..

, ,,,

VOCABULARY. Family .
I can talk about my family.

Aims
• Learn voca b ulary for family relationships.

Starter unit • Ask and answer personal questions about family.

Warm-up (2 minutes)
• With books closed, write the word family on the board.
Unit summary . Ask individual students: How many people are there in your
·_,;;,..._....._-_'.::,I~:I
r-....- - - - - - . . . ; . - - .-____ family? Who are they' Elicit words fo r family members and
Communicati on write them on the board.

I can. Exercise 1 ~ 1.02

talk ab9u t my f~mily. • In a weaker class, students use their dictionaries to check
exchange personal information. the meaning of the words, then match them. In a stronger
talk about schoolwork. class, students can try to do this in pairs from memory.
talk about school. • Once students have listened to the CD and checked their
answers, model and drill the pronunciation of any word s
Vocabulary
- ---. which are new to students.
Core voca~u~ry: iI!U"1§9ij*'
Fam ily: aunt, brother, child, cousin, daughter, father, father 2 brother 3 uncle 4 grand fathe r
granddaughrer, grandfarher, grandmorher, grandparenr, S husband 6 son 7 grandson 8 nephew
grandson, husband, morher, nephew, niece, parent, partner,
sister, son, twin, uncle, wife Exercise 2
- - - -- - -~.- ~- ---
• Look at the photos with the clas s and discuss the people
Scho ol: English exercise, French exam, geography book,
history notes, ICT homework, maths teacher, music room, shown in ea ch one.
PE clas~cienc~.!E!!oratory, etc _. _ _ ___ ' • Allow students time to read the texts. Once they have
chosen the answers individually. check them as a class.
Language focus
; I '!1~"fJ9*;1
be + subject pronouns children 2 sons 3 daughters 4 brothers
Possessive 's 5 grandmother 6 sisters 7 mot her 8 husband's
have gor
Exercise 3
there
- is,_. there
-
are
- • Encourage students to give reasons for their choice of
; word that does not match.
Key competen ces
Social and civic competences: Asking about families ./ (;1~"i'''J*L'
(page 4) ' . J grandmother (the others are male)
2 nephew (the others are fema le)
Communicative competence'Talking about schoolwork
3 daughter (the others are adults)
(ea'l.e~ _ _ ___ _
., Exercise 4
• Read through the key phrases and check understanding.
• Model and drill pronunciation of the questions if necessary.
• When students have asked and answered in pairs, ask some
students to report back to the class on their partner's family.
In a stronger class, get students to ask further questions.

Optional activity: Vocabulary

Ask students to write three sentences about their family:
two true and one false. Students walk around the room,
reading their sentences to other students. The other
student guesses which sentence is false.

Social and civic competences

This activity w ill help you r students to interact with
other students in the class in a cooperative manner.

I More practice
Wor.kbook page 4

40 Starter unit
Aims Exercise 4
o Learn and practise the use of be + subject pronouns to ask o Look at the example with the class, and elicit one or two
and answer question s and give personal information. more possible questions.
o Learn and practise the use of the possessive sto talk o Students write their questions, then ask and answer.
about possessions. o Walk around the class monitoring accuracy.

Warm-up (2-3 minutes)

o With books closed, ask a student: How old are you?Write
Students' own answers.
the question on the board and underli ne are. We use an apostrophe after a plural.

o Elicit the answer (I'm fourteen.) and write it on the board. Exercise 5
Underline the verb 'm.
o Students can work in pairs to translate the sentences.
o Ask another student: How old is ... ?Write the answer on
the board (He / She is fourteen.) and underline the verb is.
Answers in stu dents' own language.
o Focus on the underlined verbs and elicit that they are all
forms of the verb be. LANGUAGE NOTE In spoken English, My cousin's house (one
cousin) and My cousins' house (more than one cousin)
Exercise 1
sound the same.
o When students have completed the table, check answers,
then model and drill pronunciation of the sentences.
s
Possessive is only used for people and animals, but not
for objects: the boys leg NOT file reoIE', 1t:9.
For objects, we often use a compound noun (the door
1 isn't 2 Is handle) or we can use of (the rap of the box).
LANGUAGE NOTE In spoken Eng lish, we usually use
contracted forms of be in affirmative sentences when we Exercise 6
use a pronoun. When we use a noun, we often use the full o Remind students to think about whether the '5 refers to
form of be: They're in France. My cousins are in France. Hes one person or more.
English. The teacher is English.
We always use full forms in questions: 15 he fourteen? Are I like Keira's ha ir.
they happy' 2 Is th at David and Jul ie's mother?
1 It's my grandmother's birthday.
Exercise 2 4 My paren ts' car isn't here.
o Clarify that students should write each sentence in three S What are your frie nds' names?
forms. Students complete the sentences individually. In a
Exercise 7
weaker class, this could be pairwork.
o Tell students to read through all the sentence halves
before they start to match them.
're 2 's 3 'm 4 are S 're o Check answers before students ask and answer in pairs.
1 You aren't in my class.
2 It isn't a nice day.
lb How old are you?
3 I'm not fourteen years old.
2h Where are you from?
4 Your cousins aren't in France.
31 Who's your favourite singer'
S We aren't partners.
4gWhen's your birthday'
1 Are you in my class' Sd What time's the next class'
2 Is it a nice day? 6a What are your parents' names?
3 Are you fourteen years old' 7c How are you today?
4 Are your cousins in France? 8e What's your phone number'
S Are we partners?
Finished?
Exercise 3 o Refer fast finishers to the Finished? activity. Students can
o Remind students to read the sen tences carefully before write their paragraphs and swap with another fast finisher
they decid~ which form to use, to check they understand to check each other's work for accuracy.
the con text. Point out that they also need to work out o Alternatively, students can write a paragraph about
which subject pronoun is needed to complete the gaps. someone else in the class. This could be turned into a game,
o Check answers by asking individual students to read out wi th the class having to guess who is being described.
their sentences.
More practice
1 I'm not 2 Is she 3 is it 4 He's S Are they 6 we're
I Workbook page S
l anguage focus reference and practice, Workbook page 72

Starter unit 41
 Aims
• Practise forming compound nouns to do with school.
• Use compound nouns to talk about schoolwork.
Warm-up (2-3 minutes)
• With books closed, ask students what their favourite
subjects are at school. Elicit some words for school
subjects and write them on the board.
• Ask students what words they know that are related to
schoolwork. Elicit a few nouns such as exam and teacher
and write them on the board.
• Point out that the nouns on the board can be combined
to make compound nouns, e.g. maths teacher.
Exercise 1
• Look at the pictures with the class and discuss what
students can see.
• Al low students time to read through the list of nouns,
then check understanding by asking for translations.
• Look at the example with the class and make sure
students understand that they must form compound
nouns to match each picture.
• While checking answers with the class, point out that the
stress in compound nouns usually falls on the first word.
Drill pronunciation of the compound nouns if necessary.
• In a weaker class, write examples on the board such as
geography / science / homework teacher. As a class activity.
ask students to identify the word that cannot be used to
make a compound noun with teacher (homework). Do one
or two more examples in preparation for exercise 2
• In a stronger ciass, ask students to think about other
possible compound nouns that can be formed from the
words in the box, e.g. geography / French / English class.
1 science class 1 music teacher / class
2 maths exercise ~ PE class
l French book 6 ICTroom
Exercise 2
• Once students have chosen the correct words, ask them
to compare their answers in pairs before you check with
the class.
'!1~~i@ij*'
exercise 5 PE
2 English 6 teache r
3 room 7 book
4 homework
Exercise 3
• Read through the key phrases with the class. Model and
drill pronunciation of the questions if necessary.
• . Look at the example with the class before asking students
to ask and answer the questions in pairs.
42 Starter unit
• In a weaker ciass, help students to write their questions
before they ask and answer. They can use these for
support as they are talking.
• Walk around the class and listen as students work. Help
with pronunciation and check they are using the key
phrases correctly.
• In a stronger class, encourage students to adapt the key
phrases further by changing other words in the questions,
using compound nouns related to school, e.g. Hove we got
o history exam today?
• Ask some pairs to perform individual questions and
answers for the class.
Optional activity: Vocabulary
Ask students to work in pairs and write three more
questions using the key phrases in exercise 3 and the
compound nouns in exercise 1.
Students can then work in groups of four to ask and
answer each other's questions.
Communicative competence, Sense of initiative
and entrepreneurship
This activity will help to improve your students'
speaking skills. It will also help to encourage teamwork
in the classroom.
Optional activity: Vocabulary
Divide the class into two teams and tell students they are
going to play a vocabu lary game.
With books closed, ask students to work individually and
write three sentences about school using compound
nouns. Tell them to try to use compound nouns that they
think other students will not use.
Ask individual students from each team to read out one of
their sentences in turn. If a student has used a compound
noun cor rect ly, award a point and write the compo und
noun on the board. Tell students that when a particular
compound noun has been used once, it cannot be used
again in the game.
Continue asking students to read out their sentences until
students have no different compound nouns to offer.
The team with the most points is the winner.
Communicative competence, Social and sivic
competences
This activity will help to improve you r students'writing
and speaking skills. It will also help them to interact
with other students in a cooperative manner.
IMore practice
Workbook page 6
 Aims
• Le arn affirmative, negative and question forms of have gOT Students' own anS'NE-' rs.
• Use have got to ask and answer questions about school. Exercise 4
• Learn affirmative, negative and question forms of there is, • Write on the boa rd' There one an teacher at thiS
[here are. school. There three maths reachers.
• Use there 15, there are to ask and answe r questions about • Elicit the missing words, then elicit other sentences using
schoo l. rhere is, there are from the class.
Warm-up (2 minutes) o Students copy and complete (he (able Individually, th en
check the ir answers In pairs before you check w ith the class
o l'llth books closed, ask ind ividual students Whar classes
have you got raday' ';1~ l.'iW*f1
• Elicit answers and wr ite have got on the board. 1 {H t' 2 is 3 b
• Elicit tha t we use have got to talk abou t possessions and LANGUAGE NOTE We use there is w ith singula r nouns and
[ell students that we can also use I[ to talk about school.
we use there are with plura l nouns.

Exercise 1 The word order in the question forms is: Is rhereon exam'
• In a stronger class, ask students to comp lete the tab les The short answers are: Yes, [here is / are. No, (here isn't / aren't
individually In a weaker class, offer support by doing
th iS activity as a cla ss on the board. Exercise 5
o Check answers by asking ind ividual students to read out o Remi nd students to read the sentences carefully to check
sentences from the table. they understand th e context
o In a weaker class, allow students to compl ete the
1 've 2 hasn't got 3 haven't got 4 Have sentences in pairs. In a stronger class, once students
have completed these item s, you cou ld ask them to make
LANGUAGE NOTE We use has got, not havegor, for third the affir mative sentences negative, and vice versa.
Iperson singu lar forms: He, gor marhslOday NOT I le ild,e f!HJOi~'mif.1
i ~N ilwrAs ",My.
1 Is there 2 there aren 't 3 There are 4 Is there
I We do not use do/does with have gor to form negatives 5 There is 6 there isn't 7 there are 8 Are there
and questions: I haven't gar NOT I tia,,'rAd,e flOL Hove you
I gor? NOT DOjoU hdoe<Joci Exercise 6
In short answers, we use have/has, not hovegor/has got: o Poin t ou t that thiS exercise brrngs together both language
Have you got a geography exam today' Yes, I have. NOT ¥rr,- poin ts from the lesson, so students should think ca refu ll y
i ~. about which in formation is missing.
L
o Students ask and answer the questions in parrs. Clarify
Exercise 2 that there is a mixture of Yes/ No and Wh- questio ns, so
• Students work ind ividually to order th e sentences. their answers shou ld renect this They w ill need to g ive
either the correct short answer form, or th e in formation
• Ask students to check their answers in pairs before you
requested. Go round and listen as students talk, checking
check wit h the class.
they are using the target la nguage correctly.

1 My sister hasll't got hIstory classes. t'UfiW*fi

1 Is 2 Have 3 IS 4 Is 5 Are 6 is 7 ha'JP
2 Has the teacher got our books'
Student,>' own answer').
3 Wh{lt exercises have we got for homework?
More practice

I
4 Our school has got a good science laboratory.
5 I haven't got your ICT notes. Wo rkbook page 7
language focus reference and practice, Workbook page 72
I Exercise 3
• f1ead the task and look at the exam p le with the cl ass End-of-unit activities

I
Demonstra te how the question IS form ed by using a I',
co rnbination of ideas from each of the boxes. Point out
, I
tha t there w ill be ma ny possible combinatiolls.
I'
• Elicit one or two more questions from the class.
o Students write the ir questions illdivld ua lly, then check
answers in pairs.
o Go round and listen as students ask and answer the ir ", .
":I,l,"
qupstions in pairs. Help w ith pronunciation and check
they are using be and have got correc tl y
 Start thinking
• Read the questions with the class and elicit answers from
4 OS essl ns individual students. Encourage students to guess the
answers they do not already know, and use their sugges tion s
to start a class diSCUSSIon. Alternatively, ask students to find
the in fo rmation online before the class, or during t he class if
you have acces s to the internet
Unit summary
fJ~~1V,*~}
Communication 1 Students' own answers.
I can. 2 A Inon<lstery is u place where monks (relig ious men) live.
talk about my possessions. 3 Students' own answers.
talk about school rules.
Aims
talk about habits and facts.
• Learn vocabulary for everyday objects.
talk about my free time. • Do a questionnaire about personal possessions.
ask and answer about free-time activities.
ask for and give opinions. Warm-up (3 minutes)
write about my likes and dislikes .. • Wi th books closed, ask students to work in pairs and w rite
down in English the things that they usually have in their
Vocabulary bag or in their pockets.
Core vocabula ry: • Once students have discussed in pairs, elicit ideas from
the class and wri te them on the board.
Everyday obj ects: bag, bus pass, clothes, ID card, Jewellery,
key, key ring, lap top, make-up, mobile phone, money, mp3
Exercise 1 ~ 1.03
player, purse, sunglo55es, ticket, watch, wallet
• Refer students to the photos on page 9. Studen ts match
Free-time activities: colleer things, ga cycling, go shopping, the objects with the photos individually.
go s.wimming, go (0 [he cinema, listen to music, meet
• In a weaker class, ask students to compa re ideas with a
friends, play computer games, play in a band, play sport,
partner before you check answers as a class.
read magazines and books, surf the internet, rake photos,
watch TV • Play the CD 50 that students can check their answers.
Model and drill the pronunciation of difficult words.
Bui ld you r voca bulary: Verbs for permission
• Following on from the warm-up activity, ask the students
Language focus how many of these items they have in their bags or
pockets today.
Present simple: affirmative and negative
Adverbs of frequency 'iU"iW*;'
a mobile phone b ticket (bus pass d wallet
Present simple: questions
e clothes f mp3 player 9 money h keys
Capi tal letters and punctuation i ID carcl j bag

English Plus Options Exercise 2

Extra listening and speaking: Joining a club (page 88)
Curriculum ex tra: Technology: Advertis ing (page 96)
Culture: Pocket money (page 104)
Vocabulary puzzles: Everyday objects, Free-time activities
(page 112)
Key competences
Learning to learn: Scanning (page 8)
Social and Civic com petences: Your things, your character
(page 9), I don't go out Without ... (page 10)
Cultural awareness and expression: I don't go our
without ... (page 10)
Digital compe tence: Writing an internet profi le (page 15)
• Refer students to the words in th e box. In a stronger
class , ask if anyone knows the translation of the words.
Students then use their dictionaries to check the
meanings of the werds in the box.
• Once students have finished, ask individual students to
read out their sentences to check the answers.
1 laptop 2 watch 3 purse 4 key ring 5 sunglasses
6 jewellery 7 make-up
Exercise 3
• Allow students time to read through the questionnaire,
and check that they understand the meaning of the
adjectives senrimenral, sensible, Irendy, organized,
disorganized, careful.
• Students can use a dictionary to check the meanings Ask
for translations to check understandina.
 Exercise 4
• Students wo rk in pairs to do the questionnaire, then read
the key. Ask individual students if they agree with their
results .
• In a weaker class, ask how many students came into
each group: Q, b or c. Divide the class into t hese groups
and ask them to dicuss, in their own language if necessary,
why they agree or disagree with the key. Then ask each
student to prouduce a sentence starting '/ think l omll
don't think I am, ". , because ". : Write this sentence on the
board for support.
• In a stronger class, ask students to discuss with their
partner their reasons for agreeing or disagreeing with the
key. Go around the room monitoring their discussions.
Exercise 5
• Students work individually to write sentences about
themselves and their partner.
• Ask some students to read out their sentences to the class.
Students' own answers.
Exercise 6
• Students can now use the new vocabulary in context by
asking and answering with a partner.
Optional activity: Vocabulary
To practise or revise the vocabulary set in a fun way, do
the follOWing activity. Divide the class into two teams.
Ask one student from each team to be the team captain.
The two captains should come to the front of the class
and, without showing it to their classmates, write on a
piece of paper a list of six everyday objects from exercises
1 and 2.
Explain to the teams that each captain has six everyday
objects in their bag, and their team mates must guess the
objects one by one.
With books closed, ask individual students from Arst one
team then another to ask their captain about what is in
their bag, e.g. Have you got a lap top in your bag' Are there
any keys In your bag' Only accept questions if they are
correctly formed.
If the answer is yes, write that object on the board. If
the answer is no, move on to the next question but do
not write the object on the board, so students have to
remember which objects their team mates have asked
about.
The first team to guess all six objects wins the game.
Social and civic competences, Learning to learn

• In a weaker class, encourage students to write the This activity will help your students to work in a
questions they want to ask before they start their cooperative manner. It will also help them to be aware
conversations. of their own ability to learn a foreign language.

Students' own answers.

Finished?
I More practice
Workbook page 8

Tests
• Refer fast finishers to the Finished' acti vity.
five"m inute test, Test Bank MultlROM
• Encourage them to use as many of the new words
as possible in their sentences. Reminq them to use
adjectives to describe the personality!of the person they
have chosen to write about, and verbs to describe what
they do.
• Once students have Anished, they can compare their
ideas w ith another fast Anisher. They could also produce a
mini-prOject as an extension activity for homework, using
photos of the person.

1!1~F.iW#*'
Students' own answers.
,~ R,~~DI NG • People's possessions
I'can talk about school rules.
~.:>"(' <"
Aims
• Read about young people and their possessions.
• Read for general meaning and specific information.
• Talk about ru les at school.
Warm-up (2-3 minutes)
• Ask individual students: What do you a/ways have in your
bag? What possessions are important to you?
• Elicit ideas from th e class, and ask students if th ey think
they have a lot of possessions.
Background
Buddhism is a religion based on the teach ings of
Siddhartha Gautama. Buddhists believe that life should
be as simple as possible, and people should try to be
unselfish and not concerned with material possessions.
Buddhists live very simple lives and spend ti me each day
praying and meditating.
Buddhism originated in Nepal, but there are now
Buddhist s all over the world.
Exercise 1
• Studen ts use their dictionaries to check the meaning of
the words in the list.
• Ask stu dents to work in pairs to guess which possessions
belong to each person.
• Ask for ideas, bu t do not confirm or deny answers at this
stage.
Exercise 2
• Allow students time to read the Study strategy, then ask
them to identify the key words in the question in exercise
1 (possessions, Phra Pachak. Laura).
• Tell students to scan the text, following the instructions
in the Study strategy box. Th'1Y do not need to worry
about the blue words at this st~ge.
Phra Pachak 2 Laura 3 Phra Pachak 4 Laura
5 Phra Pa chak
Exercise 3 iSll.04
• Explain that students are now going to study the text in
more detail.
• Allow them time to read the sentences before they hear
the text again. Point out that some sentences are true
and some are fal se, and that they will need to supply the
correct information where necessary.
• Play the CD so that students can listen as they read.
• Ask students to compare their answers in pairs, then check
answ~ r s with the class.
• In a stronger class, ask students if t hey would like to live
with fewer or more possessions. Ask if the rules for Laura
and Ph ra Pachak seem stric t.
• In a weaker class, ask how Laura's school rules compare
to their own. What is different?
. ,
"'>' ~
.",.
~
False. Thai monks wear orange robes.
2 True.
3 False. People give food to the monks.
4 True.
5 False. Laura doesn't go into classes without her ID card.
6 True.
Exercise 4
• Now focus students on the b lue words in the text and
ask thern to choose the correct one to complete each
sentence.
• Check understanding of the phrases, for example,
by asking students to translate them into their own
language.
• Point out that all the phrases are followed by an infinitive.
'!1~~ffi ~*'
aren't supposed to
2 It's againstthe rules to
3 are allowed to
4 aren't allowed to
Exercise 5
• Read th rough the questions w ith the class and make sure
that students understand everything.
• Ask students to prepare their answers to t he questions
individually. In a weaker class, ask students to make
notes before they have their conversations. In a stronger
class, ask students to w rite two or three more questions
on the same topic for their partner.
• Afte r students have asked and answered the questions,
ask some students to report back on their partner's
answers.
Students' own answers.
Optional activity: Vocabulary
Ask students to imagine that th ey live in the monastery
with Phra Pachak. Ask them to write a description of a
typical day, beginning: f usual/yget up at ... . Students
could wo rk in pairs if you th in k t hey will find it too difficult
working individually.
Ask some students to read their descriptions to the class.
The class could vote for the best description.
Cultural awareness and expression, Social and
civic competences
This activity w ill help studen ts to express their own
creativity in an appropriate way. It w ill also help them to
apprecia te and accept cul tural differences.
I More practice
Workbook page 12
Aims 7 My best friends (don't) live nea r me.
• Learn the affirmative and negative forms of the present 8 We (don't) start school at 8.30 a.m.
simple.
Exercise 4
• Use the present simple to describ e thi ngs that happen
• Read throu g h the table with the class and eliCIt an
regularly.
example for the third column, for example, finishes.
Warm-up (3 minutes) • In a weaker class, complete the table as a whole class
• Write these gapped sentences on the board : activity. In a stronger class, students copy and complete
A monk _ _ wIth almost no possessions. The head teacher the table individ ually, then check their answers in pairs.
_ _ ask the teacher how many classes we go ro. ~~~'1'~l~i~l
• Refer students back to the texts on page 10 to complete
Most Verbs ending in Verbs ending in
the sentences: A monk lives with almost no possessions. The
verbs: consonant + -y: -0, -ch, -sh, -x and
head teacher doesn't ask the teacher how many classes we
ad d -5 -y ~ add -ies -ss:add -es
yoto.
• Elicit that the verbs are in the present simple form. needs ca rries watches
wears copies goes finishes
• Elicit or explain that we use the present simple to talk
uses studi es mixes
about things that happen regularly or are always true.
lives tri es passes
Exercise 1 wal ks

Pronunciation: Third person singular

I
• Point out that t he word pool contains different elements
which are needed in the sentences. Workbook page 90
Teaching notes page 157
lives 3 wa lk 5 don't
Exercise 5
2 doesn't 4 give 6 don't
• Ask students to read through the text quickly without
LANGUAGE NOTE In the he/she/it form of the present worrying about the gaps, and ask What is a nomad? Elicit
simple affirmative, we add -5 to the verb: the answer (a nomad is 0 person who travels about rather
He needs 0 cor NOT lie Met! Cl 6ji. than living in one place).
In the negative form , the he/she/it form uses doesn't: • Once stu dents have co mpleted the tex t, check answers,
paying close attention to spelling.
He doesn't need 0 cor NOT i ie 00" '( "eet! Cl 6ji .
In the negative, we do not add -5 to make the he/she/it
form: He doesn't need a cor. NOT i le elBem'( "eeel, Cl EtlI.- 1 live 2 keeps 3 doesn't go 4 helps
5 speaks 6 don't use 7 prefer

Exercise 2 Exercise 6
• Ask students to complete the rules by using the sentences • Read the example sentence with the class and elicit one
in exercise 1 for reference. or two more example.
• Students w ork individually, t hen read thei r sentences to
1 fac ts, routines 2 don't 3 doesn't each other in pairs and hel p each other to correct any
mistakes.
Exercise 3
• Focus on the exa m ple, and do another exampl e with the
Students' own answe rs.
class if necessary.
• Rem ind stude nts to use the correct verb form, affi rmative Finished?
or negative, to make the sentence true for them. • Refer fast finishers to the Finished? activity. Ask them to
• In a weaker class, ask students to compare answers try to use as many words from the unit as they can when
before checking with the class. In a stronger class, check describing their possessions.
answers, then extend the ac tivity by asking stud ents to
call o ut other verbs and put them into affi rma tive and
Students' own answers.
negative p resen t simple sentences.
More practice

2
3
I (don't) like jewellery.
My parents (don't) use a laptop.
I (don't) co ll ect cinema tickets.
IWorkbook page 9
l anguage focus reference and practice, Workbook page 74

Tests
4 We (don't) wear jeans at school.
5 Our teachers (don't) give us lots of homework.
6 I fdon't) tudv French
 IL
,-! . .. ..~

Aims
• Learn verbs about free-time activities.
• Listen to a podcast about metal detecting.
• Listen for general meaning and specific details.
• Write personal sentences about free t ime using adverbs
of frequency,
1 e 2 a 3 d 4 f 5 b6c
The rules for the position of adverbs of frequency are:
Before most ve rb s: He never loses things.
After the ve rb be: She is a/ways late.
Between have and gat: I've a/ways got my mobile phone in my
bag,

Warm-up (2- 3 minutes) Exerci se 4

• Write the words free -time activities on the board. • Remind students to use a variety of adverbs when wilting
• Ask students what they understand by these words, then their sentences.
ask them to say what their favourite activities are.
• Ask students if they have a lot of free time, or not enough. 1 We ... play com puter games,
Elicit some ideas. 2 I, . go swimming.
3 My friends and I ... watch DVDs.
Exercise 1 ~ 1.05
4 I have ... got a mobile phone with me.
• Tell students to read through the options and try to guess 5 I am .. . late for cla ss,
as many as they can, before they listen and check.
6 My fri ends and I ... go cyc li ng.
• Check the answers and ask around the class to find out
how many activities the students guessed correctly Exercise 5
e~"i@ij;41 • In a weaker class, ask students to make notes about their
TV 8 shopping ideas before they talk with their partner In a stronger
2 music 9 the internet class, ask students to read the example carefu ll y, then
3 computer games 10 swimming close their books before they start to talk.
4 friends 11 in a band • Go ro und and listen as students are working. Check they
5 sport 12 cycling are form ing the presen t simple correctly, and putting the
6 things 13 to the cinema adverbs of frequency in the correct place for the ve rb.
7 photos 14 magazines and books • Ask one or two pairs to perform their exchanges for the
class.
Exercise 2 ~ 1.06 Tapescript page 149
• Look at the photo with the class and as k students to
Students' own answers.
identify the activity (meral detecting). They can answer in
their own language. More practice
• Explain t ha t students are going to listen to a girl ta lking
about this activity,
• Tell students to read the questions and all the options
I Workbook page 9
language focus reference and practice, Workbook page 74

Optional activity: Vocabulary

carefu lly before t hey listen to ihe pod cast.
To practise t he new vocabulary, tell students they are
• Play the CD, At the end, allow students to compare
going to test each other.
answers in pairs before you check with the class,
Tell students to choose five freeOtime activities from
exercise 1. Tell them to wri te a sentence using each of
1 b 2 c 3 c 4 a
these, making sure that they spell them co rrectly.
Exercise 3 In pairs and with books closed, they should now test each
other by reading out their sentences to their partner,
• Focus students on the diagram, and demonstrate th e
leaving out the verb in the activity phrase, Their partner
fixed sequence of the adverbs of frequency,
must give the missing verb and spell it. Tell students they
• Check answers, then ask about the position of the
should give their partner one point if they give t he co rrect
adverbs.
verb and another point for the the correct spelling.
• In a stronger class, elicit ideas about the rules from the
students as a class discussion. Learning to learn, Social and civic competences
• In a weaker class, rem ind students that there is a This activity will help your students to evaluate their
distinction between the verbs be, hove gor and other work. It will also help them to interact with other
verbs. Write these verbs as sub-headings on the board students in a cooperative manner,
and w rite an example for each form, underlining the
adverb of frequency in each one. Elicit the rules, then
write these on the board for students to copy into their
notebooks. I More practice
Workbook page 10

48 Unit 1
Aims Exercise 4 ~ 1.08
• Learn the question forms of the presen t simple. • Explain tha t this exercise covers Wh- question forms,
• Write questions using the present simple. so students should think abou t the information t hat is
supplied in the answer in order to choose the correct
Warm-up (2 minutes) word for each gap.
• Refer students back to the photo on page 12. Ask students • In a weaker class, you may need to revise the meaning
what questions they can ask about Just ine. of Wh- question words. Do this by writing the following
• Elicit some questions, and write the correct versions of all words on the board and asking studen ts to ma tch them
ideas o n the board. to the Wh - words: place, person, time, reason, object.
• Pl ay the CD. Students listen and check their answers.
Exercise 1 ~ 1.07
• If you want to extend the act ivi ty, ask students to repeat
• Look at the example dia logue, then ask students to
the questions and answers in pa irs.
complete the rema ining items.
• Check answers by asking pairs of students to perform the
When
mini-dialogues for the class.
2 Why
e~F-Wm*' 3 Where
Does 4 Do 4 Who
2 does 5 do
3 doesn't 6 don't Exercise 5
• Go through the example with t he class and ask students
LANGUAGE NOTE In present simple questions, we use do
to explain th e reason for choosing why to complete this
for fi rst and second persons: 00 you collect comics' Where
question (the answer gives a reason for an act ivity).
do they live'
• Students write questions from the prompts individually.
But we use does for he/she/it Where does he live? NOT
You can chec k answers by asking pairs of students to ask
V/MO e tfe; he live? and answer the questions.
In question forms, we do not add -5 to the main verb in
the he/she/it form: Does he live in London? NOT DB" hE
t'~,"1'i9 *~1
1 What do you read in your free time?
/i~(j ill Leil00fl?
2 Why do you study English'
3 When do you and you r friends play sport'
Exercise 2 4 What do you do at the weekend'
• Remind students to check the subject of the question 5 Where does your best friend meet you'
carefu ll y before they complete th e question. 6 Who do you go to the cinema with?
• Once students have finished, ask individual students to
read out their completed sentences to check answers. Exercise 6
• Read the task and the example wi t h the class.
'i'*F-m*;i • In a weaker class, check understanding of all the
1 Do / surf
questions and question words from exercise 5. Allow
2 Does / go
students time to prepare their own answers before they
3 Do / play
ask and answer with their partner.
4 Does / use
5 Do / listen
6 Do / take Students' own answers.

Exercise 3
• Students ask and answer in pairs. In a stronger class, tell
them th at they can invent information for the answers if
they like, as long as the q uestions and answers are formed
correct ly. You could also refer a stronger class back to
the verbs associated with free-time activi ties on page 12
and ask students to form their own questions.
Finished?
• Refer fast finishers to the Finished' activity.
• Remind them to use a mixture of Yes / No and Wh-
questions.
• If there is t ime, they can ask and answer quest ions with
another fast finisher.

I
More practice
Workbook page 11
Students' own "answers. language focus reference and practice, Workbook page 74

Tests
flve -m lnlltf' It'',!, T('s[ Bank MuluROM

Unit 1 49
,
~_, SPEAKING. Asking for and giving opinions
it" 1can ask(or<i~dgive opinions.
"I- ~~' J . ;;.-." i
Aims
• Listen to two friends asking for and giving opinions.
• Learn key phrases for asking and giving opinions.
• Practise asking and giving opinions.
Warm-up (2-3 minutes)
• Ask students if they like shopping and ask about the kind
of things they like to buy.
• Ask if they usually go shopping alone or with friends.
• Ask which they prefer, and why, and elicit that you can ask
for a friend's opinion about things you want to buy.
Exercise 1
• Tell students to look carefully at the photo and guess
where the friends are. Ask them to explain the reasons for
their answers.
In a clothes shop.
Exercise 2 is) 1.09
• Read the question with the class and check students
understand what information they should listen for (the
speakers' opinions of the clothes).
• Play the CD once for students to read and listen, then ask
the class for their ideas.
Shau n likes the red T-shirt, but Leah doesn't like it. Leah likes
the hat, but Shaun doesn't like it.
Exercise 3
• Read through the key phrases with the class.
• Ask students to find the key phrases in the dialogue and
identify whether they give positive or negative opinions
about the Items of clothing.
• In a weaker class, draw a table on the board, with two
columns. Draw a smiley face in ,the leh-hand column, and
a sad face in the right-hand column. As you check the
answers, write each phrase in the appropriate column.
When this is completed, ask students to copy the table
into their books.
• In a stronger class, ask if students can give you any more
phrases for expressing positive or negative opinions. You
might also like to discuss which phrases are really positive
and which are not quite as positive.
a positive
e positive
b negative c negative d negative
Exercise 4 is) 1.09
• Focus students on the dialogue at the top of the page
and point out that parts of it are incomplete. Tell them
not to worry about the blue words at this stage, but just
to complete the gapped phrases. Remind them that they
heard the complete dialogue in exercise 2, so encourage
them to complete it from memory if t hey can.
"
~.... q~ - -
• Once students have finished, play the CD for them to
listen and check their answers.
1 stand
2 I su ppose
3 you like it
4 it's really nice
5 keen on
Exercise 5
• Look at the short exchange shown in the example, and
tell students that at this stage, they only need to write
dialogues of this length.
• Encourage them to produce as many as they can, using a
variety of the words in the box and their own ideas.
• Ask students to perform their exchanges for the class.
Students' own answers.
Exercise 6
• You can now tell students to focus on the blue
expressions in the main dialogue. Ask students to work
in pairs and rewrite the dia logue, replacing these phrases
using ideas from exercise S.
• In a weaker class, focus on ideas for the things they will
need to replace each time. For example, This hat could be
rep laced by another item of clothing.
• In a stronger class, ask students to work in pairs and
write their own dialogue, imag ining they are shopping
together and looking at two or three things. They can
include more information than in exercise S above, and
the dialogue does not need to follow the model as closely
Tell students to decide what things t hey want to look at,
and to plan their dialogues.
• Students practise their new dialogues in pairs. Then they
swap roles,and practise again.
• As students are working, go round and listen. Check
they are using the key phrases correctly, and help with
pronunciation.
• Ask some students to perform their dialogues for the class.
Students' own answers.
More practice
I (ommunication: Pairwork, Teacher', Photocopiable Resources
page 208
Tests
Speaking test 1,Test Bank MultiROM
Aims Exercise 5
• Study a model imernet profile. • Look at the sentences w ith the class and point out that
• Learn about capital letters and punc tuation. they are incorrect. Students write the correct versions
• Write an internet profile. • Check answers by writ ing th e incorrect ve rs ions on the
board. Ask students to tell you how to correct them.
Warm-up (2-3 minutes) Ensure students have all noted the correct final versions.
• Ask students if they use the internet, and ask what they
f!H!O.i"'J3i~1
use It for 1 My name's Leo Jnd Ilive in Cardiff.
• Ask If they use the Internet to talk to fnends and meet 2 I'IT\ reall y mto German and Flench.
new friends. 3 I love watching football, tennis, rugby and motor racing on TV.
• Write inrerner profile on the board and elicit or explain that
it is a description of yourself that you put on the internet Exercise 6
in order to meet new friends. • Read the task with the class. Students think an d plan their
• Ask stud ents who has an internet profile, and what in ternet profi les indiVidually.
information is in it. • Refe r students back to the adjectives on page 9 if they
need ideas for adjectives to describe themselves.
Exercise 1 • Students write their internet profiles This can be set for
• Stude nts read the profile, then answer the questions. In a homework.
weaker class, do this together as a class activity. • Tell students to check t heir work, and check they have
'J~~;W*t.. used capital letters and punctuation correctly.
1 happy, sentimental, disorganized
2 musIC, manga, Japanese things
3 magazines and music blags
4 by installt messenger
I More practice
Workbook page 13

Exercise 2
• Read through the key phrases with the class.
• Ask students to find the key phrases in the profile and
translate them into their own language.
• Ask students to think about the part of speech that
fol lows each phrase. Confirm that they can all be followed
by either a noun or verb + -in9.
• In a weaker class, provide further exa mples on the board
of the key phrases followed by both parts of speech. In a
stronger class, ask students to think of more examples
and write these on the board.
1 reall y 2 not I about 3 big fan 4 bothered abou t
Exercise 3
• Students write their sentences individu ally, using each of
the key phrases and information that is true for them.
• Ask some students to read their sentenc es to the class.
End-of-unit activities
Progress review
The Progress review is designed to give students the chance
to revise the main vocabulary and grammar points from the
unit. as well as some of the key phrases. It provides students
with a record of wha t they have learnt. and it also helps you
and them to identify areas that need more work.
• Before students do the Progress review, tell the m to look
back at the main vocabular y and g rammar seer ions of the
unit to remind them of what they have studied.
• Students then do the Progress review
• Check answers with the class and ask students to
complete the persona l evaluation. They choose the
symbol which reflects how they fee l about their
performance in t his unit.
" ..

Swdents' own Jllswers.

J
Exerci se 4
• Read the task with the class and m ake sure that students
understand th e terms conrrQctions, lists and names.
• Students wo rk ind ividually to complete the rules.
rtJg~i5'Pii;il
1 names 2 lists 3 contractions

Unit 1 S1

I.J
 Vocabulary Communication
Exercise 1 Exercise 7

1 c 2 d 3 f 4 a 5 b 1 c 2 d 3 a 4 b 5 e

Exercise 2 Listening

Exercise slS> 1.10 Tapescript page 149

group
2 magazines
Tru e.
3 rules
2 False. They aren't allowed to use mobile phones at sc hool.
4 intern et
3 True.
5 shopping
4 False. Layla says Chris can't look in her bag.
6 music
5 Tr ue.

Language focus Optional activity: Consolidation

Exercise 3 Refer students back to the picture of Phra Pachak on page
10 and the text about Ali Ahmadi on page 11.
For homework, ask students to look online and find
1 collects 4 doesn't surf
information about someone who lives in a different
2 don't go 5 listen to
culture and has some interesting possessions. Tell them
3 don't meet 6 watch
t o find some facts about the person and their possessions,
Exercise 4 and to write a short profile of the person. Te ll them to find
a picture of the person and their possessions if possible.
Remind students that they should use the present simple
1 I ... play football atthe weekend.
2 I ... walk to school. to talk about the person's everyday life, and verbs + -fng to
talk about the person's likes.and dislikes.
3 I . . . meet friends on Saturdays.
4 I ... go swimming on Sundays. In the next lesson, students can show their pictures and
5 I . .. go to the cinema with my parents. read their profiles to the class as a mini-presentation.
6 I ... listen to music at school.
Digital competence, Social imd civic competences
Exercise 5 This activity will give students an opportunity to tuse
digital learning resources. It will also help thern in the •
appreciation and acceptance of cultural and behavioral
1 Do you like rock music?
differences.
2 Do your friends wear sunglasses? -

3 Does your teacher use a laptop in!ciass?

4 Do you live in Europe?
Tests
5 Do your friends live near you?
Unit 1test, Test Bank MultiROM
6 Do you carry an ID card at school'
Students' own answers.

Exercise 6

1 do you study
2 do you keep
3 do you arrive
4 do you call
5 do you go
Students" own answers.

52 Unit 1
Exercise 1
• Tell students that they are gOing to do a project about
co llections.
• Read the t itle w ith the ciass, and explain that this
co llection has been made in order to be opened in 2100.
Ask studen ts why they think this wo uld be in teresting.
(lr will show people in rhe furufe whar our Irves are like roday.)
• Allow students time to read th e text. then ask them to
match t he photos and the texts.
f.M~i)~3*'
l D2C3A48
Exercise 2
• If you are using class time to prepare projects, it IS an idea l
opportunity to promote construct ive g roup work.
• Go through the steps in the project check list. If students
find it hard to think of items to collect. brainstorm ideas as
a class and write these on the board.
• In a weaker class, help students with the structure of
their work. For example, get them to think abou t why an
object is important, what it is used for, when it is used,
ete In a stronger class, encourage them to fo llow the
same reasoning, but allow students to lead the discussion.
A strong student can suggest an object while other
students question why it is important, ete This will help
students to fam il iarize themselves with appropriate
vocabulary.
• Students will need time to find photos, so ask them to
do this outside school and bring the photos in. Students
can write the texts for homework as well, or you could set
aside time for project work in a later lesson.
• See page 26 in this Teacher's Book for further ideas on
setting up prJect work.
g!H ~i5li ~*'
Students' own answers.
Exercise 3
• Set aside time in class for studen ts to present their work
and discuss t heir ideas.
• See page 33 in this Teacher's Book fo r ideas about how
students can assess their work.
Optional activity: Consolidation
Play a game to consol idate students' understa nd ing of the
vocabu lary and grammar in the Starter unit and Unit 1.
Write these gapped sentences on the board.
I'vegora __ inmybag
lIike __ . (-ing)
I hare _ _ . (-ing)
I'mrnto
I often after school.
Ask students to copy the ga pped sentences, then look !
bac k through the Starter unit and Unit 1 and complete
the sentences so that they are true for them, not allowing I
other students to see what they are wr iting.
Ask one student to come to the front of the class. Te ll
them to choose one of their gapped sentences on the
board and read it out, with the gap, for example I'm into .
Th e class must g uess the gap by asking questions, for
example:
Are you into sport'
No, I'm not.
Are you into music?
Yes, lam.
The student who guesses the correct answers gets a point
and is t he next to come out and be questioned. Allow a
maximum of twenty questions for students to guess, the n
if the class has not guessed the correct answer, ask the
student to revea l their answer, and award t hem a bonus
point. You can either give this student another turn, or
choose the next student to come out and be questioned.
Communicative competence, Social and civic
competences
This activity will help your students to develop their
communication skills by helping them to understand
the way language is structured. It will also help
them to interact with other students in the class in a
cooperative manner..
Unit 1 53

H individual students. Encourage students to gue55 the
Unit summary
Communication
I can.
describe the place where I live.
understand adverts and postcards.
describe what is happening.
ta lk about helping at home.
contrast present actions with routines.
make requests and compromises.
describe my ideal home.
Vocabulary
Core vocabulary:
At home: armchair, bath, bathroom, bed, bedroom,
bookcase, chOir, chest of drawers, cupboard, desk, dining
room, kirchen, lamp, living (oom, microwave, mirror, picture,
shower, sofa, rable, wardrobe, washing machine
Housework: clean {he car I the floor Iyour room, clear {he
rable, do rhe ironing I shoppmg I vacuuming I washing-up,
make breakfast Ilunch I dinner Iyour bed, rake rhedog for 0
walk, rake our rhe rubbish, {idy your room
Build your vocab ulary: Describing buildings
Language focus
Present continuous: affirmative and negative
Present continuous: questions
Present simple and present continuous
and, bur, because
English Plus Options
Extra li sten ing and speaking Finding things (page 89)
Currrculum extra Language and literature: Poetry
(page 97)
Cu ltu re: Homes in Bmain (page 105)
Vocabulary puzzles: At home; Homework (page 113)
Key competences
Cultural awareness and expression: Famous people's
homes (page 20)
Lealning to learn: Finding spelling rules (page 21 )
SOCial and civic competence5 Are you helpful around the
house' (page 22)
Social and civic cornpetences: Cu lture: Horr'1€s in Britain
(page 105)
54 Unit 2
Start thinking
Read the questions with the class and elicit answers from
an swers they do not already know, and use their suggestions
to start a class discussion. Alternatively, ask students to find
the Information online before the class, or during the class if
you have access to the internet.
'J ~ ~1'19 3*'
Students olf;m an<;'st'r'i.
Aims
• Learn vocabulary for furnitu re.
o Learn and use prepositions of place.
o Play a memory game about furniture.
o Learn key phrases for finding things.
Warm-up (3-4 minutes)
o With books closed, write the words Furnirure and Rooms
on the board and check that students understand them
o Ask students to work in pairs and wri te down as many
English words as they can under the two headings.
o Elici t some words from the cla55 and wr ite them all the
board under the COrrect heading.
Exercise 1
o Students check the meanings in their dictionaries.
o Students can work in pairs to decide which things are
not in the photo. Allow them a few minutes to study
the photo carefully, as it is designed to test the students'
observational skills.
o Check answers w ith the class. In a weaker class, if
students have missed any of the items in the picture, help
them by pOinting out where the items are. In a stronger
class, encourage students to correct any wrong answers
given by their classmates, by explaining in English where
the items are in the photo.
o Model and drill pronun ciation of all the words in the box
if necessary.
' JniW3it:t
The items not in th e photo ani ,1 l Upboufd, () bdth, a shmver
and J ward ro be.
Exercise 2
o Focus students on the groups of words, and explain that
in each group there is one item that does not belong in
the room.
o Before students complete the activity, check
understanding of the rooms by asking for translations.
o To ex tend the activity, encourage students to say the
room where t his item wou ld be found.
1 \varc!mbe 2 lnl C!"QI..\' ,lVt> 3 di'Sk, bed 4 lamp
I
Pronunciation:
\Vodsbook page 90
Teaching notes page 157
Exercise 3 is)1.l6
• Students complete the sentences with the prepositions.
They will need to study the photo carefully again. In a
weaker class, allow them to work in pairs.
• Play the CD for students to listen and check.
• Check that students understand the prepositions by
asking some more questions about objects in the picture,
for example, What is on the table? What is next to the sofa?
t!HF>;ii!iij;;1
1 on
2 next to
3 in front of
4 under
5 between
6 behind
Exercise 4
• Allow students time to read the sentences carefully.
Explain that they should amend th e bold words in order
to produce the correct versions.
• In a stronger class, you could ask students to write more
fa lse sentences about the picture and give these to their
partner to correct.
t'~t;iW~*'
1 in front of
2 behind
3 next to
4 on
5 under
Exercise 5
• Tell students to read the questions carefully before they
match. In a weaker class, point out that they should
think about the number of items in the question, and
whether the question is asking about the presence or the
location of an object. ! the table?
• Demonstrate the key phrases by asking a confident
student one or two questions and eliciting the answers.
• Read the instructions for the memory game with the class,
and check the class understands these. Explain that they
should study the photo carefully in order to write their
own questions, and also to help them remember as much
as they can when they come to answer their partner's
questions.
• Students write their questions individually, then ask and
answer with a partner. Go round and monitor for accuracy.
• Once they have finished, find out how many students
were able to answer all their partner's questions correctly.
tH~i'Jg3*'
1 d 2 a 3 c 4 b
Finished?
• Refer fast finishers to the Finished? activity.
• Studen ts can write their anagrams, then give them to
another fast fin isher to solve.
Optional activity: Vocabulary
Play a game to practise the vocabulary.
Ask students to choose three of the words from exercise
1 and write clues for them. Do a few exa mples with the
class firs!, for example, you put books on this (bookcase),
you con look at yourself in this (mirror).
When students have written thei r clues, ask them to
move around the classroom reading their clues to other
students. They should try to guess the words from other
students' clues. Tell them they should award themselves
one point each time they guess a word correctly.
The winne r is the student with the most points.
Sense of initiative and entrepreneurship, Social
and civic competences
This activity will help your students to develop
initiatives and take decisions when planning and
carrying out tasks. It will also help them to work in a
cooperative manner.
Optional activity: Vocabulary
To practise or revise the vocabulary set in a fun way, ask
students to work individually and draw a room plan,
including five objects from exercise 1. Tell them not to
show their partner their plan.
In pairs, students take it in turns to ask yes! no questions
to identify their partner's room, then find out what objects
are in the room and where they are. For example, 15 it 0
kitchen? Is there a microwave anywhere? 15 the microwave on
Ask some students to report back on their partner's room.
Cultural awareness and expression, Social and
civic competences
This activity will help your students to express their own
creativity. It will also help them to work in a cooperative
manner.
More practice
I Workbook page 16
Test s
F"e-mmute test, Test Bank MulliROM
Unit 2 55
 Aims
o Read an advert and a postcard about a celebrity home.
o Read for general meaning and specific information.
o Talk about houses.
Warm-up (2-3 minutes)
o Ask indivi dual students: Where do you live? Describe your
house. Is your house big 1
o Elicit some answers from the cla ss, then ask: Do you know
any very big houses 1 Who lives in them?
Exercise 1
o Ask the question to the class and elicit ideas. If students
find this difficur. brainstorm features which might be
found in a famous person's house, such as swimming
pools, cinema rooms, big gardens, ete. Use L1 if necessary,
and write suita ble ideas on the board.
o Ask students to explain the reasons for their choices.
Students own answers.
Exercise 2
o Tell students to look at the advert and the photo to
find the answer to the question. Point out that at this
stage, they only need to scan the text for the specific
information, and th ey do not need to understand every
word.
A three-hour tour of celebrities'homes in Los Angeles in a
Cadillac car.
Exercise 3 ~ 1.17
o Focus students on the postcard image and explain that it
shows the house of a celebrity. Ask for ideas about who
the celebrity might be.
,)
o Tell students to read the sente1ces carefully and to think
about whether they are true orfalse as they listen.
True.
2 False. The tours start from your hotel.
3 False. They give you drinks in the car.
4 False. Jen is on the tour.
S False. Jen's dad orga nized the tour.
6 True.
Exercise 4
o Refer students to the blue words in the text and ask them
to match these to the definitions.
o Encourage them to work out the meaning from the
con text of the text. In a weaker class, allow students to
do this in pairs. In a stronger class, once students have
finished, ask them to write new sentences containing
words 1-5. You can then ask th em to read these out, to
ensure they have used the words correc tly.
lc2a3d4bS e
S6 Unit 2
Exercise 5
o Ask students to prepare their answers to the questions
individually.
o Go round and listen as students ask and answer the
questions in pairs. Help with pronunci ation, and offer
support for any ideas that students find difficult to express.
o Ask some students to report back on their discussion.
tl~~WJ@*,
Students' own answers.
Optional activity: Reading
Dictate these questions to the class, or write them on the
board. Ask students to read the texts again and answer
the questions in their own words.
1 How many celebrity homes does the tour visit?
2 What do you need to take on the tour?
3 Why is Jen on the tour?
4 Where is Britney at the moment'
About 30
2 A camera
3 It is her mum's birthday present.
4 She is in London .
Communicative competence
This activity will help to improve students' reading and
writing skills.
Optional activity: Language focus
With books closed, dictate these sentences to the class.
Ask students to write them down, paying particular
attention to capital letters and apostrophes.
1 We don't use a bus.
2 We give tours of Los Angeles in a classic Cadillac car.
3 It's my mum's birthday present.
4 There's a big balcony.
5 It looks like a traditional Mediterranean villa.
Ask students to compare their answers in pairs, then
check answers with the class by asking individual students
to come out and write a sentence on the board.
Remind students that we use capital letters for names,
countries and nationalities, and we use apostrophes for
contractions and the possessive s.
Learning to learn, Social and civic competences
This activity will help students to evaluate their work. It
will also help them to work in a cooperative manner.
More practice
I Workbook page 20
 I'
, I

2
Aims Exercise 4 ($) 118
• Learn the affirmative and negative forms of the present • Explain that student s are going to hear people doing
continuous. different activities, and that they should guess what these
• Use the present continuous to describe things that are are.
happening now. • Tell stud ents to read through t he ve rbs in th e box before
they listen.
Warm-up
• Once students have completed the sentences with the
• Refer students back to the text on page 20 and ask: Where correct form of the verbs, ask individuals to read ou t their
Is Jen sitting at the moment' Whar is Brltney doing in Europe? sentences to check answers.
Who! is she looking for in London?
• Elicit the answers and w rite them on the boa rd. Underline
1 's runn ing 4 is calling
:J
the verb forms.
1 's writing 5 is crying I
• Elicit or explain that these sentences use th e present 3 're sleeping I1
continuous because the actions are happening now. ,i
Exercise 5
Exercise 1
• Focus on the picture and the example. Elicit that we
• Read through the sentences with the clas s, an d ask them use the present cont inuous becau se these things are
to complete t he gaps individually. happening now (in the picture).
• Students then choose the correct w ord s in the rule s. • Students com plete the sen tences with the correc t form of
'rr
the verb s. Rem ind students to th ink about the spelli ng of
1 're having 2 'm si tting 3 isn't li vi ng 4 is looking the -ing forms as well as the correct form of the ve rb be.
• In a weaker class, do the exercise orally first as a whole-
Rules class activity. I
I1
t'~ 1t.;9A3i;i
actions in progress 2 be is sleeping 5 aren't looking
LANGUAGE NOTE In the present continuous affirmative, we
2 is describing 6 isn't raining
,I
add -Ing to the main ve rb: Hes eating. NOT H&et1t or Het-
3 are listening 7 are taking
I1
4 is running 8 is climbing
etili.
We need to have the correct form of be before the -ing Exercise 6
form of the verb: I'm eating. NOT f-ecffltlg. • Read th e example exchang e with the class and elicit one
In the negative form, we use 'm not, isn't, aren't + -ing: He more example from the cla ss.
isn't eating. NOT I le ooOI1't edjl,,!!. • Studen ts write their sentences individually.
• Ask stud ents to read thei r senten ces to each other in pairs
Exercise 2 and say whether th ey are true or false. Check th at they are
• Students read the texts on page 20 again and find more able to form the correct ve rsions of any that are incorrect.
examples. Ask Individual students to read these out. • Ask some students to read the ir senten ces to th e class and
ask the class to say wh ether th ey are correct or no t.
1 We're doing a tour of celebrity homes.
2 Britney isn't Sitting outside. Students' own answers.

Exercise 3
• Ask students to work in pairs to write the -ing forms.
• Check answers with the class and elicit the rules.
• Focus on the ve rbs have and live. Point out that for verbs
ending in -e, we delete the -e and add -ing: having NOT
~. In a stronger cla ss, see if students can deduce
this rule by looking at the examples.
Finished?
• Refe r fast finishers to the Finished' ac tivity. Encourage
them to look through their books to find interesting
photos to describe.
• Students can write their sen tences, then compare with
anot her fast finisher.

fI!1~'"im*;il Students' own answers.

1 working 4 having
More practice
2 sitting
1 living

Rules
5 looking
6 putting
IWorkbook page 17
language focus reference and practice, Workbook pag. 76

Tests

1 looking 2 living, having 1 sitting, putting

Unit 2
57 ~
i ( '''', . .':" ~ , . , >")' c : ' ... ' . ;

~ j/OCABULARYAND LISTENING. Housework, ' ; , !~

~I~h'talkabouthelpingathome. ~
c_·
~~"';,,,-~ ;t~ -,'
,."
..
" ';' , ' . ;,,' . : ;,
: '"
"
,',
' .. :' ", •. :',.'
'<,

Aims Exercise 5
• Learn expressions for housework. • In a weaker class, start this activity off by doing one or
• Do a questionnaire on being helpful at home. two mimes for the class to interpret
• Listen to a conversation about the questionnaire. • Encourage students to stand up and move around to
make the mimes more effective.
• Listen for general meaning and specific details.
• Ask one or two individuals to perform for the class if you
Warm-up (2 minutes) think they will enjoy this.
• Write the word housework on the board.
• Elicit or explain the meaning, and ask students what Students' own answers.
things they do to help at home. They can discuss this in
their own language. Optional activity: Vocabulary
To practise the new vocabulary, ask students to write a
Exercise 1 ~ 1.19
short paragraph about the housework they do at home,
• Read through the table with the class and make sure using the expressions in exercise 1. Tell them most of the
students understand the verbs in the headings. things they write should be true, but they should include
• Students check the meaning of the words in the box, then one thing that is not true.
use them to complete the table.
Ask some students to read their paragraphs to the class
• Play the CD for students to check their answers. and ask the class to guess which part is not true.
• Model and drill the pronunciation of any words that are This is a good opportunity to revise the form of the
new to students. present simple, so make sure that students use the
present simple correctly, and correct any mistakes that
dear: the table students make.
make: your bed, breakfast, lunch, dinner
Communicative competence, Social and civic
do: the ironing, the shopping, the vacuuming, the washing up
tidy: your room
competences 1
dean: the car, the fioor, your room This activity will help your students improve their 1
take: the dog for a walk, out the rubbish communication skills by helping them to understand 1
the way language is structured. It will also help them to '
Exercise 2
" -
work in a cooperative manner.
-. -
!
• Read the title of the questionna ire and the questions
under the title with the class.
• If students do not understand the word helpful, refer them Optional activity: Listening
back to the housework phrases and ask if they think these Dictate these sentences to the class.
help other people at home. Ask some individual students
Play the recording again and ask students to decide if they
if they thi ~ k they are very helpful or not very helpful.
are true or false.
• Students can complete the qu'estionnaire in pairs and
. I Megan always makes her bed.
compare t helr scores.
2 She sometimes tidies her room.
• Ask students what they learned about their partner. Ask
3 Jack likes it when his mum tidies his room .
if they agree w ith their own scores. In a stronger class,
encourage students to give reasons. 4 Megan isn't very good at cooking.
5 Megan helps with the cleaning.
Students' own answers.
1 False,
Ex ercis e 3 i§l1.20 Ta pescript page 149 1 True.
• Allow students time to read the question before listening. 3 False.
4 True,
S False.
b
Communicative comp etence
Ex erci se 4 i§> 1.20
• Allow students t ime to read the questions and all the
This activity will help your students improve the ir I
listening skills.
opti o ns.
• Play the CD aga in and ask students to answ er the
questions individually, then compare the ir answ ers in
pairs. I More practice
Workbook page 18

Te sts
1 b 2 c 3 c 4 a S b 6 c
Fi ve-minute test, Test Bank MultiROM
~
~NGUA~E FO~US • Present continuo~s~ qu:~ti,?n~, . eP!~sentsimple. «'T~::\ :'~;'; >.
;;:'." ,'. .' .. and present contmuo.uh . '. ::' ,"; .. ' .. " ., '.'~.' "
can contrast present actions with routines; ", ..;" _~~ , .. ~:, ~::;, . . . c~... . ';.~.~~,' . . "rc .... • ~,,\. . ~ •• ~,;..7 "-:-
~" " " • • "",,; • T' ';~*':';. ..::~-,r . ,:",~,'o-'~' ", •.•. : ' ~. : ~.... ,..!>'.:-" .,,~

Aims Exercise 4
• Learn the quest ion form of the present continuous. • Read through the examples with the class and elicit
• Write questions using the present continuous. which is in the present simple and which is in the present
continuous. In a weaker class, students can complete the
• Learn the rules for using the present simple and present
rules in pairs.
cont inuous.
• Practise using the present simple and present continuous.
1 present simple 2 present co ntinuous
Warm-up (2 minutes)
• Ask students to think back to the listening on page 22. Ask Rules
if they can remember the Arst question that Megan asked
Jack. (What are you reading.~ Elicit that this is the question present continuous 2 present simple
form of the present continuous.
LANGUAGE NOTE We use the present simple, not the
Exercise 1 present continuous for things that we do regularly or
• Once students have matched the questions and answers, repeatedly: I get up at seven o'clock every day. NOT ffrr
ask them to explain what made them choose each one. gEtt'n§ bp arseve" ddeck eve!} e!ay.
Clarify that the subject pronouns should correspond in With adverbs of frequency, we use the present simple: She
the question and answer. never goes swimming. NOT She's neot! §a;"g s"'''''''il1§.
• Using the example questions and answers, students We use the present continuous, not the present simple,
deduce the rules. for things that are happening now: I'm watching TV at the
moment. NOT I "dfth T\'ar the mamfl1t.
1 b 2 c 3 a
Exercise 5
Rules
• Rem ind students to t hink about the spelling of the verbs
as well as choosing the correct tense while they complete
present continuous 2 be the tel ephone conversation.
• Ask students to explain thei r choice of tense when you
LANGUAGE NOTE In present continuous questions, we use
check answers.
am, is, are before the subject, rather than do / does: Are you
watching TV! NOT DaJab "dfthi!1§ TV'
Students must remember to use the ·ing form of the verb 'm watching 2 love 3 watch 4 is looking
for all persons: Is he going to bed! NOT Is he ga re bai' or Ir
5 drives 6 are watching
he §t>e5 re bed? Exercise 6
• Elicit one or two possible questions using the wordpool
Exercise 2 from the whole class.
• Clarify that these are all question forfns and that students • Students write their questions. Make sure that students
need to put the words in the correct order. have formed the questions correctly and chosen the
• In a weaker class, warn students that some of these use correct tense. In a stronger class, students can do this
question words, and others do not. In a stronger cl ass, activity without writing questions Arst.
allow them to discover this as they do the exercise. • Check some answers with the class, encou ra ging students
to give answers that are true for them.
e~'"W*fl
1 15 the teacher Sitting in a chair'
2 Why are you learning English' Students' own answers.
3 Are your parents working?
4 What are your parents doing? Finished?
5 Are you enjoying the lesson? • Refer fast finishers to the Finished! activity. Ask them to
6 Who is talking to your teacher' write about two or three students, then compare an swers
with another fast Anisher to guess the identities.
Exercise 3
• When you have checked that students formed the
questions' correctly in exercise 2, ask them to work in pairs.
Students' own answers.

I
They ask the questions and supply answers that are true More practice
for them, or invent information to fit. Workbook page 19
Language focus reference and practice, Workbook page 76
Students' own answers.
Te st s
F,.,,·mlnule Iesl.lest Bank MulnROM

Unit 2 59
 Aims Exercise 6
• listen to a conversation about making compromises. • Students work in pairs to practi se the dialogue.
• Learn key phrases for making requests and compromises. • Ask some students to perform their dialogues for the class.
• Practise making compromises. • Encourage them to use the correct stress and intonation.

Warm-up (2-3 minutes) Exercise 7

• Ask students if their parents sometimes ask them to tidy
their bedroom.
• Ask if they do it immediately or if they want to do it later.
• Ask what usually happens in this situation.
• Elicit or teach the expression make compromises.
Exercise 1
• Students look at the photo and guess what Leah's mum
is saying. In a stronger class, ask students to think about
how Leah and her mum are feeling, using the photo.
Students' own answers.
Exercise 2 ~ 1.21
• Explain that students are going to listen to the
conversation between Leah and her mum to find out
what Leah's mum wants Leah to do.
tl1UfJ9#*'
She wants Leah to tidy her room.
• Students work in pairs and invent mini-dialogues using
the prompts given and the key phrases. In a weaker
class, create these mini-dialogues as a whole-class
activity, writing the sentences as prompts on the board.
• Ask some students to perform their dialogues for the class.
• Encourage them to use the correct stress and intonation.
Students' own answers.
Exercise 8
• Refer students back to the dialogue in exercise 1 and
focus them on the blue words. Demonstrate how they
can invent a new dialogue by chan ging these words.
Do one or two examples if necessary.
• Students write new dialogues in pairs, then practise them.
• Ask some students to perform their dialogues for the class.
• Encourage students to use the correct stress and
intonation to make their dialogues sound realistic.

Exercise 3 Students' own answers.

• Students read the key phrases then find them in the

dialogue in order to identify who says each one.
• You can ask them to translate the phrases into their own
language to check understanding.
1 Mum 2 Leah 3 Leah 4 Leah 5 Mum
Exercise 4 ~ 1.22
• Refer students back to the key ~hrases and point out that
some of the words are bold. Ask why this might be and
elicit that these words are stressed in the sentences.
• Play the CD. Students listen and repeat the phrases using
the correct stress and intonation.
• Ask if students know why certain words are stressed.
e~~iW#*<a
We stress words that carry the most meaning in a sentence.
Optional activity: Speaking
Ask students to work individually and write three requests
that a parent might make, and three excuses a teenager
might make. The excuses should be as creative as possible.
Put students into groups of four. Tell them to take it in
turns to read out one of their requests. The other members
of the group should offer one of their excuses. The group
should decide which is the best excuse for that request.
Tell students they can use each of their excuses only once.
When students have read out all their requests and
excuses, ask each group to choose one of th e requests
and write it into a dialogue, using some of the excuses
their group offered. Tell them they can base their dialogue
on the dialogue in exercise 1.
Ask two students from each group to perform their
dialogue for the class. The class could vote for the best one.

Exercise 5 ~ 1.23 Communicative competence, Social and civic

• Allow students time to read through the sentences. competences
• Play the CD, pausing after each sentence for students to This activity will help students understand that
mark the stressed words. discourse must be adapted to suit different contexts. It
will also help them to work in a cooperative manner.
• Play the CD again and ask students to repeat the
sentences, emphasizing the stresses.
More practice

I
';H~i'1'JiliJi.1
1 article, interesting Communication: Pairwork, Teacher's Photocopiable Resources
2 haven't, time page 209
3 Dad, kitchen
4 do Tests
5 watching, TV Speaking test 2, Test BJnk MulliROM

60 Unit 2
r 2
Exe rcise 5 I
Aims
• <;llIclya model description of an ideal home. • Read the task with the class. Students think and plan their
description individually. In a weaker class, help students
• Leam how to use and, bur and becaJse.
by brainstorming Ideas for different features o f a house. I
~
• Wri te a description of an ideal home.
• Students write their descriptions. This can be set for
Warm-up (3 - 4 minutes) homework. In a stronger class, you could ask studen t s to

• With books closed. write My Ideal home on the board.

present their work to the class in a subsequent lesson.
• Tell stud ents to check their work. They should check
I
• Ask stuclents for some ideas about their idea l home. Give
they have used cOIrect spellings and punctuation, used
them a few ideas to stalt With if necessary, by saying My
present continuous verbs correctly, and included and, bur
ideal home is very big Qnd rherel Qswimming pool il1 rhe
and because whe re appropriate.
garden.

Exercise 1 Optional activity: Writing

• Refer students to the model text. Point out that the
paragraphs are labelled, but do not ask them to read the
text at this stage.
• Tell studen ts to read through topics 1-3 and check they
understand them before read ing the text quickly and
ma tchi ng the paragraphs to the topics.
• Point out that they do not need to understand every word
in the text at this stage, they should just read for gist.
E1~Li~9*f"
l e 2A 3B
Exercise 2
• Focus attention on the gapped key phrases in the box.
• Ask students to find the key phrases in the model text and
complete them. In a weaker class, ask students to do this
in pairs.
• In a stronger class, once they have found the key
phrases, ask students to substitute (he nouns so they can
practise using the key phrases in a different context.
I Workbook page 21
To practise and, bur and because, ask students to work
individually and write one sentence using each. Te ll them
they can use ideas from the model text, and they should
make sure they use correct spellings.
When students have finished, ask them to work in pairs
and read out their sentences to each othe r, leaving out
and, burQl' because. Their partner mus t write down each
sentence and complete it with the correct word
Students can check their answers in pairs and point out to
thei r partner any spelling mistakes they have made.
Communicative competence
This activi t y will help your students to enrich thei r
communication skills by helping them to understand
the way language is structured.
More practice

End-of-unit activities
1 It'''. neclr 2 I£'s al so got 3 can see 4 There's Progress review
5 f,lVounte roorn 6 like bE'ing
The Progress review is designed to give stud ents the chance
Exe rcise 3
to revise the main vocabulary and g ram rn ar points from the
• Refer students back to the tex t and tell them to study the
unit, as well as some of the key phrases. It provides students
pOSition and meal1lng of the blue words carefully.
with a record of what they have learnt, and it also helps you
• In a weaker cl ass, provide more examples of sentence
and them to identify areas that need more work.
parts for students to link using and, but and because. In a
• Before students do the Progress review, tell them to look
stronger cl ass, ask them to give you further examples of
back at the main vocabulary and language focus sections
sentences using these words.
of the uni t to remind them of what they have studied.
tJ~F-i',fJ*f1 • Students then do the Progress review.
1 hut 2 a nd 3 bl.cau,>,'
• Check answers with the class and ask students to
Exerc ise 4 complete the personal evaluation. They choose the
symbol which reflects how they feel about their
Tell students to read the sentences carefully to check they
understdnd the context before completing them w ith the performance in thiS unit.
linking words.

fJ:bWI 3if-)
1 l.Ju t 2 :Hid 3 I' ell!'

Unit 2 61
 Vocabulary Communication
Exercise 1 Exercise 6
ti!~~m~iI-1
shower (the others are rooms) 1 Is there
2 view (th e others are objects) 2 there is
3 window (the others are objects) 3 Where
4 mirror (the oth ers are for sitting on) 4 It 's
s microwave (the others belong in the bathroom) S Ca n you
6 washing machine (the others belong in the bedroom) 6 I'm
7 Is it
Exercise 2 8 I suppose

make Listening
2 clear
3 tidy Exercise 7 ~ 1.24 Tapescript page 149
4 cl ean
S do True.
6 take 2 False. Ellen's brother is talking to his best friend, Steve
Dunton.
Language focus 3 False. Daisy thinks Steve Dunton is really nice.
4 False. Ellen's brother is in the dining room.
Exercise 3 S True.
6 False. Steve and Ellen's brother are talking about Daisy.
1 is making
2 isn't doing
Tests
3 are sleeping Unit 2test, Test Bank MultiROM
4 is cleaning
S is taking

Exercise 4
';'~~WJ#*'
1 Is Mum wearing a dress?
No, she isn't.
2 Are the cats sleeping?
Yes, they are
3 Is the boy watching TV'
Yes, he is.
4 Are the children listening to music?
No, they aren't.
S Is the girl working'
Yes, she is.

Exercise 5

makes, doesn't tidy

2 Are ... watching, 'm not enjoying it
3 help/ m making
4 are staying, visit

62 Unit 2
 •
CUMUI:.ATlVE REVIEW. Starter--Unit 2

Liste ning Exe.cise 5

• I . pl 11,'11 ",.Je.n"'h.'I'~'Y~I'f'1OW"""r"', ~w,
Exercise 1 rho ."'~, iollownjlht> pI<)'''4lI' the ",.10,."
who
• I,,~ "111\,,, H ,," ,11,,' Id\ 1Od • .k I.... t •• '." <I ~. I" ho on I><-.o..v.n ""Ne"..' 4 wrlll.· ,,. "-'<11 A. dr.d
rl~·,l ,I.".r lb· ,,'1<~'. [10 ': rhJr 11><- M,) I"~~'~ .. 1I"'<J\IIo.~ ,.",,·,·.lIt... s
I',,,"" I .) cU!"",,,,,,~, ,~, lfw' I"~""'" J,~I , .... ! ono '.' • !'It-t)U,,Io,,I,' thJt rhe prOlllDl1 'I~" " <UI"iJ""'t"'" ut
,I> ,,' ~ (~,I>o., ,I.r/ d'<'(t kl"'lW(W ('" ,~,)/o. ,I dnd "" Ir u, loor)', I", rlOf!1\J 1
• h., ~I 11" ,,,,,!h 11,· ".,,' ,I'~··' I' IPlfw~ ,·d ."'w.. ·, 11" ·,, loon
"' ,,' • '> Il'rlt'nll "". 11"" ,lOt", to I\.IVC J ~o"w , .. 't"~ •. (0)("
lho'y .",- <on l d~"t "',th the (."Io."",." ,Ilk IhI'm to IWdP
I p,,, mh. Go ,oomd .m<l I,,,,.,, J~ t~'Y ... ,' W'''''! I ~~fl w,th

,
I " h P'{~""" "loon .ond ch<'-l th<'\I. '!uIl;WII "1 It ...• P"""I'h
<01.....-11)/
• y"" c<J<.d.:J '", ( OO~ IX IWO p.Iir\ 10 p<~f'lm !twv
Exercise 251 [.}~ T~riplP"9~ ISO
· ,, ."~k' ", '" .,. ,/'., >q I,: ' '" AI., .. ><I
.', ...... ' Th'Y'." ••1 ~ ,d~' 1"-' poer",.:'! oM
........ "'('on'loI the ~I.o'!.

,
1,llbillM
,ho ... I , ""'[11.1('''1,1, ", ~ pKrul"l''' AI."" he,' ~
• A<I. ,h'fI' le ~,~"",n r"'" , h<Jo;,'. vr _,"",'!tlt'}, bo...."",,· (1\01,
Writing
'Y h1" ",'1)(,,1, ,',., I i' "",'1 to> 1 oe.-"~,,, 1"",
~," "<1 '"
,·~W,)

,
WOW,I

Exercise 3 S t.25
• ',lU'''-'',\, now 1"1,·,, _";.I'" """'~, ~ .m<l Corrpi<'T~ the
' ·,k.",':> ",,11, '.Pt.'" ,Ioe infOlmJ\oOO.
• In. W'uh. (lIISS, J'J< 'l\.l<Jerll> If !Il€'y "",od !o Ii\.,m
(:, ' " ~dl"'l J [I"", : 11<'. In J stronger clu. ~'"
·.n. t-<", ,,, "'P" ,.' . '"ucf1 '" they(dl I"~n '" ~:wy

tl1W1M)
1 1Jd1k-

, btJ", ",n"
1 P. ,

,• .ooul l'·~Il'"'~
MY""I
•, (~" I""
""",
• ,'"*"
Speaking
Exercise 4
• 11.' •• 1, -, ,,' Lt s,' .. ..j.•• ,.". I.!!.!
." dtIon .1

,. ,,' " ,. ",m ,I; 1<> fI' ....1.", .•1ou· 11.;., ~

lI" "W', I""'~~

" 'm,

Un;U 63
J
- 3 VOCABULARY. Adjectives: feelings and eve
I tiln describe feeling. ~nd events..' '

Start thinking
Read the Que"i'ions with the NIl and eIiot ~wetl from
Looking back n::1ividw1 Itudent<- Encoofaqe S1ud1!rltS to~\!N­
a""""" ~ do not already know, and use lhe~ WC}9I!'SUorn
to start a c\a<;, di..:UWOIl. A1tematively. ~ m.denn 10 find
the inIOrm.Joon on .... beIbre the am.. 0< duOr>g !he daiS if
Unit summary )QU t-..n.. <lCU"iS to !M "'tI."met.

Communication ' ",·'*'"1

,~" I You QI'I _ ~honq JUOI onc~ ,net d>fn r~ ~
cko\(ribe krings and tvenlS. de!ail.obout it.
underst.Jnd a leo! Koout P'!OIlIt' WITh good rroerror.... ) Sludem".,...., ....wen.
t.Jlk aboull»$l ~IS'" my hie. Aims
!<Ilk aboullmpo<1il1l ~ ~1S.
• Le ... n IIOC<IbuIaty for fecli"'.ll ¥Id ~I!s.
tllk Jboot PM! ~1S. • 00 J CjUiz about memory.
IJlk about expef~~ 0'l1N! p.I~l. • T~lk about fe.e!irlg~
~(ibfl'" ewnt In the n.i'it
Warm-up (3-4 minutes)
VOCJbu!~,y • With books cto.e.i a,k stOOer1tS .tthl'yCOll1 ~
C ' "idry' their fi r,1 dilY at ",hoot.
AdJectives, ft.eIiflgl and t\ot'>'1t~ cure. iQt!dy, Jucl:y, noughry. • Ask ' tudems wr...t they did arod wh<lt thongs happened.
~~ 'Mrv, IIPIN AA whJt it WJ' like and r.ow till!)' (~It, They <:<In dlloCU,.
\1ile< no/, fJ«omf rkr" this on I I Jt fi r l~ but clk,t a, many WO<'ds in E"'.IlIsh as
jt:f maf~ go to possible. Wrrte these 011 the board.
~"/IJoo, _ a cNld, if<lm to rI,M!.
"r~. r>:M! • F;rx! out r.ow many students enjoyed t ~r fi rst db)' at
I<toYe lie '. iI!\It cl "., 'to at>IX~ coonuy. JIG,I a «:hool and r.ow many did not enjoy 11. "si< those who
"' - enJO)'!'d it to think ~ posrtr..t ad,c<:tllll'l. and thoK-.....no

- ~ did not to thirlk d ""9"tfYe oo;ectives. Wllle theie onltoe

board '" >ep<lfate Ot"9O' .....

Exercise 1
• Read the ta<;k WIth the M'>. Vov may need to tr~n"'te or
Past .",!'lI)It p-e-te.lCh the I'«J<d. mmIOty
TIme e>:p<eI'~ and 090 • In a wokH cl ...., encou-~ students to . . . no(n
~ IO\!!; thee were about......ch question ~)QU dISCUSS Ihe.- .;INs. In a
strong~ cl"$<, encourag!' them to 90 into mote dewI in

...'"
English Plus Opl;ons
Ex.tm listl'lling and speaking An~' In The p.m
their ..""""'" by expIIining wiry they fcil the w6'j they did
on (tu, occa"",,-
• Oisruss ideas as a ellss. Student, can use their own

-""
Currlc ....... m I!Xtr~ l..Wlgwge Jnd htera!U~ folk storlC'S 1ar>JW<J" for any ideas th.3tlhey fond r:fdfir::ulllo expres, in
Engfrsh. HcM-r.-v.-r. ..-.::ourage th@-mtogvP\oII"Ilpieanswers
Cul!U~ r~ ~rs (p.Jqe 1(6) to the questions d thl'y (an.

~oII:oJI.Iry punIes: AdeJeCl~; feelings and even!\; ("'"t "1,'1

Mik-sl~!P.IOl' 114) Stuo..nt,' o\,,rn M15~

Key competence! Exercise 2 (it 1.31

Cull\1f;JJ oJWlren!";~ and expr/!'S\.iOO; 'M!o's Whol(p.>q<> 32)
le.>rning 10 lown: Led''''''9 1"C9UL,ir Vl'Ibs [p.!9<' ~])
• AUow students time to IooIr at the photO' and rT\oltch
tht'm to the phr~
• If they do not \:.now the odje<:tiw-s, encourage them to
make gu",<;('5 based on th<' r.ouns they rKognlle.
• On<:e $1001'''1\ h.We mJI~ me photos ,od lhe
JodjeCI'ves, check am",""" b)' c.J1I1"'] OUt ~ numbet and
Optional activity: Vocabulary
.""'9 kif the COffe<::t pIv..w PI.:ry. rrvrne gJl"l"le to lYacti<l' the Io'OtolbuL.vy on Pi><}'! 28
wruu.,", lodoolorrs!fdte I~ .lCIMty. m.~ 0<11' 01 rhl> adJE'CTrIIe\
yourself ¥Id """ 'Ioo..nl'< 10 guess -..hoeh one it I~
Hut~bo/I)' S ~lud')'9'"
, j!,uryf~m All. t.1udent'i to C<'>n'Ir' to lhe front 01 rhl> (I;rs•• n lurn ¥Id
I ~ natJ9hly boy
mime ""'" of the itdjeCtives, ~ O!M ,tuder'tll muo;t
I ~ III'<VOI.I$ ~ 1 .~d09
~ dn up\.d booby
guess whoch .ldje(t~ th!oy ~~ m.m.ng.
/'J1l"J.N M many studenl' as pos\obIf 10 h.we ~ IL.n aT
E:<eKise 3 miming.
• 5nd!"nl, read Ihfouqh thfo SotIlI('I'IC1'S MId clloo\.(' lhe
SoKial and ~ivic ~ompejflKlH
{o"eel word<. 10 (ompIe<e Ihtm Encou'''')l' \Iude<>t' 10
th.,k ,IbouI tr.e conl\:l<t9"t'" by the .......:encl'S beIote This <>CtivrTy wiU help yo<JI stude<>1I inter;>Ct with <:rthf<
chot:>lioq ther, om~, t.1udents in the dI" in. HX'I,,","J trYf rn.snnet'.
tlil$i#,
1 flCf\fOU'
I !uck~
Optional activity: Vocabulary
la pr""ti5e or rN>Ie the >'OCJbukuy set ,n i fun w"y. dlVldo!
J "'ry
In. ems i,,!o lWO teams. M. one mriem from e<ICh leam
Exercise 4 t<J be me ledm Capldln,
• ~eild lhe tIllc 10 the QUi.! Wllh the c!om ¥id chec' The twtl CJPt~ ir ' ,hook! come to th(> fronl of the (t,m
IJnOe"t3I'!{ling, ,o., k how ITIiIny It~ntl tnin~ Thl'y haw a "M, wit hoot ,1lcMtiJ><J lheir (!aI'ofl'\,lIe1, "" ill' one of the
good "....mory. Jodjecti"'" from ,,<('<c ile :2 on a poec:e of p;!pe<,
• Stoxlc"tl do the qUI]. In a \liNk .. dIU, ttwy (.m wo,.
in b p!');n to the team, that "iICh captain I\oIS chosen an
DJ"S, In a "'ong... clan, J>k lhem to 'Ml<I< ind ividually. Jdjl'Ctr""'" aoo Ilxi r team m.JI(",! mllS\ gu~>s what It 1\
and '0 use. dkt"",,,,y 10 look up any words lhey cIo not With boo:JI<\ closed. a,k lodi.odual \tU<J<,nt, from fi"1 one
""'"
• Ofoe~ $I,,,je"" h<t\o'e itdde<J U!l tl\eu" "CIf",- ~Ik .,tlow:l\.lolll
le.m then itflOIher 10 as!< thc< . (ap'a in Y<.'I" I No Queslkinl
aboo: the itdje(ti"",, they ~ chos.en. fO! e..,mpjc, /0, rr
w!lich CJleQCIfV they C.vn!' ,nIO: a, b CIf c, Wl1iCh wal jX>l.i!,W' CO>)'OOJ ff'e! >Od' Only oKCl'P! qvellion. if Thfy afe
lhe most common ute<}CIfY among the I!~mll Ask (Clfr.-clly klfm<.-d
stude<'lts wr.cthe, they iJQll!f' Wllh rh. I<ey CIf r>O!. 'Nhen the II'.m m.l1!'S 9""" (Clfte<:IIy, the I~m WIJlI ill
point. Ano!he< leMll ,,"'" '00 (OmeHO the front dod
E~ercise S
repeal' the "'I""IV·
• 5tuder>a tn(' wh.,I, Iht-y h.M> If.m! in the 11'>....., to wulp
When ~ has I1.ld • lum~! choosong an adjeCtM.'.
In... 'of'n~ero:.... fhl'y C¥! wr,l@tn.send'V>dWllylhero
the leam ....,th !he rnr:>St poinl' wins ~ '}lme
(omp.l<t ¥IVM"I'\ ""rn ~ P<'rtr1(" ,
• In. INNI< ... cl ••• )'01.1 couk:I wr,te SU9'~\I',••,~ for SoKial and civic competences. Communj",tI~ .
C~I"'9 the Q.l1X on Ihl' txt..>rd. on no p,vtoCular Older. comp~tence
for <100('1'11' 10 !)'of' M \O.JIlI»1 who ~ tho>jl wor1<. Thi> oKtivrty W.n help your Sludenll to inle<aa with
• I.u <[ronge< dass, ,lIt 1oI'.l(IM>t' to W'~ some oIddIIiOn.Il O(her <!Udenrs in the cms in ~ cooperative "",.-.ner. k
U.... sentt"1l/"1'S dt'l£,bng fI;'t'I "']\ ¥id ",,",IS. win al", enrich their commonicillion rJUHs by ~prng
them 10 under";tand m.. t.tru<;tU.e 01 the Iang~
t'lWIIM
Sludm~' "",n .n\Wf'f\.

Finished?
• ~Je, fast 'inl,h ... 10 lhe I ",;!hed! oKt""!)'
IMort practl(t
W.rbook~. 24

• En""Uf"'l'" >HJ(lo.'nllto ~1VI.'Il1 rCd>Oft1 for lhe w.)y Iho':<

PM,*, ",e fto,e!irog
,Tests '.'
• Once they h.Ivc lini\l'lfd t~ deK"pliO'l\. Ih<>y (an IW.'P
tll, .. work with _moth('!' tJ,t I.n,,"'~ 10 (ompJre Ih' ir
id<>;}\.. 'i'll. ttwy (I" doJ< lhw I~" Ir)l~ t<J Q'!M\ which
,*"<lto th~y dlo~_ It",,, (jrscull wtll'1n.., thPy .19ftof' or
<li~ ~lr . 'o'

WMfW
Student" nwn an, .....".

Uoill is
 r~~ADING. Remember this!
~ lun und....sbnd ~ tut ~boutpeople with good memories.
........ 111. t, '''~ '.
Aims
• Re.Jd about PfOPIe WIth ~ good memOn6
• Rt<.Id for 'J('f'Cf~ ITII!,wl,"9 ¥"od ~of" io1formahon
• rdlk~bout memory
Warm-up (2- 1 m inutes)
• 'Mm booIos; dosed. oJSk wxlents to.....:.-k indrvidwlly ¥"od
wrtedown oJS rl\lny obje(lS on ttlt photOS as !hey can
remember ftOm rh@QUlZonr»qe29.
• SeI. mic! tmelim,t of one rronutedlld thenwewho h.Is
~be<ed rh@mosL
• Vlritethewordmemooyon!he boitdOlnd elrc~OI ~pC.i'n
[tit ~nrnc:J. Tell snJ(lents they art' goong !Cl rt'ad ~
some people with ~ good ~iH.
Background
Stephen Wiltshire Is unusual III rhal he could 00{ speak
as d)'OU"9 <:Md ¥Od was d~ w~h autism, He was
sent to a specia l school and ~.rned [0 tOllk i l lile "9<' of
nine. He started drawing wh!n he wJS stiJ • clliki and
was encOUf¥)<'d by NI te.xhers. He has slnr::e been to art
colle<}e arod graduated with a degree, He has pu~ished
seve<al books of NS drJWloo;ls.
Exercise 1
• Do Ihe ldlk as a fun w.ty 10 t~ .Iudems' memo.-~
• Firod oo! now m.:J1l)' ~vdcnts coold rcmcmre h.J~ cf tn"
r'lYmbers. Could anyone remember ;Ill of [hem 1
Exercise 2 S 132
• Re.Jd the utte of the leXI With ItIt am and ask ~udeolS
whJt they think the lext .... 11 bo! about.
• Then read the Lirsk oIOd <lardy th.:It mrclents sOOukllislen
for Iou. djfl~t ~ Poiol out INIStudtnlS de 001
need IQ o.IncIrf'sl¥Od everyt~ 11\ !he I~.t dtlhrs St¥Jl'
• O'1r::e slI,rclems ' - rt'ad olfId'rstened [0 me lexl. efodt
¥!<wen to the QUeII"",s.
" ,
- '.,
.
Exercise 4
• Once~ It..owfoond ~ p!vases.., the lext ¥Od
compiered the ....... tenc~ ast jnd~ to read OUf the
sentenc", 10 check answers.
• A\J< sludents la trY 10 WOIk OUt ~ rneanorogl frem the
context. Check o.onr.Ief'sW"dng by askong ~uOeots !Cl
Irarn!ate them..,1O their own ~ 01. irI a "ront"'"
cY.".tsl them to put l1li.''''''';1 ,nto new sentences.
l!!biIl"''I
, ,""""""
,-
J ""'" mMIOf)'
Exerd$eS
• Re.xl throocjl !he qveslO:>ns w,th tt-op class and rl\lke sure
that mKl<!<m uoo..r.tand ~1"9
• A5k stlKl<¥m to pr'~"~ tl>eo' dnlV"""~ 10 t"c QllE'lloor>'I
irodividui!I ~.ln a wNker da ... ~ them 10m.li<e notes
before they VJk 10 >UPPOfllt....'if dei)!.
• Students GK! ask.rod .nsweflhe qo.oestO:>ns in p.Ws.
• II.ll< ~ stlJdents 10 report back Of! tlt~ ir Pi' rt r>er~
,nw"e" arid opinico">~ In a Itronger d~ n..limit the l ime
for P<l " work drod then open u p J~ a dasl discumlOll.
Erxou'¥- students to give as rTlJll)' Cx.:ompicl as po!l lbic,
' m"'~l·p,
S,""""II' own an, _,-
Optional activity: Reading
Oic'ate thes.e q!Je'lO:>ns 10 the class. Ask sl....:kms to read
the '""I ~'n and an<wet ~ questions.
1 Who~hundremofb•."ldongs'
l Who woo ""-"""'Y cOfl"\P'-'tiIoons'
3 Who<Aflonlyremem~r sixo< sevennu~l
4 Who woA:;ed for ""I""" hou" to break. re<:ord1
S Who<idwelio1 English ~1
Students wore iheIf ~ 'ndMdu.oly. thc.>n d>cck theor
..-.swto"' in the lelL

t !I;Wl!'!o1
1 SttphM Wilt~
•
,
2 Domini< 0'8tiM
-,.",.
4 Akir~ H.>ragu<ltj
Exercise 3
• Tell ~Il(Ief1IS to rwd t!vovcjl all the <,eruenc:es befono S M.lha_ Jain
(eac!inq lhe le" aga.n more carefully [0 decide whetllef
Communicative competence
the 'E1ltmcel are tfUe 01 fJk,e,
fh" ac!Mty will impr'(M' l.Iudenls' r~.ldif19 arod Wfitifl9
, !!1&!i!,f'1 skills.
F.I ..... Stephen doHn"t ~oow the cit~. f'H! drew a pictur. 01 il
from mMOOrY
2 F~lse. Steph..." w311n a heh(optc.,
J Tr....
4 FAlse. He r<,<it~ 100,000 d"Jitl of III In 16 hours.
I Mu.e praclice
Workbook 1'-' 90 211

S FJ lse. lie W~I World Memory <h~mpion elg hl lime<.

