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0% found this document useful (0 votes)
214 viewsInteractive 4 Teachear's Book
яОфяоф
Uploaded by
Мишо ИвановCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 124
Garan Holcombe
Pa Ln
See RWC Te)
BPE aGaran Holcombe
with Helen Hadkins, Samantha Lewis and Joanna Budden
CAMBRIDGE
UNIVERSITY PRESSCAMBRIDGE UNIVERSITY PRESS
‘Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, S40 Paulo, Delhi, Mexico City
Cambridge University Press
‘The Edinburgh Building, Cambridge CB2 8RU, UK
waww.cambridge.org
Information on this title: www cambridge.org/9780521712262
© Cambridge University Press 2012
‘This publication is in copyright. Subject to statutory exception
{and to the provisions of relevant collective licensing agreements,
‘no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2012
Reprinted 2013
Printed in italy by LEGO. Sp.A.
A catalogue record for this publication is available from the British Library
ISBN. 978-0.521-71226-2 Teacher's Book with Web Zone access
ISBN. 978-0-521-71224-8 Student's Book with Web Zone access
ISBN 978-0-521-71225-5 Workbook with Downloadable Audio
ISBN 978-0-521-71227-9 Teacher's Resource Pack
ISBN 978-0-521-71228-6 Class Audio CDs
ISBN 978-0-521-14728-6 DVD (PAL)
ISBN 978-0-521-14729-3 DVD (NTSC)
ISBN 978-0-521-27962-8 Classware DVD-ROM
ISBN 978-0-521-27964-2 Testmaker CD-ROM and Audio CD
‘Cambridge University Press has no responsibility for the persistence or
accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
‘or will remain, accurate or appropriate. Information regarding prices, travel
timetables and other factual information given in this work is correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.
‘Acknowledgements
The publishers are grateful to the following contributors
Sheila Dignen: editorial work
Kamae Design: cover design. text design and layoutsStudent's Book contents.
Introduction
Interaction Language Reference
Connected
Well played! 7
Review 1 and 2 24
Multicultural matters 25
Adrenaline rush 33
Review 3 and 4 40
Man and beast a |
Take action 49
Review 5 and 6 56
Self-image 57
Something for nothing 65
Review 7 and 8
Keep your cool
Creating a buzz 80
Review 9 and 10
Just the job
Changing times 96
Review 11 and 12 103
Skills4Real: Units 1-4
Skills4Real: Units 5-8
Skills4Real: Units 9-12
Workbook Answersce
‘Simple and
continuous.
tense review
© Perfect tense
review
1 Connected
© Infinitive and
=
Ee ingreview
ESM © remember, stop
ee andtrywith
= ing and the
Ey infinitive
Nee tt
® Online
‘communication
© Phrasal verbs
with up
© Sports
equipment
© Sports
collocations
Grammar
eee)
Piatra)
Interaction 1: Meeting face-
toface
© Speak: Different forms of
communication
© Pronunciation:(f. Id3/ and
tM)
© Interaction 2: Making and
responding to excuses
© Speak: Sports question and
answer
© Pronunciation: Homophones
Vocabulary Correct it
Ma)
and Portfolio
Read: Social
networking
and teenagers
Listen: YouTube and
fame
Portfolio 1: An email to
atriend
Readt Football crazy?
Listen: Attitudes to
sport
Portfolio 2: A fact file
How are you doing? )
be used toand
get used to
as
Eanes
© Adverbs
0, ike and such
© Extended family
© British/
‘American
vocabulary
© Verbs of fear
© interaction 3: Empathising
© Speak: Could you live in
another country?
© Pronunciation: British and
‘American pronunciation
© Interaction 4: Listening
Read: A new life in
the UK
Listen: Learning
languages at schoo!
Portfolio 3: A webpage
for a school exchange
Read: The attraction
Pie © Making © Expressions of actively of fear
a comparisons fear © Speak: Adrenaline addict or © Listen: Horror film
a scaredy cat? suspense techniques
2 © Pronunciation: Stressing © Portfolio 4: Beginning a story
Bs adverbs and adjectives
Review 3 and 4 Grammar Vocabulary Correct it! How are you doing?
Expressing © The animal © Interaction 5: Challenging © Read: Meet the Animal
contrast kingdom someone's ideas People
es Reflexive © Physical habits © Speak: Saving endangered © Listen: A primate
EB pronouns and species sanctuary
BM cach other © Pronunciation: Pronunciation ® Portfolio 5: An opinion essay
Ps ofea
© Future review
© Future perfect
and future
perfect
continuous
Review 5 and 6
© Campaigning
© Phrasal verbs
with take
© Interaction 6: Persuading
people to do things
© Speak: Your ideal youth café
‘© Pronunciation: Elision in
future forms
© Listen: A youth café
© Portfolio 6: A report
Vocabulary Correct it!
Read: Get
campaigning with
Battlefront!
‘How are you doing?
© Student's Book contentsore
© Passive review
© have/get
something done
ca
Third
conditional
review
© Expressions of
Purpose, reason
and result
eemcry
ee
Vere
ene)
Piotr)
CU a)
and Portfolio
Describing
dothes and
materials
® Body idioms
Phrasal verbs
and expressions
with give
© Numbers and
symbols
Grammar
© Interaction 7: Comparing
two pictures
© Speak: Items for a time
capsule
© Pronunciation: Intrusive i,
Il and Iww/
money
© Speak: An interview with
Mark Boyle
© Pronunciation: Large
numbers
Interaction 8: Talking about
.
Vocabulary _ Correct it!
Read: What your taste
says about you
Listen: A body art
exhibition
Read: The monevies ain
man
Listen: Things to do in
London for free
Portfolio 8: Writing about
survey results
How are you doing?
© should, ought to
© Adjectives of
© Interaction 9: Negotiating
© Read: House Rules
FMD arcsoc beter charactor and responding «Listen: How to argue
Fam © Expressing © Expressions for © Speak: Aserious problem? —_@ Portfolio 9: Asking for
RB wishes and arguments © Pronunciation: Unstressed and giving advice
o regrets vowel sounds /a/ and /1/
© Reporting verbs © Advertising ® Interaction 10: Giving a © Read: How to create
BAM © Participle © Phrasal verbs presentation buzz
EI clauses with come © Speak: Opinions about « Listen: Privacy and
$2 advertising the internet
4 A © Pronunciation: Pitch in © Portfolio 10: A product
Es signaling words review
Review 9 and 10 ‘Grammar Vocabulary Correct it! How are you doing?
a © Modal verbs © Compound © Interaction 11: A job © Read: A day in the life
BEM of deduction adjectives interview ofa teen detective
$ and possibility @ Job collocations ® Speak: Opinions on jobs © Listen: The best jobs
ae review © Pronunciation: Intonation nin the world? ,
Bal © Question tag question tags © Portfolio 11: job
a review application
Reported © Expressions with © Interaction 12:Keepinga © Read: Which English
speech review
© Relative clause
review
Py
is]
Review 11 and 12
time
© Loan words in
English
Grammar
conversation going
© Speak: Fad information swap @
© Pronunciation: Pronouncing ©
loan words in English
Vocabulary Correct it!
do you speak?
Listen: Fads and trends!
Portfolio 12: Correcting
your own mistakes
‘How are you doing?
Skills4Real: Units 1-4
Interaction: Student B
Skills4Real: Units 5-8
Interaction: Student C; Units 7 and 10
Irregular verbs Phonemic chart
SkillsReal: Units 9-12
Speaking activities Wordlist
Interaction: Student A
Student's Book contents, ©Welcome to interactive, a course designed to
‘maximise your students’ communication in real,
effective English. Interactive by name. Interactive
by nature.
Interactive communication
For many foreign-language students, the secondary
school classroom provides the only opportunity they get
to speak English. For this reason, itis essential that the
‘amount of English they use in the classroom is maximised,
Interactive has been designed with communication as
one of its main objectives, and students are provided
with real opportunities to communicate in clas.
However, opportunity alone is sometimes not enough.
Many students struggle to find the language required
when trying to express themselves in English. Interactive
therefore provides students with innovative means which
help students of all abilities maximise their potential for
communicating in real English
Language Reference is alist of functional English phrases,
conveniently placed on a gatefold cover. Students can
use the flap of the cover when doing an activity in the
classroom. Examples are ‘It's my go’ for playing games and
“What do you have for a)?" when comparing answers with
‘partner. This facilitates maximum use of English in the
classroom as it provides the necessary language students,
need to communicate spontaneously with the teacher
and other students. There is therefore no reason to use Li
during a class activity.
