Teacher’s Book 2
Tim Bowen
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10 9 8 7 6 5 4 3
contents page iv
page vi
INTRODUCING PULSE page xiv
OVERVIEW OF COMPONENTS page T4
STUDENT’S BOOK CONTENTS page T10
STARTER UNIT – IT’S MY LIFE!
page T20
UNIT
page T30
1 WHAT DO YOU LIKE? page T40
page T42
UNIT
page T52
2 FACT OR FICTION?
page T62
UNIT page T72
page T74
3 WILD WEATHER
page T84
Collaborative project 1: Giving a talk
page T94
UNIT page T104
page T106
4 LIFE ON EARTH page T124
page T126
UNIT
5 LET’S EXPERIMENT!
UNIT
6 MONEY
Collaborative project 2: Making a poster
UNIT
7 JOURNEYS
UNIT
8 GOOD LUCK, BAD LUCK
UNIT
9 TAKE CARE
Collaborative project 3: Making a tourist information leaflet
EXTERNAL EXAM TRAINER
PRONUNCIATION LAB
WORKBOOK ANSWER KEY
iii
introducing pulse
Pulse is a four-level ESO course which contains a wide Writing: Interaction and production
range of up-to-date, real-world material of genuine interest Pulse takes a highly structured approach to writing. Students
to teenagers. With its fast-paced approach and use of first interact with model compositions, before following step-
authentic texts, topics and language, Pulse maximizes by-step tasks which emphasize that good writing requires
students’ interest and provides sufficient challenge for planning, drafting and rewriting.
twenty-first century learners.
Listening
The main aims of Pulse are to ensure your students fully Listening can be one of the most difficult skills to develop,
develop their language competence, to teach tools and so Pulse provides learners with the support they need
strategies for lifelong learning inside and outside the before and during listening to aid comprehension and
classroom, and to train students in exam skills, which will improve confidence.
be valuable for ESO and beyond.
Speaking: Interaction and production
To achieve this, Pulse offers: Pulse gets students talking through Express yourself
activities, which provide frequent opportunities to interact
Linguistic content and exchange opinions.
Vocabulary and grammar in context The Integrated skills spread provides a fully-interactive
Pulse takes an inductive approach to vocabulary, ensuring speaking model in the Digital Course, which allows
that new lexis is introduced gradually and practised students to watch video clips of British people interacting in
thoroughly. To ensure a challenging and meaningful everyday situations. Through a series of step-by-step tasks,
learning experience, Pulse uses a variety of methods to students are supported through production and practice of
present and practise vocabulary, including contextual their own dialogues.
presentations. Vocabulary sets are recorded on the Class
Audio CD so that students can practise pronunciation.
Grammar structures are presented in a range of Lifelong learning skills
authentic-style texts that provide the context essential for
understanding meaning. Clear grammar tables provide Self-study and self-evaluation
students with easy-to-navigate reference. Pulse promotes learner autonomy by encouraging
students to take an active role in their own learning.
Integrated skills To this end, Pulse provides self-study reference and practice
material in both the Student’s Book and the Workbook.
With its integrated approach to skills, Pulse encourages The Self-study bank in the Workbook contains a wealth
students to develop their receptive and productive skills of extension and consolidation activities to reinforce and
in parallel. Each unit of the Student’s Book features an expand upon what students learn in class, plus Word lists,
innovative Integrated skills spread which presents Speaking reference and Pronunciation reference.
fully-integrated practice of reading, listening, writing and
speaking to improve students’ communication skills in a Students are encouraged to evaluate their own learning
real-world context. Receptive skills are developed through through the Self-evaluation charts at the end of each
an authentic reading text, followed by an engaging Workbook unit. Pulse also promotes group evaluation of
listening activity. The topical link continues with the the Collaborative projects in the Student’s Book.
coverage of productive skills: a videoed speaking model
provides the basis for carefully-structured written and Learning strategies
spoken production. Pulse places high importance on developing learning
strategies. The Learning to Learn tips provide useful
Reading learning ideas, while the Analyse boxes encourage
Pulse contains a rich variety of reading texts of interest to students to reflect on the differences between their own
teenage learners. A range of text types introduce students language and English. In levels 3 and 4, Pulse also teaches
to different types of reading material in an appropriately critical thinking.
graded, structured way.
iv
Socio-cultural and life skills Council of Europe and key
Pulse aims to equip students with the socio-cultural competences
awareness and skills they need to become more informed
global citizens. Using a carefully-developed approach, the Pulse has been developed following the legal guidelines
focus moves from cultural awareness (levels 1 and 2) to set out by the Council of Europe, whose curricular
social awareness (level 3) to life skills (level 4). The Digital objective is not just teaching a language itself, but
Course includes video clips of cultural and social footage teaching how to communicate through it. Following the
designed to supplement the corresponding pages in the Council of Europe’s Common European Framework of
Student’s Book. These videos provide a window into the Reference for Languages (CEFR), students must be able
culture and society of many English-speaking countries, to carry out progressive communication tasks in order to
and are accompanied by worksheets in the Teacher’s gradually develop their communicative competence in a
Resource File. foreign language.
Cross-curricular contents The course contents of Pulse have been designed not only
In levels 1 and 2 the Grammar in context activities in to fulfil the linguistic and communicative competences
the Student’s Book have a CLIL focus, each related to a identified below, but also to develop skills in all key
different school subject. In addition, the Teacher’s Book competences.
highlights links to other subjects on the school curriculum.
In levels 3 and 4, the focus changes to literature. Each CLC Competence in linguistic communication
activity is based on a different graded Macmillan Reader, CMST Competence in mathematics, science and
with extra information in the Teacher’s Book for those
who wish to use the Reader in class or as homework. technology
Teachers can also find useful extra resources and DC Digital competence
information on how to exploit these and other Readers SCC Social and civic competences
in class at www.macmillanreaders.com. CAE Cultural awareness and expression
L2L Learning to learn
Digital competence SIE Sense of initiative and entrepreneurship
Pulse promotes digital competence in numerous ways.
These include searching the internet to complete Web Support and solutions for teachers
quests, and using software packages and online tools
for productive tasks in the Collaborative projects. Pulse has a full range of components to support teachers
Students will expand their knowledge of web tools and offer solutions for classroom challenges.
through the Digital competence worksheets in the These include:
Teacher’s Resource File. The Student Website gives
access to additional online practice activities and
students also have access to interactive digital
material, which trains them to use digital learning
tools independently.
Evaluation material for teachers Teacher’s Book Teacher’s Teacher’s
Pulse provides teachers with all the necessary resources Digital Course Resource File Resource File
for continuous evaluation of linguistic skills and for with Audio CD Multi-ROM
evaluation of all the key competences. Learning outcomes
can be evaluated using the Tests and Exams Multi-ROM, Class Audio Tests and Exams
the CEFR Skills Exam Generator and the External exam CDs Pack
trainer section of the Student’s Book and Workbook.
Pulse aims to equip students with the skills they need
for exam success by training them how to approach a
wide range of exam tasks covering all four skills. The
External exam trainer provides model answers and
breaks down exam tasks in a step-by-step way in
order to build students’ confidence in exam situations.
v
overview of components
Pulse Student’s Book 2 The Teacher’s Digital Course features a fully-interactive
version of the Student’s Book, which is compatible with all
The Student’s Book includes: devices including interactive whiteboards.
• A six-page starter unit
• Nine ten-page units
• Three Collaborative projects
• An External exam trainer focusing on listening and
speaking tasks
Vocabulary and Speaking Reading
MESSAGE BOARD HOME FORUM LOG IN REGISTER Reading texts present language in
context and cover many real-world
UNIT USERNAME: PENNYLESS topics. Pulse uses a variety of text
types, from web articles to magazine
The Think about it activity engages 6 MONEY Tips for making money? by PennyLess 17/08 11:43 interviews. Reading texts are
students and encourages vocabulary recorded on the Class Audio CD.
recall. THINK ABOUT IT Hi! I’m 14 and I want to buy a smartphone.There’s only one problem – it’s expensive! Has
anyone got any tips for making and saving money? Vocabulary and Listening
The first vocabulary set is presented Who does which chores in your
using a variety of techniques including house? RE: Tips for making money? by Cinderella Fri 17/08 13:30 The second vocabulary set is
photos and authentic contexts. They presented and practised.
are recorded on the Class Audio CD for My parents sometimes pay me to do chores around the house. I wash the car or do the An extended listening text develops
pronunciation practice. ironing – whatever needs doing! It gives me a bit of extra pocket money! listening skills while recycling target
language in context.
Vocabulary and Speaking Re: Tips for making money? by owen99 17/08 15:55
Jobs and chores Grammar
Why don’t you get a job in the school holidays? I’m going to work in a hotel so I’ll have
1 2.24 Listen and repeat the jobs and chores. enough money to go on holiday in August. Maybe you could try babysitting? The second grammar page presents
Which jobs are the most enjoyable? Which are the least enjoyable? and practises the new language.
RE: Tips for making money? by KittyB 18/08 10:14 All grammar presented in the unit
wash cars babysit pet sit deliver newspapers take dogs for walks do the ironing is practised through the extended
clean the windows do the washing-up lay the table tidy your room make the beds Think about your skills. Maybe you’re good with children, so you could babysit for families Grammar in context activity. Each
in your area. Or if you like animals, how about pet sitting while the owners are on holiday? exercise has a CLIL focus, covering
do the gardening Put an advert in a shop window that says what you can do. different subjects from the school
curriculum.
Community Re: Tips for making money? by smartAlec 20/08 21:21
noticeboard
I know a way to make money. Sort out all the things you don’t use any more (clothes, CDs or
toys) and put an advert for them on an online auction website. Other people really will want
to buy your old things! And it’s much better to recycle them than throw them away!
Animal Lover RE: Tips for making money? by TrendyGirl 20/08 13:45
wanted to (2) … and
Too busy to (3) … when we go on Instead of earning money, why not try to spend less? Do what I do – buy your clothes at
cut the grass holiday. Contact Mr markets and in second-hand shops.You can find some really nice things at great prices!
and water the Briggs on Hepworth
flowers? No 233856 Re: Tips for making money? by PennyLess 21/08 14:07
problem – I can
(1) … for you! 2CMWB3ouneoCseyttklaedocherataygRvsSieoram7lodi.wt.w3nha0sn–b8tNi.ce3eydw0cstalaoemg.e.(4n£)t5…’sper hour. Thanks for your advice. I’ve seen an advert for a babysitting job, so I’m going to apply! I’m
Call Alex on also going to visit the second-hand shops in my area to look for bargains.
2678 933300 17-year-old girl who loves children
wants to (6) … 2–3 evenings a week. Word check DID YOU KNOW?
Spend your summer working in a Ring Mandy on 87220996 tip pocket money sort out second-hand apply bargain On average, UK teenagers receive
seaside hotel! We need someone in £6 every week from their parents.
August to tidy the rooms and (5) …
For more information, contact the Reading 3 Read the text again and answer the questions.
manager of the Blue Beach Hotel. An online message board 1 Who suggests PennyLess sells some things?
2 Who is planning to do a temporary job?
EXPRESS YOURSELF 1 2.26 Read and listen to the message board. 3 How can PennyLess advertise herself?
Who doesn’t suggest a way of making money?
4 Think about the chores you do at home. 4 Which do you think is the best tip? Why?
Complete the sentences. 2 Answer the questions.
I think the best tip is to do chores in the house
I always lay the table. 3 I sometimes … 1 Why does PennyLess need some money? because it’s an easy way to make money.
4 I never … 2 What kind of jobs does Cinderella do?
1 I always … 3 What is owen99 going to do in August? FINISHED?
2 I usually … 4 How can PennyLess help the environment?
5 Where does TrendyGirl go shopping? Can you think of more tips for saving money?
Walk or cycle instead of using public transport.
2 Complete the adverts with words from 5 Work in pairs. Ask and answer questions about WEB QUEST
exercise 1. Which two people are looking the chores you do. Search for a website with adverts for part-time and temporary jobs in your country.
for work? 1 Look for a job that you would like to do.
Do you do the washing-up? 2 Read the information about the job and make notes about the pay, working hours Work in pairs and share
3 2.25 Listen and check your answers. Yes, sometimes. your tasks for the web
and duties. quest. This helps to
62 Vocabulary extension: Workbook page 107 3 Work in pairs. Tell each other about your jobs. save time and focuses
your search even more.
The Express yourself discussion feature
gets students talking and using topic
vocabulary.
Grammar UNIT
Grammar is presented through 6
clear grammar tables at the start
of the page. Graded exercises help Grammar EXPRESS YOURSELF Vocabulary and Listening
students practise what they learn. be going to Money and shopping
4 Work in pairs. Ask and answer the questions
The Analyse feature encourages affirmative from exercise 3. 1 2.29 Listen and repeat the money words in the box. Do you ever lend or borrow money?
students to reflect on the differences I (1) … going to work in a hotel. buy sell cost spend save earn pay for borrow lend lose swap win collect
between grammar in English and negative Are you going to go shopping on Saturday?
their own language. You (2) … going to find work easily. No, I’m not. I’m going to take my dog for a walk. MY SHOPPING TRIP
questions
Each grammar section is linked (3) … you going to be free this summer? will and be going to I’ve got some money for Camden Market in Some stalls (3) … I really like these bags!
to pronunciation tasks in the short answers my birthday! Mum thinks London is a great place second-hand things, so How much does this
Pronunciation lab at the back of Yes, I am. / No, I’m not. 5 Copy and complete the rules with be going to I should put it in the to (2) … clothes and you don’t need to (4) … (5) …, please?
the book. or will. bank and (1) … it, but I jewellery. a lot of money.
LOOK! a) We use … to talk about future predictions want to go shopping!
Cultural awareness or decisions we make at the moment of
We use be going to to talk about future plans speaking.
The Cultural awareness reading text and intentions. I’ll do the washing-up!
highlights an aspect of life in different I’m going to tidy my room tomorrow. b) We use … to talk about future plans and
English-speaking countries. intentions.
1 Copy and complete the table with the correct I’m going to buy a new jacket.
Each Cultural awareness page form of be.
is linked to a culture video with 6 Complete the sentences with the correct form
footage of real life in the English- 2 Complete the sentences with the correct form of be going to or will.
speaking world. The videos are of be going to and the verbs in brackets. 1 I … help you
accompanied by worksheets. 1 Adam … (not go) to university. carry those bags.
2 He and his best friend … (design)
computer games. 2 He … buy an ice
3 They … (sell) them to big companies. cream.
4 His parents … (not be) happy.
5 Adam thinks he … (make) lots of money!
3 It … grow a lot. Let’s have a rest now! I’ll Not everyone comes to Other people (8) … I haven’t got any money
(6) … the coffees. Camden to go shopping. money for charity, like left now! I’ll have to (9) …
Some people (7) … this one for sick children. some money from my
money by entertaining friend to buy my bus
the shoppers! ticket!
3 Write the questions using be going to. 4 They … rob a 2 Read the text and complete it with words from 5 2.31 Listen to a reporter interviewing people
bank. exercise 1. Does Clare prefer to spend money or in the street for a TV programme. What’s the
1 you / go shopping on Saturday? to save it? name of the programme?
2 anyone / give you money for your birthday?
3 you / save your pocket money? 3 2.30 Listen and check your answers to 6 Listen again and choose the correct words.
4 your parents / let you get a job? exercise 2.
5 you / be a millionaire in the future? 1 Anna comes from London / Poland.
4 Think about a shop or market in your town and 2 Anna’s earrings were cheap / expensive.
ANALYSE 5 You … be a answer the questions. 3 The boy prefers black / bright colours.
scientist, live on 4 He’s got a new bag / T-shirt.
In English, the going to part of be going the Moon and be 1 What’s the name of the shop? 5 The girl usually buys new / used clothes.
to never changes form depending on the 2 What does it sell? 6 She has bought / borrowed a jacket.
person who is speaking. Is this the same in very happy! 3 How often do you go shopping there?
your language? 4 What’s the last thing you bought there?
5 How much did it cost?
2.27–2.28 Pronunciation lab: Difficult sounds: /w/, page 125
64 Digital course: Interactive grammar table Study guide: page 71 65
UNIT
6
Cultural awareness Fact box Grammar CLIL Grammar in context:
The United Kingdom Future time expressions Maths
There are about 7,000 charity
shops in the UK! 5 Read the maths problems and circle the
correct answers for 1–8.
HOME A QUICK GUIDE TO SECOND-HAND SHOPPING time expressions + will, when + will
A Bananas are 1.20 euros a kilo, apples
NEWS Even if you haven’t got lots of money to spend, you can still go shopping! When we make predictions about the future with will, are 2.50 euros a kilo, and pears are
Read on to find out where to find the best bargains. we often use time expressions like: 2.20 euros a kilo. You are going
GUIDES tomorrow next week this summer one day soon (1) a buy / to buy / buying half a kilo of
CHARITY SHOPS I’ll be rich one day! bananas, a kilo of apples, and a kilo of
Why do people in Britain like shopping in charity shops? First, because of We use phrases with when like this: pears. Will a five euro note
the low prices, and second, because when you buy something, the money When I go shopping, I’ll buy some new shoes. (2) it is / it be / be enough to pay
is used to help people in need. For example, Oxfam, which has shops all When I’ll go shopping, I’ll buy some new shoes. for them?
over the UK, works to stop poverty in countries around the world. What
can you find in a charity shop? Used clothes, shoes, books, toys, DVDs 1 Study the table. In sentences about the future, B Sue gets 100 euros for her birthday.
and kitchen equipment. It might take a while to find what you want, but which tense do we use after when? She (3) will to / going to / ’s going to
it’s fun looking! spend 36.99 euros on a camera and
2 Copy and complete the sentences with the correct 12.50 euros on a DVD. How much
CAR BOOT SALES form of the verbs in brackets. change (4) she will have / will she
have / will have she ?
What do British people do with their old or unwanted possessions? Take 1 When we … (be) in Paris, we … (go) shopping.
them to a car boot sale! Every Saturday and Sunday, people all over 2 I … (try) lots of different clothes on, but I … (not C You (5) going / going to go / ’re going
Britain fill the boot of their car with things they don’t want and take to go on holiday to the USA and you’d
them to one of these sales. Car boot sales attract hundreds of people, buy) them all! (6) like / like to / would like change
so get there early for the best bargains. You never know what you might 3 When we … (feel) tired, we … (find) a café. 200 euros into dollars. 1 euro = 1.5
find. Recently, someone bought an old picture frame at a car boot sale 4 I … (have) a drink and a sandwich. dollars. How many dollars (7) will you
for one pound and later found it was worth £500,000! get / you’ll get / will get when you
3 Make predictions about your future. Use these (8) will change / are going to change /
SWAP SHOPS phrases to help you. change this number of euros?
Do you want to get some new clothes without spending any money? The
answer is a swap shop! Swap shops are events where you and other get a job go to university buy a car
people can exchange clothes that you don’t want. The clothes have to travel round the world get married learn to drive
be good quality and look new. You can then choose clothes of the same
LINKS value that other people have brought to the swap shop. Swap shops are 1 When I’m 18, I … 3 When I’m 25, I …
popular with fashionable people who have lots of nice clothes that they 2 When I’m 20, I … 4 When I’m 30, I …
never wear. Swapping clothes is also better for the environment than
buying new ones! would like
Word check would like + infinitive 6 2.33 Can you solve the three maths
We use would like to mean want. We use the infinitive problems? Listen and check your
charity poverty frame exchange good quality value with to after it. answers.
1 Do you like shopping? Why (not)? CULTURAL COMPARISON affirmative and negative
I’d like to borrow your pen.
2 2.32 Read and listen. Where can you shop 4 Answer the questions about your country. Tom wouldn’t like to miss the concert. Answers
for free? A: No, five euros won’t be enough. Half a kilo of
1 Do people like buying second-hand things? questions and short answers
3 Read the guide again and answer the Why (not)? Would you like to take the dog for a walk? bananas cost 0.60 euros. The cost of the fruit
questions. Yes, I would. / No, I wouldn’t. is 0.60 + 2.50 + 2.20 = 5.30 euros.
2 Are there any charity shops in your town or B: 100 – (36.99 + 12.50) = 50.51 euros
1 How do charity shops use the money they city? 4 Study the table. Write sentences using would like C: 200 x 1.5 = 300 dollars
make? (✔) or wouldn’t like (✘).
3 What do people do with things that they don’t CLIL TASK
2 Which charity has a lot of shops? want any more? I / forget your birthday ✘
3 What do people sell at car boot sales? Go online. Find three maths problems.
4 How much did a valuable picture frame cost 4 Can you go shopping on a Sunday? If so, I wouldn’t like to forget your birthday. Can you do them?
where?
at a car boot sale? 1 He / have short hair ✘
5 What kind of clothes can you find at swap 5 Do young people ever swap clothes with each 2 Sarah / play the guitar ✔
other? 3 Mrs Smith / go on a rollercoaster ✘
shops? 4 Neil and Liz / get married ✔
6 What are two advantages of swapping?
2.34–2.35 Pronunciation lab: Difficult sounds: /s/ at the beginning of words, page 125
66 Culture video: Shopping Digital course: Interactive grammar table Study guide: page 71 67
vi
Integrated skills UNIT
A short real-world reading text 6
engages students with the topic and
practises comprehension. xx After listening to or watching the
dialogue, students write their own
Students listen to an authentic All about pocket money Doing odd jobs around ASKING FOR A FAVOUR dialogue.
functional situation and test their the house is a great way
understanding. to earn extra money. Working in pairs, students practise
speaking by acting out their new
Students then watch a videoed £WHERE DO BRITISH TEENAGERS dialogue.
dialogue of an everyday situation
such as asking for directions. GET THEIR MONEY FROM? The Communication kit provides
functional language for easy
20% * Parents and neighbours pay some children to do reference.
10% 60% ‘odd jobs’. These are chores such as doing the ironing,
10% cutting the grass or washing the car.
** Many British children over the age of thirteen have
Saturday jobs** presents got Saturday jobs in places like shops or sports centres.
odd job earnings* parents
HOW DO THEY SPEND THEIR MONEY?
1 Boys and girls spend two-thirds of their
pocket money on sweets and chocolate.
2 Girls buy more clothes, magazines and
cosmetics than boys.
3 Boys buy more food and drink, computer
games, DVDs and CDs than girls.
4 Girls spend 50% more on mobile phones than boys.
SKILLS BUILDER Step 2: Listen Hi Dad. Can I ask you a favour? OK. What is it?
Could you lend me (1) … , please?
Expressing numbers as percentages or 3 2.36 Listen to a radio programme about Why?
fractions pocket money. Who doesn’t get money from I want to buy a (2) …
his or her parents? (3) … , but I’ve already got 10. How much does it cost?
Amounts can be given as percentages. I’ve got an idea. Why don’t you earn the money
How can I do that? instead?
OK, it’s a deal! I’ll do it when I finish my I’ll pay you three pounds to (4) … .
homework. Great! Thanks.
Percentages can be expressed in the following
ways. 4 Listen again. Copy and complete the table in
your notebook.
10% = a tenth 50% = (a) half Step 4: Communicate
25% = a quarter 75% = three-quarters 5 2.37 Listen to Lucy talking to her dad.
Complete 1–4 in your notebook.
33.3% = a third 100% = all way of what he / she
age making does with
Step 1: Read name money 6 Listen again and repeat. Practise your 9 Work in pairs. Take turns to practise your
Ben money intonation. dialogues.
