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Tom Hutchinson Zoltán Rézmu˝ ves

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Contents Introduction

Student’s Book Contents

Teaching notes Introduction unit

Unit 1

Unit 2

T16

Unit 3

T28

Unit 4

T40

Unit 5

T52

Unit 6

T64

Student’s Book Audio scripts

T88

Workbook answer key

T98

Workbook Audio scripts

T110

Teacher’s Book contents

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Contents Unit topic

Grammar

Vocabulary

Communication and skills

Introduction p4

Present simple p5 Present continuous p7

Everyday English Classroom discussion p5

Speaking and Listening Finding out about the teenagers p5

1 My life p8

Past simple: be p9 regular and irregular verbs p9 questions p11

Life stages p8 Families p12 Everyday English Invitations, likes and dislikes p15

Reading My new home p8 My family p12 Speaking Talking about someone you like p9 Talking about your weekend p11 Listening Beatrix Potter p9 What did they do last weekend? p11

Culture, Across the Curriculum, Project

Culture Families p16 Across the Curriculum History: early human migration p17 Project Family p19 Song Our house p19

Develop your writing so and because p19

2 The future p20

3 Times and places p32

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will for the future p21 will for decisions p23 going to for intentions p27

Past continuous: affirmative, negative, questions and short answers p33 Past continuous and past simple p35

Space p20 Places p25

Reading Star travellers p20 Your future p24

Culture Transport p28

Speaking About the future p21 Your predictions p25

Across the Curriculum Science: the solar system p29

Listening People’s predictions p25

Project The future p31

Develop your writing Paragraphs p31

Song Spaceman p31

Collocations p33 Natural disasters p34 Houses p37

Reading James’s Internet friends p32 A flood p34 Murder in the library p36

Culture Britain p40

Everyday English Useful expressions, responses p39

Speaking What were they doing? p33

Everyday English Useful expressions, offering help, stating intentions p27

Listening What was in the picture? p33 John Ross murder enquiry p37 Develop your writing but and however p43

Across the Curriculum Geography: time zones p41 Project A country p43 Song Daydream Believer p43

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Unit topic

Grammar

Vocabulary

Communication and skills

Culture, Across the Curriculum, Project

4 Cities p44

The definite article the p45 the, a / an p47

Places in a city p45 somebody, anybody, everybody, etc. p49 Everyday English Useful expressions, future arrangements, making arrangements p51

Reading Layla’s holiday in London p44 The Tailor of Swaffham p48 Speaking Asking for and giving directions p47 Listening Visiting London p45 Jimmy’s and Martha’s dreams p49 Develop your writing Using pronouns and possessive adjectives p55

Culture The Big Apple p52 Across the Curriculum History: the plague p53 Project An important city p55 Song Last Train to London p55

5 Experiences p56

Present perfect p57 questions p59 ever and never p59

Experiences p56 Rubbish p61 Everyday English Useful expressions, just + present perfect p63

Reading Ambitions p56 Ken Noguchi and Mount Everest p60 Speaking Talking about what people have done p57 Talking about what you’ve done p59 Interview with Ken Noguchi / Lewis Gordon Pugh p61 Listening Lewis Gordon Pugh p61 Develop your writing Organizing a text p67

Culture Heroes and heroines p64 Across the Curriculum Computer studies: safety on the Net p65 Project Famous people p67 Song We Are the Champions p67

6 What’s up? p68

should / shouldn’t p69 must / mustn’t, don’t have to p71

Something’s wrong p68 Phrasal verbs p73 Everyday English Useful expressions, turning down a suggestion p75

Reading Dylan’s problem p68 Ashley’s camera p72 Speaking Talking about problems and giving advice p69 Talking about school rules p71 Listening Problems and advice p69 School rules p71 The end of a story p73 Writing A story p73 Develop your writing Explaining the meaning p79

Culture Signs p76 Across the Curriculum Health: eyes p77 Project Signs p79 Song Contagious p79

Revision pages

pp18, 30, 42, 54, 66, 78

Grammar summary

Workbook p66

Pronunciation

pp80–81

Wordlist

Workbook p74

Reading

pp82–87

Phonetic symbols

Workbook p79

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Introduction Culture Who is Project fourth edition for?

Workbook

Project fourth edition is a five-level course for young learners aged 10–14 / 15. The whole course takes learners from beginner to intermediate level.

What are the aims of Project? Project fourth edition combines the best of contemporary and traditional approaches to language teaching. It incorporates ideas such as learner development, project work, a task-based methodology, role play, and cross-curricular themes, while providing a solid grammar framework and thorough practice of structures, functions and vocabulary. Project fourth edition is also shaped by the experience of teachers and students in a range of countries who have used Project successfully for many years. Project fourth edition aims to bring English to life within a structured learning environment. By presenting and practising language in realistic, motivating contexts, students are helped and encouraged to use their language knowledge and skills both in the classroom and in the outside world. Project work, for example, actively encourages students to use their English with creativity and imagination, while at the same time consolidating the new grammar and vocabulary that they have learnt. The strong cultural focus of the course also helps students to establish a connection between language and life. Aspects of life in both Britain and other English-speaking countries are regularly presented, with students being invited to explore differences and draw comparisons with their own cultural backgrounds.

What does Project 3 consist of? Student’s Book The Student’s Book has six units. Each unit contains: • eight pages of vocabulary, grammar and skills work including a Kids photostory and Sweet Sue and Smart Alec cartoon. • a Culture page. • an English Across the Curriculum page, introducing other school subjects in English. • a revision page. • a project. • a song. At the back of the book you will also find: • pronunciation activities. • extended reading texts.

Introduction

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The Workbook contains: • activities for further practice and reinforcement of the language in the Student’s Book. These include graded exercises for grammar consolidation activities and vocabulary practice as well as fun activities, such as wordsquares and crosswords. • a Progress check at the end of each unit. At the end of the Progress check there is an I can … section. This contains a series of questions which enable students to identify what they have learnt. It reflects the Common European Framework in terms of monitoring language progress. • a grammar reference section with tables and rules to illustrate the main grammar points of each unit. • a wordlist with all the new words for each unit, and their phonetic transcriptions. • a phonetic chart and irregular verbs list • an audio CD for listening practice either at home or in the classroom. There is usually at least one listening activity in each lesson of the Workbook.

Class CDs All the Student’s Book listening material is recorded here, including: • comprehension texts. • listening skills activities. • some grammar drills. • pronunciation activities. • songs. All the items on the CD are numbered and indicated in the Student’s Book by this symbol: and in the Teacher’s Book by this symbol: $

DVD There is a DVD for each level which can be used to supplement the Culture pages of the course or used on its own to revise and extend what has been taught in each unit. The DVD also has animated versions of the Sweet Sue and Smart Alec cartoons dramatised versions of the Kids photostory that appear in the Students’ Book.

Classroom Presentation Tool Project Classroom Presentation Tool contains: • page-on-screen functionality. • Student’s Book answer keys and audio. • Video material for every unit. • further interactiveheadphone resources. graphic.indd 1 All the animated cartoons and culture materials are available on both the DVD and Classroom Presentation Tool. They are indicated in the Student’s Book by this symbol:

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Teacher’s Book

2 Relevance

The Teacher’s Book contains: • suggestions for classroom management and teaching techniques. • ideas for warmer and filler activities – simple activities you can do which require no preparation. • complete lesson notes with keys for all the activities in the student’s book. • optional extra activities for fast finishers. • a key for all the Workbook activities. • Student’s Book and Workbook audio scripts.

If learners are going to become real language users, they must learn that English can be used to talk about their own world. Project work helps to bridge this relevance gap in three ways: • It encourages the use of a wide range of communicative skills. • It provides learners with opportunities for communicating about their own world – about their house, their family, their town, and so on. Project work thus enables students to rehearse the language and factual knowledge that will be of most value to them as language users. • It establishes a sounder relationship between language and culture. English is not just for talking about the ways of the English-speaking world. It should also be a means for learners to tell the world about their own culture. Project work helps to create this approach.

Teacher’s Resources

• 48 photocopiable activities (with teaching notes) to cover the •

grammar, vocabulary and skills covered in the Student’s Book. 2 Digital workshops – practical step-by-step guides on using technology in the classroom. In level 3, these workshops focus on the websites Voki – for doing speaking activities online, and Animoto – for creating short online animated videos.

3 Educational development

Project work

The processes and content of the language class should contribute towards the general educational development of the learner. Most modern school curricula require all subjects to encourage initiative, independence, imagination, self-discipline, co-operation and the development of useful research skills. Project work is a way of turning such general aims into practical classroom activity.

Why do project work?

Evaluation of projects

Test Bank Unit tests, progress tests, end-of-course test and more. Contact your local OUP representative for access to the Test Bank.

Project work captures better than any other activity the three principal elements of a communicative approach. 1 a concern for motivation 2 a concern for relevance 3 a concern for the general educational development of the learner

1 Motivation Positive motivation is the key to successful language learning and project work is particularly useful as a means of generating this positive motivation. Firstly, project work is very personal. The students are writing about their own lives – their house, their family, their town, their dreams and fantasies, their own research into topics that interest them. Secondly, project work is a very active medium. Students aren’t just receiving and producing words. They are also: • collecting information. • drawing pictures, maps, diagrams and charts. • cutting out pictures. • arranging texts and visuals. • colouring. • carrying out interviews and surveys. • possibly making recordings. Lastly, project work gives a clear sense of achievement. It enables all students to produce a worthwhile product. This makes it particularly well suited to the mixed-ability class, because students can work at their own pace and level.

There are two basic principles for assessing project work: • Language is only a part of the total project. Consequently, it is not appropriate to assess a project only on the basis of linguistic accuracy. A wide-ranging ‘profile’ kind of assessment that evaluates the whole project (creativity, neatness, clarity, effort, etc.) is needed. • If at all possible, don’t correct mistakes on the final project itself – or at least not in ink. It goes against the whole spirit of project work. A project usually represents a lot of effort and is something that the students will probably want to keep. It is thus a shame to put red marks all over it. This draws attention to things that are wrong about the project over the things that are good. So what do you do about errors? There are two useful techniques: • Encourage the students to do a rough draft of their project first. Correct this in your normal way. The students can then incorporate corrections in the final product. • If errors occur in the final product, correct them in pencil or on a separate sheet of paper. It is then up to the students whether they wish to correct the finished piece of work. Or, if possible, get students to provide a photocopy of their project. Put your corrections on the photocopy.

Introduction Tii

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Student’s Book 1 1A

Students are given the opportunity to practise the pronunciation of all new language.

I didn’t have all my friends here. They 1 on the near the sea, and it other side of the world. We 2 3 winter, so the weather 4 very nice.

Comprehension

1.6 Look at the pictures. Listen and repeat.

1 be born

2 grow up

3 move (house)

1.7 Read and listen to the text. Are the statements true or false, or doesn’t it say?

Past simple: regular and irregular verbs

Read the story again. Find five more regular and three more irregular past simple verbs.

1 Carl moved to England last year. 2 He wanted to leave New Zealand. 3 His father got a job with an international bank. 4 He lived near the sea in New Zealand. 5 They arrived in England in January. 6 Everyone at his new school is British. 7 He doesn’t go sailing now. 8 He played football in New Zealand.

5 leave school

7 get a job

8 get married

6 go to university

9 have children 10 die

b Complete the sentences with these words. got wasborn moved left had started went grewup married 1 2 3 4 5 6 7 8 9 10

died

My parents got in Paris. They three children. in London. I We to a new house when I was six. in a big city. I I school when I was five. My sister school when she was 18. She to university in Moscow. My grandfather in 2012. a new job last year. My dad

Regular

move

moved

get

M 4 start school

Base form

Irregular

got

b Find the negative of these sentences. How do

My new home

All new lexical sets are followed by a practice exercise to familiarize students with the language and to provide consolidation.

Past simple: be

3 Complete the text from Carl’s story.

Life stages

y name’s Carl. I live in London now, but I wasn’t born in England. I was born in Auckland in New Zealand. We moved to England two years ago. My dad got a new job here. I didn’t want to leave New Zealand. I had lots of friends there. The weather was great and our house was near the sea. In summer, I went to the beach after school two or three times a week. I went sailing a lot, too. I didn’t like it in England when we first arrived. I didn’t have all my friends here. They were on the other side of the world. We weren’t near the sea, and it was winter, so the weather wasn’t very nice. It was colder than Auckland, and when we arrived it rained a lot! I just wanted to go back to New Zealand. Things got better when I started school. There are kids from lots of different countries at my school here, so I wasn’t unusual. I soon made a lot of friends. I still miss New Zealand, but I like it here now. London’s a great city. I can’t go to the beach after school, but I go to the sports centre with my friends. I don’t go sailing now. I play football. I didn’t play it in New Zealand. We played rugby at my school. I prefer football and I’m quite good at it. I’m in the school team this year.

Listening and speaking

Grammar

A new home

Vocabulary

1A: Grammar • past simple: regular and irregular verbs • questions

My life

1.8 Listen and choose the correct answers.

1 Who is in the picture? a Mrs Tiggy-Winkle b Beatrix Potter 2 Where was she born? a London b the north of England 3 What did she write? a stories about animals b detective stories 4 Who was Mr McGregor? a her husband b a character in one of her stories 5 Where did she move to? a Scotland b the Lake District

we make the negative of the past simple?

b What can you remember? Give two more pieces

I wanted to leave New Zealand. I had all my friends here.

5 Compare Carl’s life now and in New Zealand.

He didn’t walk to school in New Zealand. He took the bus.

London

New Zealand

1 He walks to school.

2 He lives in the city centre.

of information about the woman. 1.8 Listen again. Who or what does the speaker describe with these adjectives?

1 2 3 4

5 6 7 8

rich quiet beautiful ill

famous naughty happy popular

Think about someone that you like or admire. It can be a member of your family or a famous person. Put some information about the person in a chart like this.

was born 3 He gets up at eight o’clock.

grew up

4 School starts at 8.45.

went to school

5 His school uniform is green.

got a job moved

6 It rains a lot. got married 7 He goes to the sports centre after school.

had children

b Use your chart. Tell a partner about your person.

8 He plays football.

… was born in…, but he / she grew up in…

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Project fourth edition takes a cognitive approach to grammar, using guided activities to encourage students to work out as much of the grammar for themselves as possible. The cognitive approach helps the students to remember the grammar more easily and encourages them to develop the important learning strategy of working things out for themselves.

Listening and speaking activities help students develop their understanding of the language and gain confidence using it.

Students find and complete sentences from the story which illustrate the grammar point. Using their completed sentences, they identify the pattern or rule.

The cartoon story is available as animation on the DVD and the Classroom Presentation Tool. New grammar is always presented through engaging texts and stories. In this case, it is presented through the amusing cartoon story of Sweet Sue and Smart Alec. Such contexts help to make the grammar more memorable for students. The adventures of Sweet Sue and Smart Alec also give extensive reading and listening practice.

1B: Grammar • past simple: regular and irregular verbs • questions

A surprise for Smart Alec!

Comprehension

Introduction

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Sweet Sue

1.9 Read and listen to the story. What is the surprise?

1 Sweet Sue is talking to Mr Salt. An old clock disappeared from the Salts’ house last week.

Mr Salt Sweet Sue Mr Salt Sweet Sue Mr Salt Sweet Sue Mr Salt Sweet Sue Mr Salt

1 2 3 4 5 6 7 8

Were you here when the clock disappeared? No, we weren’t. My wife and I went to Paris on Saturday. When did you come back? We wanted to stay for a week, but we came back on Tuesday, because my wife was ill. Was the clock here on Saturday when you left? Yes, it was. Someone took it when we were away. Did they take anything else? No, they didn’t. Did you phone the police? Yes, we did.

Somebody took a … Mr and Mrs Salt were … Sue wasn’t at work, because she … The police arrested … Mr and Mrs Salt’s son, Jack, had … One of his friends … Jack wanted to … Sweet Sue took the clock to …

No, we

3 A week later.

Helen

Yes, it

here when the clock disappeared? . here on Saturday? .

Past simple questions: regular and irregular verbs

Hello, Sweet Sue. Were you on holiday last week?

You’ve got flu, Sweet Sue. You can’t go to work for a week.

●

Put the words in the correct order to make questions. How do we make questions in the pastsimple?

Martha

5 4

Oh, I hate that Smart Alec! Hello. What’s this?

1.10 How did each person feel about their weekend? Listen again and match these expressions to the people in exercise 6a.

Oh, I solved that case while you were away. We arrested the thief two days ago. It was the gardener.

Dear Sweet Sue, I know you’re looking for my parents’ clock. It’s in the parcel. I had a party at the house while they were away and one of my friends broke the clock. I wanted to repair it, but my parents came home early. Can you give it to them, please? Tell them I’m very sorry. Jack Salt

brilliant. fantastic. great. really exciting. fun.

1 when / the clock / disappear When did the clock disappear? 2 Mr and Mrs Salt / here 3 they / in London 4 when / they / come back 5 why / they / come back early 6 the thieves / take / anything else 7 Sweet Sue / find / the thief 8 when / they / arrest / the gardener

b Find the answers to the questions in the story.

Oh, Smart Alec, I’ve got a surprise for you.

Work with a partner. Role play the interview. ●

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When did the clock disappear? Last week.

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Chen

1.10 Listen and match the people to the activities that they did.

b Find the answers to the questions in the story. A reporter is interviewing Smart Alec while Sweet Sue is ill. Make questions. Use the cues.

Tom

1 take did anythingelse they ? 2 you thepolice phone did ? 3 come did when back you ? No, I wasn’t. I was ill. I wanted to find Mr Salt’s clock. But I can do that now.

Hayley Activities go to the cinema watch a DVD go to a party go to a football match go to a music festival stay in bed go to a wedding play tennis

Sanjit

the story. How do we make past simple questions with be?

The next day.

Look at the activities. Did you do any of these things last weekend?

Past simple questions: be

●

Through speaking and listening activities students develop their ability to understand and express themselves effectively in real English.

3 Complete the questions and short answers from

Speaking and listening

Grammar

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Tiii

2 Complete the sentences.

It was

Students use the grammar to talk or write more about the story.

all right. OK. not bad.

a bit boring. terrible.

7 Work with a partner. Make a dialogue about your weekend. Use these questions. How was your weekend? What did you do / see? Where did you go? Who did you go with? Was it good?

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1C: Grammar • past simple: regular and irregular verbs • questions

The reading text provides a lively and engaging context for students to practise and familiarize themselves with the new lexical set.

My family

Male

Female

grandfather

mother

son

sister

husband

aunt niece cousin

a I’ve got two younger brothers. b I’ve got two older sisters. I’m an only child. c We were born on the I’m the eldest. same day. I’m the youngest. d I’ve got an older brother and We’re twins. a younger sister. I’m a middle child. e I haven’t got any brothers or sisters.

1 2 3 4 5

Name

He’s / She’s Peter’s …

He’s two years old.

Henry

son

She’s got one cousin.

He’s working in France.

Chloe

She’s expecting a baby.

Her husband’s name is William.

She’s got twin sons.

b Use the family tree. What relationship are these

Reading

people to each other?

1.11 Chloe is talking about her family. Read and listen. Find the names of the people in the pictures.

My FaMily

1 Dan / Chloe Dan is Chloe’s brother. 2 Henry / Jack 3 William / Peter 4 Henry and Chloe / Heather 5 Susan / Dennis 6 Dan / William 7 Nicola / Jack 8 April / Chloe 9 William and Heather / Nicola and Peter 10 Susan / Heather

I’ve got two older brothers, Dan and Jack. They’re twins and they’re nineteen. They left school last year. Dan is working in France for a year, because he’s going to study French at university next year. Jack’s already at university.

I’m the youngest child in my family.

Listening

1.12 Chloe is talking about her grandfather. Listen and choose the correct answers. 1 Chloe’s grandfather’s real name is a Wilhelm. b Vilmos. c Guillermo. 2 He was born in a Spain. b Hungary. c Mexico. 3 He came to England when he was a two. b twelve. c six. 4 After school he a worked on a ship. b became an actor. c went to university. 5 He met Heather in a the USA. b England. c Australia. 6 After they got married, he worked in a a factory. b a bank. c an office. 7 About five years ago he a became the manager. b started his own company. c retired.

Speaking

Work with a partner to complete the chart. Student A: Read out the clues. Student B: Give the name and his / her relationship to Chloe.

My parents’ names are Dennis and Susan. My father’s a manager. He works in an office. My mum’s a Science teacher.

Clues 1

position are you in your family?

Complete the chart with the missing words.

nephew cousin

Peter’s relatives.

b Match the sentences to their meanings. What

Families

b Reverse roles and complete the table for

Copy Chloe’s family tree and add the names of the people.

Vocabulary

I’ve got two aunts and an uncle. My father was an only child, but my mum’s got a younger brother and sister. Uncle Peter is married. His wife’s name is April. They got married four years ago. They’ve got a son. His name’s Henry and he’s two years old. He calls me ‘Lolo’, because he can’t say ‘Chloe’. I’m going to have another cousin soon, because Auntie April is expecting a baby.

Then there are my grandparents. I call my grandmother ‘Grandma’ and my grandfather ‘Grandpa’. Grandma’s name is Heather and Grandpa’s name is William. My dad’s parents died a few years ago, so I don’t remember them very well.

Mum’s sister, Auntie Nicola, is single. She works for a sports company, so we always get good presents from her. She got me an England football shirt last year. I like Auntie Nicola. She says that I’m her favourite niece. (Actually, she hasn’t got any other nieces – Dan, Jack and Henry are her nephews!)

So, So, THAT’S THAT’S My My fAMILy! fAMILy!

Speaking and listening exercises consolidate the new vocabulary and help students to gain more confidence.

Clues

Name

He’s / She’s Chloe’s …

He’s nineteen. He’s at university.

Jack

brother

She isn’t married.

Dan and Jack are his cousins.

He’s got one son and two daughters.

He’s got one nephew and no nieces.

He got married four years ago.

1.12 Listen again. Find this information.

1 Why did Chloe’s grandfather change his name? 2 Name three countries that he visited. 3 In his job in England, what did he make?

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Comprehension exercises further practise the vocabulary.

The language in the photostory is then practised in the Everyday English section in a supported and guided way. This helps students gain confidence in speaking, before giving them the opportunity to talk about their own lives. 1D: Grammar • past simple: regular and irregular verbs • questions

The Kids story is available as a video on the DVD and the Classroom Presentation Tool.

Kids

Layla’s new friends

What happened in the last episode of ‘Kids’? Tell the story.

Everyday English

2 Complete the sentences with the correct names and the missing information.

1 2 3 4 5 6 7 8

1.13 Read and listen to the story. What does Layla change her mind about? Why?

didn’t want to Bristol. invites Layla to the . are going swimming this have got now. had a last year. introduces Dylan to . invites Layla to his . thinks her new friends are

Invitations

3a 1

●

3 .

Look at the pictures. Add more activities to the list. swimming

Complete the expressions.

●

Talking about likes and dislikes

Would you to come, too? Yes, please. Do you a game of table tennis? Sorry, I can’t. Do you to come to my party? Yes, I’d love to. Thanks.

b What reasons does James give for refusing Chloe’s invitation?

playing ice hockey

mountain biking

canoeing playing basketball running

c Think of two reasons for refusing an invitation to do these things. ●

Chloe Why did you leave Bristol, Layla? Layla My dad got a job here. I didn’t want to move. I had a lot of good friends there, and I really liked my school. Chloe Was it hard to leave all your friends? Layla Yes, it was. Chloe Look, I’m going swimming at the sports centre this evening. Would you like to come, too? Layla Yes, please. I like swimming.

The Kids photo story introduces students to everyday English in a relevant and meaningful context.

Dylan Hi. Chloe Hi, Dylan. We’re just talking about James’s party. Dylan Yes, it was brilliant last year. Aren’t you the new girl? Layla Yes, that’s right. I started today. Chloe Oh, sorry – this is Layla. Layla, meet Dylan. Layla Hi, Dylan. Dylan Hi! So are we going to football practice, James? James Sure. Oh, by the way, do you want to come to my party, Layla? Layla When is it? James Next Saturday, at 7.30. Layla Yes. I’d love to. Thanks.

● ● ●

go to a party play badminton go to the cinema go skateboarding

4 Work with a partner. Take turns to be Chloe This is my friend, James. James, this is Layla. She’s in my class. James Hi, Layla. Nice to meet you. Layla Yes. Nice to meet you, too. Chloe We’re going to the sports centre this evening. Do you fancy a game of table tennis there later? James Sorry, I can’t. We’ve got football practice now, and Mrs Craig gave us loads of homework. Chloe Oh, OK. Is everything ready for your birthday party, James? James Yes, it is. I booked the DJ and the sports centre last week. 4

camping painting

b Work with a partner. Choose eight of the activities.

4 Student A You’re going cycling on Saturday. Invite Student B to go with you. Student B Refuse and give a reason.

c Change partners. Ask and answer about your

Ask and answer. Do you like swimming? Yes, I do. / No, I don’t.

first partners. What does Mike like doing? He likes … What doesn’t he like doing? He doesn’t like …

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dancing

taking photographs

3 Student A You’re going to the cinema. Invite Student B. Student B Ask when. Accept.

5 Student A You’re going to play football after school. Invite Student B. Student B Refuse and give a reason.

They’re all very nice. I think I’m going to like it here after all.

rollerblading

playing the piano

A and B, and follow the instructions. Use the expressions from exercise 3a.

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skiing cooking

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Introduction Tiv

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This material is also available on the DVD and on the Classroom Presentation Tool.

Interesting and comprehensive presentation of topics from other school subjects, such as Science, Geography, History and Computer Studies, through the medium of English.

Students are encouraged to relate the things that they learn about life in Britain to life in their own country.

Culture

1 What do you think a typical family is like in your

This page introduces students to aspects of life in English-speaking countries.

country? Answer these questions.

History: early human migration

1.15 Listen and complete the chart. Nick

1 Do they usually live in a house or a flat? Does it have a garden? 2 How many rooms has a typical home got? 3 How many children are there in the typical family? 4 Have they usually got a pet? What are typical pets? 5 When do young people usually leave home? 6 Do people often move away from their home town? 7 Do wider families (aunts and uncles, grandparents) live near each other? 8 Where do old people usually live?

Grace

1.16 Read and listen to the text. Put these places in the order that early human beings arrived there.

lives in?

Australia South America

lives with? has got a pet?

200,000 years ago

c How are Nick’s and Grace’s families different

60,000

from John’s? 45,000

Four people live in our house – my parents, my older brother and me. Until two years ago there were five of us, but my older sister left home when she was twentyone. She still lives and works in London, but she shares a flat with two friends in another part of the city. (It’s good, because when she moved out, I got her bedroom, so I don’t share with my brother now!) There’s one other member of the family in our house, too – our cat. My parents don’t come from London. My dad is from Scotland and my mum grew up in Liverpool. They both moved to London after university to get jobs. So we don’t see our aunts and uncles very often, because they all live a long way from London.

1 How did the Ice Age help people to migrate to different continents? 2 What did early people eat? 3 Where did the Neanderthals come from? What happened to them? 4 Why did migrations to Australia and America stop when the Ice Age ended?

5 Imagine you are one of the first

modern humans to arrive in Europe. Describe your new home.

20,000 11,000

human STOry

Modern human beings (homo sapiens) first appeared in Africa 150,000 years ago. For thousands of years they stayed in Africa, but about 60,000 years ago, they started to migrate into Asia. From there, some went north and arrived in Europe about 35,000 years ago. Europe was much colder than today, as this was the time of the Ice Age. However, there was plenty of food there. Our ancestors hunted huge animals, like mammoths and woolly rhinoceroses. There were already other people in Europe, too. These were the Neanderthals. They left Africa 200,000 years ago. They were bigger and stronger than our ancestors, but by 20,000 years ago, the Neanderthals were extinct. We don’t know why. Other groups of modern humans went east, further into Asia. From there, some went south into Australia. The first people reached Australia about 45,000 years ago.

We live in a house with a garden. It’s in Bexleyheath, a suburb of London. Our house has got three rooms downstairs – a living room, a dining room and a kitchen. Upstairs there are three bedrooms and a bathroom. We didn’t live in this house when I was born. We moved here when I was five years old, because my parents wanted a bigger garden.

3 Answer the questions.

from Africa? Describe the route.

150,000

10,000 15,000 35,000 NOW

Families

Students learn some of the basic vocabulary needed for talking about other subjects as well as recycling vocabulary learnt in the unit.

4 How did people get to South America

times shown?

… lives in … He / She lives with …

My name’s John and I live in a typical British family.

Students learn about aspects they can easily relate to, such as the multi-ethnic nature of many parts of modern Britain.

North America Asia

2 Look at the timeline. What events happened at the

b Write about Nick and Grace.

1.14 Read and listen to the text. How is a typical British family different from one in your country?

Africa Europe

b Which continent didn’t they reach?

grandparents?

THE

English Across the Curriculum

Today Australia is an island, but during the Ice Age a lot of the Earth’s water was ice. So sea levels were 20 metres lower than today. The seas between Asia and Australia were much shallower and in many places there were land bridges. So it was easy to cross into the new continent. There was also a land bridge in the north between Siberia and Alaska. About 15,000 years ago, people walked across this land bridge into North America. They moved down through Central America and reached South America about 11,000 years ago. Human beings were now in every continent except Antarctica. Soon after that – about 10,000 years ago – the last Ice Age ended. As the ice melted, sea levels rose. Australia became an island again and the land bridge to North America disappeared. No new people arrived in these places until modern times.

My mum’s parents now live in Cornwall. I call them Nana and Granddad. They moved to Cornwall when Granddad retired. They’ve got a small house by the sea. My grandpa (my dad’s dad) died a few years ago. Grandma (my dad’s mum) lives in Bexleyheath, but she doesn’t live with us. She lives in an old people’s home. So that’s my family. Of course, not all families are the same. Divorce is common in Britain, so a lot of children live in a single-parent family or in a family with a stepparent and step-brothers and sisters. But we’re a very typical British family.

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Motivating texts show English in use across a wide range of other subject areas.

The revision page in every unit helps students and teachers to see how well the language of the unit has been learnt. They can then decide whether there are any language points in the unit which need more work before moving on.

Grammar

Develop your writing

Use the pictures. Complete the sentences.

so and because

the verbs.

●

be 2

●

What did you 1 on Saturday? I2 some homework in the morning, but I didn’t 3 much in the afternoon. What about you? I4 shopping. Did you 5 anything? Yes, I 6 a pair of jeans.

We use linking words so and because to give more information. We use so to give a result and because to say why.

1 Becky Maria

1 My grandfather was born in Spain, sohe speaks Spanish very well. 2 He moved to England because his father got a job in London.

b Now complete the sentences.

have come Morgan a party on Friday. I know. Did you 8 a good time there? Yes. It 9 very good. Lots of people 10 there. Why didn’t you 11 ? My grandparents 12 to see us. 7

2 Conor

. . . Joe is the child.

2 Join the pairs of sentences with so or because.

b Complete what Jack says. 1 My father’s sister is my . I’m her . 2 My mother and father are my . 3 My uncle’s daughter is my . 4 My mother’s father is my . 5 My mother is my father’s .

Match the life stages to the dates.

Emma Watson (actress)

1 His parents didn’t have a lot of money. He didn’t go to university. 2 He worked on a ship for a few years. He wanted to travel. 3 He left the ship. He got married. 4 He needed a job. He started work in a factory. 5 He worked hard. He became the manager. 6 He doesn’t work in the factory now. He retired a few years ago.

. I’m his . He’s her

Project task

Listening

4 a b c d e

September 1995 2011 2009 1999 15 April 1990

b Write five sentences about Emma. Use the past simple.

1 My grandfather speaks Spanish very well he was born in Spain. 2 His father got a job in London, he moved to England.

3 Will Lara Joe

1 Becky and Maria are 2 Conor is an 3 Will is the Lara is a

Vocabulary

1 be born 2 start school 3 get a part in the Harry Potter films 4 go to university in the USA 5 move to Oxford University

Read about so and because.

3 Create a fictional family for a TV

Song

1.18 Listen to the song. Complete it with thesewords. loud miss sleep proud rest shirt

2 Who are the different people in the picture? What is each person doing?

Our House Father wears his Sunday best Mother’s tired she needs a 1 The kids are playing up downstairs Sister’s sighing in her 2 Brother’s got a date to keep He can’t hang around

Chorus Our house, in the middle of our street Our house, in the middle of our … Our house it has a crowd There’s always something happening . And it’s usually quite 3 Our mum she’s so house-4 Nothing ever slows her down And a mess is not allowed

Chorus Father gets up late for work Mother has to iron his 5 Then she sends the kids to school Sees them off with a small kiss She’s the one they’re going to 6 In lots of ways

soap opera.

1.17 Listen and complete the chart. Ryan

Songs further develop listening skills and consolidate language. They offer an enjoyable way to round off the unit.

Your Project

Revision

1 Complete the sentences with the correct form of buy do

Projects draw together the language and topic that have been developed through the unit.

• D raw a family tree showing the main characters. • Describe each person: – age? – job? • Write the life story of one of the older characters. Give him / her an interesting life. • Illustrate your project with pictures from magazines, the Internet, etc.

Zoe

What did he / she do? When did he / she do it? Who did he / she go with? What was it like?

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Each unit focuses on a particular strategy to show students how to create and present their project. As they work through the course, students build up their knowledge of how to get the best out of project work.

Introduction

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Pronunciation

Pronunciation activities practise important aspects of English pronunciation, such as the differences between long and short vowel sounds.

2 Special consonant symbols

4.2 These are short vowel sounds. Listen and repeat. Close your left hand each time. bad centre mum

run

hair

planet

START

/æ/ /ə/ /ʌ/

rich clock bed book

noise

work

round

station

will

near

sport

won’t

light

disease

4.3 These are long vowel sounds. Listen and repeat. Open your left hand each time. /ɑː/ /uː/

me door bird

/æ/ / / / / / / / / / / / / / /

park short these pool hard forks leave heard

/ɑː/ / / / / / / / / / / / / / /

4.4 Listen. Which word in each pair do you hear? If it has a long vowel, open your left hand. If it has a short vowel, close your left hand.

Unit 2 4.5 Some English vowel sounds have two parts. We call these diphthongs. Listen and repeat. make nine boy

space think won here watch sun door year four hair

/aʊ/ /əʊ/

down those

/eə/ /ɪə/

where near

b Write two more words for each sound.

7 /ðɪs/ 8 /ˈtelɪvɪʒn/ 9 /fɪʃ/

/læm/ /tuː/ /wen/ /frend/

5 6 7 8

know plague under walk

/nəʊ/ /pleɪɡ/ /ˈʌndə/ /wɔːk/

4 /niː/ 5 /ˈɑːnsə/ 6 /pɑːk/

7 /wɒt/ 8 /ˈkemɪst/ 9 /bɪld/

Unit 3

1 Consonants

2 Voiced and unvoiced consonants

4.10 Listen, check and repeat.

a Most consonants in the phonetic alphabet are

the same as normal letters. Look.

Voiced /b/ bull /g/ game /d/ do /v/ view

m = /m/

d = /d/

the phonetic alphabet on page 79. 1 2 3 4 5

/bʌs/ /drɒp/ /taʊn/ /dæm/ /ɡʊd/

6 7 8 9 10

/ˌɑːftəˈnuːn/ /ˈbrəʊkən/ /fænˈtæstɪk/ /ˈreɪlweɪ/ /əˈraʊnd/

cub bag bad of

4.7 Listen, check and repeat.

4.14 Listen and repeat. watch choose which cheese match

wash shoes wish she’s mash

6 7 8 9 10

chip catch chop chair cheap

ship cash shop share sheep

pull cup came back

4.15 Listen. Which word do you hear from each pair? If it’s the first word, put up one hand. If it's the second, put up two hands.

Unit 6 1 Negative auxiliaries

5 6 7 8

4.16 Listen, repeat and clap. Clap once for one syllable, twice for two. Which auxiliary verbs have two syllables in the negative?

1 2 3 4 5

does have can did should

6 7 8 9 10

doesn’t haven’t can’t didn’t shouldn’t

will do is are must

won’t don’t isn’t aren’t mustn’t

correctcolumn.

Unvoiced /p/ pull /k/ came /t/ two /f/ few

cup back bat off

4.12 Listen. If you hear the word with the voiced consonant, clap your hands. bull cub game bag

b Write the negative auxiliaries in the

4.11 Listen and repeat.

b 1 2 3 4

2 /tʃ/ and /ʃ/

b Write the words. 1 /huː/ 2 /ˈsaɪəns/ 3 /ˈletə/

4.13 Listen and repeat.

Sam just has a cheese sandwich, but Suzie usually chooses fish and chips.

Silent letters are not shown. Look at these words. Which letters are silent? lamb two when friend

1 2 3 4 5

4.9 Listen, check and repeat.

a The phonetic alphabet only shows the sounds. 1 2 3 4

1 /tʃ/, /ʃ/, /dʒ/ and /s/

b How fast can you say the sentence?

4 /rɪŋ/ 5 /θrəʊ/ 6 /jes/

1 Silent letters

stamp film slow next want sure cool ear bought wait

b Find the words. Use the list of vowel sounds in

bridge you sing usually

Unit 4

4.6 Listen and check.

p = /p/

1 Diphthongs

/eɪ/ /aɪ/ /ɔɪ/

the other two? Circle the odd one out. day write go send star bus moon earth found rain

/dʒ/ /j/ /ŋ/ /ʒ/

5 6 7 8

theatre mother shop beach

1 /ʃɒp/ 2 /dʒʌmp/ 3 /wɒtʃ/

$120

1 2 3 4 5 6 7 8 9 10

/θ/ /ð/ /ʃ/ /tʃ/

b Write the words.

$50

a Which word has a different vowel sound from

far two

b Say the words. Write the vowel sounds. pack shot this pull had fox live hood

$20

2 Odd one out

1 2 3 4 5 6 7 8

there

appear

b Write two more words for each vowel sound.

2 Long vowels

/iː/ /ɔː/ /ɜː/

1 2 3 4

$100

/ɪ/ /ɒ/ /e/ /ʊ/

4.8 Some consonant sounds have special phonetic symbols. Listen and underline the sound in the word. Then listen again and repeat.

prize do you reach? You must follow the lines.

1 Short vowels

Unit 5

c Follow the words with diphthong sounds. Which

Unit 1

The phonetic alphabet is taught systematically throughout the pronunciation activities.

do bad view of

two bat few off

One syllable

Two syllables

can’t

doesn’t

2 Phonetics revision Sweet Sue has sent Smart Alec a secret message. Can you work it out? /aɪ θɪŋk juː ʃʊd wɒtʃ ðə mjuˈziːəm ˈkeəfəli. ðə θiːvz ɑː ˈɡəʊɪŋ tə stiːl ðə ˈtreʒə ɒn ðə fɔːθ əv ˈdʒænjuəri./ I think …

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Total physical response activities make pronunciation come alive as students respond physically to the sounds they hear.

Unit 6

Unit 5 1a

4.21 Read and listen to the story. Match the names to the actions.

1 Simon Yates a stays at base camp. 2 Joe Simpson b cuts the rope. 3 Richard Hawking c breaks his leg.

b Did any of the men die?

Extended reading lessons focus on classic tales from around the world.

2 Complete the sentences. 1 2 3 4 5 6 7 8

They want to climb the West Face of Siula Grande because … The journey to the top takes a long time because … Simon and Joe reach … Simon has to lower Joe down the mountain on … Joe is pulling Simon towards the cliff, so Simon … Simon can’t find Joe, so he thinks … Joe’s journey down the mountain takes … Joe knows he has reached the base camp because …

1 What’s happening to the Beast in the picture? 2 What is Beauty saying? 3 What happens next? Why?

A true story

Richard stays at the base camp, while Joe and Simon set out to climb the mountain. There’s a snowstorm on the way up, so the journey takes a long time. But on the third day they reach the top. They’ve done it!

They start to climb down again. It’s slow and difficult; and then disaster happens. Joe falls and breaks his right leg badly. He can’t walk. Now Simon has to lower Joe down the mountain on a rope. He lowers Joe 100 metres, and then another 100 metres. It’s very slow and painful.

Joe, however, is not dead. He finds a way out of the hole. 35 He’s got no food or water, but for three days he hops and crawls down the mountain. Finally, he can’t go any Then another disaster happens. There’s a snowstorm. further. It’s dark and he can’t see anything. He lies down in Simon can’t see very well with all the snow, and he lowers the snow and falls asleep. Joe over a cliff. Joe is hanging in mid-air. He can’t climb Simon and Richard are still at the base camp, but they’re back up the rope and Simon can’t pull him up. Then Simon 40 going to leave the next day. So even if Joe reaches the also starts to slide down towards the cliff. He decides he camp, there will be nobody there. must save himself or they will both fall over the cliff and But then a very strange thing happens. Joe wakes up. He die. So he takes his knife and cuts the rope. Joe falls down can smell something bad. At first he can’t understand it. the cliff into a deep hole in the ice. Then he realizes it’s their toilet. He’s near the base camp. By now it’s dark. Simon digs a hole in the snow and goes 45 He shouts: ‘Help! Help!’ to sleep for the night. The next day he looks for Joe, but Richard and Simon rush out of their tent and find him. he can’t find him. He thinks that Joe is dead. So he climbs They can’t believe it. Joe has survived! down the mountain to the base camp.

Once there was a merchant. He had three daughters. The youngest was so beautiful that everybody called her Beauty. She was also kind and helpful, but her sisters weren’t. One day the merchant said: ‘I’m going away. What can I bring you as a present?’ Her sisters asked for expensive things, but Beauty said: ‘Just bring me a rose, please, Father.’ On his way home, it became very foggy and the merchant was soon lost. Then he came to the door of a strange palace. Cold, tired and hungry, he went in. There was nobody there, but there was food on the table. A small sign said: ‘Please eat.’ After dinner, the merchant went upstairs to sleep. In the morning, he went into the garden. ‘I’ll pick a rose for Beauty,’ he thought, and he picked a big, red rose. Suddenly, a huge, ugly beast appeared. ‘I gave you food and a bed,’ roared the Beast. ‘And now you steal my roses! You must die for this!’ ‘I just wanted one rose for my daughter,’ said the merchant. ‘Then you can go home,’ said the Beast. ‘But you must send your daughter to me.’ The merchant went home sadly and told his story. ‘You don’t have to go, Beauty,’ he said.

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A focus on the language in the story helps students to increase their active vocabulary.

2 Who or what do these adjectives describe in the story? kind and helpful huge and ugly handsome and young strange kind wicked big and red selfish

Beauty and the Beast

Touching the Void

4.22 Read and listen to the story and look at the picture.

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‘Yes, I must,’ she said. ‘Or the beast 60 will kill you.’ So Beauty went to the Beast’s palace. At first she was afraid, but the Beast was kind to her. One day he said: ‘You’re happy here, Beauty. Will you 65 marry me?’ Beauty looked at the Beast. He was kind, but so ugly, and she said: ‘No.’ A few months later, Beauty heard that her father was ill. 70 ‘I must go home,’ she said to the Beast. ‘I promise that I’ll come back.’ But Beauty didn’t go back. She wanted to go, but her selfish sisters said: ‘You mustn’t go back, 75 Beauty. Our father needs you. You should stay here.’ So Beauty stayed.

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Then one night, she had a dream. She saw the Beast. He was dying. The next day, Beauty went back to the palace. Her dream was true. ‘Oh, Beast,’ she said. ‘Please, don’t die. I love you.’ Suddenly, a handsome young prince appeared. ‘Where’s the Beast?’ asked Beauty. ‘A wicked witch turned me into the Beast,’ said the Prince. ‘She said that nobody could love somebody so ugly. But you loved me and broke the spell.’ So Beauty and the Prince were married, and they lived happily ever after.

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Lots of dialogue in the reading texts means that these stories can be acted out in class.

Introduction Tvi

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Support for teachers Full support for handling the activities in Project fourth edition is given in the lesson notes. This section gives some general guidance for using Project fourth edition in the classroom as well as practical, no-preparation activities that can be done at any time.

Mixed-ability classes Any class will contain a wide range of abilities and learning styles, so you need to adjust your teaching to fit the different needs. Project fourth edition offers a number of solutions to student diversity. 1 New language is processed through many different stages and in a variety of ways. For example, in a normal grammar cycle students will: • see the grammar point in use in a text. • identify examples of the point. • formalize a rule or a table. • check the rule in the grammar reference section. • do controlled practice activities. • use the grammar point in skills activities. • do further consolidation exercises in the Workbook. • combine the grammar point with other knowledge in doing the project. • revise the point in the Revision section. This wide range of ways of dealing with the language allows for different learning styles and speeds. 2 Project fourth edition level 3 and subsequent levels start with a revision of the main grammar covered in the previous level(s). This gives students a chance to catch up on any items that have been missed the first time round or forgotten. 3 Being open-ended, project work is particularly suitable for mixed-ability classes. All students can tackle the projects and achieve something worthwhile, regardless of their abilities. 4 The Teacher’s Book contains additional activities which can be used with faster classes or individuals. The Teacher’s Resources on the Teacher’s website contains photocopiable communicative activities, which allow students to practise the language taught in the unit but away from the Student’s Book.

Tvii

Support for teachers

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Warmers and Coolers – practical ideas for the classroom These activities can be found on the page opposite. Their aim is to help teachers who need extra ideas for dealing with a variety of problems in the classroom. These include: • large classes where it may be difficult to keep all students quiet and focused on the lesson. • mixed-ability classes where teachers need to ensure the best and worst students do not get bored (and possibly disrupt the class). • classes with one, or some, very energetic children that seek attention and / or show off (and so may disrupt the class or try to dominate the teacher’s time). • students who are not motivated and do not do the homework or tasks assigned to them. • lessons at the end of the day when students are extremely tired.

How to use the activities The activities can be used with any level and at any time in any lesson. They do not require any preparation or extra materials and students should participate in them without extra help from the teacher. Many of the activities are competitions as this is a great motivator for young students. Also most activities allow students some choice and this can help motivation. It can be a good idea to make the most difficult students (e.g. the noisiest, the most disruptive or the most reluctant) the ‘leaders’ in a group to keep them occupied. The activities can be used either to change the energy or behaviour of the students or to work with their energy in order to exhaust it. In other words: ‘Warmer’ activities can be used to liven up students who are lethargic or lacking motivation. They can also be used if a class is very lively to ‘exhaust’ their liveliness so they quieten down and concentrate better. ‘Cooler’ activities can be used with students who are overactive or who lack focus. They can also be used if a class is quiet or unresponsive to allow the students to slowly increase their energy in preparation for something more active.

Warmer activities

3 Team story

1 Find a word (speaking version) Ask students to work in groups of four. Tell them to each find a new word from the last lesson or unit and to take it in turns to explain the meaning of the word (but not the word itself ) to their group. The group must guess what the word is. The person who guesses the most correct words wins.

2 Countdown Ask one student to come to the front of the class. He or she must ask eight (or ten with a higher level class) other students to say a letter. The student at the front must write the letters on the board. (Students can repeat letters if they want). Then give the class one minute (or longer with lower levels) to write the longest word they can with the letters given. The student with the longest correct word is the next person to come to the board. If two or more students have the longest word then give them another word to spell and the first person to put their hand up and spell it correctly takes the next turn at the board.

Put students into groups of five or six. Give the students the names of two characters for a story. These can be names you choose of they could be characters from the Student’s Book. Explain to students that they must write a story using prompts which you will write up on the board. These prompts must be in a logical order to allow the progression of a story: for example, in a lower-level class the prompts could be What? When? Where? How? Why? The end?, and in a higher-level class they could be The problem? The cause of the problem? The idea? The solution? What happened? or something similar. There must be one prompt for each student in the group. The first student in each group then writes a sentence on a piece of paper using the first prompt, without showing it to the others. They then fold the paper over and pass it on to the next student, who writes a sentence from the second prompt in the same way. When all students have written their sentences, ask each group to unfold their piece of paper and read their sentences out – there should be some funny stories.

3 Word on the back Ask students to write down a word (e.g. a new item of vocabulary). Then ask them to stick the word on another student’s back (using tape). Each student must then go round the class asking Yes/No questions to find out what their word is, e.g. Is it a noun? Is it a type of food? As they are doing this, circulate and remind them that they can only use Yes/No questions. The first student to guess their word sits down and so on until all the class have guessed their words.

Cooler activities 1 Find a word (quiet version) Ask students to work in groups of four. Tell them to each find a new word from the last lesson or unit and to write down the meaning of the word (but not the word itself ) on a piece of paper. They must pass their paper to another team member who must write down what they think the word is and write a sentence using the word. The team which manages to do the most words in a set time (e.g. five minutes) wins.

2 Pair dictation Put students into pairs, A and B. Tell the As to look at a short piece of text in their book. This can be from the dialogues or from a reading text. It should only be two sentences at the lower levels. Ask the As to dictate their text to their B partners. Remind them they must not spell a word for their partners and that accuracy is as much their responsibility (for example pronouncing words correctly) as their partners’. When they have finished, the As must check what the Bs have written, using their books, and circle all the mistakes. The winning pair is the pair with the fewest mistakes. Then repeat this by giving the Bs a short text and so on.

Support for teachers Tviii

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Introduction A

Kids

Layla’s first day

1.2 Read and listen to the story. Who are these people? Dylan

Layla

Chloe

James

MrsCraig

MrWest

Mr West Chloe, this is Layla Morrison. It’s her first day today. She’s going to be in Class 9K with you. Chloe OK, Mr West. Hi, Layla. Come on. 3

Who’s that girl with Chloe? Maybe she’s new here.

What answer have you got for number one, Dylan? 5

She’s very nice. It’s a pity she isn’t in our class.

Dylan Pardon, James? James Number one. What’s the capital of Argentina? I think it’s Buenos Aires. Dylan Me, too. James What about number two? I don’t know the answer, so I haven’t got anything for that.

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Dylan Oh. What’s the question again? James Number two. What’s the longest river in Europe? Come on, Dylan. Mrs Craig is looking at us. Dylan OK. Sorry, James.

What about you? Dylan!

Chloe Where do you live, Layla? Layla I live in Oak Street. Do you know it? Chloe Yes, I do. My friend, James, lives near there. He doesn’t live in your road. He lives in Elm Road. Layla Right. I don’t know that road. Does he go to this school, too? Chloe Yes, he does, but he isn’t in our class.

Introduction Unit overview

Optional extra

Grammar: present simple and present continuous Vocabulary: personal information; introductions Skills: Speaking: classroom discussion; Listening: comprehension, chart completion (specific details); Reading: comprehension

To check comprehension, give students these true or false statements. Students answer individually, then compare answers in pairs before you check them with the class. 1 Layla and Chloe are in the same class. 2 Layla lives in Oak Street. 3 James is in Class 9K. 4 James doesn’t know the answer to question number one. 5 Dylan isn’t listening to James. 6 Both boys know the answer to question number two.

A Kids Layla’s first day

ANSWER KEY

Exercise 1 $1.2

• Ask students to look at the pictures without reading the

• • •

1 True. 2 True. 3 False. 4 False. 5 True. 6 False.

story. Ask questions to establish the context: Who are the people in the first pictures? Do you know them? Are they sisters? (No.) Are they friends? (Not yet.) Do they know each other? (No, they’re meeting for the first time.) Who’s the man? (Accept any reasonable guesses before revealing he is the head teacher.) Continue with similar questions about the other pictures. This photostory is available as video on the DVD and the Classroom Presentation Tool. Play the recording for students to read and listen. Ask them to identify the people in the box. Check what else students have learnt about the characters.

Background information James doesn’t know the answer to question number two. The longest river in Europe is the Volga. It flows 3,692 kilometres through central Russia, passing eleven of the twenty largest cities in the country. Nine out of the ten longest European rivers are all in Russia. The exception is the Danube, which is, at 2,860 kilometres, the second longest river on the continent, and the longest in the European Union, passing through Germany, Austria, Slovakia, Hungary, Serbia, Romania, Bulgaria and Ukraine.

Exercise 2

ANSWER KEY

Dylan: a student who likes Layla Layla: a new girl at the school Chloe: a student who is in the same class as Layla James: another student, Dylan’s friend Mrs Craig: a teacher at the school Mr West: the head teacher

• Students read the story again and answer the questions.

Don’t check answers yet, as it will be done in exercise 3b.

ANSWER KEY

1 Layla is a new student at the school, and Mr West is introducing her to Chloe, a girl in her new class. 2 No, he isn’t. 3 He lives in Elm Road (near Oak Street). 4 Buenos Aires is the capital of Argentina. 5 Dylan thinks she’s very nice. 6 He hasn’t got an answer for number two.

4765473 Project TB3.indb 15

Introduction T4

21/02/2019 12:19

Listening, writing and speaking

Exercise 2 See page T4.

Exercise 6a $1.3 Audio script pT88

• Refer students to the pictures and the chart. Check they

Everyday English Classroom discussion Exercise 3a

• Ask students to cover page 4 and complete the expressions. • Ask students to check their answers against the story.

• •

ANSWER KEY

1 answer 2 think 3 Me 4 about 5 know 6 got

Exercise 3b

• Students work in pairs and use the completed expressions from exercise 3a to check their answers to exercise 2.

Grammar Present simple Exercise 4a

• Students scan the text to complete the sentences. • Elicit the rule about the -s ending in the present simple. ANSWER KEY

1 live 2 lives 3 lives 4 don’t know We have -s on the verb with he, she or it.

ANSWER KEY

Layla Oak Street bus ICT English goes to dance class, listens to music

James Elm Road car Geography Science plays football, plays the guitar

Chloe Baker Street walks History Art plays table tennis, goes swimming

Dylan Oxford Road bicycle Maths French plays football, does karate

Exercise 6b

• Students use the chart to write a paragraph about each

Exercise 4b

• Students complete the questions and short answers.

person. You may like to set this task as homework.

Exercise 6c

ANSWER KEY

• Students write a similar paragraph about themselves. You

1 Do, do 2 Does, go, does

may like to set this as homework, too.

Exercise 4c

• Students make the short answers negative.

Optional extra

ANSWER KEY

1 No, I don’t. 2 No, he doesn’t.

Exercise 5

• Students use the cues to make sentences. In weaker classes, they can do the exercise in pairs.

ANSWER KEY

1 2 3 4 5 6

•

understand what they will need to do. Ask: How many people are you going to hear? (four) What do you need to find out? (address, transport to school, likes, dislikes, free-time activities) In weaker classes, play the first monologue about Layla and discuss answers to complete the chart together. Play the recording, stopping after each character has spoken to give students time to note their answers. Play it a second time, and a third time as well if necessary. Students compare in pairs, before checking with the class.

James lives in Elm Road. Dylan likes Layla. Chloe knows James and Dylan. James doesn’t know the answer to number two. I live / don’t live in Oak Street. My friend lives / doesn’t live near me.

You can turn checking the answers to exercise 6c into a follow-up listening comprehension task. Ask the class to draw a chart like that in exercise 6a, then call up four students to read their paragraphs. The rest of the class should listen and make notes in the chart. Ask some students to report back with a summary of the information they heard.

Exercise 7a

• In pairs, students use the information from exercise 6a to ask and answer Yes / No questions about the people.

• Walk around and monitor, making a note of any errors in the use of the present simple to discuss at the end.

Exercise 7b

• Students continue with true information about themselves. Optional extra After exercise 7b, ask students to change partners and practise the third person forms again. They should ask their new partners about the people they previously spoke to.

Introduction

4765473 Project TB3.indb 16

More practice Workbook p2 © Copyright Oxford University Press 21/02/2019 12:19

PRO4

Introduction: Grammar • present simple • present continuous

2 Answer the questions. 1 2 3 4 5 6

Listening, writing and speaking

Why is Layla with Mr West? Is Dylan in Class 9K? Where does James live? What is the answer to question number one? What does Dylan think about Layla? What is James’s answer for number two?

1.3 Listen and complete the chart.

Layla

James

Chloe

Dylan

Everyday English Classroom discussion

Complete the expressions.

●

What 1 I2

●

● ● ●

have you got for number one? it’s Buenos Aires. , too. number two? the answer. anything for that.

What 4 I don’t 5 I haven’t 6

b Work with a partner. Compare your answers for exercise 2. Use the expressions in exercise 3a.

Layla

Grammar

lives in?

Present simple

goes to school by / on?

Find the sentences in the story. Complete them. When do we have -s on the verb?

1 2 3 4

I James He I

in Oak Street. near there. in Elm Road. that road.

the story. Yes, I

you know it? . he .

●

Yes, he

to this school, too?

1 2 3 4 5 6

likes?

does in his/ her free time?

James / Elm Road Dylan / Layla Chloe / James and Dylan James / the answer to number two I / Oak Street My friend / live near me

Layla lives in Oak Street. She goes to school by bus. She …

c Write a text about yourself.

5 Make true sentences. Use the cues and these verbs. know

Work with a partner. Ask and answer about the people. Use the chart.

●

Does James play any sports? Yes, he does. He plays football.

b Work with a partner. Ask and answer. ●

●

Where do you live? I live in … Do you walk to school? Yes, I do. / No, I don’t.

Dylan

b Write about each person.

c Make the answers in exercise 4b negative.

live

Chloe

doesn’t like?

b Complete the questions and short answers from 1

James

5 05/06/2014 12:19 10:05 21/02/2019

Sweet Sue and Smart Alec

Comprehension

1.4 Now read and listen to the story. Why is Sweet Sue angry?

Look at the story. Who are these? SweetSue SmartAlec LordRiley LadyRiley thethief thepainters

What are you doing?

It’s 1.30 pm. Sweet Sue usually has lunch in her office at this time, but she isn’t having lunch today. She’s putting on her coat and she’s talking to Lord Riley on her mobile. 1 Sweet Sue, someone stole my wife’s diamonds this morning. Can you help?

We’re painting a sign on this door. Someone’s moving into this office. 3

Yes, of course. I’m leaving my office now.

Hello, Lord Riley, I … Who’s that man? And why is he climbing a tree? Is he looking for the jewels?

Yes, he is. I’m sorry, Sweet Sue. That’s Smart Alec. He’s another private detective. My wife phoned him. 5

Later.

It’s that man again! Where’s he going?

Here’s your diamond necklace, Lady Riley, and there’s your thief!

Excuse me. Are you following me? Oh, yes. It’s that bird. It’s flying out of the window with my ring now!

Well, you don’t need me, so I’m going for lunch. Goodbye.

6 4764575 Project PRO4ETB3.indb SB3 Book.indb 6 4765473 18

No, I’m not.

I’m going to my new office.

You can’t do that. It’s next door to my office. I’m the private detective in this town!

B Sweet Sue and Smart Alec Comprehension Exercise 1a

• Ask students to look at the pictures in the story, and describe

• • •

the people and actions in them without reading the dialogues. Prompt this by asking Where are they? Who are they? What are they doing? Accept any reasonable ideas, no need to reveal the correct answers at this point. Ask students to speculate what Sweet Sue’s job might be. Accept any ideas, and tell students they will read the story to find out if they were right. Students read the story quickly to identify the people in the box. You may need to elicit or pre-teach painters and thief. Ask students to point to the people mentioned. This cartoon is available as animation on the DVD and the Classroom Presentation Tool.

Exercise 1b $1.4

• Elicit or pre-teach any unfamiliar vocabulary as necessary, •

for example put on, steal, diamonds, move in, jewels, private detective, necklace, ring. Play the recording for students to read and listen. Play it again, then check the answer to the question. You may also like to teach the word rival to describe Sue’s relationship to Alec.

POSSIBLE ANSWER

Sweet Sue is angry because Smart Alec found the jewels, so Lord Riley didn’t need her, and she’s angry because Smart Alec is another private detective and his office is next door to hers.

Optional extra You could do this before or after exercise 2. Write up the following events from the story on the board or dictate them. Then, with books closed, ask students to put them in the correct order: a Smart Alec finds the jewels. b Lord Riley phones Sweet Sue. c Sweet Sue finds out that Smart Alec moves in next door. d Smart Alec climbs the tree. e Sweet Sue goes for lunch. ANSWER KEY

1 b 2 d 3 a 4 c 5 e

4765473 Project TB3.indb 19

Introduction T6

21/02/2019 12:19

Exercise 4b

Exercise 2a $1.5 Audio script pT88

• Ask students if they are good detectives. Tell them to write

• Ask students to scan the story and underline examples of

•

What are you doing? And why is he climbing a tree? Is he looking for the jewels? Where’s he going? Are you following me?

numbers 1–9 in their exercise books. Ask them to study the picture story for half a minute, then with books closed, play the recording for them to write their answers to the questions. Each student should work individually. Play the recording a second time if necessary.