An Interaction section in every unit gives students the
opportunity to practise functional language in real-life
situations such as asking for directions, ordering food
and drink. Italso gives students the ability to express
themselves more clearly in giving opinions, expressing likes
and dislikes etc. A listening exercise gives students a model
of the language, followed by a communicative activity
where students can use the prompts on the language
reference to help them. As an additional option, the
Interaction material is also modelled on the accompanying,
DVD, providing a visual context for the language.
Pronunciation is a vital area of communication that
is often overlooked. Every unit in Interactive has fun,
challenging activities such as tongue twisters to practise
‘sounds in the context of a sentence. The DVD provides
an optional visual guide to all the pronunciation exercises,
Using native speakers as models. Students are given a clear
View of how to form the sounds and produce natural-
sounding English. Teachers can rely on the DVD for extra
support and approach this challenging area of language
‘teaching with confidence.
© wmsrcon
Teacher's Book introduction
Extra pronunciation lesson plans on the Interactive Teacher
‘Website encourage the use of the attractively illustrated
phonemic chart at the back of the Student's Book,
Interactive technology
The technological advances of the last few decades have
had a profound effect on how students learn and process
information. Twenty-first century teenagers have grown up
with a world of technology at their fingertips and expect
instant answers and easy methods of communication.
‘They are also far better at multi-tasking than previous
generations and often bring this into the learning.
environment, which can sometimes be a challenge for
the teacher. Research has shown that teachers often find
the challenge of teaching computer-literate teenagers
daunting. Interactive has a number of easy-to-use
electronic components for each level, making it simple
for you to integrate technology into the classroom.
The Student Website offers all you would expect from
CD-ROM and more. The website provides interactive
‘exercises and games to help students practise grammar
and vocabulary. These can be set for homework or used
in class. A Comic Builder gives students the opportunity
to create their own stories in a fun and imaginative way,
providing a creative outlet for more visual learners
The Teacher Website offers support to you, with teaching
tips videos, extra resources and an online community for
teachers. Go to http://interactive.cambridge.org.
‘The Classware DVD-ROM (IWB software) has an
interactive function, enabling audio and DVD footage to be
layed at the click of an icon and activities to be enlarged
or hidden as required.
‘The Testmaker CD-ROM and Audio CD enables teachers
to generate their own tests both prior to the course and
at any stage during the term. Tests can be created for
‘grammar, vocabulary and skills with the possibilty of extra,
‘questions to challenge more advanced students. They can
be tailored to your students’ needs. Different students
can receive the same questions in a different order, or
even different tests based on the samie material. There is,
also the option of editing tests on screen and an easy
printout facility
‘As mentioned previously, the Class DVD contains a visual
option for both the Interaction and Pronunciation sections,
helping students see how to form the pronunciation and
putting functional language in context. Talking Heads
provide unscripted conversations with teenagers from
different parts of the UK while the more structured
Interviews provide both cultural and linguistic insights
into the lives of real British people.Interactive authentic English
and culture
Interactive provides a wealth of references from British
and international popular culture that students can
identity with:
Culture pages can be found throughout the book: The
Culture Noticeboard is UK-focused and isa collection of
real flyers, postcards, photos and stickers that might be
collected from a tourist attraction or event. Through the
completion ofa series of activities, students have exposure
to authentic materials and develop their reading skils,
particularly scanning quickly to find information, ust as
they might in a real-life situation. The Culture Worlds,
as the name suggests, world focused, Students look at
a magazine-style article about a part of the world and
through a series of activities develop different reading
Skills from the ones above. The final task in both these
sections is that students prepare a similar-style project,
write questions about it and ideally put them around the
classroom, for other students to answer.
As the name suggests, Skills4Real sections at the back of
the book feature real texts and real people. The unscripted
recordings feature native and non-native speakers, talking
and answering questions, and the authentic, unedited
reading material links into earlier units of the book. This,
enhances the student exposure to real English in real
contexts rather than the usual audio recorded in a studio.
Similarly, the Talking Heads section on the DVD provides
unscripted, authentic language.
Culture Vulture is an icon in every unit that informs
students of cultural aspects of the English-speaking world
ina light-hearted way. They act as a discussion prompt and
students will be able to compare these to local cultures
which will highlight awareness of other countries.
Check it out! boxes in every unit, and Correct it! sections
con each review page, alert students to common learner
errors from the Cambridge English Corpus. The Cambridge
English Corpus is a mult-billion word collection of written
and spoken English. Itincludes the Cambridge Learner
Corpus, a unique bank of exam candidate papers.
Each level contains an age-appropriate, beautifully
illustrated Graphic Novel to encourage students to read
for pleasure. This is one story split into three episodes.
Outwardly, this appears as a read-for-pleasure section as
there are no exercises on the page. The Teacher's Book,
however, contains activities for exploiting the material fully.
Interactive Components
Each level of the series contains the following components:
© Student's Book
© Class Audio CDs
© Workbook with Downloadable Audio
‘Student Website http://interactive.cambridge.org
Teacher's Book
Teacher's Resource Pack
DvD
Classware DVD-ROM
Testmaker CD-ROM and Audio CD.
Teacher Website http://interactive.cambridge.org
Interactive Student's Book
@ Meeractive Level + corresponds to CEF level 82
‘Student's Book 4 consists of twelve topic-based units.
Each unit is made up of a main section of six pages and
‘two final pages of skills and project work. There are also
Review pages after every pair of units. At the end of the
book there are three Skills4Real spreads, followed by the
Interaction pairwork activities, an irregular verb table and a
phonemic chart.
Each unit of the Student's Book contains:
© Two themed lexical sets.
© Two context-based grammar presentations with
practice activities and guided discovery to enable
students to work out the rules themselves.
© Astructured speaking task with an outcome.
© Acore reading text based on authentic material of
different genres, chosen to be of interest to teenagers.
* Pronunciation exercises relating to a grammar or
a vocabulary area
© Unit themed listening texts.
© Interaction task based on using functional language in
areal context.
'* Amodel-based Portfolio writing task of a specific
writing genre with detailed language work.
‘© The final pages of each unit vary between either
Culture UK, Culture World, Graphic Novel and Song,
pages.
A review page every other unit gives students the
opportunity to track their progress with follow-up
practice activities on the Student Website
http://interactive.cambridge.org,
rnwosueton (7)Interactive Workbook
Key features of the Workbook include:
‘© Grammar and vocabulary exercises that provide further
varied language practice of the areas covered in the
Student's Book.
‘© Eye-catching Check it out! boxes that clarify aspects of
grammar or vocabulary.
‘© Help yourself sections that allow students to extend
their knowledge of grammar or vocabulary.
‘© Pronunciation exercises that develop points introduced
in the Student's Book, with downloadable audio.
‘© Listening tasks that encourage students to develop
different skills such as listening for gist or more specific
information, with downloadable audio available on the
Student Website http://interactive.cambridge.org
‘© Reading texts accompanied by graded tasks that guide
students to more general or detailed comprehension.
‘© Portfolio sections that relate closely to the unit topic, but
provide different tasks from those in the Student's Book
© Aauizat the end of every unit encourages students to
review the Student's Book content in a fun context, while
promoting learner autonomy. Students then write their
‘own questions in preparation for a whole-class quiz.
Interactive Teacher's Book
Key features of the Teacher's Book include:
© Step-by-step instructions of how to exploit the course
‘material in the classtoom and plenty of guidance and
support for lesson preparation.
© Answers and transcripts for all the exercises in the
Student's Book, plus Workbook answer key.
© Anata-giance copy of the Interaction Language
Reference on the cover of the Student's Book
‘© Language Notes to grammar areas in the Student's Book
to provide support for less experienced teachers.
* Optional classroom activities that relate to the language
(oF topic of the Student's Book
© Optional activities for mult-level groups and fastinishers.
© Background and cultural information for topics in the
Student's Book
Interactive Teacher's Resource Pack
Key features of the Teacher's Resource Pack include:
© Photocopiable interaction activities, that aim to activate
the language students have encountered in each unit
© Photocopiable grammar and vocabulary practice
activities for further consolidation of each unit.
