LIVE BEAT 4 TB

p8 Present perfect simple with for and Intensifiers much, far, a lot, a bit with comparative adjectives and adverbs not as … as Adjectives to describe work 1d Teenage fashion in Brit

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Ingrid Freebairn • Jonathan Bygrave • Judy Copage • Liz Kilbey

TEACHER’S BOOK

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Page

Introduction 6

Notes 156

Contents

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Shop for clothes

1b I’ve loved every minute p8

Present perfect simple with for and

Intensifiers much, far, a lot, a bit with

comparative adjectives and adverbs

(not) as … as

Adjectives to describe work

1d Teenage fashion in Britain ACROSS CULTURES p12 SKILLS FOCUS: WRITING

2a I didn’t recognise you p14

Past simple

Prepositions: during, for

Show concern and reassure 2b I wasn’t really

Past simple and past perfect simple

after/before + gerund (-ing form)

Transport and travel

2d Milestones in travel CURRICULUM LINK p20 SKILLS FOCUS: READING

Language Revision 1: Units 1 & 2 p22

3a You’ll sleep in tents p24

Future tenses: will, going to, present

continuous

to be about to + infinitive

Food and kitchen equipment

3b I don’t have to ask

my parents p26

must, mustn’t, should, ought to, have (got) to, don’t have to, needn’t, had better (not)

Gerund (-ing form) as subject and

object

Part-time jobs

3c Please let me go

p28

refuse with excuses 3d A refugee’s story REAL LIFE ISSUE p30 SKILLS FOCUS: LISTENING AND SPEAKING

Phrasal verbs with on

4b The most fun I’ve had for ages! p34

Present perfect simple with just,

already, before, never, ever, yet

Superlatives with the present perfect simple

React to good and bad news

4c Ever since I was a child … p36

Present perfect simple and

continuous with for and since

Present perfect simple for numbers and amounts

Words connected with music

4d English literature ACROSS CULTURES p38 SKILLS FOCUS: WRITING

5a Unless they do something, … p42

First conditional with if, unless,

provided that, as long as

Landscape and natural environment 5b We won’t know

until we leave p44

Future time clauses with when, until,

as soon as, by the time, before

Extreme weather and natural disasters

5c In case it gets cold … p46

requests 5d Glaciers CURRICULUM LINK p48 SKILLS FOCUS: READING

Students’ Book Contents

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6d The end-of-year party REAL LIFE ISSUE p56

SKILLS FOCUS: LISTENING AND SPEAKING

p70

must/can’t/might/could for

deductions in the present

Phrasal verbs with away

8c He can’t have

drowned p72

must have/can’t have/might have/

could have for deductions in the

past

Crime

8d Charity work CURRICULUM LINK p74

SKILLS FOCUS: READING

stopped p82

The passive: modals, gerund (-ing

form) and infinitive

Adjective and noun formation

9d Work experience REAL LIFE ISSUE p84 SKILLS FOCUS: LISTENING AND SPEAKING

10a If he had sold the

ring, … p86

Third conditional with would have Verbs connected with money

10b If only we’d had

the money! p88

10c I might not have

done so well p90

Third conditional with might have Give and accept

congratulations 10d Social customs ACROSS CULTURES p92

SKILLS FOCUS: WRITING

Extra practice p96 Word bank p108 Pronunciation p110 Writing bank p112 Word list p117 Irregular verbs p120

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Welcome to Live Beat 4 This is the final level of a

four-level course for teenage students of English

Live Beat takes students from beginner of false beginner

level to B1 Depending on their level, students can start

the course with Live Beat 1 or Live Beat 2.

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

• 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 Curriculum Link and 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

• 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 at two-unit intervals throughout the Students’ Book with a Self-check score box and Audio answer key

• 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

4 pages.) 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

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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’ Book 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 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

reading, listening, speaking and writing practice There

is a Revision lesson after every two units, making a

total of five revision lessons in the Students’ Book

These contain accuracy exercises to revise grammar,

vocabulary and communication, and finish with a

self-assessment box to help students monitor and reflect

on their own progress

The Skills lessons (Lesson d) are divided into three

rotating types: Across Cultures, Curriculum Link

and Real Life Issues The Across Cultures lessons

feature the English-speaking world, viewed from a

teen perspective (e.g fashion, technology, lifestyle)

They contain a particular emphasis on writing The

Curriculum Link lessons deal with the sort of topics

which students might encounter in their other subjects

at school (e.g Science, Geography) They contain a

particular emphasis on reading The Real Life Issues

lessons are designed to highlight the moral dilemmas

which today’s teenagers may encounter in their everyday

lives (e.g honesty, loyalty to friends, work experience)

They provide material for discussion and contain

a particular emphasis on listening and speaking

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 The Extra practice exercises give further

practice of the grammar, vocabulary or Use your English

phrases presented in the a, b and c input lessons These

exercises can be used both for faster learners and for

those who need further consolidation

The Writing bank section gives detailed guidance on

writing a variety of text types Each bank is linked to

a specific lesson in the Students’ Book and to the

relevant language content in that unit The Writing

banks can also be used independently if the teacher

wishes

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

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

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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:

• class audio-recordings

• enhanced interactivity built into the d lessons

• interactive games for revision

• Teaching notes

• Motivator worksheets

• Tests

• phonetics chart

In addition, the enhanced functionality of the Teacher’s

eText allows the teacher to:

• zoom in on any part of the page

• play audio material and display the audio script while

the audio is playing

• call up the answers to the activities on screen

• highlight words or phrases on screen

• 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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Relative clauses

Defining relative clauses

1 There were plenty of people who/that// had never seen one.

2 Smart glasses which/that// have tiny computers in them

3 Futurologists are people whoseKPCJTUPQSFEJDUUIF

Non-defining relative clauses

7 Some children, who were lucky enough to have

computers at school, made a video.

