Get involved b1 teachers book

Have students copy the spidergram onto a full page of their notebook, and they can add to it as they learn new vocabulary.Once students are familiar with how spidergrams work, they can b

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Companies and representatives throughout the world

Get Involved! Teacher’s Book B1 ISBN 978-1-380-06508-7

Get Involved! Teacher’s Book B1 with Teacher’s App ISBN 978-1-380-06888-0

Text, design and illustration © Macmillan Education Limited 2021

Written by Anna Cole

The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2021

All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Original design by Wild Apple Design Ltd

Page make-up by SPi Global

Cover design based on the Student’s Book design by Designers Educational Ltd Kahoot! and the K! logo are trademarks of Kahoot! AS.

The authors and publishers would like to thank the following for permission to reproduce their photographs:

Caters News Agency Ltd./David J Slater p9(bl); Getty Images/E+/mgkaya p5(laptop),

Getty Images/hudiemm p5(tablet), Getty Images/moment/d3sign pp5, 9(mobile), Getty Images/Moment/Whitworth Images p9(mr); Macmillan Education Limited pp4(br), 9(tr,mr); Sharon Radisch for Eco-Soap Bank p9(tl); Shutterstock/Artelia p4(br).

Additional sources:

Statistic on p83, KIMT News 3 (7th August 2018) ‘Boats, Donkeys and their Own Feet: How Kids Around the World Get to School’, kimt.com

Statistic on p83, The Guardian (16th September 2017) ‘On your bike! Why Britain needs to

do more to get children cycling’, theguardian.com

These materials may contain links for third party websites We have no control over, and are not responsible for, the contents of such third party websites Please use care when accessing them.

The inclusion of any specific companies, commercial products, trade names or

otherwise does not constitute or imply its endorsement or recommendation by Macmillan Education Limited.

Printed and bound in TBC

2025 2024 2023 2022 2021

10 9 8 7 6 5 4 3 2 1

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Contents

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Real-world competence: The real-world

competence-based approach to learning uses factual content,

peer review and self-reflection as well as scaffolded language skills to engage teens Reading texts focus

on real-world people, places and events, and have been carefully selected to engage students in the topic, while critical thinking activities are structured from lower order thinking skills (remembering, understanding, applying) to higher order thinking skills (creating, evaluating, analysing)

The subskill features cover a wide range of strategies to develop students’ skills

Media rich content: The course offers a wide variety

of high-quality videos

• Videos ranging from vlogs and tutorials to original documentary clips present the topic and target language in an engaging format designed to pique

teens’ interest Video skills activities develop

students’ video literacy and viewing skills, helping them to analyse video content and understand the purpose of the video

• Situational dialogue videos feature teens using functional language in real-life scenarios, and presenting key language

in context with the aim of helping students with their own speaking.

• Project videos model project outcomes in a variety

of contexts to frame students’ own responses

The world today is constantly changing How can you, as teachers, ensure that your students are ready to face the future – a future in which most of them will work in jobs that don’t even exist yet? A teacher can empower students with the skills they need to succeed and thrive in that world

Get Involved! will support you with this task as it gives teenagers the tools to build skills for the real

world of the future.

Welcome to Get Involved!

Super skills: The World Economic

Forum identified four competences

that can equip today’s students to

succeed The skills of collaboration,

creativity, communication

and critical thinking provide

the foundations to be able to

adapt and thrive in our changing world In addition

to the 4Cs, social and emotional competences are

essential to students’ development Our carefully crafted

methodology allows students to develop these super

skills while learning English.

Collaborative projects:

Each unit opens with

a What do you think?

question encouraging

students to reflect on

the topic The end-of-unit projects lead students to

create a collaborative response to the question, putting

into practice the knowledge and language gained in

the unit A unique approach to projects, including the

Graphic organiser summary, makes project work easy

to do in class and encourages all students to get involved

in large classes Super skills are developed step by step

with each project, and learner autonomy is encouraged

as students analyse and reflect on their work through

self-evaluation steps.

Inclusive classroom: Every-ability features support

different learner types and encourage all students to

succeed A variety of approaches support differentiated

learning Workbook activities have been carefully graded

with star ratings to reinforce and stretch students’ learning,

and the Teacher’s Resource Centre offers graded tests

and worksheets to complement the syllabus

Whole-class engagement

is integral to each lesson

Brain teaser puzzles based

on target grammar, with

a focus on visual clues,

mental arithmetic and logic,

allow students to show their

talents in the classroom

Peer review in productive skills can be used to pair

stronger and weaker students to encourage individual

and collaborative development

This Teacher’s Book offers you further ideas for

mixed-ability classes, through reinforcement and challenge

features as well as extra activities

Talking about possibility

Eating the right foods canaffect the way you feel

The body can’tget or make energy without B vitamins

Talking about obligation/no obliga tion

You must eat regularly to keep your blood sugar

level steady

Normally, I have to have a snack or I have no energy.

You don’t have to make many changes to have an

impact.

Talking about prohibition

You mustn’t eat more than 50g of dar

k chocolate.

1 Which modal(s) mean '

this is/isn't possible'?

2 Which modal(s) mean

‘you are not allowed to do this’?

‘it is necessary to do this’?

‘this isn’t necessary’?

Modals – third person singular

The modals have to/don’t have to change for the

third person (he, she, it) The other modals do not

He doesn’t have to study today

2 Complete the sentences with the c orrect modal

verb There may be more than one possibilit y.

1 You (…) drink plenty of water to stay hydrated.

2 Eating mangoes (…) help y

ou feel calm.

3 You (…) skip meals! It’s really bad for you.

4 I (…) understand the t

ext It doesn’t make sense.

5 Mark (…) study hard if he wants to pass the test.

6 You (…) come to the gym if y

ou don’t want to.

3 Read the examples Complete the rules with

past, specific or general

Talking generally about the past

I could/was able to focus better

Before, I couldn’t/wasn’t able to study without

eating lots of sugary snacks.

Talking about a specific situation in the past

People were able to do better in memory tests

using rosemary oil

They couldn’t/weren’t able tofocus in the exam.

Obligation and lack of obliga

tion in the past

I had to rest because I had no energy

Yesterday, I didn’t have to

buy any food for dinner.

1 When we talk about a (…) possibility in the past,

we use could/couldn’t or was/wasn’t/were/ weren’t able to.

2 When we talk about a (…) success in the past, w

e

use was/were able to in the affirmative However, in

the negative, we can use either couldn’t or wasn’t/

weren’t able to.

3 When we talk about obligation in the (

…) we use

had to When we talk about lack of obligation in the

past we use didn’t have to.

4 Choose the best answ er.

1 a must b can c had to

2 a don’t have to b mustn’t c couldn’t

3 a has to b can’t

c can

4 a could b had to c was able to

5 a had to b could c must

6 a couldn’t b mustn’t c don’t have to

5 Answer the question to solve the Br ain teaser.

6 questions individually Work in pairs Complete the modal v erb

Then ask and answer

1 Were you (…) to do your last English home

work?

2 (…) you understand exercise 4?

3 Did you (…) to get up early today?

4 (…) you usually focus for long periods?

5 (…) you speak English when y

ou were a child?

Research has shown that music 1 (…) lower blood pressure and reduce stress Slow, calm music is best – you 2 (…) listen to classical music to relax, any calm music works! Singing along to songs 3 (…) also release tension and when hospital patients listened

to music before and after surgery, they 4 (…) relax more and recovered faster In another study,researchers found music 5 (…) increase self-esteem

in older people Headphones often increased the benefits – however, it is important to remember you

6 (…) turn the volume up too loud Enjoy listening!

The power of music

Artists can put a ship in a bottle – but can you think of a way to put a cucumber in a bottle?

1 You mustn’t cut up the cucumber

, it has to

be whole.

2 You can’t cut, change or break the bottle.

3 You don’t have to do it quickly

Someone who was able to do it took two months.

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Get Involved! is a highly flexible course designed to support you in a variety of teaching and learning scenarios – in

the classroom, on the go and in remote learning environments A full digital offer is available through The Macmillan

Education Teacher App where you can find all your lesson and class management resources in one place, including:

Teacher’s Resource Centre

Access a wealth of supplementary resource material and worksheets to support your students’ needs.

Test language and real-world knowledge, and add

an exciting and fast-paced competitive element to class revision

Go to www.macmillanenglish.com/kahoot

Classroom Presentation Kit

Homework Manager

Assign homework and set helpful reminder notifications

for students using the Student’s App to complete the

tasks in time for the next class

Progress Tracker

Monitor students’ progress and development

Test Generator

A digital Student’s Book and Workbook with fully interactive activities Audio and video are embedded and the

answer key for each activity is accessible at the touch of a button

On-the-Go Practice

Encourage students to reinforce their vocabulary and grammar knowledge, and collect rewards through course-aligned bitesize activities all designed for mobile use.

Create bespoke tests for students of every ability

Alternatively, download our pre-prepared two-level

tests in PDF or Word and customise to your own

Transport and travelling

1 Read the clues and complete the crossword with the correct words Then use the shaded letters to complete the sentence.

Down

1 This is a kind of bus, but it goes on metal tracks on

the road.

2 This is a small thin boat that one or two people

can ride in.

3 This carries lots of passengers by road in a town or city.

4 You travel in this to go up a mountain.

6 This flies very fast in the air.

8 This is a bike that is also a taxi!

9 This travels very fast on metal tracks.

Across

4 This animal can carry people in hot countries.

5 You travel on this big boat on the sea.

7 This is a small motorbike.

10 You travel under the ground on this train.

11 This is a big bus that travels long distances.

12 This is a kind of boat that carries passengers for short distances across water.

Luke wants to travel by h

3 Answer the questions for you.

1 Which country would you most like to travel to?

Why?

I’d most like to travel to Brazil because I’d love

to see the rainforest.

2 Which tourist sights in your country would you like to visit? Why?

3 What’s the longest journey you have ever been

on? Where did you go?

4 What do you think people look forward to doing

when they come back home after a trip?

5 What do you think it’s a good idea to take with

you when you are on your travels? Why?

Beth77: Hi, I’m going to Florida next month

Any ideas for things to do?

DanG: Definitely 1 take a tour of Key West You can go there by coach, then

2 across the ocean in a bottom boat You’ll see some amazing wildlife!

glass-Paula99: in a helicopter! Early in the morning is best, and it’s

great fun 4 in a helicopter over all the beaches and islands Beautiful – but

no good if you’re 5 , of course!

HanaT: Everyone wants to visit the main

6 like the water parks, but sometimes it’s good to get away and do things on your own It can be exciting to get

7 and find out what life is like in the countryside.

t

m n s m

n r d c h r b

1 2 7 11 9 3 6 10 5 8

1 Complete the sentences with the words in brackets in the correct order.

1 I might go to Spain next year (go/might)

2 I’m (visit/going/to) my cousins in Italy

3 We (stay/won’t/probably) in a big hotel

4 I’m going to the dentist on Saturday

morning, so I can’t come to football training

5 The gym is closing at four o’clock

on Sundays

6 Sara is calling me later to tell me all about the party

5 Look at the notices and messages Then form of the verbs in brackets Use the present simple or present continuous.

3 Answer the questions for you.

1 What are you going to do on Saturday?

I’m going to go shopping with my friends.

2 What time will you get home this evening?

3 What exercise are you going to do this week?

4 Do you think you will ever travel into space?

Present tenses with future meaning

4 Read and tick (✔) the correct sentences Do these refer to a future arrangement (A) or

a schedule (S)?

1 Hurry up! The bus leaves at ten past eight! ✔S

2 What time does the concert start tonight?

3 I can’t see you today My grandparents

come to visit us later

6 sentences. Write answers to the questions Write full

1 What time does school start tomorrow?

School starts tomorrow at 9:00.

2 What are you doing this evening?

3 When do your next school holidays begin?

4 When are you next seeing your friends outside

school?

Saturday

11:00 Meet Jason

Sofia See you at your house at six!

Café opening times

9 am – 6 pm

Atlantic Adventure starts (start) at 7:30.

I (meet) Jason at 11 o’clock on

People have talked about space tourism for a long time, but many people now believe it

1 will definitely happen/definitely will happen

soon Some space travel companies even say they

2 might not send/are going to send their first

customers into space within the next few years The

flights 3 won’t probably be/probably won’t be

very long, and one thing that’s certain is they

4 will be/might be very expensive! But many people

like me hope that in time the price 5 might be/

isn’t going to be low enough for normal people

to enjoy the amazing experience of seeing the

Earth from space So I 6 ’m not going to plan/

might start saving money for the future, so that

one day I can have a holiday of a lifetime!

Grammar reference and practice Resource centre

review; present tenses with

future meaning; future

Writing: an opinion essay

Project: a map/itinerary for a

Transport and travelling

1 Look at pictures 1–5 Which types of transport can you see?

Which one would be most fun, in your opinion?

bus cable car camel canoe coach ferry hot air balloon moped pedicab plane ship train tram underground

2 Copy and complete the table with the words from exercise 1.

Travel by … land (road/rail) air or cable water

coach

3 How do people get around where you live? Add more transport words

to the table in exercise 2.

