PULSE 2 TEACHERS BOOK copy

-FOR PERSONAL USE ONLY-

(

r

("'

-FOR PERSONAL USE ONLY- \I

.....

...

-FOR PERSONAL USE ONLY-

ISBN 978-967-2070-05-4 son p23(JK Rowling), Corbis/Christopher Morris p121 (br), Corbis/Ocean
p42,p83(amazon),(br), Corbis/Lilian Perez p12(br), Corbis/ Fred Prouser/Reuters p40(cr),

First published 2017 Corbis/FABIAN BIMMER/Reuters p48(zebra) , Corbis/Aiain Nogues/Sygma p52(space),

_This special student's edition is first published 2017 in Malaysia by Kumpulan Desa Fikir Corbis/Onne van der Wal p16(tr); Getty Images p23,85,(Picasso),(Obama),(tr), Getty lm-
Sdn. Bhd. for Kementerian Pendidikan Malaysia. ages/altrendo images p13(4), Getty lmages/Artzooks/ Design Pies p38(tr), Getty Images/

Auscape I UIG p45(6), Getty Images/ Blend Images p51(br), Getty lmages/Anders

KUMPULAN DESA FIKIR SON. BHD. Blomqvist p1 07(mr), Getty lmages/ Bioomberg via Getty Images p23(Zuckerberg), Getty

B-2-12 Blok B, Plaza Dwitasik Images/Charles Bowman p79(train), Getty Images/Brand X Pictures p84(basketball),
Jln. 5/106 Bandar Sri Permaisuri Getty Images/John Bryant p45(10), Getty Images/Anna Bryukhanova p93(b), Getty Im-
56000 Charas, Kuala Lumpur ages/John Cancalosi p72(bl), Getty lmages/CountryStyle Photography p62(cr), Getty Im-
Tel: 03-9171 6066 Fax: 03-9171 8066 ages/Peter Dazeley p73(bl), Getty lmages/Danita Delimont p74(Hamish), Getty Images/
Email: [email protected] Martin Dimitrov p36(b), Getty Images/Michael Dunning p77(ayers), Getty lmages/Krzysz-
tof Dydynski p74(tram), Getty Images/Echo p38(tr), Getty lmages/Eco/UIG p47(c), Getty

"Based on Pulse Level2, © Michele Crawford, Catherine McBeth, Macmillan Publishers lmages/Lort Epstein p45(9), Getty Images/Craig Ferguson p68(sweets), Getty Images/fila

Limited 2014, Published under licence. First published 2014, by Macmillan Publishers p45(1), Getty Images/Tim Flach p56(c), Getty lmages/Fioortje p104(bl), Getty lmages/fs-
top123 p62(bl), Getty Images/ Fuse p54(bl), Getty lmages/GARDEL Bertrand p82(tr),
Limited. Licensed for sale in Malaysia only; not for export." Getty lmages/ GiobaiStock p117(woman), Getty Images/ Rick Gomez p28(tl), Getty Im-
ages/ Chris Gramly p71 (br), Getty Images/Charles Gullung p7(boring), Getty Images/Erika
All rights reserved; no part of this publication may be reproduced. stored in a retrieval Gutierrez p63(tl), Getty lmages/lzabela Habur p113(mr), Getty Images/ Martin Harvey
system , transmitted in any form, or by any means, electronic, mechanical, photocopying, p46,98(rhino),(safari),(m), Getty Images/Jack Hollingsworth p119(mr), Getty Images/ Im-
recording or otherwise, without the prior written permission of the publishers.

Designed by James Osborne and Amanda Easter age Source p14, 110,114,118(tr).(mb).(a),(bl), Getty Images/Bob lngelhart p63(cl), Getty
Cover design by Andrew Oliver Images/Inti StClair p108(mb), Getty lmages/JGI/Jamie Grill p97(headache), Getty lmag-
es/KidStock p92(tr), Getty Images/paul kline p66(swap), Getty Images/Terry Lawrence
Student's Book acknowledgements: p1 04(Aihambra), Getty Images/Ron Levine p34(tl), Getty lmages/LWA/Dann Tardif
Original design by Andrew Oliver p84(chess), Getty Images/Don Mason p116(bl), Getty Images/Monkey Business Images

Designed by erne design ltd p111 (mr), Getty lmages/moodboard p84(football), Getty lmages/MorePixels p97(doctor),

Illustrated by Beach: pp5, 63, 64, 88, 99; Mark Draisey pp 65; Peter Harper pp 24, 34, Getty lmages/omg p4(c), Getty Images/Max Oppenheim p47(1), Getty Images/Orchid-

46, 55, 66, 72, 78, 88, 98; Bob Lea pp 53, 54; Rory Walker (Beehive Illustration) pp 32, poet p42(Niagara), Getty Images/Panoramic Images p45(2), Getty lmages/Nigel Pavitt

47, 57, 87 p46(elephant), Getty lmages/Photodisc p6(bl), Getty Images/JACQUES Pierre/hemis.fr

Cover design by Andrew Oliver p110(1), Getty lmages/PonyWang p33(8), Getty lmages/Popperfoto p23(farah), Getty lm-

Picture research by Julie-anne Wilce ages/Toon Possemiers p50(tr), Getty lmages/RagnaK p63(tr), Getty lmages/Reniw-lm-

The author would like to thank the team at Macmillan for their support and encourage- agery p33(7), Getty Images/Robert Harding World Imagery p42(Dead sea), Getty Images/
ment, and her daughter Evie for providing light relief when needed. rtyree1 p52(crops), Getty lmages/Nicolas Russell p1 09(mb), Getty lmages/ Sami Sarkis
p42(mountain), Getty Images/Christine Schneider p116(br), Getty Images/Science Photo
The publishers would like to thank the following teachers for their contribution to the pro- Library/PASIEKA p52(dna), Getty Images/Sebastian Crespo Photography p33(5), Getty
ject: Anna Martin Rauret, Col.legi Isabel de Villena, Esplugues de Llobregat, Barcelona; lmags/Kristian Sekulic p94(br), Getty Images/Frank Siteman p113(br),Getty Images/Bob
Beatriz Sayalero Martin, IES Gran Capitan, Madrid; Covadonga Gaitero Suarez, IES Jo- Smith p45(3), Getty lmages/STOCK4B-RF p1 06(bl), Getty Images/Stockbyte
sefina Aldecoa, Alcorcon, Madrid; Cristina Dopico Rey, IES Gregorio Marafion, Madrid; p1 0, 112(computer),(bl), Getty lmages/Stocktrek Images p56(br), Getty Images/Andy Sto-
Eva M" Lopez del Valle, lnstitut Vinyet, Sitges, Barcelona; Gloria Gonzalez Lupiafiez, thert p48(beach), Getty lmages/Riitta Supperi p62(cl), Getty lmages/SusanGaryPhotog-
Col.legi Cor de Maria, Blanes, Girona; Julio Cesar Fernandez Garcia, IES Galileo Galilei, raphy p48(butterflies), Getty Images/Tetra Images p114(br), Getty Images/Tetra lmages-
Navia, Asturias; M" Angeles Jimenez Fernandez, lnstitut CAR, Sant Cugat del Valles, FBP p36(c), Getty Images/Marta Toutoudaki p58,67(coins),(cr), Getty lmages/traveler1116
Barcelona; Susana Serrano Cano, Colegio Franciscanas de Montpelier, Valle de Trapaga, p1 04(cordoba), Getty lmages/uchar p123(bl), Getty lmages/UIG via Getty Images
Vizcaya; Yolanda lborra Bernabeu, Colegio Calasancio, Alicante. p74(family), Getty lmages/ULTRA.F p77(mountain), Getty Images/ Frank van den Bergh
p74(balloon), Getty lmagesNisage p4(c), Getty imagesNisitBrttain/Brttain on View
Front cover images by: Macmillan, Getty, Photodisc/Getty Images, Bananastock, Pho- p82(girl), Getty Images/Doug Waters p12(br), Getty Images/ Brad Wilson p67{cl), Getty
todisc, Corbis Images/Win Initiative p77(boat), Getty lmages/Wirelmage p22(br), Getty Images/Forest
Woodward p84(tennis), Getty Images/Colin Varndell p57(cr), Getty Images/ Ernst Vikne
Back cover images by: Nature Publishing Group, Studio 8, Thinkstock. p89(tr), Getty lmagesNiadimir Zakharov p30(Tokyo), Getty Images/Yellow Dog Produc-
tions p84(run), Getty Images/Zero Creatives (cr); HarperCollins p20(beckham); Alistair
The author and publishers would like to thank the following for permission to reproduce Heap p76(r); Jehoshua Kilen p20(ryanis); King Arthur's Labyrinth p26(tl); Murdo Ma-
their photographs: cleod p75(tr); Macmillan Publishers Ltd/Corbis p45(5), Macmillan Publishers Ltd/Crea-
tas p45(8), Macmillan Publishers Ltd/Digital Stock p7(Whitehouse), Macmillan Publishers
Adrenaline Quarry p14(br); Alamy/ableimages p95(tr), Alamy/ ACE STOCK LIMITED Ltd/Getty p57(br), Macmillan Publishers Ltd/lmageSource p12(b), Macmillan Publishers
p1 O(shopping), Alamy/allotment boy 1 p48(blind), Alamy/ Sergio Azenha p68(shoes), Ltd/Macmillan New Zealand p52(turbine), Macmillan Publishers Ltd/PhotoDisc/Getty Im-
Alamy/Peter Barritt p15(br), Alamy/Steffen Binke p42(diver), Alamy/Biend Images ages p60(t), Macmillan Publishers Ltd/Stockbyte/PunchStock p52(1ab), Macmillan Pub-
p33(hurricane), Alamy/blickwinkel p39,72, 104(br),(br),(beach), Alamy/James Boardman lishers Ltd/Superstock p47(2); John Mclellan p31 (ml); Kai Michaels p20(1ife,love,texting);
pBO(football), AlamyNictor Paul Borg p74(bike), Alamy/Jonathan Borzicchi p4(b), Alamy/ Kinect Sports/ Microsoft p68(game); Penguin p20(Jackson); Reproduced with permis·
Stephen Bryant p36(a), Alamy/BSIP SA p97(itching), Alamy/Kristian Buus p30(London), sion from Lonely Planet Europe Essentials© 2011 Lonely Planet p20(Europe); Super-
Alamy/Roy Conchie pBO(museum), Alamy/Cultura AM p90(m), Alamy/Design Pies Inc stock/age fotostock p29(br), Superstock/lmageSource p 12(bl), Superstock!Kablonk
p11 (skateboarding), Alamy/Discovod p68(polish), Alamy/Dorling Kindersley p89(bl), Ala- p1 07(ml), Superstock/Ton Koene /age footstock p33(9), Superstock/Colin Monteathlage
my/ Dreampictures p90(mr), Alamy/DWD-Media p5B(cd), Alamy/epa european presspho- footstock p34(br); Guim Valls Teruel p77(solar); The Sherlock Holmes Museum 221b
to agency b.v p30,33(Madrid),(2), Alamy/ Foto Grebler p10(br), Alamy/David R. Frazier Baker Street, London, England www.sherlock-holmes.co.uk p28(tr); Transport for
Photolibrary, Inc p66(car boot), Alamy/Ewing Galloway p79(ford), Alamy/GL Archive Greater Manchester pBO(map).Commissioned photos by StudioS pp5, 8, 9, 16, 17, 26,
p25(br), Alamy/ Paul Glendell p44(umbrella), Alamy/ Paul Gordon p43(tr), Alamy/David J. 27, 36, 37, 48, 49, 58, 59, 68, 69, 80, 81, 86, 90, 91,100,101
Green lifestyle themes p96(br), Alamy/David Gregs p58(family), Alamy/Anthony Grote
p45(4), Alamy/Arina Habich p112(br), Alamy/ Russell Hart pBO(Arndale), Alamy/Anthony The authors and publishers are grateful for permission to reprint the following copyright
Hatley p77(pushing), Alamy/John Henshall p42(grand canyon), Alamy/D. Hurst p31(cl), material:
Alamy/incamerastock p5B(menu), Alamy/Trevor Hunter p43(c), Alamy/lmage Asset Man-
agement Ltd p35(cr), Alamy/imagebroker p79(farthing). Alamy/IML Image Group Ltd Material from article 'Paradise or prison? A remote Scottish island is looking for a new
p42(blue cave), Almay/incamerastock page1 OO(t), Alamy/INTERFOTO p35(br), Alamy/ family, But there's no pub, no privacy and no electricity in the afternoon!' by Victoria
PANAGIOTIS KARAPANAGIOTIS p74(boat), Alamy/Christina Kennedy p94(tr), Alamy/ Moore, copyright © Victoria Moore 2010, first published in The Daily Mail 14.07.1 0, re-
Kuttig-Pecple p13(2), Alamy/John Lund p33(1 0), Alamy/David Lyons p14,24(tram)(cen- printed by permission of the publisher; Material from article 'Saved by my iPod: Girl
tre), Alamy/Dmitry Matrosov p13(1), Alamy/MBI p61 ,p97, 115(bl),(boy),(mr), Alamy/Fausto survived lightning strike after wire diverts 300,000 volts' first published in The Daily Mail
Molinas p30(Athens). Alamy/David L. Moore- Lifestyle p64 (cl), Alamy/Jeff Morgan 16 19.06,09, reprinted by permission of the publisher; Material about Thula Thula Wildlife
p33(4), Alamy/ keith morris p58(newspaper), Alamy/ National Geographic Image Collec- Reserve, taken from www.thulathula.com, used with approval; Material about Lindsey
tion pBB(c), Alamy/ Newscast p74(tube), Alamy/ ONOKY- Photononstop p94(mr), Alamy/ Jacobellis, taken from www.lindseyjacobellis.com, used with approval.
ALAN OLIVER p10(crowd), Alamy/Onsite p22(cr), Alamy/Ozimages p30(Sydney), Alamy/
PhotoAito sas p21 ,70(tr),(tl), Alamy/PHOVOIR p18(cr), Alamy/PictureNet Corporation These materials may contain links for third party websites. We have no control over, and
p13(6). Alamy/ Picture Partners p97(sneeze), Alamy/Radius Images p13(5), Alamy/Ed are not responsible for, the contents of such third party websites. Please use care when
Rhodes pBO(arts), Alamy/Robert Harding Picture Library pBB(d), Alamy/Aiistair Scott accessing them.
p98(sign), Alamy/Aiex Segre p66(charity), Alamy/Uwe Skrzypczak p45(7), Alamy/David
Smith p78(c), Alamy/Paula Solloway p4(a), Alamy/Nigel Spiers p33(6), Alamy/Stock-