© Aphotocopiable picture dictionary for students to
‘complete and form their own vocabulary record for the
Student's Book
© Answer keys for the grammar and vocabulary practice
activities and picture dictionary pages.
Introduction
Interactive Web Zone
http://interactive.cambridge.org
Interactive Student Website
Access to all of the material from the Student Website
include:
* Interactive Grammar and Vocabulary practice activities.
© Interactive games that reflect the grammar and
vocabulary content of the units,
* Downloadable Workbook audio MP3 files with complete
transcripts
© Interactive Comic Builder.
Interactive Teacher Website
‘Access to all of the material from the Student Website, plus:
‘© Atwelve-page printable Start Up section that can be
used with complete beginners or with classes at CEF
level A1 as diagnostic material. This has accompanying
‘workbook pages, downloadable MP3 audio and teacher's,
notes with answer keys and transcripts.
© Placement Test with written and oral test material
© The Interactive Phonemic Chart with bonus
pronunciation activities.
‘© Editable Graphic Novel pages.
‘© Interaction sections from the DVD with bonus
‘comprehension and speaking activities.
© Teacher's notes and answer keys for the DVD.
© Downloadable, translated wordiists in several languages
to use for reference, as a mini-dictionary or to adapt for
tests.
© CLIL material
© Teaching Tips videos.
© Two free unit tests for each level of the Testmaker CD-
ROMs.
© Testmaker user guide.
© ESOL Correlation Charts for the Key, Preliminary and,
First exams.
‘© Discussion Forum on our Facebook page, with weblinks
to sites of further interest,
See you at http://interactive.cambridge.org!Interaction Language Reference
Agreeing
You're (absolutely) right! |
That's (definitely) true! |
You've gota point there. |
Isee (exactly) what
you mean. |
‘That's (just) what | think. |
Yes, | suppose/guess/
reckon you're right.
Exactly! / Absolutely! |
Disagreeing
Actually, | think/
reckon
| don't know about that
'm not sure | agree with
you there.
Oh, | wouldn't say that.
That's ridiculous!
'm not convinced
(by that),
Well, actually
Interaction 1
Meeting face-to-face
It's great to finally meet
you.
You look different to how
Vd imagined
Heel like | know you
already.
‘Are you stil in touch
with ...?
We've got so much in
‘common,
What else are you into? |
Do you know ...?
Interaction 2
‘Making and responding |
to excuses |
need to talk to you |
about that
I've gota bit of a problem,
The thingis, can't
tts just that | have to
1'm really sory.
These things happen,
| suppose.
Thanks for letting me
know.
Interaction 3
Empathising
Things will get better,
you'll see.
You'l feel better soon,
Itmust be very difficult.
‘Asking for clarification
1'm not (realy) sure what
‘you mean.
\ don't (eally) know what
you're getting at.
What do you mean,
exactly?
What are you getting at,
exactly?
Agreeing up toa
point, and then
disagreeing
That's a good point, but
what about ...?
That may well be the
case, but
| see/know what you
‘mean, but
| agree up to a point, |
but |
That's partly true, but
You mustn't let it get
you down,
know how you feel.
Everyone feels a bit
(homesick) at first.
Being (homesick) can
be awful
Interaction 4
Listening actively
Say that again...
Hang on asec!
Carry on .
Goon...
No way!
Youtte kidding!
Ifyou let me get a word in,
Vitel you!
Let me finish, will you?
Interaction S
Challenging someone’s
ideas
You're not serious, are you?
Do you really mean/think
that?
Have you considered the
fact that ...?
You have to look at it from
both sides.
| guess I can see your
point.
| canit believe what I'm
seeing/hearing!
Don't change the subject/
topic.
Interaction 6
Persuading people to
do things
How do you feel about
Why don't you have a go.
at...?
You'd be good at doing
that sort of thing
You're so much better at
(writing) than me.
You'd be great
Well, really wanted
to...
I'm not very good at
Interaction 7
Comparing two
pictures
One similarity is that
both pictures...
They both seem to be
of
one picture.
it's (messy), whereas the
other (bedroom) is
very (tidy).
This (room) is much
(messier) than the
‘ther one.
It looks like it has
been
ttappears to have
been
Interaction 8
Talking about money
Can you afford it?
I can't afford it.
There's (ten pounds) off
That's a bargain,
It’s reduced by (10)%
Could you lend me
(seven pounds)?
| promise I'll pay you
back
You owe me (seven
pounds).
What a rip-off!
Interaction 9
Negotiating and
responding
| was just wondering if.
Ifyou do this, Il...
| promise!
wouldn't ask, but
Cheers! | owe you one.
You always do this, it's
not fair!
‘What's in it for me?
1 do it, but just this once.
OK, but this is the ast time!
Interaction 10
Giving a presentation
Today we'd like to talk
about
First were going to look
at
Next well move on to talk
about
| Then finally we'd like to
One big differences that
‘explain why...
‘Anyway, as | was saying,
Now I'l pass you over to
(Frank), who is going to
talk about .
| As (Sarah) said,
Interaction 11
Ajob interview
What languages do you
speak?
Would | have to wear a
uniform?
How much would | get
paid?
‘What hours would | work?
Would you give me any
training?
‘When will ou let me know
if ve got the job?
Interaction 12
Keeping a
conversation going
How's it going?
So, what's new?
‘What about you?
Let me think.
By the way, | wanted to
ask you...
| know what | was going to
ask you.
{ know what you mean,
That's good to know.
Introduction ®@ Connected
Unit aims:
Topic: Communication
Grammar
Simple and continuous tense review
Perfect tense review
Vocabulary
Online communication
Phrasal verbs with up
Interaction, Speaking and Pronunciation
Speak: Advantages and disadvantages of
different forms of communication
Pronunciation: /S/, /d3/ and /t/
Interaction 1: Meeting face-to-face
Listening, Reading and Portfolio.
Read: Social networks and social life
Listen: YouTube and fame
Portfolio 1: An email to a friend
Song
(if Love Could Only Live) Online by
The Kim Band
Read and listen
Books closed. Introduce the phrase social network.
‘Ask students to name some examples of social
network sites (e.g. Facebook, Twitter, MySpace)
and write the names of the sites on the board,
Tell students to open their books at page 4.
Read the question with the class and check that
students understand hang out (to spend time
informally in a place). Students skim through
the text quickly to get a general idea of the
content. You may want to pre-teach some of the
key vocabulary: leading expert, online presence,
accessorise. Once students have read the text,
elicit the answer to the question and ask students
to summarise its main themes (e.g. teenagers and
social networking, online identity, friendship on.
the internet)
Answers
Yes, she thinks it is a good idea.
Fa1.2 Ask students to read through sentences
1-6. Play the recording, Tell students to work
alone to complete the exercise. Tell them to
Correct the wrong sentences. Students can
compare answers in pairs before you check
answers with the whole class.
Answers
1¥ 24 3X They mainly use them to
interact with friends they already have. 4-
5 X They would prefer to spend time
with friends in real situations. 6 ¥
‘Students work in pairs to discuss the questions.
Check that students understand digital footprint
(the extent to which someone is visible on the
internet), Set a three-minute time limit for this,
speaking activity. Ask a student from each pair to
report their answers to the class.
eye e sii a)
Put students into small groups to design their
‘own social network site, Students should
think of a name for their site, as well as a
specific feature which makes it different to its
competitors on the internet. Set a ten-minute
time limit for this activity. Ask one person from
each group to present their website to the class.
Grammar
Simple and continuous tense
review
Books closed. Remind students about danah’s
research, which they read about on page 4. Ask
What did danah do? (She travelled around the US
talking to young people about social networks.)
What is she also studying? (The visibility of young
‘people online.) Who does she work for? (She is a
senior researcher at Microsoft Research.) What did
she discover in her research? (That many teenagers
are becoming aware of their online visibility.)
Students open their books at page 5. Read out the
‘example sentences and draw particular attention
to the form of the words in bold. Students complete
the matching exercise. Check answers.
Answers
1 past simple 2 present continuous
3 present simple 4 past continuous©
Students look at the uses and match them to the
‘example sentences in Exercise 2a. Ask students
to compare answers in pairs before you check
answers with the whole class.
Answers
AZ B2C1D4
Weaker classes: You can revise the simple and
continuous forms more thoroughly, eliciting
‘example sentences from students to describe
their own lives, eg. started using social network
sites two years ago, I'm using Facebook a lot at the
‘moment, | spend two hours a day an social network
sites, was spending all my time on MySpace when |
first discovered Twitter.