1

2

3

WDYT?

(What do you think?) Travel is all about getting out of your

comfort zone, so how about taking a trip

in a hot air balloon? You can ride above

these beautiful rock formations

in the region of 1 (…)

Hot air balloons

Sail across the River Mersey on this

pop-art ferry If you buy a return ticket

and set off in the morning, you’ll have

time to visit the planetarium on the other side before you come back to 2 (…) in

the afternoon.

Razzle Dazzle ferry

While you’re on your travels in 3 (…),

take a tour of the top tourist sights in

a pedicab There are no traffic jams

on Sunday mornings when the centre

is closed to motor vehicles.

Yes, I have I went by ferry to Staten Island when I visited New York.

Have you ever travelled by ferry?

Talking about how we travel

We travelled by bus We didn’t go on foot.

5 Read the mini-texts and complete 1–5 with five of the options in the box Have you been

to any of these places?

Mexico City, Mexico Madrid, Spain Liverpool, England Washington D.C., USA Cappadocia, Turkey La Paz, Bolivia Rome, Italy Shanghai, China

6 answer the Bonus Question?36Listen and check your answers Can you

7 Read the mini-texts again and check the meaning of the words in bold Find:

• three phrasal verbs

• three other verbs

• three compound nouns

1 My journey from home to school takes …

2 I usually set off for school at …

3 One of the best tourist sights in my region is …

4 From my town/city, it’s easy to travel to …

5 I would be out of my comfort zone if I …

• three other nouns

• three expressions

5 4

VIDEO

9 Watch the video and answer the questions.

1 What places do you see?

2 Which place in the video would you most like

to visit and why?

10 Work in pairs Discuss the questions.

1 What kind of video is this?

2 Why is this type of video popular?

3 When might people watch this type of video?

If you aren’t afraid of heights, you can travel all over the city of 4 (…) by cable

car It’s the largest cable car system in the world, with 20 stations and six lines, like a ‘metro’ in the sky!

Cable Car

The ‘magnetic levitation’ train is the fastest speed train in the world If you need to check in

high-at Pudong airport in 5 (…), the 30-km journey

from the station will only take you seven minutes and 20 seconds, at a speed of 431 km/hour!

Maglev Train

Vocabulary 6

9781380065070_SB_B1_U6.indd 73 28/01/21 5:43 PM

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These activities are designed to work with a variety

of vocabulary or grammar points, so you can use

them in the classroom again and again Some of

them are also suggested as lesson Warmers and

Extra activities in the teaching notes

The activities can act as a quick time-filler or be

extended for in-depth practice of a key point They

require minimal preparation

Alphabet race groupwork vocabulary

An adaptable game for encouraging students to broaden

their vocabulary range

Put students into small teams and ask them to think of

a word for each letter of the alphabet for a vocabulary

set you want to revise Tell students not to get stuck on a

letter and to move on if they can’t think of a word Set a

four-minute time limit (or more/less depending on your

class’s ability and the difficulty of the set), give regular

time updates, then when the time is up ask students to

count their words

The team with the most correct words wins the game When

checking answers, write some of the words on the board

if students can use them in an activity later in the lesson

Chain sentences whole class

A creative, confidence-building game that could also be

played in smaller groups

The teacher starts by saying a sentence using target grammar

or vocabulary The teacher points to a student who has to

use the last key piece of information/word/action/phrase

in a new sentence using the target grammar structure(s)

Then another student continues in the same way, etc

e.g Teacher: I was walking home when I saw a football.

Student 1: I was playing with the football when I saw a bike

Student 2: I was riding the bike when I met my friend.

This activity can be adapted to become Chain questions

where the teacher starts off with a question using target

grammar or vocabulary A student answers the question

then asks another student a different question using the

same target grammar/vocabulary, and so on

Charades whole class vocabulary

An active favourite for practising vocabulary

Put the class into small groups Have one student from

one team come up to the board and act out (with no

noise and no props) an item of vocabulary or a phrase for

his/her team to guess They have 20 seconds to guess it

A correct guess gets a point for their team If they fail, the

other teams can try to steal the point

Then a member of the next team comes up and does the

same thing

Optional: You can offer the chance to double their points

if the student guessing can also spell the word correctly

on the board

Dictogloss pair/groupwork listening

A listening and transcription task that utilises a video or audio clip the students are already studying

Play a short section of a video or listening text again (perhaps 30–40 seconds) for students to write down key words and short phrases In pairs or small groups, students race to reconstruct the dialogue from memory using all of their notes Play the video/audio again, if necessary The pair/group who comes up with a text that

is the most similar to the original wins

To increase the level of challenge, use a completely new clip

First to five pair/groupwork vocabulary grammar

A racing game to practise vocabulary or grammar structures

Read out a category related to the vocabulary set or grammar structure you want to practise Pairs or small groups race to think of five words for each category The first ones to complete the task shout out ‘First to five’ Check their answers If the words are correct, they win a point Then give the class a new category and repeat The pair or group with the most points wins the game

In larger classes, assign five points to those who complete first, four points to second place, etc and one point to everyone who completes their list Use peer checking if necessary

Hot seat whole class vocabulary

A team racing game that can get a little noisy!

Divide the class into two teams Ask a volunteer from the first team to sit in a chair with his/her back to the board, facing the class Write a word from the unit on the board

so that the volunteer can’t see the word His/her team gives clues for him/her to guess the word in a minute using synonyms, antonyms and definitions, etc A correct guess gets a point for their team Swap teams and repeat with a new word, changing the volunteer every time The team with the most points wins the game

In my opinion groupwork speaking

A debate task that encourages students to be able to present both sides of an argument

Set up the activity in groups of three for students to ask opinion questions on topics relevant to the unit you are working on The first student asks an opinion question and the other two students must respond One must give

a positive response and the other a negative, irrespective

of their own opinion If you have a particular speaking subskill you’d like them to practise, point this out to them Remind students to give reasons for their opinions to encourage them to debate each topic

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Memory game whole class

vocabulary grammar

A game to practise vocabulary or grammar as a class.

The first player begins by saying a sentence containing

target vocabulary or grammar, e.g I went shopping and

I bought a banana and some cereal They point to the next

person who has to repeat the beginning and add a new

item: I went shopping and I bought a banana, some cereal

and some cheese

Students can make new sentences if they wish, but they

must say the original one first

Students continue until someone makes a mistake or

can’t remember, then they pass their turn to another

student, who can start a new sequence if they wish

No points, please! pair/groupwork

vocabulary

A game to widen vocabulary

The aim of the game is to score as few points as possible

In pairs or small groups, students brainstorm five

vocabulary items connected to a topic (e.g personal

qualities) Write down five vocabulary items on the

topic yourself When everyone has finished, read out

your words to the class Students score two points for

every word that other groups have come up with and

zero points for any unique words – one that nobody

else comes up with Check understanding of any more

difficult or unusual vocabulary Encourage students to

record words that are new to them or they had forgotten

You could also do this with grammar terms, e.g irregular

verbs, or with speaking phrases, e.g the Key phrases of

two or three units

Snowman whole class vocabulary

A board game to review vocabulary or introduce a new topic.

Draw a snowman on the board (two or three snowballs,

two eyes, a nose, a mouth, two stick arms, three buttons,

and a hat) Choose a key word you want students to focus

on Draw dashes on the board to represent the letters Ask

students to suggest letters of the alphabet to guess the

secret word If they guess a letter in the word, write it in

any spaces where this letter occurs If they guess a letter

that doesn’t exist in the secret word, the snowman begins

to melt – first his buttons fall off (all at once, otherwise it

gets too long), then his mouth, then his nose and his eyes,

etc until he has completely melted and disappeared

You can also ask students to guess a phrase,

e.g _ / _ _ _ _ / _ _ _ _ _ _ _! “I love Snowman!”

Spidergram whole class vocabulary

Spidergrams (also known as mind maps) can help students

discuss and record vocabulary in a visual way, to aid

memorisation This activity encourages students to utilise

them in their own vocabulary recording.

Write a word or phrase in a circle in the centre of the board,

e.g fruit Then draw a few main topic lines radiating in all

directions from the centre, and elicit words related to the topic Write these words at the end of each ‘branch’ You can extend the exercise by eliciting other related vocabulary See the spidergram below for examples Colour, symbols and images all help to show the organisation of the subject, and they aid memorisation Have students copy the spidergram onto a full page of their notebook, and they can add to it as they learn new vocabulary

Once students are familiar with how spidergrams work, they can be tasked with creating their own in their notebooks

round

adjectives

red fruit

types of fruit

orange

parts of fruit

Draw a simple spidergram on the board with a key word

in the middle and perhaps five associated words on a branch each

Challenge students, in pairs, to think of a sentence using each of the words, on the subject of the word in the middle

It can be a defining sentence or just a model sentence Give them a time limit (perhaps 30 seconds per sentence you want them to produce)

When checking answers, decide if you want to correct grammar or overlook it at this stage – often this is a vocabulary activation task so grammar is not the focus

Spot the mistake whole class grammar

A simple but effective way to check what students do and don’t know about a grammar point

Put students into teams of four or five Write a sentence

on the board using key grammar Students confer in their teams and quickly decide if the sentence is grammatically correct or incorrect If the sentence is incorrect, students must come up with the correct sentence The first team to tell you the right answer wins a point Repeat with further sentences The team with the most points at the end wins.This can also be played with factual mistakes rather than grammatical ones, or with spelling mistakes, collocation errors, etc

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Real-world content

Learn about culture while you learn

English Get Involved! is full of real-world

content, so go online and learn more about the people, events and places in the book

Get Involved! helps

develop your critical thinking, collaboration, creativity and

communication skills, which are essential for life in the 21st century.

CRITICAL THINKINGCOLLABORATION

2

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1 Hi, Jack How are you? informal

2 I am writing to apply to take par

Jobs in scienc e; science

1 Choose the co rrect words to complete the text.

Using languag e to persuade p

eople

Complete th e presentation for a new prod

uct

with the word s and phrases in the box

funding

which I invented is a spoon that y

because you can eat

estival for young

our viewers.

Thank you 6

able – you don’t need to be a technology expert I

t’s really 2 cheap

when you’re on holiday and worri

ed your phone might run out of power We tested it 50 tim

es and

it worked every time, so it’s

definitely 3 handy At £39, it isn’t 4 easy to use, but it’s well

worth the money!

This 5 wireless device is great if you lik

e the latest technology! To check information, you can eith

er ask questions directly, or use th

e touch screen to find what you’re looking for I

t’s 6 high quality, of

course, so you can put it anywhere you lik

e in your room The sound is really 7 useful

, so it’s great for listening to music An

d the built-in camera is also very 8 innovative for making video calls.

new kind of plane that uses solar power!

a solution to the problem of plastic waste It

a device for recycling plastic that everyone can use at home.

We’ve all heard of famous

1 inventors/

inventions like Thomas Edison and Alexander Graham Bell But what would you like to invent?

BigMax: I love studying plants, so I’d like to

Building skills for the real world

Super skills

Get Involved! helps

develop your critical thinking, collaboration, creativity and

communication skills, which are

essential for life in the 21st century.

Social and emotional learning

Get Involved! helps you develop strategies to

deal with social situations and gives you the vocabulary you need to discuss emotions that you or others experience.

have different skin colours

To live as a community, we need to accept all people and respect and

celebrate their differences.

78

phrases 1–6 with the definitions in

form an opinion about in danger int

erested in not liking a group of people who are different share understand how they think

1 Think about a go od friend or a bro ther or sister Write down how you’re simil ar and how

you’re different.

How we’re similar

How we’re different

2 Do the difference s make your relat

ionship more or less inter esting? Why?

3 Read the article o n p79 and put ph otos a–d in the order that the y appear in the ar

ticle

1 2 3 4

4 Do you agree or d isagree with thes

e opinions,

or are you not su re?

1 It’s good to discover different music and cultur

4 Men’s football is more interesting than w

omen’s.

Agree Disagree Not sure

How to respect diversity in your daily life

• It’s easy to see what makes you different from some people, but try to find things that you

1 have in commo n If you do this, yo

u won’t

feel 2 threatened by them.

• Be 3 curious ab out other people, ask

questions and listen to them This wi

ll help you

to 4 see things fr om their point of view.

• Don’t 5 judge other people by the

ir appearance or where they’re from In

other

words, don’t be 6 prejudiced.

6 Tick (✔) the answ ers that are true f or you.

D i v e r s i t y and me

1 I try to find things in common with other

people

always usually not very often

2 I am curious about other people and like to ask

them questions and listen to them

3 I try to see things from other people’

s point of view.

4 I’m not prejudiced and I don’t judge other

people by their appearance or wher

e they’re from.

5 I feel threatened when I’m with people who ar

e very different to me.

6 I behave towards people in the same way as I

would like them to behave towar

ds me

7 Is it easy to becom e friends with pe ople who you think are ver y different from y ou? Why?

9781380029850_text_P68-96.indd 78

30/10/20 8:29 PM

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3

9

Trang 10

What do you

know?