66 Unitl
 3
Aims Exercise 4
• lCJrn w(lj Jrld were!o tai" .1Dout the Pdll • Rt«ni.-.d >tlJd~nl< to 'ead dj! lhe option< b!'tOle they 'IJ r!
• IJII< "boUI the PJlt US"'<l wo, Jr>d were to compl~ l e tl.., Que",(),,,, hltoul¥jC them to <)iw 0\
much inbmat O<l i~ tr.:; r .In,W\'f\ ,'I'; lIry c.ln_
W"rm -up (2 minutes) .-mWj ~ ,!o'
• AS, sn."je1ll\ to think aoo."t hovv they were """ling 1 Wh<-n w.l' 2 \'I,'reyou 1 Wh"tw~t" 4 \\IhJl"'",
yt'<1e,day. lalt w..el<, Jnd llIt mo<lth, As , for odN, 000.", S Wherew",e
'petolre ...."'m ('-at hJppetli.od Jrod ,Isk 'tWenll to >ay S!udent>' own .n,W<'I',
whethellhey (elt hJpp)', I.)(J, exc itN. PlC.
• Encou' age ' tudem, to use t he adje<:ti",-'" f,om Me 28 it
lhey (In, lot example, nerVC;;5, iotleiy (l!' i<Kky,
• Expl.lin to the cia" t hat the~ are going to 1<'J1n how to
de,n ib!' eV"fm in the P<''',

he,c;se 1
",e cr; irMJ senlt'fl(t'<;n 'Qnl~'l to «'MM,t"
• f.xpld<n thJ lltu<h'111
dol'CiU(e (he 'ule~
Whe<l/l'lhJl i """"'re WJ' )'OUr t."
"",,, 11

• Ollce "lKk',m h""" wmplewd tl,., rule>. che<; k ,,,",,wetS

Whc", W<'I~ you "t"" ~~~ rod'
What IWI>et~ wa, )'00' Ilorrl<'wor' 1
by J<k"'9 $t~dent, to read tr.:m oot. WI)o,~ ~re you ," !e"n od"";n the mo rn ing'
• In J we~ k er cI"oo, erl>Ule Itudc,,,, ""de<\t.lrld ,hq, '..", Who """e your first teachers)
11 ((l!' the first a.-.d (h ird pe,son, J.-.d were;<; for the ,es!. In Wh"t wo, t he ~J th er like y",wwy 1
,I 'tr"n9~' cla ... ask stlJd~ml to fiOO mo re SCI'1 tcnee, Wooe w."
)'OUr fil" $(1'I00I'
",o~<J was, "",,{t, "",re Of we,.,,'r in the le,,_ Wh.,." w~, you, la" visit to the d""li'"
('MM,., Wh.., I What I WlIcr. wet'e yoo r Im e'Jm,'
1 were 2 w"n't l 11'., 4 w., Sludeot>' own ,I n >~'~

Rules Fini shEd?

• Met' fast finishers to the fini,I",,!., dCtMty. [nw ."",/",
'IIbWI ....' Them to think cl d fdmouS person tlx')' kf)()V; 3 Io! 0/
1 ""re 2 wo, n't l WJ' 4 WJ'
infor""""'" ,'bout \0 lh..l1lrry Cd" p'\'f);l re 'l"'-"tbrl, orxf
WE use ....'" for I, M, sh~, ,I "rid ,.,~e fa< In\W<'r<.
'lw, IIwy I lW' h<1PIY !hey_re h<1iJfJ'1, NO! 11 kJ '"l) • Studem, CJn the<! wo,k Wllh J rl(tl l>et' f~\t fin i<her to a<'
~';11 "00 a~'wr-r (he;, <lUil Q\J~"iom
In qlJe>tiorl fQ(m~ we put '''''', wete betore the \ulJje<:t:
\\Icve they /ate' NOT fI",
"t>t 101..'
Opti o n oitl oit(tivity: loitnguoitge
Won, book< da<ed , dictate these >enWrIC<'S to the ctJI>-
P.1USC 0' couqh to IndiGIte" (;JP,
,, _ _ in d helicoptet' fa< twenty m inul'"
2 lI i' p«:wres _ periOXt, t;K.Jt 11,.., _'P vPry &lJlled_
3 H" Fn<)li>t1 ~""m\ _ NSY " It~ ' th..1t
4 It J rl'<.ord,

'-!!bW",q A" ,wdent> to cQOl'rkte the sentl'f1(", lht~l (11e\.< ttwir

1 wJ<n't 2 wo. 1 we,,,,,'! 4 ",ere -' w.,n't/",., "n,_,) in the le,! on pJ9C 30,
('IPI'II.,t)
1 wo< 2 _,eo't J """e 4 w.,
Communicat;"e c"mp e t~nc e
lli, dCti\lity will help to develop ",mml'
cornn."mkJtk>rl ,kiU, !:tt help"') them to urder<taOO
.-mWl'm the w"! Ian<J u..><}e i, wtlCtu red
11'" the footl:>.lll world (up;n 20081 No. It WJSIl '!'
1 11"1 Mith.,, 1).><,""\ ,n
An'."k.n ,;n~N' y~" he w,,,- M or~ pra(tice
1 We,e DVDs popuLI! in tggOl No, 1Io'')IWNen't,
4 Wc,~ Rober! PJn in\.Ol1 J ro d Kr;,t"n SleWJIl in tl,. fw ili gh'
film" y~\ , th~y wMe
5 Wo< I " " Iooot in 200]' y~" I wo<, / No, I ",,,o't
I Wor\b •• ~ pogo 2,
Wn~ .. go I",", "foloncoond pr.,t i". W,r\b,o~ ?Jgo 18

Tests
 . ,

r~ ~?CABULARY AND LISTENING. Mitestones 4l

,I.can talk about important life events. •

Aims • Check a",wers by a,ki ng one or two pairs to ~'fctm their

-
• Leam adjechves u<ed to la lk aboul IrFe event,.
• li<le<> to "'-'Ia il<arolt events in Ihe lives 0/ farnou<;
• Li\ le<l for ~al mean i"') and l re<if.:;derails.
exchJng'" for the cla«
f
• In a stronger claso, alk >tt.dent, to thin k of more life
evenl, ood ask about these. They can use 3 dktior."y for
new vocdbulary for cXJ mp;" WOO! 0I]f' can (l<'OpIe vote.'

WMm-up (3 - 4 minutes) Optional activity: Vocabulary

• With b<x>ksdo~, a,k mrdent> to ""mea few famou, To pr.)(tise the vocabulary set in a lun way, ask st~l\ to
look JI Ihe lift" everttl <l9J in and choose Ihree thlng\ they

-
people arod write lheir ""<ne$ on the board
• A5~ ,tOOt.",!> what inform.:mon u>ey ~r'\()W aboutlhe
• Elic it ",me ideJI. lor e'Jmple he I she iHrrQ"i<.>d, he I
me hol/"'" chiJdlen, etc, Write vocabulary to <kl wilh life
""""ts on the board
• A\k \t~t\ wl"-'r OIher impc.-t~nl th ings c ~n happen \Cl
)'00 1 in your .Ie, and wrrte usefu l KXilbulary on the board.
Exerdse J S 1.34
• Student, ch-oow the corrl'Ct word, to complete the
phrase!. In 3 wuker class, er'ICourage them to 'lues, il
they are oot ,ure, or to campil re ideas with. partner.
• I'l3y the CD lor >lUd<!-n1S to check thei' anlwet's.
definitely want to <kl before they d,e tWf.'-r1ty, dnd thfee
th ir>g\lhey defin itely <kl not want to <kl. Ask them to
write thest' down, but n<lt Jllow anyone ehe to see,
P~t llLKfem, into pa'" 3nd as k them to now gUl'ss whkh
'"< th ing\ the" partner wrote down. Tej l them 10 ,m ire
Ihen ,mlwet', d<:wn.
Student, can r'\()W woO: in their pil i" and <;(>l1pil re toor
gu"""" with the" partner, own answers.
Ask )Om .. stLKfents to report b"d ()(I whJI toor part"'"
wantS M1d does not want to do, and whe t ~ ,hey
guessed th i. co"ect~.
Socl.1 and (i¥kwm~t .. n<u
Th is acwily wm help your students \0 work in a
cooperati...e manrler.

Optional activity: Listening

OiclaW mese senten<:es to the cia.) and dlk students to

,
oc'Cide whether the <enter<:'" are true or false

, Kilte MOl) left !oCnoo a1 eigh1C'en,

, Angelir", Jai;" won an Chear in 2000.

Bill Gate, "drted a company in 1973,

(!loWIUt ,• Tom Cruise went to lots of differ""t !oChooIs,

Se""", W.U-",m) Ilane<! playing I""nil when ,ne lell
~ romCruii~ ', Aogelin.
~i'. Knighl l~y
8 8e)'OrK';
C Br<ld Pr!!
I G Bill Gate<
JoI;" """"
f'1Jy the recording "9<lin, pausing to allow >ludem, to
check the" on"""",
D 5e rt"ndWi lli ~m< H ilateMo«
"!~i\'U.t1
Exercise 3 IS 1,}6 lope,nipt P"9~ 1$0
,,
1 Fal ... , She !ell al th. age ohi" ... n
• Tell )tudeml to read through the senterK'" c"reful~. l n Tl\Je.
a stronger class, If they can remember any inlormdtion Fal"', He started it in 1975
from rhe fust tome they lisrl'Oed, tl>ey Can comp;"le it r'\()W
Ensure swdenlS undefSland that they may need more
•, True,
Fal"". She >lJltro playing te nni) when 'he w~, fuu"
than ooe word
Communicative competenct
• P~ly the (0 "9<l in "nd a',k \1UOO-m to complete the
This JCtivily wi ll tleIp you r \tLKf(>nts to implCNe Ihei r
sentences.
Ii>tening skills.

,,, ""'~ ,
'·iI,"WjU'
~me~mod'" .job

a big nou.e ,• drive

m;", ied I More practi(e
Workbook pogo 16

• g,,wuate
• didn't go
Tests
Exercise 4 r........... ~ r. ;"1 BJnI: MlJr''\O!.I
• StLKfents di'>Cuss the que'tions ,md an.wefS in pairs
Eocour<>ge them to u><' rlrl! scntCrKe\ rn Ihm on,wer"

68 Unit}
Aims
• Le.... n The all'fmal ...... ""4l1~ anc1 QlI('\I'on (o"'l'Iof
Ihi' p.W \,mplt>
• W It.. pall <;mple 10 l.l!k dOOuI pa<.1 ,.,...n"
Warm-up (1-<1 minutes)
• Rl'fe-r studentl b¥\ 10 ~ Il'<lding I"" or> p.I<'jI' 30 and ExeJCise 5
,y,k them 10 fll'ld ....1"''''" 01 ,H "",,,!MO MId 1'IeQoI'' ' ' • Go throurj'l \hi> ;mtruc:tons .... :11 In,. <la". All< Iludenl~ 10
fo/mo; ohhi' 1'-'" ~ 'I<J <orr9<"I~ th<~ tJsk oIIld en'''M'''}!' l1>efY110 (()!1UtlOl' 10 do
• flirit _b 10"'" dnd wr t~ them or> I.... bo.Ird A ~ thi\ '" ~ requi.I' I.!ngwqP I..... ning S"dl~
,'~!' wll.tl do/fu<... " .. tho'Y "'>I~ ~ beI....eoen II~

~
,It ,,"', ..... MId .......W ..... lorm\.. Hk.,1 de~>, bul do not
"" ...
Exe«iS<.' 1
pI_.~'.n lhi\ \lJ<}e

• (lri<£ Ituc\M1t< 1\...... mpi..d .w>d (ompI~t;od 1~ t.rl>l<'

--
........,...., _ mMIOIil<"d
'l'(,t~ ~ited
"",I " .. ,le<!
r,ni'" - ronished
....
w.n_won
~

dr_ - d,l'W

chec k Jrwwt'<'; .,.,nh the tt.l$~

'''1>1'.1 <q>e.!led

'!MI'l"''
Rc'9uk.de'),n il'dfr>r.'d
1"''9ula r: 001 - b<>u9ht gel QC\, QC went.
herds ... 6
• To prepilre,.1I< \tuder'tts to ,eold the text I"'ough Q"'dly,
t>e<:0IIl<' beume .nd .,1:
Whal lW' [/>za/;oelh B.\:Kh<'t'l1 job! EIoc1l the Jnll'/Cf
(SI", 'N(l< <1 00c1,,",),
IAIfGUAG, NOT! 1~~ 1~1\1 1'"'1"" ," Ir rT\,ll iVl' fmms <lfe the
",m~ TOf all pt'I'<OI'l;; f it'.'I, If)(> Irl', 'M' Mr, elc " I@iUO'l
m,,", 5 di<ln·lw~nt
In the P'<1 ~mple '''''Jolti", foIm. WC use J,I"'I JOO the 1 didn't WO!k 6 9fad",!<.'<i
.,fin il;"'" fO'rT\ of!he ~b, rIOt the 1",,1 ... ",pIc 101", I bl'C~~
l d id o·tqo
W,1rdn'I~1d>ooI. NOT )(. do::!", h~ ,. )oo/.
• wdn!ed
In Quesl.:>n fotm\ Jid CO<T1('~ tx>for(> lhe lubj<'Ct .• rld """
u..e I .... infll1 itive form 0111>0> ve<b. ncx lhe P<l~tlll11pk! herdse 7
"m • Sruden" ....e,l ind;"'idually to foIm tho' Cl_licw",.
[),:I)'/J'J 1.11' «hoo/I NOT 1b j & d '
" "'. "
Did Ihqltt1l'l- ...hooI! NOI f»(J,h., It '. K.' .... "
[nrou''''1'' them to ""'~ notes.llx:ol.ll rho' <lIl~ to
t~ QU!"ltoor6 JS well using ~ II1torrruuon.
• Studen" <Ilk and an~1'/Cf in """"- Go rouoo oIIld r'Sten .a!
PTonulKiation: Put tense -ed tndings they "'PIJII,;og. p.JyIn<) ~1t".. I;oo to '''9 .... , .!tld "It'9ul;V

I w_,.,.~

, •...t.in9 ...' .. pog.1S7

Exert;se 2
~'"
t!1!J9... t1

• Studo!nIHomp",~ lhe """t'!'<...,

lOdivo::lwlly Ir'I J
wuk~ cia .. d ..... "', Q,-,,'>l>om • -t ~> ~ .... hoI!> (!.>sI
,-.co "IY. Fitlished~
• Ir'I d stronge< daIS. 00l" SI,,(lPI'II> "",,~ f", ~. a<k • Ao.*r faS! fini<h~ .. to In,. fitliltl('d' '" t""'1)'. lhey
Ih...", 10 lh,~' !1f d """" lCI'''''''e /00 N(h ~ IIw P<>" con"""" [he table they '''''ted ,n .......c,'>!' I, "*~""'J 10
simpk< /or",~ '" ,"'" boot. (0 "'ltIt')' """" tc<med 1hN.' tlw veil» .!bout moestones on pal)<' 32
ca",", I~

tI'fW! U'I
I pI.»'O'd 1 d>dn'l go 1 I~..,qtll
R""""
"adw!" - g,adu.!ed
.1 ~l <2 """'~ - nlO'V'Cd
do dId
Exercise 1
More practile
• Re" 'i,,J ,lw,'"" tu 'cJd "'I tlo" opt>O<\l ,·" , ,'Il~~ 1)('1,,,,,
11.. "1 "w{b 1"<''''
• 1<1 " wea ka. cl . .., 'cv' ", why qlll',t i,><1\ 1 ~,,,I ; ....... ,1
jn rofClWI()!1.1n"",,,. ,m" why ~"I'>tl')" ! "~lui'~1 J loon
I Woribooi p.g< 11
L.n9"'~ ' 1<><., ..1""'(0 ,od pro,I;«, Wo,kbook ""~. 11

.mW'.",

•I(mown"
l .. lb
 • In ~ _ ah, d ,.... wllte <lOW at IIle tOP the board. then
write an how ago below it Oraw a ~ joonOng tile two
ph,~ It.... ""tend thi5 down. Add four rTI()(l! Ir\iIkm
10 IIle e)u ~ ~ne. ard 6p1.lon 11131 itudcnlt need 10
complete !hem . .
• In a <lron!!e . d uo. .add ""Ira word, for sllJdentt 10 ~
.l:JU Weo:/nesdGIy. hldutn.;Jf1'fltl9. Q wtd: ago. ~ 00yl ogo. Q
monthogo.flt:.
.l/wm .•'
1 ~nhowago
! ."..,tetday morning
J on 5.ltutday

I
More practi<e
W<Irtt>ooIt: PI'Jf 11
lMI_1oan mtr_.Md ","'00. _boot ~ 71

" M 11,l;)
ChelSl'~ >goinj! Lfv<:rpool. tm:W!U1
Studenu' own .n'..... '"

Exercise6
• Refer ' t LJdenli b.)(1; 10 the didloglle In e><e<ci~ L
• T..u mdenls 10 CM""}e Ihe bhJe word! and ond..de tOO.
own ide<lS from """,d"" S
• Wl>1e ,tudent, are prKtis<ng th@~ d~ go around
the etasl moo,t<lfin9 for KC\lfOKY.
• A:J;: some <tudents to ~ theif dlJlocj~ fOf the daiS.
"'w ....•
l < l dJ. ' b
tJMMol,
Studfonts' own ""'--..
En,ciS<!' )
Optional activity: Speaking
• Point OUt to '>IuOPrl!stholllh4'<e.ve IW09'lp!. in e.xh
M~ <tudents to work In po>IfS ¥>d omagne ~ I, the i'rsl db)'
queslJO/\. ~......m ~ ~ COt\'«t po5IIion for
the w:>rd ago. and compietf !hP OIhef gap WIth (Of""t back at school after m..
"""met' hoIodJylo.
"*,,,,;,,"on lot lhe tWy Mk tt-. to prepare . ~ in which they a~ each
0Iher about thel, hoIid.Jyi.llemind them 10 U~ <lS "'¥lY
• Ched answers by a~ng studfnu to .e.ld OUt the
(om~~,. In ,) _ .... , d .... pttIYi<I! mort'
of tile ~ pIv<lSe5 a, poss<~.
UI~ following the rno:><IeI r:J the ~,S<! Monitor ~rd t..ip srudent, wttl~ they are ~ and
pr..:nsing tIleO' diaIogo.>elo.
• I\P:.I~ dolSS 10 aniwe'! t~ ~Ioon In t~ ~mUCIiOns.
Ask. """" pa'" to Il"ffotm theo. dialogU@'\ 10< I~ cia,s.
, "m!1 f)
1 1>1."')0 I (r ). ago 1 IIoor\ ago 4 W.;>go S ago Communiut,ve <ompet~nce. SCKi.l.nd civic
W~ pUI ago .llhe tnd of , lime eopr!'Ssioft (ompet ~ nce.

This K1Mty ,.;11 ht-Ip develop nvdents' speJ ki ng sIolls.

We am.lyS liS<! ago aftef a lime
~.",,,,,,,,,,, not before 11: 11 will ~I", ~p them inter...:t WIth <ltner s!udcnt~ In ~
coope.JI/Vt> ma.......,..
W<' a,,~ 'L4I)dayr ogo. ~1 ~\~ ~"" "'d»0' ''0rJq"
"" ... J'('Oft 01]0. we wem 10 [",nee ~T '\10 ,""cc ,co • III
Male prac(i (e

I
m:rlt<'OFi~,,,, ,
(ommuni<oti"": P.irworl T..do ... ~ Ph.to(oplJ~I. Rnou,,,,,
hercise 4 ""go !10
• St!ldcnn ()<de< tile Ill"" p/'H'0Ke5. i~lIIlfl9 With the rrIO:\t Tests
'e<:ffit ~ 'l~~ ,J...)f.j<.'.1 '.t

7. Un't J
 WRITING.A past event
!undescrlbunevenllnttllput. , ' : , !,,c. '<t'.:""
,. .'.'"
. ,"'""-'r'
""""' ,4_.:';";"\','},.,"~l..-_~"'{''''~
I),
....;~, '......... '. '.r"
, ~'
~i"

..... "
. . ,~,
'!.;
,...1'.' '. 2':~
"1 ;::'
,:.,., ....
_.
'
,·0
Aims Optional activity: Writing
• ,!udyJ~tcA
10 flfilCO'" Of ''''"''': me I OM'(S. d",!J'~ ~ 1H1!t">(.,.,.
• "p"rn ,,00<.1' "'" to 11,,· (IJ~' w lh boc,', ,h.. j P"" .... o/md ' ,' ~ loQUfId to
,roj;< .. t~ a 'J<IP.

Wilrm-up (3-4 minutei)

M < m.o:'Jenl, to complete tho'> 'RfII""'-'" ""rh tho.> (or./'( I
• W"I, booh ,10> t vd .~ It", ""'. .,.. .",'" )~,;,;y on !ht> tome ~""""­
'M.101ow.')'dQy~ _:"""'I'~_'_
".."d and .. ~ t "" "'""" ".orr.tIS it1!.-. ;,,,, /IGlJ!<J(I(h 1C</,·.ht'fond _ .....
le """"""""J ....,,/ :o//>t'"".,.,.,. _ _ -101 nv 1:tJ\ i><:Jm<..
• "',k "ut1..,,~ 10~""".""" rnemoo.>bk' o:lM M>rn t~ hKk "",...:'" .. 11h ihf. d.r<" by ~""''''1 irklivicL31
p.'l,t I!!JO'I'>!Ofrn odros ¥Id ,"<: It>em 00 thl> bo.ord.
... stud('ot, in I~m 10 romt' OV! and __ ~e i _It'1I(e on thP
Ixx"d_
'!:~j\j3. ,.

'"' ,h.ll
,\I:M Th""
I • "h."
.,""II~

Cornmun icalive comptten£e

l~ ; , iK\N;ty,.,i 1l ~pyou.'t~I' Impr(M' t ~I'
I '.W,'IO"" ",,,Hen commu """uon ,",11,
l ( l d J "~ S b

MOle p,aclke

I Wo.tboot pog<./9
L'"9">90 I.ull rtl. ... ' . ..... P'¥I~, Wo,kMoIo: pogo n

End-of-unit activities
"'·"ilt·a
, b l . l d 4{
Prog re" review

Exercise 1 'h: Pr(>:j''''' ,,-.;..w -<iry¥<! 10 'IV<: stlJ(jo'NI tl-o(' ~h.Jn(~

10""';'" Ih(, m"", \<OC.Ibullly .,nd 9!KfI'n,y pofl11\ kom the
• ~u<Ien\\ ,omt:*'(~ (t ... ""*-"<(>0,. In ~ -.k.. cLa" ,..,1
tl-.em 10 dO ! .... '" pol"'- I.. " ".ong.. class, a,k U~"'!I
UnoI. ~ _ a,
'>()I'r'Ie oi tho'> n,y phr....:,- 'll"",n<lt-\ ,u.o_,,,,,
'0_ ,.. pKtl_·~rn:e ",lull ,n 11 n'.I~~'. ,1"""10 ""tl> a record of. what mey haw _nt.
~rld .t dho ~ you
.00 m.,m TO ;oem:fy dr.,aHhdl n~ ~ wor<
wr ' P rh!- ~te dlfum.a!OVf' 01 OP4J1M.' lot'fI!ence for
• Bet...." "uoent, do the ~,fN__ 10'11 ,hem 10 look
""'~ back 01 tI'e <ruin vocolbulary Joo gI.11TVT1ol' lol'(lonS oilho'>
".M !H) UP I '0 .~ them ot what tho>y ruv.. ,t",J..:l
1 .. •.... S
I .",.",,-, • ~udcm, ,""" do m., ~, "' •• 'N_
J 11" ""_e • lhKl< ""' ...... , WIth the d .. " drd J'>k \,~de<'" to
I ~_ff\'l {om~eme p!'I'lOOiIl .......... 'on Thtyc.hooletilp
,yr"bol "hie!> reflect, how they 1eI.'I,tboo..: tl"';,
h.m:;se 4 p<"for",.. r>ee ;" Ihi' u'"t
• RI:>>dtl>"I.l<l wl!>thecLN. ..
• Stutrn1< monk ~rld plan lr.e.r p.Ir"'l'.1opIu ind~lfy, In ~
_aker cl..>, "'"'n i,>::IlviduJi ItuOMlllO tK.'Co<ie wh.n ..
c....." I th\'1 <ll'e QOlI", 10 ",rot., .boI.o,
In ~ Slronge, duo
Jjlow student\ (0 u\(' a d iffe'e~t m('fflOIJI:>e 1!YeI1: to .... t ,
Tl1"", nr1 , I'p li<t I1 t~fI" IllOIT\elhln~ p.l ,IICylJ/ tI,"Y "'Jr1I
tolkK,j be, I' I1
• '>IU{!e<1t\ write t~r pJ ra9',]pl1" Th iS C.l" tX' ""t for .,.,"''''''~''~ 1:",1'\'.
-~,
• I" '.!OJdo.'Ilt~ to 'h~, k 111,;, work, Jrld (nKk th<!y hdVi:'
IJ'.-d P.llt ~mpl~ loon'!. IInk,"'J "",,(1\ dM aqc. corre<.tly,

Uflit J 11
 Vocabulary Communication
Exerci~ 1

,
--
'miM'"
, ..,
•• ,..,
rwughl)'
_w.
,m-rm,f"

...
l 1I wAS

.,""'"
) Whataboul

,
•• .""
~. i ilwas
1 wt...ndid

..--
Exerci~ 2
• a~~' "90

,, ...
"'",!a,1)
Listening

·, ..
, g,Jduate
Exercise 7 S 138 TaP"Wip1~ ISO
'IIWm ....
, 9ldndfa~

, "000

Language focus
",.,
• (ompany
Exerci~e 3 •• Aunt

omm,jO" , """"
~r~ndm othc'

."
,, ." •'"
,•
_.
\\Ia..,'1 Optional activity: Consolidation
, Rele< m.dent' back to P"9" 32

• ."
-
\\I ..n'(

•, -',
fa" 1"ocItY>ewo<" onk St~t. to look onlitle and nnd
inf",""tOO about anod>er f.vnous perwn, Ask them to
download a phoro of trot perwn when they we<!' VOVIlQ,
and W'fite a few >ente<w::~ olbout the (~I(>t)<,ty. '" ""9 OUI
tiK- pet<OfI', "''''''
Exercise 4
Rem,nd Students th.Jt t~ l.houId use t~ p.I<t s.mpoe to
0:0':14,;:.. Lllk <>bout the P""OfI~ ~ in 1h@P<lSI_
, didn't INIn, pmf<! In the next Ies~ Sl~ts C.ltl ~ lMot POClUf@'<and
1 met.griduated ",ad the" >entenu'S to the~s. ¥Id O!her students c""
) IMd,didnllike try 10'1""" who the famoo~ people ~"'_
OigiUol ~ompet<tnc .. Convnunkali". (om",,!.na
This ar::IMry will ~pose)'JUI Sludo!ntS to I 'J"9I! cA
resour<;"" and ~ of WI~"9-1t will also ~p 10
1 Did you 90 impnM' their W'fimg ".,illi,
J did you rrH!eI
4 d"hhtWy
! Why did tho:y tu ...
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u
• •
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• • m • •

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- '" =- '" 1 $Ij
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• 4 VOCABULARY. Prepositions: movement
r can make~nd ~pond to luggpstions.

Start thinking
Read tt>e ~!ions....,1Il the cLass.md ~tt ""~....... ~ Hom
Dare! rId",idUJI studenl<. ElI(ouraqe stvde<IlS !O qu<'Ss I""
JrnWl'lS tt-..y do no{ 3Iready !:now. ~nd u* It"",
~oons
la ~ta!T a eLm disc",,,,,,," Alt"""'!I~. .sk \Iudenl~ la find
~ inlormaDOJ'O onl,,,,, beIoIt> ~ ~s. or dUIII'II tho> dm ~

Unit summar"y'-_______ you h.M' ",cess !O I""

int"'ne!.
fJ:wM,f)
Communication 1 A dorflIeyi! is ~ perwn who!Mks r>\.U, or pMorms
,~ d.ingerou ••tunl'-
n"o.)<l' aM ,<'!.:)()nd 10 ~liOn$. 1 It is the IlI05l pownfu! w.tl'rbll,n North ~.
,N<! .01:>00, rhe h.story 01. famous pi,Ke. l ~!s·own .ns~

'-Iy wh.lt .... J\lI.'lppe..M·lCj IM mominq. Aims

IJlk About pi,KPS "'1~ world. • l-"<lm verboi ¥od ~('p09I>O<\lO 01 """"-'ffil'flt
"""-.... r a $tory.obour J v.o<k:! tr'p. • 00 ~ quIZ about daredevils.
lJlk Jboot ~"9l'XPl'f1""1Cl?i.
"";IP about a fescue Warm-up (2-3 minutes)
• Wiill books Oose(!, wr'le lhe """d\ ~re and darl'deW on
VO(abutary lheb<:><lrd.
Core \oOC~bu i<l 'y' • Elicit the meorll"9 01 rklre {~brDVr er>J'Jgn rolk!
Prepositions: mo~ment : climb 00wt\ , IImo up. cyck >OmeIhir>J da~oo'J.
' /lrw<jh foil oIf.jump In(ajumpOUI of. iul>'p <:M:f. lun • Ask student> to name wme iIC;IMtle-s !hJ! ar.. dange<oUS.
arool>i.1. run tnro, ,,,,m Q(lOIt W()lk urlQ/'1 then "'" Iluden(. ithe)' woukJ dare to do t~ th'''9~
G<.og,.pniu l features: deserr. 10#1. Iorr>r. lake mounram~ • f lOcit or ..,pain the meaning 01 rJaff'/kVt/ AI~ If arryor'lf'
"'~ fJO/<'.IM!f. IlI'J, w'li<>y think<. hellhe" d da(..o..'VII.
Build)'OU, IIOCabu l.ry: D.:l<~1s

Language focus
PaS{ <onti!'lO,>:)U~ affi'lI'IiIl~ and ~T"'"
f'W contl/'lUO;.l\; q~s
Pa", ~e ¥O:I p.m ronn"~
when...hJt..as~as

_.
English Plus Opllons
,w·waf)
1 up 1 down J iruo • Km<. S through
Exl'~ 1i<11"1'1O-ig and speaking: DftcToons (pq ~1)
' around 7 ""'" • undet ' off
Cwo:ulum ern~ .... ,"'.tI 'I<:.oen(e ~oeaIlorm.mons

(!,lilYI("'. Adventure \POIts ... """" Z('.)l.md (~ IOn

Voo:~ •• ry ~: Pr~JOIIS. rT'O\Iement
Geogrophk;>! fI:",u~ (p.tqe 115)

Key competences - --
Soci.lI and cMc compet@I'IC~ Dar~s QUit (p.>C)l' 39)
,)lwm·f1
1 off

' "''''''
1 ~round

1 """"
l •• :r"" 4 down S ~Iong

Exercise 3 S 1.02

-'"
Cutl u,;,I ilWillenl')S ¥-.:I expres\.iOll D.l~ 01 Niagara
• 5t~l<dotr.equilin(ld'"
Lc."...,in9 10 ~"m; IJl,Ir") the rU~1 boxes (p.);e..;..'.";..__.II • Wh ile med,,"'J dn,,,,,,,,,
to the quOz. encoo'''9C <1vd<.'fltS
to expLlin how they m.:>do:> (he<1 <hor<;es.ln ~ weak • •
cl.... prompt lherrtJ,lOOhbmfil"MHar~". 5.000
'C iI rot> oor
,tlff1H ;1
1 . 2 c Jb4~! c ' b 1 c

N ....
 4
£)Ie rcise 4 Fini~hed?

• No: rt'(~~ stW..",!> b..I\~ ro I'tIo! po< 'u~ ,0 < 'dCI\.<· 1 • 1'~~·t f..tfinishe<S IC· J>rJ.' d<ri,,') n(ou~;,
.,,", them to .\->" ' ". Ih<>m "'Q ~ w.n + pr, f>O'., 1()<, th.mw;n'"",otpJ.><;' 11 :-..;,!-ot'·'""",Jwr-,,:,I11,
, Ynbln.mon (ram me "~. _wod o,lo a v.....:.ty 01 a<-le. ,I, e<' -m lu. l.. I<l<WY
lhE-y i'l<'t'd h£'ipv.,th """", VOG\b<.",,)'

•
• r... •
9 ~
Optional activity: Vocabulary
Te P''- ,i'<' Ill<> '>'OGIb!A.Jry.'~ 'I....r.o ," h. •. • l' Ih
ldl~Ulhl>mlhE-ytvwlr. .... rn ) II}
Exercise S """"",be< ~S much 'nform.n"" "II~"-"f'
• ',pI.. )11 111 ... ",t .,,,t.. WI .,on>bo"",oonol A,. 'ludPoI~ 10 (fo<,eo lhet, 1:>or:N<" I""" ,.. ~t .",11""'"
:"-"P""loOm. A·.I '''J'~ "" I" ""...1 lho1 WIll',,,, ~'''''''" Iy '1 .......1.,"" A,. "udo;-nlS 10 woil< in polo" J'><.I I .,,~. l~e'"
...-.J, hc)(ro,<> the b.-\1 '"!'flU''' '0 ,o",piMP rhPm.
Of' You could ~ J lim1- limit on 11'1;'; 'H'~ '" w<'Il SO r~d'
", •. <t...-.d ,lw' a(l"'~y, .J\~ ,,,,,j""l< 10 ," • !too. J)/'.'J)W"OTIlo 11>toy I\..lW to wor ' J<}iI'n'l dll' do< k.
.nj _bo; in (t'. ~, ' omt~"",oc<", J>XI ", .. ,' tlI'''' 1 Wh.ll doe> " ji""WJI~."" 00'
..... "...-.;"" Ill. wuke. cia .. ,w,It"'" m)~ r'l'f'(j 10 "'''le 1 Howhot .... l1'1eCWf..'
,r...,.,. 'kMn 11)" . t,on\le< ( Iu s, "''I<:oll'q 'tc>d~nt\ 10 J IMw did D_ Kun,l 00 1
l"~ y<>u ,*""",~ . lj)()nl ....... X" Y
4 Wh.ll ~ bdse IUn,p"")'
• ( 11", . "'''",",'fl ay J""~l " ,d,,,id,, ,I 'luOo>,,1< 10 ,~oJ Oul
5 wt." d id MJrt,n c,tre>l 00'
,r..;, "-"'lc'fX~'
6 Howr"'w~shi\"",rrleY'
f !ml"·f'l 7 1'/1,'1 do d<j""" In lh,' P.,i, DJ,,,, " ,lI y " "
8 Whe.e ... Ihe 5d1'.~" p..""r1r
Exercise 6 9 ""hot do "\1nl motore< lim rh)'
• l!eold rh'''''''I!' the "'\I p!w.,,", fn' m""'~j JM "',ponrl "Q 10 I'll", ... \!,.. rf'(ooj dhuncel
!(, ~(IOO), u~n lhal rhfo wq<)I">:.or1< ~~ QI""" W I,,<!\i,!j tl l"WWl
.t>:;l\.<e, w.t/>. ~t~ ""~ uI ,,,,po"~ (1-4) ~"d"'<J on 1 ' ""'tv.' M({Od"
.vhcThet tho' <,pI'~lI'r l~'''o\lo 'r I ~ <:JOOd 01 b.><J Kk'd 1 ;00
• ~. f wh.ll ""vd 'h'v' .. ~ V\O' lo..-.o-k " n r~ """""1
.. u,., 1 I. ,,,,j, !u....,rn.-,e .. ,·, ""'p:>
"""'I'
.
mple\t" lhe ~"1""'~ with,.., ,;< ,'10
1->'' ' ' .
t: ..jj1U) •
t
, ,
,,,,·d 10 n."oo
w,..,.<AJ,)"t>.
'1' ·.,oon
1'JnIV>;/l .... :.>n~
v.I\It ~ ,n(\u<lO" h....'~ 1~
• I" Al.UoL
, Jumo <:N<!< tift!
'0 "-"
'" "" I
• ' ...... Jr>d I' k' "'~ .I'O!' 4",""" ~ j 11,0 " ,\,.10; pailS 01 Sl"""n" 10 ~ I"'~ .",'"," h
,~~pn,,,,· .. ,,' oul I /I>~VJ>. /....:)[ " ' ",,, dflO!he< p..l" ~,."" tt-... ,n.. , '~

.",,"
,o>f' ""'d"~ 1<1 ",. VIP (\" "'" U-.e d!>'1) 10 ~~m lr.'
'''''''' in Iht' qu<t on p.></<' } ,_ .~" II
""...,j """ poim for """h co"",-I ... " ""
;' ,;"

'·'''loIIM': t<'f' "'" '/0 "",,""'"'" NOI ( • "' 'I , n-..- winner is fhe pJ<' ...,Ih I,.,.. m.;r,1 po... \I~
(omm"nica\;Y~ compelenu, Soc.. t ~ nd ( ivic
Exerd~ 7 wmpel"'C ~ '

• ~tW"f", pur wh." I~ h.:ow 11>""'1 .r1O prO(,<:" Hli, aa,vlly will help)'OU, ~lXk"l' It, Imp'""" 11, i,
by com l~'~""J .he ~ "f ph,,).. ~ w l,h lho' ",~bl drx! 'c;d""1 llil"- It ",11 "'''' heip lhPm to work It, J
pr"P<>l,hO"~ (oope<~l"'" mJnot"<,

• It)" weak~f <lau, ~I~ ',1",1'" 1\ I() ""'l~ 'hi" 1Cf'1~r>Cel

I>«()O'~ tr..-y 'fl"~k
In d It . onger clan , ~IIO'W 1h<~n to
imr'ovi"'d\ In.oy 10'
t l$f/I..., Tests
_n ·:own.
Alms
• l'If-01d aixlul Noag,Jra F~I'>.
• ReJd lot gencroll me.l1WlCj ~11d ~PII'C"- iNormalo:x'1
• I~kdboot people whooo~ t!longs.

W.. rm-up (2 m in ulei)

• With books ~ Wf,te Mcqoro fQ/II on ~ oo..d and ""ma ;,
o>l.k !oIuc:lMts w~t !hey know oIbout It 5tudftm'-..~
• EIidt ~, Itw>n onk ~ Oa~ things ~ do at
NW9'Ird F.lIIs. Bor;rl srudents' ~s. bu! 00 nor: ar;a!1l{ or
reject al"!)l dl this SI.)ge

Background
N~ra Falls ilfe on rile bordef btrween ~ and lhe
USA. Al1hovgh !hey ~e not ~Ilcularl)' hlgtl, lhey art'
e>Cte(l(oonaily WIde, E~ from the faDs Is (ION uled in ~
hyd'~lnc powe< plant

"MM,F'
1 H~ walk.-d ",,0« th~ ra il , ~'9h' lime1.
I Hecooked e<Jgs.
) HHlimboed down " ,ope.
4 Sn~w'-"'I ~lher.II' ln.b.I"toI.
5 forty m,nu,"'>.

Communiull .... competence

Thl; activrty will ~)'OU' Slr..rde<>ts 10 impro.oe their
~WIb..

Optional activity: Vocabulary

Oi<:ta\(' I~ ~nnrons 10 !he diI"...->d ask sludents 10
t!iwn p. find words 11 ~ r,.,,1 w-th \h(oW meolilllgs.
IOIBIE4. I liked by d 101 d people-

Exercise ] 2 .1.1«]1' ~ d peoI*

3 aplJo:;ebelW<"rflTW;)Count· .....
• Ask "udenll \0 fNd The lext agaOl .nd decidt whethM
the ...mPf'lCft iI<C Irue or false. They torrect the fal~ 001">. 4 notallowed
S themmr Ih.ll iIo possrblfo

'!MM'
1 popubr I aowd ) bor~ 4 proltrblled
5 "... .. "",m

u,am;ng to I...,n
This 3CtivIty woII help your students to d!M-Iop theof
stv<!y sk~1s.

Mort practice
WorIrboM ","!If)6

'
",.W
I
.. L'
l>e<oes. he<~ I d.;orin<J I daredevi l,
4 ,rum, 5 SPKIiKY~
 Aims h e'( ;'''' 4
• 'Nm th.> dtt""",!~ J,"J ! ~(, ... 10<"", <:J !I'oo' IJo.r<.! • '>Nd",m p<Xt....., Y'>''''l the "'-'W I..... ~ 10 wr I~ about
, O~!""JO"i' ~"'-w, 1""( _<' h.Jppo.Yl""l , .... ,'rlIl)r ., Iht·W'''''''' t",,~

• P,..:-""'UI .... ·'· ",'nr" , '<'(1,11 • Po;nt ()(Jt th.1IThey wn "'" Nh." Ih!>.;~ rmJ"""
or
• (k<> 'ne p.t>! , 0111 noou, WI~ ~booJ( ~,' ~"'t ""9"1""" tonm oiTht> W'fb to mJ"" ,r". ....,,~'" I'IK' 10'

w.um-up f2 mi nut~)
• '....'!h txx,l.< c >'>O!d. .... "1(' 00 !I\(> OW'<i: 11d0l'f mvtlM<'
""'"
, My" -OO\wen' .... ""·'pi.oy.ogIL t",.H.,t~ • .m .
.. , ... , ""'<)'<""9 ,/1,,1tJ<)h ,lit tor.-.l Or ...... J Iooy hnP on 2 1 w., I Wd",l ,,;rung In , CM .n 8.: Sun.
It<P bo.Irrl. .... ,1> In .~tQW In Iht' mddlc 01 I1 A,. "udeo'I" 3 ,'1~ ..~ "'"",0"1 ,,,,.,",,"1 to the t..m.t '''I •."".
!o K-I ...,.., wt- <h IWl <lI tho' 'I('(l1('IXl' (In tlO!' If'PIl~{<'d ~ ~Ay fio<>nch.....:lr ...... e/.......,.." '"'*""I ,'!8~S ...
t'I' ,~". inog ,...... ",«),"hno,) ...."""'K h PJlT by ,t.- s 1WA, • w~",., 'IH:lirVI.1I S ....'"
It,. ,.. t', .. ,
~ I,,,,,,,. "",,,,t, .119"'_'

I ""',"'.f)
'.'I.H'dnding 3 ... r r,· w,ll(h ing 11
- • '" ,.trY''''} 4 ''''''''~ 'I e,p« "'''1

Ru le

Stud .... ts· own ""w....,.

I--"
Ptort unc;a,ion: Weakfonm
"W'!J"4''''' In ,"" PJ I ~"""""""'" JI'""",,1Vt' we
_"""torllt sr.,/,!bo.,_ 'u',o<J1 t'Y1,"'Y""'" 1_"""", noU<> _ ' it
~("'. >q. WI h,. "" "'" q
,,.... ""l''''''' f(Jt~
,.... ,'" ""'>lI~ I ... ....,~ I",W,) Finished?
"'>q.Jo(lll,j, j •• l' 5.J • p..t;>, fan finisMn 'o!twofi f\o>1' 'mlv.
Ne . - thfo Pd" cO'" nuou~ '''''t'.... Pd'; "",,plo<. for ..' • <,t~t< GIll wr,(, u..,;, ,I"""" ,hen amp''''' '~I'<Tl ,(h ..
.KT"", 11 ptIXj~, m tl"o> PJ'~""''''''' "",iIwq(l(lO'[, rht< anOdl(,' f~ f,,,;.;ht'<
'If.. wt;-.. ,ht<I.oN!· ,,' dEi,." ,, ',, 'le' • Att"""'t~. I""Y ("'" ,~ad th<.. ,tOl'"-,, '" tilt:' ,~">, 01
t ... " wh.." ,.,......."'" "", i,,, -.ht<1•. ,,><1 ""'10",,,,.)1>
Ex..,.< i ,~ 2 d<'<id<> ...hid> ....", the tw,: "u~1

• Rrlfo< Wo- "OP-l<Il' , ,tl'l(>)!,.(lf'ru,8c:d.lOtuldmc Mort practiu

l' 'Iinq ru~ which .,..,U hr<p,hem .,..hle!two "/form\.
IJ;Wm·f)
"l j ru' , I _,...3J
~ f....

Tesl~
"Itn,,',.""" pr..u.-. \'I<rIoboolr P'¥"
• '"''' nq
Exe rcise 3
• lo%. ,,' 11"0> pI'Oto ",,<I ,,,,,d I~ "Ir,. of ,ho' '1'>11. A'>Ic rt
.. ~ GIn g",-'" "IIJI ,I " .,bo;..t ~ml ",1"'1 lhe ~ "\,j"
(104f1(j. EIN;:~ Of c'pio"\ ll\J1 AI.!", Robo>rt .. I" nb, "'-"Y t,ill
bu<ld""I> wi!i\()\lt ~" ~!y f'<lYiplrwmr,

'm;WM)
'.," '..
It'' ,.
\Q
,,• 'd,

:'''11]
 I
Aim~ • While student, " re ' ' 'wog
eKh OIlier. I'YJrk .wOund lhe
• u.~m words tor geog,all/'lo:.:~1 fe.l1""~ 'CX>'l\ m:JrlItOf''''l lOt ac;uJf<>ey.
• l~"" 10 HonverlOllion about a dangtfous jou"~ • Ask some S~15 10 read
,~,
tne-.-
cluc$ out tor"'I' 0»55 to
• li:Ilen lot general mN""""J alld speO(oc details.
~ Wnlt about pl.Jce1 "")OJ( COl.W1uy.
Wilrm-up (2 minutes)
• With books clOSfd.~)j< Sludenllo t ~ are liII'j f.......,..~
1m1i'lj,t,
Stud.-nu·.-n ....-..

Optional activity: Vocabulary

n'IOUnta,,·"G, lakts Of ",""s In ~, counHy.
Exercl$f I S 2.04
• 51udenls tiled the meoll'l<l'l9 c:J the wor<h ... the boo: d
nf!'C~ry. It>en ~ them 10 complete the pl.\(e ~
• PLl)I the CD lot ~ludPn!l 10 thf<k I~' ~rn.......,.
• Model and dr I lilt I)tQrMJnc'dl>Ol'l of . 11)' words 1h.J13Ol'
r.ew to students.
I
You can romd ~ S by playinq TWl'f"Ity ~S
with The dMs.1O po-actJI.I> the ¥OC.tIbuIary fA 9«'9'ilI)hoC,)I
I&!tUf~
To demcrnwate !hi> .... rN!. tl'M II\JdeonU th<lt you a'e
: thinking ~boul J famous9"Q9fapt-.;c.l' ~~ture ~e
I in I~ world. Ask Iludents 10 a\.k you ~ I NoQUl'Sf-'OflS to
for>:l. QUI wholl " ,.. tor e<am~.IlJr Q ,,~11J ~ <) mour>/()J(I'

,,I1I0m,;, ,
I Is ,rrn{"ropd
StIldl'nIS Co>n then laj(e Mns to th.,k d a g«>grapllic.ll
.

...
",.
,• ...,MOIJ n'jins •• ""'"
Fall~
S..
iN lure. which th<! cl.:t\ , n "" to gUHS.
Communluolive comp*lfnu, Sod.1and dvlc

" 0,,,. compcetence •

• R" •• This activity will help st~ts ~ I~ r IIst~l"'l

...-.d Spe.l~m9 skills. It will ~ 150 help them to wo,k In a
Exercise 2 coope rJtiveman~.

• Do lhe firs! se<1ten(e WIth the dasus ~n example

• StlJdems wo<k in P<l irs 10 complelt lilt ~Ien(es. In a
weakf!1' , "'ss. )'OfJ cou ld otfef support by gi"'"9 troe fust Optional activity: Listening
lene< of the answer eiKh t'me. In 6 ft rongf!1' clan. I [);elate these ""'ten:::es 10 the claIr
~ a'e any QUl'itlons I~ do not know. ~Iff them le>
t The '1,15' ~tUfe ' ''tried In Go-eerlland
r~e ...... tt'fi.JI Of lhe lnte<net to !\od OUIthe ans","",s.
2 Em,1y ~I through thl' oce.
lJ;bW." 3 The lempe<alUfe w.lS some"""" Wde9'~ on t~
<AA
4 The gifts cycled to Quola.
Ask students to 1M'>fk in P<I~I Jnd Try 10 detidt loom
ExeKi~ 3 S
2.05 T~riJK ~ t SO memory if !he "",,,.,,,,, a.e lrue Ot I• . Play The
• fxplaon to lIudents NI they ate goong to illen 10 a ~ooi''''l again. ~ 10 '*-SludenlS 1(1 check Ihe"
~"on bet""""" lWO 'l"ts about. d.!""9 advemu,,"- ~-,

• TfII students 10 fI.'oId "" tilt opIOOflS bcbe they listen. ,,,,,,' u .,
, "..wu;. 1 TIUt'.
, 1 f.I.... l...I ~ fell th""'9h the OCt.
1 F."". I1 w.lS 'OfTretomes 40 degfees.
• F...... ~ _licK! ~nd d il'nbo-d the Anf:Ies.
CommunlatIY, competanq
This activity wit ~lp)'OOl studentS deveIop~,
lilleoi"'l sl<iIts.

..,.,,1 .., Mort practice

1 ( l b l b 4 c S a I Workbook p;o",l4

Exl' .ci$f 5 Tests

f .... <fi' M .. r. To--.! ~ MuI!KlM
• $tuck.onts WI;te clLIe'S aborJt <]eO<)rJph". 1ICJtures.
Encou rage stlJ(l(onts t(l dc-sc"oo Il\<! m aco."ateiy bU I nol
to re-.-e.ll the" Identity. SO t""t tN-,r P<lrtner has to g\less

71 UIIiU
 , i

Aims Exercise 4
• Learn the questi on form s of the past continuous. • Read through the examples wi th the class. Elicit which are
• Write quesTions using the past continuous. in the past simple and which are in the past continuous.
• Learn the rules for using the past simple and past • Ask students to complete the rules in pairs, then check
continuous. answers by askin g ind ividual students to read them out.
• Practise using the past simple and past continuous.
Rules
Warm-up (2-3 minutes)
• Refer srudents back to exercise 4 on page 42. past conti nuous 1 past simple
• Focus on the verb forms and elicit that some use the past 2 past simple 4 past continuous
continuous form. Tell students they are going to practise
LANGUAGE NOTE We can put either the short act ion or the
form ing questions in the past continuous.
longer action fi rst in a sen tence, wi th the same meaning:
Exercise 1 They were skiing across the Arctic when she fell.
• Remind students to read through all the options before She fell while they were skiing across the Arctic.
they sta rt to match the questions and answers. We usually use when before the short action and while
before the longer action:
l e 2flc4bSd6a He fell while he was climbing. NOT ,','e (eH "heM he ""s
climbiflg.
Rules I He was CI'Im b'mg w hen he 'le I1. NOT" I' b'1119' ~~il"e
I n: .~aJ (ldn 1'1 fle
1

, !eH.
was / were
Exercise 5
LANGUAGE NOTE In past continuous questions we use
• Students complete the sentences with the correct forms
i was I were, not did: Were you watching TV? NOT Didye"
of the verbs. In a weaker class, students can do thiS in
· vvtltehifl§ TV?
pairs. In a stronger class. do this orally as a clas s activity.
I POint out tha t was I were comes before the subject: Were
I they sleeping' NOT They "ele sleeping' 1 w as swimming, saw 4 wasn't wea ring, fell off
2 met, were walking S weren 't sleepin g, phoned
Exercise 2
3 had, was skiing
• Studen ts complete the questions using the past
continuous, then write answers based on the informa ti on Exercise 6
provided in the recording in the previous lesson. • Students put what they have learnt to use by describing a
world trip. Read through the task and encourage them to
1 Were, skiing; Yes, they we re. make notes about their ideas.
2 Was, swimming; No, she wasn't. • Tell t hem to use as many of the verbs in the box as they
1 were, cycling; They were cycling across the Un ited States and can, and to ensure they use both the past Simple and the
into Centra! AmericJ. past continuous. In a weaker class, prepare by writing on
4 were, sailing; They were sailing to Ecuador. the board which verbs are more likely to be in each tense.
5 was wai ting; Their families were waiting for them. • Go round and listen as students are talking and check
they are using the tenses correctly.
Exercise 3
• Students write the questions and answers individually,
Students' own answers.
then ask and answer giving true information wi th a
partner.
Finished?
• Refer fast finishers to the Finished' activity.
1 What were you doing at 6.30 yesterday evening? • Students revise the question form by writing the interview
2 Were you and your family having breakfast at 7.30 a.m.' questions. Tell th em to use a mixture of Wh- and Yes I No
3 What were your parents doing at 8.30 a.m. yesterday? questions.
4 Were you walking to school at 8 o'clock'
More practice !
I
S Where were you sitting at 9.30 yes terday morn ing ?
6 Who was sitting next to you in you r English lesson last week' Workbook page 3S d
Students' own answers. language focus reference and practice, Workbook page 80 III
Tests

Unit4 79
 Aims
• listen to a co nversation about an interesting event.
• Learn key phrases for expressing interest.
• Practise expressing interest.
Warm-up (2-3 minutes)
• Ask students to tell you something interesting that they
did last summe r.
• Respond with interest, for example, by saying Really'or
You're kidding l Ask the class what you are doing and elicit
that you are showing you are interested.
Exercise 1
• Look at the photo and ask students for their ideas
"'WWA@*'
They are looking at a photo of a skateboarder doing tricks.
Students' own answers.
Exercise 2 ~ 2.06
• For this activity, the aim is for studen ts to just listen before
they read the dialogue. Ask them to cover it wit h a piece
of paper or a book. They can still look at the photo.
• Tell them to listen carefully to the speakers' intonation.
No, he didn't.
Exercise 3 ~ 2.07
• Keep the dialogue covered, and ask students to read
through the key phrases and try to complete them from
memory.
• Play the CD and tell students to check their answers. Ask
students how intonation is used to express surprise.
• Students practise the key phrases, using the correct
intonation. In a stronger class, tell individua l students
something for them to react to, for example, I won a prize.
Did you run the marathon last year' You worked very well.
1 amazing 2 kidding 3 Well 4 very kind
We stress words to show interest.
Exercise 4
• Go through the ideas in the box and check understanding.
• Students prepare their ideas individually, then work
in pairs to tell their partner some amazing things and
express interest. In a weaker class, students can make
notes before they speak.
• Monitor while students are working, and encourage them
to use the correct stress and intonation .
Students' ow n answers.
80 Unit 4
Exercise 5
• To prepare for the exercise, look at the photo with the
class and ask students to describe what is happening.
l a 2 f 3 c 4eSd6b
leah Did you take this photo, Shaun'
Sha"" Yes, do you like it'
leah Yeah. But what was happening'
Sha"" This diver was jumping from a ten-metre diving board.
leah Oh! That's amazing' Where did you take it'
Sha"" I was in Barcelona with my dad. We were visiting sites
from the 1992 Olympics.
leah Really? What were they doing at the pool?
Sha"" There was an international diving competition.
leah Did you try it)
Sha"" You're kidding'l don't like the water.
leah Well, it's a great photo. Well done'
Sha"n That's very kind of you.
Exercise 6
• Students work in pairs to change the phrases in the
dialogue with their own ideas. Encourage them to stay on
the topic of daring feats or sporting stunts.
• Students practise their new dialogues.
• Walk around the room, encouraging students to use the
correct stress and intonation.
• Ask some students to perform their dialogues for the class.
Students' own answers.
I Optional activity: Speaking
Ask students to work in pairs and write their own
dialogue, imagining they are looking at photos and
describing events together. They can include more
information than in exercise 5 above, and it does not need
to follow the model as closely as exercise 6.
Monitor and help while students are preparing their
dialogues.
When students are ready, they can practise their dialogues
in pairs. Tell them that they should try to practise their
dialogues without reading from their scripts, if possible.
Ask some pairs to perform their dialogues for the class.
Communicative competence, Social and civic
competences
This activity will help students use language
conventions appropriate to the situation. It will also
help them to work in a cooperative manner.
More practice
I
Communication: Pairwork, Teacher's Photo(opiable Resources
page 211
Tests
Speaking 10514, Tesl Bank MJltiROM
 Aims
Optional activity: Writing
a ~r~jdy a model text abouT: a rt:::5cur:.
To pr;;lctise when, while and as soon ,J~, ask studE'n ts to
wn;:e one sentence USing each, Put stijcen ts into pairs
• V/fi:e an account of a re scue. and JS~ them to rea d their sentences to the ir partner,
leaV ing out when. while, or as soon Q~. Their part rel- must
Warm-up (3- 4 m inutes)
guess which word is m issing,
• Vv ith books closed, ask students to think about Laura and
W hen students have finished w orking in treir pailS, ask
Ernily skiing across the Arcti c.
some students to read their sentences to th e class, leaVing
• ,4sk students if they can remember what happened to out when, while or as soon as. Ask other members of t he
Lc,ura. \She fell through the ice.) class to guess t he miSS ing word.
• Ask what happened after that. Elicit that w hen she woke
up she I,vas in hospital, so someone had rescuecl her. Communicative competence, Social and civic
• \.'v'r-ite the I/vord rescue on the board and ask students 'vI/hat competences
oth2r- situations can lead to a l-eSCUE. 1111'; activity \'\'i ll ell! ieh ~, t, Idents' comrllllrliccltlon ski ll s
bv fH.: lping ~he m w understand the \'\' ,IV lallljuane
Exercise 1 I" <;nunureu, l \.vi ll also fw ip [rem!.) '\)r k ill ]
• Look at th e summary sentences wi th the ciass and tlicit COOpel'Jtrve m"mnel
chat they explain wha t is happening at important stJges
of the story.
I
• In a weaker class, you may need to help th em locate
re levan t Information in th e text. In a stronger class, when I More practice
Wmv.bl1ok pJqp 37

'v0u check answers, ask students to tell you whicil pi eces

of text helped thern do the mc1ichln9
End-of-unit activities
:0 !::JTI:i Progress review

The Progress I'cview is designed to give students the chance

Exercise 2
to fe-;ise the nlain VOcabllia ry and grammar points frcm the
• Read through the ke',l phrases Jnd ;-he v}ords in rile box unit, as \-Vtl l as some of the key phrases, It provides students
with the class. With a record of what they have learn t, and it also helps yc·u
• l'\';k students to find the key phrases in the mode! re>: t and dnd t hem to identify 3re3S that need rnme vvork .
.::cmp!e!.:: thenl \/vd~ "C h,::, '/licd:: li~ ':,-,c 1::0;'.. .. EI2~o~-::: stoJoe:1~":: ,jQ t i,e Pr':gl"::-SS ;r:;;:V:12W, tell tiiel";; ~o icok
• in J w eaker class, Check understan.jlng bY .3Skin9 back at the Illain '.jry:abl..'lal'y and grarnr,la( sections of t:y:::,
students to Lr3nslate the sentences into tllelr O\/\"n un:t W (em ind them of INh at th~y hav,= studied,
l.1n,]uage. In ,j stronger class, as~ ~,tude!lts to iJ:,E; the • StlJdents thell do r.he Progress I'EI/ ie'!.
'Nords in Ilt::"/I :;entencE'S,
• Check answers With the class and ask students to
comp lete the personal evaluat ion. They choose the
~ymbol whic h ~efl ects how t hey fee ! about their
perf:::HT,anc,=: in This ullit.
Exercise 3
,. Sebre starting t he e:<el'C;Se, ask students re find l,,:xamp!es
ot .. ",hell, while and (1 _~ soon os in the model text.
• Elic it 1'he diffe rence in 111eanllig b:=tvve<:n [helll l'I:':e IJse
~'~hen + past simple and lvii/le + past continuoL-s,: vve
LlS~: cs 500n G:i vvhen ,1n acti on follows immediately aheJ'
another)
'-''''T'{)

Exercise 4
• Re'1ri the [ask lNith the (IrisS

• Students th in~ ami plan their stories inclividuaily.

• Stuclerlts write their stUrles, This can b9 se t for hornew,Jrk,
• Te l! students to ·:::heck trleil" \!,. crp:, enslJI"ing they 1'ldVt:
I..:<..;!?j there ~\'C':·, Ti1C','(;, ;:';t?(t.", Pd5t: tensE'S, and 1:,1king v\o(ds,
correctly.

Unit 4 81
.1
•

Vocabulary Communication
Exercise 1 Exercise 6
fJ~~i"~~i~'t
1 across 1 kind
2 off 2 don't, looks
3 through 3 kidding, amazing
4 up 4 Let's, sounds
5 over
6 down Listening
Exercise 2 Exercise 7 ~ 2.08 Tapescript page 151

pole 1 they start university

2 lake 2 last year
3 forest 3 a lake
4 valley 4 daredevil
5 desert 5 cycle, mountains
6 ocean 6 eating (good food)

Language focus Tests

Unit 4 test, Test Bank MultiROM
Exercise 3

He was cycling.
He wasn 't running.
2 She was reading a magazine.
She wasn't listening to music.
3 They weren't clea ning the floor.
They were clearing the table.
4 The cat wasn't swimming.
It was climbing up a tree.
5 He was making his bed.
He wasn't doing his homework.
6 They weren't watching a DVD.
They were playing in a group.

Exercise 4

1 Was he wearing a helmet? Yes, he was.

2 Was she reading a book?'No, she wasn't.
3 Were they helping at home? Yes, they were.
4 Was the cat jumping over a tree? No, it wasn't.
5 Was he listening to music? Yes, he was.
6 We re they singing in a group' No, they we ren't.

Exercise 5

fell, was cycling

2 were doing, started
3 saw, was sitting
4 were n't listening, cal led

82 Unit4
 4
Listening

"'MU" "mm·a
\!uMnt" ""m .In"",,<>- StudeOE' ow n ~n,we" I
Exercise 2 S 20'l rdpel<rip' page 151
Writing
• hp!.Jin th.lt Student, Jr(' gO'Hq to li 'ten to th ree t,oendl
lJl king oMt """'1 the'y (J,d IJ,t "'-'ek~>d.
• T~ \tc.de~t' 10 look c~refu l ly ot the pictUfes and th Ink I
"bout wrot"
differlH In e.xh one_ Ih" w I tw-Ip tkm
",hen they :,\t('l1
• P1~y the CD, Stwents li'ten and choo..e the COH<'<::t fI
pi<:lUre
"'!Oti1U

Exerci5e3 ~2,09
• T~II 'Iud<.>ms th"l lhfoy" re OO'W 9O'ng 10 listen "9" in
for mOle specific infOlffidllOn, A.llow tr.em tome 10 ,e.d
thoo<)h the >ente~(es,
,,,,"1'MM
• PI;ty tr.e CD Student, Ii'll'n dnd '"YwI'!'lhl~ the
",ntencfS d,e 1',-", 0/ fJI\e Jnd then SUDpty th~
InfO/m¥ion 10 cO/ '<'<::t the f h one>
, jmm.f"
1 lrue,
1 F.I>e_Li ly .nd AI.n '.<I','ot (y<:ionq Mound the I•• ~
l True,
~ T,*"
; F,i<p, lily fell off he, bike whffi Al<ln cyclM rnto 1he b..:k 01
nerbik
, T"",
I
] ,,""'_ lily d<dn'1 bit "t" ,~" 1.""_
3 " 1«,, The d<lq w" , ) u m~"ng cm ";Iy_

Speaking
Exeoc,sl! 4
• fWJd th'ough the ta,~ WIth fhe (4\1 and b'3" 'S1c<m
(l''f..,... n' aaMt K', lhJ! they (au ld "" ite JboiJt
• Er)(ou'J<Jf' ,rucl<>om 10 moke '>0 1"'; ~OO-'l!heJl dt'al, They
~1\()(.Jlu use the quest",,» 10 help thfom \tl"Ctu'~ the"
>de"
, jlfWlUt
 VOCABULARY. Skills and people. ' "
I can say how much I know about a person.

Start thinking
Clever Read the questions with the class and elicit answers from
individual students. Encourage students to guess the
answers they do not already know, and use their suggestions

,' ~-------------'""!:--~~"
Unit summary
to start a class discussion. Alternatively, ask students to find
the informat ion online before the class, or during the class if
you have access to th e internet

Communication Students' own answers.

I can.
say how much I know about a person.
understand a text about child prodigies.
talk about past and present abilities.
describe the qualities of things.
use comparative and superlative adjectives.
compare ideas for a present
w rite a biography ofa persorl.
2 Students' own answers.
3 Answer could include gori llas, monkeys, whales, dolphins,
elephan ts, pigs, ete.
Aims
• Learn vocabulary for skills and people.
• Do a quiz on talented people.
• Learn how to learn words in groups.
• Learn phrases for expressing knowledge.

Vocabulary • Practise saying what you know

I Core vocabulary:
I1 Warm-up (3-4 minutes)
I Skills and people: act, actor, compose, composer, cook,
dance, dancer, invent, in ventor, paint, painter, play player,
• With books closed, write the word clever on the board and
elicit the meaning.
! program, programmer, sing, singer, swim, swimmer, win,
I • Name a few famous arti sts, m usicians or scientists and ask
winner, write, writer
I Adjectives: qualities: aggressive, artistic, common,
students if these people are / we re cleve r.
• Ask students to name some more clever people.
domesticated, fast, heavy, intelligent, light, peaceful,
pragical, rare, slow, S!'Jpid,lNil~ ~ Exercise 1
Build you r vocabula ry: verb + noun collocations • Look at the title of the quiz and eliCit that it is going to
be about famous people who showed their talents when
language focus they were children.
Ability: can and could • Explain that this is a general knowledge quiz. Studen ts
Questions with How .. ] should work in pairs.
Comparative and superlative adjectives • After checking answers, find out who got the most correct
should and must answers.
• In a stronger class, ask students if they know anythin g
English Plus Options else about the people in the quiz.
Extra listening and speaking : Buying ti ckets (page 92)
Curriculum extra: Natural science: Adapting to the , a Salvador Oali
environment (page 100) 2 b Henry Ford
Culture: National festival~Jpag e 108) 3 b karate
4 a prince
Vocabulary puzzles: Skills and people; Adjectives:
5 c OliverTwist
qualities (pageJ 16)
6 alens
7 c Chinese
Key competences
8 b The X factor
Learning to learn: Learr'.ing words in groups (page 48)
Cultural awareness and expression: The Clever Kids Quiz Exercise 2 ~ 2.15
(pag!: 49) • Focus on t he table with the class, then ask studen ts to
Social and civic competenc~ Prodi<;JY! (iJa<;Je SQ) read t he quiz to find the missing word s to co mplete the
table .
• Play t he CD so that students can chec k their answers. Drill
the pronunciation of th e new words if necessary.

composer 2 swimmer 3 play 4 wri ter 5 winner

6 program 7 singer

84 UnitS
 Exercise 3 ($)2.16
• Point out that it is a good idea to learn new vocabu lary in
groups.
• Focus on th e example, then ask students to work
individually to add the rela ted words. To extend the
activity, refer students back to the tab le in exercise 2 and
elicit the activity nouns associa ted with those wo rds.
• In a stronger class, you could also ask students to look
up more words to add to the list and write each form in
th eir notebooks.
ac tor 4 dancer
2 acting 5 cook
3 dance 6 cooking
I
Pronunciation: Word stress
Workbook page 91
Teaching notespage 158
Exercise 4
• Read the two gapped key phrases with the class and
point out tha t the words in the box fit in one or the other.
Expl ain that there is more than one answer for each key
phrase.
• Students complete the ph ra ses. Check understanding
by asking students to transla te them into t heir own
language. In a weaker class, say some names of topics or
famous people and ask students to respond by using the
key phrases.
• Model and drill pronunciation of the phrases, encouraging
students to use the co rrect intonation.
a bit, a lot
2 anyth ing, much
Exercise 5
• Students use the key phrases to say how much they know
about eac h of the famo us people in the box.
• Go through the example and encourage st udents to try to
supply information if thei r partner does not know it.
• In a weaker class, elicit or provide other phrases to
respond to statements, for example, I don't know much
about ... , I do, ..., Don't you' I think ... , I don't know much
either. In a stronger class, ask students to follow up their
exchanges wi th examples or opinions of the famous
people and their work.
Students' own answers.
Finished?
• Refer fast finishers to the Finished' activity. Point out that
this is a very useful study ski ll.
• If there are several fast finishers, this activity is idea l for
encouraging supportive pairwork.
Optional activity: Vocabulary
To practise or revise the vocabulary set in a fun way, p lay
Twenry Questions.
Demonstra te the act ivity by referring students back to the
I vocabulary in exercise J.
, Tell th e class you are thinking abou t a 'famous person
who has one of these skills. Studen ts m ust ask Yes / No
questio ns to guess who it is, for exam p le, Is it 0 man' 15 he
I o singer? Does he Sing with 0 bond'
I The student who guesses the correct answer th en thin ks
, of a famous person who has one of the skills in exercise 1. '
I
Communicative competence
This activity will enrich students' commun ication skills
by helping them understa nd the way language is
structured.
: Optional activity: Vocabulary
I To practise the phrases for saying what you know, ask
studen ts to work individ ua lly and make a list of five
famous people, includ ing a mixture o f people they know
som ething about and people they do not kn ow anything
I abou t.
I Students can t hen compare the ir lists in pairs and
I compare wha t they know about the people.
Ask some students to feed back to the class on whether
their partner knew more than they did and wha t
interesting things they learned about the people on thei r
lists.
"
Communicative competence, Social and civic
competences
Th is actiVity wi ll encourage students to show tha t
they ca n use language conve ntions appropriate to
the situation. It will also help stud ents to inte ra ct in a
coopera tive manner.
. --'
I More practice
Workbook page 40
Tests
Unit 5 85
 Aims
• Read about prodigies.
• Read for general meaning and specific information.
• Talk about topics raised in the text.
Warm up (2 minutes)
• Refer students back to the Clever Kids quiz on page
49. Ask students to think about the people in the quiz.
Ask what links all the people mentioned (they were all
exceptionally talented from a very early age).
• Ask students if they know anyone like this, or whether
they can name any other famous prodigies.
Exercise 5
• Read the questions with the class and make sure students
understand everything.
• In a weaker ciass, ask students to prepare their answers
to the questions individually before they ask and answer
the questions in pairs. In a stronger cia ss, after working
in pairs, open up the discussion as a whole-class activity
and encourage students to give explanations for their
answers.
• Ask some students to report back on their partner's
answers and opinions.

Exercise 1 Students' own answers.

• Focus on the title of the text and the photo. Elicit or
explain the meaning of prodigy
• Ask students what kinds of things prodigies can do.
Accept all ideas at this stage.
A prodigy is a child with incredible talents.
Background
In Bri tis h schools, children who are recognized as 'gifted' or
exceptionally talented are sometimes given extra lessons
by their school, or may attend special classes for sim ilarly
gifted children after school or during school holidays.
Exercise 2 ~ 217
• Tell students to read through the summaries. Clarify that
only one of these fits the text correctly.
• Play the CD. Students, read, listen and choose the correct
summary. In a stronger ciass, ask them to explain their
choice in English.
a ability to learn a foreign language.
Optional activity: Language focus
With books closed, dictate these sentences to the class or
write them on the board. Pause to indicate a gap.
Students complete the sentences in pairs by adding one
word in each gap.
1 ~ this age, Wendy Vo could speak eleven languages.
2 He could program his father's compute r ~ seven.
3 Two years ~ he went to university.
4 It's difficult to take a break ~ a parrot is shou ting at
you l
5 Elise broke a record ~ she scored' 56 in an IQ exam.
Allow students to check their answers in the text. Point
out that these sentences all contain useful.phrases for
talking about someone's life, which may be useful when
students write a biography later in the unit.
I , At 2 at 3 later 4 when 5 when
i
Learning to learn
This activity will help students to be aware of their

Exercise 3
• After closely reading the text, students complete the
sentences.
I More practice
Workbook page 44

1 of twelve 2 children 3 university at seven

4 they help 5 160

Exercise 4
• Students read the text again and complete the phrases
wi th the correct word s.
• In a weaker ciass, check understanding of the words and
phrases, for example, by asking students to translate them.
In a stronger ciass, ask students to put the phrases into a
sentence to show they have understood.
• Explain that these phrases are very common and useful
to learn. In a stronger ciass, elicit or explain some other
rel ated phrases, for example, set a record, take a decision.
';'~f>iltTJ~if"l
1 break 2 take 3 take 4 make 5 make

86 Unit 5
 'I
I
I
Aims tJ:f.i'!ja;f" I
• Learn con and could for ability in the present and past. , 2!-!owfar ca;""'; j Uus\.',lm?
2 f How stri..::t is your teacher?
• Learn abou t questions using How .. .7
" .,o·,'/oite. de )Il}l.. ':t'] t,) [h 1- ..!.n(l:
• Practise asking and answering questions using can, could
4 9 n 0 1l1 !!1tell igem arl? 'Jour frj.;-nds?
and How .. .?
5 a How many people are in your class?
Warm-up (2-3 minutes) 6 (How much cola do you drink?
7 dHowtallareyou'
• Refer students back to the reading text on page 50. Read
the fi rst sen tence wi th the class and ask which verb refe rs LANGUAGE NOTE We use How + adjective / adverb + verb
to ability (could) .
+ subject: How old are you? NOT r' k'" ale/paD die?
• Elicit or expla in that we use can to talk about ability in the We use Haw many to ask about quantit y and How often to
p resent, and could to talk abou t ability in the past ask about freq uency:
'How many brothers have you got" Two:
Exercise 1
'How often do you do exercise" 'Three rimes a week:
• Explain that students are going to focus on can and could
in the context of the text
Exercise 5
• Read the instructions and the example with the
'dn't do 2 could 3 couldn't
class. Demonstrate how students should use the key
Exercise 2 information given in the answer to help them form the
correc t quest ion
• Students choose the correct words to comp lete the rules.
In a weaker class, do this as a class ac tivity for support '!H ~iW*;1
• In a stronger class, ask for an example of what students 1 How fa r did Samantha Druce swim?
could / could n't do in the past and what they ca n / can't 2 How long did Jef Sarver play (a guitar) for?
do now. J How long is Yam Bhandari's hair'
4 HO'lIJ fast did Chris Carr travel?
5 nOW many times aia Ang Ri'{a Sherpa climb Everest?
1 ','/I thout 2 can 3 can 't 4 present 5 past
Exercise 6
LANGUAG E NOTE We use con for abili ty in the present and
• Students can now practise what they have learnt by
could for ability in the past
creating questions from the words in the tab le. In a
J can swim now. I could sWim when I was three. NOT iftttt-
stronger class, encourage students to perform the
jhl i''Il hi"lEi"I i hd3 cm a:.
exchanges spontaneously. In a weaker class, check they
The verbs can and could do not add -s after he, she and if:
are forming the questions correctly before they start to
He can dance. NOT I ie ta,ll tKmee, ask and answer.
After can and could, we use the infinitive without ra: I con
• Go round and listen as students are ta lking and check
speak English. NOT I cell re 'peak Crlgh5h they are using the tenses and question words correctly.
Point out that the nega tive fO/ms are can'f and couldn't: He
can't paint. NOT I :e eJt5on't C61"l pdiflf. e ~";W*f"t
Students' own answers.

Exercise 3
• Tell students to read all the sentences carefully before
they start to complete them to check they understand the
context. They should th in k abou t wh ether the sentences
refer to the pre,enr Or the past.
Finished?
• Refer fast finishers to the Finished' activity. They write
sen tences comparing thei r abilities now and in the past.
They can swap these with another fast finisher to check
each other's wo rk.

More practice
1 co uld

Exercise 4
2 couldn't 3 can 4 couldn't

• Once students have matched th e question halves, check

5 can't
IWorkbook page 41
language focus reference and practice, Workbook page 82

Tests
answers and ask students to ask and answer pairs.

Unit 5 87
I I
 ,
VOCABULARY AND LISTENING • Adjectives: qualities
\;J.~,!n des.~r.ibe the qualities of things, ' ',. '.
Aims
• Learn adjectives used to describe animals.
• Listen to a conversation about animals.
• Listen for general meaning and specific details.
Warm-up (3-4 minutes)
• With books closed, ask students to work in pairs and
wr ite down as many animals in Eng lish as they can in two
minutes.
• El icit names of an imals from the class and write them on
the board .
• Point to one of the words and ask students what they
know about this animal. Elicit some adjectives to describe
it and write them on the board. Do the same with two or
three more of t he animal words.
• Ask students which animals they think are clever.
Exercise 1 ~ 2.18
• Focus on the example. Ask students to work in pairs to
find pairs of adjectives.
• In a weilker class, check that students understand all
the adjectives, for example by asking them to translate
the words into their own language. In a stronger class,
encourage students to put the words into a sentence to
show understanding.
• Model and drill the pronunciation of any new adjectives.
1!'~'Ni9~*'
aggressive - peaceful
common - rare
domesticated - wild
fast - slow
heavy - light
intelligent - stupid
Exercise 2
• Read the instructions with the class. Check tha t students
understand the animal words, and check that they
understand the difference between not very, quite, very
and really.
• Students prepare their sentences in parrs. Ask students
to report back to the class on how they described the
animals.
Students' own answers.
Exercise 3 ~ 2.19 Tapescript page 151
• Explain to students that they are going to listen to two
people talking about animals. Before you play the CD, look
at the photos and identify the animal in each one.
• Tel l students that the re is one extra anima l in the
conversation which is not pictured.
Monkeys
Exercise 4 ~ 219
• Read through the sentences.
88 UnitS
; ",
• In a weaker class, play the CD again before stu dents
choose the words. In a stronger class, ask students to
choose as many words as they can from memory before
listen ing again.
"' ~"'i@ij*'
1 faces 2 can 3 can 4 vocabulary
Exercise 5 ~ 2.19
• Allow students time to read the sentences.
• After students have completed the sentences, allow
them to compare their answers in pairs before you check
answers with the class.
1 artistic than 2 intelligent 3 Monkeys are
4 whale's 5 most stupid
Exercise 6
• Students put what they have learnt into practice by
describing an animal using the language from this lesson.
Tell them to write sentences about the animal they have
chosen, but not to revea l its identity to their partner.
• Brainstorm some animal names before stud ents prepare
their descriptions.
• While students are playing the guessing game, walk
around the room and monitor appropriate use of
adjectives and modifiers from exercise 2.
Students' own answers.
II Optional activity: Listening
· Dictate these questions to the class. Put students into
pairs and ask them to answer the questions from memory.
1 What do octopuses enjoy doing'
2 When do they change colour'
3 What have elephants and octopuses both got'
4 Which animals does Sophie think are amazing'
5 What kind of anima l is Betsey?
6 Why is it a prodigy?
Play the recording again, pausing to allow students to
check their answers.
1 They like having fun.
2 When they are happy, sad or angry.
3 They've both got good memories.
4 Elephants.
5 A dog.
6 Because it can understand 340 different words.
Communicative competence
This activity will improve students'listening skills.
I More practice
Workbook page 42
Tests
Five-minute test, Test Bank MultiROM
 'LANGUAGE FOCUS .comparati~e and superlative adjectives

Aims
I an U~ comparltiw .nd JuperJ.tlft .dJedlYe.. '" ,1:~1/:i: :n.:.!i"At~:' "~" .-i",-" ,"
'. •. : .. ~. ..,.,..", ~, ' - . . . _ . I I .....'?""!<..~-YSi . -,\:l, . o
.. It:.... ,, wmp.llJ'''''· .)<-.j ""I)(."I"!IV(' .orm; 01 ,)0..,. 1"'"'"
• 1,1... 1,' ",-",~e(I(C l.I';i"9' '(1..1' .... JfId ~UI""I, 'w
.W"",
Warm'llp (3-4 minl,lltsJ
.. W"h bool-, r ..... 1. ..... ,~ It", wo«h .... ,...", <wo! mo"'t)'
u ,The bo.;,t,j
• WUl~ ,he- ""':,<'(.t'>'t') !»old< od '" .,....,..011 !'If' Ix>.Ird ¥Id
d<l< <l\Jdeonl< how th(>y (d" C<;>rnp.lte lhr lWO J"'rruI,
"'IOQ the <>OJI"(t~ on !hi' boar.l
• .,.tn,!OI
• ~ \I~l' b.><. ~ 10 "",,-~ose ~ on I»gf' 5] ..-l<l ~,k I ""nIl( mMI'" .. ,e rnor~~ than blue wh/III'S.
""'" totind t'l<¥I1p1.-s 01 how wt:' c"" comp.l'<' !~Ing~'" 1 TJ,.,(OnUnOn doiprun i, ~ >I>orle>1
LoJhroh I . Jnl~ """I'n .....,~. ,.., :l'I.ln ,ornm"" <104>h,m..
• f"'" <on ~~ C(lmp.lIJ: 'If' .. ne! WPei1Jl
." . \tlJdc~lt' '0 lr.1l'\\Wp rtv> ~\ll"I'C~ ."o~, """0
VIi lO"o.. lhrll
•• '/."" .·,~'e, l~ non ~
... w;w.-" , ..... Ik>'....,..,t
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two t"
"'l~ d"" we use $Upo.>,I,JI;" .~ wt'"", ...... ,,,~ lJlkO} E~ercise 5
• SI"""nl, as. fu'lhtor q'~loons "bou,
"~hour how ,Jolt' Ih,n'lIT JI\~ 001 tn d <)rwp. the Ati,)n1ic "",,' il\
Ih" ComJTKll1 dolphin .v>d I~ Blue ",1\;11"
Exercise 1 • In J wuko:. dllSS, '1" through the '''I 01 d(1i<'cll\1t'\ "'Ih
• "l LJ rJ<>nt, (0fJY the !~bI .. ~nd compl!,,~ ,hp m'I\"") fOlm~ INo rids' 'n~ <!font ify whl(h dre lOOtt ild~l i~.;nd
Puillt O\Jl d'IJl only rt.'<julJ ' rOm\, . '1.' 'I.~'(j. ",~ch are long adjectrw-;.
I ,m'IHI • ~lu<.l<.-t\!S Wli'~ rhl'ir QU<'>tionl indi".,u,>liy, tI~ a .... ~nd
1 '·le! ~ ."", rlr·.II' an,,,,,,, in pa""
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MlI'<f. Finished?
• ",",,'Cl f.n fini"'" ... {Q thE- htl.1I>M' ,)(~'1!y.
Exercis@2 • ~",I(~rUI Can _ue lheu q"'-"'POfls. !hen a~ ¥Id ano;_
• _ ,,,,,1t>r1., b.II:k to 1.... \At"Ho In j',!,"c ~ , .Ir'Id to IIV' lheir queruorts .....:h """Iher 1.1>1. hn,sho:r
t'x.I<npU> <I'<l'<'r"I(t, Alkr... ~.' "'" 10 look ~l Ihi'> • "':''f'''''~. wh<'n~ h.. hnis/>(od, iISl f ••t
form' :hm '., IN'I''I In cnmp"~" lho>,,~ fini.ho:,.. 10 tead Ih..;, ~ 10 the clJss Jnd rh<> c\1<1
t!! W JUl CIn """""'" Them
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3
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whl(h d'l! wmmJ'lll'l.i .n the' IJbI!-.

