UNIT
6
Vocabulary and Listening
Money and shopping
1 2.29 Listen and repeat the money words in the box. Do you ever lend or borrow money?
buy sell cost spend save earn pay for borrow lend lose swap win collect
MY SHOPPING TRIP
I’ve got some money for Camden Market in Some stalls (3) … I really like these bags!
my birthday! Mum thinks London is a great place second-hand things, so How much does this
I should put it in the to (2) … clothes and you don’t need to (4) … (5) …, please?
bank and (1) … it, but I jewellery. a lot of money.
want to go shopping!
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!
Exercise 2 2 Read the text and complete it with words from 5 2.31 Listen to a reporter interviewing people Exercise 5
exercise 1. Does Clare prefer to spend money or
1 save to save it? in the street for a TV programme. What’s the The Style
2 buy
3 sell 3 2.30 Listen and check your answers to name of the programme? Show
4 spend exercise 2.
5 cost 6 Listen again and choose the correct words. Exercise 6
6 pay for 4 Think about a shop or market in your town and
7 earn answer the questions. 1 Anna comes from London / Poland. 1 Poland
8 collect 2 Anna’s earrings were cheap / expensive. 2 cheap
9 borrow 1 What’s the name of the shop? 3 The boy prefers black / bright colours. 3 black
She prefers to 2 What does it sell? 4 He’s got a new bag / T-shirt. 4 T-shirt
spend money. 3 How often do you go shopping there? 5 The girl usually buys new / used clothes. 5 used
4 What’s the last thing you bought there? 6 She has bought / borrowed a jacket. 6 borrowed
5 How much did it cost?
65
Cultural awareness Fact box
The United Kingdom There are about 7,000 charity
shops in the UK!
HOME A QUICK GUIDE TO SECOND-HAND SHOPPING
NEWS Even if you haven’t got lots of money to spend, you can still go shopping!
Read on to find out where to find the best bargains.
GUIDES
CHARITY SHOPS
LINKS
Why do people in Britain like shopping in charity shops? First, because of
Exercise 2 the low prices, and second, because when you buy something, the money
is used to help people in need. For example, Oxfam, which has shops all
In swap shops. 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
Exercise 3 and kitchen equipment. It might take a while to find what you want, but
it’s fun looking!
1 They use
it to help CAR BOOT SALES
people in
need. What do British people do with their old or unwanted possessions? Take
them to a car boot sale! Every Saturday and Sunday, people all over
2 Oxfam. Britain fill the boot of their car with things they don’t want and take
them to one of these sales. Car boot sales attract hundreds of people,
3 Things they so get there early for the best bargains. You never know what you might
don’t want. find. Recently, someone bought an old picture frame at a car boot sale
for one pound and later found it was worth £500,000!
4 One pound.
SWAP SHOPS
5 Good quality
clothes that Do you want to get some new clothes without spending any money? The
look new. answer is a swap shop! Swap shops are events where you and other
people can exchange clothes that you don’t want. The clothes have to
6 You don’t be good quality and look new. You can then choose clothes of the same
spend any value that other people have brought to the swap shop. Swap shops are
money and popular with fashionable people who have lots of nice clothes that they
swapping never wear. Swapping clothes is also better for the environment than
clothes is buying new ones!
better for the
environment Word check
than buying
new ones. charity poverty frame exchange good quality value
1 Do you like shopping? Why (not)? CULTURAL COMPARISON
2 2.32 Read and listen. Where can you shop 4 Answer the questions about your country.
for free?
1 Do people like buying second-hand things?
3 Read the guide again and answer the Why (not)?
questions.
2 Are there any charity shops in your town or
1 How do charity shops use the money they city?
make?
3 What do people do with things that they don’t
2 Which charity has a lot of shops? want any more?
3 What do people sell at car boot sales?
4 How much did a valuable picture frame cost 4 Can you go shopping on a Sunday? If so,
where?
at a car boot sale?
5 What kind of clothes can you find at swap 5 Do young people ever swap clothes with each
other?
shops?
6 What are two advantages of swapping?
66 Culture video: Shopping
Cultural awareness
The United Kingdom Word check
Make sure students understand the words.
Lesson objectives Ask them to translate them into their language.
Other words you could check include kitchen
In this lesson students will: equipment and car boot (the part of a car where
• read about charity shops, car boot sales you put your luggage).
and swap shops CULTURAL COMPARISON
• talk about shopping habits in their country
4 • Put students into pairs and ask them to
Warmer
discuss the questions.
Highlight the information in the Fact box
and write charity on the board. Check that • Listen to their ideas as a class.
students understand the meaning (a charity
is an organization to which you give money Culture video: Shopping
so that it can give money and help to people
who are poor or ill, or who need help and
support). Elicit from the class different
charities, eg the Red Cross.
1 • Students work in pairs and ask and answer
the questions.
• Listen to their ideas as a class.
2 2.32
• Check students understand the task.
• Play the CD. Students listen and follow the
text in the books.
• They write the answer in their notebooks.
• Check the answer as a class.
Culture note
Oxfam was originally founded in Oxford,
in 1942 as the Oxford Committee for
Famine Relief. Today, Oxfam has the largest
network of charity shops in the UK. Items
donated to Oxfam chartiy shops are sold or
recycled, to make money for development
and campaigningwork to help improve lives
around the world.
3 • Students read the questions carefully first.
• They look in the text and find the answers.
• They compare answers in pairs.
• Check answers as a class.
T66
Grammar CLIL Grammar in context:
Maths
Future time expressions
5 • Students work individually and choose the
Lesson objectives
correct answers.
In this lesson students will: • They compare answers in pairs.
• learn a set of future time expressions
• learn / revise would like / wouldn’t like 6 2.33
• read a short text about maths problems
• Students work individually and solve the
Warmer three maths problems.
Write the sentence It will grow a lot on the • They compare answers in pairs.
board with the words in the wrong order: • Play the CD. Students listen and check
lot it a grow will. Students work in pairs and
write the sentence with the words in the their answers. (The answers are also given
correct order. Remind students that will can at the bottom of the page.)
also be contracted.
CLIL task
1 • Students read the information in the table
Students use the internet to do the task.
and answer the question.
• They compare answers in pairs. Pronunciation lab: Difficult sounds: /s/
• Check the answer as a class. Point out that at the beginning of words, page 125
we never use will after when. Digital course: Interactive grammar table
2 • Complete the first sentence with the whole Study guide: page 71
class to demonstrate the activity (When we’re 2.33 Audioscript, exercise 6
in Paris, we’ll go shopping.).
• Point out that not all the sentences contain Boy: Problem A. Bananas are 1.20 euros a kilo,
when so the present simple is not always apples are 2.50 euros a kilo, and pears are 2.20
the correct form of the verb. Highlight that all euros a kilo. You are going to buy half a kilo of
the sentences are predictions about a trip to bananas, a kilo of apples, and a kilo of pears. Will
Paris. a five-euro note be enough to pay for them?
• Students work individually to complete the Girl: No, five euros won’t be enough to pay for
sentences with the correct form of the verbs the fruit. Half a kilo of bananas cost 60 cents. The
in brackets. cost of all the fruit is 60 cents plus 2.50 plus 2.20
• They compare answers in pairs. which equals 5.30 euros.
• Check answers as a class. Boy: Problem B. Sue gets 100 euros for her
birthday. She’s going to spend 36.99 euros on a
3 • Students complete the task individually. camera and 12.50 euros on a DVD. How much
change will she have?
• They compare answers in pairs. Girl: Sue spends 36.99 plus 12.50 which equals
• Listen to their ideas as a class. Make sure 49.49 euros. Her change from a hundred euros
is a hundred minus 49. 49 which equals 50.51
they use I’ll. euros.
Boy: Problem C. You’re going to go on holiday
would like to the USA and you’d like to change 200 euros
into dollars. 1 euro equals 1.5 dollars. How many
4 • Students read the information in the table dollars will you get when you change this number
of euros?
and the example sentences. Girl: When you change 200 euros into dollars,
• Explain the task. A tick means an affirmative you’ll get 200 times 1.5 which equals 300 dollars.
sentence and a cross means a negative
sentence.
• Students work individually to complete the
exercise.
• They compare answers in pairs.
• Check answers as a class.
T 67
UNIT
6
Grammar CLIL Grammar in context:
Maths
Future time expressions
5 Read the maths problems and circle the
Exercise 1 time expressions + will, when + will correct answers for 1–8. Exercise 5
the present
simple When we make predictions about the future with will, A Bananas are 1.20 euros a kilo, apples 1 to buy
we often use time expressions like: are 2.50 euros a kilo, and pears are 2 be
Exercise 2 tomorrow next week this summer one day soon 2.20 euros a kilo. You are going 3 ’s going to
1 When we’re I’ll be rich one day! (1) a buy / to buy / buying half a kilo of 4 will she have
We use phrases with when like this: bananas, a kilo of apples, and a kilo of 5 ’re going to
in Paris, pears. Will a five euro note
we’ll go When I go shopping, I’ll buy some new shoes. (2) it is / it be / be enough to pay go
shopping. When I’ll go shopping, I’ll buy some new shoes. for them? 6 like to
2 I’ll try lots 7 will you get
of different 1 Study the table. In sentences about the future, B Sue gets 100 euros for her birthday. 8 change
clothes on, which tense do we use after when? She (3) will to / going to / ’s going to
but I won’t spend 36.99 euros on a camera and
buy them all! 2 Copy and complete the sentences with the correct 12.50 euros on a DVD. How much
3 When we form of the verbs in brackets. change (4) she will have / will she
feel tired, have / will have she ?
we’ll find a 1 When we … (be) in Paris, we … (go) shopping.
café. 2 I … (try) lots of different clothes on, but I … (not C You (5) going / going to go / ’re going
4 I’ll have a to go on holiday to the USA and you’d
drink and a buy) them all! (6) like / like to / would like change
sandwich. 3 When we … (feel) tired, we … (find) a café. 200 euros into dollars. 1 euro = 1.5
4 I … (have) a drink and a sandwich. dollars. How many dollars (7) will you
Exercise 3 get / you’ll get / will get when you
students’ own 3 Make predictions about your future. Use these (8) will change / are going to change /
answers phrases to help you. change this number of euros?
Exercise 4 get a job go to university buy a car
1 He wouldn’t travel round the world get married learn to drive
like to have 1 When I’m 18, I … 3 When I’m 25, I …
short hair. 2 When I’m 20, I … 4 When I’m 30, I …
2 Sarah would
like to play would like
the guitar.
3 Mrs Smith would like + infinitive 6 2.33 Can you solve the three maths
wouldn’t like We use would like to mean want. We use the infinitive problems? Listen and check your
to go on a with to after it. answers.
rollercoaster.
4 Neil and Liz affirmative and negative Answers
would like to I’d like to borrow your pen. A: No, five euros won’t be enough. Half a kilo of
get married. Tom wouldn’t like to miss the concert.
bananas cost 0.60 euros. The cost of the fruit
questions and short answers is 0.60 + 2.50 + 2.20 = 5.30 euros.
Would you like to take the dog for a walk? B: 100 – (36.99 + 12.50) = 50.51 euros
Yes, I would. / No, I wouldn’t. C: 200 x 1.5 = 300 dollars
4 Study the table. Write sentences using would like CLIL TASK
(✔) or wouldn’t like (✘).
Go online. Find three maths problems.
I / forget your birthday ✘ Can you do them?
I wouldn’t like to forget your birthday.
1 He / have short hair ✘
2 Sarah / play the guitar ✔
3 Mrs Smith / go on a rollercoaster ✘
4 Neil and Liz / get married ✔
2.34–2.35 Pronunciation lab: Difficult sounds: /s/ at the beginning of words, page 125
Digital course: Interactive grammar table Study guide: page 71 67
xx
All about pocket money Doing odd jobs around
the house is a great way
to earn extra money.
WHERE DO BRITISH TEENAGERS
GET THEIR MONEY FROM?
20% * Parents and neighbours pay some children to do
‘odd jobs’. These are chores such as doing the ironing,
10% 60% cutting the grass or washing the car.
10% ** Many British children over the age of thirteen have
got Saturday jobs in places like shops or sports centres.
Saturday jobs** presents
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
Expressing numbers as percentages or Exercise 3
Exercise 1 fractions 3 2.36 Listen to a radio programme about Lily
pocket money. Who doesn’t get money from
Saturday Amounts can be given as percentages. his or her parents? Exercise 4
Exercise 2 Percentages can be expressed in the following age
Ben: 13
1 False ways. 4 Listen again. Copy and complete the table in Harry: 15
Many your notebook.
teenagers 10% = a tenth 50% = (a) half way of
have making
Saturday 25% = a quarter 75% = three-quarters money
jobs. Ben: does
33.3% = a third 100% = all way of what he / she chores around
2 False age making does with the house
Children Step 1: Read name money Lily: works in a
over the age Ben money restaurant
of 13 have 1 -PPL BU UIF NBHB[JOF BSUJDMF 0O XIBU EBZ PG UIF buys sweets
part-time week do some teenagers work? Lily 16 and computer what he / she
jobs. games does with
2 Are the sentences true or false? Correct the money
3 True false sentences. Harry does odd Lily: buys
4 False jobs for clothes
1 Teenagers only get money from their parents. people Harry: saves it
More 2 Children aged 11 and 12 have part-time jobs.
boys buy 3 Teenagers spend most of their pocket money
computer
games than on sweets and chocolate.
girls. 4 More girls buy computer games than boys.
5 True 5 Boys spend less money on mobile phones
than girls.
68
Integrated skills Step 2: Listen
All about pocket money 3 2.36
Lesson objectives • Play the CD. Students listen and write the
answer in their notebooks.
In this lesson students will:
• work on all four skills • Check the answer as a class.
• read a magazine article
• listen to a radio programme about pocket 4 • Students copy the table into their notebooks.
money • Play the CD again. Students listen and
• write a personalized dialogue complete the table.