8 The children’s ideas, which sounded like science

fiction back then, had come true.

9 Futurologists, whose

agree there will be changes.

Choose the correct options.

1 Only defining / non-defining relative clauses can

switch on

S ? LVE IT!

Objectives boxes make students aware of

the language they are going to learn

Grammar Present perfect simple with just,

already, before, never, ever, yet

Superlatives with the present perfect simple

Function React to good and bad news

4b

Comprehension

2 Answer the questions Write S (Sophie),

L (Lisa), J (Josh) or R (Ryan).

Who:

1 won a necklace? S

2 doesn’t win prizes at fairs?

3 threw three balls and knocked down three tins?

4 is very confident about the game?

5 is better at the game?

6 wins a teddy bear?

rthat great r have a go r up for it

r dead easy r Hard luck r It’s my turn.

Dialogue

1 4

03 Listen and read Who gets a present?

Sophie: Look! I’ve just won this necklace!

Lisa: (PPEGPSZPV*’ve never won anything at a fair

Sophie: Never mind The prizes aren’t that great.

Lisa: What did you do to win it?

Sophie: I knocked three tins down with three balls

You know, this is the most fun I’ve had for ages!

Josh: Why don’t you have a go, too, Lisa?

*UTPOMZQBHP

Lisa: I can’t I’ve already spent all my money

Ryan: Hey, we haven’t tried this game yet Are you up for it, Josh?

Josh: I don’t know I haven’t done it before Man: You get three darts and you have to hit the cards.

Josh: OK I’ll have a go.

Ryan: It’s dead easy Watch this … Oops! Missed!

Josh: Hard luck It’s my turn now Yes!!

Sophie: That’s brilliant, Josh! Well done!

Man: Here you are, sir.

Josh: I’ve won a giant teddy bear!

Sophie: That’s the biggest bear I’ve ever seen! Josh: Here, Lisa It’s a present for you.

Lisa: Oh! That’s … er … great, Josh Thanks.

Grammar

Present perfect simple with just, already,

before, never, ever, yet

Past continuous

I’ve just won this necklace.

I’ve never won anything at a fair.

Have you tried this game yet?

We haven’t triedthis gameyet.

I haven’t doneitbefore.

Complete the rules.

1 The time adverbs just, already, never and ever come

before the main _ in a sentence.

2 The time adverbs _ and _ come at the end of the sentence.

3 Yet is only used for questions and _ sentences.

Superlatives with the present perfect simple This is the most fun I’ve had for ages!

That’s the biggest bear I’ve ever seen!

Practice

3 Complete the computer game review with the present perfect simple or past simple.

1Have played yet

4 Write sentences using the present perfect simple

with ever and a superlative.

6 That/fast car/he/ever drive.

Use your English: React to good

and bad news

React to good news

Wow! That’s great/brilliant!

How fantastic!

Well done!

(PPEGPSZPV

React to bad news

Oh, no! That’s awful/too bad!

That’s really horrible/miserable!

How terrible!

Poor you!/You poor thing!

That’s a real shame/a pity.

I’m really sorry to hear that.

ZDPNQVUFSKVTUDSBTI

A: My computer has just crashed.

B: Oh, no! That’s awful.

2 These are/good/exam results/

For more practice, go to page 99.

Photographs set the scene and present new language

Photographs with teen characters engage students and set the scene

Communicative language is practised

in functional contexts

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

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1 You want to break up with the boy/girl you have been going out with for six months.

2 It’s your grandmother’s seventieth birthday.

3 You’re away on a school exchange visit to another country Your parents would like to know your news.

4 Last night you took some great photos at a party you and some friends went to and you want to share them with your friends.

SKILLS FOCUS : WRITING

1 Teenagers prefer writing to talking as a way of communicating D/R

2 Teenagers are losing the skill of talking.

3 Writing text messages and blogs can help teenagers develop their writing skills.

4 Teenagers like writing online because their audience is real.

5 Teenagers are careless about spelling and grammar when they write text messages.

6 Teachers can’t correct homework fast enough to keep the interest of their students.

write and spell correctly.

Write WRITING TIP: LINKERS FIRSTLY,

SECONDLY AND LASTLY

We can list several points using firstly,

secondly, (thirdly) and lastly

There are several reasons Firstly, I have

much more contact with my children.

Secondly, my kids keep in touch with their

grandparents regularly via email

Lastly, the phone bill for the landline is much

lower nowadays!

7 Complete the sentences using firstly,

secondly and lastly.

1 Mobile phones have a number of uses

Invite the friend to come over to your place

on Sunday afternoon to watch a DVD The

film is called Hard and Fast and it stars

4 List the following:

1 three uses of the mobile phone

2 two things you can do with a social networking website

3 the activities Kevin does in his room

4 three reasons why David thinks modern forms of communication are a good thing

5 Look again at the statistics about the

UK If there are thirty students in a British class, how many have a mobile phone?

NEW WORDS

t survey t digital t photographic trecord (n)

t landline t lifeline t keep an eye on t screen-free

t webcam tcontact (n) t regularly t phone bill

Tap to compose

Cd u cm 2 my house 2nite

CU L8r Jade.

@Jamie!_09 Do you want to come

to my place this evening at about 7?

