www.frenglish.ru
}WUrs"Rovers
feeneral No+e Then ask students to com pare th e ir answers w ith
a partner and to justify any answers they have th a t
ieNational G eographic videos can be used as an are different.
pesting way to in tro d u ce yo u r students to o th e r Play th e v id e o a second tim e and ask students to check
pres. They are a u th e n tic N a tio n a l G e o g ra p h ic videos, th e ir answers and to fill in any m issing answers. Then
Jit is not necessary fo r students to unde rsta n d check answers as a class.
(thing they hear to b e n e fit fro m th e m . Som e o f th e 1T (00:13) Answers
iksfocus on the visual aspects o f th e videos, so students 2F (00:42) ■#
hi concentrate m ore on w h a t th e y see th a n on w h a t th e y 3F (01:36) 4T (01:53)
J r . They are also a g o o d w ay to enco u ra g e y o u r stu d e n ts
Itowatch TV program m es and film s in English so th a t th e y 5T (02:48)
■nget used to th e sound o f th e language. The m ore 6F (03:07)
ents are exposed to English, th e easier it w ill be fo r A fte r you w atch
bn to pick up th e language.
Explain to s tu d e n ts th a t th e te x t is a sum m ary o f th e
kground Info rm atio n _________________________ inform ation in th e docum entary. Before they read it,
IheMars Rovers, S pirit and O p p o rtu n ity , w e re launched ask th e m to w o rk in pairs to discuss th e main ideas in
nJune 10th and July 7th 2003. They landed on Mars on the documentary.
luary 3rdand 24th 2004, and are still th e re to th is day. Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
Iherobots were launched inside airbags w hich p ro te c te d answers at this stage to see if the ideas they m entioned
lemwhile in o rb it and a llow ed th e m to land w ith o u t are covered in th e te x t. A lso enco u ra g e th e m to th in k
mydamage to th e machines. These airbags b u rst on a b o u t w hich p a rt o f speech is m issing fro m each gap.
ding. The robots are e q u ip p e d w ith very so p h isticate d Read th e w o rd s in th e y e llo w w o rd b a n k to stu d e n ts and
bchinery that allows th e m to g a th e r any necessary ask them to repeat them . C orrect th e ir pronunciation
w here necessary.
nation abo ut th e te rra in on Mars. The ro b o ts have Ask students to d o th e task individually, b u t check
nsthat can m ove in a sim ilar way to hum an arms. answers as a class.
rfore you w a t c h _________________________________ Answers ф
| ' Ask students to tu rn to p age 120 and lo o k a t th e title , 1 whereas 5 operate
the picture and its accom panying ca p tio n and ask th e m 2 find 6 patterns
I what they im agine th e y are g o in g to learn a b o u t in 3 signs 7 alternative
the documentary. 4 rough 8 existed
| • Ask students to read th e questions and explain anyth in g Ideas Focus
1 they don't understand. Then ask th e m to w o rk in pairs o r Ask students to read the questions and explain anything
I small groups to ask and answ er th e questions. th e y d o n 't u nderstand. Then ask th e m to w o rk in pairs or
• When they have finished, ask d iffe re n t s tu d e n ts at small groups to ask and answer the questions.
I random round th e class to answ er each o f th e questions. W hen they have finished, ask different students at
random round th e class to answer each o f th e questions.
Answers ф
Answers.
Students' own answers
Students' own answers
bile you w a tc h
|b ________________________________
• Explain to students th a t th e y are n ow g o in g to w atch th e
I video. Tell th e m th a t th e d o c u m e n ta ry is q u ite short.
• Ask students to read th e sta te m e n ts and to u n d e rlin e
I any key w ords and phrases th e y fin d . A sk stu d e n ts h ow
I the robots m ig h t have g a th e re d in fo rm a tio n a b o u t Mars.
• Play the video all th e w ay th ro u g h and ask stu d e n ts to
I make a note o f th e ir answers.
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10 That’s Entertainment!
Reading: short texts, multiple-choice questions, checking similar words
Vocabulary: entertainm ent-related words, phrasal verbs
Grammar: reported speech: statements, questions, commands & requests
Listening: gap-fill, completing information
Speaking: talking about entertainm ent, describing photos, talking about a photo,
describing people, places & things
W ritin g : letter or story, ordering ideas, choosing the right question, free-tim e
activities
O fiT аречег Ask s tu d e n ts w hich instrum ents are tra d itio n a l in theirl
country, and to say w h e th e r th e y are string, wind or I
• W rite That's E ntertainm ent! on th e board and ask percussion instrum ents. Then ask th e m if they or any of]
students w hat kind o f activities they associate w ith th e ir relatives play any o f these instruments.
entertainm ent. Try to elicit listening to /p la y in g music,
dancing, w atching a film /play, listening to the radio, etc. Ask students to look at the pictures o f the four
instrum ents. Read o u t th e ir names and ask students I
• Explain to stud ents th a t That's E n te rta in m e n t! is th e title to repeat them . C orrect their pronunciation
o f U nit 10. Ask th e m to tu rn to p age 121 to discuss th e w here necessary.
picture and its accom panying caption w ith a partner. E licit w h a t kind o f in stru m e n t each one is (1 bouzouki
Encourage them to describe the picture and their - string, 2 ste e l d ru m - percussion, 3 bagpipes and 4
reactions to it. They should also say how it m ig h t be d id g e rid o o - wind)
related to the them e o f the unit. Read th e co u n trie s in th e ye llo w w o rd b a n k to
stu d e n ts and ask th e m to re p e a t th e m . C orrect their]
• Ask each pair to re p o rt th e ir discussion to th e rest o f pronunciation where necessary.
th e class. Explain th a t th e y should m atch each instrum ent shoi
in th e pictures w ith th e co u n try it originates from.
• If students seem interested, you m ig h t like to give them A sk stu d e n ts to d o th e task individually, b u t check
further inform ation using the Background Inform ation answers as a class.
box below.
______________________Answer
Background Information _______________
Breakdance is a fo rm o f stre e t dance. It dates back 1 Greece 3 Scotland
to the 1970s, when it was first practised am ong 2 Trinidad & Tobago 4 Australia
A fro -A m e rica n youths in N e w York City. 'B re a kin g ' is p a rt
o f th e h ip -h o p yo u th cu ltu re and is usually pra ctise d to В
this kind o f music. P articipants o fte n ta ke p a rt in 'b a ttle s '
which are like dance com petitions. These battles can Ask stu d e n ts to read th e in stru ctio n s and explain
either be individual or in groups called 'crew s', w ith anything they d o n 't understand.
individuals or crews com peting against one another. Ask them to skim thro u g h the short texts and to
A m ong the m ost famous crews are the 'Rock Steady u n d e rlin e any in fo rm a tio n a b o u t music o r instrume
Crew' and the 'Justice Crew'. Ask stu d e n ts to d o th e task on th e ir ow n and then
to co m p a re th e ir answers w ith a partner. Encourage I
Teaching Tip_____________________________________ s tu d e n ts to ju s tify any answers th e y have that are
different to their partner's.
Ask stude nts if th e y are involved in any a ctivitie s sim ilar C heck answers as a class.
to breakdancing th a t are p a rt o f th e y o u th cu ltu re in th e ir
country. If there are students w ho practise an activity, ask __________________ AnswT
them to tell the rest o f th e class a b o u t it, and to say why
they d o it. If possible, ask th e studentfs) to give the others 1, 3 and 5
a dem onstration.
" R e fill) W ord Focus
A sk students to look at th e w ords in red in the t■eСЛx1tjс
W rite the words string, w ind and percussion on the to try to w o rk o u t w h a t th e y mean fro m the contiext e,
board and draw lines betw een each w ord to make a are in.
table w ith columns. Ask students w hat these three words Ask th e m to com pare th e ir ow n m eanings with the |
can all refer to (kinds o f instrum ents) and ask them which d e fin itio n s in th e W ord Focus box.
instrum ents th e y know in each category. W rite each
instrum ent under the correct heading on the board to
com plete the table.
100
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ead the inform ation in th e Exam C lose-up to students • As a class, ask stu d e n ts w hich features th e y fe e l make
p explain anything th e y d o n 't understand. a g o o d song and to say why. Encourage students to
>lain to students th a t th e answ er o p tio n s are o fte n discuss specific songs or types o f music to su pport
Dtained in th e te x t, b u t th e y are n o t all relevant to th e ir ideas.
|bquestion. They should read th e questions and th e
Sons carefully so th a t th e y d o n o t choose an answ er • You could extend this task fu rth e r by asking students
^because it has a sim ilar w o rd to one in th e te x t. They if th e y w rite or have ever w ritte n th e ir ow n music. If
>uld choose an o p tio n th a t answers th e qu e stio n , so, encourage th e m to te ll th e rest o f the class about
th e ir music and w hat was im p o rta n t to them when they
sit students to read th e Exam Task, lo o k back a t th e w rote it.
fetexts and w rite n e xt to each one w h a t g e nre o f te x t
[is. First ask students w h a t typ e s o f sh o rt te xts p e o p le Answers
flight write (e.g. advertisem ents, m em os, notes, emails, +
ixt messages, etc.).
)k students to d o th e task in d ivid u a lly and then Students' own answer
ipare th e ir answers w ith a partner. C heck as a class.
1 note Answers Ask students to look at th e pictures and ask
2 email # th e m w h a t th e y have in co m m o n (entertainm ent).
3 advertisement 4 te xt message Explain th a t th e y all refer to d iffe re n t aspects o f the
entertainm ent industry.
5 advertisem ent E ncourage stu d e n ts to read all th e w ords in th e five
w ord groups before they w rite any answers. They need
D to th in k a b o u t w h a t connects th e w o rd s in each set w ith
each picture.
lAsk students to read th ro u g h th e qu e stio n s and o p tio n s Ask students to do th e task individually, b u t check
land underline any key w ords o r phrases. Ask th e m to answers as a class.
bean the paragraphs to fin d these w o rd s and phrases
I or synonyms. Answers
p к students to d o th e Exam Task individually, b u t check 1c 2e 3a 4b 5d
iwers as a class.
В
Answers
# Read th e w o rd s in th e ye llo w w o rd b a n k to students and
f l b (... I'll leave y o u r tic k e t a t th e b o x office. See ask them to repeat them . C orrect th e ir pronunciation
you inside.) where necessary.
В с (... Sorry, SOLD OUT) Explain they have to match these w ords w ith the correct
3 a (Dad w ill co lle ct you a t 4.30. Please be ready w o rd g ro u p in A.
and ...) Also encourage students to read the w ord groups again
4 b (Thank you fo r yo u r enquiry.) once they have finished to check th e ir answers.
5 a (No scratches o r marks.) Ask students to do the task individually, b u t check
answers as a class.
E _________________
1 documentary Answers
J • Read the w ords in th e yello w w o rd b a n k to s tu d e n ts and 2 director +
3 box office 4 script
(ask them to repeat the m . C o rre ct th e ir pro nu ncia tion
where necessary. 5 musician
•I Ask students to look back at th e u n d e rlin e d w o rd s in th e
■texts and w ork o u t th e ir m eanings from th e co n te xt they Ask students to w ork w ith a partner and explain th a t
■ are used in. they are going to add m ore verbs, nouns or adjectives to
•(Encourage stu dents to read all th e sentences b e fo re th e w o rd g ro u p s in A.
■ filling in any answers. They should read back th ro u g h G o round th e class m o n ito rin g students to make sure
■their answers to check th e m w hen th e y are finished. they are carrying o u t the task properly.
•|Ask students to d o th e task individually, b u t check W hile the students are com pleting the task, w rite the
w ord groups on the board. Ask each pair to come to
I anrs-wers as a class. th e b o ard and w rite th e w o rd s th e y have w ritte n in
their books for one o f the word groups on the board.
Answers Ask fo r class agreem ent a b o u t th e w ords, o r discuss
any mistakes. Ask other pairs if they can add any other
1 boo>x office scratch w ords to th e group. Repeat until all five w ord groups
2 sheet music drum kit are com pleted.
3 audition hit
deas Focus _______________________________________
( Ask students to read th e questions and answ er any
questions th e y m ig h t have.
Ask students to w o rk in pairs o r small g ro u p s to discuss
their ideas.
www.frenglish.ru
T hat’s Entertainm ent!
Possible answers Ask stu d e n ts to lo o k a t th e w o rd s in b o ld in the
# sentences and ask w hich are verbs (went, had been), I
1 the news, cartoons, comedies, period costume w hich are p ronouns (I, she) and w hich are tim e
dramas expressions (last week, the week before).
2 make-up artist, hair stylist, stuntperson, camera A sk stu d e n ts to read th e sentences carefully to discu
operator, lighting technician th e changes in th e verbs.
3 backstage, theatre, costumes, backdrop, scenery
painter, props _________________ Answer
4 part, character, rehearse, review
5 instrum ent, entertain, release, guitar, piano, T becom es 'K a th y ', 'w e n t' becom es 'h a d been' and
drums, saxophone, trum pet, trom bone 'last w eek' becomes 'the w eek before'.
Remind students th a t they should read thro u g h the В
sentences fo r gist before circling any answers. Also
encourage them to read the sentences again once they A sk stu d e n ts to read th e rules b e fo re fillin g in any
have finished to check th e ir answers. answers. E ncourage th e m to lo o k back a t th e sentenc|
Ask students to do the task individually, b u t check in A if th e y need any help.
answers as a class. A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
Answers
+ Answer
1a 2a 3a 4a 5c 6b 7a 8c 9c 10c
A nsw ers in o rd e r o f appearance: past, tim e
Ideas Focus Ask stu d e n ts to und e rlin e th e re p o rtin g verbs and the
to discuss th e d iffe re n ce in stru ctu re w ith a partner.
• Ask students to read the questions and answer any C heck answers as a class.
queries they may have about them .
Answer
• G e t students to w o rk in pairs and to ta ke it in tu rn s to
answer the questions. The re p o rtin g verbs are 'say' and 'te ll'. There's an
o b je c t after the verb 'te ll', b u t n o t after 'say'.
• G o round th e class m o n ito rin g students to make sure
they are carrying o u t th e task properly. D o n 't correct any A sk stu d e n ts to read th e rules b e fo re fillin g in any
mistakes at this stage, b u t make a note o f any mistakes answers. E ncourage th e m to look back a t the senten
in stru ctu re and p ro n u n cia tio n . in С if th e y need any help.
Ask s tu d e n ts to d o th e task individually, b u t check
• Ask each pair to answer one o f the questions and repeat answers as a class.
until each pair has had a turn.
_________________ Answer
• W rite any structural mistakes th a t students m ade on
the board, w ith o u t saying w ho m ade them , and ask tell
students to co rre ct th e m . Deal w ith any p ro b le m s in V.
pronunciation that came up. N o w re a d th e G ram m ar Reference on pages 170-171 (10.1
10.3) w ith y o u r students.
• You could also activate the vocabulary in this lesson
fu rth e r by asking students to discuss th e ir favourite film s Ask stu d e n ts to lo o k at th e w ords in red and elicit that!
and plays. Encourage them to talk a b o u t all aspects o f th e y are e ith e r verbs, p ronouns o r tim e expressions.
the productions, including the plot, acting, soundtrack, Rem ind th e m to read th e sentences and to pay attert
setting, genre, etc. to th e w o rd s im m e d ia te ly b e fo re th e options. Theyna
to th in k ab out w hat the person w ould actually havesa
Answers Encourage them to look back at A to D and the
G ram m ar Reference if th e y need help w ith the task.
Students' own answers A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
fy m w ]ft\A r
Ask students to w o rk in pairs and assign each stu d e n t
a num ber one o r tw o . Ask all num ber ones to describe
w h a t th e y see in th e p ictu re on pag e 125 to th e ir p a rtn e r
and to say w h o th e y associate it w ith . Then ask all
the num ber tw os to join up w ith another num ber one
student to te ll him /her w hat th e ir previous partner said.
Elicit from students th a t student tw os had to report
in fo rm a tio n. Explain th a t in th is p a rt o f th e lesson, th e y
will learn about re p o rtin g speech in English.
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1 said Answers t Answers
2 she
3 next day 5 at that m om ent 0backstage and on stage w hen being used
4 before 6 her
7 you Ask students to predict the kinds o f things people m ight
8 told say a b o u t th e th in g s and places m e n tio n e d in A and В
before they listen to the recording.
hcourage students to read th e sentences carefully Play th e re co rd in g once all th e w ay th ro u g h , and ask
bfore filling in any answers. They should u n d e rlin e th e students to w rite th e ir answers. Ask students to discuss
eporting verb in each new sentence. th e ir answers w ith a p a rtn e r and th e n check answers as
| Ask students to th in k a b o u t w h a t changes in tenses, a class.
(ronouns and tim e expressions are necessary in each
entence. Also, te ll th e m to bear in m in d th e d iffe re n t Answers 9
tructures th a t fo llo w 'say' and 'te ll',
ncourage th e m to lo o k back a t A to D and th e 1 stage 4 dressing room
I Grammar Reference if th e y need he lp w ith th e task. 2 backstage 5 costumes
I Ask students to d o th e task individually, b u t check 3 props
answers as a class.
Read th e inform ation in th e Exam Close-up and answer
Answers any questions th a t students m ight have.
# Rem ind stu d e n ts th a t it is im p o rta n t to read th e
1 (that) she had enjoyed th e p a rty th e n ig h t b e fo re / inform ation carefully before listening to the recording
the previous n ig h t so th a t they are b e tte r prepared to w rite the missing
2 (that) his m um d id n 't like th a t reality show w ord o r words. You could also ask students to think
3 us (that) w e w ere g o in g to visit th e N a tio n al A rt a b o u t w hat th e w ords m ig h t be before th e y listen.
Gallery the n e x t/fo llo w in g day A sk s tu d e n ts to read th e Exam Task and th e n lo o k at
4 (that) Susan and A m anda w o u ld help her learn th e gaps in th e inform ation and th in k about w hat w ord
her lines or words could com plete each one. Ask them to make
5 (that) she had to finish her film review th a t n ig h t a n o te o f th e m in th e ir n o te b o o k , so th a t th e y can
6 (that) he was w a tching an in te re stin g co m p a re th e ir ideas w ith th e answers when th e task has
documentary at that m om ent been checked.
7 me (that) M a tth e w had jo in e d th e dram a g ro u p Remind students they can w rite num bers as eith er words
the previous m onth or num bers and th a t they should check their answers
8 us (that) her g ra n d m o th e r had seen The P hantom the second tim e they listen, or com plete any they
o f the Opera have missed.
Listening Play th e re co rd in g once all th e w ay th ro u g h , and ask
students to w rite th e ir answers. Then ask students to
• Ask students if th e y have ever a cte d in a play o r been com pare their answers w ith a partner.
I behind the scenes in a th e a tre b e fo re . If so, ask th e m
В what it was like. If th e y haven't, ask th e m w h a t th e y Play th e re co rd in g again and ask students to check th e ir
I imagine it w o u ld be like. answers and to fill in any m issing answers.
C heck th e answers as a class and ask students to ju s tify
A __________________________________ th e ir answers.
Ask students to look at th e picture and to describe it
with their partners. Encourage th e m to discuss w h a t the 1 thirty/30 5 album
various rooms m ig h t be and w h a t th e y can see in them . 2 dancers 6 musical
1Read words 1 -4 to stud ents and ask th e m to 3 alternative 7 500/five hundred
repeat them a fte r you. C o rre c t th e ir p ro n u n cia tio n 4 classical, m odern
where necessary.
| Ask students to d o th e task individually, b u t check Teaching Tip
answers as a class.
Encourage students not to panic if they d o n 't understand
Answers or d o n 't catch all the inform ation relating to a particular
g a p on th e firs t listening. Tell th e m th e y should m ove on
1d 2b 3c 4a to the next gap if this happens. They should then listen
carefully the second tim e they hear the recording to
В com plete th e gap th e y missed.
Ask students to look a t th e p ic tu re again and th in k a b o u t
where th e pro ps w o u ld be kept.
Invite students to te ll you th e ir ideas and reach
agreement as a class a b o u t w here th e y w o u ld be.
103
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That’s Entertainm ent!
_JQ
A Useful Expressions .................................... ■
• Ask students to read the questions and answer any • Read th e Useful Expressions to students and ask
queries they may have about them . them to repeat them . C orrect their pronunciation I
where necessary.
• Tell stu dents to w o rk in pairs and to ta k e it in tu rn s to
answer the questions. • E ncourage stu d e n ts to use these phrases when they I
describe the pictures in D.
• Go round th e class m o n ito rin g students to make sure
they are carrying o u t the task properly. D o n 't correct any D
mistakes at this stage, b u t make a note o f any mistakes
in structure and p ro n u n cia tio n . • A sk stu d e n ts to read th e in stru ctio n s and to decide wh<
w ill be S tu d e n t A and w h o w ill be S tu d e n t B.
• Ask each pair to answer one o f the questions and repeat
until every pair has had a turn. • Explain th a t S tu d e n t A w ill carry o u t his o r her task 1
first. Rem ind stu d e n ts to use th e Useful Expressions to
• Ask students to tell you the names o f th e musical help them .
instrum ents th a t th e y know in English and c o m p ile a list
on the board. A dd any they did not m ention. • G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't correctjan
• W rite any structural mistakes th a t students m ade on mistakes a t th is stage, b u t m ake a n o te o f any mistake
th e board w ith o u t saying w ho m ade them , and ask in stru ctu re and p ro n u n cia tio n .
students to co rre c t th e m . Deal w ith any p ro b le m s in
pronunciation that came up. • Ask one S tu d e n t A to te ll th e rest o f th e class what h*о
she said a b o u t th e pictures. Ask th e o th e r Student Asifj
Answers ф they agree or if they have anything else to add. I
Students' own answers • Then ask a fe w S tu d e n t Bs to answ er th e ir question. I
• W rite any structural mistakes th a t students made on ]
В
th e b o ard w ith o u t saying w h o m ade th e m , and ask |
• Explain to students th a t when th e y do speaking tasks, stu d e n ts to co rre ct th e m . Deal w ith any problems in j
they usually have to describe pictures. pronunciation that came up.
• Ask students to w ork w ith a partner. One should Answers
describe picture A and the other should describe
pictu re B. j Students' own answers
• Explain to students they should take turns describing Ideas Focus
their picture to each other. They should then try to
find tw o similarities and tw o differences between • Ask students to read th e questions quickly and deal win
the pictures.
any queries they may have. j
• Go round th e class m o n ito rin g students to make sure
they are carrying o u t the task properly. D o n 't correct any • Tell stu d e n ts to w o rk in pairs and to take it in turns to I
mistakes at this stage, but make a note o f any mistakes
in structure, tenses and p ro n unciation. answer the questions.
• Ask each pair to describe their pictures until every pair • G o round th e class m o n ito rin g students to make s u re !
has had a turn.
they are carrying o u t the task properly. D on't correct!*
• W rite any structural mistakes th a t students m ade on
the board w ith o u t saying w ho made them , and ask m istakes a t th is stage, b u t m ake a n o te o f any mistakes1
students to co rre ct th e m . Deal w ith any p ro b le m s in
pronunciation that came up. in stru ctu re and pron u n cia tio n .
С ___________________________________________ • Ask each p a ir to answ er one que stio n until every pairhal
• Read th e in fo rm a tio n in th e Exam C lose-up to stu d e n ts had a turn. I
and answer any questions they m ight have.
• W rite any structural mistakes th a t students made on I I
• Remind stude nts th e y should de scrib e as m uch as th e y
can in th e picture, e.g. w h a t th e p e o p le are w e a rin g , th e th e b o ard w ith o u t saying w ho m ade them , and ask I I
place, th e surroundings, w hat the people are doing and
the weather. s tu d e n ts to c o rre c t th e m . Deal w ith any problems in I I
• Read th e Exam Task o u t to th e stu d e n ts. A sk th e pronunciation that came up. I
students to look at th e tw o pictures and discuss to g e th e r
w h a t th e y th in k is sim ilar a b o u t th e pictures. A n sw er^!
Answers ф Students' own answers I
They both show som eone playing a musical V
instrum ent.
T e a ch in g T ip I
You could approach th e task in th e Ideas Focus in a I I
slig h tly d iffe re n t way. Ask students to w o rk in small grosfl
and assign a reporter to each group. Ask them to d iscufl
th e questions and to m ake notes on th e ir answers. T h i^E
reporter from each group should then report the ideasH|
discussed to th e rest o f th e class. Encourage the r e p o i^ |
to use re p o rte d speech as m uch as possible when I
speaking to th e class. ■
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Ideas Focus___________________________________________
A _______________________________ • Ask students to read the questions and answer any
questions they m ight have.
