LIVE BEAT 2 TB

REAL LIFE ISSUE p68 SKILLS FOCUS: LISTENING AND SPEAKING Language Revision p70 Skills Revision p71 Present perfect simple with ever, never The definite article with places Past simple an

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

TEACHER’S BOOK

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Page

Introduction 6

Notes 158

Contents

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Grammar Vocabulary Function

Phrases with have

d I'm doing my French homework

Whose …?

Genitive ’s and s’

Possessive adjectives and pronouns

Everyday thingsMoney

Shopping

1c Are there any mushrooms? p16

Countable and uncountable nouns with

some, any and no

Food and drink

1d School life ACROSS CULTURES p18 SKILLS FOCUS: READING

1e Dear Carlos p20 SKILLS FOCUS: WRITING

Language Revision p21

2a I hate falling over p22

Verbs of emotion + gerund form (-ing) Sports and places

2b Don’t look at the ground p24

Imperatives

Must/Mustn’t for rules

Parts of the body

2c We’re all going

2d A good friend? REAL LIFE ISSUE p28 SKILLS FOCUS: LISTENING AND SPEAKING

Language Revision p30 Skills Revision p31

3a The best thing is the balcony p32

Comparative and superlative of adjectives

House and furniture

3b You’ve got a lot

of luggage! p34

Countable and uncountable nouns with

much, many, a lot of, a few, a little

Common uncountable nouns Ask permission and

Past simple of verb to be

Past adverbial phrases

Dates

4b A strange thing happened p44

Past simple of regular verbs Common regular verbs

4c I only had a £20 note p46

Past simple of irregular verbs Verb and noun collocations Make and respond to

apologies

4d The party REAL LIFE ISSUE p48 SKILLS FOCUS: LISTENING AND SPEAKING

Contents

2

Students’ Book Contents

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Past continuous and past simple with

while and when

Prepositions of place and motion

5c A dog which

bends p56

Defining relative clauses with who,

which and where

Types of film Buy tickets at the

cinema

5d They travelled on the Mayflower ACROSS CULTURES p58

SKILLS FOCUS: READING

5e I always lose things p60 SKILLS FOCUS: WRITING

6d How honest are you? REAL LIFE ISSUE p68

SKILLS FOCUS: LISTENING AND SPEAKING

Present perfect simple with ever, never

The definite article with places

Past simple and present perfect simple Types of music

7d Holiday places ACROSS CULTURES p78

7e would you like to come and stay? p80

SKILLS FOCUS: WRITING

Will for future predictions The weather

8c If you take too

long, I’ll … p86

First conditional with if Computer language Describe and deal with

computer problems

8d Addicted to computer games REAL LIFE ISSUE p88

SKILLS FOCUS: LISTENING AND SPEAKING

9d It’s a huge street party ACROSS CULTURES p98

9e In my opinion … p100 SKILLS FOCUS: WRITING

Language Revision

p101

3

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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

of the course and can be accessed on the eText or MyEnglishLab.

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

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at two levels of difficulty, indicated by one or two stars,

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

of Live Beat All material is provided in pdf format and

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 and 8 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 Word

bank for revision of the main vocabulary from the

previous level, 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

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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

• 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.

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Grammar Present perfect simple with ever, never

The definite article with places

Vocabulary Holiday activities

Have you ever been to Canada?

b Tell the class about your partner

Ewa’s been to Paris but she’s never …

• Tell your friend about one thing you have never done and ask if he or she would like to do this

Hi Colette , It’s great you’re coming to stay with me Have you ever seen/been/tried … ?

Extra practice For more practice, go to page 108

of the verb Turn to page 118 for a list of irregular past participles

Now make sentences with she and they

4 Read the travel tips again Notice the words

in red.

The verb go has two past participles:

They’ve gone to Canada = They went to Canada and they

are still there

They’ve been to Canada = They went to Canada, but they

are now back home

Note

Practice

5 Complete the dialogue

Emma: Look at this quiz in my magazine It asks

‘What 1 have you done (you/do)?’ and

‘What 2 (you/never/do)?’

Tom: OK, so 3 (you/ever/try) windsurfing?

Emma: No, I haven’t And 4 (I/never/play) beach volleyball 5 (you/ever/see) a judo competition?

Tom: Yes, I have I saw one last year

Emma: 6 (you/ever/eat) Japanese food?

Tom: No, I haven’t and 7 (I/never/drink) green tea, but I’d like to try it

Emma: Me, too OK, next question, 8 (you/

ever/climb) a mountain?

Tom: No, and 9 (I/never/try) dog sledding

Emma: Ah, I know the answer to this question

10 (you/ever/sing) in a show?

Tom: Yes, I have!!

Comprehension

3 Answer the questions

1 What did Kirsty do on a sports holiday?

beach volleyball

2 Where does Paul live?

3 What type of holiday does Kirsty want?

4 What country does Ted suggest?

5 What activities can you do there?

The definite article with places

We use the definite article with the following:

• plural countries • mountains • rivers

• seas and oceans • groups of islands • deserts

( the USA, the Alps, the Rockies)

Note

Vocabulary: Holiday activities

1 Recall List as many holiday activities as you can Put them in four groups Then check the Word bank on page 113

• in the sea: go swimming/swim

• on the beach:

• in the mountains:

• in town:

Read

2 01 7 Listen and read Ted’s Travel Blog

Who is Kirsty jealous of?

A: Have you ever been to Paris?

B: Yes, I have./No, I haven’t

But I agree – winter holidays can be amazing

Have you ever been to Canada? It’s a great place for winter sports Have you ever ridden

a snowmobile? Have you ever tried dog sledding? Well, you can do both those things

I ’ve had a lot of great summer holidays

in the USA with my family We ’ve been mountain biking in the Rockies, I ’ve played beach volleyball on a sports holiday and

I ’ve windsurfed in Florida But I’m jealous of

my friend, Paul, in France He ’s never been windsurﬁ ng, but he ’s been snowboarding and skiing in the Alps And he ’s seen a bear

in the snow I haven’t !

I ’ve never tried any winter sports I’d like a winter holiday this year Where can we go?

Kirsty, California, USA

This week Ted gives one reader some ideas for an unusual winter holiday

TED’S TRAVEL BLOG

Objectives boxes make students aware of

the language they are going to learn.

7b

Grammar Present perfect with just , already and yet

Function Exclamations

Use your English: Exclamations

7 7 04 Listen and repeat Then practise the conversation in pairs

A: I’ve just lost my purse

8 Practise similar conversations with the

1 My mum/win/the lottery (she/can’t find the ticket)

A: My mum has just won the lottery

B: How amazing!

A: Unfortunately, she can’t find the ticket

B: That’s awful

2 My sister/fall off bike (she/OK)

3 I/win/a meal for four at the Chinese restaurant (I/not like/Chinese food)

4 My brother/had/an accident (he/not hurt)

5 I/drop/my MP3 player (it/OK)

Grammar

Present perfect with just , already and yet

Affirmative Negative

I ’ve just made it.

They ’ve already sent

the book.

I haven’t bought it yet

It hasn’t arrived yet

Yes/No questions Short answers

Have you bought a

present yet ?

Yes, I have

No, I haven’t

Now make sentences with you , he and they

3 Read the dialogue again Notice the words

in red

4 What date is Jodie’s birthday?

S ? LVE IT!

Practice

5 Complete the dialogues using the prompts

and just, yet or already

Dialogue

1 02 7 Listen and read the dialogue

Complete with the correct phrases

Comprehension

2 Answer true (T), false (F) or doesn’t say (DS)

1 Tom wants to give Jodie a DVD T

2 Tom bought Jodie’s present in a shop

3 Tom’s present is going to arrive early

4 Emma likes making earrings

5 Tom thinks Emma’s present is great

Emma: Have you bought Jodie’s birthday present yet ? Tom: I ’ve ordered a DVD online, but it hasn’t arrived yet

Emma: But her birthday’s tomorrow!

Tom: I know I ’ve just spent an hour on the phone to them

Emma: An hour! What a nightmare!

Tom: 1 they say they ’ve already sent the DVD, but it’s going to arrive next week

Emma: That’s a shame! It’s going to be late

Tom: Well, I ’ve done my best Anyway where’s your present for her?

Emma: Look, it’s a bracelet 2 Tom: Wow! Where’s it from?

Emma: I ’ve just made it

Tom: 3 you ’ve just bought it!

Emma: No, honestly

Tom: That’s amazing! Can you say it’s from me, too?

A: Can you help me? I can’t do mine

2 A: 3 (you/buy/the new Angry

Birds game)?

B: No, 4 (I/not see/it) Is it good?

A: It’s awesome! 5 (I/play/30 games) with my brother

3 A: 6 (you/have/your English exam results)?

B: Yes, 7 (I/speak/to Mrs Jones) I got 90%

A: That’s brilliant 8 (I/not see/her)

I’m a bit worried

Photographs set the scene and present new language.

Photos with teen characters engage students and set the scene.

Pronunciation exercises isolate and practise specific sounds, or stress and intonation patterns Presentation animations with audio are included on the eText.

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• What’s the weather like there?

• What’s it famous for?

• Suggest some things to do, see, visit, learn about, buy or eat there.

in Cornwall

Holiday places

5 08 7 Listen and choose the correct options

1 The Minack Theatre is a) Greek b) Roman c) 80 years old

2 Minack comes from the Cornish word a) MEINEK b) MEYNEK c) MIYNEK

3 The last Cornish speaker died in a) 1777 b) 1770 c) 1707

4 The word tempest means a) a rock b) a storm c) a view

5 You can’t see plays at the Minack in a) April b) July c) September

A: You can go surfing at Porthcurno Beach

Get started

1 Look at the photos Which place would you like to visit in your holidays? Why?

Read

2 07 7 Read the holiday guides Find the name

of a beach in Cornwall and a beach

in Florida

READING TIP: WORK OUT MEANINGS

• Some words are like words you already know

For example, ﬁ shing and stormy are like ﬁ sh and storm

• Guess the meaning from context For

example, Go surﬁ ng at Porthcurno; there are giant waves You can guess giant means big

because small waves aren’t good for surfi ng

• Guess the meaning from a picture and the

words under it For example, Alligators in the Everglades

• Guess the general meaning For example,

mangrove is a tree because there are mangrove forests

3 Find the words in the New words box with these meanings

1 a very tall building skyscraper

2 very windy

3 three types of animal (not fish) in the water , ,

4 with lots of different colours

5 in this place a lot of people catch fish as a job

Comprehension

4 Match the place names to the descriptions (1–7)

• The Minack • The Tate • Mousehole

• Porthcurno • St Augustine • The Keys • Miami

1 a very old town in Florida St Augustine

It’s one of the UK’s most popular places for holidays It has old

ﬁ shing villages, beautiful beaches, excellent surﬁ ng, delicious Cornish ice cream and the best weather in the country

The top things to do on holiday here:

• See a play at the Minack Theatre It’s like a Roman theatre, without walls or a roof and it has fantastic views

• Eat fi sh in Mousehole It’s one of the prettiest villages in Cornwall

• Go surfi ng at Porthcurno Beach There are fi fteen kilometres of golden sand and giant waves Fishing boats in Mousehole

The Minack Theatre

Five things to do in Florida:

1 Visit the Everglades and travel through mangrove forests in a boat

But you can’t swim here There are alligators in the water

2 Go to St Augustine, the oldest city in the USA Spanish people built

it in 1565 It’s got old Spanish houses, a famous castle and some beautiful beaches

3 See the Florida Keys Go snorkelling or scuba diving around these islands and see thousands of multi-coloured fi sh Watch dolphins They love jumping and playing in the water

4 Learn about space at the Kennedy Space Centre You can see real spaceships and meet astronauts

5 Spend time in Miami South Beach is famous, but look at the buildings, too There are a lot of amazing skyscrapers

Some of them are 120 metres high

Florida People call Florida ‘the sunshine state’ because it has the warmest weather in the USA It’s in the south-east and it’s a great place for a holiday!