I’ve got a new game called Burnout It’s brilliant You’ve got to try it.

have been living since

Vocabulary: Words connected with music

Present perfect continuous with

for and since

c

Listen

8 4 08

for three years

You can use the present perfect simple or continuous

with work and k live.

Factfile: Lewis Hamilton

1985 Born in Stevenage, UK

1998 Became professional racing driverStarted playing the guitar

2007 Drove in his first Formula One raceWon his first Formula One race

2008 Won the Formula One world championship

2011 Bought Prince’s gold guitar

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

Across Cultures lessons feature cultural aspects of the English-speaking

world The focus of these lessons is on written communication and is

intended to help build students’ confidence

students cognitively

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3

In June.

Speak your mind!

SPEAKING TIP: DISAGREE POLITELY

Other people are more likely to listen to your opinion if you listen to them and disagree with them

politely Use phrases such as Yes, that’s true, but

or I see what you mean, but

Now do Exercise 4a.

4a

Listen LISTENING TIP: PREDICT KEY WORDS

Before you listen, think about the topic and try to predict the key words that you will hear You may

or may not hear them, but it helps to prepare you for the listening.

Now do Exercise 6 What words do you expect

to hear?

6 6 10

The school hall.

Write

7

Dear Ethan, Thank you for your last letter I’m really sorry that …

b

5

Student A: You are Mr Bradshaw, the Art teacher.

You think Nicole should use the school hall again

It’s free and she can spend more money on music, decorations, drinks and perhaps food.

Student B: You are Toby You are sure that there

contact cafés, restaurants and other youth clubs.

Student C: You are Nicole’s mum You want her to

cancel the party because she needs to focus on understand and that they won’t blame Nicole.

SKILLS FOCUS : LISTENING AND SPEAKING

6d

56

Vote for

Nicole Roberts!

Student President Election

How is a glacier formed?

Where are glaciers found?

Does anything live on a glacier?

What is the connection between glaciers and global warming?

Frozen riversGLACIER FACTFILE

Computer-generated image of London ﬂooding

Comprehension

2

How many glaciers are there in Alaska?

3

READING TIP: DICTIONARY SKILLS (2)

When you look up a word in a dictionary, look

at the example sentences to see the different meanings of the word in context.

4a

Listen

5 5 10

1912

b

Speak

6

A: Where were you when the iceberg hit the ship?

B: I was in the radio room.

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

Speak your mind! sections provide students with the opportunity to give their own opinions

Curriculum Link lessons reflect the sort of topics which

students might encounter in other subjects at school In these

lessons, the skill of reading is given special emphasis

Clear model

texts provide

guidance

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

Reading tips offer strategies for effective reading

Controlled practice activities build confidence

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What/do so far?

What/funniest incident?

Why/choose the job?

Bill has been a firefighter since 2006 He worked in Manchester from to He in London So far, rescued hundreds of people and … He fires and the fire truck He also in schools The funniest incident was when He chose the job because

r8IBUJTUIFCPPLBCPVU

Paragraph 2: Describe the main characters and events

r8IPBSFUIFNBJODIBSBDUFST r8IBUIBQQFOFE

Paragraph 3: Give your opinion

1 Divide your review into three paragraphs

3 Use other linkers, too See the list below.

Linkers of contrast and time

Contrast r although r however

Time r at first r a few days/weeks/months/years later

r one day/morning/afternoon/evening

Example review

1

‘The Turn of the Screw’ is a ghost story by 1 Henry James,

who was a famous American author.

117

Unit 1

Lesson 1a

Clothes, styles, accessories

bandana bangle combat trousers fleece flip-flops hairband high heels KVNQFS leggings suit tie tights tracksuit bottoms tracksuit top changing room concentrate design enterprising extend original smart stall

suit (v)

try on wedding weird What are you after?

something (plain) Anyway How’s it going?

every other (Saturday)

Lesson 1b

accommodation agency bright camera operator the Caribbean close-up conditions

extra (n) film (v)

flashy mansion

present (adj)

showbiz trick photography

Lesson 1c

Adjectives to describe work

badly-paid boring creative dangerous

dull educational exciting glamorous interesting rewarding safe stressful tiring well-paid worthwhile ambition backpacking better-qualified choice conduct degree freedom frequently full-time graduate recording studio school-leaver sound technician straightaway trouble voluntary work

Lesson 1d

adaptable bargain beanie beyond sb’s budget bothered car boot child labour designer developing ensure factor Fairtrade fashion item fashionable image influence

look (n)

manufacture media mix and match

plant (v)

proper realistic recycled reflect renewable shopper source stuff suitability tend to unusual wage

Unit 2

Lesson 2a

avoid balance bleeding concern enter fancy kneepad pale swerved

No problem glad … get the hang of it I’d better get going.

I could do with (a coffee).

