Aspire pre intermediate teacher 39 s book

Do this by writing the phrases below on the board and asking students to find the verbs that go with them in the text: breakfast make a difference make up my time take me feel good make

Pre-intermediate Teacher's Book

ASPIRE

Jaimie Scanlon and Mike Sayer

with David A Hill

□ GEOGRAPHIC NATIONAL LEARNING

HEINLE

i % CENGAGE

Learning-Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States

Discover Learn Engage

Jaimie Scanlon and Mike Sayer

with David A Hill

WITH CLASS AUDIO CDS

Dear Teacher

Thank you for choosing to use A spire Pre-interm ediate with your students As you are probably aware, this course is different in a number of ways from other courses Most noticeably, a great deal of the content (photography, text, and video) is drawn from the vast resources of National Geographic

For this reason, you will find that many of the topics are more varied than normal Students will find they are learning about diverse topics such as world geography, ancient cultures and modern anthropology but at the same time relating the issues to the world they already know For example, a unit such as Food (Unit 10) clearly provides a forum for students to express their own personal likes and dislikes but the influence of National Geographic content means that they are exposed to food and traditions from other parts of the world In this way their critical-thinking skills are made to work in tandem with effective language learning

As a language teacher, you will also find a great deal that is reassuringly familiar in this book For example, there is a carefully graded grammar syllabus with key vocabulary needed at Pre-intermediate level Students will have plenty of opportunities to practise useful functional and communicative English

National Geographic magazine was first published in 1888 and its extensive website (www.nationalgeographic.com)

of resources sets out a clear mission statement: 'Inspiring people to care about the planet' In many ways this goal was always uppermost in my mind when writing this book To produce a course that would inspire students to care about the planet and inspire them to learn English. I hope it achieves this for your students

Good luck!

'S'cumton

Letter from the Author

Aspire Pre-intermediate Overview

Aspire Map

Unit 1 My generation

Unit 2 Science and discovery

Unit 3 Law and order

Unit 4 Travel and adventure

Unit 5 Work

Unit 6 Nature and the environment

Unit 7 Art

Unit 8 Fitness and health

Unit 9 Shops and shopping

Unit 10 Food

Unit 11 English around the world

Unit 12 People and places

Workbook Answer Key

Workbook Audioscripts

Aspire Placement Test

Progress Test Units 1-12

End of Term Test 1 (first and second versions)

End of Term Test 2 (first and second versions)

End of YearTest (first and second versions)

Test Answers and Audioscripts

Video Scripts

Main lesson types - A

Even on the skills and grammar spread, students

practice Students work in pairs and groups and often present their ideas to the rest of the class

The tasks aim to be intrinsically motivating as well as useful for language practice.

I f + subject+

CONDITION

G ram m ar: second conditional

5 Study Candice's question and Steve

1 Identify the tenses in bold.

2 Are they discussing

П something that happened in the past?

□ an imaginary or unlikely situation in the future

Candice If someone gave you five hundred euros,

Steve If I had a lot of money,

3 Complete the rule.

subject + _ _ _ _ _ / could +

CONSEQUENCE

Who they go shopping with Types of shop they go to

How they would spend

a If you work hard, youll pass your exams.

b If you worked hard, you'd pass your exam

(= but I don't think you want to work hard).

8 Complete the sentences using either the first or the second conditional Study the note first.

в I W9fW

Wtoen we use the verb be with I in the second

conditional, it is considered more correct to use

If I were instead of If I w a s

Examples:

If I were a rich man, I'd never work again,

tf I were you I'd put the money, in the bank.

1 rf I (have) a lot of money,

I - (buy) a car.

2 If we _(book) our tickets now, we

_ _ (spend) less So let's book them.

3 What (you say) if 1 (ask) to borrow your camera?

4 I know you want to go by train, but we (save) a lot if we _ _ (take) the bus.

5 If you- (not spend) so much money

on clothes, you - (can go) on holiday.

6 If I (be) you, I (not get) a credit card.

-Speaking

9 Think about your favourite shop Think of five

ways in which you would improve it if you were the manager Consider things such as

• What would you sell?

■ What would you call it?

■ Where would it be (e.g in the city centre / in

a large shopping centre)?

■ What would it look like?

■ How would you encourage people to come to your shop?

11 Present your decisions to the rest of the class.

Listen ing

1 Do you think carefully before you buy something?

2 What is your favourite kinds of shop?

3 What are your favourite brands fo r

4 f t 2.15 Candice Bryant is carrying

out some market research among

and complete the table.

Grammar is usually presented alongside a reading or listening text so that students can see how grammatical structures are used in a variety of authentic contexts Students learn both by reading formal grammar presentations and also with learn-through-discovery tasks Discovery tasks are used for structures the students will have seen before Each presentation is accompanied with controlled practice exercises as well as free practice and speaking tasks so that the new grammar can be used in meaningful situations.

4

Main lesson types - В

Look for this Mark Fairtiade products www.fairtrade.org.uk

The В spread focuses on

development of the receptive

skills of reading and listening

Spotlight o n boxes provide

useful explanations and tips to

help students develop awareness

of what is involved in the process

of reading and listening.

The listenings include a wide range of listening text

types (interviews, radio, news reports, etc.) and many

of them are drawn from National Geographic content.

Project boxes appear from time to time and offer students the opportunity to build on what they have learnt in the unit and take responsibility for their own learning Projects help students develop interpersonal skills and improve team work Quite often they require some preparation at home before the next lesson

Students may be asked to present their project to the class in some way, so sometimes the teacher will need to set aside some class time in the following lessons.

Reading

1 Read about 'Buy Nothing Day1 and discuss the

questions.

Once a year people in some countries join in ‘Buy

Nothing Day* On Buy Nothing Day people decide not t«

buy anything to protest against the consumer society.

1 Do you think Buy Nothing Day is a good idea?

2 What would happen if eveiy day became Buy

Nothing Day?

-ffl.mMUl -an reading skills: titles -ffl.mMUl -and first sentences

• Before you read an artide, take a moment to

think about its title as this will give you an idea

of what the artide is about.

• Always read the first sentence of a paragraph

carefully as it often summarises the whole

paragraph.

2 Read the title of the newspaper artide What do you

think rt w ill be about?

3 Read the artide To buy or not to buy?* Match

sentences A-F with paragraphs 1-5 There is one extra sentence.

A Businesses would rapidly close down.

В In many parts of the world, people don't have enough food, and are too poor to own basic items such as a refrigerator or a washing machine.

С Shoppers want value for money.

D This constant pressure to spend and consume has gone too far.

E The people who would be most affected would probably be the poor, or those in less rich countries.

F Is there an alternative to the consumer sodety?

4 Discuss the questions.

1 How do you think the author feels about Buy Nothing Day?

2 How well do you think Buy Nothing Day would work in your country?

There is always a pre-reading task

to help students think about the topic before they read for gist and specific information.

10 f t 2.15 Listen to the talk again and put a tick {/ ) in

the correct box

1 Fiona thinks that value for money is the most important thing.

4 Fairtrade can help farmer organisations process

the coffee they grow.

True □ False

5 Fairtrade improves the lives of farming communities.

True Q False I I

Gram m ar: too, enough

11 In sentences a-с, which word in italics comes

Set Crammar Reference, page 155

12 Rearrange the words to form sentences.

1 the / was / too / question / answer / to / difficult

2 coat / enough / had / 1 / money / buy / if / 1 / would / a / new

3 he / not / old / was / to / enough / drive

4 not/buy /could/1 /it/too/because/ it/

expensive / was

5 a/enough/rich/if/were/they/school/

they / build / could / new

13 Use too and enough to talk about some difficult

experiences you have had involving shopping / sport / emotions / travel.

Vocabulary

5 Join the phrases together to make five sentences.

1 We got lost • up yoga - then^ that went into and ended- | away that old [j aforesL

2 You should I* shirt- Hand stop talking, take ч up on a small J I you'd feel less

3 Carry road - ' * stressed.

4 Please don't \ on with your ‘ it's my favourite, throw • work

6 Which of the phrasal verbs in bold means

1 to continue?

2 to begin a new activity- _ _ _ _ _

3 to finally be in a place m t u r n te< fx

®o oo< pttn to t* & _

4 № put KimelNng you iv toneer пиоО N tfie

Pronunciation

7 f t 2.14 Notice how these phrasal verbs 'link up'.

Example: take up -»/.teilcAp/

Listen and repeat the list Then read the sentences from Exercise 5, making sure that you link up the phrasal verbs.

Listening

8 Fiona Spicer is talking about Fairtrade and how to

be a better shopper Before you listen, compare what you know about Fairtrade with a partner.

9 * 2.15 Listen to Fiona's talk and number the topics in the order she talks about them.

a С better than charity

b С feeding the family

С С more profit for growers

d С health and education

1 П Yet in the richer countries people throw

away appliances that can be repaired, and

change cars or computers just to have a

more up-to-date model Everywhere we go,

advertisements create the desire for things

that we don't really need, and encourage us to

consume.

2 Ц So we can understand why some people

in the rich world show their disapproval of this

for a day But what would happen if we took

this idea to its logical conclusion and everyone

gave up buying things, not just for a day, but

for months, or even a year? At first it may

appear an

attractive course of action, but if we think more

closely, the consequences could be terrible.

3 □ First of all the shops would dose, followed

who worked in them would lose their jobs All

the service industries that depertd on people

4 Q They are the ones who make and supply their citizens wouldn't be able to afford to buy anything we would make them even poorer.

5 Q Perhaps the best thing is to shop more wisely - that way we can help the poorest among the global population But it is essential that we carry on shopping and consuming.

In fact, it's the only thing that keeps the worlds economy going So go out and spend Take up

a sport that needs lots of equipment Buy that dishwasher and throw away anything rn than three years old If we do these things, we'll keep each other in work.

5

Main lesson types - С

The С spread focuses on developing speaking skills by

giving students useful expressions and the chance for

extended speaking in order to improve fluency Typically,

students listen to a model version of a conversation and

look at the kind of phrases used Then they work in pairs

or groups to practise this language.

letters, emails, notes as well as information-giving texts such

as notices and adverts Exercises often draw attention to the structure of a text before analysing the language features used Every writing section concludes with a productive task in which students produce their own text Note that the Workbook also offers extension practice with writing.

