TEACHER'SBOOK2 @ Brian Hart, Herbert Puchta, Jeff Stranks & Peter Lewis-jones CAMBRIDGE UNIVERSITY PRESS‘Acknowledgements ‘The publishers are grateful to the following contributors: Blooberry: text design and layouts Claire Parson: cover design Vicky Saumelt author of Using the Digital Resources CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge C82 ES, United Kingdom CCambrige University Pres is part ofthe University of Cambridge. Iefurthors the Unversity micton by diceminating Lnowelge inthe pursuit of ‘education, learning and rescarchatthe highest international evelsof excellence wwawicamondge org Iniormation or this tite: www.cambridge orgithink (© Cambrige Unversity Press 2015, “This pubesion in copyrighe, Subject te seatutory exception and tothe provisions of relevant collecuve licensing agreements no reproduction of any par may take pace without the wntten ‘permission of Cambridge Unwersty Press. Festpublaned 2015 Pre aly by Rotel Lombarée SpA -Acotologuerecord forthe publications aveleble from the Brith Library ISBN 978-1-107-50818-2 Student's Book Level 2 SBN 978-1-107-50910-8 Students Sook with Online Workbook and Online Practice Level 2 SBN 978.1-107.50817.7 Workixcot with Online Practice Level 2 -107-50827+1 Teacher's Book Leve! 2 -107-50923-8 Ciass Audio CDs Level 2 ISBN 978-1-107-50625.2 Video DVD Lovel 2 {SBN €78-1-107-50931-3 Presentation Ps DVD-ROM Lev {SBN $76-1-107-50932+0 Presentation Pius DVD-ROM A Level 2 |SBN 976-1-107-50933-7 Presentation Pius DVD-ROM B.eve 2 ‘Additonal resources for ths publication at wwcambridge op/think CCamndige Unnversty Press hat ne respensiiity forthe persistence or accuracy of URL: for external or thiré-party mternet websites ieierred ton ths publication, anc Goes not _Bvaraniee thatany content on such websites or willremain accurate or 2ppropriate Information rezarding pnces, travel timetables, and other factual information given this work scerrectat the tme of fest priming but Camoraige Universty Press does not pearance the accuracy of such information thereater,Map of Student's Book 4 Introduction é Bassai kos Welcome unit 18 1 Amazing people 2% 2 The ways we learn 32 Exam ras and Review 39 3 Thats entertainment 40 4 Social networking 4B Exam Practice and Review 55 t 5 Mylife in music 56 6 Making a difference 63 Exam Practice and Review 70 __ bramfrecyesand Reviews 7 Future fun, val 8 Science counts 78 Exam Practice and Review ts 86 92 and Review 98 11. Making the news 99 12 Playing by the rules 106 Exam Practice and Review 113 Prenimneiation| 114 Get itright! V7 Workbook answer key 1mWeleomep 4. Irosucing yourself Answering Buying andialling aboat foe a restastant Shoe tong Te we you Nero ee “Talking about things oubave and havent done ‘Offenng enccuragement ele ply: Goodcaiser ee ue sta oD Asking andl giving /ehssing pemiasion Rate ploy Asking permision rvs) per Review Units 182 papcii-27 Digan ae pages 447 alng about ings ROLLER Foley Helpftsgpestons Be Exptesing surpvise andertnasiasm ery cr Review Unite 5 & 6 rea ed Thlkng about pasthabits “Talkingabout imaginary situations “Talkngabout stentife discoveries rr Science counts ren : LSE facta near Review Units 7 & & rey neyo pat ae rae ey Co Talking about yourbealth apes 100-10 Reporting what womecne has aid Expressing felines anger Review Units 96 10 ro ey Talking about permission PREMERETEMEIED folowing sidgring simple nerctions Review Units 11 & 12 pages 18-116 Pronun: 2 Getitright! pages rather Fomiies 9 Mecting pe ve todo D Pham and wringeme EEC Present perfect with jst cheody and yor Present perfect vs past nee Present perfect with forand since 8.9n the ere arte Comparative and superlative adjectives revew) (noes ..asonyparitives Making s comparison stronger ot weaker Adverbsand comparative adverbs \ndefint pronounsfeveryare, no ane, meore, ete) ail same rane any of trem shut, Wad beter out to Present periect continuous resent perfect mplevs, present perfect ‘ominous ‘ilinet, mey ine, migh (ne for prechcton Firs conditional unless Sra condtlona sentences Questor age Noreen! 5 Past simple ve, past continuo roses) Second cantonal "The passe (presente pas simple, present continuous, present perect| perfect arate Pas perfect conto Pest perfect ample va past perfect commu Reperted txements Verbpanerns object «nine beallomedo Tordcondiens! Speaking activities ape: 127. Personality ajestves Callocetions Word Wise: Prases with st School ubjects Verte about thinking Types af ims Types oh Tp WordWise Expreionswit Ftems Language for ping ndvice Making music Masi netrumnts Were Wise Pissaiverts The environment Vetbstotak about energy Future tine exprewions Arranging abaets Word Wize: Phrases ober Directorand movement Stone “ime tines ness: colocation fn More verb with oben Word Wie: Exoresions wthIntonation and sentence sess Valuer: Learning fore Train te Tanks Leaming sbouttests Words endingin ol Values: Spending wisely Seleestener The fim ot my ife ‘The shoe If sewel souns Values Respentbie online behaviour Trainte Think: Lopcal sequencing Been strong Jota! and wtak bun) | Values Flowing your dreams Solfseteom Musicard me ‘jv ave! consenact sounds lnorstioncf questiontags | Valuer Believe ma better future Self-esteem: Pesena goal: The hus sound Values: How science helps people ‘Fea te Thinks Uang erero ‘il and ff corwonart sounds Values Wiha'simportatinajob? Selherteem:/erether be inate Tair Bong wi wang yore Intonation rude or polit? | Setvemeem Giving an wate | ‘alues The importance ories “Wass to Think: Pay rock, poper seas Reading Orline survey esponier Whode youscnire nos? TV programme preview BrtsiteSmarir ide Photeatey Te new cafe Writing Aubert pessoge about someone youadmre Uncen Peng caver me Reading. Article: Anegucaion ie ne ater Article eeringis branch Chese:Adaritie ects Writing Anemal deserting you school roine Listening Convenationabout abcok Reading Article: Bigmovies on small buiges ‘TViktings ciflerer types of pregremme: Photostory Extras Writing A paragraph about your TV habits Listening tnervew with ateenige immaicr Reading Artice Thnkbelore youd online Short exts Diferentiypeso! messages Culture Communicator tough hitory Viewing Awe pape ivngackice LUstenng Conversation about naling» computer game Reading. Online forun: Singer songwriter Any since? ‘Atide:John Otway Rocks rene flare Photostory: Pon inthe park Writing The story of rurfavourtebanc Listening ftervieweabout music Reading, Artle:Hot oc The envronment eat Stal changes BkC consequence CGitare Stop Before tool \Weting Ao article forthe school magazine: LUsening (rterviews about stown project Reading. Newspaper arcies. The world todey ‘We ena arranging «party Protosory Weekend plans Wrting An eotaton Listening interviews thtwe newstmaker, Feading. Blog article Why arent peopie more terested Web feriars What shoud sence do not Cure: Great scent Writing Ablogertry Ldtering Tretings Kdsbelove! Reading Arve: Deamobs ‘artcle Obsolete obs frotonory-Forapood cause Writing A shor est about obs tat wil soos be cbokete Listening Feoole wthduatsives and tier job Reading Article 8000 birds tse before you ce ‘Arve: hirele operations Cue: Kerping esting stores rem arcund the were iting Astory about sports event Listening Apretontnton ov the banefes of erence Reading Arte: Apri Fools Day Aare tae of two Guys FPhotostery: Te jounala: Waiting Anew report Listening Frofle or an extreme weather journalist Ronding Arte: Hard tes be kd Webate conte The bes 50-rord toi Caitre: Strange ere own the wed wang Ase ofrule: Tieng Tc gee rock pepen reanonCOURSE METHODOLOGY Solid skills and language work Think is a six-iavel course for adolescents and teenagers ftom A1 to Cl-levels of the Common European Franiework of Reference (CEFR). Besed on a carefully crafted skills and language syllabus, the course helps students develop their receptive and productive language skills and strategies, and provides o systematic approach to competence training to help them prepare for their Cambridge English exams. ‘The authors have put great emphasis on the continuous extension of students’ lexical knowiedge by including ‘two vocabulary sections within each unit, together with ‘WordWise activities in every other unit. WordWise aims to develop awareness of and competence in using high- frequency words and chunks of language, important collocations, and phrasal verbs, as well as increasing fluency. Ip addition, an entertaining and thoughi- provoking teen photostory offers natural contexts for the presentation and practice of phrases for fluency. These are high-trequency lexico-grammatical chunks of language used in spoken communication. ‘Saucents are guided through the grammar via inductive exercises, which support them in their grasp of boti form ‘an meaning. The structures are then practised through ‘sequence of exercises in which students learn how to apply them in motivating and communicative activities. Adolescents and teenagers do not always find it easy to participate in speaking activities, especially: when they’ are asked to say what they think and feel. Think takes ‘concern seriously. Based on research in teenage classrooms, ‘in many different countries, the authors 0° Think have ound that adolescents and teens generally find it easier to engage in thinking activities if they are embedded in thee framework of topies and texts that they ean emotionally ‘connect with, and especially those that are far from their day-to-cay realities. This remoceness gives students the ‘opportunity to look outwards rather than inwards, and in 0 doing fee! less self RHI VALUES NNN >| Cons yar nwa Lestring for fe SESS ates Regular opportunites fo personalisation, for developing students’ spoken fiuency and for promoting collaboration between ]_ students throug pair and group work appear throughout the unit. =a Look for BEETS SSS Think Valzed vies sudensto | crurtertieitooaie opis | | | ‘and values through reflection | ‘on the reading text. Expressing ‘opinions in pairs/groups provides them with support, while also. offering extra fluency practice,... before exploring core language and developing listening skills. (= =a en ee) Examples of the target grammar are taken directly from the reading text, Language is therefore introduced in v cemtext, making it more meaningful for students. . po eo) Practice exercises for key pronunciation Pandineenieermier rey points are available atthe back of the Seagate citemesbens ook. These relate to the language eeeeiimrned re of the unit and are accompanied by audio material. Cross-references on the Student's Book page indicate the most appropriate point in the unit to exploit the relevant Pronunciation section. CCross-references indicate Loxical sets are presented where in the Workbook with clear visuals to support you can find further immediate understanding of Practice of the grammar i cocunmund nd vocabulary covered | | Wom On nyse Kata ance ps | Seer ig acoA i | ‘The listening section follows established procedure: a pre-listening activity, a listen for-gist task and an activity which tests understanding at 2 deeper level ‘Students can discover the rule for themselves, vie an inductive approach to learning grammar, with the help of scaffolding, ‘This supported approach continues through to the grammar practice stage, which always | begins with a controlled task. | Ly MPS ESTE) " Gard Merbdemdas, | SS cs sree ees ence | sce | Saat oy ees responses and ideas are discussed in pairs oe Following language presentation, stucients are encouraged to personalise target