PULSE 2 TEACHER'S BOOK

Study guide

Present simple: affirmative, Vocabulary
negative and questions
Free time activities
affirmative
chat online hang out with your friends
1/ We I You / They wear casual clothes. do water sports listen to music
He I She /It watches films. go for a run play computer games
go shopping play volleyball
negative go to a cafe send text messages
go to a concert surf the internet
1/ We I You I They don't study art. go to the gym watch a DVD

He I She / It doesn't play (Ugby. Skills and abilities

questions and short answers act paint
play a musical instrument
Do 0 VOlJ I we l they 'live in a house? bake a cake ride a motorbike
cook sing
Yes, I do. f No, I don't. dance speak a language
do tricks tell jokes
Does he / she I it like to sing? draw write songs
Yes he I she I it does. / No, he I she I it doesn't. drive a car

We use the present simple to talk about habits, Third person spelling rules
routines and permanent situations.
• For most verbs, add -s to the infinitive
Present continuous: affirmative, draw-+ draws cook-+ cooks
negative and questions
• For verbs that end in-s, -sh, -ss, -ch, -x, or-o
affirmative add -es
I'm dancing. do -+ does watch -+ watches

We 'I You I They're cooking. • For verbs that end in consonant+ -y, omit
the -y and add -ies
He /' She / It's watch ing a DVD. fly-+ flies study-+ studies
negative
I'm not talking to Jane. • Irregular verbs don't follow the rules!
have-+ has be-+ is
We I You /'Tney_aren't listen ing.
He I She I It isn't swimming. Speaking

questions and short answers Asking for
Am I golngJast? Yes, I am! personal information
What's your name? I What's your address?
Are we Ly,au I they eating? Yes, we are.
Is he I she I it pJaying the guitar? No, he isn't. What's your date of birth?
What's your mobile phone number?
We use the present continuous to talk about things Have you got an email address?
that are happening now.
Don't use the same adjectives again and again
Present simple and present in your writing work. Find other adjectives that
continuous have a similar meaning. This makes your work
more interesting to read.
present simple

I usually send text messages to friend s.

present continuous

We 're geing to the cinema tonight!

time words + present tense

We use now, at the moment, today, tonight with
the present con tinuous.
We use always, usually, often, sometimes,

never, every day, once a week I month I year

with the present simple.

-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 literature and professions article about the mobile phone novel CLC DC CAE
CLC CMST SCC CAE V look online for information about their favourite
• understand and correctly use the past simple
CLC L2L writers, write a short biography and exchange
• understand and correctly form questions and information with their partner CLC DC CAE SIE
complete a text using was I were and could I • identify specific information in a presentation
couldn't CLC L2L
• about the Edinburgh Fringe festival in Scotland about people who changed the world CLC sec
and compare with festivals in their country CLC
SCCCAE CMSTCAE
• about Scotland by watching a short video CLC • read information about King Arthurs labyrinth, listen
CMSTDCCAE
to someone phoning for information and learn how

to ask about an experience CLC CAE sec SIE

• write a review of an interesting place CLC SIE L2L
• prepare for and do a matching key information

exam CLC SIE L2L

Main vocabulary • Read a magazine article about the mobile phone novel
• Read a text about the Edinburgh Fringe festival
• Literature: autobiography,
biography, detective story, etc a• Read an information leaflet about tourist attraction

• Professions: pilot, painter, • Read a review
comedian, etc
• Write a personalized dialogue about an experience
Grammar • Write a review in three steps: plan, write, check
• Learn how to use a/so and too
• Past simple
• was I were • Listen to an interview about people who changed the
e could I couldn't world

Functional language • Listen to someone phoning for information

• Phrases for asking about • Exchange information about books you would like to read
experiences • Ask and answer questions using could

Pronunciation • Prepare and act out a dialogue about an experience

• Past simple verb endings
• /;J/

-FOR PERSONAL USE ONLY-

~. 11

. 1' .) ' evaluation

I •• • \ • Unit 2 End-of-unit test: Basic, Standard and Extra
• CEFR Skills Exam Generator
Self-study and
self-evaluation • Listening: Matching key information

• Study guide: Digital material
Student's Book page 29
Pulse Live! Digital Course including:
• Progress check and self- • Interactive grammar tables
evaluation : • Audio visual speaking model: Asking about an
Workbook pages 22-23
experience
• Grammar reference and practice: • Audio visual cultural material: Scotland
Workbook pages 86-87 Student's website

• Wordlist:
Workbook pages 151-157

Learning stra egie
and thinking skills

• Using what, why, where and how

for past simple questions

Cu tural awareness

• A quick guide to the Edinburgh
Fringe Festival

• Comparing festivals in Scotland
with festivals in students' own
countries and regions

Cross-curricular
contents

• Literature: Charles Dickens,
festivals

• Readfng and writing a review
• ICT: searching the internet for

information

CLC Competence in linguistic • Fast-finisher activity: Student's Book page 21
communication • Extra activities: Teacher's Book pages T26, T28
• Vocabulary and Grammar: Extension worksheets ,
CMST Competence in mathematics,
science and technology Teacher's Resource File pages 9-10

DC Digital competence Teacher's Resource Ftte

sec Social and civic • Translation and dictation worksheets pages 3, 13
• Evaluation rubrics pages 1-7
competences • Key competences worksheets pages 3-4
CAE Cultural awareness and • Culture and CLIL worksheets pages 5-8
• Culture video worksheets pages 3-4
expression • Digital competence worksheets pages 3-4
L2L Learning to learn • Macmillan Readers worksheets pages 1-2
SIE Sense of initiative and

entrepreneurship

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3 autobiography Vocabulary and Speaking kind of books do you like?
4 travel guide Do you prefer fiction or
non-fiction?
Literature5 adventure

story

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

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

My Side and

Steve Jobs:

The man who 2 · ~ Complete the comments with words from exercise 1. Which two books are
thought different about real people? Listen and check.

are about real

people.

home bestsellers

This is a (4) ... about
sorne great places
in Europe. There is
information about lots of
interesting things to see
and do in Europe,
Jess, 15

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

novel 1 A story about trying to solve a crime . Title: Age whenyou re<Jd it:
2 A traditional story about magical events. Author: Whyyou liked it
I 2 fairy tale 3 A book that helps you to make food. Kinct of booK:
4 An exciting story, often about danger or crime.
3 cookery book 5 A fiction book about people and events in the 6 Worl< in pairs. Ask and answer questions about
your books from exercise 4.
4 thriller past.

5 historical XPRESS 'lfOii.JlRS ELF
novel

!Nhatl: the title? When did you read it ?

11\thol: the author? • lM!y didyou like it?

What kind ofbook is: it?

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THE STORY OF THE MOBILE PHONE NOVEL

A few years ago, a 19-year-old Japanese girl started writing a
novel about her life in a small town. She finished it in just three
weeks and gave it the title Dreams Come True. Akiko wasn 't an
experienced writer and didn't expect anyone to be interested in
her tale. Yet when it came out a few months later, the romantic
novel was a great success. It sold over 200,000 copies.

It's an incredible story. The most amazing thing about it,
thaugtl, is the fact that Akiko wrote the no~elon j-rer mobile

phoJ"Ie! As she wrote, she posted It, chapter ey chapter, on a

webs1te where readers coult'l dowolead it immediately. She
worked on it whenever she could -mostly while she was
relaxing at home. She didn't think too much about the story and
she didn't rewrite anything!

Akiko was one of the first of a new generation of novelists in

Japan who write novels as 11 the_y are writing at ext message.

They wnte in a simple, chatt.Y.style and use lots et abbreviations
ana 'e~t~oticons' . They know how to tell a good story, but they
don't worry too much about grammar and spelling.

Some people we~e criti~al of mobile Rhon~ novels at first
They thought they,were a bad influence on teenage girls,

who preferr~ thefl'i to 'proper' literature. However, they are
now popular With peQple of ell I ages. Many of ·t~e best-selling

paperback books In J!lpan were orlgma!ly moblte ph'one novels!

post download chatty abbreviation emoticon influence paperback

Reading 3 Read the article again and choose the correct 1b
answers.
A magazine article 2b
1 Akiko wrote her novel very ... 3a
4a
1 Look at the picture. What is the girl doing? a) slowly. b) quickly. 5a
How much time do you spend doing this
She's texting. I activity per day? 2 Akiko ... experience of writing books.
She's writing a
text message. I a) had b) didn't have
She's sending
a text 3 People were first able to read Dreams Come
message.
students' own ii2 {> Read and listen to the article. Answer True on ...
answers
the questions with yes or no. a) the internet.
1 yes
2 yes 1 Was Dreams Come True about true b)their mobile phones.
3 no experiences?
4 no 4 Mobile phone novelists write ...
2 Did readers like Dreams Come True?
5 yes 3 Did the author write the novel on her a) the way people speak.

computer? b) in long sentences. _
4 Is the language in a mobile phone novel
5 In Japan, mobile phone novels are ...
always correct?
5 Do mobile phone novels sometimes become a) very successful.

paper books? b) only read by teenage girls.

Would you like to read a mobile phone
novel? Why (not)?

I would lite I wouldn't like to read a mobile

phone novel because ...

Find out about one of your favourite writers.

Make notes about their:

' Name Nationality • Titles of books web page for their latest
news and biography.
Date of birth • Kind of books

Write a short biography.