Language notes
1. Remind students that the present continuous.
‘an be used to refer to an action that isin
progress around the present time, as well as
an action happening at the exact moment of
speaking, e.g /'m learning French at night school
2. Remind students that verbs of emotion (e.g
like, love, hate, need, want) are not usually used
in the continuous form. However, in informal
conversational English, students will hear
sentences such as She's wanting to go there, or
I'm loving this TV show.
‘Ask students to read through the text quickly to
get a general idea ofits content. Ask: Who is Clay
Shirky? (A writer and teacher.) Students work alone
to complete the text with the correct verb forms.
Check answers
Answers
1 is 2ran 3 was working 4 became
5 isresearching 6 refer 7 don't know
8 believes 9 affect 10 are not
Background information
‘Clay Shirky
= Clay Shirky became well known in 2008 after the
publication of his book Here Comes Everyone, which
analyses the way in which groups form online.
Shirky has established an international reputation
8 acommentator on the cultural, social and
‘economic implications of digital technology. )
Read out the four things which students are going
to talk about. Allow them some time to prepare
their ideas, then put them into pairs to speak.
Encourage students to ask follow-up questions for
extra information.
3
®
®
®
©
“Vocabulary
Online communicat
[HI13 students work in pairs to do the exercise
and can use dictionaries to check new words. Play
the recording, then check answers with the class.
‘Audioscript/Answers
1. digital footprint -G a record of your online activity
2 friend /defriend -C to accept/get rid of asa friend
3. friend request ~ A to ask to be someone's friend on a
socal networking site
4-90 vitel~F information that spreads around the
internet in an uncontrolled way
5 link~H a connection between pages on the internet
6 privacy settings ~ € controls that decide how much of
your online profile people can see
7 spam unwanted email, often advertising
8 tag (a photo) ~B to label a photo with a name
Do the first sentence as an example. Students
‘work alone or in pairs to complete the sentences
with words from Exercise 3a. Check answers,
Answers
1 link 2 tagged 3 privacy settings
4 digital footprint 5 defriend 6 spam
Give students two minutes to write down as many
other words about online communication as they
can. Examples could include: to tweet, a tweet, to
poke someone (on Facebook), to follow someone
(on Twitter). Write the words on the board. Ask
students to record these, together with the words
from Exercise 3a, in the vocabulary section of their
notebook.
Students work in groups to ask and answer the
questions. Ask one student from each group to
report back to the class.
fe) s) trey) M-Tad iat)
Before the lesson, write the ‘online
‘communication’ phrases from Exercise 3a on
different pieces of paper. Divide the class into
two teams. A student from each team in turn
comes to the front of the class, takes a piece
of paper, and describes their word. Their team
‘must guess the word. The team which guesses
the most words is the winner.
“listen
Read out the questions and then discuss them
briefly with the class.
Fl .4 Tell students they are going to listen to
two friends talking about online videos. You may
@want to pre-teach to get noticed and not my thing.
Play the recording, Students tick the subjects they
hear Jordan and Katelyn talk about.
Aucioscript
Katelyn: Jordan, I’m home. Hey! That's my laptop!
Jordan: Atght, aight, m just watching Bens
new video on YouTube. You know he
wants to be a chef?
No.
Well he’s been filming himself cooking and
putting the videos on YouTube. old him
have a lock and tll him what | think.
Really? Ben? Ben Turner? On YouTube?
Do you want to have a look?
Of course! ... Tun it up abit, I can’t hear
him
“So, when you've added the lemon and
garlic to the chicken it’s time to pu it in
the oven. It should stay infor about an
hour.”
‘Wow! He's quite good. How many views
has he had?
(nly 37 so far, but I really think he could
become famous!
37 views! Well, guess you never know ...
he may be the next Lauren Luke!
Who's Lauren Luke?
You've never heard of Lauren Luke? Wel,
| suppose you wouldn’t have if you're not
into make-up!
Hmmm .. no, not really my thing
Her story s reat. You see, she'd been
working at night in a taxi office for years
and hated her job, but had always loved
doing make-up. Wel, one day she started
‘making really simple YouTube videos about
how to put on make-up It was just her and
the camera in her bedroom. Her videos
‘went viral and she gave up her job. Now
she's had over 88 million views! Shes built
‘up a huge number of fans and even writen
‘a book. read online the other day that
she's going to stat her own TV programme
soon, too,
You see, it's easy to become famous on
the net! Ben’s got the right idea.
Don’t be ridiculous. it’s nearly impossible
to get noticed online, For every successful
person there are thousands... milions
‘who don't get noticed, and you've got to
‘ome up with an orginal idea.
| know, but what about Sam Haber?
Ive never heard of him.
He's this American guy who rides a
unicycle
Oh yeah?
He's 2 really amazing unicyclist saw
his videos online and they ae so cool.
Since he joined YouTube he's met lots of
Ben Turner:
Katelyn:
Jordan:
Katelyn:
Jordan:
Katelyn:
Jordan:
Katelyn:
Jordan:
Katelyn:
Jordan:
Katelyn:
Jordan:
Katelyn:
Jordan:
other people who also ride unicycles and
they've formed an online community to
share advice and ideas.
Katelyn: Huh? Well, guess online videos can be a
good way to learn new stuf. Apparently,
ina few years more than 90% of the
data on the internet is going to be video.
‘Anyway, tel Ben I love his video. 'l post
a link to it on my Facebook page.
Jordan: Great, cheers ss!
Katelyn: No worries. And don’t forget to charge up
‘my laptop before it runs out of battery
Jordan: Yeah, will do.
Answers
cooking, doing make-up, unicycling
[B14 Ask students to read the gapped
sentences. Play the recording, Students listen and
answer the questions.
Play the recording again, pausing where appropriate
to check the answers. Elicit any other information
that students have picked up from the interview.
‘Answers
1 chef 2 good 3 taxioffice 4 88 million
5 advice and ideas 6 90%
Read out the four incomplete sentences. Give
students three or four minutes to complete the
sentences with their own ideas. Monitor and
help as necessary. Students then compare their
answers in pairs. Ask one student from each pair
toreport back to the class.
(5 "Vocabulary
®
Phrasal verbs with up
FHB+5 Books closed. Write get up on the board
and say: ! get up early every morning. Explain
the basic structure of phrasal verbs (verb +
preposition or adverb) and elicit any phrasal verbs
that students know.
‘Students open their books at page 6 and work in
pairs to match the phrasal verbs with the definitions,
using dictionaries to check new words. Play the
recording and then check answers with the class.
Audioscript/answers
1 tum up ~B to increase the volume
2 set up Cto start or estabish
3 build up -0 to develop
4 give up -F to stop doing something
5 make (something) up ~ A to invent
6 come up with ~H to think of
7 look (Something) up ~6 to search for
8 charge up ~ Eto plug into an electricity systemTell students to read through the gapped
sentences. Go through the first sentence as an
‘example. Students then work in pairs to complete
the sentences. Check answers,
Answers
1 set 2 charge 3 give 4 build
5 making 6 look
Give students two minutes to write down any
‘more examples of phrasal verbs with up that they
know. Examples could include: catch up, hurry up,
warm up, wake up, all of which have been seen in.
previous levels of the Interactive course. Write the
words on the board. Ask students to record these,
Language notes
You should encourage students to see that the
perfect tenses connect different points in time.
The present perfect relates the past to the
present, whereas the past perfect joins two events
which both take place in the past. For example,
while talking about a video you have on YouTube,
you might say /t’s had 40,000 views (from the past
into the present). In a sentence such as I'd been
working at night in a taxi office before I started
uploading videos, the speaker links a period of
time spent working in a taxi office with the later
act of starting to upload videos.
together with the words from Exercise 5a, in the ©) Students work alone. They can refer to the
vocabulary section oftheir notebook. examples in Exercise 6a when completing the
sentences. Check answers, asking students to
justify their choice of tense in each case
d)
Put students into pairs and set a time limit of four
or five minutes for them to write a mini-dialogue
using as many phrasal verbs with up as they can,
Monitor and help as necessary. Give students
time to practise their dialogues in their pairs, then
‘ask pais to perform their dialogues for the class.