grammar and vocabulary.The second ree ding text introduces a new language focus. Students are guided through established reading skills procedure of predicting (Exercise 1), reading for gist (Exercise 2) and reading for detailed understanding (Exereise 3). Photos and iuscations acta vison nook for teens. They also provige a springboard into the text itsel: motivating. | students to read the text, getting them to predict content and often ilustrating meaning of key vocabulary. ach unitincluds wo voeabularyseciens | in addition to two grammar sections | Lexical sets are related tothe topic of the | tmit end so can be understood, practise! and applied ina meaningful context. | scgmeiemeemt DETR TOM ‘Train to Think focuses on improving students’ critichl thinking skills by extending the topic of the reading text. ‘The aim is to exploit 2 topic that students have already engaged with in order to develop a skill that they will use across ‘their whole curriculum. ‘These cross-references, which appear ‘Teacher's Book, indicate appropriate points in the unit wo explott the Get it right section at te back of | tne Student's Book. Gert it right provides exercises to | hheip students avoid common errors as identified in | the Cambridge Engiist Learner Corpus be aware of common errorsrelatedte muchané _mony, ¢¢ 0 Get itright on Student's Bock page 122. ‘The Cambridge English Learner Corpus is the world’s largest collection of learner writing, comprising more than 30 million words offexam answers written by students taking Cambridge English exams. We carefully check each exam script ‘and highlight all errors made by students. We then use this information to vee which words and structures are easy and ifficult for learners of English, and ultimately, work out how best to support and develop studentsin all odd-numbered units you’tl find the photostory ... Bach episode of the | photostory involves the ‘seme four British tezns but isa complete story in itself Each story begins with several photos and accompanying text. Students can also listen as they read. The four fends from Ieftonrght Ryan | lake, Megan, Olivia H Students predict the ending of the story before they watch. This increases ‘motivation and makes understanding easier. |_——____—_—_— See how the story concludes in the video found on DVD or class presentation software. The video picks up precisely wheze photo 4 ends. a Pease with [CM wacn tas awn, = WordWise takes a word or phrase which has a number of laié-bo0s 5 creatve © active 7 postive Fastfinishers ‘Ask stucerts to close their book and write down as many of the personality adjectivesas they can remember. Students ‘open their books to check answers anc'speling BK VL aa Human qualities 1. Focus on the exercise in open class. You may like to ‘give your own example before students attempt the task. Encourage them to give reasons for their choice of adjectives 2 {In pairs, students describe the person they admire. Monitor and help as they complete the task. As the focus is on fluency and educating the whole learner, avoid correcting errors unless they hinder comprehension. Aiso encourage each stude! to speak for at least one minute without interruption. Listen to some of the examples in open class. 1 AMAZING PEOPLE Student's Book page 14-15 GRAMMAR Present perfect with just, already and yet 1 Focus on the example sentences and ask students to fill the gaps. When checking answers, ask students the following questions: Which word means a shore ume before now? (just) Which word means before now? (already Whick word do we use when something hasn't happened? (yer) | Answers 1 just 2 yetsalready ‘Ask students to read the rule and complete the gaps ‘with the correct words. Check answers, | Rule L yet 2 just 3 already 2 Students look at the pictures and match them with the sentences. During feedback in open class, ask students to expiain the reason for their choices. Answers 4 middie picture 2 bottom picture 3 too picture 3 Books closed. As a leadhin to this activity, divide the class into pairs and ask them to imagine they are planning a birthday party for a friend for the weekend, What things do they need to organise? Set @ three minute time limit and ask them to make notes. Monitor and help with vocabulary and to encourage students to use oniy English. Ask students to oper books and compare their lists ro the one in the book Students work individually and write sentences with diready and yet. Monitor to make sure students are writing complete sentences, During feedback, ask concept check questions to make sure students have understood the target language eg. Ls he going to make a cake tn the furure? (yes): Doce he have the inveaions ix his house? (no) Answers 2 He’ already sent cut the invtatior $5 he nasn't organised the music yet. 4 He’ atreagy chosen wnat to wea! '5 he nasn’t oecorated the com yet & He alreagy bought te animes Language note ‘Students may make thefollowing type of error | ust seemy tena. | falready hoveseen that fm | Idién' 90 to Fars yet: Remind them that we use the present perfect as follows in | the structures: ‘Tehave-justiaiready + past participle To have + not + past participle yer4 Focus on the example and elicit other possible answers. Ask students to work in pairs to complete the exercise and then compare their answers with another pair and discuss who has the most interesting ‘or amusing answer to each question. Listen to some of their ideas in open class feedback 5 Books closed. As an introduction to the exercise, ‘write bucket list on the board and ask students to guess what it means (a list of things somebody wants to do before they die). Ask students ro work in peirs and discuss what they would put in their own bucket list. Ask them: Which of the tings on your list would ‘you lke to do before you are 20? Books open. Check/clarify: enter a competition. Students work individually to complete the exercise, 6 Focus on the sample dialogue and pay attention to pronunciation. Students should use @ rising intonation for the first question, with 2 strong stress on you at the end of the second question Divide the class into pairs or small groupe and ack them to complete the exercise. Monitor and help with any questions. Listen to some examples in open class. st finishers | Hany students finish the activity ary, ask them to think about thoirfamily and friends and write sentences te ezcrive which of te things in Exercise they have done, Cee eee a eerve terheveton | Optionatextension | Divide the eais into small groups find outwhich group has done the mes things in teist and give ports per Item they have done. Give students three minurestowrite ati | of other interesting tings they have done. Givethem an | ext ponti you feet an interesting activity. Wake sure | students oniyscore a point for thethings they have writen | coun ro copyingideat ater I> LISTENING | BACKGROUND INFORMATION | Lewis Hamilton (oorn7 January 1985) isa British Formula One | racing driver, curtertiy racing for tne Mercedes AMG team He | signed his initial contract with tho MeLaren toam when he war | Just 13. He isthe 2008 and 2014 Formula One Werle Coampion ‘Sebastian Vettel joorn 3 July 1987){s a German Formule One ‘acing driver, currently driving forthe Austian team fee Bull | Racing. He won the Formula One World Championshin four umes in 2010, 2011, 2012 and 2012, 1 Show students some photos of famous people, either from magazines or on the interactive Whiteboard (IWB). Divide the class into small groupe and ask them to make @ list of everything they know about each individual. As feedback, ask each group to describe one of the people in open class without saying the name. The rest of the group guess who is being described. Tell students they are going te hear two people playing « game. Play the audio while students listen, for the answer to the question. Tell them not to try to understand every word, but to look for the specific information tequired by the question. Check answer. 8 Answer Two people ‘Audio Script Track 1.10 Willi do you wane to play a game? Kiki Depends. What hind of game it? Willits called Mystery Guest Basically have to pretend!’ Jntroducinga famous person whos about towin some king of pis. lesn¥esy who i, butits someone wo! really admire. Yourjob isto guess who Kis Gotit? Kiki OX, sounds fun, Will Ladiesand gentlemen. Lom 30 exited tobe here od Themani amnereto precentths przetoi quite simply the fastest and bravest man on four wheels. Hewas the youngest diver ever to winthe world championship, | 2nd, ofcourse, he has gone onto win several more. He iseurramy the mas fmous Germann the face ofthe planet Ladies and gentler. Abig round applouse Pleas for. Wel goon, Whe isi Kiki AGerman racingdver Will Yeah, butwnich one? Kiki \don'tknow. ewisHamitton? Will Lows Hamiton?: He's Bitch. ts Vettel. Sebeston Vettel. iki Never heard of him, Wil Oh, giveup. ‘iki Snaitthavea go? Wit Oh, goonthen ‘ki_Ladlesand gentlemen. an, ban, biz. The griwe are here re celebrate ody is ene ofthe most talented and reative singers nthe word, Shes also anamazine violin player wit Adele? XGki_No, Ihaven finished yet. Besides, Adee doesnt pay the violin. Our guesthasn't made record yet, but # won't be longbetoreshe's an international superstar ut snes not justan amazing musician, she's one ofthe warmest, most charming peopie have ever me, Lacies and gentlemen Pleasemake some nosefor the fabulo, the one and oly. Thegreates. Will ve absolutely no ides. Who? | ik Kikt Young: Will Thats you ‘new. You id say someone you realy adm 2 This exercise is closely modelled on 3 Listening art 1 of tie Cambridge English: Preliminary exam. Read through the instructions and the questions in open class. Before they listen, give students some time to underline key words. Play the audio while students listen and tick the correct pictures. Aliow students to compare answers with # partner before feedback. Play the audio again. pausing as necessary to clarify any problems, Answers 1A 2030 46 3 Read through the questions with students. Before repeating the audlic, give students the ‘opportunity to answer the questions from memory Play the audio again while students listen for more detail to answer the questions. Students compare answers with a partner before open cass check,Answers 1 Sebastian Vettel 2 fast, brave, young, famous 3 MikiVoung 4 talented, creative, amazing, warm, charming, fabulous, great 4 In bpen cass, elicit the mules of Mystery Guest and write them on the board (one person has to describe a mystery gues; the other has t0 guess who itis) Students play in pairs. Monitor ané help with any questions. if students enjoy the game, divide the ‘lass into two teams and play in open class, giving points for the number of guesses needed to find the mystery person (lowest score wins). Optional extension | you nave an iv(B, use the reveal feature to slowly show 3 picture of afamaus person. Divide the lass into teams. Each time you reveal part f the picture, allow each team one chance to guerethe identity of the hidden person Award point othe tear which guesses correctly ard an extrapoint li they can tell yguthree things about the percor MET ik SELF-ESTEEM Personal qualities 1 Ask students if they have any favourite poems and ‘whether they've ever written a 99em beiore, Tell students they are going to write a short poem called ‘a cinquain. Read the poem in open class. Students complete the exercise. Check answers. Answers 2 someore’sname 2 adjectives 3 verbs 4 adjective 5 three 2 Students can do the preparation for this in class and the writing can be set for homework. If students need help thinking of adjectives, nolé 1 brainstorming sescion and write adjectives on the board for students to choose from. Encourege students to use the adiectives from the beginning of ‘this unit. Students write their cinquain, Monitor and help with vocabulary. If time allows encourage students to decorate their cinguains for dispiey in the classroom. Listen to some in open clas: and ask students to choose the best one. Student's Book page 16-17 A recording of this text is available with y ital resources. As ¢ warm up, ask students io work in smal! groups and decide who tne most talented person they know is and why. Ask them: Can ‘you think of any very talented children real life ori yienton? What can they do? Students discuss the questions in peirs. Listen to some of their ideas in open class and fine out who was the first student to do eaci of the things. 