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

-FOR PERSONAL USE ONLY-

We form the Past simple affirmative
affirmative past
simple tense of 1 Look at the affirmative examples of the past She finished the novel in 19 days.
regular verbs simple in the table. Which verb is regular and She wrote the novel on a phone.
by adding -ed. which is irregular? negative

2 How do we form the affirmative past simple They didn't like mobile phone novels.
tense of regular verbs? They didn't think about the story.
questions
3 Complete the rules.
Did you enjoy the book?
went a) To make negative past simple sentences, we Did you find that website? started
use ... followed by the infinitive form of the short answers loved
liked verb. didn't want
Yes, I did. thought
saw b) We begin questions in the past simple tense No, I didn't. had
with .... found
got 6 Complete the book review with the past simple wanted
4 Write the past simple form of the verbs in the form of the verbs in brackets. stayed
started box in your notebook. Which verbs are regular? didn't like
THE 12 said
read go like see get start read say wish
come hate HUNGER GAMES
1said
5 Correct the sentences about the writer Suzanne My bntta.' [1 Jf1J111$ ~)rna The
wished Collins. Use the words in brackets.
Hunger Gena~ Suzanne Colna.
came She liked dancing when she was 11. (reading) for my ~ I (2) ... (nat.Chink}l
~he didn't like dcmcintf when >he wa,; II. ~he liked V«JUUd Ilks it, but as soon as I (3) ..•
hated reading.
liked. started. (stat) raadi1g it, I (4) ... lb'a) il l
wished and
hated are (5) ... (not want) it tD end!
regular. I (6) ... (thinij 1t1e stay. which takes plaCs in

1 She qldn'llive in 1 She lived in New York for 18 years. (16 years) the f\Dn, was vary Cll'i(pl. This IJcxM f7) ...
New Yo~k for 18 2 She grew up in the same place. (different (have) an iJriJaual tfani. I [8) ... (find} Chi main
years. Sl'fe lived ctlaracl'-. Katnias Ewrdaan. wry baliauable
in New York for places)
16 years. 3 She started writing for children's television in and I reatJ (9) ... (wn) her to win the Hunger

2 She didn~t grow 1992 . (1991) Games compatitiQn. lhi" 8lDf'y was so i!K*ing
4 Her books The Hunger Games Trf/ogy were
up in the same that I (10) ... (stay} up Ill i91t to finish it!
place. S~e grew successfu l in one country. (lots of ~ountries)
up in different 5 She wrote a boo k about a cha rac ter ca lled Some people (11) ... (not like) the lxlokbecause
they (12) ... (say) there was tuo much~
pl a~;:es. Gregor and his little brother. (little sister) in it, tu I disagree. I can't wait to r8ad the next
book in the Sll'ies!
3 She didn't
start writing 7 Rewrite the sentences so they are true for you.
for children's Change the time expressions in bold.
televison in
1992. She 1 I sent her a text message two minutes ago.
started writng 2 I had something to eat half an hour ago.
for children's 3 I tidied my bedroom a few days ago.
television in 4 I saw a good film two weeks ago.
1991. 5 I bought so1·ne new shoes one monih ago.

4 Her books The In English, ago comes after time expressions.
Hunger Games That book came out two years ago.
Trilogy weren't I sent you an email a few minutes ago.
successful in Is the word order the same in your language?
one country.
Her books The
Hunger Games
Trilogy were
successful in
lots of countries.

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

-FOR PERSONAL USE ONLY-

Vocabulary and Speaking

Literature 2

j . , :_ r...... , ' · : - '_ • • Check students understand the task.
• Students work individually and complete the
In this lesson ·studei'd$ wilt
comments using words from exercise 1.
• '""" I reviSe wems rer.ted to tltenlture • They decide which two books are about real
• ask ana an$wer questlon$ about Vie _
people.
b.c.o.r...... th4U m-·-·- ~..dlng • Students compare answers in pairs.
.. !'R • Play the CD for students to listen and check
.. .Y'J
their answers.
Warmer • Check answers as a class.

Books closed . Write book, author and title on David Beckham was born in London,
the board with the letters in the wrong order, England in 1975. He is the first English
eg kobo, hotaur and ettli. Explain that the footballer to win league championships in
three words are all connected with the topic four different countries (England, Italy, the
of literature. Ask students to work in pairs USA and France). He played 115 times for
and write the letters in the correct order to the English national team. He is married to
spell the words. Victoria, who was 'Posh Spice' in the 1990s
all-girl pop group, The Spice Girls, and is
Students work individually and answer the now a fashion designer.
questions. They compare answers in pairs.
Get feedback from the whole class. 3 • Ask students to read the definitions.

1 • Students work individually and find the words
• Students look at literary genres. in exercise 1 that match the definitions.
• Play the CD. Students listen to the words in
the word pool and repeat them. • They compare answers in pairs.
• Check students understand the difference • Check answers as a class.
between an autobiography (a book someone
writes about their own life) and a biography (a PRESS YOU RSELF
book about a person's life written by another
person) . 4 • Read the example sentence aloud to the
• Make sure they pronounce biography class.
/bar'ografr/ correctly with the stress on
the second syllable in autobiography and • Students read _the questions and answer
them individually.
biography.
• They compare answers in pairs.
• Listen to their ideas as a class. Make sure

they give reasons.

5 • Explain the task. Make sure they understand

kind, meaning literary genre, eg thriller, travel
guide, etc.

Point out that in compound words where • Students work individually and complete the
both words are nouns, the first word usually information.
carries the main stress, eg adv_~ture story,
pgetry book. In compound nouns where the 6 • Read the five questions aloud to the class
first word is an adjective, the second word is
usually stressed, eg comic l]gx_el, historical and ask students to repeat them chorally.
• Put students into pairs to ask and answer the
novel.
questions.
• Listen to some pairs as a class.

Vocabulary extension: Workbook page 103

-FOR PERSONAL USE ONLY-

Reading Mobile phone novels are typically very short
and some only have 70 to 100 words. The
Text type: A magazine biggest website for mobile phone novels has
article
3.5 billion visits a month. The mobile phone
l_ J~ ~ l;• :.. ' ' ' - : ' • - t" I ,'
novel Mika was made into a film.
In this lesson students will: The word emoticon is a blend of the words
emotion and icon. It's often thought that
• read a magazine artiele emoticons are a product of the computer
: age but, in fact, they were used in letter
• read for specific;: Information 1 writing in the nineteenth century when

Recommended web links i they were commonly used in casual and

; www.handyroman.net/indexeng .html# humorous writing.

www.goodreads.com/group/show/1 03377- 3 • Students read the five questions and the
textnovel - cell-phone-novel-movement
different possible answers.
litreactor.com/columns/app-tacular-writing- • They read the article again and choose the
on-phones-smart-phones-and-tablets
correct answers.
Warmer • Students compare answers in pairs.
• Check answers as a class and highlight the
Write the word mobile phone on the board.
Ask students to work in pairs and make a list information in the Did you know? box.
of things they can do with a mobile phone.
Listen to their ideas as a class and write the Ask fast finishers to answer the question and
activities the board , eg send a text message, make a list of reasons why or why not.
call friends, take pictures.
Students find out about one of, heir favourite
1 • Students read the two questions. writers. Highlight the Web quest;'tip.

• They look at the picture and answer the 1 • Students choose one of th~lt favourite
questions. writers.

• Students compare answers in pairs. • Ask students to open an internet web
• Check answers and get feedback from the browser such as Internet E~plorer.
Students open a search engine (eg
whole class. Google) and type in the name of the
writer they have chosen.
2
• Stuelerrt-s find as much information as
• Students read the questions carefully first. they can and make notes.
• Play the CD. Students listen and follow the
2 • They write a short biography about their
article in their books. chosen writer using the information they
• Students compare answers in pairs. have found.
• Check answers as a class.
3 • Students work in pairs. Th$y tell their
Word check partner about their writer ane ask and
answer questions.
Make sure students understand the words. Ask
them to translate them into their language. • Ask some students to pres.nt their
biography to the class.

-FOR PERSONAL USE ONLY-

Grammar Suzanne Collins was born in Connecticut,
the USA in 1962. She is a writer for children's
Past simple television and author of The Under/and
Chronicles (a series of five books published
In this lesson students will: between 2003 and 2007) and The Hunger
• learn I revise the past sJmple of regular Games Trilogy (published between 2008 and
201 0).
and irregular vert)s
• use the pa$t simple wmt time •xpressions

wlth ago

Warmer 6 • Explain the task.

Write the sentence Akiko wrote a novel on her • Students read the text carefully first.
mobile phone on the board with the words in • They work individually and complete the
the wrong order: wrote Akiko novel phone her
on a mobile. Students work in pairs and write book review with the past simple form of the
the sentence in the correct order. Write the verbs in brackets.
correct sentence on the board. • Students compare answers in pairs.
• Check answers as a class.
1 • Read the two affirmative sentences aloud to
7 • Explain the task. Rewrite the first sentence as
the class.
• Ask Which verb is regular and which is an example. Make the sentence true for you,
eg I sent her a text message five hours ago.
irregular? and elicit that finished is regular • Students complete the exercise individually.
and wrote is irregular. • Get feedback from the whole class.

2 • Ask How do we form the affirmative past ....._Analyse

simple tense of regular verbs? and elicit that Students read the information. Ask them
it is formed by adding -ed. to translate the example sentences and to
compare the word order in English with the
3 • Students work individually and complete the word order in their language.

rules. .............. . Pronunciation lab: Past simple
• They compare answers in pairs. endings, page "124
• Check answers as a class.
Digital course: Interactive grammar table
4 • Students complete the exercise individually.
Study guide: page 29
• They compare answers in pairs.
• Check answers as a class.

• Point out that regular verbs ending in -e (eg

like, hate, etc) form the past simple by adding
-d.
• Highlight the pronunciation of the present
simple read /ri:d/ and the past simple read

/red/.

5 • Students look at the pictures. Elicit who the

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

-FOR PERSONAL USE ONLY-

Vocabulary and Listening

Professions 6 • Ask students to read the questions. Check

L.(~ssa )jj :J 1'-:'Jf ")\~c•v:::.\s that they understand all the vocabulary,
especially admire (feel respect for someone).
-·-- - - • Play the CD. Students listen and answer the
questions.
In this lesson students will: • Students compare answers in pairs.
• learn vocabulary for different C!JeGupatiens • Check answers as a class.
• listen f~ specific informat1on

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

• Explain that students will hear an interview in
which they will hear some of the names from
exercise 2.

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

• Check answers as a class.

-FOR PERSONAL USE ONLY-

;. . .( :.·.~ 1 • look at the timeline.listen 3 listen and check your answers. 2 John Lennon.
and repeat the words in blue. Do you
1c know who any of the people are? 4 Which person from exercise 2 or the past 3 It was a really
2g would you most like to meet? What three clever idea and it's
2 Match the names with the descriptions questions would you ask him or her? comp letely changed
3 in the timeline. the way people
4a 5 ~ ·\~ listen to a reporter interviewing communicate.
5 a) Charlie Chaplin some people. Which names from exercise 2
6d b) Sa rack Obama do they mention? 4 Mo Farah . He's
7m c) Charles Babbage originally from
8 d) Carmen Amaya 6 listen again and answer the questions. Somalia.
e) Mark Zuckerberg
9k f) J.K. Rawling 1 What does the woman think of the 5 That anything is
g) Pablo Picasso reporter's question? possible when you
10 e h)Mo Farah try hard.
11 f i) John Lennon 2 Who does the woman admire?
j) Roald Amundsen 3 What is the boy's opinion of Facebook?
12 b k) Tim Berners·Lee 4 Who does the girl admire? Where is he
I) Amy Johnson
13 h m) Neil Arm strong originally from?
5 What does she say the person shows?
Pablo Picasso,
Carmen Amaya,
Mark
Zuckerberg,
JK Rowling,
Barack Obama
and Mo Farah
are shown in the

-FOR PERSONAL USE ONLY-

Cultural awareness Fact box

1 look at the pictures. Which of the two performances would Edlnburuh and Glasgow have a lot
you like to watch?
Read and listen to the guide. Which famous person fHestivalsl There are film festivals,
was once in the Edinburgh Fringe Festival?
t..O many kinds of music festivals.