Page 6

were, quantifiers too, too much/many, (not) enough, a/an, some/any, much/many, a few, a lot of, past simple and used to

1 Amazing people

WDYT ? Who inspires you?

Page 12

Describing people Personal qualities Verb and noun collocations:

helping others Could you work in space?

Past simple, past continuous

and used to

when and while

Subject and object questions

Subskill: Predicting what you will hear

Giving an opinion A profile

Subskill: Using conjunctions –

WDYT ? What’s the best

new skill you’ve ever learnt,

and how can you teach it to

others?

Page 24

Skills and abilities Learning techniques Sophie’s monthly update

Present perfect with for, since and

How long …?

just, yet and already

Present perfect and past simple

Online reviews

Learn new skills!

Subskill: Scanning for specific information

learning languages

Subskill: Remembering what you hear

Asking for and giving information

A blog

Subskill: Using tenses correctly

Recognising contractions teach your classmates a Create a tutorial to

new skill.

Critical thinking

Finding the best solution for a problem

Look after yourself

WDYT ? How can you

improve your health?

Page 36

Staying healthy Health and well-being Phrasal verbs: healthy habits

Ethan’s top tips

Modal verbs Gerund and infinitive An advice pageMind what you eat!

Subskill:

Understanding new words

An informal conversation about

healthy habits

Subskill: Recognising informal speech

Giving instructions

An informal email

Subskill: Using punctuation

Short /ɒ/ and long /ɔ:/ fitness weekend.Create a diary of a

Creativity

Evaluating different ideas

Invention

WDYT ? What makes a good

invention? What’s the best way

to present it to people?

Page 48

Jobs in science Verb and noun collocations:

science Describing products The perfect pitch

Past perfect Relative pronouns Defining relative clauses

An online article

Science making a difference

Subskill: Identifying text purpose

A talk about an

invention

Subskill: Listening for the information you need

Checking information Question tags

A formal letter

Subskill: Using formal language

Diphthongs Present an invention as

a product pitch.

Communication

Using language to persuade people

A different kind of portrait

The passive: present and past Active and passive

The passive: questions and answers

Smile please!

Subskill: Using images and captions to help understand a text

An audio guide

Subskill: Checking what information you need

Talking about photos

WDYT ? How can travel help

us to learn about the world?

Page 72

Transport Travelling Extreme adjectives Taking the high road

Future tenses: review Present tenses with future meaning Future continuous

An interview

Miro’s real schooling adventure

world-Subskill: Identifying facts and opinions

A conversation

between two teenagers

Subskill: Following a conversation

going to /gənə/

Syllables and word stress with extreme adverbs and adjectives

Create a map and itinerary for a world- schooling curriculum.

A radio phone-in about

surviving without your phone

Subskill: Understanding sentence stress

Giving advice A survey report

Subskill: Using indefinite pronouns

Sentence stress Write a questionnaire

to find out about screen habits.

Reported speech Reported offers, requests, suggestions and commands

A web page

How to spot fake news

Subskill: Navigating web pages

A radio news bulletin

Subskill: Guessing meaning from context

Reacting to news A news report

Subskill: Editing your writing

Intonation in reported speech two different ways.Report a news story in

Trang 11

What do you

know?

Page 6

were, quantifiers too, too much/many, (not) enough, a/an, some/any, much/many, a few, a lot of, past simple and used to

1 Amazing people

WDYT ? Who inspires you?

Page 12

Describing people Personal qualities

Verb and noun collocations:

helping others Could you work in

space?

Past simple, past continuous

and used to

when and while

Subject and object questions

Subskill: Predicting what you will hear

Giving an opinion A profile

Subskill: Using conjunctions –

WDYT ? What’s the best

new skill you’ve ever learnt,

and how can you teach it to

Present perfect with for, since and

How long …?

just, yet and already

Present perfect and past simple

Online reviews

Learn new skills!

Subskill: Scanning for specific information

learning languages

Subskill: Remembering what you hear

Asking for and giving information

A blog

Subskill: Using tenses correctly

Recognising contractions teach your classmates a Create a tutorial to

new skill.

Critical thinking

Finding the best solution for a problem

Look after yourself

WDYT ? How can you

improve your health?

Page 36

Staying healthy Health and well-being

Phrasal verbs: healthy habits

Ethan’s top tips

Modal verbs Gerund and infinitive An advice pageMind what you eat!

Subskill:

Understanding new words

An informal conversation about

healthy habits

Subskill: Recognising informal speech

Giving instructions

An informal email

Subskill: Using punctuation

Short /ɒ/ and long /ɔ:/ fitness weekend.Create a diary of a

Creativity

Evaluating different ideas

Invention

WDYT ? What makes a good

invention? What’s the best way

to present it to people?

Page 48

Jobs in science Verb and noun collocations:

science Describing products

The perfect pitch

Past perfect Relative pronouns

Defining relative clauses

Science making a difference

Subskill: Identifying text purpose

A talk about an

invention

Subskill: Listening for the information you need

Checking information Question tags

A formal letter

Subskill: Using formal language

Diphthongs Present an invention as

a product pitch.

Communication

Using language to persuade people

Types of art and word families

A different kind of portrait

The passive: present and past Active and passive

The passive: questions and answers

WDYT ? How can travel help

us to learn about the world?

Page 72

Transport Travelling

Extreme adjectives Taking the high road

Future tenses: review Present tenses with future meaning

A conversation

between two teenagers

Subskill: Following a conversation

going to /gənə/

Syllables and word stress with extreme adverbs and adjectives

Create a map and itinerary for a world- schooling curriculum.

Phrasal verbs: screen–life balance

A radio phone-in about

surviving without your phone

Subskill: Understanding sentence stress

Giving advice A survey report

Subskill: Using indefinite pronouns

Sentence stress Write a questionnaire

to find out about screen habits.

Reporting verbs Fact or fiction?

Reported speech Reported offers, requests,

suggestions and commands

A web page

How to spot fake news

Subskill: Navigating web pages

A radio news bulletin

Subskill: Guessing meaning from context

Reacting to news A news report

Subskill: Editing your writing

Intonation in reported speech two different ways.Report a news story in

Trang 12

Name your favourite thing Then, ask a student sitting

on your right to say the name of their favourite thing

(If you prefer, you can be more specific and ask for their

favourite food, favourite place, favourite hobby, favourite

subject, etc.)

Continue going round the room, each person saying the

name and favourite thing of everyone who has spoken

To get students who have already answered to continue

to participate, you can allow students to mime clues to

others who are having trouble remembering

Vocabulary: activities

1 1 See the audioscript on p130.

• Ask students to match verbs from A and words

from B

• Play the audio for students to check their answers

• Elicit the activities students can see in the photos

Exercise 1

do sport, do yoga, eat sushi, go mountain biking, go to a concert, listen to pop music,

listen to the guitar, play the guitar, play sport, watch horror films, watch sport

We can see all the activities in the photos

play, do and go

• Remind students that the verb play is used with any

sport where a ball is involved: basketball, hockey, rugby,

tennis but also badminton.

skiing, running, swimming, snowboarding, etc.

separate place: gymnastics, judo, yoga, karate, etc.

Extra activity

Ask students to think of more sports to match the verbs

play, do and go.

With less confident students, read out sports from this

list: basketball, judo, hockey, skiing, badminton, yoga, rugby,

running, ice hockey, tennis, karate, swimming, gymnastics.

2 • Draw students’ attention to the model dialogue

• Ask students to note the extended reply, i.e

the student answers the question and then

gives examples

• Focus on the expressions in the box In pairs,

students take turns to ask and answer about

their preferences Encourage students to ask follow-up questions where appropriate

Extra activity

Divide the class into groups of three Draw a Venn diagram

on the board (see below) and ask students to complete

it by referring to the activities in exercise 1 Ask each group to find which activities they all have in common, which only two of them have in common, which only one person does and which none of them do

C

Listening

• Play the audio for students to listen and do the task

Exercise 3

Playing sport or watching?, Cats or dogs?

4 • Play the audio again for students to listen and

answer the questions When you check answers,

elicit the sentences which helped students choose their answers

Challenge If you need to play the audio again for less confident students, set a challenge for more confident students to do while the others are completing the task They note down all the words related to sport, vocabulary and adjectives for talking about animals, and ways to socialise that they hear in the audio

(Sport: playing sport, fan, team, Manchester City,

season ticket, home matches, away matches, watching

sport, play rugby, train Vocabulary and adjectives for

talking about animals: cat person or a dog person,

labrador puppy, cute, take him for a walk every day, more independent, friendlier, more reliable, more

popular Ways to socialise: instant messaging, talking

in person, meet up with people, send pictures and videos, using social media, making arrangements)

ABCD

Trang 13

Exercise 4

1 Fatma 2 Manchester City

3 Dogs – they’re friendlier and more reliable 4 Dogs

5 You can send pictures and videos.

6 Yusuf – it’s ‘Scroll-free September’ and he isn’t using social media for a month.

Grammar: present simple and present continuous

5 • Students do the task

Exercise 5

1 present simple 2 present continuous

3 I am taking … , I take … , They are taking … , They take …

4 She isn’t taking … , She doesn’t take …

6 • Ask students to copy and complete the table into their notebooks

Exercise 6 present simple: hardly ever, often, once/twice a week, every day present continuous: now, today, at the moment

7 • Point out that students should write sentences in response to both instructions 1 and 2 about each picture before they move on to the next picture

• Refer students to the example sentences and ask them to complete the task

• Elicit why students need to use different

tenses in 1 and 2 (present continuous for things

happening now and present simple for habits or regular activities).

• Students can compare their answers in pairs before you elicit answers as a class

Exercise 7 Suggested answers:

1 They are playing pop music They are playing classical music She is stroking

a cat He is walking a dog They are eating sushi They are eating pizza

She is doing yoga in the park He is mountain biking They are watching a horror film They are watching a comedy They are playing football They are watching football

2 Suggested answers: I hardly ever watch horror films I often watch sport

I play football once a week, etc

Extra activity

In pairs, ask students to talk for a minute about a pair

of photos on the page, using and expanding on their

answers to exercise 7, e.g The woman is doing yoga

in a park She is sitting on a blue mat and her arms are

up in the air She is wearing a white top and blue grey leggings… Encourage them to use a countdown timer.

With more confident classes, write some more advanced

vocabulary on the board for students to use, e.g chopsticks,

casual sports clothes, orchestra, adventurous, crowd, scary …

Grammar: comparative and superlative adjectives

Exercise 8

1 cheap, happy, easy, slow 2 challenging, exciting

3 active, easy, enjoyable, happy, noisy, reliable, stressful

9 • Before students do the task, review the rules for forming comparative and superlative adjectives if necessary or highlight common errors

Exercise 9

4 more challenging 5 the best 6 bad

Comparative and superlative adjectives

• Students may forget to double the last consonant in one-syllable words that end in a consonant + vowel +

consonant: bigger than, the biggest.

• Students may also need to be reminded that there are some two-syllable adjectives that can take both

-er/-est and more/the most: clever, narrow, quiet, shallow and simple (cleverer than = more clever than; the cleverest = the most clever).

example in exercise 11, e.g What’s the worst

place to live?

Reinforcement Ask students to first decide which of the adjectives are regular and which are irregular

Challenge Ask more confident students to create additional questions to ask their partner

Exercise 10

1 What’s the worst place to live? 2 What’s the most interesting school subject?

3 What’s the best type of music? 4 What’s the most exciting sport?

5 What’s the best pet?

• Draw students’ attention to the model dialogue

Further practice

• Vocabulary ➔ On-the-Go Practice

• Vocabulary worksheets (basics and standard) ➔ Teacher’s Resource Centre

ABCD

Trang 14

• Grammar reference and practice ➔ Teacher’s

Resource Centre

• Grammar ➔ On-the-Go Practice

• Grammar worksheets (basics and standard) ➔

Teacher’s Resource Centre

Homework

Ask students to write a short text with their answers to

the questions in exercise 10

Our changing world

Student’s Book pp8–9

Warmer

Play Snowman using the word ENVIRONMENT (11 spaces)

(See Activities bank, page 7, for full instructions.)

Ask students to look at the photos on p8 and the title

Encourage them to predict what the text is about

Vocabulary and Reading

1 3 Students do the task If you prefer, you could

read out definitions for students to match to the

words in the box

Challenge Students choose the correct words

to complete the text and check the meaning of

any of the words that are not used

Fast finishers

Ask students to write personalised sentences for the words

they didn’t use (the environment, plant a tree, recycle, throw

away and waste water).