1 AMAZING PEOPLE 2 Students continue their conversations with a partner and discuss other milestones. Write some examples on the board for them to discuss ‘eg. swin: ride a bicycle; play tennis: write. Ask students to find three things that they have in common. Listen to their answers in open class. ‘3 Show pictures on the IWB of Albert Einstein, Leonardo Da Vinci or a genius of your choice. Use the pictures to explain the word genius. Tell students they fare going to read about three children who did things at a very early age. Students read the text quickly 10 answer the questions, Tell them not to worry if they do not understand every word. Students compare answers with a partner before checking in open class. Answers 1 Jordan Welsh 4 Mark Suallow jamantha Price 2 Daniel Nanning 4 Check/clarify: university degree, contract, publishing house, exhibition, gallery. Read through the questions with students to check understanding. Ask them to work with a partner to decide which are the key Words in the questions. Students read and listen to the text to answer the questions. Play the audio, pausing where appropriate to check comprehension ‘and heip with difficult vocabulary. Gneck answers. Answers 1 Shakespeare, ChariesDickens 2 English, French, German, Latin, Greek 3 £20,000 each for titee boo 4 Four (plane, cello, larinet, guitar) § Six 6 Former nila geniuses Optional extension Wirite the following questionson the board hich chin the texclmpresses you most? how does achild become o.genies? ‘Are they olready a cerius wnen they ae born? Isitbecouse othe parents? Is itbecouse they practise oot? Wouldyou bke tobe o.genivs? Wny/Why not? | In pais or small groups, students discuss their answers to the questions Holé an open class discussion and writeany interesting vocabuiary cn the board. GRAMMAR Present perfect vs. past simple 1. Ask students to answer the questions from memory before referring back to page 16 to check. During feedback, ask students: When did all of these events happen: inthe past, present o” future? (the past); Which ‘questions could you answer with c specific point i cme? (1 ane 3}; Which eons i used the past simpie or present perfect? (pas: simple). Which tense s used in 2 ad 4? (present perfect), Students compiete the rule in pairs before you check in open cass.| Answers ‘Questions 1 and 3 Rule past simple; present perfect, 2 Im open class, elicit the answers to question 1 and demonstrate why each tense is used. Ask students to work individually to complete the sentences. Allow them to check answers with a partner before open class feedback. During feedback, refer to the rule and check understanding of the difference between the tenses. Answers La hasiwon b won 2 a hasmet b met a havedone b cid 4 a recorded b have recorded a lived b havelived 6 a has/signed b signed Fast finishers any student inch the activity oary, atthe te tuen to [page 128 ntheir Workbooks and testthemselves onthe past simple and past partcipte of regular verbs. SE “Be aware of common errorsrelated te present perfect vs past simple, goto Get Itright on Student's Book page 122, VOCABULARY Collocations 1. Do the first question in open ciass as an example and to introduce the concept of collocation (you can sign 8 contract or an autograph, but you can't sign & lesson). Point out that there may be more than one correct answer to each question. Students coraplere the exercise and check with a partner. Check answers in open class and focus on pronunciation. Answers Lab ac 30¢ ¢ab Sab 6 bic 2 Focus on the six words and ask students which words ‘could coliocate with them. Remind them that there ‘may be more than one answer, Check answers, Answer ‘Tne verb have can go belore all of them. Other verbs can to before some o them, 3 Explain to students that they are going to ask questions to other members of the class in @ Find someone who ...? activity. In preparstion for the exercise ask students to devide which questions ‘they need to ask to get the information. They shoulc think of a Have you ever ... ? question and a ‘details’ question for each. Point out that the devas questions will use the past simple as they are asicing about a specifi point in the past. Students circulate asking questions to complete the table. Make sure students don't look at each other's answers, During feedback, encourage students to answer in full sentences. Mixed-ability ‘Weaker classes: Give students time to write down full ‘questions belore they ming. ‘Stronger classes: Suggest more questions to add tothe ist. oes Optional extension ‘any studentsfirish the activity early, askthem to write a shor paragraph describing ore of their expanences, Sap WRITING Ask students to make notes on their answers and monitor to help with any vocabulary. You may like to give an example of your own to get them started. Give students a short while to think about their answers to the questions and to make notes of their answers. Divide the class into pairs for students to discuss their plans with a partner. Finally, students should make further notes in their notebooks before writing their final version in class or at home. Language note ‘When esoondingto students writtenwork itisimpertant | tofecus not only ongrammaticalandiesical accuracy, | bbut on various other factors, These factors can be nestly | remembered with the acronym CARROT! Content. Has the student answered the question? ‘Accuracy Isthe grammar and spaling correct? Range Has thestudent used an appropriate varieny of | tenses, vocabulary anc structures? Registers the writing suitably formal, informatorneuval? Organisation Has the student used paragraphs? Have they usedlinking words? Target Reader Wnat effect does it have onthe person readingit? Student's Book page 19-18 PHOTOSTORY: episode 1 ‘Thenew café 1. Write these questions on the beard: Have you ever ‘been to an opening ceremeny? Wnat was opened?” Who would yeu invite to open @ new café in your town? Seudents asi ané answer the questions in pairs. Ash some pairs to report back to the class. Students iook at the photos and des:ribe what the people are doing. Ask them to guess the answers to the questions without reading tae conversation and write their ideas on the boare. These can then be referred to during feedback, 2 CCORERD Piey the audio. Students read and listen to check their answers. Ask stucents to check answers with « partner before feedback in open class. During wiole-ciass feedback. refer to their ideas from Exercise 1 and eheek if they predicted correctly— Answers PaultNorris Paula Mayberry ee eS oa Les 3. Divide the clas into pairs anc ask students to guess the continuation of the story. Ask them to write their answers in their notebooks. Monitor and help with any questions. Listen to some of their ideas in open Class and write some of their ideas on the board, but don't comment at this stage 4 Play the video while students check their ideas. During feedback, refer to the ideas on the board and clieck which were correct. 5 Divide the elass into pairs and ask students to complete the exercise. Monitor and help with any difficulties. If necessary, play the video again, pausing as required for clarification. Check answers Jn open class, Answers 2 theboys 7 Olivia 3 Megan theneacmaster S megins ¢ thegiis 7 MrLane PHRASES FOR FLUENCY 1 Ask students to locate the expressions 1-6 in the story on page 18 and decide wha says them. Ask ther: How would you say the expressions in your own language? Ask students 10 compare their answers with a partner before open class feedback, Answers yan 2 Qlvis 3 Ryan 4 Give 5 Megan 6 Megan 2 Ask students to read through the sentences and complete the answers. Go through the first sentence with them as an exampie if necessary. During feedback, say the sentences for students to repeat Drill sentences to ensure correct pronunciation. in pairs, students practice the conversations. Answers 4 Joon’ think so. 2 Ave you sure? 3 that sortof thing 4 Letefaceit 5 Know wnat? € ane thats that PRONUNCIATION For pronunciation practice in intonation and sentence stress, go to Student’s Book page 120. 1 AMAZING PEOPLE Word Wise Phrases with just 1 Books closed. Write on the board: Thave jus: passed my diving test There were just twelve people atthe concert ‘The film wes jus: blir Ask students to try to explain the different meanings of justin the three sentences Books open. Stuclents match the meanings znd sentences. Check answers and elicit further examples Answers 1b 2 students read through the sentences and match the meaning of just with the three options in Exercise 1 ‘Ask students to compare answers with a partner before feedback in open class Answers L only 2 ashortume ago 3 really 4 only 5 ashort time ago 2 Students complete the exercise and compare answers with a partner before whole-class feedback. Answers le 2a 3b | Workbookmge 13. FUNCTIONS Offering encouragement 1 EEG Students watch the video again and identify who says the sentences. Pouse the video after enct sentence if necessary Answer liv says all of theso things ta Mogan to show excitement torhoricios ante oter encouragement Good cause: 2 GERGEND bivide the class into pairs and assign a letter A or B to each student. Ask students to tur to pages 127 and 128 and read their role cards. Tell students they should use some of the sentences from Exercise 1. Students work in pairs and holé the conversations. Monitor to heip with any problems ‘and also offer ideas. As the focus is on fluency anc ‘eciucating the whole leamer, avoid correcting errors unless they hinder comprehension, Ask students to put a tick next to 2 sentence each time they use it and compete to use as many phrases as possibierons WAYS WE FUNCTIONS asking and giving /efusingpermission to do something GRAMMAR present perfect with for and since: , an, the or noartcle VOCABULARY scheol subjects verbsabout thinking Student's Book page 20-21 READING 1. You could set a homework research task for students to find out about Gever Tulley and alternative education before the lesson. You could then start by asking students to tell the class what they have found out. BACKGROUND INFORMATION | GeverTulloyis an Armenian writer, computer scientist and | founder ofthe Tirkering School. Weis the author 0! 