird,
with wings and claws.They lived on an island between Italy and Sicily, and their beautiful
voices and hrunting songs
lured sailors to their deaths by making them steer their ships straight towards the island
and crash onto the rocks.
READ MORE>>
Unborns were magical mythical creatures that looked like horses. They first appeared
in ancient myths from
Mesopotamia, China and India. They were strong, wild and fierce, with gkrssywhite coats,
blue eyes and a hom
prqjecting from their foreheads. People believed that if they drank from a unicorn's
horn theywould be immune to
all poisons. READ MORE> >
Thc Hydra was a huge snake-like monster with nine heads. Each head was attached to
a long neck, and if one was
cut off, two would grow back in its place. They feature in Greek and African mythology.
READ MORE> >
Giants were huge human-like creatures that appeared mainly in European folklore. They
were tall, fat and ugly,
and some had only one eye. They wer e fearcd and hated becauseof their cruelty, stupidity
and fondness for eating
people, although ftiendly giants were not completely unheard of. READ MORE> >
G Griffins wete gigantic mythical creatures fuom the Middle East and the Mediterranean.
They had a lion,s body and
an eagle'shead and wings, with pointed ears like a horse. With the speed and sight of an
eagle and the strength and
courage of a lion, griffins often protected vast treasures. READ MORE> >
Cenlaurc, from Greek mythology, were half horse and half man. They were human from
the waist up, with the
body and legs of a horse. There were two races: the first were wild and violent creatures
that lived in the mountains
and the forests; the other were gentle, wise and intellectual. READ MORE> >

e 7
text.Exchange
prepare
Workin groups. questions
yourquestions
based
onthe
withanother 'Wr
group.Whichgrouphasthemostcorrect
anSwerS? Portfolio:Writea shortarticleaboutany
mythicalcreature fromyourcountry(60-90
words).lnclude:
Whatmythicalcreatures o whatit lookedlike . whereit lived
_ 8 comefromyourcountry?
Arethereanyfamous o whatit did
{ storiesaboutthem?What
didtheylooklike?Discuss
it in groups. Decorate
yourprojectwith pictures.
r{
*L
55
3 Matchthe nounsto the
verbs,thenlistenandcheck.
Speaking Whichmakeyou feel:peaceful? L

a. Lookat the pictures.Who's:happyandexcited?

angryand scaredTwormandcosy?
impatient?
frightened
and shocked?
Usethe words/phrasesto FTgloiros a crackles
describethe people.
l2Tcl leaves b howls
l3Tbl wind c rustle r<_

IZT{ chains d creak

whiteasa sheet
ITTEI Rr" e rattle
lCT-fl thunder f rumbles
ETdl floorboards g srng

teeth 4 Complete the sentences

with
chattering oneof the phrasesbelow.
Explainthemin yourlanguage.
# nn.., . fightto thedeath. livein fearof
knocking . scared to deathof
. frightenthe lifeout of

1 l'mscared to deathofsnakes!
2 Thedognextdoorfrightens the
Johnstoodwithhandsonhips,tappinghisfootimpatiently
...
life out of meeverytimeI leave
b. Whatgestures do peoplein your
andfacialexpressions thehouse.
countryusewhentheyarescored,shocked,angryexcited,
etc? 3 I wouldfight to the deathto
protectmyfamily.
2 a. Circlethe oddword out. Checkin yourdictionary. 4 Villagers nearthe forestlive in
fearof attacks fromwolves.
1 petrified,@scared 4 exhausted,@tired
2 @ afraid,terrified 5 @surprised,shocked
3 ecstatic,happy,@
Fill in: of, at, from, in or with.
b. Useadjectives
fromEx.2a,andthe ideasbelow,to act
1 Shetrembledwith fear as the
out exchangesasin the example.
giantcamecloserand closer.
1 watch a horrorfilm 5 seea snakein the garden 2 He finally managedto escape
2 heargood news 6 witnessa bankrobbery from the dragon'scave.
3 finda mousein the 7 havemy tooth takenout 3 You'd be really surprisedat
kitchen 8 havea baddream how many people thought
4 almostcrashmy bike 9 spendall nightstudying unicornswere real.
4 Theysaythat the monsterdied
A: lwatcheda horrorfilm lastFriday.
of a brokenheart.
EJ
B: Wereyouscared?
lwaspetrified!
A: ScaredT 5 He gasped in horror at the
sightof the snake.

Onomatopoeia
Onomatopoeicwords are words that sound like the noisethey
6 a. Matchthe idioms(1-5)to the
describe(e.g.hiss,pop,etc). Use of suchwords makes (a-e).
definitions
descriptionsmore vivid.
nTil Theykilledthe dragonin
coldblood.
56
---+
r : T

Vocabularypractice Monitor pairsas they work on the task, providing

assistancewherenecessary. Checkanswersby inviting
Objectives: expressing feelings,usinggestures; body a few pairsto act out theirexchanges
for the class.
language
Vocabulary: Suggested
AnswerKey
describing moodsand feelings; phrasal
verbswith orzer; collocations with sounds 2 A: lheardsomegoodnewsyesterday.
Reading:a text about body language(comprehension B: WereyouhappyT
questions) A: Happy?lwas ecstatic!
Skills- readingforspecificinformation 3 A : lfounda mousein thekitchenlastMonday.
L i s t e n i n ga: d i a l o g u a
e b o u ta d r e a m R . Wereyou afraid?
Skills- Iisteningforglobalunderstanding A: Afraid?I wasterrified!
W r i t i n g :a n e - m a idl e s c r j b i nagd r e a m
4 A : I almastcrashedmy bikelastFriday.
R . Were youafraid?
r=--
a. lFocus> I Introducing
vocabulary
relatedto moods Afraid?I wasterrified!etc
and feelings
: lFocusF I Understanding
onomatopoeic
words
Explain/Elicit
the meaningof fee[ingsmentionedin
the rubric.Ask Ssto look at the picturesand elicit Work through the informationin the Studv Skillsbox
'(e.g.
each person'sfeelings Pornt out that our body with the classand elicit other examples- T What
gesturesand body languagesignalour feelings.Go sounddo beesmakewhentheyfly| S:Theybuzz,etc) Allow
through the phraseslisted for each person and time for 5sto matchthe nounsto the verbsindividually.
explainany new vocabulary. Ss use the phrasesto Playthe recording,pausingafter eachsoundto giveSs
describethe picturesto their partnersMonitorthe time to identifythem Checkanswers with the classano
activityand then ask a few 5s to repor,tbackto the then askSshow they feelaboutthe sounds,playingthe
classto checkanswers recording againif necessary.

AnswerKey AnswerKey(Seeoverprinted
answers)
Johnisangryandimpatient. SuggestedAnswerKey
Tonyis happyand excited.
Thesoundof leavesrustlingmakesme feelpeaceful,but the
Annisfrightenedandshocked.
soundof windhowlingmakesme feelscared.Afire cracklinq
...isfrowningandis veryredin thefsce. makesmefeelwarmandcosv.
Tony's eyesareshiningandheissmilingfromearto ear. t=----
Ann is whiteas a sheet.Sheis shakingwith fearand her teeth J f o c u s> l U s i n gi d i o m a t iec x p r e s s i o n s
arechattering. Herkneesareknockinq.
ReferSsto the expressions Explainthat three c. :-=.--
---------------:- useexaggerated languageand ask5sto identifvine c^:
b. I Focus> I Comparing
bodylanguagein different that is most factual (livein fearo0 Ss corrpiere :re
cultures sentences individually
and then compareanswerswith a
Discussthe questionsin the rubricwith the crass, partner.Checkanswers with the classAsk for equivalent
explaining of 'bodylanguage'.
that theseareexamples phrases in Ss'11.

(5s'ownanswers) AnswerKey(Seeoverprinted
answers)
T=-----.- r=-------
a. lFocus > I tdentifying
adjectives
describing
feelings lFocus > | Practising
prepositional
phrases
Completethe first item with the classto demonstrate Ss completethe sentencesindividually,
then check in
the task Once 5s identifythe word that does not theirdictionaries.
Checkanswerswith the ciass.
-J3 belong to the set (sleepy), ask them which of the
-_.9 AnswerKey(Seeoverprinted
remainingtwo adjectivesexpressesthe strongest answers)
--T feelingsand why.Teli5sto referto their dictionaries
if T--l
-- , i riecessary
to answerthe question.Allow time for Ssto idiomswith ,blood,
a. lFocus > | Understanding
completethe remainingitems individually. Check Explainthe task Ss match the idioms to their
answerswith the class, definitionsindividually and then compareanswers
-l AnswerKey(Seeoverprinted
answers) with a partner.5s can usetheir dictionaries if they
wishto. Checkanswers with the classAskSsif there
a r es i m i l aird i o m si n t h e i rL 1.
U. lFocusll Usingadjectives
to describe
feelings
AnswerKey(Seeoverprinted
answers)
Gothroughthe itemsto checkunderstanding. Exptain
any new vocabularyand then invitea pair of Ssto
read out the exampleexchangeto demonstratethe
activitv.

s6(r)
'}l
b. lFocus> | Usingidiomatic
expressions for gist
10 lFocus Listening
ReferSsto the exampleand explainthe task Sswrite As a lead-into the task, initiatea discussion about
sentences individually to read
Invitea few individuals dreamsthat 5s have experienced, focussingon their +
oui theirsentencesto the classto checkanswers feelingsaboutthe dreams.Explain the taskand playthe
recordinqtwice.Checkanswers with the class.
SuggestedAnswerKey
AnswerKey
2 Tryingto getyourmoneybackfromhim isliketryingto get
bloodoutof a stone. Shewasin a forest.
3 Youshouldgive theiob to your brothernot your friend. Shesawa ghost.
Remember bloodisthickerthanwster' Shefehterrified.
4 Youhaveto sweatbloodif you wantto bea starathlete.
5 Hisbehaviour mademy bloodboil'
yesterday l F o c t l sL l W r i t i n g a n e - m a i l t oa p e n - f r i e n d
R e m i n dS s o f t h e d r e a md e s c r i b e idn E x . 1 0 a n d a s k
7 a. FoctisE Predictingcontentof text them to recallthe keypoints.Playthe recordingagainif -=-
Ask Ssto look at the text and identifythe text type necessaryExplainthe task, making sure that Ss
Referthem to the title and elicitsuggestions as to understandwhat they haveto write (one-mailto a pen'
the text will be about WriteSs'predictions
'.r,rhat on friend)and remindingthem to includethe information
. n eo o a r 0 suggestedin the bullet points.Allow time for Ss to
complete the task individually. RemindSs how we
Suggested AnswerKeY b e g i n / e na d n e - m a i tl o a f r i e n d .E l i c i b
t eginning/ending
Thetextisan article.t thinkrt'sgoingto beaboutbodylanguage. from5s'Withweakerclassesgivetheintroduction/
conclusion and askthem to completethe e-mail
b. lFocus> I Answering questions
comprehension
AnswerKey
SugEested
Ask the classto read the text and answer the HiJim,
ouestions Justa quicke-mailto tellyou aboutthisweirddreamthat I
AnswerKey hadlastnight.
our ln thedream,I wasin NewYorkand I wasthisfamouspop
1 A non-verballanguageweuseunconsciously to express
star.I wasaboutto givea concertat oneof thebiggeststadiums
feelings.
in the city.Theplacewaspacked!I walkedout onto thestaEe
2 Toexpress innerthoughts,
ourfeelings, etc
andgavea bow.The crowdwentwild.Then lopenedmymouth
3 Becauseithelpsidentifytheotherspeakeftfeelings
to startmy firstsongbutno soundcameout.I triedagainand
4 Babiesdon'twalkbut smileor cry,rubbingyoureyes.'. our
stittnothing.Thecrowdstartedbooingand throwingthings'
legscrossed.
Justas thefanswerestartingtc comeup onto thestageto get
r=-----------:--l me,I wokeup.lt wasreallyawful.I couldn'tget backto sleep
lFocus Fl Usingphrasalverbswith over because Strange,
I wassoscared. wasn'tit?
O***nn the phrasalverbswith the class,invitingSs Doyoueverhavedreams likethat?
to givesentences to illustratethe meaningof any they Catchyoulatet
are alreadyfamiliarwith Ss completethe sentences Ted
i n d i vd u a l l y5 sc a nl o o ku p a n yu n k n o w np h r a s avle r b si n
thelrdictionaries Checkanswers with the classandthen Synergy:Allow 5s two or three minutesto revisethe
a low time for 5sto draw illustrative pictures.5s hold up lesson 5s closetheir books and, in pairs,talk about
therrpicturesand the classtriesto identifythe phrasal what they havelearntin the lesson.Monitorthe activity
verb and then selectpairsto tell the classwhat they have
learnt
AnswerKey(Seeoverprinted
answers)

Understand ing f requently conf usedwords Workbook5 -VocabularyPractice

Focus-t]
if
using dictionaries
5s completethe task individually,
Checkanswers
necessary. with the class

the meantngs
to illustrate
Extension:5s write sentences
words
of the alternative
AnswerKey(Seeoverprinted
answers)

SugEestedAnswerKey
1 Heraisedhishandto aska question.
2 Couldyouplease checkthattheinformqtian isaccurate?
3 Remember to collectthe ticketson thewayhome,willyou?
assoonasI laydown.
4 lfellasleep

s7(r)
EIn Trying
to get information
fromhimis tike b. Answerthequestions.
Thensaythreethings
getting blood out of a stone!
yourememberfromthetext.
ETbl Myfamilymeans
moreto methanfrienos.
--{- 1 What is bodylanguage?
After all,blood is thickerthan water.
-tj
2 How do we usebodylanguage?
J
I4-IE] Hesweatedbloodto setupthe company.
3 Why is it importantto understand
bodylanguage?
t-5I.1 Cruelty
to animats
makesmy bloodboil.
4 What examples of bodylanguagearementioned
_J_
a work extremelyhard in the text?
-i- b familyrelationships
arethe mostimportanr
-.ji c verydifficult
--.r- '
l'i,: 'rt 'L-,-l
irl
d in a cruel,unfeeling,
violentway
rr+-
ril I e maKesomeoneveryangry I Usethe phrasal verbs
to complete the
b. Nowmakeupsentences usingtheidioms. sentences. Choose one
Hecommitted
thecrime
incotdbtood. anddrawa pictureto
illustrate
its meaning.