1 False What is it?
The It's the biggest festival of theatre. comedy, music and dance in the world. Every
International year there are thousands of different performers from all over the world!
Festival and
the Fringe Who pczrforms in it?
Festival Lots of young actors,comedians, musicians and dancers.
began in the
same year, Whczn did it start?
1947. In 1947- the same year that the Edinburgh International Festival started.

2 True Why was it spczcial?
There were rules about who could and couldn't perform at the International
3 False Festival. However, at the Fringe Festival anybody could put on ashow!
Rowan
Atkinson, Who hos oppczorczd at thcz Nstiv11l?
the actor Many famous people began their careers at the Edinburgh Fringe Festival. For
who plays example, Rowan Atkinson, the actor who plays Mr Bean, appeared in a play
Mr Bean, there when he was astudent at Oxford University.
appeared
in a play at Whczrcz doczs it takcz placcz?
one festival All over Edinburgh.Performances don't always take place in theatres, however.
when he was You can watch them ou1side on the street in cafes and in people's homes. Once
a student there was even ashow on amoving bus!
at Oxford
University. Whczn doczs it takcz placcz?
Every August for three weeks.
4 True
How much do tickczts tost?
Most tickets cost under ten pounds,but many
performances are free.

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

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

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

-FOR PERSONAL USE ONLY-

Cultural awareness

Festivals in Scotland Word check

i '----~ ~s,·:.·J ~~··: ~~-~\~~, ,,_-\:-. Make sure students understand the words,
especially take place (happen). Ask them to
-- - --- . translate them into their language.

In this lesson students wUI:

• read about festivals in Scotland CULTURAL COMPARISON

• talk about a festival in their country 4 • Students read the four questions and make a

note of their answers.

• They work in pairs and discuss the

Warmer questions.

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

1 • Students look at the pictures.
• They work in pairs and say which of the
performances they would like to watch and
why, eg I would like to watch the drummers
because /like all kinds of music.
• Listen to their ideas as a class.

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

2

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

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

3 • Students read the sentences carefully first.

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

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

-FOR PERSONAL USE ONLY-

Grammar could I couldn't

was I were 3 • Students study the table.

L.t..\ '.3-:~C~J. '):·_~j~- (:1; .}: :·:--- • They choose the correct words to complete
the rules.
- -~ -~-~
• Students compare answers in pairs.
In this less&n students will: • Check answers as a class. Highlight that could

• team I revise was I we,. and •ld I refers to both ability and possibility in the past.

couldrc't 4 • Encourage students to read the whole
dialogue first before they begin the activity.
• ask and iil.ll$Wer question$. using could
• Students work individually and complete the
• revise the jD8St simple cf regular and conversation using could or couldn 't.

irregu~ Verbs • Check answers as a class.

• read a text about Charles Diekens 5 • Demonstrate how the prompts are used to

Warmer make the question with Could you and were .
• Students work individually to write the full
Write the sentence There was a performance
on a moving bus on the board with the words questions.
in the wrong order: bus on was a performance • They compare answers in pairs.
there a moving. Students work in pairs and • Check answers as a class.
write the sentence in the correct order. Write • Remind students that the short answers are
the correct sentence on the board.
Yes, I could. and No, I couldn 't.
1 • Students read the example sentences in the • Students work in pairs and ask and answer
table .
the questions.
• They copy and complete 1-3 in their
notebooks. Grammar in context:
Literature
• Students compare answers in pairs.
• Check answers as a class. Highlight the 6 • This activity gives further practice in the

contractions wasn 't (was not) and weren 't past simple of regular and irregular verbs.
(were not) and their pronunciation wasn't • Ask students to read the whole text before
/wAz~nt/ (two syllables) and weren't /w3:nt/
(one syllable). they complete the text with the past
simple form of the verbs in brackets.
2 • Do the first example with the class to • Students work individually to complete
the exercise.
demonstrate the task (Were the Harry Potter • They compare answers in pairs.
films good? Yes, they were. I No, they
weren't.). 7
• Students work individually to complete the
questions and write short answers. • Play the CD. Students listen and check
• They compare answers in pairs. their answers.
• Check answers as a class.

Sherlock Holmes first appeared in a story by the novels were written by
Sir Arthur Conan Doyle in 1887 and featured (Bleak House, Great I::XJJec:tati'OtlJU•..;<tane,
in four novels and fifty-six short stories. was written by Charlotte t"lmlnn•l,al'lln
was written by Jane Austen .
Read the two example sentenc~ aloud to
........... . .........::
the class. Point out that we t:an contract the Pronunciatio n lab: I'JI , page 124

spresent simple form there is to there but that - • Y,~-~-:-'""::lli ..-. ---r..~J!--.T~.

we cannot do this with the past simple form, . Digital course: Interactive~mmar ta~le l

Study guide: P,~ge ~9 -~

-FOR PERSONAL USE ONLY-

Grammar QliMi~ could I couldn't

was I were

1 Study the table. Copy and complete 1-3 with 3 Study the table. Choose the correct words to

was, wasn't and were. complete the rules.

1 Were the Harry affirmative affirmative 1 couldn't
Potter films 2 couldn't
He was a student in Madrid. You could watch unknown performers. 3 Could
1 good? Yes, Many events (1) ... for teenagers. negative 4 could
they were. I negative 5 could
No, they They couldn't perform at that festival.
weren't. It (2) ... a good play. questions you ride
They weren't from Scotland. "Could she sing? a bicycle
2 Was Sherlock short answers when you
Holmes a real questions were six?
person? No, Yes, she could . I No, she couldn't. 2 Could
he wasn 't. (3) ... I I he I she I it a famous actor? you use a
Were we I you I they in the show? a) The infinitive I past simple form of the main verb computer
3 Were any of when you
Shakespeare's short answers follows could. were eight?
plays b) We use could and couldn't to talk about ability 3 Could you
comedies? No, I I he I she I it wasn't. speak
Yes, they were. Yes, we I you I they were . and possibility in the present I past. English
when you
2 was 2 Complete the questions with was or were. 4 Complete the conversation with could or couldn't. were ten?
4 Could you
I! lived Then write short answers. Jenny: Was the play good last night? cook when
wrote John: Yes, but I (1) ... see very well. We (2) ... get you were
5 did he Were you interested in books five years ago? 12?
I write No,I wasrit. seats near the front.
jenny: (3) ... you understand it, though? I think
6 were 1 ... the Harry Potter films good? ...
7 didn't have 2 ... Sherlock Holmes a real person? ... Shakespeare's difficult.
8 didn't think 3 ... any of Shakespeare's plays comedies? ... John: Yes, we (4) .... This play was in modern
9 tried
10 did people English so we (s) ... easily follow it.

like there's I there are --7 there was I there 5 Write questions with could. Then work in pairs
11 had were and ask and answer the questions.
12 loved
13 couldn't There's a film festival this week. read I when / four?
14 paid There was a film festival last week.
Could you read when you were four?
Grammar in context:
Literature 1 ri de a bicycle I when I six?
2 use a com puter I when I eight?
3 speak English / when I ten?
4 cook I when l 12?

6 Complete the text with the past simple Who (1) ... (be) a... Dlclc8n8'l

form of the verbs in brackets. He (2) .. . (be) an English writer who (3) ... (five)

from 1812 to 1870. He (4) ... (write) 15 novels, including A

1 listen and check your answers. WChlriisatlmllals..C. ,ar.o,l a.n.d,O.liv.e.r.Tw.i,st.

K A!at of his books t8) ••• (be) about IIIQCif peaple. 1lwt(7) ...
(not tlfMt)., easy Ire In . . 191h ~ Dtckens (B) •••
Which of these novels were written by
Charles Dickens? (not 1111'114 . , . .thc:luld lilleIn bad condllfcns 8Ait he
Jane Eyre Bleak House Emma
l9) ••• t'Jy) to make.people'**abol,lt1he8a probfema.

.... (1CJt ... pople , ... his boalca?

Because they (11) ••• (have) exciting siDrtes 81d int818st111Q

Great Expectations characlera. Everyone (12) ..• (love) them - even people

who (13) ... (can not) read! They (14) ... (pay) other people

to read the books to them! .

"·~:('-~111110 Pronunciation lab: .';J/, pag- e-1=:2::2-t.-- ..•.::..•:•••

-FOR PERSONAL USE ONLY-

into the past to the times of
King Arthur at one of the most
~'fYJi~ILial tourist' attractions in Wales.

13mt who was King Arthur?

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

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

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

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

Step 1: R~t!d · Step 2: Li~en

1 Read the information about King Arthur's 3) Listen to someone phoning for information 1 5pm
Labyrinth. Then answer the questions.
1 In Wales. about King Arthur's Labyrinth. Copy and complete 2 £:5.95
1 Where is King Arthur's Labyrinth? 3 £:8.95
2 He was a 2 Who was King Arthur? the notes. 4 online
legendary 3 Who can you explore the cave with? 5 cafe
king from 4 What might you see in the cave? King Arthur\; Labyrinth
medieval 5 What must you wear? 1 Next
times. 6 'vV~10 is ihe attraction suitable for? Open evay day lOam to (1) •. weekend.

3 A guide. 2 Would you like to visit King Arthur's Ticket<::: Children (2) £.. Adult<:: (3) £ ... 2 His younger
Labyrinth? Why (not)? Give reasons for Where to buy tickets:: at the Laby1·inth or (4) _ sister and
4 A Welsh your answer. Food available at the. (5) •. his parents.
dragon.
I would really lik e to vi<::it King Arthur~ 4 Listen again and answer the questions. 3 By car.
5 Comfortable L<Jbyrinth becaus:e .•
shoes for 1 When is the boy going to visit King Arthur's
walking. Labyrinth?

6 All the 2 Who is he going with?
family. 3 How is he going to travel there?

-FOR PERSONAL USE ONLY-

Integrated skills • Play the CD. Students complete the notes
with the missing information.
A visit to King Arthur's
Labyrinth • They compare answers in pairs.
• Check answers as a class.
tn thi$ tessc~n Sftldems will:
• work on all fo!Jf' lkilts 4 • Students read the three questions carefully
• read about a touriSt attraction first.

• listen to someene fl)honlng tor information • Play the CD again. Students write the
answers.
• write a persooalized dialogue
• They compare answers in pairs.
• aet out their dialogue
• Check answers as a class.

