Champions 2ed 3 tb

Introduction 5Using the Student’s Book Welcome unit The Welcome unit offers six pages of vocabulary and grammar practice, covering language students have seen in the previous level.. In

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Christina de la Mare Sheila Dignen

Teacher’s Book Give your students the winning formula!

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www.oup.com/elt

Champions 2nd edition has a new look and updated content

to keep your students motivated A flexible new package

ensures you have all the materials you need.

Student’s Book and Workbook UPDATED

will give your students confidence in real life situations

about other cultures as well as their own

school subjects

Now comes with a reader, to add variety to your classes and to enable your students to develop their reading and language skills.

Student’s Website NEW

For the student

Teacher’s Book UPDATED

Online Teacher’s Resources NEW

● Editable course tests with A&B versions

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Common European Framework of Reference 10

Workbook answer key

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4 Introduction

Introducing Champions 2nd edition

Methodology

Champions 2nd edition is a four-level British English course

written specifically for secondary school students, with

particular emphasis on meaningful communication and

skills development

These are the key features of Champions 2nd edition

methodology

Hands-on language presentation Students immediately

interact with the dialogue or text that opens each unit,

checking their understanding of meaning and context, and

giving them the chance to try out new structures

Guided discovery Students explore the meaning and

usage of new language before they move on to more formal

presentation and practice

Communicative practice Dialogue work and

personalization are emphasized at each level, and pairwork

activities and games are included throughout

Cultural awareness A focus on the UK and other

English-speaking countries is placed within the context of the wider

world

Skills development In every unit students apply and

extend what they have learnt, through targeted skills lessons

designed to build their competence in each individual skill

Self-assessment Students regularly review and measure

their progress against the Common European Framework of

Reference

Learning across the curriculum Inter-disciplinary reading

and project pages link the topics and language content of

the main units to other areas of the school curriculum

Values The topics in Champions 2nd edition have been

carefully chosen to stimulate reflection on a broad range of

issues related to citizenship and the development of socially

responsible values These are highlighted in the teaching

notes for each unit

Flexibility

A comprehensive package of components gives the teacher

maximum support and flexibility Whatever your teaching

style, Champions 2nd edition has everything you could

possibly need to match your students’ learning environment

Combined Student’s Book and Workbook available as a

combined edition

Student’s Website with many hours of interactive material

for home practice, including Web quests

Flexible assessment options Printable, editable tests are

included on the Teacher’s Website, including a KET practice

test and a PET practice test Further practice tests can be

purchased from oxfordenglishtesting.com

Printable worksheets 42 extra worksheets are included on

the Teacher’s Website, including new reading and writing

practice, pairwork activities and games, and review and

extension worksheets for extra grammar and vocabulary

practice

Overview of components

Student’s Book and Workbook

The Student’s Book contains:

• six teaching units

previous level In the Starter level, the Welcome unit briefly reviews basic language typically covered at primary level

including ‘can do’ statements correlated to the Common European Framework of Reference to encourage regular self-assessment

• a Culture club lesson in each Review unit, giving an insight into life in the UK and other English-speaking countries

The Workbook contains:

vocabulary, communication, reading, and writing

Workbook unit for ease of reference

Student’s Website

The Student’s Website includes:

Communication lesson from the Student’s Book

• Text builder activities

• Web quest activities

• Champions 2nd edition e-cards and wallpapers.

Teacher’s Book

The Teacher’s Book contains:

material

or areas of language

topics mentioned in the Student’s Book

• audio scripts for all listening material

Class Audio CDs

Each set of Class Audio CDs contains:

• all the listening material for the Student’s Book

Teacher’s Website

The Teacher’s Website includes printable tests and worksheets:

• six unit tests and three review tests per level which are editable and have A and B versions to help prevent cheating

• a KET practice test and a PET practice test

practice

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Introduction 5

Using the Student’s Book

Welcome unit

The Welcome unit offers six pages of vocabulary and

grammar practice, covering language students have seen

in the previous level In the Starter level, students are given

a brief overview of basic language they may have seen at

primary level, before beginning the main syllabus in Unit 1

The presentation text on the left-hand page exposes

students to the theme, grammar, vocabulary, and functions

of the unit The exercises on the right-hand page allow

students to interact with the dialogue in more detail,

encouraging them to explore, use, and personalize new

language before it is formally presented and practised on

the Vocabulary and Grammar pages

In the Starter level and Level 1, the text is a dialogue

presented in a photostory format The photostories reflect

the aspirations of the students, using familiar contexts to

motivate and engage them Each unit focuses on a different

episode in the lives of the central characters

In the Starter level, the story takes place in a performing

arts school and follows the fortunes of a new student, Holly

Holly is happy to be at her new school and quickly makes

friends, but she also finds that she has a rival who wants to

prevent her from achieving her dreams The story culminates

in the production of a school musical, where Holly finally

wins the lead role

In Level 1, we follow the story of Sam Sam loves basketball,

but he is having problems with poor marks in his other

school subjects As he faces a moral dilemma, he is helped

by a friend to make the right choice, and in the end

everything works out for the best

In Levels 2 and 3, the emphasis is on texts dealing with

individual topics of a more grown-up nature, in recognition

of the fact that students, along with their interests and tastes,

mature very quickly during the teenage years A variety of

formats and genres is used, including dialogues, magazine

articles, and web pages

Following on from the presentation text, students complete

a series of questions to check basic comprehension The

Check it out! feature draws students’ attention to useful

colloquial expressions in the dialogue

Language focus

The exercises in the Language focus section familiarize students with the language of the unit, without requiring them to manipulate it In Starter and Level 1, students focus

on the target language in relation to specific scenes and sections of dialogue from the photostory; in Levels 2 and 3, students find phrases and structures in the presentation text and use them to complete sentences or captions about the text

Finally, Focus on you and Pairwork activities give students

the chance to try out the new language in a personalized context, following carefully controlled models

Vocabulary

This page presents and practices a set of vocabulary items associated with the unit topic and previewed in the

presentation lesson Look! boxes contain useful tips and

draw attention to potential pitfalls, including spelling rules, exceptions or irregular forms, collocations, and notes about English usage

Students once again have the opportunity for guided

speaking practice with a Pairwork activity at the end of the

lesson

At the foot of the Vocabulary page students are directed

to the Student’s Website and the Workbook, where there is further practice of the unit vocabulary

Grammar

Underlying the methodology of Champions 2nd edition is the

conviction that students understand and remember rules better if they work them out for themselves As a result, a guided discovery approach to teaching grammar is adopted throughout the series

Each unit has two Grammar lessons A grammar chart models the form of the key structures, using examples taken from the presentation text that opens the unit Having already experimented with the new structures earlier in the unit, students are then encouraged to reflect on correct usage in more detail

A cross-reference to Rules directs the students to a grammar

reference page in the corresponding Workbook unit, where detailed explanations and examples are given

The activities on the page provide thorough and detailed practice of both form and usage, moving from carefully controlled exercises to more demanding production

Grammar pages have optional Finished? activities which are

designed as a fun way of providing extension work for fast finishers

Grammar pages also often feature a Game that encourages

personalized practice in a less formal context

At the end of each Grammar page students are directed to the Student’s Website and the Workbook, where there is further practice

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6 Introduction

Most teenagers are curious to know what life is like for their

peers in other parts of the world Culture club reading

lessons give a factual account of different aspects of the English-speaking world from a young person’s perspective

The Focus on you section at the end of the lesson invites

a personal response from students in the form of a piece of writing

Curriculum extra

There are three cross-curricular reading and project lessons

in the Student’s Book, providing one page of material for each block of two units The Curriculum extra lessons link to the themes of the corresponding Student’s Book units, as well as to subjects that students typically study in their own language, such as geography, science, music, literature, PE, and history

Each of the lessons concludes with a project that synthesizes the language focus and the content of the cross-curricular theme and gives students the opportunity to develop their creativity The projects can be done in class or assigned for homework Depending on time available and the needs of the students, the projects can be done in groups, pairs, or individually

Workbook

The Workbook section contains six five-page units of extra practice of the language and skills taught in the Student’s Book The Workbook exercises can be completed in class or for homework

The first page of each Workbook unit summarizes the grammar structures introduced in the corresponding Student’s Book unit with comprehensive charts and detailed grammar notes

The following two pages provide extra vocabulary and grammar practice The last two pages provide additional practice to accompany the Student’s Book Communication lesson, and further reading and writing practice

Student’s Website

The Student’s Website includes interactive practice of the

Vocabulary, Grammar and Communication sections, a Text builder activity, and a fun Web quest for each unit of the

Student’s Book

For each Student’s Book unit there are eight Grammar activities and two Vocabulary activities, and a

Communication exercise with audio There is also a Text

builder activity for each unit of the Student’s Book which

requires students to fill in missing words from a reading text to rebuild the text These activities are automatically

marked A guided Web quest for each Student’s Book unit

encourages students to search for information relating to the topic of the Student’s Book on the Internet using their English

Champions 2nd edition e-cards allow students to create

and send cards to their friends with messages in English

and Champions 2nd edition wallpapers enable students to

personalize their electronic devices

Communication

One page in every unit focuses on everyday English

Conversational language is presented in the form of a

dialogue which reviews the vocabulary and grammar from

the previous lessons In a similar way to the Language

focus lesson on page 2 of the unit, Communication lessons

allow students to explore and use a new structure before

they move on to more formal practice on the subsequent

Grammar page

The Learn it, use it! feature summarizes the target language

in the dialogue, while a Pronunciation activity draws

students’ attention to a specific sound or a relevant aspect

of intonation The students then listen to this language in

different contexts before practising it themselves in the

Pairwork activity.