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... .
 Aims
• Listen to a conversation about comparing ideas for a
present.
• Learn key phrases for choosing a present.
• Learn how to use should and must.
• Practise cornpa ring ideas for a present.
Warm-up (3-4 minutes)
• With books closed, ask students if they ever buy presents.
Ask them when and where they buy them.
• Ask them to think about the last present they bought and
say why they chose that present.
• Ask if they ever buy a present with another person.
• Tell them they are going to practise choosing a present
with someone else.
Exercise 1
• Discuss the questions as a class. Find out how many artists
students can name and who the most popular artists are.
• In a stronger class, encourage them to describe briefly
the artist and their work using adjectives, and comparative
and superlative forms from the previous lessons in the
unit.
• Explain that Shaun and Gemma are looking at posters of
works by famous artists.
Exercise 2 iSl2.20
• Play the CD. Students read and listen to find out the
answer to the question in the instru ctions. In a stronger
class, encourage students to listen with books closed.
• Ask students if Leah agrees with Shaun about the posters.
Yes, she does.
Exercise 3 (SJ 2.21
• Read through the key phrases with the class and the
questions below each one.
• Ask students to listen to the key phrases and find them in
the dialogue. They answer the questions based on their
understanding of the dialogue.
• Play the CD. Students listen and answer the questions. In a
weaker class, it may help to write the key phrases on the
board, underlining the word(s) they need to define. Then,
using the printed dialogue for support, help students
work out what is being referred to in each case.
Gemma's dad
2 van Gogh
3 Starry Night
4 the poster of the painting by Pica sso
Exercise 4
• Students practise the dialogue in pairs. Al low them to go
through this once or twice, then ask them to swap roles
and pra ctise it aga in.
90 Unit 5
Exercise 5
• Students read the example sentence s. Check
understanding by asking students to translate them.
• Students complete the ru les from the context provided by
the sentences.
1 must 2 should
Exercise 6
• Remind students to read throu gh the sentences carefully
to check they understand the context. Explain that
they should think about whether they are talking about
obligation or advice.
• To extend the activity, ask students to give other examples
of si tuations where you might give advice or where
you are obliged to do or not do something. Encourage
studen ts to provide example sentences.
1 should 2 must 3 must 4 should
I
More practice
Workbook page 43
Language focus reference and practice, Workbook page 82
Exercise 7
• Refer students back to the dialogue in exercise 2.
• Tell students to think of ideas for a present, or refer them
to the words in the box ifthey need support.
• Students work in pairs and change the blue words to
make a new dialogue.
• Students prepare thei r dialogues and practise them
in pairs. Tell t hem that they should try to practise their
dialogues without reading from their scripts if possible.
• In a stronger class, encourage students to elaborate on
the model dialogue.
• Ask some st udents to perform their dialogues for the class.
Studen ts' own answers.
I
More practice
Communication: Pairwork, Teacher's Photocopiable Resources
page 212
Tests
Speaking test S, Test Bank MultIROM
Aims
• Study a model text.
• Learn key phrases to link events in a biography.
• Write a biography of a famous w riter and artist.
Warm-up (2-3 minutes)
• With books closed, wri te th e word biography on the board
and elicit the meaning.
• Ask stu den ts If th ey ever read biogra phies of famous
people.
• Ask what kin ds of information yo u usually find in a
biography. Elicit ideas, but do not accept or reject any at
this stage.
Exercise 1
• Read the title of the text and look at the picture with the
class. Ask students if they have heard of this w riter, and
whether t hey can name any of her books (for example,
Emma, Pride and Prejudice, Sense and Sensibility, Mansfield
Park).
• Students read the text, then match fou r of the five
headings to the parag raphs. Te ll them not to worry abou t
the blue wo rds at t his stage.
• In a weaker class, demonstrate how to find clues in the
text. In a stronger class, ask stud ents w h ich parts of t he
text helped them identi fy which headi ng to choose.
l B 2 C 4 D 5 A
Exercise 2
• Focus students on the blue words in the text and explain
that they are used to convey the time expression in a
sentence.
• Students match the sentences from the text. In a weaker
class, ask them to do this in pairs.
• In a stronger class, check answ ers by asking individuals
to read o ut the complete senten ce.
t!H ~iW*;1
1e 2 d l f 4cSa6b
Exercise 3
• Read the task with the class and refer students to the
biographical information and the book covers.
• Students use the questions to make notes and plan their
biographies individually.
• Students write their biog ra phies. This can be set for
homework.
• Tell studen ts to check their work, and check they have
used comparative and su perlative forms, and time
expressions correctl y.
Optional activity: Writing
To practise or revise the key phrases, dictate these
sentences to the class with books closed. Ask students to
correct the mistakes in them.
1 She w as born for Warsaw
2 A year by, he g ot ma rried .
3 She lived in Paris in five years.
4 In the ag e of t w enty, he w as studying at un ive rsity.
5 She died at 1824.
1 She was born in Warsaw.
2 A year later, he got married.
l She lived in Paris for five years.
4 By the age of twenty, he was studying at university.
5 She died in 1824.
Communicative competence
Thi s activity will enrich students' com municatio n skills
by help ing th em to understand how the lang uage is
structured.
More practice
I Workbook page 45
End-of-unit activities
Progress review
'/JorkrlJDk pilge 46
The Progress revi ew is designed to give students the chance
to revise the main vocabulary and grammar points from the
unit, as w ell as some of the key phrases. It p rovides students
with a record of what they have learnt, and it also helps you
and them to identify areas t hat need more work.
• Before students do the Progress revi ew, tell them to look
back at the mai n vocabul ary and g ram ma r sect ions of the
un it to remind t hem of w hat they have studied.
• Students then d o the Prog ress review
• Check answ ers w ith the class an d ask stu d ents to
co mp lete th e personal evaluation. They choose the
symbol wh ich reflects how they feel about thei r
perform ance in this unit.
~~~e~6:
_* Vn{r.bulary :=niJ lan~uilq(' torus. Tt'J("~r's r'I;:::orop:.:r:i~ K~~t:Ij~(:s
I",qes 131·152
~ .t" k ~·o,:.jbt.J<1:1 <led l.lfiYUJge f0'.U:', I·Jo", Pi~ ,tc'_)!):,3b.~ f"_'JGiJ:~:':>
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(10)5-( I: r\Ul2 f t'xtpnS·(1n, 12JC!er\ Pnr;tocor:,]l :11: !~t"\nlJ r ce<, PJ9() ; )!) ,:.r:
I
1
I
I
Unit 5 91
 Vocabulary Listening
Exercise 1 Exercise 6 ~ 2.22 Tapescript page 151

writer, wrote 1 True.

2 composer, composed 2 False. Tom had a dog.
3 dancer, dance 3 True.
4 cook, coo k 4 True.
5 pa ints, painter 5 False. Tom's new house is further from school.
6 False. Tom is moving nea r to Ma rtha's road.
Exercise 2
Optional activity: Consolidation
slow - f fast Refer students back to the information about animals on
2 domesticated - c wild pages 52 and 53.
3 stupid - b intelligent
For homework, ask students to look online and find
4 light - e heavy
information about another type of animal. Ask them to
5 common - d rare
down load a photo of the animal and write a short factfrle
6 aggressive - a peaceful
about it, but without saying the name of their animal. Say
they should use at least one comparative adjective and
Language focus one superlative.

Exercise 3 In the next lesson, students can read their sentences to

the class, and other students can try to guess w hat the
1!1~"1'N#*' animal is. Students can then show t heir p ictu re to co nfirm
must
w hat an imal they are talking about.
2 Could, cou ldn't
3 How many, ca n, can't Digital competence, Communicative competence
4 should This activity will expose your students to a range of
resources and genres. It will also im prove their written
Exercise 4 commu nication skills.

1 The St Bern ard is rarer than t he Whippet.

2 The Whippet is the fastest. Tests
3 The St Bernard is more common than the Ridgeback. uniT 5 !e5T, Test 3ank MlJltiRO~~
4 The Ridgeback is the most aggressive.
5 The Ridgeback is the rarest.
6 The Ridgeback is slower than the Whi ppet.

Communication
Exercise 5

1 do you think
2 She's into
3 This one's
4 Who's it
5 aboutthis
6 should

92 UnitS
Aims
• To CJnsolic..1ate t he language of the un it in a pe(solla lized
( on tex t.
• To crea te a piece of work that presents information about
a celebrity.
Warm up (2 minutes)
• Ask the class how many students enjoy listening to music.
Do a class survey to fi nd out the most popular types
of music, fo r example pop, reggae, hip hop, etc. Allow
students to discuss this in L1 if necessary, but elicit the
Eng lish words if they know them.
o Ask stu dents wh ether th ey are more interested in th e
music, or in the lives of the singers. Find out how many
read ce lebrity interviews in magazines or websites.
o Explain that they are gOing to do a quiz about a singer,
then produce a qu iz of the ir own.
Exercise 1
• Look at the quiz title and the photos with the class. Ask
students to te ll you what they know about Lady Gaga.
They migh t mention song titles such as Pokerface, her
dallng dress sense, or the fact th at she is t iny and often
wears high heeled shoes.
o Students read the qU Iz and match the questions and the
answers. They may work in pairs for this.
o Check answers and ask students if they fo und out
anything t hey did not know from doing the quiz.
Optional activity: Consolidation
To consolidate students' unders tanding of the vocabulary h
and grammar in Units 1- 5, ask them to write a paragraph
on the ir ideal ho liday. Tell t hem their paragraph shou ld
I
include
o t he name of the country
I
o the features you can see in that country I'
• the thi ngs you can do there
o the animals you might find in t hat place.
Tell students to loo k back th rough the units they have
studied to find useful vocabulary. If you are g iving the task
for homework, you cou ld also ask students to find pictu res
of their ideal holiday place.
Afte r studen ts have finished wri ting, put them into groups
of four to rea d the ir paragraphs to each other. Then ask
them to write sentences comparing their holidays, for
example, I think As holiday is more expensive than 8s. I think
CS holiday is rhe most exciting. Ask each group to dec ide
which they t hink is the best holiday. Ask one stud ent from
each group to report back to the class on which is t he
best holiday and why.
Cultural awareness and expression, Social and
civic competences, Digital competence
This act ivity wil l help your students to express their own
creativi ty. It will also help them to work appropriately in
a cooperat ive manner. St udents will be encouraged to
use a range of resources.

lf lh3g4 b S i 6 d 7 e 8 a 9 c

Exercise 2
• Read through the project checklist w ith the class.
Brainstorm ideas for celebrities if students need help with
this.
o Allow students to research t hei r ce lebrity usi ng a varrety
of resources.
I
!II
o See page 26 of th is gUide for fu rt her ideas on setting up
project wo rk.

'"'1mrnl.\
~:IJd("nts' own answers.

Exercise 3
• Pur students into small groups anu give ea ch group a
different qUIZ. Th e groups try to answer the questions first,
then match t he answers with the quiz questions.
• See page 33 in this guide for ideas about how students
can assess their work.

Students' own answers.

i
II
I
UnitS 93
 Start thinking
Life in numbers Read the questions with the class and elicit answers from
individual students. Encourage students to guess the
answers they do not already know, and use thei r suggestions
to start a class discussion. Alternatively, ask students to find
the information online before the class, or during the class if
Unit summary you have access to t he internet.

Communication
One thousand.
I can. ._---_._-- 2 Students' own answers .
use a wide va riety of num~ers and times. 3 Stud en ts' own answers.
understand a text about numbers.
Aims
m~ke predictions using will a_niJ won't.
• Learn vocabulary of periods of time and numbers.
talk about people's personality.
talk about cond itions and their results. • Learn how to say numbers.
- - - -
• Do a quiz about numbers.
speak about the futu re.
w..'2te a report about ~.:.vey. _ Warm-up (3-4 minutes)
• Revise basic numbers with the class by writ ing some
Vocabulary simpl e sums on the board and askin g students to g ive the
Co~_~~cabulary,--
: _ _ _ _ _ _. answer. For example, write 13 + 4 =, 27+ 5 =, 5 x 8 =, ete.
Time and numbers: 0 billion, a century, a couple, a day, • If your students need to revi se numbers, you could extend
a decade, a dozen, a few, a half, a hundred, on hour, a t his into a team game in wh ich you divide the class into
millennium, a million, a minute, a month, nought, a quarter, two teams and members from each team take it in turns
!'. second, a thousand, a week, a year to give a sum in English to the opposing team.
Adjectives: characteristics: aggressive, ambitious, • Write the numbers 1,000 and 100 on the board and ask
arrogant, creative, easy-going, friendly, funny, generous, students what we call a period of 1,000 or 100 years.
helpful, impatient, mean, modest, moody, negative, • Ask students if they know any other words for periods of
outgoing, patient, peaceful, positive, serious, shy, time.
unambitious, unfriendly. unhelpfu( unimaginative
Build you r voca bulary: Superstitions Exercise 1 ~ 2.29
• Students copy the lists and complete them. In a weaker
Language focus class, allow them to discuss their ideas in pairs as they
,':"ill, won't work.
1_ _~_ _ _ _ _ _ __
Fi rst conditiona::.. • Once st udents have completed all the gaps, play the CD
Expressing probability so that students can check t heir answers.

nobody and everybody _ _ _ • Model and drill pronunciation of words tha t are new to
stu dents.
English Plus Options • In a stronger class, ask students to close their books
Extra listening and speaking: Can I take a message? and put t he numbers in size order. Write nought on t he
board and see if students can remem ber all the numbers
(page 93L ___ _
covered in exercise 1 up to a billion. Do the same with
~urriculum extra: Maths: Statistics and c!'arts (p~ge 101)
times, starting with a second.
Culture: The USA in .t':Iumt:ers (page 109)
Vocabulary puzzles: Time and numbers; Adjectives:
tn ..,w*;t
a century 6 a t housand
~har~teristics (page 117)
2 a year 7 a couple
3 a day 8 a half
Key competences
4 a second 9 nought
Cultural awareness and expression: Numbers quiz a billion
5
Jpage 59) ___ _ _ __ _
, Lea r ~fl.g t<:> learn: Speaking clearly (pa ge 61) Exercise 2 ~ 2.30
Social and civic competences: Lucky numbers (page 60), • Play the CD and ask students to listen and repeat. In a
Numerology: nucn bers and p."rsonality (page 62) weaker class, you may need to p lay the CD twice for
Mathematical com petence and basic com petences in students to feel confident doing this.
science and technology: Maths: Statistics and charts • Point out that in English a point is used for decimal
(page 101) fractions (1.25), and a comma is used to indicate
thousands (25,000).
Exercise 3
• Look at the sentences and explain that in each one there
is a mistake in the form of the number.
• Refer students back to exercise 2. Check that they
understand that a number is used to express an amount
and an ordinal number puts things in sequence.
• In a weaker class, do the first two items with the class as
examples. In a stronger class, ask studen ts to w ri te two
or three more simila r sen tences with mistakes, then give
these to their partner to correct.
4 second
5 fiv"
Optional activity: Vocabulary
To practise the vocabulary, ask students to work
Individually and write clues for five of the words in
exercise 1.
Give some example clues to help explain the idea to
studen ts, for example: 100 years (century); you can cut
something into four ... (quarters).
When students have written th eir clues, ask them to close
their books and work in pairs, reading their clues to each
other and trying to guess their partner's wo rds.
Tell students to give themselves a point for each word
that they guess correctly. If students enjoy thiS, they can
swap partners and read their clues to their new partner.

Cultural awareness and expression, Social and

Exercise 4 ~ 2.31 civic competences
• Read the title of the quiz with the class and look at the This activity will help your students to express their own
photos. Explain that students are going to do a quiz about creativity. It will also help them to work in a cooperative
numbers in many different areas of life. manner.
• Students work in pairs to do the general knowledge
numbers qUIz. In a stronger class, encourage students to
discuss the options in English. Optional activity: Vocabulary
• Pl ay the CD for students to check their answers Pause in To practise saying numbers, refer students back to
the relevant places to give students time to li sten carefully. exercise 2. Tell them they are going to test th eir pa rtn er by
Find out who had the most correct answers. writing five sentences containing numbers, wh ich their
partner must say.
1 : -66 Tell them their numbers can include prices, dates and
2 d - 7 billion decimal fractions, and they should only write numbers
3 b - 5,585 kilometres tha t they are able to say themselves.
4 I) - 1,000,000 When students are ready, put them into pairs and ask
them to swap sentences. They then take turns to read
their partner's sentences, and their partner gives them a
- ~- ":: 110urs point for each one that they say correctly.
;: - ,6th c2ntUry Monitor around the class and be p repa red to step in and
~ 0 - 42. i 95 kilorneue~ give the correct answer if students cannot agree.
10 c - 45 minutes
11 ·, ··776 BC Communicative competence, Social and civic
.1.. ,) - .:'.142 competences
This actlvltv will help your sludents show tha t they can
Exerci se 5 use langu;ge conventions. It will also help them to
• Students prepare their answers to the questions work in a cooperative manner.
individually, then ask and answer the questions in pairs.
• Ask some students to answer the questions about their
partner. Correct any mistakes in their use of numbers.

1iU f>i@*fi
I More practice
Workbook page 48

Tests
'~iu dents' own dnswers.
. ,'- ',: :~: :::.; . ,':
Fi nished?
• Refer fast finishers to the Finished? activity. Encourage
them to think of as many different areas where numbers
can be used, for example, time, distance, measurements,
age and size. They can resea rch their questions if
necessary.
• Students can swap their work with another fast finisher to
compare ideas.

tU ~12J*;'
Students' own answers.
Unit 6 95
- Aims
• Read about lucky numbers.
, Optional activity: Language focus
t

• Read for general meaning and specific information.

I With books closed, write these sentences on the board,
or dictate them to the class. Pause or make a sound to
• Talk about superstitions. indicate a gap.

- Warm-up (3-4 minutes)

• With books closed, ask students if they have a favourite
number or a lucky number.
Students work individually to complete the sentences by
adding 0/ on, the or no article.
1 In China _ people believe that _ eight in your date
of birth wil l bring _ good fortune.
• Ask if they think any numbers are unlucky and why.
2 Seven is _lucky number in _ most cultures.
• Ask if they think that t he same numbers are lucky and
unlucky in different countries. 3 Eigh t is also _ popular number in _ phone
numbers.
Exercise 1 4 In some European countries and the USA. _ unlucky
• Look at the photo and read the question w ith the class. number is thirteen.
Discuss their ideas. If students are struggling, focus them Students can compare their answers in pairs, then check
on the sequence of the numbers. their answers in the text on page 60.
f!1~ !l.i@~*' Ask students how many they got right. Revise the rules
There is no number 13, or floor number 13. Th is is because 13 is forthe use of 0, rhe and zero article if necessary. Point out
co nsidered an unlucky nu mber in some countries. that we usually use 0 (not one) with words like hundred,
thousand and million.
Exercise 2 iSl2.32
• Students read through th e text once, withou t pausing at
1 In China (-) people believe that an eight in your date of
the numbered gaps.
birth w ill bring (-) good fo rtune.
• Expla in that four out of the five sentences a-e complete 2 Seven is a lucky number in (-) most cu lt ures.
the text and tell studen ts to read through all of these. 3 Eight is also a pop ular number in (-) phone num bers.
In a weaker class, ask stud ents to choose the correct 4 In som e Europea n countries and the USA, the unlucky
sentences in pairs. In a stronger class, ask students to num ber is (-) th irtee n.
explain how they made their choices.
• Play the CD for students to check their answers. Communicative competence
This activity will help your students to understan d the
way language is structured.
1 c 2 e 3 b 4 a

Exercise 3
More practice
• Ask students to nnd the words in blue in the text and
work out the meanings.
I Workbook page 52

• Students complete the sentences w ith the new words. In

a weaker class, check understa nding of the words, for
example, by asking students to transla t e them into their
own language.

tn~i"~*;1I
lucky 4 unlucky
2 fear 5 supe rstition
3 superstitious

Exercise 4
• Read through the questions with the class and make sure
that students understand everything.
• Ask students to prepare their answers to the questions
individually. They then ask and answer the questions in
pairs.
• Ask some students to report back on their partner's
answers and opinions. In a weaker class, basic reporting
is nne, but insist students speak in English. In a stronger
class, ask students to elabora te on their discussions by
giving examples.

Stud ents' ow n answers.

96 Unit 6
 Aim~
• u>!eO 10.1 ~trOl'\ JOOoI prooobMy", ,he future,
o Le.>r'n 1</'y ph,~<E"I to< )pO!d;',oq ~bool proCability ,n the
Iutu.~.
«",tul.f'l
• PQctlse lpeak.ng JOOoI prot),)bo1lty '" Itwo fu'urt'_
Warm-up (3-4 m ln ut e-s)
• Wrth ~dosed,W!"" n...fut(Jlt!Ofllhetxl.Jrd and om
,to..dl>nl$ """I ~ t~ m'n< .... ,I] h.JPPM '" the futUfl'_
• fk., \OI'TIe' idt>a\ then oHk KldMdwlsluden"....tlether
!hey lIqrf!<! ""'t/> Itwo Ptrooetuls.
• If<tudcntsans\oYtfwlhv.Qr1k ~~~¥'dpowbk,
W!~e these on Itwo bo.Yd and l'Ioe,t Ih.ll we ~ thest>
0'\aI(fs ~ we In' IlOI certa,n
• "-'>le wIl;jf ""!)t'd\ we can ~ when we tl'l:'/ more '"toW>
oIboul wh.J1 will haOpen ' ....''@f'l
St'--',,' <>wn aMwt'fI.
• (I"-~ »~" ~.n, (her! W"'C thl! v.<>rd f)fObo/;Jkon the
bo3rd, EIOi: it the difference between POi~ JOO pro/)obie,
dnd t~ 1 '>Iude-n1S they are go<ng to pt <lCllSe talki ng dOOul
prob;.Jbili ry In the M ure

Exercise 1
o Look at the pict~ re ,.,.tn
the ( kll\ dnd isk the qu,,>t'oo,
A, k I!~&>nts to e xplain the teasonl fet l hl'i. JI\5Wl'1'5

A , " ",,-,y_

Exercise2 S 2,34
• Mx:~S st~dent, on the d..llogue. and exp/;ll1 th<ol they
should .eild ., as they Imen to find IhI! am~. to !he
~Tion ., the mltfU("OflS. '<'11 ,hem not to worry about
'he ~"'" words ~t th~ IL.l<)e

" MMf) , m11l~,f)

ulkom i\ poSIt_ bUllnh "neg.ltrve. StoMnt,' own.-..-n.

ben:isel
• As.\: SflX.k<lts 10 ~ the key phrilSf!S ind fond !hHn in
the dialoQUI! You can <heck ur'Ido!rltdndrng by d~
stud"....! to ~'ansla:e them In'1l t'- own I.Jnguage
I Optional activity: Speaking
"'" "'-'<il>nI~ to worI: In p.!U! _nd create tl-oef- own 'Futurt'
SU"""Y:
T~" them thty <J>ouId w"le ~ questIOnS uw.g .....,
• STudent> Iheo dent ",!hi' ~ke< lot e.Kh p/Y35l' I Comb"'e pairs ""0 groups d wr !Gall! dnd answer ~h
' ....t,j,f) other's QU("lTlOn5,. usinq the key phr-»a from e"""'1e 3
I lNh l "'"um1 ~h t c.Ium S CIobn ' lHh Checkm.ocII'o!s _1IWIg the key plvases cOffl'Ctly_
Cultu..,l awar_'and~sion.. ~ and
ciYic: compeUft( ...
This activity .... ~ cINeIop SlU(lents'awn (te~tMty
and help them express their opinions. II will a~ he-!?
them '0 intl'ril<:t in a coope<ati\Ie rTIir1f>I'r_

M'"'''"''
Workboolt P"'l" SI
~n9"'1" focus rtf... nCf."" pro<tK., WotI;l>ooIt ~ II-!
(ommunicotion: P. i......, Too..-'. f'hoto<opia .... RtsOIIrm
Yes, definitef)', 1 Yeq"oO.ibf)', J No, pmb.:l bly IIOt. / ""g.2U
t No,de/inolely llOt.
Tests
~"""Il'IIl>. ...... wMo.IiIOoI

100 1IIoiI'
 6
Aims
Optional activity: Writing
• ~'l.Ajy., mod," ''''-'';>' 1.,I'M ,' 'U"'~' To r,.In,,,, The p,p','<sior" ci 'lu.HMy. ,·1, It Irom tile ch,
• l,' If" ".,' rh J"" to' '_'xprt 'Inq ;:U-"1IIl','
,ome o:he, qu< ":""" thJI <could be ~ck<'d ,n J ,,-,,vey,
• ',''''"le J k'jX"; "oou: J "''''''1- Reter ,t<AA",ll b.>ck !O !tl(> SI>I1tenCl"> ,n e."rci'~ 3 if Th<>y
Warm-up 12- 3 minutes) ",->,-d ""',... t->elp with id",,>
• "dcr 'tJGenl' boa to Ih.:> qu,-.;t:on\ in Futur,. ~U '\"'Y
Elk:il Ih"-'" G< lOO! QlJ>..'' ' ' '
arod Vd ,le th~m 0" tlw boa/d_
WJlteO<l!he bw,d th~ nLJll~' of IwJerm in Th"clJ\~
on 1-',''1<' 64, A..... lr.: (t",,, ,1-,,'1 hwncn> """ ,"lhe ""-"I
.fld I~II w>d"nT< thal tI"'Y "re <)O1l1<) 10 guess tt->e re,ults
,"'llrnmum!(il'! J ,how 01 hJrId, tur wI'G think' Yl" a~d
01 th i> clJ" survey_ Put stud""t\ i'HO p,li" hJ '1"'-''' lh~
wlm think' no,W,it~:,,", numbe<, ~A ' !1,.,.1"""d
"""'-.... ,=11, "nd WJil~ "'fltl'f'OCl'S b.!,<>d on the ir 9""''''''
A", "lJd.ems how th .... (,)n ,>, ~"'" th ,' ,,-,,ul!. Elicll <om~ "~nq li.e qWrlllly e,p""sion, In ~",rci;e 2_
de", but do nO! """Pt 0.- "'j"'_l .Iny Jllni< "3'1',
Ask ",me p,"" 10 r~<>d oot tll"ir g""'se-; arrd lh"ir
E~ercise 1 ;e!ltl"XCS. (hf'(k th,11 !h'-'J' h.lw u"-.'d the qwnrity
~<il'''''>ion> C()!'eclly
• I <)0' "r 11\;> r,r", lnd TI,., P''' ch,,,!. ,_Iicil !h,11 till' chd': can
be u*<i 10 ,llOW ()wntn",,; 'n Ihi' 0.''''.111<> numbCf of frn.J llv. "'k the que,non, ,nd write the "",I ",,,,1,, on tpe
I~>{)r!e ,-,ho "9'~ 0< di\<>],,'" with , 'I~"" ,,'<'I. Il<,WU, s.... wllO p!e<Ji( 'e"(l "",,1 J<:CU'Jlely... ,d elicit lr.e
corre<:1 ser>ll'f'OCe, fa< ,eporti,"l rhe '".;ulr.>,
• 5tlJ(it~\!S ,,,3d the moo~, te;:1 'M an""", the 'l",,'lions
I11\:W1U' Cullu<al awaren.ss and @xpr@s<i on
{en 1 ot",,~e ~1~c"l, Th" OC1tll!ly Will ht,p develop ,tudent<' C!Nt;"" ,lbil,t""_
1 "",~ (1130 half 01 Ih~m • 'o,m,,1

Exercise 2
• Head tlHOl>Jh lhe ...... pt.,.""v,ITh The ('I.l<s.
• A;~ ,Iud<'ml 10 ~nd Iht' ,<ry ~i1 r",,_-s In tl)" rnodd lext and
I Morepradice
Worl< ....k p.g. 51

t '" '" IJ le 11""m i IlID 1h!,i, 0'" f\ iJ"'lU,' l)<'

End-of-unit activities
• ~",d..,,,\ PJT ,~ k..... " I""se> in D'def, In " we<>k~r <I ..... Progress review
g Vi' them the f r>t .. mwei, ooboi!1

tl!~1* " fhf PToq,e's ,<'View i, d£o>i<)r"-'<l to ,!,w Itooenl> the [h~nc~
S """",h.""",i/ To (Pv1\P The main vocJbulJry ~nd g/Jm"'Jr pocnt; f,om ,he
uM ,,'t,,-,I cl' """'" ot th... key DhrJ'~~ It pro'Jdc, '.T"d~":,
''''I\h ~ ,,'{()Jd of wh.'t !t>ry "''''-' leo m!, J!ld It Jlso help, you
..-..d them !D identify area, that need more WOf~_
Exercise 3 • !leIo<P Ih,derm do the Pr09!('<;\ ,,,,,,;,.w,
T('II Ih~m W h l
b.x ' 31 The rrnrn VOCdOOIMy ~nd g,amrrn! SI.'Oiom of the
• look 01 lhe lid" ctlhe ,urvey and elicilThdt it i, about
unit to ,~,nind tht'-m of wlldt lhey hove stud ed
'up.>rl: ! (lnl, AI,' ""',,",-(l\11 JC"o'ty. n"t cl>e<:k I,udc'ntl
ur'de<I,,,,,d ti>e qu<:suonl by oS,'''') them 10 ,nIWe<' • Sturlent> lr.en do It->e P'09'~" review
,r.'n ')i, "'l ">""'P'" • Ctl(>o:r onsw"'1 w"h 'h~ c'"" "rod J" 'tooem, to
• >tl""""t, c""",,· ,he """",-t wr:.-rl, tD C""'P"':~ ,"" ,omrt.,'e the pe,,,,n,,1 <'Vdiu.-J!;o,l. lr.'Y cI""-,,,,·
!Il;,
,ymooi wh,(h ,~ft,,- t, 1>0\...- tr.,) t, .... "bout Th(,,,
"'" tonc","
verto,mJn(~ ,n thi' urUt
'!lfi'@ft
"0>1 l ~ Iq", J _Jr, ' ~ '0"",

Exercise 4
• Reotl rll~ IJ\' with th .. ,l\,,-
• Copy The sur.-ey resul" l"blt' DIlto :h~ board Ask each
que,","','" tu,,, 10 11", '- J\I ~nu wrnpll>{~ the nlJ!l1bCf, in
,Iv- YI'I/ No (oh.,m~'- In a stronger cla« .•". i.m,vow l
mK•...," to ~'" troe QU!'5tions
• AI' stuCfonT< (0 copy I"" t3i)1.o af'riltw '<"$UII\.
• 'i.tlJ,jerm wme the" Iep<>f!\, n,,\ (~" be set 10< hom""'o"
• r... , ,,,.od"'''1 to ,1>-0'"
!h-~ 'M)fk, .lr>d (",,-k fho>.J h",,~
"",d '"'JulJr "od pur"1 .'~rb, "rid qc'~,,"') '''pr""",,,
CQ"<X!:Y,

I
Unit6 101
 Vocabulary Communication
Exercise 1

,-.-
t'!iJW jU 'UWlui
.. • quart ..
1 couple
",,,,.,
1 _Ihri.
1 rmprmy
4 I'Ihy'Hnot >
~ billion ~ • in~g,,~
6 'Nk.llaboulJOU'
1 • "')1"....
, "t'Wm I redon that
' d l ( J b . e5i1
Listening
Language focus
Exercise 7 S 135 Tapewipt ~ I 52
',IMe' ,f)
lbl(l b 4 (

Tests
I ,.. ~ i.-J, IN g"" ~'. ""'~

, -moW14 f'l
1 pU~ won't
1 won't write
1 go,,,,..
4 don't wo,fl
5 .~ pI>one. ~bet

ExerdseS

III U.oit6
 Listening Exercise 5

_..
• f><pl.Jin thdl <flJd.-rl!~ ..... r.;)W QOinq [0 01<.1 W( ~
Exercise 1 ,oll,,,,,,,,,ion ~Ior.."ng m.. proo"'ots. no .... ,I«< OJ.. """'" w' I
• ;u.-dt'nr> I, ~r r~,· t..o!cll KId be A and ....'ho ....'0/1 he- S.
• Do>r,-.on;tfal~ thal ;hp prompr> I),.. J comhi,."""", 01
dir>.'<;t 1ilflCJUdge ~ n .t.llo<.>,I.ond N"U .... t ....... (., r"Q'"",1
foml

, • SIlJ(len~s u .... me;,- Il0l''' 10 h.wt' ~ r~"", 0 ...""

ttry iIIP CO'lhdel11 wrn "'" e>«:h.1ncJf'.,l<I:. f~ to SW"P
rok.'S- Go round dnd h'>len d' 1~"'" ~,,, tdl l .",~
• You ,,,,,id
dsk ooe or two ~r; to DM'orm rhe<ir
corM'f'N>l""", for the- cLss.

Exercise 2 IS! 2.30 bpr!"$(q)1 ~ 152

• f .p~'" rh.>' ,rud< ..... " ."" I! 1 'Iq ro h • "r ~, .... ~,...-.l,
I~''''j ,boJul'~
• ~W!lho'l''''.'''Il~lh." 1'~It;.,'lh..,.", I><'J'I,'
Wri ting
;.t ,,,,. pm TI"iM' .I!><>tif""j ,n ~.:",,';'~ 1 TI..-y <ho~1d "am:> Exerdse 6
11<' fOl> tl "I tl,,_"')" ,t.) ,">1 t"it...,
• HemiOO 1"'" IHJdenII <:i IIw II(~ plJn .,w.. 11,f'Y ""'.lrd ,n thl<
,,:reu,"1 "':0'0''''1 in e.e<cise 2. r~1I th~m to th'~k d; i<le0lS TOt !hfv
MIIl<J\.ef ow~ lif~ pI.1n_ They Cdn u"" r.<'W ,<Jr'''.>I WPII ,'I rhe ,! dcJI
ftom the dkl loglK'. but t~ ,ho<Jld PIC>ent lhe l' 00. '"
hercise 3 IS! J,)6 lhe torm ot J te.t.
• 1,'11 \l\KJ"n\1 llM lilt'!' ,)r~ r'<)W <jU "'1 10 ,'~n .J<}Jin .",11
,h.,t tn..,. ,holJ l ~ pO<.:i<. OU1 mor" 11)&.f" 0..'1311 \ 1!>ilt.me_
• look al t r.e example ""'tef1Ce .tnd remind tr.ern to (heck
t~ u,"" the f~;l (OI1<jll"",,1 (Oftt'<.tiy
• f\rm,'1(j ' tl ..-J."'t; !<) r~,1<1 th,,,, "l~ .111 tr,.. "~'to'N'''' f,,,! ;0
!ho>y I.naw wh.,' i~fo".... 'Or> ,~ can '''po!(1 1C> he ... " @ IM1
'tooonl" ow" .... 'w..,,_
, mWlM1
'M
1 bro'tIe<

·"
Speaking
Ex~rcise 4
• R .>d,""'" .mthe<ilnJ!ldc/l«k .~)'OI""IO!'
...-:Ifor~1Jr<l' I hP'I"''''' "'"
• rr. (~"'~1' ,...... .., TO ""'!~ 'l"""oorn 10 t-.oIp 'Mn
•.•_tu'''I'''''' ,~" Thooy ,"'>,
,111 ... ,,~ ;r.1"";<lu"'Y 11 ThiS
[.lQO.'.I<1d m.;koo 'lOlI'\ oboul1hN pr.o.",,,,,,...

""if' 10]
7
Start thinking
Sport for all Re¥l,he que<;{i<lo-.$ "";,11 ,he das! ....et ..hOt d~1 horn
individ ..... I. . udenll. fncOOJrq students to <)uess ,""
3I1SW(!f5 they do not alreddy know. and US@the"suggestIO'll
to start a dlIs d 'CU5'>ion Altet~. 4s.i< students to find
the iriormallQl'l online ~ lhe d.JS\ or ruling UIe class _
Unit )"U ~ Kceu to !he inteTnet.

CommuoiClltlon '!M' lU'l

,~
1 StucIoon' S- own ...,--.
1 Yn. I~ P....1ympc.
make ~oons abovl lporl ) Sludfflts' own ""--'
underslMld an irltcMew.
Aims
t<>lk. dboul pl.)ns ¥od pre(ji(loonS.
r... ~bout loPOfl. • learn \OOGIbulary lot JX'OPIe in SPOIt
taa. ~bout fll1~Mr~~r~ • Play the r""mMaooger .... mo.'
invite a f,>efI(j to ~ sportS ~r. • Learn about imper.,,_
wrlr~ ~ Ie1tet 10 M" 101 SpoflSO<1.. • "'acme u.. ng imperdtlW$ to!lrYe ol<l'o'lCe
Warm-up (3-4 minutes)
Vocabulary
• With ~ closed, w,ite the word Jl)Or(OO the bo;Jrd,
Core voc.JoolJry:
• Put 5lWefll! Into p.:l l" and .,k them 10 wrlle down dS
Pe<lP~ in lport:cot:>rairt CMmpiOfl, fillQ),Jt /oil'.
many m"'<"S cr 'po", " [hey can ,n two minutes.
""'nagtr, CWM<, Itl!f~. WOtlSOf. JU()pOrrtf. Ir(l'n<'(
f\lrepOrter • I\,~ ,tudefit! 10 (" 11 OUI s.port, tho.'y haV<! wrllte« <Iown.
Write them en the Ix>.lrd.
Compound nOUn s: SP<)ft$: arhlttr(~ bolJ<~rl>al( champiOn,
• Ask'twem, if tl,..y know ""Y words for people in lPO'l,
compelillOO. COO't '0"'''''«
0(M>g. r(l,,~ 1ooI1>a1( more"-
El'''' • f""" WOftB and wril'" them on {he boatd,
pltoh, fl/a'rtr. (Q(~. flJ911y. ,unn.1lq, SfOSOrI. .lkHfl9, sradium.
\wi~ IOblt leMl~ M:lm fm'!rl, 1'000mamem. rrt(I/ly Exercise 1 IS 302
• ~!S match the ~ WIth !he p/lo(Os.
• Check ans......--. ";th the cl.l!s...-.d moc:i@jMlddnll

.
Language fO(us
pronunciation IX any words rhal.{~ new to Iludet'l
rmPC'lall~
'",,"Ut
"'''''
.....·.Jod~qomgm
Present (Ofllinuotr,; fot future a..,.~ts
IndefWte IlfI)n(Ul5

English Plus Options

loUd' SlPI'W'Ig ana ~akl"9 T311:.ng about SC(lf6
-",
(umrulum eoc"" MIlia A'If!/<Ige speed (p.5ge 101)
Culture: Nahor.... I\POIlS (wqe I 101
VoabuI¥y puuIes; ~ n'llPO'l; COITIpOun(j noun"
';pM\ (PI9I! 113)

Key competence!
(ultu,'" ilWJr....-.ess and l'XPf('SSoon: P!opIe ." 5PO<1
(~68J

Soci.JI ;In(j <ivic competenccs: Team m.lr.ager (page 69),

Sports I~ 7l)
lealnlng 10 Ie~m: ~befl ng grammar lruqe 71)
Ma!l1ematk:a. Comp@ler'lCeand baJ.lc CompelencCS ",
S(:lenc~ and t<:.'Ch~ MdtMs: Altelilgt ~
(page IO})

-
 f xe,cise 3
• L<XJI< Jl I~" llU~ JOO ~\l il "nvooe (dn e'pl" in whJl ~
Optional activity: Vocabulary
rn"J"'- (onfi'''' thot a team man.l<JC' dKide, what lhe 10 rt.¥[i<R or ''''"Ie tne vocabulJry set In J 'un woy, P'dV
~w'-"'ty OUf.C;Tiorw
Team should 00 in " Vdr,ety ot <iIUJlion"
• <;tuJ<.'nll pi")' Ih~ ream 1..!aM<i<-~ game Irld ividuol:y. Inen [lo'f1'X>rlWdtC the «tiv;ty by rd"mr.;; s t lJd~n[; Wck
:omp~re Their Jf1I"",r; in P.lIr~ to th<> VOC,lb\JWy In en~ci", 1 Tf'l 1[he cla" )'OU ,1re
[h<nk,ng about.1 P'.'<'>Of'l in ,port StudentS mu,t ~'k ~"""
• A" ", rn" ,1Wml< 10 r~pon 11""" own rffiJllS JrId lherr
PJrtrlf.'r' '('Suit" As, wheTI>1>r Tht'y .g ree wiln the re,u lt'
!l0 q"",Hom to g"""s wno It i,_ For eXJmple, Do)O<J play
Q lOorl! Do )<XI It'OCh reopie /lOW!O P!Oji' Do you wr;porl a
• In J stronger daos, go th roug h ~a<:h QUe>tlon ......0 .. Iieil /Mm?
why e<Kn OP;tOO impl;"; qood or bad m¥\J(JCmem 'kil ls.
F(~k>w u" by Jlking br adjKTives whi,h de~lit>e 6 good
The mlde"t w-ho gl1<'\Sf"> tIle COffect "OS', I('< then th inks
ma'1Jgc'I_
of J per\Or, in 'IlO't
• In J weaker ciu>, "'. lor Jdjc'Ctive\ ~n (.on lk->c rr be Communicative «>mpetence
good am ha<i ma"'gers. S1udffih Cdn rele! to lhe kt'y to Thi, i.<;!i.jly w;~ r~p to "mien StudentI'
he lp tllCrn
lOmmU"",a!"", ' kills by he:pir.;; tllem to urldem~nd

'!Mm.;' !"" w<ry IJr"lWoJe IS 5trlJCtu,&j

_[ude~t" owo on,',,'''<-

Optional activity: Vocabulary

To pr""tiSl' imperah/"s, [~ I 'tudents t~ Me go<og TO
plJy d game. lis. tllem 10 ;rn.>I) lrle that tn..y ere 0 foo t hilll
" !!011/O,f) man",]", Jr1(! ttry Jre go<r>q to g ive advice to the. r tedm
1 The neg.;tive idorrnro with do nm 01 dOll'!. befOfe an imporlent n'"tch. 11'" ttlI'm 10 w:)rk in pilirs Jnd
1 rio, wntc two p<ece, 01 advice u"ng affirmalive i,nlX',a(",,~
ond two US",,) ""'JJhll!' ;mperJ1ivl"
"tlpe"t"'" "'. pair< in 1urn to ,~~(I OOt 0"" piece cl the" .!dv'e. A"
liuyli>epiayer. NO I !,~.j "") t/"pl"., if Jnyone l'iSl' has wrmen the """'" th ir.;;. If JfI()1IICl pJIr
ha, wlitt~n the '><Ime pJ'-'C~ of .-.:jv,'e, they get fI() PO"ltl I1
In 0"9<" .... i mP"f~!lve,. ...., use Doo'l ra tller lMn No!
their pJ'-'Ce of adliice is ""'que, they ge' a P0<nt
1):""10.1)' rhe~. Nor 'lot 00, ,.", pkoj_
Cont inue qoi~q rourld the cl'l\ J""''1 for piece<; rJ Jdvo:e
.rid aWJlc'ng poinT, if r)(J 01"", pailS niM' w';t:~~ !ne
Exercise 5 >--om" dd.,ce. COfre<:t any m,\w:<c-s in rh<> ,m&«l1 iw>,
• f ocu' on Ih .. ""ampie witn Ih" 'k'" Jr);j e lIC it Ofi~ or two A,k students to ",Irl up thclr points aTt he l'f'ld 10 see wc.-,
rrore ex"mple$ from the dass '-"'VI' the rl'Xlst original i>dvKe,
• <'!w.!ent, p'epJ!e tne it <l<ivi<:" i"dMdually. lhen p r.-.et&-
gi.inq th<'~ 3(jy-i<:e In pJirs. ki'
some ItOOent5 to '''POfT
bJ<:k on "'Ttetller lhei' penile' goll!' good i\OVi(e
(ommunicati .... compelence. Social and ci ... ic
competence>
• In 0 .... ak~, d~ .., 10 coruo lklate i"'PCfJtl""', write drink, Th i' ""1!\IiTy w-II ht.Ip 10 "" och s1Wems'
"'I. go 00 the bo.."d, n'~n I.Jy fm i>;"'j'Y, Im Ihir>!y, elC (O!llmuilK:alt<ln \.kIll' by he,pj r>g th..",to ul)(!P-rlwxl
A,k ,wd"rlt' \0 9"" )'O'J ad.ice u~rl(J th" impe<at'''"''_ I" it tile w<ry IJngu,oge 1\ Wt.<:tUfe<l . II wi I "110 help
<lrong~r du<, ItuOC'f1t' can g ive .-".lvice w<thout reiyJ"'I 'lUdent' [Q worI; if! ,1 Coopel"tl"" rn"nr>e'
on PfOOlpt'
Wwm ,Lt

I
More pr<Kti(e
.,t\ldem,' own amW~I" Wonbook pag"' 5oi---51
W"'l""9' fo<u< ~f'ff!I(' ~nd pr"'''''', Wort<book pd9. 8Ii
,
Tests

WWn_,f)
Stuocnt'l' own dn,w...-,_

Uni'1 10S
 READING .Women in sports .,
~ !un undentand an interview. ~

Aims
o Read about a re""., raCLr1<J d ri__
o R<>ad for ge!1{'-rJI ~anirlg and \pe<:ilic infor mJtion.
• Give y<lur opinbns about sport

Warm-up (2 minutes)
• \Mth bookI clo5ed, write Foonuirll OI"lthe boa rd. Eli(rt the
I"I""ot'ilnjng "od JSk St<Jden1l whJtthey "Xl..., Jboulthe Sport.
o A,k student, if the')' Koowany formu la 1 drivers. then ask
If they think that womcr1 "10;0 face Formula 1 CJ!3.
Background
The wom.:on wt;o r.as competed the ~I ~dy ,.,
FormLk 1 w~, leIla Lomlwdi. from ~3Iy.•...t.o 1'11<15 born in
1941 She w :npeted in 17 Foonula 1 Grand Pri<. She finished
in the tOp ",., the 1975 'ip.mish Gfand Prk She is the orly
.....;m,)n to h.M' scored any p:;nts ... a Fo n..-..,b 1 (i(and PT;x.
f1:W/H,f'
Stud .... !~· own dn;~5.
Optional activity: Reading
Dlcwe the\e senter..:", 10 lhe ( Iall. or write them on the
bwrrl . Ask Itud,,·nts to re<ld the text 3qain ar>d decide if
they ~,e trl.le or fal",.
1 K,)ren', <lad raced ca" in the Pdlt
1 Koren w~ntS 10 t1)' Formukll th is year.
3 n >ere ace !l(I women in r ormulJ I at t he momI'nt
4 Kilren thinks that in (hefu(ure a WOff.m will beJ
Fmrnu lJ I chJmpbn_

True_
2 F.I$/'_She ",ang to t,y f<>,mu la 3 thi, ye ...
J F.I$/'. Tt,e~a,en'ta lot of women in Formula 1
II
• T,ue.
f1M1Ui Communicative competltnce
Students' Own a n 'W{'f~
This acu.ity wift imp'<M! )'OU' 'tudeng' reading skills.
Exercise 2 ~ 3_03
• Read throvqh the inter .......... ql.leSt()(l1 w ith the class and
clarify that the te.t is a transcript of t he interview",,',
"n,w(>lS.
o ,., il nronge, cia.., alk 11uden(\ to say wh ich part of the
I
Optional activity: Language focus
DiGJte these "'ntefice~ to m" c l~sl Of wr t~ (11<.'''' on
the ooJrd Tdl swdents tllat eJ<h ",n:ence coma,m co",
Jmwef' [hey used to ma ke lhe ifC hoic~ ,n a weake,
cl<o ••. h"lp them id"n! lfy th~ ~,e", ti the text wh>::h
I
""stoke. SIUdefitl correCt them.
1 My dad usc," ,ace ca"
d ictate wh<:h choi(~ to ma' e
2 n'ere i\l\'t m~ny women in Fo,mul J 1.
3 Journal im o,ld 'ponS01S do not support "s in the past.
tB2 A IG (OS F&E
4 Not many women wa, intefested ifi the past
5 My family ~ lwi\yS will sUPpoIt rT1<.'
Remir>d 'tuden tl to regularly go back aM review
gra rn m.lr thtoy ",we 5tud ied p<...... iously.

t 'IW3ut My d:Jd "~ to ,""-' <"!S_

w,t<t>ed 2
rally<'" J 0'1'''''''''' ' 1'' 1'"1" 2 Thefe J!ffi't m"oy women in f<>rmu l~ 1
4 <ompe!OtOfS S montry" 0 5ponlO" J .io<Jma li lg OM,,,,om,,,,,
dldo't ,upport us in the pa,t.
4 Nor ma ny women were intereSted m ,he p.1<1.
Exercise 4 S My f"m,1y wdl alw~)'S <upport me_
• Students fir>d the words 3M p h'JIeS "od work out the
~anifigs. then co mplet€ the senteflCes_ l.,.rning to I.,.,n
• In J _ab. cia ••. chcc< urder%lndrn<J ti ttle I'oQIds drld The "'V1\1on aspect of thiS il<llllity will help IludenlS be
phr~se-s. for example, by dski"'l 'tuder1 (5 to tr3n,l~te (hem awa,e of tn .. moIiva\ion thal mUll be app lied in orde,
In a .nong'" cla< •. "nef lranslalir>g the wordl. student, to continue the lea rning 01 a foreign lJr>:juage.
could J I>o me the \lKlfds in their own "'ntenc~" to lhow
they ur>demand them in COntext.
tl lIJ1!f.ti
<upro't l ha"eago~t ) competW 4 ,.ICing
I
More prar:tite
\YQ<tbook p;l9f 60

S s;tuation 6 "!mo<ph ~ r~

106 Unit]
 Exerdse4
• 'it ...h the ~ """!lit-. w;lh rho>~, ~,lJ ,.id' thl' ",,,,,,,., I"
,,' 'lu(>;Mn In rt
•
•
" .. bo. • ....,.,..., " .'..,
~, '''l ., ~.".d /lO',Jo.'w/ f<'

• m .... " mbrl ,)... """,11 rl'~' ""~...,. """M,iiW;ijij ~ u;c, 1~'qQnq 10 wtvon 'NI.' hJ~
Ndy dKi<k>d and plannoo 9JlT\f'th",<,!_ fm <1"""J If)
Warm-up
IIM'Jldt lht'mal(I>IOtli<y.r, NOT in ... , , ' a",~
• Rt'· 'l~ll~b. • W i.ht' ",W'O,! I -,Ion P,lQl'
lUdo-
A,·
W,nll .... f.'IJ.Ol·.IQI~phull'<·I ... ''''Ioj.,
.-.,.,
w., """" .. HI when WO" .......... ~ prl'do<lO<Jn dbCAlI ["" t,"~'e
1',h(1I .~';" <P'"I /<J ,10'''''1 jO't/tl
,,"')'IJU
'II . "",."lhefllrn NOT I, " "b 'r - 110" 1
• 'I"
_,,_-~
'''I<'OCO': vll'\Q(IInoll()r'ylormu:tll ;Ii',I~ Ill<>
"'" ,~ boJ,,j ..-.J undo>< le "'110. lholl ~I
..-.
~""'IIO '0''''\ 10 1,.;1"'" pI~, \..
• ,k"o;,de",h)I" Jm"'~''''.''''I~' >lbr'~""'1;a;oItl<>

, mm •.;)
I "~'J<l""l tu ",....t ~ '11 I,..
"~"''''ll''
, 'n '10 "11 1',111><- S I'.1'.."

•
',,, no! 00;[10
, "'"'1 1"
I'"
10 >!Up (,'''''~,
. T~
,,:'1 '1''''''1" 'I'· '
,
". mo' ,
J "'<'1<'''''' to ol.,y

Exercise 6
• rooro\wt [0 ,Iw...-"II 11 .... ';1., ml><.n ,\l;"~ to ,~m~",b."
Rules ",lfllm'" 'h<ougI1 ..xam~' 'JTlw. ,n.'"
",IM,

" :W:JM i,,,

• Ro,J(! !I""",Jh ThE> Ira 1''''' IWh ! h~ ( j,.]<" 11'1Po1, •
"'", ,rl ,"",...,.. ,!udffil' to ""iTe IOu, e;wmpl<, """<'<"~' 1,11 tho.'ffi TO
U><' """,npies !haT Ih<>y .,.,ill fond ea<y 10 'r<l"W',T\bt>I. b'
1'1., U' b<> 'IfJII"I11() ""np4e.1>, ""'kj ',p"": rtJt ".. ~I'tho>o' "J V".

"" ~ ,;" 'T • , "''>OfI tow...1m; •

llh·· ... ~ • E""OI"""l" ;tudcnh '0 1,",II~ivI'sO't I)\O."A' ... ~mp~
"~lu 1y.!nd to 00 Ihis W\"uH"h~, , _ ',,,,mm.w ~t\..

" $'0 ....)

• 'h '.I"'~ '" on·~.-<t I~ _ll"'''-''i Ji.!hefn le
., pal ~
Exerci!.t' 7
• fl, ,,1 T~ 4> '''": >k.. 11", ~ F_ ".<! 01 fWO
" .. omplo> ":,,t<>f', ..... I~ a<" 'tL~i..,", I "" t, I~"" ""'"
pl.lIl' ndpr<'did"",,-

Finished '
• fld ... fast fj nj.~.s 10 thP f",,,h,-,I,'.l< !MW, ',,, IN""
h erelse3 u loo, ~I ...,..t '" """-, ""d!, o,d 10 wr,'e pI.J,,, ~,>J
• I <n,,><l '·,!l>O.."'I' rl"..,. .,r· W"IIr~I.\h<lo.Jl lhP<, own ""'" prrolclion< lJSir>g Ill'" onro <l~~~
l d "ronger cI.n ,K ' rm-m In ",",I.' I"'~ ,,~,I<'fl( ..1
' 1:trm ,f)
\1, " ><1 )1"" "" " '" ,Iy. ~1,,'-I<'nt' nwn <'~','.,
·''tI'1UI

I
More proto:tite
" ,",:,' ,", W.,kbooi< I>''l'' S7
"0- "< '.,
Tests
 Aims Ex!rci'le 5
• leatnc~OO\lns,eldtedtO~ • StudenTS U'.e the compcund nouns to wnte O\.lr'5UOnS
• lMro to th,o:<:' people t.-I!;ng about soort !of tl>oo disabled. If they do no( know the Jrnwe" to aonyoues'OOI't\,
• iS1"" kw' 'JI'~aI """''''''9 ¥Id \PO'(,f,( ~Mils. eocou,iKJ" them 10 find these out

" ,W@'"
Studmts' own ,,"'""""'-

Optional activity: VCKabulary

Play a game to proaose the(om~ nou~
PIn .tudent> ,nlo paiR MId ~ them back ,0 the....on:ls
in exerdse 1 Tl'll SludffilS thry ~ Iou, """"tt'S to/olm
'" manycompotrod nouns iIS Ihry can. USfI'ICI the WOfllS.
'They IT'O,I!;\ write Nch compound 1>000, and muSI also
w, ite a brief senlence 10 show that they u~ on
~o"",

When I""" " up. ...... stucIer>H in lurn to ,t'".;! OUt tile1 ,
compour>d """"" d1ed:J ng Ir.aot lhey ~ used tllen">
CO"<!Ctiy in a sentenc..,W, ile co>:;h new compound noun
on the boa,d and I~I students 10 gove them~ a DOOm
if they got t ~ on<' coneet.
Contin"" until you hJve ccwered al llhe t ompound nouns
'Iuden" come up with. The Pil i' with the most POints wm ~
~arning to learn
ten nis tOOfoa"""" 4 swimming c~m"", n
2 flJgby m.t,h 5 'thldks staod ium This octivity wi ll help ~ studentnwdy ?:.llIs t:>J
) f<>Ot"" ll tt.m , te~m"...~ ' l'QIJ iri ng them 10 '~YOCJbo.JI¥y in cont.,!.

Exertise 2
• ~ the IrISt nxtlons and tho! ~ S«l:~e Wlth the Optional activity: Listening
class. Then. .n ~ S1udents fofm compcu>d nou n. and Wnte lhe ttvee names Susan. Osror. 3/1d Homel on I~
complete the sentences. boan! Dictate these QU",'oons to ,iIfo c1.t<~
,,!t1\jj,t' 1 wt.:> won ~ P'~'
1 tentUS ~I cll.lmpoon 4 >bng tou.-n.Jmeno: 1 'Moo is 'J01f'Ig to uavel around !two counlry!
1 <yo:linIJ compw\JOlO ! b.tsMtball INm
I foocboll S10dium , running d~mpoO<o
3 'MIo needs ~ 'ij)e(i.lI klrm 01 tr.JO\oPOl"t1

.-.
4 lM>oisverylast'
ExHci'le 3 $ 3.os T~ pI9I11S2 S IM>o is going tovisit schools?
• Focus on the photos.lOd l'loot 01 e><pIiI,n t~ me¥l"") 01 In p.lirs.. Sfuden,s Jrnwer IIMo qU!'StOJm from memory.
rhen pby the recording ~ pausinq IQ allow STudents
• PlOly lilt CO Sludents I~en and chect tht'M .... sweo-. 10 check theor d ~'-

'DIu,
mrMAPkIDf11/5

Exen:i'le 4 $ 3.os Communicative COfnpootlM-<.

• I\lIow Sludents li_IO read t~ QUtSnons. Play the CO This activity will ;mpro..e sn,dem$'IiSlelllng skills.
"9<'in <>rod ilSk studenTS to¥\S\OWf tho! que11001'd0.
• Allow Sl ..rJe<m to compa'e tht'M aonsweo-s in p.li's.
'm1l'lU'
1 rolll!. 5he ;,.n'1 going to P'!'P<Jlf lot aorr; "'''09 compHnion.
ne.l ye",
1 Tn....
I False. O>ca , F>htOllus C<ln~ compete In the Olympic •. He ;,
going to compete in the p... lympk 9"mes.
• r,,,,,.
5 T,,,,,.
, ralU!. TlI(' basketball tNm Is 90'09 to play a rn3tch in
Gl.-.sgow Ott MOUy,

tN Uait I
 Aim$
Wc "'" rh .. p' ........ 'r Ulnl"'~OOS le<
• 1rum Iht' '1"""000 tot n 01 w<!<••,,),.
,1o?I\,...,;o '''/IfIog<.'meflIs that a,p planned Jnd ¥l'......:j fo'
• Wril<- ~""';'IOO''''~ b(,oJUInol ,,.... rutule:
• "...... n the U$e ot Pf_'t 'OI"N'uO... '''' hJfu m,;onqlOlDndonoo ",,,,lo'f,NO! 1. ',010' I""
.. ,a"'Jl"me!1t1. ,
• P.Jll,,",dj"9~hUlJl . Peif"Jl'<J"fflt'ntsuU'(jI'I(>
P" ......1 ''''' ~~nus.

Warm·up
Exercise S
• 1\0-.• '<" 't~h""""h ..... '" ,~ 1(lItIq n, ""t~ ill<!' (~, .0,,,
!h<!m 10 tOWl ~~'''T'U ~ 0< ''"1<11'"'' wr.lf!'I"o("" ...... ,h bo • Studo'nl~ """""" the """oinq 01 tt. '"",,,.., ...... h
"",tenet'. Remiod them 10 lool ;,J!~ulty '" itf'<)' I"""
oJ<."I"] W. T'1 ,,,.. 1 d ~"~1Yor r""1>\ INl'l<J 1/ hr I 5J>p I
Init,ke ... th.!t moghl 9 ...... rl'lo!<n (Ues.
.. I fW I ,."".. "t<o.
• '" cl weakeor dass PfO'V<de mott' ~mph for '1u<\f1I,~ 10
• Alok.l:lorl: ,,,,. """,Im*" lJ>:JOIIyr~., q~~t '"
odent''Y.
[N,Ii>l>' Do not r()<llLlm or '~)I'(1 .1Ily O;jfo" JI IhiS ""9"
,,:tin...
I futu'. ""oI"'Jo'm.:nt
2 .'<;Ioon in PfO'J'"'
1 fuI U'~d""'<qI'ment

Exercise 6
. ,iIW1U\
1 Wh .. , 1 Wh<,ore 1 gomq 10 4 ". 1\ 5 liow
• 11 neces'"!'f ,ete. bacl: IQ I"'" spel li ng ruM>! 01' ~ 2i,
• ~tudenl> , ..3d iHld compkole lhl' dLJ IO<jWl'. ", pl3<n n<J,
n'l\: fOl"'~ um I il / ale come beio<e lhe lr",y do not ~ 10 ""'''Y
aboul th~ t:li\l(' WOfd\ J I Ihi\
,lJbje<\ In 'll.Ol'StJO(l! ..... Th be'1om'1 ro< q~(Ie

k ""'JOitvJ 10~'" \</)od! NOT ".;.;';"0",,"'.0"'""'0''"~'"".....'

I .... pr":I'''",! 1 ', .. (y<bnq I 'm lItSi~"'J
Exerci!f' 2 ~ ,\,... doing. 'm ,,,,,mm,,,,) S'm w"r(h,"9
• Student, Ofoe<' thP ...",d, ~I'd "'''t.! Itle Q<Je!t~
Exercise 7
iodMduJl1y
• Students aslo: It. ~"'" QU('SttOl1, (,om {".'foe 6. ¥<d
t !MZlii· ... ,m,.....",. USI!'>:'J the P''''''''t conli<'l<J<J'4 ~ lohouId Ih,rk
1 ~,~ycu9O'''9lOpI.ly!eM''I~1
0/ !t...;f own idt'.l'o 10 ""'_ fhoo,., Id them thoty c~n
1 ~)'QU.on(!)'QU' ' ... ·na'
90<"9 to;o.n ¥'rI I,·"",> IItU 'f'HJI' ilM'fll plan, d th"f p<Pk<.
1 ,:,,,,)'00 'l"'1I<J lOgo lO ¥Iy lOUr ..... meroa Ill" Y".f'
• Go fOIJfld .,..j ~~I"'" AS studef<ts .)(~ wo<l<""1- l<,etp.....,1II
~ I, ~/'",ndgoonq 10qo~ 1Il'1 _""""!I' j1IOfK.OlOaIIOO and ct'«k Ihtoy Me USI"') I... P'~f
~ \"""t IJIO<1 .w yOU 'IO''''l 10 pIIy """,I ~1
(""tr"UOUS (0<0{'( tly.
ExerdOl! 1 t""f1l,f'l
• Go ,oo.,nd and [,<,,"" ~ <1I.de"lS d~ a'ld aM_ "lXI....'; own..,~
Frcouq thtm 10 9r.t> J"'IV\Ol'I" Ikon on I'~ for th/om, '"

I
PromllldittiGfl: RK09niring (ontractions
10 InitI.Ji ."W••"S U(HO hI the tOOo( ,r '~ pteWoo W_ _ 91

""fWiU1 THdIoiIIgllOtts_1S9
,,,.d..m, own ..'"..... ,
Finished!
Exefcis@4 • 11<>/... fn' fin ishers !O IIIf' fir>t\Jlf>d' oICtMIy. f"'OIJfag!'
• A.llow "udeol\ I me 10 tead Ihrou9h Ih.' m,ni dlolk)g~ thfom '0 be AS ilM'fll"'" a, they un in tl>(o., pl;jns.
t~ m.Jr(h _h 00f' 10 "~ '1.11.0 thou tIK<;"t.lf'I Its t "LWij,f\
IllflC!tOI1. in • sl«<n\le. class, olIk II !ll.dent~ (It(> de-.c'1OO StlKlffitf own In,,...,,,
tt~ dlrte<~'f1<.e In fuo,,"on "'''hoo.Jt kX>f0,'r>C, dt the ,uk>\,

I
Morf pritdKf
'ljW1JU'
Wo,kb.. k ... ~ ~9
1. 2 b
U"9"'"9' 10<1<."'1... "<0.....:1 PrMIKt. W", . boo. JIoI~ 56

U.iU lot
 Aim~

• U).WllO <I COt'lYefWt.>On allOul plans ~nd a<f~~r..

• [N'" ~ ph'~~for Tal. ,,,",! ~bOuT ~>.If1d
dlfJnqemefltlo.
• Uoarn oIbouI ordeilMe PfOI\OUfIS.
• Practise lalkroq <>bout plans iOd Jrra~rs.
Wann-up(l-4 minutesl '@""'\
Wt! use any- in nrgatM' sen' _to or QUnt>ons, ind _ 1ft
• Wth booI:3 c\os(od, ask Srudenll rf lho"y ~ meef thei, affirmamr.. 'taletno'nU.
f'lMdsallhe~. Ask.....oere !hey 90 and whaT !hey

""
• Ask""-Iheyrn.ll:e Thetr plins b Ihe~¥Id how
t~rrukethe""J~tlo.
• Ask them 10 0n.Ig'1>e TtwTl1ley .... anT 10 meet SOI'l1<! friends
.Jnd 90 10 a fOO1bo)i1 m.l\dl, A5I<. What IIl<nqs ao)OU rIft'd to
talk about wrth)Ol.t' r,~?
• (lic it trtaT tl>ey WlIITJI' olbout where They silould meet ¥Id
wh.lt lime they sno...ld meet.
• T~I st...oentl t!>cy .fe QOIr"l9 to practise J cOI"Mlfr.lTlOfllike
thrs ,n Engi,s!I,
Exercise 1 S3.06
• As. Stlldcnts 10 liSTen fo< .... ~ re dM when CI li um drld
Gemma a'c ~'ng,
t;Ilt1ZJu
They're ~ r ,,!! OIJlsIde the !opOI'1> {<'fltre '" 7.){l.

Exertise2 6) 106
• Rcod through The key phraws WI th thecl.)u IlIWm,t\
• All: !Tudcnll 10 th,n~ abo\<t the dl<llogue and reuU who St~I<' OWn ~n~
say<; .. ach ~ R<>mnd them to Tt." • .rbout wl'rethef the
"""",ker is mao,'"9 0< .espondrog 10;t(f il'lll<l.jtron. Optional activity: Speaking
• PI.Jy lhe CO dnd ask studM1S TO h(Cn ¥Id d"«k. to wort In parrs 3fld (tv,ose anoIlter 'i/lOWnq
A5I;. ,,,,de"'!
.".,'IIV\ ..vent that" menTioned ,n thiS "nit

·"""'"
1 0Ium

Exercise 1 S 3.06
1 ~ J ~ ' U llum

• Sludenll~t~ thedwlogue .... :h rhekloyplv..se..

S UIIUm

.I
Ask them to prepal<' ~ fleW diaklque ,n whrch they
~ If~I090Mldw"'ch t~~.
Monrlor ¥Id tlO'fp students ~ they i'e prep."'R9 rl'rfrr
",,~

Wht>n !U,d"nB ~'e ready. they (;In pliIC': ..... thew dr.lrk::>o)ues
VJh!on ftrtoy " - d"«ked lher. iI<I<We'<S, ask ~m 10
1ft pa'''- -eI them that they shoUd !Jy to prXl>se !her,
or.ocl,So.' WIth a I»I'tner
dialc.rgues wnhout teoKli"')fmrn ~ IOrptS rI POI~.
• A51;. !hem 10 prrforrn ~ d",logue a couple cJ tilTla t'I'won
A5I;. SOJflI' pairs 10 ptfform thI!ir dr.l1or}r.lllS for ~ class.
s....ap roles and go through ,1 ag.wl.
I@\'''''"\ Cuhural awa ...nu. and e"prfi.lon, Soc~' ilnd
civK compft .... _
I b AI. \'OU Oo',,!! .. nytn,"!! th,s _ ing1
1 d No. nothing specraL This ..aivit)' 'fIriI hftp to ~ str.denfs" c~ti\Ie ,)brIrties.
1 J What Jf~ you up to? n will """ ~ !hem to .-.oic it'I J <oopera ~M! ~.
4 c if \'OU'te ;"te'l/Sled.
5 f ~ ~on.,
, • 5h.I1I1 ~ you OIJ'~ Mort prildkf

I
_1_S9
lorogu.t"f""u, ,.f..
,n,. "nd procti«, W<rrlbook pig. 86
( ....m"ni..tion: P.irwork, 1 _'\ Phot""oplal>lo RelOurtts
_114

Tfsts
','" ~"11;'\I7, k B..IrlM..tiU.t

110 1l1Iit1
 WRITING.A formal letter
tin ""nw. tfttwto"k for, ....

A,ms
Optional activity: Writing
• " II.,,\!!
'I" ';'''01 """ ~" 'I"~ "I"",
• .' -I, -,'tt. THn .,"1
• ,01")1 "',, • AI ,..."..nhTO( ",.,t-
• ,
d ~"", • <)IH'M'","" )fullloo"
He · 'ng " .. ,....... ¥JOI'''''
W.. rm·up (2- 3 minutes)
2 1111lt'.JOOd pubholy t.:.)OJ C""~
•
~. " ) thi'Y y.
<-<l " •

" "
1 W~',,-, QOUlQ !O .'''''~ 1wt'<l1V t....-m.
,,'\I
'Ilh , •
... 1-11 • .,~
, "'..,,~
4 ......."" onl"'-I ..... dyo.i'e<lll'~
",'17,];'"'
Exerc:ise 1
• , "",Irl'>, ¥l<jr!...,
, ., " ,mr" r 1

~'Ir,
Comm un iu. ive <om pet en,e
• '!o><irnE r,·.)d III
0:.\'''·4;9
" n .••. " • • ;Mt.'\p',ulJ("ud., u
(01"'''''''''''' ~~p(<.>pr","< 10 '''~ ~IV."<J '

More practic.
Ex ... rclse 2
I Wo_~ol

• I ' •.:Ilh'''v'I i' In,' '1'1,-.,«,-, "",1\

Ih .. I,"> l 'I "" Ih~1 End-of·unit activities
"'~"" ~l""I!CK" • ,),to, tn<' \II\>' tu,~ "I t~~ 10>11.', " ,'Id Ih>;
'it '11J,"t" "'~'<I '" 01"",, I. Progress revie w
• ,,,odt'nt\ IonI.: <'I H',' """~_, 1~'" ,n, " .. 'Id ' i, "<.J 11,..
1ft>. mdlou<'. A,~ "1)11.,,1> ,I Th~ rr '-'l J! tl'lfm.lllton('l" I' Ttw Plc.-J' .... , ,~ ~ dMK]nf'd 10 (J ..... "U{~nl\ it1l' r"-u)( p
th,' 'o¥f>(' ... 'hetl ~''''l' oqo' 10 """ .... \tie n""" """",buL"., .,od
'jld'nr'W po.-,a lIom ,""
u'''', d< """" d' """'-" 01 ''''' ~t"V ph,a~_1! rwov,J,..... ".,d..~."
w;:1 d ,__ O!dvl """'!".,.., !'-JW le-WIt "~d 'I,)l. bt ~yc"
no "",,,, I" ,jo'l'r;fy ..~ !lWI ....,"<1 " .".. ",,-,,,
• 11ft"'" ,;udc<~" ,~Ht.-I'R"-l"'" r..wow. to'''''''' I() ,~
"",cl '" the m.lm ""cab,,!.]!), .. Id 'J'My"''' ~ I>)!"IS rY 'he
\111;' 'Q """,ro ~."., 01 ",h't It\o>y 1'0.:,.... "w o'd,
• -""jen" film do tt1I' 1'roJr'''' r.-._
• l""
'V'd an' ....... ' .... ' ... ,Llu ¥id d;k '1!J<k~" t"
lmpl"LI' ,.". """""""' ... """", (:W'I Tho-y l..-.-.;e·""
wtoc~ ~ >:\, how I~
Ex"rcise 3 ., 001.1 '""",

• 111'
"" r ,h.. ' " "
".,,, ,,,,,,, ...y"""
" .1<'1 h'll'~ 1# ....,~
,, • I
1> ' ""'''l'l'm

"'"'"
Exe rcise 4
• " .· .• 1""" 1"k , ..-tt' ... .-'11" , i ~·,
,'''~ 0( ,,",1 .H. oI ,," If" " ,'Hw
• ,r ,"i<-nt< '-""I" Ih' " I, ·n, " t'l ,WI \'1 Ill" " I <11 ".;h pLn,
nO( ,,1I -dt ~,...,..

1, 'TUO,-n', t<;.t"oei;l,·I" " """,- , " ,. ~ 1'1 ,,,

<'1.""',. 'h,
UnleT 111
 Vocabulary Communication
Exerd .... 1 Exercise 6
' @ZJU"
1 trophy ! wppotltr 1 rugby 1e.om 4 lUng SN""" ,>,

Exercise 2
,1 """m I
, ......
wming
. ~

,.- 1 1IW!(1\es

1 <r .... ium

'f~

, ......,
~ "'~Iers listening
Exerdse 7 IS 3.07 riptSCripI.,. 153
Language focus ,1itt'IU'
1 waldung1V
Exercise 3 1 footu,,1I
1 (aptain
, are rMO'ting at
S is going '0

Optional activity: Consolidation

Refer Iludems back to .he pholog laphs <i lport, PK'PIe
in the uniT.
For 1"ro<T'Iewor"
ask students to loot on~ne and find
'@\1';, infOfm.ltion aboo. another)'Q\Jl19 sport} perl(}f1, .... sk
1 I Ihin« my f~'o'OUrite ,Nm will win the 1Ng~ n..' )'e.)r, them to downl<»d a pho.o <i the pel"Kll\ and >W Ile a ~
1 Who;' 90<"9 10 win the ma!(h lOIT\Ofrowl senlerx~ \a)'U19 what ~ pi!!'soo', Sporl 1<. They shoold
1 fm gotng 10 lhe ci~ wIth Nicl:.l.oltr. include jnfo<maoon aboot ~It~ penon did lasl \'till
4 ~ Men~ 9Oit'!IIo piIjI tennis lOI'l'IOmlW. They'~ gorng 10 (}fin me p.m and what ~ iIfe going to do in lhe fuMe
playfool:~
In the ne:<t lesion. s~rs on fNd t1'>el" K'f1tences to
s ~ PE I~;' going 10 Irain U1 lonrgtrt. thed",~ Of)QIJ (ouId INk .. ~ drsplay ~ me PO:;\Ules Jnd
texis on tile dillSfOOlTl wall.
ExerciseS
'liWju\ Oigital comfN"Unce. Cuhural awareness Ind
1 ~_19"'11'l expression
2 I<~ow_mewng This aaMty wiII~)'OIIf ~ts 10 i ranged
J .~ w"""'''9 ~ 3fId gr!'I'In:'S.lf'" iII50 help mrdents to
, "rn not .wimllWlg e>~ Their CfNtivity in an oppropoa!e~,
S ~rt'n~ <omP"l"ll
,~~~

11l UIIi! 1
 Ajm~
Optional activity: Consolidation
• IleJd J ptopCl$J1 ~bO<Jt 'IlQIt It' d , nhbou.hood
10 'OfI~due o;rudefl1s' ..-.dffl,.It'ldinQ oI,hc "'XoJIJuI.vy
• WfI'" ~ p,~ tor 'proo.o"9 ~ l;J(ililof'S"')'OU' and 9,am""" ., lht'l< 1-1. le. thtom they at .. qaorq tt
,~
,nt_ e.oc:h <XhE'r olboul '!JOtt w"1e I~ QI.l("'''on<i
Wa ,m up (1 - ) minutes) 0fI tt.. board. and eIic:" ~ few mor" q"""<>ns kom t~
• W,thlx; "" od. ...... \oll.ldent~wtl.It~l19tiIC '''''I ,""
...... J~.,l II wn A,;. ft~t ",.r'-ould!'" WOOl SpoIl> 10 100 dO now' I \IfIrt', I*!w OIImJ
l-bvmud!mon;!'f<JO)W ~OfI)OUr SpoIr,'
•
~""'"
A:,/J. SlUO@'Otlhow,mpot'Jnt tho.,,\, I~"'~ ,I .~ to...,..,. 9uod .~ I'Iffl ,putl< <1td yW do in ''''' pmr'
'>jXlf1< t""il~,,' a town Jnd how tl'lUCh f'l()I'>I'y ~ Do yWertjOY...nrlung 1tJ(lf1 on .'V'l'<hy'
"""'Id 'Pl"'d on rhl'm. 'M>o",~ )O<lI1oww"~~" "0<1' W~~'
Desoobtll mrmarabr'l'Of/Ollq""""')OIo ...,,' tOOl IM;JU>I
Whforr\OO\ os'WI>c>I~'
WIl<lIl(.O' I> a{~ yov going '0 W '" l/wo fuM~'
r,,1 snxIenu w bJotc bocic throuq/l the uroils tfltoy ~.M!
"WOI'd 10 ~oo u\f'tul ...:xJlJ.ur",y
" MM ., , Pul ""Went, ,nw P'II" 10 ,m~""""" ~>eh "th.... A,.
, ,t...:le<111 10 leport b.xk 10 11"" ,Iol>~ Of) who 1\ the mQ\1
Exerdse 1 I <!X>rty in each p<"'.

• Re",1 th .OU<Jh rl'!!> n'~l cl>o."k l"l w,th lhe dJI'i. Cultural awar.nM<and expression. Socl.l . nd
• <;llldeml prep.yf lhe" prOjX)lolIS ,oo ,vid<;Jlly. They (an civic <ompetellClH
""" on c\,,ll'i. (If complete the propos.il le< nortll'w,,,1;. Th iSiKtivity w ill help '100' ,tudent' expl!!'ls thel'
• AI, ... ""M'Iy, LJI!' I~ prO.«t al "n apP::l1IuMy ' O creJlivily in an appropri,l1e w3'j It Will JIW he lp them to
promote qrOlJl)WO<Ic In" w ~~ ker diU, (If>c'~ moo11l inl<,<<>ct In d Coope'"l~ manner.
~.Ne decided lJIX10 lhe. th'~ 5;)OI'Illac,lit~ help
'I><.'<r '!luct",~!he' lh0u9nl~ €ncou,q them 10 think
01 tor dfld if90l ~I' d'9IJments foI each propo!.ll. When
"""ung. ........ 'nd Il\Id(or1ts 10 U~ the ~~t Somp" 10 tall<
ro,
..bout ,'wo '''''''''I ~Iu.llion ¥Id woN tlfediCtOOI dlld
nutoomes 0' (h<:i' plans.
• I" J . trongel' d .... ~Uow \rudolnl\ to p<f'po'" rho·" idN>
and '-'fltOUfq them to Idl )'Ou whi<~ rype t:J l.I"9u.lge

---
and ''''''''' t~ Ihouid u<,('
• ~ pq 16 in th,s guode for r...~ idNs 001 ".:0"9 up

I IM~IU'I
1100""' " own " n\~

Unif1 m
 •
8
Start thinking
Are you scared? Re"'" the~, WIth m.. cYs' and ~icit ~v.t'f'S from
jndMdu.JI ,tudenT<;, Encour;oge \l\Jdl>nt\ IQ QUl'$S the
~ they do nol ....acty know, and U\e IheM \U99C"U,""
10 ,t.If1 a d.ls.s dl'£lMiorl Ait<'m)1-.e1y. ~ StudentS 10 find
rho,o ,nbm"lion online IleIofe Ih~ '~1. 01 dUllnq ~ ~~ I
Unit summary )\'lU ~ .:oa:ess!O ~ i'uemet.

Communication ''''N'!i.f'l
1 A roIIO'r ' .....1....... f.i,grounc! 'idt. Slucitnls'own .nsWftt.
,,~
I Aradlnopnobi,o i< d IN, 01 ~
o."XpI.o,o how I fH.I about actN~ors. 1 ~B' own an,1oV<1r\.
tall< ..ooul 1N,! ¥Id I>hobIM.
Aims
talk ~bout e'pet'OI'O(es
IJt~ about Onj~,~ r~ I'mt • Do a q.l<l aboul ri<h ¥Id d~
• lea,n how 10 u\e modifi...., ""th (liIlerent dCi)«Irv<:'S.
a<k.moo! p@Of)Ie'\l'><pelience-sarodrNC:!lot!le.
~,-
• le",n how 10 ... press emo!lon~
help l.omeQne w,th ~n "'Jury Warm-up (2- 3 minutes)
~'i be an KCltleol. • With booIe; c~. write ' he WOIck rI)/I;Jnd donqe<on the
board am elim ~ meanings.
Vocabulary
• A~ ItOOenrs if they do any Ihlng< IhiI, are d~OIJ~
Core voc~ oo la r~: Elk" some idea~
F<!<!lings: bad at fnrhuf!O!!1C about fond 01, fjOOd at, • Ask , rOOenll ifthey ffilOY taki ng r lsk~ flier! a variety 01
ha(i(?taOOur, Imetnted In. s<orPdol. m~>t'dOiJr about, r"sporJ""
WO('~ Gl><xit
Injuric.'I' o,re, Ixrol<, btuil<'. bum. ,"/. ~'1U~, JPtom Exercise 1
Build you. voc"bullry: Ad~tM!'S. ptIoboa~ • Read the tille of lhe quiz arwj loo!< at the phcr!0I_All<
It\ldem, if they thim. the things PlCtUrl'd are scary.
language focus • Students do the qUIz individually and loo!< at the key.
Mod,fom • They discu:ss theO- resul!s with a pan ........ '1""'9 ~sons for
Pr"""", per~, ,jffi,malllllP at1d ~~t'W' ,he_ ;0,.",-
Pre>ef1\ per fu<:~ QlIC'SII()I1, • kk one or I...... student! to fl"POII b¥< 10 lhe clau.
w""'_ ,.,;:t ..,;,
English Plus Options
Ex""r.S1('nong aod ~ng Phonlllg .. medocal ~
(P<tQe95)
- ~ts'own~

Exercise 2
• bp&..> lhat each of ~ adje(h"''''<CJn be u<M "',Ih one
of The ~ 10 grve. P3'1I<:IJ1af me~ning.
CU"l(ulum e't'a, Lln9lWQe ¥Id 1~"Mh.ll"· StDrof'1
(p.lge 103) "'''f ....t'l
Cullur(>- The pohcE' II»ge 111) l allal Sin lof
I of • dOOu! ,.obout 1.tbooJ1
Ib:.bu'-lty ~ FH>Lngs; InjUJ0e5 ~ 119)
Exercise ]
Key competmces
• -Scudents re.od !he ph'd= ij~;'M MId Ih'''" r5b0u1 lilt
le¥n,"9 to INto: CI\td<rIg and INroirIQ p.:I!.I p.on;ciples l'fTl(){ion rI>ev e,pres~ "' rI>ev are not sure. fl'Ier thPm b.Iclr;
(p.:>ge BI)
10 the qtllZ (0 check the COf1lex( afld iItIy 0Ihet' WppotllO<)
s.x',1 Jnd eivOe compelenc~: RiskHnd W"9'!f WOId, Ih.ll might ht~p.
~ ,q); A,dChroop/lobo,: Feellhe fear (p.lge SO)
..,
• A,b!1rlen1< 10 use (he ph,~= Ienter\(t"S. In ~ _.ke.
clan . .I'" ,(udet1tl to work In ~rs and wme rM!'W
sentence< u,,"9 the ph rases in cOIItext. MOMo< students
a, they do lh,~ In a st.onge . d .... ask \(U<X>n1l (0 wy
f\('W >I'f1tencel wilh the ph rases as a .....t.oIe·d"" "'tiv,ty

ftlbNU,
1 ""'1"li"" I P<l"hVt" l po'it i... 4 POI'UW S P"',t"~
' ''''9<'!ive 1 n''<Jo1rve I ~~I ......

114 1WI1
 11

E~erc;se 4
Optional activity: Vocabulary
• fop... 1'1 11..., i>d ." w, "'" be mo"do!d ~o ~'\PI''>' th<:
,"*
'.w.I...
"",., in., ,,, ..,.... ~"" w.,., PI.r. • "W'Tl<' tj¥1">t" to p, ... ~I .... aclJ<'<l •
.... "t~ on {he boao'd thot> "",t<"f"£e bt.ognOO"'l 'I"l ,t.",
• S""",·,,, ~ ~ ~ .• "0 It»! 'l\!'.' IQ !".., 'ht' "".>:fIt...., dOO
",nplt·(~ (he d",,~ U ...... ""',...".\ I~' "'~ 4Uwl Ihi'
m,m<' oro:o d !1It- .oJj,:.. """".n {hi- ,,"'k>l 01.... (Mly
P _"",,01,1 ,... h... '<Om """'('~]. A<J< ,{u(l(>rus {o qut"i~ I~ ¥(M{Y ""'"
""P'<"'" thot> >ent<'fl(e u~"'l the "PP'<lP';'H~ .oJjt'<:,~.
'·MU .•, A....Jfd a pomllO {he ' ' >I "udef>~ ..no 'l~""'\e t"''''llly.
" dt ' and,)<J< m.1 "u<'k'ol( \0 m" .... .>nOlhrr oId"",' .....
,
1 ,~

CulTur~ 1 ~w.,ene..... nd npr .....on

,go bo4c "I> odJ""'_' Tho~ oKuvilV will help your , ....dent; tD ~<"!i\ ~tlI'~
!}Wfl UNli,'lty.
uer<i~ 5
• '1enlWld 'tudet'" (I\.;, It .... n.¥d 10 Illn • .lboo..t the

I
modoft", .... ...,.!I ,K ,I... "",b • prt'pOI"on w"'-"n Mo.! practice
, "",pip,,,,,! rht' '>t't'!'..-.cPS Wodtbook _ _ ,","",S
• In d SIn)ngfr diU, ·l">k on~ er 'WO .....!.. .u~dl, J round the ~ Io<u. ro1..-. Md »foeta, W_ . . . 81
,1..>5 ...t.:rt ,~ d~ Q~ ,~ '}OQd J1. rt";>I')' 'lood J I, not '" ,Ill
Test~
"ll"'PS!ro in, "!(

I '1uo!e ,nt.. c,>l <'<l in

1 (~,' I" fm"lo!
l rc" I" ",, [hul""'< dt)oo,
4 n"(Jt J lln oppy,bout
I ' .. lly j... u .. ,
~ .... ket:'!1 ~"

Exer(ise 6
• !.oak d! !ne t.:I~ Jnd t~ \'>O)mpk>1 .,."th tll\' (I.. , ... ln "
_k..- d ..... el,A 0< 'ItV(' J I,w rT\Of~ W'ntPnC<"!i ard
""""'''''''-
• A>l "ude-!t\ to I>'«)J'" :1'<'. ~t(""""'" tl'l<>n All< and
.,...." 'I' PoJo'"
k, .. om: Of MQ Il",knl) to ~'>d Wf,w'of th<1 ,,'fUi"flCeS
out '0 ,hr (l."
",.,,/4,,'
, d~ ' ''>Wn

finished ?
• ;-I, ""SI r.ni$h<,," 10 ,hot> I 'Ied,)l;' ..,:y
• \'ud<>nl< ("" ""'u.. ,~... , " .... ,""', I~ ''''JP ..,th
If"()\tlo"f fd~1 fi~ ~> ......Jd<' '<)(\,11 01< lMIY

r lift'i);f'
." .. ,w.

lIMI' 11S
 Ai m~

• Read <lOOur phob",~

• PNd for genetal me¥l""1 dtId speofic ifIform.Juoo. i
• TJfkoJboyrf\o,J~~nd~ , moSS....·,
Warm-up (2 minutes)
• W~h I:>oobdosed.drilWa poau'eof ~!oj)rdefOOTht
Sl.n.nl<'own .n$WWj.
I
bo.)rd. Ask !tudtnB to ode-n~ty!he ~notn..ll ¥Id say how ~
mal6 tl'em fI.oeI.
• Thm droJ'W a POCTurt 01 d !l\llke. ~PtaT the act.vlly ¥Id
i
I
Snd out of anyd the lIudents Jtt!CM"" d!l\llkc!..
• Ask !IlICiMr! to s~ oti>tr rtwK)SINt COl. d 1oC.wt
~. (liciI_ ode.J~ thPn ... rire t"'e- word pfIObiaoo
