Today 2 tb
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today!
Don’t wait
for tomorrow,
learn English ...
x
k miix
ck
c
iic
pc
p
Shapes learning
around the individual
Teacher’s Book
Activation
Foundation
Extension
Motivates
Helps students
by using modern tools
to use English today
• Graded difficulty practice
for mixed ability classes
• Teachers’ eText
for Interactive Whiteboards
• Optional activities
in the Pick and Mix section
• Authentic characters come
to life in interactive video
clips
• MyEnglishLab
interactive homework
management tool
• Fun Grammar
and Pronunciation videos
• Extra support for students
with learning difficulties
• Students’ Book or
Students’ Book with MyEnglishLab
• Activity Book
• Class Audio CDs
• Teacher’s Book with eText
for Interactive Whiteboards
CEFR
Starter
A1
Level 1
A2
Level 2
A2+
Level 3
• Carefully staged
Communication
and Writing lessons
www.pearsonELT.com/today
Wakeman
Components:
COV_TODA_TB_L02GLB_0887_CVR.indd 1
2
LEVEL 2
Today! is a four-level course that shapes learning around the individual,
understanding that no two students are the same. Lessons feature kids in authentic situations,
making English easier to understand, learning more enjoyable and teaching more effective!
Teacher’s
Book
Kate Wakeman
Series consultants
Brian Abbs Ingrid Freebairn
B1
09/10/2014 14:39
Pearson Education Limited
Edinburgh Gate
Harlow
Essex CM20 2JE
England
and Associated Companies throughout the world.
www.pearsonelt.com
© Pearson Education Limited 2014
The right of Kate Wakeman to be identified as author of this Work has been
asserted by her in accordance with the Copyright, Designs and Patents Act
1988.
All rights reserved; no part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
First published 2014
ISBN: 978-1-4479-7207-5
Set in Frutiger 10/12pt
Printed in China
Picture Credits
The publisher would like to thank the following for their kind permission to
reproduce their photographs:
(Key: b-bottom; c-centre; l-left; r-right; t-top)
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Illustrated by Kathy Baxendale (45, 81, 95, 103, 107), Lee Cosgrove
(26, 50, 74), James Elston (14, 26, 30, 38, 67, 72, 77, 78, 81, 86, 88),
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09/10/2014 14:33
Teacher’s
Book
2
Contents
Students’ Book Contents
ii
Description of the course
iv
Course components
iv
Features of the course
vii
Teaching notes
4–99
Word list
100
Extra speaking practice Answer Key
103
Students’ Book Audioscript
104
Activity Book Audioscript
109
Activity Book Answer Key
111
i
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Students’ Book Contents
Unit and lesson
page
Grammar
Vocabulary
Communication
4
Present simple: positive, negative, questions
and short answers, wh-q uestions
Countriesa nd
nationalities
Talk about you and your friends
Talk about countries and nationalities
B Are you doing
your homework?
6
Present continuous: positive, negative,
questions and short answers
Adverbs of frequency: always, usually, often,
sometimes, never
Daily activities
Talk about what you’re doing now
Talk about daily routines and activities
C I love living here.
8
like/love/hate/don’t like + -ing
Timep hrases
Talk about likes and dislikes
D Communication
10
E Culture today
12
Free time: How do you spend your free time?
F Revision
14
Pronunciation:/ ʌ/
A How fast is it?
16
How + adjective
Highn umbers
Adjectives(1 )
Talk about how fast/high/old things are
B How many eggs
do we need?
18
Countable nouns
Uncountable nouns
How much…?/How many…?
Food and drink
Containers
Quantities
Talk about quantities of food and drink
C Communication
20
D Cross-curricular
studies
22
Science
E Revision
24
Pronunciation:/ aʊ// əʊ/
Magazine
26
1 All about me
A We live in the UK.
Ask for opinions and decide what to do
Speaking: Talk about likes and dislikes
Writing:I nvitations
2 Having fun
Speaking: Order food
Writing: Ar ecipe
Talk about breakfast, lunch and dinner
3P astt imes
A She was a singer.
28
Past simple (to be): positive, negative,
questions and short answers, wh-q uestions
Professions
Dates
B I watched it, too!
30
Past simple (regular verbs): positive, negative,
questions and short answers
TVp rogrammes
C They didn't have
mobile phones.
32
Past simple (irregular verbs): positive, negative,
questions and short answers
Timee xpressions
D Communication
34
E Culture today
36
Television:a g reatin ventor
F Revision
38
Pronunciation:/ t/, /d/ and /ɪd/
40
Past simple (regular and irregular verbs):
wh- questions, subject questions
Musical
instruments
Types of music
Talk about past lives
Talk about types of music and musical
instruments
Prepositions with means of transport: by, on, to
Transport
Directions
Talk about means of transport
Ask for and give directions
Talk about famous people from the past
Talk about what you did in the past
Talk about people in the past
Speaking: Talk about your weekend
Writing:D escribe a TVp rogramme
4 It’s a musical world
A How did they
start?
B How do we get
there?
42
C Communication
44
D Cross-curricular
studies
46
Music
E Revision
48
Pronunciation:/ aɪ/
Magazine
50
Speaking: Ask for directions
Writing: Writtendi rections
ii
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Unit and lesson
page
Grammar
Vocabulary
Communication
Comparative and superlative of short
adjectives
Geographical
features
Makec omparisons
Talk about geographical features
Comparative and superlative of long
adjectives and irregular adjectives: bad,
good
Adjectives(2 )
Comparep ets
Infinitive of purpose
Objectp ronoun: one/ones
Outdoor
equipment
Say why you need things
Compare and identify different objects
5 Things I like
A The longest river in
Brazil
B The best family pets
C I like this one.
D Communication
52
54
56
Speaking: Buy a present
Writing: Writea r eview
58
E Culture today
60
Great places: Great places of the world
F Revision
62
Pronunciation:/ ə/
64
too + adjective
adjective + enough
Clothes
Adjectivest o
describe clothes
Talk about clothes and accessories
Say what’s wrong with clothes
66
have to + verb: positive, negative, questions
and short answers
Household jobs
Talk about household jobs
6 Day by day
A It's too casual.
B I have to tidy my room.
C Communication
Speaking: Shop for clothes
Writing: An email about clothes
68
D Cross-curricular studies
70
SocialSc ience
E Revision
72
Pronunciation:/ uː/
Magazine
74
7 Out and about
Present continuous for future
arrangements: positive, negative, questions
and short answers, wh-q uestions
Placeso f
entertainment
Talk about places of entertainment
Talk about future arrangements
can for requests
can/can’t for permission: questions and
short answers
Parts of the
body
Illnesses
Talk about common illnesses
Maker equests
Ask for permission
Rules with must/mustn’t/can
Adverbs
Describe how you do things
Talk about rules
A He’s arriving on
Saturday.
76
B I've got flu.
78
C You must wear school
uniform.
80
D Communication
82
E Culture today
84
School rules: School rules in the UK
F Revision
86
Pronunciation:/ j/
88
going to for future plans: positive, negative,
questions and short answers, wh-q uestions
Feelings
Make future plans
Talk about feelings
90
Possessive adjectives and pronouns
Holidayi tems
Talk about possessions
Speaking: Make requests or ask for permission
Writing: Write a formal letter
8 Happy holidays
A I'm going to surf all day!
B Whose flip-flops are
these?
C Communication
Speaking: Talk about holiday plans
Writing: Writea bouty ourp lans
92
D Cross-curricular studies
94
SocialSc ience
E Revision
96
Pronunciation:/ w/ and /v/
Magazine
98
Extra speaking practice:
Student A Activities
100
Extra speaking practice:
Student B Activities
104
Word list
108
Andy’s grammar lessons
110
iii
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Description of the course
Who the course is for
Today! is a four-level course for young learners
between the ages of 9/10 and 13/14. There are two
possible entry points: Today! Starter for complete
beginners or for students with little formal
knowledge of English and Today! 1 for false
beginners. The course will appeal to teachers who
value a communicative approach.
How the syllabus is constructed
Today! combines a clear grammar syllabus with
a strong focus on communication. Grammatical
structures are linked closely to everyday language
use. Topic areas relate to the students’ own
experiences and have been specially chosen
to present a range of useful vocabulary. New
language is recycled in different situations and
regular opportunities for revision are provided.
How language is presented
Each level of Today! features three or four main
characters who are approximately the same age as
the students. These characters are photographed
interacting in domestic, school and leisure
settings with their families and friends. The target
language is presented in context through their
conversations and interactions in these settings so
that students learn useful everyday language and
expressions right from the start. The characters
and situations provide a realistic view of the UK
today – its people, their lifestyles and their cultural
background.
How language is practised
New vocabulary and grammar are practised in
a series of simple steps which include carefully
graded speaking, listening and writing activities.
Each lesson ends with a productive outcome task.
This is either a speaking or a writing task, or a
game. From the beginning, students learn to use
the language to communicate in situations related
to their own lives.
How skills are developed
Communication lessons develop the productive
skills of speaking and writing in real-life contexts.
Reading for specific information is practised in
Culture today lessons that focus on aspects of life
in Britain and Cross-curricular studies lessons.
How the material is organised
The Students’ Book consists of eight thematic units
divided into lessons. Each lesson is presented on a
double-page spread in order to foster a sense of
achievement and progress in the student.
Course components
Each level of the course consists of:
• Students’ Book
• Activity Book
• Teacher’s Book
• Class audio CDs
• Teacher’s eText for IWB (digitised Students’
Book for use on interactive whiteboards)
• Student’s eText (digitised Students’ Book for
use on tablet PCs)
• MyEnglishLab (online practice with Learning
Management System)
Students’ Book Level 1
The Students’ Book consists of eight units. The
units are organised into lessons, each taking up
one spread (two pages). Video is an integral part
of the course. The video elements can be accessed
on the eText
or using a DVD player
.
Units 1, 3, 5 and 7 follow this pattern:
• Three language input lessons
• One Communication lesson
• One Culture today lesson
• One Revision lesson
Units 2, 4, 6 and 8 follow this pattern:
• Two language input lessons
• One Communication lesson
• One Cross-curricular studies lesson
• One Revision lesson
• One pick and mix magazine-style spread of
fun activities
At the end of the Students’ Book there is a unitby-unit word list and a grammar reference section.
Input lessons present and practise new grammar,
vocabulary and everyday expressions in a
communicative way using integrated skills.
All the grammar boxes are animated on video.
Communication lessons encourage students to
use the productive skills of speaking and writing
in authentic contexts while recycling the language
from the input lessons.
A model dialogue is presented through a threeframe photo story. No new grammar is introduced
but new functional exponents are introduced
and listed in an English today box. Students then
create and act out their own dialogue.
The model dialogue can be watched
on video. A second version with an alternative
ending is also available on the video to encourage
discussion and prediction.
A model text and exercise on a related topic then
lead to a guided writing task.
iv
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Culture today lessons introduce students to
different aspects of British life, which are
often compared and contrasted with life in
other countries.
Cross-curricular studies lessons provide
information about a general curriculum subject,
e.g. Science, Geography, History or Art. These
lessons review the language of the unit and
provide practice in the four skills of Reading,
Writing, Listening and Speaking. Topic specific
vocabulary is presented in a New words box.
The Culture today and Cross-curricular
lessons are accompanied by a short video related
to the topic covered in the lesson, bringing it
alive for the students. The Teacher’s Book offers
suggestions for exploitation but the video can be
played at any point in the lesson.
Revision lessons occur at the end of every unit and
offer the opportunity to revise the language of
the unit. Each Revision lesson has a song or a rap
to consolidate the language in a fun way.
A Pronunciation feature focuses on difficult sounds
through an amusing rhyme.
Each Pronunciation video features a native
speaker saying the rhyme to illustrate the correct
pronunciation. Students can be asked to listen
and repeat.
A final My progress feature, in the form of I can ...
statements, encourages students to think about
what they can now do after studying the unit, for
example I can talk about appearance.
The pick and mix spread is designed to look like a
magazine and contains a mix of puzzles, jokes, fun
facts and activities which recycle language from
the previous two units (or ‘unit’ in the case of unit
1). Recurring features are: Fun Time!, Guess what?,
Star spot, Just joking and How to ....
The activities can be done in any order as they
are not related to each other. They can be done
by students with very little teacher guidance. One
activity could be assigned to the whole class or
different activities to different students according
to their strengths. Activities could also be allocated
to fast finishers, used as fillers or used for a change
of pace in any lesson.
When using the eText, the Students’ Book
audio can be accessed directly by clicking on
one of the ‘play’ icons on the page spreads –
each of these icons will activate a mini audio
player, allowing control over the audio track. An
audioscript for each recording can be accessed
from the mini audio player if the teacher wishes
to focus students on it, for example when
checking answers.