1 -PPL BU UIF NBHB[JOF BSUJDMF 0O XIBU EBZ PG UIF buys sweets
week do some teenagers work? Lily 16 and computer Step 3: Write Hi … Can I ask you a favour?
games OK. What is it?
2 Are the sentences true or false? Correct the
false sentences. Harry does odd 7 Copy the phrases and questions in bold in your 10 Act your dialogue for the class.
jobs for notebook. Then think of something else you
1 Teenagers only get money from their parents. people want to buy and another way of earning the COMMUNICATION KIT
2 Children aged 11 and 12 have part-time jobs. money to buy it. Asking for a favour
3 Teenagers spend most of their pocket money
8 Write a new dialogue. Write both parts. Use the Can I ask you a favour?
on sweets and chocolate. dialogue in exercise 5 to help you. Could / Can you … ?
4 More girls buy computer games than boys. Is it OK if I … ?
5 Boys spend less money on mobile phones Hi … Can I ask you a favour? Would you mind doing / cleaning / helping me
OK. What is it? with … ?
than girls.
68 Integrated skills: Workbook page 116 69
Writing UNIT Study guide
The Writing page provides a model 6 The Study guide is a useful reference
for different text types. of all language presented in the unit.
Study guide
A specific language point is It also encourages learner autonomy
highlighted in the Writing focus box Writing 3 Bennett Road Grammar Vocabulary through the Learning to Learn tips.
and practised. An informal letter Bolton be going to
BL7 4PJ
The Writing task guides students Friday 15 April affirmative Jobs and chores
through the preparation and production I’m going to buy a magazine with my pocket
of their own text. Dear Grandma and Grandad, money. babysit lay the table
Thank you very much for my birthday present! I love my new trainers. I’m negative
wearing them right now! They fit me perfectly. We aren’t going to go on holiday this year. clean the windows make the beds
IFwgvmh’meoioeryri’usrngyfetsago,egvtgite.nooooMngouicndrotuoigotfmaemtmhtobeaaiytuvgn!befrdoIrge’limeecDltoirnayandutvbdbhssiaiteebrera.otbrhhhIuenoedigmwatchhhyoltatienompmtgeeajieosnvrageitbnlsylneootuiotywmnosgmilmenil,nayowggttherrhe–reero’olaltutwIhtopstorwnehboueinenibgwnckachtab.eDthhulWnyeVastewrDetae’s’afrsi.ttetbe’MscfeorghSncryoaoaamibntourufgynsiorlem.dbttohTaihreahyete.rhetadinmists,annay’y’ttt, questions
so I’d like to watch one of them. Are you going to get a part-time job? deliver newspapers pet sit
I’ll see you next month! Thanks again for the present. short answers
Yes, I am. / No, I’m not. do the gardening take dogs for walks
Love from,
Paul will and be going to do the ironing tidy your room
We use will to talk about future predictions or do the washing-up wash cars
decisions we make at the moment of speaking.
I’ll take the bus home! Money and shopping
We use be going to to talk about future plans
and intentions. borrow lend spend
I’m going to the cinema with Jack tomorrow.
buy lose swap
time expressions + will, when + will
tomorrow next week this summer one day collect pay for win
soon
I’ll see you tomorrow! cost save
When I go on holiday, I’ll buy some souvenirs.
earn sell
would like
1 2.38 Read and listen to the letter. What is 4 Change the words in blue to subject or object Speaking
Paul going to do for his birthday party? pronouns. would like + infinitive
We use would like to mean want. We use the Asking for a favour
2 Look at the sentences from the letter. What or 1 If I find some cheap DVDs, I’m going to buy infinitive with to after it. Can I ask you a favour?
who do the words in blue refer to? the DVDs. affirmative Could / Can you … ?
I’d like to visit Canada. Is it OK if I … ?
1 I’m wearing them right now! 2 Lucy doesn’t like football because she isn’t negative Would you mind doing / cleaning / helping
2 I’m going to have my birthday party very good at football. Jess wouldn’t like to babysit. me with … ?
questions
tomorrow. 3 I want to buy a CD for Tim’s birthday, but I Would you like to go shopping at the weekend? LEARNING TO LEARN
3 He isn’t very good at it! don’t know what music Tim likes. short answers
4 I’ll invite him to join us. Yes, I would. / No, I wouldn’t. Study with a friend and practise the role-plays
5 We’ll probably watch a film. 4 Amy didn’t know where to go swimming, but on the Integrated Skills pages. Try inventing
6 I’ll see you next month! someone told Amy about the new sports your own dialogues too.
centre.
3 Copy and complete the sets of pronouns in the
Writing focus. Writing task:
Write an informal letter.
WRITING FOCUS
Plan Imagine that it was your birthday
Using pronouns yesterday and you’re writing to thank a
relative for their birthday present and tell
We use pronouns to avoid repeating names and them about your birthday party. Decide what
present they bought you and think of three
nouns. plans for your party.
Subject pronouns: Write Write an informal letter to your
relative to thank them and tell them about
I you (1) … she it we (2) … your plans. Write three paragraphs.
Object pronouns:
Check Check your writing.
me (3) … him her (4) … us them
✔ subject and object pronouns
Molly hates shopping. She prefers playing ✔ use of future verb forms
computer games. ✔ ‘Dear …’ at the start, your name at
That’s a nice t-shirt. Why don’t you buy it?
the end
70 Build your confidence: Writing reference and practice. Workbook page 130 Progress check: Workbook page 54 Grammar reference: Workbook page 94 71
Collaborative projects Step 1: Think Step 2: Listen and plan
These provide an opportunity for 2Collaborative Step 3: Create Step 4: Evaluate 5 Work in groups. Plan your poster. The Digital literacy feature gives
students to work collaboratively and students tips on improving their
develop their digital competence Project Step 2: Listen and plan t Choose which endangered animals you want digital skills.
by creating a project using software to make your poster about
packages or web tools. Making a poster Digital Literacy 3 2.39 Listen to Sonia, Mario and Edu doing
When you make a poster, remember to: the task. Answer the questions. t Decide what information to include and how
TASK to organize it.
Work in groups of three to make a poster t JODMVEF JNBHFT UP NBLF ZPVS QPTUFS Western Lowland Gorilla Iberian lynx
about endangered animals. look interesting. Siberian tiger loggerhead turtle giant panda t Make a list of tasks and decide how to share
the work.
Step 1: Think t VTF EJGGFSFOU GPOUT BOE DPMPVST Javan rhinoceros
1 Look at the poster below. Find … t MPPL VQ XPSET JO BO POMJOF EJDUJPOBSZ t Decide when to meet again to share your
1 Which three animals do they choose? information.
1 a photo 2 Read the task. Which information would you 2 Which items from exercise 2 do they decide
2 facts about an endangered animal include in a poster about endangered animals? Step 3: Create
3 a description of an endangered animal to include?
4 a map t M JOLT UP PSHBOJ[BUJPOT UIBU QSPUFDU 6 Follow the steps to create your poster.
5 a link to more information endangered animals 4 Complete the conversation extract with the
words in the box. Listen again and check. Share information
The Iberian lynx is Europe’s t GBDUT BCPVU FOEBOHFSFE BOJNBMT Read or listen to each other’s work. Discuss
most endangered mammal. t GBDUT BCPVU [PPT think idea shall great let’s what your work. Check these things.
IBERIAN LYNX FACTS t SFBTPOT XIZ UIF BOJNBMT BSF JO EBOHFS t 8IBU DBO ZPV JNQSPWF
r They are a kind of wild cat. t QIPUPT PG FOEBOHFSFE BOJNBMT Sonia: OK. What information (1) … we include? t )BWF ZPV HPU BMM UIF JOGPSNBUJPO ZPV OFFE
r The head and body are 85–110 cm long. t NBQT Mario: (2) … give some facts about each t )BWF ZPV HPU QIPUPT
NBQT
FUD
t B MJTU PG FOEBOHFSFE BOJNBMT t *T UIF HSBNNBS BOE WPDBCVMBSZ DPSSFDU
They weigh 9–13 kg. animal. t *T UIF TQFMMJOH BOE QVODUVBUJPO DPSSFDU
r There are only about 300 lynx now. This is the loggerhead turtle. Edu: Good idea! And let’s give reasons why
r They are yellow and they have got brown It is an endangered animal. Create the poster
each animal is in danger. What do you Put all your information on the poster. Add
spots. LOGGERHEAD TURTLE FACTS (3) … , Sonia? any photos or maps. Decide the final layout.
r They eat meat. r They are 90–240 cm long and they can weigh 450 kg. Sonia: Yes, that’s a good (4) … . Let’s include Then check the grammar, punctuation and
r They live in Spain. r They live in the Atlantic, Pacific and Indian Oceans, some facts about zoos and the work spelling again.
Why are they in danger? they do.
r Many lynxes die from hunger. They eat and in the Mediterranean Sea. Mario: No, that’s too difficult. Show and tell
r Turtles can live for 67 years. Sonia: OK. (5) … about adding photos of the t 4IPX UIF SFTU PG UIF DMBTT ZPVS QPTUFS
rabbits, but there aren’t as many rabbits r They eat plants and fish – they are omnivorous. animals? And we can have maps to
now. r They come onto the land to have babies. They lay eggs. show where they live. Answer any questions.
r People kill them. Mario: (6) … idea!
r People build houses and farms. They are Why are they in danger? Step 4: Evaluate
destroying many of the places where the r Humans kill turtles for their shells
lynxes live. 7 Now ask your teacher for the group and
and their eggs. individual assessment grids.
72 r Tourists disturb the turtles when
useful language
they are laying their eggs.
r Many baby turtles die before they What do you think?
I think …
get to the sea. Yes, that’s a good idea. /
r Many turtles die in fishing nets. No, that’s too difficult / boring.
What (facts) shall we include?
When you make a poster, remember to: How shall we (share the tasks)?
t research the topic and decide what information to Let’s (give some facts).
Why don’t we (add a video clip)?
include When shall we (meet)?
t use your own words
t include different types of information – photos, maps,
facts, useful links, graphs …
For more information see:
www.redlist.org – 2000 IUCN Red List of Threatened Species
www.wildaid.org – WildAid – Protecting and Educating
73
External exam trainer 1UNIT External exam trainer Speaking: A conversation 1 On the Your exam practice page
2 students get the opportunity to put
On the Your exam preparation About the exam 3 A conversation their exam strategies into action.
page, students are presented with
a typical exam task and prepare to Your exam preparation A conversation Your exam practice Exam tips give students advice and
answer it. The examiner asks you questions about a familiar techniques to help them answer
exam questions successfully.
The Model exam gives students a topic, such as your friends and family or interests.
clear example of a model question
and answer. 1 Read the example question. What topic is the You must give as much information as possible. 4 Read the questions in Your exam. Make notes about EXAM TIP: Ask appropriate questions Matching key
examiner asking about? You must also ask the examiner a question. This the topic to help you. What extra information can information
tests your ability to have a conversation with you give in your answer to the instruction Tell me At the end of the exam, you need to ask your
about ... ? examiner a question. Always make sure it is
Example question someone. relevant to the topic of your conversation. Use
5 Think of a question to ask the examiner and write question words such as when, why, how etc.
Do all your friends go to your school? it down. Use the Model exam on page 106 and the
Exam kit to help you. 6 Now ask and answer the questions in Your exam
2 3.32 Read and listen to the questions and 3 Read the questions and answers again. How does with your partner.
answers in the Model exam. How many sentences Antonio make his answers interesting? Discussing
does Antonio use to describe his best friend? a topic
1
EXAM TIP: Give as much information a) He gives extra information by telling the Examiner’s questions Multiple-choice4
as possible answers 5
examiner how many friends he has got. We’re going to talk about your hobbies.
When the examiner asks you a question or for b) He gives extra information by telling the t 8IBU BSF ZPVS IPCCJFT
some information, make your answer longer t 8IP EP ZPV EP UIFTF IPCCJFT XJUI
than one sentence. Try to think of three things examiner how he knows his friends. t 5FMM NF BCPVU ZPVS GBWPVSJUF IPCCZ
to say. This helps to make the exam into a 2 t %P ZPV XBOU UP BTL NF B RVFTUJPO
conversation rather than an interview. a) He uses adverbs of frequency to say how often
they do the activities. Describing
b) He describes the activities they do together. a photo
3
a) He gives a short physical description and tells
the examiner one of his best friend’s hobbies.
b) He describes what his best friend is wearing
today.
1 We’re going to talk about your friends. 6
Do all your friends go to your school?
Completing a
No, they don’t. Some of my friends go to my table or diagram
school, but some of them are my neighbours.
2 That’s nice. What activities do you do together? 7
We often play football and basketball. Talking about a
At the weekend, we sometimes go to prepared topic
the cinema or the youth club.
EXAM KIT: Useful vocabulary 8
3 Tell me about your best friend. Hobbies Adverbs of frequency Open 9
Friends and family going to the youth club never sometimes questions
mum dad playing football / basketball often always
4 Thanks, Antonio. Do you My best friend’s name is Javi. He’s 13 years old sister brother skateboarding Question words
want to ask me a question? and he goes to my school. He’s tall and he’s aunt uncle doing judo / karate who what
got brown hair. He loves playing football. cousin (best) friend playing the guitar / piano where when
neighbour going to the cinema / watching why how
films
107 Correcting
Yes, I do. Do all your friends live near you? sentences
106
vii
Pulse Workbook 2 The Workbook is available in three editions: English,
Castilian and Catalan. The Teacher’s Digital Course
The Workbook includes: features a fully-interactive version of the Workbook,
which is compatible with all devices including interactive
• Practice activities testing all language presented in the whiteboards.
Student’s Book
• A full-colour Self-study bank including further practice,
extension activities and reference material.
• Online audio
Vocabulary 1 UNIT Grammar 1
A variety of activities and tasks 6 Clear, easy-to-follow exercises
ensure successful revision of the provide students with extensive
vocabulary sets from the Student’s UNIT Grammar 1 practice of all the grammar taught
Book. in Pulse.
The activities are graded from one 6 be going to 3 Complete the dialogue with the correct form of
star 9 to three stars 999. One star be going to and the verbs in brackets.
indicates an easier activity type. 1 Complete the sentences.
Express yourself activities provide
students with personalization buy sunglasses / buy a hat Holly: Mum, guess what? I (1) ’m going to tidy
opportunities. (tidy) my bedroom this weekend!
Vocabulary 1 She isn’t going to buy sunglasses . Mum: Great! Will you need my help?
Vocabulary 2 Holly: No, thanks. Jessica (2)
She ’s going to buy a hat .
The second vocabulary set is
practised with a range of activities Jobs and chores 3 Circle the correct words. 1 have a drink / have an ice cream
and tasks.
1 Match 1–6 with a–f. 1 Don’t forget to do / make your bed! They . (help) me! I (3) (give)
Reading
1 take a) newspapers 2 It took half an hour to do the cleaning / They . her all my old clothes!
A wide variety of texts on theme- 2 do b) the beds washing-up because there were a lot of plates. Mum: Really? And what about your old toys?
related topics and thorough practice 3 deliver c) dogs for walks 2 spend my pocket money / save it
of all question types. 4 clean d) the table 3 Dinner’s ready! Please lay / take the table.
4 Sally can’t pet sit / babysit for us because she’s I. (4) (go) in the bin?
Progress check Holly: No, they aren’t! We (5)
frightened of dogs. I.
The Progress check provides an
in-depth test of all vocabulary and 5 lay e) the windows 5 I hate washing / tidying my bedroom! 3 phone Tim / send him a text message (take) them to a second-hand shop.
grammar covered in the unit. Mum: And your books? (6)
6 make f ) the ironing We .
viii
4 Complete the sentences with the words in We . (put) them on the shelf?
Holly: Yes, I am. My room (7)
2 Label the pictures with the phrases in exercise 1. the box. 4 go to bed / watch a film
babysit gardening pet sit He . (be) really tidy! You won’t recognize it!
tidy wash washing-up
He .
Our neighbours have got two children and I often 2 Order the words to make questions. Then will and be going to
match them with short answers a–f.
babysit for them. 4 Circle the correct words.
1 I can’t do the because there isn’t any 1 going / Am / late / I / be / to ? 1 ‘The phone’s ringing!’
‘OK, I ’ll / ’m going to answer it!’
hot water. Am I going to be late? e
2 I predict that you ’ll / ’re going to marry a dark,
2 What a mess! When are you going to 2 to / going / shop / Is / close / the / soon ? handsome man!
take dogs for walks 1 3 ‘What would you like to drink, sir?’
‘I ’m going to / ’ll have an orange juice, please.’
your room? 3 bus / Are / boys / miss / the / going / the
/ to ? 4 Sara will / is going to meet Ben at eight o’clock
3 I like helping Dad to do the , but tonight.
only when it’s sunny! 5 I ’ll / ’m going to play tennis at the weekend.
6 ‘It’s Julia’s birthday
4 Can you for our dog this weekend? 4 Lucy / going / go / to / party / the / Is / to ?
tomorrow.’
5 Make sure the windows are shut before you ‘Is it? I ’ll / ’m going
to buy her a present
the car! 5 to / arrive / Are / we / going / soon ? this afternoon.’
23 6 me / Are / phone / later / going / to / you ?
45 5 Write sentences about jobs that you do a) Yes, I am.
48 every week. b) No, she isn’t.
c) Yes, they are.
On Mondays I take the dog for a walk. d) No, we aren’t.
1 e) Yes, you are.
2 f ) Yes, it is.
3
4
5
49
UNIT
6
Vocabulary 2 Grammar 2 Grammar 2
Money and shopping
4 Correct the words in bold in the sentences. Future time expressions would like The Grammar 2 page offers thorough
1 Find seven money verbs in the wordsquare. practice of the second grammar point
Some big supermarkets buy clothes 1 Find five future time expressions in the 4 Complete the sentences with would like and presented in the Student’s Book unit.
MG A C O S T O I C wordsnake. the words in brackets.
E I NXABREVO and books. sell Communication skills
F B O R R OWQ I L
J O E T K OMP O L 1 You can win money if you sell second- eekp meretso I would like to go to the concert. (go) A broad range of listening texts and
PCL XRLASNE tasks link thematically to the units.
UWV L O S E A I C nextw 1 Matt Speaking activities test students’
P Y AUV T C VWT sum recall of the functional language
L E ND X BWE I K hand clothes on the internet. on sushi. (eat) presented in the Student’s Book.
N A X H O Y I C OW 2 Can I lend €2 to buy a oned
H L C RME NU T I atom 2 Rebecca you tomorrow.
orrowe ayithis
(meet)
sandwich?
3 I spend €5 a month and put it in a 2 Circle the correct words. 3 I every year when I’m
bank account. When I’ll / I finish school, I’ll / I get a job. older. (travel)
4 If we earn €10,000 in the competition, 1 We’ll / We swim in the sea every day when we’ll
4 We you this summer.
/ we go on holiday.
we can buy a new car! 2 When I’ll be / I’m 18, I’ll / I learn to drive. (visit)
5 Don’t borrow Tim money – 3 We’ll / We have dinner when you’ll / you finish
5 They a lot of money
your homework.
he never gives it back! 4 When Isaac will save / saves enough money, one day! (earn)
6 How much does this dress
2 Order the letters to make money verbs. he’ll / he buy a smartphone. 5 Write questions and short answers for the
pay for, please? 5 I’ll / I take lots of great photos when I’ll / I buy sentences in exercise 4.
ells sell 7 Let’s stand by
1 ayp a good camera. Would you like to go to the concert ?
2 yub
3 wasp the entrance with 3 Complete the text with the correct form of the Yes, I would.
4 near our tin to win verbs in brackets. 1
5 denps
money for charity. 2
3 Complete the sentences with the words in 8 Keep your money 3
exercise 2. in a wallet so you
don’t save it.
4
That bookshop doesn’t sell magazines.
1 I usually my pocket money on
sweets and drinks. 5
2 We don’t DVDs in a shop – we When Polly (1) goes (go) to university,
download films from an internet store. 5 Write five sentences that are true for you. Use she (2) (live) in student
the words in the box.
3 Some children money by accommodation. When her friends
borrow earn lend pay for save spend
delivering newspapers on their bikes. (3) (visit), she (4) 6 Complete the sentences so they are true for
Sometimes I pay for sweets for my friends. you. Use will.
4 I’ve forgotten my wallet! Can you 1
2 (not cook). She (5) (order) pizza!
for my bus ticket, please? 3 Soon it’ll be my birthday! .
4 1 Tomorrow .
5 Freddie and William often their 5 She (6) (not get) up early when 2 Next week .
3 This summer .
computer games. she (7) 4 When I’m 18 .
5 One day .
(not need) to. But when
her mum and dad
(8) (visit),
she (9)
(clean) her flat!
50 51
UNIT
6
10 dollars a day Listening Speaking
When they lose their job, most people worry about generosity! When 1 13 Listen to a radio programme about mystery 4 Circle the correct words.
how they’re going to survive. However, when Reed he asked them shopping. In which two countries can people do Megan: Is it OK if I (1) to go / go out now, Mum?
Sandridge lost his job in 2009, he didn’t just think ‘What are you this activity? Mum: Yes, Megan. Don’t be back late!
about himself. He realized that other people had going to spend Megan: Don’t worry, I won’t. Mum, (2) can I /
problems too, and looked for a way to help them. the money on?’, 2 Listen again. Complete the advert. I can ask you a favour?
He decided to give away $10 to a different person he got lots of Mum: Yes, what is it?
every day for one year. different answers. Do you love Megan: Would you mind (3) giving / to give me a
One homeless man went to his favourite café for shopping? lift in the car? I’m going to meet Teresa at
Reed started his ‘year of giving’ on December 15, a cup of coffee, while a young visitor from Russia 8.30 at the pizza restaurant, but it’s 8.15
2009. He did this in memory of his mother, who died spent it on phoning her family. If the answer is ‘yes’, why don’t you become now. I’m going to be late!
on that date three years previously. She always said, Mum: Of course! Just one thing … Can you
‘When you’re going through hard times, that’s when Reed knows that 10 dollars isn’t enough to change a mystery (1) shopper ? You can earn (4) buy / buying me a takeaway pizza?
you need to give back.’ Reed knew he had a limited someone’s life, but he thinks it can turn a bad day Megan: Sure, no problem! Thanks Mum!
amount of money, but the act of giving made him into a good one. More importantly, it can encourage (2) £10– for each shop you visit
feel good! people to think about others before themselves. Develop your speaking: Integrated skills page 116
Reed wrote a blog about his experiences and by the AND you can keep what you buy!
But how did people react when a stranger suddenly end of the year he had a new job! Maybe this shows
offered them money? Some people were suspicious, that when you do good things for other people, Writing
but most of them were impressed by Reed’s good things will happen to you!
5 Change the words in bold to subject or object
Reading 3 Read again. Circle the correct answers. pronouns.
1 12 Read and listen. Whose words did Reed 1 What happened to Reed Sandridge in 2009?
remember when he lost his job?
a) His mother died. b) He lost some money.
c) He became unemployed.
