Champions 2ed 2 tb

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

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Christina de la Mare Sheila Dignen

Teacher’s Book Give your students the winning formula!

3

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

• Use English for classroom instructions as often as you

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

Classwork: continuous assessment Test results

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Unit 6 How will they travel?

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Unit Vocabulary Grammar Communication Skills

Adults didn’t like rock music

page 10

Musical instruments and genres

be: past simple (regular, irregular, affirmative, negative, interrogative,

and short answers)Past simple

Ordinal numbers Dates

Agreeing and disagreeing

Pronunciation: Sentence stress

Reading: A biography of One DirectionListening: A biography of Elvis

Speaking: Factfiles of Shakira and Jorge DrexlerWriting: A personal profile of your favourite pop singer

Some people eat a lot

page 18 Food and drink Countable / Uncountable nouns

some / any

a lot / much / many How much …? / How many …?

Ordering food and drink

Pronunciation: Assimilation in would you

Reading: A magazine article about a teen celebrity chefListening: Two teenagers talking about their dietsSpeaking: A food survey

Writing: Your diet

Review: page 26 Culture club: Taxi Gourmet page 27 Curriculum extra: Literature page 64

You must complete challenges

page 28

Places around town

must

Compounds: some / any / no Compounds: every

Asking for and giving directions

Pronunciation: The letter /r/

Reading: A web page about the Adelaide Color RunListening: Teenagers talking about where to meetSpeaking: Giving directions

Writing: An email giving directions

Everyone has to clean the house

page 36

Housework have to (affirmative, negative, interrogative, and short answers)

mustn’t / don’t have to

Gerunds

Verb + -ing form

Asking for permission

Pronunciation: have /hæv/ and

have to /hæftə/

Reading: A web page about an adventure summer campListening: A teenager talking about a summer campSpeaking: Asking and answering questions about a school tripWriting: An email about a school trip

Review: page 44 Culture club: Friendly Visitors page 45 Curriculum extra: Biology page 65

What are you going

Present continuous for future

Inviting people to do things

Pronunciation:Rising intonation for accepting offers and falling intonation for rejecting offers

Reading: A web page about summer internshipsListening: Teenagers talking about their future plansSpeaking: Future plans

Writing: An email about future plans

How will they travel?

Pronunciation: The pronunciation of ’ll

Reading: A magazine article about predictionsListening: An interview with a futurologistSpeaking: The future of the world in 50 yearsWriting: Predictions about the future

Review: page 62 Culture club: The problem with the weather page 63 Curriculum extra: Computer science page 66

page 4 ● Physical descriptions ● Jobs ● House and furniture ● Films ● Geography ● Feelings and emotions

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Unit Vocabulary Grammar Communication Skills

Adults didn’t like rock

music

page 10

Musical instruments and

genres

be: past simple (regular, irregular, affirmative, negative, interrogative,

and short answers)Past simple

Ordinal numbers Dates

Pronunciation: Sentence stress

Reading: A biography of One DirectionListening: A biography of Elvis

Speaking: Factfiles of Shakira and Jorge DrexlerWriting: A personal profile of your favourite pop singer

Some people eat a lot

page 18 Food and drink Countable / Uncountable nouns

some / any

a lot / much / many How much …? / How many …?

Pronunciation: Assimilation in would you

Reading: A magazine article about a teen celebrity chefListening: Two teenagers talking about their dietsSpeaking: A food survey

Writing: Your diet

Review: page 26 Culture club: Taxi Gourmet page 27 Curriculum extra: Literature page 64

You must complete

challenges

page 28

Places around town

must

Compounds: some / any / no Compounds: every

Pronunciation: The letter /r/

Reading: A web page about the Adelaide Color RunListening: Teenagers talking about where to meetSpeaking: Giving directions

Writing: An email giving directions

Everyone has to clean

the house

page 36

Housework have to (affirmative, negative, interrogative, and short answers)

mustn’t / don’t have to

Gerunds

Verb + -ing form

Asking for permission

Pronunciation: have /hæv/ and

have to /hæftə/

Reading: A web page about an adventure summer campListening: A teenager talking about a summer campSpeaking: Asking and answering questions about a school tripWriting: An email about a school trip

Review: page 44 Culture club: Friendly Visitors page 45 Curriculum extra: Biology page 65

What are you going

Present continuous for future

Inviting people to do things

Pronunciation:Rising intonation for accepting offers and falling intonation for rejecting offers

Reading: A web page about summer internshipsListening: Teenagers talking about their future plansSpeaking: Future plans

Writing: An email about future plans

How will they travel?

Pronunciation: The pronunciation of ’ll

Reading: A magazine article about predictionsListening: An interview with a futurologistSpeaking: The future of the world in 50 yearsWriting: Predictions about the future

Review: page 62 Culture club: The problem with the weather page 63 Curriculum extra: Computer science page 66

page 4 ● Physical descriptions ● Jobs ● House and furniture ● Films ● Geography ● Feelings and emotions

Workbook: pages 67–97 Irregular verbs:page 98 Word list: page 99

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1 factory worker 2 hairdresser ✓ 3 journalist

Exercise 4 Focus on you

• In pairs or small groups, students discuss the jobs in exercise 3 and say which job they would prefer, and why

• Ask pairs / groups to tell the class about their ideal jobs If they want to talk about a job not mentioned in exercise 3, write it on the board and practise the pronunciation

Extra activity (for stronger students)

• Students take turns to describe a job to the class, saying what the responsibilities are, but not saying the name

of the job, e.g (journalist) I write stories for newspapers

The first student to guess the job then has a turn

House and furniture page 4

Aim

To review house and furniture vocabulary

Warm-up

much house and furniture vocabulary as they can think of

Exercise 5

the class by listing its furniture only The other students guess which room it is

Grammar

Present simple / Present continuous

Adverbs of manner

Possessive pronouns and Whose …?