• act out their dialogue
• Students compare answers in pairs.
Warmer • Check answers as a class.
Ask students to look at the pictures of what 2.36 Audioscript, exercise 3
teenagers in the UK spend their money on.
Elicit as much vocabulary from the class as Presenter: Hi and welcome to the Money Show!
possible to describe the items in the pictures This week we’re talking about pocket money –
and write the words on the board (sweets, how much you get, how you get it and what you
a computer game, nail polish, shoes). Ask spend it on. We’re going to take some calls from
students what other things they think British listeners now and, to start with, I think we’ve got
teenagers spend their money on and write Ben on line 1. Hi Ben.
their suggestions on the board. Ben: Hi.
Presenter: You’re 13 years old, right?
Skills builder Ben: Yeah.
Presenter: Do you get any pocket money from
Expressing numbers as percentages or your parents?
fractions Ben: Yes, I do. But my mum and dad also pay me
Focus on the information in the Skills builder for doing chores around the house sometimes.
box. Highlight that amounts can be given Presenter: I see. What do you spend your
as percentages or fractions. Books closed. money on?
Write 25%, a half, three-quarters, 10% on Ben: Sweets and computer games mainly. My
the board. Ask students to express the parents buy all my clothes.
percentages as fractions and the fractions as Presenter: OK. Thanks a lot, Ben. Let’s go to
percentages (a quarter, 50%, 75%, a tenth). line 2 now, where we’ve got our next caller –
Then ask them what 20% and 33.3% are in Lily, who’s 16. Do your parents give you pocket
fractions and elicit a fifth and a third. money, Lily?
Lily: No, they don’t. But I have a Saturday job in
Step 1: Read a restaurant and I get £20 a week from that.
Presenter: Do you save your money or spend it?
1 • Students read the question carefully first. Lily: Spend it – on clothes usually.
Presenter: So you don’t put any money in the
• They read Lucy’s speech bubble and the bank?
text. They find the answer to the question. Lily: No!
Presenter: OK. Now we’ve got another caller
• Check the answer as a class. on line 3. Harry, you’re 15 years old and you’ve
found a great way to earn money in your free
2 • Students read the sentences first. time. Can you tell us about it?
Harry: Yes. I do odd jobs for other people –
• They look in the text and decide if the shopping, posting letters … that kind of thing.
statements are true or false. Presenter: What made you start doing odd jobs?
Harry: My parents didn’t give me enough pocket
• They compare answers in pairs and correct money!
the false statements. Presenter: I see! Do you spend the money you
earn?
• Check answers as a class. Harry: No, I don’t. I save it.
Presenter: Very sensible! Now it’s time for some
music …
T68
Integrated skills – continued
Asking for a favour Step 4: Communicate
5 2.37 9 • Students practise their dialogues in pairs.
• Students read the dialogue first. • For extra practice, they swap roles in both
• Play the CD. Students listen and follow the dialogues.
text in their books. They write answers 1–4 in 10 • Choose some pairs to act out their dialogue
their notebooks.
• They compare answers in pairs. for the class.
• Check answers as a class. • Students raise their hand if another pair has
6 • Play the CD again, pausing after each the same thing they want to buy as the item
they have chosen. This will encourage them
question or statement and each response for to listen carefully to their classmates.
students to repeat as a class.
• Note the main stress and the rising intonation Integrated skills: Workbook page 116
in the yes / no questions: Can I ask you a
favour? Could you lend me three pounds?
• Note the falling tone in the wh- questions:
What is it? Why don’t you earn the money
instead?
• Ask students to repeat the dialogue several
times both chorally and individually with the
correct stress and intonation.
• Students practise the dialogue in pairs. Then
swap roles and practise the dialogue again.
Step 3: Write
7 • Students work individually. They copy the
phrases and questions in bold from the
dialogue into their notebooks.
• They think of something they want to buy
(not a CD) and a different way of earning
money.
8 • Ask students to look at the Communication
kit: Asking for a favour. Encourage them
to use these questions when writing 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.
T69
UNIT
6
ASKING FOR A FAVOUR
Hi Dad. Can I ask you a favour? OK. What is it?
Could you lend me (1) … , please?
Why?
I want to buy a (2) …
(3) … , but I’ve already got 10. How much does it cost?
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.
Exercise 5 5 2.37 Listen to Lucy talking to her dad. Step 4: Communicate
Complete 1–4 in your notebook.
1 three 9 Work in pairs. Take turns to practise your
pounds 6 Listen again and repeat. Practise your dialogues.
intonation.
2 CD Hi … Can I ask you a favour?
3 Thirteen Step 3: Write OK. What is it?
pounds 7 Copy the phrases and questions in bold in your 10 Act your dialogue for the class.
4 wash the car notebook. Then think of something else you
want to buy and another way of earning the COMMUNICATION KIT
money to buy it.
Asking for a favour
8 Write a new dialogue. Write both parts. Use the Can I ask you a favour?
dialogue in exercise 5 to help you. Could / Can you … ?
Is it OK if I … ?
Hi … Can I ask you a favour? Would you mind doing / cleaning / helping me
OK. What is it? with … ?
Integrated skills: Workbook page 116 69
Writing 3 Bennett Road
Bolton
An informal letter BL7 4PJ
Friday 15 April
Exercise 1
Dear Grandma and Grandad,
Paul and ten Thank you very much for my birthday present! I love my new trainers. I’m
of his friends wearing them right now! They fit me perfectly.
are going to a IFwgvmh’meoioeryri’usrngyfetsago,egvtgite.nooooMngouicndrotuoigotfmaemtmhtobeaaiytuvgn!befrdoIrge’limeecDltoirnayandutvbdbhssiaiteebrera.otbrhhhIuenoedigmwatchhhyoltatienompmtgeeajieosnvrageitbnlsylneootuiotywmnosgmilmenil,nayowggttherrhe–reero’olaltutwIhtopstorwnehboueinenibgwnckachtab.eDthhulWnyeVastewrDetae’s’afrsi.ttetbe’MscfeorghSncryoaoaamibntourufgysniorlem.dbttohTaihreahyete.rhetadinmists,annay’y’ttt,
bowling alley in so I’d like to watch one of them.
the afternoon. I’ll see you next month! Thanks again for the present.
Then they’re
going to eat Love from,
at a burger Paul
bar. In the
evening they’re 1 2.38 Read and listen to the letter. What is 4 Change the words in blue to subject or object Exercise 4
probably going Paul going to do for his birthday party? pronouns.
to watch a 1 them
film at Paul’s 2 Look at the sentences from the letter. What or 1 If I find some cheap DVDs, I’m going to buy 2 it
house. who do the words in blue refer to? the DVDs. 3 he
4 her
Exercise 2 1 I’m wearing them right now! 2 Lucy doesn’t like football because she isn’t
2 I’m going to have my birthday party very good at football.
1 Paul’s new
trainers tomorrow. 3 I want to buy a CD for Tim’s birthday, but I
3 He isn’t very good at it! don’t know what music Tim likes.
2 Paul 4 I’ll invite him to join us.
3 bowling 5 We’ll probably watch a film. 4 Amy didn’t know where to go swimming, but
4 Paul’s 6 I’ll see you next month! someone told Amy about the new sports
centre.
brother 3 Copy and complete the sets of pronouns in the
5 Paul, ten of Writing focus. Writing task:
his friends WRITING FOCUS Write an informal letter.
and Paul’s
brother Using pronouns Plan Imagine that it was your birthday
6 Paul’s yesterday and you’re writing to thank a
grandmother We use pronouns to avoid repeating names and relative for their birthday present and tell
and them about your birthday party. Decide what
grandfather nouns. present they bought you and think of three
plans for your party.
Exercise 3 Subject pronouns:
Write Write an informal letter to your
1 he I you (1) … she it we (2) … relative to thank them and tell them about
2 they Object pronouns: your plans. Write three paragraphs.
3 you
4 it me (3) … him her (4) … us them Check Check your writing.
Molly hates shopping. She prefers playing ✔ subject and object pronouns
computer games. ✔ use of future verb forms
That’s a nice t-shirt. Why don’t you buy it? ✔ ‘Dear …’ at the start, your name at
the end
70 Build your confidence: Writing reference and practice. Workbook page 130
Writing Extra activity
An informal letter Write these sentences on the board: 1 Lucy
is my best friend. I’m going to buy Lucy a
Lesson objectives present. 2 Peter wants to buy a new bike.
He doesn’t know where to buy a new bike.
In this lesson students will: 3 I watched a good film last night. The film
• read an informal letter was really scary. Students rewrite the second
• use pronouns to avoid repeating names sentences using pronouns (her, it, It).
and nouns Writing task
• write an informal letter
The aim of this activity is for students to write
Warmer an informal letter with Dear … at the start and
the writer’s name at the end that includes the
Write birthday party on the board. Elicit from correct use of subject and object pronouns
the class ideas of things to do for a birthday and future verb forms. Ask the students to
party, eg going to a concert. Write students’ follow the stages in the Student’s Book.
suggestions on the board and ask them to vote At the Check stage, ask them to swap
for their favourite suggestion. notebooks and check each other’s writing.
1 2.38 Writing reference and practice: Workbook page 130
• Read the question aloud to the class.
• Play the CD. Students listen and follow the
text in their books.
• Check the answer as a class.
2 • Explain that this exercise focuses on
pronouns and how we can use them to avoid
repeating names and nouns.
• Students read the sentences, look in the text
and say what or who the pronouns refer to.
• They compare answers in pairs.
• Check answers as a class.
3 • Read the example sentences in the Writing
focus box aloud to the class and highlight
that we use pronouns to avoid repeating
names and nouns.
• Students work individually and complete the
sets of subject and object pronouns.
• They compare answers in pairs.
• Check answers as a class.
4 • Explain the task.
• Students change the words in blue to subject
or object pronouns.
• They compare answers in pairs.
• Check answers as a class.
T 70
Study guide
Grammar, Vocabulary and Speaking
Tell the students the Study guide is an Vocabulary
important page which provides a useful
reference for the main language of the unit: the • Tell students to look at the list of vocabulary
grammar, the vocabulary and the functional and check understanding.
language from the Integrated skills pages.
Explain that they should refer to this page when • Refer students to the Wordlist on page 151
studying for a test or exam. of the Workbook where they can look up any
words they can’t remember.
Grammar
Speaking
• Tell the students to look at the example
sentences of be going to. Make sure they • Check that students understand the phrases
understand how to form the affirmative, to use for asking for a favour.
negative, questions and short answers.
• Tell students to act out a conversation
• Then tell students to look at the example between two people who are asking each
sentences of will and be going to. Ensure other for a favour.
they understand when to use each structure.
Get students to translate into their own Additional material
language if necessary.
Workbook
• Tell students to look at the example sentence
for time expressions with will and the • Progress check page 54
example sentence for when + will. Make • Self-evaluation page 55
sure students understand how to use time • Grammar reference and practice pages
expressions with will and how to use when +
will to make predictions about the future. 94–95
• Vocabulary extension page 107
• Tell students to look at the example • Integrated skills page 116
sentences of would like and make sure • Writing reference and task pages 130–131
they understand the meaning of would like
and how to form the affirmative, negative,
questions and short answers.
• Refer students to the Grammar reference
on pages 94–95 of the Workbook for further
revision.
Teacher’s Resource File Tests and Exams
• Basics section pages 35–40 • Unit 6 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 23–26 • CEFR Skills Exam Generator
• Translation and dictation pages 7, 17 • End-of-term test: Basic, Standard and Extra
• Evaluation rubrics pages 1–7
• Key competences worksheets pages 11–12
• Culture and CLIL worksheets pages 21–24
• Culture video worksheets pages 11–12
• Digital competence worksheets pages 11–12
• Macmillan Readers worksheets pages 3–4
T 71
UNIT
6
Study guide
Grammar Vocabulary
be going to
Jobs and chores
affirmative
I’m going to buy a magazine with my pocket babysit lay the table
money.
negative clean the windows make the beds
We aren’t going to go on holiday this year.
questions deliver newspapers pet sit
Are you going to get a part-time job?
short answers do the gardening take dogs for walks
Yes, I am. / No, I’m not.
do the ironing tidy your room
will and be going to
do the washing-up wash cars
We use will to talk about future predictions or
decisions we make at the moment of speaking. Money and shopping
I’ll take the bus home!
We use be going to to talk about future plans borrow lend spend
and intentions.
I’m going to the cinema with Jack tomorrow. buy lose swap
time expressions + will, when + will collect pay for win
tomorrow next week this summer one day
soon cost save
I’ll see you tomorrow!
When I go on holiday, I’ll buy some souvenirs. earn sell
would like Speaking
would like + infinitive Asking for a favour
We use would like to mean want. We use the
infinitive with to after it. Can I ask you a favour?
affirmative Could / Can you … ?
I’d like to visit Canada. Is it OK if I … ?
negative Would you mind doing / cleaning / helping
Jess wouldn’t like to babysit. me with … ?
questions
Would you like to go shopping at the weekend? LEARNING TO LEARN
short answers
Yes, I would. / No, I wouldn’t. Study with a friend and practise the role-plays
on the Integrated Skills pages. Try inventing
your own dialogues too.
