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14 9 se The adventure starts here Lesson profile | Speaking Say which activities you would like to try Listening -A teacher talks about a school challenge Reading Students’ letters a

/CAMBRIDGE 4, CAMBRIDGE ENGLISH

Part of the Uaiversity: of Carnbridge

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Cambridge University Press

www.cambridge.org/elt

Cambridge English Language Assessment

www.cambridgeenglish.org

Information on this title: www.cambridge.org/9780521180566

© Cambridge University Press and UCLES 2015

This publication is in copyright Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

No reproduction of any part may take place without the written

permission of the publishers

First published 2015

Reprinted 2016

Printed in Italy by Rotolito Lombarda S.p.A

A catalogue record for this publication is available from the British Library

ISBN 978-0-521-18054-2 Student's Book

ISBN 978-1-107-49740-5 Student's Book and Online Workbook

ISBN 978-1-107-49735-1 Student's Book and Online Workbook with Testbank ISBN 978-0-521-18055-9 Workbook with Audio

ISBN 978-0-521-18056-6 Teacher's Book with DVD and Teacher's Resources Online ISBN 978-0-521-18057-3 Class Audio CDs

ISBN 978-1-107-49732-0 Presentation Plus DVD-ROM

Teacher's resources, including progress and achievement tests,

worksheets for the video and additional teaching activities at

www.cambridge.org/prepareresources

The publishers have no responsibility for the persistence or accuracy of URLs

for external or third-party internet websites referred to in this publication, and

do not guarantee that any content on such websites is, or will remain, accurate

or appropriate Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but the

publishers do not guarantee the accuracy of such information thereafter.

(Contents)

Introduction to Prepare!

Component line up Student's Book overview Student’s Book contents

1 It's a challenge!

2 The natural world

Culture The USA

3 _ Travel: then and now

4 Myplace Geography Rivers

5 School

6 It's very special Culture Secondary school in the UK

7 Travel and holidays

8 Life in the future

Science The birth and death of stars

9 Sport and games

19 Different ingredients

20 Changes Literature Michael Morpurgo

Exam profiles Review section answer key Grammar reference answer key Workbook answer key

Where English meets Exams

Prepare! is a lively new seven-level English course for teenagers It takes learners from A1 to

B2 and has comprehensive Cambridge English exam preparation throughout So whether you're

teaching general English or preparing students for an exam, Prepare! has a wealth of material to

help you do both

Produced and endorsed by Cambridge English Language Assessment, using cutting edge

language learning research from English Vocabulary Profile and the Cambridge Learner Corpus,

Prepare! is a course you can rely on and trust

Prepare! is written by a team of writers with extensive experience and knowledge of secondary

school students as well as in-depth knowledge of the Cambridge exams

The Student’s Book

The Student's Book includes a starter unit plus 20 short units, covering a wider variety of

teen-related topics than other courses After every two units, there is either a culture or

cross-curricular lesson which encourages students to learn about the world around them or

about other subject areas through English After every four units, there is a review section which

revises and consolidates the language from the previous four units through further practice of

key language and skills

There are ten videos of authentic interviews with teenagers which are included with this

Teacher's Book and worksheets to go with them are provided online

At the back of the book, students will find a grammar reference section, with further practice

activities to be used in class or as self-study Vocabulary lists provide useful lists of all the key

vocabulary taught in each unit, together with its pronunciation

to typical exam tasks and techniques, while the second book in each pair makes exam tasks more explicit, thereby preparing students more thoroughly

for the relevant exam All exam tasks in Levels 2-7

are clearly referenced in the Teacher's Book

In addition to regular practice of each exam task in the main units, Level 3, Level 5 and Level 7

have five additional Exam profile sections, which are located at the back of the Student’s Book

These pages focus on each part of each paper, giving detailed information about the exam task,

as well as practical guidance on how to approach each task, with useful tips and training to

familiarise students with the whole exam and prepare them thoroughly for examination day

The Exam profiles can be used as focused training after first exposure to an exam task in the

main units, or alternatively towards the end of the year when students require more intensive

exam practice

The Cambridge English Scale

The Cambridge English Scale is used to report candidates’ results across the range of

Cambridge English exams This single range of scores covers all levels of the Common

European Framework of Reference for Languages (CEFR) The total marks for each of the four

skills (Reading, Writing, Listening and Speaking) and for Use of English (where relevant) are

converted into scores on the Cambridge English Scale These individual scores are averaged to

reach the overall Cambridge English Scale score for the exam Results clearly show where the

exams overlap and how performance on one exam relates to performance on another

English Vocabulary Profile

The English Vocabulary Profile (EVP) is an online resource providing detailed information about

the words, phrases, phrasal verbs and idioms that learners of English know and use at each

of the six levels of the CEFR The vocabulary syllabus of Prepare! has been informed by using

EVP to ensure that students at each CEFR level are presented with high-frequency words and

phrases that are suitable for their language level and relevant to each unit topic Many of the most

common words in English have a great number of different meanings and a thorough knowledge

of these words helps students to operate successfully even with limited language The special

Word profile feature in Levels 4-7 deals with these powerful words in detail Furthermore, the main

vocabulary sections regularly focus on aspects other than ‘concrete’ topic nouns and verbs, such

as adjectives and adverbs, prepositions, phrasal verbs, word families and phrases All of these

aspects are important if the syllabus is to provide true breadth and depth

Systematic vocabulary development is crucial to real progress across the CEFR levels Great

care has been taken to organise the vocabulary syllabus in a logical way both within and across

the seven levels of Prepare! The course offers regular recycling of vocabulary and builds on what

students already know, to guarantee successful language learning from A1 to B2

For more information on EVP, including information on how it was compiled, how you can access

it, as well as ways to get involved in the English Profile programme, visit www.englishprofile.org

© The Cambridge Learner Corpus

The Cambridge Learner Corpus (CLC) has been used to inform exercises in both the Student’s

Books and Workbook of Prepare! This ensures that exercises target the language that students

need most, as they focus on the areas that students at each level find most difficult, and where

errors commonly occur

Cambridge English Resources CAMBRIDGE ENGLISH Fangwage Assessment

Help your students make friends with other

English learners around the world through our fun,

international Cambridge English Penfriends activity,

where students design and share cards with learners

at a school in another country Cambridge English

Penfriends is practical, fun and communicative,

offering students an opportunity to practise what they

have learned

Through Cambridge English Penfriends, we will

connect your school with a school in another country

so you can exchange ces designed by your

students If your school’hasn't joined Cambridge

English Penfriends yet, what are you waiting for?

For more teacher support, including

thousands of free downloadable resources,

lesson plans, classroom activities, advice, teaching tips and discussion forums, please visit www.cambridgeenglish.org/teachers

(ieee =

Component line up

Workbook with audio

The Workbook gives further practice of all the language from

the Student's Book and provides students with comprehensive work on skills development, which can be used either in class or for homework In Levels 3, 5 and 7 exam tips provide students

with advice on how to prepare for and do the exam as well as

further exam tasks which provide further practice of the exam tasks encountered in the Student's Book The accompanying audio is provided as downloadable MP3 files and is available from www.cambridge.org/PrepareAudio

Online Workbook

The Prepare! online Workbooks are accessed via activation codes packaged within the Student’s Books These easy-to-use workbooks provide interactive exercises, tasks and further practice of the language and skills from the Student’s Books

Teacher’s Book with DVD

The Teacher's Book contains clear teaching notes on all of the Student's Book tasks as well as keys and audioscripts The

audioscripts include underlined answers

The teacher's books provide plenty of lesson ideas through warmers, coolers, extension ideas and projects, as well as ideas for fast finishers and mixed ability classes Each unit also directs you to where additional resources can be found Workbook answer keys and audioscripts are also included

Exam descriptions, exam tips, explanatory keys, model answers and underlined scripts provide guidance to the teacher and students

on how to excel at the exam

The DVD includes 10 video extra films and two Key for Schools speaking test videos

Cambridge

yt

Class Audio CDs

The Class Audio CDs contain all of the audio

material from the Student's Book

© The audio icon in the Student's Book

clearly shows the CD number and the

track number

Teacher’s resources online - Downloadable materials

Complete suite of downloadable teacher's resources to use in class including:

* Key for Schools for Schools speaking test video worksheets

¢ Video extra worksheets

Presentation Plus is the next generation planning and presentation tool for teachers

Perfect for creating engaging lessons it includes:

* Interactive whiteboard tools

* Student's Book and Workbook with interactive exercises

* Access to teacher's resources

Ideal to use with a computer and a projector or with an interactive whiteboard

Cambridge English Practice Testbank

Prepare! Level 3 Student's Book with Online Workbook and Testbank contains an access

code to four individual practice tests in TestEank Cambridge English: Key for Schools

Testkank provides authentic exam practice in an online simulation of the Cambridge

English test environment

How Testkank works:

* ‘Practice mode’ allows up to three attempts at each answer

* ‘Test mode’ provides timed test practice and only one attempt

* Teacher can set students a whole test or by part

* Instant marking and comprehensive gradebook

udent’s'Book'overview

Vocabulary sets informed by Clear grammar presentation and

they are appropriate for the level reference section at the back of the book

the Student's Books

Common mistakes relevant to your students’

"level are identified and practised in the Corpus | challenge to ensure meaningful learning

The full range of Exam tasks are

introduced and practised in the

Student's book and are easily

identifiable

Video interviews with teenagers \ show target language being used

in authentic situations

students prepare, plan, produce and improve their own written texts

A culture or cross-curricular

lesson after every two units

eo encourages students to learn

about the world around them and

learn about other subject areas through English

The Exam profile pages provide detailed

information about the different parts of each

paper, with guided practice, useful tips anda

partial exam task for students to try

Video material shows

teenagers doing speaking

tasks in an exam situation

Review pages after every four

units gives further practice on

language and skills

Grammar activities

target and revise typical

errors made at the students’ level

Answers to quiz on page 9

10

Qit'sa Adjectives of personality

challenge

Page 10

Geographical features Animals

®BThe natural

world

page 14

Culture The USA page 18

© Travel: then Travel

and now Holiday vocabulary

page 20

OWy place Describing a holiday

page 24 Words to desoribe homes

Geography Rivers page 28

age 32 school subjects

a photo

special materials

page 36

Culture Secondary school in the UK page 40

Q Travel and Holiday activities

holidays Get get back, get lost

Science The birth and death of stars page 50

©Sports and Sports and activities

page 54

@ Useful People guest, old friend

websites Internet: nouns and

Culture Football (The beautiful game) page 62

Present simple The alphabet and present

continuous

Verbs we don't th: @ and 6

usually use in the

continuous

Past simple Silent letters

Past continuous fi:/and //

and past simple

Review 1 Units 1-4 page 30

Comparative Word patterns and superlative

adverbs

Possession Weak forms: a and of

Present continuous Words that sound similar

for future:

Future with will will and won't

Review 2 Units 5-8 page 52

must, musin't, must and mustn't have to, don’t

have to

Verb patterns gh

—gerunds and infinitives

‘Two letters to the teacher

The Merrydown Award

The Earth: A changing planet

The Giant Panda

Amelia Earhart — the

first female pilot to fly

across the Atlantic

An introduction to the

Merrydown Award

Dylan and Gabby talk

about public speaking

The United Kingdom

Animal photos

Ata hotel reception desk

Five short conversations

Dylan practises his talk

‘Carmen looks for

something for her art

class

An adventure holiday

Homes of the future

A phone conversation

about dance classes

A discussion about mind

sports

A doctor gives advice to

teenagers

Talk about yourself

A talk about your country

© Get talking! You're so

A talk about your school

Describe your perfect school

Talk about possessions

© Get talking! Actually,

its ,1 think it’s

A perfect adventure week

Plan an activity weekend

Make predictions about the

future

® Get talking! Why not?

