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Компоненты УМК Spotlight 8

Look at Module 1

Refer Ss to the title of module, Socialising and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to how people interact with each other in their daily lives, with their families and friends. I think we will learn about how we socialise in different situations and in other countries.

Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 10).

T: What page is the picture on?

S1: It’s on page 10. It’s a group of friends.

T: What do you think they are doing?

S2: They are spending time together and having fun. T: How often do you spend time with your friends?

S3: Every day after school.

T: What do you do with your friends?

S4: Sometimes we go out to the cinema, other times we go over to each other’s house and talk.

Pic 2 (p. 12)

How old do you think this boy is? Do teenagers have a difficult time in social situations? Why? Is it difficult to meet people and make friends as a teenager?

Pic 3 (p. 13)

What are these people doing in the picture? Are they enjoying themselves? How do you think they feel? What things do you do with your friends?

Pic 4 (p. 21)

What is happening in this picture? What do you think the men are saying? When you meet people on the street what do you do and say? Are you friendly when you meet new people?

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Socialising

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key notes (p. 15)

What do the notes say? What are they for? Why did a person write them? Do you ever write notes like these?

a comic strip (p. 14)

What is the comic strip about? Is it funny? Where do we find comic strips? Do you read comic strips? Why?

greeting cards (p. 18)

What are these cards trying to say? Why do people send them? To whom do people send these cards? Have you ever sent a greeting card? What kind of card? To whom?

a poem (p. 22)

What is a poem? What is this poem about? Why do we write poems? Do you read or write poems? What about?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― Listening and Speaking section

― a Culture Corner

― an Across the Curriculum section

― an English in Use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

Select Ss to read through the list of items that will be covered in the module. If necessary, explain any new vocabulary. Ask Ss to go through the list and tick any items they think they know or can do, a cross next to the ones they do not know and a star next to the ones they think will be the most useful. Select Ss to report on which items they have ticked or put a star next to.

Reading & Vocabulary

Objectives

3 Focus ➤ Discussing the purpose of a text

Vocabulary: meeting new people; adjectives;

body language ñ Refer Ss to the study skills box. Ask Ss to listen

Reading: predicting text content; reading for and read the text again.

specific information ñ Have Ss form pairs and discuss what they think

Speaking: discussing the purpose of a text; role the author’s purpose was in writing the text. playing; discussing a topic ñ Invite a few pairs to give their answers to the class.

Reading

1 Focus ➤ Predicting text content Answer Key

The author’s purpose is to inform us about

ñ Elicit/explain the meaning of “prediction” how we can break the ice.

(saying what you think something will be about,

based on the evidence you have)

ñ Ask Ss to look at the picture and title. Invite them to predict what the text will be about.

Write suggestions on the board. ñ Read text and check Ss’ predictions.

Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

Suggested Answer Key ñ Have Ss complete sentences individually and

The title of the text means finding out what check. people are like by getting to know them. To

start a conversation with someone I don’t Answer Key know, I would introduce myself and ask the opportunity ― situation in which it is possible other person what their name is and what they to do sth

do. blush ― become red in the face because you

feel embarrassed

2 Focus ➤ Reading for specific information approach ― go up to, speak to

fancy ― feel attracted to

ñ Explain the task, reminding Ss that it is not bright ― positive, full of light necessary to understand all the words in order benefit ― get help, improve sth/sb

to answer the questions. develop ― grow or change over a period of

ñ Ss answer the questions individually and then time, acquire

compare answers with partner. avoid ― keep away from sb/sth ñ Check answers with class, asking Ss to justify

their answers. 1 blushes 3 benefited

2 fancies 4 avoid

Answer Key

1 T Vocabulary

2 T 5 Focus ➤ Understanding character adjectives

3 DS

4 F When you meet someone for the first ñ Have Ss form groups of 3-4 and read out the time, it’s better to smile. descriptions. Groups make list of adjectives the

5 DS headings positive and negative.

6 F You should show you’re interested in ñ Invite groups to read out a description to the others by asking them to speak too. class and give answers. Ask each group to justify 7 F You should make the effort to get to their choice.

know people, even if you find it difficult.

1a Reading & Vocabulary

*Answer Key* 1 positive	5	positive
2 negative/positive	6	negative
3 positive	7	negative
4 positive	8	negative

6 Focus ➤ Matching adjectives to their opposites

ñ Check understanding with class of the list of adjectives. Explain what opposite means (has reverse/contrary meaning)

ñ Ss complete task individually. ñ Have Ss listen to recording and check.

Answer Key

1 c 3 b

2 a 4 e

7 Focus ➤ Matching adjectives to descriptions

ñ Play recording to class. Have Ss match adjectives to the persons described.

ñ Invite three Ss to say their answers out in class and why they chose that adjective. ñ Listen again and check.

Answer Key

Ann ― sociable

Sue ― stubborn

Billy ― selfish

8 Focus ➤ Role playing: describing ourselves using adjectives

ñ Have Ss form pairs and role play exchanges like the example given. ñ Monitor activity and assist when necessary. ñ Invite several pairs to act out exchanges in front of class.

(Ss’ own answers)

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9 Focus ➤ Understanding body language

ñ Elicit/explain what “body language” means (gestures and movements of the body that communicate something)

ñ Read example sentences with class and have Ss complete task in pairs.

ñ Invite a few pairs to read out their sentences to

the class and discuss.

Answer Key

2 Pete is scratching his head. He seems puzzled./He looks puzzled.

3 Alex is tapping his foot. He seems impatient./ He looks impatient. 4 Helen is biting her lip. She seems worried./ She looks worried.

5 Gus is crossing his arms. He seems bored./ He looks bored.

6 John is shrugging his shoulders. He seems unsure./He looks unsure.

7 Laura is clenching her teeth/fists. She seems furious./She looks furious.

8 Tom is raising his eyebrows. He seems surprised./He looks surprised.

10 Focus ➤ Discussing the topic of the text

ñ Have Ss form groups of 3-4 and discuss what they found interesting in the text.

ñ Monitor activity and offer assistance when

necessary.

Suggested Answer Key

To break the ice you can smile at the new person. Then, you will feel more comfortable speaking to a new person. It is also a good idea to have something interesting to talk about ― you should develop a passion! You should also develop good listening skills and show that you are interested in what other people have to say.

etc

Listening & Speaking b

Objectives

Answer Key

1 Have we met before?

4 Have you got any

2 Are you new here?

brothers or sisters?

3 What’s your name?

5 How old are you?

Vocabulary: meeting new people; family

situations; social situations

Listening: listening for confirmation; listening for specific information; listening for intonation Speaking: describing a picture; role playing

social exchanges Speaking

Focus ➤ Describing a picture

ñ Refer Ss to picture on page 12 and elicit answers from class to the questions in the rubric.

ñ Write answers on the board and discuss.

Focus ➤ Role playing (meeting a new person) exchanging personal information

ñ Refers Ss to questions in Ex. 2 and dialogue in Ex.3.

ñ Ss form pairs and role play meeting someone new at summer camp.

ñ Have Ss record their exchanges and listen to them in class. Invite feedback.

Answer Key ñ Alternatively, Ss can act out exchanges in front

1 The picture shows a girl sitting on a wall of class. and a boy standing next to her. They are in

the countryside. Suggested Answer Key

2 They are talking to each other and smiling/ A: Hello, my name’s Penny. What’s your name? laughing. They are enjoying each other’s B: I’m Sally. Sally Borgenson.

company. A: Nice to meet you, Sally. Where are you

3 They are wearing casual clothes. The girl is from?

wearing jeans and T-shirt; the boy is B: I’m from Sweden. You? wearing jeans, a T-shirt and a checked A: I’m from Greece. Welcome to the camp. shirt. B: Thanks Penny. Have you been here long?

4 They are feeling happy and relaxed. A: I arrived here on Saturday. How old are

you Sally?

B: I turn fifteen in March. You?

2 Focus ➤ Identifying questions used when A: I’m fifteen in May. We’re almost the same meeting someone for the first time age.

ñ Have Ss read out the list of questions. Elicit any B: So, we might be in the same team. Do you new vocabulary. like basketball?

ñ Discuss when we would ask these questions. A: It’s my favourite sport. Have you got any Elicit from Ss different situations in which brothers or sisters?

these questions could be asked. B: Just one brother. He’s one year older than me. You?

A: I’m an only child. Look, there’s the camp

Answer Key leader. Let’s ask him if we can be on the

You would ask these questions when you meet same basketball team.

someone for the first time/when you are just

B: Yes, good idea. Let’s go.

getting to know someone.

Focus ➤ Completing a dialogue/listening for confirmation

ñ Have Ss read through dialogue and fill in questions individually.

ñ Listen to dialogue and Ss check their answers.

Listening

5 a Focus ➤ Understanding phrases used to describe family situations

ñ Refer Ss to the list of phrases. Elicit/ explain any new vocabulary.

1b Listening & Speaking

ñ Ask Ss to choose a phrase that describes their family situation and why.

ñ Invite Ss to say their answer in front of class

and reasons why.

Suggested Answer Key

I enjoy hanging out with my grandparents. I like to go and stay with them during the holidays. Grandma likes to chat about absolutely everything. I like going out for long walks with her and their dog, Husky. Grandma is a really good cook and prepares lovely meals. She also makes good cakes! Grandpa likes fixing things. He fixed my bike and I am really pleased! etc.

b Focus ➤ Listening for specific information

ñ Play the recording once and have Ss complete the task individually.

ñ Ss then compare answers with a partner. ñ Play the recording again and check answers

with class.

Answer Key

1 D 2 C

Everyday English

6 a Focus ➤ Matching phrases with responses/ listening for confirmation

ñ Explain task and check for understanding. Read through phrases and responses. Elicit/ explain any new vocabulary. ñ Ss complete task individually. ñ Write phrase on board and invite different Ss to give their responses.

ñ Play the recording and Ss check their

answers.

Answer Key

1 f 3 i

2 j 4 a

b Focus ➤ Identifying the topic of

exchanges (socialising)

ñ Have different pairs of Ss read out phrases and their correct responses (exchanges) in question 6a.

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ñ Invite Ss to choose which of the 8 topics the

exchange is about and discuss.

*Answer Key* 1 exchanges 3, 5	5	exchange 7
2 exchange 1	6	exchanges 8, 9
3 exchange 5	7	exchanges 7, 10
4 exchange 2	8	exchanges 2, 4, 5, 6

7 Focus ➤ Role playing (social exchanges)

ñ Refer Ss to sentences in Ex. 6a.

ñ Have Ss complete exchanges individually and in pairs act out exchanges. ñ Monitor exchanges and check answers.

Answer Key 1 See you later!

Hello!

2 How are you?

3 Well, thank you for inviting me.

Excuse me!

Say It Right

8 Focus ➤ Understanding social exchange/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers.

Answer Key

1 a 2 b

Intonation

9 Focus ➤ Listening for intonation

ñ Refer Ss to the Study Box and explain intonation (the way your voice rises and falls as you speak). ñ Ss listen to recording and complete task individually.

ñ Play recording again and after each speaker, stop recording and check Ss’ answers. Ask if the speaker’s intonation is rising or falling.

10 Focus ➤ Consolidating social exchanges

ñ Have Ss form pairs and write different social exchanges, according to the rubric.

ñ Invite pairs to act out exchanges in front of

class. Ask for feedback from class.

(Ss’ own answers)

Grammar in Use

Objectives

Present Perfect Continuous also used for:

ñ for an action which started in the past and lasted for some time. It may be continuing or has finished already with the result visible in the present. e.g. Alex has been working in the garden all day and is really tired now.

ñ to express anger, irritation or annoyance.

e.g. I don’t believe it! Fiona has been using my perfume again!

ñ for repeated actions in the past continuing to the present. e.g. Harry has been practising a lot for the competition and is sure to do well.

Present Perfect is also used for:

ñ an action which started in the past and continues up to the present, especially with stative verbs such as be, have, like, know, etc. e.g. I have known Karen for five years.

ñ a recently completed action. e.g. I’ve washed the dishes.

ñ personal experiences or changes. e.g. Dee has lost weight.

Present Continuous is used for:

ñ for actions taking place at or around the time of speaking. e.g. Tim is talking on the phone.

ñ for temporary situations. e.g. We’re staying in London this week.

ñ for fixed arrangements in the near future.

e.g. I’m meeting Sarah at two o’clock.

ñ for currently changing and developing situations. e.g. The earth is getting warmer and warmer.

Answer Key

Are you = a permanent state (Present Simple) I’ve been studying = an action which started in the past and continues up to the present with emphasis on the duration (Present Perfect Continuous)

I’ve learnt = an action that happened at an unstated time in the past (Present Perfect) He’s always lying = expressing anger or irritation about a repeated action (Present Continuous) Present Simple also used for: ñ general truths and laws of nature e.g. Water boils at 100^oCelsius.

ñ habits and routines e.g. John goes to the dentist’s every six months.

ñ timetables e.g. The train arrives in Woking at two twenty six.

ñ sporting commentaries, reviews and narrations e.g. It’s in! It’s another goal for Liverpool.

ñ feelings and emotions e.g. I like Diana.

She’s a good friend.

Grammar: present simple; present continuous; present perfect; present perfect continuous; stative verbs; will/going to; past simple and past continuous

Speaking: role playing future actions/plans; talking about school life

Writing: completing a message with correct verb tenses, writing sentences about school life.

1 Focus ➤ Presenting present simple, present continuous, present perfect, and present perfect continuous

ñ Read comic strip with Ss and refer them to the verb tenses in bold and write them on the board. ñ Elicit what tenses the verbs in bold are in and what it is an example of from the rubric.

ñ Have Ss form groups of 3-4 and think up other examples and their uses of each verb tense. ñ Invite groups to say answers in front of class and discuss.

2 Focus ➤ Practicing the present simple, present continuous, present perfect, present perfect continuous

ñ Explain task and have Ss complete it individually.

ñ Ss check answers with a partner. ñ Monitor activity and check for understanding.

3 a Focus ➤ Presenting stative verbs

ñ Refer Ss to grammar box. Check for understanding. ñ Ask Ss to find two examples in the text.

1c Grammar in Use

ñ Elicit other examples from Ss.Write them on

the board and discuss.

Answer Key know ― I know how to do maths, too… believe ― I don’t believe it.

b Focus ➤ Practising the present simple and present continuous

ñ Have Ss complete task individually. ñ Check answers with class.

*Answer Key* 1 A: is Billy being	3	A: looks
B: is		B: are looking
2 A: are you tasting	4	A: do you think
B: tastes		B: am thinking

4 Focus ➤ Matching present simple and present continuous to their uses in the future

ñ Read through uses with Ss. Check for understanding. ñ Have Ss complete task individually. ñ Invite Ss to read out answers to the class.

Answer Key

1 f 3

2 b 4

5 Focus ➤ Practising future actions, using

“will” and “going to”

ñ Refer Ss to uses in Ex. 4 and have them complete exchanges individually.

ñ Invite Ss to read out exchanges in class, check answers.

*Answer Key* 1 am going to	3	will	5	am going to
2 are going to	4	will

6 Focus ➤ Role playing future actions (going to)

ñ Read rubric and example with class. ñ Have Ss from pairs and role play exchanges. ñ Monitor pairs and assist as necessary.

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Answer Key

A: What time does the concert start?

B: 9.30, so we’re going to leave/we’re leaving the house at 8.00.

A: What time does the film start?

B: 8 o’clock, so we’re meeting/going to meet outside the cinema at 7.45.

A: What time does your ballet lesson finish? B: Six o’clock.

A: So, I’ll pick you up at 6.15.

7 Focus ➤ Presenting past simple and past continuous

ñ Elicit example of the past simple and past continuous and write them on the board. Ask Ss when these actions took place. ñ Have Ss complete matching task individually. ñ Invite Ss to write each verb from Ex. 7 on the board, under the headings “past simple or “past continuous” and how it is used.

ñ Have Ss give their own examples with their uses

and write them under headings on the board.

Answer Key

1 b 2 c

8 Focus ➤ Consolidating verb tenses

ñ Have Ss complete message individually. ñ Invite Ss to read out answers to class and why they chose that tense of the verb.

*Answer Key* 1 haven’t written	6	have had
2 have been	7	was walking
3 started	8	ran
4 am studying	9	took
5 am going to become	10	will write

9 Focus ➤ Writing and talking at a particular point in time

ñ Refer Ss to list of words in rubric. Explain that these words indicate a period of time or frequency that will determine the tense of the verb.

ñ Write a few of the words from the list on the board and elicit example sentences with those words. Discuss the verb tense used and why.

Grammar in Use 1c

ñ Have Ss form pairs and write and exchange sentences about school life, using the words in the list from the rubric.

ñ Monitor pairs and assist as necessary.

Suggested Answer Key

S1: I came to this school three years ago.

S2: Before I came to this school I went to a smaller school.

S3: I still haven’t done my biology homework.

S4: I have already played in two football matches for the school this year.

S5: I haven’t decided yet what I want to do when I leave school.

S6: Tomorrow we have French and English in the morning.

S7: I have been studying German for two

years. etc

1 Focus ➤ Understanding new vocabulary

(descriptions of people)

ñ Read through table with Ss. Elicit/explain any new vocabulary. Allow time for Ss to write down new vocabulary in notebooks.

ñ Read example description with Ss. Check for understanding.

ñ Invite Ss to describe a famous person, using the vocabulary from the table. Class tries to guess who it is.

David Beckham

2 Focus ➤ Presenting comparatives and superlatives

ñ Read table with Ss and check for understanding.

ñ Have Ss give their own examples of short adjectives/adverbs and long adjective/adverbs in the comparative and superlative. Write them on the board. ñ Have Ss find examples in own L1.

(Ss’ own answers)

1d Vocabulary & Speaking

Focus ➤ Comparing people

ñ Refer Ss to example exchange and check for understanding.

ñ Have Ss form pairs and act out exchanges, following the example.

ñ Direct Ss to compare the people using the adjectives in Ex. 1.

ñ Invite a few pairs to present exchanges to the class.

ñ Ss can refer to Ex. 1 and 2 for adjectives to use.

(Ss’ own answers)

Focus ➤ Listening for specific information

ñ Read rubric with Ss and play recording. ñ Ss complete task individually. ñ Play recording and Ss check their answers.

*Answer Key* 1 D (Laura Smith)	3	C (Mrs Jones)
2 B (Roger)	4	A (Bill)

Suggested Answer Key

A: Sue is slimmer than Sarah.

B: Yes, but Sally is the slimmest. Who do you

think is the oldest?

7 Focus ➤ Understanding new vocabulary

A: Probably Sarah is the oldest and Sally is

(relationships) the youngest.

Focus ➤ Practising the comparative and superlative

ñ Have Ss complete the task individually.

ñ Write the questions from the rubric on the

ñ Refer Ss the word list.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñ Have Ss complete sentences individually and check.

*Answer Key* 1 classmates	5	neighbours
2 acquaintance	6	stepmother
3 colleagues	7	niece
4 aunt	8	nephew

Answer Key

1 as funny 5 as good-looking

2 the earliest 6 the least

3 the most popular 7 sooner/better

4 more/the angrier 8 prettier/prettier

Questions: Which shows that?

ñ one thing depends on another thing: 4. The more he said, the angrier I felt. 7.

The sooner, the better ñ sb/sth that changes continuously: 8. prettier and prettier

ñ there is a similarity between two people: 5. John isn’t as good looking as his brother.

ñ there is a difference between two people:

1. Adam is twice as funny as Sean.

board.

ñ Invite Ss to answer the questions by choosing sentences from the exercise. ñ Check answers.

8 a Focus ➤ Presenting adverbs of degree

ñ Refer Ss to table and discuss. Elicit which question word (where, when, how, how often, how much) relates to the adverbs in the table. (how much refers to adverbs of degree).

ñ Have Ss find similar structure in own L1 and compare words.

(Ss’ own answers)

b Focus ➤ Role playing, using adverbs of degree

ñ Refer Ss to the example exchange. Check for understanding.

Focus ➤ Consolidating the comparative and superlative

ñ In pairs, Ss act out their own exchanges. ñ Monitor activity and assist as necessary.

ñ Refer Ss to the example in the rubric. Suggested Answer Key ñ Invite Ss to talk about family members, using A: What’s your new teacher at school like?

the comparative and superlative. B: Well, he is quite serious and very helpful.

A: That’s good.

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B: Yes, but he can be a bit impatient at times.

A: Well, that’s better than my teacher who is very bossy and a little annoying sometimes.

9 a Focus ➤ Understanding idioms

ñ Refer Ss to the Study Skills box on page 17, Check for understanding (words in an idiom take on different meanings than their usual meanings).

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñ Invite groups to say their answers in front of

the class and discuss.

Answer Key

1 B ― say honestly what you think about a situation, even if it might upset/offend people

2 A ― to be annoying/irritating

3 F ― to annoy/irritate

4 C ― to make sb extremely annoyed

5 E ― not say things that upset people

6 D ― to make people who have not met before feel more relaxed with each other

(Answers in Ss’ L1)

Vocabulary & Speaking 1d

b Focus ➤ Practising using idioms

ñ Have Ss complete task individually, using the idioms from Ex. 9a. ñ Invite Ss to read out answers and check.

Answer Key

1 hold, tongue

pain, neck

2 speak, mind

gets, nerves

3 driving, crazy

break the ice

10 Focus ➤ Role playing using idioms

ñ In pairs, have Ss act out exchanges like in the example from the rubric.

ñ Invite several pairs to act out their exchanges

in front of class.

Suggested Answer Key

A: Karen is so confident; she really speaks her mind.

Suggested Answer Key

In card A, I see someone in bed sick. In card B I see two rings joined together. Card C shows someone with a birthday cake and presents. Card D has a picture of a ring that is inside a heart and surrounded by flowers. Card E shows a stork carrying a little baby in its beak. Card F has two penguins playing in the snow. Card G shows a girl wearing a graduation gown dancing for joy with mortar boards all around her. Card H shows pretty flowers.

We usually send such messages to congratulate people or to wish people well.

ñ Refer Ss to the different greeting cards and have them describe the pictures on them.

ñ Ask Ss when we send greeting cards ñ Read box with Ss and check answers.

B: Yes, but sometimes she should hold her tongue so as not to hurt other’s feelings.

1e Writing Skills

2 Focus ➤ Understanding new vocabulary

ñ Read with Ss the list of situations and check for new vocabulary. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete matching task individually. ñ Check answers in class.

Answer Key

1 e 3 b

2 h 4 c

3 Focus ➤ Practising new vocabulary

ñ Read the message in the rubric with the class. Ask Ss to look for key words that suggest which card the message belongs in and write them on the board.

ñ Invite a S to match the message to a card. Discuss reason for writing the card.

Answer Key

Card A. Janet wrote the card to wish Helen a speedy recovery.

4 Focus ➤ Presenting informal style of writing

ñ Read Theory Box with Ss. Check for understanding. ñ Have Ss find examples from the message in Ex. 3 and write them on the board.

Answer Key

short opening and closing remarks: Dear Helen, Hugs and kisses abbreviations: What’s, wasn’t, I’m, you’ll colloquial phrasal verbs, idioms and everyday language: you’ll be back on your feet in no time the imperative: ― informal linkers: and

5 Focus ➤ Understanding informal style of writing

ñ Read message from cards with class. Check for understanding.

ñ Have Ss complete task individually and then

compare answers with a partner.

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Answer Key

A Jane has written to congratulate Tony onhis new job.

Examples of informal style: Hi Tony, Well done, All the best

B Greg has written to Neil to suggest thatthey get together.

Examples of informal style: Hi Neil, How’s it going? I’m, you’re, Let’s get together, Give me a ring , Catch you later

C Sarah has written to Amanda to apologisefor not being able to go to her party.

Examples of informal style: Hey Amanda, can’t, stuck, I’ll, make it up to you, Kisses

6 Focus ➤ Practising new vocabulary

ñ Write questions from rubric on the board. ñ Have Ss complete task individually.

ñ Have Ss find sentences from exercise that answer

questions written on the board. Check answers.

Answer Key

1 thoughts (has a family problem)

2 recovery (had an accident) 3 proud (got his/her degree)

4 luck (is moving to another place)

5 day (celebrating his/her birthday)

7 Focus ➤ Practising writing in the informal style

ñ Read rubric with class.

ñ In pairs, have Ss rewrite rubric message in the informal style.

ñ Invite several pairs to read their message to the

class and discuss.

Answer Key

Hi Matthew!

Happy birthday! Cheers for inviting me to your party next week! I’ll definitely come!

Can’t wait to see you all!

Love,

Paul

Writing

8 Focus ➤ Writing a greeting card

ñ Read rubric and check for understanding. ñ Allow Ss time to write cards.

ñ Invite Ss to read their cards to the class. Ask for feedback from class.

ñ Alternatively, task can be assigned for HW.

Suggested Answer Key

Dear Kira,

Congratulations on winning the summer school scholarship! I’m sure you’ll enjoy studying and living in London. Best of luck with everything!

Will be thinking of you,

Love,

Sarah

Word Formation

1 a Focus ➤ Presenting adjective formations

ñ Refer Ss to Theory Box and check for understanding. ñ Have Ss find similar formations in own L1.

(Ss’ own answers) b Focus ➤ Forming adjectives

ñ Refer Ss to the example.

ñ Have Ss complete task individually and check their answers in the dictionary. ñ In pairs, Ss answer the questions.

ñ Invite a few pairs to give their answers in front of class.

Writing Skills 1e

9 Smile

ñ Ss read the joke. Elicit from Ss possible answers to the question in the joke.

ñ Write suggested answers on board and have Ss choose the best one and explain why it is funny.

Answer Key

Another year (meaning: she got another year older which is something she really doesn’t want).

*Answer Key* 2 successful	8	educated
3 traditional	9	rainy
4 romantic	10	boring
5 stylish	11	enjoyable
6 careless 7 generous	12	horrible

Suggested Answer Key

2 I think Vanessa Mae is the most successful musician.

3 I think beef stroganoff is the best traditional dish.

4 I think The Bold and the Beautiful is the worst romantic TV series.

5 The most stylish outfit, in my opinion, is a silk tunic with black leggings.

6 He is the most careless driver I know.

7 My most generous friend is called Karen. She is always giving me presents!

8 My neighbour, Dr Brown, is the most educated person I know. She has spent 8 years at university!

1f English in Use

9 I think it is best to stay at home and watch DVDs on a rainy day.

10 The most boring film I have ever seen is The Da Vinci Code.

11 The least enjoyable holiday I ever had was when I went camping in Wales.

12 The most horrible food I’ve ever tasted was a Chinese takeaway from Far East.

Phrasal Verbs: get

2 Focus ➤ Practising phrasal verbs (get)

ñ Write phrasal verbs with get on the board.

Elicit possible meaning from Ss. ñ Have Ss complete task individually.

ñ Invite Ss to read out their answer and check for

understanding of verb meaning.

Answer Key

1 across

over with

over

2 along

down

Dependent Preposition

3 Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class. Explain that the bold words and filled in prepositions create phrases meaning something.

ñ Write these phrases on the board and invite Ss to say sentences with them about people they know. Refer Ss to the example in the rubric.

Answer Key

1 with 4 of 7 of 2 about 5 on 8 to

3 of 6 at 9 with

Karen is nervous about acting in the school play.

Barbera was jealous of my new coat and bought the same one.

She is an excellent teacher and the students are very fond of her.

She is not keen on going sailing, as she gets seasick easily.

Marilyn has become quite good at tennis after only a few lessons.

Julia’s parents are proud of her good grades. Kelly is very close to her cousin and tells her everything.

24

How can he be a teacher? He’s not patient enough with children!

Grammar Revision

4 a Focus ➤ Consolidating verb tenses

ñ Refer Ss to the email message and explain that they should pay attention to key words which indicate a period of time or frequency as they determine the tense of the verb. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key

1 sent

have never been

2 was feeling

3 cheered

4 have already been

have been studying

b Focus ➤ Role playing; a telephone

conversation

ñ In pairs Ss act out a telephone conversation following the e-mail message in Ex. 4a. ñ Invite pairs to act out conversations in front of

class. Ask class for feedback.

Suggested Answer Key

Claire: Hi Jane. It’s Claire, how are you?

Jane: Oh hi Claire. Fine and how are you feeling? Claire: I’m fine. I’m calling to thank you so much for the lovely card and flowers you sent last week. They really cheered me up as I was feeling very low.

Jane: You’re very welcome, it’s the least that I could do. How are you feeling now?

Claire: Much better, I have been back at school for a couple of days.

Jane: How is school going? Claire: I have never been so busy, as I have a lot of schoolwork. For the past two nights, I have been studying until midnight to try and catch up.

Jane: Oh dear. You should try and get some rest. Claire: I have almost finished the work I missed and then I am going to take a break. Jane: Good. Call me when you finish and we can get together.

Claire: OK. Take care. Jane: You too.

Objectives

Vocabulary: social etiquette

Reading: reading for specific information

Speaking: discussing social etiquette

Listening: listening for confirmation

Writing: an article on social etiquette

1 Focus ➤ Introducing the topic

ñ Write the word “social etiquette” on the board. ñ Elicit from Ss what they think the word means

and discuss.

Answer Key

Social etiquette = customs & rules for polite behaviour

2 Focus ➤ Predicting the context of the text/ reading and listening for confirmation

ñ Refer Ss to the title of the text and the heading under the pictures. Discuss what people in these situations do.

ñ Students check answers by reading and listening

to the text.

Suggested Answer Key

I think British people shake hands when they meet people for the first time. When they greet people they know well, I think they sometimes hug each other or kiss; sometimes they just wave to each other or smile. I think the British like to talk about the weather and also about gardening and pets. When British people go visiting people, I think they like to bring something for the host, maybe a little present or some flowers.

3 Focus ➤ Reading for specific information

ñ Refer Ss to the question in the rubric. ñ Ss reread text and answer the questions. ñ Check answers in class.

Answer Key

1 They shake hands.

2 They kiss them on the cheek or give them a hug.

3 You can talk about family, friends, films, television, sport, studies, food, hobbies and weather.

Culture Corner 1

4 You should be on time and bring a little gift for your hosts.

4 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and

check.

Answer Key respect ― have a good opinion of their

character or ideas kiss (sb) on the cheek ― kiss sb on the side of their face give them a hug ― put your arms around them and hold them tightly affectionate ― showing love or fondness for sb offended ― upset because of sth sb has or has not done small talk ― conversation about unimportant things between people who do not know each other well marital status ― the state of being married or not acceptable ― good enough, appropriate hosts ― people who have guests

1 respect 3 acceptable 5 cheek

2 hug 4 hosts

5 Focus ➤ Discussing the topic of the text

ñ Refer Ss to the questions in Ex. 3 and elicit

answers from class about their country. ñ Discuss social etiquette in Ss’ country

(Ss’ own answers)

6 Focus ➤ Writing an article on social etiquette ñ Explain task and refer Ss to their answers in Ex.

5 to help them write their article. ñ Allow Ss time to write articles.

ñ Invite Ss to read their articles to class. Ask for

feedback from class. ñ Alternatively, assign task as HW

25

Culture Corner

Suggested Answer Key

Social Etiquette in Russia

Russians are very warm and hospitable people. They enjoy meeting new people and like to invite people to their homes for food and conversation. But there are a few things you should remember when you go to Russia.

When you meet a Russian person for the first time, you should shake hands with him/her. Be careful ― some people have a very strong grip! Try to smile as you introduce yourself. When you greet people you know well, you should kiss them on both cheeks to say hello and goodbye.

When talking to people in Russia, some topics are ‘safer’ than others. Suitable topics for small talk are TV programmes, pets, family or you can complain about public transport or the weather.

But you should avoid talking about politics or Russian history, or you might miss the last bus/tram home!

When you visit Russian people in their homes, it is fine to arrive five or ten minutes late ― do not arrive early as your host might not be ready to receive you! It is good manners to take some flowers with you, or a little gift to show your appreciation. Do not be surprised when your host asks you to take off your shoes at the door and hands you a pair of slippers to wear ― make yourself comfortable and feel at home! And be prepared to eat a lot of food! The guest always gets more than anyone else!

Across the Curriculum – PSHE

Objectives

Vocabulary: conflicts and feelings; opposites

Reading: reading to identify missing lexis Speaking: giving advice on how to resolve conflicts; discussing a text

Writing: a poem about arguing

1 Focus ➤ Predicting text content

ñ Refer Ss to the title of the poem.

ñ Have Ss read and listen to the poem and ask how the title is related to the text.

Answer Key

The title of the poem is ‘Argument’ which is exactly what the poem is about. The words in the poem are made up of two people contradicting each other.

2 Focus ➤ Discussing a poem

ñ Elicit ideas from Ss on how to handle and deal with arguments.

ñ In pairs, have Ss discuss dealing with an argument.

ñ Monitor activity and assist as necessary.

26

Suggested Answer Key

A: How do you deal with arguments?

B: I try not to argue with people. I hate arguments. If people are arguing, I try to keep out of it. What about you?

A: I don’t like them either, but sometimes I argue for ages with people. I try to get them to see my point of view. I try not to shout or get emotional.

B: That’s the best thing to do. etc

3 Focus ➤ Reading to identify missing text/ understanding new vocabulary

ñ Have Ss read the text and fill in the gaps individually. Ss compare answers with a partner.

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebook.

Across the Curriculum – PSHE 1

Answer Key

1 how 3 them 5 other

2 at 4 since/because/as show up ― appear frustrated ― feeling upset or angry because you are unable to do anything about a problem annoyed ― fairly angry about sth disappointed ― feeling sad because sth has not happened/because sth is not as good as you hoped resolving ― solving process ― series of actions carried out in order to achieve a particular result blame ― say sb is responsible for sth, even if they may not be accuse ― tell sb you think they did sth boss me around ― bully me flexible ― adaptable

4 Focus ➤ Expressing feelings

ñ Refer Ss to the statements and check for any new vocabulary and understanding.

ñ Allow time for Ss to write down new vocabulary in notebook. ñ In pairs, Ss change the statements.

ñ Invite a few pairs to tell class their new statements

and check.

Suggested Answer Key

2 I am disappointed that you are late again. I don’t feel I can rely on you.

3 I don’t feel I can believe what you say anymore, as there have been so many lies.

4 I wish you would listen to me for once!

5 Focus ➤ Summarising a text

ñ Explain task and allow Ss time to make notes on the text.

ñ Invite Ss to say their advice to the class. Call

for feedback from class.

Suggested Answer Key

You cannot resolve conflict when you are feeling angry. You must take a deep breath and calm down. Only then will you be able to discuss the problem. It may help to count to 10 or imagine that you are in a relaxing place ― do something to make yourself feel better. When you speak, try not to blame or accuse the other person. Also, try to use ‘I’statements.

etc

6 Focus ➤ Writing a poem about arguing/ understanding opposites

ñ Explain task and refer Ss to words in the list ñ In pairs Ss find opposites with dictionary and write their poems.

ñ Invite pairs to read poems to class. Call for feedback from class.

*Suggested Answer Key* The never-ending argument Happy! Sad! Will!		Won’t!
Bad! Good!	Hot!	Cold!
Come! Go!	Young!	Old!
Fast! Slow!	Day!	Night!
Do! Don’t!	Dark	Light!

7 Focus ➤ Discussing the text (dealing with conflict)

ñ Have Ss read text again.

ñ Ss form groups of 3-4 and discuss statements in text and whether they agree or not with them. ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: I agree with the text about how easy it is for a conflict to become very bad with people screaming and even hitting. It has happened to me before.

B: I think it’s really important not to blame or accuse people when discussing a problem, as it doesn’t help.

C: Yes, I agree, it’s important to use “I feel” statements also.

D: I agree that being flexible and listening to the way the other person sees the problem helps when solving a problem.

etc

27

1 Progress Check

Progress Check 1 and Look at Module 2 should be done in one lesson.

Answer Key

1 1 clenched 6 insincere

2 sociable 7 selfish

3 pessimistic 8 shy

4 patient 9 shrugged 5 reliable 10 stubborn

2 1 optimistic 4 furious

2 attractive 5 boring

3 generous

3 1 take 6 dressed

2 is looking 7 ’ll have

3 tastes 8 has been working

4 are tripping/ 9 is always shouting/ might trip always shouts 5 was cooking 10 is thinking

28

4 1 on 4 over

2 down 5 over with

3 across

5 1 with 2 at 3 on 4 of 5 of

6 1 c 2 a 3 e 4 b 5 d

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 12

Socialising

Look at Module 1

Refer Ss to the title of module, Socialising and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 10).

T: What page is the picture on?

S1: It’s on page 10. It’s a group of friends.

T: What do you think they are doing?

S2: They are spending time together and having fun. T: How often do you spend time with your friends?

S3: Every day after school.

T: What do you do with your friends?

S4: Sometimes we go out to the cinema, other times we go over to each other’s house and talk.

Pic 2 (p. 12)

How old do you think this boy is? Do teenagers have a difficult time in social situations? Why? Is it difficult to meet people and make friends as a teenager?

Pic 3 (p. 13)

What are these people doing in the picture? Are they enjoying themselves? How do you think they feel? What things do you do with your friends?

Pic 4 (p. 21)

What is happening in this picture? What do you think the men are saying? When you meet people on the street what do you do and say? Are you friendly when you meet new people?

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key notes (p. 15)

What do the notes say? What are they for? Why did a person write them? Do you ever write notes like these?

a comic strip (p. 14)

What is the comic strip about? Is it funny? Where do we find comic strips? Do you read comic strips? Why?

greeting cards (p. 18)

What are these cards trying to say? Why do people send them? To whom do people send these cards? Have you ever sent a greeting card? What kind of card? To whom?

a poem (p. 22)

What is a poem? What is this poem about? Why do we write poems? Do you read or write poems? What about?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― Listening and Speaking section

― a Culture Corner

― an Across the Curriculum section

― an English in Use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 13

Reading

1 Focus ➤ Predicting text content

ñ Elicit/explain the meaning of “prediction” (saying what you think something will be about, based on the evidence you have)

ñ Ask Ss to look at the picture and title. Invite them to predict what the text will be about.

Write suggestions on the board. ñ Read text and check Ss’ predictions.

Suggested Answer Key

The title of the text means finding out what people are like by getting to know them. To start a conversation with someone I don’t know, I would introduce myself and ask the other person what their name is and what they do.

2 Focus ➤ Reading for specific information

ñ Explain the task, reminding Ss that it is not necessary to understand all the words in order to answer the questions.

ñ Ss answer the questions individually and then compare answers with partner.

ñ Check answers with class, asking Ss to justify

their answers.

Answer Key

1 T

2 T

3 DS

4 F When you meet someone for the first time, it’s better to smile.

5 DS

6 F You should show you’re interested in others by asking them to speak too.

7 F You should make the effort to get to know people, even if you find it difficult.

Answer Key

The author’s purpose is to inform us about how we can break the ice.

4 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and

check.

Answer Key

opportunity ― situation in which it is possible to do sth blush ― become red in the face because you feel embarrassed approach ― go up to, speak to fancy ― feel attracted to bright ― positive, full of light benefit ― get help, improve sth/sb develop ― grow or change over a period of time, acquire avoid ― keep away from sb/sth

1 blushes 3 benefited

2 fancies 4 avoid

Vocabulary

5 Focus ➤ Understanding character adjectives

ñ Have Ss form groups of 3-4 and read out the descriptions. Groups make list of adjectives the headings positive and negative.

ñ Invite groups to read out a description to the class and give answers. Ask each group to justify their choice.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 14

Reading & Vocabulary

*Answer Key* 1 positive	5	positive
2 negative/positive	6	negative
3 positive	7	negative
4 positive	8	negative

6 Focus ➤ Matching adjectives to their opposites

ñ Check understanding with class of the list of adjectives. Explain what opposite means (has reverse/contrary meaning)

ñ Ss complete task individually. ñ Have Ss listen to recording and check.

Answer Key

1 c 3 b

2 a 4 e

7 Focus ➤ Matching adjectives to descriptions

ñ Play recording to class. Have Ss match adjectives to the persons described.

ñ Invite three Ss to say their answers out in class and why they chose that adjective. ñ Listen again and check.

Answer Key

Ann ― sociable

Sue ― stubborn

Billy ― selfish

8 Focus ➤ Role playing: describing ourselves using adjectives

ñ Have Ss form pairs and role play exchanges like the example given. ñ Monitor activity and assist when necessary. ñ Invite several pairs to act out exchanges in front of class.

(Ss’ own answers)

9 Focus ➤ Understanding body language

ñ Elicit/explain what “body language” means (gestures and movements of the body that communicate something)

ñ Read example sentences with class and have Ss complete task in pairs.

ñ Invite a few pairs to read out their sentences to

the class and discuss.

Answer Key

2 Pete is scratching his head. He seems puzzled./He looks puzzled.

3 Alex is tapping his foot. He seems impatient./ He looks impatient. 4 Helen is biting her lip. She seems worried./ She looks worried.

5 Gus is crossing his arms. He seems bored./ He looks bored.

6 John is shrugging his shoulders. He seems unsure./He looks unsure.

7 Laura is clenching her teeth/fists. She seems furious./She looks furious.

8 Tom is raising his eyebrows. He seems surprised./He looks surprised.

10 Focus ➤ Discussing the topic of the text

ñ Have Ss form groups of 3-4 and discuss what they found interesting in the text.

ñ Monitor activity and offer assistance when

necessary.

Suggested Answer Key

etc

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 15

1 b Listening & Speaking

Objectives

Answer Key

1 Have we met before?

4 Have you got any

2 Are you new here?

brothers or sisters?

3 What’s your name?

5 How old are you?

Vocabulary: meeting new people; family

situations; social situations

Listening: listening for confirmation; listening for specific information; listening for intonation Speaking: describing a picture; role playing

social exchanges Speaking

Focus ➤ Describing a picture

ñ Refer Ss to picture on page 12 and elicit answers from class to the questions in the rubric.

ñ Write answers on the board and discuss.

Focus ➤ Role playing (meeting a new person) exchanging personal information

ñ Refers Ss to questions in Ex. 2 and dialogue in Ex.3.

ñ Ss form pairs and role play meeting someone new at summer camp.

ñ Have Ss record their exchanges and listen to them in class. Invite feedback.

Answer Key ñ Alternatively, Ss can act out exchanges in front

1 The picture shows a girl sitting on a wall of class. and a boy standing next to her. They are in

the countryside. Suggested Answer Key

2 They are talking to each other and smiling/ A: Hello, my name’s Penny. What’s your name? laughing. They are enjoying each other’s B: I’m Sally. Sally Borgenson.

company. A: Nice to meet you, Sally. Where are you

3 They are wearing casual clothes. The girl is from?

wearing jeans and T-shirt; the boy is B: I’m from Sweden. You? wearing jeans, a T-shirt and a checked A: I’m from Greece. Welcome to the camp. shirt. B: Thanks Penny. Have you been here long?

4 They are feeling happy and relaxed. A: I arrived here on Saturday. How old are

you Sally?

B: I turn fifteen in March. You?

2 Focus ➤ Identifying questions used when A: I’m fifteen in May. We’re almost the same meeting someone for the first time age.

ñ Have Ss read out the list of questions. Elicit any B: So, we might be in the same team. Do you new vocabulary. like basketball?

ñ Discuss when we would ask these questions. A: It’s my favourite sport. Have you got any Elicit from Ss different situations in which brothers or sisters?

these questions could be asked. B: Just one brother. He’s one year older than me. You?

A: I’m an only child. Look, there’s the camp

Answer Key leader. Let’s ask him if we can be on the

You would ask these questions when you meet same basketball team.

someone for the first time/when you are just

B: Yes, good idea. Let’s go.

getting to know someone.

Focus ➤ Completing a dialogue/listening for confirmation

ñ Have Ss read through dialogue and fill in questions individually.

ñ Listen to dialogue and Ss check their answers.

Listening

5 a Focus ➤ Understanding phrases used to describe family situations

ñ Refer Ss to the list of phrases. Elicit/ explain any new vocabulary.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 16

Listening & Speaking

ñ Ask Ss to choose a phrase that describes their family situation and why.

ñ Invite Ss to say their answer in front of class

and reasons why.

Suggested Answer Key

b Focus ➤ Listening for specific information

ñ Play the recording once and have Ss complete the task individually.

ñ Ss then compare answers with a partner. ñ Play the recording again and check answers

with class.

Answer Key

1 D 2 C

Everyday English

6 a Focus ➤ Matching phrases with responses/ listening for confirmation

ñ Play the recording and Ss check their

answers.

Answer Key

1 f 3 i

2 j 4 a

b Focus ➤ Identifying the topic of

exchanges (socialising)

ñ Have different pairs of Ss read out phrases and their correct responses (exchanges) in question 6a.

ñ Invite Ss to choose which of the 8 topics the

exchange is about and discuss.

*Answer Key* 1 exchanges 3, 5	5	exchange 7
2 exchange 1	6	exchanges 8, 9
3 exchange 5	7	exchanges 7, 10
4 exchange 2	8	exchanges 2, 4, 5, 6

7 Focus ➤ Role playing (social exchanges)

ñ Refer Ss to sentences in Ex. 6a.

ñ Have Ss complete exchanges individually and in pairs act out exchanges. ñ Monitor exchanges and check answers.

Answer Key 1 See you later!

Hello!

2 How are you?

3 Well, thank you for inviting me.

Excuse me!

Say It Right

8 Focus ➤ Understanding social exchange/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers.

Answer Key

1 a 2 b

Intonation

9 Focus ➤ Listening for intonation

ñ Refer Ss to the Study Box and explain intonation (the way your voice rises and falls as you speak). ñ Ss listen to recording and complete task individually.

ñ Play recording again and after each speaker, stop recording and check Ss’ answers. Ask if the speaker’s intonation is rising or falling.

10 Focus ➤ Consolidating social exchanges

ñ Have Ss form pairs and write different social exchanges, according to the rubric.

ñ Invite pairs to act out exchanges in front of

class. Ask for feedback from class.

(Ss’ own answers)

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 17

¹_cGrammar in Use

Objectives

Present Perfect Continuous also used for:

ñ to express anger, irritation or annoyance.

e.g. I don’t believe it! Fiona has been using my perfume again!

ñ for repeated actions in the past continuing to the present. e.g. Harry has been practising a lot for the competition and is sure to do well.

Present Perfect is also used for:

ñ an action which started in the past and continues up to the present, especially with stative verbs such as be, have, like, know, etc. e.g. I have known Karen for five years.

ñ a recently completed action. e.g. I’ve washed the dishes.

ñ personal experiences or changes. e.g. Dee has lost weight.

Present Continuous is used for:

ñ for actions taking place at or around the time of speaking. e.g. Tim is talking on the phone.

ñ for temporary situations. e.g. We’re staying in London this week.

ñ for fixed arrangements in the near future.

e.g. I’m meeting Sarah at two o’clock.

ñ for currently changing and developing situations. e.g. The earth is getting warmer and warmer.

Answer Key

Are you = a permanent state (Present Simple) I’ve been studying = an action which started in the past and continues up to the present with emphasis on the duration (Present Perfect Continuous)

ñ habits and routines e.g. John goes to the dentist’s every six months.

ñ timetables e.g. The train arrives in Woking at two twenty six.

ñ sporting commentaries, reviews and narrations e.g. It’s in! It’s another goal for Liverpool.

ñ feelings and emotions e.g. I like Diana.

She’s a good friend.

Grammar: present simple; present continuous; present perfect; present perfect continuous; stative verbs; will/going to; past simple and past continuous

Speaking: role playing future actions/plans; talking about school life

Writing: completing a message with correct verb tenses, writing sentences about school life.

1 Focus ➤ Presenting present simple, present continuous, present perfect, and present perfect continuous

ñ Read comic strip with Ss and refer them to the verb tenses in bold and write them on the board. ñ Elicit what tenses the verbs in bold are in and what it is an example of from the rubric.

ñ Have Ss form groups of 3-4 and think up other examples and their uses of each verb tense. ñ Invite groups to say answers in front of class and discuss.

2 Focus ➤ Practicing the present simple, present continuous, present perfect, present perfect continuous

ñ Explain task and have Ss complete it individually.

ñ Ss check answers with a partner. ñ Monitor activity and check for understanding.

3 a Focus ➤ Presenting stative verbs

ñ Refer Ss to grammar box. Check for understanding.

ñ Ask Ss to find two examples in the text.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 18

Grammar in Use

ñ Elicit other examples from Ss.Write them on

the board and discuss.

Answer Key know ― I know how to do maths, too… believe ― I don’t believe it.

b Focus ➤ Practising the present simple and present continuous

ñ Have Ss complete task individually. ñ Check answers with class.

*Answer Key* 1 A: is Billy being	3	A: looks
B: is		B: are looking
2 A: are you tasting	4	A: do you think
B: tastes		B: am thinking

4 Focus ➤ Matching present simple and present continuous to their uses in the future

ñ Read through uses with Ss. Check for understanding. ñ Have Ss complete task individually. ñ Invite Ss to read out answers to the class.

Answer Key

1 f 3

2 b 4

5 Focus ➤ Practising future actions, using

“will” and “going to”

ñ Refer Ss to uses in Ex. 4 and have them complete exchanges individually.

ñ Invite Ss to read out exchanges in class, check answers.

*Answer Key* 1 am going to	3	will	5	am going to
2 are going to	4	will

6 Focus ➤ Role playing future actions (going to)

ñ Read rubric and example with class. ñ Have Ss from pairs and role play exchanges. ñ Monitor pairs and assist as necessary.

Answer Key

A: What time does the concert start?

B: 9.30, so we’re going to leave/we’re leaving the house at 8.00.

A: What time does the film start?

B: 8 o’clock, so we’re meeting/going to meet outside the cinema at 7.45.

A: What time does your ballet lesson finish?

B: Six o’clock.

A: So, I’ll pick you up at 6.15.

7 Focus ➤ Presenting past simple and past continuous

ñ Have Ss give their own examples with their uses

and write them under headings on the board.

Answer Key

1 b 2 c

8 Focus ➤ Consolidating verb tenses

ñ Have Ss complete message individually. ñ Invite Ss to read out answers to class and why they chose that tense of the verb.

*Answer Key* 1 haven’t written	6	have had
2 have been	7	was walking
3 started	8	ran
4 am studying	9	took
5 am going to become	10	will write

9 Focus ➤ Writing and talking at a particular point in time

ñ Refer Ss to list of words in rubric. Explain that these words indicate a period of time or frequency that will determine the tense of the verb.

ñ Write a few of the words from the list on the board and elicit example sentences with those words. Discuss the verb tense used and why.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 19

Grammar in Use 1c

ñ Have Ss form pairs and write and exchange sentences about school life, using the words in the list from the rubric.

ñ Monitor pairs and assist as necessary.

Suggested Answer Key

S1: I came to this school three years ago.

S2: Before I came to this school I went to a smaller school.

S3: I still haven’t done my biology homework.

S4: I have already played in two football matches for the school this year.

S5: I haven’t decided yet what I want to do when I leave school.

S6: Tomorrow we have French and English in the morning.

S7: I have been studying German for two

years. etc

1 Focus ➤ Understanding new vocabulary

(descriptions of people)

ñ Read through table with Ss. Elicit/explain any new vocabulary. Allow time for Ss to write down new vocabulary in notebooks.

ñ Read example description with Ss. Check for understanding.

ñ Invite Ss to describe a famous person, using the vocabulary from the table. Class tries to guess who it is.

David Beckham

2 Focus ➤ Presenting comparatives and superlatives

ñ Read table with Ss and check for understanding.

ñ Have Ss give their own examples of short adjectives/adverbs and long adjective/adverbs in the comparative and superlative. Write them on the board. ñ Have Ss find examples in own L1.