Alligators in the Everglades

Scuba diving in the Florida Keys

NEW WORDS

• fishing village • without • fabulous • painting

• seal • stormy • giant • mangrove • alligator

• go snorkelling • go scuba diving

• multi-coloured • dolphin • skyscraper

Grammar Past simple and present perfect simple

Vocabulary Types of music

3 Choose the correct options

1 The X Factor is for

a) famous singers b) new singers

2 The judges a) sing on the show b) help the singers

3 Steve Brookstein now sings a) jazz b) rock

4 Leona Lewis won in a) 2006 b) 2010

5 In 2010, One Direction a) won b) came third

4 How many winners were there before Leona Lewis?

Present perfect simple Leona Lewis has already sold more than

twenty million records

5 Read the article again Notice the words

in red

Practice

6 Write questions and sentences Use the past simple or the present perfect simple

1 I/go/a rock concert/yesterday

I went to a rock concert yesterday

2 Laura/never/watch/a musical

Laura has never watched a musical

3 you/ever/see/a rap artist?

4 Zak/write/a song last month?

5 Pete/just/meet/Bruno Mars

6 My mum/buy/her MP3 player in 2009

Vocabulary: Types of music

1 a Recall Write all the different types of music you can remember Check the Word bank on page 113

b Can you think of one musician for each type

of music?

Read

2 7 05 Listen and read the article How many people

want to go on The X Factor each year?

7 Complete the dialogue with the past simple or present perfect simple

Jonas: Hi, Ellie Where 1 have you been (be)?

Ellie: I 2 (just/have) an audition for The X Factor Jonas: Wow! What song 3 (you/sing)?

Ellie: I 4 (sing) Rolling in the Deep Jonas: I 5 (never/hear) of it Who 6 (write) it?

Ellie: It’s by Adele It’s quite an old song

Jonas: Oh 7 (see) Simon Cowell at the audition?

Ellie: No, he 8 (not/be) there

Listen

8 7 06 Listen to Matt and Alice talking about a Wow Factor!

audition Choose the correct options

1 What did Matt sing?

a) You’re in my head b) You’re in my heart c) You’re in my house

2 What kind of song is it?

a) a love song b) a sad song c) a new song

3 Who did he meet?

a) Rod Stewart b) Steven Powell c) Mark Harlow

4 What did the judge do? He a) sang the song

b) helped the singers

c) left early

5 When is the next audition?

a) today b) tomorrow c) next week

Speak

9 Talk about you Ask and answer with a friend Use your imagination

1 be/a music festival? (When/go? Where/go?)

A: Have you ever been to a music festival?

B: Yes, I have

A: When did you go?

B: I went last summer?

A: Where did you go?

B: I went to Reading festival It was great

2 win/a talent show? (What/do? What/win?)

3 buy/a music DVD? (What/buy? How much/cost?)

4 meet/a famous person? (Who/meet? What/say?)

5 be/an opera? (What/see? Who/go with?)

76

Have you ever seen The X Factor ? It’s the biggest talent show

in Europe and every year millions of people audition for it

The show has made a lot of people famous Simon Cowell started the show in 2004 There are four judges They listen

to the singers, choose their favourites and help them with their music Almost ten million people in the UK watch the show on TV

The ﬁ rst winner was Steve Brookstein in 2004 He sang a rock song on The X Factor , but he has never had a big hit and now he sings jazz in small clubs Another winner was Leona Lewis She won the show in 2006 and has already sold more than twenty million records

WHAT IS THE

Sometimes the losers do better than the winners Olly Murs came second on the show in 2009 and the boy band, One Direction, ﬁ nished third in 2010 Olly and One Direction have already become very famous and have fans all over the world So maybe it’s better NOT to win!

Grammar boxes provide clear examples of grammar points Animated cartoons on the eText present grammar in context.

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.

Get started activities make the topic relevant.

Photographs provide valuable

cultural information.

Reading tips offer strategies for effective reading.

Projects give students the opportunity to personalise the topics.

The Solve it! tasks engage students cognitively

Across Cultures lessons feature cultural

aspects of the English-speaking world.

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How honest are you?

5 6 10 Listen to Jenny’s conversation with her sister and complete the summary

1 Jenny took the money to the police station in South Street

2 They asked her for her name, and phone number

3 She told them she found the money in Road

4 The police are going to keep the money for days

5 After the it’s too late for the owner to ask for the money

6 Jenny isn’t going to put a about the money in the road

6 What is the date of Jenny and Abby’s conversation

My name’s Robert Cardew I was here with my friend last We had , and The bill was only

because our waiter I’m sorry we but here’s the money now

Best wishes Robert

Speak your mind

SPEAKING TIP: FIND ANOTHER WAY TO SAY IT

Find another way to say it if you can’t think of the word you need Don’t stop speaking

1 Put the actions in order: 1 = not very bad and

6 = very bad Discuss your list

A person … a) steals £10 from a friend’s jacket

b) doesn’t give back £10 to a friend who lent it

c) says nothing when a shop assistant gives £10 extra change

d) finds £10 in the street and keeps it

e) says nothing when a waiter forgets to put things worth £10 on the bill

f) steals things worth £10 from a shop

Read

2 09 6 Read the webpage and match Jenny and Robert’s problems to actions (a–f) in Exercise 1

Comprehension

3 Complete the sentences Write Sofia,

Finn, Natalie or Gus

1 Sofia is worried about the person who

lost the money

2 thinks it’s a bad idea to take the

money to the police station

3 knows a lot about the police from

a parent

4 thinks it’s a good idea to give the

money to people who need it

5 had a job in a café or restaurant

6 felt good after she was honest

7 suggests a big tip

8 thinks the waiter wasn’t good at

his job

NEW WORDS

• keep (v) • honest • owner • poor

• save • notice • charity • dishonest

• fault • get into trouble • envelope • tip

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I found £20 in the street yesterday It wasn’t in a wallet I want to keep it, but my sister Abby says I must take it to the police because that’s the honest thing to do I’m not sure It’s only £20

Your sister is too honest! Keep the money How can the police fi nd the owner? They’re going to keep the money

That’s not true My mother’s in the police She says that when they can’t fi nd the owner, they give the money to the person who found it So I say – take the money to the police

So we just paid for our drinks We saved £15!!!

But I feel bad now I think we were dishonest

I think it’s best to give the money to a charity for people who haven’t got homes

Once a shop assistant gave me £20 change instead of

£10 I noticed the mistake and told her She was really happy and I felt good Forget about the £15 this time

But don’t do it again.

I think it was the waiter’s fault It’s his job to give you a correct bill Don’t give the money back

I don’t agree I worked as a waitress last year I got into trouble when I made mistakes like that Write a note, put it with the money in an envelope and give it

to the manager

Go back to the café, order drinks from the same waiter and leave a big tip!

Jenny Finn

Natalie Soﬁ a Gus

Robert

Soﬁ a Finn Natalie Gus

80

SKILLS FOCUS : WRITING AN INVITATION

Would you like to come and stay?

7e

3 Match another extra detail below to each sentence in the tip box

1 I really like one guy called Matt

2 It takes about five hours

3 And it’s got apple trees in the garden

4 There’s a cycle path through the fields

4 Read the email and complete it with the extra details (a–e)

Get ready to write

1 Read the email When is Eleanor going on holiday?

2 Correct the sentences

1 Eleanor has got a house in Cornwall

2 You can see the town from the house.

3 You can get to the beach by train

4 Eleanor’s friends are horse riders

5 Eleanor’s family is flying to Cornwall

WRITING TIP: ADDING EXTRA DETAILS

We can make our writing more interesting when we

give extra information

a) My grandparents have got a house there

Extra detail: It’s got great views of the sea

b) The house is very near the beach

Extra detail: We can cycle there

c) There’s a group of really nice surfers at the beach

Extra detail: I made friends with them last year

d) You can come with us from London by car on 2 nd August,

Extra detail: but the drive is quite long and boring!

Extra details

a) And we can order our food in French!

b) It’s a great way to see the city

c) It’s full of famous paintings and sculptures

d) The view from the top is amazing

e) They’ve got a big flat in the centre

Write

5 Write an email to a friend

• Invite him/her to come with you on a camping trip

• Answer these questions and add extra details where possible

a) In which country/area are you going camping?

b) When are you going and how long for?

c) What’s the campsite like?

d) Who are you going with?

e) How are you travelling?

f) What are you going to do there?

Hi George,

My aunt and uncle have moved to Paris 1 e They’ve invited me and a friend to stay the last week of July Would you like to come?

We can visit the Louvre Museum 2 And

we can hire bikes 3 And I want to be a typical tourist and go up the Eiffel Tower 4

We can also go to cafés 5

Bye for now!

Simon

Hi Claire,

We’re going to spend August in Cornwall My

grandparents have got a house there It’s got great views

of the sea Would you like to come and stay?

The house is very near the beach We can cycle there

There’s a group of really nice surfers at the beach I made

friends with them last year

You can come any time in August In fact, you can come

with us from London by car on 2 nd August, but the drive

is quite long and boring! Or you can get the train to

Penzance What do you think?

Listen understand the main message in a simple conversation about food. ■

Write write a short story about a journey ■

Read

1 Read the text and choose the correct options

0 Auguste and Louis Lumière a) were born in 1895

b) were brothers

c) had a café

1 People watched a) 10 films in the first film show

c) films for free in a Paris café

2 In Fishing For Goldfish

a) a man goes fishing

b) a baby falls in the water

c) a baby’s hand gets wet

3 The Lumières also made a film about a) a man who gets very wet

b) a man who hurts his face

c) a boy who doesn’t like gardens

4 Louis Lumière’s opinion about the cinema was a) ‘It’s got a great future.’

b) ‘It isn’t going to be popular.’

c) ‘We need one on every street.’

2 Read the text again and try to understand the meaning of the underlined words Then translate them into your language.

Listen

3 6

12 Listen to six friends ordering food online What does each person want for their main course? Write a letter (A–H) next to each person There are two extra main courses

• When was this journey?

• Where were you travelling from and to?

• Why were you going there?

• Were you alone? Who were you with?

• How many different forms of transport did you use?

• What time did the journey start?

• How long did the journey take?