2 Match the words with the definitions. 2 How much money did Reed plan to give away in
1 in memory of a) behave a year? b) 3,650 dollars
2 react b) with nowhere to live a) 365 dollars
3 suspicious c) pleased and surprised c) 36,500 dollars We also need people to report on
4 impressed d) generous action (3) . We pay you to have a
5 generosity e) to remember someone who 3 Why did Reed want to give money to other people? (4) ! After each visit, all you do is
a) He was rich.
has died b) He wanted to do something positive. complete a (5) . Daniel is lazy. (1) Daniel never tidies his bedroom.
f ) unable to believe someone c) He thought they might help him in the future. (2) His bedroom is always really messy. Daniel’s
6 homeless mum often tells (3) Daniel to tidy it, but (4) Daniel
4 How did people usually feel when Reed gave doesn’t listen to (5) his mum. His mum and dad
To work for us, you’ll need to have good are going to stop giving Daniel (6) Daniel’s pocket
them 10 dollars? money. (7) His mum and dad think that if they
Learning to Learn a) They found it difficult to trust him. communication and (6) skills. stop giving (8) pocket money to (9) Daniel, he will
b) They didn’t want to talk to him. listen to (10) his mum and dad more!
When you look for the answers to reading c) They admired him. If you’re interested, visit our website!
comprehension questions, remember that they are 16
usually in order in the text. The answer to question 5 What happened because of Reed Sandridge’s 3 Circle T (true) or F (false). 27
1 is in the first part of the text, the answer to 38
question 2 is in the next part, etc. actions? 49
a) Some people felt happy for a short while. 5 10
b) Some people’s lives changed completely. 1 Both men and women can do this job. T F
c) Some people found jobs. 2 Mystery shoppers pretend to be Develop your writing: Writing reference page 130
T F
6 Where did Reed write about his ‘year of giving’? shop assistants. T F 53
a) In his favourite café. b) On the internet. 3 Mystery shopping is a full-time job.
c) In his new job. 4 You can apply online for a job as a T F
mystery shopper.
52
UNIT Self-evaluation and
Extension
6
Students use the chart to evaluate
Progress check Self-evaluation Extension their progress before creating an
Cumulative grammar action plan for improvement.
Vocabulary will and be going to 1 At the end of Unit 6, can you do these things?
Tick ( ) the box that is true for you. 1 23456 The extension text provides
Jobs and chores 4 Complete the sentences with will or be going to. cumulative practice of grammar
1 Circle the correct words. covered throughout the book.
1 Complete the words. 1 I think that I have three Yes! No No, I need
problem! more practice.
children when I’m older. I can …
2 ‘Someone’s knocking at the door!’
1 take dogs for w
2m the beds name 12 jobs and
chores
3 do the w -u ‘OK, I open it!’
3 you go to the use 13 verbs
4 l the table related to money
and shopping
5 clean the w cinema tonight?
use be going
6 do the g 4 ‘What would you like to eat, sir?’ to to talk about
future plans and
7 t your room ‘I have the paella, please.’ intentions
8 do the i Future time expressions
9 w cars 5 Correct the sentences. understand
1 We go to the supermarket when we the difference
10 deliver n finish lunch. in meaning
between will and
Money and shopping 2 Will you take the dog for a walk when you’ll be going to Students jumping on a trampoline to collect
get home? money for a holiday to Borneo.
2 Circle the correct words. use would like These students from a school in England
correctly (1) aren’t / isn’t just having fun. They
1 I love your bag! Will you swap / sell it (2) collect / ’re collecting money for a school
with mine? ask for a favour holiday to a tropical island! The teenagers
(3) are going to / will visit Borneo, one of the
2 How much do these earrings buy / cost? 3 When the neighbours go on holiday, Billy pet sit write an informal (4) larger / largest islands in the world, next
3 Mandy will spend / pay for the ice creams. for their cat. letter summer. However, they will only be able to
4 Can you lend / borrow me €5? go if they (5) collect / will collect the money
5 Dan is trying to save / lose money to buy 4 Mum and Dad not be happy when they see the 2 Think about what you themselves.
broken window! need to improve. Write it here.
a skateboard. They would like (6) collect / to collect £4,000
6 I win / earn €4 an hour for babysitting. 1 to pay for flights and accommodation. So
they decided to have a 24-hour trampoline
Grammar marathon: they (7) took / taken turns to jump
on trampolines for 24 hours! (8) His / Their
be going to would like 2 friends and family gave them money if they
6 Write sentences and questions with would like or finished their turn. At the end of the marathon,
3 Complete the sentences with be going to and the the students collected £3,500.
verbs in the box. wouldn’t like.
Tracy / work in a clothes shop Stuart Cole, their teacher, said: ‘The trampoline
buy get go not pass not wash spend Tracy would like to work in a clothes shop. marathon was good preparation for the holiday.
When the students are in Borneo, they (9) do /
1 We on holiday to Italy next 1 Mum and Dad / go to an expensive restaurant 3 will do a lot of walking in the jungle, so they
will need to be fit!’
summer. 2 My English teacher / teach maths
He added: ‘The marathon also gave them
2 What your birthday money on? 3 I / get more pocket money (10) any / some important experience of
working together as a group.
3 Sean some new trainers. 4 Adam / have a pet dog
‘The holiday (11) isn’t going / aren’t going
4 Mum the car today because it’s 5 ‘you / be famous?’ to be (12) easy / easily, but it’s going to be
‘Yes, I would!’ great fun!’
raining. More practice
55
5 I my exams if I don’t study hard. ➜ Grammar reference page 94
➜ Vocabulary extension page 107
6 Laura a ➜ Integrated skills page 116
➜ Wordlist page 151
babysitting job?
54
The Self-study bank includes: • External exam trainer
• Speaking reference
• Grammar reference and practice • Pronunciation reference
• Vocabulary extension • Wordlist
• Integrated skills • Irregular verb list
• Writing reference and practice
Grammar reference UNIT UNIUTNIT
The Grammar reference section 6 6
provides extended grammar tables
and explanations of all grammar Grammar reference Grammar exercises Grammar practice exercises
covered in level 2 of Pulse. It is are provided directly opposite the
available in three language versions: be going to will and be going to be going to 3 ‘Are you going to buy anything in the shop?’ relevant Grammar reference pages.
English, Castilian and Catalan.
affirmative contracted form t we use will to talk about predictions or decisions 1 Complete the sentences with be going to and the ‘Yes, I buy some jeans.’ Integrated skills
Vocabulary extension I am going to wash cars. we make at the moment of speaking verbs in brackets.
’m going to I think people will live on other planets one day. 4 ‘Do you think it will rain today?’ The Integrated skills pages feature
Vocabulary extension pages use You are going to wash cars. wash cars. I’ll phone Kate in a minute. reading, listening, writing and
visuals to present a new lexical set ‘I’m not sure if it or not.’ speaking exercises that build on
related to the topic of each unit. He / She / It is going to wash cars. ’re going to t we use be going to to talk about future plans and the Integrated skills section in the
The vocabulary is recorded so that wash cars. intentions We are going to get summer jobs. (get) 5 ‘I’m going to get a summer job to save some Student’s Book through at-home
students can listen and then practise We / You / They are going to I’m going to be an astronaut. practice.
their pronunciation. wash cars. ’s going to He’s going to do the washing-up later – 1 I mobile phones. (design) money.’
wash cars. he promised!
Writing reference 2 She in London when she’s older. (live) ‘Yes? I do anything. I want to
’re going to Future time expressions
An annotated model text linked to wash cars. 3 You famous. I’m sure! (be) relax!’
the unit topic shows students what t to talk about the future, we often use will with
they need to include in their own time words such as: soon, one day, tomorrow, 4 My friends a party on Friday. (have) Future time expressions
written work. next week, this summer and when
I’ll win the lottery one day. 5 He school soon. (finish)
External exam trainer When I get home, I’ll phone Mike.
negative contracted form 2 Rewrite the sentences in the negative form. 5 Choose the correct answers to complete the
The External exam trainer section I am not going to buy a pen. would like sentences.
covers Reading and Writing exam ’m not going to I’m going to sail around the world.
tasks typical of external exams. You are not going to buy a pen. buy a pen. affirmative I’m not going to sail around the world. My sister’s only eight. She’ll graduate …
The Model exam gives students a
clear example of a model question He / She / It is not going to buy aren’t going to I would like to travel round the world. 1 We’re going to meet outside the cinema. a) soon b) next month c) one day
and answer. a pen. buy a pen. He’d like to save some money.
We / You / They are not going to 1 It’s March. We’ll finish the school year …
buy a pen. isn’t going to buy negative
a pen. 2 Lizzie is going to phone me later. a) next week b) in June c) tomorrow
Rob would not like to lose his new phone.
aren’t going to We wouldn’t like to spend all our money on music. 2 I’m only 14. I won’t learn to drive a car …
buy a pen.
questions and short answers 3 My friends are going to study Chinese. a) tomorrow b) one day c) when I’m older
Would you like to earn some extra money? 3 My brother loves drawing. He’ll be an artist …
Yes, I would. / No, I wouldn’t.
t XF VTF be going to to talk about future intentions 4 You’re going to be late. a) tomorrow b) next week c) one day
I’m going to be an actor. t we use would like + infinitive with to to mean
‘want’ 4 The best player on my team has broken a
t UIF GPSN JT TVCKFDU be + (not) + going to + verb I would like to be a doctor when I’m older.
She’s going to tidy her room. Would you like to go for a walk? 5 I’m going to babysit for my cousins tomorrow. leg so we won’t win the match …
You aren’t going to do the gardening.
t UIF DPOUSBDUFE GPSNT BSF ’d like (= would like) and a) next week b) one day c) soon
wouldn’t like (= would not like)
We’d like to save more of our pocket money. 5 It’s snowing a lot. Maybe school will be
They wouldn’t like to spend all their money the
same day. 3 Write questions with be going to. closed …
they / work / in Hollywood ?
questions and short answers Are they going to work in Hollywood? a) one day b) tomorrow c) in May
Am I going to work? 1 your brother / play / the piano in the concert ? would like
Yes, I am.
No, I’m not. 2 you / miss / school tomorrow ? 6 Write sentences using would like or wouldn’t like
and the verbs in the box.
Are you going to work? 3 Maria / do / the washing-up ?
Yes, you are. No, you aren’t. 4 your parents / buy / a new car ?
Is he / she / it going to work? 5 we / earn money / this summer ? ride play be buy work forget travel
Yes, he / she / it is. No, he / she / it isn’t. 6 I / tidy / my room ?
Are we / you / they going to work? I wouldn’t like to forget your birthday.
Yes, we / you / they are. No, we / you / they aren’t.
I always try to remember birthdays!
1 We around the
t UIF XPSE PSEFS JT EJGGFSFOU JO RVFTUJPOT USA. We love exploring new places!
They are going to be teachers.
Are they going to be teachers? 2 I poor. It’s terrible
t XF EPO U SFQFBU going to in short answers to have no money.
Are you going to deliver newspapers?
Yes, I am. ✓ 3 Dennis in France.
Yes, I am going to. ✗
He is trying to get a job there.
will and be going to 4 They on a
4 Complete the dialogues with the correct form of be rollercoaster. They don’t like high places.
going to or will.
5 We football today.
The weather is terrible.
1 ‘I don’t understand my homework.’ 6 She some new
‘Don’t worry, I help you.’ shoes, but she hasn’t got much money.
2 ‘Can you predict the future?’
‘Yes. You get married and you
be happy.’
94 95
UNIT UNIT
62UNIT 6
Vocabulary extension Integrated skills
Shopping Asking for a favour
3 40 Complete the dialogue with the phrases in
the box. Listen and check.
Teenagers and money in Ireland Why don’t you Would you mind
I’ll pay you OK, it’s a deal
1 234 Around 50% of teens still get money from their Can I ask you How much does it cost
mum and dad. The most popular things to buy are
567 8 clothes and credit for mobile phones.
9 10 11 12 Around a third of young people between 13–19 Hi mum. OK. What is it?
years old get between €10 and €14 a week. (1) Can I ask you
1 25 Check the meaning of the words in the box. 4 Complete the text with words from exercise 1. Why?
Listen and repeat. 25% of teens get between €20 and €25 a week. a favour?
(2) (3) ?
TOP TIPS FOR THE HIGH STREET More than half the teenagers spend most of the
money but save a little. Less than a third save lending me your I’ve got an idea.
most of the money. The rest spend all their money. phone? (4)
earn the money
Most of those who save are saving for higher I want to send some instead?
education. 90% plan to study at university or texts but I haven’t (5)
college, but 80% of these say they are really got any credit on £2 for cleaning the
worried about the cost. my mobile. kitchen, and £3 for
Not much, £5. doing some work in the
80% of young people say that if they cannot find garden. That’s £5.
a job after they finish studying, they will look for How can I do that? Great! Thanks.
work abroad.
(6) !
PIN cash machine coin When you buy something, always keep the 1 Read the information and circle true (T) or false (F). I’ll clean the kitchen
note wallet sales (1) . With this piece of paper you now and help in the
purse window shopping change can return or exchange what you buy. About half of Irish teens get pocket money garden after lunch.
receipt online shopping credit card
from their parents. TF
2 Label the pictures with words from exercise 1. When you pay in cash, always check your 1 Teens usually spend their pocket money TF
(2) in front of the shop assistant. on clothes and mobile phone credit.
Sometimes you get the wrong amount of money back! TF
2 Just over 30% of teens get less than
3 Complete the sentences with words from exercise 1. (3) is great, but make sure the €15 a week. TF
website is secure because you have to pay using a TF
I use the internet to buy things. Online shopping (4) . 3 A quarter of teens get more than
€25 a week. TF
is great! When you take money out of a (5)
4 No teenagers save any money.
1 I couldn’t remember the digits of my in the street, you have to be careful – don’t let 5 Most teens who save money are worried
, so I couldn’t get any money anyone see your (6) . about the cost of going to university.
from the . Wait for the (7) if you want to buy
2 It costs €6.50 and I’ve got a €10 note, so I expensive things. They’ll be cheaper. 2 39 Listen to Charlie asking for a favour. Correct
the sentences.
should get €3.50 in . Keep your wallet or (8) containing
Charlie is talking to his uncle.
3 I put in my purse and your money in a safe place – in your bag or a pocket. Charlie is talking to his grandmother.
1 Emma’s birthday is tomorrow.
in my . If you can’t buy things, you can still go
(9) !
4 The are on now, so things
are cheaper than before!
5 I haven’t got any money, so I can only go 5 Answer the questions for you. Write full sentences.
1 Do you keep notes and coins in separate places?
. 2 Emma wants a book for her birthday. 4 Imagine you want to borrow £5 from your mum
to buy something. Write a similar dialogue to the
2 Do you like window shopping? 3 Charlie wants to borrow £5. one in exercise 3.
3 Do you usually buy things in the sales? 4 Charlie agrees to take the dogs for a walk once Hi mum. Can I ask you a favour?
that week. Yes, sure. What is it?
5 Practise your dialogue in pairs.
107 116
UNIT UNIT Writing tasks are broken down into
steps to help students plan, prepare
6 6 2UNIT and produce their own writing texts
at home.
Writing reference Writing task
Text type: An informal letter Writing an informal letter
Use subject pronouns Use object 26 Oak Street Write a letter to thank a friend or relative for a birthday present and tell
to avoid repeating pronouns. Wolverhampton them about your birthday party plans.
names and nouns. WV12 3NG
Step 1 Plan
Dear Auntie Helen,
Thanks very much for my birthday present! It was really kind of you to buy me a new MP3 player. I love it! Imagine it was your birthday last week. Decide who you are writing to and what present they bought you.
I’m going to upload all my favourite songs tomorrow. Make notes about your birthday party. Choose when and where it will be and what you are going to do.
I’m going to have my birthday party this weekend. It’s my friend Lily’s birthday on Saturday, so we’re going the present – why do Party – who is going?
to have a party together and invite all our friends from school. She’s in the same class as me so we’ve got the you like it?
same friends. We’re going to have the party on Saturday evening at the community centre. I’m really excited!
First, Lily and I are going to decorate the community centre on Saturday afternoon. My birthday
I think Mum will help us too! Then, the party will start at 7pm. We’re going to eat some food – everyone likes
pizza so I’d like to have that. Later, a DJ is going to come and play music so we Party – when and Party – what are you
can dance. It’s going to be so much fun! where? going to do?
Thanks again for my MP3 player. I’ll see you next week!
Lots of love, Step 2 Write
Amelia xxx Write your first draft. Use your notes from Step 1 and the letter on page 130 to help you.
1 52 Read and listen to the informal letter. Then 5 I’m going to the shops. I hope they / them
answer the questions. won’t be busy.
1 What did Amelia’s aunt buy her for her
birthday? 6 Jack’s my friend. I met he / him last year.
2 What is Amelia going to do tomorrow? 3 Complete the email with the correct subject and
object pronouns.
3 When are Amelia and Lily having a party?
To: [email protected]
4 What are they going to do on Saturday Subject: Hi from York!
afternoon?
Hi Ben,
5 What time will the party start?
I’m in York with my cousin Katie and her family!
6 What is going to happen at the party?
(1) is a fantastic city. Tomorrow (2) Step 3 Check USEFUL EXPRESSIONS
2 Choose the correct pronouns. Thank you very much for …
1 I’m going to visit my cousin Jackie. She / Her are going to visit the castle and then walk round the old Check your work. Check that you have used: I’m going to have my birthday party …
lives in London. subject and object pronouns First, we’re going to …
town. I want to look at all the shops. (3) am future verb forms I’ll see you soon / next week!
2 If I see Pete and Mark I’ll give they / them your use Dear … at the start and your name at the end
message. going to buy a present for Katie’s parents to thank them 131
Finally remember to always check your:
3 Sara gave the book to I / me. for inviting me. (4) like cooking so I might buy grammar vocabulary spelling
4 We / Us are going to play tennis next week. them a recipe book! Step 4 Write
We went to two museums today, (5) were Write your final copy in your notebook.
really interesting. I’ll tell you all about (6) when
we get back. This evening we’re going to have dinner
in the restaurant where Katie’s dad works.
(7) ’s a chef! See you when I get back!
Martin
130
51EXAM External exam trainer Writing: Replying to a message On the Your exam practice page
About the exam students get the opportunity to put
their exam strategies into action.
Your exam preparation Replying to a message Your exam practice
You are given an extract of an email or letter from a Exam tips give students advice and
friend and you have to write a reply. The extract tells techniques to help them answer
exam questions successfully.
1 Look at the email extract below. Which three you what you have to write about. This exam tests Step 1: Make notes. Step 4: Use informal expressions.
things should the writer include in a reply? your writing skills and reading comprehension.
Write each question you have to answer as a When you are clear about what language to
Email extract EXAM TIP: Answer all the questions in heading. Make notes with your answers under use, write a final version. Check for spelling
your reply each heading. Check that you have answered all and grammar.
So, how was Helen’s party on Friday night? Tell the questions.
me all about it! What did you wear? What did you Make sure you answer all your friend’s questions in EXAM TIP: Use appropriate language
do for the rest of the weekend? I hope you had a your reply. Try to use adjectives and informal language. Step 2: Organize the information.
good time! An email to a friend is informal, so use:
Gloria Read your notes and organize the information t contractions, e.g. I couldn’t not could not
into paragraphs. t exclamation marks and informal language, e.g.
a) a description of the party 3 Read the reply to Gloria’s email extract in the
b) a description of their clothes Model exam again. Is Ben’s email a good reply? Step 3: Think about the language. I had a brilliant time!
c) details about where the party was Why / Why not? t informal expressions, e.g. How’s it going?
d) information about other activities on Saturday Try to use different tenses, conjunctions, time
expressions and a variety of adjectives. Use
and Sunday appropriate expressions to begin and end
the email to a friend.
2 Read the reply email in the Model exam below.
Which question from the extract does Ben not
answer?
5
4 Read the email extract from a friend. Then Replying to a
write a short email answering your friend’s message
questions. Write 50–80 words.
To: [email protected] Use informal language. To: [email protected]
Subject: Helen’s party!
Use a variety Subject: Sports competition
Hi Gloria, of adjectives.
Hi!
How’re things? Helen’s party was fantastic! I had a brilliant time!! Ben’s description of I hope you enjoyed the sports competition on
Everyone in my class came, so it was fun. We all brought some good the party is well-organized Saturday! Please tell me all about your day there!
music and most people danced. The food was great too. Did you win? Sorry I couldn’t come. What did
and complete. you do after the competition? What are your
On Saturday I studied for my exams. On Sunday I was tired so I didn’t plans for the summer holidays?
do much. I watched a scary film in the evening. After that I couldn’t go Ben gives lots of
to sleep! I’m never going to watch horror films again! information about what he Love,
Lucy
Bye for now! did at the weekend.
Ben
146 EXAM KIT: Useful expressions Conjunctions 147
and but so because
Hi (+ name), Time expressions
How’re things? On Saturday, …
What are you up to? In the evening, …
How are you? Two hours later, …
Hope you enjoyed … Sequencing words
Write and tell me all your news! First, … Then, … After that … Finally / In the end, …
Bye for now!
Love, …
ix
Pulse Live! Digital Course • Interactive video versions of the Student’s Book
model dialogues from the Integrated skills pages,
The Pulse Live! Digital Course is available in both teacher which allow students to see and hear real-life
and student versions, providing tailored digital solutions functional speaking situations
which suit the technology available in all teaching
environments. The Pulse Live! Digital Course is compatible • Culture videos and worksheets to accompany each
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The Teacher’s Pulse Live! Digital Course is a complete • Vocabulary trainer to help students learn and
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• Teacher’s Resource File materials
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Additional resources for students Macmillan Dictionary Online
Macmillan Secondary Student’s Website DICTIONARY The Macmillan Dictionary
The Secondary Student’s Website provides learners with Online is a free dictionary
hundreds of additional activities to practise the language and thesaurus. The website
presented in the Student’s Book. These exercises cover
grammar, vocabulary, reading, writing and listening. presents users with clear
Students can work at home or at school, and their results
will always be recorded in the teacher’s markbook. The definitions, word sets and
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information, example sentences, common phrases and
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Students can also use the website for self-study to
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features interactive language games to practise
irregular verbs and phrasal verbs which can be used to
complement classroom learning.
www.macmillandictionary.com
x
Pulse resources for teachers
Teacher’s Book Teacher’s Resource File
The Teacher’s Book contains The Teacher’s Resource File
everything you need to successfully features a wealth of photocopiable
work with Pulse in class. worksheets and resources to
recycle and practise language,
Each unit features a clear overview develop skills and evaluate and
of the contents and objectives with assess your students. These
full teaching notes, answer keys and include classroom diversity
audioscripts. There are clear lesson solutions, materials which link
objectives, language and culture notes, to other areas of the curriculum
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Student’s Book reference materials
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Teacher’s Resource File Multi-ROM Class Audio CDs
The Multi-ROM includes all the Teacher’s All the audio recordings from the
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Tests and Exams Pack CEFR CEFR Skills Exam Generator
Skills Exam Generator
Tests and Exams Multi-ROM The Pulse Tests and Exams Pack
Multi-ROM includes the CEFR Skills Exam
The Tests and Exams Multi-ROM is Generator, which gives teachers the
available on disk in editable Word format COMMON EUROPEAN FRAMEWORK opportunity to generate their own skills-
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• A Key competences diagnostic test ISBN 978-0-230-47254-9 include a range of reading, writing
and speaking tasks typical of external
which can be used to assess the © Macmillan Version 1.0 Impression 1 ng is illegal. exams.
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Audio files You can listen to the audio on a normal CD player.
• Tests available at three levels: basic, Windows This is an autorun CD. If the application does not start
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three end-of-term tests
one end-of-year test open the file index.html in a web browser.
• Answer keys, audio and audioscripts for Publishers For technical support, please visit help.macmillan.es copyi
Limited 2014. This recording is copyright and unauthorized
all the tests and exams.
xi
Teacher’s Book
The Teacher’s Book contains a variety of different features and tasks to help teachers make the best use of all Pulse materials.