Reading It took her quite a long time to get overthe

, 1
shock.(recoverfrom)
E ' a. Readthe title.
He pulledoverto the sideof the roadto see
= Whatcouldit mean?
wherethe lightwas comingfrom.(stop)
Readthe text to find out.
-- 3 He handedoverthe cardto Ann. (pass)
4 I don't knowwhat cameoverme,but I starteo
shakinglikea leaft(suddenlyhappento)
He took over the companywhen his uncle
A new studentwolksup to you slowly,smiles, ond died.(get controlofl
soys,"Excuseme - where,sthe lob?,,Do you think
they'redesperote to findthelob?Think oboutit,Ihey,re ' r , , . 1 ' 1 , ,

smiling openlyond opprooching slowlywithiheirheod

- , , l

d tilted,Theyoreonlytryingto getto knowyou Underline

thecorrect
9 word.
Bodylonguogeisthe quief,secretlonguogewhich
is the mostpowerfullonguogeof oll, Accordingto 1 Thesmokeraised/rose high into the arr
rd
a expefis,our non-verbollonguoge communicotes 2 Theboy'swild behaviouris a seriousproblem
obout 50%of whot we reollymeon,Thetone ond Nobodycancontrol/checkhim.
11
speed of our voice occount for 3g%,while words 3 He remembers/remindsme of my uncte.
themselves contributeonly7o/o, Non_verbol signolsolso 4 Thedogley/laiddown nearthe fire.
hovefivetimesthe impoctof verbqlsignols,
I Non-verbol communicotion
A bobydoesn'ttolk,but it smiles
isfomiliorto usfrombirth, , Listening
or criesto expresitself,
Ourbodiessendoutmessoges
I constonfly,
olwoysreoliseihot we ore communicoting
ondwe don,t
o lot more
10 OYou willhearTomandHelen
a dream.
Where
talkingabout
thonwe soy,We understond wasHelenin herdream?What
whotsomeone,s gestures happened?Howdidshefeel?
ond bodyposition indicote,ond we sendourourown
messoges, too - but we rorelysfopto thinkobout how
we do it, Rubbingoureyes.cleoringourthroot,topping
a
L
:
our ioes,scrotchingour nose,openingour ormsor 6$wrihna
rFv
keepingourlegscrosedollsendoutstrongmessoges. Portfolio:
Writeane-mailtoyourpen_friend
li'isimportontto be oworeof ourownbodylonguoge, abouta scarydreamthatyouhad(g0_100
L i
os well os io understondwhot other people,sbody words).Include:
where
youwere(inthedream),
longuogemeons,so we con oses ond reoctto them whathappened,howyoufeltandwhy.
l :
L effectively, Afteroll,octionsspeoklouderthonwords.

57
here was a Ol time in the past when the
people of Britaincelebratedthe end of
summerand the beginningof winteron
r:!$srlir':!tri+':i:i
All Hallov/s Eve, which is 1) ......31st October. In
2) ...... days, they thought that bad things always came with
they builtfireswhich
darkwinternights,3) ......
they dancedaround.Theyalso performedritualsto keep 4) ....." evil.'
Therewere many peoplewho believedthat there were ghosts
winter.Villagers,whose beliefswere very simple,thoughtthat if they:
scarycostumesand masks5) ...... they left theirhomesafterdark,the
and monstersthat roamedaround6) ......night would not recognisetl
They also left bowls of food outsidetheir housesfor these invisible
thinkingthiswouldstop7) ..,... fromtryingto get in.
Today, the British continue to celebrate this
festival,which is now called Halloween, on 31st
October. They do this by 8) ......
up, wearing masks
and puttingcandlesinsidelanternsmade 9) .....,
pumpkins.They leave the lanterns outside to
witchesand ghosts,just as people
frighten10) ......
in the past did,but today it is just for fun.

Relativeclauses k
GrammarReference
V Reading&Listening
1 Theygivenecessary information.D -r-
a. Thinkof threequestions
youwantto ask
2 Theyare not put betweencommas.D
aboutHalloween. Readthetextandseeif l--
3 Theygiveextrainformation.ND ll-.
youcananswer them. E-
4 Theycannotbe omitted.D
b. Choosethecorrectword,A, B,C or D,to 5 Theycan be omitted.ND F-4r

complete thegaps(1-10).
Listen
andcheck. *Iri
-
6 Theyareput betweencommas.ND

) Speaking pronouns.
b . Fillintherelative lseachrelative |--f

_1.,*r
thesentences
Complete aboutyourself.
Whichof clause or non-defining?
defining Use L

wordsareusedfor:people?
theunderlined things? commaswherenecessary. -i
;14'I.
places?
animols? inthetext.
time?Findexamples My cousinLisals the sort of girl who loves G

up D
dressing
1 | don'tlikestories ...
which/that =*r
Jim, who lovestelling stories,sayshe saw a *Nts-
2 l'd nevergo to a place
where...
ghost.ND
3 | likesomeone who/that...
3 Thebookwhichhe isreadingisaboutdragons.D
4 | oncemeta manwhose/that .. ]+
5,ri
4 That'sthe boy whosesisteris an actress.D
5 lt wasthistimelastyearwhen...
5 This is the shop where you can buy good
. tbi
a. Readthe examples,then marksentences clothes.D :Jh

1-6asD or ND(non-defining).
(defining) On our last holiday,when we went to Spain,
we madea lot of new friends.ND
Tony,
wholovesscarymovies, of
haso hugecollection
whichis a
My sisteris studyingat Cambridge,
DVDs.(non-defining relotiveclause)
famousuniversity.
ND
Peoplewho don'teat meatare calledvegetarians.
(defi wearingis great.
Thecostumewhich/thatyou're i!
ning relativeclause)
D
58
L..
Grammar
in use
Objectives:learningto userelativeclauses comparing
Reading:a text about a festival(multiplechoicecloze)
- a d i n g f o r s p e c i f i c i n f o r m a r t .i o n. ,:'' '
S k i l l sr e
Grammar:relativepronouns;defining,andnon_defining
relativeclauses; comparatives and superlatives
Word Formation:adjectivesendingin fut/Jess
Writing: a description of a festival

--i
1 a Focus)l Introducing
the topic

Suggested AnswerKey
WhenisHalloween? (3lst October)
Whereisit celebrated?(Britain)
t/lhotdopeoplewear?(masksand costumes)
,'./:aidapeoplemake?(lanterns madefrompumpkins)

o. , Focus) I Answeringmuttiplechoicecloze
qu e s t t o n s
Explainthe task,remindingSsof the importanceof
usingcontextualclueswhen determininqanswers,
5s completethe task individually
and then compare
answerswith a partner.playthe recording.Sscheck
theiranswers.
AnswerKey(Seeoverprinted
answers)
As an extensionSs ask and answercomprehension
D J e s t r o ni ns g r o u p s
J SuggestedAnswerKey
f-

Sl: Whotis AllHaltow's

Eve?

-:---------
, focus >l Introducing
relativeclauses
Allowtime for Ssto completethe sentences
individually.
Check each answer with the class. Elicit that the

s8(r)
) Reoding
i Wouldyou i . thuawill be j not. I
youareat a
fi tistento the music.lmagine : liketo i (very)nice. : o (l'msorrybut)| :
spookyHalloween party.Describethe scene. (+inf)? i . l'd be gladto 1 can'tbecause i
Thinkabout'.whereitis, whoisthere
whenitis, and : a WhaVHow
i (+infl : I'm (+ -ingform)!
. .
whotishappening. about(+ :' With .. 5ounos9000, :
-ingform)? i Pleasure. i Uut(+clause)
|m at myfriend's in thegarden.lt's
house etc
midnight. I
to. : .
a Do cometo i . l'd like/love Unfortunatelyli
I . I wouldn't i .un't (+ingform),
2
dialogue.
in the
a. Readthe firstandthe lastexchanges
Whatdo youthinkKimis going
. Please
IO
come ! missit for
i
i.
theworld. i
l'm afraidI
can't.
tF
Listenandcheck.
to do on Saturday?
, -e...,r....;.:a::a,:a:aa,:: :: ::;a.*

'
b Act ou;;. ;;.;;;*..u"*,.i,s IF
John: Hi, Kim I haven'tseenyou for ages.How situations.
areyou?
Kim: l'm fine,thanks.I movedhouserecentlyso
r Invitea friendto a fancydresspartyat your [F
place.Yourfriendaccepts.
l've beenverybusy. . Decline aninvitation to dinnerbutinvitethe E E
g,rd.*
John:Soundsas if you needa rest! Listen,l'm oerson to a instead.
festival
. Invitea friendto thecinema
having a Halloweenparty on Saturday
night.Wouldyou liketo come? frienddeclines.
withyou.Your
gF
Kim: lt's very good of you to ask me, but I'm
too busy.I still have a lot to do in the
nouse.
Making decisions
IF
4 a. A friendof yoursis havinga Halloween
John: Oh, come onl Everybody needsa break
then.
partyandhasaskedyouto helpwith the IE
lL*
now and decorations.Lookat the picturesand
Kim: Yes,you'reright.Totell you the truth, I am decidewhichthreethingsarethe most
gettinga bit fed up with it all! OK.l'd love f.
appropriate. ,L-
to. What time?
John: How about 7? We can chat a bit before
the partystartsat 8.
Kim: Soundsgreat!| can'twait.
John: Great!l'll seeyou on Saturday,then.
Kim: I wouldn'tmissit for the world!

b . Readthe dialogueand answerthe

,.b-
questions.

1 Why hasn'tJohnseenKimfor a while?

2 What doesJohninviteKimto?
E:
3 Why doesKim refusethe invitation?
r-t
4 Why doesKimchangehermind? :.|_-
5 What time will the partystart?
=

lnvitations iigo::':ltg$'
3 a. Readthe table.Workin pairs.Usethe
phrases in the tableto actout a dialogue
likethe onein Ex.2a,givingit a different
ending.
60
*JF
. l =

Listeningand Speakingskills Kim:Forsure!Thanksagainfor invitingme.

John: Mypleasure.
Objectives: discussing partiesand celebrations r ,
Reading:a dialogue(answering comprehension b. lFocusLl practising
questrons)
situations
involving
invitations
Skills- readingforspecificinformstion Explainthe task and,checkthat Ss understand
the
Speaking:inviting,accepting anddeclining;
exclamations
Listening:a dialogueabout a festival(yeslNo
statements);answeringT/Fquestions
Skills- Iisteningforspecificinformation

'1 --.-lFocus Suggested AnswerKey

| > | Introducing the topic
A: Howwouldyou liketo cometo a fancy dress party ar my
Explain the task TellSsto closetheir eyesas they listen place?
to the recording and then allowtime for them to discuss B: I'dloveto.I wouldn,tmissitfor theworld!
theirimpressions in pairs.Discussanswerswith the class.
Suggested A: ,.Howaboutcomingto djnner?
AnswerKey
B: Soundsgood,bUtt'm going to a festival.Whycion,tyou
I'mat myfriend'shousein thegarden.lt'smidnight.Mostof the comewith me?
childrenfrom my classare here.We,reall dressed in funnyor
scarycostumes. Weareplayinggames.There:is spoolgrmusic A: Whataboutcomingto thecinemawith me?
playingon thestereoandthereis lotsoffood to eat.
B: l'm afraidI can't.l'vegot a lotof homeworktofinish.
r=---
2 a. ll-ocus> | predicting text content + lFOcus
> I Discussing
arrangements
for a party
Ask a pair of Ss to read out the first and last
exChanges in the dialogue.Elicitpredictions
fromthe
class.Playthe recordingas Ssfollow the dialoquein
their booksto confirmpredictions.
SuggestedAnswerKey
Johnand Kimhsven'tseeneachotherfor a lonq time.I think (5s'ownanswers)
theyarearrangingto do somethingtogetherorioturdoy.
i=-
b. lFocus >l Readingfor specificinformation
Ssreadthe dialogueagainand answerithe questions,
individually.
Allow time for 5s to compareanswers
with a partnerandthen checkanswers with the class:
AnswerKey
I BecauseKimhasbeenverybusymovinghouse.
2 A Halloweenparty.
3 Becausesheisstillvery
busydoing thingsinhernewnouse.
4 Becausesheis gettinga bit fedup with all the workin the
house.
5 Atg.
i=-
3 a. lFocus > | presenting
the languageof invitations
Work through the languagein the box with the

Suggested AnswerKey
John: Whydon'tI pickyou up at 6 and wi canga for a quick
drinkbeforethepqrtystarts at 8? ,,
Kim:Oh,thatseundsnice.Buta painteriscomingto my house
at 6 to finishsomework.
John:Howlongwill that take?
Kim:I'm notsure,but t'llprobablymakeit toyour house
in time
for theparty.
John:Great.t'llseeon Saturdavthen.

60(T)
b. lFocus> | Actingouta dialogue Suggested
AnswerKey
Explainthe task and go throughthe promptswith
the classto checkunderstanding. M,onitorparrsaS
they act out their dialogues,providingassistance
where necessary.When they complete the task;
invite a few palrsto act out their dialogues,
for the
class.
Suggested AnswerKey
A: I think we should have some paper lantern:sbecause
they'retraditionalat Halloween .'
B: Yes,I agree.I don't thinkwe needflowersor a cake- they
aren'tappropriate,arethey?
A: No,not reolly.Whatabout somewitches,hats?
B: Goodidea.Howaboutballoons?
A: Hm- maybenotfor Halloween.
B: Perhapsyou'reright. Wedefinitelyneeda Jack'o'lantern b |FiaGt Listenling
for detailedcomprehension
though.
,ReferSsto the title of the listeningand the picture.
A: That'strue.I thinkthat'senough.
B: OK.We'reagreed,then- we'llhavea Jacko'lantern,paper Ask Sswhat they think the festivalis about,and then
lanternsandhats.Let'soetstarted! explainthe task. Playthe recordingonce.Allow Ss
trme to comparetheir answerswith a partnerano
r=--- then play the recordingagiin if necessaryCheck
a. JFocus)l Introducing
exclamations
answers with the class.
Ask 5s to look at the exclamations and elicitwhen
AnswerKey,(Seeoverprinted
aiswers) ,
such expressions might be used (to expresssurprise, ,
ostonishment).Ask Ss to mark the words they think tr--l
will be stressedand then playthe recordingto check l F o c u s> l R e v i e w i n g
answers.Invitea few Ssto readout the exclamations.
Allow Sstwo or threeminutesto revisetheir note5.pair
checking correct use of stress. Explainany new
5s up to discuss.
Selecta few pairsto tell the classthe
vocabulary.
phrases they hqvelearnt.
AnswerKey(Seeoverprinted
answers) (Ss'ownanswers)
r=---
b. lFocus>l ldentifyinghow exclamations
are Workbook5 - Listening& Speaking
formed
Discusshow the exclamations are formed with the
class,askingquestionsto elicitthe key features.Ss
comparethesestructureswith similarstructuresin
t h e i rL 1.
AnswerKey
Weformexclamations asfollows:
What+ adjective+ uncountable noun/pluralnoun
What+ a/an+ adjective+ noun
How/So+ adjective/adverb
Such+ a/an + adjective+ noun
Such+ adjective+ pluralnoun/uncountable
noun
ln writing, we punctuatethe expressionwith on exclamation
markinsteadof a fullstop.
l'=---
6 lFocus>l Usingexclamations
DirectSs'attentionto the pictures.Treatthe activityas a
drill,providingSswith promptsas follows:
T One.How...
S1:Howuglyhelooks!
T so...
52: Helook so silly!etc
Ssthen makeotherexclamations aboutthe pictures.