brokerXtra p102(tr), Alamy/StockShot p33(1), Alamy/Stocktrek Images, Inc p40(bl), Ala- Material curricular para Ia Educacion Secundaria Obligatoria del area de Lengua
my/Jeremy Sulton-Hibbert p24(cr), Alamy/Ferenc Szelepcsenyi p13(3), Alamy/Pat Thiel- Extranjera, Ingles, que corresponds al proyecto presentado para su supervision y/o
en p14(shark). AI amy/Pete Titmuss p11 0(3). Alamy/travelbild.com p BO{Chinatown),
Alamy/Travelscape Images p11 (parkour), AI amy/Mason Trullinger p90(ml), Alamy/Ken aprobacion I homologacion I registro en las Entidades de Educacion de las
Welsh p104(flag), Alamy/Jim Wileman p122(mr), Alamy/YAY Media AS p117(boy), Alamy/
Comunidades Autonomas.

ZUMA Press, Inc p33.p11 0(3),(2); Bloomsbury Publishing Pic p200obs); Corbis p57(tr), Pulse conforms to the objectives set by the Common European Framework of
Corbis/Ricardo Azoury p77(traffic), Corbis/Jack Hollingsworth/ Blend Images p118(br), Reference and its recommendations for the evaluation of language competence.

Corbis/Edward Bock p16(cl), Corbis/Chris Collins p30(new york) , Corbis/Laura Doss Printed and bound in Spain by Grafoprint Printed by:

p1 06(br), Corbis/FRANCK ROBICHON/epa p121 (bl), Corbis/Randy Faris p114(b), Corbis/ 2018 2017 2016 2015 2014 BHS Book Printing Sdn. Bhd.
o aCharles Gullung p1 03(bl), Corbis/Judith Haeusler/cultura p4(d), Corbis/ Hulton-Deutsch
-FOR PERSONAL USE ONLY-Collection p23{dancer), Corbis/NASA/Roger Ressmeyer p115(ml). Corbis/ Colin McPher-19 Lot 4, Lorang CJ 1/ 1 B
7654321 Kawasan Perindustrian Charas Jaya
43200 Cheras, Selangor, Malaysia

CONTENTS

('

TAKE CARE page T94

EXTERNAL EXAM TRAINER page Tt<:>8
PRGNUNCIA"AON lAB page Tt24
WORKBOOK ANSWER ltEY f)age Tti6

-FOR PERSONAL USE ONLY-

INTRCDUC:INIS P ULSE

Pulse is a four-level ESO course which contains a wide Reading
range of up-to-date, real-world material of genuine interest Pulse contains a rich variety of reading texts of interest to
to teenagers. With its fast-paced approach and use of teenage learners. A range of text types introduce students
authentic texts, topics and language, Pulse maximizes to different types of reading material in an appropriately
students' interest and provides sufficient challenge for graded, structured way.
twenty-first century learners.
Writing: Interaction and production
The main aims of Pulse are to ensure your students fully
develop their language competence, to teach tools and Pulse takes a highly structured approach to writing. Students
strategies for lifelong learning inside and outside the first interact with model compositions, before following step-
classroom, and to train students in exam skills, which will by-step tasks which emphasize that good writing requires
be valuable for ESO and beyond. planning, drafting and rewriting.

To achieve this, Pulse offers: Listening
Listening can be one of the most difficult skills to develop,
Linguistic content so Pulse provides learners with the support they need
before and during listening to aid comprehension and
Vocabulary and grammar in context improve confidence.
Pulse takes an inductive approach to vocabulary, ensuring
that new lexis is introduced gradually and practised Speaking: Interaction and production
thoroughly. To ensure a challenging and meaningful Pulse gets students talking through Express yourself
learning experience, Pulse uses a variety of methods to activities, which provide frequent opportunities to interact
present and practise vocabulary, including contextual and exchange opinions.
presentations. Vocabulary sets are recorded on the Class
Audio CD so that students can practise pronunciation. The Integrated skills spread provides a fully-interactive
speaking model in the Digital Course, which allows
Grammar structures are presented in a range of students to watch video clips of British people interacting in
authentic-style texts that provide the context essential for everyday situations. Through a series of step-by-step tasks,
understanding meaning. Clear grammar tables provide students are supported through production and practice of
students with easy-to-navigate reference. their own dialogues.

Integrated skills Lifelong learning skills

With its integrated approach to skills, Pulse encourages Self-study and self-evaluation
students to develop their receptive and productive skills Pulse promotes learner autonomy by encouraging
in parallel. Each unit of the Student's Book features an students to take an active role in their own learning.
innovative Integrated skills spread which presents
fully-integrated practice of reading, listening, writing and To this end, Pulse provides self-study reference and practice
speaking to improve students' communication skills in a material in both the Student's Book and the Workbook.
real-world context. Receptive skills are developed through The Self-study bank in the Workbook contains a wealth
an authentic reading text, followed by an engaging of extension and consolidation activities to reinforce and
listening activity. The topical link continues with the expand upon what students learn in class, plus Word lists,
coverage of productive skills: a videoed speaking model Speaking reference and Pronunciation reference.
provides the basis for carefully-structured written and
spoken production. Students are encouraged to evaluate their own learning
through the Self-evaluation charts at the end of each
Workbook unit. Pulse also promotes group evaluation of
the Collaborative projects in the Student's Book.

Learning strategies .._
Pulse places high importance on developing learning
strategies. The Learning to Learn tips provide useful
learning ideas, while the Analyse boxes encourage
students to reflect on the differences between their own
language and English. In levels 3 and 4, Pulse also teaches
critical thinking.

-FOR PERSONAL USE ONLY-

I

'

Socio-cultural and life skills Council of Europe and key
Pulse aims to equip students with the socio-cultural competences
awareness and skills they need to become more informed
global citizens. Using a carefully-developed approach, the Pulse has been developed following the legal guidelines
focus moves from cultural awareness (levels 1 and 2) to set out by the Council of Europe, whose curricular
social awareness (level 3) to life skills (level 4). The Digital objective is not just teaching a language itself, but
Course includes video clips of cultural and social footage teaching how to communicate through it. Following the
designed to supplement the corresponding pages in the Council of Europe's Common European Framework of
Student's Book. These videos provide a window into the Reference for Languages (CEFR), students must be able
culture and society of many English-speaking countries, to carry out progressive communication tasks in order to
and are accompanied by worksheets in the Teacher's gradually develop their communicative competence in a
Resource File. foreign language.

Cross-curricular contents The course contents of Pulse have been designed not only
In levels 1 and 2 the Grammar in context activities in to fulfil the linguistic and communicative competences
the Student's Book have a CLIL focus, each related to a identified below, but also to develop skills in all key
different school subject. In addition, the Teacher's Book competences.
highlights links to other subjects on the school curriculum.
In levels 3 and 4, the focus changes to literature. Each CLC Competence in linguistic communication
activity is based on a different graded Macmillan Reader, CMST Competence in mathematics, science and
with extra information in the Teacher's Book for those
who wish to use the Reader in class or as homework. technology
Teachers can also find useful extra resources and DC Digital competence
information on how to exploit these and other Readers
in class at www.macmillanreaders.com. sec Social and civic competences

CAE Cultural awareness and expression
L2L Learning to learn
SIE Sense of initiative and entrepreneurship

Digital competence Support and solutions for teachers
Pulse promotes digital competence in numerous ways.
These include searching the internet to complete Web Pulse has a full range of components to support teachers
quests, and using software packages and online tools for and offer solutions for classroom challenges.
productive tasks in the Collaborative projects. Students These include:
will expand their knowledge of web tools through the
Digital worksheets in the Teacher's Resource File. The
Student Website gives access to additional online practice
activities for language development. Students also have
access to interactive digital material, which trains them to
use digital learning tools independently.

Evaluation material for teachers Teacher's Book Teacher's Teacher's
Pulse provides teachers with all the necessary resources Resource File Resource File
for continuous evaluation of linguistic skills and for with Audio CD Multi-ROM
evaluation of all the key competences. Learning outcomes
can be evaluated using the Tests and Exams Multi-ROM,
the CEFR Skills Exam Generator and the External exam
trainer section of the Student's Book and Workbook.

Pulse aims to equip students with the skills they need
for exam success by training them how to approach a
wide range of exam tasks covering all four skills. The
External exam trainer provides model answers and breaks
down exam tasks in a step-by-step way in order to build
students' confidence in exam situations.

COs Pack

-FOR PERSONAL USE ONLY-

OVERVIEW DF CDMPDNENTS

Pulse Student's Book 2 The Teacher's Digital Course features a fully-interactive
version of the Student's Book, which is compatible with all
The Student's Book includes: devices including interactive whiteboards.
• A six-page starter unit
• Nine ten-page units
• Three Collaborative projects
• An External exam trainer focusing on listening and

speaking tasks

Vocabulary and Speaking Reading

The Think about it activity engages Reading texts present language in
students and encourages vocabul context and cover many real-world
recall. topics. Pulse uses a variety of text
types, from web articles to magazine
The first vocabulary set is presented interviews. Reading texts are
using a variety of techniques including recorded on the Class Audio CD.
photos and authentic contexts. They
are recorded on the Class Audio CD for Vocabulary and Listening
pronunciation practice.
II
The Express yourself discussion feature _ _ _ __.
gets students talking and using topic The second vocabulary set is
vocabulary. presented and practised.
An extended listening text develops
Grammar listening skills while recycling target
language in context.
Grammar is presented through
clear grammar tables at the start Grammar
of the page. Graded exercises help
students practise what they learn. 0

The Analyse feature encourages ::===- - The second grammar page presents
students to reflect on the differences and practises the new language.
between grammar in English and All grammar presented in the unit
their own language. is practised through the extended
Grammar in context activity. Each
Each grammar section is linked exercise has a CLIL focus, covering
to pronunciation tasks in the different subjects from the school
Pronunciation lab at the back of curriculum.
the book.

Cultural awareness

The Cultural awareness reading text

highlights an aspect of life in different

English-speaking countries. - - - 11n

Each Cultural awareness page
is linked to a culture video with
footage of real life in the English-
speaking world. The videos are
accompanied by worksheets.

-FOR PERSONAL USE ONLY-

Integrated skills ,--·.-, 0
:;_
A short real-world reading text . . After listening to or watching the
engages students with the topic and .... ........ . dialogue, students write their own
practises comprehension. dialogue.
·- --== ::--
Students listen to an authentic Working in pairs, students practise
functional situation and test their ·=-. -- ·:-_-- speaking by acting out their new
understanding. dialogue.

Students then watch a videoed The Communication kit provides
dialogue of an everyday situation functional language for easy
such as asking for directions. reference .

Writing Study guide

The Writing page provides a model The Study guide is a useful reference
for different text types. of all language presented in the unit.

A specific language point is It also encourages learner autonomy
through the Learning to Learn tips.
highlighted in the Writing focus box ,_-_ ==---

·=·and practised. - - - - - - - - - - - - - - - _ ".::...:...

The Writing task guides students _ -:._
through the preparation and production
l-- --=:
of their own text.

Collaborative projects The Digital literacy feature gives
students tips on improving their
These provide an opportunity for digital skills.
students to work collaboratively and
develop their digital competence
by creating a project using software
packages or web tools.

External exam trainer On the Your exam practice page
students get the opportunity to put
On the Your exam preparation ---w1 their exam strategies into action.

page, students are presented with Exam tips give students advice and
a typical exam task and prepare to techniques to help them answer
answer it. exam questions successfully.

The Model exam gives students a
clear example of a model question
and answer.

-FOR PERSONAL USE ONLY-

Pulse Workbook 2 The Workbook is available in three editions: English,
Castilian and Catalan. The Teacher's Digital Course
The Workbook includes: features a fully-interactive version of the Workbook,
which is compatible with all devices including interactive
• Practice activities testing all language presented in the whiteboards.
Student's Book

• A full-colour Self-study bank including further practice,
extension activities and reference material.

