live beat 1 teacher s book

p40 Ordinal numbers 4d Family problems REAL LIFE ISSUE p42 SKILLS FOCUS: LISTENING AND SPEAKING Language Revision p44Skills Revision p45 5a I work in a film studio.. p94 SKILLS FOCUS:

Trang 2

Ingrid Freebairn • Jonathan Bygrave • Judy Copage • Olivia Johnston • Sarah Curtis

TEACHER’S BOOK

Trang 3

Introduction 6

Contents

Trang 4

Subject pronouns: I, you, he, she, it Possessive adjectives: my, your, his,

her, its

Numbers 1-100

1b What’s your name? p8

The alphabet Days of the week

Give personal information Say hello and goodbye

1c We’re from Poland p10

Verb to be: plural Subject pronouns: we, you, they

Countries and nationalities Compass points

1d They’re British! ACROSS CULTURES p12SKILLS FOCUS: READING

1e My name’s Antonio p14 SKILLS FOCUS: WRITING

Language Revision p15

Regular noun plurals

Demonstrative pronouns: this, that,

p20

British money

Order food and drink

2d Money, money, money! REAL LIFE ISSUE p22 SKILLS FOCUS: LISTENING AND SPEAKING

Language Revision p24Skills Revision p25

Definite article: the

Rooms, parts of a house and fittings

behind, in front of, next to

requests 3c Is there any food?

p30

Countable and uncountable nouns

with some and any

Food

3d British homes ACROSS CULTURES p32 SKILLS FOCUS: READING

3e My house p34 SKILLS FOCUS: WRITING

4a Have you got a big family? p36

Have got: I, you, we, they

Irregular noun plurals

4b She’s got brown eyes p38

4c When’s your birthday? p40

Ordinal numbers 4d Family problems REAL LIFE ISSUE p42

SKILLS FOCUS: LISTENING AND SPEAKING

5a I work in a film studio p46

5b He works on the beach p48

5c Do you like her?

p50

Object pronouns: me, you, him, her,

it, us, them

5d Part-time jobs ACROSS CULTURES p52 SKILLS FOCUS: READING

5e A weekend job p54 SKILLS FOCUS: WRITING

Contents

Students’ Book Contents

Trang 5

comment 6d What’s your opinion? REAL LIFE ISSUE p62

7c Can you sing? p70 Can (ability)

Adverb: (not) very well

suggestions 7d Free time ACROSS CULTURES p72

SKILLS FOCUS: READING

7e A summer camp p74 SKILLS FOCUS: WRITING

Past simple of regular verbs:

affirmative and negative Prepositions of motion

Years

8c When did this

happen? p80

Past simple of regular verbs:

questions and short answers

8d I’m not organised! REAL LIFE ISSUE p82

Past simple of irregular verbs:

affirmative and negative

By + means of transport

Transport

9b I went to Canada

two years ago p88

Holiday activities 9c It’s opposite the

station p90

Imperatives Prepositions of place

9d Fun on the move ACROSS CULTURES p92

SKILLS FOCUS: READING

9e It was great fun p94 SKILLS FOCUS: WRITING

refuse

10d A difficult choice REAL LIFE ISSUE p102

Extra practice p106 Pronunciation p116 Word list p117 Irregular verbs list p120

Trang 6

We believe that three key principles need to be followed

if language learning material is to be effective for

teenagers.

1 Motivate and maintain interest

The visual presentation of the content, and the topics

and issues it deals with, must motivate the students

from the start In addition the learning tasks in the

course must involve and challenge students both

linguistically and cognitively to maintain their interest

and ensure that learning is effective Live Beat achieves

this by using:

• authentic location photography, magazine articles,

website articles and emails, as well as material in

puzzle formats.

• supplementary content in a variety of digital delivery

formats such as authentic video blogs, video drama,

grammar animations, interactive games, etc.

• a group of sympathetic teenage characters with whom

students can easily identify.

• situations, topics and emotional issues (see in

particular the Real Life Issue lessons) which students

will recognise and respond to.

• authentic functional language and everyday

expressions which young British and American people

use in conversation with each other (see the Phrases

boxes and the Use your English sections).

• topics which expand students’ knowledge of the world

(see the Across Cultures lessons).

• memory exercises and puzzles (see the Solve it!

exercises in the Students’ Book, the puzzle exercises

in the Motivator worksheets and the interactive

games on the eText) to provide cognitive stimulus.

• interesting and varied language exercises to

encourage the practice of key language (e.g quizzes

and questionnaires).

• personalisation to allow the students to talk about

themselves and their opinions as much as possible.

2 Enable all students to succeed

The course material should make it possible for every

student to achieve success at his or her level of ability

Live Beat achieves this by providing:

• grammar in clear tables for easy processing of

information, and Grammar summaries in the

Workbook.

• clear signposting of the key language (highlighted in

red) in the presentation texts and dialogue.

• memorable exemplification of grammar structures through video animations on the eText.

• graded grammar practice tasks with simple language manipulation exercises followed by more challenging tasks in the Workbook and on the MyEnglishLab.

• Extra practice activities in the back of the Students’ Book for learners who need extra challenge (stretch activities) or support (remedial activities).

• additional lead-in, revision and extension activities

in the Teacher’s Online Resource Materials to help teachers tailor the material to individual class needs.

• multi-level exercises in the Workbook.

3 Set goals and monitor progress

The learning material should contain markers throughout the course to enable students to monitor their progress, gain a sense of achievement and develop independent learning strategies Live Beat achieves this by providing:

• Objectives boxes at the beginning of each lesson, enabling students to focus on what their learning goals are.

• Skills tip boxes containing simple advice to help students develop their learning skills.

• a Language Revision every unit with a Self-check score box and Audio answer key.

• a Skills Revision every two units which concludes with a Now I can descriptors checklist to help

students build awareness of their learning outcomes.

• Language round-up pages in each unit of the Workbook to help students monitor their own progress.

• an extensive Assessment package in the Teacher’s Online Resource Materials and Teacher’s eText and

Units 1, 3, 5, 7 and 9 follow this pattern:

• three language input lessons (a, b and c)

• an Across Cultures lesson (d)

• a Writing skills lesson (e)

• a Language Revision lesson

Trang 7

to cater for mixed ability classes Most students will benefit from completing both levels of difficulty in the exercises, but students with a good basic knowledge may attempt just the higher levels of task Additionally, each input lesson ends with a Grammar summary which contains example boxes and simple rules.

Language round-ups give extra practice of the unit These exercises have a marking scheme and progress Self-check score box and Audio answer key so that students can check their knowledge.

Skills practice pages focus on reading, writing and listening Odd numbered units concentrate on reading and writing whereas even numbered units focus on reading and listening with an additional short writing task.

Teacher’s Book

The Teacher’s Book contains the Students’ Books pages, Answer keys for the Students’ Book and Workbook exercises, Audio scripts for the Class and Workbook audio and informative Background notes Optional Extra activities (Look forward, Extension, Extra practice) provide further practice which the teacher can draw on to tailor the course materials more closely to the needs of individual classes.

Class audio CDs

The Class audio CDs contain all the recorded material from the Students’ Book.

Teacher’s Online Resource Materials

The Teacher’s Online Resource Materials can be accessed using the access code supplied on adoption

can be printed, if preferred.

The Teacher’s Notes contain Answer keys for the Students’ Book and Workbook exercises, Audio scripts for the Class and Workbook audio and informative Background notes Optional Extra activities (Look forward, Extension, Extra practice) provide further practice which the teacher can draw on to tailor the course materials more closely to the needs of individual classes Hyperlinks take the teacher directly

to the Motivator worksheets These correspond to lessons a, b and c of the units in the Students’ Book and, in addition, summative Round-up worksheets which revise the language from the three input lessons The lively, stimulating activities are a mixture of puzzles, problem-solving exercises and information-gap tasks and include many authentic text types (e.g maps, menus, notices and signs) Since some have been designed for the student to complete individually and

Units 2, 4, 6, 8 and 10 follow this pattern:

• three language input lessons (a, b and c)

• a Real Life Issues lesson (d)

• a Language Revision

• a Skills Revision

The a, b and c input lessons present and practise

grammar, vocabulary and functional language (Use your

English).

Lesson d focuses on skills development It consolidates

and extends the language presented in the preceding

three lessons and provides further reading, listening,

speaking and writing practice There are two types

of skills development lessons – Real Life Issues and

Across Cultures – and they both cover all four skills,

reading, listening, speaking and writing.

The emphasis on particular skills is slightly different,

however In the Across Cultures lessons, the emphasis

is on reading, with reading tips that offer strategies for

reading different kinds of text more efficiently.

In the Real Life Issue lessons, the emphasis is on

listening and speaking Tips for listening and speaking

are provided which train students to listen and speak

more confidently.

The Writing skills pages focus on writing and provide

tips and writing practice leading to the production of

different kinds of text such as a description, a postcard,

an email, etc They contain a model text plus focus task,

writing tips, one or two exercises based on the writing

tips, and finally the main writing task They are designed

to build students’ confidence and improve their

performance by providing a lot of help and guidance.

There is a Language Revision page at the end of each

unit The pages contain accuracy exercises to revise

grammar, vocabulary and communication, finishing with

a simple self-assessment box to help students monitor

their own progress Skills Revision pages revise the

skills taught in the preceding two units The questions

are designed to give students practice with the types

of questions that come up in the Trinity, KET and

PET exams.

At the end of the Students’ Book, there are Extra

practice exercises, Pronunciation exercises, a

unit-by-unit Word list and an Irregular verbs list.

Workbook

The Workbook is divided into units and lessons which

correspond to those in the Students’ Book The a,

b and c input lessons provide practice of phrases,

grammar, vocabulary and functions It contains exercises

Trang 8

some for pairwork, the worksheets can be used to vary

the class dynamic, and as the activities are highly visual

they are particularly suitable for use with students who

have Specific Learning Differences Specific teaching

notes for the Motivator worksheets with integrated

answer keys can be found in this section of the

Teacher’s Online Resource Materials as well.

The Teacher’s Online Resource Materials also contain

the complete Assessment package for Live Beat This

consists of:

• a Diagnostic test to be used at the start of the course

to assess the level of students.

• individual Unit tests focusing on Grammar, Vocabulary

and Functions.

• two Skills tests every two units, one focusing

on Reading, Writing and Listening and the other

specifically on Speaking.

• Summative tests every two units to assess students’

progress at key points during the course.

• End-of-year tests to assess students’ progress at the

end of each academic year.

• A and B versions of all the tests above.

A version of all of the above test types is provided for

students with Specific Learning Disabilities (SLD), such

as dyslexia.

Teacher’s eText

The Teacher’s eText is a digital presentation tool

designed for use with an Interactive whiteboard or a

projector connected to a PC It is a key component of

the course permitting the teacher to vary the classroom

dynamic, engage students’ interest and so increase

their motivation to learn On the Teacher’s eText the

Students’ Book pages can be shown on screen and

the teacher can use the hotspots on them to navigate

between the pages and connect directly to the key

features of the tool:

• animated grammar presentations

• animated pronunciation presentations

• video clips with dialogues from the Use your English

boxes

• additional video lessons based on teenagers’

video blogs

• class audio-recordings

• enhanced interactivity built into the d lessons

• interactive games for revision

• zoom in on any part of the page.

• play audio material and display the audio script while the audio is playing.

• view the course video material with the option to display or hide the video script.

• call up the answers to the activities on screen.

• highlight words or phrases on screen.

• additional Five Days drama video activities featuring

yet more exposure to authentic use of English.

• Pronunciation activities with Record and playback.

