New challenges 4 teachers handbook topnotchenglish

Answers ➞ student page 1.3 Listening Exercise 3 Audioscript ➞ page 108 t Play the recording for students to listen and count how many things the teacher talks about.. Answers ➞ student

Con en s

= Students’ Book material

NEWChallenges

Introduc ion to New Challenges

About the Students’ Book

The course has eight main modules and a Get Ready revision module at the start to get students to use language from

New Challenges 1, 2 and 3 At the end of the book there is a magazine section related to the units with fun activities

like puzzles, games and reading for pleasure Each module starts with a Get Ready page which introduces the module topic There are then three main lessons In odd-numbered modules, there are Across Cultures lessons and in even- numbered modules, there are Your Challenge and Understanding Grammar spots Each module finishes with a Language

Check and a Study Corner with learner development activities to help students become better learners

Features in Students’ Book 4

Speak Out

These sections give students the chance to express their personal views about topics and ideas presented in the units For example, students are asked to talk about how they feel about animals (Module 1, Unit 1, Exercise 12, page 11), about areas of natural beauty (Module 3, Across Cultures 2, Exercise 7, page 37) and about designer clothes and

appearance (Module 5, Get Ready, Exercise 5, page 49)

Word Bank

The Word Bank (pages 104–113) provides a module-by-module study and reference resource for students to use during lessons and for revision purposes It lists and expands vocabulary from the Module under headings such as Multi-part Verbs, Prepositions, Confusing Words, Compounds and Word Building as well as grouping vocabulary in word families, e.g Talk (Module 1)

Vocabulary is presented with definitions and example sentences using the words or phrases in context, e.g heavy rain a

lot of rain: There was heavy rain last night (Unit 20).

During lessons, students are referred to the Word Bank to develop their word building skills (e.g Module 2, Unit 5, Exercise 9, page 23); to explore collocations (e.g Module 4, Unit 11, Exercises 5 and 6, pages 42–43) and to check their answers to an exercise (e.g Module 1, Unit 2, Exercise 7, page 13)

Helps

These sections offer advice that students then put into practice in reading, writing, listening and speaking activities The Help sections cover reading skills such as reading headlines (Module 2, page 22), writing skills such as planning emails and letters (Module 2, page 26), listening skills such as working out meaning (Module 3, page 35) and speaking skills such as being polite (Module 4, page 45)

The Study Help sections in the Study Corners give study skills advice, e.g on using the Internet (Module 1, page 18) and using dictionaries to increase knowledge of informal and formal language (Module 2, page 28)

Everyday Listening

These sections give students the opportunity to listen to English in everyday situations, such as short informal

conversations (Module 1, Unit 3, page 15), extracts from radio programmes (Module 3, Unit 9, page 35) and shopping dialogues (Module 4, Unit 12, page 45) The exercises train students to listen as we do in real life, for example for specific facts and key information

Text Builder

These sections occur in Your Challenge (Modules 2, 4, 6 and 8) They build on the sentence level skills that students

‘texts’, such as discourse functions of paragraphs (Module 2, page 26), sequencing (Module 4, page 46) and linkers (Module 6, page 66)

Fact or Fiction?

The Fact or Fiction? texts provide short real-life contexts related to the module topic Students decide whether they

think the information is true or false Sometimes students can use their general knowledge (e.g page 63, the origin

of the word athlete) Sometimes students have to guess (e.g page 23, the world’s best-selling newspaper) Encourage

students to discuss and give reasons for their guesses

The Time Out magazine

At the back of the Students’ Book there is the Time Out section, a set of ‘fun’ activities and puzzles in a magazine

format There are twenty-four activities in the magazine, one for each of the twenty-four core units in the Students’ Book Students can do the activities working individually, in pairs or in small groups

The magazine activities are designed to be used when there is time after students have completed a related activity in the Unit, at the end of a Unit or at home The magazine recycles language and topics of the Units in new contexts and authentic, motivating activities such as puzzles (e.g Activity 22, page 102), quizzes (e.g Activity 9, page 96) and stories (Activities 19–21, pages 100–101)

How to use this Handbook

This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background

information on the content of the Unit, pronunciation guidance for difficult names and places, audioscripts, answers to exercises and ideas for extra activities; it also includes the answers for the Workbook

The Handbook will help you plan your lessons and is handy for use during lessons

Module objectives

The module objectives are listed at the top of the first page of each Module in the Students’ Book

When starting a Module, read through the objectives with the students and check that they understand any new

vocabulary, e.g ‘networking’ in Module 1, ‘gerunds’ in Module 2 If appropriate, ask students to discuss any of the

activities they have done, using their own language or English, e.g ‘writing a personal email or letter’ (Module 2)

Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g

present tenses (Module 1)

At the end of a Module, ask students to read the objectives again Help students assess how well they have achieved

the objectives and to say which objectives they found easy or more difficult to achieve

Background information

Background Information provides facts and information about aspects of the social and cultural content of the Units It

is intended primarily for the teacher but is helpful when students ask about events, people and places mentioned in a

Unit, e.g Bristol (Module 1, Get Ready, page 8)

Ways of checking answers

Students can work in pairs or small groups

Try to vary how you check students’ answers to exercises:

the board and write the answers on the board

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page 29, Exercise 5) by referring to the answers given in the book and to the Language Check by listening to the CD

Extra activities

Use the short Extra activities if there is time in the lesson These activities develop from the content of the Students’

Book and are intended to give a change of focus and help student motivation and concentration

Extra activities include:

Digital components

New Challenges offers teachers digital material to support learning in a variety of different ways

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New Challenges Active Teach: an interactive version of the Students’ Book suitable for using with any IWB or

simply with a computer and projector Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio, video and interactive activities into your lessons to motivate your whole class Includes Teacher

Development Workshops, photocopiable resources, print ready tests and easily customisable tests with answer keys,

Introduc ion to New Challenges

Challenge

We first thought of the title of this book after speaking to

the inspired (and inspiring) head teacher of a secondary

school in a working class district outside Warsaw He

was talking to us about all the problems his school

faced and, despite them, the many achievements of his

students inside and outside the classroom They took

part in science olympiads, sporting events, choirs, youth

orchestras, theatre groups, chess competitions and many

other activities This demonstrated the kind of enthusiasm

and challenge we wanted to inspire in our own material

Our definition of a ‘challenge’ is a task that, while not

easy to accomplish, is worthwhile and rewarding

A challenge requires patience, hard work and the ability

to overcome problems Many challenges also involve

working with other people as a team to achieve goals that

would be impossible to reach as an individual

For many years, in both society and education, there

has been a tendency to focus on activities that give

instant reward and success However, more and more

young people are taking part in challenging activities

like popular marathons, expeditions, extreme sports and

voluntary work Even in the unlikely world of computer

gaming, game designers have found that the most

popular games are those that are the most difficult, hence

the expression ‘hard fun’ The conclusion must be that a

challenge is often fun because it is not easy; people enjoy

being stretched and challenged

Challenge In The Classroom

Within the English language classroom there is one

obvious challenge: learning a foreign language in a few

hours a week within a school context The challenge is

there for students (and teachers) whether we like it or not

It may sometimes look insurmountable but it is not if we

break it down into a series of smaller tasks or ‘challenges’

In New Challenges, each module contains a series of

grammar and skills activities and builds towards final

speaking, writing and listening tasks in which students can

use the language they have learnt Because these tasks

are achievable, they build students’ confidence as well as

laying the foundations for communicative competence

In parallel, there are learner development activities, such

as self-checks at the end of each module that encourage

students to be aware of how well they are progressing

towards the greater challenge of learning English

The theme of ‘challenge’ is also present in such topics

in New Challenges 4 as protecting the environment and

being eco-friendly, the ex-model Waris Dirie and the

Paralympic champion Tanni Grey-Thompson In addition,

the story focuses on how a group of teenage characters, at

both a group and personal level, take part in challenges

In New Challenges 4, the characters start an Internet

radio station: they report news, interview local people

and challenge business malpractice

The characters in the story provide positive role models for teenage students because they are doing something worthwhile and overcoming personal and group problems

to achieve their goals The story provides a springboard for education in citizenship: making students aware

of their rights and responsibilities; helping others and working for the community; being a good citizen

The Students’ Book

Organisation

New Challenges has a topic-based approach It enables students to learn about the world through English and to learn the language at the same time

The course is divided into eight main modules plus a Get Ready module The Get Ready module gets students to use

them with the course and develops their awareness as learners

The themes in the main modules:

1 are related to students’ own world (e.g social

networking, shopping, fashion, sports and games, books and films)

2 are cross-curricular (e.g the environment, law and

order, art, literature, history)

3 develop citizenship education (e.g learning about

people around the world, rights and responsibilities of teenagers)

4 are about other cultures around the world (e.g means

of communication, national parks, body art, Rapa Nui)

In New Challenges 4, the eight main modules are

organised like this:

1 a Get Ready page introduces students to the topic

2 the first lesson presents grammar through reading texts

and gives plenty of practice

3 the second lesson develops reading, presents

vocabulary and practises speaking

4 the third lesson develops the story and has a major

focus on speaking and listening

5 odd-numbered modules have Across Cultures lessons

with reading, speaking and a project

6 even-numbered modules have Your Challenge spots

with writing tasks and Understanding Grammar spots

7 at the end of every module there is a language check

and learner development spot

At the end of the book there is Time Out, a magazine

section related to the lessons with fun activities like puzzles, games and reading for pleasure Students can do the activities if they finish early in class or at home There

is also a Word Bank organised by lexical features

(Multi-part Verbs, Word Families, Compounds etc.) Students can use this section to do activities in the coursebook and as a reference to revise and increase their own vocabulary

t
Grammar is presented in context Students read a variety

of texts and then focus on the structures

t
First there is a focus on form Then students work out,

in a guided way, how to use the new structure

t
Practice moves from easier, more guided exercises on

form to freer speaking and writing tasks

t
The final activity (Your Turn) gives students an

opportunity to use the grammar to talk about their own

lives

t
There are four Understanding Grammar sections that

focus on problematic areas such as verb patterns

t
In the Study Corner, students test their knowledge and

are guided to remedial exercises

Sentence Builders

t
Sentence structure has often been neglected in ELT

even though most language groups have quite different

syntax from that in English (e.g verb position in Slav

languages; adjective position in Latin languages) L1

interference causes mistakes of word order and these

are usually more serious than other mistakes because

they affect understanding

t
Sentence Builders focus on sentence structure which is

often related to the main grammar or content of the

module (e.g be like, look like and like related to fashion

and appearance)

t
Target patterns appear in texts, are explicitly focused on

in Sentence Builders and are then practised in guided

exercises Sentence Builders can be used as a pattern

bank to help students when revising

Lexis

areas such as communication, the media, the

environment, landscape, money, materials, clothes,

hairstyles, sports and games, crime Key Words help

students to understand both reading and listening texts

and give them essential vocabulary for writing and

speaking tasks

t
Word Builders focus on key lexical features and help

build up students’ capacity to organise and learn English

vocabulary Lexical features include multi-part verbs

(e.g look for something), dependent prepositions (e.g

afraid of), verbs with prepositions (e.g argue about),

word families (e.g little/low/tiny), confusing words

(e.g argue and discuss) and compound nouns and

adjectives (e.g footprint and air-conditioned).

t

5IF
Word Bank provides a reference for all of the

the lexical features that students looked at in the

t
Key Expressions are related to key functional areas from

B.1.1, B.1.2 and a few of those from B.2 in the Common European Framework (e.g expressing opinion, giving personal news, making arrangements, complaining)

t
There are other useful phrases in the story dialogues

These are focused on in the Workbook.

Pronunciation

t
The main pronunciation spot is in the Everyday Listening

section Pronunciation focuses on difficult sounds for

t
Listen Closely, also in the Everyday Listening section,

looks at supra-segmental pronunciation work One of the biggest problems students have with listening to natural English speech is actually hearing words and expressions,

as many words just seem to disappear Listen Closely

tasks at this level focus on stress in common expressions, changing meaning with stress and word boundaries

Skills

structured and, wherever possible, integrated with other skills

t
There are speaking activities in every lesson and

tasks always use language that has been presented to students (vocabulary, grammar and Key Expressions)

Students are given time to think about their ideas and prepare for speaking as well as time to report back to the class

t
There are at least three reading texts per module

Text types include: magazine articles/letters; letters, emails and notes; extracts from non-fiction; interviews; questionnaires; travel brochures; stories; biographies

There is also extra reading in the Time Out magazine.

t
There are three listening tasks in every module First

there is a gist listening in the Get Ready section In

the story unit, students read and listen to dialogues which help them see the relation between spoken

language and its written form The Everyday Listening has both extensive and intensive tasks Listen Closely and Pronunciation tasks develop learners’ ability to

distinguish sounds, words and expressions

t
There is writing in every module In odd-numbered

modules, there are projects which students can either

do in pairs or on their own Projects give students

a chance to write about their own world and to

be creative There are clear models and stages In

even-numbered modules, Your Challenge spots focus

on more interactive writing: an email; a letter of complaint; a sports survey and report; a story Students are given clear models and the writing tasks are

carefully staged Text Builders focus on the structure of

the target text and on linking words and expressions

Introduc ion to New Challenges

sINANSWERSAREAS7ORKBOOK

s

THECOMMUNICATIONOUTSIDE

d

c

From the enormous wigs of seventeenth-century Europe to the easy-care, casual hairstyles of today, men and women have always all genera ons have experimented with clothes and hairstyles and

o en they are influenced by music, film and TV stars Last week, your best – or worst!

Grammar

S yle or Comfor ?

13 Warm-up

the hairstyles? Why / Why not?

hairstyles?

Reading

one extra photo

2.12

Make four sentences about it Use used

to or would.

Men used to wear eye make-up

Boys and girls used to use a lot of hairspray

Your Turn

you were seven years old Use the cues

and used to and would Add your own

go to bed early read comics watch kids programmes like school read a lot of books

be tall have a lot of toys play with friends

Grammar: used to and would

didn’t use to, would and wouldn’t.

the hair cream. 5 I him speak to

3 Did you use to use

curlers?

6 Would they shave their

own heads?

they do the same things now?

complete the rules

1 I used to / would go to the barber’s every month.

2 I used to / would have short hair.

We use used to / would only for actions We use used

to / would for both states and actions.

the barber.

sentences about these people

A hundred and fifty years ago, women in Europe – have

long hair, wash it very often, brush it one hundred times

at night, wear their hair up, have a messy, casual style

A hundred and fifty years ago, men in

shave at home, have moustaches, short hair, use hair oil

A hundred and fifty years ago, women in Europe used to have long hair.

Talk about clothes and describe people.

Read about hairstyling, a top model and ‘body art’.

Listen to a street survey and short dialogues.

Write a description of a famous person.

Learn about used to and would.

Module 5

Get Ready

do you like?

the photos (a–e) Give your opinions.