• Online audio

Vocabulary 1 - ··:·::·- .. '-•·--- Grammar 1
· --.:..:....__:=-:_.
A variety of activities and tasks .. - - Clear, easy-to-follow exercises
ensure successful revision of the provide students with extensive
vocabulary sets from the Student's 1" • r - :-- ··-:.;:: · practice of all the grammar taught
Book. in Pulse.
The activities are graded from one
star CJ to three stars CJCJ!;J· One star . ................... Grammar2
indicates an easier activity type. V-2
Express yourself activities provide •!<::.=----··- The Grammar 2 page offers thorough
students with personalization practice of the second grammar point
opportunities. ;;:jj presented in the Student's Book unit.

Vocabulary 2 1:- :==== Communication skills
···---------
The second vocabulary set is ··-.. -- -- A broad range of listening texts and
practised with a range of activities tasks link thematically to the units.
and tasks. "' Speaking activities test students'
recall of the functional language
Reading presented in the Student's Book.

A wide variety of texts on theme-
related topics and thorough practice
of all question types.

:£- ··--

:=:-:· :::=:::..- ·:r=:=..-·=-=::

•··=---·-- .. .·.;..-..._;.·.-..,

Progress check ___...,._..... . ,.____ Self-evaluation and
Extension
The Progress check provides an
in-depth test of all vocabulary and
grammar covered in the unit.

·---_ _,.,. ...,......... . -·
_. -··=----·. .:.::=..--..·-
·---------- ·--····-·

-FOR PERSONAL USE ONLY-

The Self-study bank includes: • External exam trainer
• Grammar reference and practice • Speaking reference
• Vocabulary extension • Pronunciation reference
• Integrated skills • Wordlist
• Writing reference and practice • Irregular verb list

Grammar reference Grammar practice exercises
are provided directly opposite the
The Grammar reference section relevant Grammar reference pages.
provides extended grammar tables
and explanations of all grammar Integrated skills
covered in level2 of Pulse. It is
available in three language versions: The Integrated skills pages feature
English, Castilian and Catalan. reading, listening, writing and
speaking exercises that build on
Vocabulary extension the Integrated skills section in the
Student's Book through at-home
Vocabulary extension pages use practice.
visuals to present a new lexical set
related to the topic of each unit. ·=-:--=-== Writing tasks are broken down into
The vocabulary is recorded so that steps to help students plan, prepare
students can listen and then practise and produce their own writing texts
their pronunciation. at home.

Writing reference -·

An annotated model text linked to On the Your exam practice page
the unit topic shows students what students get the opportunity to put
they need to include in their own their exam strategies into action .
written work. Exam tips give students advice and
techniques to help them answer
External exam trainer exam questions successfully.

The External exam trainer section
covers Reading and Writing exam
tasks typical of external exams.
The Model exam gives students a
clear example of a model question
and answer.

-FOR PERSONAL USE ONLY-

Pulse Live! Digital Course • Interactive video versions of the Student's Book
model dialogues from the Integrated skills pages,
The Pulse Live! Digital Course is available in both teacher which allow students to see and hear real-life
and student versions, providing tailored digital solutions functional speaking situations
which suit the technology available in all teaching
environments. The Pulse Live! Digital Course is compatible • Culture videos and worksheets to accompany each
with all devices including interactive whiteboards. unit of the Student's Book

The Teacher's Pulse Live! Digital Course is a complete • Vocabulary trainer to help students learn and
resource which groups digital versions of all Pulse practise core vocabulary from the Student's Book
teaching materials in one place for ease.
• Teacher's Resource File materials
The course contains: • Tests & Exams Pack materials
• Fully-interactive digital version of the Student's Book • Teacher's Notes
• Audioscripts for all components
with integrated audio and video. Includes answers to
help correction in class Digital student versions of both the Student's Book and
• Fully-interactive digital version of the Workbook with Workbook are also available. All students using the print
integrated audio includes answers to help correction Workbook also have access to interactive digital materials.
in class
• Markbook to keep track of students' marks and All of the Digital Courses link to the teacher's markbook to
progress throughout the year make correction and evaluation easier.

Additional resources for students Macmillan Dictionary Online

Macmillan Secondary Student's Website The Macmillan Dictionary
The Secondary Student's Website provides learners with
hundreds of additional activities to practise the language -online is a free dictionary
presented in the Student's Book. These exercises cover
grammar, vocabulary, reading, writing and listening. and thesaurus. The website
Students can work at home or at school, and their results
will always be recorded in the teacher's markbook. The presents users with clear
website allows both students and teachers to monitor
online work. www.macmillandictionary.com definitions, word sets and
useful synonym boxes

in addition to grammar

information, example sentences, common phrases and

recorded British and American pronunciations.

The Macmillan Dictionary Online also offers innovative

tools and resources for teachers to use in class, including

e-lessons and language games.

Students can also use the website for self-study to

become more confident users of English. The website

features interactive language games to practise

irregular verbs and phrasal verbs which can be used to

complement classroom learning.

www.macmillandictionary com

-FOR PERSONAL USE ONLY-

Pulse resources for teachers

Teacher's Book Teacher's Resource File

The Teacher's Book contains P,....U.....L......S.., E2 The Teacher's Resource File
everything you need to successfully features a wealth of photocopiable
work with Pulse in class. •PULSE worksheets and resources to
2 recycle and practise language,
Each unit features a clear overview develop skills and evaluate and
of the contents and objectives with assess your students. These
full teaching notes, answer keys and include classroom diversity
audioscripts. There are clear lesson
objectives, language and culture notes, ••• • materials which link
and extra activities for fast finishers. other areas of the curriculum
The Teacher's Book also includes all and worksheets to help students
Student's Book reference materials develop digital competence.
and the Workbook answer key.

Teacher's Resource File Multi-ROM Class Audio COs

The Multi-ROM includes all the Teacher's +-f. ·-.PU• LSE21 sE ·. All the audio recordings from the
Resource File materials in editable Word t'r . Student's Book are included on
format. It also includes the accompanying , .- ..SE2 I three audio COs, which come
audio recordings.
with complete track listings.

· rtt ..

Tests and Exams Pack CEFR Skills Exam Generator
Multi-ROM
Tests and Exams Multi-ROM
The Pulse Tests and Exams Pack
The Tests and Exams Multi-ROM is includes the CEFR Skills Exam
available on disk in editable Word format Generator Multi-ROM, which gives
as well as PDFs. The material includes: teachers the opportunity to generate
their_own skills-based exams. Covering
• A Key competences diagnostic test CEFR levels A1+/A2, A2+ and 81/81+,
which can be used to assess the the exams include a range of reading,
language level of students writing and speaking tasks typical of
external exams.
• Tests available at three levels: basic,
standard and extra. Each level has:
o one placement test
o nine progress tests
o three end-of-term tests
o one end-of-year test

• Answer keys, audio and audioscripts for
all the tests and exams.

-FOR PERSONAL USE ONLY-

Teacher's Book ...

The Teacher's Book contains a variety of different features and tasks to help teachers make the best use of all Pulse materials. .

Each unit of the Teacher's Book :: _)-----""' Language notes provide extra
begins with an extensive double- information about pronunciation ,
page Overview of the unit. The -==- vocabulary or grammar for teachers.
overview covers the following They may include a definition or the
categories: Unit objectives and Key phonetic script of a difficult word
competences, Linguistic contents, or phrase, provide a more detailed
Skills, Lifelong learning skills, grammar explanation or explain
Evaluation, External exam trainer, idiomatic use of English.
Digital material, Digital competence,
Reinforcement material, Extension The Culture note feature provides
material and Teacher's Resource File. additional cultural context for
teachers. The boxes aim to give
Clear Lesson objectives are included teachers useful information to answer
at the start of each lesson. These questions that students might have
provide a useful summary of the new about the people, places or events
language that will be presented in class mentioned in the Student's Book.
and tasks that students will perform.
The Extra activity boxes provide
Optional Warmer tasks are short and extra tasks for students who finish
practical, helping to prepare students
for the lesson ahead. the Student's Book activities before
their classmates. As such, this feature
helps with classroom diversity.

Teacher's Resource File

With 280 pages of photocopiable material, complete In addition , all materials are included on the Teacher's
answer keys and audioscripts, the Teacher's Resource Resource Multi-ROM in editable Word format, so that you
File provides all the worksheets and extra materials you can tailor them to the needs of your class.
need to ensure your students have a meaningful and
thorough learning experience with Pulse. The Teacher's Resource File is divided into different
sections to ensure easy navigc;tion. The relevant answer key
is located after the worksheets at the end of the section.

Pulse Basics Vocabulary and Grammar
Consolidation and Extension

===·- ... - - . - ·=-.,.,...._,... ··-.. . ---

... . ·:::-- -- -.·----·--··-· ··------ - -· --

..----. - ..i
...-- ...:J

. -----

t!

A 65-page photocopiable workbook tailored to lower- Each unit has two Consolidation worksheets and two
level students- an ideal solution for classroom diversity. Extension worksheets. These provide revision and
It includes revision of key vocabulary and grammar in the extended practice of all vocabulary and grammar covered
Student's Book, as well as reading and writing skills work, in the Student's Book.
a language reference section and an answer key.

-FOR PERSONAL USE ONLY-

Translation and Dictation Evaluation rubrics

___·..-....-. - :;;:.:::. ----

----..... --..

_- -..

·- - -

Translation and dictation exercises are The Evaluation rubrics can be used to assess students'
linked to each unit. skills work and their progress throughout the year.
Dictation exercises are recorded on the Covering reading, writing, listening and speaking, the
Dictations Audio CD. rubrics focus on specific learning outcomes covered
during the course, such as writing a formal letter or giving
Key competences worksheets a presentation. They include criteria for evaluation which
show what students are achieving successfully.

Culture and CLIL worksheets

·---- -

The Key competences worksheets provide further work · -----/
on skills with reading, writing, listening and speaking
pairwork activities. Relevant competences are clearly .. l -::::==:::;-- ' .... - -
indicated on each worksheet.
···----·-------·-.1
Culture video worksheets
_ , _ - - s 3 - ->
-·=-- ·..:..-.- -
There is one Culture and one CLIL worksheet per unit.
Culture worksheets are each based around a different
city in the English-speaking world, with comprehension
activities focused on historical and cultural information.
CLIL worksheets link cultural topics with other areas of
the school curriculum. Teacher's notes provide ideas
for using the material in class.

____Digital competence worksheets
,_
,.,.,_. .........

·----- -----·- ::..

- 1- -·- - - -··E.r:::=. ;=-----:=--

Each Cultural awareness page in the Student's Book is Students can develop their digital competence while

linked to a related culture video with engaging footage learning English through the Digital competence

of real life in English-speaking countries. The videos worksheets, which teach them how to use free web tools

are accompanied by worksheets which test students' to create projects such as avatars, podcasts and online

comprehension of the audiovisual material during biographies. Each worksheet comes with Teacher's notes

and after watching the videos. The worksheets are which provide more information about the web tools and

accompanied by Teacher's notes which explain how to explain how to carry out the tasks successfully in class.

make the most of the worksheets in class.

-FOR PERSONAL USE ONLY-

VOCABULARY

• Celebrations • Dates • Question words • Clothes • Possessive adjectives

• Languages around the world • can /can't • be • Classroom language • Getting to know people

• Free time • Present simple • Amagazine interview: • Ustening:
activities • Present continuous Urban sports: a teen ATV talent show: singing
• Present simple and present perspective and dancing
• Skills and
abilities continuous Cultural awareness • Pronunciation: Third
Four teens' days out in person verb endings
Grammar in context: Art the UK Intonation in questions

• literature • Past simple • AlftaiPine article: • Usteflini: An interview.
• Professions
• The story of the mobile People who ehanpd tne
• could I couldn't world
Gramniar in context: literature phone nov.e.l.........
• Pnlnundalfonz Past

Aquid< guide ttl the simplt endings

t:dinburgh Fringe Festival /;)/

• Weather • Past continuous • Anews report: Saved by • Ustening:
• Natural disasters • Adverbs an MP3 player! ATV programme: natural
• Past simple and past disasters
Cultural awareness
continuous Anatural disaster in New • Pronunciation: Weak
Zealand forms: was lwazf and
Grammar in context: were!WJ:!
Famous disasters

• Geography • Compalatives and n•• a.taati• ¥tide: • Ustenlns: AdlswSsion:
landscape surrlatlves Family wanted to live on
an island • Pronundatfon: /Q/ in
• Animals • a an, some. any and
• mud!, many, a lot of Cultural awareness
Thule Thula Wildlife superlatives
Grammar In context: Reserve Offfitult sounds:
Nilturat
LET'S • Science • Amagazine article: • Ustening: An experiment:
• will {'won'£ Six amazing predictions Science in the
EXPE!RIMEN11 • Science in the • Firstcondltional for the future! classroom

page 52 classroom Grammar In context: (ultural awareness • Pronunciation: Short
Science Aday in the life of an form of will: s '//
astronaut

• Jobs and chore$ • begolhgto • An onfine message board: • Listening: Interviews
• Moneyand • will and be goii!!J to Tips for making money in the $tn!et: The Style
Show
• Future time eJ(pressions Cultural aWIA!fless
• wou/dlfke Aqulckgulde t9 • Pronunciation:
seeond-hand shopping
Grammar In context: Diffici!Jlt sounds: /w/
Maths
Difficult seunds: 1!11.at
the beginning of words