61(r)
*
) Roleplay I Listening
-l b. Inpairs,
useyourideasin Ex.4ato actout
7 a. Youwill heara conversation
between
two
thedialoguebelow.
friendsabouta Mexican
festival.
Read
L-.J
[ *
A: I thinkwe shouldhavesome because
through thesentences
(1_6)
andunderline
il
they'retraditional at Halloween. the keywords.
L . I
B : Y e s ,l a g r e e .I d o n , tt h i n kw e n e e d. . . . . . . . .
,-.r_ or
|
I they aren,t reallyappropriate,are
(b.)Listenandtick(,/) yesif thesentence
iscorrect
they? or Noif it isincorrect.
r--J
-a
A: No,not really. Whataboutsome.........?
B . G o o di d e a H . o wa b o u t. . . . . ... ?
-{
_-{- A: Hm - maybenot for Halloween.
B: Perhapsyou,re right. We definitelv
neeo
mffi rrurios
I/ though
A: That'strue.I thinkthat,senough.
B: OK. We're agreed,then _ we,ll have
.I
{
.........
and Let,sget started!
Ssf w.f$heffi#dd$tlr#sxsss
--J
I
Exclamations

-l
5 a. Listenandunderline
the stressed
words.

_L
I

Yes No
-t {
1 bn spenthisholidavin Oaxaca.
b. Howdo we formexclamations? Arethere
2 The festivalis celebrated
IE
similarexpressions
in yourlanguage?
-J
--!a-

6 Nowlookat the picturesandmake

throuqhoutMexico.
trr
exclamations
3 The festivallastsfor two davs.
ZT
with what,how,such,so. 4 Peoplewearcostumes.
ZT
5 Mexicansfind the festivaldepressinq
6 ln the end,Juliawantsto p to
IZ
the festival.
rZ
8 Thinkof fivephrasesyou havelearntin this
lesson.Closeyour booksandtell a partner.

Whydo
skeletons
drink
so muchmilk? :
\

,,:
tt,.,,,,,

It's good for

,,,;
the bones.

61
$*i
+.,+s +m
E*e'e Hi{s*+tff-+
r$#
H#'H
withdolphins' but
We'veall heardaboutpeopleswimming
whataboutsharks? Well,that'swhatOliverdid lastyearin
Hehadalways
Australial dreamt of goingto theGreatBarrier
Reefandit wasexacilyas he hadimagined it -@@
waterandthousands of @ fish' Oneday' as he was
*tff,ingalongthebeach, hesawa signadvertising tripstodive
withsharks.Thiswashiskindofdiving!
Thenextdayhewalked excitedlyto theharboulandsoonhe
thecaptainswitched offthe
wasonhiswayoutto sea'Suddenly
Somesharks hadbeenspotted swimming neartheboat'
englne.
H. putonhiswetsuit andstepped inside
carefully thecagethat $

fromany attack' swamslowlyaroundhimashewasclimbing uptherope' w, l

wouldtakehimunderwater andprotect him
awarethatthishadbeenthe
theboatin safety, +
through6h-arFlntrStecDwaters,trappedin a cagqis not He reached
Sinking
He @experience of hislife'Canyouguesswhathe Y
evervone,sidea of fun,-butoliver was absolutevffiiffiD v
didtheverYnextdaY?

in the text
the underlinedadjectives
Replace F--
Gett*mgstanted fromthe list'
beiowwith alternatives I^--

do
Readthe title and listento the sounds'What ' huge
. happy. terribleo pleasant r-
yo, ,t'tintttte storyisabout?Listen,readandcheck' tli-
. fresh. peaceful
'l) nicesuminer'sday and Tomwas out
It was a Er--
I-.-
walkinghis dog in the 2) nice'quietcountryside'
then'
Tomfelt 3) goodto be in the 4) goodair'Just L.-
Beginning/Ending a storY something 5) badhappened' A 6) bjg manJumped L

attention out of the bushes andgrabbed Tom'sdog'

An interestingbeginningcatchesthe reader's
can t-.
and a good ending makes him feel satisfied'You I--
start/end a storY bY:
using direct sPeech
Yourturm
I rctayou nottn go therel'Johnsotdangrfi' in
thequestions
Ibi
4,
1, Lookat therubricandanswer lr-
asking a rhetorical question (100-150
words)'
Who iould go intaon obondonedhouseolone?
theplan.Thenwriteyourstory
addressing the reader directlY to send
wantsitsreaders lr-l
Hoveyou ,o." foceto pce witho aocodile? ffi Ateenmagazine L-j

"i", * in storiesthat begin wilh "ltwasadarkand

4 stormYnight.Johnwasonhisway home"' u-{
a. Readthestory.Whichtechnique$)doesthe
2 hisstory?
writeruseto starUend
beginning/ending' fr-l
b. Inpairs, another
suggest f.-r

Complete withadverbs
thephrases fromthe
ti-l
text.Usethesephrases of yourown'
in sentences (Para L) L4
Introductiot
'When4f,/beredoes tbe story take place?'Wbo
1 walked 4 . . . . . . . . . .a. .P. p r o a c n e o
5 moved is/are tbe main cbaracter(s)? t-l
2 stepped L--

3 waited 6 swam MainBodY (Paras 2-4)

IVbat bappens?'What are tbe events in order?
Uslngadiectives Conclusion(pan 5)
makesthestorymore I,Vhatbappens in tbe end? How do(es) the
':.,.,. 4 Usinga varietyof adjectives
thatthe
theadiectives cbaracter(s) feel?
findandcircle
interlsting. L

writer,r., in thestory.Whateffectdotheyhave?
. ,:at
t:::'

.:::;.:::.
'l
t-
oz
_-l practising
- I
5 Focdt descriptive
language

q-_

J -

A n s w e r . K e y.:, ' " ' ,

= .1,, ,W.Afm, ' ::. .. 3 happy 5 terrible

==f _ 2'peaceful : , . ' ' 4 fresh 6 huge

:I ' '' ',

< SuggestedAnswerKey, , ,. ., :, ,, ,
The story must be about an experience someonehad
swimmingwithsharks.
-t
.=J- _

J
J

-=i

t,
,:' " Hi,sees a smolldog.
J ,' ?..' He:lool<s
at thedog'stag to seewhereit lives.
J
,:. .,, Hed4iidestotake it home.
,:, c , Hefindsthehouse.
'
,',,'Conclun'Johnmeetstheold Iadywholivesihere.Shesa;,,s
' ,:'hQr.dog diedfiveyearsago.John feels
confused.

-.J
J

5 oracefullv,
'
6 stowty

62(r)
E
Bi-

CultureCliP A: Youlistento a guideashetakesyouaroundthescaryparts

ofthe city.
learningabouta touristwalk in England B: ls thct all?
Objectives:
of a touristwalk A: No.There's practicaliokesandyou get to takepart in the
Reading and listening:a description
- readingforgenerolunderstanding rcur.
Skitts
summaflstng B: Andyou don'tthinkl'll bescared?
of persuasion A: What'sthereto bescaredof?I'llberighttherebesideyou.
Speaking:usingarguments
an advertisement givinginformationabouta B: Oh,ldon'tknow.
Writing:
A: Thetourendswith a visitto Caesor'sRestaurant,
guidedwalk in 5s'country
B: Really? l loveCoesar's!OK,I'llgo. ''--
{
r=--.------:---.1 l**
liocus >l Creatingan advertisement
I lFocust lntroducingthe topic
Explalnthe task lf Ss are unableto find appropriate
Allow time for Ss to study the photographsand then
information,askthem to designa walk of their own to
elicitanswersto the questionsin the rubric'Playthe
recordingas Ssfollow the text. Checkanswerswith the write about. Allow time for groups to create their
advertisementand presentthem to the class'Sscan use
cra55
Eaekgroundinforrnation:York is a compactwalled ohotosto decoratetheir advertisement.
riverside roughly2 hoursby
cityin the Northof England, AnswerKeY
Suggested
railfrom London,lt'sbeenihe North'sspiritualcapitalfor Notes.'
2OO0years.TouristscanvisitYorkMinster,Stonegate, the
Where:Fortress NovqScotia,Canada
of Louisburg,
JORVIC Viking Centre,the Railway
National Museum and -
When:June lst 30th
SePt
YorkCastleMuseum. Howlongittakes:allawat leasttwohours
SuggestedAnswerKey, What the taur includes: Iunchor
a guidedtour of the fortress, *
dinner :
Themtanis dressed in thisway becausehe is the guidefor a
ghosthuntin York: Adults$6.50,children$3.25
Cost:
Fortressof Louisburg
a text
z lFoeust Summarising Comeand stepbackin timeand enterthe wonderfulworldof
1744.At the Fortress of Louisburgyou'll seea wonderfully
Explainthe task,tellingSsthat they will needto use a
rebuiltcity.You'llexperiencewhat it was liketo livebackthen.
singleword or shortphraseto completethe summary5s
Visit sn authenticblaclsmith's,sample the produceaf a
complete the task individuallyand then compare
traditionalbakeryor buysomeinteresting souvenirs.
answerswith a partner.Checkanswerswith the class'
The Fortress of LouisburgoffersguidedtoursdailyfromJune
AnswerKey(Seeoverprinted answers) lst to September 30th.Theparkis openall day long andyou ;
appesr(v):becomevisible arefreeto stayaslongasyouIike.Makesureyouallowyourself
' traditional(adj):customary at leasttwo hours,though,because thereisiust somuchto see
maze(n):a largenumberof connectedlinesor streets anddo.lf you'refeelinghungry,you cantakeadvantageof our
medievot(adj):usedto talkaboutthemiddleages,theperiod restaurantor canteenservices. Dan't expectanythingfancy,
in Europeanhistorybetweenthe endof the RsmanEmpirein howeve;as all the food is prepared as it was backin 1744.
476ADandabout 15004D Comefor a visitl lt's educationaland highly entertaining!
highlyentertaining(phl: veryamusing Adults$6.50,children$i.25.
oudienceporticipotion(ph0:wherespectators takepart in an
event AdditionalMaterial:
concludes(v):ends PairworkActivities:Unit 5
Workbook: Reading,Word PerfectUnit 5
3 lT6cus t Usingargumentsof persuasion
Explain the task and allocateroles.Explainthat student
B is reluctantto acceptthe invitationand elicitpossible
afraidof ghosts'etc)'
reasonsfor this reluctance(e.g.tired,
Monitor pait:sas they prepare and act out their
dialogues,providingassistance where necessary. Ask a
few pairsto act out theirdialoguesfor the class

SuggestedAnswerKeY
A: Lookat this,Jane.It'san qdvertisementfor theGhostHunt
ofYork.
B: Thewhat?
A: The GhostHunt of York.It'sa guidedtour throughYork,
whereyou huntfor ghosts!
B: Ghosts!No,thanks. l'mfrightenedof ghosts.
A: Dan'tbesilly.There'snothingto beafraidaf.
B: Whatdoyoudo on thetour?

63(r)
l-J
l ! -
I
I

lI -|
I

-r-
I

--l-

--J'
J-

ou'll laugh, you'll scream,you an emotional journey that includes

may even cry - but you,ll practical jokes, optical illusions and
--f ]
--5i definitely have fun on the Ghost Hunt audience participation. The tour
of York. It's an hour-and-a-half-long concludeswith a visit to Caesar,s
---{l tour of the most hauntedplaces in and Restaurant,where customersmay
-*
around the city centre of york. find more body parts on their plates il.iiiii$
Whatever the weather,your guide than they ordered!Believe me when I
will appear at7:30 pm, formally say it may well be the bestfun you,ll
J

dressedin his traditional Victorian have in ages!Still not sure?Then

if,*itif,
coat and top hat, readyto lead you read thesecommentsfrom some
-it---- through the maze of streetsthat make satisfied customers:
is&l
up this medieval city. Ringing his
-{ J
deathbell, he will take you on a
walking tour of the darker side of the
"A fabulously entertaining tour which all of us
enjoyed immensely."
W
The O'Sullivan F amily (portsmouth)
city and tell you its fascinating ghost '* ,$Gb*
---g stories.As well as telling you the "What a laugh! Looking forward to going -,,1"t,r0,$,tnt
spookiestghost storiesyou,ve ever again! Thanks. You made my night.,,
heard,your hostwill give you an Alis on H unt (Cambr id g e)
--I interesting and hilarious history : rl-rnrtlq,^ - LJ
"The ghost hunt was wonderful - entertainins ;= \ll lv"''
Iesson,with a laugh a minute. to book
and informative. I will definitely return for a- ttt-oneed
Highly entertaining as well as more ghosthunting next year!',
--J
frightening, the tour will take you on J ill D urhanu (Caltfu r nia)

*l--1
* Reoding& listening
* Speoking
I Lookat thephotos.
Whatdoyouthinkis
3 Workin pairs.
Tryto persuade
yourpartner
to
happening?Whyisthemandressedin this goontheGhost Huntofyork.
way?Listen,readandfindout.
-l

2 Readthetextandcomplete
thesummary,
then p$WriAna
explain
thewords/phrases
in bold. f.----a*U

Portfolio:Workin groups.Findinformation
The Ghost Hunt of york takesplacein the city of
abouta walkthat touristscantakein a town
1) York. lt startsat 7:30 pm 2) everynight in the
in yourcountry.Makenotesunderthe
Shambles.lt costs 3) f5 for adults and f3 for
followingheadings andthencreateyourown
children.lt lasts for 4) one-and-a-half
hours ano advertisement.
: takes placewhateverthe weather.The tour guide
. where/when it takesplace
leadsyou through the streets,ringinga bell and . howlongit takes
=_ telling you ghost 5) stories.The tour ends at o whatthetourincludes
6) Caesar'sRestaurant,
where the peoplehave an o howmuchtheticketsare
.e.- unusual dinner.