Lesson 2b

Phrasal verbs

with up

cheer up give up make up pick up stand up take up casually checkout head teacher

ring (v)

row rub sauce stage stain tablecloth tissue

Lesson 2c

Transport and travel

change (buses/

trains/planes) cycle fly get a lift get in/out of (a car) get on/off (a bus/

train/plane)

go by (car/bus/

train/plane/

boat/bike) ride (a bike/

motorbike) sail walk apartment board

celebrity determined donkey Dutch exhibition high school housing authority lucky break minor the Netherlands sacrifice set off support Thai USBGGJDKBN

Lesson 2d

achievement advertisement air show altitude ambitious apply

circle (v)

expedition glider hero/es launch non-stop solo space space station tragically vocation wealth wreckage

Unit 3

Lesson 3a

Food and kitchen equipment

bowl can (tin) opener cheese grater chopping board crockery cup cutlery fork frying pan kettle knife peeler plate saucepan saucer scales sieve spoon utensils accepted basic

book (v)

consist

experience flour hit show participant permanently screening tinned tough uninhabited

Lesson 3b

Part-time jobs

babysitting cutting grass delivering newspapers painting and decorating serving in a shop stacking shelves teaching computer skills waiting at tables washing cars

broke (adj)

chill out CV deal with earn hand-out neglect pressure qualifications rely sixth former value

Lesson 3c

allowed to come over compartment departure lounge fasten let make (sb do sth) seatbelt sound

Lesson 3d

apply armed border civil war eldest eventually pay back peaceful pride refugee refugee camp

Lesson 4b

amazing cards darts fair fantastic for ages (PPEGPSZPV graphics install instrument lyrics miserable pity shame (a real …) Well done! that great (be) up for it dead easy It’s my turn.

Lesson 4c

Words connected with music

album backing singer band beat charts lead singer lyrics producer rapper single song songwriter track

110

Unit 1

1

03 Lesson 1a Exercise 8 Intonation in question tags

a Listen and repeat.

A: You’re English, aren’t you? B: Yes, I am

(The falling intonation means that you are sure of the answer.)

A: You aren’t English, are you? B: No, I’m not.

(The rising intonation means that you are not sure

of the answer.)

b Listen and say if the speaker is sure or not sure

of the answer

1 You’re over sixteen, aren’t you?

2 Your mother isn’t Italian, is she?

3 He goes to the same school as you, doesn’t he?

5 They don’t like skateboarding, do they?

c Now listen and repeat the sentences.

Unit 2

2

02 Lesson 2a Exercise 5

Intonation of Wh- questions

1 Where were you born? 4 How long did you

b Use the cues to ask questions in the past tense Then listen and check.

1 Where/you/go to school?

2 What time/it/start?

3 When/you/do your homework?

4 Who/he/have lunch with?

Unit 3

3

02 Lesson 3a Exercise 2 Intonation in lists

a Listen and repeat Try to copy the intonation.

1 We’ve got apples, oranges and pears.

2 There’s a kettle, a saucepan and a frying pan.

3 Sorry, no fast food, electricity or running water.

4 I’m going to buy a CD, a book and a DVD.

b Answer the questions with the correct intonation.

1 What did you eat for breakfast today?

3 Who are your three favourite film stars?

Unit 4

4

04 Lesson 4b Exercise 5 Falling intonation in exclamations

2 Oh, no! That’s too bad 5 You poor thing!

3 How brilliant!

b Use the cues and react to the news Then listen and check.

1 I’ve got a new TV in my bedroom (lucky)

2 My grandmother has won a million pounds on the lottery (Wow!/fantastic)

3 The weather was really bad (Oh, no./terrible)

4 I’m sorry, I can’t come to the party (real shame)

Unit 5

5

07 Lesson 5c Exercise 6 Rising intonation in polite requests

1 a pound, please … lend me a pound, please … Could you lend me a pound, please?

2 phone me … ask him to phone me … Can you ask him to phone me?

3 your bike … could borrow your bike … Do you think I could borrow your bike?

3 Could I borrow your dictionary, please?

4 Would you mind turning the music down a bit?

Unit 6

6

07 Lesson 6c Exercise 6 Word stress in three- and four-syllable words

a Listen and repeat Underline the stressed syllable in each word.

1 solution 2 decision 3 explanation

4 development 5 disappointment

6 arrangement 7 difficulty

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 Writing bank tasks are carefully

linked to the language syllabus of

Live Beat 4.

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

Grammar (40 marks)

1 Choose the correct options to complete the

advice for a camping trip.

home?

…/7

3 Match sentences 1–4 to sentences a)–e) Then

join them using in case.

0 – e) We’re putting up a big tent for the party in

case it rains.

8FSFQVUUJOHVQBCJHUFOUGPSUIFQBSUZ

1 Why don’t you take a packed lunch?

2 I always use a spell-check.

3 His neighbour has got a spare front door key.

4 Take your gloves and scarf

a) The weather might turn cold.

b) He might lose his own.

c) You might get hungry on the train.

d) I don’t want to make a spelling mistake.

e) It might rain.

…/8

4 Write sentences in the second conditional.

8IBUZPVEPJGXJOUIFMPUUFSZ

What would you do if you won the lottery?

1 If you/not have/a TV,/you miss it?

2 If he/lie to me, I/(may) not trust him again.

3 If I/win/the prize, I/(can) treat you all to a pizza.

4 you/scream if you/see a spider in your room?

…/8

5 Write sentences using wish/

if only + the past simple.

I was lucky to get over it so quickly.

1 _ fires are a problem in California.

2 They've bought air-conditioners because of the _.

3 A huge _ covered the small village in snow.

4 A strong _ blew the roof off our house.

5 The ship sank because it hit some _.

6 We drank water from the _ in the valley.

7 The house began to shake It was an _.

UPOTPGGPPEXJMMIFMQXJUIUIF@@@

in Africa.