Each unit of the Teacher’s Book UNIT Lifelong learning skills Digital competence Language notes provide extra
begins with an extensive double- >LI X\LZ[! WHY[ [PTL HUK [LTWVYHY` QVIZ PU V^U information about pronunciation,
page Overview of the unit. The 6 MONEY Self-study and vocabulary or grammar for teachers.
overview covers the following self-evaluation country’. They may include a definition or the
categories: Unit objectives and Key Unit objectives and key competences Study guide: +PNP[HS ^VYRZOLL[! BJVW` [V JVTLD phonetic script of a difficult word
competences, Linguistic contents, or phrase, provide a more detailed
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Evaluation, External exam trainer, understand, memorize and correctly use HUK JVTWHYL ZLJVUK OHUK ZOVWWPUN PU [OL <2 7YVNYLZZ JOLJR HUK ZLSM <UP[ ,UK VM \UP[ [LZ[! )HZPJ :[HUKHYK HUK ,_[YH idiomatic use of English.
Digital material, Digital competence, Test Generator
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material and Teacher’s Resource File. ^ H[JO H ZOVY[ ]PKLV HIV\[ ZOVWWPUN Workbook pages 54–55 additional cultural context for
money and shopping read a magazine article about British teenagers Grammar reference and practice: Digital material teachers. The boxes aim to give
Clear Lesson objectives are included understand and correctly use IL NVPUN [V KYH^ Workbook pages 94–95 Pulse 2 Digital Course including: teachers useful information to answer
at the start of each lesson. These and money, listen to a radio programme about Wordlist: Interactive grammar tables questions that students might have
provide a useful summary of the new parallels to L1 and use IL NVPUN [V in a short Workbook pages 151–157 Audio visual speaking model: Asking for a favour about the people, places or events
language that will be presented in class speaking activity WVJRL[ TVUL` HUK SLHYU OV^ [V HZR MVY H MH]V\Y Audio visual cultural material: Shopping mentioned in the Student’s Book.
and tasks that students will perform. understand and correctly use ^PSS and ^V\SK SPRL ^ YP[L HU PUMVYTHS SL[[LY Learning strategies Student’s website
MVYT WOYHZLZ \ZPUN M\[\YL [PTL L_WYLZZPVUZ S LHYU HIV\[ OV^ [V WYLWHYL MVY HUK KV H and thinking skills The Extra activity boxes provide
Optional Warmer tasks are short and P KLU[PM` ZWLJPÄJ PUMVYTH[PVU PU HU VUSPUL ,_WYLZZPUN U\TILYZ HZ External exam trainer extra tasks for students who finish
practical, helping to prepare students message board about tips for making money SPZ[LUPUN L_HT HIV\[ JVTWSL[PUN H [HISL Listening: Completing a table or diagram the Student’s Book activities before
for the lesson ahead. SVVR VUSPUL MVY PUMVYTH[PVU HIV\[ WHY[ [PTL HUK percentages or fractions their classmates. As such, this feature
[LTWVYHY` QVIZ PU [OLPY» V^U JV\U[Y` Classroom diversity helps with classroom diversity.
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Linguistic contents Skills ;LHJOLY»Z )VVR! ,_[YH HJ[P]P[` WHNLZ BJVW` [V JVTLD
shopping
Main vocabulary Reading *VTWHYPUN ZLJVUK OHUK
1 VIZ HUK JOVYLZ! ^HZO JHYZ SH` Read an online message board about tips for making
ZOVWWPUN PU [OL <2 ^P[O ZLJVUK
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Money and shopping: 9LHK H [L_[ HIV\[ ZLJVUK OHUK ZOVWZ PU [OL <2 country
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money contents
Grammar Read an informal letter Maths, charity shops,
I L NVPUN [V
^PSS and IL NVPUN [V Writing percentages and fractions
Future time expressions ^PSS Write a personalized dialogue about asking for a favour Language and literature: reading
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^OLU ^PSS and ^V\SK SPRL 3LHYU OV^ [V \ZL WYVUV\UZ JVYYLJ[S` HUK ^YP[PUN HU PUMVYTHS SL[[LY
ICT: searching the internet for
Functional language Listening
Phrases for asking for a favour 3 PZ[LU [V H Z[YLL[ PU[LY]PL^ information
Listen to a radio programme about pocket money
Pronunciation Key competences
+PMÄJ\S[ ZV\UKZ! ^ Spoken interaction
+PMÄJ\S[ ZV\UKZ! Z H[ [OL ,_JOHUNL PUMVYTH[PVU HIV\[ JOVYLZ `V\ JHU KV CLC Competence in linguistic Teacher’s Resource File
(ZR HUK HUZ^LY X\LZ[PVUZ \ZPUN IL NVPUN [V communication Basics section
ILNPUUPUN VM ^VYKZ CMST Competence in mathematics, .YHTTHY! JVUZVSPKH[PVU HUK L_[LUZPVU
Spoken production science and technology =VJHI\SHY`! JVUZVSPKH[PVU HUK L_[LUZPVU
Prepare and act out a dialogue about asking for a favour DC Digital competence Cultural reading
SCC Social and civic CLIL
competences Key competence practice
CAE Graded reader link
* \S[\YHS H^HYLULZZ HUK
L2L
SIE L_WYLZZPVU
Learning to learn
Sense of initiative and
entrepreneurship
U6
Vocabulary and Speaking
UNIT MONEY THINK ABOUT IT Jobs and chores Extra activity
6 Who does which chores in your Lesson objectives (ZR [OL JSHZZ ^OPJO VM [OL HJ[P]P[PLZ [OL`
house? [OPUR `V\UN WLVWSL KV MVY TVUL` HUK ^OPJO
0U [OPZ SLZZVU Z[\KLU[Z ^PSS! they do to help around the home. Listen
Vocabulary and Speaking S LHYU YL]PZL ^VYKZ YLSH[LK [V QVIZ HUK to their ideas as a class. (In the UK, young
Jobs and chores WLVWSL VM[LU ^HZO JHYZ IHI`ZP[ WL[ ZP[ HUK
chores KLSP]LY UL^ZWHWLYZ MVY TVUL`
1 2.24 Listen and repeat the jobs and chores. H ZR HUK HUZ^LY X\LZ[PVUZ HIV\[ JOVYLZ
Which jobs are the most enjoyable? Which are the least enjoyable?
they do at home
wash cars babysit pet sit deliver newspapers take dogs for walks do the ironing
clean the windows do the washing-up lay the table tidy your room make the beds Warmer 2 :[\KLU[Z ^VYR PUKP]PK\HSS` HUK \ZL ^VYKZ
>YP[L [OL ^VYK QVIZ on the board. Put the MYVT L_LYJPZL [V JVTWSL[L [OL HK]LY[Z VU
do the gardening students into pairs and ask them to make a the Community noticeboard.
SPZ[ VM HSS [OL QVIZ [OL` RUV^ :L[ H [PTL SPTP[
Community VM [^V TPU\[LZ 3PZ[LU [V [OLPY PKLHZ HZ H ;OL` HUZ^LY [OL X\LZ[PVU
noticeboard class and make a list of jobs on the board. :[\KLU[Z JVTWHYL HUZ^LYZ PU WHPYZ
;OL WHPY ^P[O [OL TVZ[ JVYYLJ[ ^VYKZ ^PUZ
Too busy to Animal Lover 3 2.25
cut the grass wanted to (2) … and Think about it 7SH` [OL *+ :[\KLU[Z SPZ[LU HUK JOLJR [OLPY
and water the (3) … when we go on HUZ^LYZ [V L_LYJPZL
flowers? No holiday. Contact Mr :[\KLU[Z ^VYR PUKP]PK\HS` HUK HUZ^LY [OL *OLJR [OL HUZ^LY [V [OL X\LZ[PVU >OPJO [^V
problem – I can Briggs on Hepworth X\LZ[PVU ;OL` JVTWHYL HUZ^LYZ PU WHPYZ WLVWSL HYL SVVRPUN MVY ^VYR& as a class and
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,_WSHPU [OL ^VYK chore (an ordinary job that EXPRESS YOURSELF
Exercise 2 Spend your summer working in a 17-year-old girl who loves children T\Z[ IL KVUL YLN\SHYS` LN ^HZOPUN \W 4 :[\KLU[Z ^VYR PUKP]PK\HSS` HUK JVTWSL[L
seaside hotel! We need someone in wants to (6) … 2–3 evenings a week. 7SH` [OL *+ :[\KLU[Z YLWLH[ [OL ^VYKZ
1 do the August to tidy the rooms and (5) … Ring Mandy on 87220996 chorally and individually. the sentences using the vocabulary from
gardening For more information, contact the 4HRL Z\YL [OL` WYVUV\UJL [OL ^VYKZ L_LYJPZL
manager of the Blue Beach Hotel. JVYYLJ[S` ^P[O [OL JVYYLJ[ Z[YLZZ LZWLJPHSS`
2 pet sit PYVUPUN ۉD́ȪQ́І . 5 5VTPUH[L [^V Z[\KLU[Z [V YLHK HSV\K [OL
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exercise 1. Which two people are looking HUZ^LYZ [V [OL X\LZ[PVUZ
MVY ^HSRZ for work? 3PZ[LU [V [OLPY PKLHZ HZ H JSHZZ 7\[ Z[\KLU[Z PU[V WHPYZ
4 deliver ;OL` HZR HUK HUZ^LY X\LZ[PVUZ HIV\[ [OL
3 2.25 Listen and check your answers. Language note
UL^ZWHWLYZ chores they do.
5 make the /PNOSPNO[ [OH[ PU [OL [OYLL ^VYK L_WYLZZPVUZ 3PZ[LU [V ZVTL WHPYZ HZ H JSHZZ
ILNPUUPUN ^P[O H ]LYI HUK LUKPUN ^P[O H UV\U
beds the main stress falls on the noun: do the Vocabulary extension: Workbook page 107
6 babysit PYVUPUN JSLHU [OL ^PUKV^Z SH` [OL taISL [PK`
EXPRESS YOURSELF your room THRL [OL beds, do the NHYKLUPUN.
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looking for Complete the sentences.
^VYR
I always lay the table. 3 I sometimes …
4 I never …
1 I always …
2 I usually …
5 Work in pairs. Ask and answer questions about
the chores you do.
Do you do the washing-up?
Yes, sometimes.
62 Vocabulary extension: Workbook page 107
T 62
Teacher’s Resource File
With 290 pages of photocopiable material, complete In addition, all materials are included on the Teacher’s
answer keys and audioscripts, the Teacher’s Resource Resource Multi-ROM in editable Word format, so that you
File provides all the worksheets and extra materials you can tailor them to the needs of your class.
need to ensure your students have a meaningful and
thorough learning experience with Pulse. The Teacher’s Resource File is divided into different
sections to ensure easy navigation. The relevant answer key
is located after the worksheets at the end of the section.
Pulse Basics Vocabulary and Grammar
Consolidation and Extension
UNIT UNIT UNIT UNIT
6 6 4 4
Vocabulary 1 3 Complete the sentences with the words in the Study guide Vocabulary Vocabulary 1 3 Circle the correct words. Vocabulary 2 4 Complete the sentences with the words in the
Jobs and chores box. Geography and landscape Animals box.
Grammar Jobs and chores Australia is a very big island / valley.
1 Look at the pictures and complete the labels gardening the car the dogs 1 Label the pictures with the words in the box. 1 Find and circle six animals in the wordsnake. bees gorillas penguins rhinoceros
with the words in the box. washing-up windows your room be going to babysit 1 It is in the middle of the Pacific and the Indian snakes whales
clean deliver do do do lay • we use be going to to talk about future clean the windows beach cave forest lake ocean waterfall lakes / oceans. butterfly gorilla owl penguin
make take tidy wash deliver newspapers polar bear rhinoceros The rhinoceros lives in Africa and Asia. It
We take the dogs for a walk every intentions do the gardening 2 The centre of Australia is very hot and dry and butterflyrhinocerosowlpenguingorillapolarbear doesn’t eat meat. It eats grass. It has a horn
1 23 I’m going to be an actor. do the ironing there are large reefs / deserts. on its head.
morning before school. • the form is subject + be + (not) + going to + verb do the washing-up 2 Label the pictures with the words in the box. 1 can’t fly, but they are birds! They
4 56 She’s going to tidy her room. lay the table 3 On the coast, there are beautiful beaches / eat fish and swim in the sea. They live in cold
1 I can’t see outside! Let’s clean the • the word order is different in questions make the beds waterfalls with white sand. bee crocodile elephant giraffe places, for example Antarctica.
7 89 They are going to be teachers. Are they going to pet sit snake tiger turtle whale 2 are reptiles. They don’t have arms
. be teachers? take dogs for walks beach 1c 4 People don’t swim in the lakes or rivers / or legs, only a long body. They live in deserts,
• we don’t repeat going to in short answers tidy your room 2o 3w mountains because there are crocodiles! forests and in the water. They sleep in winter.
2 What a mess! Please tidy . Are you going to deliver newspapers? wash cars 3 are mammals, but they live in the
Yes, I am. ✓ 5 There is a famous coral forest / reef under the ocean. They are the biggest animals in the
3 Close the car windows. Then wash Yes, I am going to. ✗ Money and shopping sea near the northeast coast with many types world. They can live to be 100 years old.
of fish. 4 are insects. They live in groups. They
. will and be going to borrow get their food from flowers. They can sting
• we use will to talk about predictions or decisions buy you.
4 I like helping Dad to do the collect 5 are very intelligent animals. They live
we make at the moment of speaking cost in Africa. They eat plants and fruit. They are
– but only when it’s sunny! I think people will live on other planets one day. earn related to humans.
I’ll phone Kate in a minute. lend
5 There isn’t any hot water. I can’t do the • we use be going to to talk about future plans lose
and intentions pay for
. I’m going to be an astronaut. save
He’s going to do the washing-up later – he sell
4 Look at the pictures and complete the promised! spend 4l 5f elephant 1s
sentences. Then tick the sentences that are true swap 2 Complete the words in the definitions. 2t 3g
for you. would like win
• we use would like + infinitive with to to mean
I don’t d e l i v e r newspapers. canyon cliff coast desert island
‘want’ mountain reef river valley
I would like to be a doctor when I’m older.
take dogs for walks 1 I do the i _ _ n _ _ g at home. Would you like to go for a walk? A c a n y o n is a deep, narrow valley with steep 4 Which places do you want to visit? Order the 4t 5b
1 the table • the contracted forms are ’d like (= would like) sides. places 1–6. Then complete the sentences so they
2 the ironing 2 I help my parents to do the and wouldn’t like (= would not like) are true for you. 6w 7 c 5 Look at the examples. Then complete the
3 newspapers g _ r _ _ n _ _ g. We’d like to save more of our pocket money. 1 A v _ l _ _ y is a low area of land between hills sentences so they are true for you.
4 the windows They wouldn’t like to spend all their money the or mountains. (1 = I really want to visit this place. 6 = I don’t 3 Complete the diagram with words from
5 the beds 3 I don’t t_ _ _ dogs for walks. same day. want to visit this place.) exercises 1 and 2. I think whales are interesting. I like tigers.
6 the washing-up 2 Everest is the highest m _ _ n _ _ _ n in the Grand Canyon, USA I’m scared of crocodiles. I don’t like snakes much.
7 cars world. Great Barrier Reef, Australia My favourite reptile is a turtle. My favourite
8 your room Niagara Waterfall, Canada/USA mammal is a gorilla. My favourite insect …
9 the gardening 3 You can look down at the sea from the top of a Sahara Desert, Africa
c__f_. Mount Everest, Nepal
2 Circle the correct words. 4 I m_ _ _ my bed every day. The Amazon River, Brazil
4 A d _ s _ _ t is a hot, dry place where nothing
Don’t forget to do / make your bed. 5 I b_ b _ s _t for my neighbours grows. 1 I want to go to the most reptile fish 1 I think are interesting.
1 It took a long time to clean / do the every week. because it’s turtle
5 An i _ l _ _ d is land with sea all around it. . ANIMALS bird 2 I like .
washing-up. There were a lot of plates. insect owl
2 Dinner’s nearly ready. Can you lay / take the 6 A r _ _ f is rock or coral under the sea, where 2 I also want to go to 3 I’m scared of .
many fish live. because it’s bee polar bear
table, please? mammal
3 I hate washing / tidying my room! 7 The c _ _ s _ is the part of a country next to the
4 Sally can’t pet sit / wash for us. She’s scared ocean.
of dogs. 8 The Mississippi is a famous r _ v _ _ .
5 My neighbour has two children. I often
. 4 I don’t like much.
babysit / deliver for them.
3 Another place I want to visit is 5 My favourite is a .
because it’s
.
4 I don’t want to visit .
because it’s
35 Photocopy me! Text Pulse © Macmillan Publishers Limited 2014 Photocopy me! Text Pulse © Macmillan Publishers Limited 2014 40 23 Photocopy me! Text Pulse © Macmillan Publishers Limited 2014 25 Photocopy me! Text Pulse © Macmillan Publishers Limited 2014
A 66-page photocopiable workbook tailored to lower- Each unit has two Consolidation worksheets and two
level students – an ideal solution for classroom diversity. Extension worksheets. These provide revision and
It includes revision of key vocabulary and grammar in extended practice of all vocabulary and grammar covered
the Student’s Book, reading and writing skills work, a in the Student’s Book.
language reference section and an answer key.
xii
Translation and Dictation Evaluation rubrics
UNIT UNIT Student’s name
6 6 Learning outcomes: Reading 1 2 3 4 Result Understands and Understands the gist Understands the Understands the Learning outcomes: Reading 1 2 3 4 Result Understands the Understands some of Understands most of Understands specific information from web information from web information from web pages and other ref- erence material with minimal difficulty. material. Is able to Is able to answer general and detailed comprehension questions correctly. Understands very Understands a little Understands some of Understands the the key information most relevant from contemporary information from which can be easily followed. For example, contemporary fiction. contemporary fiction. fiction. Can identify contemporary key characters and fiction with minimal difficulty. Can answer general and more detailed questions about contemporary fiction.
follows the and the main points Correspondence with most important main ideas of
be going to 2.02 be going to: affirmative, negative and questions instructions with correctly and without minimal difficulty and points of the journalistic texts
minimal difficulty and significant difficulty. can respond to correspondence with without significant
1 I’m going to tidy my room this morning. ________________________________________________________ 1 Jason is going to buy his new dog tomorrow. is able to do the task. Can answer general questions minimal difficulty, difficulty. Can
2 We’re going to take the dogs for a walk. ________________________________________________________ 2 They aren’t going to go on holiday after all. and more specific appropriately. including formal answer general and
3 He’s going to babysit for his neighbour tonight. _________________________________________________ 3 Are you going to do the ironing tonight? questions correctly. conventions. specific questions.
4 She isn’t going to do the gardening. ___________________________________________________________ 4 Is Sally going to deliver the newspapers this week? Can answer detailed
5 You aren’t going to buy that dress. ____________________________________________________________ 5 I’m going to study history at London University. comprehension
6 Are you going to lend her the book? ___________________________________________________________ 6 He isn’t going to wash the car tomorrow. questions.
7 Are we going to win the game? ________________________________________________________________
2.02 Time words + will Understands some of Understands most of the instructions but the instructions but with some difficulty. Understands the gist Understands the and some of the main gist and the main points but with some significant difficulty. difficulty. Can answer general questions about the topic. Understands some of Understands the correspondence most of the but with considerable correspondence but with some difficulty. Can answer general questions. Understands some of Understands many the key points of the key points of the correspondence but correspondence but with considerable with some difficulty. Understands some formal conventions. Can answer basic comprehension questions. Understands the the specific pages and other ref- pages and erence material, but other reference answer general questions. answer basic questions.
will and be going to main ideas of
1 They’ll probably win the game next week. journalistic texts but
1 I’m going to cook supper. Will you lay the table, please? _________________________________________ 2 She’ll sell her first painting soon. with some difficulty.
2 He’s going to spend his birthday money at the shop. ____________________________________________ 3 They won’t spend all their money tomorrow. Can answer general
3 I’ll babysit tonight if you like. _________________________________________________________________ 4 This summer we’ll swap our house in the city for a cottage in the country. comprehension
4 They won’t save enough money for a holiday. ___________________________________________________ questions.
5 We’re going to go to Italy in July. _______________________________________________________________ 2.02 will and be going to
with difficulty. points but with difficulty. difficulty. Understands some the specific with difficulty. little or none of the of the key structured and contains a plot and characters key information from information from
Future time expressions 1 Are you going to do the washing-up or shall I? of the main ideas of
2 We’re going to lend Jim some money for his university costs. journalistic texts but
1 This summer I’ll get a job in a clothes shop. ____________________________________________________ 3 I’ll clean the windows and then I’ll do the ironing. with difficulty.
2 One day I’ll be famous. _______________________________________________________________________ 4 She’s going to buy a new car.
3 I’ll go shopping with Jessica tomorrow. _________________________________________________________ 5 Will you pay for lunch or shall I? Is unable to Is unable to Is able to Understands little correspondence. The correspondence should or none of the most include information about topics of interest important in either a personal, academic or vocational points of the correspondence. Understands little Understands very
4 Next week I’ll join the basketball club. _________________________________________________________ understand much or understand the main understand or none of the main little or none of the
5 Paul will go to university next year. ____________________________________________________________ 2.02 would like any of the points and little or little or none of the ideas of journalistic specific information
instructions. none of the gist. correspondence. texts. from web pages
would like 1 Mum would like you to tidy your room soon. and other reference
2 Would you like to come to dinner tomorrow night? material.
1 My mum would like to pay for my new guitar. ___________________________________________________ 3 I’d like to borrow this book, please.
2 Would you like to go to the cinema tonight? ____________________________________________________ 4 She would like to spend the day at the beach. With the help of visual aids, understands Understands the gist and the main points Understands personal correspondence (in Understands key points of formal context (e.g. about a language course). Understands the main ideas of short Understands specific information from web Understands key information from contemporary fiction which is short, well
3 We would like to earn more money. ____________________________________________________________ 5 They would like to buy the whole collection of books. instructions about the way electronic from clear and simple advertisements, from any format) in which the student talks about journalistic texts in any format. The student pages or other reference material which is
4 Would you like to swap that book for this one? _________________________________________________ appliances or machines work, or safety magazines or the internet, which are related him/herself; describes people, objects and is guided by numbers, names or illustrations structured clearly and relates to academic
5 James would like to buy that motorbike. _______________________________________________________ 2.02 Revision instructions (e.g. in a school, public place or to a familiar topic (personal, academic or places; or describes past, present or future to aid understanding. or vocational topics, or topics of personal
leisure centre). vocational). events, real or fictional, and which expresses interest (e.g. curricular subjects, music, a
Revision We’re going to talk about jobs and professions at school tomorrow. We’re going to talk about which school feelings or opinions about familiar topics. city, sport). The students can re-read difficult
subjects we need to study. I want to be a nurse, so I’ll study science. I’ll probably study English and maths parts if necessary.
My brother is going to take his exams in June. He needs to pass because he would like to study medicine at too. English is OK, but I think maths is difficult. I would like to study another language too. Perhaps I’ll study
university. He’s going to be a doctor one day. Mum says she’ll pay for one last holiday for him. So, he’s going Chinese. My best friend would like to be a doctor, so he’s going to study science too. I think he’ll be a good
to go surfing in Fuerteventura with his friends. The weather is going to be sunny and warm. They’re going to doctor. He is very friendly and kind.
have a great time. If it’s very sunny, he’ll get a suntan. Then I probably won’t recognize him!
fiction for teenagers.