The person in photo a) looks smart She’s wearing a plain blouse.

2.10

questionnaire for the boy.

2.11

from Exercise 3 Do you have anything in common with your partner?

5 Speak Out Discuss these statements.

1 There is a lot of pressure on young people to

buy designer clothes.

2 People worry too much about their

1 Who or what influences A magazines C friends

the way you dress? B famous people D TV

2 How would you describe A smart C casual

your style? B alternative D trendy

3 What style of jeans do A baggy C tight

4 Do you ever wear anything A baseball cap C woolly hat

on your head? B hood D no, never

5 Do you ever argue with A all the time C sometimes

your parents about clothes? B rarely D never

these pages

introduce the

gist listening skills

speaking activities relate the topic to the students’ own lives

lessons end with personalisation

grammar practice moves from controlled to freer exercises

grammar is presented through guided discovery

53

Reading

guesses from Exercise 1.

2.13 Warm-up

Waris Dirie Guess the answers to the questions.

1 Where was she born?

a) India b) Somalia c) South Africa

2 What was her childhood like?

a) unhappy c) comfortable b) difficult but happy

3 Why did she leave her country?

a) war c) political problems b) family problems

4 What changed her life?

a) meeting a photographer b) doing a university course c) winning a competition

5 Which of these jobs did she not do?

a) cleaner c) model e) maid b) actress d) teacher

6 What rights does she campaign

Deser Flower

14

8 Preposition Quiz Complete the sentences with the prepositions in the box.

above for on in at over

1 In the holidays, I spend a lot of time the Internet because I’m too busy when I’m school.

game I was a hurry but there was a traffic jam and we had to wait ages.

metres sea level the border of Peru and Bolivia.

4 the past, there were a lot of wolves living the wild.

Word Bank, page 106

Match the questions and answers about Waris Dirie.

Speaking

celebrity Ask and answer questions about him/her using the Sentence Builder Guess the celebrity.

A What’s he or she like?

B She’s intelligent and hard-working

She’s

Student A, page 89 Student B, page 90

Fact or Fiction?

Top models have to be

at least 1.8 metres tall.

Answer on page 91.

Reading Help: Sentence gaps

in any of the gaps!

in the text with the sentences (a–f) There is one extra sentence.

a) The man was sixty.

b) Waris now lives in Vienna and Gdansk.

c) She used to race camels with her brothers and

sisters.

d) Within months, she had started a new career.

e) She was an illegal immigrant at first.

f) However, in 1997 she decided to give up her life

as a model.

1 Why did Waris run away?

2 What were the most difficult times of her life?

3 What is she still sad about?

4 How was her childhood in Somalia different

from her life now?

phrases from the text with prepositions.

1 I like being on my own when I am …

2 Once, I was in trouble at school because I …

3 Once, by chance, I found a …

4 I first went to school by myself when I was …

Waris Dirie was born in Somalia Her name means ‘desert flower’ Her mother was quite well-off but her father was from a poor family After they married, her parents were on the move all the Life was hard but Waris had a happy childhood 1

When she was thirteen, her father arranged for her to marry an old man in exchange for five camels 2 It was such a horrible idea that she decided to run away to the capital, Mogadishu There, she moved from one relative

to another Finally, a kind aunt got her a job as a maid in the Somalian Embassy in London When the ambassador returned to Somalia, she lost her job Suddenly, she was in real trouble Waris was

on her own and out of work in a foreign country

She lived by herself, had no money and her English was so bad that it was difficult for her to find work Eventually, she got a job as a cleaner in McDonald’s.

One day, everything changed By chance, a fashion photographer came in for a burger and saw Waris cleaning the floor She looked like a perfect

‘Waris’s story is one of remarkable courage.’Elton John

model so he immediately offered her work 3

She became a top fashion

on the covers of hundreds

of magazines around the

James Bond film, The Living

Daylights, in 1987.

Waris had such a warm and attractive face that her modelling career was a huge success

4 She wrote her autobiography,

Desert Flower, about her exciting and

exceptional life ‘It’s very sad,’ she says

‘I had to make the choice to leave my country.’ What was it like in Africa? ‘Africa was different,’ she says ‘I was young I had nothing to worry about I had my family,

I had my animals, I had my simple life.’

5 She works for the United Nations and campaigns for women’s rights all over the world There is never a dull moment ‘I’m trying to sit down for a moment and there’s

no time for that,’ she laughs ‘In Somalia, we don’t care what time it is!’

TIME OUT! 55

15 Warm-up

are your opinions about the people in the photo?

I think Steve’s quite good-looking but

I don’t think he’s handsome.

2.14

Reading and Listening

about the male model? Which of the clothes does Abi like?

Radiochill.org cover a fashion show organised by local students.

He’s really cute!

Steve Tanya, did you get the results of those tests from your

mum?

Tanya Yes There are toxic chemicals in the river – the same as

those in the shampoo!

Steve Don’t you think we should go to the police?

fashion show Here’s the first model I think his clothes and he’s got shades on They look like expensive ones He’s wearing a long, grey striped jacket It’s really original It’s

so long it looks like a coat His trousers go with the jacket but they’re a different shade of grey and they look a bit short Underneath the jacket, he’s wearing a black T-shirt with white designs on it Okay, here’s number two She’s wearing an orange jacket and a matching top It doesn’t she’s got a white scarf Her skirt doesn’t go with the jacket either because …

2.15

Everyday Listening

question, choose the correct answer,

a, b or c.

1 What is the boy’s new hairstyle like?

a) spiky, blue hair b) long, straight, black hair c) spiky, orange hair

2 What birthday present does the girl buy

for her friend?

a) a ring b) a pair of earrings c) a shoulder bag

3 What type of jeans did the boy buy?

a) short, cut-away jeans b) baggy jeans with pockets c) torn, denim jeans

4 What will the girl take back to the shop?

a) a mini-skirt b) a top c) a short dress

Dialogue 1: Why did the boy change his

Dialogue 4: Why is she going to take it

back to the shop?

3 Listen Closely Listen to six polite questions from dialogue 2 Would the intonation be similar in your language?

Which of them are a) certain b) hesitant?

Paul looks really stylish He’s tall and he’s got blue hair – he looks a model His leather jacket looks cool It looks an old one from the 50s His tight cotton one Paul’s watch looks Swiss and the strap looks leather.

positive (+), neutral (–) and negative (x)?

the photo Use the words below.

t
look t
suit him/her because t
look a bit t
don’t suit him/her because t
looks rather t
don’t go with his/her

The model’s clothes look a bit strange.

in the book Describe what the people are wearing and give your opinions.

A The boy in photo c on page 49 is wearing a baseball cap and jeans I think he looks cool.

B Yeah, I agree His baseball cap has got a cool logo.

47 46

46

Writing: A letter of complaint

quickly and answer these questions

1 Who wrote the letter?

2 What did he buy?

3 Where did he buy it?

Text Builder

order.

these do they express?

a) time b) addition c) reason d) contrast

Writing Help: Formal letters

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I am

looking forward to hearing from you and Yours sincerely

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I’ve, I’m and

don’t
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I have, I am and do not

something you bought recently.

STEP 1

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STEP 2

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Whose complaint is the most serious? Whose letter is most convincing?

and enters
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country Include information about:

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mountains and the sea

the and which do not?

Examples from the text Your examples

d

e

f g

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these lexical quiz activities test students on the same lexical feature as the

Word Builder but

using vocabulary they have seen before Students are referred to

the Word Bank to

help them and

to check their answers

these sections present and practise grammar which can often

be difficult for students

extensive listening

is developed through a variety

of tasks

deals with features of natural speech –

in other modules,

Pronunciation

deals with sounds and word stress

Introduc ion to New Challenges

S udy Corner 5

Language Check

1 She often wears hair e .

2 It’s difficult to walk in these h -

h shoes.

3 I like wearing p -n jumpers.

4 He’s bald and he often wears a w .

8 That shirt is really t – the

colours are absolutely horrible!

9 At the party, the women were wearing long,

my own Sometimes, I look at shop windows

13 ages before going into the shop Other times, I go straight in and look around It depends

14 how I feel I don’t often go to shops that belong 15 big chains; I prefer small, independent shops.

Vocabulary / 15

Feedback

Language Check Write down your scores.

made mistakes.

Numbers 1–10 Get Ready – Key Words Numbers 11–15 Unit 14 and Across Cultures – Word Builders Numbers 16–21 Unit 13 – Grammar Numbers 22–25 Unit 14 and Unit 15 – Sentence Builders Numbers 26–30 Unit 15 – Key Expressions

phonetic symbols to test your partner.

Phonetic Chart on page 91.

S udy Help: Dictionary skills (1)

58

would or wouldn’t Use would or wouldn’t when

possible.

In World War I, American soldiers 16

wear woollen clothes and they often 17

be very hot in the summer European soldiers

18 have light, cotton undershirts The Americans noticed this and soon wore them, calling them T-shirts because of their shape.

‘I 19 wear white T-shirts because I thought they looked like underclothes,’ recalls George (eighty) ‘But then stars like Marlon Brando and James Dean started wearing them and all the youngsters 20 copy them.’

Margot, fifty-five, said ‘My boyfriend and I

21 buy white T-shirts and dye them a mixture of bright colours It was the fashion then.’

his brother who is in your maths class.

A Oh! I know who you mean And what’s he

B He’s really nice He’s fun to be with

Grammar / 10

They are a different 27 of red.

B Are you sure?

top It’s exactly the same colour.

Key Expressions / 5

57 56

7 Preposition Quiz Work in pairs

Make sentences using the words in the two boxes.

apologise come complain fall in love know learn listen pay talk think wait worry about from for to with

I come from London.

Word Bank, pages 105–106 Speaking

statement:

All piercings and tattoos look horrible and are unhygienic.

57 56

Warm-up

things have you done? What would you like or not like to do?

I’ve dyed my hair but I wouldn’t like to shave my head.

Reading

you think is the most interesting? Why?

2.22

2.23

t
bring you good luck?

t
keep you cool and clean?

t
show status?

t
cure illness?

t
improve hunting skills?

the text.

Sentence Builder.

1 I can’t wear those earrings I / not / ears / pierce

I haven’t had my ears pierced.

2 I went to a beauty salon I / nails / paint

3 Your hair’s very long When / you / going to / it / cut?

4 I didn’t like the colour of my jacket I / it / dye black

5 Have you seen Barry? He / back / tattoo with a dragon

6 That’s not her natural colour She / hair / dye

text and complete them with the prepositions in the box.

to with as in of from on

A description Write a description of a famous person.

famous person in a magazine and cut it out.

about these things:

t
personal information (date and place

of birth; family background; career highlights)

t
physical description (height, face,

hair)

t
what they are wearing in the photo

expressions from the module Then check it for prepositions, spelling and punctuation.

descriptions around the class Who

do you think is the best-dressed celebrity?

Tattooing Ötzi the Ice Man, a frozen human, was found in Austria and is 5,300 years old His frozen body had fifty-seven tattoos From the position of the tattoos, we think he had them done for health reasons because he suffered from arthritis in his ankles, knees and lower back.

Only female mummies in Ancient Egypt were tattoed This tradition may have had something

to do with childbirth.

Plato and Herodotus

refer to tattooing in Ancient Greece Tattoos were used as marks for slaves and criminals.

In the eighteenth century, many French sailors returned from voyages in the South Pacific with elaborate tattoos This became a tradition in the British Navy in the 19th century.

Body painting Henna is a natural dye with a reddish-orange colour

It was first used by women in Mesopotamia over 4,000 years ago to paint their hands

In India, women still paint their hands and feet with henna for their wedding day They believe in its power to make their marriage successful

In Morocco, some women rely on henna patterns

to protect them from evil and bring good luck.

ALL KINDS OF BODY ART ARE COMMON IN HISTORY

LET’S TAKE A LOOK.

Body piercing Over 500 years ago, tongue piercing was performed in Aztec ceremonies in Mexico.

The native people of Alaska traditionally had their noses pierced at birth to please the spirits decoration consisted of an eagle’s feather, a sea lion’s whisker or a small bone.

Head shaving Ancient Egyptians had their heads shaved to help them deal with the heat and to keep clean They wore wigs for different occasions and shaved young boys’ heads, leaving one piece of hair down the side of the head as a sign of childhood.

For the ancient Greeks, the length of your hair

depended on your status in the community Long hair was a symbol of money and power; having a shaved head meant you were a slave and belonged

there are four projects in the book which give students the chance to work together and

be creative

texts look at

cultures around

the world

Council Of Europe

The Common European Framework of Reference for

Languages is a system of describing different language

levels and competences This means that students

studying different languages, for example Spanish and

German, in different countries can share a common and

agreed level of competence The Common European

Framework helps teachers to plan their teaching and

to match their students’ progress and level to a

Europe-wide system The Common European Framework is also

important for assessment Different international language

examinations are linked to levels with the Framework

This means that students, teachers and employers can link

examinations to specific level descriptions as provided by

the Framework

New Challenges 4 covers virtually all descriptors at

higher and lower Threshold (B.1.1 and B.1.2) As with the

previous levels, it is important to remember that, while

New Challenges 4 contains activities that present and

practise language, tasks and strategies relating to ‘can

do’ statements, this does not automatically mean that

students will be able to fulfil them This will depend on

the students, their previous learning experiences, the

number of hours of class, etc There is also always going

to be an important gap between the input that learners

receive and what they are capable of actually achieving

At each level New Challenges covers the basic

Common European Framework (CEF) objectives for the

corresponding CEF level and a few for the next level

The rationale behind this is that students need time

to assimilate both language and strategies before they

can be said to be actually capable of carrying out

the performance objectives established by the CEF

Consequently in New Challenges 4 a few of those from

B.2 are also covered

The only specifications that are not covered are those

related to work or adult situations which would

be beyond teenage learners, both cognitively and

experientially For example, New Challenges 4 does not

cover descriptions of jobs or study experiences which are

clearly not relevant to most 11–16-year-old students

On the other hand, New Challenges 4 does cover areas

which are not reflected in the CEF descriptors This is

particularly the case in writing, where project work

is important (e.g writing a poster and describing a

national park)

Although New Challenges takes into account the

specifications of the UCLES exams as part of the broader

European framework, it is most definitely not an exam

book It would be relevant for any educational system

with its own exams that are informed by the CEF

Topics and the CEF

How well does New Challenges 4 cover ‘the topics which

are the subject of discourse, conversation, reflection or composition’ (CEF pp 44)?