9 Waves of a _ can be 15 metres high.

5IF@@@XBTWFSZMPVEMBTUOJHIU

11 Camels often live in the _.

12 After heavy rain, there is always a danger

PQFOBDBOPGGPPE

2 there are mosquitoes! 6 cut your finger

10 Match the words from the box to the sentences Then complete with a noun form.

rJNBHJOFrBDDVSBUFrEFDJEFrEJGGJDVMU

rFOUFSUBJOrbrave

"MFYBOEFSUIF(SFBUXBTGBNPVTGPSIJT

bravery

1 Have you made a _ about your holiday yet?

2 I’m having a lot of _ with this exercise.

3 Writing exciting stories needs a good _

4 You should go and see that show It’s great _.

5 I’m not sure about the _ of the news reports

…/10

Use your English (20 marks)

11 Match each sentence (0–7) to the correct response (a–h).

0 – g) Do you think you could lend me your dictionary? I’m sorry, I can’t I’m using it.

%PZPVUIJOLZPVDPVMEMFOENFZPVSEJDUJPOBSZ

1 What do you think I should do?

2 Can I see what’s inside the packet?

3 I wonder where Jack is.

4 Oh, look! Someone’s left their ice cream.

5 I think we should forget about the cinema and

go for a pizza.

6 Would you mind closing the window?

7 Oh, dear I only got three correct answers.

a) Of course not No problem.

b) Hands off! That’s mine!

c) Sure I’ll open it up for you.

d) That’s all very well, but I’ve bought the tickets.

e) Don’t worry It’s better than nothing!

f) If I were you, I’d apologise to her.

g) I’m sorry, I can’t I’m using it.

h) Knowing him, I’d say he’s got lost.

…/14

12 Complete with phrases from the box.

rSBUIFSOPUr*MMHJWFJUCBDLr%POUXPSSZ

rXPVMEZPVNJOEr)FSFrCould you rPONF

A: Could you lend me your Kanye West CD?

B: Sure 1

_ you are.

B: No problem.

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

Trang 13

3 Choose the correct words and rearrange the natural disasters

1 until / by the time the 2flood (ldofo) water disappears

until / as soon

as Dad starts putting the tent up, there’ll be a

week and they won’t open the ski slopes

get there, everything will be normal again

…/10

4 Complete the text with the correct form of the words in brackets or one word in each gap

You’re going to a music festival But what

1 will you do (you/do) if it 2

(rain)?

TENT COAT! You can wear it as a coat, but, as

you can simply lie down in your own tent!

You might also want to take some food,

7

you’ve got a MAGIC MEAL If you’ve got a MAGIC

…/10

8 LISTEN AND CHECK YOUR SCORE

1 Complete the email with the words from the

box Put the verbs into the correct form

• hill • not go • lake • if • provided • sleep

Hi Sara,

Thanks for the email about the rock festival in

the park It sounds great, but are you sure that

equipment there?

Do you really want to camp on Saturday night?

I’m worried about the weather too What

6

warm and dry If it rains, I think we should go

home for the night It’s not far and my dad will

buy tickets or is it free? I can pay

too expensive If they’re expensive, there’s a

and watch from the top!

1 I’ll go to bed as soon

2 I’ll be too tired to dance

by the

3 I can’t light this camping

4 I’ll have a party unless

5 You’ll be fine, provided

6 Oh no! I forgot the insect

7 I’ve got a torch in

8 If everyone turns up, it

will

9 We can’t have tuna

without a tin

10 I’ll have a party if

11 I won’t decide about the

A Quite a lot of people were hurt

B In all that time, there had never been an accident before

C The sea here is home to seals and whales

Arctic Cruises are becoming more and more popular Because of global warming, there isn’t much ice and it is easier for boats to sail One popular place to visit is the Svalbard Islands, in

the polar bears that live on the islands

In 2007, fifty tourists were travelling on a boat, glacier above their heads Suddenly, a large piece

of ice broke off and crashed down into the sea

There was a huge wave and pieces of ice went everywhere The ship started rolling because of

Doctors treated some of the injured people on hospital in Tromsø, Norway Luckily, the boat was not damaged and sailed back to the capital of the islands, Longyearbyen

The tour was organised by the British tour company Discover the World It has been organising trips to the Arctic for twenty years

3

boat were looking for adventure and excitement

They certainly got that!

2 Read the text again and decide whether the say (DS)

1 It is easier to sail to the Arctic now

2 Polar bears are the only animals that live

3 When the ice crashed into the sea, fifty

4 We don’t know exactly how many people

5 It wasn’t the first time that a Discover

Animals: Land: 6

4 Use the information in Exercise 3 to write a fact sheet about the Svalbard Islands

Use these headings and ideas:

Where are the islands and how big are they?

Names of islands, area, position

Who lives there and what do they do?

Population, nationality, work

What animals can you see there?

Land, sea and air

Svalbard Islands Fact Sheet

Where are the islands and how big are they?

The Svalbard Islands are a group of islands …

4 10 Listen again and complete the sentences

Speaker 1

Speaker 2

of their dresses

4 He might not be allowed into the ball if he

Speaker 3

6 At the old school discos, no one worried about

Write

5 You are organising a prom at school Write an informal letter to your cousin in the USA Use the plan below to help you

Paragraph 1: Start your letter

Greet your cousin Ask how he/she is Tell him/her your news

Paragraph 2: Explain why you are writing

Your idea for a prom The reasons you think it’s a good idea Ask him/her about food, decoration and speeches

Paragraph 3: End the letter

Thank your cousin Say goodbye Give best wishes

Read

1 Match the headings (1–4) to the correct texts (A–C) There is one extra heading

A Every year, our school puts on an end-of-year year, it is less and less interesting It’s not the music, it’s not the school hall, it’s just … nothing special Let’s do something else this year!

