Pulse 2 Students

Lifelong learning skills Evaluation

Self-study and • Unit 2 End-of-unit test: Basic, Standard and Extra
self-evaluation • CEFR Skills Exam Generator
• Study guide:
External exam trainer
Student’s Book page 29
• Progress check and self- • Listening: Matching key information

evaluation: Digital material
Workbook pages 22–23
• Grammar reference and practice: Pulse Live! Digital Course including:
Workbook pages 86–87 • Interactive grammar tables
• Wordlist: • Audio visual speaking model: Asking about an
Workbook pages 151–157
experience
Learning strategies • Audio visual cultural material: Scotland
and thinking skills Student’s website
• Using what, why, where and how
Digital competence
for past simple questions
• Web quest: your favourite writers
Cultural awareness • Digital competence worksheet: Online biographies
• A quick guide to the Edinburgh
Reinforcement material
Fringe Festival
• Comparing festivals in Scotland • Basic worksheets, Teacher’s Resource File pages 11–16
• Vocabulary and Grammar: Consolidation worksheets,
with festivals in students’ own
countries and regions Teacher’s Resource File pages 7–8

Cross-curricular Extension material
contents
• Literature: Charles Dickens, • Fast-finisher activity: Student’s Book page 21
• Extra activities: Teacher’s Book pages T26, T28
festivals • Vocabulary and Grammar: Extension worksheets,
• Reading and writing a review
• ICT: searching the internet for Teacher’s Resource File pages 9–10

information Teacher’s Resource File

Key competences • Translation and dictation worksheets pages 3, 13
• Evaluation rubrics pages 1–7
CLC Competence in linguistic • Key competences worksheets pages 3–4
communication • Culture and CLIL worksheets pages 5–8
CMST Competence in mathematics, • Culture video worksheets pages 3–4
science and technology • Digital competence worksheets pages 3–4
DC Digital competence • Macmillan Readers worksheets pages 1–2
SCC Social and civic
competences
CAE Cultural awareness and
expression
L2L Learning to learn
SIE Sense of initiative and
entrepreneurship

U2

UNIT FACT OR
FICTION?
2

Exercise 2

1 romantic novel THINK ABOUT IT

2 comic novel What kind of books do you like?
Do you prefer fiction or
3 autobiography Vocabulary and Speaking non-fiction?
4 travel guide
5 adventure Literature

story 1 1.21 Look at the literary genres. Listen and repeat the words.
6 biography

7 science fiction adventure story autobiography biography comic novel cookery book detective novel
novel fairy tale historical novel poetry book romantic novel science fiction novel thriller travel guide

My Side and 2 1.22 Complete the comments with words from exercise 1. Which two books are
Steve Jobs: about real people? Listen and check.
The man who
thought different
are about real
people.

This week’s bestsellers! What our readers think … home bestsellers

bestsellers > reviews

LIFE, LOVE AND Europe Essentials Steve Jobs: The man
TEXTING who thought different
This is a (4) … about
From the title, you’d some great places This (6) … tells the
think this was a (1) … in Europe. There is amazing life story
but it’s also a (2) … information about lots of of Steve Jobs. For
that really made me interesting things to see technology lovers!
laugh. and do in Europe. Maisie, 17
Vicky, 18 Jess, 15

MY SIDE PERCY JACKSON AND THE ADVENTURES OF
THE LIGHTNING THIEF SEAN RYANIS & THE
I’m not a sports IMPOSSIBLE CHASE
fan, but I really This is an (5) … about
enjoyed this a very clever boy called I really liked
(3) … of David Percy. Someone stole this (7) …
Beckham. I’m something very important about exciting
going to buy it from the Greek God Zeus. adventures in
for my dad now! It’s very exciting! Children space. Buy it!
Tom, 19 aged 10–12 will enjoy it. Brad, 16
Kate, 11

Exercise 3 3 Match the definitions with words from exercise 1. 5 Make notes about a book you enjoyed reading.

1 detective 1 A story about trying to solve a crime. Title: Age when you read it:
novel 2 A traditional story about magical events. Author: Why you liked it:
3 A book that helps you to make food. Kind of book:
2 fairy tale 4 An exciting story, often about danger or crime.
3 cookery book 5 A fiction book about people and events in the 6 Work in pairs. Ask and answer questions about
4 thriller your books from exercise 4.
5 historical past.

novel EXPRESS YOURSELF

4 Which of the books would you like to read? Why? What’s the title? When did you read it?
Who’s the author? Why did you like it?
What kind of book is it?
I’d like to read ‘My Side’ because I like sport.

20 Vocabulary extension: Workbook page 103

Vocabulary and Speaking

Literature 2 1.22

Lesson objectives • Check students understand the task.
• Students work individually and complete the
In this lesson students will:
• learn / revise words related to literature comments using words from exercise 1.
• ask and answer questions about the • They decide which two books are about real

books they like reading people.
• Students compare answers in pairs.
Warmer • Play the CD for students to listen and check

Books closed. Write book, author and title on their answers.
the board with the letters in the wrong order, • Check answers as a class.
eg kobo, hotaur and ettli. Explain that the
three words are all connected with the topic Culture note
of literature. Ask students to work in pairs
and write the letters in the correct order to David Beckham was born in London,
spell the words. England in 1975. He is the first English
footballer to win league championships in
Think about it four different countries (England, Italy, the
USA and France). He played 115 times for
Students work individually and answer the the English national team. He is married to
questions. They compare answers in pairs. Victoria, who was ‘Posh Spice’ in the 1990s
Get feedback from the whole class. all-girl pop group, The Spice Girls, and is
now a fashion designer.
1 1.21
3 • Ask students to read the definitions.
• Students look at literary genres.
• Play the CD. Students listen to the words in • Students work individually and find the words
in exercise 1 that match the definitions.
the word pool and repeat them.
• Check students understand the difference • They compare answers in pairs.
• Check answers as a class.
between an autobiography (a book someone
writes about their own life) and a biography (a EXPRESS YOURSELF
book about a person’s life written by another
person). 4 • Read the example sentence aloud to the
• Make sure they pronounce biography
class.
ED́'ĴJUȪIL correctly with the stress on the • Students read the questions and answer

second syllable. them individually.
• They compare answers in pairs.
Language note • Listen to their ideas as a class. Make sure

Point out that in compound words where they give reasons.
both words are nouns, the first word usually
carries the main stress, eg adventure story, 5 • Explain the task. Make sure they understand
poetry book. In compound nouns where the
first word is an adjective, the second word is kind, meaning literary genre, eg thriller, travel
usually stressed, eg comic novel, historical guide, etc.
novel. • Students work individually and complete the
information.

6 • Read the five questions aloud to the class

and ask students to repeat them chorally.
• Put students into pairs to ask and answer the

questions.
• Listen to some pairs as a class.

Vocabulary extension: Workbook page 103

T20

Reading Culture note

Text type: A magazine Mobile phone novels are typically very short
article and some only have 70 to 100 words. The
biggest website for mobile phone novels has
Lesson objectives 3.5 billion visits a month. The mobile phone
novel Mika was made into a film.
In this lesson students will: The word emoticon is a blend of the words
• read a magazine article emotion and icon. It’s often thought that
• read for specific information emoticons are a product of the computer
age but, in fact, they were used in letter
Recommended web links writing in the nineteenth century when
they were commonly used in casual and
www.handyroman.net/indexeng.html# humorous writing.

www.goodreads.com/group/show/103377- 3 • Students read the five questions and the
textnovel-cell-phone-novel-movement
different possible answers.
litreactor.com/columns/app-tacular-writing- • They read the article again and choose the
on-phones-smart-phones-and-tablets
correct answers.
Warmer • Students compare answers in pairs.
• Check answers as a class and highlight the
Write the word mobile phone on the board.
Ask students to work in pairs and make a list information in the Did you know? box.
of things they can do with a mobile phone.
Listen to their ideas as a class and write the Finished?
activities the board, eg send a text message,
call friends, take pictures. Ask fast finishers to answer the question and
make a list of reasons why or why not.
1 • Students read the two questions.
Web quest
• They look at the picture and answer the
questions. Students find out about one of their favourite
writers. Highlight the Web quest tip.
• Students compare answers in pairs.
• Check answers and get feedback from the 1 • Students choose one of their favourite

whole class. writers.

2 1.23 • Ask students to open an internet web

• Students read the questions carefully first. browser such as Internet Explorer.
• Play the CD. Students listen and follow the Students open a search engine (eg
Google) and type in the name of the
article in their books. writer they have chosen.
• Students compare answers in pairs.
• Check answers as a class. • Students find as much information as

Word check they can and make notes.

Make sure students understand the words. Ask 2 • They write a short biography about their
them to translate them into their language.
chosen writer using the information they
have found.

3 • Students work in pairs. They tell their

partner about their writer and ask and
answer questions.

• Ask some students to present their

biography to the class.

T21

THE STORY OF THE MOBILE PHONE NOVEL UNIT

A few years ago, a 19-year-old Japanese girl started writing a 2
novel about her life in a small town. She finished it in just three
weeks and gave it the title Dreams Come True. Akiko wasn’t an DID YOU KNOW?
experienced writer and didn’t expect anyone to be interested in 20% of teenage girls in Japan
her tale. Yet when it came out a few months later, the romantic own two mobile phones!
novel was a great success. It sold over 200,000 copies.
It’s an incredible story. The most amazing thing about it,
though, is the fact that Akiko wrote the novel on her mobile
phone! As she wrote, she posted it, chapter by chapter, on a
website where readers could download it immediately. She
worked on it whenever she could – mostly while she was
relaxing at home. She didn’t think too much about the story and
she didn’t rewrite anything!
Akiko was one of the first of a new generation of novelists in
Japan who write novels as if they are writing a text message.
They write in a simple, chatty style and use lots of abbreviations
and ‘emoticons’. They know how to tell a good story, but they
don’t worry too much about grammar and spelling.
Some people were critical of mobile phone novels at first.
They thought they were a bad influence on teenage girls,
who preferred them to ‘proper’ literature. However, they are
now popular with people of all ages. Many of the best-selling
paperback books in Japan were originally mobile phone novels!

Word check
post download chatty abbreviation emoticon influence paperback

Reading 3 Read the article again and choose the correct Exercise 3
answers.
A magazine article 1b
1 Akiko wrote her novel very … 2b
1 Look at the picture. What is the girl doing? 3a
Exercise 1 How much time do you spend doing this a) slowly. b) quickly. 4a
activity per day? 5a
She’s texting. / 2 Akiko … experience of writing books.
She’s writing a 2 1.23 Read and listen to the article. Answer
text message. / the questions with yes or no. a) had b) didn’t have
She’s sending
a text 1 Was Dreams Come True about true 3 People were first able to read Dreams Come
message. experiences?
students’ own True on …
answers 2 Did readers like Dreams Come True?
3 Did the author write the novel on her a)the internet.
Exercise 2
computer? b)their mobile phones.
1 yes 4 Is the language in a mobile phone novel
2 yes 4 Mobile phone novelists write …
3 no always correct?
4 no 5 Do mobile phone novels sometimes become a)the way people speak.
5 yes
paper books? b)in long sentences.

5 In Japan, mobile phone novels are …

a)very successful.

b)only read by teenage girls.

FINISHED?

Would you like to read a mobile phone
novel? Why (not)?
I would like / wouldn’t like to read a mobile
phone novel because …

WEB QUEST

Find out about one of your favourite writers. Find the author’s official
web page for their latest
1 Make notes about their: news and biography.

t Name t Nationality t Titles of books

t Date of birth t Kind of books

2 Write a short biography.

3 Work in pairs. Tell your partner about your writer. Ask and answer questions. 21

Exercise 1

finished is
regular

wrote is
irregular

Exercise 2 Grammar affirmative

We form the Past simple She finished the novel in 19 days.
affirmative past She wrote the novel on a phone.
simple tense of 1 Look at the affirmative examples of the past
regular verbs simple in the table. Which verb is regular and negative
by adding -ed. which is irregular?
They didn’t like mobile phone novels.
Exercise 3 2 How do we form the affirmative past simple They didn’t think about the story.
tense of regular verbs?
a didn’t questions
b Did 3 Complete the rules.
Did you enjoy the book?
Exercise 4 a) To make negative past simple sentences, we Did you find that website?
use … followed by the infinitive form of the
went verb. short answers
liked
saw b) We begin questions in the past simple tense Yes, I did.
got with … . No, I didn’t.

started 4 Write the past simple form of the verbs in the 6 Complete the book review with the past simple Exercise 6
read box in your notebook. Which verbs are regular? form of the verbs in brackets. 2 didn’t think
3 started
said go like see get start read say wish THE 4 loved
wished come hate 5 didn’t want
came HUNGER GAMES 6 thought
7 had
hated 5 Correct the sentences about the writer Suzanne My brother (1) gave (give) me The 8 found
Collins. Use the words in brackets. Hunger Games by Suzanne Collins 9 wanted
liked, started, for my birthday. I (2) … (not think) I 10 stayed
wished and would like it, but as soon as I (3) … 11 didn’t like
(start) reading it, I (4) … (love) it. I 12 said
hated are She liked dancing when she was 11. (reading) (5) … (not want) it to end!
regular. I (6) … (think) the story, which takes place in Exercise 7
the future, was very original. This book (7) … students’ own
She didn’t like dancing when she was 11. She liked (have) an unusual theme. I (8) … (find) the main answers
character, Katniss Everdeen, very believable
Exercise 5 re a d i n g . and I really (9) … (want) her to win the Hunger
Games competition. The story was so exciting
1 She didn’t live in 1 She lived in New York for 18 years. (16 years) that I (10) … (stay) up all night to finish it!
New York for 18 2 She grew up in the same place. (different Some people (11) … (not like) the book because
years. She lived they (12) … (say) there was too much fighting
in New York for places) in it, but I disagree. I can’t wait to read the next
3 She started writing for children’s television in book in the series!