Personal identification

Module 1 (how you use technology, opinions); Module 2 (personal news)

House and home

Module 3 (communities, houses and neighbourhoods)

Environment

Module 1 (animal communication); Module 3 (going

‘green’, fair trade, national parks)

Daily life

Module 1 (using social networking and the Internet);

Module 2 (news); Module 3 (volunteering, getting involved); Module 4 (money); Module 5 (fashion, clothes and appearance); Module 7 (qualities for jobs)

Free time and entertainment

Module 2 (news and magazines); Module 3 (going out);

Module 6 (sports and games); Module 7 (films and TV);

Module 8 (art, films, books, TV)

Travel

Module 5 (travel brochures)

Relations with other people

Module 1 (keeping in touch); Module 3 (traditional communities); Module 7 (crime and punishment)

Health and body care

The ongoing story (shampoo)

Module 1 (whistling languages, drums, smoke signals)

Science and technology (not in the CEF list)

Module 1 (communication, social networking); Module 2 (robot fish); Module 5 (archaeology)

History (not in the CEF list)

Module 2 (Christopher Columbus); Module 4 (money);

Module 5 (hairstyles, body art); Module 6 (the Lewis Chessmen, the Olympics); Module 7 (Easter Island);

Module 8 (geniuses)

Con en s

Get Ready

A Back to school (pp 4–5) Grammar: Future tenses for arrangements,

intentions, plans and predictions

Study Help: Writing personal study objectives

B Good Advice (pp 6–7) Grammar: Future and unreal conditionals Study Help: Managing your work

1 Communication

Get Ready (pp 8–9) Key Words: Communication Listening: The New Challenges characters Reading: An advert

Speaking: Teenagers and communication

1 Animal Talk (pp 10–11) Grammar: Present tenses review Reading: Animal communication

2 Social Networking (pp 12–13)

Word Builder: Multi-part verbs

Sentence Builder: for and since

Reading: Social networking Writing: Rules for social networking

3 www.radiochill.org (pp 14–15)

Sentence Builder: Negative questions Key Expressions: Opinions

Reading and Listening: The New Challenges story

Speaking Help: Class discussions Speaking: A discussion Everyday Listening: Short conversations Listen Closely: Stress in

common expressions

Across Cultures 1

(pp 16–17)

Word Builder: Opposites Reading: Keeping In Touch

Speaking: Languages and codes Project: An article

Word Builder: Compound adjectives

Sentence Builder: Linking with after/before + -ing

+ clause

Reading Help: Headlines Reading: Imaginary news stories from history Speaking: What’s in the news?

6 Finding News (pp 24–25)

Key Expressions: Personal News Reading and Listening: The New Challenges story Speaking: Roleplay

Everyday Listening: Personal news and gossip Listen Closely: Confusing word boundaries Your Challenge (p 26) Text Builder: Organisation; informal language;

ellipsis in informal written language

Writing: An email Writing Help: Planning emails and letters Understanding Grammar

(p 27)

Verb patterns

4 Cash

Get Ready (p 39) Key Words: Money Listening: Radio programme about teenagers and money

Speaking: Money proverbs

10 Auction (pp 40–41) Grammar: The passive Reading: Charity auction website

11 Funny Money

(pp 42–43)

Key Words: Materials Word Builder: Partitives

Sentence Builder: such a … that/so … that

Reading: The history of money Speaking: Negotiating

12 Value for Money

(pp 44–45)

Key Expressions: Complaining Pronunciation: Problem consonant sounds

Reading and Listening: The New Challenges story

Speaking Help: Being polite Speaking: Shop roleplays Everyday Listening: Shopping situations

Your Challenge (p 46) Text Builder: Reason linkers because, because of,

since, as

Writing: A letter of complaint Writing Help: Formal emails or letters Understanding Grammar

(p 47)

Articles: the

2

3 Save the Planet

Get Ready (p 29) Key Words: The Environment Listening: Two points of view Speaking: Environment questionnaire

7 Going Green (pp 30–31)

Grammar: Present Perfect and Present Perfect

Continuous

Reading: Eco-friendly family

8 Fair Trade (pp 32–33)

Sentence Builder: although and despite Reading: Traidcraft Reading Help: Facts and opinions

Speaking: Being eco-friendly

9 The River (pp 34–35) Key Expressions: Making Arrangements

Sentence Builder: I’d rather/I’d rather not

Pronunciation: /əʊ/, /aʊ/, /ɪə/ and /aɪ/

Reading and Listening: The New Challenges story

Speaking: Roleplays Everyday Listening: Radio programme

Listening Help: Working out meaning Across Cultures 2

Questionnaire scores and answers (p 91)

Fact or Fiction answers (p 91)

Time Out! (pp 92–103)

Word Bank (pp 104–112)

Irregular Verbs (p 113)

6 Sports & Games

Get Ready (p 59) Key Words: Sports & Games Listening: TV programme about sport Speaking: Opinions on

dangerous sports

16 Games (pp 60–61) Grammar: Speculating Reading: The Lewis Chessmen

17 The Olympics

(pp 62–63)

Word Builder: Multi-part verbs (3)

Sentence Builder: as well as, apart from, instead

of + noun

Reading: The Olympics Reading Help: Taking Notes Speaking: The Olympics

18 The Police Station

(pp 64–65)

Key Expressions: Giving Advice Reading and Listening: The New Challenges story

Speaking: Roleplays Everyday Listening: Sports news Listen Closely: Changing meaning with stress

Your Challenge (p 66) Text Builder: Organisation; linking review Writing: A sports survey and report Writing Help: Checking

Understanding Grammar

(p 67)

Modals referring to the past

7 Law and Order

Get Ready (p 69) Key Words: Crime Listening: Famous fictional detectives

Speaking: Talking about qualities

Word Builder: Idiomatic expressions

Sentence Builder: Having done …

Reading: Story – The Hound of the Baskervilles

Speaking: Information gap

21 The Factory

(pp 74–75)

Sentence Builder: Indirect questions Key Expressions: Requests

Reading and Listening: The New Challenges story Speaking: Roleplays

Everyday Listening: Two crime scenes Listening Help: Taking notes Listen Closely: Word boundaries in questions

Project: An unsolved historical mystery

8 Imagination

Get Ready (p 79) Key Words: Adjectives Listening: Descriptions of paintings; musical extracts

Speaking: Imagining and describing a scene suggested by music

Sentence Builder: Prepositions + -ing form Reading: The making of The Hobbit

Speaking: Making a film

24 Success! (pp 84–85) Key Expressions: Interrupting and changing the

topic

Reading and Listening: The New Challenges story

Speaking: Guided conversation Listening Help: Answering questions Everyday Listening: Conversations Listen Closely: Word boundaries Your Challenge (p 86) Text Builder: Time linking review; organisation Writing: A story Writing Help: Planning

Understanding Grammar

(p 87)

Talking about quantity

Study Corner 8 (p 88) Study Help: Dictionary skills (2): non-literal language

Word Builder: Prepositions in common phrases

Sentence Builder: be like, look like and like

Reading Help: Sentence gaps Reading: Life story of Waris Dirie Speaking: Guess the celebrity

15 Fashion Show

(pp 54–55)

Key Words: Looks Sentence Builder: looks …,

looks like …, look … Key Expressions: Describing

People Listen Closely: Intonation in questions

Reading and Listening: The New Challenges story

Speaking: Describing people in photos Everyday Listening: Short dialogues Across Cultures 3

Bowgate High School

4

Reading and Listening

5 Read and listen to the conversation and

complete the sentences with Amelia,

Grace, Lewis or George.

1 is annoyed that the exams are close to the holiday.

2 plans her revision carefully

3 ’s parents always go to parents’ evening.

4 ’s parents can’t always go to parents’ evening.

1 Amelia Mock exams in the week after

half term! That’s going to ruin my holiday!

Grace I think you’ll need to start revising

before then! I’m going to start a month before the exams

Amelia Really? Will you remember anything? Grace Of course I will!

Amelia You always get good marks so I

might start early, too.

Grace I’ll believe that when I see it! 2

Lewis Are your mum and dad coming to

the parents’ evening?

George Definitely! They never miss it

I expect they’ll ask about subject options for next year What about yours?

Lewis Well, Mum’s working in the evenings

next week so my dad’s coming on his own I’m quite pleased – last year both of them were working

George Will you come with him?

Lewis I don’t know I think I may have to

babysit for my little sister

4 Listen again and complete the information

Tuesday

November 7.00 p.m

AmeliaGrace GeorgeLewis

Exercise 4

t
Give students time to read through

the information before you play the recording

t
Play the recording, twice if

necessary, for students to listen and complete the information

Answers ➞ student page

1.3

Listening

Exercise 3

Audioscript ➞ page 108

t
Play the recording for students to

listen and count how many things the teacher talks about

t
Tell students not to worry about

understanding every word at this stage but to focus on listening for gist

Answer

three things

1.2

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercises 7 and 8)

.PSF
UJNF do the Extra

activities

Background

This unit is about future

forms and covers the use

of be going to for plans and

predictions, may/might for

uncertain predictions, the

Present Continuous for definite

arrangements, and will/won’t

for opinions and beliefs It also

introduces the idea of personal

study objectives

Warm-up

Exercise 1

t
After working in pairs,

students share their

opinions with the class

Encourage students to give

reasons for their opinions

t
Students work individually,

thinking of three more

events that happen at their

school

Extra

Draw a timeline representing

your school year on the board

Elicit the months and seasons

from the class before asking

students to put the events from

Exercises 1 and 2 on the timeline

in the order that they happen at

their school

This Uni

5

Grammar: Future tenses for

arrangements, intentions, plans and

1 Present Continuous for definite

arrangements when we know when and

where something will happen.

2 for opinions and beliefs about

the future

3 for (1) things we plan or want

to do and (2) predictions based on the

present situation

4 for uncertain predictions and

guesses about the future

Practice

7 Look at the cartoons (a–d) and choose the

correct future forms

Let’s enter We’re

going to win it

4 Run! The coach is

leaving at four o’clock.

Run! It may leave at

Read the list Tick (✓) the best idea.

Now write your study objectives

J^_io[Wh$ $ $

?½c]e_d]je0Zeco^ec[mehaedj_c[$

mWjY^;d]b_i^bWd]kW][JLfhe]hWcc[i$

?½cdej]e_d]je0mWij[j_c[_db[iiedi$

Yefoco\h_[dZi½^ec[meha$

8 Complete the sentences with the correct future forms in the boxes

going to join is joining may join will join

1 A new student is joining the class tomorrow and I want you all to make her welcome

2 I don’t think Russia the European Union

3 I the science club but I haven’t decided yet

4 Tom’s the army when he’s older

It’s his ambition.

’s going to work is working may work won’t work

5 I in a factory in the holiday or volunteer in a charity shop

6 In the future, people five days

1 Present Continuous 2 going to 3 will

Sports day

We’re having our school sports day on 12th June

I’m going to run in the 100 metres

I think Jake will win the high jump again

going to joinmay join

Practice

Exercise 7

t
Students do the exercise,

working individually They can compare answers

in pairs before checking answers as a class

Answers ➞ student page

Exercise 8

t
Check answers by asking

individuals to read aloud the sentences

Answers ➞ student page

Speaking

Exercise 9

t
Monitor the activity but

do not interrupt students’

fluency Make a note of any common language difficulties to go over with the class afterwards

t
After the pairs activity,

students tell the class some

of their sentences

Study Help: Writing personal study

objectives

t
Look at the examples of

personal objectives with the class Encourage students to say which ideas they think are the best and add their own ideas

t
Give students time to work

individually, writing three

to five study objectives

They can compare their objectives in pairs or groups

of three before reading their objectives to the class

t
Make time in future lessons

to remind students of their objectives and to discuss with them whether they are fulfilling them or not

Grammar: Future tenses for arrangements, intentions, plans and predictions

Exercise 6

t
Students work individually,

completing the rules

t
After checking answers, ask students

to find examples of each verb form

in the conversations in Exercise 5

Answers ➞ student page

Reading and Listening

Exercise 5

t
Play the recording for students to

listen and complete the sentences

Answers ➞ student page

Extra

Play the recording for students to focus

on pronunciation, stress and intonation

patterns Students work in pairs, reading

the dialogues and changing parts

1.4

Good Advice B

Warm-up

1 Work in groups Which study problems do you have?

Can you help each other?

A I never have enough time to do all my homework

B I plan my time carefully before I start

C I find it difficult to remember things

D I make lots of lists and notes then I read them when

I have a few spare minutes

4 Choose one of the problems and write some advice for the person

5 Work in pairs Show your advice to your partner Can they match the advice with the right problem?

It doesn’t matter what you’re worried about, you can be sure you are not alone

Post your message below, and you’ll see.

I can’t motivate myself

to do my homework

I always plan to do it but when I look at it, I don’t know where to start Then

I waste time watching

TV or playing computer games Sometimes I think I’ll do it in the morning but

I don’t I need help with this problem because if the school rings my parents, I’ll be in serious trouble

I want to leave school because I’m really frightened

of exams It started when I was about twelve years old and now it’s getting worse As soon as I get my exam timetable, I start

to worry My friends and family revise with me but it doesn’t help For the week before an exam, I feel ill and I can’t sleep

Then, in the exam, I shake and

I forget everything Can I get a job without exams?

I’m really worried about school and my future I work hard but

I find subjects like maths really difficult and I don’t get very good marks My parents and teachers want

me to go to university but I think it will be too difficult for me I’m not academic and I’d rather train for a practical job If I could have any job

in the world, I’d be a make-up artist

on films If I tell my parents, they’ll

be disappointed – if I don’t tell them, I’ll make myself unhappy.

If you left school tomorrow, you’d never take another exam – but you’d get a terrible job You must beat your fear If you look on the Internet, you’ll find lots of information about exam nerves and study skills

It’s important that you choose the career you want If you explain your worries about the future, your parents will understand.

You mustn’t let your fear of exams spoil your education! You’ve got good friends and a kind family who want to help you If I had a big problem, I’d be positive and think about the good things in my life

Why are you complaining! I’ve got to get a job when I’m sixteen I’d be delighted if my parents wanted me to go to university

Starting is the most difficult part of anything

If you save TV and computer games as a reward for doing your homework, you’ll get it done You’ve got to sort out

this problem before

it gets too big If we all waited for motivation, we’d never do anything!

t
Students work individually, choosing

one of the problems and writing some advice Check students’ texts

Exercise 5

t
Students work in pairs, taking turns

to read the advice and match it to the right problem

t
The pairs report back to the class,

saying what advice their partner gave and if they think it is helpful advice or not

Extra

Ask students to read the replies again and identify the phrases which are used

to give advice or recommendations, e.g

You must/mustn’t … ; It’s important that … ; … is the most difficult part of anything.; You’ve got to …

Elicit from students other common

expressions for giving advice, e.g You

should/shouldn’t … ; You need to … etc.

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercises 7, 8 and 9)

.PSF
UJNF do the Extra

activities

Background

This unit looks at conditionals

for real and unreal present and

future situations It also covers

study skills to help students

manage their work and covers

three common study problems

Warm-up

Exercise 1

t
After working in groups,

students tell the class their

study problems and discuss

possible solutions They

can see how many different

solutions they can think of

for each problem

Reading

Exercise 2

t
Play the recording once for

students to listen and read

and identify the three basic

worries

t
When checking answers,

ask students if any of them

have the same problems and

elicit possible solutions

t
Students work in pairs,

matching two replies to each

of the problems

t
The pairs can then form

groups of four and discuss

which replies they think are

6 Match the sentences (1–3) with their meanings

(a–c) Are these sentences 1st (future) or 2nd

(conditional)

1 If you left school tomorrow, you’d

never take another exam.