• useful tips designed to help students complete activities and feedback on submission of an activity

to help students understand why an answer is right or wrong.

MyEnglishLab gives teachers instant access to a range

of diagnostic tools The Gradebook enables teachers

to see how students are progressing at a glance The Common Error Report indicates which errors are the most common and which students are making these errors The Summative and Skills tests are also available in interactive format Teachers can assign tasks

to the whole class, groups of students or individual students and communication tools enable teachers to send instant feedback on their students’ work.

Trang 9

Features of Live Beat

Grammar There is, There are: affirmative, negative, questions

Definite article: the

Vocabulary Rooms, parts of a house and fittings

2 Answer the questions.

1 Where is Carrington Windmill?

2 Is the bathroom upstairs or downstairs?

3 Who is Jake?

4 What colour is Amy’s washbasin?

5 Where is Buster’s house?

A COOL HOME

Home Links

A windmill in the east of England is now home

to Amy Barnes and her family.

Hi! This is my house There are two floors

Downstairs there’s a kitchen and a living room, but there isn’t

a dining room The kitchen is quite big There’s a cooker, a fridge and a sink There’s also a washing machine Is there a dishwasher? No, there isn’t – unfortunately!

Upstairs there’s a big bedroom for my mum and dad

There are two small bedrooms, one for me and one for my brother, Jake There’s a pink washbasin in my bedroom – it’s great! There’s a bathroom upstairs with a bath, a washbasin and a toilet, but there isn’t a shower There aren’t windows in the bathroom! There’s a small garden Are there flowers?

No, there aren’t , but there is a doghouse for my dog, Buster.

27

Practice

8 Write sentences about the things in the pictures below Use the words from the box

There’s a cooker in the kitchen.

There are two books in the bathroom.

There are two floors. There aren’t windows in the bathroom

Yes/No questions Short answers

Is there a dishwasher? Yes, there is.

No, there isn’t.

Are there flowers? Yes, there are.

No, there aren’t.

6 Read the text again Notice the words in red.

Pronunciation: /ð/ there

7 3

03 Go to page 116.

3a

Vocabulary: Rooms, parts of a

house and fittings

3 3

02 Listen and repeat.

Rooms

• bathroom • bedroom • dining room

• hall • kitchen • living room

Parts of a house

• door • downstairs • floor • garage

• garden • upstairs • wall • window

Fittings

• bath • cooker • dishwasher

• fridge • shower • sink • toilet

• washbasin • washing machine

4 Look at the plans of the windmill in Exercise 1 Name the rooms and the fittings.

1 There are three bedrooms F

2 The bathroom is yellow.

3 There isn’t a dining room

4 The washing machine is in the kitchen

5 There’s a TV in the small bedroom

6 There aren’t flowers in the garden

Speak

10a Talk about you Ask and answer about your house.

1 living room/your home?

A: Is there a living room in your home?

B: Yes, there is.

2 bath/the bathroom?

3 dishwasher/the kitchen?

4 washbasin/your bedroom?

5 fridge/the bathroom?

6 dining room/your house?

b Tell the class about your partner’s house.

There’s a dishwasher in Maria’s kitchen.

• shower • bath • toilet • washbasin

• books • washing machine

Objectives boxes make students aware of

the language they are going to learn.

28

3b It’s in the bin.

Grammar Prepositions of place: in, on, under,

Vocabulary Furniture

Function Make and respond to requests

Vocabulary: Furniture

1a 3

05 Listen and repeat.

• armchair • bed • bookcase • carpet

• CD player • chair • chest of drawers

• clock • computer • cupboard

• curtains • desk • DVD player • lamp

• mirror • plant • poster • shelf

• sofa • table • television (TV)

• wardrobe • wastepaper bin

b Match the pictures (1–10) to the words.

3 Tick ( ✓) the objects that are in Tom’s bedroom.

■ ✓ desk ■ bookcase ■ clock ■ poster

■ sofa ■ bed ■ computer ■ mirror

■ wardrobe ■ wastepaper bin ■ TV

1

4

6 5

• What’s the matter? • What a mess!

• It’s not funny! • Over there.

Tom: This is my bedroom.

Daniel: 1 Where’s your bed?

Tom: It’s under my clothes!

Daniel: Where’s your new computer?

Tom: 2 It’s on my desk.

Katy: Tom, where are your DVDs?

Tom: They’re in front of my computer

Daniel: No, they aren’t They’re next to your computer and there's one in the wastepaper bin!

Emma: Wow! The Avengers DVD Can I

borrow it?

Tom: Yes, OK.

Daniel: This poster is great!

Emma: Where’s the poster?

Daniel: It’s behind you Look!

Katy: Oh, no!

Emma: 3

Katy: My phone! Stop it! 4 Can I borrow

your phone, Tom?

Tom: No, I’m sorry I need it Oh, where is

5 Read the dialogue again

Notice the words in red.

3b

6a Look at the picture Complete the sentences with in, on,

under, behind, in front of or next to.

1 The mobile phone is on the table.

2 The armchair is the door.

3 The cupboard is the TV.

b Ask and answer questions about the objects in the picture.

A: Where’s the mobile phone? B: It’s on the table.

Speak

7 Talk about you Describe your bedroom and say where things are.

There’s a table There’s a lamp on the table There are books on the floor.

Extra practice

For more practice, go to page 108.

Practice

4 The plants are the table.

5 The books are the bookcase.

6 The dog is the sofa.

Use your English: Make and respond to requests

8 3

07 Listen and repeat Then practise the conversation in pairs.

Tom: Can I borrow your DVD?

Katy: Yes, OK Here you are.

Tom: Thanks, and can I borrow your phone?

Katy: No, I’m sorry I need it.

No, I’m sorry I need it.

9 Practise more conversations in pairs Use the words in the box then add some more possessions.

• mobile phone • jacket • Hunger Games DVD

Photographs set the scene and present new language.

Pronunciation exercises isolate and practise specific sounds, or stress and intonation patterns

Presentation animations with audio are included on the eText.

Trang 10

Hannah – detached house

SKILLS FOCUS : READING

READING TIP: GUESS NEW WORDS

When you read, you sometimes find new words Don’t stop reading Try to guess the meaning If you can’t guess, you can use a dictionary or ask your teacher.

car and our bikes At weekends,

my brother and I are always outside on our bikes Our best friends are in the house next to our house Our house is number two and their house is number three.

on the wall and there’s a desk for my laptop

Downstairs there’s a living room and a kitchen

There’s a bed for our family’s pet under the table

in the kitchen Her name’s Spangle and she’s a black and white cat

William

Our flat’s in the centre of London The block

is very modern It’s only three years old There fifteenth floor There are 450 stairs Luckily, there’s a lift ! There are two bedrooms in our flat – one for my parents and a big one for me and

my sister From our window the view of the city

• detached • terraced • semi-detached • block of flats • tree

• a lot of • noisy • modern • floor • stairs • luckily • lift

• town • pet • car

Project

9 Make a factfile about your school or

a famous house in your country

• Write five sentences with numbers

• Use Exercise 7 as a model.

Speak

8 Talk about your house

There are eight doors and seven windows

in my house.

There are two trees in our garden

4 Read the article again Correct the sentences.

1 Hannah’s favourite possession is her TV CD player

2 Jade’s flat is on the fifth floor.

3 In William’s house the living room is upstairs.

4 The pet in William’s family is a dog.

5 Dan’s house is number three.

5 3

12 Read the UK Factfile Write true (T) or false (F).

1 There are 25 million people in the UK F

2 A lot of British homes have gardens

3 75 per cent of houses in the UK have satellite TV

4 A lot of families have a car

5 There are 27 million pet dogs

c

d e

f

UK Factfile:UK homes

• There are 25 million (25,000,000) homes in the UK

• Most British families live in a house with a garden

About 20% of British people live in a ﬂat.

• There are satellite TVs in 36% of houses.

• About 75% of homes have a car, but only 41% of homes have a garage

• There are 27 million pets in the UK Most of them are dogs and cats.

and there are bathrooms

• There is also cinema and

Grammar Countable and uncountable nouns with

some and any

08 Listen and repeat

• apple • banana • biscuit • bread

• butter • carrot • cheese • chicken

• chips • egg • fish • grape • honey

• meat • onion • orange • pasta • pepper

• potato • rice • salt • sugar • tomato

b Look at the photo and match the objects (1–16)

to the words Which words are not in the photo?

4 What is in Emma’s sandwich?

Write the ingredients.

Emma: I’m hungry Is there any bread?

Katy: Yes, there is.

Emma: Good It’s for my favourite sandwich

Katy: What’s in it?

Emma: There’s some chicken and there are some onions

Is there any cheese?

Katy: Yes, there is.

Emma: And are there any tomatoes?

Katy: No, there aren’t

Emma: Oh, is there any honey?

Katy: Honey? No, there isn’t any honey

Emma: Are there any carrots?

Katy: Yes, there are some carrots There’s some salt and pepper, too.

Emma: Great That’s all in my sandwich Yummy!

Daniel: What’s that?

Emma: It’s the MegaEmmaSarnie!

Tom: Yuk! Are there any bananas and apples for my fruit salad?

Katy: Yes, there are, and there’s an orange, but there aren’t

7 Write sentences with the correct

form of there is/are with some

or any.

1 butter/in the fridge ✓

There is some butter in the fridge.

2 carrots/on the table ?

3 biscuits/in the cupboard ✗

4 eggs/in the fridge ✓

5 honey/in the kitchen ✗

6 cheese/in Emma’s sandwich ?

Countable and uncountable nouns with

some and any

Countable Uncountable Affirmative

There are some carrots There’s some chicken.

Negative

There aren’t any tomatoes There isn’t any honey.

Yes/No questions

Are there any bananas? Is there any cheese?

5 Read the dialogue again Notice the words in red.

Extra practice

Speak and write

9a Tell the class what food is in your kitchen at home.

There are some eggs …

b Write a shopping list for your favourite meal.

2 3

6 7 8

Photos with teen characters engage students and set the scene.

d lessons focus on skills development They consolidate and extend the language presented in the input lessons and provide further reading, listening, speaking and writing practice.

Across Cultures lessons feature cultural

aspects of the English-speaking world Get started activities

make the topic relevant.

Photographs provide valuable

Projects give students the opportunity to personalise the topics.

Trang 11

11 Read the problem page

Who is jealous of his cousin’s expensive things?

b Match the pictures (1–5) to the problems (A–E) Write the correct numbers in the boxes.

SKILLS FOCUS : LISTENING AND SPEAKING

A ■ My sister, Anna, and I are in the same bedroom She’s ﬁfteen, but she’s like a baby She’s very untidy All her dirty clothes and books are on the ﬂoor Her bed is a mess Also, she’s noisy She’s always on the phone to her friends It’s a got important exams Maggie (age 16)

B ■ My brother is sixteen and at the weekends he’s out until late – midnight or one in the morning But it’s different for

me My parents say: ‘Be home by ten o’clock, Sophie.’ It’s not fair All my friends at school are out until eleven at weekends and they’re only fourteen like me Sophie (age 14)

C ■ My brother, Josh, is very bossy He’s only ﬁfteen, but he’s like a parent or a teacher He’s bossy at school, he’s bossy at home and he’s bossy at football practice He’s even bossy when my friends are at my house Neil (age 13)

D ■ My aunt and uncle have got a lot of money Their son, Sam, my cousin, is an only child and he’s got a lot

of expensive things He’s got a new laptop, an amazing bike and cool clothes My bike’s old and we haven’t got a computer in my house I’m jealous Ryan (age 15)

3 Answer the questions.

1 Who hasn’t got any brothers or sisters? Sam

2 Which two sisters are in one bedroom?

3 Who has got her sister’s clothes today?

4 Who has got a bossy brother?

5 Who is home by ten o'clock at weekends?

Is the speaker bossy, angry, sad, annoying?