B Why don’t we organise a US-style ‘end-of-year prom’ this year? We’ve all seen them in films

People really try hard to look good They think about their clothes for months before the prom

The girls look very glamorous in long dresses

The boys look like real gentlemen in black suits

C

On the evening of the ball, the school will be like Hollywood We’ll have a red carpet outside the live band and a mixture of music so that people have to learn ‘real’ dancing, not just disco dancing!

I’m sure people would love the idea and it wouldn’t cost the school much Please sign my petition if you agree with me

Debbie Fisher, Class 11D

2 Read the text again and answer the questions

1 What does the school organise at the end of

2 Where have students seen what proms are

3 What clothes look glamorous on girls?

4 What will the red carpet and other things make

6

51

6 Skills practice

Angie > 1Yes I’m going to do all my homework tonight because I might be too tired on Sunday.

Beth > 2Me too I’m going to read my English notes too because Mr Davies might give us a surprise test on Monday.

Angie > 3I’m going to get my tickets on the internet tonight because there might be a long queue tomorrow.

Beth > Good idea What about money? How much are you going to take?

Angie > 4I’m going to take some money for a taxi because

we might miss the last bus.

Beth > What about money for food?

Angie > 5I’m going to take sandwiches because there might not be any food there.

Beth > Do you think we’ll meet Robbie?

Angie > I don’t know I think 6I’ll take a CD because he might come out to sign autographs after the concert.

Grammar: in case + present simple

2 Complete the dialogue with the present simple form of the verbs in brackets

Joe: Right, Mum, I’m all packed and ready to go

to Greece Ben and his parents will be here in a minute … What’s that?

Mum: Just a few things you might need An umbrella, in case it

1 rains (rain) A blanket in

anything to do in the evenings A cookbook in case you

English … Joe: … and some money for a doctor in case I hurt my back with this heavy rucksack! It won’t rain, it won’t be cold and I’ve got everything I need in here!

Phrases

1 Choose the correct options

up to ?

for my holiday in the mountains

walking boots?

got a fiver to / on / for me

camping stove, but it’s in its box and I can’t see it properly

Assistant: I’ll open it out / off / up for

you if you like

camping with us because

he can’t live without a TV for two weeks

that!

3 Read the chat then rewrite the sentences using in case and the present simple

B: Are you all ready for the concert tomorrow night?

in case I’m too tired on Sunday

B: Do you think we’ll meet Robbie?

40

in case + present simple

Take your mobile phone with you in case you want to call us later

Tom always has two alarm clocks on in

the morning in case one doesn’t work

Use

what we do now because something bad might happen later.

I’ve got some sandwiches in case I get

hungry later on.

Vocabulary: Camping equipment

4 Look at the pictures and complete the words.

Things to take Sleeping and other things

case I cut myself

Use your English: Make and respond to

requests

5 Choose the correct options.

buy a penknife and a torch.

tomorrow.

repellent from the shops?

one day

I haven’t done it.

like people copying my homework.

Grammar: Future time clauses with

when , until , as soon as , by the time ,

Thousands lose their homes as w

ater levels rise two metres

Here’s the plan

recording equipment

You can’t wait for the perfect shot Tornadoes move fast and by the time your camera

many photos as you can and there’ll certainly be one or two good ones

you leave home Please don’t bring food with you The last time we got too close to a tornado

in Kansas and our picnic ended up in Oklahoma!

Brad

38

Future time clauses with when, until, as soon as, by the time, before

I’ ll go out with my friends when I finish my exams

As soon as/When we hear the bell, we’ ll leave the

room

We won’t ring you until we arrive

By the time John arrives , the film will be over

I’ll finish my homework before I watch TV

Use

• We use will future with when , until , as soon as , by the

time , before to show that

– something will happen at a specific time in the future

– two future events will happen at almost the same time or one immediately after the other

– one thing will happen very quickly after the other

’ll talk to you when I arrive

By the time you get this, I’ll be in Manchester

As soon as we find a hotel, we’ll phone you

Form

• There are two parts in a future time clause We use

will + infinitive without to for the result We use when , until , as soon as , by the time , before + present simple for what happens first If the when , until , as soon as ,

by the time , before clause is first, we use a comma

’ll decide what to do before I go to the meeting

As soon as we’re ready, we’ll leave

when , until , as soon as , by the time , before clause is

usually affirmative

We won’t know our exam results before we go on

holiday

• We don’t usually use until at the start of a sentence

I won’t stop reading until my mum tells me to go to

sleep

Common mistakes

When I will see you, I’ll tell you what happened ✗

When I see you, I’ll tell you what happened. ✓

I was cycling while it started raining ✗

I was cycling when it started raining ✓

Note

4 Complete the messages with the words from the box Put the verbs into the correct form

• as soon as (x2) • until (x2) • not be

• before • arrive

Rosy at 16.46 on 10 June wrote

Does anyone know anything about the voluntary work in the summer holidays yet?

Terri at 16.59 on 10 June wrote

you know

have to clean toilets or something!

Don’t worry, I’m sure Kelly will write soon

Kelly at 18.23 on 14 June wrote

Hi, Kelly here I’ve found us work for three weeks in Wales

Great! What kind of work?

Well, it’s on a farm, but we won’t know exactly what we have to

7

brochure arrives, it’ll be the summer holidays! I want to find out as much

as I can about the place and the work

Stop worrying, Rosy I’ll probably get

5b

39

Grammar: First conditional with if,

unless, provided that, as long as

3 Look at the information and choose the correct options

Vocabulary: Landscape and natural

environment

1 Circle the odd-one-out

2 Match the numbers on the map to

the words in the box There are three extra

words

Welcome to Dreamworld The resort that makes your dreams come true!