Activity Book
The Activity Book, to be used in class or for
homework, gives further extensive practice of the
language in the Students’ Book. For each language
input spread in the Students’ Book, there are four
pages of practice in the Activity Book.
To cater for mixed ability classes, the four pages
are carefully differentiated to provide practice
at different levels. The practice starts at the
most basic level with the Foundation page,
then progresses to the Activation spread, which
features controlled and less controlled practice
of the language. The final page of practice is the
Extension page, which provides more challenging
activities for more confident or able students.
For every Communication spread, there is one
page of related practice in the Activity Book.
For every Revision spread, there is a Check page.
This generally features a text consolidating the
language of the whole unit with an exam style
task as appropriate. The exercises are scored
and students record their score after they have
been checked.
Teacher’s Book
The Teacher’s Book contains reduced facsimiles of
the Students’ Book together with lesson-by-lesson
teaching notes, featuring background Culture
today notes, suggested warm-ups and lead-ins,
suggestions for additional activities, teaching tips
and notes on how to help and support students
with learning difficulties.
Answers to exercises are provided either on the
facsimile Students’ Book page or with the teaching
notes. The Students’ Book Audioscript, the Activity
Book Audioscript and the Extra speaking practice
and Activity Book Answer Keys can be found at
the back of the Teacher’s Book.
Class audio CDs
The Class audio CDs contain the recordings of all
the Students’ Book dialogues, reading texts and
listening tasks. Track numbers are shown in a CD
symbol on the page. The Students’ Book audio is
followed by the Activity Book audio and finally
the Tests audio.
v
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eText
The eText is an electronic version of the Students’
Book compatible with an interactive whiteboard
or tablet PC. With interactive activities, integrated
audio and video and additional games, teaching
is made easier for the teacher and more engaging
for the student.
The eText is available in two versions, as a
Teacher’s eText for IWB (T) and as a Students’ eText
(S). These contain:
T
S
• an interactive version of the Students’
Book
✓ ✓
• integrated class audio
✓ ✓
• integrated video
✓ ✓
• games
✓ ✓
• teacher workshops on aspects of
teaching and learning, including
dyslexia
✓
• downloadable worksheets for extra
language practice
✓
✗
• downloadable assessment and testing
materials
✓
✗
✗
• Adapted Tests for students with dyslexia
The Unit, Achievement, Skills and Standard
level Review tests have been specially adapted
for students with dyslexia to ensure that these
students are not disadvantaged as a result of their
reading and writing difficulties.
These tests are at the same level as the regular
tests but include changes to the design and format
of the exercises that take into account the special
needs of dyslexic students, including larger point
size, increased interlinear spacing and dyslexiafriendly layout. They are only available as PDFs
and there is only one version.
• Tests audio
The same audio is used for the listening tasks in
the regular and adapted tests, and in the Basic and
Standard level Review Tests. The tasks themselves
are adapted as necessary. The audioscripts are
available to print.
MyEnglishLab
(See page xi.)
Assessment and testing materials
on eText
The assessment and testing programme comprises:
• Diagnostic Test (beginning-of-year test)
• Unit Tests (A and B versions)
• Achievement Tests (A and B versions)
• Skills Tests (A and B versions)
• Mid-year and end-of-year Review Tests to
measure ability (Basic and Standard level)
• Extension tests for stronger students
• Revision worksheets for weaker students
The materials can be downloaded as PDFs. They
are also available as editable Word documents so
that teachers can customise them to suit their own
students if required. A and B versions of the tests
are supplied to discourage cheating.
When the tests have been marked and graded,
the teacher can allocate an Extension Test or a
remedial Revision worksheet to stronger and
weaker students.
MyEnglishLab is an online resource which allows
teachers and students to interact beyond the
classroom. It contains interactive practice exercises
from the print Activity Book that are automatically
graded, while tips and feedback help students to
improve their performance. MyEnglishLab gives
teachers instant access to a range of diagnostic
tools. The Gradebook enables teachers to see
at a glance how students are progressing. The
Common Error Report indicates which errors are
the most common and which students are making
these errors. The testing programme is also
available in interactive format. Teachers can assign
tasks to the whole class, groups of students or
individual students and the communication tools
provided enable teachers to send instant feedback
on their work. (See page xi.)
Today! and the CEFR
Today! is correlated to the Common European
Framework of Reference (CEFR) as follows:
CEFR
Today!
Starter
Towards A1
Level 1
A1
Level 2
A1–A2
Level 3
A2+
vi
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Features of the course
Students’ Book
Clear learning
aims are expressed
as communicative
competencies.
Real characters are
photographed in
real-life situations.
Grammar is presented in clear
and prominent grammar boxes,
animated on the eText.
Optional information
gap activities at the
end of the Students’
Book provide further
opportunities for
communicative
speaking practice.
7
Out and about
Vocabulary: Places of entertainment
A He’s arriving
on Saturday.
Lesson aims:
3
03
4
• talk about places of entertainment
• talk about future arrangements
Speaking
7 Look at Seb’s diary page below.
It’s Friday. A: You’re Luke. Ask Seb
questions to find out when he’s
free. B: You’re Seb.
Listen and repeat. Which is your favourite place?
aquarium art gallery bowling alley cinema
funfair ice rink museum safari park
shopping centre sports centre zoo
A:
B:
A:
B:
A:
My favourite place is the ice rink.
Grammar
What are you doing on Saturday?
I’m visiting the Science Museum …
What are you doing on Tuesday?
I’m not doing anything on Tuesday.
Great! What about …?
Present continuous for future arrangements
Positive
We’re going to the funfair.
My cousin’s arriving on Saturday.
SATURDAY
Negative
I’m not doing anything.
He isn’t coming on the trip.
go to the funfair
visit the Science Museum then meet
Filipe at airport – 4 p.m.
SUNDAY
MONDAY
holidays meet Luke, Emma and Sophie
start! at shopping centre – 2 p.m.
Questions
Are you coming to the Science Museum
on Saturday? Yes, I am./No, I’m not.
What are you doing on Sunday?
WEDNESDAY
English today
1
3
01
3
02
2
Listen and read. Why can’t Luke go to the funfair?
Luke, are you coming on the school trip on Saturday?
To the Science Museum? No, I’m not. I’ve got a music
exam.
Seb:
Bad luck! What are you doing on Sunday, then?
Luke: Mum’s taking us to see the new James Bond film. Why
don’t you come with us?
Seb:
Sorry, I can’t. My cousin, Filipe, is arriving from Brazil on
Saturday afternoon and on Sunday we’re going to the
funfair in Stanley Park. Would you like to come? You can
go to the cinema another day.
Luke: I can’t. Mum bought the tickets last week.
Seb:
What about you, Sophie? Are you free on Sunday?
Sophie: Yes, I am. I’m not doing anything on Sunday.
Seb:
Brilliant! Let’s meet outside the funfair at one o’ clock.
Seb:
Luke:
go to London, visit London Zoo
Listening
• Bad luck!
• Why don’t you come with us?
• Would you like to come?
• What about you?
• Are you free on (Sunday)?
Presentation
TUESDAY
3
04
5
Listen and write K (Karin) or E (Eve).
1
2
THURSDAY
play football with Luke at the sports centre
3
8 Student A: go to page 103.
Student B: go to page 107.
Listen and repeat the dialogue.
Comprehension
E
3 Read again and complete the summary.
cousin exam funfair
school trip tickets
Mon Tue Wed Thur Fri
Mon Tue Wed Thur Fri
4
5
Students can
personalise the
language and write
about themselves.
9 Ask and answer about these days.
• next Saturday
• next Sunday
• next Monday
Mon Tue Wed Thur Fri
6
A: What are you doing next Saturday?
B: I’m … . Then …
Saturday
About you
On 1 Saturday , Luke has got a music 2
to the Science
and Seb’s going on a 3
is arriving from Brazil
Museum. Seb’s 4
in the afternoon. Seb and Sophie are going to
in Stanley Park on Sunday. Luke
the 5
for
can’t go because his mum has got 6
the new James Bond film.
Mon Tue Wed Thur Fri
6
Mon Tue Wed Thur Fri
10 In your notebook, write about the
things you’re doing next weekend.
Mon Tue Wed Thur Fri
3
05
Next weekend I’m doing lots of things.
On Saturday morning I’m …
Listen again and choose the correct days of the week
in Exercise 5. Then ask and answer.
A: What’s Eve doing on Monday?
B: She’s going to the shopping centre.
> Now turn to Unit 7A in the
Activity Book. Start on page 73.
76
77
Target language is presented
in a communicative context.
Students learn useful
everyday expressions.
Visuals help students to
memorise new vocabulary.
Activity Book
The Activity Book provides four pages of practice and consolidation for each Students’ Book lesson.
There are three levels
of difficulty.
Every unit has a
listening task.
A Activation exercises
Out and about
A Foundation exercises
Vocabulary: Places of entertainment
1 Write the places of entertainment.
aquarium
art gallery
bowling alley
Welcome to
Wessex
A q u a r i u m!
2
S
ice rink
museum
safari park
Come to the
Wessex Natural
History M
and learn all about dinosaurs!
6 See lions and tigers in
zoo
2
3
4
5
7 Come and enjoy a great
time on the ice at the
R
!
Wessex I
Visit Wessex
P
It’s free – just pay
to hire the skates.
!
2 Where do they want to go? Match the people with
the places of entertainment in Exercise 1.
6
7
Grammar: Present continuous for future arrangements
1 shopping centre
What are you doing on Friday afternoon?
Is Julie having a music lesson at four o’clock on Monday?
Is Fred meeting his friends at nine on Saturday?
Where are Fred and Julie going on Saturday afternoon?
Are you going out on Sunday?
a
b
c
d
e
No, she isn’t.
I’m playing tennis.
Yes, I am.
Yes, he is. He’s meeting them in town.
They’re going to the cinema.
and looking at very old things.
Saturday
* Shopping! Meet Marcus and Lucy at
3
44
a.m.
* Meet Mum for lunch at 1 p.m. at Joe’s
About you
Café in the 5
.
6
.
* Afternoon: visit the
3 Write about where you want to go. Use Exercises 1 and 2 and these ideas to help you. 7
with
* Evening: go to the
● What do you and your friends like?
● Where do you want
to go?
Lucy
and her dad.
3 Answer the questions about you.
Are you going home after school?
Is your best friend playing football this weekend?
Are you going to the cinema on Saturday?
Is your dad/mum cooking dinner tonight?
Are you and your friend meeting this weekend?
1
art gallery
* School visit to the
at 10 a.m.
2
lesson
* 5.00 p.m.:
3
with
* Evening:
I don’t family
like art very much but
Uncle Pete
I love learning about history
I like animals but I
don’t want to go to the
zoo. That’s for kids! And
I don’t really like fish.
About you
1
2
3
4
5
Lots of love,
Sam
Friday
2 Match the questions with the answers.
1
2
3
4
5
Dad 5
(travel) to Brazil on
(not come)
Monday and he 6
8 With
than Lucky
fifty shops
home
untilmore
Saturday.
him! Mum
7
and fifteen
(notcafés,
go) tothe
work next week.
8 Wessex S
She
(stay) at home because
she wants toCpaint the kitchen. Boring!
has something for everyone.
What 9
(you / do) next
Sunday? Let’s do something together when
school finishes. How about going bowling?
My friends and I want to have
fun tonight. We want to do
3
something
active
but the
sports
5 38
Listen to
Joanna
talking
to Fred and
centre
is too expensive.
complete
Joanna’s
diary. Write one or two
words in each gap.
2
My mum and I love
looking at clothes and
shoes, and going to a
nice café for lunch.
8
!
Thanks for your email. What 1 am I doing
(I / do) this weekend? Well, I 2
(not go)
with my friends because I
Theout
Wessex
3
(study) for my exams next
G
A
This month
youYuck!
can see
Francisthe
Jones’s
week.
But when
exams finish, my
4 wild animals.
beautiful
paintings
friends
and I of
(have) a party.
the wild – but stay safe
in your car!
S
5
Wessex Z
zoo
4
1
4 Complete the email with the correct verb
3
Come
forms. Use the
presentto
continuous.
The Wessex
C
See lions, tigers, elephants,
We’ve got great activities for everyone.
monkeys and hundreds of
And it’s only £10 a month!
Hi Granny,
other animals.
• squash
• karate
• swimming
Find out all about our
amazing sea life!
funfair
for future arrangements
1 Complete the places of entertainment in the adverts.
1
Yes, I am./No, I’m not.
●
73
74
What do you want to do?
●
A Extension exercises
7
Grammar: Present continuous
Vocabulary: Places of entertainment
6 Look at Exercise 5 and write questions and
answers about Joanna.
