OXFORD ff 3s Ne Sere tad. 1 Tom Hutchinson James Gault 3OXFORD UNIVERSITY PRESS [OXFORD] ae Thi Tom Hutchinson James GaultOXFORD Great Clarendon Stet, Oxford ox3 6? Oxford University Press isa department ofthe University of Oxford. Iefurhers the Unversity s objective ofexcellence in esearch, scholarship, and education by publishing werldwide in Oxford New Yorke ‘Auckland Cape Town Dares Salaam Hong Kong Karachi isla Lumpur Mads Melbourne Mexico City Nairobi New Delhi Shanghai Taipet Toronto, With offices in Argentina Austria Brant Chile Czech Republic France Greece Guatemala Hungary Ttaly Jpan Poland Portugal Singapore South Korea Switzerland Thailané Turkey Ukraine Viemam oxroxp and oxrono encuisi are registred trade marks of ‘fora University Pressin the UK nd n certain other counties © Oxford University Press 2008, “The moral rights ofthe athor have Been asserted Database right Oxford Univesity Pres (maker) First published 2008 woe7es4321 Alright reserved, No part ofthis publication maybe reproduce ‘ore in aretseval system, of tanemitted, nny form or by any mess, ‘without the prior permission in writing of Oxford University Pres (with {he sole exception of photocopying caried our under the conditions stated im the paragraph headed Photocopying’. oF a expres permite by lw oF under terms agreed withthe appropriate reprographics Highs organization, Enquiries concerning reproduction outside the scope ofthe above should besent othe BLT Rights Department. Oxford University Press, atthe ddressabove ‘You must not circulate this book say aher binding or cover snd you must impose this same condition onanysequier Photocopying ‘The Publisher rants permission forthe photocopying of those pages marked ‘photocopable' according tothe following conditions. Individual purchasers may make copies for their own use or for se by eases that they each. School purchasers may make copies for use by taffabd students, burs permission does not extend to additonal schools or branches ‘Under no reumstances may any part of this book be photocopied for resale Any websites referred t inthis publication are inthe public domain 2nd thea addresses are provided by Oxford University Press fr information only (Oxford University Press disclaims any responsiblity fr the content 1s: 978019 763127 Printed in pain by Uniuraf ‘sation by: Adrian Barclay: pp 130,132,138. 135.196 141; Key Hopgood: pp. 138, 140,145, 14, 145, 146; Andrew Panter: pp. 98, 100, 302,103,108; Teresa Tb bets. 104, Vie sts take fro he ret ies 116, 128,126, 125,127,Pei Introduction 4 Teaching notes Introduction 12 Unit 1 7 Unit 2 29 Unit 3 39 Unit 4 51 Unit 5 62 Unit 6 73 Workbook Answer key 85 Photocopiables teaching notes 95 Photocopiables worksheets 98 DVD teaching notes 110 DVD worksheets 122 Tests 129Who is Project third edition for? Project third edition i a five-level course for young learners aged 10-14/ 15. The whole course takes learners from beginner to pre-intermediate level. What are the aims of Project? Project third edition combines the best of contemporary and traditional approaches to language teaching, It incorporates ideas such 2s learner development, project work, a task-based methodology, role play, and cross- Curricular themes, while providing a solid grammar framework and thorough practice of structures, functions and vocabulary Project third edition is also shaped by the experience of teachers and students in a range of countries who have Used Project successfully for many years. Project third edition aims to bring English to life within a structured learning environment. By presenting and practising language in realistic, motivating contexts, students are helped and encouraged to use their language knowledge and skills both in the classroom and in the outside world. Project work, for example, actively encourages students to use their English with creativity and imagination, while at the same time consolidating the new grammar and vocabulary that they have learnt. The strong cultural focus of the course also helps students to establish a connection between language and life. Aspects of life in both Britain and other English-speaking countries are regularly presented, with students being invited to explore differences and draw ‘comparisons with their own cultural backgrounds. What does Project 3 consist of? Student's Book The Student Book has six units. Each unit contains: * eight pages of vocabulary, grammar, pronunciation and skills work + a Culture page + an English across the curriculum page, introducing other school subjects in English * a revision page * a project * a song. Workbook The Workbook contains: ‘Activities for further practice and reinforcement of the language in the Student's Book. These include graded exercises for grammar consolidation activities and vocabulary practice as well as fun activities, such as wordsquares, and crosswords. + A Progress check at the end of each unit. This contains tasks which incorporate both the new yet eel em aT) Teacher's Book language of the unit and items from previous Units. The Progress check acts as an important part of learner development by encouraging students to maintain regular evaluation of their progress throughout the course. At the end of the Progress check there is an can... section. This contains a series of questions which enable students to identify what they have learnt. It reflects the Common European Framework in tetms of monitoring language progress. * A grammar reference section with tables and rules, to illustrate the main grammar points of each unit. * Awordist with all the new words for each unit, and their phonetic transcriptions. CD-Rom This is at the back of the Workbook. It contains extra exercises for vocabulary, grammar, and situations. There ate also sections for Culture including short video clips from the DVD and games. The CD-Rom can be used at home or at school using personal computers or interactive whiteboards. The aim is to provide practice ina different format and motivate learning by engaging students’ interest in new technology. Class CDs All the Student's Book listening material is recorded here, including: © comprehension texts * listening skills activities * some grammar drills ‘pronunciation activities including rhymes and tongue twisters * songs. All the items on the CD are numbered and indicated in the Student's Book by this symbol: @ Teacher's Book The Teacher's Book contains: An introduction outlining the rationale and structure of Project third edition, with suggestions for lassroom management and teaching techniques. © Complete lesson notes with keys for all the activities in the Student’s Book and tapescripts for all the listening activities * Optional extra activities for fast finishers. * Photocopiable communicative activities. * Photocopiable worksheets to accompany the DVD. ‘+ Tests ~ one for each Student's Book unit, plus three larger revision tests. Each test contains items for testing specific aspects of grammar and vocabulary as well as skills-based tests. The tests are on pp.130-147.‘+ A key for all the Workbook activities. * In addition to the above there is a DVD for each level which can be used to supplement the Culture pages of the course or used on its own to revise and extend what has been taught in each unit. What does a Student's Book unit contain? Each unit introduces a major area of grammar and, vocabulary and is based around a topic. The texts and activities are based around the lives of boys and girls in Britain. There is also a cartoon story with the characters Sweet Sue and Smart Alec in each unit. The unit is divided into eight parts. Sections A-D provide input, practice and skills work. These are followed by a Culture page, an English across the curriculum page, a revision page all of which are topped off with a project, anda song, Sections A-D Each of these sections covers one spread (two pages) of the Student’ Book. A section has the following parts Vocabulary There is a strong emphasis on the teaching of vocabulary in Project third edftion. New language sets are normally taught at the beginning of the sections. These words are then practised and used in relation to the grammar and skills of the unit. Comprehension This partis based around an input text related to the main topic of the unit. A range of texts is Used, including factual texts, stories, cartoons, and photostories. The emphasis throughout is on gaining the students’ attention with texts that they can easily relate to, and on providing a good model of genuine, everyday English for students’ reference. Each text introduces an aspect of the unit grammar, with comprehension activities to check students’ understanding of the text. A secondary objective of the comprehension stage is the development of reading and listening skil Grammar In this part students analyse and practise the new grammar in the comprehension text. Project third edition takes a cognitive approach to grammar, using ‘uided activities to encourage students to work out as much as possible of the grammar for themselves. The approach normally has these three stages: 1. Students find and complete sentences from the Comprehension text which illustrate the grammar point. 2. Using their completed sentences, they identify the pattern or rule and complete a table or description of the rule. 3. They do some controlled practice activities to consolidate their knowledge of the rule, The cognitive approach to grammar is an important aspect of the methodology of Project. It not only helps the students to remember the grammar more easily, but also encourages them to develop the important learning strategy of working things out for themselves. in this, way the approach to grammar contributes to the whole process of learner development. Skills Having established the rule for the new grammar and practised it in a controlled exercise, it is essential that students then go on to use it in freer activities. With this in mind, the grammar exercises are always followed by task-based activities which use one or more of the skills of Reading, Listening, Speaking and Writing. Not all of the skills are focussed on in any particular section, but each unit provides activities that cover all the skis In these activities, students not only practise the grammar and vocabulary of the section in real communication, but also develop their ability to understand and to express themselves effectively in English. Pronunciation ‘Communication demands both fluency and accuracy, 9 itis important that students are able to produce the sounds of English correctly. The pronunciation activities practise some important aspects of English pronunciation, such as word stress, the differences between long and short vowels, plural endings, sentence intonation, etc. The students are also introduced to the symbols of the phonetic alphabet. ‘To make learning more fun, a number of rhymes and tongue twisters have been introduced. Many of these are well-known in Britain and so provide an extra insight into the Culture behind the language. Culture page This page introduces students to aspects of life in English speaking-countries. in level 3, students learn about families, transport and the emergency services in th UK, as well as discussing the geography of Britain, British heroes and heroines, and famous places in New York. Students are encouraged to relate the things that they learn about life in Britain to life in their own country. English across the curriculum This section presents topics from other school subjects, such as Science, Geography, Maths and Music, through ‘the medium of English. In these lessons students learn some of the basic vocabulary needed for talking about other subjects and can also enjoy learning about a wide range of interesting topics. English across the curriculum willhelp to show students that English can be a means of increasing their knowledge in other subjects and is ‘ot just learned for its own sake. This will be particularly motivating for students whose main interests are in other subject areas.Revision There isa revision page for every unit. This helps students and teachers decide whether there are any language points in the unit which need more work before passing to the next. Project The project, which is on the final page of each Unit, aims to draw together the various aspects of the language and topic that have been developed through the unit. In doing their project, students. use the language that they have learnt in the unit to communicate about their own lives. Clear and detailed instructions for completing the project are given in the What to do section. In addition, students are given both organizational advice and language support for composing their projects. General information and guidance about doing project work are provided below (on page 9. Guidance for the individual projects is given inthe lesson notes for the unit concerned, Song To round off each unit in an enjoyable way, the final element is a song, The songs further develop listening skills, while also consolidating the language of the unit. In addition, they offer students the opportunity to sing or read with the recording How can I get the best out of Project third edition? Full support for handling the activities in Project third edition is given in the lesson notes. The following sections give some general guidance for using Project third edition in the classroom, so that you can make the best use of the course. General advice on class management 1. Prepare the activity carefully. Make sure everyone understands what they have to do before you start an activity 2 Use techniques regularly so that students get used to particular ways of working. In this way you need to spend less time explaining what to do. 3. Don't rush activities. Take time to explain and demonstrate what to do and how to do it. 4 Use students to demonstrate and give answers as much as possible. This will help you to discover if there are any problems, 5. Monitor what pupils are doing carefully. if they have ‘not understood what they should be doing, don’t abandon the task. Stop the class and find out what the problem is. Demonstrate again, if necessary, or deal with any problem that is causing difficulties. 6 Don't assume that what has been taught has been learnt. Learning is a long process and even the best students will only remember part of what they have been taught, so you need to monitor student progress constantly and adjust your teaching in order to revise things that have not been learnt effectively, 7 Remember that every class is different and every individual student is different. A coursebook can only give an approximate guide to how fast you can. move through the syllabus, so be prepared to speed up or slow down as necessary to fit the needs of the students, 8 Keep your own notes in this Teacher’ Book on how any lesson worked — whether there were any problems, if something particularly caught the students’ imagination. You will find these notes very valuable the next time you come to teach the lesson. Using group and pair work Project third edition makes extensive use of group and pair work, which makes a whole range of activities available and so adds variety to the lesson. However, these three points should be taken into consideration: 1. Group and pair work do not replace whole class teaching. A lot of work stil has to be done with the Whole class together. Choose the best format for each activity 2. Group and pair work naturally produce more noise than whole class teaching. However, it should be productive noise. Don't tolerate other noise that is ‘not related to the task in hand, and teach students how to move quickly and quietly into groups or pairs 3. An important part of group and pair work is getting students to report back their ideas or to demonstrate what they have done. However, you must be selective. Don’t get every group or pair to report back or demonstrate, as it will be very time- ‘consuming and tedious. It is also important to make sure that you don't choose the sare groups and pairs every time — give all students a chance Here is a simple procedure for doing pair work. (You can adapt this for group work, too.) This example is based ‘on dialogue reading in pairs. 1. Explain the activity. 2 Tell students to turn and face the person next to them. 3 Demonstrate the dialogue with one pair. Say the parts of the dialogue and get the two students to repeat the parts after you. Correct any mistakes carefully4 Choose another pair to do the dialogue unaided. 5. Tell the whole class to do their dialogues. Go round ‘and listen to a few pairs. Help where necessary and note down any common errors that may occur. 6 Get one or two pairs to do their dialogues in front of the whole class. Deal with any errors that you have noticed. 7. Form new pairs. You can do this in a number of ways. Tell pupils to turn and face the other way. The end row will have to move to the other end of the class like this EDSCDEO eeo2etesd eo2e8e0 ‘When the class is quiet, start the activity again. Tell students in alternate rows to turn to face the person behind them. ene e2e0 @eo66 e2eoe . 