16 years. 1992. (1991)

2 She didn’t grow 4 Her books The Hunger Games Trilogy were
up in the same
place. She grew successful in one country. (lots of countries)
up in different 5 She wrote a book about a character called
places.
Gregor and his little brother. (little sister)

3 She didn’t 7 Rewrite the sentences so they are true for you.
start writing Change the time expressions in bold.
for children’s
televison in 1 I sent her a text message two minutes ago.
1992. She 2 I had something to eat half an hour ago.
started writng 3 I tidied my bedroom a few days ago.
for children’s 4 I saw a good film two weeks ago.
television in 5 I bought some new shoes one month ago.
1991.
ANALYSE
4 Her books The
Hunger Games In English, ago comes after time expressions.
Trilogy weren’t That book came out two years ago.
successful in I sent you an email a few minutes ago.
one country. Is the word order the same in your language?
Her books The
Hunger Games 1.24–1.25 Pronunciation lab: Past simple endings, page 124
Trilogy were
successful in Digital course: Interactive grammar table Study guide: page 29
lots of countries.

5 She didn’t write
a book about a
character c2a2lled
Gregor and his
little brother.
She wrote a
book about a
character called
Gregor and his
little sister.

Grammar Culture note

Past simple Suzanne Collins was born in Connecticut,
the USA in 1962. She is a writer for children’s
Lesson objectives television and author of The Underland
Chronicles (a series of five books published
In this lesson students will: between 2003 and 2007) and The Hunger
• learn / revise the past simple of regular Games Trilogy (published between 2008 and
2010).
and irregular verbs
• use the past simple with time expressions 6 • Explain the task.

with ago • Students read the text carefully first.
• They work individually and complete the
Warmer
book review with the past simple form of the
Write the sentence Akiko wrote a novel on her verbs in brackets.
mobile phone on the board with the words in • Students compare answers in pairs.
the wrong order: wrote Akiko novel phone her • Check answers as a class.
on a mobile. Students work in pairs and write
the sentence in the correct order. Write the 7 • Explain the task. Rewrite the first sentence as
correct sentence on the board.
an example. Make the sentence true for you,
1 • Read the two affirmative sentences aloud to eg I sent her a text message five hours ago.
• Students complete the exercise individually.
the class. • Get feedback from the whole class.
• Ask Which verb is regular and which is
Analyse
irregular? and elicit that finished is regular
and wrote is irregular. Students read the information. Ask them
to translate the example sentences and to
2 • Ask How do we form the affirmative past compare the word order in English with the
word order in their language.
simple tense of regular verbs? and elicit that
it is formed by adding -ed. Pronunciation lab: Past simple
endings, page 124
3 • Students work individually and complete the
Digital course: Interactive grammar table
rules.
• They compare answers in pairs. Study guide: page 29
• Check answers as a class.

4 • Students complete the exercise individually.

• They compare answers in pairs.
• Check answers as a class.
• Point out that regular verbs ending in -e (eg

like, hate, etc) form the past simple by adding
-d.
• Highlight the pronunciation of the present

simple read /UL‫ڴ‬G/ and the past simple read
UHG .

5 • Students look at the pictures. Elicit who the

writer is (Suzanne Collins) and what famous
books she wrote (The Hunger Games Trilogy).
• Students work individually and correct the
sentences using the words in brackets.
• They compare answers in pairs.
• Check answers as a class.

T 22

Vocabulary and Listening

Professions 6 • Ask students to read the questions. Check

Lesson objectives that they understand all the vocabulary,
especially admire (feel respect for someone).
In this lesson students will: • Play the CD. Students listen and answer the
• learn vocabulary for different occupations questions.
• listen for specific information • Students compare answers in pairs.
• Check answers as a class.

Warmer 1.28 Audioscript, exercise 5

Write job on the board. Put students into Presenter: Tonight we’re talking about important
pairs and ask them to write a list of all the people in modern history and I’ll be introducing
jobs they know in two minutes. Listen to tonight’s guests in just a moment. First of all, we
their ideas as a class and make a list on the sent our reporter, Sam Jenkins, out and about to
board, eg doctor, teacher, driver, actor. see what you had to say on the subject.
Sam: Sorry to bother you – do you mind if I ask
1 1.26 you something?
Woman: No, of course not.
• Explain the task. Sam: Which person in modern history do you
• Play the CD. Students listen and repeat the admire the most?
Woman: Oh! That’s a difficult question.
words in blue chorally and individually. Sam: We’re doing a survey to find out what
• Elicit the names of any of the people that people think.
Woman: I see. Can it be anyone?
they know, eg 12 Barack Obama. Sam: Yes – a politician, a painter, an athlete …
• Check that students understand all the whatever. Someone that you think has made a
difference to the world.
different professions. Woman: Well then, for me it’s the musician John
Lennon. He was a talented singer and wrote
2 • Students match the names with the some really beautiful songs. He believed that
people should live in peace.
descriptions in the timeline. Point out that if Sam: OK, great! Thanks a lot for your time.
they don’t know, they should guess. Woman: No problem.
• Students compare answers in pairs. Sam: Hi there – have you got a minute? I just
• Listen to their ideas as a class but do not want to ask you a quick question.
check the answers at this point. Boy: Go ahead.
Sam: We’re trying to find out which famous
3 1.27 person from modern history people admire. Who
would you choose?
• Play the CD. Boy: Well the only person I can think of is the
• Students listen and check their answers from guy who invented Facebook … what’s his name?
Sam: Mark Zuckerberg?
exercise 2. Boy: That’s right. I’ll choose him because I think
• Check answers as a class and elicit the Facebook was a really clever idea. I mean, it’s
completely changed the way people communicate.
names of the people shown in the pictures. Sam: Right. Thanks! Er, are you two together?
Girl: Yes.
4 • Students work individually and choose one Sam: OK, so can I ask you the same question?
Girl: Yes, sure. I don’t agree with Jason because I
of the people from exercise 2 or a person of don’t think Facebook is such an amazing invention.
their choice. They write three questions they Sam: OK …
would ask them. Girl: For me it has to be someone who really
• They compare their choice of person and gives people hope. Like that runner, Mo Farah.
their questions in pairs. He moved to the UK from Somalia when he was
• Listen to their ideas as a class. a boy and became a really successful athlete. He
won two gold medals at the London Olympics.
5 1.28 I think he’s amazing because he shows that
anything is possible when you try hard.
• Explain that students will hear an interview in Sam: Great. Thanks a lot! Well, we’re going back
which they will hear some of the names from to the studio now …
exercise 2.

• Play the CD. Students write down the names
from exercise 2 that they hear.

• Check answers as a class.

T 23

UNIT

2

Vocabulary and Listening

Professions

PEOPLE WHO CHANGED THE W RLD

1800

1 1822 2 1881 3 1911 4 1914

An English 1881 – A great An explorer from A young comedian
engineer invented painter was born Norway made a trip appeared in the first of
the first computer. in Málaga, Spain. to the South Pole. many black and white films.

9 1989 8 1980 7 1969 6 1963 5 1930

A computer scientist A famous musician An American A great flamenco A female pilot flew
invented the World was shot dead in astronaut walked dancer gave her alone from Britain
Wide Web. New York. on the moon. last performance. to Australia.

10 2003 11 2007 12 2008 13 2012 NOW

The inventor of A writer of children’s A black politician An athlete won gold medals in
Facebook became books sold more than became president the Olympic Games for both the
a millionaire. any other author. of the USA. 5,000 m and 10,000 m races.

Exercise 2 1 1.26 Look at the timeline. Listen 3 1.27 Listen and check your answers. Exercise 5
and repeat the words in blue. Do you
1c know who any of the people are? 4 Which person from exercise 2 or the past John Lennon
would you most like to meet? What three Mark
2g 2 Match the names with the descriptions questions would you ask him or her? Zuckerberg
in the timeline. Mo Farah
3j 5 1.28 Listen to a reporter interviewing
a) Charlie Chaplin some people. Which names from exercise 2 Exercise 6
4a b) Barack Obama do they mention?
c) Charles Babbage 1 It’s difficult.
5l d) Carmen Amaya 6 Listen again and answer the questions. 2 John Lennon.
e) Mark Zuckerberg 3 It was a really
6d f ) J.K. Rowling 1 What does the woman think of the
g) Pablo Picasso reporter’s question? clever idea and it’s
7m h) Mo Farah completely changed
i) John Lennon 2 Who does the woman admire? the way people
8i j) Roald Amundsen 3 What is the boy’s opinion of Facebook? communicate.
k) Tim Berners-Lee 4 Who does the girl admire? Where is he 4 Mo Farah. He’s
9k l) Amy Johnson originally from
m) Neil Armstrong originally from? Somalia.
10 e 5 What does she say the person shows? 5 That anything is
possible when you
11 f try hard.

12 b 23

13 h

Pablo Picasso,
Carmen Amaya,
Mark
Zuckerberg,
JK Rowling,
Barack Obama
and Mo Farah
are shown in the
pictures.

Cultural awareness Fact box

Festivals in Scotland Edinburgh and Glasgow have a lot
of festivals! There are film festivals,
1 Look at the pictures. Which of the two performances would and many kinds of music festivals.
you like to watch?

Exercise 2 2 1.29 Read and listen to the guide. Which famous person
was once in the Edinburgh Fringe Festival?
Rowan
Atkinson A quick guide to the Edinburgh
(Mr Bean)
Festival
HOME GUIDE

Exercise 3 What is it? Word check
festival perform put on a show
1 False It’s the biggest festival of theatre, comedy, music and dance in the world. Every take place circus comedy
The year there are thousands of different performers from all over the world!
International
Festival and Who performs in it?
the Fringe
Festival Lots of young actors, comedians, musicians and dancers.
began in the
same year, When did it start?
1947.
In 1947 – the same year that the Edinburgh International Festival started.
2 True
Why was it special?
3 False
Rowan There were rules about who could and couldn’t perform at the International
Atkinson, Festival. However, at the Fringe Festival anybody could put on a show!
the actor
who plays Who has appeared at the festival?
Mr Bean,
appeared Many famous people began their careers at the Edinburgh Fringe Festival. For
in a play at example, Rowan Atkinson, the actor who plays Mr Bean, appeared in a play
one festival there when he was a student at Oxford University.
when he was
a student Where does it take place?
at Oxford
University. All over Edinburgh. Performances don’t always take place in theatres, however.
You can watch them outside on the street, in cafés and in people’s homes. Once
4 True there was even a show on a moving bus!

5 True When does it take place?

Every August for three weeks.

How much do tickets cost?

Most tickets cost under ten pounds, but many
performances are free.

What does it offer for young people?

Lots! In the 2012 festival, for example, many
events were for teenagers.They included a
youth circus workshop and a musical comedy
performed by American high-school pupils.

3 Read the guide again. Are the sentences true or CULTURAL COMPARISON
false? Correct the false sentences.
4 Think of a festival in your country and answer
1 The International Festival began after the the questions.
Fringe Festival.
1 Where is it?
2 You don’t need any experience to take part in 2 When is it?
the Fringe Festival. 3 Who takes part in it?
4 How much do tickets cost?
3 There was a Mr Bean show at one festival.
4 Performances are sometimes in strange

places.
5 The Fringe Festival isn’t just for adults.

24 Culture video: Scotland

Cultural awareness

Festivals in Scotland Word check

Lesson objectives Make sure students understand the words,
especially take place (happen). Ask them to
In this lesson students will: translate them into their language.
• read about festivals in Scotland
• talk about a festival in their country CULTURAL COMPARISON

Warmer 4 • Students read the four questions and make a

Write Edinburgh and Glasgow on the board. note of their answers.
Focus students on the Fact box. Elicit
from the class that Edinburgh is the capital • They work in pairs and discuss the
of Scotland and any events or places to
visit students know about in Edinburgh or questions.
Glasgow, eg Edinburgh: The Military Tattoo,
Edinburgh Castle, Edinburgh Zoo; Glasgow: • Listen to their ideas as a class.
the Glasgow Jazz Festival, Kelvingrove Art
Gallery and Museum, the Mackintosh House, Culture video: Scotland
etc.

1 • Students look at the pictures.

• They work in pairs and say which of the
performances they would like to watch and
why, eg I would like to watch the drummers
because I like all kinds of music.

• Listen to their ideas as a class.

Culture note

The Edinburgh Fringe is the world’s largest
arts festival and about 2,000,000 tickets are
sold for Fringe events every year. There are
around 3,000 shows of which over a third are
comedy shows.

2 1.29

• Explain the task.
• Play the CD. Students listen and follow the

text in their books.
• They compare the answer in pairs.
• Check the answer as a class.

3 • Students read the sentences carefully first.

• They read the guide again and decide
whether the sentences are true or false. They
correct the false sentences.

• Students compare answers in pairs.
• Check answers as a class.

T 24

Grammar could / couldn’t

was / were 3 • Students study the table.