'[Read the phrasal verbs in th e ye llo w w o rd b a n k to
■Students and ask th e m to re p e a t th e m . C o rre c t th e ir • A sk stu d e n ts to w o rk in pairs and to ta ke it in turns
■pronunciation w here necessary. to ask and answ er th e questions. Then, as a class ask
I Ask students to read th e sentences and to try to w o rk students at random about th e ir views on one o f the
I out the m eaning o f th e w o rd s in b o ld and h o w th e y questions, m aking sure each student answers at least
I relate to the phrasal verbs above. one question.
| Explain to students th a t som e phrasal verbs w ill be s p lit
• You could also activate the vocabulary in this lesson
by an object pronoun, further by asking students to tell their partner about the
f Ask students to d o th e task individually, b u t check situations below using w ords from th e lesson.
I answers as a class. - an e v e n t/film th a t d id n 't end as you e xp e cte d
- a tim e when you or som eone you know was refused
[- Answers ^ admission to a place
- a band you knew w ould becom e popular
1 The do cum entary d id n 't tu rn o u t to be very - som ething th a t you've becom e to o old fo r
good. - som ething th a t you find fun and a g o o d way to pass
the tim e
2 The security guards m ig h t tu rn m e away if I d o n 't
have a tic k e t fo r th e concert. • You could finish the task by asking students to report on
one or tw o things their partner to ld them .
3 Can you tu rn on th e radio as m y fa v o u rite
programme is on in a m inute? __________________Answers ф
4 Bob, turn dow n th e music. It's to o loud! Students' own answers
5 Could you tu rn up th e tele visio n , M um ? I ca n 't
hear a th in g .
6 Make sure you tu rn o ff th e e le ctric g u ita r when
you have finished using it.
• Say th e sentences and questions b e lo w to stu d e n ts at
В ___________________________________ random ro u n d th e class, and th e n ask th e s tu d e n t to
• Read the phrasal verbs in b o ld to students and ask report w hat you said to another student.
I them to repeat th e m . C o rre c t th e ir p ro n u n cia tio n - Stand up.
I where necessary. - Can you open the window?
I Ask students to read th e sentences 1 -6 and th e - D o you like hip hop?
I meanings a - f b e fo re w ritin g any answers. - W h a t is y o u r fa v o u rite song?
P Ask students to d o th e task individually, b u t check - W here do you usually go to see films?
I answers as a class. - Do you play the guitar?
• Explain to stu d e n ts th a t in this p a rt o f th e lesson
. Answersфth e y w ill learn how to re p o rt questions, com m ands
and requests.
1d 2c 3a 4 f 5 b 6e
С _________________________________ • Ask students to read th e tw o sets o f sentences. Elicit
th a t th e second sentence in each set re p o rts th e
• Ask students to read th e sentences w ith o u t fillin g in any first sentence.
I answers at this stage. Remind stu d e n ts th e y are g o in g
I to use the phrasal verbs fro m A and В to c o m p le te • Ask students to read the tw o sentences again and
I the sentences. u n d e rlin e th e verbs in each.
• Ask students to d o th e task individually, b u t check
I answers as a class. • Ask students to do the task individually, b ut check
• Once answers have been checked, ask stu d e n ts to w rite answers as a class. Invite stu d e n ts to te ll you which
I sentences o f th e ir ow n w ith th e fo u r phrasal verbs th a t tenses are used in each sentence and why.
I weren't used.
_________________ Answers л
Answers, ф
1 d o you like (present simple), asked (past simple)
1 turned out asked (past simple), liked (past simple)
2 catch on p re se n t sim p le becom es past sim ple in a
3 act out reported sentence
4 get down
5 sold o u t 2 Did you enjoy (past simple), asked (past simple)
6 grown out o f asked (past simple), had enjoyed (past perfect
7 turned away sim ple) past sim ple becom es past perfect simple
8 giving o ut in a re p o rte d sentence
В
• Ask stu d e n ts to read questions a- с and m ake sure th e y
unde rsta n d th a t d ire c t q u e stio n refers to th e que stio n in
direct speech.
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That’s Entertainm ent!
Ask students to do the task individually, b u t check .Answers
answers as a class.
1 'D o you like th e lyrics?' Joanna asked Harry.
Ask students to read the tw o sentences and questions 2 'I've been chosen fo r the school band,' Grant
before w riting any answers.
Ask students to think about w hat the museum em ployee said to us.
and the music teacher m ight actually have said and how 3 'C a n /W o u ld /C o u ld you d o w n lo a d som e songs for
they m ight have said it.
Ask students to do the task individually, b u t check me?' she asked her best friend.
answers as a class. 4 'W h a t ty p e o f m usic are you listening to ? ' Brett
Answers asked me.
5 'D o n 't take a p h o to o f m e,' Julia said to her
1b 2a
frie n d .
N o w read th e G ram m ar Reference on p a g e 171 (10.4-10.6)
with your students. \л/п-Нч£): a le-H-er o r s+or^
Ask students to read the sentences carefully. They • Read th e in fo rm a tio n on O rd e rin g ideas to students andI
should pay attention to w hether the second sentences answer any questions they m ight have.
have reporting verbs and which verb form follow s them .
A lso te ll th e m to co n sid er w h e th e r th e re is a q u e stio n • W rite Iris w e n t to the th e a tre ... on th e board and ask I
w o rd in th e sentence in d ire c t speech th a t th e y should stu d e n ts to com e up w ith as m any ways as possible to I
use, or, w hether th e y should use if o r w hether. c o m p le te th e sentence so it says w h a t happened when
Ask students to do the task individually, b u t check she w e n t to th e th e a tre (e.g. Iris w e n t to the theatre
answers as a class. w hile her h u sband p a rk e d th e car.). Encourage them j
Remind students to look back at A, В and С and the to use th e w o rd s fo r o rd e rin g ideas fro m th e Learning
G ram m ar Reference if th e y need help w ith the task. Focus (e.g. Then Iris d ro ve to th e shops to buy some I
bread. A fte r that, th e y w e n t to th e cinema to see a film. |
Answers B efore g o in g hom e, th e y visite d a pizza restaurant.
+ Finally, th e y arrived hom e a t m idnight, etc.).
1 to turn down the volume
2 (me) where the concert hall was • A sk stu d e n ts to look at th e p ictu re in th e to p right-handj
3 if/w hether I liked hip hop music c o rn e r o f p age 130 and ask th e m w h a t th e y can see.
4 n o t to play my drum s all day Then ask th e m to w o rk in pairs to discuss why people
5 if/ w hether we liked the film w ould g o to th e place in the picture.
6 not to be late
7 to sit down Ask stu d e n ts to read th e instructions and answer any
8 to g e t/if I could g e t her/him a ticke t fo r the play questions they may have.
Explain to stu d e n ts th a t th e firs t w o rd o f each sentence ]
Ask students to read through the five sentences and is th e w o rd w ith a capital letter, and th a t there are
explain th a t they are going to rew rite them in their no questions.
notebooks, changing them from reported speech to A sk stu d e n ts to d o th e task individually, b u t check
direct speech. answers as a class.
Ask students to say the new sentence fo r item 1 and
w rite the direct speech question on the board. ______________________Answers,
Ask students to com plete the rest o f the task individually
and com pare th e ir answers w ith a partner. 1 First o f all th e actor came o n to th e stage.
Check answers by inviting individual students to the 2 Then he began to say his lines.
board to w rite an answer. Ask fo r class agreem ent 3 He spoke and then started to sing beautifully.
b e fore co n firm in g an answ er is correct. 4 The audience listened w hile he performed.
5 A fte r he had finished, the curtain closed.
6 Finally, th e audience cheered and clapped.
В
A sk stu d e n ts to read th e instructions and answer any
questions they may have.
A sk s tu d e n ts to read th e firs t w ritin g question and ask
w h o th e le tte r is fro m (th e ir A ustralian pen-pal). Ask I
w h a t th e ir pen-pal is d o in g in th e ir after-school club (a
p ro je c t on w h a t yo u n g p e o p le a ro u n d the world do on
the weekend).
Ask s tu d e n ts to read th e second w ritin g question and
ask w h o has asked th e m to w rite a sto ry (their teach
Ask stu d e n ts to answ er th e q u estion in th e instructs
individually, b u t check as a class.
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Answers щ w ould choose to w rite and why. Encourage everyone to
express th e ir choice w ith th e ir reasonfs) why.
1 They have to w rite a le tte r a b o u t w h a t th e y
1 usually do a t th e w eekend. Useful Expressions._______________________
2 They have to w rite a story th a t b egins w ith th e
Remind students th a t these expressions can help them
given sentence. to w rite about free-tim e activities.
Read o u t th e useful w ords and expressions and ask
С students to orally com plete each exam ple w ith th e ir own
Ask students to skim th ro u g h th e e xam ple le tte r to ideas (e.g. I play volleyball a fte r school tw ice a week. We
I see how th e w rite r has re spo n d e d to h is/h e r A ustralian usually g o sw im m ing on Saturday m orning.).
Ipen-pal's request. Ask th e m n o t to fill in any answers at
Ask students to read the instructions and th e task they
J this stage. have decided to w rite. Then ask them to underline any
I Ask students to read th e questions, a and b, and lo o k key w ords and phrases they find.
■ back at th e exam ple le tte r to answ er th e m . Encourage students to discuss w ith a partner w hat
| Ask students to d o th e task individually, b u t check they have to w rite, w ho they will w rite to and why they
are w riting.
answers as a class. A sk s tu d e n ts h ow task 1 is sim ilar and how it is d iffe re n t
to th e task in В (It also asks fo r a in fo rm a l letter, b u t to
a What do you usually do? a Canadian frie n d rather than a pen-pal in Australia.
b Yes, she d id . She has m e n tio n e d w h a t she does The to p ic is s lig h tly d iffe re n t - w h a t things th e y d o a fte r
school rather than a t the weekend.).
on both days o ve r th e w eekend. Then ask w h a t is sim ilar o r d iffe re n t a b o u t task 2.
(Both require a story, both m ust begin w ith the given
1 Ask students to look a t th e w ords in th e ye llo w w o rd b a n k sentence, they are b o th a b o u t Charlie, b u t the tw o
I and elicit th a t th e y are all w ords used to o rd e r ideas. openings sentences are different.)
I Encourage students to look back at th e in fo rm a tio n at Give students tim e to make a plan fo r th e ir le tte r or
I the top o f th e previous page to help th e m w ith th e task if sto ry in class, b u t set th e w ritin g task fo r h om ew ork.
I they need to. Encourage students to use the W riting Reference and
I Remind students to pay a tte n tio n to th e w o rd s checklist fo r letters on page 177, and fo r stories on
I immediately before and after th e gaps. They should page 179.
I read the le tte r again once th e y have finished to check
Answers
their answers. +
I • Ask students to do th e task individually, b u t check Plan
Para 1: Thank th e m fo r th e ir le tte r and state th e
answers as a class. reason why you are w riting.
Para 2: Explain w hat you d o tw o o r three nights o f the
1 First o f all Answers w eek after school.
2 then # Para 3: Say how you feel after these activities, e.g.
3 After that 4 while tired, excited, and so on, or why you do
5 before certain things.
6 then Para 4: Say w h a t you d o th e o th e r n ights a fte r school.
E Suggested answers ф
Remind students th a t th e y should always m ake a plan fo r Dear Poppy,
their w ritin g b e fo re th e y begin.
Ask them to skim read th e le tte r again and to w rite th e Thanks fo r your letter. I'd love to tell you what do
main idea o f each paragraph n e xt to it. Then ask th e m after school!
to compare th e ir notes to th e d e scrip tio n s in E b e fo re
writing th e p aragraph num bers. I always go dancing on Monday. M y friend, Becky, and
Ask students to d o th e task individually, b u t check I g o salsa da n cing . It's g re a t fun. O n Tuesdays I have
answers as a class. d iving classes at th e local pool, and W ednesdays I
have a piano lesson at home.
Answers
+ M y mum works late on Wednesday, so the piano
te a ch e r is w ith m e u n til she com es hom e.
[
Thursdays I g o to a friend's house as w e 're w orking on
F a p ro je ct th a t lasts th e w hole school year. By Friday
I have a lot o f hom ework, so I go straight home to
Ask students to read th e Exam C lose-up b o x a b o u t start it.
choosing th e rig h t question to w rite about.
Remind students th e y should choose th e one th e y can Love,
answer th e best ra ther than th e one th a t m ig h t lo o k th e
easiest. Rachael
Tell them th e y need to th in k a b o u t th e vocabulary th e y
need to use, as w ell as how th e y use narrative tenses if 107
writing a story.
Now ask stude nts to read th e tw o qu e stio n s in th e
Exam Task. Ask students to te ll you w hich one th e y
www.frenglish.ru
10 S+eel VriAVhs
fy c v \c m \ No-te A fte r you watch
The N a tio n a l G e o g ra p h ic videos can be used as an С
interesting way to introduce your students to other
cultures. They are authentic N ational G eographic videos, Explain to stu d e n ts th a t th e te x t is a sum m ary o f the
and it is n o t necessary fo r s tu d e n ts to understand in fo rm a tio n in th e docum entary. Before th e y read it,
everything they hear to benefit from them . Some o f the ask th e m to w o rk in pairs to discuss th e main ideas of
tasks focus on th e visual aspects o f th e videos, so students the documentary.
can concentrate more on w hat they see than on w hat they Ask stu d e n ts to read th e te x t w ith o u t fillin g in any
hear. They are also a g o o d w ay to e n co u ra g e y o u r stu d e n ts answers a t th is stage to see if th e ideas th e y mentionei
to w atch TV prog ram m e s and film s in English so th a t th e y are covered in th e te x t. A lso, enco u ra g e th e m to think
can g e t used to the sound o f the language. The m ore a b o u t w h a t p a rt o f speech is m issing fro m each gap.
students are exposed to English, the easier it will be fo r Read th e w ords in th e ye llo w w o rd b a n k to students ant
them to pick up the language. ask them to repeat them . C orrect th e ir pronunciation
w here necessary.
Before you watch Ask students to d o th e task individually, b u t check
answers as a class.
Ask students to look at the pictures and accompanying I1" 11- 1 Answers
cap tion s on page 132 and ask th e m to w o rk in pairs, o r 1 lively
small groups, to answer the question. 2 fills 5 instrum ents
As a class, ask each pair o r g ro u p , to te ll th e oth e rs w h a t 3 backgrounds 6 influenced
they said. D o n 't correct them at this stage, b u t ask them 4 invented 7 culture
to listen carefully to the docum entary to find o u t if they 8 belongs
were right.
Ideas Focus
Answers A sk stu d e n ts to read th e questions and explain anything I
th e y d o n 't u nderstand. Then, ask th e m to w ork in pairs
Students' own answers or small groups, to ask and answer the questions.
W hen th e y have finished, ask d iffe re n t students at
W hile you watch ra n d o m ro und th e class to answ er each o f the questio
В Answers
Explain to students th a t they are now going to w atch the To play m usic 'b y ear' means th a t you d o n 't learn to
vide o. Tell th e m th a t th e d o cu m e n ta ry is q u ite short. play it fo rm a lly using sheet music, b u t th a t you listen
Ask them to read sentences 1-6 and explain anything to som e o n e else pla yin g it and co p y w h a t you hear.
they d o n 't understand.
Ask them to think about w hat the answers m ight be Students' own answers
before they watch th e video. Explain th a t they w ill hear
these exact sentences on the video and th a t they should
listen o u t fo r th e specific w ords in red.
To check students understand w here T rinidad and
Tobago is, dra w th e ir a tte n tio n to its p o s itio n on th e
g lo b e in th e to p -rig h t co rn e r o f th e page.
Play th e vid e o all th e w ay th ro u g h w ith o u t s to p p in g
and ask students to make a note o f th e ir answers while
they listen. Then, ask students to com pare th e ir answers
w ith a partner and to justify any answers they have th a t
are different.
Play th e v id e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
1 popular Answers
2 escape +
3 rhythms 4 music
5 tune
6 creativity
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Units 9 & 10
O b je c tive s Ask students w hat changes we make to active
sentences in o rd e r to m ake th e m passive. Elicit th a t we
I* To revise vocabulary and gram m ar fro m Units 9 and 10. can only make sentences passive if they have an object.
W rite th e tw o sentences b e lo w on th e b o ard and ask
vision stu d e n ts w hich changes have been m ade in th e second
sentence. Then revise all the possible changes th a t
• Explain to students th a t Review 5 revises th e m aterial happen when we report statem ents, questions, orders
they saw in Units 9 and 10. and requests.
Explain to stude nts th a t th e y can ask you fo r help, look - 'I'm g o in g to buy this guitar next w eek.', Jack said.
back at th e units, and refer to th e reference sections at - Jack said th a t he was going to buy th a t guitar the
the back o f th e b o o k if th e y 're n o t sure a b o u t an answer,
as the review is n o t a test. follow ing week.
Decide on how you w ill carry o u t th e review. You co u ld
ask students to d o one task a t a tim e and co rre c t it М о с а )0 1 л [£ л г \\
immediately, ask th e m to d o all th e vocabulary tasks and
correct th e m b e fo re m oving on to th e g ra m m a r tasks, Read w o rd s 1 -1 2 and a-l to stu d e n ts and ask
or ask them to d o all th e tasks and th e n c o rre c t th e m them to repeat them . C orrect their pronunciation
together at th e end. If you do all th e tasks to g e th e r, let w here necessary.
students know every now and again h ow m uch tim e th e y
have g o t le ft to finish th e tasks. Answers 9
Ask students n o t to leave any answers blank. They
should try to fin d any answers th e y a re n 't sure a b o u t in С1i 2g 3a 4j 5h 6k 7d 8c 9 b 10 f 1 1e 121
the units o r th e reference sections.
Inform students b e fo rehan d th a t th e y w ill be d o in g a В
review in th e next lesson so th a t th e y can revise fo r it
at home. Revise th e vocabulary and g ra m m a r as a class Read th e w o rd s in th e ye llo w w o rd b a n k to students
before students d o th e review. and then ask them to repeat them . C orrect their
When checking stu d e n ts' answers to th e review tasks, pronunciation where necessary.
Ask students to read the sentences fo r gist before filling
I make a no te o f any p ro b le m areas in vocabulary and in any answers.
J grammar th a t th e y still have. Try to d o extra w o rk on 1 release Answers
2 lyrics +
I these areas so th a t yo u r students progress w ell. 3 gadget 5 lines
4 install 6 m icrochip
Vocabulary Revision 7 revolutionised
8 log in
• Write satnav on th e board and ask stu d e n ts to m ake a
I list o f oth e r te c h n o lo g y and e n te rta in m e n t lexical item s Ask students to read the sentences fo r gist before filling
I that they have learnt in Units 9 and 10. M ake sure th e y in any answers.
I revise: USB stick, m icrochip, batte rie s, ta b le t, la p to p , Tell stu d e n ts to lo o k fo r clues on e ith e r side o f th e gaps
I box office, clo se d -circu it TV, re m o te co n tro l, backstage, to help them decide w hich w ords are missing. Also
I headset, p ro d u c e r and dressing room . encourage them to th in k about which part o f speech
• Ask students w hich phrasal verbs th e y le a rn t in U n it 10 is m issing.
Encourage students to read through the sentences again
mean the fo llo w in g : b eco m e to o o ld fo r (g ro w o u t of), once they have finished to check th e ir answers.
switch o ff (turn off), decrease th e vo lu m e (turn dow n),
become popular (catch on), end in a particular way Answers
(turn out), and run o u t o f tic k e ts fo r an eve n t (sell out).
Ask students to te ll you th e d iffe re n ce b e tw e e n th e 1c 2c 3b 4a 5a 6a 7a 8b 9b 10c
following pairs o f words: install/set off, reality sh o w /
soap opera, lyrics/singer, lines/script, and le a d to /lo g
Grammar Revision ____________________________
• Write th e sentences b e lo w on th e b o a rd and ask
I students if th e y are passive o r active sentences.
I - She tu rn e d on th e GPS navigator, (active)
I - They w ere painting the dressing room earlier, (active)
I - Technology courses are offered at this college.
(passive)
- The film w ill be sho t in London, (passive)
- We m ig h t install closed-circu it TV. (active).
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fy m w \№ \A r
A
• Ask students to read each sentence fo r gist and to
de cid e w h e th e r it is in th e passive o r active voice.
E ncourage th e m to circle th e o b je cts in th e active
sentences and th e subjects in th e passive sentences, and
to underline the verbs.
• Remind students th a t the verb tenses should rem ain the
same and th a t agents in passive sentences should be
introduced using by.
• Tell students to loo k back at pages 113 and 117 and
G ram m ar References 9.1-9.3 on pages 169-170 fo r a
rem inder if they need to.
1 A new sound system has been installed in th e
studio (by the technician).
2 A new do cu m e n ta ry on w ild life is g o in g to be
broadcast by the Discovery Channel.
3 All critics recom m ended this new film .
4 D id th e d ire cto r give th e actors th e ir roles last
night?
5 A new gadget may be developed by the
com pany next year.
6 The fam ous star doesn't enjoy being follow ed by
fans and photographers.
7 A great num ber o f actors adm ire the director.
8 A new album w asn't being recorded by the
singer last year.
9 The com pany wanted to m anufacture the new
device.
10 They had announced the release o f the
soundtrack before 9 o'clock.
Ъашшяшяшшяшшшшшшашяшшшшяшашяшшшяшяшшяшвшшшшаяяяашяшшяшштяшяшшшшшшл
В ________________________________________
• Ask students to read b o th sentences in each ite m and to
und erline th e verbs, p ronouns and tim e expressions in
the first sentences th a t will change in reported speech.
• Tell students to lo o k back a t pages 125 and 129 and
G ram m ar References 10.1—10.6 on pages 170-171 fo r a
rem inder if they need to.
________________________Answers 9
1 (that) he wasn't going to th a t concert th a t night
2 he w ould buy him a laptop
3 (that) the head teacher w anted to see her the
next day
4 when w e were rehearsing the play
5 (that) he/she had had enough o f actors not
listening to him /her
6 not to play my music so loudly
7 to have/that he/she w ould have the results ready
by the follow ing month
8 if/w hether she had g o t a signed autograph from
Rihanna
9 going and buying th a t new CD by Britney Spears
10 Bob to replace th a t old m obile phone w ith a new
one
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Lessons to Learn
Reading: matching descriptions, finding synonyms
Vocabulary: education-related words, collocations & expressions, prepositions
Grammar: causative, gerunds, infinitives
istening: true/false, thinking about the speakers
Speaking: talking about school and education, decision-making, changing
opinions, changing your mind
Writing: report, rem em bering com m on errors, checking for com m on errors,
introducing & closing reports, school facilities & equipm ent, after
school activities
M f opev\ e r в
Ask students to lo o k at th e title o f U n it 11 on page Read th e subjects o u t to students and ask them to repeat
135. Ask th e m w h a t th e y th in k this u n it w ill be a b o u t them .
(education). C o rre ct th e ir pronunciation w here necessary. Explain
anything students d o n 't understand.
rite coe ducatio nal on th e b o a rd and e lic it th a t it A sk s tu d e n ts to w o rk in pairs o r small g ro u p s to answer
means b o th boys and girls are e d u c a te d a t th e same th e questions. As a class, ask each pair o r g roup to sum
up w hat they said about th e subjects listed.
:hool. Ask if any o f th e stud e n ts g o to a school th a t is
only for boys o r girls and if th e y w o u ld like to g o to a Answers 9
coeducational school and why.
^ Give students one m in u te to w rite d o w n as m any Students' own answers
words and phrases as th e y can re la te d to ed u ca tio n .
Try to elicit th e names o f school subjects, as w ell as Ask students to read the instructions and explain
words like know ledge , teacher, classroom, school, anything they d o n 't understand.
college, university, course, de g re e , c e rtifica te , exam, Tell th e m to lo o k a t th e illustrations and title fo r each
qualifications, tim e ta b le , etc. a d v e rtis e m e n t and e lic it w h a t each one is about.