Shopping around

Listen in g and speaking

1 Study sentences 1-6 and make pairs of opposites

with the words in italics.

1 ' ™ t f W »o M*f o* tv, le - « я>

2 You'd better put on a coat - it's cold outside.

3 My jeans are so tight that I can't dose the zip.

4 If you wash that pullover in hot water, it'll shrink.

5 These trousers are far too loose since I lost weight.

6 Don't sit with your knees under your sweater -

you'll stretch it.

2 f t 2 16 Adriana is looking for some new trousers

Listen to her conversation with a shop assistant

1 What is the first problem with the trousers?

2 What does the shop assistant say?

3 What is the second problem?

4 What does Adriana ask?

5 What does the shop assistant offer to do?

3 f t 2.16 Listen again and fit! in the missing words

S = Shop assistant, A = Adriana

S Hi (1 ) _ some help?

-_ round the middle and

_ these are our last pair, : that they'll stretch when you wear them.

Can I h e p you?

Do you n e e d / 1Mould you like some help?

Asking about size

Do you know your size?

What size do you take/are you?

Asking about and commenting on clothes

How does that feel?

You look great They suit you.

It's too large / loose / tig h t/ long.

They're not big/lon g enough.

They make me look fat.

They don't Ht / They fit very well.

Making a decision

111 take them.

П! leave it, thanks.

I need to think about it

4 Work in pairs Student A - you are the shop assistant Student В - you need some smart shoes for work They can be either black or brown.

L

323'

W ritin g : a letter o f com plaint

5 Have you ever complained in a shop, or returned

an item to the shop where you bought it? What happened?

6 Read Adriana’s letter to the Head Office of Topmark What was her reason for writing?

the DearSir or Madam,

> am writing to complain about the treatment

bacftgron Mi * rece'ved in your Rickwood branch two weeks ago.

to «•" ч " ' tnel^on 3 pair of trousers I liked but found that докроши were too tight, Your sales assistant assured

me they would stretch, so I purchased them, what hapjis^a When I washed them, they shrank and the zip

to the thwvq ^broke.

у eu bought I returned to the shop and asked for a refund.

-«The manager told me you never give refunds on what -^damaged goods.The trousers were expensive,

happer-ui so you will appreciate that I was extremely

whew иou disappointed with this nsply

toote It bactel Under the circumstances, I think you should /refund in full what I paid for the trousers, how you feel/ Furthermore, it is important to train everyone to your customers honest professional advice, л/ Please find enclosed the trousers and the 1 look forward to a positive response to this

i letter.

Yours faithfully, Adriana Williams (Ms)

Try them on and say

why you're not sure , about the took ,

7 imagine that Adriana is writing an email to

a friend telling her what happened in the shop.

What would she write?

USEFUL EXPRESSIONS

Complaining

l am writing about/to complain about

As you can imagine, / You will appreciate that

Diplomatic language

/ was angry I was not at all happy.

I was angry and fed up -*■I was extremely displeased

8 Read the reply from Topmark Do you think Adriana is satisfied? Why?

Dear Ms Wilton

Following jfai letter I have

matter with the m

Chetyl Jackson, Customer Services Manager

9 Find more examples of mure formal vocabulary and expressions in the twn letters.

10 Study the situations One half of the class write

a letter of complaint based on situation A and the other half write a letter based on situation B Then exchange letters with a partner from the other group and write your reply.

Situation A During a sale you bought a pair of shoes You only tried on one of die shoes in the shop.

When you got home you tried on the other one

Unfortunately, it feels much bigger than the shoe you tried on in the shop, and you think that the wrong size is marked on the shoe When you took

it back to the shop, the shop assistant said they could not exchange items bought in the sale.

Situation В You bought a hairdryer The first time you used

it, it got very hot and smoke started coming out When you unplugged it, you got an electric shock Fortunately you are OK, but you think that the hairdiyer was dangerous You want a full refund.

6

Main lesson types - D

Vocabulary presentations appear throughout the units,

however, they are especially prominent on the Culture pages

The vocabulary is either pre-taught to help students with the

extended reading or it is learnt by guessing the meaning of

the words from context.

Culture sections provide students with exposure to very authentic texts taken from National Geographic The extended readings provide interesting insights into cultural life in other countries and ask students to compare it with their own experiences.

Advertising campaigns

Reading and listening

1 Read the short biography of Roald Dahl on page 101

and explain his unusual name Why is he famous?

2 f t 2 17 One of Dahl's most famous books is

Charlie and the Chocolate Factory Listen to the

summary and complete the notes.

C^Karlie Bucket» the (I) _of (he story.

He lives in a small house with his parents and his

Й _very old (i) _ Their

town is famous for its (4 )_

byMrWilly Wonka Charlies family is so S) _

that they can only eat (6) _and margarine.

and cabbage and (7) _ Fach year nn his

birthday Charlie has a (8) _bar of Wonkas

(9) One day there is an announcement

that «uses a (10)_ de five of the

wrappers of Wonka's chocolate there are five

(11 ) The lucky winners will have a

(12 ) of the factory and choi olate Inr the

(13 ) of their (14) _ I The first

ticket winner is Augustus (.loop, a very (IS) _

and greedy boy.The second winner is Veruca Salt, who is

(16) - - - and spoilt The third winner Violet de

Beauregard (17) _all the time, and the

fourth ticket is won by MikeTeavee who is obsessed by

Reading

3 In the extract on page (01, Charlie has some

exciting news for his family Read the extract and

answer the questions.

1 What was Charlie's family doing when he got

home?

3 ■ '(л* iW Qurtle gel the more» to U/f If*

Vocabulary

5 Placing golden tickels inside chocolate bars is

a form of marketing Read the text below and match the bold words to definitions 1- 10.

When companies wane to promote a new product, they have to organise a marketing campaign to go with it You need to choose

a good name for your product and % short,

memorable slogan You can even ask a composer Then you can put posters on the underground

or on huge billboards You can hire somebody to give out вуегз on the street.

A T V commercial is an effective, but

expensive way of reaching a mass audience, or you can sponsor a spotting event A dear logo can help to create your brand image.

1 a symbol that represents a company

2 to advertise a product

3 to support an event by providing money and help

4 a short, memorable saying that describes

a product

5 an advertisement on television

6 all the different activities businesses use

to encourage people to buy a product

7 a very big noticeboard where you stick posters

8 a short song or piece of music that goes with the product or business

9 the feelings and picture in people's minds when they think about a company

1 0 a sheet of paper with the information about

a business or product

Speaking

5 « r « « t A s u p e r h e r o g et o m f

‘ " i every packet^

3 Where was the golden ticket?

4 What was the reaction of the people in the shop?

5 How did Charlie's family first react to his news?

4 What stages did Grandpa Joe go through from

hearing Charlie's news to celebrating his good luck?

M oney o ff the next time you buy with th is packet

6 Do you think these promotions are a good idea

■ for companies? ■ for customers?

Is h fair to encourage people to consume more than they realty need?

7 Look again at page 95, Exercise 10 Working with the same partner, think about an advertisement, slogan and logo for your shop

Plan your marketing campaign.

R oa ld D ahi (1916-1990) is one of the

I popular authors of books for

I young people He was born

in Wales, but his parents were

* Norwegian He was an airman in the Second World

I War and was badly wounded

| Afterwards he became a :r He is famous for

I his short stories for adults

I and his stories for younger

I readers such as James and the

i Giant Peach, Charlie and the

I Chocolate Factory, The B FG

• Friendly Giant) and Matilda

1 A ll of these stories have

I been made into films.

| The Golden Ticket

Charlie buret through the front door shouting ‘Mother! Mother! Mother!’

Mrs Bucket was in the old grandpare room, serving them their evening soup.

‘Mother!’ yelled Charlie, rushing in on them like a hurricane 'Look! I've got it! Look, Mother, look! The last Golden Ticket! It's mine I found some money

in the street and I bought two bars of chocolate and the second one had the Golden Ticket and there were crowds of people all around me wanting to see it and the shopkeeper rescued me and I ran all the way home and here I am! IT ’S TH E FIFTH GOLDEN TICKET,

M OTHER AND I’VE FOUND IT!’

Mrs Bucket simply stood and stared, while the four old grandparents, who were sitting up in bed balancing large bowb of soup on their laps, all dropped their spoons with a clatter and froze against their pillows.

For about ten seconds there was absolute silence in the room Nobody dared to speak ■*

move It was a magic

Then, very sofdy, Grandpa Joe

‘You're pulling our legs Charlie, aren’t

lire having a little joke?' 'I am nof.' cried

Charlie, rushing up to the bed and holding out die Urge and beautiful Golden Ticket for him to see Grandpa Joe leaned forward and took a close Igok, his nose almost touching the ticket The others watched him, waiting for the verdict.

Then very slowly, with a slow and marvellous grin spreading all over his face, Grandpa Joe lifted his head

to his cheeks, and his eyes were wide open, shining with joy, and in the centre, in the black pupil, a little spark

of wild excitement was slowly dancing Then the old man took a deep breath, and suddenly, with no warning whatsoever, an explosion seemed to take place inside him He threw up his arms and yelled ‘Yippeeeseeee!’

And at the same time, his long bony body rose up out

of the bed and his bowl of soup went flying into (he face of Grandma Josephine, and in one fantastic leap, this old fellow of ninety-six and a half, who hadn’t been out of bed these last twenty years, jumped on to the floor and started doing a dance of victory in his

*He threw up his arms and yelled

‘Yippceeeecee!*

/**■4 1!

Half of the Culture sections in the book are supported by videos from National Geographic.

Reading texts are often taken from the National Geographic magazine and other National Geographic resources These readings tend to be information-rich and challenging both in terms of content and language

Language and the texts and tasks are designed to enhance students'critical-thinking skills.

7

Main lesson types - Everyday English

The Everyday English page is a page which offers the chance

to hear and use English in a real situation The situations chosen

reflect situations that students may find themselves in if they

ever visit a country where English is the first language.

The opening task always reflects the type of task

students have to complete in speaking exams

Students look at the photograph and describe

what is happening.Then they relate the picture

to their own personal experience.

Then they use the useful language in a similar situation through role play and pair work.