There was / There were and prepositions of place

• As a whole class or in small groups, students describe

someone in the class and the others guess who it is

• Revise the order of adjectives when describing hair:

length + colour + style, e.g short, brown, wavy hair Also

review the different spellings of blond(e) according to

gender

Exercise 1

• In small groups, students think of a famous film star,

pop star, or sportsperson They describe this person to

the other students in the group, who try to guess who

it is

member

Trang 18

Extra activity

they have read about and would like to visit or one they have already visited They give reasons why it is

an interesting place They report back to the class with their ideas

Feelings and emotions page 5

Aim

To review adjectives for feelings and emotions

Warm-up

board Elicit adjectives of emotion for each heading

Exercise 10

adjectives

emotions covered in the exercise

• Ask the question and elicit answers from the class

Students can write other emoticons on the board and ask other students to guess what the meanings are

Teach students any new vocabulary and encourage them to record the new words in their vocabulary books

• Ask students Have you been to the cinema recently? If so,

what did you see? Did you enjoy it?

Exercise 6

ANSWERS

2 horror film 3 science-fiction film 4 comedy

5 fantasy film 6 love story 7 musical 8 action film

the class with their opinions

Extra activity

• Play Charades in small groups or as a whole class

Students think of a film and indicate how many words

are in the title They then mime each word and the

other students try to guess the title

Geography page 5

Aim

To review words for geographical features

Warm-up

Everest, San Salvador, Villarrica, Mississippi Elicit each type

of feature (desert, lake, mountain, island, volcano, river)

Exercise 8

ANSWERS

2 e 3 c 4 f 5 a 6 b

each geographical feature Ask them not to repeat names

from the warm-up

Possible examples are:

2 Lake Titicaca (between Peru and Bolivia)

3 K2 (mountain on border of Pakistan and China)

4 Cuba (Caribbean island)

5 Vesuvius (volcano in Italy)

6 The Thames (river in southern England)

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18 Welcome

Exercise 3

• Individually, students rewrite the sentences using the adverb form of the adjective in bold

noun in some sentences, e.g driver: drive and runner: run.

think about their meaning before they write matching sentences

ANSWERS

4 You can do this easily

on TV

Extra activity

• Elicit a list of adverbs and write them on the board Ask students to call out sentences, each using one adverb from the list

Possessive pronouns and Whose …? page 6

Aim

To review possessive pronouns and Whose …?

Warm-up

them what we use the two words to ask about (Whose:

possession and Who’s: identity) Review their shared

pronunciation: /huːz/

students what kind of word it is (possessive pronoun)

Circle the words my pen and ask which word we can use instead of the two words on the board (mine) Ask students what kind of word mine is (possessive adjective).

Exercise 4

ANSWERS

1 mine 2 your; Mine 3 their 4 Who’s 5 hers

Extra activity

sentences with possessive pronouns for their partners

continuous responses Then ask What do you usually do

after school? and elicit present simple responses.

Exercise 1

of the verbs Remind them to look at the time expressions

and to think about the subject of the verb before they

write

ANSWERS

4 ’s raining 5 ’s watching

Exercise 2

answers

• Ask some students to tell the class about their partner

ANSWERS

Students’ own answers

Extra activity

• In small groups or as a whole class, students think of

a sport or free-time activity and mime it The others

guess what they are doing and answer with a present

continuous verb, e.g You’re playing basketball.

Adverbs of manner page 6

Aim

To review adverbs of manner

Warm-up

e.g Does Demi Lovato sing well or badly? Can Usain Bolt run

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Welcome 19

Exercise 6

• Individually, students write six sentences a describing

picture A using the words in the box, there was / there were, and prepositions of place.

SuGGEStEd ANSWERS

There was a CD player on a desk There was a clock on the wall next to the door and there were desks for the students There was a map of the UK on the wall behind the teacher’s desk and there were two posters next to the teacher’s desk There weren’t any rucksacks in the classroom There were two shelves under the clock

There were three students in the room There weren’t any windows in the classroom

Extra activity

• In pairs, students repeat the last stage of the warm-up activity One student describes a room using furniture

vocabulary, there was / there were, and prepositions of

place The other student draws the description

whether the drawing matches the description

and using the target language correctly

There was / There were and prepositions

of place page 7

Aim

To review there was / there were and prepositions of place

Warm-up

island you dreamed about the previous night Use there

was and there were to describe it: On the island there were

some mountains There was a river and a lake There weren’t

any volcanoes Write the first two sentences on the board

with there were and there was missing, and ask a student to

complete them Check the meaning of the sentences with

the class

was / there were (You can use some after there were and

before a plural noun You can use any after there weren’t

and before a plural noun.)

• Revise prepositions of place by putting an object, e.g a

rubber, in different places on and around your desk and

asking students to describe where it is in relation to the

desk, e.g SS: It’s on the desk It’s under the desk, etc.

was / there were and prepositions of place Listening to

the student’s description, draw the first piece of furniture

and its position you hear on the board Then ask other

students to come to the board and, listening to the

student’s description, they draw another piece of furniture

in the correct place

Exercise 5

picture A or B

of there was / there were and prepositions of place.

• Remind students to look carefully at the text on either side

of each gap before they write their answers

ANSWERS

It is picture B

1 on 2 There was 3 on 4 behind 5 There was

6 opposite 7 there were 8 next to 9 There were

10 under 11 There weren’t 12 There weren’t

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class, e.g Is Juan taller than Pablo? Elicit responses.