Progress check: Workbook page 54 Grammar reference: Workbook page 94 71
Step 1: Think Step 2: Listen and plan
Collaborative Step 3: Create Step 4: Evaluate
2Project
Making a poster Digital Literacy
TASK When you make a poster, remember to:
t JODMVEF JNBHFT UP NBLF ZPVS QPTUFS
Work in groups of three to make a poster look interesting.
about endangered animals. t VTF EJGGFSFOU GPOUT BOE DPMPVST
t MPPL VQ XPSET JO BO POMJOF EJDUJPOBSZ
Step 1: Think
2 Read the task. Which information would you
1 Look at the poster below. Find … include in a poster about endangered animals?
1 a photo t MJOLT UP PSHBOJ[BUJPOT UIBU QSPUFDU a description
2 facts about an endangered animal endangered animals of an
3 a description of an endangered animal endangered
4 a map t GBDUT BCPVU FOEBOHFSFE BOJNBMT animal
5 a link to more information t GBDUT BCPVU [PPT
t SFBTPOT XIZ UIF BOJNBMT BSF JO EBOHFS
facts about an t QIPUPT PG FOEBOHFSFE BOJNBMT
endangered t N BQT
animal t B MJTU PG FOEBOHFSFE BOJNBMT
The Iberian lynx is Europe’s This is the loggerhead turtle.
most endangered mammal. It is an endangered animal.
IBERIAN LYNX FACTS LOGGERHEAD TURTLE FACTS
r They are a kind of wild cat. r They are 90–240 cm long and they can weigh 450 kg.
r The head and body are 85–110 cm long. r They live in the Atlantic, Pacific and Indian Oceans,
They weigh 9–13 kg. and in the Mediterranean Sea.
r There are only about 300 lynx now. r Turtles can live for 67 years.
r They are yellow and they have got brown r They eat plants and fish – they are omnivorous.
r They come onto the land to have babies. They lay eggs.
spots.
r They eat meat. Why are they in danger?
r They live in Spain. r Humans kill turtles for their shells
Why are they in danger? and their eggs.
r Many lynxes die from hunger. They eat r Tourists disturb the turtles when
rabbits, but there aren’t as many rabbits they are laying their eggs.
now. r Many baby turtles die before they
r People kill them.
r People build houses and farms. They are get to the sea.
destroying many of the places where the r Many turtles die in fishing nets.
lynxes live.
When you make a poster, remember to:
a photo a map t research the topic and decide what information to
72
include
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
a link to more
information
Collaborative project 2
Making a poster 2 • Check students understand all the items.
Lesson objectives • Briefly discuss the advantages or
disadvantages of using each item, eg links
In this lesson students will: to organizations that protect endangered
• make a poster about endangered animals animals would enable people to find out
• read a poster and answer questions more information after reading the poster.
about it
• listen to a group planning a poster
• read and complete a conversation extract
Warmer
Play a guessing game with the class. Tell
students you are thinking of an animal. They
have to ask questions to find out what it is,
but you can only answer yes or no. Elicit
examples of questions and write them on the
board, eg Has it got a tail? Does it live in a
hot country? Does it walk on four legs? Does
it live in the sea? Is it an insect? After playing
a few rounds as a class, students continue
the game in pairs or groups.
TASK
Read the task with the class and check
students understand.
Step 1: Think
1 • Briefly discuss making posters with the class.
What makes a poster interesting? What types
of information can you include? What things
can you include, eg photos, graphs, maps?
How can you organize the information?
• Read the list of items students have to
identify and help with any vocabulary.
• Ask students to read the information and find
an example of each item.
• Check answers as a class. Ask if there are
any other items which could be included in
the list.
• Read the Digital literacy box with the class
and check students understand.
• Point out that posters are more interesting
when you include different types of
information and that it is important to make
the poster look attractive and edit the
material carefully.
T 72
Step 2: Listen and plan Step 4: Evaluate
3 2.39 7 • Look at the assessment grids located at the
• Ask students to read the questions carefully. end of the Key competences section in the
• Play the CD. Students listen and answer the Teacher’s Resource File with the class.
• Read through the different options and help
questions. with any vocabulary as necessary.
• Check the answers as a class. • Students complete their self-evaluation. Give
help if necessary.
4 • Students read the conversation extract and
Extra activity
complete it in pairs.
• Play the CD again. Students listen and check In pairs or groups, students make a wordmap
of vocabulary related to endangered animals.
their answers. They discuss how to organize the vocabulary
• Check answers as a class. Students practise and what vocabulary to include. They then
make a poster of the wordmap.
the conversation in groups.
2.39 Audioscript, exercise 3
5 • Read the Useful language box with the class
Edu: OK, let’s choose an animal each. I’d like to
and help with any vocabulary. write about the Javan rhinoceros.
• Practise as necessary. Elicit other examples Sonia: I’d like to do the giant panda.
Mario: And the western lowland gorilla for me.
of each phrase, eg How shall we find Sonia: OK. What information shall we include?
information? Let’s put the information in Mario: Let’s give some facts about each animal.
speech bubbles from the animals. Edu: Good idea! And let’s give reasons why
• Students work in groups of three and plan each animal is in danger. What do you think,
their posters. Ask one or two groups to report Sonia?
back to the class to explain their plans. Sonia: Yes, that’s a good idea. Let’s include
some facts about zoos and the work they do.
Step 3: Create Mario: No, that’s too difficult.
Sonia: OK. What about adding photos of the
6 • Read the three steps with the class to give animals? And we can have maps to show where
they live.
students a clear idea of what they have to do. Mario: Great idea! So, we’ve got three tasks –
• Monitor while they are working and give help finding facts about animals, finding reasons why
they are in danger, and finding photos and maps.
if necessary. Edu: How shall we share the tasks?
Mario: I can find some facts about the three
Share information animals.
Students share their information. They look at Sonia: I know – why don’t we do each task for
the original sources and check they haven’t our own animal? Then the work is equal.
copied any information directly. They discuss Mario: Yes, I think that’s more interesting. Do
if they need to change anything and how to you agree, Edu?
improve their work. They check they have Edu: OK, let’s do that.
everything they need and they check for errors. Sonia: OK, so when shall we meet to share our
information?
Create the poster Edu: Tomorrow?
Each group creates their poster. Encourage
them to be creative and try to make the poster
as interesting as possible. Remind them to use
their own words and to check for errors. Help
as necessary.
Show and tell
Each group shows their poster to the class. Allow
time for the other students to ask questions. If you
prefer, a few groups can show their posters over
several different classes or you can display all the
posters on the class walls as an exhibition. If you
like, the class can vote for their favourite poster.
T73
Exercise 3 Step 2: Listen and plan 5 Work in groups. Plan your poster.
1 Javan 3 2.39 Listen to Sonia, Mario and Edu doing t Choose which endangered animals you want
rhinoceros the task. Answer the questions. to make your poster about
giant panda
western Western Lowland Gorilla Iberian lynx t Decide what information to include and how
lowland Siberian tiger loggerhead turtle giant panda to organize it.
gorilla
Javan rhinoceros t Make a list of tasks and decide how to share
2 They decide the work.
to include 1 Which three animals do they choose?
facts about 2 Which items from exercise 2 do they decide t Decide when to meet again to share your
endangered information.
animals, to include?
reasons Step 3: Create
why the 4 Complete the conversation extract with the
animals are words in the box. Listen again and check. 6 Follow the steps to create your poster.
in danger,
photos of think idea shall great let’s what Share information
endangered Read or listen to each other’s work. Discuss
animals and Sonia: OK. What information (1) … we include? your work. Check these things.
maps. Mario: (2) … give some facts about each t 8IBU DBO ZPV JNQSPWF
t )BWF ZPV HPU BMM UIF JOGPSNBUJPO ZPV OFFE
Exercise 4 animal. t )BWF ZPV HPU QIPUPT
NBQT
FUD
Edu: Good idea! And let’s give reasons why t *T UIF HSBNNBS BOE WPDBCVMBSZ DPSSFDU
1 shall t *T UIF TQFMMJOH BOE QVODUVBUJPO DPSSFDU
2 Let’s each animal is in danger. What do you
3 think (3) … , Sonia? Create the poster
4 idea Sonia: Yes, that’s a good (4) … . Let’s include Put all your information on the poster. Add
5 What some facts about zoos and the work any photos or maps. Decide the final layout.
6 Great they do. Then check the grammar, punctuation and
Mario: No, that’s too difficult. spelling again.
Sonia: OK. (5) … about adding photos of the
animals? And we can have maps to Show and tell
show where they live. t 4IPX UIF SFTU PG UIF DMBTT ZPVS QPTUFS
Mario: (6) … idea!
Answer any questions.
Step 4: Evaluate
7 Now ask your teacher for the group and
individual assessment grids.
useful language
What do you think?
I think …
Yes, that’s a good idea. /
No, that’s too difficult / boring.
What (facts) shall we include?
How shall we (share the tasks)?
Let’s (give some facts).
Why don’t we (add a video clip)?
When shall we (meet)?
73
UNIT
7 journeys
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 feature article
vocabulary related to transport and verbs of about Amish teenagers CLC CAE SCC
movement (1) CLC CMST SCC
• understand and correctly use the present • look online for information about the Amish and
perfect, draw parallels to L1, ask questions share with the class CLC DC CAE SIE
and give short answers using the present
perfect, and produce a short speaking activity • identify specific information in a presentation
CLC L2L SIE about electric bicycles CLC CMST SCC
• about journeys in the USA and compare with
journeys in their country CLC SCC CAE CMST • read information about trams in Manchester, listen
• about transport by watching a short video CLC to short dialogues about transport and learn how
CMST SCC DC
to ask for travel information CLC CMST SCC CAE
• write a blog post CLC DC SIE L2L
• prepare for and do a speaking exam about a
prepared topic CLC SIE L2L
Linguistic contents Skills
Main vocabulary Reading
• Transport: bicycle, plane, shop, • Read a feature article about Amish teenagers
• Read a text about Route 66
etc • Read information about trams in Manchester
• Verbs of movement (1): sail, climb, • Read a blog post
fly, etc Writing: Interaction and production
• Write a personalized dialogue about asking for travel
Grammar
• Present perfect: affirmative, information
• Write a blog post in three steps: plan, write, check
negative, questions and short • Learn how to use really and a bit
answers
Listening
Functional language • Listen to a TV programme about electric bicycles
• Phrases for asking for travel • Listen to short dialogues about journeys
information Spoken interaction
• Phrases for answering questions • Ask and answer questions about different forms of
about a prepared topic transport you use
• Exchange information about activities you have done
Pronunciation
• Difficult sounds: /́/ and /iڴ/ Spoken production
• Prepare and act out a dialogue about asking for travel
information
• Prepare and do a speaking exam talking about a prepared
topic
Lifelong learning skills Evaluation
• Unit 7 End-of-unit test: Basic, Standard and Extra
Self-study and • CEFR Skills Exam Generator
self-evaluation
• Study guide: External exam trainer
• Speaking: Talking about a prepared topic
Student’s Book page 83
• Progress check and self- Digital material
evaluation: Pulse Live! Digital Course including:
Workbook pages 62–63 • Interactive grammar tables
• Grammar reference and practice: • Audio visual speaking model: Asking for travel
Workbook pages 96–97
• Wordlist: Workbook pages information
151–157 • Audio visual cultural material: Transport
Student’s website
Learning strategies
and thinking skills Digital competence
• Listening for key words
• Web quest: The Amish
Cultural awareness • Digital competence worksheet: Presentations
• Journeys in the USA – Route 66
• Comparing long car journeys in Reinforcement material
the USA with long car journeys in • Basic worksheets, Teacher’s Resource File pages 41–46
students’ own country • Vocabulary and Grammar: Consolidation worksheets,
Cross-curricular Teacher’s Resource File pages 27–28
contents
• The Amish, electric bikes,
Route 66
• Language and literature: reading
and writing a blog post
• ICT: searching the internet for
information
Key competences Extension material
CLC Competence in linguistic • Fast-finisher activity: Student’s Book page 75
communication • Extra activities: Teacher’s Book pages T82
CMST Competence in mathematics, • Vocabulary and Grammar: Extension worksheets,
science and technology
DC Digital competence Teacher’s Resource File pages 29–30
SCC Social and civic
competences Teacher’s Resource File
CAE Cultural awareness and
expression • Translation and dictation worksheets pages 8, 18
L2L Learning to learn • Evaluation rubrics pages 1–7
SIE Sense of initiative and • Key competences worksheets pages 13–14
entrepreneurship • Culture and CLIL worksheets pages 25–28
• Culture video worksheets pages 13–14
• Digital competence worksheets pages 13–14
• Macmillan Readers worksheets pages 5–6
U7
UNIT
7 JOURNEYS
THINK ABOUT IT
What’s your favourite form of
transport? Why?
Vocabulary and Speaking
Transport
1 2.40 Listen and repeat the different forms of transport. Which do you use the most?
bicycle motorbike plane ship horse and carriage coach tram lorry yacht
caravan the Underground helicopter ferry hot-air balloon
7 COOL WAYS TO GET AROUND!
The Amish people don’t use Lisbon is famous for its The best way to see the You get a great view of the
cars. They prefer to travel the green form of public Greek islands is by (3) … . Sahara Desert in a (4) … !
old-fashioned way by (1) … . transport – the (2) … .
Exercise 2 These Irish travellers live in a (5) … In London, the quickest way to get Chinese people like travelling by (7) …
and take it with them wherever around is on (6) … , which is also because it’s cheap and healthy.
they go! called the Tube.
1 horse and 2 2.41 Read and listen. Complete the EXPRESS YOURSELF
carriage sentences with words from exercise 1.
2 tram
3 yacht 3 Answer the questions. 4 Which form of transport do you use in these Exercise 4
4 hot-air situations? Write sentences.
Which form or forms of transport … students‘ own
balloon 1 carries large, heavy things from one place to I go to school by bicycle. answers
5 caravan 1 go to school
6 the another? 2 go shopping
2 transports people by air in an emergency? 3 go to the beach
Underground 3 is a fast, noisy vehicle for one or two people? 4 visit your friends
7 bicycle 4 carry people and cars on short journeys 5 go on holiday
Exercise 3 across the sea? 5 Work in pairs. Ask and answer questions about
1 lorry 5 takes large groups of passengers on long the different forms of transport you use.
2 helicopter
3 motorbike journeys by road? How do you go to school?
4 ferry I go to school by bicycle.
5 coach LOOK!
I love travelling by ship.