Exercise 1

5 electricity 6 solar power

Culture note

Henderson Island is an island in the South Pacific It is a

United Nations World Heritage Site and is in one of the

world’s biggest marine reserves Lavers stayed on the island

in 2015 and was shocked to find 18 tons of plastic on the

beaches The South Pacific Gyre, a circular ocean current,

collects plastic pollution from around the world, and some

of this floating waste is deposited on land

Tokyo is an example of a mega-city: a city with a population

greater than ten million Lots of mega-cities are emerging in

the developing world as people migrate in search of work

The number of megacities grew from 28 in 2014 to 33 in

2018 – more than triple the number in 1990

The top ten mega-cities are: 10 Osaka (Japan), 9 Dhaka

(Bangladesh), 8 Beijing (China), 7 Mumbai (India), 6 Cairo

(Egypt), 5 Mexico City (Mexico), 4 Sao Paulo (Brazil),

3 Shanghai (China), 2 Delhi (India) and 1 Tokyo (Japan)

2 • Before students do the task, remind them that

a phrasal verb (question 2) is made up of a main verb and one or more other words, e.g

adverbs, prepositions Highlight that often their meaning is not obvious from the meanings of the individual words themselves

Exercise 2

1 waste 2 throw away 3 litter 4 plastic 5 electricity

6 any three of: plant a tree, recycle, save energy, solar power

Exercise 3

1 New Zealand and South America 2 University of Tasmania

4 • Highlight that these are Yes/No questions and,

do an example with the class to ensure they know what is meant by ‘Use short answers’

• Point out the different tenses in the questions and remind students to replicate these in their answers

• Discuss with students why question 3 uses

was rather than were (plastic rubbish is an uncountable noun).

Exercise 4

1 No, there aren’t 2 No, they weren’t.

3 Yes, there was 4 Yes, there are.

5 No, there weren’t 6 Yes, there are./No, there aren’t

Extra activity

Write answers on the board and ask students to write questions similar to the ones in exercise 4 to match these answers:

1 114 km away on the island of Pitcairn

2 She’s an environmental researcher.

3 It is trying to use alternative energies.

(1 Where is the nearest town? 2 What does Lavers do?

3 What is the city of Tokyo trying to do to save energy?)

Grammar: was/were and

there was/were

5 • Point out the section heading and tell students that they should just think about the form of the

verb be (i.e was/were) and there was/were.

• Ask students to identify the singular, plural and uncountable nouns in the box (singular noun = Jennifer Lavers; plural noun = the beaches, any people;

uncountable noun = litter)

• Remind them that uncountable nouns have no plural form

Trang 15

• Elicit the question forms (Was Jennifer shocked?

Were all the beaches polluted? Were there any people

on the island? Was there litter everywhere?)

Exercise 5 singular nouns: was/wasn’t plural nouns: were/ weren’t uncountable nouns: was/wasn’t

6 • Ask students to look at the title of the text and the photo and predict what it is going to be about

• Ask students to skim read the text and say if

Los Angeles is a mega-city and elicit why not (a

mega-city has more than ten million inhabitants).

Reinforcement Tell students they need was x 3,

there were x 1, there was x 1, there weren’t x 1 and were x 2.

Exercise 6

Grammar: too, too much/

many, (not) enough

8 • Ask students to copy and complete the rules in their notebooks

1 It’s hot in here.

2 There is _ salt in this soup.

3 There are _ people in this queue.

4 The underground isn’t fast _

5 I don’t have _ money.

(1 too – Can you open the window? 2 too much – Can

I have something different, please? 3 too many – We should go to another one 4 enough – We should take a taxi 5 enough – I need to get a job.)

9 • Check students understand the meaning of

I wish (= this is used to say something isn’t true,

but we would be pleased if it was true)

• Before students do the task, ask them to skim the text and say if the writer is happy living in a village (No, the writer isn’t.)

Reinforcement Tell students that there is one instance of each of the options (including one

not enough and one enough).

Exercise 9

1 too 2 enough 3 a lot of 4 too many 5 not enough

the correct words

• Check their answers

• In pairs, have students take turns to say if the sentences are true or false for them

Exercise 10

1 any 2 a lot of 3 much 4 an 5 some 6 many

Writing

and phrases that students can use for A and B and write them on the board:

A:

There is/There are

quantifiers, e.g There isn’t much to do there

present simple

verbs and phrases to talk about likes: like, dislike/

don’t like, prefer, to be keen on

comparatives and superlatives

adjectives to describe places: noisy, boring, small,

enjoyable, exciting, amazing

nouns to describe places: countryside, village,

town, city …

B:

There was/There were; was/were

comparatives and superlatives adjectives to describe places in the past and

present: polluted, stressful, noisy, easy, challenging nouns to compare in the past and present: traffic,

tall buildings, main road, energy, buildings, litter, inhabitants, residents …

• Vocabulary worksheets (basics and standard) ➔ Teacher’s Resource Centre

• Grammar reference and practice ➔ Teacher’s Resource Centre

• Grammar worksheets (basics and standard) ➔ Teacher’s Resource Centre

Trang 16

Write this question on the board in a jumbled order:

Where did you live when you were younger?

e.g when / live / you / younger / Where / did / were / you / ?

Ask students to order the words to make the question

and take turns to ask and answer it in pairs

Grammar: past simple

1 • Ask students to look at the photos and predict

what Sam’s memories might be

• Have students read the text and elicit the

answer to the question The text contains a lot of

examples of used to that students will be asked

to find in the text later on in the lesson, so don’t

draw attention to this structure at this stage

Exercise 1

the sea

2 • Students do the task Feed in information

from the box on Pronunciation of the past

simple below.

Exercise 2

1 regular: move, live; irregular: be, know

2 I didn’t know … 3 Did you live … ?

Pronunciation of the past simple

There are three ways to pronounce the -ed ending of

regular verbs in the simple past tense: /ɪd/, /t/ or /d/

The pronunciation depends on the sound at the end of

the infinitive of the main verb and whether it is voiced or

not (Highlight that a voiced sound is one that vibrates in

your throat when you say it.)

/d/lived, enjoyed, smiled, moved, studied

3 • Ask students to work independently to first complete the sentences with the correct form of the past simple in brackets

• After checking they have the correct verb forms, ask them to complete the sentences with words

or numbers to make them true for them

Exercise 3

1 came 2 didn’t study 3 liked 4 didn’t have 5 met

Students’ own answers

Extra activity

Ask students to change just one of the sentences to make

it false for them In pairs, students read out their sentences for their partner to guess which one is false Encourage them to ask questions to find out more information,

e.g. Why didn’t you like pizza when you were younger?

Grammar: used to

4 • Refer students to the examples and ask them to

spot examples of used to in the text in exercise 1

(I used to go sailing with my dad; I didn’t use to live;

What did you use to do there?)

• With less confidents students, refer to the

example sentence I used to go sailing with my

dad Point out that I is Sam in exercise 1.

• Ask some concept-checking questions:

Did Sam sail in the past?

Do you think Sam sailed a lot or not very much?

Does Sam sail now?

• Highlight that used to is used to refer to

repeated actions or situations in the past and things which are no longer true

• Feed in information from the box below

Exercise 4

1 infinitive 2 use to 3 don’t use

Common errors with used to

Highlight that the negative and question form of used to is

didn’t use to / Did you use to … ? without the final -d:

We didn’t use to go on holidays when I was young.

Did you use to go to school with him?

ABCD

Trang 17

5 • Students do the task.

Exercise 5

1 used to have 2 used to call 3 used to love

4 used to sing 5 didn’t use to eat 6 used to take

• With less confident classes, write an example

on the board, e.g have / a nickname and elicit the question form, e.g Did you use to have

a nickname?

Exercise 6

1 did you use to wear a school uniform?

2 did you use to live in a different house?

3 did you use to have a pet?

4 did you use to like different music?

5 did you use to help with the housework?

Speaking

7 • Highlight that the model dialogue gives two examples of the answer to the question, one positive and one negative

• Ask two pairs of more confident students to read out the two possible model dialogues

Extra activity

Ask students to write a text with used to about an activity

they did regularly before, but don’t do any more

What’s in this book?

Student’s Book p11

Extra activity

Play the game First to five (See Activities bank, page 6,

for full instructions.)

(Suggested categories: activities with play, activities with

do, activities with go, words related to the environment, countries, irregular past simple verbs, five sentences with used to …)

1 • You could make this task competitive by asking students to race to find the answers Set a time limit of three minutes Students work in pairs to find as many answers as they can in this time

Exercise 1

5 Shakespeare’s Globe Theatre, UK, p83 6 Zoella (Zoe Sugg), p42

Critical thinking, Round-up, Review and Reflection

Do the first one together as an example

• Check their answers Point out to students that every unit has the same features

Exercise 2

1 e 2 b 3 g 4 h 5 c 6 d 7 a 8 f

Reinforcement Suggest to less confident students that they use the Contents page to find most of the answers Then ensure that they have the chance to explore the book while checking answers

Exercise 3

4 • Ask students to race to match the topics a–h with Units 1–8

Reinforcement Suggest to less confident students that they use the Contents page to find the answers

Exercise 4

• Grammar worksheets (basics and standard) ➔ Teacher’s Resource Centre

Homework

Ask students to write a paragraph on what they expect to learn and what challenges they anticipate on the course

End-of-unit further practice

• Communication games ➔ Teacher’s Resource Centre

• Wordlists ➔ Teacher’s Resource Centre

• Student’s Book audio and audioscripts ➔ Teacher’s Resource Centre

1

Starter

Trang 18

Amazing people

1

Lesson aims Students learn personality adjectives,

revise antonyms and ask and answer questions about

personal qualities.

Warmer

Do a quick personality quiz

Ask students to think of a colour and list three adjectives

that describe it Then they think of an animal and list three

adjectives that describe it (They can’t repeat adjectives.)

Tell them that the colour adjectives represent what they

think of themselves and the animal adjectives represent

what they think of other people

Students compare their answers in pairs

Elicit interesting and unusual answers from students

Ask students what they think today’s lesson is going to

be about (describing people)

Elicit the meaning of inspire (= to give someone the

enthusiasm to do or create something)

Ask students to think of two things:

1 situations when they need inspiration (e.g when they

have to write something)

2 words they associate with inspiration (e.g creativity,

imagination, idea, challenge, beautiful)

Tell students they will learn more about inspiration

through the unit and will return to discuss the question

at the end of the unit

Describing people

1 Explain to students that associating the

adjectives with characters from TV shows or

films helps to remember them

• Remind students that funny means amusing but

fun means enjoyable and it is important not to

confuse them

Challenge Ask students to think of characters

from TV shows or films for the additional

adjectives they think of and then share their

ideas with the class during feedback

• Write the additional adjectives students think of

on the board for use in exercise 2

Exercise 1

Suggested answers: awesome, brilliant, clever, gentle, happy, helpful,

interesting, nervous, polite, relaxed, wonderful

Extra activity

Write further examples of inspiring characters from TV shows and films on the board and ask the class which adjectives could be used to describe each person

Examples:

Rey (Star Wars films) – strong, brave, kind Katniss Everdeen (The Hunger Games) – independent, brave, sensitive

Sheldon Cooper (The Big Bang Theory) – funny, rude, smart Lisa Simpson (The Simpsons) – intellectual, kind, sensible

Then ask students to write a sentence about three of the characters, using the words from exercise 1 Tell them they can make them positive or negative sentences

2 • Check the spelling of the opposites of the other adjectives students have thought of in exercise 1 and write them on the board for students to add to their lists

Reinforcement Allow students to use their dictionaries to find the opposites

Exercise 2

Opposites with a negative prefix (un-) or negative suffix (-less): careless,

unfriendly, unpleasant

Other opposites: quiet, noisy

Plus students’ own answers

Opposites with a negative prefix (un-) or negative suffix (-less):

happy – unhappy; helpful – unhelpful; fear – fearless, interesting – uninteresting

Other opposites: relaxed – stressed; polite – rude

Prefixes and suffixes

Explain to students that prefixes and suffixes create new words, and that a good knowledge of prefixes and suffixes will increase their vocabulary

Give students these tips:

• The spelling of the base word doesn’t usually change

• Prefixes and suffixes can only be used with specific

words, e.g the suffix -less means without:

care + less = without care = careless.

ABCD

Trang 19

Personal qualities

• Follow-up questions:

What is the prize for the competition?

(a recommendation to join the European Space Agency programme)

Culture note

Astronauts: Do you have what it takes? is a real

competition and a real TV programme, which aired in 2017

Former Commander of the International Space Station, Chris Hadfield, and other experts, chose 12 people to compete in a six-week training regime

4 Point out to students that understanding the adjectives in bold is key to deciding who is the best candidate Adjectives are used to describe both character and ability

• Give students time to read the whole article

• Elicit opinions from different students around the class and encourage them to justify their answers

5 • Tell students to work independently Check their answers and ask them how to say the words in their own language

• Draw students’ attention to the example sentence In pairs, ask students to describe someone they know using each adjective

Reinforcement Students work in pairs They write definitions for three words each and share their answers

Fast finishers

Ask students to think of opposites for the words in bold in the text When everyone has finished, ask them to read out their words for the rest of the class to find the matching adjectives in the text

(Suggested answers: confident – shy, reliable – unreliable,

hard-working – lazy, enthusiastic – unenthusiastic, brave – cowardly, sensible – careless, calm – angry, positive – negative, generous – ungenerous, talented – talentless, sociable – unsociable, patient – impatient, curious – uninterested, creative – uncreative)

An enthusiastic person is very interested in something or excited by it.