Exercise 2b

• Students compare answers in pairs. Allow them two minutes

to read through their notes, then play the recording again for them to double-check if there are any questions they missed or misunderstood.

ANSWER KEY

1 2 3 4 5 6 7 8 9

Yes, she is. Yes. One of the painters is wearing glasses. Red. He’s wearing black shoes. Grey. A ring. (The bird has already stolen the diamond necklace.) A rabbit. He’s carrying a box. Yes, she is. She’s carrying her lunch / a bag of shopping.

questions in the present continuous. Elicit the rule: question word (if any) + the verb be in the correct form + subject + -ing form of main verb.

ANSWER KEY

Exercise 5

• Read the instructions and the example together. Make sure

•

ANSWER KEY

Present continuous and present simple

2 The men aren’t repairing the door. They’re painting a sign. 3 Smart Alec isn’t phoning the police. He’s climbing a tree. 4 The bird isn’t sitting in the tree. It’s flying out of the window. 5 They aren’t waiting for the lift. They’re walking upstairs. 6 They aren’t shaking hands. They’re looking at the sign on the door.

Exercise 3a

Exercise 6

Grammar

• Students complete the sentences without copying from the story. Then they look at the story to check their answers.

• Ask students to read the e-mail without filling in any gaps.

ANSWER KEY

1 has 2 isn’t having 3 putting on

Exercise 3b

• Students match the expressions and adverbs to the tenses. Students compare answers in pairs before checking with the class.

ANSWER KEY

present simple: usually, every day, always, regularly present continuous: now, today, at the moment, in this picture

Present continuous

• Students copy the table and complete it with the missing

forms of the verb be and the verbs. Make sure they make the necessary spelling changes for the -ing forms in the last column.

ANSWER KEY

1 am 2 isn’t 3 are 4 climbing 5 leaving 6 putting

Introduction

4765473 Project TB3.indb 20

•

Make sure they understand they have to write verbs in the present continuous in some gaps, but in the present simple in other gaps. Remind them to look for time expressions and other clues before they decide. Students complete the e-mail individually, then compare answers in pairs before you check with the class.

ANSWER KEY

1 2 3 4 5 6

don’t like runs cycles ’s arriving learns ’s learning

7 gets 8 are sitting 9 ’s ringing 10 rings 11 doesn’t ring

Revision idea

Exercise 4a

students understand they have to write connected sentences with the present continuous: one negative, one affirmative. Remind them that the pictures in the story can help them. Students write the sentences individually, then compare answers in pairs before you check with the class.

Ask students to write down the names of five people they know well (people from school, family members, friends, famous people). Ask them to write a sentence about what each person normally does (present simple), and another about what they think the person is doing at the moment (present continuous).

More practice Workbook p3 © Copyright Oxford University Press 21/02/2019 12:19

47645

Introduction: Grammar • present simple • present continuous

1.5 Are you a good detective? Close your book. Listen to the questions and write your answers.

b Work with a partner. Compare your answers.

Grammar Present continuous and present simple

Complete the sentences from the story. What are the two tenses?

Sweet Sue usually 1 lunch in her office at 1.30, but 2 she lunch today. She’s 3 her coat.

5 Make two sentences about each picture in the story. Use the cues.

1 Sweet Sue / eat her lunch / put on her coat Sweet Sue isn’t eating her lunch. She’s putting on her coat. 2 The men / repair the door / paint a sign 3 Smart Alec / climb a tree / phone the police 4 The bird / sit in the tree / fly out of the window 5 They / walk upstairs / wait for the lift 6 They / look at the sign on the door / shake hands

6 A few days later, Sweet Sue sends an e-mail to

her friend, Martha. Complete the e-mail with the correct form of the verbs in brackets.

b When do we use each tense? Match these expressions to the two tenses.

now today

alwa ys

y usuall

everyda y

presentsimple

presentcontinuous

atthemoment

regular ly

ture inthispic

Present continuous

Copy and complete the table. Use be and these verbs. leave

climb

put

Present continuous: affirmative and negative I He She It We You They

’m not ’s

5 6

ing a tree. ing the office. ing on a coat.

aren’t

Dear Martha, I really 1 (not like) that Smart Alec. He’s so perfect. He 2 (run) the London Marathon every year. He 3 (cycle) to work every day. I can see him out of the window now – he 4 (arrive) on his bicycle again. And he’s clever, too. He 5 (learn) a new language every year. At the moment he 6 (learn) Chinese. He 7 (get) new customers every day. Three people 8 (sit) outside his office at the moment. And his telephone 9 (ring) now. It 10 (ring) all the time! My phone 11 (not ring) very often. Well, he isn’t going to take all my customers! I’m going to fight back …

b How do we make questions in the present continuous? Find examples in the story.

7 11/02/2013 12:19 14:02 21/02/2019

1 1A

My life

A new home Comprehension

Vocabulary

Life stages

1.6 Look at the pictures. Listen and repeat.

1 be born

2 grow up

1.7 Read and listen to the text. Are the statements true or false, or doesn’t it say? 1 Carl moved to England last year. 2 He wanted to leave New Zealand. 3 His father got a job with an international bank. 4 He lived near the sea in New Zealand. 5 They arrived in England in January. 6 Everyone at his new school is British. 7 He doesn’t go sailing now. 8 He played football in New Zealand.

3 move (house)

My new home

M 4 start school

7 get a job

5 leave school

8 get married

6 go to university

9 have children 10 die

b Complete the sentences with these words. got wasborn moved left had started went grewup married 1 2 3 4 5 6 7 8 9 10

died

My parents got in Paris. They three children. I in London. We to a new house when I was six. I in a big city. I school when I was five. My sister school when she was 18. She to university in Moscow. My grandfather in 2012. My dad a new job last year.

8 4765473 22 4764575 Project PRO4ETB3.indb SB3 Book.indb 8

3 14:02

My life Comprehension

Unit overview Grammar: past simple: be, regular and irregular verbs, questions Vocabulary: life stages; families; likes and dislikes (activities) Skills: Reading: true or false, completing statements, completing a diagram with information, explaining relationships; Listening: multiple choice, identifying adjective collocations, multiple matching, identifying expressions used, listening for specific information; Speaking: describing a person’s life, talking about your weekend, identifying people, talking about likes and dislikes Culture: Families The Culture page can be studied after Lesson C or at the end of the unit. English Across the Curriculum: History: early human migration The English Across the Curriculum page can be studied at the end of the unit. Your Project: Develop your writing: so and because A fictional family Song: Our House

1A A new home

Exercise 2 $1.7

• Focus attention on the picture. Ask: Who is it? (A boy.) Where

• • •

ANSWER KEY

1 False. 2 False. 3 Doesn’t say. 4 True. 5 Doesn’t say. 6 False. 7 True. 8 False.

Grammar Past simple: be Exercise 3

• Ask students to try to complete the text without reading the •

Vocabulary Life stages

story again, then check their answers against the story. Elicit the rules. We use was after I, he, she, and it, and were after you, we, and they. To form the negative, we add not after was / were. The contracted forms are wasn’t and weren’t.

ANSWER KEY

1 were 2 weren’t 3 was 4 wasn’t

Exercise 1a $1.6

Past simple: regular and irregular verbs

• Play the recording for students to listen and look at the

pictures. Then play it again for them to listen and repeat.

Exercise 4a

• Students read the story again to find examples of verbs in the

Exercise 1b

• Students use the words in the box to complete the

•

is he? (Outside.) What is he doing? (He’s smiling. / He’s sitting down.) How old is he? (Around 12.) Tell students they are going to find out more about him. Students read the eight statements. Check comprehension. Play the recording for students to read and listen. Allow three or four minutes for students to re-read the text and decide about the statements. Students compare answers in pairs before you check with the class.

sentences. Don’t get into a presentation of the verb tense at this point, as it will follow later in the lesson. For now, just get students to use the words for the gap-fill task. Students compare answers in pairs before you check with the class.

ANSWER KEY

1 married 2 had 3 was born / grew up 4 moved 5 was born / grew up 6 started 7 left 8 went 9 died 10 got LANGUAGE NOTE The verbs are all past simple forms, except for was born. It is best to present this as a set phrase to memorize rather than get into an explanation of the passive at this stage.

•

past simple in the affirmative form. Elicit the rule: to form the past simple of regular verbs, we add -ed to the base form. If the verb ends in -e, we only add -d.

ANSWER KEY

Base form have go arrive rain want start make play

Regular

Irregular had went

arrived rained wanted started made played

Unit 1 T8

21/02/2019 12:19

1A Grammar

Exercise 6b

• Elicit at least two more interesting pieces of information

Exercise 3

about Beatrix Potter. Ask the rest of the class to confirm or correct the suggestions. Write ideas on the board, and play the recording again at the end to check them.

See page T8.

Exercise 4a

Exercise 6c $1.8

See page T8.

• Students look at the adjectives and try to recall what they

Exercise 4b

• Students find the negative forms. Elicit the rule: to make

negative sentences in the past simple use didn’t + base form of the verb. The same form is used for all persons.

ANSWER KEY

I didn’t want to leave New Zealand. I didn’t have all my friends here.

ANSWER KEY

Exercise 5

• Read the instructions and the example. Make sure students

• •

understand they have to write a negative past simple sentence based on the sentence in the left-hand column, then an affirmative past simple one based on the picture prompt in the right-hand column. In weaker classes, you may like to brainstorm ideas for what the pictures show before they start, or allow students to do the task in pairs. In stronger classes, you may like to do the task orally after a short preparation of one or two minutes.

ANSWER KEY

2 He didn’t live in the city centre in New Zealand. He lived near the sea. 3 He didn’t get up at eight o’clock in New Zealand. He got up at quarter past seven. 4 School didn’t start at 8.45 in New Zealand. It started at 8.30. 5 His school uniform wasn’t green in New Zealand. It was blue. 6 It didn’t rain a lot in New Zealand. It was sunny. 7 He didn’t go to the sports centre after school in New Zealand. He went to the beach. 8 He didn’t play football in New Zealand. He played rugby.

Listening and speaking Exercise 6a $1.8 Audio script pT88

• Focus attention on the picture. Ask students to speculate •

•

were used to describe. Elicit what students remember and don’t correct answers at this point. Elicit or pre-teach any unfamiliar items. Play the recording again. Students listen for the adjectives carefully and make notes. In weaker classes, you may want to pause the recording after each phrase to give students time to write the information they heard.

1 Beatrix’s family 2 a child (Beatrix) 3 pictures of animals 4 a child 5 a story 6 a rabbit 7 Beatrix Potter 8 a museum

Optional extra Students use at least five of the adjectives from exercise 6c to write sentences about their own lives. Have a few volunteers name the adjectives they used, then read out their texts, and ask the rest of the class to write down what each adjective referred to.

Exercise 7a

• Read the instructions together. Brainstorm ideas about

who students might use. Each student fills in the chart with information about their chosen person. Set this as homework, so they have a chance to look up things they don’t know.

Exercise 7b

• In pairs, students use the information in their charts to tell

each other about their chosen person. Have some students report back on what they learnt from their partner.

Revision idea Tell students about your own life, including the details from the chart in exercise 7a. Students take notes, then use their notes to write a paragraph about you.

whom it might show (Beatrix Potter), but don’t tell them. Explain that they will hear a recording about her life. Students read through the questions to find out what pieces of information they are looking for. Remind them that the questions are in the same order as the information about them in the recording. When you play the recording for the first time, suggest that students tick the answer they think is correct. The second time you play the recording, students should check and mark their final answers.

ANSWER KEY

1 b 2 a 3 a 4 b 5 b

Unit 1

4765473 Project TB3.indb 24

More practice Workbook pp4–5 Teacher’s Resources Unit 1

21/02/2019 12:19

47645

1A: Grammar • past simple: regular and irregular verbs • questions

Listening and speaking

Grammar

Past simple: be

3 Complete the text from Carl’s story.

I didn’t have all my friends here. They on the other side of the world. We 2 near the sea, and it 3 winter, so the weather 4 very nice. 1

Past simple: regular and irregular verbs

Read the story again. Find five more regular and three more irregular past simple verbs. Base form

Regular

move

moved

get

Irregular

got

b Find the negative of these sentences. How do

1.8 Listen and choose the correct answers.

we make the negative of the past simple?

b What can you remember? Give two more pieces

I wanted to leave New Zealand. I had all my friends here.

5 Compare Carl’s life now and in New Zealand.

He didn’t walk to school in New Zealand. He took the bus.

London 1 He walks to school.

2 He lives in the city centre.

New Zealand

of information about the woman. 1.8 Listen again. Who or what does the speaker describe with these adjectives?

1 2 3 4

rich quiet beautiful ill

5 6 7 8

famous naughty happy popular

Think about someone that you like or admire. It can be a member of your family or a famous person. Put some information about the person in a chart like this.

was born 3 He gets up at eight o’clock.

grew up

4 School starts at 8.45.

went to school

5 His school uniform is green.

got a job moved

6 It rains a lot. got married 7 He goes to the sports centre after school. 8 He plays football.

had children

b Use your chart. Tell a partner about your person. … was born in…, but he / she grew up in… © Copyright Oxford University Press

4764575 Project PRO4ETB3.indb SB3 Book.indb 9 4765473 25

9 11/02/2013 12:19 14:02 21/02/2019

A surprise for Smart Alec!

Comprehension

Sweet Sue

1.9 Read and listen to the story. What is the surprise?

1 Sweet Sue is talking to Mr Salt. An old clock disappeared from the Salts’ house last week.

Mr Salt Sweet Sue Mr Salt Sweet Sue Mr Salt Sweet Sue Mr Salt Sweet Sue Mr Salt

The next day.

3 A week later.

Hello, Sweet Sue. Were you on holiday last week?

You’ve got flu, Sweet Sue. You can’t go to work for a week.

5 4

No, I wasn’t. I was ill. I wanted to find Mr Salt’s clock. But I can do that now.

Oh, I hate that Smart Alec! Hello. What’s this? 6

Oh, I solved that case while you were away. We arrested the thief two days ago. It was the gardener.

10 4764575 Project PRO4ETB3.indb SB3 Book.indb 10 4765473 26

Oh, Smart Alec, I’ve got a surprise for you.

1B 1B A surprise for Smart Alec! Comprehension Exercise 1 $1.9

• Ask students to look at the pictures without reading the text

• • • •

and describe what they see in each one. Use these prompts to help students with their descriptions: Who are they? Where are they? What are they doing? This cartoon is available as animation on the DVD and the Classroom Presentation Tool. Elicit suggestions and make notes of them on the board, so you can check them against the story later. Elicit or pre-teach any unfamiliar vocabulary, including disappear, flu, solve, case, arrest, parcel, repair. Read the question together. Play the recording for students to read and listen, then elicit the answer.

ANSWER KEY

Sweet Sue has got the clock that disappeared. Smart Alec thought the gardener stole it, but it was Mr Salt’s son who took it after one of his friends broke it at a party.

Optional extra Write the following incomplete statements on the board, or write them out and photocopy them to give it to students. With books closed, students fill in the statements with the missing words, according to the story. You could do this activity before or after exercise 2. 1 A ______ disappeared from the Salts’ house. 2 ______ and ______ were ill. 3 Mr and Mrs Salt phoned ______. 4 The next day, Sweet Sue went to see ______. 5 ______ didn’t go on holiday. 6 ______ solved the case. ANSWER KEY

1 2 3 4 5 6

clock Mrs Salt and Sweet Sue the police the doctor Sweet Sue Sweet Sue (not Smart Alec!)

4765473 Project TB3.indb 27

Unit 1 T10

21/02/2019 12:20

1B Exercise 2

• Students cover the story and complete the sentences. • They compare answers in pairs, then read the story again to

check. Some sentences can be completed in different ways.

POSSIBLE ANSWERS

1 2 3 4 5 6 7 8

clock (from the Salts’ house). in Paris (from Saturday to Tuesday / at the weekend). was ill / had the flu. the gardener / the thief. a party (at the house) (while his parents were away). broke the clock. repair the clock. Smart Alec.

Exercise 5b

• Students work in pairs using the questions to interview each other. They can take turns to play the interviewer.

ANSWER KEY

2 No, they weren’t. 3 No, they weren’t. They were in Paris. 4 They came back on Tuesday.

Students write six similar questions about the story on p6, using the past simple. Then, in groups of four, they use their questions to test the others on the events of the stolen jewels.

Speaking and listening

Past simple questions: be

Exercise 6a

• Students decide if they did any of the activities last weekend.

Exercise 3

How many things did they have in common?

• Students find the examples in the story and complete the questions and short answers.

Exercise 6b $1.10 Audio script pT88

• Tell students they’re going to hear three dialogues, each

ANSWER KEY

2 Was it, was

Past simple questions: regular and irregular verbs

•

Exercise 4a

•

• Students put the words in order, then check in the story.

between a different pair of friends. Students listen and match the activities with the correct person. There are two activities that don’t match anyone. Pause after each dialogue and give students time to write their answers. Play the three dialogues again at the end.

ANSWER KEY

1 Did they take anything else? 2 Did you phone the police? 3 When did you come back?

Sanjit went to a music festival. Helen went to a wedding. Hayley went to the cinema. Martha went to a party. Tom stayed in bed. Chen went to a football match.

Exercise 4b

Exercise 6c $1.10

• Students should try answering the questions from memory before checking in the story.

ANSWER KEY

• Go through the expressions and check comprehension. • Students listen again and do the matching. ANSWER KEY

1 No, they didn’t. 2 Yes, we did. 3 WecamebackonTuesday.

Sanjit: fantastic, great Helen: OK, a bit boring Hayley: not bad, all right Martha: fun Tom: terrible Chen: brilliant, really exciting

Exercise 5a

Exercise 7

• Read the instructions together. Make sure students • •

understand that the interview takes place just before Sweet Sue receives the parcel and solves the case. Students expand the cues into questions for the interviewer. You may need to highlight the irregular plural thief–thieves.

ANSWER KEY

2 3 4 5

T11

Because Mrs Salt was ill. No, they didn’t. No, she didn’t. Two days ago.

Optional extra

Grammar

1 Were you, weren’t

5 6 7 8

Were Mr and Mrs Salt here? 6 Did the thieves take Were they in London? anything else? When did they come back? 7 Did Sweet Sue find the Why did they come back thief? early? 8 When did they arrest the gardener?

Unit 1

4765473 Project TB3.indb 28

• Students ask and answer about their own weekends. Allow

them a little time to think and make notes before they begin. Help with any unfamiliar vocabulary. Monitor the correct use of the past simple. Go over any major problems after the activity, but don’t interrupt the pairwork for error correction.

Revision idea Students use the questions from exercise 7 to ask you about your own weekend. Give true or invented answers if you prefer. Students should make notes of all the activities you mention, and the expressions you use from exercise 6c.

More practice Workbook pp6–7 Teacher’s Resources Unit 1

21/02/2019 12:20

PRO4

1B: Grammar • past simple: regular and irregular verbs • questions

2 Complete the sentences. 1 2 3 4 5 6 7 8

Speaking and listening

Look at the activities. Did you do any of these things last weekend?

Sanjit

Grammar Past simple questions: be

3 Complete the questions and short answers from

Helen

the story. How do we make past simple questions with be? 1

●

No, we

●

Yes, it

here when the clock disappeared? . here on Saturday? .

Martha

Put the words in the correct order to make questions. How do we make questions in the pastsimple?

1.10 How did each person feel about their weekend? Listen again and match these expressions to the people in exercise 6a.

1 take did anythingelse they ? 2 you thepolice phone did ? 3 come did when back you ?

brilliant. fantastic. great. really exciting. fun.

b Find the answers to the questions in the story.

A reporter is interviewing Smart Alec while Sweet Sue is ill. Make questions. Use the cues.

It was

all right. OK. not bad.

a bit boring. terrible.

7 Work with a partner. Make a dialogue about your weekend. Use these questions.

b Find the answers to the questions in the story. Work with a partner. Role play the interview.

How was your weekend? What did you do / see? Where did you go? Who did you go with? Was it good?

Chen

1.10 Listen and match the people to the activities that they did.

When did the clock disappear? Last week.

Tom

Past simple questions: regular and irregular verbs

●

Hayley

Activities go to the cinema watch a DVD go to a party go to a football match go to a music festival stay in bed go to a wedding play tennis

11 05/06/2014 12:20 10:20 21/02/2019

My family b Match the sentences to their meanings. What

Vocabulary

position are you in your family?

Families

1 a Complete the chart with the missing words. Male

Female

grandfather

mother

son

sister

husband

aunt niece cousin

nephew cousin

1 2 3 4 5

Reading

1.11 Chloe is talking about her family. Read and listen. Find the names of the people in the pictures.

My FaMily

I’m the youngest child in my family.

My parents’ names are Dennis and Susan. My father’s a manager. He works in an office. My mum’s a Science teacher.

12 4764575 Project PRO4ETB3.indb SB3 Book.indb 12 4765473 30

So, THAT’S My fAMILy!

1C 1C My family

Optional extra Ask: Who’s your father’s mother? to elicit the word grandmother. Turn the activity into a chain game. Each student in turn can ask a similar question, like Who’s your aunt’s son? to elicit another word, like cousin, from the previous exercises, and so on, until all the new vocabulary has been exhausted.

Vocabulary Families Exercise 1a

• Students complete the chart individually, then compare answers in pairs before you check them with the class.

• Drill the pronunciation of trickier items as necessary. • Clarify the distinction between cousin, nephew and niece, as

their meanings overlap in some languages, or are translated as the same or related word. You may need to elicit a translation of the words.

ANSWER KEY

1 2 3 4 5 6

grandmother father daughter brother wife uncle

Exercise 1b

• Students match the sentences 1–5 with their meanings a–e, •

then compare answers in pairs before you check them with the class. Through a quick show of hands, find out how many only children, eldest, youngest or middle children and how many twins there are in the class.

ANSWER KEY

1 e 2 a 3 b 4 c 5 d

Reading Exercise 2 $1.11

• Focus attention on Chloe’s picture in the top left-hand corner

•

of the text. Ask: Who is she? (Chloe.) Read the sentence next to it together and check comprehension of the expression from exercise 1b: Has she got any brother or sisters? (Yes, she has.) Play the recording for students to read and listen. In each paragraph, they find the names of the people in the corresponding picture. Ask them also to underline in the paragraph what their relationship to Chloe is. Students compare answers in pairs before you check them with the class.

ANSWER KEY

Dan and Jack (brothers) Dennis and Susan (parents) Peter and April (uncle and aunt) Nicola (aunt) William and Heather (grandparents)

4765473 Project TB3.indb 31

Unit 1 T12

21/02/2019 12:20

1C Exercise 3a

• Students copy Chloe’s family tree in their exercise books and use the information from the text to add the names.

ANSWER KEY

William, Heather Dennis, Susan, Peter, April, Nicola Dan, Jack, (Chloe), Henry

Optional extra Students write six sentences about Chloe’s family, including false as well as true statements. With books closed, they use their questions to test each other about Chloe’s family members in pairs.

Listening

Exercise 3b

• Students use the information in the family tree to write sentences about the people in the cues.

Exercise 5a $1.12 Audio script pT89

• Read the instructions. Elicit everything students have already

ANSWER KEY

2 3 4 5 6 7 8 9 10

Henry is Jack’s cousin. William is Peter’s father. Henry and Chloe are Heather’s grandchildren. Susan is Dennis’s wife. Dan is William’s grandson. Nicola is Jack’s aunt. April is Chloe’s aunt. William and Heather are Nicola and Peter’s parents. Susan is Heather’s daughter.

Exercise 4a

• Read the instructions and check students understand

their roles. Student A reads out the clues, while Student B scans the text and previous exercises to identify the person and his / her relationship to Chloe. Walk around and monitor.

ANSWER KEY

2 3 4 5 6

Nicola. She’s Chloe’s aunt. Henry. He’s Chloe’s cousin. William. He’s Chloe’s grandfather. Dennis. He’s Chloe’s father. Peter. He’s Chloe’s uncle.

ANSWER KEY

1 c 2 a 3 c 4 a 5 b 6 a 7 c

• Students read the three questions. • Play the recording again for students to listen and answer the

questions. Call up a different student to answer each one, and ask the rest of the class to confirm or correct their answers.

ANSWER KEY

1 Because people in England couldn’t pronounce Guillermo. 2 He visited the USA, Australia, India and Brazil. 3 He made furniture, like tables and chairs.

Revision idea

Exercise 4b

• Elicit the meaning of relatives. Explain that it is the overall •

•

Exercise 5b $1.12

Speaking

•

learned about William. Tell them they are going to listen to find out more. Students read through the questions to know what information to focus on in the recording. Elicit or remind them that in listening tasks the questions usually follow the order of information in the recording. Play the recording twice. Ask students to compare answers in pairs before you check with the class.

term for all the new vocabulary introduced in this lesson. Students swap roles and continue the activity the same way. Check they understand the task is now about Peter’s relatives, not Chloe’s.

Students bring in photos of their own families and in groups of four give each other descriptions of the people in their families, using Chloe’s text as a model. Ask them to include some interesting details about the people. After students in each group have finished talking about the photos, ask each group to report back with one interesting fact they learnt about someone in the group. Ask the rest of the class to guess which student’s family the fact may be about.

ANSWER KEY

2 3 4 5 6

Chloe. She’s Peter’s niece. Dan. He’s Peter’s nephew. April. She’s Peter’s wife. Heather. She’s Peter’s mother. Susan. She’s Peter’s sister.

So, THAT’S My fAMILy! T13

Unit 1

4765473 Project TB3.indb 32

More practice Workbook pp8–9 Teacher’s Resources Unit 1

21/02/2019 12:20

47645

1C: Grammar • past simple: regular and irregular verbs • questions

Copy Chloe’s family tree and add the names of the people.

Chloe

1C b Reverse roles and complete the table for Peter’s relatives. Clues

Name

He’s / She’s Peter’s …

He’s two years old.

Henry

son

She’s got one cousin.

He’s working in France.

She’s expecting a baby.

Her husband’s name is William.

She’s got twin sons.

b Use the family tree. What relationship are these people to each other? 1 Dan / Chloe Dan is Chloe’s brother. 2 Henry / Jack 3 William / Peter 4 Henry and Chloe / Heather 5 Susan / Dennis 6 Dan / William 7 Nicola / Jack 8 April / Chloe 9 William and Heather / Nicola and Peter 10 Susan / Heather

Listening

1.12 Chloe is talking about her grandfather. Listen and choose the correct answers.

Speaking

Work with a partner to complete the chart. Student A: Read out the clues. Student B: Give the name and his / her relationship to Chloe. Clues

Name

He’s / She’s Chloe’s …

He’s nineteen. He’s at university.

Jack

brother

She isn’t married.

Dan and Jack are his cousins.

He’s got one son and two daughters.

He’s got one nephew and no nieces.

He got married four years ago.

1 Chloe’s grandfather’s real name is a Wilhelm. b Vilmos. c Guillermo. 2 He was born in a Spain. b Hungary. c Mexico. 3 He came to England when he was a two. b twelve. c six. 4 After school he a worked on a ship. b became an actor. c went to university. 5 He met Heather in a the USA. b England. c Australia. 6 After they got married, he worked in a a factory. b a bank. c an office. 7 About five years ago he a became the manager. b started his own company. c retired.

1.12 Listen again. Find this information.

1 Why did Chloe’s grandfather change his name? 2 Name three countries that he visited. 3 In his job in England, what did he make?

13 11/02/2013 12:20 14:02 21/02/2019

Kids

Layla’s new friends

1 a What happened in the last episode of ‘Kids’?

2 Complete the sentences with the correct names and the missing information.

Tell the story.

1 2 3 4 5 6 7 8

1.13 Read and listen to the story. What does Layla change her mind about? Why?

didn’t want to Bristol. invites Layla to the . are going swimming this have got now. had a last year. introduces Dylan to . invites Layla to his . thinks her new friends are

14 4764575 Project PRO4ETB3.indb SB3 Book.indb 14 4765473 34

Chloe This is my friend, James. James, this is Layla. She’s in my class. James Hi, Layla. Nice to meet you. Layla Yes. Nice to meet you, too. Chloe We’re going to the sports centre this evening. Do you fancy a game of table tennis there later? James Sorry, I can’t. We’ve got football practice now, and Mrs Craig gave us loads of homework. Chloe Oh, OK. Is everything ready for your birthday party, James? James Yes, it is. I booked the DJ and the sports centre last week. 4

They’re all very nice. I think I’m going to like it here after all.

1D 1D Kids Layla’s new friends Exercise 1a

• With books closed, ask students to think back to the previous

•

episode of the ‘Kids’ photostory from the Introduction unit. Ask: How many students did we meet? (Four.) Who were they? (Chloe, Layla, James and Dylan.) Who are in the same class together? (Chloe and Layla in Class 9K, the boys in another class.) What happened in the story so far? This photostory is available as video on the DVD and the Classroom Presentation Tool.

Exercise 1b $1.13

• Read the question together. Pre-teach change one’s mind.

• •

Illustrate the meaning by naming an item of clothing you’re NOT wearing, then explaining what you’re wearing instead. For example: This morning, I thought I was going to wear my red skirt. But I changed my mind. I put on my blue jeans instead. Play the recording for students to read and listen to answer the question. Students compare ideas in pairs before you check with the class.

ANSWER KEY

Layla changed her mind about her new school. She didn’t want to move there, but she thinks she’s going to like it after all.

Exercise 2

• Students read the story again more carefully, and complete the sentences with the missing information.

• Let them compare answers in pairs before you check with the class.

ANSWER KEY

1 2 3 4 5 6 7 8

Layla didn’t want to leave Bristol. Chloe invites Layla to the sports centre / swimming pool. Chloe and Layla are going swimming this evening. James and Dylan have got football practice now. James had a (brilliant / birthday) party last year. Chloe introduces Dylan to Layla. James invites Layla to his (birthday) party (next Saturday). Layla thinks her new friends are (very) nice.

Optional extra Alternatively, for a change of pace, you can complete the sentences for exercise 2 yourself first – some with correct information, some with key details changed. Write out and photocopy the revised statements for the students to read, check and correct as necessary. At the end of the unit, you can use the unused variant (exercise 2 or this Optional extra) for revision.

4765473 Project TB3.indb 35

Unit 1 T14

21/02/2019 12:20

1D Everyday English

Talking about likes and dislikes

Invitations

Exercise 5a

• Focus on the pictures and ask students to read the activities.

Exercise 3a

• Students complete the expressions from the story without •

re-reading the dialogues. Then they check their answers against the text. Encourage students to make a note of the expressions, then add similar phrases to make, accept or reject an invitation as they learn them later in the course.

•

ANSWER KEY

1 like 2 fancy 3 want

Exercise 5b

• Students continue working in pairs. They should choose

Exercise 3b

• Students read the story again carefully to find the answer to the question.

ANSWER KEY

He’s got football practice and Mrs Craig gave them loads of homework.

•

eight activities from the expanded list, and take turns to ask and answer questions as in the example. Ask each student to make notes of their partner’s answers. Walk around and monitor the correct use of questions and short answers.

Exercise 5c

Exercise 3c

• Read the situations and, in small groups of four, get students to brainstorm reasons for refusing invitations in each scenario. Walk around, monitor and help with any unfamiliar vocabulary they may need.

Exercise 4

• Read the instructions together. Ask two stronger students or •

Then read out the activities for them, and ask students to point to each one as they hear them. Ask students to choose one activity in the list that they like, and tell their partner. Then they should each name another activity they like that is not in the list. Collect ideas from the pairs with the whole class and write the activities on the board. Continue collecting more activities until you have doubled the pool.

demonstrate the task yourself with a strong student, using the example. Groups split into pairs. In each pair, students take turns playing Student A or B, following the instructions for each situation.

• Students change partners, and ask and answer questions

about their previous partners, using the third person forms.

Revision idea In pairs, students take turns to choose activities from the expanded list in exercise 5a, and invite their partner to do the activities with them. In each case, their partner should reject the invitation, giving at least one good reason why. Continue the activity until each student has made (and rejected) three invitations.

Optional extra For an extra challenge, instead of following the printed instructions for Student B, in each situation students decide whether they should answer yes or no by tossing a coin. If it lands tails (the number side), they should reject the invitation; if it lands heads (the image side), they should accept the invitation.

T15

Unit 1

4765473 Project TB3.indb 36

More practice Workbook pp10–11 Teacher’s Resources Multi-ROM Unit 1

21/02/2019 12:20

PRO4

1D: Grammar • past simple: regular and irregular verbs • questions

Everyday English Invitations

3a 1

●

Talking about likes and dislikes

Look at the pictures. Add more activities to the list. swimming

Complete the expressions. ●

●

Would you to come, too? Yes, please. Do you a game of table tennis? Sorry, I can’t. Do you to come to my party? Yes, I’d love to. Thanks.

b What reasons does James give for refusing Chloe’s invitation?

playing ice hockey

mountain biking

canoeing playing basketball running

c Think of two reasons for refusing an invitation to do these things. ● ● ● ●

go to a party play badminton go to the cinema go skateboarding

skiing cooking

4 Work with a partner. Take turns to be

playing the piano

A and B, and follow the instructions. Use the expressions from exercise 3a.

Do you fancy a game of tennis in the park this afternoon? Sorry, I can’t. I’ve got a piano lesson. 1 Student A You’re going to the park this afternoon. Invite Student B to play tennis. Student B Refuse and give a reason. 2 Student A You’re going to have a birthday party. Invite Student B. Student B Ask when it is. Accept. 3 Student A You’re going to the cinema. Invite Student B. Student B Ask when. Accept. 4 Student A You’re going cycling on Saturday. Invite Student B to go with you. Student B Refuse and give a reason. 5 Student A You’re going to play football after school. Invite Student B. Student B Refuse and give a reason.

dancing

taking photographs

camping painting

b Work with a partner. Choose eight of the activities. Ask and answer. Do you like swimming? Yes, I do. / No, I don’t.

c Change partners. Ask and answer about your first partners. What does Mike like doing? He likes … What doesn’t he like doing? He doesn’t like … © Copyright Oxford University Press

PRO4E SB3 pp08-19.indd 15 4765473 Project TB3.indb 37

rollerblading

15 05/06/2014 12:20 10:21 21/02/2019

Culture

1 What do you think a typical family is like in your country? Answer these questions.

1.14 Read and listen to the text. How is a typical British family different from one in your country?

1.15 Listen and complete the chart. Nick

Grace

lives in? lives with? has got a pet? grandparents?

b Write about Nick and Grace. … lives in … He / She lives with …

c How are Nick’s and Grace’s families different from John’s?

Families

My name’s John and I live in a typical British family. We live in a house with a garden. It’s in Bexleyheath, a suburb of London. Our house has got three rooms downstairs – a living room, a dining room and a kitchen. Upstairs there are three bedrooms and a bathroom. We didn’t live in this house when I was born. We moved here when I was five years old, because my parents wanted a bigger garden. Four people live in our house – my parents, my older brother and me. Until two years ago there were five of us, but my older sister left home when she was twentyone. She still lives and works in London, but she shares a flat with two friends in another part of the city. (It’s good, because when she moved out, I got her bedroom, so I don’t share with my brother now!) There’s one other member of the family in our house, too – our cat. My parents don’t come from London. My dad is from Scotland and my mum grew up in Liverpool. They both moved to London after university to get jobs. So we don’t see our aunts and uncles very often, because they all live a long way from London. My mum’s parents now live in Cornwall. I call them Nana and Granddad. They moved to Cornwall when Granddad retired. They’ve got a small house by the sea. My grandpa (my dad’s dad) died a few years ago. Grandma (my dad’s mum) lives in Bexleyheath, but she doesn’t live with us. She lives in an old people’s home. So that’s my family. Of course, not all families are the same. Divorce is common in Britain, so a lot of children live in a single-parent family or in a family with a stepparent and step-brothers and sisters. But we’re a very typical British family.

16 4764575 Project PRO4ETB3.indb SB3 Book.indb 16 4765473 38

Culture

Families

ANSWER KEY

Culture materials on the DVD or the Classroom Presentation Tool

lives in?

If you prefer, play Unit 1 of the DVD instead of covering the topic through the reading text, then set the text comprehension and the accompanying Student’s Book activities either as homework or as optional practice.

• •

country. Get a few of them to say why they think their families are typical or what they think is typical about them. Collect ideas on the board, and ask the rest of the class to agree or disagree. Open books, then go through the questions, discussing each one in turn. If there’s any disagreement developing, ask for a show of hands for each conflicting opinion. Write the consensus for each question on the board. You are going to use this information to contrast with that in the reading text.

Exercise 2 $1.14

• Explain to students they will read and listen an article to find •

out more about British families, then compare it with typical families in their own country. Play the recording for students to read and listen, then elicit the information about each question from exercise 1, regarding British families. Write the information next to the information already on the board. Once you have completed the survey, ask students to find differences as well as similarities with their own country.

Exercise 3a $1.15 Audio script pT89

• Focus attention on the chart. Ask students how many

• • •

people they are going to hear about. (Two.) Look at the row headings, and check that students understand what information to listen for. Play the recording about Nick, twice if necessary, and allow students a minute or so to complete the chart. Repeat the process for Grace. Ask students to compare answers in pairs. If you like, play the recording again, so they can check and confirm any debated answers.

More practice Teacher’s Resources Unit 1

his dad, stepmother and stepsister

has got a pet?

no pet, but his stepsister’s got a hamster one grandma lives her granddad in an old people’s lives with them home near their flat, other grandparents live a long way away

grandparents?

Exercise 3b

• Students use the information in the chart to write a

paragraph about each person. You may like to set this task as homework.

Exercise 3c

• Ask students to compare Nick’s and Grace’s families with John’s. Ask them to focus more on similarities than on differences.

POSSIBLE ANSWERS

John and Nick both live in London. John and Grace both live in a house with a garden. They also both have pets, but John’s family only has one dog, while Grace’s family has a dog and two cats. John and Nick have both got a grandma who lives near them in an old people’s home. They also both have other grandparents who live a long way away.

Revision idea Students write a paragraph of 80–120 words about their own families, then in pairs they read it out to each other and find similarities with each other, as well as with John, Nick and Grace. Have a few pairs report back on the similarities they have found.

4765473 Project TB3.indb 39

Grace a house with a big garden her mum and dad, brother and sister and grandfather a dog and two cats

lives with?

Exercise 1

• Ask students if they think their family is typical for their

Nick a flat in London

Unit 1 T16

21/02/2019 12:20

English Across the Curriculum History: early human migration

Exercise 3

• Before students read the text again more carefully, ask them

Exercise 1a $1.16

• Read the title of the lesson together, and elicit ideas about

• • •

what it might refer to. Point out that word migration is used to refer to movement from one place to another. We use it to talk about animals (birds migrating to warmer climates in winter, fish like salmon migrating to their breeding areas, and so on) as well as people (migrants looking for education or employment in other countries, political refugees and asylum-seekers, and so on). In the context of this lesson, the focus is on human migration, that is, the migration of people. Elicit what early might refer to in the context, and suggest that the pictures on the page might help clarify the meaning. When we say early here, we will be focusing on events that happened before recorded modern history. Check students understand they will have to scan the text for the order of the continents mentioned. Remind them not to try to understand every word. Play the recording for students to read and listen. Check answers. If you have a world map, you could show the movement of people there as you go through the list.

• • •

ANSWER KEY

1 The seas were much shallower and in many places there were land bridges, so it was easy to cross between continents. 2 They ate meat from mammoths and woolly rhinoceroses. 3 The Neanderthals came from Africa 200,000 years ago. They died out 20,000 years ago, and we don’t know why. 4 The ice melted and the sea levels rose, Australia became an island and the land bridge from Asia to North America disappeared.

• Ask students to work in pairs. If you can provide blank world

Exercise 1b

• Elicit the answer to the question. •

ANSWER KEY

Early human beings didn’t reach Antarctica.

• Focus attention on the timeline. Ask students first to scan

the text for each date indicated and find the sentence which contains them. Then ask them to study the underlined sentences more closely to identify the key events. Elicit answers, and ask the rest of the class to say if they agree or disagree. Ask students giving the answers to quote the passage supporting their findings.

ANSWER KEY

In thousands of years ago: 200: Neanderthals left Africa 150: modern human beings (homo sapiens) appeared in Africa 60: humans started migrating into Asia 45: first people reached Australia 35: first modern human beings arrived in Europe 20: Neanderthals were extinct 15: people crossed the land bridge into North America 11: people reached South America 10: last Ice Age ended, early human migration finished Unit 1

4765473 Project TB3.indb 40

maps with the outlines of continents, the exercise will be easier for students to do. Alternatively, each student can draw their own map, then find the information in the text and draw the route. Ask students to compare maps in groups of four, and describe the route they have drawn.

POSSIBLE ANSWERS

Exercise 2

T17

to scan it for unfamiliar vocabulary and quickly elicit or preteach meaning and pronunciation. This may include Ice Age, plenty of, ancestors, hunt, mammoths, woolly rhinoceroses, extinct, shallow, land bridge and melt. Read the questions together and check comprehension. Ask students to find and discuss the answers in small groups of three or four. Walk around and monitor the discussions. Have some groups report back with their answers, and ask the rest of the class to say if they agree or disagree.

Exercise 4

ANSWER KEY

1 Africa 2 Asia 3 Australia 4 Europe 5 North America 6 South America

•

They went from Africa across Asia, then north to Siberia. They crossed a land bridge from Siberia to Alaska, then they moved down through North and Central America until they reached South America.

Exercise 5

• Students continue working in their groups to brainstorm • • •

some ideas about the description of Europe. Remind them to find relevant information about the continent in the article. Each student writes their own description, then they swap with their groups to check and correct any mistakes. Get a few volunteers to read out their descriptions. Have a class vote on the liveliest, most interesting description. You can set the writing task as homework, but do the initial brainstorm in class.

More practice Teacher’s Resources Unit 1 © Copyright Oxford University Press 21/02/2019 12:20

47645

English Across the Curriculum History: early human migration

3 Answer the questions.

1.16 Read and listen to the text. Put these places in the order that early human beings arrived there. Australia South America

Africa Europe

North America Asia

b Which continent didn’t they reach?

2 Look at the timeline. What events happened at the

4 How did people get to South America

times shown? 200,000 years ago

from Africa? Describe the route.

150,000

60,000

5 Imagine you are one of the first

10,000 15,000 35,000 NOW 45,000

THE

modern humans to arrive in Europe. Describe your new home.

20,000 11,000

human STOry

17 11/02/2013 12:20 14:03 21/02/2019

Revision 3a

Grammar

Use the pictures. Complete the sentences.

1 Complete the sentences with the correct form of the verbs. buy 1

●

What did you 1 on Saturday? I2 some homework in the morning, but I didn’t 3 much in the afternoon. What about you? I4 shopping. Did you 5 anything? Yes, I 6 a pair of jeans.

be have 2

●

1 Becky

come

Morgan 7 a party on Friday. I know. Did you 8 a good time there? Yes. It 9 very good. Lots of people 10 there. Why didn’t you 11 ? My grandparents 12 to see us.

2 Conor

Lara

Joe

. . . Joe is the child.

b Complete what Jack says. 1 My father’s sister is my . I’m her . 2 My mother and father are my . 3 My uncle’s daughter is my . 4 My mother’s father is my . 5 My mother is my father’s .

Match the life stages to the dates.

Emma Watson (actress) 1 be born 2 start school 3 get a part in the Harry Potter films 4 go to university in the USA 5 move to Oxford University

3 Will

1 Becky and Maria are 2 Conor is an 3 Will is the Lara is a

Vocabulary

. I’m his . He’s her

Listening

4 a b c d e

September 1995 2011 2009 1999 15 April 1990

b Write five sentences about Emma. Use the past simple.

Maria

1.17 Listen and complete the chart. Ryan

Zoe

What did he / she do? When did he / she do it? Who did he / she go with? What was it like?

18 PRO4E SB3 pp08-19.indd 18 4765473 Project TB3.indb 42

Revision

Grammar

Exercise 3b

• Students complete the statements about Jack.

Exercise 1

ANSWER KEY

• Students complete the sentences. • Let them compare answers in pairs before you check with

1 aunt, nephew 2 parents 3 cousin 4 grandfather,grandson 5 wife, husband

the class.

ANSWER KEY

1 do 2 did 3 do 4 went 5 buy 6 bought 7 had 8 have 9 was 10 were 11 come 12 came

Optional extra Elicit which of the verbs in exercise 1 are irregular. (All of them.) Elicit the rule about forming the past simple of regular verbs, and ask students to name five or six examples of regular verbs from Unit 1.

Exercise 4 $1.17 Audio script pT89

• Explain that students are going to hear a dialogue between

• •

Vocabulary Exercise 2a

• Look at the photo, and elicit any information students already

•

Listening

know about Emma Watson. (She’s an English actor from Oxford who starred as Hermione Granger in the eight films of the Harry Potter series.) Students match the life events to the dates.

ANSWER KEY

two friends, Ryan and Zoe, about what they did at the weekend. Read through the row headings and check students understand what information they are listening for. Play the recording twice. In weaker classes, you may like to pause after every couple of exchanges to allow students to process the information they heard. Students compare answers in pairs before you check with the class.

ANSWER KEY

What did he / she do?

When did he / she do it? Who did he / she go with? What was it like?

1 e 2 a 3 d 4 c 5 b

Exercise 2b

• Students use the information from exercise 2a to write five sentences about Emma Watson.

ANSWER KEY

Emma Watson was born on 15 April 1990. She started school in September 1995. She got a part in the Harry Potter films in 1999. She went to university in the USA in 2009. She moved to Oxford University in 2011.

Exercise 3a

• Students look at the pictures and complete the sentences. ANSWER KEY

1 twins 2 only child 3 oldest, youngest, middle

More practice Workbook pp12–13

4765473 Project TB3.indb 43

On Saturday. He went with Justin. It was really exciting. He enjoyed it.

Zoe She visited her cousin in London. They went to a pop concert. On Sunday afternoon. She went with her cousin. It was brilliant.

Optional extra In pairs, students use the questions from the chart to talk about what they did last weekend.

Optional extra Students change the questions to ask you about your own weekend. Give them true or invented answers, and ask them to write your answers in the same way they did with Ryan and Zoe.

Ryan He went to the cinema.

Unit 1 T18

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Your Project Develop your writing

Preparation

so and because Exercise 1a

• Ask students to read the rule. Check comprehension. • Ask a student to read out the first sentence and write it on

•

the board with the word so in capitals underneath it. Point out the comma between the clauses. Elicit the question with why. (Why does your grandfather speak Spanish very well?) Write it on the board. Underline born in Spain in the sentence. You can also draw an arrow from the question to the underlined part of the sentence. Repeat the procedure for the second sentence and because.

Exercise 1b

• Students work on their own to complete the sentences. ANSWER KEY

1 because 2 so

• Groups present their projects, showing their posters and

• Students work on their own to join the sentences. In each sentence, both linking words are possible to use, but they change the structure of the sentence. Students compare answers in pairs before you check them with the class.

ANSWER KEY

1 He didn’t go to university because his parents didn’t have a lot of money. / His parents didn’t have a lot of money, so he didn’t go to university. 2 He wanted to travel, so he worked on a ship for a few years. / He worked on a ship for a few years because he wanted to travel. 3 He left the ship because he got married. / He got married, so he left the ship. 4 He needed a job, so he started work in a factory. / He started work in a factory because he needed a job. 5 He became the manager because he worked hard. / He worked hard, so he became the manager. 6 He retired a few years ago, so he doesn’t work in the factory now. / He doesn’t work in the factory now because he retired a few years ago.

Song Our House Background information Our House was a hit song for British band Madness in 1982.

Exercise 1 $1.18

• Students look at the picture only and guess what the song is • •

about. Write their suggestions on the board. Play the song twice for the students to listen, read and complete the lyrics. Ask if any of their ideas were correct. Explain Sunday best (clothes worn for a special occasion, from the custom of people wearing their best clothes to church on Sunday), and elicit / pre-teach sigh, have (got) a date, crowd, proud.

1 rest 2 sleep 3 loud 4 proud 5 shirt 6 miss

Exercise 3

• Ask students to work together in small groups. • Decide how long to devote to the project. Students should think about the materials they need, for example, pictures and how and where they are going to find them.

4765473 Project TB3.indb 44

•

describing the character’s role in the imaginary soap opera. Have a class vote on the most interesting soap cast, and the most interesting character.

ANSWER KEY

Project task

Unit 1

1 Students brainstorm who the characters should be in their soap opera. If they’re stuck, you can suggest they use an existing soap as a model, then change the descriptions of the characters to create a new cast. Tell them not to have too many characters, and that five to eight is probably fine. 2 Students draw a family tree to show the relationships between characters. As they continue planning, they should keep this diagram in front of them to remember who’s who. 3 They write two to four sentences describing each character, including details of age, occupation and where they live. 4 They choose one of the older characters, and write a timeline with the most important / interesting events. 5 For each life event in the story and for each character, they should find suitable photos or draw pictures. They then use the pictures, the descriptions and timeline to create a character poster.

Presentation and follow-up

Exercise 2

T19

Exercise 2

• Students identify the people and say what they’re doing. POSSIBLE ANSWERS

The children are leaving for school. Father is looking at his watch, drinking tea or coffee. Mother is ironing a shirt. Sister is brushing her hair. Brother is getting ready for his date.

More practice Teacher’s Resources Unit 1 © Copyright Oxford University Press 21/02/2019 12:20

47645

Your Project Develop your writing

Song

so and because

Read about so and because. We use linking words so and because to give more information. We use so to give a result and because to say why. 1 My grandfather was born in Spain, sohe speaks Spanish very well. 2 He moved to England because his father got a job in London.

b Now complete the sentences. 1 My grandfather speaks Spanish very well he was born in Spain. 2 His father got a job in London, he moved to England.

1.18 Listen to the song. Complete it with thesewords. loud

miss

sleep

proud

rest

shirt

2 Who are the different people in the picture? What is each person doing?

Our House Father wears his Sunday best Mother’s tired she needs a 1 The kids are playing up downstairs Sister’s sighing in her 2 Brother’s got a date to keep He can’t hang around

Chorus Our house, in the middle of our street Our house, in the middle of our …

2 Join the pairs of sentences with so or because.

Project task

3 Create a fictional family for a TV

Our house it has a crowd There’s always something happening . And it’s usually quite 3 4 Our mum she’s so houseNothing ever slows her down And a mess is not allowed

Chorus Father gets up late for work Mother has to iron his 5 Then she sends the kids to school Sees them off with a small kiss She’s the one they’re going to 6 In lots of ways

soap opera.

19 11/02/2013 12:20 14:03 21/02/2019

2 2A

The future

Journey into space

Vocabulary

1.19 Match the words with the pictures. Then listen and

check. theEarth theMoon theSun aplanet aspaceship anastronaut arocket asatellite aspacestation astar 1

b Are these stars or planets? a the Earth b the Sun

3 5

4 2

star travellers ‘Good evening, Star Travellers. Welcome to the spaceship Galaxy. We hope you will enjoy your time here. Tomorrow, 1 January 2135, Galaxy will leave the Moon’s orbit and you will start the journey to your new home on Sigma 3.’ ‘Will we be the first people on Sigma 3, Dad?’ said Josie. ‘Yes, we will. In fact, we’ll be the first people from Earth to live on another planet.’ ‘When will we get there?’ asked Tom. ‘Well, Sigma 3 is about 20 light years from Earth,’ said their father. ‘So the journey will take 250 years.’ ‘But I’ll be 263 years old by then,’ said Josie. ‘Yes, and you still won’t have any brains!’ Josie ignored her brother. ‘You won’t be 263 years old,’ said their mother. ‘You’ll still be thirteen.’ ‘See? I was right,’ said Tom. ‘ You won’t have any brains, because you haven’t got any now!’ ‘Well, I’ll still be a year older than you,’ said Josie. ‘So …’ ‘That’s enough, you two,’ said their mother. ‘You won’t be any older than now, because you’ll be in suspended animation for the journey.’ ‘Yes, you’ll go to sleep for 250 years,’ said their father. ‘Wow! Cool!’ said Tom. ‘So will you and Dad look after us when we’re asleep?’ asked Josie. ‘No, we won’t. We’ll be in suspended animation, too,’ said their father. ‘PJ9 will look after us.’

20 4764575 Project PRO4ETB3.indb SB3 Book.indb 20 4765473 46

‘Who’s PJ9?’ said Tom. ‘I am.’ Tom and Josie turned round. Behind them was a young woman. ‘I’m PJ9 and I’ll look after you.’ she said. ‘But how will you do that for 250 years?’ asked Josie. ‘You’ll grow older, too.’ ‘No, I won’t. Robots can’t grow old.’ ‘You’re a robot?’ said Tom. ‘Wow! Cool!’ ‘You don’t look like a robot,’ said Josie. ‘ You look like a … well … aperson.’ ‘PJ9 is one of the latest robots,’ said their father. ‘But she’s definitely a robot. She’ll show you. Look.’ ‘Yes, Mr Reed,’ said PJ9 and opened a small door in her chest. Inside was a small electric motor. ‘Wow! Cool!’ said Tom. ‘Oh, please stop saying that,’ said Josie, ‘or I’ll …’ ‘I’ll show you to your rooms now,’ said PJ9. ‘Please follow me.’ As they picked up their bags, Josie looked through one of the spaceship’s small windows. ‘Look, Tom,’ she said. ‘There’s the Earth. Isn’t it beautiful? After tomorrow we’ll never see it again.’ ‘Yes, but just think,’ said Tom. ‘We’ll be the first people on Sigma 3. We’ll have a whole planet for ourselves.’ ‘Wow! Cool!’ said Josie. ‘Come on,’ said Tom. ‘I’ll race you to the room!’

The future • Ask students if they can name any other planets (for example,

Unit overview

Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune) or stars (for example, Proxima Centauri, Sirius).

Grammar: will for the future; will for decisions; going to for intentions Vocabulary: space; places; useful expressions Skills: Reading: reading for specific information, true / false, looking up words in a dictionary; Speaking: interviewing, role-play, making decisions / offers with will, talking about hopes / predictions, offering help, stating intentions; Listening: predictions, multiple matching; Writing: paragraphs Culture: Transport The Culture page can be studied at the end of the unit. English Across the Curriculum: Science: the solar system The English Across the Curriculum page can be studied at any point in the unit after Lesson A. Your Project: Develop your writing: paragraphs; the future Song: Spaceman

Background information

2A Journey into space Vocabulary Exercise 1a $1.19 see Answer key

• Students look at the picture. Ask students to identify the • •

topic (space). Elicit any vocabulary they might already know. Write up any relevant words on the board. In pairs, students try and match the pictures with the words. Play the recording for students to listen and check or complete their answers.

ANSWER KEY

1 a planet 2 an astronaut 3 a star 4 a spaceship 5 a satellite 6 the Sun 7 a space station 8 a rocket 9 the Moon 10 the Earth

A star, according to the dictionary definition, is a large ball of burning gas in space. As they burn, stars radiate vast amounts of light and heat. Stars have enormous mass. The gravity of a star often holds other celestial objects in orbit (a circular or elliptical path in space that they travel around the star): planets and their moons. A star with planets and moons is usually referred to as a sun, and we use the phrase a solar system to talk about all of them together. The central star of our own solar system is the Sun. A planet is a large object orbiting a sun. Some planets are solid balls of rock, some are made up of dense gas. A moon is a natural satellite (that is, a ‘fellow traveller’), usually smaller than a planet, orbiting a planet, not the sun itself. Our solar system has eight planets: Mercury, Venus, Earth and Mars, which are rocky planets, and Jupiter, Saturn, Uranus and Neptune, which are gas giants. The dwarf planet (or ‘plutoid’) called Pluto used to be regarded as the ninth planet of the system, but was officially reclassified in 2006. Astronomers now also believe Pluto has a companion dwarf planet or perhaps a moon called Charon. Six of the planets in our solar system have got moons. Earth has only got one, and it is called the Moon. Mars has got two (Phobos and Deimos) and the four gas planets have got several moons each. Some of the moons around the gas giants are similar in size to a planet, for example Saturn’s satellite Titan, and Jupiter’s Ganymede – both of which are larger than the planet Mercury. Stars, planets and moons make up solar systems, and solar systems make up galaxies. Our own galaxy is called the Milky Way (which is what the Greek-derived word ‘galaxy’ literally means) and it is made up of millions of solar systems. The English Across the Curriculum page in this unit will focus on our solar system in more detail.

Exercise 1b

• Elicit the meaning of star and planet – if necessary, in the students’ own language.

• Students answer the question. ANSWER KEY

a The Earth is a planet. b The Sun is a star.

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Unit 2 T20

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2A Comprehension

Exercise 5

• Read the instructions together. Clarify that the news report

Exercise 2a $1.20

• Tell students they will read a story about a journey into space. •

Play the recording for students to read and listen. Students complete the sentences.

ANSWER KEY

1 Galaxy 2 Sigma 3 3 Josie 4 Tom 5 Mr Reed 6 PJ9

Optional extra Check comprehension of key details by asking: Who is in the story? (Mr and Mrs Reed, their two children, Josie and Tom, and the robot PJ9.) Where are they now? (On the spaceship Galaxy.) Where are they going? (To planet Sigma 3.) This will also help set up the question in exercise 2b.

•

ANSWER KEY

2 will start 3 will take 4 won’t arrive 5 won’t be 6 will be / ’ll be 7 will go / ’ll go 8 will look after 9 won’t grow 10 won’t need 11 will land 12 will build

Exercise 6a

• Students complete the questions and short answers. • Elicit the rule: for questions, use Will before the subject

(and after a question word, if any) and the main verb in its base form. For short answers, use Yes / No, followed by the appropriate pronoun and will or won’t, respectively.

Exercise 2b

• Students say whether they would like to go on the journey. Ask a few students to give reasons.

• Students read the story again more carefully, then decide if the statements are true or false. Students compare in pairs before you check with the class.

ANSWER KEY

1 2 3 4 5 6 7 8

True. False. They’re on a spaceship. True. False. The family will be the first people on Sigma 3. True. False. He’s twelve – one year younger than Josie. False. PJ9 will look after the family when they’re asleep. False. They’ll never see Earth again.

Grammar will for the future Exercise 4a

• Read the instructions. Students complete 1–3 without •

looking at the text, then scan the story again to check. Elicit the rule: we use will before the main verb. The form is the same in all persons.

Exercise 6b

• Students order the words to make questions. ANSWER KEY

1 When will we get there? 2 How will you do that?

Writing and speaking Exercise 7a

• Read the context together. Ask students to work in pairs to

make the reporter’s questions from the cues, then add two questions of their own.

ANSWER KEY

2 3 4 5 6 7

How long will the journey take? What will you do during the journey? How old will you be when you arrive? Will your parents look after you on the journey? Will you see the Earth again? Will you be the first people on Sigma 3?

Exercise 7b

• In pairs, students write the interview between the reporter and the children. Walk around, monitor and help.

Exercise 7c

ANSWER KEY

• In groups of six, students perform their dialogues to each

1 will leave 2 ’ll go 3 won’t be

other. Have each group vote on the best performance.

Exercise 4b

• Focus on sentence 2, and elicit that the short form of will is ‘ll. In writing, we don’t normally use it after names, but we can use it after pronouns (for example: Tom will be twelve or He’ll be twelve, but not Tom’ll be twelve).

Exercise 4c

ANSWER KEY

1 Will we be, we will 2 Will you and Dad look after, we won’t

Exercise 3

•

is about the same day as the story, not about events that followed it. Students complete the text individually, then compare answers in pairs before you check them with the class.

• Focus on sentence 3, and elicit that we form the negative of

Revision idea Students imagine that they are also going on this journey into space. They write a short paragraph about their last day before departure, including some information about the journey, what they are doing, and how they are feeling. Have some volunteers read their paragraphs to the class.

will by adding not. The short form is won’t.