Ask students to lo o k a t th e p ictu re and a ccom panying Elicit th a t in advertisem ents in fo rm a tio n is m ade to
caption on page 135. Ask th e m to d e scribe w h a t it stand o u t in som e way. Ask th e m to bear this in m ind
shows and how th e y th in k th e b o y is fe e lin g . A sk th e m when scanning the adverts, and encourage them not to
to discuss w h a t th e y th in k was h a p p e n in g at th e tim e th e read th e adverts to o closely.
I photo was taken. Ask students to d o the task individually, b u t check
answers as a class.
Ask students to lo o k a t th e p ictu re in th e to p rig h t-h a n d
corner o f page 136 and e lic it th a t it is o f a ro b o t. Ask Answers
students if th e y like th e idea o f ro b o ts and if th e y w o u ld
like to be ta u g h t by one a t school. A sk w h a t th e y th in k S tudents should tic k a, c, d, f and h
robots w o u ld be useful fo r at hom e. If th e re are any
students w ho dislike th e idea o f ro b o ts, ask th e m to give Teaching T ip ____________________________________
their reasons why. You could encourage your students to scan the te x t to
find the answer to С by setting a tim e lim it fo r the task.
Refer students back to th e list o f school subjects Tell th e m b e fo re th e y s ta rt lo o kin g th a t you w ill g ive th e m
that they m ade in th e u n it opener. As a class, ask tw o m inutes to fin d all th e answers.
each student a b o u t h is/he r fa v o u rite school subjects.
Encourage th e m to ta lk a b o u t all th e aspects o f th e Read th e in fo rm a tio n in th e Exam C lose-up b o x to
I subjects th e y like. Finish o ff by asking stu d e n ts if th e students and explain anything they d o n 't understand.
I subjects th e y like best are th e ones th e y are g o o d a t o r Remind students th a t although th e y have to read
[ not. Ask if a subject th e y like learning is in flu e nce d by eight texts, they will only have to match them w ith five
the teacher, o r if a su bject th e y d o n 't like is because o f people. They should always look through th e three texts
the teacher. they have n ot used to make sure they have n o t m ade a
m istake in th e ir choices.
Answers Ask stu d e n ts n ow to read th e Exam Task and explain
anything they do n o t understand.
Students' ow n answers Ask students to read through the instructions again for
th e Exam Task and th e n th e in fo rm a tio n a b o u t th e five
people and underline the key words.
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Lessons to Learn
W ord Focus A sk students to d o th e task on th e ir ow n and then to I
• Ask students to look a t th e w ords in red in th e Exam com pare th e ir answers w ith a partner. Encourage thj
to justify any answers they have th a t are different.
Task and to try to w o rk o u t w h a t th e y m ean fro m th e C heck as a class. C o rre ct stu d e n ts' pronunciation of
c o n te x t th e y are in. w ords where necessary w hile checking.
• Ask them to com pare their own meanings w ith the
definitions in the W ord Focus box. ______________________Answer
Ask students to skim through the adverts, paying exam ('E ducation' and 'kn o w le d g e ' are abstract!
attention to inform ation th a t relates to the teenagers. words referring to the process and product of
Remind students to look fo r synonyms and learning, b u t an 'e xa m ' is a sp ecific event where a j
underline them . person's kn o w le d g e is tested.)
Encourage students to und e rlin e in fo rm a tio n in th e p ro je c t ( 'D ip lo m a s ' a n d 'ce rtific a te s ' are awards I
adverts which relates to the teenagers' interests. th a t are gran te d a fter a course o f studies, but a I
Ask students to do the task individually, b u t check 'p ro je c t' is a p ie ce o f w o rk on a specific subject.)]
answers as a class. a p p lic a tio n ('F ees' are th e m oney a student pays I
fo r a course, a n d 'g ra n ts ' are sums o f money paiau
________________ Answers to stu d e n ts in o rd e r to study, b u t an 'application'
is a fo rm a l p ro ce d u re w here som eone asks to be
1с 2f 3h 4d 5b accepted on a course, o r applies fo r a job.)
g ra d u a te ( 'Tutors' a n d 'le ctu re rs' are people who|
Ask students to read the eight sentences fo r gist and to teach a t fu rth e r o r h ig h e r edu ca tio n institutes,
d e cide w hich p a rt o f speech is missing fro m each gap. b u t a 'g ra d u a te ' is so m eone w ho has successfully I
M ake sure stu dents realise th a t th e a d v e rt le tte r is given c o m p le te d a fu rth e r o r h ig h e r education course.)
in brackets and they should only look at th e advert studies ('A rts' and 'sciences' are educational
m entioned fo r the answer. disciplines, b u t 'stu d ie s' is a g e n e ra l term
Ask students to do the task individually, b u t check re fe rrin g to w h a t a person is fo rm a lly learning.) ]
answers as a class. uniform (A 'stapler' and a 'fo ld e r' are types of I
stationery, b u t 'u n ifo rm s ' are clothes usually worn!
Answers b y school ch ild re n .)
backpack (A 'tim e ta b le ' and a 'schedule' are
w e b s ite 5 dull types o f p rogram m es, b u t a 'backpack' is a kind 1
beginner 6 work on o f bag.)
d iffe re n t 7 Vanish physical edu ca tio n (PE) ('B io lo g y ' and 'chemistr/Щ
unique 8 traditional are science subjects, b u t 'physical education' is |
sports based.)
Ideas Focus
В
• Ask students to read the questions and answer any
questions they m ight have. A sk students to read th ro u g h sentences 1-8 before
choosing any answers.
• Tell students to w o rk in pairs o r small g ro u p s to discuss Rem ind stu d e n ts to read each sentence through again,]
th e ir ideas. once th e y have chosen each answer, to see if the
sentence is correct.
• As a class, ask stude n ts w hich activities te n d to be m ore A sk stu d e n ts to d o th e task individually, b u t check
p o p u la r w ith youn g p e o p le in th e ir country. A lso ask answers as a class.
them if sum m er courses are com m on and w hat kinds o f
subjects are usually taught. Answer
• You could extend this task furthe r by asking students to 1c 2c 3c 4b 5a 6a 7a 8c
w rite a short paragraph about the kind o f things they
w ant to keep learning about when they leave school. Read th e w o rd s in th e ye llo w w ordbanks to students am
ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation]
Suggested answers w here necessary.
E licit th a t th e tw o w ords in each set are th e same parto
Students' own answers speech. C heck students understand th a t, although tH|
m ay seem similar, th e y have im p o rta n t differences in
\J o C A V ? lA \A r\\ meaning or usage.
A sk students to d o th e task individually, b u t check I
Ask students to read all th e w ords in th e task b e fo re answers as a class.
circling any answers.
Remind students th a t they should th in k o f how the
w ords are connected, and then decide which one
doesn't connect well w ith the o th e r tw o.
112
1 expel, behave Answers + www.frenglish.ru
2 primary, secondary
3 pass, fail 5 miss, lose Answer Ф
4 qualifications, 6 candidate, exam iner
have
courses 7 subject, lesson
8 accent, Ask students to read the sentences and elicit th a t
th e p o s itio n o f th e o b je c t is d iffe re n t in each one.
pronunciation Rem ind stu d e n ts o f th e fo rm u la fo r th e causative in th e
rule above.
Id Ask students to do the task individually, b u t check
answers as a class.
1Ask students to lo o k at th e p ictu re in th e b o tto m le ft- O nce th e answ er has been checked, e lic it th a t in
1 hand corner o f page 138 and e lic it th a t it is a stack o f sentence tw o w e have th e Past P erfect tense, w hich is
used to show th a t one past action happened before
foreign language dictionaries and phrase books. Ask another past action.
students w h a t kind o f person w o u ld use these kinds o f
books. Ask th e m w h e th e r th e y use th e m , ho w o fte n Answers
and why. #
1Ask students to read th e instructions and m ake sure th e y
I understand w h a t th e y have to do. S tudents should tic k sentence 1.
' Tell them to read th e b u lle t p o in ts and explain anyth in g
I they d o n 't understand. Be careful!
1Ask them to do th e task on th e ir ow n and th e n to • Ask students to read th e in fo rm a tio n in th e Be careful!
■ discuss th e ir answers w ith a p a rtn e r and ta lk a b o u t any
I differences in w h a t th e y have tic k e d . bo x. P oint o u t th a t th e ve rb have can com e in any
1Check answers as a class. tense o r be used a fte r m odals and sem i-m odals in
1You could also activate th e vocabulary in th is lesson the causative.
■ further by encouraging stude n ts to discuss th e ir
I experience o f p re paring fo r and ta k in g exams. N o w re a d th e G ra m m a r Reference on p a g e 171 (11.1) w ith
your students.
Answers
#
Students' ow n answers
fa n n e r Ask students to read the instructions and po in t out
th a t they d o n 't have to add any words here, just
Ask the questions b e lo w a t ra n d o m ro und th e class, unscram ble them .
making sure each stu d e n t answers at least one. Ask students to read through the sentences to work
- Have you had y o u r le tte r fro m th e previous u n it o u t w h a t th e main verb is and w h a t its subject and
o b je c t are.
marked yet? Remind them o f th e form ula fo r the causative.
I - When was th e last tim e you had one o f yo u r Encourage them to look back at A, В and С and the
I lessons cancelled? G ram m ar Reference if they need help w ith the task.
Ask students to do th e task individually, b u t check
- Have any o f yo u r classmates had th e ir hair answers as a class.
I cut recently?
I Elicit from stu dents th a t th e questions used th e ________________ Answers
Icausative and th a t this is w h a t th e y w ill learn a b o u t in
I this part o f th e lesson. Have th e stu d e n ts had th e ir sp o rts class
cancelled today?
I ’ Ask students to lo o k a t th e w ords in b o ld and ask th e m I will have my pro je ct graded by a teacher.
■ what they have in com m on (They b o th use th e Future Are the students going to have their paintings
■ Simple tense an d th e m ain verb is 'check'.) e x h ib ite d in th e gallery?
1Ask students to read th e sentences and th e questions The teachers had th e ir photos taken at the end
■ carefully. They should th in k a b o u t h ow th e d iffe re n ce in o f th e year.
■ structure changes th e m eaning. Children under sixteen must have their
1Ask students to d o th e task individually, b u t check application signed by their parents.
■answers as a class. W e h a v e n 't had o u r s ta ff tra in e d in firs t aid yet.
Answers A sk stu d e n ts to read th e firs t sentence in each ite m and
to underline th e object and circle the main verb.
lb 2a Remind them o f the form ula fo r th e causative.
Encourage them to look back at A, В and С and the
[Ask students to read th e rule carefully and to lo o k back G ram m ar Reference if they need help w ith the task.
I at sentences a and b if th e y need help. Ask students to do the task individually, b ut check
I Ask students to d o th e task individually, b u t check answers as a class.
answers as a class.
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Lessons to Learn
Answers Play th e re co rd in g again and ask stu d e n ts to check their]
answers and to fill in any m issing answers.
1 had his la p to p stolen at school C heck th e answers as a class and ask students to justify!
2 has had new c o m p u te rs installed th e ir answers.
3 have a new key made fo r me (by someone)
4 will have her essay typed fo r her (by a friend) __________ Answers,
5 having a sw im m ing pool bu ilt at our school
6 has her children driven to school every day 1F 2T 3T 4F 5T 6T
7 have their tests marked (by the teachers)
by Friday
8 had new desks delivered
L \s + e 4 i4 £ ) A sk stu d e n ts to read th e questions and answer any
queries they may have about them .
Ask students to look at the picture on the b o tto m half A sk stu d e n ts to w o rk in pairs to ta ke tu rn s to answer
o f th e page and to describe it in pairs. E ncourage th e m the questions.
to discuss w ho th e people m ig h t be, how th e y m ig h t be G o ro und th e class m o n ito rin g students to make sure
feeling and w hat they m ight be doing there. th e y are carrying o u t th e task properly. D o n 't correct any
Ask students if they have ever been on a school trip . If m istakes at th is stage, b u t m ake a n o te o f any mistakes |
th e y have, ask them to te ll th e rest o f th e class where in structure and pronunciation.
they w ent, w hat they did and w hat impression the place A sk each p a ir to answ er one o f th e questions, and
and the activity made on them . repeat until everyone has had a turn.
W rite any structural mistakes th a t students made on
Ask students to read the instructions and rem ind them th e b o a rd w ith o u t saying w h o m ade th e m , and ask
th a t they they are m atching the words and expressions stu d e n ts to c o rre c t th e m . Deal w ith any problems in
in a -e w ith th e defin ition s. pronunciation that came up.
If students are unsure o f the words, they should
match the w ords they know first and use a process of _________________ Answers
elim ination to w ork o u t the others. They should not
leave any unanswered. Students' own answers
Ask students to do th e task individually, b u t check
answers as a class. В
Answers Read th e w o rd s in th e ye llo w w o rd b a n k to students and|
+ ask th e m to re p e a t th e m . C o rre c t th e ir pronunciation
w here necessary.
1d 2e 3a 4c 5b A sk stu d e n ts to look at th e pictures in D already labelled|
w ith these w o rd s b e fo re d o in g th e task in B.
В A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.
• Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and explain anything they d o n 't understand. гиШ11Ш1 Answers
Emphasise to students th a t they should always read
through the instructions and questions or statem ents 1 football pitch 5 pool
before they listen so they know w hat inform ation they 2 gymnasium 6 canteen
are listening for. 3 com puter room 7 com m on room
4 library
• Then ask stude nts to read th e Exam Task and u n d erline
th e key w ords in th e sentences.
Ask students to read the instructions and elicit th a t they Teaching Tip
should discuss w hat they underlined w ith a partner.
Invite students at random to tell you w hat they You co u ld e xpand th is task fu rth e r by asking students
underlined and th e ir reason fo r doing so. Ask them to w hich o f these fa cilitie s th e y have at th e ir schools and
speculate w hat the speakers m ight say on th e recording. w h e th e r th e facilities are p o p u la r o r not. You can also ask
th e m w h a t stu d e n ts like o r dislike a b o u t them . If there are
Play th e recording and ask students to w rite th e ir any fa cilitie s th e y d o n 't have, ask th e m if they think thi
answers. Then ask students to com pare th e ir answers w ith w ould be popular at th e ir schools and why.
a partner.
Read th e in fo rm a tio n in th e Exam Close-up box to
students and explain anything they d o n 't understand!
Rem ind stu d e n ts th e y are try in g to persuade their
p a rtn e r to change th e ir m ind, n o t agree with them.
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вкstudents to read th e expressions fo r try in g to Answers
hange som eone's m ind in th e Useful Expressions and
plain anything th e y d o n 't understand. Students' own answers
Remind students th a t th e y should use expressions like
ese in order to persuade th e ir p a rtn e r to change th e ir М о с а \7 (л \ а г \ \
pinion, to give a reason fo r th e ir o p in io n , to say w hy
hey hadn't th o u g h t o f so m e th in g , and to check th a t Read th e expressions in b o ld to stu d e n ts and ask
hey have agreed to th e same facilities. them to repeat them . C orrect their pronunciation
|Ask students to w o rk w ith th e ir p a rtn e r and try to where necessary.
flange each o th e r's minds. Remind students to read through the sentences and the
[Go round th e class m o n ito rin g students to m ake sure options before circling any answers. Remind them also
hey are carrying o u t th e task p roperly. D o n 't c o rre c t any to read the sentences again when they're finished to
mistakes at this stage, b u t m ake a n o te o f any mistakes check th e ir answers.
оstructure and p ro nuncia tion . Ask students to do the task individually, b u t check
[Ask each pair to re p e a t one o f th e ir conversations and answers as a class.
speat until each pair has had a turn.
Write any structural m istakes th a t stu d e n ts m ade on th e Answers
oard w itho ut saying w ho m ade th e m , and ask th e m to
orrectthem. Deal w ith any problem s in pronunciation 1b 2b 3a 4a 5b 6b
fiat came up.
В
Ask students to read th e instru ctio n s and m ake sure th e y
iderstand w h a t th e y have to do. Ask students to read the title o f the te xt and look at the
courage students to co nsider th e needs o f all students accom panying picture. Ask them to say how they m ight
be related.
at the school and how th e y cou ld b e n e fit fro m each Ask them why high-school students m ight need help and
icility. Explain th a t th e y s h o u ld n 't pick th e ones th a t w hat kind o f advice they w ould give to students w ho are
ley personally w o u ld prefer. nervous about going to high school.
toint out to stu dents th a t th e re are no rig h t o r w ro n g Ask stu d e n ts to read th e te x t, w ith o u t fillin g in any
answers here, b u t th a t th e y should ju s tify th e ir choices answers at this stage, to find o u t if th e ideas they
ling logical argum ents. th o u g h t o f are m entioned.
Ask students to w o rk in pairs to carry o u t th e task. Point o u t to students th a t some o f the words from the
Go round th e class m o n ito rin g stu d e n ts to m ake sure expressions fro m A may already app e a r in th e te x t and
iey are carrying o u t th e task properly. D o n 't c o rre c t any th e y should fill in only th e w ords th a t have been missed
listakes at this stage, b u t m ake a n o te o f any m istakes o u t from each expression.
instructure and p ron unciation. Ask students to do the task individually, b u t check
Ask each pair to say w hich tw o fa cilitie s th e y chose and answers as a class.
to say why. Ask a s tu d e n t to m ake a n o te o f ho w m any Once answers have been corrected, ask students to w rite
times each fa cility is m e n tio n e d , so th a t th e class can see sentences o f th e ir own using these expressions.
which facilities w ere th e m o st popular. Rem ind stu d e n ts th a t th e re is a list o f all th e collocations
Write any structural m istakes th a t stu d e n ts m ade on and expressions on page 182 o f Close-up fo r
the board w ith o u t saying w h o m ade th e m , and ask their reference.
students to co rre ct th e m . Deal w ith any p ro b le m s in
pronunciation th a t cam e up. 1 good books Answers
2 make progress «
Answers 3 m ake an e ffo rt 4 break the rules
Students' o w n answ ers 5 get the hang of
6 g e t a taste
eas Focus .......................................................................
Ask students to read through the prepositions and the
Ask students to read th e questions q u ickly and deal w ith sentences b e fo re fillin g in any answers.
I any queries th e y m ay have. Ask th e m to u n d e rlin e th e verbs o r expressions in each
Tell students to w o rk in pairs and to ta ke it in tu rn s to sentence which need the prepositions.
answer the questions. Ask students to do the task individually, b u t check
j Go round th e class m o n ito rin g stu d e n ts to m ake sure answers as a class.
Rem ind s tu d e n ts th a t th e re is a list o f all p re p o sitio n s on
Ithey are carrying o u t th e task properly. D o n 't co rre c t any page 183 fo r their reference.
mistakes at this stage, b u t m ake a n o te o f any m istakes
instructure and pronunciation.
Ask each stu d e n t to answer one q u e stio n until each pair
I has had a turn.
IWrite any structural mistakes th a t stu d e n ts m ade on th e
| board w ith o u t saying w h o m ade th e m , and ask th e m to
correct them . Deal w ith any p ro b le m s in p ro n u n cia tio n
that came up.
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11 Lessons to Learn
in, at Answers ф B
on
of, on 5 for, at Ask th e m to read th e instructions and sentences
from 6 about a -e in task A . Then ask th e m to underline the words
7 at im m e d ia te ly b e fo re th e g erunds w here possible, andto|
8 with th in k a b o u t w h a t kind o f w o rd it is.
A sk s tu d e n ts to d o th e task individually, b u t check
Ideas Focus answers as a class.
• Ask students to read the questions and answer any ________________ Answd
questions they m ight have.
1 b, c, d 2a 3e 4d
• Ask studen ts to w o rk in pairs and to ta ke it in turns
asking and answ ering these questions. Then as a class, Read th e w o rd s in b o ld in each sentence to the
ask the questions at random , making sure each student stu d e n ts. Then ask th e m to read th e sentences throug
answers at least one question. Ask stu d e n ts w h a t th e w ords in b o ld have in common. I
• You could activate th e vocabulary in this lesson fu rth e r Answer!
by asking students to tell a partner about a tim e he/she
broke the rules, was in his/her teacher's g o o d books, They are all full infinitives.
g o t the hang o f something, couldn't concentrate on
his/her work, was w orried ab o u t som ething and was Ask students to read the instructions and sentences»
satisfied w ith his/her work. As a class, ask each s tu d e n t to in С again and th e n th e uses o f th e full infinitive (a-d).|
com m ent on one o f these situations. Ask th e m to und e rlin e th e w o rd s im m ediately beforetf
in fin itive s and to th in k a b o u t w h a t kind o f word it is.
Answers Ask students to d o th e task individually, b u t check
answers as a class.
Students' own answers
________________ Answer
Teaching Tip
1с 2d За 4b
Remind students th a t they should regularly revise
vocabulary from previous units. O ver the next few weeks,
you m ig h t like to assign tw o units at a tim e fo r students
to revise, so th a t th e y g o back th ro u g h all th e m aterial
covered in C lose-up b e fo re th e end o f th e course.
fy m w \]/v \a r A sk stu d e n ts w h a t th e d iffe re n ce is betw een a full
in fin itiv e (w ith to ) and a bare in fin itive (w ithout to) befoi
Ask students the questions below at random round th e y u n d e rlin e th e w o rd s in th e sentences.
th e class, m aking sure each s tu d e n t answers a t least A sk stu d e n ts to d o th e task individually, but check
one question. answers as a class.
- W hat are you g o o d at doing?
- Are you glad to still be at school? l'— " Answer
- Is it w o rth g o in g to university? 1 do
- W o uld you rathe r have lessons in a classroom 2 decide 3 go
4 be
or outside?
- W hat subject do you hate studying? Ask stu d e n ts to c o m p le te th e rule and to look back at I
- Do you rem em ber going to school fo r the first time? th e sentences in E to help th e m g e t th e right answers*
Elicit from students th a t the questions used gerunds and
infinitives. Explain th a t th is is w h a t th e y w ill learn a b o u t E ncourage th e m to th in k a b o u t w hich words appear Г
in this lesson.
before the bare infinitives.
Ask students to read th e five sentences. Explain Ask stu d e n ts to d o th e task individually, b u t check 1
anything th e y d o n ’t understand. answers as a class.
Then ask stud ents to lo o k at th e w ords in b o ld and te ll
you w hat part o f speech they are (gerund). Answer
Invite students to tell you how gerunds are form ed.
A nsw ers in o rd e r o f appearance: m odal, w ould rather, I
Answers had better
+
Gerunds are form ed w ith a verb and the -ing ending. A sk stu d e n ts to read th e tw o sets o f sentences and
u n d e rlin e th e g e ru n d o r fu ll in fin itive in each sentem
116 C heck answers as a class.
www.frenglish.ru
Answers + Teaching Tip
a to research, researching You could expand this task fu rth e r by asking students to
b to w rite, w riting com pare th e e d u ca tio n a l system and m e th o d s in th e ir
co u n try and schools to th e one m e n tio n e d in th e last
[Ask students to read th e tw o pairs o f sentences in G and task (Southern Cross). Encourage them to discuss the
iscuss w hat th e y m ean w ith a p a rtn e r b e fo re answ ering a dvantages and disadvantages o f each system and to say
w hether they w ould learn b e tte r in a natural environm ent
(the questions. o r in a m ore fo rm a l classroom enviro n m e n t.
eck answers as a class and ask stu d e n ts to explain any
К
lifferences in m eaning.
Ask students if th e y know any o th e r verbs th a t can be • Ask students to read the sentences and to underline the
followed by a g e ru n d o r an in fin itive w ith o u t changing w ords and phrases before the options before they circle
[meaning (continued, love, like, start). th e ir answers.
Answers • Remind students th a t they can look back at А -I and the
G ram m ar Reference if they need help w ith the task. Also
1b 2a rem ind them to read the sentences again once they
have finished, to check th e ir answers.
• Ask students to do the task individually, b u t check
answers as a class.
[Ask students to w o rk in pairs and to discuss w h e th e r th e Answers
[two sentences mean th e same th in g and if not, w h a t th e
[difference is b etw e en th em . 1 to go 5 staying
[Check as a class and ask students to explain th e 2 studying 6 to answer
j difference b etw ee n th e sentences in th e ir ow n w ords. 3 to learn 7 to attend
Ask students if th e y kn ow any o th e r verbs th a t can be 4 get 8 training
followed by a g e ru n d o r an in fin itiv e b u t th a t change
W h + w tf): re p o rt*
t f r r r Answers
Ask students to read the inform ation on both, either &
1a 2b neither and answer any questions they m ight have.