• Transport • Present perfect: affirmative • Afeature article: Journey • Ustenlrig: ATV
• Verbs of and negative into the modern world programme: Electric
bikes
movement(t) • Present perfect: questions Cultural awareness
and short answers Route 66 • Pronunciation: Difficult
• Sportand sounds: /r/ and /i:/
competitions Grammar in context: Transport

• Verbs of • Present perfect+ for and • An onU"' arttc:te • Listening: A. mdio
m\)vement(z) since Superstition iii $Uflerstltiens

• Personal issues • Present perfect and past Cultural • PronunGiation: linking
• Health simple Irish beliefs and words:finaiGansonant+
superstitions vowel sound
Grammar in context: History

0 TAKE CARE • should I shouldn't • An information leaflet: • Listening: Aphone
page 94 • must I mustn't Cyberbullying and how to conversation: A
deal with it helpline
• Tense review: present, past
and future Cultural awareness • Pronunciation:
The Outback Survival Intonation:
Grammar in context: Guide expressing feelings
PSHE (Personal, Social, Health
and Economic Education)

-FOR PERSONAL USE ONLY-

DIGITAL ..J.iiiiii.l EXAM
COMPETENCE

At an activity camp • A personal profile • Web quest: Urban sports
• Reading: An advert • Culture video: Museums and
• Listening: Aphone conversation Writing focus:
• Writing & Speaking: Asking for personal because and so galleries
• CLIL task: Impressionist artists
information
• Areview • Web quest: Research a writer
A visit to King Arthur's Labyrinth • Culture video: Scotland
Wrlthls rvcus: • CUL task: Novels by Charles
• Reading: An information leaflet
• Ustenlng: Phone information olsoandtoo Dickens
• Writing & Speaking: Asking about an
• A fictional narrative • Web quest: If lightning strikes
experience • Culture video: Charities
Writing focus: • CLIL task: Anatural disaster
In the news Sequencing words
• Reading: Newspaper headlines and expressions
• Listening: Aweather report
• Writing & Speaking: Reacting to news

A day as a volunteer • Ageesraphicat • w.b quest: AScottish islaRd
• Culture video: Animal$
• Reading: Aweb page dtscrfPtlon
• Ustening: CoJWe!Satfans • CUL task: Natural sdence
• Writing & SpeafdRc: Expressing preferences Wrft(ng focus:
Qrder ofadjectives

Making a time capsule • An opinion essay • Webquest:
Predictions about science
• Reading: How to make a time capsule Writing focus: On the
• Listening: Classroom instructions about a time one hand and On the • Culture video: Technology
other hand • CLIL task: Science facts about
capsule project
• Writing & Speaking: Making suggestions . the natural world

All about pocket money • Ar1 infonnalletter • Web quest: Part-time and

• Reading: A magaiine article temporary jobs
• Ustening: Radio programme
• Wlture video: Shopping
• Writing a. Sp881cln!) Asking for a favour • • CIJL task: Maths

• Reading: The Manchester Metrolink Writing focus: • Web quest: The Amish
• Listening: At the train station really and a bit • Culture video: Transport
• Writing & Speaking: Asking for travel • CLIL task: History of transport

information • • An email • Web quest: A famous athlete
• Culture video: Ireland
At the leisure centre Writing focus: • CLILtask: History of
Using adjectives
• Reading: Atimetable superstitions
• Ustening: Announcements
• An instant message • Web quest: ASocial networking
• Writing a. Speaking: Making arrangements site
Writing focus:
All about holiday health Using different tenses • Culture video: Australia
• Reading: A first aid kit • Cllltask: PSHE(Personal,
• Listening: Talking about a mobile app
• Writing & Speaking: Talking about health Social, Health and Economic
Education)

-FOR PERSONAL USE ONLY-

• Easter and Vocabulary
New Year are
not shown. Celebrations

1 ' Match the words in the box with
the pictures. Then listen and repeat. Which
celebrations can't you see?

birthday Christmas Easter wedding
New Year carnival

' 1 wedding 2 • listen and write the four celebrations Question words 1 Christmas Day's
'. 2 birthday in your notebook. on the twenty-fifth
, 3 New Year What do you eat on Christmas Day? of December.
1 4 carnival 3 What other important celebrations are there in How do you celebrate Easter?
your country? Write two in your notebook. When do the school holidays start? 2 New Year's
Where do you go on New Year's Eve?
Which don't yo u like? Day's on the first
of January.

3 Christmas
Eve's on the
twenty-fourth of
December.

4 April Fool's

oDfaAy'psriol.n the first

5 Valentine's
Day's on the
fourteenth of

February.

Grammar 6 Copy and complete the questions with 1 Which
question words. 2 When
Dates 3 What
1 ... month do you like best? 4 How
1 the sixteenth 4 Copy the dates into your notebook. Then say 2 ... is your birthday? 5 Where
of September them. 3 ... do you do on your birthday?
. nineteen 4 ... do you celebrate New Year?
' ninety-six o2/os /o8 and eight. 5 ... would you like to go on holiday?
2nd May 200o
2 the twenty- f&!JJ. XPRESS VO URSEL. F
' eighth of The s:econd of AAay, two

IFebruary two 1 16/09/96 3 01/05/11 7 Work in pairs. Ask and answer the questions
thousand 2 28/ 02 / 00 4 03 / 01 /os from exercise 6.

3 the first of 5 Work in pairs. Tell each other the dates. · Which month do you like bes:t ?
May twenty / like July be!:t.
eleven /-ja l/oween's: on the thirty-flrs:t of October.

4 the third of 1 Christmas Day 4 April Fool's Day
January two 2 New Year's Day 5 Valentine's Day
thousand and 3 Christmas Eve
five

-FOR PERSONAL USE ONLY-

Vocabulary • They work in pairs and practise the dates.
• Check answers as a class.
Celebrations • Highlight the fact that we use the before the

"'W.lesson students will: ordinal number (eg the fourteenth) and we
use of before the month (eg of October) .
• rtem lravfse·WORIS tGr • Point out that for years in the first decade of
the 21st century we say two thousand and
eelebratiEH1s one, two thousand and two, etc. From 201 0
• reVise dates onwards, we say twenty ten, twenty eleven,
etc.
Warmer
5 • Explain the task. Read the example sentence
Write the letter Jon the board. Tell students
that three months begin with this letter. Invite aloud to the class.
students to come to the board to write the • Students work in pairs and tell each other the
correct spelling of the three mohths (January,
June, July) . Do the same with A (April, August) dates.
and M (March, May). Elicit the remaining • Check answers as a class.
months and write them on the board.

1 UK newspapers often have stories or adverts

• Students match the words in the word pool on Aprils Fool's Day that are hoaxes. A hoax is
with the pictures.
a trick in which someone says that something
• They compare answers in pairs. is true when it is not.
• Play the CD. Students listen and repeat the
Question words
words chorally and individually.
• Check answers as a class. Make sure 6 • Make sure students understand all the

students pronounce Christmas /'krrsmas/ question words in the box.
• They choose one of the question words
correctly with a silent t.
to complete each sentence and copy the
2 questions into their notebooks.
• They compare answers in pairs.
• Tell students they will hear short extracts • Check answers as a class.
from four celebrations.
XPRESS YOURSELF
• Play the CD. Students listen and write the
four celebrations in their notebooks. 7 • Nominate two students to read aloud the
example question and answer to the class.
• They compare answers in pairs.
• Check answers as a class. Point out that • Put students into pairs. They ask and answer
the questions from exercise 6.
we say Many happy returns to congratulate
someone who has a birthday. • Listen to some pairs as a class.

3 • Explain the task. Digital course: Interactive grammar table

• Students write two more celebrations from 1 Woman: Congratulations! I hope you 'll be very
their country in their notebooks. happy together!
2 Girl 1: Many happy returns!
• They compare answers in pairs. Boy 1: Thanks! What's that?
• Listen to their ideas as a class. Girl1: Open it and see!
3 Party people: 10 ... 9 ... 8 ... 7 ... 6 .. . 5 ...
Grammar 4 ... 3 ... 2 ... 1 ... Happy New Year!
4 Boy 2: I like your costume!
Dates Girl 2: Sorry?
Boy 2: I said I like your costume!
4 • Write today's date on the board in numbers, Girl 2: Oh thanks!

eg 14/ 10/14. Ask students how to say
the date. Elicit that it is The fourteenth of
October, twenty fourteen.
• Students copy the dates into their notebooks.

-FOR PERSONAL USE ONLY-

Vocabulary -- Grammar

Clothes Possessive adjectives

L·_-- :·;._.. - ::_)!"Jj\C:Ct;\i-:· 4 • Fill in the first gap with the whole class as an
example (my).
-
• Students work individually. They copy the
In this 11$80n students will: table into their notebooks and write in the
missing possessive adjectives.
• revi$e clothes vocaWiarY
• Check answers as a class.
• revise pOssessive adjecUves
5 • Explain the task.
Warmer • Students work individually and complete the
sentences using possessive adjectives from
Play a game to revise colours and clothes. the table in exercise 4.
Call out a colour, eg red. Those students • They compare answers in pairs.
wearing something red should stand up. If • Check answers as a class.
they are wearing something red and they
don't stand up, they are out of the game. 6 • Students read the rules in the table for
Continue the game with other colours and
then with some basic clothes words, eg possessive's.
jeans, shoes, trainers. • Highlight the example sentences in the table

1 and the position of the apostrophe after
plurals.
• Explain the task. Students write the numbers • Explain the task and show how the
1-3 in their notebooks. apostrophe is used to indicate possession in
the example sentence in exercise 6. Point out
• Play the CD. Students listen and follow the that we say Mr Bean's face and never The
text in their books. face of Mr Bean .
• Students work individually and complete the
• They write the correct names next to the exercise.
numbers. • Check answers as a class.

• They compare answers in pairs. Students write two more sentences like
• Check answers as a class.
sentences 1 and 2 in exercise 5 about their
2 • Explain that the question What are you classmates, using a name plus 's and a
wearing? refers to now/at the moment/today. possessive adjective, eg Michelle's T-shirt is
yellow and her jeans are white.
• Students work individually and write the
words for their clothes, using the words in . ..Digital course: Interact.iv. e . , .--
blue from the text in exercise 1.

• Check answers as a class.

3 • Make sure students understand the task.

• Set a time limit of one minute.
• Listen to students' ideas as a class. Make

a list of words on the board, eg shoes,
trousers, coat, shorts, skirt, socks, hat.

-FOR PERSONAL USE ONLY-

' -. 2 What are you wearing? Name your clothes with Possessive 's
the words in blue.
students' own We use '5 or ' to show possession.
aAswers 3 Can you think of any more clothes words? We can use '5 for has.
We can use '5 for is.
2 his Write as many as you can in one minute. (!) Stella's hair is blond.= Her hair is blond.
3 their The boys' hats are new. = Their hats are new.
4 my Grammar He's got brown eyes. = He has got brown eyes.
5 your Adam's Scottish.= Adam is Scottish.
Possessive adjectives
6 Write ' in the correct place in the sentences.
4 Copy and complete the table. 1 The dOgs'
Mr Beans face is funny.
subject coats
pronoun Mr 11ean's: face Is: funny
2 The gir1's got
I your old
you
(2) ... 1her I (3) ... 3 Jan(l'S
he I she I it happy.
(4) ...
we your 4 The boys'
you T-shlrts are eig.
they (s) ...

5 Complete the sentences with possessive
adjectives.

1 Lucy's dress is brown and ... sandals are brown.
2 Chris's jeans are blue and ... jumper is grey.
3 Lucy, Chris and Nina are happy. They like ...

clothes!
4 I'm wearing a new jacket with ... jeans.
5 Do you like fashion? What are ... favourite

clothes?

-FOR PERSONAL USE ONLY-

Vocabulary

Languages around the world

English is the In which of the countries in the box is English the
first language first language of most people? In which one isn't
of most people English the main language?
in: Australia,
the USA, Australia the USA Scotland India
Scotland, New Zealand Ireland Wales
New Zealand,
Ireland and 2 Look at the countries. Copy and complete the table
Wales. with the languages they speak there.

English isn't the Netherlands Spain Russia China France
the main Italy Poland Japan Germany
language in
India.

Dutch

-ish 3 Do the quiz in pairs. How much do you know about
Spanish English and other languages?
Polish

-an
Russian
Italian
German

-ese
Chinese
Japanese

-ch
French

3c
4c
5b

-FOR PERSONAL USE ONLY-

Vocabulary 3 • Students work individually and choose the

Languages around the world correct answer to each question.
• They compare answers in pairs.
• revise countries cu:td languages • Check answers as a class.
• do a language quiz about English and
The ten most widely used words in English in
other fanguages order from one to ten are: the, be, to, of, and,

Warmer a, in, that, have, I.

Play a game to introduce the topic. Write the box. Great Britain I'S the •..- ..-...·w..ii.Uif\111
letter A on the board. Ask students to give
you the name of a country beginning with British Isles and contains m• ...:•llW.I!IJ•
that letter, eg Argentina, Angola, Armenia.
Continue with other letters of the alphabet, Scotland and wale$ {with
eg 8 (Brazi0, C (Chile), 0 (Denmark) , etc. islands like Anglesey, the Isle nl

1 • Check students understand the task. the Hebrides).
• Students compare answers in pairs.
• Check answers as a class.

In Scotland, the number of speakers of Scets
Gaelic is just 60,000 (1.2% of the population).
In Ireland around 130,000 speak Irish Gaelic
(about 2% of the population). In Wales,
560,000 (around 20% of the population)
speak Welsh, a Celtic language completely
different from English.