Exercise 3

form of the adjectives

bigger, heavier, and hotter.

ANSWERS

1 bigger 2 better 3 heavier 4 further / farther

5 safer 6 larger 7 more interesting 8 hotter

Exercise 4

• Students read the factfiles

the sentences

ANSWERS

1 n’t as large as Tokyo’s 2 more multicultural than Tokyo

Past simple page 8

Aim

To review the past simple

Warm-up

they did last weekend Ask a few students to describe

what they did to the class

and their spelling variations:

most verbs: + -ed, e.g play / played

verbs ending in -e: + -d, e.g live / lived

verbs ending in -y: change -y to -i and add -ed,

e.g carry / carried

verbs ending in vowel + consonant: double the final

consonant + -ed, e.g stop / stopped.

Exercise 1

Point out that most of the verbs are irregular

ANSWERS

1 came 2 did 3 took 4 saw 5 tried 6 read

7 left 8 got 9 decided 10 cried

Exercise 2

forms of the verbs in the crossword

of the verbs in question, so that they only need to think of

the past simple form themselves

• In pairs, students choose six of the verbs from exercise 2

and write a short story using them in their past simple

form

correctly

• Students can read their stories to the class

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class, e.g Who is the tallest person in the class? Who has the

longest hair? Elicit responses.

Exercise 5

then answer the questions about themselves

another to answer it

ANSWERS

1 the most difficult 2 the easiest 3 the best

4 the worst 5 the most famous 6 the prettiest

Exercise 6

comparative adjectives compare two objects, people, or

groups, while superlative adjectives compare three or

more

superlative form of the adjectives in brackets They decide

if the statements are true or false

ANSWERS

1 the tallest (true) 2 deeper (true) 3 bigger (false)

4 larger (false) 5 the smallest (true)

6 more populated (true) 7 the longest (true)

8 the driest (true)

Extra activity 1

• Call out adjectives and ask students to give you the

comparative and superlative forms

must think of another quiz question similar to those in

exercise 6 Students can use books and the Internet to

research their ideas Check that each group is writing a

different question from the rest and make a note of the

answer to each question, checking that it is correct

and sticks it on the wall in the classroom, so that the

questions are in a row around the room Ask students

to number their questions accordingly

groups and write the answers to the questions in their

exercise books

through the answers with the class The pair or group

with the most correct answers wins

Trang 23

Adults didn’t like rock music

1

22

Grammar

be: past simple (regular, irregular, affirmative, negative,

interrogative, and short answers)

Pronunciation: Sentence stress

Skills

Reading: A biography of One Direction

Listening: A biography of Elvis

Speaking: Factfiles of Shakira and Jorge Drexler

Writing: A personal profile of your favourite pop singer

The article discusses the growing popularity of reggaeton, a

new type of music which originated in Latin America

Warm-up

like it? Why? Why not?

• Ask students to look at the title of the text and the photos

and ask What do you know about this music and these

people? Write their answers on the board You can tick the

correct information at the end of the lesson

Background notes

Master Joe and O.G Black

successful reggaeton albums in the US charts

• Tego Calderón is one of the first reggaeton artists to

achieve recognition outside Latin America

Exercise 1 Read and listen $ 2

headings with the paragraphs

ANSWERS

1 c 2 a 3 d 4 b

Transcript Student’s Book page 10

Exercise 2 Comprehension

• Pre-teach or elicit type, sound, mixture, and band.

• Students read the article again and write full answers

They can check new words in their dictionaries

ANSWERS

1 They didn’t like it

2 It was first popular in the big cities of Latin America

Latin America after 2000

Consolidation

from the text into their vocabulary notebooks

Encourage them to write translations and their own examples

Aim

To practise the target language in a new context

Exercise 3

make sentences about reggaeton

ANSWERS

Exercise 4

ANSWERS

1 dance to 2 don’t have 3 had 4 sang 5 did

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Unit 1 23

• In pairs, students write dialogues with the words in the

box, using the model dialogue as a guide

ANSWERS

Exercise 6 Pairwork

• In pairs, students practise their dialogues from exercise 5

answering questions correctly, and are swapping roles

Musical instruments and genres

Aim

To present and practise musical instruments (drums, guitar,

harp, piano, recorder, saxophone, trumpet, violin) and genres

(classical, hip hop, jazz, pop, reggae, rock)

Warm-up

• Ask students Do you play a musical instrument? If so, which

one? If not, would you like to play one? Elicit the names of

some instruments and write them on the board

Exercise 1 $ 3

the instruments in the order in which they hear them

ANSWERS / AUDIO CD TRACk 3

that students understand how to form the name of the

person who plays an instrument

and elicit the names of the musicians, e.g piano–pianist,

drums–drummer, saxophone–saxophonist.

that students place the stress on the correct syllable, e.g

pianist, saxophonist.

an instrument and mime playing it The others guess

which instrument it is and then name the musician, e.g

S1: You’re playing the piano You’re a pianist.

done in small groups or as a whole class

Exercise 2 $ 4

photos

ANSWERS

2 pop 3 rock 4 classical 5 reggae 6 hip hop

and songwriter She had a strong influence, not only on jazz, but on popular music in general

Germanotta) was born in New York in 1986 and is an American singer and songwriter She is famous for her

music videos and released her third album, ARTPOP, in

2013

that formed in 1999 The members of the band are three brothers, Anthony ‘Caleb’ Followill, Ivan ‘Nathan’

Followill, Michael ‘Jared’ Followill, and their cousin Cameron ‘Matthew’ Followill Their sixth album,

Mechanical Bull, was released in 2013.

singer-songwriter famous for his reggae music

• Pharrell Williams was born in Virginia in 1973 and is an American hip hop artist He released his first solo album,

In My Mind, in 2006 and his second, G I R L, in 2014

Extra activity

or singers who play the different genres of music

Check that students understand it

of music their partner likes, using the model dialogue as a guide

turns to ask and answer questions

their dialogues

• Ask one or two pairs to act out their dialogues in front of the class Encourage them to be as expressive as they can

Consolidation

their vocabulary notebooks Encourage them to add illustrations or translations

Further practice

Website; Workbook page 69

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24 Unit 1

Past simple Aim

To review and practise the past simple in all its forms

Warm-up

with the verb missing, e.g Yesterday I _ a book;

Yesterday we _ to the cinema; Yesterday she _ a hamburger and elicit the missing verbs (read, went, ate).