t~ oo.nd. Ask !IOOMIS wn..t ~ mean!.. I
Exercise 1
• ~oo t~ ~IOJ'IS ....-ctH~ (!.Is! iW'd discus! the->< deil'\. '·!M'14.D I
"'si:. W.de r ts t I~ Ite "9I't<'fH!od d 4nyt~. 1 \.M·s<t.~.1 f""nds'~
I
• Ask !fuOe<1 fS ,I !hey <now- ¥'IyQI1e who has a phOO<.t. 1 SM ~Iion, phobio, 01 Ia""n.!.. eaTl"9 in public 4nd

.,'",,'H1 lear oI'}Oi"9 10 «1>001.

J Her lamily hid plastIC Spiden .roond lhe houw.
i
Sludeflu' OWn ~n!wers.
l St~nls'own.nl~!.. 4 """- YOU'll<' lel'n a lhousa nd .pidefS, you arer1'tsca 'l'dClf
them.
1 n.. diffe'e",e between, lea , and a phob", Is thala pMob;a
(an !«m 1.. "k1<1iOl bYt is .er~ SttOtlg and has 10 be trearl'd CommuntQ tift com~l ... ce
like an Illne!!.
ThIs <Ktivrty will improve yom Stude!1t,' re3d1"9 s~ilfs.

Optional activity: Language focus

I'Inle the wcwds fnghrm«J and K<lIyOO lhe ~
EI;':;;t IIw tl><!y a,.. boIl> 10 do ""rh le~r. Ask StvOcnts to
fond the.....:;>rds in the {ex! oVId d@(ide whal t~ dJI'!'<!f('(\;."

..-
Exercise ] on mea","9 is bMwt"I'fl them (frighlffll!dde~,oo how
• hp!"", that 1I\1dtrllS IhcuId f'ICNI ~ 10< deta~ .0 that :.ou feel. ¥Id K...,-de5uibes sorroethlng ThaI males you
they .... n decide rI the ~t~ an! ~ or I~~. Rcom;nd
IhfflI tocorrKt !he laM 1oen1t'nCes
""
W,i,,,
these .l<lJectives on tile Iloord:
'iIJJmJ o/raid /efr'tf)fng ~ froghW1K19
Ask st\ldtrll' ro work in ~U'S and dKIde wI\Ich WOIIh
~ how you leeI..nd ""'cl> dEo!.(roOe .omeTlIlng
th.lt m.JJ«'S you feel this way. Students r~ WfJte UUC'e
senT"""", u.ing t~ ad~ Aslc ~ students 10 ,N(!
TIlc!r senT"""", 10 ~ cia,s.
rlmZU,f'
Dnuibong how)'Oll feet so,O<!. . f,aid. ttrrrfied
De«:rit>ing somtthrng lhot "",r....)'OII feet ltus way
t'-"rifyi"", f'ighl"ning

Learning to lurn
Thrs .KtIvity wiU help)'Wr srude<lts ~ oJ'Wa~ 01 t~
s-kiIIs mat mu" be ~pplied in Older 10 continue I~
l d l fl e 4 .Sb !earrling of a fOlei"n I~nguq.

Exercise S
• Reild thJ0U9h the QuelliOn! wHh Ihe (IJSl .met chec k
Slu<knt! undt-rsland e>'e!)'th lng.
I
More prild[(e
Wortbook ,..g.
ti8

11' UIIit.
 LANGUAGE FOCUS. Present perfect: affirmative and negative r.'I
1:1
I

I can talkabolrt exp"'I~nce..

Exercise 3
• Renund Sluderll< tm! it is. good <trJtegy ro If"t wh~i
they have remembefro from '''''''' 10 tIITIe
• (,0 round and I~Ten o!S <lOOents ~ wo<"in<;J aod chKk
!tll')'..., producing ll\ecorr<!CI forms.

Exercist' 4
• 5tuderns con~ ~ ~~ In. _ k . , claos,
rfflWld If...m 10 refer b.!ock 10 exero~] for lilt pasT
p.Y1KJpies. In a "~r d au E'fICOIrroToQe lhem 10 try 10
r<'fl1e'r'l'lber ~_
1I."1'm,;'I
, w_
l "-"1 <poken
1 ~'t"~

herd ... S
• l<X>k allhe pOOto ¥Id tilt trtle of me l~"'_ "s.I< studcnt~ If
tfry remember this phobra from the leX! 011 PoI9'! SO dnd
,"k them to <"XpiJtr1 it '" t~r (JWn word~
• Tell Itudenl< to read through t~ text OI1ce. ""tnoot
'mwn,~,
worryir>g about the gaP'. to g~t a general Ur>dCflWf1d lr>g.
1 ', helped l ·~'ee n J ~ ~c 4 '~ ~
Then t~ should re3d ~ "'Jo in ¥Id complete the gaps.
Rules
• IIWI!.f'l ,
.. Mm,,)
1 p~,~ now 2 don~ SlY J",we
,, 'lIa.qone
,- •,
~.oe viSited
~• • Up$e\
ha"""'t foond 'WN<>
ib 'M'riPW' Wt USIP. '.... Of I befote tile pa.l p.vucopie
rw bfer1 10 EfJI}i0r4. NOT ect>1 le E '~ It! Id
!
• llaS/\l >pel<..,

We fa<m the 1Il"}I'M! W ill ho>otnt Of /Iosn~

i """"'tdr....... QC"', NOT ! dJ~,' d> .1 oear
'Ni> ~ ~ ""lh lne dffi"'\J\~ Iofm 01 the Plbem
~ ..."
WI_dt,,,",owrt.QTS',, ,", 1, i ,d, OCd ,
We ~ the pr~n perfec~ OOIlhe pas! wnpIe 10 t.lIk
about ~ic'n(O:S;
I ,..,. mJdof ~ HGlnyAxrtr boot<. MJT I eoJoz', J:e I kI. )
" 0(10 e:;oo'a
Tht" p.I5I simpl~ tM' ~ II'ICIC<III:S !h.Jl the books we<@
rNd al a 'Pl'CaoC 1~. 0IIl'f\ a 11"'" r~e wouO:! ~
U<M for cLlldi(~uon, ItrOdollheHtlrryAillIf'f boo:.>I.l ~ I
j ..osor~

"!IOW,.,fi II,",I'd,"'I
Students' own .n.........
Regu lar i0oi<: · Iookl'd - Iook~, play - played - pI.oyed,
MO<l! practice

I
'tay _ ' tayed ,toyed. touch - 1000cnro . 'ot.'Ct..-d,
.i"l _ "';sited _ viSited WorUIooIt pog. 65
I~ula"'p<:"k _ 'PQ ke -IPOk~, nr>d - f01Jnd found, L>n9"l'J'Ofoartm.-"., • • od p<<><ti<t, w..ll>ooIr pogo SI
<jO - wen ~ - bc<>nl9O"e, see _~ ... _ K'Cf1 . rn.k. - made-
m. .

Unit. 111
- VOCABULARY AND LISTENING • Injuries
f· I ('m t.lk ,boul lnJurles I' v" had.
~.
, .'

Aims
• le.J<n ....:xabul.Jty 01 inJ(.O'ot>S,
• lj,t<:'f1 toJ>!lQOle YlIy"9abool~OItS;obs.
, .,~IP" fo< 9!'I't",tI mt'JfIff'Q and >Pl'<d1< ooai~
Wa rm -up U -4 m inutes)
• W;,h boob do<.ed. wr,te tI>e word ~0f1 The bo.ord and
I'OlOt Of ""plain fhoo -"19-
• Ask 'Iudeontl fo< e<amples 01 '"""oH ~nd.r..k If they l'IoM.'
Exercise sS 3.12
• bp'ain to \IOO<'Orl INT they d't qaong 10 IMen aga,n
Th;.; (""" !hey should complete me ~tE'fIC~ w~1l WO/O'I
fmm thr "",o.-ding. bpl,,,n m~1 they m,,>, IwY(> 10 use
I110Je (h.in Oflf' word.
• Allow t~ tor "udef>r~ to rt'.Jd ttlt ~lM(:es befoIlo
playing the CO.
,,•.reu· ,

,, ""'"
I!Yl'f had """ IOjIII-.e5.
brui....:t Itg
• Ask IUldl'ms whalllljUrot>S ptOpifo 5OmC!!,nws <J!'I.ot work. r.wtbinen
• Ask wh.:tl jobs ~lIdl'nTI thonk a'r:' <:I.JngPrOUI and why.
,• broken w r hi<,

• .., ..........
00.
Exercise I
• CO>re sTudents h.we comp;enod .ho:' t~b~. model and
ri, , tile PfOIlUI'lC.ltOOO oI.he words. (hccIc thallrudenfS
""""',.¥Id 11\[>"" fo< N<olmplr>.17,I asLnc;J them to

f,
uMlII.ne l~ word) InTO I~'r 0<Yn kI"'.Iuaog('
(lawn

6 injur«l

Exercise 2
• Stu dMts cl\oo$e tne correct words In (lie !oenfences Students" own anlw"".
indMdlJJ lly,
'@IW, Optional activity: listening
I bYm! I wtSllnd b,",~ 1 binen ' inJu,1'd Dic!Jte These <-enTeo<:e-s 10 rne daSs.
S broken ' cut ~ 5tl..O:1ems to d i,\<:UII rne >Mtences ,n pairs, and If)' TO
decide from memory ....toerl1e<lney are true 0.- fal!oe
PUy tl>e CD "9<'<" kx ,wdents ro lis.e<! and chtd<. Cl\t(k
..,,""""', 'NtIh the cL",-
1 Tho- imervoewer met led Nnl:>er in If""'d"
' !ibNHj 2 led w~' ""'Y dole to d '><lic.lno wi"IO'n ~ eruple<:\.
_ 1 ' I C' 0 3 1 SdIa only Sludie'i lhe.-enom 01 ""-"'es.
Saw w "",,,' worned when me lnakts bot 11e<.

-...
4
Exerdse-4 S 3.12 Tape!.(rlpl~ IS]
5 fish"'9 is dd~ beause of .he ~ IfId .~
• '>tudenfS rNd the _tfflCes 10 find OUt how much !hry
.oIre~ know about ~ dangPrl.>uS jobs ~ they ",.,,1',;'
1.-;"", 10 rh.> record,ng. fh<oy dllCUIS III PoIo"\ wIIl'!he< tt....
I lrw.
""'11.'flCe'I.Jre rn..oe or false. In J .." kill" cia ••• d<KUSS ~ J
-r ""* It.
9'rutl whICh jobs dre lo«>ly 10 be daNJe'Olt1. ~nd why,
• 1'LIy!hl> (0 Siudl'nl$ Iollen ¥Id chK\I; rho.>or an,~ I'LIy
I) l f .ll<e. 1fto "'0$
False. 5h<" SltxWs thr ~ ol ..... ~ and ,nsect1.
, Trw.
The (0 ~n, and ask "lIdfnlS 10 (orrea the ~r"""", S Trw.
who:" _ f~se, In ~ "ronger dUI. IruOentl could
correct T<IIIe senTfflCCS before I'-;Ienir'>g d<)3in, Cornmunicati .... (Om~tenc.
This actMry wi~ im~ mJdenlfIl:s1tnirl9 lokills.
I T'~.
I Fal~, ~oIcllroo!i 1Ion'1 ...-upt \'ery ofl~ n.
Mo~ practict
J F~I ... ~enomoIog'$ts!Tudy
4 Tr~,
venom.
I __ ~.66

S Fal.., ra ,mirl9 " darl9C1OUS ~~use of rhe bill m",hine.. Te\t5

f1ooo-<llOIIM l'\!; f<'\l B.riM~' POM

III Ullit.
 11

Aims 1' :" .. !.-1

• 1-< ,,,' It-.: qu< ' ...... , ,,.It, ""tt"" II"">'.~ ro-I,~t
•
• r.J'.",~."",' 1Q<.l~'" o.r II"oe f I )<'~-.

• L,'"'" ""Il'l ,,,,-",Ic ,~ ..... 1 ~1' ,"""",[ P""cpio! \oJy

• Pr.l(~'" ''''':1 <J to....t\io. IV<'fI" s ' ...... ,1>t'Y dn ..... ~I .'OOkphl V..... thfoy Nw.

Warm-up (2 minulH)
" Exerd se4
• ,."', Ill;,rt>" ' ..... ) ",I> 1.... 1 ~'I'I'1>'Cl!1!fI>Ot • LouL~! the photo wi,lIrhe d,..;,.nd ",k for ~ "bout
"U'><"dfor:'"'<I'' ' OJ<)/"VJI" >1110'1\:1<11 ~ id wII.n ;. II.o!'P""'ing' ."""""""" "<bn<! 0 'Mill,
"u<lt'Ilt~ 11'01' lllo'y h.. ,O'M'd ,hi' dl.""..- ~KI • Go through !tit' eYRopie WI,h Iht' cl.l\,.w>d d' ......
rll;'QJl,V(" foom~ 0/11111 to.'fl!oe .01'''''1000 to [he ~ 3nd poIoI"on et f!'*J, ExpI.,o., thoIl ,h"
• Tti ",..<k'ml 1hc.'V dO"'~ "'110 ~'u,1y preso:'n1lJO.'flt<;l q''',
I'><ltd ;. of!ffI ul<'d .. """"",I Jlf'I'fto<.l ';M\ wI'O!'n
'lloC"n{)l'~II<Jt'''''''''''''''1 '''-'Ylh '. lh ....... ir>l~ '_0><) ~ a per"'" h", 1\.><1 ¥\ ('>.(>1'1 ..,', ,
q.....,11()I"I fOfm,
"'>'VU)
I ft, '<I~;pr'~'
E~ercise 1
1 ,~".
,,"[,.,j ,,-nle"'M p.w,J , ~ LOO!",,'
• - , pt.;.o ~h.J 1 )(' c(:Ol
; ~,
cc •
", ,' .
'", woo .mg out rh<! rulE
~ Ii.M' ),)U ........ md • '.'moo, "",,,,,,,
• III J wuk.... da$> Pu m.l)' r>t't'd 10 ptovde nlOle
S H.!ve)'O\J ""'" v,,,,,,<! • ...ok ono'
,,>o:.lmpl.."l 01 q"''I10(l<'.\ 10 fli>lp them u,x\.-"r.nJ Iht' 6 H. ..... )'O\Jew ,h~d.>p.d~ r bi'"
, 1rl>Cl ur<'
Pron~n(ialion: and
"'L,'1
, U,
,, ""':V~, No
HJW'. th '-'Y
I Workbook 1"'''''
92
r'><h<ng no'" 1'<'9. lS9

Exerdse5 1S 3 13
Rule • Hedd th<" ' f.'Y ph r~"" ""'h the ckl\\ and ~\k , t wde"tl to
cornpkte them.
• (heck und«>tJOO ;nq 0< the ph,~~ r", (,,,,,mpl<>.
by ",kif"] >tudm" to trJ.n-,j ~ I~ rh ...... ;nto tlw" own
'J r"l"""W
Mo<:1o,~ .,00 dt,iilx(lf>oJ" oat,,,,,
01 r~~ ph,.~ "",OO'¥/,"'l
, ~U<.k>nl' to ' "'" (ht' co"",1 .,"""lIen.
" d" ,m o " ,a."
I1 ;. :~ p.lSl p.l<!iO$.>Ie. '1011 .... p.»! WnpIe
form. wI'Id1 '"
..><'<1 in p""'-'<l' ~ q'-"""!o;)n1.: HalI""~., '''''' '.....'
"!!Oi'i%f)
, " , ;
Nor, dl ... .~" "001\'

Exercise 2
• A.... 'IU(\;'1l"',}""".,~!O(holOWlhl" lrfK1
",
• '~I~" k ""''''_~> "" ..... ~J ,roJ....cIUoII >,udl."," to IN<! Oul
."1'" .... ",.-,.:;

1 1"1:)U)
, '" 1.,nt<'<fVI'Il "",w.',,-
,d, "",,"
~,
FiniShed ?
, 1~1'''''''1
• ~I'I ... f n t finishe .. to lit" (irJ,.Jt.-d ,>x.i\nty,
, brd 'f1. 11.1".... ·'
• SnJ(x'fli' can w"l~ 1P'>e<, ..,.,,It'fIC.... IMl ,w.ljl w, ~1t
Ex~r(ls~ 3 ""othl'< fasl fir~hI'< m comp" .... (Ilti, i<l!>,'~
• f oeu\ 011 Th" i "f<!l'''"H ~~"n Th .. " ,h " (I"" k Ih, IT \1LJrio>ntl More pra(li(@
,,,,1"«1,,,><1 \lUIII I;"""'" .",..1 i<>i),/,,,,,.I
• foCI" 001 Thfo '", . "," I w.,,,,pl~ ,n'~ (10 ,"")II'!O'I p,,,mpjl>
with th~ whole C.l". ,f nN;t "-<l'Y,
• Qn.::e m..:imt< n.we indM du" lI y w"t,"" 'I~' '1'~ ",I ;On\.>Od
I Wotkbook 1"'9"61
LlI'<["'ge f""", ,M.,. ...... od P' ><1i.., Workbook pog. a8

Tests
,nw.,,,,, "'" them 10 comrw,· ,1\<" ,.....
W<~< in p; . rr"",
~k ""'''''''' "",h tt~ <IJ!~
lIIIiI . In
 SPEAKING. Helping with problems .<
,,- I UII h~lp someone with an Injury.
,.
Aim s
• uStffi to ~ COl"tlo'el's.lllon Jbou! an inj\.O)',
• l~tnl<typl"~for hfIpong ~....no/S hUff
• Pr.oct'le!~tinghow!O~o~
wa rm-up (2- ] minu tes)
• 'Iv rll booI<3 dosed.lel' Sl~!s you d'f' QOing to".,.,.,....
one dlhe lflll'rlH from lhe vocobWry SK1IOI"I ol thi! 1nL
Mome spra".....q your M~ dnd ge1 s1UdMts to gue<s the , jl 0ZJ"'"
injUry_ ' a l f l ~ t b i c 6 d
• "-sI< IIudH\tl to 1"'i9~!IIeu frtMd l1.l$ spaoned 1I>Yher '_ I-"'.....-..n~""""9'Aqo)lOOOO
JJltJe_ AsI:;; It1IcIt would you 10)' to youtfnMd1 lHIt l',o!, huM "¥fir9:<
THdoft HMycu br<*tn n'
• flien SCWl'oe ~i1S. but do I"lOl CO)'lIirm er re;ea any 11Th"
lN h No. ~ t...-m n_
"'9' T_ Howcidth.!thap,,",,'
h~rtis~ 1 S
3.14 LN~ ~ w", an KCdffit. I PUI "¥ hitnd on mecooloet
• look at the Photo "'tll the clan ~nd <15/1; !l<>de-nrslO 9~S THdoft Oh. 'icJht .,..,. )100 pi.a It incokI w~101tI
what h.II h~ppe.-.ed 10 lNh. L.." V.... , h~~.lxJl illlut!~
THdoft Do)'Oll n«<I heiJl'
• PI.>y the CD. StOOems r(>iId and ilslell, ~nd ~nswe1'lhe
q~IH)l'lIn the InWUC1lOl'lS,
l.. h No; il ""~ "'Oou~
TudI .. Mnm, Mayt.. )'011 I'IffillO 90 10 the themSt
I
( 11@jj ;!)
lea h has (Ut her arm. Optional activity: Speaking
As. Srudenl! to wo rk in pa~ dnd WI",le anot ~r dlaklgUf!,
u';ng ()r)!> of I~ pa rt' of ln~ body "' ~><e"ise 1 Refe<
<luel""t! b3ck ID e' e<"ci!.e 1 on P¥/f' 82 /01' >OCabo;lJr~ of
II1 J ~'""

Mon itor wI1 i" <IOJ(jffiIS are writing thetr dialog<JC and
ma .... 'ure llxy are using lhe key pl"ast'$ ",,'ectl~.
"'wm .... Studerus Pf<><;tise the<, diaklglm In pah Mk 5Ot1\e pairs
I b l d l C ( i 10 periorm the<r diaIoques for ~ r:Ia's~
Exercise] Cu ltttr.l awar_ss ~nd "'p"ession, Sod.1 a nd
• In ~ slron\ler dau . a~ \t(O(lents to dose the" boots. civic compete .....
You PQOIlt '0 .he body Pit1S 10 f,'Id aut if SludH\tS alt@ady This IICtMry ",11 help lIudents~! " - own
know The vocabulary_ In a _ ak« c...... student! m.uch aeatillity, 11 wiU ~Iso ~p them 10 Inlerac1ln a
the wor.n "'th the photos. Cocpet<1~ manner.
• ChIod: answers and model PtOnunc>.lOOl1 oI1he...:lrlk.
t l:'1I"0,,,
' '''''''....
l wrist
1 ~nkJo:o

• _bow
herci$e 4
• Read tl\eex.ltrlple....-'llltl\e das~ tna w.alter da ...
encour"!)e IlvOentS 10 """te the QUfS1Ions togelher
bffllre lhey otIk and ansWPl'
• Man"", wMe they are wortJn9 ana enc:ourolge !hem to
use the cer'Kt ,ntOt'lltrOOl\
' ,IIWO-M"

Ut Unit.
 8
Aims Exercise S
• ," " • ~ (hP :,",~'" th t
• "" it.. ".j
• In >yp.
·, •
•
w,um -up \2- 3 m in Ules)

e
., '. ,r,~~' ,

,.
...
I , ,
Optional acti vity: Writing
r"pr.>t;tiSl'u, .qd~!(e..... d.,,~,
,I

n~
'1""1' '"

5en1 ne
• >~ Sl...J." 1\ .... ,,,
lhe cL",... ,,,,,,·1. ",",1

"
" 10 ,~"""
~,~

11 h,'fvned 'JtUlM
2 I """ w",.,OQ '" I~" """,m""O)
Exercise I 3 {(ouUn':rnrM"my~"!"
• .h«> ".•,..,,1,1' 'h",drho-,"'l trvJ~I"'-'mt<
4 I\... ~, ill t;,..d k»' ·hr,...., _ ~
,..od oot tf>l- '_"'''''P~ lh.oy h.M' I""" (~'" k ..."',"'" t, ""'r<J 't~nh IQ romP out .>fl<l .... ,',.
• ~,~ >I~t, wbt 11.. ' PV'Pl'· " 01 Ih~ l'm.liI rlo. r.J It"I "
1,,,,'100 r"w.,{):
11'10> "",;er>c," on lro.. I)'J""1. Inl.n;)',~ "",Ie,·,t,
{Q ...... " ,

in Pcl'" ",Id w'it~ down the "J~W ,~ ',~, ",,~,~ lP' I',K'>
":@M) """,.,, ,. ",Id wh"T ,''',, t .....,.. ",...." I(}(

"''hr' " le ,': "

Le~ rnln9 to I~a 'n

"" , " IIH> ,,,,,i"OI1 "'1l<'< , oTTlli' " ';",TV w ill r.--I~ ,I ,Hy.r\T<
to be JW,"~ of 1~ ,not ..;.,1I01' Ih,'1 "HI" lJo..,ppliM In
,~c!<., {O continue ttr .. "J"1O"'1 cl .1 In",,?, k" ~J'~"W
Exercise 2
• ~"'Jd tl>'<)<~lh rhtou.. r ;'"0~1 ,md "'pld ,n ttu! tlle_
Mor@prartke
•
~
dt>::Iul,t ... I''''CT"" J'>J {on' .. ,t ell Ill<> ~m.'!1.
lro< .. >!",1<'n~' ~d'" ,.\11'· ... ' ,110> <1o",,"pIOOl" Vi :1> p •• m
~ tr .... ,', .•.• "'" J' """"~ rh' '"'' h II'!'d rhrmd,
I 11'..... _1'"9'..9

i"'1.: J _a kercla ••. m. ,ld,Ju,., End-of-unit activities

"le slfongercl.n " ,..." lock' , ..oJi .. <l Progress review
It'('' .lO1 ' "
,

to ... ,Iv' ma
..."
""" rbtJ.or.....,u »OJommar pal"" fr<;,,, Ih-
.... 1\. J< "'" '" ","'~ d ,"" f ..y pIv~ It prOYld .... ".. ~...,t,
Exercise 3
oN rh J record of """" tt..... ~ I!-.H"1 • ..,,1 " ,~ hP~)'<JU
• ...·,.ch ol,>fIr> -oJt\ Ih<'y·b n<X.......t.
;nl In ... " 10 :desc:.~ .In:J> Ih.., r.a-<l '1'00.:
• J n'<lflg.er " 'ss. ...,11 ....
• 1Ie-'J,.,.,,~~oothoeP, u<" •• - _ III :..1
~ :h, ID
~•
o

b.xk'" th<e r'roIn c'OCJb.JJry Jrd '7ol1TYN1 ". •

un { !o lemor.d '1"Em oI·... ~ dt {t!<". ~ d
• . tutien" I~"" 00 tPp f'r"....._~\ .............
• -I 1: ~n"_V\.<·, ·....1\h !1,,'ciJ- _J '.AA-
Comp\elP the 11"'""",1 "",Ji/w" • 1'>elI C!lOO'l ' ,~ ..
he.(ise4
• "'~''''~'·.'''''f''I-'r~ iJ <",,~ ..., r,r1m ",.~'l()Oy 'n J
,,,,,,bot
wt- ch ,ell<><."
I>ovi 1he',-1e-eI1bov! 1I~
,){'rlormJf\(P on thi' .",It
w••b,d"$I, r - ,I;....k I" ,I .., le ,In, 'ul",,~l
• I, "." .'",...... r,. t"'-'" ~". \.Iudo'Oh ,,, comp'"'' .he ,"'~
' ., '1<liw,u" ',!ilcl<'nl\ 1(_ ri- ,11 00' Ih," '''''1'"",,1 ,uif>,...,
11,·, I.", , _",, IV, • "I<' , ,W~_"

Ru les
I

l '"
 Vocabulary Exercise 5
Exercise 1 ClIbW1UI

,--
1 H,l, \h~ man broL.>n to. fooX1 V.... he has.
"iffi1U, 1 H.rve\he g,rIs 'IIra,Md m... ...k~1 No. 1hey hivefl L
1 In\ertslfd. ndKuIous
1 tUs u... """"'" (u\ ~ 1e;J1 No. she hHlft
4 H.lo \he rnotI!H h~,t ~ .....1I1\'n. she hilS.
1 fond. un~n' S ~u...~bum\\he"~fm$1~thty~
4 _'ofd.~

,-""
Exercise!
• IV'; the man brUIlO'd hi< orm1 No. he .....", t

Communication
'1Iti\jj;t,

.-...
1 "'nen
bru,se
,-
Exercise 6

-"
2
J lj>Ia,nfd
I broken

,
.
S bum!
4 ••cod"",
,
6 <u\s
S think

• injury """
Listening
Language focus
Exercise 1 <Sl3.15 Tape>(npt pag~ 153
Exercise 1
fmfM .'"
,mWa,,,
! re.o lly e mhuS<"Ii<:
1 not.l.n 1 a ",-" k bot h" fool
2 ' ~lIy
1 poJice o/f"e,
J ;""1 ....... ' 4 .rw"", ,mef""le(I in il
, ..,
, quite
S ~a ;nedwmt

"""
Exerdse4
Test.

n :wZlU1
1 I14wnl~
2 \ vi";,cd
J .......1 • ........:1
4 ·~(ompelcd I
S ..... ~~ .\uc!ifd

III Unitl
 8
Listening Exercise S
o ftpld,nthattheyMe""",goonqIQ.o:toultho.-
Exercile I SI 116 Tap6(nplp.>ge I ~ 'V"\1<lf1nMe """"""'7lo1towooq thfo prompr" lhey
• h~ n \1\.1\ <lud".U- dfe <pnq 10 1",,,,,,10. cor1'Jft'IaIlOn. doode ....00 .... ,n b!' 1\ B ~OO C.
I~I Ulem 10 ~ 1"!{J"gh lne question' dOO t~ optJOn~ o ()emonlUate thal the prompIS 9'Vl' a combn.uion cJ
bf'/ore th<»l 1((,(\, dul'n ~je (in ilalic~) and i nmuc:~on5Iin """mal
• ~"". Ihfo (0, SlUde<1l\ lilt ..... ~nd ct\oo", the COIre<:t ,~,

.1nl"""", • StlJ{!<;nI< "It! (hell nOIt"S to J~k Jnd an~~f Questlon ~

Onc~ they Jre confoOent W.ln the exch.mge, ~,k them to
\",ap ,rnes. Go '01' 00 aoo blten~! they ~IC 101""<)
I. 2 b
o You could ask one or ty,O 'J'OUP\10 pPfform tIwi,
Exercise 2 SI 3.16 (""",,"'I>Or<> for lne
(~'''.
• look at Iho!' ptCl"'("5 ""Ih the cla'». ExpI.J,n lh,)1 tht>y JIt' all
M'nl~ do>\(,~ on the c""",,,"'uon. blJl that !hey_on
"MMJ
t~ wrong 5eQVen<t
o Pl<Oy ~ CD.1<Jol'" SI~" I""", and Ol<Jt"rm.. POCI\JIa Writing
H·iZll-A
IDIFlC(ASE'B Exer<ise 6
o Student, C,,", """ ... ~e from the p;j(J(' or thf'ir own
Exer<ise l S 3.16 odeJ~ ErxOOf"9" Ihl'm to count the words as 1hey wm.
o ~"". Ine CO, Sto.dena IiSIe<l "9<'in mo<e c~ 1 1y 10 "",ke """ 1hey alt' uling thfo COHee! amount_
and complete the _teoce' ..,;th word. r,om tile o I'olnt oul l hal they ,houid nOI m,ll<e It tOO ~aw to goes,
c~wtion, Remind \I00ent' lhat tht'y may I'I("(.'d to use the false "'P<'f'l'OCe,
more lha~ 0t1e wor<.1 o A<k (Ill(' or two \lo.rlenl1 10 I~dd thell e.pe"eoc~ to lhe
r;m:w!U' cl." 000 lee if lhe dim can \I~S <011('(11)0,
I 1~ b'.~1 'm1\14,"
, ~ ...
I tr9l'~cJ Sludo-rru' own an'__ ~

·"""""'"
• ",",0
s """'COOIS(~

Speaking

" aMI,A
1 .... ~,ou~!OU(I'Itd~<PIk'r'
I .... Vl''OU_,oudIed.''''''~~
1 .... ~,ou two !wum ...... ' ...... ,101'
~ Hove,ou ~ dombed up. rnoum3in'
S Hove,ou _ been on. ro/l.,w,."er'
6 H.w:you _'ockIfnyou'bo~wl!hnoh.tnds'
S!udenn' own .n\wer$.

u.itl ID
 . _. -
I'
EXTRA LISTENING AN O SPEAKING .Joining a dub
I can nk fo r and gi~ per1<lnal info. malion. 1
7

..
Aim~
Exercise4 S 1.13
• l~m -lOO"t olpI)bc.luon fo'rM foo clubs. • Studenl5 h.we!he opponunlly [0 repeat the d<3kog~ kne
• U$len to adiJloguc .bout ,o""ng a dub.
• Pr;JC!1Se !,llkong abo!.It pnong. club "'
• StWents c.an t:t...n p<M:tls<! tile diaIogut' on PoWS.
War lTH,lp (2 minutes) ExerciseS
• kit SI!ldenTS ,f they are memoe,s d anydubs, pamcularly • Refe< students bad ro The notes on exetO!oI! I IItId otsIc
any i.PO<1"'9 du~ '1f'Id CIUI " !hey h.we beel in I.he.e [hem to proo:juc.,!heor own veI5ion, SWde-n1l WOf~
dubs for long and whether ~ tloJd [0 fol on forms when indMdwly.
[hey joined.
'@M·"
Exerci\.e 1 S 1.11 Studenl5'own an,wen.

• Focus modenl5 on I~ /\,vdwr,nen nole MlCI eIicoI that ~ 'I

j,O""!'()fl('~ ~I ,nform.:lt()fl, kit 5fUdents to klffit,fy
Il'l'M Nme oIt~ pet'IOIl(Mo'* I1aywood)
• SI<>den15 maId! thfo pailS of the Ioim 1-7 With the
'nfom>.lto(Wlln the h.:lnowntttn nole.
• PI~ t~ CD. $luQen[s l'Sten and cr.eck tllei! anl"""'-

1, l e la 4 d 5f'91 b I!"'j>m f)
Exercise 2 SI,12 TapeK"pt page IS4 StudenT" OWn .n'wer~
• Lool< at lhe phocos. Su.odems m.tt(n them WIth lilt word"
~t her In pa.lS Of al ~ (!.lss activity
• Check answe(s by as.k.ng indi'l'odual >T<>dents 10....,..,..,.. the
~11n Neh p/>O!'o.
• E.p.w. ~ISTudenl5 are 90"'9 to listen to a gift f~
join'ng one of me classes on the phexos. They linen ¥ld
ode<1!Jfy the d.J IS she (hoos@s.
'@",B)

..·""-
1 ~rldjng
1 ~dMng

f~;o..n thedrilN dollS.

ExH<:isel S1.12
• AeOO through the),ty phrases olr'ld ch«<STuder\U
undersTand them.
• Reiw:lThto.Igh The qUl"ShOOS woln !he C~ E>:pIaon ThiIT
1[\lden1S are 90'09 to "Iten agMI and they should ~
The- quesTions U).IfI9 InforJ'nol1~ from The doalogut'
• AftI!'< 1;,len;ng "9JI1\ 11udenis ~wer lhe ~uom iItId
ThM comp,lte !heir amwer In pa,,-',
,@m,'"
I R~;"
1 0/008556789
J Oxford
4 70'doo:k
5 ~ year'1 membMhip of I.... youth dub.
 XTRA TSTENING I\ND )PEAK1NG. Finding things
"
Aims Exercise 4 (9 L28
• ... 'IL ._~ 1>.00... IU,,,,,,,,,,,, ~"
" ""',-
0 0"

0 , I" .It " ~, • Idv .. ,,0, ~

0
U''''''' , >u! fir", II.nt ~ ","" it
• oI.udc",,, pr "';'" I'''' di.lkM)Ul' ., p.>r... ~llh~m
Warm~up (2 minutes1 ....,.JP rolP< and '>l.Irt <ogan.
• ,I , ...... " f "'l'l' ......~ pu
""""", "j P j It. '"' ~'I<J O'her
~~"
• ;"A .vIldll.''''~''':h''''J' '" Loll 101 I J"~ ,1"1) .. Exen::ise 5
~"to "J I~", I '9 • ...),.,.,,, "Or\. '" pd~' 10 p!'-'P<IIe ,,..,. OWl' " ....."'...
Elcercise 1 1..'6 S • ~'f1B 1".)([' It 11 J,""",~", PJ"" 1Cl<'0 ' ..lP 'ok"
,d pr""""'.>q.
• I ,10 ..10>",1'1' .~ llt.'I'O(" ,~, lid' .. '
,">o/w,' ... ~·Il", l' '" f!:mn·1
• 'nl'.'IIh.~,'""urlh)I>1 11" "'1Xew.1>ocll
~,. 1.,1'" .nl. Irm.,I<ln i ....... ..noukll, :.", ~r.<J Mrl'> 1""
Optional activity: Speaking
A,k .• I~" ul co, ,I<deo1[ 'Mient) to '-0'",' '0 tl'" lront 0/
• ,I,,~' or""".,,, l>v, >l.ir>y ;Iud, ,," I" " .>:J \)lJIIr.. ...
.""'<.1<><:1",,, >~'\ 11 ... d",~ A,. or", oT lilt'''' la hllr,,] d per'oQflJl QIJI"f! w'lll
tll<'m.1or eX-lmpl<'•• , P<~' Or J ,ul~" .md ~iv<> 'Itc) lhe"
P<"lrn'r. E<pklin tha! Tho,>i, 11>1"''''' tI g<Jit'g TO hk:le t~
",-,;.xt ,,,,d thJt 'hey must lind It

"
"'P
AI . the >1ullt'nl wt-.oY' ol¥'<'" to b!> hi<k!o>n to~ ......
the d,"" fO! a min ule wh it.. tr.e othe< \lcod~"t hid..,> 11,,·
')/))1'(1. M:lke 'u,~ t!lat ,11" obl~'''-' tI PUt In J pi.M' whc'r<' "
<:om be 1"",-.:1,
"",. I.<
('"a It... "Ucienl bad< ",10 the d,.",OOI11. Wr"~ OOI!'\t'

E.erd~e 2 ~
'. bod,d fhl' wQf(h ""Hm ._xl,
,,,,-1.1 '1>If'" 11\.,1 '.11.....
"'u,io;>ol< jn m.. d.:I" un call out t~ ·, ...... (11 to "'"
vJ-.!Iv1':hcPl-'''''' _10", -I f .. ]!' , ;rJk '9
""'. It.
~,jW4f ';'!'
o
r", (J!1>rl ,tudeoB ,hat they "'" ""'f,e ,~~""", '" .r.I<

ExQi'cise 1

• ~ I
IS
• H '.VI It-muqh IN> f .., pI>'d"'" ." 'h .
''''''''"t'o tr.
n
,,' ·I~."
. ,
"'" own t.r.1u.)!Jo1
·1<>"SI.<>RS <n;r'O'j rt.... I '" phr, ....... f-o< "'-""I';~
, ,10\ "'IQr)"'J '" boO'''9 for.'
"'. lhot.nor """p""-
I"" IIw! wrc""'" <A",'
o ;;;)f'I """""'~ IIo'ho ;( rho.' '.... adI.
~~ )i;. ~"Vt'I
• ",'>('~k>r' """'I"fPlol!I><~~~""" ,~ T/o:1(, I~"' .w";q """-
~. :.t"m m.- " .... i<'<u j,,..,, Ih.>,'lI¥<'l. m.,~ "-',I' ,hPv U'>l'
." _,~.
'".~'''''
""" ,,",'''~. I....\,
., "'" (011\.>(1 pI"""" H.!r"o1l 'iI<'l"'dl m.. ~t""tv "",1)1"",)
.~ 'M, .... m<Jfe p.II"-
Comm .. niC;>li.,. compelence
Ih;. "«<,,t'y w,Hr.",p )'O\JI "'.dPn!\ IV ""1"0 .... me.,
'f>e"k,"'1 ,nO I~t""i"'l ... ,tt~
"
, '"'
'M", ' .1 ," \Il"'
',.. ,'.".
 J:
EXTRA LISTENING AND SPEAKING . An event in the past
I (~n t~lk about an event in 'he ~a5t .
3

Aims exerdSl! 4 $ 1.41

• US!"'" 10 ~~ 1.'I~'roq~boul a p.lfly • Stud<>nt< ,,"od.ond "en 10 the dwOQUe. T~llhrm not 10
• l~Jm key Olu,)lo('S 10' t.l11u0C] Jboul ~ts. ...,.ry about the ~ words <It thIS StJgf'
• Pr",~se 1<1 .. nog dOOut a I»Ity • StudenT< practISe the dialogue wi!f'l J P¥tnet. FIrmond
them:o WiOf>!'des and practise n ~n
Warm -up (2 minutes)
' !·M !,"
I~ ~ bren to JIl)' ~M!'S re.:enrly.
• "'" lolOOenlj "
AsI; them 1I1~ Pn~ tho:om ¥Id wh.n!h<'y did the",_
fk~ that ~ m.ghI h<Ive bHn noc:e fOod. good muSIC,
01' lots 01 pr~t~
Exercise 1 S 1.39 TapH(.iPl ~ 15S
• l.ooI: Jl the p/'Io1~ ~nd tNCI1he J'I,)~ 01 the people
lhE>n look dllhe I SI of loUb}f'CIS bek:lw E><pi;l,n thall/>ey
dle!JO"'l() 10 hl'¥ The ~~5 dlSCUS~ four cJ lilfo

• Slud(onts Ii)rf'l'l 10 the ~kef5 MId m.Jlch them with

the lopocS. Cmi'Mf.'
, "Mu' Student'>' own .n. ......''',

r !IWlll."
muSIC. food, Sally's Poi_ 1I

ExerciSl! 3 $ 1.40
• Allow iludenl5 !lIYIt' !O SI.ody Iho' I:.ey plNIoe\. then ct\<xk
<,ndermnd'!l<J by as .. og tor U<l/lSlat.ons.
• Tejl studP<>1< to re~ tl'vougn the QUMtiOnl caoclully
ExpLt", tlldl [hey ¥I! 'JDO'IO 10 ~,~ 10 Clare a.g.,M ¥Id
, ...., lhey ~Id oInSv.t'l the QutSuons.
rmim ,.,
, 1(".... Wa$ OM her broI:~ KhooI COtK;ett

,-
1 A lot 0/ ~ from S<:hooI..nd qu,!U lot of SMIy'S>i'!'"

J SM) ,",mosl!'WO _ I older !~n s"lty.• nd sIle's ....tty cool

~ RuU.\ boy/Iioffld.
5 SM bought hOf • shoppi"9 ~
 EXTRA LISTENING AND SPEAKIN G . Direct io n s
I '~n ,"k for ~rld ~iv~ direction •.

Aims
• ",'
• I ~,,\ .,. ph(~,o:s for d>'>""1'''' ",1(1 q,v'nq •.1;"-..1"""
• L.r.:ffi 10. phono> c"""~r'"'t.on abour a<J<""') 101 ,)tI<j
fV "'l d,'caOOffl.

• I" .w",' nqlot .... ,l<. Idi,,,,'

Warm-up 11-4 m inutes)

• W'hhoolo;, :Iow<I,lh ofapl.c~f.lol~dO!.eln", .....
hoof. "" h d~' """I~ c"'''''.1hop 01 ,,,,, •....,. ... '" ' t:WM . it
,ru,J,ml' w"'fe' 1 ~ 1 C",a"
• FiKj, '>OIT"O' od""" Iht>o .,sIc!1Ow .10.>, \/11 ~ lrom rn, ~ ,I r",1 C'fV
>£I>OOI!
• Elicit """" d<'('( I ""' ... 1><11 ,;,;, ... >I l <lI '" • tudr.'flt' dl 1hi' Exercise 4 S 2.12
'","I<'. • '>too..'flll ,...xl and I~;>n to tlw duir):JI,J(O ret lho."'l r>OI IQ
• Tdl ,,,o:\<'t1" lhey ",~ I}OI"'I tQ pr""I,..... dILl>:) 101 ¥Id """'Y obout !he bI .... word, "lthi, "J<l"'. Ihtoy c,',n "'Pf'.\1
'1"""9 dl "'I;I",,~ oh", ...Kh Iirw" il "''1;'''''11)'
• Sloo..~H\ ptacti'" the d'-"ogllt' w'lh d p..lr\('O', F>.errW'I<I
Exercise 1 2.10S them 10 'W"", ,ck\ 'lrld pr;ocl i<e il '"'fJ.n
• Look 01 t .... f'><.lmpi(' w ,lh I~ 0.)1\ .vld Js.k moom IQ
wo<k in P<'''' to form ''''~~ (o'''p<.lO.Jrxf ro,ml, «mill...,
~lude n t" ow n "n",""~
• (he<. . ~n'wer; w'lh 11", clJss by Jskl n'J mJdr.>rm IQ lead
oot tl~,r "WM'II Exercise 5
• focus mne"!> on lhe map drod a,1; ll>em 10 d,OQ)(' d
,,, mWJUl
·,t QP plocc ,,"d Ih irrk .bout the di,,,,,1I0m '0 'I

, ".". • Demonw't<" w 'lh 00<> 01 two ",oml1""' ~ow 1I\I<.k"OI'

, =~ can a~ the doalogue by ch,,"Qi,"l tI'" llIu~ "",<Is to.

• ,.
".110<' ",form.:rlion in lhe mJP
, m;W4;)

·
11
11
11 <tub
"'
ht,
L
Optional activity: Speaking
~ .• ,tttdenl> to ""'k rno,..a..aUy ard d""",· ~ pI .... e lMI
is quO! . ( ""'" to (he...:hooj. Ask lhfom (0 P" :ldf~ dir<!o:l0f"
to 11\,)1 place from lhe "t'OC)l
PUH1Ud,..,,. in p;lIfi TeI thm! tho'-'y,)re gong 10 "'~ 1~""
P.Ir'neo" 10(Jivo' I"",, di'", 'ions 10 t"'-' place tho.'''' .. /lo"".
IJwon dled tI'L.lt _ part""'" "'" t~ d .... loCII'\'Ii "''''''Itv
llenw'" t1leffl to ....... [hoc phi .......... ,,,. J""''''l'''' dI ,,-to)(l\
1< ">('''1~' d~u<'''-
Studc~r; t;.Irl """",I the actov \y ""th!WO 01 ,!>ree
j r...ent l'l'U ......
, ,,, CommuniuTive mmp"' .... ' • • Socyl a nd ,ivi<:
(llIb
~omp eT,,",,1OS

,,",
'1' 1,~o,I'
j>p ... ~, ... t"· n,.. "'- liviry wrl help your 510..0dffi1\ In ' '""CM! ll1e"
weol<i "9 drod listenit>g <kil~ 1I ",11 d'\() "'"P lht>m 10
" "OIl wo,k in cl Coope<~l ivt' ""''''''''
:",MlOJ".I~."k

,• " r,""
POhC<' 'I."'v"
 o-
EXTRA LISTENING AND SPEAKING. Buying tickets
I (an buy tickets for I play o. film.
S

Aims
• I ..... n i<l"I phrases !Or buylnq [,,!<et!
• l"'en 10. COIM'r~uon aboul buying h(MoI.'!.
• Pr<lCtl'>C buying lici<el!..

Warm -up (2-3 minutes)

• W,lh books dosed. iKk 1!I.Jder>IS Whtn do)Cl<l bi;, (i(.l:en' Students'_n - - . . .
EIiciI ~ d~Wl'I~
• A'ok: 1t1>tn)Cl<l ~ I>ck/! 0/ 0 rhftIrle..ool .n/OtmurlOfldo
}<lII9'W"Ebc~ O:Ieas such <IS whoch tbn<'u wan! 10 go.
~ you WolI'It 10 m. how rnud'I you W¥lI to pay. elL

• 'I'i'<Wdt>nn they art' 901"'1 to p'3Ct~ buy1t>g lOi:.""'S.

Elrerci se 1
• SI...::IentS work In ~ 10 "",1(h I~ ~ cl 5/l(Mo 10 the
PO$tl'i!..
ftmm ,;:j
Studenn' awn an,wen.

Optional activity: Speaking

Elicit some ot"'" $i'uaTionl in wl1l::1> )'00 bY)' li(ke!~ fOl
examploo, ~l ~ [ram !Iotion. 10 watCh ~ football m.llcn, 10
VISit a museum, ~IC,
A,k Itvdentl to work In pair, and pr~P,'''~ a ~w d aio<'jlle
abo<Jt buyi"9 tdet .. T~II t~m IQ ondude delail, aboot
the rlUmber cl people. the d.ltr. 1'1<. Te ll them IQ mal<e
«''"'\11;1 their 00I0q"", a, reJll\lic .)S pos~~
A mu\ital (Wt wi!! 11«* 1'00). Moo;!a wh ile studefoll are wor~i~Q. helpj .... QUT WlIII
Exercise 3 SI 2.23 ...x:abY1.lry '" ~e<:e'il4l'y Cheel< thallludeotlore Y)jng
tile key phr~ rorrectly.
• ~.J<J thf00J9n me I<t')' ptI'itSe1l'o1lh tne oos. Ched that
Sloh'Il$ ur.deotilnd IOW and model the p<O<I<Jnciaf1on. Ask 'tudef111 tQ pr.loCtl~ m..N ~ '0 p;JIrl, tht>n a,1<
\OO"OE' p.lI' to periQrm tne;1 dldlogues fa the d""
"
• Ask St\Jdcnts to COP\' flit! UCCi<et. Cultu ....1awar~ne .. and uptflsion. So<ial and
• SludenTllisfl'O .J9ol'" and co,.n_".the hCkeI w<th m.. civic: mmpeterKltS
COIf«t ..,formallOll. Tt-.. actMty will heIp)'QUI stude'>lS to exp!es'l !hetr owrr
ONtMty. 1r wiN,)IS() help IhM1 to wcrt:; in ~ cooper~~
." ~~.

"
, £.\6.00

1 .... 1S9~r>dl0in'owR
I <NIS ./4, 25 and l6 in row H
1 ~1'16-19inrowj
4 ....IS 30-32 in row E
 enghsh PlusOptlons 11
EXTRA LISTENING AND SPEAKING .Can I take a message?
I < ~n luve~ phon e menage fo' someo ne,
6

Exercise 4 1St 2.38

• K<'dd tlvmJ9lHhe"'" phrd<,e<; W,lh the da<s.
• Allow "udeflt<. ""'" 10 .... ad ~ q~"o,.,s.
• Play the CD "9<Iin k1r '>lud£'nlS to <>I'S-"t'f r'If' ().IO">uom
indo:vtdwUy. Then rheycomp,l,t' '''''', ","wers ,n PioB.

'iM',",;'
Stude" ,,' own ~ n'w"" .

,mtm,;,
Studenls' own an,,,,,,,,"

Optional activity: Speaking

IlIW!Jj.A kk "u~"S 10 work IIldrndwlly ~nd ,h:"" 01 a 'P,~ for
1 l b)d'~ S .
phoning a friend. for ~""""""', !Cl ~ ",I",. 10 '''''!t' mem
..:ornewt.er~, <'le.
b e rcise l S 2.37
!.tur:l<>nl<!hen work ,n p.lKS. Tell them ttw•• hey "'" QO"'oQ
• SllIdMls ""en ¥Id .,,,"'' Ill(> det.IoIs.
!Cl lal~ to tht'u bt'Sl tnends broI~ or WI'r on Ihf' pi'Ior1t'
• rhfodc.JO';~ by 'IYJ uo.deo!s 10 come and wr,:e e.Kh Ask li>l'rn !Cl proc.O>e d phont> C<'lnYe! ....toon in wI>o:tl thfy
J)leU'oI onl()rm.)uon on lhe bru'd. ~nd II>en Wy r. phone ~ friend\ house. Their frlf'r(!\ broo.he< or :.~t...
• Play the (D~. Oind .r..w. sTude'"SlO :en MlCI rPpe.lt ~ and 1<'I<!Mm their frOend is our, <;0 1I'I!'y iNYt' ,I

"- """<'
fl,..,. tU, ~. ~ parlner mu>t Idle I~ ~ oVId
I qu"" .. 1><"1 n,,,,
1 rOOf """"'*"
_'y '"....
) lUW",,-BndcJeSIoI'eI
!.tuderm caon lhen , .... Jp ....... and I'I.M,>.-.othe< phone
com"."".,.,
A1. thE' end. lhey C.... \W~p ,he wr :Im rness<lQE'S.Jrld "'t'
how « ' .... ate!y thei< parlner 1000. l!>eo Inl'$~

Cuhural awarene •• and expr.ssion, Soc'" , nd

civic compel.n.,.s, Communiutiv. compel..,.,.
This aclivil)l wilI l\elp )'O\J' studentl lO " xpr!"Ss Ihew <:INn
'[{'"IMly It wo/! .liso help them 10 work In a CoopeIJt11't
"",111"0;'
01702 004S], 6S l CM"><) R ~ . (950, 18 4(1 rn.lnner. They will ~I so underllar"ld how di$(OU '~ m ust
be adapted to ,wl diffe'el\! cante<t s,
 EXTRA LISTENING AND SPEAKING .Talking about scores
I (~" talk abo~ t the Ko.e.'" football ",me•. 7
"
Aims
Exercise 4 !SI 3.09
• LcJm key ptUJ!ICS for I.I/I<Ing <ibour ~('S. • Swden's ,No:! and 6$Ten to Iho:' didlogue 1~11hem not to
• "i"en to" ~lIon oiOout )Cores. WOlry aboul: lhe!>jut word) d{ this~_
• Pr.ct...e tiOllong "bout loCOIe. • 51~{s practise thfo ~ WIth a partner Remond
thfflllo 'WJp 1DIes...-.cl pr"",se ,I 3CJ""'-
Warm·up /2-3 minu tes)
• W~h books closed,. Mk m.dl!"Ott Do)'Ou M,...... tdwlo} «XXI
MM
• Mkwn.at~t~ l<ewatdwlg.
• A\I; ..."h;ot w,H the 1.111 fooTball match they W31C~ on TV.
As!< ..110 ~ pIa)W>g ~ whal rho!o KO«' was.
Exe rcise 1
• St~a VK' their d1ctoonaroes 10 t""-:k the ~""'ng cA
rho:- WCO"ds rhl'n complete I~ semenca.
• Check .n)we<s¥l\l model pronurl(ldrOrl oft~...ord~ 1110* '"
5luo..,l<" O'Wn "n._~
' 141\1Ut
Optional activity: Speaking
Tell studen{S tr.ey are goong to {@it thel' partne. JbOIJr ~
fOOlball match or other sports event trn.t t~ "Jt~t>ed
recenlly. Tell t~m Ir.ey shoo ld t~lk jbout:
• WM WaS playing
• wh.Jt happerl<'<l ,rod when
• what the fin .. !(:ore wa~
u.:oor<lg<' m.dent. to give the_ opjnions ¥>d say why
In...,. enjo)oed " or did not enjoy it.
Allow S~ts lime to ptep.!lre. and monItor iInd help
wiln '>OCJoolary wtwle they are prtP¥itlg
In P<t<'" student. tell e",h exher aoo"t 00' milch 0<
sporl> event Ask ~ $TlIde,,,, to leI the d;lll W!\at they
'!!Li\ll,f, Ieamt from their P<'rrnet

Cultunol ~wa,~ . nd u ."uoion. SociaI.ne!

ci'tK compet...Cfl
Thi< actIviIy ..... help your ST\Identslo ~$ ihe'I. own
oe.nMty_1t ..... obo h!fp them fa wart In a coopetJl1ve
~-

t'II:1\1M,
1 Foil .... The mjleh SlMttd tWl'nly minlllH ago.
1 True.
) True.
4 F>lse. The ~ 'sonull.1.o ~ iu dtawanlwe rr>CKnenl
5 F.. lse. P....1a th,nlu 1""1 ti...-pool .. ill win Ihis m.ten .nd ~
C"-mpoon. League.
 English Plus O ptions

EXTRA LISTENING AND SPEAKING. Phon ing a medical helpHne

I c;on get help fo. ;o medical p.oblem by phone.
8

Aims Exercise 4 S 3.18 TaPf"(ript ~ 156

• le ..n key ph.15e'! to< p/"onfnc:)" rrI@'docaIhelD!<It'
• usten II,l ~ phonll'9 d mecloc.II he'pI,ne
• Pracw phoning" med"~1 ~'O@
• I'LIy I"",CD once for students to islen II,l the senlCnc~
Point oul !hit! lhe<itfe<eoce bctwI-'t'n I~ presenl p('Ifecl
and pas! ~~ form<; ;.; ,,",I" ,Iogl'u in ~ Engish,
• Stud....u' Wllte ~ senlffl(~ !My heal, Then check

--
Warm-up 12- 3 m inutes)
~-
• Wnh~~~)k:How:)OU&trhodonoo:.dtnll • PLty lheCD;>gain for sllxlmt' 10 lislen and repeal
• 1, 1>1\'14,;:..
• EIic~ ~~lo. thl!na\k: I'J?)ordo,.,..dowhcl 1 r""
bnr~ i1- 4 Shebwmit.
100.11'(> ~ hm an (7('(",,"r,1 l IbnriWil 5 Yourul tI.
• {licit ~ amwe<l. lhen wr,le ~aJ ~on the J She', bum! it. 6 You'""utot.
ho.lrc1 Eliot !ha! tt,,~,~ ~ helpline)'CO can phortt wnen
you hurt )'OUf'>o:~ ..-.:I nHd advice

Background
In lhe Un'lr:d Kiogdom there Is a smc-rvn medlaol
hefpli"" GlUed NHS ()rea PtopIt can call ~!hey h.Jvt any
medical wcrlieS. Trained norses give ad\IIce Of SlWfSI
whether ItIt cal~ ne«ls 10 ~ their 00c.10f Of go to ttlt
i>ospitaL
t!"'v ......

,,!!:\\1j,f..

·m\\W..

Optiona l activity: Speaking

. t, ..,11H" PIq ~ mjm","ll}ill'l'>f' to Plaruse the kt'y pl>'ases.
Put n under (old ~.
Put <OmI' ice on it, Oemonwale !he actMl)' by morning ~n injury and .sk,ng
r. ~anHjlUn student' what you ~ ~ UidI ~...-, b-
""~ You~CUI)'OUf fintp. OnIy.KCepl the answer •
ExercM l S 3.17 the ,rudent uses:he c"",,,1 ~ pI'IfKt form.
• Read t/'vouQh lhe key p/lrOlses W'In the doIs'>. Point Out $.Jy: rmrol "Hr whol todo. Etidl.>dvoct from SludPmS.
th/rl we ...... 1~ pr~ Pl'flt'ct" no( Ihi' past 5 mple, ~ ff'IiI~ jng sun> IMt they u'ot!he (Of"!ct phl~ You~
taI ..ng iIboo.ot ,nj"""'" !hat hapj)e'Md IIe'f)' re<ffil!)t. 10 .. Of You mulm'/
• Allow 51uden~ lime 10 lNd ItIt Qr.It'SIIOrll Ask studcms to dose Ihcor books.lhen alok. conl'idt-nt
• PIiIy the CD iIQiItn, Sl~n hsten ar>d ~ns_ the studi.'<1I 10 come to the frOfll 01 the du, and _ an
QIJt'\lIOIl' ,r><,IlVIdualty. lhen (OI'Ilj)olre their ans~ ... ..,.... 'y. Award J point to the first "00en1 to identify the
Pd"'>.
injury, u""9 lhe ,,,",,,I ~t per'ect form. AWoIAtJ a
pam to the fil5t S1udl"m to 9i"t" good .K!voct. using one cl
tIM;;U" the ke)' phril5C'S.
1 She ha. burnt het h,md,
Repeat lhe <>CtMty wnh f...e Of six ,n,ldcrIn. then ~
I She w.s ma k''''llurI(h, St>e wal t.lking SO<'I'>e hot soup or.rt 01
whICh WIDen! h,)o; t~ I'I'lO'it poinl'>.
I~ microw.~ aI'Id il went on her harKI,
j 1I ~"I!)t hurlS Cullu,~1 ~w~rene$S ~nd UptHo.ion. Soc~l .nd
4 Sr.e', f~lItI' (IIIff ~nd bfuised het kl'lH,
civk <ompeteno:.s
S She is going to pI.oy bidmimon, This aclMty wiY help your \UJ<jents 10 e.<~s s their own
6 Shemu,ln', move he< I~ .101.
u<'alivlty, It w ill also help tnem 10 wolk io a coop('lat've
m"nner.
 CURRICULUM EXTRA • Technology: Advertising
I u n u"d~'st~nd ~ tut about ~v~ rtj1i"g. 1

Aims Exerdse 4
• le"", loOCabul¥y for ~,:~,ng.
• Studef1a find photo. of three <tCIVeItS from fTIi9iZ1nH or
• Read a t~Xt .caut ~,song. ,he .,t..1It'\.
• PrilChse talb:"lo} aboul an ac\IIel. • 10 tt- deso:J~ ero:ou,OJge mxterus to @Xp/.)on
Warm_up what the adYert is for Jnd how the ~ makes people
.....ant the pmdlJCt Ask '>IIJCIeou to ~ theo" 0PI0I0I't on
• W~h booI<s (1oIcod, ask Students ..... l"I.lt their t~te whether or not the ~ are ~
~t~onlV
• Thi' cwId ~ '<"l for homework.
• fhc~ SCI'"Oe i!k.Js ind Mk S~IS why ~ hke t~
partotul¥~u.
Optional activity: Speaking
• Ask If they thonk idvtIu 1n/lUM(e thtm and encou,,,!)(" Put <tuden1S;" 9!CUP' of Ihree.-.d ,~llhem they Me
them 10 buy th,ft9S. goong to (IN,e d rv.Jdver1 io English. Tell mem they call
Exercise 1 is) 1.14 I"n3ke up me;, owo ~'t Of UJe odi:'as from .ttM-r1! they
have !oem on rv on thN owo cour.try Te!lthem ,hat they
• Refer SIOOeot! 10 the le., ~nd asl< them to read ;1 QuKkIy oe-M to th i"" about t!le aclion ,n the oI(!vcf\. ¥Id .....,.~e a
and say ..... hlCh P'Qduc:ts ~'e mentoooed I~Mr clo!fIes. st,;jX for ~
moIJ.;It pI"ooron. 91al~ ~nd IIC"''''').
Tell stl>::!ents they will pe<form the ~ for tilt. class
• St~ chec k the mea~,r.g 01 the WO!(I\ on the, io the ~ lesson. arid Can bring in PlOPS 10 help them.
dl(l~ies. then complete the text
Monrtor ..... hile students are prepari"9 theW scripts and
• PI.ly lhe CD. Sludents listen and 1"Nd, arid chetk lheir help with VOC3t.J lary if n«Mwry.
an,\V(!I! to exer(~ 1
In me r.ext lesson, allow st~ntS lime 10 rehca<1e lhelr
,@vu ..., .q.,.e,,, in lheo' groops. lhen ~ sk 9roops 10 Pf!'form their
~'Je",ial i>dveft< for the cIaS!. You cou ld get lhe dilss to YOle for lhe
1 noo·flW1tial be-st one.
J bra nd
, company Cuhur•• ,wooreneu. nd "p.H$lon. 5...,. of
i"m.tive .od . "Irep.--.ursh lp
Exe«:ise 2 Thi:; iICTMty will heIp)OJ' students '0 @XpteS! I~f owo

-
• SllIde"u! read the t~Xt ~o and deciOe it lhe SI"Ilteroces aeJtMty arod use ~ resoun::es to compiel! '.lSk5.
are true Ot false. Remind them to COIrC<:t the fJI~ 1\ WII also help them to won:. aPl)fOprL!Iet)' '0 \I"Jups.
seru('r1Ces.
.",W/u,
1 True.
1 F.lse. ~ IS ~ .... portMII fat IIO!H«ent~
,..,~

J Fa~. 1t ~ lIPIY impoftint fat . (ompiny to ~ tt- brOIl<!

POIlUWr with Idvm";ng.
,,~

Exercisel
• Ask studerot! 10 pi"epilre fhe" oIIl,"'<!fS iro:.IMdually. ,hen
dlKuss the Quest""'! '" pa'rs.
• EliCIt !,o muns_s !rom ndMdwI 5tudent~
w@ . ...,
1 (jIj,se!.. mobile phooe
St~,,· own .'"~
 ~ng 's u~ ptlons

CURRICULUM EXTRA • language and literature: Poetry

I Gl n unde.. ta nd mftapho.. in a ~m.
2

Aims Exercise 5
• Read d IXJI!ITI. • RNd the idNs on tile box with tht- ClotS) ¥Id ellc'l oneor

--
• Lwn \OOCabul¥y for t.l<klng ~bout poems. !WO me~ from lhe d.lss.
• led<n iIIJoo..II rnwophoIs and 1lI"'1~ IIImkIng of • Ask "udents to work in Pilu, to monk of SOII'I@more
~-
• Students then wnte (i>l-or pot'ms ndivldwlly, Porn( OU(
• W'«e~~
!h.:rl <nJdc<lts GIn IN' ~ I they hke. but lines on a
W..rm-up {2- 3 minutes) pOem do llOIi>.Iw 10 rhyrnI>.
• Ask Sll.Jder'lts I they know inf poems m the" ~ • Ask "udents to comp.IIf Itre. 1XJI!ITI\ln pan n- ,,\It
language or In Enghsh. Ask d I~ ~ re.rdrnrJ poems .ornoo 'iIUdeTm to read their poems to the class.
dnd.....-hy.
,j;wm.;1
• Ask wh.lt m.>kes i IOM a poem EI~~ the -...ords ttry.'M. SrudmIS' own i>O<Wl'fS.
,h)1hm¥ld~

• Tell <1l.Jder'lts I~ are goong 10 read . poem NI £ngltl.l\. Optional activity: Speaking
Feo- homework. .,.); ,n.oc>.nts 10 fnd ",fQrIMIIOn aOOUl a
Sl il,\h poet. They could use W;kr~i.\ wl'uch "» .. IISI d
Bri!ish poet~ or olllel' 0<'11"", rnQ<Jrccs.
Ask lhem to write d few ""'(en<:n aboo! (he poet'l I,fe.
'@1M' d.-.:j c ~ a lfefse from """ of their poems !o tal. about.
1 <even~ 1 No 1 No '-lying what it i, about, if it ,hyrocs. if it has mttJp/lo!"~ etC.
In t r.e r'lex! ie5;on, p<JI , t udet1 ts in grOOJ>s of Iou, to (ell
eiK h other aboo! (he peel Iheyc no>CJnd !~" POe m,
Monllor w~ slUdem, are "",rung. (hl'r1 a ~ some
<1udet1t, 10 repon i»:: k 00 which p::lC! ~ .-.:j POem '" ll>eor
om..,.·;, <)'''''P they lil<ed best <ltld wily.
~ writ .. lives in. Iloo~
Dlgltll compet-. liurning 10 ""n
Exerci~e 3 This actMty wa shawl""-" Students how they an
• Students WO<"k indivl(lu,ljly to read the lines of the poem .KCeSS a broad r~ of information becau~ of then'
dnd d««.k ; the sentence5 are tlue or /ol/SC, k~ of • f<n;gn lang~. They wlll beneI'~ from
• Ask SIude<lu 10 comPilre theor ¥1S....ers ,n parrs. e:xposur.. to ~ broad ,.~ of resouteeS and genre-s. It
• Mab" sure that 51udetm unde<5land the mt.l"""l of will ~~ them (O ~wdy !klh
mtflJPltOl": a word or plUMe IhIt IS !Md in an im.1g;",,~ve
w"! to ~ lhal sorneobody or §OITIetIw>g has I"" 5.il1TIe
owbtre. as...ar:he< !hong.

«"m'Il·f'
I FdM.
1 Fdl ~.
) Trut.
4 fw.
5 Tr .....

My~jsa~ hool.
My~ jl a c~y
My home i, • car.<,
My ham<! I. H a>!Ifo.
My hoon!o Is. mounlain ,
Sl~nls' own .ns~fS.

c-na.,..nrl Uo/U llJ

 CURRICULUM EXTRA. Language and literature: Folk stories
I U n retell a lIory from another (~ a,ader', viewpoint .

Aims
• Re.d afolk l«Ny
Optional activity: Writing
• Ledrn about fitSI petlOfl Md !/"'d pellCt1 n,malor!. , f<;M- ~ ~ SludenlS 10 W'oTe theo- ownlolk 110<)'
in English. Telllhern il cao be an Engl,~ vef)lOll 01 a
• ProlCb'll' .... ~"'9 11 slOJ')I.u fin:! penon NllalClf.
folk '""Y in Iheir~. or one that IMy make uP
Warm-up (2-3 min ulH) t~ SllJdr'!nts mght r,kI' to Illustrate Iho!or S1or~

_.
wtharrworlt
• With books dol.ro. a~ SI<ldenI~ ,,,Il0l1 kind d 'otOIoe< !hey
f'OJOV rudirlg. In ~ rtexr Ies.son. col1er:t the 'otOI~ ¥Id plO them 011
~ waoI or arr<tt>ge them on ~ "round lhe d.lwoom.
• Ek~ IoOI'f'Oe IInswef'l, lhen "'''1e iblk sroryon ~ boo.d Ask
Allow Slo.dem, to n'()ve dround Ihe dmrOOlTl .. nd rNd
~IS if lhey twve ft'ad anv IoIk SIOOH. ~Iic:~ !he .... mes
d ~ foI: SlOI~ !h.n SI"'-'MI~ know.
• Td! SludmlS tIIey aft' 9(lIfIC} to 'Nd a folk SIOf)' in £ngish. AsI< stuOmts whICh WI-'fe t:heO- f.woo..-~e S1or~ and "'"'I.
Al!ern'I1~. of srudents a,~ not confoder>~ about "'-"'09
i
Exercise 1 SI 1.42 .. 1I0f)'. ~I th.lt tIIey search ~ for Anac~ ~
• Students"M)fIc 'I' p.l1fS to put !he poctu.es on the cOIrea The"'..., many V>ort fables ;wa.IabIe~. which
.""
• P!;jy the CD. St"'-'MlS rud and listm to the '10<)', aM
students (<In d:JwrIIo.)d and then .1d3pI: Of '('Wf~e .me:!
iIIu,trate.
ch«k thetr ;mlwet'~
Communiaotiv<o (Ompelen~, Cultural aw.... n.ss
,·jM?lUO'
l D l ( l B . ....
.. nd exp'.-ss-ion, OIgIUI compel,nu
This aaMly will sIIow j«)I.If Sluderlls that 1hey an rJSe
~ COflVen1iorts approprlat~ to the sotuatklo.
,
Exercise 2
I1 will olso ~p your studems 10 e~p'en their CWTl

,-
• Student, re.,;j the Story iJ.9oI,n aM an5wet the CllIe5l1On' ClNtMIy. Students am '00 <lCCeSS a wide range 01
tmmu., rl'SOOrce-s.
1 There ~'t ~ Otne. ~aml a1O<JrId. The eWpha nl w.'
2 The bird Iookfd for tile otllet ~nlS arid 1001< I"'" )'OUI>9

..
~tothfm.
I 8«.1_ tile bOrd k.td ho!Ipe([ I1I~nly ) ' N I l . and the
~nt~bered .

Exerci se )
• RNd!he onfotmauon ... ,th the d.lss.
• Sludents complete the se<ltencH.
• Cho!d<.tr>SWer5 WIth lhe class all(! en1I¥e that m.odMls
understand I"'" terms ( i n l _ roorralOl and tl'Hrd_
I'/OI~ ~ ~tOOert5 bKk 10 IIIe loA: srory in e><eJCose I
Jrol a5I; whelher ,11\,)s a firs: petlOfl or tlwd petlOfl
narrator (rh/Id pefSO(J~

1 finl pe<>on
1 Ih"d I>'!I'SOI'I

'm1lm,
SIudent\' own answefl.

lJ4 Unit:) C"nlalk". .",,.

 • EngllJtt Plu~ Options

CURR ICULUM EXTRA. Natural science: Geological formations

I c~n w"le abou l ~ geoS,a phical future,
4

Aims • '''''<:OIJk!Il<''''''()thomc~ i W· ,11>0

• lNm """,bWJry 'Or deKrlOonq ,,~dt'Id '<X~!.. :umpl<.1e J\I; '.H>Oe11f< • ~, J(l "ul tI.,.....
Ih.·<~\..
• ~ld d text oIbout tn<' UJU'~ 01 ~ ,<Wt.
• Ail.... ""t""'".
~ <:ouId "'k thm> 10 ".".ki<1P ,,1"'1.1'\
Warm-up (2- ] minulfi) or mal1'l dnd j)'""""r~ ""n,"p'.4<'l1. ThwlOukJ I>o!
• Wltt. boob c.kN'<l WI.I" Iho' word ",," on :'Ie 00.Ird ~ ,t,'>PL¥'d around lhe CIJ«room.
_k'<>'S..ru1 , ....... \ tN'rt "'~ .n tn .... '<"',1"'" , t; .i\lj;!O"
• A;, 'I!ldenU who. ttIey knew MJouI the IIIf('f'\ n thi'r, <T."" .," --.
IC~,an.1or ~"'mpIt>. ""'_I:'
'hey ruort rind ,..·'c ...• lhey '-""<l
Id,... "

• fr.:~ 'iOITW! ""'a, but do not confirm !If 't')f'(1 _ . , llli' Optional activity: Writing
,~,
For homeworfr, ask ,Iudenll 10 ct>oow ont> (11 I· .... 1'·dIUJ<.'lo
or ~ that tI1o>y h,we ...",n, <lboul if) ,h., .J(l"'Iy.
hercise 1 for """mpIto vdlloy.. ""'d'>deo~ Wdl .. I.II .... ....,.ion
• SI'.xlf'r'l> "",,,I ""l"'odwily to ,"'-'t< Iho' "'<.'¥\"KJ rA Ihe- A";' tt'o'm 10 look oM"", .>rod III"I<j p/lOl<"ll.'l"'il; nlll' .,'
wnrrls n lho.'jr do:hO''-l' rl!'< .Vl<1 m,OI<h thoofn ""Ih 1-<> O~ drlerenl C'lWmpk.-, c( 11>.~, feJlu'~ '" P'>eno~ '"
lhe (J,.lri)I.lm.
dilf""{'fll (OUI'ltrOM. A, . 11""" 10 hno d b'1 of ,n/or,.,.,1oOr1I0
(\led< ""SI"",,' v.ilh I"" cl.:m .I<>d cr".. , Ih.,1 ,tuo.nt\ <10 W'1h pa<;h p;C1\ll~, "" r",mpIP, Ihfo """......... , ""Jlh'~
urodemdrod tl' e W()r<.!~ lhe ,iv..,.. thi> 1><"'1111 of 1he w"1~IIJIf. "1~. T~ II Ih;>m ,,, W! ,I.'
• M",k>lMPd d.ill I"or",,"< '.11'0'1 01 Ill!:' word~ I~' irUor mdtior1 {Iowr, 00 d "'PJ '"'~ '~I 0/ paf)('I'
I!I@U" A,. "udt'n1S 10 rni"'l Ir..., Ihr,..,. j">i<ILJlM 10 the r"lC'i

"""C" ~ m•• IId .... Ip""n. with J .,1 of lhe Ih"'" coontrles in whirh I"" i,
1 ""Ier/,II ~ MluJIY I('JlU'~"l .. e found.
J "J II~ I, PlWulh In IhI> ,...XI ""son. pul SlI.Jd",,'S ,mo 9'O<'ps Df loo . All<
them to ,how II\(' qruup 1he1, thrc... photogrJph\ Jnd lh~
Exercise2 S213 I,,, of CJ)UrlUies in whi<;n lheI . lealurel' <Xcu', n, .. <1'0<111
• P1ay \,... CD ~ ~Ik 1\!!denI\IQ '''t«l.nd ,eld the le.\. <hook! try to match the COUI'llri<!' ""Ih tilt' phol~<Jph\
• Allow ,,!!denIS 1"''Ie 10 reld lite Ql>t$loOr1~ ",pla in 1he [;,ch 1tlJder">1 II>ouId m..'f11~1 11><' iJ'oup whelne' th<;,r
WOfd ~"""'" ,I necen<l'Y q""''''' weoe (0<'('<:1 """ In",r ,ht' ,,,fOtmJt,OI"i lhey
• Ask Ihr-m lO.-t lilt> ',,<1
'''}lin dnd an< __ thfo ~Iior" hJPd OUI aboul the k>Jtu«'"\ If> ,hfoo, pI>oI<.' """~
• A,l Itude~t~ to CO'TlPJr,· II-<... """""1 If' p.)It~, ,her> cht'd< Oigilal comt>t'I"n<~ s""~ of initiative and
~~"''''~ "'" uh," ~ entrepreneurship
t! !O,£l lJ) I ..... ,""rvwrN"'p"'... "UI""" '}dr"'~~"" " •
~,
11 w;Q3I>o~ tO~"'UXJl"9" m '''' .., <.I t:.o' •••
1 ' ..;ott< ",,.,. "l 00Q ,,,,k~ re5OUrc:<"i, dnd l£1(IiII slufli. """" "HOOpcI'dloon.
Jh.> wJIPr "~Iy
• ."" , ~ If
."
Exercise ]
• ,Iude"" ~nd the worm on lho.·I""'1 Jnd m..:<l> lhem ..,lh
,I><' det .. ~"",,-
,.m:wn....
1 l "
, •
Exercise 4
• Br.Jir>lorm a ... , lot ,,""" ,n Ill<' .lIra 1"'" '.I...oenU COIJid
~"''', ~bo\ll F"U:l<J""~' ,"j(IP~t, In Ll ...... '~I .. ly of
,'~f'l EO /,Ild 001 ~, muo;n M Ihf!v {In •• boo! 1ho' ()r\/'
lheych,lOY'
• li'>e)o ,hook! 'I'(' It-oe I<:!'t<"'''~ glw" 10 11''''tn''ir
,""" "I"io<', 1:<11 11_ rlr ld I"~i l own i,Ir>J<'
 En ghsh Plus Opt,ons

CURRICULUM EXTRA . Natural sciences: Ada pting to t he environment

I (an ulk about an animal that mil'lt~S.
5

Aims
• Learn VIX~bu.¥Y foI hlll.lIl9 .Kxlu{ arumaj idlPt.l!ioos and
mqalCll~
• Read. text about anm.JI mogr.uoons.
• Pr""' .... !.lIking mul an'n'"IlIls mogr;l100ns.
warm-up (2 -3 minutes)
• With boobclosed. WI'te{lOlor~antl CfJfTItIon t~
Exercise 4
• Br.,nSlorm idNs with Ihr d.!Iss for othfr ¥limals tn.lt
migrate- Encour;r,ge students 10 use a "ifie(y at fl'1OUrc~
to find DUI about the arurnaI thf.oydlo<»e.
• They should m<II<e SU~ Ihf.oy foais on the information
~ out in the table. rather than generil f<lcn abouI the
"""'"
• Ttus tMI< could be se\' for ~<Ofk oH dew"ibed in

"""'
• CI>ed< IhiII SludfnlS untlemand lhr WCIld~ then a~
w~ 1~ ¥W1Iib ItOe. Ask why pOOr ~ /lie olbIe 10
We In YefYtokl cand llOOlo.
' 1""".•,
• Elir;! <ami! idNs,1he<l WI'le lheword~on Ihr board.
Ask how urn!.'!! hdve oIOaPled 10 1"""9 .n ve<y hol. dry
candi!"",,"
O!t1er I.'><a~ ~ mow <:I how
• ,\sk ~TOOe<>IS ~t
ao~1 ~ ~ ed to their envirOfVl'ler1t
Exerd se 1 S 2.26
• Refer stude!1tSto the poctu r~ and (01':'1 Of teac h me
names of lhe arlimal s (arcfic fool. l OO"t. wlmon. btilll'l i)y).
• Play tll(' CD. ~nd ask stud/!n{SI0 "slen and rea-d the text
• Studl.'ntl match t~ WOIds In blue with the de~ntflO/"ls.
• Ch@c~ anSW@r5.and make su re IMt students undo!fstand
the mean ing <:I the blue 'MJfds. fOI example, by ~'ng
Ihl'm to translate them Into the« awn lang...age.
""1\W1
theOpoonal actMty bdow. Ask 'llUden1S 10 re;Kl theor
inforrn.ooon out to the(lass II¥I>M they hive ~r1ooI-h«l
Optional activity: Speaking
Fm ~I:. ask SIudt>nt5 to fnd rnformalioo abouT
arr<Jther animal that has ad<lP'ed 10 iu eovi,ooment Al.k
them to ",rrte a few sent"""es about t ~ • ...-na!, w'lnout
"'''f ill<] it' Jl.lrne.
In the roe,t lesson, plJt st1Klents In groups cl four, explain
that t hey , hould take it in turns to ~.>d tn.-lr sentences
to the group, The group mU5t tt'>ffl gvess t~ animal Tejl
<Iud<'ntl (hot the group are allow<!d to as k fIVe qe>e-stions
befOfe they ma ke the< r gues~ At t~ end, ask wh ich grou p
managro 10 g coesl all fou r an imals.
Sn.. of Inlt"'ti .... Ind _tr.p ........ nh lp
Th;, octi..nty""'lI encourage lei!101WOrl< on the d.lWoom.
the mar.aqement of perwnal resourc~ and social
>Uh. $Ud1 M rooperati(n

tllh\1·.f'
1 8e<ing~, Arctlt

"l Antarctic
4 20.000

1)6 1/";11 <wrIorItomtxlll

 CURRICU LUM EXTRA. Maths: Statistics and charts
I un Unde .. '3nd different w~ys of presenl lng '!d!i'!r"'.
6

Aims
Optional activity: Writing
• Lorn "" ..buIJtV for I. "'n<;! ,boul >'."1\"0 dnd CNr:<;
T~" 'Idt"o'h they....,qomg to conduct a h~Jltt.,o NI'n<;!
• Ro>.Id d '!'fJOft ~bool • W,""" su'"",. f-ir.t;os a cl.>s" bfJ,n;'OIm Ihr"" '" fool QUl"llIO/l\
• l'IoKIo ..... "'t"'Plet""! ""la ~"d <~ ""''''') <Nil, to J<Jr.;o '~...wy. for t'"I«lm~
Wann·up{3-4 min utes) I '*- mtlI'I)' """ aI chorola~ do \'OU nil n:l( h-'-<'
Oll~} 'J--415~/lor~
• W ~ bQolo; <:b<fod.. oO!k SIr.>dc->" how m.K'\I d tIlem
1 I*-Il'IOrly pofllOOJ 0/ fau rooa do )<ltI rot each motlll>l
w~:ch. POPUL"lVpr"'1'dm~. w·, .. hyou II,Ir\"'O(.' A>k
;ttJdenlS 10 puI tl>etr hands UP and do a qu.... «)VIIIO
Oll - }I J--415 611OfmtJ«
~nd 0Ul how many <."l.ldents do ¥Id do no( waICh rh.ll J How""""fK)<boosoi f{~ frurrdo JOlIII'OI e.xhWft'l<'
p<O<}tJITrII"o('. 011 If J--4I H l l Of meR
• IJo the >Jrne th"l<l .... 'h lWO more PfOQ'amme.....-.d ""'1<.' ~ ticw """'Y'r:..:-ydrrrrI3OOyou dllfl>.roch ...... ,
the eurrbc<s on lhe Ix»rd. Oll - }I J--4 / 5--1j/l Of(no(~
• [xp&a.n 10 ,,1Jdt>nI' I ..... ' you h.Jve )U>I c..>rrred OVI ~ \.1.0"""" A>k rh<> cb« rr... """'I"",,.re! ~\.k W.Q·" IS 10 notl' oo..n
lo"",,,hdl lV p,O?"am"""I,hPy",l<h A..... how)OU fhe llumbe<llo< <".><;h ~rt;"'"
c..... PR'"'C"1 ,he nvmt>ers you hol,-e (0I.ieC1M Put 1''-''''''"\ in ~ to drow (Mm 11) .... PI~I lJ>c
• ~Iicll '>Offi(' .:!PdS ~boo.Jl CI'aphs dnd cham.. b." do no( data. Ask them 10 W1"~ J l:<ief .t'PO<l "boil! ,'''' IUrwy,
conl'.n. Or r~~1 "r1)' ~I Ih-s )t"'lC deIQibi"'l the findirq;.
You (oold pin sludenl~ reporlS ~nd C,", rl' o~ lhe
(i.>;Sloom wdlL

Sen.., of i~ilialive .nd entre p<eneuuhip

Th i. acllvlty wi ll encoor<>qe 'e~mwork in lhe ci.>!!.oom,
"'fNl.!)
~ dJt' 8 ~c,,",rt ( oJr(I""1 ~ ,~", ( y· ... i
tr.;, ""'rragem<'f11ct Pl'f'.Ol'l.l1,esou,ef'S, Jod so::.. 1
' ,i ll~ such as coopet"Jlion,
Exercise 2
• Srudef\IS S(uoy Iht' r!'PO't and cha rts .md de<ode .f Tile MOff practic~
>e<I[l'"O('" are true or f~I\('. Rtom.nd I,,""", to <orrt'C111Ie
1,1", sent""""'"
I
( ....,~ ..10<1 ..... , IN<Mr'. l'lHl1O<.,..bl .............
~ .. 2J6.-2)1

• fd~ L",,1I>in hooH cl t~ sndents (oIOOul 2SS) e.t 5-6

~I,"",", 01 fruit told. ~
S "U<.

Exercise 1
• Sto..rden,\ worl n Poll'S 11, drJw • bo:M lholf1 for the d.n.l
• Che<;k a~~ by.......-.q <Omf' <l00r-nn 10 (om(' and
<I,oIW the« b.I< ch.~, on tIIc' 00.,0;1

Exercise 4
• Av. n<..denr. 10 "'!lIe I~' _t(.'<K.~ WodiVrdwlly,
• SILKlerm wor~ in P<l "S 10 fC..d Ill<." loe"nte<K.~ 10 eiXCh
Other ,rxl ~y whetr.er their P,}r,rl<'/'\ o;emCf'lCes ~rQ trC><l
'" (, Iso-,
° MW'
~jd("'t>·.,.....n .'n 'f'.,
 CURRICULUM EXTRA. Maths: Average speed
I can understand and cakulate average speeds.

Aims
• Learn vocabulary for talking about average speed. Paula Raddiffe:

• Read sta tistics about average speed. 42.19 (km)

18.67 kml h
2.26 (hours)
• Practise calculating average speed in English.
2 Lan ce Armstrong:
Warm-up (3-4 minutes)
3,870 (km) = 46.86 km/ h
• With books closed, ask students some questio ns about 82.5 9 (hou rs)
journey distances and times. For exa mple, name two large 3 Usain Bolt:
cities in the area and ask: How far is it from Xto Y) How long
100 (m)
does it take by train? How far is it from here to the next town) 9.58 (s) = 10.44 mls 10.44 x 3.6 = 37.58 kml h
How long does it take to drive)
4 Michael Phelps:
• Write some of their answers on the board, then focus on
some of the figures of dista nce and time and ask: What is 200 (m)
103 (s) = 1.94 m/s 1.94 x 3.6 = 6.98 km/ h
the average speed for this journey?
• Elicit some answers, but do not confirm or reject any at
this stag e. Optional activity: Speaking
Play a game to give students more practice of calcu lating
Exercise 1 average speeds.
• Focus on t he picture and tell students that th is kind of Ask students to work indivi dually to write a sum for
racing is called Speedway. calculating average speed. For example: I come co school
• Read the instruct ions with the class and make sure that by bus each day. I travel 6 kilometres, and it takes 15 minutes.
students understand t he word lap. Ask students to calculate the answer to their sum, but
• Students study the information and answer the questions. keep it secret.
Divide the class in to two teams. Ask a stud ent from first
1 Olsen 2 Gollob 3 Adams 4 (rump one team then the other to read out their sum. Their team
mates have 30 seconds to give the correct answer and get
Exercise 2 a point. If they do not produce the correct an swer within
• Allow students time to check the mean ing of the words in this time, the other team can ca lculate the answer and get
their dictionaries. an extra paint.
• Read the information with the class. When all students have read out their sums, see which
• Point out t he spoken form of distance I time (distance over team has the most points'
tim e), mls (metres per second), x 3.6 (times three point six)
Social and civic competences
and kmlh (kilo metres per hour).
This activity will help your studen ts to work in a
• Students work in pairs to answer the quest ions.
cooperative manner. I
,!U,,'@ij;",
Gollob: 1,200 = 16 44
73 . More practice
Olsen:

(rump:
1,200 = 18 75
64
l';~O =
.
15.38
ICross-curricular extension, Teacher's Photocopiable Resources
pages 238- 239

2 Adam s: 19.05 x 3.6 = 68.58

Gollob: 16.44x 3.6 = 59.18
Olsen: 18.75 x 3.6 = 67.5
(rump: 15.38 x 3.6 = 55.37

Exercise 3
• Students work in pairs to read the sentences and find the
average speed for each sports person.
• Check answers by asking students to read out thei r
answers, making sure that they read them correctly.

138 Unit 7 Curriculum extra

 English PIli' Options
CU RRICULUM EXTRA. Language and literature: Stories 8
In lI"de"'~nd d~\C"ptig~. na.rJlOon ,nd di~lollue in on ul,acll.om ~ tI ..,ie n~.

Aim~ Optional activity: Writing

• ~,>myOC.lOO."y IOr 1~1 ' .'>.j~' "'t, ~ ... 'i. l 'ut 1""1 the IlOIY use-; ~ 1,,\1. pt'I ...... MlrJ1M' A,k
• f1(>ad ~ story c,,,,'" . .
.tud<'nlS .... t...1 IIw'v rhOnk I"" Ol ... dI!' of lhe ,n IJI'
100>. [lie" """" .de", dod ... ', .. U«'ItJ lIO(olI)yl.Jry 00 Ihi.'
Wilrm-up (2- ] minutes) board A.Jr.ItUdenT<..n.n they tI\o<!k ...,. h..lppen....nen
• W,III bc:d..\ <:Ioloed. "'.. 'Iude'"' '1111ey fI"llO)' rcodlf1<j thl' rn.;m ~ into 1""c.15tlo>. Elim """'-" dcal.w>d WI.'~
,"" ..... A'" ....1laI 'Ior .... T"'-'Y 1I~ 1.-..11'19 JI I'M!' moment IN'fuI voc.lboJ;wy on ,,.,.. too.ord!\sl< wh.!1 they rt"onk
• A.... ..n..111'I("y I'"nt .......... a good 'TOI'y. 100I'l<.lmP". Count Or...:w wit l.ly 10 ~ I\iIUJIOI'.
""I"" m.I" "\ d "Ot)' ='III'IQ. AY< Sluderm 10 read the '>1ory ""Jolin and ..... n~ !hi" rll'1<l
p.lIaq.api\ U>R! a moou,e of dP<aiphon. Mu., on ard
Exerd~ 1
doalogue,
• Aj(!W <11.>11<-""1 I""" 10 cheU ltlo' mo'.i"''''l of It ... 'M)ftjS 0')
Ask Slo.denlS 10 cOlf'tPll'e me. ~nw.er~ li'It'n '"" \oO~
th<'" dKtiorWIK ,I",\ent, 10 read thl'o p.II,)<J~ph<; 10 IhI.> Ct.ll'i. You cwlr.!
• (t>e<:~ 1""1 ,tWc<-t, ur..ll"llt.lnd thl.> wor(1I "'odel .,>d ...t Iht' cl.Jl-S 10 vOle fCM" lhe besl~,
pmnun<:;;,'oon
AII...,I\iII"""'v. fCM" ho~k all <lo.od<>nb to "rod
focus on th<> pollure .nd .l!.k lIudma 10 d,"""'1 In ~ inkfJT\'tion about BMm ,tok", .ond ..... IIe ~ !het!
who<h W()f(l\ tr....'Y think will be <n Ihe'ItOt)', p<>raqlJph about h is Me and W(]l"

Cuhur:ot awuenen and npre .. ion

Th,s KIMty will help)'OU r Iludent! 10 d~the"
Exercise 2 IS 320 own C!cJti~ abllltrel. 11 w ill ~ I\ll help 10 p<omot@ ~n
• f~.-1'\' the (0, StlKM-n!! Ill t en and reJ.d
the ,Iory. Jnd cr....'{ k und""tand irlg of (uh~r~1 herita<Je
'heif "",we<' 10 e'ettil<' I.
• f\)lnl out thoo """'" 01 :he Jut hol' ~nd ~!t .tOOo:>nt! rt !r....'Y
I'~IIC reJd !lIiS "ory

flM'iU•
•,tJe. roac!1. ",O/W1., """'1"'9
Exe.dw]
• ,tudo",,,.....,..' ,n PJ ., 10 m .. t<;h !"'''Mh~~: I';lX"S 01
,'loO '19.
• A,k ~udffil' ...f>och 01 ~ Ihn.-e IYP<"> of WfH"j tt...y
''flPllt'of' mc>( ~od fond Inc mo!Il eI1C .nog.

"M1,."
, 2 d )

Exe.cise 4
• I'k'dd Ihrouqh 11'10> QUC"I""'I w,1II ~ c~'''' s.tude'1I\
,M 11'00> ••iras ,n Pol"'- lil( til>"l D<oruJo ~ a horro.-
"')IV. II\f'Il ~". tho>rn '0 te!X)lt thew ~ b.oct 10 lr.e 00..

Exercise S
• 10 (OIlr"m <tOOc'l'("UocJ, "I""rj",,) of tl'K' d4f.~ .. n( lyp1'S
0 1 """,,' il '90 ~,.. I..... " 10 I,cod mnre ".,,,,pIt ,in lroe 1,'>It
I~ ",.111'lJmm.bJ
I ''''-ript .... '': T",n'y lv.,r,. ","s ~ I(,on",' ~rld I" 11ilul p I J'~;
In;"I~ tn~ hat~t il w •• , '~"'m JIIII /Ii rrn/ly
NJ","i~n: I W<'fl' "'10 a linl~ I,.,k l, t 11", be'I,HI IV ("I" ,I'i"'""
lo.-l"",·l~(~"I.' ')r,,, ,,1.: 1I"" ,I: '0",,'( 'H' Ihr'''': " , )1'.,
 CULTURE. Pocket money and part-time jobs
J<an talk about how I spend my money.
1

Aim!
• R.>ad ~boo.t pockeI t'I'IO<q' ., 6"laon
• T..1<.KlQu1 POCkel money '" >jOUI COlOI\:ry.
Warm-up (2-3 minutes)
• Wnh booI:s ~ a~ Uudo!nrs 10 PUI UP thf<r hands if
tt>.y get pockel roooey

.....,.,.
• A$k SI~I~ how moch Ihty CJtI ~nd I tt>.y Ihink it". , 1M1!O.f)
~ts' own ons-.s.
• As!:: slUdenn whall~ ~nd thH' II'lOI1I!)' on.
Optional activity: Writing
Wme on ~ board ~ he;tding PosI·I~JO(JS.
Asl SIuc\ents ~ I~ thonk It il i good ode4 for
1~'5 to h.lve a part-tome)Ob. As!:: "'l\al!;-pe cl Pd't·
tom",ob, teenagers do in t~ country El"" a few de,",
lhcn ~ students to wor k in PoIrrl and make ~ 1",( of tne
advant;lgeS and di5act.tant~ ol ~n9 a part·time ;ob.
When lruden" have ~nt~ ek,t ide4! ~nd "",lte Illem
on the bo.Jrd. Prompt Itudc<1t1 ""th idNs if they arc
struggling to eOfrO' up ""th any.
S'-'9%nons:
Advantag",: )'01,1 h"ve independence. you learn to
"PPledJIC ~ becau,," you are earn ing 1t.)'OU meet
~. you tx>c0fr0' """e mdt\lle and r",oon\.l~.)'OU
get useful e><per>ence.
Disadvant"9""" )QIJ c~noo! spend as much ume m.od)'lIg.
)'OIJ mighT be ~ted at schOO. em~ do OO! alw")'S
pay)<lO very mu::h bec.!lu~)QU are)QUng. SOfYIr! 10b5 ~re
dan<)e<oo," for ..... m~ WO<1ong In • i<Jtchen.
I F...... Sophl!'oJndAn<j"'~POC~~ mo..,. 'i't'!('rdoe:\nl Tell 'Iudentl they ar~ <JOIII9 to ""'le an art,de b a
ge< pod« 1IIOIIe)'. l~ magazlI"oe. gMng advice 10 leen<t<}el~ dbouT P¥t""
1 T_. timejobs.
J FI~. ~'1 bnKhet ~ MW!op.oJlO"f'.I Pm. """"" in I
Ask ,tudents to di:ICUss ,n DO'" whal ~ they moghl
uO.
,"ch.de. Sl:udents c.Jn lhen "",ne Iheo" artI(lr!i for
4 Fh. ~ <ps 17 it! houf kw b.obysinlng.
"""""""
Cultural _ .reness an.d ... ~
This aaMty .... heIp)'OUr students to eXJ)reS1 their
opinions ¥Id aeate ~n origin.JI Pll"Ce fA wrItTen...or\.
, .... mobiit~
1 SI'IO! wa~ het o»d""S Ut .it I~~.
J ~ ~Irs ge<tinq ~ fir!)'.
4 His mum bu)"!!>em on I~ i n l _ for h,m beaus.. they"r~
(hra~.

! M3gu",H Of ~kf·UP. and borl~ pmtnllfor het f""'ity.

6 No. bo-(ous.. ke< mum buysll>tm.

Exercise 3
• SIOOcnts a n pl,ln lneir answer~ I~ a~ and an!WO'I the
q~l!O"lln pan
• Alle-t"native/y. sludentl could prePil re "'''!tcn answers
tlMllU )
,tu<WIt<' own Mlwcr<.

' 40 Uoit l CIII!uA

 Englllh U$ Opt onl

CULTUR E. Homes In Britain

,In (Q npJrr Iy ,,1« try hI.
2

Aims
• ',. "" dbou,
W'Jfm-Up (3-4 m inutesl
• Wimbo ,j, I "" ·nl, ...I'<"",·<rt-.-,helOJ
IIOU"" '" d n..l, "" W l It '" would D"~eo t Iiw ...
""" W"f.
• A<k wh;) I••,.., ., .." old build"".,] • 'Id...t'lo ~,
J ~n onf'..... ;I.~.>I .. ~ l~ oIdVJ"'$If'J¥>d
.:Io>.xJ'vJr,"'lCS 01 ,. nQ ., ~ rr..>d(ofn bu ldo-Q
Al.>. \.100< 'IS""""'" TI'>e>I dJI honk' """"Id l>t>.
8 <1ckground
".0 th"d\ of p<,opl.., in 8"",,, oY>" 11"01';' ""'., homr
1~ rno:»t pop<llJr IYIX'S <,>j hou\.E"S .!le lef' ....'"<I t~
drld """o-det;>r;hed r.ousei.ltss lhan lS'Jib of Pl'OPie ,n
Britdin l....e in n.Ja, Qkj "O'''''\.l'"<PE'<",lIy ," rur.1 JrN~
r,"""rn ~'i' popuiJr, Jrld Jl\o}rly people dr e~", 01 (Mo""'9 ~
'lQIt"'l" ,n the (ountry: w~ lhey bt'Ioe'\Ie II1ey wdl C<1jOy
a betler \t~r.d.Jrd r:/ l"'i"9 tt"'" ro (low<Jed (rtots
Mo'1 p.:<Jple I'<ho bvy 11 .... , (Mlr> IJOme do SO IN Idk,"9
out J mOr19J(J". wl1,=h they T<:P<I)' ~ 2S ~Jrs. 1he ni9~
, "'" of ~ M"Id th<o dmouTlI 01 rrll ..... ~l peopk> hdl'(> to
pay on tl1<.'lr mort<jd<J"". dre ""llUIl"''' jXM lII<o/I M",", In
B, itJin.
""""le who C¥'no( oliIOfd to bU)/1he<, (MIn I10me
,o>nl hou$CS Of ft~11 Hom pr-,,.al~ I<lndJOfds 01/ hooJ'''''J
",'>IXo.Iuon\
Exerdw 1 S 130
• RoMr ,!l,J<\enb to thr' pilot and JsI< whICh flo<r<> Ihfoy
WO(Iid prefer 10 I,,,..
• PLlythPCO¥1ddlk \l~I' III '~dnd "II~
• "'" whtrt RuIlv.Jr"ld Hervy meeI tI>r:'o ,,~
Exerc;wl
• otu.t<"T~ C"" pkln rh<" ..""...."..,.,.j Ih<'" ~' l .nd ""',
tt..' qu..slicr" '" P<l""
• ,......""t,.... t.r, >luder>l< could pr'-'Pdl~ w, ,tten """"~'I.
tt,w',!;."
Exerciw4
• Rt-dd lhe- ".,. aoo the lIlSfruCloons ""I" t~.. "as, 'I iI
'<npOrlant tNI the qroup<; dre ~l buT)OJ may N·..·
'norP~with O<M' poo~1 01_ tl"!.l" l~otN>< "l~
" m..', 4>1". d",~ lhem "'la ~?"~ )OJ'IoPIf. 0100 I<!II
ttxm that tI-...y """'Id tlwTt 01 "'9J"""""~ re. the '7OUP
Itry ~,e 1fI, '''' ......... lhan wh..1 [hey P'-"""",,1Iy bel"""!',
• SIUd<'m\ wrile I""" T('asom; ." 'JI0<.Ip\.
• Man"'l" the Oe-b.>'~ by as\<Jflg e",h?"aup 10 ,p<'Jk '" IUfo.
'''''''''''1<)
",I qlll'Slon, lJn\j t!le eold 01 t!le pr""'nlJtoono;,
• !he (la" tJk~ J .o:>'~ 1),)...-1 01/1 th<> br'-'il ~'9\Jm...,!
Optional activity: Writing
.... ,. Sllldcntl W lpe<:ulJle ~oout RlJby', loIe, by ~\'''Iq
qlIe'l>OT1\ wen d~ WMt do)O<J If"''' ,11<' ,!Of'! ar IiN'
W<¥iffld! W1»<e"",,-", >t>t-I}O ""irh Mr trlf!nd,! WI1ar (;Iot$ ,11,>
I><I)',w",n WQOI'I -,hoppinqJ /)0 j'OU th,nl. shc hm r71<J(n
m:Jflf!'f 10 >;)I"Tlti, Do )<XI/Ilin/. h<!f fom:/y n ',,-nl~t ,he
~'<t"TC"'" wilh lit'nry.
AsI< stud""" if any et lhem i<e<'p ~ d,..,y. A>I< ..t",
~,nds ot
'hings Ih"Y WIlle In IM' dJJry. Id 'tudcnl> Ihdt rhl'Y d'~
qoir>:] 10 .mJ<)'I1t' Ih<>y ill" "ff"'" Ruby 01/ Henry Jnd wr,te
a <iary ''fItry. reil '"JOC'nt' the <Jj~,y ~"ny ,hould ,,,,-1\,• .1,: 6
.:Ir-.c,'pI'OI/1 at wn..t tho'V IRIlby 01 Henry) ~ don<- <M't
;1-.. ~ ~nd """"d ••ho ,nciudlo theu ~ Ask
<luder>I' [0 discu<;, ,n 1>O"" ......... t «-fl they mig"[ ,~

,1.,,)#' '~udPn" CiIIl then wt.'" U- d ....,. cm, ,!or horT><>worI<-

Cult".al awa ... n .... and upo-... ion. 5o<ial and
civic com".tences
Ih,-, .)(IMlv wd help)lOU< ~uderl!. ~how !het,
Exercise 1
o.rderstmd..-.q at the cu~ .... 01. foreql COUntry. I, .....
• SI~ "-,",,,Ihe Iht "'J<1"' IOd .",,'M1 11,.. Tl""'11Orl";
\0 help lhi'tn """"'"" 1'- own, "''''''"'Y
t' 2 I. ;\:)
,.1 'or>th~V'nrhlll)Ncl >.
More pliKtiCt
,~.

,1fin-n~1;o
• l'''1 ,

pi.,,"
I I\onMos ,. t/Io Ul.1lVI)