2 If you are stressed all the time, you

won’t get good marks.

3 If we all waited for motivation, we’d

never do anything!

a) an imagined present situation

b) an unlikely situation in the future

c) an opinion or belief about the future

Practice

7 Match the conditions with the results

Condition Result

1 If I could use a

dictionary in the test, g a) you’ll do well in vocabulary tests.

2 If you learned all your

4 If we revise together, d) you’d be fluent.

5 If you don’t do your

homework,

e) it’ll be more fun.

6 If you learn twenty

8 Complete the conditional sentences with the

correct form of the verbs in brackets

1 If everyone spoke (speak) the same language,

it would be (be) easier to communicate.

2 British students (be) better at

foreign languages if more people

(not speak) English.

3 You (spend) some time abroad if

you (study) languages at university

4 I (not need) a dictionary if

I (know) every word in English!

Your Turn

9 Complete the sentences with your own ideas

1 if we went on a school trip to Australia

2 If , we could use the Internet in lessons.

3 Everyone will be amazed if I

4 I’d be very pleased if

5 If , I’d be fluent in English

Speaking

10 Work in pairs Look at the sentences you wrote in your study objectives Tell your partner about them and explain why they are a good idea.

A What’s your first study objective?

B I’m going to watch English language programmes

B Because if I watch English language programmes, I’ll enjoy them and I’ll practise listening What about you?

As you get older, your work will increase and your teachers will expect you to work more independently Below are some ideas for managing your work Which idea is bad?

t
Take notes of key points in lessons

If you copy and organise your notes later, it will help you remember the information

t
Plan your homework/revision time

carefully If you take a short break every forty-five minutes, you’ll concentrate better

t
If you don’t understand something,

keep quiet

t
Use any free/study time in school If

you do your homework during the week, you won’t have to spend all weekend catching up

b) 2ndc) 1sta) 2nd

Practice

Exercise 7

t
Elicit the second sentence

from the class Students complete the exercise, working individually

t
Check answers by asking

individuals to read aloud the sentences

Answers ➞ student page

Exercise 8

t
Students complete the

exercise, working individually

Answers ➞ student page

Your Turn

Exercise 9

t
Students complete the

sentences using their own ideas Check students’

sentences

t
In turn, students read aloud

one of their sentences to the class

Speaking

Exercise 10

t
Read through the instructions

with the class

t
Ask two students to read

aloud the example dialogue

t
Students refer back to the

personal study objectives they wrote at the end of the previous lesson and tell their partner about them

Study Help: Managing your work

t
Read through the Study Help

notes with the class

t
Give students time to read

through the four ideas carefully and decide which idea is bad

t
When checking the answer,

ask students to correct the

bad idea, e.g If you don’t

understand something, ask for help If you ask someone for help, you’ll learn more.

Answer

Bad idea – If you don’t understand something, keep quiet

Extra

Students work in pairs, finding and classifying all the other examples of conditionals in the texts in Exercise 3 in the same way Check answers by asking individuals to read aloud the sentences

in the texts and say if they refer to the present or future and if they are first or second conditionals

Grammar: Future and

unreal conditionals

Exercise 6

t
Students work individually,

matching the sentences with their

meanings and conditional types

t
After checking answers, ask students

to translate the three sentences

Answers ➞ student page

1983 Motorola make their first 5

It measures 25 centimetres x 8 centimetres!

1996 6 is invented You can now chat to your friends on your computer.

2006 The 7 site Twitter starts

A message can’t be longer than 140 characters

2010 Apple launches the first 8

with a touch screen Bigger than a smart phone but smaller than a netbook, it doesn’t have a keyboard

1.6

Talk about communication and give opinions.

Read about animal communication, social networking and unusual languages.

Listen to short conversations.

Write about safety online.

Learn more about present tenses.

8

3 Listen to the people in the photo Match their names with the information (A = Abi,

E = Ellie, S = Steve, T = Tanya).

station.

1.7

telegraphemail

network

A

Exercise 3

Audioscript ­ page 108

t
Ask students to look at and talk

about the four people in the photo, e.g appearance and clothes, where they are, what their banner is about

t
Give students time to read through

the sentences before you play the recording

t
Play the recording once for students

to listen and match the names with the information Tell students not to worry about understanding everything on the recording at this stage

Answers ­student page

1.7

Exercise 2

t
Give students time to read through

the gapped sentences and check the meaning of any new words

t
Students check their answers on

page 91 of the Students’ Book

Answers ­student page

Extra

Ask individuals to read aloud the sentences Correct any serious pronunciation errors

Encourage students to say what they know about the people or things, e.g A.G Bell, Apple

Background

Online radio has taken off

massively in the last few

years There are two types:

conventional radio stations that

also have their programmes

streamed on the Net; and

small local stations that are

just online and often run by

young people

Bristol is a city in the west of

England with a population

of about 420,000 It was a

very important port in the

eighteenth and nineteenth

centuries, but now the port is

a few miles outside the city at

Avonmouth The centre was

bombed badly in the Second

World War, but there are still

some historic buildings The

most beautiful area in Bristol

is Clifton with its

eighteenth-century streets and squares

The Clifton Suspension Bridge,

probably the most famous

construction in Bristol, was

designed by Isambard Brunel

and completed in 1864

Exercise 1

t
Play the recording for

the students to listen and

repeat the Key Words

Check word stress and

students’ understanding

Pay particular attention

to the main stress in

expressions such as

face-to-face conversation Check that

students understand that

SMS stands for Short Message

Service.

t
Students work in groups or

as a whole class, saying what

forms of communication

they use They can find out

the most popular form of

communication for their

class and if there is any

form of communication that

none of them uses

1.6

Ge Ready

99

Page 00, Exercise 0

4 Read the advert for ‘radiochill.org’ What

programme would you like to listen to?

5 Work in pairs Read the questions and then tell your partner about yourself.

1 What do you use your phone for most?

a) phoning c) taking photos e) playing games b) texting d) downloading music

2 How do you prefer to chat to your friends?

a) face to face c) by texting e) by email b) on the phone d) by instant messaging

3 What do you use the Internet for?

a) email c) buying things e) Skype b) instant messaging d) homework

4 Which of these things do you send by post?

a) postcards c) personal letters e) formal letters b) birthday cards d) Valentine cards

Tanya

9

the statement below? Tell the class.

Nowadays teenagers use computers and mobiles to communicate with friends but spend most of their time on their own.

Extra

Encourage students to discuss their favourite radio stations and radio programmes Ask:

What local radio stations do you listen to? Do you listen online?

Exercise 5

t
Read through the questions

with the class Check that students understand any new vocabulary

t
Students work in pairs,

discussing their answers to the questions Tell the pairs

to remember their answers because they will need them

in Exercise 6

Extra

The pairs tell the class some

of their answers, e.g I use my

mobile phone mostly for texting, but (Anna) uses hers mostly for playing games (Anna) and I both prefer to use instant messages

to chat to our friends Students

can find out which is the most popular answer to each question for their class

Exercise 6

t
Ask one of the students to

read aloud the statement

t
Give students time to

think of their answers and reasons

t
Students work in groups or

as a class, saying whether they agree with the statement and explaining their point of view

t
Encourage students to think

of situations when they would choose to email or text rather than phone or speak face-to-face and vice versa

Exercise 4

t
Encourage students to say what they

know about Bristol If you have a large map of the UK, display it for students to find Bristol

t
Give students time to read the

advert Encourage students to

guess the meaning of ‘hottest new bands’ (latest and very exciting) and

check understanding of any new vocabulary

t
In turn, students say which

programme they would like to listen to

Extra

Divide the class into four groups Ask

each group to listen carefully to one

of the speakers and make a note of

extra information about the person

Play the recording Each group then

tells the class their extra information

Check that students understand any

new vocabulary

This Uni 1 Animal Talk

2 Read the text about animal communication

How do these animals communicate?

t
SBUT
t
BOUT
t
CFFT
t
CJSET
t
GSPHT

t
FMFQIBOUT
t
XIBMFT

1.8

3 Have you got a pet? How does it communicate?

Grammar: Present tenses review

4 Identify the tenses in the examples (1–6): Present Simple, Present Continuous or Present Perfect Then match them with the uses (a–f) Examples

1 What is he trying to tell me?

2 Scientists are doing a lot of research in this

area.

3 Scientists have discovered that a rat can

identify another rat.

4 Ants spread pheromones.

5 Everyone has heard birds singing

6 We know little about how whales hear Uses

a) an activity that happens regularly b) a past event with consequences in

the present

c) a present state d) an activity happening now e) an event that happened in the past

but it doesn’t matter when

f) an activity happening around now

10

‘My dog is sitting in front of

my desk, wagging his tail and looking at me intensely

What is he trying to tell me?’

Jane Roberts investigates.

People have always been interested in how animals communicate and scientists are doing

a lot of research in this area.

Most animals communicate by smell; they produce chemical substances called ‘pheromones’ Scientists have discovered that a rat can identify another rat: its age, sex and social status, just by smelling its urine

Ants spread pheromones to guide other ants to a food source Bees not only use pheromones but also ‘dance’

to tell other bees where to find food For example, if

a bee flies straight upwards, it means they should fly directly towards the sun.

Everyone has heard birds singing Research has shown that many other animals use sound to communicate Some male frogs make two-part calls:

the first part can only be heard by other male frogs, and it is a warning Females only hear the second part, which is a mating call!

Scientists have known for some time that many animals, like bats, whales and elephants, communicate with sounds that people cannot hear Their calls produce waves that travel through the ground, water

or air We know that elephants probably receive these signals with their feet or trunks However, we know little about how whales hear Ecologists say that nowadays loud noise from ships is interfering with whales’ communication.

d)f)

b)a)e)c)

I’ve lived in this city for five years I lived

in a very small village for three years when I was a child.

Exercise 3

t
Students discuss the questions

in groups or as a whole class If some of them haven’t got a pet, encourage them to talk about pets that their friends or relatives have

Grammar:  Present tenses review

Exercise 4

t
Students can compare answers in

pairs before checking answers as

a class

Answers ­student page

4IPSU
PG
UJNF set some of

the exercises for homework

(e.g Exercises 8, 9 and 10)

and shorten the feedback in

(pheromones produced with

urine or by special glands),

sound (sounds that can be

heard by people as well as very

high and low frequency sounds

we can’t hear, e.g produced by

bats and whales), movement

or position (bee dances, tail

wagging in dogs), etc

t
Give students a few minutes

to work in small groups,

discussing what they know

about the animals

t
The groups then share their

information as a class

Reading

Exercise 2

t
Play the recording for

students to read and listen

for general comprehension

t
Students work individually,

reading the text and noting

down how the seven

animals communicate

t
When checking answers, ask

students to read aloud the

section of the text that gives

the answer

Answers

rats: By smell – smell of urine

ants: By smell – spread

elephants: With sounds that

people cannot hear

whales: With sounds that

people cannot hear

1.8

5 Read the sentence Choose the meaning (a or

b) for the verb in bold.

Scientists have known for some time that

many animals communicate with sounds that

people cannot hear.

a) situation that started in the past and

continues up till now

b) situation that happened in the past

6 Match the sentences (1–2) with the

timelines (a–b).

1 I’ve had a cat for two years.

2 I had a cat for two years.

Practice

7 Match the sentences (1–3) with the pictures

(a–c).

1 I’ve fed the animals.

2 I’m feeding the animals.

3 I feed the animals.

8 Complete the text with the verbs in brackets

in the Present Simple, Present Continuous or Present Perfect.

I 1 have (have) two dogs, Choc and Ginger

Ginger 2 (be) in our family for seven years and Choc 3 (be) just two years old They 4 (not like) each other very much Choc 5 (sleep) in my bedroom and I 6 (think) Ginger 7 (be) jealous Ginger 8 (bite) Choc a few times and she often 9 (bark) at her

At the moment, we 10 (try) to train them I 11 (find) a good dog trainer and I 12 (take) the dogs to her three times a week She’s really great!

9 Use the cues to write about Catherine, who studies elephant behaviour.

1 live in Africa / for ten years

She has lived in Africa for ten years

2 love animals / always

3 have a pet / never

4 investigate elephants’ family life / this summer

5 take photos of elephant calves / now

6 write her observations / every day

7 observe the animals at night / often

8 not published many articles / yet

Your Turn

10 Use the cues to write a questionnaire about how people feel about animals Use the correct tenses.

1 you / be afraid of any animals?

Are you afraid of any animals?

2 you / get on well with animals?

3 you / ever / be bitten by an animal?

4 you / ever / have a pet?

5 How often / you / watch programmes about

animals?

6 you / look after an animal / now?

7 you / be allergic to any animals?

8 you / enjoy this lesson about animals?

11 Work in pairs Ask and answer the questions.

answers to the class.

a)b)

b)a)c)

has been

isdon’t likesleeps

has bittenbarkstake

t
Check the questions before

students do the pair activity

4 Have you ever had a pet?

5 How often do you watch

programmes about animals?

6 Are you looking after an

t
Tell students to remember

their partner’s answers

t
Monitor the pair activity but

do not interrupt students’

fluency Make a note of any general problems to go over with the class afterwards

Exercise 12

t
In turn, students report their

partner’s answers to the class

t
Choose two or three

questions and find out how many students have answered ‘yes’, e.g question

1 and question 3

Page 92, Exercise 1 TIME OUT!

Photocopiable activity 1, Active Teach

Exercise 9

t
Elicit the answers to items 2 and 3

before students work individually, completing the exercise

Answers

2 She has always loved animals.

3 She has never had a pet.

4 She is investigating/has investigated

elephants’ family life this summer

5 She is taking photos of elephant

t
Advise students to read quickly

through the text for general

understanding before they start

completing it

t
Check answers by asking individuals

to read aloud the sentences

Answers ­student page

This Uni

Many teens keep up with their friends on Facebook

so you can’t ignore it If you don’t understand

social networking, you must bring up the subject with your kids and fi nd out how it works Discuss

it and ask them to help you to set up your own

page Then you can friend your child That way,

you can keep in touch with the things they are doing online You don’t have to join in with their

conversations or post things on their wall but

It’s important to agree rules with your kids

Check out the security settings so you can talk

to them about safety on the Internet.

Facebook: Know the facts

12

Warm-up

1 Work in pairs Imagine your school is starting an intranet site

Think about four headings for the student profi le page.

1.9

3 Put the sentences (1–3) in the correct places

in the texts in Exercise 2

1 you need to know they are safe

2 starring Jesse Eisenberg and Justin Timberlake.