My mum goes to work by bus.
74 Vocabulary extension: Workbook page 108
Vocabulary and Speaking
Transport 3 • Students work individually and answer the
Lesson objectives questions using the words from exercise 1.
• They compare answers in pairs.
In this lesson students will: • Check answers as a class. Note that a coach
• learn / revise words related to transport
• ask and answer questions about which is used for long-distance journeys while a
bus is used for short journeys and journeys
forms of transport they use within a city.
Warmer Look!
Write the word transport on the board. Ask students to read the example sentences
Students work in pairs and make a list of all in the Look! box. Highlight that we use the
the forms of transport they know. Set a time preposition by with forms of transport: by
limit of two minutes. Listen to their ideas as a car, by plane, etc. Point out that the only
class and make a list on the board (car, bus, exception to this is on foot, which is used to
train, etc). mean walk, eg I go to school on foot.
Think about it EXPRESS YOURSELF
Students work in pairs and discuss the 4 • Students work individually and write
questions. Get feedback from the whole
class. sentences.
1 2.40 5 • Nominate two students to read aloud the
• Students read the words in the word pool. example question and answer.
• Play the CD. Students listen to the different • Students work in pairs and ask and answer
forms of transport and repeat them. the questions in exercise 4.
• They answer the question. • Listen to some pairs as a class.
• Listen to their ideas as a class.
Vocabulary extension: Workbook page 108
Language note
The Underground almost always refers to
the London underground railway. Other
cities around the world (eg Madrid, Paris,
Moscow, Budapest) have a metro. The New
York underground railway system is called
the subway. In British English a subway is
a passage for pedestrians under a road or
railway line.
2 2.41
• Students work individually.
• Play the CD. Students listen and follow the
text in their books.
• They complete the sentences using the
words from exercise 1.
• They compare answers in pairs.
• Check answers as a class. Note the
pronunciation of yacht MĴW .
T 74
Reading Word check
Text type: A feature article Make sure students understand the words. Ask
them to translate them into their language. Note
Lesson objectives that in this context get on is used to talk about
how well someone has done a particular activity.
In this lesson students will:
• read a text about the Amish people of the 2 • This exercise gives students practice in
United States reading to locate specific information.
• scan the text and then read for specific • Students read the beginnings of the notes
information. and copy them into their notebooks.
• They look in the text and find the information
Recommended web links
to complete the notes.
www.channel4.com/programmes/living-with- • Students compare answers in pairs.
the-amish • Check answers as a class.
www.bbc.co.uk/religion/religions/christianity/ 3 • Students read the sentences carefully first.
subdivisions/amish_1.shtml
• Students look in the text and decide whether
Warmer the sentences are true or false. They correct
the false sentences.
Write on the board What’s the quickest form
of transport from London to Paris? Elicit from • Students compare answers in pairs.
the class possible forms of transport between • Check answers as a class.
the two capital cities from the previous lesson.
Students discuss the answer to the question 4 • Explain the task. Read the example sentence
in pairs. Listen to their ideas as a class. Then
explain that it’s quicker by train. If you go by aloud to the class.
plane, you have to travel a long way to the • Students work individually and write five
airport, then you have to check in and wait to
board the plane. The train goes from central sentences about how Andrew is different
London to central Paris. from most teenagers.
• Listen to their ideas as a class.
1 2.42
Finished?
• Students look at the picture of the people.
• Listen to students’ ideas about who the Encourage fast finishers to write three or four
sentences to answer the questions about
people in the photo are. Andrew’s visit to Britain. They should begin
• Play the CD. Students listen, follow the text by using the prompt in the book.
in their books and check their ideas. Web quest
• Check the answer as a class.
• Focus on the Did you know? box. Make sure Students find out more information about the
Amish. Highlight the Web quest tip.
students understand rollerblades and the
phrasal verb get around. Here it means to 1 • Ask students to open an internet web
move from one place to another.
browser such as Internet Explorer.
Language note Students open a search engine (eg
Google) and type in the subject of their
Highlight that Great Britain (England, search.
Scotland and Wales) is often referred to as
Britain. Remind students that the UK (the • Students find information about the
United Kingdom) includes England, Scotland,
Wales and Northern Ireland. Amish and make notes.
2 • They work in pairs and make a list of
information they have found.
• They present their findings to the class.
T 75
UNIT
7
Reading
A feature article
1 2.42 Who do you think the people in the picture are? Read and listen to check your ideas.
Exercise 1 JOURNEY INTO THE MODERN WORLD
They are Amish
teenagers. Channel 4 follows a group of Amish teenagers as they leave their
homes in the USA for the first time to travel to Britain.
Exercise 2
1 18 WHO ARE THE AMISH? or listen to rock music. He prefers
2 Mississippi
3 father, 12 The Amish are a group of people hunting with his bow and arrow and
brothers and in the USA who live very simply, ice-fishing. Andrew has lived in the
sisters
4 hunting with often on farms, far away from state of Mississippi all his life and
his bow and
arrow and big cities. They prefer the old- hasn’t been to a big city before. He’s
ice-fishing
5 to find out fashioned way of life and avoid never been to school either. His father
what life in
Britain is using a lot of modern gadgets. taught him at home with his 12
really like
They don’t have cars and brothers and sisters. THE TRIP
Exercise 3 First, Andrew is going to stay in
1 True usually travel around by horse Along with four other Amish London. He’ll stay with the family of
2 False and carriage. Amish teenagers teenagers, Andrew is about to go a British teenager who is interested
spend most of their time with on a journey to Britain which will in fashion and rap music and likes
Amish playing video games. During the
people their families. Girls do a lot of change his life forever. Andrew’s rest of his stay in Britain, Andrew will
usually travel household chores, like cooking curious to find out what life in have the chance to visit a night club,
around by and cleaning, while the boys help Britain is really like.‘I’ve read about go to a music festival and try some
horse and their fathers with jobs outside. the history of England in books, but traditional British sports.
carriage and
lots of Amish MEET ANDREW MILLER I’ve heard terrible things about the Watch Channel 4 on Friday at 8pm
teenagers to see how Andrew gets on!
use Andrew is 18. He’s never used a English,’ he says. When he goes back
rollerblades.
3 False computer, had a TV in his home home, he will decide whether or not
Andrew has
never had or owned a mobile phone. He he wants to continue living in the
a TV in his
home. doesn’t wear fashionable clothes Amish society.
4 False
Andrew has 2 Copy and complete the notes about Andrew. Word check Exercise 4
never been old-fashioned gadget household chore
to Britain Name: Andrew Miller hunting bow and arrow curious get on Possible
before. Age: (1) … answers
5 True Comes from: (2) … DID YOU KNOW? 1 He’s never
Family: (3) … Lots of Amish teenagers use
Hobbies: (4) … rollerblades to get around! used a
Reason for visiting Britain: (5) … computer.
4 How is Andrew different from most teenagers? 2 He’s never
3 Read the text again. Are the sentences true or Write five differences. had a TV in
false? Correct the false sentences. his home.
He doesn’t listen to rock music. 3 He’s never
1 Amish children help their parents at home. owned
2 Amish people don’t use any transport. FINISHED? a mobile
3 Andrew likes watching TV. phone.
4 Andrew has been to Britain before. Do you think Andrew will enjoy his trip to 4 He doesn’t
5 Andrew is going to stay with a British family. Britain? Why (not)? wear
I think he will enjoy his trip to Britain because … fashionable
clothes.
WEB QUEST 5 He’s never
been to
Find out more information about the Amish. When you find a school.
website with interesting
1 Make notes about: information, add it to 75
your favourites.
t The history of Amish people t Interesting facts
t Population t Their homes
2 Work in pairs. Share your information with the rest of the class.
Grammar 5 2.43 Complete the paragraph with the Exercise 5
present perfect form of the verbs in brackets.
Present perfect: affirmative Then listen and check. 1 has chosen
and negative 2 has lived
3 hasn’t been
use of the present perfect Living with the 4 has just
We use the present perfect to talk about things
in the past, when we don’t say exactly when they Amish arrived
happened. 5 have come
affirmative Charlotte is an 18-year-old student 6 has left
I’ve read about England in books. from Devon in England. A TV 7 hasn’t
He / She / It’s had lessons at home. producer (1) … (choose) her and
You / We / They’ve lived all their life in the USA. five other British teenagers to take brought
negative part in a programme called Living
Exercise 1 I haven’t visited a big city. with the Amish. Charlotte (2) …
a have, has He / She / It hasn’t used a computer. (live) away from home before, but
b -ed You / We / They haven’t travelled by plane. she (3) … (not be) to the USA.
She (4) … (just / arrive) at
Exercise 2 1 Look at the table and answer the questions. the airport in Ohio and
gone is very excited! Some
made a) What are ’ve and ’s short for? members of the Amish
seen b) What do we add to the end of regular verbs in family that she will be
done staying with (5) …
laughed the present perfect? (come) to meet her.
come Charlotte hasn’t
given 2 Read the spelling rules on page 83 and look at got much luggage
wanted the Irregular verbs list on page 126. Then write with her. She (6) …
thought the past participles of these verbs. (leave) her fashionable
clothes, her laptop
Exercise 3 go make see do laugh come give computer and her
1 have want think mobile phone at home.
2 He’s She (7) … (not bring)
3 seen 3 Read the sentences about Andrew Miller and her make-up with her
4 hasn’t choose the correct words. either because Amish
5 they’ve women don’t wear
1 His parents has / have allowed him to go to make-up.
Exercise 4 Britain.
1 gone 6 What have you done in your life so far? What
2 been 2 He’ve / He’s tried English food. haven’t you done? Write sentences.
3 been 3 He hasn’t seen / saw a football match.
4 gone 4 He isn’t / hasn’t called his parents in the USA. I’ve watched an English film.
5 His family are sad because they’ve / they’s
I haven’t been abroad.
missed him!
1 go abroad 4 meet a famous
LOOK! 2 eat Chinese food
3 travel by plane person
Andrew has gone to Britain. (He’s still there.) 5 ride a motorbike
Andrew has been to Britain. (He went there
in the past, but he isn’t there now.) ANALYSE
4 Complete the sentences with gone or been. We don’t use the present perfect with past
time expressions like yesterday and last
1 Fiona isn’t here. She’s … for a walk. year. What about in your language?
2 I haven’t … to Paris, but I’d love to go!
3 We’ve … in a hot-air balloon. It was great!
4 Scott hasn’t … to school yet. He’s still here.
2.44–2.45 Pronunciation lab: Difficult sounds: /́/ and /́ /, page 125
76 Digital course: Interactive grammar table Study guide: page 83
Grammar 3 • Point out that the correct sentences use the
Present perfect: affirmative present perfect form.
and negative • Students choose the correct words
Lesson objectives individually.
• They compare answers in pairs.
In this lesson students will: • Check answers as a class.
• learn / revise the present perfect
Look!
affirmative and negative
• compare the use of gone and been in the Students read the information in the Look!
box. Highlight the difference between gone
present perfect and been by writing Andrew has gone to
Britain on the board. Ask where he is now to
Warmer elicit that he is in Britain. Write Andrew has
been to Britain on the board. Ask where he
Write the sentence Andrew has never used a isn’t now to elicit that he isn’t in Britain.
computer on the board with the words in the
wrong order: computer Andrew never a used 4 • Students complete the sentences using gone
has. Students work in pairs and write the
sentence in the correct order. Invite students or been.
to come to the board and write the correct • They compare answers in pairs.
sentence. If there are any mistakes, invite • Check answers as a class.
other students to correct them. Point out
that we can also used the contracted form: 5 2.43
Andrew’s never used a computer.
• Point out that some of the verbs in this
1 • Students read the information and the exercise have irregular past participles.
example sentences in the table. • Students work individually to complete the
• Students work individually and answer the paragraph.
questions. • They compare answers in pairs.
• They compare answers in pairs. • Play the CD. Students listen and check their
• Check answers as a class.
answers.
Language note
6 • Read the example sentences aloud to the
Highlight that we use the present perfect to
talk about past experiences when we do not class.
say exactly when they happened. Compare • Students work individually to write sentences
He’s been to Paris (at some point in his life)
and He went to Paris in 2013 (a specific time about what they have and haven’t done in
is mentioned so the past simple is used). their lives so far using I’ve or I haven’t.
• Listen to their sentences as a class.
2 • Remind students that some verbs in English
Analyse
have irregular past participle forms, eg read,
read, read; have, had, had. Ask students to read the information about
• Elicit the past participle form of a regular English and compare it with their own
verb, eg visit, visited and highlight that the language.
past simple and past participle of regular
verbs are the same. Pronunciation lab: Difficult sounds: /́/
• Students work individually. They read the and /́ڴ/, page 125
spelling rules and look at the Irregular verbs
list. They then write the past participle forms. Digital course: Interactive grammar table
• They compare answers in pairs.
• Check answers as a class. Study guide: page 83
T 76
Vocabulary and Listening
Verbs of movement (1) 6 • Ask students to read the questions carefully
Lesson objectives first.
• Play the CD again. Students write their
In this lesson students will:
• learn some verbs of movement answers.
• listen for specific information • They compare answers in pairs.
• Check answers as a class.
2.48 Audioscript, exercise 5
Warmer Now, I’m not very fit and I don’t really like cycling.
So what am I doing on a bicycle? Well, this isn’t
Write car and bicycle on the board. Ask a normal bicycle. It’s actually an electric bicycle,
students to think of a verb or verbs that can or e-bicycle for short. It’s got a battery, and can
go with each word. Elicit answers from the go up to 25 kilometres an hour. And although you
class and write them on the board, eg drive a can use your own power, just as you can for a
car, ride a bicycle. normal bicycle, if you’re feeling tired – or, like me,
you’re just a bit lazy – you can relax and let the
1 2.46 bicycle do the hard work.