(Ss’ own answers)

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Vocabulary & Speaking

Focus ➤ Comparing people

ñ Refer Ss to example exchange and check for understanding.

ñ Have Ss form pairs and act out exchanges, following the example.

ñ Direct Ss to compare the people using the adjectives in Ex. 1.

ñ Invite a few pairs to present exchanges to the class.

ñ Ss can refer to Ex. 1 and 2 for adjectives to use.

(Ss’ own answers)

Focus ➤ Listening for specific information

ñ Read rubric with Ss and play recording. ñ Ss complete task individually. ñ Play recording and Ss check their answers.

*Answer Key* 1 D (Laura Smith)	3	C (Mrs Jones)
2 B (Roger)	4	A (Bill)

Suggested Answer Key

A: Sue is slimmer than Sarah.

B: Yes, but Sally is the slimmest. Who do you

think is the oldest?

7 Focus ➤ Understanding new vocabulary

A: Probably Sarah is the oldest and Sally is

(relationships) the youngest.

Focus ➤ Practising the comparative and superlative

ñ Have Ss complete the task individually.

ñ Write the questions from the rubric on the

ñ Refer Ss the word list.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñ Have Ss complete sentences individually and check.

*Answer Key* 1 classmates	5	neighbours
2 acquaintance	6	stepmother
3 colleagues	7	niece
4 aunt	8	nephew

Answer Key

1 as funny 5 as good-looking

2 the earliest 6 the least

3 the most popular 7 sooner/better

4 more/the angrier 8 prettier/prettier

Questions: Which shows that?

ñ one thing depends on another thing: 4. The more he said, the angrier I felt. 7.

The sooner, the better ñ sb/sth that changes continuously: 8. prettier and prettier

ñ there is a similarity between two people: 5. John isn’t as good looking as his brother.

ñ there is a difference between two people:

1. Adam is twice as funny as Sean.

board.

ñ Invite Ss to answer the questions by choosing sentences from the exercise. ñ Check answers.

8 a Focus ➤ Presenting adverbs of degree

ñ Refer Ss to table and discuss. Elicit which question word (where, when, how, how often, how much) relates to the adverbs in the table. (how much refers to adverbs of degree).

ñ Have Ss find similar structure in own L1 and compare words.

(Ss’ own answers)

b Focus ➤ Role playing, using adverbs of degree

ñ Refer Ss to the example exchange. Check for understanding.

Focus ➤ Consolidating the comparative and superlative

ñ In pairs, Ss act out their own exchanges. ñ Monitor activity and assist as necessary.

ñ Refer Ss to the example in the rubric. Suggested Answer Key ñ Invite Ss to talk about family members, using A: What’s your new teacher at school like?

the comparative and superlative. B: Well, he is quite serious and very helpful.

A: That’s good.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 21

B: Yes, but he can be a bit impatient at times.

A: Well, that’s better than my teacher who is very bossy and a little annoying sometimes.

9 a Focus ➤ Understanding idioms

ñ Refer Ss to the Study Skills box on page 17, Check for understanding (words in an idiom take on different meanings than their usual meanings).

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñ Invite groups to say their answers in front of

the class and discuss.

Answer Key

1 B ― say honestly what you think about a situation, even if it might upset/offend people

2 A ― to be annoying/irritating

3 F ― to annoy/irritate

4 C ― to make sb extremely annoyed

5 E ― not say things that upset people

6 D ― to make people who have not met before feel more relaxed with each other

(Answers in Ss’ L1)

Vocabulary & Speaking 1d

b Focus ➤ Practising using idioms

ñ Have Ss complete task individually, using the idioms from Ex. 9a. ñ Invite Ss to read out answers and check.

Answer Key

1 hold, tongue

pain, neck

2 speak, mind

gets, nerves

3 driving, crazy

break the ice

10 Focus ➤ Role playing using idioms

ñ In pairs, have Ss act out exchanges like in the example from the rubric.

ñ Invite several pairs to act out their exchanges

in front of class.

Suggested Answer Key

A: Karen is so confident; she really speaks her mind.

Suggested Answer Key

We usually send such messages to congratulate people or to wish people well.

1 Focus ➤ Introducing the topic

ñ Refer Ss to the different greeting cards and

have them describe the pictures on them. ñ Ask Ss when we send greeting cards ñ Read box with Ss and check answers.

B: Yes, but sometimes she should hold her tongue so as not to hurt other’s feelings.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 22

Writing Skills

2 Focus ➤ Understanding new vocabulary

Answer Key

1 e 3 b

2 h 4 c

3 Focus ➤ Practising new vocabulary

ñ Read the message in the rubric with the class. Ask Ss to look for key words that suggest which card the message belongs in and write them on the board.

ñ Invite a S to match the message to a card. Discuss reason for writing the card.

Answer Key

Card A. Janet wrote the card to wish Helen a speedy recovery.

4 Focus ➤ Presenting informal style of writing

ñ Read Theory Box with Ss. Check for understanding. ñ Have Ss find examples from the message in Ex. 3 and write them on the board.

Answer Key

5 Focus ➤ Understanding informal style of writing

ñ Read message from cards with class. Check for understanding.

ñ Have Ss complete task individually and then compare answers with a partner.

Answer Key

A Jane has written to congratulate Tony onhis new job.

Examples of informal style: Hi Tony, Well done, All the best

B Greg has written to Neil to suggest thatthey get together.

Examples of informal style: Hi Neil, How’s it going? I’m, you’re, Let’s get together, Give me a ring , Catch you later

C Sarah has written to Amanda to apologisefor not being able to go to her party.

Examples of informal style: Hey Amanda, can’t, stuck, I’ll, make it up to you, Kisses

6 Focus ➤ Practising new vocabulary

ñ Write questions from rubric on the board. ñ Have Ss complete task individually.

ñ Have Ss find sentences from exercise that answer

questions written on the board. Check answers.

Answer Key

1 thoughts (has a family problem)

2 recovery (had an accident) 3 proud (got his/her degree)

4 luck (is moving to another place)

5 day (celebrating his/her birthday)

7 Focus ➤ Practising writing in the informal style

ñ Read rubric with class.

ñ In pairs, have Ss rewrite rubric message in the informal style.

ñ Invite several pairs to read their message to the

class and discuss.

Answer Key

Hi Matthew!

Happy birthday! Cheers for inviting me to your party next week! I’ll definitely come!

Can’t wait to see you all!

Love,

Paul

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 23

Writing Skills 1e

Writing

8 Focus ➤ Writing a greeting card

ñ Read rubric and check for understanding. ñ Allow Ss time to write cards.

ñ Invite Ss to read their cards to the class. Ask for feedback from class.

ñ Alternatively, task can be assigned for HW.

Suggested Answer Key

Dear Kira,

Congratulations on winning the summer school scholarship! I’m sure you’ll enjoy studying and living in London. Best of luck with everything!

Will be thinking of you,

Love, Sarah

9 Smile

ñ Ss read the joke. Elicit from Ss possible answers to the question in the joke.

ñ Write suggested answers on board and have Ss choose the best one and explain why it is funny.

Answer Key

Another year (meaning: she got another year older which is something she really doesn’t want).

Word Formation

1 a Focus ➤ Presenting adjective formations

ñ Refer Ss to Theory Box and check for understanding. ñ Have Ss find similar formations in own L1.

(Ss’ own answers) b Focus ➤ Forming adjectives

ñ Refer Ss to the example.

ñ Have Ss complete task individually and check their answers in the dictionary. ñ In pairs, Ss answer the questions.

ñ Invite a few pairs to give their answers in front of class.

*Answer Key* 2 successful	8	educated
3 traditional	9	rainy
4 romantic	10	boring
5 stylish	11	enjoyable
6 careless 7 generous	12	horrible

Suggested Answer Key

2 I think Vanessa Mae is the most successful musician.

3 I think beef stroganoff is the best traditional dish.

4 I think The Bold and the Beautiful is the worst romantic TV series.

5 The most stylish outfit, in my opinion, is a silk tunic with black leggings.

6 He is the most careless driver I know.

7 My most generous friend is called Karen. She is always giving me presents!

8 My neighbour, Dr Brown, is the most educated person I know. She has spent 8 years at university!

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English in Use

9 I think it is best to stay at home and watch DVDs on a rainy day.

10 The most boring film I have ever seen is The Da Vinci Code.

11 The least enjoyable holiday I ever had was when I went camping in Wales.

12 The most horrible food I’ve ever tasted was a Chinese takeaway from Far East.

Phrasal Verbs: get

2 Focus ➤ Practising phrasal verbs (get)

ñ Write phrasal verbs with get on the board.

Elicit possible meaning from Ss. ñ Have Ss complete task individually.

ñ Invite Ss to read out their answer and check for

understanding of verb meaning.

Answer Key

1 across

over with

over

2 along

down

Dependent Preposition

3 Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class. Explain that the bold words and filled in prepositions create phrases meaning something.

ñ Write these phrases on the board and invite Ss to say sentences with them about people they know. Refer Ss to the example in the rubric.

Answer Key

1 with 4 of 7 of 2 about 5 on 8 to

3 of 6 at 9 with

Karen is nervous about acting in the school play.

Barbera was jealous of my new coat and bought the same one.

She is an excellent teacher and the students are very fond of her.

She is not keen on going sailing, as she gets seasick easily.

Marilyn has become quite good at tennis after only a few lessons.

Julia’s parents are proud of her good grades. Kelly is very close to her cousin and tells her everything.

How can he be a teacher? He’s not patient enough with children!

Grammar Revision

4 a Focus ➤ Consolidating verb tenses

ñ Invite Ss to read out answers in class and

check.

Answer Key

1 sent

have never been

2 was feeling

3 cheered

4 have already been

have been studying

b Focus ➤ Role playing; a telephone

conversation

ñ In pairs Ss act out a telephone conversation following the e-mail message in Ex. 4a. ñ Invite pairs to act out conversations in front of

class. Ask class for feedback.

Suggested Answer Key

Claire: Hi Jane. It’s Claire, how are you?

Jane: You’re very welcome, it’s the least that I could do. How are you feeling now?

Claire: Much better, I have been back at school for a couple of days.

Jane: How is school going? Claire: I have never been so busy, as I have a lot of schoolwork. For the past two nights, I have been studying until midnight to try and catch up.

Claire: OK. Take care. Jane: You too.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 25

Culture Corner 1

Objectives

Vocabulary: social etiquette

Reading: reading for specific information

Speaking: discussing social etiquette

Listening: listening for confirmation

Writing: an article on social etiquette

1 Focus ➤ Introducing the topic

ñ Write the word “social etiquette” on the board. ñ Elicit from Ss what they think the word means

and discuss.

Answer Key

Social etiquette = customs & rules for polite behaviour

2 Focus ➤ Predicting the context of the text/ reading and listening for confirmation

ñ Refer Ss to the title of the text and the heading under the pictures. Discuss what people in these situations do.

ñ Students check answers by reading and listening

to the text.

Suggested Answer Key

3 Focus ➤ Reading for specific information

ñ Refer Ss to the question in the rubric. ñ Ss reread text and answer the questions. ñ Check answers in class.

Answer Key

1 They shake hands.

2 They kiss them on the cheek or give them a hug.

3 You can talk about family, friends, films, television, sport, studies, food, hobbies and weather.

4 You should be on time and bring a little gift for your hosts.

4 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete sentences individually and

check.

Answer Key respect ― have a good opinion of their

1 respect 3 acceptable 5 cheek

2 hug 4 hosts

5 Focus ➤ Discussing the topic of the text

ñ Refer Ss to the questions in Ex. 3 and elicit

answers from class about their country. ñ Discuss social etiquette in Ss’ country

(Ss’ own answers)

6 Focus ➤ Writing an article on social etiquette ñ Explain task and refer Ss to their answers in Ex.

5 to help them write their article. ñ Allow Ss time to write articles.

ñ Invite Ss to read their articles to class. Ask for

feedback from class.

ñ Alternatively, assign task as HW

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 26

Culture Corner

Suggested Answer Key

Social Etiquette in Russia

When talking to people in Russia, some topics are ‘safer’ than others. Suitable topics for small talk are TV programmes, pets, family or you can complain about public transport or the weather.

But you should avoid talking about politics or Russian history, or you might miss the last bus/tram home!

Across the Curriculum – PSHE

Objectives

Vocabulary: conflicts and feelings; opposites

Reading: reading to identify missing lexis Speaking: giving advice on how to resolve conflicts; discussing a text

Writing: a poem about arguing

1 Focus ➤ Predicting text content

ñ Refer Ss to the title of the poem.

ñ Have Ss read and listen to the poem and ask how the title is related to the text.

Answer Key

The title of the poem is ‘Argument’ which is exactly what the poem is about. The words in the poem are made up of two people contradicting each other.

2 Focus ➤ Discussing a poem

ñ Elicit ideas from Ss on how to handle and deal with arguments.

ñ In pairs, have Ss discuss dealing with an argument. ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: How do you deal with arguments?

B: I try not to argue with people. I hate arguments. If people are arguing, I try to keep out of it. What about you?

A: I don’t like them either, but sometimes I argue for ages with people. I try to get them to see my point of view. I try not to shout or get emotional.

B: That’s the best thing to do. etc

3 Focus ➤ Reading to identify missing text/ understanding new vocabulary

ñ Have Ss read the text and fill in the gaps individually. Ss compare answers with a partner.

ñ Refer Ss to the bold words in the text. Discuss meaning.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebook.

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 27

Across the Curriculum – PSHE 1

Answer Key

1 how 3 them 5 other

4 Focus ➤ Expressing feelings

ñ Refer Ss to the statements and check for any new vocabulary and understanding.

ñ Allow time for Ss to write down new vocabulary in notebook. ñ In pairs, Ss change the statements.

ñ Invite a few pairs to tell class their new statements

and check.

Suggested Answer Key

2 I am disappointed that you are late again. I don’t feel I can rely on you.

3 I don’t feel I can believe what you say anymore, as there have been so many lies.

4 I wish you would listen to me for once!

5 Focus ➤ Summarising a text

ñ Explain task and allow Ss time to make notes on the text.

ñ Invite Ss to say their advice to the class. Call

for feedback from class.

Suggested Answer Key

etc

6 Focus ➤ Writing a poem about arguing/ understanding opposites

ñ Explain task and refer Ss to words in the list ñ In pairs Ss find opposites with dictionary and write their poems.

ñ Invite pairs to read poems to class. Call for feedback from class.

*Suggested Answer Key* The never-ending argument Happy! Sad! Will!		Won’t!
Bad! Good!	Hot!	Cold!
Come! Go!	Young!	Old!
Fast! Slow!	Day!	Night!
Do! Don’t!	Dark	Light!

7 Focus ➤ Discussing the text (dealing with conflict)

ñ Have Ss read text again.

ñ Ss form groups of 3-4 and discuss statements in text and whether they agree or not with them. ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: I agree with the text about how easy it is for a conflict to become very bad with people screaming and even hitting. It has happened to me before.

B: I think it’s really important not to blame or accuse people when discussing a problem, as it doesn’t help.

C: Yes, I agree, it’s important to use “I feel” statements also.

D: I agree that being flexible and listening to the way the other person sees the problem helps when solving a problem.

etc

Spotlight 8 Mod 1 Ts 09-09-09 17:04 Page 28

Progress Check

Progress Check 1 and Look at Module 2 should be done in one lesson.

Answer Key

1 1 clenched 6 insincere

2 sociable 7 selfish

3 pessimistic 8 shy

4 patient 9 shrugged 5 reliable 10 stubborn

2 1 optimistic 4 furious

2 attractive 5 boring

3 generous

3 1 take 6 dressed

2 is looking 7 ’ll have

3 tastes 8 has been working

4 are tripping/ 9 is always shouting/ might trip always shouts

5 was cooking 10 is thinking

4 1 on 4 over

2 down 5 over with

3 across

5 1 with 2 at 3 on 4 of 5 of

6 1 c 2 a 3 e 4 b 5 d

Spotlight 8 Mod 2 Ts 09-09-09 17:06 Page 29

Food & Shopping

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. What do you do and say when you meet people? How do you solve conflicts with your friends and family? ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 1.

Look at Module 2

ñ Refer Ss to the title of module, Food and Shopping, and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title means things that we eat and buy. I think we will learn about different types of food, ways of shopping and places to shop.

ñ Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 27).

T: What page is the picture on?

S1: It’s on page 27. It’s a ball of rice.

T: What is it in?

S2: Some kind of dish or package.

T: Where would you find this?

S3: Probably in a restaurant or lunch box.

T: Do you eat rice? Is this from our country?

S4: I never eat rice. I think it’s from a country in Asia.

Pic 2 (p. 30)

What is this a picture of? What do the words mean? What do they celebrate? Why would you celebrate this? Are you careful about what you buy?

Pic 3 (p. 32)

What is in the picture? Do you eat this food? How is it prepared? Do you know how to cook?

Pic 4 (p. 34)

What’s happening in this picture? What kinds of things are being sold? Who shops at this place? Where do you shop? Have you ever shopped at a place like this?

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key a flea market advertisement (p. 29)

What does the advertisement say? What information does it give? Where would you find such an advertisement? Would you go to the flea market? Why?

logos (p. 37)

What are logos? What do you usually find on them? Where do you find them? What kinds of groups have logos? Why do groups have them? Do you know a logo?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― a Literature and Speaking section

― a Culture Corner

― a Going Green section

― an English in Use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

Spotlight 8 Mod 2 Ts 09-09-09 17:06 Page 30

2 a Reading & Vocabulary

Objectives

Suggested Answer Key ñ Do students make their own obentos?

No, the children’s mothers make them.

ñ What foods are obentos made with? They are made with rice, meat or fish, vegetables and fruit.

ñ Why do they make attractive shapes with their food?

Because they should be pleasing to the eye and/or they show the mothers’ love for their children.

Vocabulary: food; ways of cooking; collocations (food)

Reading: predicting text content; reading for specific information

Speaking: discussing a text; role playing (ways of cooking)

Listening: listening for specific information Writing: completing sentences; an email about a traditional dish in your country

listening for specific information

ñ Elicit questions from Ss about obentos and write them on the board.

ñ Have Ss read and listen to the text. Ask them to find answers to the questions on the board.

Focus ➤ Discussing the text

ñ In pairs, have Ss discuss the text and what three things they found interesting.

ñ Have pairs answer if they think “obentos” are healthy and give reasons why.

ñ Monitor activity and assist as necessary.

Reading

Focus ➤ Introducing the topic

ñ Elicit discussion on what Ss eat at school and where it comes from. Refer Ss to example in rubric.

ñ Check for understanding

Focus ➤ Reading for specific information/ understanding new vocabulary

ñ Have Ss read text again and complete task individually.

ñ Check answers in class

ñ Refer Ss to the words in bold. Ss can use

Word List to find meanings.

Suggested Answer Key ñ Have Ss find meanings in own L1. Allow time

I usually eat an apple or banana at school at for Ss to write down new vocabulary in

break time, and then I have a cheese or ham notebooks. sandwich for lunch with some salad. I take it

all from home ― my mum gives it to me in the

Answer Key morning before I leave.

1 … a boxed meal.

2 … the 5th century.

2 Focus ➤ Predicting text content 3 … in theatres, airports or train stations. ñ Ask Ss to look at the pictures and title. Listen 4 … rice, meat or fish, vegetables and fruit. to music. 5 … appealing.

ñ Invite them to predict what an “obento” is and 6 … small and sometimes include new foods where it is from. for the children to try.

ñ Write Ss answers on the board. basically: mostly/more or less

date back: started/go back in time

Suggested Answer Key nourishing: good for your health, giving you

I think that an obento is a school meal. It is the food you need

from Japan. take pride in: take pleasure to do something

appealing: pleasing and attractive fussy eater: eat only familiar/ known foods 3 a Focus ➤ Reading for specific information/

Spotlight 8 Mod 2 Ts 09-09-09 17:06 Page 31

Reading & Vocabulary 2a

Suggested Answer Key

I found it very interesting that obentos date back to the 5^thcentury. It’s also very interesting that they are shaped like flowers, animals or even cartoon characters. I found it interesting that nursery schools have rules about how to prepare an obento.

Obentos are healthy because they contain meat, vegetables and fruit, which are all very nourishing.

Vocabulary

5 a Focus ➤ Understanding new vocabulary

ñ Direct Ss to the words referring to ways of cooking. Ss can use Word List to find meanings.

ñ Have Ss find meanings in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñ Ss complete task individually and check answers in class.

Suggested Answer Key

1 roast 3 scrambled

roast

2 pickled 4 mashed

scrambled

b Focus ➤ Role playing: ways of cooking

ñ Refer Ss to the example exchange in the rubric.

ñ In pairs, Ss act out ways they like their food cooked using the vocabulary in Ex. 5a. ñ Monitor exchanges and assist as necessary ñ Invite a few pairs to act out their exchanges

in front of class.

Suggested Answer Key

A: I love pickled vegetables. How about you? B: I prefer them steamed. etc

6 Focus ➤ Forming collocations (food)

ñ In pairs, have Ss fill out sentences and check their collocations in the Word List. ñ Invite pairs to read out sentences in class.

Suggested Ans

1 salad

wer Key

4 weight

chocolate

2 food

5 meal

vegetables

3 diet

6 sauce

7 Focus ➤ Consolidating new vocabulary

ñ Refer Ss to the example in the rubric and check for understanding.

ñ Ss complete task individually. ñ Check answers in class.

Suggested Answer Key

2 peanuts because

3 Mexican dishes because

4 grapefruits

5 sweets because

6 hamburgers because

8 Focus ➤ Writing briefly about the topic of a text

ñ Read the rubric with Ss and check for understanding.

ñ Give Ss a few minutes to write a few sentences on the topic.

ñ In pairs, Ss read each other their sentences. Check answers.

Suggested Answer Key

Mothers show they care and love their children by cooking healthy food for them. Mothers love their children and want them to be healthy, so they want them to learn to eat healthy foods. Mothers that take the time to cook good dishes for their children show their children that they are important and that they want the best for them.

9 Focus ➤ An email on a traditional dish in your country

ñ Read questions with Ss from rubric. Allow Ss time to answer questions.

ñ Refer Ss to email in rubric and explain that they should use their answers to the previous questions in writing their email.

ñ Allow Ss time to write emails. Alternatively, assign task as HW.

ñ Invite Ss to read emails to the class and ask for feedback.

Spotlight 8 Mod 2 Ts 09-09-09 17:06 Page 32

Reading & Vocabulary

Suggested Answer Key

1 A traditional dish in my country is called pelmeni.

2 Pelmeni is made from minced meat, dough and various spices

3 You prepare the dough using eggs, sometimes with milk or water added and use it to wrap the minced meat. You also add various spices such as pepper, onions and garlic. You can either boil or fry the pelmeni until they turn golden brown.

4 It tastes delicious and can be quite spicy, depending on how many spices you use.

Dear Matt,

There are a lot of nice dishes in Russian cuisine but my favourite is pelmeni. It’s made from minced meat, dough and various spices.

You prepare the dough from eggs, sometimes with milk or water added and use it to wrap the minced meat. You also add various spices such as pepper, onions and garlic. You can either boil or fry the pelmeni until they turn golden brown.

They can taste really spicy! What’s your favourite traditional dish?

Your friend,

Olga

Listening & Speaking

Objectives

Reading: kinds of shops; shopping

Speaking: describing a picture; role playing

(shopping, giving directions)

Listening: listening for specific information; listening for confirmation; listening for intonation in questions

Writing: completing a dialogue

1 Focus ➤ Listening for specific information

ñ Refer Ss to pictures on page 28 and read out the name of each place.

ñ Have Ss listen to dialogues and identify which

of the places they are taking place in. ñ Check for understanding

Answer Key

The dialogues are taking place in a department store, at a car boot sale and in a shopping mall.

2 Focus ➤ Describing a picture

ñ Read study Skills Box with Ss and check for understanding.

ñ In pairs, Ss choose a picture and describe it to their partner.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

Picture D shows us some people shopping at a busy flea market. You can probably hear a lot of noise as people are talking about what they want to buy and the stall-holders are trying to persuade people to buy things. The weather must be warm because they are wearing light clothes, such as T-shirts and shorts. The person working on the stall is wearing sunglasses. The stalls are selling clothes. This flea market is probably somewhere in the UK because I can see the UK flag at the top right hand corner of the picture.

3 a Focus ➤ Identifying shopping places

ñ Refer Ss to the list of different shops and elicit/ explain any new vocabulary.

ñ Invite different Ss to read out quotes and for others to answer which shop it could be heard in and why?

*Answer Key* 1 clothes shop	7	optician’s
2 hairdresser’s	8	post office
3 butcher’s	9	florist’s
4 bakery	10	fishmonger’s
5 chemist’s	11	newsagent’s
6 shoe shop	12	jeweller’s

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Listening & Speaking 2b

b Focus ➤ Understanding different shopping places

ñ Refer Ss to list of shops in Ex. 3a. ñ Have Ss complete task individually. ñ Check answers in class.

Answer Key

You can buy a packet of aspirin at the chemist’s. You can buy a kilo of sausages at the butcher’s. You can buy a pair of sunglasses at the optician’s.

You can buy some prawns at the fishmonger’s.

You can buy a bunch of tulips at the florist’s.

You can buy a dress at a clothes shop.

You can buy a fruitcake at the bakery.

You can buy a necklace at the jeweller’s.

Everyday English

4 Focus ➤ Role playing: giving directions

ñ Read the rubric and table with Ss. Check for understanding.

ñ In pairs, Ss act out exchanges asking and giving directions. ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: I need to buy some stamps. Is there a post office near here?

B: Yes, there’s one between the bakery and

the florist’s. etc

5 Focus ➤ Completing a dialogue/listening for confirmation

ñ Have Ss complete dialogue individually and

check with a partner.

ñ Ss listen and check their answers

Suggested Answer Key

1 F 3 B

2 A 4 E

Listening

6 Focus ➤ Listening for specific information.

ñ Direct Ss to the advertisement and the missing information. ñ Ss listen to recording and complete task individually.

ñ Listen again to recording and Ss check answers.

Suggested Answer Key

1 jewellery 3 7

2 500 4 5:30

station

Intonation

7 Focus ➤ Listening for intonation in questions

ñ Refer Ss to the theory box and check for understanding.

ñ Ss listen to recording and repeat questions with

proper intonation.

(Ss’ own answers)

Say it right

8 Focus ➤ Understanding social exchanges/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers

Suggested Answer Key

1 a 2 a 3 b

Speaking

9 Focus ➤ Consolidating social exchanges (role playing)

ñ Have Ss form pairs and role play social exchanges, according to the rubric.

ñ Have Ss record themselves and ask for feedback from their partner.

ñ Invite pairs to act out exchanges in front of

class. Ask for feedback from class.

Suggested Answer Key

A: What a nice scarf. Is it new?

B: Yes, I bought it three days ago. I’m glad you like it.

A: It really suits you. Where did you get it?

B: At “Top Shop”.

A: Whereabouts is it exactly?

B: In Karlova Street, opposite the post office.

A: Was it very expensive?

B: No, not at all. It was only €5.

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Listening & Speaking

Suggested Answer Key

1 At the optician’s shop, they asked me if I am long or short-sighted.

2 Could you please get a bunch of tulips at the florist’s for the party tonight?

3 My mother goes to the flea market and searches for antiques every Saturday.

4 This was a bargain and only cost 5£.

5 Those glasses really suit you.

6 The bakery is just around the corner.

Focus ➤ Consolidating vocabulary

ñ Elicit some example sentences with vocabulary from the unit and write them on the board. ñ Have Ss write their sentences individually and

compare with partner.

Grammar in Use

Objectives

Grammar: present perfect; present perfect continuous; past simple, has gone to/has been to/has been in; time expressions; definite and indefinite articles; quantifiers

Speaking: role playing: shopping, using time expressions

Reading

1 Focus ➤ Presenting the present perfect and present perfect continuous

ñ Refer Ss to the Grammar Box and read carefully. Check for understanding.

ñ Have Ss read text and find examples of present perfect and present perfect continuous. Write them on the board and discuss why.

Answer Key

Present perfect ñ It has always fallen

ñ students have brought in a few items

ñ We have decided ñ We’ve walked to school ñ We’ve asked our parents

Present Perfect Continuous ñ People have been celebrating ñ We have been working

2 Focus ➤ Practising the present perfect and present perfect continuous

ñ Have Ss complete task individually.

ñ Invite Ss to read out exchanges with a partner and check.

Suggested Answer Key

1 A: Have you seen

B: has been trying

2 A: have known

B: Has she been studying

3 A: has lost

B: has not been eating

4 A: Have you been cleaning

B: have just started

3 a Focus ➤ Comparing the present perfect and the past simple

ñ Refer Ss to the exchange. Ask Ss when each action in the sentences happened. ñ Elicit what tense the verbs are in and discuss why.

Suggested Answer Key

In the first sentence we have used the present perfect because it refers to an action that happened at an unstated time in the past. In the second sentence the simple past is used because it refers to an action that happened at a specific time in the past (last year).

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Grammar in Use 2c

b Focus ➤ Role playing (present perfect and simple past)

ñ Refer Ss to the example exchange and check for understanding.

ñ In pairs, Ss act out similar exchanges, using

present perfect and simple past.

Suggested Answer Key

A: Have you ever saved money for a reason? B: Yes, I have.

A: What did you save it for?

B: I saved it to buy a new bicycle.

A: Have you ever visited a charity shop? B: Yes, I have.

A: Did you buy anything?

B: I bought a pair of earrings.

A: Have you ever bought something you regretted afterwards?

B: Yes, I have.

A: What did you buy?

B: I bought a very expensive pair of jeans.

4 Focus ➤ Practicing the present perfect continuous

ñ Refer Ss to example exchange and explain that the adjectives describe a result of an action that has just stopped. The action, therefore, is in the present perfect continuous. ñ In pairs, Ss act out exchanges.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: I am very tired lately.

B: Have you not been sleeping well?

A: I’m so angry at Tom!

B: Has he been lying again?

A: Sharon is happy lately.

B: Has she been doing well in school?

A: The children are sad.

B: Have they been fighting?

A: Karen is scared.

B: Has her brother been frightening her again?

A: We are so surprised to hear the news! B: Have they been keeping it a secret?

5 Focus ➤ Understanding has gone to/has been to/ has been in

ñ Read grammar box with Ss and check for understanding.

ñ Ss complete task individually and check with

partner.

Suggested Answer Key

1 to 3 been

2 gone 4 in

gone

6 Focus ➤ Practising time expressions

ñ Refer Ss to list of time expressions. Elicit/ explain meanings and how they refer to periods of time. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers to class and check.

*Answer Key* 1 How long	5	just	9	so far
2 never	6	recently/yet	10	yet
3 last	7	ago
4 since	8	ever

7 Focus ➤ Practicing definite and indefinite articles

ñ Have Ss complete task individually.

ñ Ss check their own answers with Grammar Reference Section. ñ Invite Ss to read out answers and check.

*Answer Key* 1 the	5	the, a	9	the, ―
2 The, the, ―	6	the, an
3 the, a	7	the
4 ―, a, the	8	―, the

8 Focus ➤ Practising quantifiers

ñ Refer Ss to the Grammar Box and check for understanding.

ñ Have Ss complete task individually and check with a partner.

ñ Ss with their partner make their own sentences with quantifiers. ñ Invite pairs to read out their sentences discuss.

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Grammar in Use

Answer Key

1 a lot of

2 Very few

3 much

4 few

5 many

(Ss’ own answers)

9 Focus ➤ Role playing (using time expressions)

ñ Refer Ss to the example exchange and the time expressions “how long” and “for/since”. Check for understanding.

ñ In pairs, Ss act out exchanges, using the phrases from the rubric and some of their own ideas.

ñ Invite a few pairs to act out exchanges in front

of class and ask for feedback.

Answer Key

A: How long have you known your best friend?

B: Since I was six./For ten years. How long have you been at this school?

A: Since 2003./For four years. How long have you lived in this area?

B: All my life. What about you? How long have you lived here?

A: For eight years. How long have you been studying English?

B: For six years.

A: Me too. etc

2 d Vocabulary & Speaking

Objectives

Suggested Answer Key

Reading: food measures; food preparation;

idioms (using food words) 1 I eat one or two bars of chocolate per

Grammar: singular only and plural only nouns week.

Speaking: talking about preparing food; role playing 2 I drink about one litre of milk per week.

(ordering food); describing a visit to a restaurant 3 I don’t take any teaspoons of sugar in my tea. Listening: Identifying positive and negative opinions; 4 Yes, I add a pinch of salt to my salad. listening for specific information, listening for 5 I usually put one slice of cheese in my confirmation sandwich.

Writing: an email describing a family meal out. 6 I usually buy one or two loaves of brown bread a week.

Focus ➤ Understanding vocabulary about different measures of food

ñ Refer Ss to the list of different measures of food and elicit/explain meaning of each one. Allow time for Ss to write down any new vocabulary in notebooks.

ñ Ss complete task individually and write their own answers to the questions.

ñ Invite Ss to read out questions and answers in class and check.

2 a

Focus ➤ Understanding food preparation verbs

ñ Write verbs in a list on the board. Elicit/ explain meaning of each one. Allow time for Ss to write down any new vocabulary in notebooks.

ñ Ss complete task individually.

ñ Check answers in class and invite Ss to add other food and drinks to the verb list. Write them on the board.

Answer Key

1 bars

teaspoons

slices

2 litres

pinch

loaves

Answer Key

1 grate

beat

pour

7 chop

2 melt

slice

peel

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Vocabulary & Speaking 2d

Suggested Answer Key grate: cabbage beat: a mixture for a cake slice: apple, fruit, pizza pour: wine, juice, milk peel: orange, cucumber, carrot

b Focus ➤ Role playing (preparing a food)

ñ Refer Ss to the recipe and check for understanding. ñ Read with Ss example exchange from rubric. ñ In pairs, Ss act out exchanges, using verbs from Ex. 2a.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: Have you melted the butter?

B: Yes, I have/No, I haven’t melted it yet.

A: Have you grated the cheese?

B: Yes, I have./No, I haven’t grated it yet.

A: Have you chopped the onion?

B: Yes, I have./No, I haven’t chopped it yet.

3 Focus ➤ Consolidating vocabulary

ñ Refer Ss to the text and discuss what kind of text it is and its purpose.

ñ Have Ss complete task individually.

ñ Invite Ss to read out text and check answers.

Answer Key

The text is a recipe.

1 teaspoon 3 grate

chop

2 pinch

4 slice/cut

melt

4 Focus ➤ Role playing (ordering food)

ñ Refer Ss to pictures and explain task.

ñ Have Ss complete task individually and check answers with a partner.

ñ Refer Ss to example exchange. In pairs, Ss act out similar exchanges with phrases from the rubric.

ñ Invite a few pairs to act out exchanges in front of class and ask for feedback.

Answer Key a Sparkling or still? b Steamed, fried or grilled? c Rare, medium or well done? d Fried, boiled or scrambled? e White or brown?

A: I’d like some water, please.

B: Sparkling or still? A: Still, please.

A: I’d like the fish, please.

B: Steamed, fried or grilled? A: Grilled, please.

A: I’d like a T-bone steak, please.

B: Rare, medium or well done?

A: Medium, please.

A: I’d like some eggs, please.

B: Fried, boiled or scrambled?

A: Scrambled, please. etc

Grammar

5 a Focus ➤ Presenting singular only and plural only nouns

ñ Read through Grammar box with Ss and check for understanding.

ñ Elicit similar forms from Ss L1 and discuss (Answers according to Ss’ L1)

b Focus ➤ Practising the correct verb form with singular and plural only nouns.

ñ Have Ss complete exchanges with correct verb form. Direct Ss to pay attention to whether the noun is used in the singular or plural form as this determines the verb form.

ñ Invite Ss to read out answers and give

reasons for the verb form they chose.

Answer Key

1 is

4 are/these

doesn’t

2 is/is

5 is

3 is

6 is/it

Idioms

6 Focus ➤ Understanding Idioms

ñ Refer Ss to list of idioms.

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own Ll.

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Vocabulary & Speaking

ñ Invite groups to say their answers in front of

the class and discuss.

Answer Key

1 his cup of tea 4 with a pinch of salt

2 spill the beans 5 crying over spilt milk

3 a piece of cake

The picture shows the idiom “crying over spilt milk” (it means what has happened can’t be changed, so it’s better to accept it rather than be upset about it).

Listening

7 a Focus ➤ Identifying positive and negative opinions

ñ Elicit from Ss what is a negative opinion and what is a positive opinion and discuss. ñ Have Ss listen to the two dialogues and identify which one is positive and which one is negative.

Answer Key

The first one gives a positive opinion and the second one a negative opinion.

b Focus ➤ Listening for specific information/ listening for confirmation

ñ Refer Ss to the phrases in the rubric. ñ Have Ss match phrases to one of the dialogues. ñ Ss listen again to dialogues and check answers.

Answer Key

First dialogue

First of all, there were so many dishes to choose from.

The portions were huge.

I was really full when we finished.

Second dialogue When we left I was still hungry.

The prices turned out to be reasonable.

The waiter mixed up our order.

I wouldn’t recommend it.

There was a really long queue. They tried to overcharge us.

Speaking

8 Focus ➤ Describing a visit to a restaurant

ñ Explain task and check for understanding. ñ In pairs, Ss describe a visit to a restaurant, using vocabulary from Ex. 7b. ñ Have Ss record themselves.

ñ Alternatively, Ss can describe a restaurant to

the class and ask for feedback.

Suggested Answer Key

My family and I had dinner at an Italian restaurant at the weekend. The food was great and the portions were just right. The waiter was friendly and welcoming and helped answer all of our questions. At the end of our meal, he even brought us a plate of fruit, on the house! I would definitely like to go there again.

Writing

9 Focus ➤ Writing an email describing a family meal out.

ñ Have Ss write emails, using answers from Ex. 8. ñ Invite Ss to read emails to class and ask for feedback. ñ Alternatively, assign task as HW.

Suggested Answer Key

To: Jane

Re: My weekend

Hi Jane!

How are things with you? What did you do to this weekend?

My family and I went out to a really nice Italian restaurant ― it was brilliant! The food was so tasty and it wasn’t expensive either. The waiter made us feel really welcome and gave us a lovely plate of fruit at the end of our meal ― free of charge! We should go there when you come over to visit us in the summer! Bye just now,

Lucy

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²_eWriting Skills

Objectives

Vocabulary: relating to flea markets

Reading: skimming for main ideas; identifying opening and closing remarks; interpreting a rubric Grammar: identifying adjectives; order of adjectives

Speaking: describing a picture Writing: an informal email about an open-air market

1 Focus ➤ Describing a picture

ñ Refer Ss to the picture and elicit what is in the picture.

ñ Have Ss read through phrases in the rubric and check for understanding. Allow Ss time to write down any new vocabulary in their note books. ñ In pairs Ss describe what they see in the picture, using the phrases. ñ Monitor activity and assist as necessary.

Answer Key

The picture shows people shopping at a flea market.

The picture shows a flea market. There are many open-air stalls full of second hand items, as well as handcrafted goods such as silk scarves and silver jewellery. Most of these things can be bought at reduced prices. The street vendors are usually friendly and quite loud, to draw your attention. Many excited shoppers are enjoying the colourful atmosphere

2 a Focus ➤ Planning the content of an email

ñ Read the rubric with Ss, elicit answers to the questions and write them on the board. ñ Discuss plan for email.

Answer Key

1 an email.

2 my American penfriend, Jack.

3 cheap places where Jenny’s sister can go shopping

b Focus ➤ Presenting informal letters/emails ñ Elicit answers from the class to the questions in the rubric and write them on the board. ñ Read theory box with Ss and check for

understanding.

Answer Key

I’m going to write in an informal style. I’m going to start my letter with an informal greeting such as Dear Jack and I’m going to choose an informal ending such as Take care.

3 Focus ➤ Matching topics and paragraphs (skimming for main ideas)

ñ Have Ss read the email and match headings to paragraphs. Ss should note key words. ñ Invite Ss to read the paragraphs and give

answer for which heading and why.

Answer Key

A 2 B

C 1

Grammar

4 a Focus ➤ Identifying adjectives

ñ Have Ss reread email and identify adjectives used to describe the market.

ñ Invite Ss to read out sentences with adjectives and write them on the board.

Answer Key colourful, indoor, outdoor, international, vintage, beautiful, embroidered, second-hand, rare, leather

b Focus ➤ Presenting order of adjectives

ñ Read through table with Ss and check for understanding.

ñ Have Ss complete task individually. ñ Check answers in class.

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Writing Skills

Answer Key

1 Ann bought a small, square, wooden table.

2 Steve wore a second-hand, navy blue, woollen pair of gloves.

3 Sarah gave them a beautiful, round, silver frame.

4 Her grandmother has an old, Russian, gold pair of earrings

5 He bought her a modern, striped, cotton bag.

5 Focus ➤ Identifying opening and closing remarks ñ Elicit function of opening and closing remarks in a letter. (Opening remarks start the email by asking how the person is and state reason for writing. Closing remarks end the email by sending wishes and encourage further contact.)

ñ Refer Ss to the sentences in the rubric. Ss complete task individually and compare answers with a partner.

ñ As an extension exercise, ask Ss to write their own opening and closing remarks and discuss them in class.

Answer Key

Opening remarks: A, D

Closing remarks: B, C, E, F

Replace ― Hi! How are you? with Hi! How’s everything going? Or How are things?

Replace ― Have to go now. I’ve got a project to finish for Monday with I’d better go and do some work!

6 Focus ➤ Understanding a rubric

ñ Read study Skills Box with Ss and check for understanding. ñ Have Ss read rubric and find key words. ñ Ss answer questions individually and compare

with a partner.

Answer Key

Key words: part, letter, penfriend, write, letter

1 My American penfriend, Jim, is going to read my letter.

2 To give my friend some information about open air markets in my town. 3 They are in the city centre.

4 You can buy anything from vintage clothing to antiques.

5 I can start with: Dear Jim and end with I’d better go and do some work! Take care.

7 Focus ➤ Writing an informal email about an open-air market.

ñ Refer Ss to the plan and instruct them to answer questions first before writing their emails. ñ Allow Ss time to write emails.

ñ Invite Ss to read emails to class and ask for feedback.

ñ Alternatively, assign task as HW.

Answer Key

Dear Jim,

Hi, how are you? I am fine, although I have been very busy with school. I got your letter and I was happy to hear you enjoyed Paris.

You asked me if there are any similar markets in my city. There are some ― let me tell you about them.

We do have a few open-air markets here, but they only operate during the summer months. The largest one is alongside the river. It is in the city centre, so it is easy for everyone to get to and it is quite enjoyable. You can buy clothes, toys, handicrafts, furniture, and even confectionery. It is a unique experience.

If you come for a visit this summer I will take you and show you round. We can shop and then have lunch at one of the food stalls after. Hope to see you soon.

Take care,

Pam

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2 f English in Use

Objectives

Vocabulary: phrasal verbs (go)

Grammar: forming negative adjectives, nouns and verbs; dependent prepositions; verb tenses Speaking: role playing (using dependent prepositions); conducting an interview

Phrasal verbs: go

1 a) Focus ➤ Understanding phrasal verbs (go)

ñ Write the list of phrasal verbs with go on the board and elicit meanings. ñ Have Ss check meanings in Appendix 1. ñ Have Ss complete task individually and

compare answers with a partner.

Answer Key

1 after

down with

2 with

through

3 off

without

b) Focus ➤ Identifying a picture with a

phrasal verb (go)

ñ Refer Ss to the picture and elicit what is happening in it.

ñ Have Ss use answer to tell their partner about a similar situation they have experienced.

ñ Monitor activity and assist as necessary.

Answer Key

The man is going after the bus.

Suggested Answer Key

I sometimes wake up late and have to go after the school bus. It’s very stressful because if I miss it, I end up being late for school.

Word Formation

2 Focus ➤ Forming negative adjectives, nouns and verbs

ñ Read through Grammar Box with Ss and check for understanding. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and check.

*Answer Key* 1 misbehaving	4	misunderstanding
2 misplaced	5	disrespect
3 dishonest	6	disadvantages

Dependent Prepositions

3 a) Focus ➤ Practising dependent prepositions

ñ Have Ss complete dialogue individually with prepositions in list.

ñ Invite Ss to read out answers in class and check.

Answer Key

1 in 3

2 out 4

by/with

b) Focus ➤ Practising dependent prepositions ñ Refer Ss to the prepositions and bold words in Ex. 3a and explain that they make phrases. ñ Write the phrases on the board.

ñ In pairs, Ss act out a similar dialogue as in Ex. 3a, using the phrases.

Suggested Answer Key

A: Can I help you?

B: Yes, please. Do you have a copy of “Harry Potter and the Goblet of Fire”?

A: Let me see. I’m afraid it’s out of stock at the moment. How about “Harry Potter and the Order of the Phoenix” instead?

B: OK, I’ll take that.

A: Would you like to pay in cash or by credit card?

B: Is it possible to pay by cheque?

A: Of course it is. Just make it out to WH Smith.

B: Thank you very much.

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English in Use

Grammar Revision

4 a) Focus ➤ Consolidating verb tenses

ñ Refer Ss to the text and explain that they should pay attention to key words which indicate a period of time or frequency, as they determine the tense of the verb. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

discuss.

Answer Key

1 makes 2 writes

3 plans

4 has been experimenting

5 is entering 6 wants

7 has always dreamed/dreamt

8 brings/will bring

b) Focus ➤ Role playing: an interview

ñ In pairs, Ss act out an interview following the text in Ex. 4a.

ñ Direct Ss to pay attention to verb tenses from the text and use them in the interview. ñ Invite pairs to act out interviews in front of class and ask for feedback.

Suggested Answer Key

Interviewer: Amanda you have been cooking ever since you were a little girl. What exactly are you doing now with your cooking?

Amanda: Well I make up my own recipes and write the successful ones down in my own cookery book, which someday I plan on publishing.

Interviewer: Do you have a favourite cooking style?

Amanda: Recently I have been experimenting with different cooking styles and spices from around the world and I find them all interesting, so I don’t really have a favourite.

Interviewer: I see, so what do you plan to do next?

Amanda: Next week, I am entering an international cooking competition that I really want to win, as the first prize is a scholarship to a well-known catering school in France.

Interviewer: That’s exciting!

Amanda: Yes, I have always dreamed of becoming a qualified chef!

Interviewer: Well good luck to you! I hope your dish brings home first prize. Amanda: Thank you very much.

1 Focus ➤ Introducing the topic/reading for confirmation

ñ Refer Ss to the title of the text and discuss possible meanings.

ñ Next direct Ss to the logos and read through them.

ñ Have Ss brainstorm how the title and logos are related.

ñ Ss read text and check their answers.

Answer Key

The title of the text means that people should think of the needs of people who live near to them before they think about helping anyone else.

The title refers to charity and all these logos are logos of charities in the UK.

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2 Focus ➤ Reading to identify missing text

ñ Refer Ss to text and explain task, reminding Ss that it is not necessary to understand all the words in order to fill in the gaps.

ñ Have Ss complete task individually and check

answers with a partner.

Answer Key

1 B 3 C

2 D 4 B

3 Focus ➤ Writing briefly about the topic of a text

ñ Read the rubric with Ss and check for understanding.

ñ Give Ss a few minutes to write a few sentences on the topic, paying attention to the questions in the rubric.

ñ In pairs Ss read their sentences to each other. Monitor activity and check answers.

Answer Key

A: Do you think it is a good idea to have big charity organisations?

B: Yes, because people tend to trust them more. They can get help from the government and they can help more people in need. What do you think?

A: I agree that it is important to help those in need. I prefer to give money to big charity organisations rather than beggars in the street.

Objectives

Grammar: forming verbs to show repetition

Reading: reading for confirmation Speaking: role playing (persuading someone to use reusable bags); discussing the meaning of a quote

Listening: listening for confirmation

1 Focus ➤ Introducing the topic

ñ Read question in the rubric with Ss and discuss

their answers.

(Ss’ own answers)

Culture Corner

4 Focus ➤ Writing an article about charity organisations in your country

ñ Read the rubric with Ss and check for understanding.

ñ Allow Ss time to collect information and write article.

ñ Invite Ss to read their articles to the class and ask for feedback.

ñ Alternatively, assign task as HW.

Suggested Answer Key

One charity organisation in my country is called ‘Good Deed.’ It aims to help elderly people. They help in many ways, such as visiting people in their homes, providing them with food, medicine, vitamins and someone to talk to. They also help finance visits to doctors and specialists. Another well-known charity in Russia is called ‘Caring Heart.’ It has many programmes to help the needy.

These organisations are able to help people thanks to the support of international humanitarian organisations, commercial companies and government agencies.

Going Green

2 Focus ➤ Organising information

ñ Refer Ss to Study Skills Box and read. Check for understanding. ñ Have Ss copy chart in notebooks.

ñ Have Ss read the title of the text and complete

individually, the first two rows of the chart.

Suggested Answer Key

What I already know: I know that shopping bags are made of paper and plastic and that paper can be recycled more easily than plastic.

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Going Green

What I want to know: I want to know which type of bag is friendlier to the environment.

3 Focus ➤ Reading/listening for confirmation

ñ Refer Ss to the statements in the rubric ñ Have Ss complete tasks individually.

ñ Have Ss check their answers by reading and listening to the text.

*Answer Key* 1 Paper bag.	4	Plastic bag.
2 Plastic bag. 3 Plastic bag.	5	Plastic bag.

4 Focus ➤ Understanding new vocabulary

ñ Direct Ss to the underlined words in the text. ñ Ss complete task individually and check answers in class.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

Answer Key ñ Confuse with: mistake for ñ damage: harm ñ break up: decompose ñ not heavy: light ñ only a little: minimal ñ get rid of them: throw them away ñ making: manufacturing ñ a large deep hole where we bury rubbish:

landfill site

5 Focus ➤ Organising information

ñ Direct Ss to the chart in that they have already copied into their notebooks Ex. 2. ñ Have Ss complete last two rows of table. ñ In groups of 3-4, Ss compare charts and discuss.

Answer Key

I learned that the best way to carry my shopping is a reusable bag because it takes minimal energy to make, it’s light and it lasts for years.

I can learn more through the Internet.

6 Focus ➤ Forming verbs to show repetition

ñ Refer Ss to the Grammar Box and check for understanding.

ñ Have Ss scan text for verbs showing repetition and write them on the board.

ñ Invite Ss to write verbs in rubric with the prefix re- on the board and discuss how their meanings change.

Answer Key

Examples in the text: recycle, reusable

1 remarry 5 rewrite

2 rename 6 reprint

3 reopen 7 reappear

4 restart 8 rediscover

7 Focus ➤ Role playing (persuading someone to use reusable bags)

ñ Refer Ss to the diagram in the rubric and check for understanding.

ñ Have Ss in pairs, using information from the text and the diagram to guide them, act out a conversation to persuade someone to use reusable bags.

ñ Invite a few pairs to act out exchanges in front

of the class and ask for feedback.

Suggested Answer Key

A: You shouldn’t use plastic bags when you shop, because they take 1000s of years to decompose when they end up in landfills. B: I see your point. How about paper bags? They are very easy to recycle and more environmentally friendly.

A: Perhaps, because we use less energy and chemicals to recycle them. However, it takes a great number of trees to make paper.

B: So, what should I do?

A: You could use reusable bags. They last a long time and we don’t waste so much energy to make them. B: I guess you’re right.

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8 Focus ➤ Understanding the meaning of a quote

ñ Refer Ss to the quote.

ñ Invite Ss to say what they think the meaning is and discuss.

Going Green

Suggested Answer Key

The quote means we make a strong effort to do something when we have an important reason behind it.

Progress Check 2 and Look at Module 3 should be done in one lesson.