• What was the first form of transport? Then ? And after that ?

• Were there any problems on the journey? (Did you get up late?/miss the bus/train?/lose your ticket/passport/money/luggage?)

• What time did you finally arrive?

• Who met you at the end of your trip?

• How did you feel at the end of the trip?

Start like this:

I went on a really complicated journey last / ago

6

The cinema was born on 28 th December 1895

On that day, for the fi rst time, people paid to watch fi lms The fi lm-makers were brothers

– Auguste and Louis Lumière The audience

Paris café

One fi lm was called Fishing For Goldﬁ sh A

man holds a baby near a bowl with water

and goldfi sh in it The baby puts his hand in

The Waterer is the world’s fi rst comedy A

gardener is watering plants A boy stands on the hose and the water stops The gardener

doesn’t see the boy so he looks at the end

of the hose to check it At that moment the boy takes his foot off the hose and the water goes on the gardener’s face This fi lm is 49

seconds long

Louis Lumière didn’t believe in his invention

He said ‘The cinema hasn’t got a future

People prefer to watch life in the real world, in the street.’ He was wrong, of course

6 Language Revision 7

1 natil 4 lofk 7 ppo

2 thonec 5 islslcaca 8 par

3 eeggar 6 uosl 9 zajz

./9

Phrases/Use your English (8 marks)

6 Complete with phrases from the box

• You mean • the trouble is, • calm down

• What do you reckon?

1 A: Please stop shouting and B: OK, OK

2 A: Look, I’ve just made a cake for Harry

B: you bought it! You hate cooking!

3 A: Have you bought a new camera yet?

B: Yes, but it doesn’t work

4 A: Is that a new shirt?

B: Yes

A: I really like it

./4

7 Choose the correct response

0 A: Max has won £5,000 on the lottery

B: a) That’s amazing! b) That’s a shame!

1 A: My brother’s just had an accident

B: Oh, no! a) That’s great b) How horrible!

2 A: My sister’s failed her driving test

B: a) That’s a shame! b) How weird

3 A: I’ve just found my MP3 player in the fridge!

B: a) How odd! b) What a pity!

4 A: I lost my purse in town this afternoon

B: a) How nice b) What a nightmare!

./4

Grammar (20 marks)

1 Complete with the present perfect simple

A: 0 Have you ever been (you/ever/be) snowboarding?

B: Yes, I have But 1 (I/never/try) skiing

A: 2 (you/ever/ride) a snowmobile?

B: No, I haven’t But 3 (I/see) a bear

A: 4

(you/ever/do) anything scary?

B: Well, 5 (I/be) dog sledding That was scary!

./5

2 Complete in the present perfect Use a verb

from the box and just, already or yet

• not speak • get up • win • not see

• leave • start

0 I haven’t seen Skyfall yet (yet)

1 The concert In fact, it started an hour ago

(already)

2 The new boy’s called Alex I to him (yet)

3 Murray ten matches this year (already)

4 Jodie for school She left a minute ago (just)

5 It’s 9 o’clock Sam ? (yet)

(already/download) some songs onto it Mum

6 (just/come) back from Paris She 7 (have)

a great time and the weather 8 (be) great

9 (be) your holiday nice? We 10 (not/have) our holiday yet

0 Jake: I fell in the snow a lot go skiing

1 Dom: I went to the top of a mountain

2 Alice: I saw interesting old coins.

3 Katy: I bought some new clothes

Writing skills pages

(e) focus on written

Writing tips focus on linguistic

elements of writing, such as

time phrases, intensifiers, etc.

Writing production task gives students the opportunity to demonstrate what they have learnt.

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

of learning outcomes.

Real Life Issues lessons highlight issues which are

relevant to teenagers and contain moral dilemmas.

Listening and speaking tips train students to

be more efficient, confident listeners and speakers.

Trang 11

Extra practice

Unit 1

Lesson 1a

1 Write the correct ending to complete the job words Then

put them in the word puzzle and find job number 12

1 mech anic

2 polit

3 pi

4 car

5 detec

6 ski inst

7 TV prese

8 den

9 cas

10 taxi dri

11 journ

1 M E C 12

H A N I C 2

3 4

5

6

7

8

9

10

11

2 Complete the conversation with the correct form of the present simple or present continuous Jason: What 1 does your mother do (your mother/do)? Millie: She’s a taxi driver She 2 (drive) people all over Manchester Jason: 3 (she/work) at the moment? Millie: Yes, she is She 4 (drive) a family to the station Jason: 5 (she/always work) on Saturday? Millie: No, she 6 (not), but she 7 (work) today because she 8 (want) a free day tomorrow It’s her birthday Lesson 1b 1 Rewrite the sentences with the verb to be and possessive pronouns 1 The radio belongs to her husband The radio is his 2 This DVD belongs to me and my brother 3 That book belongs to me 4 That new laptop belongs to my girlfriend 5 The house belongs to my grandparents 6 This pen belongs to you ! 7 Whose bike is that? It’s my mum’s 8 Those keys belong to my dad Lesson 1c 1 Find twelve food words in the wordsearch S U G A R N E H E L T A O E T V R L E A R L L A I S P T M M A E I L N P E A R B W T V C A S T F N B B T E A S A L T P E E U P K M E L O N E R C N E O N A I N F R E U H C W W H E T Y H T I V I B E A N 2 Complete the conversation with there’s, there are, is there or are there Jade: Let’s make an omelette 1 Are there any eggs in the fridge? Andrew: Yes, 2 3 four Jade: Great Andrew: And 4 some salt and pepper here What else do we need? Jade: 5 any cheese? Andrew: No, I’m sorry 6 no cheese Jade: OK 7 any mushrooms? Andrew: Yes, 8 and 9 some onions, too Jade: That’s brilliant Let’s start now Unit 2 Lesson 2a 1 Complete the sentences in Sabrina’s email with the correct form of the verb in brackets Hi Mandy, Well, I’m here in London now I see quite a lot of my cousin Ness because we 1 enjoy doing (enjoy/do) the same things I’ve also got some new friends called Leila and Will Will is very good at computers and he 2

(not mind/help) me so that’s good Leila’s really nice, too She 3 (play) basketball and she 4 (go/swim) quite a lot Her sister, Alicia, is 18 and she’s really cool, but she 5 (prefer/play) football I 6 (do) athletics once a week and Ness 7 (do) karate She prefers indoor sports because she 8 (not like/get) cold! Write soon! Love, Sabrina 114 Pronunciation Unit 1 Lesson 1b 1 04 Exercise 3 /ð/ th is, /ј/ th ink a Listen and repeat this that them they there think three thirty thanks b Listen and underline the /ð/ sounds and put a circle around the /ј/ sounds 1 There are thirty-three chairs in that room 2 My mother likes this book 3 Thanks for that I think it’s brilliant Unit 2 Lesson 2b 2 05 Exercise 5 /e/ l e g, /æ/ b a ck a Listen and repeat leg neck head chest back ankle hand b Listen and underline the /e/ sounds and put a circle around the /æ/ sounds 1 Anne has a red belt and Eddie’s belt is black 2 Let’s have eggs and bread for breakfast 3 The Maths test is next Wednesday Unit 3 Lesson 3a 3 03 Exercise 6 /v/ v ase, /w/ w all a Listen and repeat vase very never glove evening worst window wife watch washbasin b Say the sentences then listen and check your pronunciation 1 We want to play volleyball this evening 2 Wayne is the worst boy in the class 3 Wanda loves wearing white gloves Unit 4 Lesson 4b 4 06 Exercise 6 - ed endings a Listen and repeat the past simple form of the verbs in Exercise 3 How is the -ed ending of each verb pronounced? b Listen again and write 1 for /d/ , 2 for /t/ and 3 for /́d/ Unit 5 Lesson 5a 5

02 Exercise 6 /Ĵ/ r o ck /ƥڴ/ s a w a Listen and repeat rock not what want on saw always talk walk morning b Listen and underline the /Ĵ/ sounds and put a circle around the /ƥڴ/ sounds 1 I saw a rock star on the bus this morning 2 Sonia and Don walked and talked all day 3 What did Paul want? Unit 6 Lesson 6c 6 07 Exercise 4 /tԙ/ ch icken , /ԙ/ fi sh a Listen and repeat chicken cheese chips chocolate sugar fish fresh mashed potato b Listen and underline the /tԙ/ sounds and put a circle around the /ԙ/ sounds 1 Chicken and chips, please And mashed potato 2 Fish and chips, please Is the fish fresh? Unit 7 Lesson 7b 7 03 Exercise 6 /օ/ b oo k, /Xڴ/ y o u a Listen and repeat book look cook put good you too do food soup b Listen and underline the /օ/ sounds and put a circle around the /Xڴ/ sounds 1 I bought a new cook book yesterday Look! 2 Good Do you want to make soup, too? 3 Can you put the food on the table? Unit 8 Lesson 8b 8

05 Exercise 9 /Dօ/ n ow , /Ȫօ/ sn ow

a Listen and repeat

now out how about brown snow go phone don’t won’t

b Listen and underline the /Dօ/ sounds and put

a circle around the /Ȫօ/ sounds

1 How about a pizza in town before we go home?

2 Don’t phone Howard now He won't be home till two.

3 There’s no snow at Roland’s house now

Unit 9 Lesson 9a

9

03 Exercise 6 /tԙ/ ch ecked, /dٕ/ j acket

a Listen and repeat

checked cheese watch which lunch jacket jeans Japanese juice just

b Listen and underline the /tԙ/ sounds and put

a circle around the /dٕ/ sounds

1 I like the checked jacket and blue jeans best

2 Which jeans do you prefer?

3 Jake’s got a Japanese watch

4 A cheese sandwich and orange juice, please

115

Unit 1

Lesson 1a

Jobs

beautician carpenter cashier detective director engineer firefighter hairdresser journalist mechanic pilot politician receptionist ski instructor sound engineer taxi driver

TV presenter vet article video

Lesson 1b

Everyday things

battery belt bracelet flip-flops goggles laptop purse radio sunglasses towel wallet water bottle certainly digital I’ll leave it

I’ll take it

sale sweet

Lesson 1c

Food and drink

beans beef cake cream lamb lettuce melon mushroom nut(s) olive olive oil

pea(s) pear strawberry vinegar Come on

dairy food Excellent!

honestly salad vegetables You’re hopeless!

You’re joking!

Lesson 1d

Art Assembly break Citizenship flag Geography government History ICT marks mixture

PE (Physical Education) Pledge of Allegiance Science Social Studies subject uniform

Unit 2

Lesson 2a

Sports places

basketball court boxing ring ice-skating rink karting track rugby pitch swimming pool anyway back bad at enjoy exercise (n) fall over good at hand (n) kilometre and a half lose (a race)

Me, too

mind/not mind (v)

on my own run (n) Thanks a lot!

Why not?

Lesson 2b

Parts of the body

ankle arm back chest ear elbow eye face finger foot/feet hair hand knee leg mouth neck shoulder thumb toe tooth/teeth waist wrist bend breathe comfortable health hurt (v) keep left lift (v) push right rules side slowly stand stretch strong together touch yoga

Lesson 2c

a bit

be sick

Do you fancy…?

funfair

go for a walk

hold (hands) How about…?