3 sends eight friend requests per month

4 Are the statements true (T), false (F) or is there

no information (NI)?

1 F Jesse Eisenberg started Facebook.

2 The Social Network is about how people

use social networks now

3 Facebook is less popular than

video-sharing websites.

4 The average Facebook user visits the site

more than once a day.

5 The average Facebook user belongs to fifty

interest groups

6 Parents need to understand social

networking

7 Parents shouldn’t look at their teenage

children’s online profile.

Social Networking 2

Facebook

Facebook is the most visited site on the Internet with

more than 600 million users Research in 2011 found that an average user:

t has 130 friends on the site

t2 , visits it forty times a month

t spends twenty-three minutes on each visit

WEB PEDIA the online encyclopaedia

NI

F

321

2

3

1

Answers ­student page

1 F – Jesse Eisenberg stars in the film

about Facebook

2 F – The Social Network is about how

Facebook started

3 F – Facebook is the most visited

site on the Internet

7 F – Parents should friend their

children so they can see what they are doing online

Exercise 5

t
Students work individually or

in pairs, finding the verbs and completing the expressions with the correct prepositions

Exercise 3

t
Tell students not to worry about

understanding every word but to read for gist comprehension in order to put the sentences in the correct places

Answers ­student page

Exercise 4

t
When checking answers, ask

students to correct the false sentences

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercises 4 and 6)

.PSF
UJNF do the Extra

activities

Background

Students using New Challenges

today will all be digital natives

Unlike their teachers, who

probably grew up in a time

when digital technologies were

not widespread, the current

generation cannot easily

conceive of a life without the

Internet, tablet computers,

smartphones and the like

Much work is underway to

revise teaching practices in

light of this new generation’s

expectations More information

about both the social

networking phenomena and

digital natives is available on

the Internet

Warm-up

Exercise 1

t
Check that students

understand that an intranet

site is similar to a website

but only available on an

internal network within

an organisation In turn,

pairs tell the class possible

headings for the student

profile page

Extra

Find out how many of the

students use social networking

sites Encourage them to tell the

class about them Ask students to

say which social networking sites

they prefer using and why

Reading

Exercise 2

t
Students work individually,

matching the texts with the

text types

Answers ­student page

1.9

Answer on page 91.

5 Look at the Word Builder and fi nd the verbs in

text 3 from Exercise 2

6 Complete the sentences with the verbs from

Exercise 5 in the correct form

1 I use Skype to keep in touch with my cousins

in Australia We speak to each other most

weekends.

2 He’s very quiet He never

class discussions

3 Why did you the topic of

homework? It always leads to an argument.

4 Let’s that video on

YouTube

5 I a Facebook page for my

grandparents so they can see my photos.

6 Do you the news online?

Or do you still read a newspaper?

7 We need to some

information for our project on the environment.

7 Game How many sentences can you make with the verbs in the box?

get off get up go out with put on put up take care of

Word Bank, page 104

8 Look at the Sentence Builder When do we use

for and since – with a period of time or a point

in time?

9 Write true sentences with for or since and the

time expressions in the box.

two hours eight o’clock Tuesday

a few days three years 2011 Christmas ages

I haven’t eaten for two hours

Writing and Speaking

10 Work in pairs Write social networking rules to

go in an advice leafl et for young teenagers

t
Read through the

expressions in the box and the example sentence with the students Elicit two or three more sentences from the students

t
Students work individually,

writing eight sentences containing the expressions

Monitor and point out any errors for students

to correct Help with vocabulary where necessary

t
In pairs or small groups,

students exchange and read each other’s sentences

Writing and Speaking

Exercise 10

t
Read through the instructions

and check that students understand what to do

t
Students may find it helpful

to think of a few example rules as a class first

t
Students then work in

pairs, writing their social networking rules

Exercise 11

t
After pairs have read their

rules aloud to the class, they can discuss as a class the relative importance of each rule

Fact or Fiction?

t
After checking the answer,

encourage students to think about other cases where parents have given

an unusual name to their child What do students think about giving children strange names?

Page 92, Exercise 2 TIME OUT!

Photocopiable activity 2, Active Teach

Elicit three or four more expressions

with for or since to use in the example sentences, e.g I’ve been with her for four

years or I’ve been with her since April.

Exercise 6

Answers ­student page

Exercise 7

t
Give students time to read through

the verbs Elicit one or two

sentences from the class

t
Give students time to look at the

Multi-part Verbs section in the Word

Bank before they write their own

sentences

t
Working individually or in pairs,

students write as many sentences

as they can If you wish, give a time

limit of two minutes Monitor and

check students’ sentences

Reading and Listening

2 Read and listen to the dialogue Check your answers from Exercise 1.

The group meet at the radiochill.org studio in Ellie’s house.

Ellie Okay, we’re ready to start next week We’ll

do an hour a day at first.

Abi I don’t think an hour’s very much.

Steve It’s a long time on the radio.

Ellie That’s true We could start the first programme with an introduction about ourselves.

Abi What about music? If you ask me, music’s much cooler than chatting.

Tanya I don’t think so I agree with Ellie An intro

would be good What do you think, Steve?

Tanya ‘Radio reporter, sixteen, pushes girl into

fountain in Millennium Square.’

Abi Yeah, that was funny, wasn’t it?

Tanya Yeah, it was for you but not for me!

Ellie Come on you two, let’s get back to the subject.

Tanya Well, there’s an athletics competition

in Bristol next week I think it’ll be interesting Don’t you think so?

Steve Yeah, definitely.

Ellie I think so, too We can have that later with the news So we have the intro and then some music Then the news, then more music.

Tanya Yeah We can add more programmes later

You’ve got plenty of music, haven’t you, Abi?

Abi Lots of cool stuff!

Ellie Okay, let’s get down to some work!

4 Complete the dialogue with negative questions Use the cues in brackets.

A I think that CD’s great (you / like / it?)

Don’t you like it?

B Yeah, but I prefer Green Day’s new album.

A I’ve heard it’s good but I think Foo Fighters are

better (you / think / so?)

B Yeah, I do They’re great They were on TV last

week (you / see / them?)

A No, I didn’t I was on holiday.

B Really?

A Yeah, (you / know / that?)

ASET

Exercise 4

t
Students work individually,

completing the dialogue

t
After checking answers, students

work in pairs, reading the dialogue aloud

Answers

Don’t you think so?

Didn’t you see them?

didn’t you know that?

Extra

Write cues on the board for students to make into negative questions, e.g

1 … you born in this country?

2 … you like pop music?

3 … you done your homework yet?

4 … you got a computer at home?

5 … you ride a bike?

6 … you coming to my party this evening?

Answers:

1 Weren’t 2 Don’t 3 Haven’t

4 Haven’t 5 Can’t/Don’t 6 Aren’t

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercise 4) and shorten the

discussion in Exercises 1 and 7

.PSF
UJNF do the Extra

activities

Background

The radiochill.org team meet

in the radio’s headquarters in

Ellie’s house and discuss the

first broadcasts of ‘radiochill’

Warm-up

Exercise 1

t
Ask students to look at and

talk about the photo, saying

where the people are, how

they are feeling and what

they could be talking about

t
Give students time to work

in pairs, looking at the body

language of the people and

answering the questions

t
Students tell the class their

answers and see how much

general agreement there is

Reading and

Listening

Exercise 2

t
Play the recording for

students to read and listen

and check their answers

stress and intonation patterns

Students work in groups of

four, reading the dialogue and

changing parts

Exercise 3

t
Read the sentences with

the students and then read

aloud the explanation

t
Ask students to repeat

the questions after you

Check that they use a rising

intonation at the end of the

questions

1.10

1 Where is Tim on holiday?

a) on the coast c) on a boat b) in the mountains

2 What are Roxy’s favourite blogs about?

a) films b) pop music c) football

3 What homework has Kelly not done?

a) maths b) chemistry c) geography

4 How does Tom usually get to school?

a) by bus b) on foot c) by car

5 What instrument can Susan play?

a) piano b) flute c) guitar

6 How did Cath wish her cousin ‘Happy

Birthday’?

a) by mobile phone c) by email b) with a card

below and underline the stressed word

or words.

1 It’s not fair 6 I couldn’t help it.

2 How’s it going? 7 I can’t play any,

3 It’s a nightmare! actually

4 Do you want me 8 He’s a really nice

t
UIF
CFTU
GPPUCBMM
UFBNT
t
UIF
CFTU
GJMNT t
UIF
CFTU
SBEJP57
QSPHSBNNFT
BU
UIF
NPNFOU t
UIF
CFTU
XFCTJUFTCMPHT
t
UIF
CFTU
UFOOJT
TUBST t
UIF
CFTU
QPQ
HSPVQTTJOHFST

Tom I think Chelsea are the best team

Ann Yeah, definitely Don’t you agree, Simon?

better

Speaking

5 Look at the Key Expressions Classify them.

a) agreeing c) giving opinions

b) disagreeing d) asking for opinions

6 Look at the Speaking Help.

language (e.g TV programmes, films, groups).

them to stop before you speak.

d)a)

a)

c)c)c)b)

Everyday Listening

Exercise 1

Audioscript ­ page 108

t
Give students time to read

through the questions and answers

t
Play the recording once

for students to listen and answer the questions

t
Play the recording again

and pause it after each conversation to check the answers

Answers ­student page

Conversation 1: Where is the

boat? (in the Mediterranean),

How long will Tom and his friend

be on the boat? (for three weeks)

Conversation 2: What sport does

the boy like? (football), Why

doesn’t Roxy like personal diary

blogs? (They’re boring.)

Exercise 2

t
Play the recording, twice

if necessary, for students

to listen and underline the stressed word or words

Answers ­student page

Extra

Play the recording again for students to listen and repeat the sentences, stressing the words correctly

Page 93, Exercise 3 TIME OUT!

t
Give students time to think about

each of the topics

t
Students work in groups of three

to five, discussing each topic in turn Monitor but do not interrupt students’ fluency Make a note of any general problems to go over with the class afterwards

Speaking

Exercise 5

t
Students can compare answers in

pairs before checking answers as

a class

Answers ­student page

Exercise 6

t
Read aloud the advice.

t
Ask students if they enjoy and

feel confident when taking part in

discussions in English and in their

L1 Encourage them to discuss

any difficulties they have in class

discussions in English

Across Cultures 1

Warm-up

1 Look at the photos and guess if these sentences are true (T)

or false (F).

1.13

Smoke signals are well-known from Hollywood wild west films They started in North America and China hundreds of years ago By passing a blanket over a fire, you can make a puff of smoke If you are careful , you can control the size and shape of the puffs to create signals However, you can only send simple,

short messages such as ‘everything is okay’, ‘danger’ or ‘help!’ Smoke signals can be seen from a long way off but they are

useless if you want to keep something secret Everybody in the area knows what you’re saying – it’s a bit like listening to people on their mobile phones on the bus!

Talking drums can send quite complicated information And they’re loud – you can hear them up to eight kilometres away They were first used in

West Africa When Europeans were first exploring the forests there, they were surprised to find the natives knew they were coming The use

of drums spread to South America and the Caribbean during the slave trade In fact, talking drums were banned because slaves were using them

to communicate in a secret code.

Whistling languages are very rare People whistle messages to each other on the

Keeping In Touch

In the dark days before mobile phones, people had different ways of communicating over long distances Lucy Marr looks at some

Across Cul ures 1

Exercise 4

t
Students work individually, reading

the text and completing the table

Answers ­student page

Exercise 5

t
Read through the cues with the

class Ask one of the students to read aloud the example sentences

t
Tell students to write at least two

sentences about each of their four chosen topics Monitor and help students correct any language errors

Exercise 3

t
Students say what advantages and

disadvantages are mentioned in the text

t
Encourage students to think of

advantages and disadvantages that are not mentioned in the text, e.g

You don’t need special equipment to send smoke signals (advantage)

Background

Silbo-like whistling has been

found in pockets of Greece,

Turkey, China and Mexico, but

none is as highly-developed

as the silbo language of La

Gomera in the Canary Islands

Warm-up

Exercise 1

t
Ask students to look at and

talk about the pictures,

guessing where the people

are and what is happening

t
Students work individually

or in pairs, reading the

sentences and guessing if

they are true or false

Reading

Exercise 2

t
Play the recording for

students to read, listen and

check their guesses from

Exercise 1

t
When checking answers, ask

students to correct the false

sentences

Answers ­student page

2 F – You can only send

simple messages

3 F – You can hear them up

to eight kilometres away

4 F – They were first used in

West Africa

Extra

Give students time to read the

text again Explain or encourage

them to guess the meaning of

any new vocabulary Play the

recording for students to read

and listen, paying particular

attention to pronunciation

1.13

opposites of the words in the box.

Word Bank, page 111

correct hard-working patient happy kind outgoing dangerous tidy tall pleasant strong experienced comfortable lucky healthy fair rich

A What’s the opposite of ‘correct’?

B ‘Incorrect.’ What’s the opposite of ?

Speaking

7 Work in pairs Ask and answer the questions.

1 How many foreign languages can you understand a bit of?

2 How many languages can you say ‘hello’ in?

3 What other foreign language would you like to learn? Why?

4 Have you ever made up a secret code? If so, how did it

work?

5 Are there any words that only you and your friends use?

6 If you spoke a secret language, when would you use it?

An article

1 Work in groups Choose an important type of communication for each student (see the Key Words on page 8).

2 Find out more details about your type of communication and make notes.

t
say when and where it started t
show an example of it t
explain the advantages and disadvantages

3 Write your article and ask your group to check it.

4 Give your article to other students to read.

17

The anc ent Egypt ans had a system of p cture

wr t ng called h eroglyphs Each h eroglyph represented a th ng or an dea For example,

th s h eroglyph represented …

4 Look at the Word Builder Complete it

with the words in blue from the text

with the opposite meaning.