Grammar boxes

students that the short form didn’t is usually used for

spoken and informal written English, and focus on the word order of sentences and questions

Rules page 68

Exercise 2

the past simple form of the verbs in brackets

ANSWERS

1 went 2 talked 3 worked 4 wrote 5 made

6 finished 7 didn’t go out 8 relaxed

Exercise 3

questions in the past simple about Sam

ANSWERS

Exercise 4 Game!

famous person of their choice, using the past simple

• This can be done as a whole class or in groups The first student to guess correctly chooses another mystery person and answers questions from the other students

Extra activity

• Write a list of the base forms of 10−12 irregular verbs

on the board Students write sentences of their own for each verb, using the past simple form

forms correctly

Consolidation

examples into their grammar notebooks Encourage them to write translations and their own examples

e.g Where were you last night? Who were you with? What

was on TV? and elicit one or two answers.

Grammar boxes

compare the word order of sentences and questions

and the fact that was / were are not contracted, but the

negative forms was not / were not are (wasn’t / weren’t).

situations in the past

text on page 10

Rules page 68

Exercise 1

simple of be about a music journalist.

the questions

ANSWERS

He was with Jay-Z

They were in the Café Le Bastille, Paris

They were in La Tasca restaurant

No, they weren’t (They were at The Rock radio station.)

It was in the O2 Arena, London

Extra activity

• In pairs, students each prepare a list of five questions

to ask their partner about their day yesterday using the

past simple of be.

simple of be properly.

their partner’s activities yesterday

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Unit 1 25

Learn it, use it!

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

students’ attention to the different ways of agreeing and disagreeing

dialogue

chorally, then individually

Exercise 2 Pronunciation $ 6

• Play the CD Students listen and repeat chorally, then individually

and tap out the rhythm on a table if it helps

• Ask one or two pairs to model the dialogues for the class, making sure they stress the correct words

and use music / groups they themselves like / don’t like

Exercise 3 $ 7

• Play the CD Students listen and put a tick or a cross in the correct column

• Check the answers with the class Play the CD again if necessary

Amy Demi Lovato ✗ Kanye West ✓Scott Demi Lovato ✓ Kanye West ✓

Scott Who’s your favourite singer? Do you like Demi Lovato?

Amy No, I don’t I don’t like her music

Scott Really? I do I think she’s fantastic I love pop music

Amy I like hip hop

Scott So do I Kanye West is my favourite hip hop singer!

Amy I like him, too

Extra activity

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

musicians of their own choice to vary the dialogue

(If students don’t know the listed singers / bands well enough, they could think of others to discuss.)

disagree correctly Make a note of any repeated errors to check with the class at the end of the lesson

their partner likes

• Ask students to look at the photos and to say if they like

any of the singers / groups If possible, elicit some phrases

for agreeing and disagreeing, and write them on the

board

was born in Texas in 1992 and starred as Alex Russo in

the Disney Channel series and film Wizards of Waverly

Place Her first solo album was Stars Dance (2013)

award-winning singer-songwriter She received an Academy

Award for her song Skyfall in 2013 which she wrote for

the James Bond film of the same name

in the north of England They formed in 2002 and Alex

Turner is their lead singer Their fifth album, AM, won

the British NME (New Musical Express) magazine award

for the Best Album of 2013

They formed in 1994 when they were at school and the

first name of the band was Kara’s Flowers Maroon 5

have sold over 17 million albums and their fifth album,

V, was released in 2014.

• Demi Lovato is an American actress, singer, and writer

She was born in New Mexico in 1992 and between

2002–2004 she acted in Barney and Friends, a children’s

television series, with her friend Selena Gomez In 2013,

she released her fourth album, Demi, and her first book,

Staying Strong: 365 Days a Year, became a best-seller

rapper, songwriter, and record producer His first album,

The College Dropout, won a Grammy award for Best Rap

Album in 2004 He released his sixth album, Yeezus, in

2013

Exercise 1 $ 5

and the dialogue

• Play the CD Students read and listen, and put a tick or a

cross in the correct column

• Stronger students can read the dialogue, tick or cross the

options, and then listen and repeat only

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26 Unit 1

Exercise 3

about Charlie Chaplin with the correct word form of the numbers in brackets

• Before students begin the activity, explain that not all the numbers should be written as ordinal numbers and they should think carefully about what the numbers describe before they write them

ANSWERS

1 three 2 the sixteenth of 3 eight 4 first

5 fourteen 6 seventy-five 7 the twenty-fifth of

as Charlie Chaplin, was a film producer and comic actor from England He became famous during the era

of silent films, though he also made films with sound (talkies) One of his most famous films was the silent

film, The Tramp, released in 1915.