I don’t feel like it

in a minute nervous sky wave What shall we do?

Lesson 2d

behind your back break an arrangement

by the way except for free

go bowling

go crazy instructor plastic bag receive rent stay the night tell the truth

Unit 3

Lesson 3a

Parts of the house

balcony basement ceiling chimney fence garden gate landing loft roof stairs study built comfort distance huge loads of tasty view

Lesson 3b

Common uncountable nouns

food furniture homework luggage money music rubbish

Word list

Grammar summary

Past simple and present perfect simple

I’ve seen this film.

I saw this film last week.

He’s been to the USA.

He went to the USA two years ago.

I’ve never eaten Chinese food.

I didn’t eat Chinese food when I was in Hong Kong.

He hasn’t done his homework yet.

He didn’t do his homework yesterday.

Have you ever ridden a camel?

Did you ride a camel when you were in Egypt? Has she ever had a job?

Did she have a job last summer?

Usage

t 8FVTFUIFQBTUTJNQMFXJUIBQBTUUJNFFYQSFTTJPOUP UBMLBCPVUTPNFUIJOHUIBUTUBSUFEBOEGJOJTIFEJOUIF QBTU5IFUJNFQFSJPEIBTGJOJTIFE

We went out last Friday.

t 8FVTFUIFQSFTFOUQFSGFDUTJNQMFXIFOUIFUJNF QFSJPEJTVOGJOJTIFEPSXJUIUJNFFYQSFTTJPOTTVDIBT

just, already, yet

I’ve never seen this film (in my life)

We’ve been to the USA (at some time in our life)

They’ve just finished the washing-up.

t 4PNFUJNFFYQSFTTJPOTNBZCFGJOJTIFEPSVOGJOJTIFE EFQFOEJOHPOXIFOXFVTFUIFN

I had French this morning (It is now the afternoon or evening.)

I’ve had three lessons this morning (It is still the morning.)

Common mistakes

Did you ever go to the USA?✗

Have you ever been to the USA?✓

What have you done yesterday? ✗

What did you do yesterday? ✓

Note

dialogues.

1 A: 1 you/ever/go/to a music festival?

Have you ever been to a music festival?

B: 2

✗ but I/go/to a pop concert

A: Really? When?

B: 3 I/see/Robbie Williams last year

A: 4

you/enjoy it?

B: 5 ✓ It/be/great

2 A: 6 your brother’s band/make/any CDs?

B: 7 ✗ Not yet.

A: 8 they/play/any concerts?

B: 9 ✓ They/play/last night

A: Really? 10 you/go?

B: 11 ✓ but they/not/be/very good

3 A: 12

your parents/ever/go/to a rock concert?

B: 13 ✓ They/go/to a lot/when they/be/younger

A: Really?

B: Yes 14

They/see/U2 in 1990

A: 15 they/enjoy it?

B: 16 ✗

the box.

Elvis Presley

in concert

21st August 8.30 p.m.

Tickets: £3.50

12th May

JUSTIN BIEBER

LIVE!

r started (x2) rIBTCFFO rIBWFøTFFO

rTPME rIBTTVOH rIBTQMBZFE

rTBX rXBT rNBEF rIBWFOUCFFO

rIBTTPME rIBTBQQFBSFE rQMBZFE Elvis Presley 1 started his career in 1954 and

2

a singer until he died in 1977

In that time he 3 millions of records all over the world He 4

thirty-three films and 5 concerts for his fans, but only in the USA and Canada

My mum 6 him in concert three times and she 7 to his house in Memphis twice.

Justin Bieber 8 singing in 2008

He 9 some good songs and he

10 over fifteen million CDs and music downloads He 11 concerts all over the world and he 12

in films and television programmes I

13 him in concert twice, but I

14 to his house yet!

Vocabulary: Types of music

of music.

Grammar: Past simple and present

perfect simple

form of the verbs in brackets.

1 I (go) have been to America three times.

2 I (go) to Spain last year.

3 (you ever meet) any famous people?

4 (you meet) any nice people when you were in England?

5 Where (Mark go) yesterday?

6 Where (Mark go) ? I can’t find him.

7 I (just finish) my homework.

8 I (finish) my homework two minutes ago.

9 Rachel (send) me two emails yesterday.

10 Rachel (send) two emails so far this morning.

my homework last week.

12 I (not do) my homework yet.

Write your musical likes and dislikes below.

Likes Dislikes

1 opp 8 zajz

pop

2 par 9 atLni

3 eergag 10 koﬂ

4 okrc 11 ousl

5 eohtcn 12 lcaascisl

6 ihp-pho 13 rtocuny and nsrteew

7 yveha emlta

MUSIC SURVEY:

7c

He sang a rock song.

7c

Grammar summary

Present perfect with just, already and yet

I’ve just got home.

He’s just left.

They’ve already done the washing-up.

She’s already arrived in the USA.

I haven’t talked to her yet.

It hasn’t started yet.

Have you finished yet?

Has he asked you out yet?

Usage

t 8FVTFUIFQSFTFOUQFSGFDUTJNQMFXJUIjustUPUBML

We’ve just finished dinner.

t 8FVTFUIFQSFTFOUQFSGFDUTJNQMFXJUIalreadyUP

FNQIBTJTFUIBUTPNFUIJOHIBTIBQQFOFECFGPSFOPX

I’ve already done the washing-up.

t 8FVTFUIFQSFTFOUQFSGFDUTJNQMFXJUIyetJO

RVFTUJPOTBOEOFHBUJWFTUPNFBOup to now

Have you sent that email yet?

He hasn’t fallen asleep yet.

Form

t 8FQVUjustCFUXFFOUIFBVYJMJBSZWFSChave/hasBOE

UIFQBTUQBSUJDJQMF

He has just phoned.

t 8FQVUalreadyCFUXFFOUIFBVYJMJBSZWFSChave/has

BOEUIFQBTUQBSUJDJQMF

I have already seen this film.

t 8FQVUyetBUUIFFOEPGRVFTUJPOTBOEOFHBUJWFT

I haven’t had a shower yet.

Has Mark eaten his lunch yet?

Common mistakes

He’s left already ✗

He’s already left ✓

Note

dialogues Use just, already or yet.

1 A: The new James Bond film is great I love the bit where …

B: Don’t tell me (I/not/see it) I haven’t seen it

yet.

2 A: Do you want to see my holiday photos?

B: No, thanks (I/see/them twice!)

3 A: What’s wrong with you?

B: (I/see/an alien!)

4 A: What did I get in my test, sir?

B: (I/not/look/at them)

I’ve been very busy.

5 A: (you/finish/Exercise 1,/Paul?) B: Not yet, sir.

Use your English: Exclamations

6 Choose the correct response.

1 Steve remembered to bring all his books to school today.

a) What a surprise! b) That’s a pity!

c) How horrible!

2 I’ve passed all my exams.

a) How weird! b) That’s great!

c) What a nightmare!

3 My parents say I can’t go out for three weeks.

a) What a nightmare! b) That’s odd!

c) How nice!

4 Joe doesn’t want to go out with me.

a) What a fantastic idea! b) That’s a shame!

c) That’s good!

5 Our teacher left the classroom in the middle of the lesson.

a) That’s a shame! b) What a nightmare!

c) How strange!

6 My parents gave me a new laptop.

a) That’s incredible! b) That’s a shame!

c) How disgusting!

1 Don’t stand up The plane hasn’t stopped yet /

already / just.

2 I don’t want to go to bed The match hasn’t

finished already / just / yet.

3 ‘You look tired.’ ‘I am I’ve already / just / yet

got back from Australia.’

4 Have you read the email I sent you already /

yet / just?

5 ‘Sir, what exercise do you want us to do?’ ‘I’ve

just / yet / already told you three times.’

6 Has Helen phoned yet / already / just?

from the box.

rIBTOUUPME r’ve already done rIBWFOUTFOU

rIBTKVTUDPNF røWFøBMSFBEZQBJE

rIBWFTXVN rIBWFOUUSJFE

Hi Sara, I’m in Sennen in Cornwall It’s great here 1 We’ve

already done lots of things.

We 2 in the sea every day, but

I 3 surfing yet I’m going to have a lesson tomorrow I 4

so

I hope it doesn’t rain tomorrow!

Dad 5 into the living room of our cottage He wants to use the computer Don’t worry, he 6 me to stop using it yet – he’s making a cup of coffee first I

7

any postcards yet, but I’m going to buy some tomorrow.

See you soon.

Meg

Phrases

each gap.

A: Have you finished your homework yet?

B: Er … nearly.

A: You 1 mean you haven’t started yet Hurry up

We can’t go out until you’ve finished Honestly, it’s always the same You never do your homework when Mum tells you to.

B: 2 C d We’ve got all day We can go out this afternoon.

A: Yes, but the 3 t is that it’s going to rain this afternoon.

B: Really? Does Mum know? I’m sure I can do my homework later What do you 4 r ? A: No, way! She’s already told you to finish your homework three times She isn’t going to change her mind now.

Grammar: Present perfect with just,

already and yet

the words in capitals.

1 A: You’re brown

B: I know I’ve come back from Greece JUST

I’ve just come back from Greece.

2 A: Can you tell me the answer to number two?

B: I’ve told you the answer You weren’t listening ALREADY

3 A: Let’s go B: We can’t Jason isn’t here YET

4 A: Rob, I’ve heard the news about your accident Are you alright? JUST

5 A: Has Tom given you your phone back?

B: No, he hasn’t YET

6 A: Quick! I don’t want to miss the start of the film

B: You’ve missed it ALREADY

7b

It hasn’t arrived yet.

7b

Grammar summary

The definite article with places

The USA The River Nile The Himalayas The Red Sea The Faroe Islands The Sahara Desert

t 8FVTFUIFEFGJOJUFBSUJDMFUPUBMLBCPVUQMVSBM

PSJTMBOETPSMBLFT

The USA CVU/05The England

The Himalayas CVU/05The Everest

The Canary Islands CVU/05The Lanzarote

The River Nile CVU/05The Lake Victoria

Note

Present perfect simple with ever and

never

I’ve (have) never been to America.

He’s (has) never eaten lasagne.

Have you ever forgotten somebody’s birthday?

Yes, I have./No, I haven’t.

Has she ever seen Niagara Falls?

Yes, she has./No, she hasn’t.

Usage

t 8FVTFUIFQSFTFOUQFSGFDUTJNQMFXJUIeverBOE

never UPUBMLBCPVUUIJOHTUIBUIBWFPSIBWFOU

IBQQFOFEJOPVSMJWFT

I have never been to Italy (in my life)

Form

t 5PGPSNUIFQSFTFOUQFSGFDUTJNQMFXFVTFhave/has

QBTUQBSUJDJQMF

I stopped I have stopped.

has BOEUIFTVCKFDU.

You have finished Have you finished?

t 8FXSJUF never CFUXFFOhave/has BOEUIFQBTU

QBSUJDJQMF.