Open every day of the year*

*sometimes we need to close to clean the pools Sundays: FREE

Wednesdays: No children day

Concerts: Every Saturday night

Free parking for guests (€20 a day for those without tickets)

1 a) We will be open every day of the year

unless / as long as we have to clean the

pools

won’t be / will be open

2 a) If you come / will come on Sundays, you

won’t have to pay

unless you come on Sundays

3 a) You can bring children to the resort as

long as / unless you don’t come on a

Wednesday

in the resort unless you come on a Wednesday

4 a) Provided that / Unless you stay until

Saturday evening, you will be able to see one of our great concerts

won’t come to the resort on a Saturday

5 a) You won’t have to pay for the car park

provided that / unless you have a ticket

for the resort

If we leave now, we ’ll arrive on time

They ’ll have a picnic on the beach unless it rains She ’ll let us have a party provided that we tidy up

I won’t help you with your schoolwork unless you

try to do it yourself first

Provided that students attend all lessons, they won’t have problems in the exams

You won’t have any problems with your exams as

long as you study hard

Questions Short answers Will it be a problem if

may happen in the future as a result of something else happening (or not happening)

– If it rains, I’ll stay at home

– if/provided that /as long as for the result of an

As long as it doesn’t finish too late, I’ll go to

the party

unless has a similar meaning to if not

I won’t go out unless I finish my homework

Form

• There are two parts in a first conditional sentence

We use if/unless /provided that /as soon as + present simple for the condition We use will + infinitive without to for the result We can write the two clauses

in either order If the condition clause is first, we separate the two clauses with a comma

’ll go climbing if there’s a guide with us

If there’s a guide with us, I’ll go climbing

Common mistakes

If it will be a nice day, I’ll go for a walk ✗

If it is a nice day, I’ll go for a walk ✓

I will finish unless you help me ✗

I won’t finish unless you help me ✓

It’s free on Sundays, but it’s not too crowded

leave before midday, you can have a good time

If you go, make sure you phone first It’s open

clean the pools We went once and found that

it was closed, which was very annoying, but

check on the internet, you’ll be OK

has to work on Saturday Why don’t you come with us?

Love Debbie

5 Make questions and answers from the prompts Use the first conditional and the words in brackets

Fifteen young people will live on an island for fourteen weeks You choose who goes each week.

Your questions answered …

What will happen if they get lost?

(provided that)

internet (as long as)

Language round-ups bring together all

the language taught in the unit

Multi-level exercises mean all students are able to succeed

Odd units focus on reading and writing

Even units focus on reading and listening

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

Skills practice pages focus on reading, writing and listening

Trang 14

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

Answer keys can be accessed via Show answers icons

Games are used for language revision

Audio can be played from the page with

or without subtitles

Trang 15

Teacher’s Online Resource Material

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

representative

The Gradebook shows at a glance how students are progressing

A version of all of the above

test types is provided for

students with Specific

Learning Disabilities (SLD)

What should I do?

Round-up 2 6

Student A

1 Listen to Student B’s problem Use the prompts to ask questions to get more information Give him/her advice to solve the problem, using the suggestions in the box below

• Which/exam? • What/time/start? • How important/this exam? • How much/ revision done? a) Do the exam anyway and hope that the questions are easy b) Stay up and study all night c) Study with me this evening.

Student B

Useful language

What should I do?/What would you do?

If I were you, I’d …/Why don’t you …?/I think you should … I’m not sure/That’s a bit …/I don’t think that’s a good idea …/No way, I can’t do that!

That’s a good idea./Maybe you’re right.

2 Listen to Student A’s problem Use the prompts to ask questions to get more information

Give him/her advice to solve the problem, using the suggestions in the box below

• When/happen? • Which project/work on? • How much work/have to do? • What time/have to give it in? a) Buy a new computer b) Phone a computer advice line c) Apologise to your teacher and ask if you can give in the project next week 2 Ask Student B for advice for the following problem Reject his/her first suggestion, giving reasons Decide what to do and write your decision in the space below Problem: You have a virus on your computer and have lost an important school project that you have to give to your teacher tomorrow Decision: I’m going to .

1 Ask Student A for advice for the following problem Reject his/her first in the space below Problem: You have an important exam tomorrow and you haven’t studied for it Decision: I’m going to

Useful language What should I do?/What would you do? If I were you, I’d …/Why don’t you …?/I think you should … I’m not sure/That’s a bit …/I don’t think that’s a good idea …/No way, I can’t do that! That’s a good idea./Maybe you’re right. ✂ 29 4 Photocopiable © Pearson Education Ltd 2015 Round-up 1 Quiz: How brave are you? 6 What would you do in the following situations? Circle the best answer for you. Add up your total and check the results: a = 5 points b = 3 points c = 1 point 25–35 Bravery is your middle name! Nothing is too much for you! 12–24 You prefer not to take unnecessary risks, but are quite calm in a crisis 0 –11 You often panic and don’t use your common sense Relax! 1 If you saw your favourite actor/actress in the street, would you … a) ask him/her out on a date?