1 Read the dialogue and complete the notes.
Jenny:
1 where / Joanna / go / on Friday morning?
A: Where is Joanna going on Friday morning?
B: She’s going to the art gallery.
Harriet:
Jenny:
Harriet:
Jenny:
2 she / have / French lesson / on Friday afternoon?
A:
B:
Harriet:
Jenny:
Harriet:
3 when / she / see / her uncle?
A:
B:
4 what time / Marcus and Lucy / meet / Joanna on
Saturday?
Ingrid:
Harriet:
Jenny:
A:
B:
5 Joanna and her mum / have / lunch / together / on
Saturday?
Harriet:
A:
B:
Ingrid:
Harriet:
6 Joanna / go / to the bowling alley with her dad on
Saturday?
Ingrid:
A:
B:
2 Read the dialogue in Exercise 1 and answer
True (T) or False (F).
7 Put the dialogue in the correct order.
Lucy:
Marcus:
Marcus:
Lucy:
Lucy:
Marcus:
Lucy:
Marcus:
Marcus:
Lucy:
Joanna and I are going to the
aquarium on Tuesday afternoon.
Why don’t you come with us?
Oh hi, Lucy.
I can’t, Lucy. I’ve got a French
exam on Tuesday afternoon.
Hi, Marcus. It’s me, Lucy.
Thanks. I’d love to!
OK. Call me on Friday afternoon
after school. Bye.
Oh! Bad luck!
Well, there’s a good film on
at the cinema. Would you
like to come?
Yes, and I’m terrible at French!
What about Friday evening?
I’m free then.
Yes, so am I. What do you
want to do?
So where are we having the surprise party
for Emma?
At Emma’s house.
What’s a good day for the party?
Well, Emma’s birthday is on the 16th of May.
That’s no good. It’s a Friday and she’s going
on a school trip then. What about Saturday?
Good idea. Is five o’clock a good time?
It’s too early. Let’s say six o’clock.
OK. Now, Ingrid, can you make Emma’s
birthday cake?
No, sorry, I can’t. I’m helping my dad on
Saturday morning. Can you make it, Harriet?
No! I’m a terrible cook!
I can make it. But what about a birthday
present?
Joe and Ingrid are buying some DVDs for her
tomorrow.
What are you doing, Harriet?
I’m writing emails to Emma’s friends to tell
them about the party.
OK. Is there anything else?
T
1 Emma’s birthday is on 16th May.
2 The party can’t be on Friday because
Emma’s birthday is on Saturday.
3 Five o’clock isn’t a good time for the
party to start.
4 Ingrid can’t make Emma’s birthday cake
because she’s a bad cook.
5 Ingrid can’t come to the party because
she’s helping her dad.
6 Jenny can make cakes.
7 Ingrid and Joe are buying Emma’s present
on Saturday.
8 Harriet can’t go shopping because she has
to email Emma.
9 Emma doesn’t know about the party.
1
10
SURPRISE PARTY FOR EMMA
–
–
–
–
–
Where? 1 Emma’s house
Date? Saturday 2
May
What time? 3
p.m.
Make 4
: Jenny
5
and 6
: buy present (DVDs!)
– Harriet: send 7
to
Emma’s friends about party
About you
3 Answer the questions about you.
1 What are you doing tomorrow?
2 What are you doing next weekend?
3 What are your mum and dad doing tomorrow?
4 What are they doing next weekend?
5 What is your best friend doing on Saturday?
6 Are you meeting your best friend tomorrow?
7 Is your mum/dad working on Sunday?
Why do you want to go there?
75
76
Students have the chance to personalise
the language and write about themselves.
vii
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Students’ Book Communication
Activity Book Communication
Everyday functional/situational language is presented
through a photo story. A video accompanies the photo story.
C
Communication
1
2
Speaking: Make requests
a to give Kelly directions to the town centre
b to get directions to Kelly’s house
c to give Kelly directions to her house
Listen and read. Luke’s meeting Sophie at a bookshop in the town centre but he’s lost.
3
send
1 Complete the dialogues.
save
Subject: Directions
ahead borrow can don’t problem
suppose thank Why? you
I use your laptop to send
Dad, 1
can
an email?
so, but why don’t you use
I2
your computer?
Mum’s using it at the moment.
forget to turn it off
Oh. Well, 3
when you finish.
Thanks, Dad.
Seb:
send
save
Subject: Directions
Luke: Excuse me, sir. Can you tell me
the way to the town centre?
Man: It’s a bit far to walk from here. You
need to take the bus. There’s a bus
stop down the street, on the right.
Luke: Thank you very much.
Man: You’re welcome.
2
2
10
Complete the dialogue with a–f.
Then listen and check.
In North London.
Bill:
Excuse me. 1 Can you tell me the way to
Endell Street?
.
Woman: It’s a bit far to walk from here. 2
.
The Underground station is 3
Bill:
Thank you very much.
.
Woman: 4
At Covent Garden Underground station.
Endell Street from here?
Bill: Excuse me. 5
. I think it’s that way.
Man: 6
Bill: Thanks.
a
b
c
d
e
f
You need to take the Underground
down the street, on the left
Can you tell me the way
How do I get to
You’re welcome
I’m not sure
In King Street …
Luke: Hi! I’m looking for a bookshop
called The Bookworm.
Boy: Oh, yes. I know it. It’s at the end
of the road, on the left.
Luke: Thanks a lot.
Boy: No worries.
At the town centre.
Luke: Excuse me! How do I get to King
Street from here?
Woman: I’m not sure. I think it’s that
way.
Luke: Thanks.
Dad:
Hi Kelly,
I’m so excited you can come and stay with me
for the weekend! This is just a quick note to
tell you how to get to my house.
You need to take the train to Upper Mead.
When you get out of the station, walk along
Upton Road. Then turn right at the post office.
That’s Bentley Road. Go straight on for about
100 metres. My house is number 48. Here’s a
little map for you!
I can’t wait to see you!
Love,
Sophie
Seb:
Dad:
Seb:
• Can you tell me the way to (the town centre)?
• You need to (take a bus).
• How do I get to (King Street)?
• I’m not sure. I think it’s that way.
• I’m looking for (a bookshop).
• cinema
• bookshop
Walk to the end of the street. Then turn right.
(1st – Walk to the end of the street.
2nd – Turn right.)
A: Excuse me. Can you tell me the way to …?
B: It’s a bit far to walk from here. You need … . Then …
Dear Mrs Henderson,
1
I am writing about our school visit to the Wessex
Aquarium on 2nd July.
2
3
4
5
7
Yours sincerely,
David Matthews
Dear Sir/Madam,
I am writing
3 You are a member of the Wildlife Club at your school
and you want to visit the Longleat Safari Park on
14th June. Write a formal letter to the owner of the
park. Use Exercise 2 and these questions to help you.
Hi …,
This is just a quick note to tell you how
to get to my house.
First, you need to …
When you arrive …
When you arrive at the station, turn right.
(1st – You arrive at the station. 2nd – Turn right.)
• cinema
2 Put the words in the correct order and write
a formal letter.
1 about / to the Wessex Aquarium / I / on 2nd July /
our school visit / am / writing
2 and / we / at 2 p.m. / arriving / at 5 p.m. / leaving /
are
3 are / the group / in / students / there / forty-two
4 twelve to fourteen / they / years old / are / all
5 a school project / about sharks / they / to learn /
want / for
6 information / could you / the different sharks / in
the Aquarium / send us / about / please?
7 very / thank / much / you
Your turn
6 In your notebook, write an email to a friend.
Give him/her directions to your house.
We often use when and then to show the order in
which things happen.
Writing: Write a formal letter
6
make me a cup of
Mum: Sophie, can 7
tea?
, Mum. Are you all right?
Sophie: No 8
Mum: I’ve got a headache and I think I’ve got a
temperature, too.
Sophie: Well, go to bed and let me bring you your
tea there.
you, Sophie.
Mum: 9
Your turn
Writing tip
3 Imagine you’re in the town centre. Choose
a place from the list below. Ask for and give
directions to that place. Use Exercise 2 to help.
• café • library
• supermarket
£5 from you?
Luke: Emma, can I 4
Emma: 5
Luke: I can’t find my money and I need to buy a
mouse for my computer.
. My money’s in my bag.
Emma: OK. Go 6
But you must give it back to me next week.
Luke: Thanks, Emma!
Hi Connor,
Here’s how to get to my house.
First, you need to take the Underground to
Red Park. 1
you arrive at the station,
walk along Globe Street and turn right at the
supermarket. 2
turn left and go down
Peter Street for about 50 metres. My house is
number 6. Look at the map for help.
See you on Saturday!
Andrew
English today
Your turn
7
Communication
5 Complete the email with When or Then.
Last week, Sophie invited her friend, Kelly, to stay for the
weekend. Now Sophie is writing to Kelly
.
Speaking: Ask for directions
2
09
D
4
Writing: Written directions
4 Read the email and choose a, b or c.
1
Further consolidation is provided
in the Activity Book.
●
●
●
●
●
●
Look at Exercise 4 and underline the sentences
with when and then.
●
●
> Now turn to page 47 in the Activity Book.
44
What are you writing about?
When are you arriving?
When are you leaving?
How many members are there in your club?
How old are they?
Ask the owner what you can see at the safari park.
Ask if you can take photos of the animals.
Thank the owner.
Yours faithfully,
85
45
Key functional expressions
are presented in a clear box.
Productive speaking and writing
tasks are carefully staged.
Students’ Book Culture today
Students learn about aspects of British life and culture,
develop skills and expand their language. A specially
filmed video brings the topic to life.
E
Encourage students to work
out the meaning of new words
from the context.
Culture today
Great places
5
New words
Great places of the world
at the top castle climb everything gods
monster mythology north tourist village
1
My name’s Gabriella. I’m from the oldest and
most beautiful city in Colombia. It’s called
Santa Marta and it’s by the Caribbean Sea.
2
29
Listen and read. What countries are the children from?
Comprehension
Tourists come to Colombia because it has
everything – music, festivals, rainforests,
mountains and beaches. My favourite one,
Playa Blanca, is only fifteen minutes from
my house.
2 Read again and complete the table.
Gabriella
Gabriella, 12
Theo
William
City/town/village
Santa Marta
1 Dion
5
Great things about the place
by the sea, old, beautiful
2
6
Why tourists visit
music, rainforests, mountains, beaches
3
7
Favourite place
Playa Blanca beach
4
8
3 Which place in Exercise 1 would you most like to visit? Why? Ask and answer.
Theo, 11
My name’s Theo. I’m from Dion, a small
village in the north of Greece. It’s in a
beautiful valley near Mount Olympus.
That’s the highest mountain in Greece. It’s
only 2,917 metres high, but people like
climbing it because in Greek mythology
the gods lived at the top.
Tourists don’t usually come to Greece to
visit the mountains; they come because
there are hundreds of islands. My
favourite island is Santorini because it has
a volcano.
I’m William and I’m from Edinburgh.
That’s the capital of Scotland. Edinburgh
isn’t the biggest city in Scotland but it’s
the most important. It’s by the sea and
there’s an interesting castle at the top
of a hill.
Tourists come to Edinburgh for the festival
in August. When they’re here they also
visit the lochs (lakes). My favourite place
is Loch Ness. I always look for Nessie, the
famous Loch Ness monster!
William, 12
60
Listening texts expand the topic and provide
further input for speaking and writing.
A: Which place would you like to visit? B: I’d like to visit … I’d like to see the …
Listening
4
Speaking
2
5 Ask and answer about your country.
30 Listen and choose
the correct answers.
1 What is Mikey’s ‘most
interesting place’?
a South Africa
b a camp site
c a big park with animals
2 Who did Mikey go there with on a special trip?
a his school
b his family
c a teacher
3 What can you do at Mikey’s
most interesting place?
a go walking and camping
b go swimming in the sea
c play with wild animals
4 Why was it safer than the city?
a Because they had two special guides.
b Because they didn’t see any animals.
c Because they stayed in special tents.
5 What did he need on his special trip?
a a tent and a sleeping bag
b a book and some food
c a torch, a rucksack and hiking boots
1 A: What’s the most beautiful place in Argentina?
B: I think it’s the Iguazu Falls.
1 What’s the most beautiful place in (your country)?
2 Are there any interesting places in your city/town/
village or near your home?
3 Why do tourists visit your country?
4 What’s your favourite place in (your country)?
Project: A great place to visit
6 Find some pictures of your country. Write
about the places in the pictures.
A great place to visit
My name’s Alice and I’m from
Trento. It’s a town in Italy.
It’s near the mountains...
61
Project work relates the topic to the
students’ own lives and culture.
viii
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Students’ Book Cross-curricular studies
Reading texts provide interesting information about areas
of the curriculum such as Geography, Art or Science.