I have never failed an exam

t 8FXSJUF ever in RVFTUJPOTCFUXFFOUIFTVCKFDUBOE

UIFQBTUQBSUJDJQMF.

Have you ever driven a car?

Note

1 My dad/go to Paris ✓/but/climb the Eiffel Tower ✗

My dad has been to Paris, but he’s never climbed the Eiffel Tower.

2 I/go/to Spain ✓/but/swim/in the Mediterranean ✗

3 My parents/eat/Chinese food ✓/but/visit China ✗

4 My aunt/go/to the mountains ✓/but/go skiing ✗

5 My friends/ride/a motorbike ✓/but/drive a car ✗

6 My teacher/do/lots of interesting things ✓/but/

she/see/a horror film ✗

answers.

1 you/ever/eat/a full English breakfast? ✓

Have you ever eaten a full English breakfast?

Yes, I have.

2 your dad/ever/play/beach volleyball? ✗

3 you/ever/go/to the British Museum? ✗

4 your mum/ever/ride/a mountain bike? ✓

5 your grandparents/ever/write/an email? ✓

6 your sister/ever/break/her arm?

✗/but/she/break/her leg twice

Grammar: Present perfect simple

with ever and never

verbs Circle the verbs which are the same

in the past simple and the present perfect.

1 put put 9 give

2 have 10 come

3 swim 11 drive

4 meet 12 sleep

5 speak 13 fly

6 eat 14 do

7 break 15 see

8 take

correct past participles from Exercise 3.

1 Have you ever done the ironing?

2 I’ve never a car.

3 Have you ever to someone

on Skype?

4 Have you ever the Pyramids?

5 I’ve never curry.

6 Has your dad ever a plane?

7 My mum has never in an ocean.

8 Have you ever a photograph

of a famous person?

Vocabulary: Holiday activities

activities.

In the mountains

1 g/ l / n / i / c/ i / b / m

climbing

2 n / o / a / n / m / u / t / i n /k / i / b / i /g

3 i / i / g / n / k / s

4 g / r / o / a / n / b / n / s / w / o / i / d

In the sea

5 g / w / n / m / i / i / s / m

6 n / n / i / i / f / d / w / s / r / u / g

On the beach

7 h / n / i / t / n / b / g / u / s / a

8 a / h / e / c / b l / a / o / b / l / v / l / y / e / l

In the town

9 g / h / n / o / s / i / p / p

10 s / t / g / e / i / e / h / g / s / i / n

Grammar: The definite article with

places

1 The USA I want to see 2 Los

Angeles and 3

New York I want to

go to 4 Rocky Mountains and go on

a boat trip along 5 Mississippi River

… and there are lots of other places I want to

go to as well.

6

Africa I want to see

7 Sahara Desert and ride on

a camel I want to go on a boat ride on

8 River Nile and I want to swim

in 9 Red Sea and look at the fish.

10 Canary Islands I want to

swim in 11 Atlantic Ocean and see the black sand on Lanzarote.

DREAM HOLIDAYS

I love looking at travel magazines and

websites and I’ve now got a list of places

I want to visit when I get older.

7a

Have you ever been to Canada?

7a

Extra practice activities

provide stretch and remediation

activities for every unit.

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.

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

Trang 12

me I’d like to swimming and listen to music.

3 EVER BEEN WENT THE Have you seen River Nile? My dad to Egypt ten years ago, but I’ve never there.

4 THE ALREADY THE When we went to USA, we swam in Pacific Ocean near Los Angeles I loved it I’ve started planning next year’s holiday!

…/11

4 Complete the text with one word in each space.

Dear Grandma and Grandpa, We’ve 1 been here in France for a week now

We’re staying in a campsite near 2

Loire River It’s beautiful Have you 3

been here? You’d like it.

The people in the next tent are very noisy They play heavy 4 music all evening Dad wants to play his country and 5 CDs very loudly, but he hasn’t done it 6 (Mum says he can’t!)

Yesterday, we 7 to a town on

8 Atlantic Ocean and I went windsurfing I’ve 9

tried it before so it was difficult.

Mum and Dad have 10 shopping, but they’ll be back soon

Hope all is well.

Love, Josh

…/9

11 LISTEN AND CHECK YOUR SCORE

just the went mountain

1 Match the beginnings (1–10) to the endings

7 My dad’s been to the

8 My mum has never

2 Complete the dialogue with the correct form of

the verbs from the box or never, yet, already,

just.

Erin: Are you ready to go out?

Tricia: I haven’t 1 had dinner 2 because

I’ve 3

got back from school

There 4 a basketball match.

Erin: 5 you play well?

Tricia: I was OK, but we aren’t very good We’ve

6 won a game It was 14–58

today! Anyway, I can’t go out I haven’t

7 my homework yet Our English

teacher has 8 given us three

pages of exercises to do Haven’t you got any

homework?

Erin: I’ve 9

done it I 10

it at lunch time Phone me when you’ve

finished I can write some emails Natalie

11 to me last week and I haven’t

12 back to her yet.

Tricia: OK See you later.

to the resorts

of Hurghada or Sharm el-Sheikh

Another place which is less well-known is Dahab, north of Sharm el-Sheikh There are three parts

to Dahab Masbat is a Bedouin village which who want a cheap holiday in the sun It’s a very relaxing place with a beach and the cafés play rock and reggae music Mashraba is where the hotels are and where richer people stay Medina

is a great place for windsurfing.

One reason for coming to Dahab is the Blue Hole

it is also very dangerous The Hole is 130 metres deep and, 52 metres below the surface, there is

a 26 metre long tunnel The problem is that it is dangerous for inexperienced divers to go more than 40 metres down, but a lot of people want to reach the tunnel to see what it is like.

2 Read the text again and match the places from the box to the descriptions (1–4).

r.BTISBCB r Hurghada r UIF#MVF)PMF

r.BTCBU r4IBSNFM4IFJLI

1 Two popular Red Sea holiday resorts

Hurghada

2 A Bedouin village

3 The part of Dahab where there are hotels

4 A place where people go diving

4 Write an invitation Use the ideas below.

A school friend is having a party on Friday Write

an invitation to your neighbour.

r Say who the school friend is – add extra information about his/her character.

r Say what time it starts and finishes – add extra information about how you are planning to get there.

r Say where the school friend lives – add extra information about his/her house.

r Tell your friend what you are going to wear – add extra information about when and where you bought the clothes.

Dear Clara, We’re going to the Isle of Wight next weekend

My cousins live there 1 A Would you like to come with us?

We’re going to drive to Portsmouth 2 Then we get the ferry to the Isle of Wight It’s small, but it doesn’t matter It only takes twenty minutes to get there from Portsmouth.

My aunt and uncle live on a farm 3 I love going there because I like helping my uncle

They’ve also got a boat My uncle knows a lot about the sea 4 Oh, and the food is delicious 5

So, do you want to come? Phone me or send me

3 10 Listen again and complete the summary.

Rick’s party is on 1 Friday, but Beth is going to

2

for the weekend Next Friday, Beth is going to the 3 with her aunt After that, she is going to spend two days with her 4 Beth has French classes on Mondays and 5 and, on Thursdays, she plays 6 Next Tuesday the

7 club are having a meeting Beth and Rick arrange to go out for a 8 on Sunday evening at 9 o’clock.

Write

4 You and your friend went out for a meal at a restaurant You left your phone there and, the next morning, a waiter from the restaurant note to the manager.

Read

1 Read the texts and answer N (Natasha),

M (Mick) or J (Julia).

Who…

1 would like to live in a different place? J

2 doesn’t often go out in the evening?

3 can go to the theatre without spending much money?

4 spends two weeks’ money on one trip to the cinema?

5 doesn’t think their park is dangerous?

6 talks about a place for teenagers to go which isn’t open now?

Dear Sir,

My 1 n ame is Filip Castro I 2 w at your restaurant 3 l night and, at the end of the evening, I accidentally

4

l my phone there This morning,

a waiter from your restaurant 5 c to

my home with the phone It was very

6 k of him to bring it I’d

7 l to thank you and him for your help.

The 8 m was delicious and I will definitely come back to your restaurant soon Thank you again.

Filip Castro

I don’t like living here The theatre has cheap tickets for students and there is a free art gallery, but I don’t often go out in the evenings The streets are too dark and the buses are too empty I think it’s quite dangerous to go out after dark.

Natasha

1

It’s not the best town in the world for teenagers

Cinema tickets are too expensive I get £5 a week

£6 With bus tickets and popcorn it’s £10 or more

My friends and I usually meet in the park It’s safe enough and free.

Mick

2

The youth club closed a few years ago Now there’s just one cinema and a big shopping centre There are sometimes fights because teenagers are bored

I’d love to live in an exciting city like London, but

my parents like it here because it’s clean and houses are cheap.

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.

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

Videos provide visual contextualisation to aid comprehension.

Grammar and Pronunciation

animations bring language to life.

Answer keys can be

accessed via Show

answers icons.

Skills practice pages focus on reading, writing and listening.

Trang 13

videos and games are

available for download.

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

Trang 14

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

students with Specific

Learning Disabilities (SLD).

The story machine number 2

Round-up 2

7

Choose the correct box from each row to make a story.

I’ve never I’ve never done I’ve always

a parachute jump did does and I felt and I feel I feel

I was nervous very nervous, but too nervous to exciting I’m excited, too I’m exciting.

I jumped I’ve just jumped jumped in jumping out of jumped out of the plane and the jump and to jump

I wasn’t now I’m falling through the air! I’m jumping I’m going I went I go very quick and very fast and

it was an it’s an it’s experiences! fantastic experience! amazing experience! Now I’m opening Now it has opened Now I’m

my parachute my wings my arms and I fell and I’m falling I’m falling

up out more slowly

I can see Can I see You saw town and river and towns towns and rivers mountains a mountain and mountains I’m really and I’m really and I was really enjoying it! enjoyed it! have enjoyed it! I’m under the ground I’m near the ground I’m in the ground now and the wind is now and then now, but the wind

it pushed me is pushing me am pushing over the sea! the sea! on top of the sea!

Am I landing I’m landing Did I land past the sea towards the sea in the sea it’s freezing! and it’s freezing! freezing!

Round-up 1

The past and past participle crossword

7

Complete the crossword with past forms and past participles.

verb past form past participle

do 19 across 15 down see 18 down 18 across teach 4 down 9 down find 8 down 5 across win 2 across 6 down have 17 down 14 across swim 10 down 12 across wake up 3 down 11 across buy 7 across 16 across

go (still there) 13 down 1 down

go (and come back) 3 across 16 down

1

3 4 10 12

5

7 9

14 15 18 16 19 17

D O

E

D I D

Masters of music

7c

1 Cross out and unjumble the letters in the words to find the types of music in the box below

reggae heavy metal classical rap jazz rock

beeclathssovicaenl classical Beethoven wrote some of his best music when he was

almost completely deaf.

mehetaalvylicmetaal ’s first number 1 hit album was in 1991.

emrinaepm has won over a hundred music industry

loujisaarmstrzozng

The name of the international airport in New Orleans in the United States is International

Airport.