0009 coco reseed eo2eoe 0808 eo2ée oe When the class is quiet, start the activity again Get students to stand up and find a partner by moving round the class. This will be noisy, but it can be very useful for doing a short dialogue with several different people. 8 Always finish the activity by getting one or two pairs to demonstrate their dialogue in front of the class (choose different pairs each time), and by dealing with any errors that have come up. Using the mother tongue ‘The golden rule for the English classroom is: use English as much as possible right from the start. This is, important for several reasons: 1. The only effective way to learn a language is to hear it and to use it as much as possible. 2. Students need to learn that English can be used for real communication, such as giving classroom instructions, 3. Students can understand a lot more than they can say and they need to learn that they don't have to understand every word to know what is meant. However, having said this, the mother tongue can still be a valuable tool in the classroom: 1. Itcan be a quick and simple way of giving the meaning of a word, which can't be easily worked out from context 2 Itcan be used to highlight differences between English usage and mother tongue usage 3 It can be useful in the early stages for talking about aspects of culture or of learning, Learner development The importance of students’ acquiring essential study skills and developing an awareness of their own progress has long been recognized in the ELT classroom. Learner development is essentially about helping learners to learn more easily and more effectively both in the classroom and outside. There are a number of ways in which you can work towards learner development. 1. Always encourage learners to work things out for themselves as much as possible. The basis of all learning is that we use what we already know to make sense of something new, so encourage your students to’ ‘+ work out new vocabulary, using such clues as pictures, the context of use, similarities to the mother tongue, etc. ‘+ work out grammar rules, by observing how the grammar is used in a text and / or by using their existing knowledge, for example using their knowledge of plural endings to work out the third person present simple endings, or Using their knowledge of the verb be to help them understand how the present continuous tense is constructed. * work out the gist of what someone is saying even if they don’t understand every word. 2. Teach students how to use the various reference sources available to them * Make sure they know where to find the grammar reference section and the wordlist Teach students how to use them, + Teach them how to use a dictionary. + Show students how to keep useful vocabulary records. 3. Use the Progress check and the I can... sections in the Workbook to encourage students to reflect on how well they know things. Take action to deal with problems that come up,4 Reassure students that errors are a natural and useful part of language learning. Encourage them through ‘things such as the skills activities and project work to take risks with the language, even though they will inevitably make mistakes. 5 Try to develop a feeling of fun and challenge in the classroom. Learning a language is hard work, but we don't make it any easier by taking it too seriously. The most important aspect of learner development is developing a positive attitude towards English and the learning process. Listening activities Project third edition contains a wide variety of listening activities. Detalled guidance for each activity is given in ‘the lesson notes. Here are some general points to bear in mind about using listening material Itis important to recognize that listening to a CD player in a classroom can be more difficult than listening in real life, so ensure your techniques take account of this. The reasons why it can be difficult are: 1. The CD player is non-interactive. it can’t monitor ‘whether something has been understood and slow down, paraphrase or explain, as a real speaker can The only repair strategy available is to replay the recording 2. All students can have a copy of a written text and can read at their own speed, and re-read as required. ACD player goes at the same speed for everyone. 3. There is no visual content. Important features such 1a gesture, facial expression and posture can’t be shown. These are important clues that help us to ) a new girl at the school the gel who shows Trish to her new class Martin = Sonia and Lewis friend and a student in Lewis's class Mrs Dunn = the school secretary Mr Graham = Lewis and Martin’ teacher 2. Do this as a general comprehension check with the whole class, or as a pairwork activity. If it helps clarify the situation, ask a few more questions, for example Who is Mrs Dunn? (The school secretary. Are Lewis and Trish in the same class? (No, they aren't.) (nasa 1 Because she’s new. 2 9K 6 - ; She's very nice. No, he doesn’t, He's not paying attention. Everyday English 3 a Tell students to look back at the story, complete the expressions and check how the expressions are used. Invite translations: are they appropriate? Sometimes more than one translation may be possible. b_ Students check their answers, and then read the dialogue with their partner. Answer key 1. What answer have you got for number one? 2 think it's Buenos Aires. 3 Sodol ‘4 What about number two? 5. Iddon't know the answer. 6 Ihaven't got anything for that. 7 What's the question again? 8 Pay attention, Lewis. \ ees 4. Allow plenty of time for this activity. Divide students into groups of five. Assign the roles in each group. {As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose a {good group to act out the story in front of the class.Grammar 5 a Students look for the sentences in the story while you write the gapped sentences on the board. Invite Students to come to the board and fill the gaps. Check and correct if necessary. Students copy the corrected sentences into their exercise books. Answer key Present simple in Oak Street. near here, 'b Students complete the questions and answers \without looking at the story. They then check the text to see if they are correct. Go over the answers with the dass, eee Answer key 1» Doyou know it? Yes, Ido. oes he go to this school, too? Yes, he does. 2 ¢_ Students make the short answers in exercise 5b negative. Go over the answers with the class Answer key No, | don’t, No, he doesn't. Listening, writing and speaking @ 1.3 6 a Tell students they are going to listen to Trish, Martin, Sonia and Lewis talking about themselves. Students have to listen and complete the chart. Give them a minute to read the chart. Then play audio recording 1.3, more than once if necessary, for students to listen and complete the information. Go over the answers with the class Answer key Trish Martin Sonia Lewis livesin (Oak St. Elm Rd. Baker St. ‘Oxford Rd {goes to school by bus dad takes him walks bike likes IT Geography __ History Maths doesn't like English Science At French does in his/her dancesand plays plays table plays football free time listens to football and tennis, goes. and does = music the guitar swimming karate @13 TRISH Myname's Tish Calloway. | ive in Oak Street and | go to school by bus. My favourite subject is ICT - that's Information and ‘Communication Technology ~ computers and things. | don't like English. ln my free time | go to dance class and I listen to music. I'm Martin Porter. | lve in Elm Road. My dad usually takes me to school, because he works near there. Subjects? | like Geography, bbut I don't lke Science. in my free time | play football and | play the guitar, too. i'm Sonia Barnes. | live in Baker Street, That's ‘near our school, so | walk to school. What subject do | like best? History. | don’t like Art very much. In my free time | play table tennis and | go swimming, Lewis Myname’s Lewis Jones. Ilive in Oxford Road. {cycle to school. My favourite subject is Maths. don’t like French. I'm not very good at it.I like spor, so in my free time | play football and | do karate. Begin by going round the class asking students questions orally, for example Where does Martin live? to elicit He lives in Elm Road, etc. Students write ten sentences using the information in the chart. Go round the class as students write checking grammar and spelling, ¢ Students make a copy of the chart with no information and no names, but with Me in column 1, for example: Me My partner lives in ‘goes to school by likes doesn’t like does in his / her free time (°Students complete column 1 with true information about themselves and then write five sentences using the information. Monitor students as they write. 7 a Each student writes three questions to which the answer is yes, for example Does Sonia like History? {and three questions to which the answer is no, for example Does Martin do karate? Students ask and ‘answer their questions with a partner. Walk round the class monitoring grammar and pronunciation. bb Students work in pairs. They ask and answer the uestions about each other and complete column 2 of the chart they made in exercise 6c. They then find another student and make a third column. Invite some students to tell the class about their partners, Using the chart as a prompt. Optional Extra Students write a short text about their two partners. Revision idea | Students imagine that they are in a new school. In. pairs, they think of two questions to ask their new teacher. Section B ‘Sweet Sue and Smart Alec Topic Sweet Sue has a business rival p6 ‘Aim To introduce the characters of the story and revise the present continuous. Grammar Present continuous and present simple. See WB p.3 Grammar summary 0.5-0.9; WB Key TB p85. New vocabulary Diamond, office, paint, move, private detective, wife, necklace, ring (n), follow, place, next door, climb, repair, perfect, sign, customer, fight back. WB Wordlist p.74. Comprehension @ 1.4 1 a Ask students to describe some of the pictures without looking at the text. Prompt by asking questions, for example Where are they? Who are they? What are they doing? Make sure you include one picture showing the tree. Teach the expression bird's nest. Ask students what they think ‘Sweet Sue's job is. (She’s a private detective.) Ask students to read the story quickly and identify the characters. 'b Play audio recording 1.4 for students to listen and read, Ask why Sweet Sue is angry. Check vocabulary and help with any difficult words, for example office, stole, diamonds, sign, jewels, necklace. “) Answer key ‘Sweet Sue is angry because Smart Alec found the jewel thief and because he is going to work as private detective in her town. Give students a few minutes to read the story again and answer the questions. Check the answers with the class, Answer 1. She's going to Lord Riley’. Because someone stole his wife's diamonds. 3. They are painting a sign on the door of the office next to Sweet Sue's because someone new is moving in, 4 Because Lady Riley phoned him. 5 He's climbing a tree. He's looking for the jewels. 6 Ina bird's nest in the tree. 7 8 He's going to his new office. Next door to Sweet Sue's office. 3 Allow plenty of time for this activity. Divide students into groups of seven. Assign the roles in each group. ‘As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose @ good group to act out the story in front of the class. Grammar @ 1.5 a. Students look for the sentences in the story while you write the gapped sentences on the board. Invite students to come to the board and fill in the gaps. Check and correct if necessary. Ask students to identity the tenses used (present simple, present continuous). Ask why the first verb is in the present simple. (It's a repeated activity, she does it often.) Ask which word tells us it is a repeated activity (usually). ‘Are there any other words which tell us that an activity is repeated? (often, sometimes, every day, etc.) Ask what tense the second verb is in (present continuous). Why? (It is an activity she is doing now. It's not finished.) What word tells us she’s doing it now? (today) Are there any other words in the story which tell us that something is happening now? (now) Ask what tense the third verb is in (present continuous). Why? (She's doing it now. It's not finished.) How do we know? (It's in the picture. She hasn't finished putting on her coat.) Answer key ‘Sweet Sue usually has lunch in her office at 1.30, but she jsn‘t having lunch today. She's putting on her coat. Tell students that different time expressions are used with different tenses. Ask again how we know the first verb refers to a regular or repeated activity (because of the time expression usually). Write twocolumn headings on the board: present simple 2rd present continuous, Ask students to tell you which column to put each word in. Write the words i the correct columns. Ask students if they can 203 any more words or expressions to the columns. surte these in the columns too, if they are correct. Students copy the whole chart into their exercise Books. Answer key ‘present simple: usually, every day, always, regularly (cossible extra words — often, sometimes, every week, on Mondays, frequently, occasionally, from time to time, etc.) resent continuous: now, today, in this picture, at the moment, (possible extra words ~ right now, this week, in the photo, etc.) 5S 2 Write the table on the board and ask students ‘to come up in turn and complete it. Remind them of the short form alternatives. Students copy the completed table into their exercise books. Answer key Present continuous: affirmative and negative ‘mam ‘mnot S| stis | imbing a tee : isn't leaving the office. is putting on a coat. You They b Ask students to spend a few minutes identifying the questions in the present continuous in the story, Write He is looking for the jewels and You are following me on the board and ask students what the questions are. Use a different colour for subject, auxiliary and verb. Ask students how we make questions in the present continuous (we ‘vert the subject and auxiliary verb). For example: He is looking for the jewels. Is he looking for the jewels? You are following me. Are you following me? 6 Students work on their own to make the sentences. Students read out their answers for the class to check. Answer key 1 Sweet Sue isn’t eating her lunch. She's putting (on her coat. 2. The men aren't repairing the door. They're painting a sign. 3. Sweet Sue isn't riding a bicycle. She's getting out of a car 4 Smart Alec isn't phoning the police. He's imbing a tree. 5 The bird isn’t sitting in the tree. Its flying out of the window. ‘They aren't waiting for the lift. They're walking upstairs. 7 Smart Alec isn’t following Sweet Sue. He's going {0 his office. 8 They aren’t shaking hands. They're looking at the sign. 7 a Tell students they are going to play a memory ‘game to see if they are good detectives. Play audio recording 1.5 pausing after each question to allow students time to write it down. Get students to read ‘out the questions to check they have written them comrectly, @15 and Answer key 1s Sweet Sue holding her mobile in her right hand? ‘Ave the painters wearing glasses? What colour is Sweet Sue's car? Is Smart Alec wearing black shoes or brown shoes? What colour skirt is Sweet Sue wearing? What is the bird stealing? ‘What is the dog looking at when Sweet Sue arrives? ‘What is Sweet Sue carrying upstairs? Is Smart Alec carrying anything upstairs? b Students write the answers to the questions. Walk round the class as students write, giving help and hints as necessary. Students compare their ‘answers with their partner's, and then open their books to check. Find out who has the best visual memory in the class. Would he / she like to be a detective? Answer key Yes, she is. cone is, one isn’t Ws ed. He's wearing brown shoes. She's wearing a green skirt. aring arabbit some shopping / a paper bag Yes, he's carrying a box, 8 Ask students how Sweet Sue probably feels about her new neighbour (not very happy; perhaps worried). Why? (She doesn’t want to lose customers.) Explain that she has written an e-mail to a friend about him. Tell students to work in pairs and. complete the text, putting the verbs in the correct. tense (present simple or present continuous). When ‘most students have finished, ask a (good) student to read out his or her versionAnswer key 1 don’t like 2 runs 3 gycles 4 ‘Sarriving 5 learns 6 ‘learning 7 8 9 0 1 gets are sitting ‘singing rings doesn't ring Revision idea In turn, each student guesses what someone in their family is doing at this moment, for example 1 think my mum is reading the paper. 