D
Cross-curricular studies
tory
A short his
ic
of pop musthe word
Music
1900 –2000
clarinet compose fashion go crazy performer
queen record (n) sing/sang style voice
Many different music styles became
popular – jazz, blues, rock, rap, hip hop –
and there were many different pop stars.
1700 –1900
Classical music was very popular. Some
classical music was like pop music today.
Mozart and Johan Strauss II were
classical ‘pop’ stars.
4 Invent your own festival. Complete the
advert. Then ask and answer the questions.
A: Did you enjoy the music festival?
B: It was great …
Reading
in the Park
Musicmusic
festival
2
1
from
‘Pop’ comes
o were the
‘popular’. Wh
of the past?
‘pop’ stars
11 Listen and read. How many types of
music are in the text?
Summer
pop
When:
What:
Who:
Comprehension
2 Read again and answer the questions.
1 What instruments did Mozart play?
He played the piano, the violin, the clarinet and the
trumpet.
2 How many pieces of music did Mozart compose?
3 What did people call Strauss?
4 Who was the first international pop star?
5 Why did the Beatles look different?
6 Where did the Beatles come from?
7 What type of music did Tina Turner sing in the 80s
and 90s?
8 Which star didn’t write music?
Elvis Presley was from the USA and he was
the first international pop star. He didn’t write music
but he played the guitar and he had a great voice.
Elvis changed fashion, too. Teenagers wore a new
style of clothes and danced in a different way.
1
2
3
4
5
5 Find pictures of a composer or singer and
write sentences about him/her. Use the
questions below.
1
2
3
4
5
He played the piano, the violin, the clarinet and the
trumpet. He composed over 600 pieces of music
and people knew and sang his songs and music.
Using a dictionary (2)
If you look up an irregular verb in a good dictionary,
it gives you the past tense form.
They were from Liverpool in England and were
popular in the 1960s. They wrote excellent songs
and they had a new ‘look’ with long hair. They
sold thousands of records and teenagers went
crazy at their concerts.
Did you enjoy the music festival?
When was it?
How many bands played?
What types of music did they play?
Did you see any of your favourite bands?
Writing: Past lives
Study tip
The Beatles were the first global ‘boy band’.
Mozart was a brilliant composer and musician.
4
Speaking
New words
Who was he/she?
Where was he/she from?
What instruments did he/she play?
Did he/she write/compose music?
Why was he/she famous?
write (past tense wrote)
Look up these verbs in the dictionary. Write the
verbs and their past tense form in your notebook.
Edith Piaf was a
singer. She was
from France …
write know leave
Listening
3
Strauss, ‘The King of Waltz’, wrote great dance
music. It was modern and very popular with
young people. They loved dancing to it at balls
(dance parties).
1
2
3
4
Tina Turner started singing in a band in the
60s. She had a great voice and a great dance
style. She was a brilliant performer. In the 80s and
90s, she started singing rock songs. Now, some
people call her the ‘Queen of Rock’.
2
12 Heather is telling Sam about a music
festival. Listen and match the people with the
music they like.
Mum
Dad
Heather
brother
a
b
c
d
rock
classical music
pop
folk
6 Make a pop history poster. Use the people
below or your own ideas.
Beethoven Edith Piaf Frank Sinatra
Michael Jackson Nina Simone Tchaikovsky
46
47
Study tips suggest various techniques for
recording and memorising vocabulary.
Writing tasks give students the chance to apply
the topic of the lesson to their own lives.
Students’ Book pick and mix
A range of magazine-style activities consolidate
language in a fun way.
Students can choose what they want to do and
work on their own or in pairs/groups.
and
Guess what?
Read and choose True or False.
1 Albert Einstein’s
teachers didn’t think he
was a good student. He
was bored and didn’t
like his school work.
True / False
2 Mozart composed his
first piece of music
when he was five. Wow!
True / False
3 Before he became a
famous actor, Hugh Jackman worked as a clown.
He did shows for children’s parties. True / False
4 In Vienna, Austria, there is a vegetable orchestra. The
musicians make their musical instruments from fresh
vegetables. True / False
5 Leonardo Da Vinci invented the first aeroplane in 1485.
True / False
6 ‘The Tube’ is the name for the Underground in London.
True / False
JUST
Individual activities
can be used as
fillers or for a
change of pace in
any lesson.
JOKING!
STAR SPOT
Complete the text with the
headings (a–c).
How to …
A man with
a great voice
1
Freddie Mercury (1946–1991) was the
lead singer in the great British rock
band Queen. He was born in Zanzibar,
a small African island. He went to
school in India and then came to the
UK when he was eighteen.
Re-cycle it!
50
Hip hop!
• Freddie’s real name was Farrokh
Bulsara.
• He was very kind and friendly and he
loved cats.
3 Mary’s father had four children; three of the
children’s names were Nana, Nene, and Nini.
What was the fourth child’s name?
4 A cowboy left town on Friday and arrived in
another town on Saturday. He stayed there for
three days. He then left the town on Friday.
How is this possible?
make a time capsule.
A time capsule helps you remember your history. Make your own time capsule. Here’s how!
You need:
• a metal box
• some plastic bags
• a sticky label
• a pen
• some paper
• your special things
2 Write a few sentences about
each thing.
This was a present from Grandma.
It was my favourite toy.
5 Stick a label on top of your box
and write your name and the
year.
3 Put all the things in plastic bags
and put them inside the box.
2
3
What’s a rabbit’s
favourite music?
1 When were Christmas Day and New Year’s Day
in the same year?
2 Clara Clatter was born on 27 December but her
birthday is always in the summer. How is this
possible?
a Why was he famous?
b Some fab Freddie facts:
c Who was he?
Freddie had a brilliant singing voice
and his concerts were great. He wrote
some of the best rock songs in history:
Bohemian Rhapsody, We are the
Champions and I Want to Break Free.
What can you do with
an old bicycle?
What are the answers to these riddles?
magazine
p
ck
c
k miix
x
piiic
4
Fun Time!
6 Choose a secret place and hide
your box.
1 Open the box and choose
the things to put inside. For
example: a CD of your favourite
music, your favourite toy, some
family photos, a magazine, a
newspaper, a DVD, a photo of
your best friend.
4 Close the box.
7 Don’t open your box for a
long time (five or ten years)!
51
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Students’ Book Extra speaking practice
Optional information gap activities provide opportunities
for communicative speaking practice.
Student A Activities
Student A Activities
Unit 5A, Exercise 8
Unit 6B, Exercise 7
Unit 7A, Exercise 8
Unit 8A, Exercise 8
Student A
Student A
Student A
Student A
1 Ask B the questions. Then choose the correct
answers.
1 A: Which is the highest mountain in Africa?
B: It’s …
1 Ask B the questions and tick (✓) or cross (✗)
the boxes.
1 A: Do you have to walk the dog?
B: Yes, I do.
1 high / mountain in Africa?
a Mount Kilimanjaro (Tanzania) b Mount Kenya (Kenya)
Do you have to help
around the house?
Height: 5,895 m
1
2
3
4
5
6
walk the dog
load the dishwasher
make your bed
water the plants
tidy your room
lay the table
✓
1 Ask B questions and complete the diary.
Olivia
MONDAY
A: play football in the park
B: go to the bowling alley
WEDNESDAY
A:
B:
THURSDAY
A: watch a
B:
FRIDAY
A: go on
B:
film at the cinema
4 long / river in Asia?
a Indus (India)
b Yangtze (China)
2 Answer B’s questions.
1
2
3
4
1 B: Do you have to empty the dishwasher?
A: No, I don’t.
You
1 B: Which is the hottest country in the world?
A: It’s Ethiopia.
Hottest country in the world:
Coldest country in the world:
Largest lake in Europe:
Biggest city in North America:
Ethiopia
Russia
Lake Ladoga (Russia)
Mexico City
1
2
3
4
5
6
empty the dishwasher
clear the table
vacuum your room
feed your pet
tidy your room
do the washing-up
✗
✓
✗
✓
✓
✗
5
Adrian
A: Where are the Smiths going to spend their holiday
this summer?
B: They’re going to spend their holiday at Whitewaters
Holiday Village.
A: What’s Olivia going to do?
B: She’s going to …
Whitewaters Holiday Village
Name
a school trip to the art gallery
SATURDAY
A: visit Brighton
B:
2 Look at the household jobs and answer
B’s questions.
Steve
at
the shopping centre
4
3 small / country in the world?
a Vatican City
b Monaco
Karen
TUESDAY
A: meet friends
B:
2 large / country in the world?
a China
b Russia
1 Ask B about the Smiths’ holiday plans.
Then complete the table.
A: What are you doing on (Monday)?
B: I’m (going to the bowling alley/not doing anything).
6
Karen Smith
Aquarium
2 Answer B’s questions. Find a free day to go
to the zoo.
course
2 Answer B’s questions about the Allens’
holiday plans.
8
9
course
Steve Smith
7
SUNDAY
A:
B:
Sports/Activities
Olivia Smith
Adrian Smith
B: Where are the Allens going to spend their holiday
this summer?
A: They’re going to spend their holiday at the Playa
Sports Resort.
B: What’s Susan going to do?
A: She’s going to take scuba diving lessons.
B: What are you doing on (Monday)?
A: I’m (playing football in the park/not doing anything).
…
B: What are you doing on … ?
A: I’m not doing anything on …
B: Great! Let’s go to the zoo.
The Playa Sports Resort
Name
Sports/Activities
Susan Allen
scuba diving lessons
Alex Allen
football
Harry Allen
waterskiing
Kate Allen
skateboarding
102
103
Students’ Book Andy’s grammar lessons
A six page grammar reference section
provides full paradigms for all the grammar
points covered in the Students’ Book.
Students’ Book Word list
The unit-by-unit word list facilitates revision
and memorisation of key vocabulary.
Andy’s grammar lessons
1
2
Word list
Unit 1
Present simple
Lesson A
Positive
Negative
I live in Brazil.
You live in Argentina.
He lives in the UK.
She lives in Greece.
It lives in India.
We live in the USA.
You live in Italy.
They live in Spain.
I don’t live in Brazil.
You don’t live in Argentina.
He doesn’t live in the UK.
She doesn’t live in Greece.
It doesn’t live in India.
We don’t live in the USA.
You don’t live in Italy.
They don’t live in Spain.
Countries and nationalities:
Questions and short answers
Wh- questions
Do I like football?
Do you live in Spain?
Does he watch TV?
Does she play rugby?
Does it watch TV?
Do we like English breakfast?
Do you write songs?
Do they like music?
What do you like?
What sports do you play?
What does your friend
want to be?
Where do you live?
Where do you play football?
Where does Michael come from?
Yes, you do./No, you don’t.
Yes, I do./No, I don’t.
Yes, he does./No, he doesn’t.
Yes, she does./No, she doesn’t.
No it doesn’t./Yes, it does.
Yes, you do./No, you don’t.
Yes, we do./No, we don’t.
Yes, they do./No, they don’t.
Present continuous
3
Positive
Negative
I’m watching TV.
You’re playing games.
He’s writing emails.
She’s chatting to friends.
It’s listening to music.
We’re cooking breakfast.
You’re walking the dog.
They’re making model planes.
I’m not watching TV.
You aren’t playing games.
He isn't writing emails.
She isn't chatting to friends.
It isn’t listening to music.
We aren't cooking breakfast.
You aren't walking the dog.
They aren't making model planes.
110
Yes, you are./No, you aren’t.
Yes, I am./No, I’m not.
Yes, he is./No, he isn’t.
Yes, she is./No, she isn’t.
Yes, it is./No, it isn’t.
Yes, you are./No, you aren’t.
Yes, we are./No, we aren’t.
Yes, they are./No, they aren’t.
Lesson B
Daily activities:
chat to friends online
cook breakfast
do your homework
listen to music
make model aeroplanes
play computer games
ride your bike
skateboard
surf the Internet
walk the dog
watch TV
write emails
Adverbs of frequency
always **** usually ***
often ** sometimes * never
Positive
High numbers:
hundred
million
thousand
deep
fast
high
long
low
old
shallow
short
slow
young
like / love / hate + -ing
I like walking the dog.
He loves playing rugby.
I hate doing my homework.
I don’t like shopping.
Quantities:
gram (g)
kilogram (kg)
litre (l)
millilitre (ml)
Lesson A
Adjectives (1):
4
bag
bottle
box
carton
packet
tin
Unit 3
Lesson A
I don’t always write emails.
I don’t usually write emails.