12 Listen again and complete the sentences.

1 Tara’s silver are at Jade’s house.

2 Sophie’s party is from to .

3 Ryan’s mobile is very and the camera is .

4 Neil’s are in the .

5 Maggie has got a test on Wednesday.

Speak your mind!

b Write five more sentences Use different words

in the gaps.

1 My sister is very untidy She has got a …

My is very untidy He has got a big room, but there are and clothes on the ﬂoor.

My has got lots of things, but she borrows

my all the time

4

My brother is out at parties until It’s not fair.

5

SPEAKING TIP: SPEAK CLEARLY

When you speak, speak clearly and look at the person you are talking to This makes it easier for them to understand you.

Now do Exercise 6.

6a What do you think about the five problems?

Are they very serious (VS) or not very serious (NVS)?

Maggie Sophie Neil

• clothes • sister • laptop • brother

• midnight • friends • books

NEW WORDS

• the same • like (a baby/a teacher)

• untidy • dirty • mess • noisy • exams

• bossy • even • annoying

My name’s Kylie and I live with

my parents in a house in Brighton

Downstairs there’s a living room

two bedrooms and a bathroom

My bedroom is fantastic! There are

posters on the wall, DVDs on

my desk and clothes on the ﬂoor

Get ready to write

Write

4 Write a description of your flat or house

• Use Kylie’s text in Exercise 1 as a model

• Remember to check the punctuation.

I live with my … in a …

in a small flat in London Were on the fifth floor and the view is great There are two bedrooms

a bathroom, a living room and a kitchen In my bedroom there are two beds, a wardrobe a desk a big green plant and my new guitar It’s really great?

all on the bookshelf there are a lot of books on the ﬂoor Is your bedroom a mess.

WRITING TIP: PUNCTUATION (2)

You already know CAPITAL LETTERS, full stops [.] and apostrophes [’].

Now learn other punctuation to make your writing clear

• Use a comma to join a list of more than two things.

clothes on the floor.

• Use a question mark at the end of a sentence to make

a question.

Is your bedroom a mess?

• Use an exclamation mark when you say something surprising or funny.

My bedroom is fantastic!

Now do Exercises 2 and 3.

1 there are three bedrooms two bathrooms and a toilet

There are three bedrooms, two bathrooms and a toilet.

2 is there a dishwasher in your kitchen

3 theres a swimming pool a big garden and a garage

4 what a mess

5 wheres your house

6 there are some flowers some chocolates and some photos on her desk

7 my dog is in the bath

8 are there any trees in the garden

Find and correct them.

Then check in a dictionary.

1 He’s got a great smile with nice white teeth

2 My grandfather hasn’t got any hair

2 Read the text Write T (true), F (false) or DS (doesn’t say)

Are you in one small bedroom with a brother or a sister? Is it a problem? Well, Michael Corden has got the answer! It’s a tree house in the garden! Michael’s family live in a house with three bedrooms – one for his parents, one for his sister, Penny, and one for Michael and his brother, Chris

‘Chris is 15 and he’s crazy about loud rock music and computer games,’ Michael says ‘He’s got

an electric guitar and a lot of noisy friends! I’m 17 and I’m interested

in jazz music, classical guitar and languages.’ Michael’s tree house and at weekends ‘I’m up there with my homework and my books,

my laptop, our cat, Lily, and a sandwich It isn’t very big, but it’s nice and quiet.’

0 Michael’s parents live in a tree house F

1 There are three bedrooms in the family house

2 Penny is in a room with her sister.

3 Michael’s brother is untidy

4 Chris has got a lot of friends.

5 Music is important to Michael

6 Michael’s family hasn’t got a pet

a 4 , a mirror and a beautiful plant I’ve got a 5 for my clothes and a red and blue 6 on the floor.

5 Write a description of your room Write six to eight sentences about the colours, the furniture, the view, your favourite possessions.

My room is … It’s …

1 Which man is John’s cousin?

2 When is Lara’s birthday?

3 Which desk is Maria’s?

NOW I CAN

Listen understand short dialogues about everyday things ■

Ben: 2

a bath?

Alice: No, 3 Ben: 4 any TVs in your house?

Alice: Yes, 5 two, but 6 any DVD players

3 a) there aren’t b) there is c) there isn’t

6 a) there are b) there aren’t c) there isn’t

…/6

2 Complete with some or any

0 There isn’t any cheese

1 There are bananas

2 Are there grapes?

3 There is pepper on the table

4 There aren’t biscuits in the cupboard

5 Is there salt?

6 There is fish in the fridge

…/6

bath

…/6

Phrases/Use your English (8 marks)

lines in the correct order

the correct prepositions

This is my bedroom My bed is 0 next to the GHVNDQGWKHGHVNLV 1 the wardrobe My CDs are 2 WKHGHVNDQGP\EDJLV 3 the GHVN7KHUHLVDZDVWHSDSHUELQ 4 the wardrobe and a football 5 the bin My clothes are 6 the wardrobe

to give their own opinions.

Writing skills pages

(e) focus on written

communication and

are designed to

help build students’

confidence.

Clear model texts

Writing tips focus on linguistic elements of writing, such as punctuation, connectors, etc.

Writing production task gives students

Controlled practice activities build confidence.

Language Revision pages for every unit contain accuracy exercises to revise grammar, vocabulary and communication.

Self-check score boxes and audio answer keys allow students to monitor their own progress.

Skills Revision pages revise skills taught in the preceding two units.

Now I can descriptors

checklists build awareness Real Life Issues lessons highlight issues which are

relevant to teenagers and contain moral dilemmas.

Trang 12

Unit 3

Lesson 3a

of there is or there are

Kelly: I love my new home 1There are two big

bedrooms and a bathroom In the bathroom

2 a shower, but 3 a bath The kitchen

is very big and 4 a cooker, a fridge, a

washing machine AND a dishwasher It’s

great!

Matt: 5 a garage?

Kelly: No, 6 , but 7 a garden

Matt: Oh 8 flowers in the garden?

Kelly: No, 9 , but 10 three dogs! They’re great!

2 There aren’t any apples.

1 Write affirmative, negative or interrogative

sentences with the correct form of have got.

1 I/small family ✓

I’ve got a small family.

2 I/any sisters ✗

I haven’t got any sisters.

3 My grandparents/a big house ✗

4 you/any brothers or sisters?

5 My brother and I/ten cousins ✓

6 We/a big garden ✗

7 you/a TV in your bedroom?

8 They/any grandparents ✗

sentences with the correct form of is/are and

some and any.

116

Pronunciation

Unit 1 Lesson 1a 1

04 Exercise 10 Lڴthirteen,/i/thirty

Listen and write the numbers.

a) b) c) d) e) f)

g) h)

Unit 1 Lesson 1c 1

13 Exercise 3 Word stress

Listen and repeat Then mark the stress.

a) Argentina b) Brazil c) Chile d) Italy e) Mexico f) Poland g) Russia h) Spain i) Turkey j) the UK

02 Exercise 3 /Ȫ/a trainer

a Listen and repeat.

a trainer an apple a bike an exercise book

b Listen and underline the /Ȫ/ sounds Say the sentences.

1 It isn’t a diary It’s an exercise book.

2 Is it an MP3 player? No, it’s a phone.

03 Exercise 7 /ð/there

there this that the

b Underline the /ð/ sounds Repeat the sentences.

1 There’s a kitchen.

2 Is that the bathroom?

3 Is there a bath?

09 Exercise 6 /ј/three

three third fourth think thirty month fifth birthday

1 Three and days.

2 Jonathan’s birthday is on the of May.

Unit 5 Lesson 5b 5

04 Exercise 5 /ֺ/does

does doesn’t come one

b Listen and underline the /ֺ/ sounds.

1 My mum comes from London.

2 My brother doesn’t speak Russian.

06 Exercise 4 /Ĵ/ often

often got what watch lot from

b Listen and underline the /Ĵ/ sounds.

1 Do you watch a lot of TV?

2 Where’s John from?

02 Exercise 6 /І/ doing

do doing make making play playing

b Listen and underline the /І/ sounds.

Something is wrong She’s singing the wrong song.

10 Exercise 8 /æ/can

1 Yes, I can

2 They’re Italian

b Listen and underline the /æ/ sounds.

1 Can Sam swim? Yes, he can.

2 My dad says the film is bad I think it’s fantastic.

02 Exercise 3 /h/how

how he who how much how often how old

b Listen and underline the /h/ sounds.

Hello How are you? Who’s he? How was your holiday? How’s Harry? Who’s his friend?

03 Exercise 9 /đڴ/car

car are ask last past

b Listen and underline the /đڴ/ sounds.

A: It’s half past six Let’s start.

B: We can’t start Mark and Zara aren’t here.

08 Exercise 7 /Gٕ/ j azz

jazz job jogging judo manager dangerous

b Listen and underline the /Gٕ/ sounds.

1 James and Jerry do dangerous jobs.

2 Angela likes jazz, judo and jogging

117

Unit 1 Lesson 1a

Subject pronouns

I you he she it

Possessive adjectives

my your his its

Numbers 1-100

one two three four five six seven eight nine ten eleven thirteen fourteen fifteen sixteen seventeen eighteen twenty twenty-one thirty forty fifty sixty seventy eighty ninety

a hundred/one hundred and boyfriend brother drama club everyone fill Fine, thanks.

first time friend Good afternoon.

Hello here

Hi How are you?

How old are you?/

is he?

I don’t know.

in member name new Nice to meet you.

No only photo

please sister smartphone Stop it teacher thanks think this This is … what who Yes

Lesson 1b

Days of the week

Monday Wednesday Thursday Friday Saturday Sunday address age Come in.

Bye Evening!

How do you spell it?

mobile Morning!

Not bad, thanks.

now number postcode register right See you (later).

See you on … spell surname

Lesson 1c

Subject pronouns

we you they

Countries

Argentina Australia Brazil Canada Chile China France Germany Greece India Ireland Italy Japan Mexico Portugal Russia Spain Turkey the UK the USA

Nationalities

Argentinian Australian Brazilian Canadian Chilean Chinese French German Greek Indian Irish Italian Japanese Mexican Polish Portuguese Russian Turkish British American

Compass points

centre east south-east north south west nationality of town where Where are you from?

Lesson 1d

at home but capital castle city difficult England English famous fantastic football grandparents Jamaica language mum parents population school speak team university with

Demonstrative pronouns

this that these

Everyday things

apple bag bike book camera diary DVD earring exercise book hat

ID card key mobile MP3 player pen photo sandwich trainer watch Calm down.

cheese Help yourself.

I’m sure old Phew!

pocket Thank you Well done!