""".'IIMM I.,,,,,;
. 'I ,,,~,bl"""" "'"

,
Colt_ Unltl . ,J
 , ., . ..L'
CULTUR E .Teenage yea rs
1can d~Kribe my pa'~nl" and H'~ndpa"'nh' t~~n'gc yu".
3
J

Aims herc;se4
• RN(!.obout teen.Igl'f\'~ ,n r~ 0.1,1 ,n!he uv.. • Re-Jd t~ t.os~ ¥Id tho" ""lruct'Ons ""lh the donI. Sludentl
• ldlkaboln 1et''',)Qer~ I~ ,n ,~ pa5f on)QUt country'. wiU (ifry out thiSfese.J«h oot 01 Iht' NWoom, 100 ,I ~

.. Wa,m-up (l-4 minutes)

• W,[h booI<J; ~ a\~ uOJdEofl'\ .. '>en thei, ~t\ ~
""pori"'"
that they undeo'ltiM'ld the ,mtnxOCltls clNlly.
• Students PK'J>itI'e Iheil QUe'luons on Clal.. CtwIt t~

,.....,."
• AA ~1~know'""'flhtngaboutlhN PMent~·k.....s~
"""'
, RenWKI!hem IQ o"IYke noleS whe<t It\(')' 'nltl'Yk..... Neh
peo"5On and to .... 'If' th@se\JP..,tQapa,agrolPh
thty were teeNC}l'fS. lot e>:.Imple, ...n"t mu.o::: t~
liuened to.
• A~ ,r !hey Thoot 1"'-' was...ery d ft,o,<'nt tor thfoor p.orrna
who:n !hey _ t~1"'S
....
• [xplain lhat tIlI!y tan u)e pic.lu,~ that 'eples.eflt me !'fa
they ao.de-K,;t:w.g. ,,,,her
thart of lhe ondrvIc:twls ~ Ihty

• Display the- f""Med ptI,'<:~ in It'('cl.Jssroom and ,Uaw

Background
The wcwd t~ wa~ f"" us.ed in 1~ 1950s becau)e
I~'e _e ~,C)e Ilum~ of)":)Ul'\g people ~t this t~
They _oe gi,ntnc;l more fre.edom and indtpendcnce.
fh(oy were alloO beginni"!l to. have dd'ferent tastes from
tho<e of t~" PiI'e<lts. ~~11y when ,oc~' n' reil music
l!Jrted to become POPUI.II. Before the 1950s. )'Oung men
we,e expected to lake life se' lOIJsly dnd go out and 9<-'1 a
job to SUPPOrt tnc.,family as soon al th(y could Young
women Wi!O'e !au<;ilt how '0 cool< aM _ ~nd 1001; aft ...
a ~ In the 19S05 th iSall cn..1l9Cd dS people ltartl'<l
~o have morl' money. and rr.c.-e we,... more opportun iti es
101 )'OlJ"!l people 10 Conl.tlUf! In ~at ion for longet
r<:'C""'}e muslo:, lalohion\ ¥"Id cu lture were oom
Exercise 1 S 14]
• IWff"l' <t<.d(ont\ IQ Ih<- pMIQ 0( Ill!> Ih'~ wo"""",, o;':-ill""t
they ¥e i diUQl'lh.", mothet Jnd q'JOdmol .....
• Sludtootllt'dd.-.cl "'-'M. A,. Uo.dent> when JJdie4tld
lacind.l wetl' t~
"MM B
Wr;~ w'~' IHNg"" the 19705.l.ucinda ..;tS'I~"
Il..:lefm to ,.-ad e.Kh 0In.;.,·$ ""<'t1<.
Optional activity: Writing
Tell Itudent, they J re <P"9 IQ lmagl!)(' lh<"y ""C 01>(' 01
the f~mlly members Ihf'y ,ntt'rVlCWed in exercise 4 and
writ~ 3 ~rlt-per"", accovnt of 1""" 1~ ''''ge year~
All< Iwdl>f1ts to choos<> ()(I/' of tne fJm,Jy m<'!nl)e.-I th(oy
inle.vi.......-ed Jlld imag inetheot t~ life In the !).l\l,
They ,Ilould thin k "bout wtiJl mu~c tn~')Il i .tcned to.,
whJt Iht')' "")Dyed doi,,<J. what r.1m< they WJtched ~nd
what fife WdS like for t~efS at that time. They ("",Id
a,k Iheir fJmiIy """"be, it rhf'y h.l~ ~ny photos of
tht'I"nsclve<., t~,.
DilcUIS wn..t !try ~ ie3ml ~nd help OUt ''''In ¥ly
>OCab..olary they ~ Srudem\ ....... Itwo.' IIOI~ to ""11'
"" ifll<l9lrutive piece ff'OlTl the POint 01 """" d II\l'II famllv f
member". to. produce.m "'COUnl ot their t~ l,fe li
the 0IIe$ in the Student, Book.
Culturat ••• reMU a nd nprH<.ion
This aa"lly 'equ~ srudents togove an..-no\l\lfI;O

~ "'''' r~..e through OI!dl;nq .... Of"lln.lli PIKe of ....men

Exer(ise 2 """ -
• ~I~a,~ thfo tl!l<! ~ aM ,nl""!'f the q~ ..

In GoIdI'fI. (Qi(Qdo .... the USA.

I
MOft' prac1it:t
Thftt oM _ -Iho 1-. O\'lt

I "I'ef" $he did Shf ,,,,",li~ _11 three t ........

I :.ne OsIe<It<I to' (.1101<11 ... ,n """ bedooom.
~ ~ young "nge<.riIe iunr) of ,OCk _ fOil"
S SI>e hltened to. t~ ,.odoo.

h erein 1
• St\Kk.>nts can plJn the<, ~nlwerlthcn all< rIIld ~nsW\.~ the

•
qU("\I >Orn
Altt'l"n.lt~y,
,n Pi'~!,
in ~ stronger (lass, studentS <culd PI"P",e
w, i!!"'1 ""swt!f~
I
",","'l,1l
,t!ld,'nts' I)Wn "n" "'~

It! Unit 1 Coom...

 Englos h Plul OptlOfl I
,
CULTUR E .Adventure sports in New Zealand
t c,'" I~lk ~bout ~n ~d~lu'e Spo<1 .
4

Aims
• Rt>.\d Jbo<Jt ~~'lU r e lport, in N....... Ze.lland
• MJkc ~n Jdven~mem fet d" ~ture ,pot!
Exer(ise 4
• RNd the tJIk ""d the inm<.tCtOor\\ With the d.,,-
t ncou'J<j<: 'l<Jd!'f1" to thInk Jbor.Jt""y
COUntry In the
"""id and brilln;tO<ffi odeJ\ Wllh Ihfom It Ir..-,.- f"'d tn"
d lil\cuit.
• ~ ,wderu, back to Ihi' th'rd P<I'.I<}.aph 01 u,~·text
lot dlfl<'<ellt .adventure sporl'\, or hf-Ip ""rh any new
vocabu.My I~ ne<'d
• fncou.q "r.x\o-nl< 10 u'" the QI.IeSI(lO'1S to help them
\""':I~'e tl'rl>or rueJ~
• ~tudef>t' (..In p.-odl.O;e t~, postCl'! lOt ~r l<. Whe<l
thl'Y hJV(' ~rlIIhed, dl~dy the PO'ifflln the ddwoom
,,,,d .ls.k tile 'k'M to <hid<' which post!:'! i\ the mol'
intcrl!S""'l

1 The region ""SI dtyclim.ll~_

1 !he fi'st E~n ..... t()('l farmod ~n~ 1ooI<t'd 10t gold,
) In ,um~. you CJn bY ng"" jump, h'"g glr<ll', joet boot.
moun'~ln bike, p;<ra<jlide, stydiw, . nd go white -wow
,.ttlng.
• They 90 .... ""9 In IM ~m.:r""'''''''' t~ mount.,n, . '0000
~"OWI'I.
S Tl'iforI! wen! lOO ~ ~.nd ~ W"11OO mud> ~
f~ wo. o~ ... "nd ~ tr.ftrc ""~ h...
, 'P"¥~ dr .n ¥Id t>E'.uuful.

Exercise 3
• StudenlS un plJrr the ~ an·"'....'. (he<> d,k Jrlll ~rl\~ the
'~<!I()nl ln Pil ill
• Alr<'!n<1tIy('i'y. In d $Irong~r cl .... mtdr.mll wuiJ plePl're
w';~4ns_'-

"4111_ ;1
Sl~t' own ""',-"-
, CULTURE. National festivals
I <:;In t~Jk ~ bo<It :;I !fit i",,1in ~ n fn gl;.h·spe:;t ~ ln, country.

Aims Exerdse4
• l.t4rn dboot i r"monal ieostivdl,n Au1tr~1Q • ~ the ,.~ ¥Id the .rrsUUCfIOI'I5 .... th the cLts5. Go
• f1fId OUI arrd WI"I~ dboul dnolhef fWtrorraj feuMlL the ceIeOfilUOII5 .n the bot<.tnd ~rrd OUI how
Ihrou:jh
"""'Y of them Sluc;eOls have he.lrd of. They can u'" me...
Of other idea, for lhe1I ",tide.

• Encour"'le lludenlS 10 ust ~ v.r>ety ~ resourc", 10 fir>::!

OUl aboul In .. celebralron lhey ~ cho'Cn
• $lrxlenlS copy lhe !able ;,nd use it 10 . 1",(IU.e theu i<::Iea~
They c,n wrile lhe" arlrCle5lot her, >c<m,
• Di~ their flfli!ohed work In lhe clawoom

tli"i*"
They ctlebrate Au. t,~lia n cukurt. ifl(l udil"} in hIStc>ry. thf tornc!.
incllhf ~ ami tht ir mo.! important Kn~ments.

.",,:111',
Thedly Sl¥\S iI 530 ....... wid'I a birrlrKue btfakfilSl, !hen
It..re is, ~itiofWI , ..... ,... '1 cl Abotig'rwi "'9"19 ¥od

~-
I The<! a.e bo.J.l '...:es, C(lll(l'ftS, f"", iIf!d spo!(lil 5j)OIU
«>m~itIons.
I About hoW at Auma.lia', I>OP<'labon 9" 10 an _ _ The other
holf celebrate Ihf d'ly ill home Of 00 m.. ~Kh,
4 An)' AuSlrallan c.n win the award. irrcluding crkl<e1 iIIld
t~n" ~~, ";"9"'" sc;entist. ami f'CIIitidan"
5 The ma.imum ;!9f f<>r Vou "'] Auma lian of the yea . is 25,
6 In ~rth. ~ttrn Amtrali.l

uw" ;,
SW(\enls'own .an'-s.
 English Plus Options

CU LTURE .The USA in numbers

I <an t~ l k about . Eu,opun count ry.
6

Aims
• Learn lactlond IKlu,e" oOoot m.. USA
• Tol < ~Ooot fact' and fogu,,,, with relerec.ce 10 a counrry in
the European Unoo
Warm -up (3- 4 mi n utes )
• Wit h boo's dOsN. JS~ students what they knowJOOut
the uSA
• Elicot some Id<!J~ then ",I<: How b;g do )'OOlhink it IS.' How
m"ny!JtVPledo JW lhiM live lhere.' Wl!at do you thin!; IM
weal,'lef is iike.1
• EIOClt some onS~fs. but do oot conform or ,eject any "t
trus $tilg"
• Tel l mxkntlthey are oe<ng 10 learn aboulthe USA
Background
T1"lt' lISA w.1 foond~ on July 4. 1776. when thifleefl
fc<mer arit i$h colonies dedared t~r i ~ from
Bril3in, July 4 is " nl celet"'ted a, a n.ti<)rl<tI M lkiay in
the lISA The number of states continued ID grow unt il ~
rea.:hed the currem number of fifty.
Alt~h the USA is a hlJ9<' COUntry, nearly <'ighl)l pe.-
ce<>t of AmericJns live in urban Jreas. which means
there J re huge ~ r~s of tile coontry with rel.Jtivety low
popuIation~
Exercise 3
• Sl\Jdems can plan ther, an,,,,,,,, then ask J r><.l ~m"""f
the quem:ml in pai r" Studen~ ffiil)' l'ke!O use re-fe<ence
books 0< the intefr>et to firxJ In,wer> to >ome of lhe
ql1<'It >O",.
• Alt{"jr'lJtively, stooenlS (oukj prepa,e wfltten am"""
, mWMi
Students' own ~nSw\)'s.
Exercise4
• Read the lask JOO the inst rUCI I0n\ w ith the da"
• Student, choose J (ount ry and find out the informJ''''''
10 compl<!te the table,
• They can lhen use the table 10 'truclur~ thei r Jllicle,
Ec.coufage them 10 organrze their wo,k into parilgfJ phs
• Remioo student< to decorate tr.e;r wo,k w ilh pr.:,to,
01 pictu,,,,, aoo to ,,,,,,,,m ber their ~OOie-nce. They are
p\oouCi"9 a le't for tourrm, $0 their work soould be
int ... ",tong aoo infor""'t ......
• Set ",ide lime in CI~\1 for ItOOent< to Pf"",m and discuss
t"el r wor'<.
IMore prarti(t
W.lhi"'llon. ~. (. , DYD

!'he USA is very d~ racia lly and cu lturally, According

to t he cenluS bur""" 'minrnittes" Iud> ~s Spanish spe~kers
mal;~ u p th irty-four P/'f Cent of thoo popul.noo. and wlJl
be in the ""'jo<ity by 2042.

Exercise I S 2.40
• Student, read the te.t 000 (om pie:" il w ith the nu rnber ~
• Slooents read Mid listen, ~OO dl«' the" answers
r WWU·!.i
"
1""

..
3.l61
."
S l IS

Exercise 2
• Student' read t~ text "'J'l ln JrxJ Jnsw"r the Que'tions.
They can compa re dnswerl witn • partner before you
check wnh the e km
tmt1Ui
I The USA.
2 3.363 ki~tr~I.
J Hawa ii il th~ wettest the Moja~ dese<t in Ar imn~ is the
dd"st
4 They 3r~ th~ toll"..;t tr~' in th~ world.
S Two <ountrie, .re 1"'9"- than tne USA
6 No, more than 10% C)/ r>e<>P le in the USA ,peak Sp~nilh~,
th~;' first Iangu~9"

CUINrt Unlt6 1~

CULTUR E. Nationa l sports
I [~n ... rite ~bout my favourite spo.t.
Aims
• lntn ,'bout II,}T.or\aI \POfIS in S"Ll,n ~nd the USA.
• r~< .obtlJ1 nauor..... 1oPOIl5 on )'OUt own counuy
Warm-up (3--4 m inutes)
• with bookl; cIos@d..t<.k)(udentS""""lspoml/leyentOY.
Ekif d r- oo\., I~.~ ~I OS""mo<l ~lOOtl '"
,.,.., cooo/ly'
• Wrilto Ihl- p/Ydle' IIOloanoI sport on Ihl- board ~nd ~n Ih.JI
a countriS ,..,uona! SOOIl is ~ fTIOSl popular !-pOrt rn Il"Iat
coun!'Y.
• A<l students INIIat I~ tIwlllhe .... toonal !-pOrtS ~re ...
8r-:.w. and the USA.
Background
A ~novg~ bale'ballls !he ~icilrl r'IIltior* sport. an
e.vIy form cA bas.ebf,ll_ iICWollIy ~ in Brillin in
the eighteenth c!ntury. The game WotS taken IQ the USA
by mmOgrilrllS ~nd ~ Imo the ~n game 01
~ II. The rel<lle<:i game cA rOl.mders is 1(111 pklyN in
am<llr\ m<!lrIIy by 'i(h()QI child~n.
(.iCI:l't Will fi r" pIa)"e<:! in BrJ,,*, In!he $hc,etr1th Century.
Dufll'9 the ~th Century, tile sport also became
popui.J r in coont~ that ~e colonies cA Br~ain, such
as Aus,ralia and the CarlbbeM\. ~ popvI~"ly 01 Cfic'<.et
M! rrever really e.xtended be).ond thrs ~roup 01 coumries.
In ,eceol ~iII\" tile d«1inI"9 popoI¥jty cA tile \IiIfl"Ie in
Bri~n hotS led to ~~ 10 ctIange the g.¥1l!! 10 Speed ~
up and make it rTlOfe el<Ci~ng, hence the .,uoduc:lion 01
!I>e ~-<:Iay T~ty20 game..
Exerd~ 1 S
3.10
• Allow 5ludents !Jmo! to ,,~<Id tile QUeWOns.
• StudentS kl~ 4<ld teId. and a~ the QuestIOns.
I Cridft and baowIwII.
1 Modem b.o~1I origorwted In !he USA. Cnd<e-c origi ... t~ in
'"",od
I
I
7
)
Ex@fcise3
• StudentS can plan the;. iIrlswers, then ask ¥Id ~~ lhe
questions on pa,<$.
• AiI£'rnatMly. in. stronger d .... stu(j@''Uscouldptepire
wrrne-nan~
"'·11.IU,
Exetci~4
• Ik"ad the c.nk ....'chlle ''''tructions wtrII the (Ins. TeI
studenTS Il\,)t they un choo5e any ~I ll>a! rnll'ft'5ts
them or Ih.JI l~enJO'tdoing.
• Point OUllhai they <lre 9M:'fI ~ word hml!. SO I~ )/lou\d
be Cil(efu/ r.x to go<:we< or under Tills.
• Stuo.nts """ao:h m.. ~I using t~ fIOIIe5 to strUCIlll!
then" I(!e<l~ ~ C3t1 jl<t.'pao"e lhe~ texts lot IIomtworIo:.
then presenl them ill cl.B~
Optional activity: Speaking
TdI students I~ a.... 90"'9 10 p'epa'e a SPQfts news
program"", Ask sludcntS if t~ watch tile SpOtts news
on TV, Elicil l hilt ~ includes repon, about Ifldivkj\lill events
along with 'elult. of g~mes and malcn('S.
"'I .tudents into groups oIlh'et! and .efef t"em bad:
10 Unil 7 "'the Studffit', Book for u.efvI..-or::abulary. Tell
them they IhouId ~re a ~fipt for thei, programme
¥'d they must all pamcipate in presenMg Ine
programmo!.
Monitor .....tIk STudem,~ .... pr~""II....:IlIeIp wllh
vocabul.vy <IS necess.ary When STudents are rNdy, JIIow
them 10 tehearse ttw prog,amme rn th!!" groups, IIIe-n
ask them to perkirm 11 for thp dass.
Sen.. o f InltiltM .nd enuep . ..............1p, C.. h .. r~
....areneu and n pr.ulQn
This <t<lMty wiI ~age teamwortr; in ~daswom.
u.. rn.JrIo19"fTIe< cA PftwnaI rI.'SOUIces. and 50erfI ""lis
suc.h 3S CClO()l!raOOOl ¥Id fIe9DI~ II 'NIl also help
studentS ""pII!"SS 1IIeI. own crt'.1lMty.
 ,-UlTURE. The police
, 8
"

Aims
• '-.1d J' .<, Jb )I., 4 I
• Exercise 4
• RNd the "". d'M! ,hP nsl<UCt..,n, ... ,,1\ thP ( t"",

Warm-up (3-4 minUIH)

fncOlJ.:JIj(' "uden"to th.,~ ot ,I>/' job!hty 'oItOOId u·-O!tv
'" to do. H"'p with anv ......... \<Q(.olbut"ry, or "."", t~ (0
• womboo,", , ... t.W'''~r OctO'" ~(I~!lO!boJ,d,,"<I .. d",tionary_
" ~ mt.... OfOQ • ~ \lUdent<. know ~ who duo;-, ,ho>. dr~arn job :I>oy
• A""h.d('n'I""""\J~!~",' r.'tOly,hoI'dpolic'" <ouk:l "'"."'.... thl'm.
"'t.... 'ni9h' do ,n ,1_ d,),tv \NOI' • ~:ud<'n" "'" rh!' Qlll"\lion' to "",t t..-t' ( " " ic\w,
• AoJ. "oo.,"~ .nho....,. ..... """,I,. ~ '" '" ·~.I a po ICe uffIt.... l'K")lIl''''''' L'lem to ""'''' ro:)(t"i.t::lotJ, w-"" tl>ey III'Id out
" 11,.. 1,... "",. A,J. '''''''''' 10 ".oI.lo~ 'M' ,N<.On .. trom F.-Ie<cnc~ m.lt"'''''
or ",,""''''......,
• WhPn ,w(\,'nlS r...v..
""lhe,<"<I ,tot-;r in'olmJI 00. e>q)uLn
Backgro und ,hal they ,If" <JOI09 to pr(",('J\! (hei, )Ob!O ,hi.' F,,,, r.t ,hr:'
it, . ,lfI' ro"rl'''''-'lI''fl{V "VI!,.<">" 6o".I",."f"U' ,J" b.. (1iI,1. Poit>t out th.lt ,h~ dlkmffi t ""''' live"" mooutl.'> ~"d
, "lIo~j l>y tJ...,I>I"t '1')'/ - lroe poI ... c. h'" tlr,,.,w.', ,ombul,)J'£(' II'I.Jt tlli>y ~d ffi .... re th<!\, ~ .....-...qh """... ",1 to 1~ k
,>rld c""''''1,-""ds, I M> Coo\t<],-""d !.I'MC~ ,which wnds 10< Ihis """"h of lime_ [J'£()I)'JQi' them to O\C IlIlolOS '"
roo.m 10 pe<lPe or Vllps In d,nxull"" Jt S('J).., unu,,,aI im"'JC-; to "'pp"'t t ....... pr'-"'<'rltJtOOfl
,~ t"" """,I 01 tho! erl'W oI llll'bodl~ .lle \OOJunlt'tfl.
1111' poii(.e 100c~ if> B.-.tJln ate 0I9Jno.«'<I 00 a '1'<J'O"<l' Optional activity: Speaking
"'"~, unoo lM> COl1I'~ <:i lroe Choel Coos\abl,' of ~;)(h Tell \I..,drotS !n<!\, Jre goirl<) ro prt'pJ[e J<> "'[",view ""th
rP<Jion. A, ...... 11 .11 lhe lull-TIn'", poI ifr nftl(.e'l, pach pOik:~ d ~k:e off.: ... in thp" cc.muy. [Jividl" \,lJ(1l'nt\ l"tO tWO
tUfce k~p<; a f(,S('!YC of '\pec~ ~Cf'I.t.,Q",' - Il)('mbe<~ <)foup'. t~ who are ganq to be IXlIi(.e otti LL''' ~ [>d
'itht' p<Jblie wno h.tVt' I('(t~...ro pal,,- . .. . "''''\) ~r>d tho", who wdl be Intl~""_~1
,~n I>e G1tk:<;! on It ex:l 'J poIl(~ "'-Jm~'s .... e '>N'ded. In rut <1LJdenll i" pd ir\ 01 group, ot ,Iwe. ""th ,nt('f\l_S
''''-<'fit )'eJ'\ the POb<-e be .. h.ls ",'10 ",~)loyo.'<l ·l't:rIoce worl: in<) to::Jethe.- .[.1 p:>i("l' "trICe" """' ,n9 toqet!>er
Com!rlUMy S\JppOIl O'f-ce'{. wt>o "'....e ~ of tt... "',~ t~ intCf.....ewo:''' 10 P'''Pd''' ':tU!"'t,onl IO/the paloC~
pC:Mt('f' oi poll<." ""lCeIl. They ,liP t'fl1piCM'd W WOIk in oIflC"''' All< tn.. poIic:~ ott<CCI~ 10 thonk.iLboul wh,)t tl,('O,
I,,,~I c"",,,,,,ni[o("\,. dcal'~l) ...,rh ,"11"'" p!Olll«(l1\ lOCh in job .., 1,l:p and .... lIdt tho>y do. A,. rt.cm '0 {hu,k .!bo.>t wh,)t
·",~I"""".l.j ,,,.,.. ~,Ivl< ,~'''' '1'-"">(0'lI the rt,('f'''o:w<:f' might .,. .,xl t" PO-<'P-"" t"""'
~n''''''''''-
Exercise 1 S321 Mon",", .'In<! ho.~p a, ,,,,<;,,,,~ry. '>o:Jl.It'I' ,.Je.". fo,
qu<"tio'" .1 """"",1S "'" ,tnJ'JlI""9- for O?> 'MP"
het"""" ",,- \~""'dldtw ~op:kl'oII.-e"
• ··.t~'''' r<!dd t~ 11!X1 oInd """"""~ ,t ",,'h ,I>/' word!.. ~ ,j dat>qr<OuS'
)II>.:\en" 1.. (,." ....cl, 1'«1<!he" """"",..s Who!' do)<lO ""JOII <lIJCoJI )OK fiX'
• ,,-tUf" , ;~fooI po1f'oI tt.. JOb"," do 'wit
Aw "uden,~ ,0 pact;'" Iht' , "\I,,,,,,,. ,th'fl"\.I< son
p..>lI' to perfnfm thew",!!.',,, ."" ",. tt <Lr."

be,dsel Com ..mn'uoti .... compel""''' S<ln .. of 'niti.t.v.

• '!..,rjo \ 'M1 !'ht, ,r<t .' J,"~ ,,~! ,,,,_ :1\(0 'l',,-"'toons. M>d ent .... p...neuuhi p. C..It.... , .. w ...... n.U and
"xp ....,.;on
lhi' .K,,,,ty fI'Qll"'" '>t0J<l<'!lt< to ,hr;M' tlld! '1'l'Y '.>Jl
u..... """llJ.>l1l' (O/Wf'l'\,ior'o\ .-.pprOf.'M'~ !o the ",,-,,'''011
tn...
!Ill')' .... ....-.ed to lIS<' own rt[""l[Ye aoo dt>cW'o'
<, ,rukinq ,J. ill, du,"'9 the pl.jn<ll"') O'9<"'",JllOII . .ond
m."",JCf"<'fl' 01 t!-reol W()I' k. Ihey w"l ~11<l h'lVC th"

·
., [1111 IK Io,: ""
., .,'I>."''''''',j.J1P' C(>pOftuntty to ~xrr"'s t!-reo, (1Wn (rP'''''''ly
"

,,,.,; '_<10 """"I!

,>(1"'''"
,
Mor! pra<ti(e
Exerds-e 3 I Th< "J""<)' "',,-;«'>. D'iD

• ,,,>d!'n" r d" ~L,~ 11',-'" • '"''''~''' ,~"' "<f ..r'Id ""'''''.'

the ~w>t, ... ,,, ," 1--" '" . M ,,·.'I!·,.~ly, "" . \long.' duo
"t~t' roukl ",~p."~ Wl,l!l" ,·IlI ....... '
 VOCABULARY PUZZLES
Slud~nl·. Book p;oges 112-119
0 Answe r key

I
,-,, -
Unit 1 (page 1 12) Unit 3 (page 114) Unit 5 (page 116) Exerdse3
ExerciS<! 1 E~er(ise 1 l moody - N~y"90"'9
E~~rcise 1
I .wallet J ~-O'Jl'9Oing
1 ~ mo()je phont
,
1 ""'VOIIS
,- • .",bououl vnambohoul

·, """"""
1 "buSp"11
...
J
~"
(u~

'--
.I ~I- "''09'''1

..,.-
, .., , fr~~_",r1Iio-todly

,-
S wi""""
, ""9i1''''1 ' posoIiw:
• nIfiIn-~

,-.-..
Exe,ciS<! 2 6 write
~
,I
....
1 wnqI.Is~ Unit 7 (page 118)
Hidden word: rwghly
,
1 IDca,d • P'09'am

•, ,...,...
~ ExerciS<! 2

....... ..,
do." o..om
" .
Exercise 1

......
«'''",
....
I
' mako!-tlp ~"""
• (om~
f .... rte
_w
' I

---
tralne<
1 I.>PIOp
''''''0
-
g dancer
hi~lI(hild
Exercise 3
, ,Exe rcise 2 """""
-
bfcome .. pr*ssion.1 report"

' "'"
1 ~a"
• take
9Olo~hooI
win" compflilkm
1 ""'
dol"".
J compo'l'l'
rinfllsl I
I
growup E~erci$e
! col lec's • wrrte, 2
, ~"Y
S <c>ok 1 swimming '~mpion
Exercise 3
6 p" inter Z foolbilll season
I wa n, 10 O'idu~I~ and ~
1 win 1 I." n,s 10urnamenlS
Unit 2 (page 113) 10 a big ( ily.
a singer 4 slcilnSlrU(tor
Exercise 1

""-
Thl'I' •., • mirror on the wlOll
Thl'I't'," booI<.:ase be_n

n,.,. isn·, iI book ~r the

w,.
~ ivI~ • (/I'lli beh'nd lhe
,-
Unit 4 (page 11 S)
Exercise 1
I uiling
1 dlmbing
.,,-.-
•
Exercise 3

,,
1 pf~eful
,are
Exercise 3
, ,,","
2 slidium
) tOOfT\irllMl
• match
I
I,
II
" '.lIing
~,., frOl"l( r:l1fIe soD. , rJonxo.ticated Unit 8 {page 119)

·""""'"
S ",",pong

,_.
,~
~""'I" piclU~ on lhe
...... ~ X·s .... me is: WiIi.>m
ExerciS<! 1

, ...
Exf!orcise 2
Exe-rciS<! 2

,,
1 """,n"illS Unit 6 (page 117)
I enlhusiisuc.bout

,...,,,
.... .... ,,....
~

-
Exerd.., I

.
1 _drobe ,~, • inltfflled in

'"""- ", ..., 1 <""plo

1 won\ed .bor.rt
, fnghlened r:I
I kMIl'I'l ~

,"'''''"
,., , ~.

,,,
, """9 111 Exercise 2
, ""'"
....... • -"'"
,~...,
, birthroom

....
~,

.., ....
1 cupboafd . <W<
br~~k
I wHIling mothl""

,Exercise 3
,•
,-
Exetdse2
uerciS<! 3
,- bil!
1 making
1 (!.,n
, "",n,
....
,," ,
"",.in

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En rcise 3
4 la ~e
4 tidy ~"
She·, spra,r>ed het "n~le.
S ocean
Number
/\;Olf
1 valley
qUMte,
• '~ II, thou,.nd
nur"ldred
 Unit 1
-
."
P~ge 12. exercise 2
,.
"
.
p '" p,~let. J z JU'line
"
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Lm
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'f'.
T '" "",""""
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~

<10 .... 1e.)IUII' JOCI'I

w.n. 1;.>m<>: "'"' I.to- ot. bit , ..... ' My If:t;", 0/:.., ,:k:IfU
1INItv' h. 1·, n ""'"'!TI\' ...... "~nw 1I;IOm. ()t how.
, UP"''''''' ,~.r<"" \IIoRli

" ... ,~
I.\>\ ........~
Job .. · ... ·ldohIOW'qI
~ III "".. I"", Iv 1
oII>::ut:o,-<ht.W ~MIo'h"

I",""" ..." ,1iIolJ~~ ,t , .... ~"~."," ... kn.

"" J, OC lh,o,\ ,I<>;wIy !"'" .otr If'o."n, Ctue\:q. l '-"'you l _
Iwt\<><i:>l"
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WIII,I!)"
u, ... "'" .. ,,I 'fir IlJd ' >'
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V' ) • I.... ....,..· hoot>v' .~"
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"'-'I
ill
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';ef\'

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."1'\1, '<'Il~11 tln)'>J 'I '''''I ~ 'H" 1 , b .. ('01""'1 !'" mo' tJnl' y Now, q,"",liM S 'Nro! ,b<.~H ,t,,~
n The Ill"",.> hoI.!..l) 1",...,>\.,.11..." 1o)':>u <le'
"'11¥<lU"~"~) II>! "",I !.M to w"d, rV'Doffi\'hmt,'WOI'I.!
lW< ""'" I',,", w"Y' '~H II'~' 11"'" ' 1",,, Do Y(X' do ",mlw'! I-'<"lnI .. Ih.1! I"" w"'''"q "I' p'-"h~p\i
A"I"h ... dol'C''')'' ! ~" '.,",,'. Ve~ I ,o/w" ',, w,..t1 up. I do-'-I "',od ')(1,0'1 ,~,",
\'~> "",, 11y ,~, ~.,' POll', I""..,.. """,., 'T .... ,» lO the I.·•• h, 1<)0 Ro'JIIy' 11" '~ <>:'' '1 it. OK. 1hI> IN 'IJ"""'" ".I>'M ,!e""r-.I
111"'1""".#1"1 Du , .... ; .. '4l will1ltldl,'
1'.1'1", "N d,'I" i'>n I ">DI'r'W\l, AI'Jlt I"",, Th,T, mv notlhy N<~ """~. M, ",01, h'JI1' 11", ",,,<km, ,,,,<1 '1lY ""'" {;"'nl l '"
I'''~ 0", 1\".[
How' Do \'O'J I" ,j 'I' ,<11 I 1'~ <"" •• rrw.... 1-i<1W, I<-! \ c,,'I' 1>,"", ~\ m.'.,., ,,.\ "'' I< \
i'h "'" ",,,•• I,,.J'I' h, hUT ,'" "t" ,I "".Ie< 01 ",",' ... qut On. ... ,..." ,wo b<. 'wo. lh,« '" rn ,;"
,11 t .. "IJ"""''' I.,.. ,~" ~! I"" nu,,", rno',:I¥ (
'<J{'I,,," ,M..,."t" , 'MlJt in'" ,t YI'. !oIt"""
Page 16, exercise 8
'-,.''o.{,~
.. ..,1! ;;<Ji..:.lYwt"nl ".or ", rI!

t '" Uyb, ( • (hri$:

h. "",W'
"'
,k'l<: ,t>r I
..... '" '" \'O'JI phaNo lIMe
~"'Ii"" k> .....u ~ t ....
-- , lO'l'

Page 26, eXefci,e 7

D~ (»;.,.
E '" ElI~
.... ' ',1""" I. Our 'I "" I fboo?:!.

III '9 ~ .$!:I nooI

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1 "'PP'
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W
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,~

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lOo. "..,1> ",,,h.,,,, ""' ""~ ... ' 1'0."', ,..,.1 ~ " "'-11 " '1t..<v' ",rYt,I."I'
!,,.,. hlJ1', ..... jl'lv~"',1I'" l,h\'·!m...... lloOf , C . W"". [;I'.r,., e•. ", I.
I' "' .... ,',,"," tI, p"Olw pI,-w,.. '" It.:-, ~ ""'"1 re, • Ht" ~'ff[ ",,,),,1,
tI",... ,[ew I,i '."' I.·,
Wh.,r,lrut I101\<'1
Unit 2 ,;" .n, ,j,d. Ht", ,h I~ 1h1> :'."""'\(l in ~,~ '-/1" J ". ",- I, '" r
t. ,., the ",1", n""",, "',.- ',' 1,\ Mdi".'.~ "01, Y,,' ,,""~I' '''l,
Page 22, exercises 3 and 4
M ,. Mog.n. J z Jo<.
I)'" ,,>-, " be ,t" "",I
Yr:<ir~r;"hT'i"[). v'!l- "'~IA'l<1 ,"
WI t
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,• , h 11, " ,", w. .,It) , Coo)"'-' :Il,n~ "'-'''\' \,
w• f n" ':
... 111.1''''1_,'1,

,
T.ptW1pls UHiUSH PlUS!
'" j
 TAPESCRIPTS 0
Page 27, exerci$e$ 2 an d 3
A _ Alan, I . lino
A 6t';1' H,'
I H~ A.¥ll ,.Q...., F'¥>C~1
A 'o'IeII. rm ""'Wit'
• DQn'}'OII "_ul
A In OK. Isuppose. rm '>0( "'IQ mu\eUml.lnd 411~ tl\n\.II.
• Cl\, dNr. rm Il0l100 keen on mlMUmi,.I.'II~. But gaIer\PIon
OK WIIII! KIQuI)'OU" 11011'11 ~ th.l! ruc~)
A Ye. R\ IlOl bidltj '" Ihr Cf1IUt 01 P..s. rm INnng 11 >OOm
,-
W"th ""'1 brOOIer. He llIl~ nere illhe m(lmI'<lI.
• WIw1\}'OU, >OOm ,ke?
A II\OK. ~\IJOI lWO bed\ ind ~ boIltwoom....m. botll.rd a
I '-"!ry<lQ.Md.....tla!.bMthr_1
A Iftl ,l'Io>tsogcod. l heft<\.MSlOI1OCt1l'1bttOlhellotri
I onno' 1t#ve}'OU qtH TV1
l Y6' tm wJlchlng it rotHi. h', TM Simp$O{l' '" F"""I"II
I \'oM do)'Oll do '" Ihr M'Ilot'l<Jl'
A Wc ~y 90 0U1 for • meal and trItn Wl' go for. w","
I Cool, I. p",~ ilII "'t~ffi "Il Cl1~)
A Ye<, but my bioihet' and loIrt"I\'l ilbwfd 10 w~lk around wilr.:.ul
my PO'et\I~ Md I~ 90 to bed JI olI1Outtet\ o'clock! So
I VC.J'lt'gffilngilrllol"*ep!
A Th.Jr""l ht What a'! }'OU doing'
I l'mtoliklnc)lO}'OUandt~myroom
A I r>NeI tld)' ""'1,oom. "'lId in rnxels, ~tI~«/Qr ~
Whaubout 1JIy? f>ow ~ sl>el
I Shr'Hom'ng ~ now on thr Mlt's f,oda)I nigM W. /hi,!,
90 to me dl'lf<'Pl<l on fndiy nog/'It
A I krow. rm tIIUiIly w>m}'OU ,
I G>n}'Oll ~ me ~ p/ooI:os d}'OU in PM,,/I an sIlo:Mt I~
ID",
A Yl'\ but lat~, COt I'm bu'Y ill tilt' mc:o:r.onL
• Who(ll'QI"rt'_d"ongfV,
A b.JaIy, And rm on hQldI)' ~ 8N!
Un it 3
P;,ge 32. e.ercise 3
s,.au. 1, 2..], 4, $, 6. 7, '
1 ~ Moss bK~. moc:IeI ~ ~ w.l5 fit:«<l and IefI
j(hooI when W WOlIII"= StIr bK.lrnoo "'"'Y nch..-ld
,~
I Brad PIn Iid~"" ill UnMrl'IY 10 ~ a )Du,II.II""t. but
rqN hr~an ao;lor He ha. !Ill rhioldrt'r1 ... lh ..... 1)1'1.,. JoIie.
l ~.IoIo~ won,on O\cir '" 2000 She m(1 her Pirll'lel'. Brod
PIn. when they _t '" 11 film 10000her, ~ bou9ht a big hr.>.M
In N<!w OrlNn. '" 1001,
• Bm GalM 'l¥ted U~I'l)' '" 1973 001 he OidM~ g'«Lol~.
InSl~ ne ITM11!'I:I d comp.Jlto softwon COIYlPill\Y in 1975,
He b«'mI! \/try 'och drni was null\bef one 00 the lill oIlhr
world's ~t pI10pIe f,om I9!)S 10 2007.
5 Kt't1J Knighlly 's Br1lo1h. She IJOI a job a\ dn .lW,,,;! on t~i.ion
at the q t:I nino!, She ~ I>ome at ~xleef11O rruke her fir>!
rYldjQI film, BMd If Uk~ 8tc.hom
, Tom Cru,,,-,', bmiy <roYed.!of a.-.! ne -'1 10 ~N\'n IChooiI
I:oPIM- htw... frurI= "'.., old H!o I~ to d,ive '" hll
l....... aoId "' on. cA n<11itmi,. he d,OIo'I' a ftr,,on'
1 IIeyon(t9K'W<4> '" T=-. USA ~ beume Idmous fa booonq
!he r-lll~ In ~~ Child. ~ gOIlT\IIIned 10 !he
1"JlIlft RIf-1 in 2OOI:l
I ......... W; amswa\borninMo:~nin~USA..\'9'afrt't
~ f.:moo, ~ ............ ~ SIMIed pUyI"'l tl'l'W'>\ ~ !he
......
qcA W. ~ dirt'I' 9" ID.moot b~ulM her dad ~ hrt
Page ]6, el(ercise 7
J~ JamH,. 0 .. OH
I o..d.DidGrMl(l'dlhrf9"IO~J
D You, g-andfam..? No."" dmt No! ""'11)' peq:W _IQ
un""""-ily whm)'OU' g-.rddlher -..a< )'OUICJ
J Did ne <JO to schooll
D Of C~, Sut nelffi I<hooI at 16. And ne got J job in. shop
the nexl d.ly.
J Th<o r.w d.ly!
D ye<, ..... w... I'-dy l()(j cA people cO\IId n\ get a ;ob ~t t~t Time.
J How long did ne wor katthe ,hopl
D W~l ne worked at the !hop unt,l hr and)'JlJl" 9'oIIIdrnor'hl'f
hJd tre, fim (hold, )'00' ~unt Sally, Thl'fI hr SI~r ttd hi$ own
( Ontp.vly, Tlvf'e )'ears I.:It.. 1",as born.
I Oid)'OU r p.Ir<'l'ltl nave .hou~w+otn)'OU ~ bornJ
D V"" ~ boo.Jgn. !IoN linl hcme dbout ~ )el' afr.to Aunl !.l Ily
wal born. And my dad bought his r.-Sl (iII.1 The same ~
~ ~)'OUI" 9'oWIdlTlOll'oel when ~ INmed to ~
She w"'. 'NII)'.........,.", ~
,D,,,,,I isn' ,,"'"
""~
I'm. bco-.... dr....,. buI rm a qood ~
Uni t 4
Page 42, el(erci<es] and 4
P1 "' ~... l.P2""'-I ... l
P1 SQ.tftI"'oJbout!heIWO~SI~~~~
.nwngtrip
' Z y"" !WO un""""Y "'udent~ l""d EIor: and EmlyC. .... OQ1OI ..
1r.JW'Ir.d 11.000 bb'rItu.-.lrnm <he Nottt> PoI!o 10 tht ~t ...
on -.bs. bo.m. bi<)'<1I$ ¥Id _1,,"9-
'1 Thilt"> ixJedtIIr'
' 1 Iknow,.\ iI "'"'Y long WIlt· They IUrltd '" Glftnland. 001 rhe
...t..enr:rn ""'rl)o""'*tl bf'Ior.. ft 11MtM hili. lIIot had ;tn
acOdmt WhW IJ>.y ~ ~Ong iIl'O$S Go-Hrl.ind. lAura ~I
throuqh ~ ;';~•..-cl ~ 1It)(11'~ she...-ott '-'Po W wdl '"
""""
f'l G\ 00.1 ~ tho!y Itoppt<l the<1'
Pl ~o. I'w'he!1lau'a~ Ifg wa< 01< "9'lirl. Iflt' i1'et1ds COOM"!'d, Ir..,-
.)I,r.ted 31the Atlant;,; Ckc.n ;nd Silted 4,1X() kiomet'fll0
the Ur>1ed Still<"\. There .Ire IOIl\Ct'me5 l('rrit>lc stormll n the
Alliln!«- oot th<')- Wf!f~ OK. Alter m:::ore thJn a m"mh, L.tu'~ ~rd
Ernofy.,riv<>d IJfefy in I\o<too, in M1('rju,
PI WhJldidth<!ydone<t'
PI Tht-y q.:1ed .xm" thr Unottd Stoles ¥Id tn.,., down Into
C'-"'trill ~i(~, ~ problem hert' wilSn' Ill<! <old. oot 1he
hOJh t!'mperdtures. lt w., l(lIT1e1,mes -(l degreM. Alt~ I~'
l~_'_P_E_SC_'_IP_T_S_O ________________________________________ J I
1IJ.oo IJIO 1!'. c.".;l I\II-'.l/Ieqo",bou<l1t.....xtlt><bo.Jtana ~ rou',~ ,iddinq'
:to..,. ...1o-J !mm 0""""." '0 ~ ..... l<;< ND, rm flOI l'eII o/f my boIu.' 11 ,eolly 1'1,'
"._. ~ ! ........ ......., In f<1IOd'~. Mw ,lid I'"",, ,,..t
1<, I"~ ~ Thm (il<' r>.><; y,d< ~"'.l.oll ""'" lily
"'~.¥o". '1, no! ~_ .t ~ ""n'
They """"'-'d ""d (rbod t+>t- ~ 10 "'" ICI~ Wo. to I ,l l know lII.... l' <ad "'"Y- A IQ!_
.'"'t ..... tIO{hr'<'CIu.r.'~ , ...... 'Jm.I""'_~I_"" .. U"l • l - . .,...,~,

'""'
• ""' ...... _.f ~1(.a.~t\I'~ Unit 5
Page 46, exerti).l! 7 Page 52, exerciseo 1, 4 and 5
l w lIKY. C • Cia.. S .. Soph". J ~ Joe
l '""" t "LO<j ..t::o..! ~ Wnl"'W'f Il0l0:.1,,, rod.iv. Wt"I don~ ....... S Joe-. or!)'IU "'" tl-."lhnrJ.obou! om .. .qo"I"( ........... '
., tu>d.ly beIcol' ..~ '~'1 un ""' ....... '
, "'-l! \ ~ q",~l ode... ~\ '10 to ru",.
,"
SW," Iool..t!hi!. wm.. IXlopus'
l ~ll_!OI'Jty"~~,,,,,,'hmyP<lr""'~ J 0"1 yf'<. rMfsroot Ilott-..y rNlypUy WIll> ~bol I b~'
.: Ut WI.. ~ ...... e)<lOJ Ih,,"-"'9 of' > fi(, nol u'.Wiy, bulIN"y'", .~aily ."'dlill"". ~ "lY'
1I'I/'V I ....
l I",.\1"",,""9 et lom"",h.~e ~, . <1.1",_,' """"'Ilun dOO ~ (NI r~ P""I)b' 1.ICa '1 .bo Wl'
c: Ro...-.IN' 1~..yVl' go! emotim~ n.y (~c,*"" ""'en T"~''''''' h.m
L ~~. 'M1')' ;iorIl "'" qo 10 I~ ToN IWJurlIJonI) I = d"~b vU l.iId Of on<i'Y,
Of

\Ofl'~ """'",.,,'\
C Vo.i,e koo,"'l' I dO'fl It~ ~hmD""l'
l Wt"!,)(lU ,or,
»" r!' In ar,w< 0/1]0 kJylkll"Hl <xr~ a I.,,~
c l L.q 111,0[ ""-"'<is sc~ry rm r>e( a ~ I I '~ """
l on. wr,Jl 'lbout cyc l ""l.)(. ro~\ .... xo, i,r'id'
C Mm m, I don't m,fId ()'C~ng. b<J1, Ihf.><t art mounwos In
)("" ,,><11 t ..1'> ()'lie arC<Jr1<l8e gium 0/ Ihi' NI'\he· I., rxl'\. Ih",~
.. ent ""Y moont.J< n\ t"",~ 1
l Oi\, (","' lh~t \OIJrI1i<t>or ..... WNT OO)Oll:taal 10 dol
C V"'-' l, ll ile r••j(j,"'l boo<.! j<><l u inq Q<lOd food 11,," ~(h,..,
...-.d """<1)' .h<:'mOOl"l
l b\oy,. r~ go( a blill",n! ~,,1 \\Ihv lIon'l .... <JO 10 :a/y'
c ...oily' You'", w.,,""l' Ih.ir' wrV I. "", 01 \'0"- Le\'><p to I"'~
Pag .. 47. e~eKises 2 and 3
J """'1.01:>0<" u-.e-,.. (l111i'1 Mlim,ll,' Art' eIo.-,:>h.>nh Ink I'JC'~ '
S YM, Ih<'y'"",, qoI qood memo< .... w.:..-l~ n<;10P1J' ""'!t ~ k k~
""""9 fun, a..y're """"""I- (I n you _, I!', ",\In,,,,,!
I YI'<, !h.J!" nol b,ld 11~ mo<e .,MTie: TI\lrI m~, ,n)"Way
~ Md lhf'y {a,,,•.,d~'Tand human 00gu.Jqe Elf pt,.m, J ' ~
rnOOatiy the m<l'>! Intel l"l,-,m .I'I m.lI ,
Oh. reoi ly ' I'I'IlJ\ ,o/x>ul ffi<>"1k('y\' I thO<>1hl !r.ar II\ey wo."t' r"OI('
oncelk'}eflT
> Ih<'y"" in' '''?'''t, and t+ry ,.,.." l' l1!'< lh.ln O'I 1'!)h.ll"l!\ tIIJI
"'-'\>MO'I 1\.M' <jOl .... <)t'I brA il"\'- I""", ,,,, <}O!!he tI'-!oJt'>!
br.,~ il1.lyS he<~ lmt.n !'It·ph.lnl", b<a< n '1 biqqff T"'" a
wIl.JI~~ br"",
J And tr.. d<>;l?
M, ..... l ,'''' doQ iI I()....-;,,[II< 1\,lI"Tl~" 1!<1~"nd T\ ~ ,,',)1
~.

.
" ~ ,llan, 11 _ Be.., L . UIy J "'prodiQy''Mw,m.,l'
~ -.., "''' your ....! ~o IOU' 'J! J"(Ip.J.., ~I S s..-..,~ 4 (.In undMtand].4(l"""""'" ~ 1(', le.
: ~ QOOd.It\Jt'~ They ",,,,,,,;lI-oJ)( Id" . -.. 1'Ie~.dpn:I .,.."
"""" mowl ...... """"""'. I w¥'C.M'Y""} bed> ¥Id ~.~ .. J ltw..hundr1'd¥ld bly.....:wd$! 11'll"O){ _ 'I'OIJl OOCI~'
~. Wh.1! .lbw. )OIl! S No_"",d<>;l '~"""1"LPd ... moj ... Ihe~"""1)<>U
Jdnldo oIn'I'lllrQ Il"! s,n.,d.Jy1lo,.! on ~ ljy iI"" I ~t S¥nl'>am'

'" .
l)dir><} ': ",,,,.,, .. ","" <)'C.k.J -11, .... 1<1 t~ I"k",
TlwiWU"C< IlA ~ ~l v"()W H, l~

A.-t yw ()(.lly' \'",,r',t_ ,

""" l_lIn. I 'wI;r
Ai¥' ~,jIlll"''''''' Nw
"9-'"
.JCt'dIoo, ........... "'~ MWlI IU1 "'I' ~'J. ~t>Vbo'
''''''''''
P;lge 56, exerci,e 6
T ~ Tom,. M " ~rt""
! Ho-r. """lhit ........'" """"'"I ~.
, Kt>J~ 'v.'hy'
luoll..,;d ""ry'
·"",drro rimrs! r "" p.J«'I"l" ..".wel"li'<'d d boIlP""'. And hI'"", My p._IS
ft \"""h.~.I~~) ....; _c"'"' '"""'. pet'
"* _ 1l.M"'I' '1l'd1 d'~, 11 w~,' bI>",,, ".! d.rv ~"" """_~
(1'(1"", ."oond Ihr lok I,-~ )' 1..,1. n-.-" ~. oc., IM> Or!
,. tool.,..,." oo)'CU W""""
r A c., '" J dog.l-MIl "'" mJ-e ...... """',
,\l OK. "."..u, a <hq IS/nerd"", cl (OU!"
lronl '" "'I'
8 (It>, "'" r I (in ,,,,,",,,,,*,,,, "'-'"""I
,10,), I", wJ. ""~~ InTel"rot
l Yr.'\ "' , ~udly ' 1<.tjljII!d lU-C~Iy. I <l>urf, h.t ,h.. <loo]. B...t 'I""'" 11 But lhen ~ ",1 ~ ~a'>ie! to W Jh~. Yru m"'l W,," • ,.I::oq for •
Wt-" t wol' ew'f)'day.
g V.Nt l r ).Jre. BUI I <"'pt ttwl. I (~" qo cy(ln<] ,nj the dot, (a n 'U rl <'of' 1
..... ,,! 10 "'I'_
I ..·'d" {t lookj"'J ill r'c>nt ut m(' M f"''' l"" \t"oJld 9"1" dog.
I d,1<It~.J!)<)U M.l~ WI' ,t 'I<J)'J< J '>1\'1 r I trVn , )'<>J'r. r'-!hl. Th,nn M"" h.
IeTrYlI' ~p Ho' w~"n <1OI< 1"'l'" r100t 1~ h.m "M c\i(Mt ."... n~' ~ Bul wanl 'Mt!'<e .,~)OU ~n'lIO' Ar~ y"" k ' "1 «h(I<"

'" j
'TOld i(' <)'1.",,-1 in,,,
Iloe b.l<:~ 01 my b<,'"
rlpt<aipt. UI'USH PUIS!
 l TAPESCRIPTS 0
J
." T No. 0.., r'II:'W houlf;\ fUr!~ from ICf>ooj 001 ~'1 "'Iwit)' in I "'1w.~fumy.D.klYou1l9"tlT1('
r.,lRoid
D ')WdrtOOlsidealIO..IO If)W~' t~. ricom!' ""'I'd
AI Pa ... Ro.>dllh.Jl\~, In)' fOid'
, '"
AI 1htn)lO\l Y>ouId ~tely ~ I do9- but ;I ""ott ant'
Md you Now. do}'lU w¥lt tIwl?
I Er._ no. ll\itlki.11 be tf>t><~

Page 67. exerc;ises 2 and 3

,' Unit6 ,,- >U.n. B .. lies .. L ., Lil,-
l ~)W ftWIg Cl(. B..slYt1u kx* reiIIy lored
Potge 62, el(ercises 41100 S B Ye¥I. rmOl i ~l 10 bed lil~ Ih.Jn USUoII.
H .. Holly. M • ~ ..... . 8«ky
l What~)WOOcng'
" MItk. <Id)W do 1hrs nurr",,"*'9~ !hi",,'
• 1""'".. ID "'f bog twoxt.n. o.v.d.
AI Oh,)'Nh.1 YW th.n. rut rm 1'IDI:eJIIy ~~M. A IINIIy'TMlOInI:<boong'
" ....... lIOIr~\INo'I)o .. ~nllC}
B h f«~ n """ fN/Iy ~ Volt> ~ ~ "boo! Murt
AI \'ou'Jt' '"'Id J)'OU ~oeve '" tros. t/'ronqI. Holly, Imean,. how pion< D.Ivid told me ,boo! hi$ ~,~ pI.wi
un.oo""J up the dlCJlll ., \'OU' b"m doltf t<!'l)lOll about)O.a' l H.. 1ire plan">Wh;n dot<. llwt me.n?
penon.l"l)'/
B 1'M..D.lvid9'~ffOm ~~ywlThQOOdrtwl1~ he'I
H ~11 ~nd 001 ~)'OU leiI me)OUr bor!hO.)y CCIi'I'K'OI'I. Wh.II is '1'
AI Wii)'OU ~ me iIone ~ I tell 'fOO?
gel. job.,.
bog <dl",re <ompo"Y ~"Ie.. n ~ 10 bec<ll"ne
• progr...,....... Then r.... s.cJIl ho, awn IOilW¥f:<OII"\li"Y _ and
H JW tell me. M.vk!
r..l bocome r>ett
M Thl:thlrdof All\'. A Doyou=konD.w1dwilloothal/
H Md t~ )'e" Os 19117, Umt iH me. So rhlu\ 3 piu. T. arid 1 fS 11, 8 1don't kr>ow, 1tIri r.. WIl l ~ Df<,id ~. p!.In, r>Obody will
20. 29, plus 7 is 36. Th.il\ J pllt5 6 equa119. You, nurn be' is 9 Itopn;m'
So len _ rl'ial me_ )'OI.ire Crtalrooe and ~s. (orrKI l
l I ~"" with)O.l, !b~ o.VId,. ~rlOU1 QU)',. nd hel
AI Crt.n'-'e ¥Id geooMl Erm, )'f:5. ~ i rrug ll'lilt l ~.
H See. I told )'00. Now, it JISO IaYI th3t )'O'.ire 'orn~lIrr~1 moody.
A What abovt)'Oll twol Wh. t will )00 00 -..Tle!1 )O.I'fC oIde<1
M Moody?~~
B ~l 0.00 " mote ombotiou< !too me! I ~ th.lt ~!~
H firm.. What about)QU, il«Ic~.)'O<J l .e~and IMf
~ 1"1 grt • job. rr p!oo.bIy be. ,001<.. Then 111If'~ to::wne
(kt tn3~ don')'OO' ond 'l"'t rmr.,.,j,What .bout)W?
,,~
l I'm prmy ~ lMt _11 alllI'we h<::me ¥id grt trldrroe<l one
H WeI, 1f)'Oll ~I.e ho<~)'OU11cM 1M.
~.8tW
I ~on.l trleO It M)ll'WJmbef Is six. B V\lMwij1)'Olloo.U1y1
H SIk _ SO ),.,.ine ¥tislic ¥Id)lOll ill! ~"9 PfQpIe.
l 100 I'll learn 10 d~ ~ 1ieJIot school 11 u.vt dnvInq
• Wet rm "'" ~11y ¥tIlt.c. am 11 iffions on my ~emm I:wttWy'
H koI~ty,But ~tMglM!\lSWI!yIi<Jl't B W;I)O.Igom~?
• tb'I)' Thfoy·rt~t.b<lO(f1¥l ~!y.aR'\~ t~llJ<e~ l Y... ddini~
leI\ Iool..: )0.1. ~. Marl\. Ycoitl' UOCff Cance B And wlwt wiI)OU do.)OU '10 to ..-..er;>tyl
OK. " ~ 'If you go to. COIfo! roday)'O\l1 mm two &oerdy l 111 uudy art orlil~'I\l~ Then rr beo:cJrle. p.JOR!e' or.~,
<Ji'k And t/IeoI ~I'I'IK WIll ~bI)o tit Holly ¥Id s.o:yr Mort. I'll ~ IDM"IClI:M COI.My.
N Wo>w!ThII~~ I TMl<lU!IIhgood \MI.otaboutyouA.lnl
AI 'fNh, ~ funny. A I donl ~d 111 gr~!f.1 Jft:kon 1"1 be«lrne.1MII)eI'.
Page 66, e~erc;~ 1 l You'roo Iumr. ALIn'
Z _ z....D . Dad A Ne:\. rm noqakng! Ican d¥I<;e.1Id IC¥l ~ [""""
Wh.K do)OJ ~kon'
I o.a. W")'OII be .1t'ClfOP \I'IIS e'"t""'91
D Yes, I ~ I ....... va.r mo.m\ IJOIII9 10 _ . ~." ol1iht • Smp! Th.Jt WO< awful!YtIu .w.nn~ won~ be. 5f<I9tt ALIn!
(~,I'otly?
I Wet I«dJ ~ Iw...... " PolIty fO'Ilghl M holl'lt:oM And nI rIffiI
Unit 7
to get h<::me ~ fI. Page 72, ellerc,ses 3 and 4
o OK. So ,re)O.l .,ktncJ
me to comund grt)'OOl 1~ Inl,...,i_. S ~ Susan. C • C""'Y. H • Hr..net
I Y..s. k tlwt OK? 1 5 ..... n
D 'MI.IIt.mewil~ftrwsll! I ~ wh.niW)OO ' pi.Im fof~1 !e.!!Ol1?1'Itt.II ~f1!)OOgoi19

-
I ~round 11 1000 1
D WIwt ? nl be in bed b)' then! ~ )OJ iea-t il 10, nl brir.g )W S ~ I'm not >"""9 to prI'piIr~ fo< ¥rf skiing C(lrl"Ij)tlltions _
Ie.son. My pl.! n " to <jQ to S(hooh ¥Id talklO ' ids ~t Sj)Q!t
I Sut Did! The P¥t~ won', be MfsI>ed! ~""Iy , port 3nd tr.. dj", bIed,
o I'm SOIry, Z<le 111be too tlrtd ~t 11, I So whe<. ore )Oll ~1l'J 10 '101
I WhalaOoot 10,.101 S From Octore, rm !()IJMg the country fOllhret month~ 1hen
D Well. _ W•• , • m..... te. Did )W ,11<)001' mum am this par!)'? rm mlli"" ~ disdbt..d ski S<:I>oo/'M Jir nll¥)'. hefe If1 CoIorili
Z Er '" no. no( )'et Cm 1901 I oIJe)OU going !o be """ 01 the skiinq InltructOl'l'
D Well how WIll )W 9fI r.ome? S r.... I~m.lt~ <}DII'Iq to be IU(h furl
•

I! It ~ ".r,. ..... '""" 'l'J'J'" llM;) itl.r" 1',.., Itv. ,

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11-.... 1
Unit 8
P~ge 82, exercises 4 and 5
1_ lnl ... ic •• " lxteo
",,,,,"-,, ,Ilt .'" "v. ,01,,,-1 .. '" (t. <!,~IIcu'<I+t.,
."''''lpBcl<1 r~'" pl.,o;,<."\.lI'D<.OCllheU,""ta "91 "" *'W1lhdlBl""" ,)It>,
It?> "'0 he...,,'......... t ..... _ .. ,"'!"\'~bob , wtom- ~ fOIl stJf1'
""'10 jCl.>! unn J ~ntl "" ""'" J I cI\arI , .......... h.- l • >I.>r:,'\l "' HoM.- "'...... ~, """ ~ ""'''(,11'10100)''' ua." f<'d j\.~bcr
..... ,.>1 1<1>00"\ ,.~:. by the ''':If is~ pe!o;otl "'10 11..do<-\ .... ,,,..,....
,.,.n. ... ~l:ok"WI-.JI :w:'II\IJI! I'M: \lITlPC'I."I .le
""'" lIwrnpk x
,.", "" .,,'l ....\ J ' ......l o'd ... ~~. '" Ill! '''''l'''''~'' . .00 Tt'd. w/l() ~ sr<.>Cred <O{.)I'II)O!'l J I a-.-.1Il~ ""7Id. .. '1
I'>e Qt,o,"Pit~ f'< (;)mJ:{"['''l'' wc ,",',' p,", y"'I)iC Wmo.-s wty_y ""'" a...ooano WI"rI!n ~ en;~1c,j
'''~oId, I e,.t. <}'! ........., '}~<! ~~'Y"'P'< mOO.1i,' ~ a <!OO<I pi,Ke to 1I<-
H•• ri.1
No, ""h ,(>:1.'. ,lO:;! ~VJ t~JXj " .....,.,.....-'ler~, he ....... ,,,,"Y 1"
c..... JDt",.,;lh ill'! • brui"-'<l k'<J ar"Id ~ brJr~~
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fifowtl,l,dy
, I"Yr'OOI"t<I
L Wdl ,eJ/ty ~ W", ,,,,lo.K ky O'CIIc'r'I(lo.» donl...-up<: ~ 0/1,,,,,
l~rk~
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Ih.!t', nue.II'h<-r~"~ <:id you ""I
~ W", '" 1.. 0> I met • "-"lO<JIOio<1"1 (,)llrJ "'...,~ 1.1< uIx-
nn...,.' I ~ ",romoI"'~'1 ,1"""" VI.'f)(>"", I >uP1'O"-'
~ \'I, . W<""' '1<""'1 10 ,[,,-"Xl rr,>It Cj 11 >t PIC<1e'l 011 go; r1<J tu
L y,-", ""h,l \1~ 1"" """"'" at ,n,l",...-.d 1n'l'(1;l.
.Ah,-~ 1>,,>1.<1!;., ' 1,)lHf\.,m"'h. Ir.~'l ""ll. ''<!fy C';"~'W" I,,, ""
r:«ou'~ we r«<;j >""'''- IJI bIh Nuw "",-"", Qat !OOle mor'O.'y. '''rid ha, a ,"""" t-.'fi iJ<l1"" ~1i\J?
l <;he, COO O'l~ or I"" b.t~ b<JT W l:ntrws .\bool SI1Jlc-;. 10
'~"'"'~,"Nl ,,, 'lM ~ 001'
IX 'il1hl. A-,d J le It,..,. QO<r.:'j 10 h,tw I r,." r>Qw' \he w"''''r.....,. """rie<>. ,n.
h.,n! hl<! """'I'l(od... ,1\ ,I \
No, U>ey .",.,.r "'e',e tr.,," 'r1q :0 d \<>.>",,,,,,,,,",,, ,n GI.t\g,... an t'''''''m.1n ,00 f.,,,,,,IS....oo hJ,~ """I ",,+J.::nb 1)0;. JoJ'" 1''''''
'~",",.1 ~ cianr)o!Ioo. m.Jd11ne-;,
;,,,1..,. tv' I ,." ""' ......., ..,~ p!.>j1"'l """h<>\1fl LondOn..od """ <:J I~ 1"",o:tl<. wP'wrh i, """'I'
fr.. "Y'....n
.'>'1;1100' ·.... al lhe numbr!~ 1<I'w>q "If><- 'ne" dJ"'I'>CUS
III<"'J"'''' ;;la .IJ·M~"I!(..otdh.d,'
pt lhey'-..,q,l ""'_v.Ird ;hEYe) .~'" t!1c p-clolem • I' ..
lh.H.)'<
....".lr." ... ,..... In /<JJ'k>. - ' I OJI Vo11!1 1 ~. m.rn (lIN DJrl
Page 16, exerd~ 7
M",-.S : kft
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Md tow w.o\ ~,

tn.- Arc'ic in ,,;~;... "r:okl dJrrIc arr"(l ~\ d~M<'rouL

In
, HI. Moo ~~ "'" """ """", .... 'tOU "I' ';: ~ Dim h.rs Ilrolc...... ' lot....-l, UI hr; dlrM.
Oh. ". 1Ie'. NUl oxh. , .....» "N"l~t' I rv .\...... ft'l'l'J ~ to? Md What .000001.)r",""'Whv,, fdlming ~'1

.. "
~ <.. li"'.!)'IN

1ff)'OOJ 0CfIQ ,..., - , ,

t<r......,.,..,<) 'P"''''
\'101 .11 "")'011 ,Ioi."<l"
.>':~moon'
l ;dd-»~tMlr... m,now;,:;~ ...... lmoIJrlI
rlr<'wn. • "'~.,.,..,,, I.trm"' Moll! '" If><- .Mm$~, 't>o 1'! n
\1onYr\,!. 10 rr...,. "'" ~ bi<j ~'" I~ <UI .... I.:uI'«lltoe
""""'L F~1""'" mint b. ""'Y (.. bo!alJ'l • ll"1! JI1.A~ .,
tm QC)nq le. I'" (} ......d ~J n .. l<h. vOo"t'r.!t1'l";te<i cu:.oo .,,.,~ you '; .... twcrI.
Well!' m 11()1 .,n I "<'tod .''''':'<I "JPI ","""" • , "" .. 1;,011 m. Ih.w , O)U fur <"" \Ir.dIy.lw. "'"".l "'.'.~
t.ol1 ..~,h,.. I'~r "'"
P~ge 86, exercise 7
11" on.1l1" ~.l<\J'" "Ido,,",, ~".. "I)OOd.l1~
AfM x Rod< f M, L ~ lilT<., S '" s.,~
'Ntln ,H,' I) ,I, j pi.!>' "I '. 1<1""" I
.... No»o:, "'" re '10' .... 10 ~ 1-..0 poopIo ""Ih 'rll'~ '''1)00'>,
IIIP'"" /10'1',1 ""'''' h,~ 'M , ", ..... , ,If"J'O '" wool" I)",
Fq, tu'~ M..>o ... ..,. 1",1 U\.>boJl I'll' po.
"".~"""th.yll ...nl.... ",I
5ur~. I'm a t~acher. I t~ocI1 dr~n4 I" ~ ~'" I ~ emh'JSi-Y.t>:
*"", \','h<lJ""v<",,~,r~ .. "nl
.llOUt ,to OOt 't'l "",d ""'"
""I'~'" "'..; R,'" "'~ qt!< , 'I
W,o""1
~fI,\ OK.!""" you....." Md orry 1"',*,,'1 " V<'"
" "",,,,I <,,,,,,,,. IIow m,,,-- h -",' I"" I" ,"'I ' l
""ll.1
Sometio'rW'\ IIN(h "' Ill<' ""'.>loom. -nd Ih" I'. 'i'U':" '" ,y
TiI ..... "~ f)1 e,.m
BIn wllffi "'" v.ork L....-k, I"" .. ,,1('( 111,,1', wt, '" )'Ou 'Jrl
U" I',,",,,, 1 'M "~,, \, "'O"t'l', U", rn ". took, I ,01. '.I". I'll
h,lV>' p,obk.'fTl'
,:10 """" '.">I1J I'~" ." h.:r " Jnd ,/,,-1' .,.' P'Y ,et rI'OOl'Y. WhJI
Cl,,,, y"'-' hJ<I JI'Y ,j,l "'r ,W'. ~t""t '-'" \ "
irr.. ,W )OJ n"""'''1'
it"<. 1h..'YlJ Ortr". we '",-"~ d"''''J ,.~ n Qhl " ,, ~ "',;!"'l"0<.1
,~I I"'C Ih"I~, ,lU l l "" .... )'01; ,,' ,"" b.I> \.lOll 00 CO'.'>'Ic"l R""c,'
1)10' '""- W.: 'h~~c ''''i''''''~J b)' ,...".. ,.~ h )n~ """"""'"
,11\,'" )''",.' ...... )1''':. 11. )'" r I,
~ ".,)",I•. ,-y<, ''''''1'.'',,,, "I. V"""'" ,,,
Topt«riptl ENGLISH iI'I.lIH m
 TAPE SCRIPTS 0

I was Io::IoIon<j ~I ~ fi1l. ~. ~ !lwtt~ I ..... Ye Good moming.11'fIey Youd'! Ckb,1Iow unllleop)OIll
IWIM1j"9 4W4'; when ,I COl my toot ! He410. rd Ik 10 joon 1t>!>)OO!h dob. pIe~
RfM Wf:<e IOJ OK? re: (l{ COJ'\e Ho IXOi*m- Wh.n\ \'DU da!~ 01 bo-th'
L V.... ' _blllnow 'mK4!edo(n;qhI"'~' E It\the 19I:ho/fmrwry.l996.
.FM rm ro: ""''''~ Hm.. ~ s..~ Pho .pi. s..,~ IS. ~ I'( GrM. WIlars i'OU ~I
ot'ic:er. Howdo IOJ ieo!I ~bCiut)'tlOJl lOb? [ ~~.
s Iftrve~~~,nmyJOb.~day~ lC Ifow do)'OU SpoiI)'OO, SU~,
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IFM tw.oe)'OU~~IIlI!r'f~m~?
[ In R-E-A---D--O-I-t
Tt ilIIri<)OII. ~And...,1 ~)'tIOJI Cr::nt«l deliilsl
S Yn,1 "-! One~. we _ LIIkll'lQ!O IlOO 1OJ"9 me>. [ V~ IIYfflloIIl adlire!& is _~!. '_loe.com..
'iudderly. thfoy ,..., lW/If In ~ cIorectlOf'lS. I ch.o\ed one Tt E~ .. _doI, RNddit al~ r:IoICOll\
0( them. but I ~ O(h Will. I "",,-.oomy~is070085S678.
fUM WM)'OUOK? K07008 SS678 ,,'MI.K\)'O\O'posI.II«Idres'
S I w.s """'Y Wy. IIpI.. ned "'1 """l bo.Jt I dodn't ~~k • ., [ 11 ~ SliM. Oldor<l
"""
Page 87. exercises 1, 2 ..nd 3
K Ah,)'OO'~ in Oxford . And)'O\O' POSIC~'
I Il\(J)(lOmn
A .. Alan, 8 . ku.l _ U, l COXIO 7ND. «<.I'ThaI\.III~Do)'OU"'iI'ItO)Olr1"""
da"",>
• H;,Uiy.Wh.iI"'e)'OU'4?IOI
! y"" Id ~~ to doe'...,. ~ tt.e<t- places in Ih~ d,,,,,,,, dim?
L No! mM rm ~iI'Ig II>s ~. fhe.re'\ a ~""'f'Ia" Ye let me ""' .. Yes. m..-."", four ~ I'llhe dtim.l d.I\~ l"e
u llfXI'""", bfiJ'o'f IIlf )'OIJ~ len 00 ,n
fif5t ~ is on !he-
I Th.ll so....<.n/un, look. ~e's A~, Hey, ,l,Lm, "re)Oll a Bm ofO:;tot>er .t 7 o"ck:d
d;,,!'deW1 ~)'OU t'I'eI ~ Ml)'thi"9 blavel
! HJ"'l 00 • ~!. Th(o 81h 0( Cl<;tOber it 7 O'(Ioc k. .I.r\tl
A IIe(io:o<1 rm lhe br'Ye51 Pl!!son in oo r ~r.oct
what'll~ ;xJdrM~ piN-le!
t ~. I Iy? Lel's 00 lh1s QUfSUQnn.:1/e aM ~M 001. Ne)'O\J leodyl
Y( I!', lS5liigh S!1ff!. Oxford
I Yt~'
A y~
! OIl. and how mocn oo.s meml:ier5l1 lp of l"e )OUln club COli?
L ()I( ~lion I, Hi\Of)'OU ~ touoeIlfod iI.Ip<.Ier? YC0/>, de.,' I'lways I::>r~ aOOut the ~ fOl 'e!'tIa!l~ iT'1
£28 h • )'toll', membffihop. r:Oeose
• YO'I., II\M, ! My parl'ftB "e<1't hef~ 50 I un'l Mo' right now GJn I P/1f be(ore
A Ro!aI1yl So 1\,)0,\0 ~ rmno( t.-'9h!~ 0( spo:Im.
the ~ISI drama daUl
l OK. ~!ion 2. HMo you ~ IOUCJled i ~?
Tt ~ dcOI..Irie.1'INse P/1f 1"" df..." ,~ Her ""me i!

."""""
• No,II\Mn'l! Mo_
A ~thtr """" I I Gte.Jt lI'IarO<s mo-)'O\O' hdp,1I>,-.'
l ~l"'" J.AIe)'OUfNdy'~)OIl_ """" ne.. !Iu-r~'
• No.lrl."'!'n'l!
, No.~~tl.mSCil<f'dd~'
l Me lOO! ~ •. H.l¥e)'OU _chrnbed uP oil mco.ont.lonl
Unit 2
I V.... lha\ooe. Page 89, exercises 2 and 1
, SO ....... l wt <:limbed uP I ~ WIth ~ ~)'NI E ", [Ya, 0 :. OM
l And now.lhe~~OutsI"", S, H.we)'OU_~on E Oh. ""- is if'
.~I It Mornng. Eva.Doyouwant~bre..w~1
I n...'INSy. ~~oniloldlOl~M I 11:1'*""""" E No, Oatl' I ~\ QOI fIm!',
. ~~ It Ev.a' Whon\ wrong'
l Wo:*. tIwt~!he-POa 0/ the ~1L You boIh \Cored 1 DUI 01 S. Not: ! I C.ll'l\ Int my hi<I<:wy t:.xj: and 1'Nlt,o need ~~. r.., QOIoIn

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A We neoeo, ....-.ne< r~QOI a ~"'"
1 Oh.)'tah,wNlislt!
"")'0<1,
8ess.
-~
It Calm down. ha! Is ,I on IhPb '" the nw.g room/
E I don~ !t.nk ""
A H;rve)Oll Nf:f n<.I<.Ien your b~ wrr/I no rw.:ts) o WhilI .to..l l'JU' beM:Iorn' Is 11 behir-.d)'O\O' ~I
• No. I ~'118u1 !M'S .lIdlculDus QOeI.Ioon. ThaI M'I bt_. I!'s ! No.rtM't.lthnk lt\in~

.......
""""
L 1"'1ff "'In ~~ lCl'S 9010 lhe 10011)' ¥Id do 50rne

A No. no, I c...,~ 9010 lhe liblal)', rm ~.phobic!

o 'MI.lOn!,," ktt<hen1
1 Y..... nrll <.ISW~domy ~OI1lhe t.lblehe<e
o Look. htr~', ~ roSIDr)' booId Is lfos ...mat )'OIJ'rt Ioo«r"" Io<?
E No. lhal'l1he wrong one. ~ i1'sln the wW""" mJC/IO~ ,
o Th(o "'a,hing mxhin~ rm sure ~ i!r'l\ in t~
! ~ it ~ It's in the mi<:,ow."", ,
Extra listening and speaking D Th(omi<:row~?

Unit' E ". and I koowwllois re-;poo'ible rOt lh~ Myb'om~~~

J re you. 8<yan' BryoYl!
Page 88, exertises 2 and 3
YC • Youth Club, ! • Eve

154 1JI(iUSH I'lUSl faptKl1pu

Unit 3 ,1"'0"'",_ "Jli'lcqn.;I>"" 'JO~"I""""'"
,."l or11 oertI
p<>ge 90, e xercise 1

,.,.." _'~T

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w. alJ "l
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Unit 3 (~_ wp.tl :"" 'lX"r. U'fII,~<IItIl"'k O(MS ,t
Page90, ~~~clses 2 and 3 pt'd<-;l"""UOWI'W; 10 It.. «or>darv 'o(to>L 10e ,b<"", ,""
K ~ K~' ... , C. C'-e ~~c
.l lie ~So.I<pw",_;r·""JI'~tr,,~_ pn 1... "Ieft~tl'"
.. , ..... w""o.J( 'u,bv'\\ ,Jrdnl\)rJ I"'" "r (1'_ Theo I go Po"l ,~ ~ , .... " ... I WJll ""'~ rl'lfo
.>,I"s.o~·,bi'h.I'I' 1)" p ro""'" ~ t.:> ,1lt'~"'lo.l\.O<ld 11>0 11 ....1'1 "'".,~
,,',.. ,.- 'r.,,,, "'..... !l h_')IlOO!>o..:I·~
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" tl\Jl', ;'
r ')OOd.Ir...J.J,e.,1! ",. (,r., .' Thor.' :01 :,"" hI Ill-
'NIle wo, t""'~) Wh..~" ,r _~ m,.rry ~r ,.,be\,<- "'_I ""-,,,,,.,t.Jy'
..." ·t..,. w.'''' ~ le< ,~ ro><"""mm ..:r.JCi .11. ... Md q•• ,P J ""I
,~ ..... If(' 'I, 'I,..",,_~,'~~p,too'" v.,,,:,,, .. ,•• II,,m,,1. Unit 5
I (i)T1'1 N",,..,,,I>er hPI 1'/1,01\ t>M ~"",,"
Page 92. e~ercises 2 aod ]
1\l,IIl W', ,1I1Tw"t I,..,.. ,",',VI ",!e, 1~,1" \.0 11',>
/.,.. >I,..', ., "''I ,,< 11,, '1 <I~'\ "Il<:lx>u<. AroJ whal wJ, I....
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,II<)U! " ,OCi< o..lI\d'
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...
""""·"'~mmrt ,,nT;'O""'. HejIr:t,;"l'ylrrc ,111>,11_ ,I' I'/P
JO "" Y.~ Wo'" ;',,01 I",";,~ .... ,,' ",/<,I H ,
,:<"1 t"" t". a poe\OeIl\ '
'r", """ (,,;. •
,~1 J ,1 Jid 'I<J<-
"f,- h., _d 'll<\J~ ......n b.-", y"" Id po-el.,to ~~.• m''''' ......... We\\;VR(I. \ Y"'J '" I
joJ<dO"..-a 'ihJII11>x>o. "--'"~,, II "" Cl( """",., 1'''' " ••

,, "'" Jl '. t,.,.,.

nTY JOOUI '1-,1
i'>.i 1-' ,.:t ". flI<'.r-<:
'" ;,;to1,'

'ft:fOIy .\', i1a1<!?

Unit 4 El 18' (r.obor
Pag~ 91. exercise' Oi. -..n.rrW<Ud you 'ob> w ~L' f"",·. middIl' ",lurk'
.'o! '~dft',l : Jlf Lt ""'~<"'P""~'''' -.re ~,.' 'le' m.J-,..'
- ""ir~ US
".. "I
, 'I. .... I~, .;,I" ".:',,,,",,,, t...n.... 01 " It
rh ...,...,_ !he """.. I The- ",,-I O<~.

.,
,,~

et, (.'rI1 h.! ... I_ _~ do ,,,.. t»..1.. ~J

". ...L,,-w n...,-,_ I .nd I,

'-"~J '-l<", ...... ,,.,

f-I. ,"',

'. rr
" .. '. Th ,,1.<._ ,,,,"" It>. <1>.""

I,'",", ~;lvIF 'VC' ,C Unit6

Page 93. e)(er(ises 3 and 4
Unit4 LO., Lla...·' dad. LY " Lu<~. LM .. U~m
Page 91. Exercise 3 11t,1"
N _ Nut. PO . Police officer, Mr G _ Mr Gahg her Oh IlI.;h L,,,.Y· C.n 1 '1'''''
10 l,""". p..",.... '
"""', h<,.\ .,-,,,, .. 1 11>" ,nomc'" ........ ,.1 t....
0. I ,I",,I
b ,1"-, ,~) clU '''' '"
"he the ~; 11; I,M , I!~""")'"
,il; \ , T' 'H, 11,1'.·j " I, ,th 'JO' )"-', pi -' ....., ,""
, cl ( ~~'.... l\.is ,,>.. '1'" \,U "1]·°1. (
" It yd",I' "'-''-I',,,,''[ul 'n..-" ·h'.O,IO.""",

Tope><riJIII U.6USM ....USl m

 l TAPESCRIPTS 0
J
,-
lD Hang <;OH ""nu~, 01ro2 9()o(U
o Oil. de""
LV ~ '''lilt L 11'5 'mY red and ,t fM//)' Ivt~
to QI(. 11 ~ llMll l~ ~w,t' when lie CCII:\"In homr. o ()( You ~ to put 'I'» I\a<>d \J:lder cold waler,
LJ TlI.nl ~ mUC!'ll ~

.'"
tM Ho, ~ ~ liIm. 50"yl a'I' Yko!)'OUI ~ r.ght now. ~.'"
o In importdnt to put n ~ roId wale' tor !en rr.,nutes.
l ()( and I!\erI wtwtl
o WeI, I md f ....1M ~.tter tI'IIt &It ,I tt Itill hum tomorrow,
~ a n'IeIwge. goand:fty<UmO<.
lY OIl'.Im. c~ lut)' 'Nby.venl)CIU ,o_.ng your pIlonel l ()( r1 do lhaL I1wnks tor)<l\l' help.
!.lIte'\, the I'roItth \Urn It INIf PiSl ~ We·~ "WOOg.1 o ~wdc~&te-
PNI\ holM, and Il'l did ... 1, dr,ye us to I~ UoId...m. Yoo ~
10 ~"' PoIUI'l house 011 ~o"clcldl ~ ~ is 68, Loog o Mo!klI[)~CMlII.o"')Wr ......,~'
Ro.d Ch.¥>(! the lICWIl (0$1 (9.5(1. ~\ ~1O ~ now. • IIo::t:Iffl HilL
so)OO rword 10 hLwry tyom. Ult. ~ won'l_ loo )OJ 1.J.im! o ()( Ro:tlnt howan J hdp)'OU1
ul ~ when )'OU ge11~i5 me5'>i\Jt. 8yeI a 1(, my mum. ~'<goI <l problem \Mm her krft,
o 0il.1OflaI~'
Unit 7 R Well, <he _ w<llbng """":l the ur~ wI\t<I W fell 1)Yer,
o Can <he w.A'
Page 94, exerd~s 2 and) a V""WQO\ but ~~~ pu rple.roil hur !ulo!!
P _ Paula, A .. Andy
, Come 011 IItCs!
I""
o It ~ w'>I:ruised it bold!)'
R ()( Whi!t~ troe bemt.r.g to 001
A Hl Ptih. sc..,y rm I.ne. o Fi"l put ~ K~ 00 rt, let i5 very 900d fO! bfu.sa
p .l.ndy!The rYI<I l'~ 11~t~ lwenry mlnut~ ago.
A I <nowI l WO$ pIa)lltlg. compiJtt'!,.mur>d I didn't know what
time It Wdt
""
o I1 il Itil hurtuhe c¥l!ake an a>Plrin, And the rwds 10 ~t c\owrl
or lie down iIfld fMI ill
p W~~)'O'.irel>eftnow, R !>ut ~'I ~ badm"'IM IONqh~
A Ye,w, 1Vt1.11 the !(~? o I don'l thi n. that's a C}Ood !del! Si'!e ""'$1nl moo.oe he< leg • 101.
R ()[( Thanh very much 10< you' help.
A I'IhoSCOffilfirstl o fun'! 00 ~_ B~_
, Rom. seo<ed .lte< five ".....He:\.
• Re~1 Unit 8
p Then~~iI~et"ro...temmirlJte:s.
• Fan!.>ltod Is ~ an _"'''9l1'11tCh1 Page 95, e)(erase 4
, Ye¥\, 't~ g~t ~<l i f;on~l:': at~ ... ,.... >Lld ....... l ~bruosM"
The r_ d(~ Wq"9 IHIy loudly. Oh. look! l 11Jru0000,t
l sn..~ burnt ,t
hnol' Come on! Comron!
4 sn..lunlil
• Hn <JOnIl1O K-' S YwCU1it
.... , YNh"
• I....,....".., to lMrpooll'ottM i gout 9QoII! , ~CU1"
, ~ Hf(oni ~ w.s.~l.'IOIl
The ~ ~ocI'No/" Curriculum Extra
I Oh. no! Tt-oII\' I~ deo~1
, DotIi worry. rm S!M I.MtpooI will !Core ~
Unit S
• , 0CWl1 mmk 10.1 thri: ~1 be. dr"",
, No; fm lUre ~1 WIll tIllS mat(h Ind "",,11 wIl theCl'l¥npocm Page 100, exercise. 2 .nd 3
lNgl>e iO}ioI'I! fvery~¥, Grty~ migfat! frIlm the 8erirog ~ in the AtthC
to tile f>ldw: o.:••
n nut MeDn Ih!y .... k!!his jo..-~ bt1-.-..
Unit8 Oc!obef and i¥I"",)" to breeod .. thr w¥m IU TheW ;our~'1
9.(0) ~"'" and ft ~ tIvft <TIOntlll. ThM. bo!!"'ft<l M<ltch
Page 9S, exercises 2 and 3
and May, ~ 1m'eI b.Kk to the ArctIC loll't'd,
o " OperIIOl, l . Uu. A• RoIHrt
o Me<.fic,tDW!'Ct. Cant ta<t)'Olll' ovme, ~~1 Arctic Terns start 11ft iOurr1@yinShetIand.oiIthecOlS!oI
t Y"" itllly, l!$a BlOWIl.
Scotland, ooweer> ~UCJI!It and ~tember. ~ lhey tr~ i lmolt
o Oi<. l;w,how un tlle'p)'OU?
hall w~ around the "'<>1Id to the AAtarctic. Th~ il the ~
l Well, rve burnt my Pl.Ind ¥id rmno:! lure wIl.lt ID 00.
mf9ralion <I.ny . n..... ' a joyrf1eY of 2O.0IXl kolOlY\elres, wIliCh
o I ....., What _e )'DU Ooir.g wr.e..)'OU buml il1 I""CI !WO to thle<! months, ~ they tr.vrf !Jock to lne north to
l I Wl\I'l'laI<ir.gIur>eh,
~ between M..>rch .rd Jo.o~
o lU'lCh I Whath<!~'
L I w"5t>ktr.g !OtI'.e root !oO\IP oot of the mocrow.tVe wIl<'Il it -'I
on",.,. PId<!d,
E.erci~ 1 @ 1.02 herd~ 1 @ 1.05
• . : It ,-" .. .".1 nk;.J i (J ::i • lod<'''' nun .. "on.:>l"..",..._rmpll.1SlS('~endo
.:n:J ,.. , ...." that tt>r< "c.......>d tlV' Iw•• 'llU'><1
•. ""f
•
•
•
• .
'
J Slfongerdus , I ,I' 1 n
. .. .
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• A ~ ,lu<l nq .,~ 11... rt
tt'.,,·'
o Orol plon~
n't
",U oHi It ..... <h
,""-""<'I., h ',~<l Up;
·.'Y',-"""-",r~,,,,,j,,,,'ntt> .. ~ ".

'~II' ",11 Of\'

Exen:;s.e 1 S T.06
• ".,. • dcot"o ''n, ~ul""·hl>lr~I"", .. .Jt:le ~
• , • ..., '11~lt ....01 11 1,,,,, Old<, ""~ rho> \ ...~, wr tI"ry ~"J' Ih·, :<:OIr!,r 1
t..,.; 00>1.1 tor ''', o.tooukl,,, ~,.Iorw: ,~" h" .. """"i
.l wuk .. c~ .. "'" ,r I
.:e. "I "<O<'Ig.. (I~u ... ."h 1t ....1 " ~

• " rI I...., j'11X

'1C(hlr," 1(-' lh,~r. ,. , ,I: :>pOll. Exercise 3 @: 1.07
• I I, ,.,"' ..... ,' v. " h 11'~ .,'" ~j ,1,,11 ,h/' fA""U"C",""" • Wtwn ,t<»'",,, tl.,'. ,,~ ~''() 111 i, ,"~,'" ' \ 1",,1 <). '\'
,J J"V woo. " 1 ",, '''~Ie"t" '''wnn ,I,", ,,,, ,ht>y d"''''>',.J , c, rr., ,ry .11" 1 mo.;),'1 .11"
,I ""'~i' WON'

•
• 'ill""".I' (~n 1' <1"" .Jq'''' ......
1'l'IX'o' J\ J <I..',~ 00 \K~I
,,,,,id d'~ ,11~rn ,n '<1""lT irrfi,v,dwlly nt ill ,m.,,1 'I " "'!"
Exerdse4
• IVim oul rtur I""'~ o'~ rYl "",,",n<J ru ' ''' '01 111<' ',(r.,..'"
Exerdse 1 S 1.04 '.OU,>d Louk"1 !he t',.Jmple Jr>U ~,pI",,, ,b J~ 11 ~ ..! .I''.! 1,,,,
• \~" t'.• "_",!·,,,,· ... ,tIo
. ,,,,,,,,,,,,-\,_,,+ T.
'~'TI'" H' .~"I''''''''lI1
.n '1
• In.I wuur clu, >!udcn' .In >dent,,,, 111('1<,.,,-,d, ,,'
,""I ,n.-y l<>unJ ,1,'1, ~"
,II-i\,h)
, co.l~j d ~.h 1,,' "1 "", ,ruM' 1,,,~ly
-.00';'10' _tU '"~ lU'

· ",".~. "
th '1}.Jr1 ""nl
,""'" ,r." ",,,,lodI.fl
11' ~onl"""!inQ"r;
Exercise 1 (9 1 -OS
• R< 0:1" ,uhO-".~nlh ." ¥k1(1~>&.tpronun
• 'ho> • . r" ..... I. nj,JdJ,I I~'I! _1
~
, .'"
~ l.J<ft1 ,',
,~,! on!'Ie _o. ~.,.. IlM' ''''7 \1;1 •
,
\olt"lt
• k >,...-lIen" ' -' ' , • ""--om'
,ii....""
'(l(l .Jrt ,lit> "'1 <0'f1f

J • DI , ..... pr<lI"'uoci;,: 'In'" It HI>\.

•
'NOlO' ~" ..,"', • " '-"""'/'.' U>t'"''' 0
• ..o-or<..'\aloud< 1 _ 011~" ' " &."< .o

herdse 2 S 1.09
• Il>4er "eden,; 10 I"" 1.,hI<> ".111 .. I ,,,,-,,,,,, h",h,q,. In
J wu k ... class. """ ·,-.:h """ .. J J'l-"", ,,,',,",' J' ) WIl l ,,·
c',,.-np", In J Slron9~r das • •" , ".-I,,,,,,, ".,
, ~', F ,~I """'.
• k , ',IIXhll> I, " ~', rh.,. I,,,,,,, on ".' ,·LIf,·, , ,",' j", r'
"nc 0"',1( ~> Tto,.,,-, to '<"Ii'( l," ¥ 10 It". '" 'l' "" ,rr ,' . ' ',. tOE'
I b " 'f'fl<!f1.
• n~~ " a~,W(", "lotio th<' ( '''' ''''"l l, ill lC.· I~"" ~ ," ",',
,,-I .<")' ,,""h lildT 'I' '' ~' ' '''' iu'-",.j ,1,1:. "I,

'" 1
 PRONUNCIATION BANK OTeaching notes and answer key

Exercise 1 51 1.10
Unit 5: Word stress
• ~ In.:jffil~ ~<M! checl:l>d ~. ~~ fJlld OUt •
Ih"Y ",,, ..... Il'd CO"e<:I'f al'ld ~ ~"Y dlfCUI: "",Id<..
• $Iudt'nl, <4" I >Ien ~ <!Od '('prul M ~ elM!., CM)OU
{ould ~ lhem III ft'Pe,l1 ond;v ...... 1Iy or M small group..

tJMU. j

Unit 4: Weak forms

Exercise 1 51 1.11
• Reoo I~ totSlc with I~ elM!., Jncl ~lJ( !1~'1 10 tocu, OIl
I"'"
p''''''''1I(ianon 01 was, W@!e.wJ.r1".tndwet"."1
Exercise2 S 1.12
• "uden l ~ 'dn I 111!n ~~a ", d.1d ,epe. 1 al a c l~l!" o. you
could a~k them 10 lepeJt 1r>divtdu.!lly Of M \m.J11 nroupl.

Exercise 1 S 1.13
• The firs, IIfI1f' ~Iudenll hNr I"", CD. encouro.ge tr.em 10
POt the! pens down ~I'ld l"iI liSten. lhey c,," ehoose the
an<~ wt.en they 1,11('n the I«ord time

• F0011lout ,ha! l~ \hcuId idMt,fy the \OOId lney tINt.

and whethet IllS P'onounced ,n lilt' 1tr0flg ()(.....,aI; fofm
t llh m ,;1
1 wJ. r~ 2 w.w.fI IttOf>:l~ J wM (wtal;)
• _,strong) s "-.I4I\'t .. trongl
Exercise 4 $ 1.14
• When IluMnlS I'I.lYco ched:ed Iho!" dMwCl"5, f I'ld "'" if
r~"Y Jnsweted COltl'<:l'Y,

• Sllldfonl\ can h'l~ doga,".ard '''PI''d1 M "dolso;, Of}'OU

.",-,Id.Isk them 10 'CI)e;II ndlvodwl'Y Of.as sm.III 0"0UP'i-

t!lftIlu)
' '''$1U1 <Jlt'I'~I~. <Jlt'I1~. «)mpooXa. ~l ~mtf; pId~ ptod19Y.
The l.C ...... d _nd I! hNfd in 'he weak fOl'ms of ,.,,, J nd >Wf~ p"'g ram ~ "'mem~ writtt
1

Exercise 1@ 1.18 Exercise 1 @ t.23

,,
• "

, , "
I
• F, -Id (~ cubic ,,,',. :n.> cl ~nd ,

, "", , ", " .....

" !,-'<lJ~ ·t .,j 0; " "
,
' , • hi "'.1 'tud.!~, t>,..;ll'
", " ''f1 ,j·Oc-.J>Qfl ..... diliert..,. ,.....
•
.. ,
'"', .,
~,

" " .",

,
, Exercise 2
• ~" tudem'to
u'''/<' Ih ~1\ 10

Exerdse2 S '·19 "

• -»-1'1> ,Ii~~", J"l ""~ I.J 01
")t"l.. .. . '" ,e I, ~ ,,'IaII'''~''P<

herdse3 (S 1.24
• Wh,." ,t"J"n,; h ... ",-"k<'d 11><'. d"',''''' \ MM oM
thr.,. ''"'wt>!,~j , ,~,,,, I~ ."" nu ... ' .m" '~", "I! "'<lid
Exe'cise I IS 1 ,20 • '.wd""t><on 11',1"" "'/Jtf1 Jnd ",~·"t J\ ~ c ,,,~ ,~ ytx.
• "dU the' rut~ "- w Ih 11,,' ; I." , ~r,,1 rTH ' ,•., I'" ""'X ,,1")[1 " ,00 101 ,,',I; Ih,..", !() "-I""" n iivi(lu,, 11y <" ."
~ ",11 <I" 'ur ....
'ho.' ",nIl",' 00 ",Id ,1,,-, '''''I In,m In ,1,' 1,'" ·1 11
• f 'I".~n Th •• , -,1,,,,,,,, ,1 ,., ill hI>." OOlh hml 10 \hI>y ,1)()" ld Exercise 4
I',.r I, M, ", I t " I1 W "'~~"", 11 Yh,·... • ,10;'1 Of ~'rl.li " that tl,..,,· """'ily
Il ill,- ,.·", w",' ,,( <p!- IIII '
herdsel lS l.21
11 ., '."''''' '-OI.md tf1 [""p,sh. Loc+. ot { h ~ ,''''''''pi'' ,..-.j " ~,
.n oh '" , h,,, k '" ,-, ... , I '"' 1 Hwj'
• ," I,,,,,, I .,k, '""','f("
'Il<' frlIm (M,'V ", •." R,o<, "NI IJ . .." '!l. _t
,h."""Wlh,·, I t ~·.I,tt~·'lJ w ~'"'Th<'V .. '>1 J!~
,t,..
t .-, I;m~, ,"'" n c''''' . ,he" "" W T II><' I ne ",,'(f
Exercise 3 iS 1.22
• I ' .. ri' I

• w
"'
w . eiS<! 4
• , ..
,,' "

rr-ncit ..... _ (NGlISII rLlIS Z ". J

 TEACHER'S PHOTOCQPIABLE RESOURCES 0 CONTENTS

Introduction 161

Language focus and vocabulary ~ 162 Communication: Pairwork 207

S!"tef unit
Unit , '" SUlrte. unit
'"
Unit 2 '" Unit 1
'"
Unit 3
'" Unit 1
'"
Unit 4
".'" Unit 3
'W
Unit 5
Unit "
'"
Uni16 '" Unit 5
'"
Un,t7 '" Unit 6 m

Unit 8 '"no Unit 7

Unit 8 '"m
Language focus and vCKabulary (K£)
SU rter unit
171

'"
Drama
Int rod~ct ion
".'"
Unit 1 on Designe, !hopping
Unit 2
'" Whot'! my job? '"
no
Unit 1 m Wonted: Singe'! m
Unit4 n,
Unit 5
Un it6 '"
Cross-curricular extension
Unit 1
".
Uni!7
'" Un it 2 '"
Unit 8
'" Unit 3 '"
no
'" Uni! " ~ )l
Language focus and vocabulary (iU) 18' UnitS
Starter unIt
'" Uni!6 '"
Unit 1
Unit 2 '" Unit 7 '"no
Unit 3 '" Unit 8 "0
UM4
'" Answer key 242
Unit S
'"
Unit 6
'"
Uni!7 '"
Un't8 '"
'"

PHOTOCOPIA8l!
 €ngii,!l Piul Teach"'l \ Pnotocop l ~bl c R eso ~r(",s
i",l~de ~ complete range of pholocop,able worksh".-!s,
deSlgm:d to suppo.t. practise arid devel"ll5t~dent5'
EnShsh l.n8u~se leJ.ning. The resources include
9 pages Basic language focus lOnd YOUbul.'Y
wo,hh~1s •
18 p;1ges Revision l.. ngulOge focus and YOUbula'Y
WO<t'~1s h
18 P<Jges h tension langu., ge focus and vOCllbula ry
worbheelS •••
9 pagt" Communic .. tj~ pa irwork "Cliviti~
iO pdges O... ma
16 pd~ Cross-curriculir e . tension worksh«ts
',ou (.:In use the worksheets w'th Ihe whole dass. Or to
'''Cf't the needs of ind,vidualstudenls.
language fO(us and vocabulary
,rksheets ~
I h" sect,on i"'ludes n,,'Ie p;1ges of worksh~ts - one
work,he('t for C3<h unit of the St ~den n 8ook.
T~ worksheeh pr3Ctis,e the grammar and vocabulJry
Trom t he $t udent's Boo k. Howeve r, t he ",. ere 'ses 3fe
'trong ly supported a nd tht)' are su ita ble for studenb
w ho nave found t he act iv't ies in t he Student ', BOO k
difficu lt
"'
tt:J
This sectoon i",ludes ~ ighteen PJses of wodcsheets-
one g'.1mmar wo ••,hee t "Md one vocilbuJ,,'Y WO!k$hcct
for each un, t of the Student's 8001<.
The«-: worhheets pr.lClisethe gr;omma. and vocabulary
Imm the Student, !look ~t an Jpprox,matdy sim il." l..vd.
;n~ wo.ksheets are des'gne<l to Pfovode .idd,hon~l
pr.<ctice of gf~mmilr Jnd "CIC,)bul~'y fOf students. ~nd
<ould be used J, 'evlSOOn. They ~~ morechJIIMging
than the B ~slC wor ksheets.
(tensIon language foc:us and vocabulary
ksheeh '***)
rh" 5l'(tion in.cludes eighteen Pilges of worksh«ts-
""" g''' mm~. wor ksheet and one VOCJbula'Y worksheet
rUt ~ach uno! olthe Studenfs 800k
The g'Jmm~r worksh~ts practise the gr;)mm.l' ffom
the St~de nt'~ Book b~t 3t J h'ghcr levoel, The e _" lCises
~'C mo.e demand ing thJn the Student's Bool<. a nd
1~ <;lo;de mo.~ sentenc~,level p'Jcticc.
PI10TOCOPI.o.OlE co Odord University P.ess
2 The voca b~la 'Y wo.k, heeh practl\.e t he voc;)bu la,y f.om
the Stu dent·s Book a nd ,11,0 i ~t.odu(c new vocabulJry
on the sa me top ic
Thcextem,on worhheets ar~ designed fe, studen ts
who havecope<j well with the Stc'den\'s 800k ".ere,ses,
and need J greater level of chal~nge.
,o)mmunicatton: Pli, worle:
This ~,on .'ncl...t~ n,ne pa&,"sof pa'fWO<k ~cti"'t'es
~ one a(tnllty for each unit of the Student's 8001<. rh~
iKIMt ,es are designed to be used ,n the clJssroom
Photocopyeach wo.hheet and cut it a long the dotted
h~. Give one half to Student A and the ollle< hallto
Student B. Students 3"""
each other questions to find out
,nform;.tion.
Ea.:h xtivity ha, been de<ogned to p.ovod~ <>dd'l,onal
communicative pract ice and ,nter",t fo. )'OUr students.
Students can p.a(\,~ and improve the" Spoi:en Engl,sh
wh ilst revising keygrammJ' and voc~bu!"ry from the
Student 's Book un it
Orama
Th" ",ct,on provide, th ree dra ma scri pt, and
accompanymg t~aching notes t hat you ca n use 3S a (un
e~d · of,te.m act iv ity. They a re de Signed 10' u~e I ~ tne
cI~,sroom. St udents wo.k in sma ll grou ps to p repar"
and fIe. form ;) d.ama . E""ry<lne un t~ ~e part Jnd there
J re 'oles for confident Jnd less confident ~tudents,
Each d.a on ~ r~ I"" the la nguage taught '" the .elcvJn!
unM of the Student's 8001<. and the teach,ng note~ gi"",
~as fe. p reparation and fellow·up OKt,y,toes.
~ OSS .Jmcuiar ~" 'n
This section includes sin""n I"ges of worhht"O:\s ~
one doubl"'PJge work.heet fo' e~ch ma,n un,t of th"
Student', 800k (e"'luding the St~.tl!l" un't).
The (f""S -(UrrKuia. e Kten"on work'heets ~'e d",,'gr'ed
to hetp ,tudents e xplore iI Wide r~n~ of topics through
the med,um of E ngl~h, ThetoplCof eOKh worklhee1
relates to the top;.: of the COrfesporw:!,ng """s' (Utrlcular
P<Jge on the Stude-nt·, Boo. , but ,t ,ntrOdu<a new let"
and p."""des more cha llengl ng m~terial.
The fifSt page of eM h worksheel pt~ts ~nd p'Jctises
a vocabul~ry set on the (f",,·cu rr lCular top" The
-.econd p" ge revises th i, vocabul~'y ,n the tonted of J
te d , Each ted i, e" f>ioit ed for comprehension work. and
p''''''ide, t ne bJ" s for a follow-up writing xtiv,ty. In Ihe
writ ing act ivities, students 'evise th" voc.'buIJry. they
ha".., lea rnt J nd furtn e. develo p the i. commun". tion
ski lls.
Introciunlon (NGlISII PlII5 I 16 t
 LANGUAGE FOCUS AND VOCABULARY 0 Starter unit (* ~~

be + subj@ctpronouns
1 Complete the sefllen<:es with Ihe affirmative C.... )
or negative (X) form of bt.
,the,e is, there are
Complete the queslions and short ilns~r~
the correct fOfm of there is Of there o~.

,'"My bestia(1fnendsfrom Engl.md. (X)my .v. !Iou. anyshopsl

in eLm. {"'I ,~ !Iou. . .
," very hot today. (x )
very good ~t English. ("'I
~ny beachesl

' w. f,om Irebnd. (lI') , No,

a camputerl
"''''
,,'"
In my se~t. (V)
th"teen. (X) , ,."
any sweetsl
No,
2 Comp/ete the questions with the cotrect fOfm
ofbt. • anyDVDsI

,
Where
'" you froml , ,~,

an int ernet cafe?

How

,,w,",
your friendsl
your best friend? , No.
any boo ks?

,
Where
4 How old
her parents?
your sister l , ,~,

What t ime
6 What
the next class?
your cousins' names] , No,
~ schOOl I

any stud ents ?

I
No,
Possessive's
, Tick (.....) the correct phrllSes. Family
IiO 6 Match 1-7 with a-g.
,my father"s brother

, my mothers' aunt 0 1 mother~ iI nephew

, my sister"s books
those boy'!' bikes
0
0
1
3
sist""
n~e
b
c
WO
"'ther
,• Ka'ens' f,iends