Now in China, electric bicycles are really popular,
• Play the CD. Students listen and repeat the with about 125 million of them on the road. In
verbs of movement. Europe, however, it’s a different story. People
still prefer to use their cars to get around, even
• Students look at the list of verbs. though they’re more expensive to buy and run
• They write down which of the verbs they can and are very bad for the environment.
But are electric bicycles really as easy to use as
do without any equipment. they sound? Today I’m going to find out. I’ve left
• They compare answers in pairs. my car at home and am on my way to work in
• Listen to their answers as a class. the centre of London on an e-bicycle! Well, it’s
a bit scary riding any kind of bicycle in central
2 • Explain the task. London with all this traffic. Oh, there’s a hill
coming up now – I’m going to switch the power
• Students work individually and complete the on. This is great – I’m overtaking all the other
sentences using the verbs from exercise 1. cyclists now! I bet they think I’m really fit! If I was
on a normal bicycle, I would definitely have to
• They compare answers in pairs. get off it and push it up the hill now. Right, here
we are. I made it to work! Phew!
3 2.47 Well, I definitely think electric bicycles are a
great invention and they really make cycling
• Play the CD. Students listen and check their possible for everyone. It doesn’t matter how old
answers to exercise 2. you are or how fit you are, e-bicycles are a great
way to get around. They aren’t cheap, though.
Culture note Prices start at about £600. But with petrol prices
going up, who knows? Maybe they’ll soon be as
Situated about 100 kilometres south-west of fashionable here as they are in China.
Tokyo, Mount Fuji is the highest mountain in
Japan at 3,776 metres. It is an active volcano
but it hasn’t erupted since 1708!
4 • Check that students understand the task.
• Give them a couple of minutes to make
notes.
• They compare ideas in pairs.
• Listen to their ideas as a class.
5 2.48
• Students read the notes carefully first.
• Play the CD. Students work individually and
copy and complete the notes.
• Check progress. If necessary, play the CD
again.
• Check answers as a class.
T 77
UNIT
7
Exercise 1 Vocabulary and Listening
Possible Verbs of movement (1)
answers
climb 1 2.46 Listen and repeat the verbs of movement in the box. Which can you do
cross without any equipment?
fall
carry sail fly climb drive cross fall crash carry pull
pull push follow arrive take off land
push
follow Guim Valls Teruel from Spain has become the first
arrive person to cycle around the world on an electric bicycle!
Here are some photos of what he saw on his trip.
It’s easy to (1) … things with The great thing about an Cycling isn’t much fun when
an electric bicycle! electric bicycle is that you everyone else prefers to
never need to (2) … it up hills! (3) … .
It’s so relaxing to (4) … Guim managed to (5) … It took Guim weeks to (6) …
across the ocean. to the top of Mount Fuji in Australia in the heat!
Japan – without his bicycle!
Exercise 2 2 Read the text and complete the sentences with words 6 Listen again and answer the questions. Exercise 6
from exercise 1.
1 pull 1 Where do people still prefer cars? 1 In Europe.
2 push 3 2.47 Listen and check your answers to exercise 2. 2 How does the man usually travel to
3 drive 2 By car.
4 sail 4 How do you think electric bicycles are different from work?
5 climb normal bicycles? 3 What is the problem with cycling in the 3 The traffic.
6 cross
5 2.48 Listen to a TV programme about electric centre of London? 4 Going up a
Exercise 5 bicycles and copy and complete the notes. 4 Which part of the man’s journey is hill.
1 e-bicycles Electric bikes easier for him than for other cyclists? 5 They make
2 battery 5 Give one advantage of e-bicyles. cycling
3 25 also called ( 1 ) … 6 Give one disadvantage of e-bicycles. possible for
power comes from a (2) … everyone.
kilometres fastest speed: (3) …
an hour popular in (4) … 6 They’re
4 China cost in the UK: from (5) £… expensive.
5 600
77
Cultural awareness Fact box
Journeys in the USA In 1945, the very first McDonald’s
fast food restaurant opened
ROUTE FREQUENTLY ASKED HOME FAQ on Route 66 in San Bernadino,
California. The Disney film Cars
6678.2a/wmapofUSshowing QUESTIONS also takes place on Route 66.
Route 66 in red
Exercise 1 WHAT IS ROUTE 66? HAS ANYONE EVER TRAVELLED ALONG
ROUTE 66 ON FOOT?
Chicago and It is a road that goes from Chicago in the Midwest to Los
Los Angeles Angeles on the West Coast. It crosses eight states and is Yes, they have! In 1928 there was a race which
3,940 km long. People sometimes call it ‘The Main Street went from one end of Route 66 to the other and then
Exercise 2 of America’. continued to New York! The route was 5,507 km
long, making it the longest race in history!
He wrote a HOW LONG HAS IT EXISTED?
song about WHAT IS THERE TO SEE ON ROUTE 66?
Route 66 Since 1926. Now, however, there are newer, longer
which became highways and Route 66 no longer appears on most maps. The road passes through beautiful scenery, including
a big hit. the Arizona Desert and the Black Mountains. There
HAVE PEOPLE STOPPED USING IT NOW? are also lots of interesting towns and sights on the
Exercise 3 way, such as the Grand Canyon.
No! Many people, especially tourists, still travel on it
1 False because it is an important part of American history. Chicago
There are
newer, longer WHAT’S SO IMPORTANT ABOUT IT? Black
highways Mountains Grand Canyon
today. Route 66 was one of the very first highways in the USA.
Cars were a new invention then, and wide roads like Route Los Arizona Desert
2 True 66 made it much easier to get from one place to another. Angeles
3 False WHY HAS IT BECOME SO FAMOUS?
Route 66
was one of In 1946 Bobby Troup wrote a song about Route 66 which
the very first became a big hit. Since then, many performers have
highways recorded versions of the song.
in the USA
when cars HAS THE ROAD CHANGED A LOT OVER THE
were a new YEARS?
invention.
Yes, it has, but you can still see what it was like in the
4 False past. Herman’s Gas Station in Thoreau, New Mexico,
You can still first started selling petrol in 1935. The Wigwam Motel in
stay at the Holbrook, where you can stay in a Native American tent,
Wigwam has also been there since the 1930s.
Motel.
Word check
5 False state hit version Native American scenery
The 1928
race 1 Look at the map and the picture. Which two 4 Find American words in the text that mean … Exercise 4
continued to American cities does Route 66 connect?
New York. 1 a big road. 1 highway
2 3.02 Read and listen. What’s the 2 petrol. 2 gas
connection between the songwriter Bobby 3 a hotel. 3 motel
Troup and Route 66?
CULTURAL COMPARISON
3 Read the text again. Are the sentences true or
false? Correct the false sentences. 5 Think of a long car journey that you have made in
your country and answer the questions.
1 Route 66 is the longest road in America.
2 You can still drive along Route 66 today. 1 Where did you go?
3 Route 66 existed before anyone had a car. 2 What did you see?
4 The Wigwam Motel has now closed. 3 What did you enjoy about the journey?
5 The 1928 race stopped at the end of 4 What didn’t you enjoy about it?
Route 66.
78 Culture video: Transport
Cultural awareness
Journeys in the USA
4 • Point out that some words are different
in British English and American English.
Lesson objectives Common examples include shop and store
In this lesson students will: and trainers and sneakers.
• read about Route 66 • Students work individually and find the
• describe a long car journey in their
American words for the three items.
country • They compare answers in pairs.
• Check answers as a class. Point out that
motel is short for motor hotel and is always
Warmer found next to a road.
Write USA on the board. Put students into Word check
pairs. Ask them to make a list of US cities.
Set a time limit of two minutes. The pair with Make sure students understand the words.
the most cities wins. Ask them to translate them into their language.
Highlight that a hit is a very successful song,
1 • Check students understand the task. film, play, show, television programme, etc.
• They look at the map and the picture and find CULTURAL COMPARISON
the answer. 5 • Students read the questions and make a
• Check the answer as a class. note of their answers.
• Put them into pairs to ask and answer the
Culture note questions.
Route 66 passes through eight states on its • Listen to some pairs as a class.
way from Chicago to Los Angeles: Illinois, Culture video: Transport
Missouri, Kansas, Oklahoma, Texas, New
Mexico, Arizona and California.
2 3.02
• Explain the task.
• Play the CD. Students listen and follow the
text in their books.
• They compare their answer in pairs.
• Check the answer as a class.
Culture note
Bobby Troup’s rhythm and blues song Route
66 was first recorded by Nat King Cole in
1946. Many artists have recorded the song,
including Chuck Berry, the Rolling Stones
and Depeche Mode.
3 • Students read the sentences carefully first.
• They read the text again and decide if the
sentences are true or false.
• They compare answers in pairs and correct
the false sentences.
• Check answers as a class and highlight the
information in the Fact box.
T 78
Grammar 4 • Put students into pairs.
Present perfect: questions • They ask and answer the questions from
and short answers exercise 3.
Lesson objectives • Listen to some pairs as a class.
In this lesson students will: CLIL Grammar in context:
• ask and answer questions using the Transport
present perfect 5 • Check students understand the task.
• read a short text about transport
Students work individually to complete
Warmer the project with the present perfect form
of the verbs in brackets.
Write the sentence She has been to San • They compare answers in pairs.
Francisco on the board. Ask students to turn
the statement into a question. Elicit that the Culture note
question is Has she been to San Francisco?
and point out that we begin questions in the Concorde was a supersonic passenger
present perfect with Has or Have. aircraft jointly developed by the UK and
France. In all, 20 aircraft were built and they
1 • Students copy the table into their notebooks. operated for 27 years on routes such as
London to New York. While regular flights
• They complete the table using driven, has take about 7 hours to reach New York from
and haven’t. London, Concorde could fly this route in 3
hours 30 minutes.
• They compare answers in pairs.
• Check answers as a class. Point out that we 6 3.03
contract the negative short answers (hasn’t, • Play the CD. Students listen and check
haven’t) but we never contract the affirmative their answers to exercise 5.
short answers.
CLIL task
2 • Check students understand the task. Show
Students use the internet to answer the
how the words are reordered to make the questions.
question.
• Students work individually to write the Digital course: Interactive grammar table
question forms and the short answers to the
questions. Study guide: page 83
• They compare answers in pairs.
• Check answers as a class. Highlight the
irregular past participle of sing (sung).
Look!
Highlight the information in the Look! box. Point
out that No, I haven’t can also be used as the
short answer to the question. We use the full
answer with never to emphasize the answer.
3 • Explain the task. Make sure students
remember to use the past participle of the
verbs in brackets.
• Check answers as a class. Highlight the
irregular verb ride, rode, ridden.
T 79
UNIT
7
Grammar CLIL Grammar in context:
Transport
Present perfect: questions
and short answers 5 Complete the project with the present perfect Exercise 5
questions form of the verbs in brackets. 1 Have
Have I / we / you / they (1) … along Route 66?
(2) … he / she / it been in a song? you ever
short answers
Yes, I have. / No, I (3) … . A journey through the thought
Yes, it has. / No, it hasn’t. 2 Have
1 Copy and complete the table with driven, has history of transport people
and haven’t. used
2 Order the words to make questions about by James Preston, aged 13 3 have flown
Route 66. Then write true short answers.
(1) … (you ever / think) about the transport you use 4 Has he
Route 66 / famous / become / Has ? every day? (2) … (people / use) cars, bikes and invented
Has Route 66 become famous? Yes, it has.
Exercise 1 1 hotels / all / closed / the / Have / old ? trains for hundreds of years or are 5 has
2 in / Has / been / film / it / a ? they a modern invention? Read my become
1 driven 3 about / sung / it / people / Have ?
2 Has 4 longer roads / Have / they / built ? project to find out! 6 haven’t
3 haven’t 5 walked / anyone / Has / Route 66 / along ?
It ’s 1783: the Montgolfier brothers started
Exercise 2 LOOK!
(3) … (fly) for the first time – in a 7 has never
1 Have all the We often use ever in present perfect
old hotels questions to mean ‘at some time in your hot-air balloon! been
closed? No, life’.
they haven’t. The negative of ever is never. It’s 1814: George Stevenson’s invention is 8 have
Have you ever driven a car? going to change the world. (4) … designed
2 Has it been Yes, I have. / No, I’ve never driven a car. (he / invent) the car, the bus or the train?
in a film? It ’s 1863: London (5) … (become) 9 has
Yes, it has. 3 Write questions using the present perfect the first city in the world with an opened
and ever. underground railway. At the moment
3 Have people there is only one line! The other lines 10 have
sung about (travel) across America? (6) … (not / start) running yet. travelled
it? Yes, they Have you ever travelled across America?
have. 1 (see) the film Cars? 11 have
2 (ride) a motorbike? finished
4 Have they 3 (stay) in a hotel?
built longer 4 (eat) fast food? It ’s 1870: lots of people are riding
roads? Yes, 5 (climb) a mountain? bicycles like this! Cycling (7) … (never /
they have. be) so difficult!
4 Work in pairs. Ask and answer the questions
5 Has anyone from exercise 3. It ’s 1903: the Wright brothers (8) …
walked (design) the first plane with an
along Route Have you ever travelled across America? engine.
66? Yes, No, I haven’t.
they have. It ’s 1908: Henr y Ford (9) … (open)
the first car factor y. Now people
Exercise 3 can own a car!
1 Have you It ’s 1976: for the first time
ever seen passengers (10) … (travel) by
the film Concorde, a new kind of plane.
Cars? It ’s faster than the speed of
sound.
2 Have you
ever ridden a It ’s 1995: the UK and France
motorbike? (11) … (finish) building the Channel
Tunnel. T here is now a railway
3 Have you line between the two countries
ever stayed which goes under the sea!
in a hotel?
Finally, in case you’re wondering , George Stevenson
4 Have you invented the train!
ever eaten
fast food? 6 3.03 Listen and check your answers.
5 Have you CLIL TASK
ever climbed What was the most popular form of
a mountain? transport 100 years ago? What is the most
popular form of transport now?