Lesson 2b

Possessive adjectives

our your

Clothes

boots dress gloves hat jacket jeans leggings shirt shoes shorts skirt socks trainers trousers T-shirt

Colours

beige black blue brown gold green grey orange pink purple red silver yellow album always

answer best friend come concert cool crazy about dog fantastic favourite football great homework important laptop life listen music picture possessions question read really second so sport student team teenagers tennis very week with

Lesson 2c

Fast food and drink

apple juice burger cheese coffee cola drinks hot chocolate hot dog ice cream menu mineral water orange juice packet of crisps snacks tea

Money

coins notes pounds pence altogether anything else Are you joking?

borrow Can I borrow … ? Can I have … ? Here you are.

how much hungry next

Lesson 2d

a bit bad idea

birthday boring box bracelet buy chocolates computer game different expensive flowers for girlfriend give good idea How about … ? I’m not sure look mother not always only present shop understand wallet

Rooms

bathroom bedroom dining room hall kitchen living room

Parts of a house

door downstairs floor garage upstairs wall window bath cooker dishwasher fridge shower sink toilet washbasin washing machine also big doghouse house quite (small/big) small windmill

Lesson 3b

Furniture

armchair bed bookcase carpet

CD player

Word list

isn’t or aren’t

1 There is some butter

Vocabulary: Food

Grammar: Countable and uncountable

nouns with some and any

1 apple, banana, biscuit, bread

2 butter, carrot, cheese, chicken

3 chips, egg, pasta, grape

4 honey, meat, onion, orange

5 pepper, potato, rice, salt

6 sugar, tomato, burger, water

Countable and uncountable nouns with

some and any

Countable nouns

There is an apple.

There are some eggs.

There isn’t a dishwasher

There aren’t any oranges Questions and short answers

Is there a garden?

Yes, there is.

No, there isn’t.

Are there any onions?

Yes, there are

No, there aren’t

Uncountable nouns

There isn’t any salt

Yes/No Questions and short answers

Is there any pepper?

• Countable nouns can be singular or plural We can count them

and use a / an or numbers with them.

• Uncountable nouns:

– are usually not plural

– don’t have numbers or a/an with them

– take the singular form of the verb to be ( is )

• We use some with there is in affirmative sentences with uncountable nouns We use some with there are in affirmative

exact number

There is some salt

There are some grapes

• We use any with there is in negative sentences and questions with uncountable nouns We use any with there are in negative

sentences and questions with plural countable nouns

There isn’t any pepper

Is there any bread?

There aren’t any apples

Are there any bananas?

questions and short answers with the

correct form of is / are and any

1 Is there any cheese?

No, there isn’t

prompts and some or any

Emily: 1 Is there any pasta? (there/pasta)?

Emily: Potatoes, rice, carrots and cheese?

Grammar: Prepositions of place: in, on, under,

to the endings (a–h)

4 The wastepaper bin d) are on the walls.

4 Look at the picture again and write sentences

1 carpet/floor The carpet is on the floor

one letter in each space

1

2

E

5 R P T

S L

B 6 L

9 O

12 R R

Phrases

1 A: Oh no!

B: What’s the mind / matter / need ?

A: My phone isn’t in my bag

2 A: This is my bedroom

B: What a mess / lot / great !

3 A: Where’s your bag?

B: Away / Over / Under there Next to the

desk

4 A: Hey! That’s my sandwich

B: It’s great! My favourite

A: It’s not my / ready / funny I’m hungry

• sorry • Can • of • it • here • your

• hat • need • course • borrow

1 A: Can I borrow your MP3 player?

B: Yes, of course

1 A: borrow/phone?

B: sorry/need

A: Can I borrow your phone?

B: I’m sorry I need it

4 A: borrow/camera B: sorry/need

Grammar summary

Prepositions of place: in , on , under ,

behind , in front of , next to

There’s a sofa in the living room

There’s a pen on the table

The wastepaper bin is under the desk

Your book is behind the wardrobe

The desk is in front of the window

The fridge is next to the sink

• We use prepositions of place to say where somebody

The bed is next the wall ✗

The bed is next to the wall ✓

The television is in front the bookcase ✗ The television is in front of the bookcase ✓

Note

3b

23

Grammar: There is, there are :

affirmative, negative, questions

correct form of there is or there are

prompts and the correct form of there is

Vocabulary: Rooms, parts of a house

• door • cooker • sink • wall

• toilet • fridge • washbasin • floor

2 3 1

6 4

There are green walls.

There isn’t a bike in the

Is there a shower in the

• We use there is (there’s) with singular people or things

and there are with plurals.

There’s a kitchen.

There are three bedrooms.

Common mistakes

Is a sink in the kitchen? ✗

Is there a sink in the kitchen? ✓ Note

Definite article: the

There’s a window in the bathroom The window is

small.

• We use the with a singular or plural noun when we

know which thing we are talking about.

It’s in the kitchen (There is only one kitchen.)

There’s a window in the living room The window is

very big (We know which window.)

• We can’t use the with there is/there are.

There is a kitchen (There is only one kitchen, but we

can’t use the.)

Common mistakes

There’s a cooker in a kitchen ✗

There’s a cooker in the kitchen ✓ Note

about the picture.

1 Is there a cooker in the kitchen?

Yes, there is.

Grammar: Definite article: the

5

cooker, 6

fridge

bathroom and there are three bedrooms There’s

3a

21

Extra practice activities

provide stretch and remediation

activities for every unit.

Multi-level exercises mean all students are able to succeed.

Pronunciation exercises for every unit isolate and practise specific sounds, or stress and intonation patterns.

The unit-by-unit Word list facilitates revision and memorisation of key vocabulary.

Workbook

a, b and c input lessons are multi-level and practise grammar, vocabulary, functional language (Use your English) and Grammar reference columns.

Grammar summaries contain example boxes and simple rules.

Trang 13

there’s a TV, a sofa and three armchairs The sofa

5

9 Can I borrow your phone? Sorry, I

it

1 There is / are some bread on / in the table

2 There is / are some potatoes in front of / next

to the bread

3 There aren’t some / any bananas on a / the

table

4 There is the / a bookcase in the picture

5 There is some paper on / in the bookcase

6 There is a / the book under / in the bookcase

7 In this picture, there is a / the chair, a / the

wastepaper bin and a / the desk

8 The chair is behind / in front of the / a desk

9 The / some wastepaper bin is under / in the

clock and a mirror on the walls, but there aren’t any posters

B Our house is a terraced house in the centre of Liverpool It isn’t very quiet, but it’s great There’s a living room, a kitchen, a bathroom and there are three bedrooms The house is 150 years old There’s a garden, but it’s very small There aren’t any trees

C Our flat is on the fourth floor of a block There isn’t a lift! My

bed, a wardrobe, a desk and lots of posters on my walls The

the people here

2 Read the text again Match the sentences (1–9) to the texts (A–C)

1

7 It’s in a quiet road

8 There are posters on his/her walls

Write

3 Rewrite the letter with the correct punctuation

Hi Celina, how are things our new fl at is great There are three bedrooms two bathrooms a kitchen and a living room Its on the fourth fl oor the view is fantastic My room is cool There are lots of posters on the walls lots of books on

it how about your room what colour are the walls is there a nice view Lots of questions Sorry Love

SKILLS FOCUS : READING, LISTENING AND WRITING

5 What colour eyes have Elaine’s Dad and brother got?

1 a) mother and daughter b) Two friends

5 a) mother, daughter and son b) Two sisters and a brother

the conversations

5 cousins/brothers or sisters/big family

1 How old is Josh?

His bedroom is very untidy His clothes are on the floor and there are books and DVDs on his bed I haven’t got a sister, but I’ve got a cousin, Donna She’s fourteen, like me, and she’s an only child Luckily, her house is in the street behind She’s my best friend

My dad’s name’s Ken and his fiftieth birthday is

in November My mum’s name is Sylvia Mum and I have got blonde hair and blue eyes Dad and Josh have got dark hair and green eyes

In this photo, we’re in Donna’s garden with my uncle and aunt, Donna’s parents Donna’s mum

is cool Her name’s Jemima and she’s my mum’s sister She’s forty-two and my mum is forty-five

eText brings Live Beat to life with integrated media to use on a variety of platforms.

Language round-ups bring together all

the language taught in the unit.

Odd units focus on reading and writing.

Even units focus on reading and listening.

Answer keys can be accessed via Show answers icons.

Audio can be played from the page with or without subtitles.

Videos provide visual contextualisation to aid comprehension.

Skills practice pages focus on reading, writing and listening.

Grammar and Pronunciation

animations bring language to life.

Trang 14

videos and games are

available for download.

Interactive practice exercises and tests can be assigned to the whole class or to individual students.

Trang 15

Teacher’s Online Resource Material

The Teacher’s Online Resource Material for Live Beat is available online or through your local Pearson

representative.

The Gradebook shows at a glance how students are progressing.

A version of all of the above

test types is provided for

15 Photocopiable © Pearson Education Ltd 2015

Phone your phone!

3

Choose the correct sentence a)–f) Write it in the speech bubble Then act the conversation.

d) Can I borrow your mobile phone? e) Where’s my mobile phone?

f) Your phone is in the room!

a) No, it isn’t.

b) Sorry!

c) No, it’s there!

2 1

4 3

6 5

I don’t know Is

it in your bag?

2

Borrow a mobile phone Phone your phone! That’s a good idea! 3

Yes, OK Oh-seven-two-nine-one, eight-seven-five-three-four-eight … Listen! 4

5

Wait a minute! It's there! 6

It’s here! ✓ Oh no! 1Where’s my mobile phone? Round-up 2 14 Photocopiable © Pearson Education Ltd 2015 3 What’s your style? Compare Picture A and Picture B Find and write ten differences Use the words in the text below There’s everything for your living room at Total Home: sofas, armchairs, tables, bookcases, shelf systems, mirrors, CD players, televisions, lamps – even wastepaper bins … Living Room Magic Picture A Picture B 1 There are two sofas 1 There aren’t any sofas. 2 There aren't 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

Round-up 1 13 Photocopiable © Pearson Education Ltd 2015 3c An accident in the kitchen Look at the pictures Find ten differences Use the words in the box • banana(s) • onion(s) • cheese • carrot(s) • egg(s) • butter • milk • pasta • bread • meat Picture A Picture B 1 There are some bananas 1 There aren’t any bananas. 2 There are two onions 2 There are three onions. 3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

A B 12 Photocopiable © Pearson Education Ltd 2015 Find the furniture 3b d le ls lk lc lo lm lp lu lt le lrlw lals ltlelp lalplelrlbli lnlalrlmlclhlalilr s lo lf la lC lD lp ll la lyle lr lclu lplblo la lrldlD lVlDlplllalylelr b lo lo lk lc la ls le ls lh le lllf lc lhle ls lt lolfldlrlalwlelrls t le ll le lv li ls li lo ln lw la lr ld lrlolbleltlalbllle 1 Circle 14 furniture words 2 Find the letters with symbols Write them under their symbols Unjumble the letters to make words Answer the question. t w h s a

What's

Your answer:

11 Photocopiable © Pearson Education Ltd 2015 3a In a house 2 3 1 12 9 14 16 13 6 10 5 7 11 8 1 Find the picture clues and complete the crossword 2 Find the letters in the grey squares and write them in the boxes Unjumble the letters to find a fitting for the house

i

w n o w

Material for exploiting the video blogs is provided in the form

of Teaching notes, Worksheets and

Each unit of the Students’

Book is accompanied by five Motivator worksheets

They include activities for every a, b and c lesson, plus two round-up activities which revise the language from these three lessons.

Live Beat offers a comprehensive

assessment package with A and B versions to prevent copying.

Trang 16

students’ attention to the target language The following guidelines may be useful for exploiting the dialogues in general.

Suggested procedure

• Check the teacher’s notes for ideas to exploit the photo and introduce the situation Present any language you think may cause problems, but don’t focus explicitly on the grammar yet.

• All dialogues are preceded by a focus question in the instructions Depending on students’ confidence and ability, you could ask them to cover the dialogue in their books and look at the photo while they listen for the first time.

• Play the dialogue and ask for the answer to the focus question.

• Students look at the dialogue to check the answer.