Jim and Sylvana's b.aby
0
0
4 aunt
S daughter
d
e
brothe,
grandfather
6 Thechildrens'toys 0 6 wife f uocle
7 I~ cafs food 0 7 grandmother g hUSband

have got School

4 Choose the correct wo,ds. 1 Cros.s out the bold word that is .... rong.
~ 've got blKk ha". french I teT ! eJlHli<;e exam
I 1', got I've got a bi ke. 1 s.cienc:e labo",tory / dass / maths
2 He hasn't got ! haven 't got any couSins. 2 teacher / geogr.lphy I English homework
1 Hu / Have they got iI call ] history notes / science / book
4 They hasn't got ! hiVen'! got a mat hs 4 music / exam / gymnasiumroom
lesson at two o·cloc k. 5 PE / class I exam tea.;he r
S She's got I've got a laptop. 6 music JabOf~tory I class / teacher
6 My parents 's got I 've got two ca rs. 7 history I s.:ience I fOOm notes
7 Has / Hive she got a dictionary?

PliOTOCOPIA6U o Orlord UnJve<~ty I'rfls

 Choose th e correct words.
" "
Number Ihe 3(1verbs of frequen')' in orde r.
I speak / ~pe~ k5 English and French occ asIonal ly [l] often 0
]",k finish / finishes school at four o'd(Xk. hardly eve! 0 always ID
1 Crace don't I doesn'l li kc hot wca lhc .. not often 0 never 0
J Gilli "n and Ch,,! work I works in .. hosp ital. somet ime s 0 usually 0
.. Aon docsn', use I uses a computer at t>ome.
5 Tom ~Iway; lose / I<»es his keys. (ross olll lhe bold ad",,'b that is in the wrong
6 TIIPy don ', I doHn'! study fren<:h at 5<1loo1. place_
r some1im... listen sometimM 10 '~ae
11'11011"' ,ons 1 We often play often ""'1Ieyb<l1I in the sum~r.
Write questions and short ""sove,s. 1 They neve, are never late for class.
1 She's usually gal usually make-up in her bag
you / study French (.... )
4 He doesn't often watch oft en lV
. ,",j1U'i;,,;!t feu,"' 'th u",.
S He ~lwaY' IS a1waY' at the sports centre.
1 ~he I go metal detect,ng (lr'
6 Hardly ever t h~,dlyeve, lislen to hIp hop.
1 They o;orm.times go to \.Ometi~ the "~ma
1 t hey' go out WIthout a tIe (JI"
a Ocusionaliy she occasionally reads magazines.
J I/speak good English (..... ,
Everyday objects
4 we I always meet after school ()Cl 6 Find the word that d"",,,', maul!.
a l aptop~~ a mob ile phone an mp3 player
> he / Ii'o'(' in London I""
1 In umb rel la money a wal let J pu rse
2 a t ickct a bus pass money wng lassl!s
3 Jewellery sunglasses an ID Cll rd make-up
Complete the questions with Ihe words in the box
4 a watch a!:ey ring (lothes a mob ile phone
and do or dOe!.

Howoften What Wh"t time Who ~~: !C! timE'

Wllen Where Why Mat (h 1-11 w ith a- k_
, play ______
WI!.!tn<N (10 you have lunchl At one o·clo.:k. ,, a the "nem;)
--- b (ompu tcr games

play football? In tile parl

_ _ _ the boys
"lislen to ( com".
, ::-:::::::-:::-:::-::--:.::::::-:::-:-- - "" " •Splay,"
mecl d friends in town
~ photos of people
to the Cinemal Every S,aturdGly.
6 ~,)r f shoppi"g with friends
, --,-- C----c-: ----,-- Tom play 1 (oI~ g a band
in t he arches! ... r The violin

, --:-:--::--,-----,::-----::-
go ID Scotland year? e~'Y
'""
th,," 8ec~use
8 take
9 surf
10 w,)tch
h ~"pe n5rYe 5U"gl.. ss~~

""'"
j IM inte tnel
g... ndmol~' li~ In Glasgow.
,-- _ (iJfado
11 go 10 k mph

, h." homework? In the evening

you Ii""
WIth! llivo: WIth my grandpJrenh.

PHOTO(OPIABLE C O.lord University P'en Ut>gu.""fo<uund _.bul.1)' Unit 1 EHGlISIi PLUS l 10

 lANGUAG E FOCUS AND VOCABULARY 0 Unit 2 (* =oJ
Present continuous: affirmative and Present simple and present continuous
negative 4 Choose the corr«t answers.
1 Write the " n9 form of the wrbs in the co««t She ~r .... w her bed.
column. ~ is making ®makes e doesn't make
, take ,
, chat 1 I a ,ed T·sh irt today.
, ru, wry

• gill<! . 6 eat
, ",,'"
" wear b·m not wearing c don"t wear
2 We d,nl'le" now.

-
"~ a having b hall<! e ·re ha"';ng

...... srni"f
1 Poppy and FIo, _ _ _ _ their s ...ndmother
~ry-
(~) (d) a vis't b isvisiling c are"';si!ing
(b)

(c)
(e) '"
(11)
4 Hf' usually _ _ _ __ 10 the sports centre on
Saturday mornongs.
10 it is going b don·t go c gO<!'S
5 Pet er to 5<hool3t the moment
2 Complete the sent eneH w ith the ~ ffirmatiw Or i is cycling b cycling c cycles
negatiw pre5enl continuous form of Ihe wrbs in 6 l ane always he r room at th e
the bol(. weekend
it tidying b tidy c tidies
nOI clean make not watch read
7 Tom to Lil u'it at t he moment.
nOI study ....rtIIo wr ite
a tai l S b is talking c tal ki ng

,She, ·n.ii~1I to schoo l today.

3n em ail to my
At home

, friend 5 Find the fUrnitu'e that doesn·, match the ,oom.

, w,
,", for the e ~" m.
a pizza fOf the
Dining room: tatlie @ Chair
1 Kitchen: oven microwave bat h
".rty. 2 Living room: sofa shower bookcase
• bed'oom.
H, it magaz,ne in his 1 Bedroom: (hHt of drawers wardrobe

,
, T"" a film on TV.
mi(:rowall<!
4 Bathroom: bath wardrobe mi.1'OI
Ho the floor.
Housework
Present continuous: questions
1 O'der the words to make qUHtions.
6
............
Matdll-4 with r j 10 make phrases about

you /einema / ire /to the / goons ma~eliJ0

Art \'011 ggiM to tk 'iMNt' 1 tidyD
1 watching/they/TV/a,e

2 Tony /is Iwhy I running

.......
2 do DDD
f the dog for a walk

] is I compu te' I using I the I Luke

,,.....,
b the shopping g tht w~shing·up
h a b~th
d a shower i your room
e out t he r u bbi~h j th e ironing
4 for dinner / mum I what I ma king / is

5 are I about / talking/ th ey / who

PHOTOCOP IASl! c Orlord Unl~rsity Pren

 LANGUAGE FOCUS AND VOCABULARV Q Unit 3 (* )

Past simple W QS, were

Writ" Ih" COff«t pa~t ~impl" forms. 4 (omj>lete t he sentences with the affirmative (.... ,
buy Mkt Ofnegiltiw: form (X) of was or _'e.
win Theweather wH coIdynterday. (0')

.-
2 grow Our leacher happy In the last
J get lesson. (lC)
1 My mum and dad in England two
S fini~h ~ars ago. {o'}

.
6 1"3ve
7 affive

9
~
~t~rt

.os<>
]
4 W"
5 I
6 Thq
7 There
al home at sixo'dock. (x)
~t s<hoollast Monday. (X)
thirt~n on my laSI birthday, (.... )
at the cinema ye"Slerday. (.... )
~boul a hundred people il l
my sisler's wWding a year "Bo. (0')
2 Rewrit~ th~ sentenc,,~ with the negative form.
He bought a new bike yesterday, Life events
!I. didn " bll'l , ..... blh nmr4t
5 (omplele lhe lexl with the v~rbs In the ""• .
1 She started her new job la st week.
became bought got (x2) grew
left moved Wi15 went
2 Theyd id an exam twowe"ks ago.
wu born in 1975. She " - - - - C
up in Leeds . She' to s<hool when she
J He maffled a music teacher. was five and she) school when she
was eighteen. She studied medicioe at univerSity
and in 2003 she' a doctor. She
4 My mum wenl to SChOOl in LOJ'ldOf'l. , to Bristol "od' a job in
a hospital. She met losh allhe hospital and they
, mar~ in 2004. They'_ _ __

a house near Bath.

1 Write tile questions. Put the words in the COffe::t
pb< •.
Adjedives: feelings and events
where you to school/ (dId I go)
6 (hOOSf' tM COffed words.
W/w'. dif 'f9!! !!Cl Iq g/!qo!t
1 did graduatef,om univelSlty/ (you I when) I wenl to Ill<! dentist ynt=lay. I WoIS ~ I
1o""ly.
1 It's my birthday todayl I'm really happy I s<af)'.
2 who galo the concert withl [dld/you) 2 The teacher is often ~ngry w,th my little slst~r
bec~use she's ""'Y cute I n"ughty.
~ I've got ~ lot offriends I'm really iontly I lucky.

J which did you at theClnemal (see I film)
4 when you to d.ivel (did I le,lIn)
4 HQrror films are very scary I upset.
S I haleex~ms. Thq ~Iways ma ke me SC3ry I
n"rvouS.
6 Anna's got a .~a l ly ..:ary I cute baby brother. He
is only si x months old.

PHOTOCOPI"'BL~ o Oxford Univenlty Press

 LANG UAGE FOCUS AND VOCABULARY 0 Unit 4 (* \

?ast continuous: affirmative and negative Past simple and past continuous
1 Choose the correct words. 4 Choose the conK! form s.
Yesterday at two o·doc~ _ They drove JWiire drivin"j)across Europewhen
Molly GY:::!i> I were sleep'"g In the g~rden. They ~ were h~ing an accident.
1 You was I were reading ~ book. 1 f-k saw I was seeing an octopus while he
l Maria ~nd nm~ra wu I _re swimming in swam I WilS swimming in the sea.
thelak/!. 2 She fell I was falling off her bike while she
1 I w~s I were playing b.lsketball. cycled / was cycling in lown.
4 C~rl was I were h,lYIng lurn:h at home. 3 They brolre / were bruking Ihewinc:low while
j John was I were dJlvlng across the Sahara t hey played I were playing football.
~rl. 4 I did I was doing the wuhlng-upwhen I
dropped ! WilS dropping a plale.
2 lool! al the information. Then wr ile affirmative S He hild / wu having iI shOW(!r when the water
(.... ) and negal iY<! (It ) past continuous sentences stopped I Wils stopp in g.
, cty lit) laugh (..... )
Prepositions: movement
.","
.", SIt I.....)
sund lit)
5 Match 1-8 with a-h to make phrases. More than
work (It ) rei.. 101')
'She fly (X ) drive 101') ,
one combination is possible with some verbs.
swim a down a mounta in
2 , ai l b thro ugh France
'They watch TV lit) list~n to the radio I....) ,
,
! wm·, r.ryj114.1 was lfugM!b1
1 SKi
4 jump , around Ibila
u p a tree
S Climb , across the la ke

, 6 cycle
7 w~ l k
f out of a plane
g under .. bridge

, 8 fall h off a horse

, Geographical features
6 Complete the names of places with the word s in
the box.

Past continuous: questions Desert ~ Forest Mounta ins Villey

Ocean Pole River Se ..
] look at I~ informat ion in exercise 2 ~gain. Write
quesllons for t~ ilnswers.
the Niilg~r.I hllS

'~'~'~'~",~'M~'~~~N~"~""'::~~'~'~"~".~~
!
WN,...,I doi.,r ___
You were laugh ing. , ",
1 Nile
1
No. I wasn·l.
, , theGobi
the Atlanti<;
, _ _ _ _ _ _ _ _ _ _ _1 4 Ihe Rocky

He was reluing. ,S thSherwood

' , - - - - -_ _ _ _ _ _ 1
ves. she was.
, e North
the Red

' =---cc-c-~-~---,
• Death

They were listen ing 10 th e ra dio.

P"'OTOCOPIA8l~ C Orlord UnlY<!rsity Press _ OL

 ~Rv 0 Unit S *
l~---~
NG AGE F iCUS AND VOCABl!

V' n ,lnll (aula ~ Loo k at the info rmation about Sally a nd Nata lie.
J
Then wr ite Sally Or Natal'e.
Choose the correct ~nswe,~.
When I was a chi ld, I «quid"! rid e a bikc_
a C<l n't b didn 't c~ n @ couldn',
1 My s ist e r is really clever She _ _ _ _ _ s peJ .
oom 17/ 11/96 23/1 1/96 17(12/96

th ree langUoges height l m60cm 1m 7S ( m 1m 6S, m

a C3n b ca n 't ( cans weight
2 Henry doesn 't like lakes. He _____ SW lm_
SHg
"" '"~
run 100 m I.UO,ec, lH)() ,ec, 12.50 ,..cs
a can b can t o (can't
3 Two years "80 he speak English. a ,t skills ...•.
" coulds b cou ld n't (could t o
4 Mr lones is 74 now so he _ _ _ _ _ pl ay She's ta ller t han her fr ie nd . tiata l;,
foot bJ l1 1 She 's younge r than her friend.
a can b CQu ldn't C can' t 2 She ', heJv'er th a n her frie nd.
) My f"th~ r _____ 'un very hst when he 3 She 's s horter than her friend

was my age 4 She 's mo re artist ic Ih,ln he r friend.

~ cou ld b cou ld to ( Can S She's faste, than he, f,iend

S Look at the information in exercise4 aga in. Then

Questions with How ... ? write Sally, Natalil': or fliza.
2 Choo,", th~ correct words. Shl':', t he s lowes\. Eli....
How high I Q is yo ur siste r! 1 She's t he ta lles\.
1 How fast I often do you have maths lesson,? 1 She's the oldest.
:I How many I much ti mes did you go th ere? 1 She 's thl': lightest.
3 How fa, I high is it from London to O~ ford? 4 She's the most a rti~tic
4 How much /Iong is th e River Thames? 5 She ', the fastest.
S How f"st / much canyou run? 6 Sh~'s the youngest
6 How m~ny / much money have we got?
Skills and people
co mpa rative <lnd superl<lt ive <ldje<tives 6 Look at the skill and write the person.
J Complete the table. dance
1 compose
2 prog,amme
fUI f.,ter fi.,;!U!
1 in vent
' youn g 4 cook
, bigger 5 swim

• ,no.1 '\dje(tives
, he"Vle" 7 Choose the correct wOfds.
' l'gM Formula 1 Cars are very slow ! '@
• most intelligent 1 A cow is J domesticated I wild an ima l
1 Van Gogh w", very practica l ! a .tisbo.
better 3 An m p3 p l ~ye ' i~ very light ! heavy.
• wo,q 4 An At la ntic ma rlin is ""'ype acdul/aggr .."ive .
5 Si be ,i ~n t jgers a r~ v~ ry common ! rarl':.

o O><ford University Press

Pl10TOCOPIABLE long,..fQ<u..nd .o<.Ibul • .., Unit S EHliU5H PlUSl
'"
 LANGUAGE fOCUS AND VOCABULARY 0 Unit 6 (* )

will and won't 4 Choost t he COfffit words.

1 Complete the predictions about th~ year 2050. You'll meet my friends if yoo ~ / will come to
Use wi//(7I) and woo't. the party.
Most children
Thty .•
!!'!!!I.' (It) study ~t school. 1 Kate d~n"t / won't like this CUfry ifit's very
(0') study at home on the ho •.
intern~. 2 rf yoo buy 500~ eggs, I make / '11 milke a cake,
Everybody (..... ) drive electric tarS.
.....
l Your headache will get / gets benef ifyoo go 10
Petrol c~ rs
1 W.
(it its-We
flus likt tod~y.
, W. -;-;;;:=~I'
(It ) e~ist III IheMure.
(0') live underthe sea in big
(It ) live In houses ~nd

~"~'d~y our homts in tht

4 Ifwe don'lleave now, we are / '11 be Iille,
S If I have more pizz~, I '11 feel / feel ill.
6 111 ca ll June if 5oOmebody give I g ive-s me II<!.
number.
I
,
future We (..... ) h~ve machines to I
do ~II the (Ie~nlng.
4 We (It)goto t htbe~chforour
Time and numbers
5 Write r fOf time wo,ds Or N for number words,
I
hol idays. We (....) travel to different I
planets.
5 We (It ) need to thin k. Compu ters
3 dozen ----K-
• anought
second ~ ,
ayea . _
(....) Control our livl!S. 1

,
, _ _
a century _ _
9 ~day _ _
a billion _ _
2 Rewrite the sentence with the adverb in tll<!
,a half "
n 3week _
correct pl3ce.
,,a millenn ium _ _ n aqua,ler _
I won·, go shopping tomorrow. (probJbly)
I qrg"'~!Y WM"j 99 ,~oPRI~g 19!WrqW
1 I will visit my aunt on Saturday. (p,obably)
a couple _ _
a thousand _ ..
B a hundred _ _
an hour _ _

Adjectives: characteristics
1 It"s very cold. Wewon·t go swimmin g today. 6 Are tile ad.iecti-s in the box posiJive (. ) or
(definitely) negat ...... (-)? Writ~ tll<!m in Ihe COfrfit place.

) Thtywill arrive beto,e 1.30. (definit ely) ~ moody gene,ous Impatient

m..an friendly palienl pr<KIicOlI shy
4 I won·t be~t home at five o'clock. (proW bly) unll<!lpful modest arrogilnt
unimaginUive ~ilsy·going

First conditional
3 Mootch l-6 with a-f to makt condition~1 senten(tS.
I JfJpassmyexa ms. Iil
2 Ifl gotoarestau.ant. 0
) If il ' alns lomorrow. 0
4 )f~don't hulryup. 0
5 If )'Qu go 10 bed lale. 0
6 Ifyoueatt hoseca kes. 0
• you'll be tiled in the moming.
b you wo,,',
eat your dinner.
c ",,"stOOy-~~.
d I won·! go to th e beach.
e we·1I miss the Irain.
f I wo,,·t have egg and chips.

Pl1 0 TOCOP IAeCf C Oxford Unl.-er5!ty Press

....L
 J

Complete the te ~ t with the affirmative Or >

~at ive form of N going to and the verbs. LooII at thoe information. Then complete the
ThIs summer my mum .}nd dad sen tenc~ . Use the p~sent continuous

~
~'~r'~.~'~.~ .~r~'~'~!':~t~(VISlt) Scotland. They- I !
days I'
(stay) in Edlnbursh (or a few
._ (~t) them th .. re ,....., . . - t Sam al , ... f" Imeet Sam at '~Ip
Jfte. my exa ms. Thoen d.d "--'---C:-,--- '>:Ilurday w""ch a OVD ",,,I h.er mum
(dlivt) us 10 loch ~S In the north of Scotland.
We' (not~)theloch Sunday go 10 M~rf~ l""ly Igo co M~ry·~ "",ty
Ness monstef l)e(ause It doesn·t eXlst l rm
SUII.' it will rain a lllhe time but dad says he
• (not t.:lke) an umbfella!
1 FridJYthey~'~5he
OnOn S~t urday he
1 On S~ turd"Y
'~'"'~'"~"~'~'~'~'~'~'~'"~'~'"=;~~~~
1 On Sund3y they
Id ,)1.' !:lOI ''1
Complete the sen tences with wmj won 't o. the Imperatives
corr~t form of IH gojng to.
S Tic~ (.... ) the imperative sentences.
He·s a good foot ball player. One day very soon
Buy some new football play.. ,s [j2j
he·s gol"IIIO_ _ _ _ play for his count ly.
I think it rain at t he
1 Don't speak to t he Journal ists, rJ
weeken d.
2 You're learn ing to speak English , 0
, , _ _ _ _ _ _ _ w.:l lcll t he footbal l ma tch
3 Don't ch~nge the ca ptain 0
on TV Ihis evtno"g. It starts at eight o·cloc k.
4 1"11change the flame of the club. 0
3 We haveflsh an d ch lpsfor
S The cl ub gives him a new co nt,act. 0
6 Go to bO':d ea rly. 0
di nner tonigh t. The fish is in t he fudge already.
1 The tickets are too ex pensi~ o
4 rm sure I
champion when I grow up.
be a mOIO' r.lcong
8 Be pati .. nt ;>nd polite. o
S I h')vt a party on Frid.:ly.
Would you like 10 come? It St.:lrtS.:lt 7 odock ror
> Find the.....o<d that doesn·t maId>.
;}e gOing to: qu~stions court st ... dium pitch t ram~
1 owner sponso< loser manager
W,ite questions wi1h ~going to.
2 fin .. lisl match .ace cOmpetItIOn
what {you Istudy? 3 champIOn finalist lose. supporte<
"""'. JT.'..YN.i!1 ".!lU!.~'lJr"'c:;;: _______ 4 rugby trophy tenn.s at hletics
) when {we I play basketb.:t1l1
S player ch ampion team fin ... list

2 who I she{ invIte { to the pal lyl
1 where/you/meet/Karenl
4 you I So I anywhere I tonIg ht )
S sh.. 1compete! in the ne xt Olympic Games?
(foss Otl t t he bold word that is wrong.
rugbyf.. n 1season / <ou,t
1 skIIng stadium I instructor I champion
1 cych ngtrophy / t eam / match
1 5kiing player I club / tournament
4 TV reporte. I journalist 1su pporter
S t e~m refe ..... J captain 1manager
6 fool b.:l l15tadium / pitc h 1<ace

PI-IOTOCOPIA8t~ C O.do<d University Pr...

l- -- - - NGUAGE FOCUS ANO VOCABULARVO Unit 8 * J
5t ",,1 ;4'ples "resent pertect: questions
1 Writ! tile ~st participlf'S. 4 Choose the corrfit words.
do 1il1!' Haveyou~r ~/lta~ aYOlanol
1 want I Havt: you ~r fa llen I climbed upa moon! .. ,"?

""
3 eat
2 Ha~you eYe'
country?
Iraw;11ed I seen tOa dIfferent

'"
>h~
J Ha~ you ever been / visited on an aeroplane?
4 Have you eYer bllen I broken you. arm?
6 speak 5 H"w:you eYe' driven I slept in a tentr
1 VISit 6 Has you. fr~nd eYe' bought / WOfl a
8 buy comp!'tition /
9 touch 1 Have you ewr met /spollen a famous ptfson?
10 go 8 Have you eve. Swum I met in tile ocean?

Present perfect: affirmiltive and negative Expressing emotion

2 Choose Ill! correct answerS. S Com plete the sentences with the correct
Penny' __.....' __ swu m in national pre~ition: about, ot, i" orof
co mpet itionS. I'm not very intereste.j I.
@has b ha~n't c have skat~boMding,
( live ind Liz paonted tlleir hou~e, 1 Sian wasn't at all happy _____ the par ty
a have they b hasn't c have decorations.
2 They eaten shirk soup. 2 My brother's very enthusiastic _ _ _ __
, have ne-oer b have ~f c has neve' football He talk'! about it all the timel
) Sean a famous rock sta r. 3 Are you good swimm ing?
i has met
b have met c ha'! never 4 Oave is really scared spiders.
4 Ivan hiS homework. 5 We'requi tewomed the exams.
<I dOl1e b tillS do c hasn 't done
, W. _ _ _ _ been to Ireland. injuries
6 Complete the ~tences with the words in
3 Complete the sent~(es with the affirmative C"',
""bo,
Ofnegatiw (Kl present pe1fKt form of the "",.m. bitten broken brUlied burnt
He Nf!! lrid"'~ (ride) a horse. (JI') cut spt<l,ned
1 She (be) to Vietnam. (.....,
2 We (m~) OrJaodo Bloom I fell down the stillrs 3nd I think i'w: nraJMfl

, 'K' _ _ _ _ ___ (buy) a po-esent for my

myankle.
I The sun '$ very hot. I think my nose is
sistt. Coli',
• "'Y _______ Cnever I fall ) off their 1 He (<1nl pl~y foot b<ill for three months. He 's

, bikes. C.....,
' ___- - - - (read) Tht tord Of lhl'
>;;>;;;:~h~,,~,~.~g~.__
1 Ouch! 1'..... my finger with
'" (v ,
lIi'19$. this kn ife.
6 Doctor Tanner -:--,.,_:--:--__ (he lp) a lot of 4 Th"t dog is fe~lIy aggfeHivc. It's, _ _ _ __
patIents with phobias. (..... ) three people th is week.
sPoor lonas! He'sfa llen and _ _ _ _ his
knee.

P~OTO(OPIABLE
 **

'"
Write affirmati~ or 1'II!8~tive J.enltn(e1 or a Complete the sen tences with the (orred
qu~tlon wIth the verb~. affirmal~ o. negati~ form of the verb 110"" get,
he I not f.om Engl,md lie ;"'SI! '!IQ! tWO brothers, (X)
14 I"", Cry", 5114!t1od. W. a house
my be1;t f.i(!nds I in my class
, near the ~~, 'V)
2 II I not very hot today ,
, ,",
len eur()i. (.... )
new tfiliner~ (X)

1 he / goodatEnglishl , ,"q
"'" an ICl class today, (0")
any notes

4 you/ inrny d an /
from histOf)'dass.
'"
Write questions for the answe rs, Use how got ~nd
S wc I not in (Ia~s 38 the ph,,,:;es in t he bo~,

any ho mework any money any pets

,
•• Complrle the questions with the cOHed form of ! "m
,,',p,"_oo
__', c
' ":,m,"
,,'__,' ,' _",-w,',",", ', -, ',,",' ," ,"'-"
be. and t he answers wilh it subject pronoun.
Where ~CI you froml
Yes, I have. Ifs 017985 34 562.
[ 'm f'om Califo rn ia.
How your froendsl
Yes, I ha ve. J'~ got a dog.
're fine,
2 Who your best fri end? ,- -- --
Yes, he has, bUI no! very much - only three
Jack. '5 in my class.
eu ros.
J Where
>0"'
're in the kitchen ' ---~-------------
4 Howold
No, they ha""'n't Ifs te",blt'1
you. sister l
's fourt~n. ' c:--;---~
Yes, we have e~ercises 3 "nd 4 fOr m"ths,

<?ss e s ' ::--:-~~~~~---­

No. we haven't. We live in a flal,
Complete the sentences w ith the words. US\! the
P'O''lMsive ',0< an apoj,trophe n ~" '!'re is, there are
S<llty - brolhe.
Complete the sent~"" with lhe (o<r~ t fOfm of
~-;;:::,c.~;~""k"""'u",_ _ is In Spain, tht! ... " Of the ... DIe,
My dild - Cd.
-c-l""""'Y"'.~--" ny Chinese sl udf'nts in your
cl ass!
2 William - b,olhers
a cafe near the school (.... )
__-,-__::--:-,--, J.e t'mns, any p('ncils 0<1 my desk, (X)
3 My grandparents - house
_____-,-_ _ is nc a, Vi e nn ~
"PE cI"H at one o'cloc k?
an e~Jm on Mo nday. (JI')
4 lohn Jnd S"'Jh - ("cnds
_ __ J'Cin mycbss. so me girl' In the music
5 IIngeliM Jo li c - partner
_ _ _ _ is Brad Pitl
, rOOm, (V')
_,-_ ____ any sdndwIChes In you,
bag)

PliOTOCOPIA8U o Odon:l University PrHt

 l VOCABULARY 0 St,rt,,,"it ,* * )
J
Summary
Fam ily
..unl brother child I children couSin daught er f~the r granddaughter grandfa ther
grandmother gr.lndparenl grandson husb<lnd mother nephew nit<e parent partner
sisler son twin uncle wife
School
English French ~riphy history ICT (Information and Communication Technology) maths
mLOslc PE (Physical fdLKition) s<ience book cia,s eXilm ex"""" homework
"~'.:bo=":'=o~.~~,:o:,=~ ~,:~
=~:..:.=,:":.~,_________________________ )

Family 4 This Is where you do experiments.

1 l1e~ the text and (om pine sen tences 1--8. D,"w
the family tree 10 l>elpyou .
Freddy is Sue's broth"r, Thei r p;!.ents are Harry
and Sally. Harry's got a brother. His name', Jim.
Jim", wife is Ann. Sen and ha ', parents are Jim
5 You ma ke _when you listen to your teacher
in cl ass.
6 You do this at home. not In (lass.
7 Stud ents ta ke an_ when they fin iSh SChool.
8 Th ere are many types: classical , rock. j azz. etc.
~

and Ann. Their grandpa rents are called John

and Mary.
~ f-
~ f- f-
, Sue is F.eddy's
2 Harry and Sally art Sue and Freddy's
I' I I I I
1 Harry is Jim's
4 Jim is Ann's
I- I- I-
~ 8enandEYilareJimandAnn's ro- ~
I- l-
6 Eva and F.eddy are John and Maty's
I· f-
7 Fteddy ,s Ji m 's
"d I l f-
8 Sue is Ben's f- L L
L
2 look at the tut in uen:ise 1 again and allS_, the
qu~tions. - I I rJ
1 Who is Sue's uncle? 4 Complete the sentences. Use words from the
2 WIlo is Sillly's noece~ crossword.
1 Who ate J'm's p;1rentsl 1 Idoo·t wanttodomysclence
4 Who is F,eddy'saunt? ,,-_ __ ___ I want to watch TV.
5 Who is Salty·s nephew? 2 How manygffigr.lphy tlaW!
we got for homework)
7 Who is EViI's mother I 3 Mum! Where is my mat hs ?
8 Who is John's wifel HaW! you got it!
9 WhO is Sally's son? 4 We've got a piano and drums in our
10 Who is Haroy's father? _:-_ _ _ -:-~ room.
S I always pass the Eng li stl' __--:--,_--:-_
School 6 we're do ing some experiments in the science
3 Complete the cronword .
7 I rea lly li ke our French _ _ _ _ _ _ _ She's
1 _ in your English book ca n be easy or diffICult. f rom Par is.
2 You learn ~ lot from him/her.
8 I'm looking at my history from
1 En9i;shP''-'11IsanEngllsh _
today's lesson. We'lIe got an exam tomorrow.

PHOTO(OPIASlE o Odord University Press

 LANGUAGE FOCUS 0 Unit 1 1,* * )
Present si mple: affirmative and negative Adve rbs of frequency
1 Write the correct third per~ forms. 4 Match 'l--B ..... ith iI- h.
,
,wry,....
a ocCilsional1y
, b always
,
.-,
c hardly eve.
j w~tch

4 like
•, d not often

S we~r , f often
6 change ,
, go
B ~tudy
, g SOmelltnH
h usually

9 have S Rewrite the sentenCe1 with the ;l(!ve.bs of

10 use frequency.
We go to tIN! park on Saturdays. (us ually)
2 Complete the sentences with the correct prl!'Senl
simple form of the verbs.
W. !If!/4IIY 99 t9 Ihl Nrt 9~ Sfrurdru
, 1 He takes his mobil", phone 10 work. (often)
, My cousins (live) in Cambridge.

,, ".
Jesl"" (not like) s..... imming.
(study) Eng lish and German.
2 The traffic is bad in th'" morning. (occas iona Ily)

, W.
My fa th er
(not ..... al k) to school every day.
(leach) his tory at my
3 I ride my bi ke 10 school. (not often)

,, school.
(not do) my homework in th e
4 I'm lat", for school . (hardly ever)

, '".
library.
(go) to school by bus.
5 I've got a lot of money. (never)

B You (not watch) TV In Ihe

morn ing. 6 Complete the sentence1 w ith t he correct form of
the verbs in the box and the ildverbs of frequ"'ncy.
Present simple: questions
( "'" go listen meet play watch )
3 Write 'Iue1tions for Ihe allSwerS. Uie a qUe1tion
word where ne<e1!.1ry.
, Maria._ _ _ _ _ _ _ _ _ lhePiano.
(often)
I get up al SIX o·clock. , W. _ _ _ _ _ __ _ _ spCIrt on TV.
, --~------------~-­ (h~rd ly~)
No, she doesn't go shopping .....,t h Kille. She 1 John _ _ _ _ _ __ _ _ .lolhe cinema,
got!' ..... ith her sister.
(occasion ally)
' ~~~~--~------­ 4 Myt"",cher -c___ _____ to he:a'<)'
They play tennis t .....ice a ..... eek.
. ---------------------- ,, meta l music, (never)
friends in Iht
, Yes, I do. I love hip hop musiC.
evenings, (sometim"'s)
6 They i ntere~ted in
She lives near the park.
" "' ..... fi lms. (always)

PHOTOCOPIABl! o O>iford Unl~ty ~" I. JIII'i"!om _I EHGUSH ,uln 17J

l VOCABULARY 0 U,itl
** )
Summary
EV<!ryday object s
bag bus ~5S clothes 10 cud jewellery key ,ing k~ (" plop mak~·up mobile phone
money mpJ pI~ purse sunglasses tic krt wallet watch
Verbs: fr~ time
collect things go<yc:ling/ shopping ! swimming/to It... cinema listen to music meet f.iends
playoompuler games I in a band I sport read maga,,",:>, surflhe int ernd t ake pho!~ watch TV

Everyday objec:ts Verbs: free time

1 (omplete ~ ( r05SWOI'd wit h everydayobj~b. 3 Complete t he dialogue wit h the WOfcH in the box.

comics computer games OVOs English

friends boob mp3 player the cinema

, A Whatdoyoudo inyourfreetimel
B Oh, I listen to my ,
,
and watch
5
A Wha t el ~ do you do l
6 Oh, I read history "________ ,,~

history.
A Do you play ' _ _ _ _ _ _ _ ,
B No, I hate t hem,
A Have you got a hobby ? I
6 Yes, I collect Spidu-Man "_ _ _ _ _ __
2 Complete the sentenCei wfth everyday objros A What do you do after s.chooll
from the ",mm .. ry. 8 I study' .. I ~ pflvate school.

1 fvoe got2.000 songs on m",-======:-

2 "m wearing my (""",unte ~
A When do you meel your'
8 In the evening.
I

this mo<ning: .. white shirt .. nd iI dark blue A Whatdoyouusuallydowithlheml

6 We often go t o .,_ _ _ _ __ _
sli.t.
3 Ifs .-errsuno), today. I'm weanng my
4 Complete the se-nt PrlCP!; w ith t he correct form of
the verbs in lhe box.
4 I've got rTrf photo. my name and myadd~ss 011
m, -,-_---::::
5 I sometimes watch OVDs on my
( Coiled: go(x2) meet surf t~ke )

1 let's _ _ _ _ _ _ _ shopPIng. We can buy

6 I'm catching t ~ t'ilin at one o·clock. I\oe gO! a
7 I don't want to buy a b",s tode! _'Yda),. I've
,~. -----,--,--
8 I can't open the f.on t door! I haven', got my
~me ma ke-up.
2 When I'm on holiday, I always
_ _ _ __ __ .. lot of photos.
1 My cousin s I~ in our ureet. I somctimp!;

9 I want to call a friend but I haven't got my

~
;~:~~~=='~h~.~m~W~h~.~n
4 Do you often
Mybrother
theout.
I go internet?
chi ld ren's
comics.
10 I want to buy some new jewellery but I haven't 6 Do you want to _ _ __ _ _ _ C)'Cl ing on
got much on me.
Sat urday?

PKOTOCOPIABLE o Oxfo<d UnlWBity Pren

llANGUAGEFOCUS 0 U,It2 **
J
Present continuous, affirmative and Present SImple and present continuous
negative " Comp lete the senlenct"S w ith the OOlfect p<esent
1 Complet e the te ~t with the present continuous simple Or pres.,nl continumn form of Ihe verb.
form of the ~ .bs. 1 They (have) blealrfast now.
The fllends arl r..w- (haveh 2 He (study) CYe'Y evenlnS.
good lifT\\! on holidily, leremy and Eva 3 Look! Mum (urry) a lot of
(sing). George bass.
, (pliy) the gUItar. 4 We often _ __ _ _ _ _ (have) dinner in

Julia ' (make)some the garden in Sum~

piU. and Rick' 5 Fiona usually _ _ __ _ __ (sing) in the
(chal) on the inleme! MIke and A1ex shower.
, , _ _ _ _ ___ (ma ke) dinner at the
(carry) some food into
the livIng room. Bmm' moment.
(t alk) to his mum on his mObile. Nick and Sus;e 7 The bin is f ull. My dad _ _ _ __ __ (take)
out the rubbish now.

~ ~~~~~~~~~IW~'~'~'~"I~'~D~'~D. David
and Julia' (cycle) in the 8 Ch r;s is in his bedroom at the moment and he
garden. Karen' (sit) on ~~~~~(ma ke) his bed.
9 I (an', go out right now. 1_ _ _ _ _ __
the sofa. She· (read)
a book. (do) my homewo rk.
10 Sarah always ,--_ _,--_ __ (ta ke) the doS
2 Write negative p'e5ent continuous sentences. fo r a wa lk in the mornins.
Yasmin / not watch TV
5 Complet e the dialosue w ith the ph rases in
t he box.
2 we I not run to Sl:hool
al ways put 'm puttinS usu ally meet hef
3 they I not sit in thl! garden "m w atching "s probably wait ins
go 'm calling you doing
4 Jim I not play I/OlIeyll.ill
Maria! What are' ,
S 1/ not do my homework
M"m
M ana ,' TV.
M" m But it·, friday. On f.id~y)'O u

to dance dass.
Present continuous: questions M ana Oh no! WIle.ea.e mydaroce shoes?

3 Write present continuous questions. M"m

""" .
you. bed.
them under

Judy ilnd o.."'el a rewalchong TV Mari~ Mum, I' on my shoes.

What K I rltu ..., rc~r"4? Can you (all Pau la ?

,.
1 Lookl Tom is runnIng pasltheclass.
M "m Why?
Why 1 before the class. She
Mafia
2 Simon IS talkIng on the phone , for ~ now.
Who tol
M "m OK. I ' he. now.
3 I"m writing an emall. Thanh.Mum.
Ma.ia
Who tol
4 Mum is cook ing dinner in the kit(hen.
What ?
5 Carol and Jack are sinsing.
What long 1

PHOTOCOPIABlE C OdOfd Unl'n"lly Press

 __
l~ VO_C_A_B_U_~__'V_O__U_"_;t_2__l*__*__)__________________________~.J
I

Summary
=AI home: " - - - - - -- -- - - - - ,
a.mchair b.th bed bookcaS<! chair (he~t of draw"" cupboard d~k lamp microwave mirror
picture shower sofa table ward,o~ washing machine
H.".......
dean theca. I the floof /)'00' room clear the table
do the iron ing I the shopping I the wcuuming I the washing-up
make breakfast I lunch I dinner I your bed tidy you r room ta~ out ttM, rubbish Ithe dOS fOl''' wa lk

At home Housework
1 Miltch the rooms l-S and the furniture ri. You 3 Reild th~ d~finitions and .... rit~ lhoe actiYit~ Use
Can millth each room mo,e than once, phrases from th~ summ~ry.
bilthroom
2 bedroom
•b bath
a.mChai • I You dothis .... h~n thl! rubbish bin is full.

3 dining room
4 kitchen
• '"
d microwave
2 You do th is before you put the CleDn washing
b~( k in the wa.dfObe ..::-::::=7::-=.,,:;::::-
S liv ing ,oom e mirror 3 Yo u do this in the dining room afte.you finish a
f shower meal. : :=::::::=::::::::::::::.
g sofa 4 You do this when you clean the plates afte r
h WiSh ing maChine dinner. _ _ __ -,_,--_ _
i ward robe 5 Two t hings you (an do when you tidy
J table your room. and

2 look ill the pictu.e. Then ,ead the !.I!ntMteS ;lnd 6 You dOlhis when there is no food in the fridge.
write the furnitUre word.
7 Yourdog n~ds you 10 do t hisev-trydily.

8 You do this when you cook food at haml! in the

even ing. _ _ _ _ _ _ _ __

4 Complete th~ text .... ith the -ing form of verbs.

It"s1.00Mooday morning and the /ones family
are starting the day. Mrs lones is having a shower
in the bilthroom. Mr Jones is in the kItchen. H/!'s
"",bid breakhst. ~nny lones
is' her ~room. She's
1 It's be~n two pictures. her~.
2 It'S ir> the ~th. It's 7.30. After finishing the breakfast. Jenny is
1 Il's under t he bath.
::-C-:-CCCCCCCCC--the table.
4 It's behind Inethes! of drawers, n's eight o'clock in Ihe evemng. Mrs Jones is
5If sinf.cm tofthebookcase.
========= the
dinner. Mf Jones
ur and JennyisIs
:• the dog for a waik.

PI10TOCOPI AB lE o Oldord Unl~t)I P....s

l LANGUAGHOeU' O Un;" C
** )
J
Past simple WQS, were
1 Wlit e the past simple fOfms of the ~Ibs in the 4 Compl..te the dialogue with WQI, were. WOI,, 't
correct place in the table. Of we"''' 't.
Artur Hi Ann~. When, "_ _ __ _ _ _ ""
... ~ btly carry dine!! finish huny l a ~tweeH

,-
lea~ plan play stop Anna H; Artw. I ,,_ _ __ _ __ on holiday

. y • ./H Artur
Anna
with my mum and dad .
Really? Where were you?
We' in Brighton, in
Irriv&d
England.
Artur Wow! ' it goo(11
, Ann .. NO, it ' The w~ather
doubleCQmorIanl
I,,",!ul_ , horrible and the su
• . ,
" Artw Where did yell st..y?
co ld.

Ann. In a hotel.
Artur , _ __ _ _ _ _ the re a ~w i mming
poo l>
2 Complete the senlenCe5 with the COllect past Anna No, there'
simple form oflhe verbs. Artur • the room s nice?
1 He (meet ) some friends Anna No. they"
in t he park at the wee kend and they Artu . Oh de ar!
(watch) it football ma tch. Ann. It "'_ _ _ _ _ __ a terr ible hol iday!
, "wi ntersowe (not mow) IIere last
(go) skiing in
there WQS, there were
Italy.
, W, (11_) tu it my aunt's 5 Write tNe ~nt~<M about your classroom lut
yea •. Use the affirmative or neg"ti~e lo. m of
Ilou~andwe (ealleake.
the", wQS or tI,e", we,e.
• w, (not arrive) until
r~o',lodandwe (leaw.) 1 two dOOfS

at ~I X O'Clock.
>S"';;;;=====~I:w:'n) prlle
and she
a forsinging
(sing) the song
2 0"" window

again on Ihe I~io.

) fifteen desks

3 Write qUMtions fo< the answers. lke the qUMtion

, a computer
words in ~ box.
, three cupboa rds
( Wt. .., What time When Where WhO )
, a bookcase

,
, Slle \\'ent to Ihe shop ping eentle.

,
~ntychai "

fi~e posters
, She wen t last Saturday. , thirty books
She arr ived at el~n o'clock.
' ~--~~~--------­ 10 twenty ·five ~tudent~
, Slle met a school friend .

She bought a p,e~nt for her brother.

PKOTO<OP IA BLE o Oxford Unl~1ty Prfls

'"
 l VOCABULARY 0 Un;t3 C
** )
J
Su mmary

Life events
be bo rn become a professional J rich buy a hou5e do an exa m get 3 job get m a rried
gr.. duate from university have a child leave home leave ~hool learn to drive
move to another country start a company win a competition
Adjectives: feelings
lo ne ly luclcy nau ghty ne rvous sca ry upset

life events Adjectives: feelings

1 Match 1~1O w it h a-j to milk" life events. ~ Fin d seven " djeclives in Ih" wordsear(h.
, ,
, graduate from professional UANERVOUS

,
,
Win a
golo
b j ob
,
, uniw,sitl'
P l U ( K Y REO

geta exam S ( N A U G H T Y
; doan

,
6 get ,• ma rr ied
E U S ( A R Y G E

,,buy a , competit ion

home T T E 0 W S 0 R N
l ea ~
have a " school
ho use
GE lDN ElVR

" become .. j ch ild 4 (omplete th e senl" nres wilh Ihe word, in

the ooxe,_
2 Loo~ at the informat ion. Then complete t he
sentences. (ute happy lonely nervou s ,ca ry )

1 Wh"n I WaS five years old, I went 10 ><:hoo l for

the first time. I was
j i 2 I passed myexarr.1 I'm really
3 I love dogs. I think they're really
home marr iro
4 lasl year I wenl to live in a big city. At first
, Richard w a nts to 9tfdwIIl trg"! W"iv«itlY
I d idn't have any friends and 1was rea lly

",
He deem"' want to
5 My little brother doesn't li~e clowns, He th in Ks
" they're
, Salah wants to ( lonely lucky nau ghty s<a.y u pset )
'"'
She doesn 't want to 6 I was bad when I was at prim a ry school. I was
"
, John wants to
' · 0'-- - -
7 I won a ten nis (;Ompelili on a yea, ago. I was

'"'
He doesn 't want to
"
'eally' _ _ _ __
8 We ,aw a horro r film at Ihe cinema. It was

'" ally'
9 I'm never
;;;::===_ I've got a big fam;ly a nd
lots of f'i"nds.
10 Ilosl my ,ister's mp3 player. She was really

In ENlillSHPUIU UniO Voabool • ..., PHOTOCOPIABLE Cl Oxford Unh.eofry p",,,

 LANGUAGE FOCUS 0 Unit 4 c** )
Past continuous: affirmative and negative Past continuous: questions
1 Y~terday O<on Oaredevil wa s it i sport Cimp. 4 Orde, the words to make questions about
lDOk at the information. Th<!n write p,ast yesterday. Then answer the qu~tions.
continllOllS ~ntenc«. U~ the W'rbs in the bo~. 1 at 9 p.m_ ! were / your homework I you I doing
( cyc;le run ski swim )
1 sleeping / were / all0 p.m./ you

t OO-BOp.m.

3 walchlng TV I at 8.30 p.m. 1 was I you, family

H O-H)O p.m.

100-4.00 p.m, 4 doing IYOu! at 5 p_m_ 1 what/were

4 00- 4.l0p,m.
--
-~
1 At 2.1 5 p.m. he
Past simple and past continuous
2 At 2.45 p.m. he 5 Tick (.... ) the rom~ct ~nlence.
J At l15 p.m. he 1 • We were walking 10 the park when
4 At 4.15 p.m. he we saw our friends. o
b We wa lked 10 t he park wMn_
2 W,ite negative p,ast continuous ~ntenc~. were ~ingourfriends. o
1 Alex / go / Sl:hool 2 a She swam in the ,iW'r w he n she
was cutting her foot_ o
1 we / h.we / breakfilSI b She was swimming on the ,i~, when
she cut her foot. o
} it / ,a in/this morning J " I was doing my homewor k when the
phone rang. o
4 they / listen 10 / the teache, b I did my homework when t~ phone
was ringing. o
4 " ~ was ~ng the acCid e nt while he
1 (hoosoi! tM correct words. walked t o«hool. o
Ann. did / was doing he' homewo,k when b He saw t he accident while he was
t called. wal king to«hool. o
2 We .,e / we,e w.itingemails all yeste rd.y S " They we,l! havingdinnl!r when I
afternoon. arrived, o
} They wasn't ! weren' t challing on the phone. b They had dinn e r when I was
4 Mum wasn' t ! didn't making lunch for uS when arriving_ o
we .rrived eady.
S He didn't / wnn'! having a shower at 7.30.
6 Why d id you wake me up? I wiS sleeping /
slept_

PHOTOCO PI ABlE o Oxford UnMrsit)' PrtU

l VOCABULARY 0 U, H C
** )
J
Summary
Verb. p.~posltjon : tno'I~ment
climb down (limb up cyc~ through fall olf jum p into jump over run ~found swim ilCf~S
walk under
~phica' fUlur~
desert Falls fortst lake mounUins OCean pole river !<!a V<l1I~

Prepositions: movement Geographical features

1 loolc at tile pictures. Then complete Ill", text. 2 Read the clues and complete the crossword,
Writ· a verb ;md a preposition from t~ bo~s in ~ ~

e~ />a p.

(limbed (xl) cycled jumped (x2)

I I ~
'a" SWlIm walked
I- I
across (x2) around down I- I
,
ir.to ewe, through up
, I-
r- n
~

I- I
~
r-
r- IT
, L

r I r Il
'.j:f' Acros . ..
'--

"0' h;;;;;::::,':'~b:',,~ef than asea.

'~. 5 Th~high~t
Trtic3Ca.
intheworldis

6 Th~ lon~t _~~~_in th~ world is the

NM.

...~ .....

<:~
8 It·~ very cold at the north :-~C-:::-
9 This

- ,
oftr~~.
has got Iot~ of dlffer~nt types

I Everest. K2 and th~ Matterhorn are

First she' a I~. Then 2 Blondini walh·d across the Niagar3

silt' i lOpe bridge and
another tr~. Ned, 4 It's difficult to find water in a ~~~~_
she' ~ rover and she 7 There is often a betw~n two big
to the other side. She got hills.
out of the rive r and' a wall.
Then she ' a tunnel. She
sOme trees and Ihen she
finally arriYed at tile finiSh line.

PfoIOTOCOPIABl£ Cl Oxford University Press

 LANGUAGE FOCUS 0 Unit 5

:\blllty: can and could Comparative and superlative adjectives

1 Complete the dialogue with the correct form of 3 Write the comparative form of the adjectives in
can and could. the correct place in the table.
Sue Jim, '_ _ _ _ _ _ _ yo u swim?
aggressive bad big expensive fast
Jim Yes, I can.
fat good heavy lovely slow noisy
Sue ' _ _ _ _ _ _ _ you swim when you
intelligent long hot )
\.
were seven? ~. -----------------------
Jim Yes, I ' _ _ _ _ __ _
Sue ' _ _ _ _ _ _ _ youswimwhenyou ..
were five?
Jim No, 1'_ _ _ _ _ __
Sue ' _ _ _ _ _ _ _ you play the guitar
when you were seven)
Jim No,andl'_ _ _ __ __ playit
when I was five but I , _ _ _ _ _ __
play it now. I'm v~ry good.
_ _ __ __ _ you play the guitar?
Sue No, I 10._ _ _ _ __ _

Questions with How ... ?

2 Complete the questions with the words in the
box. Then match questions 1-7 with answers a-g.
4 Complete the sentences with the comparative and
How far How fast How high How tall superlative form of the adjectives.
How lon g How many How much Science is more difficult thaM geography but
maths is the most difficult . (difficult)
1 water have we got? 0 Mount Blanc is _ _ __ _ _ _ __
2 students are in the Matterhorn but Mou nt Everest is
. yo ur class) 0 _ _ _ _ _ _ _ _ _ mountain. (hig h)
3 can a cheetah run? 0 Z Meg is _ _ _ _ _ __ _ _ Kate but Jim is
4 is it from London _ _ _ _ _ _ __ . (s hort)
to Edinburgh) 0 3 Scotland is _ _ _ __ __ _ _ Wales but
5 is the River Nile? 0 England is country in
6 is the Eiffel Tower? 0 the U K. (big)
7 is your brothe r) 0 4 Jan is David but
Simon is . (funny)
a About 6,650 kilometres.
5 Sam is Rosie butJil1 is
b About 550 kilometres.
_ __ _ _ _ _ _ _ . (intelligent) I
c About 300 metres.
6 Manchester United is _ __ _ _ _ _ __ ~
I,11
d About two litres.
Chelsea but Barcelona is _ _ _ _ _ _ __ 1
e About 100 kilometres per hour. I
footba ll team. (good)
f About two metres.
7 Samantha is Paul but
g There are about twenty-five, I think.
Helen is . (a rtistic)

i;
1

'I

[I

PHOTOCOPIABLE © Oxford University Press language focus Unit S ENGLISH PLUS 2 181
 VOCABULARY 0 Unit 5 C
** )
Summary
Skills and people
compose, composer cook, cook dance, dancer paint, painter play, player programme, programmer
sing, singer win, winner write, writer
Adjectives
aggressive artistic common domesticated fast heavy intelligent light peaceful practical
rare slow stupid wild

Skills and people

1 Read the definitions and write the skills. 4 Complete the sentences. Use words from the
summary.
make food
2 writ e music Many people think th at donkeys are stupid but
in fact they are quite _ __ _ _ _ _
3 write softwa re
4 do a t ea m sport 2 An n is great at draw ing. She's very
S perform a song
3 In Ea stern Europe there are _ _ _ _ _ __
6 make pictures
pigs th at live in the f orests and mountains.
2 Read the definitions and write the person . 4 My bag is rea lly . I can't lift it.
S The white tiger is a very _ __ _ _ __
1 This person work s in a studio. Colour is usually
animal. There are only a few hundred in the
important in their work.
world.
6 The surname 'Smith' is ve ry _ _ _ __ _ _
2 This person works with food in a kitchen.
in Britain. I know five people called John Smit h.

-
3 This person works with computers.
5 Choose the correct words.

4 This person moves their body and feet to

music. _ _ _ _ _ __ Gill ian is an artist and she likes to paint
1 wild / domesticated animals in Africa. Last
S The voice is very important for t his person.
year she went into the mountain forests
,
to pa int the gorillas. These gorillas are very
6 This perso n works with words.
'common / rare and difficult to find. Finally,
!
7 This person w rites music.
she found a group of gorillas. Gorillas are I
8 The person who comes first in a race or a
usually very quiet and ' aggressive / peaceful
anima ls but they can sometimes be very j
competition. _ _ _ _ _ __ • peaceful / aggressive if they are not sure
of a situation. Suddenly, one of the males
9 This person participates in team games.
ran towa rd s her. A gorilla is very' light /
heavy but it is also very 6 slow / fast. Gillian
climbed a tree and wa ited for the gorillas to
Adjectives move away.
3 Write the opposite of the adjectives.
1 aggressive
2 stupid
3 common
4 heavy
S w ild
6 fa st

182 ENGLISH PLUS 2 Unit S Vocabulary PHOTOCOPIABlE © Oxford University Press

 LANGUAGE FOCUS 0 Unit 6 **
C )
will and won't First conditional
1 Make predictions about the future. Use will (v) or 3 Order the words to complete the conditional
won't ()C) and the verbs in the box. sentences.
I miss / walk / the bus, / I'll/home
( be do invent go live speak drive ) If _ _ _ _ _ _ _ _~_ _ _ __

people / to school/future ()C) 2 if / the exam / pass / you / won't /

People won't go to school in the future.
don't study
1 we / on other planets / next few years ()C) you _ _ _ _ _ _ _ _ _ _ _ _ _ __

3 don't leave / you / now, / be late / for school!

2 a woman / pres ident of the USA / one day (v) you'll
If _ _ _ _ _ _ _ _ _ _ _ _ __

3 people / electric cars / 2024 (v) 4 to Jack's party / we / have / if / go / a good time
We'II _ _ _ _ _ _ _ _ _ _ _ __

4 robots / the housework / soon ()C)

5 won't / enough energy / invents / have /
nobody / if / other forms of energy
We _ _ _ _ _ _ _ _ _ _ _ _ __
5 everybody / Chinese / future (v)

4 Write conditional sentences beginning with If.

6 people / other forms of energy / in the next
century (v) go to the park (v ) take the dog (v)

, he leave now ()C) be late for the concert (v)

'she eat breakfast (v ) be hungry later ()C)

Expressing probability 'it rain tomorrow (v ) I play football ()C)

2 Write predictions about a friend. Use will, won't, 'we shout ()C) they hear us ()C)
definitely and probably. Use the ideas in the box
5 they have a party (v) I tell you (v)
or your own ideas.

If I go to the park. I'll take the dog.

a car rich and famous a village children
married Australia ajob finish leave

When he / she is 15, he / she _ _ _ _ _ __ 2

2 When he / she is 18, he / she _ __ _ __ 3

3 When he / she is 21, he / she _ _ _ _ __ 4

4 When he / she is 25, he / she _ _ _ _ __ 5

5 When he / she is 30, he / she _ _ _ _ __

PHOTOCOPIABLE © Oxford University Press Language focus Unit 6 ENGLISH PLUS 2 183
 l VOCABULARY 0 Un;' 6 C
** )
J
Summary
( ~
I Time and numbers
a billion a century a couple a day a decade a dozen a few a half an hour a hundred
a millennium a million a minute a month nought a quarter a second a thousand
a week a year
Adjectives: characteristics
aggressive (un)ambitious arrogant creative easy-going (un)friendly funny generous
(un)helpful mean modest moody negative outgoing (im)patient peaceful positive
practical serious shy unimaginative

Time and numbers

1 Match HO with a-j. 4 Choose the correct answers.
1 a centu ry aa thousand years If you work hard and you're , one
2 a minute ba hundred years day you' ll be president.
3 a millennium c
ten years a mean b arrogant c ambitious
4 a decade d365 days 2 If you're with your money, you' ll
5 a week '/60 of a minute
e be rich but you won't be happy.
6 a second f seve n days a shy b outgoing c mean
7 an hour g twenty-four hours 3 If you are ,yo u'll enjoy spending
8 a day h sixty minutes your money on yo ur friends and fam ily.
9 a year sixty seconds a negative b generous c modest
10 a month j usually t hirty or 4 If you are ,you won't enjoy
thirty-one days meeting new people.
a f riendly b outgoing c shy
2 Match HO with a-j. 5 If you work w ith small children,you'll need to
1 1,000,000,000 a a thousand be _ _ __
2 1,000,000 b nought a arrogant b patient c modest
3 1,000 c a hundred 6 If you are when you drive, you'll
4 100 d a bil lion probab ly have an accide nt.
5 twelve e a quarter a serious b moody c impatient
6 threeorfour f a couple 7 You won't be popular if you aren't _ _ __ _
7 two g a half a friendly b serious c negative
8 y, h a few 8 You'll make everyone unhappy if you're
9 Y. a dozen _ __ _ at the party.
10 0 a million a positive b generous c moody
9 People will think yo u are ve ry if
you never smile.
Adjectives: characteristics
a serious b peaceful c ambitious
3 Find the opposite of the adjectives in the 10 If you are wi th people, they will
summary. help you when you need it.
negative positivg a easy-going b helpful c practical
1 mean 11 You can think of many interesting things if
2 outgoing you 're _ _ _ __
3 creative a creative b mean c generous
4 arrogant 12 If you are a bout life, you'll always
5 funny be happy.
a outgoing b shy c positive

184 ENGLISH PLUS 2 Unit 6 Vocabulary PHOTOCOPIABLE (1) Oxford University Press
 K' JAG. ;:OCIJS 0 Unit"
**
J
I~ g r",: Cl TI'fnatlve ana !1e~at re Jresent COf'tlnUOUS rOr TutU r

Complete the sentences with the affirmative or "rrangements

negative form of be going to and the verbs. Look at Amanda 's diary for next weekend. Then
complete the text. Use the present continuous for
dance eat have inv ite play future arrangements.
'- /

Kate is thirteen this weekend. She _ _ _ __

_ _ _ __ _ __ _ a birthday party. Saturday gtt-Swftnllli"9
2 She's very popular. She _ _ _ __ _ __ meet Je~~y at g p.m. - see ~ew
_ _ _ _ _ _ _ _~ all of her friends. James Bo~d film
3 She doesn't like birthday cakes. She _ _ __ Sunday visit Gra~dma
_ _ _ __ _ _ __ birthday cake .
play te~~is with Jim at 6 p.m.
4 Suzy and Kim are in a band. They _ _ _ __
_ __ _ _ __ _~ music at her party
5 Her bedroom is too small for dancing. They
_ _ _ _ _ __ _~in her bedroom.
On Satu rday Amanda '_ _ _ __ __
swimming. She and Jenny ,_ _ _ _ _ __
be going to: questions outside the cinema at eight o'clock. They
2 Write questions about Kate's party in exercise 1. _ _ _ __ __ the new James Bond fi lm. On
Sunday she , _ _ _ _ _ _ _ her gran dma. In
when / Kate / be / thirteen?
t he evening she' tennis wit h
he r best friend Jim.
2 who / she / invite?

3 they / dance / anywhere l Imperatives

5 Use imperatives and give advice about what to do
in your town .
• i/l and be going to Visit the art gallery. There are so me fa mous paintiHgs.
Don't speak EHglish all the time. Lear~ a few words
5 Jim and Jack are going on a trip around Europe.
of our la~guage.
Complete the dialogue with the correct form of
will or be going to. 1 a place to visit

Jack Hi Mum! We've ma de our plans for our

trip.
2 a place not to go to
Mum Oh. When are you leaving?
Jack We' leave in a few days.
Mum Right, and how' travel?
3 food to try
Jack We've already got the tickets. We
_ _ __ _ __ travel by train.
Mum Jim 4 _ _____ be sick! He hates
4 a thing not to do
trains.
Jack That was when he was five years old. He
_ _ _ _ _ _ _ be OK. Don't w orry, 5 a sport to try
Mum.
Mum I'm sure you , _ _ _ __ _ _ have a
wonderfu l time.

PHOTOCOPIABLE © Oxford University Press language focus Unit 7 ENGLISH PLUS 2 185
 VOCABULARY 0 Unit "7 **
:;ummary

People in sport
captain champ io n final ist jo urnalist lose r ma nager owner refe ree sponsor supporte r
trainer TV rep orter
Compound nouns: sports
athl et ics basketball cycling football go lf rugby running skiin g swimming table tennis
te nni s champion competition court fa ns instructor match pitch player race season
stadium team tourn ament trophy

People in sport Compound nouns: sports

1 Complete the table. Use words from the summary. 3 Complete the text. Use words from the summary.
.. . • •• f ... We watched the football 1._ _ _ _ __ _

between Barce lo na and Chelsea at the Camp

Nou 2 last night. The players
in each' played really we ll
but Ba rcelona fi nally won 3-1 and received
the' . Al l the Barcelo na
- - - - - - - we re really excited. They were
singing and dancing! It's th e end of the football
- - - -- - _ now so all the players are
having a holiday.

4 Label the pictures. Use compound nouns from the

summary.

, Write the names of the people. Use the singular or

plural form of words from the summary.
Who helps the players get better at their sport?

2 Who buys a football club? _ _ __ __ _

2 _ __ _ __
3 Who watches t he games? _ _ _ _ _ __
4 Whose name do you see on the front of a
spo rt s shirP _ _ __ _ __
5 Who leads the team during the game?

6 Who co ntrols the game? _ _ _ _ _ __

7 Who are the last t wo teams in a competition?
8 Who wins the trophy] _ _ _ _ _ __
9 Who doesn 't w in the trophy?
10 Who decides w ho plays in th e team?
11 Who writes about the game for newspapers?
12 Who ta lks about t he match on te levision?
3 4 _ _ __ _ _
5 Cross out the bold word that doesn't match.
1 table tennis tournament / stadium / team
2 athlet ics champion / player / trophy
3 skiing match / instructor / season
4 golf competition / player / race
5 swimming player / instructor / competition

186 ENGLISH PLUS 2 Unit 7 Vocabulary PHOTOCOPIABLE © Oxford University Press

 LANGUAGE FOCUS 0 Unit 8 (* * )

Present perfect: affirmative and negative Present perfect: questions

1 Complete the table. 4 Jim and Laura are on a school trip to Barcelona .
Complete the questions and answers.
~-'" .'iT..e.-~'\1~). t7-~.-t>f('f~· ~ ~ ':7'

'Thi~g~~!'.~,~ ~~_ l~.U!a

'do
see the Opera House )( v'
tried
painted visit the cathed ral v' v'
4 eat see Camp Nou stadium )( )(

Shave walk along t he Ramblas v' v'

• spoke
w rite postcards )( v'
7 visit
__I-I"a",suJ",ill!",-"s£ee",~,-_ th e 0 pe ra Hou se ?
• drove
No, he has~'t but he's visited the
'fall cathedral.
10 meet 1 _ _ __ __ _ _ _ __ __ the Opera
House?
" bought
Ves, she _ _ _ _ _ _ _ _ _ and she
12 swi m
_ _ __ _ _ __ _ _ the cathedra l, too.
2 _ _ __ _ __ _ _ _____ CampNo u
2 Complete the sentences with the past participles stadium?
of the verbs in exercise 1. No, they _ _ _ _ _ _ _ _ butthey
1 I've never in the Pacific Ocean. _ _ __ _ __ _ _ along the Ramblas.
2 Ben's all of his homework. 3 _ _ __ _ _ _ _ __ _ _ _ _ any
3 I've never a sports ca r. postcards?
4 Nina 's off her bike! No,he _ _ __ __ _ __
5 Th ey've neve r Japanese food.
6 We've my bedroom blue. 5 Write questions with ever. Use the ideas in the
7 She's never a famous person. box. Then answer the questions about you.
8 I've never anything on the
internet. I prefer shops. wifl..a-t-ro~ play in a band
be in a newspaper make bread
3 Write affirmative and negative present perfect ride a motorbike drink tea
sentences.
I-Iave you ever wo~ a trophy?
t hey / swim in the River Nile
Ves. I have. ! No. I have~'t.

2 you / not meet my siste r

2 _ _ __ __ __ __ _ _ __ __
3 He / ride on an elepha nt
3 _ _ __ __ __ _ _ __ _ _ __
4 1/ never / break a leg
4 _ _ __ _ _ _ _ __ __ ____
5 she / not be to the USA
5 _ _ __ __ __ _ __ _ _ _ __

PHOTOCOPIABLE © Oxford University Press Language focus Unit8 ENGLISH PLUS 2 187
 VOCABU LARVO Unit8 (** )
Summary
Expressing emotions • t

bad enthusiastic fond frightened good happy interested scared stressed-out worried
Injuries
bite (verb), bitten (past participle / adjective), a bite (noun) break, broken, a break . bruise, bruised, a bruise
burn, burnt, a burn cut, cut, a cut injure, injured , an injury sprain, sprained, a sprain

Expressing emotions
1 Choose the correct words.
1 Steven isn't very interested / enthusiastic / good in boxing. He doesn't like aggress ive sports.
2 All my life I've been really bad / stressed-out / frightened of spiders.
3 Are you happy / enthusiastic / good at math s? I rea lly need someone's help wit h this exe rcise.
4 Bruce is quite fond / happy / worried of spi cy Mexican food. He loves enchiladas.
5 I love watching ath lete Yelena Isinbayeva. She's so confident. She never looks bad / scared / worried
about losing a competition.
6 She ila 's not at all scared / stressed-out / fond of bungee j um ping. She just does it forfun.
7 I'm really worried / interested / frightened about my exa m resu lts. Are they goi ng to be good enough ?
8 My mum's not at all worried / happy / fond about my st aying out late on a school night.
9 Just relax! What are yo u so scared / bad / stressed-out about?

Injuries
2 Match the phrases 1-6 with the pictures a-f.
1 a broken leg 0
2 a burnt hand 0
3 a cut finger o
4 an insect bite o
5 a bruised leg o
6 a sp rained ankl e o
r;,.€,

"'"
3 Complete the dialogues. Use words from the summary.
Doctor What 's the proble m ?
Patient I fell down the st ai rs and hurt my leg.
Doctor Yes, your ankle is black and blue. That's a very nasty ,_ __ _ __ _
Patient Do you think I've' it?
Doctor No, but I thin k yo u've' it. Don't play sport for a week.

Mum Be careful w ith that knife!

Sam Oh no! I've , _ _ _ _ _ _ _ my finger.

Kerry Hi, Lola. Did you have a good holiday?

Lola Not really. There were too many mosquitoes. I've got ,_ _ _ _ _ _ _ all over my body.
Kerry What abo ut the weather?
Lola It was ve ry hot! I've got a , _ _ _ __ __ back.

188 ENGLISH PLUS 2 UnitS Vocabulary PHOTOCOPIABLE © Oxford University Press

 Complete the dialogue. Write one word in each Choose the correct answers.
gap.
_ maths in Miss Robert's classroo m.
Mary Hello. What 1._~~~_ your name? a We've got
Ada m ·~_ _ _ 's Adam. b There are
Mary Are 1._~~~_ English? c There's
Ada m No, I' not. My mum and 2 My uncle_ house is in Walker Street.
dad 5 Polish. They're from a
Krak6w. b 's
Ma ry Oh, Krak6wl Is 6 nice there) c 's got
Ada m Yes, 7 are many beautiful 3 There _ any games on my dad's computer.
buildings. a haven't got
Mary a you got any brothers or bare
sisters) c aren't
Adam Yes, I' 10
've got 4 My mum's cousins _ from Manchester.
a sister. a are
Mary Is 11 in this school? b there are
Adam Yes, she is. She 12 in year 7. c have got
5 _ a ny notes from yesterday's class?
Read the te xt. Add " or an apostrophe (') to the a There are
bold words to make possessives. b There aren't
c Have you got

My name's Jack Spi nks I'm from Derby, a small Complete the questions wit h t he corre ct form
city in England. My birthday is the 16th of of there is / are or have got (+ subj ect pronoun).
August. I've got three pets - a cat, a dog and a Sometimes both forms are possi ble.

rabbit in the garden. My ' sister name is Sophie. How many students _~~~~~~ in Miss
Smith's ICT class?
We've got a big house in Sm ith Street. It's got
2 _~~~~~~a TV in your music room)
a small garden. My ' parents friends live next
3 When our Engl ish lesson?
door. Their 'children names are Jo and Simon.
4 a French exam tomorrow?
4Jo and Simon mum is my teacher at school I 5 Wha t in her bag?
6 a ny homework fo r ICT?

1 3 > Answer the questions about you . Write complete

2 4 _ _ _ _ __ sentences.
Have you got a pet?
Look at t he t ext in exercise 2. Write questions f or
t he an swers. 2 Is there a scie nce laborat ory at you r school?

Jack's from Derby. 3 Who's your favourite singer?

2 ~ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Jack's birthday is in August. 4 When is your birthday)
3
Yes, he's got th ree pets. 5 What is your best friend's name?
4 _ _ _ _ _ __ _ _ _ _ _ __
Hel' name is Sophie.
5
No, they've got a big house.

II
,I
I
PHOTOCOPIABLE © Oxford University Press Language focus Starter unit ENGLISH PLUS 2 189
I
 VOCABULARY 0 Starter unit C
* * *)
1 Read the text and answer the questions. Draw the 3 Complete the dialogue with nine of the subjects
family tree to help you. in the box.

Harry and Sally have a daughter called Julia art biology drama geography history
and a son called William. Olivia and Alex
l ICT maths music PE social studies

are William and Kate's children. Olivia and Carrie What's your favourite subject, Harry?
Alex have an uncle called Paul. He is Julia's Harry Oh, I like playing the piano so
husband. Harry and Sally have got two other _ _ _ _ _ _ _ is my favourite.
grandchildren called Peter and Mary. They I'm also into painting so Ilike
are Olivia and Alex's cousins. _ __ _ ___ , too.
Carrie I like learning about rivers and mountains
and countries so l is
Who is Harry's daughter's husband?
my favourite.
Harry Do you like 4 ?
2 Who are Olivia's cou sins ' parents?
Carrie Yes, it's interesting. We talk about what is
good and bad in society.
3 Who are Paul's wife's parents?
Harry I'm studying 5 this year.
We learn a lot about plants and animals.
4 Who are Sally's granddaughters' brothers?
Carrie That so unds good. Ilike
6 . We're doing a play by
5 Who is Olivia's aunt's brother?
Shakespeare this yea r.
Harry Wow! Do you study 7 ?
6 Who are Paul's niece's cousins?
You know, dates and kings and things?
Carrie Yes, we do. I don't enjoy it very much.
Harry I really like it. But I hate
2 Complete the sentences with the words in
the box.
Carrie You and I are very different. I like learning
I father-in-law fiance nephew only child about computers and technology.
single stepbrother step mother twins Harry And I don't like 9
Carrie Really? I love running and swimming.
He hasn't got any brothers or sisters. He's an
4 Check the meaning of the words in the box. Then
2 My uncle's son is my mum's _ _ _ _ _ __ choose the correct words.
3 This is John. We're getting married in August.
He's my _ _ _ _ _ __ equipment experiment
problem translation
4 Fiona is my dad 's second wife. She isn't my
mother. She's my _ _ __ _ __
science translation / experiment
5 My wife's father is my _ _ _ _ _ __
2 maths experiment / problem
6 They are brother and sister. They've got the
3 PE problem / equipment
same birth date -17th November 1995. Th ey're
4 French translation / experiment
5 laboratory equipment / translation
7 If you aren't married,you're _ _ _ _ _ __
6 biology problem / experiment
8 My mu m's new husband has a son called
7 English translation / equipment
Adam. Adam is my _ _ _ _ _ __

190 ENGLISH PLUS 2 Starter unit Vocabulary PHOTOCOPIABLE © Oxford University Press
 l LANGUAGEFOCUSQ "";!1 C
* * *l
Write complete sentences about ...
, something you've usually got in your pocket.
J
3 Write sentences with the words in the correct
order, Add the missing verbs.
, Rob / the radio / hard ly ever

2 something you always watch on TV.

2 Jon and Liz / the cinema / on Fridays / usually

3 something you don't often do at the weekend.

3 you / photos / of you r friends / often?

4 something you are never late for.

4 1/ teenage magazines / neve r

S a person you hardly ever see.

S Katie / swimming / w ith Sian / always

6 a person who always loses things.

6 my brother and 1/ chess/ together / sometimes

2 Complete the text with the present simple form

ofthe verbs.
I' (not like) shopping w ith
my mum on Saturdays. The problem is that
she' (not want) to spend
a ny money. She just' (look)
in the shop windows and •._ _ _ _ _ __
(try) on al l the clothes that she likes but we
'_ _ _ _ _ _ _ (never buy) anything.
6
1 (play) basketball w ith my
friends. When mum finally ',_ _ _ _ _ __
(fin ish) shopping, 1'· _ _ __ __ _
(run) to the park and ,,_ _ _ _ _ __
4 Write questions for the answers. Use the words.
(computer games)
Does he like tOlI1puter qall1es?
No, he doesn't, but his siste r loves them.
, (do, Saturdays)
They usually play football but they somet imes
listen to their mp3 players.
2 (always, carry)
No, I sometimes leave my phone at home.
3 (often, cinema)

(meet) my friends. We ",_ _ _ __ __

She goes two or three times a month.
(not play) basketball all afternoon. We also
4 (hate, shoppin g)
11 (listen) to music on our mp3
players and " (talk) about our
Because I've never got any money to spen d.
f avourite pop groups.
S (comics)
My best friend is a big fan of hip hop. He
" (co llect) hip hop COs. I'm not No, but we read a lot of novels.

I
, very keen on hip hop, but I ".____ _ __
(love) listening to rock.

PHOTOCOPIABLE © Oxford University Press Language f.cus Unit 1 ENGLISH PLUS 2 191
 l~_V_O_C_A_B_U_LA_R_Y_O U_ni_tl__(*
__ __*_*_)__________________________ ~J l
1 Write the everyday objects. Use six of the words 3 Paul is doing a class survey. Complete the dialogue
in the box. with the words in the box.

camera comb glasses stamp OVOs stamps make-up collection

scissors sunscreen toothbrush torch mp3 player hip hop friends internet

Paul What do you do in your free time?

Lizzy Oh, I watch' or listen to

\
._ _ _ _ _ _~ music.
• Paul What do you spend your money on?
Lizzy Well, I spend most of my money on music
for my ,_ _ _ __ _ _
2 Paul Do you like shopping?
Lizzy Yes, I do.
Paul What do you buy?

~. "'" Lizzy I sometimes buy some ' _ _ __ _ __

if there's a party at the weekend.

~ Paul Do you spend money on your

-~~~~~-?
Lizzy Yes, of course. I often buy them a coffee.
3 4
Paul Do you ever buy things on the
~~~~~~-?
Lizzy Yes, I spend money on my