First of all

Agreeing and disagreeing

Give advice on a problem

© Get talking! After all,

Make sure

Write about

yourself

A text about an animal

A paragraph

about Amelia Earhart and Fred Noonan

A description of a home

Reading and Writing Part 3b

Reading and Writing Part 9

Listening Part 2 Reading and Writing Part 4

Listening Part 5 Reading and Writing Part 8

Reading and Writing Part 6

Listening Part 3 Reading and Writing Part 4

Reading and Writing Part 3a

Reading and Writing Part 2

[UNT |VOCABULARY |GRAMMAR |PRONUNCIATION|READNG —_ City living

Instruments and types

Words to describe language learning

Determiners

Uncountable

nouns

Relative pronouns who, which, that Conjunctions

Sounds and spellings

Review 3 Units 9-12 page 74

Present perfect

with ever and never

Present perfect with just, yet and already

Phrasal verbs pick up,

may / might

Present simple

passive

Past simple passive

Review 5 Units 17-20 page 118

/u:/ and //

Sentence stress

Ways to pronounce ea

Sounds and spelling quiz

Exam profiles 1-5 page 120

Australian cities

Music festivals Showing today at Star

Languages of the world

Teen health

The Merrydown Expedition — kit list

A description of an expedition

Breakfast cereals

A cooking blog

Changing buildings Two biography fact files Get talking! page 130

Acity quiz

Acinema trip

The Merrydown Award —

choosing who to interview

A birthday picnic

Birthday challenges

Three young people talk

about their free time

Different languages

Astory about an accident

Plans for the expedition

Describing photos of the

expedition

Acooking competition

An interview about

changing jobs

Activities page 135 Vocabulary list page 138

Making requests and

responding

A presentation on a festival

© Get talking! That sounds

exciting, Make sure

Ask and answer questions

about experiences

Role play three different situations

Plan and make suggestions

©® Get talking! / suppose,

If you like

Talk about your partner's hobbies and free time activities

An interview Languages you and your family speak

© Get talking!

unfortunately, at least

Plan an expedition

© Get talking! What about

you?, The same

Invent and describe a new snack

Decide on a recipe

Talk about reusing a building

© Get talking! You're

welcome All the time

Acity quiz

An invitation to the cinema

Grammar reference page 147

Reading and Writing Part 5

Reading and Writing Part 1

Reading and Writing Part 4 Listening Part 4

Reading and Writing Part 2

Reading and Writing Part 3a

Speaking Part 2

Reading and Writing Part 9

Reading and Writing Part 4

Reading and Writing Part 6

Reading and Writing Part 3b Listening Part 1

Reading and Writing Part 7 Listening Part 4

Irregular verbs page 167

Favourite cities

Life experiences

Different languages

Health

Favourite foods

13

14

9 (se

The adventure starts here

Lesson profile

| Speaking Say which activities you would like to try

Listening -A teacher talks about a school challenge Reading Students’ letters about themselves Vocabulary Adjectives describing personality Grammar Present simple and present continuous Writing Write a paragraph about yourself

—————

Warmer

If the students did Level 2 together, this activity gets them using simple English again after the break; if they didn't, it helps them get to know each other

Write the words food, sport, city, animal and colour on the board Give the students one minute to write down their favourite thing in each category Start by giving them an example for each, e.g ice cream, basketball, Milan, elephant and green

In pairs, the students then compare and discuss their answers Demonstrate with a stronger student:

Teacher: What's your favourite food, Mario?

Student: | love sushi There’s a great sushi place near

my house What about you?

As a variation, all the students should walk around the

class asking and comparing answers to see which items

in each category are the most popular *

———————————— —'

OR

1 Ask the students Would you like to try flying a

plane? Get some answers and ask them what other activities they would like to try Pre-teach award (a prize you give to someone for something good they did), then arrange the students in groups and

tell them to look at the poster Ask some questions about things on the poster and tell them any words they don’t know

The students then discuss the questions in the book

When they have finished, you ask the questions to students from different groups to compare answers

LISTENING

2 ©1102 Ask the students Do you think Mr Jackson will

say sport? Why? / Why not? (Yes, it's in the pictures.)

Will he say fast food? Why? / Why not? (No, this award is

about doing healthy things.) Arrange the students into small groups and ask them

to do the same task for the words in the box Then the students listen for the first time, tick the words they hear and compare this with their predictions

‘Award A very special man called John Merrydown started it

50 years ago He was a head teacher here, and he wanted

to help his students have fun, make friends and learn new things Those first students had a great time, and | hope you

do too

There are four parts to the award You do something different

in each part, but they are all very useful in your lives The first part is ‘public speaking: You need to think of a subject and prepare to talk about it for three minutes You do this in front

of a big group of people It sounds easy but it’s not!

The next partis ‘fitness’ It’s all about getting fit! You can choose any kind of exercise It can be sport, or dance, or something else

Then, theres the ‘skills’ part For that, you need to choose

a hobby or activity and get better at it Maybe you can learn

to play the piano or the guitar Or, if you know what job you want to do when you're alder, you can find out about that

‘And finally — the expedition! You're going to go hiking in the countryside You have to camp for one night and do all your

‘own cooking It's hard, but its great fun

Now, if you want to do the award, | would like you to write

me a letter Tell me about yourself and why you want to do it

Give that to me next week OK, are there any questions?

3 Ci.02 Ask two or three general questions to see how

much the students understood the first time, for example Who started the award? (John Merrydown) How many parts are there to the award? (four) Who does the cooking? (the students)

Arrange the students into pairs Pre-teach public speaking, skill and expedition and ask the students to read the information and predict the answers: Before you listen again, think what kind of word it could be, like

a noun or adjective, and give a possible answer For example, (1) is a number — it could be two

Play the recording for the students to write the missing

information

Play it again, pausing after each question, for the students to check their answers When you check through the answers, stop the recording after each question so that weaker students don't get lost

READING AND VOCABULARY GRAMMAR Present simple and present

example, What is the boy's name? Who likes painting? 6 Books closed, read out (some of) these sentences from

The students match the letters Ask some the letters and see if the students can remember who

comprehension questions afterwards, for example, What they are about, Dylan or Gabby:

instruments does Dylan play? (guitar and keyboard) How | usually work hard (Dylan)

old is Gabby’s neighbour? (85) I love school (Gabby)

At the moment I'm painting a picture of the sea (Gabby) I'm learning to play the keyboard now (Dylan)

Ask fast finishers to choose a birthday present for | like to be busy (Gabby)

Gabby’s neighbour Give a few fun examples like ‘a cake

with 85 candles’ ‘Dylan's old hockey stick: Books open, the students complete the verb table

Answers

| do a lot of sport keyboard

5 Ask the students to underline these words in the two | play hockey twice a week I'm teaching my brother to

letters Explain that they are adjectives like intelligent | go swimming every Tuesday | swim

and nice, which describe people See if the students Hove school He's really enjoying it

can work out the meaning from the context by | also like helping other I'm painting a picture of the

Someone who says please and thank you is (polite) ae goshoppingwmnn her | Myjmupand | are planning

Someone who does good things is (kind) palvave els me si

When you feel happy about something, you are

Someone who doesn't like to work hard is (lazy) sentences, for example at the moment This is revision

Someone who is happy to see you is (friendly) but they will probably still have trouble with the form

Someone who has many things to do is (busy) as well as meaning, especially the third person s (She

Someone who makes you laugh is (funny) always tells me) in the present simple and the forms of

Someone who has many friends is (popular) be in the present continuous

Do the first written sentence together, then the students Elicit from the students the positive, negative and

work individually Note that pleased is the only adjective question forms for each tense

in the list which only goes after the person it describes: Language note: the present simple is the most common the lazy boy / the boy is lazy but the boy is pleased not verb tense in English

the-pleased-boy

1 lazy 2 pleased 3 kind 4 popular § funny 6 polite The students write four sentences about what they

Mixed ability Answers

Mi lime, or ask stronger students / fast finishers to mime Jc RR MI 1 We use the present continuous to talk about things happening now, at the moment,

the answers for each sentence For example, for 1 put 2 We use the present simple to talk about things that are

your hands behind your head and yawn always true or happen regularly

> Grammar reference Student’s Book page 147

Arrange the students into pairs They have to think of highlight the time expressions which help students

someone they know for each word and explain why, decide which tense to use (in brackets in the Answers)

Demonstrate with a stronger student

Teacher: Do you know a busy person?

Student: My mother is very busy

Teacher: Why?

Student: She works and helps me at school Do you

know someone like this?

Fast finishers

Fast finishers write two more sentences for the other

students to do For example:

| get up / am getting up at seven o'clock every day

It's hot Why do you wear / are you wearing a sweater?

16

Answers

1 watch (every week)

2 do you usually eat (usually)

3 I'm practising (now)

4 are learning (now)

5 | don't always do (always)

6 is teaching (at the moment)

Ask the students to think of one country where it rains

a lot, one where it rarely rains, one where it snows a

lot, one where it never snows The students write a

sentence for each and compare answers

Next write the corpus sentence on the board and, if

necessary, underline the time phrase at the moment to

help the students find the mistake

Answer

Itis raining a lot at the moment

WRITING

9 Present this as a mind map on the board and ask the

students to think of examples for each category The

students should use Exercise 4 to help them with ideas

and language

adjectives | like / don't like

now sports/hobbies

The students write their paragraphs individually on a

piece of paper Tell them not to write their names When

they have finished, put the paragraphs on the walls *

around the classroom The students then walk around

the room, read the paragraphs and guess who wrote

them Alternatively, read (some of) the paragraphs aloud

Cooler

Dictate this The students listen and draw it

Four teenagers are camping by the river, two boys and

two girls They are all wearing jeans and T-shirts The two

girls are playing football and the two boys are sitting

down and watching them.A bird is flying in the sky and

there are some fish swimming in the river.A cat is trying

to catch the fish but they are swimming too fast

The students can then draw their own pictures and

dictate them to each other

about their public speaking project Speaking Give your contact details; say

what you do in your free time (Key

Speaking Part 1)

Warmer

To revise the grammar from the last lesson, read out five sentences, some present simple and some present continuous, about yourself The students must decide if they are true or false For example,

| get up at six o'clock every day

My husband/wife plays the guitar

| am reading ‘Romeo and Juliet’ at the moment

My grandmother speaks English very weil

/am wearing green socks

The students do the same in pairs

READING

1 Books closed, on a projector show the students, or just name, some websites you like or use a lot and tell them why (it's clear and easy to use, there's lots of useful information about .) Ask the students to show each

other their favourite websites on their mobile devices, or

just name them, and ask and answer questions about

them, for example How do you know about this website?