At the end of each Communication page students are

directed to the Student’s Website and the Workbook, where

there is further practice

Skills

The last two pages of the unit contain targeted skills work

designed to equip students with the necessary strategies to

build confidence and competence in each individual skill

Skills lessons also provide a way of consolidating and

recycling the language students have studied throughout

the unit, whilst exploring different aspects of the unit topic

Reading texts deal with the main topic of the unit in

a factual way using real-life contexts Comprehension

exercises typically start with a skimming or scanning activity,

followed by more detailed questions that gradually increase

in difficulty as the series progresses

Listening activities extend the topic of the text A variety

of activity formats is used to help students develop

well-rounded listening comprehension skills

The Speaking and Writing sections give students the

opportunity to respond to the unit topic with their own

ideas To help students to organize their ideas, both sections

usually begin with a written preparation stage The aim is

to strike a balance between giving clear, guided models on

the page on the one hand, and allowing students freedom

to express themselves and experiment with newly-acquired

vocabulary and structures on the other

Culture club reading 1 page

The first half of each Review unit covers the main vocabulary

and grammar points from the previous two units The My

Progress chart is a self-assessment chart correlated to

the Common European Framework of Reference It is very

motivating for students to reflect on their progress and this

type of activity is also very helpful in encouraging students

to take responsibility for their own learning

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Introduction 7

The review tests focus on vocabulary and grammar, and reading, writing, and listening skills Each test is scored out of

100 points

Regular assessment makes it easier to monitor students’

progress Teachers can keep a record of individual students’

progress using the evaluation chart on page 12

Grammar and vocabulary

Grammar help and Vocabulary help worksheets for

each unit provide additional practice of the Student’s Book material at a basic level, and are ideal for giving weaker students more practice

Grammar extension and Vocabulary extension

worksheets offer more challenging practice for the more able students

Reading and writing

There is one reading and writing worksheet per unit, helping students to develop their skills and confidence in these areas

Pairwork

There is one pairwork worksheet per unit, giving oral practice of the grammar and vocabulary of the corresponding unit

Puzzles and games

One page of puzzles is included for each unit, and two board games for each level of the series Although these resources give practice of the main grammar and vocabulary of the unit, the emphasis is on fun activities, such as crosswords, wordsearches, and code breakers

Practice test for Cambridge ESOL examinations

The Teacher’s Website includes a practice test for KET and a practice test for PET

Teacher’s Book

The Teacher’s Book contains detailed lesson notes and

answers for all the Student’s Book and Workbook material

Each Teacher’s Book unit starts with a summary of the areas

of grammar, vocabulary, communication, skills, and topical

themes covered in the Student’s Book unit These themes

relate to values and responsible citizenship, such as:

• society, including the themes of respect, solidarity, and

justice

cultural studies, sociology, and historical, geographical,

legal, and ethical perspectives

and natural cycles

advertising, sales, workers’ rights, and consumer rights

• health

The notes include a description of the aim of every exercise

in the Student’s Book, followed by detailed instructions and

answers

There are also suggestions for Warm-up activities, and Extra

activities that can be used to extend the Student’s Book

content according to the needs and abilities of each class

The Student’s Book is full of factual information and

references to the real world The teaching notes provide

support for this by giving additional notes and cultural facts

in the Background notes

Teenage students have an insatiable interest in music and

popular culture, and the use of songs to consolidate the

linguistic and topical content of the Student’s Book can be

an effective way of motivating students

The teaching notes for each Review unit include suggestions

for suitable songs that can be exploited for this purpose

The songs have been chosen because of their lexical,

grammatical, or thematic link to the corresponding units

See page 8 for suggestions on how to exploit songs in class

Class Audio CD

The Class Audio CD is for classroom use There is a track list

on page 13

Extra resources

Alongside the Student’s Book and Workbook, there is a

large amount of extra resource material included on the

Teacher’s Website The extra resources provide support

material for consolidation, extension, mixed ability classes,

and assessment All resources are printable, and can also be

projected in class

Tests

For each level of Champions 2nd edition, there are six unit

tests and three review tests All tests have A and B versions

to help prevent cheating The tests can be opened using

Microsoft® Word and edited before printing

The unit tests include vocabulary and grammar questions,

dialogue work, and a writing task Each test is scored out of

50 points

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8 Introduction

• Correct the mistakes Include some incorrect words or

information in the lyrics Ask students to identify where the mistakes are and replace them with the correct words, before they listen to the song to check their answers

• Choose the correct alternative At regular points in

the lyrics, students have to choose between two or more alternative words or phrases to complete the lyrics correctly Students then listen and check

• Put the verses in the correct order This activity works

especially well with songs that tell a story Students are given the verses in the wrong order, and they have to guess the correct order before listening to the song

• Match rhyming words Many songs are structured so

that alternating lines end with rhyming words, and this provides an excellent opportunity to work on different sounds One useful activity is to give students the lyrics with the lines of each verse jumbled Students then attempt to unjumble the lines, according to which lines rhyme with each other, before listening to the song to check their ideas Another variation is for students to choose between two alternatives to end each line This could mean choosing the word that provides the best rhyme, for example, or the word that makes most sense in the context

• Match words to definitions Songs often contain

informal expressions, idioms, and ‘untidy’ grammar With stronger groups it can be useful to have students try to match difficult words and expressions to definitions or explanations Alternatively, where lyrics feature more standard items of vocabulary, students could work together in groups to find the words in a dictionary and agree on a definition

Feedback

It is important for students to have a sense of how they have performed Provide feedback while you are monitoring activities Alternatively, you can assess an exercise afterwards with the whole class: students can put up their hands to indicate how many answers they shared in pairs or groups, how hard or easy the task was, etc

Encourage students to behave well using a points system

Award points to pairs or groups that do not make too much noise Deduct points from pairs or groups that are too noisy

or who are not speaking in English

Suggestions for further reading

General reference

Oxford Essential Dictionary – New Edition Practical English Usage – 3rd Edition by Michael Swan

Grammar

Oxford English Grammar Course (Basic to Intermediate)

by Michael Swan and Catherine Walter

Graded readers

The Oxford Bookworms Library (Elementary to

Pre-intermediate) – non-fiction readers that are ideal for extended reading, and graded non-fiction readers that are ideal for cultural and cross-curricular studies

Classroom management

An English-speaking environment

can, and ask students to use English as well For example:

Open your books at page 10 Let’s look at exercise 3 Raise your

hand Work in pairs Ask your partner, etc.

as: How do you say … in English? How do you spell …? I don’t

understand Please can you repeat that? Can you say that

more slowly, please? Can we listen to that again, please? Can

I go to the toilet?

Managing large classes

Large classes are easier to manage if you establish routines

such as:

• Write a plan of the day’s activities on the board

start Give clear examples and ask students to provide a

few as well

• Set time limits for all activities and remind students of

time limits, for example: You have two minutes left.

styles so that you can maximize their potential in class

ensuring that there is always an atmosphere of mutual

respect and understanding

Group and pairwork

The interaction from working in small groups or in pairs is

vital in a language classroom, and students quickly get used

to what to expect Here are some tips for organizing group

work in large classes:

a letter (A, B, C, etc.) Students form groups with other

students who have the same letter

the class

• Set a time limit and keep reminding students of it

Songs

There are many ways in which songs can be exploited in

class, including the following suggestions:

• Gap-fill There are many variations of this type of activity,

in which students are given the lyrics with certain

key words deleted To make it easier for students, the

missing words can be grouped together in a wordpool

As students read the lyrics, they try to fill in the gaps,

then they listen and check If you wish to make the

activity more challenging, you could add extra words to

the wordpool as distracters, or not provide the missing

words at all It is important to choose the gapped words

carefully, however, both so that they are audible, and so

that students can guess from the context which word

makes most sense in each gap

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Introduction 9

If students guess the word or phrase before the hangman

is drawn completely, they have won If they do not, you are the winner This can be played on the board with the whole class, in small groups, or in pairs