Point o u t th a t when these w ords are follow ed by a
low read the G ram m ar Reference on pages 171-172 (11.2- singular noun, they will have a singular verb, and when
1.6J with y o u r students. they are fo llo w e d by a plural noun, they will have a plural
ve rb (e.g. B oth students are d a n cin g ./E ith e r b o o k is fine
Ask students to look at th e title o f th e te x t and ask w ith me.).
[them where th e y w o u ld norm ally fin d a b la ckb oa rd (in a Ask students to look at the picture and say w hat kind o f
[classroom) and ask th e m in w h a t ways th e y th in k nature place it is and how it's re la te d to edu ca tio n (It's a library
can be a classroom. and students can gain know ledge and do research there
Ask students to read th e te x t w ith o u t fillin g in any using books.) E licit th a t today, in a d d itio n to libraries,
answers at this stage, and to u n d e rlin e verbs and idiom s we can also use com puters and th e Internet fo r these
purposes. Ask students to com pare the tw o w ith a
before the gaps. Ask th e m to th in k a b o u t w h e th e r partner. Encourage them to use both, either and neither
they are fo llo w e d by a ge ru n d , a full in fin itiv e o r a in th e ir discussion.
bare infinitive.
Remind students th a t th e y can lo o k back a t А - I and th e Ask students to read the sentences before circling any
Grammar Reference if th e y need help w ith th e task. answers and to pay attention to the words before and
Also rem ind th e m to read th e te x t again once th e y have after th e options. Remind them to read the sentences
finished, to check th e ir answers. again once they have finished, to check th e ir answers.
Ask students to d o th e task individually, b u t check Ask students to do the task individually, b u t check
answers as a class. answers as a class.
Answers Answers
1 to go 6 to study 1 either 4 or
2 to be 7 counting 2 N either o f 5 students
3 attendinq 8 becom ing 3 both 6 Neither
4 do 9 to teach
5 looking 10 caring
В
Ask students to read the instructions and the task and
answer any questions they have.
Tell th e m to u n d e rlin e any key w o rd s o r phrases in
the task and then to check w hat they have underlined
before they go ahead and answer the questions.
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11 Lessons to Learn Answers
Ask them to think about the facilities at their own 1d 2a 3b 4c
schools and to discuss w ith a partner which ones they
feel could be im proved and why. Read th e Useful Expressions to students and ask then
Then ask them to answer questions 1 -4 w ith a partner. to repeat them . C orrect th e ir pronunciation where
Check answers as a class. necessary and explain anyth in g th e y d o n 't understand.
Rem ind stu d e n ts th a t these expressions can help then
A n s w e rs . to w rite in th e co rre c t re g iste r fo r a fo rm a l report. The
Students should underline the fo llo w in g : survey, w ill also he lp th e m structure th e ir re p o rt properly and
facilities at your school, a report, summ arising g ive th e m som e ideas a b o u t th e kinds o f activities the
opinions, tw o facilities, suggest how these facilities could w rite about.
could be im proved A sk stu d e n ts to read th e sentences b e fo re choosing an
answers and encourage th e m to pay a tte n tio n to the
a report w o rd s b e fo re and a fte r th e gaps. Rem ind them also to
pieces o f equipm ent, rooms or services th a t read th e sentences again once th e y have finished, to
are provided fo r a certain purpose, e.g. a check th e ir answers.
gymnasium, com puter rooms, libraries, Ask stu d e n ts to d o th e task individually, b u t check
canteens, etc. answers as a class.
tw o
opinions and suggestions Answers
Ask students to read the exam ple report, w ithout filling 1b 2c 3a 4c 5a 6c
in any answers, to see w hich fa cilitie s th e re p o rt deals
w ith and why students fe lt they could be im proved on. Read o u t th e Exam C lose-up box, to students and
Remind students to look carefully at the w ords before explain anything they d o n 't understand.
and after the gaps and to look back at the inform ation Rem ind stu d e n ts th e y should always check their work
about both, either & neither at the to p o f the page th ro u g h w hen th e y have finished w ritin g and refer to
if they need help w ith the task. Also rem ind them to th e ir list o f com m on errors. They should also look for
read the te x t again once they have finished, to check s p e llin g m istakes and check to see th a t th e ir language
th e ir answers. has n ot becom e to o inform al.
Ask students to do the task individually, b u t check A sk stu d e n ts to read th e instructions and the Exam Task i|
answers as a class. and underline any key w ords and phrases.
Encourage stu d e n ts to discuss w h a t th e y have to writq
Answers w hy th e y are w ritin g it and w h a t th e style and tone of
their w riting should be.
1 neither 4 either Ask stu d e n ts ho w th is task is sim ilar and how it is
2 either 5 both d iffe re n t to th e task in В (It also asks fo r a school-relai
3 both re p o rt, b u t th e to p ic is different.).
Ask students to w o rk in pairs to discuss w hat kind of
Ask students to read through the points and answer any a ctivities th e y co u ld analyse in th e ir reports. They shod
questions they m ight have. co m e up w ith possible p ro b le m s w ith these activities ■
Encourage them to read back through the exam ple and th e ir solutions. Also encourage them to think a b T
re p o rt in o rd e r to u n d erline in fo rm a tio n re la tin g to th e p o sitive p o in ts o f each activity. Give students help
points 1-6. w ith any vocabulary they may need b u t haven't a l r e f
Ask students to do the task individually, b u t check c overed in th e unit.
answers as a class. G ive s tu d e n ts tim e to m ake a plan fo r th e ir report in
class, b u t set the w ritin g task fo r hom ework.
Answers Encourage stu d e n ts to use th e W ritin g Reference and j
checklist fo r reports on page 181.
Students should tick the follow ing:
1, 2 & 4
Remind students th a t they should always make a plan fo r
their w riting before they begin.
Ask them to skim through the re p o rt again and to w rite
th e main idea o f each paragraph next to it. Then ask
students to com pare th e ir notes to th e descriptions in E
before m atching the paragraphs to the descriptions.
Ask students to do the task individually, b u t check
answers as a class.
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Answers ш
Plan
Para 1: State th e reason fo r w ritin g th e re p o rt and
make reference to the survey.
Para 2: Discuss th e firs t a ctivity and m ake a
suggestion fo r im provem ent.
Para 3: Discuss th e second a ctivity and m ake a
suggestion fo r im provem ent.
Para 4: Bring th e re p o rt to an end by sum m ing up th e
suggestions made.
Introduction
This re p o rt w ill p re sen t th e fin d in g s o f a re ce n t survey
on the after-school activities and su g g e st som e
improvements to them .
Arts and craft club
This received th e m ost criticism . S tudents b e lieve th a t
the m aterials are p o o r in q u a n tity and quality. As a
result, th e students projects are n o t as g o o d as th e y
should be. A solution could be th a t teachers consult
with students b e fo re o rd e rin g .
Sports teams
In general, th e stude nts w ere im pressed w ith all o u r
sports team s. They p a rticularly a p p re c ia te d th a t
we g o t new uniform s last year. However, students
complained a b o u t th e lack o f coaching staff fo r the
various team s.
Conclusion
To sum up, th e main recom m e n d a tio n s are to b o th
increase th e q u a n tity and q u a lity o f a rt supplies, as
well as to hire m ore coaching staff.
www.frenglish.ru
11 'Itel YA^asai
general No+e students to com pare th e ir answers w ith a partner a n d (
justify any answers they have th a t are different.
The N atio n al G e o g ra p h ic videos can be used as an Play th e v id e o a second tim e and ask students to chd
interesting way to introduce your students to other th e ir answers and to fill in any missing answers. Thenl
cultures. They are authentic N ational G eographic videos, check answers as a class.
and it is n o t necessary fo r stu d e n ts to understand
everything they hear to benefit from them . Some o f the ______________ • Answf
tasks focus on th e visual aspects o f th e videos, so students
can concentrate m ore on w hat they see than on w hat they 1 F (00:30) 4T (01:27)
hear. They are also a g o o d way to encourage your students 2T (00:34) 5F (01:46)
to watch TV program m es and film s in English so th a t they 3T (01:21) 6T (02:24)
can g e t used to the sound o f the language. The more
students are exposed to English, the easier it w ill be fo r A fte r you w atch
them to pick up the language.
С
Background In fo rm atio n _________________________
Explain to students th a t th e te x t is a summary of the j
Joseph Lekuton g ra d u a te d fro m Harvard U niversity in in fo rm a tio n on th e docum entary. Before they read it, j
2003 w ith an M A in Education Policy. He has considerable ask th e m to w o rk in pairs to discuss th e main ideas of |
experience as a prim ary school te a ch e r in th e US. T hrough the documentary.
his w ork, he has b e com e in te re ste d in b rid g in g th e gap A sk stu d e n ts to read th e te x t w ith o u t filling in any
between American and Kenyan cultures. As a result, answers a t this stage to see if th e ideas they mentio
he runs organised trip s w ith his A m erican students and are covered in th e te x t. A lso encourage them to think
their fam ilies to Kenya, so th a t they can g e t a be tte r a b o u t w hich p a rt o f speech is missing from each gap.f
un derstanding o f w h a t life is like there. Lekuton is also Read th e w o rd s in th e ye llo w w o rd b a n k to students am
active p o litica lly in Kenya and has been in vo lve d in events ask th e m to re p e a t th e m . C o rre ct th e ir pronunciation ]
to clean up p o llu te d w a te r supplies in Kenya, as w ell w here necessary.
as helping to b u ild schools and allow Kenyan children Ask s tu d e n ts to d o th e task individually, but check
to become educated. One o f the things he hopes that answers as a class.
A m ericans can learn fro m Kenyan cu ltu re is th a t p e o p le
can be happy w ith o u t many possessions. For furth er 1 lectures Answer
inform ation, visit w w w .nationalgeographic.com /field/ 2 consists
explorers/joseph-lekuton. 3 skills 5 aim
4 ability 6 principles
B efore you w atch 7 apply
8 project
A _________
Ideas Focus
Ask students to read the questions and explain anything
they d o n 't understand. Then ask th e m to w o rk in pairs o r Ask students to read th e questions and explain anythi
small groups to ask and answer the questions. th e y d o n 't understand. Then ask th e m to work in pairsq
W hen they have finished, ask d ifferent students at small groups to ask and answer th e questions.
random round th e class to answer each o f th e questions. W hen th e y have finished, ask d iffe re n t students at
Ask students how these questions m ight relate to the ra n d o m ro und th e class to answer each o f the questi
picture on page 146.
Answer
Answers
Students' own answers
Students' own answers
W hile you watch
В
Explain to students th a t they are now going to watch the
video. Tell th e m th a t th e do cu m e n ta ry is q u ite short.
Ask students to read the statem ents and to underline
any key words and phrases they find. Ask students to
p re d ic t w h a t kind o f person Joseph Lekuton is.
To check students understand w here Kenya is, d ra w th e ir
a tte n tio n to its p o sitio n on th e g lo b e in th e to p rig h t
corner o f the page.
Play th e vid e o all th e way th ro u g h w ith o u t s to p p in g and
ask students to make a note o f th e ir answers. Then ask
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12 The Body Beautiful
I Reading: multiple-choice questions, choosing the best option
Vocabulary:
Grammar: body-related words, phrasal verbs
Listening:
Speaking: adjectives, adverbs, so & such, comparison of adjectives and adverbs
Writing: multiple-choice questions (pictures), keeping calm
talking about your body, general conversations, interacting with your
partner, talking about health and fitness
dram atic story, m aking stories more interesting, leaving enough time,
relationships ________ л
£речег В __________________________________________
• Write The B ody B eautiful on th e b o ard and ask stu d e n ts • Ask students to glance at the te x t w ith o u t reading it and
when we m ig h t use th is phrase (to talk a b o u t som eone ask th e m w h a t is unusual a b o u t it.
who is physically attractive). Explain th a t th is is th e title
• Ask them to read th e te x t and to summarise w hat it
I of Unit 12. says w ith a partner. As a class, e lic it th a t th e te x t is
' Write th e letters and dashes b e lo w on th e b o ard and ask com prehensible because the first and last letters o f each
w ord are in th e correct position.
students to c o m p le te w ords fo r parts o f th e body.
• b r____ (brain), ha _ _ (hand), с _ _ f (calf), • Give students a few minutes to think o f a sentence and
encourage them to w rite it down on a piece o f paper.
sh________ (shoulder), h ____r _ (heart), Make sure th a t they spell it correctly. Then, g e t them
I ch _ _ t (chest), t _ u _ _ (thum b), sk _ _ (skin), to ju m b le up each o f th e w o rd s in th e ir sentence and
I sk________ (skeleton) rem ind th e m to keep th e firs t and last le tte rs in th e
• Ask students to tu rn to page 147 and to lo o k a t th e correct place.
I picture and accom panying caption. Ask them to w ork
I in pairs to describe th e p ictu re and to discuss th e ir • Tell stu d e n ts to swap sentences and ask th e m to w rite
I reactions to it. their partner's sentence dow n, b u t this tim e spelling the
words correctly.
[R c a d 'w c )
• As a class, g e t tw o o r th re e students to w rite th e ir
• Ask students to look at th e x-ray p ictu re in th e to p rig h t- jum bled sentences on the board fo r the others to guess
I hand co rne r o f page 148 and ask th e m w h a t parts o f th e w h a t th e y say.
I body it shows (the spine, skull and brain).
• Ask students w h a t fu n c tio n these parts o f th e b o d y -------------------------- Answers «
I provide (spine - to su p p o rt the b o d y and keep it u p rig h t
I and to p ro v id e a link from th e rest o f th e b o d y to th e S tudents' own answers
I brain; skull - to p ro te c t th e brain a n d g iv e shape to
I the face; brain - to c o n tro l the body, its organs and с _____________________
I their functions).
• Ask students to look at the title o f the text, the picture
A _________________________________ and its accom panying caption. Ask them how th e y are
related. (The optical illusion makes the eye and brain
• Ask students to read th e instructions and explain th a t see and register som ething in a way th a t makes it look
I they are n o t e xp e cte d to know th e answers to th e d iffe re n t to w h a t it really is.)
I questions in th e quiz, b u t encourage th e m to m ake
I educated guesses. • Ask students to read th e instructions and ask fo r
• Ask students to read th e questions and o p tio n s , and su ggestions to th e que stio n W h a t advice is su g g e ste d
I explain anything th e y d o n 't understand. fo r students who are unable to do their hom ework?
• If there is In te rn e t access in th e classroom o r school, you w ithout reading the text.
I could ask students to check th e ir answers online once
I they have finished. • Ask students to skim the te x t to find o u t the answer.
• Ask students to d o th e task individually, b u t check • Ask students to do the task individually, b ut check
answers as a class. answers as a class.
_________________Answers ф Answers ф
1d 2a 3b 4c The article suggests th a t they go and play football
and then try to do th e ir hom ew ork again.
— ——— — — —
W ord Focus
• A sk stu d e n ts to look at th e w o rd s in red in th e te x t and
try to w ork out w hat they mean from the context they
are in.
• Ask them to com pare their own meanings w ith the
d e fin itio n s in th e W o rd Focus box.
• Explain anything students d o n 't understand.
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The Body Beautiful
Read the inform ation in the Exam C lose-up box to Answe
students and explain anything they d o n 't understand.
Explain th a t th e y w ill som etim es fin d th e same w o rd in It was w in te r and th e river was frozen over, so the man
an o p tio n as in th e te x t. This does n o t always m ean it w alked across th e ice.
is th e co rre ct answer. The c o rre c t o p tio n usually uses a
synonym fo r th e w o rd in th e te x t. Read w ords 1 -1 0 to stu d e n ts and ask them to repeat I
Remind students th a t they should read the part o f th e m . C o rre c t th e ir p ro n u n cia tio n where necessary.
the te x t carefully th a t the question refers to and to Ask students to d o th e task individually, but check j
check their answer to confirm they have chosen the answers as a class.
correct option.
Ask students to read th e Exam Task and explain anything ________________ Answe
they d o n 't understand.
Ask students to read each question and the options, and 1j 2h 3 f 4a 5c 6e 7b 8g 9i 10d
underline the keys words.
Ask students to read through the questions and the В
options before reading the te x t again. Remind them th a t Ask stu d e n ts w h a t am azing facts th e y learnt about t f l
th e y should use a process o f e lim in a tio n , especially in hum an brain in th e previous lesson. Ask them if they Ж
questions w here it is asked if an o p tio n is N O T correct. know any facts a b o u t o th e r parts o f the body.
Ask students to do the task individually, b ut check Ask stu d e n ts to read th e questions and options and I
answers as a class. explain any words they d o n 't know.
Remind stu d e n ts to read th e sentences carefully while |
Answers w ritin g th e ir answers and to read them again once the*
have finished to check th e ir answers are correct, j
1a 2c 3b 4d 5b Tell stu d e n ts to com pare th e ir answers with a partnei
and to ju s tify any answers th e y have that are different,!
Teaching Tip C heck answers as a class.
Encourage students to use th e In te rn e t in English to ______________ Answe
find o u t inform ation and fo r fun. This will allow them to
take control o f their learning and increases th e ir contact 1b 2a 3c 4a 5a 6b 7a 8b
w ith the language. The N ational G eographic Kids site
is p articularly su itable fo r th e ir age g ro u p , as it contains
articles and facts on a w id e range o f to p ics, as w ell as fun
activities.
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and Teaching Tip
ask them to repeat them . C orrect th e ir pronunciation
where necessary. You co u ld expand th is task fu rth e r by asking students J
Ask students to fin d and u n d e rlin e th e w o rd s in w hich am azing facts in task В th e y already knew, which]
th e ye llo w w o rd b a n k in th e te x t and to lo o k a t th e ones w ere c o m p le te ly new to th e m and which ones the
context they are in. This will to help them to w ork o u t found the m ost surprising.
their meanings.
Ask students to do the task individually, b ut check O n th e b o a rd w rite The eyes are the window of the
answers as a class.
soul. Ask students w h a t this saying m ight mean (yd
can te ll h o w som e o n e is feeling, o r their psycholod
Answers c o n d itio n , by lo o k in g a t th e ir eyes). Ask them if they]
have a sim ilar saying in th e ir language.
1 signals 4 sense Explain th a t th is phrase is in th e te x t they are about®
2 mood 5 organs
3 structure read. Ask th e m to skim th ro u g h th e te x t (without fill/m
in any answers a t this stage) and then ask them to sum
up in one sentence w h a t th e te x t is about.
Read th e w ords in th e ye llo w w ordbank to students a f l
Ask students to read the instructions and the brain ask th e m to re p e a t th e m . C o rre ct their pronunciation^
teaser. Explain anything they d o n 't understand w ith o u t
giving any clues ab o u t th e answer. where necessary. !
Ask stude nts to w o rk in pairs and te ll th e m w hen th e ir
tw o minutes start and finish. Ask stu d e n ts to d o th e task individually, but check 1 |
As a class, ask each pair to say h ow th e y th in k th e man
crossed the river. Then ask any students w ho know any answers as a class.
other brain teasers to try them o u t on the o th e r students
as a class. O nce th e answers have been checked, you could ask |
122 s tu d e n ts to analyse th e w om an in the picture's face ■
using inform ation from the text.
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1 features Answers + Ask stu d e n ts to lo o k at th e w o rd s in b o ld in sentences
2 personality a and b and ask them w hat pa rt o f speech they are
3 eyebrows 5 confident (adjectives).
4 ears Elicit o th e r adjectives th a t have these tw o form s
6 shy (interested/interesting, bored/boring, etc.)
Tell stu d e n ts to read th e sentences and co m p le te
7 thin the rules.
Ask students to do the task individually, b u t check
8 successful answers as a class.
'eas Focus ....................................................................... Answers ф
' Ask students to read th e s ta te m e n t (If y o u can
1dream it, yo u can d o i t ) and explain a n ything th e y A d je ctive s th a t end in - in g describe th e e ffe ct
don't understand. som ething can have on som eone. A djectives th a t end
i Ask them if th e y know w h o W a lt D isney is. He was an in - e d de scrib e how som eone feels.
American film producer, d ire c to r and businessm an
(1901-1966). Ask students to read th e instructions and explain that
Ask them to discuss if th e y agree w ith th e s ta te m e n t o r adverbs o f m anner te ll us how , adverbs o f place te ll
say why th e y disagree w ith it. us where, adverbs o f tim e te ll us when, adverbs o f
frequency te ll us h ow o fte n and adverbs o f d e gree tell
Answers us the e x te n t to w hich som ething happens.
Tell stu d e n ts to read th e sentences and to answer th e
Students' ow n answers questions 1-5.
Ask students to do the task individually, b ut check
As a class, describe w h a t one o f th e stu d e n ts in class is answers as a class.
wearing, w ith o u t saying w ho it is. G ive d etails a b o u t th e
person's clothes, in cluding w h a t c o lo u r th e y are, w h a t 1 carefully Answers
I materials th e y are m ade o f and a n yth in g special a b o u t 2 opposite +
I them. Ask th e students to guess w h o you are d e scrib in g . 3 yesterday 4 often
' Ask students to g e t in to pairs and to d e scribe a n o th e r
I student to th e ir p a rtn e r and ask th e m to guess w h o it is. 5 quite
• Explain to stud ents th a t w hen w e d e scribe p e o p le w e
I use adjectives and th a t th is is w h a t th e y w ill learn a b o u t
I in this p a rt o f th e lesson.
Read th e sentences to stud e n ts and explain to th e m th a t Ask s tu d e n ts to lo o k a t th e w ords in b o ld and ask th e m
in English th e re is a set o rd e r in w hich a d je ctives appear. w h a t p art o f speech the y are (adverbs th a t te ll us to
Ask students to read th e sentences and u n d e rlin e th e w hat degree som ething happens).
adjectives in the m . Ask students to read the sentences and to answer
Ask students to do th e task individually, b u t check the questions.
answers as a class. Ask students to do th e task individually, b u t check
answers as a class.
Answers Once answers have been checked, ask students to look
back at the te x t on pages 148 and 149 to find examples
beautiful, red, Italian, horrible, huge, straw, gorgeous, o f th e gram m ar presented here and to say w hat p art o f
white, w oollen speech each one is (Para 1: so am azing - a d ve rb th a t
tells us to w h a t d e g re e s o m e th in g happens + adjective
Ask students to read th e sentences in task A and then describing the e ffe ct som ething can have; Para 4:
questions 1-6. Point o u t th a t th e num ber o f lines exactly - adverb th a t tells how som ething happens,
indicates th e num b er o f answers th e y need to fin d , e.g. q u ickly - a d ve rb th a t tells us h o w s o m e th in g happens;
question 1 has three lines, so th e re w ill be th re e answers. Para: 5 - easily - a d ve rb th a t tells us h o w so m e th in g
Ask students to d o th e task individually, b u t check happens; Para 6: surprisingly - adverb th a t tells us how
answers as a class. som ething happens).
Answers Answers
+
beautiful, horrible, 4 huge 1 an adjective
gorgeous 5 straw, w oollen 2 an article + a noun
red, w hite 6 before
Italian N ow read the G ram m ar Reference on pages 172-173 (12.1-
12.6) w ith y o u r students.
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The Body Beautiful
Ask students to read th e adjectives in brackets in Ask students to read the body-related vocabulary
sentences 1-5 before th e y w rite any answers and to on th e page and rem ind th e m o f th e task they did in
decide w hat kind o f adjectives they are. Vocabulary, A on page 150.
Remind students to read the sentences again, once they Ask students to do the task on th e ir own. Then to
have finished to check th e ir answers. co m p a re th e ir answers w ith a p a rtn e r and to justify any I
Remind students th a t they can look back at task A and answers they have th a t are different.
the G ram m ar Reference if they need help w ith th e task. C heck answers as a class.
Ask students to do the task individually, b u t check
answers as a class. Г * Answers
Answers 9 ankle = L, c a lf = L, chin = И, ear = H, e lb o w = A,
knee = L, sh o u ld e r = A , th u m b = A , to n g u e = H
1 lovely short blonde 4 expensive pink
2 new Italian leather diam ond В
3 amazing huge A sk students to read th e instructions. Explain that the
5 large round w ooden speakers in th e au d io w ill n o t m e n tio n th e actual word
m arble b u t w ill say w h e re a b o u ts on th e b o d y th e y are and whd
is w ro n g w ith th e m .