— My friend told me about it

Then ask the students to make a list of what should

go on the Merrydown Award website, for example, photographs of activities, useful links

Elicit or pre-teach form, ‘a document with spaces for you to write information: Books open, the students read the letter which gives information about the Merrydown, Award and answer the questions Give an oral example: Everyone does the same activities (wrong, you choose your activities) In the feedback, the students must

correct the wrong answers

Unit 1

Fast finishers

Fast finishers write a message from Mr Jackson on the

website, for example, ‘Good news! There is a great new activity — dressmaking

|

2 Books closed, ask the students what information

Merrydown students would need to give on the form, for

example age, and pre-teach contact details (information

you need so that you can write or speak to someone)

Books open, the students do the matching task

Then drill the questions

Answers

1e 2d 3b 4a 6c

VOCABULARY

3 © 03 Books closed, ask the students to look up the

following London addresses on Google Maps, or similar,

and use the internet to find who lives/lived there:

22A Baker St (Sherlock Holmes)

10 Downing St (the Prime Minister)

Buckingham Palace (the Queen)

155 Norman Road (David Beckham)

Read each address aloud and get the students to

repeat it

The students then listen to and repeat Gabby’s details

Make sure that they break the phone numbers into

groups of digits, with a pause between, as this is easier

to say, hear and remember

After playing the recording several times, see if the

students can read Gabby's details by themselves and

then, books closed, remember and say them

Language note: 0 is pronounced in different ways: ‘oh’

in telephone numbers, ‘zero’ in temperatures and ‘nil’ in

team games

4 Drill the questions: What's your email address? Where

do you live? What's your phone/mobile number? Words

like you and do you are unstressed and the intonation is

falling Also teach Can you repeat that, please? as the

students will need this

Arrange the students into pairs and demonstrate the task

with a stronger student

Extension activity

The students make up the contact details of a famous

person, for example Frankenstein or Jennifer Lawrence,

and go round the class asking for one another's contact

details

PRONUNCIATION | The alphabet

5 There are many alphabet songs on YouTube for a fun

introduction Tell the students to read out the letters of

the alphabet Ask them Does B sound like E or F? (E)

Which sound have they both got? (i:) Tell the students

to complete the table

Ci Then play the recording for them to check

If the student doesn't sit down, or sits down for the

wrong letter, that student is out of the game and leaves

the circle Continue until there is one student left

LISTENING

6 C115 Ask the students to look at the photo and think

of three questions to ask Finn For example:

How do you know Gabby and Dylan?

Why do you want to do this award?

What activities do you want to do?

Ask the students what the first part of the Merrydown Award is (public speaking — see Student's Book page 10) Tell them to read the questions before they listen so they

know what to listen for

Answers

1 (getting to know your) neighbours

2 homework (the students shouldn't have any)

3 He will ask his mum (She teaches public speaking at

college.)

Audioscript Dylan: So, Gabby, what subject are you going to choose for your public speaking?

Gabby: I'm not sure! Maybe something about getting to know your neighbours People dor't talk to each other enough! What about you?

Dylan: | want to talk about homework

Gabby: Really? Sorry, Dylan, but that doesn’t sound very interesting!

Dylan: Wait till you hear my idea No more homework!

We should study at school and then go home and enjoy ourselves in the evenings

Gabby: What?!

Mr Jackson: Excuse me, you two This is Finn He's a new

student and he's going to do the award with us Can he work with you?

Dylan: Of course! Hi, Finn I'm Dylan and this is Gabby

Gabby: Pleased to meet you!

Finn: Hi!

It’s a challenge! +7

18

Dylan: We were just talking about the public speaking Do you

know what you are going to do for that?

Finn: Not yet, but my mum teaches public speaking at

college So she's got lots of ideas

: Brilliant! Hey, can she give me some tips for my talk

about homework?

: Dylanl

Its fine — II ask her

OK then! Can I text or email you tonight?

Sure, here's my number It's 07342 667 378

: Got that, And what’s your email address?

7 Ci.0 Play the recording again and stop it after

Gabby: Dylan! to check the answers to Exercise 6 The

answers to Exercise 7 come atter this For extra speaking

practice, arrange the students into groups of four and

give them each a copy of the recording script and get

them to act out the conversation

Arrange the students into groups and ask them to

think of three possible topics for public speaking

They should then say what their ideas are and why they

are interesting For example: Our first idea is parks

The parks in our town are very boring and teenagers

don't want to spend time there

SPEAKING

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@® Prepare for Key for Schools

Speaking Part 1

Task description

In Speaking Part 1, students are in pairs The examiner

will ask each student questions about the student's

family, school, hobbies, home, etc The examiner will

speak to both students but will ask each one different

questions

Exam tips

Tell students that the examiner can only mark what the

students say, so it is important for them to answer the

questions as fully as they can They usually have to spell

their name, so it is important they know the alphabet

> See Exam Profile 1, Student's Book page 120

Unit 1

8 Askthe questions to the students first and get them to answer in full sentences Then arrange them into pairs to fill in the form

9 Ask the questions to the whole class and get some sample answers Do not accept answers of single words; they must be at least two sentences long For example: Teacher: Tell me about your family

Student: | have quite a small family There’re me, my

parents and my little brother, Alex He's four and very funny!

Drill the questions before you arrange the students into pairs to choose three questions and ask each other

Stronger students can ask all the questions and then find a new partner

10 Have a brief class discussion Stronger students can do

it in English, weaker ones in L1 If you do this after each

of the exam tasks, you can find out where students have problems and help them work towards overcoming them They will also benefit from each other's ideas

a

Project

Use an English-learning website

The students should find the British Council

LearnEnglish teens site and sign up They need to go to http:/earnenglishteens.britishcouncil.org/ and then click

on ‘Sign up for a free account’ at the top of the page

They will have authentic practice in giving contact details and the site is a terrific resource for teenagers (and their teachers)

i

Cooler

Write this sentence on the board, teach fox, and ask the

students what is special about it:

The quick brown fox jumps over the lazy dog

If the students don’t know, go through the alphabet, crossing off the letters in the sentence until they

understand that it uses every letter of the alphabet

Arrange the students into groups They must write their own sentence which uses as many letters of the alphabet as possible The winner is the group with a grammatical sentence with the most different letters

Teacher’s resources

| Student’s Book |

_ Grammar reference and practice page 147

| Vocabulary list page 138

| Video

Speaking Part 1

Workbook

Unit 1 pages 4-7 _ Go online for

| © Speaking test video worksheets

| © Corpus tasks

The, world is chan

{ Lesson profile |

| Vocabulary Geographical features |

| Reading The Earth: A changing planet

| Grammar Verbs we don't usually use in the

| Pronunciation The sound ‘th’

| Listening A description of the UK |

| Speaking Describe the geography and weather |

To practise the new vocabulary and alphabet sounds

from Unit 1, play Battleships Ask the students to make

two 8x8 grids in their notebooks, They label the bottom

of each grid A-H and the side |-P In one grid they write

six new words from Unit 1, horizontally, vertically or

diagonally, one letter in each cell The other grid they

leave blank

Arrange the students into pairs They take turns to

guess each other's letters by reading out coordinates

(the alphabet letters) and try to find their partner's six

words For example:

Student A: B/P?

Student B: No, my turn D/J?

Student A: Yes, the letter K (Student B writes K in

square B/P on his/her blank grid.)

VOCABULARY AND READING

1 Elicit the easier words sea and river: What do we call the

water next to the beach? (sea) And the water that runs

into the sea? (river)

Books open, ask the students to look at the words in

the box and see if they are in the pictures As examples,

the students should name famous or local places, like

the Black Sea or the hill near our school Drill the new

vocabulary

Answers

Volcano is in the top right picture; hills can be seen in the

background of the third picture on the right; mountains are seen

in the bottom picture below the text

Extension activity

The students draw one of the words on the board for the

other students to shout out what it is

2 Ask the students to find these things on a real or online

map: Mount Everest, the Amazon, the Baltic Sea, the

Arctic and Greenland

Arrange the students into pairs to discuss the questions For the second question, ask them to think about changes in different categories like climate, animals and people, giving some examples, e.g people are moving

around more, etc

Pre-teach earthquake (it's easier to demonstrate by shaking the desk!) and tell the students to check their ideas in the reading text

Language note: you can say the Earth or just Earth with

3 Do the first one together Ask the class to read the first paragraph and decide which heading fits it best (C)

Then ask them to say why — which information gave them the answer (the word old)

Ask the students to do the same thing for the other paragraphs In feedback ask them to say why

Answers:

Paragraph 1 - C (4.6 billion years old) Paragraph 2 — D (changing because of) Paragraph 3 — B ({t’s normal but are worried) Paragraph 4—A (Farmers in Greenland like the warm weather)

4 Ask Which word in paragraph 1 means ‘think but don’t know for sure’? (believe) The students then work individually

Mixed ability

With stronger students, you could do the task orally, reading out the definition and not giving the first letter

With weaker students, tell them that the words are in

the last two paragraphs of the article, in the order of the questions

20

GRAMMAR Verbs we don't usually use in

the continuous

5 The students find and underline the verbs in the text and

say which tense they are in They then tick the verbs in the second box which belong to the same category

Answers The verbs in the first box are all in the present simple

The verbs in the second box which are about thinking, feeling and owning are: belong to, hate, love, need, want, have

Language note: Have can be used in the present continuous

in phrases like have a shower Think is used in the present simple for giving opinions, e.g What do you think about climate change? but in the present continuous to describe the thought process, e.g What are you thinking about? The other verbs are not impossible in the continuous in some contexts but the rule

is a good one for this level

Alternative presentation

Write on the board John is learning Spanish He knows it well Underline the two verbs and say, States are about facts, they are true or false, but processes describe what

is happening Which verb in the sentence is about a state [knows] and which one is about a process [is learning]?