T21

Unit 2

4765473 Project TB3.indb 48

More practice Workbook pp14–15 Teacher’s Resources Unit 2

21/02/2019 12:20

PRO4

2A: Grammar • will for the future • will for decisions • going to for intentions

Comprehension

Look at the story. Complete the questions and short answers.

1.20 Read and listen to the story on page 20. Complete the sentences with the correct names.

1 2 3

is a spaceship. is a planet. is 13 years old.

4 5 6

is her brother. is their father. is a robot.

b Would you like to go on the journey?

●

the first people on Sigma 3, Dad? Yes, . us when we’re asleep? No, .

make wh- questions.

The story starts on New Year’s Eve 2134. The people are on a space station. Galaxy is in orbit around the Moon. Some people landed on Sigma 3 ten years ago. Galaxy will arrive there in 2385. Tom is eleven years old. PJ9 will be in suspended animation, too. Tom and Josie will come back to Earth in the future.

Grammar will for the future

We can use will to talk about the future. Complete the sentences from the text. Use the correct form of will.

1 Galaxy 2 You 3 You

●

b Put the words in the correct order to

3 Are the statements true or false? 1 2 3 4 5 6 7 8

the Moon’s orbit. to sleep for 250 years. 263 years old.

1 we there when get will ? 2 how do that will you ?

Writing and speaking

A reporter is talking to Tom and Josie. Make questions. Use the cues. Add two more questions. 1 When / you / start the journey When will you start the journey? 2 How long / the journey / take 3 What / you / do / during the journey 4 How old / you / be / when you arrive 5 your parents / look after / you / on the journey 6 you / see / the Earth / again 7 you / be / the first people on Sigma 3

b Work with a partner. Make the interview between the reporter and the children.

b What is the short form of will? c What do you think won’t is short for?

c Work in a group of six. Act the story.

5 Complete the news report about the journey to Sigma 3. Use these verbs.

notgrow notbe build take look after start leave be land notarrive go notneed

Good evening. Here is the news. Tomorrow, the spaceship Galaxy will leave the Moon’s orbit, and the 500 astronauts 2 their journey to the planet Sigma 3. Sigma 3 is 20 light years away from Earth. The journey 3 250 years and the spaceship 4 until 2385. However, the astronauts 5 any older, because they 6 in suspended animation. That means they 7 to sleep for the whole journey. The latest robots 8 the people. Robots 9 old and they 10 air, food or water. In 250 years’ time, Galaxy 11 on Sigma 3. The robots and the astronauts 12 a new home for the human race on another planet. 1

21 05/06/2014 12:20 10:28 21/02/2019

Detective of the year 2

Comprehension

1.21 Read and listen to the story. What does Sweet Sue throw through the window? Why?

3 Later.

I’m sure I’ll win the award this year. I solved the Bristol Bank robbery case. Heh, heh. Smart Alec will be so jealous!

Oh no! I haven’t got any money for a taxi. Hmm ... I’ll go to the bank first.

Hello again, Mrs Basset. Don’t worry. I’ll find Pinkie Pooch. Your little dog will be home by the weekend. I’m on my way now.

Yes, Mrs Basset? You can’t find your dog, Pinkie Pooch? … OK – I’ll come and see you in half an hour.

5 Later.

Well, I found that dog.

Hi, Sweet Sue. I’ve got something to show you.

But the president of the Detective Club came this morning with this award, and …

What? I don’t believe it. You won the award?!

Oh, not now, Smart Alec. I need a rest. I’m tired. 7

I’ll show you what I think of your award!

The award was for you! The president left it with me, because you weren’t in.

Aaaargh!

No, Sweet Sue ...

22 4764575 Project PRO4ETB3.indb SB3 Book.indb 22 4765473 50

2B 2B Detective of the year Comprehension Exercise 1 $1.21

• Ask students to look at the pictures, and without reading the

• •

dialogues, describe what they see. Who’s in the pictures? Where are they? What are they doing? Elicit their predictions about the story. This cartoon is available as animation on the DVD and the Classroom Presentation Tool. Read the question and check that students understand what information they’re looking for. If necessary, clarify the meaning of throw through the window by miming it.

ANSWER KEY

She throws the Detective Club award through the window. She thinks Smart Alec won the award, but in fact she did.

Optional extra Elicit or pre-teach the meaning of robbery, jealous, on my way, need a rest, believe, be in. Write the words and phrases on the board. With books closed, ask students to describe what happens in this episode of the story by saying a sentence with one of the words or phrases.

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Unit 2 T22

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2B Exercise 2

• Students read the story again and decide about the •

statements individually. Ask them to compare answers in pairs before you check with the class. Ask students to quote the relevant passage from the story to show a statement is true or false.

ANSWER KEY

1 2 3 4 5 6 7 8

Doesn’t say. True. True. False. She goes by taxi. False. She goes to the bank first. Doesn’t say. True. False. Sweet Sue is.

Exercise 4b

• In pairs, students practise their dialogues. They take turns to

respond with their own ideas. Walk around and monitor. Ask a pair to repeat each dialogue in front of the class.

Exercise 5a

• Students match sentences in 1–8 to the response cues a–h, •

looking for logical clues to connect them. They shouldn’t write out the responses at this stage. Check answers with the class.

ANSWER KEY

2 h 3 b 4 e 5 a 6 g 7 c 8 d

Exercise 5b

• Students write the responses to 1–8. Elicit ideas from some

students, and ask the rest of the class to say if they agree or have a better suggestion for each sentence.

Grammar

POSSIBLE ANSWERS

will for decisions

1 2 3 4 5 6 7 8

Exercise 3b

Exercise 5c

Exercise 3a

• Read the instructions and check students understand the task. • Read the speech bubble together, pause after each item, and ask: Does she decide here?

ANSWER KEY

• Read the rule. To clarify what is says, read the speech bubble

•

text from exercise 3a again, and use your hand to signal the moment of decision, for example by a quick downward chopping motion, as you’re saying the sentence with will. Students look at the story again to find the other examples.

ANSWER KEY

OK – I’ll come and see you in half an hour. (frame 2) I’ll show you what I think of your award! (frame 7)

Writing and speaking Exercise 4a

• Students write the completed dialogues in their exercise

I’ll answer it. I’ll send it to you. I’ll do it in a minute. I’ll e-mail some to you. I’ll buy a present on Saturday. I’ll see you there at 4.00. I’ll help you carry them. I’ll get the bus.

• In pairs, students take turns to say the sentences 1–8 and respond with a decision with will.

• Walk around and monitor the activity for the correct use of the grammar form.

Revision idea Elicit the two different uses of will presented so far. We use it for predictions about the future (lesson 2A) or for immediate decisions (lesson 2B). Ask students to look through the story again on SB p22 and find examples of sentences with will. They should write each one out, then write P for predictions and D for decisions. (All the examples not included in exercise 3 are predictions.)

books. Elicit some ideas from students, and check the correct use of will.

POSSIBLE ANSWERS

2 3 4 5 6

T23

I’ll get some for you. I’ll text it to you right now. I’ll meet you here at two o’clock. I’ll open the window. I’ll phone again later. Bye.

Unit 2

4765473 Project TB3.indb 52

More practice Workbook pp16–17 Teacher’s Resources Unit 2

21/02/2019 12:20

PRO4

2B: Grammar • will for the future • will for decisions • going to for intentions

2 Read the story again. Are the statements true or false, or doesn’t it say? 1 2 3 4 5 6 7 8

5a 1

Smart Alec won the award last year. Sue solved the Bristol Bank robbery case. Pinkie Pooch is Mrs Basset’s dog. Sweet Sue goes to see Mrs Basset by bus. She goes to the supermarket first. Pinkie Pooch was in the garage. Smart Alec was in his office this morning. Smart Alec is the Detective of the Year.

Grammar

will for decisions

Match bubbles 1–8 to responses a–h.

The phone’s ringing.

I haven’t got your e-mail address.

It’s your turn to do the washing-up.

b do it in a minute

Look at Sweet Sue. When does she decide to go to the bank? Choose the correct number to show the moment. 1

Oh no! I haven’t got any money 3

for a taxi. Hmm… I’ll go to the

Did you take any photos at the party?

buy a present on Saturday

help you carry them

d get the bus

bank first.

b We often use will for immediate decisions.

Find another two examples in the story.

It’s Sally’s birthday next week.

The film starts at 4.15.

e-mail some to you

f answer it

Writing and speaking

Copy and complete the dialogues. Use will, the verbs in brackets, and your own ideas. 1

●

Do you want to watch this programme? Can you record it? I’ll watch it later. (watch) I need some stamps. I’m going to the shops. (get) Have you got Gemma’s mobile number? Yes, I have. (text) Shall we play tennis this afternoon? Good idea. (meet) It’s very hot in here. Yes, it is. (open) Hello. Could I speak to Mark, please? I’m sorry. He isn’t in at the moment. OK. (phone)

These bags are heavy.

I can’t take you in the car.

see you there at 4.00

h send it to you

b Write the full responses. Use the cues in a–h. The phone’s ringing. OK. I’ll answer it.

c Work with a partner. Read the dialogues.

b Work with a partner. Read the dialogues. © Copyright Oxford University Press PRO4E SB3 pp20-31.indd 23 4765473 Project TB3.indb 53

23 05/06/2014 12:20 10:28 21/02/2019

Your future

Reading

Look at the questionnaire. Check the meaning of any words that you don’t know in a dictionary.

b Read and answer the questions.

Your future

7 Will these things happen in your lifetime? Yes No

Where will you be in twenty years from now? What will your life be like? Will you be happy? What do you think? Try our questionnaire and make some predictions about your future! 1 Where will you live? (Tick one box.)

4 At what age will you do these things?

On a farm In a village or small town In a big city In another country

Age

2 Where will you work? (Tick one box.) In a shop or an office Outdoors In a hospital None of these 3 What will your ideal partner be like? (Tick one box.) Rich Intelligent A good friend Good-looking

24 4764575 Project PRO4ETB3.indb SB3 Book.indb 24 4765473 54

Learn to drive Start work Get married Have children 5

We will find life on other planets. People will take holidays in space. Aliens will visit the Earth. People will live on Mars. 8 Will we have these things in the future? Yes No Cars Shops Aeroplanes Newspapers 9 Do you think that you will:

Do you think you will ever do any of these things? Yes No Write a book Appear on TV or in a film Play in a national sports team Make a record

6 Which of these do you most want to be? (Tick one box.) Famous Important Rich Happy

Yes No live to be a hundred years old? fight in a war? be richer than your parents? be taller than your parents? 10 Will these things happen this century? Yes No The Earth’s climate will change. Scientists will cure all diseases. The world will have no more oil. Many animals will become extinct.

2C 2C Your future Reading Exercise 1a

• Read the introduction to the questionnaire together. Check •

students understand in twenty years from now and What will your life be like? by eliciting a translation. Ask students to scan the questionnaire for unfamiliar words, and allow the use of dictionaries, preferably monolingual learner’s dictionaries, for them to look these up. Ask students who have looked up words to explain them to the rest of the class through the examples or a definition. If the word appears in several senses, ask the class to decide which sense it is used in here.

STUDY SKILLS NOTE Developing dictionary skills is a key element in student autonomy. Using dictionaries, students will be able to acquire new lexis, even new grammar which they encounter in various contexts through reading books, magazines, websites, communicating on online social networks, and by listening to music or audio-books, or watching films, videos, podcasts. Bilingual dictionaries are useful tools for translation, but in order to develop your students’ cognitive skills, encourage them to start using monolingual learner’s dictionaries from an early stage in their learning careers. It is important to recommend a dictionary, for example the Oxford Wordpower Dictionary, that is suitable for your students’ level – too much or too complex information may become demotivating. Dictionaries for learners are designed with a strictly limited defining vocabulary (like the Oxford 3000) to make definitions manageable for lower-level learners.

Optional extra Alternatively, instead of practising with a dictionary, the exercise could be an opportunity for peer teaching. Ask students to scan the questionnaire for unfamiliar words, and collect these on the board. For each word, find out if any student knows what it means, then ask the student to explain it in English, illustrate its meaning with an example sentence, or perhaps mime or draw it. The key point is to get students to present vocabulary without recourse to translation into their own language. You can cover any remaining words from the list yourself.

Exercise 1b

• Students complete the questionnaire for themselves. Optional extra Ask students to find out about your own ideas of the future. Students take turns to ask you the questions from the form, and you give true (or invented) answers beginning with I think, I don’t think or I hope with will. At the end, ask students if any of your answers surprised them, and if so, why. By doing this optional extra, you can also demonstrate the task in the follow-up exercise 2.

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Unit 2 T24

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2C Speaking

Listening

Exercise 2a

Exercise 4a $1.22 Audio script pT90

• Check that students understand the meaning of I think, I don’t

•

think and I hope. Remind them that in English when we make negative predictions about the future, we don’t use I think + won’t. We use I don’t think + will instead. In pairs, students take turns to ask and answer the questions from the questionnaire. How many things do they have in common with their partner? Ask students to make notes of their partner’s answers – for example, by using a different colour pen to mark the questionnaire.

Exercise 2b

• Students change partners and tell each other about their previous partners.

• Check that they’re using the third person singular form for

he/ she thinks / doesn’t think / hopes. Remind them that the form of will never changes.

• Focus on the pictures. Ask students to identify what topic

•

ANSWER KEY

1 2 3 4

• Ask students to write the headings in their exercise books, •

Exercise 3a

• Focus on the first two questions of the questionnaire on p24. •

Brainstorm some further ideas for places to live and places to work. Write the ideas on the board in two groups. Alternatively, you can do this as a competition. Set a time limit of three minutes. The person who collects the most words for each group is the winner.

•

Exercise 3b

• Students match the prepositions to the words.

b (schools) c (animals) e (shops) f (factories)

Exercise 4b $1.22

Vocabulary Places

each of them suggests. Explain that they will hear four predictions about the future, and their task is to mark the pictures the predictions are about. Play the recording for students to listen and mark the corresponding pictures. In weaker classes or for extra support, pause after each speaker to allow students time to check all the options. Play it a second time if necessary.

and copy the table from the book under each one. They should leave about two or three lines in each column. The first topic has already been done as an example. Play the first part of the recording for students to check whether there are any other predictions in the passage. (Students will study at home with computers.) Play the recording again for students to listen and write down the affirmative and negative predictions for each topic. They can write them in note form rather than as full sentences as in the example. Elicit answers from the students, in full sentences this time, and ask the rest of the class to check that the statements match what the recording said.

Optional extra

ANSWER KEY

in: a hospital, a shop, Spain, a newspaper, space, an office, a city, the country, Tokyo on: Mars, the Earth, the radio, TV, a farm

Exercise 3c

• Students use the expressions with prepositions from exercise 3b or their ideas from exercise 3a to write four sentences about their future. You may like to set this task as homework.

Ask students which of the statements from the recording they agree or disagree with, and why.

Exercise 5

• Students look at the other four pictures in exercise 4a and •

write at least two predictions about each one – affirmative as well as negative. You could set this task as homework. Ask some students to share their predictions with the class. Do the others agree or disagree? Why?

Revision idea Ask students to imagine their lives when they leave school. In groups of three or four, they write predictions about their future. They should also include some statements with We hope … to say what they would like their future to be like. Ask each group to share their most interesting ideas with the rest of the class.

T25

Unit 2

4765473 Project TB3.indb 56

More practice Workbook pp18–19 Teacher’s Resources Unit 2

21/02/2019 12:20

PRO4

2C: Grammar • will for the future • will for decisions • going to for intentions

Listening

Speaking

Work with a partner. Ask and answer. Use these expressions for your answers. I think I don’t think I hope

●

2C 2B

(that)

1.22 Look at the pictures. Listen. Which of the things do the people make predictions about? a

I’ll … I will …

Where will you live? I think I’ll live in a big city. / I don’t think I’ll live in another country.

b Work with another partner. Tell him/her about your first partner. Use these expressions. … thinks … doesn’t think … hopes

(that)

he / she’ll his / her … will …

Lucy hopes that she’ll live in a big city.

Vocabulary Places

Look at questions 1 and 2 in the questionnaire. How many more places can you think of? Places to live

Places to work

a flat

a factory

b Match the prepositions to the words. Tokyo

a hospital

the country

a shop

a farm

Spain

Mars on

a city

a newspaper

the radio

space the Earth

an office

c Write four sentences about your future. Use places from exercise 3 with the correct preposition. I think I’ll work in a hospital. I don’t think I’ll appear on TV.

1.22 Listen again. What do the people think will and won’t happen? Will happen

Won’t happen

Children will have lessons on the Internet.

They won’t go to school.

5 Use the other four pictures in exercise 4. What do you think will happen with these things? Write sentences about them.

I don’t think we’ll have petrol in the future. I think we’ll all drive electric cars.

25 05/06/2014 12:20 10:28 21/02/2019

Kids

James’s party

1 a What has happened in the story so far? Look

2 Complete the sentences with the correct people. 1 2 3 4 5 6 7

back and check your ideas.

1.23 Read and listen to the story. Why doesn’t Dylan dance with Layla?

is having a birthday party. is ill. says he’ll be the DJ. offers to get Dylan a drink. puts on a slow record. asks Layla to dance. dances with Matt Jenkins.

The day before James’s party.

Dylan I’m really looking forward to your party, James. I ... RING RING James Hello … What?! … You’re kidding … But the party’s tomorrow! … Oh, OK ... Bye. Dylan What’s the problem? James It’s the DJ. He can’t make it. He’s ill. He says we can borrow his equipment. But it won’t be much of a party without a DJ. Dylan I’ll be the DJ. James What? You’ll do it? Are you sure? Dylan Yes. It’ll be fun. 3

The next day.

Layla Is there a lot to do for your party, James? James Yes, but everybody’s going to help. Chloe Layla and I are going to decorate the room for you – with some balloons and things. James Yes, I know. That’s great. Layla What are you going to do, Dylan? Dylan I’m going to be the DJ. The real DJ is ill, so I’m going to do it. Chloe Wow! Cool! Right. I’ll put on a slow number and ask her to dance.

Dylan OK, everybody. Are you having a good time? Everyone Yeah! Dylan Well, here’s the latest from No Direction. Chloe Hi, Mr DJ, would you like a drink? Dylan Oh, hi, Chloe. Yes, a glass of lemonade, please. Chloe OK. I’ll get it for you. Dylan Thanks. Is Layla here? Chloe Yes, she is. She’s there. Dylan Oh yes. I can see her.

26 4764575 Project PRO4ETB3.indb SB3 Book.indb 26 4765473 58

Matt Hi. My name’s Matt. Would you like to dance? Layla Er … Yes, OK. Right. Here goes … Oh no! I don’t believe it! She’s dancing with Matt Jenkins.

2D 2D Kids

Optional extra

James’s party Exercise 1a

• With books closed, ask students to think back to the previous

•

episodes of the ‘Kids’ photostory. Ask: Who are the ‘kids’ in the story? (Chloe, Layla, James and Dylan.) Who did Layla meet in the last episode? What happened? (Chloe introduced Layla to James and Dylan. James invited her to his birthday party. James’s friend, Dylan, likes Layla.) Elicit any further details students remember. This photostory is available as video on the DVD and the Classroom Presentation Tool.

Write these anagrams on the board. Ask students to put the letters in the correct order to make words from the story. Then ask them to say which character used the word in the episode. 1 monedale 2 piqteemun 3 rocedate 4 ttesla 5 snolbalo 6 dorwfrad ANSWER KEY

Exercise 1b $1.23

• Read the question. Elicit some suggestions from students why Dylan might not dance with Layla.

• Play the recording for students to read and listen to find out

how close their ideas were. Tell them to ignore any unfamiliar vocabulary for now – you will deal with it later.

1 2 3 4 5 6

lemonade (Dylan) equipment (James) decorate (Chloe) latest (Dylan) balloons (Chloe) forward (Dylan)

ANSWER KEY

Dylan is the DJ at the party because the real DJ is ill. Dylan puts on a slow number so he can dance with Layla, but Matt Jenkins asks her first.

Exercise 2

• Elicit or pre-teach look forward to, be kidding, make it (in the

• •

sense of ‘be able to be there’), borrow, equipment, not much of a (something), decorate, number (in the sense of ‘song’) and the expression Here goes. Students read the story again carefully and complete the sentences. Let them compare answers in pairs before you check with the class.

ANSWER KEY

1 2 3 4 5 6 7

James The DJ Dylan Chloe Dylan Matt Layla

Optional extra Test students’ comprehension of the text by quoting random sentences from the dialogues and asking students to identify the speaker. For example: But the party’s tomorrow! (James) You’ll do it? (James) Is there a lot to do for your party? (Layla) Are you having a good time? (Dylan) Would you like a drink? (Chloe) Is Layla here? (Dylan) Would you like to dance? (Matt) I don’t believe it! (Dylan)

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Unit 2 T26

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2D Everyday English

Exercise 5c

• Read the example together. • Re-check students’ comprehension in the previous exercise by

Useful expressions

asking them to say what each of James’s friends offers to do.

Exercise 3a

• Students reconstruct the expressions from the story. ANSWER KEY

ANSWER KEY

See audio script on pT90.

1 h 2 d 3 e 4 g 5 b 6 c 7 a 8 f

Stating intentions

Exercise 3b

Exercise 6

• Elicit translations for each completed expression.

• Focus on the pictures and the example sentences. Both of

them show a future form. Ask students to identify which form is used to express which function.

Exercise 3c

• In pairs, students choose expressions from exercise 3a to •

respond to sentences 1–8 and create dialogues. They take turns to say the sentences and to respond. Ask some pairs to repeat the activity in front of the class.

POSSIBLE ANSWERS

1 2 3 4 5

I’m looking forward to it. 6 Here goes. 7 He can’t make it. 8 You’re kidding! What’s the problem?

Are you sure? Would you like a drink? Are you having a good time?

Exercise 4

• Students work in groups of five to role-play the story. • Ask some groups to perform in front of the class. Offering help Exercise 5a

• Read the two extracts together. Ask students to identify who is making an offer. Then elicit the rule about making offers.

ANSWER KEY

1 Dylan 2 Chloe We make offers by using will – the same way we make immediate decisions.

Exercise 5b $1.24 Audio script pT90

• Read the context together. Make sure students understand • •

they will hear eight offers, which they need to match to pictures a–h. Elicit what’s happening in each picture. You may need to elicit or pre-teach clear up, rubbish, arrange and serve. Play the recording, pausing if necessary after each offer, so students have enough time to match the pictures. Play it a second time if students need it.

ANSWER KEY

2 h 3 g 4 c 5 d 6 e 7 b 8 a

T27

Unit 2

4765473 Project TB3.indb 60

ANSWER KEY

a will b going to

Exercise 7

• Students transform their answers from exercise 5c by •

•

changing the subject from I / We to the names of the characters, then use the be going to structure. Elicit how the be going to structure is used to talk about the future: subject + correct form of the verb be + going to + base form of the main verb. Remind students that in number 8, the verb is used in the singular after everyone. Check answers.

ANSWER KEY

2 3 4 5 6 7 8

Dylan is going to be the DJ. Emma and Dave are going to do the shopping. Sayeed is going to make some sandwiches. Matt is going to bring some CDs. Bella is going to serve the drinks. Mick and Fraser are going to arrange the tables and chairs. Everyone is going to clear up the rubbish after the party.

Exercise 8

• Students write down two intentions about things they are, •

and two about things they aren’t going to do in the coming week. You may like to set this task as homework. To follow up, get students to compare intentions in pairs. Are they going to do anything similar? Are they going to anything together?

Revision idea Put students in groups of four or five. Ask them to imagine that they’re planning to go to a museum, the cinema or a sports event together. Ask each student to volunteer for a task that’s necessary for their plans (using will for offers). Once they have decided this, they should write up the plan they intend to follow. For example: Adam is going to look up the opening times. Jana is going to collect the money for the tickets. Petra is going to buy tickets. and so on.

More practice Workbook pp20–21 Teacher’s Resources Unit 2

21/02/2019 12:20

47645

2D: Grammar • will for the future • will for decisions • going to for intentions

Everyday English

Useful expressions

3a 1 2 3 4 5 6 7 8

Match the halves of the expressions. I’m really looking You’re What’s He / She can’t Are you Are you having Would you like Here

a b c d e f g h

a drink? sure? a good time? kidding! the problem? goes. make it. forward to it.

b How do you say the expressions in your language? c Work with a partner. Make dialogues. Use expressions from exercise 3a to respond to 1–8. 1 2 3 4 5 6 7 8

The party starts at eight o’clock. It’s your turn for the bungee jump. Is Tom going to the party? Layla likes Matt. Oh no! That’s terrible. We’ve got an English test today. I’m really thirsty. We’re on holiday.

c Use your answers to exercise 5b. What do James’s friends say? 1 Layla and Chloe

We’ll decorate the room for you, James.

Stating intentions

4 Work in a group. Act the story in exercise 1.

6 Look at the pictures and sentences. What forms of the verb do we use to: a make an offer? b state an intention?

Offering help

Read the two dialogues. Who is making the offer in each one? How do we make an offer? 1 James Dylan 2 Dylan Chloe

It won’t be much of a party without a DJ. I’ll be the DJ. Yes. A glass of lemonade, please. OK. I’ll get it for you.

1.24 James’s friends offer to help him with his party. Listen and match the names to the pictures.

1 2 3 4

Layla and Chloe – f Dylan Emma and Dave Sayeed

5 6 7 8 b

Matt Bella Mick and Fraser everyone

I’ll be the DJ.

This is an offer.

I’m going to be the DJ.

This is an intention. It is already decided.

7 Look at your answers to exercise 5c. What do the people intend to do?

Layla and Chloe are going to decorate the room. Dylan is going to …

8 Write two things you’re going to do next week and two things you aren’t going to do.

I’m going to buy a birthday present for my brother.

27 11/02/2013 12:20 14:04 21/02/2019

2 1

Culture

1.25 Read and listen to the text. Look at the pictures. What are these things? 1 the M25 2 Waterloo 3 Eurostar

4 the Tube 5 a double-decker 6 Heathrow

2 Read the text again. Complete the chart. Form of transport

Advantages

Disadvantages

train

3 Are the statements true or false, or doesn’t it say? 1 2 3 4 5 6 7 8 9

Cars in Ireland travel on the right. Drivers pay to use five motorways in Britain. Distances on signs are in miles. Waterloo is the central station for London. London buses are red. Trains from St Pancras go to France. London has got two airports. Frankfurt is busier than Heathrow. London will have a new airport in ten years’ time.

4 Find out some interesting facts about transport in

coach

your country.

the Underground bus taxi

transport Roads Vehicles in Britain and Ireland travel on the left, so the steering wheel is on the right. If you live in a country where vehicles travel on the right, you must be extra careful when you cross the road. Always look right first! The busiest motorway in Britain is the M25. It goes round London. It’s almost 200 kilometres long and is one of the longest ring roads in the world. In some countries you have to pay a toll to use the motorways, but in Britain and Ireland most of them are free. Distances in Britain are in miles (three miles is approximately five kilometres). And speeds are in miles per hour (mph). Railways For long journeys, the train is usually the fastest way to travel. You can also travel by coach. It’s cheaper, but it usually takes longer. The main railways connect London to other cities. London hasn’t got a central station. Different companies built the railways, and they all had their own station in London. Victoria and Waterloo, for example, are the stations for trains to the south. If you want to go to the west, however, you have to go from Paddington. From St Pancras Station you can take a Eurostar train through the Channel Tunnel to cities in France and Belgium.

28 4764575 Project PRO4ETB3.indb SB3 Book.indb 28 4765473 62

TRanspoRT in london The fastest way to travel in London is on the Underground (or the Tube, as it’s also called). But you can’t see any of the famous places down there, so if you want to see London’s sights, it’s better to take one of the famous red doubledecker buses. You’ll get a good view if you sit upstairs. However, like a lot of big cities, the traffic in London can be very bad, so the bus often takes a long time. You can also take one of London’s black taxis, or even a cycle rickshaw. They can be quicker, but they’re both expensive. Often the best thing to do in London is to walk. aiRpoRTs There are several big airports in Britain. London has got five. Heathrow is the biggest, and it’s the busiest airport in Europe. A plane takes off or lands there every 75 seconds. The most popular destination is New York. Some people think that London needs a new airport. There are plans to build one on a man-made island in the River Thames.

Culture

Transport

ANSWER KEY

Form of transport Advantages train fastest way to travel long distances coach cheaper than train

Culture materials on the DVD and the Classroom Presentation Tool If you prefer, play Unit 2 of the DVD instead of covering the topic through the reading text, then set the text comprehension and accompanying Student’s Book activities either as homework or as optional practice.

the Underground

Background information In Britain, roads are designated by a letter and number. This is used on both road signs and maps. Roads with M are motorways (with a speed limit of 70 mph, that is 113 km/h, for cars), roads with A are primary routes, while B roads are important local routes. There are five airports serving London. They are Heathrow in the west, Gatwick in the south, and the much smaller London City Airport in the east of the city. Luton Airport and Stansted Airport are a bit further away from the city to the north, but are also referred to as London airports. Inside London, most people use the Underground or buses. Not all buses are double-deckers, but all of them are red. You can also take local trains between different parts of the city, and in some parts of London, Croydon for example, you can even find trams. London operates a zone system, and tickets or season passes are only valid for certain zones – the more zones they cover, the more you have to pay for them. Within each zone, the tickets are valid for all forms of transport, including trains.

taxi

takes longer than train you can’t see famous places London traffic is bad, so it often takes a long time expensive

Exercise 3

• Students decide on the statements individually, then

compare answers in pairs before you check with the class.

ANSWER KEY

1 2 3 4 5 6 7 8 9

False. They travel on the left in Britain and Ireland. Doesn’t say. True. False. There’s no central railway station in London. True. True. False. It has got five. False. Heathrow is the busiest in Europe. False. There are plans to build one, but we don’t know by when.

Exercise 4

• Students use the text about Britain and London as their

Exercise 1 $1.25

• Look through the items in the list. Elicit any information •

bus

fastest way to travel in London good views from upstairs on double-deckers quicker than bus

Disadvantages there is no central station in London

students already know about them. Accept any reasonable ideas, and tell students they will read a text to find out more. Play the recording for students to read and listen. If necessary, play it a second time before you check answers.

ANSWER KEY

1 A motorway around London, and one of the longest ring roads in the world. 2 One of London’s main railway stations. 3 A train service from London St Pancras Station to France or Belgium. 4 Another name for the London Underground train. 5 One of London’s traditional buses. / A bus with two floors. 6 London’s biggest airport, and the busiest airport in Europe.

•

model to find out some facts about their own country. Suggest that they list the most common forms of transport first, then look up more information about it. This task is probably best set as research-based homework. Ask students to prepare a simple report – including just facts and one advantage and disadvantage for each form of transport. Ask some volunteers to present their reports to the class for an extra mark.

Exercise 2

• Students read the text again carefully and complete the chart •

individually. Students compare answers in pairs before you check with the class.

More practice Teacher’s Resources Unit 2

4765473 Project TB3.indb 63

Unit 2 T28

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English Across the Curriculum Science: the solar system

ANSWER KEY

Background information See the notes in Lesson 2A.

Exercise 1a

• Focus on the title and the picture. Elicit what students • •

learned about space in lesson 2A, as well as things they already know. Elicit what solar system means (a system of planets and moons orbiting a central star, or sun). Tell them they will find out more about our own solar system. Students read the text to try and match the numbers to the gaps. Encourage them to read the text first to get a general idea about what information may be missing, then study each number carefully. In weaker classes, you may like to allow them to do this in pairs.

1 Eight. 2 In 2006, scientists decided it wasn’t big enough to be a planet. 3 The central star of our solar system. 4 The Milky Way. 5 It has a thick, poisonous atmosphere and a temperature of 460 degrees Celsius. 6 Scientists think it’s a huge storm. 7 Because Saturn is made of gas.

Exercise 4

• In pairs, students play a game. Read the rules together and make sure everyone understands.

• Ask students to keep a record of how many questions each

Exercise 1b $1.26

• Play the recording for students to check and complete the •

text with the missing figures. Ask if any of the facts surprise them.

•

ANSWER KEY

1 2 3 4 5 6 7 8

9 100 150 165 460 365 143,000 4

•

• Elicit or pre-teach approximately, possibly, furthest, poisonous,

•

of them ask before getting the correct answer. Play until each pair has completed an even number of rounds (that is, each student had the same number of chances to guess and to answer questions). The winner is the person who had the most correct guesses out of the least questions asked. Remind students they can only name a planet once they are sure. If the answer is ‘no’ to this question, they have forfeited that game and can ask no further questions in that round. This rule is to prevent students asking eight questions, naming each planet in turn: Is it Mercury? Is it Venus? etc. Walk around and monitor the game, and arbitrate in disputes if necessary.

Optional extra

Exercise 2

• •

For an extra mark or some other appropriate reward, stronger students could prepare a similar short report – using the text as a model – on the moons of the solar system. Ask them to present the report to the rest of the class, and be prepared to answer questions about it.

atmosphere, diameter, storm. Students read the text again and find the planets described. If they have studied the subject before in their Science classes, you can ask students to name the planets from the descriptions before they look up and check their names in the text. Note that the names of certain planets may be different in different languages. Check answers.

ANSWER KEY

a Jupiter b Mercury c Neptune d Mercury e Venus f Venus g Mars

Exercise 3

• Ask different students to answer each question. Ask them to quote the relevant passage from the text to support their answer.

T29

Unit 2

4765473 Project TB3.indb 64

More practice Teacher’s Resources Unit 2 © Copyright Oxford University Press 21/02/2019 12:20

47645

English Across the Curriculum 3 Answer the questions.

Science: the solar system 1a

1 2 3 4 5 6 7

Read the text. Where do you think the numbers go? 4

165

460

100

365

143,000 150

1.26 Listen and complete the text with the numbers.

2 Read the text again. Find the planets described below. a b c d e f g

At the centre of our solar system is the Sun. The Sun is one of billions of stars in our galaxy – The Milky Way. It isn’t a very big star, but it’s over 2 times bigger than the Earth. The Earth is approximately 3 million kilometres from the Sun. All the planets are in orbit around the Sun. That means they go round the Sun.

game. Student A: think of a planet. Student B: ask your partner yes / no questions.

l £

Venus is about the same size as the Earth and it’s our nearest neighbour, but it’s very different. Venus has a thick, poisonous atmosphere and nothing can live there. The temperature on Venus is about 5 °C.

Is it closer to the Sun than the Earth? No, it isn’t.

There are eight planets in our solar system. Until 2006 there were 1 , but scientists decided that Pluto wasn’t big enough to be a planet.

Mars is often called the ‘Red Planet’. It’s smaller than the Earth and much colder, but some scientists think that there was water on Mars a long time ago – and possibly life, too.

The nearest planet to the Sun is Mercury. It’s also the smallest planet.

The large planets – Jupiter, Saturn, Uranus and Neptune – are made of gas. Neptune is the furthest planet from the Sun. Temperatures can fall to –219°C. Neptune takes 4 years to go round the Sun.

8 The Earth has a diameter of 12,756km. It takes approximately 6

days to go round the Sun.

How many planets are there? What happened to Pluto? What is the Sun? What is the name of our galaxy? Why can’t anything live on Venus? What is Jupiter’s red spot? Why can’t a spaceship land on Saturn?

4 Work with a partner. Play the

the largest in our solar system the smallest the furthest from the Sun the nearest to the Sun about the same size as the Earth the nearest to the Earth the one called the ‘Red Planet’

The solar sysTem 2

Jupiter is the largest planet. Its diameter is 7 km. Jupiter has got 8 large moons and many more small ones. There’s a large red spot on its surface. Scientists think it’s a huge storm.

29 11/02/2013 12:20 14:04 21/02/2019

Revision Vocabulary

Grammar

1 Will these things happen in the next twenty years? Give your ideas. Complete the sentences with will or won’t and these verbs. go 1 2 3 4 5 6

become

Astronauts People Wild tigers Most people I I

live

get travel build

to other planets. cities on the moon. extinct. to be 100. to university. married.

2 Victoria’s friends are offering to help with her party.

Look at the pictures. Write the offers. Use these verbs. decorate

clear up bring arrange

make

4 What are these things?

1 People will travel to other planets in this. as 2 You see this in the sky at night. the M 3 We need these in space for TV and telephones. s 4 Our planet. the E 5 These take things into space. r 6 The Milky Way is one. ag 7 There are eight of these in our solar system. p 8 Our sun is one of these. as

Listening 1 I ’ll bring some CDs.

2 We

1.27 Listen and complete the chart. Saskia

Rory

live? work? 3 I

4 I hopes? married?

5 We

the world / better?

6 We

3 Complete the dialogues. Use going to and the cues

why / why not?

in brackets. 1

●

I’m going to have a party. (I / have) When 2 ? (it / be) Next Saturday. How many people 3 ? (you / invite) About twenty. What 4 ? (you / do) 5 an e-mail. (I / send) Oh, I want to use the computer. How long 6 ? (you / be) Only half an hour. 1

30 PRO4E SB3 pp20-31.indd 30 4765473 Project TB3.indb 66

b Write three sentences about Saskia and three about Rory. Use these expressions.

He / She

thinks … doesn’t think … hopes …

c Write five questions from the interviews. Interview your partner about his / her ideas about the future.

Revision

Grammar

Listening

Exercise 1

Exercise 5a $1.27 Audio script pT90

• Students read the predictions and decide if they think the •

predictions will or won’t come true. Then they complete the gaps with the appropriate future forms of the verbs in the box. Ask students to compare ideas in pairs. Do they agree or disagree on most subjects?

POSSIBLE ANSWERS

1 will / won’t travel 2 will / won’t build 3 will / won’t become

• Ask students how many people they are going to hear. (Two.) • •

4 will / won’t live 5 will / won’t go 6 will / won’t get

Ask them to read the row headings to find out what they should be listening for. Play the recording and pause after the interview with Saskia to allow students time to complete their answers. Then do the same with Rory. Then play the whole recording again. Students compare answers in pairs before you check them with the class.

ANSWER KEY

Exercise 2

• Read the situation together and check comprehension. • Students write the sentences under each picture. • Students compare answers in pairs before you check with

live? work?

the class.

hopes?

ANSWER KEY

2 3 4 5 6

We’ll do the shopping. I’ll make some sandwiches. I’ll decorate the room. We’ll arrange the tables and chairs. We’ll clear up the rubbish (after the party).

• Students complete the dialogues individually. ANSWER KEY

• Students write three sentences about Saskia and three about Rory. You may like to set this as homework.

• Ask some students to read their sentences to the class. Ask

Optional extra

the rest of the class to say if the statements are correct.

Ask students to practise the dialogues in pairs, then get a few pairs to perform it in front of the class.

Exercise 5c

• Students recall the questions from the interview and write them down. Check questions together.

Vocabulary

• Explain that in questions starting with Do you think … the

Exercise 4

• Students read the definitions and complete the words.

•

ANSWER KEY

1 spaceship 2 Moon 3 satellites 4 Earth 5 rockets 6 galaxy 7 planets 8 star

Optional extra Ask students to use each of the words in exercise 4 to write a sentence involving a prediction (will) or intention (be going to). Ask a few volunteers to share their sentences with the class, and ask the rest of the class to vote on the most interesting prediction or ambition.

•

will structure is used, as in the affirmative word order: Do you think you will …?, not Do you think will you …? In pairs, students use the questions to take turns and interview their partner about their ideas about the future. Ask a few students to report back about their partners to the class. Ask the rest of the class if they found out anything interesting or surprising.

ANSWER KEY

Where will you live? What will you do? Do you think you’ll be (famous)? Do you think you’ll get married? Will the world be a better place in the future? Why do you think it will? Why not?

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play the guitar in a band to be famous yes, five children yes

Exercise 5b

5 I’m going to send 6 are you going to be

More practice Workbook pp22–23

as a doctor in a hospital to write a book to help people in poor countries no no

Rory in a big city like London or New York a job in an office

married? the world / better? why / why not? we’ll use up all the we won’t have oil and then there diseases like cancer will be wars to get it

Exercise 3

2 is it going to be 3 are you going to invite 4 are you going to do

Saskia in Africa

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Your Project Develop your writing

Song

Paragraphs

Spaceman

Exercise 1a

• Explain that writing in paragraphs is very important.

Paragraphs help the reader understand what is written. When we change the topic, we normally start a new paragraph.

Exercise 1b

• Students work on their own to choose the best topic for •

each paragraph. Ask students to compare ideas in pairs before you check answers with the class.

ANSWER KEY

Background information Spaceman is a song written and first performed by American singer-songwriter Harry Nilsson on his 1972 album Son of Schmilsson. It was a Top 40 hit in the USA.

Exercise 1 $1.28

• Ask students to scan the song lyrics for unfamiliar vocabulary. •

1 b 2 e 3 f

Project task •

Exercise 2

Elicit or pre-teach shoot up, destiny, sky, care about, ground and pad (here: the launchpad of a rocket). You may want to point out that won’tcha is an informal spelling of won’t you – used here to reflect spoken, not written language. The singer also uses real as an intensifying adverb (in real soon) instead of really – again, this is colloquial usage, and common in American English. Students listen and choose the correct alternatives.

ANSWER KEY

Preparation 1 Focus attention on different themes such as schools, jobs, transport and ask questions on each topic, for example Do you think there will be schools in the future? How many hours a day will people work in the future? Get students to identify other areas of change such as houses, the natural world, sport, shopping, etc. Write these areas on the board. Before going on to stage 2, get students to ask and answer questions in pairs about these topics. 2 Limit the number of topics students write about. They should illustrate each idea, if possible, either by drawing a picture, or by finding futuristic pictures in magazines or on the Internet. 3 If possible, students should carry out the interview in English, or partly in English (and record it), asking each other questions about the topics they have already thought about. If students can’t manage the interview in English, this does not matter but they should summarize their results in English, for example: Some people think …, One person thinks …, etc. Get students to read out the results of their survey. 4 The project can be written up as a poster, which students can then present. If, however, you have access to the required technology, students can create the project as a video film, a radio programme or a web page. Choose the best ideas from different students and divide the class into small groups to produce the material in the form they have decided on.

1 2 3 4 5 6

moon a spaceman sea go told so

Exercise 2

• Read the questions. Elicit ideas from students, and ask the rest of the class to say if they agree or disagree.

ANSWER KEY

1 In space. 2 Back on Earth. • Play the song again for students to listen and sing along if they want.

Presentation and follow-up

• Have the class vote on the most interesting project from the

content point of view, and the most interesting presentation.

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Your Project Develop your writing

Project task

2 Make a project about the future.

Paragraphs

1 What do you think the future will be like? What things will change? How will they change? 2 Write your ideas. Add some illustrations. 3 Interview some people about their ideas of the future. 4 Write the results of your survey.

Read about paragraphs. When we write a text we normally divide it into paragraphs. Each paragraph has its own topic.

b Read the text. Choose the topics of paragraphs 1–3 from the list a–f. 1 When I’m older, I think I’ll live in London. I want to be a singer, and there’s more work there. It won’t be easy, but I hope I’ll be famous one day. 2 I think that in the future the world will be a better place. We won’t have wars, and scientists will find cures for a lot of diseases. Most people will live a lot longer. 3 People won’t go to work in offices in the future. They’ll work at home and use the Internet. People won’t work in factories, either. Robots will do everything, so everybody will have a lot of free time. a b c d e f

Education in the future My future The future for my family Space travel The future of the world Work in the future

Song

1.28 Listen to the song. Choose the correct words.

2 Answer the questions.

1 Where is the singer now? 2 Where does he want to be?

Spaceman Bang, bang, shoot ’em up, destiny Bang, bang, shoot ’em up to the 1moon / sky Bang, bang, shoot ’em up one, two, three (One, two, three, four!) I wanted to be a spaceman That’s what I wanted to be But now that I am 2an astronaut / a spaceman Nobody cares about me Chorus Hey mother earth Won’tcha bring me back down Safely to the 3sea / ground But ‘round and around and around and around Is all she ever says to me I wanted to make a good run I wanted to 4go / fly to the moon I knew that it had to be fun I 5asked / told ‘em to send me real soon I wanted to be a spaceman I wanted to be it 6real / so bad But now that I am a spaceman I’d rather be back on the pad Chorus

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3 3A

Times and places

What was happening?

Comprehension

1 Look at the map. Tick (✓) the countries James’s friends live in.

Argentina Germany SouthAfrica

Japan China Turkey

Canada Australia theUSA

India Brazil Russia

1 Rin – Japan

2.2 Read and listen. Write the correct times in the texts.

b Who is in each picture? Match the pictures to the countries on the map.

At 12 o’clock on Sunday in England, I was sitting at my computer. I was sending an e-mail to my friends around the world. They weren’t doing the same thing, because it was a different time in their countries. What were they doing? a In San Francisco, it was am. Paige was sleeping. What was she dreaming about?

b It was o’clock in the afternoon in Delhi. Was Rakesh doing his homework? No, he wasn’t. He was watching TV and talking to his sister.

d It was o’clock in the morning in Rio de Janeiro. Lucas was at the beach with his friends. They were windsurfing.

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c It was pm in Tokyo. Rin wasn’t getting ready for bed. She was sitting at her desk. She was finishing her Maths homework. She hates Maths. Poor Rin!

e In Sydney, it was o’clock at night. Were Olivia and Ethan getting ready for bed? Yes, they were. Olivia was brushing her teeth in the bathroom and Ethan was putting on his pyjamas.

Times and places Exercise 2a $2.2

Unit overview Grammar: past continuous; past continuous and past simple Vocabulary: collocations; natural disasters; houses; useful expressions Skills: Speaking: describing events in a picture, talking about experiences, role-play; Reading: comprehension (reading for general meaning), ordering events, labelling a picture, true or false; Listening: identifying things mentioned; note-taking; Writing: a story Culture: Britain The Culture page can be studied at any point in the unit after Lesson A. English Across the Curriculum: Geography: time zones The English Across the Curriculum page can be studied after Lesson A or at the end of the unit. Your Project: Develop your writing: but and however; A country Song: Daydream Believer

Comprehension • Focus on the photo above the map. Say: This is James. He’s got •

a lot of friends around the world. We’re going to find out about his friends. Students look at the map and try to name the countries where the red circles are marked. Then they scan the five short paragraphs to see if there is any further information to help them. Finally, they tick the boxes.

ANSWER KEY

a the USA b India c Japan d Brazil e Australia

• •

comprehension. You may like to play the recording, so students can read and listen. Check that they understand we’re talking about the past by asking: Is James sitting at his computer now? (No, he isn’t. He was sitting there on Sunday.) Ask students to look at the five paragraphs quickly, and say what information is missing. Tell them they’ll have to listen to find out what time it was in each country. Play the recording for students to write the times.

ANSWER KEY

a 4 b 5 c 9 d 10 e 11

Exercise 2b

• Students read the paragraphs again carefully, match the •

pictures to the countries, then write down the name of the friend and the country where they were. Students compare answers in pairs before you check them with the class.

ANSWER KEY

2 3 4 5 6

3A What was happening? Exercise 1

• Read the introductory paragraph together, and check

Olivia – Australia Rakesh – India Paige – the USA Ethan – Australia Lucas – Brazil

Optional extra Ask students to say what time it was in their country when it was 12 o’clock on Sunday in Britain. Ask them to say where they were. Ask them to try and say what they were doing. They haven’t covered the past continuous yet, but it is similar to the present continuous and they know the past forms of the verb be, so it should be doable for them at this point. Nonetheless, don’t get into the presentation of the grammar point yet, and keep error correction to the form of the verb be.

Optional extra Ask students to point to the other countries in the list on the map.

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3A Vocabulary

Exercise 6

• Students expand the cues into sentences. Remind them

Collocations

to write two sentences for each person. Then they check answers in pairs before you check with the class.

Exercise 3a

• Students complete the task on their own, then check answers in pairs.

• You could check comprehension by asking students to mime the action for each collocation.

ANSWER KEY

1 i 2 g 3 h 4 e 5 d 6 j 7 b 8 c 9 f 10 a

Exercise 3b

• Explain that words which you often see together are called

•

collocations. The ones in this list are semi-fixed collocations – each verb goes with a very limited number of phrases with similar meanings. Students work out the collocations on their own. In weaker classes, allow them to do it in pairs.

ANSWER KEY

talk to your friends, get ready for school, brush your hair, put on your shoes, do the washing-up, have a drink, send a letter, have / take a shower, have / take a break, take the bus, put on a hat, watch a DVD

Grammar Past continuous Exercise 4a

• Students think about the sentence and answer the question. ANSWER KEY

James started sitting at his computer some time before 12 o’clock and finished some time after 12 o’clock.

Exercise 4b

ANSWER KEY

2 Lucas and his friends weren’t sailing. They were windsurfing. 3 Olivia and Ethan weren’t going to the beach. They were getting ready for bed. 4 James wasn’t taking photographs. He was sending an e-mail to his friends. 5 Rakesh wasn’t putting on his pyjamas. He was watching TV and talking to his sister. 6 Paige wasn’t having breakfast. She was sleeping.

Speaking and listening Exercise 7a

• Read the context together and check understanding. • Students find the people and make notes on what they were doing. They can do this in pairs. They will check answers together in exercise 7b.

POSSIBLE ANSWERS

2 Georgia was taking a photograph. 3 Hannah and Ruby were roller-blading. 4 Mrs Giggs and Suzie were feeding the ducks. 5 Nathan and Sam were swimming. 6 Zach and Damien were playing with a ball. 7 Gabriel was sleeping. 8 Austin was reading a magazine. 9 Maisie and Beth were eating ice-creams. 10 The park keeper was talking to Nathan and Sam.

Exercise 7b

• Students check their answers to exercise 7a by taking turns to ask and answer about the people in the picture.

• Students copy and complete the table. • Elicit the spelling rules for adding -ing.

Exercise 8 $2.3 Audio script pT91

• Ask students to study the picture carefully for half a minute,

POSSIBLE ANSWERS

1 wasn’t 2 were 3 playing 4 having 5 getting

•

Exercise 5a

• Students find examples of each thing in the list. ANSWER KEY

1 What were they doing? What was she dreaming about? 2 Was Rakesh doing his homework? Were Olivia and Ethan getting ready for bed? 3 No, he wasn’t. Yes, they were.

Exercise 5b

• Elicit the rule about question formation.

•

then close their exercise books. Tell them they will listen and answer ten questions. With books closed (and interactive whiteboard blanked) play the recording for students to listen and answer. Pause it after each question for students to write their answers. Students look at the picture again, and check their answers. Who got the most correct answers?

POSSIBLE ANSWERS

1 Two. 2 PC User. 3 Yes, two. 4 An orange T-shirt and brown shorts. 5 Five. 6 Ice-creams. 7 Because they were swimming and the sign says ‘NO swimming’. 8 A ball. 9 Nathan and Sam. 1 0 Yes.

ANSWER KEY

(question word, if any) + was / were + subject + -ing

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3A: Grammar • past continuous • past continuous and past simple

6 Make sentences about James and his friends.

Vocabulary

Usethe cues.

Collocations

1 Rin / sleep Rin wasn’t sleeping. She was finishing her homework. 2 Lucas and his friends / sail 3 Olivia and Ethan / go to the beach 4 James / take photographs 5 Rakesh / put on his pyjamas 6 Paige / have breakfast

3 a Match the verbs to the endings. 1 2 3 4 5 6 7 8 9 10

a b c d e f g h i j

brush take put on have send throw get ready watch do talk to

your sister for bed TV an e-mail dinner homework a photograph your pyjamas your teeth a ball

Speaking and listening

Sunday was a nice day and a lot of people were in the park. What were they doing? Mr Walker was taking his dog for a walk.

b Match these phrases to verbs from 3a.

yourfriends forschool yourhair yourshoes thewashing-up adrink aletter ashower abreak thebus ahat aDVD

4 3

Grammar

Past continuous

Read the sentence. When did James start and finish sitting at his computer? At 12 o’clock I was sitting at my computer.

b Copy and complete the table. Use these verbs. get

play

have

Past continuous: affirmative and negative I He She It We You They

was

volleyball.

dinner.

ready for bed.

weren’t

9 8

1 2 3 4 5

Find these things in the texts.

1 a wh- question 2 two yes / no questions 3 two short answers

pastcontinuous?

Zach and Damien Gabriel Austin Maisie and Beth the park keeper

What was Gabriel doing? He was sleeping.

2.3 How good is your memory? Close your book. Listen and answer the questions.

6 7 8 9 10

b Work with a partner. Ask and answer. £

b How do we make questions in the

Mr Walker Georgia Hannah and Ruby Mrs Giggs and Suzie Nathan and Sam

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A dangerous situation

Vocabulary

Comprehension

Natural disasters

2.4 Listen and repeat.

2.6 Read and listen to the interview. 1 Where was John going? Why? 2 What did he see?

3 What did he do? 4 How does he feel now? Why?

R = REPORTER J = JOHN 1 an earthquake

3 a tornado

2 a volcanic eruption

R It was a normal Saturday in Cranford. At about 10 o’clock, John Anderson was cycling to a lake near the town. He was going fishing. There was a dam at one end of the lake. What happened next, John? J Well, while I was cycling past the dam, I saw a crack in the wall. Water was coming through the crack. It was going to flood the town.

4 a hurricane

R What did you do? J When I saw it, I turned round and I cycled back to the town as fast as possible. When I reached the town, I shouted, ‘The dam’s breaking! The dam’s breaking!’

5 a tsunami

R What were people doing when you reached the town?

6 a flood

J They were shopping and some children were playing. R What did people do when they heard you? J Everyone grabbed their children, pets and things and ran indoors. 7 an explosion

8 an avalanche

R Where did you go? J As I was cycling past the post office, Mrs Roberts shouted, ‘Quick, come in here.’ I ran into the post office and Mrs Roberts shut the door. R What happened next?

9 lightning

10 a forest fire

2.5 Listen to the news reports. Which of these places are mentioned? Cuba Indonesia New Zealand the USA Pakistan Japan Australia Iceland

2.5 Listen again. Connect the disasters to the places. More than one disaster can go with some of the places.

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J About a minute later the water went past. It picked up cars, and it carried them down the street like toys. It was very scary. R The water damaged a lot of cars and buildings, but everybody was safe, thanks to you, John. J Yes, but now I can’t go fishing, because we haven’t got a lake!

3B 3B A dangerous situation

Exercise 1c $2.5

• Play the recording again, twice if necessary, for students

Vocabulary Natural disasters

•

Exercise 1a $2.4

• With books closed, write ‘A dangerous situation’ on the board.

•

Ask students to explain what it means, and to give a few examples of dangerous situations from their own experience (for example, crossing a road with lots of traffic and no traffic lights, running after a ball from the playground, and so on). Now write ‘Natural disasters’, and elicit or pre-teach the meaning. Elicit what kind of natural disasters students can think of. If this is too difficult, you can do this lead-in step in the students’ own language. Students open their books and look through the pictures and phrases. Play the recording for students to listen and repeat the vocabulary.

• Read the instructions together. Check comprehension: What

• •

ANSWER KEY

Australia: lightning, forest fire Iceland: volcanic eruption Pakistan: explosion, avalanche the USA: tornado Indonesia: earthquake, tsunami Cuba: hurricane, flood

Comprehension

Exercise 1b $2.5 Audio script pT91

•

to connect the places they marked in exercise 1b to the disasters introduced in exercise 1a. Remind them that each place may have more than one disaster connected to it. Alternatively, you could ask students to make notes in their exercise books. Ask students to use full sentences to give their answers. Write There was / were … in … on the board to help them. Elicit for example: There was lightning in Australia, and there were some forest fires.

are you going to hear? (News reports.) Are you going to hear one report? (No, more than one.) Tell students they are going to hear about six natural disasters in six different places. Look through the list of places in the box. If you have a world map displayed in your classroom, you may like to point to or ask students to point to each country listed. There’s no need to bring in a map if it isn’t already available, as there won’t be further use for it during the lesson. Remind students only to identify the places mentioned when they first listen. Play the recording. Students mark each place mentioned.

ANSWER KEY

Australia, Iceland, Pakistan, the USA, Indonesia, Cuba

Exercise 2 $2.6

• Elicit or pre-teach: lake, go fishing, dam, crack, come through, • • •

flood (as a verb), as fast as possible, grab, run indoors, past (as a preposition), go past, pick up, damage. Read the four questions together. Play the recording for students to read and listen at the same time. Play again if necessary. Students compare answers in pairs before you check them with the class.

ANSWER KEY

1 2 3 4

He was going to a lake / dam near his town to go fishing. He saw a crack in the dam. He cycled back to town and shouted ‘The dam’s breaking!’ He is happy because everybody is safe, but he is sad because he can’t go fishing.

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3B Exercise 3

ANSWER KEY

• Ask students to look at pictures a–h and use their own words to say what’s happening in each one.

• Students read the interview again, more carefully this time, •

and put the events in the correct order. Students compare answers in pairs before you check with the class.

1 was sitting 2 was pushing 3 were having 4 heard 5 grabbed 6 ran 7 was running 8 dropped 9 carried 10 were parking 1 1 saw 12 was coming 1 3 saw 14 got 15 ran 16 picked up 17 threw

Revision idea

• Students choose one of the two stories in exercise 5 to

ANSWER KEY

1 g 2 d 3 b 4 e 5 a 6 f 7 h 8 c

Grammar

•

Past continuous and past simple

•

Exercise 4a

• Students try to complete the sentence from memory, then look at the interview to check their answer.

write an interview with Lily or Mr and Mrs Payne. Give them these questions to use: Where were you? What were you doing? What did you do when you found out what was happening? What happened next? In pairs students write, then practise their dialogues. Walk around and monitor. Ask some pairs to perform their interviews in front of the class. Have a class vote on the best performance.

Optional extra

ANSWER KEY

1 was cycling 2 saw

Exercise 4b

• Students study the diagram and identify the two tenses. ANSWER KEY

I was cycling past the dam: past continuous I saw a crack: past simple

Exercise 4c

For an extra challenge, stronger students could invent another person who was in Cranford when the flood came, and write a short paragraph about where they were and what they were doing before the flood, what they did when the flood came, and what happened at the end. Volunteering students can share their stories with the class. Alternatively, they could work in pairs and take turns to conduct an interview (using the questions from the Revision idea above) with the invented person, as a role-play. Volunteering pairs could then perform in front of the class.

• Students decide which statement is true about the two sentences.

ANSWER KEY

at the same time

Exercise 4d

• Students try and complete the sentence from memory, then check their answer in the interview.

ANSWER KEY

1 saw 2 turned 3 cycled

Exercise 4e

• Students identify the tense and decide on the statement. ANSWER KEY

All three verbs are in the past simple. The three things happened one after the other.

Exercise 5

• Read the instructions together. Make sure students

• •

T35

understand that they will read two stories about the same incident, but each from a different point of view. Elicit or explain incident. Students complete the gaps on their own, then compare answers in pairs. Check answers with the class.

Unit 3

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3B: Grammar • past continuous • past continuous and past simple

3 Read the interview again. Put the pictures in the correct order. a

5 Here are some more stories about the incident. Put

Grammar

the verbs in brackets into the correct tense.

Past continuous and past simple

Look at the interview in exercise 2. Complete the sentence from the story.

While I 1 crack in the wall.

past the dam, I 2

b What are the two tenses? Copy the diagram and write the names in the boxes. past continuous past simple I was cycling past the dam.

➟

I saw a crack.

c Did the two things happen: • at the same time? • one after the other?

d Complete the sentence from the interview. When I 1 3

it, I 2 round and I back to the town as fast as possible.

e What tense is used in the sentence? Did the things happen: • at the same time? • one after the other?

Dam breaks in Cranford At 10.35, Lily Ball was outside her house with (sit) in a her little brother, Leo. Leo 1 2 toy car with his teddy bear, and Lily (have) a good (push) the car. They 3 4 (hear) a time. Then suddenly Lily (grab) shout ‘The dam’s breaking!’ Lily 5 6 (run) into the house. As she Leo and 7 (run) indoors, Leo 8 (drop) his teddy bear. A few seconds later, the water 9 (carry) the teddy bear and the toy car away. Mr and Mrs Payne were in their car at 10.30. They 10 (park) the car in front of the shops when (see) the water. It 12 they 11 (come) down the hill towards the town. When they 13 (see) it, they 14 (get) 15 out of the car as fast as possible and (run) into the nearest shop. A minute later, the water 16 (pick up) the car and 17 (throw) it against a tree.