The complete drawing should look like this

Exam preparation

KET Practice Tests by Annette Capel and Sue Ireland

Ideas for supplementary activities and teacher

development

Oxford Basics – a series of short, accessible books for teachers

who are looking for new creative ways of teaching with

limited resources

Resource Books for Teachers – a popular series that gives

teachers practical advice and guidance, together with

resource ideas and materials for the classroom

Games to use in the classroom

Kim’s Game

On a tray, place a selection of objects from a vocabulary set,

e.g classroom objects or food Alternatively, you can write

the names of the objects on the board and rub them off

In groups, give students two minutes to memorize what is

on the tray or board

Remove an object and ask students to write down the

missing object Continue until the tray or board is empty

Check the answers with the class The group with all the

objects in the correct order is the winner

Simon Says

Call out commands to the class If your command

is preceded by ‘Simon says’, students must obey the

instruction If it is not, they must ignore it For example:

Simon says stand up (students stand up) Sit down (students

remain standing) Students who get it wrong are out of

the game This activity is good primarily for practising

imperatives, but is also useful for practising vocabulary

With a strong class, you could let a student call out the

commands

Bingo

Tell each student to draw a grid of six squares and refer them

to the vocabulary page(s) you have just worked on Give

them a few moments to memorize the words and pictures

in the vocabulary set

Books closed, students then draw or write a vocabulary item

in each square Call out vocabulary items from the set If the

students have drawn pictures, call out the words in English

If students have written the English words, you can call

them out in their L1 With a strong class you could read out

definitions and get students to work out the word

When a student hears a word he or she has drawn or written,

they must cross it out When all six vocabulary items are

crossed out, the student can call out Bingo The first to call

out Bingo wins the game.

Hangman

Choose a word or phrase Write a gap for each letter of the

word on the board Separate words with a clear space or

slash, e.g I lived in Paris _ / _ _ _ _ _ / _ _ / _ _ _ _ _

Students guess which letters appear in the words Each

student can call out just one letter If the letter is contained

in the word, or phrase, write it in the appropriate place(s),

e.g for the letter ‘i’: I / _ i _ _ _ / i _ / _ _ _ i _

If a student calls out a letter that isn’t in the word or phrase,

write it on the board and draw one line of the hangman

20 Questions

This can be played on the board with the whole class, in small groups, or in pairs One student chooses a secret identity, e.g

that of a celebrity Other students must guess the identity

by asking a maximum of 20 questions The student may only

answer with short Yes / No answers, e.g Yes, I am No, I don’t, etc

The game can be used to practise questions and answers in a variety of different tenses

Chinese Whispers

This game is excellent for practising pronunciation It can

be played as a whole class or in small groups of at least six

Put students in a line or circle Write a sentence on a piece

of paper and give it to the first student They should read

it silently, but not show it to anyone else The student then whispers the sentence to the person on their left, and so

on The game continues until the last student whispers the sentence in the first student’s ear The first student then tells the whole group / class what he or she heard, and then reads out the original sentence Is it the same?

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10 Introduction

B2 Can understand the main ideas of complex text on both

concrete and abstract topics, including technical discussions

in his/her field of specialization Can interact with a degree

of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

Language Portfolio

The Language Portfolio has been developed in conjunction with the CEFR It is kept by the students and contains details

of their experiences of languages and language learning

There are three elements to a Language Portfolio: a Language Biography, which details the day-to-day experience of the language; a Language Passport, which summarizes the experiences; and a Dossier, which is evidence of the experience

Language Biography

This can consist of the following:

• a checklist for students to assess their language skills in terms of ‘What I can do’

• tools to help students identify their learning style and objectives

• a checklist of learning activities outside the classroom

The My Progress checklists at the end of each review section in the Student’s Book together with the Portfolio photocopiable sheets on pages 85–87 in the Teacher’s Book will help students to monitor these points There is also a photocopiable Student’s self-assessment checklist on page

11 in the Teacher’s Book which can be given to students to complete at the end of each unit

Language Passport

This can contain:

• a student’s overall evaluation of their language skills, using descriptors from the CEFR (see Teacher’s Book pages 85–87)

Common European Framework of

Reference (CEFR)

The Common European Framework of Reference (CEFR) was

designed to promote a consistent interpretation of

foreign-language competence among the member states of the

European Union Today, the use of the CEFR has expanded

beyond the boundaries of Europe, and it is used in other

regions of the world, including Latin America, Asia, and the

Middle East

The CEFR defines linguistic competence in three levels: A, B,

and C Each of these levels is split into two sub-levels:

The CEFR provides teachers with a structure for assessing

their students’ progress as well as monitoring specific

language objectives and achievements Students respond to

the CEFR statements in the Reviews after Units 2, 4, and 6

Champions 2nd edition aims to enable students to move

from no English or level A1 and into level B2 at the end of

the four years of the course

Descriptions of the CEFR levels covered in

Champions 2nd edition

Basic User

A1 Can understand and use familiar everyday expressions

and very basic phrases aimed at the satisfaction and needs

of a concrete type Can introduce him/herself and others

and can ask and answer questions about personal details

such as where he/she lives, people he/she knows, and things

he/she has Can interact in a simple way provided the other

person talks slowly and clearly and is prepared to help

A2 Can understand sentences and frequently used

expressions related to areas of most immediate relevance

(e.g very basic personal and family information, shopping,

geography, employment) Can communicate in simple and

routine tasks requiring a simple and direct exchange of

information on familiar and routine matters Can describe

in simple terms aspect of his/her background, immediate

environment, and matters in areas of immediate need

Independent User

B1 Can understand the main points of clear standard input

on familiar matters regularly encountered in work, school,

leisure, etc Can deal with most situations likely to arise whilst

travelling in an area where the language is spoken Can

produce simple connected text on topics which are familiar

or of personal interest Can describe experiences and events,

dreams, hopes and ambitions, and briefly give reasons and

explanations for opinions and plans

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One thing I need to improve:

How can I improve this?

What did you do in English outside class?

Do homework

Learn new words

Revise before a test

Listen to music

Read something extra

Watch a TV programme, video, or DVD

Write an email or chat

Look at web pages

Speak to someone

Read a magazine

Other activities

Photocopiable © Oxford University Press 2014

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12

Student’s progress record sheet

Name

Class / Year

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Class Audio CD track list

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14

Unit Vocabulary Grammar Communication Skills

I’ve never had so much fun!

Pronunciation: Strong and weak forms of have

Reading: A magazine article about the Duke of Edinburgh’s AwardListening: A teenager talking about his experience of the AwardSpeaking: Talking about experiences

Writing: A postcard about your experiences

I haven’t finished it yet!

page 18

Books Present perfect + yet and already

Present perfect + just Present perfect + for / since

Buying presents

Pronunciation:/h/

Reading: A short storyListening: A teenager talking about his reading habitsSpeaking: Talking about a book you have read recentlyWriting: A book review

Review: page 26 Culture club: Argentina adventure tours page 27 Curriculum extra: Language page 64

What should I do?

page 28

Illnesses and symptoms

should / shouldn’t

Second conditional

At the doctor’s

Pronunciation:/ʊ and /uː/

Reading: An online problem pageListening: A parent and a teacher talking about a studentSpeaking: Giving advice

Writing: A reply to a message post giving advice

They can’t be real!

page 36

Investigation Possibility in the present: may / might (not), must, and can’t

a / an, the, no article

Writing: Writing an urban legend

Review: page 44 Culture club: Bullying: let’s stop it now! page 45 Curriculum extra: Life sciences page 65

What were they doing?

The computer The passive

The passive: present simple (affirmative, negative, interrogative, and short answers)

The passive: past simple (affirmative, negative, interrogative, and short answers)

by + agent

Asking about a tourist attraction

Pronunciation: Connected speech

Reading: A magazine article about the positive side of the InternetListening: A teenager and a senior citizen talk about technologySpeaking: Talking about technological inventions

Writing: A text about technological inventions

Review page 62 Culture club: From slavery to presidency page 63 Curriculum extra: Environmental science page 66

page 4 ● Musical instruments and genres ● Food and drink ● Places around town ● Personality ● Weather ● Housework

● Ordinal numbers ● Dates ● Countable / Uncountable nouns ● some / any ● a lot / much / many ● How much …? / How many …? ● must

● Compounds: some / any / no / every ● have to ● mustn’t / don’t have to ● Gerunds and verb + ing form ● be going to (1) ● be going to (2) ●Present continuous for future

● will: future ● will / be going to ● First conditional

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15

Unit Vocabulary Grammar Communication Skills

I’ve never had so

Pronunciation: Strong and weak forms of have

Reading: A magazine article about the Duke of Edinburgh’s AwardListening: A teenager talking about his experience of the AwardSpeaking: Talking about experiences

Writing: A postcard about your experiences

I haven’t finished it

yet!