Explain that state verbs rarely go in the continuous form

Continue the example on the board and elicit the correct forms: He (want) to go to Argentina and so he nec (save) money for the trip [wants / is saving] The

students can then do Exercise 5

> Grammar reference Student’s Book page 148

G Tell the students to think about the verbs in Exercise 5

Answers

1 hate 2 wants 3 are you singing;need 4 belongs

5 love 6 'm/am running

Ask the students to write down two things that a) they don't have and don't need; b) they have but they don't need; c) they don't have but they need Give an example for each category: bad friends; a bright green skirt; a

present for their mum's birthday Then ask them to find

the mistake in the corpus example

4 is the name of a river; 5 is difficult to work out, but it is

something the UK doesn’t have; 6 and 7 are adjectives They then listen and check their predictions To make it easier, you could stop the recording after each answer is given

Cultural background

The UK is England, Scotland, Wales and Northern Ireland; Great Britain is England, Scotland and Wales; the British Isles is a geographical unit — the UK and

smaller islands like the Hebrides, near Scotland

Many people use the UK and Great Britain to mean the same thing

No one in Britain lives more than 120 kilometres from the sea Northern Ireland is part of the United Kingdom too

There are lots of hills in the UK We have some mountains, but

not many Most of them are in Wales, the north of England and the north of Scotland

England has some very beautiful lakes They are in the north west, It's a popular place for holidays

Most British rivers are not very long The longest is the River Severn, which begins in Wales It's 338 kilometres long Other important British rivers are the Thames, which goes through London, and the Clyde in Scotland

The UK doesn’t have great weather It rains a lot and it never

gets very hot The south is warmer than the north, and the east

is the driest part of the country

The weather in the UK is changing at the moment Winters are

getting colder, with more snow, and summers are getting wetter Sometimes we have big storms

PRONUNCIATION _ th: /@/ and /3/

8 C107 Play the recording of the two sounds

These sounds are specific to English, so you will need

to show how the sounds are made, by exaggerating how the tongue makes contact with the upper teeth The difference between them is ‘voicing’ and you can demonstrate this by asking the students to put their hands over their ears and hearing the buzzing for /õ/

A good contrast is breath /@/ versus breathe /6/ but you will need to demonstrate the meaning of these words

O18 After the students have put the words into the

correct part of the table, play the recording for them to check their answer Then play it again for them to repeat

Answers

/9/ Earth: north, south, thing, think

/8/ weather: other, there, these, this

Language note: the main problem with these sounds is

pronouncing them together with sounds like /s/, /k/ and /z/, so

itis worth drilling combinations like this thing (s + 9), his thing

(z +8), sixth (ks + 8), what's that (s + 0) and Smith’s there

(0+s+ð)

Extension activity

Arrange the students into groups Brainstorm words

with th-sounds The students should make a sentence

with as many th-sounds as possible Give an example:

The three mothers there think that these clothes are the

best in this weather Collect all the sentences, correct

any errors, and make them into a list for the whole class

to read and repeat

SPEAKING

9 Say to the students: That was the UK, but what is

interesting in our country? Show them the list in

Exercise 10 and get some examples in each category

Arrange them into pairs to make notes and prepare their

talks

410 Arrange pairs together into groups of four The talk could

be done as a PowerPoint presentation and/or recorded

Ask each pair to tick the list and complete these two

sentences after they have listened to the talk:

This talk was good because

(you spoke about all of the things)

To make this talk better you can

(speak more clearly)

They should also ask and answer (two) questions about

each other's talk For example Where did you get the

information about the weather changes?

Cooler

Write these sentences on the board (or dictate them)

and ask the students to correct them

1 A mountain is a small hill (smatt big)

A volcano is water with land around (veteane lake)

It is dry in a storm (dry wet)

Thing and this begin with the same sound (the-same

a different)

' She is understanding the question (is-understanding

understands)

It rains now (reins is raining)

Are you knowing French? (Are-you-knewing Do you

| Listening Key Listening Part 2

| Reading The Giant Panda |

| Speaking — Ask and answer about animals i

| Writing A text about an animal; prepositions Í

about, around, between, including

Spell out this sequence letter by letter for the students

to separate into words and write down as a sentence:

Todayslessonisaboutanimals (Today's lesson is about animals.)

The learners could then write a short sentence and

repeat the activity in pairs,

VOCABULARY

\ Ask Which of these animals do you know? before the matching

Arrange the students in pairs to answer the questions

Pre-teach rare: Something which is rare is very unusual, for example snow in summer Pre-teach the wild:

The wild is the natural place for animals to live, not a zoo Question 4 could be done as a brainstorming exercise with the whole class, one student writing them on the board, or in groups Ask the students to name animals

in a certain category, like ones that live in your country

or ones that are dangerous, and give a number, say six animals, otherwise they may use their mobile devices or

dictionaries to find lots of unusual animals!

Answers

a lion b dolphin ¢ snake d penguin e monkey

1 lions — Africa; dolphins — all the oceans of the world;

‘snakes — in most countries; penguins — in the southern hemisphere (South America, South Africa, South Australia, Antarctica); monkeys — South America, Africa, southern Asia

2 lions — savannah grassland, plains, open woodland;

dolphins — sea; snakes — forests, deserts, prairies;

penguins — sea, rocks near the sea; monkeys — forests

3 Lions and snakes can be dangerous,

4 The lion, penguins and monkeys are in a zoo

5 Other animals at A2 level: bear, chicken, dinosaur, duck, insect, mouse, rabbit, rat

Carrer

2 This could be done in pairs or, to maximise speaking opportunities, as a class survey with the students

asking the questions to as many other students as

The natural world 21

Extension activity

The students turn the results of the survey into a

pictograph They make a graph with the number of

pictures of the animal corresponding to how many

students like it (look up ‘animal pictograph’ on Google for

examples) This could be done on paper or electronically

In Listening Part 2, students listen to two people talking and

they have to match two lists of items, for example people

and their hobbies, or days of the week with activities

Exam tips

Tell the students that there are five questions plus an

example, and eight answers, so there are two answers

they don't need to use They may hear two or more

words from the list of answers for each question,

but only one will be correct They must listen for the

meaning to choose the right one

> See Exam Profile 4, Student's Book page 127

3 ©+%œ Before the first listening, check that the students

understand the situation and instructions: Who took the

photos? (Uncle Liam) You need to put a letter next to

each animal The letter is a (country) Tell the students

that they can use each letter once only

Go through the answers with the students, pointing out

the wrong answers as well as the right ones and the key

words The task is tricky because other countries are

mentioned around the correct answer

Answers

1 © Gina asks about Kenya but Liam says / took that in India

2 B Liam says there are snakes in Africa and India but / took

that picture in England

3 H Gina asks about New Zealand but Liam says That [photo]

was in South Africa

4 G Liam says he saw dolphins in Mexico and Argentina but

I took that photo in Scotland

5 E Gina thinks the picture is from India but Liam says / took

that in Mexico,

Audioscript

You're really good at photography, Uncle Liam!

Thanks, Gina

Did you take this picture of a lion when you were in

Kenya last year?

: That's right

Gina: You're so lucky — I never go to exciting places like that!

Did you take that picture of a monkey there too?

: Ltook that in India We were at a market and they were

eating all the fruit,

Gina: | can't believe you took this picture of a snake! Weren't

Gina: Really?! And this is such a great picture of a penguin!

Did you take it in New Zealand?

hat was in South Africa It's funny, isn’t it?

Yes! This dolphin picture's good too

Oh, yes | saw dolphins in Mexico and Argentina, but

| took that photo in Scotland

And finally this amazing elephant You took that in a forest in India, | suppose?

Liam: Er | took that in Mexico

Gina: What??

Liam: In a zoo, Gina!

Gina: Oh, right!

Daisy: It was brilliant — my mum took me and my cousins to.a theme park

Boy: You're so lucky! | love theme parks

Daisy: They're fantastic, aren't they? We had a really good time,

Conversation 2 Girl: What did you do in the school holidays, Pete?

Pete: | went on a climbing course

Girl: at?? | didn't know you liked climbing, Pete: | do now! It was great fun And | made lots of new friends

Conversation 3 Boy: Tariq — you need to come to my house this afternoon,

Tariq: Really? Why?

We need to start work on our science project!

The teacher wants it on Tuesday

Tariq: Oh, right | forgot about that OK, then!

4 Use the picture to pre-teach panda and bamboo

Give an example of a panda fact like There is one in our zoo The students write down three more things As an

alternative, or extension, ask the students to write three

things which they would like to know about pandas, for example, Do they only eat bamboo?

The students then check if these ideas and questions

are answered in the text

5 Demonstrate the task orally: Pandas live in bamboo

forests (right) Most pandas live in zoos (wrong) When you go through the answers, make the students tell you what is wrong with the ‘no’ answers

Answers

1X (now they only live in China)

2 Xx (they sometimes eat other things)

3v

4 X (they eat bamboo after four months)

5 x (the number is between 1000 and 2000)

6⁄

SPEAKING

6 This task is similar to Key Speaking Part 2, see page 30

Books closed, say We are going to read about some

more rare animals What questions have you got about

them? In pairs, they should write down six questions in

note form, for example What name? and, books open,

compare them with the ones in the exercise

Ask the students to write out the questions in full

grammatical sentences and drill them

Arrange the students into new pairs to make questions

from the prompts on Student’s Book page 135 and

answer them

With weaker groups, do some work on question forms

first For example, give them the questions with the

words mixed up for them to put in the right order

Answers

1 What kind of animal is it? 2 Where is it from? 3 Where

does it live? 4 What does it eat? § How much does it

weigh? 6 How many are (there) left in the wild?

7 What are the babies called? 8 How many babies does a

female have? 9 How long does a baby stay with its mother?

WRITING

Prepare`to write

(ŒNNWZNĐ? Go through the text and clarify the meaning

of each preposition For example:

They spend about 12 hours a day — Does ‘about’ mean

exactly 12 hours? (no)

also eat other things, including plants, fish -Do

pandas eat plants and fish ? (yes)

pandas weigh between 75 and 135 kilograms —

Could a panda weigh 70 or 140 kilograms? (no)

pandas stay with their mothers for around 18 months —

Could they stay for 19 months? (yes)

The students name the two prepositions which are the

same and complete the sentences

Answers

About and around have the same meaning in this text

1 between 2 about/around 3 including 4 between

5 including

[TY] The students should find out information about

their animal to answer the questions in Exercise 6 They

can find the information in L1 but they must write it

down in English Weaker students could do the planning

and writing stage in three pairs, each pair taking

responsibility for one paragraph

(NU Write the paragraph plan on the board Tell the

students to use the prepositions between, about /

around and including at least once

(WWNSWÄ Tell the students to look for grammar,

vocabulary and spelling mistakes As an extension, the students read each other's writing and answer the questions in Exercise 6 about the new animal

—————— Project

Wonders of our country

° Ask if anyone knows the Seven Wonders of the World (The Pyramids of Egypt, Hanging Gardens

of Babylon, Statue of Zeus at Olympia, Temple of Artemis at Ephesus, Mausoleum at Halicarnassus, Colossus at Rhodes, Pharos of Alexandria) Show some photos or a YouTube clip of them

s Arrange the students into groups of five They must make a PowerPoint presentation of five wonders of your country Brainstorm some examples of natural and man-made things in your country

¢ First, they should make a list of possible places and then choose five of them

* Then, they find information about each of them

* Each student prepares a slide about one wonder

¢ Finally, they should put the slides together, check their English and then present to the whole class

J

Cooler

Have a quiz of the unit content

1 Which is older — Everest or the Amazon rainforest?

(12)

7 How long does the kakapo stay with its mother? (10 weeks)

8 Which countries does the Siberian tiger live in?

(Russia, China, North Korea)

| * The students learn about the USA and how it is |

| divided into states They learn a little more about |

Which famous river goes through the USA?