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Murder in the library

Reading and speaking

ohn Ross, the film star, died yesterday. At ten past two in the afternoon there was a shot and John Ross was dead. Was it an accident, or did somebody kill him? When I arrived, John Ross was in the library. He was lying on the floor and he was dead. There was a gun next to him. The gun was clean and there were no fingerprints on it. I checked the room. The windows were open. There was an empty cup on the desk. There were fingerprints on the window, the cup and the handle of the library door. They were the fingerprints of John Ross and Wilson, the butler. I checked the other rooms. There was some oil on the handle of the front door. In the living room, the television was on. In the dining room, there was a broken plate on the floor. In the kitchen, there were some potatoes in the sink.

There was a white handkerchief on the floor in the hall. There were four other people in the house that afternoon: Wilson, the butler; Mrs Clare, the cook; Adams, the chauffeur and Mr Ross’s stepdaughter, Donna. Adams was outside. He was repairing the car. Mrs Clare was in the kitchen. She was peeling potatoes to make a cottage pie, and Donna Ross was watching television in the living room. At two o’clock, Wilson took Mr Ross a cup of tea in the library. Mr Ross was sitting at his desk and he was cleaning his gun. Wilson put the cup of tea on the desk, then he opened the windows and he left the room. At ten past two, Wilson was setting the table in the dining room. When he heard the shot, he dropped one of the plates and ran to the library.

2.7 Read and listen to Smart Alec’s report. Answer the questions. 1 Who was John Ross? 2 When did he die? 3 Where was he when he died?

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4 Who else was at the house at the time? 5 What was each person doing?

3C 3C Murder in the library Reading and speaking Exercise 1 $2.7

• Read the title of the lesson, and ask students to explain what

• •

•

it means. Elicit what kind of story they might expect to read (a crime story). Make sure they understand that murder is a crime, and it refers to a violent death that somebody caused deliberately. For speakers of some languages, you may need to clarify that the word murder is used for the crime, and the criminal who commits murder is called a murderer or a killer. Ask students if they read or watch crime stories. Elicit the names of their favourite authors, films or TV series and the names of their favourite detectives. Don’t spend too long on this subject – it is only to put students in the context and to set the mood for the detective work in this lesson. Ask students to read the first two paragraphs quickly and establish two vital facts of the crime: Who was the victim? (John Ross, a film star.) What was the cause of death? (A gunshot.) These are the facts. To solve the crime, students will have to find the answer to two more questions: Who killed the victim? Why did they do it? Explain that they will read and listen to Smart Alec’s detailed report. You may need to elicit or pre-teach: shot, accident, kill, gun, fingerprint, handle, butler, handkerchief, cook, chauffeur, repair, peel, set the table.

CULTURE NOTE Cottage pie is a dish of minced meat and onions covered with a layer of mashed potato, then baked in the oven. • Read the questions together and check comprehension. • Play the recording for students to read and listen to the report. Play it again, pausing after each passage with the information about a question in the exercise to give students time to note down their answers. • Elicit answers, and ask the rest of the class to confirm or correct them. • You may like to introduce the noun suspect to explain that the four people in the house will be regarded as suspects until somebody is proved to be the murderer.

ANSWER KEY

1 2 3 4

John Ross was a film star. He died at ten past two in the afternoon. He was in the library. There were four other people in the house: Wilson, the butler, Mrs Clare, the cook, Adams, the chauffeur and Donna, Mr Ross’s stepdaughter. 5 Wilson was setting the table in the dining room, Mrs Clare was peeling potatoes in the kitchen, Adams was repairing the car outside, and Donna was watching television in the living room.

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3C Exercise 2a

• Students use the information from Smart Alec’s report to label the rooms and people in the picture on page 36.

Exercise 2b

• Ask students to find the information about each thing in the

• Allow up to five minutes for the discussions. Walk around and monitor. At the end, elicit ideas from each group.

Exercise 5b $2.9 Audio script pT91

• Tell students that Smart Alec knows the killer. Play the

recording for students to check their ideas. Were they right? Are they surprised by what Smart Alec reveals?

report, then say where they were in the house.

ANSWER KEY

The oil was on the handle of the front door. The cup was on the desk. The butler’s fingerprints were on the window, the cup and the handle of the library door. The potatoes were in the kitchen sink. The plate was on the floor in the dining room. The handkerchief was on the floor in the hall.

Exercise 3

• Students discuss their ideas about John Ross’s death, using •

the expressions in the box. Monitor their discussions. Elicit different ideas and write them on the board and leave until students do exercise 5a.

Listening

Exercise 6a

• Students work in pairs to compile a list of rooms and things

in the house. The pair to collect the most items is the winner.

Exercise 6b

• Ask students to visualize their own homes. Does it have any rooms that are not shown in John Ross’s house? Elicit the names of other rooms in a house.

POSSIBLE ANSWERS

bathroom, bedroom, toilet, garage, balcony

• For each room mentioned in exercise 6b, students write the

• Read the instructions. Check students remember who Donna

•

Houses

Exercise 6c

Exercise 4a $2.8 Audio script pT91

•

Vocabulary

is (Mr Ross’s stepdaughter) and where she was at the time of the crime (watching TV in the living room). Read through the phrases in the box together, check comprehension and elicit or pre-teach any problem lexis. Play the recording for students to listen and mark the things mentioned.

names of three objects they might find in each one.

• Collate ideas on the board for students to copy. • Erase the board afterwards to leave only the ideas from the exercise 3 brainstorm.

Writing and speaking Exercise 7a

• Students continue working in their groups. They can use

ANSWER KEY

She mentions the armchair, plates, the window, the radio, the back door and gloves.

Exercise 4b $2.8

• Students listen again and write down any new information

•

they learn about the four suspects.

POSSIBLE ANSWERS

Donna: She was watching a sad film. She saw Wilson carry plates into the dining room. She heard the radio from outside. She ran to the library when she heard the shot. She then saw Mrs Clare telephone the police. Wilson: He carried plates into the dining room. He dropped a plate when he heard the shot. He ran to the library. Adams: He was outside, repairing the car. He was listening to the radio and singing. Mrs Clare: She was in the kitchen. She phoned the police from the hall. She was wearing gloves.

their ideas from their discussions in exercise 5a to devise a different outcome for the story (with a different killer and a different line of reasoning). Students draw a revised floor plan for the house. Tell them they can change where the people were and what they were doing to suit their story better.

Exercise 7b

• Groups write an interview between Smart Alec and one or •

more characters. They should write the ending where Smart Alec reveals who committed the murder, and how. Groups perform their interviews to the whole class. Have a vote on the best story, and on the best performance.

Exercise 5a

• Refer students back to their ideas from exercise 3 on the

board. Ask them to discuss all the information they have in groups and try to decide who killed John Ross, and why.

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3C: Grammar • past continuous • past continuous and past simple

Look at the picture in exercise 1. Label the rooms and the people.

b Where were these things? the oil the cup the butler’s fingerprints the potatoes the plate the handkerchief

3 Work with a partner. What do you think happened to John Ross? Use these expressions. I think he …

I don’t think he … Perhaps he …

Houses

Work with a partner. Look at the picture in exercise 1. How many items can you add to thechart? rooms in the house

kitchen, …

things in the house

table, …

b What rooms are not shown in the picture? in each room in a house.

2.8 Smart Alec is interviewing Donna. Listen. Which of these things do they mention? thearmchair somejewels akitchenknife plates thehandkerchief thewindow thebackdoor thetelephone thedoorhandle money gloves cottagepie the radio

2.8 Listen again. Write down any new information about each person.

Wilson:

Vocabulary

c Write down three things that you normally find

Listening

Donna:

She was watching a sad film.

Writing and speaking

Work in a group. Make a new story about the murder in the library. Choose another character (or characters) to be the murderer. Draw a plan of the house and put the characters in it. Decide: • • • •

Who did it? Why? How? Where was each person at the time of the murder? What were they doing?

b Make Smart Alec’s interview with one or more of the characters. Then reveal the murderer and explain how they did it.

Adams: Mrs Clare:

You have now got all the information. Who killed John Ross? How?

2.9 Smart Alec knows the killer. Listen and find out if you were right, too.

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3D 1

Kids

Virtual Soap

2.10 Read and listen to the story. Answer the questions. 1 What is Virtual Soap? 2 Who are these people? SophiaHarris

MattDaytona MattJenkins

Layla Hi, Chloe. It’s me, Layla. Chloe Oh, hi. How are you? Layla Oh, I’m just having a lazy Sunday morning. Are you doing anything at the moment? Chloe No, why? Layla Do you want to come round to my place? I’ve got a new computer game called Virtual Soap. Chloe That sounds interesting. Layla Yes, it’s great. It’s a sort of soap opera – like on TV, but you can change the characters and help to make the stories. 2

Layla Here it is. Chloe It looks really cool. Layla These are the characters in the soap opera. But the best thing is, you can upload your own photo and then you can be one of the characters. Chloe Wow! So are you going to do that? Layla Yes, I am. I’m going to be Sophia Harris. She wants to go out with this boy here. He’s a new boy in her class. Chloe Mmm. He looks nice. What’s his name? Layla Matt Daytona. Chloe Really? Do you like boys called Matt? Layla What do you mean? Chloe Well, you were dancing with Matt Jenkins a lot at James’s party … I really wanted to dance with Dylan, not Matt Jenkins. But I didn’t get the chance.

Layla Matt Jenkins? You must be joking! He only talked about one thing all evening. Chloe What was that? Layla Himself! Chloe Yes, that sounds like Matt. What about Dylan, though? Wasn’t he a good DJ? Layla Yes. He was great.

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3D 3D Kids Virtual Soap Background information A soap opera is an ongoing, episodic story on radio or television. The name comes from the time when the first drama series on radio had soap manufacturers as their sponsors. The world’s longest-running soap operas are (The) Guiding Light, which started on US radio in 1937, switched to television in 1952, then was eventually cancelled in 2009, and Coronation Street on British TV, which celebrated its 50th anniversary in 2010, and which is still being broadcast regularly.

Exercise 1 $2.10

• With books closed, ask students to think back to the previous

• •

•

episodes of the ‘Kids’ photostory. Ask: Who are the ‘kids’ in the story? (Chloe, Layla, James and Dylan.) What happened in the last episode? (Dylan was the DJ at James’s birthday party. He really wanted to dance with Layla, but Layla danced with Matt Jenkins, another of James’s friends.) Elicit any further details students remember. This photostory is available as video on the DVD and the Classroom Presentation Tool. Read the two questions together. Elicit the meaning of virtual (simulated, not real, often used in reference to computerbased simulations) and soap opera (long-running continuous story regularly broadcast on television or radio dealing with the lives and problems of a group of people). Elicit what students think Virtual Soap might mean. Tell them to read the story to check their ideas, and to identify the three people mentioned in the box. Play the recording for students to read and listen.

ANSWER KEY

1 Virtual Soap is a computer game. It’s like a soap opera on television, but players can change the characters and help make the story. 2 Sophia Harris will be a Virtual Soap character played by Layla. Matt Daytona is another Virtual Soap character, who’s in Sophia’s class. Matt Jenkins is the boy that Layla danced with at James’s birthday party.

Optional extra Write the following adjectives on the board and ask students to say, with books closed, what or who the adjectives refer to in the story: nice (Matt Daytona), good (Dylan as a DJ), interesting (Virtual Soap), lazy (Sunday afternoon).

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3D Exercise 2

• Students read the story again, and decide about the • •

statements. Ask them to compare answers in pairs before you check with the class. Ask students to quote the passage from the story that supports their decisions. Explain, if necessary, that didn’t get the chance means didn’t have the opportunity.

ANSWER KEY

1 2 3 4 5 6 7 8

True. Doesn’t say. False. It’s a computer game. False. Layla has got the game on her computer. True. She will play the character Sophia Harris. True. False. She really wanted to dance with Dylan. Doesn’t say.

Exercise 3

• Read through the questions. You can cover these questions

•

as a teacher-led class discussion, eliciting as many different points of view as you can, and encouraging students to agree or disagree with one another. Alternatively, you can put students in groups to discuss the questions then report back to the class with their ideas.

Everyday English Useful expressions Exercise 4a

• Ask students for translations of the phrases from the story.

Does the students’ language have similar expressions for the same ideas, or are they quite different?

Exercise 4b

Exercise 5b

• In pairs, students use the statements and responses to make mini-dialogues.

• They then practise their dialogues by taking turns to say 1–8, responding and adding interesting details as in the example. Ask a few volunteers to repeat this in front of the class.

Exercise 6a and 6b

• Students work in pairs – but you may like to get them to •

•

change partners. Each pair will play the ‘Kids’ characters Dylan and James. Read the situation and suggestions together and make sure all the students understand what they need to do. Students use the first half of the story as their model to prepare the dialogues. Walk around and monitor their preparation. Allow six to eight minutes for this. Ask for some pairs to perform their role play in front of the class. The rest of the class make notes about what James got for his birthday, and what Dylan responds to the invitation and what questions he asks. Ask some of the listeners to report back, and the other students to check and correct their answers as necessary.

Revision idea As we are half way through the ‘Kids’ story, it might be a good time to recap the story so far. Start a chain summary around the class, with each student adding one more sentence to retell the story. Start yourself by saying: The ‘Kids’ story is about a group of friends at school. Always choose the next student in the chain at random, rather than following the seating order, so every student has to pay attention at all times to prepare themselves for continuing the story. If someone jumps ahead in the plot, say ‘Yes, but before that …’ and select another student to pick up on the missed point. Make sure all the key story points are recapped.

• Students match 1–6 to the appropriate responses. There may be more than one response for each question or statement.

ANSWER KEY

1 a / d 2 a 3 f 4 a / b 5 e 6 c / d

Responses Exercise 5a

• Students look through the story to find further adjectives for •

the chart. They then collect four or five more examples. Elicit the meaning for each adjective by asking for a sentence to illustrate its meaning. For example: That cake looks delicious – I’d really like to taste it. The new film looks boring – I think I’ll fall asleep. You may also like to elicit translations.

POSSIBLE ANSWERS

interesting, great, cool, nice

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3D: Grammar • past continuous • past continuous and past simple

2 Are the statements true or false, or doesn’t it say? 1 2 3 4 5

It’s Sunday morning. Layla’s parents are in the garden. Virtual Soap is a television programme. Chloe has got Virtual Soap on her computer. Layla is going to upload her own photo into Virtual Soap. 6 Sophia Harris and Matt Daytona go to the same school. 7 Layla wanted to dance with Matt Jenkins. 8 Dylan didn’t dance with Chloe at the party.

3D Responses

Find words in the story to complete the chart. Can you add any more words to the chart? fantastic. . exciting.

He She It That

looks sounds

Virtual Soap

How do you say these things in your language? Are you doing anything at the moment? Come round to my place. a sort of Here it is. The best thing is … She wants to go out with … Really? What do you mean? You must be joking!

a b c d e f

Work with a partner. Make a dialogue between Dylan and James. James

Dylan

b Match the sentences to the responses. 1 Are you going out with Emma? 2 Are you doing anything at the moment? 3 When do you want to come round to my place? 4 Have you got the photo? 5 What kind of story is this? 6 I think he likes you.

responses from the table.

Useful expressions • • • • • • • • •

b Work with a partner. Make dialogues. Use the 1 We went to New York for our holidays. l We went to New York for our holidays. £ That sounds exciting. l Yes, it was wonderful! We had a great time. 2 We had four exams today. 3 This is my new jacket. 4 Here’s a photo of my cousin. 5 We’re going skiing next week. 6 I was ill last week. I was in bed for five days. 7 Here’s the pizza. 8 Here’s a postcard from Sam. He’s in Cyprus.

Everyday English

No, why? Sure. Here it is. Really? You must be joking! It’s a sort of detective story. Tomorrow after school.

Think of something new that you got for your birthday. Invite Dylan to come round and see it. Accept the invitation. Ask questions about the thing that James shows you.

Here are some possible things to talk about: • a computer game or program • a smartphone app • a music album that you’ve bought or downloaded • a DVD • a gadget, such as a smartphone or a model car / plane / boat • some sports equipment

b Act the dialogue. Use the first half of the story as a model.

. boring. terrible. dangerous.

3 What do you think of Layla’s game? Think of your favourite TV soap opera. Which character would you like to be? Why?

. delicious.

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Culture

2.11 Read and listen to the text and look at the map. Match the names, dates and cities to the correct country: Scotland, Wales or Ireland. James the 1920s Cardiff

Edward 1603

Belfast

Elizabeth the 13th century

Edinburgh

Dublin

b What happened on the dates?

Britain

2.12 Listen to David, Molly and Colin. Find this information. 1 Which part of the UK is each person from? 2 Which person talks about these things? What do they say about them? a language b trouble c money 3 What does each person say about sport?

3 Write about your country.

There are several names for Britain: Britain, Great Britain, the United Kingdom, the UK. The official name is the United Kingdom of Great Britain and Northern Ireland. A lot of people call the country ‘England’, but this is not correct. England is only one part of the UK. However, it is the largest part. There are four ‘countries’ in the UK: England, Scotland, Wales and Northern Ireland.

1 What are the main parts? 2 When and how was the present country formed? 3 What is your country famous for?

London is the capital of the UK, as well as of England, but all the other countries have their own smaller capital cities, too. Scotland: Until 1603, Scotland and England were separate countries and there were often wars between them. In that year, however, the English queen, Elizabeth I, died. She had no children, so her cousin, James, the king of Scotland, became king of England, too. That’s why it’s called the United Kingdom. WaleS: The English king, Edward I, conquered Wales in the 13th century. Since then, the eldest son of the monarch is always the Prince of Wales. Many people in Wales, especially in the north, speak Welsh as their first language. All children must learn Welsh at school and all signs must be in Welsh and English.

SCOTLAND

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Edinburgh

ENGLAND

Belfast Dublin THE REPUBLIC OF IRELAND

WALES

Ireland: Elizabeth I’s armies conquered Ireland in the 16th century, but there were always problems in Ireland. In the 19th century, thousands of people emigrated to the USA. Finally, in the 1920s, the south became an independent country (the Republic of Ireland), but Northern Ireland is still part of the UK. This is the British flag. People often call it the Union Jack. It’s really three flags in one.

NORTHERN IRELAND

Cardiff

England

Scotland

London

Ireland

Culture

Britain Culture materials on the DVD or the Classroom Presentation Tool If you prefer, play Unit 3 of the DVD instead of covering the topic through the reading text, then set the text comprehension and the accompanying Student’s Book activities either as homework or as optional practice.

Background information The United Kingdom has a population of about 60 million, and it covers a land area of 243 thousand square kilometres. It is one of the most developed countries in the world, ranked in the top 10 for economic output (measured in GDP). The capital is London (population: city 8 million, metropolitan area 13 million), and the currency is the pound sterling. The United Kingdom is a member of the European Union. It has only got one land border with another European sovereign state: the border between Northern Ireland and the independent Republic of Ireland. Apart from this land border the UK is surrounded by the Atlantic Ocean, the Irish Sea, the North Sea and the English Channel.

• Elicit what students already know about Britain. Tell them

• •

Exercise 2 $2.12 Audio script pT92

• Tell students they are going to hear three young people talk • • •

about their own countries in the United Kingdom. For each person, they should record the answer to the questions. Read the questions together and check comprehension. Play the recording twice, pausing after each monologue during the first listening, to allow students to write their answers. Students compare answers in pairs before you check with the class.

ANSWER KEY

Exercise 1a $2.11

•

CULTURE NOTE The official flag of the United Kingdom is the Union Jack. It combines the flags of England, Scotland and Northern Ireland. All three of these flags bear the cross of each country’s patron saint. A patron saint is a Christian saint believed to be the protector of a particular place or a group of people, for example, a nation. St George, the patron saint of England, has a straight cross in the middle of the flag, while the flags of St Andrew, the patron saint of Scotland, and St Patrick, the patron saint of (Northern) Ireland, bear a diagonal cross. (St Patrick is not only the patron saint of Northern Ireland, but the whole of Ireland, including the Republic of Ireland.) The flag of Wales is not part of the Union Jack. It shows a red dragon on a horizontal field of white and green.

they are going to read a text to find out more. Look through the list of people, dates and cities and ask students to try and match them to the countries. Don’t confirm their ideas at this point. Ask students to look at the map and find the names of the four cities, and say which country they can be found in. Play the recording for students to read and listen. In stronger classes, they can do the task individually. In weaker classes, allow them to do it in pairs.

ANSWER KEY

Scotland: James, 1603, Edinburgh Wales: Edward, the 13th century, Cardiff Ireland: Elizabeth, the 1920s, Dublin and Belfast

1 David: Wales, Molly: Scotland, Colin: Northern Ireland. 2 a David: Welsh is not an easy language b Colin: there was a lot of trouble here in the 1970s, a lot of people died in the troubles c Molly: Scotland has its own money 3 David: their favourite sport is rugby; Molly: Scotland have their own football league; Colin: some of the best golfers in the world come from Northern Ireland.

Exercise 3

• Read the questions together. • Students write a short paragraph about their own country,

•

Exercise 1b

• Elicit the historical events for each of the dates.

using the questions as a guide and the paragraphs of the Britain text as a model. You may like to set this task as homework. Have a few volunteers read out their paragraphs to the class. Ask the rest of the class to check and confirm the facts.

ANSWER KEY

the 1920s: The south of Ireland became an independent country. 1603: The English queen, Elizabeth I, died, and the king of Scotland, James, became the king of both countries – and the United Kingdom was born. the 13th century: The English king, Edward I, conquered Wales.

More practice Teacher’s Resources Unit 3

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English Across the Curriculum Geography: time zones

Exercise 4 $2.14 Audio script pT92

• Read the instructions together. Check comprehension by

Exercise 1 $2.13

• Recall what students learnt about time zones in lesson A. • Read the questions and check comprehension. Elicit any

•

information students might already know on the subject. Write the most important points on the board. Tell students they will read a text to find out more and to check their ideas. Play the recording for students to read and listen. Remind them to focus on the key information only and not worry about understanding every word. You may need to elicit or pre-teach rotate, axis, local, position and standard. Allow students to discuss their answers in pairs or small groups before you check with the class.

ANSWER KEY

1 Because the Earth rotates, and it takes 24 hours to turn. 2 In 1884. 3 Because people told the time by the local position of the sun. 4 24. 5 At Greenwich in London. 6 Nine. 7 By crossing the International Date Line (east to west).

Exercise 2

• Read the questions together. Clarify that we use rising for the •

sun going up in the morning, and setting for the sun going down in the afternoon. Elicit the answers with the whole class.

ANSWER KEY

1 a Rising. b In the evening. 2 Into tomorrow.

Exercise 3

• Students work out the times and complete the chart. Remind

• •

asking: Where is Samoa? (In the Pacific Ocean.) Ask students to point to the area on the map. Elicit anything they might know about the country. (For example: it’s a group of islands.) Get students to predict the information they are going to hear. Ask: What’s near Samoa? (The International Date Line.) Elicit any plausible suggestions for what happened in Samoa. Play the recording for students to listen and check their ideas and answer the questions.

ANSWER KEY

1 Samoa decided to move from east of the IDL to west of theIDL. 2 At midnight on 29 December, 2011. 3 They wanted to be on the same date as Australia and New Zealand, the countries most of their trade was with, to help businesses work together. 4 Many people were happy because they got paid for 30 December without working that day. People with their birthday on 30 December were unhappy because they missed a birthday.

Optional extra Discuss the role of time zones in the life of students’ own country / countries. Which time zone are they in? Which countries do they have strong connections with? Are they in the same time zone? Would it be a good idea to be in the same time zone? Introduce the idea of Daylight Saving Time (when clocks are moved one hour ahead at the end of the spring, then moved back one hour in the middle of autumn – to provide more daylight, and therefore save energy, an hour longer during working hours). Elicit students’ views on DST: Is it a good idea? Why / Why not? What are the advantages / disadvantages? If it was up to them, would they keep (or introduce) DST or not?

them to convert times into the 12-hour clock, and use am and pm to show the parts of the day.

ANSWER KEY

Montreal: 3 am. Beijing: 4 pm. Moscow: 12 pm. Rio de Janeiro: 5 am. Sydney: 7 pm.

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PRO4

English Across the Curriculum Geography: time zones 1

2.13 Read and listen to the text. Answer the questions. 1 2 3 4 5 6 7

Why is the time different around the world? When did the system of time zones start? Why didn’t we have them before? How many time zones are there? Where is the Prime Meridian? How many time zones are there in Russia? How can you travel from today into yesterday?

2 Answer the questions.

1 It’s 12 noon in Greenwich. a Is the sun rising or setting in New York? b Is it nine o’clock in the morning or in the evening in Japan? 2 If you cross the International Date Line from west to east, do you go into yesterday or tomorrow?

3 Look at the chart. Then write the time in each place when it’s 8 am in London. City, country

Time difference

London, UK

0 hours

Montreal, Canada

– 5 hours

Beijing, China

+ 8 hours

Moscow, Russia

+ 4 hours

Rio de Janeiro, Brazil

– 3 hours

Sydney, Australia

+11 hours

Time

The Earth rotates on its axis. It takes 24 hours to turn. This means that the time isn’t the same in different parts of the world. Until the 19th century, towns in the same country often had different times. This was because people told the time by the local position of the sun. It didn’t matter, because people didn’t travel very much and they travelled very slowly. However, all that changed when railways arrived. People could now travel quickly from town to town, so they needed a standard time. In 1884, countries agreed to an international time system with 24 zones. The time zones start from the Prime Meridian at Greenwich in London. In all places east of Greenwich, the day starts earlier. In all places west of Greenwich, the day starts later. Most countries are in one time zone, but some large countries have more than one. There are five time zones in the USA (excluding Hawaii). So when it’s 9 am in New York, it’s only 6 am in Los Angeles. Australia has three time zones and Russia has nine! The system of time zones starts in Greenwich. On the other side of the world is the International Date Line. When you cross this line, you don’t just change hours, you change days. So you can travel from today back into yesterday! Prime Meridian Time Line

International Date Line

2.14 Listen. You will hear something about the small country of Samoa in the Pacific Ocean. Find this information. 1 2 3 4

What did Samoa do? When did they do it? Why did they do it? Why were people happy or unhappy about it?

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Revision 3a

Grammar

Label the parts of the house.

Complete the article. Put the verbs in brackets into the past simple or continuous.

Young Lifesavers These two young people both saved someone’s life in an accident.

Mark Taylor, 13, London

Last November, Mark was on holiday in Scotland with his father. (climb) ‘One day we 1 a mountain,’ said Mark, ‘when (fall) a rock 2 on my father’s foot.’ They 3 (have) a mobile (drop) it phone, but his father 4 down a deep hole in the rocks when the accident 5 (happen). Mark 6 (run) (find) five miles to get help. When he 7 (dial) 999. Fifteen a telephone, he 8 (arrive) and it minutes later, a helicopter 9 10 (take) Mark’s father to hospital.

3 9

Jackie Wolfe, 15, Manchester

One day last year, Jackie 11 (travel) in a taxi with her grandmother and another old lady. The taxi 12 (take) them to the hospital. Suddenly, as they 13 (go) along a very (have) a heart busy road, the driver 14 (sit) behind the attack. Luckily, Jackie 15 (grab) the steering driver. She quickly 16 (stop) the taxi. wheel and then 17

2.15 Now listen and correct the information in the texts.

b Name two things in each of parts 1–8 in the picture.

Listening

2.16 A detective is interviewing some people. Listen and complete the chart. Name

Vocabulary

Petra

puton cross drop peel repair brush send throw pickup

Mr Shine

can you think of for each verb?

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What / doing?

Frank

b What words go with these verbs? How many have

Where?

Otto

Write a sentence for each of these verbs.

clean

make

take

Mrs Pearl

b Who do you think is lying?

Revision

Grammar

Optional extra Ask students to use all the collocations, or six to eight of the collocations if there are too many, to write sentences or a connected paragraph as homework for extra credit. Ask a few volunteers to read out their texts or sentences in class.

Exercise 1a

• Read the title and introductory sentence and check • •

comprehension of the subject. Elicit the meaning of save someone’s life and accident. Students read the article about two young heroes, and complete the gaps with the correct verbs. Students compare answers in pairs before you check with the class.

Exercise 3a

• Students look at the picture and label parts of the house.

Remind them to label each room shown, as well as ‘upstairs’ and ‘downstairs’.

ANSWER KEY

1 were climbing 2 fell 3 had 4 dropped 5 happened 6 ran 7 found 8 dialled 9 arrived 10 took 11 wastravelling 12 was taking 13 were going 14 had 15 was sitting 16 grabbed 17 stopped

1 bedroom 2 bathroom 3 living room 4 garage 5 hall 6 kitchen 7 dining room 8 garden 9 upstairs 10 downstairs

Exercise 1b $2.15 Audio script pT92

Exercise 3b

• Explain that some of the details in the stories were wrong, so •

students will now have to listen to a recording and correct any mistakes. Play the recording twice for students to find and correct the errors. You may like to tell students there are three errors in each story.

other’s mistakes.

Listening

ANSWER KEY

Exercise 4a $2.16 Audio script pT92

• Explain the situation: somebody committed another murder. •

Exercise 2a

• Look through the list of verbs in the box. Remind students

that each verb appeared earlier in Unit 3. Elicit their meaning by asking for a translation. Students write a sentence with each word. You may like to set this task as homework.

Exercise 2b

• Students look at the verbs, then write all the collocations they can think of. Do the activity as a competition. Set a time limit of three minutes. The student with the most correct collocations wins. Write up the correct answers on the board for students to copy.

More practice Workbook pp32–33

A detective is interviewing five suspects. Students copy the chart in their exercise books, leaving plenty of space for their notes. As they listen, they write all relevant information about the crime.

ANSWER KEY

Vocabulary

•

two things they can see in each of 1–8.

• Students compare answers in groups and correct each

The rock fell on Mark’s father’s leg, not on his foot. Mark ran six miles, not five. The helicopter arrived twenty, not fifteen, minutes later. Jackie was travelling with her aunt and her cousin, not with her grandmother and another old lady. They were going around a corner, not going along a very busy road, when the driver had a heart attack. Jackie was sitting next to the driver, not behind him.

•

• Students look at the picture again, and write the names of

Name Otto

Where? in the library

Petra

in the living room

Mr Shine

in the kitchen

Frank Mrs Pearl

in the garden in the hall

Exercise 4b

• Ask students to evaluate the information they have and

speculate on which suspect may be lying. Elicit any plausible ideas. Who can guess the criminal correctly?

POSSIBLE ANSWER

Frank is probably lying. It was raining, so he probably wasn’t reading a magazine in the garden outside.

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What / doing? writing an e-mail to a friend in Canada watching The Simpsons on TV making a cheese and tomato sandwich reading a film magazine looking for an umbrella

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Your Project Develop your writing

Song

but and however

Daydream Believer

Exercise 1a

• Students read the information in the box. Elicit that the words both express contrast, but are used in different ways.

Exercise 1b

Background information Daydream Believer is a song written by John Stewart. It was a hit for The Monkees in 1967.

Exercise 1a $2.17

• Students join the sentences in both ways.

• Pre-teach the meaning of daydream and believer. Elicit ideas

ANSWER KEY

1 London is the capital of the UK, but the other … London is the capital of the UK. However, the other … 2 Most people in Wales speak English, but a lot … Most people in Wales speak English. However, a lot … 3 The Republic of Ireland is an independent country, but … The Republic of Ireland is an independent country. However, 4 In 1707, Scotland lost its parliament, but in 1999 … In 1707, Scotland lost its parliament. However, in 1999 … 5 Most countries are in one time zone, but some … Most countries are in one time zone. However, some … 6 It’s midday in New York, but it’s only nine o’clock … It’s midday in New York. However, it’s only nineo’clock …

• • • •

from the students what the song may be about. Explain that the lines of the song have been jumbled up. Ask students to read the lines silently and try to decide which lines might go together. Tell them to think about rhymes as well as the logical sense of the lines. Play the song. Students listen and number the lines. Students compare their answer in pairs.

ANSWER KEY

Verse 1: 1c, 2e, 3a, 4f, 5d, 6b Verse 2: 1e, 2b, 3d, 4f, 5a, 6c

Exercise 1b $2.17

• Play the song again for students to check.

Project task Exercise 2

• Read the instructions together. Make sure students understand the project can be about any country.

• Students make their projects individually as homework, but •

you can do the initial brainstorming as a whole class. Remind students that they are free to choose whatever format they prefer: a poster, a brochure, an illustrated text, a web page or even a recorded video.

Preparation 1 Ask students which country they are going to choose and why. Ask them to think about where and how they are going to collect all the necessary information. 2 Brainstorm ideas about the kind of information and pictures they might want to include. Refer them to the text about Britain on p40 and the prompts in step 2 for ideas, but tell them they can write about anything they find interesting. 3 Brainstorm ideas about sources for maps and photos, and the types of pictures that they might want to include.

CULTURE NOTE Homecoming queen refers to the American high-school tradition of annual Homecoming parties where students elect one of the outstanding senior (final-year) students as the Homecoming queen or king – often the most popular girl or boy at school.

Exercise 2a

• Elicit or pre-teach the meaning of shaving, razor, sting, hide, •

’neath (for beneath), wings, wipe, bluebird, rise, cheer up, knight, steed (for horse). Students read the lyrics again, and find out who does the actions in the song.

ANSWER KEY

The bluebird sings. The alarm rings. The singer rises. The razor stings.

Exercise 2b

• Discuss the interpretation of the second verse with the class. Which alternative offers the best summary?

ANSWER KEY

They don’t need a lot of money to be happy together.

Presentation and follow-up

• Set aside a lesson for the project presentations. Give each • •

T43

student five minutes to present their project. Have the class vote on the best project. Discuss which countries students found the most interesting, and if they have learnt anything surprising.

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Your Project Develop your writing

Song

but and however

2.17 Listen to the song. Put the lines of the verses in the correct order.

Read about connecting sentences. Look at these two sentences. • A lot of people call the country England. • This is not correct. We can connect them in two ways. Notice the difference in punctuation. 1 A lot of people call the country England, but this is not correct. 2 A lot of people call the country England. However, this is not correct.

rises

stings

Choose the correct words to complete the sentence. They need / don’t need a lot of money to be happytogether.

Daydream Believer

b c d e f

Verse 1 The six o’clock alarm would never ring The shaving razor’s cold, and it stings Oh, I could hide ‘neath the wings Wipe the sleep out of my eyes Of the bluebird as she sings But it rings and Irise, Chorus

Project task

Cheer up, sleepy Jean, oh what can it mean To a daydream believer and a Homecoming queen?

2 Make a project about a country.

1 Choose a country. Find some information about it. Use an atlas, the Internet, travel agencies and the country’s embassy. 2 Write a few paragraphs about the country. • Where is it? • What is the country famous for? • Give some examples of the food, music and culture of the country. 3 Illustrate your text with a map and pictures.

rings

b What is the meaning of the second verse?

1 London is the capital of the UK. The other countries have their own capital, too. 2 Most people in Wales speak English. A lot speak Welsh, too. 3 The Republic of Ireland is an independent country. Northern Ireland is part of the UK. 4 In 1707, Scotland lost its parliament. In 1999, it got its own parliament again. 5 Most countries are in one time zone. Some large countries have several time zones. 6 It’s midday in New York. It’s only nine o’clock in California.

In Verse 1, who or what does these things? sings

b Join the pairs of sentences with but andhowever.

2.17 Listen again and check.

a b c d e f

Verse 2 Without dollar one to spend As a white knight on his steed But how much, baby, do we really need? Now you know how happy I can be You once thought of me Oh, and our good times start and end Chorus

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4 4A

Cities

Our trip to London

Comprehension

Look at the photographs from Layla’s holiday in London. Do you know any of the places?

2.18 Read and listen. What does Layla want to do next time? Why?

www.myblog.com

home

about

12th September

contact

In our half-term holiday, I went to London with my parents. We were there for three days. On the first day, we went on a sightseeing tour. I wanted to go shopping in Oxford Street, but Dad said, ‘You can go shopping when you’re at home.’ Huh, parents! 1 This is Buckingham Palace. The Queen lives here, but she isn’t here all the time. When the Queen isn’t there, the flag on the top of the palace is the Union Jack. But when the Queen is there, you will see the Queen’s own flag on the flag pole.

3 On the second day, we took the Underground to the Olympic Park. The Olympics were in London in 2012. The stadium and the other buildings are amazing. This is the Velodrome. It’s for cycling. In the afternoon, we went on a boat trip along the River Thames. There are lots of interesting things next to the river. 4

2 In this photo you can see the Houses of Parliament and Big Ben. It’s the most famous clock in Britain, but Big Ben is really the name of the bell inside the tower. We saw lots of interesting places on our tour, but at the end of the day my feet were really sore.

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5 And this is the Tower of London. It’s the oldest building in London. A lot of people lost their heads here. Next to the Tower is Tower Bridge, over the river Thames. In the evening, we went to see Billy Elliot at the Victoria Palace Theatre. What a day! 6

The London Eye is the biggest wheel of its kind in the world. It takes 30 minutes to go round, and you can see all of London’s famous sights from the top. At New Year, there’s a big firework display here. Thousands of people come to watch it. It’s on TV, too.

On the last day, we went to the Natural History Museum in the morning, and we saw the dinosaurs there. After that, we had lunch in Hyde Park and then we came home. It was a great trip, but we never got to the shops. Ah well, maybe next time!

Cities Exercise 1b $2.18

Unit overview Grammar: definite and indefinite articles: the and a / an Vocabulary: places in a city; -body, -thing; useful expressions Skills: Reading: matching, following a map, reading a story (The Tailor of Swaffham), ordering pictures; Listening: in a tourist office, multiple matching; Speaking: planning a day out, asking for / giving directions, re-telling a story, describing a dream, talking about future arrangements Culture: The Big Apple The Culture page can be studied at any point in the unit after Lesson A. English Across the Curriculum: History: the plague The English Across the Curriculum page can be studied at the end of the unit. Your Project: Develop your writing: using pronouns and possessive adjectives; a city Song: Last Train to London

4A Our trip to London

• Read the question together. • Elicit or pre-teach: sightseeing, all the time, flag pole, bell, tower, •

sore, stadium, wheel, firework display, natural history. Play the recording for students to read and listen, and find the answer to the question.

ANSWER KEY

Layla wants to go shopping next time because they didn’t get the chance to go on this trip.

Optional extra As an alternative to pre-teaching the new vocabulary for the text, you can ask students to read the blog first, then work out the meaning of as many words from the list above as they can, using clues in the context. They could do this activity in pairs. It is worth starting the development of the students’ skills to infer meaning, as students will have to start acquiring lexis on their own without the teacher’s support in order to succeed as language learners.

Exercise 2

Comprehension

• Students read the blog post again, and match the things

Exercise 1a

•

• Bring in some photos of your last (or most memorable)

• • •

holiday, showing various places. Say a few words about each photo, describing the place they show and answer questions from the students. Don’t spend more than a couple of minutes on this lead-in. Ask students where they last went on holiday. Did they like it? Explain that they are going to read a blog post about Layla’s holiday in London. Focus on Layla’s pictures. Can students recognize any of the places they show? Elicit any information students already know about the six places, then tell students they will read to find out more.

and places. Ask them to compare answers in pairs before you check with the class.

ANSWER KEY

2 i 3 a 4 b 5 d 6 g 7 h 8 e 9 f

Optional extra In exercise 2, ask students to use their own words to explain the connection between the things and the places.

CULTURE NOTE Most schools in England and Wales have three terms every year. Each term is divided by a one-week break called the half-term holiday. The Autumn and Spring terms and the Spring and Summer terms in most schools are separated by two-week holidays, while there is a longer, six- to eight-week summer holiday at the end of the whole school year.

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4A Exercise 5c

Exercise 2

• Students complete the names. Elicit that with place names

See page T44.

containing of, we must use the definite article.

Vocabulary

ANSWER KEY

1 the Tower of London 2 the Houses of Parliament

Places in a city

Exercise 6a

Exercise 3a

• Students look at the words and pictures and scan the text •

again quickly to mark the ones Layla mentions. You may like to quickly drill the pronunciation of each word, including those Layla doesn’t mention.

ANSWER KEY

Layla mentions a clock, a bridge, a stadium, a palace, a river, a tower, a theatre, a museum and a park.

• Students complete the text, then compare answers in pairs. Exercise 6b $2.19

• Play the recording for students to listen and check. ANSWER KEY

1 – 2 the 3 the 4 – 5 the 6 the 7 – 8 the 9 the 10 the 11 the

Listening and writing

Optional extra Ask students to say which things in exercise 3a are found in the capital city of their country or their town. Write There is / are … It’s / They’re called … on the board to help them.

Exercise 3b

• Elicit ideas of other city features. Write suggestions on the

board for students to copy. Provide them with dictionaries if necessary.

Grammar

Exercise 7a $2.20 Audio script pT93

• Read the instructions and the list of activities together. • Play the recording for students to listen and mark the

activities people want to do in each dialogue. Play it again for students to listen for the people’s reasons.

ANSWER KEY

1 Visit a museum because the weather isn’t good. 2 Go on a sightseeing tour because they’ve only got one day, so they want to see lots of places.

Exercise 7b $2.20

The definite article: the

• Read the questions together and check comprehension. • Play the recording for students to find the answers. Elicit ideas

Exercise 4a

• Students scan the text to find the words in the box. Ask some students to read out the sentences with the words.

and ask the class to check and correct answers as necessary.

ANSWER KEY

It’s the oldest building in London. The London Eye is the biggest wheel of its kind in the world. On the first day, we went on a sightseeing tour. On the second day, we took the Underground to the Olympic Park. On the last day, we went to the Natural History Museum in the morning …

1 Visit the Natural History Museum and the Science Museum on the same day because both the girl and the boy will get to see what they want; both museums are free. 2 Go on a boat trip on the River Thames because they can see all the places along the river, and the man likes boats; £8 per person.

Exercise 4b

Exercise 8a

ANSWER KEY

• Students answer the question. Elicit that we always use the definite article with superlatives and with ordinal numbers.

the with place names

• In groups, students make a plan for a day in London. They

should choose three different activities or places to visit and make notes of their ideas in their exercise books.

Exercise 8b

Exercise 5a

• Students find examples for specific places Layla mentions. ANSWER KEY

a bridge: Tower Bridge; a stadium: the Velodrome; a palace: Buckingham Palace; a river: the River Thames; a tower: the Tower of London; a theatre: the Victoria Palace Theatre; a museum: the Natural History Museum; a park: Hyde Park

• Using their notes, groups make dialogues between tourists

and an adviser at the tourist office. Monitor as they practise. Each group performs in front of the class, and the rest make notes of the tourists’ plans and how much they are paying for their activities.

Exercise 5b

• Students answer the question. T45

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4A: Grammar • definite and indefinite articles: the and a / an

2 Read the text in exercise 1 again. Match the things to the places.

1 2 3 4 5 6 7 8 9

a b c d e f g h i

Tower Bridge The Velodrome lunch fireworks Big Ben the Queen dinosaurs Billy Elliot shops

Hyde Park the London Eye the River Thames the Houses of Parliament the Victoria Palace Theatre Oxford Street Buckingham Palace the Natural History Museum the Olympic Park

Vocabulary Places in a city

Which of these things does Layla mention?

c Complete these names from the text. Do we need the when the name contains of? 1 2

Tower Houses

a clock

a bridge

London Parliament

Put in the where necessary.

We stayed in a hotel near 1 Hyde Park. I think it’s 2 tallest hotel in London. We were on 3 fifteenth floor, so we could see lots of famous places, like 4 Buckingham Palace and 5 Houses of Parliament. We couldn’t see 6 Tower of London or 7 Tower Bridge, because they were too far away, but we saw them when we went on a boat trip along 8 River Thames. I think 9 best part of our trip was a visit to 10 Dominion Theatre to see We Will Rock You, but I also enjoyed our visit to 11 British Museum to see the mummies from Egypt.

b a fountain

2.19 Listen and check.

a stadium

Listening and writing

7a a statue

a palace

a river

a tower

2.20 Listen to two dialogues in a tourist office. Which of these things do the people want to do? Why? • go shopping • go on a sightseeing tour • eat • visit the Olympic Park • see a show • visit a museum 1

a theatre

a square

a museum

a park

b What other things can you see in a city?

Grammar The definite article: the

Find the sentences with these words in the text. oldest

biggest

first second

last

2.20 Listen again. What do they decide to do? Why? How much is it going to cost?

b Do we need the with these words?

Work in a group. Decide what you want to do for a day in London. Put your ideas in a chart like this:

the with place names

What?

Find examples in the text of the places in exercise 3a that Layla mentions. a clock – Big Ben

b Do the names of the places take the?

Where?

Cost?

morning afternoon evening

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Sweet Sue and the bank robbers

Comprehension

Yes, and there’s a bank on the right. It’s on the corner next to the police station.

2.21 Read and listen to the story. Answer the questions. 1 Where do the men want to go? Why? 2 Why don’t they go there? Yes. Go along this street. There’s a supermarket on the right. Go past the supermarket and take the first turning on the left.

Excuse me. Is there a bank near here?

The police station? Oh, just a minute.

Go past the supermarket and turn left? 3

1 We can’t rob the bank. It’s next to the police station!

I think we’ll go to the bank later. How do we get to the post office, please?

Oh. Er … What about the post office? They usually have a lot of money.

Turn right at the traffic lights. Go along that road till you come to a roundabout. Go straight on at the roundabout and over a bridge. The post office is on the left.

So that’s turn right at the traffic lights, then straight on at the roundabout and over the bridge. And the post office is on the left?

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Oh, OK. It’s on the other side of the canal.

Yes, you can’t miss it. It’s between the courthouse and the town hall – opposite the prison.

Oh! Thank you. Goodbye. 7

That’s strange. They’re going in the wrong direction.

4B 4B Sweet Sue and the bank robbers

Optional extra

Comprehension Exercise 1 $2.21

• Ask students to look at the pictures without reading the story

• • • •

and describe what they see. Prompt them by asking: Who’s in the pictures? What is she doing? Who is she talking to? What do you think they’re talking about? Write suggestions on the board. This cartoon is available as animation on the DVD and the Classroom Presentation Tool. Play the recording for students to read and listen and confirm their ideas. Ask students to compare what they heard with their ideas on the board. Read the two questions together and check comprehension. Play the recording again for students to listen and find the answers to the questions.

Ask students to read the directions Sue gives to the bank and to the post office carefully, and decide if the following statements are true or false. 1 The supermarket is further away than the bank. 2 The supermarket is on the left side of the street. 3 The bank is on a corner. 4 If you turn right at the traffic lights, you get to a roundabout. 5 The roundabout is before the canal. 6 The post office is opposite the town hall. Ask students to correct the false statements with information from the text. ANSWER KEY

1 False. 2 False. 3 True. 4 True. 5 False. 6 False.

ANSWER KEY

1 The men want to go to the bank, then to the post office. They want to rob them. 2 They find out that the bank is next to the police station, and the post office is next to the courthouse and opposite the prison. It’s too dangerous.

Optional extra Write the following items on the board, or write and photocopy them on a worksheet, and ask students to match them to make compound nouns. 1 post a station 2 police b about 3 super c lights 4 court d house 5 town e office 6 traffic f hall 7 round g market ANSWER KEY

1 e 2 a 3 g 4 d 5 f 6 c 7 b

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4B Exercise 2

ANSWER KEY

their maps to find the bank and the post office.

1 a 2 a 3 the 4 the 5 the 6 a 7 the 8 a 9 a 10 the 11 the 12 the 13 the 14 a 15 the 16 the 17 a 18 the 19 the 20 the 21 a

answers.

Exercise 4c

• Students read the story again, and follow Sue’s directions on • Ask students to point to the two places when you check

• In pairs, students practise the two dialogues, taking turns to

Grammar

play the roles of the person asking for and the one giving the directions.

Definite and indefinite articles: the, a / an Exercise 3a

• Read the rule together. • Students scan the story for examples of both types of article. ANSWER KEY

a bank, a supermarket, a minute, a lot of money, aroundabout, a bridge the supermarket, the first turning, the left, the right, thecorner, the police station, the bank, the post office, theother side, the canal, the traffic lights, the roundabout, the bridge, the courthouse, the town hall, the prison, thewrong direction

Exercise 3b

• Students complete the sentences. • Elicit the rule. Also explain that we use a when the word

begins with a consonant sound, and an when it begins with a vowel sound.

ANSWER KEY

1 a 2 the We use a / an when we mention something for the first time. We use the when we mention it again.

Speaking Exercise 5

• Students switch partners, and continue in new pairs. • Read the instructions together. Ask students to find the six • •

places mentioned in the box on the map. Pairs take turns to ask for and to give directions, using the map as their reference. Walk around and monitor the correct use of articles as well as the expressions for directions. Get a few pairs to repeat their dialogues in front of the class.

Revision idea Bring into class a map of the students’ own town, or the immediate neighbourhood around the school. Photocopy the map, so each pair of students can have one. In pairs, students make dialogues asking for and giving directions after you give them a starting point and a destination (for example: You’re outside the school, and you want to go to the railway station.) for each round. Do a couple of rounds each way, so every student gets a chance to practise both asking for and giving directions.

Exercise 3c

• Students look at the example and complete the rule about using the.

Exercise 3d

• Students scan the text for examples of There’s … and •

Is there …? Elicit the rule: with any form of There’s … we use the indefinite article a / an.

ANSWER KEY

There’s a supermarket on the right. There’s a bank on the right. Is there a bank near here?

Exercise 4a

• Students look at the dialogues and complete them individually. Ask them to compare answers in pairs.

Exercise 4b $2.22

• Play the recording for students to listen and check their answers in exercise 4a.

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4B: Grammar • definite and indefinite articles: the and a / an

Police Station

Sports shop

Canal St.

Station Rd.

Chemist

South St.

Bus Station

Castle Theatre

Museum

et ark erm Sup

Clinic

Bus stop

office on the map. Follow the routes from the story.

Doctor's

2 Find the bank and the post

Complete the dialogues with a / an or the.

Definite and indefinite articles: the, a / an

1 Man Woman

Single countable nouns have the (definite article) or a / an (indefinite article) in front of them. Find all the examples of articles in the story.

Man Woman

b Complete the sentences from the story. Which article do we use:

Man

• w hen we mention something for the first time? • when we mention something again?

2 Woman Man

Go along that road till you come to 1 roundabout. Go straight on at 2 roundabout.

c Look at this sentence from the story and complete the rule with a / an or the. Yes, and there’s a bank on the right. It’s on the corner next to the police station.

Woman

: We always use • with positions: left, right, corner, other side, etc. • when there is only one possibility. (Most towns or districts only have one police station.)

d Find sentences in the story with There’s … and Is there … ? Which article do we use after these expressions?

Excuse me. Is there 1 hotel near here, please? Yes. Go along this street till you come to 2 hairdresser’s on 3 corner. Turn left at 4 hairdresser’s. So that’s … turn left at 5 hairdresser’s. Yes, and there’s 6 hotel in that street. It’s on 7 left, between 8 café and 9 sports shop. Thank you. station, please? Excuse me. How do I get to 10 Oh, 11 station is on 12 other side of 13 river. Go along here and you’ll come to 14 bridge over 15 river. Go over 16 bridge and go straight on till you come to 17 roundabout. Turn right at 18 roundabout and 19 station is along there on 20 right. You can’t miss it. There’s 21 big car park in front of it. Thank you.

2.22 Listen and check.

c Act the dialogues with a partner.

Speaking

5 Work in pairs. You’re at the bus stop in Station Road. Make new dialogues to get to these places on the map. the doctor’s Canal Park the Castle Theatre the Royal Hotel the courthouse the clinic

London Rd.

Shopping Centre

Courthouse

Prison

Royal Hotel

Grammar

Clothes shop

Town Hall

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The Tailor of Swaffham

Reading

Look at the pictures. What is happening in each picture?

The Tailor of Swaffham

nce upon a time there was a tailor. He lived with his wife and five children in the village of Swaffham. The tailor and his wife worked hard, but they never had enough money. They lived in a small cottage. In the garden there was a big, old, oak tree. The tailor often sat under the tree. One day, he was sitting under the tree when he fell asleep. While he was sleeping, his wife came out of the house. She woke him up. ‘Why aren’t you working?’ she said angrily. ‘We haven’t got any money for food.’ ‘Don’t worry,’ said the tailor. ‘We’ll soon be rich. While I was asleep, I had a strange dream. In my dream a voice said: “Go to London Bridge. You’ll find treasure there.” ’ ‘Don’t be silly,’ said his wife. ‘You can’t leave everything and go to London.’ However, the next day, the tailor packed his bag and set off to London. It was a long journey, but after four days he arrived in the capital city. He went straight to London Bridge. It was the only bridge over the river in those days and there were lots of shops there, so it was a busy place. The tailor walked up and down the bridge all day, but nothing happened and nobody spoke to him. The next day, as he was walking along the bridge, two boys suddenly ran towards him. They pushed him and they stole his bag. Then they ran away into the crowd of people. The tailor sat down on the pavement. ‘I had very little money when I arrived,’ he thought. ‘Now I haven’t got anything.’ While he was sitting there, somebody spoke to him. It was

2.23 Read and listen to the story. Put the pictures in the correct order.

one of the shopkeepers. ‘What are you doing?’ he asked. ‘I saw you yesterday. You were walking up and down the bridge all day.’ The tailor told the shopkeeper about his dream. ‘That’s silly,’ said the shopkeeper and he laughed. ‘You can’t believe dreams. I had a dream last night. In the dream I was digging under an old oak tree and I found a big box of gold. But it was only a dream. I’m not going to look for the tree.’ ‘An old oak tree?’ said the tailor. ‘Where was it?’ ‘Oh, it was in a village called Swaffham,’ said the shopkeeper. ‘Swaffham! I don’t even know where it is!’ When he heard this, the tailor jumped up. He said ‘thank you’ to the shopkeeper and started the long journey home. Four days later, tired and hungry, he arrived home. ‘Well, where’s the treasure?’ said his wife. The tailor didn’t say anything. He grabbed a spade, ran into the garden and started to dig under the old oak tree. It was hard work, but soon the spade hit something. It was a wooden box. The tailor opened the box. It was full of gold and silver. ‘I walked all the way to London,’ he said. ‘But the treasure was here in my own garden!’

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4C 4C The Tailor of Swaffham

Optional extra

Reading Background information The Tailor of Swaffham is an English folk tale from the county of Norfolk. It probably entered English folk tradition at the end of the 17th century, and the tale first appeared in a printed collection in 1906 (English Fairy and Other Folk Tales). More recently, the famous Brazilian author Paulo Coelho used the story of the folk tale as the basis for his 1988 novel The Alchemist.

Exercise 1a

• Focus on the six pictures illustrating the story. Ask students to •

describe who or what they think is in each picture and what they think is happening. Pre-teach the words: tailor, oak tree, treasure, dig, spade, gold and silver. Elicit ideas from the students to use the words to speculate on what the story might be about.

Exercise 1b $2.23

• Read the instructions and check that students understand their task.

• Play the recording for students to read and listen to the story.

•

As they read, students put the events in the pictures in order. In weaker classes, they could do this in pairs. In stronger classes, ask students to do the ordering task individually, then compare answers in pairs at the end. You may like to pause the recording at key points of the story to allow students time to think about what they heard and read.

Write the following true or false statements on the board or write them up beforehand and photocopy them for each student. Students read the text again and decide about the statements. Ask students to correct the false statements. 1 The tailor and his wife lived in a large, old house. 2 In his dream, somebody gives the tailor a lot of money. 3 It takes the tailor four days to travel from Swaffham to London Bridge. 4 The shopkeeper first saw the tailor the day before some boys stole his money. 5 The shopkeeper had the same dream as the tailor. 6 The shopkeeper knows the way to Swaffham. 7 The treasure was in a box in the ground. 8 The tailor was disappointed he didn’t find treasure in London. ANSWER KEY

1 False. They lived in a small cottage. 2 False. He dreams that somebody promises him that he’ll find treasure. 3 True. 4 True. 5 False. In the shopkeeper’s dream, he digs under an oak tree in Swaffham to find treasure in a box. 6 False. He doesn’t even know where it is. 7 True. 8 False. He was happy to find it in his own garden.

ANSWER KEY

1 d 2 c 3 e 4 a 5 f 6 b

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4C Exercise 2

• Students read the text again carefully and answer the questions individually.

• Check answers with the class.

Exercise 5

ANSWER KEY

1 2 3 4 5 6 7 8

He had five children. Because he had a dream that he would find treasure there. Four days. Nothing happened. Nobody spoke to him. He didn’t find anything. Two boys stole it. He didn’t believe in dreams and he thought the tailor was silly. He dreamt he found treasure under an oak tree in Swaffham. It was under the tree in the tailor’s garden.

• Read the instructions and check students understand the task. • In pairs, students use the pictures to retell the story to each other. Walk around, monitor and help as necessary. Get a volunteering pair to tell the story to the whole class.

Encourage them to give their answers in full sentences.

Listening Exercise 6a $2.24 Audio script pT93

• Focus on the pictures and ask what each of them shows. • Read the instructions. Check that students understand the task. Ask: How many people are you going to hear? (Two.) What are they going to talk about? (Their dreams.) Remind students that each dream should be matched to more than one picture. Play the recording for students to do the matching. Ask students to put the pictures in the order they are mentioned.

ANSWER KEY

1 e, b, c; 2 f, d, a

Exercise 6b

Vocabulary

• Ask students to use the pictures to help them summarize

Exercise 4a

•

• Students complete the chart with the missing forms. Then • •

•

they find the words in the text and check their answers. Elicit translations for each word. Explain that we use somebody and something in affirmative sentences, and anything and anybody in questions or negative sentences. Also point out that everybody and everything are followed by a singular verb, not plural. Elicit if this is different in the students’ language. You may also need to explain that in English we don’t use negative verbs with nobody and nothing. We say Nothing happened, not Nothing didn’t happen.

-body everybody somebody anybody nobody

-thing everything something anything nothing

complete the sentences. Check answers with the class.

ANSWER KEY

1 something 2 somebody 3 nothing 4 anybody 5 anything 6 nobody 7 Everybody

4765473 Project TB3.indb 104

summaries. Did they include all the details correctly?

Exercise 7

• Students think back to a memorable dream they had. To help

them, ask some questions: Who was in your dream? Where were you? What happened? What did you do? How did you feel? You may like to write these questions on the board as prompts. You can do the task orally in class or set it as a writing task in class or for homework. Ask some volunteers to share their dreams with the class. Ask the rest of the class to vote on the most interesting or strangest dream.

Revision idea

• Students work individually to use the pronouns and

Unit 4

• Play the recording again for students to check their

•

Exercise 4b

•

what happened in each dream. Ask one volunteer to re-tell each dream to the class, and the rest of the class to listen, check and correct any details if necessary. Don’t correct answers from the point of view of content.

Exercise 6c $2.24

•

ANSWER KEY

T49

• Students read the questions and think about their answers. • Ask two or three students to give an answer to each question.

•

Exercise 3

•

LANGUAGE NOTE You may like to explain that the meaning of I haven’t got anything to do. and I’ve got nothing to do. is the same. Elicit the difference in the use of verbs in the two sentences.

Write the following prompts on the board: drinks tea in the morning, met, travelled somewhere by plane last year, comes to school by bike, visited England, writes a blog, has got a hamster for a pet, speaks Arabic or add your own ideas. Each student uses the pronouns from exercise 4a to write true statements about the class. For example: Everybody in the class drinks tea in the morning. Nobody in the class travelled anywhere by plane last year. and so on. Ask students to read out their statements, and use a quick show of hands to find out if the statement is true or not. Check the correct use of the verb forms with the pronouns.

More practice Workbook pp38–39 Teacher’s Resources Unit 4

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47645

4C: Grammar • definite and indefinite articles: the and a / an

2 Answer the questions. 1 2 3 4 5 6 7 8

5 Answer the questions.

1 Name something that everybody likes. I think everybody likes chocolate. 2 Have you got anything yellow in your bag or pockets? 3 Name somebody that you want to meet. 4 Does anybody famous live in your town? 5 Can you name everything that Layla saw on her trip to London? 6 Name something that nobody wants to have. 7 How do you feel when you’ve got nothing to do?