16Unit overview Topic Yourself and other people. Grammar Past simple. Functional language Exchanging personal information; expressing cause and effect; making suggestions. Vocabulary areas _Life events; crime; adjectives expressing feeling; family relationships. Skills Reading: a personal essay; family information; meeting a new student at school Listening: identifying items; sequencing information. ‘Speaking: talking about life events; talking about the weekend; finding out about a family, making Up stories, inviting people; talking about likes and dislikes ‘Writing: using because and so Pronunciation Familiarsation with the phonetic alphabet for vowels and diphthongs. Culture Families. SB p.16 English across the curriculum Biology: migration $8p.17 Song Our House. $B p.19 Section A Anew home Topic Moving house. Pp.28-9 ‘Aim _To revise and contrast the present simple and the past simple. Grammar Past simple: be, regular and irregular verbs. See WB Unit 1 pp.4-5; WB Grammar summary 1.1=1.5; WB Key TB p.85, New vocabulary Life events (be bor, die, etc); time expressions (a week ago, last year, etc.) Vocabulary @ 1.6 1 a Invite students to look at the pictures. Play audio recording 1.6 for students to listen and read. Play the recording again for students to listen and repeat. Optional Extra Choose a name for a fictitious person, Students stand ina circle. The first student makes a sentence about the person saying where or when the person was born. The next student says where the person grew up. Continue round the class until students have made a biography of the person Using all the expressions in the Student's Book. b Students complete the sentences. = Answer key 1 My parents got married in Paris. 2 They had three children. 3 Iwas born in London. 4. We moved to a new house when I was sx. 5. | grew up in abig city, 6 I started school when Iwas five. 7 My sister left school when she was 18. 8 She went to university in Moscow. 9. My grandfather died in 2006. ]O My dad got a new job last year. Comprehension @ 1.7 2 Point out the title of the text. Ask if any of the students has a new home. If someone answers ryes, ask where their old home was and when they moved house. Write Carl moved to England last year on the board. Invite a student to make the yes / no question Did Carl move to England last ‘year? and elicit the answer (no). Draw attention to the first statement Carl moved to England last ‘year and explain that this is a false statement. Ask students what the true statement is. (Car! moved to England two years ago.) Ask students to read the remaining statements. While students read, walk round the class checking understanding. Play audio recording 1.7 for students to listen and read. Students then decide (working by themselves or with a partner) if statements 2 to 8 are true, false or if there is not enough information to know. Go through the answers with the class. Check understanding by asking questions, especialy where the information is not given, for example statements 3 and 5. Ask students what information is given (got a new job; it was a wet month). Ask a couple more questions about the text not covered in the statements, for ‘example Why didn’t Carl like England at first? (Because he didn’t have his friends there.) Identify and explain new vocabulary, for example kids Answer key 1 False. Carl moved to England two years ago. 2. False, Carl didn’t want to leave New Zealand. 3 Doesn't say 4 Tue (°18 Doesn't say False. There are kids from lots of different countries at his school. 7 Tue 8 False. He played rugby in New Zealand J Grammar 3 Invite students to try to remember the words needed to fill the gaps before looking back at the text. Go through the answers with the class. Ask students. what the rule is for making the past simple of be (am and is become was, are becomes were). Ask students how to make the negative form of the past simple (add not after was or were, or use the short forms wasn’t and weren't) Answer key I didn’t have all my friends here. They were on the other side of the world. We near the se and it was winter, so the weather wasn't very nice \eorsisre cruel 4 a Write the table on the board while students read through the text highlighting all the verbs in the past simple. Ask students in turn to come to the board and write the verb stem and the past simple for a verb in the text. Continue until you have all the verbs from the text in the table. Students copy the table into their exercise books. Ask students how we ‘orm the past simple (regular) to elicit By adding -ed to the verb stem. Explain that this is the case with most verbs, but there are some variations in spelling. Ask students to tell you which of the regular verbs in the table do not add -ed (moved, arrived). Why not? (Because these verbs already end in -e, so they just add -o!) Note For regular verbs ending in a consonant and y change y to i and then add -ed (rely-relied, identify-identified, but enjoy-enjoyed). Also, verbs ending consonant, vowel, consonant double the last consonant (prefer-preferred). You may wish to explain these exceptions here, or you may wish to wait until students meet verbs like them and then explain Answer key ») Present simple Verb stem _| regular irregular move moved | get want wanted have go lke liked artive arrived rain rained start started make pley played Optional Extra ‘Ask students to identify other verbs w= Sie tee are in the present tense and add them ie Note The past simple of prefer s pretend Answer key Verb stem _| regular pref b Write the sentences find the negative forms to write the two negat under the positive senten sentences into their books to remember one word to negative of all verbs ex students that didn’t (did not). Ask students w verb stem). = Answer key I wanted to leave New Zealand. I didn’t want to leave New Z: I had all my friends here I didn’t have all my friends h Give students two minutes to ‘Ask them to find examples past simple of be, and regular and i Possible answers be We weren't nes wasn't very nice | didn’t want to | didn’t like it in irregular | didn’t have all my regular ae ‘Ask a few questions about Ca happy? (Yes.) Was he happy England? (No.) Why not? and he didn’t have any fie how far apart New Zealand and can, show them the two map. Draw attention to th picture in the exercise. It sh walks to school in London. But he cit to school in New Zealand. He took the: students to repeat the ex then continue in pairs, tak prompt In London, he walks to school reply In New Zealand, he dicin’t walt He took the bus. Walk practise, insisting on accAnswer key 1 He didn’t walk to schoo! in New Zealand, He took the bus. 2 He didn’t live in the city centre. He lived near the sea 3 He didn’t get up at eight o'clock. He got up at seven fifteen 4 School didn’t start at eight forty-five. It started at eight thirty His school uniform wasn't green. It was blue. & Itdidn’t rain alot, It was sunny. 7 He didn’t go to the sports centre after school He went to the beach. & He didn’t play football. He played rugby. stening and speaking @ 1.8 6 a Point tothe picture. Ask students when they ‘think the woman in it lived and what she did. Tell Students they are going to hear about her life and 35k them to tead the questions. Play audio recording 1.8. Play it a second time if necessary. Go through ‘the answers with the class. Answer key 1b 2a 3a 4b 5a ene ai Se acne ri @is Beatrix Potter was born in London in 1866, and she ‘grew up there, Her family was rich, but she was 2 very quiet child and she didn’t have any friends. She loved painting, and she often painted pictures of animals, Later, she started to write stories about the animals. At fist she wrote the stories for a child who was ill. Then in 1900, she published her first 2nd most famous story, The Tale of Peter Rabbit. Iwas about a very naughty rabbit, called Peter. He eats the vegetables in Mr McGregor garden and Mr McGregor nearly catches him People loved the story, so Beatrix wrote more, including The Tale of Squirrel Nutkin and The Tale of Mrs Tiggy-Winkle. She moved to the Lake District in the north of England. She bought a farm there, She loved the Lake District and was very happy there. In 1913, she got married, but she didn't have any children, She Gied in 1943. Her farm is now a popular museum Thousands of people from all over the world visit it every year. In 2007, Renée Zellweger starred as Beatrix Potter in the film Miss Potter. Ask students to read the words. Ask students if they can remember what they described. Play the recording again for students to listen and write the things being described. Play it again if necessary. Go through the answers with the class. Answer key Tich family quiet child il child famous story naughty rabbit happy (she was / Beatrix Potter) popular mse J 7 Make a chart with three columns on the board. ‘Write the time expressions from the Student's Book in the first column, Write Our teacher at the top of the second column. Write the name of one student at the top of the third column. Make up a sentence Using the first time expression, for example / went to Spain two years ago or | moved house two years ago. Say the sentence, writing the information in the chart like this; Time Name expression Our teacher _| of student ‘two years ago ‘went to Spain last year week ago when | was a baby ‘on my last birthday six hours ago Ask students to make up a similar sentence and write the information in the third column of the chart. Repeat with the other time expressions until the chart is full. In pairs, students make a similar chart in their exercise books. Invite students from different pairs to tell you some of the information from their chart, for example What did you both do on your last birthday? Optional Extra Using the information in their chart, students write ‘three sentences about their partner Pronunciation @) 1.9 8 a Write the phonetic symbols and the words from the Student's Book on the board, Play audio recording 1.9 for students to listen and read, Play the recording again for students to listen and repeat, bb Leave the symbols on the board. Ask each student to copy the symbols onto a piece of paper, and to write at least two words for each vowel sound beside the symbol, for example /w/ hut, cup. Students write their name on the paper Collect in the papers. Ask students to look at the board, Read ‘out some of the words and ask students to say which symbol on the board matches the words Note Check the papers carefully, Some students may have difficulty in identifying the different vowel sounds and mistakes in their answers may highlight this.Revision idea In tur, students make a sentence about themselves using the expression ago, for example I went to Warsaw two months ago. 0-11 ‘Aim To practise making questions in the past simple. f Section B A surprise for Smart Alec! Topic Detective agency story. Grammar Past simple questions: be, regular and irregular verbs. See WB Unit 1 pp.6-7; WB Grammar summary 1.6-1.9; WB Key TB p.85. Vocabulary Crime; adjectives expressing feelings: briliant, fantastic, fun, terrible Comprehension®@ 1.10 1 Play audio recording 1.10 more than once for students to read and listen to the story. Help with ‘any new vocabulary, Ask students What do Sweet ‘Sue and Smart Alec do? Why didn’t Sweet Sue find Mr Salts clock? What did Smart Alec do? Who took the clock? What is the surprise? Answer key Smart Alec thought the gardener stole the clock, but a friend of Mr Salts son broke it. . / 2 Students read the text again and complete the sentences, Answer key 1. Somebody took a clock from the house. Mr and Mrs Salt were in Paris Sue wasn't at work. She had got flu The police arrested the gardener yesterday. Mr and Mrs Sal's son took the clock He had a party at the house and somebody broke the clock He wanted to repair it before his parents came home. Optional Extra Students work in groups to act out the story or rewrite the story in their own words. Stronger students can write the dialogue between Mr Salt. and Sweet Sue when she takes the clock back Grammar 3 While students find the questions in the story, write the gapped questions and short answers on the board. Invite different students to come to the board and fill the gaps. Students copy the correct questions ‘and short answers into their exercise books. 20 } 4 a While students find the a) 2 Answer key © Were you here » No, we weren't ‘© Was it here on Mor Yes, it was. \ Ask students what t questions with be (inv for making short an were, no + subject + wasn’t Optional Extra Write some sentences on the board usinc ¥ were and ask students to make them ita questions and then to answer the question short answers. For example We were at sc yesterday. (Yes, to elicit Were we / you 2 school yesterday? Yes, we were. Your d at work yesterday. (No.) to elicit Was you at work yesterday? No, he wasn’t write the gapped question: the board. Invite different s board and fill in the gap questions and short ansi books. Cc Answer key ‘Did they take anythin © No, they 2didn‘t # *Did you phone the pol b Ask students what the simple questions (use the a making short answers (yes + subject + didn’t). Write th ask students to tell you Answer key When did you come bi Optional Extra ‘Write some sentences on the board in = simple and ask students to make them is Questions. Students then answer the ques with short answers. For example Your foo team won on Saturday. to eicit Did you football team win on Saturday? Yes 5 a. Students work in pa the questions. Invite stude sentences for checkingAnswer key 1 Were Mr and Mrs Salt away? 2 Were they in London? 3 Was Mrs Salt ill? 4 Was Mr Salt ill, too? 5 Was their son at home? & Were his friends there, too? 7 Were you on holiday last week? 8 Was the gardener the thief? Fast finishers can think of other questions the ‘reporter might ask Sweet Sue. Students check the story to find answers to their questions. They then work in pairs to act out the interview with the questions and answers. Monitor for accuracy. Answer key 1 Yes, they were. 2. No, they weren't. They were in Paris. 3 Yes, she was. 4 No, he wasn't 5 Yes, he was. 6 Yes, they were, 7 No, Lwasn't. ! was at ill. 8 No, he wasn't 6 students work in pairs to make the questions and ‘answers. When they have finished, students act out the interview. Monitor for accuracy. Answer key Did Mr and Mrs Salt come back early? Yes, they did, because Mrs Salt was il. Did Mr Salt phone the police? Yes, he did Did Jack Salt have a party? Yes, he did Did the police arrest the gardener? Yes, they did. Did Jack Salt repair the clock? Yes, he did. Did the gardener steal the clock? No, he didnt Speaking and listening @ 1.11 7 a Ask a few questions around the class, for example Did you go to a party last weekend? Did you watch a football match? to elit the short answers Yes, I did. / No, I didn’t. b Play audio recording 1.11 for students to match the people to the activities. Tell students to check their answers in pairs by asking questions beginning with what, for example What did Amold do? [ Answer key ) Arnold - go to a pop concert | Sissy goto a wedding | Paula - go toa party Tess - go to the cinema Spike ~ stay in bed Frank — go to a football match @in 1 sissy Hi, Arnold ARNOLD Hi Sissy. sissy Did you have a good weekend? ARNOLD. Yes, it was great. sissy What did you do? ARNOLD. I went to a pop concert in the park SISSY Oh, wow! What was it ike? ARNOLD It was fantastic, What about you? How was your weekend? sissy It was OK. I went to my cousin's wedding on Saturday. ARNOLD. Oh, did you enjoy it? sissy No, it was a bit boring, Tess Hi, Paula, PAULA — Hi, Tess. How was your weekend? ‘Tess It wasn't bad. | didn’t do anything exciting | went to the cinema on Saturday evening, We saw the new James Bond film PAULA Was it good? TESS _It was all right. What did you do? PAULA My brother had a birthday party Tess How didit go? PAULA Itwas fun TESS Good. How many people were there? 3 FRANK — Hi, Spike. Did you have a good weekend? SPIKE No, it was terrible, Frank FRANK Why? SPIKE | was il. So I stayed in bed on Saturday and Sunday. FRANK Oh dear. Are you OK now? SPIKE Yes, 'm fine now. Anyway, did you have a good time? FRANK Yes, | went to a football match. It was Chelsea and Liverpool. SPIKE Was it a good game? FRANK It was brilliant. It was really exciting SPIKE Oh, there's the bell. Come on. € Ask students if they can remember any of the expressions people used in exercise 7b to describe the things they did at the weekend. Write some of the words, for example brilliant, terrible on the board. Draw attention to the list of words. Read out, the words for students to repeat chorally, giving lots, of expression to highlight the positive or negative ‘meanings. Play audio recording 1.11 again for students to match the expressions to the people. Go through the answers with the class. 2— Answer key ‘Arnold ~ it was fantastic. Sissy - It was a bit boring, Tess — twas allright. Paula - It was fun, Spike - It was terrible, Frank — it was brilliant, really exciting Language note ‘Most of the words in this list belong to a fairly informal register. Really takes the place of very as an intensifier (really exciting). Brilliant and mega are currently fashionable with British teenagers. 