Containers:
Time phrases:
Unit 2
Negative
Food and drink:
bread
carrots
cheese
chicken
cucumbers
eggs
fish
lemonade
milk
mushrooms
onions
orange juice
pasta
pears
red peppers
strawberries
tomatoes
yoghurt
Lesson C
at (weekends/night)
every (day/morning/evening/night/
Saturday)
in the (morning/afternoon/evening)
on (Mondays/Thursday mornings/Friday
afternoons)
I always do my homework
in the evenings.
You usually sing songs at night.
She often listens to music
in the mornings.
We sometimes play games at night.
They never write letters.
Questions and short answers
Am I doing my homework?
Are you watching TV?
Is he playing computer games?
Is she listening to music?
Is it playing a game?
Are we playing rugby?
Are you cooking lunch?
Are they dancing?
the USA/American
Argentina/Argentinian
Australia/Australian
Brazil/Brazilian
Great Britain/the UK/British
China/Chinese
Germany/German
Greece/Greek
India/Indian
Ireland/Irish
Italy/Italian
Portugal/Portuguese
South Africa/South African
Spain/Spanish
Turkey/Turkish
Lesson B
Professions:
actor/actress
author
comedian
composer
dancer
film director
inventor
magician
painter
scientist
singer
Dates:
1900 (nineteen hundred)
1901 (nineteen oh one)
1998 (nineteen ninety-eight)
2000 (two thousand)
2004 (two thousand and four)
2014 (twenty fourteen)
Lesson B
TV programmes:
cartoon
comedy
cookery show
documentary
drama series
quiz show
reality show
soap opera
talent show
talk show
the news
Lesson C
Time expressions:
in the (1960s)
last month/night/week/year
(three) days/months/weeks/years ago
yesterday
Unit 4
Lesson A
Musical instruments:
bass
drums
guitar
keyboard
piano
saxophone
trumpet
violin
Types of music:
blues
classical
folk
hip hop
jazz
pop
rap
rock
Lesson B
Transport:
boat
bus
car
coach
helicopter
plane
train
the Underground
Directions:
go straight on
on the left/right
turn left (at)
turn right (at)
walk along
walk past
108
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eText
Interactive activities can be opened via
the star icons on the page spreads.
Audio icons bring up the relevant audio
for the exercise in an audio player.
Tests, classroom photocopiables and
additional resources are available for
download as PDFs.
Videos such as animated grammar boxes
can be accessed from the video icons on
the page spreads.
MyEnglishLab
Interactive practice exercises and tests
can be assigned to the whole class
or individual students. They can be
automatically graded.
The Gradebook shows at a glance how
students are progressing. It can be viewed
for the class or individual students.
xi
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All about me
Unit 1, A
Lesson aims:
• talk about you and your friends
• talk about countries and nationalities
A We live in the UK.
Newlan guage
Grammar: Present simple: positive, negative,
questions and short answers, wh-ques tions
Vocabulary: Countries and nationalities
Preparation: Warm-up: Bring a world map or
globe. 2nd Grammar box: Write a card for each
word in the sentences.
Sophie
Seb
Culture notes
Luke
Most schools in the UK have a uniform. Typically,
it consists of a shirt, tie, jacket and trousers (or
skirt for girls).
Presentation
Warm-up
1
1 02
Listen and read. Choose the correct words.
Sophie: Hi, Luke! Seb, this is my 1 friend / cousin , Luke. Luke, this
is Seb. We’re in the same class …
Seb:
… and we’re mates. Hi, Luke.
Luke:
Hi!
Sophie: Luke is South African. He comes from Cape Town.
Luke:
Well, my dad is South African and my mum is
2
British / Italian. Where do you come from, Seb?
Seb:
I’m Brazilian. I come from Rio de Janeiro but my family
and I live in 3 the UK / Brazil now.
Luke:
Cool. There are some 4 awful / great Brazilian footballers.
Do you play football?
Seb:
Are you serious? I’m an awesome footballer! Ask Sophie!
Sophie: Well … Seb doesn’t just play football …
Seb:
Oh, come on!
Luke:
What do you mean?
Sophie: He plays great football! He wants to be a professional
footballer.
Seb:
That’s 5 great / nice of you, Sophie! Thanks!
• Team game. Using your world map or globe,
say one of the countries whose nationality
adjective is listed in Exercise 4. The first
student to find the country wins his/her team
a point, but is then ‘out’. Continue till all the
countries have been found.
Lead-in
• Draw students’ attention to the photo.
Introduce Seb, Sophie and Luke. Ask questions,
e.g. Where are they? (Outside school.) Ask
students how the uniform in the picture differs
from what they wear for school.
1
1
02
Listen and read. Choose the correct
words.
• Teach the words mates, professional.
• Play the recording while students listen and
read the dialogue.
• Play it again for students to circle the correct
words.
Answers ➞ student page
English today
• Give students time to find and underline the
phrases in the dialogue.
• Check the meanings, using L1 if necessary.
2
•
•
•
•
1
03
Listen and repeat the dialogue.
Play the recording, pausing for the class to
repeat each line in chorus.
Divide the class into three and allocate the
parts (Sophie, Seb and Luke).
Play the recording again. Students repeat
their lines.
Invite groups to read the dialogue to the class.
3 Read again and answer True (T)or False (F).
• Give students time to read the dialogue again
and write their answers.
• Have students compare answers in pairs.
• Check answers.
2
1
03
Listen and repeat the dialogue.
English today
• Are you serious?
• I’m an awesome (footballer)!
• Oh, come on!
• What do you mean?
• That’s nice of you.
Comprehension
3 Read again and answer True (T) or
False (F).
1
2
3
4
5
6
Sophie and Seb are in the same class. T
Sophie and Luke are cousins. T
Luke’s dad is British. F
Seb’s parents live in Rio de Janeiro. F
Some Brazilian footballers are very good. T
Seb isn’t a very good footballer. F
4
4
1
04
Listen and repeat.
• Play the recording, pausing for students to
repeat each word quietly.
• Play it again. Have students repeat in chorus,
then in groups or individually.
5 Match the nationalities in Exercise 4 with
these countries. Which five nationalities do
not have a match?
• Give students time to read the words and write
the matching nationalities.
• Check answers.
Answers ➞ student page
Grammar
• Draw students’ attention to the first Grammar
box. Remind students about the use of present
simple.
• Have students repeat the example sentences
after you.
Suggestion: Ask students to think of examples
relating to their own lives.
Answers ➞ student page
4
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e.
T
d. T
1
Memory check: Countries and
nationalities
4
1
04
Listen and repeat.
American Argentinian Australian Brazilian
British Chinese German Greek Indian
Irish Italian Portuguese South African
Spanish Turkish
5 Match the nationalities in Exercise 4 with
these countries. Which five nationalities do
not have a match?
1
2
3
4
5
Australia Australian
Spanish
Spain
Turkish
Turkey
Chinese
China
Great Britain/the UK British
Grammar
Present simple
6
7
8
9
10
Greece
Ireland
the USA
India
Portugal
Greek
Irish
American
Indian
Portuguese
Hi! I’m
Andy!
Positive and negative
He/Seb plays great football.
She/Sophie doesn’t play
football.
I/We/They live in the UK.
I/We/They don’t live in Brazil.
Yes/No questions
Does he/she live in the UK?
Yes, he/she does./No, he/she doesn’t.
Do you/they play football?
Yes, we/they do./No, we/they don’t.
Grammar
7 Write questions about Seb.
• Give students time to write.
• Check answers.
Present simple wh- questions
Where do you come from?
What kind of music do you like?
What does your friend want to be?
Where do you and your family live?
Answers
2 Where does he live? 3 What sports does
he play? 4 What kind of music does he like?
5 What does he want to be?
7 Write questions about Seb.
1 where / Seb / come from?
Where does Seb come from?
2 where / he / live?
3 what sports / he / play?
4 what kind of music / he / like?
5 what / he / want to be?
Speaking
Fastfi nishers: Have students compare their
answers in pairs and/or help slower students.
8 Ask and answer about Seb. Use the questions
from Exercise 7 and the information in his profile.
A: Where does Seb come from?
B: He’s Brazilian. He comes from Rio de Janeiro.
1 Nationality:
Comes from:
2 Lives:
3 Sports:
4 Music:
5 Wants to be:
8 Ask and answer about Seb.
• Give students time to read the profile and
query any words they are unsure of.
• Demonstrate the activity with a confident
student, using the example.
• Invite pairs across the class to ask and answer
the questions or have students work in closed
pairs.
Brazilian
Rio de Janeiro
in the UK with his family
plays football
likes techno music
a professional footballer
9 Student A: go to page 100.
Student B: go to page 104.
Writing
6 Complete the dialogue with the correct
forms of the verbs. Then act it out.
Sophie: I’ve got an email from Giovanna and Pina.
Seb:
Are they Italian?
Sophie: Yes, they are. 1 They come (they/come)
from Rome.
2
(they/live) in Rome?
Seb:
(live) in Milan.
Sophie: No, they don’t. They 3
4
(they/play) sports?
Seb:
(play) basketball. Pina
Sophie: Giovanna 5
6
(not like) sports.
7
(she/like) music?
Seb:
(want) to be a
Sophie: Yes, she does. She 8
pop star!
10 Write about Luke in your notebook. Use the
information in his profile.
Luke is South African. He comes from … . He lives … .
He plays … and he … . He wants … .
1 Nationality: South African
Comes from: Cape Town
2 Lives:
in the UK with his parents
and his sister, Emma
3 Sports:
plays rugby
4 Music:
likes rock music
5 Wants to be: a vet
> Now turn to Unit 1A in the Activity Book. Start on page 1.
6 Complete the dialogue with the correct forms
of the verbs. Then act it out.
• Use the example to demonstrate the exercise.
• Give students time to read the dialogue and
write.
• Check answers.
• Invite volunteers to read and act out the
dialogue.
Answers
2 Do they live 3 live 4 Do they play 5 plays
6 doesn’t like 7 Does she like 8 wants
Grammar
• Draw students’ attention to the second
Grammar box. Highlight the question forms
and position of the question words.
• Have students listen and repeat the questions.
Suggestion: Give out your word cards to
confident students. Ask them to place the cards
on the board in the correct order to make
sentences.
5
9 Student A: go to page 100. Student B: go to
page 104.
• Have students go to the correct page and
look at the information there.
• Students work in pairs to ask and answer.
Answers ➞ page 103
10 Write about Luke in your notebook.
• Students read the profile and ask about any
words they are unsure of.
• Give students time to do the activity.
Sample answer
He comes from Cape Town. He lives in the UK
with his parents and his sister, Emma. He plays
rugby and he likes rock music. He wants to be
a vet.
Ending the lesson
Have students ask and answer questions, and
create a profile of another student.
Learning difficulties
As dyslexic students often have difficulty with
sequencing information, the grammar in this
lesson may prove challenging. Having students
repeat meaningful or personalised example
sentences several times may help.
Photocopiable Resource 1A. You can use this
resource any time after Exercise 7.
5
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B Are you doing your homework?
Lesson aims:
Presentation
Unit 1, B
1
1
05
• talk about what you’re doing now
• talk about daily routines and activities
Listen and read. What’s Seb writing?
Newlan guage
Sophie
Grammar: Present continuous: positive,
negative, questions and short answers;
Adverbs of frequency: always, usually, often,
sometimes, never
Vocabulary: Daily activities
SEB
EMMA
Culture notes
Internet access at home is fairly standard in
British households. In 2012, more than 80% of
UK homes had Internet access.
SEB
EMMA
Warm-up
• Revise the present simple and remind
students of the present continuous using
some of the verbs and phrases in Exercise 4.
Ask Do you listen to music every day? Are
you listening to music now? Do you do your
homework in the evening? Are you doing
your homework now? etc.
SEB
EMMA
SEB
• Draw students’ attention to the photo. Ask
questions, e.g. Who is in the photo? (Sophie
and Emma.) Where are they? (At home.)
What are they doing? (Various answers, but
establish the use of the present continuous to
talk about people’s activities in a picture.)
No, she isn’t! … Hi Seb. It’s
me, Emma. I’m sitting with
Sophie. She’s listening to
music and she’s decorating
my trainers. They look cool!
… What are you doing? I bet
you’re playing computer
games!
Ha ha, very funny! I don’t
believe you!
I’m not joking! It’s for my
school project. … And you
know what? It’s quite good.
I don’t write poems but I
sometimes write my own
songs. I’m writing a song
about school at the moment.
Really? Well, my poem’s about
football.
What a surprise!
2
1
06
Emma
Hey, I don’t always play
computer games. I sometimes
do other things! Right now I’m
writing a poem.
EMMA
Lead-in
1
Sophie! Are you doing your
homework?
Listen and repeat the dialogue.
English today
• I bet …
• Ha ha, very funny!
• You know what?
• What a surprise!
Comprehension
3 Read again and complete the sentences with
the names Sophie, Emma or Seb.