How many children did the tailor have? Why did he go to London? How long did the journey take? What happened on his first day in London? How did he lose his bag? Why did the shopkeeper laugh? What was the shopkeeper’s dream? Where was the treasure?

3 Work with a partner. Use the pictures to retell the story. Student A Student B

Use pictures 1–3 and tell your partner what happened. Use pictures 4–6 and complete the story.

Vocabulary

Listening

2.24 Jimmy and Martha are talking about their dreams. Listen and match the names to the pictures. a

Complete the chart. Find the missing words in the text. -body

-thing

everybody something anybody nothing

b Complete the sentences with words from the chart. 1 2 3 4 5

I’ve got in my eye. I can hear voices. There’s in there. I’m bored. I’ve got to do. Has phoned me today? I had a dream last night, but I can’t remember . 6 I phoned Ella, but answered. 7 is here now, so we can start.

b What happened in each person’s dream? c

2.24 Listen again and check.

7 Describe one of your dreams. e f

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Kids

Dylan’s plan

Look back at the last episode of the story on page 38.

• Who are these people?

1 Chloe and Layla are talking about Matt in picture 4. 2 Dylan thinks they are talking about Matt 3 Layla and Chloe see Matt in picture 5. 4 Matt is confused in picture 8.

Matt Jenkins

2.25 Read and listen to the story. Complete the sentences with the correct surname.

Matt Daytona

• What is Layla going to do in her computer game? 1

Hey look! Cyberspace is on this week. Shall we go and see it on Saturday?

Ican’t. My grandparents are coming this weekend. What about Friday? 3 The next day.

Ah, there she is. I’ll go and ask her.

That’s no good for me. I’m playing football on Friday evening. 4

What’s happening in Virtual Soap? Did you put yourself in the story as one of the characters?

Oh, Hi, Dylan. How are you?

Quick! Let’s hide in this classroom!

Iknow! I’ll ask Layla if she wants to see it.

Oh, are you going out with Matt?

Yes, I am! It was just like on TV. We met at the café and he asked me out! We’re going to the cinema at the weekend.

Yes, I did. So I’m now Sophia Harris. And you remember that she wants to go out with Matt Daytona? Well, guess what! 5

Hi, Dylan. I’m off to the gym. How’s it going? Get lost! 8

Oh no! Look. There’s Matt Jenkins! I don’t want to talk to him.

50 4764575 Project PRO4ETB3.indb SB3 Book.indb 4765473 106 50

What did I say?

4D 4D Kids Dylan’s plan Exercise 1a

• With books closed, ask students to think back to the previous

• •

•

episode of the ‘Kids’ photostory. Ask: Who was in the episode? (Chloe and Layla.) What did they talk about? (They talked about Virtual Soap, a computer game.) This photostory is available as video on the DVD and the Classroom Presentation Tool. Ask the questions from the book: Who’s Matt Jenkins? (A boy from the school that Layla danced with at James’s birthday party.) Who’s Matt Daytona? (A character from the game Virtual Soap.) What is Layla going to do in the game? (She is going to become one of the characters, called Sophia Harris.) Elicit any further details students remember. You may like to ask students to look back at the story on p38 to check their answers.

Exercise 1b $2.25

• Students read the four statements. Check they understand

•

the task. Elicit the meaning of confused (for example: when you are confused, you are not sure about something and you don’t understand the situation). Ask students: Which two surnames will you need? (Jenkins and Daytona.) Play the recording for students to read and listen and complete the sentences individually.

ANSWER KEY

1 2 3 4

Daytona Jenkins Jenkins Jenkins

Optional extra Ask students to complete the following statements with the name of the correct character from the ‘Kids’ story. 1 ______’s grandparents are coming this weekend. 2 ______ is playing football on Friday. 3 ______ is Sophia Harris in the Virtual Soap game. 4 ______ met ______ at a café and asked her to go to the cinema with him. 5 ______ doesn’t want to talk to Matt Jenkins. 6 ______ is going to the gym. ANSWER KEY

1 2 3 4 5 6

Dylan James Layla Matt Daytona, Sophia Harris Layla Matt Jenkins

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Unit 4 T50

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4D Exercise 2

• Students read the questions, then find the information in the •

story about the characters’ reasons. Ask students to compare ideas in pairs before you check with the class.

ANSWER KEY

1 Because Dylan isn’t free on Saturday, and James isn’t free on Friday. 2 Because he thinks she’s going out with Matt Jenkins. 3 Because Layla doesn’t want to talk to Matt Jenkins. 4 Because he doesn’t understand why Dylan is angry with him.

Exercise 5a

• Students read Smart Alec’s diary page. • Ask a different student to describe each day of his week. Check the use of the present continuous.

ANSWER KEY

On Tuesday he’s going to Buckingham Palace. On Wednesday he’s appearing on TV. On Thursday he’s playing tennis at Wimbledon. On Friday he’s flying to New York. On Saturday he’s meeting the US President. On Sunday he’s going scuba-diving in Florida.

Exercise 5b

• Students invent some exciting plans for themselves for each

Everyday English

of the time expressions, and make notes about these. Allow about two minutes for this, and help students with ideas if they’re stuck.

Useful expressions Exercise 3a

• Ask students to find the expressions in the story, then decide

•

how they could be translated into their own language. Encourage them to work out meanings from context before they look up words in a dictionary or ask you for a translation. Ask the class to discuss and agree on the best translation for each expression. Only intervene if they’re going off in an entirely wrong direction.

Exercise 3b

• Read the instructions together. Make sure students • •

understand what to do. In pairs, students make and practise the dialogues. Ask some pairs to act their dialogues in front of the class.

ANSWER KEY

• In pairs, students use their notes from exercise 5b to take •

turns to ask and answer about each other’s plans, as in the example. Get some pairs to repeat their most interesting exchanges in front of the class.

Exercise 6a

• Students complete the dialogue individually. ANSWER KEY

1 Shall we 2 I can’t 3 are coming 4 What about 5 nogood for me 6 ’m playing

Exercise 6b

• In pairs, students practise reading their dialogues. Get a pair

1 f 2 h 3 b 4 e d 5 g 6 c 7 a 8

to act their dialogue in front of the class.

Exercise 6c

Talking about future arrangements

• Students continue working in pairs. They expand the cues

Exercise 4a

• Students work on their own to complete the sentences

without looking at the story. Then they scan the story to find the sentences and check their answers.

ANSWER KEY

into three similar dialogues. Walk around and monitor.

• In their pairs, students take turns to make suggestions and

respond. Get some pairs to repeat their dialogue in front of the class.

Revision idea

1 are coming 2 ’m playing 3 ’re going

To practise the present continuous for future arrangements, ask students to use the time expressions from exercise 5b to ask you questions about your own plans. Make sure to give varied answers – they can be invented or true. Students then use the information in pairs to ask and answer about your plans, for example: Is she playing football on Sunday? No, she’s playing basketball on Sunday, and football on Friday.

Exercise 4b

• Elicit the tense used in the sentences. ANSWER KEY

The present continuous.

Exercise 4c

Exercise 5c

• Elicit which time period the sentences refer to: the future. • Elicit the rule: we can use the present continuous to talk about future arrangements.

T51

Unit 4

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More practice Workbook pp40–41 Teacher’s Resources Unit 4

21/02/2019 12:20

PRO4

4D: Grammar • definite and indefinite articles: the and a / an

2 Answer the questions.

Smart Alec leads an exciting life. Look at his diary. What is he doing next week?

1 Why can’t Dylan go to see the film with James? 2 Why doesn’t Dylan ask Layla to go? 3 Why do Chloe and Layla hide in the classroom? 4 Why is Matt Jenkins confused?

On Monday he’s having lunch with the Prime Minister.

Everyday English Useful expressions

How do you say these things in yourlanguage? a b c d e f g h

Cyberspace is on this week. There she is. What’s happening? Guess what! He asked me out. I’m off to the gym. How’s it going? Get lost!

Tuesday

go to Buckingham Palace

Wednesday

appear on TV

Thursday

play tennis at Wimbledon

Friday

fly to New York

saTurday

meet the US President

sunday

go scuba-diving in Florida

afterschool tomorrow onFridayevening thisevening attheweekend nextweek

c Work with a partner. Ask what he / she is doing at the times. ●

Hi. Where are you going? Can I borrow your MP3 player? Where’s Sonia? What did Martin say to you? Um … you won the lottery? Fine, thanks. Nothing much. Shall we go and see it?

What are you doing after school? I’m playing tennis with Rafa Nadal. Complete the dialogue with these expressions. are coming ’m playing What about Shall we I can’t no good for me

●

No, 2 4

●

Talking about future arrangements

That’s 5

go swimming on Saturday? . My cousins 3 for the weekend. Wednesday after school? .I6 volleyball.

b Work with a partner. Read your dialogue.

4 a Complete the sentences from

c Work with a partner. Make new dialogues with these cues.

the story.

1 My grandparents this weekend. 2 I football on Friday evening. 3 We to the cinema at the weekend.

1 ●

●

play table tennis this evening? no / finish my Geography project. / tomorrow? no / go to the theatre with my parents

2 ●

b What tense are the verbs in? talking about?

have lunch with the Prime Minister

these times.

Use expressions from exercise 3a and the expressions below. Expressions 1–4 come first in their dialogues.

c What time are the people

Monday

b Make your own exciting diary. Choose some activities for

b Work with a partner. Make dialogues.

1 2 3 4 5 6 7 8

●

go to the shops today? no / look after my little sister. / Sunday afternoon? no / aunt and uncle / come for the day

3 ●

thepast thepresent thefuture ●

try my new computer game this morning? no / go to the dentist’s. / this afternoon? no / visit my grandparents

51 05/06/2014 12:20 10:48 21/02/2019

Culture

1 Look at the pictures. Which city is it? What do you

know about it? What films or TV programmes have you seen it in?

2.26 Read and listen to the text. What are these things?

The

Big

Apple

TheBigApple theEmpireStateBuilding NewAmsterdam TimesSquare Manhattan CentralPark theStatueofLiberty Macy’s

1 2 3 4

Answer the questions. Who were the first Europeans in Manhattan? How did they get the island? Why is it called New York? Where does the nickname, The Big Apple, comefrom?

b Where can you do these things in New York? • • • •

visit the Statue of Liberty celebrate New Year with a lot of New Yorkers take a boat on a lake see for 120 kilometres

It’s the most famous city in the world. There are songs about it. It’s in hundreds of films and TV programmes. Think of America and you think of ‘The Big Apple’ – New York. The centre of New York is the island of Manhattan. Today, the island is full of skyscrapers, but 400 years ago, it was the home of the Delaware Indians. The first Europeans to arrive were from the Netherlands. In 1626, a Dutchman, Peter Minuit, bought the island from the Indians for just 24 dollars and built some houses there. He called it New Amsterdam. However, in 1664, the British took it and they called it New York, because the king’s brother was the Duke of York. Over the next 300 years, New York grew into the largest city in the USA. People from countries like Germany, Ireland, Italy, Poland and China came to find a new life there. There are countless things to do and places to go in New York – museums, art galleries, theatres and nightclubs, plus thousands of restaurants and shops, including the biggest shop in the world, Macy’s.

In the middle of Manhattan is Central Park. Here you can walk, take a boat on the lake, play baseball or just relax away from the noise and the traffic. Central Park is bigger than two European countries – the Vatican and Monaco. The Empire State Building is the most famous skyscraper in New York. It was built in 1931, and it was the tallest building in the world for forty years. It has 102 floors, and on a clear day you can see for 120 km from the top. Times Square is the entertainment centre of New York. It is full of theatres, bars and restaurants. On New Year’s Eve, New Yorkers come to Times Square to celebrate the New Year. And why is it called The Big Apple? The name comes from horse-racing. The prize for the winner was often called ‘the apple’. The prizes in New York were always bigger than anywhere else, so in New York you could win ‘the big apple’. Soon it became a nickname for the city itself.

The Statue of Liberty was a gift from the people of France and it stands on Liberty Island. You can get a ferry to the island and visit the statue.

52 4764575 Project PRO4ETB3.indb SB3 Book.indb 4765473 110 52

5 4

Culture

The Big Apple

Background information Macy’s still advertises itself as the biggest shop in the world, although in fact a larger shop opened in 2009 in South Korea.

Culture materials on the DVD or the Classroom Presentation Tool If you prefer, play Unit 4 of the DVD instead of covering the topic through the reading text, then set the text comprehension and the accompanying Student’s Book activities either as homework or as optional practice.

Optional extra

Exercise 1

• Focus on the pictures. Elicit the name of the city, and anything students might know about it. Elicit films, TV programmes or other works of art connected to New York City.

Background information The Statue of Liberty is a widely recognized symbol of New York City and the USA. It was designed by the French artist Frédéric Bartholdi. Although it was intended to commemorate the 100th anniversary of the signing in 1776 of the US Declaration of Independence, only the arm holding the torch had been made by 1876. It was on display at the Centennial Expo, then in New York’s Madison Square Park. In 1886, the full statue was constructed in France, shipped in separate pieces, then assembled on what is today called Liberty Island. France had been a strong supporter of US independence, and the gift was intended to express the long-lasting friendship between the two nations.

Exercise 2 $2.26

• Ask students to read the names in the box silently. Do they •

• •

ANSWER KEY

More practice Teacher’s Resources Unit 4

Exercise 3a

• Students read the text again and answer the questions orally. • Ask a different student to answer each question. ANSWER KEY

1 The first Europeans in Manhattan were from the Netherlands. 2 Peter Minuit bought the island from the Delaware Indians for 24 dollars. 3 Because the British king’s brother was the Duke of York. 4 The nickname comes from prizes in horse-racing.

Exercise 3b

know any of them? What are they? Tell students they will be able to check their ideas and find out more by reading the article. Play the recording for students to read and listen. Ask them to underline the sentence which contains a name from the box. Ask students to study the underlined sentences again more carefully to find the answers. Ask them also to say which of the places the pictures show (left to right: The Empire State Building, The Statue of Liberty and Central Park).

The Big Apple: New York the Empire State Building: the most famous skyscraper in New York Manhattan: the centre of New York, an island New Amsterdam: the name of the city from 1626 to 1664 Times Square: the entertainment centre of New York Macy’s: the biggest shop in the world Central Park: a big park in the middle of Manhattan the Statue of Liberty: a statue on Liberty Island, a gift from the people of France

Although one of the skills students need to develop is the ability to filter relevant information from extra information and not to try to understand every word of a text, you may want to spend a bit more time here on key vocabulary from the text. Ask students to give an English definition, explanation or an example sentence illustrating the meaning of the following words from the text: skyscraper, Indians, countless, art gallery, gift, ferry, entertainment and nickname. Ask them not to use sentences from the text, but to use their own words.

• Students look at the list and scan the text to find out where •

they could do each activity in New York. Check answers with the class.

ANSWER KEY

You can get a ferry to Liberty Island to visit the Statue of Liberty. You can celebrate New Year with a lot of New Yorkers in Times Square. You can take a boat on a lake in Central Park. From the top of the Empire State Building, you can see for 120 kilometres on a clear day.

Optional extra Refer students back to exercise 8a on p45. Repeat the same group work activity about a day in New York, using ideas and information from the text. Each group should make a dialogue in a New York tourist office. Get each group to perform their dialogue in front of the class. Have the class vote on the most exciting plans. Remind students to use the present continuous for future arrangements.

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Unit 4 T52

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English Across the Curriculum History: the plague

Exercise 4

• Read the task together. Discuss initial ideas, but set the

Exercise 1 $2.27

• Introduce the topic by eliciting the meaning of plague.

• •

•

5 4

Explain in the students’ own language that it refers to a terrible illness which killed many people at different times in history. Elicit or provide a translation to clarify the meaning. Read through the questions and options together and check comprehension. Elicit or pre-teach disease, spread, break out, rats, discover, medicine, burn down. Play the recording for students to read and listen, and answer the multiple-choice questions. Remind them to study the information in the text carefully to make sure their chosen answer is really correct. Explain that very often the text gives the same information in different words from the questions and options. Students compare answers in pairs before you check with the class.

ANSWER KEY

1 b 2 c 3 a 4 c

Exercise 2

• Read the question. Check that students understand the

research task as homework.

• Brainstorm some ideas for sources of information. Students • • •

may find the information in history books, on the Internet, in novels about the period, by talking to their History teacher, etc. Put students in groups and suggest that each person looks at a different source to find the information as homework. In the next class, get the groups together again to pool their findings, then agree on what pieces of information they will use in their oral reports. Elicit the answers to the questions from the groups, and ask the rest of the class to confirm or correct what they hear.

Optional extra You may want have a brief discussion about information sources in general, based on the students’ experience during the research task. Discuss: Which sources are easy to use? Which sources have too little / too much information? How do you find the specific information you are looking for? How reliable are the sources? Which source can you trust the most/ the least?

meaning of population by asking for a translation of the word.

• Students look carefully to find the information in the text. ANSWER KEY

a In 1347 the population was 40–60 million. b In 1351 the population was 20–30 million.

Exercise 3

• Focus on the pictures. Ask students what each picture shows. • Elicit the connection between each picture and the plague. Ask different students to use their own words to explain the connection, and ask the rest of the class to say if they agree or disagree.

POSSIBLE ANSWERS

1 2 3 4 5 6 7 8 9

T53

The black rats arrived in Europe on ships from Asia. The rats carried fleas. The fleas carried the disease. In old cities, people threw all their rubbish into the streets, so there were rats everywhere. People thought bad smells caused the disease, so they carried bunches of flowers. Many people left London and went to stay in the country, where there was no plague. In 1666, the Great Fire of London destroyed the old city. When somebody got the plague, a red cross was painted on the door and the family couldn’t leave their house. The Great Plague of London started in the hot summer of 1665. / The Great Fire of London started after another hot, dry summer.

Unit 4

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More practice Teacher’s Resources Unit 4 © Copyright Oxford University Press 21/02/2019 12:20

47645

English Across the Curriculum

2 What was the approximate population

History: the plague 1

of Europe:

2.27 Read and listen to the text. Choose the correct answers. 1 The plague came from a Europe. b Asia. c America. 2 The plague spread quickly because a a lot of people travelled by ship. b people moved house a lot. c towns were very dirty. 3 The Great Plague of London broke out a in the summer of 1665. b in the winter of 1665. c in the spring of 1665. 4 The plague never returned to London, because a cats and dogs killed all the rats. b doctors discovered new medicines. c a fire burnt down the old city.

e out in Europe. People In 1348–49 a terrible disease brok s, nearly half of Europe’s year two called it the Black Death. In ion people – died. The population – between 20 and 30 mill who got it usually died in disease was bubonic plague. People just three days. ue. People thought that bad Nobody knew what caused the plag ches of flowers to stop it. smells caused it, so they carried bun because they thought they Some people killed dogs and cats, ied the plague. The fleas carried the disease. In fact, fleas carr in souther n Europe on ved arri lived on black rats. These rats ships from Asia. especially in towns and cities. The disease spread very quickly, from today. Most of the Medieval towns were very different . Streets were narrow and mud or d buildings were made of woo into the streets, and there dirty. People threw all their rubbish were rats ever ywhere. until the end of the 17th The plague continued to hit Europe s was the Great Plague of reak outb century. One of the biggest the hot months of August and London. It star ted in 1665, during ple died of the plague. The September. In one week, 7,165 peo 70,000. total number of deaths was about ybody in the family had When somebody got the plague, ever s was painted on the door. to stay in the house, and a red cros r and left it outside. But Neighbours brought food and wate stopped when the cold only the disease continued to spread. It and went to stay in the don Lon left weather came. Many people ue there. country, because there was no plag the plague came to However, 1665 was the last time that hot, dry summer, the ther London. The next year, after ano city with its dirty, old the d roye Great Fire of London dest s. The new city was a narrow streets and wooden building much cleaner and safer place.

a in 1347? b in 1351?

3 Look at the pictures. Explain what part they played in the story of the plague. 1

4 Find out if the plague broke out in

your town, city or country in the past. Answer the questions. 1 When did it happen? 2 Where did it come from? 3 How long did it last?

53 11/02/2013 12:20 14:07 21/02/2019

Revision 3 Complete the dialogues with somebody, anybody,

Grammar

everybody, nobody, something, anything, everything or nothing.

1 a Look at the map. Complete the dialogue with a / an or the. The people are at the station.

●

Park

●

Museum

●

Supermarket

Town Hall

Café

Square

●

Doctor's

Chemist’s

io St

Cross Street

Shops Victoria Hotel

Bank

Broad Street

Park Road

Central

1 2 3 4 5 6

Excuse me. How do I get to 1 museum, please? Go down here and take 2 first turning on 3 right into Cross Street. Go along there till you come to 4 roundabout. Turn right there. So that’s turn right at Cross Street and right again at 5 roundabout? Yes. Walk along that street. It’s called Broad Street. And you’ll come to 6 bridge. Go under 7 8 bridge and museum is on 9 left. You can’t miss it. It’s 10 biggest building in that street. Thank you. Is there 11 café at 12 museum? No, there isn’t, but there’s 13 very good café on 14 corner of Central Square. They serve 15 best cakes in town there.

b Work with a partner. Make dialogues using the 1 2 3 4

Vocabulary

4 Match the expressions to the diagrams.

Bookshop

map to get: from the park to the station. from the station to the Victoria Hotel. from the doctor’s to a chemist’s. from the bookshop to the café.

2 Put in the where necessary. 1 2 3 4 5 6

54 PRO4E SB3 pp44-55.indd 54 4765473 Project TB3.indb 114

London Bridge Palace of Westminster Science Museum Regent Street River Severn Globe Theatre

I’m hungry. I need to eat. Me too, but I haven’t got in my bag. enjoyed the party. It was great! Yes, and they all helped to clear up afterwards. Did phone while I was out? No, rang. I’m bored. I’ve got to do. Well, phone and arrange to meet.

on the other side of over under along on the left on the right

7 8 9 10 11 12

round turn left turn right past on the corner of between

Listening

2.28 Put the dialogue in the correct order. Then listen and check. a b c d e f g h i

No, that’s no good for me. I’m playing tennis in the morning. Can we meet at 2.30? Shall we go into town after school on Friday? What about one o’clock? Why don’t we go bowling? OK. See you there at half past two. Bye. OK. What shall we do? Great. Bye. No, I can’t. I’m going to my piano lesson. What about Saturday afternoon? Good idea. What time?

5 4

Revision

Grammar

Listening

Exercise 1a

Exercise 5 $2.28

• Students look at the map and complete the dialogue with •

the missing articles. Ask them to compare answers in pairs before you check with the class.

ANSWER KEY

• Students work in pairs to put the dialogue in the correct •

order. Students practise saying the dialogue. Get a pair to do it in front of the class.

ANSWER KEY

1 the 2 the 3 the 4 a 5 the 6 a 7 the 8 the 9 the 10 the 11 a 12 the 13 a 14 the 15 the

2 h 3 f 4 d 5 i 6 c 7 a 8 e 9 g

Exercise 1b

• In pairs, students make dialogues by taking turns to ask for and give directions to the four places in the list.

• Get a different pair to repeat each dialogue in front of the class.

Exercise 2

• Students complete the phrases individually. • Check answers with the whole class. Elicit the rules you discussed in lesson A.

ANSWER KEY

1 – 2 the 3 the 4 – 5 the 6 the

Exercise 3

• Students complete the dialogues individually, then in pairs •

take turns to read the completed sentences. Get a different pair to read out each dialogue to the whole class.

ANSWER KEY

1 2 3 4

something, anything Everybody, everything anybody, nobody nothing, somebody

Vocabulary Exercise 4

• Students look at the diagrams, then match them to the •

expressions. Students compare answers in pairs before you check them with the class.

ANSWER KEY

1 d 2 e 3 j 4 c 5 f 6 b 7 a 8 g 9 l 10 k 11 h 12 i

More practice Workbook pp42–43

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Your Project Develop your writing Using pronouns and possessive adjectives Exercise 1a

• Read the extract and explain that subject and object •

•

pronouns and possessive adjectives can be used to refer back to people we have already mentioned in the text. Ask students to say what characters are mentioned specifically in the extract (the tailor and the boys who robbed him). Focus on the highlighted words. Explain that these must logically refer back to either the tailor or the boys. The students look at the extract to decide on the answer to the first question. Students then identify pronouns and possessive adjectives for the second question. Elicit the difference: pronouns stand on their own, while possessive adjectives can only stand with the possession (the tailor’s bag – his bag). Elicit why we might use these words for question three.

ANSWER KEY

1 him, he, his: the tailor; they: the boys 2 His is a possessive adjective; he, him, they are pronouns. (He and they are subject pronouns and him is an object pronoun.) 3 Usually to avoid repetition of the noun (in this case, the tailor). This makes the text smoother and easier to follow for the listener or reader. Proper use of pronouns and possessive adjectives makes a text more cohesive.

Exercise 1b

• Students rewrite the text with pronouns and possessive adjectives on their own.

• Ask them to compare answers in pairs before you check with the class.

1 her 2 They 3 They 4 It 5 It 6 her 7 She 8 her 9 she 10 they 11 It 12 They 13 them

Project task

• Students are free to choose whatever format suits them best.

•

• •

The project can be presented as a poster, a tourist brochure, and illustrated and annotated map or as a web page, a computer-based slideshow or a video presentation. Before the presentation class, make sure you find out about any unusual needs or requirements for the presentations from students, and make sure all the equipment is available on the day. Set aside a whole lesson for the presentations and allocate a time slot for each student presenting. At the end, have a vote on the best project, and also on the most interesting piece of information they have learnt.

Song Last Train to London Background information Last Train to London is a song composed and written by Jeff Lynne, and performed by British rock band Electric Light Orchestra (ELO). The song was first released in 1980 and it appeared on ELO’s sixth studio album, Discovery. It became a Top 10 single in the UK, Ireland and France.

• Students read the song lyrics and complete them with the words from the box. Encourage them to use logical clues as well as rhymes to help them decide which word fits each gap.

• Play the song for students to listen and check their answers.

Preparation

ANSWER KEY

1 Students decide which city they want to make a project about. Encourage them to think about their reasons for choosing it. Students can draw a simplified map or use one copied from a book or downloaded from the Internet. Ask them to decide which places in the city are important or interesting to mention. Students make a list of the key sights of the city, and find photos or draw pictures themselves to illustrate them.

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Presentation and follow-up

Exercise 1b $2.29

Exercise 2

Unit 4

2 Students look up some basic facts about the city. They can find the information on the Internet, in guide books, at the local tourist office or in encyclopaedias. 3 Students choose an important historical event to write about. They find out as much as they can about it, and summarize the key points in a short paragraph. They add a photo or draw a picture to illustrate the story.

Exercise 1a

ANSWER KEY

T55

5 4

1 big 2 music 3 world 4 air 5 town 6 tonight 7 one 8 do 9 starry 10 eyes

Exercise 2

• Ask the students to discuss the question and decide if the

man in the song catches the train. (No, he decides to stay with the woman he loves.)

More practice Teacher’s Resources Unit 4 © Copyright Oxford University Press 21/02/2019 12:20

PRO4

Your Project Develop your writing

Song

Using pronouns and possessive adjectives

Look at this part of the story on page 48 and answer the questions about the words in blue. The tailor walked up and down the bridge all day, but nothing happened and nobody spoke to him. The next day, as he was walking along the bridge, two boys suddenly ran towards him. They pushed him and they stole his bag.

1 Which person or thing do each of the words refer to? 2 Say if each word is a pronoun (I, you, he, she, etc.) or a possessive adjective (my, your, his, her, etc.). 3 Why do we use these words?

b Rewrite the paragraph about Layla. Replace the words and phrases in bold with pronouns or possessive adjectives. Last month, Layla went to London with 1Layla’s parents. 2Layla and her parents had a great time. 3 Layla and her parents stayed at the Lancaster Hotel. 4The Lancaster Hotel was very good. 5 The Lancaster Hotel was near Oxford Street. Layla wanted to go to all the big shops, but 6 Layla’s dad wanted to go on a sightseeing tour. 7 Layla had 8Layla’s camera and 9Layla took lots of photographs. On Sunday, 10Layla and her parents went to the Natural History Museum. 11 The Natural History Museum had some dinosaurs. 12The dinosaurs were huge. Layla really liked 13the dinosaurs.

Project task

2 Make a guide to your capital city or another important city.

1 Get a map of the city from the Internet or from a tourist office. Label the important places. Add some pictures of the places. 2 Give some information about the city (location, size, population, etc.). 3 Write about an event in the city’s history. What happened, and how did it change the city?

Complete the song with these words. one world big tonight eyes music air starry town do

2.29 Listen and check your ideas.

2 Does the man catch the last train to London? Why? / Why not?

Last Train to London It was 9-29 9-29 back street 1 city The sun was going’ down all around There was 2 It felt so right It was one of those nights One of those nights when you feel the 3 stop turnin’ You were standing there There was music in the 4 I should have been away but I knew I’d have to stay Chorus Last train to London just headin’ out Last train to London just leavin’ 5 But I really want tonight to last forever I really wanna be with you Let the music play on down the line 6 There you were on your own Lookin’ like you were the only 7 around I had to be with you Nothin’ else that I could 8 I should have been away but I knew I’d have to stay Chorus Underneath a 9 sky Time was still but hours must really have rushed by I didn’t realize that love was in your 10 I really should have gone but love went on and on Chorus

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5 5A

Experiences

They’ve been successful

Vocabulary

Comprehension

Experiences

Complete phrases 1–7 with these verbs. see

visit

drive win

Am bi tions

ride

1 a competition a race

My name’s Tilda. I want to be an actress. I’ve been in some plays at the theatre. Last year, I was in our school play. I haven’t been on TV or in a film, but I’d love to. My favourite actress is Keira Knightley. I’ve seen nearly all her films. She became famous when she was very young, but she hasn’t done anything silly like taking drugs and things like that. When she was only seventeen, she starred in the film Bend It Like Beckham. Since then, she’s been in lots of films. My favourites are the Pirates of the Caribbean films with Johnny Depp. (I like him, too!) She’s also done a lot of work for charities, like Water Aid. This charity helps to bring clean water to poor people in Africa. She’s given some of her own money to charities, too.

2 a UFO a sports event

3 a place friends

4 a bike a horse

5 on TV in a film

6 a bungee jump karate

7 a go-kart a racing car

b Make two more expressions with each verb.

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3.2 Read and listen. Who are the people in the pictures?

My name’s Brett. I want to be a Formula One driver. I’ve driven a go-kart lots of times, and I’m pretty good at it. I’ve won several races. Last week, I was in the County Championship. I didn’t win it, because my car broke down. My hero is Sebastian Vettel. He started gokarting when he was only eight years old. Then he moved up to bigger and bigger cars, and in 2007 he became a Formula One driver. Since then, he’s won lots of races and in 2010, he became the youngest driver to win the Formula One World Championship. I haven’t seen a real Grand Prix, because I don’t live near a racetrack. I’ve only watched them on TV, but I’d love to go to one and meet Sebastian Vettel.

Experiences Comprehension

Unit overview Grammar: present perfect; ever and never; just Vocabulary: experiences (verb collocations); rubbish; useful expressions Skills: Reading: comprehension, completing a chart, matching sentence halves, scanning for specific information, ordering events; Listening: choosing alternatives, multiple choice summary; Speaking: asking and answering questions, role play (interview) Culture: Heroes and heroines The Culture page can be studied after Lesson C or at the end of the unit. English Across the Curriculum: Computer studies: safety on the Net The English Across the Curriculum page can be studied at the end of the unit. Your Project: Develop your writing: organizing a text; a famous person Song: We Are the Champions

Exercise 2 $3.2

• Focus on the two photos. Can students recognize the • •

ANSWER KEY

1 Keira Knightley, British actor. 2 Sebastian Vettel, German Formula 1 driver.

Background information Keira Knightley is an English actress. She is best known for her role in the first three Pirates of the Caribbean films, alongside Orlando Bloom and Johnny Depp. Sebastian Vettel is a German Formula One driver. He won the World Championship in 2010, 2011 and 2012 and broke many records, including youngest-ever champion.

Exercise 3

5A They’ve been successful

• Elicit or pre-teach ambition, hero and heroine. Drill the

pronunciation of hero /ˈhɪərəʊ/ and heroine /ˈherəʊɪn/.

Vocabulary

• Students copy out the chart, then read the texts again more

Experiences

•

Exercise 1a

• Focus on the pictures and elicit what they show. • Elicit what collocations are: words that often appear together. • •

people? Tell students they will read an article to find out who they are. Play the recording for students to read and listen. Check answers with the class.

Elicit one or two examples. Students match the pairs of phrases to the verbs individually. Remind them to use each verb only once. Ask students to compare in pairs before you check answers.

ANSWER KEY

carefully to find the information. In weaker classes, you may like to allow them to do the task in pairs. Elicit answers and write them on the board.

ANSWER KEY

Name Tilda Ambition to be an actress Hero / Heroine Reason

1 win 2 see 3 visit 4 ride 5 be 6 do 7 drive

Exercise 1b

• In pairs, students think of two more expressions for each verb. Optional extra Students choose eight collocations and use them to write sentences about themselves. Ask them to make three or four of the statements false. Students read their sentences aloud and their partner decides which are false.

He started with driving go-karts and went to on to become a Formula One world champion – as Brett would like to do.

In groups of four, students tell each other what their ambition is, who their personal hero / heroine is and why. Get feedback on the most interesting information each group found out.

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She’s Tilda’s favourite actress. She doesn’t take drugs. She’s done a lot of work for charities, and she’s given them some of her own money, too.

Optional extra

Keira Knightley

Brett to be a Formula One driver Sebastian Vettel

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5A Exercise 5a

Exercise 3

• Elicit the past participles of the verbs in exercise 1. Hand out

See page T56.

some dictionaries to students to look up the irregular forms of any unknown verbs.

Grammar

ANSWER KEY

Present perfect

seen, visited, been, driven, won, done, ridden

Exercise 4a

• Students complete the sentences from the texts without

re-reading them, then check their answers against the texts.

Exercise 5b

• Ask students to use the verb collocations from exercise 1

(both those in the matching exercise and their own ideas from exercise 1b) and write four sentences about things they have done and four about things they haven’t done. You may like to set this as homework.

ANSWER KEY

1 ’ve seen 2 hasn’t done 3 ’s won 4 haven’t seen

Exercise 4b

• Read the explanation together. Check that students

Speaking and listening

•

Exercise 6

understand it by asking for a translation of the rule. Study the two examples. Ask: When was she in some plays at the theatre? (We don’t know, and it’s not important.) When was she in the school play? (Last year.)

• Put students in groups of four to six to play a chain game.

The first student says a sentence about himself / herself with the expressions from exercise 1. The second student repeats the sentence in the third person, and adds another about himself/ herself, and so on. If a student makes a mistake, the group must go back to the previous student, and both of them repeat the whole chain. Keep the chains going for up to three minutes. Which group has the longest chain of expressions?

Exercise 4c

• Study the instruction together. • Students identify the two parts of the present perfect in the •

sentences in exercise 4a. Elicit the short forms (’ve or ’s) and the negative forms (haven’t or hasn’t). Explain that English verbs have three forms: the base form, the simple past tense form and the past participle. Tell them the past participle is used in the present perfect tense, but later they will learn other uses for the form, so it is important to write down and memorize all three forms of every new verb they learn.

Exercise 4d

• Say that the examples are all regular forms of the past

•

participle. Elicit the rule for making the regular past participle: the regular past participle is the same as the regular past simple form. We add -ed to the base form, and the same spelling rules apply. Ask students to find a sentence with a regular past participle in the text (I’ve only watched them on TV).

Exercise 4e

• Read the instructions together. Students look through the

•

texts, and underline the present perfect sentences. Then they study the verbs in these more carefully to find examples of irregular past participles. When you check the answers, elicit the base form, the past simple form and the past participle – and write all three on the board for students to copy.

Exercise 7a $3.3 Audio script pT93

• Focus on the pictures. Elicit what the task is: listen and tick •

the activity (a or b) each person has done. There are eight dialogues. Play the recording twice, pausing after each dialogue to allow students time to think about their answers. Ask students to compare their answers before you check them with the class.

ANSWER KEY

1 a 2 b 3 b 4 b 5 a 6 a 7 a 8 a

Exercise 7b

• As homework, students write two sentences about each of the seven people in the recording, as in the example.

Revision idea Using ideas from exercises 1 and 7, students ask and answer questions in the present perfect about their own experiences and find at least five things they have done in common.

ANSWER KEY

be was been see saw seen do did done give gave given drive drove driven win won won T57

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More practice Workbook pp44–45 Teacher’s Resources Unit 5

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47645

5A: Grammar • present perfect • ever and never • just

3 Read the texts again. Complete the chart. Name

Tilda

Ambition

to be an actress

Hero / Heroine

Look at the expressions in exercise 1. What are the past participles of the verbs?

b Have you done any of the things? Write down four things that you have done and four things that you haven’t done. I’ve won a class competition. I haven’t won a race.

Speaking and listening

6 Work in a group. Play the game. Use the expressions in

Reason

exercise 1.

A I’ve seen a UFO. B He’s seen a UFO and I’ve done a bungee jump. C He’s seen a UFO. She’s done a bungee jump and I’ve played …

Grammar Present perfect

4 a Complete the sentences from the texts in exercise 2.

1 2 3 4

I She He I

3.3 Listen. What have the people done? Tick (✓) the correct picture in each pair.

nearly all her films. anything silly. lots of races. a real Grand Prix.

b Read about the present perfect tense.

1 a

2 a

We use the present perfect to talk about experiences up to now. We aren’t interested in when. When we say the actual time, we must use the past simple. Present perfect: I’ve been in some plays at the theatre. Past simple: Last year, I was in our school play.

EUROPA

3 a

4 a

5 a

6 a

7 a

8 a

c The present perfect tense has got two parts: have / has + a past participle. Look again at the sentences in exercise 4a. Find the two parts of the present perfect.

d Look at the examples. How do we make a regular past participle? play – played stop – stopped

live – lived

e Some past participles are irregular (for example, ride – ridden). Find more irregular past participles in the texts in exercise 2. win – won

b Write about each person. He’s been on the radio. He hasn’t been on TV.

57 11/02/2013 12:20 14:07 21/02/2019

Have you ever climbed a mountain?

Comprehension

Yes, I have. I’ve won lots of trophies. Have you ever climbed a mountain, Sweet Sue?

I’ve played almost every sport – golf, tennis, football, basketball, ice hockey.

3.4 Read and listen to the story. Why is Sweet Sue happy at the end? Have you ever played golf, Sweet Sue?

No, I haven’t. I’ve never played any sport.

No, I haven’t, but my brother has.

Have you won any competitions?

Really? Has he climbed Mount Everest?

I’ve climbed Mount Everest twice, you know.

Oh, have you?

No, he hasn’t.

Yes, I’ve done so many things in my life. I’ve travelled to every continent. I’ve seen the Pyramids. I’ve flown in a balloon. I’ve ridden a camel.

I’ve never done any of those things.

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But I’ve never fallen into a hole in the pavement, either. Heh, heh.

I’ve … Aargh!

5B 5B Have you ever climbed a mountain? Comprehension Exercise 1 $3.4

• Focus on the pictures. Ask students who the people are • • • •

(Sweet Sue and Smart Alec), where they are (in the street) and what they are doing (talking to each other). Read the title of the lesson. Ask students who they think has climbed a mountain. Don’t reveal the answer, just tell them to read the story to find out. This cartoon is available as animation on the DVD and the Classroom Presentation Tool. Play the recording for students to read and listen. Elicit the answer to the prediction question (Smart Alec has climbed a mountain, Sweet Sue hasn’t). Ask: Why is Sweet Sue happy at the end? Elicit students’ own interpretations.

POSSIBLE ANSWER

Because Smart Alec falls into a hole. He is too busy talking about all the things he’s done to look where he’s going.

Optional extra Ask students to make a list of all the activities and sports that Smart Alec mentions he has done. There are five sports and five other activities: play golf, play tennis, play football, play basketball, play ice hockey and climb a mountain, travel to every continent, see the Pyramids, fly in a balloon, ride a camel. Students might also include win lots of trophies, and although winning is not really an ‘activity’, you may like to allow them to use the expression in the follow-up task. At a stretch, you may also like to allow them use fall into a hole in the pavement. In groups of four, students use the ten activities (or eleven or twelve) to write true sentences about them. Tell them to use the phrases One / Two / Three of us …, Everybody …, Nobody … and the correct form of the present perfect. For example: Nobody has played golf. Three of us have played tennis. Have groups report back about their most interesting or most unexpected findings.

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5B Exercise 2

ANSWER KEY

• Students work on their own to complete the sentences with

1 Have you ever flown in a balloon? 2 I’ve never played basketball.

• Ask them to compare answers in pairs before you check with

Exercise 5a

the names and verbs. the class.

• Ask students to look at the stories in previous units as well as

ANSWER KEY

1 2 3 4

Sweet Sue, flown Sweet Sue, played Smart Alec, won Sweet Sue, climbed

5 6 7 8

Smart Alec, travelled Sweet Sue, played Smart Alec, visited Smart Alec, fallen

Grammar Present perfect: questions

Unit 5, and tick the activities that Sweet Sue has ever done. Ask them to make a note of when she did each thing or what the circumstances were.

ANSWER KEY

Sweet Sue has driven a car (Introduction), won the Detective of the Year award (2B), found a missing dog (2B), had flu (1B) and given someone directions (4B). She has never done the other things.

Exercise 5b

Exercise 3a

• Students complete the questions and short answers, then

• In pairs, students compare their answers by taking turns to

check their answers against the text.

ANSWER KEY

•

1 Have you 2 have 3 Has he 4 hasn’t

Exercise 3b

• Elicit the rule for question formation: we use Have / Has + subject + past participle.

• Elicit the rule for short answers: we use Yes, (subject pronoun) + have / has or No, (subject pronoun) + haven’t / hasn’t. We don’t repeat the main verb.

Speaking Exercise 6a

• Students look at the pictures and cues, and identify those •

Exercise 3c

• Students scan the text again for further examples of questions in the present perfect.

ask and answer questions, using the present perfect and ever and, where possible, never. Allow up to two or three minutes, and monitor the dialogues. Then elicit each answer through a dialogue from a different pair.

activities they have done. Elicit statements like those in the example for each picture from one or two students.

Exercise 6b

• In pairs, students take turns to ask and answer questions as in

ANSWER KEY

Have you ever played golf? Have you ever climbed a mountain?

•

the example. Walk around and monitor the correct use of questions and short answers in the present perfect.

Present perfect: ever and never

Optional extra

Exercise 4a

For extra challenge, ask students to give extra information about their experience (where, when, what, etc.) as they discuss it. Elicit what tense they will need to use to talk about specific experiences (past simple). For example: Have you ever ridden a horse? Yes, I have. I rode a horse when I was on holiday in France last year.

• Students complete the dialogue without re-reading the text, then check their answer against the story.

ANSWER KEY

1 ever 2 never

Exercise 4b

• Read the rule together and check that students understand •

the meaning of the words by eliciting a translation. Explain that we use ever in questions and in negative sentences. We use never in affirmative sentences with a negative meaning (that is, the form of the verb remains positive). We can’t use negative verb forms with never.

Revision idea In turn, each student in the class should say one thing they have never done. Each sentence must be different, students must not repeat what someone else has already said. Move around the class in a random pattern, not following the seating order. This will help keep everyone focused. Monitor the correct use of the present perfect.

Exercise 4c

• Write the two sentences on the board. • Elicit the correct position of ever and never, and ask a student to come to the board to write it there. Both words come before the past participle.

T59

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PRO4

5B: Grammar • present perfect • ever and never • just

2 Complete the sentences with Sweet Sue or Smart Alec and the correct verb.

1 2 3 4 5 6 7 8

hasn’t has never has hasn’t has hasn’t has has the pavement.

in a balloon. basketball. lots of competitions. Mount Everest. to Africa and Asia. golf. Egypt. into a hole in

Look back at all the Sweet Sue and Smart Alec stories. Has Sweet Sue ever done these things? 1 2 3 4 5 6 7 8 9

drive a car play tennis win the Detective of the Year award find a missing dog visit Egypt have flu climb a mountain give someone directions solve a bank robbery

b Ask and answer with a partner. ●

Has Sweet Sue ever driven a car? Yes, she has. On page 6 she arrived at Lord Riley’s house in her car.

Speaking Look at the pictures and the cues. Say the things you have / have never done. I’ve ridden a horse. / I’ve never ridden a horse.

Present perfect: questions ●

Grammar

Complete the questions and short answers. won any competitions? . / No, I haven’t. 3 climbed Mount Everest? Yes, he has. / No, he 4 . 1

Yes, I 2 ●

2 win a prize

b How do we make questions in the

1 ride a horse

present perfect?

3 climb a tree

c Find more examples of questions in the story. 5 meet a film star

Present perfect: ever and never

Complete the dialogue from the story.

Smart Alec

Sweet Sue

Have you Sweet Sue? No, I haven’t. I’ve 2 any sports. 1

4 be in a play

6 be late for school

played golf, played 8 see a ghost

b We often use ever and never with the present perfect. Ever Never

means

7 play chess up to now. not up to now.

c Where do ever and never go in the sentence? Put them into these sentences. 1 Have you flown in a balloon? 2 I’ve played basketball.

10 have chickenpox

b Work with a partner. Ask and answer. ●

Have you ever ridden a horse? Yes, I have. / No, I haven’t.

9 drive a go-kart

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Making people aware 2 Match the halves of the sentences.

Reading

3.5 Read and listen to the text. Answer the questions. 1 2 3 4

Who is the text about? Where is he from? What is ‘the world’s highest rubbish dump’? Has the problem improved?

1 2 3 4 5 6 7 8

Ken Noguchi Mount Everest Ken’s team Hillary and Tenzing Thousands of people Some of the rubbish Today’s climbers Fifty tonnes of rubbish

KEN NOgucHi

is a mountain climber. He’s climbed Mount Everest. it wasn’t the Japanese climber’s first visit to the top of the world’s highest mountain. He’s climbed it five times, and he’s going to do it again. He doesn’t do it for fun. He goes there to collect something – rubbish!

a mustn’t leave their rubbish behind. b have collected over 500 kg of rubbish. c is still on the mountain. d have climbed Everest since 1953. e is in Nepal. f has climbed Everest five times. g is on display in Japan and Korea. h were the first to climb Everest.

Ken’s team of climbers from Japan and Nepal have collected over 500 kilograms of rubbish and brought it down the mountain. They have collected a lot of small things, like drinks cans, food packaging and plastic bags, but also some large things, like tents, sleeping bags and empty oxygen bottles. Where has all this rubbish come from? The first people to climb Mount Everest were Sir Edmund Hillary from New Zealand and Tenzing Norgay from Nepal (the home of Mount Everest). They reached the top in May 1953. Since then, modern equipment has made it a lot easier, and thousands of people have climbed the mountain. They have left tonnes of rubbish there, because they don’t want to carry it back down the mountain. And unfortunately, the rubbish doesn’t decompose in the cold air. Now there is so much rubbish that people have called the mountain ‘the highest rubbish dump in the world’. Ken Noguchi wants to make people aware of the problem. He has taken some of the rubbish to Japan and Korea and put it on display. A lot of climbers come from these countries. ‘We must keep the world’s highest mountain clean,’ he said. Things are better now. People are aware of the problem. And now all climbers must bring their own rubbish back or pay a big fine. However, Ken thinks there is probably about 50 tonnes of old rubbish still there.

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5C 5C Making people aware

Optional extra

Reading Background information The black-and-white picture shows Sir Edmund Hillary (left) and Tenzing Norgay (right). In the colour picture, Ken Noguchi is shown on the left. On the right is Apa Sherpa, the man who guided Ken’s team on Mount Everest. Apa Sherpa holds the record for reaching the summit of Mount Everest more times than any other person alive (21times).

Exercise 1 $3.5

• Read the title of the lesson together. Elicit what the •

• • •

expression making people aware might mean: helping people to realize or understand something, or to notice an issue. Focus on the pictures. Elicit ideas for what the text might be about. Accept any reasonable suggestions without giving away the answer. Tell students they will read a text to find out more. Read the four questions together. Elicit or pre-teach the meaning of rubbish dump and improve. Play the recording for students to read and listen to answer the questions. Check answers with the class.

To develop students’ vocabulary skills, ask students to underline words they don’t know or aren’t sure about. These might include: packaging, tent, decompose, fine, probably. Put them in groups to explain to each other (using only English) the meaning of the words. Hand out monolingual dictionaries to those groups that need them. Encourage students to try and work out meanings from the context before they turn to dictionaries. The students then look up the words, decide on which sense of the word is used in the text and make notes. They also check their own ideas from the discussion. Bring the activity together by asking groups to report back to the class with their words – each group explaining or illustrating one word. Ask students not to use their first language at all during this activity.

ANSWER KEY

1 2 3 4

Ken Noguchi, a mountain climber. Japan. Mount Everest, the world’s highest mountain. Yes, it has. People now have to bring their rubbish back or pay a fine.

Exercise 2

• Read the sentence halves and check comprehension of the • •

vocabulary. Elicit or pre-teach mustn’t, on display and check students know how much a tonne is (1,000 kilograms). Students read the text again and match the sentence halves individually. Ask them to compare answers in pairs before you check with the class.

ANSWER KEY

1 f 2 e 3 b 4 h 5 d 6 g 7 a 8 c

Optional extra Write the following phrases on the board. Students use the present perfect to say or write sentences about the text, using each phrase: 1 climb five times 2 collect 500 kilograms 3 leave tonnes of rubbish 4 display some of the rubbish he collected 5 get better in recent years

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5C Exercise 3a

• Read the instructions together. In stronger classes, students •

work on their own; in weaker classes, in pairs to find the required information in the text. Check answers with the class.

POSSIBLE ANSWERS

1 drinks cans, food packaging, plastic bags 2 tents, sleeping bags, empty oxygen bottles 3 climbers don’t want to carry the rubbish back down the mountain; it doesn’t decompose in the cold air 4 Japan, Korea 5 people are aware of the problem; climbers must bring their own rubbish back or pay a fine

Exercise 3b

• Elicit how much rubbish Ken’s team has already collected (500 kilograms) and how much rubbish there still is (50 tonnes, that is 50,000 kilograms), then do the maths.

ANSWER KEY

100 trips

Vocabulary Rubbish

Exercise 5b $3.7

• Read the questions together and check comprehension. Elicit the three forms of the verb swim.

• Elicit or pre-teach the key words coast, degree Celsius, • •

ANSWER KEY

1 2 3 4 5 6

• Ask students to look at the pictures, then match the expressions to them. In weaker classes, students can do this in pairs.

Optional extra Lead a class discussion about Lewis Gordon Pugh. Do students think his campaign about global warming is effective? Why? / Why not? What else could people do to make others aware of global warming? What is being done about the issue in the students’ own country?

Exercise 6

• In pairs, students prepare and practise a role-play. Walk

Exercise 4b $3.6

• Play the recording for students to listen and check their answers in exercise 4a.

ANSWER KEY

1 e 2 c 3 d 4 k 5 b 6 j 7 f 8 i 9 g 10 l 11 a 12 h

Exercise 4c

• Discuss the questions with the whole class. • Alternatively, ask students to discuss the questions in groups, then have groups report back with their conclusions and invite comments from the rest of the class.

Listening Exercise 5a $3.7 Audio script pT94

• Focus attention on the photo and ask students to

•

In the Southern Ocean, near Antarctica. He swam 1 kilometre. The water was zero degrees Celsius. There were leopard seals. The Arctic Ocean. Yes, he’s going back to the Arctic Ocean next year.

Speaking

Exercise 4a

•

leopard seal, penguin, make sure, icy, global warming. Play the recording for students to listen and answer the questions. Ask a different student to answer each question.

describe it. Ask: Who’s in the picture? What is he doing? What is the place like? Why do you think he’s doing it? Read the question and the summary options. Ask for a quick show of hands to see which option students think is most likely. Tell them they will listen to a report about a man called Lewis Gordon Pugh and find out. Play the recording, then elicit the correct answer.

•

around and monitor. Get a couple of pairs to do their roleplay in front of the class. Working in the same pairs, students swap roles and use the other person from the stories for their second interview. Do the same as before.

Optional extra Put students in groups to play a chain game. The first student begins by saying: We went up the mountain and we brought down a tent. The next student, and each one in turn, must repeat everything that’s been said before and add one more thing each time, for example: We went up the mountain and we brought down a tent and six plastic bags. If any student makes a mistake, the whole group must repeat the whole chain they have built up so far before they start adding more phrases again. Which group has got the longest chain at the end of the four minutes?

Revision idea Students use the information from the reading or listening text to write a paragraph about one of the people. In groups, students read their paragraphs to each other and vote for the best text in each group. Get the winners read out their stories to the whole class, and have a vote on the best one again.

ANSWER KEY

b to make people aware of global warming T61

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More practice Workbook pp48–49 Teacher’s Resources Unit 5

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PRO4

5C: Grammar • present perfect • ever and never • just

5C 5B c Answer the questions.

Find this information in the text.

1 two small kinds of rubbish that people have left on the mountain 2 two large things that people have left there 3 two reasons why there is so much rubbish there 4 two places where Ken has displayed the rubbish 5 two reasons why the situation is better now

b If Ken brings down the same amount of rubbish each time, how many more trips must he make?

Vocabulary

3.7 You’re going to hear about the man in the picture – Lewis Gordon Pugh. Listen. Why is he swimming in the Antarctic? to break the record for swimming in the Antarctic to make people aware of global warming to test his own body to swim with penguins and seals

3.7 Listen again. Answer the questions.

1 2 3 4 5 6

Match the expressions to the pictures.

1 a plastic bag

Listening

a b c d

Rubbish

1 Which things in the list can be recycled? 2 What other kinds of rubbish can you name? 3 Which of the things in the list do you often throw away?

a b

2 a bottle top

3 a drinks can

c d

4 a cardboard box e

5 a foil tray

6 chewing gum

7 food packaging

8 a polystyrene cup

9 a crisp packet

10 a sweet wrapper

Where did he swim last year? How far did he swim? What was the temperature of the water? What dangerous animals were there, too? Which other ocean has he swum in? Is he going to do it again?

Speaking 11 a paper tissue

6 Work with a partner. Student A is a news reporter.

12 a plastic bottle

3.6 Listen and check.

Student B is Ken Noguchi or Lewis Gordon Pugh. Make an interview.

●

How many times have you climbed Mount Everest? Five times. But I’m going to do it again.

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Kids

Layla’s news

What happened in the last episode of the story? Look back and check your ideas.

3.8 Read and listen to the story.

1 What has happened to virtual Matt? 2 Why is Dylan shocked?

1 2

Saturday afternoon.

Chloe Oh, hi, Dylan. Are you waiting for James? Dylan Yes, but he’s just phoned to say he’ll be late. Layla We’re going swimming. Maybe we’ll see you later. Dylan Yes, maybe. I’m just going to get a drink from the machine. Chloe Oh, OK. Anyway, Layla, you were telling me about your date with Matt.

Layla Hi, Chloe. Sorry I’m late. Chloe That’s OK. I’ve just arrived, too. Layla I’ve been on the computer with Virtual Soap. It was getting so exciting! Chloe Oh, right. How did your date with ‘virtual’ Matt go? Layla Well, we didn’t … Dylan (thinks) Matt, Matt, Matt. Why do we always talk about Matt? Layla You won’t believe what’s happened. Dylan (thinks) Actually, I don’t want to know. I’ve heard enough about Matt. Chloe Well come on. Tell me all about it. Layla Well, Matt was in the gym changing rooms at school and he found a wallet. Chloe Where was it? Layla On the floor. Anyway, Matt was looking inside it to see whose it was when one of the teachers came in. Chloe Oh no. Did he think that Matt was stealing it? 4

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Layla Yes, so he sent Matt to see the head teacher. Chloe And what did the head teacher do? Layla He excluded Matt. Chloe Excluded him? So he has to go to another school now? Layla It’s worse than that. His parents were so annoyed that they’ve decided to move to another town – in Scotland!

Chloe But Matt didn’t steal the wallet. Layla I know, but it means that I’ll never see Matt again! Chloe Oh, dear. That’s terrible! Layla Well, I’m sure I’ll find someone else. Come on. Let’s go and get changed. Dylan (thinks) Matt was going to the gym when I saw him yesterday. But he’s not a thief. I don’t believe it! Poor Matt!

5D 5D Kids Layla’s news Exercise 1a

• Elicit what happened in the previous episode of the ‘Kids’

•

story. Ask: What’s the name of the computer game Layla is playing? (Virtual Soap.) Who’s Matt Daytona? (A character in the game.) Who’s Sophia Harris? (Layla’s own game character.) What happened in the game story? (Matt asked Sophia out on a date.) Who were Chloe and Layla talking about in the last episode? (Matt Daytona.) Who did Dylan think they were talking about? (Matt Jenkins, another boy from their school.) Elicit any further story details students may remember. This photostory is available as video on the DVD and the Classroom Presentation Tool.

Exercise 1b $3.8

• Read the two questions. Check students understand • • •

which Matt question 1 refers to (Matt Daytona). Check comprehension of the word shocked. Elicit or pre-teach the key words changing rooms, wallet, exclude. Play the recording for students to read and listen. Check the answers with the class.

ANSWER KEY

1 He found a wallet, but a teacher thought he was stealing it. He was excluded from his school, and his parents decided to move to Scotland. 2 Because he thinks the incident happened to Matt Jenkins.

Optional extra You may like to test students’ comprehension with further multiple-choice questions. Write on the board for students to copy in their exercise books, or write out and photocopy on worksheets for each student: 1 Who arrived first? a Layla b Chloe c Dylan 2 Who’s going to be late? a Chloe b Dylan c James 3 Who saw Matt Daytona in the changing room? b Dylan c a teacher a Sophia 4 Who doesn’t want to talk about Matt? b Layla c Chloe a Dylan 5 Who’s moving to Scotland? b Matt and his family c Matt’s parents a Sophia 6 Why isn’t Chloe shocked about the news? a she’s heard about it before b she knows Layla is only talking about a game c she isn’t interested in any more news about Matt ANSWER KEY

1 b 2 c 3 c 4 a 5 b 6 b

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5D Exercise 2a

• Students read the story again and order the events. • Ask them to compare answers in pairs before you check

• Students add just to the example sentences without re-reading the text. Then they check their answers against the story. Ask a student to come to the board to write the correct answer for the others to copy in their exercise books. Elicit the position for the word: it should come before the past participle.

them with the class.

ANSWER KEY

1 g 2 f 3 b 4 i 5 d 6 j 7 c 8 h 9 e 10 a

Exercise 2b

• Students work in groups of four or five. Each of them takes •

• •

on a role in virtual Matt’s story: Matt, the teacher, the head teacher, and one or both of Matt’s parents. The groups decide on how many scenes they will need to tell the story (three or four: Matt and the teacher in the changing room, Matt with the head teacher, possibly also the head teacher talking to Matt’s parents, and finally Matt and his parents). Each group should write the words for each character to say in each scene. Then each student in a group takes on a role, and they rehearse their mini-play together. Ask each group to act their story in front of the class. Vote for the best performance.

Everyday English

Exercise 4b

• Look at the example together. Elicit what tense is used. • Students expand the cues into sentences on their own. • Check answers with the class. ANSWER KEY

2 3 4 5 6 7 8 9 10

• Students work in pairs to use the cues to write dialogues like

Exercise 3a

• Students match the expression halves on their own, then compare their answers in pairs before you check with the class. Elicit a translation for each expression.

the one in the example.

• They take turns to ask questions and respond with their •

ANSWER KEY

1 c 2 a 3 f 4 e 5 d 6 b

• In pairs, students take turns to read the sentences and

respond using the expressions from exercise 3a. Walk around and monitor, then ask a different pair to do the mini-dialogue in front of the class.

POSSIBLE ANSWERS

1 I don’t want to know. 2 Tell me all about it. 3 SorryI’mlate. 4 You won’t believe what’s happened. 5 I’ve just arrived, too. 6 Oh dear.