Lesson objectives • They choose the correct words to complete
the rules.
In this lesson students will:
• learn / revise was / were and could / • Students compare answers in pairs.
• Check answers as a class. Highlight that could
couldn’t
• ask and answer questions using could refers to both ability and possibility in the past.
• revise the past simple of regular and
4 • Encourage students to read the whole
irregular verbs
• read a text about Charles Dickens dialogue first before they begin the activity.
• Students work individually and complete the
Warmer
conversation using could or couldn’t.
Write the sentence There was a performance • Check answers as a class.
on a moving bus on the board with the words
in the wrong order: bus on was a performance 5 • Demonstrate how the prompts are used to
there a moving. Students work in pairs and
write the sentence in the correct order. Write make the question with Could you and were.
the correct sentence on the board. • Students work individually to write the full

1 • Students read the example sentences in the questions.
• They compare answers in pairs.
table. • Check answers as a class.
• They copy and complete 1–3 in their • Remind students that the short answers are

notebooks. Yes, I could. and No, I couldn’t.
• Students compare answers in pairs. • Students work in pairs and ask and answer
• Check answers as a class. Highlight the
the questions.
contractions wasn’t (was not) and weren’t
(were not) and their pronunciation wasn’t CLIL Grammar in context:
Literature
‫ۉ‬ZĴ]ȪQW (two syllables) and weren’t Zȶ‫ڴ‬QW
6 • This activity gives further practice in the
(one syllable).
past simple of regular and irregular verbs.
2 • Do the first example with the class to • Ask students to read the whole text before

demonstrate the task (Were the Harry Potter they complete the text with the past
films good? Yes, they were. / No, they simple form of the verbs in brackets.
weren’t.). • Students work individually to complete
• Students work individually to complete the the exercise.
questions and write short answers. • They compare answers in pairs.
• They compare answers in pairs.
• Check answers as a class. 7 1.30

Culture note • Play the CD. Students listen and check
their answers.
Sherlock Holmes first appeared in a story by
Sir Arthur Conan Doyle in 1887 and featured CLIL task
in four novels and fifty-six short stories.
Students use the internet to find out which of
Look! the novels were written by Charles Dickens
(Bleak House, Great Expectations). Jane Eyre
Read the two example sentences aloud to was written by Charlotte Brontë and Emma
the class. Point out that we can contract the was written by Jane Austen.
present simple form there is to there’s but that
we cannot do this with the past simple form. Pronunciation lab: /Ȫ/, page 124

T 25 Digital course: Interactive grammar table

Study guide: page 29

UNIT

2

Grammar could / couldn’t

was / were

Exercise 1 1 Study the table. Copy and complete 1–3 with 3 Study the table. Choose the correct words to Exercise 3
1 were a infinitive
2 wasn’t was, wasn’t and were. complete the rules. b past
3 Was
affirmative affirmative Exercise 4
Exercise 2 He was a student in Madrid. You could watch unknown performers. 1 couldn’t
1 Were the Harry Many events (1) … for teenagers. 2 couldn’t
negative negative 3 Could
Potter films It (2) … a good play. They couldn’t perform at that festival. 4 could
good? Yes, They weren’t from Scotland. 5 could
they were. / questions questions
No, they (3) … I / he / she / it a famous actor? Could she sing? Exercise 5
weren’t. Were we / you / they in the show? 1 Could
2 Was Sherlock short answers short answers
Holmes a real No, I / he / she / it wasn’t. Yes, she could. / No, she couldn’t. you ride
person? No, Yes, we / you / they were. a bicycle
he wasn’t. a) The infinitive / past simple form of the main verb when you
3 Were any of 2 Complete the questions with was or were. follows could. were six?
Shakespeare’s Then write short answers. 2 Could
plays b) We use could and couldn’t to talk about ability you use a
comedies? Were you interested in books five years ago? and possibility in the present / past. computer
Yes, they were. No, I wasn’t. when you
1 … the Harry Potter films good? … 4 Complete the conversation with could or couldn’t. were eight?
Exercise 6 2 … Sherlock Holmes a real person? … 3 Could you
1 was 3 … any of Shakespeare’s plays comedies? … Jenny: Was the play good last night? speak
2 was John: Yes, but I (1) … see very well. We (2) … get English
3 lived LOOK! when you
4 wrote seats near the front. were ten?
5 did he there’s / there are there was / there Jenny: (3) … you understand it, though? I think 4 Could you
were cook when
write There’s a film festival this week. Shakespeare’s difficult. you were
6 were There was a film festival last week. John: Yes, we (4) … . This play was in modern 12?
7 didn’t have
8 didn’t think CLIL Grammar in context: English so we (5) … easily follow it.
9 tried Literature
10 did people 5 Write questions with could. Then work in pairs
and ask and answer the questions.
like
11 had read / when / four?
12 loved
13 couldn’t Could you read when you were four?
14 paid
1 ride a bicycle / when / six?
2 use a computer / when / eight?
3 speak English / when / ten?
4 cook / when / 12?

6 Complete the text with the past simple Who (1) … (be) Charles Dickens?
form of the verbs in brackets. He (2) … (be) an English writer who (3) … (live)
from 1812 to 1870. He (4) … (write) 15 novels, including A
7 1.30 Listen and check your answers. Christmas Carol and Oliver Twist.
What (5) … (he / write) about?
CLIL TASK A lot of his books (6) … (be) about poor people. They (7) …
Which of these novels were written by (not have) an easy life in the 19th century. Dickens (8) …
Charles Dickens? (not think) people should live in bad conditions and he
Jane Eyre Bleak House Emma (9) … (try) to make people think about these problems.
Great Expectations Why (10) … (people / like) his books?
Because they (11) … (have) exciting stories and interesting
characters. Everyone (12) … (love) them — even people
who (13) … (can not) read! They (14) … (pay) other people
to read the books to them!

1.31–1.32 Pronunciation lab: ȫ , page 124

Digital course: Interactive grammar table Study guide: page 29 25

xx

A visit to King Arthur’s Labyrinth I had a fantastic weekend
with my family. What did
The tourist attraction that brings the you do at the weekend?

legend to life!

Travel into the past to the times of
King Arthur at one of the most
unusual tourist attractions in Wales.

But who was King Arthur?

He was a legendary king from medieval
times. He was a hero who won many
battles and even fought dragons!

King Arthur’s Labyrinth isn’t a museum:
it’s an underground adventure! First, you
descend underground into a large cave.
Then, you can explore the cave with a
guide, who tells you the story of King
Arthur and his exciting life.

The experience is interactive. You don’t
just hear about the tale of King Arthur –
you can see and hear his adventures too!
And you might also see a Welsh dragon
… but don’t be scared!

Don’t forget to wear comfortable shoes
for walking. This attraction is suitable for
all the family. It’s lots of fun for children,
teenagers and adults.

Step 1: Read Step 2: Listen

Exercise 1 1 Read the information about King Arthur’s 3 1.33 Listen to someone phoning for information Exercise 3
Labyrinth. Then answer the questions. about King Arthur’s Labyrinth. Copy and complete 1 5pm
1 In Wales. the notes. 2 £5.95
1 Where is King Arthur’s Labyrinth? 3 £8.95
2 He was a 2 Who was King Arthur? King Arthur’s Labyrinth 4 online
legendary 3 Who can you explore the cave with? Open every day 10am to (1) … 5 café
king from 4 What might you see in the cave? Tickets: Children (2) £… Adults (3) £…
medieval 5 What must you wear? Where to buy tickets: at the Labyrinth or (4) … Exercise 4
times. 6 Who is the attraction suitable for? Food available at the (5) … 1 Next

3 A guide. 2 Would you like to visit King Arthur’s 4 Listen again and answer the questions. weekend.
Labyrinth? Why (not)? Give reasons for 1 When is the boy going to visit King Arthur’s 2 His younger
4 A Welsh your answer. Labyrinth?
dragon. 2 Who is he going with? sister and
I would really like to visit King Arthur’s 3 How is he going to travel there? his parents.
5 Comfortable Labyrinth because … 3 By car.
shoes for
walking.

6 All the
family.

26

Integrated skills • Play the CD. Students complete the notes
with the missing information.
A visit to King Arthur’s
Labyrinth • They compare answers in pairs.
• Check answers as a class.
Lesson objectives
4 • Students read the three questions carefully
In this lesson students will:
• work on all four skills first.
• read about a tourist attraction • Play the CD again. Students write the
• listen to someone phoning for information
• write a personalized dialogue answers.
• act out their dialogue • They compare answers in pairs.
• Check answers as a class.
Warmer
Extra activity
Ask students to read the information about
Chris in the speech bubble. Then write the Focus on some of the vocabulary in the
question What did you do at the weekend? dialogue, eg in advance (before a particular
on the board. Students answer the question event or time in the future) and brilliant
in pairs. Listen to answers as a class.
‫ۉ‬EÚOMȪQW (meaning fantastic or wonderful).
Step 1: Read
1.33 Audioscript, exercise 3
1 • Remind students that when we look at texts
Woman: Wales Tourist Information. How can I
like this we usually have some idea of what help?
we are looking for first. We do not usually Boy: Oh hello. I’d like some information about
begin at the beginning of the text and read King Arthur’s Labyrinth, please.
everything. We scan the text until we find Woman: OK. What would you like to know?
what we are looking for. Boy: Well, I’m interested in visiting next
• Students read the six questions carefully first. weekend. Can you tell me the opening times?
• They look in the text and find the answers to Woman: Yes, it’s open from 10am until 5pm
the questions. every day.
• Students compare answers in pairs. Boy: Great. And how much are the tickets?
• Check answers as a class. Make sure Woman: Well, how old are you?
students understand cave (a large hole in the Boy: I’m fourteen and I’m coming with my
side of a hill or under the ground) and dragon younger sister and my parents.
(a mythical animal that breathes out fire). Woman: OK, well our children’s tickets are £5.95
and our adults’ tickets are £8.95. You can buy
2 • Students work individually and think about them at the Labyrinth on the day, or you can buy
them in advance online.
their answers to the questions. Boy: Great, thanks. Is there anywhere we can
• They compare answers in pairs. buy something to eat?
• Listen to students’ ideas as a class. Make Woman: Yes, you can eat at the café. It’s also
open all day.
sure they give reasons. Boy: Brilliant! Oh, I nearly forgot … We’ll be
travelling by car – is there a car park?
Step 2: Listen Woman: Yes, there is.
Boy: OK. Thanks very much for your help.
3 1.33 Woman: You’re welcome.
Boy: Bye.
• Check students understand the task. Elicit
the type of information they should listen for
(a time in gap 1, a price in gaps 2 and 3, a
place in gaps 4 and 5).

• Students copy the notes into their
notebooks.

T 26

Integrated skills – continued

Asking about an experience Step 4: Communicate

5 1.34 9 • Students practise their dialogues in pairs.

• Students look at the picture. Check that they • For extra practice, they swap roles in both
understand the situation and the task. dialogues.

• Play the CD. Students write the answers in 10 • Choose some pairs to act out their dialogue
their notebooks.
for the class.
• They compare answers in pairs. • Students raise their hand if another pair
• Check answers as a class.
has the same tourist attraction as the
6 • Play the CD again, pausing after each tourist attraction they have chosen. This will
encourage them to listen carefully to their
question or statement and each response for classmates.
students to repeat as a class.
• Note the main stress and the falling Integrated skills: Workbook page 112
intonation in the wh- questions: What did you
do there? Why was it so much fun? What did
you enjoy most?
• 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.

Skills builder

What, Why, Where and How for past
simple questions
Read aloud the four questions beginning
with the wh- words. Ask students to translate
the sentences into their language. Highlight
the importance of these key words in
communication.

Step 3: Write

7 • Students choose a tourist attraction they

have visited.
• They copy the phrases and questions in bold

from the dialogue into their notebooks.
• They write their own answers to the

questions.

8 • Ask students to look at the questions and

responses in the Communication kit: Asking
about an experience. Encourage them to use
these expressions in their dialogue.
• Students work individually and write their
dialogue, using the dialogue in the book as a
model.
• Monitor while they are writing and give help if
necessary.

T 27

UNIT

2

ASKING ABOUT
AN EXPERIENCE

So, did you have a good time in Wales? Yes, thanks. It was amazing!
What did you do there?
We went to King Arthur’s Labyrinth in the (1) … . It
Really? Why was it so much fun? was really exciting!
That sounds great! What did you enjoy most?
We went underground and explored a cave with a
It looks quite (4) … ! I’m glad you enjoyed it, though. (2) … . He was so funny!

Well, I really liked hearing about King Arthur’s
adventures, but I thought the interactive parts
were best. Look at this photo of me with a (3) … !

You should go one day!

Exercise 5 5 1.34 Listen to Chris telling Nina about his Step 4: Communicate
trip to King Arthur’s Labyrinth. Complete 1–4 in
1 mountains your notebook. 9 Work in pairs. Take turns to practise your
2 guide dialogues.
3 dragon 6 Listen again and repeat. Practise your intonation.
4 scary So, did you have a good time in / at …?
SKILLS BUILDER Yes, thanks. It was …

What, Why, Where and How for past 10 Act your dialogue for the class.
simple questions
What did you do? COMMUNICATION KIT
Why was / wasn’t it fun?
Where did you go? Asking about an experience
How did you get there?
Did you have a good time in / at … ?
Step 3: Write It was amazing / interesting / awful / boring.
What did you do?
7 Think of a tourist attraction you have visited. What did you enjoy most?
Then copy the phrases and questions in bold I’m glad you enjoyed it.
and write your answers to the questions. It’s a pity you didn’t enjoy it.

8 Write a new dialogue about visiting your tourist
attraction. Write both parts. Use the dialogue
in exercise 5 to help you.

Integrated skills: Workbook page 112 27

Writing

A review

The Sherlock

Holmes Museum

1 Last weekend my family and 3 Read the review again. Find more examples of Exercise 3
sentences with also and too.
I visited the Sherlock Holmes You could
Museum in London. It’s small 4 Rewrite the second sentences using the words see lots of his
but interesting. It’s got a shop for in brackets. possessions
visitors too. too.
1 You could have a drink. You could have a
2 The museum is like the home of meal. (also) There were
also some
Sherlock Holmes, the main character 2 Young children will enjoy it. Teenagers will good books to
from the famous detective stories. You could look around enjoy it. (too) buy.
the different rooms. You could see lots of his possessions
too. You could also meet characters from the books – but 3 The tickets were expensive. The café was Exercise 4
they were really actors! expensive. (also)
1 You could
3 My favourite thing was the museum shop, which was 4 We enjoyed exploring the castle. We enjoyed also have a
exploring the gardens. (too) meal.
very good value. There were also some good books to buy.
The only problem was that the museum was very busy. Writing task 2 Teenagers
We waited half an hour to buy tickets! will enjoy it
Write a review of an interesting place you too.
Exercise 1 1 1.35 Read and listen to the review. In which visited recently.
paragraph does Penelope … 3 The café
a2 Plan Choose an interesting place and was also
b3 a) give details about what you can do at the make notes. expensive.
c1 museum?
Write Write your review. Write there 4 We enjoyed
b) say what she liked and didn’t like about the paragraphs. Use your notes and the review exploring the
museum? in exercise 1 to help you. gardens too.

c) give some general information about the Check Check your writing.
museum?
✔ also and too
2 Read the Writing focus. How do you say too ✔ past simple verbs
and also in your language? ✔ could / couldn’t

WRITING FOCUS

also and too
We use also and too to give more information

about something.
We use also after the verb be, but before main

verbs.
You could look around the different rooms. You
could also meet characters from the books.
We use too at the end of sentences.
It’s small but interesting. It’s got a shop for
visitors too.