page 18

Books Present perfect + yet and already

Present perfect + just Present perfect + for / since

Buying presents

Pronunciation:/h/

Reading: A short storyListening: A teenager talking about his reading habitsSpeaking: Talking about a book you have read recentlyWriting: A book review

Review: page 26 Culture club: Argentina adventure tours page 27 Curriculum extra: Language page 64

What should I do?

page 28

Illnesses and symptoms

should / shouldn’t

Second conditional

At the doctor’s

Pronunciation:/ʊ and /uː/

Reading: An online problem pageListening: A parent and a teacher talking about a studentSpeaking: Giving advice

Writing: A reply to a message post giving advice

They can’t be real!

page 36

Investigation Possibility in the present: may / might (not), must, and can’t

a / an, the, no article

Writing: Writing an urban legend

Review: page 44 Culture club: Bullying: let’s stop it now! page 45 Curriculum extra: Life sciences page 65

What were they

The computer The passive

The passive: present simple (affirmative, negative, interrogative, and short answers)

The passive: past simple (affirmative, negative, interrogative, and short answers)

by + agent

Asking about a tourist attraction

Pronunciation: Connected speech

Reading: A magazine article about the positive side of the InternetListening: A teenager and a senior citizen talk about technologySpeaking: Talking about technological inventions

Writing: A text about technological inventions

Review page 62 Culture club: From slavery to presidency page 63 Curriculum extra: Environmental science page 66

page 4 ● Musical instruments and genres ● Food and drink ● Places around town ● Personality ● Weather ● Housework

● Ordinal numbers ● Dates ● Countable / Uncountable nouns ● some / any ● a lot / much / many ● How much …? / How many …? ● must

● Compounds: some / any / no / every ● have to ● mustn’t / don’t have to ● Gerunds and verb + ing form ● be going to (1) ● be going to (2) ●Present continuous for future

● will: future ● will / be going to ● First conditional

Trang 17

from exercise 1, except recorder, on the board, and ask

students to come and write the matching musician words (pianist, saxophonist, guitarist, trumpeter, drummer, and violinist) Review the pronunciation of the words and make sure students place the stress on

the correct syllable, e.g saxophonist, pianist.

Exercise 3 $ 02

in the correct order

AnSWERS / AUDIO CD TRACK 02

1 f 2 c 3 e 4 d 5 a 6 b

And you?

• Ask students to tell the rest of the class about their partner / another person in their group

Extra activity

they can hear

Food and drink page 4

Aim

To review words for food and drink

Warm-up

did you have for breakfast this morning? Elicit answers.

Exercise 4

AnSWERS

2 biscuits 3 milk 4 sweets 5 bananas 6 potatoes

7 carrots 8 chocolate 9 water 10 yoghurt

And you?

• In pairs, students answer the questions

• Ask pairs to tell the rest of the class about their partner

a lot of / much / many

How much …? / How many …?

must

Compounds: some / any / no / every

have to

mustn’t / don’t have to

Gerunds and verb + -ing form

Musical instruments and genres

Food and drink

Places around town

• Ask students Do you play any musical instruments? If not,

which musical instrument would you like to play?

Exercise 1

and ask students to come out and complete them

AnSWERS

1 piano 2 recorder 3 saxophone 4 guitar

5 trumpet 6 drums 7 violin

Exercise 2

exercise 1 with the instruments

Trang 18

them that in speech we normally use It’s rather than It is.

or find one where there is a variety of different types of weather Give students copies or draw a larger version

to that in the newspaper or on the board and decide how accurate each forecast is

Housework page 5

Aim

To review expressions for housework

Warm-up

yesterday evening? Do you think you are helpful at home?,

etc Elicit responses

Exercise 8

AnSWERS

1 make 2 cooking 3 takes 4 clears 5 feeds

And you?

Extra activity

Welcome 17

Extra activity

from exercise 4 for the others to identify

Places around town page 5

Aim

To review words for places around town

Warm-up

• Ask students questions to elicit places in town, e.g I want

to play football Where do I go? (To the leisure centre.), etc.

• In pairs or small groups, students tell each other which

places they pass on their way to school

Extra activity

I went to the leisure centre The next student repeats it

and adds another place in town If a student misses a

place, they are out of the game

Personality page 5

Aim

To review adjectives describing people’s personality

Warm-up

gapped Ask students to come out and complete the

words

Exercise 6

AnSWERS

5 shy

And you?

• In pairs, students discuss their best friend’s personality

• Ask some students to describe their friend to the class

Extra activity

exercise 6

• Ask students to come to the front of the class Tell them

to do a simple action, e.g hand out some sheets of

paper, but they must do it in the way described on the

piece of paper

Trang 19

18 Welcome

Exercise 3

• Students look at the fridge and tick or cross the items

Then they write sentences with some or any.

AnSWERS

8 (✗)There isn’t any cola

10 (✗) There aren’t any carrots

Extra activity

memorize what is in it

• Books closed In pairs or small groups, students write down the items they remember Set a short time limit

The first pair / group to finish with all the correct items

is the winner

Exercise 4

items

AnSWERS

3 Is there any chocolate? No, there isn’t

5 Is there any beef? Yes, there is

Extra activity 1

• In pairs, students take turns to ask about what is in each other’s fridge

about the contents of an imaginary fridge, e.g In my

fridge there isn’t any milk The next student repeats

the sentence and adds another – either affirmative or

negative, e.g In my fridge there isn’t any milk, but there

are some tomatoes The third student repeats both

sentences and adds their own The game continues in this way If a student misses one of the sentences, he / she is out of the game The last student in the game is the winner

write st, nd, and rd Ask students to match the numbers to

the endings

practising the pronunciation

are used in dates and to describe the order of things,

e.g James came second in the race, and the sequence of

events, e.g I phoned home five times and mum answered

the fifth time!).

Exercise 1

AnSWERS

1 ninth 2 thirteenth 3 twenty-second 4 thirty-first

5 twelfth

Exercise 2

AnSWERS

1 second 2 thirty-three 3 third 4 tenth

Extra activity

numbers between 1 and 40 on their grids and call out

ordinal numbers between 1 and 40

Countable / Uncountable nouns

some / any page 6

Aim

To review some / any with countable and uncountable

nouns

Warm-up

students to say if the nouns are countable or uncountable

write a few gapped sentences and questions with

countable and uncountable nouns, e.g There is milk

There aren’t tomatoes Is there orange juice?, etc

Ask students to come to the board to complete them

with some / any.

Trang 20

Welcome 19

Warm-up

and elicit the compounds that go under each heading,

e.g -one / -body goes under the person heading.

• Some is used in affirmative sentences.

• Any is used in questions and negative sentences.

• No is used in affirmative sentences with a negative meaning.

• Every is used in affirmative sentences to describe all

people, things, and places collectively

Exercise 7

AnSWERS

have to page 7

Aim

To review have to (affirmative and negative)

Warm-up

• Ask students What do you have to do for other people this

week? and elicit responses, e.g I have to help my mother

I have to go shopping for my grandmother, etc.

do something for another person or to obey rules

Exercise 8

sentences with has to and doesn’t have to.

AnSWERS

mustn’t / don’t have to page 7

Aim

To review the difference between mustn’t and don’t have to

Warm-up

• Review the use of don’t have to On the board, write It’s the

summer holidays I don’t have to go to school Ask students

what don’t have to means.

• Ask students to think of a café or restaurant they have all visited Ask them to imagine they are waiters / waitresses there Ask them what they mustn’t do and don’t have to

do in their job Elicit ideas and write them on the board

Exercise 9

AnSWERS

1 don’t have to 2 mustn’t 3 don’t have to 4 mustn’t

a lot of / much / many

How much …? / How many …? page 7

Aim

To review a lot of / much / many and How much …? / How

many …?

Warm-up

e.g Have you got much homework today? How much free

time do you have at the weekend? Do you watch many films

on TV? Elicit answers.

draw lines to match the words to when we use them:

1 much 2 many 3 a lot of

a questions / negative sentences + uncountable nouns

b affirmative sentences + countable and uncountable

AnSWERS

1 a lot of 2 many 3 much 4 many 5 many

6 a lot of 7 a lot of 8 many 9 a lot of

or obligation to do something It is also used to describe

an obligation that the speaker sees as necessary, e.g

I must go to bed I’ve got a test tomorrow Mustn’t is used

to describe prohibition

take the third person s It is followed by the main verb in

its infinitive form

Exercise 6

verb from the box

AnSWERS

1 must bring 2 mustn’t run 3 mustn’t listen

4 must put 5 mustn’t use

Compounds: some / any / no / every page 7

Aim

To review compounds with some, any, no, and every

Trang 21

20 Welcome

Extra activity

they are going to do this weekend

make a note of any repeated errors to check at the end

• On the board, write Maria isn’t listening to her teacher Her

teacher is going to get annoyed.