2 Use the other letters to make the name of the singer, band or composer Write that name

in the sentences to find out an interesting fact.

1 Read about the people Write the names in the table.

2 Use the highlighted letters in Exercise 1 in the same order to complete the name of the mystery group Add the name to the poster.

Natasha has already put up her tent.

Mike has just eaten a burger.

John hasn’t bought a CD yet.

The Two Tones have just finished

Finn hasn’t put up his tent yet.

Ursula has just bought a CD.

Bass Line have just walked onto the stage.

1 3 5 7

with The

The Summer Festival

1 5

7 4

31 2 Photocopiable © Pearson Education Ltd 2015

Have you ever … ?

7a

Student A

1 Ask Student B questions Complete the information in the chart

A: Have you ever been skiing in Alaska? B: Yes, I have

A: When did you do that? B: In April.

2 When were you and Student B in the same country at the same time?

We were both in (country) in (month).

You Student B Alaska

Go skiing ✓ February ✓ April

Ride a snowmobile ✗

See a polar bear ✓ December

Australia

Go sightseeing in Sydney ✗

Go swimming in the Murray River ✓ April

Sunbathe on Bondi Beach ✓ May

Argentina Watch whales ✓ November

Ride a horse ✓ December

Climb a mountain ✗

Student B

1 Ask Student A questions Complete the information in the chart

B: Have you ever been skiing in Alaska? A: Yes, I have

B: When did you do that? A: In February.

2 When were you and Student A in the same country at the same time?

We were both in (country) in (month).

Student A You Alaska

Go skiing ✓ February ✓ April Ride a snowmobile ✓ January See a polar bear ✗ Australia

Go sightseeing in Sydney ✓ October

Go swimming in the Murray River ✗ Sunbathe on Bondi Beach ✗ Argentina

Watch whales ✗ Ride a horse ✓ December Climb a mountain ✓ January

✂

Material for exploiting the video blogs is provided in the form

of Teaching notes, Worksheets and Transcripts.

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 15

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 16

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.

Suggested procedure

• 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

words One way of checking what the students

Trang 17

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 18

• 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 record and playback so that students can assess their own performance.

• 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

student in a school) Students may read the dialogue

in their books.

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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 9 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

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• 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

a confident student to demonstrate.

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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, 5, 6 and 8

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

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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.

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1 0

01 Listen and read the dialogue What is

the Australian word for hello ?

2 Listen again Write the names of the people in the photo

3 Correct the sentences

1 Jodie and Kiran are at different schools

Jodie and Kiran are at the same school

2 Jodie’s house and Tom’s house are in the same street

3 Kiran is from America

4 Kiran’s father is Indian

5 Tom’s in the football club team

are there at the bus stop, too

Kiran: Do they go to your school?

are good friends Hi, Tom Hi, Emma

This is my friend, Kiran

my school for a year

mother’s Indian

Kiran: I love it It’s an amazing city

Kiran: Yes Do you play ?

2 father 3 brother 4 uncle 5 grandfather 6 niece

7 husband 8 daughter 9 stepfather 10 parents

11 grandparents 12 cousin

Exercise 7

2 Canadian 3 mother 4 father 5 aunt 6 husband

7 uncle 8 Italian 9 cousin 10 sister 11 grandparents

12 grandmother 13 grandfather 14 British

Exercise 4

Country Nationality Country Nationality India Indian Spain Spanish Australia Australian Turkey Turkish The USA American Greece Greek Italy Italian The UK British Poland Polish Brazil Brazilian

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5

Countries and nationalities

4 Look at Countries and nationalities in the

Word bank on page 111 Complete the table

Country Nationality Country Nationality

5 List other countries you know Say a country

from your list and ask the class for the

nationality word

Family words

6 Look at Family words in the Word bank on

page 111 Complete the words in the table

7 Look at the family tree Then complete

Margot’s profile with family words and

nationalities

Present simple

8 Complete the grammar table

I live near Emma.

Kiran comes from

Sydney

I don’t live near Tom.

He doesn’t come from

the USA

Do you play tennis?

Does Kiran like

1 does Where come from? Tom

A: Where does Tom come from?

B: He comes from London

2 Which school he go to? does

3 speak? he does What languages

4 does play? he What other sports

b Now ask about Maria and Rob

c Make sentences about Tom, Maria and Rob

1 Tom/American

Tom isn’t American He’s British

2 Maria/come from/Krakow

3 Rob/go to/Parkhurst School

4 Maria/speak/French and English

5 Tom and Maria/play/volleyball

T E N N I S C L U B

Meet our new team members!

NAME : Maria Bruni

HOME CITY : Milan, Italy

SCHOOL : Parkhurst School

LANGUAGES : Italian and English

OTHER SPORTS : football

NAME : Tom Stanton

HOME CITY : London, UK

SCHOOL : Parkhurst School

LANGUAGES : English and French

OTHER SPORTS : football, basketball

NAME : Rob Olenski

HOME CITY : Krakow, Poland

SCHOOL : Kingswood School

LANGUAGES : Polish, French and English

OTHER SPORTS : volleyball

My name’s Margot I live in Canada with my

1 parents , Anna and Jack I’m 2 but my 3 is

Polish and my 4 is from the UK My 5 ,

Lucy, lives in Italy with her 6 , Federico My

7 ,Federico, is 8 My 9 , Marco, is my age

He’s sixteen His 10 , Sandra, is only eight years

old My 11 , Martin and Cathy, live in the UK My

2 A: Which school does he go to? B: He goes

to Kingswood School.

3 A: What languages does

he speak? B: He speaks Polish, French and English.

4 A: What other sports does he play?

B: He plays volleyball.

Exercise 9c

2 Maria doesn’t come from Krakow She comes from Milan.

3 Rob doesn’t

go to Parkhurst School He goes

to Kingswood School.

4 Maria doesn’t speak French and English She speaks Italian and English.

5 Tom and Maria don’t play volleyball They play football.

Exercise 9b

1 A: Where does Maria come from?

B: She comes from Milan.

2 A: Which school does she go to?

B: She goes to Parkhurst School.

3 A: What languages does she speak?

B: She speaks Italian and English.

4 A: What other sports does she play?

B: She plays football.

Exercise 8

1 do 2 doesn’t

Exercise 9a

2 A: Which school does he go to?

B: He goes to Parkhurst School.

3 A: What languages does he speak?

B: He speaks English and French.

4 A: What other sports does he play?

B: He plays football and basketball.

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2 Answer the questions

1 Where does Kiran’s girlfriend live?

She lives in Australia

2 What’s her name?

3 What colour is her hair?

4 What colour are her eyes?

5 Who is good at surfing?

6 Who are Olly and Ryan?

Have you got a girlfriend?

Kiran: Yes, I have , but she’s in Australia

Kiran: She’s tall and she ’s got blond hair and blue

eyes

phone Look

Tom: She ’s got a great smile

friends

like that in England

In picture A the short woman has got white hair

In picture B she’s got grey hair.

In picture A the girl getting on the bus has got red hair In picture B she’s got blond hair.

In picture A the boy at the bus stop has got a tennis racket In picture B he hasn’t got a tennis racket.

In picture A the man in the street has got glasses

In picture B he hasn’t got glasses.

In picture A there isn’t a dog in the taxi In picture B there’s a dog in the taxi.

Exercise 9

In picture A there’s one bus at the bus stop

In picture B there are two buses.

In picture A there are three children at the bus stop

In picture B there are two children.

In picture A there’s a bird in the sky In picture B there isn’t a bird.

In picture A the tall woman has got straight hair

In picture B she’s got curly hair.

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No, there aren’t

9 Compare the pictures Find nine more

differences Make sentences using have/has

got and there is/are

A: In picture A there are seven people In picture

B there are six people

B: In picture A the man at the bus stop has got a

beard In picture B, he hasn’t got a beard He’s

Appearance

3 Look at Appearance words in the Word bank

on page 111 Put the words from the box in the

correct gaps

• beautiful • curly • dark brown

• fair • glasses • green • long • smile

• tall • young

Hair style

short, medium-length, 1 long , straight, wavy, 2

Hair colour

black, dark, 3 , brown, light brown, 4 , blond,

white, grey, red

Have / Has got

4 Complete the grammar table

I ’ve got a brother.

He ’s got brown hair.

I haven’t 1 a sister

He hasn’t got blond

hair

Ha v e you got a girlfriend?

3 she got blue eyes?

Yes, I have /No, I 2

Yes, she has

No, she 4

5 Talk about you or people in your family

Describe your or their appearance

I’ve got brown hair and green eyes

My father is tall and he’s got glasses

Regular and irregular noun plurals

6 Write the plurals

classmates a maximum of ten Yes/No questions using

appearance vocabulary, e.g.

Does a boy have the (key ring)?

Does he have brown hair?

If the first S guesses correctly, he or she can have a second turn.

If the S is unable to identify who has the object, that person becomes the next player.

Extension

Appearance

Ask one S to go out of the room Give another S a

small object, such as a key ring, making sure that the

rest of the class see who has the object The S must

hide the object.

The first S comes back into the room and tries

to guess who has the object by asking different

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1 0

03 Listen and read Does Kiran like the weather in England?

1 Who is the email to?

The email is to Olly

2 Who is twelve years old?

3 Who works in music?

4 Who is a Maths teacher?

5 Who says England is very cold?

6 Who has got a lot of new friends?

The time

3 Look at Telling the time in the Word bank

on page 111 Say the times

a) 7.00 a.m

seven o’clock in the morning

b) 9.00 p.m

c) 2.15 p.m

d) 11.30 a.m

e) 10.20 a.m f) 8.05 a.m g) 1.10 p.m h) 5.55 p.m i) 12.40 a.m

Daily routines 4a Look at Daily routines in the Word bank on page 111 Put phrases (a–i) in order starting with the first action of the day Number them 1–9

a) do your homework b) get home from school c) get up

d) go to bed e) go to school f) go to sleep g) have breakfast h) leave school

f) your teeth

Hi Olly, England’s great The school’s OK and I live with a really friendly family – the Turners Andy Turner’s only

breakfast together Andy’s father, James, works for a

rock concerts (Yes, please!!) Andy’s mum, Emily, is a

my homework! My only problem here is the weather!

People here say it isn’t cold but IT IS!! I get up at half

and gloves!!

Who’s in the football team?

2 Eating have a snack have dinner have lunch

3 Studying have a Maths lesson have a test

4 Relaxing have a party

6 Kiran has got a

lot of new friends.

Trang 28

c

9

8 Rearrange the words to make sentences

1 twice my brush a I day teeth

I brush my teeth twice a day

2 often I to school by bus. go

3 barbecues in the winter. We have hardly ever

4 she have every day? Does breakfast in bed

5 or a bath? you Do usually have a shower

6 always is Andrea by ten o’clock. in bed

Question words 9a Complete the questions (1–9) with the question words from the box Then match them to the answers (a–i)

• How often • Who • What • When • Where

• How • Which • Why • What time

1 – c

4 do you get up?

6 is your favourite actor?