A TheAmazon B TheThames C The Mississippi (Answer: C)

Useful vocabulary

nickname symbol

armadillo prickly

beaver state (region) panther poppy

===—==——-—=—-.,

Preparation

If the students are going to do the project in class, they

will either need access to the internet or books and maps The website http://www.discoveramerica.com/

usa/states.aspx has lots of information and pictures

about the individual states of the USA

SS

Answers

1© 2B 3A 4B 5C 6A

2 Ask the students what the flag of the USA looks like Ask

them how many stars there are on the flag and why (50,

one for each state) Explain that the USA is divided into states Tell the students to read the box, look at the map and find Alaska

Fast finishers

Ask fast finishers the name of the one other state which,

like Alaska, is not joined to the other states (Hawaii)

Warmer

Arrange the students into pairs Say a word and give

them one minute to think of as many associated

words as possible For example, summer — ice cream, holidays, hot, etc See which pair has the most words, Other good starter words are home, money and green

The final one should be the USA

‘states, so, for example, you can drive when you're 16 in Idaho but you have to be 18 in Florida

‘1 Ask the students some simple questions to see how

much they know about the USA, for example What's the name of the president? When did Columbus discover America? (1492), What is the American English word for ‘sweets’? (candy) Also ask some open questions like What American films/music do you like?

The students do the quiz individually, then check with a

Alaska is shown in orange below the main part of the map This

is because it is situated west of the northern part of Canada

3 See if the students can name the states and then ask

them to check with one another in groups of four (They will find the answers in Exercise 4.)

See which group can name the most other states You could help by putting up some of the states on the board

as anagrams:

gieagro (Georgia) naidnia (Indiana) aenvda (Nevada) twyekon (two words) (New York)

niwgasonht (Washington)

Underline the first letter of the anagram to give a clue

4 Check that the students know the compass directions by shouting out a position, for example north, south-east, and getting them to move to the appropriate part of the

classroom

Give the students two minutes to read the text and check their answers to Exercise 3

Fast finishers

See if the students know what these American

holidays are

July 4th (Independence Day)

Second Monday in October (Columbus Day)

Last Thursday in November (Thanksgiving)

The students could then find out information about them

on their mobile devices or in books and discuss which

‘one they would like to take part in

Answers

1 California 2 Texas 3 Florida 4 New York

Other states will be students’ own answers

5 Go through the pictures and get the students to describe

them Teach and drill the new words as you're going

through them: panther, beaver, armadillo, poppy, prickly

pear cactus

Tell the students to look at the first picture and say what

state it belongs to Then let the students work individually

Answers

a Florida b NewYork c¢ California d Texas e Texas

f California g Florida h New York

6 Ask the students some comprehension questions about

the text, for example Where is California? (on the west

coast), Where can you find Disney World? (Florida) What

plant grows in the desert? (prickly pear cactus)

The students complete the table

Mixed ability

With weaker groups, divide the groups into four and

each student can fill in the table for one state

State «

The Empire State

The Lone Star State

Animal _| Plant

poppy orange tree

bear panther

Extension activity

Ask the students to discuss which state they would most

like to visit and why

(xjxô———————————

As preparation, explain again that a state is like

a region and ask what the equivalent is in your country Ask which region the students live in and

what is special about it With stronger students, ask

if there is a federal system as in the USA, where

regions/states have some freedom Is this a good or

a bad thing?

Tell the students that they need to make an individual presentation about somewhere in your

country or about a state in the USA In class, get

the students to decide which place they will find out about, so that you know there will be variety in the presentations

The students find out the information for homework and make a presentation to show in class Stronger students could add other information, like local

languages, special places, regional food/drink, geographical features like lakes, etc

The students present their information in class

There could be a vote for the most interesting

presentation Encourage the students to ask one another questions after the presentation You could

also collect all the different information and turn it

into a class quiz for another lesson

¿——————ễ Cooler

Read out these places and get the students to write

them in two columns: with the and without the The

answers are given in brackets

the USA America

5th Avenue (—) Hudson River (the) Empire State Building (the) Macy's Department Store (—) Lake Superior (—)

Rocky Mountains (the) White House (the) Wall Street (—) Central Park (—)

Golden Gate Bridge (the) The students could then find out information about

these places from the internet or a library

SSS

I

26

Lesson profile

Vocabulary Travel and adventure

_ Reading The story of Amelia Earhart

| Pronunciation Silent letters

Grammar Past simple

| Writing A paragraph about Amelia Earharts

| time on the island

Speaking Talk about an adventure you would

like to have

Warmer

Arrange the students into groups On the board write

these questions about famous travellers If the students

have mobile devices, don't give the alternative answers,

let the students look them up

Who .?

1 went to China and met Kublai Khan?

A Captain Cook B Marco Polo (B) was the first woman in space?

A Valentina Tereshkova B Amelia Earhart (A) went around the world in eighty days in a famous book?

A Don Quixote B Phileas Fogg (B) took an army of elephants across the Alps?

A Hannibal B Julius Caesar (A)

Was the first woman to fly across the Atlantic?

A Valentina Tereshkova B Amelia Earhart (B)

VOCABULARY

1 Write the word train on the board and elicit as many

other examples as you can From level A1/A2: aeroplane/

plane, ambulance, bicycle/bike, boat, bus, car,

helicopter, taxi

Arrange the students into pairs for the discussion and

demonstrate in front of the class with one of the stronger

students

Teacher: Yulia, do you like going by bike?

Student: Sure, | come to school by bike What about

you?

2 At this level, the students will need monolingual

dictionaries Do the first three with the class as these are

more difficult and then let them work individually

Answers

1 exciting 2 Airbus, Boeing 737, Boeing 747

3 under the wings; they give power 4 into the air

5 inaplane 6 itstops 7 flies the plane

8 The pilot must talk to / communicate with the airport

a journey in the air (flight)

someone who travels by transport (passenger) you burn this to give heat and power (fuel) the person who flies a plane (pilot) you listen to this for information (radio)

3 Ask the students to look at the pictures and elicit as much information as you can before the students read For example /s this a new or an old story? (old) Does the newspaper have good or bad news? (bad) Give a time limit for this gist-reading task

Answers

pilot — Amelia Earhart navigator - Fred Noonan last place she took off from — Lae, in Papua New Guinea

No one knows what happened to her Her plane didn't cross the Pacific

4 Ask some oral questions first, e.g Was Amelia an

unusual woman? (yes) What was the name of her plane? (Electra) Then arrange the students into groups

to answer the written questions

Fast finishers

Fast finishers should underline five new words

(e.g successful, amazing, took off, bone, button) in the text and find out what they mean They can then compare

with other fast finishers and tell the rest of the class

3 He was the navigator

4 They flew west to east

5 Because the plane did not carry a lot of fuel

6 They were flying to Howland Island They didn't arrive,

7 Nikumaroro Island is 640 kilometres from Howland Island

8 They found a campsite with fish and bird bones, two buttons and part of a pocket knife.

5 Ask the class what they think the problems of living on

a desert island might be Tell them that the answers to

the questions are not in the text and there are no right

answers, Point out that in question 3 they need to use an

-ing form after the preposition for, e.g for killing birds

In Exercise 11 the students will write a paragraph based

on their notes

Possible answers

1 fish/birds / rain water / juice from fruits

2 it was cold at night / they wanted to make a signal

3 for preparing food / cutting things

4 there was no water / it was too hot

PRONUNCIATION Silent letters

6 Cin Ask the students What season comes after

summer? and elicit autumn Ask them to spell it Ask

How do we pronounce the ‘n’ at the end of the word?

Elicit that we don't pronounce it, it is silent, i.e it is written

but not said

In pairs, the students read the words and underline the

silent letters Then they listen, check and repeat

Elicit any more examples of silent letters the students

might know, e.g often, talk, night

Answers

(Silent letters are in brackets.)

b(u)ild, clim(b), fli(gh)t, (k)new, (k)nife, lis(t)en, sc(h)ool, (w)rite

Language note: the rules for silent letters are complicated, but

five useful rules at this level are:

i) bissilentin mb, e.g clim(b), bom(b), lam(b)

ii) kis silentin kn, e.g (k)now, (k)nife, (k)nee

ili) nis silent in mn, e.g autum(n), colum(n)

iv) ris silent in British English if it is not before a vowel,

e.g ca(r), ho(r)se but rat

¥) his silent in many combinations, e.g hour, sc(h)ool,

ve(hjicle, Sara(h)

Extension activity

Ask the students to make a vocabulary quiz where the

answers are all words with silent letters For example:

Spiderman does this really well (climb)

We are here now (school)

GRAMMAR Past simple

7 Tell the students to underline the past simple verbs

Say Give me an example of a regular past simple verb

(walked) and elicit the rule (base form + ed) Then say

Tell me some verbs which are not like this, which are

irregular (do—did, go—-went)

The students complete the exercise in the book

Ask them to give you the base forms of the irregular

verbs too All the examples of negatives are full forms,

so make sure the students know the contractions too

(did not + didn’t)

Answers

1 wanted; did (she) do; decided; didn't carry

2 was not; took off; flew

3 be (was/were)

=> Grammar reference Student’s Book page 149

8 Arrange the students into pairs Tell them there are 28 examples of the past simple in the text The first students

to underline all 28 are the winners and they have the first chance to correct the Corpus challenge

Answers

became, loved, wanted, was, decided, was not, did not stop,

did (she) do, decided, chose, didn't take, was, took off, flew, travelled, flew (on), had to stop, didn't carry, were able to, took off, was, arrived, saw, thought, saw, was, was, found

9 Ask the students to do questions 1-4 and work out the rules for making past simple questions Then they answer questions 5 and 6

Give weaker students a simple example to help them:

Amelia liked Fred

Say /f the question is about the subject (Amelia) there

is no ‘did’

Write:

22? liked Fred-+Who liked Fred?

Say /f the question is about the object (Fred) we need

‘did’

Write:

Amelia liked ???—Who did Amelia like?