{rr.t
r_i_ 63
Lead-in
,] Listento the musicandthe sounds.Describe
up likesoldiers.
C Theylikeddressing
Where
the scene. areyou?What areyou doing?
D Theythought hischoiceof careerwasfunny.
Whatishappening? Howdo youfeel?
What doesthe writersayabouthisworkinglife?
2 WhichisyourfavouritetyPeof film? A Heenjoyedworkingon 2)}l:ASpaceOdyssey.
r actionr comedy
. science-fiction
. historical B Hedidn'tenjoyworkingon StarWars.
. romance. horror. drama. war ' thriller @ U. enjoyed Jonesfilms.
workingon the Indiana
r cartoone westerno detective D Heenjoyedworkingon TheLordof theRingstrilogy.
lr*-r
g
havein common?
Whatdothe filmsin the pictures What might the writer sayabout specialeffectsin
films?
F
Reading A They'renot asgoodasthey usedto be. .I.

@ they'vehelpedto makesomegreatfilms.
3 a. Readthe title of the text and look at the C They'remoreimportantthan a goodstory. lL__
Itr-
pictures.What is the text about? Listenand
D Theycan'tget anybetterthan theyarenow.
readto check.
F,
14-
4 Completethe sentenceswith the underlined
b. Readthe text and,for eachquestion,
choosethe correctanswel A, B, C or D.
wordsinthetext.
li.-i
1 Happiness isa wonderfulemotion. }J

What isthe writer'smainpurposein writingthe text?

2 I likeactionfilmswherelotsof stuffgetsblown
A to describehisfavouritefilms Ii--r
UD. *{.-
B to saywhat he likesaboutdifferentfilms
films are about aliens
3 A lot of science-fiction
@ ,o talkabouthiscareerin the filmbusiness invading Earth. F
D, to explainthe historyof specialeffects .!4-
4 Thisfilm isabouta tyrantand hisevilempireon
What would a readerlearnabout filmmakersfrom the planetMars.
L--
the text? 5 Theyarrivedand breathedlife into the party, -b,

A Theywant to fly. whichwasquiteboringuntilthey got there.

B Theyareinvading the Earth. 6 Computer generated images have been F--
_Iq
C Theywill destroyfreedomacrossthe universe. aroundfor years,but they get better all the
theimpossible
@ ftreywantusto believe ilme. Ii-
still don't know a lot about our
7 Astronomers -&-
What doesthe writersayabouthisfamily?
unrverse.
A Hewantedto zapthem with a raygun.
8 ln the endthe herowalksoff into the sunset. t ,
@ ffreywerehisfirstaudience.

_-E_
l.*-
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i : r

*J
,T

I
State_of_the_art

-I

Listening:a fllm review

- listeningforspecificiytformation
Skills
rl ..
Writing:a film review

i=-
-J
t lrocus > | Introducingthe topic

-*.'
--{

:J

.t

J SuggestedAnswer
Key
-I

J
*rL

^ i;-----------
-J J a. I Focus > | predictingtext content
As.kSsto readthe title and look atthe pictures.
Elicit
Ss'suggestions aboutthe contentof the a."i pi"Vifr"
J recordingas Ss follow the text and
then check
predictionswjth the class,

AnswerKey(Seeoverprinted
answers)

64(r)
and revise
Svnerqv:Sslookat pp. 64-65for 2-3 minutes
ss closetheir booksand discusswith
;;;;.il;"bulary.
a oartner.
t-

frnswerKeY
1 encourogement 3 freedom 5.' ./ookback
2 zap 4 masYve 6, miision

AnswerKey(Seeoverprintedanswers)

i-

6s(r)
=

=
special
etfects,
butmykidslikecomputer;nimated fitmslike
Shrek.SometimesI trytoimagine
whatkindoffilmsthey,llbe
watching
whenthey'reolder,butthenI lookbackathowfar
-J
-----
wilensnesaw[, butmydadthought we'vealreadycome. Whocould havedreamed
it wasreallyfunnyand anyof this
-t
wouldreally
happen?
i{
..{ Matchthewordsin boldto theirsynonyms.
SpemE<frmg
1 support 3 liberty 5 reflect
J.--ta ln pairs,
2 shoot 4 huge thinkof questions.
thenactoutan
6 task
interview betweenDickSummersanda
J_1 Read thesentences.
Whichisabouta: CD? journalist,basedontheinformation
6 fitm? inthetext.
game? concert?
play?Usetheunderlinedwords Lfrst*mFmg
to talkaboutyourfavourite
CD,film,etc.
J
i .)Listen
andcomplete
thefilmreview.
ttrm specialeffects,
J thisissureto be a boxofficehiil
Title:1)TheShaggy Dog
r 2 Thetitletrackisthe best,but the
wholealbum Directed
ts worth a listen,and some tunes by:Brian2) Robbins
I i may even
J
naveyou singingal9.ng Starring:
Tim3)AllenasDaveDouqlas
, ,CD
i Despite
RobertDowneyJr givesa 4) goodperformance
I i the simpleplot and dullgraphics.
this as
'[ Dr Kozak.
fantasyadventureis engaging,quite
difficult
r and lotsof fun. game An exciting
filmfor 5) kids(children).
,'l ..,*;g,lrl;r1;r;a,,rr....,.rlti:f:r:rrt!1t:;t:fr;:rr..,.,r,r....,.. ,' ',,,rt,,, -
,. .,..,.. 7-

I neeaSlplayed
to a fullhouse
onopening
night
andtheaudience
:],,,.,,r,,,,,,,,*.'.u,.',r,
lovedtheirperformance.
tm.*,.r.,i ,,r,,,,)i,,,i111r,t,,r,,,,i,,ii,,,.,.,
....,,,, ,, p I ay t
i S Thepackedstadiumrockedand Portfolio: Writea shortreviewof a filmyouhave
the banogave
. fantasticlive performanceof sonqs
from seenrecently (50-60 words).youshould
I include:
I throughouttheirlongcareer. concert
'i-...
o title . actors/director
. plot. youropinion
':::i:i,iit,1,r,,.
*,,\,rrrrr::if,t;r:rr|t!1t,,ifr,rr1,ttr,rritt:irrtrrt,,|!.....!-_.- ...,,,;,.r,, ,,,rt ,. ,lr:rf.
. .. . r r,

65
F.*

lJi
L l l

Fill in: seguel,trilogy, specialeffects,blockbuster,

computeranimated,plot, boxoffice. Checkin
FJ
a . Inpairs,
listasmanyplaces
asyoucanthink your dictionaries. L X

of wherepeople
goforentertainment.
1 TheStarWars filmswere hugeboxofficehits.
b . Complete
theword(s)
to match eachdefinition. 2 Threefilmsmakeup a trilogy.
wordsinyourlist?
Areanyofthese 3 A sequelcontinuesthe storyof a previous
film.
4 Specialeffectsmakefilmsmoreexciting. a-
1 Yougo hereto watcha film. cinema 5 Shrekisa computeranimatedfilm.
2 Youcanmeetyourfriendsherefor a coffee. 6 Thisfilm issureto be a summerblockbuster. I'J
caf6 l--r
7 Theplotwas boringand predictable.
Youcan rideon a rollercoasterhere.
!--t
theme park 4 FiII i n : sfars,filmed,directed,f eatu res,is set. l--:

4 Yougo hereto watcha play.theatre 1 Most of the StarWarsfilms were filmed in a

5 Yougo hereto watcha musicalperformance. studio. L--:
concerthall 2 TomCruisestarsin a lot of actionfilms.
6 Youcanseepaintings
here.art gallery 3 Thefilm issetin outerspace.
go
7 Youcan ten-pinbowlinghere. \
4 Thefilm is directedby StevenSpielberg.
bowlingalley 5 Shrekfeaturesa green ogre voicedby Mike
Yougo hereto watchan opera. Mvers l|-,
operanouse

In pairs,talk about which of theseplaces lr.

you can find in the areawhere you live. Speoking

5 a. Lookat theitems.
Whichoneshaveyou
A: There's
a cinemaand lotsof cofdsin myarea. b-

p, got?
Therearesomecafdsin my areatoo,but there'sno
theatre. . DVDplayer lr*_

*,- *-J:ff'""*-**:':
2 Fillin:aludience,
subtitles,
DVD,dubbed,band,
performdnce,downloaded,trock,olbum, b--

applause,songs,crowd,films,website,horror.
mobilephone
1 A :I don't likewatchingfilmsif the language l--

hasbeendubbed.I preferto readsubtitles.

B : Really?
| don't watch manyforeignfilms.
2 A : Therewas a huge roundof applausefrom I.-

the audience
at the endof the performance.
B : Yeah.Thecrowdwent wild! "b-

3 A : Thissongismyfavourite
trackon thewhole
album tb-
-fi--
B : Yeah.They'remy favouriteband,too.
handheld
I renteda reallygood DVDlastnightcalled MP3player
ShawnoftheDead.
R. Thatsoundslikea horrorfilm.Wasit? b . Usetheverbs thephrases.
to complete
No - actually,
it was a comedy. Thenranktheobjectsin Ex.5ainorderof
--tr,-
I downloaded somegreatsongsonto my
importanceto you.Compare answers
with
a partner.
iPodlastnight.
B : Really?
Tellmethe nameof the websiteso I . send(x2) o ;;r1.n(xl) o pg6e1fl
o pl6y
. take r Storeo watch r call
canseeif there'sanythingI mightlike.
1 callfriends
2 sendtext messages
66
_:
*l
J

fl- :
r,
I

1
1

i, ,: rt,,
Vocabularypractice T_-l
a. I hoaus> | Discussing
varioustypesof gadgets

Objectives: vocabularyrelatedto typesof entertainment the meaningof the word gadget(asmall

EliciVExplain
& gadgets nachine or devicethat does somethinguseful). Go
Vocabulary: placesandtypesof entertainment; gadgets throughthe itemswith the class,asklngSs which
nnps tho\/ noqqoqq
Reading:a jumbledtext givinginstructions
Skills- readingforspecificinformation (Ss'ownanswers)
Writing:a text givinginstructions on how to senda
tr;---.-:-.--.1
message on a mobilephone h. l!-oausF I Formingcollocations
Ss complete the task of matching the items
r=-------------: Check answerswith the class.Invite
individually.
i a. lFocus > I inirociucing
the topic
individualSs to explainwhat they can do with the
Allowa few minutesfor oairsto brainstormideasand gadgets
then usetheirsuggestionsto buildup a listof places
on the board Acceptany plausible
of entertainment AnswerKey(Seeoverprinted
answers)
suggestrons.
Allow time for 5s to rank the items in order of
AnswerKey
Suggested importance individually.Ss then compare their
Cinema,theatre,circus,iazz club,amusementarcade,music answers with a partner,explaining
why they consider
festival,etc eachgadgetimportant.

T--l Swggested
AnswerKey
b. I l-ocusF I ldentifyingplacesof entertainment
A: My laptop is the most importantthing to me becauseit
Explain t h e t a s k S s c o m p l e t et h e t a s k i n d i v i d u a l l y me6nsI can workanywhere.
Check answerswith the class,paying particular B: I haven'tgot a laptop,but l'd likeone.My firstchoiceismy
attentionto spelling, andthen askwhichof the items mobilephone.lt'simportantbecause I can keepin tauch
w e r eo n 5 s 'o r i g i n al li s t s . with my familyand friendswherever I am,especially in an
AnswerKey(5eeoverprinted
answers) emergency. etc

r--l Garne- Extension

c. I l-ocus> | Relatingtargetvocabularyto personal
experience Askstudentsto reviseihe wordson o 65 for a set1:erod
o f t i m e ( e g 2 - 3 m i n u t e sa) n d i - e r ? s <: r ^ e ' ^i ro c l o s e
Go throughthe placesof entertainment listedon the t h e i rb o o k s C h o o s et e n o f i h e s e . ' . : . ^ . . , ' . : . - :
board again,asking5s to identifythose that are
o n t h e b o a r d , b u t m i s s o u i i : e , a , ' , 3s . -i .- '-
presentin the areaswheretheylive Aska pairof 5sto -
(audience) 2sql(sequel)3cncrthll (conc€ftr:6:: 2: =' .
r,eadout the exampleexchange to demonstrate the
taskandthenallowtime for pairsto discuss theirown studentto write down all of the worcisr,,'iir '-: . - ,. = .
experienceInvite various pairs to act out their put backin is the winner Alternatively, you maywisnro
d i a l o g u ei sn c l a s s . allowstudentsto keeptheir booksopen,especially with
a weakerclass
(Ss'ownanswers)
r=------------
2 i F o c u s> | E x t e n d i n vgo c a b u l a r y
Go throughthe vocabulary itemswith the classto check
g s c o m p l e t et h e t a s k i n d i v i d u a l layn d
u n d e r s t a n d i nS
then compareanswerswith a partner Checkanswers
with the class
AnswerKey(Seeoverprinted
answers)

3 FoeLrtt Developingvocabularyrelatedto filnns

to help them completethe task
Ss use dictionaries
individually.
Checkanswers with the class,
explaining
any
outstandingvocabularyproblemsas necessary Ask Ssif
thesewordsare/sound the samein theirL1.
AnswerKey(Seeoverprinted
answers)
T--l
4 li-ocus F I Furthervocabularypractice
Sscompletethe sentences andthen compare
individually
with a partnerCheckanswers
answers with the class
AnswerKey(Seeoverprinted
answers)