A brave person can deal with danger or difficult situations and isn’t frightened.

A calm person doesn’t react with strong emotions like anger or fear.

A positive person believes good things will happen.

A creative person has a lot of imagination and new ideas.

• Nominate a few pairs to ask and answer questions in front of the class

• Draw students’ attention to the table about

confusing like phrases

• Ask students to write some personalised

sentences with to be like, to look like and to like.

to be like, to look like, to like

• Remind students that like can be used as a preposition with look (physical description) and be (general

character description or a description of a place or

thing: What’s Paris like?).

• Explain that Who does he look like? asks for an answer in

the form of the name of a specific person

Extra activity

Write these answers on the board and ask students to say

the correct questions with like:

1 He is funny.

2 Paris? It’s very noisy but it has a lot of tourist attractions.

3 Like his father.

4 He’s got green eyes and long, dark hair.

(Suggested answers: 1 What is he like? 2 What is

Paris like? 3 Who does he look like? 4 What does he look like?)

9 See the videoscript on p139.

• Ask students to predict what they think they will see in the video

• Play the video and ask students to check their ideas Encourage them to use the vocabulary that they have learned in this lesson

• If necessary, check understanding of

weightless and zero gravity

• Nominate pairs to share their ideas, and elicit more opinions from the rest

of the class

ABCD

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• Vocabulary ➔ Workbook p4

• Vocabulary worksheets (basics, standard and higher) ➔

• Pronunciation ➔ Student’s Book p116

Pronunciation p116 Exercise 1

campai(g)n, clim(b), desi(g)ner, diff(e)rence, ex(c)iting, fav(ou)rite, (h)our,

(k)nowledge, lis(te)ner, wa(l)k, (w)rite

Homework

Ask students to do some online research and write a

paragraph about what life is like for astronauts in the

International Space Station

Reading and critical

thinking

Lesson aims Students skim a magazine article about

amazing people for gist and then read it and discuss how

people inspire others.

Warmer

Elicit positive adjectives for describing people from the

previous lesson and write them on the board:

brave, calm, confident, creative, curious, enthusiastic,

generous, hard-working, patient, positive, reliable, sensible,

sociable, talented

In pairs, students make statements about each other’s

positive personality traits and give reasons, e.g I think that

you are curious You always ask questions in class.

Write some expressions on the board for their partner to

respond with:

Are you kidding me?, How did you guess?, Really?, No way!,

Yes, that’s true!

A magazine article

1 • Students do the task Highlight that looking at

any illustrations or photos helps get an overall

impression of the content of a text

Exercise 1

Suggested answers:

1 The girl has colourful hair and she is wearing a bright orange dress She is

walking She has a prosthetic leg She looks confident

2 The people are playing sports (baseball).

3 Students’ own answers

Key techniques include:

• reading only the first and last sentences of each

paragraph, also called topic sentences

• reading the conclusion

• focusing on exact names of people and places, other key words and numbers

• looking out for transitional words and phrases that mark a shift in, or continuation of, ideas, such as

because, instead, however, not only that and then

2 • Before the task, read through and discuss the Subskill advice Add information from the note above

• Set a time limit of two minutes to encourage them to skim the text

Exercise 2

2

3 4 When checking answers, elicit where the evidence for the correct answer is in the text, and ask students to read out their corrections for the false sentences

Exercise 3

1 True (lines 7–8)

2 False – It took her nine months to learn to walk again after her accident

(lines 13–14)

3 False – An Italian designer wrote to Chiara to ask her to model the decorative

leg she was making (lines 15–17)

4 False – Chiara decided to make her prosthetic leg part of her image (lines 18–19)

5 False – Orlando had a bad headache for weeks (lines 35–36)

6 True (lines 37–40)

4 • Students do the task Point out that there are two statements for each person

Exercise 4

Reinforcement Students could work in pairs

Challenge Confident students could attempt the task from memory before reading the text

to check their answers

1 She had a terrible accident.

2 She was working on a decorative prosthetic leg.

3 She hopes to become a doctor.

4 He was playing baseball.

5 No, he didn’t.

6 No, he doesn’t He thinks he’s ordinary.

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6 • Word work Before students begin, read the definitions as a class and decide what part of speech they need to look out for.

Fast finishers

Ask students to find three more words or phrases in the text that are new to them and write definitions Allow them to use their dictionaries When the rest of the class has finished, ask the fast finishers to share their definitions

they would like to improve in, e.g athletics, music,

academic, psychic, linguistic, business, etc.

Extra activity

Ask students to underline all the adjectives in the text

([in the order in which they appear in the text] title: unique

introduction: famous, ordinary, incredible, different,

new, interesting paragraph 1: positive, confident, young,

impossible, terrible, left, Italian, decorative, prosthetic, determined, world-famous

paragraph 2: amazing, unusual, bad, surprised,

interested, ordinary

conclusion: amazing, wonderful, difficult, good, awesome)

1 • Understand (LOT) Elicit a

definition of the word campaign (= a planned

group of activities that try to achieve social or political change by persuading other people

or the government to do something) Drill the pronunciation, /kæmˈpeɪn/ Give students one

to two minutes to complete the task Share their ideas on the board

2 • Analyse (HOT) Ask students for examples of campaigns they know of

• Before they discuss one of the campaigns, model an example:

started protesting on her own outside the Swedish parliament in 2018.

then, thousands of other students have copied her and gone on strike

movement

CRITICAL THINKING

• For less confident classes, elicit some tactics

campaigns use to achieve their goals: public

pressure, online petitions, demonstrations, collaboration with other organisations with similar aims.

• Give students time to work in pairs to discuss

a campaign Elicit answers from some pairs around the class

3 • Create (HOT) Ask students what issues

they care about and why Elicit the changes they want to see happen in their school, community, etc and how they will engage with others to join in

• After they have had time to note down some ideas, nominate students to share their campaigns Have a class vote on the best campaign idea

Share some of the information about Chiara and

Orlando from the Culture note with the class.

Tell students to go online and research information about the amazing abilities of Stephen Wiltshire or a person of their choice

Ask them to take notes and write a short summary of any interesting and relevant information

Research

Culture note

Chiara Bordi became a model when she was 15 She was the

first disabled contestant in Miss Italy in 2018, where she won third place Chiara has participated in Models of Diversity’s campaigns to promote greater equality and diversity in the fashion and beauty industries

Orlando Serrell is an ‘acquired savant’ – someone who

exhibits increased mental skills after an injury to the central nervous system or a disease His ‘calendar brain’ is interesting for scientists because it could mean that, by stimulating a key area in the brain, we could all acquire the skills he has

Stephen Wiltshire is an artist with an amazing ability

to draw detailed cityscapes In 2005, after a 20-minute helicopter ride over Hong Kong, he drew a 10-metre-long picture of Hong Kong’s harbour – all from memory Stephen was diagnosed as autistic as a child and didn’t learn to speak until the age of nine He has his own art gallery in London and his artwork is exhibited in venues all over the world

• Reading ➔ Workbook p8

• The longer read ➔ Teacher’s Resource Centre

• Accessible reading worksheet ➔ Teacher’s Resource Centre

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Homework

Ask students to write three sentences about things they

have learnt from the texts today

Get online

Ask students to look for the following:

• the aims of the organisation Models of Diversity

• information about another model who is

promoting equality or diversity in fashion

and beauty industries

• information about another person who suddenly

had special skills after an injury or a disease

Ask students to write a short text to present the

information they found

Grammar

Lesson aims Students learn and practise the form and

use of used to and of the past simple and past continuous

with when and while.

Warmer

Write these sentences on the board and ask students to

write them in the past tense:

1 I do English on Tuesday.

2 I’m wearing a white shirt.

3 I usually read a newspaper.

Tell students that they will discover the answers through

the lesson, and allow students to review the sentences

again at the end of the lesson

Past simple, past continuous

and used to

Choosing the correct tense

Highlight some common errors

• Students will often use the past continuous when the

action was carried out over a long period of time:

I was living lived in Gdansk for 20 years

• Remind students that stative verbs cannot be used in

Write the sentences below on the board for students

to complete Then ask students to match the sentences to the rules in exercise 1

2 I (drive) to the cinema last night when it started to

3 I (not go) to the cinema when I was young but now

4 Our seats (be) in the front row and we (can)

Fast finishers

Ask students to read the article on p15 again and find more sentences to add to each rule in exercise 1

Exercise 2

1 Paul didn’t go to the cinema yesterday Did Paul go to the cinema yesterday?

2 I wasn’t doing my homework at 9 pm Was I doing my homework at 9 pm?

3 They weren’t at school yesterday Were they at school yesterday?

4 Lara couldn’t swim at the age of four Could Lara swim at the age of four?

5 They didn’t use to take the bus to school Did they use to take the bus to school?

3 • When reviewing, ask students to explain why the other option is wrong

3 was shining, went

6 arrived, were working

4 • When checking answers, ask students to say what their partner did

Exercise 4

When and while

5 • Remind students that the clauses are interchangeable, but when the time clause comes first, a comma is always required

Exercise 5

1 past continuous, past simple 2 when 3 when, while

ABCD

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6 Reinforcement Give students these hints:

when x 1, while x 1, past continuous x 1, past simple x 6.

well in deep; twice as well as European children)

How do you think the Moken children got the ability to

change in their genes)

7 • Before students start thinking about the puzzle

by themselves, read it together

• Elicit why the names Romeo and Juliet have been used (They are two characters who die in

Shakespeare’s famous play Romeo and Juliet.)

• Grammar worksheets (basics, standard and higher) ➔ Teacher’s Resource Centre

/d/: discovered, raised /t/: worked, asked, helped, changed, stopped/ɪd/: suggested, decided, encouraged, supported, ended

1 /d/: bored, determined, surprised

2 /t/: convinced, embarrassed, relaxed

3 /ɪd/: disappointed, excited, interested

Homework

Ask students to write a description of an experience they had on holiday or at another time They should describe the scene using the past continuous, at least two

sentences with the past simple after when and at least two sentences with the past continuous after while.

Vocabulary and Listening

Lesson aims Students learn about verb patterns and

collocations and practise predicting what they will hear in

a radio interview.

Warmer

Write these words and definitions on the board (or just write the words and read out the definitions):

campaign petition award deaf

1 a prize or reward that is given to someone who has

achieved something

2 an event, thing or person that makes something happen

3 a document that people sign to ask someone in authority

to do something

4 not able to hear

Ask students to choose the right word to match each definition Then check their answers and elicit what students think the lesson is going to be about (helping others)(1 award 2 campaign 3 petition 4 deaf )

Verb and noun collocations: helping others

What type of people are the radio show looking for?

(inspiring people)

newspaper or on the Internet)

Exercise 2 Verb + noun: start a campaign, sign an online petition, change the world,

achieve their goals, gain knowledge, made a difference, win an award

Verb + person: helping others, encouraged a friend

collocations as chunks or single blocks of language.

• Tell students to look at the examples then elicit other collocations students know

3 • Write some prompts on the board, e.g Do you

agree? I don’t agree/I disagree/I agree because …

• After students have done the task, have a class vote to find out whether they agree with the

ABCD

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sentences or not and elicit some reasons for

their answers Encourage a class discussion

1 The interview is about Jade Chapman and her sister Laura.

2 They use sign language to communicate.

3 Jade won an award for a campaign

Extra activity

In pairs, ask students to speak for 30 seconds about the

photos without hesitation or repetition They should

answer the questions in this exercise and use as much

language as they can from exercise 1 Their partner should

time them and then they swap roles

Subskill: Predicting what you will hear

Remind students that identifying the key words in the

questions will give them helpful clues, e.g.:

• the relationship between the speakers

• what they are talking about

• where they are

• what the speaker wants to achieve

Students can then predict vocabulary they expect to hear

or predict answers

5 • Encourage students to skim read the sentences

in exercise 6 Do not check their answers at this

stage, wait until they have listened to the audio

in exercise 6

Exercise 5

• Students do the task

Challenge Write some follow-up questions

on the board for more confident students

to answer:

to friends)

an award for young people who make a difference

• Vocabulary worksheets (basics, standard and higher) ➔ Teacher’s Resource Centre

• Listening ➔ Workbook p9

• Listening worksheet ➔ Teacher’s Resource Centre

Homework

Ask students to go online and learn basic words in sign

language, such as Yes, No, Hello, Goodbye, Nice to meet you,

Help, Mother, Father, etc., using online tutorials.

GrammarStudent’s Book p18

Lesson aims Students compare subject and object questions.

Warmer

Write these sentences on the board:

Ask students to say what the subject and object is in each statement

Elicit what the subject of a sentence is (the person or thing

that performs the action) and what the object is (the person

or thing that is acted upon or receives the action).