Listening and spgaking

1 Describe the picture and answer the questions.

1 Why do you think the man in the picture is smiling?

2 How good are you at negotiating? Why do you think so?

2 i ^ 2.18 Vanessa wants to buy a new laptop computer Listen and answer the questions.

1 Does she get a discount?

2 What deal does she make with the salesman?

3 ^ 2 1 8 Listen again and fill the gaps.

S = Salesman, V = Vanessa

S Hello Can I help you?

V Yes, I'm interested in this Contrix laptop But is

€499 ( I ) _ ?

S Well, it's the latest model so I can't (2 ) _

but I (3 ) _ you an extra battery worth

€60 How (4 ) _ ?

V Mm is (5 ) _

S I'm afraid so But (6) _

_ you can do?

cash I _ you an extra year's guarantee.

OK, that sounds fair enough, (8) _ right away with the cash.

V

4 An elderly person doesn't know howto operate

a cash machine He is asking Dave for help Put their conversation in the correct order.

D Dave, E = Elderly man

a О D That's right And you select how much cash you want Well done Now take your card out and finally take your money Don't forget your receipt!

b О D You're welcome,

с I I E Excuse me, but I'm not sure how to operate this machine Could you help me?

d □ E Like this?

e □ E Thanks veiy much!

f I | D No problem Well, first of all put your card into the machine Now you type in your PIN number - 1 promise I won't look - and press 'Enter1 Good, now choose what you want to

do by pushing one of these buttons.

5 (y 2.19 Listen and check your answers Note down any expressions you think are useful List the words and expressions that Dave uses to order his instructions.

6 Work in pairs Student A, turn to page 145 Student B, turn to page 147.

8

Main lesson types - Case Study and Review

C ase S tu d y p a g e s

The Case Study pages focus on real-world events, people and issues The material

includes comprehension tasks to ensure understanding and also offers questions

for stimulating class discussions.Teacher's notes include suggestions for the project

based developm ent of the themes as well as directions to the National Geographic

website for further exploration.

BPS

Thousands of years ago, travellers on land and sea could navigate half way round

the world using just the Sun and the stars as a guide This seems incredible when so

many of us today depend on a satellite navigator or GPS receiver to help us find our

way around our own town or city! GPS, which stands for Global Positioning System,

helps us do many things today But how much do you really know about it?

Th e h isto ry

The launch of Sputo/H the first artificial satellite, in 1957 marked the start of an important

age of space exploration People soon realised that'artificial stars'would be a good way to

help with orientation here on Earth, since they knew exactly where they were at any time,

in 1993, the United States launched the 24th satellite in what was originally a defence system

The number 24 is important because that is exactly the number of satellites needed

to cover the whole world - in other words, for it to be truly global.

How does i t w o rk?

A receiver, such as the one in your car or on your

mobile phone, uses radio signals

to communicate with the

satellites orbiting the Earth For

a GPS system to give you reliable

information about your location,

your receiver has to be able to'see'at least four satellites Although we can't really see

these satellites, there must be nothing in between the satellite and the receiver, so you

usually point your receiver towards the sky.

A q u e stio n o f tim e

For GPS to work properly, we need to know the exact time Many years before space travel,

physicists were looking for answers to questions about the universe They invented the

atomic clock - a dock that is accurate to within one billionth of a second.They had no idea

that this would later help other scientists to create GPS!

Som e u ses fo r GPS

• Police and fire services can find the location of a

crime or a fire.

• Rescue services can find ships lost at sea.

• Transport companies know exactly where their

e which you can trust

f find your way around

7 communicate (with) g man-made

8 reliable * h contact

Choose the correct answers, A or B.

1 In the first paragraph, the writer suggests that

A we can easily get lost.

В we can now travel great distances.

2 How is Sputnik I connected to the subject of CPS?

A It carried the first CPS system into space.

В It made people think of other uses for satellites.

В We need to have at least three receivers.

5 What does the writer say about the atomic clock?

A Physicists were trying to make it more accurate

В Physicists invented it while they were looking for something else.

1 I do a lot of _ A credit card and a click of the mouse are all you need.

2 If you go to th e _ towards the end of the morning, you can buy some really cheap fruit and vegetables.

3 I'm going to buy some milk from th e _

_ at the end of the street.

4 I iove going to the _ because all the shops are under one roof.

5 There is a branch of this

every town.

6 It's probably the most famous _ in the world, where you can buy everything you can imagine.

1 These trousers are much tight.

2 You're not old to wear make-up, Jenny.

3 We were pleased to see you again.

4 Sorry to keep you waiting.

5 Have you had to eat?

6 This skirt is expensive, but I’m going to buy it anyway.

Functions

4 Bridget is in an electrical goods shop Complete her conversation with the salesman with the words and phrases from the box.

you bought it just for today would be so you would be one of isn't it you can unlock it if you slide your finger how much would this cost me how does it download all your favourite I'll let you have it could give you that's so cool far too expensive

S Well, it's just €300 But |ust think!

(8 ) the first to have one Your friends (9 ) jealous.

В But €300! That's (1 0 )

S But if ( 11) today, 1

(12)_ a €50 discount.

В That sounds interesting.

S And if you sign up to our phone operator, (1 3 ) for just €99! But this is

a special offer, (14

) -В Wow Let me ask my dad - he's paying!

□ buy things and make a complaint in a shop

П talk about shopping and advertising.

□ write a letter of complaint.

□ use the second conditional.

I 1 use too and enough with adjectives.

REVIEW UNIT 9 113

4

At the end of every unit there is a R e v ie w p a g e that covers the key language presented The students review the target language (grammar, vocabulary, functional language) by completing discrete item tasks individually, then complete a short self-assessment task (Now I can )

The Review page can be done in class or set for homework.

9

Other sections

Unit Opener

This gives the language aims for the unit These aims

are reviewed in the Review pages and in all the tests

Your students can use them as a checklist for revision

at the end of each unit as well as for end-of-term and

end-of-year revision The photographs, listening activities

and discussion tasks are intended to activate students'

previous knowledge of both the topic and key language

Video Worksheets

The Video Worksheets are designed to maximise

students' learning while they watch the videos

The activities help students prepare for watching and listening by activating their existing knowledge and pre-teaching the most important new vocabulary

Word lists give additional support Comprehension activities then ensure that students have a good gist understanding of what they have seen and heard

Endmatter

There is a Grammar Reference for each grammatical point covered in the book and also additional information/ special attention on grammatical issues

■if r components

Workbook

Each unit in the Workbook accompanies the units in the

Student's Book and provides useful support Usually,

students will use the book at home or for self-study though

you may wish to make use of it in class for consolidation

or further controlled practice of certain language points

The first two pages of a unit focus on grammar There next

two pages give more chance to practice reading, listening,

vocabulary and functional expressions Students can also make use of the Listen and respond feature which allows them to practise speaking on their own before trying it for real in class There is also a page devoted to writing which extends the writing work from the Student's Book Every two units, there is a section with tasks where students practise techniques in preparation for exams

10

Grammar Vocabulary Reading and Listening Speaking and Writing

1 The present simple Hobbies and Reading: Volunteer work in

Everyday English: at the youth centre

a shelter; Boot camp Listening: Hobbies and pastimes; Meeting new people

The past simple; Discoveries

The past simple and and

the past continuous; inventions

Subject and object

questions

Case Study: finding your way around

Reading: An unusual find;

Two inspired inventions Listening: An interview about Alexander Fleming

The past perfect;

used to and would

Law and order

page 27

Unit 3

Review

page 47

Law and order Reading: Two crime stories; A

clean getaway; The game of Cluedo

Listening: An interview with

a forensic scientist; Making and accepting an apology

Everyday English: at the police station

The present perfect Travel

or the past simple;

Jobs Reading: A trapeze artist

Pauliina Rasanen;The real price of fashion

Listening: Making a phone call about a job

Everyday English: a job for the summer

will and be going to; Natural

The definite article disasters

Reading: Twister hunters;

H20 - this precious liquid Listening: An expert talking about global warming

Case Study: disaster!

Speaking: Meeting new people;

Writing: A personal profile

Speaking: Discussing discoveries and inventions Writing: An informal letter (about a trip)

Project page 22

Speaking: Making and accepting an apology Writing: A letter of apology

Reading: A family affair;

Blog trotterListening: Situations connected with travel and travelling

Speaking: Making arrangements Writing: A formal letter

or email (requesting information)

Speaking: Discussing a job advertisement

Writing: A covering letter and CV

Speaking: Giving

a presentation;

Holding a debate Writing: A letter to the editor (of

a newspaper)

Culture

Neighbourhoods

Columbus and the New World

Video:

Uncovering the past

An extract from

The Red-headed League by Arthur Conan Doyie

The Edinburgh Festival

Video:

The future of

a villageGap year

Video:

PeruvianweaversBorn to be wild

- endangered animals

Video:

Kenya'sbutterflies

11

Grammar Vocabulary Reading and Listening Speaking and Writing Culture

Ability in the past

Everyday English: a day in London

The zero conditional; Fitness,The first conditional; health, sport,

First and second conditionals;

too, enough

Shopping,advertising

The present perfect Food and with for and since; cooking The present perfect

and the past simple;

Causative have (have something done)Case Study: our daily bread

Direct / reported speech;

Case Study: reach for the sky!