8 Start by asking students a few questions about his /her weekend. Ask What was it like? to elicit cone of the expressions in exercise 7c. Ask why it was {good or bad. Continue by inviting students to ask you similar questions about your weekend. Students then ‘workin pairs asking and answering questions about their own weekend. Walk round the class as they talk, offering encouragement and giving help where necessary. Optional Extra ‘Students write three sentences about their partner's weekend, Some of these could be read ‘ut to the rest of the class. Revision idea Play a chain game to practise the past simple of bbe. Ask a student Where were you at six o’clock last night? to elicit, for example ! was at home. The student then asks another student the same question, but changing the time reference, for example Where were you on Sunday afternoon? Continue until every student has spoken. Section ¢ My family Topic Families. pp-12-13 ‘Aim To develop vocabulary related to family relationships; to introduce supposed to; to explain how to express cause and effect. Vocabulary Family relationships: grandfather, grandmother, father, mother, son, daughter, brother, sister, husband, wife, uncle, aunt, \_ nephew, niece, cousin Vocabulary 11 a Inpairs or individually, students complete the chart, Invite different students to tell you their answers and write them on the board. Spend some time on the pronunciation of these words, especially potentially difficult ones such as mother /mada’, 2 ] son /san/, daughter /'do:tal, brother I"bradw, aunt /a:nt/, niece /niss, and nephew /nefjul —e=eV—“_ o>. Answer key grandmother father daughter brother wite Optional Extra ‘Ask students to work out how many people are in their family. They should count al the relations in the chart. Who has the biggest and who has the smallest family? Invite students to talk about their family: My family has twelve people. Thave two sisters, a mum and dad, three aunts... Note You may want to introduce step- father, step-mother, step-son, step-brother, step-daughter and step-sister here, These are relationships in second marriages. For example ifa mother marries again, her new husband is the step-father of her children, while his children are her step-sons or step-daughters, The new husband's children are then step-brothers or step-sisters to the woman's children. You may also find it useful to introduce the idea of in-law relationships. For example a woman's husband's mother is the woman's mother-in-law. The term in- Jaw is used with father, mother, son, daughter, sister and brother. Cultural background note It is quite common in the UK for young children to use the term aunt (or auntie) and uncle for close friends of their parents who are not related to them. As children get older, they usually drop the aunt or uncle and call these people by their first names. b Ask students to read the text, Now ask if there are any twins in the clas. Invite one or two students to say if they are only children, eldest children, youngest children or middle children, Optional Extra Ask Who's your father’s mother? to elicit ‘grandmother. Then say aunt's son to elicit cousin and brother's daughter to elicit niece. ‘Turn the activity into a game: each student in turn takes your role. Continue until the vocabulary has been thoroughly revised. Reading @ 1.12 2. Play audio recording 1.12 for students to listen and read the text about Sonia’s family. Students then work with their partner to find the names. Check the answers with the whole class.job and Jason Sonia's parents = Charles and Mary Sonia's uncle = David (his wife, Sonia's aunt = Emma and his son, Sonia's cousin = Bertie) Sonia's aunt = Syvia Sonia's grandparents = Margaret and Harry 3 In pairs, students complete the sentences, Go through the answers. Jason and Bob Emma David and Emma Sonia's dad's parents ee 4 students use the information in exercise 2 to write sentences describing the relationships. Go through the answers with the class. Answer key 1 Bob is Sonia’s brother. Sonia is Bob's sister. 2. Bertie is Jason's cousin. Jason is Bert's cousin 3 Harry is Davids father. David is Harrys son 4 Bertie and Sonia are Margaret's grandchildren. Margaret is Bertie and Sonia's grandmother (grandma). Mary is Charles’ wife. Charles is Mary's husband, Bob is Harty’ grandson. Harry is Bob's grandfather. Sylva is Jason's aunt. Jason is Sylvia's nephew. Emma is Sonia's aunt. Sonia is Emma’s niece, Harry and Margaret are Sylvia and David's patents, Sylvia and David are Harry and Margaret’ children. 10 Mary is Margaret's daughter. Margaret is Mary's 1 2 3 4 5 6 Syivia 7 a 3 0 mother, Optional Extra Fast finishers can write similar sentences about their own family Pronunciation @ 1.13 5 a Write the phonetic symbols and the words from the Student's Book on the board. Play audio recording 1.13 for students to listen and read. Play the recording again for students to listen and repeat. 'b Students copy words 1-7 into their exercise books and write the phonetic symbol next to each word. Remind them that the combinations of letters, for example 00, do not always have the same sound in English © Play audio recording 1.14 for students to listen and check their answers, Write the correct symbols ‘on the board for students to check they have used the correct ones. Optional Extra ‘Write all the phonetic symbols from sections A, B ‘and C on the board. invite different students to give you a word for each symbol, and write it beside the symbol. Put students into small groups. Choose ‘a sentence from the text about Sonia's family, for ‘example They're twins and they're nineteen. Ask ‘each group to write out the sentence and mark the symbols for the vowel sounds on it. ‘Speaking 6 Ask one student to read the first part of the example and another the second part of the example. Ask Did Uncle Eric give the baby a bottle of milk? (No.) What did he do? (He gave the dog a bottle of milk.) Did Uncle Eric take the dog for a walk? (No,) What did he do? (He took the baby for a walk.) Ask students to look at the list and tell you what other things Uncle Eric was supposed to do (ead a story to his nephew, etc.). Now demonstrate the game by saying My Uncle Eric is a very funny ‘man. He was supposed to iron his trousers and cook the dinner. Now ask a student to say what he did. (He ironed his dinner and cooked his trousers.) Put students into pairs to play the game. Optional Extra Each student draws 2 picture of something Uncle Eric does wrong. It doesn't need to be something from the list. Students show their pictures to the test of the class. The other students have to say what Uncle Eric did and what he was supposed to do. Revision idea In pairs, students describe their family to their Partner who draws their family tree. (=Section D Kids Topic Trish's new friends. Pp.14-15, ‘To practise making introductions; to practise giving, accepting and refusing invitations; to talk about likes and dislikes. Vocabulary Expressions used in inviting people and introducing people; canoeing, rollerblading, Trish's new friends @ 1.15 Story outline Trish meets some new friends. She is invited to a party and to go swimming, 1 a Ask students to tell ou the last episode of Kids b Play audio recording 1.15 for students to listen, read and answer the questions. Answer key Trish changes her mind about her new school because all her new friends are nice. 2 Students read the text again and complete the sentences with the correct names. Answer key 1 Trish 5. Martin 6 Sonia 7 Martin 2 Sonia 3. Trish and Sonia 4 Martin and Lewis 8 Trish Everyday English @ 1.16 3 a Students read the text to find the answers while you write the gapped questions on the board. Invite students to come to the board and fill in the gaps. Point out that Do you fancy ...? is different from the other two because it is followed by a noun. It can also be followed by the -ing form of the verb. (Do you fancy going to the cinema?) It is also an informal expression. Go round the class pointing to ‘one of the questions, asking students to invite you to do something, for example Would you like to watch TV? Do you want a cup of tea? You may need to prompt students with ideas. b_ Students work in pairs to create and practise the dialogues. Monitor, help and correct if necessary. Invite some pairs to perform their dialogues for the class. 4 a Students work in pairs to put the sentences in order Explain that there are three people in the dialogue and. there is more than one possible order. Invite some pairs to perform their dialogues for the dass. b Play audio recording 1.16 for students to listen ‘and compare with their dialogues. Discuss any differences with the class. “] Answer key 1. This is my friend, Martin 2 Martin, ths is Tish: 3. Shes in my class. 4 Hi, Tish 5. Nice to meet you. 6 Nice to meet you, too. SONIA This is my friend, Martin, Martin, this is Tish. She's in my class. MARTIN. Hi, Tish. Nice to meet you Trish Yes. Nice to meet you, too, ¢ Students work in groups of three to practise introductions. Listen and correct where necessary, Invite some pairs to perform their dialogues for the class. Alternatively, divide students into pairs. One student in the pair is a ‘new’ student. The pairs walk around the class, meet other pairs, and the ‘old’ students introduce the ‘new’ students. The activity continues until all the ‘new’ students have been introduced to everyone. 5 Put students into groups of four to act out the story in exercise 1. Give students a few minutes to practise. Walk round the class helping with intonation and pronunciation as necessary. Ask one or two groups to perform the story for the rest of the cass. 6 @ Ask students to look at the pictures and the label. ‘Ask each student to say something he / she likes doing, Write the things students lke on the board. They don’t, all have to think of something different. f there are any ‘things on the list which weren't mentioned, add them 10 the ist on the board. Ask students if they know of any other activities to add to the list. b Ask students to choose the six things they like best from the ist on the board. Students make a list on a piece of paper. They then find a partner and ask and answer questions about the activities on their lists, € Each pair joins another pair, and they ask and ‘answer questions about their partners, At the end, invite some students to tell you which activities were the most popular. 7 Divide students into groups to play ths chain game. Read through the example with the class. Designate tone student in each group to start the game by naming an activity they like doing. The next student repeats the activity and adds one of their own. The following student repeats the two prevous activities and adds a new one. Continue like this round the ‘group. If a student forgets an activity, he / she drops out of the game.Pronunciation @ 1.17 B a Write the symbols and the words on the board. Ask students to say the words as a class and then ocividually, Play audio recording 1.17 for students to Ssten and read. Play the recording again for students rollisten and repeat. B In pairs, students write two more words for each sound. Go round the class asking different pairs for their suggestions. Do not correct at this point. When you have finished, say each sound and the suggested words and ask the class whether they are 2 correct match or not. Can students offer different suggestions for those words which are incorrect? Possible answers fev play, say av |, like au enjoy, toy av! house, trousers 20! 90, $0. ea! wear, where Revision idea ‘Ask each student to think of something really interesting to do at the weekend, Students walk round the classroom inviting each other to do their activity, Students can accept the invitation ‘reject it. Each student counts the number of ‘acceptances they get. Ask students for the results ‘to find out what the most popular ideas are. Culture P.16 @118 1 Ask students what they think about families in their ‘own country: What is the normal size of a family? What kind of houses do people live in? When do people leave home? Do older people live with their parents? Ask students what they think the answers to these questions might be for people in the UK. Now play audio recording 1.18 for students to listen, read and decide ifthe statements are true or false, or if there is not enough information to know. Doesn't say False True 2 with the class, go through the text sentence by sentence. Ask students to make similar sentences bout their own country, for example A typical family in my country is one or two grandparents, a mum and a dad, and one or two children. 19 3a. Ask students to read the chart before listening to the recording. Ask students to add an extra column with their own name to the chart, and to fill in the information which is true for them. Invite some students to tell you the information ( ive in a flat. or | live with my brother, etc.). Play audio recording 1.19 for students to listen and complete the chart for Nick and Emma, are divorced. | live with my dad and my step-mother and my step-sister [haven't got a pet, but my step- sister's got a hamster. My grandma lives in an old people's home near our flat. My other grandparents | live a long way away. My name's Emma. llve in house with a big garden, Hive with my-mum and dad and my brother and. sister. We've got a dog and two cats. My grandad. lives with us, too b Students write sentences about Nick and Emma, Invite different students to write their sentences on the board for checking. English across the curriculum p.17 Biology: migration 1 Ask students if anyone knows what migration means (the movement of animals from one place to another at different times of the year), Explain the word family: migration (noun), to migrate (verb), migratory (adjective). Ask students if they know any migratory animals. Make a list on the board. Students now read the text to find the three reasons for migration. Compare the list of ‘animals mentioned in the text with the list on the board, Highlight any migratory animals the students mentioned which don’t appear in the text. Answer key The three reasons for migration are: 1 for food and water. 2. for better weather. 3. to breed. 2 a Students read the text again to match the animals to their classification. Answer key a wildebeest — a mammal a salmon ~a fish a monarch butterfly - an insect an Arctic tern — a bird a swallow -a bird a zebra - a mammal 25b Students read the text again to find where the animals migrate from and to. Answer key salmon — from rivers in northern Europe to the Atlantic Ocean and back again ‘monarch butterflies - from North America to Mexico, California and Florida ‘Arctic terns ~ from the Arctic to the Antarctic and back again swallows — from northern Europe to southern Europe and Africa ¢ Students read the text again to find the answers to the questions. Answer key 1 18.45 (1125 + 60) 2 18,000 km, 216,000 km Optional Extra If there are any migratory animals mentioned by students, but not mentioned in the text, ask students when, why and where these animals migrate from and to. Find out! 3 a You will need a large map of the world for this activity. Ask students where the different countries in the text are on the map. Choose different students to ‘come and point to the countries as they are mentioned. b_ Divide the class into two groups. The first group prepares information for question 1 and the second for question 2. Students may need to use the library Or Internet. Some embers of each group present the information to the rest of the class. Alternatively, students do the research as homework and write sentences to be presented to the class or marked by the teacher. 4. Put students into groups to discuss the questions. Allow two or three minutes for this. Students then ‘compare answers with the rest of the class Revision p18 Grammar 11 students complete the sentences with the correct parts of the verb. B see 9 saw 10 think 11. thought 12 had 13. have 14 come 15. came Vocabulary 2 a Students reorganize the letters to find the phrases. Answer key get a job start school get married move house 90 to university be born ounune b Students write the past simple of the verbs used in exercise 2a. Pronunciation @ 1.20 3 a Ask individual students to say the present simple and past simple of the verbs out loud and check pronunciation (/t/, or /d/ in the past simple). If students have a problem, remind them of the rule: verbs ending in -t, and - are pronounced /ed/, verbs ending in -k, -ch, -gh are pronounced /v. b Students mark the verbs which have two syllables in the past simple © Play audio recording 1.20 for students to listen and check their answers. Answer key tasted, needed, wanted, painted, added, started Listening @ 1.21 4 Play audio recording 1.21 for students to listen and complete the chart. Check the answers with the whole class.Answer key Ryan Zoe What didhe/she |wentto | went toa 0? the cinema _| pop concert When did he /she on Sunday 60 it? on Saturday | afternoon Who did he /she 90 | sysin her cousin with? What was it like? | really exciting | briliant On YAN HiZoe ZOE —_Hello, Ryan. How was your weekend? RYAN OK. | went to the cinema on Saturday. OE Oh, what did you see? wan Mr Big. OE —_Did you go with Justin? RYAN Yes, | did. 20E = What was the film like? EVAN It was really exciting. | enjoyed it ZOE Good. I'm going to see it this week YAN What did you do? Were you away? ZOE Yes, | was. | was at my cousin's place in London. YAN. Oh, right. 