Warmer Focus on some of the vocabulary in the

Ask students to read the information about dialogue, eg in advance (before a particular
Chris in the speech bubble. Then write the
question What did you do at the weekend? event or time in the future) and brilliant
on the board. Students answer the question lbnlj~nt/ (meaning fantastic or wondetfu~.
in pairs. Listen to answers as a class.
·.• _ 1.33 Audloscr)pt, exercise 3 · -~ ~~~
Step 1: Read '
Woman: Wales Tourist Information. How can I
1 • Remind students that when we look at texts help?
like this we usually have some idea of what Boy: Oh hello. I'd like some information about
we are looking for first. We do not usually King Arthur's Labyrinth, please.
begin at the beginning of the text and read Woman: OK. What would you like to know?
everything. We scan the text until we find Boy: Well, I'm interested in visiting next
what we are looking for. weekend. Can you tell me the opening times?
Woman: Yes, it's open from 1Oam until Spm
• Students read the six questions carefully first. every day.
• They look in the text and find the answers to Boy: Great. And how much are the tickets?
Woman: Well, how old are you?
the questions. Boy: I'm fourteen and I'm coming with my
• Students compare answers in pairs. younger sister and my parents.
• Check answers as a class. Make sure Woman: OK, well our children's tickets are £5.95
and our adults' tiskets are £8.95. You can buy
students understand cave (a large hole in the them at the Labyrinth on the day, or you can buy
side of a hill or under the ground) and dragon them in advance online.
(a mythical animal that breathes out fire). Boy: Great, thanks. Is there anywhere we can
buy something to eat?
2 • Students work individually and think about Woman: Yes, you can eat at the cafe. It's also
open all day.
their answers to the questions. Boy: Brilliant! Oh, I nearly forgot ... We'll be
• They compare answers in pairs. travelling by car- is there a car park?
• Listen to students' ideas as a class. Make Woman: Yes, there is.
Boy: OK. Thanks very much for your help.
sure they give reasons . Woman: You're welcome.
Boy: Bye.
tStep 2 : Listen

3

• Check students understand the task. Elicit
the type of information they should listen for

(a time in gap 1, a price in gaps 2 and 3, a
place in gaps 4 and 5).

• Students copy the notes into their
notebooks.

-FOR PERSONAL USE ONLY-

Integrated skills - continued

Asking about an experience Step 4: Comtr~un- iJct o~"t"'e-=--~

5 9 • Students practise their dialogues in pairs.

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

• Play the CD. Students write the answers in 10 • Choose some pairs to act out their dialogue
their notebooks.
for the class.
• They compare answers in pairs. • Students raise their hand if another pair
• Check answers as a class.
has the same tourist attraction as the
6 • Play the CD again, pausing after each tourist attraction they have chosen. This will
encourage them to listen carefully to their
question or statement and each response for classmates.
students to repeat as a class.
• Note the main stress and the falling Integrated skills: Workbool< page 112
intonation in the wh- questions: What did you
c}Q there? Why was it so much fun_? What did
you enjoy IJlQ§l?
• Ask students to repeat the dialogue several
times both chorally and individually with the
correct stress and intonation.
• Students practise the dialogue in pairs. Then
swap roles and practise the dialogue again .

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

Step 3: Write

7 • Students choose a tourist attraction they
have visited.

• They copy the phrases and questions in bold
from the dialogue into their notebooks.

• They write their own answers to the
questions.

8 • Ask students to look at the questions and

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

-FOR PERSONAL USE ONLY-

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

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

You should go one day!

' listen to Chris telling Nina about his Step 4: Communicate
trip to King Arthur's Labyrinth. Complete 1-4 in
your notebook. 9 Work in pairs. Take turns to practise your
dialogues.
6 Listen again and repeat. Practise your intonation.
• !;o, did you have a good time in (a t ... ?
Whot, Why, Where and How for past Ve,, thank-'. It wa' ...
simple questions
10 Act your dialogue for the class.
What did you do?
GO
Wh.y was I wasn't it fun?
Asking about an experience
Where did you go?
Did you have a good time in I at ... ?
How did you get there? It was amazing I interesting I awful I boring.

Step 3: Writ~ What did you do?
What did you enjoy most?
7 Think of a tourist attraction you have visited. I'm glad you enjoyed it.
Then copy the phrases and questions in bold It's a pity you didn't enjoy it.
and write your answers to the questions.

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

-FOR PERSONAL USE ONLY-

1 Last weekend my fami ly and
I visited the Sherlock Holmes
Museum in London. It's small
but interesting. It's got a shop for
visitors too.

!;! The museum is like the home of

Sherlock Holmes, the main character
from the famous detective stories. You could look around
the different rooms. You could see lots of his possessions
too. You could also meet characters from the books- but
they were really actors!

3 My favourite thing was the museum shop, which was 3 Read the review again. Find more examples of You could

very good value. There were also some good books to buy. sentences with also and too. see lots of his
The only problem was that the museum was very busy.
We waited half an hour to buy tickets! 4 Rewrite the second sentences using the words p6ssessions
too.

in brackets. There were

Read and listen to the review. In which 1 You could have a drink. You could have a also some
meal. (also) good books to
buy.

paragraph does Penelope ••• 2 Young children will enjoy it. Teenagers will

a) give details about what you can do at the enjoy it. (too)

c1 museum? 3 The tickets were expensive. The cafe was
b) say what she liked and didn't like about the expensive. (also)
also have a
museum? 4 We enjoyed exploring the castle. We enjoyed meal.
c) give some general information about the exploring the gardens. (too)

museum? 2 Teenagers
will enjoy it

2 Read the Writing focus. How do you say too Writing task too.
and also in your language?
Write a review of an interesting place you 3 The cafe
visited recently. was also
expens1ve.

WRITING FOCUS Pl.a!'l Choose an interesting place and 4 Weenjayed
make notes. exploring the
also and too
We use also and too to give more information W>"itP Write your review. Write there gardens too.
paragraphs. Use your notes and the review
about something. in exercise 1 to help you.

We use also after the verb be, but before main

verbs. r· ~.. h Check your writing.

You could look around the different rooms. You ~ also and too
could also meet characters from the books.
We use too at the end of sentences. ~ past simple verbs
It's small but interesting. It's got a shop for
~ could I couldn't

visitors too.

-FOR PERSONAL USE ONLY-

Writing

A review

t_, · _·_ ~'I CJ J: -;\-:~'\'~._; - Write I play tennis. and /like watching films .
on the board. Ask students to write two more
-- - sentences beginning with I play and /like
using too and a/so, eg I also play basketball.
In this lesson students will: /like playing computer games too.

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

1
• Students read the three questions carefully
first.
• Play the CD. Students follow the text in their
books.
• They read the text again and find the
answers.
• Check answers as a class.

2 • Students read the notes in the Writing focus

box.
• Ask students to translate also and too into

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

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

3 • Students read the review again.

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

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

4 • Do the first question with the whole class as
an example (You could also have a meaD.

• Students work individually to rewrite the
second sentences using the words in
brackets. Encourage them to look at the
Writing focus box help them.

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

-FOR PERSONAL USE ONLY-

Study guide

Grammar, Vocabulary and Speaking

Tell the students the Study guide is an Speaking
important page which provides a useful
reference for the main language of the unit: the • Check that students understand the phrases
grammar, the vocabulary and the functional to use for asking about an experience.
language from the Integrated skills pages.
Explain that they should refer to this page when • Tell students to act out a conversation in
studying for a test or exam. pairs asking each other about a recent
exciting experience.
Grammar
Additional material
• Tell the students to look at the example
sentences of the past simple: affirmative, Workbook
negative, questions and short answers. Make
sure they understand how to form the tense • Progress check page 22
and its usage. • Self-evaluation page 23
• Grammar reference and practice pages
• Then tell students to look at the example
sentences of was I were and could I couldn't 86-87
(affirmative, negative, questions and short • Vocabulary extension page 103
answers). Ensure they know when to use • Integrated skills page 112
each set of words. • Writing reference and task pages 122-123

• Refer students to the Grammar reference
on pages 86-87 of the Workbook for further
revision.

Vocabulary

• Tell students to look at the list of vocabulary
and check understanding.

• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.

Teacher's Resource File Tests and Exams

• Basics section pages 11-17 • Unit 2 End-of-unit test: Basic, Standard and
• Vocabulary and grammar consolidation Extra

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

-FOR PERSONAL USE ONLY-

Study guide

Grammar Vocabulary

Past simple Literature historical novel
poetry book
affirmative adventure story romantic novel
I read the book in class. autobiography science fiction novel
They enjoyed the autobiography. biography thriller
negative comic novel travel guide
I didn't see the film adaptation. cookery book
They didn't want to read the ending. detective novel
questions fairy tale
Did I finish the book?
Did you like the main character? Professions musician
short answers painter
astronaut pilot
Yes, I I you I he I she I it I we I they did. athlete politician
No, I I you I he I she I it I we I they didn't. comedian scientist
dancer writer
We use the past simple for finished actions in the past. engineer
explorer
was I were inventor

affirmative Speaking
He was an actor.
Many events were free. Asking about an experience
negative Did you have a good time in I at ... ?
It wasn't a good performance. It was amazing I interesting I awful I boring.
They weren't in the show.
questions What did you do?

Was I I he I she I it an explorer? What did you enjoy most?
Were we I you I they critical about the novel?
I'm glad you enjoyed it.
short answers
It's a pity you didn't enjoy it.
No, I I he I she I it wasn't.
Yes, we I you I they were.

could I couldn't

affirmative
-You could visit many places.
negative
We couldn't see the stage.
questions
Could they perform?
short answers

Yes, they could . I No, they couldn't.