Discuss as a class which pair has used the most
phrasal verbs, and which mini-dialogue is the most,
‘reative/interesting,
toys era TmeLseh Ua)
‘Students work in pairs. They use the phrasal
verbs with up in Exercise 5a to ask and answer
‘questions, e.g. How can you build up a following
‘online? Do you know anyone who makes things
Lup about their own life? Would you like to set up
‘a website or online business?
(¢™Grammar
Perfect tense review
Books closed. Remind students about the recording
in Exercise 4, Ask: What has Ben been doing? (He's
been putting videos on YouTube.) How many views
thas he had? (37) What had Lauren Luke been doing
before she started uploading videos about make-up
(on YouTube? (She'd been working in an office.) Had
she always loved doing make-up? (Yes, she had.)
Tell students to open their books at page 7. Read out
the example sentences and draw particular attention
to the form of the words in bold. Students then
‘complete the matching exercise. Check answers.
Answers
1B 2A 3D 4C
Answers.
1 Have, followed/been following 2 had
watched 3 Has, crashed 4 had, fallen out
5 ‘ve been learning 6 had been playing
Give students a minute or so to skim through the
email. Ask: What has Me! been doing? (An online
video editing course.) Students then work in pairs
to choose the correct answers to complete the
‘email. Check answers.
Weaker classes: Point out to students that they
should use the context to help them choose the
correct word. For example, the email begins with
‘sorry’, which alerts us to the fact that the verb in
the first gap might be negative,
Answers
1B 2C 3B 4B 5B 6C
Students work alone or in pairs to order the words
in the sentences. Check answers,
Answers
1 Have you been learning anything new
recently? 2 Have you ever had a bad
experience socialising online? 3 How much
English had you studied before you started
this course?
Give students a minute to think about their
answers to the questions. Students then work in
pairs to ask and answer the questions. Ask one
student from each pair to report back to the class.
une (73),i Check it out!
Ask students to look at the information in
the box. To test students’ understanding of
the difference between these prepositions,
read out a series of words and expressions
(e.g. two weeks, Christmas, last week, three
days). Students say whether the words and
expressions are used with for or since.
@
Corpus examples for use of for and since
1 Ihave been studying English since six years,
Correct sentence: | have been studying Englis!
for six years.
2 We've been dating since a week. Correct
sentence: We've been dating for a week, 3
(7 =Speak
Ask students to describe the pictures. Students
then work in pairs to discuss the forms of @
‘communication seen inthe pictures.
Possible answers ®
Talking face to face: advantage — it's more
personal; disadvantage — your facial expression
‘can reveal things you may wish to hide.
‘Telephone: advantage ~ you can
‘communicate while on the move;
disadvantage - you may lose signal reception.
‘Computer: advantage ~ you can
‘communicate with people all over the world;
disadvantage — it can be an impersonal and
anonymous form of communication.
‘Writing: advantage ~ more space in which to
develop ideas; disadvantage — it takes longer
to write than it does to type.
Students continue the conversation they began
in Exercise Ta, this time focusing on which three
forms of communication they think are the most
important. Give students a few minutes to do this
activity, Monitor and help as necessary.
Put students into new pairs. Students then tell
each other about their ideas from Exercises 7a and
7b. You could have a class vote on which forms of
‘communication are the most and least popular. @®
=Pronunciation
&D Asan optional visual alternative to the audio
CO, this exercise is available on the DVD.
@ ene
~ follow-up questions such as: Do you think itis
/§/, 133/ and /t{/
Hts Play the recording, Ask students to lsten
to the recording and to repeat the words. Write
the words on the board and highlight the /J/,
/83/ and /'f/ sounds: social, danger, future. Isolate
and repeat the sounds, sensitising students to the
differences between them,
[17 Play the recording. Students listen to the
words and decide which of the three sounds they
hear in each word,
Fl Play the recording for students to check
their answers to Exercise 8b and repeat the words.
Audioscript/Answers
Mt /ds/ MN)
fashion enjoy kitchen
nation digital virtual
Russia object question
ocean nature
teacher
Tell students that they have to find their way through
the puzzle by following words which contain the /{/
sound, Students workin pairs to do tis.
F199 Play the recording for students to check
their answers to Exercise 8d,
Audioscript/Answers
washing, machine, demonstration, delicous, mushrooms,
imagination, patience, passion
‘Ask students to read the information in the
bbox. Discuss the questions withthe cass. Ask
right that websites lke Facebook have so much
information about people's lives? Why do you
Interactio!
GD As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Meeting face-to-face
[Ml 110 Books closed. Write meeting face-to-face
on the board. Explain that the phrase face-to-face
means ‘in the presence of a person, e.g. we can
talk to people online or we can talk to them face-
to-face. Pre-teach dressed up (dressed in smart
clothes) and /og on (to connect to the internet or a
particular website).
Students open their books at page 8. Tell students
that they are going to hear a conversationbetween two people who are meeting face-to-face
for the first time. Play the recording and elicit the
answer to the question.
Audioscript
Becky: Excuse me, are you Marta?
Marta: Yes, it's me. Hi, you must be Becky.
Becky: Yes, | am. I's great to finally meet you.
How are you?
Marta: Ym good, thanks. I's so nice to meet you
too! You look different to how 14 imagined
from your callege profile picture!
Becky: Yes, the photo on my profile page was
taken at a wedding, so | was dressed up.
You look the same as yours. Anyway ~ here
Wwe are, we can actually talk fora change!
Marta: I know, isn't that weird? I feel like | know
you already, even though we've only met
on the college website up until now.
Bed ‘Ave you still in touch with Sarah?
Marta: Yeah, am. Are you?
Becky: Yes, we chat quite a lot. We chatted online
with our webcams the other day so |
feel lke ve met her too ~ well, almost!
Ws funny, Marta, we've got so much in
‘common. | saw on your blog that you're
‘making a jacket for your main fashion
pioject,aren’t your
Yeah. Maybe we can share some ideas. I've
seen your jackets too and they're really
ool. So, what else are you into?
1'e jst finished a project on shoe design,
it was great. The tutor was based in New
Yoik. | designed some pretty crazy sandals
fort. ll show you if you want.
Great. Have you got photos?
Yea, just posted them on my blog. get
my laptop out and show you. By the way,
your latest comment on my blog was really
interesting
Thanks. Wow - these are fantastic! Oh look,
Saras online. Shall we say hi? She won't
believe we're actually gether in a café
Good idea! Let’s suprise her. | know what
I've been meaning to ask you. Do you know
Joe? He's a good friend of Sara’
Not Joe who uses the picture of a motorbike
ashis profil picture?
‘A motorbike? Yeah, now you mention it, he
does! That's him:
1 do, actualy, he's doing the same course
as my brother a college. We message each
other sometimes. Hu, it’s a small word...
Hal Here's Sara.
marta:
Becky:
Marta:
Becky:
arta:
Marta:
‘Answers
‘They met online.
@
Bill110 Read out the phrases. Play the recording
again. Students listen and decide which person
says which phrase.
Answers
1B 2M 3M 4B 5B 6M 7B
Revise the phrases for meeting face-to-face.
Divide the class into Student A and B pairs. Tell
students they are going to role play meeting in
real life for the first time. Student A turns to page
118 and Student B turns to page 120. Read out the
instructions and refer students to Interaction 1 on
the cover gatefold. Give students a few minutes
to read through the information. Students work in
pairs to prepare and practise their conversations.
~ He
An email to a friend
Books closed. Ask: Do you keep in touch with
people you have only met online? Elicit students’
answers. Students open their books at page 9 and
look at Paolo’s email to Jordi. They then skim the
email quickly to find the answer to the question,
Answers
‘They normally spend time together online.
Students work alone to find examples in the text
of the tenses in the list. Check answers.
Possible answers
‘A What do you think of my artwork?
8B I'm writing you an email for a change!
€ | did it yesterday.
D I was hoping to see you online.
E | haven't heard from Akira lately.
F I've been studying loads recently.
G He'd had loads of exams.
H He said he'd been having a pretty hard
time at school.