• Students look at the comprehension questions Check they understand all the questions Play the dialogue again then check the answers to the questions You may need to play the dialogue several times.

• If necessary, pause the audio recording to give students time to check and record their answers Suggested further work on the dialogue

• Play the dialogue again for the students to listen and repeat.

• Students read the dialogue aloud in pairs or groups.

• Some pairs or groups can act out the dialogue in front

of the class.

• Write a skeleton version of the dialogue on the board Students try to remember the missing parts Slowly increase the number of gaps until students can recite the whole dialogue from memory.

• Students can then act out the dialogue without help from the book.

Read

Two types of reading texts are found in Live Beat The

first, shorter type is used to present new language in the a, b and c lessons The key grammar is printed in red and can be used to focus on the target language later in the lesson The second, longer type of reading text is used to develop reading skills in the d lessons These texts are often adapted from authentic sources and cover a range of topics which are of interest to teenagers They are presented in a variety of realistic formats such as website pages, magazine or newspaper articles, quizzes, etc The following guidelines are for exploiting reading texts are used for language presentation in the a, b and c lessons For guidelines on developing the skills practised in the d lessons, see the Skills focus section below.

Procedures

Photographs

The photographs which accompany the presentation

material in each lesson in the Students’ Book are

an important teaching resource They can be used

for setting the scene, for presentation or revision of

grammar and vocabulary, and for presenting additional

language In addition, the photographs frequently

provide useful cultural information.

Learning objectives

The learning objectives box at the beginning of each

input lesson of the Students’ Book contains a list of the

main areas of Grammar, Vocabulary and Functions in

that lesson The list is designed to make students aware

of the language they are going to learn It is often useful

to discuss the learning objectives in the students’ L1

(first language).

Suggested procedure

• Draw students’ attention to the Grammar objective(s),

and tell them that this language is highlighted in the

presentation dialogue or text.

• Ask students to look at the Vocabulary objective(s),

and elicit any words they may already know.

• Finally, ask students to look at the Functional

objective and elicit any language they already know, or

ask them what language they might expect to find in

this part of the lesson.

• When the lesson has been completed, ask the

students to go back to the learning objectives and give

examples for each objective Then get them to say

which areas they found easy, and which ones they feel

they need to practise more.

Get started

Some lessons contain a Get started task to introduce

the topic of the lesson and generate some discussion

Get started tasks in the early units may be conducted in

the L1 Later on, encourage students to use English as

far as possible in these tasks They can be conducted

as a whole class activity or in pairs It may be useful

to write up any ideas or vocabulary deriving from the

activity on the board.

Dialogue

The dialogues in Live Beat feature recurring teenage

characters in different situations, and present the new

language in context All dialogues contain examples

of the key grammar, vocabulary and functions of the

relevant lesson The key grammar is usually printed

in red, and can be used later in the lesson to draw

Trang 17

remember is with the following game Students work

in pairs or small groups Give them a time limit, for example, three minutes to write down as many words

or phrases as they can from the last lesson The pair or group that remembers the most items wins

To improve spelling, teams can also win an extra point for each correctly spelt item.

Solve it!

The Solve it! boxes contain tasks designed to engage students cognitively through problem-solving questions and activities as a way of maintaining motivation and providing a change of focus between the presentation materials and the language practice They invite students to exercise their thinking skills and use English

to solve problems The short exercise is usually based

on the presentation dialogue or text of that lesson It often involves looking at a photo for clues as well as interpreting the written information.

Suggested procedure

• Students read the Solve it! question.

• Ask the students to work silently for one or two minutes Do not allow anyone to shout out the answer

in order to allow all the students time to find the answer.

• Students can compare their answers in pairs before you check with the whole class.

Grammar

The grammar boxes focus on the main grammar point in a lesson and are presented in tabular form for easy understanding by the student The grammar boxes are followed by practice exercises Although we recommend that the Grammar section is exploited after the presentation, since it’s important to see the language

in a natural context like a presentation dialogue or text before doing any analytical work, some teachers in certain teaching situations may wish to start a lesson with the main grammar point then continue with the dialogue or text In this case the grammar animation provided on the Teacher’s eText is a powerful aide- memoire to focus students’ attention on the language form and usage.

• Use the photos or artwork to introduce the topic of

the lesson Present any language you think may cause

problems, but don’t focus explicitly on the grammar yet.

• Students look at the focus question in the instructions

This provides a purpose for reading.

• Students read the text silently Encourage students to

skim it quickly first to get a general idea, and then to

scan for the answer to the focus question Check the

answer to the focus question.

• Students look at the comprehension questions Check

they understand all the questions Students read the

text silently again to find the answers If desired, the

audio of the text can be played so that students can

read and listen.

• Students can compare their answers in pairs before

you ask the class to give the answers.

Vocabulary

Vocabulary is presented in lexical sets It is practised

through exercises linked to the grammatical or functional

goals of the lesson Many of the new words are

illustrated and their meaning will be clear When there

aren’t illustrations, new words can be taught using a

variety of techniques:

• mime the words; this is especially suitable for some

verbs

• point to objects in the room to explain the words; this

is especially suitable for common objects and personal

possessions

• explain in simple English

• use L1 to translate certain words which are hard to

explain or illustrate

• ask the students to use dictionaries

Suggested procedure

• Students look at the vocabulary in the box Ask them

to find some of the words in the text or dialogue.

• Play the audio recording and ask the students to mark

the stress in longer words.

• Students complete the vocabulary exercise.

• Ask the students to use the words in sentences that

are personal to them.

• Encourage students to keep a vocabulary notebook.

• After completing the vocabulary section in a lesson,

students may record the vocabulary in their notebooks

with an English explanation, an L1 translation if desired

and an example sentence.

• Ask students to revise the vocabulary for each lesson

as part of their homework You can start the following

lesson with a quick recall of the previous lesson’s

Trang 18

skills-based exercises provide the opportunity to listen

to and produce the key grammar and vocabulary in realistic and personalised contexts.

Suggested procedure for Listen exercises

• Make sure the students understand the task Read the rubric aloud while they follow If absolutely necessary, translate the instructions into L1 However, do not translate as a matter of course, since you want students to get used to reading instructions and to learn basic classroom language.

• Make sure they understand phrases like True, False,

Tick, Doesn’t say, Choose the correct answer, Complete the table.

• Where there are specific questions to answer about the recording, ask students to read through all the questions before you play the audio They will then know what information they are listening for and it will help them to focus on this Also, the questions often contain words that they are going to hear in the audio and it will help them to recognise these words on the audio if they have already read them.

• Play the audio once Students write their answers.

• Ask students how they got on Depending on time and the ability of the class, you may need to play the audio again.

• Check answers, asking individuals in the class If a large number of students have made a mistake, replay the relevant bit of audio, stopping and explaining the issue/language which has caused misunderstanding.

• Depending on the amount of time available to you, you may want to follow the listening exercise with some speaking practice based on the answers.

Suggested procedure for Speak exercises

• Make sure the students understand the task Read the rubric aloud while they follow If necessary, translate the instructions into L1.

• Model the example with an able student, with you saying A’s part and the student saying B’s part.

• Students work in pairs while you go round the class checking on their work.

• Choose a couple of pairs to do the task while the rest

of the class listens.

• Depending on the type of task, the amount of time you have and the ability of the class, you could ask students working in the same pairs to write the dialogues or questions and answers that they have just produced orally.

Suggested procedure for Write exercises

Suggested procedure for eText

• The grammar animation can be used after the

Dialogue section.

• Play the whole video animation for students and check

if students understand the general context.

• Play the video again, pausing before key grammar

points, and ask students to give you the next part of

the dialogue.

• Resume the video for students to check if their

answer was correct Ask students to repeat the whole

sentence.

• Refer students to the grammar box and pay attention

to the highlighted words If necessary point out any

significant differences between the grammar of the L1

and English.

• Ask students to form groups and write their own

dialogue using the appropriate grammatical structure

Encourage students to use the grammar box as

reference while writing their dialogue.

• Ask groups to perform their dialogues in front of the

class.

Practice

Practice exercises generally follow the Grammar

box and are focused on accuracy They can be done

individually or in pairs where students can cooperate

in finding the answers Many of these exercises are

personalised so that students can talk or write about

their own lives and opinions, an important factor in

maintaining motivation Revision and Extension

activities are given in the Teacher’s Book notes.

Suggested procedure

• Make sure students understand the task.

• Read the example aloud while they follow.

• Ask the students to work silently on their own for five

minutes while they do the exercise without writing Do

not allow anyone to shout out the answer Allow all the

students time to work out the answers.

• Ask individual students for the answers.

• If a student makes a mistake, ask another student to

provide the answer.

• If there’s time, get the students to write the answers in

their notebooks.

Further practice exercises are to be found in the Extra

practice section, in the Workbook or MyEnglishLab

and the Motivator worksheets.

Listen, Speak, Write

Further practice of the main language goals is provided

in the Speak, Listen and Write exercises of the input

lessons (a, b and c) While grammar exercises are

extremely valuable for initial accuracy practice, these

Trang 19

• Divide students into 2 groups: group A repeats A’s part of the dialogue, group B repeat B’s part Play the recording again with students reading out loud their part of the dialogue together with the speakers in the video, keeping the same pace and intonation.

• Explain you are now going to play only A’s part of the dialogue and students must reply with B’s line A timer

on the screen will tell them how much time they have

to reply.

• Follow the steps above for part B of the dialogue.

• Ask students to work in pairs and role play similar conversations using the prompts from Use your English box.

Pronunciation

Pronunciation exercises are found at the back of the Students’ book and cross-referenced with the relevant lesson as well as on the MyEnglishLab The exercises isolate and practise specific sounds, and stress or intonation patterns The particular pronunciation point selected for the lesson occurs in the presentation dialogue Each pronunciation section contains examples

to repeat, and a further exercise to identify the point being practised Short animations on the eText also provide a useful visual reference for students.

Suggested procedure

• Focus the students on the point to be practised.

• Play the recording of the Pronunciation exercise and ask the students to listen and repeat Play the sounds several times if they are having difficulty producing them.

• Play the next part of the recording and ask the students to complete the task.

Suggested procedure for eText Especially at lower levels it is very beneficial if students see the words they are learning and hear them

pronounced at the same time Apart from providing a clearly pronounced model the animations also show the phonetic transcription of the pronounced word You can use this to teach your students phonetic transcription and show them how to check pronunciation of unknown words in a dictionary For kinaesthetic learners especially

it may be beneficial to ask them to stand up when they hear the stressed syllable in a word, to tap to the sentence stress or raise or lower their hands depending

on the intonation pattern.

The presentation dialogues can also be used for additional pronunciation practice through straightforward repetition and chaining repetition techniques The MyEnglishLab also contains practice exercises with

• Ask an able student to provide an example and write

it on the board Ask other students for examples and

write them on the board Elicit more examples from

other students Ask appropriate questions to elicit

relevant answers.

• Ask students to do the writing task individually Tell

them they can use/adapt the examples on the board.

• While students are writing, go round the class

checking their progress Note the most common

mistakes.

• Tell the class about five mistakes that you’ve seen in

their work and write the correct version on the board

Ask students to check that they haven’t made any of

these mistakes.

• Tell the class that you will mark their written work

individually when you next take in their exercise books.

Use your English

The Use your English sections provide communicative

language practice in functional/situational contexts,

e.g ordering food, exchanging opinions, giving and

accepting invitations, etc This language is introduced in

the presentation dialogues to provide a realistic context

Each Use your English section contains a short example

dialogue followed by the key functional language in

tabular form Practice exercises follow Videos of the

dialogues are available on the Live Beat eText These

provide visual contextualisation to aid comprehension

and offer students the opportunity to role play parts of

the dialogue for additional speaking practice.