50 | Dengerous Thinas (rou Should Let Your Chiloren bo} and he | believes tha chiloren should not be over-provected as tis | merms their abity te team ang tink Th Tinkering Sehoa! i an examploaf alternative sehacling | Anotne example of thie the Steiner school system, which ‘emphosizes ngependence ane allows students to choose ‘activities fom & proupof options. Classrooms are mixec-age ‘and chigren iearn through discovery ratne’ than through direct instruction, There 1 aise freedom of movement in the | classroom. Anather example of alternative education isthe Sudury Schools, which are run democratically nd winere chudents ane etaf are equals. Thore ate wookey meetings ¢9 | decise on school rues, ze of budget hinng one fring of sa ec. Fach inaivituainas an eaual vote ‘As a warm up, asic students: How often do you work together to create something? in which subjects do you do most teamwork? Is it something you enjey? Lisien to some of thetr ideas in an open class discussion. | Mixed-abitity | Divide the das into pairs according to level and asktthem to | createmind maps similar to the example on page 20. Weaker studente can complete one mind map, stronger students can | artemgt oll three. Nonitor and help with any questiens. When “sudents have finished, ask individuals to come te the boare ‘and draw amind map. Ifyou are working with an interactive whiteboard IN8), ask students to use diferent coloursas ‘this helps draw attention to individual words and makes tho mine map e2tier to read. Elicit furtherideas from orher students ard add thom tothe examples, Ask students to dascribe what they can see in the photos anc imagine where they were taken. Asi: them: Fave you done any of the things tn the photos? 3 COEBES This exercise is closely modelied on Reading ‘% Part 4 of the Cambridge Engli 'reliminary exam. Read through the questions with students and check understanding. Check/clarify: innovative, tools, injury, protection. Ack students to underline the key information in the questions that will help them find their answers. lay the audio while students read and listen. Divide the class in pairs for students to answer the questions. Encourage students to underline the pars ofthe text that helped them choose their answers. Check answers with the whele cass. Answers 1D 2C 3B 44 4 Students read through the options and work in pairs to answer the question. Point out to stucents that the answers do not appear directiy in the text and that they should imagine what Gever Talley might say based on what they have read, Check the answer and zsk students why they think the other options are incorrect, Refer to any points in the text that clarify the answers, Answers cD Optional extension DDivige the cass nto pairs and ask students todlscuss ‘whether the author ofthe articles positive or negative about | the Tinkering School. Askthem to read through the article | and undertine obrases that support theit answers. Listen to ‘Some oftheir ideas in open class feedback GET isk VALUES Learning for life 1. Working individually, students complete the exercise. Ask them to re-read the text and note down the reasons for their choices. 2 Read through the speech bubbles with students, Divide the class into pairs or smali groups for them to compare their answers, Monitor and hhelp students te explain their ideas. Listen to some of their answers with the whole class and encouraze further disenssion3 In pairs or small groups, students discuss the questions. Monitor and help as necessary, fencouraging students fo express themselves in English and to use any vocabulary they have learned from the text. ASk pairs or groups to feedback to the lass and discuss any interesting points further. Optional extension ‘As students which ofthe six thingsin Exercise they are taught at schol, sk hem: I which subjectsare you {ought them? Do you learn them fom teachersortromother students?1f,ou are not taught them, do youthink you should | be? Dive the class into small groups for them to do the task. ‘terfive minutes, sopoit a spokesperson fromeach group | (ofeed back som¢ ofthe ideas to the whole class, Student’s Book page 22-23 GRAMMAR Present perfect with for and since 1 Review the present perfect ~ make sure students understand how itis formed and when it is use Thor ack students to work individually to find examples of the present perfect in the article. Ask students why the past simple is not used instead (the present perfect refers ro an indefinite point in the past or refers to an aetion which scarted in the past and continues in che present) | Answers Children have mace tancastic things. ‘They have ouit@ rollercoaster ‘They have madea rope ordee ‘They have made treehouse. Some chiloren have cut themealves Timering School has been aroun for many year: now, but nobody has ever suffered » serious injury } cover Tully’ ioeas nave workec very wel, ‘tot of children have gone to his summer schools ‘Since it startee, Bentworks has been wetten abou: ost ofthe atices have been very positive They nave praised the quality “They nave found tre chien ave more motivated there have also been cntcal vox Some people have saic ‘She has been a student atthe school. ‘ve never satin 2 ‘normal” class it's beer avery exciting experience ve worked hare there hasn't Been one single moment Language note Students may cantuse ther and since, possibiy due to LL Interference, eave been here since five years. Point out | that we use for witha period of time and since when we 2 Weaker classes: Write these sentences on tie board: Paul has lived in Paris since Apri Sally has ved in Paris for three months. Ask students: Who lives in Pans now? (doth Paul and Sally), Ask scudents to identify the tense in each sentence (the present periect). Elicit or explein the use of the present perfect tense to indicate ‘unfinished time and elicit the construction (have; 2. THE WAYS WE LEARN ‘has + past participle). Point out that regular verbs have the same past simple form and past participle e.g. has lived - lived, has played ~ played. There is 8 list of irregular verbs on page 128 of the Workbook: Students complete the exercise in pairs Read through the rule in open class and elicit the answers. Answers 1 since Rule 2 lor 2 since 3 Ack students to think about whether for and since refer to a period or # point in time. Students complete the chart and check answers with a partner before whole-class feedback. Answers fot -a year, 2 long time, many years. ays, anhour since - your birthday, yesterday, 2014, | phoned you, Friday Fastfinishers Ask students toad further examples to each ist. Optional extension As@ quickand fun practice of forand since, separate theciass into two groups and ask them to test each other. One group should say asentence with fore. Ihave lived hore for three years. The other prouphavete say thezame information in ‘a sentence with since, eg Unavelived ner since 2011, This ‘5 mere entertaining (and dficuk) groups ate only given ten seconds to think of the correct answer. You snould act a | judge and timexeeper, giving groups ane point ittheysay & | correct sentence in the given time. 4 Read through the sentences with the whoie class and ask students to think about when each action startec (numbers 1,5), or how long it has been taking piace (numbers 2.3.4). Working individually, students compiete the sentences with the correct form of the verbs in brackets. Check answers with the whole class. Point out that they do not repeat the auxiliary have before phoned in sentence 3. ‘Answers 4 have been, since 2 hasn't seen, for 3 haven'twatten honed, or ¢ haslived, for 5 navehad.since 5 Students construct sentences using the present periect with for or since ane the words in brackets. Go through the example sentence with the whole ciass, With weaker classes, you might like to elicit whici word (for or since) students need to complete each sentence, Check answers with the whoie class and make sure students are using the present perfec. lf you're short on time, set this exercise as homework:Answers 1 Theyhave been in the youth club for three hours. 2 Joanneand |havebeen good fiends since primary choo 3 She has playediin the vollayball team for two months 4 lought 0 see adector.t've been sick for 3 week. 5 Ihaven't heard a lt from Sancrassince last etober Optionatextension Forfurther practice of the difference between for and since, rte this table on the board: fe = aday > lyesterday | hours © [sam | [wo days oa eemonths + [Christmas | tenminwes [3 [ow years + _[iwostor | [lourteenyeais [+ | | Tellstudents that each time period leading to the present hhasan equivalert with fo or ance. f necessary give them an ‘example with the sentence: We've been inthis cassrcom for ---minutes or We've beer inthe classroom since ..0%ock. | ‘Tellstudents tb workin pairsto complete the table withthe correct time phrases in each colurrn, Suggested answers [ter since three hours = [Ram | 1 CDREER Books closed. As an introduction to this activity, write school subjects in the centre of the board. Brainstorm subjeets that students study, Ask them Gan yeu think of any other subjects? Books open. Working individually, students look at the pictures and match them to the subjects. With stronger classes, ask students to cover the names of the subjects and try to complete the activity before looking at the names. Listen to the audio to check, pausing as necessary to check pronunciation. Answers 1k 2630 4156 6A Ts 8H $c wrouL we Audio Seript Track 1.15 A. Geography B Spanish © JCTnlormation and Communication Technology) An Education Design ang Technology Maths. | Music PE(Physical Education) Drama J English | k Science |. History [two oays = | Monday | [tomonins [|= [christmas | [ten minutes = [30am isyears + [iwasbom | [foureenyeate | > | 2000 Sa be aware of common errors related to present perfect with jorand since, go to Getitrighton Students Boob VOCABULARY Scheel subjects BACKGROUND INFORMATION ‘School subjectsin the United Kingdom In the Uk, secondary education netween the apes of21 and 15is splitimtotwo stages: Key Stage 3 (11-14) and Key Stage 4 14-16) At Kow Senge 3 yest These are the same asthe subjects in Vecaouiary Excrose with the exception of rama, which isnata statutory subjec: The twelfth subjects called Citzenshic andfocuses on pics. the 'egal system, te rate ofthe mecia et. ane encourages tudent tw research and debate topics. Students have to study foregr language. Ac Key Stage 4 tucente study silat subjects, Ou 36 2 Students work individually and make notes on their answers to the questions. Divide the Class into pairs for students to compare their answers. Monitor and check students are pronouncing the subjects correctly. Listen to some of their answers in whole class as feedback = ———————— Fastfinishers Explain to students that the subjects in Exercise 1 are simi to thosestudied inthe United kingdom. Askstudents to write sentences describinghow this curriculum compares te the {nein their country. Nich do they prefer? ee | Optional extension ‘a an emtersion to Exercise 2, you might lite to refer backto thelist of subjects ang ask stems to discus why they think | tner stuay the subjecs e.. Why 00 sou ste re Edveatinn | Why de you do PE? Give students some time to discuss the subjects in small groupsand thenhold a dase vote to decide which they feel arethe mort ana theleestuseful subjects >LISTENING 1 Asa warm up activity and to introduce the topic, show students some photographs or, if you have access (0 an IWB, videos of people doing dangerous things, eg bungee jumping oF roo! jumping. Ask students if they have ever done anything dangerous. Listen to some of their ideas and write any interesting, vocabulary on the board. With the whole class, ask students to look at the photos and to match them