20 — She had two tickets for a pop concert, so | went with her =xAN- What, on Saturday? 20 —_No, it was on Sunday afternoon. YAN Was it good? ZOE It was brilliant YAN Who was on? Your project Develop your writing a Ask students to read through the rule. b Ask a student to read out the first sentence and write it on the board with the word so in capitals underneath it. Point out the comma between the clauses. Explain that because and so begin the answer toa Why ...? question. Ask what the Why ? question is here. (Why did your grandfather speak Spanish very well?) Write it on the board, Underline born in Spain in the frst sentence. You can also draw an arrow from the question to the underlined part of the sentence. Ask another student to read out the second sentence and write it on the board with the word because in capitals underneath it. Ask students what the Why ...? question is for this sentence. (Why did he move to England?) Write the question and underline the words because his father got a job in London. You can also draw {an arrow from the question to the underlined part of the sentence, Students copy the sentences and questions into their exercise books. ‘© Students work on their own to complete the sentences. Invite students to write the sentences on the board and check the answers with the class. Students work on their own to join the sentences Invite students to write their sentences on the board and check punctuation Answer key He didn’t go to university because his parents didn’t have a lot of money. / His parents didn’t have a lot of money, so he didn’t go to university. He wanted to travel the world, so he worked ‘on a ship for a few years. / He worked on a ship for a few years because he wanted to travel the world, He left the ship because he got married. / He got married, so he left the ship He needed a job, so he started work in a factory. / He started work in a factory because he needed a job. He became the manager because he worked hard. / He worked hard, so he became the manager. He retired a few years ago, so he doesn’t work in the factory now. / He doesn’t work in the factory now because he retired a few years ago. Project task Its a good idea for students to work together in small groups on this task. In this way, they can exchange ideas and help each other. For each project, some initial planning will be necessary. For example, you will need to decide how much time to devote to the project. Students should think about the materials they need for the project, for example photos or pictures from magazines and where they are going to find them. What to do 1. Encourage students to write a rough copy first. When they do the final version, ensure that the sheet of paper they are working with is large enough, Tell students that the description does not have to be as detailed as the one in the text on p12. 2. Get students to write notes about their character’ life events before they write the story in full. You may need to give help with vocabulary. (°Song p19 Cultural background note Our House was a big hit for British ska / pop group Madness in 1982 and was written by band members Chris Foreman and Carl ‘Chas Smash’ Smythe. @ 1.22 Ask students to look at the picture without reading the words and guess what the song is about. Write their ideas on the board. Play audio recording 1.22 twice for the students to listen, read and complete the gaps. Ask them if any of their ideas about the song were correct, @ 1.22 and Answer key rest sleep loud proud shirt miss 2 Students match the people in the picture to the appropriate lines of the song. Check the answers with the class. Revision idea Ask a student to come to the front of the class. Tell the other students that this is a ‘new’ student. ‘Ask all the other students to think of an activity they can invite the new student to take part in. Invite another student to join the ‘new’ student. Introduce the ‘new’ student to the second student. The second student invites the ‘new’ student to ‘take part in his { her activity, The ‘new’ student accepts or declines, Choose a third student to come to join the group at the front. Repeat the process with the second student taking your role ‘and the third student taking the second student's role. Continue until all the students have been introduced and have sooken to the ‘new’ student. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 1 on p.130 of the Teacher's Book |‘Song p19 Cultural background note Our House was a big hit for British ska / pop group ‘Madness in 1982 and was written by band members Chris Foreman and Carl ‘Chas Smash’ smythe. @12 1 Ask students to look at the picture without reading the words and guess what the song is about. Write their ideas on the board. Play audio recording 1.22 ‘twice for the students to listen, read and complete the gaps. Ask them if any of their ideas about the song were correct, 2 Students match the people in the picture to the appropriate lines of the song. Check the answers with the class Revision idea Ask a student to come to the front of the class. Tell the other students that this isa ‘new’ student. ‘Ask all the other students to think of an activity ‘they can invite the new student to take part in Invite another student to join the ‘new’ student. Introduce the ‘new’ student to the second student. The second student invites the ‘new’ student to take part in his /her activity. The ‘new’ student accepts or declines. Choose a third student to ‘come to join the group at the front. Repeat the ‘process with the second student taking your role and the third student taking the second student's tole. Continue until all the students have been introduced and have spoken to the ‘new’ student. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 1 on p.130 of the Teacher's Book.Unit overview Topic The future. Grammar Wil for predictions and decisions we make now; going to for plans and intentions. Functional language Talking about the future} making offers. Vocabulary areas Space, competitions, parties. skills Reading: questionnaire about the future. Listening: listening to identify whether information is given or not, ‘Speaking: interview and discussion about the future; making offers. Writing: interview questions; personal ambitions and hopes; organizing text into paragraphs. Pronunciation Phonetic symbols - consonants, silent letter. Culture Transport. SB p.28 English across the curriculum Science: the solar system. SB p.29 Song Rocket Man. SB p.31 Section A Journey into space Topic Space exploration. Pp.20-21 ‘Aim To introduce the use of will for predictions Grammar Will for the future. See WB pp.14-15; WB Grammar summary 2.1, 2.2; WB Key p.87 Vocabulary Space: the Earth, the Moon, the Sun, a planet, a star, a spaceship, an astronaut, a rocket, a satellite, a space station. WB Wordlist p.75, Vocabulary @ 1.23 4a Students look at the picture. Ask them what they think the topic is. Ask them if they know the word in English for each item in the picture. Play audio recording 1.23 for students to listen, check and change their answers if necessary. @ 1.23 and Answer key 1 a space station 6 anastronaut 2 the Earth 7. the Sun 3 the Moon 8 aplanet 4 astar 9. aspaceship 5 arocket a satelite b Students answer the question. Answer key The Earth isa planet, the Sun isa sar. ¢ Students use the Internet or encyclopedias to find the answers. This can be done for homework and the answers checked in class. Answer key Intelsat is a satellite. Saturn Vis a rocket. Neil Armstrong is an astronaut. Mir is a space station. Alpha Centauri is a star. Venus is a planet. Comprehension 2. a Invite students to tell you what they think might happen in the next fifty years in space travel. Where will astronauts go? How long wil they stay in space? Where will they live? Write the ideas on the board. ‘Ask students to find the things mentioned in the picture in exercise 1. Look at the list of predictions (on the board. Discuss how many of the students duesses about the future are the same as the professors’ Ask students to read the text and say why Professor Handy doesn’t agree with Professor Stark. (Professor Handy thinks that men won't go into space, only robots.) Ask how many students agree with each professor. Ask students why. If necessary, help students make sentences with because and help with vocabulary. Optional Extra If there ate other predictions on the board that students made, but are not mentioned in the text, ask students to say why they think these things will happen. Note Students may have difficulty using will correctly when doing this. Do not correct them, but repeat what they say using the correct, grammar. Grammar @ 1.24 3 a. While students look at the text to find the missing words, write the gapped sentences on the board. Invite students to come to the board and fill in the gaps. Students copy the completed sentences into their exercise books. 2930 ‘Answer key 1 From the Moon astronauts will travel to Mars. 2. We will build space stations on the Moon 3- I don't agree. People won't go to Mars. le 4 People will not live there. "won't need air, light, food or water. They IL need electricity, but they "Il get that from the Sun, The robots "will look for minerals on Mars and they "ll send them back to Earth. The robots "won't come back to Earth. They ‘ll stay on Mars forever. b Ask students to identify the rule for the negative (won't). Explain that itis short for will not. Students complete the sentences with the appropriate form of will and the words in brackets Answer key 1. They ‘Il live in space. 2. won't be an astronaut Optional Extra Write some possible future predictions on the board. For example: All mobile phones will be computers. Everyone will go to university. Students will be taught by robots. ‘Ask students to think of their own predictions and write them on the board. You can prompt them with topics to help them, for example sport, school, films, technology, etc. ‘Ask each student to choose one of the predictions they agree with and one they do not, and say What they think and why, for example Everyone will go to university because there will be Universities for all subjects. Students won't be taught by robots because robots will never be as clever as teachers. Ask students to read out their sentences. Compare the different opinions. ‘Note This exercise emphasises that the use of will for predictions is about giving opinions on things that the speaker believes will happen. Students often use will indiscriminately for the future, but going to should be used for definite plans for the future 4 a Ask a student to read out the first sentence. Then ask students to look at the next sentence and the list of verbs given and decide which verb should go in the gap (look for). Ask what the correct form of the verb is (will look for). Now students work in pairs to complete the other gaps in the text. b Play audio recording 1.24 for students to listen, read and check their answers. (AG OEE ng @ 1.25 and Answer key In this century, we "ll use up some important minerals here on Earth. We “look for these minerals on other planets. We Il send spaceships to Mars first. It “will be very expensive. Astronauts: ‘won't travel on the spaceships. It ‘will be too dangerous for people. We "'Il use robots. Robots 5 a While students look at the text in exercise 2 to find the missing words, write the gapped questions and short answers on the board. Invite students to come to the board and fill the gaps. Students copy the completed questions and short answers into their exercise books. Ask students to identify the rule for making questions and short answers: to make questions, invert verb and subject and for short forms use will or won't. Answer key INTERVIEWER "Will we go to other planets, 100? Yes, we “will wll they live on the Moon? No, they Swon't PROF STARK INTERVIEWER PROF HANDY Students put the words in order to make the question. You can make this a race, asking students to put up their hands when they have written the question. The winner is the frst to finish with the correct question. Answer key Why will we use robots? Optional Extra Each student writes down a prediction he / she believes will come true, for example Schoo! dinners will be delicious. In turn, students come to the front of the class and ask other students about their prediction (Will school dinners be delicious?). Students can then vote yes or no for the prediction. Writing and speaking 6 a Students work on their own to use the cues to make the questions. Do not check the answers yet. Answer key Why wil we send spaceships to Mars? Will it be expensive? Will astronauts travel on the spaceships? Why will we use robots? Will they need electricity? Where will they get it from? What will the robots do on Mars? Will they come back to Earth?Pronunci 8 a Write the symbols /by, // and /s/ on the board b_ Students work in paits. They check each other's list of questions, and then write the dialogues, using the information from exercise 4. Invite one pair to act out their dialogue for the class. Correct any errors, The rest of the class checks their dialogues. Possible answer ‘© Why will we send spaceships to Mars? © We will send spaceships to Mars to look for important minerals we will need on Earth. Willit be expensive? Yes, it will. Will astronauts travel on the spaceships? No, they won't. Why will we use robots? Because it will be too dangerous for people. Will they need electricity? Yes, they will ‘Where will they get it from? From the Sun What wil the robots do on Mars? They will look for minerals and they will send them back to Earth. © Will they come back to Earth? No, they won't. Students work in small groups to discuss their ideas b Students tell the class their ideas. Invite other students to agree or disagree and say why. ion @ 1.25 ‘and ask students to say the sounds out loud. Write some other symbols, for example /g, /v/, (pl, /V/ and ask students how they sound. b You could make this a race. Put students in groups. Ask them to use the phonetic alphabet in the Workbook to work out what the words are. The first group to finish puts up their hands and reads ‘out the words for you to check. Revision idea in turn, students make a prediction about future holidays in space and / or the transport they will use in the future using will and won't. Give an example by saying a couple of things about yourself, J won't travel by rocket. Ill always use a bike! Section B Detective of the year Topic Sweet Sue wins an award. pp.22-23 ‘Aim To introduce the use of will for spontaneous decisions. Grammar Will for decisions. See WB pp.16-17, WB Grammar summary 2.1.2.2; WB Key p.87. Vocabulary Everyday actions. WB Wordlist p.75. Comprehension @ 1.26 1 Ask the names of the two characters. Find out what students remember about them. Ask Why does Sweet Sue want to make Smart Alec jealous? to elicit various answers, for example Because she wants to show him she's the best. Because he’s too clever. Draw attention to the last two pictures ‘and ask What is Sweet Sue doing? to elicit She's throwing something through the window. Tell students to read and listen to the recording to find ‘out what the object is. Play audio recording 1.26 ~ more than once if necessary. Check that students Understand what the object is: an award. Translate this into the students’ own language if necessary. ‘Ask who the abject belongs to. (To Sweet Sue.) Ask Why did she throw it out of the window? to elicit Because she thought it was for Smart Alec. Tell students to read the story again and resolve any vocabulary problems. Students do the exercise individually or in pairs. Go through the answers with the class. Answer key ens 5 impart 2 panet 8 peleser 3° twenty 7 mineral 4 robot 8 Moon ¢ Play audio recording 1.25 for students to listen, check and repeat. Optional Extra Put students in small groups. Give each group two Cf the vowel sounds from exercise 8b. Give the {groups one minute to write as many words as they ‘can in phonetic script using the vowel sounds and. the consonants they have learnt. The team with the most correct words wins. Answer key It doesn't say. True True False. She goes by taxi False. She goes to the bank it doesn’t say True. The President of the Detective Club left the award with him, False. Sweet Sue is the Detective of the Year. NousuneGrammar 3 a Explain the instructions in the students’ own language if necessary. Give students time to think and discuss the answer with their partner. Students then identify the exact spot in the speech bubble (ust before 11) and explain why this is the moment when Sue takes a sudden decision (because Sue is thinking about i). b_ Explain that we use will when we make sudden decisions. Students look back at the story and underline another example of will for decisions. Get students to read out the example and ask why Sweet Sue made this decision. Possible answers 1. The phone's ringing, OK, fil answer it 2 haven't got your e-mail address. No problem, I'll send it to you 3. It's your turn to wash up. Oh, is it! il do it in a minute. 