1 Emma is sitting with Sophie.
2 Sophie is listening to music.
3 Sophie is decorating Emma ’s trainers.
4 Seb plays computer games.
5 Seb is doing a school project.
6 Emma writes songs.
Vocabulary: Daily activities
4
1
07
Listen and repeat.
chat to friends online cook breakfast 4
do your homework 8 listen to music 3
make model aeroplanes 5 play computer games 7
ride your bike skateboard 6 surf the Internet 10
walk the dog 9 watch TV 2 write emails
6
1
05
1
Listen and read. What’s Seb writing?
• Teach the word poem. Play the recording
while students listen and read the dialogue.
• Students answer the question. (He’s writing a
poem.)
English today
• Have students find and underline the phrases
in the dialogue.
• Check the meanings, using L1 if necessary.
2
1
06
Listen and repeat the dialogue.
• Play the recording again, pausing for the class
to repeat the dialogue in chorus.
• Divide the class into two groups, and allocate
parts (Seb, Emma). Play it once more, pausing
for groups to repeat their lines.
• Invite pairs to read the dialogue to the class.
3 Read again and complete the sentences with
Sophie, Emma or Seb.
• Give students time to read the dialogue and
write the names. Students compare their
answers in pairs.
Answers ➞ student page
4
1
07
Listen and repeat.
• Give students time to read the phrases in the
box. Explain any expressions they don’t know.
• Play the recording, pausing for students to
repeat the phrases.
5 Match the activities in Exercise 4 with
pictures 1–10.
• Ask the class to look at the pictures. Play the
recording again, pausing after each item. Tell
the students to find the corresponding picture
and shout the number.
• Have them write the correct number next to
each phrase in the box.
Answers ➞ student page
6 Which activities from Exercise 4 do you do
with a computer?
• Give students time to think about the question
and tick the correct activities. Check answers.
Answers
play computer games, surf the Internet, write
emails (also possible: do your homework, listen to
music, watch TV)
6
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1
5 Match the activities in Exercise 4 with
pictures 1–10.
1 ride your bike
8 Game: A: Imagine you’re doing one of the
activities from Exercise 4. B: Ask questions.
Guess the activity.
B:
A:
B:
A:
B:
2
1
3
4
5
Are you sitting at home?
Yes, I am.
Are you writing emails?
No, I’m not.
Are you …?
9 Say what you do after school. Use adverbs
of frequency and activities from Exercise 4.
• Give students time to think about their
after-school activities. Then ask pairs to do
the exercise, taking turns and using all the
adverbs.
Grammar
Present continuous and present simple
I’m playing a computer game at the moment.
I sometimes play computer games in the evenings.
I don’t always play computer games.
6
8
10 Complete the text with the correct forms of
the verbs.
• Give students time to read the text and write
their answers. Check answers.
Adverbs of frequency
always **** usually *** often **
sometimes * never
9
7
• Have students find more examples of the
adverbs in the dialogue.
10
6 Which activities from Exercise 4 do you do
with a computer?
chat to friends online
Grammar
Present continuous
Positive
I’m/We’re listening to music.
Negative
He/She isn’t playing computer games.
Questions
Are you doing homework? Yes, I am./No, I’m not.
What are you doing? I’m writing a poem.
Speaking
7 Look at the people in the pictures in Exercise 5.
Ask and answer.
A: What are they doing?
B: They’re riding their bike.
Speaking
9 Say what you do after school. Use adverbs of
frequency and activities from Exercise 4.
Answers
2 ‘s/is riding 3 are watching 4 always watch
5 cook 6 am I doing 7 ’m/am not playing
8 ‘m/am doing
I always do my homework after school. I sometimes
write emails.
Writing
10 Complete the text with the correct forms of
the verbs.
It’s Sunday morning
by Seb
Mum 1 is never (be/never) at home on Sunday mornings.
Today, she 2
(ride) her bike in the park.
Dad and my brother 3
(watch) TV at the moment.
They 4
(always/watch) a football match and then
they 5
(cook) a big dinner. What 6
(I/do)
now? Well, I 7
(not play) computer games.
8
I
(do) this homework!
About you
11 It’s Sunday morning. Write about what you, your
family and friends usually do and what you’re
doing now.
Ending the lesson
Play the game in Exercise 8 using mime.
> Now turn to Unit 1B in the Activity Book. Start on page 5.
7
Grammar
• Draw students’ attention to the first Grammar
box.
• Have students repeat the examples in chorus.
• Ask students to find more examples in the
dialogue.
7 Look at the people in the pictures in
Exercise 5. Ask and answer.
• Demonstrate the activity with a confident
student. Invite a pair to do another example.
• Students work in pairs. Observe and support
them as they work.
11 It’s Sunday morning. Write about what you,
your family and friends usually do and what
you’re doing now.
• Give the students some examples, e.g. It’s
Sunday morning. I’m sitting in the kitchen
and my sister is reading a book.
• Ask confident students for more examples.
• Give students time to write.
Learning difficulties
Reading handwriting can be a real challenge
for dyslexic students. Providing them with a
larger text worksheet version of Exercise 10
will help. Also try to be aware of this when
writing on the board.
Photocopiable Resource 1B. You can use this
resource any time after Exercise 7.
8 Game.
• Demonstrate the activity with a confident
student.
• Students work in pairs.
Grammar
• Draw students’ attention to the second
Grammar box.
• Ask them which example is present continuous
and which present simple.
• Draw attention to the adverbs of frequency
and explain the star system. Remind them of
the word order (normally before a main verb
but after the verb be).
7
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C I love living here.
Presentation
Unit 1, C
send
Natural History Museum.
And every Sunday we go to my 2 grandma’s
aunt’s ✓ house. She loves cooking a big Sunday
The photo shows the Booth Museum of Natural
History in Brighton. Edward Booth was a keen
collector of British wildlife in the 19th century.
The museum was built in 1874 for his collection
of birds, butterflies, fossils, bones and skeletons.
Booth was one of the first to use the ‘diorama’
case, where birds and animals are shown in their
natural habitat. Nowadays the museum also
emphasises the need for conservation.
Sundaylunc h in the UK is traditionally a time
for the whole family to eat together. It usually
consists of roast meat or poultry with potatoes,
vegetables and gravy.
lunch and Mum and Dad really like her roast
potatoes! Then in the 3 afternoon ✓ evening
,
we walk the dog or go to the 4 skate park ✓
swimming pool
. I like skateboarding. It’s fun.
School is OK but I hate wearing a uniform. Luckily,
5
every
on ✓ Fridays, we wear our own clothes.
Sophie and her best mate Seb are cool. (Check out
the photo!) But they’re really into street dance and
I don’t like dancing. Never mind!
What are you up to?
Luke
2
English today
Comprehension
• Revise everyday activities from the previous
lesson, by asking, e.g. Do you like listening
to music? Do you like doing your homework?
and eliciting Yes, I do./No, I don’t.
3 Read again and answer the questions.
1 When does Luke go to Brighton town centre?
On Saturdays
2 Which place does Luke really like?
3 Where does Luke’s family sometimes go for lunch?
4 What does Luke wear at school?
5 When does Luke wear his own clothes to school?
6 Who’s good at dancing?
Lead-in
Listen and read. Tick (✔) the correct
words.
• Give students time to read, and teach the
word roast (potatoes). Remind them of the
phrases skate park and swimming pool.
• Play the recording while students listen and
tick the words.
• Check answers.
Answers ➞ student page
2
1
09
Listen and repeat the English today
phrases.
• Give students time to find and underline the
phrases in the email.
• Check the meanings, using L1 if necessary.
• Play the recording while students listen. Then
play it again, pausing for students to repeat
the phrases in chorus.
3 Read again and answer the questions.
• Give students time to read the questions and
query vocabulary.
• Students read the email again and write their
answers.
• Check answers.
1
09 Listen and repeat the
English today phrases.
• Luckily, …
• Check out the photo!
• They’re really into (street dance).
• Never mind!
• What are you up to?
Warm-up
1
08
save
Hi Grace!
Do I like living in the UK? Yes, I do. I love living here!
I like going to
On 1 Saturdays ✓ Tuesdays
Brighton town centre. My favourite place is the
Culture notes
1
08 Listen and read. Tick (✓) the
correct words.
Subject: Re: What are you up to?
Grammar: like/love/hate/don’t like + -ing
Vocabulary: Time phrases
• Draw students’ attention to the photo. Ask
questions, e.g. Where are Luke, Seb and
Sophie?( They’re at the Booth Museum of
Natural History.)
• Have students look quickly at the text. Ask
students what kind of text it is (an email).
• talk about likes and dislikes
1
1
Newlan guage
Lesson aim:
Memory check: Family members
4 Make five word partners. Which word hasn’t
got a partner?
mum – dad
aunt brother cousin dad daughter
grandad grandma mum sister son
uncle
8
Answers
2 The Natural History Museum 3 his aunt's house
4 a uniform 5 on Fridays 6 Sophie and Seb
4 Make five word partners. Which word hasn’t
got a partner?
• Check the meanings of the family members,
using L1 if necessary.
• Give students time to read and decide on the
word partners. Check answers.
• Ask students some questions, e.g. How many
cousins have you got? etc.
Answers
aunt – uncle, brother – sister, daughter – son,
grandad – grandma. No partner: cousin
5
1
10
Listen and repeat.
• Give students time to read the time phrases
in the box, then play the recording. Students
listen and repeat.
• Remind students that at is used with time
words such as weekends, night; on with specific
days and dates; and in with months and parts
of the day, e.g. in the evening.
8
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1
Vocabulary: Time phrases
5
1
10
Listen and repeat.
At weekends/night
Every day/morning/evening/night
Every Saturday/Sunday
In the morning/afternoon/evening
On Mondays/Tuesdays
On Thursday mornings/Friday
afternoons
6 Complete Grace’s email with at,
every, in or on.
Listening
8
1
11
• Check answers.
Listen and choose the correct words. Then tell the class.
Luke hates shopping.
Answers
Luke likes going to Brighton town centre. He
likes skateboarding. He hates wearing a uniform.
Grandma loves cooking a big Sunday lunch.
Mum and Dad like her roast potatoes.
1 I hate shopping / swimming.
2 I love visiting museums / my friends.
3 I like listening to music / watching TV.
4 I don’t like playing football / dancing.
5 Favourite day: Sunday / Saturday –
go to Brighton town centre
8
send
9 A: Imagine you’re interviewing Seb/Sophie. B: Imagine
you’re Seb/Sophie. Look at the fact files. Ask and answer.
save
Subject: My week
… I’m playing with a great new team
now so
and
1
on Monday mornings
on
2
Wednesday
afternoons, I have football practice.
I also go to a swimming club
3
every
What do you like doing, Seb?
I love playing football and I like … But I don’t like …
What do you hate doing?
I hate …
What’s your favourite day of the week?
Monday. On Mondays we play football at school.
Answers ➞ student page
Thursday after school.
I’m usually very tired
the evening!
5
4
At
in
weekends,
I’ve usually got a lot of homework
because
A:
B:
A:
B:
A:
B:
6
every
Friday we have
Football
AUDIOSCRIPT PAGE 104
Chat to friends online
Rugby
a lesson with Miss Price. I know you
Cricket
remember her! Aaagh!
Favourite day: Monday – football at school
Grammar
Walk the dog
I like going to Brighton town centre.
She loves cooking Sunday lunch.
I hate wearing a uniform.
I don’t like dancing.
Skateboard
9 Ask and answer.
• Give students time to read the information in
the fact files. Check/teach cricket, rugby.
• Demonstrate the activity by reading the
example with a confident volunteer. Explain
that the questions start with Wh- words.
• Give pairs time to do the activity, then invite
some confident students to act out their
conversations.
Get up early
Surf the Internet
Favourite day: Sunday – go to skate park
7 Look at Luke’s email in Exercise 1.
Write four sentences about Luke
and his family. Use like, love and
hate.
Luke loves living in the UK.
Luke doesn’t like dancing.
1
11
Listen and choose the correct words.
Then tell the class.
• Give students time to read the sentences. Play
the recording while students listen and circle
their answers.
• Play it again, pausing to check answers.
Speaking
About you
10 Interview your friends and write fact files about them.
Use the dialogue in Exercise 9 to help.
> Now turn to Unit 1C in the Activity Book. Start on page 9.
9
• Ask some questions about the text in Exercise 1
to elicit time phrases, e.g. When does Luke go
to Brighton town centre? How often do they
go to grandma’s house?et c.
6 Complete Grace’s email with at, every, inor
on.
• Give students time to read the email, check
vocabulary, and write their answers.
• Check answers.
Answers ➞ student page
Grammar
• Draw students’ attention to the Grammar box.
If necessary, check the meanings of loveand
hate in L1.