Digital course: Interactive grammar table Study guide: page 83 79
xx
All about transport Public transport is a great way to travel
around a big city. Do you have a tram
The Manchester Metrolink or metro station near where you live?
The Metrolink is a tram system. It has 37 stations which
connect different parts of Manchester with the city centre.
Harbour City Victoria
Old Trafford
Shudehill
Piccadilly Gardens
Ticket information Step 2: Listen
1 Ticket prices depend on how SKILLS BUILDER
long the journey is and when you travel.
Listening for key words
2 Children aged 5–16 pay about half of the adult fare, Before a listening task, read the questions
but children under five can travel free. and find the key words. Listen carefully for
words which have a similar meaning as the
3 If you make more than five return journeys a week by key words.
tram, a season ticket will save you money. You can For example, you read:
buy season tickets for a week, a month or a year. They arrive late at the station. (late = key word)
In the listening you hear:
Step 1: Read ‘Quick! Hurry up! Oh no, our train has already
gone.’
Exercise 1 1 Look at the information about trams in
a season ticket Manchester. What is the best kind of ticket for 3 3.04 Listen to three dialogues. Which
someone who travels by tram every day? dialogue takes place in Manchester?
Exercise 2 2 Answer the questions. 4 Listen again and write the number of the Exercise 3
dialogue in your notebook. 2
1 two 1 You are at St Peter’s Square and want to go
2 purple to Piccadilly. How many stops is it on the pink a) They want to buy some tickets. Exercise 4
3 Victoria or line? b) They arrive late at the station. a3
c) Something is broken. b1
Cornbrook 2 You are at Market Street and want to go to d) The boy and girl don’t know each other. c3
4 It‘s direct. Freehold. What colour line will you use? e) It isn’t possible to make the journey by train. d2
e1
3 You want to go from Central Park to Old
Trafford. Where will you change onto the
green line?
4 You want to go from Piccadilly Gardens to
Victoria. Is it direct or do you need to change
trams?
80
Integrated skills 4 • Explain the task. Encourage students to find
All about transport the key words in sentences a–e before they
listen.
Lesson objectives • Play the CD again.
• Students compare answers in pairs.
In this lesson students will: • Check answers as a class.
• work on all four skills
• read information about tram journeys 3.04 Audioscript, exercise 3
• listen to dialogues about travel
• write a personalized dialogue 1
• act out their dialogue Girl 1: Quick, Zak! Hurry up!
Boy 1: Don’t worry. It’s not going yet.
Warmer Girl 1: Yes, it is! Look! The doors are closing!
Boy 1: Oh well, we’ll just have to wait for the
Write the word Manchester on the board. Ask next one.
students to work in pairs and say what they Girl 1: But there isn’t another one. That was the
know about this city. Listen to their ideas as last train tonight.
a class, eg It has two famous football teams, Boy 1: Oh no!
Manchester City and Manchester United. It’s Girl 1: We’ll have to get a taxi now …
in the north of England. It rains a lot. It’s an Boy 1: Yes … or walk home.
industrial city.
2
Step 1: Read Boy 2: Excuse me … can I help you with that?
Girl 2: Oh, yes please! That’s very kind of you.
1 • Explain the task. Boy 2: Phew! It’s very heavy. What have you got
in it?
• Students look at the information about trams Girl 2: Too many things for a week in
in Manchester. They answer the question. Manchester!
Boy 2: Yeah, right. Well, here we are.
• They compare answers in pairs. Girl 2: Thank you. I’m glad it’s got wheels … it
• Check the answer as a class. was just the stairs that were a problem. Thanks
• Highlight Nina’s speech bubble. Elicit again for you help.
Boy 2: No problem. Enjoy the rest of your stay!
answers to the question from the class.
3
2 • Students read the questions carefully first. Boy 3: Oh no … Look at all the people waiting to
buy tickets at the ticket office.
• They look at the information again and find Girl 3: Don’t worry. We can use the ticket
the answers. machine.
Boy 3: But I haven’t got any change.
• They compare answers in pairs. Girl 3: That’s OK. The machine gives change.
• Check answers as a class. Look, you choose the station you’re going to,
like this, and then the kind of ticket you want,
Step 2: Listen like this, and then you put the money in here.
Boy 3: What’s the matter?
Skills builder Girl 3: It isn’t working.
Boy 3: What isn’t working?
Listening for key words Girl 3: The ticket machine. That’s why all those
Highlight the information in the Skills builder people are waiting at the ticket office!
box and emphazise the importance of
focusing on key words.
3 3.04
• Read the question aloud to the class.
• Play the CD.
• Students listen and note down the answer.
• Check the answer as a class.
T 80
Integrated skills – continued
Asking for travel information Step 4: Communicate
5 3.05 9 • Students practise their dialogues in pairs.
• Students read the dialogue first. • For extra practice, they swap roles in both
• Play the CD. Students listen and follow the dialogues.
text in their books. They write answers 1–4 in 10 • Choose some pairs to act out their dialogue
their notebooks.
• They compare answers in pairs. for the class.
• Check answers as a class. • Students raise their hand if another pair has
6 • Play the CD again, pausing after each the same destination as they do. This will
encourage them to listen carefully to their
question or statement and each response for classmates.
students to repeat as a class.
• Ask students to repeat the dialogue several Integrated skills: Workbook page 117
times both chorally and individually with the
correct stress and intonation.
• Students practise the dialogue in pairs. Then
swap roles and practise the dialogue again.
Step 3: Write
7 • Students work individually. They copy the
questions in bold into their notebooks.
• They look at the information on page 80
again and choose a different place from Nina
to get to in Manchester.
• Students write answers to the questions.
8 • Ask students to look at the Communication
kit: Asking for travel information. Encourage
them to use these questions when writing
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.
T 81
UNIT
7
ASKING FOR TRAVEL INFORMATION
Hello. Could you tell me how to get to the Yes, of course. The nearest station is (2) … . Shall
(1) … , please? I show you on the map?
Yes, please.
OK, we’re here at Cornbrook. Take the (3) … line
Where do I change trains? to Piccadilly Gardens, then take the blue line to
Great! Thanks. How much is it? Shudehill.
Yes. At Piccadilly Gardens.
OK. Here you are.
Are you under 16?
That’s just (4) … , please.
Thanks. Bye!
Exercise 5 5 3.05 Listen to Nina asking about travelling Step 4: Communicate
in Manchester. Complete 1–4 in your notebook.
1 Arndale 9 Work in pairs. Take turns to practise your
shopping 6 Listen again and repeat. Practise your intonation. dialogues.
centre
Step 3: Write Hello. Could you tell me how to get to …?
2 Shudehill Yes, of course. The nearest station is …
3 pink
4 a pound
7 Copy the questions in bold into your notebook. 10 Act your dialogue for the class.
Then look at the information on page 80 again.
Choose a different place in Manchester and COMMUNICATION KIT
write your answers to the questions.
Asking for travel information
8 Imagine you want to travel to the place you have Could you tell me how to get to … ?
chosen. Write a new dialogue. Write both parts. How do I get to?
Use the dialogue in exercise 5 to help you. Where do I change (trains)?
How much is it?
Hello. Could you tell me how to get to …? What time does it leave?
Yes, of course. The nearest station is …
Integrated skills: Workbook page 117 81
Writing
A blog post
Home New post About me Contact
Posted on 8th July, 10.14am
Exercise 1 SEEING THE SIGHTS IN LONDON
1 The writer
This is the second day of my holiday in London! I’ve
has been to never been here before, so I’m really excited!
Buckingham Yesterday we went to Buckingham Palace, but we
Palace and didn’t see the Queen! We also went to the London
the London Eye. It was fun, but Mum thought it was a bit scary.
Eye, been Today we’re shopping in Harrods, the biggest shop
shopping, in the world! We came here by Tube, but we got a
travelled by bit lost. The London Underground is really busy –
Tube and got and there are a lot of stations!
a bit lost. We’ve still got lots of things to do! We haven’t
2 The writer been to Madame Tussauds or the Natural History
hasn’t been Museum yet. I hope we’ll have time to go there
to Madame tomorrow because it’s our last day!
Tussauds or
the Natural 1 3.06 Read and listen to the blog post. 5 Rewrite the sentences using really. Exercise 5
History Answer the questions.
Museum. It was hot on the train. 1 We had a
What has the writer … It was really hot on the train. really great
Exercise 2 1 already done? 1 We had a great time. time.
1 a little 2 not done yet? 2 I was tired after the journey.
2 very 3 I think Berlin is an amazing city. 2 I was really
2 Look at the sentences from the blog post. What 4 There was a long queue for the museum. tired after
Exercise 3 is the meaning of the words in blue? 5 It’s a big shop. the journey.
really excited
a bit lost 1 Mum thought it was a bit scary. Writing task 3 I think Berlin
2 The London Underground is really busy. is a really
Exercise 4 Write a blog post. amazing city.
1 The museum 3 Read the Writing focus. Then find more
examples of really and a bit in the blog. Plan Imagine you are on holiday. Make 4 There was
was a bit notes about: a really long
boring. WRITING FOCUS t where you are and how you feel. queue for
2 It’s a bit cold t what you’ve already done. the museum.
today. really and a bit t what you’re doing now.
3 The people We can use really and a bit before adjectives in t what you haven’t done yet. 5 It’s a really
were a bit informal writing, such as in a blog or an email. big shop.
unfriendly. really = very Write Write two short paragraphs based
4 The meal a bit = a little on your notes.
was a bit I’m really hungry!
expensive! Sam is a bit sad. Check Check your writing.
4 Rewrite the sentences using a bit and the ✔ present perfect
words in brackets. ✔ other verb tenses
✔ really and a bit + adjective
The buses weren’t very fast. (slow)
The buses were a bit slow.
1 The museum wasn’t very interesting. (boring)
2 It isn’t very warm today. (cold)
3 The people weren’t very friendly. (unfriendly)
4 The meal wasn’t very cheap! (expensive)
82 Build your confidence: Writing reference and practice. Workbook page 132
Writing Extra activity
A blog post Write 1 The hotel wasn’t very comfortable.
(uncomfortable) 2 The journey wasn’t very
Lesson objectives easy. (difficult) on the board. Students rewrite
the sentences using a bit as in exercise 4:
In this lesson students will: 1 The hotel was a bit uncomfortable. 2 The
• read a short travel blog post journey was a bit difficult.
• use the adverbs really and a bit
• write a blog post 5 • Make sure students understand the task.
Warmer Remind them that really comes before the
adjective.
Write London on the board. Elicit from the • Students work individually and rewrite the
class what they know about the city, eg sentences using really.
famous sights (Buckingham Palace, Tower • They compare answers in pairs.
Bridge), museums (the Science Museum, the • Check answers as a class.
Victoria and Albert Museum of Childhood),
things to do (shopping in Oxford Street, Writing task
walking in the parks).
The aim of this activity is for students to
1 3.06 write a blog post that includes the correct
use of the present perfect and other tenses,
• Make sure students understand the task. really and a bit + adjective. Ask the students
• Play the CD. Students listen and follow the to follow the stages in the Student’s Book.
At the Check stage, ask them to swap
text in their books. notebooks and check each other’s writing.
• They answer the questions.
• They compare answers in pairs. Writing reference and practice: Workbook page 132
• Check answers as a class.
2 • Students read the sentences.
• They translate them into their language.
• Check answers as a class. Highlight that a bit
is a less formal way of saying a little and that
really is a less formal way of saying very.
3 • Students read the information in the
Writing focus box. Point out that both
these adverbial expressions come before
adjectives.
• They work individually and find more
examples of really and a bit in the text.
• They compare answers in pairs.
• Check answers as a class.
4 • Explain the task. Focus on the example and
show how the first sentence is transformed
using the adjective in brackets and the
adverbial phrase a bit.
• Students work individually and rewrite the
sentences using a bit and the words in
brackets.
• They compare answers in pairs.
• Check answers as a class.
T 82
Study guide
Grammar, Vocabulary and Speaking
Tell the students the Study guide is an Speaking
important page which provides a useful
reference for the main language of the unit: the • Check that students understand the phrases
grammar, the vocabulary and the functional to use for asking for travel information.
language from the Integrated skills pages.
Explain that they should refer to this page when • Tell students to act out a conversation
studying for a test or exam. between someone asking for travel
information and the other person giving the
Grammar information.
• Tell the students to look at the example Additional material
sentences of the present perfect: affirmative
and negative. Make sure students Workbook
understand how to use the tense.
• Progress check page 62
• Then tell students to look at the example • Self-evaluation page 63
sentences of the present perfect: questions • Grammar reference and practice pages
and short answers. Ensure they understand
how to form the tense correctly. Get students 96–97
to translate into their own language if • Vocabulary extension page 108
necessary. • Integrated skills page 117
• Writing reference and task pages 132–133
• Refer students to the Grammar reference
on pages 96–97 of the Workbook for further
revision.
Vocabulary
• Tell students to look at the list of vocabulary
and check understanding.
• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can’t remember.
Teacher’s Resource File Tests and Exams
• Basics section pages 41–46 • Unit 7 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra
pages 27–30 • CEFR Skills Exam Generator
• Translation and dictation pages 8, 18
• Evaluation rubrics pages 1–7
• Key competences worksheets pages 13–14
• Culture and CLIL worksheets pages 25–28
• Culture video worksheets pages 13–14
• Digital competence worksheets pages 13–14
• Macmillan Readers worksheets pages 5–6
T 83
UNIT
7
Study guide
Grammar Vocabulary
Present perfect: affirmative and Transport lorry
negative motorbike
bicycle plane
use of the present perfect caravan ship
We use the present perfect to talk about things coach the Underground
in the past, when we don’t say exactly when they ferry tram
happened. helicopter yacht
affirmative horse and carriage
I’ve seen lots of monuments. hot-air balloon
He / She / It’s visited interesting places.