28 Build your confidence: Writing reference and practice. Workbook page 122

Writing Extra activity

A review Write I play tennis. and I like watching films.
on the board. Ask students to write two more
Lesson objectives sentences beginning with I play and I like
using too and also, eg I also play basketball.
In this lesson students will: I like playing computer games too.
• read a review
• use also and too to give additional Writing task

information The aim of this activity is for students to
• write a review of a place produce a piece of guided writing that
includes the correct use of also and too. It
Warmer also gives them practice in using the past
simple and could / couldn’t correctly. Ask the
Tell students that you have written the name students to follow the stages in the Student’s
of a famous fictional character on a piece of Book. At the Check stage, ask them to swap
paper. They should try to guess what you have notebooks and check each other’s writing.
written by asking questions. You can only
answer yes or no, eg Is it a man? Yes. Is he a Writing reference and practice: Workbook page 122
detective? Yes. Is it Sherlock Holmes? Yes!
T 28
1 1.35

• Students read the three questions carefully
first.

• Play the CD. Students follow the text in their
books.

• They read the text again and find the
answers.

• Check answers as a class.

2 • Students read the notes in the Writing focus

box.
• Ask students to translate also and too into

their language.
• Highlight the fact that also comes after be

but before main verbs and write two example
sentences on the board, eg He also speaks
French. She is also a dancer.
• Highlight the position of too at the end of
sentences.

3 • Students read the review again.

• They work individually and find more
examples of sentences with also and too.

• Students compare answers in pairs.
• Check answers as a class.

4 • Do the first question with the whole class as

an example (You could also have a meal).
• Students work individually to rewrite the

second sentences using the words in
brackets. Encourage them to look at the
Writing focus box help them.
• Students compare answers in pairs.
• Check answers as a class.

Study guide

Grammar, Vocabulary and Speaking

Tell the students the Study guide is an Speaking
important page which provides a useful • Check that students understand the phrases
reference for the main language of the unit: the
grammar, the vocabulary and the functional to use for asking about an experience.
language from the Integrated skills pages. • Tell students to act out a conversation in
Explain that they should refer to this page when
studying for a test or exam. pairs asking each other about a recent
exciting experience.
Grammar
• Tell the students to look at the example Additional material

sentences of the past simple: affirmative, Workbook
negative, questions and short answers. Make • Progress check page 22
sure they understand how to form the tense • Self-evaluation page 23
and its usage. • Grammar reference and practice pages
• Then tell students to look at the example
sentences of was / were and could / couldn’t 86–87
(affirmative, negative, questions and short • Vocabulary extension page 103
answers). Ensure they know when to use • Integrated skills page 112
each set of words. • Writing reference and task pages 122–123
• Refer students to the Grammar reference
on pages 86–87 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 11–17 • Unit 2 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra

pages 7–10 • CEFR Skills Exam Generator
• Translation and dictation pages 3, 13
• Evaluation rubrics pages 1–7
• Key competences worksheets pages 3–4
• Culture and CLIL worksheets pages 5–8
• Culture video worksheets pages 3–4
• Digital competence worksheets pages 3–4
• Macmillan Readers worksheets pages 1–2

T 29

UNIT

2

Study guide

Grammar Vocabulary

Past simple Literature historical novel
poetry book
affirmative adventure story romantic novel
I read the book in class. autobiography science fiction novel
They enjoyed the autobiography. biography thriller
negative comic novel travel guide
I didn’t see the film adaptation. cookery book
They didn’t want to read the ending. detective novel
questions fairy tale
Did I finish the book?
Did you like the main character? Professions musician
short answers painter
Yes, I / you / he / she / it / we / they did. astronaut pilot
No, I / you / he / she / it / we / they didn’t. athlete politician
comedian scientist
We use the past simple for finished actions in the past. dancer writer
engineer
was / were explorer
inventor
affirmative
He was an actor. Speaking
Many events were free.
negative Asking about an experience
It wasn’t a good performance.
They weren’t in the show. Did you have a good time in / at … ?
questions It was amazing / interesting / awful / boring.
Was I / he / she / it an explorer? What did you do?
Were we / you / they critical about the novel? What did you enjoy most?
short answers I’m glad you enjoyed it.
No, I / he / she / it wasn’t. It’s a pity you didn’t enjoy it.
Yes, we / you / they were.

could / couldn’t

affirmative
You could visit many places.
negative
We couldn’t see the stage.
questions
Could they perform?
short answers
Yes, they could. / No, they couldn’t.

LEARNING TO LEARN

Make a list of irregular past simple verbs in
your notebook. Everytime you learn a new one,
add it to the list.

Progress check: Workbook page 22 Grammar reference: Workbook page 86 29

3UNIT wild

weather

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 news report
vocabulary related to weather and natural about lightning CLC CMST SCC

disasters CLC CMST SCC CAE • look online for information about what you
should and shouldn’t do if lightning strikes CLC
• understand and correctly use the past
continuous CLC L2L CMST DC SIE

• understand and correctly use adverbs CLC L2L • identify specific information in a presentation
• understand when to use the past simple or the about natural disasters CLC CMST SCC

past continuous, draw parallels to L1 and use • read short news paper reports, listen to a
weather report and learn how to react to news
them in a short speaking activity CLC SCC SIE L2L
CLC CMST SCC
• about a natural disaster in New Zealand and
compare with natural disasters in their country • write a fictional narrative about an eventful day
CLC SCC SIE L2L
CLC CMST SCC CAE
• prepare for and do a speaking exam discussing
• about charities by watching a short video CLC a topic CLC CMST L2L SIE
SCC DC CAE

Linguistic contents Skills

Main vocabulary Reading
• Weather: sunny, stormy, cloudy, • Read a news report about lightning
• Read a text about an earthquake in New Zealand
etc • Read news reports about different kinds of weather
• Activities that go with different • Read a fictional narrative

kinds of weather Writing: Interaction and production
• Words for natural disasters: • Write a personalized dialogue about how to react to a

earthquake, hurricane, etc news story
• Write a fictional narrative in three steps: plan, write, check
Grammar • Learn how to use sequencing words and expressions
• Past continuous
• Adverbs Listening
• Past continuous and past simple • Listen to a TV programme about natural disasters
• Listen to a weather report
Functional language
• Phrases for reacting to news Spoken interaction
• Phrases to use when discussing a • Ask and answer questions about activities and weather
• Exchange information about an emergency you have
topic in an exam
• Phrases for activities and weather experienced

in an exam context Spoken production
• Prepare and act out a dialogue about how to react to
Pronunciation
• was and were news
• Prepare and do a speaking exam where you discuss a

topic

Lifelong learning skills Evaluation
• Unit 3 End-of-unit test: Basic, Standard and Extra
Self-study and • CEFR Skills Exam Generator
self-evaluation • End-of-term test, Units 1–3: Basic, Standard and Extra
• Study guide:
External exam trainer
Student’s Book page 39 • Speaking: Discussing a topic
• Progress check and self-
Digital material
evaluation:
Workbook pages 30–31 Pulse Live! Digital Course including:
• Grammar reference and practice: • Interactive grammar tables
Workbook pages 88–89 • Audio visual speaking model: Reacting to news
• Wordlist: • Audio visual cultural material: Charities
Workbook pages 151–157 Student’s website

Learning strategies Digital competence
and thinking skills
• Matching headings with • Web quest: Find out what you should and shouldn’t do if
lightning strikes
paragraphs
• Digital competence worksheet: Video clips
Cultural awareness
• A natural disaster in New Zealand Reinforcement material
• Comparing earthquakes in New
• Basic worksheets, Teacher’s Resource File pages 17–22
Zealand with earthquakes in • Vocabulary and Grammar: Consolidation worksheets,
students’ own countries and
regions Teacher’s Resource File pages 11–12

Cross-curricular Extension material
contents
• Natural disasters, famous • Fast-finisher activity: Student’s Book page 31
• Extra activities: Teacher’s Book pages T31, T33
disasters, a natural disaster in • Vocabulary and Grammar: Extension worksheets,
New Zealand
• Language and literature: reading Teacher’s Resource File pages 13–14
news reports and reacting to news
• ICT: searching the internet for Teacher’s Resource File
information
• Translation and dictation worksheets pages 4, 14
Key competences • Evaluation rubrics pages 1–7
• Key competences worksheets pages 5–6
CLC Competence in linguistic • Culture and CLIL worksheets pages 9–12
communication • Culture video worksheets pages 5–6
CMST Competence in mathematics, • Digital competence worksheets pages 5–6
science and technology • Macmillan Readers worksheets pages 1–2
DC Digital competence
SCC Social and civic
competences
CAE Cultural awareness and
expression
L2L Learning to learn
SIE Sense of initiative and
entrepreneurship

U3

UNIT WILD
WEATHER
3

Vocabulary and Speaking THINK ABOUT IT

Weather What kind of weather do you
like best?
How does it make you feel?

1 1.36 Listen and repeat the different kinds of weather. What’s the weather like today?

sunny rainy windy snowy stormy cloudy damp icy foggy warm wet dry
thunder and lightning blizzard heatwave hailstones

Exercise 2 2 Look at the pictures. What’s the weather like in …

Possible London? Tokyo? Sydney? Athens? Madrid? New York?
answers In London it’s cold and foggy.

In Tokyo it’s Today 10am Today 11am Today 1pm
stormy.
ATHENS LONDON MADRID
In Sydney it’s
hot and sunny. 27 degrees 5 degrees 18 degrees

In Athens it’s
warm and
cloudy.

In Madrid, it’s
wet and rainy.

In New York
it’s cold and
snowy.

Today 2pm Today 4pm Today 8pm

NEW YORK SYDNEY TOKYO

-1 degrees 38 degrees 14 degrees

Exercise 3 3 In which city … EXPRESS YOURSELF

1 Sydney 1 is there a heatwave? 4 Read about the weather in Sydney, Australia. Then change the red
2 Tokyo 2 could you hear thunder words to make the sentences true for your country.
3 New York In spring it’s usually sunny and dry. In summer it’s very hot and windy.
and see lightning? In autumn it’s sometimes rainy and foggy.
3 could you get caught in a In winter it’s warm, but often stormy.

blizzard? 5 In what kind of weather do you do these activities? Ask and answer
in pairs.
LOOK!
go windsurfing go skiing play volleyball play computer games
in spring in summer
in autumn in winter When do you go windsurfing?
I go windsurfing on windy days.
30
Vocabulary extension: Workbook page 104

Vocabulary and Speaking

Weather • Check answers as a class. Point out that
because the last four expressions in the list
Lesson objectives of words in exercise 1 are nouns, if we use
these expressions we must use There is /
In this lesson students will: There are with them, eg There is a heatwave.
• learn / revise words related to weather There are hailstones.
• revise the seasons
• write about the weather in their country Culture note
• ask and answer questions about the
Fog is now relatively rare in London, but in
weather for different activities the 19th and first half of the 20th centuries a
combination of damp winter weather and the
Warmer burning of fossil fuels in millions of houses
often produced thick fog, called pea soup.
Write weather on the board. Students work in In 1952, there was a particularly thick fog
pairs and write down all the words they know and up to 4,000 people died from respiratory
that are related to weather, eg hot, cold, rain, diseases. This led to the Clean Air Act of
sun. Listen to their ideas as a class and make 1956, which controlled the burning of fossil
a list of relevant words on the board. fuels in London and some other large towns
and cities in the UK.
Think about it

Students work individually. They read the 3 • Students read the questions carefully first.
two questions and write their answers. They
compare ideas in pairs. Get feedback from • They look at the pictures and find the
the whole class. answers.

1 1.36 • Students compare answers in pairs.
• Check answers as a class.
• Write the question What’s the weather like
today? on the board. Elicit the meaning. Look!

• Play the CD. Students listen to the words and Make sure students remember the words for
repeat them chorally and individually. the four seasons of the year. Remind them

• Make sure they pronounce icy ‫ۉ‬D́V́ correctly. that autumn is pronounced ‫ۉ‬ƥ‫ڴ‬WȪP and that

• Elicit the answer to the question. the final n is silent. Highlight the use of the
preposition in with the seasons.

Language note EXPRESS YOURSELF

We use the question What is … like? to ask 4 • Check students understand the task.
about whether something is good or bad in
some way, eg What’s London like? It’s a very • Nominate a student to read aloud the
interesting city. It can also be used to ask sentences about Sydney.
about people, eg What’s Helen like? She’s
very friendly. The word like in these questions • Students work individually and change the
is a preposition and has no connection with red words to make the sentences true for
the verb like. their country.

2 • Ask students to look at the pictures. • Listen to their ideas as a class.

• Students write about the weather in the 5 • Check students understand the task. Make
different cities using the information in the sure they pronounce skiing ‫ۉ‬VNL‫́ڴ‬І correctly.
pictures and the vocabulary from exercise 1.
• Students work in pairs and ask and answer
• Students work individually to complete the the questions.
task.
• Listen to some pairs as a class.
• They compare answers in pairs.
Vocabulary extension: Workbook page 104

T 30

Reading Word check

Text type: A news report Make sure students understand the words. Ask
them to translate them into their language.
Lesson objectives
4 • Students read the questions and work
In this lesson students will:
• read a news report individually to think of their answers.
• read for gist • They discuss their answers in pairs.
• read for specific information • Listen to their ideas as a class.