Progress Check

Answer Key

1 1 pickled 5 rare 9 grated

2 pinch 6 litre 10 dark

3 sparkling 7 overcooked

4 bar 8 peel

2 1 dislike 4 disadvantages

2 misplaced 5 misunderstand

3 dishonest

3 1 has gone

2 Have you been working

3 has Helen spent

4 Has Mum been baking

5 has Tom been saving 6 has never been

7 he has been working

8 haven’t bought

9 has been cleaning

10 Have you ever eaten

4 1 after 4 without 2 off 5 through

3 down/up

5 1 by/with 4 in

2 by 5 out

3 in

6 1 d 2 e 3 c 4 a 5 b

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Great minds

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. Do you like the food served at the canteen at school? Do you think you eat healthy foods? What kinds of things do you spend your money on? Do you like shopping? ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 2.

Look at Module 3

ñ Refer Ss to the title of module, Great Minds, and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to great people in history who have contributed or achieved something important. I think we will learn about great people and what they have accomplished.

ñ Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 42).

T: What page is the picture on?

S1: It’s on page 42. It’s a sheep in a hot air balloon. T: Why do you think it is in there?

S2: It has something to do with the history of the hot air balloon. Maybe they tested the balloons on animals first.

T: Why?

S3: To be sure it’s safe.

Pic 2 (p. 48)

Who is this a picture of? What kind of information is in the text? Do you find inventors interesting? Do you know any inventors? Who? What did they invent?

Pic 3 (p. 53)

Who is this a picture of? Why is she famous? Do you like to read about famous people? Why? Who do you read about?

Pic 4 (p. 50)

What’s happening in this picture? What did they discover? Have you ever found or discovered anything important? Do you know of a famous discovery?

Find the page number(s) for

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key a map (p. 54-55)

What does this map show? Why do we look at maps? Do you like to study maps? Why or why not?

a person’s biography (p. 48)

What is a biography? What kind of information does it contain? Who is this biography about? Why do we read biographies?

a job advertisement (p. 45)

What is this advertisement about? What kind of information does it contain? Who would read a job advertisement?

an email (p. 47)

What are some reasons that we write emails? Do you write and send emails? To whom? Why do you send emails instead of using the telephone?

a quotation from a famous person (p. 55)

What is a quotation? Who said this one? Why is she famous? Do you know any quotations from famous people?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― Listening and Speaking section

― a Culture Corner

― an Across the Curriculum section

― English in Use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

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3 a Reading & Vocabulary

Objectives

ñ Invite Ss to read out answers to the class Vocabulary: related to inventing; fields of science and check.

Grammar: past simple; infinitive

Reading: reading to predict text content; Answer Key

reading for confirmation; reading for specific came to the conclusion: decided

information lift: raise

Listening: listening for confirmation capture: catch

Speaking: role playing (being an inventor) experiments: tests

Writing: writing a letter, summarising the text

presented: showed safe and sound: not in danger

Reading

Focus ➤ Predicting text content/reading and listening for confirmation

ñ Refer Ss to the title and introduction of the text.

ñ Have Ss predict what they expect the text to be about and write their suggestions on the board. ñ Ss listen and read text, checking their

Focus ➤ Understanding the simple past and infinitive of verbs

ñ Have Ss skim text and find all verbs that are in simple past tense and write them in their infinitive from.

ñ Ss check answers with a partner.

predictions. Answer Key

began (begin), noticed (notice), was/were(be),

Answer Key threw (throw), happened (happen), came

Hot-air balloons can fly to high altitudes. They (come), had (have), loved (love), wanted have carried humans since the late 18^th(want), started (start), began (begin), became

Century. (become), realised (realise), presented (present),

The text may be about the history of the hot- made (make), burned (burn), helped (help), put air balloon. (put), hung (hang), landed (land), gathered

(gather), asked (ask), agreed (agree), took

(take), reached (reach), floated (float) 2 Focus ➤ Reading for specific information

ñ Read with Ss the Study Skills box and check for understanding

ñ Have Ss complete the task individually.

ñ Invite Ss to read out answers and refer to where they found them in the text.

Focus ➤ Consolidating new vocabulary

ñ Write the three verbs on the board and elicit meanings and differences between them.

ñ Invite Ss to read out sentences and fill in with correct verb.

Answer Key

1 c 2

Answer Key 1 put … up

raised

lift

3 a

Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meanings.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñ Have Ss complete matching task individually.

Vocabulary

5 a Focus ➤ Introducing new vocabulary

ñ Refer Ss to the table and check for understanding of new vocabulary

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

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Reading & Vocabulary

ñ Invite Ss to tell class which field interests them most, following the example in the rubric.

(Ss’ own answers) b Focus ➤ Consolidating new vocabulary

ñ Have Ss complete task individually and

check answers with a partner.

Suggested Answer Key

2 Computer Science

Psychology

3 Astronomy

4 Politics

History

Speaking

6 Focus ➤ Role playing (being an inventor)

ñ Allow Ss a few minutes to reread the text and plan what they are going to say. ñ Invite Ss to talk to the class about their invention and how they feel. ñ Ask for feedback from the class.

Suggested Answer Key

I have invented a balloon that floats high in the sky and that can carry people. I got the idea when I threw some small pieces of paper into the fireplace and watched them float upwards. I began performing experiments and came to the conclusion that heat had the power to lift things. I presented, with my brother, the first balloon which was made from paper and cloth. We burned straw to help the balloon float. On the first trip we put a sheep, a duck and a chicken in the basket. Shortly afterwards, the king gave us permission to send men up in the balloon. Our first trip with human passengers took place in Paris with great success.

I was very nervous at first, but when I saw the flight with the animals I knew that my idea could work with people. I was very excited to watch the balloon travel high above Paris and hope that all people someday will try a trip on a hot-air balloon high in the sky.

Writing

7 Focus ➤ Writing a letter summarising the text

ñ Read the rubric with Ss and check for understanding.

ñ Ss complete task individually, using information from the text.

ñ Invite Ss to read out letters to the class and

check.

Answer Key

Dear Jean-Francois,

We finally made it. The first hot-air balloon is finally up in the air! We made it from paper and cloth. To make it float, we burned some straw underneath it. The first passengers were a sheep, a duck and a chicken. King Louis XVI and many members of the royal family watched this first flight. The king has agreed to send men up in the balloon. Would you like to join us in the next flight? Best Regards,

Joseph Montgolfier

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3 Listening & Speaking

Objectives

Vocabulary: different types of jobs; related to working

Listening: listening for confirmation; listening for specific information

Speaking: identifying pictures; talking about jobs; role playing (giving/reacting to news); echo questions

Writing: completing a dialogue

1 a Focus ➤ Identifying pictures/understanding new vocabulary

ñ Refer Ss to the pictures on p. 44 and discuss what they show.

ñ Have Ss complete task individually. ñ Check answer in class.

Answer Key

1 John might be drawing designs to construct a building. I think he is an architect.

2 Steve is operating a machine. I think he is an air traffic controller.

3 Kim seems to be exchanging some money for a customer. I think she is a bank teller.

4 Bill is giving someone a pizza. I think he is a pizza delivery boy.

b Focus ➤ Consolidating new vocabulary

ñ Refer Ss to the list with different jobs. ñ Direct Ss to the table of different fields of study on p. 43. ñ Ss complete task individually.

ñ Invite Ss to read out answers to class and

check.

Answer Key

To become a computer programmer, you should study Computer Science. To become an accountant, you should study Economics.

To become a geologist, you should study Earth Science.

To become a mechanic, you should study Engineering.

To become a teacher, you should study Education.

2 a Focus ➤ Understanding vocabulary/listening for confirmation

ñ Refer Ss to the word list and check for understanding.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks. ñ Have Ss complete task individually. ñ Ss listen to recording and check their

answers.

*Answer Key* 1 desk	6	pay rise
2 full-time	7	deadlines
3 overtime	8	shift
4 uniform	9	part-time
5 salary	10	freelancer

b Focus ➤ Talking about jobs

ñ Refer Ss to the example in the rubric. Explain that they should use vocabulary from Ex. 1 and 2.

ñ Invite Ss to tell class about their parent’s jobs. ñ Ask for feedback from class.

Suggested Answer Key

My mum is a nurse. She works various shifts and she has to wear a uniform at work. My dad is a computer programmer. He works full-time in a big company and he often has to work overtime. They both earn good salaries.

3 a Focus ➤ Consolidating vocabulary/ completing a dialogue

ñ Read rubric with Ss and check for understanding.

ñ Have Ss complete dialogue individually.

Answer Key

The dialogue is about jobs and salaries.

1 E 2 B 3 C 4 A

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Listening & Speaking

b Focus ➤ Listening for confirmation

ñ Have Ss listen and check their answers in Ex. 3a. ñ In pairs have Ss read out dialogue and

check.

(Ss’ own answers)

Everyday English

4 Focus ➤ Role playing (giving/reacting to news)

ñ Write on the board ‘good news” and ‘bad news”. Elicit from Ss the meanings of the two words and a few examples.

ñ Refer Ss to the table and read through phrases. Check for understanding.

ñ In pairs Ss act out exchanges for the situations stated in the rubric. Exchanges follow the example in the rubric.

ñ Invite Ss to act out exchanges in front of class

and check.

Answer Key

2 A: I didn’t get the part-time job, I’m afraid. B: Really? What happened?

3 A: Guess what! My mum got a promotion! B: Wow! That’s brilliant!

4 A: I’ve got some good news! My dad got a pay rise!

B: That’s fantastic!

Say it Right

5 Focus ➤ Understanding social exchanges/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers

Answer Key

1 a 2

Listening

6 a Focus ➤ Understanding types of information

ñ Refer Ss to the job advertisement and the missing information in it.

ñ Elicit from Ss what types of information are missing and write their answers on the board.

Answer Key

Information about the age you have to be and what kind of personality you need to get the job; what the job involves and what the pay is.

b Focus ➤ Listening for specific information

ñ Have Ss listen to the recording and complete the missing information individually.

ñ Ss compare answers with a partner and check.

Answer Key

1 16

serve

2 well-organised

payments

3 hours

£5.50/hour

Intonation

7 a Focus ➤ Introducing echo questions

ñ Refer Ss to the Theory Box and check for understanding.

ñ Ss listen to the recording, paying attention to the rising intonation at the end of the echo questions.

ñ Have Ss practice saying the echo question

with a partner.

(Ss’ own answers) b Focus ➤ Practicing echo questions

ñ Refer Ss to the two comments in the rubric. ñ In pairs Ss practice exchanges with echo questions.

ñ Monitor activity and assist as necessary.

Answer Key

You saw Brad Pitt at the club yesterday?

You saw who at the club yesterday?

Who did you see at the club yesterday?

You saw who?

You saw Brad Pitt where yesterday?

You’re leaving for Brazil?

You’re going where?

Where are you leaving for?

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8 Focus ➤ Role playing (what your parents do for a living)

ñ Refer Ss to the exchange in Ex. 3. ñ In pairs Ss act out a similar dialogue. ñ Have Ss record themselves and check.

Listening & Speaking 3b

Suggested Answer Key

A: What does your dad do for a living?

B: He works as a teacher.

A: Does he like his job?

B: Yes, he really likes working with young people.

A: How long has he been working as a teacher?

B: For 18 years.

A: What’s the pay like?

B: Quite good, but the holidays are even better!

etc

Grammar in Use

Objectives

Grammar: past perfect; past perfect continuous; past simple; past continuous Speaking: telling a story in the past tense Writing: completing a dialogue and an email; writing an email about a strange event in the past.

Reading

1 Focus ➤ Presenting past perfect and past perfect continuous

ñ Refer Ss to the Grammar Box and check for understanding. ñ Have Ss find similar tenses in own L1. ñ Ss scan text looking for examples of past perfect and past perfect continuous, giving reasons why.

ñ Check answers in class.

Answer Key

(Answers according to Ss’ L1)

had been experimenting (past perfect continuous): past action in progress, putting emphasis on the duration, which finished before another past action had left (past perfect): past action which finished before another past action

had discovered (past perfect): past action which finished in the past and whose results were visible in the past

2 Focus ➤ Practising the past perfect and past perfect continuous

ñ Read example with Ss and check for understanding. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key

2 Her sister had mopped the floor.

3 He had already had lunch.

4 She had arranged to go out with her parents.

5 She had seen the film before. 6 She had been waiting an hour 7 She had already left.

8 She had been working on the computer all morning.

3 Focus ➤ Practising the past perfect

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and check.

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Grammar in Use

Suggested Answer Key

1 had ... cooked.

2 the children had already gone to bed.

3 she had fought with her brother.

4 he had passed his English exam. 5 he had finished his homework.

4 Focus ➤ Consolidating the past perfect

ñ Refer Ss to the example sentences in the rubric.

ñ Have Ss write their own sentences and read them to a partner.

ñ Monitor activity and check for understanding.

(Ss’ own answers)

5 Focus ➤ Understanding the difference between the past simple and past perfect.

ñ Have Ss fill in exchanges individually. Explain to Ss that they need to pay attention to a past event that happens before another past event and a past event which results were visible in the past as these are indications of the past perfect.

ñ Invite pairs of Ss to read out exchanges in front

of class and check.

Answer Key

1 Did you manage/had already left/got

2 did Helen do/arrived/made/went

3 was Sarah/came/had got

4 Did the children see/drove/had already fallen

6 Focus ➤ Practising the past perfect continuous

ñ Refer Ss to the example in the rubric. Direct Ss to the emphasis on the duration of the event that happened before another event in the past. ñ Have Ss write their own sentences individually. ñ Invite Ss to read out their sentences to the

class and check.

Answer Key

2 He had been looking for his glasses for over an hour before he found them.

3 They had been playing football for over an hour before Tom scored.

4 She had been driving for over two hours before she had reached the Smith’s cottage.

5 He had been working in the company for ten years before he decided to leave.

7 Focus ➤ Consolidating the past perfect and past perfect continuous

ñ Refer Ss to example in rubric and check for understanding

ñ Have Ss complete the sentences individually and compare answers with a partner. ñ Monitor activity and assist as necessary.

Suggested Answer Key

2 Our teacher was angry because we had been noisy.

3 She had a terrible headache because she had been driving in traffic for over two hours.

4 The children came back home very tired because they had been playing football all afternoon.

5 She was late because she had missed the bus.

6 They were wet because they had fallen into the pool.

8 Focus ➤ Practising the past perfect and past perfect continuous.

ñ Refer Ss to the exchanges and direct them to look for emphasis on duration (indicates past perfect continuous) when deciding which tense to use. ñ Have Ss complete exchanges individually. ñ In pairs Ss read out exchanges and check answers.

Answer Key

1 had been working

had been waiting

2 had left

2 hadn’t finished

had gone

9 Focus ➤ Consolidating the use of the past perfect, past perfect continuous, past simple and past continuous. ñ Refer Ss to the email.

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Grammar in Use 3c

ñ Elicit/explain when we use each tense (Past perfect = past action that happens before another past action or a past action which finished and whose results were visible. Past perfect continuous = a past action with emphasis on the duration which finished before another past action. Past simple = actions that happened immediately one after another in the past. Past continuous = a past action that was in progress when another action interrupted it.)

ñ Have Ss complete email individually.

ñ Invite several Ss to read out the email in class

and check.

*Answer Key* 1 happened	11	had found
2 was walking	12	went
3 spotted	13	examined
4 started	14	announced
5 turned	15	had been waiting
6 grabbed	16	came
7 was trying	17	dug
8 took	18	didn’t find
9 saw 10 knew	19	had come

Speaking

10 Focus ➤ Telling a story in the past tense.

ñ Refer Ss to the pictures and the verb list. ñ Invite Ss to tell the story, using the past tenses they have learned in the unit to the class. Ask for feedback from the class.

Suggested Answer Key

… when she heard someone crying.

She looked inside the well and found a little boy there. He had been crying for help for a long time before Mandy arrived to save him. She pulled him out of the well. The boy was very happy that she had rescued him. His parents thanked her very much.

Writing

11 Focus ➤ An email in the past tense (about a strange event)

ñ Read the rubric with Ss and refer them to the email in Ex. 9 and the story they told in Ex. 10 as examples. Emphasise the use of past tenses in their emails. ñ Allow Ss time to write their emails.

ñ Invite Ss to read their emails to the class and ask for feedback from the class. ñ Alternatively assign task as HW.

Suggested Answer Key

To: pamela@mail.com Re: So strange!

Hi Pam!

How are you? Hope you are fine. I am a little bit upset ― something strange happened to me at the weekend.

On Saturday night everything was normal. My cat, Sandy, was sleeping on the sofa when I said goodnight to her and went to bed. In the morning, though, I couldn’t find her anywhere at all. As you know, I live on the fifth floor and I never let my cat out. She only goes on the balcony sometimes. I looked on the balcony and all through the house but she wasn’t there. Where had she gone? I can only imagine that she fell down from the balcony. I looked outside our building and didn’t see her either. I called her and called her. Strange!

I hope I find her soon!

Bye for now,

Anna

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3 d Vocabulary & Speaking

Objectives

2 Focus ➤ Reading to identify missing text

Vocabulary: related to biographies; stages of

life, idioms ñ Refer Ss to Study Skills box on p. 48 and check Grammar: verb tenses for understanding

Speaking: talking about life experiences and ñ Refer Ss to text and explain task, reminding Ss changes that it is not necessary to understand all the

Reading: reading for confirmation; to identify words in order to fill in the gaps.

missing text; reading for specific information ñ Have Ss read and listen to text to check answers. Listening: listening for confirmation; listening

for specific information Answer Key

Writing: writing sentences about family life

1 B 3 C 5 B 7 C 9 A

experiences; writing a biography

2 A 4 C 6 D 8 C 10 D

The writer considers Marie Curie to have been

1 Focus ➤ Introducing the text/ understanding successful because she was awarded two Nobel new vocabulary prizes and because she was the first woman to

ever receive this award.

ñ Refer Ss to the text and elicit information

about who the text is about.

ñ Have Ss write down three questions they would like to know about the person in the text.

ñ Ss read text and see if they can answer their questions.

ñ Elicit from Ss meaning of words in bold.

ñ Allow Ss time to write down any new vocabulary in their notebooks.

Focus ➤ Understanding a biography

ñ Elicit/explain the meaning of a biography (an account of someone’s life written by someone else)

ñ Refer Ss to the text and have them make a list of the life events in the order they happened. ñ Invite Ss to discuss the life of the person in the

text using their lists.

Answer Key

Answer Key ñ 1867: Marie Curie was born ñ 1877: Marie Curie’s mother died ñ Marie Curie became a tutor ñ Marie Curie’s sister got married

ñ Marie Curie moved to Paris and studied

Physics and Maths ñ Marie Curie got her Master’s degree

ñ Marie Curie started researching magnetism

ñ Met Pierre Curie and got married ñ Studied uranium and radioactivity with her husband

ñ Discovered radium

ñ 1903: won a Nobel Prize in Physics ñ 1906: her husband died ñ 1911: got a Nobel Prize in Chemistry ñ 1934: Marie Curie died

The woman in the picture is Marie Curie. She discovered radium and got a Nobel Prize. What did she study? How old was she when she got the Nobel Prize? What did she die of?

medicine: field of study of the treatment of illness and injuries.

studied: to learn about a particular subject graduated from: to successfully complete a degree at university or college.

research: studying something and try to discover facts about it.

elements: a substance that consists of only one type of atom such as copper or gold.

radioactive: produces energy in the form of powerful and harmful rays.

designed: to plan and make a detailed drawing of something.

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Vocabulary & Speaking 3d

4 a Focus ➤ Understanding new vocabulary

ñ Have Ss listen and repeat words and find these words in own L1.

ñ Allow Ss time to write down any new vocabulary in their notebooks.

Answer Key

(Answers according to Ss’ L1)

b Focus ➤ Consolidating new vocabulary

ñ Invite Ss to use new vocabulary on the stages of life to talk to class about what stage they are at and others members of their family.

ñ Ask for feedback from the class.

Suggested Answer Key

I am a teenager. My parents are adults and my brother is a toddler. My grandparents are senior citizens.

5 a Focus ➤ Choosing the correct form of the verb/listening for confirmation

ñ Refer Ss to the list of verbs and have them fill in sentences individually (explain to Ss to pay attention to time cues and verb tenses)

ñ Ss compare answers with a partner. ñ Have Ss listen to recording and check

answers.

Answer Key

1 studied/got/working/are getting

2 had/move

3 leave/start

4 gets/buy

5 change/moving

b Focus ➤ Making sentences about your life and your family’s life experiences

ñ Explain task and give Ss a few example sentences about yourself.

ñ Ss make their own sentences using phrases in Ex. 5 and compare answers in groups of three. ñ Monitor activity and assist as necessary.

Suggested Answer Key

My parents got married in 1990. My dad studied law and my mum studied medicine. My dad works as a lawyer and my mum works as a doctor. We have just moved into a nice new house and I will be starting at a new school this September.

Listening

6 a Focus ➤ Listening for specific information

ñ Refer Ss to list of statements and read them with class.

ñ Have Ss listen carefully to recording and complete task individually.

ñ Ss compare answers with a partner and listen again to check.

Answer Key

1 D 2 F

b Focus ➤ Talking about life changes.

ñ In pairs have Ss talk about life changes they have made recently.

ñ Direct Ss to use vocabulary from Ex. 5 and Ex. 6a. ñ Monitor pairs and assist as necessary.

Suggested Answer Key

I changed schools two years ago. It was very difficult for me in the beginning as I felt very lonely. But now I have made lots of new friends and I’m very happy here.

Idioms

7 a Focus ➤ Understanding idioms

ñ Refer Ss to the list of idioms.

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñ Invite groups to say their answers in front of the class and discuss.

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Vocabulary & Speaking

Answer Key

1 B 2 D 3

E 5 C

1 step by step

All in all

2 again and again

3 round and round

on and on

b Focus ➤ Practising using idioms

ñ Have Ss make up sentences individually. ñ Invite Ss to read out sentences in class and

check.

Suggested Answer Key

I go over my work again and again to see if I have made any mistakes.

I don’t go to the fairground very often because I don’t like it when my head goes round and round after being on the rides. All in all, I have had a good year at school. I didn’t understand algebra at first but then my teacher explained it to be step by step. Now I find it easy.

8 Focus ➤ Writing a biography about a famous person

ñ Read rubric with Ss and check for understanding.

ñ Allow Ss time to collect information on a famous person, using the plan in the rubric and write biography.

ñ Invite Ss to read out their biographies to the class and ask for feedback. ñ Alternatively assign the task as HW.

Suggested Answer Key

Wassily Kandinsky was born in Moscow on December 4, 1866. He spent his early childhood in Odessa and learned the piano and cello at an early age. He would become one of the most influential artists and theorists of the 20^thcentury.

In 1886, however, he studied Law and

Economics, at Moscow University. It wasn’t until 1896 that he went to Munich to study art. In 1911, along with other German painters, he formed an art group called ‘Der Blauer Reiter.’ He produced many abstract paintings during this time, full of brilliant colours and complex patterns.

At the beginning of World War I, Kandinsky returned to Russia and became a teacher. It was then that he married 16-year-old Nina de Andrejevski.

After the war, Kandinsky returned to Germany and became professor at the ‘Bauhaus of Weimar.’ Kandinsky received German nationality in 1928 but he moved to France and settled there with his wife. He died there in 1944 at the age of 78. Many people admire Kandinsky’s beautiful paintings to this day and recognise him as one of the first explorers of abstract art.

Reading

1 a Focus ➤ Predicting text content

ñ Refer Ss to the picture and title of the text and discuss what they think the text is about. ñ Write their predictions on the board.

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Writing Skills 3e

Answer Key

The story is probably about some ancient paintings that a group of people discovered.

b Focus ➤ Introducing the topic/listening for specific information.

ñ Have Ss write down questions about the story and write a few of them on the board. ñ Ss listen and check to see if they can answer

their questions and check their predictions.

Answer Key

1 Who are these people?

2 Where are they?

3 How did they find this place?

4 Who should they tell about the paintings? 5 Who made these paintings?

2 Focus ➤ Introducing how to write a story

ñ Refer Ss to theory box and check for understanding.

ñ Have Ss in groups of 3-4 read the story in Ex. 1 and check if it follows plan in rubric. ñ Check answers in class.

Answer Key

It is an adventure story. Yes, it follows the plan.

3 Focus ➤ Understanding the format of a story

ñ Refer Ss to the questions in the rubric and have Ss complete task individually.

ñ Ss compare answers with a partner and check. ñ Ss tell story to their partner using their plot line. ñ Monitor activity and assist as necessary.

Answer Key

1 The main characters are four young boys.

2 The story takes place during a beautiful afternoon in the woods near the village of Montignac.

3 They felt proud.

4 The writer has used: and, so that, as, when, by this time, after, later

2, 7, 4, 5, 3, 8, 6, 1

The climax event is finding the painting.

(Ss’ own answers)

4 Focus ➤ Joining sentences using linking words

ñ Refer Ss to linking words in brackets and have Ss join sentences individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key

1 He was walking slowly down the road when it started raining.

2 The birds were singing while the sun was shining.

3 She ran towards the police officer and asked for help.

4 I returned the wallet as soon as I found the owner’s address.

5 She hid the letter in the drawer before she opened the door.

5 Focus ➤ Presenting the narrative style

ñ Read with Ss the theory box and check for understanding.

ñ Have Ss find adjectives from text used to describe words in list.

ñ Invite Ss to read out sentences with these

adjectives from the text.

*Answer Key* 1 beautiful afternoon	5	small, dark
2 blue sky	6	loud gasp
3 autumn leaves	7	colourful
4 tall trees	8	fantastic

6 Focus ➤ Practising the narrative style

ñ Have Ss complete task individually and write their own sentences using the phrases. ñ Invite Ss to read out their sentences in class

and check.

Answer Key

1 happily 2

(Ss’ own answers)

quickly

immediately

Writing

7 Focus ➤ Writing a story

ñ Read rubric with Ss. ñ Ss answer questions individually.

Spotlight 8 Mod 3 Ts 09-09-09 17:06 Page 58

Writing Skills

We thought nothing of it until Roy came back with a bottle covered in seaweed. He lay it down and started barking. My friends told me to take a closer look. I picked it up and saw that there was something inside ― a message. As none of us could understand what the message said, we headed home. I showed it to my mum and she told us it was German. She also managed to tell us what it said: “If you find this, make a wish. Put me back into the sea when the sky is blue. Only then will your wish come true!”

The next day was another lovely sunny day and so we returned to the same part of the beach. We all made wishes and I threw the bottle back into the sea. I felt proud that my mum had translated the message. I also felt excited at the thought of my wish coming true.

Suggested Answer Key

1 a short story for a teenage magazine

2 short story ― It happened to me …

3 me and some friends

4 last summer holidays, Balblair beach 5 We decided to go for a picnic.

Packed the picnic basket.

We cycled to Balblair beach. Roy, my dog, followed us.

We all sat on the picnic rug and enjoyed our picnic.

Noticed Roy was digging a hole.

Roy came back with a bottle. Inside there was a message: in a foreign language.

Showed the message to mum. She managed to translate it.

We put the message back into the sea.

6 finding the message/bottle

7 send our own messages

8 proud, happy

It was an unusually hot summer’s day for the Highlands of Scotland. Eileen, Debbie and I lazed happily on the lawn sunbathing and fantasised about far-away lands we would like to visit. Then I had an idea ― to go for a picnic at Balblair beach.

We all met at my house in order to pack the picnic basket. We had enough lovely food to feed an army! We cycled happily towards the beach. Roy, my retriever, did not want to miss out on the fun so he followed us.

After about half an hour we arrived feeling really hungry and thirsty. So we lay the rug down on the sand and started tucking in to the delicious food we had prepared. But Roy was nowhere near. I spotted him digging a deep hole somewhere in the dunes.

ñ Allow Ss time to write their stories following the plan in Ex. 2.

8 Focus ➤ Editing your writing

ñ After Ss have written stories refer them to rubric and read through check list ( explain that editing means to examine and check written work and make any necessary changes)

ñ Allow Ss time to make any changes or corrections.

ñ Invite Ss to read out their stories to the class and ask for feedback. (Ss’ own answers)

Spotlight 8 Mod 3 Ts 09-09-09 17:06 Page 59

1 Focus ➤ Understanding phrasal verbs (bring)

ñ Write the list of phrasal verbs with bring on the

board and elicit meanings.

ñ Have Ss check meanings in appendix1 ñ Have Ss complete task individually and compare answers with a partner.

Answer Key

1 back

about

round

2 up

out

Word Formation

2 Focus ➤ Forming verbs

ñ Refer Ss to the theory box and check for understanding. ñ Ss complete task individually.

ñ Invite Ss to read out sentences in class and

check.

*Answer Key* 1 memorised	4	modernise
2 apologised	5	characterised
3 summarise	6	criticises

*Answer Key* 1 had invented	5	lived
2 was working	6	was experiencing
3 stumbled	7	will always
4 was trying		remember

3 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check definitions in Word List. ñ Ss write their own sentences with other words. ñ Invite Ss to read out their sentences in class and check.

Answer Key 1 invented

employees

2 job

(Ss’ own answers)

salary

Dependent Prepositions

4 a Focus ➤ Practising dependent prepositions

ñ Have Ss complete quiz individually with prepositions in list.

ñ Invite Ss to read out quiz and the answers in

class and check.

Answer Key 1 at/under

in/at

b Focus ➤ Practising dependent prepositions

ñ Allow Ss time to make up own quiz questions using preposition phrases from Ex.

4a.

ñ Ss ask quiz question to a partner.

ñ Monitor activity and check for understanding.

Suggested Answer Key

Even (at) … a young age Sergei Rachmaninoff showed great skill (in) … composition. Alexander Pushkin became the father of

Russian literature (in) … the 19^thcentury.

Grammar Revision

5 Focus ➤ Consolidating verb tenses/discussing a text

ñ Invite Ss to read out answers in class and discuss.

ñ In pairs have Ss ask and answer questions about the text. ñ Monitor activity and assist as necessary.

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English in Use

Suggested Answer Key

S1: Why will we always remember Alexander Graham Bell?

S2: He invented the telephone.

S1: How did Alexander Graham Bell invent the telephone?

S2: He was working on a hearing device when he stumbled on the invention of the telephone.

S1: Why was he trying to help deaf people?

S2: He lived with his deaf mother and wife and was experiencing deaf people’s problems first hand. etc

Focus ➤ Introducing the topic/reading for confirmation

ñ Refer Ss to the pictures and title of the text. ñ Discuss who the people are in pictures and how they are related to banknotes.

ñ Have Ss read text to check their answers.

Suggested Answer Key

Yes, I know Adam Smith, he’s famous for his theories in economics. I think that all these people are famous for something and they all appear on the English banknotes.

2 a Focus ➤ Reading to identify missing text/ forming derivatives

ñ Have Ss read again text and fill in gaps with derivatives of the words in the brackets. ñ Invite Ss to read out answers in class and check.

*Answer Key* 1 illustration	3	various	5	composer
2 prisoners	4	recently	6	building

b Focus ➤ Reading/listening for specific information

ñ Read rubric with Ss and have them listen and read text again.

ñ Have Ss complete task individually. ñ Ss compare answers with a partner and

check.

Answer Key

You can see Queen Elizabeth II on all banknotes in the UK. ― Queen of England

You can see Elizabeth Fry on the back of a 5-pound note. ― improved living conditions for woman in European prisons

Edward Elgar used to be on the old 20-pound note. ― British composer

You can see Adam Smith on the new 20-pound note. ― economist

3 Focus ➤ Understanding new vocabulary

ñ Direct Ss to the bold words in the text. ñ Ss complete task individually and check answers in class.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

Answer Key improving: making better developed: invented evolution: gradual development governor: director site: location

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Culture Corner

Focus ➤ Understanding phrases ñ Have Ss complete sentences individually.

ñ Ss make presentation to class and ask for feedback from class.

ñ Elicit meanings of phrases and ask Ss to find similar phrases in own L1.

Suggested Answer Key

1 called (insulted by saying unpleasant things)

2 made (became well-known)

3 name (identify sb by giving a name)

Suggested Answer Key

(Answers in Ss’ L1)

The 10-Ruble banknote is dark-green and darkbrown in colour. On the one side there is an

Focus ➤ Talking about banknotes in your engraving showing a bridge across the River country Yenisei in Krasnoyarsk and a chapel on a multi-

coloured background. On the other side there

ñ Allow Ss time to collect information on banknotes is the Bank of Russia logo. in their country and prepare to present it.

Across the Curriculum – History

Objectives

Reading: reading for specific information; scanning for specific information

Speaking: summarising a text; discussing the meaning of a quote

Listening: listening for specific information

1 Focus ➤ Introducing the topic

ñ Refer Ss to the map on p. 54-55. Elicit the meaning of the word continent (a very large area of land that usually consists of several countries).

ñ Invite Ss to list the continents shown on the

map.

Answer Key

I can see Europe, Africa, North America, South America, Asia and Australia.

2 Focus ➤ Listening for specific information

ñ Have Ss think up questions about Sir Francis Drake and write them down in their notebooks. ñ Ss listen to recording and try to find answers to their questions.

Suggested Answer Key

What is he famous for?

Where did he travel?

How did he travel there?

3 Focus ➤ Reading for specific information

ñ Have Ss read text and complete task individually. ñ Ss compare answers with a partner and check.

Answer Key

a 2 c

b 6 d

4 Focus ➤ Scanning text for specific information

ñ Refer Ss to the list of words in rubric. ñ Ask Ss to scan text for these words and read about how they are related to Sir Francis Drake. ñ Invite Ss to tell their answers to the class and

check.

Answer Key ñ Plymouth ― place he left from in 1577 ñ The Golden Hind ― his ship

ñ	The Pacific ― the ocean where one of his ships was destroyed/crossed to get to The Meluccas Islands
ñ	The New World ― where the gold was
ñ	The Meluccas Islands ― travelled here after North America
ñ	Africa ― sailed around the southern tip before returning to England to complete his round the world tour
ñ	Elizabeth I ― knighted him

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Across the Curriculum – History

5 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Explain to Ss that they should use content to help them understand meaning of new words.

ñ Have Ss complete matching task individually and check answers in class.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

Answer Key

1 b on board: on the ship

2 e remaining: left 3 c route: way

4 a violent: strong

5 d ports: harbours

6 h treasure: valuable objects

7 g Eventually: In the end

8 f fortune: sum of money

Progress Check

6 Focus ➤ Summarising the text

ñ In pairs Ss find the journey of Sir Francis Drake on the map and label the places he visited. ñ Invite pairs to present the journey, using the

map to the class and ask for feedback.

Suggested Answer Key

Francis Drake first travelled across the Atlantic Ocean to South America. He travelled all around South America and then sailed to North America before travelling to the Moluccas Islands in the Pacific. He then sailed around the southern tip of Africa and finally returned to England.

7 Focus ➤ Understanding the meaning of a quote

ñ Refer Ss to the quote.

ñ Invite Ss to tell what they think the meaning is

and discuss.

Suggested Answer Key

Progress Check 3 and Look at Module 4 should be done in one lesson.

Answer Key

1 1 vet 5 author 9 Chemistry 4 1 back 3 up 5 in

2 uniform 6 overtime 10 deadlines 2 round 4 out

3 Linguistics 7 salary

4 freelancer 8 cashier 5 1 in 3 under 5 by

2 in 4 at

2 1 summarise 3 fantasises 5 sympathised

2 apologise 4 characterise 6 1 a 2 c 3 b 4 e 5 d

3 1 had been waiting 6 had been performing 2 had gone 7 had been looking

3 had been playing 8 had written

4 hadn’t ordered 9 had been studying

5 had he finished 10 had eaten

The quote means that how we think is very important and that if we are negative and pessimistic in our thinking then we will never accomplish great things.

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Be Yourself

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. Do you like reading about famous people and their accomplishments? Why? What other inventions have changed our lives? Who are some important inventors or explorers?

ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 3.

Look at Module 4

ñ Refer Ss to the title of module, Be Yourself and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to acting and accepting yourself as you are and not trying to be something that you are not.

ñ Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 64).

T: What page is the picture on?

S1: It’s on page 64. It’s Penelope Cruise, the actress.

T: Why is she famous?

S2: She is a good actress and very beautiful.

T: Do you think she always looks good?

S3: No. I’m sure there are times when she is not so beautiful.

Pic 2 (p. 60)

Who is this a picture of? What kind of clothes is he wearing? Why? Do you wear different clothes when you go on holidays?

Pic 3 (p. 62)

What is this a picture of? What kind of costumes are they wearing? Have you ever worn a costume for a play or performance? What other times do we wear costumes?

Pic 4 (p. 70)

What are the girls in this picture wearing? What kind of clothes are they? What kind of clothes do you wear? Are you concerned of what and how the clothes you wear are made?

Find the page number(s) for…

Allow Ss time to browse through the module and find the relevant information. Then, ask them to explain what each one is, and elicit simple information about each item.

Suggested Answer Key a map (p. 69)

What does this map show? Why do we look at maps? Why do people dress in different ways in different places? When do we dress in traditional ways?

A paragraph plan (p.67)

What does this plan show? Why is it important to follow a plan when we write? What happens if we don’t?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― a Listening and Speaking section

― a Culture Corner

― a Going Green section

― an English in use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

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4 a Reading and Vocabulary

Objectives

Suggested Answer Key

Vocabulary: related to body image and self-

esteem; appearance 1 D looking, mirror, too skinny, taller,

Reading: identifying headings of paragraphs in more muscular, thicker hair, longer the text legs, better teeth, smaller nose,

Speaking: discussing the topic of the text (our pimple

appearance) 2 E bodies change, growing up

Writing: writing sentences about the topic (self- 3 C compare yourself to friends, see if you esteem); writing advice (about someone’s are ‘normal’, doesn’t happen at the

appearance) same speed for everyone

4 A media images, advertising, affect your self-esteem, magazines, put pressure

Reading on you, unrealistic image

5 B focus on things you like about

1 Focus ➤ Predicting text content yourself, walk with confidence

ñ Have Ss read the title and the headings in the rubric.

ñ Discuss with class what the headings are about and choose an answer for each heading.

Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Discuss meaning.

Answer Key ñ Ss complete matching task individually and

The title of text is ‘Do you feel at home in check answers with a partner.

your body?’ so I think the text is about body ñ Have Ss find meaning in own L1. Allow time for image. Ss to write down new vocabulary in notebooks.

Heading A b Heading D b ñ Have Ss complete sentences individually and

Heading B a Heading E b check.

Heading C b

Answer Key muscular ― well built staring ― looking remarks ― comments affects ― influences matures ― develops obsessed ― too concerned fit ― match unrealistic ― false vanity ― false pride focus ― concentrate

The athlete was tall and muscular.

Stop staring at that man! It’s not polite. My teacher’s remarks were all very positive and I felt good about my work.

The amount of sleep I get affects my energy levels.

One’s body matures a lot during adolescence.

It isn’t good to be obsessed with losing weight.

The punishment should always fit the crime.

2 Focus ➤ Identifying headings of paragraphs in a text.

ñ Refer Ss to the Study Skills box and check for understanding. Explain that a heading should summarise the main focus of the paragraph and that Ss should underline key words when reading. ñ Have Ss read text and match headings to paragraphs.

ñ Invite a few Ss to read out paragraphs with their headings and key words.

Answer Key

The authors’ purpose is to explain that how we feel about ourselves is very important and that we should ignore what the media shows us and concentrate on what we like about ourselves.

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Reading and Vocabulary 4a

If you have unrealistic expectations, you might be disappointed.

Expensive beauty products appeal to people’s vanity.

I am trying hard to focus on my school work now that I am in my final year.

Vocabulary

4 Focus ➤ Understanding new vocabulary

ñ Have Ss complete task individually. ñ Ss compare answers with a partner and check. ñ Invite Ss to show drawings of their cartoon characters to the class and describe them with the vocabulary from the exercise.

Answer Key

1 spotty

bushy

short

2 curly

thick

Suggested Answer Key

Fred Flintstone is tall, overweight, and has thick, straight hair. He has got small ears and a big nose. His eyebrows are thick. etc

5 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check answers in their dictionary.

ñ As an extended task have Ss write their own sentences with words in bold from the exercise and invite them to read the sentences to the class.

Answer Key

1 go, on

grown, got

join, lose

2 grown

been

Speaking

6 Focus ➤ Discussing the topic of the text

(body image)

ñ In pairs, Ss discuss what they would like to change about their appearance.

ñ Direct Ss to use new vocabulary in Ex. 4 & 5 in

their discussion.

Suggested Answer Key

I can’t stand my eyebrows. They are too bushy.

7 Focus ➤ Writing about the topic of the text

(body image)

ñ Have Ss listen and read the text again.

ñ Read rubric with Ss and check for understanding.

ñ Direct Ss to answer questions in the rubric in sentences. ñ Allow Ss time to write their sentences. ñ Invite Ss to read out their sentences to the

class and ask for feedback.

Answer Key

Self-esteem is how you feel about yourself. Teenagers can feel uncomfortable about their body because of the rapid changes. They might feel worried if they see they are putting on weight suddenly or getting taller/wider at the shoulders.

Writing

8 Focus ➤ Writing advice about the topic (worried about appearance)

ñ Refer Ss to the rubric and direct them to the words used when giving advice. ñ Allow Ss time to write paragraphs of advice. ñ In groups of 3-4, have Ss read to each other their advice and discuss.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

You shouldn’t think you are fat because you aren’t. Don’t think that people are staring at you and stop looking at yourself in the mirror all the time! You shouldn’t have a negative image of yourself ― believe in yourself! You may put on a little bit of weight as you develop into an adult ― this is normal ― your body is growing. You shouldn’t compare yourself to the models you see in the media. It is unrealistic to want to be like them. Eat healthily and focus on all the good qualities you have. You should feel confident about who you are!

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4 b Listening & Speaking

Objectives

Suggested Answer Key

Vocabulary: related to clothing and fashion

Grammar: too-enough The woman in picture B looks comfortable.

Reading: reading for specific information The woman in picture C looks fashionable.

Listening: listening for confirmation; listening The man in picture D looks casual. for specific information; identifying the stressed The woman in picture E looks classy.

syllable in words

Speaking: discussing clothing and fashion; role Speaking

playing: expressing (dis)approval; getting

dressed for a party; saying the stressed syllable 2 Focus ➤ Discussing clothing and fashion in words; talking about fashionable clothes ñ In groups of 3-4, have Ss discuss and answer the questions in the rubric.

1 a

Focus ➤

Describing pictures

ñ Monitor activity and assist as necessary.

ñ Refer Ss to the pictures on p. 60 and read Suggested Answer Key through the list of words. A: What kind of clothes do you like to wear?

ñ Have Ss check meanings in the Word List and B: I like to wear casual clothes. I feel use words to describe the clothes in each comfortable in them. What about you?

picture. C: I like to wear cotton clothes. I like plain ñ Invite Ss to describe pictures to the class colours best.

and ask for feedback. A: Me too. But I also have a few patterned

things in my wardrobe. I like wearing silk

Answer Key tops.

The woman in picture B is wearing loose- B: I sometimes wear floral designs. I like fitting, checked trousers and a smart long wearing bright colours like red. jacket. C: What do you usually wear on a cold day?

The woman in picture C is wearing a tight- A: I wear trousers or jeans and a woollen fitting, striped dress and an elegant hat. jumper.

The man in picture D is wearing a casual, B: So do I. I also wear a leather jacket to woollen jumper, a plain shirt and a pair of keep me warm.

scruffy jeans. C: I wear comfortable clothes to school,

The woman in picture E is wearing a plain, sometimes a skirt, but mostly trousers. tight-fitting cotton dress with a smart jacket A: I try not to look too scruffy for school. At and patterned scarf around her waist. home I wear anything I like ― usually jogging trousers and a T-shirt.

B: Me too. But when I go somewhere special I

b Focus ➤ Practising new vocabulary like to wear something smart, like a

dress. ñ Refer Ss to the phrases in the rubric. Elicit/

C: Or something trendy. Do you try to keep discuss meanings. up with the latest fashions? ñ Allow Ss time to write any new vocabulary

A: Not really. I like to wear what I like, not in their notebooks. what the magazines tell us to wear. ñ Have Ss write sentences like example

B: I like to experiment with clothes and see sentence, using the phrases from the rubric. what looks good. ñ Invite Ss to read out their sentences to the

C: I really like getting dressed up. It feels class and check. good to make an effort. A: Yes, you’re right.

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Listening & Speaking 4b

3 Focus ➤ Practising new vocabulary/listening for confirmation

ñ Have Ss fill in gaps individually, paying attention to verb tense. ñ Ss compare answers with a partner and check.

Answer Key

1 A: fit

A: try

2 A: matches

B: suit

B: worn

B: go

Everyday English

4 Focus ➤ Role playing: expressing (dis)approval ñ Read with Ss the rubric and check for understanding.

ñ In pairs, Ss act out exchanges, using phrases from the table in the rubric.

ñ Invite a few pairs to act out exchanges in front

of the class and ask for feedback.

Suggested Answer Key

1 A: How do I look in this?

B: I don’t think it suits you. It’s too plain.

2 A: Do you like this?

B: It’s really nice. etc

5 Focus ➤ Listening/reading for specific information

ñ Read the rubric with Ss. ñ Have Ss listen to recording and read dialogue. ñ Invite Ss to tell class what the girl in the

dialogue is going to wear.

Answer Key

a black, silk dress

6 Focus ➤ Reading for specific information

ñ Refer Ss to the questions in the rubric. ñ Have Ss read dialogue and answer questions individually.

ñ Invite Ss to read out their answers to the class and check.

Answer Key

1 She can’t decide what to wear.

2 It is too casual.

3 They don’t fit her any more.

4 He wants to look as smart as Lisa.

7 a Focus ➤ Understanding Too-Enough

ñ Read the rubric with Ss and elicit answer. ñ Refer Ss to the Grammar Reference section for further understanding (Too and Enough are used with adverbs and adjectives too indicate the degree)

Answer Key

1 too 2

(Answers in Ss’ L1)

enough

b Focus ➤ Practising Too-Enough

ñ Have Ss complete task individually ñ Ss compare answers with a partner and

check.

Answer Key

1 too

too

2 enough

enough, too

Listening

8 Focus ➤ Listening for specific information

ñ Read with Ss the statements in the rubric and check for understanding.

ñ Have Ss listen to recording and complete task individually.

ñ Invite Ss to read out answers in class and

check.

Suggested Answer Key

A dialogue between two people who are out shopping

1 A 3 C 5 B 7 A

2 B 4 A 6 B

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Listening & Speaking

Speaking

9 Focus ➤ Role playing: getting dressed for a party

ñ Refer Ss to the dialogue in Ex. 6 as a guide to exchanges they will act out. ñ In pairs Ss act out dialogue described in rubric. ñ Pairs record their dialogues and listen.

Suggested Answer Key

A: I don’t know what to wear to the party! Can you help me, please?

B: What do you fancy wearing? Something casual, smart or trendy?

A: Something trendy would be good.

B: I like those black leggings. You could wear them with this long purple top.

A: And I have earrings to match as well.

Good idea!

Intonation

10 Focus ➤ Identifying/saying the correct stressed syllable in words

ñ Write the word Fantastic on the board and have Ss break it into three syllables.

ñ Repeat with Ss the word emphasising the stressed syllable FanTAstic and have Ss indicate which syllable is stressed.

ñ Have Ss listen to recording and identify individually the stressed syllable of each word. ñ Ss listen again to recording and check answers. Have Ss repeat words with correct stressed syllable.

*Answer Key* EXcellent!	BRILLiant!
DisGUSTing! AmAZing!	DREADful!

11 Focus ➤ Talking about fashionable clothes

ñ Have Ss review unit and the vocabulary they have learned.

ñ Allow Ss time to write a few sentences that answer the question in the rubric.

ñ Invite Ss to read their sentences to the class

and ask for feedback.

Suggested Answer Key

I think a person who dresses smart and wears fashionable clothes looks better. Clothes should always be comfortable and suit the person. It’s important to look good but not too trendy. Fashionable clothes don’t change the way a person looks but it can improve their appearance. A person should wear clothes that match the occasion.

Grammar in Use

Objectives

Reading

Grammar: passive voice; by or with; questions in

1 Focus ➤ Introducing the passive voice

the passive voice

Reading: identifying the passive voice ñ Read with Ss the grammar box and check for

Writing: a quiz in the passive voice understanding of how the passive voice is formed (to be + past participle) and when it is used (to give emphasis on the action or when the person who does the action is unknown or unimportant).

ñ Have Ss find similar structures in their language.

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Grammar in Use 4c

2 Focus ➤ Identifying the passive voice

ñ Have Ss read the text and find examples of the passive voice and the tense of the verb. ñ Invite Ss to read out answers in class and

check.

Answer Key known (as) ― present simple is chosen ― present simple has been translated ― present perfect has been shown ― present perfect (has been) seen ― present perfect were designed ― past simple will be remembered ― future simple must be seen ― modals

3 a) Focus ➤ Understanding the difference between the passive voice and the active voice

ñ Refer Ss to the Theory Box and check for understanding. Explain that the object in the active voice becomes the subject in the passive voice.

b Focus ➤ Changing sentences into the passive voice

ñ Refer Ss to the example in the rubric. ñ Have Ss complete task individually. ñ Ss compare answers with a partner and check.

Answer Key

2 Three hundred people are employed by the company.(present simple)

3 A new cinema complex has been built near the airport by B &K. (present perfect)

4 The essay was written by John. (past simple)

5 The new theatre will be opened by the

Mayor this Sunday. (future simple)

4 Focus ➤ Understanding the agent in the passive voice (by or with)

ñ Read with Ss the Theory Box and check for understanding. ñ Have Ss complete task individually.

ñ Invite Ss to read out answers to the class and check.

Answer Key

1 with 3

2 by 4

with

5 Focus ➤ Practising the passive voice

ñ Have Ss complete task individually.

ñ Invite Ss to read out sentences to the class and

check for understanding.

Answer Key

1 The opera house will be opened next week.

2 He wasn’t invited to the party.

3 The food is being prepared by the chef. 4 The costumes were designed by Donna Karan.

5 The article hasn’t been checked yet by the editor.

6 Focus ➤ Practising different ways to write the passive voice

ñ Refer Ss to the theory box and check for understanding.

ñ Refer Ss to example in exercise and have them rewrite sentences as in the example. ñ Ss check answers with a partner.

Answer Key

2 The children will be brought some DVDs by Robert./Some DVDs will be brought to the children by Robert.

3 The costume designer has been offered a job by the film producer./A job has been offered to the costume designer by the film producer.

4 Laura was sent an email by the director./An email was sent to Laura by the director.

7 Focus ➤ Forming questions in the passive voice

ñ Read with Ss the Theory Box and check for understanding.

ñ In pairs, have one S read out questions in the active voice and the other form the questions in the passive voice. ñ Monitor task and assist as necessary.

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Grammar in Use

Answer Key

2 When will the show be staged?

3 Were the costumes prepared before the director arrived?

4 Was the play translated? 5 Was the music written by Andrew Lloyd Webber?

6 Will this film be directed by Steven Spielberg?

7 Who was the first pair of jeans designed by?

8 What was the fire caused by?

9 Who was the television invented by? 10 What is silver used for?

8 Focus ➤ Consolidating the passive voice

ñ Have Ss complete exchanges in the passive voice.

ñ Invite Ss to read out exchanges to the class and check.

Answer Key

2 I ‘m afraid cameras are not allowed in the museum.

3 It hasn’t been cleaned for days.

4 It hasn’t been repaired yet.

55 It will be delivered tomorrow.

9 Focus ➤ Writing question in the passive voice ñ Allow Ss time to collect information and write their questions. ñ In pairs, Ss ask each other their quiz questions. ñ Monitor activity and assist as necessary.