Unit 12

Review

page 136

Video worksheets pages 138-143

Grammar reference pages 148-158

Reading: Famous monuments and statues; A genius called Leonardo

Listening: A tour guide in

a museum; Planning a visit

Reading: Healthy body, healthy mind; Cryotherapy

Listening: Medical alternatives;

Medical problems - giving advice

Speaking: Planning a visit Writing: A thank-you letter

The Lascaux paintings

Reading: Buy Nothing Day;

Biography of Roald Dahl Listening: Teenagers talking about their shopping habits;

Talking about Fairtrade

Everyday English: making a purchase

Reading: Teenage chef Sam Stern; Protecting the name Listening: A conversation about Roquefort cheese; A conversation about Vietnamese 'street food'

Reading: Signs and notices translated into English;

Translation for the European Union

Listening: An interview with an interpreter; A conversation about doing an English course in Malta;

An expert on American English

Speaking: Conversations between a patient and a doctor or chemist Writing: A note

Project page 88

Speaking: Discussing how to improve a shop; Discussing opening a shop; Buying clothes Writing: A letter of complaint

Reading: Sit down for your rights; Architectural icons Listening: A tourist guide talking about Buckingham Palace and Windsor Castle; A tourist guide talking about Shakespeare's birthplace

Speaking: Discussing how to celebrate local and international heroes and heroines; Giving a presentation about a place of interest

Writing: An informal email (about a place)

Communication activities pages 144-147 Irregular verbs page 137

Sport in the UK

An extract from

Charlie and the Chocolate Factory by Roald Dahl

Speaking: Discussing cooking;

Describing dishes Writing: A recipe

Project page 107 Project page 110

Speaking: Reporting what someone has said; Asking polite questions

Writing: Presenting information

The food and the festival - Burns' Night

Video:Cheese-rollingracesVarieties of English

The lost city of Machu Picchu

Video:The lost city of Machu Picchu

12

Activating knowledge: Write My generation's hobbies on the board Then brainstorm

as many hobbies as students can think of

You could follow up by playing a mime game where students take turns to come to thefront of the class and mime a hobby from the board The class must guess what it is

Exercise 1

■ With books closed, write the title of the unit, My generation, on the board

Explain or elicit an explanation for generation (people who were born at around the same time and who are about the same age)

■ Ask students to think about the specific characteristics of their own generation.Ask What are som e common characteristics o f people your age? What are young people your age interested in? What kinds o f things do you like to do?

Elicit several answers from the class

■ Ask students to work in pairs and give them about five minutes to discuss the two Let's get started questions Elicit responses from the class

A nsw ers

1 The young person in the photo is snowboarding It began as a sport in the USA in the 1960s and 1 970s and has been an Olympic sport since 1998 It is likely that the snowboarder in the photo is a 'freestyler' as he is performing tricks

Reasons why young people do this kind of sport are: it is physically challenging, you move fast and can move freely in the air, you can enjoy the mountain scenery, it is dangerous and exciting, you have to practise hard to become good, it impresses other young people who admire the sport, it makes you seem brave and cool, it comes with

an exciting sub-culture of trendy clothes, cool music, etc

UNIT 1 OVERVIEW 13

young people, free time

A helping hand, Boot Camp, Neighbourhoodswhat we like doing; meeting someone new; at the youth centrepresent simple, present continuous

talking about likesdescribing characteristics of a generation, describing international neighbourhoodsfinal -s, linking

writing a personal profileasking and talking about hobbies and interests, talking about interesting cities

Extra

activity -For higher-level classes,

encourage students to add

two or three of their own

adjectives to each column

■ Ask students to complete the table Explain that there are no correct or incorrect answers for this task; students should complete the table according to their opinions

Vocabulary note

Rather than merely translating unknown words, it is a good idea to get students to work with words, to guess, and to show what they know Ask students to work in pairs or groups to see if they can find opposites or near opposites in the box E.g open-minded/ prejudiced, generous/ careful with money, conservative/ fashion-conscious. Then ask them to think

of other words that are opposite to words in the box E.g hardworking/ lazy, so c ia b le / shy, optim istic/pessim istic, conservative/ rebellious.

Pronunciation note: Primary syllable stress

Explain to students that all words in English have one syllable that is stressed more than the others Practise this concept using the new vocabulary words Say the words with slightly exaggerated stress and ask students to repeat them (conSERvative, creAtive, GEnerous, etc.)

Gramm ar note: Hyphenated compound adjectives

Point out the three examples of hyphenated adjectives: open-minded, fashion-conscious, law-abiding. See if students know any others, e.g well-known, part-time, etc

■ To help guide the conversation, draw two columns on the board and label them

Similarities and Differences. Give some guiding topics such as: music, clothing, education, work, hobbies, etc Elicit ideas about the similarities and differences between students' and their parents' generations and list them on the board

UNIT 1 OVERVIEW

A helping hand 1A

Extra

activity -Point out collocations with

make, have and take in the

text Do this by writing the

phrases below on the board

and asking students to find

the verbs that go with them

in the text:

breakfast (make)

a difference (make)

up my time (take)

me feel good (make)

a good time (have)

Extra activity

-Ask students to find all of

the examples of the present

simple in the reading text

and discuss which of the

uses is applied

Examples

General fact: A lot of the

homeless people are young

activity -Use a simple drill to practise

pronunciation here Elicit

the names of five or six

British cities Then hold up

a picture of a boy and elicit

the question Does he live

in London / Manchester /

etc? Answer No, he doesn't

Answer Yes, he does to the

final option Then hold up a

picture of a girl and elicit Does

s h e ?questions Finally,

hold up both pictures and

elicit Do they ? questions

(feel badly about), rewarding (making you feel good or satisfied) Also point out the explanation of A levels.

■ Give students about two minutes to read the interview silently and then to work

in pairs to answer the questions Focus on the last question and ask students whether typical young people do volunteer work

To review the forms of the present simple and the present continuous, ask students

to give you a couple of examples of each from the reading text: I live, I go to school, I'm making, I'm working.

Remind students to add s in the third person Note that we add es after go and do and when

a verb ends with s, z, ch, sh orss Check that students don't over-apply the add -s rule in negative and question forms E.g He doesn't live . NOT He doesn't lives .

Point out that the auxiliary verb is always used in short forms E.g Yes, he does NOT Yes,

he lives .

UNIT 1A A HELPING HAND 15

Pronunciation note

Point out the weak stress of do /da/ and does /daz/ in questions and the strong stress

in short answers, do /du:/ and /dAz/

In negative sentences, don't /daunt/ and doesn't /'dAzant/ are strongly stressed

Extra

activity -Use a simple drill to practise

pronunciation here Elicit the

names of different clothes

Then ask students to say

what you are and are not

wearing Then ask different

students to say what they

are or are not wearing and

to describe what their

classmates are wearing

Extra activity

-Ask fast finishers to think of

other expressions that go

with the present simple,

e.g every day, now and

then, rarely or present

continuous, e.g this

afternoon, these days.

You could divide the class

into teams of four or five

students Give teams five

minutes to write as many

sentences as they can, using

the expressions from the

box After five minutes, have

teams share their sentences

Teams get one point for

each correct sentence

A nsw ers

1 does, work / volunteer, works / volunteers 2 does, cook / make 3 does, go

4 do, want / need 5 Does, think / feel, does 6 Does, regret, doesn't, regret

Exercise 6

■ Tell students that the next set of exercises focus on the present continuous

■ Give students a minute to match the sentences to the uses, then elicit the answers from the class

Gramm ar note

The frequency adverbs: always, never, occasionally, often, sometimes, usually, are generally used with the present simple They usually go between the subject and main verb They go after the verb to be. Note, however, that always can be used with the present continuous when talking about typical or annoying behaviour

Time expressions that show frequency ( from time to time) or routine (every day / morning) go with the present simple, Time expressions that refer to now (at the moment, currently, right now) or around now (this morning, today) go with the present continuous Note that currently goes between subject and verb in the same way as frequency adverbs The other time expressions go at the start or (usually) the end of the sentence

Extra

activity -Write a list of verbs on the

board in their base forms

Ask students to draw a

three-column table in

their notebooks with the

headings, /s/, /z/, and /iz/

Students write the verbs from

the board in the third person

under the correct columns

according to the -s ending

pronunciation

Extra

activity -This is an excellent way to

ask students to practise

the present simple and the

present continuous forms

Bring a set of pictures to

class You will need a set

of six to eight images for

every four students in

the class Select photos,

magazine pictures or

Internet printouts that

include people (or animals)

doing a variety of activities

Ask students to work in

groups of four or five and

give each group one set of

pictures, placed face-up on

the desk

One student chooses a

picture but does not tell the

others which one it is The

other students must ask yes /

no questions to guess the

picture E.g Does the person

have brown hair? Is he eating

something? Is he holding

a bag?

The student who correctly

guesses the picture can

choose the next one

1 are you touching, are doing 2 plays, is finishing 3 are making, are saying

4 don't go, are celebrating 5 do Ian and Anne visit 6 come, are coming

Exercise 10 ( r CD 1/02

■ Explain that there are three different ways to pronounce the third person endings

of present simple verbs The first two add a sound, and the last adds a syllable

■ Write on the board: /s/, /z/, or /iz/, and ask students to practise saying each sound Here are the general rules for -s and - e s endings in the present simple, you may wish to write them on the board

f

If the base verb ends in .

Example base verb

Pronounce the -(e)s ending

Л

Verb in simple present

change

■ Play the recording and ask students to repeat the words

-*-■ Ask students to find examples for each type of ending in the grammar exercises

■ Ask students to choose a Student A and Student В in their pairs and to turn

to their respective pages for their character descriptions

In feedback, you may want to ask one or two pairs to read their role play aloud

UNIT 1A A HELPING HAND 17

IB What we like doing

Extra

activity -For further listening practice,

ask additional questions

before or after you play

the recording E.g How

do Sally's parents feel

about her hobby? What is

orienteering? Who does

Mark play online gam es

with? Where does Hannah

work? What does she plan

to do with the money she

earns?

Extra

activity -After checking answers, ask

a few students to make

sentences about their own

hobbies and interests, using

the new expressions

■ Play the recording and ask students to complete the table You may need to play the recording more than once

I don't usually spend more than a couple of hours a night, so I think it's all right Free time? Well, we're not really into computer games or stuff like that We're more outdoor types We've got all-terrain bikes and love to go through woods and forests We're also really keen on orienteering - that's where you find your way around using a map and a compass We love being outside and we're fascinated by nature I like to feel the sun and smell the country air It usually takes up one day a week I mostly use a computer for email or to do research for my homework

Well, most evenings I'm on my computer - either I'm surfing the net for skateboarding websites, or else I'm downloading music The other thing I'm mad about is online gaming - it's really cool You can play against people all around the world, who are in completely different time zones Sometimes I play for six or seven hours at a time

A couple of evenings a week I play in a band with some of my friends - you know, just in a garage - nothing serious for the moment We're all crazy about seventies music, but we think that playing is more interesting than listening to it, if you know what I mean On Saturday, I work in a supermarket where I can earn a bit of money I don't own my own drum kit and I want to buy one of my own, you see At the moment I'm just borrowing one

being outdoors, all-terrain bike, orienteering

one day a week

Mark surfing the net, downloading

music, online gaming

six or seven hours at a time

Hannah playing in a band, drumming couple of evenings a week

Vocabulary note

Point out that fond o f and keen on have a similar meaning to like whereas fascinated

by and crazy about have a much stronger meaning I'm into is used to talk about something that interests you very much and takes up a lot of your time

■ Tell students to take turns to practise saying the sentences aloud, focusing on the linked sounds

Pronunciation note

Linking of the final consonant of one word with the vowel at the start of the next word is a common feature of English It is often called liaison If your students have problems, show them that it sounds as if the second word begins with the consonant E.g kee non or fon dof.