4. It's Sallys birthday next week. Il buy her a present on Saturday. 5 The film starts at 4.15. Great, I'l see you there at 4 6 I can’t take you in the car. Don’t worry! I'l get the bus, Answer key I'll come and see you straightaway. Optional Extra I'm sure I'll win the award this year. Smart Alec will be so jealous. Pinkie Pooch will be ‘home by the weekend. Ill find Pinkie Pooch. are predictions, not decisions made now. If you ‘want to emphasise the different uses of will, you ‘could ask students to find all the sentences with will and mark them either D for decisions or P for predictions. Writing and speaking 4 a Students work in pairs to complete the dialogues using the correct form of the verbs. Monitor students as they work and help with vocabulary if necessary. Answer key 1 [Mphone again later. 2. Filget some for you. 3 Filtext it to you. 4 Filimeet you at the park at 2.30. 5 6 Hl open the window. Hl watch it later. Students read their dialogues with their partners, If space and time permit, some or all pairs could act, ‘out the dialogues for the rest of the class. 5 a Students work in pairs to match 1-6 with af b Students work with their partner to write the responses. :) ¢ Inpairs, students read their dialogues. if space and time permit, some or all pairs could act out the dialogues for the rest of the class. Pronunciation @ 1.27 and 1.28 6 a Write the phonetic symbols and the words on ‘the board. Say the sounds and the words, and ask students to underline the sound in each word, for example theatre. Play audio recording 1.27 for students to listen and read. Play the recording again for students to listen and repeat bridge you sing treasure 2 mother 3. shop Students work in pairs to say the words out loud using the symbols and writing the words. You may want to demonstrate the first word by asking students to say the individual syllables first and then to put them together to make the word. ( @1.28 and Answer key 1. shoe 4 thing 2 jealous 5 yes 3 watch 6 this € Play audio recording 1.28 for students to listen, check and repeat. Optional Extra Students often have problems with aspirated and nnon-aspirated consonants. You can illustrate these Using /0/ and /@/. Write these symbols on the board and demonstrate them again. Ask students {0 repeat, putting their hands in front of their mouths and feeling their breath when they say 18/. Write the sentence This thing is the thickest thing I think I know. Ask students to say the sentence and then write it in their exercise books, ‘underlining th when the sound is /0. (This thing is the thickest thing | think | know.)Revision idea Students retell the Detective of the Year story. Begin by writing the first part on the board, for example Sweet Sue is sitting in her office. The telephone rings. In turn, students add sentences ‘to build up the story. Section € Your future Topic What you think will happen in your lifetime. pp.24-25 ‘Aim To develop specific sills: reading a questionnaire; listening to predictions; speaking about personal hopes for the future; writing 2 paragraph. Vocabulary Places to live and work: hospital, village, country, factory; album, disease, war. WB Wordlst p.75. Reading 11 a Ask students, in their own language, what the people in the picture are doing. Do they know the words in English for any of the activities /iterns? Write any ideas on the board. Students read through the questionnaire. Give help with vocabulary when necessary. b Students answer the questions individually. Get feedback by asking questions, for example Which question is easiest to answer? Why? Which is the hardest? Speaking 2 a In pairs, students ask and answer the questions, noting their partner's answers. Walk round the class as students talk, noting some of the answers students give. b Tell the rest of the class what some students think, for example A thinks he'll live in another country. B doesn’t think she'll get married. C thinks ... Draw attention to the expressions in the Student's Book, pointing out that think and hope are often followed by will, and that we usually say don't think I will. rather than I think | won't... Students change partners and tell their new partner what they can remember about their frst partner. Walk round the class as students talk, giving help where necessary Optional Extra Students write a short summary of their partners hopes for the future. Extra ‘Students write another multiple-choice question for the questionnaire. Collect the questions and read some of them out, oy, if possible, put them together on a single sheet and photocopy them for the whole class to do. Vocabulary 3 a Play this as a game. Write the two headings Places to live and Places to work on the board, and invite students to come up in turn and add a word to the list. Places to live could include accommodation (house, farm), but also have a wider interpretation (small village, foreign country, etc.) Every student should add one word or phrase toa lst. Repeat the ‘words and phrases chorally. b Students match the prepositions to the words. Go through the correct combinations. In pairs, students think of the appropriate preposition for any other words mentioned in exercise 3a, Go through these too. Answer key in: a hospital, a city, a shop, Spain, an office, space, a newspaper, Tokyo, a flat, a factory, the country (on: Mats, a farm, the radio, the Earth, TV, 4 Read out the example with a student. Divide the class into pairs. In turn, students name a place and make a sentence using the correct preposition. Walk round the class checking students’ use of the prepositions in and on Listening @ 1.29 5 a Begin by asking students to identity the items in the pictures. Play audio recording 1.29 once and ask students which items were the subject of predictions. Answer key ‘Speaker 1 ~ picture 2 Speaker 2 — picture 4 Speaker 3 - picture 3 Speaker 4 ~ picture 8 @1.2 1 | think that in the future children won't go to school. They'll probably study at home with computers. They'll get their lessons on the Internet, and they'll send e- mails to their teachers. 2 | think that there will be a lot of problems in the future for animals. There'll be more and more people in the world and they'll all need houses and food, so where will the animals live? | think there won't be any wild tigers or elephants soon. We'll probably only see them in zoos. (°3 In the future, | don’t think we'll go shopping like we do ‘today. | think people will use the Internet to order all their food and other things, then the shop will deliver it all to your house, 4 | don’t think people will work in factories in the future. Robots will do all the work. People will ike this, because they'll have more free time. They'll play more sports and take more holidays. Play the recording again, more than once if necessary for students to understand the ideas expressed. Write the two headings Will happen and. Won't happen on the board. Ask students to help you to fil nthe chart. Alternatively, ask students to work in pairs to complete the two columns in their exercise books. Pay the recording again, stopping at the appropriate places for students to check what they have written. ‘© Begin by agreeing or disagreeing with some Of the opinions expressed in exercise Sb. Add some more ideas of your own, especially one or ‘two controversial ones, for example J don’t think there will be any teachers in the future to elicit reactions from students. Tel students to share their ideas about the future with their partners, using the expressions given. Walk round the class as students talk, giving help as necessary. Students may have difficulty formulating their ideas, but, if encouraged, should find this a motivating activity. Get one or two students to tell the rest of the class about their own and their partner’ predictions. if possible, extend this activity to a class discussion, and invite as many students as possible to contribute their ideas. Revision idea ‘Ask students to work in pairs to write a single sentence about the future of the world beginning We hope ... These sentences could then be put on the wall. Section D Kids Topic A party pp.26-27 ‘Aim To practise making offers and suggestions, to teach the difference between I'l do and I'm going to do. Grammar ‘1! for offers; going to for intentions. Vocabulary Household tasks (clear up, arrange, do the shopping, etc.). WB Wordlist p.75. a) Martin's party @ 1.30 1 a First get students to remember who's who in the story by asking questions like Who's Trish? (She's a new girl.) Who's Lewis? (He's Martin's friend.) Story outline Martin's trying to organize his party, but the DJ rings to say he can't make it. Lewis says he'll do the job instead. (On the night of the party, Lewis looks for Tish. When he sees her, he puts on a slow, romantic piece. But just as he's about to go up to Trish and ask her to dance, someone else gets there before him. b Ask students to read the short introduction and point out that there is a time gap between the first and the second scene, and the second and third scene. Before playing audio recording 1.30, tell students that during the preparations for his party, Martin is singing to himself. Play audio recording 1.30 for students to look, read and listen. Play it again, more than once if necessary, and ask students to tell you what Martin’s problem is at the beginning (the DJ can’t come) and what Lewis's problem is at the end (he can’t dance with Tish). ‘Ask a couple of students (boys if possible) how Lewis feels to elicit bad, terrible, etc. Ask some other students (girls if possible) why they think Trish is dancing with Pete (perhaps she likes him). Check students’ understanding of any new vocabulary, for example borrow, equipment, If possible, leave ‘any unknown everyday expressions such as You're kidding until the appropriate exercise. 2. Ask students to write the missing names. Go through the answers with the class. Everyday English @ 1.31 3 a Ask students to work in pairs to match the two. parts of the expressions. Students can look back at the storyline only if they are not sure. Go through the expressions, asking students who (if anybody) says them. Answer key 1m really looking forward to it. (Lewis) 2 You're kidding! (Martin) 3. What’ the problem? (Lewis) 4 He/She can't make it. (Martin) 5 Are you sure? (Martin) 6 Are you having a good time? (Lewis) 7 Would you like a drink? (Sonia) 8 Here goes. (Lewis)bb Work through thelist of expressions with the class, getting students to repeat and translate. Ask students to find a synonym for kidding joking). Students may find Here goes difficult. Explain that Here I go gives the idea better (see also the Language note below). Language note Here goes is an informal expression which you can use before doing something difficult, dangerous, or exciting, © Read out the first item and ask someone to respond to it (/'™m really looking forward to it) Students continue in pairs. When students have finished, they could swap partners and do the activity again - this time paying more attention to stress and intonation. Walk round the class monitoring pronunciation. Possible answers 1. {'m really looking forward to it. 2. Here goes. 3. He can’t make it. 40r6 Are you sure? 5. What’ the problem? 60r4 You're kidding! 7 Would you like a drink? 8 Are you having a good time? 4 Allow plenty of time for this activity. Divide students into groups of five, Assign the roles in each group. As students practise reading the story, walk round, the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose 2 good group to act out the scene in front of the class. Alternatively, get different groups to work on different parts of the episode. 5 a First, check students’ understanding of offer, by using their own language if necessary. Students then read the two exchanges and underline the offers: Ml do it. and Ill get it for you. Double check by ‘asking What will Lewis do? (He'll do the DJ's job.) What will Sonia get? (A glass of lemonade for Lewis.) Ask students what ‘Il stands for (wil), and tell them that the short form is always used instead of will in offers Answer key 1 Hihdo it 2. Illgetit for you. b Ask students when they last went to a party. Say Did you help? If someone says Yes, ask What did you do? Draw attention to the pictures and tell students that lots of people offered to help Martin ‘organize his party. Ask students in turn to look at the pictures and say what they think the friends said, Using the expressions given. Get them started by reading out the example. ¢ Play audio recording 1.31 for students to check their answers. —______. oun and Answer key ‘We'll do the shopping for you. Hil bring some CDs. Ill put some drinks and glasses out. \Welll arrange the tables and chairs. Il make some sandwiches. What sort do you want? 6 We'll clear up the rubbish after the party. ‘Optional Extra (strong groups) ‘Say You want to give a party. What else do you need to do? to brainstorm a few more ideas, for example send the invitations, choose the music, find a room, get the drinks. Write the ideas on ‘the board, Using these cues, each student in turn makes an offer beginning Ill... 6 Ask students to look at the picture and the text in the speech bubbles. Ask which expression you use when you decide earlier (going to) and which you Use when you decide now (will) Optional Extra ‘Ask students to look at the story again. Identify ‘the things people plan or offer to do. (Lewis offers ‘to be the DJ, Trish and Sonia offer to arrange ‘the chairs, etc.) Ask students to say when the characters decided to do these things. 7 Point to the picture of shopping (in exercise 5b) and, say: I'm going to do the shopping. (ana and |) are not going to do the shopping, (Dominic) going to do the shopping. (Barbara and David) are going to do the shopping. Go round the class using the pictures to prompt students to make positive and negative sentences Using going to. 8 Students write three things they are going to do and three things they are not going to do next week. Students walk round the class saying their sentences to each other until they find someone that has three sentences the same as thei. Pronunciation @ 1.32 9 a Write the word when on the board. Ask a strong student to write the phonetic transcription ‘on the board. Ask which letter is missing (the h). Tell students that the transcription tells us what the sound of the word is like. Not all letters in English words are heard. Students look at the words 1-6 and decide which letters are missing. Go through the answers with the class. b Students now look at the phonetic transcriptions and decide what the words are. 3536 © _When students have finished, play audio recording 1,32 for them to listen and check their answer. science letter answer park what Optional Extra This exercise revises all the phonemes students have learnt in Units 1 and 2. Put students in {groups of four or five and make them sit in a circle. On a piece of paper, each student writes a short message that they might use in texts or chats, but they write the message using phonetic symbols, for example /a://ju/ /Bea/ R U there? Students pass the paper to the person on their left who decodes. it and writes a reply. Repeat until the messages get. back to the students who wrote them. Invite some students to read out the ‘text’ conversations. Revision idea Tell students they are at a party. What do they say to the people they meet? Students write suggestions beginning Would you like ...? Ask some students to read out the suggestions. Culture p.28 ‘Ask students to look at the pictures and identify What the things are. Invite students to look at the list Of names in column A. Do they know any of them? ‘Ask students to read the text and try to match the items in column A and column B. Ask students if they have any famous airports, stations, motorways Or trains in their own country. What are the names of these places? \ Answer key 1 Victoria-astation 3 Eurostar train 2 the M6—a motorway 4 Heathrow — an airport 2. Students read the text again and decide ifthe statements are true, false, or if there is not enough information to know. 9 ree De ent ratte ant. th Answer key 1. False. They travel on the left, as in Britain, 2. False, Some changed in the 1920s and 1930s. 3 Itdoesn't say. 4 False. London hasn't got a central station 6 Itdoesn't say, 7. False. It has got five airports 8 False, Heathrow is the busiest airport in Europe. 3 Ask the questions and discuss the answers Optional Extra Divide the class into two teams. Each team reas the text and makes ten questions about the information. Each team reads its questions tot other team, who tries to answer them with bo closed. The team with the most correct answes wins. English across the curriculum p. Science: the solar system @ 133 1 a Introduce the subject by asking students tell you what they already know about space Prompt them by asking questions like What is name of our closest star? (The Sun.) How m planets are there? (Nine including Piuto.) Wr is a moon? (A body which travels round 2 plar Invite students in turn to read a sentence from texts. Help with vocabulary and pronun necessary. When there is a gap, ask students t for the number they think belongs in the gap the numbers on the board b Play audio recording 1.33 for students to lis and check their answers. 