to the activities. Nominate individual students to give answers. Ask students: Woy do you thin we like doing dangerous things? Answers 1B 2A 3E4C 5D 2 In pairs students discuss the question. Monitor to help with any vocabulary problems and check that students are using English and not L.. As feedback, ask some of the students to share their experience with the rest of the class, 3 Tell students they are going to hear two people talking about a book. Play the audio while students listen and answer the question. Tell students not to worry about difficult words, but to concentrate fon the task. Students compare their answers with 2 partner before whole-class feedback. Answers Nake 2 fre, spend anncur bindtok nve acer ‘Audio Script Track 1.16 John Hi, David. Dovid oh, i soh. John _'mgoingo the pool. want to come slong? Dovid can't My dae has aes me to do somethings with ek. John Your little brother? Oh, you're babysitting. Too bad. Dovid No,!'m not actualy babysitting. My dats going to be vith, oo. John So what areyoudoing? Dovid Wel, is. long sory. all started with ebook my dod read rece. calcd 30 Dangerous Tings Yuu Should {Let our Chigren de. John What? Seriously? David Yeoh, dot An? David An... the books cool realy. Parents ae normally “con'tdo this ard on'tdo tha, "ght? John Yeah, tellme aboutit. Dovid Wel his book says that porents shout chilren do thingsthat most perents dont let hem de John Viow! Ok. Let chidven do things ike what? David so,for example, parents shoul chilaren makea tre. John Really kn’ thatdangerous? Dovid Wel ofcourse, Hs shouldnt be alone wher they make afr. Parents shoud bewt ther, so they learn that frecan be dangerous Ando couse they must not rake freina lace where it isforidoen. John Uh-huh. Whatele? David Kids should spend an hour blindfolded. | sonn Resity, young cnitdren? That's dangerous | David That's right. That's why they couldn't do that on their 2 THE WAYS WE ‘wn, Their parents need to make sure that nothing happens to them. John OK, butwhy? David The chi learns something new. 'sa new experience. | And i'sinteresing for the chile, too. They leatn to ecautious. Joba Hmm. Cool David Oh, something else Jahn What's that? avid Parents shouldtet their children rive a ar | John Really? inthe sr David Ne, no.In obviously. empty space where there are no athe cars, John Wow! avid Yeah, but 'm not sure Dad wil try thisone with Nick, John He thinks hel prebably ceive straight into a tree ight? David Look, need to gonow. Ineed io get some sausages John Sausages? | David Yes, Oad ancl aregcing to how Nick how to makee fire: And then we want to gril somesausages. John Really, wow! I'd loveto come along, David Why don’t you? John Would thet be Ok with your dad? David Ofcourse. He'd be happyif you could join us. And Nick... John What about him? David Wel, he'llbe proud te show you he can makea fie John Ofcourse! 4 Read through the sentences with students to check understanding. Check clarify: babysitting ‘Ask students to underline which key information they will need to listen for, Stronger students may like (o try to answer the questions before lisiening Play the audio while students decide if the sentences are true or false. Let students compare answers with 4 partner before listening to the audio again. During feedback, ask students to explain the reasons for their answers Answers iF ar FUNCTIONS Asking and giving | refusing permission 1 Asa warm up activity, ask students to imagine thet they are in Engiand to leam English an¢ they are saving with an Engish famiiy. They want to ask the family if they can borrow bicycie. Ask them: What would you say? Listen to thelr ideas and try to eli Can I borrow’ bicycie? Will you iet me use your Bicycle? ‘Ask students to work in pairs and ord dialogues, Check answers with the whole class Elicit whieh of the sentences ask for permission, give permission and refuse permission. During feedback, say the sentences for students to repeat altogether anc check pronunciation. Students practise the diaiog in pairs, Monitor to help with any problemsAnswers 24.31 31.4.2 2 Read through the instructions and sentences and check understanding. You may like to do the first ‘question with the whole class as an example. Students complete the exercise and check answers ‘with a partner before whole-class feedback. Answers LAR.GP 2 ARRP 3 ARGP 4 AP,GP 3. Books closed. Divide the class into pairs. Ask them to write down as many expressions from Exercise 2 as they can remember. Monitor and check they are writing expressions correctly. Open books and read through the instructions with students, Weaker classes: Give them five minutes (or more if necessary) to prepare @ short role play. Stronger classes should be able to create role plays without preparation time, If students have access to recording fecility (using their mobile phones, for example), they could record their conversation and play it back to check their own pronunciation and intonation. They can then repeat the exercise and listen for improvements, Invite some of the groups to act out their role play for the rest of the class and ask students to decide which pair uses the most AP, GP or RP expressions. Optional extension For further practice ofthis language, askeachstudent | topprepare three questions asking for permssionto do ‘something. Students then mingle and ask the' questions to ‘other members ofthe class, who should respond with one of| the phrases for giving or reusing permission, ‘Student's Book page 24-25 READING 1 A recording of this text is available with your digital resources, As a warm up activity on the tepic of brains, draw two brain shapes on the board and write 14-year-old brain under one and 50-year-old brain under the other. Ask students: What does each brain spend ics time thinking about? Give an example to get them staried e.g. Which brein thinks about computer games? Which one thinks about going to the supermarket? Divide the class into pairs and ask students to discuss which activities to put with ench brain. Listen to some of their ideas in open class as feedback. ‘Read through the questions and ask students to discuss them in pairs or small groups. Listen to some of their idegs in whole clas as feedback and write any interesting vocabulary on the board, ‘Tell students they are going to read an article about ‘how the brain works. Check pronunciation of words 1-5. Do not explain meaning at this stage. Students ‘work with a parmer to complete the matching exercise. Play the audio while students read and listen to the text to check their answers. ws Answers bi ca dé 02 3 Check students understand the meaning of the sentences. Ask students to read the text again and underline the key information which helps them answer the questions. With stronger classes, ‘encourage them to answer from memory before reading the text again to check. During whole-class feedback, ask students to tell you whick parts of the text helped them to choose their answers, Weaker classes: To help students answer the questions, you may want to play the audio again, pausing as necessary to clarify any problems, Answers LY 27 37 4 F-Thereareseveral thingswecando tomakeourbrain stronger. § 7 RETRAIN TOT: Learning about texts 1 Students read the different descriptions of the text ‘and choose which is most suitable, During feedback, ask them (o say why the others are incorrect, | Answer /\ = 2. Students work with # partner to complete the exercise. Ask them to underline the language which hieips them to choose the titles. Check answers with the whole class refering to specific ianguage in the {ext which supports their answers Answers Paragraph i:@ Poragraph2:0. Paragraph 3:¢ Optional extension Divide the classinto two groups, AandB. Give allAcone text, ‘an¢ all Es another, You could use texts irom the Worktock forthis in pais, students wrte 9 one-sentence summary of ‘each parographin theirtext. Summaries should be writen up ‘neatly on aseparate piece of paper in random oreer, Puttw> pairs togethe’ to form AABB groups. Pairsswap summaries ang texts and attempt to match thei partners summaries to the correctparagraphs Givethemfive minutes orse fortis. Pairs then return to their ABB preups and check answers ‘You could encourage students to comment on each other's _summariesand even try to impiove on them. GRAMMAR ©, an, the or no article 1 Read through the instructions. In pairs students complete the activity. Monitor and help with any problems. When students have completed the exercise, do not comment on their answers, but ask them to complete te rule.During feedback on Exercise 1, check students have completed the rule correctly, and then ask them to refer to the rule when they give their answers. Answers feed's mpontantior yourbody. But di you know that {heed you eats important for you brain, too? Hee s an example: uga’ . Supa?) tastes ood. But the suza: {rom vee can create Groblemd>. Your eoncerration and your fiemory get worse mat can we lear rom the ‘sample here? It's better to eat anorange or a banana than toent Ghoclal® because tha’ good or your brn end for your body. Rule aan the noartcle 2 Working individually, students complete the exercise ‘To help weaker students, you could tell them how many times they need to use each type of article (the x 3, an x 1, no article x 4). Let students compare answers with « parmer, then check answers with the whole class and ask students to explain why they chose the answer. To check which students are answering correctly, ask all students to answer at the same time, raising thelr right hand if they think the answer is the, their left hand for avan or no hands for no article. You should immediately be able to see if any of the students are making mistakes. If youre shor: on time, set this exercise as homework, Answers a= 2he 3 an: ye 4-5 the: 3 Students read through the text. Check any problems with vocabulary. Go through the example 2s a class, if necessary. Students complete the text. Check answers following the same hané-raising feedback procedure as in Exercise 2, Answers 1- 2- 33/4- 5- 6A The 2) THE WAY Books open. Students work in small groups and discuss the meanings of the verbs. Ask tem to ehech in a dictionary if they are not sure. Weaker ciasses, This is quite a challenging activity and students may need several examples to clarify the differences between the verbs. Check answers and elicit some sample sentences from students to clarify meaning. Fast finishers ] Ask studortsto decide which of the vebs can be followed by the following words: wot that. Tell tem that some! the verbs canbe followed by mere than one ofthe words. They should use a dictionary tocheck ther eas. Check answers during feedback on Exercise 2 Reod through the exercise and check understanding of vocabulary. Scudents complete the exercise and ccheck answers with a partner before whol feedback. During feedback pay attention to the pronunciation of the verbs. Answers 2 think 2 believe 3 imagine 4 realised 6 recognise 7 guess & concentrate 10 supoose 5 believe '§ wondered PRONUNCIATION For pronunciation practice in word stress, go to Student's Book page 120. 