5 Write sentences about four of these

things using words from the Word

Canary Island of La Gomera The origins

of the language are unknown but it

probably came from the Berber people

of Morocco Until recently, it was dying

out but now children on the island have

to learn it at school Silbo sounds a bit

like a bird song and has a vocabulary of

over 4000 words! People originally used

it to communicate over the steep hills

and valleys of the island but now it has

other uses Juan Cabello, a resident of the

island, says: ‘I use it for everything – to call

my wife, to tell my kids something, or to

find a friend in a crowd It’s useful for just

about everything but not very good for

romance – everyone on the island would

hear what you were saying!’

unknown

shortcarefuluselessloudrarecomplicated

Extra

Write two or three sentences on the board, each using a different secret code to communicate the message ‘My name is Mike.’, e.g

YM EMAN SI EKIM = My name is Mike

The pairs write their sentence

on the board for the rest of the class to decode

t
Read through the stages of

the project so that students understand what to do

t
Students work in groups

of four or five Each student in the group chooses a different type of communication to find out about

t
Give students time in class

or at home to research their topic

t
Tell students to write four to

seven sentences and include all the points from Stage 2

t
Each group checks grammar,

spelling and punctuation in their articles They can ask you if they are unsure about any corrections

t
The groups exchange and

read each other’s articles

Speaking

Exercise 7

t
Read through the questions with

the class Check comprehension of

any new words, e.g (to) make up.

t
After the pair activity, students tell

the class some of their answers

Students may like to see how many languages they can say ‘hello’ in

Exercise 6

t
Ask individuals to read aloud the

words in the box

t
Ask two students to read aloud the

example question and answer

t
Give students time to check the

opposites in the Word Bank on

page 111

t
Students work in pairs, taking turns

to ask and answer questions

Extra

In pairs, students write six to eight

sentences using some of the adjectives

The pairs then form groups of four

students and read each other’s

sentences

a) sending written messages by mobile phone b) an online diary with very short pieces of

information

c) a message sent by computer d) chatting to friends online

2 Complete the gaps with one word.

5 I set an online bank account.

6 Can you check the train times, please?

7 She wants to bring the subject of safety.

8 How did you find about the party?

9 He loves keeping with my friends’ news

10 I think it’s unkind to join in gossip.

11 She keeps in touch her old boyfriend.

3 Complete the sentences with the opposite of the underlined word.

12 I’m very careful with my phone and games but

I’m a bit with my clothes.

13 She was unknown before she won the

competition; now she’s a singer.

14 I thought this homework would be simple but

it’s quite .

15 I had nine correct answers and only one

answer in the maths test.

4 Complete the text with the verbs in brackets

in the correct tense: Present Simple, Present Continuous or Present Perfect.

Blind people 16 (use) the Braille system for reading since the nineteenth century Braille

17 (consist) of a series of raised dots which 18 (represent) letters of the Latin alphabet There are about two million people

in the UK with sight problems but only twenty thousand 19 (read) with Braille In the last few years, many young people 20

(start) to use electronic text instead of Braille

At the moment, experts 21 (discuss) how to make Braille more attractive for young people.

5 Complete the sentences with for or since.

22 He hasn’t phoned me two weeks.

23 We’ve lived here 2008.

24 I haven’t seen her Friday.

25 She’s taught in our school six years.

6 Choose the correct option in italics.

Sue I 26think / believe their new CD is great.

Mel I don’t think 27so / that I prefer the first one.

Pat I agree 28with / in Sue It’s better for dancing

Don’t you think 29that / so?

Sue Yes, that’s 30so / true.

t
First, write key words in a search

engine like Google (e.g ancient Egypt +

language).

t
If you can’t find any good sites, change

the key words (e.g ancient Egypt +

hieroglyphics).

t
When you find a good site, don’t try to

understand everything Bookmark the site (Favourites) so you can return to it.

t
Copy useful parts of a website onto your

computer or print them out Then you can read them more slowly and take notes.

t
Always put a list of the websites where

you got the information from at the end

of your work.

t Use the Study Help to find out information about one of these people or things.

t
TJHO
MBOHVBHF
t
#SJTUPM
t
-JWFSQPPM
'$
t
"EFMF
t
4FCBTUJBO
7FUUFM

18

Feedback t
Listen and check your answers to the Language Check Write down your scores.

t
Look at the table below Check where you made mistakes.

Wrong answers: Look again at:

Numbers 1–4 Get Ready – Key Words Numbers 5–11 Unit 2 – Word Builder Numbers 12–15 Across Cultures 1 –

Word Builder Numbers 16–21 Unit 1 – Grammar Numbers 22–25 Unit 2 – Sentence Builder Numbers 26–30 Unit 3 – Key Expressions

t
Now do the exercises in Language Check 1

outoutwith

careless

incorrectcomplicated

well-known

forsincesincefor

Module 1 Test, Active Teach

t
Elicit possible Key Words for two or

three of the topics

t
Give students time in class or at

home (if they have access to the Internet) to find out information about their topic Remind them to keep a list of the websites where they find their information Tell students to copy useful parts of the websites onto their computer or print them out

t
Students who chose the same topic

can compare which websites they found most useful

t
Students listen to the

recording to check their

answers Check spelling

where necessary by asking

individuals to write the

answers on the board

t
After checking answers to

Exercise 6, students work in

groups of three, reading the

dialogue aloud Correct any

serious pronunciation errors

t
Students look at the table

to see which sections in the

Students’ Book they need to

t
Read aloud the advice in

the Study Help Check that

students understand any

new words

t
Ask students which Internet

sites they found most useful

for their Project in Across

Cultures 1

t
Encourage students who use

the Internet a lot to add

some of their own tips to

the advice in the Study Help

t
Give students time to

read through the list of

topics and choose a topic

to find out information

about Check that students

understand that F.C stands

for Football Club.

1.14

AFTER HARRY POTTER?

INTERVIEW WITH THE STARS

19

Talk about news and give personal news.

Read newspaper and website stories.

Listen to news programmes.

Write a personal email or letter.

Learn about the Past Perfect, gerunds and infinitives.

3 Work in pairs Ask and answer the questions.

1 Look at the news website What

would you like to read about?

2 What other things in the Key Words

do you enjoy reading?

3 What things in magazines or online

do you like doing?

about statements (1–3)? Tell the class.

1 Teenage magazines should have

more serious news topics.

2 There are too many news channels

on TV.

3 In five years’ time, no one will read

newspapers.

Get Ready

1 Look at the Key Words Where do you read or hear the

things in the Key Words: in newspapers/magazines, on

TV/radio or online?

2 Listen to the radio news and take notes about the

items (1–5) Compare answers with a partner.

1 Hurricane: Where? When? Cuba

2 Bank robbery: Where? Police phone number?

3 Actress: Why in hospital? Husband’s job?

4 New goalkeeper: Where from? Begins training?

5 Weather: Today? Tomorrow?

t
Give students time to read

through the items and questions so they know what information to listen for

t
Play the recording, twice if

necessary, for students to take notes

t
Students compare their

notes with a partner before checking answers as a class

5 grey and rainy today,

sunny and bright tomorrow morning

Exercise 3

t
Students work in pairs,

discussing the questions

t
The pairs then form groups

of four or six and exchange ideas

Exercise 4

t
Read through the statements

with the class Give students time to think about the statements and their responses to them

t
Students tell the class

what they think about the statements They can see if there is general agreement

or if there is a wide range of opinion in their class

1.16

t
Play the recording for the students

to listen and repeat the Key Words

Check word stress and students’

understanding

t
Ask students to look at the

first three Key Words and say if these things are in newspapers/

magazines, on TV/radio or online

t
Students work in pairs, matching

the Key Words to newspapers/

magazines, TV/radio or online Tell students there is more than one possible answer in some cases

t
If students disagree about an

answer, ask them to give reasons for their answer

Answers

Students’ own answers

Get Ready

Background

This introduces the topic of news and

the media The answers to Exercise 1

are highly subjective depending on

both students’ personal preferences

and their own countries and cultures

Exercise 1

t
Ask students to look at the photos

and identify the different news

sources (newspaper, magazine and

website) Encourage students to say

what they know about the people

and what they think the news

stories will be about

1.15

This Uni 4 In Other News

Warm-up

1 Look at the photos (a–c) and the headlines (1–3) What do you think the stories are about?

5 Complete the Past Perfect sentences from the news stories Past Perfect

Short answers When the police stopped the cars, had the drivers committed a crime?

Yes, they had / No, they hadn’t.

6 Complete the rule

We use the Past Perfect to talk about an event that happened

before / after another event in the past

7 Look at the two events in each sentence Underline the event that happened first

1 When he sat down, he saw the man in the camel’s head.

2 When he sat down, he had seen the man in the camel’s head.

20

Reading

2 Read the news stories and check your guesses from Exercise 1

any unusual news stories? Tell the class

Grammar: Past tenses review

4 Read the sentence and put the names

of the tenses (Past Simple, Past Continuous) on the timeline.

When he was looking out of the window,

he saw an airport worker on the airfield.

he had packed in his case Mr Cox said, ‘I was very shocked Somebody

in the airport had opened my bag and stolen the camel’s head.’

Late payment

In 2009, a bill for a television and radio licence was sent to Adam Ries,

a famous German mathematician

However, Adam Ries hadn’t lived in the house since 1559 The person who lives there now returned the letter and explained that Herr Ries had died in the sixteenth century Two weeks later, a reminder was sent to Adam Ries The house owner said, ‘Obviously, they hadn’t read my letter I told them Herr Ries couldn’t listen to radio or watch TV.’

Ireland’s Worst DriverFor several months, the Irish police were looking for a person who had committed fifty driving crimes in different parts

of the country They didn’t understand why the driver hadn’t been stopped They knew the driver’s name, Prawo Jazdy, but they couldn’t find the person Eventually, the police realised it wasn’t

a name, it was Polish for ‘driving licence’ The officers had copied the wrong information when they stopped the drivers

t
Students do the exercise, working

individually They can compare answers in pairs before checking answers as a class

Answers ­student page

Exercise 9

t
Read through the instructions and

the example sentence with the class Elicit the second sentence to explain why Terry failed his maths test

t
Check answers by asking individuals

to read aloud the sentences

Exercise 5

t
Students work individually,

completing the sentences

t
After checking answers, ask students

to find other examples of the Past Perfect in the texts in Exercise 1

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercises 9 and 10)

.PSF
UJNF do the Extra activity

Warm-up

Exercise 1

t
Students work in pairs or

small groups, guessing what

the stories are about

t
Students discuss their

ideas as a class Help with

vocabulary where necessary

Reading

Exercise 2

t
Play the recording for

students to read and listen

and check their guesses

from Exercise 1

t
Explain or encourage

students to guess the

meaning of any new words

in the stories

t
Ask students to say which

story they think is the

strangest and give reasons

for their choice

Answers

1b) 2c) 3a)

Exercise 3

t
Give an example yourself by

telling the class a ‘strange’

story from the news or

about a friend or member

of your family

t
Write question cues (Who?

When? Where? What

happened?) on the board

and give students time to

think about their story

t
Students tell the class their

story

Grammar:  Past tenses

review

Exercise 4

t
Check answers by drawing

the timeline on the board

Ask one of the students

to write the names of the

tenses on the timeline on

the board

Answers ­student page

1.17

8 Match the sentences (1–4) with the pictures (a–d).

1 When they started singing, everybody left the room.

2 When they started singing, everybody had left the room.

10 Complete the texts with the verbs in the Past Simple, Past Continuous or Past Perfect.

3 We saw that someone had been in the kitchen.

4 We saw that someone was in the kitchen.

9 Match the events (1–3) with the reasons (a–f) There are

two possible reasons for each event Use the Past Perfect

for the reasons.

What happened? Why?

1 Terry failed his maths test a) didn’t study enough

a) Terry failed his maths b) caused a tragic

test because he hadn’t accident

studied enough c) went to a party the

2 Josh was taken to hospital night before

3 A pop star was put into d) stole clothes from a

(come) through the gates Everybody

3 (run away) in panic The tiger

4 (escape) from its cage at the zoo

The police 5 (catch) the animal and

6 (take) it back to the zoo.

A cow 7 (jump) into a neighbour’s swimming pool during a heatwave in Brazil The owner of the house said: ‘I

8 (cook) lunch when I 9 (hear)

a noise I 10 (go) out to check what

11 (happen) and I 12 (see) a cow in the swimming pool! It 13

(get) over the fence and 14 (go) straight to the pool.’ Fire fighters 15

(get) the animal out of the pool and

16 (take) it back to the farmer.

b)a)

d)c)

Exercise 10

t
Advise students to read

quickly through each text for general understanding before completing them

t
Check answers by asking

individuals to read aloud the sentences

Answers

2 came 3 ran away

4 had escaped 5 caught

6 took 7 jumped

8 was cooking 9 heard

10 went 11 was happening/

had happened 12 saw

13 had got 14 had gone

15 got 16 took

Your Turn

Exercise 11

t
Divide the class into pairs

Student A in each pair looks

at page 89 and Student B looks at page 90

t
Students work in pairs,

taking turns to ask and answer the questions

t
Check answers by asking

pairs of students to ask and answer the questions

Answers

2 Because the security

camera had filmed the robber’s face

3 Because he had left the

mask at home

4 Yes, because the robber

had left his fingerprints in the bank

5 Yes, because the robber

had hidden the money in his house

6 Because he had seen a

cow in the road

7 No, but he hadn’t slept

well the night before

8 Yes He had won a

few amateur driving competitions

9 No, because he had

dropped his girlfriend at the bus stop

10 The owner of the cow had

called the police

Page 93, Exercise 4 TIME OUT!

Photocopiable activity 3, Active Teach

Extra

Write cues on the board, e.g

She went to the doctor’s because …

(e.g she had hurt her arm.)

Our teacher was pleased because …

(e.g we had all worked hard.)

He didn’t get to the interview on time because … (e.g he had missed the bus.)

My little sister was upset because …

(e.g she had lost her teddy bear.)

Elicit several reasons for each situation from the class using the Past Perfect

Answers

1 c) Terry failed his maths test because

he had gone to a party the night

before

2 e) Josh was taken to hospital

because a dog had bitten him

f) Josh was taken to hospital

because he had fallen off a horse

3 a) A pop star was put into prison

because he/she had caused a tragic

accident

d) A pop star was put into prison

because he/she had stolen clothes

from a shop

This Uni

22

Breaking News 5

Warm-up

1 Work in pairs Look at the pictures What do you think the stories are about?

Reading

2 Look at the Reading Help.

3 Turn to page 91 Use the Reading Help to guess the meaning of the headlines.

4 Read the headlines about historical news What

do you think they mean? Read the texts and check your ideas

5 Read the three texts again and answer the questions

1 How long had Romeo and Juliet known each

other?

one week

2 How did they die?

3 Why does the headline refer to a ‘mystery man’?

4 Why are the animal rights campaigners

interested in somebody called George?

5 Where did Columbus think he was when he

landed?

6 What surprised Columbus about the people

he met on the island?

6 Work in pairs Which story is:

a) true? b) a legend? c) fiction?

7 Look at the Word Builder Complete the compound adjectives with words from the texts Then classify the adjectives:

a) numbers, b) third forms, c) -ing forms.

1.18

,K22K-&

¨€žß From our correspondent in Verona.

The war between two well-known local families ended yesterday with the shocking discovery of the bodies of Romeo Montague and Juliet Capulet Police say the deaths are suicide and that they have released an elderly man who they had arrested earlier

A spokesperson for the families read a statement to journalists: ‘This is heart-breaking for both our families Romeo and Juliet were both much-loved children and we will miss them terribly We have been enemies for too long and it has killed our children.’