• Ask How do we know that the teacher is going to get

annoyed? (Because Maria isn’t listening.)

make predictions based on present evidence

Exercise 12

with the verbs and expressions in the box

AnSWERS

3 It’s going to rain

Extra activity

describing three different situations, e.g

My bus is late

James is in a café

Alice is buying a lot of crisps and soft drinks.

going to based on the present evidence, e.g I’m going to

be late for school James is going to order some food Alice

is going to have a party.

be going to for each of the situations on the board See

how many different ideas the students can come up with

To review the use of gerunds as the subject of a sentence; to

review the use of the -ing form after certain verbs

Warm-up

• Write these verbs on the board: fly, get, ride, win, play,

take and ask students to spell the -ing form of the verbs

Review the spelling rules if necessary

• On the board, write I llike swimming Below write

is fun Ask the students to complete it so

that it means the same as the first sentence (Swimming is

fun.) Repeat the process with a few more sentences, e.g

Doing the washing-up is boring I don’t like the

washing-up.

Exercise 10

AnSWERS

3 don’t like playing volleyball

Extra activity

to reorder, using gerunds as the sentence subject and

the verb + -ing form.

of forms to practise and make sure that they are using

both forms correctly

be going to (1) page 8

Aim

To review be going to for plans and intentions

Warm-up

and elicit responses

future plans and intentions

Exercise 11

affirmative and negative sentences about Zoey’s plans

AnSWERS

2 She isn’t going to take art and craft classes

Trang 22

Welcome 21

Extra activity

require an instant decision, e.g I’m hungry – I’ll make you

a sandwich I can’t carry all these bags – I’ll help you, etc.

• Split the class into groups of six to eight students and give each one a set Each student takes a turn to read out a situation Another student must call out a

decision with will / won’t.

using will / won’t properly.

will / be going to page 9

Aim

To review the difference between will and be going to for

predictions

Warm-up

Zac is a fast runner He’ll win

Zac is running faster than the other runners He’s going to win.

which is based on present evidence

based on opinion We use be going to when there is strong

evidence that we can see right now

Exercise 15

• Ask students If it’s sunny at the weekend, what will you do?

and elicit responses Review the form of the first conditional

Ask what tense the verb takes in the if clause (present) and the main clause (will) Ask when and where we need to add

a comma to the sentence (The comma follows the if clause

when it is the first part of the sentence.)

about future situations which are probable

Exercise 16

the verbs in brackets

AnSWERS

1 ’s; ’ll go 2 don’t give; will be 3 ’ll buy; help

Present continuous for future page 9

Aim

To review the present continuous for future arrangements

Warm-up

• Ask students about their plans for the near future, e.g

What are you doing this afternoon after school? What are

you doing at the weekend?, etc Elicit responses with the

present continuous

used to describe future arrangements that have been

confirmed

Exercise 13

schedule for the next two weeks

information in the text to answer them

question and another to give the answer

AnSWERS

They’re playing in Colombia on 4th March

They’re giving two concerts

They’re performing at the Morumbi Stadium

They’re going to Colombia

It’s finishing in Monterrey, Mexico

They’re visiting seven cities

Extra activity

• Students write a similar schedule for their favourite band

• In pairs, they take turns to ask and answer questions

about when and where the band is playing

will: future page 9

Aim

To review the use of will and won’t to talk about the future

Warm-up

• Tell the students The school is going to close for a week

What will you do?

• Elicit students’ answers with will and won’t, e.g I’ll get up

late I won’t study I’ll help my parents, etc.

decisions made at the moment

Exercise 14

the verbs in brackets

AnSWERS

1 ’ll take 2 won’t take 3 will you be 4 won’t be

5 Will you have 6 ’ll eat

Trang 23

I’ve never had so much fun!

Speaking: Talking about experiences

Writing: A postcard about your experiences

The text is about an ocean sports festival in the US

A journalist interviews the festival organizer about the sport

of coasteering

Warm-up

see? What are the people doing? Use the photos to teach

waterskiing, coasteering, kitesurfing, and surfing Ask Can

you do these sports in your country? Have you tried them?

Which one would you like to try? Why?

Exercise 1 Read and listen $ 03

understand them all

AnSWERS

Extra activity

1 Linda has done ocean sports before

2 Coasteering involves climbing, jumping, swimming, and sailing

3 Joe thinks that coasteering is quite safe

4 Coasteering started in the 1980s

5 Joe learnt about coasteering in the UK last year

• Students read the article again and decide if the sentences are true or false Ask them to correct the false sentences

AnSWERS

swimming It doesn’t involve sailing

3 True

5 True

Consolidation

from the text into their vocabulary books

Language focus page 11

Aim

To practise the target language

Exercise 3

beginnings and endings of the sentences

AnSWERS

2 d 3 a 4 b 5 c

Exercise 4 $ 04

conversation Stronger students can try to work out the answers themselves and then listen to check

Trang 24

Unit 1 23

1 I haven’t 2 Have you ever done 3 I have

Alice What did you do at the weekend, Hugo?

Hugo I went to an ocean sports festival and I tried

coasteering It was amazing! Have you ever tried it?

Alice No, 1I haven’t I think it sounds crazy!

Hugo No, it isn’t It’s so much fun, and it’s really exciting

Alice Yes, 3I have I 4’ve done a parachute jump

Hugo Wow! A parachute jump?! I 5haven’t done that!

Exercise 5 Focus on you

• Students tick the things they have done Do not elicit

answers at this point

Exercise 6 Pairwork

• In pairs, students tell their partner what they have done

Stronger students can add more ideas, using the same

verbs, e.g I’ve eaten sushi I’ve visited Chile.

• Ask some students to tell the class about their partner

To present and practise vocabulary for experiences: be in

the newspaper, climb a mountain, do a parachute jump, fly in

a plane, go whitewater rafting, meet a famous person, ride a

horse, sleep in a tent, visit a foreign country, win a competition

Warm-up

can see Point to a few of the pictures and ask Have you

ever done that / been there?

Exercise 1 $ 05

• In pairs or individually, students match as many pictures as

they can with the experiences

these words into their language: parachute, whitewater,

foreign, and competition.

• Play the CD again Students listen and repeat chorally,

then individually

do a parachute jump

2 visit a foreign country

• Ask students to look again at the experience in exercise 1

are doing

1 They’re flying in a plane

3 He’s riding a horse

Extra activity

activity from exercise 1 The others guess which activity it is

• Students work individually to tick the things in exercise 1 that they have done

1 that they have done Ask When did you …? Where did you

do this? Did you enjoy it? Elicit the answers.

expressions are irregular in the past simple form

about their experiences

about their partner

AnSWERS

Students’ own answers

• Elicit or explain the meaning of least + adjective.

activity, e.g Flying in a plane is the least exciting activity

because I fly a lot Underline the gerund as subject and

encourage students to use it in their discussions

them to give reasons for their answers

the experiences to support their argument, e.g boring,

interesting, fantastic, terrible.

any repeated errors to check at the end of the lesson

and invite others to agree or disagree Contribute with your own views, too

AnSWERS

Extra activity

exercise 1 In class or for homework, they design a poster encouraging people to try the experience

Trang 25

24 Unit 1

AnSWERS

1 has lost 2 haven’t invited 3 haven’t seen 4 have

Exercise 2

of the verbs in the box

AnSWERS

1 ’ve read 2 hasn’t flown 3 haven’t met 4 have

been / gone

Aim

To present and practise the difference between been and

gone

Warm-up and grammar box

students’ answers to the questions

AnSWERS

1 No, he isn’t 2 Yes, he is

1 Jack was in the library but now he’s in the classroom

2 Jack was in the classroom but now he’s in the library.

present perfect with been or gone: 1 Jack has (been)

to the library 2 Jack has (gone) to the library

Rules page 68

Exercise 3

Remind them to think carefully about the meaning of each sentence and to look back at the grammar box if necessary

AnSWERS

1 been 2 gone 3 gone 4 been 5 gone

Exercise 4 Game!

experiences on page 12 and to decide which they have done

see who has done more things

• Ask pairs to report back to the class and see who in the class has done the most things

Finished?

Encourage them to use and and but to join their ideas.

other students Have you done this?

AnSWERS

Consolidation

lesson into their vocabulary books

To present and practise the affirmative and negative forms of

the present perfect

Warm-up

at school? and elicit present perfect responses if possible.