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Translation and dictation exercises are The Evaluation rubrics can be used to assess students’
linked to each unit. skills work and their progress throughout the year.
Dictation exercises are recorded on the Covering reading, writing, listening and speaking, the
Dictations Audio CD. rubrics focus on specific learning outcomes covered
during the course, such as writing a formal letter or giving
a presentation. They include criteria for evaluation which
show what students are achieving successfully.
Key competences worksheets Culture and CLIL worksheets
6 6 UNIT UNIT
Reading 6 6
Key competences
Writing Listening Swansea Literature: types of fiction
Competence in linguistic communication Key competences
Competence in mathematics, science and technology Key competences Key facts Go online! 1 Read about Dylan Thomas. What is one of his most famous radio plays?
Cultural awareness and expression Competence in linguistic communication Competence in linguistic communication • Swansea is Wales’s second
Cultural awareness and expression Cultural awareness and expression Dylan Thomas was a Welsh poet and writer. He wrote plays and short
1 Read Dee’s blog about her trip to China. Where is she going to go after she leaves Shanghai? Learning to learn city, after Cardiff, with a stories as well as poetry. He was born in Swansea in 1914 and he died
Sense of initiative and entrepreneurship population of over 230,000. in New York in 1953. His work was in English, not in Welsh, and he
4 Imagine you are going to do some voluntary 5 1.07 Listen to the radio interview with Rachel sometimes wrote radio plays, including Under Milk Wood, which is one
about her dream job and circle the correct • Most people in Swansea of his most famous works. He often read his poetry on the radio and in
work in another country. Read the notes and answers. speak English as their first theatres himself, and his voice was as famous as his writing while he was
write a paragraph of 80 to 100 words. language, but around 14% are Welsh alive.
1 What is Rachel’s dream job? speakers. Under Milk Wood is in prose, which is written language in its ordinary
What are you going to do? a) She wants to be a teaching assistant. form and usually used for plays or novels. Dylan Thomas is mainly known
Where are you going to stay? b) She’d like to be a tour guide. • Swansea’s Welsh name is Abertawe, ‘mouth of the as a poet. Poems sometimes use rhyme and rhythm and they are shorter
Who are you going to go with? c) She’d like to teach English. Tawe’, from the River Tawe, because the estuary of than prose. Plays are performed in the theatre and they are written as a
Are you going to do any sightseeing? d) She wants to be a flight attendant. this river is in Swansea. script. Sections are often divided into acts and there are stage directions.
What are you going to see?
2 Which languages is she going to study at 1 Read about Swansea.
Remember!
be going to and must university? An ancient modern city
I’m going to do some voluntary work in China. a) English, Spanish and French.
I must learn some Chinese. b) Spanish and Italian. Swansea was originally a Viking village, and it has a castle, Swansea Castle, which was 2 Read the poem and complete the words.
c) French, German and Italian. built in 1106. You can still see the ruins of the castle in the city, but you won’t see many rhyme sentence title verse
d) Spanish, Italian and French. other old buildings because most of Swansea was destroyed by bombs during World
3 What two qualities should you have, to do War II. There are still some old buildings, like the Grand Theatre, but nearly everything TEST 1t e The hand that signed the paper
was built between 1947 and 1977. YOUR
Rachel’s dream job? MEMORY! The hand that signed the paper felled a city; 2r e
a) You should be friendly and sociable. Swansea and Gower • Why is e
b) You should be fit and happy. Swansea has water on three sides: the Bristol Channel, Swansea Bay and the Loughor Five sovereign fingers taxed the breath.
c) You should be interesting and friendly. Estuary. Gower Peninsula to the west has beautiful beaches and is perfect for outdoor Swansea called
2 Answer the questions. 3 Complete the sentences with the correct d) You should be exciting and interesting. activities such as cycling, surfing or swimming. There are also castles to visit. Loughor ‘Abertawe’ in 4 v e Doubled the globe of dead and halved a country.
1 Which city is Dee going to work in? information. 4 What must you be interested in, to do her Estuary is popular for fishing, and Swansea Bay, in the past a big industrial port area, Welsh? These five kings did a king to death.
is now a marina for holiday yachts. You can also try wakeboarding – a combination of • How old is the 3s
2 Who is she going to go with? dream job? water-skiing, snowboarding and surfing. castle?
1 Dee is going to in China. a) History and people. • What is
3 Where are they going to stay? b) Other countries and cultures. Laverbread Welshman’s
2 In Shanghai, Dee and Melanie are sharing an c) Sports and singing. Have you ever eaten seaweed? One typical food from Swansea is laverbread, a caviar? 3 Match the words from exercise 2 with the definitions.
4 Name two places they are going to visit in d) Different languages and cities. seaweed purée. You can fry laverbread and eat it with bacon for breakfast. If you don’t
Shanghai. apartment with called Stacy 5 What is she going to do in her gap year? like bacon, you can have cockles with your laverbread – they are the typical shellfish
a) She’s going to work in a university. from the Loughor Estuary and are very popular in Swansea. Laverbread can also be a
5 Does Dee speak Chinese? and Gwen. b) She’s going to be a tour guide. sauce for fish or meat, and people say it is the Welshman’s caviar! 1 title a) single line of words
c) She’s going to be a teaching assistant. 2 rhyme b) the name of a poem
6 How long are they going to work in the 3 Shanghai is one of the in d) She’s going to learn Spanish. FIND OUT:
orphanage? 6 What is she going to do after three months? Which of the following poems was
China. a) She’s going to visit her cousins. 3 sentence c) a group of sentences in a poem not written by Dylan Thomas?
b) She’s going to get a job in a travel company. 4 verse d) when two words have the same sound Night Beauty Fern Hill
4 Dee doesn’t speak . c) She’s going to fly home. TASK In the Beginning
d) She’s going to travel around Chile. Design a web
5 They’re for two weeks. 2 Complete the names of the three areas of water around Swansea with the vowels. page about the WEB QUEST
1 Br_st_l Ch_nn_l 2 Sw_ns_ _ B_y 3 L_ _ gh_r Est_ _ry Gower Peninsula. Find more information about
6 Ocean Park is one of the in Ask your teacher 4 Read the sentences and circle T (true) or F (false). Dylan Thomas.
3 Complete the text about the Gower Peninsula with the words in the box. for instructions.
the world.
activities beaches cycling fishing holiday surfing wakeboarding
1 Dylan Thomas was a Scottish poet and TF
7 Who are they going to stay with in Hong Kong? This is the perfect (1) destination for people who love outdoor writer. TF
TF
8 What does she want to climb in Hong Kong? (2) . Gower Bay has some of the most beautiful (3) in WEB QUEST 2 He also wrote songs and films. TF
3 He was born in 1914.
Britain, with great waves for (4) . If you want something more Find more information about 4 He didn’t write in English. TF
Swansea Castle. 5 He sometimes read his poetry on the
exciting, try (5) , a combination of water-skiing, snowboarding
radio.
and surfing. There’s great (6) for the children, too, and plenty
of (7) in Loughor Estuary for Dad.
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The Key competences worksheets provide further There is one Culture and one CLIL worksheet per unit.
work on skills with reading, writing, listening and Culture worksheets are each about a different city in
speaking pairwork activities. Relevant competences the English-speaking world, with activities focused on
are clearly indicated on each worksheet. historical and cultural information. CLIL worksheets link
cultural topics with other areas of the curriculum. Teacher’s
notes provide ideas for using the material in class.
Culture video worksheets Digital competence worksheets
UNIT UNIT UNIT
6 6 6
Shopping Online cartoon strips Online cartoon strips
UNIT Final viewing 9 What about shopping in your country? Answer Part 1: Let’s discuss Part 3: Let’s do it! Part 1: Let’s discuss • Go online and show students a few of the
the questions. recommended websites for making cartoon
6 7 Match the questions with the answers. 1 Where do you and your friends shop? 1 Read the text and answer the questions. Step 1 In this unit, you have studied the 1 Read the text and answer the questions. strips.
1 How often do younger women in topics of jobs, money and shopping and how to talk
Shopping Britain go shopping? 2 What are the advantages of going to a An online cartoon strip is usually made about the future. You are going to make an online • Ask students to read the text and discuss the • Try making a group cartoon strip using
2 Do people only do shopping in shopping centre? up of 4–8 frames, with speech bubbles to cartoon about yourself in the future. Use your questions in pairs. Elicit some answers and suggestions from the class. Write the script for
foodmedBefore you watch Second viewing their own town? represent what the characters are saying. imagination! Choose a job you would like to do and discuss as a class. the strip together on the board and decide on
3 Are the out-of-town shopping 3 What are the disadvantages of going to a This idea originally came from traditional think about how you are going to spend your time. the cartoon images. Make the cartoon strip on
1 Find and circle five things you can buy in shops 5 Look at the diagram and complete the labels centres indoor or outdoor? shopping centre? comic books but these days, there are a Organize your ideas on the Task Sheet. Online cartoon strips. Extra information screen. Print the finished cartoon and stick it on
in the wordsnake. with the words in the box. 4 How do people get to these lot of websites that help you automatically Cartoon comic strips have many uses with the board.
shopping complexes? 4 Do you like shopping? Would you say it’s one make a brilliant comic story of your own. Step 2 There are many online cartoon students. They could even write the plot of
icinesarecosmeticsissomeclothesaroundbooks department high local shopping 5 Do people always spend money of your hobbies? You can convert photos into cartoons and strip tools. Go online and search for one you like. a film they have seen in comic format. Most Part 3: Let’s do it!
2 Label the pictures with the things from exercise 1. at the centres? invent your own stories or even make Some are very simple; some even help you to make encourage the use of short bursts of text
traditional (1) shops HOMEWORK short films, depending on the web tool you cartoon videos. You can make a black and white in panel strips. It is easy to download and • The preparation for this can be done in class and
(2) a) No, they don’t. They often go to other towns. WEB QUEST choose. comic strip if you don’t have a colour printer. Watch share the finished product. Some web tools the cartoon strip can be made for homework.
stores b) Indoor. Choose a shopping centre in the world to some tutorials to help you choose. also allow students to make a mini film
c) No, they don’t. For many it’s a social event. research. Here are some suggestions: 1 Do you ever read comic books? of their work, such as www.dvolver.com/ • Ask students to make a cartoon strip about
Where do people d) They often go shopping every day. • Beijing Mall, Beijing, China 2 Where did the idea for online cartoon strips Step 3 Write your cartoon strip. Remember moviemaker/make themselves in the future. Remind them to
shop in Britain? e) They go by car, because the shopping centres • West Edmonton Mall, Alberta, Canada to use phrases to talk about the future. organize their ideas on the Task Sheet.
• Mall of the Emirates, Dubai come from? Answer key
1 23 always have big car parks. • Tokyo Midtown Mall, Tokyo, Japan Step 4 When you have finished, check the • Once you have all the links to the cartoon strips,
Use the internet and research your chosen Part 2: Let’s analyse language in your comic strip and print it or save it. 1 Students’ own answers. use one lesson to view them all as a class.
(3) streets (4) centres After you watch shopping centre. Think about the following Share it with your teacher and classmates. 2 It came from traditional comic books. Students can vote for their favourites and choose
questions: 2 Look at the example of a cartoon strip. Answer the best three.
8 What can you remember? Look at the pictures. • What is the shopping centre? the questions in groups. Step 5 Look at some of the cartoon comic Part 2: Let’s analyse
Match the sentences with the pictures. One • Where is it? strips your classmates have made. What would they RECOMMENDED
sentence is not needed. • What can you find at the shopping centre / like to be in the future? 2 Look at the example of a cartoon strip. Answer WEBLINKS
a) I can see a department store. the questions in groups.
45 6 Complete the sentences about a shopping b) I can see people socializing in a shopping mall? I’m going to earn Making a cartoon
complex with the numbers you hear. centre. • Why is it special? some money to buy • Ask students to look at the example cartoon strip comic strip
While you watch c) I can see an out-of-town shopping centre. Use your information to write a presentation and talk about it in groups. Notice it is in black
First viewing At Bluewater there are … d) I can see a traditional local shop. for your class. Include photos and pictures. these trainers! and white for easy printing and students can http://www.readwritethink.org/files/
1 different shops. e) I can see a high street in the UK. colour it later if they want. resources/interactives/comic/
3 What do 56% of British women say is their 2 big department stores. I’ll help you I can’t wait No log-in necessary and extremely simple
hobby? 3 bars and restaurants. 12 wash up for £3. to get my • The story includes use of the target language of to use. Uses a drag and drop technique for
4 a -screen cinema. trainers! this unit, which is future tenses. comic strips. This site could even be too
4 What is the largest shopping complex in Europe? 34 simplistic for students.
1 Bluewater near London Hmm, I have a Answer key
2 Westfield in Stratford, London better idea. www.goanimate.com
3 The Bull Ring in Birmingham 1 He wants to buy some trainers. Creates animated videos and also has voices
2 He offers to wash up for £3. and templates which can be used in the story
3 He babysits. if you want.
4 Students’ own opinions. (They could include
www.toondoo.com
ideas for using colour, more imaginative cartoon Easy-to-use comic book creation. Very simple
characters, better storyline.) to use but can be slow to upload images at
times.
1 What does the teenager want to buy?
2 What does the teenager offer to do first? http://www.caricaturesoft.com/online-
3 What chore does the teenager do in the end? tools/cartoons/
Converts photos to cartoons and cartoon
books easily and quickly. Ideal for
personalization. This tool can also make
short cartoon films.
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Each Cultural awareness page in the Student’s Book is Students can develop their digital competence while
learning English through the Digital competence
linked to a related culture video with engaging footage worksheets, which teach them how to use free web tools
to create projects such as avatars, podcasts and online
of real life in English-speaking countries. The videos biographies. Each worksheet comes with Teacher’s notes
which provide more information about the web tools and
are accompanied by worksheets which test students’ explain how to carry out the tasks successfully in class.
comprehension during and after watching the videos,
and Teacher’s notes which explain how to make the
most of the worksheets in class.
xiii
UNIT VOCABULARY GRAMMAR READING LISTENING AND
PRONUNCIATION
STARTER UNIT Celebrations Dates Question words Clothes Possessive adjectives
page 4 Languages around the world can / can’t be Classroom language Getting to know people
UNIT WHAT DO Free time Present simple A magazine interview: Listening:
activities Present continuous Urban sports: a teen A TV talent show: singing
1 YOU LIKE? Skills and Present simple and present perspective and dancing
page 10 abilities continuous
Cultural awareness Pronunciation: Third
Grammar in context: Art Four teen days out in person verb endings
the UK Intonation in questions
UNIT FACT OR Literature Past simple A magazine article: Listening: An interview:
Professions was / were The story of the mobile People who changed the
2 FICTION? could / couldn’t phone novel world
page 20
Grammar in context: Literature Cultural awareness: Pronunciation: Past
A quick guide to the simple endings
Edinburgh Fringe Festival Ȫ
UNIT WILD Weather Past continuous A news report: Saved by Listening:
Natural disasters Adverbs an MP3 player! A TV programme: natural
3 WEATHER Past simple and past disasters
page 30 continuous Cultural awareness
A natural disaster in New Pronunciation: Weak
Grammar in context: Zealand forms: was Zȫ] and
Famous disasters were Zȶ ڴ
Collaborative project 1: Giving a talk page 40
UNIT LIFE ON Geography and Comparatives and An online news article: Listening: A discussion:
landscape superlatives Family wanted to live on A project
4 EARTH Animals a / an, some, any an island
page 42 much, many, a lot of Pronunciation: Ȫ in
Cultural awareness comparatives and
Grammar in context: Thula Thula Wildlife superlatives
Natural science Reserve Difficult sounds: /g/and Gٕ
UNIT LET´S Science will / won’t A magazine article: Listening: An experiment:
First conditional Six amazing predictions Science in the
5 EXPERIMENT! Science in the for the future! classroom
page 52 classroom Grammar in context:
Science Cultural awareness Pronunciation: Short
A day in the life of an form of will: ’ll
astronaut
UNIT MONEY Jobs and chores be going to An online message board: Listening: Interviews
Money and will and be going to Tips for making money in the street: The Style
6 page 62 shopping Future time expressions Show
would like Cultural awareness
A quick guide to Pronunciation:
Grammar in context: second-hand shopping Difficult sounds: /w/
Maths Difficult sounds: /s/ at
A feature article: Journey the beginning of words
Collaborative project 2: Making a poster Page 72 into the modern world
Listening: A TV
UNIT JOURNEYS Transport Present perfect: affirmative Cultural awareness programme: Electric
Verbs of and negative Route 66 bikes
7 page 74 movement(1) Present perfect: questions
and short answers An online magazine article Pronunciation: Difficult
Superstition in sport sounds: /㸍/ and /i /
Grammar in context: Transport
Cultural awareness Listening: A radio
UNIT GOOD LUCK, Sport and Present perfect + for and Irish beliefs and programme: Superstitions
competitions since superstitions
8 BAD LUCK Verbs of Present perfect and past Pronunciation: Linking
page 84 movement(2) simple An information leaflet: words: final consonant +
Cyberbullying and how to vowel sound
Grammar in context: History deal with it
Listening: A phone
UNIT TAKE CARE Personal issues should / shouldn’t Cultural awareness conversation: A
Health must / mustn’t The Outback Survival helpline
9 page 94 Tense review: present, past Guide
and future Pronunciation:
Intonation:
Grammar in context: expressing feelings
PSHE (Personal, Social, Health
and Economic Education)
Collaborative project 3: Making a tourist information leaflet Page 104
xiv
INTEGRATED SKILLS WRITING DIGITAL EXTERNAL EXAM
COMPETENCE TRAINER
At an activity camp A personal profile Web quest: Urban sports Speaking: A
Reading: An advert Culture video: Museums and conversation
Listening: A phone conversation Writing focus:
Writing & Speaking: Asking for personal because and so galleries page 107
information CLIL task: Impressionist artists
A visit to King Arthur’s Labyrinth A review Web quest: Research a writer Listening: Matching key
Reading: An information leaflet Culture video: Scotland information
Listening: Phone information Writing focus: CLIL task: Novels by Charles
Writing & Speaking: Asking about an also and too page 109
experience Dickens
In the news A fictional narrative Web quest: If lightning strikes Speaking: Discussing
Reading: Newspaper headlines Culture video: Charities a topic
Listening: A weather report Writing focus: CLIL task: A natural disaster
Writing & Speaking: Reacting to news Sequencing words page 111
and expressions
A day as a volunteer A geographical Web quest: A Scottish island Listening: Multiple-
description Culture video: Animals choice answers
Reading: A web page CLIL task: Natural science
Listening: Conversations Writing focus: page 113
Writing & Speaking: Expressing preferences Order of adjectives
Making a time capsule An opinion essay Web quest: Speaking: Describing
a photo
Reading: How to make a time capsule Writing focus: On the Predictions about science page 115
Listening: Classroom instructions about a time one hand and On the Culture video: Technology
other hand CLIL task: Science facts about Listening: Completing
capsule project a table or diagram
Writing & Speaking: Making suggestions the natural world page 117
All about pocket money An informal letter Web quest: Part-time and
Reading: A magazine article Writing focus: temporary jobs
Listening: Radio programme Using pronouns Culture video: Shopping
Writing & Speaking: Asking for a favour CLIL task: Maths
All about transport A blog post Web quest: The Amish Speaking: Talking about
Reading: The Manchester Metrolink Culture video: Transport a prepared topic
Listening: At the train station Writing focus: CLIL task: History of transport
Writing & Speaking: Asking for travel really and a bit page 119
information
An email Web quest: A famous athlete Listening: Open
At the leisure centre Culture video: Ireland questions
Reading: A timetable Writing focus: CLIL task: History of
Listening: Announcements Using adjectives page 121
Writing & Speaking: Making arrangements superstitions
All about holiday health An instant message Web quest: A Social networking Listening: Correcting
Reading: A first aid kit sentences
Listening: Talking about a mobile app Writing focus: site
Writing & Speaking: Talking about health Using different tenses Culture video: Australia page 123
CLIL task: PSHE (Personal,
Social, Health and Economic
Education)
xv
UNIT IT’S MY
STARTER LIFE!
a
Exercise 1 Vocabulary d
a wedding Celebrations Exercise 5
b carnival
c Christmas 1 1.02 Match the words in the box with 1 Christmas
d birthday the pictures. Then listen and repeat. Which Day’s on the
Easter and celebrations can’t you see? twenty-fifth of
New Year are birthday Christmas Easter wedding December.
not shown. New Year carnival
2 New Year’s
b c Day’s on the
first of January.
Exercise 2 2 1.03 Listen and write the four celebrations Question words
in your notebook. 3 Christmas
1 wedding What do you eat on Christmas Day? Eve’s on the
2 birthday 3 What other important celebrations are there in How do you celebrate Easter? twenty-fourth of
3 New Year your country? Write two in your notebook. When do the school holidays start? December.
4 carnival Where do you go on New Year’s Eve?
Which day don’t you like? 4 April Fool’s
Exercise 4 Grammar Day’s on the
6 Copy and complete the questions with first of April.
1 the Dates question words.
sixteenth of 5 Valentine’s
September 4 Copy the dates into your notebook. Then say 1 … month do you like best? Day’s on the
nineteen them. 2 … is your birthday? fourteenth of
ninety-six 3 … do you do on your birthday? February.
02/05/08 4 … do you celebrate New Year?
2 the twenty- 2nd May 2008 5 … would you like to go on holiday? Exercise 6
eighth of
February The second of May, two thousand and eight. EXPRESS YOURSELF 1 Which
two 2 When
thousand 7 Work in pairs. Ask and answer the questions 3 What
from exercise 6. 4 How
3 the first of 5 Where
May twenty Which month do you like best?
eleven 1 16/09/96 3 01/05/11 I like July best.
2 28/02/00 4 03/01/05
4 the third of
January two 5 Work in pairs. Tell each other the dates.
thousand
and five Halloween’s on the thirty-first of October.
1 Christmas Day 4 April Fool’s Day
2 New Year’s Day 5 Valentine’s Day
3 Christmas Eve
4 DiVgoitcaalbcuoluarsyee:xItnetnesraiocnti:veWgorrakmbmooakr ptaabglee000
Vocabulary • They work in pairs and practise the dates.
• Check answers as a class.
Celebrations • Highlight the fact that we use the before the
Lesson objectives ordinal number (eg the fourteenth) and we
use of before the month (eg of October).
In this lesson students will: • Point out that for years in the first decade of
• learn / revise words for different the 21st century we say two thousand and
one, two thousand and two, etc. From 2010
celebrations onwards, we say twenty ten, twenty eleven,
• revise dates etc.
Warmer 5 • Explain the task. Read the example sentence
Write the letter J on the board. Tell students aloud to the class.
that three months begin with this letter. Invite • Students work in pairs and tell each other the
students to come to the board to write the
correct spelling of the three months (January, dates.
June, July). Do the same with A (April, August) • Check answers as a class.
and M (March, May). Elicit the remaining
months and write them on the board. Culture note
1 1.02 UK newspapers often have stories or adverts
• Students match the words in the word pool on Aprils Fool’s Day that are hoaxes. A hoax is
a trick in which someone says that something
with the pictures. is true when it is not.
• They compare answers in pairs.
• Play the CD. Students listen and repeat the Question words
words chorally and individually. 6 • Make sure students understand all the
• Check answers as a class. Make sure
question words in the box.
students pronounce Christmas /'krIsməs/ • They choose one of the question words
correctly with a silent t.
to complete each sentence and copy the
2 1.03 questions into their notebooks.