2 • Explain the task. Students copy the table into

their notebooks.
• Students work individually and complete the

table with the words for the language of each
country. They compare answers in pairs.
• Check answers as a class.

Words ending in -ese are stressed on
the final syllaiDie eg Chinese, Ja{!Janese,

u

.......
-FOR PERSONAL USE ONLY-

Grammar be

can I can't 3 • Write on the board He is English. Ask

In this le$ton students will: students to contract the verb. Elicit and write
• lftl I tlitt't on the board He's English.
• Students copy the table into their notebooks.
• rtv'- Itt afftrmative, negative, question They then write the short forms of each verb.
fonns and ..... answers of tit • Students compare answers in pairs.
• Check answers as a class. Highlight that
• say wttet1ttey ftke ancl don't !&. doing the contractions aren't and isn't are used in
this course. Point out that are not can also
Warmer be contracted by 're not and and is not by 's
not.
Write the phrase free time on the board.
Students work in pairs and discuss what they 4 • Explain the task. Read the example sentence
do in their free time. Listen to their ideas as a
class and make a list on the board, eg watch and correction to the class.
• Students work individually and decide which
T\1, listen to music, play computer games, etc.
statements are true. They rewrite the false
1 • Students read the information in the table ones.
• They compare answers in pairs.
about can I can't. • Check answers as a class.
• Remind students that we never use to after
London is the biggest city in the UK. The
can I can't.
• Students work individually and complete the second biggest is Birmingham. Manchester,
Leeds and Liverpool are also big cities in the
sentences with can or can't so that they are
true for them. UK.
• They compare answers in pairs.
• Listen to their answers as a class. 5 • Students read the questions and short

In affirmative sentences with can, can is not answers in the table.
• Explain the task.
stressed, eg I can /kan/ In negative • Students work individually and write true

sentences with can't, can't is stressed, eg I short answers to the questions.
• Check answers as a class.
can't /ka:nt/ swim.

Highlight the example sentences and th9 use Highlight the example sentMces. Remind

of the -ing form after like, love and hate. students that we use there's I tflsl!l" isn't for
singular nouns and there ar.$ I there aren't for
2 • Write /like ... and I don't like ... on the board.
Complete the sentences with activities that plural nouns.
are true for you. eg /like watching TV I don't
like cleaning the house. 6 • Students work individually and write

• Explain the task and remind students to sentences using There's I There are in the
change the verb to the -ing form after /like
and I don't like. affirmative (3) and negative (7).
• Check answers as a class. Point out that we
• Students work individually and write
sentences that are true for them. use some after There are and any after There
aren't.
• Students compare answers in pairs.
• Listen to students' answers as a class. Make •

sure they are grammatically correct.

-FOR PERSONAL USE ONLY-

He I She I it's Grammar 4 Are the sentences true or false? Correct the 2 False
from Spain. false sentences. Use short forms of be. Juan and Pilar
can I can't aren't English
You/ We/ Edinburgh is the capital of England. names. They're
They're can I can't+ verb Edin burgh is:n't the c9p ital of England. It 's; th e Spanish names.
Chinese. capi tal 3 False
We use can I can't to show ability /lack of London and
negative ability. After can I can't, we use the infinitive 1 Great Britain is an island. Manchester
2 juan and Pilar are English names. aren't small
I'm not from without to. 3 London and Manchester are small cities. cities. They're
Italy. I can speak English. 4 British people's favourite drink is tea. big cities.
He can't speak Japanese. 4 True
He/ She/ It questions and short answers
isn't my best 1 Complete the sentences about you with can Am I a teenager? 1 Yes, it is. I
friend. or can't. No, it isn't.
Yes, I am. I No, I'm not. 2 Yes, they
You I We I I can't s:peak Chines:e. are. I No, they
They aren't in Are we I you I they friends? aren't.
London . 1 I ... play a musical instrument. 3 No, I'm not.
2 I ... count to 100 in English. Yes, we I you are. I No, we I you aren't. 4 Yes, it is. I
3 1... swim. Is he I she your teacher? No, it isn't.
4 I ... drive a car.
5 I ... make a cup of coffee. Yes, he I she is. I No, he I she isn't. some famous
actors from
like I love I hate +verb + -ing 5 Answer the questions for you. Use short Wales.
answers. 3 There aren't
I like playing computer games. any kangaroos
Lisa loves eating chocolate! Is: this: your noteb ook? No, it is:n't. in the UK.
They hate getting up early!
1 Is this your first English lesson?
2 What activities do you like doing in English? 2 Are your friends in your English class?
What don't you like doing? Write sentences. 3 Are you on page 15 of th is book?
4 Is English your favourite subject?
/lik e re9ding books:.
I don't like learning gramm9r. there's I there are

1 learn new words There's a famous bridge in Sydney.
2 do grammar exercises There isn't a royal family in the USA.
3 watch DVDs There are some American programmes on TV.
4 read magazine articles There aren't any beaches in Madrid.
5 listen to music
6 write essays 6 Write affirmative (v) ana negative (K)
sentences with There is and There are.
be
lakes in Scotland. v
affirmative
I am 15 years old. There are s:ome lakes: in

He I She I It is from Spain. 1 a White House in London. )(
We I You I They are Chinese.
2 famous actors from Wales. v
negative
I am not from Italy. 3 kangaroos in the UK.)(

He I She I It is not my best friend. 4 a town called Boring in the USA. v

We I You I They are not in London .

3 Copy the table into your notebook. Rewrite the
sentences using the short form of be.

I'm IS ye9rs: old.

-FOR PERSONAL USE ONLY-

1 poster 1 Match 1-9 with words in the box. Use a 5 1; Match the questions with the answers. 1c
2 board dictionary to help you with the words you don't Listen and check your answers.
3 pencil case know. 2d
4 schoolbag laptop notebook board poster 1 What does 'poster' mean? 3e
5 pencil schoolbag pen pencil rubber pencil case 2 How do you say '/6piz' in English? 4a
6 pen 3 Can you write it on the board , please? 5b
7 laptop 2 Which things in exercise 1 do you have in 4 Sorry, I don 't understand.
8 rubber class today? 5 What page are we on?
9 notebook
3 ttdl1li) Look at the keyboard . Can you say a) OK, I'll repeat it.
b) Page 18.
the letters of the alphabet in English in c) 'Cartel'.
alphabetical order? Listen and repeat. d) Pencil.
e) Yes, of course.
4 Work in pairs. Ask and answer questions about
the spellings of words from exercise 1. 6 Translate the instructions into your language. answers
l-4ow do you c;pe/1 'rubber'? Who usually says these things in class?
R--u-b-e-r'7 IThe teacher
No, that'<; wrontf Ti-y aefa in. 1 Sit dOWil. usually says
R-u-b-b-e-r? 2 Turn to page 32. these th1ngs in
Vee;, that'r: rtght 3 Close your books. class .
4 Work in pairs.
5 Look the words up in a dictionary.

-FOR PERSONAL USE ONLY-

Integrated skills 4 • Nominate two students to read aloud the

School lessons model dialogue to the class.
• Put students into pairs. They ask and answer
In thi$leason students will:
questions about the spellings of the words in
• work dn aijl ff)ur skills the word pool in exercise 1.
• Listen to some pairs as a class.
•• .revise vocabvlary related te the etassroom
5
•
• Write a • Explain the task. Students match the
questions and the answers.
• • QUt their
• Students compare answers in pairs.
Warmer • Play the CD. Students listen and check their

Ask students to read the information about answers.
Lucy in the speech bubble. Then write the • Check answers as a class.
question What's your favourite subject? on
the board. Students answer the question in 6 • Students work individually and translate the
pairs. Listen to answers as a class.
instructions into their language.
1 • Students match the words in the word pool • They compare their translations in pairs.
with items 1-9 in the pictures. • Check answers as a class. Elicit who usually

• Students compare answers in pairs. gives these instructions (the teacher).
• They use a dictionary to look up the words
• 1.05 Audioscript, exercise 3 - ·
they don't know.
• Check answers as a class. A, B, C. D, E, F. G

2 • Explain the task. H, I, J , K, L, M, N, 0 P
Q, A, S, T, U, V
• Students look at the words again and say W, X, Y, Z
which of the items they have in class today.

Play a game Gf I spy. Start with I spy

something beginning with t. The student who

guesses the c0rrect answer (tae/e) continues

the game. Continue until many of the basic

classroom words have been covered (ehair;
door, window, light, etc}.

3

• Check students understand the task.
• Put students into pairs. Students take turns

to say the letters in English in the correct
alphabetical order.
• Play the CD. Students listen and repeat the
letters of the alphabet in alphabetical order
chorally and individually.

-FOR PERSONAL USE ONLY-

Integrated ski Is - continued

Getting to know people

7

• Ask students to look at the picture. Elicit
where the children are (outside

• Play the CD. Students listen and fill gaps

1-3.

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

8 • Play the CD again. Students listen and repeat

each line of Chris and Lucy's dialogue.

• Note the main stress and falling intonation

in What's your What are you in_?

and Where do you

9 • Students copy the questions in bold

from Chris and Lucy's dialogue into their
notebooks.
• Students write answers that are true for them.

Speaking: Me too and Me neither

Ask students to read the Skills builder box.
Highlight the example dialogue. To
say !like ice cream and elicit Me toot from
the class. Then say, I don't like Mondays and
elicit Me neither! from the class.

10 • Ask students to look at the Communication

kit: Getting to know people. Encourage them
to use these questions and the response
Nice to meet you in their dialogue.
• Students work individually and write their
dialogue, using the dialogue in the book as
a model.
• Monitor while they are writing and give help
if necessary.

11 • Students practise their dialogues in pairs.

• For extra practice, they swap roles in both
dialogues.

• Choose some pairs to act out their dialogue
for the class.

-FOR PERSONAL USE ONLY-

·· I

TOKNOW '
r;_ ,-

PEOPLE

I'm Chris. Nice to meet you, Chris. What year are you in?
(1) ... . Me too! I'm in Mr Brown's class.
On (2) ....
Cool. Where do you live? OK, Let's go!
Oh, I live near there. Shall we (3) ... together?

1 Year 9 7 .r Listen to Chris and Lucy talking. 10 Write a new dialogue. Use the dialogue in
2 Ash Road Copy and complete 1-3. exercise 7 to help you.
3 walk home
8 Listen again and repeat. Practise your intonation. 11 Work in pairs. Take turn.s to practise your
dialogues.
9 Copy the questions in bold into your notebook.
Then write answers that are true for you. S:o, what's: your name?
My name's: ...

-SD4takllmc Me too and Me neither ON KIT

Me too and Me show that Getting to know people

smmetliling is also true for you. After What's your name?
Nice to meet you.
afiftrrnative statements use Me too, and How old are you?
Where are you from?
aliter. statements use Me neither. What year are you in?
Whose class are you in?
f'm/4. Where do you live?

Me too!
I'm not from the UK.
Me neither'

-FOR PERSONAL USE ONLY-

. -- -· ---- .. --

In this unit the student will learn ... In this unit the student will learn how to ...

• understand, memorize and correctly use • identify specific information in a magazine

vocabulary related to free time activities and article about urban sports CLC sec CAE

skills and abilities CLC sec CAE • look online for information about an urban sport

• understand and correctly use the present simple and share the information with a partner CLC DC

and the present continuous and know when to SCCCAESIE

use which, draw parallels to L1 and produce • identify specific information in a presentation
them in a short speaking activity CLC L2L
about a TV talent show CLC sec CAE

• understand and correctly use the present simple • read an advert about an activity camp, listen to

or present continuous with time words CLC L2L a phone conversation about an activity camp

• about tourist attractions in the United Kingdom and learn how to ask for personal information

and compare with tourist attractions in their CLCSCCCAE
• write a personal profile CLC SIE L2L
country CLC CAE sec

• about museums and galleries by watching a • prepare for and do a conversation activity exam

short video CLC DC CAE CLC SIE L2L

.... · - - · · ·c ........ - · · · - · ·
'·r• ' ' ' '. -,• •"' ,• • L • •.• \,'.- · .·_ \. •
..... ,....., " ' • j ..... •.•.
I 1.1' J''•
• ..
' 11, . . - 1 f -
. . . . . - ·' .. - .. - -···· ..·,. ._.1: ..'-:••J .r :!U.----...._. . •'·:
.. :,. 'I • : 1• 1 ..... :,II •

Main vocabulary

• Free time activities: play computer • Read a magazine interview about urban sports

games, go for a run, watch a DVD, • Read a text about tourist attractions in the United

etc Kingdom

• Words that go with time • Read an advert about an activity camp

expressions: on Monday morning, • Read a personal profile

at the weekend, etc

• Skills and abilities: act, tell jokes, • Write a personalized dialogue giving personal information
paint, etc • Write a personal profile in three steps: plan, write, check
• Learn how to use the present simple, present continuous
Grammar

• Present simple and because and so

• Present continuous

• When to use the present simple • Listen to part of a TV talent show
and the present continuous • Listen to a phone conversation about an activity camp

Functional language

• Phrases for asking for personal • Exchange information about weekend activities
information • Ask and answer questions using the present continuous
• Ask and answer questions about your skills and abilities
• Phrases for having a conversation
about a familiar topic

• Phrases for asking questions

Pronunciation • Prepare and act out a dialogue about asking for and
giving personal information
• Third person verb endings
• Intonation in questions • Prepare and do a speaking conversation exam