Give an extra example with What:

What animals lived on the island? (What = subject,

2 questlon word + past simple

3 question a: the object; question b: the subject

4 In sentence a, the verb has did + infinitive; in b the verb is in the past simple

5b 6a

b ‘People’

Travel: then and now 27

10 Ask the students how many of the verbs in the sentences

are regular (two) Tell them to be careful about the

spelling change with travel in number 1

Fast finishers

Tell fast finishers to write the message in a bottle, for

example, / am Amelia Earhart and | came to Nikumaroro

island two days ago

Answers

1 travelled 2 didn't return 3 did your aeroplane take off

4 flew 5 didn'tsee; was 6 found

Answer

Tim, Sue, Christoph and Sabrina were here

WRITING

11 Tell the students to look back at the end of the story on

page 20 Tell them they are going to write a paragraph

using their notes from Exercise 5 As the model sentence

starters begin / think, the students should use some

basic linking words like so, but and maybe

Sample answer

| think Amelia and Fred ate fish and drank rain water when they

were on Nikumaroro island Maybe they built a fire because

they wanted to cook the fish So | think they used a knife for

preparing food But | think they died because they didn't have

enough food or water

42 Ask the students to tell you the advantages and

disadvantages of each kind of transport, for example A hot air balloon is slow and can’t carry many people but it is fun! Arrange the students into groups for the discussion

Afterwards, pair up the students from different groups so that they can tell and compare their

adventures

ee

Extension activity

The students make a poster for their adventure, with

pictures and description, for a wall display

ie a i a i ẽn— 2

Cooler

Arrange the students into groups Ask them to write the

alphabet A-Z down a page of their notebooks For each

letter they must think of a verb, for example Ask, Break,

Come, Do, etc Give a time limit and see which

group can match a verb to the most alphabet letters

The students then write the past simple for each verb:

Asked, Broke, Came, Did, etc

Key Speaking Part 2

Warmer

Arrange the students into pairs Ask them to write down eight things that you need to take on holiday, for example a passport and money They then compare lists and say why you need each thing, for example

An umbrella is good because it isn’t nice to get wet

USTENING AND VOCABULARY

‘1 Ask the students What is the name of the place ina

hotel where you get your key? (reception) and tell them

to open their books and look at the photo Check the meaning of the vocabulary and drill it

Who is the person who gives you your room key?

(receptionist) And the person who takes the key is the ? (guest) This person does not stay in a place all the time (visitor) This person travels for fun not business (tourist)

A tourist is not on business but ? (on holiday)

If you are lost, you need a ? (map) You put your clothes and things in a bag called a

Audioscript

John: Hello, We arrived this morning I'm with my

mum and dad, and my sister

Receptionist: Oh yes, | remember John, isn't it? How can

| help you?

John: it's our first time here in Moscow and we want

to do some sightseeing this afternoon Can you give me some information, please?

Receptionist: Yes, certainly There's a big map over there

on the wall and | can give you a small street map here it is We're here and the tourist information centre is here It's not very far

You can easily get there on foot

John: That's perfect Thank you Do they have tour

guides, do you know? My mum and dad like having a tour guide My sister and | think tour guides are boring — we think it's much more fun exploring on our own!

Receptionist: Yes, well I'm sure they have tour guides

John: Thanks Oh, by the way, have you got an

underground map too?

Receptionist: Yes, look, It's on the other side of the street

map The best way to get around Moscow

is by metro, that's the underground, or by bus

You can get day tickets for both

John: What about taxis? Aren't they quicker?

Receptionist: Taxis are OK but they can be expensive and

quite slow, There's always a lot of traffic and so they often take a long time!

John: Thank you That's really useful information for

mum and dad Bye

Receptionist: Goodbye Oh, excuse me You left your

suitcase

Receptionist: Isn't that your suitcase there on the floor?

John: No, that isn't mine Ours are in our room | saw

at the desk before Nai

of luggage Perhaps it belongs to him He went

up in the lift,

Receptionist: Ah yes | remember I'l call his room Thank you

3 ©:+ See how much the students understood on the

first listening and demonstrate the task by asking some

simple yes/no questions, for example John arrived in the

morning (Yes.) Taxis are the best transport in Moscow

(No, the metro is.) When the answer is ‘no’ the students

should correct the statement

Mixed ability

Tell weaker students that there are four yes and four no

answers

Answer

1 x (He has asister) 2% 3 x (It's not very far.)

4 X (It's on the other side of the street map.) 5

6 X (No, that isn't mine.) 77 BV

READING

4 Books closed, write the word MOCKBA (Moscow in

Russian letters, pronounced /mesk've/) on the board

and ask the students if they can read it

Ask the students what they know about Moscow and Russia, for example Where were the 2014 Winter Olympics? (Sochi)

Books open, ask some questions about the photographs

Match the first text and picture together, showing that the key words are oldest streets and shopping The students

then work individually

Answers 1d 2a 3c 4b

5 Show some YouTube clips of these places to give more

information and atmosphere Tell the students to discuss each place in turn Model with a stronger student:

Student: (Teacher), would you like to visit the Arbat?

Teacher: Yeah, why not? | need to buy some souvenirs

Which place would you like to visit?

SPEAKING

6 C13 Ask the students Where can John get more

information about what to see? and elicit ‘tourist

(information) office: Tell the students to read and listen and tick the pictures of places which the family will visit that day

7 ©)1.14 First, the students should read and listen to the

phrases Pause the recording after each phrase to give

them enough time to repeat them

Second, the students should repeat after the recording without looking at the text

Optionally, play the recording for a third time, books closed, and ask the students to write down each phrase

after it has been said

8 Give an example yourself first of an interesting city and four sights Brainstorm cities and sights on the board

Arrange the students into pairs One student should be a tourist and the other person should be a clerk in a tourist information office They swap roles when they have finished Change the pairs after the first conversation

so they can have a different conversation when they change roles

Travel: then andnow 29

In Speaking Part 2, students ask and answer

questions using prompts they have on cards One card

has prompts to make questions and the other has

information on it to answer their partner’s questions

Exam tips

Tell students to avoid giving one-word answers but to

try to ask full questions and give full answers They

shouldn't worry too much about making mistakes but

speak confidently

> See Exam Profile 1, Student's Book page 121

9 Ask the students to form the five questions See if they

can find different ways of making the same question, for

example Where is it? and What's the address?

Answers

1 What's the address? / Where is it?

2 Isit open every day?

3 What time does it close?

4 How much are drinks?

5 Can you tell me the web address?

10 Demonstrate by writing a different example on the board,

prompting and answering the students’ questions:

The students then ask and answer the questions,

swapping roles when they have finished

Extension activity

The students make their own information cards for other

places in town, for example a café or the zoo, and ask

and answer questions

Answers

A's questions

How much does the concert cost? / How much is the concert?

When is it/ the concert?

Where is it/ the concert?

What's the phone number?

What time is the concert?

B's questions

Where do we meet?

How long is the tour?

What's the website? / Is there a website?

‘When is it/ the tour?

How much is does it / the tour cost?

Unit 3

Project

Famous women round the world

* Divide the students into groups of four Tell them they are going to find out about famous women from different countries, one for each student in the group,

and fill in a table about them

* First, they should look online to find examples of famous women from the present and past

ø Next, they divide the work between themselves, and each student should get information online about one woman They should make notes like this

Born/died 1929-1945

Name | Nationality

German

Why famous

Lived in secret place because

of war Wrote a famous

diary about her life there

Anne Frank

* They should use the information they have gathered

to prepare a PowerPoint presentation — one slide for each woman — and present it to the class Have a vote on the most interesting women

—————

Cooler

Write these groups of words on the board The students must find the odd-one-out Do the first one together to demonstrate, then the students work in groups There

could be different answers

1 Red Square the Metro the Golden

Gate Bridge (the Golden Gate Bridge — the others are in Moscow)

2 Oakland Howland Nikumaroro Lae

(Howland — Amelia Earhart never got there)

3 ride fly walk drive (fly — the others are on the ground)

4 tourist guest pilot visitor (pilot — the others are people on holiday)

5 aeroplane helicopter bike car (bike — it has no engine)

s Speaking test video worksheets

| ¢ Corpus tasks

We were stayi an apartment

Lesson profile

| Vocabulary Holidays and home

| Reading Our worst holiday ever!

| Grammar Past continuous and past simple

| Pronunciation —/1/ and /is/

Reading and Key Reading and Writing Part 7

1 Writing

Warmer

Ask the students to make two columns in their

notebooks, one for regular and one for irregular verbs

Dictate this list of verbs for the students to write in the

right column:

ask, break, call, carry, do, draw, swim, shout, go, jump,

laugh, leave, ride, visit, worry

After you have checked together, the students then give

the past simple of the irregular verbs

Answers

Regular: ask, call, carry, shout, jump, laugh, visit, worry

Iegular: break (broke), do (did), draw (drew), swim (swam),

go (went), leave (left), ride (rode)

VOCABULARY

1 Write on the board the saying ‘Home is where the

heart is’ and ask the students what they think it means,

(We feel happy at home and it is the place where we

want to be / Home is where the people we love are.)

Arrange the students into groups and ask them to

discuss the questions and write notes on the word map

They should show and explain their word maps to

other groups in full sentences, for example, We wrote

Argentina’ because we live here

2 Books closed, write on the board, ‘Home is the best

place for a holiday,’ Brainstorm some reasons for and

against this For example (For) cheap, interesting places

near, no language problems; (Against) nothing new to

see, same food, no sea

Arrange the students into pairs One student should

argue for this, the other should argue against it

Demonstrate in front of the class with a stronger student:

Teacher: It's cheaper to stay at home You don't need to

travel anywhere

Student: But it’s good to see new places | know

everywhere near my home

Books open, tell the students they are going to read

about a family who didn't stay at home Check or teach

the meaning of the words in the box (storm is from

Unit 2, suitcase from Unit 3)

Tell the students to talk about the pictures using full sentences, not just words Give a model with the first picture: In picture a, can see a cupboard under a sink The door is open and there are some mice inside

Perhaps they went there to find some food

READING

3 Tell the students to read the text first, then match each

picture to a part of the text, and underline the relevant part

Mixed ability

With strong students, you could read out the story the first time, as a listening exercise, before they check the written text

¢ We packed our suitcases and left the apartment very quickly!

d We had to eat our supper in the dark!

@ the rain was coming into Pavel’s bedroom and his bed was very wet š

The first day of the holiday doesrit have a picture (paragraph 1)

4 Explain that a caption is a title for a picture Ask the students which is the best caption for picture a, ‘Dad gets

a surprise’ or ‘Where mice live’? (‘Dad gets a surprise’

because this is the story.) Arrange the students into pairs

to write captions They can write a phrase or a short

5 Say to the students Elena had three problems What

were they? (no electricity / rain in Pavel’s room / mice)

Arrange the students into groups and ask them to make a list of six other things that can go wrong on holidays Give some examples like ‘a noisy hotel’ and ‘a dirty beach! Then tell the students an example of a bad holiday that you had (It doesn’t need to be true!) Arrange the students into pairs and ask them to tell each other about a bad holiday / day out they had It doesn't need to be a true story and they can listen and decide if they believe it Put these prompts on the board: Where?

When? Who went? What happened?

Combine pairs into groups to tell the stories again Ask the students to report back on each other's holidays, for example Lucinda had a terrible holiday in England First

My place 31

32

Fast finishers

Fast finishers choose the best story in the group and

make captions for the important parts, like they did in

Exercise 4

GRAMMAR Past continuous and

past simple

6 The students do question 1 Then pre-teach interrupt by

demonstrating it: ask one student to count to ten and then interrupt her in the middle Use timelines to show the sequence of events in the sentences

Mum and Dad were cooking

Pavel was playing

⁄, my computer stopped

⁄!