(Subjects: Jade/She Objects: her sister/an online petition)Subject and object questions

1 Who loves Romeo?

2 Who does Romeo love?

Elicit the subject and object

(1 Who (subject) loves Romeo (object)? 2 Who (object) does Romeo (subject) love?)

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Word order

Point out that most questions in English are object questions – we want to know about the receiver of the actions These questions follow the QuASM formula for word order: Question word, Auxiliary, Subject, Main verb

Sometimes, however, the thing we want to know is the subject of the question, i.e the person or the thing who performed the action These are called subject questions because the question word is the subject of the sentence

Remind students that for subject questions there is no auxiliary verb and the word order is not inverted

2 • Before they start, explain that four teenagers each helped one person

• With less confident classes, write the pairs of names students will need for the four additional questions and answers on the board:

Luke/Emily, Luke/Grace, Oscar/Grace, Oscar/Emily

Exercise 2

1 b 2 c 3 a 4 d

Who did Luke help? He helped Emily Who helped Luke? Grace helped Luke

Who did Oscar help? He helped Grace Who helped Oscar? Emily helped Oscar

• Ask students what they know about the singer Lorde, e.g nationality, age, type of music

Exercise 3

1 Subject – What happened after Lorde released her song Royals? It went to

number one in the United States

2 Subject – Who encouraged her to read? Her mum.

3 Object – What did she do in 2017? She released her second album.

4 Subject – Who influenced her music style? Rihanna

5 Object – Who does she admire? She admires Lady Gaga.

6 Object – What did she do at the MTV Music Awards? She performed.

4 • If necessary, do the first two questions together

Fast finishers

Write two extra sentences on the board for fast finishers to write more subject or object questions:

1 David Bowie inspired Lorde Who … ?

2 Jack Antonoff co-wrote one of her albums Who did … ? /

Who co-wrote … ?

(1 Who inspired Lorde? 2 Who did Lorde co-write one of her albums with?/Who co-wrote one of Lorde’s albums with her?)

Exercise 4

3 What song did Lorde write? 4 Who wrote the song Royals?

5 What did she win?

6 Who did Lorde perform with on her international tour?/Who performed with

Lorde on her international tour?

6 • Draw students’ attention to the example questions

Reinforcement Tell students to write the questions for all five sentences in exercise 5 before they start working in pairs

GRAMMAR ROUND-UP

7 • Before they complete the text, ask students what they already know about Zoe Saldana

See the Culture note below for some information

you can share with the class

Zoe Saldana is a famous Hollywood actress She was

born in Passaic, New Jersey, in 1978, but her father is from the Dominican Republic and her mother is Puerto Rican She started her own media company, BESE, to help bring greater diversity to Hollywood

• Grammar ➔ Workbook p7

Homework

Write these sentences on the board:

1 Her mother inspired Zoe to become an actor.

2 She starred in Star Trek.

3 She likes eating salads for lunch.

4 Her dance training helped her get her first film role.

Ask students to write a subject and an object question for

each sentence

(Suggested answers: 1 Who inspired Zoe? What did Zoe’s

mother inspire her to do? 2 Who starred in Star Trek? / What

film did Zoe star in? 3 Who likes eating salads for lunch? What does Zoe like eating for lunch? 4 What helped her get her first film role?/What did her dance training help her get?)

ABCD

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Lesson aims Students learn Key phrases and adjectives for

asking and giving opinions and use them in a dialogue to

talk about a visit or an experience.

Warmer

Ask students to think of an awesome experience they

have had or a visit to an amazing place Tell them to write

down some notes about it

Elicit six key question words for asking for information

(What, Why, When, How, Where and Who).

In pairs, ask students to use these words to ask each other

questions about their experience or visit

Ask a few more confident students to tell the class about

their partner’s experience or visit

Giving an opinion

1 • Draw students’ attention to the photos and elicit

what they know about the ArcelorMittal Orbit

Slide and if they have been on a similar slide

• Ask students to think of opinion adjectives to

describe an experience on the slide

Culture note

The ArcelorMittal Orbit Slide in London is the world’s

tallest and longest slide! It’s 76 m high and 178 m long,

and it takes 40 seconds to go down You travel at about

24 km/hour!

2 When checking answers, elicit why Logan didn’t

enjoy the experience (it was crowded, they waited

for ages, it was over quickly, it was boring, he shut his

eyes, and the ride was over very fast) and what bit he

did enjoy (the views from the top)

Exercise 2

Mae

3 • When checking answers, highlight how the

speakers stress the intensifying adverbs and use

rising intonation to help emphasise their point

• Ask students to work in pairs and practise the

dialogue Encourage them to try to use the

intonation patterns they heard in the video

Students who finish early can swap roles

Challenge Ask students to think of other

adjectives to describe experiences, both

negative and positive

Reinforcement Ask students to make

sentences with the opinion adjectives in the box

to show that they have understood them

4 • Ask students to read the Key phrases and feed

in information from the Asking for and giving

opinions box on the right.

• Then ask students to read the Real-world grammar phrases Point out that these are examples of the grammar they have learnt in this unit

• Ask students to find other examples of the unit’s grammar in the dialogue

Exercise 4 Asking for and giving opinions:

What did you think?, I reckon …, I thought …, If you ask me …, Didn’t you think …, … in my opinion

Opinion adjectives: amazing, awesome, boring, brilliant, disappointing,

exciting, incredible

Asking for and giving opinions

• Point out that all the Key phrases in this lesson are informal

• Remind students that adverbs can be used to enhance

an opinion statement: I really think … I strongly believe …

• Highlight that I reckon (= I think) is a very common

phrase in the UK today British people use the word

reckon more often than think when speaking.

• Typical mistakes to avoid: I am agree How What do you

think about … ?

5 • THINK In pairs, ask students to think of a place

they have both visited or an experience they have both had and to make notes

• Give them some ideas, e.g a visit to a local

tourist attraction, a trip to another city, etc

• Tell students that they can talk about a place

they would like to visit or an experience they would like to have if necessary

• PREPARE Ask students to prepare their dialogue.

Challenge Encourage them to look up more complex positive and negative adjectives

in their dictionaries to describe their place

or experience

• PRACTISE Give students time to practise

Remind them to think about intonation

• PERFORM Before students perform, ask them

to read through the Peer review questions in

exercise 6 and to check if they need to make any final changes to their dialogue

ABCD

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6 • Peer review Remind students to consider the questions while their classmates perform This will help them pay attention.

• After everyone has performed, nominate students to discuss, in general terms, whether their classmates used a variety

of phrases and how they could improve their dialogues

Lesson aims Students write a profile using conjunctions.

Elicit any other facts they know about this country

(Suggested answers: 1 Where is Cambodia? 2 What’s the

capital? 3 What countries are next to Cambodia? 4 How big

is it? 5 What’s the population?)

A profile

1 • Before students read the text, elicit the connection between soap, health and disease

(being clean reduces the spread of infection)

• Check their answers and elicit or explain that bank

in the organisation’s name refers to a place where things are stored, not a financial institution

• Ask why the prefix eco- is appropriate in the

name (it helps the environment because it recycles soap that hotel guests do not use)

Exercise 1

He started Eco-Soap Bank to help children in Cambodia They had no soap to wash with and so became ill

Culture note

The Kingdom of Cambodia has a population of around

15 million and is one of the fastest growing economies

in Asia

2 • Before they start, check students understand the

meaning of social entrepreneur (= someone who

sets up an organisation with the aim of solving

social problems) and solar lighting (= lighting

which is powered by batteries charged during the day by converting sunlight to electricity)

hygiene education and soap to over 650,000 people, employs 35 Cambodian women and has four recycling centres in Cambodia.)

plans to expand to seven more countries.)

lighting projects in Cambodia, Nepal and Bangladesh and has worked on nutrition projects in Cambodia.)

enthusiastic, creative and talented and shows anyone can change the world.)

Exercise 2

Subskill: Using conjunctions – because,

so, although

Point out that when the phrase with although comes at the

beginning of the sentence, a comma is required after it:

Although they wanted to, they couldn’t wash their hands.

Exercise 3

1 a although b so c because 2 although

Extra activity

Write prompts on the board:

became ill – couldn’t wash their hands

Ask students to make two sentences with so and because.

Then write another prompt:

it was raining – didn’t bring an umbrella

Ask students to make two sentences with although.

(They became ill because they couldn’t wash their hands./They couldn’t wash their hands so they became ill

Although it was raining, I didn’t bring an umbrella./I didn’t bring an umbrella although it was raining.)

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What was wrong with school libraries in poor areas?

(They didn’t have interesting books.)

How does the group involve the local community?

(They ask students, parents and staff to help decorate

5 • Do the first sentence together as a

class, then ask students to continue the

task independently

• Remind them to make any necessary changes

• Ask one or two students to read their

6 • THINK Tell students that they don’t have to

copy the sentences They can put these ideas

into their own words

• PREPARE With less confident classes, elicit

from students which parts of exercises 4 and

5 should go in each of the paragraphs in the

paragraph plan given

Paragraph 1: exercise 4 bullet point 2,

exercise 5 sentence 4

Paragraph 2: exercise 4 bullet points 1 and 5,

exercise 5 sentences 1 and 5

Paragraph 3: exercise 4 bullet points 3, 4

and 6

Paragraph 4: exercise 5 notes 2, 3

Challenge Encourage students to go online

to research more about Rebecca Constantino

Point out that they can expand on the

suggested content in PREPARE.

• WRITE Before writing, ask students to read

through the questions in the CHECK section to

see what they should include

Reinforcement Give students a set amount

of time to complete the first two stages After the time is finished, ask students to share their ideas with a partner before they write their profile

• CHECK Ask students to go through their profile

and answer the questions Ask them to make corrections if necessary

Exercise 6 Suggested answer:

Although you might not know Rebecca’s name, she is someone I admire and she inspires me Rebecca set up the non-profit Access Books because she wanted to improve school libraries in poor areas

While she was researching literacy, she discovered school libraries in poor areas were terrible The books were old and in bad condition Young people didn’t have access to interesting books so they were doing worse at school Access Books has provided over 1.5 million books Now, because young people in these schools are more interested in reading, they do better at school

Rebecca didn’t stop there Many of the libraries were in poor condition so the group decorated them together with students, parents and staff Access Books also offers author visits because they want to interest young people in books and writing

Rebecca’s work certainly made me think because I didn’t realise there was a problem In my opinion, Rebecca’s work is making a difference because she has helped to improve literacy and her work

7 • Peer review Ask students to exchange profiles with another student and answer the questions

Ask them to share their information in groups

Culture note

NGOs such as Plastics for Change, WaterAid and WasteAid are backing community recycling projects to help developing countries manage their waste

For the urban poor in developing countries, informal waste recycling is a common way to earn income Waste recycling creates jobs, reduces poverty, saves money, conserves natural resources and protects the environment

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ProjectStudent’s Book pp22–23

Lesson aims Students create a video about an inspiring

person and learn about verbal and non-verbal communication for effective presentations.

Warmer

Ask students to look at the Graphic organiser for this unit

on p118 Allow five minutes for them to discuss with a partner what they learnt about inspiring people and what they have enjoyed most about the unit

Point out to students that this is the same WDYT?

question that they were asked at the beginning of the unit Ask them to reflect on how their thoughts have developed, and discuss the question

Write some prompts on the board to help less confident students contribute to the discussion:

be ambitious, aim high, never give up, positive, optimistic, challenge, enthusiasm, change people’s lives

Leave these phrases on the board for use during exercise 2

TASK

Read through the task and the learning outcomes with the class Tell students that they will need to use the language from the Quick review on p21 to successfully complete their project

Elicit the meaning of non-verbal communication (= conveying

meaning without words) Ask students to think of examples

of this (facial expressions, body movements, eye contact, posture, how much space we put between us and others)

• Read out the question If necessary, revise the

meaning of inspire.

• Ask students if they know the people that the students talk about

• Ask students what they think of the presentations

in the video Ask: Is there anything you would do

differently when doing your own presentation?

• With less confident classes, you could make a list

of inspiring people on the board and elicit Key phrases about each one This will help students decide which person they are interested in

3 • See the Model project on p23 and the Model project notes for further ideas

5 • Refer students to the texts in the Model project to help them recognise the appropriate grammar and vocabulary for the task

• Remind students to use the language from the Quick review on p21 in their presentation where possible

7 • Give students time to read the How to … tips

before dividing the class into pairs to practise their presentations

• Encourage pairs to use the Key phrases to feed back to one another Remind them to offer positive feedback as well as negative

• Tell students when it is time to stop practising and move on to recording, to ensure that everyone has enough time to complete their video

STEP 4: PRESENT

8 • Ask students to think of questions to ask their classmates, e.g.:

Why did you choose this person?

What do you think we can learn from this person?

• Encourage them to also think of questions while watching

• Give students time to ask some of their questions

in a short Q&A session after each presentation

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9 • Peer review As a class, discuss the

review questions

• Students raise their hands to vote for the most

inspiring person and best video presentation

• Then elicit students’ reasons for how they voted

Model project

Content: All three presentations include the information in

exercise 3 (correctly excluding their complete life history)

Each speech is just six sentences long Each one answers

the questions in a logical way, without using many linking

words, to provide brief answers and emphasise the most

interesting points of their story

Note the attention-grabbing direct question in the first

speech: Who inspires me?