The young couple, who fell in love when they met at a party last weekend, will be buried together in a private ceremony

Romeo and Juliet

<HBC4AH<0=B0E4B?A8=24BB

K illagers in a remote area are today thanking a mystery man who has killed a dragon and saved the life of a local princess The seventeen-year-old princess told our reporter, ‘It was, like, amazing I was tied to a rock waiting to be killed by a five- metre dragon Suddenly this good-looking guy rode up on his horse and killed the dragon I can’t thank him enough.’ The hero rode off into the sunset without leaving his name However, animal rights campaigners think he could be George who has killed other dragons in the past

St George and the Dragon

Exercise 5

t
Students work individually, reading

the articles and answering the questions

t
If students disagree about any of

the answers, ask them to read aloud the section in the article that gives the answer

5 He thought he was somewhere near

the coast of China

6 They were completely naked / They

Answers

1d) 2a) 3b) 4c) 5e)

Exercise 4

t
Ask students to read the three

headlines and guess what each means

t
Play the recording for students to

read, listen and check their guesses

Suggested answers

1 People have found the bodies of

the missing lovers

2 A mysterious man has saved a

young princess from a dragon

3 Columbus thinks the island he has

found is like paradise

1.18

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercises 5, 8 and 11)

.PSF
UJNF do the activity in

the Time Out section

Background

Romeo and Juliet are most

well-known from Shakespeare’s

play, but the story was a

popular Italian folk tale long

before that The story had

already appeared in at least

three versions by Italian authors

prior to Shakespeare’s version

at the end of the 16th century

The legend of St George and

the Dragon has its origins

long before Christianity even

existed and for many centuries

St George was portrayed as a

simple soldier The story of his

slaying the dragon and rescuing

the princess first appeared

around the time of the Crusades

in the Middle Ages

Christopher Columbus (1451–

1506), born in Genoa (modern

Italy), is popularly regarded as

the discoverer of America He

believed the world was round

and that he could reach Asia

by sailing west

Warm-up

Exercise 1

t
In pairs, students discuss

what they think the stories

are about

Reading

Exercise 2

t
Read aloud the Reading Help.

t
Ask students if headlines in

newspapers in the students’

L1 miss out words and use

t
When checking answers,

point out that it is usually

the small words that are

left out of headlines, such

as articles (e.g an, the),

prepositions (e.g in, of),

pronouns (e.g their) and

compound adjectives using the words in the two boxes?

XPSME
BGUFS
BJS
&OHMJTI

GJWF
MPOH
IBSE

conditioned haired famous school speaking working starworld-famous

Word Bank, page 107

10 Look at the Sentence Builder

11 Rewrite these sentences Use the structures from the Sentence Builder.

1 Before he got up, Fred listened to the radio for

ten minutes.

Before getting up, Fred listened to the radio

2 After arriving at school, Susan did her

homework in the library.

3 Before we had lunch on Saturday, we did

some shopping.

4 After I got home, I had a shower.

5 Before going to bed, Sam watched a film.

6 After he finished the exam, Simon went for

a run.

Speaking

12 Work in groups Talk about these things.

t
the main international news yesterday t
the main news in your country t
a celebrity in the news t
the most important sporting event this week

The main news in our country was about the floods

in the north

8 Use six of the adjectives from Exercise 7 in

sentences about your own life.

Sometimes, maths lessons seem never-ending

Fact or Fiction?

The world’s best-selling newspaper

is the Japanese Yomiuri Shimbun

It sells ten million copies a day!

Our special correspondent on the Santa Maria.

After being at sea for three months,

Christopher Columbus (41) has finally reached

an unknown island, somewhere near the

coast of China After landing on the island,

Columbus claimed it for Spain and named it

‘San Salvador’ It is a beautiful place with a

lot of plants and brightly-coloured fruit The

locals are dark-skinned and completely naked

Before leaving the island, Columbus and the

natives exchanged presents In a ten-minute

press conference on the Santa Maria this

afternoon, the Admiral said: ‘These people are

very easy-going and peaceful – in fact, they

don’t have any weapons.’ This well-organised

expedition is the first to cross the ocean ‘The

voyage seemed never-ending but we’ve made

it,’ said Columbus to reporters

Exercise 9

t
Ask students to put up

their hand when they have matched the compound adjectives

t
After students check their

answers in the Word Bank

on page 107, elicit one

or two sentences for each answer

Answers

after-school, air-conditioned, English-speaking, five-star, long-haired, hard-working

2 After Susan arrived at

school, she did her homework in the library

3 Before having lunch on

Saturday, we did some shopping

4 After getting home, I had a

shower

5 Before Sam went to bed, he

watched a film

6 After finishing the exam,

Simon went for a run

t
Give students time to think

about the topics before they discuss them in groups

t
Monitor the activity but

do not interrupt students’

fluency Make a note of any common language difficulties to go over with the class afterwards

Fact or Fiction?

t
Ask students to guess which

is the best-selling newspaper

in their country They can use the Internet to check the answer

Page 93, Exercise 5 TIME OUT!

Photocopiable activity 4, Active Teach

t
Students work individually, writing

their sentences Monitor and point out any errors for students to correct

t
In groups of three or four, students

read each other’s sentences

Exercise 6

t
In pairs, students decide which

story is true, which a legend and

which fiction

Answers

a) Admiral’s paradise island

b) Mystery man saves princess

c) Missing lovers found

Exercise 7

t
Check answers by asking individuals

to write the compound adjectives

in three groups on the board:

a) numbers, b) third forms, c) -ing

forms

This Uni 6 Finding News

24

Warm-up

1 Have you ever been on local TV or radio?

Do you know anyone who has?

Reading and Listening

2 Read and listen to the dialogue

Answer the questions.

1 8IP
EP
&MMJF
BOE
4UFWF
JOUFSWJFX

2 What do they find out about the river?

3 How does Tanya feel after the first

programme? Why?

Steve and Ellie go out to find a story.

Ellie Hi We’re reporters from radiochill.org

Can we ask you a couple of questions?

Boy Okay Go ahead.

Ellie We’ve heard there was a mugging near

here yesterday Do you know anything about it?

Boy Sorry, I don’t.

Steve So how’s it going? The fishing, I mean.

Boy Not very well, I’m afraid.

Steve That’s a pity – I like fishing, too, you

know.

Boy Well, the river’s useless these days

I saw a couple of dead fish They should do something about it.

Ellie Did you say ‘dead fish’? That sounds

interesting Where exactly did you see these fish?

Afterwards, Ellie comes back to the studio.

Ellie Not bad Pretty good really I think

we’ve got a story.

Tanya Great! What did you find out?

Ellie We talked to this boy who was fishing

He found some dead fish in a river

We’re going down there tomorrow

What about you? How did everything go?

Tanya Oh, the programme was a nightmare.

Ellie I’m sure it wasn’t that bad.

Tanya It was Honestly I was so nervous, I

dropped my bits of paper on the floor.

Ellie Oh, no! I’m sorry about that, Tanya

Don’t worry about it.

Tanya I feel awful.

Ellie Never mind It’ll be better next time.

Tanya I hope so!

1.19

Exercise 4

t
Elicit one or two examples for each

topic from the class

t
Give students time to think of their

own examples, inventing things if necessary Students can make brief notes of their events, if they wish

Extra

Play the recording of the dialogue from Exercise 2 again for students to focus on the stress and intonation patterns used

in the Key Expressions Students work

in groups of four (Ellie, Steve, the boy and Tanya), reading the dialogue aloud and changing parts Monitor, paying particular attention to the pronunciation

of the Key Expressions Some of the groups can act out the dialogue in front

of the class

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercise 4)

.PSF
UJNF do the Extra

activities

Background

In this episode, Ellie and

Steve go out looking for local

news stories while Abi and

Tanya make their first online

broadcast

Warm-up

Exercise 1

t
If students don’t know

people who have been on

local TV or radio, widen the

discussion and ask if they

or anyone they know have

been in the local newspaper

Reading and

Listening

Exercise 2

t
Give students time to read

the questions before you

play the recording so they

know what information

they need

t
After checking answers,

explain or encourage

students to guess the

meaning of any new

vocabulary, e.g mugging.

Answers

1 a boy who goes fishing

2 There are some dead fish in

the river

3 She feels awful because she

was so nervous that she

dropped her papers on the

floor

Speaking

Exercise 3

t
Students work individually

or in pairs, reading through

the sentences in the box

Advise them to look at the

dialogue to check which is

the reaction to good news

Answer

Great!

1.19

5 Exchange news with your partner Use the Key Expressions from Exercise 3.

A How’s it going?

B Pretty good Guess what! I met Ali yesterday

A Great! Did you get his phone number?

B Yeah, and I gave him mine What about you? How did everything

go at the weekend?

A It was a nightmare We lost 8–2 in the hockey I was awful

B I’m sure it wasn’t that bad

Everyday Listening

1 Listen to four conversations and answer the questions.

1 Does Gary feel okay? Why or why not?

2 Do the women like the new neighbours?

Why or why not?

3 Did the exam go well? Why or why not?

4 Did Teri’s date with Colin go well? Where did they go?

in italics.

1 Have you met the new neighbours / two neighbours?

2 I was fifteen minutes / fifty minutes late.

3 I looked and / Luckily they let me in.

4 You want to / won’t believe it.

5 And what about the actual / factual exam?

t
Give students time to read

through the questions before you play the recording

t
Play the recording once

and check if students have answered all the questions

If necessary, play the recording again

Answers

1 No, he doesn’t He played

badly in the match

2 They like the woman She

seems nice and sociable

They don’t like the husband

or the dog The husband is odd and never says a word

The dog is big and ugly and looks dangerous

3 No, it didn’t He was late,

he’d forgotten his pen and the exam was difficult

4 Yes, it did They went to see

a film

Extra

Divide the class into four groups Ask each group to listen carefully to one of the dialogues and make a note of extra information The groups then tell the class their extra information

Exercise 2

Audioscript ­ page 109

t
Give students time to read

through the sentences before you play the recording

t
After checking answers, play

the recording for students

to listen and repeat the sentences

Answers ­student page

Page 94, Exercise 6 TIME OUT!

Exercise 5

t
Ask two students to read aloud the

example dialogue, using appropriate

stress and intonation patterns

t
Students work in pairs, exchanging

and reacting to their news from

Exercise 4 Monitor but do not

interrupt students’ fluency Make a

note of any common problems to

go over with the class afterwards

Your Challenge

From:

attach To:

2 Steve likes / doesn’t like his sister’s boyfriend.

3 Steve fancies Ellie / Tanya.

Text Builder

2 Match the paragraphs (1–3) with what they do (a–c).

a) finish off b) ask about the other person c) give the main news

3 Find colloquial words or expressions in the email that mean:

t
HPPE
t
TJMMZ
QFSTPO
t
BT
VTVBM

t
USZ
JU
t
HFU
JOUFSFTUFE
JO

and letters

How well do you know him/her?

Family news? School news? Your social life?

Think of some questions to ask.

4 Find sentences in the email with words missing This only happens in postcards and informal letters.

(I) came second in the 400 metres

(That’s) Typical!

5 Write an email to a friend or someone in your family who lives in another town Tell them your news (real or imaginary!).

STEP1 Look at the Writing Help and plan your email.

STEP2 Write notes for three paragraphs (see

STEP3 Write your email Try to write in an

STEP4 Check for spelling, grammar and punctuation.

6 Work in groups Read each other’s emails Who has the most interesting news?

damgreenwood@tophat.com BIG NEWS!

stevejbjones@hotmail.com

Hi Damian,

1 How’s it going? Did your GCSEs go all right? Mine were okay but I think I failed physics! I just hope I pass

enough to do art, English and French for my A-levels next year What do you want to do?

Everything’s cool here Annie is still going out with Charlie (What a nerd he is!)

2 I did quite well in athletics at school – came second in the 400 metres Anyway, the BIG NEWS is that last

week we started an online radio station! There are four of us – Ellie, Tanya, Abi and me Tanya’s really nice but I think she’s got a boyfriend Typical! You can listen to us at www.radiochill.org – check it out! We do three hours a day of music and local news Hope people get into it I’m a reporter (imagine that!) and I also take photos for our website (that’s more ‘me’)

3 Well, must go now Got to take some photos for our website Write back soon! Love to everybody!

Steve

Your Challenge

Exercise 6

t
After each group has chosen the

most interesting news in their emails, they can tell the class about the news

Exercise 5

t
Read through the Writing Help and

Steps 1–4 so students understand what to do

t
Help students with vocabulary and

informal expressions if necessary

t
When students are checking their

emails, they can ask you if they are unsure of any corrections

Writing:  An email

Exercise 1

t
Students work individually,

reading the email and

choosing the correct options

Encourage them to guess the

meaning of any new words

from the context and Steve’s

style of writing Tell students

they will study new words

and expressions in Exercise 3

t
Students can compare

answers in pairs before

checking answers as a class

Answers ­student page

Text Builder

Exercise 2

t
After checking answers, ask

students if this is how they

organise information in their

try it – check it out

get interested in – get into

Exercise 4

t
Students work in pairs,

reading the email and

making a note of sentences

with words missing

t
When checking answers, ask

students what the complete

sentences could be

Answers

(I/We) hope people get into it

(Can you) imagine that!

(I) must go now

(I’ve) got to take some photos

(Give my) love to everybody

27

Unders anding Grammar: Verb patterns

4 Circle two correct verbs that can be used to complete the sentences.

1 Mike to bring some CDs to the party.

a) offered c) promised b) suggested

2 Children should

watching horror films.

a) refuse b) avoid c) stop

3 My mother me to wash up.

a) asked b) made c) helped

4 The teacher me to join

a sports club.

a) advised c) wanted b) enjoyed

5 I’ve reading the newspaper.

a) started c) given up b) agreed

5 Complete the text with the correct form of the verbs in brackets.

Teenage magazines are a load

of rubbish so I stopped

1 reading (read) them a long time ago My history teacher advised me 2 (start)

3 (read) newspapers, which can help me 4

(understand) the world better

He suggested 5 (try) The

Guardian and offered

6 (lend) me his copy every day I loved 7

(read) the sports pages but tried 8 (go) through the political and economic news as well I had promised 9

(read) everything After some time, I learnt 10 (find) interesting news quickly Now

I want 11 (buy) some

magazines, like Newsweek or

Time, and see if I will enjoy

12 (read) them as well.

27

1 Read the text What is the author’s opinion about magazines

for teenagers?

2 Complete the table with the verbs in bold in the text

verb + to infinitive want to do something

verb + object + to infinitive want somebody to do something

verb + object + infinitive let somebody do something

verb + -ing like doing something

enjoy reading

3 Read the sentences (1–2) from the text and match them with

the meanings of the verb stop (a–b).

1 We should stop to think about what we are buying.

2 You can learn how to stop biting your nails.

a) interrupt an activity in order to do something else

b) give up the thing you are doing

Alot of us like buying magazines, don’t we? We enjoy

reading about films, fashion and sport And for us

girls, magazines are also a good place to find out about

important things like health, relationships and birth

control.