2 Students read the texts again and write the na the planets. Answer key the largest in the solar system — Jupiter the smallest - Mercury the furthest from the Sun — Neptune the nearest to the Sun ~ Mercury about the same size as the Earth - Venus the nearest to the Earth ~ Venus called the ‘Red Planet’ ~ Mars 3B In pairs, students read the text again to questions, Check the answers with the class =36 © _When students have finished, play audio recording 1.32 for them to listen and check their answers @ 1.32 1 who 2 science 3 letter 4 answer 5 park 6 what Optional Extra This exercise revises all the phonemes students have learnt in Units 1 and 2. Put students in ‘groups of four or five and make them sit in a circle. ‘On a piece of paper, each student writes a short ‘message that they might use in texts or chats, but they write the message using phonetic symbols, or example /a:!/ju!/Sea/ R U there? Students pass the paper to the person on their left who decodes itand writes a reply. Repeat until the messages get back to the students who wrote them. Invite some students to read out the ‘text” conversations. Revision idea Tell students they are at a party. What do they say to the people they meet? Students write suggestions beginning Would you like ...? Ask some students to read out the suggestions, Culture 1 Ask students to look at the pictures and identify What the things are. Invite students to look at the list Cf names in column A. Do they know any of them? ‘Ask students to read the text and try to match the items in column A and column 8. Ask students if they have any famous airports, stations, motorways or trains in their own country. What are the names of these places? Answer key 1. Victoria-a station 3. Eurostar —a train 2 the M6-amotorway 4 Heathrow — an airport 2 students read the text again and decide if the statements are true, false, or if there is not enough information to know. Answer key False. They travel on the left, asin Britain False. Some changed in the 1920s and 1930s. It doesn't say False. London hasn't got a central station. tt doesn’t say False. It has got five airports. False. Heathrow is the busiest airport in Europe. 3 Ask the questions and discuss the answers in class. Optional Extra Divide the dass into two teams. Each team reads the text and makes ten questions about the information. Each team reads its questions to the ‘other team, who tries to answer them with books ‘closed. The team with the most correct answers. wins. English across the curriculum Science: the solar system @ 133 1a Introduce the subject by asking students to tell you what they already know about space Prompt them by asking questions like What is the name of our closest star? (The Sun.) How many planets are there? (Nine including Pluto.) What is a moon? (A body which travels round a planet.) Invite students in turn to read a sentence from the texts. Help with vocabulary and pronunciation where necessary. When there is a gap, ask students to vote for the number they think belongs in the gap. Write the numbers on the board, b Play audio recording 1.33 for students to listen and check their answers, 2 Students read the texts again and write the names of the planets. the largest in the solar system Jupiter the smallest ~ Mercury the furthest from the Sun ~ Neptune the nearest to the Sun ~ Mercury about the same size as the Earth - Venus the nearest to the Earth ~ Venus called the ‘Red Planet’ ~ Mars 3 In pairs, students read the text again to answer the questions. Check the answers with the class.Answer key eight Scientists decided it was too small to be a planet. The star which is at the centre of our solar system. The planets go round it. 4. The Milky Way 5. thas a thick, poisonous atmosphere. 6 7 Scientists think itis a (huge) storm. Because itis made of gas. Answer key 1 I'mgoing tohave 6 are you going to be 2. isit going to be 7. is not going to watch 3 are you going to invite 8 is he going to do 4 are yougoing to do 9 He's going to finish 5 I'm going to send Students look at the pictures and write the offers Using the verbs given. Read the example with students. Put students into pairs to ask and answer questions about the solar system. Revision Study skills This section helps students to organize their own revision by giving them ideas about how to work at home to revise what they have learnt in class. Look at the three revision ideas. Ask students if they can add to the list, for example read about the topics in English Optional Extra ‘Ask students to think how they can do the following things. Give them these examples: 1 Check grammar rules — write a new sentence for each grammar rule as you check it. 2 Practise everyday expressions ~ choose one expression every day and say it to your friends in English every time it makes sense, for example say Here goes! every time you start do something difficult. 3. Test yourself on vocabulary — write the definitions of words on a piece of paper. A few days later, look at the definitions and try to remember the words. Good groups can work together to come up with other ideas. Other groups can try revising using these suggestions. Grammar 1 Students complete the sentences using the verbs given, Answer key The Earth will / won't get hotter. People will won't live on the Moon. People will /won't plant more forests. Astronauts will / won't land on Mars There will won't be more wars. Scientists will / won't find a cure for cancer. | will won't leave school at 18, | will won't get married before I'm 30. 2 students complete the dialogues using going to and the words in brackets. . Answer 1 I'l put some drinks and glasses out. 2. We'll arrange the furniture. 3. I'lbring the CDs, 4 Iilclear up. 5. We'll do the shopping. 6 We'll make the sandwiches. ‘astronaut satellite Moon star Earth rocket planet spaceship Your project Develop your writing 1a Explain that writing in paragraphs is very important. Paragraphs help the reader understand What is written. When we change the topic, we normally start @ new paragraph. b_ Students work in pairs or on their own to choose the best topics for each paragraph. Answer key 1b 2e 3f Project task What to do 2 1. Focus attention on different themes such as schools, jobs, transport and ask questions on each topic, for example Do you think there will be schools in the future? How many hours a day will people work in the future? Refer students back to p25 if you wish. Get students to identify other areas of change such ‘a houses, the natural world, sport, shopping, etc. Write these areas on the board. Before going on to stage 2, get students to ask and ‘answer questions in pairs about these topics. [2. Limit the number of topics students write about. They should illustrate each idea, if possible, either by /dae / ‘can fkeen / + /kan / could /kud / -> /kod / to stu! ta! at fet | /at/ are /a:) + /a(ry/ from /from / — /from / have (heey / + thay / ‘The vowel sounds are reduced to /a/. @217 do Do you like swimming? does Where does she work? can. Can you swim? could, to Could you go to the shops, please? at_ Kelly isn’t at home. are, from Are you from Canada? have Have you seen that film? © Play the recording again for students to listen and repeat Revision idea In turn, each student in the class says something that he or she has never done, for example I've never driven a car. Each sentence must be different: students must not repeat what another student has already said. | Section € Pp.60-61 Making people aware | Topic Protecting the environment. ‘Aim To develop skills in reading, listening and writing. Vocabulary The environment; climbing: swimming. WB Wordlist p.78, Reading @ 2.18 ‘1 Introduce the topic and go over vocabulary by asking students to look at the pictures and describe them. ‘Ask what they think the topic is and what the article might say, Invite students to read out the questions. Can they guess any of the answers before reading? Give students a few minutes to read and listen to the ‘text (or have them read it out loud). Ask students: the answers to the questions. Ask them to tell you ‘where they found the answers in the text. Answer key 1. Ken Noguchi 2 Japan (He's a Japanese climber) 3. Mount Everest (People have called the mountain ‘the highest rubbish dump in the world’) Yes (Things are better now.) ‘Ask students to look at the first item in items 1-8, Ken Noguchi. Ask what the text says about him. (He's a Japanese mountain climber. Hes climbed ‘Mount Everest five times. He doesn’t do it for fun. He collects rubbish. He wants to make people aware of the rubbish problem. He thinks there are fifty ‘ons of rubbish on the mountain.) Write the ideas on the board. Now ask students to look at the second column. Are any of these things about Ken Noguchi mentioned in this column (has climbed Everest five times)? Students match number 1 to f. Students now work in pairs to match the other items. Walk round the class monitoring students and helping where necessary.3 Invite a student to read out the fist question. Ask which paragraph has information about the kind of things left on the mountain (paragraph 2). Ask students to tell you what these things are. Students work in pars to answer the other questions, Discuss the answers with the ds. Answer key tins, tents, sleeping bags, food, medicine, empty oxygen bottles Because of modern equipment. Because a lot of people have climbed the mountain and they have left rubbish there, To make people aware of the problem, They pay abig fine. Listening @ 2.19 4 a Point out the photo to students. Ask them what ‘they can see. (A man diving into the sea. There isa lot of ice around) Point out the question and ask them why they think he is swimming in the Antarctic. Play recording 2.19 for students to listen and check their answer. Answer key 2 to make people aware of global warming @219 Last year, Lewis Gordon Pugh completed the coldest swim in history. He swam one kilometre in the Southern ‘Ocean near the coast of Antarctica. The water there is very cold ~ zero degrees Celsius. (The water at your local ‘swimming pool is probably about 27 degrees.) The cold water wasn't his only problem. The Southern Ocean is also the home of leopard seals. They're big, fast and dangerous. They normally eat penguins, so Lewis made sure that there were no penguins near him. Lewis has also swum at the other end of the world, in the icy waters of the Arctic Ocean. Why does he do it? He wants to make people aware of global warming. "We can see the effects of global warming very clearly in the Arctic and Antarctic’, he says ‘because a lot of the ice has gone.’ Lewis hasn't finished swimming, Next year he's going back to swim in the Arctic ocean again b Ask students to read the questions. Can they ‘guess the answers before listening? Play the recording again for them to listen and answer. Go through the answers with the class. Answer key in the Southern Ocean, near Antarctica one kilometre °C / zero degrees Celsius leopard seals Arctic Ocean, Antarctic Ocean Yes, he is. Speaking 5. Divide the class into pairs. Pairs discuss what their ideas are. Moritor the discussion and help with ideas and vocabulary if students are stuck. Once students have finished planning, tell them to take it in turns to be the reporter and the interviewee. Walk around the dass helping students with any difficulties. Ask one or ‘two pairs to perform their interviews for the class. 6 Divide students into groups of three to play the game. The frst student names an item they brought down the mountain and the next student adds an item, Students continue adding items until someone forgets. Students then continue in pairs until someone else forgets. The student who continues for the longest without forgetting wins the game. 7 a Ask students to read number 1 and find the word from. invite a student to read out the question and answer, Ask students to vote for where from has the strongest stress. Now play the first part of audio recording 2.20 and ask students to lsten out for the word from. is the stress strongest in the question or answer? (The question.) Students underline from in the question. Play the rest of the recording for students to listen and mark the strongest version of the words in blue Anewer key Where are you from? I'm from Hungary. Can you swim? Yes, can. Have you ever been to Spain? Yes, we have. What are you looking at? We're looking at some photos. Do you like sport? Yes, | do. Tell students to look at their answers and ask ‘them what the position the stressed words have in the questions and answers. (They are in the final position). Ask them why they think these words have 40 be stressed. (So the question or answer is clear.) ‘You could point out that in the case of at that if people didn’t hear the preposition, they might think the question was What are you looking for? Play the recording again for students to listen andRevision idea Divide the class into two equal groups. Tell students that each group is going to prepare some questions about the text in exercise 1. Group 1 ‘writes five questions about Ken Noguchi and ‘group 2 writes five questions about Mount Everest. ‘Students find a partner from the other group and ‘ask and answer their questions, Section D Kids Topic Tish’ news. Pp.62-63 ‘Aim To introduce the use of the present perfect for something that has just finished. Grammar Present perfect and just. See WB pp. 50-51; WB Grammar summary 5.6; WB Key TB p92 Vocabulary Expressions with go (go and get / do something, go and tell someone, etc.) WB Wordlist p.78 Trish’s news @ 2.21 Story outline All the kids are at the sports centre. Trish has some dramatic news: Pete is dead! He died heroically trying to save a boy from drowning, Sonia and Martin realize that she’s talking about Pete Mancini, the character in her computer game Virtual Soap. But Lewis doesn’t understand — he thinks she must be talking about Pete Dickens. 1 a Tell students that they are going to read and listen to the next episode of the story. Ask ‘what the problem was in the last episode (the misunderstanding between Lewis and Trish). Ask how students think it will end. Encourage students to think of more than one possible ending, but do not spend too long on this warm-up. b Play audio recording 2.21 for students to listen to and read the first part of the story and go through the two questions. Answer key 1. They're at the sports centre. 2 Trish's news is that Pete (Mancini) is dead, 2 Discuss the two questions with the whole clas, getting students to give reasons for their answers, Then clear up any remaining comprehension problems with the story. Ask what Lewis means When he thinks How yuk! (yuk is an cnomatopoeic word expressing disgust) Ameer) key Tews shocked because he thinks Pete is Pete Dickens. 2. Sonia is not shocked because she realizes that Pete is Pete Mancini, the hero in Trish’s computer game soap opera. Everyday English 3 a Students work on their own to match the two halves of the expressions. If they can, students should do this without looking back atthe story. ‘Ask students to read out their answers. Ask them to say the expressions naturally, and help them get the correct stress and intonation. You can play audio. recording 2.21 again, pausing after each expression. ‘Ask students to listen to how the expressions are said, and then to repeat them: Answer leay Sony I'm ate 2 he just arrived, too. 3. You won't believe what's just happened. 4 I don't want to know. 5 Tell me all about it. | 6 Oh dear. b Students work in pairs to choose suitable responses. Ask different pairs to act out their answers, again paying attention to stress and intonation. Answer key 1 The teacher got our test results | don’t want to know. 2. We had a great holiday. Tall me all about it. 3. The lesson started ten minutes ago. Sorry 'm late 4 Whats the matter? You won't believe what's just happened. 5. Sorry 'm late. ve just arrived, too. 6 I hurt my arm when we were playing football. Oh dear. 4. Allow plenty of time for this activity. Divide students into groups of three. Assign the roles in each group. ‘As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose {a good group to act out the scene in front of the dass. Alternatively, get different groups to work on different parts of the episode.Extra Choose just one section of the story, for example pictures 3, 4, and 5, leading to the dramatic announcement Pete's dead! and gasps from the other characters. Divide students into groups of three and assign the roles. Students practise reading the scene and one or two groups act it out in front of the class. 