Paul What do you collect?

Lizzy I collect , _ _ _ _ _ _ _. I've got some
IS. from all over the world.
=--
5 6
4 Writ .. sentences about your family and friends
using the ideas in the box.
2 Write the everyday objects.
1 It's where you carry your money if you are a boy. chat on the internet clothes
computer games OVOs jewellery sweets
2 It's where you carry your money if you are a girl. listen to music make-up study English
read magazines go swimming play football
3 I use this to clean my teeth. _ _ _ _ _ __
4 When I cut pa per, I use these.

5 You can wear this on your fingers, in your ears 2

or around your neck. _ _ _ _ _ __
6 It's a computer you can carry with you. 3

7 You putthis on your eyes, lips and face. 4

8 You can take photos, send texts ortalk to 5

friends with this. _ _ _ _ _ __
9 When I go to the beach, I always put this on my 6 ~~~~~~~~~~~~~~~_

face. _ _ _ _ _ _~
10Ineedthesetoread. _ _ _ _ _ __
11 I use this to see at night. _ __ _ __ ~
12 I need one to post a letter. _ _ _ _ _ _~

192 ENGLISH PLUS 2 Unit 1 Vocabulary PHOTOCOPIABLE © Oxford University Press

 LANGUAGE FOCUS 0 Unit 2 (* * *)
1 Choose the correct words. 4 Write questions for the answers.
1 It rains / 's raining at the moment.
2 Claudia plays / 's playing tennis now.
3 My parents learn / are learning to use the I usually get up at 7.30.
internet this week. 2
4 My dog often chases / is often chasing cats.
5 Be quiet! I talk / 'm talking on the phone. He's making breakfast in the kitchen.
6 They eat / are eating an apple every day. 3
7 Do you always go / Are you always going to
school by bus? I usually have cereal and toast for breakfast.
8 My sister doesn't like / isn't liking heavy metal. 4

2 Write the sentences. Use the present simple or
present continuous form.
The concert is great. we / have / a good t im e
2 he / make his bed every day
I'm taking my umbrella because it's raining.
5
We usually play basketball on Sunday mornings.
6 _____________________________

I do usually, but my father's taking the dog out

3 What's wrong with Jane? she / cry
th is even ing.
7 _____________________________
4 Bye Mum! we / go to the cinema
I always do the washing-up, then I watch TV
5 He's got a test soon. he / study in his bedroom
and go to bed.

6 they / have a music lesson on Tuesdays Complete the text with the present simple or
5
present continuous form of the verbs.
7 Who / usually / do the washing-up / in your
family? , I I , I I I ( t I ,
8 It / rain today. I / not wear / my sunglasses Lula and her brother lake are on a school excursion.
They 1 (stay) at a
campsite. At home they 2._ _ _ _ _ _ _ _- ' - -
3 Write about three people in your family. Write (get up) at 7.30 but it's 6.30 and they
two sentences about what housework they do .________________ (get up) now. At
and one sentence about what they are doing now. home they 4 (not
often have) bacon and eggs for breakfast. They
·____________ (usually have)
cereal before they go to school. Today they
2 _____________________________ , (eat) bacon and eggs.
Jake 7 (enjoy) his breakfast
but Lula 8 (not like) eggs.
3 She' (hardly ever have) a
cooked breakfast. Jake " _ _ _ _ _- - - -
(have) a great time on the excursion. Ifs cold
and it 11 (rain) but he
12 (be) happy. Lula
" (think) about home.

PHOTOCOPIABlE © Oxford University Press Language focus Unit 2 ENGLISH PLUS 2 193
 VOCABULARY 0 Unit 2 (* * *)
1 Match the words 1-12
with the places at home a-I. ~

1 attic 0 ~
2 b31cony 0
3 basement 0
4 bathroom 0
S bedroom 0
6 garage 0
7 garden 0
8 hall D
9 living room 0
10 stairs D
11 study 0
12 toilet 0

2 Complete the sentences with some of the words 3 Tick (v) the activities which are housework.
in exercise 1.
clear the table 0
Every night my dad puts our car in the 2 clean the floor 0
3 do the vacu uming 0
2 Il ike doing my homework in the 4 do the washing-up 0
_ _ _ _ _ _ _ because there's a big desk. S have a bath 0
3 We put our coats and umbrellas in the 6 have breakfast 0
_ _ __ ___ by the front door. 7 make breakfast 0
4 We often have a barbecue in the 8 makeyourbed 0
_ _ _ _ __ _ in the summer. 9 take out the rubbish 0
S Every night I climb up the _ _ _ _ _ _ _ to 10 tidy your room 0
go to my bedroom. 11 wa tch TV 0
6 We've got a bathroom and a _ _ _ __ __ 12 write an email 0
in our house.
7 Our washing machine isn't in the kitchen. It's 4 Write two sentences about you for each category.
downstairs in the _ _ _ _ _ __ Use the activities in exercise 3.
8 My mum puts all myoid toys and old things you always do
furniture at the top of the house in the I alway~ make my bed after I aet up.

9 My mum and dad like to sit on the

_ _ _ _ _ _ _ and look at the garden. 2 things you sometimes do
10 My favourite room is the _ _ _ _ _ __
I like sitting on the big sofa and watching TV in
the evening. 3 things you hardly ever do

194 ENGLISH PLUS 2 Unit2 Vo(abulary PHOTOCOPIABLE © Oxford University Press

 lANGUAGE FOCUS 0 Unit 3 C
* * *) I:

1 A detective (D) is interviewing a bank robber (BR). 3 Complete the text with the past simple form of
Complete the dialogue with the correct form of the verbs in the boxes.
was or were.
D M r James. Where ' yo u last be go meet not sleep stay
Thursday? swim take
BR What time lastThursday?
last year Jack' camping in
D Where' you at eleven o'clock last
France with his family. They ' _ _ _ _ _ __
Thursday?
a tent with them but they ,._ _ _ _ _ __
BR I' at home.
D No, you ' . You ,_____ in in the tent every night. They sometimes
•_ _ _ _ _ _ _ in a hotel and Jack
Smith Street.
'_ _ _ _ _ _ _ in the pool. There
BR No, I , _ _ ___ . I ' at home.
_ _ _ _ __ _ usually lots of people on the
D there anybody at home with
campsite and he'_ __ _ _ _ _ some really
you?
interesting people.
BRYes, my mum and dad' with me.
D I don't believe you . Your parents ( buy eat finish like speak not want )
" with you!
BR Yes, they 11 • Then we went to the
He' excellent food in some
bank in Smith Street ... oops! local cafes. He really'_ __ _ _ __
the cheese and the bread of the region. He
2 look at the information. Then write past simple " some presents for his friends
sentences. Use ago, last or yesterday.
in the market and 11 to them
my dad / buy / new car / Wednesday (It is now on his mobile every day. But when the holiday
Saturday.) 12 , he 13 to
My dad bought a new car three days ago. come home.
1 we / not do / our homework /Thursday
evening (It is now Friday evening.) 4 Use the words to write sentences in the past
simple.
1 Where / you go / on holiday last August?
2 1/ go to / Fred's party (It is now a week later. )

3 1/ be born /1997 (it is now fourteen years later.) 2 be / a lot of people in the park

4 they / arrive / in Belgium (It is now a month

later.) 3 you like /thenewJames Bondfilm?

5 there / not be / a cinema here / in February

(It is now July.) 4 not be / any problems last time

6 Julia / learn to drive / in April 5 she / not play / tennis last Monday
(It is now October.)

6 I watch / the footbal l match / two weeks ago

7 David / get married / Saturday
(It is now Monday.)

PHOTOCOPIABLE © Oxford University Press Language focus Unit 3 ENGLISH PLUS 2 195
 VOCABULARVOUnit3 C
***)
1 Write the life events. Use four of the phrases in 3 Match 1-4 with the opposite adjectives a-d.
the box. 1 boring a confident
2 shy b horrible
pass your exam / test fall in love
3 calm c interesting
get a degree have an accident
4 nice d nervous
have an operation get engaged
learn to drive wear a brace
4 Complete the sentences with the adjectives in
exercise 3.
2
Naomi doesn 't like meeting new people and
goingto parties. She's very ____________
2 I like learning biology. I think it's

3 She quickly made fr iends at her new school.

The students were really _ ____________
4 I studied very hard all last week. I'm
_____________ that I'm going to pass the
exa m.
S He never gets angry. He's very

6 I never watch game shows on TV. I think they're

7 My little brother is . He
always pulls my hair.
8 Yesterday, Jake drove a car forthe first time.
He was very but he soon
relaxed.
2 _____________________________
5 Complete the text with the words in the box.
3 _ _ _ _ _ _ _ _ _ _ __ _ _
4 _____________________________
had an accident brace ca lm fell in love
got engaged got married graduated
2 Complete the sentences with the life events in the horrible nervous
box in exercise 1. Use the correct form.
Whe n Romeo saw Juliet, he immediately My sister and Sam met at university and
they 1 immediately. They
2 The dentist says my teeth are OK but he wants 2 from university a year ago
me to for six months. and two weeks later they , _____________
3 atthe new driving They 4 last month. I was
sc hool in the town centre. at their wedding. My sister was beautiful. She
4 Last year I had appendicitis. I went to hospital smiled and talked to everyone. She was very
and 1 _______________
'_____________ but Sam wasn't. He was
S When Rob and Sal ly __________________ really 6_____________ a ll day. I couldn't smile
he gave her a beautiful diamond ring. because of my 7 • I hate it. It's
6 Jenny studied hard last year and she • • Poor Sam. He only passed
_______________ ! She was really happy. his driving test two months ago. When they left
7 Tom went to university for three yea rs and he after the wedding, he • ' • He
__________________ in history.
crashed into my dad's car.
8 The first time Karen drove her dad's car she
________________ . He was very angry!

196 ENGLISH PLUS 2 Unill Vocabulary PHOTOCOPIABLE © Oxford University Press _.....
-.
 11
I'
LANGUAGE FOCUS 0 Unit 4 * * *)
C

1 Look at the information. Then write affirmative 3 Complete the text with the past simple or past
or negative past continuous sentences about the continuous form of the verbs.
people. Last yea r my friend Louise
__________________ (have) a very
frightening experience. She was on holiday with
07.00 Joanna run park
her pa rents. They 2 (stay)
11.30 Juliet write letters home in an old house in the middle of a forest. One
evening she' (go) to bed
15.00 Andrew swimming sea
when sudden Iy she ' _________________
16.30 Rosie textfriends cinema (hear) a noise. It' (come)
19.00 Tim watch a DVD friend's house from the room above her. There was somebody
upstairs. He 6 (wa lk)
19.00/ Juliet around the room. It wasn't her mum and dad
Julie! was~'t watchi~a a DVD at a friend's house. because they ' __________________ (talk)
1 07.00/ Joan na downstairs. She 8 (get)
out of bed and' (open)
her bedroom door. She " _________________
2 11.30/ Rosie (climb) up the stairs when the noise
11 (stop). She
" (run) downstairs and
3 15.00/ Andrew 13 (call) to her parents.
When they" (go)
upstairs, they" (not find)
4 16.30/Tim anything. Perhaps it was a ghost.

4 Complete the dialogue.

Ana to the concert in
2 Look at exercise 1 again and write past continuous the pa rk yesterday?
questions for the answers.
Matt Yes, I did. I went with Jody.
Ana Was it good?
Matt Yes, it was. 2 great!
In the park. Ana Which bands' ?
2 ________________________________
Matt A lot of different bands were playing, but
Carla Baggage was my favourite singer.
At half past eleven. Ana
, any ofthe songs
3 from her new CD?
Matt Yes, she did . She played all ofthem.
No, Tim wasn't swimming. Andrew was. Ana Did you' ?
4 ________________________________
Matt Yes, 6
dancing with Amy when it
She was texting friends. to rain.
5 Ana What' do?
Matt We didn't do anything We got wet but we
At seven o'clock. , a greattime!

PHOTOCOPIABLE © Oxford University Press longuogetocus Unit4 ENGLISH PLUS 2 197

 VOCABULARY 0 Unit 4 C
* * *)
1 Complete the text with prepositions. 4 Write the geographical features. Use six of the
words in the box.
My best friend likes extreme sports.
Last Saturday morning she jumped beach cave forest hill island lake
·_ _ _ _ _ _ _ of an aeroplane. In the rapids river stream waterfall
afternoon she cycled 2._ _ _ _ _ __
a high mountain and then ran
_ _ _ _ _ _ _ the other side to the
bottom. On Sunday she ran ten kilometres
, a lake and then she sailed
._ _ _ _ _ _ _ it. In the afternoon she
jumped , _ _ _ _ ___ her motorbike
2
and rode home.

2 Complete the sentences. Use the correct form of

the verbs in the box and a preposition.

( climb cycle fall jump sail ski sWim )

3 4 _ _ _ _ _ __
My cat was at the top of the tree so my dad
_ _ _ _ _ _ _ __ a ladder to get it.
2 It was very hot so we all
_ __ _ _ _ __ _ the swimming pool.
3 We were the is land
in my uncle's yacht when we saw a beautiful
beach.
4 Mybrother _ _ _ _ _ _ _ _ _ hisbike
5 6
and broke his arm.
5 Let's _ _ _ _ __ _ _ _ to the other side
5 Complete the text with some of the words in the
ofthe lake. box in exercise 4 .
6 My uncle is planningto _ _ _ _ _ _ _ __
Dan Drake is a stuntman. Last year he worked
France on his bike next summe r.
on a spy film in South America. In one scene Dan
7 Last w inter we a
fe ll off a bridge and into a ,_ _ __ _ __ .
mountain in Italy. We went re ally fast.
The water was moving very quickly. Suddenly,
he was in some 2 with rocks
3 Cross out the things you can't do.
all around him. Soon after, the river became a
1 You can swim across / up and down / under _ _ _ _ _ _ _ . Dan went over the top and
a pool. fell 30 metres into a ' . In the
2 You can climb down / through / up a mountain. water there were water snakes and piranhas
3 You can go under / across / down the sea. trying to eat him.
4 You can drive across / through / up a road.
5 You can fly off / through / around bad wea ther. In another scene he walked through a
6 You can walk into / over / around a house. _ _ _ _ _ _ _ . The trees were full of
7 You can walk under / through / over a bridge. spiders and snakes. Then he climbed up a small
S You can fall down / over / off a bike. , . At the top there was a dark
9 You can walk into / around / down the world. _ _ _ _ _ _ _ . A small'_ _ _ _ _ __
10 You can sail around / off / across the Atlantic. was coming out of it and the water was smoking.
It was volcanic and very hot. Dan's job was to ru~
through t he water. He burnt his feet. Poor Dan!

198 ENGLISH PLUS 2 Unit4 Vocabulary PHOTOCOPIABLE © Oxford University Press

 Complete the dialogue with questi on wo rds.
--~--~-- - -
Compare the people, places or things. Use the
Quizmaster OK, Holly. Answerthese questions comparative form of the adjectives in the box.
and yo u are the Genius of Britain .
aggress ive artistic beautiful clean
Ready)
Holly
Quizmaster
Yes, I'm ready.
,. _ _ _ _ _ _ _ is Yam
--
\ expensive fieh strong

Bill Gates / the Queen of England

_../

Bhandari's hair?
Bill Gates ig richer thaM the QUMM of fMgiaMd.
Holly Er, one metre.
1 a shark / a dolphin
Quizmaster Wrong! ' _ __ _ _ __ can a
cheetah run ?
Holly Er, about twenty kilometres an
2 Samson / Arnold Schwarzenegger
hour.
Quizmaster Wrong! 3 are the
Olympic games?
3 the Alhambra / the Eiffel Tower
Holly Er, every two years.
Quizmaster Wrongl' is
Mount Everest?
4 cats / dogs
Holly Er, 7,000 metres.
Quizmaster Wrong! ' is it to
the moon ?
5 Pablo Picasso / Wait Disney
Holly Er, 200,000 kilometres .
Quizmaster Wrong! '
answers have YOLl got correct?
6 a Ferrari / a Fiat
Holly Er, none.
Quizmaster Correct! That's one point.

2 Write questions for the answe rs. Use question

1. Complete the questions. Use the superlative form
words.
of the adjectives in the box. Then answer the
questions.
r~--------------------,

I could jump 1 m 50 cm when I was eight. • happy hot interesting practical tall t asty)1
2 ______________________________ ,~~~------~~~----------~.

I can run 100 met res in 13.5 seconds. Who _ _ _ _ _ _ _ ____ boy in the class)
3 Answer:
metres)
A boa constrictor? Sometimes they can grow to 2 Which _ _ _ __ ______ subject at
fou r metres. school? Answer:
4 _______________________________ 3 What _ _ _ _ _ _ __ ___ memory you
I can throw a ball about twenty metres. have) Answer:
5 4 Which ___________ month in
summer? Answer:
We went to the cinema three times last year. 5 What _ _ _ _ _ ______ skillyou have)
6 Answer:
6 What _ _ _ __ _ __ ___ foodyoucan
I couldn't swim when I was five. I learnt to cook) Answer:
swim when I was ten years old.

I
PHOTOCOPIABLE © Oxford University Press language focus Unit 5 ENGLISH PLUS 2 ~
 VOCABULARVO Unit 5 C
** *)
1 Write the person. Add -er or -or. 3 Match 1-6 with their opposite adjectives a-f.
1 act 1 wild a artistic
2 direct 2 peaceful b rare
3 build 3 practical ( strange
4 translate 4 noisy d domesticated
5 design 5 common e quiet
6 instruct 6 normal f aggressive
7 photograph
8 clean 4 Complete the text with the adjectives in
9 research exercise 3.
10 conduct
Sunday mornings are peaGeful for
2 Read the clues and complete the crossword. me because my little brother goes to
football practice. My brother is very
'_ _ _ _ _ _ , always shouting and
playing loud music. This is a
, •_______ Sunday morning for me:
I get up late and have a lazy breakfast. The
house is ' ; I can't hear a
sound. That's when I love to paint. I want
to go to art school when I'm older because
I'm very , _ _ _ _ _ __

But last Sunday was very different. I woke

• animals. They weren't .,_ _ _ _ _ __
this person teaches people a skill, e.g. how
to drive
2 this person builds houses and buildings
3 this person does drawings to show how
something will be made
4 this person works with computers
5 this person makes films for the cinema
6 you can see this person in a theatre or in films
7 this person changes text from one language
into another
8 this person writes music
9 this person uses a camera
up really early, at about six o'clock.
I looked out of my window and saw a lot of
animals like cats and dogs. They were
, animals - three
elephants, a lion and two giraffes. It's very
'_______ to see these animals
in a zoo or a safari park, but I think it's
very • to see them in the
garden of a house!
It was quite scary because lions can be
, animals, but they
were just standing there, looking up at
me. It was all very '0._______
I shouted for my mum. She's a very
" . person and always
knows what to do in an emergency. Then
my mum woke me up. She said I was
shouting about wild animals in my sleep!

200 ENGLISH PLUS 2 Unit S Vocabulary PHOTOCOPIABLE It) Oxford University Press
 LANGUAGE FOCUS 0 Unit 6 (* * *)
1 Complete the dialogue with '11 I will or won't. 3 Write the conditional questions. Then write true
Write definitely and probably in the correct place. answers for you.
Sue Do you think Zack' 1 what / you do / if / it be sunny / on Sunday
come to my party on Saturday?
Maria Yes, he 2
(definitely) come to the party. Don't
worry.
Sue What about his sister? 2 if / you not see / your friends on Saturday /
Maria Sorry, but she 2 what /you do
(definitely) be here. She's going to stay in
Paris for another week.
Sue Do you think Zack 4
phone us when he's leaving Paris?
Maria Don't worry. He 5 3 wha t / your teacher do / if / yo u arrive late / for
(definitely) be here on Saturday evening. class tomorrow
Sue What time?
Maria He said nine o'clock.
Sue Oh dear! 6 he be in
time for the party?
Maria Yes, of course. I' meet 4 what / you study / if / you go to un iversity
him at the station.
Sue How' you get from
the station to the party?
Maria My dad'
(probably) drive us in his car.
Sue Areyou sure? 4 Write the first conditional sentences.
Maria Relax. We" be late. I 1 you eat all the chocolate -+ you're sick
promise!

2 Match 1-6 with a-fto make a sequence. Then 2 they don't revise -+ they don't pass the exam
complete the sentences with the correct form of
the verbs.
1 If it (rain), 0 3 there aren't any trains -+ we take a taxi
2 If she (not go) out, 0
3 Ifshe (watch) Star Pops, 0
4 Ifshe (wa nt) to be a 4 it is sunny tomorrow -+ we go to the beach
pop star, 0
5 If she (not practise)
every day, 0 5 I become rich and famous -+ I move to 8everly
6 Ifshe (not improve), 0 Hills

a she (need) to practise every day.

b she (want) to be a pop star.
6 my pa rents go to Paris -+ t hey buy me a
c she (not go) out.
souvenir
d I (get) a headache.
e she (watch) Star Pops.
f she (not improve).

PHOTOCOPIABLE © Oxford University Press Language focus Unit 6 ENGLISH PLUS 2 201
 VOCABULARY 0 Un it 6 C
* * *)
1 Write the numbers. 4 Find opposite pairs of adjectives in the box. Write
1 1,000,000,000 them.
2 1,000,000
big-headed confident dishonest foolish
3 1,000
generous hard-working honest lazy
4 100
mean modest quiet · sensible shy
5 12 talkative
6 30r4
7 2
S Y,
9 Y.
10 0

2 Write the times.

1 1,000 years
2100years
3 lOyears 5 Find the adjectives in exercise 4 that have the
4 365 days same meaning as 1-4.
5 31 days arroga nt
6 7 days 2 silly
7 24 hours 3 practical
S 60 minutes 4 peaceful
9 60 seconds
10 '/60 of a minute 6 Complete the sentences with some of the
personality adjectives in exercises 4 and 5.
3 Write the answers.
My sister always buys me a nice birthday
How many is three dozen? present. She's very _ _ __ _ __
2 My brother loves going t o parties and meeting
2 How many weeks are in a year? peop le. He isn't _ __ _ _ _ _
3 Some people think they are the best at
3 What is a half and a quarter? everyth in g. They're _ _ _ _ __ _
4 Whe n Jim ha s a problem, he always
4 How many noughts are in a billion? chooses the best so lution because he's

5 How many seconds are in a day? 5 She studies a lot and tries to pass her exams.
She's _ _ __ __
6 How many minutes are in a quarter of an hour? 6 He always tells the truth. He's

7 How many days are in a decade? 7 Cycling at night without any lights is a
_ _ _ _ _ _ th ing to do.
S How many yea rs are in a couple of decades? S He never does any wo rk. He's ve ry

9 How many hours are in fou r days? 9 My sister loves chatting to people. She's

10 How many decades are there in a millennium?

10 My mum is really cleve r but she never talks
about it. She's ____ _ _ _

202 ENGLISH PLUS 2 Unit 6 V.cabulary PHOTOCOPIABlE © Oxford University Press

l LANGUAGEFOCUSQu,;t7 C
***l
J
1 Jim is an athlete. Write his coach's instructions. 3 Jim is talking to his coach. Choose the correct
Make affirmative and negative imperatives with forms.
the verbs and phrases in the boxes. Coach OK, Jim. The big race is next Sunday. I've
got you r trai ni ng plan.
drink not eat get up run
Jim OK, coach.
sleep not st ay out
Coach 50. ' don't get up / get up early every day
and 2 run / don 't run ten kil ometres.
early every morning late at night OK. coach.
Jim
pizza s and chips ten kilometres every day
Coach For lunch 2 eat / don't eat healthy food
two litres of water a day eight hours a night
like steak and lots of vegetables.
Jim Ah ... tomorrow I • ' 11 have / 'm having
lunch wit h my gi rlfriend.
2
Coach No, yo u aren't. You' '11 have / 're going to
3
have lunch with me!
4
Jim OK coach but my girlfriend 6 will / isn't
5
going to like that.
6
Coach Jim, this ra ce is very impo rt ant.
Jim It 's my girlf riend's 20th birthday on
2 Jim is training for the world championship. Look
Wed nesday.
at his coach's schedule. Write questions with be
going to. Then write the answers. Coach OK, but 1 stay / don't stay out late.
Jim But coach! She 8 's having / '11 have a
Daily schedule pa rty. It starts at eleve n o'c lock.
Coach What ? You must be in bed at ten o'clock
Get up: si x o'clock
before a race.
1 Run ten kilometres
Jim But coach! She' '11 / 's going to never
2 Lunch: steak and vegetables
speak to me aga in.
, Meet me at the gym
Coach Jim, you 10 won't be / aren't being world
4 Bed: ten o'clock
champion if yo u go to parties.
Jim OK, coach.
W hat time is he goi~g to get up? Coach So, what time n will you / are you going
He's goi~g to get up at six o'clock. to get up?
1 How far ? Jim I" '11 / 'm going to get up ea rly.
Coach And what 12 w ill / are you going to do?
Jim I " 'm running / 'm going to run te n
2 What ___________________________ ki lometres.
-----------------------------?
4 Write about your plans for the weekend.
3 Who __________________________

--------------------------------?
4 What time _________________________ ?,

PHOTOCOPIABLE © Oxford University Press Languagef.eu, Unit7 ENGLISH PLUS 2

 VOCABULARVOUnit7 C
***)
1 Write the names of the people in sport. Use the 2 Complete the table with the words in the box.
words in the box.
tJal-l--gey commentator competition
ball boy commentator linesman finalist linesman manager match
runner-up substitute umpire referee runner-up substitute
tournament trainer umpire

ball boy

2
3 Write the names ofthe people.
, An athlete who is second in a race is the

2 If a football player has an injury, the manager

will send on a to play.
3 Someone w ho works on television and talks
abo ut the game is a _ _ _ _ _ __
4 The person who controls a te nnis match is the

5 are at a tennis match to

give the balls to the playe rs.

4 The football manager is talking to his players.

4 _ _ __ __ Complete the text with the words in the box.
3
champions fans final match runners-up
season stadium team trophy

OK. This is the big '_ _ __ _ _ _. It's the

end of the ' and you're in the
_ _ _ __ _ _ . I know you can win. Yo u play
for the best ' _ _ _ _ _ __ in the count ry.
Right now, out there in the ,_ __ _ _ __
there are 60,000 , _ _ _____ . You don't
want to be the 7 • You want to

win and be the' . At the end of

this eve ning you're going to be holding the most
important ' in Europe: The
European Cup !
5 6 _ __ _ __

204 ENGLISH PLUS 2 Unit 7 Vocabulary PHOTOCOPIABLE © Oxford University Press

 LANGUAGE FOCUS 0 Un it 8 C
* * *)
1 Write what these people have or haven't done. 1 how many countries visited?
Use the correct form of the present perfect and
the phrases in the box.

never eat seafood stay in a five-star hotel 2 whe re swum with sha rks?
never lose a match never travel by plane
swim in tRe PaEiRE QEean be to Paris

They went to Hawaii on holiday.

They've swum in the Pacific Ocean.
3 ever travelled across a desert?
1 I like Fran ce.

2 They are the bestteam in the country.

3 My sister loves expensive hote ls.

4 Complete the dialogue with the present perfect
form of the verbs in the box.
4 My dad is scared offlying.
bring (x2) ffieEk never cross ever ride
5 I'm allergic to fish. never ride meet see

Ellie OK Steve. Are we ready for the expedition

2 Use the words to write affirmative or negative across the desert?
sentences in the present perfect. Steve I think so.
we / not visi t / the new museum Ellie Have you checked everything on
the list? Where are the camels?
2 Ben / meet / Penelope Cruz Steve They're over there under the trees.
Ellie a camel?
3 1/ never / sing karaoke / in my life Steve Yes, I have. last yea r when I was in Egy pt.
Ellie Good. Now,' lots
4 Jason and Sue / go / to Australia of water?
Steve Yes, I have.
5 you / not see / our new garden Ellie What about the food?
Steve No problem. I ,_ _ _ _ __ _ __
food for two months.
3 Read the fact file. Then write the questions and Ellie Good. ' our
answers on the right. guide?
Steve No, he isn't here yet. He'll be here in about
Name: Ellie McKay an hour.
Ellie OK. We'll sta rt when he arrives. Now,
Job: extreme adventurer _ _ _ _ _ _ _ _ _ my hat?
Countries visited: twenty Steve Yes, it's on you r head.
Climbed: fifteen mountains in the Alps Ellie Sorry, Steve. I'm a bit nervous. I
Extreme adventures: swimming with sharks in 6 a camel before.
South Africa; canoed up the Amazon river Steve And we , _ __ _ _ _ __ _ a desert
Next project: travel across the desert with Steve before!
(first time in a desert!)

PHOTOCOPIABlE © Oxford University Press Language focus Unit 8 ENGLISH PLUS 2

 VOCABULARY 0 Unit 8 C
* * *)
1 Complete the sentences with only one suitable 4 Match the injuries 1-7 with a treatment a-g.
word. 1 cut you r finger a haveanX· ray
Anyone can have a phob ia. All my life I've been 2 got an insect bite b put a bandage on it
really f rightened frogs. 3 broken you r arm c put co ld water on it
2 Myfatherwasn't all happy 4 brui sed your leg d t ake a painkiller
about my sister taking hi s motorbike. 5 sp rained your ankle e put some ice on it
3 I love extreme sports. I'm especia lly keen 6 hurt you r shoulder f put so me cream on it
_ _ _ __ __ pa rachute jumping. 7 burnt your ha nd g put a plaster on it
4 Joanna is very at languages.
She speaks five languages qu ite we ll. 5 Complete the dialogues with the treatments in
5 I've never fond of dark exercise 4.
chocolate. I prefer milk chocolate. Doctor What's the problem?
Patient I think I've got a broken arm.
2 Write true sentences about yourself with the Doctor Well, you need to
adjectives. Use the modifiers in the box.

( not at all quite not very very really )

~. --------------- Doctor What's the problem?
I'm really good at speaking fnglish. Patient I've got a horrible insect bite
1 interested Doctor We ll, I'll give you
·_ _ _ _ _ _ __ _ to put on it.
2 fond

Doctor What's the problem?

3 worried
Patient I've got a burnt hand.
Doctor Did you put ,. _ _ _ __ _ _ __
4 scared
on it ?

5 enthusiastic
Doctor What's the problem?
Patient I had an accident wit h a knife. I was
3 Choose the correct words. cutting vegetables.
Did you know that most' injuries / injured Doctor I'll' on it.
happen at home? Small children are especially at 000
risk. They can fall down stairs. Sometimes they Doctor What's the problem?
' bruise / bruised an arm or leg. Perhaps they get Patient I think I've got a sp rai ned ank le.
a' sprained / sprain. But it can be w orse and they Doctor OK. We'll need t o
might · broke / break an arm or a leg. Kitchens _ _ __ _ _ _ __ on it.
are also dangerous. Knives can' cut / a cut and
cookers can' burnt / burn. Small ch ildren must
also learn about pets. If a small child hurts a pet, Doctor What's the problem?
the animal will sometimes 7 bitten / bite the child. Patient I was playing football and I've got a
bruised foot.
Doctor Did you •._ __ _ _ __ _ _ on it?

206 ENGLISH PLUS 2 UnitS Vocabulary PHOTOCOPIABLE © Oxford University Press

 PAIRWOR K 0 Starter unit

STUDENT A STUDENT B
1 look at Family tree 1 and answer Student B's 1 look at Family tree 1. Ask Student A questions
questions. and complete the tree.

Family tree 1 Family tree 1

ames 1- - 1 OriS

I I
1 Angela 1- John
Tt Eliza
rB .,
1"

I I I I
,
Esther Louis
iT Frank Sophie t; tT

2 look at Family tree 2. Ask Student B questions , 2 look at Family tree 2 and answer Student A's
and complete the tree. questions.

Family tree 2 Family tree 2

,--,

I I

0 TT -0 Rick tt Joe

I I I I
Tt Ellie t t Alex Olivia tt Ellie Tom t

Useful expressions Useful expressions

Questions Answers Questions Answers
What's Alex's mother's name? It's Nicola. What's Sophie's father's name? It's Gerard.
How do you spell that? N-I-C-O-L-A. How do you spell that? G-E-R-A-R-D.

PHOTOCOPIABLE © Oxford University Press Pairwork Starter unit ENGLISH PLUS 2 207
 PAIRWORK 0 Unit 1

STUDENT A
1 How often do you do the things in the table? Put a tick (v) in the correct boxes.

How often do you ... ~' aiwaYs ~?t:,~,~. _often1~ f.;;"so';'etimes '~ nol often r ii' h~;dly ·';~~~\.i i!\<,: nev~i t'« 0'
use a mobile phone?
wear make-up?
goto an internet cafe?
carry an ID card?
wear sunglasses?

Then think about Student B. How often do you think he / she does the things in the table?

I think Student B ... ~. , \'.

. always often ! sometimes ' . noloften .
.
hardly ever "
',1
never",';
*
use a mobile phone
wear make-up
go to an internet cafe
carry an ID card
wear sunglasses

2 Ask and answer questions with Student B to see how well you know each other.
Example: How often do you use a mobile phone?

--------- ------------------------------------ ------- ------------X

STUDENT B
1 How often do you do the things in the table? Put a tick (v) in the correct boxes.

How often do you ... t always - often sometimes . not often hardly ever ' "1
never ,_

listen to an mp3 player?

wear jewellery?
lose things?
go shopping for clothes?
wear a hat?

Then think about Student A. How often do you think he / she does the things in the table?
\ not often hardly eve, ••. never ' ,.
I think Student A ... always . often sometimes ·
listen to an mp3 player
wear jewellery
lose things
go shopping fo r clothes
wear a hat

2 Ask and answer questions with Student A to see how well you know each other.
Example: How often do you listen to an mp3 player?

~ 08 ENGLISH PLUS 2 Unit 1 Pairwork PHOTOCOPIABlE © Oxford University Press

•

l,__ __u_n_it_2____________________________________--JJ
PA_I_R_W_O_R_K_Cl

STUDENT A
1 You are at a party with Student B, but you don't know many people. You only know the boys and
Student B only knows the girls. Ask Student B questions about these girls and find them in the picture.
1 Sophie 2 Sally 3 Julia 4 Martha 5 Alicia

2 Now answer Student B's questions about the boys at the party.

Useful expressions
Questions Answers
What's ... doing? He's ...
Is ... -ing? Yes, he is. / No, he's ...
- - - - - - - - - - - - - -- - - - -- - - -- - - - - - - - - - --- - - - - - - ---- --- ------ - --------~

STUDENT B
1 You are at a party with Student A, but you don't know many people. You only know the girls and
Student B only knows the Answer Student t>:s questions about the girls.

2 Now ask Student A questions about these boys and find them in the picture.
1 Jake 2 Carl 3 Jimmy 4 Ronnie 5 Alex

Useful expressions
Questions Answers
What's ... doing? He 's ...
I
Is ... -ing? Yes, he is. / No, he's ...

PHOTOCOPIABLE © Oxford University Press Pairwork Unit2 ENGLISH PLUS 2 209

....
~
co

~
z
c. STUDENT A
~
;;;
...E
:z: Complete the questions in the table. Then take turns to ask your questions and write the answers about a famous person.
You ask your question first each time.
)g
....
'" ;>0
~
,."c: , When I born? When was he born? lJe was born in 1'110. (be born) in London
o;>0
w
;><;
~
~.
2 Where I grow up? Where did he grow up?
3 When I join Manchester United?
(go) to school in London
(leave) in 2003
o
C
;;. ::s
4 Where I move to? (get) married in 2000 ;+
5 Who I get married t o? (have) three children w

6 When I wi n the Cha m pions' League? (move) to th e USA

7 When I buy a house? (buy) a house in Los Angeles

Who is the famous person?

x
STUDENT B
Complete the questions in the table. Then take turns to ask your questions and write the answers about a famous person.
Student A asks his / her question first each time.
Who is the famous person?

, (be born) in 1970 Where I born? Where was he born? lJe was born in London.
2 (grow up) in London Where I go to school? Where did he go to school?
3 (join) in 1995 When I leave Manchester United ?
C()
4 (move) t o Madrid When I get married?
~
a.
5 (get ) married t o Victoria How many ch ildren I have?
c 6 (win) in 1999 Where I move t o?
:::I
~.
7 (buy) a house in 2007 Where I buy a house?
Ul
~.

"iil Who is the famous person?

~
•
°AIRWORK 0 Unit 4
STUDENT A
The Daredevil family were busy at eight o'clock
yesterday evening. Look at the pictures and write
what each person was doing. Use the
past continuous.
M rs Daredevil _ _ _ _ __ __ _ _ _ __
•
Gra ndma Daredevi l _ _ __ _ _ _ _ _ __
Katie _ _ _ _ _ _ _ __ __ _ _ _ __
El lie and Ma ry _ _ _ _ __ __ _ _ _ __
2 Ask Student B questions about what the other
members ofthe Daredevil family were doing.
Complete the sentences.
1 Mr Daredevil _ _ _ _ _ _ _ _ _ _ __
2 Grandad Daredevil _ _ __ _ _ _ _
3 Jimmy and Mike _ _ _ _ _ _ _ _ __ _
4 Thedog __________________________
3 Now answer Student B's questions.
·
Useful expressions
lQuestions
Wh at was ... doin g?
,------------------------/
Answers
He / She was ... ,
PHOTOCOPIABLE © Oxford University Press
STUDENT B
1 The Daredevil family were busy at eight o'clock
yesterday evening. Look at the pictures and write
what each person was doing. Use the
past continuous.
Mr Daredevil _ _ _ _ _ _ _ _ _ _ _ __
Grandad Daredevil _ _ _ __ __ _ _ __
Jimmy and Mike _ _ _ _ _ _ _ _ _ _ __
Thedog ________________
2 Answer Student A's questions.
3 Now ask Student A questions about what the
other members of the Daredevil family were
doing. Complete the sentences.
Mrs Daredevi l _ _ _ _ _ __ __ _ _ __
Grand ma Daredevil _ _ _ _ _ _ _ _ _ __
Katie _____________________________
Ellie an d Mary
Useful expressions
Questions
What was ... doing?
Answers
He / She was ...
Pairwork Unit 4 ENGLISH PLUS 2 211
 PAIRWORK 0 Unit 5

STUDENT A
1 Complete the questions with the words in the box.

( fa r high many much often old )

1 How brot hers and siste rs have you got?

2 How is you r best fri end?
3 How water do you dri nk a day?
4 How can you swim underwater?

5 How can you jump?

6 How do you go to the ci nema?

2 Complete the table in exercise 1 with information about you. Then ask Student B questions 1-6 and write
his / her answers.

3 Now answer Student B's questions. How much do you have in common with Student B?

Useful expressions
about ...
once / twice / three t imes a week / month

--- -- - ---- ------ ----- - - ----------- - ----------- - -- - --- - - ---- -----x

STUDENT B

1 Complete the questions with the words in the box.

( fa r fa st many much often tall )

,.You Student A
1 How do you t idy yo ur bed room)
2 How languages can you speak?
3 How is your home from school?
4 How ca n you run?
5 How money do you spend on sweets a week?
6 How are you?

2 Complete the table in exercise 1 with information about you. Then answer Student A's questions.

3 Now ask Student A questions 1-6 and write his / her answers. How much do you have in common with
Student A?

Useful expressions
about ...
once / twice / three times a week / month

212 ENGLISH PLUS 2 Unit S Pairwork PHOTOCOPIABLE © Oxford University Press

 PAIRWORK 0 Unit 6

I
STU DENT A STUDENT B
1 Imagine you are planning an expedition into the 1 Imagine you are planning to cross a desert. Read
jungle. Read the questions in the About you table the questions in the About you table and answer
and answer them w ith your own ideas. them with your own ideas.

Where will you sleep?

11 I',: ,~,,,,,,<

Where will you sleep?

." "'ii{"''': ,r Rl'. -:: 'I

What wil l you do if you see a snake' How will you get wate r?

What two important th ings will you take' What animals will you t ake with you?

What kind offood wi ll you eat? How will you cook your food?

Which book will you take with you? Wha t will you do if it gets very cold at nig ht?

What clothes will you wear? What music will you take wit h you?

2 Answer Student B's questions. Answer with 2 Imagine Student A is planning an expedition into

I
complete sentences. the jungle. Look at the About Student A table. Ask
Example: Student B Wh ere w ill you sleep ? Student A questions with will and write his / her
You I' ll sleep in a t ent . answers.
Example: You W here w ill yo u sleep?
3 Now imagine Student B is planning to cross a Student A I' ll sleep in a tent .
desert. Look at the About Student B table. Ask
Student B questions with will and write his / her ... . .~' -"',:t'
, . '~~"".,
';
.
,~ .
answers. where / sleep?

where / sleep? what do / if / see a snake'

how / get water? whattwo important things / take'

what animals / t ake with you? what kind offood / eat?

how / cook yourfood? which book/ta ke with you?

w hat / do / if / it gets cold at night? what clothes / wear'

what music /take w ith you?

3 Now answer Student A's questions. Answer with
complete sentences.

PHOTOCOPIABLE © Oxford University Press Pairwork Unit 6 ENGLISH PLUS 2 213

 l ' AIRWOR. 0 Unlt7
J
STUDENT A STUDENT B
1 Imagine next weekend is a holiday. Complete , 1 Imagine next weekend is a holiday. Complete
your diary with your arrangements. Use the id eas your diary with your arrangements. Use the ideas
in the box or your own ideas. Leave two spaces in the box or your own ideas. Leave two spaces
when you are free. when you are free.

meet your cousin go to a tennis match meet your cousin go to a tennis match
play computer games with friends play computer games with friends
go to see a film have lunch with your aunt go to see a film have lunch with your aunt
go to a friend 's party go to a sports club go to a friend 's party go t o a sports club
play in a tennis tournament go swimming play in a tennis tournament go swimming
watch your favourite TV programme w atch your favourite TV programme

;', i>- " ...1~ :\h,"f

~~otif <4. !.,'- ,~ .. : if;;;'". ">~T r';-'T,- : ZI;" ~.,.
:Mydiary
a
' .: -,' ...' . , .f; l :Myd.aryf' ., .. :
-. .. ~ !_'" ~T
"-~, . '
~ ~~
(, .......' ,
, . '

Friday Friday
mornin g mornin g
aftern oon afternoo n
evening evening

Saturday Saturday
morn ing morni ng
afternoon afte rn oo n
evening even ing

Sunday Sunday
morn ing mornin g
afte rn oon afternoon
eve ni ng evening

Friday
Student 8's diary
.. ' Friday
ItS~udent ~s diary. , !,,~;'-... '1.... ' -.> dIt:'
mo rn ing morning
afte rn oon afternoon
eveni ng evening

Saturday Saturday
morning mornin g
afte rnoon afternoo n
eveni ng even ing

Sunday Sunday
morning morning
afternoon afte rn oon
eve ning eve ning

2 Ask and answer questions with Student B about 2 Ask and answer questions with Student A about
your arrangements. When is Student B free? your arrangements. When is Student A free?
Make an arrangement with him / her for one of Make an arrangement with him / her for one of
those t imes. those times.

Useful expressions Useful expressions

Are you doing anything on Saturday afternoon? Are you doing anything on Saturday afternoon?
What are you doing on Friday evening? What are you doing on Frid ay evening?
Have you got any plans for Sunday morn ing? Have you got any plans f or Sunday morn ing?
Would you like to ... on Saturday evening ? Wou ld you like to ... on Saturday evening?
Yes, please. / Sorry, I can't. I'm ... Yes, please. / Sorry, I can't. I'm ...

x
214 ENGLISH PLUS 2 Unit 7 Pairwork PHOTOCOPIABLE © Oxford University Press
,
PAII1:WORKO UnitS

uutNT A Df~T
•

B
I
, H3veyou ever done t he Inings in table Al , Have you ""..,done the th ings in tabl .. B'
W,ile y es or no. Wri teye< or no.
, B
I

"I thefowerof londQnl

/oho " o,film /
, ,
,,
2 A~k about Student B and MoI.y in t~ble B_ 2 Answer Student A's questions about MM.ry and
B you in table B.
~Qlldlon ...~! S t . ! B ~ MlI)' . hampl.. :
Student A Have you ever ..aten snaa,/
eat /ln.il,> ,., Yes, I have. / No, I haven't.
be /In ~ new.pa.,. ,?
spr. 'nl an .nk ~'
,.,
Student A Ha s Mary ever eaten snails?
Yes, she has./ No, she h"sn't.

I
watch I ~ horror film? 3 Now ask about studenl A ,md (hoirli~ in
tabk A.
pI~ I i mu.;ut in.tJul1'\t'/'U
m~t l ",m..aM f.om ILlIy?

Exampl e:
,,, Have you e~r ea ten snails?
touch la ,na ke'

Student 8 Yes, I have. I No, I haYe"'!' boe/toEngl~ n dl

,., Ha, Mary ever eaten snails?

Student 8 ~. ,tw, has., No. she hasn't.

3 Now answer Student 8's questions about Charlie

and you in table A.

PIIOT(l(OP'A SLE
'" J
 Introduction
Why use drama?
Drama provides students with the opportunity to bring
language alive in a fun and entertaining way, and for
th is reason it is an incred ibly useful tool for language
learning. Students reinforce what they have been
learning in the Student's Book, but, having a script, they
don't have the pressure of worrying about what they
are go ing to say next. As soon as they start performing,
students wi ll be communicating with each other, but
using the language of different characters. This 'getting
into a role' alleviates any anxiety students might have
about making mistakes.
English Plus dramas
Each drama is set in a different location and is written
to be performed by small groups of students for the rest
of the class. There are roles for both confident and less
confident students. Al l ofthe language can be found in
the Student's Book, so students shou ld be familiar with
the words used.
The dramas are easy to prepare, easy to perform and
designed for use w ith mixed-ability classes.
When to use the dramas
As each drama relates to and recycles the language
found in the previous three units of the Student's
Book, use them as a fun, end-of-term activity, or after
completing the following blocks of units:
• Designer shopping after Unitsl-3
• What's my job? after Units 4-6
• Wanted: Singer! after Units 7-8
Teaching notes
Each drama is accompanied by individual teaching notes
to help prepa re the students for the performance. These
include:
• a summary outlining what happens in each drama
• a list of character descriptions
• information about props required (objects needed
in the drama)
• any vocabulary and useful expressions that may
need to be pre-taught
There are also ideas for drama warm-up activities and
notes on preparing the students for each drama.
216 ENGLISH PLUS 2 Drama
Preparation and performance
Drama warm-ups
These are fun games and exercises, which are li nked to
each drama , to introduce the theme. They are designed
to relax the students and break the ice before they
embark upon the perform ance. They can all be done in
the classroom.
Preparing the classroom
As with the warm-ups, each drama is designed to be
performed in a regular classroom. Decide where th e
performance space is going to be. Even if space is
limited, it is still possible for small groups of students
to perform for the rest of the class at the front of the
classroom. Prepare the performance space before you
ask the groups to perform the drama forthe class.
Preparing the students
• Before performing the drama, play the recording for
students to listen to whilst follOWing the text. Check
that they understand what happens, especially the
stage directions.
• Ask volunteers (seated at their desks) to read parts of
the text aloud.
• Divide the students into groups and ask them to
decide which character they are each going to play.
Ask them to read the drama in their groups.
• Ask the students to think about stagi ng, e.g. the
pos it ions onstage of the various characters and where
they are going to move.
• Ask them to practise the drama again, this time
standing up and moving aroun d, remembering to
speak loud ly and clearly and thinking about their
physical actions. ,
1
Performance
Encourage students to read and act with as much
enthusiasm as they can. They shouldn't just read their
lines without feeli ng - they should exaggerate their
voices and their reactions. The performers and the
audience will enjoy themselves much more if the drama
is performed confidently and with a sense of humour.
Follow-up
At the end of some ofthe dramas there are ideas
for fol low-up activities. These include videoing the
performances and othe r exercises, such as improvising
further dialogue between characters.
PHOTOCOPIABLE © Oxford University Press

Summary
This drama is about two teenage fri ends, Emily and
Jo, who are shopping together, looking at clothes in
an upma rket designer shop. They become very excited
when Johnny Noise, the rock star and thei r idol, comes
into the shop with his assistant Henry. Emily and Jo want
to try and get his autograph, but decide to listen in to his
conversation before approaching him. He is looking for
shirts but is very rude to Natalie, the sales assistant, and
Henry. Suddenly a journalist bursts into the shop to take
photos of Johnny, and Jo and Emily are spotted. Will they
get the autograph they want?
Characters
• Emily is a teenager w ho loves clothes and pop music.
Johnny Noise, the rock sta r, is her idol and
she is extremely excited when he enters the shop. She
is di sappointed to discover what he is really like.
• Jo is Em ily's friend, but they don't go to the same
school. She also likes Johnny Noise, but quickly realises
he is not the wonderful person she thought he was.
• Johnny Noise is a very famous thirty-something
rock sta r. Celebrity has turned him into a very rude,
demanding person, who doesn't care about other
people's feelings.
• Natalie is the twenty-year-old sales assistant in the
designe r clothes shop. She doesn't really like her job
and is therefore slightly rude to customers. She cannot
stand celebrities like Johnny Noise.
• Henry is Johnny Noise's personal assistant. He is in his
mid -twenties. He is a nice person but can't stand up
for himself and lets Johnny boss him around. He
is quite anxious.
• The journalist is a member of the paparazzi who is
always trying to spot celebrities to take photos of
them. This character can be male or female and has
few lines, but needs to be loud and pushy.
Preparation
Props
• items of clothing in the shop - a skirt, T-sh irts,
trousers, a jumpe r, shirts (these could be mimed)
• a mobile phone for Emily
• a magazine fo r Natalie
• a pa ir of sunglasses for Johnny (not essential)
• a bag and a wa llet with 'money' for Henry
• a bag for Natalie to put Johnny's shirts in
• a camera for the journalist
PHOTOCOPIABLE © Oxford University Press
r
Vocabu lary and useful expressions
• Pre-teach the following:
anymore autograph cas h desk cute
des igner fas hionabl e Grammy
jumper ru de
• Re ad the following expressions and ask the students
to find them in the text:
I suppose Can I help yo u ? me t oo
You see! Smi le! Come on!
• Check that students understand the meanings.
Dram a warm-up
This game can be played sitting in a circle, or at the
students' desks. Tell the class they went shopping
yesterday and bought lots of things. Get them tothink of
one item in English that t hey might have bought. Ask for
a volunteer to start. Tell them they need t o say ' I went
shopping and I bought .. .'. They must name the item they
bought, e.g. 'I went shopping and I bought a banana.'
Then the next student has to add their item to the list,
e.g. 'I went shopping and I bought a banana and some
I
jewellery: and so on around the class - a real memory
test !
Performance
~ 3.22 Follow the preparation and performance
guidelines in the Introduction on page 216. In addition:
• Ask the students to think about positioning the
characters on stage to show the different areas of
the clothes shop, i.e. Emily and Jo on one side, hiding
behind a clothes rail, and Johnny Noise and Henry on
the other side with Natalie. Ask them t o also dec ide
the position of the cash desk and the shop entrance.
• Make su re the students think about showing their
characters' reactions to each othe r, particu larly those
of Henry. How does he look when Johnny is rude to
him? And how w ill the audience see Emily and Jo's
opin ion of Johnny changing?
• When the journa list bursts into the shop, there could
be more than one journalist with thi s cha ract er,
cl icking cameras and shouting 'Johnny!' to create a
real feel ing of the paparazzi.
Follow-up
Yo u could ask the students to choose a character and
w rite a blog about what happened in the shop, from that
character's point of view. Johnny's perspective would be
very different from that of Natalie's, for example l
Drama ENGLISH PLUS 2 217
 DRAMA 0 Designer shopping

<c::::»

[Emily and 10 are looking at clothes in a designer clothes [Emily's mobile phone rings. She answers it.]
shop. The sales assistant, Natalie, is reading a magazine.
Emily Hi, Mum. [pause] I'm shopping with 10, from
Emily holds up a skirt.]
my swimming club. [pause] My homework?
Emily What do you think ofthis?
Is it OK if I do it later? [pause] Thanks, Mum.
10 Not much. See you soon.
Emily Don't you like it?
[lohnny Noise and his personal assistant, Henry, enter the
10 It's OK, I suppose. [She holds up a T-shirt.] shop. 10hnny looks at some clothes.]
I love this, it's really cute.
Emily My sister's got one. It's really expensive! 10 Emily, look! It's lohnny Noise!
10 That's because it's got a designer label. Do Emily What?! Where?
you wea r designer clothes to school? Jo He's over there - near the cash desk.
Emily No way! I wear a uniform. [Johnny goes over to Natalie. She is still reading a
Jo I don't wear a uniform, but I'm not allowed magazine.]
to wear designer clothe s. It's against th e
rules. Johnny Are you reading or are you working?
[Natalie looks up.]

218 ENGLISH PLUS 2 Drama PHOTOCOPIABLE © Oxford University Press

 1 :JRAMA Q Designer S/70fJping
l
Nata lie [boredJCan I help you? Henry These are nice shirts, Johnny.
Emi ly [toloJThis is amazing ! I'm really into Johnny Joh nny OK. I want ten of those.
Noise!! He's my favourite rock starl Natalie That's £500, please.
Jo Me tool I'm a big fan. I love his music. Let's
get his autograph! {Johnny looks in his jacket pocket.}
Em ily OKI Wait, let's listen. Johnny Where's my wallet? My wallet is always in
[They hide behind some clothes.] my jacket I I never lose t hings! Henry!
[Henry is looking in his bag.J
Johnny [to NatalieJ I need new clothes - designer
clothes, of course. Johnny What are you doing?
Henry [pointing at some trousersJ Do you like these, Henry I'm looking for your wallet. It's not here.
Joh nny? Maybe you left it in the car.
Johnny Henry, I'm not talking to you . I'm ta lking to Johnny Have you got any money with you?
her. You don't know anything about style. Henry Er,yes.
[Nato lie holds up two T-shirts, one in each hand.J [lohnny holds out his hand.]
Natalie Do you like this, or this) Johnny £500.
Johnny No, I hate them both . I don't like wearing Jo [to EmifyJ He's really horrible.
T-s hirts.
Jo [to EmilyJ He doesn't like T-shirts! I love [Henry gives his money to lohnny lohnny gives it
T- shirts. to Natalie.]
Emily Me too, but Johnny always wears nice Johnny Here you are.
clothes.
[Natalie gives lohnny his shirts in a bag.]
[Natalie holds up a jumper.J
Natalie Your shirts.
Natalie What about this jumper? It's very
fash ionable. [A journa list with a camera runs into the shop.]
Johnny I can't stand it! I don 't want to buy a jumper. Journalist Johnny! Johnny ! Smile!
I want to buy stylish clothes. I am a styl ish John ny Ohl Yes, yes, take my photo!
guy. Do you know who I am? I'm Johnny
Noise! I won a Grammy last year. I am a star. [lohnny smiles for the camera.J
I was famous when you were still at school! Journalist [to la and EmifyJ Are you Johnny's friends?
Natal ie [boredJ Really) Come on girls, get in the photo!
Joh nny Yes ! When did you leave schooP Emily [to la} Come on!
Natalie About th ree years ago.
[Emily and la go over to lohnny and smile for the
Johnny You see! Three years ago I sang in London at camera.]
my bi ggest concert in front of thousands of
people. It was fantastic. Johnny Stopl [to la and EmifyJ Who are you?
Emily [toloJ I remember that! I saw it on TV ! Jo Emily, run!
Jo Don't you think he's a bit rude? [10 and Emify run out of th e shop, laughing.]
Em ily Yes, he is.
Johnny Emi ly We didn't get his autograph!
Shi rtsl I prefer wearing shirts l
Jo I don't want his autograph any more!
[Henry holds up some Shirts.] Do you)
Emily No, I don't!

r
PHOTOCOPIABLE © Oxford University Press Drama ENGLISH PLUS 2 219 d
 Summary
This drama is a television quiz show called What's my
job? It is hosted by Bob Smart and involves two teams,
the Red Team (Susie and Peter) and the Blue Team
(Monica and Frankie), who compete against each other.
The teams have to guess the job of the special guest,
Carly, who has a broken leg. The teams take it in turns to
ask questions and the first team to guess what Carly's
job is wins. The prize is a surprise to one member ofthe
w inni ng team, and not a welcome one!
Characters
• Bob Smart is the TV host of the quiz show What's
my job? Bob is in his forties, and is very loud and
enthusiastic. He is very smiley and a bit of a caricature.
The student playing Bob needs to be very confident.
• early is the guest whose job the teams have to guess.
She is in her thirties and is a stunt woman in films.
She is a friendly person, very pleasant and natural. She
broke her leg during her last stunt.
• Susie is on the Red Team. She is in her twenties and
she loves to talk. She is more interested in being on TV
than finding out what job Carly does. Susie is not very
competitive and just wa nts to have fun and be seen.
• Peter is also on the Red Team. He is in his thirties,
very competitive, keen to win and ta kes the quiz
very seriously.
• Monica is on the Blue Team. She is a loud character in
her thirties, who thinks she knows everything about
everything. She gets frustrated wi th her fellow tea m
member, Frankie. She is quite annoying!
• Frankie is also on the Blue Team. He is twenty and a bit
of a dreamer. He doesn't do well in the quiz because
he doesn't pay attention.
Preparation
Props
• f ive chairs for Susie, Peter, Monica, Frankie and Carly
• four desks for Susie, Peter, Monica and Frankie
• crutches for Carly (or a walking stick)
• a CD player and music for the theme music
• individual props to indicate the different characters
would be useful, e.g. a suit jacket and tie for Bob,
brightly coloured jewel lery for Susie, glasses for Peter,
a hat for Monica and an mp3 player for Frankie (to
show he's not paying attention)
220 ENGLISH PLUS 2 Drama
Vocabulary and useful expressions
• Pre-teach the following:
applaud audience base-jumper brave
crutches landing nudge parachute prize
SFX (sound effects) team theme music
• Read the following expressions and ask the students
to find them in the text:
centre stage Oh dear! at a t ime
your turn you're kidd ing No way!
• Check that students understand the meanings.
Drama warm-up
Ask the students, in pairs, to think of a job for which they
know the English word. (They can use this opportunity to
find out new English words.) In their pairs, ask students
to practise a very short mime showing this job. For
example, one could be a dentist and the other a patient
having their teeth checked. Then ask a pair to come and
demonstrate their mime at the front of the class. Once
they have f inished, they as k 'What's my job?' and the
class guesses, in English. Repeat with other pairs.
Performance
~ 3.23 Follow the preparation and performance
gU idelines in t he Introduction on page 216. In addition:
• Ask the students to think about the very beginning of
the drama. They need to create th e atmosphere of a
TV studio where a show is about to go on air. What are
the characters doing? Bob may be checking his hair,
the contestants may be chattin g, or looking nervous,
• Get the students to have fun with the SFX (sound
effects). They can choose some music to play for the TV
show theme music, or they could make up their own .
• Ask the students w ho are watch ing the drama to
be the TV audience and to appla ud loudly at the
appropriate moments. Also encourage the audience to
react when they want to, e.g. by laughing or cheering.
• Make sure the performers show when their characters
are talking to each other orthe ca mera. Get the
students to decide exactly where the camera is.
• Bob is the only character who gets to walk around
during the scene. He is quite energetic, so maybe the
performer would like to have him flittin g between the
two tea ms a nd Ca rly.
Follow-up
If you have access to vid eo recording equ ipment, you
could get the students to film the dra ma, and watch it
on TV afterwa rds, just like an actual TV quiz show.
PHOTOCOPIABLE © Oxford University Press
•

DRAMA 0 What's my job?

,
\11

BJ,UE
TEllII

[Bob Smart, the host of What's my job? is waiting to start
the show. The two teams of contestants, the Red Team
(Susie and Peter) and the Blue Team (Monica and Frankie),
are sitting behind their desks. There is an empty chair
centre stage.]
[SFX: TV show theme music}
Bob [to the camera} Hello, and welcome to What 's
my job?, the quiz show where the contestants
must be good at guessing! Let's meet our
teams! This evening in the Red Team, we have
Susie and Peter!
[Audience applauds. Susie and Peter wave to camera.}
Peter [to Susie} Yes, I know. [to Bob} Hello, Bob!
Bob [to the camera} And in the Blue Team, we have
Monica and Frankie!
[Audience applauds. Monica waves to camera. Frankie
looks around.}
Monica [to Bob} Hello, Bob. It's good to be here.
[Frankie isn't listening. Monica nudges him.}
Frankie [to Monica} What? Oh, er, [to Bob} hello!
Bob OK, let's play What's my job? But first we need
to meet our special guest! And this evening, our
special guest is ... early!

Susie [to Bob} Hello, Bob! [to the camera} Hello, [SFX: TV show theme music]
everyone! [to Peter} We're on TV!

PHOTOCOPIABLE © Oxford University Press Drama ENGLISH PLUS 2 221

 DRAMA 0 What's my j ob?

[Carly enters. She has a broken leg and is walking on Bob [to the camera] Ha ha!
crutches.] Carly Probably both!
Bob Hello, Carly! Oh dear, what did you do? Bob BlueTeam?
Carly Hi, Bob. I broke my leg at work. Frankie Can you paint or sing?
Bob Oh, no! [to the teams]Teams, can you guess [Monica puts her head in her hands.]
Carly's job? You can ask questions and the first
team to guess is the winner l Are you ready to Carly I don't kn ow anything about painting and I
play? [to the camera] Are you ready? OK, let's can't sing !
play What's my job? Peter What will you be doing in Februa ry?
Carly Hmmm ... next month? Oh,yes! If my leg is
[SFX: TV show theme music]
better, I'll be skiing down a really high mountain
Bob OK, Red Team, you start. What's your fi rst in Canad a. Then I' ll be runn ing through f ire.
question? Monica I know you r job! You're a ski in structor! Or a
Peter What were you doing when you broke your leg? firefight er?
Carly Good question! It happened while I was Bob No, Monica, she's not a ski instructor or a
jumping off a building in Los Angeles. firefighter. Red Team? Susie?
Susie Los Angeles! [to the camera] I love LA! All those Susie Are you the most ambitious in your office?
shops! [to early] What was th e weather like [to the camera] I'm rea lly ambitious!
when you were there? Carly I don't work in an office. I usua lly work outsid e.
Peter [to Susie] Susie! We're only allowed one Monica Are you ever impatient at work?
question at a time! Carly No, not usually. Sometimes I need to wait f or a
Susie What/! long time so it's a good idea to be patient.
Bob Yes, Susie. Peter's ri ght ! BlueTeam, you rturn! Bob Last question Red Team!
Monica Hi, Carly. I th ink I know your job. Are you a Peter If I go to t he cinema, wi ll I see you in a film)
base-j umper? Carly Yes, you w ill!
Bob Nice guess, Monica, but base-jumping is an Bob Take a guess, Peter!
extreme sport, not a job ! Red Tea m ? Peter Are you a stunt woma n ?
[Monica looks angry] Carly Yes, I am! I'm a stunt woman in films. I first
started doing stunt s when I was nineteen years
Susie OK. Carly, was it scary when you jumped off the
old.
building?
Susie [to the camera] Wow!
Carly It wasn't too scary. It was a bad landing, though,
Monica I knew that! I knew that!
which wasn't nice.
Frankie Eh ? What?
Susie It sounds impossible!
Bob Well done, Peter. Well done, Red Team. You're
Bob OK, Bl ue Team! Frankie?
the winners this evening! And you r prize is ...
[Monica nudges Frankie.] you wi ll go to work with Carly next month!
Frankie How did you survive?
Susie [to Bob] What? Go to work with her? I don't
want to be a stu nt woman ! No way ! Th at's not
Monica Frankie! She was wearing a parachute, of
a prize! I'm leaving! Bye!
cou rse!
Peter Susie?!
Carly Mon ica's right, I was.
Frankie Oh, I see! [Susie leaves.]
Peter Carly, do you travel a lot in your job? Bob [to the camera] Ahem, er, yes, OK, that's all from
Carly Yes, I do. What's my job? See you next week !
Monica Where did you t ra vel last month? [SFX: TV show theme music]
Bob Good questions, Peter and Monica!
Carly I went to Italy and to Peru, which was amazing.
In Peru I swam in th e Amazon River, where
there were crocodiles.
Susie Really? You're kidding! [to the camera] She was
lucky to survive! [to Carly] Are you brave or
stupid?

222 ENGLISH PLUS 2 Drama PHOTOCOPIABlE © Oxford University Press

 Summary
This drama is about a pop band called The Tortilla Chips
who are looking for someone to replace Jez, their singer
who has lost his voice. The band is about to go on a
world tour so they need to find a singer qUickly. Their
manager, Rick, is busy finalising things for the tour and
leaves the band to audition someone by themselves.
Sammy arrives and answers the band's questions,
although he is rath er confused by being asked about
his musical tastes and whether he has ever sung with a
band before. When the band gets him to sing, it is clear
he is a terrible singer and Bell a, the gUitarist, loses her
temper. Rick returns to hear all the commotion and it
is only then that we discover the reason why Sammy
th inks he had come to meet The Tortilla Chips.
Characters
• Rick is the manager of the band. He is in his thirties,
confident and likes to get things done. He appears at
the beginning and the end of this drama.
• Jez is the lead singer of the band and has lost his
voice. He is twenty-three and is not at all happy as
he doesn't want to miss the world tour. The student
playing Jez must speak in a loud whisper.
• Dan is the drummer and he's twenty years old. He is a
comic character who likes to laugh and play jokes. He
doesn't take anything seriously.
• Sella is the guitarist. She is also twenty and is quite
dramatic. She gets stressed quite easily. She gets very
cross with Sammy.
• Mimi is the keyboa rd player. She's twenty-two and a
gentle, kind character. She likes to look after others.
She has quite a lot of lines so the student playing her
role needs to be confident.
• Sammy is the character who comes to audition for
the band, thinking it's an interview for a chef's job in
a restaurant. He's twenty and a nervous cha racte r, but
f rie ndly and eagerto please.
Preparation
Props
Unless you have access to musical instruments,
improvise with boxes for drums, an umbrella for a guitar,
etc.
• a microphone
• a guitar for Bella
• drums and drumsticks for Dan
• a keyboard for Mimi
• a jacket for Sammy
PHOTOCOPIABLE © Oxford University Press
Vocabulary and useful expressions
• Pre-teach the follow ing ,
alternative audition company confused
gig panic record terrified ' tour whisper
• Read the following expressions and ask the students
to find them in the text,
lose your vo ice I'm really fed up.
That's enough. Calm down. Go for it!
• Check that students understand the meanings.
Drama warm-up
The students can play this game sitting in a circle, or at
their desks. Each student holds up ten fingers (or five, if
you want a shorter game). One by one each student asks
a question in English, e.g. 'Have you ever been to Paris?'
and al l those students who have been to Paris must
put one finger down. If they haven't been to Paris, they
don't put a finger down. The questions can all be in one
particular tense, or they can vary. Every time a student
has got, did or has done the thing mentioned, they.
must put a finger down. The last student with a finger
remaining is the winner.
Performance
~ 3.24 Follow the preparation and performance
guidelines in the Introd uction on page 216. In addition,
• Ask the students to think about how the band
members would be feeling about Jez losing his voice.
Remind them that the world tour is booked, and that
f inding a replacement is vital. En courage them to play
their characters as realistica lly as possible, not just
for laughs . Ask them to also think about how their
particu lar character feels about Dan's behaviour, as
he is constantly laughing. Tell them that the more
believable they are t o watch, the more comical the
scene will be.
• Make sure that the student playing Jez knows he must
always speak in a w hisper but thatthis must be a
stage whisper, i.e. one which can still be hea rd by the
aud ience. The student might wantto experiment w ith
various strange voices !
• Encourage the students playing the band members
to have fun playing their instruments, whether these
a re real or improvised. Allow them time to practise
the opening bars of an actual song, even if this means
playing a CD and miming along! Get the student
playing Sammy to take his bad singing very seriously
w hich wi ll ma ke it funnier to watch.
Drama ENGLISH PLUS 2 223
 DRAMA 0 Wanted: Singer!