Suggested Answer Key

Who was the Mona Lisa painted by?

Vocabulary & Speaking

Who was the telephone invented by? Who were the pyramids built by?

Objectives

Vocabulary: idioms (referring to body parts)

Grammar: causative form

Reading: to identify missing text; reading for confirmation

Speaking: asking questions with in the causative form

Listening: listening for confirmation

Writing: writing about the topic of the text (changing one’s looks)

Reading

1 Focus ➤ Introducing the topic of the text

ñ Refer Ss to the pictures and title of the text. ñ Elicit discussion about the people in pictures and how they are related to the title.

Answer Key

The pictures are of Brad Pitt and Penelope Cruz. They are famous film stars. They are popular all over the world. The title of the text is ‘Altered Images’ which means that pictures are changed, probably to make famous people like Brad Pitt and Penelope Cruz look even better than they are.

2 a) Focus ➤ Reading to identify missing text

ñ Refer Ss to text and explain task, reminding them that it is not necessary to understand all the words in order to fill in the gaps. ñ Have Ss read out text and check answers.

Answer Key

1 B 3

2 D 4

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Vocabulary & Speaking 4d

b Focus ➤ Reading /listening for confirmation

ñ Have Ss read and listen to the text ñ Elicit discussion on the purpose of the text.

Answer Key

The purpose of the text is to explain why famous people in the media always look so good and to persuade us not to let their pictures make us feel bad about ourselves.

Grammar

3 a) Focus ➤ Introducing the causative form

ñ Refer Ss to the pictures and have them match sentences to the pictures.

ñ Elicit from Ss which picture shows someone else doing something for someone. Explain that this is the causative form.

Answer Key A2, B1

Sentence B means that someone else is doing something for someone.

b Focus ➤ Understanding the causative form

ñ Read theory box with Ss and check for understanding.

ñ Have Ss find similar structures in own L1.

Answer Key

(Answers according to Ss’ L1)

4 Focus ➤ Asking questions, using the causative form

ñ Refer Ss to the example from the rubric. ñ In pairs, have Ss ask and answer questions, using causative form. ñ Monitor activity and assist as necessary.

Answer Key

2 A: Have you ever had your teeth straightened?

B: Yes, I have.

3 A: Have you ever had your nails done?

B: Yes, many times.

4 A: Have you ever had a hair extension added?

B: No, I haven’t.

5 A: Have you ever had your teeth whitened?

B: No, I haven’t.

6 A: Have you ever had your hair dyed?

B: Yes, I have.

7 A: Have you ever had your eyes checked?

B: Yes. I get them checked every two years.

8 A: Have you ever had an x-ray taken?

B: Yes, several times.

5 Focus ➤ Practising the causative form

ñ Refer Ss to the dialogue and have them complete it with the verbs in brackets in the causative form and correct tense.

ñ Invite Ss to read out dialogue and check answers in class.

Answer Key

1 is having her hair straightened

2 is having her make up done 3 have false nails put on

4 has had his teeth whitened

5 ’m having my eyes tested

6 have my hair cut

6 Focus ➤ Consolidating the causative form

ñ Refer Ss to the example in the rubric. ñ Have Ss write their sentences, reminding them to be careful of the verb tense.

ñ Invite Ss to read out their sentences in class

and ask for feedback.

Answer Key

2 She will have a dress made.

3 He had his car fixed yesterday.

4 She had her nails done yesterday.

5 He’s having his shoes mended.

6 She’s having the house painted.

7 He’s having his suits cleaned.

8 They’re having the film developed.

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Vocabulary & Speaking

Idioms

7 a) Focus ➤ Brainstorming parts of the body

ñ Have Ss brainstorm different parts of the body and write them down on a paper. ñ Ss compare their answers with a partner.

Answer Key chest, heart, leg, knee, toe, ankle, wrist, shoulder, stomach, waist, hips, eyes, mouth, ears, lips, nose etc

b Focus ➤ Understanding idioms

ñ Have Ss fill in gaps with correct body part. ñ In pairs, Ss fill out sentences with idioms and check in appendix 3 for meanings.

*Answer Key* 1 hair 3 leg 5			hand
2	fingers	4 head 6	foot
1	pulling your leg
2	put her foot down
3	keep my fingers crossed
4	lost her head
5	made my hair stand on end
6	give me a hand

8 Focus ➤ Writing about the topic of the text

(changing one’s looks)

ñ Have Ss review unit for vocabulary and grammar. ñ Allow Ss time to write their sentences. ñ In pairs, Ss read their sentences to each other. ñ Monitor activity and assist as necessary.

Suggested Answer Key

I think people change their looks to feel better about themselves.

People can’t help but compare themselves to the perfect media images of famous people. They have their hair coloured, their teeth whitened and their bodies improved to look more like these unreal media images. They have their appearance changed to become more like the famous people they see in the media.

Reading

1 Focus ➤ Introducing the topic

ñ Have Ss read the extracts and elicit what the different problems are of each person. ñ Discuss what other problems teenagers have today.

Answer Key

Stuart ― is being bullied at school

David ― his parents want him to quit the football team because of his poor grades Sarah ― doesn’t like the way she looks Karen ― her parents don’t want her to go on holiday on her own

Suggested Answer Key

Other problems:

low self-esteem, not having enough money/ freedom, parents worry too much, pressure of exams, parents not liking friends etc

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Writing Skills 4e

2 Focus ➤ Understanding letters of advice

ñ Read with Ss the Theory Box and check for understanding.

ñ Have Ss read letter and elicit answers to questions in the rubric.

Answer Key

The letter is for Sarah.

Claire’s advice start doing some exercise, follow a healthy

diet

Possible results keep fit and healthy/body will grow in best way, possibly lose weight/provide skin with necessary vitamins/look healthy and bright

3 Focus ➤ Writing sentences giving advice

ñ Refer Ss to the table and check for understanding. ñ Have Ss complete matching task individually and check answers in class.

ñ Allow Ss time to write sentences, like the example in the rubric, using the vocabulary from the table. ñ Invite Ss to read out their sentences to the class and check.

Answer Key

a David c Stuart b Karen d Sarah

b If I were your in your position, I would geta part-time job. Then, you would be able to save some money.

c Why don’t you talk to a teacher? If you dothis, you will feel better because you won’t have to suffer in silence any more.

d Have you thought about doing someexercise? This would help you lose the extra weight.

4 Focus ➤ Understanding opening and closing remarks

ñ Have Ss complete task individually. ñ Ss compare answers with a partner and check.

Answer Key

1 C 3

2 O 4

5 Focus ➤ Understanding the rubric/planning a letter of advice

ñ Have Ss read through rubric.

ñ Elicit answers to the questions and discuss in class.

Answer Key

1 a

2 I’m sorry you’ve been having problems at school. Here’s what you can do to improve your situation.

3 1b, 2a, 3e, 4d, 5c

4 I hope that my advice helps and everything turns out all right.

5 a

6 Focus ➤ Practising giving advice and results

ñ Have Ss choose advice and results from Ex. 5 and write their own sentences, using vocabulary from Ex. 3.

ñ In pairs, Ss read each other their sentences and

check.

Suggested Answer Key

Have you thought about talking to the school counsellor, your parents or a teacher? If you do this, bullies won’t pick on you because they will know that somebody is supporting you. Another good idea is to try to overcome your shyness. This way you would be able to make some friends and start enjoying your time at school. If bullies see that you have friends, they will leave you alone.

Writing

7 a) Focus ➤ Making notes, following a plan

ñ Read through plan with Ss and check for understanding

ñ Allow Ss time to make notes.

ñ Check Ss notes and ensure they follow plan in rubric.

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Writing Skills

Suggested Answer Key

Para 1

Dear Stuart

Sorry you’ve been having problems at school. Here’s what you can do to improve your situation.

Para 2

Talk to the school counsellor, parents or a teacher ― won’t pick on you if know sb supporting you

Overcome your shyness ― make some friends

Para 3

Hope advice helps/everything turns out OK Diana

b Focus ➤ Writing a letter of advice

ñ Allow Ss time to write their letters. Explain that they use their notes from Ex. 7 to write their letters.

ñ Invite Ss to read out their letters to the class and ask for feedback. ñ Alternatively, assign task as HW.

Answer Key

Dear Stuart,

I’m sorry to hear you’ve been having problems at school. Here’s what you can do to improve your situation.

I hope that my advice helps and everything turns out all right.

Yours,

Diana

⁴_fEnglish in Use

Objectives

Vocabulary: phrasal verbs (put) Grammar: dependent prepositions; forming opposite adjectives

Listening: listening for confirmation

Writing: rewriting a text into the passive voice

Phrasal Verbs: put

1 Focus ➤ Understanding phrasal verbs (put)

ñ Write the list of phrasal verbs with put on the board and elicit meanings. ñ Have Ss check meanings in appendix 1.

ñ Have Ss complete task individually and compare answers with a partner.

Answer Key

1 away

through

out

2 off

up with

Dependent Prepositions

2 Focus ➤ Practising dependent prepositions/ listening for confirmation

ñ Have Ss complete dialogue individually with prepositions in list.

ñ Invite Ss to listen to dialogue in class and check.

Answer Key

1 to

2 for

with

Word Formation

3 Focus ➤ Forming opposite adjectives

ñ Read through Theory Box with Ss and check for understanding. ñ Ss complete task individually. ñ Invite Ss to read out sentences in class and check.

*Answer Key* 1 impatient	4	illogical
2 irresponsible	5	illegal
3 impossible	6	informal

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English in Use 4f

4 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check definitions in dictionary. ñ Ss write their own sentences with other words. ñ Invite Ss to read out their sentences in class and check.

Answer Key

1 match

worthless

genuine

2 borrow

trend

Suggested Answer Key

1 I liked the dress very much but when I tried it on it didn’t suit me at all.

My new trousers fit me perfectly and make me look slim.

2 If you want, I can lend you my CD player until yours gets fixed.

When we go on holiday as a family, we usually rent a car so we can travel around easily.

3 I thought our old table was worth nothing but we found out it was a priceless piece of furniture.

I gained invaluable experience when Iworked at the nursery last summer.

4 A local custom in Scotland is to clean your house before the New Year.

I don’t need to eat chocolate bars ― it’sjust a bad habit I have.

5 I wish my boss would give more realistic deadlines ― I have difficulty getting things done in time.

My friend Sarah is always full of original ideas.

Grammar Revision

5 Focus ➤ Rewriting a text into the passive voice

ñ Have Ss read text and check for understanding.

ñ Ss rewrite text into the passive voice. ñ Invite a S to read out text in class and check.

Answer Key

Last week Bluemoore’s new shopping mall was opened by the Mayor. He was given a tour and he was introduced to some shop owners. Then, he was taken to lunch in the restaurant. They were told by the Mayor that his visit had been enjoyed very much.

6 Focus ➤ Consolidating vocabulary from the unit.

ñ Have Ss review the unit and what they have learned.

ñ Allow Ss time to write their own sentences with words and phrases learned from the unit. ñ Invite Ss to read out their sentences to the

class and ask for feedback.

Suggested Answer Key

He is so immature for his age and the teacher will not put up with his behaviour anymore. Long dresses are the latest trend but they don’t appeal to me. I like informal dresses and casual clothes.

This handbag is made of genuine leather and with its classic style it’s sure to always be in fashion.

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1 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the words in bold in the texts and discuss meanings, checking the Word List. ñ Have Ss find the new vocabulary in the pictures. ñ Allow Ss time to write new vocabulary in their

notebooks.

Answer Key

long-sleeved dress, knee-high white socks, black shoes ― Picture A pleated woollen skirts, pin, goatskin bag, cloak

― Picture B tall black hat, lace cap, long full skirt, white apron, black shoes, stockings, basket ― Picture C white trousers, loose white shirt, pad of bells, ribbons, handkerchiefs ― Picture D

2 Focus ➤ Listening for specific information/ repeating new vocabulary

ñ Have Ss listen to recording of text and find which costumes are worn when people dance. ñ Have Ss repeat new vocabulary.

Answer Key

Irish traditional costumes and Morris dancing

costumes

3 Focus ➤ Reading for specific information

ñ Ss read text and answer questions in rubric. ñ Ss compare answers with a partner and check.

Answer Key

1 I 2 S

4 Focus ➤ Describing a picture (of a costume)

ñ In pairs, Ss describe one of the costumes from the pictures, using the vocabulary from the text. ñ Monitor activity and assist as necessary.

Suggested Answer Key

The traditional Irish costume is a long-sleeved dress, knee-high white socks and black shoes. The dresses have lovely Celtic designs on them.

5 Focus ➤ Writing about a traditional costume in your country

ñ In groups of 3-4, Ss collect information on a traditional costume in their country and write a paragraph about it.

ñ Invite groups to read out their paragraphs in

class and ask for feedback.

Suggested Answer Key

Traditional Cossack costume consists of a white cotton smock with a high collar and bright baggy trousers. It is worn by men and is associated with Russian Cossack dancing. On top, they wear a full-length, back coat and a sheepskin hat. It is also traditional to carry a sword. Its origins lie in 18^thcentury Ukraine and Southern Russia. You can still see men wearing Cossack costume today in some villages.

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Going Green 4

Objectives

Vocabulary: clothing; types of fabrics; forming derivatives

Reading: reading to identify missing text Speaking: role playing (persuading someone to buy eco-friendly clothes); discussing the meaning of a quote

Listening: listening for specific information

1 Focus ➤ Activating vocabulary

ñ Have Ss brainstorm vocabulary they know related to clothes and write them on a paper. ñ Ss compare notes with a partner.

Answer Key

scarf, top, pullover, cardigan, tights, waistcoat, tie, coat, gloves, vest, T-shirt, pyjamas etc

2 Focus ➤ Understanding new vocabulary

ñ Have Ss look at the labels of their clothing and find what they are made of from the list of words in the rubric.

ñ Elicit discussion of the meanings of the words.

Suggested Answer Key

The clothes I am wearing are made of cotton, wool and polyester.

3 Focus ➤ Introducing the topic of the text

ñ Write the word eco clothes on the board and elicit from Ss what they know about them. ñ Write a few of the answers on board and discuss.

ñ Have Ss write questions they would like to

know about eco clothes.

Suggested Answer Key Eco clothes are kind to the environment.

1 How are eco clothes made?

2 Are they more expensive to buy? 3 Are they popular nowadays?

4 Focus ➤ Reading to identify missing text/ forming derivatives

ñ Have Ss read text and fill in gaps with the correct derivatives of the words in the brackets.

ñ Invite Ss to read out answers in class and check. ñ Have Ss check to see if their questions were

answered in the text.

Answer Key

1 better

different

2 third

quickly

3 Unfortunately

fashionable

Suggested Answer Key

I found out how eco clothes are made but I did not find out about the cost/the popularity of them.

5 Focus ➤ Discussing the text

ñ Have Ss listen and read the text again. ñ In pairs, have Ss discuss the text and what three things they found interesting. ñ Monitor activity and assist as necessary.

Suggested Answer Key

Natural fabrics are not always the best for the environment.

You can make pullovers out of recycled plastic. Bamboo clothing is good to wear when it is hot and when it is cold.

6 Focus ➤ Role playing (persuading someone to buy eco-friendly clothes)

ñ Have Ss in pairs, using information from the text to act out a conversation to persuade some one to buy eco-friendly clothes.

ñ Invite a few pairs to act out exchanges in front of the class and ask for feedback.

Suggested Answer Key

A: You should buy eco friendly clothes, Ben!

B: Why? What’s good about them?

A: They are better for the environment, that’s what! Do you know how many pesticides it takes to make cotton clothes?

Why not try bamboo instead?

B: It feels soft, but will it keep me warm?

A: Try it on and see! And here’s an eco fleece as well. This is really cosy!

B: Looks nice! I should give it a go! etc

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Going Green

7 Focus ➤ Understanding the meaning of a quote

ñ Refer Ss to the quote.

ñ Invite Ss to tell what they think the meaning is

and discuss.

Suggested Answer Key

The quote means that the environment and people are one thing. Whatever harm we do to the environment we are doing to ourselves as it directly affects us.

Progress Check

Progress Check 4 and Look at Module 5 should be done in one lesson.

Answer Key

1 1 protruding 5 frizzy 9 suits

2 join 6 try 10 slim

3 overweight 7 bushy

4 crooked 8 fit

2 1 impatient 3 illegal 5 independent

2 irresponsible 4 immature

4 3 1 This dress was designed by Calvin Klein.

2 A new bridge is being built.

3 A pink sweater will be knitted for me by my

mother.

4 James was sent an invitation by Karen.

5 Where was the car parked?

6 6 Who was the music for Cats written by?

7 My flat was being painted when I arrived.

8 The meal had been cooked before the lights went off.

9 Many famous operas were composed by

Puccini.

10 The cake was decorated with flowers and chocolate pearls.

1 out 3 off 5 on

2 up with 4 away

1 by 3 to 5 from

2 for 4 into

1 e 2 d 3 c 4 a 5 b

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Global Issues

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. Do you like shopping? Why or why not? When do you wear national costumes? Why do we wear them? ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 4.

Look at Module 5

ñ Refer Ss to the title of module, Global Issues and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to different problems that affect everyone in the world such as environmental problems. We will probably learn about weather and environmental problems around the world.

ñ Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 74).

T: What page is the picture on?

S1: It’s on page 74. It’s a tidal wave (tsunami).

T: Have you ever experienced a tsunami? What do you think it would be like?

S2: Very scary and dangerous!

T: Why dangerous?

S3: It hits the coast line with great force causing extensive flooding and drowning people.

Pic 2 (p. 75)

What is this a picture of? When does this occur? Is it dangerous? How can you tell when one is happening?

Pic 3 (p. 78)

What is this a picture of? Have you ever seen one? Where? What are they like?

Pic 4 (p. 81)

What is the cartoon showing? Does the saying match the picture? Could the words mean something else? Is your mood ever affected by the weather?

Find the page number(s) for…

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key sayings about the weather (p. 81)

What do the cartoons show? What are these sayings? Do they mean exactly what they say? Do you have sayings in your L1 about the weather?

instructions for making a tornado (p. 87)

Why would we want to make a tornado? What science experiments have you done? What did you learn? Why do we try to understand the weather?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― a Listening and Speaking section

― a Culture Corner

― an Across the Curriculum section

― an English in use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

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5 a Reading & Vocabulary

Objectives

Answer Key

Vocabulary: related to natural disasters

Grammar: identifying passive voice; active voice 1 Bill (we were rescued by some local men

Reading: identifying clues to the speaker in a and taken to the hospital) text; reading for specific information; reading 2 Sue (my colleagues and I were helping for confirmation injured people, gave them emergency first

Speaking: role playing an interview; discussing aid, some of the injuries we had to treat); natural disasters Jason (distributing food, searching for more

Listening: listening for confirmation survivors, we managed to find a 13-year-old

girl)

3 Bill (people around me were screaming)

Reading 4 Alex (07.59 local time)

5 Bill (pulled me out of the water)

1 Focus ➤ Introducing the topic of the text 6 Jason (managed to find a 13-year-old girl ñ Have Ss look at the pictures and listen to the who was still alive)

recording.
ñ Ask Ss to imagine the scene and elicit answers to the questions in the rubric.	4 a	Focus ➤ Identifying passive verbs and writing them in the active voice

ñ Have Ss read the text again and identify the

Suggested Answer Key

passive voice.

I am on the beach and I see huge waves coming ñ Ss individually write the sentences in the

towards me. People are screaming and running active voice.

to safety. I feel really scared.

ñ Invite Ss to read out sentences in class and

Focus ➤

Identifying clues to the speaker/

check.

reading and listening for confirmation Answer Key

ñ Have Ss read first sentences in extracts and Text A:

identify people according to the questions in She had been buried underneath a five-storey the rubric. building for 52 hours. ñ Ss read and listen to the text to check their A five-storey building had buried her. answers. Text B:

After a few hours we were rescued by some

Answer Key local men and taken to the hospital.

a member of a rescue team ― Jason After a few hours some local men rescued us a journalist ― Alex and took us to the hospital. a holiday maker ― Bill Text C: a doctor ― Sue ... they were taken to the hospital.

We took them to the hospital.

3 Focus ➤ Reading for specific information The streets outside were littered with fallen palm trees and huge pieces of wood and

ñ Have Ss complete task individually. metal.

ñ Invite Ss to read out answers in class and have Outside, fallen palm trees and huge pieces of them refer to the text to justify their answers. wood and metal littered the streets.

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Reading & Vocabulary 5a

b Focus ➤ Understanding new vocabulary

ñ Refer Ss to the bold words in the text. Ss can check in Word List for meanings. ñ Have Ss find meanings in own L1. Allow time for Ss to write down new vocabulary in notebooks.

Answer Key pieces ― bits pulled me out ― took me out of the water we were rescued ― were saved tinned fish ― fish in tins supplies ― provisions, food and water survivors ― people who have are still alive after facing a danger cracked ― with lines, damaged collapsed ― fallen down buried ― with things lying on top so that you can’t escape horrific ― very bad occurred ― happened generated ― caused massive waves ― very big waves

5 Focus ➤ Role playing: an interview

ñ Have Ss form groups of five and act out an interview with one S as the interviewer and the other four Ss are the people from the text. ñ Have Ss change roles and act out again. ñ Invite groups to act out interviews in front of

class and ask for feedback.

Suggested Answer Key

A: Where did the tsunami happen?

B: In southern Asia. How many people were killed?

A: Over 10, 000 people. Why did it happen?

B: An 8.9 magnitude earthquake occurred under the Indian Ocean. What time did the earthquake happen? A: At 07.59 local time. etc

Vocabulary

6 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the dictionary entries and check for understanding.

ñ Elicit meaning in Ss own L1. Allow Ss time to write down new vocabulary in their notebooks.

ñ Discuss causes and have Ss identify any of them

in the pictures in Ex. 8

Answer Key

(Answers according to Ss’ L1)

drought ― caused by lack of rain flood ― caused by too much water tornado ― caused by a tall column of air spinning around tsunami ― caused by an earthquake happening in the sea earthquake ― caused by movement of the

earth’s crust cyclone ― caused by air going round and round during low atmospheric pressure avalanche ― caused by a large amount of unstable snow on a mountain hurricane ― caused by low pressure areas formed over warm water

Picture A ― tornado

Picture B ― drought

Picture C ― earthquake, tornado or hurricane

Picture D ― flood

7 Focus ➤ Consolidating vocabulary

ñ Refer Ss to list of verbs in rubric. Explain that Ss can check meanings in the Word List. ñ Have Ss complete task individually.

ñ Ss compare answers with a partner and match sentences with the natural disasters in Ex. 6. ñ Check answers in class.

Answer Key

1 left

2 drowned, lost

3 cracked, collapsed, feared 4 snowed, covered

1 tsunami/earthquake/flood

2 flood

3 earthquake

4 avalanche

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Reading & Vocabulary

Suggested Answer Key

Journalist: What were you doing when the tsunami struck?

Survivor: I was lying on the beach.

Journalist: What were your first thoughts when you saw the huge wave approaching?

Survivor: At first I didn’t think it was anything unusual. But then I saw it coming nearer and I started to panic.

Journalist: What did you do?

Survivor: I grabbed on to a palm tree. I had no time to go anywhere else.

Journalist: And then what happened?

Survivor: Luckily, I was swept towards a ruined building and I managed to find somewhere safe to hide until someone came to rescue me.

Journalist: Were you injured?

Survivor: Yes. I had a few broken bones, but nothing too serious. I was really lucky.

Speaking

8 Focus ➤ Discussing natural disasters

ñ Refer Ss to the pictures in the rubric.

ñ Elicit discussion about the pictures and natural disasters that occur in Ss’ country.

Suggested Answer Key

I see a tornado, a drought, a flood and destruction from an earthquake or a hurricane. Forest fires and floods are the most common natural disasters in Russia. Tornados occur quite often and cause a lot of damage in populated areas near Moscow.

9 Focus ➤ Role playing: an interview about natural disasters

ñ In pairs, Ss act out an interview with a survivor of a tsunami.

ñ Instruct Ss to use the vocabulary from the unit in their interviews.

ñ Invite Ss to act out their interviews in front of class and ask for feedback.

Listening & Speaking

Objectives

Vocabulary: phrases (interacting in a conversation) Reading: to identify subjects of different texts; reading for specific information Speaking: discussing solutions to child labour; role playing (a conversation about child labour) Listening: listening for specific information; identifying tone groups

Reading

1 Focus ➤ Introducing the topic

ñ Refer Ss to the pictures on page 76-77. ñ Read out heading of each picture and elicit

meaning in Ss own L1.

Answer Key

(Answers in Ss’ L1)

2 Focus ➤ Identifying subjects of different texts

ñ Have Ss read texts and match them to the pictures and their headings.

ñ Instruct Ss to look for key words that help in identifying the subject of the text.

ñ Elicit answers in class and which words helped in identifying the texts.

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Listening & Speaking 5b

Answer Key

Text A:

global warming (climate change, greenhouse gases; Earth warmer)

Text B:

famine (too many people to feed; sending food)

Text C:

poverty/child labour (everybody has to work or there won’t be enough food, support, children get an education)

Text D: endangered species (animals’habitats, destroyed, hunt, protect areas where animals live)

Listening

3 Focus ➤ Listening for specific information

ñ Have Ss read through statements in rubric. ñ Ss listen to recording and complete matching task individually.

ñ Ss compare answers with a partner and decide which global issue each statement is talking about.

ñ Check answers in class

Answer Key

1 D pollution

2 B homelessness

3 F global warming

4 E child labour

5 C endangered species

6 A war

Everyday English

4 Focus ➤ Introducing phrases: interacting in a conversation

ñ Read box from rubric with Ss and check for understanding of words and phrases. ñ Elicit similar expressions in Ss L1.

Answer Key

(Answers in Ss’ L1)

5 a Focus ➤ Reading/listening for specific information

ñ Have Ss read and listen to the dialogue. ñ Elicit answers to the questions in the rubric.

Answer Key ñ 2 ― amount of money in dollars that people live on per day

ñ 3 billion ― number of people in the world living on $2/day

ñ 30, 000 ― number of children dying every day because of lack of food and medicine/ permanent home

All of the expressions are in the dialogue except …’you know what I mean?’

b Focus ➤ Discussing solutions to child

labour

ñ In pairs, Ss answer and discuss the questions in the rubric.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

There should be free education available to all children in every country and governments must enforce strict laws against hiring children. I can support organisations that fight against child labour and write letters to governments or newspapers of countries with no child labour laws to create awareness of the problem.

Say it right

6 Focus ➤ Understanding interacting in a conversation/listening for confirmation

ñ Have Ss complete task individually. ñ Ss then listen to recording and check answers

Answer Key

1 b 2

Intonation

7 Focus ➤ Identifying tone groups in sentences

ñ Read Study Skills box and example with Ss and check for understanding.

ñ Have Ss listen to recording and complete task

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Listening & Speaking

Suggested Answer Key

A: Did you know that one in six children is involved in child labour? That is 246 million children!

B: Really?

A: Yes. It’s shocking, isn’t it?

B: I had no idea it was so many.

A: And what’s more, 300, 000 children around the world are currently serving as soldiers.

B: Goodness me! That’s terrible!

A: It is, isn’t it?

B: So, what can we do to help?

A: I think governments should make schooling compulsory and make companies pay huge fines if they use child labour. It shouldn’t be allowed to happen.

B: I agree. etc

Answer Key

2 I didn’t know/such things/existed!

3 Yes,/they have been around/for a while now.

4 For lots/of reasons!

5 They certainly can’t/all/fit in there.

6 And look,/it is so small/and easy to park.

Speaking

8 Focus ➤ Role playing: a conversation about child labour

ñ In pairs Ss act out a dialogue about child labour, following the instructions in the rubric. ñ Pairs record themselves and check. ñ Monitor activity and assist as necessary.

Grammar in Use

individually ñ Invite Ss to read out answers and check Objectives

Grammar: infinitive/-ing forms; meaning differences in the infinitive/-ing forms; used tobe used to-get used to

Writing: writing a story with the infinitive/-ing forms; sentences with used to

Reading

1 a Focus ➤ Understanding infinitive/-ing forms

ñ Have Ss read text and refer them to the highlighted –ing and infinitive forms. ñ Write different cases from rubric on the board and have Ss find examples in text and which form is used in each case.

ñ Elicit answers and write them under each case on the board and check for understanding.

Answer Key after modal verbs = bare infinitive form e.g. could mean, should take, may know to show purpose = infinitive form e.g. trying to tell you

after certain verbs (decide, appear) = infinitive form e.g. decide to run after prepositions = -ing form e.g. of predicting as a noun = -ing form e.g. hearing after expressions (I’m busy etc) = -ing form e.g. were very busy looking after certain verbs (fancy, start, avoid, spend, imagine, suggest etc) = ing form e.g. started acting

b Focus ➤ Practising the infinitive/ -ing forms

ñ Have Ss complete task individually. ñ Ss check answers with a partner.

*Answer Key* 1 to study	3	to say	5	visit
2 to play	4	watching	6	to go

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Grammar in Use 5c

2 Focus ➤ Practising the infinitive/-ing forms

ñ Have Ss complete sentences individually. ñ Invite Ss to read out answers in class and

check.

Suggested Answer Key

1 I usually avoid walking under ladders as it is believed to be unlucky.

2 I’m happy to study at this school.

3 It’s not worth worrying about things you can’t change.

4 There’s no point trying to look like models you see in magazines.

5 I spend a lot of time hanging out with my friends.

6 I don’t mind helping with the housework.

7 I can’t stand waiting for people.

8 I’d prefer to be poor and happy than rich and miserable.

9 I love walking barefoot in the sand.

10 I really want to be successful in my career.

3 Focus ➤ Understanding the differences in meaning for the same verb in infinitive and -ing

ñ Read the Grammar Box with Ss and check for understanding.

ñ Ss with a partner find different meanings in the sentences. ñ Invite Ss to read out answers and check.

Answer Key

1 a didn’t remember b always recall

2 a do not forget b do not recall

3 a stopped temporarily in order to do sth else

b finish doing sth, paused

4 a do one’s best, attempted b do sth as an experiment, tested

4 Focus ➤ Practising differences in meanings for the same verb in infinitive and –ing

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and discuss differences in meanings.

Answer Key

1 falling

doing

taking

2 to lock

seeing

to finish

3 to buy

to bring

studying

5 Focus ➤ Consolidating the infinitive/-ing forms

ñ Have Ss complete task individually.

ñ Invite Ss to read out exchanges in class and elicit reasons for why that form is used.

*Answer Key* 1 A: to feed	6	A: to tell
B: to do		B: to go out
2 A: give	7	A: to do
B: to take		B: go
3 A: watching	8	A: talking
B: to watch		B: to listen
4 A: trying	9	A: to help
B: to be 5 A: reach B: using		B: collecting

6 Focus ➤ Writing a story with the infinitive/-ing forms

ñ Refer Ss to the verbs in the rubric and explain they are to use them in the infinitive/-ing form to continue the story. ñ In pairs, Ss write their stories ñ Invite pairs to read out their stories and ask for

feedback.

Suggested Answer Key

… and were hoping to enjoy their holiday in Pukhet. At first everything went well. They spent their time on the beach making sandcastles. The weather was perfect and everyone felt relaxed. But then Mr Brown noticed some waves rushing towards the beach at an incredible speed. The whole family panicked and started running/to run towards the shore.

The waves soon reached them and smashed against them. As a result, they all fell over but as frightened as they were, they soon managed to run to safety. They were extremely relieved to find out that the whole family had survived.

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Grammar in Use

7 a Focus ➤ Presenting used to/be used to/get used to

ñ Read the table with Ss and check for understanding of the different meanings. ñ Elicit similar structures in Ss’ L1.

Answer Key

(Answers according to Ss’ L1)

b Focus ➤ Consolidating the different meanings of used to/be used to/get used to

ñ Have Ss complete task individually ñ Invite Ss to read out answers in class and check.

Answer Key

1 is used to working

2 used to waking up early

3 used to live there

4 got used to

8 Focus ➤ Writing sentences with used to

ñ Refer Ss to the rubric and explain that “used to” refers to a past state like the example sentence in the rubric. ñ Have Ss write their own sentences. ñ Invite Ss to read out their sentences and check.

Suggested Answer Key

I used to play with my dolls for hours.

I used to visit my grandparents every Saturday.

Vocabulary & Speaking

I used to ride my bike every afternoon. etc. I didn’t use to play basketball. etc.

Objectives

Vocabulary: related to the weather; idioms

(weather)

Reading: reading for specific information Speaking: role playing (exchanges about the weather)

Listening: listening for specific information; listening for confirmation; identifying sounds Writing: describing the weather in a story; writing sentences about weather

1 a Focus ➤ Activating vocabulary

ñ Have Ss brainstorm vocabulary they know related to the weather and complete the spidergram in the rubric. ñ Ss compare notes with a partner.

Suggested Answer Key cold, sunny, foggy, freezing, snowing, windy, cool, warm, breeze, gale, hailstones, sleet etc b Focus ➤ Practising vocabulary

ñ Elicit the weather for the day. ñ Discuss with Ss their favourite type of weather.

Suggested Answer Key

Today it is cold but sunny. There isn’t any wind.

My favourite type of weather is summer weather. I like it when it’s hot.

2 Focus ➤ Introducing the text

ñ Refer Ss to the title of the text.

ñ In pairs, Ss discuss what they think the title

means.

Suggested Answer Key

I think the title means that we can tell what the weather is going to be like from looking at the sky.

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Vocabulary & Speaking 5d

3 Focus ➤ Reading/listening for specific information

ñ Have Ss read and listen to the text finding the answers to the question in the rubric. ñ Elicit answers in class and discuss.

Answer Key

Methods used in the past to predict the weather:

watching the clouds, observing the behaviour of animals, inspecting plants and the soil, looking at the sky at night

4 Focus ➤ Understanding phrases/listening for confirmation

ñ Refer Ss to word list in the rubric and check for understanding.

ñ Ss complete task with a partner. ñ Invite Ss to read out poem and check answers.

Answer Key

Onion skin is very thin, mild winter is coming in. Onion skin is thick and tough, winter will be cold and rough.

Pale moon rains, red moon blows. White moon neither rains nor snows. Evening red and morning grey, two sure signs of a fine day.

Clear moon, frost soon.

When seagulls fly to land, a storm is at hand. When clouds appear like rocks and towers, the Earth’s refreshed by frequent showers.

(Answers according to Ss’ L1)

5 Focus ➤ Understanding new vocabulary

ñ Have Ss complete matching task and check answer in dictionaries.

ñ Ss complete sentences with phrases individually and check answers with a partner.

Answer Key

1 c 2 b

4 e 5 d

1 scorching sun

huge snowstorm

2 heavy rain

3 light breeze

strong winds

Idioms

6 Focus ➤ Understanding Idioms

ñ Refer Ss to pictures and idioms.

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1.

ñ Invite groups to say their answers in front of

the class and discuss.

Answer Key

1 is feeling under the weather

2 ’s been on cloud nine

3 to save up for a rainy day

7 Focus ➤ Identifying sounds (related to the weather)/practicing vocabulary

ñ Have Ss listen to recording and complete matching task.

ñ Ss use words to complete sentences.

ñ Invite Ss to read out sentences in class and

check.

*Answer Key* A sound 3: whistle	1	whistled
B sound 4: pour	2	poured
C sound 1: howl	3	howled
D sound 5: drizzle	4	drizzling
E sound 2: roar	5	roared

8 Focus ➤ Consolidating vocabulary

ñ Have Ss use the words from Ex. 7 to write their paragraphs.

ñ Ss read their paragraphs to a partner and compare.

ñ Monitor activity and check for understanding of

vocabulary.

Suggested Answer Key

It was getting late and it seemed like I would never get home. Heavy rain poured down as I drove along the road. I couldn’t see very far in front of me. I had to slow down. The wind howled and made me shiver. I didn’t think it could get any worse but it did ― lightening flashed and the thunder roared ...

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Vocabulary & Speaking

Focus ➤ Understanding/role playing exchanges about the weather

ñ Have Ss complete matching task individually. ñ Ss with a partner act out exchanges and check answers.

Focus ➤ Writing about weather

ñ Have Ss review unit for vocabulary and grammar.

ñ Allow Ss time to write their sentences.

ñ In pairs, Ss read their sentences to each other. ñ Monitor activity and assist as necessary.

Answer Key

1 e 3

2 d 4

Suggested Answer Key

They are expecting heavy rain tomorrow. Many farmers observe the behaviour of their animals to predict storms.

I can’t decide; I will just see which way the wind blows. etc.

Writing Skills

Objectives

2 Focus ➤ Understanding essays providing

Reading: phrases introducing suggestions and solutions to problems. expressing effect.

Grammar: co-ordinate conjunctions ñ Read with Ss the Theory Box and check for Reading: reading for confirmation; reading for understanding.

specific information ñ Have Ss read the essay again and elicit what

Listening: listening for confirmation; listening the opinion of the writer is and in which for specific information paragraph it is found.

Writing: an essay providing solutions to a problem

Answer Key The writer’s opinion is that heavy traffic is a

Reading

serious problem in our cities that has to be

1 Focus ➤ Understanding suggestions and dealt with and that there are many ways to results reduce it.

The writer gives his opinion in the first and ñ Have Ss complete matching task individually.

the last paragraphs. ñ Read out suggestions and invite Ss to give the

result.
ñ Ss read/listen to text and check which suggestions are mentioned in it.	3 a	Focus ➤ Understanding phrases introducing suggestions/expressing effect/to conclude

Answer Key

1 e 2 a 3 b 4 c 5

Ideas in essay:

ñ To encourage car sharing programs ñ Improve public transport ñ Create more cycling lanes

ñ Read table with Ss and check for understanding. ñ Have Ss find phrases in the text. ñ Elicit similar phrases in Ss L1.

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Writing Skills 5e

Answer Key

To introduce suggestions: To begin with ...; Another solution would be ... To express effect: The result would be ...; consequently To conclude: To sum up ...

(Answers according to Ss’ L1)

b Focus ➤ Practising phrases introducing suggestion/expressing effect/to conclude

ñ Have Ss replace the phrases in the text with ones from the table in Ex. 3a).

ñ Invite Ss to read out answers in class and

check.

Answer Key

To start with →To begin with,

Another way to →Another solution would be As a result there would be →The result would be

As a consequence →consequently All in all →To sum up

4 Focus ➤ Understanding co-ordinate conjunctions

ñ Read the Theory Box with Ss and check for understanding.

ñ Elicit from class which description matches which conjunction.

ñ Have Ss join sentences with conjunctions individually and check answers with a partner.

Answer Key both … and … (description a) either … or … (description b) neither … nor …. (description c)

1 Factories both pollute the water and the air.

2 You can either reuse old things or you can recycle old things

3 Neither the computer nor the light should be left on when you leave the office.

4 You can either walk or ride a bicycle to work.

5 Focus ➤ Matching suggestions and

results/listening for specific information ñ Have Ss complete task individually

ñ Ss listen to see what suggestions are mentioned

in the conversation.

Answer Key

1 a 2 c 3 d 4 b

Sally mentions suggestions 1 and 3.

Writing

6 Focus ➤ Writing an essay providing solutions to a problem

ñ Read the rubric and the plan with Ss and check for understanding.

ñ Ss write their essays using vocabulary and phrases learned in the unit. ñ Alternatively, assign task as HW.

Suggested Answer Key

Today we produce so much litter that the world could very easily become one big litter bin. Fortunately, there are several possible suggestions which could lead to a reduction in the amount of litter we create.

To begin with, we could get young people involved in clean-up programmes. As a consequence, people would start to realise how much litter there is around us and see the negative effects. After being involved in a cleanup programme they will become interested in keeping parks and their neighbourhoods clean and tidy.

Another way would be to educate people about how to reduce the amount of packaging in the goods that they buy. As a result, people would choose to buy products with biodegradable packaging and get into good habits, thus landfill sites would not become so full.

All in all, I think that with increased education and awareness we can easily reduce the amount of litter around us. No-one really wants to live in a dirty neighbourhood. It is up to all of us to take action now to keep our planet as clean and tidy as possible.

7 Focus ➤ Checking essays

ñ In pairs, Ss exchange essays and check their partners work following the list in the rubric. ñ Pairs discuss and give feedback on each others essays. ñ Monitor activity and assist as necessary.

(Ss’ own answers)

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⁵_fEnglish in Use

Objectives

Vocabulary: phrasal verbs (call) Grammar: forming nouns from verbs; dependent prepositions; infinitives/-ing forms

Writing: an email, using the infinitive/-ing forms

Word formation

1 Focus ➤ Forming nouns from verbs

ñ Read the theory box with Ss and check for understanding. ñ Have Ss complete the task individually. ñ Invite Ss to read out their answer to the class

and check.

*Answer Key* A performance	D collection
B guidance C protection	E convenience

Phrasal Verbs: call

2 Focus ➤ Understanding phrasal verbs (call)

ñ Write the list of phrasal verbs with call on the

board and elicit meanings.

ñ Have Ss check meanings in appendix 1 ñ Have Ss complete task individually and compare answers with a partner.

Answer Key

1 in 2 off

for

3 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check definitions in dictionary. ñ Ss write their own sentences with other words. ñ Invite Ss to read out their sentences in class and check.

Answer Key

1 waste 3 fumes 5 team

2 extinct 4 waste

1 I put the rubbish in the bin outside our house.

It is not very nice to see litter everywhere ― it is best to pick it up.

2 If you lead an inactive life-style, you may damage your health.

The aeroplane disappeared into the clouds and could not be seen.

3 Drivers were warned to drive carefully in the thick fog.

A cloud of black smoke blew over the city.

4 Be careful not to lose your way when you go on the underground.

When I am away from home I miss my family.

5 The crew on board a ship work hard to serve the public.

The supermarket employs a total of 200 staff.

Dependent Prepositions

4 Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually with prepositions in list. ñ Ss compare answers with a partner and check in Appendix 2.

Answer Key

1 by 2

out

Grammar Revision

5 Focus ➤ Practising the infinitive/-ing forms

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and check.

Answer Key

1 to tell

feeding

take

2 to see

lying

hearing

3 roaming

having

6 Focus ➤ Writing an email, using the infinitive/

-ing forms

ñ Have Ss write their emails, using the email in Ex. 5 as an example.

ñ Invite Ss to read out emails to the class and check.

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Suggested Answer Key

Dear Steven,

I hope you are well. I really want to tell you about my trip to Paris. It was great and I especially enjoyed walking along the Seine River. It’s so beautiful. Everyday, I looked forward to eating at the sidewalk cafes. One afternoon, we went shopping along the Champs de’Lyse and I bought a great handbag. I planned to visit all the great museums, but I only managed to see the Louvre. I had the chance to practise my French in the shops and restaurants. It was a wonderful experience! Tell my about your summer. How was your trip to the seaside?

Write Soon!

Love,

Tanya

English in Use 5f

Culture Corner

Objectives

Reading: reading for specific information

Speaking: describing a picture; discussing a text

Listening: listening for specific information Writing: an article on an interesting animal from your country

Reading

1 Focus ➤ Reading/listening for specific information

ñ Elicit the name of the animal in the picture. ñ Have Ss think up questions about the animal in the text and write them down in their notebooks.

ñ Ss read/listen to recording and try to find the

answers to their questions.

Answer Key

It is a Highland coo.

Suggested Answer Key

Is it easier to farm Highland coos?

Do they all have the same colour of hair? Are they found anywhere else other than Scotland?

2 a Focus ➤ Reading for specific information

ñ Ss complete task individually.

ñ Have Ss compare answers with a partner

and check.

Answer Key

1 F 2 F 3 T 4 T 5 T

1 Nessie is a legendary monster from Loch Ness.

2 Highland coos are easy to spot.

b Focus ➤ Understanding vocabulary

ñ Refer Ss to the words/phrases in bold and elicit meanings. ñ Check meanings in Word List.

ñ Allow Ss time to write new vocabulary in their notebooks.

Answer Key legendary ― very famous creature ― animal spot ― see, catch sight of

Highland ― from the Highlands of Scotland breed ― type of animal

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Culture Corner

Suggested Answer Key

Siberian Tiger

If you go to Russia, you will probably not see a Siberian Tiger. They are very rare because they are an endangered species. They live in a very small part of Russia, in the AmurUssuri region of Primorsky and Khabarovsky Krai.

They are very attractive creatures. They are different from other tiger species because their fur is lighter orange in colour. They have widely spaced brown stripes rather than black and a white chest and belly. Their fur is thick and long to help them cope in freezing temperatures and their feet are large to help them walk in the snow. An average male weighs around 200–230 kg. Females are smaller and weigh 100–167 kg.

The Siberian Tiger is an excellent hunter. It feeds mostly on wild boar, red deer, elk and bear. An adult needs to eat around 9 kg of food a day to survive, but they can eat up to 50 kg in just one meal!

Unfortunately, the loss of forests and poaching has meant that there are only about 450 Siberian Tigers left in the wild. Several hundred exist in captivity. Many of these can be found in China.

fringe ― hair that hangs over the forehead legend ― old and popular story impress ― make an impression grazing grounds ― land where animals feed crossed ― mixed two types of animal shaggy ― hairy miss the chance ― lose the opportunity to do sth

3 Focus ➤ Describing a picture/ discussing the text

ñ In pairs, Ss describe the picture, using the vocabulary from the text.

ñ Ss tell their partner what they found interesting in the text.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

The Highland coo has shaggy red hair and a fringe which goes over its eyes, long horns and a big wet nose. ñ They can survive on poor grazing grounds. ñ They are a cross of two kinds of cow. ñ They have become a national symbol of Scotland.

4 Focus ➤ Writing an article about an

interesting animal that lives in your country.

ñ Refer Ss to the rubric and check for understanding.

ñ Ss write their articles, answering the questions in the rubric.

ñ Invite Ss to read their articles in class and ask for feedback. ñ Alternatively, assign task as HW.

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Across the Curriculum – Science 5

Objectives

Reading: reading for specific information; identifying headings of paragraphs in a text; following instructions

Speaking: discussing the text; discussing the meaning of a quote

Listening: listening for specific information

Reading

1 a Focus ➤ Introducing the topic of the text

ñ Refer Ss to the pictures. Elicit discussion on the natural phenomena and if they have experienced any.

Suggested Answer Key

I have seen hail in real life but I haven’t seen a tornado.

b Focus ➤ Reading for specific information

ñ Have Ss read the text and find the answer to the question in the rubric. ñ Elicit answers in class and discuss.

Answer Key

Tornadoes are formed when warm air near the earth’s surface rises and meets with cold air. Hail is formed when raindrops are blown up into the clouds by strong winds. Instead of falling to the ground immediately, the raindrops freeze.

2 ^Focus^➤Identifying headings of paragraphs in a text.

ñ Read with Ss the rubric and check for understanding. Explain that a heading should summarise the main focus of the paragraph and that Ss should underline key words when reading. ñ Have Ss read text and match headings to paragraphs.

ñ Invite a few Ss to read out paragraphs with

their headings and key words.

Answer Key

1 f happen in various parts of the world, at any time of year

2 d spinning, whirling, shape of a funnel or tube, twist, twisting rope

3 e scale, how strong tornadoes are, calculate strength, damage a tornado causes

4 a can be as small as peas or as big as cricket balls

5 c start to fall, Before they reach the ground, bounces ... up and down, rise and fall

6 b make quite a noise

3 Focus ➤ Understanding vocabulary

ñ Have Ss read text and find the meanings of the words from the rubric in the text.

ñ Ss compare answers with a partner and check.

*Answer Key forceful* ― violent	*made* ― formed
*different* ― various	*chunks* ― lumps
*leave* ― disappear harm* ― damage*	*created* ― formed

4 ^Focus^➤Discussing the text

ñ Invite Ss to tell the class what they found interesting in the text. ñ Monitor activity and assist as necessary. ñ Invite other Ss to describe what it might be like to experience either of the two disasters. Ask for feedback from the class.

Suggested Answer Key ñ Tornadoes can reach speeds of more than 250 mph.

ñ There is a scale to measure how strong tornadoes are.

ñ There was a hailstone as large as 44.5 centimetres in width!

I was visiting my grandfather’s farm one afternoon, when the sky started to turn dark grey and it became very windy.

In the far distance I noticed a long dark funnel or tube. I realised it was a tornado that was moving towards the farm. I suddenly felt very scared and screamed for my grandparents.

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Across the Curriculum – Science

Fortunately, they have an underground shelter where we climbed down to protect ourselves. The tornado passed over us. It was a very frightening experience with a horrible noise as the tornado ripped roofs from buildings and tossed heavy objects like trees into the air. When it finally passed, I was so relieved and very happy to be alive!

5 ^Focus^➤Listening for specific information

ñ Refer Ss to the gaps in the instructions. ñ Have Ss listen to the recording and fill in the gaps. ñ Ss compare answers with a partner and check.

Answer Key

1 paper

hole

top

2 tape

on (to)

Progress Check

6 ^Focus^➤Following instructions.

ñ In preparation for the task, in pairs have Ss list the ingredients they will need and bring them to the next class.

ñ Pairs read and follow the instructions on how to create a tornado. ñ Monitor activity and assist as necessary.

(Ss’ own answers)

7 ^Focus^➤Understanding the meaning of a quote

ñ Refer Ss to the quote.

ñ Invite Ss to tell what they think the meaning is

and discuss.

Suggested Answer Key

The weather is something we all have in common and is often used to start a conversation, especially when there is a sudden change in it.

Progress Check 5 and Look at Module 6 should be done in one lesson.

Answer Key

1 1 endangered 4 pollution 4 1 used to drink 4 use to

2 avalanche 5 earthquake 2 getting used to 5 isn’t used to

3 tornado 3 am used to

2 1 collection 4 appearance 5 1 for 3 by 5 on

2 protection 5 invitation 2 off 4 in

3 guidance

6 1 into 3 in 5 in

3 1 to lock 4 help 2 out 4 on

2 worrying 5 seeing

3 to visit 7 1 a 2 c 3 d 4 b

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Culture Exchanges

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. What natural disasters have occurred in our country? How can we reduce pollution and traffic in our cities?

ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 5.

Look at Module 6

ñ Refer Ss to the title of module, Culture Exchanges, and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to learning and experiencing other cultures and we will probably learn about other countries and travel.

ñ Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss attention to pic.1 (p.100).

T: What page is the picture on?

S1: It’s on page 100. It’s an unusual building.

T: Do you know where and what it is?

S2: I think it’s in Australia and it’s the opera house there.

T: Why is it important?

S3: It’s a tourist attraction because of its architecture and location.

Pic 2 (p. 102)

What is this a picture of? Why is it important? What monuments have you visited? Why?

Pic 3 (p. 91)

What is this a picture of? Why and when do people do this? What kinds of activities do you like to do on vacation?

Pic 4 (p. 96)

What kind of boat is in the picture? What does it do? Why are tourists interested in riding on this kind of boat? Have you ever gone on a ride on something unusual? What was it like?

Find the page number(s) for…

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key tips for travellers (p. 95)

What are tips? How do they help? Have you ever used tips for something? Why?

a letter (p.98)

What are some reasons we write letters? When do you write letters and why? Do you use different language depending on if it’s for a friend or someone you don’t know that well?

an advert (p. 98)

What is the advert about? Where would we find such an advert? Have you ever answered an advert? What about?

a statue of a Buddha (p. 106)

What is a Buddha? Have you ever seen one? Where? What are monuments? Why do we visit them? What are some famous monuments in our country?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.

Explain that the module has:

― a Listening and Speaking section

― a Culture Corner

― a Going Green section

― an English in use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

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Listening & Reading

1 Focus ➤ Introducing the topic of the text.

ñ Have Ss look at the pictures and listen to the recording.