Artwork: Photos can demonstrate either what the person

looks like or what they do Sometimes an ‘action’ photo or a

photo of an object is more relevant and interesting

Language: The text uses the pronoun I when expressing

opinions and he/she/they to talk about the inspiring

people The text uses vocabulary from the unit

The present simple is used to talk about who inspires

them and why, the past simple describes what they

did to overcome difficulties in the past and the present

continuous (and present simple) to say what they are

doing now that is inspiring and used to to talk about

things that were true for a while but not any more

FINAL REFLECTION

award themselves each face by eliciting what the

faces could say for the three different areas, e.g.:

n The task: I’ve completed the task really well.;

I need to rehearse more and then record myself

again.; I need to rewrite my presentation and

record it again.

n Super skills: I’ve used the Super skills really

effectively.; I didn’t do badly but I need to reflect

on some aspects of Super skills, like working on

my non-verbal communication Practice makes

perfect!; I need to practise more and work on my

Super skills.

the unit.; I’ve included some of the language but

I need to use a wider range of vocabulary and

all the structures I’ve learnt.; I need to do some

consolidation exercises at home and revise the

language in the unit to keep up with the course.

the unit they used in their presentations

11

Beyond the task

Ask students to reflect on the ideas that the inspiring people in the unit have had and the ways they achieved their goal

End-of-unit further practice

pp68–69

• Exam trainer ➔ Workbook pp84–94

• Progress test (standard and higher) ➔ Teacher’s Resource Centre

• Communication games ➔ Teacher’s Resource Centre

Resource Centre

11

Trang 31

Love to learn!

2

Lesson aims Students learn vocabulary for talking about

skills and abilities Students practise using the present perfect with never and past participle forms to talk about experiences.

Warmer

Elicit or teach the meaning of the terms soft skills (= skills

that relate to a person’s personality and social skills

and ability to communicate) and hard skills (= specific

knowledge and abilities) Give students some examples and ask if they are hard or soft skills:

Hard skills: computer programming, foreign language skills,

mathematical knowledge, speed-reading, web design

Soft skills: teamwork, communication skills, creativity,

problem-solving, organisational skills

Ask students to think of a few more for each skill set

WDYT? What’s the best new skill you’ve ever learnt, and how can you teach

it to others?

Have a class discussion about what new skills the students may have learnt recently and whether they have tried to teach those skills to anyone

Don’t go into detail at this stage – tell students that they will learn more about learning and teaching skills through the unit and will return to the question

at the end of the unit

Skills and abilities

1 Before students start, revise the words sew

(= to make or repair clothes or other items

using a needle and thread) and knit (= to make

something using wool and sticks called knitting needles) Drill the pronunciation of these words

/səʊ/ and /nɪt/ Highlight the silent ‘k’ in knit.

• Check students know the meaning of DIY (= an

abbreviation for ‘do-it-yourself’ – the activity of making or repairing things yourself, especially

in your own home) Elicit some examples,

e.g. putting up a shelf, painting chairs.

• Elicit answers as a class and encourage them

to use contractions, e.g I’ve never ridden a

quad-bike.

Exercise 1

The present perfect with never

• Remind students that the present perfect can only

be used to talk about things someone has done or

never done if there is no need to specify when the action

happened.

• Remind students to avoid double negatives with never:

I haven’t never gone I have never gone / (less common)

I haven’t ever gone…

• Explain that it is also possible to ask questions with

never: Have you never been to the UK? This is usually to

express surprise

Exercise 2

Regular past participles are formed by adding -ed to the infinitive form without to

4 9 First play the audio for students to repeat

• Elicit affirmative answers from students around the class Ask them for more information about their skills and abilities

Extra activity

In pairs, students take turns to ask questions with Can

you/your brother/your mother … (+ skills and abilities from

the box)? They get one point for each question that gets

a Yes, I/he/she can answer and zero points if their partner answers No, I/he/she can’t or I don’t know.

ABCD

Trang 32

• Play the audio for students to do the task

• Elicit other information Jessica gives about the

things she has or hasn’t done

Exercise 5

4: catch fish, do DIY, learn a foreign language, ride a quad-bike

Correct use of ever

in questions:

Have you ever ridden a quad-bike?

• A full negative answer to an ever question usually

contains never:

No, I have never ridden a quad-bike.

but the short answers don’t need ever or never:

Yes, I have ever

No, I have never haven’t

superlatives:

He’s the most talented person I’ve ever met

It’s the hardest thing I’ve ever done.

6 • Before the task, ask students to recreate the

diagrams in their notebooks

• Drill the pronunciation of moped /ˈməʊped/

and mountain /ˈmaʊntɪn/ as students often

mispronounce these words

Fast finishers

Ask students to add more words to the diagram

(Suggested answers:write a blog, a book, a novel, an

email …; ride a go-kart, a horse, a bike, a camel …; design a

concept, a program, a graphic …; climb a hill, the stairs …)

Exercise 6

write: computer code climb: a mountain, an indoor climbing wall

ride: a moped, a quad-bike design: an app, (your own) clothes

7 • Before the task, if possible, provide students

with cut-up cards or ask them to write their

sentences on strips of paper

8 • Draw students’ attention to the model sentence

• If your class will benefit, highlight the change

from the present perfect in the example in

exercise 7 to the past simple in the example in

exercise 8 to talk about specific experiences

in the past Use the I have never cards (1–6)

in exercise 1 to practise this further before

students do the task

Where is Sophie from? (Germany)

Which of her three goals did she actually achieve? (She had her first driving lesson last Thursday.)

• Nominate pairs to share their ideas and expand the discussion to the whole class

Exercise 9

She wants to study for the Japanese Language Proficiency Test, to go horseback riding and take driving lessons in English

Exercise 10

1 Vloggers want to give a visual insight into what they do They want to make an

attractive video which is easy to understand so that people from around the world, both native and non-native speakers of English, will watch it It is a way

of becoming better known on social media and also earning money from the adverts on a YouTube channel

2 The music is upbeat and optimistic, and matches the visuals and narration

very well The animations and captions help to keep our attention There are attractive images of the three things which she wants to learn The interior and exterior shots are bright and colourful In the exterior shots there is a lot

of green which makes the video more attractive The vlogger speaks directly

to the camera which grabs and keeps our attention She also has very positive and open body language and speaks in a very pleasant and enthusiastic way

Homework

Ask students to write four sentences about things that they have done and have never done using different verbs from exercise 7 More confident students can give more details about what they have done using the past simple

ABCD

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Reading and critical thinking

Lesson aims Students scan online reviews about

activity courses for specific information and then discuss the activities.

Warmer

Have a class discussion about online reviews Use these questions to guide the conversation:

share their own experience of a product or a service.)

(Suggested answers: They are good for opinions and

recommendations but the texts and star ratings could

be invented.)

Online reviews

1 • Write a prompt on the board to help students discuss the questions:

I want to learn how to … I will go to … to learn it.

• Brainstorm some ideas as a class and write them

on the board for students to refer to, e.g a new language, a sport, a musical instrument

• Give a model example, e.g During the next

school holidays, I want to learn how to windsurf

I will go to a windsurf centre and get some lessons.

2 • Remind students that they learnt about skimming in Unit 1 (p14)

• Set a time limit of one minute to encourage students to read quickly and not stop on difficult vocabulary

Exercise 2

driving, cooking, robotics

Remind students that when they scan, they know what they’re looking for They should focus on finding the information they want and should ignore everything else

Elicit situations in which students need to find a particular piece of information quickly within a large amount of text (e.g looking up words in a dictionary, looking for a sports score in a table, looking for a specific service on a train or bus timetable, etc.)

3 • Discuss the Subskill advice in the Student’s Book

as a class Share with students more information from the Subskill box on this page

Reinforcement Remind students to keep their target clearly in mind and scan only for key

words like number ranges, e.g 13–16, and key words such as days, weeks, etc.

Exercise 3

1 13–16 2 15–21 3 under-17s 4 6 5 6 6 5/one week

4 11 Students do the task

Alice: park the car, pass the theory test, (quad-biking and go-karting) Ben: bake bread, catch fish, survive without Wi-Fi

Cora: design a robot, build a robot, program a robot, write computer code

5 • Word work Students do the task

Challenge Suggest that students write the meanings of the words and expressions without looking at the definitions

Reinforcement After two minutes, tell students which review each word can be found

in After another minute, give students the first letter of each answer

Fast finishers

Write these additional definitions on the board:

1 relating to the law

2 things you want to do

1 experiment (with) 2 hands-on 3 get behind the wheel

Exercise 6

1 Because she isn’t old enough – you have to be 17 to take your driving test in

the UK

2 quad-biking and go-karting

3 No, he was camping.

4 After getting home, he’s experimented with some new dishes and uploaded

photos of the dishes on Instagram

5 They tested their robots in competitions.

6 app design, video game design, digital music production

Trang 34

Exercise 7

Suggested answers:

1 What kind of car did Alice drive?

2 How old is Alice?

3 Can Ben make bread/catch fish?

4 Could Ben use the internet/Instagram during the course?

5 What did Cora learn?

6 Did Cora have a good time?

and encourage them to give additional

information in their answers

• Elicit interesting answers from different students

around the class

1 • Understand (LOT) Draw students’

attention to whether each of the model

structures is followed by the gerund or the

infinitive form See the box on Gerunds and

infinitives following another verb for further

information

• Give students two to three minutes to think

back and decide which course they want to

do Ask them to write (at least) three sentences

using the prompts

• Ask some students to share their answers with

the class

2 • Analyse (HOT) Ask students to list two

or three advantages and two or three

disadvantages for each of their options

• Write some gapped sentences on the board and

elicit the missing words:

Challenge Encourage students to use more

complex, informative phrases, e.g a minor

drawback; a significant plus; the pros and cons

are … (Tell students that there is no singular

form of this phrase, the pro and con.)

3 • Evaluate (HOT) Draw students’ attention to

the model sentence In pairs, students explain

and give reasons for their choice

• Read out the three options and ask students to

raise their hands to find out which is the most

popular option Elicit why students didn’t choose

the other options

CRITICAL THINKING

Critical thinking Suggested answers:

1 I’d like to learn to drive I’m not sure about doing a cookery course I don’t

fancy learning robotics

2 Advantages:

I’d learn a new skill/a practical skill.

I’d meet other people/make new friends.

It might help me with my future job.

It’s a new challenge for me./It would take me out of my comfort zone.

Disadvantages:

The courses are too expensive.

The courses are too far from where I live.

I might be homesick if I go away for a week.

3 I’d like to do the driving course because it would be cool to learn to drive before the

legal age! That way I will be able to pass my test as soon as I’m 18

Gerunds and infinitives following another verb

Remind students that when one verb is followed by another, the second verb can be a gerund or an infinitive – the choice depends on the first verb:

• A gerund is used with fancy:

I fancy going to the cinema.

• An infinitive is used with would like:

I’d like to go to the cinema.

• After verbs + prepositions, a gerund is used:

I’m thinking about going to the cinema.

Students will learn more about gerunds and infinitives later in the course

ABCD

Help students think about places they could explore

to find out information on courses, e.g local leisure centres, schools, community centres, museums, etc

Encourage them to scan for specific details about the activities, dates and prices and check out online reviews to find out customers’ opinions

Research

Culture note

On the PGL Learner Driver Course, young drivers learn

driving theory, drive for half an hour per day and receive other practical lessons

Residential Root Camp Cookery Courses camps are in

locations in both the UK and Italy Root Camp calls itself

a ‘field-to-table’ camp because campers spend their time both on the farm and in the kitchen While one half of the group is learning how to cook simple, healthy, cost-effective meals, the other half works outdoors: planting, milking cows, beekeeping, pressing apples, etc

Fire Tech Robotics is the UK’s leading provider of tech

education for young people 9–17 years old The summer technology camp helps young people find out more about computer science and it teaches them to code It also helps them develop soft skills such as project management, problem-solving, communication and collaboration

Trang 35

• Reading ➔ Workbook p16

• The longer read ➔ Teacher’s Resource Centre

• Accessible reading worksheet ➔ Teacher’s Resource Centre

Homework

Ask students to write about three of the courses they found during the Research task, saying who they think would enjoy the course (it could be a specific classmate

or just a description of a type of person, e.g active teenagers) They should say why the course will appeal to the person/people they have chosen

GrammarStudent’s Book p28

Lesson aims Students learn the present perfect with for,

since and How long … ? and practise the present perfect

with just, yet and already.

• Discuss the translation question with students

Exercise 1

1 since 2 for

been vs gone

Remind students that been is used instead of gone when

talking about places you have visited:

I’ve been to the USA twice.