• Ask students each to think of five important dates for them, and to write them down

and check that students understand it

about the dates

and answer questions Make a note of any repeated errors

to check at the end of the lesson

• Ask a few students to feed back to the class about their partner’s dates

ANSWERS

Extra activity

down in exercise 4 and write sentences for each date describing why it is important

photos

Consolidation

examples into their grammar notebooks Encourage them to write translations and example sentences of their own

• Elicit answers in English as far as possible and write

students’ birthdays as dates on the board and in full

words, e.g 5th December – the fifth of December.

• If necessary, revise the months of the year

Ordinal numbers

Grammar box

the pronunciation of the ordinal numbers

ending in 0 take th at the end in their ordinal form, e.g

19th (nineteenth), 100th (one hundredth), etc.

describe the order of things, e.g We live in the second

house on the left, and the sequence of events, e.g Dad took

his driving test three times, and passed the third time!

Rules page 68

Exercise 1

numbers

ANSWERS

1 ninth 2 eleventh 3 fourteenth 4 eighteenth

8 twenty-seventh 9 thirty-first

Extra activity

particularly those ending in th Start by pronouncing

an ordinal number from the end to the beginning, e.g

nineteenth: th, nth, eenth, teenth, nineteenth, etc.

Dates

Exercise 2 $ 8

• Go through the dates in exercise 2 with the class Point

out that the precedes the ordinal number and of precedes

the month

• Students listen and tick the dates they hear

• Students listen again and repeat chorally, then

individually

1 b 2 a 3 a 4 b 5 b 6 a

3 the sixth of July

5 the thirty-first of August

Trang 28

Unit 1 27

Listening Aim

To listen and understand a radio programme about Elvis Presley

Warm-up

who it is (Elvis Presley) and what they know about his life

• Massachusetts, Mississippi (named after the river), and Minnesota are states in the US

when an artist speaks in rhyme and verse to a beat

• Gospel music is a type of music that expresses a belief about Christian life

the end of the 19th century Its origins are in spiritual songs, work songs, and chants

the south of the US Its origins are found in traditional folk music, Celtic music, and gospel music

Exercise 2 $ 9

before they listen

answers

• Check the answers with the class Play the CD again if necessary

1 b 2 a 3 a 4 b 5 c 6 cElvis Presley was a famous rock ‘n’ roll singer His nickname was ‘The King’, because he was the king of rock ‘n’ roll He was the first rock ‘n’ roll superstar

Elvis was born on 8th January 1935, in the state of Mississippi When he was a teenager, his passion was music and his favourite kinds of music were gospel, blues, and country He was a great singer and he was also very good-looking His hair was black and his eyes were blue

Elvis’s music was popular all around the world and he was number one in the US with 21 of his songs! His first hit,

Heartbreak Hotel, is now a rock ‘n’ roll classic Elvis was also

the star of 33 films, but he wasn’t a great actor and people remember him for his music Tragically, his life was very short

Elvis Presley was only 42 years old when he died in 1977

Direction? Elicit students’ opinions.

did they meet?

the end of the reading activity

• The singing competition, The X Factor, started on British

television in September 2004 It is now the largest

talent competition in Europe The first group to win The

X Factor were Little Mix in 2011.

Exercise 1

• Pre-teach contestant and charity.

• Before students read the text in detail, ask them to read it

quickly and find the answer to the question Who chose the

name, One Direction? (Harry Styles).

are true or false Remind them to correct the false

sentences

the text for the true answers

ANSWERS

2 True

5 True

7 True

Extra activity

the warm-up activity and tick the correct guesses

Draw students’ attention to the top photo and elicit

the names of the five members of the band from left to

right: Harry Styles, Louis Tomlinson, Liam Payne, Zayn

Malik, Niall Horan Elicit that they met when they were

contestants on the UK TV singing competition The X

Factor.

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28 Unit 1

Exercise 5

the model paragraph in exercise 4 and the information in exercise 3 to help them

information correctly and make a note of any repeated errors to check at the end of the lesson

pop singer

exercise 3 and to do a first draft Students can swap drafts with a partner, who corrects the mistakes

can add photos or illustrations if they want

• Display the paragraphs in the class

Drexler and ask them if they like their music

Exercise 3

• In pairs, students choose one of the factfiles They ask

and answer questions about the other singer using the

question prompts

• Before the activity begins, ask a pair of students to read

the example dialogue to the class and check that students

understand the dialogue in relation to the prompts

and answer questions, and that their questions using the

past simple of be are correct Make a note of any repeated

errors to check at the end of the lesson

they found out about the singers, particularly things they

did not know before

ANSWERS

What is Shakira’s / Jorge Drexler’s full name / real name?

When was she / he born?

Where was she / he born?

Why is she / he famous?

What was her / his hit in 2002 / 2004 ?

Writing

Aim

To write a paragraph about a pop singer

Warm-up

Shakira and see if they can remember, e.g Where was she

born? (Baranquilla, Colombia) When was she born? (1977),

etc

Exercise 4

about Shakira Remind them to refer back to the factfile in

exercise 3 if necessary

ANSWERS

5 2002 6 Hips Don’t Lie

Trang 30

a lot of / much / many

How much …? / How many …?

Vocabulary

Food and drink

Communication

Pronunciation: Assimilation in would you

Skills

Reading: A magazine article about a teen celebrity chef

Listening: Two teenagers talking about their diets

Speaking: A food survey

Writing: Your diet

Topics

Food around the world

Health and diet

or milk It is usually eaten hot with a little sugar or salt

• Bubble and squeak is a traditional British dish made

from leftover vegetables all fried together It is mainly

made with potatoes and cabbage

• Tofu is a soft white food made from soy beans It is

originally from China

Warm-up

• Ask students to look at the photos Ask Which breakfast is

most similar to yours?

and drink as they can Go through meanings and

pronunciation Pre-teach raw.

they listen

countries with the descriptions

ANSWERS

their full answers

ANSWERS

oil

Consolidation

text into their vocabulary notebooks

Aim

Exercise 3

the text for the correct answers

ANSWERS

1 any 2 any 3 some 4 any 5 some

Exercise 4

referring back to the text if necessary

Trang 31

and any more food and drink words they know, eg bread, coffee, rice.