8 are the next school holidays?

a) because I sometimes wake up late b) cereal and fruit juice

c) G.R.E.E.N d) Johnny Depp e) Monday, Wednesday and Friday f) seven in the morning

g) in December h) to France i) every day – before breakfast

b Work in pairs Take turns asking and answering the questions

10a Write five questions to ask people in the class about daily routines Use question words

1 Where do you usually have breakfast?

b Take turns asking and answering

A: Where do you usually have breakfast?

B: I usually have it in the kitchen

5 Talk about your family’s daily routines Give

the times

I get up at quarter past seven

My brother goes to bed at one in the morning

Phrases with have

6 Look at Phrases with have in the Word bank

on page 111 Put the phrases from the box in

the correct group

• have a barbecue • have a bath

• have a Maths lesson • have a party

• have a shower • have a snack

• have a test • have dinner • have lunch

1 Washing 2 Eating 3 Studying 4 Relaxing

have a barbecue

Adverbs and expressions of

frequency

7a Put the adverbs in order of frequency

• always • hardly ever • never • often

• sometimes • usually

1 always 2 3 4 5 6 never

b Complete the rule about the position of the

adverb Circle the correct word

Adverbs of frequency

We hardly ever hang out.

I sometimes ask her for help

It’s always freezing

Kiran doesn’t often hang out with Andy

Position of the adverb

an even number of different times (a dozen or more) on the board Point

at random to the times and ask a member of each team in turn to say the correct time Remind them to say whether it is morning or evening.

A: What time is it?

Exercise 9a

2 i) How often 3 b) What 4 f) What time 5 e) Which

6 d) Who 7 h) Where 8 g) When 9 a) Why

Exercise 8

2 I often go to school by bus.

3 We hardly ever have barbecues in the winter.

4 Does she have breakfast in bed every day?

5 Do you usually have a shower or a bath?

6 Andrea is always in bed by ten o’clock.

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2 Complete the sentences with Jodie or

Emma

1 Jodie has got fruit to eat

4 doesn’t want to chat now

5 thinks there’s a man in ’s room

Leisure activities 3a Look at Leisure activities in the Word bank on page 111 Complete the phrases with the verbs from the box

• go (x3) • make • play (x2) • ride (x2)

b List other leisure activities you know

c Tell the class your three favourite leisure activities

1 go swimming 2 take photographs

3 play the guitar

1 0

04 Listen and read What does Emma want help with?

Emma: What are you doing ?

What about you?

it I need your help

Emma: Jodie! Are you listening ?

fly He ’s flying through the window

this guy doing ?

DVD It ’s getting really exciting I can’t talk now Call me in ten minutes

B: He’s playing a computer game.

5 A: Are Rose and Sam shopping?

B: No, they aren’t.

A: What are they doing?

B: They’re riding bikes.

Exercise 7

2 A: Are Ann and Lee playing the guitar?

B: No, they aren’t.

A: What are they doing?

B: They’re swimming.

3 A: Is Tess listening to music?

B: No, she isn’t.

A: What’s she doing?

B: She’s playing the guitar.

Exercise 1

Emma wants help

with her French

2 play 3 go 4 ride

5 play 6 take 7 go

8 ride 9 watch

10 make

Exercise 4

A: Can Emma surf?

B: No, she can’t.

A: Can Emma

drive?

B: No, she can’t.

A: Can Emma ski?

B: Yes, she can.

A: Can Emma dive?

B: Yes, she can.

A: Can Jodie play a

musical

B: Yes, she can

instrument?

A: Can Jodie surf?

B: Yes, she can.

A: Can Jodie drive?

B: No, she can’t.

A: Can Jodie ski?

B: No, she can’t.

A: Can Jodie dive?

B: Yes, she can.

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d

11

7 Ask questions about the people in the picture

Use the prompts

4 Ask and answer about the friends’ abilities

A: Can Emma play a musical instrument?

B: Yes, she can

What 4 you doing ?

What 5 she doing ?

Yes, I am /No, I ’m not Yes, she is /No, she isn’t Yes, they are

No, they aren’t

Now make sentences with he and we

6 Write sentences with the prompts

1 We/not/watch a DVD We/play/a computer

3 Sam/not/paint He/take photographs

4 I/not/cook I/listen to music

5 Ellie and Fran/not/have a barbecue They/eat in

the kitchen

1 Jo/play a computer game?

A: Is Jo playing a computer game?

B: No, she isn’t

A: What’s she doing?

B: She’s phoning a friend

2 Ann and Lee/play the guitar?

to guess and asks a question with can

A: Are you riding a horse?

Play the stand up/sit down game with the class Say

Stand up if you can … (e.g play the guitar / make a pizza / ride a bike).

Ss for whom the first statement of ability is true stand

up Continue with different statements of ability until all the class is standing.

You could extend the game by saying Sit down if you

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Home Blog About

It’s eleven o’clock and I’m in a studio with a sound engineer We ’re listening to a new band called Reform At home I usually listen to rap music, but this is a rock band

Now we ’re watching a video of the band We don’t watch music videos at school so this is cool

It’s one o’clock and I’m very hungry At school I have lunch at 12.30 every day, but we haven’t got time today I’ m just having a banana!

It’s six o’clock and I ’m still working I ’m writing an article about the band for Sound

Waves I often write articles for the school magazine, but this is a lot more fun! I love

this job!

Hi! My name’s Ben Connor I’m usually at school on a Monday morning, but this week we’ve all got ‘work experience’ It’s 8.30 and

me to London to my dream job Can you believe it? For one week, I’m a journalist for the

music magazine, Sound Waves

chef doctor electrician nurse plumber secretary shop assistant teacher

farmer actor

artist model musician police officer

things, Food and

drink Put the Ss

into small groups

and ask one S from

each group to copy

the headings Call

out a letter of the

alphabet (it may

help to check the

Word bank lists for

Unit 1, pages 111

and 112, before

you do this) Ss try

to write one word

beginning with that

letter under each of

the three headings

as quickly as they

can.

When you have

called out between

six and ten letters,

ask the Ss to check

their words for

correct category

and spelling, then

tell you their words.

Award one point

for each correct

answer The group

with the most

Trang 32

• beautician • carpenter • cashier • dentist

• detective • director • engineer • firefighter

• hairdresser • journalist • mechanic

• pilot • politician • receptionist

• ski instructor • sound engineer • taxi driver

3 My aunt flies planes She’s a

4 I work for a newspaper I’m a

5 Pavel teaches children to ski He’s a

6 Martin’s job is often dangerous and very hot

He’s a

7 Cheryl works in a hotel She sits behind a desk and says hello to people She’s a

8 My sister works with animals She’s a

9 My dad makes cupboards and wardrobes He’s

ask Yes/No questions to find the job

A: Do you work outside?

B: No, I don’t

A: Are you cutting hair?

B: No, I’m not

Write

8 Imagine it is ‘work experience’ week and you are working today Write a blog about what you are doing now and what you usually do

It’s seven o’clock I usually … but now …

Extra practice

For more practice, go to page 102

Comprehension

2 Answer true (T), false (F) or doesn’t say (DS)

1 Ben lives in London F

2 Ben is at school today

3 The sound engineer likes rap music

4 There isn’t time for lunch today

5 Ben often writes about music

I often write articles for

the school magazine

4 Complete the sentences with the present

simple or present continuous form of the

verbs in brackets

1 Judy usually teaches (teach) Art in a school,

youth club

today they (eat) in a restaurant

3 Oscar often (watch) TV after school, but

this evening he (listen) to music

4 Hayley usually (walk) to school, but today

she (go) by bus

5 Jake usually (work) in a shop on Saturdays,

but today he (play) football

Vocabulary: Jobs

5a Recall How many job words can you

remember? Complete the table then check the

Word bank on page 111

Inside Outside Both

The class can see if any of the Ss chose the same dream job and which dream job is the most unusual, exciting or dangerous

Extra practice

Page 124

eText

Video and Animation Grammar:

Present simple and present continuous

Pairs report back to the class on what their partner

said, e.g Becky’s dream job is a journalist She

loves …

Exercise 5b

2 taxi driver 3 pilot 4 journalist 5 ski instructor

6 firefighter 7 receptionist 8 vet 9 carpenter

Exercise 6

He’s a taxi driver

Trang 33

Grammar Whose ? , Genitive ’s and s’

Possessive adjectives and pronouns

Vocabulary Everyday things

Dialogue

1 1

03 Listen and read What does the woman buy?

Emma and Tom are having a garage sale They’re

selling old things from Tom’s house

radio now

is mine

doesn’t like them now That’s why she’s selling the bag and these CDs as well

these days?

… Woman: Hello

Woman: How much are those three Spike Girls CDs?

too? It’s 75p

Woman: Oh yes, that’s great Have you got any more Spike Girls stuff? My daughter loves them

Woman: Thanks, I’ll take it all

Comprehension

1 Why is Tom selling the radio?

2 What does Emma like?

3 What does Tom’s mum think of the Spike Girls now?

4 Which Spike Girls things are Tom and Emma selling?

Pronunciation: /ð/ th is, /ј/ th ink

3 1

04 Go to page 117 5 How much does the woman in the

dialogue spend altogether?

3 Whose house is this? Is it your grandparents’?

No, it isn’t theirs It’s ours.

4 Whose towel is this? Is it Sara’s?

No, it isn’t hers It’s Jake’s.

5 Whose DVDs are these? Are they yours?

No, they aren’t mine They’re hers.

6 Whose earrings are these? Are they Katy’s?

No, they aren’t hers They’re mine.

Exercise 6b

2 wallet 3 purse 4 bracelet 5 radio 6 flip-flops

7 goggles 8 towel Items not in the picture: battery, belt, laptop, water bottle

cake, driving a car,

washing your hair.

Ss guess what

you’re doing, e.g

You usually watch

TV after school,

but today you’re

making a cake.

Individual Ss can

then take over

and mime similar

1 His parents have

got a new digital

3 Thanks for that I

think it’s brilliant.

Exercise 5

£5.55

Trang 34

Assistant: Hello Can I help you?

Assistant: Yes, certainly

Assistant: They’re £3.99

Assistant Offer to help

Can I help you?

Customer Ask for something

Have you got any beach towels?

Can I have some batteries, please?

Respond

Yes, sure/certainly/of course

I’m sorry, we haven’t got any towels

Ask the price

How much is it?

How much are they?

I’ll leave it, thanks

10 Practise similar conversations Use the objects and prices in the table

Whose book is this? Is it Tom’s?

No, it isn’t his It’s mine

2 sunglasses/your brother/my dad

3 house/your grandparents/our

4 towel/Sara/Jake

5 DVDs/your/her

6 earrings/Katy/my

Vocabulary: Everyday things

6a Recall How many everyday things can you

remember? Write down as many as you can

in one minute Then check the Word bank on

page 112

apple, bag, …

b 1

06 Extension Listen and repeat Label the

picture Which items are not in the picture?

1 – sunglasses

• battery • belt • bracelet • flip-flops

• goggles • laptop • purse • radio

• sunglasses • towel • wallet • water bottle

Extra practice

6

7 5

Whose ?, Genitive ’s and s’

Whose radio is this?