Suggested procedure

• Introduce the function/situation in the heading and

translate it into L1, if necessary.

• Play the audio of the dialogue/conversation while

students listen and read it.

• Play the audio again and, if you wish, pause it after

each sentence so students can repeat.

• Correct any pronunciation problems.

• Ask the students to look at the box containing the

functional phrases.

• If you wish, get the students to repeat the phrases in

the box.

• Students practise the dialogue/conversation in pairs or

groups, depending on the number of speakers.

• Demonstrate the practice exercise(s) with a volunteer.

• Students do the exercise(s) in pairs or groups.

Suggested procedure for eText

• Play the whole scene once and ask students who

the people in the scene are and where they are (e.g

in Unit 1 Use your English video – a teacher and a

Trang 20

reading in a foreign language, and it can help develop autonomous reading skills if the students are given the confidence to guess through class activities.

• Use the Get started activity (if provided), or ask some simple questions of your own to focus students on the topic of the text.

• Ask students to read the Reading tip, and check they understand it Give more explanation or examples as needed.

• Ask the students to look at the focus question in the instructions and read the text silently Check the answer to the focus question with the class.

• Students read the comprehension questions, and read the text again, focusing only on finding the information

to answer the questions.

• Students can compare their answers in pairs before you check the answers with the class.

• Students read the text again to ensure they understand it Ask for any comments which students might have about what they have read Ask students

if they found it easy or difficult, and, if there was a Reading tip, ask them if they managed to use it The texts are recorded, and the audio can be played for the students to follow This is useful in the early stages

of training reading skills However, students should be encouraged to read silently as soon as they have built enough confidence.

The Real Life Issue lessons are designed to highlight issues which are of particular interest to students, and which contain moral dilemmas, such as bullying, honesty, family relationships, etc They ae presented as, and based on, real incidents taken from life, and are fully illustrated.

Listen

In the Real Life Issue lessons, tips for listening and speaking are given special emphasis These tips offer different strategies for training students to be more efficient, confident listeners and speakers The following guidelines are for exploiting listening texts in general

in all the d lessons, whether a Real Life Issue, where listening and speaking tips are provided, or an Across Cultures lesson, where listening and speaking tips are not provided It is important to treat the listening texts in the d lessons as opportunities for students to improve their listening comprehension and to listen for important information, rather than to treat them as opportunities for language analysis (Lessons a, b and c serve this purpose.) The listening texts are related to the theme of the lesson They may provide a continuation of the story

or topic, or another angle on it.

Skills focus: Reading, Listening, Speaking and

Writing

The Students’ Book contains 10 skills focus lessons

These are the fourth lesson (lesson d) in each unit They

are divided into two categories: Across Cultures and

Real Life Issues Each lesson contains practice in all

four language skills, and in addition, each concentrates

on a specific skill or skills and includes a special ‘tip’

related to this skill, with an accompanying practice

activity.

The Across Cultures lessons feature cultural aspects

of the English-speaking world They cover topics such

as home, school, jobs, etc and are written from a

teen perspective The texts in these lessons are often

adapted from authentic sources and presented in a

variety of realistic formats such as website pages,

magazine or newspaper articles The lessons also often

present additional information in tables or charts.

Read

In the Across Cultures lessons, the skill of reading

is given special emphasis Reading tip boxes offer

strategies for training students to be more efficient

confident readers of different kinds of text The following

guidelines are for exploiting reading texts in general in

all the d lessons, whether an Across Cultures, where

reading tips are provided, or a Real Life Issue lesson,

where the tips are for speaking and listening It is

important to treat the reading texts in the d lessons

as opportunities for students to improve their reading

comprehension and expand their vocabulary rather

than treat them as opportunities for language analysis

(Lessons a, b and c serve this purpose.)

Suggested procedure for Reading

• Get students to look at the photographs/illustrations

and ask them some questions to activate their

background knowledge of the topic, and to establish

the context of the text.

• Point out the New words box and ask students if they

know any of the words Tell the students they will meet

these words when they read Explain or translate any

new words that are essential to the comprehension

tasks or ask students to look them up in a dictionary

before they read.

• Sometimes new words can be guessed from the

context, so it is useful to encourage students to

try and get the general idea of the text in the first

reading and to guess the meaning of any new words

they encounter Students can be told the exact

meaning of the words after the first reading Guessing

meaning is one of the most important skills when

Trang 21

• If possible, put students into pairs or groups to carry out the task Monitor and make notes for feedback later.

• Ask some students to report back what they said.

• Write any errors that you heard on the board and ask students if they can correct them Praise students for their achievement of the task, and, if appropriate, ask

if they managed to use the Speaking tip to help them speak.

Write

There are short writing tasks at the end of all the d lessons The writing tasks follow the theme or topic of the texts, and give students the opportunity to produce

a short text of the same type as one of the texts in the spread So if, for example, there’s a job advertisement somewhere on the spread, students may be asked to write a job advertisement If there’s information about

a British festival, students may be asked to produce information about a festival in their country or town The writing task that students do at the end of the Across Cultures lessons, is a project, and can be done cooperatively by groups of students This project work can be displayed, if desired All writing tasks in the d lessons can be set as homework if there isn’t enough time to do them in class However, it’s always a good idea to allow preparation time in class before the students do them for homework, to increase confidence, improve performance, and reduce the time you will have

to spend marking!

Suggested procedure for Writing

• Ask a confident student to provide an example and write it on the board Elicit more examples from other students.

• Have students do the writing task individually, whether

in class or as homework Tell them they can use/adapt the examples on the board.

• If students do the task during the lesson, go round the class checking their progress and taking note of mistakes that occur most often.

• Tell the class about the five most common mistakes that you’ve noticed, and ask students to check that they haven’t made any of these mistakes.

• Tell the class that you will mark their written work individually when you next take in their exercise books.

• If desired, display the students’ Project work done for Across Cultures writing tasks in the classroom.

Suggested procedure for Listening

• Ask the students to predict what they think will

happen in the text they are going to listen to You can

prompt students by writing some questions on the

board for discussion Make notes on the board of any

predictions they make to provide focus for the first

listening.

• Explain any new words which may discourage

students from listening There are usually very few new

words in the listening texts.

• Ask the students to read the Listening tip, if there is

one Check that they understand the tip, and discuss it

with the class, giving more explanation as needed.

• Play the recording for students to listen and grasp the

gist Discuss students’ original predictions and what

they actually heard.

• Students read the comprehension questions and listen

again, keeping the Listening tip in mind, if there is one.

• Students can discuss their answers in pairs Play the

recording again, pausing if necessary for students to

complete and check their answers.

• Ask for any comments students might have about

what they have heard Ask them if they found it easy

or difficult, and if they managed to use the Listening

tip strategy.

Speak/Speak your mind!

Students often find speaking at length difficult, and

can be reticent because they are afraid of making

mistakes They need plenty of encouragement to ‘have

a go’ and try to express themselves even if they make

some accuracy errors The Speak and Speak your

mind! sections provide students with the opportunity

to give their own opinions on the theme of the lesson

It is helpful to use pair and group work as much as

possible so that all students have the chance to practise

speaking at the same time You can walk around the

class to listen and note any errors and difficulties

in order to give feedback after the task has been

completed The following guidelines are for exploiting

speaking tasks in general in all d lessons, whether a

Real Life Issue, where speaking tips are provided, or

an Across Cultures lesson, where speaking tips are not

provided.

Suggested procedure for Speaking

• If there’s a Speaking tip, ask the students to read it

Check that students understand the tip, and discuss it

with the class, giving more explanation as needed.

• Students read the task Check that they understand

what to do.

• Perform the first part of the task with the class, or use

Trang 22

the Internet They feature grammar and vocabulary from the previous lessons presented in a real context that students should instantly be able to identify with The activities that follow ensure student understanding and are coupled with engaging productive activities The videos, with further consolidation activities, are also available for students to watch again on the MyEnglishLab.

to change places and work in groups If students need quietening down, the teacher can set a writing task The following is a selection of core teaching techniques that every teacher should have at their disposal, whichever combination of course components they have chosen for their class.

Repetition and choral practice

Repetition can help to reinforce pronunciation, grammatical patterns, vocabulary and functional phrases It is essential for all students when meeting new language Repeating chorally can help students increase their confidence before they are asked to perform individually Choral work can be carried out with the whole class, with half the class at a time, in groups,

in seating rows and with selected individuals.

Questioning patterns

Different question and answer patterns give the teacher the opportunity to demonstrate the language and give students the opportunity to practise it A variety of patterns is possible:

• Teacher to self (to give a model).

• Teacher to one student (to give a model/to elicit and demonstrate before pairwork).

• Teacher to class (to elicit a choral response).

• Student to teacher (to allow students to ask as well as answer).

• Student to student (in pairwork).

• Student to student to student (in a chain).

Pairwork

Many of the language exercises in Live Beat can be

done in pairs working simultaneously in the classroom This means that students’ talking time is increased

Skills focus: Writing

There are five Writing lessons in Live Beat They recycle

vocabulary and grammar from the unit in question and

no new language is introduced.

Suggested procedure

• Check students understand the focus task before they

read the model text Check their answers to the focus

task.

• Ask students to read the Writing tip Check that they

understand it, and discuss it with the class, giving

more explanation or examples as needed.

• Students do the exercise(s) based on the writing tips

Check the answers.

• Ask students to look at the writing task, and

if appropriate, get them to brainstorm a list of

vocabulary that might be useful for the task Write a

list of these words on the board.

• Students look back at the text which serves as a

model Point out or elicit the sentences that can be

used as a guide for students’ own writing Write the

guide on the board.

• Students can then write in class or at home Remind

students that they must use the writing tips when

they are writing If students write in class, they can

exchange their work and check for errors before giving

it to the teacher.

• If the writing is done for homework, when you check

it you can indicate errors using a series of symbols,

and students can be encouraged to correct their own

work It can be a good idea to allow students to revisit

their work in this way before giving the work a grade.

Extra practice

The Extra practice exercises are a bank of extra

activities positioned at the back of the Students’ Book

and cross-referenced to the relevant lesson There

are one or two Extra practice exercises for each input

lesson They give further practice of the grammar,

vocabulary or functional language in the lesson At the

end of each input lesson, students can be directed to

these exercises They are designed for use both by

fast finishers and by those students who need more

language consolidation.

Video Blogs

There are four additional Video lessons based on

teenagers’ video blogs available on the Teacher’s

eText These lessons are after units 2, 4, 6 and 10

The video blogs (vlogs) feature teenagers discussing

their own lives and a range of subjects such as recent

trips, the pressures of school work or what they did

at the weekend They are casual, unscripted and very

much in line with what students are used to seeing on

Trang 23

Written correction

If a written exercise is done for homework, when you check it you can indicate errors using a series of symbols, and students can be encouraged to correct their own work It can be a good idea to allow the students to revisit their work in this way before giving the work a grade.

course which would stimulate, educate and encourage teenage students of all abilities whilst at the same time providing extensive support and help for the teacher We hope that we have achieved our aim, and that you and your students will enjoy using Live Beat!

dramatically and extensive practice can be done by

all students in a relatively short space of time Some

frequently used pairwork patterns are:

• Closed pairs: Student A talks to Student B next to him/

her, or turns round to talk to the student behind.

• Open pairs: Student A talks to Student B chosen from

anywhere in the class.