ñ Ask Ss to imagine the scene and elicit answers

to the questions in the rubric.`

Answer Key

I am in Yakutia, Russia. It is freezing cold.I hearthe sound of the reindeers’ bells as they run across the snow. I feel like it is Christmas ― I am so happy!

2 ^Focus^➤Predicting text content/reading and listening for confirmation

ñ Refer Ss to the title of the text and discuss meaning.

ñ Elicit from Ss what they think the text will be about. ñ Ss listen, read and check their answers.

Suggested Answer Key

I think the text is about some of the places wecan visit and what we can do there.

3 a) Focus ➤ Reading for specific information

ñ Read rubric with Ss and check for understanding of questions asked. ñ Ss read and answer questions individually. ñ Invite Ss to read out answers in class and check.

Answer Key

1 C 3

2 B 4

b) Focus ➤ Understanding vocabulary

ñ Refer Ss to the bold words in the text. ñ Ss complete matching task individually and check answers with a partner.

ñ Have Ss find meaning in own L1. Allow time for Ss to write down new vocabulary in notebooks.

ñ Ss complete sentences individually and check with their partner.

ñ Have Ss discuss with their partner which holiday they would like to go on and why? ñ Monitor activity and assist as necessary.

Answer Key unusual or special ― unique thought about ― wondered photographs ― snaps undamaged ― unspoilt different ― varied local ― native impressive ― majestic under ― beneath

1 snaps 3 wondered

2 varied 4 beneath

Suggested Answer Key

I’d like to go on the ‘Camel Riding in Morocco’ holiday because I have always wanted to visit Morocco.There’s lots to do and see, for example, travel across the desert on a camel, visit historic sites and relax on beautiful beaches.

Vocabulary

4 Focus ➤ Practising new vocabulary

ñ Refer Ss to list of activities in the rubric and elicit meanings.

Spotlight 8 Mod 6 Ts 09-09-09 17:08 Page 97 ñ In pairs, Ss tell their partners which activities they enjoy doing on holidays.

ñ Monitor activity and check for understanding of

the vocabulary.

Suggested Answer Key

I really enjoy shopping when on holiday and buying souvenirs from the places I visit. I like to lie on the beach and relax all day when I go on holiday.

I enjoy meeting the locals when I go on a holiday somewhere different. etc.

5 ^Focus^➤Role playing (a holiday you would like to take

ñ Read the example exchange with Ss and check for understanding. ñ In pairs, Ss act out a similar exchange.

Reading & Vocabulary 6a

ñ Invite Ss to act out exchanges in class and ask

for feedback.

Suggested Answer Key

A: I’d like to go to the Caribbean one day.

B: Really? What would you like to do there?

A: I’d like to lie on the beach all day and get a good tan.Where would you like to go?

B: I’d like to go to Iceland. I’d like to visit volcanoes and explore nature. etc

6 Focus ➤ Writing about travel

Listening & Speaking

ñ Read the rubric with Ss and check for understanding. ñ Allow Ss time to write sentences. ñ Ss compare sentences with a partner. ñ Monitor activity and assist as necessary.

Objectives

Vocabulary: related to holiday problems

Reading: reading for specific information Speaking: role playing (describing problems & sympathising); role playing (holiday events); role playing (a holiday that went wrong) Listening: listening for specific information; identifying stressed syllables in phrases Writing: writing about holidays

1 Focus ➤ Describing pictures/activating vocabulary

ñ Read with Ss the phrases in the rubric and elicit meanings.

ñ Invite Ss to describe pictures like in the example, using the phrases. ñ Check for understanding.

Answer Key

Picture B shows someone running after a plane. It seems that/looks as if he has missed his flight. He seems to be in a panic. Picture C shows two people by the sea. They are sitting on sun loungers but it is raining. It seems that/looks like the weather has got bad. They seem to be very unhappy.

Picture D shows someone looking at the signpost with a map in his hand. It seems that/looks like he has lost his way.

2 Focus ➤ Listening for specific information

ñ Have Ss listen to recording and match speakers to problems in Ex. 1. ñ Ss compare answer with a partner.

Answer Key

Ann ― the weather getting bad

Laura ― getting sunstroke Tony ― car breaking down

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Listening & Speaking

Everyday English

3 ^Focus^➤Role playing (describing problems & sympathising)

ñ Refer Ss to the phrases in the box and elicit meanings in Ss’ L1.

ñ In pairs, Ss act out exchanges similar to the example, using phrases from the box.

ñ Monitor activity and check for understanding of

phrases.

Answer Key

(Answers according to Ss’ L1)

Suggested Answer Key

A: How was your holiday? Did you have a nice time?

B: You’ll never guess what happened!

A: What? What happened?

B: I missed my flight home and had to spend 24 hours at the airport waiting for the next one.

A: Oh, you poor thing!etc

4 ^Focus^➤Listening for specific information

ñ Have Ss listen to recording.

ñ Elicit answers to the question in the rubric and

check.

Answer Key

Isabelle visited Greece, Italy, and Spain.

5 a) Focus ➤ Reading for specific information

ñ Write on board two columns with the headings “good” and “bad”. ñ Have Ss read individually the dialogue. ñ Elicit from the Ss the good and bad experiences the speaker in the dialogue had on holiday. Write them in the correct column.

Answer Key

Good experiences: Greece was beautiful, Italians were friendly, Italian cuisine was great.

Bad experiences: got sunstroke in Greece, got seasick on the ferry on the way to Italy, got purse stolen in Barcelona while waiting for a bus.

b) Focus ➤ Consolidating vocabulary

ñ In pairs, have Ss read out the dialogue exchanges roles. ñ Monitor activity and assist as necessary.

(Ss’ own answers)

Listening

6 Focus ➤ Listening for specific information

ñ Have Ss listen to recordings and answer questions individually. ñ Ss compare answers and check.

Answer Key

1 C 2 C

Intonation

7 a) Focus ➤ Identifying stressed syllables in phrases/understanding phrases

ñ Have Ss listen to recording and mark stressed syllables in phrases. ñ Ss compare answers with a partner and listen again to check. ñ Invite Ss to match phrases to feelings and discuss meanings.

Answer Key

1 That’s ABsolutely BRILLiant!

2 That REAlly drives me mad.

3 OH thank GOODness!

4 REAlly? What happened?

5 I don’t QUITE understand that.

6 WHY do these things KEEP happening to me.

1 d 3 c 5 a 2 f 4 e 6 b

b) Focus ➤ Role playing (holiday events)

ñ In pairs Ss act out exchanges about the events listed in the rubric, using phrases from Ex. 7a. ñ Refer pairs to the example exchange as a guideline to their exchanges. ñ Monitor activity and assist as necessary.

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Listening & Speaking 6b

Answer Key

A: I’m sorry, sir. We can’t seem to find your reservation.

B: Really? What happened?

A: I’m sorry. It looks like your luggage has got lost again.

B: Why do these things keep happening to me?/That drives me mad.

A: I’m sorry, madam. You can’t take photographs inside the palace. B: I don’t quite understand that.

A: Your room has a wonderful view of the sea.

B: That’s absolutely brilliant!

A: Paul, I’ve just had an accident in my car. B: Really? What happened?

Speaking

8 Focus ➤ Role playing (a holiday that went wrong

ñ In pairs, Ss act out a dialogue using the phrases in Ex. 1 and the dialogue in Ex. 5 as a guideline. ñ Ss record their dialogues and listen to check. ñ Monitor activity and assist as necessary.

Suggested Answer Key

Paula: Welcome back, Ned! How was your holiday?

Ned: Hi, Paula. It was good, but a few things went wrong.

Paula: What happened?

Ned: The first day everything was perfect. The weather was brilliant and I lazed on the beach. Florida is beautiful, you know.

Paula: I’ve never been myself. Do you recommend it?

Ned: Be careful when you go. When I was there the weather turned bad all of a sudden. There were huge storms ― so I had to stay indoors.

Paula: What did you do?

Ned: I spent a lot of time in shopping malls and in my hotel room reading! Paula: How awful! Did anything else happen? Ned: Well, yes! I actually lost my passport as well. I had to get a new one, so I spent quite a lot of time at the Embassy. But, I still had time to go to Mexico.

Paula: What was it like?

Ned: Fantastic. The food is great, if you like spicy food! And it wasn’t expensive either. You should come with me next year ― I’m planning to go back, you know.

Paula: You are?

Ned: Yes. You see, I definitely need someone to co-drive. I lost my way and had to drive an extra two hundred kilometres. Paula: That’s so annoying! But you got to see a lot more of the countryside, didn’t you?

Ned: Yes. I’ve got some amazing photos to show you …

9 Focus ➤ Writing about holidays

ñ Have Ss review unit for vocabulary. ñ Allow Ss time to write their sentences. ñ In pairs, Ss read their sentences to each other. ñ Monitor activity and assist as necessary.

Suggested Answer Key

Did I tell you that my luggage got stolen on my trip to Florida!

I got sea sick on the ferry to Italy but it didn’t spoil my holiday.

You’ll never guess what happened to me on my trip to India!

My trip was awful! I got sunstroke, missed my flight and had my wallet stolen! etc

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3 Focus ➤ Understanding “said” and “told”

ñ Read the examples in the rubric and discuss (explain that told is used when someone says

1 Focus ➤ Introducing reported speech.

ñ Read the Theory Box and example with Ss and

check for understanding.

Answer Key

As in Theory Box

2 Focus ➤ Understanding the differences between direct and reported speech

ñ Read the table with Ss and check for understanding.

ñ Have Ss identify changes in examples from direct to reported speech.

ñ Elicit answers from Ss and write them on the board under headings direct and reported speech.

Answer Key

Direct Speech

Reported Speech

is →

(Present Simple)

travelled →

(Past Simple)

have done →

(Present Perfect)

will travel →

(Future Simple)

am looking →

(Present

Continuous)

can’t wait →

(Modal)

was, that, no quotation marks, (Past Simple) had travelled, that, she, previous, no quotation marks, (Past Perfect) had done, that, she, no quotation marks, (Past Perfect) would travel, that, he, no quotation marks, (Would) was looking, that, he, no quotation marks, (Past Continuous) couldn’t wait, that, she, no quotation marks (Modal)

something to someone specific). ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key

1 told

said

said (that)

2 said (that)

told

4 Focus ➤ Practising reported speech

ñ Read through rubric with Ss and check for understanding.

ñ Invite different Ss to report speech in rubric, paying careful attention to verb tense changes. ñ Check and discuss Ss’ answers.

Answer Key

He said it was the most thrilling experience he had ever had.

He said he had spent five days in Edinburgh and that it had been amazing.

He said he sometimes got lonely. He said he couldn’t carry all his stuff around easily.

He said that he was flying to Ireland and that if he had time, he would visit Cardiff too.

5 a) Focus ➤ Understanding reporting the imperative

ñ Read the examples with Ss and note differences from the direct speech to the reported speech. ñ Elicit how the imperative is reported.

Answer Key

We report the imperative using tell + sb + (not) to–infinitive.

b) Focus ➤ Practising reporting the imperative

ñ Have Ss complete task individually. ñ Ss compare answers with a partner and check with Grammar Reference section.

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Grammar in Use 6c

Answer Key

The travel agent told me to leave copies of my itinerary with family and to call them regularly, to learn about local laws and customs, not to leave my luggage unattended, not to carry large amounts of cash and not to tell people that I am travelling alone.

6 a) Focus ➤ Understanding reported questions ñ Refer Ss to the examples in the rubric. Explain that we do not use said or told when reporting questions and instead we use ask (or a similar verb).

ñ Ss answer questions with a partner and compare answers with another pair. ñ Check answers in class.

Answer Key

1 ask

2 a same question word

2 b if or whether

3 same as in reported statements

b) Focus ➤ Practising reported questions

ñ Read the rubric with Ss and check understanding with the example. ñ Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key

2 Nathan’s friends asked him if/whether he had had his photographs developed.

3 Nathan’s friends asked what Edinburgh was like.

4 Nathan’s friends asked how much money he had spent.

5 Nathan’s friends asked if/whether he would travel alone again in the future.

6 Nathan’s friends asked him if/whether he had made any English friends.

7 Focus ➤ Practising reported speech

ñ Have Ss practice reporting the messages from the rubric to a partner. ñ Invite Ss to report messages in class and check.

Answer Key

Jason called to remind you that you have football practice at 9. He said he hoped to see you later. Also Alan phoned to say sorry he wouldn’t be able to come. He said Tony had had a nasty fall and that they were taking him to the hospital. Oh yes! And Patty called as well. She said she had picked up the tickets on her way to work and so you don’t have to bother.

8 Focus ➤ Consolidating reported speech

ñ Read through example with Ss and check for understanding. ñ Ss complete task individually.

ñ Invite a few Ss to report exchanges to the class

and check for understanding.

Answer Key

2 Julia asked Penny which forms of public transport she used. Penny said that she normally used the bus or the tram but said she never used the metro.

3 Frank asked Pat if she felt well. Pat said she felt terrible and that she had a terrible headache. Frank told her to take an aspirin, have a rest and she would feel better soon.

4 David asked Gwen if she had gone to the party the day before. Gwen said she had but that she had left early.

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6 d Vocabulary & Speaking

Objectives

b) Focus ➤ Discussing the text/reading and

Vocabulary: related to means of transport; listening for specific information idioms (referring to means of transport)

Grammar: at/on; reported speech ñ Ss listen and read again the text.

Reading: reading to identify missing text; ñ Invite Ss to tell the class what they found reading for specific information interesting in the text.

Speaking: discussing the text; describing waiting ñ Encourage discussion and feedback.

for a steamboat

Listening: listening for specific information; Suggested Answer Key listening for confirmation; listening for key words

I was impressed by the fact that steam rotates

Writing: writing about means of transport in a paddlewheel that causes the boat to move

your country forward.

I also found interesting the fact that they used Reading to transport people and goods up and down the rivers.

1 a) Focus ➤ Introducing the topic of the text It’s interesting that people still take river ñ Refer Ss to the picture and title. cruises today. I would like to go on one.

ñ Elicit discussion of the picture and the
meaning of the title.	3	Focus ➤ Activating vocabulary

Suggested Answer Key ñ Copy table from the rubric on the board.

ñ Have Ss brainstorm vocabulary they know related I think the title means a way of travelling. to means of transport and write them in the

Focus ➤

Reading to identify missing text

table.

*Suggested Answer Key*
*by land*	*by sea*	*by air*
coach car bicycle bus train horse/donkey/camel on foot skateboard scooter motorbike underground/metro on foot	hovercraft steamboat ferry canoe raft cruise ship yacht ship	helicopter aeroplane hot-air balloon private jet

*Answer Key* 1 most/many	5	by	9
some/that 2 from	6	in/over	10	by
3 their	7	for
4 the	8	them

ñ Refer Ss to text and explain task, reminding Ss that it is not necessary to understand all the words in order to fill in the gaps.

ñ Have Ss read out text and check answers.

2 a) Focus ➤ Understanding vocabulary

ñ Have Ss complete task individually.
ñ Ss compare answers with a partner and check.	4	Focus ➤	Listening for specific information

*Answer Key* way = means	show = indicate
effect = impression	well-known = popular
turn = rotate	goods = merchandise

ñ Have Ss listen to the recording and answer questions in the rubric.

ñ Invite Ss to read out answers in class and check.

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Vocabulary & Speaking 6d

Answer Key

Sophie ― bike because you don’t get stuck in traffic, it’s free and it keeps you fit.

Peter ― train because it is a fast way to travel and he likes looking out of the window at the beautiful countryside.

Greg ― boat because you can walk around or go outside and look at the sea. It is a really interesting way to travel.

5 Focus ➤ Writing about means of transport in your country

ñ Allow Ss time to write a few sentences, answering the questions in the rubric. ñ In pairs Ss read each other their sentences. ñ Monitor activity and assist as necessary.

Suggested Answer Key

The most commonly used means of transport in my country is the train/the underground. I like travelling by car, most of all because you are free to go where you want whenever you want.

6 Focus ➤ Describing waiting for a steamboat

ñ Refer Ss to the picture in the text and have them listen to the music extract.

ñ In pairs, Ss imagine and describe a scene where they are in waiting for a steamboat. ñ Monitor activity and assist as necessary.

Suggested Answer Key

I am on a steamboat on the Mississippi river. I am standing on deck looking out and enjoying the view. I feel very calm and relaxed.

7 Focus ➤ Practising vocabulary

ñ Have Ss complete task individually.

ñ Ss read out exchanges with a partner and check their answers.

Suggested Answer Key

1 A: miss 4

A: board

B: give 5

B: take

2 B: got off 6

3 A: booked

A: catch

8 Focus ➤ Understanding at/on

ñ Have Ss complete task individually and write sentences, using reported speech. ñ Invite Ss to read out their sentences and check.

Answer Key

1 at

2 on

3 on

on/in

Suggested Answer Key

2 He told us that the traffic on the motorway was heavy and we should take the train instead.

3 Karen said that she had waited on the toll bride for over an hour due to heavy traffic.

4 She asked me why I had left my car at the garage.

5 Frank said he would meet me at the bus stop tomorrow.

6 The police advise drivers not to drive on the roads until the snowstorm has stopped.

7 She informed us that at the harbour there are many great fish restaurants.

8 They announced that passengers had to wait for the next train on platform six.

9 Frank said he had waited at the station for over thirty minutes for the next train to come.

9 a) Focus ➤ Understanding vocabulary

ñ In pairs, have one S ask the questions from the rubric and the other answer with the correct place from the places in Ex. 8. ñ Monitor activity and check for understanding.

*Answer Key* 1 train	6	bus stop, harbour,
2 station, airport		station
3 harbour, station	7	station
4 road, bus stop	8	bus stop
5 airport, harbour	9	airport, station

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Vocabulary & Speaking

b) Focus ➤ Practising vocabulary/listening for confirmation

ñ Have Ss complete task individually.

ñ In pairs, Ss check their answers by asking questions from Ex. 9a and giving correct answers from list in rubric.

Answer Key

a 9 c 3

b 2 d 1

Listening

10 Focus ➤ Listening for key words

ñ Write “key words” on the board and elicit what it means (these are the words that hint to finding specific information about the text). ñ Have Ss listen to the announcements, paying attention to key words that hint at where the announcements could be heard.

ñ Invite Ss to say their answers in class and write down their key words on the board.

Suggested Answer Key

1 train ― intercity service, buffet car, carriage A

2 plane ― captain, welcome aboard, flight BA345, flight time, flying, flight

attendants, enjoy the flight

3 coach ― National Express, driver, heavy traffic

Idioms

11 Focus ➤ Understanding Idioms

ñ Refer Ss to list of words.

ñ Have Ss form groups of 3-4 and complete task and check in Appendix 3. ñ Ask Ss to find similar idioms in own L1. ñ Invite groups to say their answers in front of the class and discuss.

Suggested Answer Key

1 B: drives 3 A: road

2 B: track 4 B: boat

B: shipped

12 Focus ➤ Writing about means of transport

ñ Have Ss review unit for vocabulary. ñ Allow Ss time to write their sentences. ñ In pairs, Ss read their sentences to each other. ñ Monitor activity and assist as necessary.

Suggested Answer Key

I would like to book a return ticket to London please.

The travel agent asked us which fare we wanted, business or economy. I forgot to get off at my stop and was late for work.

Most people travel by train and bus downtown as there is heavy traffic. etc.

⁶_eWriting Skills

Objectives

Reading: identifying the type of a letter; identifying missing phrases; identifying semi-formal language in a text; proofreading a written text Writing: writing about being an exchange student; writing with semi-formal language; writing expressions of gratitude; writing a semiformal thank-you letter

Reading

1 a) Focus ➤ Introducing the topic of the text

ñ Refer Ss to the advertisement and read it with the class. ñ Elicit answers to the questions in the rubric.

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Writing Skills 6e

Suggested Answer Key

Yes, I think my family would benefit from playing host to a foreign student because we would have the opportunity to learn more about another culture. I think I would enjoy such an experience. I would make a new friend from another country.

b) Focus ➤ Writing about being an exchange student

ñ Allow Ss time to write a few sentences, answering the questions in the rubric. ñ In pairs, Ss read each other their sentences. ñ Monitor activity and assist as necessary.

Suggested Answer Key

I’d like to stay with a host family. It might be difficult to get to know them. There could be problems if I did not get along with the children in the family. I could have problems with the language and not understand them very well. It would definitely be a challenging and interesting experience.

2 Focus ➤ Identifying the type of a letter

ñ Read the rubric with Ss and check for understanding.

ñ Have Ss read letter and identify what kind of letter it is and discuss.

Answer Key a thank-you letter

3 Focus ➤ Reading to identify missing phrases

ñ Have Ss read the text again and insert the missing phrases from the rubric.

ñ Invite a S to read the letter and check answers

with class.

Answer Key

1 I had a wonderful time

2 Thank you once again for

3 What helped me most

4 I appreciate

. 4 Focus ➤ Understanding semi-formal thankyou letters

ñ Read the Theory Box with Ss and check for understanding.

ñ Elicit examples of semi-formal writing from the

text and discuss.

Answer Key less formal language: let you know, had a wonderful time, you really made me feel at home, my mum is going to try some of the recipes you gave me, perhaps you could visit us one day formal linking words: and I must say that, I even, thanks to words/phrases in the passive: I was made to feel at home, my English improved respectful, polite tone: thank you for your kindness during my stay with you, I will never forget you, I appreciate everything you did to make my stay so pleasant, I must say that Mrs Reeves’ cooking is amazing, What helped me most was our interesting conversations, thanks to Mr Reeves’ great sense of humour, I appreciate your generosity and hospitality, I hope we will keep in touch

5 Focus ➤ Understanding the format of semiformal thank-you letters

ñ Have Ss complete task individually.

ñ Ss compare answers with a partner and check.

Answer Key

a 3 b 2

c 4

6 Focus ➤ Practising semi-formal language

ñ Have Ss rewrite the passage with the phrases in the rubric.

ñ Invite a few Ss to read out passage and check

for understanding of the language use.

Answer Key

1 I am writing

2 It was kind of you

3 I appreciated

4 As for

5 What helped me most

6 Thank you very much

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Writing Skills

7 a) Focus ➤ Identifying semi-formal language

ñ Ss complete task with a partner.

ñ Pairs compare with another pair answers and check.

ñ Monitor activity and check for understanding.

Answer Key

1, 3, 5, 7

b) Focus ➤ Practising expressions of

gratitude

ñ Read the example in the rubric with Ss and check for understanding.

ñ Have Ss write their sentences, expressing gratitude by using phrases from Ex.7a)

ñ Ss compare their answers with a partner and

check.

Suggested Answer Key

2 I really enjoyed the weekend I spent with you.

3 I am very grateful for the help you game me with my project.

4 It gave me great pleasure to spend the summer with you and your family.

5 It was very nice of you to buy me a present for my birthday.

Writing

8 Focus ➤ Writing a semi-formal thank-you letter

ñ Refer Ss to the plan in the rubric and check for understanding.

ñ Allow Ss time to write their letters that follow the plan in the rubric.

ñ Invite Ss to read their letters to the class and call for feedback. ñ Alternatively, assign task as HW.

Suggested Answer Key

Dear Mr and Mrs Harper,

I am writing to let you know that I arrived home safely and I would like to thank you for your wonderful hospitality. It gave me great pleasure to spend my summer holiday in Oxford. I am sure I will remember the time I spent with you for a long time to come.

I appreciate everything you did to make my stay so memorable. I felt very comfortable in my room and I really enjoyed tasting true English cuisine. I must say that Mrs Harper’s baking is amazing. I have never eaten such delicious home-made cakes before. Furthermore, the sightseeing tours we went on were very informative. I have learned a lot about your country.

My English has improved a lot and I am pleased to say that I have received higher marks! I have managed to expand my vocabulary by helping Mr Harper with the daily crossword. I am very grateful.

Thank you once again for your kindness and hospitality. I hope we will have the chance to meet again ― perhaps you could visit us one day. Best regards, Danny

9 Focus ➤ Proofreading a written text.

ñ Read Study Skills box with Ss and check for understanding.

ñ Have Ss proofread their letters from Ex. 8, following the guidelines in the Study Skills box. ñ In pairs, Ss exchange letters and check their partner’s work.

ñ Pairs discuss and give feedback on each others letters. ñ Monitor activity and assist as necessary.

(Ss’ own answers)

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1 Focus ➤ Understanding phrasal verbs (set)

ñ Have Ss complete task individually and compare answers with a partner. ñ Have Ss check meanings in appendix 1.

Answer Key

1 save

2 begin and seem likely to continue

3 start a journey

4 slow down

2 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check definitions in dictionary. ñ Ss write their own sentences with other words. ñ Invite Ss to read out their sentences in class

and check.

Answer Key

1 reached 3 voyage 5 room

2 fetch 4 expedition 6 foreign

1 We arrived at school just before the bell rang. I got to the theatre early, so I had to wait for my friend.

2 ‘Please bring me your homework tomorrow morning,’ the teacher said. It only takes 24 hours to deliver documents by courier.

3 My journey home took longer than usual because of the heavy snow. I really enjoyed the school trip I went on earlier this year.

4 The tourists went on an excursion to Suzdal for the day. The guide took us on a fascinating tour of the city.

5 The best place for shopping is New York. Mind the gap as you get off the train.

6 It felt strange to leave home and live on my own. Maria was curious to find out the results of the test.

Dependent Prepositions

3 Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually with prepositions in list. ñ Ss compare answers with a partner and check in Appendix 2.

Answer Key

1 at

off

2 for

without

Word Formation

4 Focus ➤ Forming nouns

ñ Read the Theory Box with Ss and check for understanding. ñ Have Ss complete the task individually. ñ Invite Ss to read out their answer to the class

and check.

*Answer Key* 1 kindness	3	amusement
2 madness	4	achievement

Grammar Revision

5 Focus ➤ Practising reported speech

ñ Read example from the rubric with Ss and check for understanding.

ñ Have Ss complete sentences individually and

compare with a partner.

Suggested Answer Key

2 My parents told me I could go to the party tomorrow.

3 Our teacher said she was looking for students to help set up the school play.

4 Our neighbour asked us if we would watch her home while she was on vacation.

5 Before the school trip, the headmaster told us not to leave the group or we could get lost.

6 My grandfather asked me if I wanted to go to the museum.

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English in Use

6 Focus ➤ Consolidating new vocabulary

ñ Have Ss review the unit and pay attention to new vocabulary and phrases.

ñ Allow Ss time to write a few sentences, using

new words and phrases that they have learnt.

6 Culture Corner

Objectives

Grammar: forming derivatives

Reading: reading for specific information; reading to identify missing text; reading to identify the main idea of paragraphs

Speaking: asking and answering questions about the text; discussing the text

Writing: writing a heading for paragraphs; writing about a famous river in your country

Reading

1 Focus ➤ Reading for specific information

ñ Elicit from the Ss what they know about the river Thames.

ñ Have Ss think up questions about the text and write them down in their notebooks.

ñ Ss read and try to find the answers to their

questions.

Suggested Answer Key

I know that the river Thames is in the SouthEast of England. It runs through the city of London.

Which places does the river Thames run through?

How long is the river Thames?

How deep is the river Thames?

2 a) Focus ➤ Reading to identify missing text/ forming derivatives

ñ Have Ss read text and fill in gaps with derivatives of the words in the brackets. ñ Invite Ss to read out answers in class and check.

Answer Key

We set off early that morning for an excursion to the mountains to do some hiking. When Jane gets a day off from work, she plans to set aside some time to read her favourite magazine.

Anger was setting in on the crowd, as they waited for over an hour to get into the stadium. etc

*Answer Key* 1 extremely	5	beautiful	9 different
2 drinking	6	famous	10 lucky
3 thirsty	7	childhood
4 Industrial	8	pleasant

b) Focus ➤ Understanding vocabulary/asking and answering questions about the text

ñ Refer Ss to the highlighted words in the text. ñ Have Ss read and listen to the text. Elicit from Ss the meanings of the highlighted words.

ñ Invite Ss to ask questions to the class about

the text and elicit answers from class.

Suggested Answer Key reaches ― gets to provided ― was used as supplies ― amounts attacks ― invasions banks ― shores, sides exported ― sold to other countries, sent symbol ― emblem, sth that represents sth else famous ― well-known

Suggested Answer Key

What was built on the Thames after the industrial revolution?

Beautiful homes were built along the banks of the river.

How did the Thames help London at wartime? Castles and forts were built on the mouth of the river and they protected London. etc

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Culture Corner

3 Focus ➤ Identifying the main idea and writing a heading for paragraphs

ñ Read the rubric with Ss. Explain that a heading should summarise the main idea of the paragraph and that Ss should underline key words when reading.

ñ Ss work in pairs to find the main idea and create a heading for each paragraph.

ñ Pairs compare their answers with another pair

and check.

Suggested Answer Key

Para 1

Main idea: London would not be London without the river Thames. Suggested heading: The importance of the river Thames

Para 2

Main idea: England had very few roads in the past so the Thames provided a major highway between London and many parts of the country.

Suggested heading: The many uses of the river

Thames

Para 3

Main idea: With the Industrial Revolution in the 18th century, the Thames became one of the busiest waterways in the world. Suggested heading: The river Thames ― the place to be!

Para 4

Main idea: Today the Thames has become a symbol of London, just as much as Big Ben or Buckingham Palace.

Suggested heading: Why we all love the river Thames

4 Focus ➤ Discussing the text

ñ In pairs, Ss tell each other what they found interesting about the text.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

In the past you could see cows and sheep drinking water from the Thames. Charles Dickens spent part of his childhood near the river Thames.

5 Focus ➤ Writing about a famous river in your country

ñ Read through rubric with Ss and check for understanding.

ñ In groups of 3-4, have Ss collect information and write an article about a famous river in their country following the guidelines in the rubric. ñ Allow Ss time to work in class or assign as HW. ñ Invite groups to present their articles and pictures to the class.

ñ Invite class to ask questions and give feedback

on each presentation.

Answer Key

1 1 track 6 monuments 4 1 aside 3 off 5 in

2 drive 7 boarded 2 in 4 back

3 touristy 8 book

4 boat 9 sunstroke 5 1 at 3 for 5 without 5 seaside 10 catch 2 on 4 in

2 1 seriousness 3 kindness 5 sadness 6 1 c 2 d 3 a 4 e 5 b

2 development 4 amusement

3 1 She said that she enjoyed travelling a lot.

2 He said that he had visited Spain the previous year.

3 He said that travelling solo was the best thing he had ever done.

4 Jane said that she would go to Italy the following year.

5 Tim said that he was looking for an interesting destination.

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Education

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. What types of activities do you like to do on holidays? What monuments have you visited? Why? Would you like to be an exchange student? Why or why not? ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 6.

Look at Module 7

Refer Ss to the title of module, Education, and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to learning and going to school. I think we will learn about different schools, subjects and ways of learning.

Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss attention to pic.1 (p.108).

T: What page is the picture on?

S1: It’s on page 108. It’s a boy looking in a microscope.

T: Have you ever used a microscope?

S2: Yes, in science class.

T: What is your favourite subject? Why?

S3: History. I like to learn about the past and important people.

pic.2 (p.116)

What is this a picture of? What do think the girls are doing? How do you help your friends when they have problems? What kinds of problems do we experience at school?

pic.3 (p.107)

What is the boy doing in the picture? What other ways do we communicate with others? Do you use computers and mobiles to communicate with your friends?

pic.4 (p.110)

What are the people in this picture doing? What is a special school? Do you know of any special schools? What would you like to study if you went to a special school?

Find the page number(s) for…

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key a graph (p. 107)

What information does the graph contain? Why do we use graphs? What do you learn from this graph?

a diagram (p. 119)

What does the diagram show? Why do we use diagrams? How does this diagram help us understand the information in the text?

a sketch showing how something is made (p. 113) What does the sketch show? Does it help us understand? Where do we sometimes see sketches?

dictionary entries (p. 108)

What information do these entries give us about the word? Do you use a dictionary to help with the pronunciation of a word? When do we use dictionaries?

What subjects require the use of a dictionary?

Go through the rest of the sections with your Ss and point out that by the end of the module that they will know how to perform the tasks listed. Explain that the module has:

― a Literature and Speaking section

― a Culture Corner

― a Going Green section

― an English in Use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

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7 a Reading & Vocabulary

Objectives

4 Focus ➤ Understanding new vocabulary

Vocabulary: related to the media and

communications; symbols ñ Refer Ss to the bold words in the text. Discuss Reading: reading for confirmation; reading for meaning.

specific information; reading a graph ñ Have Ss find meaning in own L1. Allow time for Speaking: discussing the topic of the text; Ss to write down new vocabulary in notebooks. discussing a day in your life without gadgets; ñ Have Ss complete matching task individually.

conducting a survey ñ Invite Ss to read out answers to the class and Listening: listening for confirmation check.

Answer Key

Reading

fixed on: stuck

1 Focus ➤ Introducing the topic of the text chatting: talking

occasionally: sometimes ñ Have Ss look at the pictures and elicit descriptions texting: sending written messages of them. telling off: speaking to sb angrily ñ Elicit discussion on what gadgets Ss use and concentrate: focus why.

deal with: cope with impact: effect

Suggested Answer Key extensions: additions

In the pictures I see young people working, having fun and using technology.

I can see computers and mobile phones. 5 Focus ➤ Discussing the topic of the text

I have got both a computer and a mobile Read the last sentence of the text with Ss and

phone. check for understanding.

Focus ➤ Predicting the content of the text/ listening and reading for confirmation

ñ In pairs, Ss discuss the sentence, using vocabulary from the text.

ñ Monitor activity and assist as necessary.

ñ Invite a few Ss to read the title and the first

Suggested Answer Key

sentences in each paragraph.

ñ Elicit what the text is about and write Ss’ A: The author is saying that talking to people answers on the board. on-line isn’t as good as real face-to-face ñ Ss read and listen to the text and check. communication and that we should make

sure we find time to go out and meet people.

Suggested Answer Key

B: Do you agree with this opinion?

The text could be about how young people live A: No, I don’t. I think that it is more fun to today and the role electronic media plays in meet people online. I feel more their lives. comfortable communicating with people that way. What do you think?

3 Focus ➤ Reading for specific information B: I understand what the author is saying. I have to agree that communicating with

ñ Have Ss read again text and complete task people is best when you can actually see individually. them. ñ Ss compare and check answers with a partner.

Answer Key

1 C 2 C

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Reading & Vocabulary

Vocabulary

6 Focus ➤ Understanding phrases

ñ Have Ss complete matching task and sentences individually. ñ Ss compare answers with a partner.

ñ Invite a pair of Ss to read out exchanges in class

and check.

Suggested Answer Key

1 d 2 a 3 b

1 connect to the Internet

2 check my emails

3 download ... files

4 install … Programme

7 Focus ➤ Understanding symbols

ñ Read through symbol key with Ss and check for understanding. ñ Elicit answer to the question in the rubric. ñ In pairs, Ss read each other the addresses, using the key.

ñ Monitor activity and check for understanding.

Answer Key

Number 1 is an email address and number 2 is a web address.

8 Focus ➤ Reading/understanding a graph

ñ Refer Ss to the graph in the rubric and read through it in class.

ñ Elicit answers to the questions in the rubric and

where the information is found in the graph.

Answer Key

1 Young people use the television the most and the cinema the least.

2 47%

3 TV, radio, CD/tape/MP3, computer, video/ DVD = 5

4 (Suggested Answer) I watch TV, listen to a CD, play on a computer, go online and read a book.

9 Focus ➤ Discussing a day in your life without gadgets

ñ In pairs, Ss discuss a day in their life without gadgets and answer the questions in the rubric. ñ Monitor activity and assist as necessary.

Suggested Answer Key

My alarm clock wakes me up, not my mobile phone. I leave my mobile phone at home switched off. I feel lost without it! I have breakfast in the kitchen and instead of watching TV, I read the newspaper. I don’t check my emails because I am not using the Internet today at all. I go to school and don’t listen to any music on the school bus ― I have left my MP3 player at home. After school, I do my homework but I don’t type it up ― I write it by hand. In the evening, I read a book instead of watching a DVD. I don’t text my friends ― I speak to my family instead.

These changes would make me feel a little bit isolated from my friends and the world. I would feel a bit lost and lonely.

10 Focus ➤ Conducting a survey

ñ Allow Ss time to conduct surveys and collect information.

ñ Alternatively, assign task as HW.

ñ Invite Ss to present their findings to the class

and discuss.

(Ss’ own answers)

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7 Listening & Speaking

Objectives

Suggested Answer Key Vocabulary: related to school and school subjects

Reading: reading for confirmation, reading to 1 I am fond of English and Music. identify missing text 2 I am best at languages.

Speaking: describing a picture; practicing a 3 I would like to spend more time learning dialogue; role playing (asking for/giving advice); Music. speaking with contrastive stress

Listening: listening to identify conversations; 3 Focus ➤ Understanding new vocabulary listening for confirmation; listening for specific

Focus ➤ Listening to identify a conversation/ describing a picture

ñ Have Ss complete task individually.

ñ Invite Ss to read out sentences in class and check.

information; listening for contrastive stress ñ Read through dictionary entries with Ss and check for understanding.

Focus ➤ Consolidating vocabulary

ñ In pairs, Ss answers to each other the questions in the rubric, following the example.

ñ Monitor activity and check for understanding of vocabulary.

listening for confirmation

ñ Have Ss complete individually missing text with phrases in rubric.

ñ Ss listen to dialogue and check their answers.

*Answer Key* 1 report card	3	degree
2 timetable	4	certificate

ñ Have Ss listen to recording and complete matching task individually.

ñ Instruct pairs in their descriptions to make two

mistakes and ask partner to identify them.

ñ Monitor activity and assist as necessary.

Focus ➤ Consolidating vocabulary ñ Have Ss in pairs complete task.

ñ In pairs, Ss compare answers and choose a picture to describe to each other.

Answer Key

1 test 3

exam

2 test 4

test

exam

Answer Key

1 C 2 A

ñ Pairs check their answers with another pair and discuss.

Suggested Answer Key

A: There’s a boy looking at something in a microscope. The teacher is helping her.

2 a

Focus ➤ Activating vocabulary

ñ Have Ss brainstorm names of school subjects they know and write them on a paper.

ñ Read with Ss the first exchange and elicit what they think the dialogue is about.

ñ Ss read dialogue and check their answers.

B: You mean he’s looking at something under a 5 Focus ➤ Predicting the content of a dialogue/ microscope. The teacher is helping him. etc reading for confirmation

ñ Ss compare their list with a partner. Answer Key

I think the dialogue is about how two friends

Suggested Answer Key did in an exam

Biology, Chemistry, English, Maths, French,

German, History, Music 6 a Focus ➤ Reading to identify missing text/

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Listening & Speaking

Answer Key

1 G 2 C

b Focus ➤ Understanding a phrase

ñ Read the phrase in the rubric.

ñ Elicit from Ss what it means in context with

the dialogue and discuss.

Answer Key

It is easy to say you should revise but it is hard to actually do the revision.

c Focus ➤ Practising a dialogue/consolidating new vocabulary

ñ In pairs, Ss read out the dialogue from the rubric. ñ Monitor activity and assist as necessary.

(Ss’ own answers)

Everyday English

7 Focus ➤ Role playing (asking/giving advice)

ñ Read table in rubric with Ss and check for understanding of phrases. ñ Refer Ss to example in rubric.

ñ In pairs, Ss act out exchanges asking for and giving advice, using the guidelines in the rubric.

ñ Invite Ss to act out conversations in class and

ask for feedback.

Suggested Answer Key

A: 48%! Another bad mark ― oh no! I am getting poor marks in everything these days. What do you think I should do, Jenny?

B: Have you thought of asking the teachers to explain things you don’t understand?

A: That’s a good idea but I don’t want the teachers to think I’m not listening in class. I always listen to them.

B: Teachers don’t mind giving students a bit of extra help ― don’t be afraid!

A: OK, I’ll try.

B: Another good idea is to make yourself a study timetable so that you discipline yourself before the exams. I do that.

A: That might work. I need to use my time more effectively. Could we study together?

B: Yes, we could start a study group. There are probably a few others who would like to join us. The more people there are, the more ideas you can share. It’s a great way to learn.

A: Sounds like fun. Let’s do it!

B: We all learn differently but one thing’s for sure ― you have to take good notes.

A: My notes could be better. What’s the best way to take good notes?

B: Why don’t you bring your notes to the study group and I’ll show you mine to compare.

A: Thanks, Jenny.

B: If you have good notes, then all you need to do is revise regularly.

A: Easier said than done! But I guess it makes sense to study all year rather than leave it till the last minute!

B: It does mean that you can’t go out so often. You have to stay at home and study. A: You’re right. Anything else?

B: Remember to turn the TV off while studying!

A: Why’s that?

B: You can’t concentrate on two things at the same time ― that’s why!

A: OK, so we’re going to start a study group and I am going to make much more effort with my schoolwork in future. Here’s hoping it helps!

Listening

8 Focus ➤ Listening for specific information

ñ Have Ss read through questions in rubric. ñ Ss listen to recording and complete questions individually.

ñ Ss compare answers with a partner and check.

Answer Key

1 b 2 a

Intonation

9 a Focus ➤ Listening for/understanding contrastive stress

ñ Read theory box with Ss and check for understanding.

ñ Read examples in rubric to the Ss with the correct stress and discuss meanings.

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Listening & Speaking 7b

ñ Ss listen to recording and repeat.

Answer Key

ñ Check for correct stress when Ss repeat

1 Andy got a bad mark for the exam, not a sentences.

good one.

(Ss’ own answers) 2 He was in trouble because he used

violence against another pupil.

b Focus ➤ Understanding the meaning of contrastive stress in a sentence/practicing contrastive stress

ñ In pairs, Ss discuss meaning of examples in rubric and practice saying sentences with correct contrastive stress. ñ Monitor activity and check for understanding.

2 Focus ➤ Understanding modals

ñ Elicit from Ss which statements in exercise are true for their school. ñ Check for understanding of meaning of modals.

(Ss’ own answers)

Reading

1 Focus ➤ Predicting the content of a text/ introducing modals

ñ Refer Ss to the Grammar Reference section and explain that modal verbs express meanings such as obligation, necessity, certainty, ability etc.

ñ Have Ss read the first sentence of the text and read through statements in the rubric (check for understanding of meanings of modals). ñ Elicit from Ss which statements they think are

true and read text to check.

Suggested Answer Key

I think it is really fun to be a student at the Italia Conti Academy.

1 F 3 T 5 T

2 F 4 T 6 T

3 Focus ➤ Practising modals

ñ Read example with Ss and check for understanding. ñ Ss complete task individually. ñ Invite Ss to read out sentences in class and check.

Answer Key

2 Someone needs to talk to the headmaster. 3 You mustn’t bring pets into the classroom!

4 You don’t have to finish the project by Wednesday.

5 You must/have to always wear a uniform.

6 You should revise for the test over the weekend.

7 Everybody has to/must hand in their homework on time.

4 Focus ➤ Understanding the meaning of modals

ñ Have Ss complete task individually. ñ Ss compares answer with a partner and check.

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Grammar in Use

Answer Key

2 should (It’s a good thing to stay at home if you’re ill.)

3 mustn’t (It’s forbidden to be rude to your teachers.)

4 can’t (Parents aren’t allowed to park their cars in front of the school gates).

5 have to (You are obliged to ask for permission to leave the classroom.)

5 Writing rules, using modal verbs

ñ Read rubric with Ss and check for understanding. ñ Ss complete task individually.

ñ Invite Ss to read out their rules to the class and

ask class to check if they are correct.

Suggested Answer Key

We have to stand up when a teacher comes in.

We mustn’t eat in class.

We mustn’t run in corridors.

We mustn’t use our mobiles in class.

We must bring a doctor’s note when we are ill.

6 Focus ➤ Understanding the function of modals

ñ In pairs, Ss answer questions in rubric.

ñ Pairs compare and check answers with another pair.

Answer Key ñ certainty = C ñ absolutely not = B ñ possibility = A ñ criticism = D ñ no obligation = E

7 Focus ➤ Practising modals

ñ In pairs, Ss complete exchanges.

ñ Invite a few pairs to read out exchanges in class

and check.

Answer Key

2 can’t have gone/should have gone

3 shouldn’t have done/needn’t have done

4 can’t have finished

5 must have left

8 Focus ➤ Writing sentences, using modals

ñ Have Ss rewrite sentences in rubric with modal verb in bold. Instruct Ss that meaning should remain the same.

ñ Read out original sentence in the rubric and invite Ss to read their sentences and have class check for same meaning.

Answer Key

1 might have overslept

2 must have done

3 needn’t have worked

4 should have asked

5 can’t have cheated

9 Focus ➤ Understanding tenses in modal verbs ñ Read out the sentences in the rubric and elicit answers to the questions.

ñ As an extension activity, in pairs have Ss create their own sentences with modal verbs and their infinitive in the past and present forms. Invite pairs to read out answers and check.

Answer Key

Sentences 1 and 2 refer to the present. Sentence 3 refers to the past. Sentence 2 shows duration.

10 Focus ➤ Practising modals and the correct form of the infinitive

ñ Refer Ss to the exchanges and instruct them that the correct form of the infinitive is determined by the time tense and duration of the action in the sentences. ñ Have Ss complete task individually.

ñ Ss read out exchanges with a partner and

check.

Answer Key

1 can’tknow

2 must be going

3 can’t be

4 may have gone 5 must be

6 may have been

7 must have left/may, might, could have left

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Speaking

11 Focus ➤ Describing pictures with modal verbs

ñ Read example in rubric with Ss and check for understanding.

ñ In pairs, Ss take turns describing to their partner the pictures in the rubric, using modal verbs. ñ Monitor activity and assist as necessary.

Grammar in Use 7c

Suggested Answer Key

B He must be interested in the class as he islistening attentively.

It might be his favourite subject.

He can’t be having problems following the lesson.

C They must be enjoying themselves.

They might be in a classroom.

They can’t be learning very much.

Vocabulary & Speaking

Vocabulary: related to the media; media jobs; idioms (media)

Grammar: present simple/passive voice Reading: reading for confirmation; reading to identify missing text

Speaking: summarising a text; discussing the media; describing how paper is made Listening: listening to identify different types of media

Reading

1 Focus ➤ Predicting the content of the text/ reading for confirmation

ñ Refer Ss to the text and the picture.

ñ Elicit where the text could come from and what it might be about.

ñ Ss check their answers by reading the text.

Suggested Answer Key

This could be an article from a wildlife magazine or newspaper. I think it’s about a rescue of a koala bear.

2 Focus ➤ Reading to identify missing text/ listening for confirmation/ summarising the text

ñ Have Ss complete individually missing text with phrases in rubric. ñ Ss listen to text and check their answers.

ñ Invite Ss to tell a short summary of the text to

the class and ask for feedback.

Answer Key

1 C 3

2 E 4

Suggested Answer Key

The wildlife services were called to help a koala bear in the back yard of a family home. The rescuer had to give the koala an injection to calm her down. In a nearby tree was the baby of the koala bear and it was crying for its mum. Koala babies cannot survive without their mothers. The rescuer got the baby out of the tree. The mother and her baby were brought to an animal hospital. Later, they were released into the wild.

3 Focus ➤ Discussing the media

ñ Read through the questions in the rubric and check for understanding.

ñ Have Ss in groups of 3-4 discuss and answer the questions in the rubric. ñ Monitor activity and assist as necessary.

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Vocabulary & Speaking

Suggested Answer Key

S1: Where do you get the news from?

S2: I read the news on the Internet. What about you?

S3: I sometimes read a newspaper but quite often I watch the news on TV.

S1: So do I.

S2: What kind of things do you like reading?

S1: I like reading the local news from my area.

S3: I like to find out what celebrities have been doing.

S2: Me too. I also like to read the foreign news.

S1: What do you like watching?

S2: I like watching the world news. What about you?

S3: I like watching everything!

S1: Anything except for politics!

S2: Do you like listening to radio programmes?

S1: Sometimes, yes. I like to listen to pop music.

S3: I like listening to interviews.

S2: I hardly ever listen to the radio. I prefer going on the Internet.

S1: Yes, the Internet is definitely the most popular type of media among people our age.

S3: And also the TV.

S1: Do you think the TV is bad for you?

S2: Only if you watch too much of it!

S3: I agree. You shouldn’t watch too much.

4 Focus ➤ Understanding new vocabulary

ñ Refer Ss to the list of jobs in the media and elicit what each one does. ñ Ss complete matching task individually.

ñ Invite Ss to read out answers in class and check.

Answer Key 1 reporter

director

2 presenter

editor

3 producer

4 newsreader

sound engineer

5 Focus ➤ Listening to identify different types of media broadcasts

ñ Read list of broadcasts in rubric and check for understanding.

ñ Have Ss listen to extracts and identify from the list which type of broadcast it is.

ñ Check answers in class and ask Ss to give reasons for their choices.

Answer Key

1 a weather forecast

2 a sitcom

a news report

6 Focus ➤ Practising vocabulary

ñ Have Ss complete task individually ñ Ss compare answers with a partner and check in

the Word List.

Answer Key

1 C 2 A

Idioms

7 Focus ➤ Understanding idioms

ñ Refer Ss to list of idioms.

ñ Have Ss form groups of 3-4 and complete task, giving reasons for their answers. Ask Ss to find similar idioms in own L1. ñ Groups check answers in Appendix 3.

Answer Key

1 c 2 a

8 Focus ➤ Practising the present simple passive

ñ Elicit/explain how the present simple passive voice is formed.(to be verb in present tense + past participle of the verb)

ñ In pairs, have Ss complete task.

ñ Ss compare answers and check with another pair.

Answer Key

1 are cut down, sent

2 is removed

3 is chopped

4 are added, is cooked, is poured

5 is sprayed, is drained, is pressed

A 5 B 2 C 3 D 1

Speaking

9 Focus ➤ Describing how paper is made

ñ Have Ss read and review their answers in Ex. 8.

Spotlight 8 Mod 7 Ts 09-09-09 17:09 Page 121 ñ Invite Ss to describe to the class how paper is

made and ask for feedback.

Suggested Answer Key

First, the trees are cut down and sent to the paper mill. Then, the bark is removed, the wood is chopped into small pieces and some chemicals are added. Then, it is cooked in a big pressure cooker and the paper pulp is poured into a container. The pulp is then sprayed into a large screen and the water is drained from the paper. Finally, the paper is pressed flat.

⁷_eWriting Skills

Objectives

Reading: understanding a rubric; reading to identify for-and against arguments; reading to identify the writer’s opinion; reading to identify topic and supporting sentences Writing: writing supporting sentences; using linkers; writing a for-and-against essay

1 Focus ➤ Introducing for-and-against essays

ñ Read the Theory Box with Ss and check for understanding.

ñ Elicit which topic in the list is a for-and-against

essay.

Answer Key

Topic C

2 Focus ➤ Understanding a rubric

ñ Have Ss read rubric and underline key words. ñ Ss answer questions individually and compare with a partner.

ñ In pairs, Ss discuss what arguments for and

against they would use in their essays.

Answer Key

Key words: class discussion, Internet, homework tool, essay, arguments for and against

Vocabulary & Speaking 7d

1 for-and-against

2 the Internet as a homework tool

3 formal

4 (Suggested Answer)

S1: What are the advantages of using the Internet as a homework tool?

S2: You can access information quickly and easily.

S1: Yes, and you can type in questions and get answers straight away.

S2: It is easier than looking through lots of books as you can use the search engine to find things for you.

S1: And often the information is presented in an interesting way, with plenty of pictures and even videos. So it’s easy to understand.