Recommended web links Finished?

www.metoffice.gov.uk/weather/uk/advice/ Ask fast finishers to think what other kinds of
lightning.html weather are sometimes dangerous and why.

www.mcofs.org.uk/lightning.asp Extra activity

Warmer Focus on some of the other vocabulary
in the text, eg unexpected, strike / struck,
Ask students to work in pairs and say which underneath. Make sure students understand
types of weather they like and why, eg I like the words and can pronounce them. Check
sunny weather because I like going to the understanding by asking them to translate
beach. I like snowy weather because I like into their language.
winter. Listen to their ideas as a class.
Web quest
1 1.37
Students find out about what you should /
• This exercise gives students practice in shouldn’t do if lightning strikes. Highlight the
listening and reading for gist – to get the Web quest tip.
general idea of a piece of text from key
words. This is an important skill for effective 1 • Ask students to open an internet web
listening and reading, especially when
listening to or reading longer pieces of browser such as Internet Explorer.
authentic text. Students open a search engine (eg
Google) and type in the subject of their
• Students look at the pictures. search.
• Ask what students think happened to the girl.
• Students find as much information as
Elicit ideas from the class.
• Play the CD. Students listen and follow the they can.

text in their books. • They make notes on three things you
• They compare answers in pairs.
• Check the answer as a class. should do and three things you
shouldn’t do if lightning strikes.
2 • Students read through the five events
2 • Students work in pairs and compare
carefully first.
• They read the report again. their information.
• Students work individually and put the events
3 • Students make a class fact sheet about
in the correct order.
• They compare answers in pairs. lightning.
• Check answers as a class.

3 • Students read the six questions first.

• They look in the text and find the information
to answer the questions.

• Check answers as a class and highlight the
information in the Did you know? box.

T 31

UNIT

3

SAVED Sophie Frost, a schoolgirl from stopped and took them to hospital.
England, felt very lucky when her Sophie had some burns on her chest
BY grandmother gave her an MP3 and legs. She also had some damage
AN player as a present. She didn’t know to her eyes and ears, but fortunately
just how lucky she was, however. she quickly recovered.
MP3 When an unexpected accident
happened a few days later, the MP3 How did Sophie’s MP3 player prevent
PLAYER! player probably saved her life! her from having serious injuries?
When the accident happened, she
14-year-old Sophie was going for wasn’t listening to music on the player,
a walk with her boyfriend, Mason but was wearing it around her neck.
Billington, when it started raining. Doctors believe that the lightning
The young couple took shelter from travelled through the wire of the MP3
the rain under a tree and were sitting player instead of through Sophie’s
together when lightning struck. The body. Even though she was lucky this
lightning hit them both and they lost time, one thing’s for sure. The next
consciousness. Then Mason woke up time there’s a storm, she and her
and carried Sophie to the nearest boyfriend won’t sit underneath a tree!
road in order to get help. A car

Word check
take shelter consciousness burn damage recover injury wire

DID YOU KNOW?
Lightning can travel at
150,000 km per second!

Exercise 1 Reading 3 Answer the questions. Exercise 3

Her MP3 A news report 1 What did Sophie’s grandma give her? 1 An MP3
player 2 Where were Sophie and her boyfriend when player.
probably 1 1.37 Look at the pictures. What do you think
saved her happened to the girl? Read, listen and check. lightning struck? 2 Under a tree.
life when she 3 How did Sophie go to hospital?
was struck by 4 Where was Sophie hurt? 3 By car.
lightning. / Her 5 Where was Sophie’s MP3 player when the
MP3 player 4 Sophie’s
probably saved accident happened? chest, legs,
her life when 6 What part of the MP3 player did the lightning eyes and
lightning hit her. ears were
go through? hurt.
Exercise 2
4 Have you ever been in a very bad storm? What 5 Around her
1d happened? neck.
Sophie’s
grandmother Yes, I have. My mum and I were in the car and it 6 The wire.
gave her a started raining …
present.
2 Read the report again and put the events in order. FINISHED?
2c
Sophie a) It started raining. What other kinds of weather are sometimes
and her b) Sophie went to hospital. dangerous? Why?
boyfriend c) Sophie and her boyfriend went for a walk. Foggy weather is dangerous because it
went for a d) Sophie’s grandmother gave her a present. causes car accidents.
walk. e) An accident happened.

3a WEB QUEST When you use a search engine to find
It started information, just enter the main words
raining. Search the internet to find out what you should / shouldn’t the search box – don’t write words like
do if lightning strikes. the or and.
4e
An accident 1 Find three things you should do and three things you 31
happened. shouldn’t do.

5b 2 Work in pairs. Compare your information.
Sophie went 3 Make a class fact sheet about lightning.
to hospital.

Exercise 1 Grammar 5 Complete Tom’s email with the past continuous Exercise 5
form of the verbs in brackets. 1 was walking
1 were sitting Past continuous 2 was raining
2 wasn’t Hi Emma! 3 were they
affirmative Something really strange happened to me
listening I / He / She / It was going for a walk. today. I (1) … (walk) home from school and coming
3 Was it We / You / They (1) … under a tree. suddenly lots of apples started falling out 4 wasn’t
negative of the sky. I couldn’t believe it! It (2) … (rain)
raining? I / He / She / It (2) … to music. apples! Where (3) … they … (come) from? telling
We / You / They weren’t standing in the rain. I went home and told my mum and brother, 5 were
Exercise 2 questions but they said I (4) … (not tell) the truth.
(3) … it …? However, that evening, my mum and dad watching
a actions in Were we / you / they talking? (5) … (watch) the news on TV and they 6 wasn’t lying
progress short answers heard the story. Nobody knows why the
Yes, it was. apples fell out of the sky, but they did. I Exercise 6
b -ing No, we / you / they weren’t. (6) … (not lie)! regular (-ly)
See you soon, badly
Exercise 3 1 Copy and complete the table with the past Tom carefully
continuous form of rain, sit and listen. regular (-ily)
telling easily
doing 2 Read the table and choose the correct words to Adverbs irregular
lying complete rules a) and b). hard
getting LOOK! well
coming a) We use the past continuous to talk about
running actions in progress / completed actions in We use adjectives to tell us more about nouns. Exercise 7
the past. We use adverbs to tell us more about verbs. 1 carefully
Exercise 4 It was a bright, sunny day. 2 hard
b) We form the past continuous with was / were The sun was shining brightly. 3 quickly
1 Were they + the -ing / infinitive form of the verb. 4 brightly
swimming in 5 warmly
the sea? No, 3 Read the spelling rules on page 39. Then write 6 Look at the Study guide on page 39. Then copy 6 easily
they weren’t. the -ing form of the verbs in the box. and complete the table with the adverbs of the
They were adjectives in the box.
swimming in tell do lie get come run
a pool. noisy bad easy hard careful good
4 What were they doing? Write complete
2 Was she questions and answers. regular (-ly) regular (-ily) irregular
sleeping? noisily
No, she he ski / ice-skate
wasn’t. She Was he skiing? No, he wasn’t. He was ice-skating. 7 Choose the correct words to complete the advice.
was reading. 1 they swim in the sea / swim in a pool
2 she sleep / read 1 The roads are icy. Drive
3 Were they 3 they fight / play careful / carefully!
fighting? No, 4 it lie on the bed / lie on the sofa
they weren’t. 5 he watch TV / play computer games 2 It was raining hard / hardly
They were 6 she go windsurfing / play volleyball yesterday.
playing.
ANALYSE 3 There’s a storm. Come
4 Was it lying inside quick / quickly!
on the In English, we usually use the past
bed? No, continuous to talk about temporary 4 The sun was shining very
it wasn’t. It situations. When do you use it in your bright / brightly today.
was lying on language?
the sofa. 5 It’s snowing! Dress warm /
warmly!
5 Was he
watching 6 When it’s foggy you want drivers to see you
TV? No, he easy / easily. Wear bright clothes!
wasn’t. He
was playing 1.38–1.39 Pronunciation lab: Weak forms: was ZȪ] and were Zȶ , Page 124
computer
games.

6 Was she
going
windsurfing?
No, she
wasn’t. She
was playing
volleyball.

32 Digital course: Interactive grammar table Study guide: page 39

Grammar Analyse

Past continuous Students read the information. Ask them
to compare the usual use of the past
Lesson objectives continuous in English to talk about temporary
situations with when they use the past
In this lesson students will: continuous in their language.
• learn / revise the past continuous
• learn / revise a set of adverbs 5 • Students read the whole email first.

Warmer • They work individually and fill the gaps using
the past continuous form of the verbs in
Write the sentence Sophie was wearing an brackets.
MP3 player around her neck on the board
with the words in the wrong order: around • Students compare answers in pairs.
Sophie an neck was MP3 player wearing • Check answers as a class.
her. Students work in pairs and write the
sentence in the correct order. Write the Adverbs
correct sentence on the board.
Look!
1 • Students copy the table into their notebooks.
Focus students on the Look! box. Highlight
• They read the example sentences. that adjectives tell us more about nouns, and
• Students work individually and complete the adverbs tell us more about verbs. Read the
example sentences aloud to the class.
table with the past continuous form of rain,
sit and listen. 6 • Students look at the Study guide on page 39.
• They compare answers in pairs.
• Check answers as a class. • They copy the table into their notebooks.
• Students work individually to write the
2 • Explain the task.
adverb forms of the adjectives in the correct
• Students look at the table again and choose column in the table.
the correct words to complete the rules. • They compare answers in pairs.
• Check answers as a class.
• Check answers as a class.
7 • Explain the task. Students choose the correct
Language note
words to complete the different pieces of
Point out that the present continuous refers advice.
to actions in progress in the present and the • They complete the exercise individually.
past continuous refers to actions in progress • Check answers as a class.
in the past.
Language note
3 • Students read the spelling rules on page 39.
Hard is the irregular adverb form of the
• They complete the exercise individually. adjective hard. It can be used to modify
• Students compare answers in pairs. various verbs, eg work hard, study hard,
• Check answers as a class. Make sure they rain hard. The word hardly does exist but it
means almost not, eg It was so foggy I could
understand the two meanings of lie, eg lying hardly see.
in bed and lying (not telling the truth) as these
are both used in later exercises in the lesson. Pronunciation lab: Weak forms: was

4 • Nominate two students to read aloud the ZȪ] and were Zȶ‫ ڴ‬page 124

example question and answer. Digital course: Interactive grammar table
• Students work individually to write questions
Study guide: page 39
and answers for each of the situations.
• They compare answers in pairs.
• Check answers as a class.

T 32

Vocabulary and Listening

Natural disasters 5 1.42

Lesson objectives • Play the CD.
• Students check their answers from exercise 3.
In this lesson students will: • Students compare answers in pairs.
• learn some vocabulary related to natural • Check answers as a class.

disasters 6 • Students read the questions carefully first.
• listen for specific information
• Play the CD again. Students write the
Warmer answers.

Play a game of Hangman to introduce the • Check progress. If necessary, play the CD
topic. Use dashes to represent the letters again.
of disaster and write them on the board:
_ _ _ _ _ _ _ _. Ask students to suggest • Check answers as a class.
letters of the alphabet. Only accept letters
that are pronounced correctly. Continue until Extra activity
students have guessed the word.
Focus on some of the vocabulary in the
1 1.40 audioscript, eg crashing down, occur, behave,
cry, special ability. Make sure students
• Play the CD. understand the words and can pronounce them.
• Students listen and repeat the words chorally
1.42 Audioscript, exercise 5
and individually.
• Students work individually. They answer the Presenter: Hello and welcome to Mysteries of
the Earth. This week we’re talking about natural
question and complete the explanations disasters. Did you know that there are some
using the words in the box. areas of the world where more natural disasters
• Students compare answers in pairs. Listen to happen than others? For example, 75% of
their ideas but do not correct them at this stage. volcanoes are in the countries on the Pacific
Ocean – like Japan and New Zealand. Most of
2 1.41 the world’s big earthquakes also happen here.
And the USA has more tornadoes than any other
• Play the CD. country – over a thousand a year!
• Students listen and check their answers to Some natural disasters happen more often than
you think. For example, there’s actually one
exercise 1. earthquake every thirty seconds somewhere in
• Point out that a landslide is when a large the world – that’s two a minute! However, most
of these earthquakes are so small that we can’t
amount of earth falls down a mountain feel them.
and a famine happens when people can’t Unfortunately, sometimes one disaster can
grow enough food to eat. Highlight the cause another one. For example a tsunami
sometimes happens after there is an earthquake
pronunciation of drought GUDօW . in the middle of the sea. And a wildfire on a
mountain can sometimes cause a landslide. We
3 • Check students understand the task. know that trees can stop landslides happening.
That’s because trees help to keep the earth
• Students do the quiz individually and in place. But when there aren’t any trees, the
compare answers in pairs. earth can move more easily – and it can come
crashing down onto a town or city.
• Listen to their ideas as a class but do not The big problem with many natural disasters
correct them at this stage. is that nobody knows when they will happen.
However, some people believe that animals can
4 • Explain the task. Read the example feel when a disaster is about to occur. There are
many stories about animals behaving unusually
sentences aloud to the class. just before a volcano or an earthquake – dogs
• Students work individually and write about a cry and birds stop singing, for example. Why
does this happen? Who knows! Maybe they
disaster in their country. have a special ability, which human beings don’t
• They compare answers in pairs. have, to understand how nature works!
• Listen to their ideas as a class.

T 33

UNIT

3

Vocabulary and Listening

Natural disasters

A hurricane is a storm with very 1 An … is a large amount of snow 2 A … happens in hot weather

strong winds. which falls down a mountain. when an area of forest is very dry.