5 a Write I've just written on the board on the board. Ask students what you did (write on the board) and when you did it (a few seconds ago). Explain that we don't usually say, / wrote on the board a few seconds ago. Instead we say, I've just written on the board. Sit down and ask students ‘what you have just done to elicit You've just sat down. Now stand up and ask what you have just done to elicit You've just stood up. Students now look at the sentences and say where the word just {goes. They should try to do this without looking back at the story. a Answer key 1 I've just arrived, too. 2. He's just phoned to say he'll be late. Students use the cues to say what's just happened. Invite students to read out their answers. es | Answer key 1 We've just had lunch. 2 I've just sent a text to my friend. 3. Pete's just phoned. 4. I've just bought some juice 5 Martins just left his house. 6 i 8 Trish's just arrived I've just finished my homework She's just gone to the post office. Optional Extra Invite some students to come to the front of the cass and mime an action. The other students say what they've just done. 6 a Tell students that the sentence is already complete (Let's get changed), but Lewis says something else: Let’s go and get changed. Language note The meaning doesn't change if we add go and, but the expression is slightly more casual. b Students read the explanation and look at the story again to find another example of go and... Answer key I think I'l go and get a drink ¢. Students write the final line for each dialogue. Check the answers with the class, Answer key 1 Hllgo and get my racquet. 2. Illgo and tell my mum. 3. I'll go and get it for you. 4 Igo and put my coat on. 5 ll go and give Tim a ring. 6 Illgo and ask my dad for some money. 7 {ill go and get dressed. 8 illo and get a plaster for it. Students read out the dialogues with their partner. As they read, walk round the class listening to them and giving help with pronunciation where necessary. Revision idea Students write the end of the Kids story. Write When Trish says, ‘Pete's dead! Lewis thinks... con the board. Tell students to write what happens rnext in not more than three sentences, working (on their own or with their partner. Write the best version on the board. Culture p.64 11 Ask students to look at the pictures and the names without reading the text. Invite students to say what they know about the four people in the photos, but do not spend too long on this warm-up. @222 2 a Check that students understand the cues. Ask which are names of places (Dublin, Stratford-upon- ‘Avon, Africa). Explain soldiers and nurse, and tell students that plays is a noun, not a verb, Tell students to guess the meaning when they read it in context. Play audio recording 2.22 for students to listen, read, and match the cues to the people. Go through the answers with the whole class. Answer key William Shakespeare — Stratford-upon-Avon, plays Florence Nightingale — nurse, soldiers Bob Geldof - Dublin, Africa Ellen MacArthur ~ round the word, sailing b Students work on their own to read the text and complete the chart. To check their answers, draw the chart on the board and invite students to give you the information so you can complete it. f you decide 10 do the Optional Extra activities, leave the chart on the board.Answer key Name William Shakespeare Born 1564 Profession | writer Famous | Wrote famous plays. because | His plays have been translated into many languages and made into films. Shakespeare in Love is about his life. Name Florence Nightingale Born | 1820 Profession | nurse Famous | Helped soldiers in the Crimean War. because _| Started school for nurses. Name | Bob Geldof Born | 1954 Profession | pop singer and writer Famous | Made charity record Do They Know because | It’s Christmas? Organized Live Aid concerts. Raised mmllions of dollars for poor people in Africa. He has written two books. Name Ellen MacArthur Born | 1976 Profession Famous because sailor (yachtsworan) Fastest woman to cross the Atlantic solo. Second in Vendee Globe race. Fastest non-stop voyage round the world by a woman, BBC Sports Personality of the Year. Fastest person to sail solo round the | world non-stop. Optional Extra There are a number of ways in which you can develop the theme. Here are some suggestions: ‘Ask students to close their books. Students {ook at the chart on the board. They are going to tell you about these famous people. The fist student starts by making a sentence about when William Shakespeare was born, ‘The next student makes a sentence about his profession. Go round the class until students have used all the information to tell you about the four people. Try to achieve a presentation rather than a series of disjointed sentences. ‘Make students use pronouns where possible. Help them link sentences together with simple joining words. ‘+ Use the texts for reading comprehension. Students choose a text and ask their partner ‘questions about it. Their partner then asks them questions based on a different text. '* Start a discussion about why each person was famous. What did he or she do? Get students to reflect on who contributed most to progress, ppeace or culture, and how. * Choose one topic and research it further, for example listen to a Bob Geldof song; watch ‘a video of a Shakespeare play or the film ‘Shakespeare in Love; use encyclopedias and ‘other reference works to find out about the ‘development of nursing; look for newspaper ‘and magazine pictures of Ellen Macarthur. ‘© Get students to think about famous people from their own country. Which four do they think have contributed most to progress, peace or culture, and why? This activity could be a warm-up for the Project task. Optional Extra (strong groups) After completing the first optional activity, you could ask four of the better students to use the chart ‘to each give a presentation on one of the people. English across the curriculum p.65 Music: melody and rhythm 1 Ask if any students play a musical instrument. What. do they play? What instruments would they like to play? Can anyone read music? Ask students to look at the text quickly and find out the two things that a piece of music needs. Answer key melody and rhythm @2.23 2 Play audio recording 2.23 for students to read and listen. Give them a few minutes to read the text again and answer the questions. Note Students will have to think about the answer for item 4 based on the information given in the text. Answer key 1 8 (in European music) 2 Itis the note you start from. 3. Several notes played together. 4 You can't play more than one note at a time on, for example, wind instruments. 5. one beat 3 a Students look at the information in the text to find the answer, om b Students join A and B.Answer key rhythm guitar ~ chords lead guitar — the melody piano right hand — the melody piano left hand ~ chords Students look at the text and answer the questions. [Answer Icey Note 2 is higher and longer than note 1. @24 4 a Students work individually to write the notes. Optional Extra Ifyou can find a simple piece of music, ask students to describe it. What notes are there? ‘What kind of notes are they? an students tap out the rhythm or sing the melody? bb Ask students if they can guess the song, Play audio recording 2.24 for students to listen and running. I've been in five races in the last four months, but | only won one of them. My brother, Wiliam, has done some exciting things, too. He's flown in a plane and ridden a horse but | haven't However, I've been go-karting. | did that for my birthday with my friends. twas great fun. My mum was worried "Don't drive too fast.’ she sad,’ Or you'll end up in hospital.” But it was OK. I've never been in hospital, actually. | like music and t've written some songs. My friends and | have sung one or two of my songs at school concerts. {like concerts and I go to the cinema a lot, t00. I've seen three films in the last two weeks. One was called Touching the Void. It was about mountain climbers. itwas very good. I've climbed a mountain but only a small one so it wasn't too difficult, but I'm glad Dad was there to hold the rope In pairs, students ask and answer questions based ‘on the chart. Walk round the class as students talk, checking they are using the short answers correctly. ‘When they have finished, ask students questions about their partner, for example Has Clara ever seen a film? You can ask those who have done things when they did them to practise the use of the check past simple instead ofthe present perfect Answer key Answer key The song is Twinkle Twinkle Little Star, a well-known ‘© Have you ever won a race? children’ nursery rhyme = Yes, Lhave./ No, I havent. ‘Have you ever flown ina plane? Yes, Lhave./No, | haven't Revision p.66 Have you ever ridden a horse? © Yes, Ihave. / No, | haven't. Grammar @ 2.25 ‘¢ Have you ever gone go-karting? 1a Focus attention on the pictures, Ask Have you Yes, have. /No, lhaven't ever won a race? Students work through the chart, ‘© Have you ever been in hospital? putting ticks or crosses against the things they have + Yes, Hhave./No, | havent. or have never done. © Have you ever writen a song? Play recording 2.25 for students to listen and fill se aesipteves/ Nor Lpavent Have you ever seen a film in the chart about Megan. Write the example on the ae board (Megan has won a race.) and write a true Be hed a mourn sentence about yourself, either 've won a race or ee ihe. heer I've never won a race. Students continue writing sentences about Megan and themselves. Answer key Megan has won a race. I've ... She's never flown in a plane. I've She's never ridden a horse. 've She has gone go-karting. I've She's never been in hospital. t've She has written a song. I've She has seen a film. I've She's cimbed a mountain. ve @225 Hi 'm Megan. 'm twelve years old and I love doing new things. In the last year I've done lots of new things. like a 2 Students look at the pictures and write what Syd has just done. Answer key ‘Syd just woken up. ‘yd's just fallen off his bike. ‘syd’ just had a drink, Syd's just cooked a meal Syd's just won a game of tennis. Syd’ just bought a CD. Listening and speaking @ 2.26 3 a Play audio recording 2.26 for students to listen and identify the missing words. Play the recording more than once if necessary. Go round the classasking students to supply the missing words. Play the recording again for students to check their answers. ® 2.26 and Answer key Hi. Sorry 'm late. That's OK. I've just arrived, too. Have you ever played ice hockey? No, I haven't, but I've watched it on TV. Shall we go to the sports centre for a game of table tennis? OK. Ill just go and tell my parents. Ken Noguchi has collected 500 kilograms of rubbish from Mount Everest. Yes, | know but he thinks there are stil 50 tonnes there. b_ Students work in pairs to read out the corrected dialogues. When they have finished, students swap roles. Your project p.67 Develop your writing 11 a Choose a famous person whom all the students know well. Ask students the questions about this person. Invite a student to write an answer to each Question on the board. Correct any errors. Discuss how the information can logically be broken up into paragraphs, for example paragraph 1 - questions 1 ‘and 2, paragraph 2 — questions 3 and 4, paragraph 3 = questions 5 and 6. Discuss also how the sentences ‘and paragraphs can be joined together using inking words. b Divide the class into four groups. Assign each {group one of the four people in the texts on p.64. Each group finds the answer to the questions for theit person and writes them on a piece of paper. The first group to finish with the correct answers is the winning group. Project task What to do 2/1 and2_ This project is connected with the Culture page. Discuss students’ choices. Which two people are they going to write about, and why? Encourage them to choose @ man and a woman, if possible. Remind students that they can use the texts on the Culture page as a mode if they lke. At the very least, these texts willbe useful for vocabulary 3 Students add pictures of the people and if possible, events connected with their lives. Note If you have the facilities available, this project is ideal for students to work on in groups to make a TV programme. if they can choose local heroes, past cr present, they can shoot some video in their own town and / or interview experts on what the person does or did. They could also interview people who know or knew the famous person Song p.67 Cultural background note Tmonly sleeping was a song from the Beatles album Revolver, from 1966. The song was written by John Lennon. 1 Ask students to read the song quickly. Choose some less common words and ask if students know what they mean, for example yawn, float, speed, spoil, ceiling. If students don’t know the meaning, ask them to guess from the context. If they find this difficult, help them by making the context clearer, adding clues until the meaning is really obvious, for example He is lying in bed, on his back, looking up at the ceiling of the room.... its painted white. Students reread the song, underlining all the ‘words connected with sleeping and resting Answer key wake up, yawning, dream, sleeping, sleepy, feeling, bed @227 2 a Play audio recording 2.27 for students to listen to the song, and read and answer the questions. Answer key 1 sleeping 2. He’ lazy. 3. They're crazy. b Play the recording again for students to listen and Underline the words which rhyme, @ 2.27 and Answer key morning yawning day - away head — bed eye - by- my dream — upstream ceiling ~ feeling wake me — shake me. dream - upstream lazy — crazy please — leave speed — need Revision idea Invite a student to the front of the class. The student thinks of a famous person who is still alive. The other students ask him / her questions, but only about things the person has done, for ‘example Has he ever made a film? Students try ‘to guess who the person is. Test For an objective evaluation of what students have learnt in the unit, use the Test for Unit 5 on 9.142 of the Teacher's Book ("Unit overview Topic Rules and problems. Grammar Modal verbs of obligation and advice must / mustn't, have to / don‘t have to, should / shouldn't. Functional language Expressing obligation, prohibition and lack of obligation; giving advice Vocabulary areas Health; crime; school I Reading: beginning of a story about a robbery (ordering paragraphs). Listening: school rules; end of story about a robbery; end of story about Lewis and Trish ‘Speaking: giving advice; schoo! rules; making dialogues. Writing: giving advice; retelling a story; linking sentences with abo. Pronunciation Intonation in statements and ‘questions; /p/ and /b. Culture Emergency services in the UK. SB p.76 English across the curriculum Health: eyes. SB p77 Song On top of spaghetti SB p.79 Section A Pp.68-69 Lewis's problem Topic Health problems. ‘Aim To introduce and practise the use of should / shouldn't for advice. Grammar Should / shouldn't. See WE pp.54-55, WB Grammar summary 6.1; WB Key TB p.92. Vocabulary Health: a cold, thirsty, finger, sore throat, sore eyes, headache, feel sick, toothache, optician, WB Wordlst p.78. Vocabulary 11a Asan introduction and to check vocabulary, ask students some questions, for example Where's your foot? How do you get a headache? Students work in paits to complete the expressions. Check the answers with the class Answer key ''m (be) hungry, cold, thirsty, bored, hot, tied ‘My ear, knee, finger, back I've got aheadache, a cold, a sore throat, sore eyes, toothache A b Students look at the pictures and tell you what is, wrong with the people. Answer key He's thirsty He's got toothache. His back hurts. He's got a cold, Seara He feels sick. His ear hurts His knee hurts. She's got a sore throat. She's tired. 10. She's hungry. 2. Demonstrate the game by miming a problem yourself and asking the class to guess what it is, Divide the class into pairs to play the game themselves. Monitor and help with vocabulary and grammar. Choose the best mimes and invite the students to perform them for the whole class to try and guess. Comprehension @ 2.28 3 Before playing the recording, invite students to read out the questions and close their books. Ask students what they think the recording is going to be about (Lewis with a headache). Ask them why they think Lewis has a headache (he needs glasses) and write their suggestions on the board. Students then open their books. Play audio recording 2.28 for students to listen and read. Were any of their suggestions correct? Check students understand difficult words, for example painkiller, properly, optician’s. Give students a few minutes to read the text again and answer the questions. sora Answer key 1_He wants some painkillers. 2 Because he has a headache. 3 Because he's too close to the TV. 4 Because he can't see the TV. 5. She's going to phone the optician 6 Toarrange an eye test for him. Grammar 4 a write the gapped sentences on the board while students find them in the text. Invite a student to ome to the board and fill in the gaps. Ask why we use should and shouldn't (to give advice). Ask what form of the verb follows should / shouldn't (the verb stem without to). Students copy the completed sentences into their exercise books.