Optional extra For each expression from exercise 3a, students invent a situation different from those in exercise 3b. Repeat the pairwork activity with the new exchanges.

just + present perfect Exercise 4a

answers. Walk around and monitor the activity. Get some pairs to do each dialogue in front of the class. Ask the rest of the class to make notes of what excuses or explanations are used.

POSSIBLE ANSWERS

Exercise 3b

•

I’ve just sent a text to my friend. Matt’s just phoned. I’ve just bought some juice. James has just left his house. Layla has just arrived. I’ve just finished my homework. She’s just gone / been to the post office. I’ve just heard the news about Matt. We’ve just had a game of basketball.

Exercise 5

Useful expressions

•

ANSWER KEY

1 I’ve just arrived, too. 2 He’s just phoned to say he’ll be late.

2 3 4 5 6 7 8 9 10

Yes, he has. I’ve just seen him. No, sorry. I’ve just played a game and I’m very tired. Yes, I am. I’ve just checked in the TV guide. No, thanks. I’ve just had one. Sorry, she’s not here. She’s just gone out to the shops. Yes, I have. I’ve just finished it. Yes, I am. I’ve just switched on Eurosport. Yes, I did. I’ve just sent him an e-mail. Yes, we did. We’ve just got back.

Revision idea Bring in some pictures that suggest some recent incident, for example: a drink spilled over the floor, an injured footballer on the pitch, some cars after a mild collision, a married couple walking out of the registry office, etc. Show students each picture and elicit statements about it in the present perfect, using just. Encourage students to be creative, and get them to say two or three different statements for each image before you move on to the next one.

• Read the rule together and check comprehension. • Write the two sentences on the board. T63

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More practice Workbook pp50–51 Teacher’s Resources Unit 5

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PRO4

5D: Grammar • present perfect • ever and never • just

Put the events of what happened to virtual Matt in the correct order.

5B 5D just + present perfect

We can use the present perfect to talk about arecent event. We often use just with it. Look at the sentences from the story. Put just in the correct place. 1 I’ve arrived, too. 2 He’s phoned to say he’ll be late.

b Say what’s just happened. Use the cues.

a b c d e f g h i j

They decided to move to Scotland. He looked inside the wallet to see whose it was. The head teacher excluded Matt. The teacher thought Matt was stealing the wallet. Matt’s parents were very annoyed. He found a wallet on the floor of the changing rooms. Matt went to the gym. The head teacher told Matt’s parents. A teacher came in and saw him. The teacher sent Matt to the head teacher’s office.

b Work in a group. Write and act the story of what happened to virtual Matt.

Everyday English Useful expressions

3a 1 2 3 4 5 6

Match the halves of the expressions. Sorry I’ve just You won’t believe I don’t want Tell me Oh

a b c d e f

arrived, too. dear. I’m late. all about it. to know. what’s happened.

b Use the expressions in exercise 3a to respond to sentences 1–6. 1 2 3 4 5 6

The teacher’s got our test results. We had a great holiday. The lesson started ten minutes ago. What’s the matter? Sorry I’m late. I hurt my arm when we were playing football.

1 We / have lunch We’ve just had lunch. 2 I / send a text to my friend 3 Matt / phone 4 I / buy some juice 5 James / leave his house 6 Layla / arrive 7 I / finish my homework 8 She / go to the post office 9 I / hear the news about Matt 10 We / have a game of basketball

5 Make dialogues using just + the present perfect. Use the cues and your own ideas.

1 Would you like a drink? No / have ● Would you like a drink? No, thanks. I’ve just had a milkshake. 2 Has Dylan arrived? Yes / see 3 Shall we have a game of table tennis? No / play 4 Are you sure the film starts at 5.30? Yes / check 5 Do you want a sandwich? No / have 6 Hello. Can I speak to Melinda, please? Sorry / go out 7 Have you done today’s Science homework? Yes / finish 8 Are you going to watch the football match on TV? Yes / switch on 9 Did you remember Peter’s birthday? Yes / send 10 Did you have a good holiday? Yes / get back

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5 1

Culture

3.9 Read and listen to the text. Match the names to the descriptions. 1 2 3 4 5 6 7

Horatio Nelson Boudicca John Lennon I K Brunel J M W Turner Charles Dickens Lord Ashton

a b c d e f g

a pop star a writer an admiral a factory owner a queen a painter an engineer

2 Which person is connected to these places? Why? 1 Lancaster 2 Margate 3 Bristol

4 Trafalgar Square 5 Liverpool 6 Portsmouth

What two queens are mentioned?

b Match these cues to the correct queen. 64 years Romans earliest richest tribe place names

4 Compare with your country. Give examples of: • famous statues of national heroes and heroines. • statues or places named after famous people in your town.

Why are the people commemorated?

Heroes and heroines A

ll countries have their own national heroes and heroines. You see statues of these people in towns and cities. Streets, squares, parks and buildings are often named after them, too. Here are some examples from the UK. The most famous monument in London is Nelson’s Column in Trafalgar Square. The statue on top of the column is of Admiral Horatio Nelson. He defeated the French navy at the Battle of Trafalgar in 1805. Nelson himself died in the battle. Near the Houses of Parliament is the statue of Britain’s first national heroine – Boadicea, or Boudicca. She was the queen of a British tribe and she led a rebellion against the Romans. Sometimes places are named after heroes or heroines. Liverpool Airport is called John Lennon Airport. He came from Liverpool and started the most famous pop group in the world – the Beatles. He was shot in New York in 1980. Brunel University in Bristol is named after the engineer, Isambard Kingdom Brunel. He built a railway from London to Bristol, as well as tunnels, bridges and ships. In Margate, Kent, you can visit the Turner Gallery. It’s named after the painter, JMW Turner. He painted many of his pictures in Margate.

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A lot of buildings in London and other cities have blue plaques on them. These show that a famous person lived or worked there. You can see plaques for scientists, artists, poets, politicians, actors and lots of other people. This plaque shows us that the writer, Charles Dickens, was born in this house in Portsmouth. Many places are named after famous local people, too. The town hall in the city of Lancaster, for example, is called Ashton Hall after Lord Ashton. He was a very rich businessman, and he owned some large factories in the city. This statue is in the middle of the square in front of Lancaster town hall. It’s a statue of Queen Victoria. There are more statues of Queen Victoria in the UK than of anybody else. She was queen for nearly 64 years (1837–1901), when Britain was the richest country in the world. Many places are named after her, too. London and Manchester both have a Victoria Station, and many towns and cities have a street, road, square or park named after her.

Culture

Heroes and heroines

Exercise 3b

• Students match the six cues to the correct queen. • When they give their answers, ask them to explain, in their

Culture materials on the DVD or the Classroom Presentation Tool

own words, if possible, what the connection is.

If you prefer, play Unit 5 of the DVD instead of covering the topic through the reading text, then set the text comprehension and the accompanying Student’s Book activities either as homework or as optional practice.

ANSWER KEY

Exercise 1 $3.9

• Read the list of people 1–7. Elicit what students already know • •

about the people. Don’t give away the answers, but tell them they will read a text to check their ideas and find out more. Play the recording for students to read and listen. Check answers.

ANSWER KEY

1 c 2 e 3 a 4 g 5 f 6 b 7 d

64 years: Victoria (ruled for nearly 64 years) Romans: Boudicca (led a rebellion against the Romans) earliest: Boudicca (the first national heroine) richest: Victoria (during her time, Britain was the richest country in the world) tribe: Boudicca (was the leader of a British tribe) place names: Victoria (many places around Britain are named after her)

Exercise 4

• Read the instructions together. Elicit or pre-teach the •

Exercise 2

• Elicit or pre-teach monument, column, defeat, battle, tribe, • •

rebellion and plaque. Students read the text again to match the famous people to each of the six places. Ask students to compare answers in pairs before you check with the class.

ANSWER KEY

1 2 3 4

Lord Ashton; he owned some large factories in Lancaster J M W Turner; he painted many of his pictures in Margate I K Brunel; he built a railway from London to Bristol Horatio Nelson; Nelson’s Column commemorating his victory against the French navy stands in Trafalgar Square 5 John Lennon; he came from Liverpool and started the Beatles; Liverpool Airport is named after him 6 Charles Dickens; he was born in Portsmouth

•

meaning of commemorate. Brainstorm the names of national heroes and heroines with the class. Agree on a list of the top five or six people. Elicit what they are best known for. As a homework task, in groups of five or six, students find some information on the Internet, in history books or from other sources about the famous people’s lives. Each student in a group should look up a different person. They should each also find pictures of statues, paintings, street signs, plaques and so on, which commemorate that person. In the next lesson, get students who researched the same hero or heroine together in new groups, so they share and compare their findings. Each of these new groups should elect a speaker to present their collected information, using the best pictures and best texts from the shared group effort– that is, not necessarily their own original text. After the five or six presentations, discuss with the class which person they think best represents their nation, and why they think so.

Exercise 3a

• Students scan the text for the names of two queens •

mentioned. Check answers with the class.

ANSWER KEY

Queen Boudicca and Queen Victoria

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Unit 5 T64

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English Across the Curriculum Computer studies: safety on the Net Exercise 1a

Exercise 2b $3.11

• Play the recording for the second time for students to say

• Read the title together. Elicit ideas for what it might refer to.

• •

Students brainstorm some ideas in groups for staying safe on the Net and report back to the class, or you can do this as a teacher-led brainstorm with the whole class. Tell students that in this lesson they will find out more about the subject. Elicit or pre-teach the following words: attachment, log off, online, privacy, settings, password, store, symbol, contain, virus, delete. Students read the advice and complete the tips with the words in the box. In weaker classes, they can do this in pairs.

Exercise 1b $3.10

• Play the recording for students to listen and check their answers.

ANSWER KEY

1 nickname 2 friends 3 log off 4 mobile phone 5 pet 6 numbers 7 reply 8 attachments 9 delete 10 parents

• Ask students to read the completed text again quickly and

•

ANSWER KEY

1 He doesn’t use his real name on the Net. 2 She deletes horrible e-mails without showing them to anyone. 3 He puts too much personal information on the Internet. 4 She doesn’t tell anyone any her passwords. 5 He opens emails from an unknown address, and opens attachments in them. 6 He doesn’t log off while away from his computer. 7 She doesn’t write down or store her password on her mobile phone, but she chose a very easy password that’s too easy for others to guess. 8 She shows problem e-mails to her parents.

tick the pieces of advice they’re already following online themselves. Ask them to share this in pairs. Tell students they will hear eight short audio extracts about young people using the Internet. Play the recording for the first time for students to listen and note which of the eight speakers is following the advice they’ve read.

Ask students to make a promise to themselves about staying safe online and do one thing differently from now on. They should consider which rules they’re already following and what mistakes the speakers on the recording have made. They shouldn’t tell anyone what their specific promise was. Staying private is an important part of staying safe online. In the next lesson, ask students to think back to the promise they made, and ask for a show of hands about which students have kept their promise – again, without revealing what that was.

Exercise 3

• Lead a class discussion about the rules in the text, and the

ANSWER KEY

Speakers 1, 4 and 8 know the safety rules.

•

T65

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4765473 Project TB3.indb 136

what speakers 1, 4 and 8 are doing right, and what speakers 2, 3, 5, 6 and 7 are doing wrong. They make notes as they listen. Play the recording for a third time if necessary. Ask students to compare answers in pairs before you check with the class.

Optional extra

Exercise 2a $3.11 Audio script pT94

•

likely consequences. If any of the students have a story to share, encourage them to tell the class about it, and elicit constructive and sympathetic comments. Encourage everyone to be sensitive to anyone who has been a victim of cyber-bullying or had a social network or chat account hacked, for example. Pointing out to someone what mistakes they shouldn’t have made isn’t going to help them – instead, invite positive advice. If students mention any other useful, relevant tips for online behaviour, write the ideas on the board for the students to copy in their exercise books.

47645

English Across the Curriculum Computer studies: safety on the Net 1a

Complete the tips for safety on the Net with these words.

3.11 Listen. Which of the people know the safety rules for the Net?

reply nickname delete friends attachments pet numbers mobilephone parents logoff

3.11 Listen again. What are the people doing right or wrong?

3 Why are these rules important? What can

3.10 Listen and check.

happen if you don’t follow them?

HOME

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here are some simple tips. Learn more sign up to our newsletter

Chatrooms and soCial networks

SUBMIT

Looking for something?

Passwords

e-mails

1 Never use your real name

1 Never tell anyone your

1 Sometimes you can get an

on the Internet. Use a 1 . Your friends will recognize it, but strangers won’t. 2 Never give your real address, school, date of birth or e-mail address on the Internet. 3 Always set Privacy Settings only’. to ‘2 4 Always 3 before you leave a computer.

password – even your best friend. 2 Don’t write your password down or store it on your 4 . Keep it in your head! Nobody can see it there. 3 Don’t use these things for passwords: family names, your date of birth, your 5 ’s name, your favourite pop group or friends’ names. People can guess your password from them. 4 For a good password use a mixture of letters, 6 and symbols.

e-mail from an unknown address: to it. • Don’t 7 • Don’t open any 8 as they may contain a virus. • Delete the e-mail immediately. 2 Sometimes you can get an e-mail that says bad things: • Don’t reply to it. it. • Don’t 9 • Show it to your 10 or a teacher.

65 11/02/2013 12:21 14:08 21/02/2019

Revision b Ask and answer with a partner.

Vocabulary

●

Complete the expressions with these verbs. Then match them to the pictures. win

ride

1 2 3 4

see

fly

a go-kart in a balloon in hospital a show

write drive climb 5 6 7 8

a song a mountain a horse a race

●

Has Megan ever won a race? Yes, she has. Have you ever won a race? Yes, I have. / No, I haven’t.

4 What has Syd just done?

1 Syd’s just woken up.

b Write the past participles of the verbs. win – won

Have you done any of the things in the pictures? Put your answers in a chart like this. You

Megan

1 won a race? 0

3.12 Listen. Which of the things has Megan done? Complete your chart.

Grammar

Use your chart. What has Megan done? What have you done? Write sentences. 1 Megan has won a race, but I’ve never won a race. 2 She’s never …

66 PRO4E SB3 pp56-67.indd 66 4765473 Project TB3.indb 138

Listening and speaking

3.13 Something is missing from each line of these dialogues. Listen and find the missing words. 1

●

Hi. I’m late. That’s OK. I’ve just arrived. Have you played ice hockey? No, I haven’t, but I’ve watched it. Shall we go to the sports centre for a game? Can we go a bit later? I’ve had my lunch. en Noguchi has collected rubbish from K Mount Everest. Yes, I know, but there are still 50 tonnes there.

b Work with a partner. Read the corrected dialogues.

Revision

Vocabulary

Exercise 3b

• Students take turns to ask and answer about Megan and

Exercise 1a

• Students work on their own to complete the sentences and •

do the matching task. Ask them to compare their answers in pairs before you check with the class.

ANSWER KEY

1 2 3 4

each other. Monitor the correct use of the present perfect.

drive a go-kart d fly in a balloon b be in hospital f see a show e

5 6 7 8

write a song g climb a mountain h ride a horse c win a race a

Exercise 1b

• You could ask students to add some information about the experiences they’ve had. Elicit that they will need the past simple for this. For example: I’ve won a race. I won the School Charity Run last spring.

Exercise 4

• Look at the example together. Elicit that the pictures show •

• Draw a table on the board with three columns, and ask • • • •

students to copy it in their exercise books. Write the base form of the verbs in exercise 1a in the first column. Students complete the third column with past participles. Check answers by asking students to come to the board to complete the table. Elicit the past simple forms and complete the table. Ask students to say which verb is regular (climb).

ANSWER KEY

win won won ride rode ridden see saw seen be was/were been

fly flew flown write wrote written drive drove driven climb climbed climbed

POSSIBLE ANSWERS

2 3 4 5 6

books, with seven more rows like the first row – and use the collocations from exercise 1a as the row headings.

Exercise 2b $3.12 Audio script pT94

• Explain that students will hear a teenage girl called Megan • •

talk about her experiences. Play the recording twice for students to listen and complete the chart for Megan. Students compare their answers in pairs before you check them with the class.

ANSWER KEY

Megan has won a race, driven a go-kart, written songs, and seen a show.

Grammar Exercise 3a

Syd’s just fallen off his bike. Syd’s just had a drink. Syd’s just cooked himself a meal. Syd’s just won a game of tennis. Syd’s just bought a DVD.

Listening and speaking Exercise 5a $3.13 Audio script pT94

• Explain that in the four dialogues, there is some information

Exercise 2a

• Students draw and complete a chart in their exercise

things that have just happened – that is, students will need sentences in the present perfect with just. Students look at the pictures, and make up sentences about them. Elicit their ideas. Accept any valid suggestions, but make sure the present perfect with just is correctly used.

•

missing in every line. Ask students to read the lines and in pairs to discuss their ideas about what the missing information might be. Ask them not to write their answers yet. Allow two minutes for this preparation stage. Play the recording for students to listen and write the missing details. Pause the recording after each dialogue to give students time to do this. Play the recording twice.

Exercise 5b

• Ask a different pair to read each corrected dialogue. Ask the •

rest of the class to listen, check and correct the answers. You could play the recording again to confirm answers.

ANSWER KEY

1 Hi. Sorry I’m late. That’s OK. I’ve just arrived, too. 2 Have you ever played ice hockey? No, I haven’t, but I’ve watched it on TV. 3 Shall we go to the sports centre for a game of table tennis? Can we go a bit later? I’ve just had my lunch. 4 Ken Noguchi has collected 500 kilograms of rubbish from Mount Everest. Yes, I know, but he thinks there are still 50 tonnes there.

• Students work on their own to write about Megan and themselves, as in the example.

More practice Workbook pp52–53 Teacher’s Resources Unit 5

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Your Project Develop your writing

Presentation and follow-up

• Set aside a lesson for the project presentation. Make sure

Organizing a text Exercise 1a

• Students read the advice. Ask them to say in their own words why they think it is a good idea to make a list of questions before writing.

Exercise 1b

• Read the instructions. Explain that selecting the most •

•

relevant important information for writing is a very important skill that will later be key to their success in examinations, too. Ask students to work on their own to read the list of ten questions and select the most important six. Then put students in groups of four to compare their lists, and say for each question why they think it should be included or why not. Allow some of this discussion to be in the students’ own language, but encourage them to use English as much as possible. Walk around and monitor the discussions. Get groups to feed back with their ideas to the class. Elicit that interesting isn’t always the same as important.

Project task

• •

students have all the equipment necessary to present their projects – so find out in advance if any students have decided on a more unusual format, for example a web page or a video presentation. The majority of projects are likely to be illustrated texts or posters, however. Allocate an equal amount of time for each presentation. Have a vote on the best project.

Song We Are the Champions Background information We Are the Champions is a song performed by British rock band Queen and written by their late lead singer Freddie Mercury. The song appeared on the band’s 1977 album News of the World, and became a Top 10 hit in many countries. It is one of the most recognizable rock tunes in the world, and it is very often played at the end of sports competitions to celebrate the winners. In 1994, it was the theme song of the football World Cup in the USA. It was voted The World’s Favourite Song in a poll in 2005.

Exercise 2

• Students make an individual project about a famous person

from their own country. After the initial planning stage, they make their projects as homework. Each student is free to choose whatever format suits them best.

1 Ask students to choose the person they want to write about. Each student should prepare a list of questions they want to include. Encourage them to keep to no more than six to eight questions to cover. Refer them back to the questions in exercise 1b. Ask them to think about where and how they will find the necessary information. You may like to allow them to do this brainstorming stage in pairs, even if each student will prepare a different project afterwards. 2 Students write a text of 120–150 words about the person, covering each of the points in their list of questions. 3 Ask them to include examples of how the person is commemorated in their country. Refer them back to the Culture lesson on p64. 4 Encourage students to find some pictures of the person, the key events in their lives, and pictures of things that commemorate them to illustrate their texts. You may like to brainstorm some ideas for picture sources with the whole class.

Unit 5

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• Play the recording for students to read and listen to the song •

Preparation

T67

Exercise 1 $3.14

•

lyrics, and choose the correct alternatives. You may need to play the recording twice. Ask students to compare their answers in pairs before you check with the class. You may need to explain the phrases pay taxes, pay one’s dues, do one’s sentence, commit a crime, have one’s share (of something), come through, mate, keep on (-ing), no time for, take one’s bows, curtain call, bring somebody fame, fame and fortune, no bed of roses.

ANSWER KEY

1 dues 2 done 3 bad 4 few 5 come 6 friend 7 fighting 8 time 9 world 10 bows 11 brought 12 roses 1 3 No 14 I’d

Exercise 2

• Ask students to read the song lyrics again and decide why the man in the song feels like a champion.

• Ask students to compare their answer in pairs before you check with the class.

ANSWER KEY

d Bad things have happened, but they haven’t stopped him.

47645

Your Project Develop your writing

Song

Organizing a text

Read about organizing a text. When you write a text, you must first decide: What information am I going to include? Not all information is important. How do you do this? A simple way is to make a list of questions. Ask yourself: What will the reader want to know about the topic?

b Read the questions for writing about a famous person’s life. Which questions are important? Choose six. 1 Where and when was he / she born? 2 What pet did he / she have as a child? 3 What do we know about his / her early life? 4 How did he / she start in his / her profession? 5 How many brothers and sisters did he / she have? 6 What colour were his / her eyes? 7 How did he / she become famous? 8 What did he / she achieve? 9 What was his / her favourite food? 10 What did he / she do in later life?

Project task

2 Make a project about a famous person from your country.

1 Choose a famous person. Find some information about him / her. 2 Write a text about the person. Use the questions in exercise 1b to help you plan the text. 3 Give some examples of how the person is commemorated in your country today. 4 Illustrate your text with some pictures.

1 3.14 Listen and choose the correct words. 2 Why does the singer feel like a champion? 1 2 3 4

He used to be very poor, but now he’s rich and famous. He’s won lots of international competitions and prizes. He’s had a very easy life with very few problems. Bad things have happened, but they haven’t stopped him.

We Are the Champions I’ve paid my 1dues / taxes Time after time, I’ve 2done / had my sentence, But committed no crime. And 3big / bad mistakes, I’ve made a 4few / lot I’ve had my share of sand kicked in my face, But I’ve 5come / stayed through. And we can go on and on and on … Chorus We are the champions, my 6mate / friend And we’ll keep on 7fighting / going till the end. We are the champions. We are the champions. No 8space / time for losers ’Cause we are the champions Of the 9world / universe. I’ve taken my 10bows / time, My curtain calls, You’ve 11given / brought me fame and fortune and everything that goes with it, I thank you all. But it’s been no bed of 12 flowers / roses, 13 A / No pleasure cruise. I consider it a challenge before the whole human race That 14I’d / we’d never lose. And we can go on and on and on and on … Chorus

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6 6A

What’s up?

What’s the matter? 2 Work with a partner. Student A: ask what’s wrong.

Vocabulary

Student B: mime the problem. Student A: try to guess what’s wrong.

Something’s wrong

Complete the expressions with these words.

l £

knee back

a cold thirsty bored hot a spot a sore throat sore eyes tired toothache

cold. I’m

Comprehension

ear

hungry.

I don’t feel well.

hurts. itches.

5 6

. .

He’s thirsty. c

Dylan Mum Dylan

c Make expressions to match the pictures. b

Read the dialogue. What do you think the correct words are?

Dylan Mum Dylan Mum

b Add some more words to the boxes.

b a headache.

I’ve got

I feel sick.

What’s wrong? (Mimes the problem) Have you got a headache? / Are you tired?

Mum Dylan Mum Dylan Mum

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Dylan

3.15 Listen and check your ideas. Have we got any painkillers, Mum? Why? What’s the 1matter / wrong? I’ve got a 2cold / headache. Well, you shouldn’t sit so close to the 3 window / TV. You should sit back here in one of the 4armchairs / cupboards. But I can’t 5see / hear it properly from back there. You should go to the optician’s. Oh, Mum. I don’t want to wear 6glasses / shorts. Maybe, but you probably 7want / need them. But I’ll look like a geek. No, you won’t. Don’t be 8silly / clever. A lot of young people wear them. None of my friends do. Well, anyway, you should have an 9 eye / ear test. I’ll make an appointment for you tomorrow. Oh, all right.

Two weeks later … James Neat glasses, Dylan! You look really 10old / cool in them. Dylan Thanks. And I can see the whiteboard properly now, too.

What’s up? Exercise 1b

Unit overview

• In pairs, students add more examples to each type of

Grammar: should / shouldn’t; must / mustn’t; don’t have to Vocabulary: something’s wrong (illnesses, complaints); phrasal verbs; useful expressions Skills: Listening: identifying things mentioned; Reading: ordering events, ordering paragraphs, completing statements, error correction; Writing: rules, a story; Speaking: making and turning down a suggestion Culture: Signs The Culture page could be studied any time after Lesson B. English Across the Curriculum: Health: eyes The English Across the Curriculum page could be studied after Lesson A or at the end of the unit. Your Project: Develop your writing: explaining the meaning; signs Song: Contagious

expression. Elicit their ideas and add them to the chart on the board for everyone to copy.

Exercise 1c

• Students match the expressions from exercise 1b to the •

pictures, rewriting them in the third person as in the example. Check answers with the class.

ANSWER KEY

b c d e f g

She’s got toothache. She feels sick. His knee hurts. She’s tired. His back hurts. She’s got a cold.

h His ear hurts. i He’s got a sore throat. j She’s hungry. k She’s got a spot. l He’s cold.

Exercise 2

6A What’s the matter?

• Students take turns to ask questions to guess illnesses their

Vocabulary

Comprehension

Something’s wrong

Exercise 3a

partner mimes. Walk around and monitor the activity.

• Ask students to read the dialogue quickly. Elicit the context

Exercise 1a

• Elicit the usual responses to the question: How are you? For

• •

• • • •

example: I’m fine, thanks. Ask students what they say if they’re not feeling well. Elicit as many ideas as you can, and write responses on the board, for example: I don’t feel (very) well. Focus on the lesson title and explain that we use What’s the matter? if we’re asking someone to tell us more about any negative feelings or negative experiences they may have had. Pretend that you’re not feeling well, and get students to ask you: How are you? Respond, and elicit: What’s the matter? Explain that you have a sore throat and a headache, and you’re tired, and hot, and mime each symptom you mention. Say that you think you might have a cold. Elicit a translation of your complaints from the students. Elicit or explain that What’s up? is an informal way of asking what the situation is, especially when it is something unpleasant. Its meaning is very similar to What’s the matter? Make sure that students understand the difference between be cold and have a cold. Ask students to look at the different ways of talking about complaints. They work in pairs to complete the expressions. Check answers and complete the chart on the board.

•

(Dylan is talking to his mum about not feeling well). Elicit what might be wrong with him – but don’t give away answers yet. Students look at the dialogue again and choose the best alternative for 1–10. In weaker classes, you may like to allow them to do this in pairs. Encourage them to use logical as well as grammatical clues.

Exercise 3b $3.15

• Play the recording for students to listen and check their •

answers. Elicit the meaning of optician’s, glasses, eye test and appointment. Explain the meaning of geek (a person who is unfashionable, not cool – often clever, but socially inept).

ANSWER KEY

1 matter 2 headache 3 TV 4 armchairs 5 see 6 glasses 7 need 8 silly 9 eye 10 cool

ANSWER KEY

1 thirsty 2 bored 3 hot 4 tired 5 knee 6 back 7 a cold 8 a spot 9 a sore throat 10 sore eyes 11 toothache

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6A Grammar

Exercise 6b

• Students look through their chart to remind them of the

should / shouldn’t

problems people talked about, then tick the advice they heard. They can do this in pairs. Ask them to complete the chart with full sentences.

Exercise 4a

• Students complete the sentences, then scan the dialogue again to check their answers.

Exercise 6c

ANSWER KEY

answers in exercise 6b.

1 You should go to the optician’s. 2 You shouldn’t sit so close to the TV.

ANSWER KEY

Exercise 4b

2 I’m bored.

• Look at the three possible verb forms in the box and elicit

•

which form is used after should / shouldn’t (the base form). Write the sentence on the board, and ask a student to come up to the front and complete it. You may also want to add an example in the third person, and ask students to complete it – to clarify that we use the base form, which doesn’t change after he / she.

ANSWER KEY

Exercise 5a

• Ask students to think about different situations where

their parents tell them what to do. These might include housework, school work, healthy habits, free-time activities, family rules and so on. Students write six things with should or shouldn’t that their parents often tell them.

Exercise 5b

• In groups, students compare ideas to find the most common •

things parents say. Have the groups feed back to the class. You could appoint a secretary to write up the suggestions on the board, then whittle down the list to the top ten mentioned by most groups.

Exercise 5c

• Students continue working in their groups to come up with

one good response to each of the top ten things parents say. If you want to do this stage more quickly, lead a discussion with the whole class instead.

My knee hurts. I feel sick. I don’t feel very well. I’m late. I’m cold. I’ve got toothache.

• Read the instructions together and check comprehension. • In pairs, students make dialogues as in the example, using

•

the ideas from the previous exercise. Encourage them to use their own ideas as much as possible rather than repeat what they have already covered previously. Walk around and monitor their preparation. Get some pairs to do their dialogue in front of the class. Ask the rest of the class to listen and make a list of the problems and advice mentioned.

Exercise 8

• As an exercise in class or for homework, students write six ideas about improvements to their lives, using should or shouldn’t.

Optional extra Students read their ideas from exercise 8 to each other in groups of four. Each group votes on the best three or four ideas. Collect these ideas on the board, then have a show of hands to find out which three are the most popular ideas in class.

Revision idea

Listening Exercise 6a $3.16 Audio script pT95

• Students copy the chart in their exercise books. Tell them

•

3 4 5 6 7 8

You should go and see one of your friends. You should go to the doctor’s. You shouldn’t eat so much. You shouldn’t go to school today. You should get up earlier. You should put a jumper on. You should go to the dentist’s.

Exercise 7

You shouldn’t take a lot of painkillers.

•

$3.16

• Play the recording again for students to listen and check their

they’re going to hear eight short dialogues, so they should have eight rows, with both columns leaving enough space for a full sentence. Play the recording, twice if necessary, for students to listen and write the problems. Remind them also to pay attention to the advice people give.

Ask the class to brainstorm about five or six problems in their lives: problems about school, entertainment facilities in town, traffic and so on. In groups of three, students write advice with should or shouldn’t to try and solve the problems. Ask groups to report back with their ideas, then vote on the best idea in class.

ANSWER KEY

See exercise 6c.

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More practice Workbook pp54–55 Teacher’s Resources Unit 6

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6A: Grammar • should / shouldn’t • must / mustn’t; don’t have to

Listening

Grammar

should / shouldn’t

Complete the sentences from the dialogue in exercise 3.

1 You 2 You

to the optician’s. so close to the TV.

b What form of the verb do we use after should / shouldn’t? Complete the sentence with the correct form of the verb.

3.16 Copy the chart. Listen. Write the problems in the first column. Problem

Advice

I'm tired.

You should go to bed earlier.

b What advice do the people give? Choose the things they talk about. Add them to your chart. Use full sentences.

take to take taking

Advice

take some medicine go to the dentist’s help with the housework eat so much go to the doctor’s stay up so late go and see one of your friends do your homework go to school today eat so many sweets

You shouldn’t a lot of painkillers. We normally use should / shouldn’t to give advice.

What things do your parents say that you should or shouldn’t do? Write six things.

put a jumper on go to bed earlier stay in bed get up earlier

3.16 Listen again and check.

7 Work with a partner. Make dialogues. Use the ideas in your chart in exercise 6a.

You should eat your vegetables.

b Work in a group. Compare your ideas. Find the ten most common things that parents say.

c How do you normally respond to the things parents say? l £

You should eat your vegetables. But I don’t like them.

Student A Ask what’s wrong. Student B Say what your problem is. Student A Give some advice. Student B Respond to the advice. l What’s up? £ I’m tired. l Well, you should go to bed earlier. £ I know, but I wanted to watch the football on TV.

8 How could your life be made better? Write six ideas. Use should or shouldn’t.

School should start an hour later. Teachers shouldn’t give homework every day. © Copyright Oxford University Press 4764575 Project PRO4ETB3.indb SB3 Book.indb 4765473 145 69

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A happy ending?

Comprehension

I must stay awake. I mustn’t fall asleep. I must … ZZZZ

3.17 Read and listen to the story. Why is Smart Alec at the museum? Why is Sweet Sue there?

Some people are stealing things from the City Museum. Smart Alec has been at the museum every night this week, but the thieves haven’t come.

We don’t have to be quiet. Look. He’s fast asleep.

Later.

You’re tired, Smart Alec. You’ve been here all week. You don’t have to stay here again tonight.

Yes, but you mustn’t touch that switch. It’s the alarm. It’s all right. We must catch those thieves.

Good. It’s Saturday tomorrow, so I don’t have to get up early. Oh, why is that door open? I must go and have a look.

I’ll just switch the light on. Ah, here’s the switch.

RINGGG Wha … What’s happening?

4 Later.

Good idea! We’ll call it The Smart Alec and Sweet Sue Detective Agency. No, I prefer The Sweet Sue and Smart Alec Detective Agency.

Well done, Sweet Sue. We were a great team.

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Yes, Smart Alec. You know, we don’t have to be rivals. We should work together.

No, definitely Smart Alec and Sweet Sue … 7

6B 6B A happy ending?

Optional extra

Comprehension Exercise 1 $3.17

• With books closed, tell students the title of this last episode

• • • • • •

of the story of Sweet Sue and Smart Alec. Elicit ideas from students about what they think the happy ending might be. Tell them they will read the story to find out if they were right. This cartoon is available as animation on the DVD and the Classroom Presentation Tool. Ask students to briefly describe who is in the pictures, where they are and what they’re doing. Read the two questions in the task together. Play the recording for students to read and listen. Elicit the answers. Ask students to say which ending they prefer: one of their suggestions or the one in the book?

POSSIBLE ANSWER

Smart Alec is at the museum because he wants to catch some thieves. Sweet Sue was going home from work when she saw the door to the museum was open, and she went in to check what was happening.

Write the following statements on the board or write them out and photocopy them as worksheets for students. Students complete the statements with the correct person / people. 1 Smart Alec is waiting for ______ at the museum. 2 ______ doesn’t think Smart Alec needs to spend the night at the museum. 3 ______ don’t want to switch on the lights. 4 ______ sees that a door is open. 5 ______ switches on the alarm in the room. 6 ______ take the thieves away. ANSWER KEY

1 2 3 4 5 6

the thieves The museum director The thieves Sweet Sue Sweet Sue The police officers

Optional extra To test students’ memory of the story, ask them to list all the cases that Sweet Sue and Smart Alec have solved in Project3, without referring back to the book. Ask them also to say which of the detectives has solved each case. Students compare their ideas in pairs, then look back at the episodes of the story to check the answer. Ask students to say who they think is the better detective. ANSWER KEY

The case of Lady Riley’s stolen jewels. (Smart Alec) The case of the clock stolen from the Salts’ house. (Sweet Sue) The Bristol Bank robbery case. (Sweet Sue – she mentions the case, but it doesn’t appear in the story.) Mrs Basset’s missing dog, Pinkie Pooch. (Sweet Sue) The murder of John Ross in the library. (Smart Alec) The City Museum theft. (Sweet Sue with Smart Alec)

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6B Exercise 2

• Students put the events in order. In weaker classes, they •

can do this in pairs. In stronger classes, students do the task individually. Students compare answers in pairs before you check them with the class.

ANSWER KEY

1 g 2 d 3 i 4 c 5 h 6 b 7 f 8 a 9 j 10 e

Grammar must / mustn’t Exercise 3a

• Students complete the sentences, then check their answers against the story.

I must stay awake. I mustn’t fall asleep.

with the affirmative and negative form of the same word, or are they translated with completely different words?

• Students scan the text for further examples. Elicit translations for each sentence.

• Students compare answers in pairs before you check with the class.

ANSWER KEY

1 M 2 MN 3 M 4 D 5 MN 6 M 7 MN 8 M 9 D 10 M

We must catch those thieves. You mustn’t touch that switch. I must go and have a look.

Exercise 6b

• Students make a list of their school rules in pairs or small groups.

must / mustn’t / don’t have to

•

Exercise 4a

• Students complete the sentences on their own. • Check answers with the class.

Then they choose six rules and draw signs to illustrate them. Ask a few pairs or groups to show their signs to the class, and the rest of the class to try and guess the rule.

Writing

ANSWER KEY

Exercise 7a

1 must 2 mustn’t 3 don’t have to

• As an exercise in class or for homework, students write six

Exercise 4b

• Students translate the three sentences. Elicit, in the students’

language if necessary, the difference between mustn’t (obligation not to do something) and don’t have to (no obligation to do something). Elicit that in meaning the opposite of must is don’t have to, not mustn’t as they might have expected.

Exercise 5

• Students look at the signs and say what each means, using must or mustn’t and a verb from the box. Do the first sign together with the class. In weaker classes, they could write down the ten sentences before you check them. Stronger classes can try and interpret the signs orally.

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talking about their school.

• Read the ten rules and check comprehension. • Play the recording, twice if necessary, for students to listen and write the correct letters.

Exercise 3c

Unit 6

Bring into class some unusual traffic signs from around the world, for example warning road signs with exotic animals shown, or signs where the image is ambiguous. You can find some good examples on the Internet. Ask students to guess what the rule might be for each sign.

• Read the instructions. Explain that Matt from the ‘Kids’ story is

• Elicit a translation of the two sentences. Are they translated

T71

Optional extra

Exercise 6a $3.18 Audio script pT95

Exercise 3b

POSSIBLE ANSWERS

You mustn’t swim here. You mustn’t take photographs. You must stop. You mustn’t touch (the exhibits). You must switch off your mobile phone. You mustn’t talk. You mustn’t cross (the road). You must wear a hard hat.

Speaking and listening

ANSWER KEY

1 You must turn left here. 2 You must show your passport.

3 4 5 6 7 8 9 10

sentences with must, don’t have to and mustn’t.

Exercise 7b

• In pairs, students compare their answers in exercise 7a. Did they write similar things or different things?

Revision idea Students imagine their ideal school and write down ten school rules. Refer them back to their answers in exercise 6 and some of their ideas in exercise 8 in lesson A. Encourage them to be creative, and come up with rules they would love – no matter how far-fetched. Students could do this individually or in pairs or small groups. Elicit some ideas from students, and ask the class to select the most popular suggestions. Monitor the correct use of must, mustn’t and don’t have to.

More practice Workbook pp56–57 Teacher’s Resources Unit 6

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6B: Grammar • should / shouldn’t • must / mustn’t; don’t have to

2 Put the sentences in the correct order to tell

Speaking and listening

the story.

a b c d e f g h i j

3.18 Look at 1–10. Matt is talking about the rules at their school. Listen. Write M for must, MN for mustn’t or D for don’t have to.

Smart Alec wakes up suddenly. She decides to investigate. The thieves arrive, but Smart Alec doesn’t see them. He decides to stay tonight because he wants to catch the thieves. They decide to work together in future. She wants to switch on the light, but she actually switches on the alarm. Smart Alec is tired because he’s been at the museum all week. As Sweet Sue is going past the museum, she sees that the door is open. He tries to stay awake, but he soon falls asleep. Sweet Sue and Smart Alec arrest the thieves.

1 2 3 4 5 6 7 8 9 10

signs to illustrate six of them.

Writing

must / mustn't

Complete the sentences from the story.

Write down two things that:

b Translate the sentences into your own language.

1 you must do tomorrow. 2 you don’t have to do on Sundays. 3 you mustn’t do in your house.

c Find more examples of must and mustn’t in

b Compare your ideas with a partner.

stay awake. I

fall asleep.

the story.

must / mustn’t / don’t have to

Complete the sentences from the story.

1 We 2 You 3 You necessary.)

catch those thieves. (It’s necessary.) touch that switch. (Don’t touch it.) stay here again tonight. (It isn’t

b Translate the sentences into your own language.

wear a uniform wear jewellery arrive at school before 8.45 go to school on Saturdays smoke stand up when a teacher comes in run in the corridors stay in the playground at break time go outside when it rains switch off mobile phones in lessons

b What are the rules in your school? Draw some

Grammar

4 5

What do the signs mean? Say what you must or mustn’t do. Use these verbs.

show stop take turn switchoff talk wear touch cross swim 7

8 9

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Ashley’s camera

Reading

Look at the title and the pictures. What’s happening in each picture?

b Read the story and put the sections in the correct order. a

The man knocked again – very loudly this time. Ashley hid behind the sofa. What should he do? Should he open the door? Ashley decided to escape. He crept into the kitchen and then ran out of the back door. But the man was now standing outside the back door and Ashley ran straight into him. The man fell backwards onto the garden and Ashley turned to run. 2

When he got off the bus in the High Street, he met Stephanie and Yvette. They were in his class. ‘What are you doing, Ashley?’ asked Stephanie. ‘I’m trying out my new camera. Do you want to be in the photos?’ Stephanie looked at her watch. ‘No, we can’t. We have to go to school,’ she said. ‘And we mustn’t be late today. We have to help the teacher with the register.’

Indoors, Ashley sat down, switched on the radio and took out his camera. The photos were very good. A few minutes later, the news came on the radio: ‘There was a robbery at the Midtown Bank in Grangeport High Street this morning. The police are looking for two men …’ Ashley looked at his last two photographs again. Behind the dog were two men, and they were coming out of the Midtown Bank in Grangeport High Street! Were they the robbers?

When he arrived home after school, Ashley’s mother was in the car. ‘I have to go to the shops,’ she said. ‘Have you got your key?’ ‘Yes, Mum,’ said Ashley. ‘Oh, Ashley, the …’ Mrs Simpson didn’t finish her sentence, because Ashley was already going round the corner of the house to the back door. ‘Oh, it doesn’t matter,’ she said.

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6C 6C Ashley’s camera Reading Exercise 1a

• Tell students they are going to read an exciting story, then

listen to its ending afterwards. Ask them to look at the title and pictures, then describe the events in each picture. Elicit any ideas students might have, and don’t tell them the correct answer yet. Ask the class to comment on or correct the suggestions they hear.

Exercise 1b

• Explain that the pictures are in the correct order of the story,

• •

but the seven paragraphs have been jumbled up. You may also need to tell students that the pictures don’t show all the events from the story that the paragraphs describe. Students read the story and put the paragraphs in order. Ask them to compare their answers in pairs before you check them with the class.

ANSWER KEY

2 b 3 g 4 d 5 c 6 e 7 a

Optional extra Elicit the meaning of some key vocabulary from the story. Write the following words on the board, and remind students to use both logical and grammatical clues to work out the meaning of each one: knock, hide, escape, backwards, believe, dial, dead battery, snap. At the end, you can either continue with some dictionary practice, with students looking up the words and reporting back with the relevant definition to the class, or you can ask some students to give you their definitions and ask the rest of the class to comment on or amend the definitions as necessary. As a final step, you could then ask students to use each word to write sentences or a short paragraph about any particular subject – but not about the story of Ashley’s camera.

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6C Exercise 2

• Students read the story again in the correct sequence, then •

complete the sentences individually. Elicit answers, and ask the rest of the class to comment on or amend the sentences as necessary. There may be more than one way to complete the sentences.

POSSIBLE ANSWERS

1 2 3 4 5 6 7 8 9

he wanted to try out his new camera. they were in a hurry to get to school early. a dog in front of the bank. two men coming out of the bank. leaving to go to the shops. two people robbed the bank. were the bank robbers. was the bank robber looking for him. the phone wasn’t working and the battery in his mobile was dead. 10 ran into the man, who fell in the garden.

Listening

• Students match the verbs and particles, then scan the text to check the verbs they have made up.

• Check answers with the class and elicit the meaning of each phrasal verb.

ANSWER KEY

sit down, try out, get up, get off, switch on, look for, look out, look round

Exercise 4c

• Students make a sentence for each phrasal verb. You can do •

• Look at the pictures. Ask students to say what each

picture shows. Ask them to say which things or people they think will be mentioned in the last part of the story.

Exercise 3b $3.19 Audio script pT95

Writing A story

• Read the instructions with the students. • Ask students: Which part of the story didn’t the telephone

•

• Play the recording for students to listen and check their answers.

•

ANSWER KEY

The phone and Ashley’s mum are mentioned. Ask students to use their own words to re-tell the ending of the story. This will help them complete exercise 5 later.

Vocabulary LANGUAGE NOTE

Strictly speaking, a phrasal verb is a combination of a verb and an adverb (e.g. sit down) while the combination of a verb and a preposition (e.g. look for) is a prepositional verb. It is not necessary, however, to make this distinction for students at this level, as the central idea to both combinations – verbs acquiring a different meaning by appearing with other collocating function words – is the same. Both types of verb combinations are referred to as phrasal verbs throughout Project.

Exercise 4a

• Read the rule together. Ask students to think of some

further examples they have encountered before. Write their suggestions on the board, and elicit the meanings.

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• Students write their stories individually. Ask them to be

•

Phrasal verbs

Unit 6

engineer see? (f, b, d, c). Why? (Because he wasn’t there.) What was the most exciting part of the day for him? (Probably the misunderstanding at Ashley’s house.) Tell students that the pictures show the three scenes that the telephone engineer is most likely to remember. Remind them also about what happened in the last part of the story they listened to earlier. In pairs or small groups, students discuss the story together to help each other recall the key points.

Exercise 5b

Optional extra

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this task orally or as a written exercise in class, or you may like to set it as homework. Ask a different student to give an example sentence for each phrasal verb.

Exercise 5a

Exercise 3a

•

Exercise 4b

• •

creative, and, if they like, add details we didn’t find out about. They must make sure that the events in Ashley’s story are included. Remind them to use the model provided, and include each of the nine suggestions. Students swap their stories with their partner or their groups from the discussion in exercise 5a and help each other correct any mistakes. Ask one or two students to read out their stories to the class. Ask the rest of the class to listen and check the stories for factual accuracy as well as say what they liked about them.

Revision idea Students work in groups of five or six to retell the story as a role-play. They write dialogues for the characters and decide on how to stage each scene. They can add extra lines or more details for any scene. Ask two or three groups to perform their role-play in front of the class, or, if you have the time, have all the groups perform, then vote on the best performance and / or the best story adaptation.

More practice Workbook pp58–59 Teacher’s Resources Unit 6

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47645

6C: Grammar • should / shouldn’t • must / mustn’t; don’t have to

2 Complete the sentences. 1 2 3 4 5 6 7 8 9 10

Vocabulary

Ashley went to school early because… He didn’t take any photos of the girls because… He took some photos of… While he was photographing the dog, he saw… When he got home, his mother was… He heard the news on the radio that… He thought the men in his photos… He didn’t open the door because he thought the man… He couldn’t phone the police because… When he ran out of the back door, he…

Phrasal verbs

4 a A lot of English verbs have got

two parts: a verb + a particle (preposition or adverb). get up

b Match the verbs and particles to make phrasal verbs from the story. Verbs

Listening

Look at these things. Which do you think are mentioned in the last part of the story? a

Particles

sit

out

try

down

get

off

switch

look

for round

c Make a sentence for each verb. sit down

I’m sitting down now.

Writing b

3.19 Listen and check.

A story

Suddenly, someone knocked at the front door. Ashley looked out of the window and he couldn’t believe his eyes. At the door was one of the men in his photographs. ‘Perhaps they saw me with my camera,’ he thought, ‘and now they’re looking for me!’ Ashley didn’t open the door. He decided to phone the police. He picked up the phone and dialled 999, but nothing happened. The phone wasn’t working. He tried his mobile, but it was no good. The battery was dead!

f 1

It was 12 June – Ashley Simpson’s birthday. As soon as he got up, he opened his presents. There was a digital camera from his mum and dad and some money from his grandparents. Ashley normally went to school at half past eight, but today he ate his breakfast quickly and left at eight o’clock. He wanted to try out his new camera.

The girls left, and Ashley looked round for something else to snap. He saw a dog outside the Midtown Bank. While he was taking some pictures of the dog, the door of the bank opened and two men came out. They were carrying a bag. Ashley thought it was strange, because the bank didn’t open till half past nine. He took some more pictures of the dog and then he ran to school.

Tell the story of Ashley’s camera from the man’s point of view. Use the pictures to help you.

b Write his story. Follow this model. This morning, I went to the Midtown Bank in … We went there to … When we came out, … Later, I went to a house to … I knocked on the door, but … , so I … Suddenly, the back door … and … Luckily, at that moment, the boy’s … and she … It seems that the boy heard … and he thought … It was really very funny, but the boy …

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Kids

Matt

3.20 Read and listen to the story. Answer the questions.

What happened in the last episode of the story? Look back and check your ideas.

1 What is James’s news about Matt? 2 What does Dylan think the news about Matt is? 3 Why does Dylan walk out?

James Hi, Matt. Are you moving? Matt Yes, we are. Actually, we’re going to live inCanada. James Wow! Has your dad got a job out there? Matt Yes, he has, and it’s a very important job, too. James Sounds good. When are you leaving? Matt Oh, we aren’t going till the summer. James Oh, right. Well, see you. 3

James Hi, Dylan. Have you heard the news about Matt? Dylan Yes, I have. Chloe and Layla were talking about it. James Really? Where did you see them? Dylan Here at the sports centre about an hour ago. They were going swimming. James Oh, I see. It’s a pity about Matt. I’ll miss him. Dylan Me, too. He’s a bit of a bighead, but he’s OK – and he’s a good footballer. James Yes, that's true. I wonder if they play football inCanada. Dylan Canada? I thought he was moving to Scotland. James No, he definitely said Canada. He … 4

Dylan No, I don’t think I’ll bother. James Why not? Dylan I just don’t feel like it. Layla Oh, come on, Dylan. You can be my date. Dylan Huh. You’re only asking me because Matt won’t be there. See you. James What on earth’s up with him?

Chloe Hi, boys. James Hi. Did you have a good swim? Layla Yes, thanks. It was fun. Chloe And guess what! There’s going to be a disco here on Saturday. Shall we go? James Oh, yes. That’ll be great! Layla What about you, Dylan?

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6D 6D Kids Matt Exercise 1a

• Elicit what happened in the previous episode of the ‘Kids’

•

story. Ask: What did Layla and Chloe talk about? (A computer game Layla is playing.) Who’s Matt Daytona? (A character in the game; he asked Layla’s character out on a date.) What happened to him? (He was excluded from his school because a teacher thought he stole a wallet, and his parents decided to move to Scotland.) Who heard the conversation? (Dylan did.) Who did he think the girls were talking about? (Matt Jenkins, a boy from their school.) Elicit any further story details students may remember. This photostory is available as video on the DVD and the Classroom Presentation Tool.

Exercise 1b $3.20

• Read the questions together. Check that students understand which Matt the first question is about (Matt Jenkins).

• Play the recording for students to read and listen to the story. • Check the answers with the class. ANSWER KEY

1 Matt’s dad got a new job in Canada and the family decided to move there in the summer. 2 He thinks the school excluded Matt for stealing a wallet. 3 Because he’s jealous of Matt, and he thinks Layla only wants to go to the disco with him because Matt isn’t going to be there.

Optional extra Quote the following sentences from the story, and with books closed, ask students to identify who says them. 1 ‘We aren’t going till the summer.’ 2 ‘It’s a pity about Matt. I’ll miss him.’ 3 ‘I thought he was moving to Scotland.’ 4 ‘I don’t think I’ll bother.’ 5 ‘You can be my date.’ 6 ‘What on earth’s up with him?’ ANSWER KEY

1 2 3 4 5 6

Matt James Dylan Dylan Layla James

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6D Exercise 2

• Students read the story again and correct the factual errors in •

the statements. Check the answers with the class.

ANSWER KEY

1 2 3 4 5 6 7 8

Exercise 5

• In groups of five, students practise the story. You may like to

•

Matt’s parents are selling their house. They’re moving to Canada. They’re going in the summer. Dylan is at the sports centre. He saw Chloe and Layla about an hour ago. They were going swimming. The disco is on Saturday. It’s at the sports centre.

Turning down a suggestion Exercise 6a

Exercise 3a

• Elicit students’ ideas about the questions. Tell them they will find out if they were right about the second question when they listen to the end of the story.

ANSWER KEY

1 Because he’s jealous of Matt, and he thinks Layla only wants to go to the disco with him because Matt isn’t going to be there. 2 Students’ own ideas.

Exercise 3b $3.21 Audio script pT95

• Play the recording for students to listen to the end of the

• Students reorder the four lines of the dialogue. • Students check their answers in pairs before you check with the class.

ANSWER KEY

1 c 2 a 3 d 4 b

Exercise 6b $3.22 Audio script pT96

• Look at the pictures together. Ask students to say what each

•

story and check their predictions from exercise 3a.

Dylan tells them what he overheard in the previous episode. Chloe explains that they were talking about Matt Daytona, a fictional game character. James explains what Matt Jenkins told him about moving to Canada. Layla suggests they should dance together at the disco.

Everyday English

1 c 2 f 3 a 4 d 5 e 6 g

Exercise 6c $3.22

• Play the recording again for students to listen and match. Tell students that the reasons for refusing are not in the same order as they occur in the recording.

ANSWER KEY

a I don’t feel very well. g I’ve got a headache. d I just don’t feel like it.

Useful expressions Exercise 4a

• Students look up the expressions in the story, then explain what contexts they could be used in. Ask a different student to explain each expression. Ask the rest of the class to listen and check and amend the explanations as necessary.

Exercise 4b

e I haven’t got any money. f My arm hurts. c I’m not hungry.

Exercise 6d

• In pairs, students use the ideas from exercises 6b and 6c or

•

their own ideas to make and practise dialogues. Walk around and monitor the correct use of expressions for making and turning down suggestions and giving reasons for refusing. Ask two or three pairs to act their dialogue for the class.

• In pairs, students make up dialogues by choosing an

Revision idea

•

Ask students in pairs to imagine they’re Sweet Sue and Smart Alec, and make up a dialogue where Sue wants to go out to celebrate, suggests three different activities for different days, but Alec always refuses with various excuses. Ask a few pairs to act their dialogue for the class.

appropriate response from exercise 4a for each sentence. There may be more than one correct response. Ask a different pair to do each dialogue in front of the class.

POSSIBLE ANSWERS

1 Me, too. 2 Wow! 3 Oh, right. 4 Why not? 5 Sounds good. 6 Yes, that’s true. 7 Really? 8 Oh, I see.

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picture shows. Explain that they will hear six short dialogues and they should choose which of the eight pictures each dialogue is about. Play the recording, twice if necessary, for students to listen and identify the things mentioned.

ANSWER KEY

•

print out and photocopy the script for the ending to help them. Walk around, monitor and help as necessary. Allow up to six to eight minutes for their preparation. Get each group to act the story in front of the class. Have votes and present imaginary awards for Best Group Performance, Best Male Actor and Best Female Actor. The last two may go to a student of the opposite sex, too, if they are forced to play that role if the gender ratio isn’t balanced in your class.

Unit 6

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More practice Workbook pp60–61 Teacher’s Resources Unit 6

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PRO4

6D: Grammar • should / shouldn’t • must / mustn’t; don’t have to

2 Correct the sentences. 1 2 3 4 5 6 7 8

6D Turning down a suggestion

Matt’s parents are selling their car. They’re moving to Australia. They’re going next week. Dylan is at the shopping centre. He saw Chloe and Layla ten minutes ago. They were going running. The disco is on Friday. It’s at the school.

a b c d

Put the dialogue in the correct order. No, I don’t think I’ll bother. I just don’t feel like it. Shall we go to the disco? Why not?

3.22 Listen. Which of these things do the people suggest?

Answer the questions.

1 Why doesn’t Dylan want to go to the disco? 2 What do you think the others tell him?

3.21 Listen to the end of the story and check your ideas.

Everyday English Useful expressions

4a ● ● ● ● ●

Look at the expressions. When do we use them? Wow! Sounds good. Oh, right. Really? Oh, I see.

● ● ● ●

Me, too. Yes, that’s true. Why not? What on earth are you doing?

b Work with a partner. Make dialogues. Use expressions from exercise 4a to respond to 1–8. Some can go with more than one. 1 2 3 4 5 6 7 8

Chloe and Layla like swimming. Matt’s going to live in Canada. We’ll need tickets for the disco. Dylan doesn’t want to be Layla’s date. The disco’s going to start at nine o’clock. Matt’s good at football. I think he’s a bit of a bighead. Layla wants to dance with Dylan.

3.22 Listen again. Match the reasons the people give for refusing to suggestions from a–h above. I don’t feel very well. I’ve got a headache. I just don’t feel like it.

d Work with a partner. Make dialogues.

5 Work in a group. Act the story in exercises 1 and 3.

Student A Student B Student A Student B Student A

I haven’t got any money. My arm hurts. I’m not hungry.

Suggest something. Refuse. Ask for a reason. Give a reason. Respond.

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Culture 2 What are the signs in your language? 3 3.24 Listen. Which of the signs do the

Signs 1a b

Read the texts. Match them to the signs.

peoplemention?

3.23 Listen and check.

Some SignS give informATion: 1 This sign is very important in Britain, because people normally queue for things in shops, banks, post offices, ticket offices and so on. It tells you that you must join the queue and wait for your turn. People get very annoyed if you don’t. 2 You sometimes find this sign on a machine. It tells you that the machine is not working, so you shouldn’t use it.

3 You see a lot of these signs outside houses in British streets. It means that the people want to sell their house.

Some SignS give WArningS:

Some SignS give commAnDS:

4 You sometimes see this sign on a gate. It means that there is a dog in the house or garden, so you shouldn’t go in there.

7 You sometimes see this sign in the countryside. It means that the land belongs to someone, so you mustn’t go in there.

5 This sign means that you shouldn’t drink the water. You can use it to wash your hands, but it isn’t safe to drink.

8 You see this sign in museums and art galleries. It tells you that you mustn’t touch the object, because the alarm will go off.

6 You sometimes find this sign at a station. It tells you that there is a gap between the platform and the train, so you must be careful when you get on or off the train.

9 This sign means that you mustn’t play games like football or tennis here. You sometimes see it in parks.

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Culture

Signs

ANSWER KEY

1 e 2 b 3 d 4 a 5 c 6 h 7 g

Culture materials on the DVD or the Classroom Presentation Tool

Optional extra

If you prefer, play Unit 6 of the DVD instead of covering the topic through the reading text, then set the text comprehension and the accompanying Student’s Book activities either as homework or as optional practice.

Exercise 1a

• With books closed, ask students for some examples of where

• • •

they see signs, and what kind of signs they see. For example: traffic road signs, exit signs in public buildings, push / pull signs on doors, men’s and women’s toilet signs. Elicit if they know which, if any, signs are specific to their own country. Tell students they will read about signs in Britain. Look at the nine signs around the texts. Check that students understand that their task will be to match these to the nine numbered paragraphs in the texts. Ask students to compare their answers in pairs.

Expand the discussion to focus more closely on road signs. Elicit the standard conventions for traffic signs by drawing a triangle, a circle and a rectangle on the board and asking students to say which shape is used for warnings (triangle), which for commands (circle) and which for information (rectangle) in traffic signs. Elicit the standard colours for each one. (Red for warnings and commands, blue or brown for information.) Elicit which road signs have a different shape from the basic types (normally ‘Give way’, which is an upsidedown triangle, and ‘Stop’, which is octagonal), and ask students to try and explain why (so they’re recognizable from the back, that is so that drivers along the intersecting road are aware of their right of way).

Exercise 1b $3.23

• Play the recording for students to listen and check their •

answers in exercise 1a. Elicit the meaning of give information, give warnings, and give commands. Also elicit the meaning of queue, join (a queue), gap, platform, belong to, go off (for an alarm).

ANSWER KEY

1 h 2 d 3 b 4 f 5 i 6 a 7 c 8 g 9 e

Exercise 2

• Ask students if they have signs for the same nine things in

•

their own country. Are they similar or different? What text have they got on them? You may also like to ask students to draw the local signs on the board, then recheck their meaning by asking for the information, warning or command they are designed to express in English. You may also like to invite students’ opinions on which signs, their own or the British signs, are clearer, easier to interpret or more expressive.

Exercise 3 $3.24 Audio script pT96

• Explain that students will hear seven different dialogues • •

where people mention one of the signs. Their task will be to identify which one of the nine is being discussed. Play the recording for students to listen and identify the signs. Pause the recording after each dialogue to allow students time to think about their answers. Students compare answers in pairs before you check with the class.