Ask students to read the instructions and th e pairs o f G ive s tu d e n ts a fe w m inutes to lo o k a t th e three option
w ords in th e yellow w ordbank. M ake sure they realise (a-с ) in each item . Encourage th e m to th in k about
th a t b o th w ords in each p a ir should f it in to one o f th e w here th e y are on th e b ody and w hat the difference j
tw o sentences in each q uestion. b e tw e e n th e m is.
Remind students th a t they can look back at task С and Play th e re co rd in g once and ask students to write their
th e G ram m ar Reference if they need help w ith th e task. answers. Then ask students to com pare th e ir answers
Ask students to do the task individually, b u t check w ith a partner.
answers as a class. Play th e re co rd in g again and ask students to check
th e ir answers and to c o m p le te any answers they haven't|
Answers j already com pleted.
C heck th e answers as a class and ask students to justify |
1 interesting, 3 boring, bored th e ir answers.
4 amazing, amazed
interested Answer;
2 exciting, excited
1a 2c 3b 4b
H
Read th e in fo rm a tio n in th e Exam C lose-up box to
Ask students to read the instructions and th a t they stu d e n ts and explain anyth in g th e y d o n 't understand. I
understand what they have to do. Ask s tu d e n ts to read th e Exam Task. Remind students
Remind students to read the sentences thro u g h before th a t th e y can m ake notes if th e y wish as th e y listen.
circling any answers and to read the sentences again, Explain to students th a t they will hear six short
once they have finished to check th e ir answers. conversations. For each que stio n , th e y should choose
Remind students th a t they can look back at tasks D and th e c o rre c t answ er a, b o r с fro m th e pictures.
E and the G ram m ar Reference if they need help w ith G ive stu d e n ts a fe w m inutes to read th e questions and
the task. options and to look at the pictures
Ask students to do the task individually, b u t check Play th e re co rd in g and ask students to w rite their
answers as a class. answers. Then ask students to co m p a re th e ir answers I
w ith a partner.
always brush 5 to the gym on
too Saturdays Play th e re co rd in g again and ask students to check theirl
a lm o st answers and com plete any they have missed.
so 6 are usually C heck th e answers as a class and ask students to justifyl
7 eat healthily th e ir answers.
8 such a O n ce answers have been checked, ask students to look
a t th e p ic tu re o f th e B uddhist m o n k on th e bottom righ|
\S \s ^ re v \\v \c ) hand side o f th e p age and its accom panying caption.
Ask th e m to d e scribe th e p ictu re and to discuss how we |
W rite L, A and H on th e b o a rd and ask s tu d e n ts w hich can measure happiness.
parts o f th e body begin w ith these letters. Make sure
they m ention leg, arm and head. Answer^
1b 2c 3b 4c 5c 6b
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________________ Answers..^f ..................и,..»...— .
-ф
f Ask students to read th e questions and answ er any Talk to g e th e r a b o u t w h a t th e y d o to ta ke care o f th e ir
queries th e y may have a b o u t th e m .
health and how often and where they do it.
I Tell students to w o rk in pairs and to ta ke it in tu rn s to
answer th e questions. Useful E xpressions______________________________
* Go round th e class m o n ito rin g stu d e n ts to m ake sure • Read th e Useful Expressions to students and ask
they are carrying o u t th e task properly. D o n 't c o rre c t any them to repeat them . C orrect their pronunciation
mistakes a t this stage, b u t m ake a n o te o f any mistakes where necessary.
in structure and pron unciatio n .
• Ask them if they know any other words and phrases
» Ask each pair to answ er one o f th e questions and re p e a t related to health and fitness.
until everyone has had a turn.
• Remind students that the Useful Expressions will help
• Write any structural mistakes th a t students m ade on this discussion.
the board w ith o u t saying w ho m ade th e m , and ask
students to co rre ct th em . Deal w ith any p ro b le m s in • G ive stu d e n ts tim e to discuss th e task. In pairs ask th e
pronunciation th a t came up. students to re p o rt on th e ir discussion to the rest o f
th e class.
_________________Answers ф
Ideas Focus
Students' own answers
• Ask students to read the statem ents and explain
В anything they d o n 't understand.
• Ask students to read th e instructions and th e list o f ideas • Ask them to discuss th e statem ents and to say w hy/w hy
(1-8) and answ er any questions th e y m ig h t have. not.
• Ask students to do th e task on th e ir ow n and th e n to • You co u ld also activa te th e vocabulary in this lesson
compare their answers w ith a partner and justify any fu rth e r by asking students to play a gam e w ith words
answers th e y have th a t are d iffe re n t. th a t a p p e a r here. Ask students to w o rk in pairs and to
ta ke it in tu rn s to th in k o f a w o rd related to health and
• Check answers as a class. fitness. Then, ask them to describe the w ord by saying
w h a t it is, w h e re it is, w h a t it is used for, etc. w ith o u t
_________ ______Answers ф using th e actual w ord itself. Each student must guess the
o th e r student's words.
Students should tick: 2, 3, 4, 5 & 8
Students should cross: 1, 6 & 7 Answers ф
Students' own answers ......
*-
• Ask students to read th e in stru ctio n s and explain
anything they d o n 't understand. \1 о С А Ъ (л \а г \\
• Ask students to lo o k at each p ictu re and say w h a t
they m ig h t refer to (young p e o p le p re p a rin g healthy A ___________________________________
food in a kitch en: g ro u p o f teens d o in g a nice h ealthy • Ask students to read the instructions and elicit th a t they
sport). Encourage everyone to say som ething a b o u t should cross o u t th e w rong o p tio n each tim e so th a t
the pictures. only th e correct options are left.
• Ask students to w o rk w ith a p a rtn e r and d e cid e w h o w•ill Read th e verbs in questions 1 -6 to students and ask
be stu d e n t A and w ho w ill be s tu d e n t B. them to repeat them . C orrect their pronunciation where
• Remind th e m th a t th e y are asked to ta ke turns necessary. Elicit th a t all th e verbs are related to parts o f
describing th e ir photograph. the body or its functions.
• Ask studepts to d o th e task in pairs and g ive eachpair• A sk students to d e cid e w hich o p tio n s are co rre ct by
enough tim e to com plete th e task. how they sound to g e th e r w ith the verb and also to think
• Go round th e class m o n ito rin g stu d e n ts to m ake sure about w hat the phrasal verbs m ight mean.
they are carrying o u t th e task properly. D o n 't c o rre c t any • Ask students to do the task individually, b u t check
mistakes at this stage, b u t make a note o f any mistakes answers as a class.
in structure and pron unciation.
• Ask som e pairs to describe th e p h o to g ra p h s in fro n t o f _________________ Answers ф
the class. Students should cross o u t the follow ing:
• Write any structural mistakes th a t students m ade on
the board w ith o u t saying w h o m ade th e m , and ask 1 over 4 of
students to co rre ct th e m . Deal w ith any p ro b le m s in 2 against 5 around
pronunciation th a t came up. 3 together 6 across
D В
• Draw students atte n tio n to the Exam C lose-up box. Ask • Ask students to read th ro u g h all th e sentences 1-12
them to explain w hat they have to do next. (Listen to the before w ritin g any answers.
instructions fo r th e last p a rt o f th e Exam Task.)
• Point o u t to students th a t they should pay attention to
• Play th e re cord ing once all th e w ay th ro u g h . Ask th e ve rb in b o ld in each sentence and to look back at
students to tell you w hat they have to do. If they cannot th e tw o co rre c t o p tio n s fo r th a t verb in task A.
explain clearly, play the track again.
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The Body Beautiful
Remind students to read the sentences back, once they Ask stu d e n ts to read sentences a -d and to underline
have fille d them in, to check th e ir answers. any adjectives and adverbs in th e m , b e fore they answerl
Ask students to do the task individually, b u t check questions 1-2.
answers as a class. Ask stu d e n ts to answ er th e questions on their own and
Remind stud ents th a t th e re is a list o f all th e phrasal then to com pare th e ir answers w ith a partner.
verbs in C lose-up on pag e 184 fo r th e ir reference. C heck answers as a class.
O nce answers have been checked, ask students to lookl
Answers ф back at th e te x t on pages 148-149 to find and underling
any co m p a ra tive o r superlative fo rm s (e.g. para 3: less |
1 out of 7 over than, m ore ... than; para 4: m ore than).
2 away 8 for
3 off 9 in ________________ Answers]
4 out of 10 up
5 out 11 o u t 1 b, d 2 a, с
6 over 12 over
Ask students to read the instructions and check they В
understand w hat they should do.
Explain th a t they should com plete each sentence w ith A sk stu d e n ts to read sentences a and b and to pay
the correct form o f the phrasal verbs from task A. attention to affirm ative and negative forms.
Ask students to read the sentences carefully and tell A sk stu d e n ts to answ er questions 1 and 2.
them that they should read the w hole sentence before A sk stu d e n ts to d o th e task individually, b u t check
fillin g in any gaps. answers as a class.
Ask students to do th e task individually, b u t check
answers as a class. ................ Answ
1 Dad 2 no
Answers
1 4 Ask students to read th e rules carefully and to look bacra
a back away a run out o f a t sentences a and b in task В to help them get the j
b back out of b run over rig h t answers.
2 5 Ask stu d e n ts to d o th e task individually, b u t check
a think up a stand out answers as a class.
b think it over b stand in
3 6 Answers^
a heading for a hand over
b head off b handing out W e use as + a d je c tiv e /a d v e rb + as to show that two
p e o p le o r th in g s are sim ilar in som e way. When they
Ideas Focus are n o t similar, we can use n o t as/so + adjective/
Ask students to read the statem ents and explain a d ve rb + as.
anything they d o n 't understand.
Ask th e m to discuss th e statem ents in pairs. N o w re a d th e G ram m ar Reference on pag e 173 (12.7 &
Ask them to discuss the statem ents and to say w hy/ 12.8) w ith y o u r students.
why not.
A sk stu d e n ts to read th e instructions and explain that
_________________ Answers th e y s h o u ld n 't change th e fo rm o f th e words in bold in
any way.
Students' own answers A sk th e m to read th e tw o sentences in item 1 and
to u n d e rlin e th e in fo rm a tio n th a t is missing from the I
fymw\№\Ar g a p p e d sentence in th e firs t sentence. Elicit whether
a c o m p a ra tive o r superlative fo rm is necessary here 1
W rite taller, longer, the thinnest, the highest, tidier, (com parative). E licit th a t th e y m ust use as ... as becawj
smaller, the cleanest on th e board. Ask students to w rite th e w o rd given is th e o rd in a ry adjective form and they
sentences using these w o rd s a b o u t p e o p le o r th in g s in can't change it to later.
the classroom. E ncourage stu d e n ts to use th e same process for each
Then, ask each student to read o u t one o f th e ir the sentences.
sentences m aking sure each s tu d e n t has a tu rn and all R em ind s tu d e n ts th a t th e y can lo o k back at tasks A and
the w ords are heard. В and th e G ram m ar Reference if th e y need help with
Elicit from students th a t th e ir sentences used the task.
com parative and superlative form s. Explain th a t th is is Ask stu d e n ts to d o th e task individually, but check I
w h a t th e y w ill learn a b o u t in th is p a rt o f th e lesson. answers as a class.
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1 as late as Answers www.frenglish.ru
2 is shorter than
3 try harder than 5 the best Ask students to read the exam ple story on page 156 and
4 as far as 6 more quickly than explain th a t they should underline techniques (1-8) from
7 as w ell task A th a t make the story m ore interesting.
8 the m ost beautifully Give students tim e to read the exam ple story and to
com plete the task.
Ask students to lo o k a t th e p ic tu re o f an x-ray on th e Ask students to do the task individually, b u t check
page and ask th e m w here th e y th in k th e lo n g e st and th e answers as a class.
smallest bones in th e b o d y are (the fe m u r o r th ig h b o n e ,
is the largest and the stapes b o n e in th e m id d le ear is Answers
the smallest).
Ask students to read th e te x t w ith o u t fillin g in any Students' own answers
answers at this stage to see if th e y w ere rig h t.
Read th e w ords in th e ye llo w w o rd b a n k to stu d e n ts and Ask students to read questions 1-5 and then to re-read
ask them w hich ones are co m p a ra tives (many, m ore, the exam ple story.
smaller) and w hich ones are superlative (longest, m ost, Ask students to do the task on their own and then to
smallest). com pare th e ir answers w ith a partner and justify any
Remind students th a t th e y can lo o k back a t tasks В and answers they have th a t are different.
С and th e G ram m ar Reference if th e y need help w ith C heck answers as a class.
the task.
Ask students to d o th e task individually, b u t check Answers
answers as a class.
1 It was her turn to dance.
1 smaller Answers 2 A t dance class.
2 more + 3 They were very excited.
3 many 4 longest 4 Sally.
5 M addy was angry b u t carried on.
5 smallest
6 most Remind students th a t they should always make a plan fo r
their w riting before they begin.
Writ\v\c)\ & dmma-t'xc s+огц Ask them to skim through the exam ple story again and
to m atch a- с to paragraphs 1-3.
Read th e in fo rm a tio n to students in th e Learning Make sure students understand th a t the paragraph
Focus box on how to m ake stories m ore in te re stin g num bers 1 -3 match the exam ple story.
and explain anything th e y d o n 't understand. Explain Ask students to do the task individually, b u t check
that there are several ways to m ake th e ir stories m ore answers as a class.
interesting.
Answers ф
Ask students to read th e instru ctio n s and e xplain th a t
they have to m atch 1 -8 w ith th e exam ples a -h . Paragraph 1 b
Ask students to d o th e task individually, b u t check Paragraph 2 a
answers as a class. Paragraph 3 с
_________________Answers Read the Useful Expressions to students and ask them
to repeat them . C orrect their pronunciation where
1d 2c 3e 4 b 5a 6h 7 g 8 f necessary and explain anything they d o n 't understand.
Explain to students th a t they have to com plete
Ask students to read th e instructions, th e task (in the sentences 1-5, w ith options a-c.
box) and questions 1 -3 . C heck th a t th e y understand Ask students to d o the task individually, b ut check
what th e y have to do. answers as a class.
Ask students to d o th e task individually, b u t check
answers as a class. Answers
_________________Answers 1c 2a 3c 4c 5a
#
1 with the given sentence Read th e in fo rm a tio n in th e Exam C lose-up b o x to
2 extremely nervous students and explain anything they d o n 't understand.
3 yes If tim e allows, ask students to make a plan fo r th e ir story
in class.
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The Body Beautiful
Suggested answers 9
Paragraph 1: Set th e scene and in tro d u c e th e main
characters.
Paragraph 2: Give b a ckg ro u n d details a b o u t th e
characters' relationship.
Paragraph 3: Introd u ce a tw is t in th e sto ry and b rin g
the story to an end.
H
• Ask students to read th e Exam Task and re m in d th e m to
include techniques to make th e ir story m ore interesting
and to leave tim e at the end to check th e ir w riting.
• Remind them to look at the Useful Expressions if they
need help.
• Set the w riting task fo r hom ework.
______ Suggested answers ,
A lex was the best friend anyone could have. I was so
upset the o ther day. My cat, Mia, had g o t stuck up
a tree and I had no idea how to g et her dow n. The
w eather was so bad, it was very w indy and rainy, and
she looked so scared. A le x tu rn e d up as I was w alking
around the tree trying to figure out what to do.
Suddenly, the tree started to m ove from side to side
and Mia slipped o u t o f th e tree! Luckily, A lex saw Mia
fall and caught her! I'm so glad he was there.
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1 2 ~1he WleVhorv^ WUh
general No+e 1 art (00:16) Answers #
2 connected (00:39)
'e National G eographic videos can be used as an 3 m em ory (01:00) 4 learning (02:02)
eresting way to in tro d u ce yo u r stu d e n ts to o th e r
Itures. They are a u th e n tic N a tio n a l G e o g ra p h ic videos, A fter you watch 5 im prove (02:33)
.xl it is not necessary fo r stud e n ts to understand
erything th e y hear to b e n e fit fro m th e m . Som e o f th e 6 probably (03:46)
'ks focus on th e visual aspects o f th e videos, so students
n concentrate m ore on w hat they see than on w hat they Explain to stu d e n ts th a t th e te x t is a sum m ary o f th e
;ar. They are also a g o o d way to enco u ra g e y o u r students in fo rm a tio n in th e docum entary. B efore th e y read it,
swatch TV pro gram m es and film s in English so th a t th e y ask th e m to w o rk in pairs to discuss th e main ideas o f
n get used to the sound o f the language. The more the documentary.
dents are exposed to English, th e easier it w ill be fo r A sk stu d e n ts to read th e te x t w ith o u t fillin g in any
em to pick up th e language. answers at this stage to see if the ideas they m entioned
are covered in th e te xt. Also encourage them to think
Background In fo rm atio n _________________________ a b o u t w h a t p a rt o f speech is m issing fro m each gap.
Read th e w o rd s in th e ye llo w w o rd b a n k to students and
Gianni G olfera's m em ory has been th e su b je ct o f research ask them to repeat them . C orrect th e ir pronunciation
nd much d e b a te a m ong st scientists. In 2004, The Brain w here necessary.
esearch B ulletin co ncluded th a t it c o u ld n 't establish th e Ask students to do the task individually, b u t check
answers as a class.
its o f his m em ory. N eurolo g ica l studies carried o u t by
ientists at th e U niversity o f San Raffaele in M ilan and at 1 memory A n s w e rs
e Boston Institute fo r Technology have concluded th a t 2 inform ation
there is no g e n e tic link to Gianni's m em ory. Instead, it is 3 numbers 5 m em orised
felt that it is due to learning te ch n iq u e s th a t he has been 4 correctly 6 wonder
ractising since ch ild h o o d . These te ch n iq u e s are based on 7 genes
nemonics. 8 result
Before you w atch Ideas Focus
Ask students to read the questions and explain anything
A ______________________________________ th e y d o n 't understand. Then ask th e m to w o rk in pairs or
Ask students to read th e sta te m e n ts and explain small groups to ask and answer th e questions.
anything they d o n 't understand. W hen they have finished, ask different students at
Ask th e m to d o th e task on th e ir ow n and th e n to random round th e class to answer each o f th e questions.
compare th e ir answers w ith a partner.
Check answers as a class. Answers
Answers Students' own answers
1T 2F 3T
While you w atch
В
Explain to studen ts th a t th e y are n ow g o in g to w atch th e
video. Tell th e m th a t th e d o cu m e n ta ry is q u ite short.
Ask them to think a b o u t w hat th e answers m ig h t be
before they listen again. Explain th a t they will hear these
exact sentences on the video and th a t th e y should listen
out fo r th e specific w ords in red.
To check students understand w here Italy is, d ra w th e ir
attention to its position on the globe.
Play th e vid e o all th e way th ro u g h and ask students
to make a note o f th e ir answers. Then ask students to
compare th e ir answers w ith a partner and to justify any
answers they have th a t are different.
Play th e vid e o a second tim e and ask stu d e n ts to check
th e ir answers and to fill in any m issing answers. Then
check answers as a class.
129
"Review www.frenglish.ru
U n its 11 & 12
O b jectives G ram m ar R evision ________________________
• To revise vocabulary and q ra m m a r fro m Units 11 • Ask th e questions b e lo w a t random round the class
and 12. making sure each student answers at least one.
- W hen was th e last tim e you had your te e th checke
R e v is io n _________________________________ by the dentist?
- Have you had your hair cut this month?
• Explain to students th a t Review 6 revises the material - Is y o u r school g o in g to have air co n d ition in g
th e y saw in Units 11 and 12. installed this summer?
- Have you ever had y o u r arm o r a leg in plaster?
• Explain to students th a t they can ask you fo r help, look
back at the units and refer to the reference sections at • E licit th a t th e questions used th e causative and revis
the back o f th e book if they're not sure ab o u t an answer, th e fo rm u la and uses o f th e causative as a class.
as th e review is n o t a test.
• W rite I'd rather see a doctor., I'm n o t goo d at
• Decide on how you will carry o u t th e review. You could expressing m y feelings., Phone th e dentist's to make
ask students to d o one task at a tim e and correct it an a p p o in tm e n t, and You sh o u ld g o hom e and rest, on]
im m ediately, ask them to d o all th e vocabulary tasks and th e board. Ask stu d e n ts w hich sentence has a gerund
correct them before m oving on to the gram m ar tasks, w hich has a full in fin itive and w hich has a bare infinithi
o r ask them to d o all th e tasks and then correct them Ask stu d e n ts w hy these fo rm s are used here. Ask
to g e th e r at th e end. If you d o all th e tasks to g e th e r, let stu d e n ts to w rite sentences o f th e ir ow n using gerun
students know every now and again how much tim e they full infinitives and bare infinitives.
have g o t le ft to finish th e tasks.
• W rite th e sentences b e lo w on th e b o ard and ask
• Ask students not to leave any answers blank and to try students to correct them .
to find any answers they a ren't sure a b o u t in th e units or - M y black lo n g ve lve t dress d o e s n 't fit me anymore.
reference sections. (long black velvet)
- It was so an e xcitin g speech th a t w e all listened ve«j
• Inform students beforehand th a t they w ill have a review carefully, (such an)
in th e next lesson so th a t th e y can revise fo r it a t hom e. - M u m goes usually to th e hospital on Saturdays.
Revise th e vocabulary and g ra m m a r as a class b e fo re (usually goes)
students do the review. - The a th le te has g o t long stro n g amazing legs.
(amazing long strong)
• W hen checking students' answers to the review tasks, - They slow ly e a t th e ir fo o d , (eat th e ir fo o d slowly)
m ake a n o te o f any p ro b le m areas in vo cabulary and
gram m ar th a t they still have. Try to do extra w o rk on • Ask students to w o rk in pairs to com pare school
these areas so th a t your students progress well. subjects. Encourage them to use comparatives,
superlatives and as + a d je ctive + as to ta lk about which]
V ocabulary Revision_____________________________ subjects th e y are best at, w hich subjects they like mori
than others, which subjects they have more often, e tcl
Play a w o rd association gam e w ith e d u ca tio n -re la te d
w ords. Say one w o rd related to e d u ca tio n and ask М о С А )0 1 л \а г \\
each stu d e n t in tu rn to say a new e d u ca tio n -re la te d
w ord that they associate w ith the previous w ord A sk stu d e n ts to read th e sentences w ith o u t circling any]
e.g. g raduate, university, degree, g rant, etc. Try answers at this stage and to pay attention to the wora^
to make sure they revise the previous w ords and im m e d ia te ly b e fo re and a fte r th e o p tio n s in red.
also words like graduate, diplom a, assignment, Encourage students to read back through their
qualification, graduation, fees, expel and the names o f sentences once they have finished to check
school subjects. th e ir answers.
Revise th e parts o f th e b o d y th a t stu d e n ts le a rn t in U nit
12 and then w rite back on th e board. Ask th e m w hich Answer
phrasal verbs they came across w ith this verb (back
aw ay/out of) and then ask them which other body- 1 graduate 6 fees
related verbs th e y le a rn t as phrasal verbs (hand o v e r/ 7 sigh
out, head for/off, run o u t of/over, think over/up, stand 2 bones 8 subjects
out/in). Revise th e m eanings o f these verbs as a class. 9 expel
Give students one m in u te to look o ve r th e w o rd s in th e 3 made 10 schedule
w ord form ation task С on page 154. Then ask them to 4 yawn
close th e ir books and say each o f th e w ords and ask
th e m to w rite th e m d o w n in th e ir n o te b o o ks. C heck 5 candidate
answers by asking stu d e n ts in tu rn to spell one w o rd L mmm
each.
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1 Read th e w ords in th e ye llo w w o rd b a n ks to students В
and then ask th e m to re p e a t th e m . C o rre c t th e ir
pronunciation where necessary. Ask students to read the sentences fo r gist and to
Ask students to read th e sentences th ro u g h b e fo re fillin g underline the words im m ediately before the gaps.
in any answers fo r gist Encourage them to th in k about w hether these w ords are
follow ed by a gerund, a full infinitive or a bare infinitive.