You / We / They’ve lived in many different Verbs of movement (1)
countries.
negative arrive drive pull
I haven’t read the new novel.
He / She / It hasn’t been on a yacht. carry fall push
We / You / They haven’t flown by helicopter.
climb fly sail
Present perfect: questions and
short answers crash follow take off
questions cross land
Have I / you / we / they been to the USA?
Has he / she / it seen the TV programme? Speaking
short answers
Yes, I have. / No, I haven’t. Asking for travel information
Yes, he has. / No, he hasn’t.
Could you tell me how to get to … ?
Present perfect spelling rules How do I get to?
Where do I change (trains)?
t 'PS NPTU WFSCT
BEE ed to the infinitive to How much is it?
form the past participle What time does it leave?
walk walked jump jumped
LEARNING TO LEARN
t 4PNF QBTU QBSUJDJQMFT BSF JSSFHVMBS
CVU UIF
same as the past simple When you are reading in English and find a
have had say said word you don’t know, try using a monolingual
dictionary instead of a bilingual one.
t 4PNF QBTU QBSUJDJQMFT BSF JSSFHVMBS BOE Monolingual dictionaries contain a lot of
different from the past simple useful information about new words.
do did done
give gave given
Check the Irregular verbs list on page 126.
Progress check: Workbook page 62 Grammar reference: Workbook page 96 83
8UNIT good luck,
bad luck
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 an online
vocabulary related to sport and competitions magazine article about superstition and sport
CLC CMST SCC
• understand, memorize and correctly use CLC DC CAE SCC
vocabulary related to verbs of movement (2) CLC
L2L • look online for information about a famous
• understand and correctly use the present perfect athlete CLC DC CAE SIE
+ for and since, the difference between the
present perfect and the past simple and draw • identify specific information in a radio
parallels to L1 CLC L2L programme about superstitions CLC CAE SCC
• about superstitions in Ireland and compare with
superstitions in their country CLC CMST SCC CAE • read a leisure centre timetable, listen to four
• about Ireland by watching a short video CLC DC announcements and learn how to make
CMST CAE
arrangements CLC SCC L2L
• write an email CLC DC SIE L2L
• prepare for and do a listening exam about
answering open questions CLC SIE L2L
Linguistic contents Skills
Main vocabulary Reading
• Sports and competitions: winner, • An online magazine article about superstition in sport
• Read a text about superstitions in Ireland
loser, champion, etc • Read a leisure centre timetable
• Verbs that go with different • Read an email
sports: play, do, go Writing: Interaction and production
• Verbs of movement (2): carry, • Write a personalized dialogue about making arrangements
• Write an email in three steps: plan, write, check
cross, spill, etc • Learn how and where to use adjectives
Grammar Listening
• Present perfect + for and since • Listen to part of a radio programme about superstitions
• How long with the present perfect • Listen to announcements at a leisure centre
• Present perfect and past simple
Spoken interaction
Functional language • Ask and answer questions about the sport you do
• Phrases for making arrangements
Spoken production
Pronunciation • Prepare and act out a dialogue about making
• Linking words: final consonant +
arrangements for an activity
vowel sound
Lifelong learning skills Evaluation
• Unit 8 End-of-unit test: Basic, Standard and Extra
Self-study and • CEFR Skills Exam Generator
self-evaluation
• Study guide: External exam trainer
Student’s Book page 93 • Listening: Open questions
• Progress check and self-
Digital material
evaluation:
Workbook pages 70–71 Pulse Live! Digital Course including:
• Grammar reference and practice: • Interactive grammar tables
Workbook pages 98–99 • Audio visual speaking model: Making arrangements
• Wordlist: • Audio visual cultural material: Ireland
Workbook pages 151–157 Student’s website
Learning strategies Digital competence
and thinking skills
• Understanding timetables • Web quest: A famous athlete
• Digital competence worksheet: Online collaborative
Cultural awareness
• Superstitions in Ireland speaking
• Comparing superstitions in Ireland
Reinforcement material
with superstitions in students’
own countries and regions • Basic worksheets, Teacher’s Resource File pages 47–52
• Vocabulary and Grammar: Consolidation worksheets,
Cross-curricular
contents Teacher’s Resource File pages 31–32
• The history of superstitions, Irish
Extension material
beliefs and superstitions
• Language and literature: writing • Fast-finisher activity: Student’s Book page 85
• Vocabulary and Grammar: Extension worksheets,
an email
• ICT: searching the internet for Teacher’s Resource File pages 33–34
information Teacher’s Resource File
• Translation and dictation worksheets pages 9, 19
Key competences • Evaluation rubrics pages 1–7
• Key competences worksheets pages 15–16
CLC Competence in linguistic • Culture and CLIL worksheets pages 29–32
communication • Culture video worksheets pages 15–16
CMST Competence in mathematics, • Digital competence worksheets pages 15–16
science and technology • Macmillan Readers worksheets pages 5–6
DC Digital competence
SCC Social and civic
competences
CAE Cultural awareness and
expression
L2L Learning to learn
SIE Sense of initiative and
entrepreneurship
U8
UNIT GOOD LUCK,
BAD LUCK
8
Vocabulary and Speaking THINK ABOUT IT
Why do people do sports?
Sport and competitions
Exercise 1 1 3.07 Check the meaning of the words in the box. Then listen
and repeat. Which ones can be a person?
winner, loser,
champion, winner loser champion tournament supporter team
supporter, opponent captain race match goal stadium coach
opponent,
captain, coach OUR LUCKY YEAR!
It’s been a fantastic year for APRIL
sport at Swallow School.
Eight students from Swallow
SEPTEMBER School took part in a (7) …
Between them they raised
Jake Matthews scored a £650 for charity. A wonderful
brilliant (1) … in the football achievement!
(2) … against Healey School.
Well done, Jake! JUNE
NOVEMBER Swallow School’s Angus
Hill got to the final of a
Iris Carter in Year 9 beat national tennis (8) …
William Lee to become the Here is Angus with Mrs
local under-16s chess (3) … . Jones, his tennis (9) … .
Congratulations to you Iris!
JANUARY
The (4) … of the girls’
under-16 basketball (5) …
shakes hands with her (6) …
from Lindsey School. Swallow
School won the game!
Exercise 2 2 Read the picture diary. Complete it with words EXPRESS YOURSELF
from exercise 1.
1 goal 4 Which sports do you do? Write four sentences.
2 match 3 3.08 Listen and check your answers.
3 champion I play tennis. I don’t do gymnastics.
4 captain LOOK!
5 team 5 Work in pairs. Ask and answer questions
6 opponent We use play + ball sports such as football, about the sports you do. Use the prompts
7 race tennis or basketball. to help you.
8 tournament Ben plays tennis on Saturday.
9 coach We use do + activities such as judo, archery Are you in a school team?
or gymnastics. Yes, I am. I’m in the chess team.
Kate does judo at school. t be in a school team
We use go + -ing words such as swimming or t be captain of a team
running. t take part in tournaments
I go running in the park. t win a match or competition
t have a difficult game
84 Vocabulary extension: Workbook page 109
Vocabulary and Speaking
Sport and competitions 3 3.08
Lesson objectives • Play the CD.
• Students listen and follow the text in their
In this lesson students will:
• learn / revise words related to sport and books. They check their answers to exercise 2.
competitions Look!
• discuss the sports they do
Ask students to read the information in
Warmer the Look! box. Elicit other sports for each
category and write them on the board, eg
Books closed. Write sport on the board. Put play: volleyball, table tennis, rugby, golf,
students into pairs. Ask them to make a list squash; do: karate, taekwondo, aerobics;
of all the sports they know in English. Set a go: skiing, jogging, walking, climbing, sailing.
time limit of two minutes. The pair with the
most sports wins. Language note
Think about it Boxing and wrestling are two sports which
do not fit into any of the three categories
Students read the question. They discuss in the Look! box. In the case of these two
their answers in pairs. Listen to their ideas as sports, the verb is used, eg He boxes and
a class. They wrestle.
1 3.07 EXPRESS YOURSELF
• Students read the words in the word pool. 4 • Explain the task. Read the example
Make sure they understand all the words. If
necessary, ask them to translate into their sentences aloud to the class.
language. • Students work individually and write four
• Play the CD. Students listen to the words and sentences.
repeat them. • Listen to some students as a class.
• Make sure they pronounce the words 5 • Nominate two students to read aloud the
correctly with the correct stress, especially
example question and answer to the class.
tournament ۉWƥڴQȪPȪQW and opponent • Elicit the questions for the prompts from the
ȪۉSȪօQȪQW
class.
• Students work individually and answer the • Put students into pairs. They ask and answer
question.
the questions.
• They compare answers in pairs. • Listen to some pairs as a class.
• Check answers as a class.
Vocabulary extension: Workbook page 109
Language note
Remind students that two-syllable nouns are
almost always stressed on the first syllable, eg
winner, loser and captain.
2 • Explain the task.
• Students work individually and fill the gaps in
the photo diary using words from exercise 1.
• They compare answers in pairs.
T 84
Reading 3 • Students read the questions and the different
Text type: An online possible answers first.
magazine article • They work individually and choose the
Lesson objectives correct answers.
• They compare answers in pairs.
In this lesson students will: • Check answers as a class and highlight the
• read an online magazine article about
Did you know? box.
sport
• read for specific information Culture note
Recommended web links Goran Ivanisevic won Wimbledon in 2001
when he ate fish soup, lamb and chips and
www.historic-uk.com/CultureUK/British- ice cream with chocolate sauce every night
Superstitions/ at the same table in the same restaurant
during the tournament.
www.bbc.com/future/story/20120327-why-
do-we-have-superstitions Word check
sportsmedicine.about.com/od/ Make sure students understand the words.
sportspsychology/a/superstitions.htm Ask them to translate them into their language.
Warmer 4 • Students work individually and read the
Write football, athletics, tennis, basketball, questions.
motor racing, golf and swimming on the • Give them two or three minutes to think
board. Put students into pairs. Students
write the name of a well-known sportsman or about their answers and make notes.
sportswoman in each category from another • Listen to their ideas as a class.
country, not their own. The first pair to write
seven names wins. Finished?
1 • Students look at the picture. Ask fast finishers to make a list of famous
tennis players and golfers from their country.
• Elicit what they know about Rafa Nadal and
write it on the board. Web quest
2 3.09 Students choose a famous athlete to find out
about. Highlight the Web quest tip.
• This exercise gives students practice in
reading and listening to locate specific 1 • Students write three things they want to
information. This is an important skill for
effective reading and listening, especially know about the famous athlete they have
when reading or listening to longer pieces of chosen.
authentic text.
2 • Students work in pairs. They swap
• Explain the task.
• If necessary, tell the students that four questions.
different kinds of athletes are mentioned • Ask students to open an internet web
including the example, tennis player.
• Play the CD. Students listen and follow the browser such as Internet Explorer.
text in their books. Students open a search engine (eg
• They compare answers in pairs. Google) and type in the subject of their
• Check answers as a class. Highlight the search.
fact that we say tennis player and basketball
player but golfer and footballer. • Students find the answers to their
T 85 partner’s questions.
3 • They report on the information they have
found to their partner.
• They present their findings to the class.
UNIT
8
Exercise 1 Reading and
Rafa Nadal
students’ own An online magazine Many sportspeople are superstitious. Did you know
answers article that tennis player, Rafa Nadal always takes two identical
bottles of water with him to a tennis match? He puts them
Exercise 2 1 Who is the athlete in the picture? next to the court before he plays. Golfer, Tiger Woods
golfer What do you know about him? always wears red on the last day of a golf tournament.
basketball And what about the famous basketball player Michael
player 2 3.09 Read and listen. The article Jordan? He always wore his old college basketball shorts
footballer mentions different kinds of athletes. under his team shorts for luck, so the team shorts on top
Find them and write them in your had to be very long!
Exercise 3 notebook.
1b Superstitions like these have been part of sport since it
2a tennis player began. The superstitions don’t make much sense, but
3b many sports champions believe they bring them luck and
4b 3 Read the article again and choose the help them succeed in competitions.
5a correct answers.
6b When it comes to superstition, athletes aren’t
1 For Tiger Woods, it is sometimes the only ones, of course. Many of us have our own little
important to play golf … habits. Personally, I always have to drink my coffee from
a)on a particular day. the same cup, which drives my family crazy!
b)in a particular colour.
According to psychologists, following the same
2 Michael Jordan always wore … routine makes people feel safe. When we do something
a)two different pairs of shorts. and everything goes OK, it seems like a good idea to
b)one long pair of shorts.
do it the same way next time
3 In the past, athletes … – we don’t want to behave
a)weren’t superstitious. differently in case things go
b)were as superstitious as athletes wrong! Another possible
today. explanation for the athletes’
behaviour is that following the
4 The writer of the article … same routine helps them relax
a)isn’t superstitious about anything. before a game. Some of them
b)is a bit superstitious. go too far, however. There are
stories of footballers who have
5 People sometimes repeat the same worn the same pair of socks
behaviour because … for many weeks because they
a)they are scared of changing it. thought they were lucky! Yuck!
b)they want to be like athletes.
Word check
6 The word them in blue refers to …
a) footballers. superstition identical habit drive someone crazy behaviour
b)athletes.
routine
4 Are you superstitious? Have you got
any particular habits you have to do DID YOU KNOW?
when you do sport? What do you do?
During a tournament, Croatian
FINISHED? tennis star Goran
same meal at the Ivanisevic ate the
How many famous tennis players same restaurant
and golfers from your country do every night for two weeks!
you know?
WEB QUEST Use a variety of search
engines to look for
Choose a famous athlete to find out about. information, not just one.
1 Write three things you want to know about him or her.
2 Work in pairs. Swap your questions and find the answers to your partner’s 85
questions.