66(T)
**L*
l*_r

ajumbted
a. lFocGt ordering text Suggested AnswerKey r-L
i I
go
turn in: to bed
S sc o m p l e t et h e o r d e r i n gt a s k i n d i v i d u a lal yn d t h e n
stayin:notgo out
compareanswers with a partner.Checkanswers with givein: surrender
the classand elicit which qadqet the instructions
take in:offerhospitality
a p p l yt o
cut in: interrupt
AnswerKey(Seeoverprinted
answers) pull in: reachthestation
Theyareinstructions
forusinga DVDplayer. bringin (money):make,earn
tr=----=-
b. lFocuit Actingout a diatoguebasedon a text 10 | l-ocus> | Presenting
commonidiomaticexpressions
iI
Go throughthe instructions againto checkthat Ss Complete t h e t a s kw i t h t h e c l a s sa n d t h e n e l i c i V e x p l a i n l - r
understandthem fully Explainany new vocabulary t h e m e a n i n gosf t h e i d i o m sI n v i t eS st o s u g g e sst i m i l a r
and then ask a pair of Ssto readout the example idiomsfrom theirown languageAs an extension askSs
to choosean idiom and draw a pictureto illustrateits iJ-
exchanges to demonstrate the task Monitorpairsas \J

they act out their dialogues,providingassistance meaning Ss swap papersand guesswhat idiom the
nirtrrro illrrstr:foq
wherenecessary Finally,invitea few pairsto act out
L J
theirdialoguesfor the class AnswerKey rJ

Suggested AnswerKey 1 to thoroughlyenjoysomething

B: Press theejectbuttonto openthedisctray. 2 paya verylargesumof money.
A: Right,l'vedonethat 3 becomeverypopularin a veryshorttime. L--

B: lnsertthedisc,thenpresstheejectbuttonagainto closethe 4 topayyourownshareforentertainment.

uay.
A: OK.What doldo now? I FocusF I Writinga textgivinginstructions
on how L--
B: Waituntiltheonscreen menuappears. to senda messageon a mobiletelephone
A: Hereit is. Explainthe task and invite any 5s who have mobile
B: Good.NoW use the directionsbuttonsto highlight the phonesto explainorallyhow they sendmessagesWrite =
menuitemyou want,thenpressenter. keyvocabularyon the board Allow time for Ssto write
A: HowcanI stopthemovie? theirinstructions
Alternatively,
writethe sentences
in the
B: Press thepausebuttonto stopit briefly. suggested answerkeyin a muddledorderon the board
A: Andwhatdo I do to continue? Ssput them in the correctorder.
B: Fresstheplaybuttonto continuewatchingfromthatpoint.
A.
n, Howdo I skipscenes? Suggested AnswerKey
B: Pressthe previousbutton or nextbutton to skipa scene Firstof all,makesurethephoneisturnedon.
beforeor aftertheoneyouarewatching. Pressthe 'menu'keyuntil the word 'messages' appeorsin the
A: I'vegot it. display.
B: One last thing. After watchingthe film, pressthe stop Pressthe'selec(key.Thedisplaywill showthe jwritemessaqe'
buttonto stop the movie,thenpressthe on/off buttonto option.
switchoff. Pressthe'select'keyagainandwriteyourmessage.
r:-- Whenyou havefinishedyourmessage, pressthe,options, key.
ll-ocus> | Matchingadjectivesto nouns Fromthenewdisplayusethecursorkeysto highlightthe,send
message'option.
Refer5sto the examplein theirbooksto demonstrate the
Press'select'.
task Sscompletethe taskindividuallyandthen compare
Enterthetelephone numberof thepersonyou aresendingthe
answerswtth a partnerCheckanswers with the class
message to andpressthe'send'
key.You will seea'message sent,
As an extensionSs can make sentencesusing these
reporton thedisplayoncethemessage hasbeentransmitted.
ohrases
Pressthe'back'keyseveral timesto returnto theoriginaldisplay.
AnswerKey(5eeoverprinted
answers)
Synergy:Allow Ss 2-3 minutesto revisethe lesson
I=--------

lFocus> i Presenting
prepositional
phrases Instruct5s to closetheir books Sswork in pairsto talk
about what they havelearnt Monitorthe activiryano
Allowtime for Ssto completethe taskindividually
Check then selectpairsto presentwhat they havelearntto the
answerswith the class class
AnswerKey(Seeoverprinted
answers)
Workbook 6 - Vocabulary Practice
T--------------:
I Focus> I Presenting
phrasalverbs
Draw5s' attentionto the phrasalverbsand explain/elicit
the meaningof each Allow Sstime to completethe task
individually,
then comparewith a partner.Checkanswers
with the class

67(r)
3 playthe latestgames
Prepositional
phrases
E 4 listento your favouritetunes
5 sende-mails Fillin:onorin.
8
rFir 6 storeaddresses, birthdays,etc
ti 7 recordfilms 1 ls thereanything
worth watchingon W
8 takepictures tonight?l'm in themoodfor a thriller.
-!

2 | sawX-Men
:l 9 listento music,news,talk shows,etc til atthe cinemalastnight and I was
10 watchTVprogrammes on theedgeof my seatI
-r 3 | needto chargemy mobilephone.Wherecan
=f lplugin the charger?
-< 4 | tunein to this radiostationeveryday.
rl
-- * Reading Phrasalverbs
4 a. Read theinstructions Completethesentences
6 andnumber themin 9
Ei thecorrectorder.
WhichgadgetfromEx.5a withthecorrectverb
JJ
- l aretheyfor? form,thenexplainthe
phrasalverbs
rq
in bold. # %r,**
p.,u
=l 1 lt'sreally
lateandl,mtired.I thinkl,llturnin.
-= 2 | don'tfeellikegoingto thecinema _ l,mgoing
J to stayin.
3 OK. I givein. How do you work this diqital
-4
:J camera?
4 Aftertheconcertwe founda B&Bto takeusin
r= forthe night.
=l 5 Please don,tcutin whenl,mtalking.
-= 5 Wegotto thestationjustasthetrainpulledin.
-l 7 My part-time job at the cinemaonlybringsin
aboutf1 00 a week.
.-
d ldioms
=
J 10 Fillin a wordfromthelistbelow,thenexplain
theidioms in bold.Aretheresimilar
idioms
in
-+ yourlanguage?
-l
J
. whaleo Dutch. leg o 51sm
= ln pairs,usetheinstructions 1 Wehada whaleof a timeat the party.
J to actouta
I
dialogue abouthowto usethegadget. 2 Sampaidan armanda legfor hisnewtaptop.
= A: ldon'tknow howtousethis.Whot dotdo? 3 Mobilephoneshavetakentheworldby storm.
J B: Well,firstpushtheon/offbutton 4 WhenI gooutwithpaul,we always
toswitch
it on. go Dutch_
A: Thisone? OKlt'son.Whatnow? etc thatis,we eachpayhalfthebill.
F

i 7 Matchtheadjectives to thephrases, thenfind

theoddwordout,asintheexample. #i$. r r e .t
F

J 1 cartoon,Gfond joke,film
wbwrffing{--
f_-.r-l-'

2 plot,character;game,Growd) Project:
Writea textgivinginstructions
onhow
T 3 thriller;
adventure,
drama, 6huh to senda textmessage
! 4 onyourmobilephone.
book,fiIm, song,Gii-eil-)
5 ride,film,@nDbook
*
c 67
.--
A lot oflA few my friendsdon't likegoing
GrammarReference to the clnema. tr-.l
) Reoding&Listening B : Well, much/manypeoplepreferto watch
DVDsat home
a. Readthe text andcompletethe gapswith o, f--l
an or thewherenecessary.Listenandcheck. Little/Fewadults know how to use the . a

Howarearticles usedin yourlanguage? lnternet.

B : I disagree.I think thereare onlYa few/a L-l
____--
littlewho don't.
4 A: All/Several my family uses SMS. How lb-l
. a
aboutyours?
Japaneseculture is having 1) an enormous impact on
B: Some/Notany of us do, but my dad still
2) the rest of the world, especiallyin 3) the areasof film, lr.-.1
hasn'tgot a clue.
food, music and fashion. In 4) - Tokyo you can find
cutting-edge fashion, experimental music and ) Speoking
L-l
r l
5) a really funky, trendy youth scene.5) The streetsof
3 Usethe informationin the piechartto make
Shibuyaare 7) the city's most popular area for youth a lotof.
severol,
Usemost,ofew,some,
sentences.
culture.Teenagershere are hip kids with all 8) the latest - 1-_.J
]
gadgets.9) -Jt'tn"se teenagegirlsspendtheir money
on 10)the hottesttrendsin clothesand music,and t t; - lr-.1
-lL
teenageboysinvestin 12)the latestcomputergamesand
13) -technology. Some young Japanesepeople have
started their own fashion houses lb-.1
a
mobile
ohone
and designcompanieswhich +

are taking 14) the rest of

15) the world bYstorm!

Most
American choose
teenagers thephonewhenthey
wanttocommunicatewithfriends,
b . Answerthe questions. 'W"
Adverbs
1 WhichisthemostpopularteenagespotinTokyo? GrammarReference
a. Readthetheory. of yourown.
Giveexamples
2 Whatdo Japaneseteensspendtheirmoneyon? 4 yourlanguage?
in yourtown? In pairs, Aretheresimilar in
structures
3 What aboutteenagers
teens.
themwith JaPanese
compare .-F-.-l
Adverbsdescribehow, how often, where, when

Quantifiers .#, andto what degreesomethinghappens.

GrammarReference Johnwalksquickly.(Howdoeshe walk?- manner)
Thefilmhasatmostfinished.(Towhat degree?- degree)
2 wordsgowithcountable/
a . Whichof these
nouns?Whatarethesewords esthebusto work (How often?- f requenry)
Heoften catch
uncountable
Isawhimyesterday. (When?- time)
usedfor?Listthemfromtheleastto the
most. fi.-l
*
1 several- few- all- many- a few b. Put the words in orderto makecomplete
2 some- little- a lot of - a little- every sentences.What type of adverbis each? li* l
-D
3 each- not any/no 1 DVDs/ all afternoon/ we / watched
2 waited/ Bob /for the taxi/ by the door
b . Underlinethe correctword. Givereasonsand -L-
3 slowly/ chewed/ )ane/ her food
with the other words.
makesentences
4 disappointing / the film/ rather/ was
A: Each/Every of us hasa mobilephone. herbrother/usually/
5 to thecinema/goes/with

68
B: Yes,but few/somepeoplearen'tsofortunate' she
_.
+
l
Grammar
in use : ::: bi rlFo:zu-_tFli ing:aBptopiiate'quantif iels
c hroos
Objectives: usingafticles, quantifiers, question
adverbs; AlloW,,l'time for: Ss to choosethe: Correctwords
rchgck
tags,reflexivepronouns inditidually,anU.ifren ansWers Withthe clas.
Reading:a text aboutTokyoteens- answering Askindividua l'55to provlde,eiam plese.ntehCes using
' the alternative
comprehension questions quahtifier5. " ,,, : ::
, r , 1 , , . . ' , . . . 4. . . . : r . . . . . . _ . : I .
- readingfor specificinformation
Skit!s Aniwerkey,6ee ouiiprlnted answersl
,'.' l
,,:
J Grammar:articles;quantifiers;adverbs;questiontags; l l : . i . . . l ' ' ' ' ' ' ' ' : . . i . l . . . | . . . . . |

reflexiveDronouns
Speaking:sayinghow Americanteenscommunicate
J Writing:a questionnaire and reporton how teenagers
in
your countrypreferto communicatewith friends

i=------.--:-l
) 4
a. lFocus> I Usingdefiniteand indefinitearticlei
, ,Writethe following sentenceson the board: 1)Ilike
holidays- 2) I likea holidayby thesea.3),1likedtheholidqy
wehadlastyearAsk Ssto explainthe',useof,articlesin
the [email protected],' I - a generalstatlment;:2- a typeof
-
holiday;j a specific holiday).ReferSsto the Grammar
Reference Sectionfor more details-. Sscompletethe
gap fill task individually. Playthe r:ecording. ,Check
answerswith the classand then compafethe useof
articlesin English with the useof articlesin 5s',L1-
AnswerKey(Seeoverprinted
answers)
communicatewith friends.
: J

b. iFocusD I Answeringopen-endedcomprehension ::Some'Americon teenagers sendtextmessages

whentheywant
questions to communicate withfriends.
Ss answer thq :questionsindividuallyand' then Soiry€,teenagers',usi theirmobilephoneswhentheywant to
compareanswerswith a partner,Checkanswqrswlth comm,:u niicatewith friends.
theclass. ',,1, Alot of Americon,tegnagers whenthey
useinstantmessaging,
wantto communicate withfriends.
- A n : s w e r K e, y , ..,,
.., . ,.,,,. , r:---t---------
1 Thestreetsofshibuya a. ll-ocus) | Presenting
adverbs
t l
computergtlmesandtechnology
2 Clothes;'music,
4 3 (Ss'own
answers)

a. F&ust Rankingquantifiers
Flicit what countable/uncountable nouns, are,
(countable:
canbe countede.!: eQQ, ccnnot
uncoulntable:
becounted . Allow time'for Ssto tookat the
e.g.sugar)
quantifiersand identlfytheir use. Refel:55to the

=:

few - a few/little - a little.