• Pairwork chain: Student A talks to Student B next to

him/her; Student B talks to Student C, and so on.

Cooperative pairwork can also be used Students

can be asked to work together on the answers to

comprehension questions and practice exercises,

and to prepare speaking tasks together This helps to

build confidence in weaker learners as well as allowing

rehearsal before giving answers in front of the whole

class.

Groupwork

For certain kinds of activities (e.g roleplays, discussions

and questionnaires), students can work together

in groups Groupwork can provide an opportunity

for weak or shy students to practise without fear

or embarrassment Groups can also be used for

cooperative work.

Groupwork needs to be set up and organised carefully

Give clear instructions, check that students understand

what to do and train students to move into groups

quickly and with as little fuss as possible.

Allocate roles in the group as necessary or appropriate

to the task One student might be the note-taker,

another might be the spokesperson to report back to the

class, another might be a time-keeper and tell the group

how much time is left.

Always set a time limit and warn students when there is

one minute left.

Monitor the students, spending a few minutes listening

to each group before moving to the next Take notes on

any language errors to give feedback at the end of the

activity Don’t interrupt unless the students ask for help.

Oral correction

Most students believe that their teachers should always

correct them However, oral correction should be

carefully judged When students are doing controlled

practice, the teacher can correct immediately after

the end of the utterance When students are speaking

to develop fluency (in discussions and roleplays,

for example), they should not be interrupted The

teacher can listen and make notes of errors to give

feedback later.

Trang 24

Grammar Verb to be : singular

Subject pronouns: I, you, he, she, it Possessive adjectives: my, your, his, her, its

Emma Watson: An English actress and model, born

in 1990 Played Hermione Granger in the eight Harry

Potter films (2001–2011).

Background notes

Johnny Depp: A North American actor born in 1963

Films include Edward Scissorhands (1990), Charlie and

the Chocolate Factory (2005) and the Pirates of the Caribbean film series (2003, 2006, 2007 and 2011).

Madonna: A North American singer, songwriter and

actress, born in 1958 Songs include Like a Prayer (1989), Vogue (1990) and Die Another Day (2002),

the theme song to the film of the same name; films

one other person

in the class and

ask their name

Then they ask two

further questions:

How old are you?

What’s the name of

your brother/sister/

friend?

Ss then introduce

this person to the

rest of the class,

Trang 25

02 Listen and repeat

4 Find five numbers in the photo and say them

2 Listen again Write the names

of the people in the photo.

Phrases

• Nice to meet you • This is

• How are you? • Stop it,

1 one 2 two 3 three 4 four 5 five 6 six

7 seven 8 eight 9 nine 10 ten 11 eleven

12 twelve 13 thirteen 14 fourteen

15 fifteen 16 sixteen 17 seventeen

18 eighteen 19 nineteen 20 twenty

21 twenty-one 30 thirty 40 forty 50 fifty

60 sixty 70 seventy 80 eighty 90 ninety

100 a hundred/one hundred

Emma: Hello, Katy 1 Katy: I ’m fine, thanks And you?

Emma: I ’m OK 2 my friend, Daniel

Katy: Hi, Daniel 3 Is this your first time at drama club?

Daniel: Yes, it is Alice: Good afternoon

Daniel: Who ’s she?

Katy: She ’s the drama teacher Her name ’s Alice

Tom: Hi, everyone!

Daniel: What ’s his name?

Emma: Tom

Daniel: How old is he?

Katy: He ’s sixteen

Daniel: Is he your boyfriend?

Katy: NO, he isn’t He ’s my brother!

Tom: Here ’s my new smartphone Smile!

Katy & Emma: Oh, no! A photo! 4 , Tom!

Trang 26

I ’m not ( am not ) fourteen.

You aren’t ( are not ) fourteen.

He/She/It isn’t ( is not ) sixteen.

Am I fourteen?

Are you fourteen?

Is he/she/it twenty-five?

Yes, you are

No, you aren’t Yes, I am

No, I ’m not Yes, he/she/it is

No, he/she/it isn’t

6 Read the dialogues again Notice the words in red

Alice: Hello Are you Daniel?

Daniel: Yes, I am Alice: I ’m Alice Are you a new member? Daniel: Yes, I am

Alice: OK, please fill in this form

Katy: How old is Daniel?

Emma: I don’t know Fourteen? Fifteen?

Katy: Are you fifteen?

Emma: No, I ’m not I ’m only fourteen

2

Daniel: Is Emma your sister?

Tom: No, she isn’t Emma ’s my friend Daniel: Oh, is Katy your sister?

Tom: Yes, she is

A: His name is Max

A: Here’s a photo of my brother B: What’s …

2 A: How old are you?

B: I am seventeen

A: No, you are not You are twelve

3 A: Are you new here?

Extension

Numbers

On the board, write the names and dates of birth

of a number of celebrities – pop stars, actors and actresses, sportsmen or women, etc If you can, bring

in some photos as well.

Demonstrate what you want Ss to do first, by pointing

to a name and date of birth on the board and showing the photo if you have it, e.g Katy Perry, born 1984,

and saying: Her name is (Katy Perry) She’s (31).

2 his 3 I 4 you 5 my

6 She 7 her 8 he

Trang 27

1a

8 Complete the sentences Speak

12 Work in pairs Talk to the famous people

A: Hello What’s your name?

B: My name’s Johnny Depp

A: Nice to meet you, Johnny How old are you?

B: I’m … And you?

For more practice, go to page 106

Johnny Depp (born 1963)

3 No, you fourteen! You ten!

4 Daniel my friend He’s great!

5 A: you a new member?

David: 3 Katy sixteen, too?

Tom: No, she 4 She 5 fourteen

David: And Alice?

Tom: I don’t know I think she 6

she, my, your, his, her

1 Is Emma your sister?

2 This is Daniel It’s first time here

3 Hello ’m Emma

4 Are fourteen?

5 I’m Katy and this is brother, Tom

6 A: Who’s Alice? B: ’s the drama teacher

7 This is Katy Emma is friend

8 A: How old’s Tom? B: Oh, ’s sixteen

eText

Video and Animation

Pronunciation: /i:/, /i/

Grammar: Possessive adjectives

Extra practice

Page 126

Trang 28

Drama Club Surname:

Vocabulary The alphabet

Days of the week

Function Give personal information

Say hello and goodbye

Comprehension

2 Complete the form for Daniel

Dialogue

1 1

05 Listen and read What is Daniel’s mobile number?

Alice: Right, come in and register for the drama club

What’s your name?

Daniel: Daniel Gomes

Alice: How do you spell Gomes?

Daniel: G.O.M.E.S

Alice: And what’s your address?

Daniel: 52 Cowper Road, London That’s C.O.W.P.E.R

Alice: And what’s your postcode?

Daniel: It’s SW9 5TH

Alice: OK Now, what’s your phone number?

Daniel: My home number or my mobile number?

Alice: Your mobile number

Daniel: It’s 01773 869214 Alice: Thanks And how old are you, Daniel?

Daniel: I’m fifteen

Gomes

Demonstrate first, using one of the forms e.g.

My surname is … [spell out the first two or three

letters]

OR

My address is … [say the address].

Extension

Give personal information

Ask Ss to swap the forms they completed about their partner in Exercise 6, so that each S now has a new form about another S They should read out some

of the information on the form for their classmates

to guess who the form is about They shouldn’t give away too much information at the beginning!

Trang 29

07 Put the letters in groups with the same

vowel sound Then listen and check

08 Copy the form in Exercise 2 Then listen

and complete the form for Katy

Speak and write

6 Now talk to your partner and complete a form

A: What’s your first name?

B: It’s

A: How do you spell it?

Vocabulary: Days of the week

b What day is it today? What day is it tomorrow?

Use your English: Say hello and

goodbye

10 Listen and repeat Then practise the conversation in pairs

Adam: Good afternoon, Mrs Jerome

Mrs Jerome: Good afternoon, Adam How are

you?

Adam: Fine, thanks And you?

Mrs Jerome: Not bad, thanks See you on

Monday

Adam: Yes, OK Goodbye

Extra practice

Say hello informally Say hello formally

Afternoon!

Evening!

Ask about somebody Respond

How are things? OK, thanks

Say goodbye

Bye

Goodbye

See you (later)

See you on Monday

Trang 30

New York Ottawa

Mexico City

Washington

Brasilia

Buenos Aires Santiago

1

2

3

6 4

5

10

Grammar Verb to be : plural

Subject pronouns: we, you, they

Vocabulary Countries and nationalities

Read

1 1

11 Match the flags (1–3) to the people

Then listen and read

A: Hi, I’m Pawel and this is Maja

B: Hello I’m Lulu

C: And I’m Yinglun Where are you from?

A: We ’re from Poland Are you from Japan?

B: No, we aren’t We ’re Chinese We ’re from China

A: Oh Where are you from in China?

C: We ’re from Beijing in the east of China Are you from Warsaw?

A: Yes, we are B: What nationality are they?

A: They ’re Brazilian

B: Are they from Rio de Janeiro?

A: No, they aren’t They ’re from São Paulo in the south-east of Brazil

Vocabulary: Countries and nationalities

2 1

12 Listen and repeat Match the countries

to the numbers on the map

4 – Brazil

š$UJHQWLQDš$XVWUDOLDš%UD]LO

š&DQDGDš&KLOHš&KLQDš)UDQFHš*HUPDQ\š*UHHFHš,QGLDš,UHODQGš,WDO\š-DSDQš0H[LFRš3RODQG

š3RUWXJDOš5XVVLDš6SDLQš7XUNH\šWKH8.šWKH86$

Pronunciation: Word stress

1 -an/-ian 2 -ish 3 -ese 4 other

Argentinian Polish Chinese French

Exercise 4a and 4b

1 -an/-ian 2 -ish 3 -ese 4 other

Argentinian Polish Chinese French

American British Japanese German Australian Irish Portuguese Greek Brazilian Spanish

the week, but they

must say the day in

Trang 31

19

18

Beijing New Delhi

Moscow Berlin

Athens Rome Paris

Ankara Madrid

16 Listen Then complete the

compass points on page 10

Are we/you/they from Brazil? Yes, we/you/they are.

No, we/you/they aren’t

7 Read the dialogue again Notice the words in red

Practice

8 Write questions and answers

1 Tom and Katy/Australian? ✗ (British)

A: Are Tom and Katy Australian?

B: No, they aren’t They’re British

2 Cristiano Ronaldo/Portuguese ✓

3 you and Olga/from Russia? ✓

4 your teachers/Spanish? ✗ (Argentinian)

5 you two/from America? ✗ (Canada)

Speak

9 Talk about you Invent answers if you like

A: Where are you from?

B: I’m from (country)

A: Are you from (town)?

B: Yes, I am./No, I’m not I’m from

Extra practice

For more practice, go to page 106

6 Student A: Choose a city

Don’t say the name Say

where it is

Student B: Guess the city

A: It’s in the east of the USA

B: Is it New York?

A: No, it isn’t

B: Is it Washington?

A: Yes, that’s right.

in the north/south/east/west of Poland

in the south-east of Spain

in the centre of Argentina

as they ask their questions You may need to explain that the cities marked

on the map are the capital cities (except New York) When they have guessed the country, give each

S a slip of paper with the name of a country or let them choose a country

Ss then play the game in groups or

as a class

Extra practice

Page 126

eText

Video and Animation Pronunciation:

Play 20 questions with ‘Guess the country’ Think of

a country from the 21 named countries in Exercise

2 of the Students’ Book Tell the Ss they have 20 questions to guess which one you are thinking of

They can only ask yes or no questions, e.g Is the first

Exercise 5

1 north-east 2 south-east 3 south 4 west 5 north-west

Exercise 8

2 Is Cristiano Ronaldo Portuguese? Yes, he is

3 Are you and Olga from Russia? Yes, we are

4 Are your teachers Spanish? No, they aren’t They’re

Argentinian

5 Are you two from America? No, we aren’t We’re

Trang 32

1 Can you name any cities in the UK?

Which cities do you want to visit?