3 Read through the questions in open class, You may lke to give some exampies ct your own to get students started. In pairs or small groups, students discuss the questions. Monitor and help as necessary, encouraging students to express themseives in English. Praie them for using verbs from Exercise 1. Ask pairs or groups to feedback to the class and discuss any interesting ideas further Ee ‘Student's Book page 25-27 ae [fot atohors CULTURE | Askstudents to write sentences containing nounsthat don't Adayinthellife of ere Le een | moscow (population ¢.11.5 million) is the capital city ane VOeXBULARY | Serer ceen eoremereear ae Verbs about thinking 1 Books closed. Ask students: What do you think about ‘mast? Do you think abou ciferer ching ax diferent times of dav? Ask students: Do you know any verbs to describe how ‘you think abcut the past? (e.g. remember). Do you know ‘ay verbs to describe how you thie about the jueure? (€4, wonder). Do you know any other ‘thinking’ verbs? Write some of their ideas on the board, famous dalet companies including te Royal Noscow Bale. Moscow Cty Ballet and Bolsho' Ballet. Chicago (population «2.7 milion) iethe third mest populow in te USA. The city san international hub for nan, ina technology, telecommunications, and iransoor. tis aso 2 cultura centre, and i particularly famous fr is blues, jaz> soul and house music. Chicage is home to several thems: famoue of whichis the Chicago Bulls. Sydney (population ¢ 4.76 milion) i a cy on the South ‘coast otAustala It origirated asa penaicolonyin i770, Dut now grown irtoone of the most multicultural cities inthe wort. Famous landmark include the Sydney Opara House in Syane Harbour and Bonei Beach,| 1 EXDEEES Asa warm up activity, ask students: Would Yyou like 10 go to a spectal school where you spend all | day studying and practising your favourite activity? What type of senool would ic be? Can you think of any I disadvantages of tiis ype of school? Listen to some of their ideas and encourage open class discussion. ‘Tell students they are going to read about three | students who go to special schools. Students work in | pairs or small groups to answer the question, Then play the audio for students to listen and read to check their answers. Encourage them not to focus on difficult words. Check answers with the whole class. 2 Read through the questions with the class, Students read the text again and answer the questions. Ask them to compare their answers in pairs before whole class feedback. Answers 2 Ella 3 Alander 4 Alexander 5 Ella 3 Read through the definitions «quickly. Ask students to complete the activity, reading the text again to find the words or phrases that match the definitions. Mixed-ability | Stronger students may keto ater the acti without e- ‘reading the vest with veaker stom, give students ef letter of eath ward guide them. Check answersand during | | feedback, checkthe cronunciation of new vacabulary. Answers 2 warmup 3 classical ballet” 4 strengthen 5 weight raining 6 away match 7 neariymidnight & completely exhausted 9 lecture 10 carbohydrates 31 workshop 12 performance Optionatextension ] Hthoreietime, point out that parts ofthe thirdtert are | \wrttan in note form. Ask students toworkin pairs and ‘decide which words are necessary to make full sentences ‘Go through the text withthe whole class as feedback WRITING ‘An email describing your schoo! routine 1 As @ warm up to this activity, ask students: How often do veut Send emails? What sort of things do you write about? Tell students they are going to read an ‘email from a girl describing her new school. Students read the email und answer the questions. Let them check their answers with 2 partner before « whole class ch Answers 1 She's enjoying t, 2 She thinks he's cool. 2 Ne shedoein'. 4 Snehas more time at school and more homework, 5 Tec projects jlogy and Design. She eves the 2 5 Students read the email again and work in pairs to complete the exercise. Answers 2 Are yovenjoyngyournewschool? b His father's ‘working in the UK... Tmspending meretimeat school... d We're also geting alot more homework resent continuous tense - for temporary actions or tuations happeningin ard around the prevent time, Students work with a partner to order the sentences. Give weaker classes the first Cand last) word in each sentence to help them. Check answers with the whole class. Answers 1 There’s anew kid in my class, too. 5.30 four times this lacs. Present simple for sctions or situations which are ‘permanent or happen reguarty. 2 Icome home at feck. 3 But! love the projects we do in ‘Tell students that there is a basic format which should be followed when writing an email and that Kylie's email follows this format. With the whole class, look quickly through the email and elicit the order of the paragraphs. te Answers ad 4b ‘Tell students they are going to write a response to Kylie's email. Working individually, students make notes on what to include in the email. Monitor and heip students with ideas. As feedback, discuss the type of things students have decided to include Ask students to write their email. Encourage them to organise their writing as outlined in Exercise 5 and to use the present continuous, Ina subsequent lesson, divide the class into small groups and ask students to read each other's emails and decide witich is the most interesting. Listen to the ‘most interesting email from each group in open cess and oid a class vote to decide which one is the bestStudent’s Book page 28-29 CAMBRIDGE ENGLISH: Preliminary BTINK EXAMS aS READING Part 3: True/false 1 | answers [re 28 36 ca sa ce LISTENING [CDEED Part 1: Multiple choice 2 Answers B2A 3A 4A 5C 1 What did Sally buy atthe shops? Pete Did you get everything? Sally Um, everything excep for te eggs. They dian’t have any. Pete Butdid youget the milk and the bread? Sally Yes.and i got some apoles,too. Audio Script Track 1.20 | | 2 What time eit? Girt Arewelate? | Boy Idon'tthink so. the fimstarts at seven o'clock. Git Areyou sure? think it starsat hal! pasts Boy Let me see.Oh, ro! You're right. And it's six otclock aready| Weare late. Giei_ So, come, let's hurry up and go! 2 How dia rin getto work? Kate. You'rehalf anhouriate Brian. What happened? Bian know, fm sor had a problem with my ea | “kate 0b, deae Di you getthe bus? | trian‘ wentedto, but missed 301 decided to walk | Aste Realy? Butyou tv nthe these oftown Brian tknow, 1m pausted | wnin esion i re enjoy most? Num Didyou have » good day at school Fred? Fred ttwas OX, apart rom History. That was boring 2¢ usual. utluckiy that was inthe merning andthe restofthe dey was ine. hum So whatalie you doer lunch? Fred Wenad science. That was lots! fun, and then we had music, which was alright. | 5 When is Tom's brother's birthday? | Tom t'smy brother's 28th birthday next Thurséay. Lisa Really? Ithought he was 18 already. Tom No,he’s only 27 Lisa Next Thursday? Sohe's goingtobe 18 on the 18th | Tom No.next Thursday is the 16th, Like Sot (ae ee 2) THE WAYS WE TEST YOURSELF UNITS 1 & 2 VOCABULARY 1 Answers 1 won 2 active 3 wrote 4 creative 5 wonder 6 realise 7 guete f brave 9 recognise 10 mizeed GRAMMAR 2 Answers Lhaven'topened 2 bus 2 cidn'tsee 4 didr't open 5 haven'tseen 6 the bus Answers The correct sontencos are: 41 Correct sentonce 2 I've already troveled eiready o more than ten countries 3 Weve lved nere see for three years, 4 vegame went to 3 party lastnight. 5 Thisis my bicycle, "ve had t for two years. 6 It's important to eat lot ofthe fruit fyou want to be healthy FUNCTIONAL LANGUAGE 4 Answers 1 ACen 2A Lets D ideo 3A thinking definitly 44 OK eg B afraieFUNCTIONS Comparing things and actions; askingfor and offering help GRAMMAR comparative and sunerative adjectives [review) (not as... as; making a comparison stronger or weaker, adverbs YOCABULARY types fms; typesof TV programmes; ‘expressionswith get ‘Student's Book page 30-31 READING 1 Books closed. As @ warm up, write the following questions an the board: How often do you go te the cinema? What is your favourite type of television programme? How often do ‘you play computer games? Do you lke going wo the theatre? Students discuss their answers with a partner. Listen to some of their answer: with the whole class Books open. Look at the pictures with students and ask them to match the words ané pictures Say the words for students t repeat and check pronunciation Answers Al BE C3 D4 ED FS 2 In pairs or small groups, students discuss their favourite forms of entertainment from thelist ‘Monitor and heip with any questions. Ask some of the students to share their opinions with the rest of the class 3 For variety, pair students with different partners from those in Exercise 2 or put them in small groups. Students complete the exercise. Encourage them to add moze adjectives co the list 4 You could set a homework research task for students to find out about the four items in the background information box before they come up in the text. You could then start off the lesson by asking students to tell the elass what they have found ou BACKGROUND INFORMATION Titanic isa film which wasreieased in 1997. ‘sory of 2 young couple who fall niove on the Tia voyage in 1912, tis very loosely based on real events. Directec | by James Cameran and starrng Leonardo DiCapno and Kate ‘Winslet the fimwas a huge success with erties and fans. ttwon 11 Oscars including Best Picture and made neatly $2 billion at thebox office, the highest amount of money ever made by « ‘singlefim. The specia effects inthe fim were ground breaking at thetime ard includes a227-metre tong shipand » 1.3 milion lite tank of water. The fi also made extensive use of computer-penerated imagery (CGI. Spider Nan 3is. superneto film which was released in 20 Ir wasdirected by Sam Raenianc starred Tobey aguire anc kirsten Dunst. The lim included 990 visual effects shots. | cost 5258 milion to makeané made nearly $900 milion atthe | bos office, Monsters isa Blush sclence fietion fim which wes released i 2010. It ost less than $500,000 0 make anc made $4.2 milton atthe box office tisset in Mexico and tei te story ofan alien invasion. it was written, drectec and fimedby Gareth Eawarcs, ‘who also created the special effects. Monsters won Best | independent Movie st tye 2013 Scream Awards ‘Tell students they are going to read an article about films. Students look at the title and pictures and complete the exercise. Check clarify: selaries and budget. Do not give the answer to the question at this stage. 5 Students read and listen to the text quickly 10 find the answer to the question. Tell them not te try to understand every word, but to focus on geting, 1 general understanding oF the text Answer 3 6 Read through the instructions with students and ‘check understanding. Check/clarify: crew, cast. extras. production work, edizing, Students read the article ‘again, this time focusing on the detail. Check answers with the whole class. Mixed-ability Wesker students Ask students to work with a partner anc read the article again to complete the exercise. ‘Stronger students: Ask students towork with a partner and try to answer the questions from memory before reading the article again to checkAnswers 1 Titanic, Spider Nan 3 2 tt won several awards: got very goed reviews frommany fimertics. 