1 Answers Encourage students to read back through the sentences
a back out + once they have finished to check th e ir answers.
b back away 4 Tell stu d e n ts to look back a t A to E on pag e 143 and
2 a run over G ram m ar References 11.5-11.6 on page 172 fo r a
a head for b run o ut o f rem inder if they need to.
b head off 5
3 a stand out coping Answers
a think over b stand in to look «
b think up 6 to go 5 revise
a hand out enrolling 6 talking
b hand over 7 call
8 being
Ask students to read th ro u g h th e sentences and • Ask stu d e n ts to read th ro u g h th e w o rd s given in each
to decide w h a t p re p o sitio n is m issing fro m each item and try to identify w hat the subjects, objects
gap. Remind students to ta ke n o te o f th e w o rd s and main verbs are. Then ask them to underline any
before and after the gap to help them choose the adjectives and adverbs and think about w hat order they
correct preposition. should be in.
• Encourage students to read th e ir sentences again once
they have finished to check th e ir answers. • Encourage students to read through the sentences again
once they have finished to check th e ir answers.
1 with Answers
2 for + • Tell stu d e n ts to lo o k back a t A - D on pag e 151 and
3 on 5 at G ram m ar References 12.1-12.6 on pages 172-173 fo r a
4 from 6 about rem inder if they need to.
7 in
8 out Answers
+
• Ask students to read th e sentences fo r g is t and to 1 I have never been allowed to choose my own
underline any tim e expressions. Explain th a t these will clothes.
help th e m to g e t th e rig h t tense. 2 I fin d it w ond erfu l th a t children learn things so
Ask students to lo o k a t th e w o rd s in brackets and e lic it quickly.
that the objects are listed before th e verb. Remind 3 Scientists d o n 't know enough about the human
students th a t th e o b je c t w ill g o b e tw e e n have in th e brain.
right tense and th e main ve rb in th e past p a rticip le . 4 M y d o g 's stom ach is so b ig th a t it touches th e
Tell students to lo o k back a t p age 139 and G ram m ar ground.
Reference 11.1 on page 171 f o r a re m in d e r if th e y 5 The book w asn't interesting enough to win a
need to. prize.
6 His uncle can speak several languages fluently.
Answers 7 The scientist quickly left the la b /le ft the lab
quickly after lunch.
1 has had his brain scanned 8 W hose is th is h o rrib le o ld blue le a th e r bag?
2 has had her hair cut
3 am /'m having my teeth cleaned Ask students to read the sentences fo r gist and to look
4 are having/are going to have th e ir gym fo r clues on both sides o f th e gaps to help them decide
if they need to use the com parative or superlative form .
renovated Encourage students to read through the sentences again
5 Does, have its classrooms painted once they have finished to check th e ir answers.
6 had had her eyes tested Tell stu d e n ts to look back at A and В on page 155 and
7 Did, have the photo fram ed G ram m ar References 12.7-12.8 on page 173 fo r a
8 had his qualifications recognised rem inder if they need to.
Answers
1 as w ell a s /b e tte r 4 prettier than/
than as p re tty as
2 the earliest 5 the most intelligent
3 the worst
131
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Recording Script studentsBookbi
Unit 1 Fam ily Ties M : Is she w e a rin g sh o rts?
F: Yes, th a t's her!
TRACK 1.1
N: Listening, Unit 1, Page 10, С N: 2 W ho are th e neighbours' children?
F: Have you seen th e new n e ig hb o u rs yet?
N: 1 W h ere did th e w om an m e e t her cousin? M : N o t t o s p e a k to , b u t I saw th e m a rriv e in th e ir car
M : D id you rem em ber to g o to th e library yesterday?
F: I d id , b u t I w as la te b e ca u se I saw m y c o u s in b e fo re yesterday.
F: D id y o u say th e y 'v e g o t tw in g irls , o r is it tw in boys!
I g o t there.
M : Yes, she to ld m e. She said she m e t vo u in th e car th e y've got?
M : N either. T hey've g o t a b o y and a g irl.
park on her way to the superm arket.
F: T h a t's rig h t. O f co u rs e she h a d to s h o w m e h e r n e w N: 3 W h a t tim e will th e boy leave?
M : W h a t tim e d o w e n e e d t o le a ve to c o lle c t dad from |
car!
th e station?
N: 2 W h o does th e man's niece ta k e after? F: W e ll, his tra in is a rriv in g a t 2 .3 0 , a n d it takes about |
F: So yo u fin a lly m e t y o u r n ie c e y e s te rd a y . W h o d o e s
4 0 m in u te s t o d riv e th e re , so y o u s h o u ld leave at j
she take after? a b o u t 1.50.
M : W ell, she d o e s n 't lo o k like h er d a d a t all. I su p pose M : O h , I th o u g h t w e w e re le a v in g ju s t a fte r 2.00, but I
y o u 're rig h t, w e s h o u ld g iv e o u rs e lv e s m ore time to
she does lo o k a b it like her m other, b u t overall I m ake sure w e 're n o t late.
th in k she looks m ost like her g ra n d m o th e r.
N : 4 W h e re d o S o p h ie an d h e r fa m ily live now?
N: 3 H ow does th e man's d a u g h te r spend her fre e F: M y cousin S ophie and her fa m ily are going to mol
tim e?
to London.
M : I th in k m y d a u g h te r should spend a b it m ore M : O h re a lly? I th o u g h t th e y lik e d B rig h to n ? They se<
tim e outside. She could be riding her bicycle or
som ething. v e ry h a p p y h e re . D o th e y c o m e fro m London then?
F: N o, th e y 're fro m O x fo rd originally.
F: W e ll, a t le a st she's d o in g s o m e th in g c re a tiv e .
P ra ctisin g th e v io lin is m u ch b e tte r th a n ju s t s ittin g N: 5 W h en w ill th e y have th e ir picnic?
w a tc h in g TV. M : D o y o u w a n t to c o m e fo r a p ic n ic in th e park this
M : Y ou're rig h t, b u t so m etim es I w a n t a little peace S a tu rd a y ?
and quiet! F: O h, I'm sorry, b u t I'm g o in g to see my
TRACK 1.2 g ra n d p a re n ts . T h e y live a lo n g w a y aw ay and we're |
N: Listening, U nit 1, Page 10, E tra v e llin g u p o n Friday. W e c o u ld g o on Sunday I
th o u g h .
N : T h e re a re six q u es tio n s in this p a rt. F o r each M : O K . I'll ask M u m to g e t s o m e th in g s a t th e marketj
question, th ere are th ree pictures and a short on Saturday m orning.
re c o rd in g . C ircle th e c o rre c t p ic tu re a, b o r c. F: T hat's g re a t, thanks!
N : 6. W h a t d id th e b o y th in k o f his friend's father?
N : 1 W h ich g irl is h e r sister?
M : H e re th e y c o m e no w . Is y o u r s is te r th e o n e w ith th e
s h o rt hair?
F: N o , m y siste r's g o t lo n g , s tr a ig h t h a ir.
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: I'm a b it scare d o f y o u r fa th e r! H e lo o k s v e ry th e ir chefs' skills and fa v o u rite dishes. There
serious. w ill be fo u r d iffe re n t prices fo r menus, starting
at under £10 per person up to over £25
I Oh, d o n 't w orry, th a t's ju s t because you h a v e n 't p e r person. This m eans a g re a t va rie ty o f
I met him befo re . restaurants can take p a rt from the tra d itio n a l to
И: So he's n o t alw ays like th a t? th e trendy, and everyone can enjoy th e festival.
к Not at all! He's a ctu a lly ve ry frie n d ly and relaxed. JO H N : That sounds good! A nd I heard th a t one o f the
n ic e th in g s a b o u t th e fe s tiv a l is th a t as w e ll as
Unit 2 F o o d , F o o d , F oo d! p ro m o tin g restaurants and o ffe rin g ta sty meals,
it also raises m o n e y fo r charity.
RACK 2.1 FAYE: That's rig h t. For every restaurant th a t
p a rtic ip a te s in th e fe stiva l th e organisers w ill
N: Listening, U n it 2, P age 2 2 , A don a te £5 to S treetsm art. an organisation
w hich helps p e o p le living on th e streets.
1. My y o u n g e r b ro th e r w as b o rn in 2 0 1 1 . J O H N : A n d w h a t else w ill happen d u rin g th e festival?
2. Those je a n s are re a lly ch e a p ! T h e y o n ly c o s t 35 FAYE: W e ll, an in te re s tin g p a rt o f it is th e 'G o u rm e t
O d y s s e y '. T h e id e a is th a t y o u e a t each co u rs e
pounds. o f a 3-course lunch in a d iffe re n t restaurant!
3. There w e re 9 5 0 p e o p le a t th e ir w e d d in g p a rty. T raditional London buses w ill tra n sp o rt p e o p le
4. Is th e 2 6 th D e c e m b e r a n a tio n a l h o lid a y in th e UK? b e tw e e n th e th re e restaurants, and in each
5. The h o te l ro o m s are v e ry e x p e n s iv e . T h e y 're 2 6 0 restaurant you g e t to m eet th e chefs! There
are 4 d iffe re n t routes to choose from , and this
dollars p e r night. event costs £135 per person. If you p refer
to w alk and n o t ta ke th e bus, there's also a
TRACK 2 .2 w a lkin g version o f th e O dvssev w hich follow s
N: Listening, U n it 2, P age 2 2 , D th e same program m e, b u t you only pay £95.
J O H N : So you can eat and stay fit at th e same tim e.
N: You w ill h e a r a ra d io in te rv ie w a b o u t a FAYE: M aybe, John. Perhaps th e m ost e xcitin g p a rt
restaurant festival. For each question, circle o f th e fe s tiv a l is 'D in n e r o n th e L o n d o n E ye'!
th e c o rre c t o p tio n a, b o r c. Each n ig h t, one o f th e London Eye capsules w ill
becom e a unique dining room . As you dine,
JOHN: G ood evening, and w elcom e to th e Food th e w heel goes round - very slowly! - and you
P rogram m e. W ith m e in th e s tu d io to n ig h t g e t an am azing view o f London. Each nig h t,
is Faye W allis, w h o has h er o w n fo o d and a d iffe re n t fam ous chef w ill co o k a delicious
restaurant b log. T onight w e 're ta lkin g a b o u t m eal, and on one n ig h t only, th e ch e f w ill be
th e L o n d o n R e s ta u ra n t F e stiva l, w h ic h is a tw o - th e fam ous G o rd o n Ramsav. A ll th e m oney
w eek-long event and celebrates eating o u t. So, m ade at this event w ill g o to the S treetsm art
Faye, tells us a b it a b o u t th e festival. charity.
J O H N : W ell, Faye I hope I'll have tim e to g o and if not,
FAYE: H e llo , J o h n . W e ll, th e L o n d o n R e sta u ra n t I'll read all a b o u t it on yo u r b lo g . That's all w e
F estival is a b o u t h e lp in g p e o p le to le a rn a b o u t have tim e fo r to n ig h t, b u t now ...
and to try som e o f th e fantastic restaurants
in o u r city. T he fe stiva l s ta rte d in 2 0 0 9 . w h e n 133
o ver 450 restaurants to o k p a rt. This year
th e organisers are ho p ing th a t th e re w ill be
a pproxim ately 800 restaurants.
JOHN: W ow, th a t's a lo t o f restaurants! So, w h a t d o
they have to do?
FAYE: W e ll, all th e re s ta u ra n ts w ill p re p a re sp e cia l
starters, m ains and desserts to d e m o n stra te
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Unit 3 The W onders of N ature INT: Really? So, w h y d o s o m e sharks a tta ck people?!
CP:
TRACK 3.1 W e th in k th a t w h e n a sh a rk a tta c k s a human, itl
INT: m a ke s a m is ta k e a n d id e n tifie s th e person asaij
N: Listening, U nit 3, Page 36, В CP: sm a ll m a m m a l, lik e a seal, o r a sim ila r animal.
INT: It is re a lly ju s t in v e s tig a tin g w h a t th e person is. j
G reat W h ite Sharks are a p p ro x im a te ly 4 to 5 m etres CP: W e th in k th a t sharks are in te re s te d in finding!
lo n g . However, the b ig g est G reat W hite ever recorded o u t in fo rm a tio n a b o u t o b je c ts in th e sea, and
was 7 m etres long and w e ig h e d a b o u t 3.200 kilo g ra m s. INT: as th e y d o n 't have h a n d s, th e y d o th is by biti
D espite its nam e, m ost o f th e b o d y o f a G reat W h ite CP: th e o b je c t w ith v e ry sh a rp te e th . In m ost casl
S hark is g re y . G re a t W h ite s ' te e th are e x tre m e ly sharks ta k e o n e b ite o f a h u m a n and then swim
sharp, and each shark has around 3.000 o f th e m ! They a w a y b e c a u s e th e y a re n 't in te re s te d in them.J
norm ally sw im q u ite slowly, b u t th e y can g o to 24 T h a t's w h y m o s t h u m a n v ic tim s o f shark attac
kilom etres per hour w hen necessary. Sharks ca n 't see survive.
o r h e a r v e ry w e ll b u t th e ir sense o f sm e ll is e x tre m e ly
sensitive and im p o rta n t. R ig h t. So, w h y d o n 't sharks e a t hum ans when
th e y've attacked them ?
TRACK 3.2
N: Listening, U nit 3, Page 36, D P robably because hum ans have g o t too man»
bones and n o t enough fat!
N: You will hear an in terview w ith a scientist
w ho studies sharks. For each question, fill W e ll, y o u 'v e b e e n re s e a rc h in g shark numbers
in th e missing in fo rm a tio n in th e n u m b e re d f o r 2 0 years, C la ire . A re all sp e cie s o f shark in I
space. d a n g e r o f disappearing?
INT: W elcom e to W ild life W atch. I'm Suzanne C ook N o , n o t a t all, b u t m a n y sp e cie s are. Compan
and on today's p rogram m e w e 're ta lkin g a b o u t w ith th e 59 shark attacks on humans that I
sharks. W ith m e in th e s tu d io is C la ire P ierson, to ld you a b o u t b e fo re , hum ans kill around 1
w h o is a m a rin e b io lo g is t. T h a n ks fo r c o m in g in m illio n sharks e ve ry year. T hat's an incredible
C laire. n u m b e r. S harks are k ille d fo r s p o rt, by mista
b y fish e rm e n , o r to m ake som e expensive
CP: I' m h a p p y to be here, Suzanne. fo o d s . T h e fo o d in d u s try uses m e th o d s whii
are also e x tre m e ly c ru e l. T h is m eans th a t mai
INT: W ell, C laire, m any p e o p le haveseen th e Jaws species are n o w in d a n g e r o f e x tin c tio n .
film s, and so th e y th in k o f sharks as te rrify in g
and dangerous. A re th e y really such h o rrib le H m m m ... T hat's very sad news. Let's hope
creatures? th in g s w ill c h a n g e a n d s h a rk p o p u la tio n s wi
recover soon.
Yes, Let's h o p e so ...
CP: W ell, n o t really. Shark attacks on hum ans Track 3.3
g e t a lo t o f p u b lic ity , b u t are in fa c t n o t very
c o m m o n . In 2 0 0 8 , fo r e x a m p le , th e r e w e re 59 N: Speaking, Unit 3, Page 37, В
recorded shark attacks on p e o p le , b u t only
fo u r o f those p e o p le d ie d . Sharks d o n 't actually I'm g o in g to d e scrib e a situ a tio n to you. A school
e a t p e o p le - th e y p re fe r fa t seals o r d o lp hin s. c o m m itte e is tr y in g t o d e c id e w h a t p ro je c ts its student
A n o th e r th in g t o re m e m b e r is th a t th e re are c o u ld d o t o h e lp p r o te c t th e e n v iro n m e n t. Talk
actually over 360 species o f shark, and only to g e t h e r a b o u t th e d iffe r e n t th in g s th e stu d e n ts could
fo u r o f those have been known to attack d o and th e n d ecide w hich p ro je c t w o u ld be best.
humans.
134
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Unit 4 Special R elationships Yes, I to ta lly u n d e rs ta n d h o w you fe e l. M y sister
o fte n g o e s in to m y ro o m and b o rro w s m y clo th e s
TRACK 4.1 b u t she d o e sn 't te ll me. It makes m e so angry. W hat
N: L is te n in g , U n it 4, P a g e 4 8 , В a b o u t yo u r sister?
Speaker 1 D : She's O K . I th in k b e ca u s e she is th e o ld e s t, she trie s
I'm fe e lin g re a lly d o w n rig h t n o w . I c a n 't ta lk t o m y to s to p m y b ro th e r and m yself a rguing all th e tim e .
school frie n d s a b o u t m y p ro b le m s - th e y n e v e r lis te n to In fa c t she re a lly lis te n s t o m y p ro b le m s a n d trie s to
me ... m y te a c h e rs d o n 't h e lp m e e ith e r a n d I'v e fa ile d h e lp m e w hen I'm in a b a d m o o d .
all my exam s.
C: T h a t's g re a t! M y d a d is u su a lly th e o n e th a t h e lp s us
Speaker 2 solve p ro b le m s w h e n w e d o n 't ag re e on th in g s in
I used t o b e re a lly g o o d frie n d s w ith a g irl I m e t a t m y house. He always trie s to m ake us sit do w n and
college, b u t re c e n tly w e 'v e d is a g re e d o n lo a d s o f ta lk a b o u t th in g s in a calm way.
things an d g o t a n g ry w ith each o th e r so w e d o n 't s p e a k
to each o th e r a n y m o re . It's fo r th e b e s t, really. D : Really? T hat's am azing!
Speaker 3 C: Yeah, b u t it d o e s n 't always w o rk. I fin d it d iffic u lt
My new boss is g re a t! She's re a lly e a s y -g o in g , eve n to say w h a t I really w a n t to say w hen I'm angry and
when th e re 's a h u g e p ro b le m , a n d I th in k it's a m a z in g then I feel a b it stupid and uncom fortable.
how she c o p e s w ith e v e ry th in g ! She's so p ro fe s s io n a l!
D: I know w hat you mean. Anyway, talking about
Speaker 4 som ething m ore positive, I heard you g o t the
I've b e e n kee n on a n o th e r g irl fo r o v e r a m o n th now . h ig h e s t m ark in th e class in th e m aths exam . Your
I've p a id h e r lo a d s o f c o m p lim e n ts a n d e ve n a ske d h e r parents m ust be pleased!
out, b u t I h a v e n 't to ld m y g irlfrie n d . T h a t's b a d , I k n o w .
I'm n o t p ro u d o f i t . C: M m m m , yeah, I did. But I studied fo r hours, you
k n o w . M y m u m is so h a p p y. She's b e e n te llin g
e veryone a b o u t m y results ... how em barrassing!
D: C o m e on, let's ce le b ra te . D o you w a n t an
ice cream ?
TRACK 4 .2 TRACK 4.3
N : S peaking U n it 4, Page 49, В
N: L is te n in g , U n it 4 , P a g e 4 8 , D
1. D o n 't stay up late! Y ou've g o t an exam to m o rro w at
N: You w ill h e a r a b o y c a lle d D a n n y a n d a g irl c a lle d 8 am.
C athy ta lk in g a b o u t d iffe re n t p e o p le in th e ir fam ily.
D e c id e if each s e n te n c e is c o rre c t o r in c o rre c t. 2. If I w e re you, I'd ta lk to y o u r m um . She usually
W rite T (true) o r F (false). knows what to do.
C: Hi D anny, h o w are yo u ? T h e la s t tim e I sa w y o u , y o u 3. T hey m ust clear up th e room b e fo re th e y leave.
w e re n 't g e ttin g on very w ell w ith yo u r b ro th e r and 4 . I th in k it w o u ld be b e tte r if he said sorry to her.
sister. A re th in g s any b e tte r? 5. Shall w e in vite M a rta to th e p a rty n e xt w eek?
6. He sh o u ld n 't w aste so m uch tim e playing video
D: W e ll, s o rt o f. I'm s p e a k in g t o m y y o u n g e r b ro th e r
now b u t he still drives m e crazy w hen he takes gam es all day.
things from m y room and he d o e s n 't ask m e first.
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Unit 5 A Place to Call H om e m a d e s tro n g e r w ith s te e l, b u t th is is expensive I
so m any p o o re r countries d o n 't have the moneJ
T R A C K 5.1 fo r i t . T h e y ju s t c a n 't a ffo rd to p a y fo r this. That's
N: Listening, U nit 5, Page 62, В w h y e n g in e e rs are lo o k in g a t ch e a p solutions to
p ro te c t buildings.
1. M any buildings cam e dow n, crushing and tra p p in g
p e o p le . S 2: So, w h a t s o rt o f th in g s are e n g in e e rs developing?
2. O n e te c h n iq u e is t o re in fo rc e c o n c re te w ith ste e l. R: W e ll, o n e te c h n iq u e is t o use m o re suitable
3. B u ild in g s m a d e o f lig h t m a te ria ls are less like ly to b u ild in g m a te ria ls . L et's th in k a b o u t a country like
H a iti. R oofs o n h o u se s are o fte n m a d e o f heavy
co m e d o w n in an e a rth q u a ke . c o n c re te a n d th is c o lla p s e s e asily if th e re is an ;
4. Som e bricks are cheap and w alls m ade fro m th e m e a rth q u a k e . B u t e n g in e e rs have discovered that
m etal roofs s u p p o rte d on w o o d are stronger.
crack and co llapse ve ry easily.
5. C heaper m aterials are b e tte r than n o th in g fo r S 3: W h a t o th e r kind o f m aterials are best, then?
p o o re r co u n trie s th a t c a n 't a ffo rd a n yth in g else. R: W e n e e d t o use m a te ria ls th a t are as lig h t as
p o s s ib le , b e c a u s e th e s e are less lik e ly to fall wherj
TR A C K 5 .2
N: Listening, U nit 5, Page 62, E th e g ro u n d is sh a kin g . In P akistan, w alls can be j
N: You will hear som e students interview ing m ade fro m straw ...
engineer, R obert W eston. For questions 1-6
choose th e b e s t answ er, a, b o r c. T: S tra w ? ! Really?
T: N o w , as yo u kn o w , w e 're d o in g a p ro je c t on R: T h a t's rig h t. T h e s tra w is p re s s e d in to blocks and
earthquakes and b u ild in g s and w e 're lucky to th e n p lastic n e ttin g holds th e w alls together.
have a visit to d a y fro m R obert W eston, w ho's W e p u t th is on th e in sid e o f th e w all o f course
an e n g in e e r and an e x p e rt on th is su b je c t. He's - th e o u ts id e o f th e w a ll is p a in te d and looks
here to te ll us a b o u t th e latest in fo rm a tio n on co m p le te ly norm al.
designing buildings and how w e can p ro te ct
b u ild in g s fro m th e se disasters. Please w e lco m e S 1: Is it tr u e th a t s o m e b ric k w a lls a re n 't strong
R o b e rt. e n o u g h if th e re is an e a rth q u a k e ?
R: T hanks v e ry m u ch . I'm h a p p y to a n s w e r any R: T h a t d e p e n d s . In P eru th e y use a kin d o f brick
q uestions you have fo r y o u r p ro je c t. W ell, as w e all w h ic h is lo c a lly -p ro d u c e d a n d c h e a p to build
know, earthquakes can cause thousands o f deaths. w alls, b u t th e se w alls crack and collapse very
The one in H aiti in January 2010 kille d o ve r easily. A g a in , p la s tic n e ttin g can h o ld these walls
200,000 p eople. But th e reason so m any pe o p le to g e t h e r b e tte r so th a t p e o p le can escape when
d ie d is n o t th e e a rth q u a k e its e lf. It's th e fa c t th a t th e r e is an e a rth q u a k e .
m any bu ild in g s collapsed, crushing and tra p p in g
p e o p le . W h a t in te re s ts m e a n d o th e r e n g in e e rs is_ T: So R o b e rt, w h a t o th e r lo c a l m a te ria ls d o
ho w w e can b u ild houses in d e v e lo p in g c o u n trie s d e v e lo p in g countries use?
th a t d o n 't collapse d u rin g strong e a rthquakes.
R: W e ll, in In d ia e n g in e e rs a re u sin g b a m b o o to
T: T h a t's in te re s tin g . N o w , has a n y o n e g o t any
questions? Put your hands up ... Яm a ke c o n c re te s tro n g e r. A n d in Indonesia they're
S 1: Yes. Can you te ll us ... are th e re any re g u la tio n s try in g to p ro te c t houses fro m u n d e rn e a th . They
w hen you c o n s tru c t b u ild in g s in rich e r co u ntries? p u t o ld tyre s fille d w ith sand u n d e r th e building
I mean, to m ake th e b u ild in g s safe fro m and then construct the house on top.
earthquakes ...