-FOR PERSONAL USE ONLY-

'

Self-study and • Unit 1 End-of-unit test: Basic, Standard and Extra
self-e aluation • CEFR Skills Exam Generator

• Study guide: • Speaking: A cmnversation
Student's book page 19
Digital material
• Progress check and self-
evaluation: Pulse Live! Digital Course including:
Workbook pages 14-15 • Interactive grammar tables
• Audio visual speaking model: Asking for personal
• Grammar reference and practice:
Workbook pages 84-85 information
• Audio visual cultural material: Museums and galleries
• Wordlist: Student's website
Workbook pages 151-157
• Basic worksheets, Teacher's Resource File pages 5-1 0
Learning strategies • Vocabulary and Grammar: Consolidation worksheets,
and thinking skills
Teacher's Resource File pages 3-4
• Giving your email address and
phone number • Fast-finisher activity: Student's Book page 11
• Extra activities: Teacher's Book pages T1 0, T11 , T16,
Cu:tt .w.rrl a lilareness
T18
• Tourist attractions in the UK • Vocabulary and Grammar: Extension worksheets,
• Comparing tou nist attractions in
Teacher's Resource File pages 5-6
the UK with tourist attractions
in students' own countries and Teacher's Flesour'ce File
regions
• Translation and dictation worksheets pages 2, 12
C!O• • Evaluation rubrics pages 1-7
• Key competences worksheets pages 1-2
• Art: a TV talent show: skills and • Culture and CLIL worksheets pages 1-4
abilities • Culture video worksheets pages 1-2
• Digital competence worksheets pages 1-2
• Language and literature: reading • Macmillan Readers worksheets pages 1-2
and compiling a personal profile

• ICT: searching the interrnet for
infor.mation

--- - ---- . - - - --

CLC Competence in linguistic

communication

CMST Competence in mathematics,

science and technology

DC Digital competence

sec Social and civic

competences

CAE Cultural awareness and

expression

L2L Learning to learn

SIE Sense of initiative and

entrepreneurship

-FOR PERSONAL USE ONLY-

Vocabulary and
Speaking

Free time activities

1 1 look at the quiz. listen and
repeat the words in blue.

2 Now do the quiz and look at your score.
Do you agree with the description of you?

3 Match adjectives 1-3 with opposites a-c.

1B 1 sociable a} shy

2c 2 sporty b) unfriendly

3b 3 friendly c) lazy

on Monday morning
011 Sunday evening

on Friday afternoon
at the weekend

. XPA ESS VOU RSE ,L F
4 What do you usually do at the weekend?

Copy and complete the diary.

morning morning

go with Mum

afternoon afternoon

evening evening

5 Work in pairs. Ask and answer questions
about youi weekend activities from
exercise 4·

• What do you do on ::aturday mornint?
Ito c;hoppint with my mum.

-FOR PERSONAL USE ONLY-

Vocabulary and Speaking

Free time activities 2 • Students read the quiz again and choose the

• teamIn this lesson •tudents wiJl; best answer for each question.
1rt)vi$e ward$ related to free time • They check their score.
activities • Students compare their scores in pairs.
• a8k and answer queetkms about what • Listen to students' opinions of their

they do at the weekend descriptions as a class.
• Check students understand sociable
Warmer
(a sociable person is friendly and
Play a game of Hangman to introduce the enjoys being with other people), shy (a shy
topic. Use dashes to represent the letters of person is nervous and uncomfortable in the
free time and write them on the board: company of other people, especially people
____. Ask students to suggest letters of the they don't know) and switch off (demonstrate
alphabet. Continue until they have guessed using a switch in the classroom). Elicit that
the answer. the opposite to switch off is switch on .

3 • Ask students to read the descriptions in the

score for the quiz again. They then match
adjectives 1-3 with their opposites a-c.
• Students compare answers in pairs.
• Check answers as a class.

Students work individually and write down a Look!
list of their free time activities. They work in
pairs and compare their lists. They ask and Remind students that we use on with days Gf
answer the question. Listen to their answers
as a class. the week and at with the weekend.

1 X PRESS YOURSELF

• Students look at the pictures. Elicit that they 4 • Students look at the diary page and copy it
illustrate the topic of the lesson (free time into their notebooks without the example go
activities). shopping with Mum unless it is true for them.

• Elicit the words for the four activities in the • They work individually and fill in the diary
pictures and write them on the board (play page using the activities in blue in exercise 1
computer games, go to a concert, go for a or any other ac;tivities they do, eg play tennis,
run, go shopping). go to the cinema, go swimming.

• Students read the quiz. • Monitor while they are writing and give help
• Play the CD. Students listen to the words in if necessary.

blue and repeat them. 5 • Nominate two or three students to answer

• Make sure they pronounce hang out lhreiJ the example question What do you do on
'aut! correctly with the stress on out. Check Saturday morning?
• Students work in pairs and ask and answer
they understand the meaning of hang out with questions about their weekend activities.
someone (spend a lot of time with someone). • Listen to their ideas as a class.

In phrases like go for a run, surf the internet, go Students look at the words in blue in the quiz
to a cafe, go to the gym, go to a concert, the and choose the three activities that they like
main stress in each phrase is on the last word, · the most. They work in groups of four. Each
eg surf the ifl.temet. In phrases with compound group has to agree on three activities that are
nouns like computer games, text messages and the most popular in their group.

Jwater sports, the main stress is on the first word Vocabulary extension: Workbook page 102

in the noun phrase, eg send messages.

-FOR PERSONAL USE ONLY-

Reading 4 • Give students time to think about their

Text type: A magazine answer and make a few notes.
interview • Students work in pairs and compare their

In 1hls lesson students will: answers.
• reao a magazine Interview • Listen to students' ideas as a class.
• read fer'speciflc Information
• express their opinion Ask fast finishers to make a list in their
notebooks of any other sports they can
Recommended web links think of.

www.parkouruk.org Focus on the pronunciation and meaning of
theiasc.org/ other vocabulary in the text, eg exciting

Warmer /Ik1sartig/, spare time (another expression for

Write the word sport on the board. Put free time). Use a board drawing to illustrate
students into teams of four. Ask them to tell the meaning of over walls and down steps.
you a sport beginning with a random letter,
- .
eg b. The first team to give a correct word,
.Web quest
eg basketball, gets a point. Continue with
other letters of the alphabet. If your has internet for the

1 • Students look at the pictures and answer the class, stueents can be asked to Web

question. quest activities in class. If not, set them as
• Students compare answers in pairs.
• Check answers as a class. homework tasks and ask them to compare

2 their answers at the start of the ne-xt lesson.

• Students read the sentences carefully first. These activities help to develop competence
• Play the CD.
• Students listen and follow the text in their in processing information and u$e of ICT.

books. They decide if the sentences are true ttl•Students find out three interestir!l@:l facts
or false and correct the false sentences.
• Students compare answers in pairs. about an urban sport. Highlight Web
• Check answers as a class. quest tip.

3 • Students read the five questions first. 1 • Students choose an urban Sport.

• They look in the text and find the answers. 2 • Ask students to open an web
• Students compare answers in pairs.
• Check answers as a class. browser such as Internet E>'j:i>lorer.

Word check Students open a search (eg

Make sure students understand all the words Google) and type in the of their

and that they stress competitive /bm1petitv/) urban sport.

correctly. Use picture b to clarify helmet. • Students find as much infon:l'lation as

Highlight the Did you know? box. The first Go they can, bookmarking relevant web
Skateboarding Day was on 21st June 2004.
pages and taking notes. They choose

three interesting facts.

3 ·• Students work in pairs and swap their

facts with their partner.

• Ask some pairs to report baek to the

class.

-FOR PERSONAL USE ONLY-

REPORTER First of all, what are urban sports?

JON Activities like skateboarding, BMX biking, scootering and

parkour (free running).

REPORTER Who does them?

JON Teenagers and people in their 20s, mainly. Most people

who do urban sports want to have fun with their friends and do

something active.

REPORTER Where do they practise?

JON Anywhere! You don't need any special facilities for urban

sports. You can jump or skateboard over walls, and cycle down

steps. Every city has these things- and they're free!

REPORTER Do you need any special equipment?

JON Depending on the sport, you need a skateboard, BMX bike or

scooter and a helmet. Parkour is the only urban sport that you can

do without any equipment.

REPORTER What do you wear?

JON We wear jeans or shorts, aT-shirt and trainers!

• REPORTER Are urban sports dangerous?

JON That depends. Accidents happen when people try to

do dangerous things. It's important to know what you can-

. and can't- do.

REPORTER Are there urban sport competitions?

JON Yes, there are.

REPORTER Do girls do urban sports?

JON Yes! Lots of girls are getting

interested in them now. They are D j0 Y0 J K 0

often as good as boys, or better!

urban facilities equipment helmet competitive

False Reading 3 Read the interview again and answer the 1 Four
Mainly teenagers and questions. (skateboarding,
people in their 20s do A magazine interview BMX biking,
urban sports. 1 How many urban sports does Jon mention? scootering and
1 Look at the pictures. What are the sports? 2 Why do people do urban sports? parkour).
r True 3 Why are urban sports-easier to practise than
:1 Read and listen to the interview. Are 2 To have fun
. False other sports? with their
You don't need a the sentences true or false? Correct the false 4 What makes parkour different from other friends and
helmet for all urban sentences. do something
3ports. urban sports? active.
1 25-year-olds don't do urban sports. 5 What clothes do people wear for urban sports?
4 True 2 You can do urban sports in any city. 3 You don't need
3 You need a helmet for all urban sports. 4 Do you prefer doing competitive sports or any special
5 True 4 Accidents happen for a reason . non-competitive sports? Why? facilities.
5 You can take part in parkour competitions.
False 6 Boys are better at urban sports than girls. I prefer doinf5 competitive r;portr; bec<>ur;e .. 4 You can do it
-3irls are often as without any
good as boys at urban ..... ..., .. i -r·m:Hml How many other sports equipment.
sports, or better! can you think of? Write
Find out three interesting facts about an When you research a sport, a list. 5 Jeans or
urban sport. search for professional shorts. aT-shirt
associations or information and trainers.
1 Choose an urban sport. about competitions and
2 Find some websites about your urban sport tournaments in the sport.

on the internet. Choose three facts.
3 Work in pairs. Tell your partner about your

urban sport.

-FOR PERSONAL USE ONLY-

Grammar \aillll'W Present continuous:
affirmative, negative and
Present sim ple: affirmative, questions
negative and questions

1 fikes Copy and complete the table with the correct affirmative
2 q9esn't play form of like, play and live.
3 live I'm run ning.
affirmative
You I We I They're jump ing.
I I We I You I They wear jeans or shorts. He I She I It's rid ing a bike.
He I She I It (1) ... urban sports.
negative
negative
I (1) ... jeking.
I I We I You I They don't need special facilities.
He I She I It (2) ... football. We I You I They aren't com ing.
He I She I It (2) ... listen ing.
questions and short answers
questions and short answers
Do I I we I you I they (3) ... in a city?
Yes, I I we I you I they do. Am I going fast? Yes, I (3) ... !
Does he I she I it like parkour? No, he I she I it
Are we I you I they practis ing?Yes, we I you I
doesn't.
they are.
2 Read the spelling rules on page 19. Then
Is he I she wearing trainers? No, he I she (4) ....
complete the sentences with the present
1 does simple form of the verbs in brackets. 4 Copy and complete 1-4 with the correct forms
of be. Use short forms where possible.
2 doo' thave 1 Jenna ... (do) a lot of sport in her free time .
2 We ... (not have) time to play that game now. 5 Write questions using the present continuous.
.a ffnfshes 3 That Aim ... (finish) at lam!
4 My dad ... (worry) when l come home late. 1 you I feel/ hungry?
4 womes 5 Jay ... (not go) to concerts very often. 2 you I wear I jeans I today?
3 your parents I work I at the moment?
5 doesn't go 4 you I speak I English?

1 Do your 3 Write the questions. Then write answers that - XPRESS 1 Are you
friends go to are true for you. feeling
the cinema? .:'
Yes, they do. I you I belong to I any clubs? I hungry?
No, they 6 Work in pairs. Ask and answer the questions 2 Are Y?U
don't. Do you belong to any club<;? from exercise 5. weanng
Ve<;, I do. I belong to a tenni<; club. jeans today?
2 Does your 7 Complete the dialogue with the present
school 1 your friends I go I to the cinema? continuous form of the verbs in brackets. 3 Are your
organize 2 your school I organize I interesting trips? parents
interesting 3 your parents I like I pop music? working
trips? Yes, it 4 your town I have I a football team? at the
does. I No, it moment?
doesn't. In English, the word order changes in
present simple questions. Is this the same 4 Are you
3 Do your in your language? speaking
parents like English?
pop music?
Yes. thev do. I ..
No, the'y
don't. Tom: What (1) ... (you I do)? 2 'm looking
3 'm studying
4 Does your Anna: I (2) ... (look) at some photos. 4 aren't
town have Tom: Did you take them?
a football Anna: Yeah. I (3) ... (study) photography. teaching
team? Yes, it Tom: Well, they (4) ... (not teach) you much! I 5 'm not joking
does. I No, it
doesn't. (s) ... (not joke) -these photos are bad! 6 's shining
Anna: What's wrong with this one? 7 aren't
Tom: The sun (6) ... (shine), and you (7) ... (not
standing
stand) in the right place to take the photo.
Anna: How about this one of my brother? He 8 's making

(8) ... (make) a funny face!