More practice Teacher’s Resources Unit 6

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English Across the Curriculum Health: eyes

Exercise 3

• Read the task together. Ask students to point to their ears to

Exercise 1 $3.25

• Students read and listen to the paragraph titled ‘How do we • •

see?’, then write the correct word for each number. Ask them to compare ideas in pairs before you check them with the class. Elicit translations for each word.

ANSWER KEY

3 4 5 6

brain optic nerve lens retina

check they understand the context.

• Ask them to brainstorm ideas in small groups for protecting

•

their ears. Provide dictionaries for each group, so they can look up any unfamiliar key vocabulary independently, or walk around and help with vocabulary yourself. Ask groups to write four to six pieces of advice, using should or shouldn’t. Elicit ideas from each group and write them on the board for everyone to copy.

POSSIBLE ANSWERS

Optional extra Write on the board or write out and photocopy on worksheets for the students the following true or false statements. Ask students to decide which statements are true and which false, and to correct the false statements. 1 The optic nerve focuses light in your eyes. 2 Your retina is at the back of your eye. 3 The pupil lets light into your eye. 4 The lens changes the light into electrical signals. 5 The brain sends electrical signals to the optic nerve. ANSWER KEY

1 2 3 4 5

False. The lens focuses light. True. True. False. The retina does. False. The optic nerve sends electrical signals to the brain.

Exercise 2 $3.26

You should wear ear protection if you use noisy tools. You shouldn’t listen to your MP3 player on a high volume. You shouldn’t use cotton sticks to try and clear blocked ears; you should use clear olive oil.

Optional extra Alternatively, ask students to rephrase the advice in the paragraph using should / shouldn’t, must / mustn’t and don’t have to. They should use each of these words at least once. They may need to use a bit of creativity to use don’t have to. Students should write at least six sentences. For a bigger challenge, you could ask them to write eight or ten instead so they are forced to use more information from the paragraph. POSSIBLE ANSWERS

1 You should have an eye test every two years. If you’re not a child or an old person, you don’t have to have an eye test every year. 2 You shouldn’t read and work in bad light. 3 You should rest your eyes every fifteen minutes. 4 You must wear safety goggles if you’re working with chemicals or tools. 5 You should wear sunglasses and a hat in bright sunlight. 6 You mustn’t look directly at the sun.

• Explain that the next paragraph will be about taking care of • •

your eyes. Elicit any good advice that students are already aware of. Write these on the board. Students read and listen to the paragraph and match the advice 1–6 to the pictures. Check answers, then ask students to check their ideas on the board whether they have mentioned any of the same suggestions.

ANSWER KEY

1 c 2 d 3 f 4 b 5 a 6 e

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Unit 6

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English Across the Curriculum Health: eyes 1 2

3.25 Read and listen to the first paragraph of the text. Label the diagram with the words in red. 3.26 Read and listen to the advice about looking after your eyes. Match these pictures to the advice.

LookINg AfTer Your eYes

How do we see? Light enters the eye through the pupil. The lens focuses the light onto the retina at the back of the eye. The retina changes the light into electrical signals. The optic nerve sends these signals to the brain. 3

pupil

light

Your eyes are very important to you. You should look after them. 1 Have an eye test every two years. Children and old people should have a test every year. 2 Always read and work in good light. Don’t read when it’s too dark or too bright. 3 Rest your eyes every 15 minutes. Look away from your book or computer screen and look at something in the distance. 4 Protect your eyes. If you’re working with chemicals or tools, wear safety goggles. This is very important if you are working above your head, when something can fall into your eye. 5 Wear sunglasses and a hat in bright sunlight. 6 Never look directly at the sun. It can damage your eyes.

3 Make some advice about protecting your ears.

You should … You shouldn’t …

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Revision 2a

Grammar

1 Look at the signs and read the notices. Complete

the sentences with must, mustn’t or don’t have to.

1 You have a shower before you use the pool. 2 You leave money or jewellery in the changing rooms. 3 You put them in a locker. 4 You put your clothes in a locker. 5 Children under 14 use the pool without an adult. 6 Young people over 14 be with an adult. 7 You dive into the pool. 8 You be careful near the pool. 9 You run round the pool. 10 You take a shower after you use the pool.

Pool Rules

Choose the correct word.

●

I’ve got a / the headache. You should take a / some medicine. My / The ear hurts. You should go at / to the doctor’s. You shouldn’t sit so close to / on the TV. I know. I probably need an / the eye test. Shall we get tickets of / for the disco? Yes. That’s the / a good idea. 3.27 Listen and check.

Writing and speaking

3a 1 2 3 4 5 6

Match the expressions to the pictures. I don’t understand this book. I haven’t got any money. I’m tired. I’m hungry. It’s cold in here. I feel sick.

Have a shower before and after you use the pool.

Don’t leave money or jewellery in the changing rooms. Put them in a locker with your clothes.

Children under 14 can only use the pool with an adult.

No diving into the pool.

b Look at the pictures and write the advice. You should … / You shouldn’t … Be careful when you walk round the pool. Don’t run.

c Work with a partner. Act the dialogues. ●

●

78 PRO4E SB3 pp68-79.indd 78 4765473 Project TB3.indb 162

What’s up? I’m tired. You should / You shouldn’t …

Revision

Grammar

Writing and speaking

Exercise 1

Exercise 3a

• Focus attention on the pool rules at the bottom of the • •

column, and elicit where students might see these signs (at a swimming pool). Students work on their own to read the notices carefully and complete the sentences. Ask them to compare answers in pairs before you check them with the class.

ANSWER KEY

1 must 2 mustn’t 3 must 4 must 5 mustn’t 6 don’t have to 7 mustn’t 8 must 9 mustn’t 10 must

Exercise 2a

• Students work on their own to select the correct words. • Ask them to compare answers in pairs. Exercise 2b $3.27

• Play the recording for students to listen and check their answers in exercise 2a.

ANSWER KEY

1 2 3 4

a, some My, to to, an for, a

• Students work on their own to match the expressions to •

ANSWER KEY

1 e 2 f 3 a 4 b 5 d 6 c

Exercise 3b

• Students work on their own to write some appropriate advice for each situation, using should or shouldn’t.

• Elicit two or three different suggestions for each situation, and ask the class to decide which advice is best.

POSSIBLE ANSWERS

a You should have a rest. / You shouldn’t stay up so late at night. b You should eat something. / You shouldn’t skip breakfast. c You should go to the doctor’s. / You shouldn’t go to school today. d You should put on a jumper. / You shouldn’t wear only a T-shirt when it’s so cold. e You should choose an easier book to read. / You shouldn’t read books in a language you don’t speak. f You should ask your parents for some pocket money. / You shouldn’t spend all your pocket money on the day you get it.

Exercise 3c

Optional extra Ask a different pair of students to read each dialogue from exercise 2a.

• In pairs, students use the situations from exercise 3a and the • • •

More practice Workbook pp62–63

the pictures. Check answers with the class.

advice they’ve written to make dialogues in pairs. Students in each pair take turns to complain about a problem and offer advice. Walk around and monitor the correct use of should and shouldn’t. Ask one or two pairs to do their dialogue for each different situation. Ask the class to vote on the best piece of advice they hear.

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Your Project Develop your writing Explaining the meaning Exercise 1

• Explain that when we write something, we sometimes need •

to interpret or explain what we’re saying to make it clearer for the reader. Read the two expressions, elicit a translation for each one, then ask students to look back at the text in the Culture lesson on p76 to find a different way of expressing the same meaning.

ANSWER KEY

1 It tells you that … 2 You sometimes find this sign …

3 Finally, each student should design two signs of their own for their school and their room at home. Ask them to provide an explanation why they designed it the way they did and what the elements (the picture and the words) try to communicate.

Presentation and follow-up

• Students are free to choose whatever format they feel is best

• •

Exercise 2

• Students work on their own to complete the explanations,

•

using the expressions from exercise 1. Encourage them to use both variants. Stress that the pairs of expressions with the same meaning are usually interchangeable, so it doesn’t normally matter which one they use. In writing, it’s always a good idea to use a range of different expressions to convey similar ideas. Ask students to compare their answers in pairs before you check them with the class. Elicit which example works with only one of the synonymous expressions (4).

ANSWER KEY

1 2 3 4

sign tells you / means that; sometimes see / find this sign sometimes see / find this sign; tells you / means that sign tells you / means that; sometimes see / find this sign sometimes see / find this sign; It tells you

Project task

•

Contagious Background information Contagious is a song written by Martin Johnson and Brian Howes, and performed by Johnson’s band called Boys Like Girls. It appeared on their 2009 album Love Drunk.

Exercise 1 $3.28

• Explain that students are going to hear the song, but the

Exercise 3

• Read the instructions together. Remind students about their

•

Preparation 1 Students find or take photos of signs. Encourage them to include at least eight or ten different types of signs, and have no more than two of the same basic type (e.g. road signs or shop signs). 2 For each photo, students write a short explanation of the meaning and usual location of each sign. They should use the text on p76 as their model.

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Unit 6

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for their projects. Some might make it into a poster, others might go for a computer slideshow presentation instead. Find out beforehand what, if any, equipment is needed, and make sure it is available for the presentation class. Allocate time for each student to present their projects. If students have all opted for posters or similar formats that you display around the class, you may want to turn the presentation class into an exhibition instead. Ask students to choose their favourite project, then have a class vote on the overall best project. Have a separate vote for the best design for both the school sign and the room sign.

Song

•

discussions in exercise 2 of the Culture lesson as well as the information about signs in Britain on p76. Ask students to think about where they usually see signs in their own country. Students work on their own to make a project. In this case, the planning and preparation stages could be done outside class as homework. There is no real need for a group brainstorm.

• •

verses in their books have been jumbled up. Ask students to read the song lyrics quickly and underline the key words they will listen for. It is best to choose words that don’t appear in other parts of the song and stand out for some reason (Wednesday in b, the brand Mercedes in f, etc.) This will help them identify the jumbled parts of the song more easily. Play the song for students to listen and number the parts of the song in the correct order. Play the song a second time, so they can check their answers.

ANSWER KEY

1 e 2 a 3 d 4 c 5 g 6 b 7 h 8 f

Exercise 2

• Elicit the answer from the students. Ask them to quote the part of the text that supports their answer.

ANSWER KEY

c He’s in love.

47645

Your Project Develop your writing

Song

Explaining the meaning

way of saying these things.

2 Why is the man feeling sick?

1 Look at the texts on page 76. Find another 1 It means that … 2 You sometimes see this sign …

This you mustn’t swim. You near lakes and rivers.

You on a door. It you must push the door to open it.

This you mustn’t go out this way. You in car parks.

You in a shop window. when the shop is open.

Project task

Contagious a

I’m jumping on the last train Got this crazy kind of feeling that I can’t explain Don’t know where the hell I’m going But I’m going after you

It was raining on a Wednesday Doing ninety-five, ninety things left to say Told myself to keep on driving ‘Cause I left my heart with you

Would you give me one more minute? The story’s far from finished We could fill in all the pages I’m feeling sick, girl, you’re so contagious

And I know you think I’m crazy And I dress up like I’m four I don’t do dinner and movies But if I showed up at your door

I’m flying down the fast lane Doing ninety-five, ninety things on my brain Don’t know where the hell I’m going But I’m going after you

You think all my friends are crazy And I know you hate my car Well, I don’t drive a Mercedes Would it be that hard?

Just wanna say I miss you I caught it when I kissed you And I’ve been through all the stages I’m feeling sick, girl, you’re so contagious I’m feeling sick, girl, you’re so contagious

I never thought that I could walk away Every second I’m regretting that I didn’t stay How could I just keep on driving When I left my heart with you?

3 Make a project about signs that you see in your country.

1 Take photos of some signs or download images from the Internet. 2 Explain what each sign means and where you see it. 3 Create a useful sign for each of these places: • your school • your room at home

3.28 Listen to the song. Put the verses in the correct order.

a He’s got a bad cold. b He’s had a car accident. c He’s in love. d He got caught in the rain.

2 Complete the explanations for these signs. 1

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Pronunciation c Follow the words with diphthong sounds. Which

Unit 1

prize do you reach? You must follow the lines.

1 Short vowels

$100

4.2 These are short vowel sounds. Listen and repeat. Close your left hand each time. /æ/ /ə/ /ʌ/

rich clock bed book

START

/ɪ/ /ɒ/ /e/ /ʊ/

bad centre mum

run

hair

planet

noise

work

round

station

will

near

sport

won’t

light

disease

there

$20

$50

appear $120

b Write two more words for each vowel sound.

2 Long vowels

2 Odd one out

a Which word has a different vowel sound from

4.3 These are long vowel sounds. Listen and repeat. Open your left hand each time. /iː/ /ɔː/ /ɜː/

/ɑː/ /uː/

me door bird

far two

1 2 3 4 5 6 7 8 9 10

b Say the words. Write the vowel sounds. 1 2 3 4 5 6 7 8

pack shot this pull had fox live hood

/æ/ / / / / / / / / / / / / / /

park short these pool hard forks leave heard

/ɑː/ / / / / / / / / / / / / / /

4.4 Listen. Which word in each pair do you hear? If it has a long vowel, open your left hand. If it has a short vowel, close your left hand.

4.6 Listen and check.

Unit 3 1 Consonants

p = /p/

m = /m/

d = /d/

b Find the words. Use the list of vowel sounds in

4.5 Some English vowel sounds have two parts. We call these diphthongs. Listen and repeat. /aʊ/ /əʊ/

down those

/eə/ /ɪə/

where near

b Write two more words for each sound.

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stamp film slow next want sure cool ear bought wait

the same as normal letters. Look.

1 Diphthongs

space think won here watch sun door year four hair

a Most consonants in the phonetic alphabet are

Unit 2

make nine boy

day write go send star bus moon earth found rain

/eɪ/ /aɪ/ /ɔɪ/

the other two? Circle the odd one out.

the phonetic alphabet on page 79. 1 2 3 4 5

/bʌs/ /drɒp/ /taʊn/ /dæm/ /ɡʊd/

6 7 8 9 10

/ˌɑːftəˈnuːn/ /ˈbrəʊkən/ /fænˈtæstɪk/ /ˈreɪlweɪ/ /əˈraʊnd/

4.7 Listen, check and repeat.

Pronunciation Unit 1

Exercise 1c

• Students say the words aloud and move from stone to stone,

1 Short vowels

but only between words that contain a diphthong.

• Check which final sum they arrive at.

Exercise 1a $4.2

• Play the recording. Ask students to hold their left hand in

ANSWER KEY

front of them, palm up, and close it into a fist each time they pronounce a short vowel sound.

Exercise 1b

• Students write two more words for each vowel sound. • Check their answers, or ask them to check their answers in a dictionary which contains IPA phonetic transcriptions.

2 Long vowels Exercise 2a $4.3

• Play the recording. Ask students to hold their left hand in

front of them, in a fist, and open it with fingers outstretched each time they pronounce a long vowel sound.

$50: station, round, noise, hair, near, won’t, light, there.

Optional extra Students use the words from exercise 1c to play a word lottery game in groups. Each student writes down six words in a list, then writes a short paragraph with the words, for example a story. As each student reads their own paragraph to the group, the others tick the words they also have in their lists. Who has the most words in common with the storytellers?

2 Odd one out Exercise 2a

• Students say the words aloud and choose the odd one out. Exercise 2b $4.6

Exercise 2b

• Ask students to say both words in each pair, and write the

• Students compare in pairs, then listen and check.

•

1 stamp 2 write 3 won 4 here 5 star 6 sure 7 door 8 earth 9 found 10 hair

correct phonetic transcription of the vowel sound. Check answers with the class.

ANSWER KEY

2 3 4 5

shot /ɒ/, short /ɔː/ this /ɪ/, these /iː/ pull /ʊ/, pool /uː/ had /æ/, hard /ɑː/

6 fox /ɒ/, forks /ɔː/ 7 live /ɪ/, leave /iː/ 8 hood /ʊ/, heard /ɜː/

Unit 3 1 Consonants

Exercise 2c $4.4 Audio script pT97

• Play the recording. Remind them to use the hand gestures from exercises 1a and 2a to show short and long vowels.

Exercise 1a

• Read the explanation and examples together. Exercise 1b

ANSWER KEY

Students should open their left hand for 1 (park), 3 (these), 4(pool), 7 (leave), 8 (heard).

Unit 2

• Students look back at the phonetic symbols for vowels, then •

try and read each word in the list. Ask them to compare their answers in pairs.

Exercise 1c $4.7 Audio script: see answer key

• Play the recording for students to listen and check. • Play the recording again for students to listen and repeat.

1 Diphthongs Exercise 1a $4.5

• Read the explanation together. Model each diphthong •

ANSWER KEY

yourself, exaggerating the lip movements for the two connected vowel sounds. Ask students to imitate you. Play the recording for students to listen and repeat.

ANSWER KEY

1 bus 2 drop 3 town 4 dam 5 good 6 afternoon 7 broken 8 fantastic 9 railway 10 around

Exercise 1b

• Students write two more words for each vowel sound. • Check their answers, or ask them to check in a dictionary.

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2A 2 Special consonant symbols

Exercise 2b $4.12 Audio script pT97

• Students listen and decide which word they hear from each

Exercise 2a $4.8

• Read the explanation together. • Play the recording for students to listen and underline. • Play the recording again for students to listen and repeat. ANSWER KEY

ANSWER KEY

Students should clap for 2 (cub), 3 (game), 6 (bad), 7(view).

Unit 5

1 theatre 2 mother 3 shop 4 beach 5 bridge 6 you 7 sing 8 usually

1 /tʃ/, /ʃ/, /dʒ/ and /s/

Exercise 2b

• Students say the words silently and write them down. • Ask them to compare answers in pairs.

Exercise 1a $4.13

Exercise 2c $4.9 Audio script: see answer key

Exercise 1b

• Play the recording for students to listen and check. • Play the recording again for students to listen and repeat. ANSWER KEY

• Play the recording for students to listen and repeat. • Ask a few students to try and say the tongue twister.

2 /tʃ/ and /ʃ/

1 shop 2 jump 3 watch 4 ring 5 throw 6 yes 7 this 8 television 9 fish

Exercise 2a $4.14

Unit 4

Exercise 2b $4.15 Audio script pT97

• Play the recording for students to listen and repeat. • Students listen and decide which word of each pair they hear. Repeat the activity if there’s too much hesitation or if there are too many errors.

1 Silent letters Exercise 1a

ANSWER KEY

• Read the explanation together. • Students look at the phonetic transcriptions, then underline

One hand up: 1 (watch), 3 (which), 4(cheese), 8 (chop), 9 (chair), 10 (cheap). Two hands up for the others.

• Ask them to compare answers in pairs.

Unit 6

the silent letters.

ANSWER KEY

1 Negative auxiliaries

1 lamb 2 two 3 when 4 friend 5 know 6 plague 7 under 8 walk

Exercise 1a $4.16

Exercise 1b

• Students say the words aloud and write them down. • Ask them to compare answers in pairs. Exercise 1c $4.10 Audio script: see answer key

• Play the recording for students to listen and check. • Play the recording again for students to listen and repeat. ANSWER KEY

1 who 2 science 3 letter 4 knee 5 answer 6 park 7 what 8 chemist 9 build

2 Voiced and unvoiced consonants Exercise 2a $4.11

Pronunciation

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• Read the instructions and check understanding. • Play the recording for students to listen, repeat, and clap. ANSWER KEY

Two syllables: doesn’t, haven’t, didn’t, shouldn’t, isn’t, mustn’t.

Exercise 1b

• Students copy and complete the table in their exercise books.

2 Phonetics revision

• Read the instructions together. Elicit that Sweet Sue used the phonetic alphabet as her secret code.

• Ask students to work in pairs to say the sentence aloud and write it out. Check answers with the whole class.

• Play the recording for students to listen and repeat.

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pair. They clap for each voiced consonant.

ANSWER KEY

I think you should watch the museum carefully. The thieves are going to steal the treasure on the fourth of January.

PRO4

2 Special consonant symbols

Unit 5

4.8 Some consonant sounds have special phonetic symbols. Listen and underline the sound in the word. Then listen again and repeat.

1 2 3 4

/θ/ /ð/ /ʃ/ /tʃ/

/dʒ/ /j/ /ŋ/ /ʒ/

5 6 7 8

theatre mother shop beach

bridge you sing usually

4 /rɪŋ/ 5 /θrəʊ/ 6 /jes/

7 /ðɪs/ 8 /ˈtelɪvɪʒn/ 9 /fɪʃ/

1 Silent letters Silent letters are not shown. Look at these words. Which letters are silent? /læm/ /tuː/ /wen/ /frend/

5 6 7 8

know plague under walk

/nəʊ/ /pleɪɡ/ /ˈʌndə/ /wɔːk/

4 /niː/ 5 /ˈɑːnsə/ 6 /pɑːk/

7 /wɒt/ 8 /ˈkemɪst/ 9 /bɪld/

4.10 Listen, check and repeat.

2 Voiced and unvoiced consonants a

cub bag bad of

Unvoiced /p/ pull /k/ came /t/ two /f/ few

cup back bat off

4.12 Listen. If you hear the word with the voiced consonant, clap your hands. bull cub game bag

pull cup came back

watch choose which cheese match

6 7 8 9 10

chip catch chop chair cheap

ship cash shop share sheep

4.15 Listen. Which word do you hear from each pair? If it’s the first word, put up one hand. If it's the second, put up two hands.

Unit 6 1 Negative auxiliaries

5 6 7 8

4.16 Listen, repeat and clap. Clap once for one syllable, twice for two. Which auxiliary verbs have two syllables in the negative?

1 2 3 4 5

does have can did should

6 7 8 9 10

doesn’t haven’t can’t didn’t shouldn’t

will do is are must

do bad view of

two bat few off

One syllable

Two syllables

can’t

doesn’t

won’t don’t isn’t aren’t mustn’t

wash shoes wish she’s mash

correctcolumn.

b 1 2 3 4

4.14 Listen and repeat.

b Write the negative auxiliaries in the

4.11 Listen and repeat.

Voiced /b/ bull /g/ game /d/ do /v/ view

b Write the words. 1 /huː/ 2 /ˈsaɪəns/ 3 /ˈletə/

2 /tʃ/ and /ʃ/

a The phonetic alphabet only shows the sounds. lamb two when friend

4.13 Listen and repeat.

Sam just has a cheese sandwich, but Suzie usually chooses fish and chips.

1 2 3 4 5

4.9 Listen, check and repeat.

Unit 4

1 2 3 4

b How fast can you say the sentence?

b Write the words. 1 /ʃɒp/ 2 /dʒʌmp/ 3 /wɒtʃ/

1 /tʃ/, /ʃ/, /dʒ/ and /s/

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Reading Unit 1 1a

4.17 Read and listen to the story. Put the pictures in the correct order.

2 Match the halves of the sentences.

b What is happening in each picture? a

1 2 3 4 5

The man catches the peacock because He unties the peacock because The peacock flies to the jungle because The man comes back to the river because He gives his pearl back to the turtle because 6 The man loses his pearl because a b c d e f

he wants an identical pearl. the turtle gives him a pearl. he wants another pearl. he is too greedy. he wants to sell it. the man can’t catch him there.

The Peacock and the Turtle Once upon a time in India, there was a peacock. He lived near a river. A turtle lived in the river. The peacock and the turtle became good friends.

25 The peacock didn’t want to leave his friend, but he knew

‘You’re such a lovely bird,’ said the turtle. ‘I love to look at 5 your beautiful tail.’

‘I think the peacock was worth more than one pearl,’ he said to the turtle. ‘Get me another pearl, or I can easily 30 catch your friend again.’

The turtle told the peacock interesting stories about the river. ‘You’re so clever, Turtle,’ said the peacock. ‘I love to listen to you.’ 10 Then one day, a man caught the peacock.

‘I’m going to sell you in the market,’ he said, and he tied a rope around the peacock’s legs and wings. Luckily the turtle saw this, and she said to the man: ‘Wait! I can get a pearl from the bottom of the river for you. But 15 you must let my friend go.’ ‘All right,’ said the man. He knew that a pearl was worth more than the peacock. The turtle swam to the bottom of the muddy river and soon came back with a large, white pearl. She gave it to the man and he untied 20 the rope. After he left, the peacock said: ‘Thank you. Now we can be happy again.’ ‘No,’ said the turtle. ‘I don’t trust that man. You must fly to the jungle. It’s safer there.’

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that she was right. Sure enough, the next day the man came back.

The turtle knew that the peacock was safe in the jungle, but she wanted to teach the greedy man a lesson. ‘Well,’ she said. ‘There are lots of pearls in the river, but they’re all different sizes and colours.’ 35 ‘That isn’t important,’ said the man. ‘Just get me another

pearl.’ ‘But two identical pearls are worth much more than two different ones,’ said the turtle. ‘That’s true,’ said the man. ‘Well, get me a pearl exactly 40 the same as this one.’

‘That’s difficult,’ said the turtle. ‘It’s very muddy down there, and I can’t easily remember the exact size and colour of your pearl.’ ‘Take this pearl with you, then,’ said the man. 45 ‘That’s a brilliant idea!’ said the turtle. ‘You’re a very

clever man.’ She took the pearl and disappeared into the muddy river. The man waited and waited, but he never saw the turtle, the peacock or his pearl again.

Reading ‘The benefits of extensive reading happen indirectly. Without directly studying writing, students learn to write better. Without studying vocabulary, they learn words. But perhaps the best result of extensive reading is that students enjoy reading and learning English and want to read more.’ Professor Richard Day, University of Hawaii As the emphasis in extensive reading is motivating the learner to learn, it is important to resist the temptation to exploit the grammar and vocabulary from the text in too much detail. Having students discover language in context and reflect on the grammar and vocabulary covered in the main Student’s Book unit is more effective in developing their abilities as learners than spending a lot of time on presentation and controlled practice. The exercises in the Reading section are designed to guide readers through the learning process (‘scaffolding’ their free reading activity), not to introduce new language.

Unit 1

Optional extra Write the following words on the board or write them out and photocopy them on a sheet for each group of three or four: friends, clever, caught, market, rope, pearl, river, untied, jungle, another, identical, worth, exactly, muddy, take, disappeared, never. With books closed, ask students in groups to retell the story, using the words in the order they appear in the list. For an extra challenge, write each word on a separate word card, copy one set of all the words for each group, and ask students in groups first to put the words in the best order, then retell the story. Get one of the groups to start telling the story, then hand over to another group to continue and so on, to try and involve every group. Allow a bit of discussion and negotiation to take place about the order of events or any neglected details – the point is for the students to work together to reconstruct the narrative.

The Peacock and the Turtle Background information The Peacock and the Turtle is an ancient fable from India.

Exercise 1a $4.17

• Elicit or pre-teach peacock and turtle as well as rope, pearl, • •

worth, muddy, untie, trust, greedy, teach somebody a lesson, identical, exact. Play the recording for students to read and listen to the story, then put the pictures showing events in the story in order. Ask students to compare their answers in pairs before you check them with the class.

ANSWER KEY

1 d 2 b 3 c 4 a

Exercise 1b

• Students use their own words to retell the key events from the story by describing what’s happening in each picture.

Exercise 2

• Students match the sentence halves individually, or in weaker •

classes, in pairs. Check answers with the class.

ANSWER KEY

1 e 2 b 3 f 4 c 5 a 6 d

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2 Unit 2

Optional extra

Theseus and the Minotaur Background information Theseus and the Minotaur is a myth from Ancient Greece.

Exercise 1a $4.18

• Play the recording for students to read and listen to the story

Ask students what they think about the story. Do they think Theseus made the right decision when he went to Crete to kill the monster? How do they think Theseus feels about Ariadne? Did he make the right decision to leave her behind on the island? Is there anything students would do differently in the characters’ place? Lead a class discussion, or put students in groups of four or five to talk about the questions, and get some feedback from each group.

and match the names to the descriptions.

• Ask them to compare answers in pairs before you check them with the class.

ANSWER KEY

1 e 2 c 3 f 4 b 5 d 6 a

Exercise 1b

• Students look at the picture and identify the characters. • Don’t worry too much about the English pronunciation of

the Greek names if this is different from the students’ own language. These aren’t words students are going to use actively, and it’s probably best not to confuse them about how to say them. The recording provides a model, though.

ANSWER KEY

The picture shows Theseus, Ariadne and the Minotaur, and the entrance to the Labyrinth. There’s a ship in the background.

Exercise 2

• Elicit or pre-teach the words harbour, sail (noun), attack,

• •

cliff, sail (verb), string, rush at, horns, guard (verb), drown. Encourage students to find the words in the text and work out the meaning from the context before you explain them, or get students to look them up in a dictionary. Students read the text carefully and answer the questions. Ask them to compare their answers in pairs before you check them with the class.

ANSWER KEY

1 Athens must send seven young men and seven young women to King Minos in Crete every year. 2 She gives him a ball of string, so he can find his way back through the maze. 3 He grabs its horns and breaks its neck. 4 Because King Minos is angry that Theseus killed the Minotaur. 5 Theseus leaves Ariadne behind because he doesn’t want to marry her. 6 Theseus forgets to change the black sail to white, and Aegeas thinks Theseus is dead.

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Unit 2 1a

b Which of the people and things are in

4.18 Read and listen to the story. Match the names to the descriptions. 1 2 3 4 5 6

Aegeas Minos Ariadne Theseus The Minotaur The Labyrinth

a b c d e f

the picture?

2 Answer the questions.

a huge maze Aegeas’s son king of Crete a monster king of Athens Minos’s daughter

1 2 3 4 5 6

Why does the ship go to Crete every year? How does Ariadne help Theseus? How does Theseus kill the Minotaur? Why do Ariadne and Theseus leave Crete? What happens when they stop at an island? Why? Why does Aegeas jump off the cliff?

Theseus and the Minotaur 5

Theseus lived in Ancient Greece. His father was the king of Athens. One day, Theseus and his father were at the harbour. There was a ship there with a black sail. ‘Where is the ship going, Father?’ asked Theseus. ‘To the island of Crete,’ said the king. ‘Every year we send seven young men and seven young women to King Minos, the king of Crete.’ ‘Why?’ said Theseus. ‘King Minos,’ said his father, ‘has a terrible monster, called the Minotaur. It’s half man and half bull. It lives in a huge maze, called the Labyrinth. And it eats people!’ ‘Don’t send the ship,’ said Theseus. ‘We must,’ said his father. ‘King Minos will attack us.’ ‘Then I’ll go,’ said Theseus. ‘And I’ll kill the Minotaur.’ ‘All right,’ said the king sadly. ‘I’ll wait on the cliffs every day. When you come back, change the black sail to white. Then I’ll know you’re safe.’ So the ship sailed to Crete with Theseus and the other young people. ‘Who will go into the Labyrinth first tomorrow?’ asked King Minos. ‘I will,’ said Theseus. ‘You’re very brave, but you won’t come back!’ laughed the king. But the king’s daughter, Ariadne, fell in love with Theseus. She gave him a large ball of string. ‘Use this,’ she said, ‘so that you will find your way out of the Labyrinth.’

The next day, Theseus tied the string to the entrance and went into the Labyrinth. For hours he walked through the dark maze. Suddenly, he heard a terrible noise. It was the Minotaur. The monster rushed at him, but Theseus jumped up and grabbed its horns. He pulled hard and broke the monster’s neck. The Minotaur was dead. Theseus followed the string back to the entrance. ‘My father will be very angry,’ said Ariadne. ‘You must take me with you to Athens.’ They ran to the ship and sailed away from Crete. ‘Thank you,’ said Ariadne. ‘I’m free from my cruel father, and soon we will be married.’ ‘Married?’ thought Theseus. ‘Ariadne helped me, but I don’t want to marry her!’ A few days later they stopped at an island. ‘I’ll guard the ship, while you find some food,’ said Theseus. When Ariadne was gone, he quickly sailed away from the island. However, he forgot to change the ship’s sail. When his father saw the black sail, he cried: ‘My son is dead!’ He jumped off the cliff into the sea and drowned. The king’s name was Aegeas, and to this day, we call that sea the Aegean Sea.

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Unit 3 1a

4.19 Read and listen to the story. Put the pictures in the correct order.

b What is happening in each picture?

2 How does Lord Bao identify the thief? a

Lord Bao and the Stone Long ago in China there was a judge. His name was Lord Bao. Everybody loved him, because he was very wise and fair. 5

One day, Lord Bao and his servant were walking along the street when they saw a young boy. The boy sold oil, but he wasn’t selling oil that day. He was sitting on the pavement and he was crying. ‘What’s wrong, little boy?’ asked Lord Bao. ‘Why are you crying?’

to fine all of you for that. You must all pay a one-cent coin.’

‘Every afternoon,’ said the boy,’ I put my head on this stone and sleep. I always put my money next to me. But today when I woke up, the money wasn’t there.’ ‘I see,’ said Lord Bao and he picked up the stone. ‘So this stone is a thief!’ He shook the stone and shouted at it: ‘Why did you steal the boy’s money? Where is it? Come on, stone. Answer me. Where is the boy’s money?’

As the people put their coins in the bag, Lord Bao was watching carefully. When a man in black put his coin in the bag, the judge looked at him and said: ‘You are the thief!’ ‘But how do you know that?’ said the other people. 30

Suddenly Lord Bao stopped and looked at the people. ‘Are you calling me mad?’ he said. ‘I am a judge, and I’m going

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Lord Bao carefully took the man’s coin out of the bag and showed it to the people.

‘Look,’ he said. ‘There is oil on this coin. The boy is an oil seller, so he’s always got oil on his hands. This is the boy’s coin, and that man is the thief! He stole the money while 35 the boy was sleeping.’ The people turned to the man angrily. ‘I’ll give the money back,’ he said and he quickly gave the boy the bag of coins.

When people heard this, they stopped and looked. Soon lots of people were watching, and they were all laughing. ‘Why is Lord Bao shouting at a stone?’ they asked. ‘He must be mad.’

Everybody stopped laughing. Lord Bao’s servant opened his bag. ‘Put your coins in the bag,’ said Lord Bao.

‘And you will give the boy your money, too!’ said Lord Bao. 40

The man took some coins from his pocket, gave them to the boy and walked away. The little boy was very happy. ‘Thank you, Lord Bao,’ he said, and then he ran home.

3 Unit 3 Lord Bao and the Stone Background information Lord Bao and the Stone is a fictionalized legend based on a real person, Bao Zheng, a widely respected judge in 11th century China. In China, Bao is regarded today as a symbolic figure of justice. Many stories are circulated about him, and have become part of Chinese opera and drama traditions.

Exercise 1a $4.19

• Elicit or pre-teach judge, wise, fair, servant, mad and coin. • Play the recording for students to read and listen to the story •

and put the four pictures in order. Ask them to compare their answers in pairs before you check them with the class.

ANSWER KEY

1 c 2 a 3 d 4 b

Exercise 1b

• Ask students to cover up the story. Using the pictures to

• •

remind themselves of the key events, students retell the story by describing what is happening in the picture. You may like to write three prompts on the board to remind them of the things they should include: Who? Where? What? Ask a student to begin describing picture c (that is, the first in the order of events), then have another student continue with picture a, and so on, until the whole story is retold. Ask the class to re-read the story quickly to check they haven’t missed out any key details.

Exercise 2

• Elicit the answer to the question. ANSWER KEY

There is oil on the coin the man drops in Lord Bao’s bag. The boy is an oil seller, so his hands are always oily.

Optional extra Ask students to give their own opinions about the story. Do they feel the judge made a fair decision? Why? Was the punishment appropriate for the crime? How would they have punished the thief? How would they have helped the boy? Lead a class discussion, or ask students to discuss your questions in groups, then get each group to feed back to the class with their views.

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Optional extra

Cutty Sark Background information The Cutty Sark, currently exhibited in dry dock in Greenwich in London, is a Scottish-built clipper ship (a fast sailing ship). It was launched in 1869, and it transported first tea from the Far East, then wool from Australia. The Cutty Sark was then sold to a Portuguese company in 1895 and renamed the Ferreira. It served as a cargo ship until 1922, when it returned to Britain and was used as a training ship until 1954. It was withdrawn from active service and became a museum in Greenwich. In 2007, the Cutty Sark was badly damaged in a fire, and, in 2012, it reopened to the public again following its restoration. The Cutty Sark was one of the last as well as the fastest of the tea clippers that used to dominate the sea trade routes to the Far East from Britain. By the time it was built, steam ships had already begun to take over from sailing ships.

Ask students if they know about any other famous ships, either historical or fictional, and have them tell their story as they remember it. Ask others to add to the story if they remember any further details about it. Examples may include the Titanic (which sank on her maiden voyage in April 1912 and became the basis of many books and films), the Santa Maria (together with the Niña and the Pinta, the three ships under Columbus’s command when he sailed across the Atlantic to discover America), the Black Pearl (Captain Jack Sparrow’s fictional ship in the recent film series Pirates of the Caribbean) or the Nautilus (the submarine commanded by Captain Nemo in Jules Verne’s 1870 novel Twenty Thousand Leagues Under the Sea).

Exercise 1a $4.20

• Ask students to look at the pictures, then elicit what, if

• • •

anything, they know about the Cutty Sark or tea clippers in general. Use the information above to provide them some further background to the story. Elicit or pre-teach witch, nightdress, gallop, devil and tail. Play the recording for students to read and listen to the story, and put the sentences in order. Ask them to compare their answers in pairs before you check them with the class.

ANSWER KEY

1 g 2 i 3 h 4 b 5 a 6 c 7 f 8 e 9 d

Exercise 1b

• Elicit the answer from students. ANSWER KEY

Tam remembered that witches can’t cross a river, so he rode his horse across the bridge over the River Doon.

Exercise 2

• Read through the questions. Explain that the figurehead is an •

intricate wooden carving, often featuring a woman, as seen in the second picture. Elicit the answers to the questions.

ANSWER KEY

1 2 3 4 5

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Cutty Sark. It is in London. Nannie, the youngest witch. Tam’s horse’s tail. A short, white nightdress (a ‘cutty sark’).

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Unit 4 1a

4.20 Read and listen to the story. Put the sentences in the correct order.

a b c d e f g h i

He shouted ‘Well done, Cutty Sark!’ He fell in love with Nannie. The witches chased Tam. The tail came off in her hand. Nannie grabbed the horse’s tail. Tam and his horse crossed the bridge. Tam was riding home through the forest. He stopped to watch the witches. He saw some witches.

2 Look at the pictures of the ship. Answer the questions.

1 What is the ship’s name? 2 Where is the ship now? 3 Who is the woman in the figurehead at the front of the ship? 4 What is she holding in her hand? 5 What is she wearing?

b How did the river save Tam?

Cutty Sark 5

If you ever go to London, you can visit a famous ship, called Cutty Sark. Where does this strange name come from? It comes from an old Scottish story about a man called Tam O’Shanter.

Then Tam remembered that witches can’t cross a river, so he One night, Tam was on his turned and galloped towards the way home on his old horse. He River Doon. When Tam finally decided to go through the forest. 50 reached the bridge over the river, It was quicker than the road, Nannie was just behind him. and there was a full moon, so he She jumped forward to grab him, could see very well. but she only grabbed the horse’s As he was riding through the tail. Tam shouted: ‘Come on, old forest, he heard some music and 55 horse! Don’t stop!’ Nannie pulled saw a light between the trees. the horse’s tail hard. But the horse When he got closer, he could see didn’t stop. Its tail came off and That was a silly thing to do. The a group of witches. They were Tam crossed the bridge safely. witches turned and saw Tam. dancing around a fire. When he looked round, Nannie And they were very angry. Tam immediately jumped on his horse 60 was standing on the other side of One of the witches was younger 35 and galloped away through the the river with the horse’s tail in than the others and she was her hand. Tam and his poor old trees. very beautiful. Her name was horse walked slowly home, and Nannie, and she was wearing ‘Stop him!’ shouted the witches, a short, white nightdress. In the and they ran after him. They were Tam never rode home through the 65 forest at night time again. old Scottish language this was very fast, and Nannie was the 40 fastest. Tam looked round and called ‘a cutty sark’. Tam got If you ever go to see Cutty Sark, off his horse and watched the look at the front of the ship. There saw her in her white cutty sark. witches. He fell in love with the you will see Nannie in her white She didn’t look beautiful now. beautiful young Nannie. When nightdress. Look closely at her She looked like an angry devil, the dance stopped, Tam shouted: and she was faster than Tam’s 70 hand and you’ll see she’s holding 45 poor old horse. ‘Well done, Cutty Sark!’ a horse’s tail.

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Unit 5 1a

4.21 Read and listen to the story. Match the names to the actions.

2 Complete the sentences. 1 2 3 4 5 6 7 8

1 Simon Yates a stays at base camp. 2 Joe Simpson b cuts the rope. 3 Richard Hawking c breaks his leg.

b Did any of the men die?

Touching the Void A true story

The year is 1985, and three young climbers – Simon Yates, Joe Simpson and Richard Hawking – are planning to climb the Siula Grande mountain in Peru. The mountain is 6,344 metres high. They’re going to climb the mountain’s West Face. Nobody has ever climbed this before. Richard stays at the base camp, while Joe and Simon set out to climb the mountain. There’s a snowstorm on the way up, so the journey takes a long time. But on the third day they reach the top. They’ve done it! They start to climb down again. It’s slow and difficult; and then disaster happens. Joe falls and breaks his right leg badly. He can’t walk. Now Simon has to lower Joe down the mountain on a rope. He lowers Joe 100 metres, and then another 100 metres. It’s very slow and painful. Then another disaster happens. There’s a snowstorm. Simon can’t see very well with all the snow, and he lowers Joe over a cliff. Joe is hanging in mid-air. He can’t climb back up the rope and Simon can’t pull him up. Then Simon also starts to slide down towards the cliff. He decides he must save himself or they will both fall over the cliff and die. So he takes his knife and cuts the rope. Joe falls down the cliff into a deep hole in the ice. By now it’s dark. Simon digs a hole in the snow and goes to sleep for the night. The next day he looks for Joe, but he can’t find him. He thinks that Joe is dead. So he climbs down the mountain to the base camp.

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Joe, however, is not dead. He finds a way out of the hole. 35 He’s got no food or water, but for three days he hops

and crawls down the mountain. Finally, he can’t go any further. It’s dark and he can’t see anything. He lies down in the snow and falls asleep. Simon and Richard are still at the base camp, but they’re 40 going to leave the next day. So even if Joe reaches the

camp, there will be nobody there. But then a very strange thing happens. Joe wakes up. He can smell something bad. At first he can’t understand it. Then he realizes it’s their toilet. He’s near the base camp. 45 He shouts: ‘Help! Help!’ Richard and Simon rush out of their tent and find him. They can’t believe it. Joe has survived!

5 Unit 5

Exercise 2

• Pre-teach or elicit the meaning of base camp, set out,

Touching the Void

•

Background information Touching the Void is a 1988 book by mountain climber Joe Simpson, giving a real-life account of his disastrous attempt to climb a peak in the Andes together with fellow mountaineer Simon Yates. In 2003, the book was turned into a documentary film directed by Kevin MacDonald. Both the book and the film won a number of prizes.

•

Exercise 1a $4.21

• Read the title, tell students the meaning of the words, and ask •

• •

them to try and interpret and explain the title – if necessary, in their own language. Read the first paragraph together, and check comprehension: When did it happen? How many climbers were there? Where did they go? Why was their plan very dangerous? Explain, if necessary, the meaning of West Face in this context (the vertical surface on the west side of a mountain). Play the recording. Students read and listen to the whole story, and match the names to the events on their own. Ask them to compare ideas in pairs before you check them with the class.

ANSWER KEY

1 b 2 c 3 a

Exercise 1b

• Elicit the answer. ANSWER KEY

No, all three climbers survived.

snowstorm, the way up, lower (verb), mid-air, slide, dig, hop, crawl, rush out. Students read the story again and complete the sentences, then compare their answers in pairs before you check them with the class. In weaker classes, you may like to allow students to do the task in pairs. When you elicit answers from different students for each sentence, ask the rest of the class to check, correct and help complete the answers if necessary. There may be more than one way to phrase each answer.

POSSIBLE ANSWERS

1 2 3 4 5

… nobody has ever climbed it before. … there’s a snowstorm on the way up. … the top. … a rope. … must cut the rope to save himself, or they will both fall over the cliff and die. 6 … he’s dead. 7 … three days. 8 … he can smell their toilet.

Optional extra This is a very dramatic story, so it is worth following up the reading activity with a discussion about its emotional impact. Ask students in groups of three to imagine that they are each one of the three climbers, and talk about how they felt during the incident. What thoughts, what feelings did they have? Why? How did they feel afterwards? Elicit some ideas from each group. Follow this up with a class discussion. Ask students: What would you do if you were Simon, and the accident happened to you? Would you cut the rope? Why? Why not? What would you do if you were Joe? Would you be able to survive? The discussion may involve using conditionals, which Project has not yet covered, so go lightly on the error correction – focus more on what students are trying to say and the ideas they are trying to communicate, not on the accuracy of a grammar form they are unfamiliar with.

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Optional extra

Beauty and the Beast Background information Beauty and the Beast (La Belle et la Bête in French) is a traditional French fairy tale. It first appeared in printed form in 1740, and there have been several versions and adaptations since then. Some of the most famous adaptations of the story include the 1946 French film starring Jean Marais and Josette Day and directed by Jean Cocteau, the 1991 Walt Disney animated film, which became the first ever animated feature to be nominated for a Best Picture Academy Award, and a musical based on the Disney film which was a success on Broadway between 1999 and 2007.

Fairy tales usually have a moral, an important learning point about personal identity, feelings and emotions, behavioural norms or rules of the society. Ask students to explain in their own words what they think the story of Beauty and the Beast teaches them. Act as a moderator if a discussion develops, especially if there is any disagreement in interpretations. You may need to say that all interpretations can be equally valid. The meaning of a story is not fixed, it develops through the reader’s own reflections on it.

Exercise 1 $4.22

• Ask students how much they know about the story of Beauty

• • • •

and the Beast, and elicit any details they remember. They are most likely to recount the plot of the Disney animated film or any of the print adaptations that appear in collections of fairy tales. Explain that there are many different versions of the traditional story, and they will read and see if the story is any different from how they remembered it. Elicit or pre-teach merchant, kind, beast, wicked witch, turn somebody into something and break a spell. Play the recording for students to read and listen to the story. Focus on the picture, and ask students what is happening in the key scene shown, using questions 1–3.

ANSWER KEY

1 The Beast is dying. 2 She is saying, ‘Please, don’t die. I love you.’ 3 The Beast changes back into a handsome young prince.

Exercise 2

• Ask students to cover the text. • Read the list of adjectives, and ask students to identify who or •

what they are used to describe. Ask students to scan the story again quickly to find the adjectives and check their answers.

ANSWER KEY

kind and helpful: Beauty huge and ugly: the Beast handsome and young: the Prince strange: the Beast’s palace kind: the Beast wicked: a witch big and red: a rose selfish: Beauty’s sisters

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Unit 6 1

4.22 Read and listen to the story and look at the picture. 1 What’s happening to the Beast in the picture? 2 What is Beauty saying? 3 What happens next? Why?

2 Who or what do these adjectives describe in the story? kind and helpful huge and ugly handsome and young strange kind wicked big and red selfish

Beauty and the Beast 5

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Student’s Book Audio scripts Introduction

Unit 1 My life

1.3 p5

1.8 p9

Exercise 6a

Layla My name’s Layla Morrison. I live in Oak Street and I go to school by bus. My favourite subject is ICT – that’s Information and Communication Technology – computers and things. I don’t like English. In my free time I go to dance class and I listen to music. James I’m James Porter. I live in Elm Road. My dad usually takes me to school in the car, because he works near there. Subjects? I like Geography, but I don’t like Science. In my free time I play football and I play the guitar, too. Chloe I’m Chloe Barnes. I live in Baker Street. That’s near our school, so I walk to school. What subject do I like best? History. I don’t like Art very much. In my free time I play table tennis and I go swimming. Dylan My name’s Dylan Jones. I live in Oxford Road. I cycle to school. My favourite subject is Maths. I don’t like French. I’m not very good at it. I like sport, so in my free time I play football and I do karate.

1.5 p7 1 2 3 4 5 6 7 8 9

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Exercise 2a

Is Sweet Sue holding her mobile in her right hand? Are the painters wearing glasses? What colour is Sweet Sue’s car? Is Smart Alec wearing black shoes or brown shoes? What colour jacket is Lady Riley wearing? What is the bird stealing? What is the dog looking at when Sweet Sue arrives? What is Smart Alec carrying upstairs? Is Sweet Sue carrying anything upstairs?

Student’s Book Audio scripts

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Exercises 6a and 6c

Beatrix Potter was born in London in 1866, and she grew up there. Her family was rich, but she was a very quiet child and she didn’t have any friends. She didn’t go to school. She had lessons at home. She loved painting and she often painted beautiful pictures of animals. Later she started to write stories about the animals. At first she wrote the stories for a child who was ill. Then in 1900, she published her first and most famous story, The Tale of Peter Rabbit. It was about a very naughty rabbit called Peter. He eats the vegetables in Mr McGregor’s garden and Mr McGregor nearly catches him. People loved the story, so Beatrix wrote more, including The Tale of Squirrel Nutkin and The Tale of Mrs Tiggy-Winkle. In 1905, she moved to The Lake District in the north of England. She bought a farm there. Beatrix loved the Lake District and she was very happy there. In 1913 she got married, but she didn’t have any children. She died in 1943. Her farm is now a popular museum. Thousands of people from all over the world visit it every year. In 2007 …

1.10 p11 Exercises 6b and 6c 1 Helen Hi, Sanjit. Sanjit Hi, Helen. Helen Did you have a good weekend? Sanjit Yes, it was great. Helen What did you do? Sanjit I went to a music festival in the park. Helen Oh, wow! What was it like? Sanjit It was fantastic. What about you? How was your weekend? Helen It was OK. I went to my cousin’s wedding on Saturday. Sanjit Oh, did you enjoy it? Helen No, it was a bit boring. 2 Hayley Hi, Martha. Martha Hi, Hayley. How was your weekend? Hayley It wasn’t bad. I didn’t do anything exciting. I went to the cinema on Saturday evening. We saw the new James Bond film. Martha Was it good? Hayley It was all right. What did you do? Martha My brother had a birthday party. Hayley How did it go? Martha It was fun. Hayley Good. How many people were there?

3 Chen Hi, Tom. Did you have a good weekend? Tom No, it was terrible, Chen. Chen Why? Tom I was ill. So I stayed in bed on Saturday and Sunday. Chen Oh dear. Are you OK now? Tom Yes, I’m fine now. Anyway, did you have a good time? Chen Yes, I went to a football match. It was Chelsea and Liverpool. Tom Was it a good game? Chen It was brilliant. It was really exciting. Tom Oh, there’s the bell. Come on.

1.17 p18 Exercise 4

1.12 p13 Exercise 5a and 5b My grandpa’s name is William, but it isn’t his real name. His real name is Guillermo. That’s G-U-I-double L-E-R-M-O. It’s the Spanish name for William. He was born in Spain, but he moved to England when he was six years old, because his father got a job in Manchester. William started school there. His parents changed his name to William, because people in England couldn’t pronounce Guillermo properly. His parents didn’t have a lot of money, so Grandpa didn’t go to university when he left school. Anyway, he wanted to travel, so he got a job on a ship. He travelled all over the world – to the USA, Australia, India, Brazil and lots of other places. He often tells us about his adventures at sea. He met my grandma, Heather, when his ship was in London. They got married and he decided to stay in England after that. He needed a job, so he started work in a factory, where they made furniture – tables, chairs and things like that. He worked hard and eventually became the manager of the factory. But he doesn’t work there now. About five years ago, he retired.

Ryan Hi, Zoe. Zoe Hello, Ryan. How was your weekend? Ryan OK. I went to the cinema on Saturday. Zoe Oh, what did you see? Ryan Mr Big. Zoe Did you go with Justin? Ryan Yes, I did. Zoe What was the film like? Ryan It was really exciting. I enjoyed it. Zoe Good. I’m going to see it this week. Ryan What did you do? Were you away? Zoe Yes, I was. I was at my cousin’s place in London. Ryan Oh, right. Zoe She had two tickets for a pop concert, so I went with her. Ryan What, on Saturday? Zoe No, it was on Sunday afternoon. Ryan Was it good? Zoe It was brilliant. Ryan Who was on? …

1.15 p16 Exercise 3a Nick My name’s Nick. I live in a flat in London. My parents are divorced. I live with my dad and my stepmother and my stepsister. I haven’t got a pet, but my stepsister’s got a hamster. My grandma lives in an old people’s home near our flat. My other grandparents live a long way away. Grace My name’s Grace. I live in a house with a big garden. I live with my mum and dad and my brother and sister. We’ve got a dog and two cats. My granddad lives with us, too.

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Unit 2 The future

1.27 p30 Exercise 5a

1.22 p25 Exercises 4a and 4b 1 I think that in the future children won’t go to school. They’ll study at home with computers. They’ll communicate with their teachers and other students online. 2 I think there will be a lot of problems for animals in the future. There will be more and more people in the world and they’ll all need houses and food, so where will the animals live? I think there won’t be any wild tigers or elephants soon. We’ll only see them in zoos. 3 In the future, I don’t think we’ll have shops and supermarkets. I think everybody will use the Internet to buy all their food and other things. Then the Internet company will deliver it all to your house. 4 I don’t think people will work in factories in the future. Robots will do all the work. People will like this, because they’ll have more free time. They’ll play more sports and take more holidays.

1.24 p27 Exercise 5b 1 Layla We’ll decorate the room for you, James. Chloe With some balloons and things. 2 Dylan I’ll be the DJ. It’ll be fun. 3 Emma We’ll do the shopping for you, James. Dave Yeah, that’s right! 4 Sayeed I’ll make some sandwiches. What sort of sandwiches do you like? 5 Matt I’ll bring some CDs. I’ve got loads of great music. 6 Bella I’ll serve the drinks for you. 7 Mick We’ll arrange the tables. Fraser And the chairs! 8 Everyone And we’ll all clear up the rubbish after the party.

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Interviewer So, Saskia. Where will you live in the future? Saskia I think I’ll live in Africa. Interviewer And what will you do there? Saskia I’ll be a doctor in a hospital. But I also want to write a book about life there. Interviewer Do you think you’ll be a famous writer? Saskia No, but I hope I’ll help the people in poor countries. Interviewer Do you think that you’ll get married? Saskia No, I don’t think I will. Interviewer Will the world be a better place in the future? Saskia No, it won’t. Interviewer Why not? Saskia Because we’ll use up all the oil and then there will be wars to get it. Interviewer Thank you. What about you, Rory? Where will you live? Rory I think I’ll live in a big city like London or New York. Interviewer And what will you do there? Rory Well, I’ll get a job in an office. But in my free time I’ll play the guitar in a band. Interviewer Do you think you’ll be famous? Rory I hope I will. Interviewer Will you get married? Rory Yes, I will, and we’ll have five children. Interviewer Do you think the world will be a better place for your children? Rory Yes, it will. Interviewer Why do you think it will? Rory Because we won’t have diseases like cancer. Interviewer Thank you.

Unit 3 Times and places 1 How many people were sitting down? 2 What magazine was Austin reading? 3 Were any of the people wearing glasses? 4 What was Gabriel wearing? 5 How many ducks were swimming? 6 What were Maisie and Beth eating? 7 Why was the man talking to Nathan and Sam? 8 What were Zach and Damien throwing? 9 Who was Georgia taking a photograph of? 10 Was Mr Walker wearing a hat?

Smart Alec What time was that? Donna About quarter to two. She always arrives at that time. Smart Alec So what happened? Donna Well, I heard a shot and then I heard a crash. I think Wilson dropped a plate. Smart Alec And what did you do? Donna When I heard the shot I ran to the library. I met Wilson and Adams in the hall. When we saw my father, I went to telephone the police. Then I saw Mrs Clare. Smart Alec What was she doing? Donna She was in the hall. She was telephoning the police. Smart Alec Was she wearing gloves? Donna Erm, yes, she was. She was wearing rubber gloves. Smart Alec Thank you, Miss Ross.

2.5 p34 Exercises 1b and 1c

2.9 p37 Exercise 5b

1 The bad storms are continuing in Australia. Lightning knocked out a power station in Queensland last night. In other places it has started forest fires. 2 We’re getting reports of a new volcanic eruption in Iceland. We’ll bring you further news as it comes in. 3 Last night there was a huge explosion at a factory in northwestern Pakistan. We don’t have any more news about the explosion at the moment, but we know that it started big avalanches in the mountains near the factory. 4 Earlier today a tornado hit the small town of Oakville in the USA. It destroyed several buildings. 5 There was a large earthquake near the coast of Indonesia last night. The earthquake caused a tsunami that destroyed several villages. Luckily everyone left the villages before the tsunami arrived. 6 A hurricane is moving across the island of Cuba. There are floods in many places on the island.

Smart Alec I know who killed John Ross. It wasn’t you, Adams. You were repairing the car. Miss Ross heard you. Anyway, you had oil on your hands. There was oil on the handle of the front door, but not on the gun. Miss Ross, it wasn’t you. You were watching TV. And when you heard the shot you came out of the living room. Both Wilson and Adams saw you. Wilson, your fingerprints were on the window and the library door. But Miss Ross saw you in the dining room. You also dropped a plate and Miss Ross heard it. So the killer was you, Mrs Clare. You killed Mr Ross, because he wanted to get a new cook. He didn’t like your cottage pie, did he? Donna But how did she do it? Smart Alec She went out of the back door, walked round the house, under the dining room window, then she spoke to Mr Ross through the library window. He stood up. She grabbed the gun, shot him, then dropped the gun, ran to the back door and phoned the police. Wilson But why weren’t her fingerprints on the gun? She didn’t have time to clean it. Smart Alec Yes, and there were no fingerprints on the telephone, because Mrs Clare was wearing rubber gloves. Mrs Clare All right. It’s true. I make the best cottage pie in the world, but he didn’t like it. So I killed him. Donna Smart Alec! You’re a genius!

2.3 p33 Exercise 8

2.8 p37 Exercises 4a and 4b Smart Alec Now, Miss Ross. Can I ask you some questions? Donna Yes, of course. Smart Alec You were watching television in the living room. Is that right? Donna Yes. I was watching a very sad film. Smart Alec Where were you sitting? Donna In the armchair, near the door. Smart Alec Did you see anyone before the shot? Donna Yes, I saw Wilson, the butler. He was carrying some plates to the dining room. Smart Alec Did you see Adams? Donna Well, I didn’t see him, but I heard him. He was repairing the car outside the living room window . He was listening to the radio and singing. Smart Alec Did you see Mrs Clare before the shot? Donna No, I didn’t, but I heard her when she arrived. She came in the back door and went to the kitchen.

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2.12 p40 Exercise 2 David Hi. My name’s David and I’m from Cardiff in Wales. I speak English, but we learn Welsh at school. It isn’t an easy language. Our favourite sport in Wales is rugby, and we’re famous for singing, too. Molly I’m Molly and I’m from Scotland. We don’t like it when people call us English. We aren’t English. We’re Scottish. We have our own banknotes and our own football league, too. Some people want an independent Scotland again. Scotland is famous for lots of things, like kilts, bagpipes and the Loch Ness Monster! Colin Hello. I’m Colin and I’m from Northern Ireland. There was a lot of trouble here in the 1970s and 80s. Some people wanted to be part of the Republic of Ireland and some people wanted to stay in the UK. A lot of people died in the troubles, but things are OK now. What are we famous for? Well, some of the best golfers in the world come from Northern Ireland, like Rory McIlroy. He’s my hero.

2.14 p41 Exercise 4 At the end of 2011, the small islands of Samoa in the Pacific Ocean decided to move from one side of the International Date Line to the other. They moved from the eastern side of the line to the western side. When the 29th of December 2011 ended, the next day wasn’t the 30th December, but the 31st! In Samoa, the 30th of December 2011 didn’t happen. Why did they do it? They wanted to be on the same date as Australia and New Zealand. They do most of their trade with those countries now, so it’s better to have the same day and date. Before the change, when it was Friday in Samoa, it was already Saturday in Australia, so nobody was at work there. Then when people in Samoa weren’t at work on Sunday, it was Monday in Australia. So it was difficult if you wanted to phone people in offices, banks and so on. Most people were happy about the change, as they got an extra day’s money. Employers paid people for the 30th of December, even though people didn’t go to work then. But some people weren’t happy – people with birthdays on the 30th of December didn’t have a birthday in 2011!