Whose CDs are these?

oursyourstheirs

7 Read the dialogue again Notice the words

in red

eText

Video and Animation Grammar:

Whose … ?

Possessive pronouns

B: It’s ten pounds seventy-five

Some of the Ss can then write their own sums on the board for the rest of the class to add up and read aloud.

Extra practice

Page 124

Extension

Money

Write some sums on the board for Ss to add up (or

with a stronger class, dictate the sums) For example:

What’s £6.50 and £4.25? (£10.75)

Check Ss’ answers by asking individuals to write the

answers on the board Then ask pairs of Ss to read

aloud the questions and answers, e.g

A: What’s six pounds fifty and four pounds

twenty-five?

Trang 35

1c

Grammar Countable and uncountable nouns with

some, any and no

Vocabulary Food and drink

Are there any mushrooms?

Comprehension

3 Choose the correct options

1 Tom has got for the barbecue

2 Kiran likes

3 Jodie doesn’t eat

4 Jodie can use in her salad a) strawberries b) lettuce

112 Can you add any more?

a pple b c e f g h

i m o p r s t

b 1

08 Extension Listen and repeat Match the words

to the pictures (1–15) Which words are not in the pictures?

1 – mushroom

• beans • beef • cake • cream • lamb

• lettuce • melon • mushroom • nut(s) • olive

• olive oil • pea(s) • peach • pear • strawberry

• vinegar • yoghurt

Tom, Kiran and Jodie are at Tom’s

house

barbecue this evening?

eat?

lamb, too

Kiran: 1 Burgers are great on a barbecue

there any chicken?

mushrooms?

cheese

Jodie: 2 Can I make a salad?

lettuce …

strawberries

salad! Honestly, Tom, 3 Kiran: 4 Jodie Let’s go shopping!

Fruit Vegetables Meat Dairy food Other

lettuce mushroom pea(s)

lamb cream yoghurt

cake nut(s) olive oil vinegar

Exercise 2

1 Excellent 2 You’re joking! 3 you’re hopeless!

4 Come on,

Exercise 1b

2 peach 3 beans 4 yoghurt 5 lamb 6 olive oil 7 cake

8 cream 9 beef 10 pear 11 vinegar 12 nuts 13 melon

14 peas 15 olive Words not in the pictures: lettuce, strawberry (but there is a picture of strawberries on the yoghurt pot)

Look

Everyday things

Play Kim’s game

with the class

your class Arrange

them at the front of

the classroom and

cover with a cloth

Remove the cloth

and allow the Ss to

study the items for

60 seconds Make

sure that all the

Ss can see them

clearly Then cover

the display once

the display How

many of the items

did they remember

coffee, cola, crisps,

egg, fish, fruit,

grape, honey, hot

chocolate, hot dog,

ice cream, meat,

milk, mineral water,

Trang 36

1c

17

6 Complete the dialogue with some , any and no

Rachel: I’m hungry Have you got 1 any food?

James: Do you want a sandwich? There’s 2 bread and 3 chicken

Rachel: Is there 4 lettuce?

James: No, but there are 5 tomatoes

Rachel: OK Are there 6 biscuits?

James: Yes, there are 7 chocolate biscuits in the cupboard Do you want a drink?

Rachel: Yes, please Is there 8 orange juice?

James: No, there’s 9 juice, but there is 10 water

8 Imagine you are having a party for your friends

Tell the class what food and drink there is

There’s some … and there are some …

Extra practice

Grammar

Countable and uncountable nouns

with some , any and no

There are no tomatoes.

There isn’t any bread.

There’s no bread.

Yes/No questions

Are there any

Uncountable nouns do not have a plural form

Note

4 Read the dialogue again Notice the words

in red

Practice

5 Look at the food and drink words in Exercise

1b Put C next to the countable nouns and U

next to the uncountable nouns

a menu for a favourite meal for themselves and their friends It could be a special meal, e.g for a birthday party or a barbecue

Monitor and help with new vocabulary as necessary

Ss then read out and show their menu to the class.

Extra practice

Countable (C): cake, lettuce, melon, mushroom,

nut(s), olive, pea(s), peach, pear, strawberry

Uncountable (U): cream, lamb, olive oil, vinegar,

yoghurt

Trang 37

in the UK

12

SEPT We start the day with Assembly in the school hall with

all the pupils and teachers We sing and sometimes

a pupil reads a story Our ﬁ rst lesson is at half past nine There are seven lessons of forty minutes in the school day Thursdays are great First we have Maths Then it’s Citizenship and we learn about government and the law After the break we have Science , then ICT (Information and Communication Technology) Then it’s lunch And in the afternoon, we have Art for two lessons then PE Lessons end at 3.45 Then it’s time for hockey

I’m in the team this year!

20 / SEPT

Here in Washington D.C we don’t wear school uniform and we don’t have Assembly But we say the Pledge of Allegiance every day We stand in front of the fl ag, one person says the words and the others listen All pupils do Maths, Science, English, a foreign language (I do Spanish) and Social Studies

Social Studies is like your Citizenship It’s a mixture of History, Geography and government Here pupils sometimes repeat the year when they don’t get good

good news – our summer

• Assembly • Citizenship • government • law

• break • Science • ICT • Art

• PE (Physical Education) • uniform

• Pledge of Allegiance • flag • Social Studies

• mixture • History • Geography • marks

activities they do, in what ways school could be improved.

In pairs, Ss act out the interview and change roles Monitor and give help where necessary, but don’t interrupt Ss’ fluency.

Extension

Tell the Ss that a journalist from another country has read their website and would like to interview them for a radio programme about schools around the world The journalist asks questions based on the

bullet points in Exercise 7, e.g What time does school

usually start and finish? What are the main subjects that you study? Encourage Ss to personalise the

interview, with question and answers about, e.g their favourite/least favourite subject, what after-school

Trang 38

Read

READING TIP: GETTING INFORMATION

FROM PHOTOS AND HEADINGS

Always look at photos and titles fi rst They can

give you information and help you to predict

what is in the text

Now do Exercises 2, 3 and 4

2 1

11 Read the blogs quickly Look at the photos

and titles Then answer true (T) or false (F)

2 Her uniform is green and grey

3 The American writer’s name is Nick

4 There is a flag in some classrooms in the USA

5 Pupils in America always wear school uniform

Comprehension

3 Read the blogs again Match the beginnings (1–5)

to the endings (a–e)

1 – c

1 Poppy’s school day starts with

2 Poppy’s favourite day is

3 Her classes end

4 Nick stands for

5 Pupils in the USA have

a) a ten-week summer holiday

2 It’s a school for boys and girls

5 It costs about £3,200 a year to

B: We have Art for two lessons

A: What other subjects have you got on

B: English , History and PE

B: Mr Campbell His favourite word is

Trang 39

Get ready to write

1 Read the letter When does Georgia invite Carlos to visit?

1 What time of year is it? It’s autumn.

2 Which languages is Georgia studying?

3 Which subject does she hate?

4 Why are languages useful to her?

5 Which day is French Club?

6 What do they do in French Club?

WRITING TIP: LINKERS and, or, but, so, because

We can join two ideas in one sentence by using

linkers like and, or, but, so, because

• It’s already autumn here and the leaves on the

trees are orange and yellow

• I’m learning French, German and Spanish, but

I’m not doing History

• It’s great because I hate History

• Anyway, I love travelling so languages are very

5 Write a letter to a friend about the new term

• Use the linkers and, but, or, because and so

• Use some of the questions and ideas below to help you

1 What subjects are you doing this term? (At my

school you can do , or you can do )

2 Do you like them? (I like but I don’t like )

3 What time does school start and finish? (It

starts at and finishes at )

4 Do you do any activities after school? (I get

home late on because I play after school/

go to club.)

5 Do you have a lot of homework? (I have a lot of

homework so I go to bed late/don’t go out in

the week.)

Dear , How are you? I’m enjoying my new term I’m doing and …

Dear Carlos,

How are you? It’s already autumn here and the leaves on the trees are orange and yellow

This year I’m doing some new school subjects

I’m learning French, German and Spanish, but I’m not doing History It’s great because

I hate History and I can’t remember all those silly dates Anyway, I love travelling so languages are very useful to me

On Wednesdays I go to French Club It’s great We play games in French or listen to French songs

Write soon or come and visit us in October!

we go on lots of class camping trips

I go to Drama Club on Thursdays I’m not

a great actor, 4 it’s a lot of fun At Drama Club we can act, dance 5 help with costumes and lights

It’s my half-term in two weeks 6 I can come and visit you then

Bye for now

here and the

leaves on the trees

are orange and

yellow.

This year I’m doing

some new school

subjects I’m

learning French,

German and

Spanish, but I’m

not doing History

It’s great because

I hate History and

Trang 40

Phrases/Use your English (8 marks)

6 Complete the conversation What does Sara say to Harry?

0 A: Have you got any flip-flops?

B: a) Yes, of course / I’m certain.

1 A: How much are the sunglasses?

B: It’s / They’re £8.50

2 A: Is the red belt OK?

B: No, I / I’ll leave it, thanks

3 A: Have you got any bracelets?

B: Yes, sure / OK

4 A: Can I have a pen, please?

any pens

./4

Grammar (19 marks)

1 Complete the email with the correct form of

the present simple or present continuous

./8

0 Kai: Liz, is this hat a) your? b) yours?

1 Liz: No, it isn’t a) mine b) my

2 Kai: Well, a) who’s b) whose is it?

4 Kai: No, it isn’t a) her b) hers

./4

3 Complete the sentences with is/are and some,

any or no

1 (cream ✓) There cream in the cake

2 (biscuits ✗) There biscuits left

3 (yoghurt ?) Is there yoghurt in the fridge?

4 (olives ✓) There olives in the cupboard

./7

Vocabulary (13 marks)

4 Look at the pictures and write the jobs in the

word puzzle Find the hidden job

./6

Hi Poppy,

How are you? I’m on holiday with my parents

We 0 ’re staying (stay) at my grandparents’ house near

Seville in Spain They 1 (speak) English so I 2 (not

learn) any Spanish at the moment! We 3 (go) out every

day I 4 (write) this email in a little café I 5 (use) my

new tablet – it’s brilliant! My new friend, Gabriela,

6 (work) here every Saturday She usually 7 (make)

1 is some 2 are no

3 any 4 are some

ROUND-UP 1 ROUND-UP 2

eText

Additional video lesson

DAYS FIVE

www.pearsonELT.com/livebeat

To watch Episode 1 of Five

Days drama go to Students’

eText, page 21 For the worksheets and teaching notes go to the Teacher’s Resource Materials folder.

eText

Games

Boat Game Hangman Pelmanism

Trang 22

Written correction

If a written exercise... play?

B: He plays football and basketball.

Trang 25

Answer... 1b

2? ?peach 3 beans 4 yoghurt 5 lamb 6 olive oil 7 cake

8 cream 9 beef 10 pear 11 vinegar 12? ?nuts 13 melon

14 peas 15 olive Words not in the

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SKILLS FOCUS: WRITING AN INVITATION

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