4 A … is a mountain that erupts 5 An … makes the ground move.
3 A … happens when it rains a lot. and releases hot liquid.

Exercise 1 6 A … is a very big sea wave. 7 A … happens when there isn’t 8 A … is a very strong wind that
enough rain. goes round and round.
1 avalanche
2 wildfire 1 1.40 Listen and repeat the words in the box. Which 4 Write three sentences about a
3 flood two words can’t you see in the pictures? Complete the disaster that happened in your
4 volcano explanations 1–8. country. Use words from exercise 1.
5 earthquake
6 tsunami volcano earthquake avalanche hurricane There was a flood in Córdoba. Some
7 drought flood wildfire tornado tsunami landslide people lost their homes. My family and
8 tornado I were safe.
Landslide and drought famine
famine are not 5 1.42 Listen to a TV programme Exercise 6
shown in the 2 1.41 Listen and check your answers. about natural disasters and check
pictures. your answers to exercise 3. 1 Volcanoes
3 What do you know about natural disasters? Look at the quiz. and
Exercise 3 Are the sentences true or false? 6 Listen again and answer the earthquakes.
questions.
1 False NATURAL DISASTERS QUIZ 2 Because
2 True 1 Which two kinds of disaster often they are too
3 True 1 Most of the world’s volcanoes are in Europe. happen near the Pacific Ocean? small.
4 True 2 There are over 1,000 tornadoes in the USA every year.
3 An earthquake happens somewhere in the world 2 Why don’t we always feel 3 In the middle
earthquakes? of the sea.
every 30 seconds.
4 Landslides can happen because of wildfires. 3 Where do some tsunamis start? 4 Trees.
4 What can stop a landslide?
5 What do birds sometimes do 5 They stop
singing.
before a disaster?

33

Cultural awareness Fact box

A natural disaster in New Zealand New Zealand is a country in the
Pacific Ocean 1,500 km east of
EaritnhCqhuraisktechurch Australia. Many earthquakes
happen there. New Zealand also
has more than 50 volcanoes!

A few years ago, a terrible earthquake
happened in the city of Christchurch in
New Zealand. It killed 185 people, but Jay
Watson had a lucky escape.

Reporter What were you doing when the Reporter Were you hurt?
Jay earthquake happened? Jay
At first I thought I was seriously injured,
Reporter I wasn’t at school that day because I Reporter but I actually only had a few scratches and
Jay was sick. I was sitting on my bed when Jay bruises on my back. I was really lucky!
I heard a terrible noise and the whole
Reporter house started shaking. Reporter How did you feel?
Jay Jay
What did you do? Scared! And not just because of the fall.
Lots of bricks fell on top of me while I
I realized it was an earthquake so I was lying on the ground. Our next-door
quickly got down on the floor between neighbour, who’s a firefighter, pulled
my bed and the wall. I thought that was me out from under the bricks. My mum
the safest place. At school, we often couldn’t believe that I was alive!
have earthquake drills, so we know
what to do in an emergency. How did your life change because of the
earthquake?
What happened next?
Well, we had to move to a new house
Suddenly the wall of my bedroom because there was so much damage to our
collapsed and I fell out of the house! I old one. It’s in a different area, but I still go
fell about ten metres, from the second to the same school. And it’s only got one
floor of the house into the front garden! floor, so I feel a bit safer!

Word check
shake drill emergency collapse scratch bruise brick

Exercise 1 1 Look at the pictures of Jay and his house after CULTURAL COMPARISON
an earthquake. Can you guess where he was
He was at when the earthquake happened? 4 Answer the questions.
home in his
bedroom 2 1.43 Read and listen to Jay’s story. Check 1 Do earthquakes ever happen in your country?
sitting on his your answer to exercise 1. 2 When and where was the most recent earthquake?
bed. 3 Do earthquakes happen more in some places?
3 Read the interview again and choose the
Exercise 3 correct words.

1 protect Jay …
himself 1 tried to escape / protect himself.
2 fell out of a window / through a wall.
2 through a 3 was badly / not badly hurt in the
wall
earthquake.
3 not badly 4 was helped by someone he knew / a team of
4 someone he
firefighters.
knew 5 no longer lives in the same area / goes to
5 lives in the
the same school.
same area

34 Culture video: Charities

Cultural awareness

A natural disaster in Culture note
New Zealand
Christchurch is the largest city in the South

Lesson objectives Island of New Zealand, with a population

In this lesson students will: of 375,000. On February 22nd 2011, it was
• read about a natural disaster in New struck by an earthquake of a magnitude of
6.3 on the Richter scale, killing 185 people
Zealand and destroying numerous buildings. The cost
• talk about earthquakes in their country of the damage to the New Zealand economy

has been estimated at around £20 billion.

Warmer CULTURAL COMPARISON

Write New Zealand on the board. Focus 4 • Students read the three questions and make
students on the Fact box. Students work in
pairs and discuss any other information they a note of their answers.
know about this country. Listen to their ideas
as a class and make a list on the board, eg • They work in pairs and discuss the
They speak English there. It’s made up of two
large islands and many smaller ones. They are questions.
sometimes called ‘The Shaky Islands’.
• Listen to their ideas as a class.

Culture video: Charities

1 • Check students understand the task.

• They look at the pictures and answer the
question.

• Students compare their ideas in pairs.
• Listen to their ideas as a class but do not

correct them at this stage.

2 1.43

• Play the CD. Students follow the text in
their books and check their answer to the
question in exercise 1.

• Students compare their answer in pairs.
• Check the answer as a class. Make sure

students understand next-door neighbour
(someone who lives in the house next to
yours).

3 • Students read the questions carefully first.

• Students look in the text and choose the
correct words to complete the sentences.

• They compare answers in pairs.
• Check answers as a class.

Word check

Make sure students understand the words and
can pronounce them correctly, especially bruise

EUX‫ ]ڴ‬. Ask them to translate them into their

language.

T 34

Grammar • Ask students to read the whole text
before they choose the correct words and
Past simple and past answer the questions.
continuous
• Students work individually to complete
Lesson objectives the exercise.

In this lesson students will: • They compare answers in pairs.
• contrast the use of the past simple and
6 1.44
the past continuous
• ask and answer questions about an • Play the CD. Students listen and check
their answers to exercise 5.
emergency
• read a quiz about historical events CLIL task

Warmer Students use the internet to answer the
question.
Write hit, say, lie, sit, put, come, hope, run,
die, have on the board. Put students into Digital course: Interactive grammar table
pairs to write the -ing form of the verbs
without referring to the spelling rules on page Study guide: page 39
39. Invite students to the board to write the
answers (hitting, saying, lying, sitting, putting, 1.44 Audioscript, exercise 6
coming, hoping, running, dying, having).
Dinosaurs were living on Earth when they
1 • Students look at the table and complete the suddenly disappeared. Many scientists believe
that a natural disaster killed them. How many
rules with when and while. years ago did it happen?
• Students compare answers in pairs. a) 5 million, b) 15 million, c) 65 million.
• Check answers as a class. Highlight the The answer is c) – it happened 65 million years
ago.
use of when with the past simple (the single In the year 79 AD, there was a terrible volcanic
action) and while with the past continuous eruption near an Italian city. Many people were
(the action in progress). trying to escape when they died. Where was it?
a) Rome, b) Pompeii, c) Venice.
2 • Students work individually to write full The answer is b) – the volcano was near
Pompeii.
sentences from the prompts. In September of this year, London was burning!
• Students compare answers in pairs. The fire started by accident and it quickly
• Check answers as a class. destroyed large areas of the city. What was the
year?
3 • Students complete the email individually. a) 1444, b) 1555, c) 1666.
The answer is c) – the Great Fire of London was
• They compare answers in pairs. in 1666.
• Check answers as a class. On 1st November 1755, a terrible disaster
destroyed the beautiful city of Lisbon in Portugal.
EXPRESS YOURSELF However, the people rebuilt their city and made it
beautiful again. What was the disaster?
4 • Students work in pairs and ask and answer a) an earthquake, b) a tornado, c) a flood.
The answer is a) – there was a terrible
questions about an emergency they have earthquake in Lisbon.
experienced. On 15th April 1912, a ship was crossing the
• Listen to their ideas as a class. Atlantic Ocean to the USA when it suddenly hit
an iceberg. The ship sank. What was the ship’s
CLIL Grammar in context: name?
Famous disasters a) The Golden Hind, b) The Titanic, c) The Santa
María.
5 • This activity gives students more practice The answer is b) – the ship was called the
Titanic.
in the difference between the past
continuous and the past simple and also
practises adverbs.

T 35

UNIT

3

Grammar CLIL Grammar in context: Exercise 5
Famous disasters 1 were living
Past simple and past 2 disappeared
continuous 5 Read the text and choose the correct words. c 65 million
Then answer the questions. 3 when
Exercise 1 1 Look at the table. Then copy and complete the b Pompeii
rules with when and while. 6 1.44 Listen and check your answers. 4 was
a when 5 quickly
b while past continuous and past simple Dinosaurs (1) lived / were living on Earth c 1666
I was sitting on my bed when I heard a noise. when they suddenly (2) disappeared / were 6 rebuilt
I heard a noise while I was sitting on my bed. disappearing. Many scientists believe that a a an
natural disaster killed them. How many years
a) We usually use the past simple after … . ago did it happen? earthquake
b) We usually use the past continuous after … . a) 5 million b) 15 million c) 65 million 7 suddenly
b The Titanic
Exercise 2 2 Make sentences about Jay’s family using the In the year 79 AD, there was a terrible volcanic
past simple and past continuous. eruption near an Italian city. Many people 35
1 His brother were trying to escape (3) while / when they
was eating His mum / cook / when / she / hear a shout. died. Where was it?
when the a) Rome b) Pompeii c) Venice
lights went His mum was cooking when she heard a shout.
out. In September of this
1 His brother / eat / when / the lights / go out. year, London (4) was /
2 His dad 2 His dad / walk down the street / when / the were burning! The fire
was walking started by accident
down the ground / move. and it (5) quick /
street when 3 Jay’s sister / talk to her friends / when / quickly destroyed
the ground large areas of the
moved. somebody / shout ‘Earthquake!’ city. What was the
4 His grandparents / watch TV / when / year?
3 Jay’s sister a) 1444 b) 1555
was talking everything / fall off the shelves. c) 1666
to her
friends when 3 Copy and complete the email with the correct On 1st November
someone form of the verbs in brackets. 1755, a terrible disaster
shouted destroyed the beautiful city
‘Earthquake!’ Send Reply of Lisbon in Portugal. However, the
people (6) were rebuilding / rebuilt their city
4 His Hi Ingrid! and made it beautiful again. What was the
grandparents disaster?
were watching We’re having lots of adventures on our a) an earthquake b) a tornado c) a flood
TV when holiday. While we (1) … (stay) at a campsite
everything near a river, we (2) … (have) a terrible On 15th April 1912, a ship was crossing the
fell off the experience. There (3) … (be) a flood while Atlantic Ocean to the USA when it (7) sudden /
shelves. we (4) … (sleep). When we (5) … (wake up), suddenly hit an iceberg.The ship sank. What
we (6) … (be) wet. was the ship’s name?
Exercise 3 a) The Golden Hind b) The Titanic
Hope you’re having a good summer! c) The Santa María
1 were staying
Jack CLIL TASK
2 had Can you name a natural disaster from
EXPRESS YOURSELF the past 10 years?
3 was
4 Work in pairs. Think of an emergency you have
4 were sleeping experienced. Ask and answer the questions.

5 woke up What were you doing when it happened?
What did you do next?
6 were How did you feel while it was happening?
What did you do afterwards?

Digital course: Interactive grammar table Study guide: page 39

In the news LOCAL GIRL’S xx

UNLUCKY PHOTO SUCCESS It’s so cold here at the moment!
Do you prefer hot or cold weather?
STUDENTS I definitely prefer hot weather!

SPEND NIGHT IN CLASSROOM SCHOOLS CLOSE
AS BLIZZARDS CONTINUE

1 Students and teachers at Grange Secondary School in the village
of Hepworth near Dundee were unable to get home last night
because heavy snow was blocking the roads. ‘We had to sleep 2 smNbctaIthcueeyloeyldlcewofaencrbvinuooreIetsanrncretfdthdaritnoiohsntogim,efo’fgtnwchsEoDsaoenhuiuawgedbrnnhlneaatJdarredntyehmspdeswts.loiaistcreidoylaalsamcsctWyhnhea.eoouaHsrwos.ttuoisl‘nbodTwwganheeal,inlpsvsstaresiwocsrwY,lbiogetilehsenarreemredas8t!
on the floor – it wasn’t very comfortable,’ said 13-year-old Jamie Listen to a weather report. Write
Banks. But it wasn’t all bad. ‘The teachers let us play games on
the school computers,’ Jamie added.

gWt1cAaoo4kihm-sneyatgueethadtiefisorer-rnossuwhttlsdeifiennrLogintuaomitcninonygMagbPtpoiutrohoreytnosidmatatooolcenpowarhfumiSotaschetehofrdrhaogo!ehorz’arlees,pr£nhCh5meyol0avlo0ckaebouepnimglrtieirnhpzypeee,wdht?hi.iot‘naiInos’temenr.t.o
Step 2: Listen3

3 1.45 Exercise 3
1 Wales
Exercise 1 missing words and phrases 1–7 in your 2 one and a

1 Unlucky notebook. half metres
3 dangerous
students 4 trains
5 icy
spend night Step 1: Read WEATHERVIEW 6 sports
in classroom
centre
2 Schools 1 Match the headlines with newspaper Today it is very cold in Scotland, the north and 7 get better
close as articles 1–3. south of England, and in (1) … . Snow is falling
blizzards and there is deep snow lying in some parts of the Exercise 4
continue SKILLS BUILDER country. It is more than (2) … deep in some places. Not to travel
There are blizzards in the south of England. by car if their
3 Local girl’s Matching headings with paragraphs The heavy snow has made conditions on the roads journey isn’t
photo When trying to match headings with very (3) … , and many (4) … are not running. Some important.
success paragraphs, look for words that have roads are blocked by snow, while other roads are
similar meanings. very (5) … . The police have asked people not
Exercise 2 photo success = has won to travel by car if their journey isn’t important.
Twenty people spent the night in a local (6) …
1 Jamie Banks 2 Read the articles and answer the questions. when blizzards on the M25 motorway closed
2 Lucy Who … the road.
The weather will (7) … tomorrow, but it will
Preston 1 said he had fun in a difficult situation? remain very cold until the weekend.
3 Jessica 2 won something?
3 felt happy when she heard some news? 4 Listen again. What have the police asked
Watson 4 plans to spend some money? people to do?
4 Lucy 5 didn’t expect to have a holiday?