=: : Write on board:Therewerefe:w eggsleft.Weneed'more.
" (= not m'any1Therewerea few eggsleft. Let'smakean
omelelte,(= a coupleof, same)I' have little money:left.t
J , ', can'taffordthis::F not muqh)I havea little money.I can
lendyou some.(= enough)
': ,Elicit
J
whichof the underlined wordscanbe usedwith
countable/untountable nouns,then elicitdifference
{ -
in meaningbetweeneachpairof sentences
AnswerKey
J
I few(C),a few(Q;several'(Q, mqny'(C),all(CIU) ' ,
a little(U),lone.,K/Ulia lo'tof(A0,euery(C)
2 11,7,71s,:(tJ), '
J ? notany/no(UU)i each(C)' ,i, " t;' ,

68(r)
1
lFocusFl presentingquestiontags S lFocusF I practising pronouns
reflexive
Ss'booksclosed.Write on the board:SheisGerman,isn't Ss completethe task individuallyand then compare
she? Annhasn'tcomeyet,hasshe? answers with a partner.Checkanswers with the class.
EliciVExplain that the underlinedphrasesare question
tagsusedat the end of a statement.Elicitform:auxiliary Answer Key (Seeoverprintedanswers)
verb + personalpronoun. Point out that when the r=------
statementis in the affirmative. the questiontag is in the 10 lFocus> | Transforming sentences to reinforce
negative and vice versa. Drjll the structures.Say gramrnarpoints
sentences, then Ss, in teams,add the questiontag.
Explainthe task, remindingSs that they must not use
(Suggested statements: Heleftearly,Shecan'tdance,Ann&Sue more than three wordsto completeeachsentence.Ss
aresisters, Bobwasworking, HeleniswatchingWetc).ReferSs completethe taskindividually andthencompareanswers
to the GrammarReference Sectionfor furtherdetails5s' with a partnerCheckanswers with the class.
booksopen.Refer5sto the cartoon.Invitea pairof Ssto
readthe exchanges and then elicitthe answerto the AnswerKey(9eeoverprinted answers)
questionin the rubric Ask pairs of Ss to read the
exchanges again, checkingthat they use the correct |FoclJsE writinga questionnaire andreport
falling,intonationpatternfor the questiontags.
Explainthe task.5s work in groupsto preparea yes-No -
AnswerKey questionnaire Sscanuseideasfrom Ex.3 p. 6g pointout
The questions ask farconfirmation. that 5s shouldgivetheir questionnaire a title to inform
readerswhat the questionsare about. (suggested title: =
T=----
F o c u s> l p r a c t i s i nqgu e s t i o nt a g s Howdoyoucommunicate withfriends?)
Allow time for Ss to complete the question tags questions
Suggested
individually.
Remindthem of the intonationpatternused 1 Doyouliketalkingon thephone?
in Ex.5 andexplainthat a risingintonationpatternisused 2 Haveyougotamobilephone? etc
whenwe arenot sureof the answerto the taq ouesrton.
PIaythe recording.Ss tick the boxesaccord]ngto the ReferSsto Ex.3 and elicitthe waysof communicating =
intonationpatternthey hear.Checkanswerswith the presented in the exercise Ss then preoare their
classandthen playthe recording again,pausingfor Ssto questionnairesand distributethem for comoletion.Ss
repeatchorallyand individually. compietethe taskin writing.
AnswerKey(Seeoverprinted
answers) (Ss'ownanswers)
T--l
a. lFocus> | Recognising
intonationpatternsin Game- Extension
echo tags Dividethe classinto two teams A S from eachteam
ReferSs to the examplesand play the recording, comesforwardand is givena board pen Write up
askingSs to identifythe intonationpatternsused statementthat could take a questiontag (suggested
(confirmation- falling;surprise
- rising).Discussthe use staternents: You went to John'sparty;We,ll help you
of similarstructures in Ss'L1with the class.
Askvarious tomorrow;Sam'sin Spain;Yoursistercandrive;youdon,t
5s to read out the sentencesusing appropriate likecarrots;They'vegoneout; Tim hasgot an ipod).The
intonationoatterns. first S to finishwritingthe correctquestiontag for this
(Ss'own
answers) statementon the board wins a point for their team
(spelling mustbe correct). Continuethe gamein thisway,
b. Focust usingechotags callingdifferentpairsto the boardeachtime and usinga
Demonstrate new statementThe team with the most pointsat the
the task by readingout eachsentence
and invitingindividual
Ssto respondappropriately. e n do f t h e g a m ew i n s .
5s
then work in pairs to practisegiving appropriate
responses. Monitorpairsto checkthat theyareusing Synergy:Allow Ss2-3 minutesto revisethe qrammarin
the correctintonationoatterns. this lesson.
Ssclosetheirbooksandthenwritl sentences
in pairs.Asksomepairsto presenttheirsentences
to the
Answer
Key ctass.
I lsit?-/ 3 tshe? J 5 Haven'tyou?J
2 lsn'tshe?7 4 lsn'tit?n
6 - Grammar
Workbook in Use
8 Foctlst ldentifying
the usesof reflexive
pronouns
Readout the examples1-3 Elicitthe form of reflexive
pronouns.Allow time for Ssto completethe matching
taskindividually
andthen checkanswers, elicitingfurther
examplesfrom 5s. ReferSs to the GrammarReference
Sectionfor moredetails.
AnswerKey(Seeoverprinted
answers)

6e(r)
lh

L.r

'W" 'W
h Questiontags Reflexivepronouns
Reference
Grammar Reference
Grammar
-
Read Dothequestion
thecartoon. formsaskfor to the uses(a-c).
Matchthe examples
8
or confirmation/agreement?
information
1 Hecuthimself. a
2 Shewentbyherself.c
it myself,
3 | don'tbelieve people
butsome do. b

a thesubjectandtheobjectarethesame
thesubject
b to emphasise
= 'withoutanyone
J

c (witha preposition) else'

J
9 Complete
the sentences pronouns.
with reflexive

1 A: Whoareyougoingto thecinema with?

J
B: l'm goingby myself.
2 A: What'swrongwith Sarah?
-.t B: She'shurtherself.
3 A: CanI getyoua drink?
B: No,thanks.l'llgetonemyself.
_Jt
4 A: HasJenny got a newmobilephone?
B: Yes,butshedidn'tpayfor it herself.
+i ) Listening 5 A: Whoisarranging the party?
'QComplete thequestion andtick.
tags.Listen B: Wearedoingeverything ourselves.
-.{ 5
-1.
Sentencetransformations
.{,i
-.{:l
abouttechnology.
1 0 Herearesomesentences
Complete
thesecond sentence the
sothatit rneans
:'+:..: asthefirst.Usenomorethanthreewor&.
same
-l-

Mostteenagers usethe Internet.

in America
1:
*, Theyareonlya few American teenagerswho
don'tusethe Internet.
r,.. Notmanypeoplecanwritecomputer programs.
d,:,
,r% Thereare a lot of peoplewho cannotwrite
-
Echotags @ computer programs.
J GrammarReference l'msurea mobile phonecan'tbethatexpensive!
Q- tistenandreadtheexamples.Arethere A mobilephonecan'tcostthat much,canit?
similar inyourlanguage?
structures Thereisn'ta betterMP3player thanthisone.
I Thisisthe bestMP3 player.
Heleft.Hedid,didnthe7(confirmation)
a Heleft.Didhe7(surprise)
I Hedidn'tcome. Hedidn't,didhe?(confirmation)
HedidnT come. Hedidn't?(surprise)
a

I b. Respond
to the following. Portfolio:
Preparea simple questionnaire
about
(surprise)
"l It's7 o'clockalready.
howteensinyourcountrypreferto
I communicate Collect
withtheirfriends. the
(confirmation)
hersister.
2 Maria's
completedquestionnaire, a piechart,
prepare
3 Heisstillat work.(surprise)
paragraph
thenwritea short analysingthefacts.
4 It'sa veryfunnyfilm.(confirmation)
onthephone?
Doyouliketalking Yes- No
seenthatfilm.(surprise)
5 I haven't
, n

a. Lookat the logos.Whichis'osearch

engine? a shopping otavel site?on
site?
ama*0ils0m'
anencyclopoedia?
oiline auctionsite?
afilmsite?
Which u 6 #*tg9e
b. DoYouknowthesewebsites? Trr*r*HDIA
websites?
areyourfavourite

', Which of the following are: viewpoints

Expressing
A
e-mailaddresses?websiteaddresses?
) Speoking
1 www.ebay.co.uK ln pairs'talk about
4 Lookat the picturesandthe headlines'
2 wunv.google.com b

theInternet.Discuss:
3 ben.freeman@freemail'co'uk
. whatyouusetheInternetfor & howoften
4 jenster-85@registeredsite'com rF-
. howusefulYou findit :1-!''
5 www.channel5/competition'net'au
o Internet
safety G
How do we sayeachof these? b-
@ - l
Readthe addressesaloud, L-
I.
then listen and check'

1*_
2 Listening NEWVIRUS STRIKESCOMPUTERS
L-

t -)Youwill heara conversatiol : t"*e-*N*@::::****:

3 W'ffi. l---
betweentwofriendsaboutthe Spam e-mailon the rise L

lnternet.Listenanddecideif
eachsentence iscorrector Asking about a problem & offering help L-
and
incorrect, tick(/) A
box for L-

YesorBforNo.5a.Matchtheverbstothenouns.
A B L-r
comPuterProblems l"--

Yes No
Fl-c]delete a computer
1 Sarahthinksthat AndY F.-t
frl-.1can'tcheck b software la--
sPends too muchtime
c a file
online. Vtr lsTdlcan't connectto
d the server/lnternet l-t
1 2 At first, Sarah t7T6lcan't install LI

understands whYAndY t sl-t-lcorrupt e e-mails

f a disk
:t likesthe Internet T E f6l-.-lcrasn thl
IG---.f

3 Sarahthinksthelnternet in Ex'5aandthe useful

b. ln pairs,usethe problems
issafe- Ll g asin the example'
languageto actout exchanges, L-.'l
4 AndYthinks Sarah has tr----]

attitude' V
a pessimistic I
r,, 5 Andyisconfident about . What'swrong? o Letme/Doyouwantmeto
\---.1
ll', . havea lookat it?
thesafetymeasures what'sthe matter?
g ' CanI help?
t', hehastaken. I . what'stheproblemT
' ' Perhaps I canhelp' L
6 sarahthinksAndyis what'sup?
when he
responsible
A: What'swrong?
usesthelnternet. A I Ll
afilebYmistake.
B: t deleted
A: PerhaPslcanhelP.
70 ti
-,4
--

_r,5

Listenin&
g S p e a k i n sgk i l l s Suggested AnswerKey
4
A: I usethelnternetto do my homeworkorresearch
to collect
Objectives: learningaboutthe lnternet
information.
Listening:a dialogue- answering T/Fquestions
jg Skills- listeningforspecificinformation r=---
5 a . l i o c u s > I F o r m i n gc o l l o c a t i o n s
Speaking:discussing the prosand consofthe Internet;
definingproblems and offeringhelp;making Sscompletethe matchingtask individually and then
recommendations compareanswers with a partner.Checkanswers with
Reading:a dialogue- gap fill the class
- listeningforspecific
Skills information AnswerKey(Seeoverprinted
answers)
Word fornnation:verbsfrom adiectives
_8J

b. lFocus> | Askingaboutproblems,
offeringhelp
tr=----------
a. lFocus > | Introducingthe topic Refer5sto the usefullanguagebox and then rnvrtea
Introducethe topic by askingSs what they know pair of Ss to act out the exampleexchangeto
aboutthe Internet.ReferSsto the logosandaskthem demonstrate the task MonitorpairsastheyworKon
to identifyeach.Checkanswers the activity,providing assistancewhere necessary.
with the class.
5 Invitea few pairsto act out their exchanges
for the
AnswerKey classto checkanswers
1 afilm site 4 an onlineauctionsite Suggested AnswerKey
2 a travelsite 5 an encyclopaedia
3 an onlineshop A: What'sthematter?
6 a searchengine
B: lcan'tcheckmye-mail.
. T:------------- A: Letmehavea lookatit.
b. lFocus> | Discussing websites
Usethe questions B: What'sup?
in the rubricto discuss
usesof the
Internetwrth the class A: I can'tconnecttothe
lnrerner.
! B: Doyouwantmetohavea lookatit? etc
(Ss'ownanswers)

Z IFocusF I Recognising
andreadingInternet
_ J
addresses
Checkthat Ss understandthe differencebetweenan
- l
e-mailaddress and a websiteaddressand then askthem
to identifythe addressesgiven(ane-mailaddresscontatns
@) ReferSsto the punctuationmarksand eiiciVteach
how eachissaid InviteindividualSsto readeachaddress
aloud and then play the corresponding recordingto
CNCCK

j AnswerKey
e-mailaddresses:3,4
websiteaddresses:
l, 2,5
@= 'at';_='underscore';/
= slash,;
_1
.='dot'

f lFocusF I Listening
for specific
information
Ask 5s to read the rubrrc and then check their
understanding of the task. Go through the questions
I
with Ss to familiarisethem with the content of the
, dialogue.Explainany new vocabularyand play the
recordingonce.Allow time for Ssto compareanswers
with a partner.Playthe recordingagainif necessary
ano
then checkanswers with the class,
AnswerKey(Seeoverprinted
answers)
l---r
4 lFocus > | Expressing viewpointsabout the Interhet
ReferSsto the headlines and picturesExplainthe task
Monitor pairsas they work on the activity,providing
assistance where necessary. When they completethe
activity,invitepairsto reportbackto the class.

70(r)
c. FcGtlActins
ilffi,.ri uiono,r,,.;rii.1,,;
u6irr;i ,. " ' , .. l
wiinin"'r:
classto checkunderstanding. pairsas they
Monitor
U I Itheir
out their l d l O g U e ) , proViding
dialogues,
dialogues, : d t i t ) ! 9 1 , 1 ! q where
P I U v l u l l l 9 . ',a5sistahie
act
a ct O flelf U vvrtsrF 'rl
. ..:...,,
necesSary.Whentheycomp|etethe.activity,inVite.o.....l..'.1....

B: Oh, helto,Paul.Notverywell,'

8: My

B: Re;lty?Ye;,you'reright. That'sdonethetrick Thanks.

Go through the informationand examplesin the box

with the classandthen explainthe task.Sscompletethe
with the class.
Checkanswers
i"",."."t .JiviOuatty.