Explain that when and while are words which join parts

of a sentence and say when something is happening

| was chatting

clouds came over rain started

Question 2: The students then match the descriptions in

[Hii to the sentences a-c

For question 3, ask the students to underline all examples of the past simple and circle all examples

of the past continuous in the text To find examples

of i-ili they need to look at sentences where there are two verbs, for example past simple x 2, in the same sentence

Mixed ability

Give three of the sentences (see Answers) in a different

order and ask weaker students to match them to i, ii

b was chatting (past continuous); stopped (past simple)

¢ came (past simple); started (past simple) 2i-c ji-a lii-b

3 i We packed our suitcases and left the apartment

ii While Mum and Dad were reading their books, my brother Pavel was building a really big sandcastle / While we were shopping, the sun was shining

iii When we were walking back to the car, it started to rain really hard / When we got back, the rain was coming into Pavel’s bedroom / Mum and Dad were cleaning the apartment when suddenly dad shouted

4 past simple; present participle

+ Grammar reference Student’s Book page 150

7 The students should cover up the text and tell the story,

taking it in turns to use a picture as a prompt When they have finished, they should swap pictures and repeat

Unit 4

8 Books open, give the students 30 seconds to look at the picture Books closed, ask them questions to see how much they remember, for example, Where was Ben? (in the kitchen) What animal was on TV? (a dog) Arrange the students into pairs and, books open, they should say what was happening, using while They then

do the task in writing

Answers

When the taxi arrived

Jade was packing her suitcase

Sam was listening to music

Kit and Lulu were watching TV

is long Then contrast the /1/ sound in is: the lips are loosely spread, the tongue is nearer the centre of the

mouth, and the sound is shorter

In pairs, students say the pairs of words to each other and put them into two columns, /1/ and /i:/ Play the recording for them to listen, check and repeat

Language note: /i:/ is often spelled ee, ¢ or ea (tree, be, sea); /1/ is often spelled ï, ¢ or y (sit, houses, Dylan)

Fast finishers

The students make and say three sentences each using

a minimal pair, for example / will eat it later

Play ‘Chinese Whispers’: arrange the students into

groups of six to ten; give one word with an [xf or /iz/

sound, e.g eat, to the first student; she must whisper

it to the next student and so on; the last student must

say the word and the group see if it is the same as the

original

READING AND WRITING

@ Prepare for Key for Schools

Reading and Writing Part 7

Task description

Reading and Writing Part 7 tests students’ knowledge of

grammar Students fill in ten spaces in one or two short

texts The text types are ones which students could be

expected to write themselves, for example an email or

message on the internet

Exam tips

Tell students to write only one word — contractions count

as two They should also think about the time — is it

past, present or future?

> See Exam Profile 1, Student's Book page 121

10 Teli the students to discuss what kind of words are

missing, then complete the email individually

Answers

1ls 2 from 3 have 4 are 5 me

11 Ask the students to read both emails and tell you

who had the best weekend (Jackie) Ask some more

questions about the emails, for example, Who helped

their Dad? (Tim) Why? (His mum is ill.)

Tell the students to complete the emails

Mixed ability

Go through the text and ask weaker students questions

about the missing words, for example: Number 1, what

kind of word must be in every sentence? (a verb)

Number 2, alter ‘tell me’ and before a noun, what kind of

word do we need? (a preposition)

this time one year ago

The students must tell each other what they did or

were doing at these times For example At ten o'clock

yesterday we were having a maths test

last Saturday evening

in the summer holidays

Writing A description of a home

to the class: put your mouth into the right position for

the word but don't say it aloud The students have to

recognise the word from your lip movements Repeat, and when the students get the idea, they can play in

groups

VOCABULARY

1 Books closed, ask the students to write two things they

like about their house and two things they don't like Give some examples like ‘nice garden’ and ‘far from school!

Arrange the students into pairs to compare and discuss

Books open, they see if they have used any of the words

in the box The students should look at the pictures and discuss the questions using the words in the box

Demonstrate with a stronger student:

Student: The first one, the boat, is unusual and it's very

light because it’s in the open air

Teacher: But it might be dark inside, Toni, and it isn't

very attractive

READING

2 Tell the students to look at the picture of Paula and Gary

and say why each of the four homes would be good/bad for them, for example The boat is too big for two people

Then ask the students to read the text and say which is Paula and Gary's home (picture b)

As a variation, get the students to read the questions in Exercise 3 first and predict what the answers are

3 Get oral answers first and then tell the students to

answer in full sentences in their notebooks

Possible answers

1 They wanted to live somewhere more interesting

2 Tim/ Gary's dad had a good idea / helped them

3 They bought a lorry

4 Gary built everything

5 They moved in a year ago

6 They love it

My place

34

4 Give some more examples of unusual places

They could be fantasy, for example, an underwater castle, an apartment on the 317" floor, a house with

wheels The students make a list of four unusual

places and compare with a partner

Ask them to think of ideas about making them into

a home They should write notes about what to

improve, furniture, technology, other ideas

They make the notes into a paragraph and draw

a picture They then present their ideas The class could vote on which is the strangest/best place to

In Listening Part 1, students are tested on their ability to identify simple factual information in five separate short

conversations Students listen for information such as

prices, numbers, times, dates and descriptions They have to choose one of three pictures as the answer

Exam tips

Tell students to listen carefully for meaning, as they will hear something about all three pictures, but only one answers the question They should listen all of the way through, as the answer could come at the beginning, middle or the end of the conversation

=> See Exam Profile 1, Student's Book page 120

Play the recording and ask them to tell you which is the right answer (C, cloudy) and what is said about the

other types of weather (A — it is going to be sunny in the

afternoon; B — it was raining earlier)

Audioscript

What's the weather like now?

Boy: Shall we go for a bike ride? It's going to be sunny this

afternoon, Girl: Are you sure about the weather? It was raining earlier

When you go through the answers, ask students to say why the other options are wrong, for example, 7 is not B because cheese was for breakfast

In question 4, students have to hear the word fifteen correctly Point out that the stress can change on words like fifteen: on its own, for example as an age or a house number, the stress is fifteen, but when followed by a noun, for example fifteen roses, the stress is on the first syllable

Answers

10 2A 3A 4A 5C

Audioscript

1 What are they going to put in their sandwiches?

Shall we make some sandwiches? I'm hungry

Yes, I'm hungry, too Look, there's some cheese in, the fridge, and some tomatoes as well

Boy: Well, | had cheese for breakfast, so let's have the

chicken

Girl: OK We can leave the cheese and tomatoes for

Mum and Dad

2 How much does the boy want to spend on new sunglasses? Boy: Excuse me | want to buy some new sunglasses

I've got £10 Have you got anything for that price? Assistant: Well, these are very popular They were £16 but

they're in the sale

Boy: But they're still £12 That's too expensive for me Assistant: |'m sorry That's all we have

3 What colour does Ben want to paint his bedroom?

Girl: Hello, Ben, Are you going to help your dad paint

your bedroom?

Ben: Yes He prefers red but | don't like that colour very

much | like blue

Girl: | think green would be better It’s nice and bright Boy: Sorry | don't agree!

4 What's the number of the girl's house?

a Do you live in this street?

Yes, | do | live at number 15 It's over there

Is it the white house?

Yes, that’s right

5 Where did James have his picnic?

Girl: Which park did you have your picnic in yesterday,

James?

Boy: We wanted to go to the park with the new

adventure playground, but it was closed

Girl: Oh, so did you go to the park with the new café? Boy: That was too far, so we went to the one by the river.

[Get.talkingt `

See Student's Book page 130

Answers

2 Sandra — team sports Phil — swimming

3 1 it's the best way 5 sure

2 I'msorry 6 Excuse me

3 | don't agree 7 Yes, that's right

4 By the way 8 Have a good day

O1.8 Audioscript

Sandra: Hi, Phil What are you doing here?

Phil: Hi, Sandra I'm joining a swimming class

Sandra: | didn't think you liked swimming

Phil: Well, | don't, but everyone says it's the best way

to keep fit

Sandra: Do they? Well, |'m sorry, | don't agree! | prefer

team sports

Phil: But I'm not very good at team sports!

Sandra: True! By the way, Phil, can | borrow your phone?

| lost mine

Phil: Yes, sure, Sandra

Man: — Excuse me, is your name Sandra?

Sandra: Yes, that’s right

Man: — Then | think this is your phone It's got your

name on it

Sandra: Yes, itis Thanks very much

Phil: I've got to go now, Sandra Have a good day

Sandra: You too! Enjoy your swim Bye

WRITING

Prepare'to'write

W7 The students read and say where Fernanda

lives (Sao Paolo) and how many rooms the apartment

has (five)

Write this on the board: Luiza is my friend Luiza is 15.1

like Luiza and Luiza likes me

Ask Does it look strange? (yes)

Change the sentence on the board:

Luiza is my friend She is 15.1 like her and she likes me

Ask What are these words she, her and me?

(pronouns)

Get the students to say what nouns the underlined

pronouns replace in the Fernanda text

They do the opposite with the text about David: they

replace the nouns with pronouns

Answers

Fernanda: It's = our apartment She = Luiza

We = Luiza and | The house + It Mia — She

Helen and Francisco — They

David:

GUI The students make notes about their own home

(WMIG Tell the students that the paragraph should be

more than three sentences long

{{GRGXB Tell the students to check their work to make

Sure that the sentences are grammatical and there is

not a lot of repetition of nouns

| Vocabulary list page 139

Helping the homeless

Pre-teach the word homeless and ask the students

to give reasons why people become homeless, for example, they lose their job The students should find out about homeless people in your country, how they live and how we can help them

Arrange the students into groups to find out answers to

these questions:

¢ What problems do homeless people have?

¢ Are there any organisations/charities (explain this word) to help them?

Examples from the UK are Shelter www.shelter.org.uk, which works with people in the UK, and Homeless International www.homeless-international.org, which works with people in the developing world You could show images from these sites to show who they work with and the things they do

* How can we help?

* How can our country help?

The students could find information online or in the

library or just ask people Some of this can be their own opinion They then make a presentation for the class

Cooler

Arrange the students into groups They need to choose

furniture for the bedroom in their new apartment They

have $300 to spend Give them this list of items:

small bed $100 desk $40

bookcase $50 TV / computer table $40 armchair $80 sink $50

See which student finishes first and compare answers

1 Elicit what the students know about rivers, bringing out

the following information A river begins at a source, for example a spring, and ends at a mouth, for example the sea Rivers flow downhill but they do not always take

a direct path The flow of a river is a source of energy which changes its shape and features

Tell the students to read the names of the rivers in the box and ask if they know which country or region the rivers are in, and if they know anything else about them

Which river is the longest?

Then see if they can match the pictures to the rivers

Answers

a Yangtse b Amazon ¢ Nile d Volga

Some information about the rivers is given in brackets

a Yangtse This river is in China [It is about 6,300 km long, the third longest in the world A third of China’s population live on the land around the river (the Yangtse River Basin),]

b Amazon This river is in South America [It begins in Peru and flows east into the Atlantic Ocean, Most of it is in Brazil

It is the largest river in the world (quantity of water) and the

second longest, It is about 6,400 km long It is between 1.6

and 10 km wide but in the wet season parts of it can be

@s much as 190 km wide There are no bridges across the Amazon because most of It is in the rainforest, where there

are no roads or cities.]