~ c R '' ' "'C T ~; ~~"icU\i

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

-FOR PERSONAL USE ONLY-

In this unit the student will learn .•• In this unit the student will team how to...
• understand, memorize and correctly use • identify specific information in a news report

vocabulary related to weather and natural about lightning CLC CMST sec
disasters CLC CMST SCC CAE
• understand and correctly use the past • look online for information about what you
continuous CLC L2L should and shouldn't do if lightning strikes CLC
• understand and correctly use adverbs CLC L2L
• understand when to use the past simple or the CMSTDCSIE
past continuous, draw parallels to L1 and use • identify specific information in a presentation

them in a short speaking activity CLC sec SIE L2L about natural disasters CLC CMST sec

• about a natural disaster in New Zealand and • read short news paper reports, l~sten to a
compare with natural disasters in their country weather report and learn how to react to news
CLC CMST SCC CAE CLCCMSTSCC

• about charities by watching a short video CLC • write a fictional narrative about an eventful day
SCCDCCAE CLC SCC SIE L2L

• prepare for and do a speaking exam discussing

a topic CLC CMST L2L SIE

- " ' •

•I - ~- •I

•:_ • -. •• ••·:., • .____.. - ' I

Main vocabulary Readir1g

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

• Words for natural disasters: • Read a fictional narrative
earthquake, hurricane, etc
f'itlng !nteractlon and production
Grammar
• Write a personalized dialogue about how to react to a
• Past continuous news story
• Adverbs
• Past continuous and past simple • Write a fictional narrative in three steps: plan, write, check
• Learn how to use sequencing words and expressions
Functional language
t 1s1:<:> ·-~~ 19
• Phrases for reacting to news • Listen to a lV programme about natural disasters
• Phrases to use when discussing a • Listen to a weather report

topic in an exam • Ask and answer questions about activities and weather
• Phrases for activities and weather • Exchange information about an emergency you have

in an exam context experienced

Pronunciation Spoke·P preduction

• was and were • Prepare and act out a dialogue about how to react to
news

• Prepare and do a speaking exam where you discuss a
topic

-FOR PERSONAL USE .ONLY-

Self*study and Evaluation
self*evaluation
• Unit 3 End-of-unit test: Basic, Standard and Extra
• Study guide: • CEFR Skills Exam Generator
Student's Book page 39 • End-of-term test, Units 1-3: Basic, Standard and Extra

• Progress check and self- ,. : J '• -' ••
evaluation:
Workbook pages 30-31 • Sl!leakimQ: Discussing a t0pic

• Grammar reference and practice: Digital material
Workbook pages 88-89
Pulse Live! Digital Course including:
• Wordlist: • Interactive grammar tables
Workbook pages 151-157 • Audio visual speaking model: Reacting to news
• Audio visual cultural material: Charities
Learning strategies Student's website
and thinking skills
• Basic worksheets, Teacher's Resource File pages 17-22
• Matching headings with • Vocabulary and Grammar: Consolidation worksheets,
paragraphs
Teacher's Resource File pages } 1-12
Cultural awareness

• A natural disaster in New Zealand
• Comparing earthquakes in New

Zealand with earthquakes in
students' own countries and
regions

Cross-curricular
contents

• Natural disasters, famous
disasters, a natural disaster in
New Zealand

• Language and literature: reading
news reports and reacting to news

• ICT: searching the internet for
information

communication • Fast-finisher activity: Student's Book page 31
CMST Competence in mathematics, • Extra activities: Teacher's Book pages T31, T33
• Vocabulary and Grammar: Extension worksheets,
science and technology
DC Digital competence Teacher's Resource File pages 13-14

sec Social and civic Teacher's Resource File

competences • Translation and dictation worksheets pages 4, 14
CAE Cultural awareness and • Evaluation rubrics pages 1-7
• Key competences worksheets pages 5-6
expression • Culture and CLIL worksheets pages 9-12
L2L Learning to learn • Culture video worksheets pages 5-6
SIE Sense of initiative and • Digital competence worksheets pages 5-6
• Macmillan Readers worksheets pages 1-2
entrepreneurship

-FOR PERSONAL USE ONLY-

Vocabulary and Speaking What kind of weather do you
like ~st?
Weather
H0w does it make you feel?

1 , Listen and repeat the different kinds of weather. What's the weather like today?

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

I Possible 2 Look at the pictures. What's the weather like in ...
London? Tokyo? Sydney? Athens? Madrid? New York?
answers In London it~ cold .'lnd fo(j(jy

In Tokyo it's Today 11om
stormy.

In Sydney it's
hot and sunny.

In Athens it's
warm and
cloudy.

In Madrid, it's
wet and rainy.

In New York
it's cold and
snowy.

1 Sydney 3 In which city ... XPRESS YOURSELF
2 Tokyo 1 is there a heatwave?
3 New York 2 could you hear thunder 4 Read about the weather in Sydney, Australia. Then change the red
and see lightning? words to make the sentences true for your country.
3 could you get caught in a In spring it's usually sunny and dry. ln summer it's very hot ilnd windy.
blizzard? In autumn it's sometimes rainy and Foggy.
In winter it's warm , but often stormy.
in spring in summer
iri autumn in winter 5 In what kind of weather do you do these activities? Ask and answer
in pairs.

go windsurfing go skiing play volleyball play computer games

• When do you (jo winds:urfin(j?
I (jo winds:urfin(j on windy d.'lys:.

-FOR PERSONAL USE ONLY-

Vocabulary and Speaking

Weather • Check answers as a class. Point out that
because the last four expressions in the list
In this lessen students WIU: of words in exercise 1 are nouns, if we use

• learn I t'8Vi$e woma related to weather these expressions we must use There is I
There are with them, eg There is a heatwave.
• revise the se&IK)ns There are hailstones.
• write abaut the weather in their CC>untry
• ask and answer questions about the Fog is now relatively rare in London, but in
the 19th and first half of the 20th centuries a
weather W dfffef9trt activitieS combination of damp winter weather and the
burning of fossil fuels in millions of houses
Warmer often produced thick fog, called pea soup.
In 1952, there was a particularly thick fog
Write weather on the board. Students work in and up to 4,000 people died from respiratory
pairs and write down all the words they know diseases. This led to the Clean Air Act of
that are related to weather, eg hot, cold, rain, 1956, which controlled the burning of fossil
sun. Listen to their ideas as a class and make fuels in London and some other large towns
a list of relevant words on the board. and cities in the UK.

Students work individually. They read the 3 • Students read the questions carefully first.
two questions and write their answers. They • They look at the pictures and find the
compare ideas in pairs. Get feedback from answers.
the whole class. • Students compare answers in pairs.
• Check answers as a class.
1
• Write the question What 's the weather like L kl .. - ' . . ·~
today? on the board . Elicit the meaning. 00 . ~. :'

• Play the CD. Students listen to the words and Make sure students remember the- words for
repeat them chorally and individually.
the four seasons of the year. Remind them
• Make sure they pronounce icy / msr/ correctly. that autumn is pronounced !''J:trml/ and that
• Elicit the answer to the question. the final n is sil~nt. Highlight the use of \h~

preposition in with the seasons.

We use the question What is ... like? to ask ~l:XPAESS YOURSELF
about whether something is good or bad in 4 • Check students understand the task.
some way, eg What's London like? It's a very
interesting city. It can also be used to ask • Nominate a student to read aloud the
about people, eg What's Helen like? She 's sentences about Sydney.

Ivery friendly. The word like in these questions • Students work individually and change the
red words to make the sentences true for
is a preposition and has no connection with their country.
the verb like.
• Listen to their ideas as a class.
2 • Ask students to look at the pictures.
5 • Check students understand the task. Make
• Students write about the weather in the sure they pronounce skiing lski:riJ/ correctly.
different cities using the information in the
pictures and the vocabulary from exercise 1. • Students work in pairs and ask and answer
the questions.
• Students work individually to complete the
task. • Listen to some pairs as a class.

• They compare answers in pairs. Vocabulary extension: Workboolc page 104

-FOR PERSONAL USE ONLY-

Reading Wora check

Text type: A news report Make sure students understand the words. Ask
them to translate them into their language.
! •' ~ ' ·~; ~._·iJ- ''! ' .... 'I I
• , ... 4 • Students read the questions and work

-- . -. individually to think of their answers.
• They discuss their answers in pairs.
In this lesson students Wflk • Listen to their ideas as a class.

• read a news rePOrt

• read for gist

• A1aCit for specific information

Recommended web links Ask fast finishers to think what other kinds of
weather are sometimes dangerous and why.
www.metoffice.gov.uklweatherluk/advicel
lightning.html

www.mcofs.org.ukllightning.asp

Warmer Focus on some of the other vocabulary

Ask students to work in pairs and say which in the text, eg unexpected, strike I struck,
types of weather they like and why, eg /like
sunny weather because /like going to the underneath. Make sure students understand
beach. /like snowy weather because /like the words and can pronounce them. Check
winter. Listen to their ideas as a class. understanding by asking them to translate
into their language.
1
·'Web quest . ;
• This exercise gives students practice in .
listening and reading for gist - to get the
general idea of a piece of text from key Students find out about what yQu should I
words. This is an important skill for effective
listening and reading, especially when shouldn't do if lightning strikes. Highlight the
listening to or reading longer pieces of
authentic text. Web quest tip.

• Students look at the pictures. 1 • Ask students to open an internet web
• Ask what students think happened to the girl. browser such as Internet ~plorer.
Students open a search engine (eg
Elicit ideas from the class. Googl~) and type in the suqiect of their
• Play the CD. Students listen and follow the sear:ch.

text in their books. • Students find as much information as
• They compare answers in pairs. they tan.
• Check the answer as a class.
• They make notes on three things you
2 • Students read through the five events should do and three things YQIJ
shouldn't do if lightning strikes.
carefully first.
• They read the report again. 2 • Students work in pairs and eompare
• Students work individually and put the events tt~eir information.

in the correct order. ] • Students make a class fact sheet about
• They compare answers in pairs. lightning.
• Check answers as a class.

3 • Students read the six questions first.

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

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

-FOR PERSONAL USE ONLY-

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

Word check
take shelter consciousness burn damage recove r injury wi re

b!':1 v ·~-~ ~·i·~·.'l! ..•

lightning can travel at

150,ooo km per second!

3 Answer the questions.

Her MP3 Reading 1 What did Sophie's grandma give her? 1 An MP3
2 Where were Sophie and her friend when
player A news report player.
probably lightning struck?
saved her 3 How did Sophie go to hospital? 2 Under a tree.
life when she 4 Where was Sophie hurt?
was struck by 5 Where was Sophie's MP3 player when the 3 By car.
lightning. I Her
accident happened? 4 Sophie's
MP3 player 6 What part of the MP3 player did the lightning chest, legs,
eyes and
probably saved go through? ears were
her life when hurt.
lightning hit her. 4 Have you ever been in a very bad storm? What
happened? 5 Around her
d neck.
Sophie's
grandmother 6 The wire.
gave her a
present. 1 ~-~ look at the pictures. What do you think Ve-'. I have. My mum and I were in the car and it
happened to the girl? Read, listen and check. s:tarted raining ...
2c
2 Read the report again and put the events in order. ·~:~ ;FINi.SHED?.
Sophie
and her a) It started raining. What other kinds of weather are sometimes
boyfriend b) Sophie went to hospital. dangerous? Why?
went for a c) Sophie and her friend went for a walk.
walk. d) Sophie's grandmother gave her a present. Foggy weather iJ: dangerous: becaus:e it
3a e) An accident happened.
It started caus:eJ: car accidents;.
raining.
Search the internet to find out what you should I shouldn't When you a search engine to find
4e information, just enter the main words
do if lightning strikes. the search bOx- don't write words like
An accident
happened. t Find three things you should do and three things you the or
shouldn't do.
5b
Sophie went a Work in pairs. Compare your information.
to hospital. i1 Make a class fact sheet about lightning.

-FOR PERSONAL USE ONLY-

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

-FOR PERSONAL USE ONLY-

Grammar

Past continuous

l. r:~~ s .:-' ., c:\~)I:;:.-.) ~ ' I '\ :, Students read the information. Ask them
to compare the usual use of the past
- -- - ·- - ~ . continuous in English to talk about temporary
situations with when they use the past
In this lesson stt:Jclents will: continuous in their language.