When they completethe activity,

where necessary.
J ;ffi;;;'r"';;";:;i; .h;;k
Ji"','ir.
;ifi=#,:T:
e;11riii1i5.

iil;rglglesceio1+rns
r+cr'"f(et'
A;,:,.rr..Wfilot new-{ftomng:Cqoq|F.
r5-,rthat 1,,&i:i.).ii..,,.r.::
B: It! fantastic!Don'tmissthe chanceto go there!
L=-Id l
I r[..
) Reoding Computers havedefinitely shortened the time
lEId l it takesto do a lot of repetitive
tasks.(short)
lru-
I 6 a. Readthesesentences froma dialogue.
What One problemwith usingcomputers is that it
do youthinkthe dialogueisabout?
L--td canweakenyoureyes.(weak)
i r y . GladI couldhelo. 4 Runyouranti-virus
programregularly
to ensure
r You'repractically
gluedto thatcomputer
screen. that yourcomputeriskeptclean.(sure)
r-lr . Maybe youcanhelpme.
L-rJ 5 Many peoplewho usethe Internetsavit has
. Whydon'tyoutryagain?
broadened (broad)
their horizons.
o That'sdonethetrick.
-l- i . Whatamldoingwrong?
Itil
Recommending
b. Completethe dialogue
with the sentences Readthe exchanges.
8 In pairs,act out similar
fromEx.5a.Listenandcheck. exchanges,usingthe ideasbelow and the
A: Hi,John.How'sit going? expressions
in the languagebox.
* i
& B: Oh,hello,Kim.I didn'tseeyouthere.
1 A: Whatdo youthinkof thisnewvideogame?
A: Yes,I know.1)You'repractically
gluedto that B: lt'sexcellentlyou shoulddefinitelybuy rr.
--5 screen.
i.--, 2 A: What isthat newcomputershoplike?
B: Actually,
l'vegot a problem.
2) Maybeyoucan B: lt's not very good. I wouldn,tbothergoing
g r
helpme.
.-ii i thereif I wereyou.
A: Sure.What'sup?
3 A: Haveyou beento the new spain Bath?
B : l'm tryingto checkmye-mailbut I can,tget into
-5 1 B: Yes- it's fantasticlDon,t missthe cnanceto
-ll i it. lt saysto checkmy userlD andpassword, but qo there!
I didthat.3) Whatam I doinqwronq?
5
-.i.r l A: 4) Why don't you try again?Thesethingsare
usuallycasesensitive, you know.Forgettinga
--s l capitallettercanmessit up. o lt'sgreaVfantastic/ r lt,sterribldawful/
--rL l excellenVwonderful/etc! disappointing/etc.
B: Really?Yes.You'reright. 5) That'sdone the
trick Thanks. o lf I wereyou,l'd buy . I wouldn,tbuyonVgo
-"1 i A: No problem. 6) GladI couldhelp. one/gothere/tryiVetc therdtryit if I wereyou
o Don'tmissiVthechance o Don,t
botherl
c. Actoutyourowndialogues,
usingtheideas to go there/seeiVetc! . I wouldn't bother
below. . Youshoulddefinitelybuy (going
there/etc) if I
one/goltryiVetc. wereyou.
. screenfrozen/triedeverything
/ restart the . lt'swell worth a loo[</etc.r lt'snot worth iVthe
-d-l l computer - usuallyworks r lt's a must have/seel money/alook/visiVetc.
. deleteda filebyaccident
/ can'tfindit / look
intherecycle bin- youcanusually restore it centre*****
r newshopping
-ll
fromthere CD *
r Nightmare
o latestHarryPotterfilm***,k*
-,I Word formation (verbsfrom r Batman DVD***
adjectives)
Readtherule,thenformverbsfromthe Didyou
J l 7 writethis
adjectives
to completethesentences. play
yourself?
J We usethe prefixen- or the suffix-en to form verbs Everyline
from adjectivesto give the meaningmake.- Moke Well,l'mglad of it.
sureyou enablethe firewallon your computer.Wehad to to meetyou,
A William
widenthedoorwayto getthenewequipment in theroom.
Shakespeare.

rl 1 Digitalphotographymakesit easyfor peopre I thoughtyou

weredead.
to enlargetheirown pictures.(large)

E; 71
i-,I i
:
ffiw€t$mg
ru*ar€ed Background
o Thefilm/story issetin ...
What'syourfavourite
typeof music?Who,s o T h i sb o o ki sa b o u t . . . :
yourfavourite
singer?
Tellyourpartner. . ThisCDwasrecordeo ...
Descriptions
fue*-s
Ew*kc$es*r . TheplotisexcellenVinteresting.
r lt hasamazing soundeffects.
2 a. Read theletter.
Whichparagraph mentions: . Thelyricsaregreat.
thewriter's
reasonsforlikingtheCD? . Thespecialeffects
areexcellenvsuperb.
a recommendotion?nameof CD?information o Thecastissuperb/amazing/fantastic.
aboutCD? . Thesoundisrich.
. lt'sgotcatchytunes.
. Thesinger'spowerfulvoicemakes
thisCDone
DearJulie, of hisbest.
ffitr Hil How are you? Generalcomments/opinion
)orry I haven't, been in . Don'tmissit.
touch for a while but l've o lt'swellworthseeing/playing.
been really buay. Anyway, o Youreallymustsee/read/listen
to it.
I've finally qot oome free
bime, oo I thouqht I'd drop you
Ywaxr
€axrm
a line and tell you about, a
qreaE new CD fve bouqht. I liaten l:,
4 a. Readthe rubricandthe informationin the
, box.Thenanswerthe questions :
to it all the time and I know it's in the plan.
luetthe 6ort of thin7 you like, tool t Thisis part of a letteryou received
from an
SA na CD ia called
'Eocape,
and it'a b5r Enrique Ii ff Englishpenfriend. E
E--
Iqleaiao, one of the beat-oettinq gpaniah artiota in the &-ir4e,;'j:re$.d;*$*d*,@i*#ijs*:**e'

ln gour next letter,pleasetelt me att

world. lt'a a brilliant CD with thir1een tracka to enjoy. a

i obout tJourf.avourttc_lDWhg do gou L

ffiW /t o an album filled with many different typea of tikeit?Whatsongshasit qot?

eonqe, from upbeat pop tunea to romantic ballado. My
favourite aonq ia'Here'. lt'a a beautiful alow aon6 ana
I
lt Writea letteranswering
yourpenfriend,s L

Enrique'o voice ia full of emotion ae he oin7a it, Thetitle t: questions.

ti:l
traak'Eacape' io qreat, too. It, will haveyou oin7inq and
L

dancin7 in no time with ita catchy tune and rich aound,

fu t *inf the album haa aomethinqthat willappeatto

L
everyone.You ehould add this CD to your collection, I'm
aure you'll like it. Anyway, I'd better 4o now. Write aoon, Introduction
Love, (Para l) Greetings- reasonfor uriting
L

Ann Main Body

(Pan 2)Watfacts should,you includ,e?
xl,..:.:*
(e.g. name, type, etc) B

b. Read
theletteragain.
WhatdoesAnnlike (Paru 3)Wat does tbe CD conta.in? (tracks,
abouttheCD? cornnlents on artist's performance)
(Para 4) Wy do you like it?
3 Thinkof yourfavourite
film/book/CD.
Usethe Closing Remarks
followingphrases
to talkaboutthem. (Paru 5) Wat is your recontnxendation?-
closing remarks

b. Writeyourletter(120-180 youcan
words).
usetheletterin Ex.2 asa model.

72
'
-_&_

Writing . f:-------
b. lFocus > I Writing a reviewin an informal
letter
Objectives: reviewing a musicCD Sswritetheirletters
R e a d i n ga; n i n f o r m al ie r r e r
Skills - readingforspecific information Suggested AnswerKey
S.pea king : describrng your favourite fiIm/book/CDlvideo DearJane,
Writing:an informalletterto a friendreviewing I
CD
a musrc . .Hi! hopethingsare fine with you. Thanksfor your letter
withyournews.At lastI havesometimeto
writebackand tell
youaboutmyfavouriteCD.
l------ My favouriteCDhasqot to be ,Fallen, by Evanescence,
1 lfocus > | Introducingthe topic qlternativerockbandfrom LJSA. an
the tt is theirdebutaloumano
has eleven wonderfultracks,many of
which have been
successfulsingles.

(Ss'ownanswers)
- F;----------
z a. llocus I I Analysingthe format of
an informal
letter of review

thou,Odefinite.ly
buy a copyof this album for your
-^,,!:y - you
couecuon won'tbe disappointed.
Alsolookout for their
CD that'scomingout soon.Anyway,thats
:.r.y all justnow.
Writesoon.
LOVE,
AnswerKey Tanya
Reasons
forlikingtheCD:para3
Recommendation: para4 Workbook6 - Writinq
Nameof CD:para2
lnformationaboutCD:para2,3
. l=------------r
b. lrocus >l Readingfor specificinformation
5s completethe task individually
and then compare
.={: answerswith a partner.Checkanswerswith
the class.
AnswerKey
Likes:'Here'andthetitletrack,Escape,
.."'lL

l=-------
|.lg!!ffi Describingfavourite fitms,video games,
etc

J Suggested AnswerKey
Thisbookin my favourite.lt,sabouta family
on a desertisland.
Theplot isreallyinteresting.
youreallymusiread it.
r-----
4 a. ll-ocus> | preparingfor a writing
task

Refer5sto the plan.Allowtime for Ssto

discuss
their
answersto the questionsin pairsand
then cnec<
answerswith the class.

, , t ' : l ii ,
1 -

Pqro4 its- theshapeof thehandlingmachine

its- thediggingmachine
This- themovement of thediggingmachine
cylinder(n):a tubewitha circularcrosssection
buried(v):hiddenbelowtheground
pit (n):a largeholein theground
accupant:personinsidea building,etc
stood stiff(ph0:alert,at attention,not moving
the topic
1 lTocusF] Introducing glitteringmechonism(ph0:ashiningmetalmachine
crawling (v):movingslowlyon handsandkneeslikea baby
Wr:itethe nameHG'Wells on the board.Explainthat he scientificadvancement(phl : progress, of
knowledge
Iearning,
was a writer and ask the classif they know anything thephysicalworld
about him.Write any information5s areableto provide enormously(adv): vey much
on the boardand then ask'Ssto look at the bookcover jointed (adv):havingflexibleparts
qnd biographical tirpeof
informationto eliciVconfirm,the agile(adj):ableto movequicklyandeasily
books he wrote. Ievers(n):a handleon a machine
Suggested AnswerKey bars(n):a long,straightpieceof metal
tentacles(n):long,thin,flexiblepartsof an animabbodyused
ction novels
He wrotescience-fi
forholdingthings
tr--l complex(adj):not simple
z lFocus> | Matchingsoundsto phrases;predicting gleam(n):shiningwith a pale,ctearlight
text content
coordinated(adj):two or more things workingtogetherin
Explain the task and playthe recordingCheckanswers harmony
with the class,eliciting/explaining the meaningof any onimated(adj):energetic;seeming to haveIife
new vocabulary. Ask 5s what they think,thetext will be apparatus(n):equipment,toolsand machinesusedto do a 'L'*.

a b o u t , w r i t i n g s u g g e s t i o nos n i h e b o a r d .P l a yt h e soecifictask
recordingas Ssfollowthe text. Checkanswerswith the remarkablysimilar(phr):surprising alike
' ., '
Class. Iettingoff (phl: releasing,
emitting
vapour(n):gas
AnswerKey
1 melallicharnmering 4 thadding 5 lFocust Describing
a machine
2 violenthooting : 5 'beatingnoise
3 hissingof an engine 6 whi*ling Allow time for Ssto maketheir listsindividually.Check
the listsbeforeSsdescribethe machineto theirpaftners.
Thetextdescribes bling machi nes,
slienso ssem to the class
lnvitea few 5sto readout their descriptions
r- | AnswerKey
lFocus> | Answeringopen-endedcomprehension Suggested
questions glittering,metallicspide4fivejointedlegs,iointed Ievers,bars,
tentacles
Ssreadthe extiactand answerthe questions.individually:
Checkanswers with the class. ' Thehandlingmachinelookedlikea huge,glitteringmetallic
,,
spider.lt had fivejointed legsand a hugenumberof iointed
SuggestedAnswerKey
levers,
barsandtentacles.
1 Thenarratorisburiedundertheruins,ofa hoqse. ,
2 ttwas likea hugemetallicspider. 6 lfogts >-l Describing feelings
a char.acteils
3 lt madea machinesirnilarto itself
4 Nobody. Go through the list of adjectivesand elicit meaning.
invitingindividual
Conductthe activityasa classdiscus5ion,
words
g reference
understandin Ssto givetheiropinionsand statingtheir reasQns.
FF-l
Completethe fifst item with the classto demonstratethe Suggested AnswerKey
task. Explainthat a good way to checkwhat the words AlthoughI am surethenarratorwasscared,he doesn'tsoyso.
referto isto replacethe reference'word with the word or He seemsto beamazedby themachinesthat he sees.
words 5s,think it refers!o. lf the sentehcemakessense,
then'their inswer is probablyco-rrect'Ss completethe 7 lTacGtl Describingpersonalfeelings(simulating)
task individuallyand then compareanswerswith a
Allow time for pairs to discusstheir answersto the
partner.Checkanswerswith the ilass.Ssthen explainthe
questionsin the rubricbeforeinvitinga few Ssto report
words:inbold.lssgivesynonyrns, antonymsor mime/draw
backto the class.
the meaningof a5 manywordsas possible,
'i AnswerKey
Suggested
AnswerKey ,
- hammering,hooting,hissing Iamsurethatlwouldbevery lwouldtrytorunaway
scaredand
Pora1 These
as soonasI could.
it - themechanism
Pdrd2: It - the mechanism
Additional Material:
Para3 lts'*themechanism'sfthe handlingmachine\
: this- thedegreeof complexity,aoordination
and PairworkActivities:Unit 6
Workbook: Reading,Word PerfectUnit'6
animation

73(r) UsefuI Link - http:1/wvrrw.