2.15 p42 Exercise 1b Young Lifesavers These two young people both saved someone’s life in an accident. Mark Taylor, 13, London Last November, Mark was on holiday in Scotland with his father. ‘One day we were climbing a mountain,’ said Mark, ‘when a rock fell on my father’s leg.’ They had a mobile phone, but his father dropped it down a deep hole in the rocks when the accident happened. Mark ran six miles to get help. When he found a telephone, he dialled 999. Twenty minutes later a helicopter arrived and it took Mark’s father to hospital.

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Jackie Wolfe, 15, Manchester One day last year, Jackie was travelling in a taxi with her aunt and her cousin. The taxi was taking them to the hospital. Suddenly, as they were going round the corner to the hospital, the driver had a heart attack. Luckily, Jackie was sitting next to the driver. She quickly grabbed the steering wheel and then stopped the taxi.

2.16 p42 Exercise 4a Otto Detective Otto, where were you when you heard the shot? Otto I was in the library. Detective What were you doing? Otto I was writing an e-mail on the computer. Detective Who were you writing to? Otto To my friend in Canada. Petra Detective Petra, where were you when you heard the shot? Petra I was in the living room. Detective What were you doing? Petra I was watching TV. Detective What were you watching? Petra The Simpsons. Mr Shine Detective Mr Shine, where were you when you heard the shot? Mr Shine I was in the kitchen. Detective What were you doing? Were you cooking? Mr Shine No, I wasn’t. I was making a sandwich. Detective What kind of sandwich were you making? Mr Shine It was a cheese and tomato sandwich. Frank Detective Frank, which room were you in when you heard the shot? Frank I wasn’t in the house. I was in the garden. Detective What were you doing? Frank I was reading. Detective What were you reading? Frank A film magazine. Mrs Pearl Detective Mrs Pearl, where were you when you heard the shot? Mrs Pearl I was in the hall. Detective What were you doing? Mrs Pearl I was getting ready to go out and I was looking for something. Detective What were you looking for? Mrs Pearl An umbrella, because it was raining.

Unit 4 Cities

Unit 5 Experiences

2.20 p45 Exercises 7a and 7b

3.3 p57 Exercise 7a

1 Adviser Can I help you? Father Yes, the weather isn’t very good today, so we want to go to a museum. Adviser Well, there are lots of museums in London. There’s the British Museum. That has things from History. Boy I don’t like History. Adviser Well, there’s the Science Museum. They have a display about space – rockets and things like that. Girl Are the dinosaurs there? Adviser No, they’re in the Natural History Museum. Girl Oh, can we go there, Dad? Boy But I want to see the space rockets. Adviser Well, the two museums are next to each other, so you can go to one in the morning and one in the afternoon. Girl Great, we’ll go to the see the dinosaurs first. Boy No, the Science Museum first. Father How much are they? Adviser They’re both free. Father Oh, OK. Well, how do we get there ? 2 Adviser Can I help you? Woman Yes, we’d like to go on a sightseeing tour, please. Man We’ve only got one day, so we want to see lots of places. Adviser Well, the best way to see places is on a bus tour. Man What will we see on that? Adviser You’ll see all the famous places – Buckingham Palace, The Tower of London and so on. Look. Here’s a map. You can get on and off the bus to visit the different places. Woman That looks good. How much is it? Adviser It’s £23 each. That’s for the whole day. Woman That’s a bit expensive. Adviser Well, you can take a boat trip on the Thames. That’s £8. Woman What do you think? Man That’s fine. We’ll see all the places on the river. And, I like boats. Woman OK. Can we have two tickets for the boat trip, please. Adviser Yes, of course …

1 My guest today is a DJ. You’ll know his voice not his face. He’s been on the radio for many years, but up to now he hasn’t been on TV. 2 A What are you reading? B It’s Oliver Twist. A Oh, I haven’t read that. I’ve read A Christmas Carol. 3 A Now you and your team have won a lot of competitions. B Yes. We’ve won the Europa League. A What about the Champion’s League? B No, we haven’t won that. 4 A Have you ever had an accident? B Yes, I have. I’ve broken my arm. A Oh. Well I’ve broken my leg. B Oh, I haven’t. 5 A What DVD shall we get? B Well, we’ve seen Star Wars. A What about Casino Royale? We haven’t seen that. B OK. 6 A Do you do marathons? B Yes, my sister and I have done the London marathon. A Oh, right. What about the New York marathon? B No, we haven’t done that. 7 A Have you ever driven a go-kart? B No, I haven’t, but I’ve driven a racing car. It was the prize in a competition. A Wow! Was it good? B Yes, it was brilliant. 8 A Our new neighbour is a writer. B Really? A Yes, she’s written three books. B What are they about? A They’re about horses.

2.24 p49 Exercises 6a and 6c Jimmy Hi, my name’s Jimmy. I had a strange dream last night. I was waiting for a train, but when it arrived, it didn’t stop. So I walked along the road and I saw a big tree in somebody’s garden. It was on the other side of a river and there was a small bridge over the river. I walked over the bridge and I climbed the tree. But, as I was climbing, somebody shouted. I started to fall and as I was falling, I woke up. Martha My name’s Martha. I had a dream last night. I was playing the piano. That’s strange, because I can’t play a musical instrument. I was in a bank, but there wasn’t anybody else there. Anyway, I went out of the bank into the street. On the corner of the street there was a man. He was wearing a big hat. He took his hat off, put it on the pavement and danced round it. Very strange.

Student’s Book Audio scripts T93

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3.7 p61 Exercises 5a and 5b

3.12 p66 Exercise 2b

Last year, Lewis Gordon Pugh completed the coldest swim in history. He swam 1 kilometre in the Southern Ocean near the coast of Antarctica. The water there is very cold – zero degrees Celsius. (The water at your local swimming pool is probably about 27 degrees.) The cold water wasn’t his only problem. The Southern Ocean is also the home of leopard seals. They’re big, fast and dangerous. They normally eat penguins, so Lewis made sure that there were no penguins near him. Lewis has also swum at the other end of the world, in the icy waters of the Arctic Ocean. Why does he do it? He wants to make people aware of global warming. ‘We can see the effects of global warming very clearly in the Arctic and Antarctic,’ he says ‘because a lot of the ice has gone.’ Lewis hasn’t finished swimming. Next year he’s going back to swim in the Arctic Ocean again.

Hi, I’m Megan. I’m twelve years old and I love doing new things. In the last year I’ve done lots of new things. I like running. I’ve entered five races in the last four months, but I only won one of them. My older brother, William, has done some exciting things, too. He’s flown in a balloon and climbed a mountain but I haven’t. But, I’ve driven a go-kart. I did that for my birthday with my friends. It was great fun. My mum was worried. ‘Don’t drive too fast,’ she said, ‘Or you’ll end up in hospital.’ But it was OK. I’ve never been in hospital, actually. I want to go horse-riding next year. I’ve never done that. I like music and I’ve written some songs. My friends and I have sung one or two of my songs at school concerts. I like concerts and shows. When we went to London on a school trip, we saw a great show – The Wizard of Oz. It was at the London Palladium, and it was brilliant.

3.11 p65 Exercises 2a and 2b 1 I like to chat on the Internet. My Internet name is Spaceman. 2 Some people at school got my e-mail address and I received a lot of horrible e-mails. I didn’t show them to anybody. I just deleted them. 3 I put lots of things on my profile – my pet dog, Billy, and our house. I don’t bother with privacy settings. I think it’s great when everyone knows about my life. It’s like being a celebrity. 4 My password? I’m not going to tell you – or anybody else. 5 Oh, here’s an e-mail from Fred Jones. I don’t know anyone called Fred Jones, but there’s an attachment called ‘Free computer games’. That sounds good. I’ll open it. 6 I’m just going to have a sandwich. I won’t log off, because I’ll be back soon. 7 No, I don’t write down my password or keep it on my mobile phone. I’m not stupid. Anyway, it’s easy to remember. It’s the month of my birthday. 8 What’s this? That’s a horrible thing to write in an e-mail. Mum, come and look at this.

T94

Student’s Book Audio scripts

4765473 Project TB3.indb 188

3.13 p66 Exercise 5a 1 A B 2 A B 3 A B 4 A

Hi. Sorry I’m late. That’s OK. I’ve just arrived, too. Have you ever played ice hockey? No, I haven’t, but I’ve watched it on TV. Shall we go to the sports centre for a game of table tennis? Can we go a bit later? I’ve just had my lunch.

K en Noguchi has collected 500 kilograms of rubbish from Mount Everest. B Yes, I know, but he thinks there are still 50 tonnes there.

Unit 6 What’s up?

3.19 p73 Exercise 3b Ashley decided to escape. He crept into the kitchen and then ran out of the back door. But the man was now standing outside the back door and Ashley ran straight into him. The man fell backwards onto the garden and Ashley turned to run. Just at that moment, his mother came round the corner of the house with the shopping. ‘Ashley, what are you doing?’ she said. ‘He’s a robber, Mum!’ shouted Ashley ‘He’s in my photos at the bank and he’s come to get me!’ ‘Don’t be silly,’ said his mother. ‘This man hasn’t come to get you. He’s come to repair the telephone!’ ‘The telephone?’ said Ashley. ‘Yes,’ said his mother. ‘He’s a telephone engineer – not a bank robber!’ ‘But, but … a telephone engineer?’ said Ashley. ‘Yes,’ said his mother. ‘I tried to tell you that the phone wasn’t working, but as usual you didn’t listen.’ The engineer got up and brushed off his clothes. ‘But I saw you at the bank this morning,’ said Ashley. ‘Yes, ha, ha, we were repairing the telephones before the bank opened,’ said the man, and he laughed. Ashley’s mother laughed, too. They both thought it was very funny. But Ashley didn’t. He just thought it was very embarrassing.

3.16 p69 Exercises 6a and 6c 1 A What’s the matter? B I’m tired. A Well, you should go to bed earlier. B I know, but I wanted to watch the football. 2 A Haven’t you got anything to do? B No, I haven’t and I’m bored. A Well, you should go and see one of your friends. B I can’t. They’re all doing something today. 3 A What’s the matter? B My knee hurts. A Well, you should go to the doctor’s. B Yes, OK. 4 A What’s up? B I feel sick. A Well, you shouldn’t eat so much. 5 A What’s the matter? Girl I don’t feel very well. A Well you shouldn’t go to school today. 6 A Aren’t you going to have any breakfast? B I haven’t got time. I’m late. A Well, you should get up earlier. B Yes, OK. Bye. 7 A What’s wrong? B I’m cold. A Well you should put a jumper on. B Oh, all right. 8 A Are you OK? B No. I’ve got toothache. A Well, you should go to the dentist’s. I’ll phone and make an appointment. B OK. Thanks.

3.21 p75 Exercise 3b

3.18 p71 Exercise 6a Matt School rules? Yes, we’ve got a lot of rules at our school. We must wear a uniform, but that’s OK. We mustn’t wear jewellery and some of the girls don’t like that. We must be at school by quarter to nine Monday to Friday. We don’t have to go to school on Saturdays. We mustn’t smoke, of course. What else? Well, we must stand up when a teacher comes into the room, and we mustn’t run in the corridors. We must stay in the playground at break time, but we don’t have to go outside when it rains. Oh, and we mustn’t use mobile phones in lessons.

Layla Oh, come on, Dylan. You can be my date. Dylan Huh. You’re only asking me, because Matt won’t be there. See you. James What on earth’s up with him? James Dylan, Dylan! Where are you going? What’s the matter? Layla Yes, what do you mean: Matt won’t be there? Dylan I said: You only asked me, because Matt Jenkins won’t be there. Chloe What on earth are you talking about, Dylan? Dylan When you and Layla were talking, Layla said that the head teacher excluded Matt Jenkins and he’s moving to Scotland. Chloe We weren’t talking about Matt Jenkins. We were talking about Matt Daytona. Dylan Matt Daytona? Who on earth is Matt Daytona? Layla He’s a character in my computer game. I’ll tell you about it later. Dylan But, James, you said you’ll miss Matt. James Yes. I saw him on the way here. His parents are selling their house, because they’re moving to Canada. Dylan Oh, I see. Right. Well, now I understand. Chloe Anyway, are we going to go to the disco? Because we’ll need tickets. James Yes, we are. Layla Yes, and maybe this time you’ll dance with me, Dylan. Dylan Yes, maybe. Chloe Anyway, James, what’s this news about Matt Jenkins? …

Student’s Book Audio scripts T95

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T96

3.22 p75 Exercises 6b and 6c

3.24 p76 Exercise 3

1 A B A B A 2 A B A B A 3 A B A B A 4 A B A B A 5 A B A B A 6 A B A B A

1 A B 2 A B

Do you want to get a pizza? No, I don’t think I’ll bother. Why not? I’m not hungry. Oh, OK. Do you fancy a game of tennis? No, thanks. Why not? My arm hurts. Oh, right. Why don’t we go swimming? No, thanks. Why not? I don’t feel very well. Oh, I see. Do you want to go shopping? No, thanks. Why not? I just don’t feel like it. Oh, right.

Come on. Let’s have a game of baseball. No, we mustn’t. Look, the sign there says ‘No ball games’. I heard that Susan is leaving. Yes, she’s going to live in Manchester. There’s a ‘For Sale’ sign outside their house.

3 A I think I’ll get a bar of chocolate from that machine. B You can’t. It’s out of order. 4 Station announcer Mind the gap. Mind the gap. 5 A Let’s go through here. B We can’t. Look at the sign. It says ‘Private property. Keep out’. 6 A I’ll go and get the tickets. B Not that way. Look, it says ‘Please queue here’ over there. 7 A Oh, look. This is interesting. B No! Stop! Look, that sign says ‘Do not touch. This painting is alarmed’! A Oops! Sorry.

Are you coming to the cinema with us? No, I don’t think I’ll bother. Why not? I haven’t got any money. Oh, I see. Shall we play a computer game? No, I don’t think I’ll bother. Why not? I’ve got a headache. Why don’t you take a painkiller, then?

Student’s Book Audio scripts

4765473 Project TB3.indb 190

Pronunciation 4.4 Unit 1 p80 Exercise 2c 1 park 2 shot 3 these 4 pool 5 had 6 fox 7 leave 8 heard

4.12 Unit 4 p81 Exercise 2b 1 pull 2 cub 3 game 4 back 5 two 6 bad 7 view 8 off

4.15 Unit 5 p81 Exercise 2b 1 watch 2 shoes 3 which 4 cheese 5 mash 6 ship 7 cash 8 chop 9 chair 10 cheap

Student’s Book Audio scripts T97

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Workbook answer key Introduction 1 2 first

3 eighteen / 18 4 Harry 5 friend (Anna) 6 fifteen / 15 7 English

11 ’re playing 12 is having 13 are, doing 14 do, do

1 1A

My life

7 Students’ own answers

Unit 1 My life

A new home

2 2 I don’t know the answer.

3 I haven’t got anything for that. Life stages 4 What about number three? 5 I think it’s London. 1 a Ù Match the halves of the expressions.

3 2 Maths

3 French 4 Geography 5 karate 6 music 7 bus 8 Science 9 ITC 10 Art 11 swimming 12 guitar

1 go to

a a job

2 be

b school c married

4 start

d university

5 move

e born f house

3 do you watch 4 do you like / watch 1 go to university 5 does he like / read 6 does he do 7 plays 8 plays 9 Do you play 10 don’t play

5 2 Is Laura playing computer games?

4 5 6

3 meet 4 go 4 5 have 6 ’m not having 7 ’m looking 4765121 after PRO4E WB3 Book.indb 8 ’re having 9 is watching 10 watches

Workbook answer key

4765473 Project TB3.indb 192

1b 2 get getmarried a job

meet

Gloucester. She went to school there and when . She didn’t in a shop. She go to university. She 5 3 moved 6 my granddad, Peter, there and they 4 left school 7 a year later. They moved to London, 5 job8 there. My grandma andgot my adad 9 6 met last year.

shegrew was eighteen, she 4 2 2 up

3 2

leave school get a job grow up die move

3 start school Mymove grandma, Danielle, 1 was born in 1936. 4 house 2 near Bristol and She 5 get married in a small town to when she was ten, her family 3 6 be born

3 4 Yes, she is. Are Callum and Jack cycling? No, they aren’t. They’re running. Is Dean reading? No, he isn’t. He’s swimming. Are Ellie and Jade skiing? Yes, they are. Is Paul riding a horse? No, he isn’t. He’s5riding a bike / cycling. 6

6 2 go out

T98

b Label the pictures with the expressions.

4 2 Do you like / read

Ù Ù

past simple tense. 2 e 3 c/a 4 b 5 f 6 a/c be born (x2)

3 get

6 get

A2 A new home Complete the text with these verbs in the

7 got married Adjectives 8 was born 9 died Ù Ù

Find seven more adjectives.

4 2 was

3 weren’t 4 wasn’t 5 were 6 wasn’t 7 was 8 weren’t 9 were 10 were 11 wasn’t

11/02/2013 13:44

5 2 arrived, Students’ own answers 3 4 5 6 7 8

6 2 Were you ill? 3 4 5 6

had, Students’ own answers ended, Students’ own answers was, Students’ own answers wrote, Students’ own answers started, Students’ own answers was, Students’ own answers

7 2 Where was the party? It was at Mark’s house / at 14 Canal Road. What time did it start? It started at six o’clock. What time did it finish? It finished at half past nine. What did you eat? We / I ate pizzas. What did you do? We / I danced and played games. 7 How did you get home? I got / took the bus (home).

6 2 didn’t want

3 4 5 6

3 wasn’t 4 didn’t like 5 decided 6 gave 7 went 8 were 9 chose 10 bought 11 carried 12 got on 13 weren’t 14 sat 15 stood up 16 happened 17 dropped 18 left 19 didn’t know 20 was

C My family 1 2 g 3 f 4 h 5 a 6 d 7 e 8 b 2 1 brother, uncle 2 3 4 5 6 7 8

3 twins 4 the youngest 5 cousin 6 only child 7 grandparents 8 died

3 didn’t see 4 arrived 5 stood / sat 6 bought 7 didn’t like 8 was

4 Students’ own answers

B A surprise for Smart Alec!

5 2 Now, my father plays tennis, but when he was younger,

he played football. 3 Now, my cousins have a cat, but when they were younger, they had a dog. 4 Now, we write e-mails, but when we were younger, we wrote letters. 5 Now, I listen to music, but when I was younger, I collected stamps. 6 Now, my sister eats salad / healthy food, but when she was younger, she ate burgers / unhealthy food.

1 2 wasn’t bad, went swimming

3 was terrible, was ill 4 went to the theatre, was a bit boring

2 2 go, the cinema, like, boring

3 the weekend, wedding, enjoy, brilliant 4 on Sunday, computer game, bad

3 Students’ own answers 3 Was 4 wasn’t 5 was 6 were

daughter, niece, granddaughter grandmother, wife, mother nephew, son, cousin, grandson grandfather, father, husband sister, daughter children, grandchildren parents, grandparents

3 2 the eldest / oldest

7 2 was

4 2 was

Did they enjoy it? Did you tell the police? Did you like the film? Did you speak English?

7 were 8 Were 9 weren’t 10 were

5 2 Did Lucy watch TV last night?

6 Students’ own answers

D Kids 1 2 moved

No, she didn’t. 3 Did your parents go out last night? No, they didn’t. 4 Did you and Maria go to Paul’s party? Yes, we did. 5 Did Tom walk to school this morning? Yes, he did.

3 got 4 leave 5 great 6 party 7 booked 8 loads

Workbook answer key T99

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3 2 I can’t 3 4 5 6 7 8 9

5 2 He didn’t study for the English test. 3 4 5 6

Students’ own answers you want to I’d love to is it you like to play I can’t Students’ own answers

6 1 swimming, doesn’t like

2 likes cycling, doesn’t like horse riding, swimming 3 like horse riding, don’t like cycling, swimming

4 2 I like / don’t like boxing. 3 4 5 6 7 8

7 Students’ own answers

I like / don’t like going shopping. I like / don’t like watching TV. I like / don’t like rollerblading. I like / don’t like motor racing. I like / don’t like dancing (hip hop). I like / don’t like cooking.

I can … 1 Students’ own answers 2 1 was

5 2 Does your dad like skiing?

Yes, he does. / No, he doesn’t. 3 Does your dog like sleeping? Yes, it does. / No, it doesn’t. 4 Do your friends like going to parties? Yes, they do. / No, they don’t. 5 Does your mum like cooking? Yes, she does. / No, she doesn’t. 6 Do you like learning English? Yes, I do. / No, I don’t. 7 Do your teachers like playing computer games? Yes, they do. / No, they don’t.

6 go 7 niece 8 born

2 2 Joe’s very tired, so he’s going to go to bed early.

3 Kit’s dad has got a big car, so he can take us to the party. 4 Louis always gets good marks because he works very hard. 5 Jack’s sister works in London all week, so he only sees her at weekends. 6 Steve goes running every morning because he wants to be healthy.

3 2 said, played ✓, paid

3 flew, found, tried ✓ 4 showed ✓, was, knew 5 got, dropped ✓, told 6 liked ✓, rode, drove 7 spent, sent, ended ✓ 8 needed ✓, went, meant 9 cost, met, stopped ✓ 10 moved ✓, had, took

4 2 Where did you go? 3 Was it good? 4 Did we win?

T100

Workbook answer key

4765473 Project TB3.indb 194

3 this, plays, Nice 4 Students’ own answers

Unit 2 The future A Journey into space 3 satellite 4 astronaut 5 sun 6 earth 7 spaceship (across) / stars (down) 8 rocket

Progress check 3 eldest 4 famous 5 up

2 lived 3 moved 4 started 5 had 6 didn’t like

1 2 moon

6 Students’ own answers

1 2 single

He phoned Grandma. He didn’t buy the cinema tickets. He didn’t get a DVD. He watched the football match on TV.

2 2 stars

3 astronaut 4 planets 5 Earth 6 Sun

3 2 orbit

3 robots 4 satellites 5 astronaut 6 planet

4 2 will look

3 will be 4 will have 5 will take 6 will arrive 7 will travel 8 will be 9 will cost 10 will have 11 will carry 12 will take off

5 1 b 2 a 3 c 4 b 5 a 6 b 7 c 6 2 When will the first tourists arrive 3 4 5 6

Will holidays be expensive? How much will they cost? How will people travel Will they need

B Detective of the year 1 2 ✗ 3 ✓ 4 ✓ 5 ✗ 6 ✗ 7 ✓ 8 ✓ 2 2 I’ll phone you about it tonight. 3 4 5 6 7

I’ll see you there at two o’clock. I won’t be late. I’ll send her an e-mail. I’ll watch it later. I’ll go.

3 2 go swimming, ’ll meet you 3 4 5 6

phone’s ringing, ’ll answer milk, ’ll get telephone number, ’ll text Dad’s birthday, won’t forget

4 2 People will / won’t have their own cars. 3 4 5 6 7

We will / won’t build more roads. Buses and trains will / won’t disappear. There will / won’t be electric cars. People will / won’t cycle in the city. Transport will / won’t be clean.

C Your future 1 2 go to university 3 twenty-seven 4 kind 5 important 6 big city 7 easier 8 live longer

2 2 e disease 3 f 4 g 5 d 6 a 7 c 8 b

factory intelligent village aliens prediction building

3 2 hospital

3 shop 4 library 5 farm 6 office 7 factory 8 zoo 9 school / university 10 airport 11 restaurant 12 station

13 supermarket 14 hotel 15 post office

4 2 in, in

3 in, in 4 on 5 in 6 on 7 on, in 8 in, in, on

5 2 will travel

3 will go 4 will help 5 will move 6 won’t speak 7 will have 8 won’t have 9 won’t be 10 will meet 11 will get married 12 will have 13 will be

6 Students’ own answers

D Kids 1 2 make

3 ill 4 borrowed 5 number 6 latest 7 decorated 8 like

2 2 you like a drink 3 4 5 6

the matter love to Would you like to Are you having a

3 2 I’ll clear up the rubbish. 3 4 5 6 7 8

I’ll make some sandwiches. I’ll do the shopping. I’ll serve the drinks. I’ll decorate the room. I’ll bring some CDs. I’ll be the DJ.

4 2 ’m going to be 3 4 5 6 7 8

’re going to borrow ’m going to put ’ll bring ’ll text ’m going to decorate I’ll get

5 Students’ own answers

Workbook answer key T101

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Unit 3 Times and places

Progress check 1 2 fight

A What was happening?

3 spaceships, stations 4 robots 5 villages 6 hospitals 7 go

1 2 Bev was sending an e-mail. 3 4 5 6

2 2 goes

3 make 4 having 5 looking 6 like

2 2 We were brushing our teeth. 3 4 5 6

3 2 Would you like 3 Would you like 4 Do you like

4 2 Was Tom playing the guitar? No, he wasn’t.

OK, I’ll see you at the sports centre at two, then. Yes, I’ll see you there. 2 Do you want to watch the film on TV? I’d love to, but I have to go out. Well, don’t worry. I’ll record it for you. Oh, that will be great. Thanks.

5 2 will travel

will have will be will be won’t solve will need

3 was sending / wasn’t sending 4 was wearing / wasn’t wearing 5 were going / weren’t going 6 was eating / wasn’t eating 7/8 Students’ own answers

I’ll do the shopping. I’ll clear up the rubbish. I’ll decorate it. I’ll bring the equipment.

6 2 Mr Ball was eating (a sandwich). 3 4 5 6

7 2 to go, I’ll meet 3 4 5 6

I’ll e-mail I’m going to stay, I’ll do I’ll call I’m really looking

I can …

3 What was Alice doing? She was doing her homework. 4 What were Mr and Mrs Payne doing? They were watching TV. 5 What were Matt and Celine doing? They were taking photos / photographs. 6 What was Gary putting on? He was putting on his coat. 7 What were you doing? Students’ own answers. 8 Were you sitting at a computer? Students’ own answers.

5 2 was raining / wasn’t raining

6 2 I’ll feed it. 3 4 5 6

I was doing my homework. We were watching TV. We were taking photos / photographs. I was putting on my coat.

3 Students’ own answers

4 1 Yes, I’d love to.

3 4 5 6 7

Ben was putting on his pyjamas. Tracy was throwing a ball. Nick and Liz were studying for an exam. My family was having dinner.

Ollie was swimming. Jane was reading (a magazine). Toby was throwing a ball. / Toby was playing with the dog. A man was running.

B A dangerous situation 1a Across:

1 Students’ own answers 2 Students’ own answers with think / don’t think + will, hope + will / won’t 3 ’ll help, I’ll get you a drink.

1 earthquake 4 lightning 6 hurricane 8 fire 9 tornado

Down:

2 avalanche 3 eruption 5 tsunami 7 explosion 8 flood

2 2 explosion

3 eruption 4 avalanche

T102

Workbook answer key

4765473 Project TB3.indb 196

5 lightning 6 hurricane 7 flood

3 2 into

3 round 4 up

5 past 6 down

4 2 We were crossing a bridge when we met an elephant.

3 We were having a picnic when a horse ate our food. 4 We were cycling through the town when it started to rain. 5 Helen was sending a text message when she dropped her phone in the river. 6 Jeremy was taking a photograph when a ball hit him.

5 2 heard

3 saw 4 was coming 5 was driving 6 was running 7 was running 8 fell 9 ran 10 opened 11 jumped 12 was 13 was moving 14 stopped

6 Students’ own answers

C Murder in the library 1 2 d 3 a 4 b 5 f 6 c 2 2 roof

3 garden 4 garage 5 upstairs 6 downstairs 7 (front) door 8 window

3 1 a cooker

2 a shelf 3 a sink 4 a fridge 5 an oven 6 a table 7 a chair 8 a cupboard 9 the floor 10 a picture 11 the ceiling 12 a light 13 a wall 14 a CD player 15 a sofa 16 a lamp 17 a TV 18 a rug 19 a mobile 20 an armchair

21 a poster 22 a computer 23 a mirror 24 a bed 25 a desk 26 a chest of drawers

4 2 a shop window 3 4 5 6 7

a dining (room) table a kitchen cupboard a car radio a bedroom floor a bathroom shelf

5 2 ✗ 3 ✓ 4 ✗ 5 ✗ 6 ✓ 7 ✗ 8 ✓ 6 Students’ own answers

D Kids 1 2 upload

3 characters 4 round 5 go out 6 sort of 7 stories 8 himself Order of sentences: 2, 4, 1, 9, 6, 7, 5, 3, 8

2 1 You must be joking, she likes you, Really

2 Are you doing anything at the moment, Do you want to come round to my place 3 here it is, a sort of, the best thing is

3 2 f 3 b 4 a 5 g 6 e 7 i 8 h 9 d 4 2 e 3 f 4 c 5 a 6 b 5 Students’ own answers

Progress check 1 2 an earthquake

3 lightning 4 a volcanic eruption 5 an avalanche 6 a flood

2 2 was playing

3 was throwing 4 was running 5 wasn’t raining 6 fell 7 was trying 8 fell 9 shouted 10 saw 11 jumped 12 swam 13 brought

Workbook answer key T103

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3 2 were you reading

3 were you sitting 4 Was it raining? 5 did you leave the living room 6 did you go 7 did you go upstairs 8 Did you see 9 was he doing 10 Was he carrying

5 2 in

11 in 12 to 13 in 14 to 15 at 16 in 17 in 18 on 19 on

3 at 4 to 5 in 6 on 7 in 8 to 9 in 10 at

5 1 saw

were having, happened was crossing, came wasn’t looking, hit saw, took out, phoned arrived, were waiting, asked were talking, came, took was listening, heard

6 Students’ own answers

I can …

B Sweet Sue and the bank robbers

1 Students’ own answers 2 anything, out, come, place, joking 3 sounds, That sounds, looks

1 2 e 3 l 4 b 5 f 6 a 7 k 8 d 9 h 10 g 11 c 12 j

2a 1 2 a 3 the 4 the 5 the 6 a 7 the

8 the 9 the 2 1 a 2 The 3 the 4 a 5 The 6 the 7 a / the

Unit 4 Cities

2b Students’ own answers

A Our trip to London 1 2 a park

3 1 Thank you.

2 2 Buckingham Palace

4 Students’ own answers

3 4 5 6

2 Excuse, do I get to the library, Thank you. 3 along here, the first turning on the left, you come to the traffic lights, the traffic lights, right, sports shop is on the left.

a bridge a palace a river a stadium

3 4 5 6

T104

10 – 11 – 12 – 13 the 14 the 15 the 16 the 17 –

3 the 4 – 5 the 6 the 7 – 8 – 9 the

4 Students’ own answers 2 3 4 5 6 7 8

4 2 the

The Natural History Museum Hyde Park The Olympic Stadium The River Thames

C The Tailor of Swaffham 1 2 a dream / a bridge

Workbook answer key

4765473 Project TB3.indb 198

3 4 5 6

a / the pavement a spade a wooden box gold and silver

2 2 the 3 an 4 a 5 A 6 – 7 the 8 the 9 the 10 the 11 a

12 The 13 – 14 an 15 a 16 – 17 a 18 the 19 the 20 a

Progress check

3 2 somebody 3 nothing 4 anybody 5 anything 6 everybody

1 2 the 3 the 4 a 5 the 6 the 7 the 8 the 9 the 10 the 11 the 12 a

4 2 something

3 Everything 4 somebody 5 nobody 6 somebody 7 anything 8 anything 9 anything / anybody 10 somebody

2 Woman: Excuse me. How do I get to the ABC cinema?

5 2 ✓ 3 ✗ 4 ✓ 5 ✗ 6 ✗ 7 ✓ 8 ✓ 9 ✗ 6 Students’ own answers

3 can’t 4 grandparents 5 weekend 6 playing 7 ask 8 wants 9 next 10 school

3 square 4 buildings 5 palace 6 museum 7 directions 8 theatre 9 roundabout 10 bridge

11 out 12 about 13 going 14 café 15 going 16 talking 17 talk 18 classroom 19 lost

4 2 nothing

3 something 4 anywhere 5 Somebody 6 nobody

2 2 Fine 3 4 5 6 7 8 9 10

I’m off to Guess what asked me out What’s wrong must be joking there he is How are things Get lost

5 1 ’re meeting 2 3 4 5 6

3 2 on, ’s buying Kirk’s birthday present 3 4 5 6 7 8 9 10

You: Go along here and take the first turning on the right. Then take the second turning on the right. The cinema is on the left.

3 2 statue

D Kids 1 2 see

13 the 14 the 15 the 16 the 17 the 18 the 19 the 20 the 21 a 22 the 23 the

At, ’s going to the doctor’s In, she’s playing basketball with Emma and Judy On, Ella, Uncle Brian and baby Zach are coming On, dad are going out with Aunt Ella and Uncle Brian is looking after On, ’s meeting Alison and Linda in town On, Ella and Uncle Brian are leaving In, is studying for the Science test

are you getting, is taking are you going, aren’t going isn’t coming, ’s going Are you flying, ’re leaving are you playing, ’re travelling

I can … 1 2 3 4

do I get, along, take statue, bridge, museums, shopping you want, I can’t, How, that’s OK I’m meeting Jack at the sports centre, I’m studying for the Maths test, I’m going on our school trip

4 Tom Shall we go and see it on Saturday?

Sean No, I can’t. We’re going to a wedding. What about Sunday? Tom No, Sunday’s no good for me. I’m playing hockey.

5 Students’ own answers

Workbook answer key T105

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Unit 5 Experiences

3 2 Has Kate played 3 4 5 6

A They’ve been successful 1 2 have

3 have 4 has 5 have 6 has 7 has

4 2 Have you ever written to a magazine or newspaper? 3 Have you ever sent a Valentine’s card? 4 Have you ever phoned a radio station? 5 Have you ever had a party in your house? 6 Have you ever washed your own clothes? 7 Have you ever asked somebody out? 8 Have you ever cooked dinner? Students’ own answers

2 2 We’ve helped them in the house. 3 4 5 6 7

They’ve given us some money. Aimee’s washed the windows. I’ve cleaned their car. Ben’s hoovered the floor. He’s taken their dog for a walk, too.

5a 2 Yes

3 Yes 4 No

3a 2 a 3 e 4 c 5 f 6 b

3 4 5 6

4 2 has been

’ve visited haven’t won has driven haven’t seen

C Making people aware

has caught a fish have seen a ghost has flown in a plane has bought a car

1 rubbish animals energy transport 2 a 1 b 2 c 3 a 4 a 5 c 6 b b Students’ own answers

6 Students’ own answers

3a 2 gum

B Have you ever climbed a mountain? 1 Across:

5 climbed 7 met 10 done 11 played 13 seen 14 travelled 15 flown

3 4 5 6

T106

4765473 Project TB3.indb 200

a cardboard box a drinks can a plastic bag a crisp packet

5 2 Isabel has ridden a horse. 3 4 5 6

Isabel has swum with dolphins. Isabel has never driven a racing car. Isabel has climbed a mountain. Isabel has never done a bungee jump.

6 2 I’ve climbed / I’ve never climbed to the top of a tree.

We’ve seen / We haven’t seen a Grand Prix. I’ve / I haven’t used the Internet. Our class has / hasn’t visited a museum. My friends have / haven’t flown in a helicopter.

Workbook answer key

8 box 9 bag 10 wrapper 11 tissue 12 top

4 2 f 3 a 4 c 5 g 6 b 7 d

1 ridden 2 written 3 read 4 stopped 6 visited 8 been 9 gone 12 fallen 3 4 5 6

3 packet 4 tray 5 packaging 6 cup 7 can

3b 2 a sweet wrapper

Down:

2 2 A spaceship has / hasn’t landed in our street.

Britain? Yes, he has. Has Adam ever written an e-mail in English? Yes, he has. Has Adam ever visited Britain or the USA? No, he hasn’t. Has Adam ever read an English magazine? No, he hasn’t. Has Adam ever watched a film in English? Yes, he has.

6 Students’ own answers

5 2 have found gold 3 4 5 6

5 No 6 Yes

5b 2 Has Adam ever spoken to someone from the USA or

3b Students’ own answers 3 4 5 6

Have they eaten Have James and Flora done Have you met Has your friend ridden

3 4 5 6 7

I’ve seen / I’ve never seen a ghost. I’ve been / I’ve never been late for school. I’ve been / I’ve never been on a summer camp. I’ve swum / I’ve never swum in the sea. I’ve left / I’ve never left rubbish in the park.

7 2 has climbed, climbed 3 4 5 6 7 8

7 ’s done a bungee jump and flown in a helicopter 8 ’ve cooked dinner for all my friends

’ve seen, saw has done, did ’ve never slept, slept has never flown, flew has been, was ’ve never broken, broke

3 2 Has the plane taken off? Yes, it has.

3 Has she switched off the TV? Yes, she has. 4 Has he missed the train? Yes, he has. 5 Have you done all your homework? No, I haven’t.

4 2 Have you ever done anything to help the environment?

D Kids 1 2 waiting

3 late 4 date 5 enough 6 found 7 looking 8 teacher 9 stealing

10 excluded 11 were 12 annoyed 13 move 14 town 15 see 16 thief

2 2 Sorry I’m late. 3 4 5 6

I don’t want to know. You won’t believe what’s just happened. Tell me all about it. I’ve just arrived, too.

3a 1 I’ve just arrived, too.

2 Oh dear! 3 You won’t believe what’s just happened. Tell me all about it. 4 I don’t want to know.

4 2 I’ve just called him. 3 4 5 6

I’ve just got up. I’ve just cleaned the floor. I’ve just dropped my camera. I’ve just sent her an e-mail.

5 2 He’s been there for three days. 3 4 5 6 7

He’s tried four sports. He didn’t enjoy horse riding. He’s afraid of high places. He’s done a bungee jump. He’s just received a text message.

6 Students’ own answers

Progress check 1 2 a prize 3 4 5 6 7 8

a horse in a balloon a bungee jump an e-mail your finger a museum

2 2 ’ve been in some plays 3 4 5 6

’s won lots of matches ’ve met Lewis Hamilton ’ve visited them in many different countries has done some work

3 4 5 6

Yes, I have. Have you ever tried a dangerous sport? No, I haven’t. Have you ever won a trophy? No, I haven’t. Have you ever learnt another language? Yes, I have. Have you ever collected rubbish? Yes, I have.

5 Students’ own answers

I can …

1 ever, haven’t, never 2 We’ve just, I’ve just done, I’ve just finished 3 Have you ever done a bungee jump? No, I haven’t. Have you ever cooked dinner? Yes, I have. / No, I haven’t. Have you ever visited someone in Britain? Yes, I have. / No, I haven’t.

Unit 6 What’s up? A What’s the matter? 1 2 a cold

6 a sore throat 7 cold 8 spots

2 2 feel

5 hungry 6 itches

3 sick 4 a headache 5 back hurts 3 hurts 4 sore throat

3 2 You should take a painkiller. 3 4 5 6 7

You shouldn’t drink it. You should study more. You should do some outdoor sports. You should put a jumper on. You shouldn’t eat so many sweets.

4 1 stay in bed, touch the spots

2 feel well, take, go 3 itches, should put, shouldn’t touch 4 a sore throat, stay in bed, go to school

5 2 I’m cold.

Well, you should put something warm on. 3 I’ve got nothing to do. Well, you should give one of your friends a ring. 4 I feel sick. Well, you shouldn’t eat so much. 5 I’m thirsty. Well, you should have something to drink. 6 I’m tired. Well, you shouldn’t go out this evening.

Workbook answer key T107

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6a sore eyes, hurt my foot, bored, tired all the time, can’t sleep, brother uses my computer and takes my things

6b Students’ own answers

B A happy ending? 1 2 You mustn’t go in here. 3 4 5 6 7 8

You must stop. You mustn’t touch the statue. You must take your shoes off. You mustn’t play football here. You must wear your seatbelt. You mustn’t use a mobile phone.

1 2 moving

3 important 4 pity 5 bighead 6 centre

4 2 ✓ 3 ✓ 4 ✗ 5 ✗ 6 ✗ 7 ✓ 8 ✓ 9 ✗ 1 You mustn’t play loud music. 2 You mustn’t play football. 3 You mustn’t let your dog run away. / You must keep your dog on a lead. 4 You mustn’t climb the trees. 5 You mustn’t pick the flowers. 6 You must only cycle on the path. / You mustn’t cycle on the grass. 7 You mustn’t leave rubbish / litter. / You must put your rubbish / litter in the rubbish / litter bin. 8 You mustn’t swim in the lake / water.

1 2 key

3 radio 4 knocked 5 battery 6 ran away 7 switch off 8 crept

2a 2 a 3 f 4 b 5 c 6 d 2b Students’ own answers 3 2 train

3 photo 4 bike 5 camera 6 MP3 player

4 Students’ own answers 5 2 sat down, switched on 3 4 5 6

got off, tried on switched off, picked up, went out got on, took off looked for, put on

Because he wanted to try out his surfboard. He saw his mum and her friends. Because he didn’t want his mum to see him. He had a headache. Because he had a very bad cold. He missed the school trip to London.

D Kids

3 Students’ own answers

C Ashley’s camera

3 4 5 6 7 8

7 Students’ own answers

2 Students’ own answers

5 Possible answers:

6b 2 Because he had to go to school.

7 date 8 feel 9 asking 10 wrong

2 2 Really

3 Wow 4 Oh, I see 5 Yes, that’s true 6 Me too

3 2 a 3 e 4 d 5 c 6 b 4 1 Sorry, I can’t.

Why not? I haven’t got any money. Oh, I see. 2 Do you want to go to the disco? Sorry, I can’t. But you wanted to go last week. Yes, but I’m afraid I can’t now. Oh, that’s a pity!

5 2 this

3 I’ll 4 in 5 Why 6 to 7 don’t 8 bother

9 not 10 just 11 like 12 wanted 13 I’ve 14 mind 15 see

6a 2 is talking

3 sports centre 4 party 5 wallet 6 thief 7 day 8 can’t come 9 dances 10 is moving 11 a (computer) game 12 a boy

6b 1 d 2 b 3 e 4 g 5 a 6 c 7 f 7 Students’ own answers

6a 1 d 2 f 3 a 4 e 5 c 6 b

T108

Workbook answer key

4765473 Project TB3.indb 202

Progress check

5 2 the 3 the 4 a 5 a 6 the

1 2 He had toothache. 3 4 5 6

He felt sick. She had a cold. She had a sore throat. He had a headache.

6 2 On Tuesday after school, she’s visiting Grandma and

cooking dinner for her. 3 On Wednesday, she’s practising before the piano concert. 4 On Thursday, she’s meeting with Claire and Joanna in town. 5 On Friday evening, she’s arranging the chairs and tables for the party. 6 On Saturday, she’s making sandwiches and cakes for the party. 7 On Sunday, she’s doing her homework and studying for the English test.

2 2 don’t have to

3 mustn’t 4 don’t have to 5 mustn’t 6 must 7 must 8 mustn’t

3 Students’ own answers 4 1 hurts, go to the doctor’s

7 2 Has a friend ever texted you in the middle of the night?

2 matter, stomach ache, eat so quickly 3 wrong, to be late for school, get up earlier

5 2 out

3 down 4 off 5 round

3 4 5 6

6 up 7 out 8 on

Have you ever forgotten your homework? Have you ever been late for school? Has your English teacher ever given you 100%? Has a tornado ever hit your school?

8 2 weak

I can … 1 2 3 4

7 The 8 a 9 the 10 the

wrong / the matter, sore, hurts, ’m on, down, out, up should go to bed earlier, shouldn’t eat sweets mustn’t, must, don’t have to

Revision

3 dreamt 4 cow 5 boot 6 home 7 rule 8 toe 9 win 10 ghost

1 1 grew up, moved

2 left school, got a job, got married 3 went to university, had a baby

2 2 What did you do yesterday? 3 4 5 6

Where did they meet? Did you have a good time? When was he born? When did she leave school?

3 2 are going to

3 ’ll 4 We’re going to 5 I’m going to 6 I’ll 7 will 8 he’s going to

4 2 Ben and Rob were playing on the beach when it started to rain. 3 My brother was crossing the bridge when he slipped. 4 Amy broke her leg when she was skiing. 5 We were playing computer games when we heard a noise. 6 Dad was taking a photo when he dropped the camera.

Workbook answer key T109

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Workbook Audio scripts Introduction 1.2 p2

1.5 p10 Exercise 2

Exercise 1

Harry Hi! My name’s Harry Evans. Are you in class 9C? Max Hi! Yes, I am. I’m Max Benton. Is it your first day? Harry Yes. I don’t know where the next lesson is. Max We’ve got Maths and it’s in room 18. Come with me. Where do you live, Harry? Harry I live in East Street. It’s near the park. Max Oh yes. My friend Anna lives in East Street. Her house is number fourteen. I live in Brenton Road. Harry Do you walk to school? Max No. I take the number fifteen bus. It goes to East Street too. We can go home together after school. [pause] Right, here we are. That’s Mrs Broadbend over there. She’s great, but Maths isn’t my favourite subject. What about you? Harry Maths is OK. But I like English best.

Unit 1 My life 1.3 p6 1 A B A B 2 A B A B 3 A B A B 4 A B A B

Exercise 2

What did you do on Saturday? I went to a football match. Oh, was it good? It was terrible!

Unit 2 The future 1.6 p15 Exercise 5

Where did you go with Sam last night? We went to the cinema. Did you like the film? No, it was boring! What did you do at the weekend? I went to a wedding. Did you enjoy it? Yes, it was brilliant. What did you do on Sunday? We played a computer game. Was it good? It wasn’t bad.

1.4 p8

Exercise 1

I’ve got one brother and one sister. Mick is my twin brother. We’re both eleven years old. Lucy is my older sister. She’s sixteen. My father’s name is Jack. He’s a bus driver. My mother is Angie. She works in a shop. My grandmother Maggie lives with us because my grandfather died last year. My cousin David is eight years old. He’s an only child. His mother is my aunt Elena. She’s Italian and she is a fantastic cook. Uncle John is her husband. He’s a doctor. They live in the same street as my family. T110

Workbook Audio scripts

4765473 Project TB3.indb 204

1 A We’re going shopping in town after school. Do you want to come with us? B I’m afraid, I can’t. I’ve got karate then. 2 A Hi, Eliza. Would you like to come to the cinema with us? There’s a fantastic film on with Johnny Depp. B What time? A At six o’clock. B Sorry, I can’t. I’ve got basketball practice then. 3 A We’re going rollerblading in the park later. Do you want to join us? B Yes, please. I like rollerblading. 4 A I’m going to the sports centre after school. Do you fancy a game of tennis? B Sorry, I can’t. I’ve got a lot of homework. 5 A We’re going dancing on Saturday. Would you like to come with us? B Yes, I’d love to. Thanks.

Reporter What will the hotel look like? Engineer Well, it will look like a large bicycle wheel, but inside it will be a normal hotel. Reporter Will it be in the Moon’s orbit? Engineer No, it won’t. The hotel will be in the Earth’s orbit. Reporter How many rooms will the hotel have? Engineer There will be a hundred bedrooms. Reporter What about food? Where will people eat? Engineer There will be two restaurants – a pizza restaurant and an expensive restaurant – and three cafés. Reporter What about the evening? Will it have activities for visitors? Engineer Of course, it will have a big cinema with loads of great films. Reporter Will it have a sports centre for tennis and basketball? Engineer It won’t be possible to play tennis or basketball, but there will be running machines. Reporter Who will work in the space hotel? Engineer There won’t be any people. All the workers will be robots, like me. Reporter Oh!

1.8 p18 Exercise 1

1.16 p38 Exercise 1

Hi, my name’s Jason. When I grow up, I want to be an astronaut, because I like reading about different planets and space travel. At school, my favourite subject is science and I often go to the Space Museum near my home. When I leave school, I think I’ll go to university and I’ll learn to fly a plane. Later, I think I’ll travel into space. I don’t want to get married too soon, so I think I’ll wait until I’m twenty-seven. I hope my partner will be a kind and friendly woman. I don’t want to be rich or famous, but I want to be important. I also want to live in a big city, not in a village or a small town. I don’t think that the world will change very much. We’ll probably have electric cars and bigger, faster planes. I think that life will be easier and people will live longer. We’ll build space stations on other planets, but people won’t live there or anything like that.

1 The poor tailor fell asleep under the old oak tree in his garden. 2 While he was sleeping, he had a dream. In his dream a voice told him to go to London Bridge. 3 The tailor was sitting on the pavement on London Bridge when a shopkeeper spoke to him. 4 When he got home, he took a spade and started to dig under the oak tree. 5 Suddenly, his spade hit something. It was a wooden box. 6 The tailor opened the wooden box. There was gold and silver in it. He was rich!

Unit 3 Times and places 1.10 p25 Exercise 3 At seven o’clock yesterday, Joe was at home with his family. Joe and his mother were having breakfast. Joe’s cat Bilbo was sleeping. Joe’s father was in the bathroom. He was brushing his teeth.

1.12 p28 Exercise 1 1 2 3 4 5 6

Alex was repairing his bicycle in the garage. Mrs Bent was watching TV in the living room. Mr Bent was cooking dinner in the kitchen. Sarah was reading in the library. Baby Joe was sleeping upstairs. Benton the dog was playing outside.

Unit 5 Experiences 1.20 p47 Exercise 5a Girl Hi. I want to find out how much students use English outside school. Can I ask you some questions? Adam OK. Girl Have you ever seen a Shakespeare play? Adam No, I haven’t. Girl Have you ever spoken to someone from the USA or Britain? Adam Yes, I have. I’ve spoken to a few people. Girl What about e-mails? Have you ever written an e-mail in English? Adam Yes, I’ve written lots of e-mails. Girl Have you ever visited Britain or the USA? Adam No, I haven’t. But I’m going to Britain next summer. Girl What about magazines? Have you ever read an English magazine? Adam No, I haven’t. I don’t read much in English. Girl And films? Have you ever watched a film in English? Adam Yes, I have. There are films in English on TV and I’ve watched DVDs. Girl That’s all. Thank you.

1.21 p48 Exercise 1

Unit 4 Cities 1.14 p34 Exercise 2 I took some photos of Tower Bridge on the first day. I took this photo of the bridge from the bus. After that we went to Buckingham Palace. You can see the Queen’s flag in the photo. It means that the Queen was in the palace. On the second day, I went to the Natural History Museum. I took this photo of the dinosaurs at the museum. Then we went to Hyde Park. It’s the biggest park in London and I took this photo there. On the last day, we visited the Olympic Stadium. I saw the stadium on television in 2012, so it was fun to visit it. Then, we went on a boat trip on the River Thames. This is a photo of the river near the O2 centre.

A I saw a fantastic TV programme last night. B What was it about? A It was about rubbish in the oceans. It was terrible! B Why? A Our oceans have become big rubbish dumps. And the rubbish kills animals. B How? A Well, plastic bags and other plastic things are very dangerous. Animals eat the plastic and then they die. I’m going to recycle everything I can now. B I saw a TV programme about new forms of energy. A Was it interesting? B Yes. It was about sun and wind energy. It also talked about clean transport. I’ve asked my dad to get an electric car. A What did he say? B He said they’re very expensive.

Workbook Audio scripts T111

21/02/2019 12:21

Unit 6 What’s up?

1.26 p58 Exercise 3

1.24 p55 Exercise 4 1 Doctor What’s the matter, Peter? Peter I feel terrible. I’ve got red spots everywhere. Doctor Oh dear. I think you should stay in bed. I’ll give you some medicine. You shouldn’t touch the spots. 2 Doctor What’s the matter, Jane? Jane I don’t feel well, Dr Reed. Doctor You’ve got a cold. You should take some medicine. And you shouldn’t go outside. 3 Doctor What’s the matter, Mark? Mark My ear itches. It’s terrible. Doctor Let me see. Mmm. It’s very red. You should put some cream on it. And you shouldn’t touch it. 4 Doctor What’s the matter, Joe? Joe I’ve got a sore throat. I feel terrible. Doctor Oh dear. Your throat is very red. You should stay in bed. You shouldn’t go to school tomorrow.

1.25 p57 Exercise 4 Lily What’s your holiday camp like, Dave? Dave It’s OK, but there are a lot of rules. We must go to bed at half past nine and we mustn’t talk in bed after ten o’clock. Lily Oh dear! It doesn’t sound like a holiday. I’m lucky. I don’t have to get up or go to bed early. Dave And we must clean the kitchen after breakfast. Lily That’s horrible! I don’t have to help with the housework. Dave We mustn’t go out of the camp without an adult. Lily There are only two rules here at my grandparents’ house. I mustn’t wake my grandfather up. He isn’t very well and he sleeps a lot. And I must take the dog for a walk every morning. Dave Your grandparents are cool!

T112

Workbook Audio scripts

4765473 Project TB3.indb 206

1 A What are you looking for, Maria? B My mobile phone. I can’t find it anywhere. 2 A You’re nearly two hours late, Tim! Where have you been? B Sorry, Mum. I got off the train at the wrong station. I had to get another train back! 3 A What are you looking at, Ellie? B It’s a photo of my parents when they were young. A Wow! Your mum was lovely! 4 A What’s the matter, Jordan? B I was trying out my new bike and I fell off. I’ve hurt my head. 5 A I can’t find my camera. B Oh, Tom! You had it before we left home. You took it out of your bag. I saw you. A Perhaps I left it at home. 6 A Is this your MP3 player, Tessie? I picked it up after the Maths class. It was on the floor near your chair. B Thanks, Oscar. I looked everywhere for it.

1.28 p60 Exercise 3 1 A B 2 A B 3 A B 4 A B 5 A B A B 6 A B

Shall we have pizza for dinner? No, thanks. I don’t feel very well. Do you want to go to the cinema with me? I can’t. I have to revise for a test. Shall we watch a DVD? I don’t think I’ll bother. I’m tired. Shall we go swimming? No, I’ve got a headache today. I’m going to the disco. Do you want to come? No thanks. Why not? I just don’t feel like it. Shall we play a computer game? Sorry, but I haven’t got time.

21/02/2019 12:21

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The publisher would like to thank the following for permission to reproduce photographs: Alamy Images pp.16(Terraced houses/DWD-photo), 28(Road sign/doughoughton), 28(Tube map/NetPhotos), 28(Plane taking off/ Anthony Kay/Flight), 28(30 mph sign/Chris Ferris), 40(Scottish bank note/ Dough Houghton), 40(Bilingual signs/greenwales), 44(Buckingham Palace/ Alex Segre), 44(Dinosaur fossil/Mervyn Rees), 60(Edmund Hillary and Tenzing Norgay/ZUMA Wire Service), 60(Hiker near Mount Everest/TS Corrigan), 64(Statue of Boadicea/Trippin’ Out), 64(Blue plaque/Nick Scott), 64(Statue of Queen Victoria/ikonimages), 85(Museum ship Cutty Sark/Arco Images GmbH); Corbis pp.8(Boy in park/Juice Images), 12(Couple in park/ Wavebreak Media Ltd.), 12(Smiling businesswoman/Peter Dressel/Blend Images), 18(Teenagers walking/Juice Images), 40(Golfer Rory McIlroy/Leo Mason), 42(Smiling girl/Inti St Clair/Blend Images), 44(Tower of London/ Marco Simoni/Robert Harding World Imagery), 45(Father and children/Tetra Images), 52(The Empire State Building/Jon Hicks), 64(Nelson’s Column in Trafalgar Square/Skyscan), 85(The Clipper Ship Cutty Sark by Louis Papaluca/ Fine Art Photographic Library); Getty Images pp.9(Beatrix Potter/Hulton Archive), 12(Senior couple/Wavebreakmedia Ltd), 16(Cheerful couple/Alan Bailey), 18(Family portrait/Stockbyte), 18(Smiling boy/Westend61), 42(Boy with football/Jessica Peterson), 44(Westminster/Richard Newstead), 44(The London Eye/Richard Newstead), 45(Couple at ticket office/VisitBritain/Rod Edwards), 52(Bow Bridge in Central Park/Mitchell Funk), 56(Keira Knightley/ WireImage), 56(F1 driver Sebastian Vettel/Jung Yeon-Je/AFP), 60(Noguchi-Asia Group Everest Cleaning Expedition 2001/Devendra M Singh/AFP), 60(Nepalese sherpa collecting garbage/Namgyal Sherpa/AFP), 61(Long distance swimmer Lewis Gordon Pugh/Terje Eggum/AFP); Kobal Collection p.18(My Week with Marilyn/BBC Films); Oxford University Press pp.12(Twin brothers/Chris King), 12(Couple in London/Image Source), 16(Brothers/Photodisc), 16(Cat/ Corbis), 28(Taxi/Thinkstock), 29(Solar system/Stocktrek Images), 52(Statue of Liberty/Thinkstock); Rex Features p.44(The London Olympic Velodrome/View Pictures); Shutterstock pp.17(Earth in Space/cg-art), 18(Twin girls/Christopher Halloran), 19(Cork background/Tomas Jasinskis), 52(New York City/Songquan Deng), 76(Wooden footpath sign/Tom Gowanlock).

Printed in China This book is printed on paper from certified and well-managed sources acknowledgements The author and publisher are very grateful to all the teachers who have offered their comments and suggestions which have been invaluable in the development of Project Fourth edition. We would particularly like to mention those who helped by writing reports on Project: Slovenia: Jezerka Beškovnik, Katarina Grmek, Andreja Hazabent Habe, Jelena Novak, Lidija Apat; Croatia: Lidija Branilović, Ivana Sauha, Ela Ivanić, Ana Pavić; Czech Republic: Jana Pecháčková, Petra Gušlová, Jana Ferancová, Šárka Karpíšková, Marie Holečková; Slovakia: Mgr.Zuzana Laszlóová, Mgr.Bronislava Gulánová, Mgr. Peter Humay, Ing. Zuzana Lennerová, Mgr. Katarina Tóth Mikócziová; Hungary: J. Tóth Judit, Csanády Szilvia, Papné Szalay Csilla, Bollog Melinda; Serbia: Ana Jovanić, Sonja Preda Foljan, Ljiljana Ćuzović The author and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.19 “Our House” Words and Music by Christopher Foreman and Cathal Symth ©, Reproduced by permission of EMI Music Publishing Ltd, London W85SW; p.31 “Spaceman” Words and Music by Harry Nilsson ©1972, Reproduced by permission of EMI Blackwood Music Inc, London W8 5SW; p.43 “Daydream Believer” Words and Music by John C Stewart ©1967, Reproduced by permission of Screen Gems – EMI Music Inc, London W8 5SW; p.67 “We Are The Champions” Words and Music by Freddie Mercury ©1977, Reproduced by permission of EMI Music Publishing Ltd, London W8 5SW; p.79 “Contagious” Words and Music by Martin Johnson and Brian Howes ©2009, Reproduced by permission of EMI Music Publishing Ltd, London W8 5SW; p.55 “Last Train To London” Words and Music by Jeff Lynne ©1979, Reproduced by permission of EMI Music Publishing Ltd, London W8 5SW. Commissioned photography by: Gareth Boden pp.4, 5, 12(Chloe), 14, 26, 27, 32, 38, 50, 62, 68, 74. Illustrations by: Monica Armino/Advocate Art pp.24, 34, 35, 48, 49, 53, 68, 72, 73, 82, 83, 84, 86, 87; Fred van Deelen/The Organisation pp.32, 40, 41; Mark Draisey pp.8, 17, 30, 32, 33, 56, 66; Mark Duffin pp.20, 45, 54, 61, 63, 71, 76, 77(eye), 79(ex.2); Mike Garton/Bright Agency pp front cover, 6, 7, 10, 11(ex.5), 22, 23, 36, 37, 46, 47, 58, 59(ex.2), 70; Andy Hamilton pp.9, 21, 25, 57, 75, 78; James Hart/Sylvie Poggio pp.11(ex.6), 15, 16, 27, 42, 49(ex.6), 59(ex.6), 69, 77(ex.2); Javier Joaquin/The Organisation pp.19, 31, 43, 55, 67, 79(song), 80.

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Project 3 Teachers Book - PDFCOFFEE.COM (2024)

References