ANSWERS

(words from Look! box in brackets)

1 fruit and vegetables: banana, carrots, peas, potatoes, tomato

3 meat and fish: (beef,) chicken, (duck, lamb, mutton, pork)

4 bread and cereal: toast

5 drinks: cola, milk, orange juice

6 other: crisps, chocolate, sweets

Exercise 3

• Tell students what you ate for breakfast yesterday

• Give students time to write their food diary They can use their dictionaries to look up any extra food words

• Ask individual students: What did you have for breakfast yesterday? Elicit a few answers and correct any mistakes.

dialogue

• Point out that we often use have, rather than eat, to talk

about things we eat

what they ate yesterday

were the same, and which were different You could teach

both: We both had coffee for breakfast.

ANSWERS

Extra activity

class, students must say a food or drink item and remember what the person before them said, e.g

S1: I went shopping and I bought an apple S2: I went shopping and I bought an apple and some biscuits, etc.

Consolidation

their vocabulary notebooks Encourage them to draw pictures, write a translation, or classify the words to help them remember

Website; Workbook page 74

breakfast is in their country

• Individually, they answer the questions

about what they have for breakfast every day

Extra activity

Write students’ responses from exercise 6 on the board

Find out the most popular breakfast in the class

Food and drink

Aim

To present and practise vocabulary for food and drink: apple,

banana, biscuits, carrots, cereal, cheese, chicken, chocolate,

cola, crisps, egg, ham, ice cream, milk, orange juice, peas,

potatoes, sweets, tea, toast, tomato, water, yoghurt

Warm-up

• Ask students What do you eat and drink for lunch? Elicit

food and drink items and write them on the board

Exercise 1 $ 11

• Individually or in pairs, students label the food with the

words in the box

individually

ANSWERS / AUDIO CD TRACK 11

milk 1 tea 2 orange juice 3 cereal 4 egg

5 toast 6 cola 7 banana 8 crisps 9 yoghurt

14 ice cream 15 potatoes 16 carrots 17 chicken

students’ attention to the animals and the meat they

produce

• Ask students Do you eat meat? What is your favourite

meat? You might like to teach vegetarian if there are some

students who don’t eat meat

Extra activity

with the food and drink vocabulary

Trang 32

1 any 2 any 3 any 4 any 5 some 6 some 7 a

8 any

they have in their fridge at home They ask and answer questions to guess what the items are, using the example dialogue as a guide

and answer questions, and that they are using the correct question and answer forms

Finished?

can of the picture for two minutes

contents of the fridge using there is / there are and some

Point out that students should not count the countable

items, but should use some instead, e.g There are some eggs rather than There are six eggs

ANSWERS

There are some eggs

There is some cheese

There is some water

There is some yoghurt

There are some carrots

There are some tomatoes

There are some apples

Extra activity

for their partners to reorder using there is / there are and some / any.

uncountable nouns

Consolidation

To present and practise countable and uncountable nouns,

and some / any

Warm-up

on the board, e.g three apples, a piece of cheese

answer (three) Ask Can you count the apples? and elicit the

answer (yes) Repeat the procedure for the cheese and

establish that the cheese cannot be counted

Grammar box

attention to the fact that we can count some items in

English, but not others

use a / an with singular countable nouns in affirmative

and negative sentences, and that uncountable nouns can

only be singular

uncountable nouns in the text on page 18

Rules page 73

Exercise 1

20 in each category

table onto the board and ask students to come out and

complete it with their answers

singular to plural, e.g potatoes, tomatoes.

ANSWERS

(any five of the following answers)

Singular: an apple, a banana, a biscuit, a carrot, a crisp,

a pea, a potato, a sweet, a tomato

Plural: apples, bananas, biscuits, carrots, crisps, peas,

potatoes, sweets, tomatoes

Singular only: cereal, cheese, chicken, chocolate, cola,

ham, ice cream, orange juice, tea, toast, water, yoghurt

some / any

Grammar box

with plural countable nouns and uncountable nouns in

positive sentences We use any with plural countable and

uncountable nouns in negative sentences We use some

with polite requests and offers, e.g Would you like some

Trang 33

32 Unit 2

Exercise 3 $ 14

the food and drink that the people order

necessary

1 Waitress What would you like to eat?

Man I’ll have a baked potato with cheese, please

Waitress Would you like a drink?

Man Yes, please I’d like a glass of orange juice

2 Waiter What would you like to eat?

Girl I’d like a burger and chips, please

Waiter Would you like a drink?

Girl No, thank you

3 Waitress What would you like to eat?

Waitress Would you like a drink?

Boy Yes, please I’d like a glass of water

food and drink

and answer questions, and that they are using the correct question and answer forms

• Ask a few groups to act out the dialogues for the class

ANSWERS

Extra activity

what to have on the menu and the prices

order from each other’s menu

Consolidation

expressions into their vocabulary notebooks

• Ask students Do you go out to eat with your family or

friends? Where do you go? What do you like to eat and drink?

Exercise 1 $ 12

words in the box before they listen

without listening

individually

Waitress How can I help you?

Mark I’d like a chicken sandwich, please

Waitress OK What would you like to drink?

Mark I’ll have a glass of 1cola, please

Waitress Large or small?

Mark Large, please

Waitress Right And what about you? What would you like

to eat?