{Tht ootid, n". rQlfII/Q Chips (Mimi, Don. l/dkJ ond kz), »mmy fr. h..!lo! Am I in tl>e "ght place? Tht TOr1"I~
o~ tolking to t~ir moflO9ff, /tick,} Chips?
Ricck {tokl} ./ez.1 yn"t belIeve you've lost your lIOia.1 Mim; Yes.you ,)rt. ~llo.l'm Mlmi,
'iou'le OUr ~inger J »mmy (shili ing hilndl}Hi,Mimi. I'm Samrll)<
le. rwhh~ingJI know, ! know _ I'm re~llyfe<l up_ Inn Hq. »mmyl We've got a problem. We ~
D~n /tOkl , /oughlng}You shouldn'! shout SI) much !oCH'I>eo...,. fast
;It the foolb~1I on TVI Bella A,.,youanygoodl
Mim; (10 Oon} Stop it, O~n. {to /tict] It's OK, R k~ s..mmy Um. well, I'm not SUft, blltl think I CI)U/d be,
I know you're worried b@ouseyou',eou. Jez {whisptrifl<}l H~ve you ever wfltten iI songl
man~ger, but thert's a singe. coming lod~ »mmy Er, no. 1 haven't. Are you OK? 'iour voice _
10 audilion.
Dan (Ioughing/He'sour probleml
Ri<. OK. listen to me, I'm goioglo h~ve a mttling
Mimi Da n, that 's ef>Oughl »mmy, how many ~nds
al the rt<:ord comp' lny. There's a lot todo. Don'l
have you played in?
accept Ihis singe. unlill get bOld.
Sammy I've neve r playe<j in a b<ond.
Bella Of "",rse notl
llella [loudly) What l Mimi, he should luve now,
Rick Seeyou 1~ler,
Mimi Cll m down, Bella. What kind of music art you
M;mi, O~n Bye, Rick!
intere,ted in, Sammyl
lIr llella
»mmy Music) Er, I like .od: and some jan.
{Rd txlts os Sommy entel'S.) Diln Do you li.e alte rnativ.: mus icl
Sammy I'm not a big fan

PHOTOCOPIABLE
l DRAMA 0 Wo.'ed, ';'ge"
J
[Dan laughs.] Sammy I think so!
Mimi You mustn't be nervous. Just go for it! OK guys,
Jez [whispering and shaking his head] He's not a
start again!
big fan ...
Bella This is ridiculous! The tour's starting next [The band starts the song again.]
week! We're an alternative band!
Sammy That's very fast! Please can you slow down?
Sammy Are you going on a tour?
Dan OK, 5ammy! Sorry!
Mimi Yes, we're going to Paris on Monday and our
first gig w ill start at 8 p.m. on Tuesday. [The band plays again.]
Bella [panicking]Then we're going to tour Spain, Sammy Oh, that's very slow now! Can you speed up?
Italy and Germany in March. After that, we're
Sella Mimi! Do something!
touring America and then Japan. In Tokyo,
Mimi Sella, we're going to hear Sammy sing,
we're going to play in front of a lot of people-
maybe 20,000! Dan OK, Sammy, I'll speed up!
Sammy I've never been abroad. [The band plays again. Sammy sings out of tune.]
Jez [whispering and shaking his head again] He's
Sammy Oh yes, I saw you over there
never been abroad ...
With your long brown hair
Dan You should see New York, man. And you must
go to Tokyo. It's really cool. I love you, yes, I do '"
Sammy Will you be flying? [Jez stands. He holds up his hands.]
Dan Well, we won't be walking!
Jez [loud whisper] Stop! Stop!
Sammy I'm terrified offlying. I think I've got a phobia.
Sammy Can I do anything? Are you OK?
Bella Mimi! Are you going to ask Sammy to leave?
Jez [whispering] Yes! You can stop singing!
Mimi No, Sella, I'm not! Sorry about that, Sammy. It's terrible!
Sa m my, what's your ambition?
Sammy Oh !
Sammy We ll, I love cooking and that's why I'm here. I
Mimi OK, Jez, calm down. Sammy, The Tortil la Chips
once won a cooking competition. In the future
need a singer. I don't think you're going to be
my brother and I are going to work together.
that person,
We'l l have a restaurant one day.
Sammy A singer? Why?
[The band looks very confused. Dan laughs.] Sella [shouting] Why? Areyou stupid? Jez has lost
Dan Sa m my, you're really funny! his voice so we're trying to find a new singer
for our world tour. Sut we need someone who
Mimi We'd like to hear you sing.
can sing!
Bella M imi!
Sammy Sing? Er, OK! Sut I haven't sung for a long time. [Rick enters.]
Mimi That's OK. Rick What's going on? Sella, why are you shouting?
[Jez gives the microphone to Sommy.] [to Sammy] Do you want to be our new singer?
Jez [whispering] No way!!
Jez [whispering] Here you are. Sammy Hello, I'm Sa m my, I'm a chef. I'm looking
Sammy Um, thank you. for a job. I thought The Tortilla Chips was a
[The band go to their instruments. Jez sits and watches. restau ra nt !
Sammy looks very nervous,] [The band and Rick look at Sammy in shock. Dan laughs
loudly.]
Dan Take off your jacket, man! Relax!
[Sammy tokes offhis jacket. Mimi takes it.]
Mimi [pointing at Sammy's arm] How did you burn
your arm?
Sammy I did it wh ile I was cooki ng.
Dan You do a lot of cooking!
Sammy Well, yes, yes, I do.
Mimi Do you know thi s song?
[The band plays a song.]

PHOTOCOPIABLE © Oxford University Press Drama ENGLISH PLUS 2

 l CROSS-CURRICULAR EXTENSION 0 U"it 1

Technology: Production stages

1 Match the raw materials 1-7 with the definitions a-g.
, ore a a yellow or white material yo u find on a beach
2 fleece b it's usually green, sometimes with flowers
3 plant c the coat of some animals, e.g. sheep
4 tree d the liquid from plants
5 oil e many of these make a forest
6 sa nd f a rock with metal in it
7 sap g a black liquid we take from the ground

2 Label the pictures with the basic materials in the box.

cotton glass metal paper plastic rubber wool

2 _ _ _ _ __ 3 _ _ _ __ _ 4 _ _ _ __ _

5 _ _ _ _ __ 6 _ __ _ _ _ 7 _ __ _ _ _

3 Complete the sentences with the raw material words in exercise 1.

Glass is made from 5 Many types of metal are found in an _ _ _ _ __ _
2 Plastic is made from 6 Cotton is made from a _ __ _ __ _
3 Paper is made from a 7 Rubber is made from the _ _ _ _ _ __ of some
4 Wool is made from tropical plants.

4 Label the finished products with the basic material words in exercise 2.

3 f§i'J---5

__----7 __________
6 _ _ _ _ __

226 ENGLISH PLUS 2 Unit 1 (ross-curricular extension PHOTOCOPIABLE © Oxford University Press
 5 Read the text quickly. Does it describe the production stages for metal, plastic or paper? _ _ __ _ _ _

iron and steel

--------------------------------
We don't often use materials in their raw state. We change the raw materials to make the things we
use every day. The plastic in our water bottles and mobile phones comes from oil. The paper in books
comes from trees, and the metal we use comes from a rock called an ore.
How do we get the metal for the girl's bike? We find iron in a rock called iron ore. We put the iron ore
in a very big oven called a blast furnace. When the furnace is very hot, the metal in the ore changes
into a liquid and comes out of the rock. The melted iron then goes into a different oven called a steel
furnace. In this oven we make a metal called steel. It is stronger than iron. Next we put the liquid steel
into a mould. A mould gives the steel a shape. For the bike we need a mould that makes tube shapes.
When it is cold , we have the frame for the bike. This is the finished product.

6 _ _ __ ___
3

6 Label the diagram above with the words in the box.

blast furnace iron ore melted iron pour into moulds put liquid into second oven steel furnace

7 Read the text again and write True or Fa/se for sentences 1-6. Correct the fa lse sentences.
1 We usually change the raw materials before we use them. _ _ __ _ _ _ __ _ _ _ _ _ __ _ _
2 Iron ore is a rock with metal in it. _ _ _ _ _ _ _ _ __ _ _ _ __ _ _ _ __ _ __ _ _ _ _
3 The furnace doesn't need to be very hot. _ _ _ __ _ __ _ _ _ _ _ _ __ _ __ __ __ _
4 There are three ovens in this process. _ __ _ __ _ __ _ _ _ _ _ _ __ _ __ _ _ _ __
5 Iron is stronger than steel. _ _ __ _ _ _ __ _ _ _ __ _ _ _ __ _ _ __ _ __ __
6 We use moulds to make the shapes we need. _ _ __ __ __ _ _ __ __ _ __ __ _ __

8 Do some research on the internet or in an encyclopaedia. Find out and then describe how we make
plastic bottles.

PHOTOCOPIABLE © Oxford University Press (,o55·curricula, extension Unit 1 ENGLISH PLUS 2 227
 l CROSS·CURRICULAR EXTENSION 0 u,a 2

language and literature: Theatre shapes

1 Complete the sentences with the words in the box. Check your answers in a dictionary.

actors audience box circle gods lights scenery seat stage stalls

The _ _ _ _ _ _ _ are t he people who watch the play.

2 A is what the audience sit on.
3 The a re the highest seats in the theatre.
4 The are the people in the play.
5 The is where the actors stand.
6 A is a specia l place to sit next to the stage.
7 The are seats in front of the st age.
8 The is painted to s how a place, for exa mpl e, a forest.
9 The are seats over the stalls.
10 The stage point at the stage and give light.

2 Label the picture with nine of the words in exercise 1.

3 Match the adjectives 1-5 with the shapes a-e. 4 Find things in the picture in exercise 2 which
1 ci rcular
aD are the following shapes.
circular
2 rectangular
2 rectangular
b I I 3 semi-ci rcular

3 sem i-ci rcu lar

CA 4 square
5 triangula r

4 square
dO
5 triangular
e C'\
228 ENGLISH PLUS 2 Unit2 (ross-curricular extension PHOTOCOPIABLE © Oxford University Press
 5 Read the text and match the periods in history in the box with a theatre shape 1-5.

Ancient Greece Ancient Rom e the middle ages late sixteenth century modern times

110 11
2 _ _ _ __ _ _ __ 3 _ _ __ __ _ _ _

II~.II
4 _ _ _ __ __ __ __ 5 _ __ __ _ _ _ _

6 Find words in the text which mean ...

The changing shape
of theatres
Ancient Greek theatres were built on hills. They
were semi-circular. The audience had seats on
the hill. They looked down at the stage to see
the actors.
In Ancient Rome there was a circular theatre.
The audience watched the action from all
directions. Today we use this type of theatre to
watch football matches.
In the middle ages the streets and squares were
often the theatre. There was a rectangular stage
and the audience stood on all sides of the stage.
At the beginning of the sixteenth century, the
theatre was a courtyard in an inn . Later that
century the new theatres were buildings . The
buildings were square like a courtyard. There
were two or three balconies with seats. The
audience stood in front of the stage or sat in
balconies on three sides of the stage.
In a modern theatre, the audience is in front of
the stage and scenery. They sit in rows. There
are balconies with seats. The highest balcony is
called 'the gods'. Some people can sit near to
the stage in boxes.
a Sixtee nth -cent ury resta urant/bar/ hotel.
2 so mething that's smaller than a mountain and
often covered in grass.
3 lines of seats in a theatre.
4 a space in the cent re of a sixteenth -century
build ing where you could leave yo ur horse.
7 Read the text again and write True or False for
sentences 1-6.
The seats in an Ancient Greek theatre w ere
above the stage.
2 We use t he shape of Ancient Rom an theatres
in modern times.
3 The aud ien ce had seats in the th eatre in the
mid dle ages.
4 Late sixteenth-century theatres had the shape
of an inn.
5 Th ere w as space to sit and stand in the late
sixteenth century.
6 In modern th eatres all of the audience has a
seat.
S Design a theatre for the twenty-first century.
Draw a picture and write a few sentences
describing the stage and where the audience sit
(or stand).

PHOTOCOPIABLE © Oxford University Press Cross· curricular extension Unit2 ENGLISH PLUS 2 229
 l CROSS-CURRICULAR EXTENSION 0 Un;' 1

Language a nd literature: Traditicm al storieJ and fairy stories

, Match the people and creatures 1-13 w ith the definitions a-m.
, , a daughter of a king and a queen
,, pm"e
fairy b the leader of a town o. city
m'Y" , a person who plays a pipe
•, witch d J son of iI king and iI queen
princess •f apeople who , ... de (buy Of ~U tllings)

,• dwarves
king
, soIdierwflo fights on iI h~

,, dragon
a ruler of a country (a man)
h a person who hunts an ima ls fo r food or sport
queen a small creat ure w ith magical powers

" merchants
" knhunter
ight ,
j a IUry animallhal breathes fife
all evil woman w,th m.Jgical ~~
I iI ruler of iI country (a woman)
"n piper m very sma ll peo ple

2 Complete tll<! stor~5 with the words in enrcise 1. u... some words more IlIan once.

5fepirtg 'BeauC:J
Sleeping 8~ ilury i. a story about a A .. ' '" "atill!! all the pL'Op[c
'p The >~k_ _ __ III at""'.... The "k gh'\'S hi$
~nd'q love Ih~ir d:Io\lghlc r
but a "w h~tes her. She uses .,
daughtcT to the ... '
\\lhen Gtoorge hears about
evil magic to kill SleepinB Beauty buta llood the "<I he OOID~ and kills it.
'f n ....crse' th~ magi(. All the
peOple In Ih~ p;lbce 80 10 sl",p for ~ hundl"ffi
years. Then ~ h~ndSOmt·p:-_:-_ __
Comes 1ll1d ki.se . her and she w-~kes u p.

The Piper of Hamlin

H.mlin i> a dry In Germany. Tbe~.~ IoU of

SI)OW Wbite ... ,... The"m ~re very unlulppy.

They a n·, 'rode bee, ...... ,he notb i~ ""tint

e''''rythin,g. They Ilk ~ "p to k ill
Snow White is also at story about a
,he roll and they ..y ,hey ... iII Si.,.., him SOkI- He
'P The evil 'q
pia .... muok on hi> pipe.nd ,he .. u ju mp in a
is jealous of he r beauty and wants to kioll
her. A "h takes her into the
ri,"'t. 6<1, u.e "m don·, give the
SOId .o 'he m. n. 60 he play& hi> pipe "'6"in and
forest but he doesn·t ki ll her. She lives in
l.k .... _11 o r their c hildren.
the forest with seven "'d

no !NGLI~PlUSl UnltJ Crou~aterISbI PMOTOCOPlABLE OO>efOtd Unlvc"iry Press

_ _ __ _J
5 Read the story again. Then anSwer the questions.
3 Read the le.t. Which stOl'~ in he,dso. 2 "" fairy Why did Dick go to lOndon'
,10';6 and whitl'l ilfe folk storiesl

Th " r" ilre two type, of trad itiona l story. 2 Howd idnemeet M,Fitzwarren ?
Fa iry stories: Th" ,e stories ha~ magic and t he ,e
are e~ ,nd fairies and anim als that can speak.
Folk storits , T~ storits are usually about ) WhIe.., did Did work in Ml FinW;lrren'S house?
things that happened in Ihe past. Th~ expl;lin
stra nge or Interesting th ings that happened. 4 What was the problem w it h Dick's bed room ?

1 Sl~plng Beauty S What was Did's inswer to the problem?

2 SnowWh,te
J Gm'ge llnd the Drag<.>n 6 Why did Dick send his£at on the ship?
4. Th e Piper of Haml ,n
7 Why d id Dick leave Mr Filzwarren's house>
4 Read the le.t. IS it a fairy story Or iI folk staryl

8 Why did Dick go back t o the house?

Dick Whittington
Once upon a time there was a poor boy called
Dick Whittington. One day he went to London '" Why did the I(ingof Barbary buy the cat?
to find a Job.
Lordon was a big CIty a nd Dick was tired. He
went 10 sleep on the steps o f a big house . Mr
6 Think about your bvourite fairy or folk story
Fitzwarren lived in the house. He was a very when you were a small child. Then answer these
rich ~nt but he was also a good man. questions.
He gave DIde a job in the kitchen. , Whoa.., the good people in the story?
Dick had a litue bedroom and there were ill 101
of rats in his room. DIck bought a cat The cat
chased the rats and Dick was very happy. 2 Who are the bad people in the story?
Ono day Mf Fitzwarreo senl one o f h is shipS
10Alric:a to trade. AU 0(1\is &efVanlS sent
something to trade fOt gold . Did< sent hiS cat ) whele dot hey live?
There was a cook in the kitchen who was
horrible. He was very unklrld to Dick so D,ck
4 What do the bad people do?
deoded to leavtllondon . Then he heard the
church bellS. They said. ·oan·tleave. Dickl
You WlU be Lord Mayor 0( LO!"Idon ." So Dick
S What do the good people dol
went back to Mr Fitzwarren's house.
TIle ship came back and Dick was a rich man.
The King of Barbaty had a pal;,ce with lots of
rats. He boughl !he callor a 101 0( gold. The
cat killed all o f the rnt5.
Dick married Mr Fitzwarren's daughter. He
t>ecame a merchant and he wBs Lord MayOf
of Lo-ndon three limes.

PHOTOCOPIABl£
l CROS5-CURRICUlAR 'XTENSlON 0 U,;t 4

•
Natural science: Ma rine erosion
1 label th~ pich.~ with the word. in the box.

arch bar bay beach cave cliff headl and pebbles rocks sarnj stack waves

, ,

2 Match 1-7 with ~-g to milk .. senten<:e5.

1 The coast line a i. when the se .. attacks the coast and cuts into it_
2 Er05ion b is where the ~a meets the COilS!
3 Deposition c a,.. the lines and holes)'OO can ~ in rock~
4 Soft .ods d .. re eis)' for the sea to cut into.
S Hard rocks t is a smkm of rock which is Ihe same type of rock
6 Cracks f is when the sea drops the ma terial (e.g. sand) it is carrying,
7 A band of roc ~ 8 are difficult fOf the sea toW! into_

PHO!(){OP IABLE o Ihford University Press

3 Read Parts 1 and 2 of the text on the right and
answer the questions.
1 Which type of wa~ causes erosion?
l Which type of wa~ causes deposition?
4 Read the text again. Then anSwer the questions.
1 Wh.;n th.ngscause mountains to change?
====--'"'
2 Whal do destructive waves , arry l
----'"'----
3 What happens tothe materials produced by
the destructi~ wavesl
4 Do con5lructi~ waves carry mllterial a long
way?' _ _ _ __
5 Whal do constructive waves help to make?
_ _ _:-- 00" -,_ __
6 Wh ich type of rO(k erodes faster. 50ft Or hard
rock?' _,--_--,,---:-_
7 Where do you often fiJ'ld headlands or bays?
S Read hrt 1 of the text. Then p!Jt the pictu~_
in u...
correct 0100.
6 Find informillion abotJl th~ coastl ine around
Britain or the USA. Use the inttrn~t or the library
to h~Ip you. Then write about the coastline.
Answer questions 1-3.
2 What arethe)' called!
3 Do people visit theml Why? Why noli
C Oxford Unlvenlty Press
Changing landscapes
Part 1: ErosioJ'l and deposition
We thInk of a moullUlin as somelhirog that
never changes. And yet it is constantly
changing. The wind. !he ootd and water are
cutting and shaping n every day. AI around
uS the land is slowly changmg . Erosion
is cutting away !he land in one pI:ao8 but
-
deposition is building new land
T he process of manna erosion and
In
deposition happens because 01 the action
a different
01 the sea on rocks. Destructive waves are
strong waves that attack the coast. They
cause erosion and they transport material.
T he waves throw sand and peb~$ al the
cliffs. This breaks up the land into more
rocks. pebbles and sand. Then the &ea
carries this material away. Constructive
waves are weaker and can't carry the
materia l far. They depos~ the malefial ln a
differenl place. In this way ba~ and beaches
ara formed.
Part 2: Headla nds and bays
Bands of soft rock aroda mora quid<ly than
bands of hard rock. This leaves sectrons of
land going out inlo the sea. When thera are
bands of hard rock and sot! rock. we often
rrod headlands and bays.
Part 3: Caves, an;:Ms and stacks
When the sea attacl<s the slOe of the
headland. cracks appear in the dIll'. The
cracks gel bogyer and make a cave , When
the cave goes through the headland. we
have all arch. When !he top o f the areh fans.
we IIlIve a stack.
Where <;an you find iI famous example of, 3n
arch. a stack. iI bay, iI headland. a cave. cliffs?
 CROSS-CURRICULAR EXTENSION 0 Unit 5

Natural science: Adapting to the climate

1 label the picture with the words in the bo~.

br~nch ground lu~ ligh t root root ~ystem trun k

,~
o
I
,
•
-. . --
2 Match the idj«tivo!s 1-7 with their opposites a-g.
1 wet a deep
2 high b low
) light C light
4 huY)' d short
5 ~~11ow e dry
6 long f narrow
7 wrde g dirk

] Complete thewntences with the p~jrs of adjective-.; in 6erciw 2.

On the moon. one side is
2 A thou~nd kilograms is a ndt~othe. ";.d~."~======:_-­
and a gram is
) TheAmilonRiveriswry
4 A dese rt is very In comparison
In compari.on RiW';;h~.~m.;,~;,~q~"~;~,.~~==~::
thei. very
a .ainforest
5 The kitew~s caught in i really branch. luckily. th ere was a branch
so I (ould climb up the tree.
6 I Can"t 'Swim so I don't like _______ water. I prefer water whe re I can put my
feet on the bottom.
7 The streets in old town'S ale often very _____ __ but in modem towns they are often very
- - -____ with space for cars.

PHOTo(OPIABlE
 J
4 Which adjectives from exerci~e 2 do you useto 6 Read th'" text <>8" ;11. Then choose the ro.rect
talk about these th ing~? answ"",
1 a river , Plants hJve different sh<>pes because ..
'" the re are lots ofthern.

2 the weather , b of their environment .

The African pla nt in the leKt has a pro blem
with __
J how much something weighs a water.

4 a mountai n , b lem~rature,
Ra info rest> are ___
5 night and day a wet.

, b dry.
The re ar" so many plants in the rainforest
5 Read the text. Which of these things isn't a that ..
problem for 'ainfore~t plants; water, li ght or a light is a problem.
temperature?

Pla nts adapting to the

, b water is a problem.
A lot of ,,,in means that" t ree has.
a a deep root system.
environme nt b a sha llow root syst em.
There are thousands of d,"erent plants and
, Rain is a problem because ...
they grow in many different places al l over the a it makes the tree, he avy.
world. Plants grow in hot de serts and under
ice and snow. Plants from dry p laces k>ok
, In a lropical rainforest.
b it makes the leaves light.
tr~s need ...
very different to plants from wet places. The " a narrow base.
highest Iree ever measured was an Australian b a wide base.
eucalyptus. Its highest branch was 132
metres above the ground. There is a plant in
•, Some plants have big leave<> to __
help thew,,!,,' fUn off quickly.
Africa that lives in a dry env ironment. 11 has a b to get more light_
root system more than 100 metres long
In a tropical ra inforest rt ra ins neaMy every 7 US" th e internet Or the library to find Dui about
pl"nh in the desert Of in the Arctic. Answer the
day. Th is means th at plants can grow qu;ckly.
questions.
In lact. there are so many plants that low to
the grou nd it is quite darl< So . plants and
, What p roblem~ do the pl ~nt> have w ith lig ht.
trees grow highe r to find mofe light. But temperature Jn d wa ter!
there's a problem . If a tree has lots of waler.
il doesn'l need a deep root system. If the top
of a tree is heavy lrom the rain. and the root
system is shallow, the tree might la ll over.
Plants in the tropical rainforest have adapted
to these problems. The root systems are wide 2 How have the plants adapted to these
to provKle a good supporllor the tree. The problems!
leaves on some plants have a special cup
shape. Th is helps the ra in run off quickly and
stops the tree getting heavy w ith water. Many
plants grow very high to get more sunlight.
Others have big leaves to help the plants get
more light. Some plants grow on tall trees so
they are closer to the light.

PHOTOCOPIA6ll; o O><ford Universtty Pre-« Cms""";';"!M nteMiooo UnitS ENGUSH I'UJS l

 CROSS-CURRICULAR EXTENSION 0 Unit 6

Maths: Talking about probability

1 Malch Ihe words HO with the pictures a-j.

, •
1t 50%
~-
, 3/
•
lt
@ '0.1J'tS
" X+J~~
1. 3~ S. 7.
j

Z. 't. ~. ~,
1 a f",ction 0 S to IOU i coin 0 9 pe< cenl 0
2 an ~uation 0 6 heads 0 10 a dll! (plum/die..) 0
J odd numbers 0 7 tail S 0
4 f!\Ien numbers 0 8 decima l 0
2 Put Ihe words in Ih~ boo on Ih~ line. l What do you think abouI Ihese things happening?
Use the words in eMereM 2.
cMM ~n chance likely Improbable , You toss a coin afld get htads.
impossible possible probable unlikely

• Tomorrowyou·Y@ arms.
got thr~

, Yea(s is 1st January next

New OJY ~ar.

,• It will be cold In January.

The n.. n cat you see will be white.

, Pigs will fly.

• You pass your nen fngllsh test.

, Real Madrid wins the nen European Cup.

, There are gr~n men on Ma rs

10 Tomorrow will be sunny. _ _ _ _~__

PHOTOCOP'~BLE o Oxfotd Univenity Prcu

 4 Re.ld the text. Whydo words I;~e IInlj~. nd
prob<lb/t ( ....se problems to. peoplo!?
Talking about probability
Wnen we ma ke prediction s, we say how
probable a Ihi"9 is ProbabHity is saying how
likety (probable) someth 'ng is to happen (Ine
outcome). Probability can be used la predict
the ffl$\Itt when throwulg a die or tossing
a coin We can say we thonk it IS li1<ely or
unlikely 10 ram tomorrow. We can say it is
Impos~bIe for pigs to 1Iy. We can say we are
certa,n to pass an e~am .
But tt>&re is a problem. Words tike unlikely
and probable can mean different th"'9s to
dille rent people. Their meaning is not fixed.
We might nOI be su re of what the person
means, So. we nee<! to be dearer when we
ta lk abo\.lt an outoome
Mathematieians wanted to make how we talk
about probability more sdentrlic. They used
numbe<s. They decided that the prob;tbility 0 1
an OUICOm8 can be between 0 rompos$lble)
and 1 (certa,n). It can be a fraction. decimal
or peroentage. So an even chance can be
e~pre$$ed as %, 0.5 or 50%.
7 Work in groups offour. Write the lelleri of t he
S Read the text again and answer the questions.
1 When we make .. pred iction . are we always
certa in "bout t he outco me 1
2 How did SCientists mate t .. lking abo\.lt
probability more sc~ntific!
J In what ways can m athema t icians express
probab,lIty?
PHOTOCOP,,o,BU
6 Read the text. Then do the problems.
A french mat hemat ici an (uplace) made this
equat,on ,
the number of ways the
C-C-CCC-' I outcome can happen
I probab ility - .
the total nu mber of poss ib le
out<omes
When we throw a die , t here are si x possible
outcomes: 1, 2. 3, 4, 5. 6. There are three ways of
getting an eve n numbe •. 2. 4. 6,
The probability o f getting an even number is
the number of ways of getting an even number
divid~ by tot .. 1number of poss,bieoutcomes
_ 3/6. Or _ can say ~. o.S 0< SO".
1 Imagine)'lu wl,te the months of the year
on t_fve pi~ces of paper ~nd put t hem in a
bag. Th ~ n you think of a month and , without
look, ng. ta k~ a piece of pa~ . f.om the bag.
What is the p robability that you p,d th~ mont h
you thought of>
a 1/6 b 1/12 c 4/12
2 If )'luwrit~ the letters of the word milliona,rt
on deven diffe.ent pieces of paper and put
them in a bag. what is the probab'lrtythat you
will take out a letttr il (Remembe. How m any
letters ale there in total l How many letters;
are the.e!) Write the equatoon.
Choo-sing a letter i ___ __ _ __
word millionaire on separate pieces of paper and
put Ihem in a bag. Each person takes out a piece
of paper twent y·five times. (Put the paper back
eath time.) Thl' will make a total of 100. Keep a
record of your resulcs. Is it close to your ans_r in
exercise 61
~ ~r~J~~ ~
~ 1~ t..!J ~ I~
l CROSS-CURRICULAR EXTENSION 0 Un;' 7

•
Natural s<ience: Weight, mass and gravity
1 Match tile wo.d.l-B with the pi<:t1,/fe5 .,-<n.
I ublc 0 3 11ft 0 5 orb,t 0 7 pull 0 9 spa''"' 0 11 strong 0 1l weak 0
2 1Ie~"Y 0 4 light 0 6 planet 0 8 push 0 10 space:raft 0 12 support 0

J He.e', an "'",y way to rememb... the order of the planets in IM solar syste m. Take Ihe first letter of each
word and that's the first letter of the planet .

My Very fnerge!ic Mothe. Just Served Us Nachos.

Now label the planets with Ihe words in the box.

ElIrth Jupite r Mar. Me«\H)I Neptune S3lum Urilnu. Ve nus

I
P><OTOCOPIABLE

•
 4 Read the four sed ions cftex\. Which is a fo"e: gravity, weight, w eightlessness or mass?

Force , ,".J'::

A hxce (;In be pWI or pub. Whm )'011 push open a door, )'011 use I fofu.
When JOt! pull opm I door, you U'ie a fofu.
Gravity and weight
«'.....ity is the pu lling forte that
~ us all "-rI on !he E.ilnh's
surf~. The forte of g..... ty gives US
OUr weoght ,t .... kes US fed huvy.
Everything h'" • ~lo1!lOnal puH
1OW~1lIs eve'Yth'ng el~ even two
people atlIatt eath other. The
bigger the object, the large , the
pull so the pull of the E.ilnh is moo.
more than the tiny pullswe ~ on
each otIler. When o;e SIt on a chooif,
ply is pulling us down, but !he
Vlair i, pushing up aogamst us. Tab!
me chai' aw1I'j and the pu~ing
for<e disappears. and gravity pu ll'
us onto the groond,
Weightlessness
When the,e is no pul hl ng fo<ce,
grllVlty rnam U$ fall fieely. If we
.re ,n • lift and the cable breaks.
the lift falls freely, and so do _
Wim ncrthrng undel us. we fftI
no _gin. For a ~, we feel
~htless. When we are in o,bot in
space, we are lallirlll tOWards the
Eanh 001 very 'iiowty. We feel no
suJlllOrt from "'" ~ft because
il is also tilling _Ills the Eardl.
~ feel lfI'rightless.
Weight
Mass ~::::::~~:~~
-
IS "",_,,",,, i
All ~n["s rT\a$S (5,000 kg)
_ dlanges. bul ,IS weoghl o;an
W"9I bec.1U'ie of gr;>v1ty.
When 9'.... ty is .;ealter, obtKU
are lightef. We,ghlrs measured ,n
Newtons (N).
On Ealtl! 1 kg - 9.8 N.
Se. the elephant ~hs 5.000 kg •
9.8 N - 49,000 N.
On the Mooo a Wo weoghs
1.6 N So,!he elephant ...eighs
5,000 ~g. 1.6 N - 8,000 N. The
elephant is lighter on the Moon.

5 Read the text again ilnd write TfIN: Of fllM'Of sentences 1-8. COfrect the b lse sentences.
1 A force Ca n make thinS' move.
Z Gravity gets wea ker when an object has more mass.
1 We feel we'ght because <om~th lng is under Our feet.
4 We are falling when we are in orba around the Earth.
S We measure mass in N~ons.
6 Jf you incre~sethe mass of an object, it will weigh more.
7 An objm'$ massch~ng~ dePf'nding on the planet.

6 Do some research on the int e rnd 0, in in encyclopaedia. Find out the gravity on the planet. below and
cillarlilteyour ~ight on eiKh. Where ire you the heiviest? Where ire you the lightestl

Earth

Mercury

N~une

S-3turn

U'i n".
~n"s

PHOJOCOP'AOlE Cl Oxford Univer,ity Press c..u-<UIIi!ub< nteMion _7 ENGlISH PlUS l llt

l CROSS-C U RRICULAR EXTENSION 0 Unit 8

Language and literature: The modern novel

1 Match the type of novel 1-7 with the books a-g.
I ,rime and myste ry 0
2 hOrlOf 0
) spy 0 ~
4 f.Jnt3 Sy 0
0
S adwn!",,,,
6 'oma~ 0
7 science fiction 0

The Stolen
~

,
2 Com~e a ,tud~t's description of a book with the words in ~ box.

( author ch apters characters ending fantasy settin g title )

'1I,"y Pott., I~d 'h. Gobl., ot' Fir.' is t.... ' ot' '"Y IaYOIIm. DooI<. Iful>cl~1 lug'e aM .. izard~ IQ
11'", ~. H. ' le JI:: Itowli"!l_ n..r..... I~"..,;~
• · 1I1ny. b~ ,/Id IIU111i.o ..... ItIIT\' Is ,..ally 1IIu. toll k wry Iwllll'( Md U.,.iMf, if wry ~_.
Tk • tor 11" """ ill • $<I\00I tor wiutdr u llcllllogwrlf. IWTy le, wizan! ..... k -'n IoU vi
"'~I1It". lIi1= """" ict.UU v~rd~_ 11, i1= In.M k ."" r 10 ItiII Il.ITY. no.' of tU &001< Is
...,., Pcl1illg. fu 0",," pt"",(... 1e flu, it if .101\9 I>00I:..11 klr thirty·"vu'

3 Put t!>eSt adjectives in the correct column ofth", table.

~autiful d~f disappointed dull Nil ",,,,;t in g famous frightening

f ..moy I>orrible mean ml~(3ble nice ridl sad st';Jnge ugly

PHOT()(OP'.l9lt
_ _ _ _ _J
4 Read th e summa ries of two booh. What types of 5 Read the summaries aga in. Then answer the
n~1

""'''
""'.,
are they?

""' .
question •.

1 What i. Victor f.ankensteinl

Frankenstein 2 Howd~hebu,ldthenewmanl

The author of Fr/~ni<fJnstljin is Mary She-lIey.

The main character;s VICtor Frankenstein.
3 Why a.e peoplef.ightened of t he monste.?
The story is about a mons!...- that he creates
and the setting is his laboratory. He is a
very clever 5Clefltisl and he ttunks he has
4 What dtles the monster need 1
fouod the secret ollif". He takes parts
from dead people and builds a naw 'man',
At the beginning, the new man Is beautiful
S What does he lea.nl
Dui as time passes he becomes a rTIOf1ster.
The monster is v8I'Y big and fughtening
and everyone runs away from him - even
Fl'8nkenslein himself!
..,.,
6 Whe.e do Henry and Marga.et liW'?
The monster ;slike an enormous baby who
needs love. But nobody gives him love. and
soon he leams to hate. And, because he is
1 Why are Henry's f.iends worried'
vert strong. the next thing he learns is /loW 10
kill.
8 Is Henry unhappy?

A Dubious legacy
The author of A DuOious Legacy is Mary 6 Think of a book you know and make notes about
Wesley. The rn3In Cllaracters are HetlfY it under these headings.
Tilson and hiS WIfe. Margaret. In 1944 Henry title
brings his new wde home 10 his farmhouse Oluthor
in the English countryside. Margaret isn't typeofn~1
very nice and she tries to make Henry's lile setting
misef3 ble. 'Poor HenryI' say his Irlerlds. 'What • main characters (a nd adjecti~es to
a lenibie life he has!' But Heo'Y is not sad or descrrbe them)
disappojntad. He enjoys life and he nas a lot what the story i. Olbout

~ "'".
This is a story about love and marriage.
ending

1 Write a summary of the book. Use your notes in

and lIle Ihiogs people win do to get what
exe.cise 6 to help you.
they want.

PKOTO(OP'AOlE Cl Oodor<! Unly"r<ity Pr" ..

 l WORKSHEETS 0 A",we, key

J
Language focus and vocabulary (",,
* _ _) 4 He doesn't often watch afteR TV.
S He ~ is always at the sports centre.
Language focus and vocabulary 6 Ila,dly e'te, I hardly ever listen to hip hop.
St arter unit (* ) 7 They sometimes go to semetimes the cinema.
8 9«asieAally she occasionally reads magazines.
1 are 3 m S 're
2 isn't 4 aren't 6 isn't 6 an umbrella 3 an ID card
2 sunglasses 4 clothe s
2 are 3 are S is
2 is 4 is 6 are 7 2 f 4 d 6 h 8 e 10i
3 k S g 7 c 9 11 a
3 1 It (mother's) 5 V
2 V 6 It (the children 's)
3 V 7 V
4 It (Karen's)
Language foc us and vocabulary
Unit 2 (* )
4 1 've got S 's got
2 hasn't got 1 a carrying e giving
6 've got
3 Have b eating f using
7 Has
4 haven't got c looking g running
d taking h chatting
5 1 Are there ... there aren't
2 Is there ... there is 2 1 'm writing 4 's readi ng
3 Are there ... there aren't 2 isn't studying S aren't watching
3 're making 6 isn't cleaning
4 Are there ... there are
S Is th ere ... t here isn't 3 1 Are they watching TV?
6 Are th ere ... there are 2 Why is Tony running?
7 Is there ... there isn't 3 Is Luke using the computer?
8 Are there ... there aren't 4 What is mum making for dinner?
6 2 d 4 f 6 g S Who are they ta lking about?
3 a 5 b 7 e 4 b 3 a S a 7 b
7 1 math s 2 c 4 c 6 c
5 exam
2 teacher 6 laboratory 5 1 bath 3 microwave
3 science 7 room 2 shower 4 w ardrobe
4 gymnasium
6 i 3 d ... h
2 b ... g ... j 4 e ... f
Language focus and vocabulary
Unit 1 (* ) Language focus and vocabulary
1 fin ishes 3 work S loses
2 doesn't
Unit 3 (* )
4 use 6 don't
1 won 6 left
2 1 Does she go meta l detecting? No, she doesn't. 2 grew 7 arrived
2 Do t hey go out w ithout a tie? No, they do n't. 3 got 8 saw
3 Do I speak good English? Yes, you do. 4 moved 9 started
4 Do we always meet after school? No, we don't. 5 f inished 10 went
S Does he live in London? Yes, he does.
2 1 She didn't start her new job last week.
3 1 Whe re do 4 Whydo 2 They didn't do an exam two weeks ago.
2 How ofte n does S When does 3 He didn't marry a music teacher.
3 What does 6 Whodo 4 My mum didn 't go to school in London.
4 1 always S occasionally 3 When did you graduate from university?
2 usually 6 not often 2 W ho did you go to t he concert with? '1
3 often 7 hardly ever 3 W hich film did you see at the cinema?
4 so metimes 8 never 4 When did you learn to drive?
5 We often pl ay afteR volleyball in the summer. 4 wasn't 4 weren't 7 were
2 They _ are never lat e for class. 2 were 5 was
3 She's usually got ttSttiiIly make-up in her bag. 3 wasn't 6 were

42 ENGLISH PLUS 2 Worksheets answer key

 WORKSHE ETS 0 Answer key

5 1 grew

,
,
2 went

1
.
hiPPY
4 beca me
5 move<.!
6 gOI

1 lucky
7 gOI
8 bought

5 ner'\lOus
6

,
,,,
,
composer
programmN
inventor
,~.

SWImmer
2 .... ughty 4 K~I)' 6 cute
, ,, domesl icaled
,• ". aggre.sive

language focus and vocabulary , a rlistlc

light
Unit4 (* )
1 were 1 wiS 5 was language focus and vocabulary
2 were 4 was
Unit 6 (* )
1 1 Vou we<en't st.1ndlng. You _re "ttlng. 1 wllI _ won't 4 won't _ '11
2 He w~'n'l working. He was relaxing. 2 '11 _ won't S won'l _ will
3 She wa m 'l flying. ~he was driving.
3 won't ". '11
4 They were n'l w alchi ng TV. They we re lillening
10l heradie. 1 1 I will prob.ilbly vis it my aunt on S.turd~.
1 It'swl)'coId! We definitely WOn'l go swimmIng
J I Wereyou sta ndingl
loday.

.,
2 Whit was he doing?
1 ~wllI definitO'l y ar""",befoo-e 7.30_
1 Wils shoo driving?
,,,
4 I p«.>Nbl)' won't be al home at f...eo·dod.

4
4 Wh .t _ re thqdo;ng ?

T saw was sw im ming

,, , , 6 b
2 fell._ wi so/ll ng

.
4 I won 't 1 WIll get 5 '11f",,1
1 Droke _ ......,re playing 2 '11 ff\ilke 4 '11 be 6 give-s
4 WiSdOlng_.dropped , , , , , , ,N , N WN HN
",
.
5 WOIshavong_stopped
, ,, , ,, ,, 6 b
•• ,2 ,N ,, 6 N
" N '"
1 •
6 Posit ive: generous. friendly. mlie nl, practical, modest.
4 Mou ntains 1 ~, easy'go;ng
S Forest 8 ""lIey Negal lve: moody. immllen!. mean. shy,unhe lpful,
6 "'" .. "osanl. un"nagin~liYe

Language focus and vocabulary language focus and vocabulary

Unit7 (~
Unit 5(*
, , ,) 1 b
•, ,, 1 I 're goin g 10 stay 4 a re n't goinSlo see
, ,, often ,, ,,, , 2 'mgo;ngtomert 5 isn 'tgoing t ou~e
f~SI
1 is gorng 10 drive
6 moc.
, ,, ~'" youn ~ r
"""
_ youngest
1 1 w>11/won"t 3 're gorng to 5 'm 80Ing 10
2 'mgOlnglo 4 wIII/won'l
, big _ biggest
shorter ... shorlest J 1 When ;Ire W~ goin g 10 play b.ilsketba lP

,• hea\/)' ... heaVIe r

lig hter ___lightest
2 Who is She go ing to invlte tO l he party?
1 Where ~re )'Ou 80ing to mHI Ka ren ?
6 intellis enl __more inteltigenl 4 Areyou going anywhere tonIght?
1 good _ besl S IS she goong to compele In Ihe nerl Olympi(

• Nl\illie
b..d _ wo.-", "'~,
,
•, ,, Sally , Natal ie 4 1 On Saturday he's w~tchlng;l OVD.

, ,,
N3talie
, Sally
,
2 On Salu, day she 's visll ing he r mum.

.
1 On Su nday they're s oiog to Mary's pa rty.

, , " ,, ," , , , ,
Nau lie Sally Nat a l,e

'''" • Eliz . 6 £li1<l

2 ,
" 6 "

WorbhHtJ _ _ toy EII6USII PlUS I

 l WO,'SHE ETS 0 An,we. key
J
•

• ,, r,""list
l o~,
,
, trophy 6 1 There's 4 Thereisn 'l
, supporter
t~am 2 ~re " ren't
3 Is tt..:re
S Tht~ "re
6 Arethere
, ,, stadium
,, pl"Jer , referee
match ,upporter
• ,ace Vocabulary Sta rter unit(*
1 1 siSle r
* )
6 g'ind a ughter
2 ~re<lls "nd grandson
Language to<us and vocabulary ) brother 7 nephew
I 4 husba nd
,Unit,, 8 (*
wanted , O.d , touched
S child~n
8 COUSIn

,, ""'.e~ten
,,• ."",ken
visit ed
boo,,,,
10 gone 2 1
2
Jim
E~ a
6 Sue
7 Ann
uied John and Mary
, , ,• ,• ,, ,, 4
j
Ann
8 Miry
9 F,eddy
, ,, '\ ~en ,, .~ n~ r fal len
, ""
1
10 John

, haven't met
•,
'\If!. read j
2 teacher
E ~ercises S notes
6 homeworl<

_...
haven't bought 's ~Ip"d

, ,, dim~ ,, ,
broken ~,
, boo>
4 labo",ta<y
7 ~am
8 musk
, "'. tr~led ~ .~m

,,• .,
.. 1 homework 5 eums
, ,, "ooul , about
2
,
exerCIses
boo>
6
7
laboratory
!ucher
,boo' of 4 musk 8 notes

• ,, ......
",,,m ,, ,~ , b,uise<!
bitten La nguage focu s Unit 1 ;:.£:)
1 1 nttd. 6 changes
2 finishes 7 goe.
Language focus and vocabulary (* * ) 3 watches 8 studies
language fotus Starte r unit(. *) 4
5
likes
_"fS
9
10
ha.
uses
l iMy best fnends "", in myclns.
2 It isn'! very hottoo,,>,. 2 1 live 5 teaches
3 l.hegoodatEngl ishl
4 Are you in my cia,, ?
2
3
doesn't li ,e
studies ,
6 don't do
,~

5 We aren't indass 38. 4 don'! walk 8 don't watch

, ,, ..... - They
is _ He ,, are _ We j 1
2
Whaltome / Whendoyoo~upl
Does st..: go shopping WIlh IUtel
is_Sh
, ,, Mydad'sca r
3 How often do they play tennisl

., ., , , , .
4 Do you like hip hop (m usk)?
,
,
Will iam', blot lie ••
MYBr .. ndpOl,enls' house
5 Where does she li'll:'l

, Aniehn.. 101,,,,', partner

John and S,,,,h', f.iMd, • ,
,
0
f
• d

• ,, 'ye got 5 1 He often likes his mobI le phone to work.

, 'ye got
hasn't got
2
3
The traffic is oculion a lly b.1d in the mor ning,
I don't often ride my bike to school,
•, ~""ha~n ·t got
4
S
I'm h" rdly ~r I"re for school,
rve new< got i lot of money,
, ,, H"", you gol any pelsl 6 1 often p13~ 4 1Ie'VI:" listens

, Has he gal any mon ")'?

Have they got neat writing?
2 hard lyeverwatch
3 occas ionally goes
S so~i me. meet
6 are alwaY'
I
,• got
Havewe
Ha...,)'O\I got a
any I>omeworkl
hou..,/
 WORKSHEETS 0 Answer key

3 1 take out the rubbish

Vocabulary Unit 1 (* * )
2 dothe ironing
make-up 4 clothes 6 bag 3 clear the table
2 money 5 jewellery 7 wallet 4 do the washing-up
3 pu rse 5 make you r bed ... clean the floor (i n any order)
2 1 mp3 player 6 ticket 6 do the shopping
7 bus pass 7 take the dog for a walk
2 clothes
8 keys 8 make dinner
3 sunglasses
4 ID card 9 mobile phone 4 tidying 4 having / making
5 laptop 10 money 2 making 5 clean ing
3 clearing 6 taking
3 mp3 player 5 comics
2 DVDs 6 English
3 books 7 f riends
Language focus Unit 3 (* * )
4 com puter ga mes 8 the cinem a
-ed: fin ished, played
4 1 go 3 meet 5 collects od: danced
2 take 4 surf 6 go y + -ied: carried, hurried
double consonant + -ed: planned, stopped
irregular: bought, left
Language focus Unit 2 (** )
2 1 met ... watched 4 did n't arrive ... left
1 1 are si nging 6 is talking
7 are watching 2 didn't snow ... went 5 won ... sang
2 is playing
is making 8 are cycling 3 had ... ate
3
4 is chatting 9 is sitting 3 1 W here did she go?
5 are carrying 10 is reading 2 When did she go?
3 W hat time did she arrive?
2 1 Vasmin isn't watching TV.
4 Who did she meet?
2 We aren 't running to school.
3 They aren't sitting in the garden.
5 What did she buy?
4 Jim isn't playing volleyball. 4 1 were 5 wasn't 9 wasn't
5 I'm not doing my homework. 2 was 6 was 10 Were
3 were 7 was 11 weren't
3 Why is he runn ing past the class'
4 Was 8 Was 12 was
2 Who is he talking to?
3 Who are you writing to? S Students' own answers.
4 What is she cooking?
5 What song are they singing?
Vocabulary Unit3 (** )
4 are having 6 am making
1 c 4 b 7 i 10 a
2 is studying 7 is taking
8 is making 2 f 5 d 8 g
3 is carrying
9 am doing 3 h 6 e 9 j
4 have
5 sings 10 takes 2 1 get a job ... get married ... have a child
2 wi n a com petition ... buy a house ... go to school ...
S you doing 5 'm putting
6 usually meet her do an exam
2 'm watching
7 s probably waiting 3 leave home ... become a professional ... buy a
3 go
8 m calling house ... get married
4 always put

3
'u A N E R V 0 u s1
Vocabulary Unit 2 (** )
1 1 b,e, f 4 d, h,j p L U C K V) R E 0
2 C, e. i 5 a,g T
S C N A U G H VI
3 j
2 mirror 4 lamp E u S C A R VI G E
2 washing machine 5 chair E 0 W S D R N
~ T
3 microwave
G -..s L 0 N E L V R

Worksheets answer key ENGLISH PLUS 2

 WORKSHEETS 0 Answer key

4 1 Ilervo~s 5 SC<lry 8 scary irreg~l~r: worse, better

1 happy
3 cule
6 Il<lughty
7 lucky
9 lonely
10 u~t • ,, higherl~ll _ lhe hlghesl
4 lonely , ~hofl'"
bi~r than
Ihn lhe shortest
the biggest

language focus Unit4 (** )

•S funn ier than ... th e f unniest
mo,e inte lligent thin '" t he mO'lt intelligent
1
2
was .unning
~swlmmlng
1 was skiIng
4 was cycling
,• better than the be-sl
mo'e art,stic than _ the mO'lt artistic

Z 1 Abwu"'tgoingtoS(hOQI,
Vo(abulary UnitS (** )
,,, '00'
1 We we.en't hiving breakfast.
3 It wasn·t .aini ng thi, mo rnin s
4 They _,en 't li.tening to the teach e., tom""",
•S sing
play

J 1 was dorng 4 wisn't

programme
• p;lint
2 wen!
3 weren't
S wasn't
6 was sl~p,ng , ,, painter
,• write'
4 Were you do ing your homewo. k at 9 p,mJ
Sludents' Own allswer,
, '00'
progr~mmer
,•
composer
winner
2 Were you sleeping at 10 p.m.? • da ncer
S sing",
pla~'
Students' own~n,w",.
3 Wuyour r..mily watchlns TV at S.Ja p.m.? , ,, peaceful
•S domestkated
Tight
Students' own anSw er.
4 Whatwe'eyoudoinsatSp,m.1 , ;ntelligenl
rare
• ....,
.I ow

• ,, utistit
Student,' own a nswer,
,,, ,, intelligent •S r<l,e
, b • b s ,
, wild • rom~

Unit 4 (* * , ,, wild
,Vocabulary
,,
,
dimbedu p
walktd 3(10"
)
S sw;om atross
,•
ju mped over
,'are
pe""eful
•S heavy
•
agg,essi~

fa~t I
, ,•
chmbeddowll
jumped into
_e.an throush
•
cycled around language focus Unit 6 (* * )

,,
Ac'O'lI 1 We won't li~ on othe. planets In the ne>:t
ocean mountarns rew yea rs.

, S lake
river
,• ""'"
Falls 2 A woman WIll br president of lhe USA one day.
3 ~plewill d.~ elect.ic cars in 2024.

,• ",,,
fo'est
vallq- 4 Robots woo't do the housework \000<1.
S everybody woll speak Chinese in the future ,
6 ~pl . will ;n~nt oth., form, of ene.gy in the
nut ,entury.

,Language
,, Qe focus ,,UnitS (** ,) , Students' own answe.s.

, ,
Could
(o ... ldn't
Could
Coo
ID can"t , ,, If I miss the bus, 111 walk home.
,
could couldn't
,, You won't p.l!ss the exam if)'Ou don', study.

, ,•
Co~ld "e If)'Ou don't lu~ now, YOu'll be late for school.
We 'll hJ>'e a Bood time if we BO to Jack 's p ~ rty,

,,, ,,
How much.d S How long.'
Howm~ny,g Howhigh,t S We woo't h,,~ enouSh enerBY if nobody in""",,,s
othe. forms of ~rgy.
How fast, e
Howf'., b
How ta ll, f
, Ifhedoesn't luve rrow, he'll be I"eto.the
, -tr: fasler, slowe., lonser ,,toncert.
If 'he eat. breakf",!, 'he won't be hungry I" ter,
do~ ble tonson a nt + '~r: bigge., fatte., hotter
J' + .;e.: ~ uvie., lovel",., noisier
more: more'ggressive, more e~ pensi~, more
, Ifit rains tomorrow, I wOn'l play football,
If we don't shout. thq-won't hear us.
intelli~nt
S If they h""" ~ party, rll tell )'Ou.
 l WORKSHEETSQAn,w.,key J
,, , •Unit,6 (*f * , ) , ,
,Vo<abulary Language focus Uni t 8 1* -"'-;
b
• , 6 , • ," 10
1
,,,did __ done 7 vlsjt~ _ viSIted

, ,, , , ,• ,, , f , ,
j try _ trie<J 8 drM! _ d"~n

, ,,
j • • ,
" ,• pt»eeful ~b •
,
pa inl _ p3int~
ate _ eaten
S had _ had
9 f~l_ hlllen
10 met _ met
11 buy _ bought
~~rous speak _ spokm 12 sw~m _ swu m
, ,,
, ""
-
serlQVS
I,Inim~g;n;o.tive
swum S eattn I t.ied

• ,, ,, •, , , , ,, ,• ,'Of• '" , """< 6 paint~

b S b
•
driven
hlllen
,
8 bought
'" J 1 Th~~ swum in the Ri~. NIIe_
2 You h"""n't met my siste •.
,Language focus Unit7 (** )
,, 'sgoongtohaw 1 ~·s .idden 00 a n elephant.
4 I've n~. broken a leg.
, isnlgoinglout
's going to invote
S She hasn't been to the USA

• ""'n't
're going to pl,y
S going to d~nce
4 1 Ha, Lau.a seen .• ha , __ 's visited
2 Ha~ th ey-seen ___ ha~nl '" 'wwal ked
, ,, When is Kale going 10 i)e thirteen?
1 HasJim w.itten ___ ha'n't

, Who is she going to Invitel

Are they going to dance anywhere?
5 Have )'Qu eve. played in a band)
Ye', 1 have_/ No, I hawn!.
, ,, 're going le> • will
1 Ha"" )'Qu eve r been in a newspaper)

, ~,e you going to

'", gOIng to , '""
S 1
Yes, I haw, ( No, I ha"",.,t
Ha"")'Qu tll~m ad eb~ad)

• ,,
Ye •. I h,....,.! No, I haven!.
i'n'lso<ng •S 's playing
's visiting 4 Have you ever ridden a motorbike!

, 3re~ting
're seeing
Yes,. I have_ ! NO,I hawnt.
5 Haveyoueverd run ktea)
Ye-s,1 h""", I No. I ha""n!.
S SI ... ""n!,' own answe.s.

Vocabulary Uni t 8 (* * )
Vocabulary Unit7 (** )
, (in3ny~r)
1 1 int erest~
2 frightened
,, -'"
~""
People who pI~: aplllin, champion. finalist. ~ , ,ood 8 happy
People who don't ~: journalist, manage<. owner,

.
, WM 9 stres~-.ovt
~. ,pons<><. sUl'P'>"er. t,,'ne'. TV "'porte.
, ,, tliline. , finalists ,
5 wo"i~
,, ,, • f s , ,
, ~~,

supporters ,• champoon
,~, j I bruise 4 cut
• sponSOf
S captain
10 manager
n jOI,l.nalisu
2 bmken
1 s~ained
S bItes
(, burnt
6 referee 12 TV reporte,
, ,, match
• fans
,~"" Language focus and yocabulary (* * *]
, stadium S
6 season
,
team

• ,,
Language focus Starter unit (* * * l
football fan ath letICS champion ,, "
,,s '" , ".~
• rugby
,, "'""
golflrophy pla~.

S
,,, stadium
• race "
there
'Of
" ,",
,•
'm Have "
player
match
S player
, ,, , i,ter', child ren's
"
par~nt"
• lo and Simon',

wm.. I f t < . _ • ., ENGUSH PI.IIS 2

 l WORKSHEETS 0
] 1 Where 'SliI' < from?
2 When is bd', birthdayl
3 Has he I I.od got any pets)
,"'wO< k.y
J
4 1 Wh at doth")' do on Satu,dayo;/
2 Ooyoualwaysurry)'OO'pho.,.,/
l How often don she go to Ihe ci...,.....1

• ,
5 1
4 What IS his si,te(, namd
S Haw they got .. ,mall house?

are the~
2 b ,, . , ; ,
4 Why doyou hate shopping?
5 Do you lik., ,.,,,ding comics/

voc:ab ulary Unit l lfr!)

2 IS there I Ha .... )'OII got 1 1 s.ciS5OrS 1 comb S sun.<:rttn
1 h;wewegot 2 1000ch 4 U"'"',. (, gla • .."
4 Is ther .. I H."" y<lu got
5 is there I has 'he got 2 1 wa llt"t 7 make·up
6 Hawwegol 2 purse 8 mobil., phone
1 loothb,u.h 9 .uns.crttn
6 StudenU' OWn an,we, .. 4 s.cosso" )() gla,.."
S ~lIery 11 tOfth
6 laptop 12 st~mp
Vocabulary Starter unit l* **l 1 1 DVD, 4 ma ke ·up 7 col lKtion
I 1 Paul 2 hip hop S fri.,nds 8 Slamp'
2 Paul and luli .. 1 mp3 pla)'l'r 6 Internt"t
3 H."y.nds,olly
4 ~ter "nd AI~
5 William I h.-. fathe,
6 Peter andMary/h ischild.en
Language focus Uni t H***1
2 1 only child S fathN·in·l"w
1 I 's ,aining s 'm 1~lking
1 ""phew 6 twins
1 fiance 1 ,'ngle 2 's pi.;oy.ng 6 .,al
4 stepmOther 8 stepbrother 1 ",., ].,aming 7 OoyoualWolysgo
4 often ch.s~ 8 dOHn'l like
J 1 music 6 drama
2 ,rt 7 history 2 I We',., h ..... inga good t ime.
2 Hema~hisbed~ryday.
J g~r.phy • n
4 .oci.1 studl~
S biology
," 1 She·scrying.
4 w.,·,.,goongtothecin.""a.
S He's studying in hiS bedroom.
4 1 ex!""nmenl 5 equ ipment (, Tney have ~ musIC lesson on Tuesdays.
1 problem 6 experiment 7 Who u,ua llydoe. the wash ing up inyom fa mily?
1 equ ipment 7 t ranslat ion 8 In , ainingloday. I'm not _arlng my sunglasses.
4 translation
J Student ·sownan._".
.. 1 Wha!ti.,.,., do you (usually) gt"t upl
Language focus Unit 11* .. * ) 2 What·. h.,do,ng?
Stude nt 's own anlwe~. 1 What do you (usually) have for breakfast>

, ....
4 Why a re you taking you, umbrella ?
2 I don't like 8 run S What do you (uSUillly) do on Sunday momings? I
2 doH,,", want Wheto do)'OU (usually) play b.utetballl
1 loots 10 don't play 6 00 you (u.ua llyl tak., th., dog OUI?
4 ttio:. 11 lis!en 7 Whal do you do in th., even ings?

.....
5 never buy 12 lalk
6 play 13 coHects S 1 're ' Iaying 8 doesn'l like
7 finishes 2 get up 9 hirdly ~r hiS
1 ',., getting up 10 ;, hiVing
] 1 Rob h~'d1y~' list.,ns 10 th., ,;odio. 4 don·loftenh......, 11 's 'alining
2 Jon and Uz usu~11y go to the cj.,.,.,.,~ on f'id~yo;. S usua lly have 12 is
1 Oo)Ou often t~k e phot~ ofyourf' iends? 6 ',euting 1] is thin kin g
4 I n~ ' ,ud Ittnage magazine'. 7 Is .,njoying
5 Kate ~Iwayo; goe!o sw imming with Sian.
(, My brothet and lsomt"ti.....,s ptiych~s logt"the,.

241 ENGLISH I"UIS l WorbhMU _ _ My

 l WO'KSHEETS o An,wN "Y
J
• , •
-, • ,• , ,
'otabu!arv
, , ,
, , • , , , • ,• "
. b
,, reil in ""'"
,, graduated
gotengag«l
,,
,•
ner-..s
b'<Ke
horrible

, ,, ,,
ga'~ge
" torld
'Oh
, got m.rried
calm
h~d an accident

,,
~!"dy biI~m~nt

,
hall
ga rden ,• attIc
b~ l cony
,Language Unit .. ***
,, loannafowascusrunning on the park.
,
~ t allS
"
HOUs.ew<lf'; 1,2,3,4, "
li.ing room

8. 9, 10 , R", ie wasn ', w"ting l ette~ it home

And,,",,, was swimm,ng in the sea,
,
, •,
Students' own answe .., Tim wasn't texling f"ends 3tthe c'nema.
Where w.. loa nn. runn'ngl
language focus Unit 3 **• ,2 Whf:n waS Juliet writins letterSl
Was Tim swimming in tile se~1
1 were S Wl'f~ 9 we'" ,• Wh;ot was Rosie doing .. t 16.301

I
2 _'"
3wn
4 _,en't
1
6 wJsnl
7wa.
8 W~,
Wedidn't doo". homework ~'terday evenin g.
10 weren't
11 wer"

,
.,
, ,, "
Wllen WilS Tim Willch'n g .. OVOI

we,e st aying
wa'8om g
, """",
10 wndimbins

2 I went to fre.fs party lasl ~IL h~a,d " stopped

3
4
I waS born fourteen years ago.
They ~ " i ved in Belgium last month. ,,
S wJscommg ""
"" c~l l ed

S There wasn'l a Cmema hefefi~ month. ago.

was walk ing
we..,talk ing "" went
didn't find
6 Juh" leamt to d rive .i~ month, ago
1 O.... 'd got mau,ed Iwo ,bys ago •, ,0< ,,
•, Did you go IWiS

,,
1 1 went 6 were 11 spoke ftw.. ~t.tted

, ''''''
)
4
didn't sleep
stayed
5 swam
7 met
11 ale
9 liked
10 bought
12 finished
13 didn·\w.ant
, .
w""" playing
Did slle play
~.
,• h"did you

4 1 Whe,edl(! you goon holiday la,tAugustl

2 The,,, were a 101 of people in the pa,.
,Vo,,cabulary Unit ~ •••
•S 3found
, .,
~,
3 Ol(! you like the new Jam ... Bond film?
4 The,e weren't any probl"m.l .. t time.
, '"
across
S She d'dn't play t~Mis IJst Monday.
6 I watch~ the footba ll match twow.eb ago. , ,, ,~"
clim bed up ,, swim ac'()Ss

* **
, jumf"'d into
sa, lmg a,ound , cy<:le thfough
sk,ed down

, ,•
Vocabulary Urllt 3
1 1 havt an .cCldent
2 we"',, b<<Ke
1 gel engig«l
4 get a d~gr~
fell off
under
,,, off , ,-"
l 1 fell ,n kW'e S got engaged ,2 thr<><Jgh
,~
~,

through
"off
2 weir 3 br<Ke 6 passe<! h~r eum • through •, "'"""
. ,, , ,, "K" ,,
1 te~'nttod,,"'! 7 gOI • degree
4 h;)d ~n Opo!f~I'on 8 had ~n <Kc,dent , ,,~ waterfall
, , , , b
hill

• ,, .."verpids
rsland

•, fo'est
lake ,
rapods
,,~

;l. I ,h)'
2 inte'~ting
4 confident
S ,a im
7 homble
8 ntrvoys , wate,fall , hil l • stteam

l nice 6 bo ,ing
 J
2 1C 2e 3b 4a 5f 6d
language focus Unit 5 t* *--!l 1 If it rains. she won't go OUt.
1 1 Howlong 4 Howhigh 2 If.tle ~'t go out. she'll watch SlOt F'o(n.
2 How fast 5 Howfar j If she WJtches 5torPops, she'll want 10 t...a
3 How oft~n 6 How ma ny iX'P sLilr.
J 1 Howhigh/f.. rould)'Ol'jumpwhen)'Ol' 4 Ifsn..want s tobe a POP sl3f, she'll n«<l to
weree igntl practi ~ Nf'.ry day.

2 HOW fin can you run (100 md",,)? S If she doesn't practise every day, she won't
3 How long can a bo~ constrictor growl Improve.
4 Howf~rcanyouth row~bJ III 6 If 'he does n't improve, I'll gel a headache.
S How many lim~s did you gotolhe conema 1 1 Whiltwillyoudoifit'ssunnyonSundayl
list yearl 2 If you don't ~your friends on S.aturday, what will
6 HOW old W('re)'O'l when you learnt to SWlml )'O'l dol
1 Suggesled ans_s, 3 What will your t~acher do if you a"jo,oe lat e for
1 A shirk is more aggres,~ I hiln a dolphin. ci')ss tomorrow?
2 5.:Imwn was 'Iron~ Ihan ArnoId SdIWlI~. 4 Wh~t woll you study if you go to univetsityl
3 The Alhambra is more t...aullful t han the Stucknls' own ~nswe~
EIffel Tower. 4 If you eat ~II Ih~t chocolate, you'll prob.lbly
4 u ls are deaner than dogs.
"" sick.
S Pablo Picasso was more art ist ic than Wait DIsney. I If they don't re\fl~, t ney definitely won't pass the
6 A Ferrilrl is more e~ ~n' ive than a Fia!. exam
4 1 is t he tallest 4 is the hottest 3 W~' I I probably get a tui if the re a ,en't any trains,
2 is the most interesting 5 is the most prictical 4 If it's sunny tomorrow, we'll So to the be3ch.
3 i,the happ iest 6 is the USl iest S If I become rich and famous, I'l l move to
BNf'.rly Hills.
6 If my parent, go to PariS. they'll buy ~ a soo.rvenir,

,vocabulary
,, Unit 5 (* * * )
,,
,,
,
.ct~
director
bUlide<
translator ,•
inst ructor
photographer
cleaner
researcher
,Vocabulary
,,
,
a billion
a million
,,
Unit 6 (* * * J
....
, .=. .
, ,,
des'gne< 10 conductor a Ihous;lnd
, a ha lf

,,
Instructor
builder
des'gner
,
,
,
•
~~
trilnslator
composer
, ,,
,•
,a
a hundred
iI do~en

a mil lennium
,,,
._,
a qUirter
10 nought

, programmer photo8 rapher century

~ decade
,
aday
a n hour
, ,, , • , • ,
dirKtor
d b ,, ,• a )"'ar
• month
it minute
10 a 5e<:ond

• ,, nOISy , common
• ,, " ,, ,
, ,•
86.400
"
,, ,", ,, "
normal rare 10100
qu,et aggressive 3,652
,,• art,slic
domestlCilled
w,ld
10 sbange
11 pr.1<t'c.JI , (in any order)
"
big·hei!dtd - m~t generous - ~iln
confident - shy h .. rcl-work'ng -llIly
la nguilgefocus Unit6 (***J disnonesl- ho<rest qUlet-UlbtiYe
foolish - sensible
1 WIll
2 '11 definitely
6
7
Will
'11 , ,, big-hea ded
,, sens ible
j definlte lywon't 8 w ill foolish qu iet
4 w ill 9 wil l probably
5 '11 definite ly 10 won'l
l WORKSHEETS 0 An,w", k,y
J
, ,, generous ,,, honest fo(u~ unit8 (£*_~
,, "y fool i.h
,Language
, ,,,
big-I1""ded la zy I"ve ~en to Par is.

, ,enl ible
hard-workmg
u lkative
W mooe,t
They've neve r lost ~ match.
She's ~t~Y" d in a five· , ta r hotel.

, He ', neve, travelled by pl ~ ne .

I've "eve r eaten seafood.
Language focus Unit 7 (* **l , ,, We ha ve n"tv i~ ited the new museum
I (in any order)
Drin k two lit,,,, of water a doy. , Ben hJS met ""nelope Cru l
I h~ve never sung ~a rao ~e in my life.
D<ln'\ eat pizza, and ch ips.
Get up early '!Very mom ing ,
0 I~son and Sue have been / gone to Au~t<a l i J .
You haven't , een our new garden.
Run ten kilometre, ""ery day.
Slee p e ight hou" a night.
, How many countr i e~ has s he v r~ ited I
Don 't stay ou t lale at night.
, She's viS ited twenty countries.
Where ha. 'he ~wum with , ha,ks)
Z Howb ri ' hegoingtofun?
He's going 10 ,un ten ki lo metres. , She'. swum with shark, in South Africa.
Ha, she ever travelled aCross a de,e rt>
2 What is he going to have I eat for lun ch' No. ,he h ~.n 't
He', going to ha"" I eat ,teak and vegetable"
3 Who is he going to meet at the gym? • , Haveyou ever ridde n
have you brought
He ', going lo meet hi' coa(h.
; 've brought
4 What t ime is he going Ita go) 10 b..d?

, ,,
He', going (to go) to ~ att"n o'clock.
, ,,• Have you met
have you seen
getu p

,, ."m" Y
's having

"
, 've ne""r ridden
''''" never crossed
W won't be
,, 'm havin g
h."" " are you go ing to
Vo(abulary Unit s (** * )
,
're going to
;,n', go ing to " 'm going to
B . reyou going to , .1 , '"
do n't stay
" 'm going to run
," • goOO
• Student. own anSwerS . 2 St udents' own ~nswe rs_
, ,, inju,ies ,, break , bite
Vocabulary Unit7 {***)
, ,, , , bru ise
, ,,'
burn

,
linesma n
umpire , runne r·up
substitute
• ,,
'pr"in
g
,, ,, ,, ," , ,
<:o mmentiltor 0 bil ll !my 1
, , ,,
(in ."yorde r)
eVlmt" competit ion. m~tch . tournament
offici a ls: line~m3n. (efe (ee. umpire ,
have 3n X-rdY
some ({earn ,
0 put 3 pl~<te(
put J bandage
cold water 0 put some ice
compet itors , fi n~ l i st. runner·up. ~ub~t'tu te
others , com me ntator. ma nagn t (~i ner
, ,, funnef-Up ,
, ump i f~ (ross-curricular extension
, ~ub.titul e
com mentator
B ~II~

,Cross-(urricular
,, ,, extension , , , ,
Unit 1

• ,, match ,, fan . , 1
"
• , ,
,, - , ,,
,, ,
,e"Wn
fina l
runne(s· up
ch~mpion'
, ,, paper metJI

, team
't~d i um
Y trophy
, glass
pld,tic
rubber cotton

, ,, sand ,, fleee" ,, plant

;
o il
,,~
." "P
 l, •,
WORKSH EETS

plastk: , .,.
,
0 Answer key

. ,, meUI 1 1 f"iry story 3 folk story

J
, """
cotton """
,ub~, 2 fairy story 4 folk story

, ~.,
4 folt story

, ,, iron ore
S 1 He wentlo find ;I job.
2 Hew~s sl""pingon the ste~ of M, Fitzw.rren',
bla$! f"'fMC" house

,,1 put liqu id InlO se,ond """"

me lte<ll,on 3 He worked in the kilchen,
4 Therewe re a lot of 'ats in Dic k's bedroom.
stffl furnace S He bought a C;lIIO kill the rats,
6 pour into moulds 6 Hewanted to t'ade Ihe Gat fo. goid,
, ,, True 7 He left becau~ a cook was >'ery unkind to him.
8 The church bells said, '(Ion', Ie;we, Dd"
True 9 8e<a~he had a p.obIem woth flits ,n hi. ~1<>Ce.
1 False (The furn~e n~' 10 be vel)' hot)
,•False ('There are two """liS in t his proc~S.)
fJlse (Steel is stmnger than iron.)
6 Studn1U' own an'Wefs.

6 ,,~
Cross-curricular extension Uni t 4
• Students" own ans_,s. I 1 rocks
2 waves
S cliff
6 sand
9
10
blO'
(a>'e
Cross-curricular extension Unit 2
, ,,
seat
, actors
1 • od,
aud ience ,,
,
stage
."
stalls
, circle
10 lights
,
3 p<!bbles
4

,
,
. ,,
hay
b
, d
7
8

5 •
6 ,
beKh
headl;lnd
, .11
12
.."h
stack

• "enery J dest ructive 1 constructive

I
,
1 lights 4 s.:enery 7 .Uge

, ,..., '
4 1 wind _ cold _ woter (in any order)
." S 51alls 8 seal 2 ""nd_pebb!es (inanyarder)
3 dIcit 6 actO<'!
, d , b ,• ••
3 ~ "'3Gaffles this
4 No. they don't.
m"",ial a~

• ,,
S ha" _ be.Khes (in in)' ardef)
stage 4 lights 6 soft rock
~ta ll5

. ,.
S 'iCe",,?, 7 You find them wtre re there are hands of hard
1 box,Clf,le, t~ gods rock a nd soft 'oct.
, ,, mode rn times 4 Andent ~om e , , • d ,,
Ancient G'efie S late 5i ><t~nth century
1 the mIddle ages 6 Student " own onswe",
, , '"" ,, courtyard
,~

2 hi ll Cross-curritular extension Unit 5

, ,, ,,~ , False
,, True 1 light 4 leave5 6 root
f,ue
• False ,,~ 2 ground S trunk 7 root system

• Students' own answers.

1 br.rnch
, , • ,, g
, 5 • ,,
2 b 6 d
Cross-curricular extension Unit 3 , ,, light _ dark (in any arcler)
1 2
lb
Si8jllf
68 9 1 llh , heavy .• light
long .• short
4~

, , princess
7m 10e
, prince55
Bc
13 dragon
• dry ._. wet
5 high ___ kM
king
2
,• hum".
queen 14 kn ight ,
6 d"" p ... sha llow
narrOw _ wide
,
1 queen
witch 10 dw~"'es
IS dragon
16 merch~nls
5 f;li')I n dragon 17 pipe'
6 prince 12 king 18 merchants

. .' 1 IU_lfy
'" """" "'"
l~_W_O_R_K_S_H_EE_T_S_() __A_n_'W
_ '_ '_k_' _Y__________________________________ J
, long _._ short_ d~, ___ ,hal low __ narrOW" wide S True

,, (in any orde r)

dry .. , wet (in any order)
2 F"lse (GrJ~ i ty gets strOllger.
3 True

,,
li ght .__ heavy (in any ord er) 4 True
high 5 Fa l,~ (We meaSu,e ma ss in kilograms,)
dark __ .Iight (in any order) 6 True
, tem~f~1Ure
7 False (All obje<;t" m~ss never change • .)

• ,, ,• ,, ,, ,• ,• ,• ••
8 True
6 Studentl' own JnSWe's .

, Students' own answe rS.

Cross-curricular extension Unit 8
,, ,, ,• , , , ,
, d

, •chJ'Jcters ,
Cross-curricular extension Un it 6 g
l lf ), Sa 7e ge , ,, ,
ti tl~ chapte rs

2 1
2h 4j 6b
prob.bl~ _._ljl;~ ly
88
(in any order)
lOd
, f"nt~sy
Juthor
•
sett ing
ending
2 even ch~nce 3 po, it i",,: beautiful, cl"""", e ~c it ing, famous,
3 posslbl~ funny, n i(~ , fi<;h
4 imp ro bable" unl ikely (in any order) negati'<" : d isappointed , dyll , ev il, fri ghtening,
5 impossible h o"i bl~ , mean, miserable , S<ld, strange , ug ly

3 1 even c han(~ 4 Book 1: ho"O!

2 imposs ible
3 certJin
4 proba bl~ / lil;~1y
5 ~)("' i bl e
6 impossible
7 Student, ' own answer.
8 Student,' own an,_ '.
9 Students' own answer.
10 po"ib le
4 They h~'le d iff;:,e nt m~"n i ngs to
S NO, we_ren't.
2 T h~y used numbe rs,
3 fractions, decimJ ls or
Book 2: romance
5 1 He', a scientist.
2 He useS part. from dead people
3 They're f,i ghtened becau,e he', big ,,,,d ugly.
4 The mon,te, n~s 10""'
S He learns to hate, ~nd late, to kill.
6 They live in the English (Ounl!yside
7 They th ink hi' win, ;, n't nice to him.
8 No. not at all
diffe re nt people.
6 Student's own an~wer~,
7 Stude nt's own . n 'w~rs
~ '(~ ntage'

• 2 3/11
7 Students ' own answ~".

Cross~curri(ular extension Unit 7

1 11 4f 7b 10i B e
2d S j 8a Hc
lm 6h 9g 12 .
2 (i n 'm y Of de f)
nOun , lift , orbit, pl~net, 'pace, 'pacec rJft, support
adje<:trve : heavy, lIgh t, strong. weak
""rb: pu ll, pu,h
, ,, Ve nus
,, Jupiter , Neptune

, Earth
Mars
•
Saturn
Urall US
, gra, ity
Ai m~ • ",,,,lrk<!.Wfl'pi,",,,,,h, .... ,1.r.'•. 'h'nd I
(ump..'p till" .,,,.,ji,(,,,,,,
"m I"
u'-'nct I~ le-y ~"d"'-
I
• "~Jn .. r"and",,,,l
• l, on ph~'o(> tor "" . nq po • Go found .)rld ktffi.;nj ~ "J(~ Ih<')' ~", "'''''J 1i"I<'
• .... 1 on q ~ • .,;j ... l00t
" !"•.....-; c"'''-"CU), M""J IldUO::Ui..I< .r." "ion '0 rh
'
'''~''I>'' w,tl"\or;, IQ dnd ", Itrfo <""<'CI ptOnUocr..J\ 01' <:J I
Warm-u p (2 minutes) II,Q,,·,;)
• Rt",.,. -rudo.-nl' b.Io:.t 10 rht> ' ....., on Po")C t.>O Jr<!,., _ ts .... ~,
' 'It'' ' ' ."l>
}!lI6 ,,,) .. r 'he JMW" ...H In' PronllnOalion: '/I
• I>.-Urm w.: u/.t"'<1Ie I! .", 1~lh "''''''My. Wr,w Ih'l or I~
tJruod ~r<! und<'f1."oO!'''''
• FocUl on lllo> ."',Io>ftineod _I><, on I~ brJ,.!«1 Jrd " ,
>I",*,,'I~ ,I Ihfy ,,*< 10 Iht> p.r~t 1:>''W''"Ir or MUI" i 1"'1
I Wott_,.,."
roodlilMJaoros_IS'
uerd...,S
Ih." 1hI>y' ·1 ... I() lho> h"",,· .)"" rh." f'>ty ¥t' P'<'dIclr(ln'<. In. _k~. dus",..denl,,¥t wo ..., p,rd. ,~"
I~>h~ (ompaI"nq ""Ih" pJf\r·.'f, In J stronger clllrSS
ExerciSE' 1
,1oJ(!efm (an 'I"...... "irK.'1y
• ',[l.dcnIS (Ompk·'" 1"" _te........ 1101" lho.' '1"'1. [k.llh.ll
",eJ~'~,",(Jnt,.. .... , 1··"" ..... 01, -0)""",,. flI.WJ3.~)

,,, ..,,!t;f)
her(ise 6
• In. _~k" class. ,eI", ,tLJ<ien1> b.!<.. ' III """',,1<'
Rules
,."
"M:H,f)
.I. !OI

.v'll. won' 1 How m.ny child"", w,1I you h.v~'

le'@!! ,u".". W~ lM' .... ,II<>r<I WOI11 wrlh Ir.e ,niinilivp 2 '.'NI )"O"be~m,'1iQn."r'"
wilhout 10: I ,v,1I ,~<>-,. NOT ' " " ~ '/0' ul l W~"',oo '.... 11 '''''' 00
4 .. ,I~,)uO<".,,,,,,,,,'n,,,,,,., ."
11'1£0 "",b w.!/ ,lot... "'~ .Kkl \ dl,~, 1lt'/1l..,/tr: Hfr w,ill .. l",e.
i ..... '., 1";0<)1,'."".1>0,
Nor, ,, ,,/',", /'.
rh,. """d 0100 rn """"loon,,, >1'1,.." WlA rl><'r (1<'' ' .' "lOT h,erds" 7
,Iq , ,",,,},,,.,,' • RPad m.. Sn>d)' \/"I"'lY irtIuU<.t,on, ""th tk , L.J,~ .........
" ,1<-"""'<I".T"", 01 me- 1"< hr re,· iT '1l<lo><T >l
Exerci se 2 ,·J!heQUr.."" ..... "fror!l~ , ''',) itronq«d.....
• 11., r<! '."rd<"!"I1 , tu ,,\Id IhrW;~ ... I,,"" QUI.... tror" .. ~l .J., studen! todo>mon';U.1!~I'" tt,~
"nswel' bo:Ior~ Ih,.,. m,O[(h rlw'm They ,houId 11< 1~
Exerc:ise 8
"bout ,,"~Ihe< e.J(h oroe "'~ ~ Ihorl ¥t,_ 01 ""'"'
nlonn.Jloor' • A,~ " .... ftonl' 10 prepd'''' th<." ,)I""'''''
to It 'a~ ,.,1"""
,n ~""'Osc (, ondrvid .......... r "'",..,.." m.m la ~~ lhe I Py
pt.'''''''"' from """""" ~ ,n Iht."Ir ........
1 ~ ) b
• Pul """"'1' onto p.tir~ ,0.;>I..od ........... tho: <l~''''!'')'''' n
Rules ,. 'Pr<:"" 6, It.>y ,hould \ok ... I"" Wiy ", ., '"If ' o"JS.

t l'·mu)
• ~.~""'''' I0'Il".' "udt-r<t•. , .. '",,)fkMq.>nd ~ .1<.4 ' 11
practi'" aq.>Ol <'Ihl>y"'''' 10ur >p'-'.,l"",1 (Ito""y ~Il
I '" 1 won',
", ,,,,IU)
•
Finished?
• ~Id,., faS! fini.hen to It..' f""",,'CI' ""ti~,ty l ... ,,,,,,>1"
them 10 br"",'>(oorn iOf.'J> fat Ihi",,! I....' rn"JtH (ho¥")o'
t)('fun:> lhey lM ite lhei' prediGiorn,

,IIM3,f)
('''''1M) Student > OW" ,m,_"
MOlt pra<lke
Exerdse 4
• RPJd Ik key pIlr J"-'" w "I' 11 ....· l d\~ M.", Wt,· rh."
"',><Io'n" un<le<"",.,j TI'~ ph'J~ 101 ~ ""I"', by ,101 """l
I Wartl>ook pago ~9
l.ongua~fO<ll<

Te ~ls
""."""und P/><ti«r. ·I'.t"""~ ~'!1'.l-/
,Iudrot' 10 l,,,,,,klTe them "'10 tt-.c., OWl' oo~,

UniU "
 t VOCABULARY AND LISTENING • Adjectives: characteristics
~ I an talk ~ bout p~opre'l person ~ljty.
, .

Exercise 4 (1j,) 233 T-=,pI:~ 1S2

• fl<pI.on that ~IS J(e QOOn9 to listen to ttvN srudenll
<tKussn;J nume<ology. Tf!'I &.>rn to!M!hroo9h ,he Ihlee
questions ...-.:lltwli; dbout....rut ~ they moght hc.It
m..
, • PI.Jy CO. SII..dtrus r.UI'<1 and dOswe<'
(tw, instn.JCtlOns
rhe QUe\I>OO In

1 them;,dofJuly , ~

2 19'J7
J some! i ~ moody

E~erdse6

• Student, "kukJle their nlJmbef .r>d 'eold tr>e<' ~natys;s

• They then romp;ire their anlWO!r$ ""rh .1Wt~ MId!.!y
whether 1"er ogr"" Of d~ee. In a weaker clan, If they
di>agree. ''''''' mult say what they think lhe< r pe,SO<\d lity
helpful unhe lpfu l >h~ - O<Jl~''''9 i, &ke In ~ suong ... dus. they muSt do this and po'O\Iode

~'IY'9Oi"9 - mood)I
,mp;ot~n! _ p;llien!
ambilious - unambitloos
friendly - unfr-.di)'
neq.>~ po<lIIW'
It''''';n !)
IJf!'tfCK15 - mean
('e~!ive - ul'lIm~ i .. ti...
~I-a<rog.l nl
~eful - 099'ess-
~ fu..,
I
examples in E"')li.n.
',,",WU,
St~ts' own ,ns..........
Optional activity: Vocabulary
ro practise p<'floOl'lality dd~lM'S, asl< uudMt, 10 "",te
a br..J de=iPlion d 11'8 own perSOllii''Y wog the
peoonaro\y ~ in ~ 1 and L;m<JW<Je !Tom the
IlIJlf""oIogy desorptJolls. ~ WIlle !hell deIc"pr~ 011
~ poe<:" d paper....mich They Coin hand:O)'Oll.
When they h....:' r,,.,,shed. n:oad ~ d the ~r,pIIOllS 10
lhe eLm.. 'il'e If !he dlss ",11 ~~ who wro«.' each one.
Communic.al~ <;OITIpelenc .. Culto.or/lol.w.reness
"nd UprHoion. SocUoI.nd civic com.,..w ....,
~ actM1ywiU help)")lA" ,,00ents 10 irrIpr<:M me..
communication ""115. It will "'SO I"IeIo them 10 express

- their opinOOlls. Thry will neo!d 10 v.ork in. coopet;Jtive

Tests
"'WM,"
Studen,,' OWn dn",,,,,,,.
I"" "*"'" ,,",1. IN !I.ri M ., ~'JM

,. Uoiti
 6
Aim s Exercise 3
• ~, 1",1 ", vnJH • lo.JI. ." rh,· ,,·Xl wilh the dd10l dr,<J.» th"" 10 "1<... ,, IV
• • ., ,. . r l! '\ "\0 1!<l<ov.,,",,'J.
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