• Tell students they will hear short extracts • They compare answers in pairs.
• Check answers as a class.
from four celebrations.
• Play the CD. Students listen and write the EXPRESS YOURSELF
four celebrations in their notebooks. 7 • Nominate two students to read aloud the
• They compare answers in pairs.
• Check answers as a class. Point out that example question and answer to the class.
• Put students into pairs. They ask and answer
we say Many happy returns to congratulate
someone who has a birthday. the questions from exercise 6.
• Listen to some pairs as a class.
3 • Explain the task.
• Students write two more celebrations from Digital course: Interactive grammar table
their country in their notebooks. 1.03 Audioscript, exercise 2
• They compare answers in pairs.
• Listen to their ideas as a class. 1 Woman: Congratulations! I hope you’ll be very
happy together!
Grammar 2 Girl 1: Many happy returns!
Boy 1: Thanks! What’s that?
Dates Girl 1: Open it and see!
3 Party people: 10 … 9 … 8 … 7 … 6 … 5 …
4 • Write today’s date on the board in numbers, 4 … 3 … 2 … 1 … Happy New Year!
4 Boy 2: I like your costume!
eg 14/10/14. Ask students how to say Girl 2: Sorry?
the date. Elicit that it is The fourteenth of Boy 2: I said I like your costume!
October, twenty fourteen. Girl 2: Oh thanks!
• Students copy the dates into their notebooks.
T4
Vocabulary Grammar
Clothes Possessive adjectives
Lesson objectives 4 • Fill in the first gap with the whole class as an
In this lesson students will: example (my).
• revise clothes vocabulary • Students work individually. They copy the
• revise possessive adjectives
table into their notebooks and write in the
Warmer missing possessive adjectives.
• Check answers as a class.
Play a game to revise colours and clothes.
Call out a colour, eg red. Those students 5 • Explain the task.
wearing something red should stand up. If • Students work individually and complete the
they are wearing something red and they
don’t stand up, they are out of the game. sentences using possessive adjectives from
Continue the game with other colours and the table in exercise 4.
then with some basic clothes words, eg • They compare answers in pairs.
jeans, shoes, trainers. • Check answers as a class.
1 1.04 6 • Students read the rules in the table for
• Explain the task. Students write the numbers
possessive ’s.
1–3 in their notebooks. • Highlight the example sentences in the table
• Play the CD. Students listen and follow the
and the position of the apostrophe after
text in their books. plurals.
• They write the correct names next to the • Explain the task and show how the
apostrophe is used to indicate possession in
numbers. the example sentence in exercise 6. Point out
• They compare answers in pairs. that we say Mr Bean’s face and never The
• Check answers as a class. face of Mr Bean.
• Students work individually and complete the
2 • Explain that the question What are you exercise.
• Check answers as a class.
wearing? refers to now/at the moment/today.
• Students work individually and write the Finished?
words for their clothes, using the words in Students write two more sentences like
blue from the text in exercise 1. sentences 1 and 2 in exercise 5 about their
• Check answers as a class. classmates, using a name plus ’s and a
possessive adjective, eg Michelle’s T-shirt is
3 • Make sure students understand the task. yellow and her jeans are white.
• Set a time limit of one minute.
• Listen to students’ ideas as a class. Make Digital course: Interactive grammar table
a list of words on the board, eg shoes,
trousers, coat, shorts, skirt, socks, hat.
T5
STARTER
Exercise 1 Vocabulary
1 Chris
2 Nina Clothes
3 Lucy
1 1.04 Listen and read. Then write the names of the people in your notebook.
Exercise 2
students’ own Nina OUR FAVOURITE
answers
Lucy Chris CLOTHES
Exercise 4
1 my 1 My favourite clothes are my jeans!
2 his I wear them with a T-shirt in summer
3 its and with a jumper in winter. I always
4 our wear trainers.
5 their Who am I?
Exercise 5 2 I love my new jacket. It looks great
1 her with my scarf and my brown boots!
2 his Who am I?
3 their
4 my 3 This is my favourite dress. It looks
5 your nice with these sandals.
I sometimes wear a jacket with it if
it’s cold.
Who am I?
2 What are you wearing? Name your clothes with Possessive ’s
the words in blue.
We use ’s or ’ to show possession.
3 Can you think of any more clothes words? We can use ’s for has.
Write as many as you can in one minute. We can use ’s for is.
Stella’s hair is blond. = Her hair is blond.
Grammar The boys’ hats are new. = Their hats are new. Exercise 6
He’s got brown eyes. = He has got brown eyes. 1 The dogs’
Possessive adjectives Adam’s Scottish. = Adam is Scottish.
coats are
4 Copy and complete the table. 6 Write ’ in the correct place in the sentences. red.
2 The girl’s got
subject possessive Mr Beans face is funny. old trainers.
pronoun adjective 3 Jane’s
Mr Bean’s face is funny. happy.
I (1) … 4 The boys’
you your T-shirts are
he / she / it (2) … / her / (3) … big.
we (4) …
you your 5
they (5) …
5 Complete the sentences with possessive 1 The dogs coats 2 The girls got old
adjectives. are red. trainers.
1 Lucy’s dress is brown and … sandals are brown.
2 Chris’s jeans are blue and … jumper is grey.
3 Lucy, Chris and Nina are happy. They like …
clothes!
4 I’m wearing a new jacket with … jeans.
5 Do you like fashion? What are … favourite
clothes?
3 Janes happy. 4 The boys T-shirts
are big.
Digital course: Interactive grammar table
Exercise 1 Vocabulary
English is the Languages around the world
first language
of most people 1 In which of the countries in the box is English the
in: Australia, first language of most people? In which one isn’t
the USA, English the main language?
Scotland,
New Zealand, Australia the USA Scotland India
Ireland and New Zealand Ireland Wales
Wales.
English isn’t 2 Look at the countries. Copy and complete the table
the main with the languages they speak there.
language in
India. the Netherlands Spain Russia China France
Italy Poland Japan Germany
Exercise 2
-ish -an -ese -ch
-ish
Spanish Dutch
Polish
-an 3 Do the quiz in pairs. How much do you know about
Russian English and other languages?
Italian
German LOOK!
-ese
Chinese The United Kingdom is a country that includes
Japanese England, Scotland, Wales and Northern Ireland.
-ch Three of those regions (England, Scotland and
French Wales) are in Great Britain.
Exercise 3 The Language 1 How many
languages are there
1b
2c in the world?
3c
4c a) 600 b) 6,500 c) 16,000
5b
3 Which language
2 How many people is spoken by more
speak English as people than English?
their first language? a) Spanish b) Russian c) Chinese
a) 50 million b) 120 million c) 400 million 5 Which of these
English words is used
4 thWe hwaot rpledr’sceenmtaagiles
are in English? the most?
of
a) OK b) yes c) hello
a) 40% b) 50% c) 65%
6
Vocabulary 3 • Students work individually and choose the
Languages around the world correct answer to each question.
• They compare answers in pairs.
Lesson objectives • Check answers as a class.
In this lesson students will: Culture note
• revise countries and languages
• do a language quiz about English and The ten most widely used words in English in
order from one to ten are: the, be, to, of, and,
other languages a, in, that, have, I.
Warmer Look!
Play a game to introduce the topic. Write the Students read the information in the Look!
letter A on the board. Ask students to give box. Great Britain is the largest island in the
you the name of a country beginning with British Isles and contains most of England,
that letter, eg Argentina, Angola, Armenia. Scotland and Wales (with the exception of
Continue with other letters of the alphabet, islands like Anglesey, the Isle of Wight and
eg B (Brazil), C (Chile), D (Denmark), etc. the Hebrides).
1 • Check students understand the task.
• Students compare answers in pairs.
• Check answers as a class.
Culture note
In Scotland, the number of speakers of Scots
Gaelic is just 60,000 (1.2% of the population).
In Ireland around 130,000 speak Irish Gaelic
(about 2% of the population). In Wales,
560,000 (around 20% of the population)
speak Welsh, a Celtic language completely
different from English.
2 • Explain the task. Students copy the table into
their notebooks.
• Students work individually and complete the
table with the words for the language of each
country. They compare answers in pairs.
• Check answers as a class.
Language note
Words ending in -ese are stressed on
the final syllable, eg Chinese, Japanese,
Vietnamese. Portuguese.
T6
Grammar be
can / can’t 3 • Write on the board He is English. Ask
Lesson objectives students to contract the verb. Elicit and write
on the board He’s English.
In this lesson students will: • Students copy the table into their notebooks.
• revise can / can’t They then write the short forms of each verb.
• revise the affirmative, negative, question • Students compare answers in pairs.
• Check answers as a class. Highlight that
forms and short answers of be the contractions aren’t and isn’t are used in
• say what they like and don’t like doing this course. Point out that are not can also
be contracted by ’re not and and is not by ’s
Warmer not.
Write the phrase free time on the board. 4 • Explain the task. Read the example sentence
Students work in pairs and discuss what they
do in their free time. Listen to their ideas as a and correction to the class.
class and make a list on the board, eg watch • Students work individually and decide which
TV, listen to music, play computer games, etc.
statements are true. They rewrite the false
1 • Students read the information in the table ones.
• They compare answers in pairs.
about can / can’t. • Check answers as a class.
• Remind students that we never use to after
Culture note
can / can’t.
• Students work individually and complete the London is the biggest city in the UK. The
second biggest is Birmingham. Manchester,
sentences with can or can’t so that they are Leeds and Liverpool are also big cities in the
true for them. UK.
• They compare answers in pairs.
• Listen to their answers as a class. 5 • Students read the questions and short
Language note answers in the table.
• Explain the task.
In affirmative sentences with can, can is not • Students work individually and write true
stressed, eg I can /kən/ swim. In negative
sentences with can’t, can’t is stressed, eg I short answers to the questions.
can’t /kɑ:nt/ swim. • Check answers as a class.
Look! Look!
Highlight the example sentences and the use Highlight the example sentences. Remind
of the -ing form after like, love and hate. students that we use there’s / there isn’t for
singular nouns and there are / there aren’t for
2 • Write I like … and I don’t like … on the board. plural nouns.
Complete the sentences with activities that 6 • Students work individually and write
are true for you¸ eg I like watching TV. I don’t
like cleaning the house. sentences using There’s / There are in the
• Explain the task and remind students to affirmative ( ) and negative ( ).
change the verb to the -ing form after I like • Check answers as a class. Point out that we
and I don’t like. use some after There are and any after There
• Students work individually and write aren’t.
sentences that are true for them.
• Students compare answers in pairs. Digital course: Interactive grammar table
• Listen to students’ answers as a class. Make
sure they are grammatically correct.
T7
STARTER
Exercise 1 Grammar 4 Are the sentences true or false? Correct the Exercise 4
students’ own false sentences. Use short forms of be.
answers can / can’t 1 True
Edinburgh is the capital of England. 2 False
Exercise 2 can / can’t + verb Edinburgh isn’t the capital of England. It’s the
students’ own We use can / can’t to show ability / lack of capital of Scotland. Juan and
answers ability. After can / can’t, we use the infinitive Pilar aren’t
without to. 1 Great Britain is an island. English
Exercise 3 I can speak English. 2 Juan and Pilar are English names. names.
affirmative He can’t speak Japanese. 3 London and Manchester are small cities. They’re
I’m 15 years 4 British people’s favourite drink is tea. Spanish
old. 1 Complete the sentences about you with can names.
He / She / It’s or can’t. questions and short answers 3 False
from Spain. Am I a teenager? London and
You / We / I can’t speak Chinese. Yes, I am. / No, I’m not. Manchester
They’re 1 I … play a musical instrument. Are we / you / they friends? aren’t small
Chinese. 2 I … count to 100 in English. Yes, we / you are. / No, we / you aren’t. cities. They’re
negative 3 I … swim. Is he / she your teacher? big cities.
I’m not from 4 I … drive a car. Yes, he / she is. / No, he / she isn’t. 4 True
Italy. 5 I … make a cup of coffee.
He / She / It 5 Answer the questions for you. Use short Exercise 5
isn’t my best LOOK! answers.
friend. 1 Yes, it is. /
You / We / like / love / hate + verb + -ing Is this your notebook? No, it isn’t. No, it isn’t.
They aren’t in I like playing computer games.
London. Lisa loves eating chocolate! 1 Is this your first English lesson? 2 Yes, they
They hate getting up early! 2 Are your friends in your English class? are. / No,
3 Are you on page 15 of this book? they aren’t.
2 What activities do you like doing in English? 4 Is English your favourite subject?
What don’t you like doing? Write sentences. 3 No, I’m not.
LOOK! 4 Yes, it is. /
I like reading books.
I don’t like learning grammar. there’s / there are No, it isn’t.
1 learn new words There’s a famous bridge in Sydney.
2 do grammar exercises There isn’t a royal family in the USA. Exercise 6
3 watch DVDs There are some American programmes on TV.
4 read magazine articles There aren’t any beaches in Madrid. 1 There isn’t a
5 listen to music White House
6 write essays 6 Write affirmative (✔) and negative (✘) in London.
sentences with There is and There are.
be 2 There
lakes in Scotland. ✔ are some
affirmative There are some lakes in Scotland. famous
I am 15 years old. actors from
He / She / It is from Spain. 1 a White House in London. ✘ Wales.
We / You / They are Chinese. 2 famous actors from Wales. ✔
negative 3 kangaroos in the UK. ✘ 3 There
I am not from Italy. 4 a town called Boring in the USA. ✔ aren’t any
He / She / It is not my best friend. kangaroos in
We / You / They are not in London. the UK.
3 Copy the table into your notebook. Rewrite the 4 There’s a
sentences using the short form of be. town called
Boring in the
I’m 15 years old. USA.
Digital course: Interactive grammar table 7
School lessons 2 xx
1 My favourite subject is French.
I love languages! What’s your
favourite subject?
4
3
Exercise 1 1 Match 1–9 with words in the box. Use a 5 6
dictionary to help you with the words you don’t 7
1 poster know. 9
2 board 8
3 pencil case laptop notebook board poster
4 schoolbag schoolbag pen pencil rubber pencil case 5 1.06 Match the questions with the answers. Exercise 5
5 pencil Listen and check your answers.
6 pen 2 Which things in exercise 1 do you have in 1c
7 laptop class today? 1 What does ‘poster’ mean? 2d
8 rubber 2 How do you say ‘lápiz’ in English? 3e
9 notebook 3 1.05 Look at the keyboard. Can you say 3 Can you write it on the board, please? 4a
the letters of the alphabet in English in 4 Sorry, I don’t understand. 5b
alphabetical order? Listen and repeat. 5 What page are we on?
qwe r t yu i o p a) OK, I’ll repeat it.
a s d f gh j k l b) Page 18.
z x c v b nm c) ‘Cartel’.
d) Pencil.
4 Work in pairs. Ask and answer questions about e) Yes, of course.
the spellings of words from exercise 1.
6 Translate the instructions into your language. Exercise 6
How do you spell ‘rubber’? Who usually says these things in class?
R-u-b-e-r? students’ own
No, that’s wrong. Try again. 1 Sit down. answers
R-u-b-b-e-r? 2 Turn to page 32.
Yes, that’s right. 3 Close your books. The teacher
4 Work in pairs. usually says
5 Look the words up in a dictionary. these things in
class.
8
Integrated skills 4 • Nominate two students to read aloud the
School lessons model dialogue to the class.
• Put students into pairs. They ask and answer
Lesson objectives
questions about the spellings of the words in
In this lesson students will: the word pool in exercise 1.
• work on all four skills • Listen to some pairs as a class.
• revise vocabulary related to the classroom
• read some classroom instructions 5 1.06
• listen to a conversation • Explain the task. Students match the
• write a personalized dialogue
• act out their dialogue questions and the answers.
• Students compare answers in pairs.
Warmer • Play the CD. Students listen and check their
Ask students to read the information about answers.
Lucy in the speech bubble. Then write the • Check answers as a class.
question What’s your favourite subject? on
the board. Students answer the question in 6 • Students work individually and translate the
pairs. Listen to answers as a class.
instructions into their language.
1 • Students match the words in the word pool • They compare their translations in pairs.
• Check answers as a class. Elicit who usually
with items 1–9 in the pictures.
• Students compare answers in pairs. gives these instructions (the teacher).
• They use a dictionary to look up the words
1.05 Audioscript, exercise 3
they don’t know.
• Check answers as a class. A, B, C, D, E, F, G
H, I, J, K, L, M, N, O, P
2 • Explain the task. Q, R, S, T, U, V
• Students look at the words again and say W, X, Y, Z
which of the items they have in class today.
Extra activity
Play a game of I spy. Start with I spy
something beginning with t. The student who
guesses the correct answer (table) continues
the game. Continue until many of the basic
classroom words have been covered (chair,
door, window, light, etc).
3 1.05
• Check students understand the task.
• Put students into pairs. Students take turns
to say the letters in English in the correct
alphabetical order.
• Play the CD. Students listen and repeat the
letters of the alphabet in alphabetical order
chorally and individually.
T8
Integrated skills – continued
Getting to know people
7 1.07
• Ask students to look at the picture. Elicit
where the children are (outside school).
• Play the CD. Students listen and fill gaps
1–3.
• Students compare answers in pairs.
• Check answers as a class.
8 • Play the CD again. Students listen and repeat
each line of Chris and Lucy’s dialogue.
• Note the main stress and falling intonation
in What’s your name?, What year are you in?
and Where do you live?
9 • Students copy the questions in bold
from Chris and Lucy’s dialogue into their
notebooks.
• Students write answers that are true for them.
Skills builder
Speaking: Me too and Me neither
Ask students to read the Skills builder box.
Highlight the example dialogue. To practise,
say I like ice cream and elicit Me too! from
the class. Then say, I don’t like Mondays and
elicit Me neither! from the class.
10 • Ask students to look at the Communication
kit: Getting to know people. Encourage them
to use these questions and the response
Nice to meet you in their dialogue.
• Students work individually and write their
dialogue, using the dialogue in the book as
a model.
• Monitor while they are writing and give help
if necessary.
11 • Students practise their dialogues in pairs.
• For extra practice, they swap roles in both
dialogues.
• Choose some pairs to act out their dialogue
for the class.
T9
STARTER
GETTING
TO KNOW
PEOPLE
So, what’s your name? My name’s Lucy. What about you?
I’m Chris. Nice to meet you, Chris. What year are you in?
(1) … . Me too! I’m in Mr Brown’s class.
On (2) … .
Cool. Where do you live? OK, Let’s go!
Oh, I live near there. Shall we (3) … together?
Exercise 7 7 1.07 Listen to Chris and Lucy talking. 10 Write a new dialogue. Use the dialogue in
Copy and complete 1–3. exercise 7 to help you.
1 I’m in Year 9
2 Ash Road 8 Listen again and repeat. Practise your intonation. 11 Work in pairs. Take turns to practise your
3 walk home dialogues.
9 Copy the questions in bold into your notebook.
Then write answers that are true for you. So, what’s your name?
My name’s …
SKILLS BUILDER
COMMUNICATION KIT
Speaking: Me too and Me neither
Use Me too and Me neither to show that Getting to know people
something is also true for you. After
affirmative statements use Me too, and What’s your name?
after negative statements use Me neither. Nice to meet you.
How old are you?
I’m 14. Where are you from?
Me too! What year are you in?
I’m not from the UK. Whose class are you in?
Me neither! Where do you live?
9
1UNIT what do
you like?
Unit objectives and key competences
In this unit the student will learn … In this unit the student will learn how to …
• understand, memorize and correctly use
• identify specific information in a magazine
vocabulary related to free time activities and article about urban sports CLC SCC CAE
skills and abilities CLC SCC CAE
• understand and correctly use the present simple • look online for information about an urban sport
and the present continuous and know when to and share the information with a partner CLC DC
use which, draw parallels to L1 and produce
them in a short speaking activity CLC L2L SCC CAE SIE
• understand and correctly use the present simple
or present continuous with time words CLC L2L • identify specific information in a presentation
• about tourist attractions in the United Kingdom about a TV talent show CLC SCC CAE
and compare with tourist attractions in their
country CLC CAE SCC • read an advert about an activity camp, listen to
• about museums and galleries by watching a a phone conversation about an activity camp
short video CLC DC CAE
and learn how to ask for personal information
CLC SCC CAE
• write a personal profile CLC SIE L2L
• prepare for and do a conversation activity exam
CLC SIE L2L
Linguistic contents Skills
Main vocabulary Reading
• Free time activities: play computer • Read a magazine interview about urban sports
• Read a text about tourist attractions in the United
games, go for a run, watch a DVD,
etc Kingdom
• Words that go with time • Read an advert about an activity camp
expressions: on Monday morning, • Read a personal profile
at the weekend, etc
• Skills and abilities: act, tell jokes, Writing: Interaction and production
paint, etc • Write a personalized dialogue giving personal information
• Write a personal profile in three steps: plan, write, check
Grammar • Learn how to use the present simple, present continuous
• Present simple
• Present continuous and because and so
• When to use the present simple
Listening
and the present continuous • Listen to part of a TV talent show
• Listen to a phone conversation about an activity camp
Functional language
• Phrases for asking for personal Spoken interaction
• Exchange information about weekend activities
information • Ask and answer questions using the present continuous
• Phrases for having a conversation • Ask and answer questions about your skills and abilities
about a familiar topic Spoken production
• Phrases for asking questions • Prepare and act out a dialogue about asking for and
Pronunciation giving personal information
• Third person verb endings • Prepare and do a speaking conversation exam
• Intonation in questions
Lifelong learning skills Evaluation
• Unit 1 End-of-unit test: Basic, Standard and Extra
Self-study and • CEFR Skills Exam Generator
self-evaluation
• Study guide: External exam trainer
• Speaking: A conversation
Student’s book page 19
• Progress check and self- Digital material
evaluation: Pulse Live! Digital Course including:
Workbook pages 14–15 • Interactive grammar tables
• Grammar reference and practice: • Audio visual speaking model: Asking for personal
Workbook pages 84–85
• Wordlist: information
Workbook pages 151–157 • Audio visual cultural material: Museums and galleries
Student’s website
Learning strategies
and thinking skills Digital competence
• Giving your email address and
• Web quest: An urban sport
phone number • Digital competence worksheet: Online magazines
Cultural awareness Reinforcement material
• Tourist attractions in the UK
• Comparing tourist attractions in • Basic worksheets, Teacher’s Resource File pages 5–10
• Vocabulary and Grammar: Consolidation worksheets,
the UK with tourist attractions
in students’ own countries and Teacher’s Resource File pages 3-4
regions
Extension material
Cross-curricular
contents • Fast-finisher activity: Student’s Book page 11
• Art: a TV talent show: skills and • Extra activities: Teacher’s Book pages T10, T11, T16,
abilities T18
• Language and literature: reading • Vocabulary and Grammar: Extension worksheets,
and compiling a personal profile Teacher’s Resource File pages 5–6
• ICT: searching the internet for
Teacher’s Resource File
information
• Translation and dictation worksheets pages 2, 12
Key competences • Evaluation rubrics pages 1–7
• Key competences worksheets pages 1–2
CLC Competence in linguistic • Culture and CLIL worksheets pages 1–4
communication • Culture video worksheets pages 1–2
CMST Competence in mathematics, • Digital competence worksheets pages 1–2
science and technology • Macmillan Readers worksheets pages 1–2
DC Digital competence
SCC Social and civic
competences
CAE Cultural awareness and
expression
L2L Learning to learn
SIE Sense of initiative and
entrepreneurship
U1
UNIT WHAT DO
YOU LIKE?