Preston
5 Jessica

Watson

36

Integrated skills Step 2: Listen

In the news 3 1.45

Lesson objectives • Students read the whole weather forecast
first.
In this lesson students will:
• work on all four skills • Play the CD. Students write the missing
• read short newspaper articles words and phrases in their notebooks.
• listen to a weather report
• write a personalized dialogue • Check progress. If necessary, play the CD
• act out their dialogue again.

Warmer • Check answers as a class.

Revise some of the weather vocabulary from 4 • Check students understand the task.
the first lesson in this unit. Write blizzard,
thunder, lightning, foggy, stormy, heatwave • Play the CD again. Students follow the
on the board with the letters in the wrong weather report in their books.
order: zdrazilb, derunth, nngithlig, gofgy,
mortys, wvehatea. Students work in pairs and • Students answer the question.
write the words with the correct spelling. • They compare the answer in pairs.
• Check the answer as a class.
Step 1: Read

1 • Highlight Lucy’s speech bubble. Elicit

answers to the question from the class.
• Students read the headlines carefully.
• Make sure they understand unlucky

(unfortunate).
• Students read the short articles and match

them with the headlines.
• They compare answers in pairs.
• Check answers as a class.

Skills builder

Matching headings with paragraphs
Focus students on the Skills builder box.
Elicit the phrases in article 3 that show the
girl was successful (come first, winning
photo). Point out that it is an important skill
to recognize key words and to use extra
information such as headings or headlines in
order to get the general idea of the context of
a text and understand it.

2 • Students read the questions carefully first.

• They look at the articles again and find the
answers.

• Students compare answers in pairs.
• Check answers as a class.

T 36

Integrated skills – continued

Reacting to news Step 4: Communicate

5 1.46 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 choose the dialogues.

correct words. 10 • Choose some pairs to act out their dialogue
• They compare answers in pairs.
• Check answers as a class. for the class.
• Students raise their hand if another pair has
6 • Play the CD again, pausing after each
the same news story as the news story they
question or statement and each response for have chosen. This will encourage them to
students to repeat as a class. listen carefully to their classmates.
• Note the main stress and the falling
intonation in the wh- questions: What Integrated skills: Workbook page 113
happened? What was it?
• 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 choose a news story from exercise 1 or
choose a news story of their own.

• They copy the questions and phrase in the
box into their notebooks.

• They write answers to the questions and
complete the phrase.

8 • Ask students to look at the questions

and responses in the Communication kit:
Reacting to news. Encourage them to
use these expressions when writing their
dialogue.
• Students work individually and write their
dialogue, using the dialogue in the book as a
model and their notes from exercise 7.
• Monitor while they are writing and give help if
necessary.

T 37

UNIT

3

REACTING TO NEWS

Hi Chris! Guess what happened (1) yesterday / I don’t know, what happened?
last night during the storm?
What was it?
Well, I was watching TV when I heard a loud noise ... No way! That’s (3) terrible / bad news. Was
anybody hurt?
A huge tree fell down in our (2) road / street! Great, I’m really pleased about that.
It fell in our garden.
Wow, that’s (5) amazing / fantastic! I’m definitely
No, luckily everybody was OK. We were all going to watch it.
inside because of the awful weather.

Well, I’ve got some good news too! A reporter
from the local TV station came and interviewed
us about what happened. I’m going to be on TV

(4) tonight / tomorrow!

Exercise 5 5 1.46 Listen to the dialogue. Choose the Step 4: Communicate
correct words.
1 last night 9 Work in pairs. Take turns to practise your
2 street 6 Listen again and repeat. Practise your intonation. dialogues.
3 terrible
4 tonight Step 3: Write Hi Sara! Guess what happened …?
5 amazing I don’t know, what happened?

7 Choose a news story from exercise 1 or use 10 Act your dialogue for the class.
your own ideas. Then copy the questions and
phrase in the box. Write answers and complete COMMUNICATION KIT
the phrase.
Reacting to news
What happened? When did it happen?
Why did it happen? How did it happen? What … ?
That’s … ! Where … ?
When … ?
8 Prepare a new dialogue. Write both parts. Use Why / Why not?
your notes from exercise 7 to help you. No way! / I can’t believe it!
That’s amazing / great / terrible news!
I’m really sorry / pleased.
Congratulations!
Well done!

Integrated skills: Workbook page 113 37

Writing

A fictional narrative

Exercise 1 (1) … my friend Rosie and I decided to go for 4 Rewrite the sentences with the words in Exercise 4
1 One day a walk in the mountains. The sun was shining the correct position. More than one answer
2 later when we set off, but (2) … the weather is possible. 1 Soon she
3 Soon changed. It was very foggy and we couldn’t was tired
4 Then see where we were going. (3) … we were lost. 1 She soon XBT UJSFE TP TIF TBU EPXO UP so she sat
5 By then have a rest. down to
6 in the end We didn’t know what to do. (4) … I have a rest. /
remembered I had my mobile phone in my bag! 2 4BN EJEO U XBOU UP HP PO UIF USJQ
CVU She was
Exercise 3 I tried to phone my dad, but my phone wasn’t he in the end enjoyed it. soon tired
1 One day working. (5) … it was getting dark and we were so she sat
2 In the end cold and frightened. 3 * XBT GFFMJOH by then IVOHSZ CFDBVTF JU down to
3 By then XBT MVODIUJNF have a rest.
4 the past Suddenly we heard the sound of a helicopter.
We couldn’t believe our luck! It was coming to 4 *U XFOU DMPVEZ BOE JU TUBSUFE then 2 Sam didn’t
simple rescue us. SBJOJOH want to
go on the
Everything was alright (6) … – but we learned Writing task trip, but in
our lesson. Next time, we’ll check the weather the end he
forecast before we go for a walk in the Write a fictional narrative about an enjoyed it. /
mountains! eventful day trip. Sam didn’t
Plan Think of an idea for your story. want to
1 1.47 Read the story. Complete it with the words Then make notes: go on the
and expressions in bold in the Writing focus. Then t X IP JU JT BCPVU o ZPV PS TPNFCPEZ trip, but he
listen to check your answers. enjoyed it in
else? the end.
WRITING FOCUS
t IPX XJMM UIF TUPSZ CFHJO BOE FOE 3 By then I
Sequencing words and expressions was feeling
8F VTF UIF GPMMPXJOH XPSET BOE FYQSFTTJPOT UP TIPX Write 8SJUF UISFF QBSBHSBQIT o BO hungry
UIF PSEFS JO XIJDI FWFOUT IBQQFOFE introduction, the main part of the story, because
One day Sam woke up early and went swimming … and the end. it was
Soon it was time for breakfast. lunchtime. /
Then he went back to the campsite. Check $IFDL ZPVS XSJUJOH I was feeling
By then his family were eating. hungry
Later they all went to the beach. ✔ past simple and past continuous by then
In the end they stayed at the beach until 10 p.m. because
WFSCT it was
2 Look again at the Writing focus. How do you say the lunchtime.
words and phrases in your language? ✔ TFRVFODJOH XPSET
4 It went
3 Read the story again and answer the questions cloudy
about sequencing words and phrases. and then
it started
1 8IJDI QISBTF PGUFO HPFT BU UIF CFHJOOJOH PG B raining. / It
story? went cloudy
and it then
2 8IJDI QISBTF PGUFO HPFT BU UIF FOE PG B TUPSZ started
3 8IJDI QISBTF JT PGUFO GPMMPXFE CZ UIF QBTU raining.

continuous?
4 8IBU UFOTF EP XF VTVBMMZ VTF XJUI UIF PUIFS XPSET

38 Build your confidence: Writing reference and practice. Workbook page 124

Writing Language note

A fictional narrative The expression in the end is used to mean
finally or after a period of time or thought.
Lesson objectives The expression at the end cannot be used in
this way. It must be followed by of, eg at the
In this lesson students will: end of the lesson, at the end of the film and
• read a short narrative refers to a specific point of time.
• use sequencing words and expressions
• write a fictional narrative Writing task

Warmer The aim of this activity is for students to
produce a piece of guided writing that
Write the word mountains on the board. Ask includes the correct use of the past simple
students to look at the picture and tell you and the past continuous. It also gives
why mountains can be dangerous. Elicit them practice in using sequencing words
some possible answers from the class and appropriately. Ask the students to follow the
write them on the board, eg You can lose stages in the Student’s Book. At the Check
your way. You might fall. The weather can stage, ask them to swap notebooks and
change very quickly. check each other’s writing.

1 1.47 Writing reference and practice: Workbook page 124

• Students read the information in the Writing
focus box first. Check students understand
the term sequencing word (a word that helps
the story have a logical order).

• They read the text and use the words and
expressions in bold to complete the text.

• They compare answers in pairs.
• Play the CD. Students check their answers.

2 • Students look at the sequencing words and

expressions in the Writing focus box.
• They translate them into their language.

3 • Students read the questions and find the

answers in the text.
• They compare answers in pairs.
• Check answers as a class.

4 • Explain the task. Make sure students

understand that the sequencing words and
expressions are in the wrong position in the
sentences.
• They work individually to rewrite the
sentences in the correct order. Encourage
them to refer back to the story and to the
Writing focus box to help them.
• Students compare answers in pairs.
• Check answers as a class.

T 38

Study guide

Grammar Vocabulary and Speaking

Tell the students the Study guide is an Speaking
important page which provides a useful • Check that students understand the phrases
reference for the main language of the unit: the
grammar, the vocabulary and the functional to use for reacting to news.
language from the Integrated skills pages. • Tell students to act out a conversation
Explain that they should refer to this page when
studying for a test or exam. between two people who are discussing an
interesting piece of recent news.
Grammar
• Tell the students to look at the example Additional material

sentences of the past continuous: affirmative, Workbook
negative, questions and short answers. Make • Progress check page 30
sure they understand how to form the tense • Self-evaluation page 31
and its usage. • Grammar reference and practice pages
• Then tell students to look at the example
sentences with adverbs. Ensure they 88–89
understand how to use adverbs in sentences. • Vocabulary extension page 104
Get students to translate into their own • Integrated skills page 113
language if necessary. • Writing reference pages 124–125
• Tell students to look at the example
sentences with when and while. Make sure
they understand that we usually use the past
simple after when and the past continuous
after while.
• Refer students to the Grammar reference
on pages 88–89 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 18–22 • Unit 3 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra

pages 11–14 • CEFR Skills Exam Generator
• Translation and dictation pages 4, 14 • End-of-term test: Basic, Standard and Extra
• Evaluation rubrics pages 1–7
• Key competences worksheets pages 5–6
• Culture and CLIL worksheets pages 9–12
• Culture video worksheets pages 5–6
• Digital competence worksheets pages 5–6
• Macmillan Readers worksheets pages 1–2

T 39

UNIT

3

Study guide

Grammar Vocabulary

Past continuous Weather rainy
snowy
affirmative blizzard stormy
I / He / She / It was talking with friends. cloudy sunny
We / You / They were doing their homework. damp thunder and lightning
negative dry warm
I / He / She / It wasn’t tidying her room. foggy wet
We / You / They weren’t eating lunch. hailstones windy
questions heatwave
Was it snowing? icy
Were we / you / they walking?
short answers Natural disasters
Yes, it was.
No, we / you / they weren’t. avalanche landslide

We use the past continuous to talk about things drought tornado
that were in progress in the past.
earthquake tsunami
Adverbs
famine volcano
It’s cold. Dress warmly!
It’s foggy. Drive carefully! flood wildfire
It’s raining hard today.
I can easily do this exercise. hurricane
She speaks English well.
Speaking
Past simple and past continuous
Reacting to news
past continuous and past simple
His mum was cooking dinner when she heard a What … ?
shout. Where … ?
Lots of brick fell on me while I was lying on the When … ?
ground. Why / Why not?
No way! / I can’t believe it!
That’s amazing / great / terrible news!
I’m really sorry / pleased.
Congratulations!
Well done!