Tell students they are going to write a reply from
Jordi to Paolo. Aska student to read out the four
things they must include in their email. Tell students
that they should use the kind of informal language
used in Paolo’s email (e.&, Hi. it was good to chat,
Do you reckon, loads), Seta 15-minute time limit for
the completion ofthis activity. Monitor and help
with vocabulary as necessary,
‘Students swap their email with a partner, Students
identify the different tenses used in the email and
compare how many different tenses they used,
units @)=Song
(If Love Could Only Live) Online
Background information
‘The Kim Band
‘The Kim Band was created by Canadian singer-
songwriter Kim Bingham in 1999. Bingham has
released several albums and performed with the
\ _ wellknown Canadian singer Nelly Furtado,
‘Ask: How can you show people you care about or
love them? Elicit students’ ideas. Students work in
pairs to order the ideas in the list from the most
to the least romantic. Students then think of more
‘ways that people show that they care about or
love others. Check answers,
(©) B11 Play the beginning of (/f Love Could Only,
Live) Online. Students listen and then decide how
the singer is feeling. Check answers.
Answers.
‘The singer feels sad and dissatisfied.
‘Students work in pairs to match the words
with the definitions. Encourage students to use
dictionaries to check new words and phrases.
Check answers,
®
Answers
1C 2H 3A 41
BE OF
5B 6G 7D
FMl}112 Give students a minute to read the
incomplete song lyrics. Play the song, Students
listen and complete the lines in the lyrics. Check
answers and then check students’ understanding
of the following phrases: be just fine, on my mind,
only goes so far.
‘Audioscript/Answers
Hm dialling up all my time
Your technology's on my mind
Everything would be jut fine
It love could only live online
Sending information outlines who you are
Still we're not connecting
The superhighway only goes so far
| wanna know how you shut down
Is there a virus hanging around,
Crashing without a sound?
Download, images of Pais just for me
Though we'll never go there
We travel through the cyber circuitry
Unit 1
ee)
;]
tt
iy
Q
|)
Bi)112 Play the song again. Ask four different
students to read out the questions. Students then
work in groups to discuss the questions. Seta fve-
rinute time limit for this activity. Ask one student
from each group to report their ideas to the lass
=Sound check
FM} 113 Explain or elicit the meaning of the word.
rhyme. Ask: Can you think of any song Iyrics that
rhyme? Elicit ideas and write them on the board.
Play the recording. Students listen for the rhyming.
words and the words which have the same vowel
sounds,
‘Students make word pairs from the box and put
these into one of the two columns in the table.
Encourage students to read the words aloud so
that they can identify whether the words rhyme or
have the same vowel sound. Monitor throughout
this activity, helping students to identify the word
pairs. Play the recording again for students to
listen and check their answers.
Answers.
Rhyming words: are-far, circuitry-me
Word pairs with the same vowel sounds:
online-mi
Love songs
Till16 Ask: which ove your favourite lve songs
‘in English? Elicit ideas and write them on the
board. Students then read the text about love
songs. Ask some comprehension questions, e
How long have people been writing lave songs?
(For thousands of years.) When were love songs
banned? (In the Middle Ages.)
Read out the names of the four different styles of
music. Elicit everything that students know about
these styles of music, including famous bands,
‘musicians and songs. Then play the recording,
Students listen and decide which style of music is
being used in each case. Check answers.
Answers
1 Reggae 2 Blues 3 Folk
4 Alternative Rock
Read out the questions. Students work in groups to
‘ask and answer them. Encourage students to ask
any follow-up questions they can think of. Ask one
student from each group to report back to the class,& Well played!
Unit aims:
Topic: Sport
Grammar
Infinitive and -ing review
remember, stop and try with -ing and the
infinitive
Vocabulary
Sports equipment
Sports collocations
Interaction, Speaking and Pronunc
Speak: Sports question and answer
Pronunciation: Homophones
Interaction 2: Making and responding to
excuses
Listening, Reading and Portfolio
Read: Football crazy?
Listen: Attitudes to sport
Portfolio 2: A fact file
‘Culture UK
Manchester
Review 1 and 2
Vocabulary
Sports equipment
[HHI115 Books closed. Write sports equipment
on the board. Ask students to work in pairs to
write down as many words as they can for sports :
equipment. Ask students to come to the front of @
the cass in turn and write the words on the board
Correct any spelling mistakes.
Students open their books at page 12 and work in
pairs to match the words with the pictures, Make
sure students have dictionaries for this activity, but
ask them to guess as many of the answers as they
can. Play the recording for students to check their
answers. You may like to point out that racket is. ©
also spelt racquet.
‘Audioscript/Answers
Ad net F 7 racket
B 2 goggles G 9 stick
© 3 helmet H 1 board
D 6 pads 15 oar
E 8 skates
Explain that a word web is a way of organising
vocabulary items related to a particular subject. Ask
students to look at the word web for oar. Students
then make their own word webs, using the sports
equipment vocabulary from Exercise 1a and any
other related vocabulary they can think of.
Possible answers
goggles: swimming, skiing, snowboarding
racket: tennis, badminton, squash
ads: skateboarding, skating, BMX biking
helmet: cycling, ice hockey, American
football
Check it out!
‘Ask students to look at the information in the box. 2
Remind them that racket is used for tennis
[M116 Students work in pairs to complete
the table. Play the recording for students to
check their answers, Test students on the new
vocabulary by asking questions, eg. Where do you
play ice hockey? Where do you go skiing?
Audioscript/Answers
A pitch 3 football
B court 1 basketball
© rink 4 ice hockey
D piste ~5 skiing
E pool ~ 2 diving
Give students two minutes to add as many other
sports to the places in Exercise 1c as they can.
Examples could include: rugby (pitch), tennis
(court, ice skating (rink), snowboarding (oiste),
swimming (pool). Write the words on the board.
‘Ask students to record these, together with the
words from Exercises 1a and 1c, in the vocabulary
section of their notebook
Ask two students to read out the example.
Students work in pairs to describe sports, saying
where and with what equipment they are played.
Alternatively, you could play this as a class game,
with students taking turns to describe a sport and
the class trying to guess.
unt 2 (7)am
Late
ronunciation
QD As an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Homophones
BHl}+27 Books closed. Write to and two on the
board, Say the words slowly and ask students
ifthe words are pronounced diferently or the
same. Explain thatthe words to and two are
examples of homophones, words which have the
same pronunciation, but a different spelling. Ask
students if they can think of any other examples of
homophones. Elicit ideas and write the words on
the board.
Tell students to open their books at page 12. Play
the recording for students to listen to the words.
18 Play the recording. Students listen
and decide which two of the three words are
homophones.
[H}1:9 Play the recording for students to listen,
check and repeat.
Answers
1 there their 2 one won 3 hear here
4 hourour § mail male 6 no know
7 seasee 8 wait weight
Students work in pairs. They take turns to test
‘one another on the pronunciation of the words
in the table in Exercise 2b. Monitor throughout
this activity, making sure that students are
pronouncing the words correctly.
(3 =Read and listen
© _ Books closed. Ask students to work in pairs to
write down as many ball sports as they can (eg.
football, rugby, American football, basketball
baseball, gol, tennis). Ask: What's your favourite
ball sport? What's the most unusual bal sport you
have heard of?
Students open their books at page 13 and look
at the pictures of the four sports. Read out the
question, Students look at the pictures, skim read
the text and answer the question.
Answers
‘The sports in the pictures are unusual
variations on the game of football.
HH1.20 Ask students to read through sentences
4-8, You may want to go through the first question
as an example, eliciting the correct answer and
asking students to identify the part of the text that
gave them this answer.
Unit 2
Play the recording while students read and listen.
When they have completed the exercise, they
‘can compare answers in pairs before you check
answers with the whole class.
Answers.
1F 2B 35 4R 5S 6B 7S 8F
Read out the questions. Students work in pairs to
discuss them. Set a three-minute time limit for this
activity
Culture Vulture
The fist World Cup was won by Uruguay
in 1930. After Brazil, the most successful
country in the history of the tournament is
Germany, which has appeared in the World
Cup final seven times, winning three times.
‘Ask students to read the information in the box.
‘Then discuss the questions briefly with the class.
Optional activity
‘Students work in small groups to create their
‘own version of football. They should think of a
name for their new sport and some basic rules.
They should also decide where the sport will be
played. Encourage students to be imaginative
and to use the examples of unusual types of
football on page 13 to inspire them, Monitor
and help while students are working, feeding,
imideas and vocabulary as necessary. Aska
student from each group to read out their
description. You could have a class vote on
which new sport sounds the most interesting.