Extra activity

-For lower-level classes, do

the first five or six verbs with

the whole class and ask

students to explain why they

choose each category

For fast finishers or stronger

students, give them the

following words to categorise:

prefer, mean, agree, realise,

deny, contain, recognise.

Extra activity

: -Ask students to form groups

of three or four Tell them

that they will have three

minutes to ask one another

questions The aim is to find

as many things as they can

that all group members have

in common, for example, Do

they all wake up at the same

time? Are they all members of

a school sports team? Do they

all play computer games, etc

Set the time, and say Go!

After three minutes, find out

what group members had in

common and which group had

the most things in common

-► ■ Ask students to work individually or in pairs to complete the table Then go over the answers with the class

Gramm ar note

If you speak to students in L I , it is a good idea to consider whether the use of stative verbs

in their LI is similar to the use in English A good way of showing what makes a stative verb

is to write contrasting sentences on the board and ask students to tell you how they are different E.g a I have a personal computer and a laptop at home, (possession)

I'm having a rest at the moment, (action in process)

b He's tasting the cheese, (action)

The cheese tastes good, (sense)

Answ ers

Exercise 6

■ Ask students to work in groups of four or five for their discussions

For lower-level classes, give students time to take some notes

■ Encourage students to ask follow-up questions to find out more about their classmates' hobbies using questions, E.g How much time do you spend ? Where do you ? When did you star t ?

UNIT 1В WHAT WE LIKE DOING 19

Extra activity

-Ask students to predict more

information they might hear

in the listening Ask What

other things do you think

they have to do in a boot

camp? How do you think

the boys feel? Do you think

this is an effective way o f

dealing with the problems

the boys have?

Reading

Summary

Students will read about a South Korean boot camp for teens who are addicted to computers and the Internet where they are not allowed to use computers as part of their treatment for computer addiction

Lead-in

Ask What sort o f things can people become addicted to? Elicit things like: chocolate,

TV, etc Build up a list on the board

Students work in groups to ask about the addictions on the board and find out how much time and money different students spend on each

Exercise 7

■ First call on a student to read the information in the Spotlight box Explain that a

boot camp is a type of strict training camp

■ Focus students' attention on the photo Discuss what the two boys are doing and why

Meeting new people 1C

To focus further on language

for meeting someone for

the first time, ask What

phrase does Sam use to

introduce Lucy to Rebecca?

How does Rebecca

respond? What questions do

Rebecca and Sam ask?

Extra

activity -Ask students to work in pairs

(or fours if your class is very

big) and ask each pair to think

of a different set of questions

to ask Tell one pair they must

ask about hobbies, a second

pair must ask about sports, a

third about family, etc Then

ask students to stand up,

mingle, ask their questions

and note responses

After a few minutes, ask

students to sit down in their

original pairs (or fours) and

collate their information In

feedback, they must tell the

class what information they

found out E.g Most students

like football but two people

Sam Hello Rebecca I'd like to introduce you to Lucy She's from Scotland She's staying

with us over the summer

Rebecca Nice to meet you, Lucy Is this your first visit to England?

Lucy Actually it isn't But it is my first stay in Cambridge

Rebecca And how are you finding it so far?

Lucy I'm having a nice time It's a lovely city

Rebecca So what do you do back home?

Lucy Well, I'm still at school - I have another two years at high school

Rebecca And what do you like doing in your free time?

Lucy Well, I enjoy listening to music, and I really love playing tennis

Rebecca So do I Would you like to play tomorrow afternoon?

Lucy Yes, please I'd love to

Tell students they will hear the conversation from exercise 1 again This time they should fill in the missing information in the conversation

UNIT 1C MEETING NEW PEOPLE 21

Extra activity

-You could do this as a jigsaw

reading Divide the class

into groups of three Ask the

three people in each group

to read different web pages,

then tell the others in their

group about their person

Extra activity

-Ask fast finishers to write

one or two true sentences

about themselves using and,

or, so, but and because.

class Once students have

prepared their ideas for

writing the profile, divide the

class into groups of four Tell

the students to write a rough

draft of their profile Give

them six or seven minutes

to do this Then, ask the

students to pass their written

work round their group Each

student must read, correct

and write comments, then

pass it on When the written

work returns to the writer, he

or she must write a second

draft incorporating the

suggestions and corrections

of classmates When

students finish, collect their

profiles and give them back

the next day with prompts

for corrections

Class web page

If class computers are

available, ask students to

create a class web page or

blog as a project Include

a written profile for each

Grey's Anatomy is a long-running American medical drama series, as is House or House MD

Arsenal is one of England's leading football clubs Based in North London, the club has won premiership titles and reached the final of the Champion's League in recent years

Vinyl is the name of the plastic material that records are made of Before CDs, records were called records or singles and LPs However, nowadays, they are sometimes referred to as vinyl

Manga is the name for a type of Japanese comic for older readers They are usually in black and white and can feature stories in any genre from science fiction to comedy

Spotlight on writing skills: linkers (1)

Lead-in

Write the linkers on the board (and, but, or, because, so). Write the example sentences from the Spotlight box on the board, leaving blanks for the linkers Ask students to work in pairs to determine which linker matches each sentence

Gram m ar note

In this spotlight, and and or are linkers which combine nouns or noun phrases and gerunds Here, and is used to link words in affirmative sentences The second clause is abbreviated to avoid repetition, e.g / like chips and I like fish Or is used to link words in negative clauses Note, however, that in other contexts or can also be used to link options

or opinions, e.g We could go out or stay in But is used to express a contrast It usually links two clauses However, the second clause may be abbreviated using words like not

or never when the meaning is clear, e.g We drink tea, but never coffee Because and so

link clauses Because introduces a reason or cause, so shows a consequence Note that English inserts a comma before so (but not before but and b eca u se) When used after

so, that's why adds emphasis to the consequence

If you want to give students some more preparation time, ask them to choose five or six topics and draw a graphic organiser in their notebooks with one topic written in each bubble (see example below) Ask them to complete the graphic organiser with personal details, and then use their notes to write their profiles

Study English in the UK Second year high school

■

22 UNIT 1C MEETING NEW PEOPLE

Neighbourhoods ID

Extra

activity -Ask students to predict w hat

they think the reading will be

about from the photos and

the vocabulary in exercise 2

Extra activity

You could do this reading

as a jigsaw Divide the class

into groups of three Each

student in each group must

read a different text Once

they have finished, students

work in their threes to do

exercise 3 Finally, students

read the two texts they have

not yet read

Advantages of doing a jigsaw

are that students don't

spend too long reading and

Write Berlin, London and San Francisco on the board Elicit facts about the cities

In groups of three, students must imagine they live in Berlin, London or San Francisco, and describe their life in the city

Culture note

Berlin is the capital of Germany and its most populous city The Berlin Wall divided the city into two between 1961 and 1989 and was symbolic of Europe's divide between capitalist west and communist east Its most famous buildings include the Brandenburg Cate, the

Reichstag building and the modern architecture of Potsdamer Platz People of Turkish origin make up 2.4Чъ of Germany's population They first came to West Germany in the

1 960s because of labour shortages in Germany

San Francisco, on the east coast of California, has a population of 800,000 It is famous for the Golden Gate Bridge, Chinatown and its steep streets and cable cars It was founded by the Spanish in 1776 People of EHispanic origin account for 1 4 % of San Francisco's population

London is the capital of England and the United Kingdom, and is a major world financial centre Its many famous sites include the Tower o f London, the H ouses o f Parliament

and Big Ben, and Buckingham Palace It has a population of 8 million The Bangladeshi community in the UK numbers 300,000 They started emigrating in significant numbers

in the 1970s Brick Lane in London's East End is famous for its curry houses

■ Check persecution (being mistreated by another person or group)

■ Ask students to work individually or in pairs to complete the matching task

Extra

activity -Ask students to find and

underline the following

words in the text: look,

attract, descent, waves,

murals. Write the following

definitions on the board

and ask students to match

the words to the definitions:

wall paintings (murals),

encourage to come

(attract), large numbers

(waves), appearance (look),

going from one generation

to the next (descent)

Extra activity

-Write the following

statements on the board

1 Berlin is a lively, exciting city

2 London is very multicultural

3 Hispanic people have

added to the culture of San

Francisco

Ask students to find words

in the text to support these

statements

Answers

1 clubs, play music

and dance, international

festivals, jumping, energy

2 nationalities, communities,

languages, descendants,

Bangladeshi, welcoming

immigrants and refugees

3 art on walls, taste in

food, hear in music, culture,

tradition, murals

Extra

activity -Once students have thought

of an area and a community,

ask them to find out how

large the community is, what

festivals and customs they

have, what skills and art they

bring to the city In the next

lesson ask students to share

their ideas with others then

present them to the class

|-*-и Give students about eight or ten minutes to read the text Encourage them totry guessing the meaning of any unfamiliar vocabulary from context clues before they use their dictionaries

■ When students finish reading, ask them to work in pairs to answer the questions

in exercise 3 Have them go back and scan the text for any answers they are unsure of

Go over the answers with the class

Exercise 5

Continue the whole class discussion, comparing cities in your country to those in the reading Ask Name som e examples o f multicultural cities Is our city multicultural? Did anyone here move here from another country? What countries are the immigrants from?