• learn I reVi~ the past continuous 5 • Students read the whole email first.
• They work individually and fill the gaps using
• learn I revise a - of adverbs the past continuous form of the verbs in
brackets.
Warmer • Students compare answers in pairs.
• Check answers as a class.
Write the sentence Sophie was wearing an
MP3 player around her neck on the board Adverbs
with the words in the wrong order: around
Sophie an neck was MP3 player wearing Look!
her. Students work in pairs and write the
sentence in the correct order. Write the Focus students on the Leok! !lox. Highlight
correct sentence on the board. that adjectives tell us mare about nouns, and

1 • Students copy the table into their notebooks. adverbs tell us more about verbs. Read the

• They read the example sentences. example sentences aloud to the elass.
• Students work individually and complete the
6 • Students look at the Study guide on page 39.
table with the past continuous form of rain,
sit and listen. • They copy the table into their notebooks.
• They compare answers in pairs. • Students work individually to write the
• Check answers as a class.
adverb forms of the adjectives in the correct
2 • Explain the task. column in the table.
• They compare answers in pairs.
• Students look at the table again and choose • Check answers as a class.
the correct words to complete the rules.
7 • Explain the task. Students choose the correct
• Check answers as a class.
words to complete the different pieces of
Point out that the present continuous refers advice.
to actions in progress in the present and the • They complete the exercise individually.
past continuous refers to actions in progress • Check answers as a class.

1

in the past.

3 • Students read the spelling rules on page 39. ' Hard is the irregular adverb form of the
adjective hard. It can be used to modify
• They complete the exercise individually.
• Students compare answers in pairs. . various verbs, eg work hard, study hard,
• Check answers as a class. Make sure they rain hard. The word hardly does exist but it
means almost not, eg It was so foggy I could
understand the two meanings of lie, eg lying hardly see.
in bed and lying (not telling the truth) as these
are both used in later exercises in the lesson. ....!:. Pronunciation lab: Weak forms: was

4 • Nominate two students to read aloud the • • ••• • 9:t

example question and answer. ····F lw-:Jz! and were lwaW, page 124
• Students work individually to write questions -~----~
- . -...- '- ;---· -
and answers for each of the situations. Digital course: Interactive gra111mar table
• They compare answers in pairs.
• Check answers as a class. Study guide: page 39

-FOR PERSONAL USE ONLY-

Vocabulary and Listening

Natural disasters 5

• learn sorne vocabulary related Ill ttatural • Play the CD.
• Students check their answers from exercise 3.
dtsasters • Students compare answers in pairs.
• listen for spectfic InfOrmation • Check answers as a class.

Warmer 6 • Students read the questions carefully first.

Play a game of Hangman to introduce the • Play the CD again. Students write the
topic. Use dashes to represent the letters answers.
of disaster and write them on the board:
________. Ask students to suggest • Check progress. If necessary, play the CD
letters of the alphabet. Only accept letters again.
that are pronounced correctly. Continue until
students have guessed the word. • Check answers as a class.

1 Focus on some of the vocabulary in the
audioscript, eg crashing down, occur; behave,
• Play the CD. cry, special abilfty. Make sure students
• Students listen and repeat the words chorally understand the words and can pronounce them.

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

-FOR PERSONAL USE ONLY-

Vocabulary and Listening

Natural disasters

2 wildfire 1 '- · ' listen and repeat the words in the box. Which 4 Write three sentences about a
two words can't you see in the pictures? Complete the disaster that happened in your
3 flood explanations 1-8. country. Use words from exercise 1.
4 volcano
5 earthquake volcano earthquake avalanche hurricane There w"' " flood in C6rdobi:l. ~ome
6 tsunami flood wildfire tornado tsunami landslide
people lo't their home,. My fi:l mily <:lnd
7 drought drought famine
I were 'afe.
8 tornado 2 f Listen and check your answers.
5 ~ listen to a TV programme
Landslide and 3 What do you know about natural disasters? Look at the quiz. about natural disasters and check
famine are not Are the sentences true or false? your answers to exercise 3·
shown in the
pictures. 1 Most of the world's volcanoes are in Europe. 6 Listen again and answer the 1 Volcanoes
2 There are over 1,000 tornadoes in the USA every year. questions. and
2 True 3 An earthquake happens somewhere in the world earthquakes.
3 True 1 Which two kinds of disaster often
4 True every 30 seconds. happen near the Pacific Ocean? 2 Because
4 Landslides can happen because of wildfires. they are too
2 Why don't we always feel small.
earthquakes?
3 In the middle
3 Where do some tsunamis start? of the sea.
4 What can stop a landslide?
5 What do birds sometimes do 4 Trees.

before a disaster? 5 They stop
singing.

-FOR PERSONAL USE ONLY-

New Zealand is a country in the

Pac;ific Ocean 1,500 km east of
Au$ttalia. Many earthquakes
happen there. New Zealand also

has more than so volcanoes!

Afew years ago, a terrible earthquake

happened in the ctty of Chri~Jtchurch in

NeW Zealand. It kWed 185 people, but Jay

Watson bad a lucky escape.

What were you doing 'Nhen the GgJi!'il Were you hun?

earthquake happened? At first I thought I was seriously injured,

I wasn't at school that day because I but I actually only had a few scratches and

was sick. I was sitting on my bed when mm:mD bruises on my back. I was really lucky!
I heard a terrible noise and the whole How did you feel?
house started shaking.
~ What did you do? Scared! And not just because of the fall.
Lots of bricks fell on top of me while I

I realized it was an earthquake so I was lying on the ground. Our next-door

quickly got down on the floor between neighbour, who's a firefighter, pulled

my bed and the wall. I thought that was me out from under the bricks. My mum

the safest place. At school, we often couldn't believe that I was alive!

have earthquake drills, so we know GgJi!'il How did your life cnange because of the
what to do in an emergency.
earthquake?
GmB What happened next?
W Suddenly the wall of my bedroom fl) Well, we had to move to a new house

because there was so much damage to our

collapsed and I fell out of the house! I old one. It's in a different area, but I still go

fell about ten metres, from the second to the same school. And it's only got one

floor of the house into the front garden! floor, so I feel a bit safer!

1 protect 1 Look at the pictures of Jay and his house after CULTURAL COMPARISON
himself an earthquake. Can you guess where he was
when the earthquake happened? 4 Answer the questions.
2 through a
wall Read and listen to Jay's story. Check 1 Do earthquakes ever happen in your country?
your answer to exercise 1. 2 When and where was the most recent earthquake?
3 not badly 3 Do earthquakes happen more in some places?
3 Read the interview again and choose the
4 someone he correct words.
knew
jay ...
5 lives in the
same area 1 tried to escape I protect himself.
2 fell out of a window I through a wall.
3 was badly I not badly hurt in the

earthquake.

4 was helped by someone he knew I a team of

firefighters.

5 no longer lives in the same area I goes to

the same school.

-FOR PERSONAL USE ONLY-

Cultural awareness

A natural disaster in

New Zealand Christchurch is the largest city in the South

LP:=:so:l '-· ~-:.:-;::·;i ·Jc~~,; Island of New Zealand, with a population

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

Zealand

• talk about earthquakes in their country

has been estimated at around £20 billion.

Warmer COMPARISON

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

1 • Check students understand the task.

• They look at the pictures and answer the
question.

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

correct them at this stage.

2

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

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

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

3 • Students read the questions carefully first.

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

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

Word check

Make sure students understand the words and
can pronounce them correctly, especially bruise
/bru:z/. Ask them to translate them into their
language.

-FOR PERSONAL USE ONLY-

Grammar • Ask students to read the whole text
before they choose the correct words and
Past simple and past t1n$wer the questions.
continuous
• Students work individually to complete
.,.In this leaeon students will~ tilt exercise.

• cotlbael the UBI Gf 1he put a1mple and • "They compare answers in pairs.

• ask and answer questions aboUt an 6

emergency • 'ray the 00. Students listen and check

• read a quiz aboUt historical events tt'ilir answers to exercise 5.

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

in the difference between the past
continuous and the past simple and also
practises adverbs.

-FOR PERSONAL USE ONLY-

Grammar Grammar in context:
Famous disasters
Past simple and past
continuous 5 Read the text and choose the correct words.
Then answer the questions.
1 Look at the table. Then copy and complete the c 65 million
rules with when and while. to ~fetnber 9f tliis 3 when
b Pompeii
past continuous and past simple year. london (4) was I 4 was
I was silti.ng on my bed when I heard a noise . 5 quickly
I heard a noise white I was sitting on my bed . \'11818 bumir:~g! The file c 1666
6 rebuilt
a) We usually use the past simple after .... stdfled by accident a an
b) We usually use the past continuous after .... Or:lQ · (5) quick I
earthquake
2 Make sentences about Jay's family using the quicj(ty, destroyed 7 suddenly
Iorge areas of the
was eating past simple and past continuous. dly.What 'MOIS.tl:le
when the ';!30(?
lights went His mum I cook I when I she I hear a shout o) 1444 b) 1555
out. c) 1666
1-Ji' mum WCJS.' cookint when 'he heCJrd CJ ' hout
2 His dad AOtnfa1n5titchOApcne1a1n9-tlo2,thaeshUiSpAwwahsecnr~os~7s)isnuga~aJe1n 1
was walking 1 His brother I eat I when I the lights/ go out.
down the 2 His dad I walk down the street I when I the suddenly hit an iceberg.The ship sank What
street when was the shipis name?
the ground ground I move. a) The ($oi(Jen t:lind b) The Titan~
moved. 3 Jay's sister I talk to her friends I when I c) The Santo Marfa

3 Jay's sister somebody I shout 'Earthquake! '
was talking 4 His grandparents I watch TV I when I
to her
friends when everything I Fall off the shelves.
someone
shouted 3 Copy and complete the email with the correct
'Earthquake! ' form of the verbs in brackets.

grand parents !SZl Sene! <:o Reply n
were watching Hi Ingrid!
TV when
everything We're having lots of adventures on our
fell off the
shelves. holiday. While we (1) ... (stay) at a campsite

near a river, we (2) .. . (have) a terrible

experience. There (3) ... (be) a flood while

we (4) ... (sleep). When we (5) ... (wake up),

we (6) ... (be) wet.

Hope you're having a good summer!

Jack

XPAESS VOURSE!LF

4 Work in pairs. Think of an emergency you have
experienced. Ask and answer the questions.

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

-FOR PERSONAL USE ONLY-

It's so cold here at the moment!
Do you prefer hot or cold weather?
I definitely prefer hot weather!