“Grammar
Infinitive and -ing review
Students look at the example sentences from the
text on page 13. Focus on the words in bold and
the two different verb patterns that are introduced
(verb + infinitive; verb + -ing). Students then use
the examples to help them complete the rules,
After checking answers, elicit further example
sentences of these verb patterns and write them
on the board,
Answers
hg
+ infinitive
Sing
+ infinitive‘Students work alone to find examples of the words.
in the text on page 13. (As like also occurs in the
text as a preposition, make sure that students
Understand that they should look for its use as
a verb.) Students note down whether the words
in the box are followed by -ing or the infinitive
Check answers.
Answers
‘want to try something different (infinitive)
exciting to watch (infinitive)
like getting dirty (-ing)
players can choose whether or not to wear
protective pads (infinitive)
everyone can expect to get covered in mud
(infinitive)
imagine kicking a football while you are
wearing skates (ing)
easy to learn (infinitive)
‘too dangerous to pick up the ball (infinitive)
We celebrate special days by playing the
game (ing)
‘Ask students to read through the text quickly to get
a general idea ofits content. Ask: Who is Usain Bolt?
(an athlete) What does he want to do in the future?
(He wants to play football professionally.) Students
work alone to complete the text with the correct
verb forms. They can compare answers in pairs
before you check answers with the whole class.
Weaker classes: If necessary, go through the
whole exercise, helping students to choose the
correct form of the verb by referring them back to
the information in Exercise 4a
Answers
1 towatch 2 totry 3 becoming
4 toplay 5 toimprove 6 learning
T tojoin 8 practising
Check it out! 3
‘Ask students to look at the information in the
box. To test students’ understanding of this
structure, you could write a ist of verbs on
‘the board and ask students to use them with
a negative verb: choose (e.g. My sister chose
Not to go to university); hope (e.g. My friend
‘hopes not to fail his driving test); decide (e.g. My
‘parents decided not to go on holiday). Z
Read out the four incomplete sentences. Students,
work alone to complete the sentences with
information about themselves. Students then
compare their answers in pairs. Ask one student
from each pair to report back to the class.
“Speak
Ask students to describe the picture. Put students
into A/B pairs. Ask Student A to complete the
questions on page 14. Student B completes the
questions on page 124. Monitor and help as
necessary,
Answers
Student A:1 doing 2 tomeet 3 tolearn
4 taking up
Student 8:1 todo 2 tolearn 3 working
4 trying
Students work in pairs to ask and answer
the questions they completed in Exercise 5a.
Encourage students to ask any follow-up questions
they can think of.
‘Ask one member from each pair to report back to
the class on what they learned about their partner.
Vocabulary
Sports collocations
Ba}1.21 Books closed. Write collocations on the
board and explain that collocations are words
which go together such as send and email Tell
students they are going to focus on some sports
collocations.
Students open their books at page 15 and workin
pairs to circle the two nouns that match each verb,
Pay the recording. Check answers.
Audioscript/answers
1 Ascore a goal, B score a point
A beat a team, C beat a time
8B win a match, C win a game
A break a record, B break a rule
A play at home, Cplay a game
Ahold a record, hold a sports event
Students work alone to complete the sentences
Using a word from Exercise 6a. Check answers.
Answers
1 beat 2 hold 3 playing 4 won
S holds 6 score
Unit 2Check it out!
Ask students to look at the information in the
box. Point out that the distinction between ‘c
in the noun form and 's'in the verb form is also
seen in other common word pairs, eg, icence/
license; advice/advise
Corpus examples for use of practice and
practise
1 I need to practice every day.
Correct sentence: | need to practise every day.
2 Ineed more practise with verbs.
Correct sentence: I need more practice with
verbs.
Bill:22 students workalone orin pairs to make
collocations with sports. Play the recording for
students to check their answers.
Audioscript/Answers
Adjective or noun + sports:
2 competitive sports
3. contact sports
5 extreme sports
8 individual sports
10 team sports
14 winter sports
Sports + noun
1 sports centre
sports event
sports fan
sports kit
sports star
10 sports team
Give students two minutes to write down as many
examples of the different types of sport listed as.
they can. Elicit ideas and write the words on the
board, Ask students to record these, together with,
the words from Exercise 6a, in the vocabulary
section of their notebook,
Possible answers
1 individual sports: tennis, golf
2 competitive sports: rugby, basketball
3 extreme sports: bungee jumping,
Kitesurfing
4 team sports: football, baseball
5 winter sports: skiing, snowboarding
6 sports stars: Leo Messi, Novak Djokovic
Unit 2
(eS MertNe
Students work in pairs to do role plays. Student
Ais asports star, Student B is a journalist.
Student A has just done something (e.g. broken
‘a record, scored a goal, won a match) that
Student B wants to talk about. Encourage
students to use as much of the vocabulary in
Exercise 6a as they can, e.g. Journalist: So, you
scored five goals in tonight's match. Football
‘tar: Yes, | did! And I broke the club record!
Journalist: Well done. Was it good to beat the
other team? They are your oldest rivals. Students
can perform their role plays for the class.
of various siow stretching and balancing
‘Yoga originated in India. tis a system of
physical and mental exercise, involving
breathing, stretching and balance.
AGREE the ara rect eee
@)_ M128 Books closed, Ask: What sports do you
do? How often do you exercise? Ask students to
share their answers with the class.
‘a martial art from China which consists. |
|
)
Students open their books at page 15 and describe
the pictures. Ask if they have done any of these
sports. Play the recording. Students write the
number of the speaker next to the sport or activity
that they mention,
Audioscript
W’s National sports Day next week, so we asked some
people the question, ‘What does sport mean to you?’
Here's what they said
1. Sport for me means fotbal.| ove it. play fora team
at the local sports centre and we train two or three
times a week. | don't score many goals, but | enjoy
playing. love watching football to, | go and watch
my team play whenever they're at home. | remember
going to my first match when | was six, and 've been
going to watch them ever since. I1 can't goto the
match because I'm working or something, Il stop
what 'm doing to listen to it onthe radio.
2- Sport for me means keeping fit and being healthy.
A few years ago | was unfit and overweight and a
friend said | should try doing some exercise. It can
be difficult to learn something new at my age, but
she took me toa Tai Chi class and | loved it ve been
doing Tal Chitwice a week ever since. Some people®
don’t think of Taichi asa sport, but it’s actually
2 vety good form of exercise. | have more energy
than | did five years ago and now I've started going
swimming too. | think it’s important to look after
your body, especially as you get older. | also try to
eat heathy food because | think what we eat is as
Important as physical exercise
3. 'm not a big sports fan. | hated doing sport at school
and | remember leaving my sports kit at home on
purpose on the days when | had PE lessons. The
problem is that | don’t really like team sports. Some
individual sports are OK, and when | elt school |
started going toa gym, but I didn’t realy like it so
stopped going 4 lke to find a sport that | enjoy so
| can do some exercise. Perhaps | should try doing
something more relaxing like yoo
4. ve always done lts of sport, it's everything to me, At
school played team sports like basketball and hockey
and | did lots of competitive sports like athletics. Now
I stil ty to do as much sport as 1 can. | play hockey
three times a week and | go running everyday. 1 have
a running machine at home and fm always tying
to beat my fastest time on it. My friends sometimes
worry about me doing so much exercise and tll me
I should take it easy but love it. | think | might be
addicted to exercise because | could never give it up
Answers
1 football 2 taichi 3 going to the gym,
yoga 4 hockey, athletics
El}1.23 Allow students time to read sentences
AF. Play the recording again. Students listen and
‘match one of the sentences to each ofthe four
speakers. Make sure that students understand
that two ofthe sentences do not need to be used
Students can compare answers in pairs before you
check answers with the whole class
Answers.
1C 2A 3D 4E
Read out the questions. Put students into
pairs and give them five minutes to discuss the
questions. Encourage them to ask follow-up
questions for extra information. Monitor and help
if necessary. One student from each pair reports
back to the class
Grammar
remember, stop and try with
-ing and the infinitive
Students look at the examples in the book. Focus
attention on remember, stop and try and explain
they have a different meaning depending on
whether they are followed by a verb in the -ing
form or the infinitive.
Students work in pairs to complete the rules.
Check answers.