-FOR PERSONAL USE ONLY-

Present simple: affirmative, 3 • Nominate two students to read aloud the
negative and questions
example question and answer.
.._ •• •• •J - J . -.: • Check students understand belong to (if you

-- -- - - belong to a club, you are a member) .
• They work individually and write the
In thf$ lesson students will:
questions and answers that are true for them .
• revise the present affirmative, • They compare answers in pairs.
• Check answers as a class.
questions and ShOrt answers

• re\llse th$ oollltinuous: affirmative,

negative, questions aF!d short answers

Warmer Ask students to read the information about
word order in present simple questions in
Write the sentence You can do urban sports English and compare it with their language.
in any city on the board with the words in
the wrong order: sports city you do in any Present continuous:
can urban. Students work in pairs and write affirmative, negative and
the sentence in the correct order. Write the questions
correct sentence on the board.
4 • Students read the three examples in the first
1 • Students copy the table into their notebooks.
• They complete the table with the correct part of the table. Remind them that this is the
forms of like, play and live. present continuous and that we use this tense
• They compare answers in pairs. to talk about things that are happening now.
• Check answers as a class. • Students copy the tables into their notebooks.
• Highlight the fact that the auxiliary verb do
is used to form negative sentences and • They complete gaps 1-4 using the correct
questions in English.
form of be.
2 • Ask students to look at the spelling rules on • They compare answers in pairs.
• Check answers as a class. Point out that
page 19. Explain the task.
we usually use short forms in the present
• Fill in the first gap with the whole class as an continuous except in affirmative short
example (does). answers.

• Students work individually to complete the 5 • Do the first question with the whole class as
task.
an example (Are you feeling hungry?).
• They compare answers in pairs. • Students work individually and write present
• Check answers as a class. Remind students
continuous questions using the prompts.
that we use the present simple to talk about • They compare answers in pairs.
habits, routines and permanent situations. • Check answers as a class.

Highlight the fact that does in exercise E XPRESS YOURSELF
2 sentence 1 is the third person form of
the main verb do and is different from '·
the auxiliary verb do that is used to make
questions and negatives. Elicit the question 6 • Students work in pairs and ask and answer
form: Does Jenna do a lot of sport in her free
time? the questions from exercise 5.
• Listen to some answers as a class.

7 • Students complete the dialogue individually.

• Check answers as a class.

-I -.·.·•..·.•.·•.. Pronunciation lab: Third person verb
endings, page 124

Digital course: table
Study guide: page 19 \'

-FOR PERSONAL USE ONLY-

Vocabulary and Listening

Skills and abilities 4

·. ;:- ' ' ", ) .. ' I/ ' ' : -: - • Explain that students will hear talent show
judges talking to some of the contestants
-- from exercise 2. They should listen and write
down the names of the contestants.
In this lesson stUdents will:
• Play the CD.
• learn some verbs related to skills • Check answers as a class.

• listen for speoiffc infermation

Warmer 5 • Give students time to read the six sentences

Write musical instrument on the board. Elicit before they listen again.
examples of musical instruments from the • Play the CD again. Students decide if the
class and make a list on the board, eg piano,
guitar; violin, drums, keyboards. sentences are true or false. They correct the
false sentences.
• Students compare answers in pairs.
• Check answers as a class.

1 Judge 1: Well ... you've certainly got your own

• Explain the task. style of singing, which I like, but I think you need
• Play the CD. Students listen and repeat the
to work on your voice. It's not strong enough at
words for the different skills chorally and
individually. the moment.
• Make sure they pronounce the words
Judge 2: Yes, I agree with Donna. That's a
correctly, especially joke /d.3;:}uk/ and
motorbike /m;:}Ut;:}baik/. beautiful song, but at the moment you aren't

2 really expressing the feelings in it. Do you have

• Students read the information about the singing lessons, Zak?
talent show contestants carefully first.
Zak: Er, no.
• Play the CD. Students copy and complete
the introductions in their notebook using the Judge 2: Well, you should have some. We're
words from the word pool in exercise 1.
not saying you haven't got talent. You have. But
• They compare answers in pairs.
• Play the CD again. Students listen and check that's not enough on its own.

their answers. Judge 1: So this time, you aren't successful ...

but maybe in a few months' time you'll be one of

the winners. Don't give up and good luck!

Zak: Er, thanks. _

Look! , Judge 2: Well, Kelly and Jamie! That was a great

performance! You move well and you look good

Highlight the expressions in the Look! box. together. Well done! Donna?

Point out that can I aan't -are followed by the Judge 1: Mmm, I agree. How many hours a

infinitive without to (dance) whilt gQOdat I week do you train, guys?

not very good at are fQIIc;,wed by the '-{ng Kelly: Two hours a day from Monday to Friday,

form. Point out the stress in I can dance.and and more on Saturdays and Sundays.

I can't dance. Judge 1: Well, it shows. Just one thing, though

-try to relax more when you're dancing. You

looked very serious, as if you weren't enjoying

__, yourselves!
* XPRESS YOURSEL :l"
Jamie: That's because we were nervous!
3 • Explain the task.
Judge 1: OK, fair enough. Anyway,
• Students work individually and write a list of
congratulations! You go through to the next
things they can I can't do and things they are
good at I not very good at. Encourage them to stage of the show!

look at the word pool in exercise 1 for ideas.
• They work in pairs and compare their skills

and abilities.
• Listen to their ideas as a class.

-FOR PERSONAL USE ONLY-

Vocabulary and Listening

Skills and abilities

Listen and repeat the words in the box.

act sing dance PJaio.t Cilrtaw cook bake a cake play a musiGal instrument
write songs tell jokes ride a motorbike do tricks drive a car speak a language

3 sing Read and listen to the text. Copy and Listen to part of aTV talent show. contestant
complete the introductions with words from Which contestants from exercise 1 are the hasn't got a
4 play a exercise 1. Then listen and check your answers. judges talking to? strong voice.
musical
instrument I can't dance. 5 Listen again. Are the sentences true or false? 2 True
good I not very good at dancing. Correct the false sentences.
5 write songs 3 False
XPAE; S.S YOUR SELF 1 The first contestant has got a strong voice. He doesn't
6 tell jokes 2 Zak doesn't have singing lessons. win this
3 Work in pairs. What skills and abilities have 3 He wins this part of the competition. part of the
you got? Compare your skills and abilities. 4 The judges like Kelly and Jamie. competition .
5 They don't practise every day.
0 I'm t oad at drawint. but I can't write poetry 6 They looked unhappy when they were 4 True

1-iow about you? performing. 5 False
They
0 lean ... practise
every day.

6 True

-FOR PERSONAL USE ONLY-

There are over so amusement

parks in the UK. The Blackgang

Chifle Park on the Isle of Wight,

which first opened in 1843, is
the oldest one in the UK!

Aquarium;

Beamish,

the Living

Museum of

the North;

Magic

Unicorn

Theme Park 2 Read and listen to the text. Which CULTURAL COMPARISON

2 Giant S'vving, attraction Is scary and very big? 4 Answer the questions about an interesting tourist
attraction in your country.
13Adrenaline Read the text again and answer the questions.
1 What is the most popular attraction for
Quarry teenagers in your country?
3 Beamish,
the Living 1 Which three attractions give you the chance 2 What can you do there?
3 Do you think there are more interesting
Museum of to learn new skills?
the North; 2 Which place isn't suitable for young children? attractions in the UK or in your country?
Giant Swing, 3 Which two attractions are better than
Adrenaline
Quarry expected?

4 Blue Planet 4 Which tourist attraction is expensive?

-FOR PERSONAL USE ONLY-

Cultural awareness

Tourist attractions in the CULTURAL COMPARISON
United Kingdom
4 • Students read the three questions.

• They work in pairs and discuss the answers.

L:::.::sort ---- --- • Listen to their ideas as a class.

In this lesson students will: Culture video: Musuems and gal!eries

• read a text about amusem•nt J*'k$ and
theme . ...

• compare tourist attractiens in th' UK with

tourist attractiens in their eountry

Warmer

Books closed. Write the word Disneyland on
the board. Ask students what it is and where
it is in Europe. Elicit that it is an amusement
park and that it is in France, just outside
Paris. Ask students to read the Fact box
about amusement parks in the UK.

1 • Students look at the pictures.
• They work in pairs and say which attractions
look the most fun and why.
• Listen to their ideas as a class.

2

• Check students understand the task.
• Play the CD. Students follow the text in their

books.
• Students compare the answer in pairs.
• Check the answer as a class.

Alton Towers, 80 kilometres north-west of
Birmingham, is the most visited theme park
in the United Kingdom and the 9th most
visited in Europe.

3 • Students read the four questions carefully
first.

• They read the text again and find the
answers.

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

Word check

Check students understand the words. Make
sure they can pronounce them correctly with
the correct stress, especially old-fashioned,
traditional and rollercoaster.

-FOR PERSONAL USE ONLY-

Grammar 3 • Students work individually to complete the

Present simple and present exercise.
continuous • Students compare answers in pairs.
• Check answers as a class.
In thie lesaoo stud•rrts will:
• contrast 1he prtsent simple and 1he 4 • Make sure students understand they should
use either the present simple or the present
presenteontinuou.s continuous to complete the dialogue, using
the verbs in brackets.
• read a text about art
• Students work individually and then compare
Warmer answers in pairs.

Books closed. Write the gapped sentences • Check answers as a class.
I T-shirts in the summer. and I'm
_ _ a jumper today. on the board, Point out that some verbs are never used in
changing jumper as necessary so that the the continuous form. They are usually verbs
sentence is true for you. Students work in that describe states rather than actions.
pairs and suggest words to fill the gaps. Examples are know, love, sound and believe
Check answers as a class (wear, wearing). in the dialogue and belong in the previous
grammar lesson.
1 • Students read the example sentences in the
Grammar in context: Art
table and complete the rules.
• They compare answers in pairs. 5 • This activity practises the difference
• Highlight the difference between habits
between the present simple and present
(things that we do regularly) and activities in continuous and the correct position of
progress (things happening right now). time expressions.
• Ask students to read the whole text before
2 • Make sure students understand all the time they choose the correct answers.
• Point out that look forward to means to
words. Check their meanings by asking feel happy and excited about something
students to translate them into their language. that is going to happen.
• Students complete the sentences with either • Students work indivtdually to complete
present simple or present continuous. the exercise.
• Students compare answers in pairs. • They compare answers in pairs.
• Check answers as a class.
6
Look!
• Play the CD. Students listen and check
Read the example sentences aloud to the their answers to exercise 5.
whole class. Point out that the words always,
usually, often, sometimes and never go Students use the internet to find the names
before the main verb in affirmative sentences of three other impressionist artists and the
in the present simple. Highlight that the other name of a painting by each artist.
time words and expressions in the table
come at the end of the sentence.

Point out that the verb be is an exception ......,•• :. Pronunciat ion rab: Intonation In
to the first rule highlighted in the Look! box.
Always, usually, often, sometimes and never ·· ·-:- questions, page 124
go after the verb be in the present simple, eg
He's always late. Digital course: Interactive grammar table
Study guide: page 19

-FOR PERSONAL USE ONLY-

Grammar aiD 3 Copy and complete the sentences with the 1 Sam doesn't
correct form of the verbs in brackets. Then usually go
Present simple and present write the time expression in the correct swimming
continuous place. on Monday.

1 Study the table and choose the correct words to In July, Jo ... (go) to the beach. every weekend 2 We're

complete the rules. In July. Jo goes; to the beach every weekend. playing
tennis at the
b activities in - ·-present simple present _,....... 1 Sam ... (not go) swimm ing on Monday. moment.
progress I usually hate We're enjoying th is trip usually 3 My parents
museums. today! don't rent
1 present 2 We ... (play) tennis. at the moment DVDs,
continuous a) We use the present simple to talk about 3 My parents don't rent DVDs, but they ... but they
sometimes
2 present activities in progress I habits. (watch) films on TV. sometimes watch films
4 I ... (not send) Matt a text message. now
simple b) We use the present continuous to talk about 5 My brother ... (sing) in the shower! always on TV.
4 I'm not
c activities in progress I habits. 4 Complete the dialogue with the present
simple or present continuous form of the sending
2B 2 Study the time words table and complete the words in brackets. Matt a text
3B sentences with the correct tense. message
4A Dan: Hi Kate. What (1) ... (you I do) ? now.
5B time words + present tense 5 My brother
Kate: I (2) ... (go) to the Chessington World always
6c We use now, at the moment, today with the (1) ... . sings in the
of Adventures. (3) ... (you I know) what shower.
7c We use always, usually, often, sometime.s, never,
it's like? 1 are you
8B every clay, once a week I month I year with the
9A Dan: Yeah, my brother and I (4) ... (go I doing
10 A ... . 2 'mgoing
sometimes) there . It's amazing! 3 Do you
Note the position of the time words and Kate: Wh at (5) ... (be) the best ride?
Dan: I (6) ... (love) the Dragon Falls. You know
i'rarry sometimes goes to theme parks. 4 sometimes
l:farry is playing football at the moment. (7) ... (get) wet at the end.
Kate: It (8) ... (sound) cool! Oh no! I (9) ... (not go
Grammar in context: Art 5 is
believe) it! It (to) ... (rain)! 6 love
7 get
8 sounds
9 don't

believe
10 's raining

5 Read the text and choose the correct answers.

Art (1) ... my favourite subject. We (2) ... all aboutfamous • listen and check your answers.
artists from the past and present and we (3) ... ourselves
too. Our teacher, Mr Brown, (4) ... us lots of different
techniques,but we (5) ... them properlyl

Today we (6) ... on a school trip to The National Gallery,
which (7) ... one of the biggest collections of art in
the world.