Susan I’d like a baked 2potato with 3cheese, please

Waitress OK Would you like a drink?

Susan Yes, please I’ll have a glass of 4orange juice and I’d like

some 5cake, too

Waitress OK That’s £15.20, please

Learn it, use it!

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

students to look back at the dialogue and to find the

expressions in the box

questions using the expressions in the box

Exercise 2 Pronunciation $ 13

• Play the CD Students listen and repeat chorally, then

individually

what they notice about the pronunciation in the

questions Elicit or explain that we shorten the sounds so

it sounds like /wʊdjə/

Extra activity

by word from the end for students to repeat chorally,

then individually, e.g eat?, to eat?, like to eat?, you like to

eat?, would you like to eat?, What would you like to eat?

Trang 34

Unit 2 33

ANSWERS

Exercise 3

dialogue with the words in the box

ANSWERS

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

6 some 7 any 8 some

Extra activity

recipe to cook it

• Students each write out a list of ingredients, without the quantities, for their recipe and swap it with a partner In pairs, students take turns to ask and answer questions about the ingredients, and how much / many

of each item is in it They can write the correct quantity for each ingredient as they receive the answers

questions, and make a note of any repeated errors to check at the end of the lesson

illustrate them

Finished?

and write questions and answers for each item

ANSWERS

Consolidation

To present and practise sentences with a lot of / much /

many and questions with How much …? / How many …?

Warm-up

on the board, e.g bread and apples, and ask students

How many apples are there? How much bread is there? Elicit

answers with a lot of / much, etc.

Grammar boxes

the second grammar box

ANSWERS

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

How much …? / How many …?

Grammar boxes

box

ANSWERS

talk about quantities We use How much …? to ask about

uncountable nouns and How many …? to ask about

plural countable nouns

page 18

Rules page 73

Exercise 2

many and the correct words.

Trang 35

34 Unit 2

Listening Aim

To listen to and understand two teenagers talking about the food they eat

Warm-up

• Ask students to think about what food they think is in a healthy diet and what food they think is in an unhealthy diet Elicit responses and write them on the board

Exercise 3 $ 15

about the food they eat They must write down all the food and drink items they mention and then choose the correct option to describe their diets

Jack’s and Megan’s diets

Jack: chocolate, cola, pizza, chicken, chips, biscuits, hamburger, banana

Megan: milk, cereal, orange juice, ham sandwich, chicken, fish, salad, pasta, tomatoes, fruit salad

1 Jack Hi! My name’s Jack This is what I eat in a typical day I don’t usually have breakfast because I don’t have time in the morning, but I always eat some chocolate on the way

to school Our morning break at school is at ten thirty

There’s a snack machine at school and I usually buy a can

of cola I have a hot lunch at school and I always choose pizza or chicken and chips When I get home, I have a snack in front of the TV I usually have some biscuits in the afternoon, too Mum cooks dinner for the family at six o’clock She wants us to eat healthy food, but my favourite dinner is hamburger and chips I sometimes have a banana, but I don’t like fruit very much

2 Megan Hello I’m Megan Here’s what I eat in a typical day I don’t have much time for breakfast, but I usually have a glass of milk and some cereal We have a break at school

at eleven o’clock and I always have some orange juice and

a ham sandwich I usually have lunch at school and I eat some chicken or fish and a salad When I get home from school I help Mum cook We eat at six thirty, when Dad gets home from work My favourite dinner is pasta with tomatoes, and then fruit salad for dessert

Extra activity

warm-up was in Jack’s or Megan’s diet

• Ask students What is your favourite food? Do you cook at

home? Do you think you have a healthy diet?

Exercise 1

text and match the topics with the paragraphs

word, but that they should look for key words to help

them

to give evidence from the text for their answers where

possible

ANSWERS

b paragraph 2 c paragraph 3 d paragraph 1

Exercise 2

every word, but that they should use the key words in the

questions to help them find the information they need

ANSWERS

only ten

Extra activity

many details as they can from the text

much they can remember about Romilly Newman, e.g

How old was she when she started her blog? (11) Which

meat did she prepare in Morocco? (beef ).

Consolidation

expressions into their vocabulary notebooks

Trang 36

Unit 2 35

Writing Aim

To write a short text about your diet

Warm-up

carrots, biscuits, apples, etc and ask students to say if it is

healthy or unhealthy

Exercise 6

notes to produce a first draft

• Students then write a final version in class or for homework

sportsperson They plan the perfect breakfast, lunch, and dinner They can write this for homework and decorate it with photos and illustrations

and discussed: Which is the best menu for a sportsperson?

Which menu would you like to eat?

• Ask students What did you eat for breakfast / lunch today?

Do you think this is healthy or unhealthy? You can tell them

what you have eaten today, too, to contribute to the

conversation

understand all the vocabulary

and answer questions, and that their partner is making a

note of their answers

when they have asked all the questions

Exercise 5

• Students report back to the class on their partner’s diet

using the information and the scores from exercise 4

partner can improve their diet

healthiest diet in the class

ANSWERS

can bring it back into class and discuss it

• Students write out their ideal meal They give their

meal to their partner, who gives it a score based on

the survey scores in exercise 4, for being healthy or

unhealthy

Trang 37

36

Grammar

be: past simple (regular, irregular, affirmative, negative,

interrogative, and short answers)

a lot of / much / many

How much …? / How many …?

Kinds of music: (in any order) 1 classical 2 rock 3 jazz

4 hip hop 5 pop

Instruments: (in any order) 6 guitar 7 harp 8 drums

Exercise 2

ANSWERS

trees, but the others grow in the ground.)