Grammar boxes

that finished isn’t the past simple form of finish, but the

past participle Draw attention to the form of the present

perfect (have (’ve) / has (’s) or haven’t / hasn’t + past

participle)

correct words in the second grammar box

AnSWERS

1 don’t know 2 don’t know 3 don’t know

without reference to a time period, e.g Have you ever met

anyone famous? Yes, I’ve met Madonna.

happened in a period of time which has not yet finished,

e.g (It’s 11 a.m.) I’ve tidied my bedroom this morning.

affirmative and negative examples of the present perfect

Rules page 68

Past participles

Grammar box

• Point out that for regular verbs the past participle ends

in -ed, as in the past simple Say the base form of some

regular verbs and elicit the past participles, e.g T: walk

SS: walked.

the list on page 98 of the Student’s Book Choose verbs

they have seen in the text on page 10, e.g do, have, meet,

and elicit the past simple and past participle forms

Exercise 1

negative present perfect form of the verbs in brackets

Trang 26

Unit 1 25

Exercise 3 $ 09

• Ask students to read the list of activities before they listen

the activities

1 a meal in a restaurant 2 a film 3 a football match

1 Receptionist Hello Bella Italia Can I help you?

Clive Yes, please I’d like to book a table for six tonight

Receptionist We have a free table at 8 p.m Would that

be OK?

Clive Yes, that’s fine

Receptionist OK Can I have your name and phone number, please?

Clive Yes It’s Hargreaves, 0118 496 0722

Receptionist Thank you Goodbye then See you later

2 Receptionist Hello Can I help you?

Sam Yes, please I’d like to book two tickets for the 8.30 p.m

showing of Blue Moon, please.

Receptionist OK I’ve booked that for you You can collect your tickets when you get to the cinema

3 Receptionist Sportsline How can I help you?

Sally I’d like to book two tickets for the Oxford York match on Friday evening

Receptionist OK That’ll be £58 Can I have your name and email address, please?

Sally Sure It’s Sally Williams and my email is Williams@

coldmail.com

Receptionist I’ve booked the tickets for you I’ll send you an email to confirm that

Sally Great Thanks

Receptionist Not a problem Bye

4 Receptionist Good morning Can I help you?

Fernando Yes, please I’d like to book a room for tomorrow night

Receptionist OK, that’s fine Will you need car parking?

Fernando No, I’m arriving by train

Receptionist OK, I just need your name then, please

Fernando It’s Fernando Cardoso

Receptionist That’s fine See you tomorrow evening

Fernando Thank you Goodbye

between the two events Tell them to plan the details they will give (day, time, number of people)

• Practise the pronunciation of the prices with the class

• Explain 18+ age limit.

• Students take turns to play the parts of the receptionist and the person making a booking

• Ask one or two pairs to act out their dialogues for the class

AnSWERS

Consolidation

and examples from this lesson in their grammar books

• Ask What is paintballing? Have you ever been paintballing?

Do you wear special clothes? Use this discussion to

introduce the words session and equipment.

Exercise 1 $ 07

the booking form Stronger students can read the

dialogue themselves and complete the form before

listening to the CD

Transcript Student’s Book page 14

• Students listen again and repeat chorally, then individually

Learn it, use it!

• Go through the Learn it, use it! box with the class Draw

students’ attention to the different ways to ask for booking

details and to reply

a booking

expressions in the box Stronger students can substitute

their own details

Exercise 2 Pronunciation $ 08

in the sentences Draw special attention to the /əv/ sound

of the unstressed have in questions.

• Students listen again and repeat chorally, then individually

Extra activity

stress on the underlined words as follows Students

underline the stressed syllables (Have you been here

before? Yes, I have Have you booked a session? No, I

haven’t.)

Trang 27

26 Unit 1

Exercise 2

write true short answers

AnSWERS

never met my teacher

kilometres

food

• Ask Have you ever been camping? When did you go? Elicit a student’s affirmative answer, e.g Yes, I have I went last summer,

then write the questions and answers on the board

to choose the correct words

AnSWERS

1 past simple 2 present perfect

• Elicit the two different tenses in the questions and

answers on the board Circle the time expression, e.g last

summer, and ask which tense describes a past event in

a specific time (past simple), and which refers to a past event at no particular point in time (present perfect)

with the past simple, e.g yesterday, on Sunday, last week,

last year, two years ago, etc.

• Students can make another role play, choosing an activity

from exercise 3 or a different activity of their own choice

To present and practise the interrogative and short answer

forms of the present perfect

Warm-up

food? (Have) you (ridden) a horse?

elicit affirmative and negative short answers

Grammar box

to the forms of the interrogative and short answers

• Review some past participles of irregular verbs by writing

the infinitives on the board and eliciting the past participle

find examples of the interrogative form

Rules page 68

Exercise 1

AnSWERS

ever / never

Aim

To present and practise the use of ever and never with the

present perfect

jump? No, I’ve (never) done a parachute jump.

complete the rules with ever and never.

Trang 28

Unit 1 27

AnSWERS

how to go online

section of the award Tell them they can use the ideas

on the board, or their own ideas

why they chose these activities

• Ask some students to present their ideas to the class

Discuss as a class what students could learn from each

of the activities mentioned

Listening Aim

To listen to a teenager’s experience of the Duke of Edinburgh’s Award

Exercise 3 $ 10

answers

Tara Have you ever slept in a tent, Oliver?

Oliver Yes, I have I slept in a tent when I did my Duke of Edinburgh’s Award last year

What was it like?

Oliver It was great

Oliver No, I didn’t I did the Silver Award

Tara Is that very different from the Bronze Award?

Oliver Not really The four sections are the same, but you do the activities for longer

Oliver I helped at a homework club at a primary school It was fun!

Tara What else did you do?

Oliver Umm … well, for the skills section I learnt to play a musical instrument I thought about the drums, but in the end I chose the guitar Then for the sport …

Tara I know! You joined the school football team

Oliver No, I didn’t actually I joined the school basketball team I’m still on the team!

Tara That’s great!

Finished?

• Students write five questions to ask a partner

answers

AnSWERS

Extra activity

the class Ask other students to ask further questions

about the answers using the past simple

Consolidation

you know who this is? Discuss as a class who the Duke of

Edinburgh is (see Background notes)

people have to do for the Duke of Edinburgh’s Award? What

do you think they learn from these things?

• Elicit a few ideas Use the photos to teach unicycle and

canoeing.

Background notes

husband of the British Queen Elizabeth II He was born

in Greece into the Greek and Danish royal families, but

became a British citizen before he married Elizabeth

young people to take part in a range of challenging

activities designed to help them develop qualities such

as maturity, independence, and leadership

Exercise 1

• Read through the list of activities with the class, and check

that students understand them all

• Students read the magazine article and tick the activities

that Jessica mentions

AnSWERS

Exercise 2

students as possible to join in and express their opinions

Trang 29

28 Unit 1

Consolidation

that they make in their writing, and use the grammar rules in the Workbook to revise and learn grammar points that they find difficult

Further practiceWebsite; Workbook page 72

Oliver Then … I went on an expedition with my friends

Oliver We went hiking in Snowdonia And we slept in

mountain huts It was freezing!

Tara It sounds amazing!

Extra activity

2 For the Silver Award, you have to do the activities for

sentences from memory with one word

students to read out the example questions and answers

• Elicit or point out that we use the present perfect to ask

about experiences, then the past simple to find out more

that students understand everything

• Ask some pairs to tell the class something they learnt

about their partner

Writing

Aim

To write a postcard about an exciting holiday

Exercise 5

• Elicit some ideas to replace the phrases in bold and

brainstorm some ideas to add in the second paragraph

Make notes on the board

and write a second paragraph with their own ideas

corrects any mistakes

other students Whose holiday sounds the most fun? Why?

AnSWERS

Trang 30

29

I haven’t finished it yet!

2

Grammar

Present perfect + yet and already

Present perfect + just

Present perfect + for / since

Reading: A short story

Listening: A teenager talking about his reading habits

Speaking: Talking about a book you have read recently

Writing: A book review

The article discusses the popularity of books with

teenagers, and two teenagers describe the books they

most like to read

• The Harry Potter fantasy novels by British writer

JK Rowling have sold over 500 million copies and

have been made into a series of films starring Daniel

Radcliffe

novelist, is best known for The Hunger Games trilogy

The Hunger Games (2012) is the first in the Hunger

Games film series based on her novels, starring Jennifer

Lawrence as Katniss Everdeen

novels He has also written screenplays for television

Warm-up

• Ask What sort of things do you read? Elicit answers.

• Ask students to read the title of the text and ask them

what they think it means (Some people have the

impression that teenagers don’t read enough.)

Harry Potter and the Philosopher’s Stone and elicit other

books in the Harry Potter series

• Play the CD Students read, listen, and find the book titles

AnSWERS

Exercise 2 Comprehension

understand fight, protect, spy, suspense, and librarian.

AnSWERS

4 He likes spy stories

librarian or bookshop There’s something for everyone

Consolidation

text into their vocabulary books

Aim

Exercise 3

• Explain Russian roulette and crocodile tears.

or haven’t happened yet

AnSWERS

1 (✓) 2 (✗) 3 (✗) 4 (✓)

Exercise 4

and Ben use to describe each of the four books

AnSWERS

1 d 2 a 3 b 4 c

• Harry Potter and the Order of the Phoenix (2003) is by

JK Rowling Pride and Prejudice by Jane Austen and

Sherlock Holmes Short Stories by Sir Arthur Conan Doyle

are from the Oxford Bookworms series The Amber

Spyglass (2000) is by Philip Pullman.