We (8) ... Impressionism as part of our GCSE art course
at the moment and I (9) .. . forward to seeing some of van
Gogh's work. I (1 0) .. . his paintings.

: ut. TASK

-FOR PERSONAL USE ONLY-

Teenagers looking for adventure
Are you 13-16 years old? Do you want to make new friends,
do some cool activities and have fun this autumn? If the
answer is yes!, then why not spend a weekend in September
or October at Greenwood Activity Camp? You'll enjoy two and
a half days of ad venture, doing your f<lllou rite activities and
learning amaz1ng new skills!

ACli'U'l1lnE:S OUR /i.Dl\ftftTUfl.!E WEftt£fNlS UliCI..UCJE;

swimming parkour singing
sailing
skateboarding painting creative writing

photography ... and more!

Price of £150 includes accommodation in log cabins and
all meals.Visit our website www.g rc""rWP.)iJd U Hl'lp.com
and sign up today!

1 Young 1 Read the advert and answer the questions. Step 2: parkour
people from
13-16 years 1 Who can sign up for an adventure weekend? 3 ; Listen to a phone conversation about
old. 2 When are the adventure weekends?
the Greenwood Activity Camp. Which three
2 September 3 Hovv !ong do they last? activities does Owen mention?
or October.
4 How much do they cost? 4 Listen again and choose the correct answers.
3 Two and a 5 Where do the teenagers stay?
half days. 1 Owen thinks the camp will be boring I
2 Would you like to go on an adventure
4 £150. interesting.
weekend? Why (not)?
5 In log 2 joe likes I doesn't like sport.
cabins. 3 joe thinks he won't like the people I

activities at the camp.

4 joe likes photography I parkour.
5 Owen is looking at a website 1an advert

about the camp.

-FOR PERSONAL USE ONLY-

Integrated skills 2 • Students work in pairs and discuss the

At an activity camp questions.
• Listen to their ideas as a class and
. ; -:._·. \ l . ..=..· ·_--;:
encourage them to give reasons for their
"'---- answers, eg I would like to go because I
enjoy sailing. I wouldn't fike to go because I
In this lessen students will: wouldn't like to sfeep in a fog cabin.

• work on an four skills 3

• read an advert about an aCtivity camp • Check students understand the task.
• listen to someone registering for an Students listen and write down three
activities that Owen mentions.
• a(Nenture weekend
• Play the CD.
a personaltted dialogue • Students compare answers in pairs.
• Check answers as a class.
• act out.,. dialogue
4 • Explain the task.
Warmer • Play the CD again. Students choose the
correct answers.
Highlight the information about Chris in the • They compare answers in pairs.
speech bubble. Elicit answers to the question • Check answers as a class.
Do you like adventures? as a class. Write
the word activity camp on the board. Ask
students to work in pairs and write down
what they expect to do at an activity camp,
eg swimming, skateboarding, playing tennis,
etc. Listen to their ideas as a class and make
a list on the board.

Students rank the activities at an activity Joe: Hi Owen. How's it going?
camp written on the board in order of Owen: Fine. Listen, I've just seen something that
preference. sounds really interesting.
Joe: Oh yeah? What's that?
Step 1: Read .: Owen: It's an advert for adventure weekends at
an activity camp for teenagers this autumn.
r 1 • Explain to students that when we look at Joe: Ugh, sounds boring ...
Owen: Why do you say that? You're into sport
texts like this we usually have some idea and stuff. It's just your kind of thing!
of what we are looking for first. We do not Joe: But doing group activities with people you
usually begin at the beginning of the text and don't like? Not me! We do that at school!
read everything. We scan the text until we Owen: Oh, come on! How do you know you
find what we are looking for. won't like the other people? Anyway, you don't
• Students read the five questions carefully get the chance to do things like this at school.
first. Joe: Yeah? So, what kind of things?
• They look in the advert and find the answers Owen: Sailing, photography, parkour ...
to the questions. Joe: Parkour? Can you do parkour at this place?
• Students compare answers in pairs. Owen: Yeah. And not only that - I'm looking at
• Check answers as a class. Make sure their website now and it says that one of the
students understand log cabins (small, tutors is a famous parkour expert.
wooden houses). Joe: Oh wow! It's starting to sound interesting
now. Can you give me the website address, and
I'll have a look.

-FOR PERSONAL USE ONLY-

Integrated skills - continued

Asking for personal 8 • Ask students to look at the Communication
information
kit: Asking for personal information.
5 Encourage them to use these questions in
their dialogue.
• Explain the task. Students listen to a • Students work individually and write their
conversation and complete the gaps. dialogue, using the dialogue in the book as a
model.
• Ask students to look at the gaps and elicit • Monitor while they are writing and give help if
from them the information they need to listen necessary.
for (an address, a mobile phone number, an
email address, a date of birth). Step 4: Communicate

• Play the CD. Students write the answers in 9 • Students practise their dialogues in pairs.
their notebooks.
• For extra practice, they swap roles in both
• Check answers as a class. dialogues.

6 • Play the CD again , pausing after each 10 • Choose some pairs to act out their dialogue

question or statement and each response for for the class.
students to repeat as a class. • Make sure students say the email address
• Note the main stress and the falling
intonation in the wh- questions: What's your and phone number correctly.

What's your Integrated skills: Workbook page 111
• Ask students to repeat the dialogue several

times both chorally and individually with the
correct stress and intonation.
• Students practise the dialogue in pairs. They
then swap roles and practise the dialogue
again.

Giving your email address and phone
number
Ask students to read the information in the

Skills builder box. Highlight the use of at and

dot when we say email addresses. Point out
that in phone numbers we say individual
numbers. We say double or treble for

=repeated numbers: 22 double two and 222
=treble two.

Step 3: Write

7 • Students copy the questions in bold from the
dialogue into their notebooks and write their
answers.

• They read the advert again and choose two
activities that they would like to do.

-FOR PERSONAL USE ONLY-

Hello. I'd like to register for one of your OK, great! I just need a few details from you .
adventure weekends. 1 What's your name?

Chris Bradley. i And what's your address, Chris?

(1) ... . I

OK. What's your mobile phone number?

(2) ... . OK. Have you got an email address?

Yes, it's (3) ... . Can you spell that for me?

Yes. It's c·h·r·i·s at i·n·m·a-i-1 dot co dot uk. Great, thanks. Oh, I nearly forgot! What's your

date of birth?

(4) ... . OK, great. Here's a leaflet for you with more
information about the camp.

3 eMs@ 5 ·: Listen to Chris registering for an 8 Write a new dialogue. Use the dialogue in
lnmall.ro.uk adventure weekend. Copy and complete 1-4. exercise 5 to help you.

· 4 The fourth of 6 Listen again and repeat. Practise your 1-Je//o I'd like to regic;ter ...
Apri11999 intonation. OK, greatl What£- your name'?

Giving your email address and phone Step 4: Communicate
number
9 Work in pairs. Take turns to practise your
In English, we say at for the @ sign and dot dialogues.
1-/e//o. I'd like to regic;ter ...
for the . mark. OK. great! What£- your name'?

We write a phone number like this: 220785 . 10 Act your dialogue for the class.
We can say the phone number like this:

double two zero, seven eight five.

Step J: Write t=

7 Copy the questions in bold and write your Asking for personal information
answers. Then look at the advert again and
choose two activities that you would like to do. What's your name? I What's your address?

What's your date of birth?
What's your mobile phone number?
Have you got an email address?

-FOR PERSONAL USE ONLY-

Writing

A personal profile

Claire Edwards

Hi! My name's Claire Edwards and I'm 14 years old.
I'm from Cardiff in Wales. I live with my mum and
dad and my 12-year-old brother Sam, who's a big
computer fan. My best friends are Holly and Anita.

I love music. I listen to music all the time and I play
the guitar in a band with some of my friends. We're
called The Daisies and we play rock and pop music.
I write the songs, but I don't like singing because
I'm shy! I'm writing a new song at the moment.

I also love going shopping because I'm really into
fashion . My favourite colour is green, so I've got
lots of green clothes! I' m not very sporty, but I
sometimes go rollerblading in the park.

f Read and listen to the profile. 3 Copy and complete the notes about Claire.
Then answer the questions.
1 Because she Nationality: Family members: : Nationality
is shy. Why does Claire ... Friends: Likes and dislikes: Welsh
1 not like singing? Family
2 Because 2 love going shopping? 4 Read the Writing focus again. Complete the
she's really 3 have lots of green clothes? sentences with because or so. · members
into fashion. Mum, dad,
2 look at the Writing focus. How do you say 1 I'm an animal lover ... I've got lots of pets. brother Sam
3 Because because and so in your language? 2 I like dancing ... it's fun . Friends
her favourite 3 I'm into sports ... I like riding my bike. Holly and Anita
colour is WRITING FOCUS 4 I don't go to pop concerts ... I'm too young.
green. because and sa ILikes and
Writing task dislikes
students' own We use because when we give a reason ' Likes: music,
answers for something. Write a personal profile.
I also love going shopping because l'rn shopping,
really into fashion. Plan Make notes like the ones in exercise 3 green clothes,
We use so when we talk about the result about you. rollerblading
of something. Dislikes:
My favourite colour is green, so I've got Wr"ite Write your personal profile. Use your notes singing, sport
lots ofgreen clothes. and the profile in exercise 1 to help you.
1 so
Gtv··<:.w Check your writing. 2 because
3 so
present simple because and so 4 because
present continuous

-FOR PERSONAL USE ONLY-

Writing

A personal profile

Lesson objecttves -- - - - Write two pairs of sentences on the board:
It was sunny./ went to the beach. and It was
In this lesson students wifl: reasons and raining. I stayed at home. Ask students to
combine the sentences in each pair in two
• re.o a pel'$onal preflfe ways using so and because: It was sunny
so I went to the beach. I went to the beach
• because and lQ tQ because it was sunny. It was raining so I
stayed at home. I stayed at home because it
link ideas was raining.

• write a p11>tile Writing task

Warmer The aim of this activity is for students to
produce a piece of guided writing that
Write music, free time activity, favourite includes the correct use of the present simple
colour on the board. Ask students to guess and the present continuous. It also gives them
what your favourite things are in each practice in using because and so correctly.
category. Ask the students to follow the stages in the
Student's Book. Encourage them to use their
1 notes and the profile in exercise 1. At the
• Remind students that likes are things you like Check stage, ask them to swap notebooks
and dislikes are things you don't like. and check each other's writing.

• Students read the questions. •,
• Play the CD. Students follow the text in their
Writing reference and practice: Workbook page 120
books and then answer the questions.
• Students compare answers in pairs.
• Check answers as a class. Point out that if

you say you are into something, you like it
very much.

2 • Students read the notes in the Writing focus
box.

• Check that they understand the words
reason and result and highlight the fact that
we use because with reasons and so with
results.

• Ask students to translate because and so
into their language.

3 • Students work individually and copy and

complete the notes about Claire.
• Students compare answers in pairs.
• Check answers as a class.

4 • Ask students to read the Writing focus again.
They work individually and complete the
sentences using because or so.

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

-FOR PERSONAL USE ONLY-

Study guide

Grammar, Vocabulary and Speaking

Tell the students the Study guide is an Vocabulary
important page which provides a useful
reference for the main language of the unit: the • Tell students to look at the list of vocabulary
grammar, the vocabulary and the functional and check understanding.
language from the Integrated skills pages.
Explain that they should refer to this page when • Refer students to the Wordlist on page 151
studying for a test or exam.
of the Workbook where they can look up any
Grammar words they can 't remember.

• Tell the students to look at the example Speaking
sentences of the present simple: affirmative,
negative, questions and short answers. Make • Check that students understand the phrases
sure they understand how to form the tense to use for asking for personal information .
and its usage.
• Tell students to act out a conversation in
• Then tell students to look at the example pairs to exchange personal information such
sentences of the present continuous: as email addresses, dates of birth, etc.
affirmative, negative, questions and short
answers. Make sure they understand how to Additional material
form the tense and its usage. Get students
to translate into their own language if Workbook
necessary.
• Progress check page 14
• Tell students to look at the present simple
and present continuous example sentences • Self-evaluation page 15
with time words. Make sure students • Grammar reference and practice pages
understand which time words are used with
each tense. 84-85
• Vocabulary extension page 102
• Refer students to the Grammar reference • Integrated skills page 111
• Writing reference and task pages 120-121
on pages 84-85 of the Workbook for further

revision.

• Basics section pages 5-1 0 • Unit 1 End-of-unit test: Basic, Standard and
Extra
• Vocabulary and grammar consolidation
• CEFR Skills Exam Generator
pages 3-6

• Translation and dictation pages 2, 12
• Evaluation rubrics pages 1-7
• Key competences worksheets pages 1-2
• Culture and CLIL worksheets pages 1-4
• Culture video worksheets pages 1-2
• Digital competence worksheets pages 1-2
• Macmillan Readers worksheets pages 1-2

-FOR PERSONAL USE ONLY-