b) ask for his/her autograph? c) pretend you don’t recognise him/her and walk away? 2 If you found a tarantula in your house, would you … a) keep it as a pet and look after it? b) ask someone to pick it up and take it away? c) scream and run out of the house? 3 If you had a big argument with your best friend, would you … a) get over it, say sorry and laugh about it together? b) call on him/her the next day and talk about it? c) never speak again? 4 If you got on the wrong train, would you … a) stay on it and explore somewhere new? b) get off at the next station and catch the next train back? c) panic, and press the emergency button? 5 If you were alone in the house and a horror movie was on the TV, would you … a) switch off the lights and watch to the end? b) watch it, but from behind a cushion? c) switch the TV off immediately? 6 If you were in a restaurant and the waiter brought you the wrong food, would you … a) give it back to the waiter and complain to the manager? b) complain to your friends, but eat the food? c) eat the food and not say anything? 7 If you were alone in the house at night and you heard a strange noise, would you … a) go immediately and check it out? b) call a neighbour or a friend and ask them to stay with you? c) hide under the bed? 28 4 Photocopiable © Pearson Education Ltd 2015 Suffix scramble 6c 1 Complete the sentences with the correct noun Then write the nouns in the boxes 1 I was so frightened that for a moment I lost the a b i l i t y to speak. 2 The of penicillin changed the world. 3 Her disappearance was a complete mystery There was no .

4 When Robbie came on stage, everybody started jumping with .

5 Sarah didn’t answer the door, but I could hear inside the house. 6 The holiday was a big The hotel was terrible, and it rained every day. 7 My great-granddad was given a medal for during the Second World War. 8 I love watching TV shows like Big Brother. 9 My brother is having with Maths at school, so he’s going to have extra lessons. 10 At last I’ve made an important ! I’m going to study medicine at university. 11 She works for a voluntary that helps sick children. 12 There is a strong that it will rain tomorrow. 2 Write the highlighted letters in the boxes below Then unscramble the letters to discover an important skill you need for playing computer games Have you got it? i

You need good hand-to-eye .

6b 7 9 10 12 14 10 14 1 12 1 3 5 1 Anna’s letter to Isa has been torn up by mistake Number the pieces in order then write the letter below Dear Isa Thanks for call her Why don’t you Friday 8th May hello to your sister With love were you, I’d wait a few days and then I’d for your suggestions for university courses I don’t think Leeds is a good idea because it’s your letter, it arrived this must go now, I have too far away I prefer Bristol Sorry hear from you Thanks 4, Tyron Way Highworth 1 to study for my Geography exam Say tried talking to her? If I invite her for a pizza? Anyway, I morning It was great to from Anna 7 8 6 4 5 3 13 11 2 Answer the questions about the letter 1 What day did Anna receive Isa’s letter?

2 Which university does she prefer?

3 Who has Isa had problems with?

4 What exam is Anna studying for?

3 Write the highlighted letters from Exercise 2 in the correct squares below (Use the numbers in the boxes to help you.) What problem does Isa have with Stacey?

Isa Stacey’s

4, Tyron Way Highworth

to hear about your problems with Stacey

Have you

F

Phrasal verbs honeycomb

6a Complete the sentences with a phrasal verb from the honeycomb

The correct combinations are always next to each other

1 I’m really sorry I can’t come to your party, but my parents are going out and I have

to look after my little brother.

2 It’s very dark in here, why don’t you the light?

3 This is the police! Don’t move and the gun !

4 That music is too LOUD! Will you please it

5 They split up over six months ago, but she just can’t it.

6 Johnny! Your room is a mess! Please your clothes from the floor and put them away.

7 Quick! There’s our bus Run! Let’s

8 Jack really likes Chloe I think he might her soon.

9 Oh no! I hate this programme Let’s the TV and go to the cinema.

10 Are you free later? I’d really like to that new pizza place in town.

11 Thanks so much for lending me your History notes I’ll them next week, I promise.

12 I think Jo lives near here, doesn’t she? Why don’t we her?

out call on over get

after ask put up pick out check

give down get on down turn look

on turn switch off back

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 Tests assessment package with A and B versions

to prevent copying

Trang 16

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

Suggested procedure

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

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

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

• Students look at the dialogue to check the answer

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

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

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

• Students read the dialogue aloud in pairs or groups

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

of the class

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

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

Read

Two types of reading texts are found in Live Beat The

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

Procedures

Photographs

The photographs which accompany the presentation

material in each lesson in the Students’ Book are

an important teaching resource They can be used

for setting the scene, for presentation or revision of

grammar and vocabulary, and for presenting additional

language In addition, the photographs frequently

provide useful cultural information

Learning objectives

The learning objectives box at the beginning of each

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

main areas of Grammar, Vocabulary and Functions in

that lesson The list is designed to make students aware

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

to discuss the learning objectives in the students’ L1

(first language)

Suggested procedure

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

and tell them that this language is highlighted in the

presentation dialogue or text

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

and elicit any words they may already know

• Finally, ask students to look at the Functional

objective and elicit any language they already know, or

ask them what language they might expect to find in

this part of the lesson

• When the lesson has been completed, ask the

students to go back to the learning objectives and give

examples for each objective Then get them to say

which areas they found easy, and which ones they feel

they need to practise more

Get started

Some lessons contain a Get started task to introduce

the topic of the lesson and generate some discussion

Get started tasks in the early units may be conducted in

the L1 Later on, encourage students to use English as

far as possible in these tasks They can be conducted

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

to write up any ideas or vocabulary deriving from the

activity on the board

Dialogue

The dialogues in Live Beat feature recurring teenage

characters in different situations, and present the new

language in context All dialogues contain examples

of the key grammar, vocabulary and functions of the

relevant lesson The key grammar is usually printed

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

Trang 17

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

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

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• 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

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

• 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

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

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

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In the Curriculum Link 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 a Curriculum Link, where reading tips are provided, or an Across Cultures or Real Life Issue lesson, where the tips are for speaking and listening and writing 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.)

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