1
Vocabulary and THINK ABOUT IT
Speaking
What do you do in your free time?
Free time activities
WHAT KIND OF
1 1.08 Look at the quiz. Listen and
repeat the words in blue. TEENAGER
ARE YOU?
2 Now do the quiz and look at your score.
Do you agree with the description of you? Do the quiz to find out!
Exercise 3 3 Match adjectives 1–3 with opposites a–c. 1 You’ve got an hour of free time.
Do you …
1a 1 sociable a) shy a) ring someone for a chat?
2c 2 sporty b) unfriendly b) play computer games?
3b 3 friendly c) lazy c) go for a run, walk or bike ride?
LOOK! 2 It’s Friday night. Do you usually …
a) watch a DVD with a friend?
on Monday morning b) surf the internet?
on Sunday evening c) watch the sports channel on TV?
on Friday afternoon
at the weekend 3 On Saturday morning, do you usually …
a) go shopping with your friends?
EXPRESS YOURSELF b) go to a café?
c) go to the gym, park or sports centre?
4 What do you usually do at the weekend?
Copy and complete the diary. 4 When you go to the beach, do you …
a) just hang out with your friends?
Saturday Sunday b) listen to music or send text
messages?
morning morning c) play volleyball or do water sports?
go shopping with Mum afternoon 5 It’s your birthday. Is your ideal present …
a) tickets to go to a concert with friends?
afternoon b) a smartphone to chat online all the time?
c) a new bike, skateboard or scooter?
evening evening
SCORE
5 Work in pairs. Ask and answer questions
about your weekend activities from Mostly As You’re sociable! You’re
exercise 4. friendly and have a good social life,
but you don’t go out every night.
What do you do on Saturday morning? You can have fun at home too!
I go shopping with my mum. Mostly Bs You’re a technology
lover! You’re shy and you like
being on your own. Don’t
spend too many hours on
your computer, though.
Switch it off and go outside!
Mostly Cs You’re sporty!
You’re very active and you
get bored easily. It’s great
to be fit and healthy, but
you must relax sometimes!
10 Vocabulary extension: Workbook page 102
Vocabulary and Speaking
Free time activities 2 • Students read the quiz again and choose the
Lesson objectives best answer for each question.
• They check their score.
In this lesson students will: • Students compare their scores in pairs.
• learn / revise words related to free time • Listen to students’ opinions of their
activities descriptions as a class.
• ask and answer questions about what • Check students understand sociable
they do at the weekend /ۉVȪօԙȪEȪO (a sociable person is friendly and
Warmer enjoys being with other people), shy (a shy
person is nervous and uncomfortable in the
Play a game of Hangman to introduce the company of other people, especially people
topic. Use dashes to represent the letters of they don’t know) and switch off (demonstrate
free time and write them on the board: _ _ _ _ using a switch in the classroom). Elicit that
_ _ _ _. Ask students to suggest letters of the the opposite to switch off is switch on.
alphabet. Continue until they have guessed
the answer. 3 • Ask students to read the descriptions in the
Think about it score for the quiz again. They then match
adjectives 1–3 with their opposites a–c.
• Students compare answers in pairs.
• Check answers as a class.
Students work individually and write down a Look!
list of their free time activities. They work in
pairs and compare their lists. They ask and Remind students that we use on with days of
answer the question. Listen to their answers the week and at with the weekend.
as a class.
EXPRESS YOURSELF
1 1.08
4 • Students look at the diary page and copy it
• Students look at the pictures. Elicit that they
illustrate the topic of the lesson (free time into their notebooks without the example go
activities). shopping with Mum unless it is true for them.
• They work individually and fill in the diary
• Elicit the words for the four activities in the page using the activities in blue in exercise 1
pictures and write them on the board (play or any other activities they do, eg play tennis,
computer games, go to a concert, go for a go to the cinema, go swimming.
run, go shopping). • Monitor while they are writing and give help
if necessary.
• Students read the quiz.
• Play the CD. Students listen to the words in 5 • Nominate two or three students to answer
blue and repeat them. the example question What do you do on
Saturday morning?
• Make sure they pronounce hang out /K І • Students work in pairs and ask and answer
ۉDօW correctly with the stress on out. Check questions about their weekend activities.
• Listen to their ideas as a class.
they understand the meaning of hang out with
someone (spend a lot of time with someone).
Language note Extra activity
In phrases like go for a run, surf the internet, go Students look at the words in blue in the quiz
to a café, go to the gym, go to a concert, the and choose the three activities that they like
main stress in each phrase is on the last word, the most. They work in groups of four. Each
eg surf the internet. In phrases with compound group has to agree on three activities that are
nouns like computer games, text messages and the most popular in their group.
water sports, the main stress is on the first word
in the noun phrase, eg send text messages. Vocabulary extension: Workbook page 102
T 10
Reading 4 • Give students time to think about their
Text type: A magazine answer and make a few notes.
interview • Students work in pairs and compare their
Lesson objectives answers.
• Listen to students’ ideas as a class.
In this lesson students will:
• read a magazine interview Finished?
• read for specific information
• express their opinion Ask fast finishers to make a list in their
notebooks of any other sports they can
Recommended web links think of.
www.parkouruk.org Extra activity
theiasc.org/
Focus on the pronunciation and meaning of
Warmer other vocabulary in the text, eg exciting
Write the word sport on the board. Put ́NۉVD́ẂJ , spare time (another expression for
students into teams of four. Ask them to tell
you a sport beginning with a random letter, free time). Use a board drawing to illustrate
eg b. The first team to give a correct word, the meaning of over walls and down steps.
eg basketball, gets a point. Continue with
other letters of the alphabet. Web quest
1 • Students look at the pictures and answer the If your classroom has internet facilities for the
class, students can be asked to do the Web
question. quest activities in class. If not, set them as
• Students compare answers in pairs. homework tasks and ask them to compare
• Check answers as a class. their answers at the start of the next lesson.
These activities help to develop competence
2 1.09 in processing information and use of ICT.
• Students read the sentences carefully first. Students find out three interesting facts
• Play the CD. about an urban sport. Highlight the Web
• Students listen and follow the text in their quest tip.
books. They decide if the sentences are true 1 • Students choose an urban sport.
or false and correct the false sentences. 2 • Ask students to open an internet web
• Students compare answers in pairs.
• Check answers as a class. browser such as Internet Explorer.
Students open a search engine (eg
3 • Students read the five questions first. Google) and type in the name of their
urban sport.
• They look in the text and find the answers.
• Students compare answers in pairs. • Students find as much information as
• Check answers as a class.
they can, bookmarking relevant web
Word check pages and taking notes. They choose
three interesting facts.
Make sure students understand all the words
3 • Students work in pairs and swap their
and that they stress competitive NȪPۉSHWȪẂY )
facts with their partner.
correctly. Use picture b to clarify helmet.
• Ask some pairs to report back to the
Culture note
class.
Highlight the Did you know? box. The first Go
Skateboarding Day was on 21st June 2004.
T 11
UNIT
1
URBAN SPORTS: Do you live in a city?
Do you want something exciting to do in your
TEENA spare time?
PERSPECTIVE 17-year-old Jon Harrison tells us why urban sports are
just what you’re looking for.
REPORTER First of all, what are urban sports?
JON Activities like skateboarding, BMX biking, scootering and
parkour (free running).
REPORTER Who does them?
JON Teenagers and people in their 20s, mainly. Most people
who do urban sports want to have fun with their friends and do
something active.
REPORTER Where do they practise?
JON Anywhere! You don’t need any special facilities for urban
sports. You can jump or skateboard over walls, and cycle down
steps. Every city has these things – and they’re free!
REPORTER Do you need any special equipment?
JON Depending on the sport, you need a skateboard, BMX bike or
scooter and a helmet. Parkour is the only urban sport that you can
do without any equipment.
REPORTER What do you wear?
JON We wear jeans or shorts, a T-shirt and trainers!
REPORTER Are urban sports dangerous?
JON That depends. Accidents happen when people try to
do dangerous things. It’s important to know what you can –
and can’t – do.
a REPORTER Are there urban sport competitions?
b JON Yes, there are.
REPORTER Do girls do urban sports?
JON Yes! Lots of girls are getting
Word check interested in them now. They are DID YOU KNOW?
often as good as boys, or better! 21st June is Go Skateboarding
Day. Skateboarders all over the
urban facilities equipment helmet competitive world celebrate the sport!
Reading 3 Read the interview again and answer the Exercise 3
Exercise 1 A magazine interview questions. 1 Four
(skateboarding,
a parkour 1 Look at the pictures. What are the sports? 1 How many urban sports does Jon mention? BMX biking,
b skateboarding 2 Why do people do urban sports? scootering and
2 1.09 Read and listen to the interview. Are 3 Why are urban sports easier to practise than parkour).
Exercise 2 the sentences true or false? Correct the false
other sports? 2 To have fun
1 False sentences. 4 What makes parkour different from other with their
Mainly
teenagers and urban sports? friends and
people in their
20s do urban 1 25-year-olds don’t do urban sports. 5 What clothes do people wear for urban sports? do something
sports. active.
2 True 2 You can do urban sports in any city. 4 Do you prefer doing competitive sports or 3 You don’t need
3 False 3 You need a helmet for all urban sports. non-competitive sports? Why? any special
4 Accidents happen for a reason. facilities.
You don’t need
a helmet for all 5 You can take part in parkour competitions. I prefer doing competitive sports because … 4 You can do it
urban sports. 6 Boys are better at urban sports than girls. FINISHED? without any
4 True equipment.
5 True WEB QUEST
6 False 5 Jeans or
Girls are often Find out three interesting facts about an
as good as urban sport. How many other sports shorts, a T-shirt
boys at urban can you think of? Write and trainers.
sports, or 1 Choose an urban sport. a list.
better! 2 Find some websites about your urban sport When you research a sport,
search for professional Tennis, …
on the internet. Choose three facts. associations or information
3 Work in pairs. Tell your partner about your about competitions and
tournaments in the sport.
urban sport.
11
Grammar Present continuous:
affirmative, negative and
Present simple: affirmative, questions
negative and questions
affirmative
Exercise 1 1 Copy and complete the table with the correct I’m running.
form of like, play and live. You / We / They’re jumping.
1 likes He / She / It’s riding a bike.
2 doesn’t play affirmative negative
3 live I / We / You / They wear jeans or shorts. I (1) … joking.
We / You / They aren’t coming.
He / She / It (1) … urban sports. He / She / It (2) … listening. Exercise 4
questions and short answers
negative Am I going fast? Yes, I (3) … ! 1 ’m not
I / We / You / They don’t need special facilities. Are we / you / they practising? Yes, we / you / 2 isn’t
they are. 3 am
He / She / It (2) … football. Is he / she wearing trainers? No, he / she (4) … . 4 isn’t
questions and short answers 4 Copy and complete 1–4 with the correct forms Exercise 5
Do I / we / you / they (3) … in a city? of be. Use short forms where possible.
Yes, I / we / you / they do. 1 Are you
Does he / she / it like parkour? No, he / she / it 5 Write questions using the present continuous. feeling
doesn’t. hungry?
1 you / feel / hungry?
Exercise 2 2 Read the spelling rules on page 19. Then 2 you / wear / jeans / today? 2 Are you
complete the sentences with the present 3 your parents / work / at the moment? wearing
1 does simple form of the verbs in brackets. 4 you / speak / English? jeans today?
2 don’t have
3 finishes 1 Jenna … (do) a lot of sport in her free time. EXPRESS YOURSELF 3 Are your
4 worries 2 We … (not have) time to play that game now. parents
5 doesn’t go 3 That film … (finish) at 1am! 6 Work in pairs. Ask and answer the questions working
4 My dad … (worry) when I come home late. from exercise 5. at the
5 Jay … (not go) to concerts very often. moment?
7 Complete the dialogue with the present
Exercise 3 3 Write the questions. Then write answers that continuous form of the verbs in brackets. 4 Are you
are true for you. speaking
1 Do your you / belong to / any clubs? Tom: What (1) … (you / do)? English?
friends go to Do you belong to any clubs? Anna: I (2) … (look) at some photos.
the cinema? Yes, I do. I belong to a tennis club. Tom: Did you take them? Exercise 7
Yes, they do. / 1 your friends / go / to the cinema? Anna: Yeah. I (3) … (study) photography.
No, they 2 your school / organize / interesting trips? Tom: Well, they (4) … (not teach) you much! I 1 are you
don’t. 3 your parents / like / pop music? doing
4 your town / have / a football team? (5) … (not joke) – these photos are bad!
2 Does your Anna: What’s wrong with this one? 2 ’m looking
school ANALYSE Tom: The sun (6) … (shine), and you (7) … (not 3 ’m studying
organize In English, the word order changes in 4 aren’t
interesting present simple questions. Is this the same stand) in the right place to take the photo.
trips? Yes, it in your language? Anna: How about this one of my brother? He teaching
does. / No, it 5 ’m not joking
doesn’t. (8) … (make) a funny face! 6 ’s shining
7 aren’t
3 Do your
parents like standing
pop music? 8 ’s making
Yes, they do. /
No, they
don’t.
4 Does your
town have
a football
team? Yes, it
does. / No, it
doesn’t.
1.10–1.11 Pronunciation lab: Third person verb endings, page 124
12 Digital course: Interactive grammar table Study guide: page 19
Grammar 3 • Nominate two students to read aloud the
Present simple: affirmative, example question and answer.
negative and questions • Check students understand belong to (if you
Lesson objectives belong to a club, you are a member).
• They work individually and write the
In this lesson students will:
• revise the present simple: affirmative, questions and answers that are true for them.
• They compare answers in pairs.
negative, questions and short answers • Check answers as a class.
• revise the present continuous: affirmative,
Analyse
negative, questions and short answers
Ask students to read the information about
Warmer word order in present simple questions in
English and compare it with their language.
Write the sentence You can do urban sports
in any city on the board with the words in Present continuous:
the wrong order: sports city you do in any affirmative, negative and
can urban. Students work in pairs and write questions
the sentence in the correct order. Write the
correct sentence on the board. 4 • Students read the three examples in the first
1 • Students copy the table into their notebooks. part of the table. Remind them that this is the
present continuous and that we use this tense
• They complete the table with the correct to talk about things that are happening now.
forms of like, play and live. • Students copy the tables into their notebooks.
• They complete gaps 1–4 using the correct
• They compare answers in pairs. form of be.
• Check answers as a class. • They compare answers in pairs.
• Highlight the fact that the auxiliary verb do • Check answers as a class. Point out that
we usually use short forms in the present
is used to form negative sentences and continuous except in affirmative short
questions in English. answers.
2 • Ask students to look at the spelling rules on 5 • Do the first question with the whole class as
page 19. Explain the task. an example (Are you feeling hungry?).
• Fill in the first gap with the whole class as an • Students work individually and write present
example (does). continuous questions using the prompts.
• Students work individually to complete the • They compare answers in pairs.
• Check answers as a class.
task.
• They compare answers in pairs. EXPRESS YOURSELF
• Check answers as a class. Remind students
6 • Students work in pairs and ask and answer
that we use the present simple to talk about
habits, routines and permanent situations. the questions from exercise 5.
• Listen to some answers as a class.
Language note
7 • Students complete the dialogue individually.
Highlight the fact that does in exercise
2 sentence 1 is the third person form of • Check answers as a class.
the main verb do and is different from
the auxiliary verb do that is used to make Pronunciation lab: Third person verb
questions and negatives. Elicit the question endings, page 124
form: Does Jenna do a lot of sport in her free
time? Digital course: Interactive grammar table
Study guide: page 19
T 12
Vocabulary and Listening
Skills and abilities 4 1.14
Lesson objectives • Explain that students will hear talent show
judges talking to some of the contestants
In this lesson students will: from exercise 2. They should listen and write
• learn some verbs related to skills down the names of the contestants.
• listen for specific information
• Play the CD.
• Check answers as a class.
Warmer 5 • Give students time to read the six sentences
Write musical instrument on the board. Elicit before they listen again.
examples of musical instruments from the • Play the CD again. Students decide if the
class and make a list on the board, eg piano,
guitar, violin, drums, keyboards. sentences are true or false. They correct the
false sentences.
1 1.12 • Students compare answers in pairs.
• Check answers as a class.
• Explain the task.
• Play the CD. Students listen and repeat the 1.14 Audioscript, exercise 4
words for the different skills chorally and Judge 1: Hi, Zak.
individually. Zak: Hi.
• Make sure they pronounce the words Judge 1: Well ... you’ve certainly got your own
style of singing, which I like, but I think you need
correctly, especially joke ǣȪօN and to work on your voice. It’s not strong enough at
motorbike ۉPȪօWȪED́N . the moment.
Judge 2: Yes, I agree with Donna. That’s a
2 1.13 beautiful song, but at the moment you aren’t
really expressing the feelings in it. Do you have
• Students read the information about the singing lessons, Zak?
talent show contestants carefully first. Zak: Er, no.
Judge 2: Well, you should have some. We’re
• Play the CD. Students copy and complete not saying you haven’t got talent. You have. But
the introductions in their notebook using the that’s not enough on its own.
words from the word pool in exercise 1. Judge 1: So this time, you aren’t successful …
but maybe in a few months’ time you’ll be one of
• They compare answers in pairs. the winners. Don’t give up and good luck!
• Play the CD again. Students listen and check Zak: Er, thanks.
Judge 2: Well, Kelly and Jamie! That was a great
their answers. performance! You move well and you look good
together. Well done! Donna?
Look! Judge 1: Mmm, I agree. How many hours a
week do you train, guys?
Highlight the expressions in the Look! box. Kelly: Two hours a day from Monday to Friday,
Point out that can / can’t are followed by the and more on Saturdays and Sundays.
infinitive without to (dance) while good at / Judge 1: Well, it shows. Just one thing, though
not very good at are followed by the -ing – try to relax more when you’re dancing. You
form. Point out the stress in I can dance and looked very serious, as if you weren’t enjoying
I can’t dance. yourselves!
Jamie: That’s because we were nervous!
EXPRESS YOURSELF Judge 1: OK, fair enough. Anyway,
congratulations! You go through to the next
3 • Explain the task. stage of the show!
• Students work individually and write a list of
things they can / can’t do and things they are
good at / not very good at. Encourage them to
look at the word pool in exercise 1 for ideas.
• They work in pairs and compare their skills
and abilities.
• Listen to their ideas as a class.
T 13
UNIT
1
Vocabulary and Listening
Skills and abilities
1 1.12 Listen and repeat the words in the box.
act sing dance paint draw cook bake a cake play a musical instrument
write songs tell jokes ride a motorbike do tricks drive a car speak a language
They’ve got Meet the contestants
of tonight’s show!
1 We’re Kelly and Jamie and 2 I’m Ben and
we … together. this is my dog Read their introductions …
Shelley. She 3 We’re from the Glamorgan
Boys’ Choir and we … in
can …! Welsh and English.
5 I’m Zak. I’m a 6 My name’s
singer and I Emma and I …
also … I hope I can
make you
laugh!
4 I’m Lara. I learned to … Exercise 4
when I was five years old!
Zak
I play the drums. Kelly and
Jamie
Exercise 2 2 1.13 Read and listen to the text. Copy and 4 1.14 Listen to part of a TV talent show.
complete the introductions with words from Which contestants from exercise 1 are the Exercise 5
1 dance exercise 1. Then listen and check your answers. judges talking to?
2 do tricks 1 False
3 sing LOOK! 5 Listen again. Are the sentences true or false? The first
4 play a I can / can’t dance. Correct the false sentences. contestant
I’m good / not very good at dancing. hasn’t got a
musical 1 The first contestant has got a strong voice. strong voice.
instrument EXPRESS YOURSELF 2 Zak doesn’t have singing lessons.
5 write songs 3 He wins this part of the competition. 2 True
6 tell jokes 3 Work in pairs. What skills and abilities have 4 The judges like Kelly and Jamie. 3 False
you got? Compare your skills and abilities. 5 They don’t practise every day.
6 They looked unhappy when they were He doesn’t
I’m good at drawing, but I can’t write poetry. win this
How about you? performing. part of the
I can … competition.
4 True
5 False
They
practise
every day.
6 True
13
Cultural awareness Fact box
Tourist attractions in the United Kingdom There are over 50 amusement
parks in the UK. The Blackgang
1 Look at the pictures. Which attractions look the most fun? Chine Park on the Isle of Wight,
which first opened in 1843, is
FOUR the oldest one in the UK!
TEEN DAYS OUT IN THE UK
Are you looking for something different to do this weekend? We interviewed four
teenagers at some unusual tourist attractions around the country!
BLUE PLANET AQUARIUM MAGIC UNICORN THEME PARK
If you’re aged 8–15, like sharks and are good at Unicorns are magical animals from legends, but
swimming, this is the place for you. I always go this theme park isn’t very magical. The rides and
swimming on Saturdays, but this weekend I’m not rollercoasters are OK, but nothing special. The only
going to the sports centre. After a diving lesson bit my friends and I like is the Magic Spell Academy,
at the aquarium, I’m going swimming with real where they teach you to do magic tricks. We’re not
sharks! The sharks aren’t very big and they aren’t really enjoying our trip today!
dangerous. But your friends won’t know that!
Visiting the aquarium is quite expensive, but it’s a TEEN RATING
good idea for a birthday present.
Daniel, 14, Glasgow
TEEN RATING
Jack, 13, Stafford
Exercise 2 BEAMISH, THE LIVING GIANT SWING,
MUSEUM OF THE NORTH ADRENALINE QUARRY
Giant Swing,
Adrenaline Beamish is a ‘living’ museum. This isn’t like swings you find
Quarry Instead of looking at old things, in children’s playgrounds. It’s
I’m actually experiencing life in very high and really scary!
Exercise 3 the past! You can have a lesson I didn’t think this would
at the village school, buy things be so much fun, but it’s
1 Blue Planet in the old-fashioned shops and better than a rollercoaster! You
Aquarium; learn how to cook traditional
Beamish, food. I usually hate museums, feel as if you are flying! The only
the Living but Beamish is different! problem is that it doesn’t last very long.
Museum of
the North; TEEN RATING TEEN RATING
Magic Word check Daisy, 14, Durham
Unicorn Anna, 15, Cardiff
Theme Park shark old-fashioned traditional legend rollercoaster swing
2 Giant Swing, 2 1.15 Read and listen to the text. Which CULTURAL COMPARISON
Adrenaline attraction is scary and very big?
Quarry 4 Answer the questions about an interesting tourist
3 Read the text again and answer the questions. attraction in your country.
3 Beamish,
the Living 1 Which three attractions give you the chance 1 What is the most popular attraction for
Museum of to learn new skills? teenagers in your country?
the North;
Giant Swing, 2 Which place isn’t suitable for young children? 2 What can you do there?
Adrenaline 3 Which two attractions are better than 3 Do you think there are more interesting
Quarry
expected? attractions in the UK or in your country?
4 Blue Planet 4 Which tourist attraction is expensive?
Aquarium
14 Culture video: Museums and galleries
Cultural awareness
Tourist attractions in the CULTURAL COMPARISON
United Kingdom
4 • Students read the three questions.
Lesson objectives
• They work in pairs and discuss the answers.
• Listen to their ideas as a class.