Answers
+ ing
+ the infinitive
+ the infinitive
+ ing
+ the infinitive
ing
Language notes
The distinction between try to do/try doing is not
always observed in everyday speech. if someone
says try to tak to him or try taking to him then itis
possible that the intended meaning is very similar
in both cases: talk to him and see ifthat solves the
problem. While the focus in the frst sentence is on
effort and the focus on the second is on experiment,
the difference between these two ideas can
sometimes be so subtle as to go unnoticed
eel)
To give students further practice of try + -ing
tell them that you have a problem with your
laptop. Explain that its being very slow and
you don't know what to do about it. Students
‘can suggest things that may get your computer
working again using try + -ing: eg. try switching
it on and off, try deleting old files. You could
then tell them about other problems: e..
you're learning French and can't remember
vocabulary; you can't open the window in your
bathroom, etc.
Check it out!
Ask students to look at the information in the
box. Ask: Does this use of ‘try’ suggest you still
do the activity? (No, it suggests that you do not
do it any more.) To practise, ask students to tell
the class about a form of exercise or a sport
they have tried, e.. I've tried bosketball,1've
tried running
Explain that students have to complete the second
sentence so that it has the same meaning as the
first. Go through the first sentence as an example.
Students then work in pairs to do the exercise.
Check answers.
=@®
@ we
Stronger classes: If students finish quickly, ask
them to write pairs of sentences using remember,
stop and try. Students should write one sentence
with the -ing form and one with the infinitive, e.g.
remember going there on holiday; Remember to do
‘your homework
Weaker classes: if students need extra help,
write remember, stop and try on the board, Elicit
‘example sentences with these verbs and both the
-ing and the infinitive form (e.g. I tried drinking
‘more water/I tried to drink more water). Highlight
the difference in the meaning between the
sentences. Students then do the exercise in pairs
Answers
1 totake 2tohave 3 learning 4 towin
Ask four different students to read out the
‘questions. Students then work in pairs to ask and
answer the questions. Encourage them to ask follow-
Up questions for extra information. One student
from each pair then reports back to the class.
Interaction 2
DAs an optional visual alternative to the audio
CD, this exercise is available on the DVD.
Making and responding to
excuses
[HBI1.24 Ask students to look at the picture and
to say what they think is happening. Explain that
they are going to hear a conversation between
a student and a teacher. Before students listen
you may like to pre-teach some key vocabulary,
8. hand itn, be through to. Pay the recording.
Students listen and answer the question. They can
‘compare their answers in pairs before you check
answers with the whole class.
®
®
Audioscript
Teacher:
Hello, Ed,
Hello, Mis.
Don’t forget you've got volleyball practice
after school today. | need the whole team
+ there
td: Er, yes. Actually | need to talk to you
about that.
Oh, yes?
Well, the thing is... 1 can’t make it today
®
Why not? You know we've got an
important league match this weekend and
wwe need to practise. What's the matter?
Ea: Well, ve gota bit of a problem. it's
just that | have to finish my science project
by tomorrow and I've stil got loads of
work todo,
Teacher: But you've had three weeks to do the
project | remember Mr Jones teling me.
You teally must try to organise your time
better in future.
ed: Yes, | know, but if don’t hand tin
tomorrow I'l ail the project.
Teacher: Look, Ed, you know that this match is
important. if we win this weekend, we'll
be through to the semi-finals of the
tournament
ed: Yes, know. I'm really sorry.
Teacher: OK, never mind. These things happen, 1
Suppose. Le’s see... er... how about
Coming to the frst part of vlleybal
practice and 'l et you leave early
also tell MrJones you're coming, Does that
sound OK?
Wel, OK. Thanks, Mss.
Teacher: Alright, Ed. Thanks for letting me know.
See you later and don’t forget!
fd: No, Miss.
Answers
He wants to be excused from volleyball
practice. He has to finish a science project.
[1.24 Allow students time to read through the
phrases. Play the recording again. Students listen
and decide which phrases are used by the person
‘making an excuse, and which phrases are used by
the person responding to the excuse.
Answers
1M 2M 3R 4M 5M 6M7R
aR
Revise the phrases for making and responding
to excuses, making sure students know how to
use them. Divide the class into Student A and B
pairs. Tell students they are going to make and
respond to excuses. Student A turns to page 118
and Student B turns to page 120. Read out the
instructions and refer students to Interaction 2 on
the cover gatefold. Give students a few minutes to
read through the information. They work in pairs
to prepare and practise their conversations.
A fact file
Books closed. Write netball on the board. Ask:
What do you know about this sport? Elicit ideas
and write them on the board. Tell students to
‘open their books at page 17. Read the bulleted
facts about netball and ask students which they
think are correct. Then ask students to read the
fact file and decide which information is correct.
Check answers.©
(many league titles and European trophies.
@
a
Answers.
Players cannot touch the other players.
Players cannot go in all areas of the court.
Students read the fact file again quickly and tick
the features of a factfile. They then decide which
two features we don't include. Check answers
Answers
informal language
personal experience
Read out the instructions and make sure students
understand what they have to do. Explain that the
idea of factfile is to provide essential information
about a subject. Give students a minute to choose
which sport they want to write about and make
sure that the entire class isn’t writing about the
same sport! Give students plenty of time to plan
and write their fact file. Monitor throughout this
activity and help with vocabulary as necessary. a
Students work in pairs to read other's fact files.
(Make sure that both students in each pair have
written about different sports.) Choose one
student from each pair to report back to the
class on what they think about their partner's
sport. Alternatively, pin the fact files around the
classroom so that students can look at them all
and compare. You could get them to vote for the
best or most interesting
©
Culture UK: Manchester
Background informatic
Manchester /
‘Manchester, in the northwest of England, was
at the centre of the industrial revolution, The
Suge eeme adam Tne |
eighteenth century marked the beginning of j
the modern industria city. in the twentieth
century, Manchester became very well known
for its popular music, with bands such as Happy
Mondays, The Stone Roses and Oasis achieving
~ great success. Manchester United is one of the
‘most successful clubs in world football, winning
oF
Books closed. Write Manchester on the board.
‘Ask: What do you know about Manchester?
Brainstorm everything students know about the
City, including famous people, places, events etc
Write students’ ideas on the board,
Students open their books at page 19. Focus on
the map and point out the location of Manchester,
in the northwest of England. Students then read
through the questions, Check their understanding
Of track, sell out, eating out. Complete question 1
with the class as an example. Show students that
they first have to identify the right text and then
look for the information they need within the text.
Students work in pairs to complete the exercise
Set a ten-minute time limit for this activity
Answers
1 the velodrome at the National Cycling
Centre
yes
3 £15
4:24 (in 2012)
5 yes
6 Cycling is healthy, enviromentally friendly
and affordable. The Council is also
investing in improved infrastructure for
cyclists.
Read out the definitions and deal with any
vocabulary issues. Elicit the type of word students
will search for in each case, e.g. a verb in 1, a noun
in 3, an adjective in 6. Students work in pairs to
find the words and complete the puzzle.
Answers
1 check out 2 host 3 stamina
4 tallormade 5 spare 6 grimy
7 velodrome 8 congestion 9 sell-out
Mystery word: champions
Students discuss the question briefly in pairs
Encourage them to give reasons for their answers.
‘Ask some pais to tel the class about their
preferences. You could end with a class vote to
determine the most popular activity.
ey eee}
Ask students to find out five things about
Manchester. They could research famous
People, monuments, events etc. If you have
access to the internet you could do this activity
in class. f not, you could set the activity for
homework,
Your noticeboard
A sporting event where you live
Read out the list of things that students have to
think about. Students work in small groups to think
of as many sporting events as possible that they
could enjoy in their area. If you have access to the
internet, students can do research about local
wm: @Students use their information from Exercise 2a
to make a leaflet to advertise their sporting event.
‘Students write a maximum of 120 words and can
illustrate their leaflets. Encourage students to write
a first draft which they can return to, edit and
improve upon. They can design their final leaflet
‘on a computer or by writing on a sheet of paper.
Review @ and @
Grammar
®
®
1 'm writing
2m
3 got
4-was hoping
5 'mlearning
1. He has been training for the competition for
six months,
2 They had been waiting at the airport for hours
before the flight was cancelled.
3 He had taken part in two Olympic Games
before he won a medal.
4 He had thought about the plan for months
before he made the decision.
| have always hated studying at the weekend.
watching
playing
tobe
joining
to improve
playing
to become
being
totrain
watching
eating
to have
to get
changing
B2A3C 4B 5A 6C
(22Vocabulary
®
7RE><