3 (Poss ‘anewere only tookthree weeks tofilm:the fim crew was only seven people ina var; twas filmed with éigtal video they didn't use a studio, the any cast were Edwards and e few of hs friends; no paid extras were used: Eowarts dic al theeciting and special effects hime, ¢ A year andone ‘monti/thirteen months. Optional extension “The text mentions two fs that cost ore than $200 milion to make, Professional football's are paid millions of dallas ‘year. Ask students if they think too much money is spent ‘an entertainment when milions of people inthe world have very little money. Divide the class into film producers ané people whawork fora charity inca. Students then ‘work with partner rom thesame group to writeentencex {arguing foror against milions being spent on entertainment {charky workers should argue against and fim praducers for) itisimportant that students do not gve their own ‘opinions as they ae playing 2 role. Nonitor and help with any vocabulary questions. When students have finished their sentences, pin them allonthe wal for students to read each others work Finally told 3 vote with ctucente giving ther ve opinions, Optional extension Find tates ofthe tvee fms mentioned in the articleand show them on the interactive whiteboard (WB). Ask students ‘to discuss the talersand decice which onemakes them want to se thefilm most GET-iNK VALUES aS ‘Spending wisely 1 To introduee the activity, you might like to deseribe a fmend of yours who has expensive tastes. Describe the type of things he/she buys and his/her reasons for buying them. Tell students they are going to discuss spending. Read through the sentences in open cass and check that they understand the instructions, Students work individually to complete the exercise 2 Read the sample sentences in open class and ask students which opinion they agree with, Listen to some of their reasons. Divide the class into small ‘groups and ask students to compare their answers to the other questions. As feedback, listen to some of the students’ ideas with the whoie class and continue the debate. Student's Book page 32-33 GRAMMAR Comparative and superiative adjectives (review) Language note ‘Students may produceincorrect comparative, “more interesting thot, Remind tem we use mere... hon in English, tay be useful to remind students the spelling rules for Ccomparatives and superatives at this point: # onesyllable adjectives: odd -r/est, «fst -fastor fostest 3 THAT'S ENTERTAINMENT ‘© onesyilable adjectives ending in consonant + vowel + Consonant: deuble the final consonant + -e-est: big ~ bigger biggest ‘¢ twosyjlable adjectives ending in consonant > the-yand ada-ier/-es: tidy - tides iat '¢ twoormore syllable adjectives: add mare/mostin front of the adjective: more/mos successful © iregularadjectives:leam them! for further - furthest delete 1 Ask students 10 work in pairs and try to complete the sentences before they refer back to page 32 to check Check answers, asking students to tell you which are the comparatives and which are the superiatives, You could also give pairs 2 minute or two at this. stage to discuss how we form comparatives and superlatives. In open class, elicit the rules as stated in the “language nate’ Answers 2 cheaper 2 bot 2 moreexpensive 4 most boring Optional extension Divide the cass inte poits ane give students three minutes to ‘write 2s many Comparative sentences comparing themselves toeach other as possile. The winning pair isthe one with the most grammatically correct sentencesatthe end ofthe three minutes. (not) as... as comparatives 2. Ask students to read through the two examples and answer the questions. Check answers. Expiain to students that we use as... as 10 say two nouns are the same end not a... af to say that the first noun is less than the second. Elicit what Is being compared! in the fist example sentence (extras and actors) an in the second (Monsters and Hollywood fms) To check understanding at this poin, it may useful to ask students to produce some sentences of their own using the construction (not) as... 6 | answers Rules 3. Ask students to read through sentences 1-6. Go through the examples, asking students to explain why fs... as and more ... than are used, Students complete the exercise. Monitor and help with vocabulary as necessary. Let students compare their answers with ‘a partner before listening to some of their ideas with the whole class. If you're short on ume, set this exercise as homewori. Fast finisners | Ask studonts to write as many sentences as possible using not 5 ».o8 and comparing themselves with peopiethey kno.4 Read through the instructions and example with students and check understanding of the vocabulary: If your students are preparing for the PET exam, tell them that this type of sentence transformation question will appear in the exam. Students work individually to complete the exercise, and then check their answers with a partner before whole-class feedback. If you're short on time, set this exercise ‘as homework. Answers 1 isr'tassiow as 2 tsastallas 3 aren'ias quiet as 4 iszsexpensiveas § isntascificultas 6 tnt as untidy as Language note (notjasavie | Students may produce statements like ‘then, Reming ther in English we use os cs in positive sentences when two things orethe same and more... than | incomporative sentences Optional extension | students the folowing promot: andadiectives (or stronger cases can think the own: imerestng/bigiteandangerouseasy Ness/onolee aerobisfopmnestcs | Srowbonring king | Rome/Fare | | Englishistadents'own language Students must make atleast one sentence foreach prompt sing the adiectives provided and the inet} as...05 construction, | be aware of commanerrors related to-comparative adjectives and (then) ge to Cetitrighton Student's Book page 122. PRONUNCIATION For pronunciation practice in words ending in /2/, 80 to Stucient’s Book page 120. VOCABULARY ‘Types of films 1. Ask students to cover the list of film types an¢ to look at the pictures. With the whoie class, ask students: What are the types of films shown in the pictures? beiore uncovering the list and completing the exercise Check: answers. | Answers 1 science ition (scl-f) 2 actionfilm 3 animated firm fomanticeamedy (rom com) § comedy & horror film documentary & thle Fast finishers ‘Ask students to think of some mote types of film. tisten to thelr ideas during feedback, Optional extension ‘Aske students to rank thefiim types1-8 according o how ‘often they watch that type of il. Divide theclassinco small {0ups so they can compate their sts. As feedback, hold a ‘ote to find ott which are the most commanly watchee types offilms. (On the IWB, create a grid with nine columns and nine rows. In the first column, write the eight film genres trom Exercise 1, one on each row (leave row 1 blank), Ask students to copy the grid and write the names of eight films of their choice along the top of columns 2-9. Working with a parmer. students should tick which genres correspond to each film (e.g. for Madagascar, students would tick the animated fiim and comedy rows). Listen, to some of their ideas in open class feedback. ‘Ask students to work individually and vo write sentences. Point out that they shoulé write full sentences and not simply the names of the films, Monitor as they write, ineiping with any spelling and ‘checking students’ use of descriptive language. | Mixed-ability Encourage stronger studentsto rite reasons for their choices, Optionalextension Htyour students are interest i fms, divide theclass into pairs and ask ther to write a 100-word summary o the plot ‘of 2 fim, wthout giving the tle or names af eharacters. They should spend som time planning their summary, Monitor {ang help students to wnte concise sentences, When students have completed thelr summaries, ask tem to eae themout ‘in open class or other students to guess the ute Prrcnookoases) LISTENING 1 ECDBEY Asa warm up, ask students to work in pairs ‘and make a list of people who work on films, Give them (wo examples on the board 1 ger them sarted = actor, cameraman. Listen to some of their ideas as feedback and create & list on the board for students to copy into their notebooks. ‘Tell students they are going to hear an interview in three parte with student talking about o film. Read dhrough the three sentences. Play the first part f the audio while students listen and complete the exercise. Check answers. Answer‘Audio Script Track 1.24 Host And today we're with local git Sandra Allen, who's just Won a prize for Bestfrstzime movie. So, Sandra, wel done, hov. does that feel? dof course, butl'm very Host_What waste prize? 2 ‘This exercise is closely modelied on 3 Listening Part 2 of the Cambridge Englis: Preliminary exam. Ask students to read through the | questions and decide which key information they need to listen out for. They coukd also try to predict the answers before they listen. Play the audio while students answer the questions. Tell them to focus (on answering the questions and not to worry about understanding every word. Allow them to compare answers with a partner before checking whole class. Ifnecessary, play the audio again, pausing to clasify answers. Answers re 238 ‘Audio Script Track 1.25 | Sandra going touse ittobuy some equipment formy next | film, hope. Host Nextfim?So you're plannirg to do another ove? Sandre_Sure.{ mean, my plans tobe a fim directo, that's what | want o doas my care. Host Hollywood? ‘Sandre No.no=!wanttodomy own things independently, | that’ alot mow interesting! think Host Grea. And so telime, now doyou go abou making & Shor movie, a home-made movie - because your fim was 100% home-made, right? Sandra Yeah Wel, mean, youhave to get an idea first right? ‘And then You have to getsome equipment, and you ‘eee yout nendsto bein te tim to be the acters Host Howde you choose the actors? | Sandra Wel, in my case chose afriend who had some ft lequipme, ke a really good expensive cial camera, ‘sohe wasin the film straightaway. No problem! | Host That's tke the kid wo’ gota foctbllis always picked | | for the team, Sandra Exactly. Butin fact he'snot tad actor Ano the other ‘one. the ether actorin my fim, wasa friené who's already done same acting at school, so Iknow she! | really good. | Host Onlytwo actor then? | Sandra. Yeah, wellthere were ene of two extras, jus ‘whe didn't need to say anything. ) | ‘Host What adoutthe script? The story? Sandra Yeah, wo wrote tho story onmy computer of course, ‘and got another friend to look through t enc make. | ‘cbetter. n fact, shemade tnescripx much bette. Ane the thing is, ofcourse t's a short movie ana you don't want ittobe expensive o: complicated, night? Se you ‘need astory that doesn't involve too many people or places -or money! ‘Host And then. You goand dotthe Fling, and then it's ready? 3 THAT'S ENTERTAINMENT Sandra Wel, no...you have toed the fim. mean, we had bouttwo hours of film and the competition wes fore 45-minute film, 30 |hod oedt it, maket shorter, take ‘out seme of the things that didn't'ook too good or ‘weren't really necessary fr theinal fim, Host You did that yourself? | Sandra Yes, used a programme on my aptop, you don't need special stu Host No special programine? | Sandra Wo, you see, alot af people think you need all kinds of special, expensive ecuipment to make a fim, and you on't. infact the onething you really need is ust, well you need to really want tomake afilm ané youncee to kind ofsceit n your head. tf you consee tin your tread, then you can make ft. Host Excellent. Well just one more question, Sandra - what the 3 ECDREZE Before playing the third par oft siudio, ask students to read through the text. Check understanding of vecabulary. Tell them that the audio is the same as the text, Play the audio wi students fill in the gaps, When students have compared answers with a partner, piay the audio again for them to check their answers. Give feedback in open class. ‘Mixed-abitity With weater classes, you might ke to tell stuients | how many worde are needed to complote each gap With stronger classes, pve stueients some time to predict the answers before listeringto the eucie, Answers 2 letsofmny friends 2 toeschother 2 letening to them 4 adethroom = biack-ene-white © tney thi Terrible 7 back intothelt lives & backtocaiou! 