From magazines, you can learn how to put on make-up

and how to stop biting your nails They suggest having

a healthy lifestyle and give practical tips: how to give

up eating sweets, how to avoid smoking and start doing

exercise at home

They advise us to do these things but the advice comes

with adverts which tell us to buy various things: body

lotions that will help us lose weight, shoes that will

make us look more attractive and energy drinks that

promise to keep us active all night.

One jeans ad says, ‘In a world where you can be

anything, be yourself.’ The problem is that companies

only want us to ‘be ourselves’ with the help of their

product They never offer to show us how to be more

creative or more involved in community life They ask

us to wear their brand names and try to convince us

that this will let us express ‘who we really are’ In fact,

they just want to sell us as much as possible And we

shouldn’t agree to buy it anymore!

Of course, advertisers know that we are important

customers We love going shopping and, on average, we

spend $38.55 each time we go But I think we should

stop to think about what we are buying We should

refuse to let companies manipulate us We should

decide to really be ourselves!

a)b)

Exercise 2

t
Read through the table with

the class

t
Elicit one or two more

answers using some of the verbs in bold from the text

t
Students work individually,

completing the table They can compare answers

in pairs before checking answers as a class

Answers

verb + to infinitive: learn,

promise, offer, try, want, agree, stop, refuse, decide

verb + object + to infinitive:

advise, tell, want, askverb + object + infinitive:

help, make, let

verb + -ing: like, enjoy, stop,

suggest, give up, avoid, start, love

Exercise 3

Answers ­student page

Exercise 4

t
Check answers by asking

individuals to read aloud the pairs of sentences

Answers ­student page

Extra

Elicit sentences containing the

verbs that are not the answers

in the exercise, i.e 1 suggested,

2 refuse, 3 made, 4 enjoyed,

5 agreed.

Exercise 5

t
Check answers by asking

individuals to read aloud the sentences

t
Encourage students to say

what sort of newspaper

they think The Guardian is

and what sort of magazines

Newsweek and Time are.

Extra

Ask students which teenage magazines they like Do students agree with the opinions in the text?

Unders anding

Grammar

Verb patterns

Exercise 1

t
Students skim the text for general

understanding and to find out

what the writer thinks of teenage

magazines

t
Encourage students to refer back to

the text to support their answers

2 Complete the news story with the correct form

of the verbs – Past Simple, Past Continuous or Past Perfect.

(receive) an anonymous phone call the night

several cars in the city However, while the police

(leave) his dog, Lumpi, in his house One of the

3 Choose the correct option in italics.

21 You should avoid sitting / sit / to sit at the

computer for too long.

22 Heather offered helping / help / to help me

with my homework.

23 My parents make me tidying / tidy / to tidy my

room every weekend.

24 She was late because she stopped buying / buy

/ to buy a magazine on the way home.

25 I enjoy reading / read / to read music

magazines.

Grammar / 15

4 Complete the dialogue.

A Hi there, how are 26 ?

B Not very well, I’m 27 My maths exam was pretty bad.

A That’s a 28

B Never 29 I’m sure I’ll pass And how

A We won, 3–1 I scored a goal.

B Great!

Key Expressions / 5

Feedback t
Listen and check your answers to the Language Check Write down your scores.

t
Look at the table below Check where you made mistakes.

Wrong answers: Look again at:

Numbers 11–20 Unit 4 – Grammar Numbers 21–25 Understanding Grammar Numbers 26–30 Unit 6 – Key Expressions

t
Now do the exercises in Language Check 2

of the Workbook.

1.22

S udy Help: Informal/Formal languaget
When you look up words in good

dictionaries, you can see if they are informal.

Wordwise Dictionary’)

t
8IFO
ZPV
XSJUF
EPXO
OFX
XPSET
BOE
expressions, note if they are informal or formal.

Hi, Chris How’s it going? informal Good morning How are you, Mr Tallen? formal

t Make a list of informal words and expressions from this module.

without an accident Mr Delacauw still makes

plans to keep driving until he is a 110.

Orlando Fonseca, twenty-nine, is an 8 man but yesterday he got angry about the noise from the fl at upstairs He leaned out of his window and caught his neighbour She had fallen through her

easy-9 -fl oor window and was hanging over an

10 eighteen- drop

well-scientist at Essex University, recently developed the world’s fi rst robotic

moved just like a real fi sh.

mind

go

thirdmetre

kilometre

minute

organisedcoloured

Language Check

Study Help:  Informal/

Formal language

t
Read aloud the advice in the Study

Help Encourage students to discuss when it is appropriate to use informal language, e.g depending

on who you are talking to and the topic of conversation

t
Give students time in class or at

home to make a list of informal words and expressions from this module

t
Students then work in small groups,

comparing their lists

Module 2 Test, Active Teach

Exercise 1

Answers ­student page

Exercise 2

Answers

11 went 12 had received

13 had stolen 14 were

going 15 escaped 16 ran

17 had left 18 told

19 found 20 was hiding

Exercises 3 and 4

Answers ­student page

Feedback

t
Students listen to the

recording to check their

answers Check spelling

where necessary by asking

individuals to write the

answers on the board

t
After checking answers to

Exercise 4, students work in

pairs, reading the dialogue

aloud Correct any serious

pronunciation errors

t
Students look at the table

to see which sections in the

Students’ Book they need to

Talk about the environment; make arrangements.

Read about lifestyles, green shopping and natural wonders.

Listen to a ‘what’s on’ radio programme.

1 Look at the photos and the Key Words

Which of the things are good for our

planet?

2 Listen to Tom and Keith How do they

answer the questions?

1 How important is the environment for you?

Tom – really important Keith – not important

2 What do you think is the biggest

environmental problem (in the world or

your area)?

3 How will global warming affect our lives?

4 What can we do to help the planet?

Tell the class about your partner.

Monica is quite green but she doesn’t

t
Give students time to read

through the questions before you play the recording

t
Play the recording, twice if

necessary, for students to listen and make notes of Tom and Keith’s answers

t
Play Tom’s speech and check

the answers for him Then play Keith’s speech and check the answers for him

Answers

2 Tom – climate change

because of greenhouse gasesKeith – air pollution (in London)

3 Tom – the planet will get

hotter so there will be more droughts, storms and hurricanes The ice caps

at the poles are melting and the sea level is going

up Some countries might disappear

Keith – doesn’t think there will be big problems in his lifetime Maybe there will

be in his grandchildren’s lives He’d like the British climate to change and have hot, sunny summers

4 Tom – save energy at

home, walk to school, recycle paper and batteries, join a green organisationKeith – does nothing to help the planet He has a good time, shopping and partying He’s going to get

a car as soon as he can

Exercise 3

t
After the pair activity, find

out what most students think is the biggest environmental problem

Exercise 4

t
Remind students to make a

note of their answers

Exercise 5

t
Students tell the class how

‘green’ their partner is

t
Ask students if they agree

with the description of themselves according to their questionnaire score

1.24

Exercise 1

t
Play the recording for the students

to listen and repeat the Key Words

Check word stress and students’

understanding Pay particular attention to word stress in compound words

t
Students identify the things in

the photos (hybrid cars, organic

vegetables, solar energy, wind farms)

In groups or as a class, students discuss which things are good for our planet, giving reasons

1.23

Get Ready

Background

This introduces the topic of the

environment, which has also been

part of the citizenship syllabus in

the previous levels (for example New

Challenges 1 – Units 19 and 20) Hybrid

cars are cars with both electric and

petrol (or diesel) engines They use the

electric engine in towns and at lower

speeds They use less fuel and give off

fewer emissions than normal cars

This Uni 7 Going Green

Present Perfect Continuous

4 Complete the sentences from the text with the correct verb forms

Present Perfect Continuous Affi rmative

recycle crisp bags.

Negative

He hasn’t/We haven’t been gardening all day.

Questions Has she/Have you been working in the garden? Short answers

Yes, she has./I have

No, he hasn’t./I haven’t.

5 Compare the sentences from the text Match the tenses (1–2) with the rules (a–b).

1 a) She’s been writing about how people can

recycle crisp bags.

b) They’ve written a list of their rubbish each

week.

2 a) Mrs Benson has been planting tomato seeds

in empty juice boxes.

b) She has planted more than fifty!

1 We use the Present

Perfect Continuous when

a) the focus is on

the activity.

2 We use the Present

Perfect Simple when

b) the focus is on the

achievement / the result of an activity.

Eco-friendly family

has been trying to reduce their carbon footprint and they have become enthusiastic recyclers Two years ago, they threw away only one bin of rubbish and in the last year, they have thrown away just one bag

of rubbish It contained a few broken toys, plastic razors and some used pens

The family started to take recycling very seriously when they watched a documentary about the damage plastic bags do to sea animals ‘Since we saw the programme, we’ve been using cotton shopping bags when we

go to the shops We haven’t used plastic supermarket bags for three years.’

From that simple start, the family has discovered lots of other ways to reduce their waste They recycle glass, metal, paper and plastics, compost leftover food, take their own containers to the butcher and reuse things as much as possible

They look at everything and think about how they can use it For example, this spring, Mrs Benson has been planting tomato seeds

in old juice boxes She has planted more than fifty!

The family writes a blog about their campaign

to reduce waste Each week for the last three years, they’ve written a list of their rubbish and suggested different ways of recycling things This week, their daughter has been writing about how people can recycle crisp bags

A final word from Mr Benson, ‘We’ve been recycling for a few years and it’s become part

of our lives Traditionally, people have always recycled materials – it’s only the modern world that allows us to waste so much.’

a)b)

Exercise 4

Answers

1 have been using

2 has been writing

Extra

Students find three more examples of the Present Perfect Continuous in the

text (The Benson family has been trying

…; Mrs Benson has been planting …;

We’ve been recycling for …).

Exercise 5

Answers ­student page

Grammar:  Present Perfect and Present Perfect Continuous

The Present Perfect Continuous is commonly presented as a tense referring to activities that started

in the past and haven’t finished

However, in most cases the function

of the Present Perfect Continuous

is actually to draw attention to the activity itself, regardless of whether it has been completed That’s why the

sentence: I’m completely exhausted I’ve

been marking essays could be uttered

in two possible contexts – when all the essays have been marked and when the marking isn’t finished

4IPSU
PG
UJNF set some of the

exercises for homework (e.g

Exercises 8, 9 and 10)

.PSF
UJNF do the Extra

activities

Background

The topic of the unit is the

fictional Benson family who are

making a concerted attempt

to help the environment by

extensive recycling Although

the family is quite an extreme

case, the text should generate

some genuine discussion

about being eco-friendly More

information about recycling

schemes is available on the

t
Students work individually,

listing four ways in which a

family can become greener

Exercise 2

t
In pairs, students compare

their ideas then discuss

them as a class

Suggested answers

drive less, recycle paper/glass

etc., turn off lights in empty

rooms, wash clothes at a

lower temperature

Exercise 3

t
Encourage students to

speculate about what the

family are doing and why

t
Students read the text and

find out how the family is

unusual

Suggested answer

Because they recycle as much

as possible Last year, they

threw away only one bag of

rubbish

Extra

Play the recording for students

to listen and read the text and

make a note of new vocabulary

Explain or encourage students to

guess the meaning of any new

words

1.25

Grammar Practice

6 Complete the sentences with the verbs in the Present

Perfect Continuous

1 I want to recycle more I have been reading (read) about

Zero Waste Week.

2 Mike is exhausted (he / cut) wood for the fire?

3 Jo and Sue look happy What (they / do)?

4 Our Green Group (remove) rubbish from the

canal all day.

5 We got a letter from the council because we

(not sort) our recycling properly.

7 Match the sentences with the pictures

1 I’ve planted some potatoes

2 I’ve been planting some potatoes

Reporter Can you tell me about your

school’s green campaign?

Student Yes, we 1 have joined (join)

an organisation called Reduce, Recycle and Reuse and we

Reporter What have you been doing?

Student Well, we want to reduce the amount of electricity we use

lights when we leave classrooms and

on standby.

Reporter Great What about recycling?

Student The school 5 (put) paper, metal and plastic recycling bins in each classroom Every week, the bins are collected by a recycling company and this term we

Reporter 7 (you / recycle) glass too?

Student No, we haven’t They

recycling bins because we aren’t allowed to bring bottles to school

Reporter I see What else have you

been doing?

Student Some students 9

(start) a school garden They

school to grow carrots and onions.

Reporter 11 (you / try) the vegetables yet?

Student Yes, we have! Every day this

lunch made with their vegetables

Your Turn

10 Write about the green things you and your family have been doing and have done recently

I’ve been writing a blog about green ideas

My mum’s started a vegetable garden

11 Work in pairs.

Student A, page 89 Student B, page 90

3 We’ve collected bags of rubbish

4 We’ve been collecting bags rubbish

31

8 Use the cues to write one sentence in the

Present Perfect Simple and one in the Present

Perfect Continuous

1 The computer is switched on because Dan is

doing a project on recycling (not read any

books about the environment / do some

research on the Internet)

He hasn’t read any books about the environment

He’s been doing some research on the Internet

2 I need a plaster (work in the garden / cut my

hand)

3 Tim keeps drinks cans for recycling (got two

bags / collect for a week)

4 My parents want to use less petrol (not drive

to work / sold one car)

TIME OUT! Page 94, Exercise 7

a)

d)b)

c)

Exercise 8

Answers

2 I’ve been working in the

garden I’ve cut my hand

3 He’s got two bags of drinks

cans He’s been collecting for a week

4 They haven’t been driving to

work They’ve sold one car

Exercise 9

t
Advise students to read

through the dialogue before they start completing it

Answers

2 ’ve been trying

3 ’ve been turning off

4 haven’t been leaving

10 ’ve been working

11 Have you tried

12 ’ve eaten

Your Turn

Exercise 10

t
Ask one of the students to

read aloud the example sentences

t
Students work individually,

writing four or five pairs of sentences about what they have been doing and what they have done recently

Exercise 11

t
Divide the class into pairs

Student A in each pair looks

at page 89 and Student B looks at page 90

t
Give students time to read

through their situations and explanations and check that they understand them

t
Students work in pairs,

taking turns to ask and answer questions to guess the explanation If students cannot guess the explanation after asking ten ‘yes/no’

questions, their partner gives the explanation

Page 94, Exercise 7 TIME OUT!

Photocopiable activity 5, Active Teach

Extra

Write cues on the board:

1 I haven’t slept for two nights …

2 I’m exhausted …Elicit one or two suggestions for the second sentence in each situation, e.g

I’ve been worrying about the exams.;

I’ve been playing football all afternoon.

Students work in pairs, writing two sentences for each situation

Exercise 7

t
Students do the exercise, working

individually They can compare answers in pairs before checking answers as a class

Answers ­student page

Practice

Exercise 6

t
Check answers by asking individuals

to read aloud the sentences

Encourage students to use short

verb forms where appropriate when

saying the sentences, e.g I’ve been

… , We haven’t been …

Answers

2 Has he been cutting

3 have they been doing

4 has been removing

5 haven’t been sorting