S2: Are there any disadvantages?

S1: Yes. You might get distracted and read other things on the Internet instead of doing your homework!

S2: Sometimes you find so much information that it is hard to decide what to use.

S1: And then you must be careful not to plagiarise. etc

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Writing Skills

3 a) Focus ➤ Understanding a for-and-against essay

ñ Have Ss read essay and complete table individually.

ñ In pairs, Ss compare answers and check to see if any of their arguments from Ex. 2 question 4 were included in essay.

*Answer Key*
*Advantages*	*Justifications/Examples*
A quick way to find information Provides a variety of sources	Students have more free time for other activities Students can read lots of information and form their own opinions by comparing and contrasting ideas
*Disadvantages*	*Justifications/Examples*
Students don’t use their writing skills Some websites contain inaccurate information	They just copy the information which is not always well-written Some students may include a lot of facts in their work which are incorrect
*Suggested Answer Key* ñ Quick way to find information ñ Students might plagiarise (copy information and not write their own)

b) Focus ➤ Reading to identify the writer’s opinion

ñ Elicit from Ss where and what the writer’s opinion is and ask Ss to refer to text in their answers.

Answer Key

The writer thinks that the Internet is good for helping students with their homework if used wisely. (‘a welcome and useful development’, bear ... risks in mind if we want students to get the most from the Internet.’) The final paragraph contains his opinion.

4 Focus ➤ Understanding linkers

ñ Read with Ss the table and check for understanding. ñ Ss complete task individually.

ñ Invite a few Ss to read out article with new

linkers from the table and check.

Answer Key

However ― yet

First of all ― the first advantage/Firstly

Secondly ― Moreoever/In addition

For example ― For instance

However ― in spite of this/Despite this

One drawback ― one disadvantage

For example ― in particular

Another disadvantage ― Another point against

All in all ― All things considered/In conclusion

5 Focus ➤ Understanding topic and supporting sentences

ñ Read the Study Skills box with Ss and check for understanding.

ñ Have Ss identify topic and supporting sentences in essay from Ex. 3. ñ Elicit answers in class and discuss.

Answer Key

There is no doubt that using the Internet as a homework tool has its advantages.

(Topic sentence 1) Supporting sentences:

First of all, it is a quick way to find information. This means that students have more free time for other activities.

Secondly, the Internet provides a variety of sources. For example, students can read lots of information and form opinions by comparing and contrasting ideas.

However, there are drawbacks to using the Internet as a homework tool.

(Topic sentence 2) Supporting sentences:

One drawback is that students don’t use their writing skills. For example, they just copy the information which is not always well written. Another disadvantage is that some websites not only contain poorly written material but also inaccurate information. As a result, some students may include a lot of facts in their work which are incorrect.

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Writing Skills 7e

Suggested Answer Key

Nowadays more and more people are spending time on-line and many have a personal computer at home. Thanks to the Internet, students have access to many different websites to help them learn. However, there are arguments for and against learning online.

There is no doubt that e-learning is a convenient way to learn. The first advantage is that people who normally have difficulty finding time to go to lessons can learn at home. People do not have to be in a certain place at a certain time. This means that students can save time and money on travel as they do not commute to school.

Another advantage is that students can learn at their own pace. People can choose when and for how long they want to study. As a result, learning can be more rewarding and enjoyable.

Yet, there are drawbacks to learning online. One drawback is that it can be lonely studying alone. With e-learning there is no chance to meet other people and share ideas with, so it is difficult to motivate yourself. Moreover, without a teacher to help you, you may feel lost.

However, the main disadvantage against online learning is that it depends too much on technology. Computer problems can make people miss lessons. As a result, students can fall behind.

All in all, while learning online is a welcome development, it cannot replace traditional learning at school as people need contact with others in order to learn effectively. However, students can benefit if they learn both at school and online.

Suggested Answer Key

2 Firstly, young people can become addicted to them, spending more time than necessary talking on their mobiles and sending messages.

3 The most important advantage is that we can access information quickly and easily.

4 Many people argue that getting a degree means you can get a better job.

Suggested Answer Key

Statement 1 ― for

Statement 2 ― for

Statement 3 ― for

Statement 4 ― against

Statement 5 ― against

1 d 2 c 3 a

6 Focus ➤ Writing supporting sentences, using linkers

ñ Read example in rubric with Ss and check for understanding.

ñ In pairs, have Ss write their supporting sentences and use linkers when possible.

ñ Read out topic sentences in class and invite pairs to read out their supporting sentences.

Writing

7 Focus ➤ Understanding for- and -against arguments

ñ Read through rubric with Ss and check for understanding.

ñ Ss identify for and against statements and complete matching task individually.

ñ Ss compare answers with a partner and check.

8 Focus ➤ Wring a for-and-against essay

ñ Allow Ss time to write their essays using arguments from Ex. 7 and following the plan in the rubric. Alternatively, assign task as HW.

ñ Invite Ss to read out essays to the class and ask for feedback.

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3 Mr Kerr has taught History for many years.

4 I was in a very good mood when I heard that I had won the competition.

Phrasal Verbs: give

1 Focus ➤ Understanding phrasal verbs (give)

ñ Have Ss complete task individually and compare

answers with a partner.

ñ Have Ss check meanings in appendix 1

Answer Key

1 away

out

away

2 up

back

Dependent Prepositions

2 Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually.

ñ Ss compare answers with a partner and check in Appendix 2.

Answer Key

1 to

from

about

2 for

3 about

from

3 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check definitions in Word List. ñ Ss write their own sentences with other words. ñ Invite Ss to read out their sentences in class

and check.

Answer Key

1 announcement

2 instructions

3 educated

4 temper

1 I saw an interesting job advertisement in the newspaper yesterday.

2 Mrs Brown didn’t believe the students’ explanations of what had happened in the classroom.

Word Formation

4 Focus ➤ Forming compound nouns

ñ Read the Theory Box with Ss and check for understanding. ñ Have Ss complete the task individually. ñ Ss compare answers with a partner and check.

Answer Key papercup, cupboard, newspaper, newsroom, headache, toothache, toothpaste, haircut, weekend, bedroom, bookshop, bookend, notebook, notepaper, booknote, papercup

Grammar Revision

5 Focus ➤ Practising modals

ñ Have Ss complete task individually ñ Invite a few Ss to read out text and check

answers.

*Answer Key* 1 must 5	have to	9	could
2 can 6	can	10	can
3 could 7	might	11	must
4 can 8	mustn’t

6 Focus ➤ Discussing (being bullied)

ñ In pairs, Ss discuss what they would do if they saw a schoolmate being bullied. ñ Monitor activity and assist as necessary.

Suggested Answer Key

If I saw a schoolmate being bullied, I would report it to a teacher or the principal. Afterwards I would probably see if I could make my schoolmate feel better and tell him or her not to worry because if it happens again, we will report it.

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Culture Corner 7

Objectives

Reading: scanning for specific information; reading to identify missing text; reading for specific information

Speaking: discussing the text

Listening: listening for specific information Writing: writing about a famous university in your country

Reading

1 Focus ➤ Scanning for specific information

ñ Read the rubric with Ss and check for understanding (explain that scanning a text means that we do not read every word of the text but look for the key words or information we are searching for).

ñ Ss scan the text individually for information from the rubric.

ñ Invite Ss to give answers in class and discuss.

Answer Key

Jonathon Swift , Oscar Wilde and Samuel Beckett all graduated from Trinity College Dublin.

1592 ― the University was founded 17^thcentury ― life at the university became difficult

Arts & Humanities ― Trinity College is among the top 40 universities in the world for Arts and Humanities

Book of Kells ― one of the most precious medieval books, which you can find in Trinity College library.

2 Focus ➤ Reading to identify missing text

ñ Refer Ss to the text and explain task, reminding Ss that it is not necessary to understand all the words in order to fill in the gaps. ñ Ss compare answers with partner and check.

*Answer Key* 1 did	5	because	9	that
2 most	6	on	10	one
3 was	7	all
4 first	8	one

3 Focus ➤ Listening/reading for specific information

ñ Have Ss listen and read the text again. ñ Ss individually answer the question in the rubric. ñ Elicit answers in class and check.

Answer Key

40 ― top universities in the world for Arts and Humanities

4.25 ― 4.25 million books in Trinity College’s library

4 Focus ➤ Understanding vocabulary/reading for specific information

ñ Have Ss complete task individually. ñ Invite Ss to read out answers in class and check.

Answer Key answer ― reply got their degree ― graduated important ― prestigious brings ― attracts managed to get through ― survived started ― founded rich – wealthy valuable ― precious most popular ― leading

5 Focus ➤ Discussing the text

ñ Ss listen and read the text again.

ñ In pairs Ss tell each other what they found interesting about the text. ñ Monitor activity and assist as necessary.

Answer Key

Oscar Wilde studied there. It has a very special book in its library called ‘The Book of Kells.’ Trinity College is one of the top universities in the world for arts and humanities.

6 Focus ➤ Writing about a famous university in your country

ñ Read rubric with Ss and check for understanding. ñ Instruct Ss to answer questions in the rubric and use vocabulary from the text in writing their articles.

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Culture Corner

ñ Allow Ss time to collect information and write their articles. Alternatively, assign task as HW. ñ Invite Ss to read their articles in class and ask

for feedback.

Suggested Answer Key

M.V. Lomonosov Moscow State University

M.V. Lomonosov Moscow State University (MSU) is the largest university in Russia.

Students have been studying there since it was founded on January 25th, 1755. Even today January the 25th is celebrated as Student’s Day all over Russia. Originally located on Red Square, nowadays most of its faculties are situated on Sparrow Hills, in the southwest of Moscow.

MSU is a highly prestigious university. It’s students are proud to study there.

MSU has some very impressive buildings. The main building was the tallest building in Europe until 1988 and the central tower is believed to have a total of 33 kilometres of corridors and 5,000 rooms. The university’s facilities are superb and include a concert hall, a museum, a huge library, a swimming pool and a police station! The facade of the building is highly decorative thanks to the giant clocks, carvings and Soviet crests that you can see there. But perhaps most impressive of all is the star on top of the main tower ― it weights 12 tons!

In the early days MSU only had three faculties: philosophy, medicine and law. Today, it has a total of 29 faculties and 15 research centres and has 4, 000 teaching staff and 31, 000 students and 7, 000 postgraduates.

7 Across the Curriculum – ICT

Objectives

Vocabulary: related to computers and networks Reading: interpreting a diagram; reading for confirmation; reading for specific information Speaking: explaining the guidelines in computer network use; discussing the meaning of a quote

Listening: listening for specific information

Reading

1 Focus ➤ Describing pictures/introducing the topic of the text

ñ Refer Ss to the pictures and questions in the rubric.

ñ Invite Ss to describe pictures and answer questions in the rubric to the class and discuss.

Answer Key

Picture A is of an office. People are using their computers to do their work.

Picture B shows two people having a meeting

somewhere. They might be in a meeting room or in a café. I think the man is using his computer to access some information. Picture C shows some teenagers at school. I think they are doing some school work.

Picture D shows some people in an Internet café. They are probably checking their emails. Picture E shows someone beside a cash register. I think she is in the accounts office of a shop. She is using the computer to check the sales for the day.

Focus ➤ Interpreting a diagram/reading for confirmation

ñ Refer Ss to the diagram in the text. ñ Elicit answers to the question in the rubric. ñ Have Ss check their answers by reading the first

sentence of the text.

Answer Key

A computer network is a group of computers, software, and hardware that are all connected to help the users work together.

a) Focus ➤ Understanding vocabulary

ñ Have Ss complete task individually. ñ Ss compare answers with a partner and check.

Answer Key a Information ― data

b computer programs ― software

c copying someone else’s work and saying it is yours ― plagiarism

d a network of electrical wires ― cabling systems

e secret entry codes ― passwords

f many people use the same data and materials ― share files and resources

g harmful programs that destroy information in a computer system ― computer viruses

h machines and devices a computer uses ― hardware

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Across the Curriculum – ICT 7

Answer Key

1 handle

consequences

2 responsible

install

3 unethical

procedures

b) Focus ➤ Reading/listening for specific information

ñ Have Ss read and listen to the text and find out how the words in Ex. 3a are related. ñ Elicit answer in class and discuss.

Answer Key

The words are all things to consider when using a computer network.

4 Focus ➤ Reading for specific information

ñ Have Ss complete task individually. ñ Ss compare answers with a partner and check.

Answer Key

1 T 3

2 F 4

5 Focus ➤ Understanding vocabulary/reading for specific information

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and check.

6 Focus ➤ Understanding/talking about guidelines in computer network use

ñ Have Ss review the guideline in the text. ñ Invite Ss to tell the class guidelines of

computer network use and discuss.

Suggested Answer Key

When using a computer network you should be responsible and think about other users. You should use it only to help you with your studies and make sure you follow safety procedures to protect the network from computer viruses. You should not share computer passwords, nor should you overuse online connection time or printers. You should never use it for anything illegal, unethical or dishonest and you shouldn’t install any software without permission. Last but not least, you shouldn’t plagiarise copyrighted material.

7 Focus ➤ Understanding the meaning of a quote

ñ Refer Ss to the quote.

ñ Invite Ss to tell what they think the meaning is

and discuss.

Answer Key

Science is knowledge we study, while wisdom is knowledge gained over a lifetime by learning from our experiences.

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Progress Check

Progress Check 7 and Look at Module 8 should be done in one lesson.

Answer Key 4 1 up 3 away 5 out

2 back 4 away

1 1 extension 5 headlines 9 impact

2 timetable 6 media 10 grapevine

5 1 to 3 from 5 from

3 download 7 connect

2 for 4 about

4 newsreader 8 certificate

6 1 c 2 e 3 d 4 a 5 b

2 1 paperclip 4 playground

2 keyboard 5 daylight

3 blackboard

3 1 need 5 might 9 needn’t

2 don’t have to 6 Could 10 can’t

3 must 7 should

4 May 8 mustn’t

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Pastimes

Before you start …

ñ Work through the questions with the class, asking follow up questions to encourage Ss to expand on their answers as much as possible. e.g. What forms of media do you use? For what purpose? Would you like to go to university? Where? What would you like to study?

ñ Make sure Ss understand this section and use the

prompts to recycle vocabulary seen in Module 7.

Look at Module 8

Refer Ss to the title of module, Pastimes and invite them to suggest what they think it means and what they expect to learn from the module.

Suggested Answer Key

The title refers to activities we do in our free time such as sports and hobbies. I think we will learn about these activities and things related to them.

Ask Ss to look through the module and find the page numbers for each of the pictures. Ask questions to stimulate a discussion about them.

Suggested Answer Key Focus Ss’ attention on pic 1 (p. 124).

T: What page is picture 1 from?

S1: It’s from page 124. It’s a man throwing a stick. T: What is he doing?

S2: He is an athlete and is competing in a competition.

T: What is the name of the sport he is doing?

S3: I think it’s called Javelin.

T: Do you like to play sports? Which ones?

Pic 2 (p. 128)

What is this a picture of? Why is he holding the cup? Have you ever won a prize or medal in a competition? How did you feel?

Pic 3 (p. 123)

What is going on in the picture? Is this a sport? Why do you think someone would do this? Are there any unusual sports or activities that you participate in?

Pic 4 (p. 131)

What is this a picture of? What kinds of interest do you have? Do you belong to any clubs? Why do people join interest clubs?

Find the page number(s) for…

Allow Ss time to browse through the module and find the items. Ask them to explain what each item is and elicit simple information about each of them.

Suggested Answer Key

A school noticeboard (p. 125)

What are the notices about? Why do schools have them? Do you read the noticeboard in your school? For what information?

An application form (p. 130)

What is this application form for? What kind of information do such forms ask for? When do we fill out applications?

An advert (p. 130)

What does the advert advertise? What information does it give? Where do we find adverts like this? Would you answer this advert? Why or why not?

An email (p. 131)

When do we send emails? What kind of information does this email contain? Have you ever requested information by email? For what reasons do you send and receive email?

Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed. Explain that the module has:

Explain that the module has:

― a Listening and Speaking section

― a Culture Corner

― a Going Green section

― an English in use section

Ask Ss to look at the relevant pages and elicit what each section is about.

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

As described in the relevant section in Module 1.

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⁸_aReading & Vocabulary

Objectives

ñ Allow Ss time to write any new vocabulary in Vocabulary: different types of interests their notebooks.

Answer Key moving very fast ― whizz hits ― bumps and knocks hooked ― addicted fasten ― strapped rival ― opposing team competitors ― entrants slip ― slide jump ― bounce strange ― bizarre turning over many times ― rolling started ― originated

Reading: reading for confirmation; reading for specific information; scanning for specific information

Speaking: discussing our interests; describing a sport activity

Listening: listening for confirmation

Writing: making notes on the text; writing about your favourite activity

Reading

1 Focus ➤ Introducing the topic of the text/reading and listening for confirmation.

ñ Refer Ss to the list of activities and elicit which

^{of them they see in the
pictures}4 a) Focus ➤ Scanning the text for specific

Answer Key

I can see pictures of sand boarding, zorbing, ice climbing and underwater hockey.

You can sandboard anywhere where there’s sand. It’s like snowboarding.

To zorb you strap yourself inside a ball and roll down a hill. You need a plastic ball called a zorb.

To go ice climbing you swing an axe above you and pull yourself up the ice. You need a lot of strength.

Underwater hockey is played at the bottom of a pool, under water.

Answer Key

1 Sandboarding is similar to snowboarding.

2 New Zealand is where zorbing first started.

3 Paul Lynch has climbed up frozen waterfalls.

4 It was in the Alps that Paul Lynch fell in love with the mountains.

5 Splashing is just about all you can see of underwater hockey from outside the pool.

ñ Have Ss listen and read the text to learn what information these activities involve. ñ Refer Ss to the list of words in the rubric. ñ Have Ss scan text for words and why they are mentioned.

ñ Invite Ss to read out answers in class and check.

2 Focus ➤ Reading for specific information

ñ Read through questions in rubric and check for b) Focus ➤ Discussing the topic of the text. understanding.

ñ Have Ss read text again and answer questions. ñ Read rubric with Ss and check for understanding.

Answer Key

1 A, C 3

D, A

2 C 4

B, D

Suggested Answer Key

Someone might want to do an unusual sport to try something different. They could be bored of the usual sports and want a challenge. They often are seeking adventure and excitement.

ñ Ss write their sentences and read them to a partner.

3 Focus ➤ Understanding new vocabulary

ñ Have Ss match the meanings to the highlighted words in the text.

ñ Elicit the words in Ss’ own L1.

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Reading & Vocabulary 8a

Vocabulary

5 Focus ➤ Practising vocabulary

ñ Refer Ss to the list of interests in the rubric and check for any new vocabulary.

ñ In pairs, Ss discuss what they like to do in their

free time.

Suggested Answer Key

A: I enjoy listening to CDs, reading books and magazines, watching DVDs and playing computer games. What about you? What do you enjoy doing in your free time?

B: I like going places, like the cinema. I also like eating out and working out at a gym.

Speaking

6 Focus ➤ Making notes on the text/ describing a sport activity

ñ Refer Ss to the headings in the rubric and check for understanding.

ñ Have Ss choose one of the activities in the text and make notes under the headings (explain that making notes involves writing only the most important information, without full sentences).

ñ Ss using their notes describe their activity to a partner and the partner guesses the activity. ñ Monitor activity and assist as necessary.

Suggested Answer Key equipment: helmet, rope, boots, axe rules/technique: swing axe above head, pull yourself up the ice using all your strength

A: To do this sport you need a helmet, a rope, some boots and an axe. You swing the axe above your head into the ice and then you pull yourself up using all your strength.

B: Ice climbing! A: Yes!

Writing

7 Focus ➤ Writing about your favourite activity

ñ Allow Ss time to write their paragraphs, following the guidelines in the rubric.

ñ Invite Ss to read out their paragraphs to the class and encourage the class to ask questions about the activity.

Suggested Answer Key

My favourite activity is water skiing. You need the following equipment to water ski: water skis, a life jacket, bindings, water ski ropes, water ski tubes and, of course, a boat and a large area of water.

To water ski you must remember to relax, breathe slowly and don’t panic! Team work is essential. You must be able to communicate effectively with the boat driver and the observer.

I like this sport because it is exciting and a good way to get rid of stress. You can enjoy a day out with your friends and family.

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8 b Listening & Speaking

Objectives

*Answer Key*
Play	Do	Go
squash cricket rugby badminton tennis water polo volleyball basketball football ice hockey golf	long jump high jump javelin throwing hurdles aerobics gymnastics karate	windsurfing scuba diving jogging swimming cycling snowboarding climbing

Vocabulary: sports, sport collocations; phrases related to invitations

Reading: reading to identify missing text Speaking: discussing sports you do; practising a dialogue; role playing (invitations)

Listening: listening for specific information; listening to identify sports; listening for confirmation; intonation in do/don’t statements

Reading

1 Focus ➤ Understanding vocabulary

ñ Have Ss listen to recording and repeat. Check for proper pronunciation. ñ Elicit from Ss which sports in the list are shown

in the pictures.

ñ Have Ss find meanings in own L1.

Focus ➤ Listening for specific information/ identifying a sport ñ Have Ss listen to recording.

Answer Key ñ Have Ss identify each sport. Elicit answers in

I can see rugby, gymnastics, javelin throwing, class and check.

cricket, ice hockey and snowboarding in the

pictures. Answer Key

(Answers according to Ss’ L1) The first person is describing football, the

second is describing cricket and the third is describing wind surfing.

2 Focus ➤ Consolidating vocabulary

ñ In pairs, have Ss organise list of sports from Ex. 1 under the headings listed in rubric. ñ Pairs compare answers with another pair.

Focus ➤ Discussing sports you do

ñ Read with Ss the rubric and check for understanding.

Answer Key ñ In pairs, Ss tell each other about the sports

they do, using the phrases in the box.

Individual sports: long jump, high jump, ñ Monitor activity and assist as necessary. javelin throwing, hurdles, jogging, aerobics, swimming, gymnastics, karate, cycling,

snowboarding, golf, climbing Suggested Answer Key

Team sports: squash, cricket, rugby, football, A: In my free time, I like to do lots of different badminton, tennis, volleyball, basketball, ice sports. In the summer, I play tennis all the hockey time and I quite often go swimming and

Water sports: windsurfing, water polo, scuba scuba diving. In the winter, I go diving snowboarding maybe once every two weeks, and I play ice hockey twice a week. I have been playing tennis and going swimming for

3 Focus ➤ Forming collocations (sports) quite a long time ― since I was eight. I ñ In groups of 3-4 have Ss complete table with haven’t been scuba diving for very long ― sports from Ex. 1. only for six months. I have been ñ Invite a few groups to read out answers in class snowboarding for a couple of years now and and check. I have been playing ice hockey for three

years.

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Listening & Speaking Skills 8b

6 a Focus ➤ Identifying a dialogue

ñ Read with Ss the sentences and elicit what

the dialogue is about.

Answer Key

The dialogue is about playing tennis.

b Focus ➤ Reading to identify missing text/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss listen to recording to check their answers. ñ In pairs, Ss practice reading out the dialogue.

Answer Key

1 E 2 F

7 a) Focus ➤ Understanding phrases

ñ Read the box with Ss and check for understanding of phrases.

ñ Elicit from Ss which phrases are found in the

dialogue in Ex. 6.

Answer Key

In the dialogue:

Are you doing anything ... I’d love to ...

b Focus ➤ Role playing (invitations)

ñ Invite a few Ss to read out notices on noticeboard and check for understanding. ñ Refer Ss to the example exchange in the rubric.

ñ Ss act out similar exchanges, using phrases from Ex. 7a and the information from the noticeboard.

ñ Invite Ss to act out their exchanges in class

and ask for feedback.

Answer Key

A: Are you doing anything on Sunday?

B: No, why?

A: How about going to the Inter-school football game? It’s on Sunday, from 10 till 4 and there are free refreshments. B: Sure. Why not?

A: Would you like to go to the school play on Saturday night?

B: I’d love to. What time is it on?

A: It starts at 7 pm.

B: Great! How much are the tickets?

A: Five pounds each. We have to get them from the office.

A: I was wondering if you are free on Friday night.

B: Yes, why?

A: Do you fancy going to the school concert?

B: That would be lovely. I love going to concerts!

Listening

8 Focus ➤ Listening for specific information

ñ Read through statements with Ss and check for understanding. ñ Ss listen to recording and complete task individually.

ñ Ss compare answers with a partner and check

Answer Key speaker

1 B 2 F

Say it Right

9 Focus ➤ Understanding exchanges/ listening for confirmation

ñ Have Ss complete task individually. ñ Ss listen to recording and check their answers.

Answer Key

1 b 2 a

Intonation

10 Focus ➤ Understanding intonation in do/don’t statements

ñ Read with Ss the theory box and check for

understanding.

ñ Have Ss listen to the sentences and elicit which features in the theory box describe the way they are spoken. ñ Listen again to the sentences and check.

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Listening & Speaking Skills

Suggested Answer Key

A: Hi, Andy!

B: Hi, Ben! How’s it going?

A: Great. You?

B: Fine.

A: How about playing basketball after school?

B: I’d love to but I’m afraid I can’t. I have to go home and take the dog out for a walk.

A: Oh well, another time then!

B: Yes! Maybe on Friday. etc

Answer Key

1 Lively, rise and fall in intonation/Clear, audible speech

2 Mumbled, indistinct speech

3 Flat, monotonous intonation

4 Regular, flowing rhythm

Speaking

11 Focus ➤ Role playing (inviting a friend to do something)

ñ Read the rubric with Ss and check for understanding.

ñ In pairs, have Ss act out inviting a friend to play basketball, using phrases from Ex. 7 and the dialogue in Ex. 6 as a modal. ñ Ss record themselves and check.

8 c Grammar in Use

Objectives

2 Focus ➤ Understanding conditionals

Grammar: conditionals; If and When; Unless

Speaking: role playing (weekend plans using ñ Read through table with Ss and check for conditionals); describing pictures using type 3 understanding. conditionals; telling a chain story ñ Elicit similar structures in Ss’ own L1.

Writing: writing sentences using conditionals

Answer Key

(Answers according to Ss’ L1)

1 Focus ➤ Introducing conditionals

ñ Read with Ss the jokes.

ñ Refer Ss to the Grammar Reference section and have them match the underlined sentences to their uses in the rubric.

Focus ➤ Understanding the differences between If and When

ñ Elicit/Explain the uses of When and If to Ss (When can be used instead of If in type 0 basic

truth conditionals. In all other cases we use Answer Key

When to say that something will definitely

If it doesn’t, there’ll be (a probable situation happen and If to say that something might

in the future) happen)

If one and one makes two, (a general truth) ñ Ss complete task individually.

If you tidied (an imaginary situation in the ñ Invite Ss to read out sentences in class and

present/future) check.

If you had helped me …, the teacher wouldn’t have been (an imaginary situation in the past)

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Grammar in Use 8c

Answer Key

2 If/when you heat metal, it expands.

3 If/when iron gets wet, it rusts.

4 If/when you don’t water plants, they die.

5 If/when you heat water to 100degrees

Celsius, it boils.

6 If/when you drop ice on water, it floats.

7 If you come, we can talk about it.

8 When they meet, they will discuss all details.

4 Focus ➤ Understanding the use of Unless in type 1 conditionals

ñ Read the theory box with Ss.

ñ Explain that Unless replaces the If Not clause of type 1 conditionals and is always followed by an affirmative verb.

ñ Refer Ss to example and check for understanding. ñ Ss complete task individually. ñ Invite Ss to read out answers in class and check.

Answer Key

2 Don’t go unless you are sure she’s at home.

3 You can’t fix it unless you know how to do it.

4 You can’t sit here unless you have a reservation.

5 You’ll miss the bus unless you leave now.

6 The electricity bill will be cut off unless we pay it.

5 Focus ➤ Role playing (weekend plans, using conditionals)

ñ Refer Ss to the list of ideas in the rubric. ñ In pairs, have Ss act out exchanges about what they are doing this weekend, using the ideas from the rubric and conditionals.

ñ Invite Ss to act out their exchanges in class and

ask for feedback.

Suggested Answer Key

A: What are you doing this weekend?

B: It depends. If I get tickets, I’ll go to a pop concert. What about you?

A: I haven’t really decided, but if I’m in the mood, I’ll tidy up my room. etc

6 Focus ➤ Writing type 2 conditionals

ñ Refer Ss to example in rubric and check for understanding (explain that these are imaginary situations in the future and follow the structure of type 2 conditionals)

ñ Ss write their sentences and read them to a partner. ñ Monitor activity and check answers.

Suggested Answer Key

2 If the weather was great, I would go to the beach.

3 If my parents were on a business trip, I would invite some friends round.

4 If I had an exam on Monday, I would spend some time studying.

5 If all my friends were away, I would spend the weekend with my family.

6 If it was my birthday, I would have a party.

7 Focus ➤ Practising verb tenses in

conditionals/ identifying conditional types

ñ Have Ss complete sentences individually and with a partner identify the conditional type of each sentence, giving reasons why. ñ Invite pairs to read out their answer and check.

*Answer Key* 1 turns (Type 0)	5	practised (Type 1)
2 lost (Type 2)	6	played (Type 2)
3 will pass (Type 1)	7	do not come (Type 1)
4 would go (Type 2)	8	heat (Type 0 )

8 Focus ➤ describing pictures, using type 3 conditional

ñ Refer Ss to the type 3 conditional in the table in Ex. 2. (remind Ss that the third conditional describes an imaginary situation in the past)

ñ Read example with Ss in the rubric and explain that this description is an imaginary situation that could have happened in the past. ñ Invite Ss to describe pictures using the third conditional.

ñ Discuss Ss answers and check for understanding of structure of the third conditional.

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Grammar in Use

Suggested Answer Key

If the man had left his house earlier, he wouldn’t have missed the bus. If the player had practiced more, he wouldn’t have lost the match.

9 Focus ➤ Rewriting sentences into type 2 or 3 conditionals

ñ Read through example and check for understanding. ñ Ss write their sentences individually.

ñ Invite Ss to read out answers in class and check.

Answer Key

2 If it wasn’t raining, we could go to the park./We could go to the park if it wasn’t raining.

3 If the weather hadn’t been bad, we would have enjoyed the school trip./We would have enjoyed the school trip if the weather hadn’t been bad.

4 If I knew her phone number, I would call her./ I would call her if I knew her phone number.

5 If someone had told me Mary was in hospital, I would have visited her./I would have visited Mary if someone had told me she was in hospital.

6 If that PC game wasn’t very expensive, I would buy it./ I would buy that PC game if it wasn’t very expensive.

7 If I didn’t have to study for my exams tonight, I would meet you./ I would meet you if I didn’t have to study for my exams.

8 If I had gone to Laura’s party, I would have met her cousin./ I would have met Laura’s cousin if I had gone to her party.

10 Focus ➤ Writing sentences using conditionals

ñ Ss write their sentences individually.

ñ In pairs, Ss read each other theirs sentences and check. ñ Monitor activity and check.

Answer Key

1 If I visit London, I will see the tower of London and the British museum.

2 If it stopped raining, we could go for a walk to the park.

3 If I hadn’t eaten that much, I might have tried the desert.

4 If I find his phone number, I will try to call him.

5 If I leave on time, I can stop by your house and return your books.

6 If I found a wallet in the street, I would definitely bring it to the police station.

7 If I had more free time, I would read more books and surf the Internet.

8 If I had seen you, I would have stopped and talked to you.

Speaking

11 Focus ➤ Telling a chain story

ñ Read the example in the rubric and elicit what a chain story is (a story in which one event affects the next event).

ñ Have one student continue the story from the rubric and continue around the class until every Ss has added to the story.

ñ Check for correct form of conditionals.

Answer Key

S3: ... she would not have been late for class ... S4: ... If she had not been late for class, ...

S5: ... her teacher would not have gotten angry with her and sent her to the principal’s office ...

S6: ... If she had not been sent to the principal’s office, ...

S7: ... she would have attended music class ... S8: ... If she had attended music class, ...

S9: ... she could have entered the music contest ...

S10: ... If she had entered the music contest, ...

S11:... she might have won ... etc

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8 d Vocabulary & Speaking

Objectives ñ Allow Ss time to write down any new Vocabulary: related to doing sports; sports vocabulary in notebooks. equipment; sports idioms; collocations (sports)

Grammar: wh-questions; both/neither/either Answer Key

Reading: reading for confirmation; reading for came up with ― thought of

specific information enthusiasm ― eagerness

Speaking: role playing (playing sports and sports host team ― team hosting an event

equipment); discussing sport you did/do competition ― sporting event

Listening: listening for confirmation

beat ― defeated legends ― people made famous for doing sth score ― get a goal

Reading

championship ― competition

1 Focus ➤ Introducing the topic of the text. region ― part

ñ Refer Ss to the pictures and text. Elicit answers

to the questions in the rubric and discuss.

ñ Ss read and listen to the text to check their answers.

Focus ➤ Understanding scores in competitions ñ In pairs, have Ss complete task.

ñ Invite pairs to give answers in class and check.

Answer Key

1 c 2 a

It is a very popular football event.

Norman Whiteside was the youngest player to ever play in a World Cup, Pelé was the youngest to ever score in a match and win a World Cup and Ronaldo is the top scorer in World Cup

4 Focus ➤ Practising vocabulary

history.

2 a

Focus ➤ Practising Wh-questions/reading for specific information

ñ Refer Ss to the Wh-question words in the rubric.

ñ Refer Ss to the list of words in rubric and elicit meanings

ñ Ss listen to recording and complete task.

ñ Ss listen again to recording and check their answers.

Answer Key

1 rugby pitch 6 tennis court

2 cricket pitch 7 badminton court

3 hockey rink 8 squash court

4 football pitch 9 baseball pitch

5 golf course 10 ice skating rink

A: Where can you play rugby in your area?

B: There’s a rugby pitch opposite the school.

etc

ñ Have Ss complete task individually.

ñ In pairs, Ss ask each other the questions and check each other’s answers.

Answer Key

1 Whose 3 What 5 Who

2 Where 4 Who

1 Jules Rimet came up with the idea.

2 It was played in Uruguay.

3 Uruguay beat Argentina 4-2.

4 America defeated England in 1950.

5 They beat the host team, Spain, in 1982. Vocabulary

5 Focus ➤ Role playing (playing sports and

Focus ➤ Understanding vocabulary

ñ Refer Ss to words in bold and discuss meanings.

sports equipment)

ñ Refer Ss to the example exchange in the rubric and check for understanding.

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Vocabulary & Speaking

ñ In pairs, Ss act out similar exchanges. ñ Monitor activity and assist as necessary.

Suggested Answer Key

A: Shall we go climbing after school?

B: Sorry, but I’ve left my climbing rope at home.

A: Shall we play American football after school?

B: Sorry, but I’ve left my helmet at home.

A: Shall we play golf after school?

B: Sorry, but I’ve left my clubs at home.

A: Shall we play rounders after school? B: Sorry, but I’ve left my bat at home.

A: Shall we play tennis after school?

B: Sorry, but I’ve left my racquet at home.

A: Shall we go ice skating after school?

B: Sorry, but I’ve left my ice skates at home.

A: Shall we play hockey after school?

B: Sorry, but I’ve left my hockey stick at home.

A: Shall we go scuba diving after school?

B: Sorry, but I’ve left my scuba mask and snorkel at home.

A: Shall we go swimming after school?

B: Sorry, but I’ve left my swimsuit at home.

A: Shall we play baseball after school?

B: Sorry, but I’ve left my glove at home.

A: Shall we play football after school?

B: Sorry, but I’ve left my football boots at home.

A: Shall we go skiing after school?

B: Sorry, but I’ve left my skis at home.

6 Focus ➤ Forming collocations (sports)

ñ Have Ss complete task and make up sentences with the phrases in the rubric. ñ Ss compare answer with a partner and check.

*Answer Key* 1 win	5	beat	9	beat
2 gain	6	win	10	win
3 gain	7	gain	11	gain
4 gain	8	beat	12	win

Suggested Answer Key

1 Stacy won first prize for her excellent painting.

2 As the top scorer on the team, he has gained the support of all the fans.

3 The basketball team beat their opponent by over ten points.

4 The winning race car gained speed the last lap and passed all the other cars. 5 He hopes to win the gold medal at the Olympic games.

7 a Focus ➤ Understanding both/neither/ either

ñ Read with Ss the theory box and check for understanding.

ñ Elicit from students if it is a plural or

singular verb used in the sentences.

Answer Key

Both sentences are followed by a plural verb. Neither sentence is followed by either a singular or plural verb.

Either sentence is followed by a singular noun.

b Focus ➤ Practising both/neither/either

ñ Have Ss complete the task individually, pay attention to if the verb is singular or plural. ñ Invite Ss to read out their sentences in class

and check.

Answer Key

2 Neither Mary nor Becky know(s) how to play squash.

3 Either Henry’s Dad or his Mum will pick him up from hockey practice.

4 Both Mark and Ben have a new tennis racket.

5 Either Ben or David scored the goal.

Idioms

8 Focus ➤ Understanding Idioms

ñ Refer Ss to the list of idioms.

ñ Have Ss form groups of 3-4 and complete task, checking the meanings in Appendix 3. ñ Invite groups to say their answers in front of the class and discuss.

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Vocabulary & Speaking

Answer Key

1 was saved by the bell

2 got off the hook

3 throw in the towel

4 the ball is in my court

5 get the ball rolling

9 Focus ➤ Discussing sports that you did/do

ñ Read the rubric with Ss and check for understanding.

ñ In pairs Ss discuss the questions in the rubric, using the vocabulary they have learned from the unit.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

I used to play basketball on the school team and I took swimming lessons twice a week in primary school. I got bored and now I like to play football with my friends at the pitch in my neighbourhood. This winter I plan to take ice skating lessons at the rink near my house, but I need to buy some skates first.

⁸_eWriting Skills

Objectives

Grammar: direct/indirect questions

Reading: reading for specific information

Listening: listening for specific information Speaking: roleplaying (a telephone conversation requesting information)

Writing: writing an email based on written input/requesting information

1 Focus ➤ Introducing the topic

ñ Have Ss read the dictionary entry and answer the questions.

ñ Check and discuss answers.

Suggested Answer Key

I belong to a dance club.

*Answer Key* ñ chess club	ñ reading club
ñ football club ñ tennis club	ñ photography club

2 Focus ➤ Listening for specific information

ñ Have Ss read the application form in the rubric and check for understanding.

ñ Ss listen to recording and fill in missing information.

ñ Elicit answers in class and check.

Answer Key

The form is for a swimming club.

1 Peter 4 17 King Street

2 9765054 5 Weds

3 07862132091 6 beginner

3 Focus ➤ Understanding letters/emails based on written input

ñ Read the box with Ss and check for understanding.

ñ Elicit answers to the questions in the rubric and

discuss.

Answer Key

A transactional letter (asking for information). It should be formal.

4 Focus ➤ Reading for specific information/ identifying information asked for in the rubric

ñ Have Ss read the email and check if all the points are mentioned that were required.

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Writing Skills

Answer Key

Alana asked about the lessons for beginners and not about other levels. She asked for a timetable but did not ask specifically about the length of the lessons.

5 a) Focus ➤ Understanding direct and indirect questions

ñ Read the box with Ss and check for understanding.

ñ Elicit from Ss examples of direct and indirect questions from the email in Ex. 4. ñ Ss complete task individually and compare

answers with a partner.

Answer Key

Direct questions: How old does a child have to be to join and what time are new swimmers accepted on Friday evenings?

Indirect questions: Could you send me some information for beginners? I was wondering if he could start having swimming lessons at your club this year. Would it also be possible for you to send me a timetable of the sessions? Could you also tell me if the annual subscription fee is the same for everybody?

2 Could you please tell me where the lessons take place?

3 Could you please tell me how many pupils there are in each class?

4 Could you please tell me whether we have to buy our own equipment?

5 Could you please tell me whether we can borrow more than five books from the library?

b) Focus ➤ Role playing a telephone

conversation requesting information

ñ In pairs, Ss act out a telephone conversation to request information about the advert in Ex. 3. ñ Invite a few pairs to act out conversations in

class and ask for feedback.

Suggested Answer Key

Rory Newtown: Brighton Swimming Club. How may I help you?

Alana Holmes: Hello. I’d like to get some more information about the swimming club you have, please.

Rory Newtown: Yes, certainly. What level are you? Alana Holmes: I’m a beginner, actually.

Rory Newtown: You should come along on Friday evening. We have a new class for beginners from 7 pm until 830. How old are you? Alana Holmes: I am thirteen.

Rory Newtown: That’s great. Are you interested in joining?

Alana Holmes: Yes, I am. Could you tell me if there is a discount for children?

Rory Newtown: The annual subscription is £20 for children up to the age of 16 and £25 for adults.

Alana Holmes: Excellent. I’ll come along on Friday and join.

Rory Newtown: See you then. Bye. Alana Holmes: Bye.

Writing

6 Focus ➤ Writing an email based on written input/requesting information

ñ Read through rubric and advert with Ss. Check for understanding.

ñ Allow Ss time to write their emails requesting information and following the plan in the rubric. Alternatively, assign task as HW. ñ Invite Ss to read out their emails in class and

ask for feedback.

Suggested Answer Key

Dear Ms Burton,

I am writing to find out more information about the school photography club which I saw advertised on the school noticeboard.

First of all, could you tell me what the fees would be to do basic level classes? Also, I was wondering whether we have to take our own equipment or is everything provided? Secondly, I would like to know what time the club starts on Tuesdays and how long it runs for. Finally, where is the club planning to go for the three weekend outings? Would they take place on Saturdays or Sundays?

Thank you in advance for your help. I look forward to hearing from you.

Yours sincerely,

Liz Warner

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1 Focus ➤ Understanding phrasal verbs (take)

ñ Have Ss complete task individually and compare answers with a partner. ñ Have Ss check meanings in Appendix 1.

Answer Key

1 up

off

2 after

off

2 Focus ➤ Consolidating vocabulary

ñ Have Ss complete task individually and check definitions in Word List. ñ Ss write their own sentences with other words. ñ Invite Ss to read out the text and their sentences in class and check.

Answer Key

1 fit 5 coach 9 team

2 team 6 members 10 score

3 court 7 moment 11 half

4 practice 8 game 12 win

1 I often eat healthy foods like fruit and vegetables.

2 A group of students went on a school exchange in June.

3 The rugby pitch was really muddy after the rain.

4 The football match I went to at the weekend was really exciting.

5 A driving instructor teaches people how to drive.

6 Parts of the country should enjoy some sunshine this afternoon.

7 It only takes a minute or so to take someone’s temperature.

8 We lost the match by two goals.

9 Who is the favourite to win the league championship this year ― Barcelona or Manchester United?

10 I lost a point in my test because of my poor spelling.

11 If you want to find information about Peter the Great, look in the history section of the library.

12 I didn’t expect to beat you at tennis, but I did.

Dependent Prepositions

3 Focus ➤ Practising dependent prepositions

ñ Have Ss complete task individually.

ñ Ss compare answers with a partner and check in Appendix 2.

Answer Key

1 for 2

Word Formation

4 Focus ➤ Forming compound adjectives

ñ Read the theory box with Ss and check for understanding. ñ Have Ss complete the task individually. ñ Ss compare answers with a partner and check.

Answer Key

1 old-fashioned 4 long-lasting

2 kind-hearted 5 good-looking

3 open-minded 6 newly-built

My brother is so kind-hearted that he would do anything to help people. I like to think that I am open-minded enough to consider new ideas.

The effects of pollution are long-lasting.

Our new history teacher is very good-looking. I live in a newly-built flat in the suburbs.

Grammar Revision

5 Focus ➤ Practising conditionals

ñ Refer Ss to the example in the rubric and elicit from Ss what type of conditional it is (type 3).

ñ Ss make sentences about the story, using conditionals. ñ Invite Ss to read out sentences in class and check.

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English in Use

Answer Key

If she hadn’t missed the bus, she wouldn’t have walked to school. It it hadn’t started raining and she hadn’t left her umbrella at home, she wouldn’t have got soaking wet. If she had arrived at school on time, the teacher wouldn’t have got angry with Jenny and Jenny wouldn’t have got upset.

6 Focus ➤ Discussing dangerous sports

ñ In pairs Ss discuss three sports they find too dangerous to play.

ñ Monitor activity and assist as necessary.

Suggested Answer Key

I think windsurfing is dangerous because you reach very high speeds and are all alone. If something happened, you would not have someone to help you. I think rugby is also dangerous due to all the injuries that can occur. Climbing is also a dangerous sport that involves risking your life. If you fell, you might injure yourself or even die.

Reading

1 Focus ➤ Introducing the topic of the text.

ñ Have Ss listen to recording and imagine a scene that matches the music.

ñ Invite Ss to describe the scene, answering the

questions in the rubric.

Suggested Answer Key

I see a large crowd of people in a stadium. They are cheering and waving. I think they are about to see a football match and the teams have just come onto the pitch.

2 Focus ➤ Reading for specific information

ñ Refer Ss to the pictures and elicit the meaning of a mascot (a representative figure, usually an animal, that promotes and brings luck to a sports team).

ñ Read the questions in the rubric and have Ss read to find out the answers.

Answer Key

The mascots belong to Arsenal, Bradford City and Manchester United football teams. Their names are Gunnersaurus Rex, Billy Bantam and Fred the Red.

3 Focus ➤ Reading to identify missing text

ñ Refer Ss to the text and explain task, reminding Ss that it is not necessary to understand all the words in order to fill in the gaps.

ñ Ss compare answers with partner and check.

*Answer Key* 1 be 5	onto/around	9	with/among
2 in 6	at/during	10	for
3 most 7	part
4 with 8	in

4 Focus ➤ Understanding vocabulary

ñ Have Ss complete task individually. ñ Invite Ss to read out answers in class and check.

Answer Key

1 cuddly ― soft

2 promote ― encourage

3 represent ― work for 4 respected ― admired

5 wanders ― walks around

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5 Focus ➤ Discussing the text

ñ Ss listen and read the text again.

ñ In pairs Ss describe a mascot from the text to each other. ñ Monitor activity and assist as necessary.

Suggested Answer Key

Fred the Red is big and red and he is a devil that wears a Manchester United kit.

Culture Corner

6 ^Focus^➤Making a poster about mascots in your country

ñ Read rubric with Ss and check for understanding.

ñ In pairs, Ss collect information about different mascots and make their posters. Alternatively, assign task as HW.

ñ Invite pairs to present poster to class and ask

for feedback.

(Ss’ own answers)

Objectives

Reading: reading to identify missing text; reading for specific information

Speaking: asking and answering question about the text; discussing the text; presenting a leaflet about a clean up day

Listening: listening for specific information

Writing: writing a leaflet about a clean up day

Reading

1 Focus ➤ Introducing the topic of the text

ñ Refer Ss to the title of the text and elicit a discussion on the pictures and how they are related to the title. ñ Ss read the text to find out.

Suggested Answer Key

The pictures show water ― they are examples of the aquatic world. The diver is near the coral but isn’t touching it ― this means she is aware and responsible. In the second picture, the people seem to be cleaning the beach ― another responsible act.

2 Focus ➤ Reading to identify missing text

ñ Refer Ss to text and explain task, reminding Ss that it is not necessary to understand all the words in order to fill in the gaps. ñ Have Ss read out text and check answers.

Answer Key

1 B 3 D

2 C 4 D

Going Green

3 Focus ➤ Understanding vocabulary

ñ Have Ss complete task individually.

ñ Invite Ss to read out answers in class and

check.

Answer Key interact ― to affect conditions or behaviour harm ― damage aim ― what you hope to achieve conserve ― protect from harm generations ― groups of people of the same age volunteers ― people who do work without getting paid shorelines ― places where the edge of the sea meets the land seabed ― the ground under the sea

4 Focus ➤ Asking and answering questions

about the text/reading and listening for specific information

ñ In pairs, Ss ask and answer questions about the text.

ñ Monitor activity and check for understanding of text.

Suggested Answer Key

B: Who founded Project Aware?

A: The Professional Association of Diving Instructors in Switzerland. What does it aim to do?

B: To educate divers on how to respect and conserve the underwater environment.

What work do they do?

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Going Green

A: They protect the aquatic world from pollution and protect endangered species. They also provide education and organise competitions. What events do they participate in?

B: Earth Day festivities, International Cleanup Days. What is happening as a result of their work?

A: The coastlines, beaches and underwater world are keeping their natural beauty.

6 Focus ➤ Writing/presenting a leaflet about a clean up day

ñ Read through rubric with Ss and check for understanding.

ñ In groups of 3-4, Ss make a leaflet about a clean up day, following the guidelines of the rubric.

ñ Ss present their leaflet to the class and answer questions about them. (Ss’ own answers)

Focus ➤ Discussing the text

ñ In pairs, Ss discuss and answer the question in the rubric.

ñ Encourage Ss to use the vocabulary from the

Focus ➤ Discussing a quote

ñ Read quote with Ss and elicit discussion on meaning and whether they agree of disagree with it.

text in their discussions. Suggested Answer Key

ñ Monitor activity and assist as necessary. I agree with the quote that we only know and love that which we have experienced and have

Suggested Answer Key been taught. It would be difficult to love and

A: Why do you think people should participate believe in something that is foreign to us. in such projects?

B: They can help conserve the underwater environment and protect endangered species. They can make sure that the oceans stay beautiful for future generations to enjoy. Would you ever participate in such a project?

A: Yes, I would. I would like to do something to help our planet. What about you?

B: Yes, me too. I’d like to help.

Progress Check

Answer Key

1 1 technical 4 opposing 7 strapped 4 1 after 3 off 5 off

2 tournament 5 enthusiasm 2 to 4 up

3 physical 6 half-time

5 1 out 3 out 5 in

2 1 even-tempered 4 tight-fitting 2 in 4 in

2 well-dressed 5 grey-haired

3 hard-working 6 1 d 2 e 3 a 4 c 5 b

3 1 get 6 turns

2 would play 7 would have given

3 will get 8 would feel

4 would watch 9 will be

5 trained 10 had known

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	Grammar Check Key

Module 1

1 1 are, doing 5 Is, offering

2 Are, staying 6 have, been studying

3 Are, living 7 Are, thinking

4 Does, give 8 Have, ever met

(Ss’ own answers)

2 (Suggested Answers)

Jane often goes to parties on the weekends.

John sometime meets his friends after school.

Karen rarely goes to the cinema.

Peter usually watches TV by himself. Sally never goes out with her brother and his friends. etc

3 1 am thinking, think

2 are you looking, looks

3 are you tasting, tastes

4 Are you having, have

5 are you smelling, smells

4 1 am sitting	8 spend
2 is drinking visited	9 have already
3 have been walking	10 mean
4 are feeling	11 have not been able
5 are having	12 are going
6 are staying	13 am looking
7 get up	14 get

5 1 were you doing, had

2 happened, was walking, slipped, fell

3 Did you meet, was introducing 4 were you, was trying, was, was coming, met, had

5 were you doing, called, was getting, was

finishing

6 did you meet, was doing, entered

7 told, was talking, heard

6 1 arrived	5 were having
2 moved	6 didn’t realise
3 were arriving	7 started
4 went (Ss’ own answers)	8 was
7 2 am flying	7 will get
3 will do	8 am meeting
4 am going to see	9 is going to faint
5 will buy 6 am seeing	10 am going to buy

8 a) 1 pay 3 buy 5 have

2 pick up 4 see

2 A: Is Kate having dinner with Jane onTuesday?

B: No, she is picking up her dry cleaning.

3 A: On Wednesday is Kate paying the phone bill?

B: No, she is buying a birthday gift for Jane.

4 A: Is Kate buying a birthday gift for Jane on Thursday?

B: No, she is seeing the dentist.