24 UNIT ID NEIGHBOURHOODS

At the youth centre в Ei

Listening and speaking

Summary

In an interview, a youth centre officer answers enquiries about the price, the equipment required, and the safety precautions needed when doing a wall climbing course

Lead-in

Write the title of the unit, At the youth centre, on the board Ask the class what a

youth centre is (a place for young people to meet and enjoy spending free time).Ask the class to brainstorm some types of activities they think would be good to offer

at a youth centre

Exercise 1

■ Call on a student to read the preview questions aloud

■ Ask students to work in pairs to discuss the questions Then ask the questions to the class and elicit responses from several volunteers

Exercise 2

■ Nominate a student to read the youth centre posting and activity offerings aloud

■ Ask students to tell you whether each activity is an indoor or an outdoor activity, and to describe what they think each activity involves Ask the class if anyone has tried any of the activities and, if so, to say a little about their experience

■ Take a class poll to find out which activity students think is the most interesting

exercise by getting them

to predict content and

vocabulary Before listening,

write Equipment and

Documents on the board

and try to elicit some or all

of the suggested ideas and

vocabulary:

Equipment: boots, helmet,

rope, gloves, safety harness

■ Ask students to predict answers to some of the questions, for example, the safety precautions, the safety equipment and the price of the course

■ Play the recording once or twice as needed

■ Ask students to work in pairs or small groups to discuss the answers to the questions Then elicit the answers from the class

A u d io s c rip t ( ' CD 1 /06

Cindy Excuse me Have you got a moment?

Samantha Yes, of course, Cindy How can I help?

Cindy Well, I'd like to find out about the wall climbing course

Sam antha That's a good choice What would you like to know?

Cindy Is it dangerous?

Sam antha No, not at all You always have a helmet and ropes The instructor is an

experienced climber and knows how to teach beginners

Cindy Do I need to buy any special equipment?

Sam antha Just a pair of climbing trainers - we supply everything else

Cindy How much does the course cost?

Sam antha Well, it's sixty pounds for thirty one-hour sessions You can pay in three

installments if you like

Cindy Which day of the week is it?

Sam antha It takes place on Tuesday evening from six thirty to seven thirty

Cindy Do you have to be very strong or fit?

Samantha No, not really, but we'll need to see a medical certificate before we enrol you

Your mum or dad needs to sign a consent form too

Cindy When can I enrol?

Sam antha Well, registration evening is next Thursday There are only eight places, and it's

first come first served!

EVERYDAY ENGLISH AT THE YOUTH CENTRE 25

Answ ers

1 danger 2 helmet and ropes 3 climbing trainers 4 60 pounds for 30 sessions 5 Tuesday evenings 6 medical certificate, consent form 7 next Thursday 8 eight

Extra activity

-Once students have noted

the useful expressions,

it is a good idea to focus

on pronunciation and drill

them in preparation for the

pairwork activity in exercise 5

Ask students to listen to

and repeat some of the

questions, paying attention

to the strongest stress

(as marked):

What do you WANT to know?

What would you LIKE to

■ Play the recording and ask students to mark their answers

-■ Ask students to work in pairs to compare answers

Answ ers

1 a 2 a 3 a 4 b 5 a 6 a 7 a 8 b 9 a

Exercise 5

■ Ask students to work in pairs and turn to pages 144 and 146

■ Play the recording Then ask students to write down any additional expressions they think are useful

26 EVERYDAY ENGLISH AT THE YOUTH CENTRE

Science and

discovery

2

Topic science, inventions, new discoveries

Reading An unusual find, A piece of luck, Columbus and the New World

Listening interview about Alexander Fleming, listening for agreement / disagreement

Grammar past simple and past continuous, subject and object questions

Function agreeing and disagreeing

Vocabulary words for describing science and scientists

Pronunciation regular past endings, word stress in opinions

Writing dividing a letter into paragraphs, using linkers

Speaking asking for help in a store

Extra activity

-Ask the class to think of

famous people who have

been: astronomers (Ibn

inventors (Ibn Firnas, Bell,

Wright brothers; Marconi),

or mathematicians

(Pythagoras) Ask students

to say what they know about

these people

Extend the vocabulary by

asking students to think of

other jobs connected with

science and technology

(researcher, chemist,

explorer, archaeologist),

or by asking students

to think of words and

phrases connected with

the jobs (do research, carry

out experiments, design

buildings, have / test a

electrical engineer and chemical engineer, to name a few Don’t confuse astronomers

(scientists who study stars) with astrologers (people who think that human personalities are influenced by the position of the stars)

Ask students to work individually or in pairs to complete the task

A nsw ers

1 inventor 2 engineer 3 physicist 4 astronomer 5 mathematician 6 biologist

27

2А An unusual find

Extra activity

-Ask students fo vvoik in p.ms

to come up with d news

story based on the pictures

and the vocabulary Give ;

them a couple oi minutes,

then ask a few pair- to

present their story as if it

were a news item

This creates a readme: to:

prediction task - before

answering the questions in

exercise 3, ask students to

read the text quickly to see if

the story is similar to theirs

You could extend the

vocabulary by adding the

following extra words Irom

the text, to the words m the

box in exercise 2: discovery;

seabed, shiny, rescue,

■ Ask students to work in pairs and compare their answers

Extra activity

-Ask students to find and

underline the following

words: keen, sunken,

seabed, shiny, dug, vital,

valuable Ask them to guess

meaning from context

Write the following

definitions on the board

and ask students to match

them to the words they

underlined: at the bottom

o f the sea (sunken), bright

like silver (shiny), moved

earth to make a hole (dug),

enthusiastic (keen), worth a

lot o f money (valuable), very

important (vital), the bottom

o f the sea (seabed)

Extra activity

-For additional practice, ask

students to look back at the

reading text on page 16 and

find further examples of the

past simple Ask students

to tell you which use in

exercise 5 applies in each

case

Extra

activity -Ask students to look back at

the text and make other past

simple questions about what

Wayne did next E.g

Where did Wayne take the

object?

What did Wayne do with the

object?

What did Wayne learn

about the object?

Why were astrolabes vital?

Why was Wayne's astrolabe

valuable?

As an extension activity

ask students to look back

at the text and make a list

of regular past forms (e.g

liked, discovered, proved,

rescued, washed, removed,

tried, searched, invented,

survived, worked) and

irregular past forms (e.g

was, made, found, saw,

dug, took, had, cam e).

Culture note

Newfoundland is a province in the eastern part of Canada Art astrolabe is flat and made

of metal It consists of a hollow disc that holds one or more flat plates, and several other parts that can be rotated This allows the user to locate and predict the positions

of the sun, moon and stars It was first invented in Ancient Greece It was an important instrument in the medieval Islamic world, and it was from there that it was reintroduced into Europe in the fifteenth century

Ask students to work in small groups to compare their answers

Answ ers

1 Canada 2 No (he did it in his free time) 3 No (he first found an anchor and some coins)

4 He took it home and washed it 5 He looked through books 6 To calculate the position

of the stars for navigation

Grammar: past simple

Lead-in

To introduce the past simple, write the following sentences from the text on page 16

on the board and ask students to tell you the missing words

Wayne M ushrow a milkman from Canada

H e to look for sunken ships and interesting objects

He was swimming along the seabed when h e an old ship's anchor

While he was looking around, h e a small shiny object in the sand

Remind students that for regular verbs add - (e )d (clean -> cleaned, create -> created)

or -ied (study -> studied) to the infinitive form in order to make the past simple

However, many common verbs are irregular (go -> went, find -> found, lose -> lost, etc.) The auxiliary verb did/didn't is used in questions, negatives and short answers

Watch out for the following common form errors: She studyed They staied She didn't liked the film She was tired? You went to Canada? Did he went hom e?

■ Do the task with the whole class, eliciting answers from volunteers

1 was, was 2 did, do, did 3 were, were 4 did, find 5 Did, find, did 6 did, see, saw

UNIT 2A AN UNUSUAL FIND

Extra activity

-For additional practice, ask

students to work in groups

and ask them to add more

verbs they know to each

column Refer them to the

reading text on page 16, if

they need help

Exercise 8 (>■ 1/07

■ Focus students' attention on the table, and explain that there are three ways to pronounce the regular past simple endings

Pronunciation note

After voiced sounds, -ed is pronounced /d/ After unvoiced or voiceless consonants, -ed

is pronounced /t/ -ed is only ever pronounced /id/ after Д/ or /d/ Correct students who overuse /id/ after other consonants E.g turning worked into /w3:kid/ and watched

into /WDt/ld/

■ Elicit the three different ending sounds, /t/, Id / and /id/

-*-■ Play the recording, for students to complete the table

likedwashedsearched

I play tennis - I am playing tennis

Terry studies maths - Terry is studying maths

We ea t pizza - We are eating pizza

Ask students how to change the present forms above into past forms

Extra activities

ГГ)! i C=! 1 1 ,S(- dSk

s‘ol\ ■; ■ : I I, ■ ; i! !' .

0 Ii' S > ‘ ' i I'd

Piny fiJibi a popular gam e

to I practising tin- past

simple arid p, 141 continuous

lorm Tell ‘''indent'- Hint

two students broke so m e

laboratory equipm ent iri

■Mt-1 jenc< idh yestei loy

til five o’clock yesterday

Then cixjore two strong and

' d i e " ft tifHi;f!i i l ' i K'l! !llCJ

is ill ч ! • ''

(or the incident K Ti them to sit

1 ■' ■ 1 1 ■ ,1 :■ -1"4 ill! '! -

they must decide where

they were at five o'clock.

vi'ibis, f ■ с when ■ ivt ‘ you a

five o'clock vt-'s'erday? What

litci 'in a n ? ! ,; i tust ask

the second ;usp( i 1 simnnr

q i1 '.tie ' The a:iii is to

In id hoi*-, ii i their alibis !n

ti Iback ask tui - i iss what

( Mil 1 eili e i! I tilt ispects'

ti ii es jrt \ ii it in ! wnich

showed tii it they > • -re lying

As stuck ;nts is к ci.ii inswer

gin Mn 'iv , !i ,te ,i!i\ eirors m

form, use ,-ind pront mciation

of past forms At the end,

do an error feedback on the

board

Exercise 11

■ Tell students to look carefully at all of the examples of the past continuous in exercise 9

Grammar and pronunciation note

i j.-i • , ■ !i!ci.!11 1 '•i *1 With ricfae veihs when there is duration. It is very much a

’sativi tr1 :sc used \m;t‘ii s i!111 Mofi£“ This could be when talking about a 'background'