0 Smdenrs and reachers at Gl\lnge eco ndary choul in the viJL1ge

of Hepworth near Ou.ndec wer.e unable ro get home last night 0 Icy conditions were ~till causing problems
bea1~1 se heavy snow IVliS bloeking rhe roads. ' We had. to lecp

on rhe Aoor - i t wasn't very contformblc,' said t3-yca r-olcl Jamie all over the country today. However in
Banks. But it wasn't all bad. 'The teachers let us play games on
the school computers,' Jamie added. the norl~ of England some students :Vere
belebrohng when the ir school was closed
Necause o f lhe bod weath er. 'Til is is great I

ow_I con ,go and ploy snowballs wil h .

mydfnends, said Jessica Wa tson, a Year 8

f) A student from Mortime stu ent from Durham .
come first in a national rhSchool, Coventry, has
14·year·old Lucy Presto p ot~graphy competition. Step 2: Listen,~
ta ke her w inning phot n ~ sef her mobile phone to
What is she oojng d0 0 . ~ rozen lake in winter. 3 I Listen to a weather report. Write
10
going to use It to buy o WI her £500 prize? 'I'm ..,....,.,·~· ~
1 Wales
a camera!' she laughed. 2 one and a
half metres
missing words and phrases 1-7 in your 3 dangerous
4 trains
1 Unlucky notebook. 5 icy
students 6 sports
spend night Step 1: R~pAJ centre
in classroom 7 get better

2 Schools 1 Match the headlines with newspaper Today it is very cold in Scotland, th!i! north and INot to travel
close as articles 1-3. south of England, and in (I) .... Snow is falling by car if their
blizzards journey isn't
continue , important.

3 Local girl's Matching headin~ with paragraphs and there is deep snow lying in some parts of the
photo When ttwlng to match headings with country. It is more than (2) ... deep in some places.
success paragtll~hs, look for words that have There are blizzards in the south of England.
shnfiar meanings. The heavy snow has made conditions on the roads
1 Jamie Banks ph:Gto suece-ss = has won very (3) ... , and many (4) ... are not running. Some
2 Lucy roads are blocked by snow, while other roads are
2 Read the articles and answer the questions. very (5) .... The police have asked people not
Preston Who ... to travel by car if their journey isn't important.
3 Jessica Twenty people spent the night in a local (6) ...
1 said he had fun in a difficult situation?
Watson 2 won something? when blizzards on the M25 motorway closed
4 Lucy 3 felt happy when she heard some news?
4 plans to spend some money? the road.
Preston 5 didn't expect to have a holiday? The weather will (7) ... tomorrow, but it will
5 Jessica remain very cold until the weekend.

Watson 4 Listen again. What have the police asked
people to do?

-FOR PERSONAL USE ONLY-

Integrated ski Is step 2: Lista

In the news 3

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

Warmer • Check answers as a class.

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

1 • Highlight Lucy's speech bubble. Elicit

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

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

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

Matching headings with paragraphs

Focus students on the Skills builder box.
Elicit the phrases in article 3 that show the
girl was successful (come first, winning
1 photo). Point out that it is an important skill
to recognize key words and to use extra

Iinformation such as headings or headlines in
order to get the general idea of the context of
a text and understand it.

2 • Students read the questions carefully first.

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

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

-FOR PERSONAL USE ONLY-

Integrated skills - continued

Reacting to news

5 9 • Students practise their dialogues in pairs.

• Students read the dialogue first. • For extra practice, they swap roles in both
• Play the CD. Students listen and choose the dialogues.

correct words. 10 • Choose some pairs to act out their dialogue
• They compare answers in pairs.
• Check answers as a class. for the class.
• Students raise their hand if another pair has
6 • Play the CD again, pausing after each
the same news story as the news story they
question or statement and each response for have chosen. This will encourage them to
students to repeat as a class. listen carefully to their classmates.
• Note the main stress and the falling
intonation in the wh- questions: What
t}Ep_pened? What was it?
• Ask students to repeat the dialogue several
times both chorally and individually with the
correct stress and intonation.
• Students practise the dialogue in pairs. Then
swap roles and practise the dialogue again.

Step 3: Write:~

7 • Students work individually.

• They choose a news story from exercise 1 or
choose a news story of their own.

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

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

8 • Ask students to look at the questions

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

-FOR PERSONAL USE ONLY-

Hi Chris! Guess what happened (1) yesterday I What was it?

last night during the storm? No way! That's (3) terrible I bad news. Was

Well, I was watching TV when I heard a loud noise ... anybody hurt?
Great, I'm really pleased about that.
A huge tree fell down in our (2) road I street!
Wow, that's (s) amazing I fantastic! I'm definitely
It fell in our garden.
going to watch it.
No, luckily everybody was OK. We were all
inside because of the awful weather.

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

(4) tonight I tomorrow!

2 street 5 · • Listen to the dialogue. Choose the Step 1,: Commun~cote
3 terrible correct words.
4 tonight 9 Work in pairs. Take turns to practise your
6 listen again and repeat Practise your intonation. dialogues.
5 amazing I-Ii ~CJra ! G u e~~ what hClppened _9
StepJ: Write
I don't know. what happened?

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

Congratulations!
Well done!

-FOR PERSONAL USE ONLY-

Writing

A fictional narrative

1 One day (1) ... my friend Rosie and I decided to go for 4 Rewrite the sentences with the words in so she sat
2 later a walk in the mountains. The sun was shining the correct position. More than one answer down to
3 Soon when we set off, but (2) ... the weather is possible. have a rest. I
changed. It was very foggy and we couldn't She was
4 Then see where we were going. (3) ... we were lost. 1 She soon was tired so she sat down to soon tired
5 By then have a rest. so she sat
We didn't know what to do. (4) ... I down to
6 in the end remembered I had my mobile phone in my bag! 2 Sam didn't want to go on the trip, but have a rest.
I tried to phone my dad, but my phone wasn't he in the end enjoyed it.
1 One day working. (5} ... it was getting dark and we were 2 Sam didn't
2 In the end cold and frightened. 3 I was feeling by then hungry because it want to
3 Bythen was lunchtime. go on the
4 the past Suddenly we heard the sound of a helicopter. trip, but in
We couldn't believe our luck! It was coming to 4 It went cloudy and it started then the end he
simple rescue us. raining. enjoyed it./
Sam didn't
Everything was alright (6} ... -but we learned Writing h>rSbf. want to
our lesson. Next time, we'll check the weather go on the
forecast before we go for a walk in the Write a fictional narrative about an trip, but he
mountains! eventful day trip. enjoyed it in
P an Think of an idea for your story. the end.
1 I Read the story. Complete it with the words Then make notes:
and expressions in bold in the Writing focus. Then • who it is about- you or somebody 3 By then I
listen to check your answers. was feeling
else? hungry
WRITING FOCUS • how will the story begin and end? because
it was
Sequencing words and expressions 1Nr'fe Write three paragraphs- an lunchtime. I
We use the following words and expressions to show introduction, the main part of the story, I was feeling
the order in which events happened. and the end. hungry
by then
One day Sam woke up early and went swimming ... Check your writing. because
Soon it was time for breakfast. it was
Then he went back to the campsite. ~ past simple and past continuous lunchtime.
By then his family were eating. verbs
Later they all went to the beach. 4 It went
In the end they stayed at the beach untilw p.m. 0 sequencing words cloudy
and then
2 look again at the Writing focus. How do you say the it started
words and phrases in your language? raining. / It
went cloudy
3 Read the story again and answer the questions and it then
about sequencing words and phrases. started
raining.
1 Which phrase often goes at the beginning of a
story?

2 Which phrase often goes at the end of a story?
3 Which phrase is often followed by the past

continuous?
4 What tense do we usually use with the other words?

-FOR PERSONAL USE ONLY-

Writing The expression in the end is used to mean
finally or after a period of time or thought.
A fictional narrative The expression at the end cannot be used in
this way. It must be followed by of, eg at the
Lesson objectives end of the lesson, at the end of the film and
refers to a specific point of time.
In this lesson students will:
• read a short narrative The aim of this activity is for students to
• use sequencing words and expressions produce a piece of guided writing that
• write a fictional narrative includes the correct use of the past simple
and the past continuous. It also gives
Warmer them practice in using sequencing words
appropriately. Ask the students to follow the
Write the word mountains on the board. Ask stages in the Student's Book. At the Check
students to look at the picture and tell you stage, ask them to swap notebooks and
why mountains can be dangerous. Elicit check each other's writing.
some possible answers from the class and
write them on the board, eg You can lose Writing ~ferenc.e. a.nd.pr.actl-~·~· ;'w...o.. rk.bo~k'.--:ge'~":f-
your way. You might fall. The weather can
change very quickly.

1

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

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

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

2 • Students look at the sequencing words and

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

3 • Students read the questions and find the

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

4 • Explain the task. Make sure students

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

-FOR PERSONAL USE ONLY-

Study guide

Grammar Vocabulary and Speaking

Tell the students the Study guide is an Speaking
important page which provides a useful
reference for the main language of the unit: the • Check that students understand the phrases
grammar, the vocabulary and the functional to use for reacting to news.
language from the Integrated skills pages.
Explain that they should refer to this page when • Tell students to act out a conversation
studying for a test or exam. between two people who are discussing an
interesting piece of recent news.
Grammar
Additional material
• Tell the students to look at the example
sentences of the past continuous: affirmative, Workbook
negative, questions and short answers. Make
sure they understand how to form the tense • Progress check page 30
and its usage. • Self-evaluation page 31
• Grammar reference and practice pages
• Then tell students to look at the example
sentences with adverbs. Ensure they 88-89
understand how to use adverbs in sentences. • Vocabulary extension page 104
Get students to translate into their own • Integrated skills page 113
language if necessary. • Writing reference pages 124-125

• Tell students to look at the example
sentences with when and while. Make sure
they understand that we usually use the past
simple after when and the past continuous
after while.

• Refer students to the Grammar reference
on pages 88-89 of the Workbook for further
revision.

Vocabulary

• Tell students to look at the list of vocabulary
and check understanding.

• Refer students to the Wordlist on page 151
of the Workbook where they can look up any
words they can't remember.