In this lesson students will: Culture video: Musuems and galleries
• read a text about amusement parks and
theme parks
• compare tourist attractions in the UK with
tourist attractions in their country
Warmer
Books closed. Write the word Disneyland on
the board. Ask students what it is and where
it is in Europe. Elicit that it is an amusement
park and that it is in France, just outside
Paris. Ask students to read the Fact box
about amusement parks in the UK.
1 • Students look at the pictures.
• They work in pairs and say which attractions
look the most fun and why.
• Listen to their ideas as a class.
2 1.15
• Check students understand the task.
• Play the CD. Students follow the text in their
books.
• Students compare the answer in pairs.
• Check the answer as a class.
Culture note
Alton Towers, 80 kilometres north-west of
Birmingham, is the most visited theme park
in the United Kingdom and the 9th most
visited in Europe.
3 • Students read the four questions carefully
first.
• They read the text again and find the
answers.
• Students compare answers in pairs.
• Check answers as a class.
Word check
Check students understand the words. Make
sure they can pronounce them correctly with
the correct stress, especially old-fashioned,
traditional and rollercoaster.
T 14
Grammar 3 • Students work individually to complete the
Present simple and present exercise.
continuous • Students compare answers in pairs.
• Check answers as a class.
Lesson objectives
4 • Make sure students understand they should
In this lesson students will:
• contrast the present simple and the use either the present simple or the present
continuous to complete the dialogue, using
present continuous the verbs in brackets.
• read a text about art • Students work individually and then compare
answers in pairs.
Warmer • Check answers as a class.
Books closed. Write the gapped sentences Language note
I ______ T-shirts in the summer. and I’m
______ a jumper today. on the board, Point out that some verbs are never used in
changing jumper as necessary so that the the continuous form. They are usually verbs
sentence is true for you. Students work in that describe states rather than actions.
pairs and suggest words to fill the gaps. Examples are know, love, sound and believe
Check answers as a class (wear, wearing). in the dialogue and belong in the previous
grammar lesson.
1 • Students read the example sentences in the
CLIL Grammar in context: Art
table and complete the rules.
• They compare answers in pairs. 5 • This activity practises the difference
• Highlight the difference between habits
between the present simple and present
(things that we do regularly) and activities in continuous and the correct position of
progress (things happening right now). time expressions.
• Ask students to read the whole text before
2 • Make sure students understand all the time they choose the correct answers.
• Point out that look forward to means to
words. Check their meanings by asking feel happy and excited about something
students to translate them into their language. that is going to happen.
• Students complete the sentences with either • Students work individually to complete
present simple or present continuous. the exercise.
• Students compare answers in pairs. • They compare answers in pairs.
• Check answers as a class.
6 1.16
Look!
• Play the CD. Students listen and check
Read the example sentences aloud to the their answers to exercise 5.
whole class. Point out that the words always,
usually, often, sometimes and never go CLIL task
before the main verb in affirmative sentences
in the present simple. Highlight that the other Students use the internet to find the names
time words and expressions in the table of three other impressionist artists and the
come at the end of the sentence. name of a painting by each artist.
Language note Pronunciation lab: Intonation in
questions, page 124
Point out that the verb be is an exception
to the first rule highlighted in the Look! box. Digital course: Interactive grammar table
Always, usually, often, sometimes and never
go after the verb be in the present simple, eg Study guide: page 19
He’s always late.
T15
UNIT
1
Exercise 1 Grammar 3 Copy and complete the sentences with the Exercise 3
a habits correct form of the verbs in brackets. Then
Present simple and present write the time expression in the correct 1 Sam doesn’t
activities in continuous place. usually go
progress swimming
1 Study the table and choose the correct words to In July, Jo ... (go) to the beach. every weekend on Monday.
Exercise 2 complete the rules.
1 present In July, Jo goes to the beach every weekend. 2 We’re
present simple present continuous playing
continuous 1 Sam … (not go) swimming on Monday. tennis at the
2 present I usually hate We’re enjoying this trip usually moment.
simple museums. today! 2 We … (play) tennis. at the moment 3 My parents
3 My parents don’t rent DVDs, but they … don’t rent
Exercise 5 a) We use the present simple to talk about DVDs,
1C activities in progress / habits. (watch) films on TV. sometimes but they
2B 4 I … (not send) Matt a text message. now sometimes
3B b) We use the present continuous to talk about 5 My brother ... (sing) in the shower! always watch films
4A activities in progress / habits. on TV.
5B 4 Complete the dialogue with the present
6C 2 Study the time words table and complete the simple or present continuous form of the 4 I’m not
7C sentences with the correct tense. words in brackets. sending
8B Matt a text
9A time words + present tense Dan: Hi Kate. What (1) … (you / do)? message
10 A Kate: I (2) … (go) to the Chessington World now.
We use now, at the moment, today with the (1) … .
We use always, usually, often, sometimes, never, of Adventures. (3) … (you / know) what 5 My brother
every day, once a week / month / year with the it’s like? always
(2) … . Dan: Yeah, my brother and I (4) … (go / sings in the
sometimes) there. It’s amazing! shower.
LOOK! Kate: What (5) … (be) the best ride?
Dan: I (6) … (love) the Dragon Falls. You Exercise 4
Note the position of the time words and (7) … (get) wet at the end.
expressions. Kate: It (8) … (sound) cool! Oh no! I (9) … (not 1 are you
Harry sometimes goes to theme parks. believe) it! It (10) … (rain)! doing
Harry is playing football at the moment.
2 ’m going
CLIL Grammar in context: Art AB C 3 Do you
5 Read the text and choose the correct answers. know
4 sometimes
Art (1) … my favourite subject. We (2) … all about famous
artists from the past and present and we (3) … ourselves go
too. Our teacher, Mr Brown, (4) … us lots of different 5 is
techniques, but we (5) … them properly! 6 love
Today we (6) … on a school trip to The National Gallery, 7 get
which (7) … one of the biggest collections of art in 8 sounds
the world. 9 don’t
We (8) … Impressionism as part of our GCSE art course
at the moment and I (9) … forward to seeing some of van believe
Gogh’s work. I (10) … his paintings. 10 ’s raining
1 be is being is
2 are learning learn learning
3 paint often often paint are often painting
4 is teaching teaching teach
5 aren’t always don’t always use always don’t use
using
6 goes go are going
7 is having have has
8 study are studying being studied
9 am looking are looking look
10 love am loving loves
6 1.16 Listen and check your answers.
CLIL TASK
Go online. Find the names of three other
impressionist artists. Write the name of a
painting by each artist.
1.17 Pronunciation lab: Intonation in questions, page 124
Digital course: Interactive grammar table Study guide: page 19 15
xx
At an activity camp I like different adventures,
they’re very exciting!
L o o k ian gdvf oer nture? Do you like adventures?
WANTED
Teenagers looking for adventure
Are you 13–16 years old? Do you want to make new friends,
do some cool activities and have fun this autumn? If the
answer is yes!, then why not spend a weekend in September
or October at Greenwood Activity Camp? You’ll enjoy two and
a half days of adventure, doing your favourite activities and
learning amazing new skills!
ACTIVITIES ON OUR ADVENTURE WEEKENDS INCLUDE:
swimming parkour singing
sailing painting creative writing
skateboarding photography … and more!
Price of £150 includes accommodation in log cabins and
all meals.Visit our website www.greenwoodcamp.com
and sign up today!
Exercise 1 Step 1: Read Step 2: Listen Exercise 3
sailing
1 Young 1 Read the advert and answer the questions. 3 1.18 Listen to a phone conversation about photography
people from the Greenwood Activity Camp. Which three parkour
13–16 years 1 Who can sign up for an adventure weekend? activities does Owen mention?
old. 2 When are the adventure weekends? Exercise 4
3 How long do they last? 4 Listen again and choose the correct answers. 1 interesting
2 September 4 How much do they cost? 2 likes
or October. 5 Where do the teenagers stay? 1 Owen thinks the camp will be boring / 3 people
interesting. 4 parkour
3 Two and a 2 Would you like to go on an adventure 5 a website
half days. weekend? Why (not)? 2 Joe likes / doesn’t like sport.
3 Joe thinks he won’t like the people /
4 £150.
activities at the camp.
5 In log 4 Joe likes photography / parkour.
cabins. 5 Owen is looking at a website / an advert
about the camp.
16
Integrated skills 2 • Students work in pairs and discuss the
At an activity camp questions.
• Listen to their ideas as a class and
Lesson objectives
encourage them to give reasons for their
In this lesson students will: answers, eg I would like to go because I
• work on all four skills enjoy sailing. I wouldn’t like to go because I
• read an advert about an activity camp wouldn’t like to sleep in a log cabin.
• listen to someone registering for an
Step 2: Listen
adventure weekend
• write a personalized dialogue 3 1.18
• act out their dialogue
• Check students understand the task.
Warmer Students listen and write down three
activities that Owen mentions.
Highlight the information about Chris in the
speech bubble. Elicit answers to the question • Play the CD.
Do you like adventures? as a class. Write • Students compare answers in pairs.
the word activity camp on the board. Ask • Check answers as a class.
students to work in pairs and write down
what they expect to do at an activity camp, 4 • Explain the task.
eg swimming, skateboarding, playing tennis,
etc. Listen to their ideas as a class and make • Play the CD again. Students choose the
a list on the board. correct answers.
Extra activity • They compare answers in pairs.
• Check answers as a class.
Students rank the activities at an activity
camp written on the board in order of 1.18 Audioscript, exercise 3
preference.
Owen: Hi Joe.
Step 1: Read Joe: Hi Owen. How’s it going?
Owen: Fine. Listen, I’ve just seen something that
1 • Explain to students that when we look at sounds really interesting.
Joe: Oh yeah? What’s that?
texts like this we usually have some idea Owen: It’s an advert for adventure weekends at
of what we are looking for first. We do not an activity camp for teenagers this autumn.
usually begin at the beginning of the text and Joe: Ugh, sounds boring …
read everything. We scan the text until we Owen: Why do you say that? You’re into sport
find what we are looking for. and stuff. It’s just your kind of thing!
• Students read the five questions carefully Joe: But doing group activities with people you
first. don’t like? Not me! We do that at school!
• They look in the advert and find the answers Owen: Oh, come on! How do you know you
to the questions. won’t like the other people? Anyway, you don’t
• Students compare answers in pairs. get the chance to do things like this at school.
• Check answers as a class. Make sure Joe: Yeah? So, what kind of things?
students understand log cabins (small, Owen: Sailing, photography, parkour …
wooden houses). Joe: Parkour? Can you do parkour at this place?
Owen: Yeah. And not only that – I’m looking at
their website now and it says that one of the
tutors is a famous parkour expert.
Joe: Oh wow! It’s starting to sound interesting
now. Can you give me the website address, and
I’ll have a look.
T 16
Integrated skills – continued
Asking for personal 8 • Ask students to look at the Communication
information
kit: Asking for personal information.
5 1.19 Encourage them to use these questions in
their dialogue.
• Explain the task. Students listen to a • Students work individually and write their
conversation and complete the gaps. dialogue, using the dialogue in the book as a
model.
• Ask students to look at the gaps and elicit • Monitor while they are writing and give help if
from them the information they need to listen necessary.
for (an address, a mobile phone number, an
email address, a date of birth). Step 4: Communicate
• Play the CD. Students write the answers in 9 • Students practise their dialogues in pairs.
their notebooks.
• For extra practice, they swap roles in both
• Check answers as a class. dialogues.
6 • Play the CD again, pausing after each 10 • Choose some pairs to act out their dialogue
question or statement and each response for for the class.
students to repeat as a class. • Make sure students say the email address
• Note the main stress and the falling
intonation in the wh- questions: What’s your and phone number correctly.
name? What’s your address?
• Ask students to repeat the dialogue several Integrated skills: Workbook page 111
times both chorally and individually with the
correct stress and intonation.
• Students practise the dialogue in pairs. They
then swap roles and practise the dialogue
again.
Skills builder
Giving your email address and phone
number
Ask students to read the information in the
Skills builder box. Highlight the use of at and
dot when we say email addresses. Point out
that in phone numbers we say individual
numbers. We say double or treble for
repeated numbers: 22 = double two and 222
= treble two.
Step 3: Write
7 • Students copy the questions in bold from the
dialogue into their notebooks and write their
answers.
• They read the advert again and choose two
activities that they would like to do.
T 17
UNIT
1
ASKING FOR PERSONAL INFORMATION
Hello. I’d like to register for one of your OK, great! I just need a few details from you.
adventure weekends. What’s your name?
Chris Bradley.
(1) … . And what’s your address, Chris?
(2) … .
Yes, it’s (3) … . OK. What’s your mobile phone number?
Yes. It’s c-h-r-i-s at i-n-m-a-i-l dot co dot uk. OK. Have you got an email address?
(4) … . Can you spell that for me?
Great, thanks. Oh, I nearly forgot! What’s your
date of birth?
OK, great. Here’s a leaflet for you with more
information about the camp.
Exercise 5 5 1.19 Listen to Chris registering for an 8 Write a new dialogue. Use the dialogue in
adventure weekend. Copy and complete 1–4. exercise 5 to help you.
1 It's 21 Ash
Road 6 Listen again and repeat. Practise your Hello. I’d like to register ...
intonation. OK, great! What’s your name?
2 766 892150
SKILLS BUILDER Step 4: Communicate
3 chris@
inmail.co.uk Giving your email address and phone 9 Work in pairs. Take turns to practise your
number dialogues.
4 The fourth of In English, we say at for the @ sign and dot
April 1999 for the . mark. Hello. I’d like to register ...
OK, great! What’s your name?
We write a phone number like this: 220785.
We can say the phone number like this: 10 Act your dialogue for the class.
double two zero, seven eight five.
Step 3: Write COMMUNICATION KIT
7 Copy the questions in bold and write your Asking for personal information
answers. Then look at the advert again and
choose two activities that you would like to do. What’s your name? / What’s your address?
What’s your date of birth?
What’s your mobile phone number?
Have you got an email address?
Integrated skills: Workbook page 111 17
Writing
A personal profile
All about me!
Profile Friends Groups Search
Claire Edwards
Hi! My name’s Claire Edwards and I’m 14 years old.
I’m from Cardiff in Wales. I live with my mum and
dad and my 12-year-old brother Sam, who’s a big
computer fan. My best friends are Holly and Anita.
I love music. I listen to music all the time and I play
the guitar in a band with some of my friends. We’re
called The Daisies and we play rock and pop music.
I write the songs, but I don’t like singing because
I’m shy! I’m writing a new song at the moment.
I also love going shopping because I’m really into
fashion. My favourite colour is green, so I’ve got
lots of green clothes! I’m not very sporty, but I
sometimes go rollerblading in the park.
Exercise 1 1 1.20 Read and listen to the profile. 3 Copy and complete the notes about Claire. Exercise 3
Then answer the questions.
1 Because she Nationality: Family members: Nationality
is shy. Why does Claire ... Friends: Likes and dislikes: Welsh
1 not like singing? Family
2 Because 2 love going shopping? 4 Read the Writing focus again. Complete the members
she’s really 3 have lots of green clothes? sentences with because or so. Mum, dad,
into fashion. brother Sam
2 Look at the Writing focus. How do you say 1 I’m an animal lover … I’ve got lots of pets. Friends
3 Because because and so in your language? 2 I like dancing … it’s fun. Holly and Anita
her favourite 3 I’m into sports … I like riding my bike. Likes and
colour is 4 I don’t go to pop concerts … I’m too young. dislikes
green. Likes: music,
shopping,
Exercise 2 WRITING FOCUS Writing task green clothes,
rollerblading
students’ own because and so Write a personal profile. Dislikes:
answers We use because when we give a reason singing, sport
Plan Make notes like the ones in exercise 3
for something. about you. Exercise 4
I also love going shopping because I’m
really into fashion. Write Write your personal profile. Use your notes 1 so
We use so when we talk about the result and the profile in exercise 1 to help you. 2 because
3 so
of something. Check Check your writing. 4 because
My favourite colour is green, so I’ve got
lots of green clothes.
✔ present simple ✔ because and so
✔ present continuous
18 Build your confidence: Writing reference and practice. Workbook page 120
Writing Extra activity
A personal profile Write two pairs of sentences on the board:
It was sunny. I went to the beach. and It was
Lesson objectives raining. I stayed at home. Ask students to
combine the sentences in each pair in two
In this lesson students will: ways using so and because: It was sunny
• read a personal profile so I went to the beach. I went to the beach
• use because and so to give reasons and because it was sunny. It was raining so I
stayed at home. I stayed at home because it
link ideas was raining.
• write a personal profile
Writing task
Warmer
The aim of this activity is for students to
Write music, free time activity, favourite produce a piece of guided writing that
colour on the board. Ask students to guess includes the correct use of the present simple
what your favourite things are in each and the present continuous. It also gives them
category. practice in using because and so correctly.
Ask the students to follow the stages in the
1 1.20 Student’s Book. Encourage them to use their
notes and the profile in exercise 1. At the
• Remind students that likes are things you like Check stage, ask them to swap notebooks
and dislikes are things you don’t like. and check each other’s writing.
• Students read the questions. Writing reference and practice: Workbook page 120
• Play the CD. Students follow the text in their
books and then answer the questions.
• Students compare answers in pairs.
• Check answers as a class. Point out that if
you say you are into something, you like it
very much.
2 • Students read the notes in the Writing focus
box.
• Check that they understand the words
reason and result and highlight the fact that
we use because with reasons and so with
results.
• Ask students to translate because and so
into their language.
3 • Students work individually and copy and
complete the notes about Claire.
• Students compare answers in pairs.
• Check answers as a class.
4 • Ask students to read the Writing focus again.
They work individually and complete the
sentences using because or so.
• Students compare answers in pairs.
• Check answers as a class.
T 18
Study guide
Grammar, Vocabulary and Speaking
Tell the students the Study guide is an Vocabulary
important page which provides a useful • Tell students to look at the list of vocabulary
reference for the main language of the unit: the
grammar, the vocabulary and the functional and check understanding.
language from the Integrated skills pages. • Refer students to the Wordlist on page 151
Explain that they should refer to this page when
studying for a test or exam. of the Workbook where they can look up any
words they can’t remember.
Grammar
• Tell the students to look at the example Speaking
• Check that students understand the phrases
sentences of the present simple: affirmative,
negative, questions and short answers. Make to use for asking for personal information.
sure they understand how to form the tense • Tell students to act out a conversation in
and its usage.
• Then tell students to look at the example pairs to exchange personal information such
sentences of the present continuous: as email addresses, dates of birth, etc.
affirmative, negative, questions and short
answers. Make sure they understand how to Additional material
form the tense and its usage. Get students
to translate into their own language if Workbook
necessary. • Progress check page 14
• Tell students to look at the present simple • Self-evaluation page 15
and present continuous example sentences • Grammar reference and practice pages
with time words. Make sure students
understand which time words are used with 84–85
each tense. • Vocabulary extension page 102
• Refer students to the Grammar reference • Integrated skills page 111
on pages 84–85 of the Workbook for further • Writing reference and task pages 120–121
revision.
Teacher’s Resource File Tests and Exams
• Basics section pages 5–10 • Unit 1 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 3–6 • CEFR Skills Exam Generator
• Translation and dictation pages 2, 12
• Evaluation rubrics pages 1–7
• Key competences worksheets pages 1–2
• Culture and CLIL worksheets pages 1–4
• Culture video worksheets pages 1–2
• Digital competence worksheets pages 1–2
• Macmillan Readers worksheets pages 1–2
T19
UNIT
1
Study guide
Grammar Vocabulary
Present simple: affirmative, Free time activities
negative and questions
chat online hang out with your friends
affirmative do water sports listen to music
I / We / You / They wear casual clothes. go for a run play computer games
He / She / It watches films. go shopping play volleyball
negative go to a café send text messages
I / We / You / They don’t study art. go to a concert surf the internet
He / She / It doesn’t play rugby. go to the gym watch a DVD
questions and short answers
Do I / you / we / they live in a house? Skills and abilities
Yes, I do. / No, I don’t.
Does he / she / it like to sing? act paint
Yes, he / she / it does. / No, he / she / it doesn’t. bake a cake play a musical instrument
cook ride a motorbike
We use the present simple to talk about habits, dance sing
routines and permanent situations. do tricks speak a language
draw tell jokes
Present continuous: affirmative, drive a car write songs
negative and questions
Third person spelling rules
affirmative
I’m dancing. t 'PS NPTU WFSCT
BEE s to the infinitive
We / You / They’re cooking. draw draws cook cooks
He / She / It’s watching a DVD.
negative t 'PS WFSCT UIBU FOE JO s, -sh, -ss, -ch, -x, or -o
I’m not talking to Jane. add -es
We / You / They aren’t listening. do does watch watches
He / She / It isn’t swimming.
questions and short answers t 'PS WFSCT UIBU FOE JO DPOTPOBOU -y, omit
Am I going fast? Yes, I am! the -y and add -ies
Are we / you / they eating? Yes, we are. fly flies study studies
Is he / she / it playing the guitar? No, he isn’t.
t *SSFHVMBS WFSCT EPO U GPMMPX UIF SVMFT
We use the present continuous to talk about things have has be is
that are happening now.
Speaking
Present simple and present
continuous Asking for
personal information
present simple
I usually send text messages to friends. What’s your name? / What’s your address?
What’s your date of birth?
present continuous What’s your mobile phone number?
We’re going to the cinema tonight! Have you got an email address?
time words + present tense LEARNING TO LEARN
We use now, at the moment, today, tonight with
the present continuous. Don’t use the same adjectives again and again
We use always, usually, often, sometimes, in your writing work. Find other adjectives that
never, every day, once a week / month / year have a similar meaning. This makes your work
with the present simple. more interesting to read.
Progress check: Workbook page 14 Grammar reference: Workbook page 84 19
2UNIT fact or
fiction?
Unit objectives and key competences
In this unit the student will learn … In this unit the student will learn how to …
• understand, memorize and correctly use • identify specific information in a magazine
vocabulary related to literature and professions article about the mobile phone novel CLC DC CAE
CLC CMST SCC CAE
• look online for information about their favourite
• understand and correctly use the past simple writers, write a short biography and exchange
CLC L2L
information with their partner CLC DC CAE SIE
• understand and correctly form questions and
complete a text using was / were and could / • identify specific information in a presentation
couldn’t CLC L2L about people who changed the world CLC SCC
• about the Edinburgh Fringe festival in Scotland CMST CAE
and compare with festivals in their country CLC
SCC CAE • read information about King Arthurs labyrinth, listen
to someone phoning for information and learn how
• about Scotland by watching a short video CLC
CMST DC CAE to ask about an experience CLC CAE SCC SIE
• write a review of an interesting place CLC SIE L2L
• prepare for and do a matching key information
exam CLC SIE L2L
Linguistic contents Skills
Main vocabulary Reading
• Literature: autobiography, • Read a magazine article about the mobile phone novel
• Read a text about the Edinburgh Fringe festival
biography, detective story, etc • Read an information leaflet about a tourist attraction
• Professions: pilot, painter, • Read a review
comedian, etc Writing: Interaction and production
• Write a personalized dialogue about an experience
Grammar • Write a review in three steps: plan, write, check
• Past simple • Learn how to use also and too
• was / were
• could / couldn’t Listening
• Listen to an interview about people who changed the
Functional language
• Phrases for asking about world
• Listen to someone phoning for information
experiences
Spoken interaction
Pronunciation • Exchange information about books you would like to read
• Past simple verb endings • Ask and answer questions using could
• /Ȫ/
Spoken production
• Prepare and act out a dialogue about an experience
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Pulse 2 Students
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