UK = the United Kingdom

• England, Scotland, Wales and Northern Ireland are all in the United Kingdom

• London is the capital of the UK

• Edinburgh is the capital of Scotland

• Cardiff is the capital of Wales

• Belfast is the capital of Northern Ireland

• The nationality of the UK is British

Northern Ireland

1 I’m Gulay My parents are Turkish They’re from Ankara, the capital of Turkey I’m British My home is in London in the south-east of the UK We speak Turkish and English at home and

I speak English at school

4 My name’s Surinder I’m from Cardiff It’s the capital of Wales

My parents are from India They speak Punjabi with my grandparents

My Punjabi isn’t very good! It’s a difficult language I speak English

at home and at school

2 My name’s Ben My grandparents are in China, but my home is in Edinburgh in Scotland

I speak Chinese and English with

my parents Edinburgh is a fantastic city with a castle in the centre

3 Hi I’m Ewa My dad’s English and my mum’s Polish We speak Polish and English at home, but

my dad’s Polish isn’t very good!

My home is in Cambridge It’s

a beautiful city in the east of the

UK It’s famous for its university

Extension

Group Ss in teams of three or four Tell Ss to look again at the maps in this lesson and in Lesson 1c, to remind themselves of the names of the cities shown there Ss then close their books.

Using the names of cities on the two maps, ask each team to name the matching country and nationality

Award one mark for the correct country and one mark for the correct nationality.

Trang 33

Speak

6 Work in pairs Practise the dialogue Then use the table to make similar dialogues Only change the words in red

A: Hi I’m Dorota B: Hi, Dorota Is your name English ? A: No, it isn’t It’s Polish

B: How do you spell it?

A: D O R O T A

B: Are you from Poland ? A: Yes I’m from Krakow It’s in the south of Poland B: Is it famous?

A: Yes It’s a very old city It’s beautiful

Name From Where

Dorota (English ?) Krakow, Poland south Vitaliy (Turkish ?) St Petersburg, Russia north-west Atsuko (Chinese ?) Kyoto, Japan centre Liliana (Greek ?) Verona, Italy north-east

1d

NEW WORDS

• parents • capital • home • speak • school

• grandparents • with • fantastic • city • castle

• beautiful • famous • university • difficult

1 What do the letters UK mean?

2 What’s the capital of the UK?

3 England is one country in the UK

Name the other three countries in the

UK and their capitals

4 What’s the nationality of people from

the UK?

18 Read the texts Match the

teenagers (1–4) to the cities (A–D) Now

label the cities.

A – Edinburgh

INFORMATION

When you want to find information in

a text, you scan it Don’t read every

word For example, to find names,

places, countries, nationalities and

languages in a text, look for words

with capital letters

Now do Exercise 4

Comprehension

4 Read the texts again Correct the

mistakes Change one word

1 Gulay’s school is in Ankara London

2 Ben’s home is in Wales

3 Ewa’s mother is English

4 Cambridge is famous for its castle

5 Surinder speaks Punjabi at home

Listen

19 Listen and answer the questions

1 What is the boy’s name? Ruaraidh

2 Where is he from?

3 Where is his home?

4 Where is his grandfather’s home?

5 Is it in the north, south, east or west of

Scotland?

Project

7 Make a poster about a city you want to visit

Trang 34

Get ready to write

1 Read Antonio’s personal profile and complete the form

Use the correct punctuation when you write

• Use a full stop at the end of a sentence

My name’s Ben

• Start a new sentence with a capital letter

Our home is in Cambridge

• Use a capital letter for names, cities, countries,

nationalities, languages and days of the week

My name’s Surinder I’m from C ardiff

My parents are from I ndia

My dad’s E nglish and my mum’s P olish

We speak T urkish and E nglish at home

It’s S aturday

• Use a capital I when you talk about yourself

I speak English at home and at school

• Use an apostrophe when you write short forms

I ’ m Ewa

It ’ s the capital of Wales

We ’ re from Manchester

Now do Exercises 2 and 3

2 Look at the text again Match the letters (A–C) to the correct punctuation (1–3).

3 david is from manchester

4 its my new phone

4 Write your personal profile

• Use the model in Exercise 1

My name’s Antonio Dodd I’m

15 and I’m British I’m from Newcastle It’s a city in the north-east of England My mum

is Italian She’s from Genoa

My dad is from Newcastle

I speak English and Italian at home My grandparents are in Bath It’s a beautiful city It’s in the west of England

Comment:

A B

Trang 35

Grammar (16 marks)

1 Complete the conversation with the correct

form of the verb to be

Adam: Hi, Clare How 0 are you?

Clare: Not bad, thanks And you?

Adam: OK What 1 that?

Clare: It 2 a photo of Dominic

Adam: 3 Dominic your boyfriend?

Clare: No, he 4 He 5 my brother

Adam: 6 you and Dominic from the north

of England?

Clare: No, we 7 We 8 from Birmingham

Where 9 you from?

Adam: I 10 from Oxford My parents 11 from

0 Hi! My name’s Joe

1 Hello, Mark Is this first time here?

2 I’m Anna and this is brother, Joe

3 This is Susan and this is sister, Sara

4 This is my dog name is Spot

5 Who’s he? Oh, he’s the teacher

name’s Carl

…/5

Vocabulary (16 marks)

3 Write the missing number in each sequence

0 thirty forty fifty sixty

1 one five seven

2 ten eleven twelve

3 thirty-four thirty-six thirty-eight

4 ten fifteen twenty

5 ninety-seven ninety-eight ninety-nine

…/5

4 What nationality are they? The first letter is

already there

0 Kasia is from Warsaw She’s P O L I S H

1 Ana is from Milan She’s I _ _ _ _ _ _

2 Zhi is from Beijing in China He’s C _ _ _ _ _ _

3 Mr and Mrs Brown are from New York They’re

A _ _ _ _ _ _ _

4 Yannis is G _ _ _ _ He’s from Athens

5 I’m from the UK I’m B _ _ _ _ _ _

Phrases/Use your English (8 marks)

6 Complete with phrases from the box

š1LFHWRPHHW\RXš7KLVLV

š+RZDUH\RX"šVWRSLW

1 A: Hello, Mr Jones B: Fine, thanks

2 A: my drama teacher B: Hello!

3 A: Here’s my new phone Now smile for a photo! B: No,

4 A: This is Ali B: Hello, Ali

Hannah: 2 Jack: See you on Saturday?

Hannah: 3 Jack: Bye

Hannah: 4 a) Goodbye

b) Yes, OK See you on Saturday

Trang 36

Grammar Indefinite article: a/an

Regular noun plurals Demonstrative pronouns: this, that, these, those

Vocabulary Everyday things

Vocabulary: Everyday things

• apple • bag • bike • book • camera

• diary • DVD • earring • exercise book

• hat • ID card • key • mobile phone

• MP3 player • pen • photo • sandwich

Practice

2 Look at the photo again Write the words

in the correct column in the table

4 Talk about you Ask and answer

A: What’s in your school bag?

B: Two books, an exercise book, …

Katy: But where’s my mobile?

Emma: 1 I’m sure it’s in your bag

Katy: It isn’t here

Emma: What’s this? Is this it?

Katy: No, that’s an old mobile

Emma: What’s that in your pocket? Is that it? Katy: Phew! 2 Thank you

Emma: What are those? Katy: They’re my sandwiches They’re cheese sandwiches 3

Emma: Thanks Er … what are these? Katy: Oh, 4 They’re my earrings!

Phrases

• sorry! • Well done!

• Calm down • Help yourself

Check answers by asking individuals to say an

object, including the article if singular, e.g trainers, an

exercise book Correct any pronunciation errors.

Exercise 7

3 A: What are these? B: They’re trainers.

4 A: What’s that? B: It’s a pen.

5 A: What’s this? B: It’s an apple.

6 A: What are those? B: They’re earrings.

7 A: What are these? B: They’re sandwiches.

8 A: What’s that? B: It’s a mobile phone.

Pairs then feedback

to the rest of the

Words that are not

in the photo: bike,

Trang 37

2a

Grammar

Demonstrative pronouns: this,

that, these, those

What’s this ? It’s a watch

What are these ? They’re apples

What’s that ? It’s an MP3 player

What are those ? They’re keys

6 Read the dialogue again Notice the

5

2

4

6 8

Video and Animation

Trang 38

• boots • dress • gloves • hat

• jacket • jeans • leggings • shirt

• shoes • shorts • skirt • socks

• trainers • trousers • T-shirt

2 What’s your best friend’s name?

3 What’s your favourite possession?

4 What’s your favourite team?

5 What’s important in your life?

6 What’s your favourite band?

a) Ellie b) Music c) Kasabian d) My guitar e) Barcelona f) Football

Speak

4 Talk about you Interview your partner for a magazine Use the questions in Exercise 3

A: What’s your best friend’s name?

B: Paola

Grammar Genitive ’s (singular) and s’ (plural)

Possessive adjectives: our , your , their

my parent s’ favourite sport teenager s’ answers

5 Read the article again Notice the words in red.

questions

answers

Our

Your

❯ What’s important in your life?

❯ What are your favourite possessions?

Extension

Make incorrect statements about clothes individual

Ss are wearing and ask other Ss to correct the statements, e.g.

(Tony)’s shirt is (blue) → (Tony)’s shirt is (white).

(Emily)’s skirt is (red) → (Emily)’s skirt is (green).

Ss then take turns to make incorrect statements for the rest of the class to correct.

Exercise 8a

2 orange 3 gold 4 black 5 pink 6 brown 7 grey

8 yellow 9 red 10 blue 11 purple 12 green 13 silver

for their partner to

guess, e.g one S

Trang 39

Practice

7 Complete the sentences with our , your or their

1 We're English, but mum is Polish

2 How do you two spell surnames?

3 Dan and his sister aren’t here What’s phone number?

4 In this photo, my brother and I are on new bikes

5 They’re from Brazil first language is Portuguese

• beige • black • blue • brown • gold • green

• grey • orange • pink • purple • red • silver

• white • yellow

b Talk about the colours on the magazine page.

Adam’s socks are red and white

6 Write complete sentences with the

genitive ’s or the genitive s’

1 That’s/Joey/new shirt

That’s Joey’s new shirt

2 What’s/your sister/friend called?

3 This is/my parents/old laptop

Trang 40

Snacks

Chicken sandwich £2.50 Cheese sandwich £1.75 Burger £3.00 Hot dog £2.00 Portion of chips £1.50 Packet of crisps 60p Ice cream 90p

Grammar Can (request)

Vocabulary Fast food and drink

British moneyFunction Order food and drink

Vocabulary: Fast food and drink

1 2

08 Look at the menu Listen and repeat

Then match the pictures (1–10) to the words on the menu Which words are not in the pictures?

2 1

Food and drink

Write two headings

on the board: Food

and Drink Give

Ss, in pairs, one

minute to list all

the food and drink

words they know

in English After

one minute, ask

how many words

they have written

down They then

swap their lists

with another pair

who check and

correct any spelling

word, and one

point for a correct

word, but with a

Tom: food – two

hot dogs, portion

Định dạng
Số trang	160
Dung lượng	17,96 MB