Exercise 2 For: a long time, a week, ages, two years Since: 2017, eight o’clock, this morning, I was 12, Monday Suggested answers:

For: ten minutes, a while Since: yesterday, lunchtime

3 12 Follow-up questions:

games, music videos, animations)

• Ask students if they know about other successful teenage app developers

Challenge Encourage students to write follow-up sentences to give more information,

e.g I have lived in my house for a year I moved

here in August.

Fast finishers

Ask students to write two more sentences with for and

since and peer-check their answers.

2 I’ve had this book since last year.

3 Our teacher has taught us English for six months.

4 I’ve studied English for five years.

5 We’ve been at this school for three years.

6 I’ve lived in my house since 2016.

Highlight that How long … ? is often used with

the present perfect tense to ask questions about amounts or periods of time

• Explain that the answer to a How long … ? question will usually include a for or since phrase.

Extra activity

Write these phrases on the board:

have a mobile phone, have an email address, live in this town, have your current hairstyle

Ask students to write questions with How long … ? and the

phrases above, using the present perfect

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

just, yet and already

Exercise 6

ABCD

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just, yet and already

Explain that just is usually used only with the present

perfect tense and it means a short time ago Elicit a

follow-up sentence to the example in the box, e.g

So now she can drive the car on her own.

Tell students that yet means at any time up to now It

is used when something is expected to happen Elicit

follow-up sentences to the examples in the box, e.g.:

for sentence 2: No, she hasn’t (passed it yet); Yes, she

has for sentence 4: She hasn’t done that part of the

course yet.

Explain that already shows an action has been completed,

possibly sooner than was expected Elicit a follow-up

sentence to the example in the box, e.g. It only took her

two hours!

Exercise 7

1 We’ve already done exercise 6 2 We haven’t solved the puzzle yet.

3 We’ve already learnt the present perfect 4 The bell hasn’t rung yet.

8 • Before the task, elicit the meaning of triplets

(= three children born at the same time to the

same mother)

• To help students solve the task, elicit how long a

half-marathon is (just over 21 km/13 miles)

• Grammar worksheets (basics, standard and higher) ➔

1 They’ve climbed a mountain.

2 She built a robot.

3 I’ve baked some bread.

4 They learnt to swim

past simple: 2, 4

present perfect: 1, 3

Homework

Ask students to write personalised sentences for each

grammar point in sentences 4–6 in exercise 6

Vocabulary and Listening

Lesson aims Students learn collocations for talking

about techniques for learning English and to practise remembering what they hear in the context of a podcast about learning foreign languages.

Culture note

English has become the language of global culture and

international economy (according to the World Economic Forum, about 1.5 billion people worldwide speak the language However, it is the first language of around 400 million) This is because of a combination of the influence of the British Empire and North America in the world However, experts say that translation technology, the spread of mixed languages (e.g Hinglish – Hindi and English) and the rise of China could put the future of English at risk

Confusable words

Highlight that Americans prefer study, run through or review when talking about preparing for exams In British English, people use revise, while review means to examine

a situation or idea to decide if it is satisfactory

2 • Encourage students to create large diagrams in their notebooks and to add further collocations

• Encourage them to use colours to aid visual memory

ABCD

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Watch: take a course (in something), use apps, watch video tutorials Speak: do a conversation exchange, follow instructions, keep practising, record

yourself, set up a study group, use apps

Write: highlight key points, follow instructions, keep practising, take a course

(in something), take notes

Listen: follow instructions, keep practising, listen to podcasts, take notes, use apps Read: follow instructions, keep practising, revise for a test, take a course

(in something)

Memorise: keep practising, learn (something) by heart, revise for a test, use

sticky notes

Draw: draw mind maps, keep practising

3 13 After students have completed the task, elicit what they thought about the tips and ask if they are going to adopt any of the techniques

Exercise 3

7 sticky notes 8 study group

A podcast

• Elicit what sort of information they would expect to hear if listening to a and then if listening to b (Suggested answers: a: different

accents and languages they may not understand

b: all in one language, various people’s experiences

Subskill: Remembering what you hear

Highlight that taking notes helps with focus and also with memorisation

Remind them that their notes will probably be content words (verbs, nouns, adjectives, etc.) and that these words are usually stressed By contrast, function words are usually unstressed (pronouns, articles, prepositions, auxiliary verbs, etc.) and needn’t be written down

5 • Ask students to read questions 1 and 2 before they listen, so that they know what information they are listening for

Challenge If you want to practise general note-taking, which is a harder skill than listening for specific information, have the students listen and take notes without reading the questions first Then have them look at questions 1 and 2 and see

if the answers are contained in their notes

Exercise 5

1 Listener 1: French, Listener 2: English, Listener 3: Turkish, Listener 4: Mandarin, Listener 5: Spanish

2 Listener 1: an app, follow instructions, record yourself; Listener 2: set

up a study group, learn songs by heart; Listener 3: do an online course, watch video tutorials; Listener 4: write sticky notes; Listener 5: do a

conversation exchange, keep practising

5 she went to Spain/stayed with a Spanish family

7 • In pairs or small groups, students take turns to ask and answer the first question Then they do the same with the second question

Trang 38

Lesson aims Students contrast the use of the present

perfect and past simple with time expressions.

Warmer

Play First to five

(See Activities bank, page 6, for full instructions.)

(Suggested categories: adverbs with the present perfect,

learning techniques, past participles, phrases for talking

about skills and abilities)

Present perfect and

ago 3 years ago 2 years ago 1 year ago Present Future

I moved to London three years ago

I lived in London for two years.

Rule 1: Focus on the first sentence Ask: Am I still in the

Focus on the second sentence Ask: Do I live in London

Point out that both the events started and finished in the past

4 years

ago 3 years ago 2 years ago 1 year ago Present Future

I have lived in London for three years.

Rule 2: Ask some concept-checking questions:

Present

8

I have been to London three times.

Rule 3: Highlight that the important information is that

something happened, not when it happened, i.e the

exact time is not important to the speaker

Exercise 2

with past simple: ago, in at the age of, in (+ month/year), yesterday

with present perfect: already, for just, never, since, yet

3 15 Elicit what students know about parrots’

2 just 3 since 4 At the age of 5 in 6 never

Exercise 4

1 ’ve used 2 spoke 3 came 4 had 5 ’ve never

Exercise 5

3 a Have you always been b did you go

6 • Model answering the first question as a class, e.g

Have you spoken English all your life?

No, I haven’t I started learning English when I was eight.

in a local language that is rarely spoken any more)

• Check answers and elicit why the other options are incorrect (1 ever try (incorrect form); tried ever (wrong word order) 2 had (no past time expression

to indicate past simple); are having (we don’t use the present continuous to talk about repeated events)

3 were speaking (not an event in progress); speak (time expression indicates past simple) 4 are speaking (we aren’t talking about events in progress);

have spoken (we aren’t talking about events leading

up to, or with consequences, in the present) 5 grew (the past simple doesn’t emphasise that it was an ongoing process); has grown (the action is finished

so the present perfect can’t be used) 6 The other options don’t describe an action that started in the past and but continues to the present 7 since (we use this for indefinite time periods); ago (would go at the end of the time expression) 8 The other options don’t describe a completed action in the past.)

Trang 39

Students go online and research more about karaoke.

Homework

Students write ten sentences about themselves and their lives:

• five sentences with past simple + time expressions

• five sentences with time expressions + present perfect

Real-world speakingStudent’s Book p31

Lesson aims Students learn Key phrases to ask for

information and use them in a dialogue.

Warmer

Play Alphabet race with after-school activities

(See Activities bank, page 7, for instructions.)

(Suggested answers: art, basketball, cookery/cooking,

dancing, English, football, gymnastics, hockey, ice-skating, judo, karate, lifesaving courses, music, netball, orienteering, photography, running, swimming, table tennis, volleyball, walking, yoga)

Asking for information

1 • Remind students just to look at the picture and not to read the dialogue

Exercise 1

singing/joining a choir

2 With less confident classes, play the video twice

The second time, students could choose to read the dialogue and listen to it at the same time

started singing two months ago.)

popular and last year it filled up quickly.)

Exercise 2

the rock choir

• If necessary, watch the video again to confirm answers

• Ask students to notice the speakers’ facial expressions and body language during the conversation and ask what they do and why

(They look at each other and smile because this

is polite.)

• Ask students to work in pairs and practise the dialogue Remind them to use the question intonation patterns they heard in the video Students who finish early can swap roles

Exercise 3

1 Thursday 2 months 3 5:45

Extra activity

Ask students to think of other contexts in which we might

be asking for information, and who we might be asking (e.g at a station, in the street, in a shopping mall)

4 • Read through the Key phrases as a class Help with pronunciation and intonation, paying attention to the intonation in the questions

Challenge Ask students to think of other phrases that we can use to ask for information

(e.g Can you tell me … / Do you know if …)

Reinforcement Ask students to complete these phrases that we use to ask for information

with their own ideas: I’m looking for … /

Do I need to … / What time is … ?

Exercise 4 Asking for information:

I’m looking for information about … I’ve heard it’s very popular

Do I need to sign up now? I’ve got one more question

Thanks for your help

Giving information:

Have you … before? Just ask if you need any more information

Sounding polite

• Remind students that saying please and thank you

more frequently helps them to sound polite

• In addition, intonation helps show a polite attitude behind a request Flat intonation can sound rude and aggressive

• Drill saying thank you in a way that sounds polite

Encourage them to use a falling tone, but make it a high-pitched one

5 • THINK Ask students to look at the pictures

and elicit what type of after-school activities they represent (theatre skills/drama, computer skills/coding, cookery, foreign language)

Reinforcement Elicit questions for day/time/level and price and write them on the board for students to refer to

ABCD

Trang 40

• PREPARE Ask students to prepare their dialogue.

Challenge Tell students they can choose

any after-school activity they wish Encourage

them to ask questions about the type of activity,

equipment they may need and anything else

they need to consider for this after-school activity

• PRACTISE Give students time to practise

Remind them to use the correct intonation

• PERFORM Before students perform, ask them

to read through the Peer review questions in

exercise 6 and make notes as their classmates

read their dialogues

6 • Peer review Ask students to answer the

questions while they listen to their classmates’

dialogues This will help students pay attention

while others perform

• At the end of each dialogue, encourage

students to give constructive feedback on each

Ask students to refer back to the dialogue and make a

list of questions they would ask before joining a choir or

another after-school activity of their choice

Writing

Lesson aims Students write a blog about a skill they’ve

learnt using tenses correctly.

Warmer

Elicit what a blog is (= short for web log – a publishing

platform that presents the most recently published

content at the top of the website) In pairs, students

discuss if they read blogs and, if so, which ones

A blog

1 • Elicit the meaning of the blog title Give it a go

(= to try something to see if you like it or can do it)

• Elicit something students have tried doing and/

or tell them about something you have tried

Give it a go is a typical British response to I’m not

sure I’d like it Elicit what students think the text is

going to be about (new skills and experiences)

• Check their answers and elicit the meaning in

this context of craft (= the hands-on process of

making artistic things) and design (= to plan by

making sketches or outlines of artistic work) Ask

students if they like these sorts of activities

Exercise 1 Skills: craft and design How did she learn them: She did a design course, practises a lot, reads other

people’s blogs and watches video tutorials on YouTube Her grandparents taught her to sew and do DIY

accessories (= something you wear with clothes

to give them more style) and patch (= a piece of

cloth used to mend or strengthen a weak point and/or for decoration)

• If the class struggles to complete the task, write the sentence halves from the Answer key in

a jumbled order on the board for students to match to sentence halves 1–6

Where does she get her online inspiration from?

(tutorials and blogs)

Fast finishers

Ask students to make a list of other types of crafts,

e.g knitting, pottery, model-making, furniture-making,

origami, jewellery-making, woodwork, etc.

Exercise 2

1 she was about 13 2 watches video tutorials on YouTube

3 one of her friends 4 Lots of her friends

5 her brother’s birthday 6 Her grandparents

Subskill: Using tenses correctly

Time expressions are also called ‘signal words’ because they indicate the use of certain tenses Time expressions can be single words, typical word combinations or groups

of words (in most cases adverbials)

Point out to students that if they want to construct a sentence with a time expression, they can mostly rely

on the tense that goes with it and conjugate the verb accordingly However, it is important to know that signal words will not be valid but not in every case

Elicit a few examples of time expressions for the present simple (usually, every year, rarely, etc.), the present perfect

(for five years, since seven o’clock, etc.) and the past simple

(two hours ago, last weekend, etc.)

To reflect on exactly how time expressions can dictate which tense to use, return to the Grammar lesson on p30

3 • Before the task, ask students to read through the Subskill Feed in information from the teacher’s notes above

• After checking answers to the matching activity, discuss the translation question with students Use the question to review how well the students remember and understand the grammar from this unit

Tiêu đề	Get Involved! Teacher’s Book B1
Tác giả	Anna Cole
Trường học	Macmillan Education Limited
Chuyên ngành	English Language Teaching
Thể loại	teacher's book
Năm xuất bản	2021
Thành phố	London

Định dạng
Số trang	144
Dung lượng	11,9 MB