У a- at the strut и! n>1 v щ din’edofe e.g We wnro livnuj in Pam in those days,

i ' -i in n,i 'n/ o n J thi' /ii blowing, oi it could be when talking about a

i , ' 1 ' pp (t 1 in'' "и ifCi ■ " i shorter oae, e.g Thov wore watchmq TV when

■ ’"i •• n 1 i '' s is !l ■ misi - ii "I us is i i-sc-i : to imply a longei activity

i^ sn md vis di vvd' it i fit rkmg students' understanding ot the difference between

■ i 'Si ■ 'wo tense s U • \ л am' hue, using a long wavv line to show the duration of

■ i p.-ci i ontiriiiDUs ass .me! ,i res to show; that the past simple clause is shorter,

■ fed an ! e i t e r r i ' h i oim : , ' wo the example below for one ot the

'ДОесе eves '.winnimnn

Now

He discoveied an onnivnr

to’!' ' that in past continuous affirmative sentences rind questions the stress is on the mam

■erb and was/waz/ and were /wa/ are weakly stressed In negatives, w asn’t/Vvozant/

ii.o 'i/orou ■ /'wi:nt/ are strongly stressei.f

■ Ask students to work individually to complete the rule Then call on a student to read the rule aloud

Answ ers

1 be 2 -ing

Exercise 12

Culture note

мне1 ( io 'dveai (,m i tecember, 1 8 0 0 - 1 Julv, t HoO) was the first American to

-■ating r'.iiM I lubber and sulpfi ■ w a ' , i p i o r e s vulcanising rubber Heisi rv.'i 'or! i he [in e i s , dost ri he'd in the text, in in mi nvl patented it on 1 '.i inne, 1 844

> iauiou' Am- a* ur tvn manufariurer, Cioodye.n, i named in hi iionour but was

■I ' -d1 ,i-' up alto' Ins k.vil

Read the instructions to the class Review the uses of the past continuous from exercise 9

Vocabulary note

a "re i4 m '' -" iiftii i lit voi ribulap-'in Ihis text so you nidy wish to check it before or after 'iskmg si, - lens > ■!( As giriiriniar practice Ask students to find and underline these

■ oro- in tne tee , v , veo/ One), metis (goes soft or 1кцluj in heat), transform (change),

b "in i hot metril o\/en), fl'-'\ibio (easy to bend and shape-) Ask students to guess the

meaning oi match them to the synonyms shown in brackets

Ask students to work individually or in pairs to complete the task

For lower-level classes, do the first several items with the whole class, eliciting the answer and the use for each verb

A nsw ers

1 tried 2 was working 3 made 4 was standing 5 was examining 6 dropped 7 melted

8 became 9 put 10 noticed 11 had

UNIT 2A AN UNUSUAL FIND

-Before asking students to

read the texts ask them

to look at the picture and

the title of their text and

make some predictions Ask

How can you describe this

invention? What is it for?

Do you use it? What do you

think o f it?

Extra activity

-Ask students to find and

underline the following

words in the text: stable

(not moving), spring

(a thin strip of metal pressed

tight so that it jumps out

when released), firm

(company), spoilt (ruined),

hook (curved shape), loop

(round shape with a hole

in it) Ask students to guess

meaning from context Write

the definitions (shown in

brackets) on the board and

ask students to match the

words to them

Extra activity

-Write buttons, zips and

Velcro on the board Ask

Which is the most useful

invention and why? Divide

the class into three teams

Each team defend an

invention Give the teams

five minutes then ask a

spokesperson for each group

to deliver their arguments

Which is the best fastener?

Exercise 2

■ Ask students to read the text and call on for volunteers to explain whether the author thinks inspiration or perspiration is most important in the process of inventing something

on nylon as the best material from which to make the fastener

Remind students that they should read the text first, and then complete the table

Vocabulary note

Slinky can be used as an adjective to describe a movement that is sinuous and graceful Burrs are seeds which bear hooks or teeth which attach themselves to fur or clothing of

passing animals or people

Give students about five minutes to read the text silently and then complete the table in pairs

Answers

1 Richard James, American engineer Georges de Mestral

2 He wanted to make ships more stable in bad weather.

He wanted to find an alternative to breaking zip fasteners.

3 The spring 'walked' down some books.

The burrs had hundreds of hooks that made them stick to anything.

4 The children loved it as a toy He understood how to create a better

alternative to the zip fastener.

5 very successful very successful

Exercise 4

Ask the question to the whole class, and elicit ideas from several students

Answers

Both; Slinky, chance played a bigger part; Velcro, observation was more important

UNIT 2B A PIECE OF LUCK

Extra activity

-Instead of telling students

the answers, give them

a copy of the audioscript

and ask them to find the

answers In feedback, ask

which words or phrases in

the audioscript helped them

find answers when they

listened Ask if any words or

phrases misled them

Culture note

Alexander Fleming (1 8 8 1 -1 9 5 5 ) was born in Scotland and died in London He

discovered the antibiotic substance penicillin from the fungus Penicillium notatum in

1928, for which he shared the Nobel Prize in Physiology or Medicine in 1945 with Howard Walter Florey and Ernst Boris Chain Florey and Chain worked out how to produce penicillin in large quantities The importance of penicillin was that it cured diseases like typhoid and pneumonia which were previously major killers

Exercise 5

■ Read the vocabulary in the box and go over the meaning of any unknown words

Vocabulary and pronunciation note

slide (the small piece of glass you put microscopic things on before looking at them under a microscope), radioacTlvity (nuclear energy produced by atomic particles), bocTEria (microscopic organisms that can cause illness), CULture (a small amount of a substance placed on a slide to study), inFECtions (illness caused by bacteria).

■ Ask students to look at the photographs of Fleming and the penicillin bacillus and predict which words might be associated with him

a miscroscope (i.e look at carefully), identify the substance, mass-produce the antibiotic

(i.e make large amounts of it)

■ Play the recording and ask students to answer the questions

Well, during the First World War, Fleming was a doctor in battlefield hospitals

A huge number of people died from infections, so after the war he decided

to do research into infections and infectious diseases He eventually became Professor of Bacteriology at St Mary's Hospital in London

I see - so people already knew about Fleming and his work before his famous discovery?

Yes, they did

So what was Fleming like, then?

Well, he was a modest man, and a brilliant researcher, but his laboratory was always a mess However, this mess helped him make his important discovery How exactly did it help him?

Well, Fleming did a lot of his research on cultures that he grew and studied He was looking into ways of fighting infection One day in 1928, he came back to his lab after a long holiday and discovered that a lot of his slides were contaminated

He was about to clean them when he discovered one area where bacteria didn't grow He examined it under a microscope and identified the substance as penicillin

So it was just luck then, that he identified penicillin?

UNIT 2B A PIECE OF LUCK 3 3

Dr Cole Yes and no Fleming admitted that he came across penicillin by chance But it

was his years of research experience and powers of observation that meant he understood the importance of his discover/

Interviewer And was penicillin an immediate success?

Dr Cole Not really Other scientists who followed Fleming needed to develop ways of

mass-producing the antibiotic However, in the end they and Fleming shared the Nobel Prize for their work

Answers

1 B 2 A 3 C 4 B 5 C

Extra

activity -For extra practice, write a

few more sentences on the

board and ask students to

recognise subject and object

and write two questions,

one about the subject, and

one about the object

Tom played football

Who played football?

What did Tom play?

Anna called Tina

Who called Tina?

Who did Anna call?

Extra activity

-For additional practice, ask

students to work in pairs or

small groups Refer them to

the reading texts about the

Slinky and Velcro on page

18 and ask them to choose

one text Tell them to write

three questions about the

text using who or what as

the subject (i.e., without

the auxiliary do), and three

questions with the auxiliary

do or did When students

finish, elicit the questions

and play a quiz game with

the whole class trying to

answer each question

a Subject: De Mestral, Verb: invented, Object: Velcro, b Subject: Fleming, Verb: noticed, Object:

something interesting, с Subject: Several scientists, Verb: shared, Object: the Nobel Prize Exercise 9

■ Ask students to work in pairs to discuss the two questions

Sir Henry Royce (1 8 6 3 -1 9 3 3 ) and Charles Rolls (1 8 7 7 -1 9 1 0 ) started working together

in 1904 and formed Rolls-Royce Limited in 1906 Royce was the engineer, winning

accolades for his brilliant engine design Rolls was from an aristocratic family and had both the financial backing and entrepreuneurial skills to make the company successful Rolls was the first Briton killed in a plane accident when his Wright Flyer crashed in 1910

Royce continued to develop luxury cars right up until his death Today Rolls-Royce Motors continues to produce high-quality cars as a subsidiary of BMW A separate Rolls-Royce

company produces engines for the aircraft industry

■ Ask students to complete the task in pairs

Answers

1 Who made the Royce 10? 2 What did Royce make in 1904? 3 Who opened a car factory?

4 What did Rolls and Royce do? 5 What happened to Rolls-Royce cars?

34 UNIT2B A PIECE OF LUCK

trust (your) inner feelings = rely or depend on how you feel inside, not what others say

Extra a c tiv ity

-For additional practice, ask

students to work in groups

of three to practise reading

the dialogue aloud When

they have read through

a few times, ask them to

practise again, substituting

the highlighted phrases with

expressions from the Useful

■ Review the first tw o questions from the questionnaire in exercise 2

■ Play the recording and ask students to work in pairs to discuss their answers

A u d io s c rip t ( t CD 1 / 0 9

Frank Megan, did you see the questionnaire about luck in this weekend's magazine?

Megan Oh, yes, 'Are you lucky?' Yes, I looked at it, but I didn't do it What does it say?

Frank Well, basically, it claims that we get the luck we deserve Do you think that's true?

Megan Yes, by and large, I do I believe that people who are positive and who work hard

tend to be the ones who are lucky

Simon There's some truth in that, but sometimes you can see an opportunity but you can't

afford to take a chance So I can't make up my mind Anyway, what's your view on this, Frank?