Teacher's Resource File • Unit 3 End-of-unit test: Basic, Standard and
Extra
• Basics section pages 18-22
• Vocabulary and grammar consolidation • CEFR Skills Exam Generator
• End-of-term test Basic, Standard and Extra
pages 11-14
• Translation and dictation pages 4, 14
• Evaluation rubrics pages 1-7
• Key competences worksheets pages 5-6
• Culture and CLIL worksheets pages 9-12
• Culture video worksheets pages 5-6
• Digital competence worksheets pages 5-6
• Macmillan Readers worksheets pages 1-2

-FOR PERSONAL USE ONLY-

Study guide

Grammar Vocabulary

Past continuous Weather rainy
snowy
affirmative blizzard stormy
cloudy sunny
1/ He I She /It was talking with friends. damp thunder and lightning
We I You I They were doing their homework. dry warm
foggy wet
negative hailstones windy
heatwave
1/ He I She /It wasn't tidying her room . icy
We I You I They weren't eating lunch.
Natural disasters
questions
Was it snowing? avalanche landslide

Were we I you I they walking? drought tornado

short answers earthquake tsunami
Yes, it was.
famine volcano
No, we I you I they weren't.
flood wildfire
We use the past continuous to talk about things
that were in progress in the past. hurricane

Adverbs Speaking

It's cold. Dress warmly! Reacting to news
It's foggy. Drive carefully!
It's raining hard today. Wh at ... ?
I can easily do this exercise. Where ... ?
She speaks English well. Whe n ... ?

Past simple and past continuous Why I Why not?
No way! I I can't believe it!
past continuous and past .......
His mum was cooking dinner when she heard a That's amazing I great I terrible news!
shout. I'm really sorry I pleased .
Lots of brick fell on me while I was lying on the
ground . Congratulations!
Well done!
Past continuous spelling rules
I- ~
• For most verbs, add-ing to the infinitive
go~ going play~ playing }.. ~AftNJNf~ TQ .L~A~N

• For verbs that end in -e, omit the -e and add Practise weather vocabulary by keeping a
-ing weather diary. Write a short description of the
come~ coming give~ giving weather every day.

• For one syllable verbs that end in vowel+

consonant (except w, x or y), double the
consonant and add -ing

• For verbs that end in -ie, omit the -ie and add
-ying

die~ dying lie~ lying

Progress check: Workbook page 30.

-FOR PERSONAL USE ONLY-

Giving a talk

Work in groups of three to prepare and give a When you give a talk, remember to:
talk about a famous person in history. • plan the talk and make a list of the
equipment you will need.
1 Look at the materials for giving a talk below. • be creative- use search engines to look
Find ... for different photos and vi deo cli~s to
make your talk more attractive.
1 a picture of the person • check the pronun ciation of diffic
2 a video clip words in an online dictionary.
3 an overview of the talk
4 questions for the people listening to the talk
5 quotes by the famous person

2 Look at the equipment for giving a talk
in the box. What are the advantages and
disadvantages of each item?

computer internet connection DVD player
board projector spea kers poster
photoco pies

questions for £:8lly 'Ride- wm; the fir't American wom8n in'pace.. ~ow much
the people do you know about her?

listening to the Whae wa' 5;he, born'7
talk
~~~ jo!11ed NA9. (North American ~pace Agency) InJC175.
f.low many people ~w the advert Inli'le new~paper slid

applied to jointhe- 'P8Ce- programme"

When wa' her fir't ' pace flight'7
£:8lly wa' anactronaut and phy, icict.What d'e did 'he do9

Which ofthe'e award' did'Ride win'7

-FOR PERSONAL USE ONLY-

Collaborative project 1

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

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

questions about it

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

Warmer

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

Read the task with the class and check
students understand.

1 • Briefly discuss giving a talk with the class.

What makes a talk interesting? What types
of information can you include? What
equipment could you use?
• Read the list of items students have to
identify and help with any vocabulary.

Remind students that a quote is something a

person says.
• Ask students to read the information and find

an example of each item.
• Check answers as a class. Ask if there are any

other items which could be included in the list.
• Read the Digital literacy box with the class

and check students understand. Discuss
why it is important to plan the talk and what
equipment you need.
• Point out that talks are more interesting when
you include photos and video clips and that
it is important to check the pronunciation of
difficult words.

-FOR PERSONAL USE ONLY-

3 8 • Look at the evaluation grids with the class.

• Ask students to read the questions carefully. • Read through the different options and help
• Play the CD. Students listen and answer the with any vocabulary as necessary.

questions. • Students complete their self-evaluation. Give
• Check the answers as a class. help if necessary.

4 • Students read the sentences carefully first. In pairs, students write an interview with
• Play the CD again . a famous person from history. They can
• Students decide if the sentences are true or practise and act out their interview.
false and correct the false sentences.
• Students compare answers in pairs. '• 1.48Audioscript, exercise :t . ·: ~-·;; >'~;.~~
• Check answers as a class.
Sonia: OK, so we decided to do our talk about
5 • Students read the conversation extract and Sally Ride, the astronaut who was the first
complete it in pairs. American woman in space. We're all looking for
information. Shall I check all the facts and write
• Play the CD of the whole conversation again. a plan? Then I can write the overview, too.
Students listen and check their answers. Edu: We have to participate equally. We can all
write a plan. Sonia, you can check the facts and
• Check answers as a class. Students practise then I can organize the information.
the converstion extract in groups. Mario: I can write the overview, find photos and
quotes ... and look for a good video clip.
6 • Read the Useful language box with the class Edu: But we're not giving a Powerpoint
presentation ... We can't show a video clip.
and help with any vocabulary. Practise as Mario: What about putting the video clip on a
necessary. DVD? We can use a projector for the photos.
• Elicit other examples of each phrase, eg We Edu: So we need a DVD player and a projector.
need a computer with an internet connection I'm not sure. I think that's too much equipment.
for our talk. Instead of a poster, let's draw a Sonia: But we want the talk to be creative and
cartoon. interesting!
• Students work in groups of three and plan Edu: Wait a minute! We don't need lots of
their talks. equipment to make the talk interesting.
Mario: That's true. We can make a poster with
7 • Read the three steps with the class to give the photos and quotes, and write the overview
students a clear idea of what they have to do. on the board.
Sonia: I've got an idea. Instead of a video clip,
• Monitor while they are working and give help we can write an interview with Sally Ride and act
if necessary. it out. What do you think?
Edu: That's brilliant! And what about writing a
Share information quiz? We can divide the class into teams and
Students share their information in their groups. give them a photocopy of the questions. They
They discuss their work and how to improve it. listen to the talk and then answer the questions.
They check for errors . Sonia: Yes, I love that idea. We can have a prize
for the best team. Do you agree?
Create the talk Mario: Yes, I think that's a good idea. So our talk
Each group creates their talk. Encourage them includes an interview, a photo with quotes and a
to be creative and try to make the talk as fun quiz.
interesting as possible. Remind them to use Edu: And we only need the board and some
their own words and to check for errors. photocopies. We don't need any other equipment!
Mario: OK, so shall we write the plan?
Show and tell
Each group gives their talk. Allow time for the
other students to ask questions. If you like, the
class can vote for their favourite talk.

-FOR PERSONAL USE ONLY-

Listen and plan )

connection 3 •: Listen to Sonia, Mario and Edu 6 Work in groups. Plan your talk. Use the Useful
2 a poster, the doing the task about the items in the box in language box to help you.
exercise 2. Answer the questions.
board and • Choose a famous person in history to do your
photocopies 1 Which two items don't they mention? talk about.
2 Which items do they decide to use?
1 False • Decide how to structure the talk and what
They do 4 Listen again. Are the sentences true or false? equipment you need.
participate Correct the false sentences.
equally. • Decide how to share the work. Make sure
1 They don't participate equally because Sonia everyone contributes.
2 False does all the work.
They aren't • Decide when to meet again to share your
all happy to 2 They are all happy to use lots of different information.
use lots of equipment for the talk.
equipment J1QD Create )
for the talk. 3 They make a poster with photos and some
quotes. _7 Follow the steps to create your talk.
3 True
4 True 4 They decide not to show a video clip of an (" _,,.,_ .
interview with Sally Ride.
1 need ' Share information
2 minute 5 Complete the conversation extract with the Read and listen to each other's work. Discuss
3 true words in the box. Listen again and check your your work. Check these things.
4 Instead answers. • Is it in your own words?
5 brilliant • Have you got all the information you need?
6 idea minute idea instead true yes • Have you got photos, video clips, etc?
7 Yes brilliant need • Is the grammar and vocabulary correct?
• Is the spelling and punctuation correct?
\1
Create the talk
Edu: So we (1) ... a DVD player and a projector? Plan the talk and what information you will
I'm not sure. I think that's too much include. Decide what equipment you will
equipment. need. Add your photos and video clips. Then,
check the grammar, vocabulary, spelling and
; Sonia: But we want the talk to be creative and punctuation.
interesting!
Show and tell
Edu: Wait a (2) ... ! We don't need lots of
equipment to make the talk interesting. 8 Now ask your teacher for the group and
individual assessment grids. Then complete
Mario: That's(3) .... We can make a poster with the grids.
the photos and quotes, and write the
overview on the b.oard. USEFUL LANGUAGE

Sonia: I've got an idea. (4) ... of a video clip, we What equipment (do we need)?
can write an interview with Sally Ride and We need (a DVD player).
act it out. What do you think? That's true.
I've got an idea. Let's (play some music). What
: Edu: That's (s) ... ! And what about writing do you think?
a quiz? We can divide the class into
teams and give them a photocopy of the That's brilliant! I Yes, I love that idea. I OK.
questions. They listen to the talk and then That's boring. I I don't really like that idea.
answer the questions.
Instead of (a video clip), let's ...
Sonia: Yes, I love that (6) .... We can have a prize
for the best team. Do you agree?

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

-FOR PERSONAL USE ONLY-

Unit objectives and key competences

In this unit the student will learn ... In this unit the student will learn how to ...
• understand, memorize and correctly use • identify specific information in an online news

vocabulary related to geography, landscape and article about a Scottish island CLC CMST DC CAE
• look online for information about Scottish
animals CLC CMST sec
islands CLC CMST DC CAE SIE
• understand and correctly use comparatives and • identify specific information in a dialogue about
superlatives CLC L2L
a project CLC CMST sec
• understand and correctly use countable and
uncountable nouns CLC L2L • read a web page about a day as a volunteer,
listen to conversations about volunteering and
• about safaris in South Africa and compare with
learn how to express preferences CLC CMST sec
animals in their country CLC CMST CAE sec
CAE
• about animals by watching a short video CLC • write a geographical description CLC CMST SIE
CMSTSCC DC
L2L
• prepare for and do a listening exam with

multiple-choice answers CLC L2L SIE

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

• Animals: butterfly, gorilla, owl, etc • Write a personalized dialogue about expressing
preferences
Grammar
• VVrite a geographical description in three steps: plan,
• Comparatives and superlatives write, check
• Countable and uncountable
• Learn how to order adjectives correctly
nouns
• Listen to a dialogue about a project
Functional language • Listen to short conversations about volunteering

• Phrases for expressing • Exchange information about natural wonders
preferences
• Prepare and act out a dialogue about preferences
Pronunciation

• IW in comparatives and
superlatives

• Difficult sounds: /g/ and /d3/

-FOR PERSONAL USE ONLY-