5 A: Is Kate seeing the dentist on Friday? B: No, she is having dinner with Jane.

b) (Suggested Answers)

On Tuesday I am studying at the library.

On Friday I am having some friends over. On Sunday my family and I are eating at my grandparents.

Tomorrow I am playing football in the school game. etc

9 1 best, younger, the most sensible

2 duller, the funniest, the most creative

3 friendlier, the most selfish, more stubborn

10 1 really 3 pretty 5 a little

2 pretty 4 quite

Module 2

1 (Suggested Answers)

A He hasn’t picked up his books from the flooryet.

He has thrown his clothes all around the room.

B Mrs Lee hasn’t finished all the work yet.

She has been in the office since 8:00.

She has just received more work to do. Mrs Lee hasn’t left the office yet.

C Mike and Pam have just moved into a new house.

They haven’t put everything into place yet.

They have taken out the plates from the boxes.

The haven’t rested all day.

D Martha has returned from work.She has baked cookies and washed the dishes She has collected her son from the nursery.

2 (Suggested Answers)

I have been studying for three hours and really need a break.

I have not yet finished my English homework.

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I can’t remember how long I have been playing piano.

I have already read my history book.

I have never worked in a restaurant before.

3 1 has been typing, has typed

2 has been wasting, has wasted

3 have been packing, have packed

4 has been writing, has written

5 has been baking, has baked

4 1 have not emailed		6 have asked
2 have been studying		7 has been looking
3 have also been trying		8 have ever given
4 have already given 5 have been saving		9 has been waiting
5 1 gone to 3 been in 5 gone to 2 been to 4 been in
6 1 ―, the	5 the, ―, the,the
2 ―, the	6 ―, the, ―, ―, the, ―
3 the, the, ―	7 the, ―, the
4 the, the, the	8 the, the
7 1 a 6 ―	11 the 16 a
2 ― 7 the	12 the 17 the
3 the 8 the	13 the 18 a
4 ― 9 a	14 a
5 a 10 the	15 a
8 1 a few	3 a little, a few

2 very few, a lot of 4 a few

Module 3

1 1 After Jenny had cooked lunch, she ironed the clothes.

2 The news had already started when John turnedon the TV.

3 They had set the table before the guestsarrived.

4 The kids had gone to bed by the time Stevecame home.

5 After the guests had left, they tidied the house.6 Sam waited until Joan had finished speaking.

2 1 had made	4 had not finished
2 had bought	5 had not been
3 had lied	6 had found

3 2 She had been jogging for over an hour.

3 It had been raining all night.

4 They had been arguing all afternoon.

5 We had been cleaning the garage all day.

4 1 Leonardo da Vinci had been inventing and painting for the king of France before he died in 1519.

2 Wilhelm Roentgen had been experimenting withelectricity when he discovered x-rays.

3 Ancient Greek scientist Archimedes had beenworking with math problems when he discovered solution in bath.

4 Before Russian chemist Dimitri Mendeleev hadbecome famous around the world, he had been working as a university professor for some years.

5 Albert Einstein had been going to school inMunich for three years before he moved to Italy.

5 1 had decided 5 had been waiting

2 had not been earning 6 Professor Sterling

3 had arranged had already

announced

4 had been washing 7 had been living

6 1 a was making b made c had made

2 a was getting b got c had gotten

3 a was performing b had performed c performed

4 a fell b was falling c had fallen

5 a had read b was reading c read

7 1 woke up 9 started

2 saw 10 asked

3 did not really believe 11 thought

4 had just had 12 had decided

5 had dreamt 13 had called

6 did not know 14 had never felt

7 got 15 decided

8 left

8 (Suggested Answers)

I had already eaten breakfast.

I had already cleaned my room.

I had already gone for a jog.

I had already read the newspaper.

Module 4

1 1 The new library will be opened by the mayor tomorrow.

2 The costumes for the play were created by Versace.

3 Hamlet was written by Shakespeare.

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4 A meeting will be arranged for next week.

5 This play had not been translated yet.

6 In France, elections for president are held every five years.

7 A lot of people are influenced by advertising.

8 This fax should be sent right away.

9 He was found guilty of murder.

10 Pets cannot be taken into the theatre.

2 2 The sauce is made with tomatoes, onion and garlic.

3 The new play will be directed by John Adams.

4 The ground was covered with snow. 5 Guernica was painted by Picasso.

3 New sports centre will be opened by the Prime Minister next Monday.

Famous top model was taken to hospital.

The Earth could be hit by an asteroid in 2014.

The Philippines were hit by a strong earthquake. US basketball team was beaten by Greece.

4 1 are encouraged 6 need

2 is not found 7 are driven

3 feels 8 appears

4 are expressed 9 is retouched 5 be ignored 10 was photographed

5 2 When was the Mona Lisa painted?

E It was painted in the 16th century.

3 Where is the Parthenon located? A It is located in Athens 4 Who was Harry Potter written by?

C It was written by J.K. Rowling.

5 When was Cats performed in Russia? B It was performed there in 2005.

6 2 Sandy is having her photograph taken.

3 Kelly is having her eyes tested.

4 Nigel is pruning a tree.

5 Martha is having her temperature taken by the school nurse.

7 2 I will have it fixed 3 They had it repaired.

4 She is having it made.

5 They are going to have it painted.

6 They have it developed. 7 She had it cleaned.

8 He will have it cleaned.

8 1 c is having her nails done

2 a had it repaired

3 d never had my ears pierced

4 e will have it dry-cleaned

5 b have it examined

9 2 He had one of his teeth pulled out.

3 She had her car serviced.

4 She is having a burglar alarm installed.

5 I can have the information sent to myself by email.

6 He had his wallet stolen while he was shopping.

Module 5

1 1 D 3 A 5 C 7 G 9 H

2 F 4 I 6 J 8 E 10 B

2 1 b 3 a 5 a 7 b 2 a 4 a 6 b

3 1 watching, going, stay in 4 to carry, manage

2 making, do 5 to move, give

3 waiting, to do

4 (Suggested Answers)

I am looking forward to studying at university.

I’d like to join the ski club.

I have decided to work this summer. I can’t help laughing when I watch the movie Shrek.

I hate eating vegetables. etc

5 1 a to be b being

2 a putting b to buy

3 a typing b to improve

4 a planting b to open

5 a to tell b telling 6 a to have b having

7 a bothering b to cause

8 a meeting b to buy

6 2 I used to work as a waiter.

3 I didn’t use to exercise a lot.

4 I used to drink coffee.

5 I used to eat junk food.

6 I didn’t use to walk to work.

7 (Suggested Answers)

I used to play the piano.

I didn’t use to study for school.

I used to go to a different school.

I didn’t use to play basketball.

I used to take swimming lesson every summer. etc

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8 A: She is getting used to using a computer and sending faxes.

B: She wasn’t used to filing papers and arranging appointments and meetings, but she is slowly getting used of doing them now.

A: It will take some time to get used to going on business trips. She used to take messages at her old job so she won’t have to get used of that. etc

Module 6

1 a) 1 said 2 told 3 told 4 said

b) 1 am going 5 am

2 want 6 have read

3 tells, told 7 hope

4 is 8 will visit

2 2 Joe said Paul had joined them later because he had missed his flight.

3 Sue said they would show me the photos as soon as they are developed.

4 Leslie said the local cuisine was delicious.

5 Kate said she couldn’t wait to show me the souvenirs they had bought for everyone.

6 Paul said he was planning to go there again.

7 Mike said they had got lost as they were walking through the city centre.

3 1 Ann said it was so cold that day.

2 Bob said (that) Helen had not come to the party the previous night.

3 Mary said her mum wasn’t very well.

4 George said he would tell Sue that he had seen me.

5 Anna said she hadn’t talked to Jane recently. 6 Steve said they were living in New York then.

7 Tony said he would meet Jane the next day.

8 Diana said John had quit his job.

9 Jenny said I could visit her anytime.

10 Sue said they were getting married the following Sunday.

11 Luke said he hadn’t gone to work the day before.

12 Tom said they had played well but had lost the game.

13 Paula said she was flying to Madrid that Sunday.

14 Charlie said he would be there the following Monday.

15 John said they had gone to the cinema the previous Tuesday.

4 (Suggested Answer)

Olga said she had arrived in Ireland a week ago and had been spending every day swimming and having fun. She said she was writing this postcard as she was waiting for another hotel guest so that they could go water-skiing together. She said she was going to try scuba diving and she was even thinking of doing some underwater fishing. She said she had been very busy and she hadn’t given herself anytime to just lie on the beach and sunbathe but that holidays were about having fun. She said she would tell me everything when she got back.

5 (Suggested Answers)

He told me not to call people by their first name until they have asked me to do so. He told me not to be late when I have arranged to meet someone.

He advised me to offer the people who have invited me to their home sweets or flowers. He told me to always offer an even number of flowers.

He told me not to talk about religion or politics. He advised me to dress simply and with a touch of style.

6 2 Mrs Smith asked how often the guided tours took place.

3 Mr Smith asked which were the most famouslandmarks in the area.

4 Mr Smith asked if they would have a chance toexplore the countryside.

5 Mrs Smith asked if they could book two ticketsfor the cruise.

6 Mr Smith asked if they had to carry theirpassports everywhere they went.

7 (Suggested Answers)

Sue said she couldn’t reach Sam on his mobile and asked if he had a new phone number. David told Sam not to buy the phone they had seen as he had seen a cheaper one in town.

Jo said he had really enjoyed the film the previous night and asked if Sam could call him as soon as he got the message.

Chris asked why Sam had not come to the party the previous and wanted to know if Sam was OK.

8 (Suggested Answers)

1 Our teacher asked us whether we wanted a small break before we started the exam.

2 My Dad said he would take us to the movie thatnight.

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3 My uncle suggested that we finish painting thefence before we start painting the house.

4 Mum told us to finish our homework and thenwe could watch TV.

5 My friend asked if she could borrow my new CD.

6 Our teacher wanted to know if we had finishedour essays.

7 Mum told Dad not to leave his shoes at the frontdoor.

8 The headmaster asked us if we could stay afterschool to help set up for the school fair.

9 Someone told me never to work more than onehour continuously on the computer.

10 I asked my friend when and where she would have her party.

9 A: I have never been to a foreign country.

B: Olga said she had never been to a foreign country.

A: I hate studying for exams.

B: Peter said he hated studying for exams.

A: Do you want to go to the cinema tomorrow?

B: Angela asked me if I wanted to go to the cinema the following day.

A: I joined the math club.

B: Serge said he had joined the math club. etc

Module 7
1 1 have to 3	don’t have to 5 mustn’t
2 must 4	mustn’t 6 must
2 1 b 2 a a	3 b 4 b 5 a 6
3 1 should bring	5 must have broken
2 have to finish	6 should have come
3 might be	7 needn’t have bought

4 can’t have seen

4 1 b They can’t have finished yet.

c The teacher might (may) allow them to leave earlier.

2 a She can work faster using a laptop. b She might be doing research.

c She must be (working) at home.

3 a They must be having a computer lesson. b They should follow the teacher’s instructions.

c The teacher might ask them to do a project. 4 a Her parents must be very proud of her. b They might (may) have already bought her a special gift.

c She might (may) have a graduation party tonight.

5 (Suggested Answers)

Student should always be prepared for class. Teachers must have teaching experience to work at this school.

Students have to attend class every day.

Teachers should have contact with children’s parents.

Students ought to participate in classroom discussions. etc

6 1 a 2 a 3 b 4 a 5 b 6 b

7 2 You mustn’t enter.

3 You must stop.

4 You can’t go this way.

5 You have to drive slowly.

6 You can recycle here.

7 You can’t swim here.

8 You mustn’t park here unless you are handicapped.

9 You must drive slowly.

10 You mustn’t recycle your garbage here.

8 (Suggested Answer)

I have to study in my room.

I mustn’t bother my dad while he is working in his office at home.

I don’t have to go to bed early on the weekends.

I must help with the dishes every night.

I mustn’t forget to take out the garbage. etc

Module 8

1 2 F type 3 6 H type 3 3 E type 0 7 D type 1 4 G type 0 8 B type 1

5 A type 3

2 1 unless 3 if 5 unless

2 if 4 If 6 unless

3 1 c 3 f 5 d

2 e 4 a 6 b

4 (Suggested Answers)

If Mum didn’t chat on the phone, she could help me with my homework.

If it was not windy, we could go sailing. If it wasn’t raining heavily, it would be easier to drive.

If I had more money, I would buy a yacht.

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5 (Suggested Answers)

1 If I found a wallet in the street, I would return it to the police.

2 If I met a celebrity, I would ask for their autograph.

3 If I didn’t have enough money to get the bus home, I could get a ride with my friend’s mother.

4 If I were on holiday and lost my passport, I would go to my embassy for help.

5 If I had only one wish, I would wish for world peace.

6 If I were the president of my country, I would stop corruption.

6 2 If I had seen Ann, I would have told her about the party.

3 If he hadn’t been very tired, he wouldn’t have stayed in.

4 If she hadn’t left from home late, she wouldn’t have missed her bus.

5 If they had taken an umbrella, they wouldn’t have got wet.

6 If they hadn’t left the camera at home, they would have taken photographs.

7 If she hadn’t gone to the party, she wouldn’t have met a lot of people.

8 If the weather hadn’t been great, we wouldn’t have gone to the beach.

7 1 wouldn’t have got 6 drove

2 were 7 bring

3 scores 8 Can you buy

4 will become 9 is

5 had played 10 will win

8 (Suggested Answers)

1 If I didn’t have a headache, I would go to the party.

2 If my parents had more free time, they could organise the house.

3 If I travelled abroad, I would visit all the famous monuments.

4 If I were you, I would study more often.

5 Unless I study harder, I won’t do well on the exam.

6 My friend agrees, unless the time and day changes for the concert.

7 If we had played better, we would have beaten the other team.

8 If my parents had enough money, we might go on vacation.

9 Unless we have a ticket, they won’t let us in.

10 If I get up early, I will go for a jog before breakfast.

9 1 wanted 7 would have stayed

2 might be 8 had

3 could do 9 can give

4 decided 10 like

5 want 11 were

6 can use 12 would call

Workbook Key

Unit 1a

1 Across Down

2 shy 1 generous

3 irritable 2 sensitive

5 optimistic 4 reliable

6 sociable

7 patient

2 1 bright, opportunity 5 approach, fancy

2 patient 6 involved

3 shy, avoid 7 confident

4 Develop

3 1 easy-going 3 reliable 5 stubborn 2 flexible 4 honest

4 1 puzzled 4 bored 7 unsure

2 impatient 5 furious 8 nervous

3 worried 6 surprised

Unit 1b

1 1 b 3 a 5 a 7 a

2 a 4 b 6 a

2 1 D 2 C 3 E 4 A 5 B

3 a 9 d 5 g 8 j 1 b 2 e 4 h 7 k 6 c 12 f 11 i 3 l 10

4 1 privacy 3 argue 5 old

2 make 4 only

Unit 1c

1 1 A: What do you think about Ann?

B: I do not like her. She is always lying to people.

2 A: We are going to the cinema later today. Do you want to come?

B: Sure. It sounds like a good idea.

3 A: Let’s go to the park.

B: Sorry, I cannot. I have not finished my homework yet.

4 A: The train is so late today!

B: Really? How long have you been waiting?

2 1 did you start, was preparing

2 did not know, found, was walking

3 passed, told, were having

4 Did you clean, came

3 1 was cleaning 10 did not even go

2 came 11 am thinking

3 thought 12 do you think

4 have both changed 13 have already asked

5 have been studying 14 has agreed

6 want 15 will have

7 told 16 have just finished

8 were 17 am feeling

9 go

4 1 are having 5 are going to trip

2 is moving 6 are having

3 are flying 7 will send 4 will help 8 are going to get

Unit 1d

eyes	dark, small, green
hair	fair, blonde, ginger, bald, wavy, short, dark
height	tall, short
weight	overweight, skinny, slim, of medium build
age	middle-aged, young, old
looks	pretty, good-looking, handsome, beautiful
interests	travelling, sports, music, painting

2 (Suggested Answers)

1 John is a tall, handsome boy of medium build. He has short, dark hair and green eyes. John loves to play sports.

2 Mr. Stevens is an old man who is going slightly bald. He is slim with small, dark eyes and a good-looking face. His interests include reading and painting.

3 Maria is a slim, pretty girl with dark hair and dark eyes. She is short for her age. Maria likes classical music and she plays the cello.

3 1 energetic 4 bossy

2 humorous 5 selfish

3 impatient 6 friendly

4 1 B 3 C 5 B 2 A 4 C 6 C

Unit 1e

1 1 d 2 a 3 c 4 b

2 1 contractions: couldn’t, can’t, I’m, you’ll

2 colloquial language: make it, meet up, can’t wait, Best wishes, great time

3 imperative: Say hello! Take care! 4 informal linkers: but

153

3 informal	3 informal
2 formal	4 informal

4 (Suggested Answer)

Dear Maria,

Thanks so much for all your help with my science project! I’m just so grateful for all your suggestions. It would be really great if you came to my place for lunch on Sunday.

Let me know!

Love,

Emma

Unit 1f

1 1 attractive 3 enjoyable 5 sunny 2 boring 4 stylish

2 1 across 3 over 5 over

2 along 4 down

3 1 ‘I drive my mum crazy all the time because I play loud music.’

2 ‘I don’t get along with my brother. We argue all the time.’

3 ‘I’m very proud of my grades this term.’

4 ‘I’m very close to my sister. I tell her all my problems.’

5 ‘I’ve never been keen on Physics.’

4 1 of 3 at 5 to 2 with 4 of 6 of

Unit 1g

1 1 stylish 3 creative 5 crazy

2 bossy 4 uncomfortable 6 hold

2 1 T 3 F 5 T 7 T 9 T

2 T 4 F 6 T 8 F 10 F

3 a selfish, bossy, impatient b reliable, generous, confident c confident ≠ shy reliable ≠ unreliable

selfish ≠ generous flexible ≠ stubborn

Unit 1h

1 a) 1 mind 3 pain 2 ice 4 mad

b) 1 Kim 3 Marisa

2 Helen 4 John

2 1 Dylan 2 Matt 3 Jenny 4 Sophie

154

Unit 1i

1 1 hates 11 have ever met

2 turned 12 know

3 moved 13 seems

4 remember 14 will get

5 was 15 think

6 did not make 16 will spend

7 was eating 17 is not 8 approached 18 takes

9 have been 19 will be

10 is 20 have been

2 ñ Sue is older than Cathy, but Alice is the oldest. ñ Cathy is funnier than Sue, but Alice is the funniest. ñ Sue is more helpful than Alice, but Cathy is the most helpful.

ñ Cathy is more patient than Alice, but Sue is the most patient.

ñ Cathy dances better than Sue, but Alice dances

the best.

3 1 the smartest 4 better, better

2 as kind as 5 sooner, sooner

3 easier than 6 the fastest

4 (Suggested Answers)

1 Ian is quite sensitive, but he can be pretty boring. 2 Ivan is very reliable, but he can be a bit bossy.

3 Lucy is really helpful, but she can be a little impatient.

4 Irina is pretty friendly, but she can be really stubborn.

5 1 A: How many hours do you usually study a day?

B: At the moment I am preparing for my final exams, so I am studying at least 5 hours a day.

2 A: What do you plan to study at university?

B: I am thinking of studying law.

3 A: When was the last time you went out with your friends?

B: It was a month ago. I rarely go out these days.

Unit 2a

	chicken	eggs	meat	vegetables	rice	potatoes
grilled	✓		✓	✓	✓	✓
mashed				✓	✓	✓
fried	✓	✓	✓	✓	✓	✓
baked	✓	✓	✓	✓	✓	✓
roast	✓	✓	✓	✓	✓	✓
boiled	✓	✓	✓	✓	✓	✓
poached	✓	✓	✓	✓
steamed	✓	✓	✓	✓	✓	✓
scrambled		✓
pickled		✓	✓	✓

2 1 fried 3 end 5 miss 7 quick

2 appealing 4 rich 6 heavy 8 easy

3 1 c 2 d 3 a 4 b

1 was heading for 3 fussy eaters

2 takes pride in 4 food traditions

4 1 portions 4 basically 7 packed

2 nourishing 5 lunchtime

3 nursery 6 appealing

Unit 2b

1 a) 1 Where’s the nearest post office

2 a two-minute walk from here

3 Whereabouts is it exactly

4 down the road

5 round the corner 6 opposite the

b) (Suggested Answers) a jeweller’s

A: Excuse me. Is there a jeweller’s near here?

B: Yes, there’s one on this street, actually.

A: Oh. Great! Whereabouts exactly?

B: On the left hand corner at the end of the street. It’s just opposite the post office.

A: Thank you.

B: You’re welcome.

b butcher’s

A: I need to buy some meat. Is there a butcher’s near here?

B: Yes, there’s one in Blackberry Road.

A: Is that far from here?

B: Not really. It’s only a few minutes away.

A: Great. Can you tell me how to get there, please?

B: Sure. Just go straight down this road and when you get to the end, turn right. It’s on the opposite side of the street, between the fishmonger’s and the newsagent’s.

A: Thank you.

B: You’re welcome.

2 1 b 2 d 3 c 4 a

3 A 3rd speaker D (extra statement)

B 5th speaker E 2nd speaker C 1st speaker F 4th speaker

1 C 2 E 3 A 4 F 5 B

Unit 2c

1 1 have not been 7 have met

2 have been studying 8 has not had

3 have had 9 has already learnt

4 have also signed up 10 have been doing

5 have not started 11 Have you found

6 has been taking

1 been in 3 been to 5 gone to

2 gone to 4 been in 6 been to

3 1 never 3 How long 5 ago 2 recently 4 just

4 1 an 6 ― 11 ― 2 the 7 a 12 an

3 a 8 ― 13 the

4 The 9 ― 14 a

5 the 10 ―

5 1 A 3 C 5 C 2 B 4 A 6 B

Unit 2d

1 1 teaspoonfuls 2 loaf 3 pinch

2 2 pour (a glass of) water, milk

3 beat eggs, cream

4 slice bread, cake

5 chop garlic, onions

6 peel oranges, bananas

3 1 d 2 c 3 a 4 b

1 Scrambled eggs 3 sparkling water

2 grilled fish 4 brown bread

4 1 a piece of cake

2 take everything with a pinch of salt

3 crying over split milk

4 my cup of tea

5 spill the beans

5 1 are 3 is 5 are 7 is 2 is 4 is 6 is 8 are

Unit 2e

1 Key words of rubric: English pen friend, Write back, answering his questions

2 Opening paragraph: 3

Closing paragraph: B

3 Items to be ticked: 2, 3, 5, 6, 7, 8

4 A 3 B 1 C 2

Unit 2f

1 1 without 4 through 7 up

2 with 5 with

3 off 6 after

2 1 dislike 3 disrespect 5 misspell

2 misunderstood 4 misplaces

155

3 by 2 in 3 out 4 in 5 by

4 1 has not visited us since

2 it possible to

3 these earrings go with

4 had little time 5 long has she been teaching

Unit 2g

1 a c b 2

2 1 T 3 DS 5 F 7 F 2 F 4 T 6 DS

3 1 in search of 5 authentic

2 troublesome 6 countless

3 originates 7 shopper’s paradise

4 massive diversity 8 trendy

Unit 2h

1 1 optician’s 3 baker’s

2 hairdresser’s 4 flea market

opinion	popular, attractive, brilliant
size	tiny, huge, small
age	antique, modern, second-hand
shape	square, triangular, rectangular
colour	dark blue, pink, pale green
pattern	striped, checked
origin	British, Russian, Japanese
material	china, woollen, silver, leather

3 1 fried 3 vegetarian

2 ingredients 4 teaspoon

4 1 f 3 e 5 b 2 c 4 d 6 a

1 special occasions 4 milk chocolate

2 junk food 5 reasonable prices

3 tight budget 6 charity organisation

Unit 2i

1 1 am writing 10 are enjoying

2 are staying 11 have tried

3 has been 12 have not done

4 are getting 13 are going

5 is having 14 are looking froward

6 have spent 15 has taken

7 are making 16 have also been shopping

8 is swimming 17 have already bought

9 has been jet-skiing 18 are coming

2 1 gone to 3 been to 5 gone to 2 been in 4 gone to

156

3 1 C 3 C 5 A 2 B 4 C 6 B

4 1 A 2 B 3 B

5 2 many people 5 a lot of things 3 much time 6 a few minutes

4 a few days 7 a little sugar

6 1 While we were in Budapest we went on a boat trip down the Danube.

2 George started playing the guitar last June. 3 The Smiths left for Canada from Gatwick

Airport yesterday.

4 The tower of London is on the north side of the Thames.

5 We missed the bus to Liverpool, so we went there by train.

6 My parents go to the theatre twice a month.

Unit 3a

1 A 1 crowds 3 inventor

2 gathered 4 passengers

B 1 floating 4 lift

2 invention 5 presented

3 experiment

2 1 nearby 3 flights 5 Raise 2 heat 4 Physics 6 Earth

3 Across Down 2 Sociology 1 Psychology

5 History 3 Biology 6 Astronomy 4 Politics

7 Ecology

4 1 c 2 e 3 d 4 b 5 a

Unit 3b

1 1 g 4 b 7 i 2 d 5 c 8 f 3 a 6 e 9 h

2 1 a 2 b 3 a 4 a 5 a

3 1 personal assistant 3 previous experience

2 tough deadlines 4 full training

4 1 Science 5 9 am, 2 pm

2 native 6 CV

3 teaching 7 programmes

4 August

Unit 3c

1 1 had been working 3 had not finished

2 had already left 4 had been living

2 1 had you been waiting 3 had cleaned

2 went 4 was walking

3 1 As Ann was making a salad, she cut her finger.

2 Liz had already fed the baby when John arrived.

3 We bought the tickets before we went to the theatre.

4 I was working in the garden when Betty called.

4 (Suggested Answers)

1 Yesterday, while I was doing my homework, the lights went out.

2 Last Friday, after I had finished school, I went to the gym.

3 I didn’t go to the party as I had a headache.

4 I was playing volleyball when I sprained my ankle.

5 I didn’t go to bed until I knew that Sam had got home safely.

5 1 B 3 B 5 B 7 A 2 A 4 C 6 A 8 C

Unit 3d

1 1 infant 3 child 5 adult

2 toddler 4 teenager 6 senior citizen

2 1 tutor 4 fell 7 won

2 swapped 5 managed

3 during 6 took

3 start: working, a business get: married, a driving licence study: at a university, Chemistry have: an accident, a child change: your name, schools move: in circles, house

4 1 on and on 4 round and round

2 again and again 5 All in all

3 step by step

Unit 3e

1 a 2 b 1 c 4 d 3

2 A Blessing in Disguise

3 1 Joan swam to the surface and shouted for help but there was no answer.

2 When we got home, my mum was waiting for us.

3 The fire brigade arrived and they put out the fire.

4 I saw her as I was coming out of the building.

5 They had been looking for a flat for three months before they found one they liked.

6 Bill couldn’t sleep because of the noise.

4 a) (Suggested Answer)

Last week, my friend Alex and I went to the fairground. It was a nice sunny day and there were lots of people waiting to go on the rides. After we had paid for our entrance ticket, we began walking around, trying to decide which ride to go on. Finally, we decided to go on the big wheel first.

b) (Suggested Answer)

Fortunately, the wheel started to move again. My friend Alex and I were scared but very happy that nothing more serious had happened.

Unit 3f

1 1 c 3 d 5 b 2 e 4 f 6 a

1 brought ... round 4 have brought in

2 brought back 5 brought ... up

3 will bring about 6 is bringing out

2 1 discovered 3 job

2 employer 4 wages

3 1 apologise 4 sympathised

2 summarise 5 memorise 3 criticise 6 fantasises

4 1 at 3 in 5 at

2 in 4 under 6 at

Unit 3g

1 The past and present of money

2 1 C 3 C 5 A 7 C

2 A 4 B 6 B 8 A

3 1 several 5 consumers

2 nearly 6 laying their hands on

3 shortage 7 currency

4 claim 8 vast

4 1 salary 3 money 5 a person

2 salt 4 the Lydians

Unit 3h

1 places: lab, (school, university) fields: Health Science, Chemistry, (Biology, Physics)

actions: discover, perform (an experiment),

(invent, research)

people: inventor, scientist, biologist, (engineer, geologist)

objects: bacteria, culture plate, (radium, X-Ray machine)

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2 pizza delivery boy 3 car salesman

2 vet 4 operator

travel	study	science	work
passenger	university	research	overtime
flight	degree	discovery	shift
journey	professor	experiment	uniform
	graduate

4 1 perform 7 career

2 conclusion 8 freelancer

3 permission 9 invented

4 put 10 overtime

5 deadline 11 swapped

6 lift 12 salary

Unit 3i

1 2 After she had studied for 4 years, she got a degree in engineering./She got a degree in engineering after she had studied for four years.

3 After he had worked as a sales assistant, he got a new job as a car salesman./He got a new job as a car salesman after he had worked as a sales assistant.

4 Anne and David had been engaged for 5 months before they got married./When Anne and David got married, they had been engaged for 5 months.

5 Mr. Harris had been sick for many weeks before he went to hospital./When Mr. Harris went to hospital, he had been sick for many weeks.

2 (Suggested Answers)

― Before he received an Oscar award for Best Original Screenplay for the film Good Will Hunting, Ben Affleck had made his first television appearance./ After Ben had made his first television appearance, he received an Oscar award for Best Original Screenplay for the film Good Will Hunting.

― After he had received the Oscar, Ben Affleck promoted the Democrats in the elections./Before he promoted the Democrats in the elections, Ben Affleck won an Oscar award for Best Original Screenplay for the film Good Will Hunting.

― After he had promoted the Democrats in the elections, he got married to the actress Jennifer Garner./Before he got married to the actress Jennifer Garner, he had promoted the democrats in the elections.

― After he got married to the actress Jennifer Garner, he wrote and directed Gone Baby

Gone./Before he wrote and directed Gone Baby Gone, he got married to the actress Jennifer Garner.

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3 1 started 3 won 5 had named

2 had been playing 4 voted 6 retired

4 1 had been sailing 12 had struck

2 had been planning 13 were sinking

3 had been sailing 14 put on

4 appeared 15 sent out

5 was coming 16 jumped

6 told 17 sank

7 was becoming 18 heard

8 was blowing 19 helped

9 was starting 20 gave

10 heard 21 had never felt

11 saw

5 1 B 2 A 3 B 4 A 5 B

6 2 had been watching 4 had failed

3 had been working 5 had been walking

Unit 4a

1 1 John has a pointed nose, protruding ears and frizzy hair. His eyebrows are bushy and he is skinny.

2 Maria has a straight nose, small ears and straight hair. Her eyebrows are thin and she is slim.

3 Mark has a crooked nose, small ears and curly hair. His eyebrows are thick and he is overweight.

2 1 bushy 3 overweight 5 small

2 crooked 4 frizzy

3 1 d 2 b 3 e 4 c 5 a

4 1 put on 5 unrealistic 9 fit

2 go on 6 vanity 10 Focus

3 join 7 remark 11 changes

4 staring 8 obsessed

Unit 4b

1 1 I don’t think it suits 5 Well, it’s not very

2 What do you think 6 smaller size

3 How’s this 7 can’t fit

4 How about

2 1 wearing 3 match 5 fits

2 try on 4 suits 6 go with

3 1 C 3 A 5 C 7 C 2 B 4 A 6 A

4 1 leather 3 baggy 5 tight-fitting

2 checked 4 floral 6 plain

Unit 4c

1 1 was held 7 were designed

2 is based 8 was released

3 was composed 9 will always be

4 has been translated remembered

5 has been shown 10 must be seen

6 has also been seen

2 1 The costumes for Cats were designed by John Napier.

2 Dinner is served from 7:00 pm onwards.

3 The book has been translated into 25 languages.

4 The new Harry Potter book will be published by the company next month.

5 Cameras are not allowed to be used in the museum.

6 The new gallery will be opened by the Mayor on Tuesday.

3 3 The children were bought two video games by

Tina.

Two video games were bought for the children by Tina.

4 A letter is being dictated to the secretary by her manager right now.

5 I was sent an email by Katie yesterday.

An email was sent to me by Katie yesterday.

6 A story is always read to the children at the end of the day.

7 I will be given two tickets for the Tommy

Hilfiger fashion show by Douglas.

Two tickets for the Tommy Hilfiger fashion show will be given to me by Douglas.

4 1 by 2 with 3 with 4 by 5 by

5 1 When will the play be put on?

2 Have the invitations been sent by Brenda yet?

3 Was this handbag designed by Louis Vuitton?

Unit 4d

1 1 f 3 g 5 c 7 b 9 d

2 i 4 a 6 j 8 k 10 e

2 1 permed 3 done 5 whitened

2 put on 4 added 6 checked

3 1 had her teeth whitened

2 was having his garage painted

3 have my make-up done

4 is having her eyes checked

5 have an X-ray taken

6 have the pictures developed

4 1 He has had his car repaired by the mechanic.

2 She should have her jacket cleaned.

3 He is having his teeth checked by the dentist.

4 She had a special cake made by the baker.

5 1 C 2 B 3 C 4 A 5 A 6 B

Unit 4e

1 1 were you 3 Why don’t you 5 shouldn’t

2 This way 4 That 6 would

2 1 d 2 c 3 a 4 b

3 Opening remarks/reason for writing = the first paragraph

I got your letter yesterday ... (until) ... help to you.

Advice and reasons = the second paragraph If I were you ... (until) ... how it goes.

Closing remarks = the third paragraph

Don’t let it get you down ... (until) ... how it goes.

4 a 3 Conclusion c 2 Main body b 1 Introduction

Unit 4f

1 1 away 3 through 5 with

2 off 4 on 6 out

2 1 b 2 c 3 d 4 a 5 f 6 e

3 1 A 2 B 3 A 4 B 5 B

4 1 different 6 dying

2 unfortunately 7 depressed

3 appearance 8 expression

4 characterises 9 dependable 5 beautiful 10 inappropriate

Unit 4g

1 1 C 2 B 3 A

2 1 T 2 F 3 DS 4 DS 5 T 6 DS

3 responsible ― irresponsible logical ― illogical formal ― informal practical ― impractical

4 two positive adjectives: elegant, smart two negative adjectives: old, scruffy

Unit 4h

1 clothes = dress, skirt, shorts (trousers,T-shirt) style = baggy, smart, casual, sporty, (formal, trendy) pattern = plain, striped, checked, floral (polkadot, patterned) fabric = nylon, silk, polyester, cotton, linen (wool, velvet)

159

2 casual 3 shirt 5 checked

2 cotton 4 tight-fitting 6 leather

3 1 borrow 3 stare 5 rent

2 try 4 match 6 lend

4 1 extreme 5 blemishes

2 joined 6 affect

3 staring 7 self-confidence

4 obsessed

Unit 4i

1 1 This fax should be sent right away.

2 Who was the music for West Side Story written by?

3 Were DVDs invented in 1970? 4 A new jewelry collection will be designed by Leetal Kalmanson.

5 The new theatre will be opened by the mayor on Thursday.

6 He was named after his grandfather by his parents.

7 Her book will be translated into Russian. 8 Coffee is grown in Brazil.

2 2 e 3 a 4 b 5 d

2 When was the Leaning Tower of Pisa completed? The Leaning Tower of Pisa was completed in the 14th century.

3 Where was the Eiffel Tower constructed?

The Eiffel Tower was constructed in France.

4 Who were the Sherlock Holmes stories written by?

The Sherlock Holmes stories were written by Sir Arthur Conan Doyle.

5 Where were the 2004 Summer Olympics held? The 2004 Summer Olympics were held in Athens, Greece.

3 2 The Philippines was hit by an earthquake during the night.

3 A famous singer was taken to hospital.

4 The armed robbers have still not been caught.

5 Money is being raised for a baby’s operation in the US.

4 1 c 2 e 3 d 4 a 5 b

a ... have it checked ... b ... are having it fixed ... c ... had them taken ...

d ... has been having his car serviced ... e ... is having her hair dyed ...

5 2 Angela didn’t swim fast enough to win the race.

3 It’s too cold to play outside today.

4 Wendy is too tired to continue working.

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5 They have saved enough money to go on holiday.

6 2 They have enough money to buy the motorbike. 3 The jacket is too big for him to wear.

4 Sean did not leave home early enough to catch the bus.

Unit 5a

1 2 d, earthquake 5 b, flood

3 e, avalanche 6 g, tsunami 4 c, hurricane 7 a, tornado

2 1 floods 4 drowned

2 lost 5 Rescue

3 homeless 6 supplies

3 1 f 3 b 5 a 7 c

2 g 4 d 6 e

1 first aid 4 massive wave

2 recent history 5 natural disasters

3 injured people

4 1 generate 3 pull

2 distributed 4 buried

Unit 5b

1 1 c 2 e 3 g 4 f 5 a 6 b 7 d

2 1 d 2 e 3 b 4 a 5 c

3 1 a 2 b 3 b 4 a 5 b 4 1 B 2 B 3 C 4 B 5 C

Unit 5c

1 1 seeing 5 passing 9 discussing

2 come 6 go 10 to help

3 talking 7 breaking 4 write 8 to speak

2 1 help 4 to answer 7 taking

2 to attend 5 visiting

3 going 6 not ride

3 3 I forgot to turn off my lights when I left my house today.

4 ✓

5 ✓

6 ✓

7 The children were trying very hard to solve the difficult maths problems.

8 ✓

9 Richard stopped studying and turned on the TV.

10 While I was on my way home, I stopped to buy some bread.

4 1 b 3 c 5 c 2 b 4 a 6 a

Unit 5d

1 1 E 2 B 3 D 4 A 5 C

2 1 nippy 3 pouring 5 drizzling

2 whistling 4 huge 6 scorching

3 1 mild 5 rain 9 snow

2 breezes 6 colder 10 sun

3 clouds 7 winds

4 showers 8 storms

4 1 b 2 c 3 a 4 e 5 d

1 ... save up for a rainy day.

2 ... to be on cloud nine.

3 ... feeling under the weather.

4 ... a bolt from the blue.

5 ... to see which way the wind blows.

Unit 5e

1 a) Suggestions = the following sentences: ― ‘To start with ... illegal.’

― ‘Next, people ... sentences.’

― ‘Another solution ... products.’ ― ‘Finally, it would ... animals.’

Expected results = the following sentences:

― If these measures ... acts.’

― ‘Thus ... in.’

― ‘As a result ... animals.’

― ‘This would allow ... environment.’

― ‘Therefore ... disappear.’

― ‘Putting some ... kingdom.’

b) 1 to start with, another solution would be to

2 thus, as a result, therefore 3 to sum up

c) 1 To start with = To begin with

2 Thus = As a result

3 Another solution would be to = Another way would be to

4 As a result = Consequently

5 Therefore = So

6 To sum up = All things considered

2 1 Consequently 3 All in all 5 or

2 Both 4 One way to

3 (Suggested Answers)

2 a Another solution would be to move factories away from cities. In this way, there would be less smog over cities, and therefore cleaner air to breathe.

3 b Finally, it would be a good idea to deal with the problem of litter by putting more rubbish

bins in public places. The result would be litter disposed of in a proper manner, and consequently cleaner streets.

Unit 5f

1 Across Down

3 litter 1 waste

4 captain 2 disappeared

6 team 5 inactive

9 rubbish 7 lose

10 Smoke 8 fog

2 1 by 2 out 3 in 4 on 5 in

3 1 out 3 in 5 out 2 off 4 for 6 on

4 1 protection 4 defence

2 disturbance 5 performances

3 guidance 6 collection

Unit 5g

1 1 disaster 3 difficulties 5 hit

2 ruined 4 suffer 6 trapped

2 1 T 2 T 3 F 4 T 5 F

3 1 What can be dangerous to drink after flooding?

2 Why are there often food shortages following a flood?

3 What sort of difficulties can people experience after a flood?

4 Why are levees built?

4 handle = manage great = huge retreat = go away shortages = lack of beneath = under not evacuated = left

5 (Suggested Answers)

1 Because flood waters may have damaged or destroyed them.

2 Levees are walls built around rivers. They protect a city from flooding as flood water cannot get over the wall.

3 Hurricane Katrina caused a flood by breaking more than 50 levees.

Unit 5h

1 a) 1 C 2 D 3 A 4 B b) 1 flood 3 earthquake

2 hurricane 4 drought

2 A 3 B 6 C 8 D 4

161

3 5 2 1 3 7 4 2

4 A 1 natural 5 crack

2 occurred 6 collapse

3 forceful 7 rescue teams

4 massive 8 survivors

B 1 horrific 4 Unfortunately

2 damage 5 Meteorologists

3 hit

Unit 5i

1 2 b 6 a 10 b 14 a 18 a 3 b 7 a 11 c 15 c 19 b 4 c 8 c 12 c 16 b 20 a 5 c 9 c 13 c 17 c

2 2 e 4 a 6 g 8 h 10 f

3 b 5 j 7 i 9 d

3 (Suggested Answers)

2 visiting

― I look forward to visiting Thailand.

3 to write

― Yes, I have tried to write to my local newspaper about starting a recycling programme in our area.

4 swimming

― I go swimming in the sea every weekend during summer.

5 doing

― I regret not studying hard enough for my final maths exam last year.

6 watching

― I like watching comedy programmes on TV.

4 1 c 3 a 5 c 7 b 9 b

2 a 4 a 6 a 8 a 10 a

5 1 working late 4 forward to going

2 stay in 5 mind giving

3 to arrive 6 to find

6 2 using 6 working 10 driving

3 be 7 buy

4 living 8 attract 5 travel 9 staying

Unit 6a

1 1 wondered 5 landmarks

2 famous 6 Guided

3 Explore 7 broaden

4 majestic 8 unique

2 1 convoy 5 nature

2 unspoilt 6 campfire

3 varied 7 Nomads

4 unusual

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3 1 am writing 10 have not been

2 have been 11 check out

3 have just flown 12 drank

4 are staying 13 will bring

5 recommended 14 Did you know

6 is 15 did not

7 have been spending 16 told

8 have also done 17 is playing

9 have visited 18 are going to try

4 a) 1 e 2 d 3 b 4 a 5 c

b) 1 holiday snaps 4 native people

2 historic sites 5 local markets

3 traditional cuisine

Unit 6b

1 1 shame 4 confused 7 spoil

2 sunstroke 5 bad

3 lost 6 sound

2 1 a 2 b 3 b 4 a

3 2 Ann is relieved because someone found her purse.

3 Ben is frustrated because his laggage has been stolen.

4 Sam is confused because the lady at the checkin desk can’t find his reservation.

4 1 B 2 C 3 B 4 A

Unit 6c

1 1 Jill said that it was so chilly that evening. 2 Diana suggested meeting at the train station at 7:00.

3 Sue said that they were going away on holiday the week after/the following week.

4 Tom said that Anthony had been late that morning.

5 Lucy said that her brother was in hospital.

6 Paul said that he hadn’t heard from Michael for quite some time.

7 Charlie said that they had won the final match.

8 John said that he would like to go to a summer camp.

9 Patty said that they were getting married in the spring.

10 Mary said that I/we could visit them whenever I/we liked.

2 1 Fred asked if/whether the snakes were poisonous. 2 Terry asked me if/whether I had seen Derek.

3 Dad asked Nancy if/whether he would like him to pick her up.

4 Jack asked the receptionist if/whether his room had Internet service.

5 David asked Bill what Moscow was like.

6 Rick asked Mary if/whether she had had her photos developed yet.

7 Becky asked her brother if/whether he felt safe walking home at night.

8 Frank asked his teacher if/whether Hawaii was part of the United States.

9 Tom asked his friend if/whether he had ever been to Australia.

10 April asked me what I was doing.

3 ñ The doctor told me to wear a hat and light protective clothing. ñ The doctor told me not to forget to wear my sunglasses.

ñ The doctor told me to sit in the shade when I am outdoors.

ñ The doctor told me not to schedule any outdoor activities around midday.

ñ The doctor told me to drink plenty of water to avoid dehydration.

ñ The doctor told me to try to eat light meals only.

4 (Suggested Answers)

1 The receptionist said that I would have to wait another quarter of an hour to see the doctor.

2 I asked my friend if I could borrow her sunglasses.

3 He asked the driver if he could wait while he quickly withdrew some money from the cash point.

4 Someone told him that his friend had been spreading nasty rumours about him.

5 My friend asked me if I could lend her ú20.

6 The teacher said that everyone had passed the exam.

7 My father told me that he was organising a surprise party for my mum.

8 The flight attendant asked me if I would like some water or orange juice.

Unit 6d

1 a) Air ― jet airplane, plane

Land ― car, bus, motorbike, coach, bike Sea ― boat, hovercraft, riverboat

b) 1 train 4 boat/ship/riverboat

2 motorbike 5 bus

3 plane 6 car

c) (Suggested Answer)

My favourite means of transport while on holiday is the car. I don’t have to stand in line for tickets or look at bus schedules. A car can take me to just about any place I want to go.

2 a) At the station On the road

On the platform At/On the toll bridge

At the bus stop At/On the toll bridge

b) (Suggested Answers)

1 Let’s meet at the airport in an hour, OK? 2 Do you have to pay tolls on the motorways in France?

3 There were a lot of people at the bus stop this morning.

4 We’ve been on the road for 2 hours now, so we should be arriving soon.

3 1 missed 3 book 5 get off 2 catch 4 boarding 6 give

4 1 drive 3 ship 5 track

2 road 4 boat

Unit 6e

1 1 I am writing to you

2 thank you both very much

3 I really appreciate your efforts.

4 Also

5 It is for this reason that

6 Thank you once again

7 My parents also send their regards

8 are welcome guests

9 Best wishes

2 a) The Main body has been given.

A semi-formal writing style is used.

b) 1 formal linking words used e.g. also

2 less formal language used e.g. the guests really enjoyed themselves

3 respectful, polite tone e.g. I would like to tell you

3 a) B

b) A C ✓ C O ✓ E O G O B C D C ✓ F C H C

✓

Unit 6f

1 1 set off 3 set back

2 set aside 4 sets in

2 1 c 2 b 3 a 4 a 5 c 6 b

3 1 at 3 without 5 for

2 in 4 on 6 off

4 a amazement e achievement b happiness f announcement c awareness g nervousness d agreement h enjoyment

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awareness 5 announcement

2 agreement 6 achievement

3 nervousness 7 amazement

4 happiness 8 enjoyment

Unit 6g

1 1 F 2 T 3 F 4 T 5 T

2 2

3 1 What should travellers take with them when they travel abroad?

2 Why should you visit a doctor before travelling abroad?

3 What can passengers who remain in their seats during long flights develop?

4 (Suggested Answers)

1 Many tourists end up sick once on holiday because they are unaware of the possible health threats they can face when abroad. These health risks can include: disease-carrying insects, under-cooked food and contaminated water.

2 Travellers can protect themselves by reading up on the health risks that are present in the country they are visiting. They should also avoid ordering drinks with ice. Moreover, they can go to their doctor before travelling in order to find out if they require any vaccinations.

Unit 6h

1 a) 1 C 2 D 3 B 4 A b) 1 C 2 B 3 A 4 D

2 You can go ice diving in the polar region.

3 You can go hiking in the countryside.

4 You can go reindeer sledding in the frozen valley.

2 1 experience 4 tents

2 culture 5 souvenirs

3 Traditional 6 cuisine

3 a stop c seat e Take b platform d fare f train

1 b 3 e 5 a 2 f 4 c 6 d

4 1 got sunstroke 6 lost their way

2 expedition 7 stolen luggage

3 bring 8 ferrry

4 miss 9 take

5 room 10 booked

164

Unit 6i

1 1 She said that she liked travelling by plane.

2 They said that they had visited Russia the previous winter.

3 The travel agent told us to take photocopies of our tickets and passports.

4 He asked Mary if/whether she liked French food.

5 She told me not to let anyone carry my bags.

6 He said that he could speak German.

7 Judy asked Sam if/whether he had ever lived abroad.

8 She asked Ron if/whether he was going away the week after/the following week.

9 Alice said that she would be in Brighton the following weekend.

10 He asked where the nearest bus stop was.

11 She told me that she would call me the next day/the following day.

12 He asked her what time her plane arrived.

2 1 said 3 told 5 told

2 told 4 said 6 said

3 1 “When will you be back?” she asked them.

2 “Do you enjoy travelling?” he asked her. 3 “When are you going on holiday?” Jane asked Lucy.

4 “Have you ever visited Disneyland?” John asked Liz.

4 1 had missed 5 not to run

2 she could have 6 he had been

3 playing 7 to have a

4 she was flying 8 the hotel had

5 Jim called to say that he wouldn’t be able to go camping the next day. He also said that something had come up and that he would tell Rob later.

Sarah called to say that she hoped Rob hadn’t forgotten the cinema that night and that she would be ready by 8. She also said that she would see him then.

Toby called to say that the match was on Sunday and that he would see Rob at practice before the game.

Tom said he had just wanted to remind Rob to bring his extra fishing rod. He also said that he would meet him at the lake.

6 2 D, … suggested going to the beach.

3 B, … asked what time the first train left. 4 C, … asked her what Paris was like.

Unit 7a 5 You need to have a computer password.

6 Students must be on time for class.

1 1 b 2 d 3 a 4 c

2 Sarah can’t do without her laptop. She loves

1 You must not talk in the library.

chatting online.

2 You cannot bring mobiles to class.

3 Jeff can’t do without his mobile phone. He

3 You can buy tickets for the school play now.

loves sending messages.

4 You must not run in the hallway.

4 Scott can’t do without his games console. He

5 You should report bullying.

loves playing games.

6 You cannot enter as there is an exam in progress.

2 1 communication 5 concentrate

3 1 must 4 could 7 must

2 Internet 6 extension

2 can’t 5 don’t have to 8 should

3 texting 7 fast-paced

3 have to 6 need

4 tells ... off

4 1 would have helped

3 1 fixed 5 deal with

2 should have offered

2 occasionally 6 gadgets

3 might/may have brought

3 impact 7 technological

4 should have studied

4 generation 8 computer screen

5 has just won

6 might/may have missed

4 a) 1 b 3 c 5 e 7 a 2 g 4 h 6 d 8 f

Unit 7d

b) 1 download songs 3 edits pictures 1 1 c 2 a 3 b

2 read books 4 divide attention

2 Across Down

Unit 7b 1 director 2 reporter

3 producer 4 editor

1 1 a 2 b 3 a 4 b 5 a

6 presenter 5 newsreader

2 (Suggested Answers)

3 1 a 2 a 3 c 4 a

1 You should start revising as soon as possible. Make a study timetable, allowing one to two

4 1 to hit the headlines

hours every night for revision, and make sure

2 he’s bad news

you stick to it.

3 let’s get this show on the road 2 You should turn off the TV when you are studying. You can’t concentrate on two things at

Unit 7e once.

3 Why don’t you join a gym? Not only is it a fun 1 1 D 3 B 5 H 7 C way to lose weight, you will also meet new 2 E 4 A 6 G 8 F people.

4 You should pay to have some lessons with a 2 introduce points ― the first disadvantage, one point qualified instructor, then retake the test. in favour of, some people argue, another

5 Why don’t you go for a walk? You’ll enjoy it disadvantage is that, one drawback because it’s such a beautiful day outside. list/add points ― first of all, to begin with, also, furthermore, moreover, secondly, thirdly, what is

3 1 B 2 C 3 C 4 B 5 A 6 B more

show contrast ― however, yet, although, but, despite, on the other hand, nevertheless

4 2, 4, 3, 1, 5

introduce examples ― for instance, as a result, for example

Unit 7c

conclude ― in conclusion, finally, all in all 1 1 Richard can solve maths problems very quickly.