Trang 31

30 Unit 2

AnSWERS

1 detective story / crime story 2 autobiography

3 love story 4 horror story 5 fantasy story

6 biography 7 spy story

Exercise 2 $ 12

spaceship and murderer.

with the book types This can be done as a whole-class activity if you prefer

1 love story 2 science-fiction story 3 autobiography

4 spy story 5 detective story / crime story 6 horror story 7 fantasy story 8 biography

individually

the opening sentence of a book Tell them to include characters or situations that will provide clues about the type of book

• Students take turns to read their sentence to a partner, who guesses the type of book

types and write opening sentences Weaker students can work in pairs to write the opening sentence, and then join another pair to read and guess

AnSWERS

Extra activity 1 (for weaker students)

• In pairs, students discuss their favourite types of book, using the following example dialogue:

S1: What do you think about fantasy stories?

S2: I don’t like them I think they’re boring

S1: Really? I think they’re great But I hate love stories, etc.

Extra activity 2 (for stronger students)

are based on books they have read They decide if they prefer the book or the film

others to agree or disagree

by calling out each of the vocabulary items and asking students for a show of hands

• Students record the results in a graph or pie chart for homework

• Students design a poster of their favourite book for homework Encourage them to illustrate it and to include a short description of why they think people should read it

• Go through the list Elicit or give the titles in the students’

language and elicit the names of the authors

AnSWERS

have and haven’t read yet

correctly with already and yet.

To present and practise vocabulary for different types of

books: autobiography, biography, detective story / crime story,

fantasy story, horror story, love story, science-fiction story,

spy story

Warm-up

to think of as many different genres of books as they can,

using their own language

• The Hydrogen Sonata, published in 2012, is Iain M Banks’

ninth Culture novel about the science-fiction society,

the Culture

• The Hound of the Baskervilles was published in 1902

and was the third of Sir Arthur Conan Doyle’s novels to

feature Sherlock Holmes

Writings by Anthony Trollope is the only autobiography

by a major Victorian novelist It was published after his

death in 1882 and was a best-seller

• From the Heart by Alan C McKean and Merlin by Janet

Hardy-Gould are from the Oxford University Press

Dominoes series, which offers students a fun reading

experience while building their language skills

• Frankenstein by Mary Shelley was published in 1818 and

tells the story of the monster created by the scientist,

Frankenstein

• Mozart is a biography of the famous musician and was

published in 2006 It was written by Julian Rushton

• The Big Story by John Escott is from the Oxford

Bookworms series, which gives students practice

accessing information with high-interest topics

Exercise 1

• Individually or in pairs, students match the covers with

the book types

Trang 32

Unit 2 31

Exercise 3

they relate to the prompts

AnSWERS

4 The train hasn’t arrived yet

Exercise 4

understand post something on a blog Remind students of

the list of irregular verbs on page 98

AnSWERS

Exercise 5

AnSWERS

1 already 2 haven’t 3 already 4 yet 5 ’ve already

6 yet 7 has

Exercise 6 Game!

• Put students in pairs and read out the instructions

Individually, students write down their six guesses about actions their partner has already done / hasn’t done yet this week

correct answer and add up their score at the end

points Elicit some of their sentences with already and yet.

Finished?

today

• Ask some students to read their sentences to the class

Ask other students Is this sentence true for you, too?

AnSWERS

Extra activity

things this person has already done and things he / she hasn’t done yet without revealing his / her identity

• In pairs, students use their list to describe the person

Their partner has to guess who it is

Consolidation

from this lesson into their vocabulary books

gapped sentences, questions, and short answers with

the main and auxiliary verbs missing, for students to

complete

lunch yet? Have you finished your (art project) yet? Have you

seen (film title) yet? Elicit short answers: Yes, I have or No, I

haven’t, and, if possible, answers with already.

answers in the grammar box

already and yet.

AnSWERS

1 yet 2 already

sentences to talk about something that hasn’t happened,

but we are expecting it to happen

talk about something that has happened, often sooner

than we expected

Rules page 73

Exercise 1

AnSWERS

1 already 2 yet 3 yet 4 already 5 already 6 yet

Exercise 2

correct order Remind them to think carefully about the

position of already and yet.

AnSWERS

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32 Unit 2

Exercise 2 Pronunciation $ 14

• Play the CD Students listen to the pronunciation of the

letter h in each word.

individually

Extra activity

for students to repeat, e.g house, happy, help, has,

Hawaii, etc.

Exercise 3 $ 15

Pre-teach snowglobe, mug, souvenir, wrap, and gift bag.

mum and dad; £12.98 3 T-shirt and gift bag; sister;

£17.98

1 Assistant Good afternoon Can I help you?

is this T-shirt?

Assistant The white T-shirt? It’s £14.99

Assistant What about the baseball cap? It’s only £6.99

Boy OK, I’ll take it

Assistant That’s £6.99 then

Boy Here you are

Assistant Here’s your change and your receipt Thank you

2 Assistant Hello Can I help you?

Assistant It’s usually £9.99 but there’s a sale at the moment and it’s only £7.99

Assistant In the sale it’s £4.99

my dad How much is that?

Assistant It’s £12.98 altogether

Girl Here you are

3 Assistant Hello Can I help you?

Boy Yes, please I’m looking for some souvenirs

Assistant The souvenirs are over there near the window

Boy Thank you How much is this T-shirt?

Boy OK, I’ll take one

Assistant That’s £17.98 altogether

Boy £17.98 Here you are

Assistant Here’s your change

Consolidation

for? What was it? Where did you buy it? Elicit responses.

Exercise 1 $ 13

best-seller and change.

in the box before they listen Ask them to predict where

the expressions belong

cost 4 I’ll take it 5 Here’s your change

Assistant Good morning Can I help you?

Julia Yes, please I’m looking for a present for my dad 1I’d like

to get him a book

Assistant Well, what kind of books does he read?

Julia He loves crime stories

Assistant Has he read The Girl with the Dragon Tattoo by Stieg

Larsson? It’s a best-seller

Julia Yes, he has He’s already read it He loved it

Assistant 2What about The Girl Who Played with Fire, then? It’s

the next book in the series I’ve just finished it It’s great!

Julia Cool! 3How much does it cost?

Assistant It’s £8, but there’s a sale at the moment There’s a

10% discount, so that’s £7.20

Julia Great 4I’ll take it Here you are

Assistant 5Here’s your change and your receipt

Julia Thanks

individually

Learn it, use it!

• Go through the Learn it, use it! box with the class Explain

that just in I’m just looking means only or simply.

of the expressions in the box

• In pairs, students practise using the expressions

Extra activity

• In pairs, students act out the dialogue in exercise 1

• Ask one or two pairs to act out the dialogue for the

class

Trang 34

Unit 2 33

Extra activity

looking surprised Ask What have I just done? (You’ve

just woken up.) Ask students in turn to mime doing something, then ask other students to guess what they have just done

Present perfect + for / since

Grammar box

Rules page 73

Exercise 3

AnSWERS

2 for 3 for 4 since 5 for 6 since 7 since 8 for

Exercise 4

forms and words

AnSWERS

1 has studied; for 2 have lived; since 3 hasn’t eaten;

since 4 ’ve had; for 5 haven’t read; for 6 haven’t seen; since

Finished?

since.

• Ask some students to read their sentences to the class

Ask other students to change them so that they are true for them

AnSWERS

Consolidation

Skills pages 24–25

Reading Aim

To read and understand an extract from a spy story

Warm-up

in the picture? (A man and a woman.) Where are they? (In a

café.) Students look at the title Ask What are the man and

woman talking about? Elicit students’ guesses.

• In pairs, students plan their dialogue, deciding on the type

of shop, its products, and what the customer wants to buy

• In pairs, students act out the dialogue and then swap roles

• Ask one or two pairs to act out their dialogue for the class

To present and practise the present perfect with just, and the

present perfect with for and since

Warm-up

do, eat, find, finish, have, miss, pass, score, send, take.

• Tell students they will need to know the past participles

of these verbs for this lesson Ask Which verbs do you think

have irregular past participles?

participles of the verbs They can then check their answers

in the list of irregular verbs on page 98

Grammar box

AnSWERS

• Explain that we use just in affirmative sentences to talk

about something that has happened, often sooner than

we expected

Rules page 73

Exercise 1

forms and just.

AnSWERS

1 has just scored 2 ’ve just had 3 ’ve just finished

4 ’s just taken 5 ’ve just sent

Exercise 2

• Point to the first picture and read out the example

sentence

AnSWERS

4 It’s just eaten a fish

Trang 35

34 Unit 2

Bond book

player, has written about his life / He bought David Beckham’s autobiography

Interviewer How often do you read?