S 3: Sorry, b u t are th e se cheap and local materials
really b e tte r in an e a rthquake?
R: G e n e ra lly , yes. S o m e o f th e m are n o t as effective
as m o re e xp e n sive m e th o d s, b u t th e y 're better
th a n n o th in g a t all and s o m e th in g th a t poorer
countries can afford.
T: So fin a lly R o b e rt, d o y o u th in k th e s e n e w ideas will
R: Yes, th e re are. M o d e rn c o n c re te b u ild in g s are
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R: W e ll I h o p e so, b u t so fa r p ro g re s s has b e e n slow . M: W ell, w e d id n 't know th e y w ere g o in g to sto p
Some o f these new types o f houses have been playing at 12 o 'clo ck, d id we?
b u ilt, b u t s a d ly m a n y m illio n s o f p e o p le are s till in
danger. В: I k n o w . I c a n 't b e lie v e it! W e 're so u n lu c k y ! D o y o u
th in k th e rain w ill s to p soon?
T: W e ll, le t's h o p e th a t m a n y m o re houses w ill
be safer in th e fu tu re . R o b e rt, m any th a n ks fo r M: I d o n 't th in k so. Look at those b ig black clouds.
com ing to ta lk to us today.
B: W h a t a s h a m e ! I re a lly w a n te d t o see th is m a tc h !
R: M y p le a sure .
N: 4 You hear radio com m en tary on a cycling race.
Unit 6 R eady, S te a d y , G o! W hich te a m wins?
TRACK 6.1 W e ll, th is is an in c re d ib ly c lo s e c o n te s t b e tw e e n th e
British and th e A m erican cyclists fo r firs t place! For
N: Listening, U n it 6 , P ag e 7 4 , D th e last kilo m e tre those tw o team s have been g oing
really w ell. There's also g o in g to be a fig h t fo r th ird
N: There a re six q u estio n s in th is p a rt. F o r each place th o u g h , as th e French cyclist and th e Italian are
question, th ere are th ree pictures and a short b o th d o in g w ell. Back to th e first tw o th o u g h , and
re co rd in g . C ircle th e c o rre c t a n s w e r a, b o r c. as w e h e a d in to th e fin a l 5 0 0 m , th e A m e ric a n is ju s t
in fro n t, b u t no, a t th e fin is h in g line it's G re a t B ritain
N: 1 You h e ar a g irl ta lk in g . W h ic h s p o rt d o e s she w h o ta ke firs t place ... th e y 'v e w on it!
do?
N: 5 You hear tw o tee n a g e rs talkin g a b o u t th e ir plans
There are tw o m e m b e rs in each te a m and th e idea fo r a fte r school. H ow does th e girl feel?
is to h it th e b a ll o v e r th e n e t so th a t it to u c h e s th e
ground before the o th e r team gets the chance to G : O h, I've ju s t re m em bered, it's sw im m ing to n ig h t!
hit it back. It's g re a t fu n and really keeps you fit. L B: B u t yo u sa id y o u w a n te d t o c o m e t o th e c in e m a w ith
d o n 't like sports w ith lots o f e q u ip m e n t like bats,
rackets an d h e lm e ts so th is is p e rfe c t fo r m e . I also me.
love te a m sp orts, b u t I d o n 't like b e in g in a b ig G : I k n o w , I'm sorry, b u t I c a n 't m iss s w im m in g , can I?
team like in b a ske tb a ll o r fo o tb a ll.
B: W h y n o t?
N: 2 You h e a r a coach ta lk in g to a b a s k e tb a ll te a m . G: Because ... w ell, I like it, it's fun and it keeps m e fit.
How does he feel about the team ?
B: Yes, b u t th a t film y o u w a n te d t o w a tc h is o n ...
Look, yo u 'v e all pla ye d q u ite w e ll d u rin g th e last G: O h, th a t d o e s n 't m atter, I hope M um can take me.
few m o n th s b u t re c e n tly I've n o tic e d a ch a n g e in
your a ttitu d e . W h a t's g o in g on? Hey? Tell m e - I Yes, I'm sure she can ...
need to know. Look, I saw som e goo d team w ork B: G re a t. ... th a n k s !
and th e goals w e re g re a t in th e last m a tch , b u t
many o f you are lo o kin g slow, it's like you d o n 't N: 6 You hear an in terview er talking to a tennis
w ant to w in. So. w hat's th e p roblem ? Isn't anybody player. W h ere are they?
going to say anything? Harry, yo u 're th e C aptain,
what do you think? W hat am I d o in g here if you're INT: H elena, h o w are yo u fe e lin g a fte r th a t am azing
not going to talk to me? w in ?
N: 3 You h e a r tw o boys ta lk in g a t a sp orts m a tc h . H: R ight now, I'm really tire d John! But o f course, I'm
How do they both feel? so happy! There's an am azing a tm osphere here and
th is fa n ta stic cro w d h e lp e d m e all th e w ay th ro u g h
M: Oh n o . I d o n 't b e lie v e it. T h e y 're c o m in g o f f th e th e m a tch . It was very hard and at tim es I d id n 't
pitch because o f rain! W e've only seen half an th in k I c o u ld d o it, b u t th is is b e c o m in g m y lu cky
hour's play! place and th e p e o p le are great. I'm even enjoying
th e TV in te rvie w s live in fro n t o f th e c ro w d !
B: O h n o ! W h y w e re w e so late?
INT: W e ll, H elena. C o n g ra tu la tio n s . N o w g o and g e t
som e rest!
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Unit 7 Extreme Situations o n e o f th e m a in p ro b le m s fo r ru n n e rs is th e sand.
It's e ve ryw here! S tro n g w in d s can b lo w th e sand
T R A C K 7.1 into sandstorm s and it can be d iffic u lt to breathe.
F o rtu n a te ly th e c o m p e tito rs in th e race o n ly have to
N: Listening, U nit 7, Page 88, В run across a very small p a rt o f it, b u t I d o n 't think it w
feel sm all to them !
1. M y n a m e is M r B e n n e tt. T h a t's B -E -d o u b le N -E
d o u b le T. A n d n o w to th e fin a l d e s e rt th a t runners have to cope
w ith . It m ig h t be a b it o f a surprise - it's A ntarctica!
2. He lives in C hile. T hat's C -H -l-L-E. T h a t's A -N -T -A -R -C -T -l-C -A . M a n y d e s e rts are h o t and
sandy, b u t th is o n e is c o v e re d in s n o w a n d ice. It's the
3 . T h e s h o p is in J ig s a w Lane. T h a t's J -l-G -S -A -W . c o ld e s t and w in d ie s t place on th e pla n et! Im agine
ru n n in g in th a t p la c e fo r a w e e k? ! C o m p e tito rs have to
4. This was p a in te d by Paul C ezanne. T hat's C-E-Z- c o m p le te tw o o f th e o th e r d e s e rt races b e fo re they can I
A -d o u b le N-E. tr y th is fin a l c h a lle n g e . The c o n d itio n s m ig h t be very
d iffic u lt, b u t th e y ha ve th e c h a n c e t o see so m e amazing
TRACK 7.2 w ild life in A n ta rc tic a . T h e y 'll see p e n g u in s , seals and
w h a le s a n d th e p e n g u in s m ig h t eve n jo in th e m on the
N: Listening, U nit 7, Page 88, D ra ce ! T h e d iffe re n c e b e tw e e n th is d e s e rt race and the
o th e rs is th a t a th le te s s le e p o n a sh ip th a t tra ve ls with
N: You w ill h ear som e in fo rm a tio n a b o u t a race in th e m , and th e y have fo o d p ro v id e d . T hey need plenty
e x tre m e p a rts o f th e w o rld . For each q u e s tio n , fill in o f h e a lth y fo o d as d u rin g th e day, th e c o m p e tito rs are
th e m issing in fo rm a tio n in th e n u m b e re d space. ru n n in g in ve ry e x tre m e c o n d itio n s .
H e llo , th is is Lizzy Banks re p o r tin g fo r S p o rts Life. W e ll, th e se de se rts are all very hard environm ents, but
Today I'm sta n d in g in th e A ta ca m a D e s e rt, in C hile, I'm sure c o m p e tito rs in th e F o u r D e s e rts race have an
S outh A m e rica . T hat's A -T -A -C -A -M -A . It's n o t th e s o rt am azing experience.
o f place m ost p e o p le w ant to com e to , b u t one o f th e
m o st c h a lle n g in g races in th e w o rld starts rig h t here - Unit 8 Time to Spare
it's called th e th e F our D eserts Race. C o m p e tito rs in
th is in c re d ib le race have to run th ro u g h 4 de se rts in 4 T R A C K 8.1
d iffe re n t co n tin e n ts! That's q u ite a challenge, is n 't it?
N: Listening, U nit 8, Page 100, С
Let's ta ke a lo o k a t som e o f th e d iffic u ltie s th e
ru n n e rs c o u ld have. N o w , each p a rt o f th e ra ce is 2 5 0 N: 1 H o w is th e g irl g o in g to tra v e l to Scotland?
kilom etres Iona and takes 7 days. Runners have tents
and m edical care, b u t th e y have to carry all th e ir ow n B: So ha ve y o u r p a re n ts d e c id e d h o w y o u 're going to
clo th e s and fo o d . H ere in th e A ta ca m a D ese rt, th e travel to S cotland yet?
la n d sca p e is q u ite s im ila r to th e p la n e t M a rs, a n d th e
te m p e ra tu re is a ro u n d 32 d e g re e s C elsius. It's th e G : W e ll, I th in k w e 'll p ro b a b ly ta k e th e tra in , because j
d riest place on earth. So, obviously it's N O T an easy w e can sleep on the train overnight.
place to run!
M : W h a t a b o u t g o in g b y co a ch ? T h a t's m uch cheaper. |
N o w in th e n e x t p a rt o f th e ra c e , w h ic h is in J u n e ,
c o m p e tito rs a o to th e G o b i d e s e rt in C hina. R e m e m b e r W : Yes, b u t it take s lo n g e r and it is n 't as com fortable, j
I said th a t runners have to carry th e ir ow n clothes? T h e o th e r th in g is m y d a d d o e s n 't w a n t to drive.
This b ecom es d iffic u lt in th is d e se rt, because it can be W e c o u ld s to p w h e n e v e r w e w a n te d in th e car, but|
b oiling h o t d uring th e day b u t b e lo w freezing at night. d a d says d riv in g is to o tirin g .
A nd, there can be very strong w inds and som etim es
sn o w in th e m o u n ta in s. You need lo ts o f d iffe re n t kinds N: 2 W h a t has th e w om an planned to do first?
o f c lo th e s in th o s e kinds o f te m p e ra tu re s !
F: I'm really e x c ite d a b o u t s p e n d in g tim e tom orrow
W hat happens a fte r Atacam a and G obi? The next part w ith E lizabeth.
o f th e race is in th e fa m o u s Sahara D e s e rt in E g y p t.
T his is th e h o tte s t a n d b ig g e s t d e s e rt o n e a rth , a n d M: W hat have you g o t planned?
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F: W e ll, in th e e v e n in g w e 're g o in g t o th e th e a tre , b u t loves classical m usic because she plays th e
be fo re th a t w e 're g o in g s h o p p in g all d a y ! W e 'll be vio lin . There's also a fam ous pianist g ivin g a
tire d a fte r all th a t s h o p p in g so I've b o o k e d a ta b le piano recital, w hich she m ig h t enjoy.
at her favourite restaurant fo r dinner.
GIRL: M m m , b o th o f th o se sound nice. I th in k she'll
M: W o w , th a t IS a b u sy day! enjoy them both.
TRACK 8.2 N: 4 W hich bikini does th e young w om an
N: L istening, U n it 8, P age 1 0 0 , E prefer?
N: T h e re a re seven q u e s tio n s in this p a rt. F or GIRL 1 : W hich b ikini d o you th in k I should buy? I really
each question, th ere are th ree pictures and a like th e strip e d one.
short recording. Circle th e correct picture a,
b o r c. GIRL 2: W ell, personally I th in k th e s p o tte d one looks
b etter on you.
N: 1 W h a t tim e d o e s th e girl's music lesson s ta rt
to n ig h t? GIRL 1 : Really? W h a t d o you th in k o f th is plain one?
GIRL 2: W ell, it's O K , b u t it's n o t as nice as th e s p o tte d
one.
DAD: W h a t tim e does your music lesson start N : 5 W h e re is th e te n n is racket?
to n ig h t? F: I c a n 't fin d m y te n n is racke t. Have you seen it?
M : W ell, last tim e I saw it, it was on th e bed.
GIRL: S e v e n -th irty . F: N o , I m o v e d it fro m th e re a n d I th o u g h t I le ft it on
DAD: A re you sure? I th o u g h t it was sta rtin g at 8 th e chair.
to n ig h t, because th e re 's a c e le b ra tio n in th e M : A h, I can see it now. It's on th e ta b le , u n d e r yo u r
hall at 7 o 'clo ck.
ja cke t.
GIRL: D a d , y o u 're r ig h t! It w as in th e n o te fro m m y
teacher. Thanks fo r re m e m b e rin g . It's so b o rin g N: 6 H ow much does the wom an pay per month for
w a itin g fo r th e class to start! her gym?
N: 2 W h ich s p o rt d id Tom try? M : I' m th in k in g o f jo in in g a g y m , b u t it's so e x p e n sive .
GIRL: D id yo u h e a r w h a t Tom d id o n his h o lid a y ? F: Really? M in e 's o n ly £ 3 0 a m o n th . I d o n 't th in k th a t's
too bad.
BOY: W e ll, I th in k he w a n te d to tr y w in d s u rfin g , so I
guess it was that. M: £30 a m onth? The one I w ent to was £50 a m onth,
b u t I th in k a lo t's in c lu d e d in th e price.
GIRL: N o , it w a s n 't. T h e re w a s n 't an y w in d s u rfin g a t
th a t beach, so he trie d w ater-skiing instead. F: W o w ! T h a t's £ 2 0 a m o n th m o re ! It m u s t b e g o o d fo r
and he loved it. th a t price!
BOY: Really? I know th e y d o sailing th e re . I th o u g h t
he w anted to try that, b u t he obviously
ch a n g e d his m ind! N: 7 W h a t has th e g ran d m o th er done this
afternoon?
N: 3 W h ich c o n c e rt is th e b o y N O T g o in g to buy GIRL: I w e n t to v is it G ra n n y to d a y . She re a lly is an
a ticket for? am azing w om an.
BOY: I th in k I'll b u y m y cousin tic k e ts to a c o n c e rt fo r BOY: W ell, I know she likes co o kin g . W h a t delicious
her birthday. th in g did she cook this tim e?
GIRL: T h a t's a nice id e a . W h a t s o rt o f c o n c e rt? A p o p GIRL: A ctually, b elieve it o r no t, she was surfing th e
co n ce rt? S om e g re a t ba n d s are p la y in g in to w n In te rn e t all a fte rn o o n .
next m onth.
BOY: I d o n 't b e lieve it! N orm ally, she's co o kin g , o r
BOY: I was th in k in g a b o u t an orch estra actually. She g a rd e n in g , like norm al grannies! I'm g la d she's
a m odern granny though!
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Unit 9 High-Tech W orld JO H N : W ow, that's exciting!
TRACK 9.1 JULIA: Yes, w e 're really pleased. O f course, you
N: Listening, Unit 9, Page 114, В d o n 't have to be a scie n tist o r an engineer to
co m e h ere - in fa c t, you d o n 't even need to
1. I've started a course on green te c h n o lo g y at my b e in te re s te d in s c ie n ce a n d te c h n o lo g y . The
local co lle g e , b u t I d o n 't th in k it's rig h t fo r me e x h ib itio n has s o m e th in g fo r e v e ry o n e , adults
really. It's aim e d a t p e o p le w h o w a n t to b e co m e a n d c h ild re n . A n d th e b e s t th in g is it's very
professionals and I ju s t w a n te d to learn a b o u t g o o d in te ra c tiv e w ith lots o f d iffe re n t th in g s to do.
te ch n o lo g y to use at h o m e .
J O H N : Really? So p e o p le can p a rtic ip a te in the
2. I'd like a m ountain bike fo r m y birthday, b u t th e y 're e xh ib itio n ...
q u ite expensive and I w a n t to try one o u t firs t.
Luckily m y cousin says I can te s t his to see if I like it. JULIA: T hat's rig h t! Y ou'll fin d a b o u t 4,000 useful,
am azing and fun things th a t you m ig h t want
3. O h w hy are these new g a d g e ts so co m p lica te d ? It to use in y o u r ow n life. A n d you can make
says th a t it's an energy-saving device, b u t it w o n 't yo u r ow n g a d g e ts, try th in g s o u t and enter
be using any e n e rg y a t all if I ca n 't un d e rsta n d h ow co m p e titio n s to o !
to sw itch it o n !
J O H N : G re a t! So science and te c h n o lo g y isn 't boring
4. A t school th e y te ll us how im p o rta n t science and a t all!
te ch n o lo g y are, and th e y w a n t m ore girls to study
th e se subjects. I'm really in te re s te d in th e m and JULIA: Exactly! C om e and lo o k at this John! These агеи
o u r school takes us to a really g o o d e x h ib itio n s o la r-p o w e re d to y s a n d m o d e ls . These models
every year w here you can interact w ith th e new - planes, h e lic o p te rs and cars - have a solar 1
te ch n o lo g y. It's g re a t! panel a tta c h e d to th e m . S om e o f th e m work ]
o n ly w hen th e y 're in th e lig h t. O th e rs have a I
5. I m ade a m o d e l b o a t last year. It was p re tty cool special b a tte ry so th e y can co n tin u e working j
- it was pow ered by a b a tte ry and co n tro lle d by a w h e n th e y 're n o t in d ire c t lig h t. So, you can buy j
re m o te co n tro l, until I crashed it! I w a n t to m ake a o n e m a d e , o r y o u can b u ild y o u r o w n , which is
solar-pow ered one this tim e . m uch m ore fu n , is n 't it?
TRACK 9.2 J O H N : S o u n d s g o o d to m e! I m u s t tr y th a t! A nd I hear||
N: Listening, Unit 9, Page 114, D y o u ha ve c o m p e titio n s fo r th e b e s t o r craziest I
d e s ig n a n d s o m e races t o fin d th e fa stest solar- j
N: You w ill hear p a rt o f an in te rvie w a b o u t a p o w e re d m o d e l car!
te c h n o lo g y e xh ib itio n . For each q u e stio n , circle
th e c o rre c t o p tio n a, b o r c. JULIA: That's right!
INT: H ello, I'm John Jam eson re p o rtin g fro m th e J O H N : N o w , o n e q u e s tio n ... is e v e ry th in g a t the
N ew W o rld Fam ily te c h n o lo g y e x h ib itio n . This e xh ib itio n eco-friendly?
e v e n t is on all w e e k e n d , fro m 10 am u n til 6
p m . It's o n ly 10.30 and it's already g e ttin g JULIA: W ell, th a t's n o t th e m ain aim o f th e exhibition,
busy. There are lo t o f m um s, dads and children b u t a lo t o f th e n e w te c h n o lo g y here is green j
e ve ryw h e re ! I'm w ith Julia Swanly, on e o f th e and w e d o understand th e need to protect
eve n t organisers. Hi Julia. So, can you te ll us a th e e n v iro n m e n t. F or e x a m p le , w e 'v e also got
b it a b o u t th e exhibition? w a te r-p o w e re d g a d g e ts a n d th e re are areas j
w h e re kids can have fu n and b u ild th e ir own 1
JULIA: H ello and w elcom e, John! W ell, th e N ew W orld ro b o ts w ith recycled m aterials.
F a m ily te c h n o lo g y e x h ib itio n is n o w in its 4 th
year, and g e ttin g bigger. Last year a b o u t 5,000 J O H N : T h a t's g o o d new s. A n d w h a t o th e r ecofriendly i
p e o p le cam e and this year w e th in k th e re w ill th in g s can w e fin d here?
be a p p ro xim a te ly 10,000!
JU LIA : W e ll, w e 'v e also g o t n e w te c h n o lo g y th a t save
e n e rg y , lik e s p e cia l b a tte ry -p o w e re d bikes and
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all th e la te st e c o -frie n d ly e n te rta in m e n t and co m p e titio n before the end o f sum m er term so if
m usic g a dgets. You can te s t th e m o u t be fo re you are g o o d a t singing, dancing o r playing m usical
yo u b u v th e m w h ic h is s o m e th in g y o u d o n 't in s tru m e n ts , th is c o m p e titio n is fo r y o u !
o fte n g e t th e chance to d o in shops.
INT: Ju lia , th a n k s v e ry m u ch fo r ta lk in g to m e. Your perform ance should be betw een 20-30 m inutes
I'm o ff to m ake an e c o -frie n d ly ro b o t fo r m y lo n g and you can use th e school assem bly hall to
d a u g h te r ... p ra c tis e b e fo re th e fin a l day. You s h o u ld w o rk in
team s o f six to e ig h t and you need to have fo u r main
Unit 1 0 T h a t's E n te rta in m e n t p e rfo rm e rs: one m usician, one singer and tw o dancers.
The g ro u p th a t w on th e c o m p e titio n last year had ten
TRACK 10.1 p eople, b u t u n fo rtu n a te ly this year w e d o n 't have so
N: Listening, U n it 1 0 , P age 1 2 6 , С m uch space fo r th e perform ances so please rem em ber
th a t e ig h t is th e lim it.
1. The fe e lin g yo u g e t w h e n y o u 're s ta n d in g o n it is
m agical. W hen you feel th e heat o f th e lig h ts and It's th e fo u rth year w e have o rg a n ise d th is ty p e o f e ve n t
know all o f th o se p e o p le are w a tc h in g y o u , it's very fo r th e e n d o f te rm and in th e last fe w years w e 'v e
e x c itin g . asked fo r d iffe re n t kinds o f e n tertainm ent, fo r exam ple,
m usical co m e d y o r s o m e th in g sim ilar to G lee. This
2. M o s t p e o p le p re fe r to w o rk o u t a t th e fr o n t o f th e year w e 're ho p ing fo r som ething a b it d ifferent. W e're
th e a tre d o in g th e lig h ts o r sound, b u t I like w o rkin g lo o k in g fo r m u s ic th a t is m o re a lte rn a tiv e a n d d a n c e
here. You d o n 't see th e audience, b u t you g e t to te a m s th a t can m ix classical w ith m o d e rn s ty le s . T h is is
m eet th e actors and m usicians and it's g o o d fun q u ite a challenge, b u t w e 're sure m any o f o u r ta le n te d
w h e n e v e ry o n e is e x c ite d a b o u t th e p e rfo rm a n c e stu d e n ts can use th e ir im a g in a tio n and skills!
before th e y g o on stage.
Last years w inners w ere from year 4 and th e y gave a
3. O u r s ch o o l p la y th is y e a r is q u ite d iffic u lt fo r us w o n d e rfu l perform ance, especially th e pianist and lead
backstage. The acto rs have a scene w h e re th e y all singer. B ut as I said, d o n 't c o p y th e style o f previous
eat round a ta b le . So w e 've g o t chairs, cups, plates, years! Try and be o rig in a l and creative!
fo o d and drink, knives, fo rks and all sorts back here.
It's a c o m p le te m ess! O u r ju d g e s fo r th e c o m p e titio n this year are M artin
W ilson, w h o has his ow n co n te m p o ra ry dance com pany
4. T h e re is n 't m uch ro o m in here. T h e re are 15 g irls fo r te e n a g e rs a n d G G C o o l K, a y o u n g ra p p e r w h o has
in th e play and w e all p u t o u r co stu m e s on in h e re . ju s t released her firs t album on th e Internet.
You have to be very organized o r you s ta rt losing
th in g s . A nd there are som e g re a t prizes fo r th e w inners this
year. The firs t prize w inners w ill g e t a visit to the
5. I'm ve ry lu cky because in th is p la y I w e a r som e W e stbeat International A cadem y and th e chance to
b e autiful things, th e dresses are especially lovely. have a special class w ith th e b e st m usic and dance
It's g re a t to b e able to w e a r d iffe re n t styles. teachers. A n d o th e r prizes include a trip to a W est End
m usical in Lond o n o r a set o f sh e e t m usic w ith lyrics.