2 You needn’t stay in the exam hall after you 3 Topic sentences have completed the test. 1 There is no doubt that part-time work can be

3 You ought to seek help if you are having beneficial./There is no question that having a problems understanding something. part-time job is advantageous.

4 She couldn’t have been nasty to the other children.

165

2 (Suggested Answers)

2 On the other hand, there are drawbacks to working while trying to finish secondary school./ Nevertheless, there are disadvantages to having a part-time job while studying.

4 1	A	3 A	5 D	7	A
2	D	4 D	6 D	8	D

(Suggested Answer)

There is no doubt that taking exams has its

advantages. First of all, exams encourage students

to study. Secondly, they give students an idea of how they are doing. What is more, exams are the quickest way for teachers to test students.

However, there are drawbacks to taking exams. One drawback is that they take time away from

classroom learning. Another disadvantage is that

3 students may cheat and get grades they do not deserve. Also, students may get low marks if the exams are too long to finish or if they are not feeling well that day.

Unit 7f

1 1 c 2 d 3 a 4 b

1 gave away 4 has been giving away

2 give … back 5 gave up

3 give out 1

2 1 from 4 from 7 about

2 to 5 for ²

3 about 6 on

3 1 b 2 a 3 a 4 b

4 a cupboard basketball weekend notebooks haircut toothpaste ⁴

bedrooms newspaper headache bookshop

b 1 basketball 6 bedrooms

2 haircut 7 toothpaste

3 weekend 8 headache

4 bookshop 9 notebooks 5 cupboard 10 newspaper

Unit 7g

1 1 DS 2 F 3 T 4 T

2 Answer: 1

3 1 track down 3 suspicious 5 supervision

2 warned 4 attracts 6 nickname

4 (Suggested Answers)

1 If you behave badly in a monitored chat room, you may be refused further entry into the chat room or given a warning.

166

2 The advantages in using a chat room are that you can speak freely because no one knows who you are and that you aren’t judged on superficial things such as looks or popularity.

Unit 7h

1 forecast 4 advertisement 7 writing

2 download 5 reporter

3 instructions 6 capital

a) 1 laptop 4 MP3 player

2 mobile phone 5 radio

3 TV 6 games console

b) b 6 c 1 d 5 e 2 f 3

1 c 2 f 3 e 4 b 5 a 6 d

1 university degree 4 check my emails

2 live coverage 5 computer programme

3 report card 6 rush hour

1 a 2 b 3 b 4 b 5 a

Unit 7i

1 h 3 e 5 b 7 j 9 g 2 a 4 f 6 i 8 d 10 c

1 a 2 a 3 a 4 b

1 can 4 don’t have to 7 can

2 Shall 5 can 8 Would 3 would 6 must 9 Must

1 must/have to 5 may/can

2 can’t 6 can’t/mustn’t

3 Shall 7 May

4 Shall 8 should/ought to

1 B 2 A 3 A 4 B 5 B

1 don’t have/need 6 could go to

2 ought to/should revise 7 should do

3 must be 8 can’t/mustn’t

4 can’t have lost enter

5 was able to

Unit 8a

a Ice Climbing d Rock Climbing b Parachuting e Snowboarding c Skydiving f Underwater Hockey

1 zorbanaut 4 Sandboarding 7 originated

2 knock 5 addicted

3 snorkel 6 entrants

Hidden word: zorbing

3 1 e 3 a 5 f 7 b 2 d 4 c 6 g 8 h

1 spectator sport 5 bounce around

2 opposing team 6 whizzed down

3 general idea 7 bizarre activity

4 sand dunes 8 inflatable ball

4 1 go 3 watch 5 paint

2 work 4 read 6 play

Unit 8b

1 a) A ice hockey F windsurfing B hurdles G high jump

C volleyball H gymnastics

D rugby I scuba diving

E cycling

b) You play ― rugby, ice hockey, football, cricket You do ― hurdles, high jump, aerobics, javelin throwing

You go ― scuba diving, cycling, climbing, jogging

2 1 water polo 3 tennis

2 rock climbing 4 football

3 1 b 2 b 3 a 4 b

4 Speaker 1 D Speaker 4 A Speaker 2 F Speaker 5 B

Speaker 3 E

Unit 8c

1 1 If 4 Unless 7 If

2 Unless 5 If 8 Unless

3 If 6 Unless

2 1 get 7 becomes

2 earned 8 had not broken

3 had known 9 will win

4 would stop 10 did not have

5 will call 11 cleans

6 would not have missed 12 comes

3 1 b 2 b 3 a 4 b

4 1 were you, would wear

2 go, will you buy

3 will you watch

4 had not been, would have come

5 is, will go 6 had not got, would not be

Unit 8d

1 1 a 3 a 5 c

2 c 4 b 6 d

2 1 f 3 g 5 b 7 d

2 e 4 h 6 a 8 c

1 scuba masks 5 host team

2 hockey practice 6 tennis court

3 top scorer 7 World Cup

4 golf club 8 climbing rope

3 1 gain 2 won 3 scored 4 beat

4 1 skiing 3 golf 5 rock climbing

2 tennis 4 cycling 6 scuba diving

2 You need a racquet to play tennis.

3 You need clubs to play golf.

4 You need a helmet to go cycling.

5 You need climbing rope to go rock climbing.

6 You need a snorkel and a mask to go scuba diving.

5 1 got off the hook

2 get the ball rolling 3 throw in the towel

4 the ball is in your court

5 were saved by the bell

Unit 8e

1 a 1 c 2 a 3 e 4 b 5 d

b phrases used to ask for information

‘how many …’

‘I would also like to know …’

‘I would like you to tell …’

‘I would appreciate it if you …’ ‘Could you also …’

Number of direct questions in email: 2

2 1 Could you please tell me if there is a membership fee?

2 Could you please let me know how much it costs to join the tennis club?

3 Could you please tell me what time the lessons start?

4 I would like to know if the tennis equipment is provided or whether we need to bring our own.

3 1 O 2 C 3 C 4 O 5 C

4 (Suggested Answer)

First of all, could you please tell me how much membership costs? Secondly, could you tell me what time on Wednesday you meet and also if you have separate classes for adults and children?

Finally, I would be grateful if you would tell me a little bit about your club’s outings and special events. For example, where do you go on your club outings and what kind of special events do you hold?

	Unit 8f
1 1 off	3 up	5 to
2 off	4 after	6 up

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2 1 FOR 3 IN 5 FOR 2 IN 4 IN

3 1 B 4 B 7 B 10 B 2 A 5 A 8 B 11 A 3 B 6 B 9 B 12 A

4 a) 1 f 3 a 5 b 2 e 4 c 6 d

b) 1 hard-working 4 old-fashioned

2 open-minded 5 long-lasting

3 good-looking 6 well-built

Unit 8g

1 1 event 3 host 5 opposing

2 organising 4 compete 6 aim

2 1 F 2 F 3 T 4 DS 5 T

3 1 He is the man who first had the idea of holding a sports competition for WWII veterans with spinal cord injuries.

2 Goalball differs from football in that: the ball makes a sound, the players are blindfolded, and there are only three people in each team.

3 Paraolympic athletes hope to inspire others to overcome their disabilities.

4 1 rules 4 injuries

2 rugby 5 highly respected

3 competitors 6 came up with

Unit 8h

1 2 f 4 g 6 c

3 e 5 b 7 a

2 2 She plays tennis twice a week.

3 She goes ice climbing once a month in the winter. 4 She does aerobics three times a week.

5 She goes swimming at the weekends in the summer.

3 Sport: tennis, golf, ice hockey Place: court, rink, course

Equipment: racquet, stick, clubs

― Tennis is played on a court. To play tennis you need to have a racquet.

― Golf is played on a golf course. To play golf you need to have golf clubs.

― Ice hockey is played on a rink. To play ice hockey you need to have a stick.

4 1 rugby	3 club	5 gain
2 climbing	4 golf	6 sport

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5 1 hook 4 gained 7 game

2 slid 5 designing 8 competitors

3 coach 6 ball

Unit 8i

1 1 When ... 3 If ... 5 If ... 2 When ... 4 When ... 6 If ...

(Suggested Answers)

1 … I will ask him if we can have a takeaway for dinner.

2 … we will go outside.

3 … we will go for a picnic in the park.

4 … I will become a doctor.

5 … we will go to the cinema.

6 … future generations will suffer.

2 2 If you stretch before every game, you will avoid unnecessary injuries.

3 If you stay too close to the net, you will have a hard time reaching back for the ball.

4 If you practise your serves, you will increase the chance of getting points for your team.

3 2 If I were you, I would study harder. (Type 2)

3 If Jenny is late, we will not wait for her. (Type 1)

4 If they work hard, they will finish the project on time. (Type 1)

5 If you heat cheese, it melts. (Type 0)

6 If Mark had not broken his leg, he would have gone skiing. (Type 3)

4 2 If I won 50,000 euros, I would travel to South America.

3 If I met my favourite athlete, I would ask for an autograph.

4 If I had a day off school, I would go to the beach.

5 1 will be 6 would take up

2 had practised 7 had known

3 boils 8 would have gone

4 had not hurt 9 will love

5 would have forgiven 10 will not come

6 (Suggested Answers) 1 … I will call you.

2 … you will miss your flight.

3 … she would be able to see that film.

4 … we would buy a car.

5 … tell him I will be back in five minutes.

6 … I would not buy that DVD.

7 … we would not have got such bad marks. 8 … I would go out tonight.

Module 1 ― Socialising

Unit 1a ― Ex. 7 (p. 11)

Ann: I consider myself to be the sort of person who enjoys other people’s company. I like to meet new people and I love to chat.

Sue: I like to do things my own way and I don’t listen to other people even if deep down I know that what they are saying makes sense.

Billy: I don’t think there’s anything wrong with putting yourself first. I mean, let other people worry about themselves. We’ve all got our own problems and I always look after my own needs before I think about anyone else.

Unit 1b ― Ex. 5b (p. 12)

Interviewer: I spoke to some young people to find out about their relationship with their family.

Speaker 1: I often feel lonely at home. Both my parents work so I spend a lot of time alone. It’s not that I don’t have anything to do but I’m desperate for some company. If I had a brother or a sister, my life would be a lot different.

Speaker 2: Many of my friends complain about their parents being old-fashioned and strict. Luckily, I don’t have such problems at home. I can discuss anything that troubles me with my parents without being afraid that they will criticise me.

Speaker 3: I live with my parents, my two sisters and brother and my grandparents. I never feel bored or lonely at home but I sometimes wish I could do my own thing without being interrupted by anyone.

Speaker 4: I believe old people are great company. You can learn a lot from them about the past and they can give you useful advice about the present. l enjoy spending time with my grandparents and I visit them regularly for lunch.

Speaker 5: I find communicating with my parents almost impossible. Dinner time is the only opportunity for us to see each other and discuss things but we always end up fighting over something. They seem incapable of seeing things from my point of view.

Unit 1d ― Ex. 6 (p. 17)

Al: Hey Jane, I hear you’ve got a new neighbour. What does she look like?

Jane: She’s very tall and has long brown straight hair.

She’s also slim and rather pretty.

Al: Umm ... she sounds great.

Jane: Yes, she’s a lovely girl. She’s friendly and has a great sense of humour too. Oh, and she loves photography. Just like me.

Tapescripts

Al: What’s her name?

Jane: Laura, Laura Smith.

Al: Who was that man I saw you with in the town centre last week?

Jane: Which one?

Al: He was a bit on the plump side and not very handsome.

Jane: I can’t think who you mean. Did he have a beard and a moustache?

Al: Yes, and he was almost bald.

Jane: That was my uncle, Roger. We were shopping for shoes.

Al: Have you met the professor at college yet?

Jane: No, why? Is she nice?

Al: She is actually. She’s very talkative, not dull and boring like Mrs Brown. The whole class wasn’t falling asleep for once during the lesson!

Jane: That’s good. I saw a short thin woman going into your classroom earlier. Was that the new teacher? Al: No, no. Mrs Jones is in her early fifties, has short white hair and is about average height.

Jane: I’ll look forward to meeting her.

Al: Who’s that young man over there?

Jane: Which one?

Al: The one with short curly fair hair and green eyes.

Jane: Is he holding a rucksack?

Al: Yes, he is.

Jane: That’s my cousin, Bill.

Module 2 ― Food & Shopping

Unit 2b ― Ex. 1 (p. 28)

1 A: Excuse me. Can you tell me how to get to the menswear department, please?

B: Certainly. It’s on the third floor. You can take the lift which is on your left or the escalator over there.

A: Thank you very much. B: You’re welcome.

2 A: Excuse me, how much is this cassette player?

B: It is £7.50 but I’ll let you have it for a fiver.

A: I’m not sure.

B: It’s in very good condition. It was my son’s and he has looked after it. I’ll even throw in a couple of tapes for free.

A: Oh, alright then. Five pounds. Here you are.

3 A: Let’s go in this boutique. I want to look at that dress.

B: All right but don’t take ages. I want to go to the bookshop.

A: OK. Then we can go for a coffee. There’s a nice coffee shop on the upper level.

B: Right. Agreed.

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Unit 2b ― Ex. 6 (p. 29)

Fed up with going to the same old shops all the time? Want somewhere new to hang out with your friends? Then, get down to Camden Stables Market for hours of shopping fun!

Whether you love keeping up with the latest fashions, or are looking for a gift for someone, you can find everything from jewellery to antiques! If you get hungry you can head to the international food stalls an grab a bite to eat. You’ll probably need something to eat after making your way round the 500 shops and stalls in the market.

The market is open seven days a week from nine thirty to five thirty, so finding a time to visit should be easy. You can drop by after school or at the weekend! Just hop off the train at Chalk Farm underground station on the Northem line. See you there!

Unit 2d ― Ex. 7a & b (p. 33)

1 A: Do you want to go and get something to eat?

B: Yeah. Do you have anywhere in mind?

A: We could try that new sushi place, next to the post office.

B: Sorry, but I don’t really feel like sushi. Do you know anywhere else?

A: What about that Italian restaurant opposite the university?

B: Right. Have you been there before?

A: Yes, we went after class the other day and I ate like a horse!

B: Really?

A: Yes. First of all there were so many dishes to choose from. The food was great and the portions were huge! I was really full when we finished. Plus, the staff are friendly and fun!

B: Why waste another minute then? Let’s get going!

2 A: What do you think about that new restaurant down the road?

B: Oh, I wouldn’t recommend it. We went there the other day and it was a total let down.

A: Why? What’s wrong with it?

B: First of all, there was a really long queue. It took us 45 minutes to get seated.

A: Really? Was the service quick at least?

B: No, the service was really bad. The waiter mixed up our order. He also spilled Coke all over me! My white shirt was totally ruined! A: Oh, no! What about the food?

B: It was so spicy that I barely touched anything.

When we left I was still hungry.

A: And the prices?

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B: At first we thought it was ridiculously expensive but then we realised that they overcharged us. After sorting that out, the prices turned out to be reasonable but I’m not going back there ever again!

A: I can see why!

Module 3 ― Great MInds

Unit 3b ― Ex. 6b (p. 45)

A: Good afternoon Miss Shields. Are you here about the part-time shop assistant job?

B: That’s right.

A: Great … I have a few questions to ask you, so please take a seat.

B: Thank you.

A: Firstly, I see you are still at school. Are you over sixteen yet?

B: Oh, yes. I turned sixteen a month ago.

A: Now, we need someone who is enthusiastic and wellorganised.

B: I’m definitely both of those things, well, according to my teachers anyway.

A: Now talking of teachers, we would need you to work flexible hours. Do you think the job would interrupt your lessons?

B: No, I’m sure I can manage it. Remember, I’m very well organised!

A: So, is there anything you would like to ask me about the job?

B: Yes, actually. What sort of duties will I have to carry out?

A: Oh, lots of things. You will have to serve customers and take payments and much more.

B: I was a little worried, as I haven’t worked in a baker’s before.

A: There’s no need to worry. You don’t need to have any previous experience and we will train you when you start. One last thing you might like to know is that the pay is 5 pounds fifty an hour.

B: Oh, that’s great. Thank you very much.

A: OK, when do you think you can you start?

Unit 3d ― Ex. 6a (p. 49)

Speaker 1

A year ago my husband got a great new job, but there was only one problem…it was 300 miles away! We had to move house and leave behind our friends and family. But we don’t regret it. It was difficult for the first few months, but now we love it here.

Speaker 2

I loved my job at first, but I slowly realised that I had no future there. There was no chence of being promoted or earning more money. So, I applied for a job at another company, and here I am now, in a new job with more money and responsibility.

Speaker 3

My family is very close, so I found it difficult when I had to go to university. The course I wanted to do was miles away, so I had to leave home and go and live near the university. I was very upset when I left, but after a while I began to enjoy myself. Of course, it’s still difficult being away from my family, but I visit them most weekends.

Speaker 4

At first I was really excited about finding my own flat, but after a while, I found it difficult to afford the bills. So, I tried to find someone to share the flat with. I eventually found Sophia. She is a wonderful girl and we have become great friends and I don’t have to worry about money so much any more!

Speaker 5

Grandpa had never lived on his own, so we were really worried about him. We checked on him every day, but he kept forgetting things and one day he left the tap on in the bathroom and water went everywhere. In the end he came to live with us. It was the perfect solution to the problem.

Module 4 ― Be yourself

Unit 4b ― Ex. 8 (p. 61)

A: Thanks for coming to the mall with me Steve. I don’t like shopping on my own.

B: No problem Ann. So, what do you want to buy today?

A: Well, I want to wear something really special at my birthday party tomorrow. I have a nice black skirt and I want a black shirt to match.

B: Why black? I mean it suits you but how about choosing something in a brighter colour?

A: I don’t think it would look formal enough.

B: I see. We’d better hurry though, because the shops will be closing in an hour. You kind of left your shopping till the last minute.

A: I know but I have a particular shop in mind where I buy most of my clothes. It won’t take us long to find something there.

B: Where is it then?

A: Right here.

B: But it’s closed!

A: Oh no! But wait a minute. There’s a notice on the door. It says that it’s moved to the second floor.

B: Thank goodness! Let’s go.

C: Good afternoon. May I help you?

A: Yes. I’m looking for a black shirt. Have you got any?

C: Yes, we have this one here, or this one.

B: Ann, look at this yellow one! It’s lovely!

A: Yellow? Oh, I dont know, Steve.

B: Come on, just try it on. You might like it!

A: Oh, OK then. Have you got this in a medium?

C: Yes, here you are. The fitting rooms are over there.

B: Ann, this looks great on you.

A: Yes, doesn’t it? I think I’ll have it.

B: Great! You’ll certainly look fabulous tomorrow!

Module 5 ― Global issues

Unit 5b ― Ex. 3 (p. 76)

Interviewer: We spoke to some young people to find out their opinion about some current global issues. Speaker 1: I know it seems hard to believe in this day and age but in some parts of the world people don’t even have clean water to drink. They can become ill really easily and die. Also many children around the world die from infections or illnesses that could be prevented by giving them the proper medicine. Speaker 2: There have been a number of large scale disasters around the world lately which have destroyed many people’s homes and left them with nowhere to live. That’s why I think an international emergency housing charity or scheme should be set up to help rebuild them.

Speaker 3: Extreme weather is one result of climate change which is what happens when the planet heats up. We all need to do our bit to help cool the planet down and stop the earth’s temperature from rising any more.

Speaker 4: I have a part-time job because I choose to work to earn some extra money. But I would not like to have to do hard labour all day every day for very little pay from the age of 6 or something to look after my family - that’s just not fair!

Speaker 5: It’s terrible. One by one all the animals will die out until there are only humans left. There may be animals we haven’t even discovered yet and we never will because they have been wiped out by mankind. Speaker 6: National and international conflict and warfare has caused more death and destruction than anything else in the history of the world. We should all learn to live in peace and stop starting wars over political or religious differences. Why can’t people just agree to disagree?

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Unit 5e ― Ex. 5 (p. 83)

(A = Sally, B = Janie)

A: Hi, Janie. Why are you looking so glum?

B: Oh, I don’t know. It’s just …. Well, it’s just that it seems that everywhere I look nowadays all I see is litter, litter and more litter. If it isn’t litter in the park and on the streets then it’s tins, bottles and old newspapers spilling out of rubbish bins. It drives me mad.

A: Yes, I know. I’ve noticed it too. What really makes me angry is that it would be so easy to fix the problem.

B: What do you mean?

A: Well, just think about it for a second. Let’s say a bunch of people in our neighbourhood got together and told the council that we wanted a recycling scheme set up. If there were enough of us, it would have to listen. And if we had a recycling scheme then household rubbish would be put to good use and the amount of rubbish generally would be greatly reduced.

B: Wow. You know I’ve never thought about that Sally.

A: And not only that. People who litter should be fined. When people know that they will have to pay if they do something bad, they stop doing it!

B: You know, that’s true. Sometimes you have some really good ideas … (fade)

Module 6 ― Culture Exchanges

Unit 6b ― Ex. 2 (p. 92)

1 A: Ann! Nice to see you! How was your holiday?

B: Holiday? It was more like a nightmare. It was horrible all week. It rained all the time and we could never agree on what to do. Jane wouldn’t even talk to me in the end. I just wanted to get home.

A: Oh, what a shame!

2 A: Hello Laura. Welcome back!

B: And I am happy to be back, trust me.

A: Oh. Sounds like you didn’t have such a nice time.

B: Well, at the beginning it was great but one day I was really tired and I fell asleep on the beach. And guess what! I ended up in hospital for three days. It was terrible; my whole body was burnt.

That was the end of my holiday! A: Oh, how awful!

3 A: Hi, Tony. Back from your holiday already? How was it?

B: Oh, don’t ask.

A: Did you have bad weather or something?

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B: No, Ken. It wasn’t that. We decided to rent a car to tour the island, but it broke down and we had to spend the night at the side of the road. I didn’t sleep and of course I was exhausted for the rest of the stay. A: Oh, you poor thing!

Unit 6b ― Ex. 6 (p. 93)

1 Motorists are advised of long delays on the M6 due to an overturned lorry. Police are diverting traffic onto the A6, but long delays are expected. Extra rail services are being provided and police recommend that commuters take advantage of these services.

2 It was very hot and the heat took a while to get used to. The food was very different to what we eat at home, too. Then we had to work out the cost of everything in our currency when we bought things, but amazingly the language wasn’t a problem at all because almost everyone spoke English.

3 I hate it when they start the engines. I’m all on edge and I get this funny feeling in my stomach when the plane takes off. After that, it’s not too bad and when I look down at the clouds below I feel alright. It’s the landing though that makes me really nervous. I just can’t wait till it’s over and I can get off and pick up my suitcases.

4 It looks very modern but I don’t know what was wrong with the old airport. It was much easier to get to. I just jumped in a taxi and I was there in 15 minutes.

5 On our website the information is clear and easy to read in a simple window. Drop-down menus enable the visitor to easily plan and book hotels and destinations. We have an exellent list of private hotels and guesthouses with honest reviews and lots of tips about the best restaurants, beaches and places to visit. So go to www.getaway......

Unit 6d ― Ex. 4 (p. 96)

Sophie: I usually travel by bus but I don’t really like to. You wait at the bus stop for ages and then when the bus does finally come, it’s really crowded. I prefer cycling. I love travelling by bike. You don’t get stuck in traffic, it’s free and it keeps you fit, too. All my friends go to school on their bikes but my mum won’t let me. She says it’s too dangerous.

Peter: My favourite means of transport is actually the train. It’s usually a fast way to travel and I love looking out of the window at the beautiful countryside. I don’t mind travelling by car, either, but I live in a big city so there’s always a lot of traffic, which of course I don’t enjoy. On the whole catching the train is a more pleasant way to travel, in my opinion.

Greg: When we go on holiday as a family, we either go by coach, plane or boat. I’m not very keen on travelling by coach because you can’t move around a lot and the journey can be really long. I love it when we go by boat because you can walk around or go outside and look out to sea. It’s a really interesting way to travel. Travelling by plane’s OK, too, because it’s usually the fastest way to travel, but sometimes I feel nervous of flying and the seats can be quite uncomfortable.

Unit 6d ― Ex. 10 (p. 97)

1 Welcome aboard the 10.15 intercity service from London to Manchester. This service will be calling at Milton Keynes, Birmingham and finally Manchester Picadilly, arriving at 14. 35. The buffet car is situated towards the front between first class and carriage A and serves a selection of hot and cold drinks and snacks…

2 Good morning, this is your captain, Mark Johnson, speaking. Welcome aboard flight BA345 to Madrid, Spain. Our flight time today will be 2 hours and 5 minutes. We’ll be flying over the English Channel and then passing over Paris and then down through France, across the Pyrenees into Spain and then finally on towards Madrid. You’ll be pleased to know that the current weather conditions in Madrid are warm and sunny. Now I’ll hand you over to your flight attendants today, Kelly, Sue and Tony…

3 Hello and welcome aboard this National Express service to Edinburgh. I’m Andy, your driver for this journey. First of all I’d like to apologise for the late departure of this service – this was due to heavy traffic on the outskirts of London. Please note that this is a non-smoking service. Unfortunately there is no toilet on board but don’t worry because we will be making two short stops on our journey…

Module 7 ― Education

Unit 7b ― Ex. 1 (p. 108)

1 Boy 1: You can do it, Ben! Yes!

Boy 2: That’s another two points for our team. Well done everyone! It looks like we might win the game now!

2 Female teacher: Can you see it clearly now? Tell me what it looks like.

Male student: It looks strange – like a bunch of grapes. I can also see something brown.

Female teacher: Good. Now draw a picture and look in your textbook to see what kind of fungus it is.

3 Female teacher: Are you getting on alright, Sarah? Sarah: Yes. I’ve found lots of information for my project now. Can I print this picture? Female teacher: Yes, but make sure you send it to the colour printer.

Ex. 8 (p. 109)

1 Teenage boy: I felt really nervous when I went into the exam room as I was expecting the worst. I thought the questions would be much harder, actually. But, thankfully, I managed to answer everything quite easily and I had plenty of time to check my work at the end. I am so happy it’s all over! I just have to wait for the results now!

2 Headmaster: Due to the bad weather we will be closing after lunch today. Lesson five will end at 12.45 and the lunch break will last forty minutes, not the usual fifty. When the bell rings, year 7 and 8 pupils should go to the canteen without delay so that everyone can have their lunch quickly. At the end of the lunch break you should board your bus immediately.

3 Teenage girl: I like learning French but I wish we could have more fun in the lessons. I can’t relax in Mrs Muroe’s class. It is really difficult to learn when you are feeling scared. When I answer in class she always corrects every little thing ― I get so nervous now! And when I get my homework back I am almost always disappointed. She never gives me an A or a B, only a C.

4 Male teacher: There will be another student in detention today, Mr Kerr ― Jason Greene. This is the second time this year that I have caught him decorating the walls of the Science block. He must learn to respect the school building. He should find somewhere else to use his artistic talents, if you ask me.

5 Young woman: I think I did well! I was in there for over an hour! They were really interested to hear about my experience in marketing and sales. I spoke a lot but I also asked a lot of questions as well. I am really interested in working for them ― they’re a good company and there would be possibilities for promotion in a few years. Anyway, let’s hope they offer me the position!

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Unit 7d ― Ex. 5 (p. 112)

A Weather presenter: Temperatures are going to rise over the weekend and most of the country should enjoy some sunshine on Saturday and Sunday. There is a risk of showers in the north east, however, and it will feel slightly cooler in the north of England and Scotland with temperatures reaching only 16 degrees celsius. In the south temperatures should reach 19 degrees ― much warmer than we normally expect at this time of the year.

B Man: You’ve been very quiet tonight!

Woman: I’m sorry, Dave.

Man: No, don’t apologise. It was a compliment.

Woman: What? Am I so impossible to live with? Man: Now that you mention it ...

C Newsreader: And now a reminder of today’s top stories. A strong earthquake measuring 7.4 on the Richter scale has hit the island of Martinique in the Caribbean. According to early reports only two people have been injured but several buildings have collapsed in the capital, Fort-de-France. The earthquake struck at three p.m. local time.

Module 8 ― Pastimes

Unit 8b ― Ex. 4 (p. 124)

Bill: I am on both my school team and a local team, so I have training most evenings and play in matches at the weekends. Actually, last season I was the top scorer on my school team! My sport means everything to me. Even when I’m not playing, I’m kicking a ball around in the garden.

Ann: My dad and I have been in my village team for about three years now. I’ve been getting a lot better lately, apparently. I’ve caught a few really difficult balls recently and I scored the most runs I had ever scored in last week’s match. A lot of people say it’s quite boring to watch a whole match, because it can be quite a slow game, but my family enjoy coming down to the green and watching me play on Sunday afternoons, especially when it’s my turn to bat!

Steve: I have always lived by the sea, so I love all kinds of water sports, but this is definitely my favourite. It was quite difficult to learn at first because you have to pull up the sail, which is quite heavy, and keep your balance at the same time. Now I’m actually quite good and have even won a few competitions recently. I can’t describe to you how amazing it is to feel the power of the wind pushing you through the waves.

Unit 8b ― Ex. 8 (p. 125)

Interviewer: We spoke to some young people to find out about what sports they play and what they like about them.

Speaker 1: I love tennis. I’ve been playing since I was quite young. At first I used to play first for fun, but now I take part in different tournaments arount the country. I’ve even won some prize money!

Speaker 2: Football is my life and I play as often as I can. Recently, Ieft my boots in another team’s changing rooms and I missed a match because I didn’t realise. I was more upset about that than losing my boots. Speaker 3: In the winter, I go snowboarding as often as I can. Even thought I’ve been doing it for a long time now, still nothing beats the thrill of sliding fast down a mountain. It still gives me a real rush of energy and an amazing feeling of excitement every time I do it. Speaker 4: I started swimming as part of my therapy after I broke my leg. After my leg was better, I carried on going because I loved it so much. I go at least three times a week now.

Speaker 5: My sport is ice skating. I’ve been doing it for quite a long time now, but I don’t take it very seriously. I’m not at all bothered about competing. I just do it because I enjoy it and for the exercise.

Unit 8e ― Ex. 2 (p. 130)

A: Yes, can I help you?

B: Oh, yes please. I’d like to join the swimming club.

A: OK, let me just fill in an application form for you.

What’s your surname, please?

B: Davis…that’s D-A-V-I-S.

A: OK, and your first name?

B: Peter.

A: Date of Birth?

B: It’s the second of the tenth 1995.

A: Right, and could you give me a telephone number please?

B: Sure. It’s 9765054.

A: 9765054…ok, got it. And would you like to give us an email address, too? We sometimes email our members with special offers or notices.

B: Oh, that’s good. My email address is sdavis123@gmail.com.

A: OK, and could you give us an emergency contact number please. You can give us the number of a close relative or friend.

B: Err…ok, I’ll give you my mum’s mobile number. It’s 07862132091.

A: 07862132091. Is that right?

B: Yes.

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A: OK, and the address, please? B: 17, King Street.

A: OK, and which swimming sessions do you think you’ll be attending?

B: Err…what are the choices?

A: There’s Monday, Wednesday or Friday.

B: Wednesday I think.

A: OK, I’ll tick Wednesday and you can always change your mind later.

B: OK, thanks.

A: Now, just a couple more questions. Do you have any health problems at all, such as asthma?

B: No, none.

A: OK, that’s great. And finally…do you already have any swimming certificates at all?

B: No, actually I’m a total beginner.

A: OK, that’s fine. Right, that’s everything! Welcome to Brighton Swimming Club! B: Thanks. Bye!

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Workbook Tapescripts

Unit 1

Exercise 2 (p. 5)

Speaker 1: I came at the bottom of the class in my maths exam. My teacher was so disappointed in me. She asked me if I had studied for the exam and I couldn’t lie to her. I had to tell her that I had played computer games instead of revising. I felt really ashamed of myself. (boy)

Speaker 2: I am not very confident. Whenever a teacher asks me to give a talk in front of the class or asks me a question in class, I get really uncomfortable and embarrassed. My face goes red and I can’t speak. I wish I wasn’t so shy. (girl)

Speaker 3: My friend didn’t hold his tongue. I told him a secret that I didn’t want anyone else to know and he didn’t keep it. What’s worse, he told the biggest gossip in class! I still like my friend but I will never tell him anything I want kept secret again! He is too unreliable. (boy)

Speaker 4: My dad got a new job so we had to move to London. I’m really happy to be here but I’m finding it hard to make friends at my new school. Everyone in my class is so trendy and cool. I just don’t feel I fit in. Usually, I’m a really confident person who has no problem making friends … but my new classmates make me really nervous. (girl)

Speaker 5: I find communicating with my mother almost impossible! We fight every single day. She always wants to do things her own way. (girl)

Unit 2

Exercise 3 (p. 15)

Interviewer: I recently spoke to some people about their shopping habits and experiences. Here’s what they had to say.

Speaker 1: Last week, I bought a pair of jeans but when I tried them on at home I noticed a hole in one of the pockets. I took them back to the shop so they could give me a new pair but they only offered me my money back. They didn’t want to give me another pair of jeans.

Speaker 2: My favourite place to shop is the local flea market. I love going there because I can find just about anything I want at very low prices. Of course, I usually have to walk around for quite a while before I find what I’m looking for, at the price I want to pay for it!

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Speaker 3: I don’t really like going into the centre of town to do my shopping. My neighbourhood has all the shops I need, just a ten-minute walk from where I live.

Speaker 4: I bought a used TV a few days ago. My friend says that it’ll break down soon but so far it has been working perfectly. It’s like brand new!

Speaker 5: Every time I go to Mama’s bakery I’m sure to get something that’s just out of the oven. What’s more, everything smells so delicious, I always end up buying something extra that I didn’t go in for!

Unit 3

Exercise 4 (p. 25)

Woman: If you love teaching and are looking for a challenging new career why not consider the Brentford Secondary School in Helsinki?

Here at Brentford our teachers help students develop their problem solving abilities and strengthen their communication skills. Our focus is on higher learning and preparing our students for the future.

Currently, we are looking for educators in the field of English and Science to join our team. Applicants must be energetic, friendly, native English speakers and have no less than 2 years teaching experience with teenagers. Furthermore, all candidates must be available to start in August of 2009.

There will be an open day on 12th May between 9 am to 2 pm for all interested applicants. Members of the teaching staff will be there to greet visitors as well as give guided tours. All those who attend should remember to bring a detailed CV, reference letters and a recent photo.

Only qualified candidates will be contacted for an interview. Interviews will be held throughout the month of June.

We look forward to welcoming you to the Brentford Secondary School.

For further information regarding our open day or programmes and activities offered at our school, visit www.BrentfordSecondary@School.fi.

Unit 4

Exercise 3 (p. 35)

John: What do you think of this checked shirt for my sister’s graduation tonight?

Workbook Tapescripts

Maria: I don’t like it. Why don’t you try on this plain dark brown shirt instead? It looks smart and classy. I think it’s perfect for the occasion.

John: I don’t think dark colours suit me.

Maria: Of course they do! Try it on.

John: I also need a jacket. My old one doesn’t fit me any more.

Maria: How about this grey jacket?

John: Isn’t grey old-fashioned?

Maria: John, grey is really trendy right now. John: Mmm, all right … Do you think it matches my shoes and blue jeans?

Maria: Hang on, you’re not thinking of wearing those scruffy jeans, are you?

John: Why not?

Maria: They’re far too casual. Wear these plain ones instead. They’re more elegant.

John: Wow, this outfit’s perfect. You really do have a good fashion sense. Maria: Thanks.

Unit 5

Exercise 4 (p. 45)

Radio Announcer: Good morning listeners. Today I am pleased to have the mayor of Greenfield Park here with me. The mayor is here to talk about a pleasant activity that his office has organised for the first half of the weekend. Welcome Mr. Mayor, you are now on the air. Mayor: Thank you Doug and greetings to all listeners. First of all, I’d like to thank all those who gave generously in last month’s fundraiser to help the poor. I’d also like to congratulate the Dagwood Construction Company for volunteering their time to renovate an old building at the edge of town for the homeless. Today I’m here to let everyone know about a fun activity that all members of the community can take part in. On Saturday May 15th, everyone is welcome to come and help make Central Park a cleaner place!

Radio Announcer: Wow! That’s a great idea Mr. Mayor. Where should volunteers meet?

Mayor: Well, I’ll be leaving my office near town square at 10:00 am and meeting volunteers at the fountain in Central Park.

Radio Announcer: Tell us a little bit more about the activity, Mr. Mayor.

Mayor: Certainly. Volunteers will be grouped into teams of five and will be handed three rubbish bags. Each team will be given an area of the park to clean. The first team to clean their area will be awarded a prize.

Radio Announcer: What will they win?

Mayor: A brand new bicycle each. The teams in 2nd and 3rd place will win tickets to the theatre. Refreshments will also be given to all those who participate.

Radio Announcer: That sounds great! Thank you Mr. Mayor for stopping by. For those of you who are listening, don’t miss this special event!

Unit 6

Exercise 4 (p. 55)

1 Listen to Pat telling Stella about her holiday. Why didn’t she like her hotel?

A Her room didn’t have a view.

B There was too much noise. C The food was bad.

Pat:I won’t stay there again! As soon as I arrived, I knew I had made a bad choice. The hotel was under repair! My room was very nice with a great view. And the food wasn’t bad at all. But with all the noise the builders were making, I couldn’t get any sleep. It was the worst hotel experience I’ve ever had.

2 You overhear a conversation between a passenger and a flight attendant. The passenger

...

A didn’t see the seat belt sign on.

B feels nervous.

C is not feeling well.

A: Excuse me sir, but the seat belt sign is on. You’ll have to take your seat.

B: Yes, I know it’s on but I have to stretch my legs. A: You’ll have plenty of time for that later, sir.

B: Yes, but the problem is I’ve got a sharp pain in my leg and I’m worried.

A: OK sir. There is a doctor on this flight. Sit down and after take-off I’ll bring him over to see you.

3 Listen to a radio announcement. There is time for people to ...

A evacuate.

B board up windows. C drive to safety.

This is a severe weather alert for the Seacrest area. In the next 2 hours a hurricane will reach the town of Newport. There is no time to evacuate. You are advised to quickly close all doors and windows and to stay indoors. Drivers must leave their vehicles immediately and get inside the nearest building. Once again within 2 hours a hurricane will hit the Seacrest area ...

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Workbook Tapescripts

4 Listen to a conversation between a hotel receptionist and a hotel guest. The guest isn’t on the reservation list because ...

A The hotel didn’t book him a room.

B He booked for the wrong day. C His credit card doesn’t work.

A: I don’t understand what the problem is. I called last week and reserved a room.

B: Unfortunately, sir, your name doesn’t appear to be on our reservation list. Maybe there was a problem with your credit card?

A: That’s impossible. It’s a new card and it’s working fine.

B: And you’re sure you booked for tonight, sir? May the 15th?

A: Yes. I’m positive I didn’t book for the wrong day.

B: Of course you didn’t, sir. Well, it must have been a fault on the part of the hotel then let me put you in our best suite to apologise for not booking you a room.

Unit 7

Exercise 3 (p. 65)

Welcome class. Please take your seats. This afternoon is your final English exam. I know that most of you sat your final History exam this morning, and that two of you have just come from your final French oral exam. So you’ve had a stressful day already. But don’t worry, three more hours and it will all be over. So, take a deep breath and relax.

Let me tell you about this exam. The exam is five pages long. You have exactly three hours to finish it. There are both multiple choice questions and essay questions to answer. Multiple choice questions are worth one mark each. Essay questions are worth 10 marks each.

The following exam rules apply. Print your name clearly on the top right hand corner of the first page of the exam only. If you need to leave the room to go to the bathroom, raise your hand and wait until I am at your desk to ask me. This is an open-book exam, but you are only allowed to use the course text book. You are not allowed to use your own personal notes.

Next, I want to give you the following advice. If you don’t know an answer in the multiple choice section, guess. An incorrect answer is better than none at all and you have a 25% chance of choosing the correct answer. If you happen to finish before the three hours is up, I advise you to look back carefully over your work as you

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may spot some mistakes. Finally, remember what I have taught you this year about essay structure. Namely, provide a clear introduction and conclusion in your essays.

Finally, I want you all not to worry. While the exam is not easy, and retakes are not possible if you fail, I don’t expect any of you will fail this exam. The work of everyone in this class this year has shown me that you are all more than capable of getting above 50%.

So, class, it is now time to begin. The time is five minutes to two. Please turn over your exam papers now. You have five minutes to look at the exam. You are not allowed to write anything in these five minutes. Just use it to look at the questions. At two o’clock I will tell you that you can start to write and the first thing you will do is put your name on the exam paper. So, heads down and no talking for the next three hours please. Good luck to everyone!

Unit 8

Exercise 4 (p. 75)

Speaker 1: I can’t believe we lost. Yes, our opponents are a great team but I know we are better!

Speaker 2: He’s right. We could have beaten them. And we can’t say we haven’t been practising. We’re always on the ice!

Speaker 3: Maybe that is the problem. We are just too tired. Four games in two weeks is a lot.

Speaker 4: Well, we now have a week to relax. The good thing is that we’re playing the next game at home, so we’ll have the advantage.

Speaker 5: Yes. If we can win the next game, we still have a great chance of winning the Cup. We’re not out of the competition yet!

Pairwork Activities Key

Student A B: What could you win?

A: The winner will get í10000.

(Suggested Answers)

B: Where is the fundraiser fair located?

B: Who is the youth club for?

A: At Allenstown Square, in Kingsley.

A: All teens are welcome at the youth club.

B: How much do the tickets cost?

B: Where is the meeting place?

A: It doesn’t say.

A: The address is 22 Oxford Street.

B: When is the fundraiser fair?

B: When do they meet?

A: The fundraiser fair is Sunday, 18 May.

A: They meet Wednesday and Friday evenings at 6

B: Where does the money that is raised go to?

pm.

A: The money will go to help the victims of Cyclone B: What activities will they be doing?

Nargis.

A: Teens will be able to play sports, chat about

B: Who should I contact for more information?

music, watch films, as well as other things.

A: You can contact Mrs Tyler on 031198236674 for B: How do teens join the youth club? more information. A: They should call Joanna on 0799750443.

B: What is the bridge at the Grand Canyon Skywalk B: What items are available at the Bay Road Market? made of?

A: You can purchase flowers and plants at the market.

A: The bridge is made from glass.

B: Where is the market located?

B: How high is the bridge above the Grand Canyon?

A: It is at Harbour Square, 55 Bay Road.

A: It is 1,200 metres above the Grand Canyon.

B: What time is it open?

B: What can you see from the bridge?

A: It is open from 6 am until 3 pm.

A: You can see amazing views of the Colorado River B: Is there a bus that goes there? and Granite Gorge.

A: Yes, you can catch the number 221 or the number

B: How far is the bridge from Las Vegas?

223 from outside the Sydney Opera House.

A: The bridge is a three-hour drive from Las Vegas.

B: Where can I find more information about the market?

B: Where can I make reservations to see it?

A: You can visit their website at

A: You can make reservations at their website

www.sydneymarkets.com. www.grandcanyonskywalk.com.

B: Who is allowed to enter the inventors’ competition?

B: How many open days are there at the University of A: Anyone in school between the ages of 13-16.

Hertfordshire?

B: Is there a prize?

A: There are two open days at the university.

A: Yes, you can win í1000.

B: When is the Law Department’s open day?

B: Where can I find an entry form?

A: It is 12 June.

A: You can get an entry form from the website.

B: What is the name of the train I should take to get B: When do the entry forms have to be in by? there?

A: All entries must be received on 16 May, by 5 pm.

A: You should catch the Northern Express.

B: Does the invention have to be anything special?

B: Where do I catch the train?

A: It must be completely original.

A: You can take it from Euston Station.

B: When can I contact the university offices?

A: You can contact the university offices between 9 B: How old do you have to be to be the next supermodel? am and 5 pm. A: You must be between the ages of 17-25. B: Who would you live with?

A: You could live in a house with 12 other contestants.

B: How much do adults have to pay to join the karate B: Where are the auditions held? club?

A: The auditions are in London, at Park Square Stadium.

A: Adults must pay í300 a year to join the club.

B: When are the auditions?

B: How much does it cost for children 12 and under?

A: On 14 July.

A: It costs í100 a year for children 12 and under.

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Pairwork Activities Key

B: When are the karate lessons?

A: The lessons are Monday from 6-8 pm and Thursday 6-9 pm.

B: Are there any special offers?

A: Yes, if you join today you will get 25% off all club clothing.

B: How can I join the karate club? A: You can join the club by calling James on 014497893822.

Student B

(Suggested Answers)

A: What is the name of the speaker at the body language seminar?

B: The speaker is Dr Penny Tyler.

A: When is the seminar?

B: The seminar is Saturday, 23 March.

A: Where is the seminar going to be?

B: The seminar will be at The London Conference Centre, in Room 2.

A: Do students get a discount?

B: Yes, students get a 25% discount.

A: When are booking lines open?

B: Booking lines are open Monday to Friday, from 9 am until 9 pm.

A: When is the new seafood restaurant opening?

B: It is opening tomorrow night.

A: What is the address?

B: The address is 85 Bridge Street.

A: What hours will the restaurant be open?

B: The restaurant will be open from 6 pm until late.

A: What can you eat there?

B: You can eat every kind of seafood you can imagine! A: Will I get a discount if I use the voucher?

B: Yes, you will get 50 % off your bill if you show your voucher.

A: What is the name of the shop that has a job opportunity?

B: The shop is called The Teenage Clothing Shop.

A: What age of worker are they looking for?

B: They would like someone between the ages of 1519 years old.

A: What day does the shop need someone to work?

B: The job is for Saturdays.

A: What do you have to love in order to get this job?

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B: You must love fashion in order to do this job.

A: Who should you speak to for more information about this job?

B: You should call Sasha or Claire, on 01829964328.

A: What is the name of the salon?

B: The salon is called OH! LA LA!

A: How much does a manicure cost at the salon?

B: A manicure costs from í15.

A: Are hair treatments available at the salon?

B: Yes, there is a wide range of hair treatments available.

A: Who should I speak with to make an appointment at the salon?

B: You can call Sharon on 07579683384.

A: What days is the salon closed?

B: The salon is closed Sundays and Mondays.

A: What does the disaster relief group need?

Β: The group needs volunteers.

A: What was the natural disaster?

Β: Hurricane Bernard.

A: When does the group need your help?

Β: They need help on the 12th and 13th of August.

A: What will people be helping with on the Sunday?

Β: Volunteers will hand out food supplies to victims.

A: Who should I contact for more information? Β: You can call Mike Sanders on 0800999991.

A: Where should we meet for the Venice Ghost Walking Tour?

B: The tour will meet in the Main Square.

A: How much does the tour cost?

B: The tour costs €25.

A: Who is the tour suitable for?

B: The tour is suitable for people that speak English, Italian, French, Spanish or German.

A: Are there any special offers?

B: No, there are no offers.

A: Is there a time when the tour is not available?

A: The tour is not available during the winter months.

A: What is the name of the MP3 player?

B: It is called “Creative Zen”.

A: How much does it cost?

B: It costs í84.99.

A: Is there anything included for free?

B: Yes, there is a re-chargeable battery included with the price.

Pairwork Activities Key

A: How can I order this MP3 player?

B: You can only get it online.

A: Are there any special offers?

B: Yes, if you buy it today, you will receive a 5% discount off any other music product.

A: Where is the sailing school located?

B: The sailing school is in Cyprus.

A: When is the sailing school?

B: The sailing school is offered from May until October.

A: How much does it cost for the beginner course?

B: The beginner course is í150.

A: Are there any special offers?

B: Yes, if you book online today, you will save 15%.

A: Where can I find more information on the sailing course?

B: You can visit their website for more information at www.cyprussailingschool.com.

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Look at Module 1 Refer Ss to the title of module,

Reading & Vocabulary a Objectives 3

F When you meet someone for the first ñ

Listening & Speaking b Objectives

Focus ➤ Completing a dialogue/listening for confirmation ñ

Refer Ss to the Study Box and explain intonation (the way your voice rises and falls as you speak)

Answer Key Are you = a permanent state (Present

Focus ➤ Matching present simple and present continuous to their uses in the future ñ

Grammar in Use 1c ñ

Vocabulary & Speaking 3

Answer Key 1 as funny 5 as good-looking 2 the earliest 6 the least 3 the most popular 7 sooner/better 4 more/the angrier 8 prettier/prettier

Focus ➤ Role playing using idioms ñ

Writing Skills 2 Focus ➤

Read rubric and check for understanding

The most boring film I have ever seen is

Speaking: discussing social etiquette

Culture Corner

Across the Curriculum – PSHE 1

Progress Check Progress Check 1 and

Spotlight 8 Mod 1 Ts 09-09-09 17:04

Listen, read and talk about …/Learn how to …/

Have Ss find meaning in own L1

Tom is raising his eyebrows. He seems surprised

They are wearing casual clothes

Elicit/ explain any new vocabulary

Objectives Present Perfect

Answer Key know ― I know how to do maths, too… believe ―

Spotlight 8 Mod 1 Ts 09-09-09 17:04

Vocabulary & Speaking 3

Answer Key 1 as funny 5 as good-looking 2 the earliest 6 the least 3 the most popular 7 sooner/better 4 more/the angrier 8 prettier/prettier

Answer Key 1 hold, tongue 4 pain, neck 2 speak, mind 5 gets, nerves 3 driving, crazy 6 break the ice 10

Spotlight 8 Mod 1 Ts 09-09-09 17:04

My neighbour, Dr Brown, is the most educated person

They really cheered me up as I was feeling very low

Answer Key respect ― have a good opinion of their character or ideas kiss (sb) on the cheek ― kiss sb on the side of…

Focus ➤ Predicting text content ñ

Spotlight 8 Mod 2 Ts 09-09-09 17:06

Reading & Vocabulary Objectives

Elicit questions from Ss about obentos and write them on the board

Vocabulary 5 a Focus ➤

Spotlight 8 Mod 2 Ts 09-09-09 17:06

Refer Ss to the list of different shops and elicit/ explain any new vocabulary

Answer Key Present perfect ñ

Focus ➤ Understanding has gone to/has been to/ has been in ñ

Speaking: talking about preparing food; role playing 2

Answer Key The text is a recipe

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21.01.2017

*Answer Key* 1 by	5	on	9	both
2 being	6	was	10	ago
3 from	7	in	11	to
4 been	8	most	12	that/which

Компоненты УМК Spotlight 8

Look at Module 1

12

Find the page number(s) for

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

Objectives

Reading

1 T Vocabulary

1a Reading & Vocabulary

14

Objectives

1b Listening & Speaking

Everyday English

16

Say It Right

Intonation

Objectives

1c Grammar in Use

18

1d Vocabulary & Speaking

(Ss’ own answers)

20

Vocabulary & Speaking 1d

1e Writing Skills

22

Writing

Word Formation

9 Smile

1f English in Use

Phrasal Verbs: get

Dependent Preposition

24

Grammar Revision

Objectives

25

Objectives

26

27

28

Look at Module 1

Find the page number(s) for

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

Reading

Vocabulary

Reading & Vocabulary

Objectives

Listening & Speaking

Everyday English

Say It Right

Intonation

Objectives

Grammar in Use

Vocabulary & Speaking

(Ss’ own answers)

Vocabulary & Speaking 1d

Writing Skills

Writing

9 Smile

Word Formation

English in Use

Phrasal Verbs: get

Dependent Preposition

Grammar Revision

Objectives

Objectives

Before you start …

Look at Module 2

Find the page number(s) for

Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …

Reading

Vocabulary

Reading & Vocabulary

Objectives

Everyday English

Listening

Intonation

Say it right

Speaking

Objectives

Reading