Lee I love reading I read every day

Interviewer When do you read?

Lee My favourite time to read is in bed before I go to sleep

Interviewer How many books have you read since the beginning of the year?

Lee Mmm … one, two, three, four, five, six I’ve read six books since January I’ve just started my seventh

Interviewer What type of books do you like?

Lee I like spy stories and science fiction I like non-fiction, too I like biographies particularly of sportspeople and musicians

Interviewer What type of books do you hate?

Lee I read everything … except love stories!

Interviewer Who is your favourite author?

Lee My favourite author is Charlie Higson I’m a big James Bond fan and I love the young James Bond series I’ve read all five books in the series

Interviewer What’s your favourite book of all time?

first young James Bond book

Interviewer What was the last book you bought?

the football player, has written about his life

Interviewer And how do you choose a book to read, Lee?

Lee Well … I often read reviews on the Internet, and friends sometimes recommend books, too When friends have just read a really interesting book they usually tell me about it …

Speaking Aim

To ask and answer questions about a book you have read recently and complete a questionnaire

Warm-up

everyone has studied at school Ask the questions from the questionnaire and elicit answers from the class

• For question 8, you could elicit as many adjectives as possible to describe a book Write students’ suggestions

on the board under the headings Positive and Negative.

and to consider their answers to the questions

the answers Monitor and give help where necessary

• Ask some students to tell the rest of the class about their partner’s answers

AnSWERS

Exercise 1

job? (She’s a spy.) Who does she work for? (The government

Secret Services) What is she doing at the coffee shop? (She’s

working there and listening to the man at the table.)

AnSWER

The waitress is agent 006

Exercise 2

• Pre-teach pour, smile, gun, kill, shocked, and special forces.

questions

AnSWERS

• Elicit the meanings of the expressions, I’m not sure, Oh

come on, I risk my life every day, didn’t seem interested, he’s

just admitted the murder, and well done.

Extra activity

students remember, e.g Where has the man just been?

(In Australia) What has he done this month? (He’s flown

a plane, done a parachute jump, and met a famous

politician.) How do we know he’s dangerous? (He’s killed

they vote for the best-sounding book

Young James Bond, SilverFin, and David Beckham Explain

that the students will hear the names in the listening

exercise

Exercise 3 $ 16

which key words they need to listen out for

4 He likes spy stories, science fiction, and non-fiction

books

Trang 36

• Ask students if they ever read reviews of books, films,

or TV shows Ask What do you expect to find out from a

good review?

Exercise 5

exercise 4 to plan a review Tell them to make notes first

on each of the questions and then to use their notes to

produce a first draft

corrects any mistakes

• Students then write a final version of their review in class

or for homework They can add illustrations or photos if

they wish

encourage students to read each other’s work

AnSWERS

• In groups, students make a list of three or four novels

that they have all read

of these books, without naming him / her or any other

character in the book The other students in the group

listen and guess the name of the character

• In pairs, students choose a writer that they both like

Ask them to do some research for homework to gather

some information about this person

• In class, students pool their information and plan an

interview for a TV chat show One student takes the part

of the writer and the other takes the part of the chat

show host They work together to prepare questions

and answers, and practise their interview

• Ask pairs to act out their interview for the class

Further practice

Website; Workbook page 77

Trang 37

Present perfect / Past simple

Present perfect + yet and already

Present perfect + just

Present perfect + for / since

Vocabulary

Experiences: be in the newspaper, climb a mountain, do a

parachute jump, fly in a plane, go whitewater rafting, meet

a famous person, ride a horse, sleep in a tent, visit a foreign

country, win a competition

Books: autobiography, biography, detective story / crime

story, fantasy story, horror story, love story, science-fiction

story, spy story

1 love story 2 detective story / crime story

3 science-fiction story 4 horror story

Grammar

Background note

the world and attracts more than 3.5 million visitors a

year It is on the south bank of the River Thames

Exercise 3

AnSWERS

1 ’ve seen 2 ’ve visited 3 ’ve walked 4 ’ve eaten

5 haven’t had 6 has spent 7 hasn’t been 8 hasn’t

rained

Exercise 4

AnSWERS

1 Have you seen 2 have 3 was 4 put

5 Have you ever met 6 haven’t 7 saw

Exercise 5 Background notes

• Sydney is a city on Australia’s south-east coast and is the country’s largest city It has a population of more than 4.5 million people

AnSWERS

1 just 2 yet 3 already 4 for 5 has been

6 haven’t been 7 been

My Progress

are true for them

them to review the grammar or vocabulary of the previous two units and do more practice

• A Little Deeper by Ms Dynamite (present perfect)

• Memory Lane by McFly (past simple / present perfect)

• Thank You for the Music by ABBA (present perfect)

• Message in a Bottle by The Police (present perfect)

• Here Comes the Sun by The Beatles (present perfect)

Review

A

Trang 38

Visiting different places

Discovering new experiences

Aim

To read and understand a tour operator’s web page offering

adventure tours in Argentina

Warm-up

• Ask Has anyone been on an adventure or activity holiday?

What outdoor activities did you do? Elicit different activities

and write them on the board

such as cycling, trekking, and extreme sports It may

also include the opportunity to observe wildlife

Exercise 1

board and explain its meaning Ask students to scan the

text and see how many examples of wildlife they can find

(dolphins, penguins, southern right whales)

number of tours offered by the company

AnSWER

four

Exercise 2

AnSWERS

4 It got its title of cultural capital of the Americas in 2006

Tours

dolphins, and learnt to dance the tango

prepare a short text

brainstorm ideas as a class and write them on the board

• Students write a draft of their text and swap with a partner, who checks it for mistakes

• They write a final version

• Ask students to read their texts to the rest of the class or display them on the wall

see how many students have done particular things If there are enough common experiences, students could record the results in a pie chart or graph for homework

Further practiceWorkbook pages 68−77

Culture club

A

Trang 39

Reading: An online problem page

Listening: A parent and a teacher talking about a student

Speaking: Giving advice

Writing: A reply to a message post giving advice

The text is a web page giving secondary school students

advice about how to deal with stress

Warm-up

week? Do you get stressed about your studies? What makes

you feel stressed? What do you do to help you feel less

stressed? What’s the best way to deal with stress?

own experiences

understand everything

with the topics

AnSWERS

stress

studying for 50 minutes

a week

your mood and concentration

relax

Extra activity

class

1 What problems can stress cause?

2 What should you do to fall asleep more quickly?

3 What advice does the web page give about walking?

4 What would happen if you ate a big bar of chocolate?

check their answers in the health advice page

AnSWERS

shouldn’t use your mobile phone or read in bed

should walk to school or go for a walk in your lunch break

Consolidation

phrases from the text in their vocabulary books

Aim

Exercise 3

complete the sentences with the correct verb forms

understand the sentences You could get students to translate the sentences into their own language to check understanding

AnSWERS

1 ’d be 2 rested; ’d have 3 wouldn’t feel; ate

Trang 40

Unit 3 39

Exercise 4

use should for advice.

health advice page

AnSWERS

students understand them all

add four ideas of their own

Correct any mistakes as a class

AnSWERS

and make a poster with their eight favourite tips

• Ask pairs in turn to show their poster to the class and read

out their tips

AnSWERS

Consolidation

personalized reminders to themselves using should and

shouldn’t, to help them study effectively.

Vocabulary page 30

Illnesses and symptoms

Aim

To present and practise the vocabulary for illnesses and

symptoms: backache, a cold, a cough, an earache, a headache,

a rash, a sore throat, stomach ache, a temperature, toothache

Warm-up

• Ask students to look at the pictures and to identify the

illnesses in their own language

Exercise 1 $ 18

• Individually or in pairs, students match the pictures with

the illnesses and symptoms Tell them to look for parts of

the body in the expressions to help with the meaning

toothache

Exercise 2 $ 19

students time to write the answers

matter? / What’s wrong?) Which phrases show sympathy?

(Poor you! / Oh, dear.)

AnSWERS

1 earache 2 should 3 well 4 rash 5 should

like the ones in exercise 2 Ask some pairs to read their dialogues to the class

• Read the task in exercise 3 with the class and tell students they are now going to do spoken practice, without writing the dialogues first

What’s the matter? Encourage the student to choose

an illness from exercise 1 When he / she answers, show sympathy and offer some advice from the box in exercise 3

cures used in their country for common illnesses Ask them to make notes and to share their information at the start of the next class

Consolidation

lesson into their vocabulary books

Tiêu đề	Champions 2nd 3 tb
Tác giả	Christina De La Mare, Sheila Dignen
Trường học	Oxford University Press
Chuyên ngành	English Language Teaching
Thể loại	Teacher’s Book
Năm xuất bản	2nd edition
Thành phố	Oxford

Định dạng
Số trang	89
Dung lượng	5,49 MB