TRACK 10.2
N: Listening, U nit 10, Page 1 2 6 , E E v e ry o n e is w e lc o m e t o c o m e a n d see th e
p e rfo rm a n c e s in th e T ow n C o u n c il H all, w h ic h is b ig
N: You w ill hear som e in fo rm atio n a b o u t a school enough fo r 500 people and has a fantastic stage and
music and dance co m p e titio n . For each question, e x c e lle n t s o u n d syste m . T h e re is p le n ty o f sp a ce in
fill in th e missing in fo rm a tio n in th e n u m b e re d th e backstage area w here you can p u t any costum es,
space. in s tru m e n ts o r p ro p s and g e t ch a n g e d in th e dressing
room .
This is an a n n o u n c e m e n t fo r all s e c o n d a ry s c h o o l
students. W e are organising a m usic and dance So, d o n 't w a it until it's to o late to e n te r our
co m p e titio n . C o n ta ct M rs A dam s, th e m usic teacher
w hen you have d e c id e d to p a rtic ip a te . You can also
find inform ation...
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U nit 11 Lessons to Learn R: W o w ! It all s o u n d s fa n ta s tic ! So y o u d id n 't miss
hom e then?
T R A C K 11.1
A: W e ll, it w a s n 't easy to a d a p t to th e fo o d and eating
N: Listening, U nit 11, Page 140, D tim e s th e re . T hey e a t la te r in th e d a y th an we do
and I was really h u n g ry so m e tim e s, especially at
N: Look a t th e six sentences. You w ill h ear tw o 12 w h e n w e n o rm a lly have lu n ch ! A n d I missed my
friends, a boy, Robin and a girl, Anna, talking little siste r and all m y frie n d s , like you, o f course!
about a school trip abroad. D ecide if each
sen te n ce is c o rre c t o r in c o rre c t. W r ite T (True) o r R: Yeah, rig h t! W e ll, I h o p e w e g e t a s c h o o l tr ip now I
F (False). know a b o u t yours ...
R: Hi A n n a . I h a v e n 't seen y o u fo r s o m e tim e . W h e re U nit 12 The Body Beautiful
have you been?
TR A C K 12.1
A: D id n 't I te ll you? M y class w e n t on a school tr ip to N: Listening, U nit 12, Page 152, В
France last m onth. I've been practising m y French
a lo t so I hope I'm g o in g to pass th e n e xt exam we 1 W ell, I can p u t m y shoe on. b u t I ca n 't w alk.
have! 2 I'm in a lo t o f pain and I c a n 't tu rn m y head at all.
3 These th re e are O K . b u t this one, next to the
R: Lucky yo u ! M y sc h o o l is n 't o rg a n is in g a n y th in g
th is year, b u t w e 'll d e fin ite ly g o on an exchange th u m b , w o n 't m ove a t all.
p ro g ra m m e to G reece n e xt year. That's w h a t my 4 I h a d t o c o v e r th e m , o n e a t a tim e , and read some
teacher to ld us, anyway. So how was th e trip ?
letters o ff a board across th e room .
A: It was p re tty g o o d . W e all stayed w ith a d iffe re n t
French fam ily, w ith a g irl o r b o y th e sam e a g e as TRACK 1 2 .2
us, and w e w e n t to th e ir school o r d id d iffe re n t N: Listening, U nit 12, Page 152, С
activitie s w ith th e class and th e fa m ily a t w eekends.
N : T h e re are six q u e s tio n s in th is p a rt. F or each
R: S oun ds g re a t. W h a t w as th e fa m ily like? q u e s tio n , th e re are th re e p ictu re s and a short
re c o rd in g . C irc le th e c o rre c t a n sw e r a, b, or c.
A: They w ere really frie n d ly and th e g irl m y age.
C hantal. was p re tty c o o l. She likes th e sam e kind N : 1 W h a t a c tiv ity d o th e frie n d s d e c id e to do?
o f m usic and c lo th e s as m e, so w e ju s t shared
o ur stu ff w hile I was there! A t first. I fe lt a b it shv GIRL: I fe e l really u n fit! I need to d o m ore sport but I
and em barrassed because m y French w a sn 't th a t h aven't g o t tim e.
g o o d and I fo u n d it d iffic u lt to com m unicate w ith
everyone. But I soon g o t b e tte r at speaking it and BOY: I know , I fe e l th e sam e. W e sp e n d hours sitting
e ve ryth in g becam e easier. studying fo r exam s ...
R: T h a t's n o rm a l, is n 't it? It's g re a t y o u h a d to s p e a k GIRL: O r on th e c o m p u te r w hen w e 're not!
and listen all th e tim e . M y te a ch e r says th a t's th e
best w ay to learn a language. So, d id you visit any BOY: W ell, w hy d o n 't w e g o running fo r an hour
nice places o r do anything interesting? b e fo re school?
A: W e d id. O ne w eekend, I w e n t skiing w ith m y host GIRL: R u n n in g ? You m u s t b e jo k in g ! A n d it's to o cold
fam ily and C h antal. I've never been skiing be fo re in th e m o rn in g s. I th in k w e sh o u ld g o to the
so it was q u ite hard, b u t by Sunday I could g e t up gym a t th e sports centre a fte r class.
every tim e I fell over and start again. O h, and w e
w e n t to Paris, o f course. It's such a b e a u tifu l c ity b u t BOY: B ut it's really expensive, is n 't it?
it's g o t so m uch to see ... it's a lm o st to o am azing!
W e needed to stay fo r th re e days to really see GIRL: M m m m , I'm n o t sure. T h e o th e r o p tio n is
everything, b u t we only had a Saturday and Sunday. w a lk in g in th e m o u n ta in s a t th e w e e k e n d . We
have m ore tim e fo r th a t ...
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BOY: But I often go away at w eekends to my N: 5 W hich p art o f her body did th e w om an hurt?
grandparents. M aybe w e should d o som ething It's very p a in fu l tw o days later, and I c a n 't m ove
a fte r school. any p a rt o f m y arm now ! If I try to m ove my
fingers, w hen I'm g e ttin g dressed, fo r exam ple, it
GIRL: O K I'll c h e ck th e p ric e s a t th e s p o rts c e n tre o n really hurts. That's n o t th e area I hit, b u t even m y
line ... s h o u ld e r is p a in fu l. O b v io u s ly , w h e n y o u h it th a t
m id d le p a rt o f th e arm so h ard, it affects everything
N: 2 W h e n w ill th e m an le a v e h osp ital? above and b e lo w th a t sp o t! It m ust be a really
sensitive p a rt o f the arm . I suppose.
I ca n 't w a it to g e t o u t o f this place. I've been
here a w eek already, b u t now I'm g e ttin g b e tte r N: 6 W h at does th e man decide to buy?
and th e d o cto rs are finally saying th a t I can M : O h , th is is h o p e le s s ! I c a n 't fin d any c lo th e s I like.
leave to m o rro w . I'm really lo o k in g fo rw a rd to
g o in g hom e! M in d you, th e y 'v e said I'll need T h is o n e T -s h irt is n ice , b u t th e y d o n 't have it in m y
to rest fo r tw o weeks, so I w o n 't be able to go size. I q u ite like these trousers b u t th e y 're to o short.
back to w ork im m ediately F: W h at a b o u t these shorts?
M: W o n 't it be to o cold to w ear them ?
N: 3 H o w d o es th e g irl th in k she h u rt h er F: N o, I d o n 't th in k so.
shoulder? M: O h. O K . I'll have th e m th e n . T h e y'll look g o o d w ith
th e T-shirts I have a t hom e.
GIRL: I'v e had th is te r r ib le p a in in m y s h o u ld e r fo r F: O h g o o d , I am pleased!
th re e days now. I'm n o t sure w h a t I d id , b u t
M um says I'll have to g o to th e d o c to r if it's n o t TRACK 12.3
b etter soon. N: Speaking, Unit 12, Page 153, D
BOY: It w as p ro b a b ly th a t te n n is m a tch last w e e k. The photos show young people doing diffe re n t things
to ta ke care o f th e ir health. N ow, I'd like you to ta lk
GIRL: W e ll, I d o n 't th in k so, b e c a u s e I d id n 't fe e l to g e th e r a b o u t w h a t you d o to take care o f your health
anything at the tim e and I was fine until three and how often and where you do th is.
days a go. I p ro b a b ly s le p t in a s tra n g e p o s itio n
in m y sleep.
BOY: W ell, d o you kn o w w h a t I th in k? I th in k y o u 'v e
been s ittin g fo r to o Iona in fro n t o f th e
c o m p u te r. It's very bad fo r you.
GIRL. W e ll, ves. I th in k y o u 're r ig h t. I d o s p e n d a lo t
o f tim e ch a ttin g to friends o r playing gam es.
N: 4 W h ich p ic tu re show s th e boy's uncle?
A t school w e've been learning a b o u t p e o p le w ith
disa b ilitie s. It's in c re d ib le th e w ay th a t b lin d p e o p le
can u nderstand th in g s ju s t by hearing, to u c h in g
and s m e llin g th in g s. A n d p e o p le in w h e e lch a irs are
really stro n g and fast. M y uncle had an a ccid e n t
and he m oves aro u n d w ith no p ro b le m on his ow n
on w h e e ls. I've also g o t a new frie n d at school w ho
is d e a f. I'm le a rn in g sig n la n g u a g e t o c o m m u n ic a te
w ith him . It's am azing!
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W ORKBOOK B1 KEY
U nit 1 Listening U nit 2
A
R e ad in g You should look at each set o f R e a d in g
A pictures to id e n tify th e differences A
You should underline the key w ords. betw een them . You should read th e te x t first.
В С В
1T 21 3T 4F 5F 1a 2c 3b 4c 5c 6b 1b 2c 3a 4 b 5d
6F 71 8F 9T 10F 6b 7a 8c 9d 10a
V o c a b u la ry 5 pay
V o c a b u la ry A 6 get V o c a b u la ry
A 1 get 7 have A
1 aunt 2 fell 1 thirsty
2 cousins 3 keep 2 starter
3 grandm other 4 paid 3 boiling
4 stepm other 4 dessert
5 nephew В 5 peel
6 niece 1 to pieces 6 stir
2 sym pathy
В 3 a visit В
1 elderly 4 a diary 1 Wheat
2 reliable 5 m arried 2 eggs
3 lazy 6 a fam ily 3 broccoli
4 scruffy 4 pizza
5 honest Gram m ar 5 much 5 croissants
6 m iddle-aged A 6 a lot
1 few 7 some Gram m ar
G ram m ar 2 Many 8 number A
A 3 lo t o f 1 left
1 lives 4 little 2 knew
2 is b u rn in g 3 dropped
3 are planning В 5 is 4 had
4 usually does 1 is 6 are 5 bought
5 It's g e ttin g 2 are 7 is 6 was frying
6 determ ine 3 is 8 is 7 w ere eating
7 are always arg 4 is 8 was w atching
8 are you d oing
9 have Use your English В
10 leaves A 1 hated, closed
1b 2a 3c 4b 5a 6a 7b 2 was w atching, fo rg o t
В 3 was talking, dropped
1 I know Jim very w ell because w e W riting 4 frie d , boiled
A 5 w e re n 't having, called
w e n t to university to g e th e r. 1d 2 f 3e 4h 5b 6c 7g 8a 6 ordered, was
2 correct 7 was re a d in g , w e re playing
3 M y g ra n d fa th e r is a s c ie n tis t a n d В 8 d id n 't g o , d id n 't like
1b 2b 3a
he likes to in ve n t thin g s. Listening
4 M ich a e l is a ch e f, b u t he n e v e r С A
50 th , 2 6th, St, pm You s h o u ld b e ca re fu l w ith numbers
cooks at hom e fo r his fam ily! an d d a te s b e c a u s e th e y can sound
5 Teenagers are becom ing m ore D very similar.
S tudent's ow n answ er
and m ore independent these С
days. 1 b 2c За 4c 5b 6a
6 The sun rises in th e east and it
sets in th e w est.
7 W h y is y o u r little s is te r c ry in g ? Is
she thirsty?
8 correct
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Vocabulary В Gram m ar 4 ago
1 You liked th e new cafe. A 5 been
A 2 You w ill w rite a review o f the 1 has 6 since
1 choose 2 yet
2 decide cafe fo r yo u r school m agazine. 3 have
3 variety 3 You w ill say w hat you th in k o f the
4 bright В
5 trendy cafe. 1 lost, have lost
6 m ixing 4 You w ill say positive th in g s a b o u t 2 have been w orking, w orked
3 has visited, visited
В th e cafe. 4 w ent, has gone
1 traditional 5 have been w aiting, w aited
2 custom ers С 6 had, have had
3 decide 1 food
4 trendy 2 tom atoes Listening
5 colourful 3 cheese A
6 choice 4 sandw ich You w ill w rite betw een one and
5 coffee th re e w o rd s in each gap.
Grammar 6 pictures
5 w ould 7 flow ers С
A 6 to 8 w aiters 1 five/5
1 used 7 used 2 global w arm ing
2 am 8 g e ttin g D 3 cities and countries
3 use S tu d e n t's ow n answer 4 not enough w ater
4 did 5 I C ollect W ater
R eview 1 6 fresh w a te r
В
1 Line 3 ... d id n 't use t o c o o k ... V o c a b u la ry V o c a b u la ry
2 Line 4 ... houses d id n 't have ... 1b 2c 3c 4d 5d 6b 7b 8c A
3 Line 5 ... a rcha e o lo g ists fo u n d ... 9c 10d 11a 12a 13b 14b 1 at
4 Line 6 ... b u ild in g s w e re ... 15d 16b 17c 18c 19b 20c 2 After, over
5 Line 7 ... s tre e t a n d ha d ... 3 in, fro m
6 Line 9 ... b u ild in g s d id n 't have ... Gram m ar 4 on
7 Line 10: ... se rvice areas w e re ... 1a 2c 3d 4a 5a 6b 7d 8a
8 Line 1 0 /1 1: ... p e o p le used to / 9d 10c 11a 12a 13d 14d В
15a 16b 17a 18c 19c 20c 1a 2d 3c 4 b 5d
w o u ld ...
U nit 3 Gram m ar 4 The,an
Use yo ur English A 5 the, the
A Reading 1 the 6 A, the
1 approxim ately A
2 trendy R eading th e te x t q u ickly can help 2a
3 tasty you ide n tify te x t types. 3-
4 fried
5 traditional В В 6 the
6 expensive 1b 2c 3d 4c 5b 1 the 7-
7 hungry 2a 8a
8 variety V o c a b u la ry 3 the 9 The
A 4 the 10 a
Writing 1b 2a 3c 4a 5c 6b 5 the
A
1 age: special В Use your English
2 shape: strong 1 renew able energy 1 have know n Kate fo r
3 origin G reece 2 clim ate change 2 from Scotland to
4 opinion: tin y 3 e n d a n g e re d species 3 a (biology) teacher
5 m aterial: b rig h t 4 conservative areas 4 have been (w aiting) here fo r
6 colour: sticky 5 Fossil fu e ls 5 has gone
7 size: silk 6 solar po w e r 6 take action on
7 p o w e r station 7 has been stu d yin g since
8 natural habitat 8 half an hour ago
145
www.frenglish.ru
W riting Listening Gram m ar
A A 1b 2d 3c 4d 5d 6c 7b
You should read th e questions first. 8c 9 b 10c 11 d 12c 13a
S tarting an email Ending an email 14b 15a 16a 17b 18d
С
H e llo . Bye! 1T 2F 3T 4T 5F 6T U nit 5
Hi! Bye fo r now.
H ow are you? See you soon. V o c a b u la ry Reading
H ow are things? Speak to you A A
H ow 's it going? later. 1d 2 f 3a 4e 5c 6b You can e lim in a te an answ er option
T hat's all fo r w hen you c a n 't fin d any sim ilar
now. В in fo rm a tio n in th e te x t.
W rite soon! 1 made up
2 look up to
В 3 hanging o u t В
1F 2F ЗТ 4T 4 let you dow n 1a 2a 3a 4c 5b
5 ask M ary o u t
С 6 break up w ith Tom V o c a b u la ry
1 Hi 7 get on A
2 going 8 p u t pupils dow n 1a 2b 3 b 4 b 5c 6a
3 to
4 Good G ram m ar В
5 soon A 1 block o f flats
6 now 1b 2b 3a 4b 5a 6a 2 bungalow
3 detached house
D В 4 sem i-detached house
S tudent's ow n answ er 1 As soon 5 cottage
2 the m om ent 6 castle
U nit 4 3 before 7 tent
4 until
Reading Gram m ar
A Use your English A
Looking at the w ords around a new 1c 2b 3b 4b 5b 6a 7d 1 isn 't g o in g to drive
w ord can help you fin d th e m eaning 2 W ill, clean
o f new words. W riting 3 are g o in g to break
A 4 are g o in g to paint
В 1b 2c 3a 5 w ill tid y
1F 2T 3T 4F 5F 6T 7F 8F 9T 10F 6 w ill help
В 7 a ren't g o ing to go
V o c a b u la ry 1F 2F 3F 8 w o n 't pay
A
1 on 5 w ith С В
2 w ith 6 on 1 Emma 1d 2 f 3b 4c 5a 6h 7e 8g
3 to 7 of 2 in E m m a's house, in th e s tre e t
4 w ith 8 on Listening
on the way to school and at the A
В 4 belong school U sing th e c o n te x t can help you
1 sim ilar 5 listen 3 E m m a's m um understand technical words.
6 concentrate 4 T h e re is n o b o d y a t h o m e , a t
2 rely school o r in th e stre e t. С
5 E m m a re a lise s th a t it is o n ly fiv e 1a 2b 3c 4 b 5c 6a
3 proud o 'c lo c k in th e m o rn in g and her
clock has broken.
G ram m ar V o c a b u la ry 5 take
A D A 6 take
1c 2b 3b 4c 5a 6c S tu d e n t's ow n answ er 1 move 7 make
2 make 8 do
В R eview 2 3 do
1 correct 4 move
2 T h e bu s w h ic h / t h a t ... Vocabulary
3 M y frie n d , w h o s e ... 1b 2a 3b 4c 5d 6b 7c
4 ... a p la ce w h e re ... 8d 9a 1 0 b 1 1 b 12a 13b
5 correct 14d 15d 16a 17a 18b
6 ... th e tim e o f y e a r w h e n ...
7 correct
8 T h e ca fe, w h ic h ...
146
www.frenglish.ru
в V o c a b u la ry 4 I could w rite dow n th e score if I
A had a pen.
1 the housew ork 1 racket
2 house 2 volleyball 5 Liz w o u ld d o a e ro b ics if she had
3 your bed 3 helm et th e tim e.
4 a break 4 track
5 a mess 5 team 6 They w ould go snow boarding if
6 the dishes 6 individual they had the money.
7 w ith th e tim es 7 referee
8 a bath 8 skiing Use your English
1 to ld
Grammar В 2 w ould
A 1 f 2d 3a 4e 5b 6c 3 freedom
1 is g o in g to fa ll 4 dangerous
2 I'll d o Gram m ar 4 w ill go 5 basketball
3 train leaves A 5 w atches 6 o u tdoor
4 are m o vin g 1 sits 6 w ill go 7 players
5 w o n 't pay 2 w ill play 8 co m p e tito rs
6 m ight spend 3 can 9 concentration
10 athletic
В 11 c o n fid e n c e
12 lost
1 is
2 w ill 4 going В 5 eat W riting 4 so that
3 be 5 are 1 d o n 't 6 w o n 't A 5 for
6 w ill 2 get 7 stop 1 in o rd e r to
3 take 8 have 2 to
4 w ill 3 because
Use yo u r English Listening В
1 w ill be / am g o in g to be A 1 no
2 it's g o in g to It is im p o r ta n t t o id e n tify e m o tio n s 2 five
3 is g o in g t o b u y in p ic tu re s w h e n th e re are q u e stio n s 3 betw een one and three
4 I w o n 't com e hom e a b o u t p e o p le 's feelings. 4 the second sentence
5 am g o ing to decide a bout
С С
Writing 1c 2a 3b 4a 5a 6c 1 for
A 2 assist
1 really V o c a b u la ry
2 fantastic A D
3 I'll 1 d e fin ite ly 1 me
4 O f course 2 com pete 2 to Sarah
5 can't 3 follow ers 3 you make
4 proper 4 up to
В 5 h a ve n 't taken
1 find a place to stay В
2 any old furniture she d o e sn 't 1 dangerous R eview 3
2 depth
need 3 p ro p e rly V o c a b u la ry
3 to spend a fe w days w ith her 4 supervision 1a 2d 3a 4c 5c 6b 7d 8a
4 train 5 concentration 9c 10d 11b 12a 13b 14b
6 free 15c 16d 17c 18a 19d 20b
С
1 Yes, she has. Gram m ar G ram m ar
2 Yes, she has. A 1a 2a 3a 4c 5b 6 b 7a
3 inform al 1 w ould be, did 8c 9b 10a 11a 12b 13c
2 drank, w o u ld n 't feel 14b 15c 16b 17c 18c
D 3 w o u ld you d o , disagreed
Student's o w n answ er 4 had, w o u ld jo in
Unit 6 U nit 7
Reading В Reading
A 1 If I had a tennis racket, I w ould A
No, yo u d o n ’t. You should m ake notes to
give it to you. understand th e m ain idea o f each
В 2 If I had tim e , I could go to the paragraph.
1e 2 f 3 b 4d 5a
m atch.
3 If I had tickets, I could w atch the 147
game.
www.frenglish.ru
в Gram m ar В
1 photography
1d 2а Зс 4Ь 5Ь A 2 explore
1 do 3 capture
V o c a b u la ry 2 could 4 isn 't 4 m artial arts
A 3 w o n 't 5 w ill 5 cookery
1 injured 6 d id n 't 6 crawl
2 disappeared
3 died В Gram m ar
4 gave 1 W h o w ro te L o rd o f th e Flies? A
5 survived 2 W h a t d o Ralph and P iggy find? 1 could
6 coped 3 W h a t d o th e y use to lig h t a fire? 2 could
4 W h o rescues them ? 3 w a sn 't able to
В 4 could
1 destination Use your English 5 ought to
2 explorer 1b 2a 3c 4d 5a 6c 7b 8a 6 should
3 expedition 7 may
4 journey W riting 8 must
5 conditions A
6 com panion 1 Past Sim ple
2 Past Perfect C ontinuous
Gram m ar 3 Past P erfect S im ple В 5 can
A 4 Past C ontinuous 1 may 6 can't
1 had been w alking 2 could be 7 was able to
2 had never visited В 3 ought 8 must
3 saw 1 yes 4 shouldn't
4 had reached 2 scared
5 entered 3 try to fin d th e ir way / a solution Listening
6 had been hiking A
7 heard С You sho u ld th in k a b o u t w hat the
8 picked up 1 Sally g o t lo st in th e ju n g le . liste n in g w ill be a b o u t, the words
2 Sally heard s o m e th in g th a t you m ig h t hear fo r each picture
В and th e d iffe re n c e s b e tw e e n the
1 had been w alking scared her. p ic tu re s .
2 she had been running 3 Sally h id b e h in d a tre e .
3 (had) had lunch be fo re 4 Sally cam e up w ith a plan. С
4 had (already) packed her bag 5 Sally m a n a g e d to escape. 1c 2a 3c 4a 5c 6b
5 had been w aiting
D V o c a b u la ry
Listening S tudent's ow n answ er A
A 1e 2d 3a 4b 5c
d ouble U nit 8
В
С Reading 1 took to
1 Ballard A 2 called fo r
2 over 120 You should read th e te x t quickly and 3 found out
3 C aptain N em o read th e sentences w ith th e gaps to 4 to o k up
4 school th in k o f a w ord th a t w o u ld fit. 5 call o u t
5 explorer 6 show o ff
6 Bora Bora В
1a 2c 3c 4d 5a G ram m ar
V o c a b u la ry 5 below 6b 7c 8a 9a 10b A
A 6 on 1 You m u s t / have to have a licenc
1 across 7 in V o c a b u la ry
2 Over 8 above A to fly a plane.
3 about 1 m artial arts 2 Can / M a y I have som e orange -
4 over 2 sculpture
3 photography juice, please?
В 4 keep 4 painting 3 You n e e d n 't / d o n 't have to buy
1 got 5 gone 5 dram a
2 went 6 do 6 cookery bread.
3 saved 7 ballet 4 You m u s t / have to leave the
p a rty at eleven o'clock.
5 You n e e d n 't / d o n 't have to buy
her a b irth d a y present.
148
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Close-Up B1 (2nd edition) -Teacher's Book
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