• Highlight the –ing form which follows these
verbs.
• Have students repeat the examples after you,
and ask one or two confident students to give
more examples.
10 Interview your friends and write fact files
about them. Use the dialogue in Exercise 9
to help.
• Give students time to work in pairs and
interview each other. They could make notes
of their partner’s answers.
• Give students time to prepare their fact files.
Support the students as they write.
Ending the lesson
Students could display or exchange their fact
files – with names omitted or covered – for other
students to read and guess who the fact file is
about.
Learning difficulties
Instead of writing a fact file, dyslexic students
could be asked to say a few sentences about
their interview partner. Alternatively, you could
provide a framework for them to complete.
If appropriate for your dyslexic students, you
could suggest that they take their time to
complete the written work at home.
Photocopiable Resource 1C. You can use this
resource any time after Exercise 6.
7 Look at Luke’s email in Exercise 1.
• Give students time to reread Luke’s email
and write sentences. Encourage them to
write positive and negative sentences with all
three verbs.
9
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D
Unit 1, D
Communication
Speaking: Talk about likes and dislikes
1
12
1
Newlan guage
Functions: Ask for opinions and decide what
to do; Speaking: Talk about likes and dislikes;
Writing:Invit ations
English today: What do you think? I don’t
mind ...; I can’t stand ... (They’re/He’s) boring/
fantastic/amazing!
Preparation: Warm-up: Find pictures to
represent activities from lessons 1B and 1C, e.g.
listening to music, doing homework, wearing
school uniform, etc.
Listen and read. It’s Friday afternoon and Seb, Luke and Sophie are at the DVD rental shop.
1
Sophie: Do you want to hire a DVD and
hang out at my place?
Seb: Cool! Let’s get popcorn, too. Do
you like watching DVDs, Luke?
Luke: Yes, I love watching DVDs and I
love eating popcorn.
2
3
Sophie: How about this film? What
do you think, Seb?
Seb: Oh, no! I can’t stand romantic
comedies! They’re boring!
Sophie: Well, I think they’re fantastic!
Luke: Let’s find a film we all like.
Sophie: This film stars Zac Efron. I
think he’s amazing!
Luke: I like him, too. How about you,
Seb?
Seb: Well, I don’t mind watching it.
Luke: Brilliant! Now, there are three
popcorn flavours …
Sophie: You know what? Let’s get
all three!
Culture notes
Video hire shops are still popular in the UK
although downloading and viewing films on
computers is becoming more common.
Popcorn is a popular snack for people in the UK
to eat, particularly while watching films.
Listen and read.
• Play the recording while students listen and
read.
• Ask some questions to check understanding,
e.g. Does Luke like watching films? What kind
of films does Sophie like? Does Seb like them
too? What does Seb like eating?
See Introduction page iv.
• If you have an interactive whiteboard or a
DVD player, students can watch and listen to
the video of the communication dialogue.
• Play the video all the way through. Then play
it again, pausing after each section to ask
comprehension questions.
• Tell students (L1) there is another version of
the video with a different ending. Ask for
suggestions for another ending. Then play the
alternative version. Ask how many students
guessed right. (Answer: Seb doesn’t like Zac
Efron or cheese popcorn.)
I don’t mind playing it.
I love playing video games and eating crisps.
I think it’s amazing! d What do you think, Chris?
How about you, Ben? f I can’t stand that game!
a
b
c
e
Lead-in
1
13 Complete the dialogue with sentences a–f.
Then listen and check.
Ann: Do you want to rent a video game and hang out
at my place?
Ben: Cool! Let’s get crisps, too. 1 What do you think,
Chris?
Chris: Good idea. 2 b
Ann: How about this game? It’s about tennis.
Ben: Oh, no! 3 f It’s boring!
Ann: Well, I think it’s fantastic!
Chris: Let’s find a game we all like.
Ann: This game is about flying planes. 4 c
Chris: I really like it, too. 5 e
Ben: Well, it’s OK I suppose. 6 a
• Revise likes and dislikes of activities from 1B
and 1C using your pictures. Ask students to
say, e.g. I love listening to music; I don’t like
doing my homework, etc.
1
12
1
2
Warm-up
• Have students cover the dialogue. Ask
questions about the photos, e.g. Who’s in the
photos? (Sophie, Seb and Luke.) Where are
they? (In a video/DVD hire shop.) What are
they doing?( They’re choosing a DVD.)
• Teach popcorn, flavours and romantic
comedy.
W
English today
• I don’t mind …
• What do you think?
• I can’t stand …
• (They’re/He’s) boring/fantastic/amazing!
Your turn
3 Invite two friends to spend Friday afternoon
with you. Use activities from the list below
or your own ideas and Exercise 2 to help you
write a dialogue. Then act it out.
• rent a DVD/get a pizza
• buy (favourite pop star’s) new CD/get ice cream
• choose a board game/get biscuits
A: Do you want to rent a DVD and hang out at my place?
B: Cool. Let’s get a pizza, too. What do you think … ?
C: Good idea. I like …
10
2
•
•
•
•
•
1
13
Complete the dialogue with sentences
a–f. Then listen and check.
Give students time to complete the dialogue.
Have students compare answers in pairs.
Play the recording, pausing to check answers.
Play the recording again. Students listen and
repeat.
Let students practise the dialogues in pairs.
Answers ➞ student page
English today
• Have students find and underline the phrases in
the dialogue.
• Explain that they can use these expressions in
their own dialogue in Exercise 3.
Suggestion: Ask students to think of two
sentences: one about something/someone they
like and one about something/someone they
dislike, e.g. Justin Bieber’s fantastic! Then they
work in pairs and take turns to say a sentence,
followed by What do you think? Their partner
answers with an appropriate phrase, e.g. I can’t
stand him!
AUDIOSCRIPT PAGE 104
10
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ou,
t.
ee
1
Writing: Invitations
C L A Y M IL L S
SC H O O L
CONC E R T
4 Read the email and complete the notes.
Invitation to: a school concert
From: Kylie
When: Sunday, 5th October
Where: Vox theatre
Time: 3 p.m.
£5
Tickets:
send
Sunday 5th O
• Read the Writing tip to the class. Pause at
each note, for students to find and circle
examples in the text in Exercise 4. Check
answers.
• Compare the tips with writing rules in
students’ L1.
ctober 3 p.m
.
save
5 Correct the text. Add full stops and capital
letters where necessary.
• Do the first line with the students (Hi, Nick)
and elicit why capital letters are used.
• Give students time to do the corrections.
• Check answers.
Subject: School concert!
Hi guys,
Do you want to come to my
school concert?
It’s on Sunday, 5th October, at the Vox Theatre, 22 Camelia
Road. It starts at 3 p.m. and the tickets cost £5.
very excited
about this concert. I’m playing the
I’m
guitar in it! I practise two hours every day. It’s hard work.
Bye now! It’s time for dinner. Mum is calling me.
See you at the concert – I hope!
Kylie
P.S. How about hanging out at my place after the concert?
Writing tip
Full stops
We always use a full stop at the
end of a sentence.
Capital letters
We use capital letters for …
– the first letter in a sentence.
– the pronoun I.
– first names and surnames.
– countries and nationalities.
– names of places (for example,
towns or streets).
– days of the week and months.
Answers ➞ student page
Me practising!
6 Invite your friend to a school concert.
• Read the questions aloud. Elicit different
answers and put them on the board.
• Give students time to write their emails.
Support them as they write.
5 Correct the text. Add full stops and capital letters
where necessary.
H N
hi nick,
E
I
I
i’m inviting you to my english school party it’s on Saturday,
N
14th november at 26, ellis road it starts at 5 o’clock
S
E R
I
see you there!
C
chris
Ending the lesson
Students tell the class about their school concert.
Your turn
6 Invite your friend to a school concert. Use the email
in Exercise 4 and the questions below to help.
1
2
3
4
5
6
Look at the email in Exercise 4
and circle the capital letters.
?
Learning difficulties
Dyslexic students often have difficulty with a
mix of upper and lower case letters. You may
prefer to not set them Exercise 5 but to allow
them more time for Exercise 6.
When is it?
Where is it?
What time does it start?
How much are the tickets?
Are you excited/happy? How often do you practise?
Suggest what to do after the concert.
> Now turn to page 13 in the Activity Book.
11
Photocopiable Resource 1D. You can use this
resource any time after Exercise 2.
3 Invite two friends to spend Friday afternoon
with you.
• Read and demonstrate the example with a
confident volunteer.
• Give students time to work in pairs and write
their dialogue. Support students as they write.
• Invite confident volunteers to act out their
dialogue.
4 Read the email and complete the notes.
• Give students time to read the email. Ask,
Why is Kylie writing the email?( to invite her
friends to a school concert) and show them the
example note.
• Have students work in pairs to read again and
complete the notes. If students need support,
ask them more questions, e.g. Who is the email
from? When is the concert?
• Check answers.
Answers ➞ student page
Writing tip
• Check students understand the meaning of
full stop and capital letter: write an example
sentence on the board and ask a confident
student to show the class the full stop and the
capital letter.
11
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E
Unit 1, E
How do you spend
your free time?
Newlan guage
I love sports. I play hockey, netball* and tennis
and I’m in a girls’ football team. I also like to
meet my friends in my free time. We meet
every Saturday after football! People play
football for fun in parks and playgrounds all
over the UK. It’s a very popular team sport.
* Netball is a popular girls’ sport. It’s like basketball
but you can’t run with the ball.
Thomas
I’ve got a lot of different hobbies. I like
painting, photography and drama. But
I also like doing outdoor activities, for
example camping, and I’m a scout.
There are 400,000 boy and girl scouts
in the UK. Scouts love learning new
things. At the moment, I’m doing my
Outdoor Challenge Award and I’m
learning how to cook on a fire.
• Write various free time activities on the board
but include gaps for missing letters, e.g.
f _ _ tba _ l, pai _ t _ ng. Invit e students t o t he
board to fill in the missing letters.
1
14
Listen and read. Match the people with
the sections of the chart.
• Play the recording while students listen and
read.
• Draw students’ attention to the New words
box. Give students time to find and underline
the words in the text. Check they understand
the meanings using L1 if necessary.
2
use
a computer
Fiona
[<Photo 1.15> REPLACE
Warm-up
1
3
meet
friends
1
Netball is the biggest team sport for females in
the UK. It forms part of the Physical Education
national curriculum in England.
Scouting was started in 1907 by Robert BadenPowell, a Lieutenant-General in the British
Army. The movement’s aim is to support young
people in their mental, physical and spiritual
development. It offers practical outdoor activities
such as camping, hiking and sports.
• Use the heading and photos to introduce
the topic and pre-teach some key vocabulary
(see the New words box). Ask questions, e.g.
What is he/she doing/playing? What kind of
sport is netball? (a team sport) What sports
are popular in (your country)? What kind of
uniform is the boy wearing? How old is he/
she, do you think? Explain the boy is a Boy
Scout and give some background information.
• Draw students’ attention to the pie chart at
the top right. Explain or elicit what it shows:
how popular the different free time activities
are in the UK. According to the chart,
watching TV is the most popular.
activities
in the UK
1
watch TV
In my free time, I surf the Internet, play
computer games or listen to music online.
In the evening, I also watch TV with my
family. TV is very popular in the UK. People
watch about twenty-eight hours of TV every
week. That’s a lot of TV!
Culture notes
Lead-in
5
other
4
sports
Favourite
free time and hobbies
2
Teresa
New words: camping, drama, outdoor,
photography, popular, team
Preparation: Culture video: Prepare the
questions suggested in the teaching notes as
a worksheet or to show on the IWB. Project:
Find statistics about free time activities in your
country (or you could ask the students to do
this in advance, using the Internet or a library.)
Suggestion: Team game: a student mimes free
time activities and the other team guesses,
asking questions in the present continuous,
e.g. Are you painting?
Culture today
3
New words
camping drama outdoor
photography popular team
12
• Now ask students to match the characters with
the information in the chart. Check answers.
Answers ➞ student page
2 Complete the table with the free time
activities from the texts.
• Give the students time to read the text again
on their own and complete the table. Have
students compare answers in pairs.
• Check answers.
Answers ➞ student page
Tip: When checking written answers, it’s a good
idea to write the answers on the board so that
students can check their spelling.
3 Read the texts again and answer True (T) or
False (F).
• Have students read the texts again and write
their answers. They compare their answers in
pairs.
• Check answers.
Answers ➞ student page
12
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Free time
Speaking
Reading
1
1
14
A: What do you usually do after school?
B: I do my homework and then I watch TV or I chat to
friends online.
A: What do you do at weekends?