9 with different eves Audio Seript Track 1.26 Sandra Wel. 'm glad you askes me th ‘of a mystery movie, guess. Or horror? don't know. Iestarts in a schoo elastroom -| used myschool of ‘course, and lotsof my friends were ating around. And the two actors are sitting talking to each ether and they start saying how everything realy boring, you know? Ane another guyis watching them and listening to them. and then he gets up and walks down & ‘corridor inte 3 dari room. Ain there, we seehim pull ‘bg. black handle -and everything geesinwo black ‘and: white: And everyone atthe eheolis surprised And they think es terrible but they don't know what's happened, So the film's about how everyare really, really wants to getthe colour back into thet lives. In the end, everything does go back to colour. And the couple in tefilm are in the same place, but now they secitwith diferent eyes Host Sounds very interesting! Thanks egain, Sandra, ad Congratulations on your fim ard your prize!GRAMMAR ‘Making a comparison stronger or weaker 1. Once students have chosen the correct intensifier they complete the rule individually | Mixed-ability | swongrctistex Shion okt he eaneeas and chone the corect intensifier. Ask them toidentiy the comparative adjectives in cach sentence andthen elit or explain what ‘Bfference thewords much /fer|alatmake (much/ far/2lot {eusod with comparative adjectives show a hig diference ‘abtialitleisused with comparative acjective: te chow 2 | nal ference) To checkunderstandingot ths pon 2k students togive you an example oftheir own for ene oll of theintersifers. Wesker cases: Soaks closed. Write two example sentences of your own on the board (e.g fm mach yourger thon my brother. s'm obit older than you) Ask students to Wentiy the Comparative adjectives iyounge/claer). Ask them tolookat thewores before each adjective and explain the purpose of ‘e2ch (muchis used with comparative adjectives to show 2 bit, ference: it or ait is used with comparative adjectives, to show aemall dferance| Answers 2 let Rule alot;much a ite 2 alittle 2 Read through the exemple and sentences 1-4. Check Gaarify: nails. Students complete the exercise. Check answers, Answers 1 Mybrother isa bittaller than me 2 My new phone's far kettorthan the alé one 3 Her nail area tle longer than yours 4 The flnés much more exciting then the book 3 Students read through prompts 1-5. Go through the example before students complete the exerci Point out that we use and when the second part of the sentence agrees with the first. Tell students they should use but when the second part contradicts the first, e.g. think English is more dificult chan Art — bur ‘ts more interesting, Remind them they must use the correct comparative forms and to start each sentence with 1 think... . Monitor and check students are using the comparative forms correctly, noting down any repeated errors for further discussion, Students can compare answers in pairs before a whole-ciass check If you're short on time, set this exercise as homework. 1 Fast finishers | Ask studentsto thinkof four more) citesfrom their own | «country another county) and wrtesentences about themusing much /for/@ ot/ abit / ete ane comparative eciven t MB TiN SELF-ESTEEM The film of my life 1 To introduce the topic, ask students if they have ever seen a film based on the life of a famous person (e.g. ‘The Social Nenvork), or about the life ofa fetional character (e.g. Forrest Gump). You could show trailers of these two films on the IWB. Discuss the type of things that are shown in these films, Tell students you want them to write the plan for a script based ‘on their own lives. Read through questions 1-4 Ask students to work individually to answer the ‘questions. Monitor and help students with ideas if they are having difficulty Mixed-ability Weaker classes: To help students with ideas, brainstorm ‘possible answers each of the questions in open cles ard ‘write some of theirideason the boarc. 2 Divide the class into small groups and ask students to discuss their films. If possible, encourage students to show photographs on their ‘mobile: to illustrate their stories, Ask students to decide which the most interesting story in their group 1s. Listen to some of the most interesting ideas with the whole class as feedback. | Optional extension ‘Askcthem to work in small groups ancichoose one of the ite sory scripts they preporedin Exercises 1 and 2. Ask them te decide which the most important sceneis and to write a script frit. Students then act out the scene and record them ‘on their hones f appropiate. Monitor and help withany “ifcuties. Students can then exchange phones with another group and watch each other'srecordings. Student's Book page 34-35 READING 1 Arecording of this text is available with your digital resources. As a warm up activity, write the names of some popula television programmes on the board. Ask students to talk in pairs and discuss which of the programmes they watch/don't watch and why, ‘why not. Listen to some of their ideas as teedbacl. vith the whole class, ask students which is tne best channel on television and why. Students read the question and look at the TV listings. Biteit some ideas. Students then read the text quickly to check their ideas. Remind them they don’t have to understand every word in the text at this stage. Check answers as a class. Answers ‘Channel soap opera Channel 2 quiz snow Chennel3 reality TV show Channei 4news Chane’ chat show Read through questions 1-4 and check/clarify contestants, presenters, viewers, participate. Ask students to read the descriptions again and answer the questions. Check clarify: host. Students compare answers with 9 partner before a whole-ciass check.ixed-ability Stronger classes Students may like to attemotthe exercise without e-eadingthe text, Answers 2 Double Your Money, 19th-century House 2 Double Your Money. The News, The Jordan Baker Show 3 Down Our Street 4: 19th-century House 3 This exercise is closely modelled on Part 2, Paper 1 of the Cambridge English: Preliminary exam. Before answering, students should look for key words in the tweets which will help them find the answers (.s questions, money, think carefully, married, vote off wins) As students complete the exercise, encourage them to underline the language that helped them decide on their answer. Students compare answers with a parmer before feedback with the whole class. Discuss which words helped them find the answers. 3 THAT'S ENTERTAINA | Answers [acess ai, Scena “a at 2. students should cucle easy and carey tn the previous exercise. Students complete the exercise and compare their answers with a partner. Check | Rules Adjective Adverb Advert; adjective 3 Referring to the rules. students complete the exercise, Check answers. Answers 1 catefuly 2 cleverty B easily 7 fest Fast finishers Ack students to write sentences containingthe sdverbs 3 dearly ¢ well 5 badly |eackenounD FORMATION ] Tweet ar sha impaman Horace mesatssrton | Than: noiee pea naworire pen Reseed srs |Srresercos esac waa ore egies ert carey | |reathen ters ceed nr 0C nso Fencnes | bya, twtr hd Soman epsered use andwos one | eer nowrated nets Newt Answers Double YourMoney Down OurStrect 29th-century House 4 In small groups, students discuss the question. Monitor and heip with vocabulary as required, When students have discussed fully, you ray like to mix up the groups for them 10 present their answers to their new group. Encourage students to speak at length without interruption. As feedback, listen to some of their ideas in open class and encourage further discussion GRAMMAR Adverbs and comparative adverbs 1 Students look again at the TV listings and complete the sentences. Check answers with the whole class Mixed-ability | Weaker students: \Wrte the following sentences on theboard 4 tam nervous before exons | 2 Iwoited nervy before the exam results orived, | Ask students: Which sentence contains en adjective?) Which | contamson adverb? (2) Eicitthe formation c regular adverbs | (adjective ~ i). Feliow the procedure for stronger students | stronger stucerts: | took atthe fourwores i te ist ancask students which | ateadjectives (easy, popuiari and which are aovers easily | carefully) Ask studerts what adjectives do (describe nouns | and wnat adsorbs do describe vor). Staants compo semences. Check answers Optional extension ] Callout several adjectives of your choice eg.nervous, bad, | 25) siow, hard) and asksstudents to give youthe adverbs. 4 Students read the exampie sentences. Explain that comparative adverbs are used when two actions are compared. Ask students to tell vou wht the actions are in the example sentences (1. think, 2 speak. 2 answer questions). Students then read and complete the nule box. Mixed-abitity Weaker students: ‘Books closed. Put two.exampies of our own on the board (eg.!canspeak 1) more quickly than Engish,/Iunderstard French more easly than Spanish, Aska student tocome to the boaré and urderiine the comparative adverbs. Point out thatwe use mare... thon with adverbs 2s well as adjectives for comparison and explain that comparative adverbs ‘ate used when two actions are compared. Students open ‘their book at page 35 and read the example sentences ane complete the rule ox. Stronger students: ‘ask students to come to the board and wrte a sentence with Comparative adverbs. The cass then have to identify the comparative adverb. Rule 5 Students read through sentences 1-7. Check any probiems with vocabulary. Go through the example ‘with them, ff necessary. Students complete the exercise. Remind them to look carefully at each adjective and decide if it is regular o: irregular. Check answers. If you're siort on time, set this exercise as homework Answers 2 mote carefully % moreslowly harder better 1 more clearly 4 earler 5 worse ‘WorkbookVOCABULARY ‘Types of TV programmes 1. Read through the instructions with students and check pronunciation of target vocabulary. In pairs, sxudents think of en example for each programme type. As feedback, nominate individual students te name a programme for the whole class. Ask the rest of the students: What ype of programme i it? 2 In pairs or small groups, students discuss the questions. Give students some time to think about their answers before completing the exercise. Monitor and encourage cuieter students to give their opinion When students are comparing their ideas, encourage them to tse comparative adjecsives and vocabulary from the unit if possible. Tell students to note down their ideas as they diseuss them, as they will need them for the writing task. Listen to seme of theis ideas in open class as feedback ‘Optional extension Write Television -geodorbod"’at thetop of tebeard or | \uce the IWB, Divide the cace nto to groupe. Ackeene group tothink ol reasans why television is good and the other why ‘elevisionts bad. Seta ten-minute ume im, Ask astudent {rom each group to come tothe board and write the groups ideas on the board. Which group has the best arguments? To continue the discussion, wrtethe sentence Life wos better Without television the boaré and encourage an open clase debate between tho two groupe, one arguingtor the -tatement andthe other against WRITING Aparagraph Mixed ability For weaker students, brainstorm ideas on the board before

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