Past continuous spelling rules LEARNING TO LEARN

t 'PS NPTU WFSCT
BEE ing to the infinitive Practise weather vocabulary by keeping a
go going play playing weather diary. Write a short description of the
weather every day.
t 'PS WFSCT UIBU FOE JO e, omit the -e and add
-ing
come coming give giving

t 'PS POF TZMMBCMF WFSCT UIBU FOE JO WPXFM
consonant (except w, x or y), double the
consonant and add -ing

t 'PS WFSCT UIBU FOE JO ie, omit the -ie and add
-ying
die dying lie lying

Progress check: Workbook page 30 Grammar reference: Workbook page 88 39

Step 1: Think Step 2: Listen and plan

Collaborative 1 Step 3: Create Step 4: Evaluate
Project

Giving a talk Digital Literacy

TASK When you give a talk, remember to:
t QMBO UIF UBML BOE NBLF B MJTU PG UIF
Work in groups of three to prepare and give a equipment you will need.
talk about a famous person in history. t CF DSFBUJWF o VTF TFBSDI FOHJOFT UP MPPL
for different photos and video clips to
Step 1: Think make your talk more attractive.
t DIFDL UIF QSPOVODJBUJPO PG EJGGJDVMU
1 Look at the materials for giving a talk below. words in an online dictionary.
Find …
The stars don't look
1 a picture of the person bigger, but they do
2 a video clip
3 an overview of the talk look brighter.
4 questions for the people listening to the talk
5 quotes by the famous person

2 Look at the equipment for giving a talk Yes, I did I didn't really decide
in the box. What are the advantages and feel a special that I wanted to be
disadvantages of each item? responsibility an astronaut until
to be the first the end of college.
an overview of computer internet connection DVD player
the talk board projector speakers poster American quotes by
photocopies woman in the famous
questions for person
the people Sally Ride was the first American woman in space. How much space.
listening to the do you know about her?
talk Where was she born?
Sally joined NASA (North American Space Agency) in 1978.
How many people saw the advert in the newspaper and
applied to join the space programme?
When was her first space flight?
Sally was an astronaut and physicist. What else did she do?
Which of these awards did Ride win?

a picture of
the person

a video clip
40

Collaborative project 1

Giving a talk 2 • Students work in pairs and discuss the

Lesson objectives advantages and disadvantages of using each
piece of equipment for giving a talk.
In this lesson students will: • Listen to students’ ideas as a class.
• prepare and give a talk about a famous • Point out the importance of knowing how to
use any equipment selected for a talk.
person in history
• read information about a talk and answer

questions about it
• listen to a group planning a talk
• read and complete a conversation extract

Warmer

Ask students to work in teams. Tell them
to write a name of a famous person from
history for each letter of the alphabet, eg
A (Jane) Austen, B (Napoleon) Bonaparte,
C Cleopatra, D (Charles) Darwin, E (Albert)
Einstein. Elicit answers from the class and
write all the names on the board. The team
with the most names wins. Elicit one or two
facts about each person, eg why they are
famous, what they achieved, etc.

TASK

Read the task with the class and check
students understand.

Step 1: Think

1 • Briefly discuss giving a talk with the class.

What makes a talk interesting? What types
of information can you include? What
equipment could you use?
• Read the list of items students have to
identify and help with any vocabulary.
Remind students that a quote is something a
person says.
• 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. Discuss
why it is important to plan the talk and what
equipment you need.
• Point out that talks are more interesting when
you include photos and video clips and that
it is important to check the pronunciation of
difficult words.

T40

Step 2: Listen and plan Step 4: Evaluate

3 1.48 8 • 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 sentences carefully first.
Extra activity
• Play the CD again.
• Students decide if the sentences are true or In pairs, students write an interview with
a famous person from history. They can
false and correct the false sentences. practise and act out their interview.
• Students compare answers in pairs.
• Check answers as a class. 1.48 Audioscript, exercise 3

5 • Students read the conversation extract and Sonia: OK, so we decided to do our talk about
Sally Ride, the astronaut who was the first
complete it in pairs. American woman in space. We’re all looking for
• Play the CD of the whole conversation again. information. Shall I check all the facts and write
a plan? Then I can write the overview, too.
Students listen and check their answers. Edu: We have to participate equally. We can all
• Check answers as a class. Students practise write a plan. Sonia, you can check the facts and
then I can organize the information.
the converstion extract in groups. Mario: I can write the overview, find photos and
quotes … and look for a good video clip.
6 • Read the Useful language box with the class Edu: But we’re not giving a Powerpoint
presentation … We can’t show a video clip.
and help with any vocabulary. Practise as Mario: What about putting the video clip on a
necessary. DVD? We can use a projector for the photos.
• Elicit other examples of each phrase, eg We Edu: So we need a DVD player and a projector.
need a computer with an internet connection I’m not sure. I think that’s too much equipment.
for our talk. Instead of a poster, let’s draw a Sonia: But we want the talk to be creative and
cartoon. interesting!
• Students work in groups of three and plan Edu: Wait a minute! We don’t need lots of
their talks. equipment to make the talk interesting.
Mario: That’s true. We can make a poster with
Step 3: Create the photos and quotes, and write the overview
on the board.
7 • Read the three steps with the class to give Sonia: I’ve got an idea. Instead of a video clip,
we can write an interview with Sally Ride and act
students a clear idea of what they have to do. it out. What do you think?
• Monitor while they are working and give help Edu: That’s brilliant! And what about writing a
quiz? We can divide the class into teams and
if necessary. give them a photocopy of the questions. They
listen to the talk and then answer the questions.
Share information Sonia: Yes, I love that idea. We can have a prize
Students share their information in their groups. for the best team. Do you agree?
They discuss their work and how to improve it. Mario: Yes, I think that’s a good idea. So our talk
They check for errors. includes an interview, a photo with quotes and a
fun quiz.
Create the talk Edu: And we only need the board and some
Each group creates their talk. Encourage them photocopies. We don’t need any other equipment!
to be creative and try to make the talk as Mario: OK, so shall we write the plan?
interesting as possible. Remind them to use
their own words and to check for errors.

Show and tell
Each group gives their talk. Allow time for the
other students to ask questions. If you like, the
class can vote for their favourite talk.

T41

Step 2: Listen and plan

Exercise 3 3 1.48 Listen to Sonia, Mario and Edu 6 Work in groups. Plan your talk. Use the Useful
doing the task about the items in the box in language box to help you.
1 computer, exercise 2. Answer the questions.
internet t Choose a famous person in history to do your
connection 1 Which two items don’t they mention? talk about.
2 Which items do they decide to use?
2 a poster, the t Decide how to structure the talk and what
board and 4 Listen again. Are the sentences true or false? equipment you need.
photocopies Correct the false sentences.
t Decide how to share the work. Make sure
Exercise 4 1 They don’t participate equally because Sonia everyone contributes.
does all the work.
1 False t Decide when to meet again to share your
They do 2 They are all happy to use lots of different information.
participate equipment for the talk.
equally. Step 3: Create
3 They make a poster with photos and some
2 False quotes. 7 Follow the steps to create your talk.
They aren’t
all happy to 4 They decide not to show a video clip of an Share information
use lots of interview with Sally Ride. Read and listen to each other’s work. Discuss
equipment your work. Check these things.
for the talk. 5 Complete the conversation extract with the t *T JU JO ZPVS PXO XPSET
words in the box. Listen again and check your t )BWF ZPV HPU BMM UIF JOGPSNBUJPO ZPV OFFE
3 True answers. t )BWF ZPV HPU QIPUPT
WJEFP DMJQT
FUD
4 True t $UH UIF HSBNNBS BOE WPDBCVMBSZ DPSSFDU
minute idea instead true yes t $UH UIF TQFMMJOH BOE QVODUVBUJPO DPSSFDU
Exercise 5 brilliant need
Create the talk
1 need Edu: So we (1) … a DVD player and a projector? Plan the talk and what information you will
2 minute I’m not sure. I think that’s too much include. Decide what equipment you will
3 true equipment. need. Add your photos and video clips. Then,
4 Instead check the grammar, vocabulary, spelling and
5 brilliant Sonia: But we want the talk to be creative and punctuation.
6 idea interesting!
7 Yes Show and tell
Edu: Wait a (2) … ! We don’t need lots of t (JWF ZPVS UBML UP UIF DMBTT
equipment to make the talk interesting.
Step 4: Evaluate
Mario: That’s(3) … . We can make a poster with
the photos and quotes, and write the 8 Now ask your teacher for the group and
overview on the board. individual assessment grids. Then complete
the grids.
Sonia: I’ve got an idea. (4) … of a video clip, we
can write an interview with Sally Ride and useful language
act it out. What do you think?
What equipment (do we need)?
Edu: That’s (5) … ! And what about writing We need (a DVD player).
a quiz? We can divide the class into That’s true.
teams and give them a photocopy of the I’ve got an idea. Let’s (play some music). What
questions. They listen to the talk and then do you think?
answer the questions. That’s brilliant! / Yes, I love that idea. / OK.
That’s boring. / I don’t really like that idea.
Sonia: Yes, I love that (6) … . We can have a prize Instead of (a video clip), let’s …
for the best team. Do you agree?

Mario: (7) …, I think that’s a good idea. So our talk
includes an interview, a photo with quotes
and a fun quiz.

41

4UNIT life on

earth

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 news
vocabulary related to geography, landscape and article about a Scottish island CLC CMST DC CAE

animals CLC CMST SCC • look online for information about Scottish
islands CLC CMST DC CAE SIE
• understand and correctly use comparatives and
superlatives and draw parallels to L1 CLC L2L • identify specific information in a dialogue about
a project CLC CMST SCC
• understand and correctly use countable and
uncountable nouns CLC L2L • read a web page about a day as a volunteer,
listen to conversations about volunteering and
• about safaris in South Africa and compare with
animals in their country CLC CMST CAE SCC learn how to express preferences CLC CMST SCC

• about animals by watching a short video CLC CAE
CMST SCC DC
• write a geographical description CLC CMST SIE
L2L

• prepare for and do a listening exam with
multiple-choice answers CLC L2L SIE

Linguistic contents Skills

Main vocabulary Reading
• Geography and landscape: • Read an online news article about a small Scottish island
• Read a text about safaris in South Africa
canyon, desert, forest, etc • Read a web page about a day as a volunteer
• Animals: butterfly, gorilla, owl, etc • Read a geographical description

Grammar Writing: Interaction and production
• Comparatives and superlatives • Write a personalized dialogue about expressing
• Countable and uncountable
preferences
nouns • Write a geographical description in three steps: plan,

Functional language write, check
• Phrases for expressing • Learn how to order adjectives correctly

preferences Listening
• Listen to a dialogue about a project
Pronunciation • Listen to short conversations about volunteering
• /Ȫ/ in comparatives and
Spoken interaction
superlatives • Exchange information about natural wonders
• Difficult sounds: /g/ and /d١/
Spoken production
• Prepare and act out a dialogue about preferences

Lifelong learning skills Evaluation
• Unit 4 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 51 • Listening: Multiple-choice answers
• Progress check and self-
Digital material
evaluation:
Workbook pages 38–39 Pulse Live! Digital Course including:
• Grammar reference and practice: • Interactive grammar tables
Workbook pages 90–91 • Audio visual speaking model: Expressing preferences
• Wordlist: • Audio visual cultural material: Animals
Workbook pages 151–157 Student’s website

Learning strategies Digital competence
and thinking skills
• Scanning a text when reading • Web quest: Scottish islands
• Digital competence worksheet: Audioblogs
Cultural awareness
• Thula Thula Wildlife Reserve Reinforcement material
• Comparing wild animals in South
• Basic worksheets, Teacher’s Resource File pages 23–28
Africa with wild and endangered • Vocabulary and Grammar: Consolidation worksheets,
animals in students’ own countries
Teacher’s Resource File pages 15–16
Cross-curricular
contents Extension material
• Natural science, endangered
• Fast-finisher activity: Student’s Book page 43
animals, safaris in South Africa • Extra activities: Teacher’s Book pages T43, T50
• Language and Literature: reading • Vocabulary and Grammar: Extension worksheets,

and writing a geographical Teacher’s Resource File pages 17–18
description
• ICT: searching the internet for Teacher’s Resource File
information
• Translation and dictation worksheets pages 5, 15
Key competences • Evaluation rubrics pages 1–7
• Key competences worksheets pages 7–8
CLC Competence in linguistic • Culture and CLIL worksheets pages 13–16
communication • Culture video worksheets pages 7–8
• Digital competence worksheets pages 7–8
CMST Competence in mathematics, • Macmillan Readers worksheets pages 3–4
science and technology

DC Digital competence
SCC Social and civic

competences
CAE Cultural awareness and

expression
L2L Learning to learn
SIE Sense of initiative and

entrepreneurship

U4

UNIT LIFE ON THINK ABOUT IT
EARTH
4 Which place on Earth would you
most like to visit? Why?

Vocabulary and Speaking

Geography and landscape

1 1.49 Look at the information about seven places.
Listen and repeat the words in blue.

WHAT ARE THE SEVEN NATURAL

WONDERS OF THE WORLD?

THESE ARE THE PLACES OUR READERS CHOSE!

1 THE GRAND CANYON, USA
This canyon in the middle of a desert is nearly 2 km deep! You can
go rafting down the Colorado River at the bottom of the valley.
2 THE GREAT BARRIER REEF, AUSTRALIA
In the Pacific Ocean, near the coast of Queensland, this coral reef
has over 1,500 different kinds of fish!
3 THE AMAZON RAINFOREST, ECUADOR
The world’s biggest forest is full of plants and animals, which are
disappearing as people cut trees down.
4 THE DEAD SEA, JORDAN
This is a lake of salty water which you can float in. On the beach,
there is a special kind of mud which people put on their bodies!
5 THE NIAGARA FALLS, CANADA
At Niagara there are three different waterfalls. About 5 million
litres of water go through them every second!
6 TABLE MOUNTAIN, SOUTH AFRICA
This mountain, which is flat on top, has steep cliffs you can
climb, and all kinds of wildlife.
7 THE BLUE CAVE, GREECE
Inside this cave on the Greek island of Kastelorizo the water
is a beautiful deep blue.

Exercise 2 LOOK! 3 Which place in the list do you most / least want
to visit?
land The names of mountains, rivers, etc have a
desert capital letter. I’d love to visit the Dead Sea because it’s amazing.
valley Table Mountain, Everest, the Mississippi I don’t want to visit the Niagara Falls because …
coast
forest 2 Copy and complete the table with the blue EXPRESS YOURSELF
beach words from exercise 1.
mountain 4 Write a list of natural wonders in your country.
cliffs land water
cave canyon river 1 The Tabernas Desert
island 5 Work in pairs. Talk about your list of natural
LOOK!
water wonders.
ocean Adjectives to describe places
reef beautiful dangerous amazing unusual Montserrat is more beautiful than the
lake boring interesting Tabernas Desert.
waterfalls
No, I don’t agree. I think …

42 Vocabulary extension: Workbook page 105