1 (watch TV), 2 (use a computer)
3 (meet friends), 4 (sports and hobbies)
4 (sports and hobbies), 5 (other)
2 Complete the table with the free time
activities from the texts.
Teresa
Fiona
surf the Internet
play computer
games
listen to music
watch TV
1
2
3
4
5
Thomas
play hockey
play netball
play tennis
play football
meet friends
• While students are working on their own,
write on the board the names of the children
in the video and the questions they are asked,
or prepare a worksheet in advance:
Rosie
Anisah
Anuli
1 What do you usually do after school?
2 Do you do any sports?
3 What are your favourite hobbies?
4 What do you do at weekends?
• Introduce the video. Tell students they are
going to watch three English students, Rosie,
Anisah and Anuli, answering these four
questions about their free time activities. Tell
them to watch and listen for their answers to
the questions.
• Play the video once all the way through. Ask
students what they can remember.
• Play the video again. Pause after each section
and ask questions to check comprehension.
Example questions: Section 1: Do they all go
home after school? Who sometimes goes
swimming before she goes home? (Anuli).
Section 2: What sports do they do? Can you
name them all? (netball, football, tennis,
gymnastics, running, swimming). Section 3:
Which two girls like reading? (Rosie and
Anuli). Section 4: What do they all do at
weekends? (see friends) Which two girls go to
drama school? (Rosie and Anuli)
5 Find out about your friends’ free time
activities. Ask and answer.
Listen and read. Match the people with
the sections of the chart.
1 Teresa
2 Fiona
3 Thomas
painting
photography
drama
camping
What do you usually do after school?
What do you do at weekends?
What sports do you do?
Do you go to any clubs?
What are your favourite hobbies?
Project: Hobbies and free time
activities
6 Make a chart about favourite free time
activities in your country. Then write about
your free time activities and find pictures.
Comprehension
3 Read the texts again and answer True (T) or
False (F).
1 Teresa likes listening to music. T
2 TV is very popular in the UK. T
3 There are football teams for girls in the UK. T
4 In netball you can run with the ball. F
5 There are 4,000 scouts in the UK. F
6 Scouts often learn new things. T
In my free time, I like doing sports.
I love playing basketball and I also like
playing rugby.
surfing the
doing sports
Internet/
playing computer
games
going
shopping
Listening
4
1
1
15
Listen and match the people (1–3) with
the pictures (A–D). There’s one extra picture.
1 Grace D
2 Freddie B
A
meeting friends
3 Isobel A
B
C
D
13
4
1
15
Listen and match.
• Ask students to say what they can see in the
pictures.
• Play the recording while students listen and
write their answers.
• Play it again, pausing to check answers.
Answers ➞ student page
AUDIOSCRIPT PAGE 104
5 Find out about your friends’ free time
activities. Ask and answer.
• Demonstrate the activity with a confident
volunteer.
• Students ask and answer in open pairs and/or in
closed pairs.
Suggestion: This could be organised as a class
survey. Divide the class into 4 groups and
allocate a question (1, 2, 3 or 5) to each group.
Appoint a ‘secretary’ to ask the other students
their question and note their answers. Show the
students how to put the results into a pie chart.
6 Make a chart about favourite free time
activities in your country.
• Ask students about the photos, e.g. What are
they doing? Do you like playing basketball/
football? Is this popular in our/your country?
Elicit what students think are popular free
time activities in your country. Make a list
on the board and ask them to number then
according to popularity. Demonstrate on the
board how to make a pie chart using the
information.
• Tell students to make a list of their own
free time activities in order of preference,
and to make their own pie chart using the
information.
• Give students time to write about their pie
chart, using the example text as a model.
Ending the lesson
Have students suggest how to display their charts
and information. They could either design a
large wall frieze, incorporating all the students’
individual charts, or design a poster in pairs.
Learning difficulties
Dyslexic students often prefer to work with
visuals, so encourage any dyslexic students in
your class to work on the design elements. Pair
them up with students who are more confident
in working with numbers and text.
Go to the Culture video for this lesson
(see Introduction page v).
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F Revision
1 Unscramble the words below to make everyday activities.
Unit 1, F Revision
A
B
Language revised
Grammar: Present simple: positive, negative,
questions and short answers, wh-ques tions;
Present continuous: positive, negative,
questions and short answers; adverbs of
frequency: always, usually, often, sometimes,
never; like/love/hate/don’t like+ -ing
Vocabulary: Countries and nationalities, Daily
activities, Time phrases
Functions: Ask for opinions and decide what to
do; talk about likes and dislikes; invitations
Pronunciation: /ʌ/
1 itslne ot sucim
listen to music
2 koco rbkaasfet
cook breakfast
3 akwl teh gdo
walk the dog
2 Complete the dialogues with the correct forms
of the verbs. Use the present simple or present
continuous.
4 iertw amilse
write emails
5 od koomwhre
do homework
6 dire a kieb
ride a bike
3 Choose the correct words.
1 We play football on / in
Saturday mornings.
2 On / At weekends, I go to the
cinema with my friends.
3 They don’t play sports every
days / day.
4 Diana skateboards at / on
Tuesdays.
5 Pete watches his favourite
show on TV on the / every Thursday.
6 We sometimes walk the dog at / in night.
7 I chat with my friends online on / in the evening.
4 Write sentences with like, love, not like and hate.
Warm-up
1 Sophie: Hi, Luke. What are you 1 doing (do)?
(watch) TV.
Luke: I 2
(always/watch) TV in the
Sophie: Do you 3
evening?
4
(usually/watch) TV
Luke: No, I don’t. I
at weekends.
• Revise present simple by using the charts from
Lesson 1E Exercise 6. Students ask and answer
about the information in the charts, e.g.
What does Lucas do at the weekend? Does he
play football? etc.
2 Mum:
Dad:
Mum:
Dad:
Lead-in
3 Emma: Do you 1
Seb:
Well, I 2
every day.
• Use the pictures on pages 14 and 15 to revise
present continuous: ask what the people are
doing in the pictures.
1 Unscramble the words below to make
everyday activities.
• Draw attention to the example and tell
students to use the pictures to help them
work out the answers.
Answers ➞ student page
Where’s Seb?
(do) his homework.
He’s in his room. He 1
(always/skateboard) on Fridays.
But he 2
Not today.
(often/play) computer games?
(not play) computer games
(play) the drums.
4 Emma: Listen! Kevin 1
Sophie: He’s good. What about you? Do you 2
(play) the drums, too?
(play) the guitar.
Emma: No, I don’t. I 3
love
like
not like
hate
1 Sophie
/ listen to music
Sophie loves listening to music.
2 they
/ do homework
They don’t like doing homework.
3 I
/ go shopping
I hate going shopping.
4 we
/ make model aeroplanes
We love making model aeroplanes.
5 you
/ walk to school
You don’t like walking to school.
6 Luke
Answers
Dialogue 1
2 ‘m watching 3 always watch 4 usually watch
Dialogue 2
1 ‘s doing 2 always skateboards
Dialogue 3
1 often play 2 don't play
Dialogue 4
1 is playing 2 play 3 play
3 Choose the correct words.
• Write in, on, at, every on the board. Ask when
we use them (see teaching notes from Lesson
1C Exercise 5). Do the example with the class.
/ play with his dog
Luke likes playing with his dog.
14
• Give students time to read and do the exercise
individually. Check answers.
4 Write sentences with like, love, not like and
hate.
• Remind students of these verbs using the
emoticons in the picture. Demonstrate the
activity with the example.
• Students work in pairs and write the answers.
• Check answers.
Answers ➞ student page
5 Match 1–8 with a–h. Then ask and answer.
• Give students time to read through the exercise
and query any vocabulary they are unsure of.
Work through the example.
• Students work in pairs to find the matches.
Then check answers.
Answers
2 f, 3 e, 4 a, 5 h, 6 b, 7 c, 8g
6 Complete the dialogue with sentences a–f.
• Check students remember the meanings of the
phrases following the dialogue.
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L
P
T
L
P
L
T
L
T
P
T
P
Answers ➞ student page
2 Complete the dialogues with the correct
forms of the verbs. Use the present simple
or present continuous.
• Remind students of the forms and use(s) of
the present simple and continuous. Refer
them to the Grammar boxes in Lessons 1A, 1B.
• Give students time to read the dialogue and
write the answers.
• Check answers.
1
2
3
4
5
6
7
8
17/01/2014 16:10
.
1
5 Match 1–8 with a–h. Then ask and answer.
A: Are you doing your homework?
B: Yes, I am.
1
2
3
4
5
6
7
8
Are you doing
Do you often chat
Is your friend watching
Do you like listening
What kind of food
Does your grandma
What do you usually
Who is your favourite
a
b
c
d
e
f
g
h
Song: The early morning song
1
16
7
to music?
surf the Internet?
do after dinner?
your homework?
TV at the moment?
to your friends online?
pop star?
do you like?
6 Complete the dialogue with sentences a–f.
Listen and complete. Then sing.
Tip: A small mirror can be useful for students
to see if they are producing the sounds in the
correct way.
When I get out of bed,
There’s 1 music in my head
And my feet are dancing
On the 2 kitchen floor.
And when I walk to 3 school ,
I know the day is cool
’cause I 4 listen
to pop music
On my MP3 player.
5
like
I
techno, rock and hip hop.
Do you like them, too?
6
Let’s
go dancing, have a party,
Bring some friends with you!
Play the Pronunciation video for this
lesson (see Introduction page v). Play it again
and have students say the rhyme along with
the video.
Pronunciation: /ʌ/
1
17
8
9
Listen and choose the correct words.
• Say the words does, doesn’t, do and don’t
and have students notice the difference in the
vowel sounds.
• Play the recording while students circle the
correct word.
• Play it again, pausing to check answers.
Listen and repeat.
There’s something
mething behind you.
It doesn’t talk like you do
But it moves like you do.
Does it follow you, too?
Liz:
Pam:
Tom:
Liz:
Pam:
Liz:
Tom:
Liz:
Tom:
Pam:
Tom:
Pam:
a
b
c
d
e
f
Do you want to rent a DVD and hang out at my
place?
Cool! Let’s get ice cream, too. 2 f
Good idea. I love watching DVDs and eating ice
cream.
How about this film?
Oh, no! 3 a They’re boring!
Well, I think they’re fantastic!
Let’s find a film we all like.
This film stars Cameron Diaz. 4 d
I like her, too. 5 e
She’s OK I suppose. 6 c
Brilliant! Now, there are three ice cream flavours …
You know what? Let’s get all three!
1
9
1
18
Listen and choose the correct words.
1 does / doesn’t 2 does / do
4 does / do 5 doesn’t / don’t
3 doesn’t / don’t
Answers ➞ student page
My progress
AUDIOSCRIPT PAGE 104
10 Read and tick (✓).
I can:
talk about me and my friends.
I live in the UK. He likes techno music.
talk about countries and nationalities.
Australia, Australian …
talk about what I’m doing now.
I’m listening to music.
I can’t stand films about football!
Do you want to rent a DVD
I don’t mind watching it.
I think she’s amazing!
How about you, Pam?
What do you think, Tom?
talk about daily routines and activities.
I always do my homework after school.
talk about likes and dislikes.
I like skateboarding. I hate wearing a uniform.
ask for opinions and decide what to do.
What do you think? Let’s …
> Turn to Unit 1 Check in the Activity Book on page 14.
15
• Ask the students What are the characters
talking about? Then give them time to read,
check their predictions and complete the
dialogue.
• Check answers.
Answers ➞ student page
7
1
16
Listen and complete. Then sing.
• Play the song once while students listen. Play it
again, while students fill in the gaps.
• Play as many times as necessary for students to
complete it. Encourage the students to join in
and sing as soon as they feel comfortable.
• Check answers.
1
18
10 Read and tick (✔).
• Introduce the progress chart. Explain that
it helps students to remember what they
have learnt in the unit. Ask what they feel
confident about, and what they need to
revise further.
• Students look at the chart and tick the items
they feel comfortable using. Encourage them
to look back in the unit as a reminder.
• Focus on each section in turn and elicit more
examples.
Learning difficulties
Dyslexic students may have difficulty
remembering all the language points from
the unit. Try to revise language regularly,
e.g. by using the warm-up suggestions, and
be prepared to explain rather than elicit
information in Revision sections.
Tests on Teachers’ eText for IWB (see
Introduction page vi).
You can now use Unit Test 1.
After grading the test, you can allocate an
Extension Test or a remedial Revision worksheet
to stronger and weaker students.
Answers ➞ student page
8
1
17
Listen and repeat.
• Draw students’ attention to the phonemic
symbol and demonstrate how the sound
is made (the jaw drops slightly, but is still
relaxed). Encourage students to copy your
mouth movements.
• Play the recording while students listen. Then
play it again, pausing for students to repeat in
chorus.
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