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H G Welts(1866-1946) was
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tia/
'Thefifth 'the #@
about time travel, space
-3.-l flight andalieninvasion.He
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fifthshipfromMars,
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was most famousfor his science-fiction
novels, including The Time Machine
andburied
Outside
usunder
theruins!"
therebegan
a metallic
hammering,
ffis
thena violent
hooting, *€
f.-j
I* (1895)and TheInvisibleMan (1891).In andthena hissing
likethe hisingof an engine.
These
noises tr
ffi
The War of the Worlds(1898),Mafiians continuedoccasionally,
andincreasedastimeworeon. Soona %
L-I
atu
usetheir advancedtechnologyto invade
Earth in hugemachines,equippedwith
thudding
thatmade everything
aboutusshake
began andcontinued. ffi
Thecylinder
wasalreadyopenedinthecentre pit,
of the andonthe
heatraysandchemicalweapons,
to attack faredgeofthepit,oneofthegreat
fighting-machines,
leftempty
by
Li
a.--;
humans. itsoccupant,
stoodstiffandtallagainst
theeveningskyAt firstI
hardly thepit andthecylinder
noticed because
of theextraordinary
i*i glittering
mechanism I saw,andbecauseofthestrange creatures
that
E-.r
W Reading&Listening
werecrawling slowlyandpainfully theground
across nearit
b , Lookat the bookcover.Whatkind Themechanism certainly
heldmyattentionfirstlI wasoneof those
5.rl
of novelsdo youthinkH GWells
complicatedframeworks thatwenowcallhandling-machines, andthe
wrote?Readthe biographical
e studyof which has already helpedour scientific advancement
Iii informationaboveto findout.
enormously lt lookedlikea sortof metallic
spider withfivejointed,
agilelegs,
andwithanextraordinary number of jointedlevers,bars,
E l

trl
2 Listento thesoundsand
andreaching
andclutching tentacles
aboutitsbody
matchthemto the words/
phrases below.Whatdo you Itsmovements
weresocomplex andperfect
thatat firstI didnotseeit
U ;
thinkishappening? Listen
and asa machine, of itsmetallrc
inspite gleam.Thefighting-machines \,\,/ere
J]
readto findout. coordinatedandanimated to anextraordrnary
level,
butnothrnglc
r beating compare withthis.
noise
,./ When I looked
agarn,thebusy machine puttogether
hadalready several
. hissing
of anenglne
o metallic
hammering. whistling ofthepiecesofapparatusit hadtakenoutofthecylinder
intoa shape
-LL 1 o violent .
hooting thudding remarkably
similar
to itsown;anddownonthelefta busy
littledigging
machinehadcomeintoview,lettingoff jetsof green
vapourand
Readthe extractandanswerthe working
itswayround pit.
the Thiswaswhathadcaused theregular
-?
questions. beatingnoise,
andtherhythmic
shockslt whistled
asit workedSofar
asI could thethingwasworking
see, withoutdirection
froma Martian
1 Whereisthenarrator?
r*) atall
2 Whatwasthehandlino
machinelike?
J l 3 Whatdidit make? 5 Discuss whichof the adjectives
belowbestdescribe
the
4 Whooperated thedigging narrator'sfeelings.
machine? . amazed surprised . shocked. scared
-[ "
. sad . tenseo relaxed. disaooointed
4 Readagain.Whatdo the
_".{, underlined
wordsreferto? Givereasons.
Explain
thewordsin bold.
W Speaking
j,5 Whatdidthe handling machine lmagineyouwerethere.Howwouldyoufeel?Whatwould
looklike?Listthewordsusedby
7
youdo?Tellyourpartner.
the author.Useyourlistto describe
the machine to yourpartner.

73
1i:.r
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Vocabulary& Grammar Useof English

,3
word.
Fillinthegapswiththecorrect 3 Completethe secondsentenceso that it means
the sameas the first. Use no more than three
1 Suchrudebehaviourmakesmy bloodboil. words. 4

2 Are you OK?You look aswhite as a sheet.

3 ThisMP3playerstoresup to 1,000songs' 1 The Christmasparty was better than the
l*-
4 l'm scaredto deathof cockroaches. Halloweenparty.
5 He must be happy- he'ssmilingfrom earto The Halloweenparty wasn't as good as the
Christmasparty lb-
ear. .5

6 The band gave a great live performanceof 2 Ann'sfairycostumewon a Prize.

their mostfamoussongs. Ann wasthe girl whosecostumewon a prize.
Ib
7 Hetook overthe companyafter hisfatherdied 3 ShearrivedbeforeTony. *b-

stories.
8 He doeslikescience-fiction Tonyarrivedlaterthan her.
9 Dragons are mythical creaturesthat can 4 Mostyoungpeoplehavemobile,phones. fb=
^--5;

breathefire. Thereare few young peoplewho don't have

askingme to meet
10 Hesentme a text message mobilephones.
t e
lfr*
h i ma t 6 : 0 0 . 5 He saidno one helpedhim fix it, but I don't
(10 morks) him.
believe
He saidhe fixedit himself,but I don't believe 5--
,L

2 thecorrectitem.
Circle
him.
1 She trembled fear as the giant (10marks)
.-Ih*.
her.
approached
/a\
({) with B of C a t 4 Fillinthecorrect fromtheword
wordderived
2 John over to the side of the road to
in bold. 'L
hr+

havea rest. 1 Janeis a very helpfulgirl. She alwaysmakes

A handed B came C Pulleo time for others HELP 'L
tE

3 l t u n e. . ....to Radio2 everymornlng aremany

2 There fishintheaquarium
beautiful
Aon c u p BEAUry ui-
@in +
by the shockingnews!
3 | was left speechless
We met a girl .........fatherwasa diver.
SPEECH
A which B that @ whose t'i,-
The kitten neverstopsrunningaround.lt's +

......... knowhow to usethe Net.

teenagers veryplayful. PLAY
A Each B Every @ Vost really!
5 My dog looksscary,but he'sharmless L-
A v r i il st h e . . . . . . . .s. i.n g eirn t h e w o r l d ! HARM

@ best B better C worse (10narks)

7 Listento the birds.........in the trees.

A creaking B howling Q singing Communication
howto usea computer.
Shetaught......... 5 Completethe exchanges.
@ herself B himself c mYself
a I wouldn'tmissit for the world!
at theend'
The........brokeintoapplause
b What'swrong?
A cast B band Q audience c It'snot worth the money.
I
. eo f m y u n c l e .
1 0 H e . . . . . . .m d Wouldyouliketo cometo mypartyon Saturday?
A looks @reminds C remembers e of heights!
scared
l'm really
(10marks) -:
"-1
.

A: What'swrong? Reading
B' I dcleted.afilphv mistake.
A' Ploa<o.^ma , , , /p a r r y .
fn m\/
8 Readthetext andanswerthe questions.
B: I wouldn't miss it for the
world!
A: What do you think of this
The Edinbutgh
&l
taa)
jacket?
B: lt's not worth the money.
Festival
I-i
A: l'm reallyscaredof heights! lf youore everin Scotlondin Augustyou
rdl
B: There's nothing to worry shouldpoyo visitto the Edinburgh, Festivol,
about It is o hugecelebrofion of culture,where
J-l you con see comedy shows,musicol
---' A: Would you like to come to
performonces, ploysond muchmore,
my partyon Saturday?
ThefirstEdinburgh Festivoltook plocein
B: Soundsgood,but l'm away
1947,lI wos seenos o wov to re-unite
that weekend. Europe throughculfure, ofierWorldWorll,
(10marks)
The festivolwos so successful thot it
otlrocted more performersfhon there
Listening wosroomfor,Afterneorly60yeors,ihe festivolisstill
goingstrongondgrowingbiggereveryyeor,
L F F
+ o Youwill heara girlinvitinga TheFestivol is o ploce wherenew tolent is discovered, os the
friendto a Halloween party.Fill principleis thot onyonecon opply to performthere,Lostyeor's
4

Lt) out the detailson the invitation festivolfeotured27,000performonces in 240differentvenues.There

below. wereso monyperformers thoi if wouldtokeyou5 yeors,ll months
ond l6 doysto wotchollof ihembockto bock!

PABTY WithoverL35million
be,Formoreinformotion
b.ilp:rw"w*w.edlfl*ew.acm.
oboutthisyeor'sfestivol,go to
thepioce;o
ticketssoldlostyeor,it iscerl'oinly

{jl

TO: 0) l*:ll: Wheredoesthe Festivaltakeplace?Edinburgh,

Scotland
FROM: 1) Anna
DATE: what type of acts can you see there? comedy shows,
2) 3lst October
PLACE: 3) Anna's ptacelhouse musicalperformances,
playsand muchmore
ADDRESS:7, 4) Blackltqll Roqd 3 How longhasthe Festival
beenrunning? about60 years
TIME: 5) 8 o'ctock 4 What was the purposeof the first Festival?to reunite
4 l
throughculture
Europe
How manyticketsweresoldlastyear?1.35 million
(20marks)
-"L .
Writing
(Total= 100marks)

7 Writea shortreviewof your

f #,4H,,,
Nemr
a talkandwriteaboutmythical creatures
-lr favouritefilm (100-120words). a talk& writeaboutfestivals
Includethe title,actors/director;
a invite& acceoVrefuse
the plotandyouropinion.
J i a writea 3rd-person
narrative
(20 marks)
a talk& writeabouta filmI'veseen/a
CDI like
(SeeSuggested
Answerssection) a talk& writeabouthowteenscommunicate
-.{ a askabouta problem & offerhelp
{lr

a recommend sth G

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4
Nothingtastesbetter1) .....8....,fruitandvegetables thatyou havegrownyourself, and
growingthemis a fun and healthyhobby.Youdon'tneeda big garden, Z1 they
,....F.,.,..
cangrowwellin pots,bags,hangingbasketsandwindowboxes. ==L
Evenif youarean absolute beginner withonlya balcony 3) ,....0...,Spare,youcaneas
growyourownplants. Allyouneedis a littleeffortand4) ..'..4.'..'patience.
-_-L-
Firstly,choosewhichfruitsandvegetables liketo grow.Tomatoes,
you5) ...,.C.,,,.
aubergines, springonions,lettuce,beetroot
strawberries, andmanytypesof herbscanallbe
in pots.Youcanalsogrowpeasandbeansif
6) .....0.,,.. you adda caneframeto thepot.You =L
can buythe seedsfroma gardencentre.Thenall you needare somelargepotsand a,l
4 .....9.....of bagsof compost.Sowthe seedsaccording to the instructionson the packet'
and makeB) .....A....you putdifferent varietiesof plantsin separatepots.Choosean area "b
thatis shadedbutgetssomesunlight, Waterthe plantsstraight9) ....4.....sowing,andthen
regularly throughout thesummer. weeksyoushouldbe ableto enjoythe
In a 10) ....8..,,.. ILJ
lr'*
fruitsof yourlabour.
l--t
,&

in the pictures
Howmanyof the fruitsandvegetables can W Listening
you name?Whataretheycalledin yourlanguage? Doyou =L

growanyof themin yourgarden/onyourbalcony? 5 a. Youaregoingto hear

someone abouthow
talking
-b=
to makeyourowncomPost.
W Reading
ListenandputthestePsinthe
a. Lookat the titleof the text.Whatdo youthinkit isabout? rightorder. -E

b. Readthroughthe text oncequickly.Howmanyof the andgarden

lnlTl rittit withkitchen
in the pictures
fruitsandvegetables arementioned? WASIC. -_h.-

le l5l wait 2-3 monthsand then

Readthe text againandchoosethe correctword,A, B,C or mixit uo.
D,to complete eachgap.Listenandcheck. -ts
lETt I auycompostbin.
1 A as B of D from lDlZl noosome
soil
@ttran
Dalthough ongarden.
lEToI Putcompost =L
2Awhereas @because Cbut
3 A for B on C in [FTzI Putbinonaneafthsurface.
@to
4@alotof B m u c h C m a n y D lots .-!
Whatcanyouuse
again.
b. Listen
5 A should B could @would D had
to makecompost?
6 A broughtup B developedc made @ grown =+=
7 A pair @couple C two D duo
F" Project
8@sure B c o n f i r m e dC d e f i n i t e D p o s i t i v e
9@after B off C from D awaY Workin groups.Growyourown
=l*-

10A little fB) few C some D lot or herbin a plant

fruit,vegetable
pot.Reportbackto theclass on --L--
4 Findsynonymsinthetextforthewordsbelow. itsprogress.
. work(n)
r plant(v). kinds. routinely
. complete
absolute sow types regularlylabour
76
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ec
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:
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J
a

E (5l ownonswers)

AnswerKey - : ,,'
:

76(r)
Beforeyou start ... Find the unit and page ntlmber(s)for -
Reviseone or two points from the previousmodule (e'9' Allow Ss time to browsethrough the units and find the
by askingSsto discussthe
entertainment)
celebrqtion,
festivals, relevantinformationThen,ask them to explainwhat each
nr ractinn< in rl:cc one 15. *.--

Objectives questions
Suggested

DirectSs' attentionto the title of the module,Busypeople a cartoon stripabout a.naccident:IJnrt8,p.94 (astoryin pictures)
the themeof what we do for a living
Explainthat it summarises Haveyou everseen/been in a caraccident?
and how we work togetherunderrulesandlaws'
a letterof application:Unit7,p. 86(aletteraskingfor aiob) Whendo
wesendlettersof application? Whatinformationdo theycontainT
Look at Module 4
and interest,ask Ss which newspaperheadlines:lJnit 8, p.90 (titlesof newspqperreports)
ln order to stimulatediscussion
abaut?Whatinformationdo theygiveus?
Whataretheheadlines
pageeachpictureis from. Then,elicitother information(e'9'
whatelse5scanseeon thatpageandwhat
what thepictureshows, a iob) Whatiob is
a jobadvert:Unit7,p.86(a shorttextadvertising
theythinktheunitmightbeabout). lsit a full-timeiob?
beingadvertisedT
AnswerKeY
Suggested
Go throughthe restof the sectionswith your Ssand point
pic | (p.84) out that by the end of the two unitsthey will know how to
performthe taskslisted
T Whatpageispicture1from?
51: lt'sfromP.84.
Exolain that the modulehas:
T Whatcanyouseein Pic.1? - a C u l t u r eC l i p
52: AyoungmanmakingPhotoco7ies' - a CurricularCut
T Whatishewearing? - an Eco-friends section
53: Casualclothes,ieanlsanda sweater.
T Whatdo therestof thepicturesshow?
AskSsto lookat the relevantpagesand elicitwhat eachsectton
54: Peoplein variousworkingenvironments' etc
isabout.

questions
Suggested Suggested AnswerKeY
The Culture Clip seemsto b,eabout people someonein old-
pic.2 (p.83)
fashionedcostumewho worksat a castlein Britain(the Towerof
Whatdoesthepictureshow?Howdoesthemanfeel?Why?
London).
TheCurricularCut sectioncontainsa shortinformativepieceabout
pic.3 (p.95)
rulesandlaws.
Whereis the boy?Whatis he doing?Haveyou everdoneanything
The Eco-friendssectionlooksat differentgreen issues.Thisone :
likethis?Whatelsecanyoaseeon thatpage?
(p. 100)dealswith waterandhow weuseit'
pic.4 (p.78)
What doestheman in thepicturedo for a living?Whatabout the
others? Whatmightthearticleonp. 79beqbout?

pic.5 (p.88)
Whatdoesthepictureshow?Howisit relatedto thetitleof the text?
Howcansomeone staysafe?

77(r)