3 Share your information with your partner and then with the rest of the class.
Exercise 1 Grammar LOOK! Exercise 4
1 since 1 How long
2 for Present perfect + for and since How long …? with the present perfect
How long has Jo been a swimming teacher? have you
Exercise 2 present perfect + for and since She’s been a swimming teacher for ten years. had a mobile
time She’s been a swimming teacher since she phone?
expressions We use for and since with the present perfect to was 18. 2 How long
with since talk about a period of time up to the present. have you
last week We use for when we are talking about the length 4 Write questions using How long …? and the lived in your
10th June of time up to the present. present perfect. town?
1995 I’ve been in the team for three years. 3 How long
my birthday We use since when we state the starting point of you / be at this school? have your
she was a the period of time up to the present. How long have you been at this school? parents
student I’ve been in the team since 2012. known each
time I’ve been in the team since I was 13. 1 you / have a mobile phone ? other?
expressions 2 you / live in your town ? 4 How long
with for 1 Study the table. Complete the sentences with for 3 your parents / know each other ? have
five minutes or since. Look at the article on page 85 to check 4 computers / exist ? computers
a few days your answers. existed?
many years 5 Complete the answers to the questions in
a long time 1 Superstitions have been part of sport … it exercise 4. Exercise 5
began. students’ own
Exercise 3 1 I’ve been at this school since … answers
1 since 2 Some footballers have worn the same pair of 2 I’ve had a mobile phone for …
2 for socks … many weeks. 3 I’ve lived in this town for … Exercise 6
3 since 4 My parents have known each other for … 1 ’s
4 since 2 Copy the table into your notebook. Complete it 5 Computers have existed since … 2 won
5 for with the time expressions in the box. 3 been
4 for
two hours yesterday five minutes last week 6 Circle the correct answers. 5 have you
a few days 10th June many years 1995 6 since
Lucy: You look happy. 7 sent
my birthday she was a student a long time What (1) ’s / ’ve 8 ’ve got
happened? 9 played
time expressions time expressions
with since with for Nina: I’ve (2) won /
win a game of
yesterday two hours chess against
Adam Green!
ANALYSE
Lucy: Who’s Adam
Look at the sentence and answer the Green?
questions.
Anna and Jack have been friends since they Nina: He’s (3) been /
were four. was the school
When did Anna and Jack first become chess champion
friends? Are they still friends now? (4) since / for
two years.
3 Complete the sentences with for or since.
Lucy: How long (5) you’ve / have you been in
1 The modern Olympic Games have existed … the chess team?
1896.
Nina: Only (6) for / since January.
2 England hasn’t won the World Cup … a long Lucy: Well done!
time. Nina: Oh look … he’s (7) send / sent me a
3 Table tennis has been an Olympic sport … 1988. message.
4 Our town has had a sports stadium … last year. Lucy: What does it say?
5 Juan has been a Málaga supporter … seven Nina: Congratulations! You (8) got / ’ve got
years. better since we last (9) have played /
played!
3.10–3.11 Pronunciation lab: Linking words: final consonant + vowel sound, page 125
86 Digital course: Interactive grammar table Study guide: page 93
Grammar Look!
Present perfect + for and Focus students on the example sentences
since and highlight that we use How long ...? with
the present perfect to ask questions about a
Lesson objectives period of time up to the present time.
In this lesson students will: 4 • Students work individually and write the
• use the present perfect with for and since
• make questions using How long? questions.
• They compare answers in pairs.
Warmer • Check answers as a class.
Write the sentence He ate the same meal 5 • Explain the task.
every night for two weeks on the board with
the words in the wrong order: for meal every • Students complete the sentences with
ate two same night the weeks he. Students answers that are true for them.
work in pairs and write the sentence with the
words in the correct order. • They compare answers in pairs.
• Listen to students’ answers as a class.
1 • Students read the rules and example
Accept any answers that are possible (see
sentences in the table carefully. the Culture note for answers to question 5),
• They complete the sentences using for or but make sure students use for and since
correctly.
since. • Using your knowledge of your students, ask
• They compare answers in pairs. individual students appropriate questions
• They check answers in the article on page 85. with How long has …?, eg How long has your
• Highlight the fact that for is used for a mother been a teacher?
number of minutes, hours, weeks, months, Culture note
years, etc and that these words are often in
the plural. For is also used in the expressions The first mechanical computer was invented
for a long time and for ages. by Charles Babbage in 1822. The first
• Since is used to refer to the point in time electromechanical computer was developed
where the action started and is usually a date by IBM and Harvard in 1944 and the first
(a day, a month, a year) or a phrase, eg I was completely electronic computer was not
young, I was a student. developed until the 1960s.
2 • Explain the task. 6 • Make sure students understand the task.
• Students copy the table into their notebooks. Encourage them to read the whole dialogue
• They write the time expressions in the correct before they choose the correct words.
• Students work individually and choose the
column. correct answers.
• They compare answers in pairs. • They compare answers in pairs.
• Check answers as a class. • Check answers as a class. Point out that the
past simple is correct in answer 9 because
Analyse Adam is referring to a definite time in the
past, the last time he and Nina played.
Focus students’ attention on the Analyse
box. Ask the two questions and elicit the Pronunciation lab: Linking words: final
answers (When they were four. Yes.). consonant + vowel sound, page 125
3 • Make sure students understand the task. Digital course: Interactive grammar table
• They complete the exercise individually. Study guide: page 93
• They compare answers in pairs.
• Check answers as a class. T 86
Vocabulary and Listening
Verbs of movement (2) 3.14 Audioscript, exercise 5
Lesson objectives Gavin: Hi, this is Gavin Healy, and you’re listening
to Cool FM. Today we’re talking about superstitions.
In this lesson students will: With me in the studio is psychologist Selma
• learn a set of verbs related to movement Hughes, but first of all I’d like to take a few calls
• listen for specific information from listeners. We’ve got our first call here from
Becky. Hi Becky. Are you a superstitious person?
Warmer Becky: No, not at all.
Gavin: So you never say things like ‘Touch wood’
Write a verb of movement from the word pool and you never cross your fingers for good luck?
box on page 77 on the board, eg sail. Ask Becky: No, never! I don’t believe in luck.
students to work in pairs and write down all Yesterday my friend Helen said, ‘Oh, a black cat
the verbs of movement they know in English. walked in front of me this morning; that’s really
Set a time limit of two minutes. The pair with bad luck. That’s why I did so badly in the maths
the most verbs wins. test.’ But I think that’s silly. You do badly in the
maths test because you don’t work hard, not
1 3.12 because you see a black cat!
Gavin: I see what you mean, yeah. Thanks,
• Play the CD. Students listen and repeat the Becky. We’ve got another caller on the line now.
words. Hi, is that Darren?
Darren: Yes, it is. Hello.
• Students repeat the words chorally and Gavin: What do you think about superstitions,
Darren?
individually. Point out that the l in walk ZƥڴN Darren: Well, I always thought superstitions were
stupid, but I had an experience recently that
is silent. made me not so sure.
• Make sure students understand all the Gavin: Oh? What happened exactly?
Darren: I was on my way to school and there
words. If necessary, ask students to translate was a ladder on the pavement. I didn’t think
then into their language. twice about it and just walked under it. But after
that I had a really bad day! I missed the bus and
2 • Students read the article and complete the was late for school. Then I had an argument with
my girlfriend. Everything went wrong!
sentences using the verbs from exercise 1. Gavin: And you think that’s all because you
• They compare answers in pairs. walked under the ladder?
Darren: Er … I don’t know … Maybe it was just
3 3.13 chance. But since then, I haven’t walked under
any ladders!
• Play the CD. Students listen and follow the Gavin: Hmm, I’m not surprised! OK, let’s take
text in their books. our third and final call now. Hello Tina! What
have you got to say about superstitions, Tina?
• They check their answers to exercise 2. Tina: Well, my problem is that I’m too
superstitious!
4 • Explain the task. Gavin: Why? What kind of things do you do?
Tina: Well, I’m always worrying about breaking
• Students work individually and complete the mirrors or doing anything that might bring me
sentences. bad luck. When I lost my lucky charm last year,
I really thought something terrible was going to
• They compare answers in pairs. happen to me!
• Listen to their ideas as a class. Gavin: And did anything terrible happen?
Tina: No, it didn’t actually, but that didn’t stop
5 3.14 me from being superstitious. It’s become a bad
habit and I need some help to stop it but I don’t
• Play the CD. Students write the answers in know what to do!
their notebooks. Gavin: Well, stay on the line, Tina, because
Selma will have some advice for you right after
• They compare answers in pairs. this next song. I’ve been waiting to play this all
• Check answers as a class. morning! It’s Superstition by Stevie Wonder …
6 • Students read the six sentences carefully.
• Play the CD. Students listen and decide if the
sentences are true or false.
• Play the CD again. Students correct the false
sentences.
• Check answers as a class.
T 87
UNIT
8
Vocabulary and Listening
Verbs of movement (2)
1 3.12 Listen and repeat the words in the box.
touch carry break drop spill walk cross open pick scratch meet put
Good (and bad) luck with British superstitions!
1 Before an exam or other 7 And never … an
important event, … your umbrella indoors.
fingers for good luck. It’s unlucky.
2 Don’t … your nose, or 8 … a four-leaf clover
you’ll have an argument and you’ll have love,
health, money and fame!
with someone.
9 If you … some salt, throw
3 To make sure that some of it over your
something you say shoulder to make sure
with confidence won’t you don’t have bad luck.
bring you bad luck,
… something made of
wood as you say it.
4 Don’t … your shoes on 10 Expect something good Exercise 5
the table, or you’ll have to happen if you … a
bad luck for the rest of glass and it breaks. 1 Tina
the day. 2 Becky
11 But don’t … a mirror, or 3 Darren
5 Try to … a black cat, you’ll have bad luck for
because it’s lucky. But seven years.
be careful – it’s unlucky
if it walks in front of you! Exercise 6
6 Never … under a 12 … a lucky charm with 1 False
ladder, or somebody you to make sure you Becky’s
will have an accident. always have good luck! friend Helen
2 Read the article and complete said she
the sentences with words from
exercise 1. had a bad
Exercise 2 3 3.13 Listen and check your 5 3.14 Listen to part of a radio programme about experience
answers. when she
1 cross
2 scratch 4 Are there any superstitions superstitions. Who … saw a black
3 touch in your country? What
4 put superstitions do people have? 1 believes in superstitions? cat.
5 meet Complete the sentences. 2 doesn’t believe in superstitions? 2 True
6 walk 3 isn’t certain that he or she believes in superstitions? 3 True
7 open People say it’s lucky to … 4 False
8 Pick People say it’s unlucky to …
9 spill 6 Listen again. Are the sentences true or false? Correct the Darren
10 drop false sentences. doesn’t
11 break walk under
12 Carry
1 Becky said she had a bad experience when she saw a black cat. ladders now.
5 True
2 Becky doesn’t believe in bad luck.
6 False
3 In the past, Darren wasn’t a superstitious person. Tina is
4 Darren sometimes walks under ladders now. superstitious
5 Tina lost something special last year. because it’s
6 Tina is superstitious because she is always having bad luck. a habit.
87
Cultural awareness Fact box
Superstitions in Ireland The symbol of Ireland is the
shamrock, or four-leaf clover. The
Irish believe that anyone
who has a four-leaf clover
will have good luck!
AND SUPERSTITIONS
Hi, I’m Will. I’ve written this information page about Irish RAINBOWS b
beliefs and superstitions. I hope you enjoy reading it. In Ireland we say that leprechauns
The Irish people have kept a lot of their old superstitions and keep a pot of gold at the end of the
traditions. Many of these come from the Celts, who lived in rainbow. If you catch a leprechaun, you
Ireland and other parts of Britain about 2,000 years ago. can make him give you his treasure!
Leprechauns are difficult to catch,
FAIRIES a though, because they are very clever!
In the past, nearly everyone in Ireland believed
in fairies! According to legend, fairies are little THE BLARNEY STONE
people who can do magic and bring people This is a stone in the walls of Blarney Castle near
good or bad luck. A common name for fairies is Cork. People say that if you kiss the stone, you will get
‘the Good People’, but they aren’t always good! ‘the gift of the gab’ and become a good speaker. Most
There are many different kinds of fairy. One Irish people have this gift already. We love to talk and
well-known kind of fairy is the leprechaun, who are very good at it!
likes to play tricks on people.
c STONE CIRCLES d
There are rings of stones all over
the Irish countryside. According to Thank you for reading this information page! I wish you
legend, these are fairy rings, and all ‘the luck of the Irish’!
if you destroy one, you’ll have an
accident before the end of the year. Will, age 15
Local people have avoided them for
centuries for this reason. However,
archaeologists think that Stone Age
people, not fairies, made them!
Exercise 1
Word check
a Rainbows legend centuries archaeologist Stone Age rainbow treasure
b Fairies
c The Blarney 1 Look at the web page. Pictures a–d are in the CULTURAL COMPARISON
Stone wrong place. Match them with the correct
subheadings. 4 Compare superstitions in your country
d Stone circles with superstitions in Ireland. Think
2 3.15 Read and listen. What is a leprechaun? about …
Exercise 2
A kind of fairy. 3 Read again and choose the correct words. t GBJSJFT t HIPTUT t 6'0T
t UIF FWJM FZF
Exercise 3 1 The Celts lived only in Ireland / all over Britain.
1 all over 2 The Irish believe that fairies are good and bad / In my country we don’t believe in fairies,
but some people believe in ghosts.
Britain usually good.
2 good and 3 Some Irish people / archaeologists think it’s
bad dangerous to destroy stone circles.
3 people 4 Leprechauns can show people where to find
4 money
5 speaking rainbows / money.
5 Irish people have a talent for speaking / kissing.
88 Culture video: Ireland
The words you are searching are inside this book. To get more targeted content, please make full-text search by clicking here.
Pulse 2 Students
Discover the best professional documents and content resources in AnyFlip Document Base.
Search