Grammar

• Oxford is a city in Oxfordshire, England It is most

famous for its university, which dates back to the 11th

century and is the oldest university in the

English-speaking world Many visitors come to Oxford to see its

beautiful architecture

Exercise 3

ANSWERS

1 was 2 bought 3 were 4 didn’t see 5 waited

6 wanted 7 didn’t come 8 left 9 needed

Exercise 4

ANSWERS

are true for them

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

Songs

The following songs would be appropriate to use at this point:

• Yellow by Coldplay (past simple)

• Third Time Lucky by Foghat (ordinal numbers and past

Trang 38

Countries and nationalities

Food and drink

Topics

Restaurants and food

Aim

To read and understand a text about a blog

Warm-up

in the photos? (taxi, woman, beef, bread) Which city is the

woman in? (New York).

• There are over 10,000 yellow taxis in New York City They

are a quick and easy way of travelling around the city

and are painted yellow so that they can be seen at a

distance

Exercise 1

to read the text quickly and to find the names of four

nationalities (American, Moroccan, Cuban, Portuguese),

two capital cities (Buenos Aires, Berlin), and three

countries (US, Germany, Turkey)

word in the text, but they should look for key words in the

questions to help them find the information they need for

the answers

to give evidence from the text where possible

ANSWERS

Buenos Aires

6 She met a lot of Turkish drivers in Berlin

Cuban restaurant

Culture club

A

prepare a short text

brainstorm ideas as a class and write their ideas on the board

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

• Students write a final version

• Ask students to read their texts to the rest of the class

• They can write a short text about their top five recommendations and bring it back into class the next day

Workbook pages 68−77

Trang 39

38

You must complete challenges

3

Grammar

must (affirmative, negative)

Compounds: some / any / no

Compounds: every

Vocabulary

Places around town

Communication

Pronunciation: The letter /r/

Skills

Reading: A web page article about the Adelaide Color

Run

Listening: Teenagers talking about where to meet

Speaking: Giving directions

Writing: An email giving directions

doing? Read out the title Urban Adventures and ask Why do

you think the people are all looking at their phones? What do

you think an Urban Adventure is? Elicit a range of ideas.

Adventures game? Check that students have understood

the basic idea of the games Students then match the

mobile phones with the cities

ANSWERS

• St Giles’ Cathedral is on The High Street, or Royal Mile,

in the Old Town in Edinburgh This street goes from Edinburgh Castle to the Palace of Holyroodhouse and

is at its busiest in August when the streets are full of performers from the Edinburgh International Festival and the Edinburgh Festival Fringe

1868 it was the largest enclosed space in the world

After six years of restoration St Pancras International opened in 2007 High-speed Eurostar trains leave from

St Pancras and link London with Europe via the Channel Tunnel

Baths in Bath, in 43 AD They built the baths on the site

of the only hot springs in Britain and it was a place of rest and relaxation for people from all over the country and Europe

ANSWERS

camera

mobile phone You go to the starting point and then follow the instructions

1 You can play an Urban Adventure game against other teams of people

2 Sometimes you must take photos as part of the game

3 You can walk or travel by car

4 Some people were ill on Harry’s tour

5 Lauren didn’t enjoy visiting the Roman Baths

sentences are true or false Ask them to correct the false sentences

ANSWERS

1 True

2 True

3 False You mustn’t use a car

Trang 40

Unit 3 39

to memorize as much as they can

• Books closed In pairs or small groups, students try to

remember the five rules This will help prepare them for

exercise 3

Consolidation

from the text into their vocabulary notebooks

Aim

Exercise 3

check their answers in the text

understand the meaning of the sentences with must and

mustn’t.

Exercise 4

them with the correct words

understand the meaning of all the sentences

ANSWERS

make sure that students understand them all Elicit one or

two sentences with must and mustn’t Students then write

their sentences

Correct any mistakes as a class Elicit further sentences of

what students must and mustn’t do at school

SUGGESTED ANSWERS

We mustn’t run in the school corridors

We must study for tests

We mustn’t talk during tests

We mustn’t send text messages in a lesson

I mustn’t use my mobile phone in a lesson

• Elicit one or two ideas from the class Students then write

their own ideas

• Put students into pairs to tell their partner what they must

and mustn’t do

• Ask some students to tell the class what their partner

must and mustn’t do at home Ask Which rules do you

agree with? Which rules don’t you agree with?

Warm-up

• Ask What places do you see on the way to school? Elicit

some of the words for places that students know

Exercise 1 $ 17

1 chemist 2 library 3 post office 4 bus stop

5 train station 6 café 7 shopping centre

12 car park 13 church 14 police station 15 hospital

understand the difference between library and bookshop.

they went and what they did, using the places in exercise 1 They must include what the person before

them did, e.g S1: I went to the bank and I got some money S2: I went to the bank and I got some money Then

I went to the leisure centre and did some exercise., etc.

words on the board for each place to remind them

Exercise 2 $ 18

A Excuse me, is there a library near here, please?

B Yes, there’s a library in Walton Street It’s next to the park

1 A Excuse me, is there a bus stop near here, please?

B Yes, there’s a bus stop in Virginia Avenue It’s in front of the shopping centre

2 A Excuse me, is there a car park near here, please?

B Yes, there’s a car park in Bedford Street It’s behind the supermarket

3 A Excuse me, is there a church near here, please?

B Yes, there’s a church in Union Avenue It’s opposite the hospital

4 A Excuse me, is there a café near here, please?

B Yes, there’s a café in Franklin Street It’s between the post office and the bank

Tiêu đề	Champions 2nd 2 ed
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	2014
Thành phố	Oxford

Định dạng
Số trang	89
Dung lượng	5,32 MB

Champions 2ed 2 tb

Emi I like 30 Seconds to Mars