¢ Nile This river is in Africa, [It is about 6,650 km long and is

believed to be the longest river in the world It begins from Lake Victoria in Uganda and ends in Egypt The Egyptians built the Pyramids close to the Nile because they had to bring

the huge stones down the river from Aswan About half of

Egypt's population live in the Nile Delta region.)

d Volga This river is in Russia [It is about 3,700 km long, the longest river in Europe it begins in hills between St

Petersburg and Moscow and flows into the Caspian Sea About half of Russia’s biggest cities are on or near the Volga

In some places it is so wide you cannot see the other side Sturgeon fish (from which we get caviar) live in the Volga.]

2 Ask the students to name two rivers in their country Elicit some information about them, for example, Where is it?

Is it a long river? Is it famous for anything? Have you

seen it?

3 Point out the ‘top; ‘bottom’ and ‘side’ of something on your desk Ask the students to look at the diagram in the top right corner of the Rivers text and complete the

sentences

Answers

1 bed 2 bank

Extension activity

Tell the students that ‘bank’ has two meanings: the side

of a river and a place you get money Ask if they know any other words like this, for example, ‘book’ (noun thing you read / verb order ticket), ‘train’ (noun transport / verb prepare for sport) and ‘park’ (noun green place / verb to stop and leave a car somewhere for a period of time)

*

5 Ask the students to read the sentences Give, or with

a stronger group elicit, examples of words to complete

the sentences (adverbs to go with moves, for example

quicker, stronger) The students then read the text and

complete the sentences with words from the text

Answers

1 faster 2 more slowly

6 Ask the students how many paragraphs there are in the

text (three) Tell them to match each paragraph to a row

of diagrams,

Check understanding of these processes in L1 if

necessary:

Ask why inc the river gets deeper (paragraph 1: sediment

from erosion is carried down the river and out to sea)

Ask why in a there are curves (paragraph 2: the energy

of the water erodes the river banks)

Ask why in b the river floods (paragraph 3: there is a lot

of rain and the land is flat)

Ask the students to give examples of each of the three

situations in their country, for example a river which often

floods

Answers

te 2a 3b

7 Tell the students to look at the photographs and say

which river and country this is (the River Thames,

England) Ask them to look at the text and say how long

the Thames is (346 km) The students read the text and

answer the questions

———————

Fast finishers

The students use mobile devices or a book to find the

name of the longest river in the UK (the Severn) and

‘some facts about it, for example which region and cities

it goes through

a _ _ j

Answers

1 Itgoes east 2 the NorthSea 3 slowly 4 London

§ Itis on flat land 6 Because of the Thames Barrier

Extension activity

Ask the students Why are rivers important to people/

Countries? (Uses of rivers include fishing, transport,

energy and leisure.) How do they affect people's lives?

(In the Amazon Rainforest, for example, it is the main

form of transport; the flood plains of the major rivers

Such as the Nile, Yangtse, Ganges water the land,

enabling crops to be grown which feed large parts of the

Population, etc.) What can we do to protect rivers and

class discussion on what they have learned so far If

appropriate, do this in the students' own language Use these questions:

Why do rivers change?

What happens when rivers flow fast?

Why are rivers important?

Also check some of the vocabulary learned in the

lesson, for example draw a river with a curve on the

board and ask what they can see (curve/meander)

Sl a i a ea ata see i TE

* Tell the students that they have to make a poster with text and pictures about a river in their country,

Put them into pairs or groups of three The stronger

‘students should do/check the writing

Remind the students of their answers to Exercise 3, Get them to name more rivers in their country,

‘small local ones as well as large national ones, and choose one Make sure the groups choose different rivers so that there will be some variety in the

posters

The students should use the Thames text as a model in terms of content and length They will find out information at home and do the writing and drawing in class

Put the posters on the classroom wall and let the students go round the room comparing the information,

Cooler

Get the students to solve this famous logic problem:

A farmer wants to cross a river and take with him a wolf,

a goat, and a cabbage There is a boat that can take him

and either the wolf, the goat, or the cabbage If the wolf and the goat are alone on one bank, the wolf will eat the goat If the goat and the cabbage are alone on the bank, the goat will eat the cabbage

How can the farmer bring the wolf, the goat, and the

1 The farmer takes the goat across (leaving the wolf and

cabbage behind); he returns alone

2 The farmer takes the wolf across; he returns with the goat

3 The farmer takes the cabbage across; he returns alone

4 The farmer takes the goat across — everyone is together on the other bank

Choose your,topic carefully

| Lesson profile

_ Grammar — Comparative and superlative adverbs

_ Reading Key Reading and Writing Part 3b i

| Vocabulary School and school subjects |

| Speaking Give a 30-second talk |

Warmer

Draw a 5x5 grid on the board and write a word

diagonally left-right Ask the students to shout out words

to fill in each row horizontally For example:

LỊO|R E|M LIA O|R

When the students understand, tell them to play in

groups, one student choosing a diagonal word to begin

READING

1 Arrange the students into groups to discuss the

questions You could restrict the discussion to English

lessons, or extend it to cover other lessons too Find out

if they have to give talks, and if so, how they feel about doing this Do they find it easy or difficult?

2 Pre-teach tip: A tip is useful advice, like ‘always have a

good breakfast’ Arrange the students into groups Write some tips on the board The students should discuss

which are useful

Learn a new word every day

Only speak English in lessons

Find an English-speaking friend on Facebook

Sing English songs in the shower

Buy some easy readers

Practise pronunciation in front of a mirror

Tell the students to do the same thing for the tips about how to give a good talk

3 Check that the students understand what they have

to do by asking: How many headings are there? (7), How many paragraphs? (7) What are you going to do?

(match them) Demonstrate the strategy with the first heading, a Ask Can you find a tip where there is a word meaning ‘not much’? (less in tip 2)

The students do the matching exercise

do or how you do it? (how) Tell the students that quickly

is a simple adverb, more quickly is a comparative adverb and most quickly is a superlative adverb

Ask the students to read the sentences Draw their

attention to wel! and best and explain that they are irregular forms of good: well — better — the best

S Ask the students to underline alll the other adverbs in the

text and complete the rules

Answers

carefully ~ simple more easily — comparative clearly — simple

well — simple the most carefully — superlative the longest - superlative badly — simple

the best — superlative

better — comparative

easily (x2) - simple less quickly — comparative more clearly — comparative more loudly — comparative quickly — simple

We usually use than after comparative adverbs

We use the before superlative adverbs

Language note: adverbs usually go after the verb and never between a verb and object, / finished quickly but

| finished qttiekly the book quickly; less and least can

be used instead of more and most with the opposite meaning, for example /ess quickly

> Grammar reference Student’s Book page 151

6 Tell the students that bad is irregular before they complete the table

Language note: some short adverbs can form the comparative and superlative with -er and -est, for example early, quick and slow; there is a spelling

change, /-›i (easy-easily, happy-happiest).

careful | carefully | more carefully | the most carefully

(than) quick quickly | more quickly | the mostquickly

quicker (than) easy easily | more easily the most easily

(than) the easiest

Extension activity

Ask the students to write down two things which they

should do less loudly, less badly and less often Give

some examples, like sing in the shower, tidy my room,

forget my homework They then compare answers

Alternative presentation

Ask the class to repeat the alphabet A-Z Arrange them in

pairs One student says the alphabet as quickly as they can,

the other times them Then they swap roles

Next ask all the students to line up according to their

time, the slowest on the left and the quickest on the right

Go down the line and compare the students:

Tomas said it more quickly than Ivo

Sandra did it the most quickly

Christina said it less quickly than Lionel

Highlight the comparative forms on the board and ask the

students to make sentences comparing themselves, for

example, / said it more quickly than most of the class

7 Ask the students to choose the correct forms

Answers

1 too quickly 2 the most quietly 3 more carefully 4 well

5 less often

Answer

The weather was very good

LISTENING AND READING

8 C1.20 Ask the students Who was Gabby and Dylan's

new friend? (Finn) How many parts are there to the

Merrydown Award? (four) What was the first part?

(giving a talk) Tell them that Dylan is going to give his talk

and ask What was tip 3 in the reading text? (plan your

talk) How? (have a beginning, middle and end) Ask Does

Dylan do this? Listen and tell me

Play the recording

© Prepare for Key for Schools

Reading and Writing Part 3b Task description

Reading and Writing Part 3b tests students’ knowledge

of functional language Students complete a

conversation with five spaces by choosing from a list of eight options

Exam fips Students should look at what comes before and after

each space to decide what fits best

They may need to think about grammar when looking

for the right answer

Ask the students to read the conversation and think

about what the missing lines might be Then they try to find a match for them Tell them to go through it and do the ones they find easy first, and cross them out, so they don’t use them again, then go back and try to do the ones they missed

After you have checked the answers, and helped students understand how they could have found the answers, the students read out the conversation, taking it

in turns to be Finn and Gabby

Answers

1B you†e right (in reply to wasn't it?); started and the beginning have a similar meaning

2 H He stopped because He forgot

3 A spoke too fast means it was hard to understand him

4 D third part refers to his ideas; after the space That's right!

answers the question Wasn't it something about

5 F Finn asks for Gabby's opinion, and it wasn't bad

expresses an opinion; needs to improve it has a similar

meaning to lots more practice

School 39

40

VOCABULARY

10 The students put the words into two columns: School

words and School subjects

41 The students give their own talk Arrange them into

groups to think of ideas Give some extra ideas as examples, like Everyone should study English, We can study by internet and not come to school, Exams are a bad idea

Write a frame on the board to help them plan:

| want to talk about

Finally, | want to say that

The students should practise individually first, recording themselves on a mobile device or listening to a partner

Remind them to use the tips from Exercise 2 Then, in groups, they listen to each talk and say if they like it

Mixed ability

Give the weaker students simpler topics, like Schoo!

holidays are too short, and/or let them do their talk in

pairs, each person preparing and doing half the talk

Sample answer

| want to talk about school uniform | think that school uniform

is a good idea There are three reasons for this One, you don't

need to think what to wear every day Two, parents don't need

to spend a lot of money on expensive clothes Three, school

children feel like a team if they all wear the same thing So, | will

finish by saying that school uniform is not a bad thing We wear

uniform in our school and it is a nice one!

Cooler

A silent conversation Arrange the students into pairs

Each student has a piece of paper and writes the first

line of a conversation They then pass it to their partner

Each partner continues the conversation with a new line

and passes the paper back Continue until the students

have a dialogue of ten lines or give a time limit The

students then read out the conversations to the rest of

the class,

Home schooling

| Lesson profile

Vocabulary Expressions with take Reading Key Reading and Writing Part 9 j

to mixed-sex state schools where the education is free There is a National Curriculum which all the students

follow, with twelve compulsory subjects Home schooling

is allowed in the UK but it is not very common

Students will find out more about secondary schools after Unit 6 in Culture: Secondary school in the UK

a)

4 Elicit the names of the school subjects and ask the

students what they do in each of these subjects For

example /n biology we learn about people, animals