Frank Personally, I think you can create your own luck if you trust your feelings

Simon I hear what you're saying, Frank, but what happens if our feelings are wrong? We can

end up losing everything As far as I'm concerned, it's better to be safe than sorry

Frank I totally disagree, Simon As I see it, all successful people take risks

Megan On the whole I agree with you, Frank, but I can see Simon's point of view, too

Answers

Question 1 Megan: I agree Simon: I don't know Frank: I agree

Question 2 Megan: I don't know Simon: I disagree Frank: I agree

In my opinion / From my point of view, I totally disagree - I don't agree, As I see it, - In

my opinion / From my point of view, On the whole, I agree with - In general, I think you're right, I can see Simon's point of view - I understand what Simon means

Exercise 6

■ Students start by sharing opinions on the first statement on the questionnaire

Write a list of simple,

■ The school day is too short

Divide the class into groups

of four and label each

mem ber of the group, А, В, С

and D Tell the students that

A must express an opinion

about the first statement, В

must agree or disagree then

ask С what he / she thinks,

С must offer an opinion, and

finally D must mention what

the others think and agree

or disagree Once students

have done this, they should

move on to the second

statement, and В starts

You may need to act this out

first so that students get the

idea of how their discussion

should go

To support this activity,

design a simple flow diagram

for students to follow when

having this discussion

A: give an opinion -> '

B: agree / disagree -> ask

C's opinion

C: give an opinion -♦

D: mention what others

think -» agree / disagree

Prepare small pieces of card

or paper with the headings

from the Useful expressions

box on them E.g AGREE,

DISAGREE, MENTION THE

OTHERS'OPINIONS, SAY

YOU'RE UNCERTAIN. Give

a set to each group which

should be placed in a pile

face down A must express

an opinion, then В must

pick up the first card and say

something dependent on its

heading С and D then follow

Point out that the stressed words all focus on the speaker; therefore they emphasise that

he or she is expressing a personal opinion

■ Play the recording once and ask students to work in pairs to compare answers

A u d io s c rip t ( r CD 1 / 10

1 In my opinion

2 As far as I'm concerned

3 From my point of view

■ Elicit a few examples from the class

For lower-level classes, allow students to write their statements first

Writing: an informal letter

Lead-in

Write London on the board Ask What do you know about London?

Exercise 9

Culture note

The British Museum, which dates from 1753, is a museum of human history and culture

and houses one of the world's largest collection of artefacts The Elgin M arbles and The Rosetta Stone are just two of its highlights.

Covent Garden is a lively part of London set around an eighteenth centuiy piazza near

the Royal Opera House It is full of markets, shops and buskers.

The Natural History Museum is in Kensington and is famous for its dinosaur skeletons

Oxford Street is London's busiest shopping street.

Buckingham Palace is the London home of Queen Elizabeth II.

Baker Street, which was laid out in the eighteenth century, is a busy street in the

Marylebone district of London It is famous as the fictional address of Sherlock Holmes

who lived at 2 2 1 B

Madam Tussaud's is a world-famous wax museum.

Mamma Mia is a famous musical based on the songs of the Swedish 1970s pop group ABBA

■ Make sure students understand coincidence (two things that happen by chance)

Vocabulary note

come across (something or somebody) = find by accident or while doing something else,

e.g The miners were looking for gold when they came across the remains of an ancient fort bump into (somebody) = meet by chance, e.g I was shopping in the High Street when,

to m y surprise, I bumped into an old friend from primary school.

■ Give students tim e to read the letter

■ When students finish, ask them to work in pairs to find the answers

Write these three sentences

on the board:

8am: Jake got up.

8.03am Jake had a shower

8.30am: Jake ate breakfast.

Ask students to make as

many sentences as they

can using the linkers in

this lesson You could ask

students to work in pairs

with a tim e limit to write

sentences as fast as they

can In feedback, make

sure you get examples of

linkers that go before the

first event, that go between

the first and second event,

afterwards and that directly

link two events Make sure

students are differentiating

between events immediately

following each other, and

those following each other

but not immediately

Extra activity

-Here is an alternative way

of organising this writing

activity: First, ask students

to work in pairs to prepare

the letter They must decide

on the subject and recipient

of the letter then they must

work together to plan out

and write down detailed

notes of what they would

like to include in the letter

Next, ask pairs of students

to exchange their notes

with a different pair The

pairs must now look at what

the others wrote and work

together to suggest ways of

improving the letter, by using

paragraphs and linkers to

join up the sentence notes

After five minutes, ask the

pairs to hand back their

letters to the pairs who

originally wrote the notes

Pairs must now complete

and write their letters using

the ideas suggested

Extra activity - ■ Review what a paragraph is: a group o f sentences that are about one thing

Remind students that they should divide the letter into three paragraphs

■ Ask students to work individually or in pairs to complete the task

■ To wrap up, ask students why they think the paragraphs should be divided that way (The first paragraph talks about the day they arrived, the second about Monday, and the third, yesterday.)

Exercise 10

Language note

Point out the following about letters:

Date in the top right

Hi Tom followed by a comma

Point out the fixed expressions at the start and end of the letter and these alternatives:

Hi Tom, (Dear Tom,) Just a quick note from (I'm writing to you from ., Greetings from ) See you in the summer (See you soon / Looking forward to seeing you) Best wishes (All the best / Best wishes / With love)

PS stands for post scriptum (after writing) and is used to add extra information that the

writer forgot to put in the letter It's often used to remind the receiver about something

Answers

Paragraph 1: From beginning of letter to Covent Garden.'Paragraph 2: From, 'On Monday to 50 pounds!'Paragraph 3: From 'Yesterday morning .'to end of letter

Spotlight on writing skills: linkers (2)

■ Ask students to read the information in the Spotlight box. Then give them a few minutes to find all of the examples of linkers used in the letter: After, Then, After that, Afterwards.

Grammar note

Note that the linkers or conjunctions when, as soon as and after link two clauses They go before the first event in real time However, the sentence order can be changed: After we unpacked[ we explored Covent Carden We explored Covent Carden after we unpacked.

Note also that the past perfect may be used to show the earlier event but it isn't

necessary as the linker shows the time relationship of the two events: After we (had) unpacked' we explored Covent Carden.

Then, afterwards and after that always go at the start of the second sentence and show sequence They are generally followed by a comma, that in After that refers back to the

2D Columbus and the New World

■ Give students about ten minutes to read the text silently

■ Ask students to work in pairs to go over the answers

Culture note

Christopher Columbus made four voyages across the Atlantic and established various

colonies, notably the one on the island of Hispaniola By the time of his death, in Castile

in 1506, his reputation had been tarnished In running his colonies in the New World, he had ruled barbarically which had led to him being imprisoned for a time and deprived

of his position as governor His name in English is an anglicisation of his Latin name In

Spanish, his name is Cristobal Colon In Italian, Cristoforo Colombo.

Answers

1 Italy 2 America 3 Spain 4 India

Exercise 2

■ Tell students that this task focuses again on finding the topic of a paragraph

■ Make sure students know that one heading will not be used

■ Elicit some information students might look for in each paragraph to help them identify the correct headings

Answers

1 E 2 A 3 D 4 F 5 B

Exercise 3

Extra activity

-Ask students to work in pairs

to look at the text about

Columbus again and write

five more wh- questions

about the text Make sure

they are different from the

questions in exercise 1 Then

put pairs together into groups

of four to ask and answer

their questions without

looking back at the text

Vocabulary note

claim as their own = say that (he / it) belongs to them

in common with = in the same way as You could also get students to find words connected with sea and ships: sail' voyage, ship, boat; sailor,; crew, coast.

■ Set a tim e limit of five minutes for students to complete the task Encourage them to scan the text to find the answers quickly, and to check all of their answers when they finish

Answers

1 False 2 True 3 True 4 False 5 False 6 False 7 False 8 True

3 8 UNIT 2D

Exercise 4 (7 CD 1/11

Extra a c tiv ity

-An alternative approach

is to play the recording

with books closed first

before following the steps

above To create a task, ask

students to listen and try

to hear the names of two

cities, two continents, two

explorers and two countries

Culture note

Alexandria is a great port on the northern coast of Egypt.

Leif Ericsson was born in Iceland in about 970 and is believed to have established a

settlement called Vinland in what is now Newfoundland in present day Canada

The man who named America after the Italian explorer Amerigo Vespucci, was Martin Waldseemuller He did so on a map he drew in 1507

The Portuguese fleet under Pedro Alvares Cabral arrived in what is now Brazil in 1500

It's the only Portuguese-speaking country in the Americas and the fifth largest country in the world

The Treaty of Tordesillas (1494) was responsible for dividing South America between the Spanish and Portuguese

■ Tell students they will learn some more interesting facts related to Columbus' story

■ Before playing the recording, ask students to work in pairs to try to predict the missing information Elicit the type of information students should listen for in each item

Play the recording once and ask students to work in pairs to compare answers

A u d io s c rip t CD 1/11

1 Nowadays you can buy a hundred grams of pepper for a couple of euros But five hundred years ago it was a different story! In India a kilo of pepper cost one gram of silver By the time it got to Alexandria, its price was ten grams, and in Venice 14 grams And European consumers paid 25 grams of silver per kilo!

2 People say that Columbus was the first European to cross the Atlantic, but in fact it was the Viking Leif Ericsson He was the first to go across the Atlantic to North America in 1,000 AD

He named the land he found Vinland

3 You may think it strange that we don't call the whole of America Colombia, rather than just

a single country in South America This is because America is named after the Italian sea captain Amerigo Vespucci He was a sailor who explored the coast of the new world over several voyages His map maker named the continent after the captain, and the name stayed

4 Do you wonder why in Brazil they speak Portuguese while everywhere else in Latin America people speak Spanish? Well, this is because Spain and Portugal were great sea rivals

Columbus claimed the lands he discovered for Spain, but Portugal wanted to have a share too To avoid war the two countries agreed to divide up the New World Portugal had the right to colonise the north east of Brazil and Africa, and Spain the rest

Answers

1 10 2 14 3 25 4 1,000 5 Italian 6 Brazil 7 Portuguese 8 war 9 Brazil

Project

■ Ask students to work in groups of four or five

■ Give groups tim e to choose an inventor or explorer who they would like to research, make sure there is no overlap between groups

■ Encourage groups to assign roles for the project, e.g finding maps, writing Did you know facts, making posters and visuals, etc

■ Set a tim e in class for students to present their projects Depending on class size, ask groups to present to one or two other groups, or to the whole class

UNIT 2D COLUMBUS AND THE NEW WORLD 39